Giao an Tieng Anh 10

English 10 School year: 2011 - 2012Period 1: Get to know English 10

I. OBJECTIVES: By the end of the lesson, the Ss will get to know English 10: what to learn and how to learn it.II. PROCEDURE:

T: How many words in English do you know beginning with “T”, “T” and “E” (2

minutes: 1 for preparing, one for presenting)

Checks and gives feedback

T: I am Thuan. I’m your Teacher of English. Now, let’s begin the first lesson “Get to

know English 10”

What do you study in English 10?

Discussing the following questions and answer them:

1. How many units are there in the book? How many topics (themes)? What are they?

What topic do you like best?

- 12 units. 12 topics.

- A Day in the Life of, School Talk, People’s Background, Special Education,

Technology and You, An Excursion, The Mass Media, The Story of the Village,

Undersea World, Conservation, Natonal Park, Music, Films and Cinema, The world Cup,

Cities, Historical Places

2. How many lessons are there in each unit? What are they?

- 5 lessons

- Reading, Speaking, Listening, Writing, Language Focus

3. How many tests yourself are there in the book?

- 6 tests your-seft

4. How many 15-minute tests are there?

- 6 15-minute tests per a school year (3/ semester)

5. How many 45-minute tests are there?

- 4 45-minute tests (2/semester)

6. How many semester tests are there?

- 2 semester tests (1/semester)

Groupwork:

3.How will you learn English 10?

Ss discuss in the group of 8 students, giving idea(s)

T gives feeedback

1

English 10 School year: 2011 - 2012Suggested answers:

- Learn new words by heart

- Read the text in advance at home

- Watch and listen to progammes in English in the radio and on TV

- Do homework and exercises

- Practise a lot, sing English songs

- ..........

4. Consolidation

Summarising the lesson

Give some recommendations

Homework: Preparing Unit 1: A Day in the life of .... Lesson One

III. EXPERIENCE

UNIT1 : A DAY IN THE LIFE OF ....

Period 2: A. READING

Class Teaching date Absentees

10A2

10A3

I. OBJECTIVES:

- Ss read the text and guess the meaning of the new words, ask and answer base on the

content of the text, scan and take note the information

- Students should appreciate the daily activities of some people.

II. LANGUAGE FOCUS:

1. Grammar: - The present simple tense

2. Vocabulary: Words related to daily activities: working time, working day,...

III. SKILLS: Reading for gist and for specific information.

IV. TEACHING AIDS: some pictures of farmers' activities and handout.

V. PROCEDURE:

Teacher's activities Students' activities

2

English 10 School year: 2011 - 2012

WARM UP: (5mn)

Gives some hand-out 1 and gets Ss

to match A with B, then asks:

Where does a teacher work?

Where does a farmer work?

..........................................

We'll understand more about the life

of a farmer in unit 1.

1. Pre-reading: (10mn)

Shows the pictures and introduces

some words and phrases:

Guides Ss to read in chorus

Gives handout 2 and guides Ss to

do it.

Introduces: Mrs Tuyet and Mr Vy

are farmers.

Match A with B in pairs

A

1. teacher

2. doctor

3. worker

4. seller

5. farmer

B

a. market

b. school

c. hospital

d. field

e. factory

He / She works at a school.

He / She works in the field.

Peasant (n) = farmer (n)

-Lead the buffalo to the field

-Pump water (v)

-Transplant (v)

-Plough (v) (n)

-Harrow (v) (n)

- Fellow (n) = friend

Read the chart and guess what Mr Vy does and Mrs

Tuyet does.

Their activities Mr Vy Mrs Tuyet

1. take care of children

2. transplanting

3. drinking tea and

chatting with friends

4. ploughing and

harrowing the plot of

land

3


Asks Ss to check the information

and read the text.

2. While- reading: (20 mn)

Asks Ss to read the text silently.

Requires Ss to do task 1 in groups of

4

Gives the correct answer

Task 2:

Gets Ss to ask and answer in pairs.

5. preparing meals

6. leading a buffalo to the

field

7. boiling water

Open the book and check the information

about Mr Vy and Mrs Tuyet's daily routines.

Skim the text and do tasks.

Task 1: Practise with groups of 4

Check the correct answer.

1. C 2. C 3. A 4. A

Practise task 2 with pairwork.

Suggested answers:

1. He's a peasant / a farmer.

2. He gets up at 4.30 and then he goes down the

kitchen to boil some water for his morning tea.

3. In the morning, he ploughs and harrows on his

plot of land, drinks tea and smokes local

tobaco during his break.

4. In the afternoon, they repair the banks of their

plot of land. Mr Vy pums water in to it while his

wife does the transplanting

5. Yes they are. Because they love working and they

love their children.

Scan the passage and make a brief (short) note about

Mr Vy and Mrs Tuyet. Do it individual and compare

their note with a partner.

Suggested answers:

4


Listens and checks their answers

Guides Ss to make a brief note about

Mr Vy and Mrs Tuyet's daily

routines.

Can help some bad Ss

3. Post- reading: (8mn)

Asks Ss to close the book and

discuss about Mr Vy and Mrs

Tuyet's daily routines.

Assigns homework (3mn)

* In the morning:

- 4:30 : The alarm goes off, Mr Vy gets up, goes

down to the kitchen, boils water for tea, drinks tea,

has a quick breakfast, lead the buffalo to the field.

- 5:15 : leaves the house

- 5:30 : arrive in the field, ploghs and harrows his

plot of land

- 7:45 : takes a rest

- 10:30 : goes home

- 11:30 : has lunch with family

* In the afternoon:

- 2:30 p.m : Mr Vy and Mrs Tuyet go to the field

again, repair the banks of their plot of land. He pums

water in to it. She does the transplanting.

- 6:00 p.m: finish work

- 7:00 p.m : have dinner

* After dinner:

- watch TV, go to bed

- sometimes visit neighbours, chat with them

- Close the book and talk about Mr Vy and Mrs

Tuyet's daily routines.

- Talk about their parents' daily routines.

Homework:

- Write a paragraph about a farmer's daily routines in

Viet Nam. (about 80 words)

5


COMMENTS (2mn)- Do exercise 1, 2 (p. 4, 5) in workbook.

- Prepare lesson 2: speaking

VI. EXPERIENCE

Period 3: B. SPEAKING


10A2

10A3

I. OBJECTIVES:

- Ss know about daily activities of some people or themselves.

- Ss ask and answer about daily routines and talk about daily activities of some people

or themselves.

II. LANGUAGE FOCUS:

1. Grammar: The present simple tense

2. Vocabulary: Words related to daily activities.

III. SKILLS: Fluency in expressing opinions

IV. TEACHING AIDS: A poster and handout.

V. PROCEDURE:

6

English 10 School year: 2011 - 2012Teacher's activities Students' activities

WARM UP: (3mn)

Shows the poster and asks Ss try

to remember the subjects

Listens and checks

1. Pre- speaking: (8mn)

Gives handout and asks Ss to

match a number in A with a

suitable in B

2. While- speaking: (20mn)

Task1:

Guides Ss to ask and answer

about Quan's daily activities

using his weekly timetable.

Retell the subjects individual.

Subjects are learn in school

1. Civic education

2. Technology

3. Maths

4. Physics

5. Literature

6. English

7. Biology

8. Chemistry

9. Physical education

10.Geography

11.History

12.Information technology

Match a number in A with a suitable in B

work in pairs

A B

6.00

7.15

8.05

8.55

9.45

10.40

17.00

18.30

a quarter to ten

five to nine

a quarter past seven

five past eight

twenty to eleven

half past six p.m

five o'clock p.m

six o'clock a.m

Ask and answer about Quan, using the information

from the timetable

(practise with pairwork)

S1: What time does Quan have a Civic Education

lesson on Monday?

S2: (He has a Civic Education lesson) at 7:15 a.m.

Or:

S1: What lesson does Quan have at 7:15 a.m on

7


Helps and checks

Task 2:

Asks Ss to look at the pictures

(p.15) and descibe Quan's

activities

3. Post- speaking: (10mn)

Task 3:

Asks Ss to close the book and tell

their classmates about his/ her

daily routines.

Lets 1 or 2 good Ss come to the

board to speak.


Monday?

S2: (At 7:15 on Monday he has) a Civic

Education lesson.

S1: What time does he have English lesson on

Friday?

S2: (He has English lesson) at 8:55 on Friday.

....................................................................

Look at the pictures and describe Quan's activities

Work in groups of 4

Answer:

At 2:00 o'clock p.m Quan gets up after taking a short

nap. He studies his lesson at 2:15 p.m. He watches

TV at 4:30 p.m. Then he goes to the stadium by

bycicle at 5:00 p.m. There he plays football with his

friends at 5:15 p.m He comes back home at 6:30 p.m,

takes/has a shower at 6:45. He has dinner with his

family at 7:00 p.m. At 8:00 p.m he reviews his lesson/

does his homework.

Practise individually

Suggested answer:

I usually get up at 5.15 a.m, I do morning exercises

at 5.30. At 6.00 I have breakfast and then I cycle/ride

to school at 6.30. I have the first lesson at 7.15 a.m .

At 11.30 I cycle/ ride home. At 12.00 I have lunch

with my family. Then I take a nap until 1.30 p.m. I go

to extra classes at 1.45 p.m and get home at 4.15p.m

I watch TV, listen to music, read books or go out with

my friends at 4.50 p.m. I have dinner with my family

at 7.00 p.m. From 8.00 to 10.15 I do my homework.

Then I watch TV until 10.45 p.m. I go to bed at 11.00

p.m.

HOMEWORK:

8


COMMENTS (2mn)

-Write a 50-word paragraph about your daily routines

- Prepare lesson 3: listening

V. EXPERIENCE

Period 4: C. LISTENING


10A2

10A3

I. OBJECTIVES:

- Students understand a daily activities of a cyclo driver

- Students listen and understand a daily activities of Mr Lam.

- Number the pictures in their correct order

- Tick ( ) in box T or F according to the content of the passage.

II. LANGUAGE FOCUS:

1. Grammar: Simple present tense

2. Vocabulary: Words related to daily activities.

III. SKILLS: Listen for gist and for specific information.

IV. TEACHING AIDS: A poster .

V. PROCEDURE:


WARM UP: (3mn)

Shows a poster and asks Ss to

listen and tick the words or

phrases which T's just read

1. Pre- listening: (8mn)

Look at the poster, listen and come to the board to tick

words or phrases which T's just read

get up, have breakfast, drink tea, leave the house, start

work, learn, plough, take a nap, .....

9

English 10 School year: 2011 - 2012Shows the picture and asks:

What is this? Points to the cyclo

Who is he?

Requires Ss to asks and answer in

pairs.

Helps and checks.

Asks Ss to listen and repeat some

words.

2. While- listening:

Task 1:

Asks Ss to look at 6 pictures and

guess their correct order then

number them.

Plays the tape the first time.

Plays the tape the second time and

gives Ss 1 minute to number

pictures.

Plays the tape the third time and

asks Ss to check the answer.

Task 2:

Asks Ss to read the sentences

(p.17) and tick in box T or F

Plays the tape the first time.

Plays the tape the second time and

gives Ss 1 minute to tick the box.

Plays the tape the third time and

asks Ss to check the answer.

Answer

- It's a cyclo.

- He is a cyclo driver.

Practise with pairwork.

S1: Have you ever travelled by cyclo?

S2: Yes, I have.

S1: When was it?

S1: When I was in HaNoi last summer.

S1: Is it interesting to travelled by cyclo?

S2: Yes, it is.

S1: Which do you prefer, going by bicycle or by

cyclo?

S2: I prefer going by bicycle because it's interesting

and helps me to strengthen my muscles.

Listen and repeat

district routine office pedal purcharses

drop passengers ride park food stall

Look at the pictures and try to guess their correct

order, then number them.

Work in group of 4

Listen for gist

Listen for specific information and number in the box

on the top of each piture.

Listen and check the correct order

Answer:

a. 3 b. 5 c. 4 d. 6 e. 1 f. 2

Read the sentences and guess to tick in box T or F

Listen and tick

The correct answer:

1. F 4. F

2. T 5. F

10


3. Post- listening:

Requires Ss to ask and answer

about Mr Lam's daily activities.


COMMENTS (2mn)

3. F 6. F

Practise asking and answering about Mr Lam's daily

activities in pairs.

Eg:

A: What's his name?

B: His name's Lam

A: What's his job? / What does he do?

B: He's a cyclo driver.

A: What time does he start work?

B: He starts work at 6.00 am. / At 6.00 a.m.

A: Who is his first passenger?

B: An old man.

A: How many passengers does he usually have in

the morning? Who are they?

B: He usually has 4 passengers a day. They are an

old man, a lady and two school pupils.

A: What time does he have lunch?

B: He has lunch at twelve.

A: Does he take a long rest?

B: No, he doesn't. He only takes a short rest.

Try to retell about Mr Lam's daily activities

HOMEWORK:

Write what you can remember about Mr Lam's daily

activities.(about 50 words)

V. EXPERIENCE

11


Period 5: D. WRITING


10A2

10A3

I. OBJECTIVES:

- Students know how to build up a narrative, using the given prompts

- Students learn to build up a narrative about a hotel fire.

II. LANGUAGE FOCUS:

1. Grammar: Students know how to use the past simple to write a passage about a hotel

fire.

2. Vocabulary:

III. SKILLS: Writing a narrative about a hotel fire.

III. TEACHING AIDS: poster

IV. PROCEDURE:

Teacher's activitiesStudents' activities

WARM UP: (3mn)

Asks Ss some quetions:

Have you ever heard a

frightening / an interresting

story?

When and where did it happen?

How did you feel about that?

1. Pre- writing: (10mn)

Task1:

Asks Ss to read the model

narrative (P.17&18) and find

Answer (suggested)

Yes, I have.

It happen when I was young. / When I was in the six

grade... It happen at my house/ school /.....

It made me frighten / happy / bored/ .....

Task1:

Read the model narrative, underline the verbs that

12

English 10 School year: 2011 - 2012all the verbs that are used in the

past simple and the

connectors(time expression) in

the story.

Guides Ss to work in groups of

4

Helps and checks.

Emphasizes the past simple to

narrate a story.

2. While- wrting: (20mn)

Task2:

Asks Ss to do task 2 in groups

of 4

Checks and helps.

Task 3:

Asks Ss to build up a narrative

about a hotel fire, using the

given prompts.

are used in the past simple tense, circle the

connectors (time expression) in the story such as:

Stared, was, arrived, got, began, ......

At first, then, .......

Work in groups of 4

Identify the events, the climax, and the conclusion of

the story.

+The events: got on plane, plane took off, hostesses

were just beginning to serve lunch when plane began

to shake, plane seem to dip, people screamed in

panic.

+ The climax: We thought we had only minutes to

live.

+ The conclusion: Pilot announced that everything

was all right, we landed safely.

Work individually.

Suggested answer:

Last year, I spend my summer holiday at a seaside

town. The hotel was modern and comfortable. I had

a wonderful holiday until the fire.

It was Sunday evening and everybody was sitting in

the discotheque (which was) on the ground floor. It

was crowded with people. They were dancing and

singing happily. Suddenly we smelt smoke. Then

black smoke began to fill the room. Everybody

started to scream in panic. People ran toward the fire

exits. One door was blocked. Many people began

13

English 10 School year: 2011 - 2012Surveys and helps

3. Post-writing: (10mn)

Gives suggestions and

corrections

Assigns homework.

COMMENTS: (2mn)

coughing and choking.

Then, just as we thought we had only minutes to

live, the fire brigade arrived. Firemen fought their

way into the room and soon everyone was safely out

of the building. Luckily, nobody was seriously hurt.

It was the most frightening experience of my life.

Read one another's narratives.

Then 1 or 2 Ss read their narratives in front of the

class.

HOMEWORK:

- Complete their narratives base on the teacher's

suggestions and corrections.

- Prepare language focus.

V. EXPERIENCE

Period 6: E. LANGUAGE FOCUS


10A2

10A3

I. OBJECTIVES:

14

English 10 School year: 2011 - 2012- Should distinguish between the vowels / i / & / i: /

- Review the present simple, the past simple and adverbs of frequency.

- Do all exercises

II. LANGUAGE FOCUS:

1. Grammar: the present simple, the past simple and adverbs of frequency.

2. Vocabulary: tent, creep, Put out, leap, wind, flow,...

III. SKILLS: reading, listening, writing.

III. TEACHING AIDS: poster

IV. PROCEDURE:


WARM UP: (3mn)

Draws a picture (a cup of tea and some

biscuits) and asks Ss to find the words

related to the picture then make

sentences with those words.

1. Pronunciation: (8mn)

Introduces how to read 2 vowels / i /

(short) & / i:/ (long)

Read aloud

Asks Ss to open the book (P.19) and

show the vowels / i / or / i:/

Guides Ss to read aloud sentence by

sentence in the book.

Notes the sentence stress

2. Grammar and vocabulary:

Shows the picture and introduces the

simple present, simple past and

adverbs of frequency.

Revise the simple present, simple past

Suggested: tea, biscuit

He drinks tea every morning.

I want to eat some biscuits.

Listen and repeat

Minimal pairs:

/ i /

hit

bit

meet

it

lick

/ i:/

heat

beat

meat

eat

leek

Eg:

Is he coming to the cinema?

We'll miss the beginning of the film.

..........................................................

He is a schoolboy. He usually goes to school by

bicycle everyday but yesterday he went to

school on foot

usually: adverbs of frequency

goes : simple present

15

English 10 School year: 2011 - 2012and adverbs of frequency.

Exercise1:(10 mn)

Asks Ss to choose the correct form of

the verbs in the box to fill in the gap.

Checks and helps

Exercise2: (6mn)

Guides Ss to know how to put each of

those adverbs of frequencyin its

appropriate place in the given

sentences.

Checks and calls 1 or 2 ss to read in

front of the class.

Exercise3: (14mn)

ASks Ss to choose the past simple of

the verbs in brackets.

Can give the meaning of some words

Helps and checks

went : simple past

Exercise1:

Complete the blanks. use the correct present

simple form of the verbs in the box.

Practise in pairs

Answer key:

1.is

2.fish

3.worry

4.are

5.catch

6.am

7. catch

8. go

9. give up

10. say

11.realise

12. am

Exercise2:

Practise individual.

Example: He gets up early.

He usually gets up early.

She is late for school.

She is often late for school.

Note: As a rule, I go to bed at 10.00 p.m

Exercise3:

Remember the form of the past simple tense and

supply the correct past simple form of the verbs

in brackets

- tent (n): lÒu

- creep (v) crept - crept: ®i rãn rÐn

- Put out: dËp t¾t

- leap (v) - crept - crept: nh¶y dùng lªn

- wind (v) - wound - wound: cuén, lîn vßng

- flow (v): ch¶y, tr«i

Practise with pairwork.

Suggested answer:

1. was done 7. began 13. was

2. cooked 8. felt 14. leapt

3. were 9. put out 15. hurried

4. smelt 10. crept 16. found

5. told 11. slept 17. wound16


Assigns homework.(2mn)

COMMENTS: (2mn)

6. sang 12. woke 18. flowed

HOMEWORK:

- Do exercises in part LANGUAGE FOCUS of

UNIT 1 in workbook.

- Prepare unit 2

V. EXPERIENCE

Period 7: A- READING Class Teaching date Absentees

10A2

I. OBJECTIVES: By the end of the lesson, Ss will be able to know how to appreciate tell

daily avtivities at school, introduce themselves

II. LANGUAGE FOCUS:

1. Grammar: gerund and to-infinitive

2. Vocabulary: Words related to school

III. SKILLS: Reading for gist and for specific informationIII. TEACHING AIDS: poster

IV. PROCEDURE:

17



1. WARM-UP:

Before you read . (7’)

- Asks pupils:

a. What does “school talks” means?

b. Do you often tell about your school?

c. Which topics do you often talk about when

you meet your friends?

- Asks pupils to look at the book and work in

pairs to say which topics they often talk

about when they meet or talk to each other.

- Calls some couples to ask and answer.

- Introduces the situation of the passages

1,2,3.

2. PRESENTATION:

While you read . (25’)

Task 1:

- Asks pupils to read the passages in skim to

find the new words,

- Asks pupils to read up the new words.

- Asks pupils to work in groups to fill in the

blanks with the suitable word.

- Calls pupils to decide the part of speech of

the word needed to fill in each blank.

- Calls some pupils to read up the sentences.

- Asks some pupils to correct the mistakes.

- Asks pupils to work in groups to find the

sentences with the main verbs which are

followed by V-ing and those followed by to

+ infinitive

Task 2:

- Asks pupils to scan the passages to

- Answer teacher’s questions.

P1. It means the dialogues at school.

P2. Yes, I do.

P3. We often talk about our favourite sport, it

is football. etc...

Pairwork

- Read the passages in skim to find the new

words:

+ international (adj)

+ be crowded

+ narrow (adj)

- Read up

- Work in groups to fill in the blanks

P1: 1. a verb; 2. a noun; 3. a verb

P2: 4. an adjectives; 5. a noun.

P3: 1- enjoy; 2- traffic; 3- worry; 4-

crowded; 5- language

- work in groups to fin the sentences.

P5. + I like to learn English

18

English 10 School year: 2011 - 2012find who often do the actions given.

- Calls 3 pupils to go to the board to write

full sentences.

- Asks 3 pupils to correct the mistakes of

writing.

Task 3:

- Asks pupils to close their books, work in

pairs to ask and answer about the passages.

- Calls some couples to ask and answer.

3. After you read . (10’)

- Has students work in groups and answer the questions1. What subjects you like best and why?2. What do you like or dislike doing at school?3. What do you worry about at school?- Give comments- Ask students to tell the content of the small talks- Ask to tell themselves

+ I don’t really like getting up early.

P6: + I love working with children.

- Work in pairs to do the task

- Write full sentences, 3 pupils write on the

board.

P1.+ Miss Phuong enjoys teaching.

+ Phong has to get up early.

+ Phong lives far from school

P2.+ Miss Phuong loves working with

children.

+ Phong loves learning English.

+ Phong rides a bicycle to school every

day.

P3.+ Phong studies at a high school

+ Miss Phuong teaches English at a high

school

+ Mr. Ha worries about someone else’s

safety.

- Correct

Key: 1. He studies at Chu Van An High school2. He studies many subjects such as maths, physics, chemistry and 3. Because it is an international language4. She says that teaching is hard work, but she enjoys it because he loves working with children5. Because his son has to ride his bike in narrow and crowded streets to get to school

- Work in groups to speak.

Key: 1. I like English best because it is an important means of international communication- I like learning Math, Chemistry or Vietnamese Literature because it’s useful, interesting

19


4. HOME WORK: (3’)

- Asks pupils to do the reading

comprehension at page 10 & 11 in the

Workbook.

2. – doing a lot of homework- taking part in social activities- talking with my parents3. I worry that many students cheat in exams/ live far from school/ difficulty in speaking English- Have discussion then present ideas in front of the class- Present the content of the small talks again- Introduce themselves- Listen to the teacher and write down

homework

- Do the exercise at home.

V. EXPERIENCE

Period 8: B - speakING Class Teaching date Absentees

10A2

I. OBJECTIVES: By the end of the lesson, Ss will be able to make small talks in daily life.

II. LANGUAGE FOCUS:

1. Grammar: gerund and to-infinitive

2. Vocabulary: Words related to school

III. SKILLS: Fluency in expressing oppinion and expressions for making a conversationIII. TEACHING AIDS: Pictures, English textbook 10,

IV. PROCEDURE:


Warm-up: (5min)- Give a situation and write a short conversation on the boardSituation: suppose that you meet a friend at the supermarket, you are very busy. How will you say to open and end the conversation? - Give a short conversation:

Listen to the teacher

- Copy the conversation and complete the conversation with suitable words

20

English 10 School year: 2011 - 2012A: ………. (1)B: Hi, Lan. How are you?A: I’m fine. Thanks. And you?B: I’m fine. Let’s go somewhere for a drinkA: Sorry, ………. (2)- Ok, that’s a short conversation between A and B(1) & (2) are two ways to start and close a conversationToday, we will practice speaking conversation having stating and dosing sentences- requires Ss to complete this conversation with simple sentences.- explains these are two sentences which are used to open and close a conversation- calls some Ss to give their answer and then can calls one pairs to pratice this conversation .Today we will pratise speaking conversation having starting and closing sentences- Raises the questions: (8mn)1. What do you think about “greeting”?2. How many kinds of “greeting”?3. How can you say when you meet teacher in the morning?4. How can you say when you meet your friend in the morning?5. How can you say to your teacher when your school finishes?Task 1(7mn) These expressions are commonly used when people are chatting. Place them under the appropriate heading then practise with a partner- Give instruction- Introduce some expressions that we can use to start and close a conversation- Ask student to place the expressions under the appropriate heading- Ask student to work individually then work in groups- Give suggestionsTask2(7mn): Rearrange the following sentences to make a conversation and then practise it with a partner- Ask students to rearrange the sentences to make a conversation- Ask students to work individually then in pairs

(1) Hi/ Hello(2) I’m very busy now. Perhaps another time

1. It is important2. There are 2. They are:- People who use greetings when they meet to each other- People use greetings when they say goodbye to eachother3. Good morning4. Good morning/ Hi/ Hello5. Goodbye/ Byebye/ See you again- Do the task- Give answers:* Starting a conversation: - Good morning- How’s everything at school?- Hello. How are you?- Hello, what are you doing?- Hi, how is school?* Closing the conversation:- Sorry. I’ve to go. Talk to you later- Well. It’s been nice talking to you- Goodbye. See you later-Great. I’ll see you tomorrow. Catch up with you later

- Do the task- Give answers:D- E- B- H- F- C-G- Practise with partners

21

English 10 School year: 2011 - 2012- Walk around the class to help student when necessary- Check and give suggestions- Ask student to practise it with a partner- Corrects students’ pronunciation if necessaryTask 3(8min)Complete the following conversation with suitable words, phrases or sentences in the box and then practise it with a partner- Ask students to complete the conversation with suitable words- Ask students to read all words in the box- Give the meaning of some words when necessary- Ask students to work individually then work in pairs- Walk around the class to help students when necessary- Check and give suggestions- Ask students to practise this conversation- Correct their pronunciation when necessaryTask 4: (10mn) Make small talks on the following topics, using the starting and ending of a conversation- Divide the class into 4 groups- Ask each group to discuss one topic and make a small conversation- Walk around the class and help all students when necessary- Ask students to present the conversations- Give comments

- Ask students to practise all conversations again- Homework: 1,2,3 at the page 8 and 9 (English exercises book)

- Do task 3

- Work in pairs- Give answers:A: What’s the matter with you?B: Awful/ a headacheA: You’d better go home and have a rest

- Do task 4- Work in groups- Practise the conversationAnswer:A: Hi, Minh. How was your trip to Da Lat?B: Hi, Huy. It was wonderfulA: What was the weather like in Da Lat?B: It was cool.A: Really? I love it, too.* Plans for the next weekend:A: Hello, Nga. B: Hi, Lan.A: Are you free on Friday? Would you like to go to the cinema next weekend?B: Thanks. But I have a plan to go out with Lan.A: Oh, byeB: Bye

V. EXPERIENCE

22


Period 9: C - listenING


10A2

I. OBJECTIVES: By the end of the lesson, Ss will be able to listen to some small

talks about duty, party and trip.

II. LANGUAGE FOCUS:1. Grammar: the present continuous, past simple, present simple tense,

2. Vocabulary: Words related to school, weather and travelling

III. SKILLS: : Listening for gist and for specific informationIII. TEACHING AIDS: Pictures, cassette player, English textbook 10,

IV. PROCEDURE:


WARM UP (5'-7'): Requires Ss to find the questions for the answers1.I’m taking English.2.I really like it3.For two weeks.4.No,I’m travelling alone 5.That’s great.Asks Ss to work in pairs Calls some pairs to give answerChecks and correctsNew lesson ( 35'-37’)

I. Before you listen- requires Ss to work in individuals and

then work in pairs- walks around for help Ss - checks and gives the right answers

II. While you listenTask 1 Asks Ss to listen to the conversations Plays the tape more than onceTells Ss to listen for main ideas and the key words, not specific information in the first time.Can tell the content of four pictures for Ss Calls some Ss to explain their answers to

listen and find the questions for the answers

Work in pairsExpected answer:1.What are you taking this semester?2.Do you like travelling ?3.How long are you staying there?4.Are you travelling with your parents ?5.Would you like to go somewhere for a drink?

work in individuals and then in pairs to do the task

* Expected answers:1-c, 2-e, 3-a, 4-b, 5-d.

- listen to the CD - find out the main content in each of

conversation- match - give answers

* Expected answers:

23

English 10 School year: 2011 - 2012classkeys : conversation1 – picture b, conver 2 – pic C, conver 3 – pic d, conver 4 – pic aTask 2 Requires Ss to read al the questions lets Ss listen again to the CD to find the answersPauses between conversation to make it easier for Ss While they are doing the task Introduces Ss to take note the main ideas first and then complete the full sentencescalls some Ss to write the answers on the boardChecks and correctsTask 3

Asks Ss to work in pairs and study the conversation. Encourage them to guess the missing wordsPlays the last conversation again asks Ss to listen to it and complete the conversation by filling in the missing wordsCalls some pairs to give answer and then to practise the conversationComments on Ss’ performance and gives correct answers

III. After you listen Asks Ss to work in groups and discuss the problems they have experienced at schoolsuggests the common problems at school: getting bad marks, having difficulty in making friends, coming to class late, ...advises Ss to use these questions : What problems have you got at school?What is / are the reasons ?What have you done to solve it / them?Who helps you to solve it?

- goes round to help Ss - calls some Ss to talk about their

problems at schoolchecks and corrects if necessaryHome work (2’)Write a conversation about the problems you have experienced at school

conversation1 – picture b, conversation 2 – picture c, conversation 3 – picture d, conversation 4 – picture a

read all the questions listen the CD again to find the answers some Ss go to board towrite.

Answer keys :1. she is talking English2. she is in Miss Lan Phuong’s class3. he is at a party4. he plans to stay in Nhatrang for week.5. no, she dosen’t. she traves alone

listen to the CD and complete the conversationgive answers

Answer keys :1. it here2. very nice3. big4. comfortable5. travelling 6. no7. alone8. for a drink

listen to the T’s helpuse these suggestions to do this taskgive answers

work in individuals24


V. EXPERIENCE

Period 10: d- writING


10A2

I. OBJECTIVES: By the end of the lesson, Ss will be able to :- fill some common forms such as simple application form, library admission form ,

....- use useful language and structures in some certain forms

II. LANGUAGE FOCUS:1. Grammar: present simple tense,

2. Vocabulary: Words related to application form,...

III. SKILLS: : writingIII. TEACHING AIDS: Poster English textbook 10,

IV. PROCEDURE:


Warm up ( 7’ )T supplies for students some kinds of forms and asks1.What are they?2.Have you ever filled in a form? When?3.What sort of imformation do you often have to provide when you fill in a form?

PRE-WRITINGActivity 1:Present vocabulary+ country of origin: Quê quán+ Present address: chỗ ở hiện tại+ Marital status:tình trạng hôn nhân+ Block capital: chữ viết hoa+ Applicable:thích hợp-T asks Ss to read the newwords loudly

The whole classExpected answer:1.They are forms2.To apply for a job./ To open accounts To send or receive money at the post office./ To attend to a club./ To change school ..etc..3.Firstname,surname,address,age, occupation, maritalstatus, telephone number, reason...

25


Activity 2:Matching- T asks Ss to do TASK2 Match a line in A with a question in B- Have Ss compare their answers with a partner .-T can explain: Forms do not usually ask questions, but they ask for information-Call on Ss to read their answers-Tchecks and give correct answersPRACTICETASK 3: Doing what Forms ask-Have Ss do the task individually -Go around the class and provide help if necessary.-Further explain and translate into VietNamese if necessaryTASK 4: Filling in a form -T asks Ss to study the form carefully and fill the form using their own information.-Call 2 students to fill the form on the blackboard while others doing the task in the textbook.- Let them have 4 minutes and then tell Ss to look at the board and comment on their performance.-Correct the form as the whole class.PRODUCTION-Write a form to apply for a job / attend a club.-Let Ss write in 3 minutes and T goes around to help if necessary.-Peer correction-T collects five Ss to correct and give them marks.

Pair - work and then the whole class.-Expected answer:1-D 5-B2-F 6-C3-E 7-A4-G

Work individually-Some Ss speak and explain their ieads for this form in front of class

-Work individually. And then compare their answers with a partner.

Work individually and write down their writings on the blackboardThe oak tree school of english

please write in capital lettersMr / Mrs / Mss *Surname : Hoang First name : Mai PhuongDate of birth : May 09 th ,1995Nationality: VietnamLanguage(s) : Vietnamese, English, Japanese Address in your country: Na Khoang village, Tra Linh District, CB province Occupation : StudentReason for learn English : Business / Pleasure / Exams / Others ( if others, please specify)How many hours a day do you want to stay at school? 3-4 hours What date do you want to start? May, 19th

* delete where not applicable

V. EXPERIENCE

26


Period 11: E - language Focus


10A2

I. OBJECTIVES: By the end of the lesson, Ss will be able to :- pronounce the sounds /^/ and /a:/ correctly

- using gerund and to – infinitive appropriately

II. LANGUAGE FOCUS:1. Grammar: gerund and to – infinitive

2. Vocabulary: threaten, situation, mind, suggest, target...

III. SKILLS: reading, speaking, listening and wrtingIII. TEACHING AIDS: Poster, English textbook 10,

IV. PROCEDURE:


I. PRONOUNCIATION1. Listen and repeat: Example: love father /^/ /a:/-T helps Ss to distinguish two sounds-Ask them to listen and repeat2.Practice:-Open their textbooks and practise the sentences-Calls on some Ss to pronounce two sounds- Peer correctionII. GRAMMAR AND VOCABULARYRevise the form how to make questions1.Example:Make questions for these responses

-Note: distinguish two sounds:/^/

-o:wonderful, son month, some, something -u:bus,fun,husband,-oo: blood,flood ou:country,couple,young, touch, trouble - oe: does

/a:/-a: father, -a+r: : farm, far, alarmstart,star,hard..- au: laugh,aunt

- individualwork

-The whole class and make questions for

27

English 10 School year: 2011 - 2012* Yes, I am tired.* I like listening to pop music*Yes,I have got.* I learn English to get a good job.-T asks: What do you call theses questions ? Yes-No question Wh -question2.Form:WH-word+auxiliary V/be+S+V ?Exercise 1:Make question for the following responses

Call on some pairs to read the

questions and responses aloud in

front of the class

Exercise2:

Ask Ss to read the letter carefully and fill in each blank with an –ing and to-infinitive form of the verb in brackets - Tell Ss to compare their answers with a friend - Call on some Ss to read the completed letter

- Asks Ss to work in pairs and

complete the sentences using an –

ing or to – infinitive from of the

verbs in the box.

- Gives task

- Feedback and give correct answers:

responses-Are you tired today?-What kinds of music do you like?-Do you have you got many subjects today ?Why do you learn English?Listen to T’s eliciting and takes notesWork individuallyExercise1:Expected answer:1. When did you come? 2. How long did you stay? 3. Who did you come with? 4. Where do you live? 5. Why do you like learning E? 6. What time is it now? 7. How many children do they have?

Distinguish the infinitive and gerund1.The verbs can only be followed by to-infinitiveAgree decide planRefuse hope expectManage seem tendFail pretend want2.The verbs can only be followed by gerundEnjoy consider practiseAvoid miss postponeMind risk like3.The to -infinitive and -ing never mean the same when we use after theses verbs:Remember Stop ForgetRegret try mean4.The to-inf and V-ing has the same meaning after some verbsBegin start like dislikeLove Exercise2:Expected answer:1. to hear 2. going 3. remembering 4. doing 5. worring 6. to pay7. to go 8. visiting 9. seeing 10. hearingExercise 3:1.to go 2.waiting 3.having4.find 5.living 6.making7.to call 8.to lend 9.talking10.to post

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English 10 School year: 2011 - 2012* Consolidation:-Practise the sounds /^/and /a:/ -Make wh-question -Use the infinitive and gerund of verb * Homework - Do all exercises 1,2,3 4,5,in Workbook. - Prepare Unit 3 lesson 2 READING

V. EXPERIENCE

Unit 3: Period 12: A - Reading


10A2

I. Objectives:By the end of the lesson, students will be able to:

- read better through Matching and True or False exercises.

- improve background knowledge about famous scientists especially about Marie

Curie.

II. LANGUAGE FOCUS:

1. Grammar: - The past perfect

- The past perfect vs. the past simple

2. Vocabulary: Words to describe people’s back ground: name(s), age, place/date of

birth, education, job, interest

III. Skills: Reading for general or specific information

IV. Teaching aids: Some photos of famous people and some information about

them

29

English 10 School year: 2011 - 2012IV. Procedure:


Warm-up: (5')- Give some famous persons’ names in the column A and their job in the column B- Let students match the people with their jobs

A BHong Nhung Marie Curie Miss HanhNgo Tat To

scientistwritersingersteacher

- Recheck and introduce the new lesson: Marie CurieI. Before you read: (8')- Ask some questions about some famous people and Marie Curie1. Can you name and tell some scientists and their specializations?2. What are their job?3. Where are they?4. Have you ever heard of Marie Curie?5. What do you know about her?- Let students write some information about Marie Curie with model givenWhat you already know about herWhat you want to know about her

- Let each student stand and speak their opinions- Go around and help them if necessary

II.While you read: (20')- Let students open the book and read silently while teacher reads aloud and correctly- Ask students to read themselves and write down some information- Let students work in pairs to do the task 1Task 1- Read words in A and ask:1. With flying colors, what does it mean?- Let students translate them into Vietnamese- Ask students to reread and answer some

- Do themselves and then working pairs- Some of them do on the board and speak out

A BHong Nhung Marie Curie Miss HanhNgo Tat To

singersscientistteacherwriter

- Listen to the teacher

- Write down in their papers and then discuss in their groups- Some students stand up and answer in rolesA: Can you name…?B: They are NewTon, DarkWin, Marie Curie...

- Work in pairs to discuss to fill some necessary inform about Marie Curie- Speak out their knowledge about Marie CurieA: Marie Curie is a scientistB: I want to know when and where she was born

Class organization: students do it in pairs- Read silently- Remember some information about Marie Curie

- Read quickly and give some sentences in the text which are in A- Predict the meaning of words- Match words A with B1-C: very well, with a very high mark/grade2-E: find out exactly by making calculations3-A: having a fully developed mind4-D: make less severe

30

English 10 School year: 2011 - 2012questions to practise with some words above

1. To whom do these words refer to?- What about her?2. Who passed the exam with flying colors?Task 2- Let students read all sentences and explain some new words if necessary- Listen and correct if needed

Task 3- Let students work in pairs

III. After you read: (10')-Ask students to close their books and practise telling something about Marie Curie- Let students reread the passage quickly to find evidence from the passage to prove each of thema. strong willedb. ambitiousc. hard-workingd. intelligente. humane- Listen and explain some use of the words: work as; in spite of; worked together on; took up the position

V. Homework (2')- Reread the passage and write about another famous person (about 100 words)

5-B: keep in the mind- Work in pairs and answer some question

- Read quickly and find information to compare to the sentence given: True of False?- Work in pairs, then one reads the sentence and the other corrects it

- Work in pairs to find information to answer the questions-Expected answer:1.Marie Curie was born in Warsaw on November 7th, 1867.2.She was a brilliant and mature student.3.She worked as a private tubor to save money for a study tour abroad.4.She was awardes a Nobel Prize in Chemistry for determining the atomic weight of radium.5.No, it wasn’t. Her real joy was “ easing human suffering”- Work in pairs and some of them stand and say about Marie Curie- Work in groups and discuss which sentences go with the word given- Speak out:a. strong willed: harboured the dream of a scientific career, impossible for a woman at that timeb. Ambitious: kept moving up in her careerc. hard-working: difficult living conditions- work hardd. Intelligent: Nobel Prizee. Humane: easing humane suffering- Some others repeat- Copy the words

- Listen and copy

V. EXPERIENCE

31


Unit 3: Period 13: B - SPEAKing


10A2

I. Objectives: By the end of the lesson, students will be able to talk about their own background and know how to ask for other people’s background.II. Skills: Talk about people’s backgroundIII. Teaching aids: Textbook, photos of some famous persons or some real

information about someone to speakIV. Procedure:


Warm-up: (3')- Ask students to close the book- Give some words and let students complete the full sentences:1. Marie Curie/ born/ 7th/ November/ Warsaw/ 18672. Marie Curie/ harbour/ dream/ scientific career/ impossible/ woman/ time

Pre-speaking: (8')- Ask students to practise speaking about their parents, brothers, sisters…- Go around and listen to them

While-speaking: (22')Task 1- Let students open the books and observe the picture and describe what they are doing1. What are they doing?2. Where are they?3. How do you know they are conducting an interview?- What are three students holding in their hands?

- Ask students to read some words given and then let them choose which words used for someone’s back ground- Listen and correct

- Close the books- Working pairs and write the full sentences- Each student speaks out the sentence they’ve done1. Marie Curie was born in Warsaw on November 7the 18672. Marie Curie harboured the dream of a scientific career, which was impossible for a woman at that time- Work in pairsA: What is your father’s job?B: He’s a doctorA: How old is he?B: He’s 40 years oldA: What does he like doing in his free time?B: He likes playing badminton - Look at the picture and answer the questions1. They are interviewing2.They’re in the classroom3. One speaks and one writes down in the notebook- They’re holding the pens and notebooks- Read these words and work in groups- Some students can show off these words: family; dislike; hobby; education

- Observe the picture- Work in groups with some cues given below(Greeting, date of birth, home, parents…)A: Hi! When were you born?

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English 10 School year: 2011 - 2012Task 2- Ask students to look at the pictures again- Let students imagine they are journalists and interview each other in groups and pairs- Ask one group to do the task as a model- Go around listening to some groups and help them if needed

- Let some groups play in role as journalists and other answer the questions

- Ask some pairs to stand in front of the class and practise speaking

Task 3- Ask students to tell about others they’ve heard by interviewing their friends- Some groups go on speaking each other

Post-speaking: (10')- Give some information about Mark Twain:1. He/ born/ Missouri/ 18352. He/ adopt/ pen name/ “Mark Twain”3. He/ write/ his famous novels/ “Tom sawyer, Huckleberry”…4. He/ died/ 1910- Listen to each group and correct or give mark if they do it well

Homework: (2')- Let students write about someone they

admire or look forward to meeting

B: I was born on August 18th 1991A: Where do you live?B: I live in .... - Other groups go on practising speaking- Practise interviewing as a dialogueA: Hello! I’m HuongB: Hello! I’m Lan. Nice to meet you.A: Could you tell me something about yourself and your parents?B: Oh, yes! Please- Others listen and write down some information they get

- Work in groupsA: Can you tell me something about Nam?B: Yes, pleaseA: Where is he from?B: He’s from .....A: What does he do?B: He’s a student.A: What does he like doing?B: He likes playing football

- Work and discuss in groups and one of this group asks and one of other answersA: Where was he born?B: He was born in Missouri in 1835A: Which name did he adopted?B: It was “Mark Twain”A: When did he die?B: He died in 1910

- Listen and write down in their notebooks

V. EXPERIENCE

33


Unit 3:

Period 14: c - listening


10A2

I. Objectives:By the end of the lesson, students will be able to talk about one of the Olympic

champions by using the information regarding her background and career.II. Skills: Listening for general or specific informationIII. Teaching aids: Some pictures of persons or some real information about themIV. Procedure:

Teacher’s activities Students’ activitiesWarm-up: (4')- Give some photos of athletes in Viet Nam and in the world1. Who is this in the photo?2. Which sport does he play/ take up?3. Did he win any Olympic champions?

I. BEFORE YOU LISTEN: (8')- Let students open the books and ask who is in the picture1. What’s her name?2. Where does she come from?3. How many time Olympic Champions did she win?4. Which sports does she play?- Give more some information about Olympic: The first Olympic Games were held at the foot of Mount Olympus in 776 BC to honor the Greek; s chief God Zenus and once for every four years- Let students read some words they’ll listen then- Listen and check

II. WHILE YOU LISTEN: (20')Task 1- Let students read some sentences given and explain some new words if necessary- Read or let students listen first

- Observe the pictures and give some information 1. He is Hong Son2. He plays football3. Yes, he ever won the award of the best football player in Viet Nam

- Work in pairs and answer the questions1. She’s Nellie Kim2. She comes from Russia3. She won five-time Olympic Champion4. She is Olympic gymnast- Listen to the teacher and answer the questionsP1: Can you name any Olympic Champions?P2: What would you like to know about these people?- Read in chorus- Some students read themselves:+ love story+ sport teacher+ romantic+ teacher’s diploma

- Read silently the sentences given before listening

34

English 10 School year: 2011 - 2012Have you got anything from the conversation between Bob and Sally?- Let students listen the second time- Check their listening- Let students listen the third time and let them choose and decide whether the statements are True or False- Observe the class and listen to each group’s feedbacks- Give more information if students wonder or not clear1. T (born 1980- joined when she was 15)2. T (father, mother, 2 brothers)3. F (not much free time)4. T (like different sports reading)5. F (be a sports teacher)Task 2- Before listening, let students read quickly some sentences they’ll listen and guess some missing words that will be in the conversation- Let students listen the first time: Who can guess some words?- Let students listen the second time1. Which words in the 1st sentence?2. Which words in the 2nd sentence?- Let student listen the last time and let them work in groups to speak out- Listen and correct their listening

III. AFTER YOU LISTEN: (10')- Ask students to retell something about Sally

- Ask students to write a short passage to tell their outdoor activities they’ve taken part in recently- Listen to each group and correct mistakes if they’ve done

Homework:(3') - Ask students to write a short passage about Sally or a person they like

- Listen the first time- No, we haven’t- Listen the second time and begin doing the task- Listen the third time and work in groups to decide which are T or FP1: In 1995, Sally joined the star sport clubP2: It is TrueP1: Why is it True?P2: Sally was born in 1980 and when she was 15, she joined the star sport clubP1: Number two, is T or F?P2: It’s T- Each group asks and explains why they choose by some information they’ve listened- Work in groups and guess

- Listen and do the task - Speak out their listening- Try to write down words they’ll fill

- Work in groups:1. a general education2. lives, family3. different, swimming4. love stories5. teacher’s diploma

- Work in groups and each group has one person who says about Sally- May answer in different ways- Write in groups and ask someone to speak out their writing- Other groups listen and copy some information and give some questionsEx:1. Where did she go last week?2. What did she like best?3. Who did she go with?4. Was it interesting?

- Practise writing

V. EXPERIENCE35


Unit 3:

Period 15: d - writing


10A2

I. Objectives:By the end of the lesson, students will be able to:- write a simple V.C. (curriculum vitae)- get to know the format, layout and essential information of a C.V.

II. Skills: Writing about people’s backgroundIII. Teaching aids: Some cues, information of someoneIV. Procedure:

Teacher’s activities Students’ activitiesI. Warm-up: (4')- Ask students to close the books- Give the papers with some words given in the column A and B1. Name2. Date of birth3. Place of birth4.School attended5. Exam passed6. Previous jobs7. Interestsa. Bostonb. KensingtonHigh Schoolc. English, French, Mathsd. tourist guidee. David Brownj. 12/11/1969g. Music and dancing

- Ask students if they often see some information of someone- Ask: what does these information call?

II. Pre-writing: (8')- Ask students to open their books- Introduce the form of the curriculum

- Work in pairs and match the words in A with the words in B- Some students do matching on the boardKey:1.e- 2.f- 3.a- 4.b- 5.c-6.d- 7g- Other students speak sentences and write down in their notebooks

- The answers may be various- It is the curriculum vitae

- Listen and copy- Read aloud the C.V. of Mr Brown

- Listen to the teacher- Read silently

- Read those words and copy

36

English 10 School year: 2011 - 2012vitae (shortening V.C.):+ Mr Brown’s C.V to apply for a job+ It consists of: name, date of birth ect.III. While-writing: (18')Task 1- Introduce Mr Brown’s C.V - Let students read quickly Mr Brown’s C.V- Explain some new words if there are:+ previous job: the job was done in the past+ tourist guide: a person guide visitors who travel somewhere- Ask students to make some questions after reading some cues of Mr Brown

- Ask some other groups to write down a paragraph about Mr Brown using some cues below and then each student on be half of his group read aloud-Listen and correct

Task 2- Ask students to read the V.C. and then fill some necessary information about their parents- Ask some students to write on the board- other groups appreciate their friend’s writing

Task 3- Let students practise writing freely about their parents or relatives- Listen and give mark if they do it well

IV. Post-writing: (13')- Give some information about Uncle Ho, New Ton, Marie Curie, Mr Nam on papers

- Work in pairsP1: When and where was he born?P2: He was born on November 12th, 1969 in BostonP1: Which school did he attend?P2: He attended at Kensington High School- Practise writing with some information of Mr Brown:Mr Brown was born on 12th November, 1969 in Boston.He went to Kengsinton High school and passed exams in English, French, and Mathematics.He worked in a travel agency from June 1991 to December 1998. And from 1999 to 2002, he worked as a hotel telephonist. He likes music and dancing.- Each group read their writing- Listen and work in groups- Practise asking some questions like in Task 1 before writing- Discuss and find out some errors if they make

- Practise writing in groups- Each member of groups reads aloud his/ her writing- Other group appreciate and correct mistakes each otherName Mr/MsDate of birthPlace of birthEducation:School attendedExams passed:Previous job:

Date from/ date to

- Work in groups- Change the C.V. and each group corrects mistakes- Each group does the writing and read aloud

37

English 10 School year: 2011 - 2012- Listen and correct if needed

V. Homework: (2') - Write a paragraph and a C.V about someone

- Listen and copy

V. EXPERIENCE

Unit 3:

Period 16: E - LANGUAGE FOCUS


10A2

I. Objectives:By the end of the lesson, students will be able to:- pronounce the sounds/e/ and /æ/ correctlyuse the past perfect tense appropriately and distinguish it with the past simple tense.

II. Skill: fluency in pronunciating /e/ and /æ/ and use of past perfectIII. Teaching aids: Some words related to /e/ and /æ/; give more exercises of tensesIV. Procedure:

Teacher’s activities Students’ activitiesWarm-up: (5')- Give some words and ask students to make full sentences1. Marry/ her bag/ left/ school/ at/ yesterday2. Mrs Black/ has/ from/ a/ message/ Jen- Let students read aloud the sentences

I. Pronunciation: (15')- Close the books!a. Introduce two syllables /e/ and /æ/- Let students practise pronunciating these words:end; and; left; bag; laughed; bed; bad; ten; tan; sand; send; let; lad- Listen and correct the syllables students read

- Do the exercises1. Marry left her bag at school yesterday2. Mrs Black has a message from Jen- Read these sentences

- Listen and repeat following the teacher- Work in pairs and read aloud these words then choose which words have sound /e/ and which have sound /æ/+ /e/: end; left; bed; ten; send; let+ /æ/: and; bag; bad; laughed; tan; sand; lad- Read in silent first- Some of each groups read aloud

38


b. Let students open the books and read aloud the words given and try to pronounce syllable /e/ or /æ/ correctlyman – pansad – badmat – sandmen – pensaid – sendmet – bed

- Listen and check for pronunciation- Ask students to listen and read after these sentencesII. Grammar: (22') a. Ask students to read an example given and give which action happened before and which happened after in the past- Ask students to determine which verb in Past Simple or Past Perfect- Listen and remarkb. Let students practise doing exercisesExercise 1- Ask students to do exercise themselves then discuss in groups-Have Ss compare their answers with a friend. -Make sure all the verbs have been put the correct form.- Call on some Ss to read aloud their answers in front of the class.-Feedback and give correct answers:Exercise 2- Ask students to remind of the use of Past simple and Past perfect- Listen and remark-Feedback and give correct answers:

- Read after teacher and work in groups to find the syllable /e/ or /æ/ in the word in these sentences:1. The fat man has a red pen.2. This handbag will be sent to Helen.- Read silently and give the opinions:+ Her husband had obtained which happened before.+ She took up the position which happened after.* had obtained: past perfect* took up: past simple

- Students work in pairs and give the use and form of past simple and past perfect- Some students repeat aloud- Do the exercise themselves

- Each student of each group gives correct form of verbs

Exercise 1 Work individually and then compare the answers with a friendExpected answers:1.had broken 6.had been2.had done 7.had left3.had met 8.had moved4.hadn’t turned 9.hadn’t seen5.had ever seen 10.had broken in

Exercise 2- Work in groups and give the correct tense of verb and explain why they did it-Work individually and then compare the answers with a friend .Expected answer:1.had just finished /came2.had seldom travelled/went3.went/had already taken

39

English 10 School year: 2011 - 2012Exercise 3- Let students read the passage and find mistakes and correct them- Explain why they did like that: - some actions happened following in the past we should give the verbs in the Past simple (1-4)+ We use: Before and After in a sentence to express which action happened after or before in the past1. After he had done all exercise, he went out for a walk.2. Before she called her children, she had made some cakes for breakfast.

Homework: (3')- Ask students to revise the use of Past simple and Past Perfect- Practise doing exercise in the Workbook

4.Did you manage/ had he gone5.had just got/ phoned /had beenExercise 3-Work in pairs and then compare the answers with another pairsExpected answer:Sentence 1:had climbed -> climbed 3:had turned ->turned 5:had called -> called 7:had heard -> heard 9:went -> had already gone- Listen and copy- Give more other sentences- Listen and copy in notebooks- Practise give more situations in the past use past simple and past perfect

- Listen and write down

V. EXPERIENCE

Period 17: Test yourself A


10A2

I. Objectives:By the end of the lesson, students will be able to:- Check themselves their skills in reading, speaking, listening, writing- Improve their knowledge through the test yourself

II. SKILLS: - Reading- Speaking- Listening- Writing

III. Teaching aids: Textbook, hand-outs, cassette taper

40

English 10 School year: 2011 - 2012IV. Procedure:

Teacher’s activities Students’ activitiesWarm-up: (5')- Greeting- Ask students something about the test yourself A* Have you prepared it at home?* Have you got any difficulties?

I. Listening(2.5 points) (10’)- Present the task: Listen and complete the table below- Tell students the topic of the table- Get students to look through the table- Explain the meaning of new words- After that read the passage aloud twice- Let students fill in the blanks with the words they have just heard- Go round the class to control the work- Then read the passage the last time for students to check their results- Correct mistakes

Keys:1. 15th January 19292. In 19513. for 4 years4. he met5. they got married6. a minister at a7. the black freedom movement8. heard his speech at the9. In 196410. 4th April 1968

II. Reading (2.5 points) (10’)- Present the task: Read the passage and choose one appropriate phrase in the box for each blank. There are more phrases than needed- Get students to work in groups, discuss about the passage- Go round the class to control the discussion- State the best option- Correct mistakesKeys:

1. F: took a degree in Economics2. C: worked hard3. A: the chairman of Fairfield Education

Committee

- Greeting- Answer teacher’s questions

- Look at the book and listen to the task- understand the task- Listen to the teacher’s reading carefully- Fill in the blanks with the words they’ve just heard- Correct mistakes

- Look at the textbook and listen to the teacher

- Work in groups to discuss about the passage- Finish the task- Compare their results with the other groups, and then with the keys

41

English 10 School year: 2011 - 20124. D: for two years5. B: for the best essay on education

III. Grammar(2.5 points) (8’)- Present the task: Use the correct form of the verbs in brackets to complete the letter of application below- Get students to discuss the letter in groups or in pairs- Go round the class to control the set’s activities- State the keys- Correct mistakesKeys:1. To apply 2. am3. attended 4. passed5. got 6. can7. reading 8. know9. am able 10. hearing

IV. Writing (2,5 points) (10’)

- Present the task: Sally Green writes Phong a letter. Read the letter carefully and then in Phong’s name, write her a reply- Ask students to read the letter carefully- In Phong’s name, get students to write Sally Green a reply- Go round the class to control the students’ activities- Correct mistakes

V. Homework (2')- Ask students: + to study all the lessons again + to get ready for the 45 minute-test in the next period

- Listen to the teacher- Work in groups to complete the letter- Compare the results with the other groups- Correct mistakes- Finish the letter

- Read the letter carefully- In groups or in pairs, write her a letter- Compare the results with the other groups

- Correct mistakes

- Study all the lessons again- Get the knowledge ready for the coming test

V. EXPERIENCE

42


Period 18+19:WRITTEN TEST 45' + CORRECT THE TEST

Class Testing date Absentees

10A2

THE ANSWER KEY

(50 sents x 0,2 = 10pts)

M· ®Ò 015 M· ®Ò 789 M· ®Ò 556C©u §.A C©u §.A C©u §.A C©u §.A C©u §.A C©u §.A1 26 1 26 1 262 27 2 27 2 273 28 3 28 3 284 29 4 29 4 295 30 5 30 5 306 31 6 31 6 317 32 7 32 7 328 33 8 33 8 339 34 9 34 9 3410 35 10 35 10 3511 36 11 36 11 3612 37 12 37 12 3713 38 13 38 13 38

43

English 10 School year: 2011 - 201214 39 14 39 14 3915 40 15 40 15 4016 41 16 41 16 4117 42 17 42 17 4218 43 18 43 18 4319 44 19 44 19 4420 45 20 45 20 4521 46 21 46 21 4622 47 22 47 22 4723 48 23 48 23 4824 49 24 49 24 4925 50 25 50 25 50

V. EXPERIENCE

UNIT 4:

Period 20:


10A2

I. Objectives:By the end of the lesson, students will be able to understand the term special

education and talk about it through Matching and Multiple Choice exercises.II. Language focus:1.Grammar: - The + adjective

- Used to + infinitive - Which as a connector

2. Vocabulary: Words to describe special education, school life of disabled childrenIII.SKILLS: Reading about special educationIV Teaching aids: textbook, board, raising questionsV. Procedure:

Teacher’s activities Students’ activitiesWarm-up: (3')- Greeting- Who’s absent today?- Thanks- Where did you stop last time? - Open your book and we will go to Unit 4: Special Education

I. Before you read: (10')- Raising some questions:* What do you do everyday?

- Greeting- The monitor answers- Answer in chorus

- Open the books and listen to the teacher

44

English 10 School year: 2011 - 2012* Do you go to class? listen to music? watch T.V?- Take notes students’ answers on the blackboard* Which of these activities would be difficult for disabled people?Ok, people who cannot be able to listen and watch are called deaf and blind people. * Who can say nothing?- Good* How can they communicative with each other?* How can blind people read?Well, there was a person- a man invented the letter systems for blind people to help them read easily. He was Louise Braille. He came from France. He was a blinded in a childhood accident. - Look at Braille Alphabet (on the page 44) and work with your partner about the message- Give answers:A. weB. areC. theD. world

II. While you read: (20')- Open your booksTask 1- Ask students to read through the passage individually and do Task 1- Raising some questions about the passage:* Who’s in the passage?* What does the passage talk about?* How many children are there in her class?* Who are they?* Do they go to school?* Why do you know?- Explain new words:proper schooling (n) = enough and good study* What do the parents of the disabled children think? Which line helps you know? Which word?opposition (n) = disagreeing viewpoints* How does Miss Thuy Teacher’s activities the disable children in a math lesson?

* How are the children?

- Ask students to do matching in chorus- Confirm the correct answers

Task 2- Call on some students to read aloud each part of the passage

- Answer freely


- dumb people- use signals

- We don’t know (maybe students answer by Vietnamese)- Listen to the teacher

- Look at the books - Work in pairs

- After guessing, correct the answer under the teacher’s construction

- Read individually

- Miss Thuy- special class- 25

- disable people- No, they don’t- in 4th sentence

- They believe that the children could not learn anything at all ( 2nd sentence-2nd paragraph)- She raised both arms and opened up her fingers… (2nd sentence- 3rd

paragraph)- They are proud of their efforts

45

English 10 School year: 2011 - 2012- Check pronunciation- Ask students to read the passage again more carefully and do the task 2- Ask some students to give their answers- Correct the answer

III. After you read: (10')- Ask students to read the passage in pairs and fill the blank of summary using suitable words from the passage- Go around and provide help - Call on some students to give answers- Confirm the correct answers for students to check and write down- Call on some students to read the completed summary aloud in front of the class

Homework: (2')- Summarize the passage into 5 sentences- Do the exercises in the workbook

Key:1.C 2.E 3.A 4.B 5.D

- Listen to their friends

- Read the passage and do the task

- Listen to the teacherKey: 1.D 2.B 3.A 4.C 5.D

- Read in pairs and do the task

- Listen to the teacher attentively and check the answers- Listen to their friendsKey: 1.disable 2.read 3.write 4.efforts 5.opposition 6.time-consuming 7.maths 8.arms 9.figers 10.proud

- Write down on the notebooks

V. EXPERIENCE

Period 21: Class Teaching date Absentees

10A2


- talk about school life of a student- actively engage in an interview

II. SKILLS: Talk about some types of special education Talk about school lifeIII. Teaching aids: textbook, board, raising questions, hand-outsIV. Procedure:

Teacher’s activities Students’ activities

Warm-up: (2')- How are you today? - Answer freely

46

English 10 School year: 2011 - 2012- Are you ready for new lesson?

Pre-speaking: (15')- Give hand-outs to review the names of subjects at school-Ask students to work in pairs- Ask some questions:* What are your favourite subjects?* How much time do you prepare for your lesson everyday?OK, today, we will go to Lesson: Speaking to talk about school life of a studentWhile-speaking: (25')Task 1- Ask students to read the answer before choosing the best questions- Ask students to work in pairs to fill in the blanks with the right questions- Call on some students to explain their answers- Give correct answers- Call some pairs to read the completed conversation- Check pronunciation

Task 2- Ask students to use his/her own information to answer the questions- Instruct students to do this task by using following information Hand-outs- Ask students to work in pairs with 3 students (2 practice interviewing, 1 take notes) and carry out the interview, using the questions in Task 1- Help students use some questions related to words, such as:What subjects were you good/ bad at?How much homework did you have to do?- Check whether students can make questions or not by giving the previous words and let students to make questions using those words- Go around and provide help if necessary

Task 3- Ask students in each pair to tell about a school life of a student by using information that was taken note in front of the class- Check pronunciation if necessary - Give comments and correct mistakes- Give marks

- Do the exercise in hand-out- Work in pairs- Correct the answers

- Answer freely


- Read the answers and do the task 1- Work in pairs

- Listen to their friendsKey:A.4 B.1 C.2 D.6 E.3 F.5 G.7

- Listen to the teacher attentively then correct the answers


- Work in pairs and do the task 2 under the construction of the teacher

- Practice speaking in pairs

47

English 10 School year: 2011 - 2012Post-speaking: (2')- Summarize the main points

Homework: (1')- Ask students to write a short paragraph about his/her studying at school (80-100 words)

- Some students to tell a school life of others in front of the class

- Listen to the teacher and write down on the notebook

V. EXPERIENCE


10A2

I. Objectives:By the end of the lesson, Students will be able to listen better through True of False Statements and Gap-filling exercises.II. SKILLS: Listening for specific information about a photographic club for disabled childrenIII. Teaching aids: textbook, board, raising questionsIV. Procedure:


Warm-up: (2')- Greeting- How do you feel today?- Do you like taking photos?Yes, today we will listen to the Vang Trang Khuyet Club in which all the members are all disabled childrenBefore you liten: (10')- Before listening, I have some questions for you- Give some photos and ask:* What are they?* How do you call a person who takes photos?* Well-done! What word do you use for a person who looks good/ attractive in photos?- Confirm the meanings of the previous words and remind students the stress in the wordsphotograph

- Answer freely

- Yes, we do


- They are photos- A photographer

- Photogenic

48

English 10 School year: 2011 - 2012photographicphotogenicphotographerphotography- Ask students to work in pairs to fill each blank with a suitable word- Check the answers and correct1. photographic2. photography3. photographer4. photograph5. photogenic+ Listen and repeat- Read new words 1st time- Read aloud 2nd time- Let students guess the meanings of the words by giving explanationsorrow (n) = pain (n)passion (n) = great love for stmute (adj) = unable to speakexhibition (n) = a displaylabourer (n) = worker

While you listen: (20')- You are going to listen to a talk about a club for disabled children. You should listen carefully, then do task 1 and 2Task 1- Let students read the statements carefully- Ask students to listen to the tape and decide whether the statements are T/F- Listen 2 times and ask students to compare their answers with a friend- Check the answers as the whole class- Give correct answersTask 2- Ask students to read the passage carefully and have a guess of missing words (give necessary suggestions to help students guess kinds of words in each blank)- Have students listen to the tape and write in each blank with a suitable word- Check the answers as the whole class- Call on 2 students to write the answers on the board to check dictation- Give correct answers:

- Listen to the teacher and write down on the notebooks

- Work in pairs

- Answer in chorus


- Guess the meanings of the words- Take note quickly

- Read the statements independently- Listen to the tape attentively and do the task 1- Work in pairs

- Listen to the teacher attentively then correct the answersKEY:1- T, 2- F, 3- T, 4- F, 5- T

- Read the passage individually- Listen to the tape again- Do the task 2- Look at the board and find out mistakesKEY:1. photographic2. 193. exhibition

49


After you listen: (12')- Tell students to work in groups: ask and answer about the Vang Trang Khuyet Photographic Club by suggesting some questions as follow:* What is the name of the club?* Who are the members of the club? Where do they come from? How many are there?* How many photographs are on display?* What are their photographs about?* What does their passion of taking photographs help them?- Call on some students to practice- Listen and correct mistakes if necessaryHomework: (1')- Retell story about the Vang Trang Khuyet Club (80-100 words)

4. 505. beauty6. simple7. peaceful8. chickens9. stimulated10. escape- Work in groups- Answer the questions based on the information in the passage


- Listen to the teacher and write down on the notebook

V. EXPERIENCE

Period 23:


10A2

I. Objectives: By the end of the lesson, students will be able to:- read and understand a simple letter of a complaint- write a letter of complaint about the poor quality of the service at an English

CentreII. SKILLS: Writing a letter of complaintIII. Teaching aids: textbook, board, rasing questions, hand-outsIV. Procedure:


Warm-up: (3')

50

English 10 School year: 2011 - 2012- Have you ever written a letter?- Who did you write?- How did you feel when you wrote a letter? happy or sad?- What kind of letter do you write if you feel angry about something or unhappy with something? A letter of complaint or a thank-you letter?

Pre-writing: (15')- Ask some questions:* What is a complaint letter?* Have you ever written a complaint letter?* Do you know how to write it?Well, if you want to know how to write a letter of complaint, please listen to me attentively- Give hand-outs- Ask students to read the letter and get the information to fill in the blanks in the hand-outs- Go around and provide help if necessary- Help students realize the necessary parts in a complaint letter (= a formal letter) and remind them the way of using words- Give the form of a formal letter

While-writing: (20')- Let students read the advertisement and work in pairs- Help them guess the meanings of the words in the advertisementnative teacher (n)= teachers who come from English-speaking countriesair-conditioned (adj)= to be equipped/ furnished with air-conditioner- Ask students to read through the dialogue- Then have students discuss and fill in the hand-outs- Call on 2 students to fill in each column- Check answers and correct mistakesTask 1- Ask students to work in pairs, using the information in 2nd column to complete the dialogue- Call on some pairs to read aloud the completed dialogue- Check and give correct answers* You want to write a letter of complaint?* What do you have to write in that letter?

- Answer freely

- A complaint letter

- Listen to the teacherA complaint letter is written when someone is unhappy with something, such as: a story, a service, a course ect.- Listen to the teacher and take note quickly

- Do the task

- Listen to the teacher and write down on the notebooks

- Read in pairs

- Try to guess the meanings and take notes- Read the dialogue and do the task in the hand-outs

- Correct mistakes

- Work in pairs and do the task 1

- Some pairs read aloud in front of the class- Correct mistakesP2: No, (1) I’m definitely not happy with it at all. P2: No, (2) there are only few native teachers, not all of them are native ones.P2: No, (3) in fact there are more than 30 students in my class.P2: No, (4) I have to pay for them.

51


Task 2- Ask students to look at the letter (on p.51)- Suggest students to retell the form, structures and languages in the letter- Ask students to read through the letter individually- Raising some questions:* What does the writer complain about?* Is it worse or better than in the advertisement?* How does the writer want to resolve the problem?- Ask students to work in groups and complete the letter basing on the dialogue in task 1- Give suggestions: . The first sentence can be “You say in the advertisement…” . Students can use some connectors in their writings:first, second, in fact, also, moreover etc.- Let students in one group compare their writings with ones in other groups to correct mistakes - Pick up some writings to check the mistakes as the whole class

Post-writing: (3')- Summarize the main pointsHomework: (4')- Ask students to write a reply to the letter of complaint at home- Explain the general form of a reply to a letter of complaint:OpeningExplaining the mistakesSolving the problem

P2: No, (5) the room is not air-conditioned. There is only a ceiling fan in my classroom. It is very hot.P2: ........, but in fact classes often start late and finish early. Sometimes it starts 20 minutes late.- Look at the letter- Review the above knowledge- Work independently- Listen to the teacher and answer the questions- Work in groups and do the task- Listen to the teacher attentively then write down“First of all, you say that there are only native teachers, but my class has one Vietnamese teacher and two native teachers. You also say each class has no more than 20 students, but there are over 30 students in my class. Furthermore, in the advertisement you say we have books an cassette tapes free of charge but in fact we have to pay for them. To make the matter worse, the classroom is not air-conditioned. That is quite different from the advertisement. Finally, What I do not like most about your centre is the time. The class time is not the same as the advertisement says. Classes are not only start late but also finish early.”- Change the writings group by group- Listen to the teacher- Write down on the notebooks

V. EXPERIENCE:

52



10A2


- Distinguish and pronounce the sounds / ɔ / and / ɔ: / correctlyuse the + adjective as a noun, combine two sentences with which and review used

to + infinitiveII. SKILLS: Pronounce the sound / ɔ / and / ɔ: / correctlyIII. Teaching aids: Textbook, board, raising questionsIV. Procedure:


Warm-up: (3')- What’s the weather like today?- What did you do last night?- Did you finish your homework?

Pronunciation: (15')- Write on the board 2 following sentences:1. Laura’s daughter bought a horse and call it Laura.2. John wants to watch Walter wash the dog.- Call some students to read aloud these sentences in front of the classOk, today I’ll introduce to you 2 vowels / ɔ / and / ɔ: / + Listen and repeat- Read all the words 1st time clearly- Ask students to listen and repeat- Remember them the way to pronounce two sounds:/ ɔ / is a short sound/ ɔ: / is a long sound, put the back of your tongue up a little- Ask students to repeat several times to help them distinguish the difference between 2 sounds+ Practise these sentences- Read all the sentences- Read each sentence and ask students to repeat- Call on some students to read aloud the sentences in front of the class- Check and correct pronunciation

Grammar and vocabulary: (25 minutes)

- Answer freely

- Look at the board


- Listen to the teacher- Listen and repeat

- Take notes quickly

- Listen to the teacher- Repeat following the teacher

53

English 10 School year: 2011 - 2012Exercise 1- Ask students to work in groups with 3 members: read all the words and check the meanings- Ask all groups do the exercise - Help students by giving suggestions: find key words in each sentence to complete the exercise more quicklyEx: 2nd sentence: accident – injured3rd sentence: job – unemployed- Call on some students to give the answers- Check and give correct answersNote:We use the + adjective to describe a group of people as a wholeExample: the rich = rich people (a group of people who are rich)Exercise 2- Ask the question:What did you use to do when you were a child?- Let students review the structure used to + infinitive: we use this structure to express a past habit- Give some examples to help them understand clearly (both negative and question)- Ask students to do the exercise - Let students compare their answers with a friend- Check the answers as the whole class- Give correct answersExercise 3- Ask students to read through the exercise - Remember them the function of each column: A and B- Help them review the relative clause with relative pronoun whichWhich can be used in relative clauses to refer to the whole of the earlier clause- Ask students to work in pairs and do the exercise 3- Check the answers as the whole class- Give correct answersHomework: (2')- Ask students to do the exercise in the workbook

- Work in groups and do the exercise

- Listen to the teacher and write on the notebooks

- Correct the answersKey:2. the injured3.the unemployed4. the sick5. the rich/ the poor

- I used to…- Review the structure and write down on the notebooks- Listen to the teacher

- Work in pairsKey:2. used to have3. used to live4. used to eat5. used to be6. used to take7. used to be8. did you use to go- Read the exercise- Retell the relative clauses with which

- Work in pairs

- Correct the answersKey:2.d 3.f 4.g 5.a 6.c 7.b

- Listen to the teacher and write on the notebooks

V. EXPERIENCE54


Period 25:


10A2

I. Objectives:By the end of the lesson, students will be able to:- use a number of words about computers such as CPU, VDU, CD, ROMS, floppy

disks… and talk about their benefit in our modern life.- improve reading skill through Matching and Answering questions exercises.

II. LANGUAGE FOCUS:1. Grammar: - The present perfect - The present perfect passive - Who, which, that2. Vocabulary: Words related to modern computers and equipmentIII. SkillS : Reading for gist and for specific informationIV. Teaching aids: Student’s book, real objects and pictures showing modern

computers and the illustrations of different parts of a computer

V. Procedure:Teacher’s activities Students’ activities

Warm-up : (3')- Ask students some questions:1. What machine is used to type/ watch a film/ listen to music/ do calculators/ play games?2. Can you use computers?

Before you read: (6')- Ask students to look at the illustrations of different parts of a computer system and match each number item with one of the words or phrases in the box- Let them work in pairs- Go round, check and help students

- Listen to the teacher and answer the questions:1. The computer

2. Yes, I can.

- Look at the book and do the task

- Work in pairs1. D-visual display Unit2. E- mouse3. G-printer

55


While you read: (34')- Ask students to look through the passage- Read the passage loudly- Help students read the passage - Explain pronunciation and meaning of the new words which appear in the passage- Ask students to read loudly the difficult words in chorus* Task 1 - Ask students to match the word or phrase in A with its definition in B- Let students work in groups

- Walk round and help students if they can’t do* Task 2 - Ask students to decide which of the three options below is the best title for the passage- Let them work in groups- Introduce students to check information in the passage for the answer- Ask students the question:What’s the best title A, B or C?* Task 3: - Ask students to use the cues below to answer the questions in task 3- Let them work in pairs- Walk round and help students if necessary

After you read: - Ask students to discuss other uses of the computer in our daily life at home- Walk round and help students if they can’t doHomework: (2')- Ask students to find out some problems that people encounter when using computer, to read the text about computers in workbook (p.26)- Ask students to prepare B-Speaking at home

4. C-keyboard5. A-Central processing Unit (CPU)6. F-floppy disks7. B-CD rooms

- Look through the passage- Listen to the teacher

- Ask teacher some new words which can’t be understood- Listen to the teacher and read the difficult words loudly in chorus* Task 1 - Listen to the teacher and look at the student’s book and do task 1 in groups- Some students give correct answers:1.c – 2.e – 3.a – 4.b – 5.d

* Task 2 - Listen to the teacher - Look at the student’s book and do task 2 in groups- Answer the teacher’s question:C–what can the computer do?

* Task 3: - Listen to the teacher and do task 3- Work in pairsA: What can a computer do to help us in our daily life?B: It can help us to visit shops and place of entertainment, pay bills, read books etc.; receive emails, learn and so onA: Why is a computer a miraculous device?B: It’s a miraculous device because it’s a capable of doing anything you ask, it can speed up the calculations ect.

- Listen to the teacher and write down

56


V. EXPERIENCE

Period 26:


10A2

I. Objectives:By the end of the lesson, students will be able to talk about he use ò the modern

inventions in daily life such radio, TV, fax machine, air conditioner…II. SkillS: Talking about the uses of modern technologyIII. Teaching aids: Real objects and pictures showing various modern devices; an air

conditioner, a computer, a fax machine, an electric cooker etc.IV. Procedure:

Teacher’s activities Students’ activitiesWarm-up: (4')- Show a modern device (or a picture of a modern device) and ask students the questions:1. What’s this?2. What is it used for?

- Ask students to name some modern devices they knowPre-speaking: (5')- Ask students some questions:1. What is used to listen to music and news?2. What is used to wash the clothes?While-speaking: (24')Task 1:- Ask students to ask and answer questions about the uses of modern inventions- Let them work in pairs - Walk round, listen to the students- Help students if necessary

- Listen to the teacher - Look at the things teacher shows and answer the questions:1. It’s a fax machine2. It’s used to send and receive letters quickly- Computer, radio, T.V, electric cooker, air conditioner

1. Radio 2. A washing machine

Task 1:- Look at the books- Listen to the teacher- Do task 1 in pairsA: Can you tell me what a radio is used for?B: It is used to listen to music and news

57


Task 2:- Ask students to do task 2- Introduce students how to do task 2- Let them work in pairs- Walk round and help students if necessary

Task 3:- Ask students to look at the ideas in task 2, then rank them in order of importance and explain why- Let them work in pairs- Walk round, listen, check and help students if they can’t do

Post-speaking: (9')Task 4:- Ask students to talk about the uses of information technology, use the information above- Let them work in groups- Check and help students- Call some students to talk to each other then mark them

Homework: (3')- Ask students to do part Speaking: exercise 1, 2 in workbook and prepare part Listening at home

C: Can you tell me what a T.V is used for?D: It is used to watch newsTask 2:- Look at task 2, listen to the teacher- Work in pairsKeys:1.store; 2.transmit; 3. process; 4.send; 5.hold; 6.make; 7.send; 8. receive; 9.designTask 3:- Listen to the teacher- Work in pairsA: In what way is information technology the most useful to our lives?B: I think…A: Why do you think so?B: Because…

Task 4:

- Look at Task 4

- Work in groupsA: Do you think information technology is very important to our lives? why?B: Yes. Because it can help us store very large amounts of information transmit information quickly


V. EXPERIENCE

Period 27:


10A2

I. Objectives:By the end of the lesson, students will be able to know how a person learns to use

a computer and improve listening skill through True or False and Gap-filling exercise.II. Skills: Listening for gist and specific information about a computer

58

English 10 School year: 2011 - 2012III. Teaching aids: Student’s book, tape, cassette player, some pictures of the

modern devices

IV. Procedure:Teacher’s activities Students’ activities

Warm-up: (4')- Show the picture about a radio and ask students to say how to do when you use a radio- Listen to students and repair their mistakes

Before you listen: (9')- Ask students to open the books and look at the part “Before you read”- Ask students some questions:1. How many electrical appliances are there on the table?2. What are they?* Ask students to ask and answer how often they use each of the items below and put a tick ( ) in the right column- Let they work in pairs

* Ask students to listen and repeat the words: worried, memory, refused excuse, VDU (visual display unit) headache- Listen and correct mistakesWhile you listen: (20')Task 1:- Ask students to look at Task 1- Ask them to read the statements carefully and try to understand them- Ask students to listen to the tapes script and decide whether the statements are true or false- Read or turn on the tapes script twice- Ask students to give their answers

Task 2:- Ask students to read the passage carefully- Ask students to listen to the old man’s story again and write in the missing words- Read or turn on the tapes script again once or twice- Help students give the correct answersAfter you listen: (10')- Ask students to listen to the man’s talk again then retell his story, beginning the story with the

- Look at the picture- Listen to the teacher- Speak about what we’ll do when using a radioA: First plug into socket then turn it on…

- Listen to the teacher, look at the book- Answer the questions:1. There are….2. They are…

- Work in pairsA: How often do you use a radio?B: very oftenA: How often do you use a cell phone?B: sometimes……………….- Listen and repeat the words

Task 1:- Look at the task 1 and listen to the teacher- Read the statements and try to understand them- Listen to the tapes script- Decide whether the statements are T or F- Give correct answers:1.F – 2.T – 3.T – 4.F – 5.F – 6.FTask 2:- Look at task 2, listen to the teacher- Read the passage- Listen to the tapes script- Give the correct answers1.invented 2.still 3.refused 4. excuse 5. anything

59

English 10 School year: 2011 - 2012following sentence: The story is about an old man who doesn’t know how to use the computer…- Read or turn on the tapes script again- Let them work in groups- Call some students to retell the story- Help students and correct mistakes Homework: (2')- Ask students to rewrite the old man’s story and retell - Ask students to prepare the part Writing at home

- Listen to the teacher- Listen to the tapes script again- Try to retell the story

- Work in groups- The students are called to stand up and retell the story about an old man who doesn’t know how to use the computer…

- Listen to the teacher and write down the task

V. EXPERIENCE

Period 28:


10A2

I. Objectives:By the end of the lesson, students will be able to writ simple instructions on how

to use some household appliances.II. Skills: Writing a set of instructionsIII. Teaching aids: Student’s book, real objects and pictures showing a public

telephone, a card phone, a remote control, a televisionIV. Procedure:

Teacher’s activities Students’ activitiesWarm-up: (5') - Ask students to close the book- Ask students to listen and answer the questions:1. Have you ever used a public telephone?2. Is it easy or difficult to use it?3. Can you show me how to use it?- It students cannot answer the question or answer them incorrectly, ask students to open their books and introduce the set of instructions on how to use a public telephonePre-writing: (8')Task 1:- Ask students to read carefully the set of

- Listen to the teacher and answer the questions:1. Yes, I have/ No, I have not2. It is easy/ difficult( Answer freely)

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English 10 School year: 2011 - 2012instructions on how to use a public telephone- Let them work in pairs and try to understand its meaning- Explain meaning of words and phrases students haven’t known- Show a phone-card and ask students:1. What’s this?2. What’s it used for?3. What are the steps in using a public telephone?4. What should you do if you want to get help?While-writing: (18')Task 2:- Introduce how to do task 2- Let them work in pairs - Ask students to give the answers- Walk round and help students

Task 3:- Ask students to look at task 3- Introduce how to do it- Let them work in groups- Help students to answer the questions in task 3- Walk round and repair students’ mistakes

Post-writing: (12')Task 4:- Ask students to look at task 4- Ask students to write a set of instructions on how to operate a T.V with a remote control- Let them work in groups- Walk round and help students if they want- Ask some students to stand up and read loudly their sets of instructions- Correct mistakes

- Read task 1 carefully- Discuss its meaning- Work in pairs

- Ask the teacher some new words or phrases

- Answer the questions:1. It is a phone card.2. It is used to make a call 3. They are first, lift… next, insert…4. To obtain help, dial 116

- Look at the students’ book- Listen to the teacher- Do task 2 in pairs- Give the answers:+ Connectors: first, then, next, until+ Imperative form of the verbs: lift, insert, press, wait

- Look at task 3, listen to the teacher- Do task 3 in groups- Give the answers:1. If we want to operate a T.V with a remote control, we have to make sure that the card is plugged in and the main is turned on2. Press the power button3. Press the programmed button4. Press 1, 2, 3, 4…5. Press the volume button up and down6. Press the mute button

- Do task 4 in groups- Some students stand up to read loudly the set of instructionsA: If you want to operate a T.V with a remote control, you must make sure that the card is plugged in and the main is turned on. First, press the power button to turn on the T.V. Next, select the channel by pressing number 1, 2, 3 … then press programmed button to select the programmed you like. Finally, press

61


Homework: (2')- Ask students to rewrite the set of instructions in the notebook, do part writing in work book and prepare new lesson at home

the volume button up and down to select the volume and if you want to turn off, press the power button again.


V. EXPERIENCE


10A2

I. Objectives: By the end of the lesson, students will be able to:- pronounce the sounds/ / and / u: / clearly and correctlyuse the present perfect and present perfect passive appropriately

II. Skills:- Pronunciation : / / - / u: /- Grammar and vocabulary: + The present perfect

+ The present perfect passive+ Relative pronouns

III. Teaching aids: Student’s book, tape, cassette playerIV. Procedure:

Teacher’s activities Students’ activitiesWarm-up: (4')- Ask students to close their books- Write on the board two sentences:1. Sue often goes to school on foot.2. Look at your shoes, take them off.- Ask students to read loudly the sentences - Ask students: What sounds are you learning today?- Ask students to show / / - / u: / which appearance in the sentences- Introduce new lessonPronunciation: (10')- Ask students to look at the books- Turn on the cassette player or read loudly the words in the books- Ask students to repeat

- Look at the board and listen to the teacher

- Read loudly the sentences

- Show / / - / u: / and read aloud

- Look at the book- Listen and repeat loudly the words in the book

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English 10 School year: 2011 - 2012* Practice the sentences- Ask students to look at their books- Turn on the cassette player or read loudly the sentences in the books- Ask students to pick out the words containing the sound / / - / u: /- Let them work in groups- Correct the mistakes

Grammar: (29')* The present perfect tense: - Explain the form : S + have/has + P2( It is used to express a recently completed action)Exercise 1- Introduce how to do exercise 1- Ask students to do exercise 1- Walk round and help students - Call some students to write their answers on the board- Correct mistakes

* The present perfect passive:- Explain the form: S + have/has + been + P2Ex: Our school has been built since 1965.Exercise 2- Introduce how to do exercise 2- Ask students to build sentences after the model and write in the present perfect passive- Let them work in groups- Call some students to write their answers on the board - Correct mistakes

Exercise 3- Explain relative pronouns: who, which, that- Introduce how to do exercise 3- Let them work in pairs- Walk round and help students - Call some students to write their answers on the board- Correct mistakesHomework: (2')

- Look at the book- Listen and repeat the sentences- Pick out the words containing the sound://: could, put, book, bookshelf, full, look, looking/ u: /: June, moon, shoes, boot, school, afternoon


- Do exercise 1- The students who are called to write the answers on the board:1. Tan has opened the door.2. Tan has turned on the T.V.3. Tan has tidied the house.4. Tan has cleaned the floor.5. Tan has turned on the lights.6. Tan has laid two bottles of water on the table.


- Do exercise 2

- Work in groups- The students who are called write the answers on the board:1. … has been built …2. … has been sent up …3. … have been cut down …4. … have been killed …

- Listen to the teacher and write down - Do exercise 3- Work in pairs

1.which 2.which 3.which 4.who 5.who 6.who 7.who 8. which/that 9.which 10.who

- Listen to the teacher and write down homework to do at home

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English 10 School year: 2011 - 2012- Ask students to do exercise in work book - Ask students to prepare Unit 6 at home

V. EXPERIENCE

Period 30:


10A2

I. Objectives:By the end of the lesson, students will be able to:- get information about some famous places in Vietnam through activities Before

and After you read.- improve reading comprehension skill by doing Multiple choice and Answering

questions exercises.II. Language focus: 1. Grammar: The present progressive and be going to2. Vocabulary: Words to talk about activities in an excursion: planning for a trip, preparation, entertainment activities.III. Skills : Reading for gist and for specific information about an excursion to a

beautiful spot near HanoiIv. Teaching aids: Textbook, large pictures about Thien Mu pagoda, Ha Long

Bay, Da LatV. Procedure:

Teacher’s activities Students’ activitiesWarm-up : (5')- Hang large pictures of reading part on the board and give a list of famous places in Viet Nam, such as: + Thien Mu pagoda+ Ha Long Bay+ The one-pillar pagoda+ Valley of Love- Ask the students to match the photos with the information on the boardBefore you read: (7')- Ask students some questions:1. Have you ever visited Thien Mu Pagoda?2. Is it beautiful?3. Have you ever visited Ha Long Bay?4. Where is it?

- Match the photos with the information on the board

1. Yes, I have.2. Yes, it is.3. Yes, I have.4. It’s in Quang Ninh.

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English 10 School year: 2011 - 20125. Where is the one-pillar pagoda?- Let students sit in pairs and ask students to match the photos with the information in the books- Walk round and give comments when students need help - Give correct answer

While you read: (20')* Task 1: Multiple choice- Ask students to read the letter individually and choose the best answer A, B, C or D to complete each of the sentences- Call on students to read and explain their answers in front of the class- Give correct answers* Task 2: Answer the questions- Ask students to read all questions- Ask students to work in pairs and answer the questions- Call on some pairs to act out the activity in front of the class- Give correct answers

After you read: (10')- Ask students to read the summary carefully- Ask students to do the task- Ask students to compare their answers with their friends- Call on some students to read the completed summary- Give correct answers

5. It’s in Hanoi.- The answers may be variousNumber 1: is Thien Mu pagoda. It’s on the left bank of Hong River, 6 kilometers from the cityNumber 2: is Ha Long Bay. It’s a picturesque site, wonder of the world, 165 kilometers from Hanoi.Number 3: is the one-pillar pagoda. It was built in 1049 in the shape of a lotus.Number 4: is Da Lat city. It’s a mountain resort (altitude 1,500m) with some wonderful places to visit: Xuan Huong Lake, pine forests, waterfalls

* Task 1: - Give correct answers:1.C 2. D 3.A

* Task 2: - Read and answer all the questions1. They are going on a trip when they have some days off after the 1st term.2. They are visiting some caves because they want to understand their geography lesson better and many of them have never been inside a cave.3. It’s only over 20 km.4. They are going to make a two-day trip and have a night campfire. They are bringing their own food and sharing buses with some other classes to make the trip cheap.5. Lan is anxious about her parents’ permission. They may not want to let her stay the night away from home.

- Read the summary carefully - Do the task individually.Expected answer:1. is going to go on2. some caves3. want to see4. have learnt5. their trip

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Homework: (3')- Ask students to write about their own excursion (100 words)

6. only problem7. to persuaded them8. her classmates


V. EXPERIENCE

Period 31:


10A2

I. Objectives:By the end of the lesson, students will be able to talk about the seat plan on a boat

trip on Lake Michigan in Chicago.II. Skills: Talking about a boat trip abroadIII. Teaching aids: Textbook, pictures, boardIV. Procedure:

Teacher’s activities Students’ activitiesWarm-up : (5')- Ask some questions:1. Have you ever gone on a boat trip?2. When?3. Is it interesting?4. Which seat do you think the most suitable for you?- Say “Ok, there are many nice seats. Today, we study part B: Speaking to know how to choose the best seat then we go on a boat trip”Pre-speaking: (8')- Give some suitable places1. sundeck2. air-conditioned3. non-air conditioned4. refreshments5. occupiedWhile-speaking: (20')* Task 1: Multiple choice

1. Yes, I have.2. Last summer3. Yes, it is.4. The seat on the sundeck…

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English 10 School year: 2011 - 2012- Ask students to read the information about some of the participants- Ask students to work in groups- Ask students to read the seat plan and decide the best seat for each person, using the information in task 1- Go around to help the students when they need- Give correct answers

* Task 2: Conduct a conversation- Ask students to work in groups- Tell students to conduct the conversation like the example in the book, using the information in task 1 and the seat plan in task 2- Go around the class and provide help when necessary- Call on some groups to conduct the conversation- Give comments

* Task 3: - Let students work in pairs and discuss the question:Which seat do you think the most suitable for you? why?

- Work in groups and give the answers+ Mr. Andrew: seats which aren’t in the sundeck but can help see all the students. Seat: 43, 46, 40, 45+ Mary: seats which have plenty of fresh air. Seat: 31, 37, 19, 20, 26, 32+ John: seats which aren’t air conditioned, suitable for taking photographs. Seat: 10, 11, 12+ Tim: seats which are in the sundeck. Seat: 1, 6+ Sam: seats which can help a good view, safe. Seats: 16, 29, 34

- Work in groups- Conduct a conversation1. A: I think put John in seat 45.B: I don’t think so. John doesn’t like air-conditioning so put him in seat 37 and he would like to take photographs.A: Ok.2. A: What about Susan?B: I think Susan had better take the seat 10.A: I think so because she wants to be near Mary.B: That’s right.3. A: Which seat do you think the most suitable for Tim?B: I think Tim had better take the seat 40.A: No, it’s not a good idea because Tim want to visit in the sun, so, put him in sit 1 or 6.A: Well, maybe you are right.4. A: Which seat seems suitable for Mr. Andrew?B: I think she should sit in seat 12. From here she can see all her students.A: But it’s in the sundeck. She doesn’t like it.B: Ok. Put her in seat 34.A: Ok. The seat 34 for Mr. Andrew

- Practice

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English 10 School year: 2011 - 2012- Call on some students to present in front of the class- Comment and make necessary corrections

Post- speaking: (10')- Suppose, you are going to Hue next summer, please speak about the things you should take on the trip and give reasons

Homework: (2')- Let students write their topics about the trip next summer in their notebooks

- Listen and take note

V. EXPERIENCE

Period 32:


10A2

I. Objectives:By the end of the lesson, students will be able to improve their listening skill

through Ordering, Gap-filling and Answering questions exercises.II. Skills : Listening for gist and specific informationIII. Teaching aids: Textbook, cassette playerIV. Procedure:

Teacher’s activities Students’ activitiesWarm-up : (4')- Give the missing letters: P …………… C- Ask students to guess the missing letters and fill them in the blanks to have a meaningful wordPre-listening: (5')- Ask some questions:1. Do you often go for a picnic?2. When is the best time for a picnic?3. Why do people go for picnics?- Give the meanings of some words:

- Copy down- Give answer: Picnic

- The answers may be various1. Yes, I do/ No, I don’t.2. at weekend/ in the summer ect.3. They go for picnics to visit some beautiful places/ to relax ect.

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English 10 School year: 2011 - 2012gloriousassembledestinationleft-oversdeliciousBotanic Gardenspacioussleep soundly- Ask students to listen and repeat

While-listening: (24')* Task 1: - Ask students to work in pairs and study the pictures carefully- Ask students to listen to the tape and number the pictures in the order they hear- Play the tape more than once if necessary- Call on some students to explain their answers in front of the class* Task 2: Gap-filling- Ask students to listen to the tape again and fill in the blanks with exact words they hear- Tell students to read the sentences carefully and have a guess of the missing words- Play the tape several times if necessary- Ask students to compare their answers with a friend- Call on some students to read aloud their answers- Check and give correct answers* Task 3: Answer the questions- Play the tape again and ask students to answer the questions independently - Ask students to compare their answers with a friend- Call on some students to read aloud their answers in front of the class- Give correct answers

Post- listening: (10')- Ask students to work in pairs to discuss the topic: “ If your class could go for a picnic this weekend, what would your plan be?”- Call on some groups to present the topic in front of the class- Comments and make necessary corrections

Homework: (2')

- Work in pairs

- Listen to the tape and do the task

* Task 1:

- Give own answers- Correct answers:1.a - 2.e - 3.b - 4.c - 5.f - 6.d

* Task 2: - Listen the tape againCorrect answers:1. The weekend picnic I enjoyed most was just a few weeks ago.2. My class decided to pay a visit to the Botanic Garden.3. We met at the school gate on time.4. We made a short tour round the garden.5. In the afternoon, we went on playing some more games.

- Do the task individuallyCorrect answers:1. The weather was very nice.2. Yes, it was.3. The garden was beautiful.4. They could sleep soundly because it was so peaceful and quiet in the garden.5. They took pictures, played games, talked, sang and danced.

- Work in pairs

- Present the topic in front of the class

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English 10 School year: 2011 - 2012- Ask students to write: Your plan for a picnic this weekend


V. EXPERIENCE

Period 33:


10A2

I. Objectives:By the end of the lesion, students will be able to write a confirmation letter

responding to a request and an invitationII. Skills : Writing a confirmation letter to a friend that responds to a request and an invitationIII. Teaching aids: Textbook, handoutsIV. Procedure:

Teacher’s activities Students’ activitiesWarm-up : (3')- Ask students some questions:1. What sort of letters did you study?2. Did you study how to write a confirmation letter?- Say “ Ok, today we will study how to write a confirmation letter”Pre-writing: (15')- Explain the definition of request and confirmation letters- Request is the letter that ask for information or help- Confirmation is the letter that responds to the request. It confirms whether the help is provided or the information is available or not.While-writing: (20')* Task 1: - Ask students to work in pairs and read two letters below and find the requests in Nga’s letter and confirmation in Hoa’s - Give the meanings of some words- Tell students to underline the structure

1. Writing a letter of complaint/ a thank you letter/ a love letter ect.2. No, I didn’t.


- Work in pairs and do the task- Give answers:+ Request: Can you go shopping with me to buy the things we need for the trip?

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English 10 School year: 2011 - 2012showing requests and confirmation - Call on some students to explain their answers in front of the class- Give suggested answers- Call on two students to read the letters aloud in front of the class* Task 2: Writing confirmation- Ask students to read the situations carefully and find the requests in both of them

Post- writing: (5')- Ask students to choose the first situation to write a confirmation letter responding to each of them- Ask students to exchange their writings with a friend- Check their writings in front of the class as a whole

Homework: (2’)- Ask students to choose the second situation to write a confirmation letter responding to each of them

+ Confirmation: certainly I will help you to prepare everything you need for the trip.

- Lan asks you to buy some fruits and bring them to her house.- Minh wants to borrow you a book about wildlife.

Dear Lan,Firstly, let me congratulate you on your 15th birthday. Certainly, I will help you to prepare everything you need for the party. I will go to the nearby market and get them on Saturday morning. I will be at your home at 6.30 pm on Saturday. Love, Mai

V. EXPERIENCE


10A2

I. Objectives:By the end of the lesion, Ss will be able to:- distinguish the sounds /∂ / and /З:/- reviewing the present progressive (with a future meaning) and be going to

II. Skills : Fluency in pronunciation / III. Teaching aids: Textbook, handoutsIV. Procedure:

Teacher’s activities Students’ activitiesWarm-up :(4')- Give some words:1. earn, bird, fir, other2. today, nurse, from, of- Ask students to choose one word whose

1. other2. nurse

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English 10 School year: 2011 - 2012underlined part is pronounced differently

Pronunciation: (12')- Demonstrate the sound /∂/ and / З: / by pronouncing them clearly and slowly- help students to distinguish these two sounds/ З: / is a long sound/ ∂ / is a short sound- Play the tape and ask them to repeat- Call on some students to repeat the sounds clearly- Ask students to work in pairs and practice these sentences- Go around the class and provide help if necessaryGrammar: (27') Simple Future: WillForm: S + will/shall + VUse: expresses an intention or decision made at the moment of speaking+ “be going to”: expresses an intention or decision thought about before the moment of speaking. It expresses a planEx: We’re going to Hanoi this summerPractice:* Exercise 1: Choose the correct option in brackets- Ask students to do exercise 1- Ask students to compare and discuss the answers with a friend- Call on some students to read and explain their answers in front of the class- Give correct answers* Exercise 2: Put the verbs in brackets in the present progressive or “be going to”- Ask students to do exercise 2- Ask students to compare their answers with a friend- Call some students to explain their answers- Give correct answers* Exercise 3: Complete the exchanges, using the present progressive or “be going to”- Ask students to do the task in pairs- Call on some students to act out the exchange in front of the class- Make necessary corrections


- Repeat in chorus

- Work in pairs

- Listen to the teacher and copy down

* Exercise 1: 1. What are you doing this Saturday evening?2. …is getting married…3. … are you going…4. …I’m going to be…5. … is going to…

* Exercise 2:

1. are going2. are having3. is going to catch4. are you putting5. is not going to give

* Exercise 3: 1. Are you going to see it? I’m doing my homework.2. We are visiting our grandparents.3. What’s he going to do with it?4. It’s going to rain soon.

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English 10 School year: 2011 - 2012Homework: (2')- Ask students to distinguish the present and “be going to”

5. I’m going to clean them later.


V. EXPERIENCE:

Period 35: TEST YOURSELF B


10A2

I. Objectives: After this lesson, students will be able to:- Check themselves their skills in reading, speaking, listening and writing. - Improve their knowledge through the test yourself.

II. SKILLS: Listening, speaking, reading and writingIII. TEACHING AIDS: Text book, the board and hand-outs IV. PROCEDURE:

Students' activitiesTeacher's activities

- Greet teacher.- Answer teacher’s questions.

Warm-up (5')- Greet students.- Ask students something about the test yourself A.Have you prepared it at home?Have you got any difficulties?

- Look at the book and listen to the task.- understand the task.- Listen to teacher’s reading carefully.- Fill in the blanks with the words they’ve just heard.- Correct mistakes.

Test yourself (10')I. Listening(2.5 points)- Present the task : Listen and complete the table below.- Tell students the topic of the table.- Get students to look through the table.- Explain the meaning of new words.- After that read the passage aloud twice.- Let students fill in the blanks with the words they have just heard.

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English 10 School year: 2011 - 2012Keys:1. 50 miles to the West of Lon don2. 120,000 inhabitants/people3. market town4. biscuit factory5. computer industry6. in central England7. 90,000 people8. university9. car factory10. Cowley Road

- Look at the textbook and listen to teacher.- Work in groups to discuss about the passage.- Finish the task.- Compare the result with the other groups. And then with the keys.Keys:1. F 2. F 3.T 4. F 5.T- Listen to teacher.- Work in groups to complete the letter.- Compare the result with the other groups.- Correct mistakes.- Finish the letter.Key:1. out by scientists2. opportunities for other 3. there is4. which attempts5. all the6. organizing the7. inventions a/ per/ every8. developed by9. it is 10. it be wanted- Read the suggestions carefully.- In groups or in pairs, discuss about the letter.-Compare the result with the other groups.-Correct mistakes

- Go round the class to control the work.- Then read the passage the last time for students to check their results.- Correct mistakes.

II. Reading (2.5 points) 10'- Present the task: Read the passage and decide whether the following statements are true (T) or false (F).- Get students to work in groups, discuss about the passage.- Go round the class to control the discussion- State the best options.- Correct mistakes.

III: Grammar. (8')- Present the task: Read the following paragraph. One word is missing from each line. Put a stroke (/) where the word has been omitted and write the missing word in the space provided.- Get students to discus the paragraph in groups or in pairs.- Go round class to control the students’ activities- State the keys.- Correct mistakes.

IV. Writing(10')- Present the task: Your class would like to visit your uncle’s computer factory which is located near your school. Write to him and ask for permission to visit.- Ask students to read the suggestions carefully.- Guide sts to write the letter.- Go round class to control the sts’ activities.- Correct mistakesHomework (2')

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English 10 School year: 2011 - 2012- Study all the lessons again.- Get the knowledge ready for the coming test.

- Ask students : *to study all the lessons again. *get ready for the 45- minute test in the next period.

V. EXPERIENCE:

Period 36 +37: WRITTEN TEST 45' + CORRECT THE TEST


10A2

WRITTEN TEST 45'Full name: ...............................................................................Class 10A2Using the connector “WHICH” to combine the following sentences:1. Mai arrived on time. It amazed everybody.

...............................................................................................................................2.Her phone is out of order. It’s a real nuisance.

..............................................................................................................................Change into passive voice:

3. We have bought that house before.

................................................................................................................................4. Someone has repaired these chairs for months

.................................................................................................................................

Choose the word/ phrases to complete the sentences below:5.The street I live in is vey noisy at night, ……………makes it difficult to sleep. A. what B. this C. which D. that6. A new bridge………….across the Tamky river recently. A. has built B.has been built C.was built D.is built7.This box ……………..for a long time yet. A.hadn’t been opened B.hasn’t been opened C.hasn’t opened D.has been opened8. Thien Mu…………….is on the left bank of the Huong river, 6 kilometres from Hue. A. church B.school C.pagoda D.site9.I can’t operate this washing machine, Can you give me the………………… ? A. book B.computer C.instruction D.device10. When the school year come to………..we’ll go on an excursion. A.a half B.an end C. a conclusion D.a stop11.Most students…………….how to use computer fluently up to now. A.know B.has known C.have known D.has been kown. 12.What is the music …………….you are listening to ? A.that B.whom C.which D. A & C are correct.13.Some children in the village are……………retarded.

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English 10 School year: 2011 - 2012 A.mental B.mentally C.mentality D.mentalism14.The …………..in the war should be taken care of. A. injured B.injuring C.injures D.injured15.. ……………….late? A. Did you use to stay B. Do you used to stay up C. Did you use to stay up D. Do you use to staying up16.A……….person cannot hear any kind of sound. A. mute B.deaf C.blind D.dumb17.You can change the TV channels with this …………………control. A. remote B.far C.standby D.special18.I think it……………, the sky is so cloudy. A.rains B.will rain C.is raining D.is going to rain19.We ………….a party next Sunday, would you like to come ? A.have B.will have C.are having D.is going to have20.The…………..are those who do not have a job. A.injured B.unemployed C.retarded D.disabled21.The man………….lives next door is an English teacher. A.Who B.whose C.which D.whom22.The……………are those who are unable to use part of the body in the normal way. A.disabled B.mute C.blind D.deaf.23.Be patient with……………………work. A.time-consumption B.time-consuming C.time-consumed D.time-consumable24. There …………….a hotel opposite the station, but it closed a long time ago. A. used to be B.is used to C. used to is D. use to 25.The teacher got angry because Jack went out of the class without getting her…………….. A.permission B.situation C.condition D.persuasionChoose one word whose underlined part is pronounced differently from the that of the others:26. A.full B.put C.June D.pull27. A. teacher B.excursion C.permission D.pagoda28.A. cook B. foot C. school D. look29. A.boss B.sport C.top D.jobChoose the word that needs correcting 30. Is Helen used to live in a small flat ? A B C D31. Our flight was delayed, that meant we had to wait for hours at the airport.

A B C D32. Look at those black clouds! It will rain. A B C DRead the following passage and then the following exercises: Louis Braille was born in France in 1809. His father had a small business. He

made shoes and other things from leather. Louis liked to help his father in the store even when he was very small. One day when Louis was 3 years old, he was cutting some leather. Suddenly the knife slipped and hit him in the eye. He soon became completely blind. When he was ten years old, he entered the national Institute for the blind in

Paris. One day his class went to visit a special exhibit by a captain in the army. One thing in the exhibit was very interesting for Loius. It showed message in code. Armies send

76

English 10 School year: 2011 - 2012messages in secret codes so no one else can read them. The captain wrote this code in raised letters on very thick paper. Louis thought a lot about this code. Then he decided to write in the same way so

the blind could “read’ with their fingers. It is very difficult to feel the differences between raised letters. Instead of letters, Louis used a “cell” of six dots. He arranged the dots with two dots across and three down. So blind people can read and write even write music by Braille.A. Choose the best answers:33. Louis Braille’s father made things from………… A. wool B. leather C. exhibit D.codes34. When Louis was ten years old, he began to study……….A. at a special school for the blind B. at a university C. in the army D. at a local school 35. He saw a special exhibit. It showed ………….in code.A. systems B. massages C. arrangements D. computers36. It is difficult to feel the differences between……….. A. code massages B. arrangements of dots C. raised letters D. a system of raised dots 37. Which of these sentences is probably NOT TRUE?A. Braille invented a system of reading for blind people B. Braille visited an exhibit of codes C. Braille system is used for everyoneD. Louis Braille was an intelligent boyB. Answer the following questions: 38. When & where was Louis Braille born?

..............................................................................................................................................

.........

39. When was he blind?

...............................................................................................................................................

............

40. Did he enter the national Institute for the blind in Paris in 1819?

...............................................................................................................................................

..........

THE END

WRITTEN TEST 45'Full name: ...............................................................................Class 10A2Choose one word whose underlined part is pronounced differently from the that of the others:1. A. cook B. foot C. school D. look2. A.full B.pull C.June D.put3. A. teacher B.pagoda C.permission D.excursion4. A.boss B.job C.top D.sportChoose the word/ phrases to complete the sentences below:

77

English 10 School year: 2011 - 20125.Some children in the village are……………retarded. A.mental B.mentally C.mentality D.mentalism6.A……….person cannot hear any kind of sound. A. mute B.deaf C.blind D.dumb7.The…………..are those who do not have a job. A.injured B.unemployed C.retarded D.disabled8.The …………..in the war should be taken care of. A. injured B.injuring C.injures D.injured9.Be patient with……………………work. A.time-consumption B.time-consuming C.time-consumed D.time-consumable10.The……………are those who are unable to use part of the body in the normal way. A.disabled B.mute C.blind D.deaf.11.The street I live in is vey noisy at night, ……………makes it difficult to sleep. A. what B. this C. which D. that12. There …………….a hotel opposite the station, but it closed a long time ago. A. used to be B.is used to C. used to is D. use to 13.. ……………….late? A. Did you use to stay B. Do you used to stay up C. Did you use to stay up D. Do you use to staying up14.You can change the TV channels with this …………………control. A. remote B.far C.standby D.special15.I can’t operate this washing machine, Can you give me the………………… ? A. book B.computer C.instruction D.device16.This box ……………..for a long time yet. A.hadn’t been opened B.hasn’t been opened C.hasn’t opened D.has been opened17. A new bridge………….across the Tamky river recently. A. has built B.has been built C.was built D.is built18.Most students…………….how to use computer fluently up to now. A.know B.has known C.have known D.has been kown.19.Thien Mu…………….is on the left bank of the Huong river, 6 kilometres from Hue. A. church B.school C.pagoda D.site20. When the school year come to………..we’ll go on an excursion. A.a half B.an end C. a conclusion D.a stop21.I think it……………, the sky is so cloudy. A.rains B.will rain C.is raining D.is going to rain22.We ………….a party next Sunday, would you like to come ? A.have B.will have C.are having D.is going to have23.What is the music …………….you are listening to ? A.that B.whom C.which D. A & C are correct.24.The man………….lives next door is an English teacher. A.Who B.whose C.which D.whom25.The teacher got angry because Jack went out of the class without getting her…………….. A.persuasion B.situation C.condition D.permissionChoose the word that needs correcting 26. Is Helen used to live in a small flat ? A B C D27. Our flight was delayed, that meant we had to wait for hours at the airport.

78

English 10 School year: 2011 - 2012 A B C D

28. Look at those black clouds! It will rain. A B C DRead the following passage and then the following exercises: Louis Braille was born in France in 1809. His father had a small business. He

made shoes and other things from leather. Louis liked to help his father in the store even when he was very small. One day when Louis was 3 years old, he was cutting some leather. Suddenly the knife slipped and hit him in the eye. He soon became completely blind. When he was ten years old, he entered the national Institute for the blind in

Paris. One day his class went to visit a special exhibit by a captain in the army. One thing in the exhibit was very interesting for Loius. It showed message in code. Armies send messages in secret codes so no one else can read them. The captain wrote this code in raised letters on very thick paper. Louis thought a lot about this code. Then he decided to write in the same way so

the blind could “read’ with their fingers. It is very difficult to feel the differences between raised letters. Instead of letters, Louis used a “cell” of six dots. He arranged the dots with two dots across and three down. So blind people can read and write even write music by Braille.A. Choose the best answers:29. Louis Braille’s father made things from………… A. wool B. exhibit C. leather D.codes30. When Louis was ten years old, he began to study……….A. at a local school B. at a university C. in the army D. at a special school for the blind31. He saw a special exhibit. It showed ………….in code.A. massages B. systems C. arrangements D. computersIt is difficult to feel the differences between……….. A. code massages B. arrangements of dots C. a system of raised dots D. raised letters33. Which of these sentences is probably NOT TRUE?A. Braille invented a system of reading for blind people B. Braille visited an exhibit of codes C. Braille system is used for everyoneD. Louis Braille was an intelligent boyB. Answer the following questions: 34. When & where was Louis Braille born?

.........................................................................................

35. When was he blind?

.........................................................................................

36. Did he enter the national Institute for the blind in Paris in 1819?

..........................................................

Change into passive voice:37. Someone has repaired these chairs for months.................................................................................................................................

38. They have bought that house before.

79

English 10 School year: 2011 - 2012................................................................................................................................

Using the connector “WHICH” to combine the following sentences:39.My phone is out of order. It’s a real nuisance.

..............................................................................................................................

40. Sarah arrived on time. It amazed everybody.

...............................................................................................................................

THE ANSWER KEY

M· ®Ò 015 M· ®Ò 789C©u §.A C©u §.A C©u §.A C©u §.A1 21 1 262 22 2 273 23 3 284 24 4 295 25 5 306 26 6 317 27 7 328 28 8 339 29 9 3410 30 10 3511 31 11 3612 32 12 3713 33 13 3814 34 14 3915 35 15 4016 36 16 4117 37 17 4218 38 18 4319 39 19 4420 40 20 45

Unit 7 THE MASS MEDIAPeriod: 38 A - Reading


10A

2

I. OBJECTIVES:

1. Education aims: - Students read about TV programme schedules.

2. Knowledge:

80

English 10 School year: 2011 - 2012a. General knowledge: - Knowledge about TV programme schedules..

b. Language: - The present simple tense.

- Vocabulary concerning TV programmes..

3. Skills: - Speaking : talk in pairs and in groups.

- Reading comprehension: Read for general ideas and specific information.

II. METHOD: Integrated, mainly communicative

III. TEACHING AIDS: Real objects and pictures of TV programs.

IV. PROCEDURE:

Teacher’s Activities Student’s Activities

1.Warm-up:( 3 mins)

Aims: sts get used to the topic.

+ Jumbled words.

- Give 5 words about the forms of mass

media whose letters are in the wrong order

and ask sts to work in groups of 3-4 sts to

rearrange them in good order to make the

right words.

1. enslieisov 2. rwepeapns

3. idora 4. agenmzia

5.evido

- Check and give remarks.

2. Before you read: ( 10 mins)

Aims: to prepare information and

vocabularies for the topic.

+ Pairwork:

- Ask the sts to work in pairs to answer the

question given in the part and some other

questions.

- For each question, 3-4 sts are required to

answer orally in front of the class ( 1 st/ 1

time).

- Gather the ideas and give some

background information about TV

- Work in groups of 3-4 sts

- Sts write the words individually on the

blackboard

1. television 4. magazine

2. newspaper 5. video

3. radio

- 4 representatives are required to write the

words on the blackboard.

- Listen to the teacher.

- Work in pairs.

- Do the work orally in front of the class.

- Listen and copy down.

+ VTV1: Combination of Politics,

Economics and Entertainment.

+ VTV2: Science and Education.

81

English 10 School year: 2011 - 2012channels in Vitetnam.

- Read each word/phrase twice and ask sts

to repeat it and leave sts 1 minute to self-

practice.

- Provide the students with new

words/phrases

- Ask 4-5 st to read all the word/phrases

aloud in front of the class

- Listen and help sts to read the

words/phrases correctly.

3. While you read:( 20 mins)

Aims: Read the passage for information to

do the tasks.

- Ask sts to read the TV

+ VTV3: Sports and Entertainment.

+ VTV4: For the overseas Vietnamese.

+ VTV5: For the Ethnic minority groups

Listen and copy down

+ Vocabulary:

+ channel (n) : Kªnh ( truyÒn

h×nh)

+ Mass media (n): public institutions that

report news and other stories .

+ Population and Development (phr): D©n

sè vµ ph¸t triÓn

+ TV Series (n): Phim truyÒn h×nh dµi tËp

+ Folk Songs (n): D©n ca nh¹c cæ

+ News Headlines (n): ®iÓm tin chÝnh

+ Weather Forecast (n): Dù b¸o thêi tiÕt

+ Quiz Show (n): trß ch¬i truyÒn h×nh

+ Portrait of Life (phr): Ch©n dung cuéc

sèng

+ Documentary (n): Phim tµi liÖu

+ Wildlife World (n): ThÕ giíi thiªn nhiªn

hoang d·

+ Around The World (phr): Vßng quanh thÕ

giíi

- Listen and repeat.

- Some sts stand up and read these word

aloud.

- Others listen.

- Self-correct.

1. Task 1: Matching.

- Work in pairs to read the programmes and

do the task.

- Sts are required to compare their results

82

English 10 School year: 2011 - 2012programme schedules and do

task 1: Match the words in A

which appear in the reading

passage with their definitions in

B.

- Listens and helps sts to do the task

correctly.

Gives feedback and corrects the answers

T: Read the passage again and decide whether the statements are true or false as well as correct the false.Teacher has the class read the text again, this time more slowly, to scan the details and do the task.

1. Teacher walks around the class and offers ideas and comments when students need help. Then teacher selects some students at random to provide the answers in front of the class.

- Ask sts to work in pairs and answer the

questions in the book basing on the

information in the reading passage.

- 6 pairs are required to answer orally in

front of the class ( 1 pair/ 1 time).

- Listen and help sts to answer the

question correctly.

with their partners.

- 4 sts are required to do the task orally in

front of the class (1 st/ 1 time).

- Share their answers with their friends.

- Some sts present their answes:

Suggested answers:

1 – c; 2 – a; 3 – d; 4 – b

+ Task 2: True or false:

- Sts read the programmes

carefully, individually and decide

whether the statements are true

(T) or false (F).

- 5 sts are required to give their answers

orally, individually in front of the class with

the evidence in the reading passage.

- Listen and check the answers orally in

front of the class.

The answers:

1. T 2. T

3. F ( The Nature of Language is on VTV3.)

4. T

5. F (VTV1 starts at 5:35 and the last

programme starts at 23:30

- Others listen and check.

+ Task 3: Answering questions.

- Work in pairs.

- Some pairs stand up and ask and answer:

The answers:

1. There are five films on.

2. At 9:00 a.m, 12:00 at noon, 7:00p.m,

11:00p.m on VTV1 and 7:00p.m on VTV3.

3. VTV2

83


4. After you read:( 10 mins)

Aims: to give the summary of the topic.

- Sts are required to work in pairs to tell

their partners about one of the TV

programmes they like watching best and

explain why.

- 2-3 sts are required to give short talks on

the given topic.

- Get feedback and help the students to

give correct talks

5. Homework:( 2 mins)

4. The Quiz Show.

5. (You should watch) VTV1

6. Football

- Work in pairs.

- Some sts talk in front of the whole class.

- Others listen.

- Listen and self-correct.

Suggested answers:What TV program do you like best?I like the show The price is right most because it is easy to play and very interesting. Besides, the reward for the winner is valuable,

- Write a paragraph about a programme you

like best.

- Prepare for the next lesson: SPEAKING

V. EXPERIENCE:

UNIT 7 THE MASS MEDIA

Period: 39 B- Speaking:


10A

2

I. OBJECTIVES

1. Education aims: - Students know about the differences and similarities of some

popular types of the mass media.

2. Knowledge:

84

English 10 School year: 2011 - 2012a. General knowledge: - Students can talk about the different types of the mass

media.

b. Language: - The simple present

- Vocabulary on the mass media.

3. Skills: - Speaking about different types of the mass media.

- Discussing about the features the types of the mass media have in

common and the main features each of them has.


III.TEACHING AIDS: Pictures, textbook, cassette player.

IV.PROCEDURE:


1. Homework checking(5 mins)

- Ask one st. to talk about the TV

programme they like watching

best.

2. Before you speak(5 mins)

- Introduce some new words:

- Ask sts to read the new words

orally.

- Ask sts to work in pairs and

decide which items are types of the

mass media.

- Ask sts about the definition of

the mass media:

Mass media ( take a singular or

plural verb) : communication

media in general- all of the

- One student talk about the TV programme they

like best.

Eg: I like Game show The price is right most

because it is very interesting , easy to play .

Besides , the reward for the winner is valuable .

Another reason I like this game show is the MC.

Mr. Luu Minh Vu is humorous and very

intelligent .

+ Task 1:

- Write the new words and read them aloud.

Aims: Sts distinguish the different types of the

mass media from the others.

+ 'orally ( adv ) : spoken by mouth

+ 'aurally ( adv ) : seen by eyes

+ 'visually ( adv ): heard by ears

- Work in pairs

- Listen and take notes.

- Some sts give their answer in front of the class.

85

English 10 School year: 2011 - 2012communication media that reach a

large audience, especially

television, radio and newspapers.

- Call on some sts to explain their

answers in front of the class.

- Give sts correct answers.

3. While you speak( 18 mins)

Aims: Sts compare the features of

the types of the mass media.

- Ask sts to work in pairs and carry

out the activity using the cues in

the book.

- Go around the class and help sts

if necessary.

- Call on some pairs to explain

their answer in front of the class.

- Ask sts to look at the information

above and talk about the different

types of mass media.

4. After you speak( 15 minutes)

Aims: Talking about the different

types of the mass media.

- Ask sts to work in groups and

answer the following questions:

+What are the different types of

the mass media?

+ What features do they have in

common?

Suggested answers:

1. Television

2. Radio

3. Newspapers

4. The Internet

+ Task 2:

- Work in pairs to discuss some popular types of

the mass media.

- Some sts give the answers in front of the class.

+ The mass media:

- Provide information and entertainment

+ The radio:

- Present information and entertainment orally

(through mouth)

- Receive information aurally(through ears)

.................................

eg. The common feature of the mass media is that

they all provide information and entertainment.

Television provides information and

entertainment orally and visually, and we receive

them through our eyes and ears.

.........................................

+ Task 3:

- Work in groups to answer the questions in the

book.

S1: Television, radio, newspapers, the Internet.

S2: Provide/ deliver information and

entertainment.

S3: TV presents information and entertainment

orally and visually while radio provides ...........

- Some sts answer:

I like TV most because I can watch films and

performance on it/ I prefer newspapers because I 86


+ What are their distinctive( own)

features?

- Ask sts some more questions :

Which types of the mass media

do you usually get information

from?

Which one do you like most?

Why?

- Go around to help sts if

necessary.

- Ask some sts to answer and give

correct answers.

5. Homework:( 2 mins)

can choose to read them whenever I have free

time, and I can also choose to read only what I’m

interested in.

..................................................

- Write a paragraph ( about 50 words)

about the features of the types of mass

media.

- Prepare for the nex t lesson:

LISTENING

V. EXPERIENCE:


Period: 40 C- LISTENING:


87

English 10 School year: 2011 - 201210A

2

I. OBJECTIVES:

1. General knowledge:

- Sts understand 2 news stories on the radio.

2. Language: - The simple present tense.

- Vocabulary on adjs to describe weather.

3. Skills: - Listening: tick on the word they heard, fill in the gaps, answer the

questions

- Speaking: Retell the stories


III. TEACHING AIDS: Real objects and pictures of a flood. textbook, cassette etc

IV: PROCEDURE


1. Before you listen:(10mins)

Aims: focus sts on the topic and review/

introduce the words and phrases used in the

listening text.

+ Pairwork:

- Requires sts to work in pairs and asks each

other the following questions.

- How often do you listen to the radio?

- Which program do you like listening

to?

- Do you like listening to strange

stories?

- Asks some sts to give their answer.

- Gives some examples

- Reads the words asks sts to repeat.

- Asks sts to read the words in pairs.

- Asks some sts to read the words again.

- Work in pairs to ask and answer the

questions

- Some sts stand up and give their answer.

- Copy the words and phrases.

+ New words

+ Mount (n): e.g.: Mount Everest

88

English 10 School year: 2011 - 20122. While you listen:

+ Task 1: (7 mins)

Aims: Practise listening and tick the word

they hear.

- Tells sts that they are going to listen to two

news stories and the words will appear in the

stories

- Asks sts to work in pairs, look at the words

given and guess what the news stories about.

- Asks sts to listen to the news and tick the

right column to indicate which words appear

in which stories

- Plays the tape twice and ask sts to compare

their answer in pairs.

- Checks sts’ answer.

- Plays the tape once again, stop the tape

where necessary and conduct the correction.

+ Task 2: (10 mins)

Aims: Practise listening for specific

information by filling in the gaps.

- Asks sts to have a look at the stories in the

textbook and read them in pairs and make

sure they understand them. T encourages sts

to guess the words/ phrases to fill in the

gaps.

- Asks sts to listen to the tape once or twice

again to fill in the gaps with the missing

words/phrases.

- Asks sts to compare their answer in pairs.

- Check ssts’ answer.



+ in spite of + N (phr): = despite + N =

Although + Clause


- Read the words in pairs and correct each

other’s mistakes.



- Compare their answers.

- Give their answer.

News story 1: strong, cloudy.

News story 2: healthy, young, highest,

wonderful

- Check their answer, say it aloud, and then

correct their work if they have the wrong

answer.

- Work in pairs to read the passages and try

to fill in the gaps.

- Listen and do the task.

- Give their answers.

Correct answers News Story 1 1. has caused

floods2. have left their

home 3. have risen

News Story 2 1. twenty- third 2. 4,418 3. California4. wonderful5. young and

89

English 10 School year: 2011 - 2012+ Task 3 (7 mins)

Aims: Practice listening for specific

information by answering given questions.

- Asks sts to read the questions in pairs and

make sure they understand the questions and

know what information they need to answer

the questions.

- Asks sts to listen to the tape once/twice and

take short notes to answer the questions.




3. After you listen:(10 mins)

- Asks sts to work in pairs and each retell

one news story.

- Moves round to check the activities and to

make sure that sts are working effectively.

- Asks two sts to present in front of the

whole class.


4. Homework:(1min)

4. two meters 5. has stopped 6. cloudy 7. strong wind

healthy

- Check their answer, say it aloud, and then

correct their work if they have the wrong

answer.

- Work in pairs to read the questions.


- Compare their notes.

- Some sts answer the questions:

Suggested answers:

1. Heavy rain has caused floods all over

the country.

2. Because the rivers have risen.

3. (The old lady has climbed Mount

Whitney) 23 times.

4. Because it has kept her young and

healthy.

- Check their answer, and then correct their

work if they have the wrong answer.

Two sts present.

- Listen and check.

Write a short paragraph about a news story

they have just heard on the radio or TV

Ss prepare for the next lesson Writing

90

English 10 School year: 2011 - 2012V. EXPERIENCE:


Period: 41 D- WRITING:


10A

2

I. OBJECTIVES

By the end of the lesson , SS will be able to write a paragraph about

advantages and disadvantages of television and other types of mass

media .

1. Educational aim: Students should know how to spend their time on mass media.

especially TV

Knowledge:

- General knowledge: Students know the advantages and disadvantages of TV.

- New words: Words related to TV programs.

2. Skills: writing about the advantages and disadvantages of TV

II.METHOD: Integrated, mainly communicative

III.TEACHING AIDS: TV programs. Textbook

IV.PROCEDURE:


91

English 10 School year: 2011 - 2012Warm-up (4 mn)

Shows TV programmes and ask

questions.

1) What TV programmes do you

like seeing? Why?

2) What TV programmes do you

think are useful?

Pre-writing (8 mn)

Implicits the meaning of

dis-/advantage by analyzing the

examples:

TV helps us to learn more about the

world.

TV makes us passive.

Which sentence says good about TV?

Which one says bad?

Asks Ss to read about the advantages

and disadvantages of TV

Has Ss underline the key words of

each sentence

Teacher walks around the class and

offers help when necessary.

While-writing (18 mn)

Asks Ss to work in pairs and discuss

the advantages and disadvantages of

the mass media and write them down

in the columns.

Asks Ss to share the ideas with other

pairs.

Gives suggested answers

Students work in pairs

Students’ answers may vary

1. Task 1:

Students sit in pairs, and do task 1

Read about the advantages and disadvantages of

TV

Underline the key words of each sentence

2. Task 2:

Work in pairs and discuss the advantages and

disadvantages of the mass media and write them

down in the columns.

Ask Ss to share the ideas with other pairs.

Suggested answers:

Radio:

advantages disadvantages92


- It gives you hourly-

updated news and

information

- It is convenient

because you can listen

to it everywhere.

- It only provides

aural information

- It can be boring .We

can’t watch films or

sports programmes

Newspapers:

advantages disadvantages

- It is cheap. A

Vietnamese daily

newspaper costs only

approximately 2000

VND

-very mobile.We can

bring them along

anywhere

-It’s less updated than

other kinds. No more

information until the

next edition.

- The pictures are not

moving so it is as not

exciting as other kinds

of media

The Internet:

advantages disadvantages

- It’s a rich source of

information. We can

access to Internet and

get all the information

we need. This is

impossible for other

types of media like

radio or TV.

- It’s a great tool of

entertainment. We can

play games and listen

to music online.

- It is a very good way

-It makes us confused

when there is too

much information.

- It may bring bad

effects on children as

it contains

“unhealthy” websites

such as sex or

violence.

-It damages our

health due to

prolonged and

inappropriate use

93


Post-reading (13 mn)

Asks Ss to write a paragraph about

the advantages and disadvantages of

the mass media discussed in Task 2

Introduces peer correction if time

allowed

Pick up some writings to correct in

front of the clsass

Give suggested writing

Assigns homework.

Comments (2 mn)

to study

3. Task 3:

Ss work individually

Suggested writing:

Updated information, convenience and stress

relief are three major advantages that radio

brings us.

Firstly, radio keeps us updated with the latest

information. The news which is broadcast live

hourly help us understand current events around

the world. Secondly. Unlike other type of mass

media, radio is easy to use. We can listen to the

radio almost anywhere with little cost and great

convenience. Lastly, radio help us to release the

stress that we suffer from work and study. Music

and entertainment programs on the radio are

effective ways to make us feel happy and

refreshed after a hard working day.

In conclusion, Radio has a lot of advantages that

makes our life easier and more enjoyable.

HOMEWORK:

- Complete the writing.

- Prepare for the next lesson: LANGUAGE

FOCUS

V. EXPERIENCE:

94



Period: 42 E- LANGUAGE FOCUS


10A

2

I. OBJECTIVES:

1.Language skills:

_ Distinguishing the sounds

2.Language knowledge:

By the end of the lesson, Ss will be able to:

_ pronounce the sounds /ei/, /ai/ and / i / correctly

_ use the present perfect correctly and use because of and in spite of appropriately


III.TEACHING AIDS: textbooks, cassette

IV.PROCEDURE:


1. Warm –up - (5’)

GAME: CATEGORISING- Gives out 10 to 15 words.- Asks Ss to work in pairs or groups and

decide which words go with since or for.

- Gives some words: 1990; three months; two weeks;….

2. Pronunciation: (10 mn)- demonstrates the sound /ei/ /ai/ and /oi/

by pronouncing them clearly and slowly.

- Helps Ss to distinguish these two sounds.

- Instructs the way to pronounce: /ei/ has two sounds: e and I. First

make the sound e. Now make it longer eee. Then add I. this is very short eeeI.

- Work in groups.

- Whole class listen to the teacher and write down.

Ss listen and repeat

95

English 10 School year: 2011 - 2012 /ai/ has two sounds: a and I. First

practice the sound a. This is a long sound and then add I. This is very short. aaaI.

/oi/ has two sounds: o and I. First practice the sound o. Now make it longer ooo. Then add I. This is very short. oooI.

- Plays the tape and asks Ss to repeat.- Calls some Ss to repeat the sounds

clearly in front of the class.- Asks Ss to work in pairs and practice

the sentences. - Goes around the class and provides

help.2. Grammar and vocabulary: (28mn)- Asks Ss to present the form and the use

of the present perfect tense.- Asks Ss to do the exercise 1 independently.- Has Ss compare their answers with a

friend.- Calls some Ss to read the letter in front

of the class.Review the form and the use of the present

perfect tense.

Reminds Ss how to use:

- a period + ago ( simple past)

- for + a period (present perfect)

- since + definite time/ simple past

- Whole class listen to the tape.- Some Ss repeat the sounds. Others listen

to.

- Work in pairs.

Exercise 1:- Some Ss present the form and the use of the present perfect tense. Others listen to. - Work individually.- Individual work.- Some Ss read the letter. Others listen to.- Work in pairs in orally.Suggested answers:1.have been

2.has lived

3.have met

4,have done

5.have had

6.have taken

7.have watched

- Some Ss read and explain. Others listen to.Exercise 2:- Whole class listen to the teacher and write down.- Take notes.Complete the sentences using for, since or agoSuggested answers:

1. since2. ago3. for

6. for7. ago8. ago

96

English 10 School year: 2011 - 2012- Asks Ss to do the exercise 2 in pairs.

( This is probably an easy exercise so Ss can do it orally)

- Calls some Ss to read and explain their answers in front of the class.

- Explains the use and the difference of because of and in spite of.

Because of or because shows the cause.

In spite of or Despite shows the confession.

- Gives Ss the structures:- Asks Ss to make some examples basing the teacher’s suggestion- Has Ss do exercise 3.- Asks Ss to compare the answers and

discuss them with a friend.- Calls on some Ss to read their answers

aloud in front of the class.

Give correct answers.

Consolidation (2mn)

4. for5. Since

9. since10. since

Exercise 3:Listen and take notes* Because +S+V* Because of +v-ing / noun* Despite + v-ing/ noun* In spite of + v-ing/ nounE.g:1.Because of the cold weather , we kept the fire all day.

Because the weather was cold,

we kept the fire all day. 2. In spite of his illness, he managed to come to school. - Individual work.- Compare the answers with a friend.

Correct answers:

1.Because of the cold weather, we kept the

fire burning all day

In spite of the cold weather, we all wore

shorts

2.Because of his illness, he had to cancel the

appointment.

3. Because of the large crowd, we couldn’t

see what was going on.

In spite of the large crowd, there were

enough seats for everyone

4. Because of the meat shortage, everyone

was living on beans.

In spite of the meat shortage, we have

managed to get some beef.

5. Because of the bad condition of the house,

the council demolished it.

In spite of the bad condition of the house, they enjoyed living there.- Some read the answers. Others listen to.

97

English 10 School year: 2011 - 2012Reminds Ss about the main points

Assigns homework

- Do more exercises in your text books- Review some tenses

HOMEWORK:

- Redo exercise 3

- Prepare for the next lesson: Unit 8

READING

V. EXPERIENCE:

UNIT 8: THE STORY OF MY VILLAGE

Period: 43 A- Reading:


10A

2

I. OBJECTIVES

1.Knowledge

General knowledge: Students learn about life in the country

Language

New words: Words related to country life

2.Skills:

Reading for gist and for specific information

98

English 10 School year: 2011 - 2012II. METHOD: Integrated, mainly communicative

III. TEACHING AIDS: Textbook and pictures

IV.PROCEDURE


Warm-up (4 mn)

Teacher shows pictures of the countryside

and ask Ss to make a list of words related to

the country.

(The group with the longest list will be the

winner.)

T declares the winner

BEFORE YOU READ (10’)Teacher has students sit in pairs and discuss

the questions in the books.

Calls some Ss to read their answer aloud in

front of the class.

Feedbacks and gives suggested answers.

Some simpler questions can be used:

What do you see in the picture?

Who are they?

What are they doing?

Presents new words

WHILE YOU READ: (20 mn)

Set the scene

You are going to read a passage about life

changes in the country . Just read it and do

the following tasks.

Asks Ss to match the words in A with

Group work make a list of words related

to the country

Ss work in group of 3 or 4

Students do the task.

Ss work in pairs Suggested answers

1.The farmers are harvesting the crop.

2.They are working very hard.

3.It’s a bumper/good crop.

4. Good farming methods, good varieties,

modern technology used, people work

hard.

Ss follow the teacher’s stepsSs take notes New words:

-straw (n) rôm -mud(n) buøn -technical high school (n) tröôøng trung hoïc kó thuaät daïy ngheà - farming method (n) phöông phaùp canh taùc- brick house (n) nhaø ngoùi - thanks to ( prep) nhôø coù

Listen

Class organization: Students sit in pairs.

99

English 10 School year: 2011 - 2012their definitions in B.

Encourages Ss to guess the meanings of

the words in the context

Teacher walks around the class and

offers ideas and comments when

students need help. Then teacher selects

some students at random to explain their

answers in front of the class.

Makes necessary corrections

Teacher has students scan the text again and

get the information to complete the table.

Lets Ss study the table carefully before doing

the task.

Goes around the class and provide help when

necessary.

Tells Ss to discuss the answer with a friend.

Checks the answers in front of the class as a

whole.

Asks Ss to work in pairs. Get the Ss to read

the passage again and answer the questions

in Task3

Has Sts compare their answer with another

Task1- Vocabulary matching

Match the words in A with their

definitions in B.

Students do the task in pairs.

Correct answers:

1.b ( have just enough money to pay the

things that you need)

2.d( having to have many things that you

do not have )

3.a ( making one’s life better )

4.e( good crops)

5. c ( crops to be sold , not for use by the

people who grow it )

Task2.Table completion

scan the text again and get the

information to complete the table.

Individual work

Correct answers:

Areas Before Now

houses Made of

straw

and mud

Made of

bricks

Radio/TV Few

families

had

Many have

Farming

methods

old new

crops poor Good/bumper

travel By motorbike

Task3-Answering questions

100

English 10 School year: 2011 - 2012pair.

Calls some Ss to read their answers aloud in

front of the class.

Gives feedback.

Post-reading (12 mn)

Asks Ss to work in pairs and discuss the

question:

How can people with an education help

make the life of their community better?

Clarify some terms like

People with education refers to people with a

university study

Tells Ss to look back at the passage to get the

idea for the questions.

Goes to groups and provide help when

necessary.

Teacher gives suggestions and comments.

Teacher suggests students’ homework:

Read the passage again and answer the

questions in Task3

Work in pairs then compare their answer

with another pair.

Correct answers:

1 It was poor and simple.

2 Because they hope that with an

education of science and technology their

children could find a way of bettering

their lives.

3 They introduced new farming methods

which resulted in bumper crops. They

also helped grow cash crops for export.

4 He said their lives had changed a lot

thanks to the knowledge their children

had brought home.

5 He told his grandchildren ”Study

harder so that you can do more for the

village than your parents did.

Students work in pairs.

Suggested answers

Introduce new farming methods.

Grow crash crop s for export.

Help local people apply modern

technology in farming.

Help community especially young people

access to ways of entertainment

Raise people’s awareness about food

101


Comments (2 mn)

safety and environmental hygiene

homework: Prepare the speaking-

U8

V. Experience:


Period: 44 B - SPEAKING :


10A

2

I.OBJECTIVES

1. Education aims: - Students know about plan to improve life of a village and their

possible results.

2. Knowledge:

a. General knowledge: - Students can talk about plans and results.

b. Language: - "Should" and conditional sentences type 1

- Vocabulary on the plan to improve life of a village.

3. Skills: - Speaking about plan and results.

- Discussing plans to improve life in the village.


III. Teaching aids:

Textbook, chalk, board.

IV. Procedure:


1. Warm-up( 5 mins)

Asks Ss to work in groups and make a list of

ideas of their own that can be carried out to

improve the village life.

Teacher walks around the class and offers

- Students work in pairs.

102

English 10 School year: 2011 - 2012ideas and comments when students need

help…

- Listens and gives remarks and marks.

2. Before you speak: (10 mins)

Aims: Sts can match each of the plan to

improve life in the village with its possible

result.

The village of Ha Xuyen are discussing

plans to improve life in the village. Match

the plans with possible results.( 10 minutes)

- Explains some new words:

- Asks sts to do the task in pairs and give

explanation for their answers

- Asks some sts to read the answers in front

of the class.

- Gives the correct answers.

3. While you speak: ( 10 mins)

Aims: Sts practice discussing the plans to

improve the life in the village and the

possible results.

The villagers are discussing their plans. -

Asks sts to work in groups using conditional

type 1 and "should".

- Explains Conditional sentence type 1

and should:

- Asks sts to practise the conversation in the

textbook.

- Asks some groups to practice the



+ Task 1:


+ resurface (v ):put new surface on,

renew

+ widen (v )

+ canal (n): man-made waterway for

irrigation

+ muddy(a ): full of mud

- Work in pairs.

- Read the answers aloud in front of the

class.

1. b 2. g 3. d

4. e 5. f 6. c

+ Task 2:

- Read the conversation in the textbook.

Read and practice the conversation in

groups of three.

- Listen to the T


If + S + V(present tense), S + 103

English 10 School year: 2011 - 2012conversation in front of the class.

4. After you speak: ( 14 mins)

Continue the conversation, using the ideas

in table in Task 1. Add some more possible

if you like

- Asks sts to work in groups and continue

the conversation.

- Writes the main phrases on board and ask

sts to look at these phrases to practice their

conversation.

- Goes around to help sts if necessary. Sts

may add their own ideas in the conversation.

will/can/may + V

( to talk about something that will or is

likely to happen in the future)

E. g.: If the roads are widened, cars and

lorries can get to our village.

Should or shouldn’t: to give opinions

about what is the best thing to do.

+ Task 3:

- Work in groups of three.

- Some groups practice the conversation

in front of the class.

- medical center health

- cash crops export, money

- bridge shorter way to

town

- football ground play sports,

exchange ideas.

- Work in groups and add some their own

ideas.

- Some groups present in front of the

class.

A: I think we should build a football

ground, too.

B: I agree with you. If a football ground

is built, young people can play sports in

the free time.

C: A football ground is also a place

where people can meet and exchange

ideas.

A: What about a medical centre? I think

104


- Comments and gives necessary

corrections.

5. Homework: ( 1 min)

Write a passage about plans to improve the

life in the area where you live.

it’s necessary to build a medical centre.

B: Yes. If a medical center is built,

People’s health will be looked after

better.

C: Yes. And if we get sick. we won’t have

to go to the provincial hospital for

treatment.

HOMEWORK:

Write a passage about plans to improve

the life in the area where you live.

V. EXPERIENCE:


Period: 45 C. ListenING:


10A2

105

English 10 School year: 2011 - 2012I. Objectives:


- Sts know the changes in a small town on the South coast of England.

2. Language: - The past tense: used to

- The passive voice

- Vocabulary on villages.

3. Skills: - Listening: choose True/ False statements, fill in the gaps with one suitable

word, answer the questions

- Speaking: Discuss the changes in sts' hometown/ home village


III. Teaching aids:

- Textbook , tape

IV. Procedure:


1. Warm up:(7 min)

* GAME: Find someone who

- Prepares a two-column table with

Yes/ No questions and Name.

- Lets Ss go around the class and ask

other Ss what they used to do when

they were small. If the answer is Yes,

write his/her name in the table. (the

winner is the first one who completes

the name column)

2. Before you listen:(10 mins)

Aims:to focus sts on the topic and review/

introduce the words and phrases used in

the listening text.

a. Focus sts on the two pictures in the

textbook and asks sts to work in groups to

Did you use to…? name

Have a favourite toy

when you were a

child?

Have a nickname?

Have a pet?

Cry at night when

you were a child?

Hate school?

Play hide-and-seek?

- Work in groups to ask and compare the

two pictures.

106

English 10 School year: 2011 - 2012compare them to see the changes of the

town following the model in the book.

E.g.: - There didn't use to be any hotel in

the town

- There used to be small houses

- Cows used to graze in the field

........................................

- Asks some sts to give their answer.

b. Introduces some new words

- Reads the words and ask sts to repeat.



3. While you listen:( 17 mins)

Aims:Sts practise listening and marking

True/ False statements.

- Tells sts that they are going to listen to a

talk about the changes in a small town in

England.

- Asks sts to work in pairs, look at the

statements given and guess if they are

true or false.

- Asks sts to listen to the talk and tick the

right column to indicate their answer and

underline the false information. T plays

the tape twice.

- Asks sts to compare their answer in

pairs.


- Some sts stand up and give their answer.

Sts copy the words and phrases.



other’s mistakes.

- Some individuals read the words aloud.

- atmosphere (n): kh«ng khÝ

- resurface(v): tr¶i l¹i ( mÆt ®êng)

- turn into (v): trë thµnh

+ Task 1:

- Listen to the T.

- Work in pairs to guess if the statements

are true or false.


- Compare their answer.


1. F It's on the south coast of England.

2. F It's used to be a small quiet town.

3. T

4. F The big trees have been cut down.

5. F Some people don't like the changes

- Check their answer and then correct their


107



where necessary and conduct the

correction.

Aims:Sts practise listening for specific

information by filling in the gaps with

ONE word.

- Asks sts to have a look at the paragraph

in the textbook and to read them in pairs

and make sure they understand them. T

encourages sts guess the words to fill in

the gaps.

- Asks sts to listen to the tape once or

twice again to fill in the gaps with the

missing words.

- Asks sts to compare their answer in

pairs.



where necessary and conduct the

correction.


- Asks sts to work in pairs and tell each

other about the changes in their village/

town.

+ Task 2:

- Work in pairs to read the passages and try

to fill in the gaps.



1. houses 2. hotel

3. widened 4. cut

5. car 6. shop

7. department 8. expensive

- Check their answer and then correct their


- Work in pairs.

-Two sts present.

108

English 10 School year: 2011 - 2012- Moves round to check the activities and

to make sure that sts are working

effectively.

- Asks two sts to present in front of the

whole class.

- Checks and gives remarks.

5. Homework:(1min)

Write a short paragraph about the changes

in their village/town

V. EXPERIENCE:


Period: 46 D. writING :


10A

2

I. Objectives:

1. Education Aims: - Students can write a letter giving directions to a certain place.

2. Knowledge:

a. General knowledge: - Giving directions.

b. Language: - Language used to give directions.

- Imperative sentences.

3. Skills: - Reading: read the sample letter.

- Speaking: work in pairs to find Ann's house on the map as well as the

words and phrases used to give directions .

109

English 10 School year: 2011 - 2012- Writing: write a letter to tell Jim the way to house A on the map.


III. Teaching Aids: - board, textbook, chalk.

IV. Procedures:


1. Homework checking :( 5 mins)

- Asks one st to talk about the changes in our

hometown or his/her home village.

- Asks other sts to listen to their friend and give

remarks.

- Checks and give remarks.

2. Before you write:( 20 mins)

- Aims:to get sts to read the sample letter and

to help them to prepare vocabulary and

information before they write.

- Introduces the situation.


- Asks sts to listen to the teacher and repeat ,

then write these words into their notebooks.

- Asks sts to work in pairs to read about the

letter and to look at the map to find Ann's

house.

- Moves round to help if necessary.

- Asks sts to compare their ideas with other

pairs.

- Listen to their friend and give

remarks.

+ Task 1:

- Listen to the teacher carefully.

and take notes

+ direction (n) : the way that a person

or thing moves along

+ enclose (v): put something in a letter

or a parcel

- Listen to the teacher and then read

these words in chorus and individually.

- Read the letter in pairs.

- Share their answer with their friends.

- Present their ideas.

Answer: H

110

English 10 School year: 2011 - 2012- Asks some sts to tell the whole class where

Ann's house is. T may ask them to explain more

about their answer.

- Listens and give remarks.

- Asks sts to work in pairs to read the letter

again and underline the words and phrases used

to give directions.


- Asks 2 sts to write these words/ phrases on the

board.


- Asks sts to make some examples with these

words.

3. While you write:( 10 mins)

- Aims: Sts practise writing a letter to Jim,

telling him the way to house A from Roston

Railway Station.

- Asks sts to write a letter to Jim, telling him

the way to house A from Roston Railway

Station.

- Lets sts write in 8 minutes.

- Moves around to conduct the activity.

4. After you write:( 9 mins)

Aims: to get feedback and check sts' work.

- Gets feedback by asking some sts to read their

work aloud.

- Asks some other sts to give remarks.

- Checks and give the correct answer.

- If there is enough time, T can have sts


+ Task 2:

- Work in pairs to read the letter and

undreline the words/phrases.

- Two sts write the words and phrases

on the board

get out of

go over ( a bridge)

turn right/left

walk past ( a medical centre)

keep walking

take the first/second.....

- Do the writing task.

- Read their writing: ( a sample

paragraph)

"Dear Jim,

I'm very glad that you will come here

for the summer holiday ............. from

Roston Raiway Station.

Now when you come out of the station,

turn right. Keep walking for about 5

minutes, you will see a small bridge

ahead. Go over the bridge, go along

the street, walk past a medical centre

and the car park then take the second

turning on the left. Walk past the

Souvenir shop and you will see my 111

English 10 School year: 2011 - 2012exchange their writing among sts within a

group so that they can check their friend's work

and give remarks

5. Homework: ( 1min)

- Write a letter to tell their friends the way from

our school to Border Gate.

house. It's on the right, next to the

shop.............. "

V. EXPERIENCE:


Period: 47 E. Language focus:


10A

2

I. Objectives:

1. Education Aims:

- Students know how to pronounce the sound /aʊ/ and /əʊ/ correctly.

- Students revise reported speech and conditional sentence type 1.

2. Knowledge:

+ Language:

- Pronunciation: /aʊ/ and/əʊ/ .

- Reported speech .

- Conditional sentence type 1.

3. Skills: + Speaking: - Work in pairs to discuss the exercises.

+ Reading: - Read words and sentences aloud.

- Read the sentences silently to do the exercises.


III. Teaching aids: board, chalk, textbook, cassette player.

IV. Procedures:


1. Homework checking: ( 5mins)

112

English 10 School year: 2011 - 2012- Asks one st to tell the whole class the way from

our school to Border Gate.

- Asks another st to give remarks.

- Checks and give a mark.

2. Pronunciation:( 10 mins)

- Aims: to introduce three sounds /aʊ/ and /əʊ/

and help sts to practise these sounds.

a. Writes two sounds on the board and pronounce

them clearly twice, then ask sts to repeat.

- Tells sts how to pronounce these sounds

accurately.

- Asks them to look at the textbook, listen and

repeat.

- Then asks sts to work in pairs to read the words

again so that they can check for each other.

- Moves around to help .

- Asks two sts to read again and give remarks.

b. Asks sts to look at sentences in page 89 in the

book.

- Asks them to work in pairs to read the sentences

and then find out the words containing sound

/aʊ/ and sound /əʊ/ .

- Asks them to work in 2 minutes.


- Asks one st to report and other sts to give

remarks.

- Checks and give the correct answers.

- Asks some sts to read these sentences aloud.


3. Grammar: ( 29 mins)

Aims: to revise the reported speech and

conditional sentence type 1 and have sts do Ex1,

- One st speaks aloud in front of the

whole class.

- Give remarks.


- Write down two sounds.

- Listen to the teacher and repeat.

- Look at the book , listen and

repeat.

/aʊ/ /əʊ/

cow coat

town phone

how bone

...........................

- Read these words in pairs and

check for their partners.

- Look at the book and work in

pairs.

- Answers:

/aʊ/ /əʊ/

shout rose

loudly snow

ours over

...............................

- Read the examples.

113

English 10 School year: 2011 - 2012EX 2, EX3and EX4.

a. Reported speech: Statements

- Recalls the use of reported speech: to report

what someone has said. No quotation marks are

used and some parts of speech have to be

changed.

- Gives an example:

- Asks sts to read the example and think about the

changes when we turn a sentence into reported

speech.

- Asks sts to complete the table below:

Direct speech Reported speech

do (1)

will do (2)

(3) might

me/you (4)

last night (5)

(6) there

- Asks sts to work in pairs and complete the table

and then ask some sts to report and give remarks.

- Makes clear the difference between say, tell and

talk:

b. Conditional sentence type 1:

- Reviews the form and the use of conditional

sentence type 1 by giving some examples:

- Asks sts to read the examples and point out the

form as well as the use of conditional sentence

type 1.


- Copy down the example.

eg: "I worked late yesterday," said

Susan.

Susan said she had worked late

the previous day.

- Read the example and think about

the changes.

- Work in pairs to complete the

table.

- Some sts report.

1. did

2. would do

3. may/ might

4. him/her

5. the night before

6. here

- Listen to their friends and their

teacher.


Say + clause

Tell + O + clause

Talk (to sb) about sth

- Read the examples and point out 114


- Distinguish when-clause and if-clause:

- Asks sts to compare this example with the first

example.

- Asks some sts to give examples.

+ Exercise 1:

- Asks sts to look at Ex1 and to do the task.

- Asks sts to do the exercise individually and then

compare their answers in pairs.

- Moves round to conduct the activity.

- Checks the exercise sentence by sentence.

- Listen and give remarks.

+ Exercise 2:

- Asks sts to do Ex 2 individually and then share

the answers with their friends.


- Asks two sts to do this exercise on the board.

- Asks one st to give remarks.

- Checks and give remarks.

+ Exercise 3:

- Asks sts to read the requirement of Ex3 and

the form and the use of conditional

sentence type 1:

eg: If I have enough money, I will

go to Hue for holiday.

If it rains. I won't go there.

+ Form:

If- clause , main clause

S + V( P.S) , S + V( S.F)

+ Use: something that may happen

at present or in the future.

- When-clause:

Eg: When summer comes, he will

go to Hue for holiday.

(something that will certainly

happen in the future).

- Do the task individually and then

share their ideas with their friends.

EX 1:

1. An old farmer said their lives

had changed a lot..... children had

brought home

2. She said she was going to Ho

Chi Minh City soon.

3. I thought the film would be

interesting.

...............................

- Listen and correct their work if

necessary.

- Do the Ex individually.

EX 2:

1.told 2. said 3. said

4. told 5. talked

115

English 10 School year: 2011 - 2012then do the task in pairs.

- Goes round to conduct the activity.

- Asks some pairs to read sentence by sentence.


5. Homework ( 1 min)

- Ex 4 ( page 90- sts' book)


- Read the requirement carefully.

- Do Ex 3.

....... If I do more homework, I will

pass my exam. If I pass my exam.

I'll go to medical college. If I go to

medical colege, I'll study

medicine..............

V. EXPERIENCE:

TEST YOURSELF C


10A

2

I. Objectives:

1. Aims: - Sts revise what they have learned in unit 7.and unit 8.

2. Knowledge: - General knowledge in unit 7 and unit 8.

- Language: pronunciation and grammar in the above units.

3. Skills: listening, speaking and writing.

II. Teaching aids: textbook, chalk, board, cassette player.

III. Procedures:


1. Homework checking:( 5 mins)

- Ask one st to do Ex 4 in the workbook on

the board.

- Ask one st to give remarks.

- Give remarks and marks.

EX 4:

1. If 2. When 3. if 4. If 5.

when

- One st gives remarks.

116

English 10 School year: 2011 - 20122. The new lesson:( 39 minutes)

- Ask sts to do part II, part III and part IV at

home in advance to save time.

- Give sts the time duration for each part : part

II: 10 minutes, part III: 10 minutes, part IV:

15 minutes.

- Ask sts to do listening in class.

2.1. Listening:

- Ask sts to read the requirement of the task.

- Introduce new words:

+ queue (v) : xÕp hµng

+ traffic (n) : cars, motorbikes, traffic

lights,....

heavy traffic

- Play the tape twice and ask sts to do the

task.

- Ask sts to share their ideas with their

partners.

- Get feedback and play the tape again so that

sts can check their answers.

- Ask sts to read the paragraph in part B and

try to guess what will be filled in each blank.

- Play the tape again .

- Ask 2 sts to write their answers on the

board.

- Ask other sts to give remarks.

- Check and give feedback.

2.2. Reading:

- Ask sts to work in groups to compare their

answers.

- Ask some sts to report his/ her answers

aloud.

- Look at the textbook and read the

statements.

- Try to focus on the important words.

- Copy down these words into their

notebooks.

- Listen and read after the teacher.

- Listen carefully and do the task.

- Work in pairs to discuss their answers.

1. F 2.F 3. T 4.F 5. T

- Read the paragraph.

- Listen carefully and complete the

paragraph.

1. aren't 2. evening 3. cinemas

4. theatres 5. knows

- work in groups to share their ideas.

- Some sts stand up to report.

1. because people can sit comfortable at

home, they don't have to pay for expensive

seats at the theatres or in the cinemas.

2. People can see films, plays of every

kind, political discussions and the latest 117

English 10 School year: 2011 - 2012- Listen and check.

2.3. Grammar:

- Ask sts to discuss their answers in groups.

- Ask 2 sts to write their answers on the

board.

- Ask two other sts to give remarks.

- Check and give the correct answers.

2.4. Writing:

- Ask some sts to read their writing aloud.

- Ask some sts to give remarks.

3. Homework: ( 1 min)

- Part D ( Page 52 - workbook)

exciting football matches.

........................

- Discuss in groups.

- Answers:

1. have been........... haven't had

2. haven't given .............. have paid

3. said 4. had taken

5. thought ............ would come

6. told............... have got

- Read their writing aloud

" When you come out of the bus station,

turn right. Go straight ahead until you see

the traffic lights. Turn left to Redham

Road, walk along this street in about 10

minutes. The Indian Restaurant is the pink

building on the left after the Beach

Parade. It is very easy to find."

- Listen to the teacher's remarks.

V. EXPERIENCE:

¤n thi häc kú I m«n TiÕNG ANH (2010-2011)UNIT 1: A DAY IN THE LIFE OF…

A. THEORYI.PRONUNCIATION: /i/ and /I:/1.The simple present ( Thì hieän taïi ñôn)a. Form- Affirmative:

S + is / am / areS+ V (s/es)

- Negative: S + isn’t/ aren’t/ am notS + don’t/ doesn’t +V

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- Yes/no question: Is/ am / are + S?Do/Does + S + V?

2. The simple past (Thì quaù khöù ñôn):a. Form: - Affirmative:

S + were / was S+V2/Ved

Ex: We were at home last night. She went to the party yesterday- Negative:

S + weren't/wasn't S+ didn’t +V

Ex: Mai wasn't in her room at 9.00 pm yesterday. She didn’t go to the party yesterday- Yes/no question:

Were/ Was + S ?Did + S + V?

Ex: Were you at the party last Sunday evening? Did she go to the party yesterday?b. Signal words: Yesterday, ago, last week, last month, last year2. Adverbs of frequency (Traïng ngöõ chæ taàn soá)Always, usually, often, sometimes, seldom, rarely, never+ Position :(Vò trí )- Ñöùng sau ñoäng từ To Be; Ex: He is always free on Sunday.- Ñöùng tröôùc ñoäng töø thöôøng; Ex: He often gets up at 7a.m in the morning.- Ñöùng giöõa trôï ñoäng töø vaø ñoäng töø; Ex: He doesn’t often read newspaper after dinner.- “ Usually” va “sometimes coù theå ñöùng ñaàu caâu hoaëc cuoái caâuEx: Sometimes I go to the cinemaEx: I go to the cinema sometimesIII.SPEAKING: talk about one’s daily activitiesIV.WRITNG: Write a narrative within 100-120 words using suggested cues and a frame.B. PRACTISESI. PRONUNCIATION: Choose the word which has the underlined part pronounced differently from the rest1/ a.kitchen b.history c.time d.finish2/ a.little b.eaten c.click d.fit3/ a.heat b.read c.repeat d.interest

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English 10 School year: 2011 - 20124/ a.cheese b.pea c.hit d.heat5/ a.please b.seats c.sit d.meeting.II.VOCABULARY1. I was late for school this morning because my alarm clock didn’t …….

a. go on b. go off c.go away d.go up2. I was born and grew up on the ……. of the Red River

a. shops b. restaurants c. offices d.banks3. We are contented with what we do

a.interested in b.excited about c.keen on d.satisfied4.During his break, Mr.Pike is used to drinking tea with his fellow peasants

a.workers b.associates c.mechanics d.farmers5.It takes me about three hours …….the report

a.complete b.to complete c.completing d.completed6.I made some good purchases of clothes when I was in town

a.appearance b.buys c.decorations d.wastes7.We use a…….. to break up the earth and plant the seeds

a. car b.plough c.dog d.land8.Linh always has a very busy timetable for the whole week

a.life b.routine c.holiday d.schedule9.The homework is ……..to be submitted nextweek so we all feel worried

a.due b.though c.made d.hoped10.After a short break for tea, they went on working

a.began b.continued c.dalayed d.harrowedIII.GRAMMAR:EXERCISE1:Choose the best answer1.Water and oil……..

a. do not mix does not mix has not mixed is not mix2…….. on Sundays

a.Always he gets up late b.He always get upc.Does he get up always late d.He gets always up

3.Did you say that you …….here only threed ays agoa.came b.had come c.have come d.come

4.I haven’t met him since he……..schoola.left b.was leaving c.had left d.was left

5.Peter does not feel satisfied his new job……… about ita.He has always complained b.He always has complainedc.Always he has complained d.He has complained always

6.It ……. me fifteen minutes to get to school every morninga.takes b.took c.has taken had taken

7.He ……. twentycalves lastweek, now he them up to sella.had bought/fed b.buys/feedsc.bought/is feeding d.was buying/fed

8.Kerry……. hard on the violine lastweeka.practisesb.practised c.has practised d.is practising

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English 10 School year: 2011 - 20129.The boys……. football in the field every evening but yesterday they…….. basketball instead

a.played/played b.played/playc.play/play d.play/played

10.My alarm clock …….at six o’clock every morning and I jump out of bed to get ready for school

a.rings b.is ringing c.rang d.rungEXERCISE2: Complete the sentences. Put the verb into the correct form1. Trees ……. more quickly in summer than in winter (grow)2.We …….. at about 7:00. Couldn’t you come an hour later? (usually/get up)3. In 1788 he …… his last great work in Vienna (write)4.Alice……..her mother in London most weekends (see)5.Scientists …….some fundamental discoveries in the 18th centuryIII.READINGRead the passage below and choose one correct anser for each question My name is Seumas Mc Sporran and I’m a very busy man. I’m 60 years old and I have thirteen jobs. Iam a postman, apolitician, a fireman, a taxidriver, a school bus driver, a boatman,an ambulance man, an accountant, apetrol attendant, a barman, and an undertaker. Also, I and my wife, Margaret, have a shop and a small hotel. I live and work on the island of Gigha in the west of Scotland. Only 20 people live there but in summer 150 tourists come by boat everyday. Every weekday I get up at 6a.m and make breakfast for the hotel guests. At 8a.m I drive the island’s children to school. At 9 a.m I collect the post from the boat and deliver it to all the houses on the islands. I also deliver the beer to the island’s only pub. Then I help Margaret in the shop. My wife likes being busy,too. We never have holidays and we don’t watch TV. In the eveningsMargaret makes super and I do the accounts. At 10 p.m we have a glass of wine and then we go to bed.Perhaps, our life isn’t very exciting but we like it. 1. Mr.Mcsporran does all the following jobs EXCEPT a.a firefighter b.a driver c.a farmer d.a mailman 2.Gigha is the name of

a.his wife b.his hotelc.the shop where they work d.the island where they live

3.Tourists……. to the islanda.sail b.fly c.swim d.drive

4.The word “it” in paragraph 3 refer toa.beer b.post c.boat d.pub

5.According to the pasage which is true about Seumas Mc.Sporrana.He likes the job as a postmanb.He and his wife go on holiday every yearc.He does the accounts in the evening

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English 10 School year: 2011 - 2012d.He goes to bed very late

IV. SPEAKINGChoose the sentence or phrase that best completes the dialogueA: What do you usually do on your days off?B: (1)……………………………..A: Do you get much exercise?B: (2)……………………………..A: How often do you get exercise?B: (3)…………………………….A: Where do you go swimming?B: (4)………………………….A: You’re really in good shape.

1. a.I usually drive to work b.I will sleep all day c.I usually do not much d.Nothing much I always sleep until noon.2. a.I usually do b.Yes, I do c.How about you d.Very often3. a.No, I sometimes do b.Yes, I often do c.About three times a week d.Often I don’t do4. a. I usually go swimming and play badminton b.No, I never do c.I go straight home after work d.I watch TV a lot5.a.Everyday from 5 to 6 b.I always go to the YWCA c.No, I play tennis d.I usually go by motorbike6.a.Yeah, I’m a real cough potato b.Oh,Are you c.Thanks a lot d.good for you V. WRITING1.money/little/although/they/have/, are/they/happy.2.salary/his/isn’t/contened/John/with/present3.household/every/nowadays/has/computer/a/almost4. is/although/farming/hardwork/a/, enjoy/life/country/I5.10 o’clock/due to/ plane/at/ the/ is/ leave/, so/hurry/we/up/should

UNIT 2: SCHOOL TALKSA.THEORYI.PRONUNCIATION: /^ / and /a:/II.GRAMMAR1.Wh-questions* Form Wh-word + be +S + C (complement)?Ex: What are you interested in?Wh-word + do/does/did + S +V ?Ex: Where do you live?

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English 10 School year: 2011 - 20122. Gerund (Danh doäng töø) and To-Infinitive (Ñoäng töø nguyeân maãu)a.Gerund: + Theo sau moät soá ñoäng töø)to like to love to keep to miss to avoid to suggestto enjoy tofinish to consider to risk to understand to continueEx: I finish reading th book and went to bed+ Theo sau moät soá cuïm töø(common expression)don’t mind It’s no good Can’t stand can’t help (khoâng theå khoâng)Ex: I don’t mind helping you washing-up if you are tired.+ Preposition (giới từ: on, in, off, of, for, from, to..)Ex: I’m interested in teaching childrenb. To-infinitiveto decide to want to plan to expect to failto hope to agree to tend tomanage to refuseEx: I hope to see you soon.III.SPEAKING: Start, continue and close a conversationIV.WRITING: Fill completely some common formsB. PRACTICESI. PRONUNCIATION: Choose the word which has the underlined part pronounced differently from the rest1.a.study b.guitar c.subject d.love2.a.marvellous b.father c.wonderful d.target3.a.much b.lunch c.month d.garden4.a.mark b.card c.hard d.warm5.a.student b.study c.subject d.funnyII.VOCABULARY1.He’s ……. a lot of subjects this semester

a.getting b.taking c.doing d.setting2.What is your job?

a.occupation b.career c.profession d.all are correct3.It’s good to ……. up early for school.

a.catch b.take c.get d.climb4. Anyone who wants to apply for the job have to …… this form

a.take up b.take in c.come up d.fill in5.The …… is the family name

a.surname b.firstname c.given name d.middle name6.We hope the students themseves will enjoy taking ……. in outdoor activities

a.part b.note c.notice d.advantage7.She was disappointed to fail in two of her four ……..

a.schools b.classes c.lessons d.subjects8.Mathematics is my favourite ……..

a.objectiveb.requirement c.subject d.purpose

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English 10 School year: 2011 - 20129.He misssed the last semester because of his serious illness. Now he has to work hard to ….… his classmate a.put up withb.be bored up with c.catch up with d. lose sight of10.She is interested in teaching ……. because she loves working with children

a.semester b.communication c.workd.profession

III.GRAMMAR* EXERCISE 1: Choose the best answer1.Ms Lan enjoys ……. because she loves working with children

a.to teach b.to be taught c.teaching d.teach2.He insisted in ……. the job himself

a.to do b.do c.doing d.having done3. ……. do you take a holiday?

a.when b.how longc.what time d.how often4.Could you please stop ……. so much noise?

a.making b.doing c.taking d.spending5. …… did the Second World War end?- In 1945

a.where b.when c.what time d.how long6.It was a nice day, so we decided ……. for a walk

a.to have b.to go c.to take d.to make7.I don’t mind ……. you to do the washing-up

a.help b.helping c.helped d.to help8.Dad allowed Done ……. to the party

a.going b.to go c.go d.gone9.You should try ……. English; You will find it very exciting

a.to learn b.learnt c.learing d.learn10.My glasses are in my book, but I don’t remember …….. them there

a.putting b.to put c.put d.I putEXERCISE 21.I enjoy to talk with my classmates about their future plans A B C D 2.He began to studying English three years ago A B C D3.Sometimes, it’s difficult to avoid to drink when we enjoy an informal party A B C D 4.Alma doesn’t like cities and want to live somewhere quiet A B C D5.Do you mind to stay up tonight to help me finish the homework? A B C DIV. READING Many people now think that teachers give pupils too much homework. They say that it’s unnecessary for children to work at home in their free time. Moreover, they argue that most teachers do not properly plan the homework tasks they give to pupils . The result is that pupils have to repeat tasks which they have already done at school.

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English 10 School year: 2011 - 2012 Recently in Greece, many parents complained about the difficult homework which teachers gave to their children. The parents said that most of the homework was a waste of time, and they wanted to stop it. Spain and Turkey are two countries which stopped homework recently.In Denmark, Germany and several countries in Europe, teachers cannot set homework at weekends. In Holland, teachers allow students to stay at school to do their homework. The children are free to help one another.Similar arrangements aslo exist in some British schools.1.According to the passage, many parents would like their children to a.have less homework b.Have more homework c.do more homework d.do their homework at school2.In which of the following countries children don’t have homework now? a.Greece b.Turkey c.Holland d.Germany3.In which countries can’t teacher set homework at weekends? a.Spain and Turkey b.Denmark and Holland c.Germany and Brutain d.Germany and Denmark4.The word “repeat” in paragraph 1 means a.do again b.state again c.reuse d.remake5.According to the passage, which of the following sentences is NOT TRUE a.According may parents, a lot of homework has not been planned properly b.Greek parents thought their children’s homework was not easy c.In Greek, parents wanted to stop homework d.In all schools in Britain children can do their homework at school and help one anotherIV. SPEAKING: Put a circle round the letter of the best reply to each question1.What’s your new address? a.It’s the old one b.Go straight on c.Flat 42B,225 Nathan Road, Kowloon2.How far is it from here?

a.Two kilometres, at least b.No, it isn’t c.Yes, it’s rather far3.How long does it take to get to Dave’s place from your flat?

a.It’s a long way b.About one kilometre c.Thirty five minutes 4.I think I’ll go by bus where’s the nearest bus stop?

a.Cross the road and turn left b.Five hundred metres, I suppose

c.It’s five minutes by bus.V. WRITING: Write completed sentences with prompts below1.I/remember/first day/secondary school/well/at/eleven/old................................................................................................................................

125

English 10 School year: 2011 - 20122.When/I/arrived/at the school/, the playground/full/big boys/and/some of them/look/like men/to me.................................................................................................................................3.I/frighten................................................................................................................................4.I/ask/some boys/where to go/but/no one/anwer/me................................................................................................................................5.When/I/find/classroom/teacher/angry/because/I/late.................................................................................................................................6.I/miserable................................................................................................................................7.I/want/go/home...............................................................................................................................8.I/soon/make friends/and/begin/enjoy/some of/lessons.................................................................................................................................9.But.those/first/days/terrible................................................................................................................................

UNIT 3: PEOPLE’S GROUNDA. THEORYI. Pronunciation: /e/ and / /II. Grammar1.The past perfect*Form:- Afirmative:

S + had + V3/Ved

Ex: By May 3rd last year, she had worked in the central bank for three years.- Negative:

S + hadn’t + V3/Ved

Ex: By midnight, they hadn’t come to an agreement-Yes/no question:

Had + S + V3/Ved?Ex: Had it begun to rain before you left the house this morning?*Signal words: by, when, as soon as, after, beforeIII. Speaking: Talk about somebody’s backgroundIV. Writing: Write about people’s backgroundB. PRACTISES

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English 10 School year: 2011 - 2012I. PRONUNCIATION: Choose the word which has the underlined part pronounced differently from the rest1.a.happen b.many c.example d.family2.a.tragic b.mature c.husband d.another3.a.father b.education c.background d.career4.a.mat b.man c.men d.sad5.a.sand b.send c.pan d.bad II. VOCABULARY : Choose the best answer1. Marie Curie was ……. the Nobel Prize in chemistry.

a. won b. awarded c. delicated d.devoted2. Being unfamiliar with the living…….. in Africa, he came back to his hometown

a. work b. conditions c. lifed. cost3. Mary……. the dream of becoming an actress as she was a child

a. liked b. received c. fed d.harboured4. He was impolite to…….. me while I was speaking

a. interrupt b. take up c. determine d.follow5. He was a …….. man who was determined to be rich by any means

a. ambitious b. mature c. brilliant d. romantic6. She is interested in …….. She is a ……..

a. scientist/science b. science/scientistc. scientific/science d. scientist/scientific

7. Without the pull of the Earth, we could not ……. anythinga. weigh b. weight c. weightless d. weightlessness

8. She harboured the thought of being a member in the Parliament to struggle for women’s right

a. keep in mind b. determined c.passed d. took change of9. Family……. is very important for a child to form his personality

a. name b. background c. specialization d. degree10. The purpose of the test is to …….. the weight of the chemical element

a. ease d. interrupt c. determine d. receiveIII. GRAMMAREXERCISE 1: Put the verbs in the past perfect or past simple1. I felt very tired when I got home, so I (go) ……… straight to bed2. I (take) …….. the book back to the library when I (read) ……… it.3. Two days ago I (meet) …….. an old friend who (not,see) …….. for years.4. Karen (not want)……. to come to the cinema with us because she (already/see) …….. the film.5. By the time we (arrive) …….. at the hall, the lecturer (make) ……. half of his speech.EXERCISE 2: Choose the best answer1. After it ……. dry for two months, it rained heavily lastnight.

a. had been b. was c. has been d. would be2. When I ……. to visit him, he…….. to work

a. came/ gone b. came/had gonec. had come/ went d. had come/ had gone

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English 10 School year: 2011 - 20123. Kenny…….. his driving test before he bought a car

a. had taken b. has taken c. was taken d. were taken4.When you phoned me, it ……. my lunch time

a.was b.is c. being d. were5.Miss Kim …….. all our books by the time we arrived

a. had marked b. have marked c. had marked d. will have marked.IV. READING: Read the passage below and choose one correct answer for each question Marie Curie, the Poloish-born chemist, was a courageous and determined woman. She was born on November 7th, 1867. She left her home for Paris to pursue her interest in science. Living in poverty, she still managed to graduate at the top of the class. She met Pierre Curie shortly after graduation and married him a year later.

Together, Pierre and Marie formed the most famous husband-and-wife partnership in science history. They discovered the radioactive elements, Polonium and Radium. They were awarded the Nobel prize for Physics in 19031. The word “determined” in line 1 means most nearly

a. resolute b. found out c. brave d. honest2. What did Marie Curie go to France for?

a. To find a job b. To earn her livingc. To study d. To take up a new hobby

3. How was Marie Curie when she first lived in Paris?a. bored b. poor c. rich d. lively

4. How old was Marie Curie when she won the first Nobel Prize? a. 30 years old b. 36years old c. 44 years old d. 67 years old5. Polonium is a

a. country b. science historyc. prize d. radioactive elements

V. SPEAKING: Choose the sentence or phrase that best completes the dialogueA: (1)…………………………………….B: In a house near BrightonA: (2)……………………………………B: For three yearsA: (3)…………………………………… B: The house we had before was too small. We need somewhere biggerA: (4)…………………………………..B: I work in a bankA: (5)…………………………………B: I doesn’t earn much. Just about USD 15.000 a year

1. a. What’s your address? b. Where are you? b. Where you live? b. Where do you live?2. a. You have lived there for how long? b.How long have you lived there? c. How many years have you lived there? d. How long do you live there?3. a. Why did you move?

b. Why you moved?c. Why did you moved?d. Can you tell me the reason why did you move?

4. a,. What do you work? b. What your job is?128

English 10 School year: 2011 - 2012 c. What you do? d. What do you do?5. a. How much do you earn b. How much do you take? c. How about money do you earn? d. Do you earn how much money.VI. WRITING: Use the facts from the box to write a short paragraph1/ - Mailinh, Tien Giang, Vietnam - father: engineer; mother: teacher - local school: 12 years - college: 4 years- now: sales representativeExample: Mai Linh was born in Tien Giang. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………2. - Mina, Kuala Lumper, Malaysia - mother: dressmaker - local schools: 10 years - now: taxi driver.………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Unit 4: SPECIAL EDUCATIONPronunciation : / / and / /Nhaän daïng:Aâm / / : o + phuï aâm + (phuï aâm) : cost, cloth, long, gotA+ phuï aâm : want, wash, squash, squat, watchAâm / /: aw, or, our, oor : saw, law, pawn, lawn, morning, door, moreAlk, all,ar : talk, walk, all, wall, small, warm, swarm, war, wardGrammar: 1/ THE + ADJ NOUN (collective noun: danh töø taäp hôïp )ñoäng töø ñi sau danh töø taäp hôïp luoân ñöôïc chia ôû soá nhieàuex: the blind: ngöôøi muø, the deaf: ngöôøi ñieác, the disabled: ngöôøi taøn taätthe young: ngöôøi treû, the old: ngöôøi giaø, the rich: ngöôøi giaøu, the poor: ngöôøi ngheøo,….Ex: The young has the future in their hand.2/ USED TO + V / DIDN’T USE TO + VUsed to + V: ñaõ töøng, duøng ñeå dieãn taû moät thoùi quen trong quaù khöù maø hieän taïi khoâng coøn nöõaEx: I used to play volley ball ( now I don’t play anymore)Didn’t use to + V laø theå phuû ñònh cuûa used to + VDid + S + use to + V laø daïng caâu hoûiEx: Our parents didn’t use to use mobile phones as we do now3/ Ñaïi töø quan heä WHICH:

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English 10 School year: 2011 - 2012WHICH trong baøi naøy ñöôïc duøng ñeå thay theá cho yù cuûa toøan boä phaàn ñöùng tröôùc noù cuûa caâu vaø giöõa boä phaän caâu tröôùc Which vôùi boä phaän sau Which luoân coù daáu phaåy.Ex: Neil has passed the examinations, which is a good newsTrong caâu treân, Which thay cho toøan boä yù Neil ñaõ thi ñoã (Neil has passed the examinations) vaø ñoù laø 1 tin vui.Writing: A letter of complaint ( 1 laù thö phaøn naøn) Ñòa chæ ( ngöôøi vieát)Ñòa chæ + teân ( ngöôøi nhaän) Ngaøy thaùng vieát thöDear + name,I am writing ti complain about ………….. ( neâu lí do vieát thö baét ñaàu baèng nhöõng töø naøy ) Phaøn naøn chung veà vaán ñeà saép noùiNoäi dung phaøn naøn ( chi tieát)Keát thuùc vôùi gôïi yù giaûi quyeát vaán ñeàYours faithfully,Name ( ngöôøi vieát)Exercise: 1. Circle the word that has the underlined sound pronounced differently from the others:1. a. some b. how c. other d. come2. a. parent b. afternoon c. class d. father3. a. five b. write c. child d. children4. a. teach b. deaf c. reason d. realize2. Rewrite the sentences, use USED TO + V or DIDN’T USE TO + V 1. Peolple/ travel on horseback Peolple used to travel on horseback. 2. They/ not/ travel by plane 3. Women / wear long dresses 4. Trips/ take much longer3. Choose the best answer among A, B, C or D that best completes each sentence: 1. John is always late for class, ________ annoys the teacher. a. which b. this c. what d. that 2. Now I don’t go to school on foot as I ___________

a. had been b. did c. used to d. was3. Without the Braille Alphabet it would be very difficult for _______

a. the disabled b. the deaf c. the mute d. the blind4. Thuy’s class is different _______ other classes because the children are disabled.

a. on b. from c. in d. at5. Her job is ______ of mentally retarded children in the area.

a. looking b. taking care c. taking notice d. watching6. They gave a clear _________ of their intentions

a. demonatrate b. demonstrative c. demonstrationd.demonstrating

7. The little buy is helping ______ cross the street.a. the poor b. the rich c. the blind d. the young

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English 10 School year: 2011 - 20128. What do you do _____ a living? I work as a fashion model.

a. in b. of c. with d. for9. By the time he arrived, his classmates _______

a. had left b. had left c. was left d. left10. They spent a lot of time ________ about what they would do.

a. talk b. to talk c. talked d. talking

Unit 3+4

I. Pick out the word whose underlined part is pronounced differently from the rest.1.a. married b. worried c. harboure d. interested2.a. mature b. education c. famous d. concentrate3.a. beat b. eaten c. repeat d. head4.a. send b. tent c. bench d. he5.a. said b. sad c. man d. bad6.a. teach b. deaf c. reason d. realize7.a. parent b. afternoon c. class d. father8.a. dream b. death c. real d. year9.a. organise b. money c. force d. for10.a.pity b. children c. blind d. fingerII. Answer the question.1. When and where was Marie Curie born?______________________________________________________________2. What dream did Marie Curie harbour ?________________________________________________________________3. Why did Marie Curie work as a private tutor?_______________________________________________________________4. When did Marie Curie get married? ________________________________________________________________5. What was Marie Curie’s real joy?________________________________________________________________6. What kind of student was she?________________________________________________________________7. For what service was she awarded a Nobel Prize in chemistry?_________________________________________________________________8. Does Thuy enjoy her teaching job?_________________________________________________________________9. Why is Thuy’s class different from other classes?_________________________________________________________________10. Where do Thuy’s student come from?_________________________________________________________________11. Why did many disabled children attend the class?_________________________________________________________________12. How do Thuy’s students feel?_________________________________________________________________III. Choose the best answer .1. Where did Marie Curie go to school?

a. at the Sorbonne b. in Paris c. in Warsaw131

English 10 School year: 2011 - 20122. Why did Marie Curie go to Paris?

a. to get University educationb. to find work for her livingc. to meet Pierre Curie.

3. While she was studying at the Sorbonnea. she earned a lot of money.b. she had to live in financial difficultyc. she worked as a private tutor

4. What did Marie Curie do in 1914?a. she became a University professorb. she was awarded a Nobel Prize in chemistryc .she found the Radium Institute

5. What did Marie Curie do in 1906a. she took up the possition of her husbandb. she received Ph.Dc. she received Nobel Prize in chemistry

6. Sally is a …………………….a. olympic champion b. cyclo driverc. teacher d. farmer

7. What kinds of books does Sally like? a. romantic books b. children books c. adventure books d. picture books8. What does Sally want to be in the future ? a. teacher’s diploma b. olympic champion c. sports teacher d. athlete9. How is the teaching job in Thuy’s class? a. interesting b. time consuming c. angry d. humorous10. The children in Thuy’s class is…………….. a. disabled b. deaf c. blind d. dumb11. At first, the parents were ……………the idea of sending their children tothe special class a. interested in b. satisfied with c. opposed to d. worried about12. The writer feel ……………toward Thuy’s work a. admiring b. interesting c. admired d. interested13. Many disabled children attended the class thanks to …………..of a young teacher, Pham Thu Thuy. a. opposition b. belief c. effort d. attitude14. The time of the day they enjoy most ………….lesson a. photography b. photograph c. photogenic d. photographer15. How many photos are in a display of Vang Trang Khuyet club a.50 b.30 c.19 d.2016. The disabled children’s passion for taking a photograph helped them escape their………….. a. disability b. sorrow c. surroundings d. the beauty of daily lifeIV. Find the mistakes in these sentences1. He wants to be a photography in the future.

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English 10 School year: 2011 - 2012 A B C D

2. The time of the day they enjoy most is photograph lesson A B C D3. Biology, chemistry, and mathematics are different types of scientist.

A B C D4. People are interesting in the quality of the products they buy

A B C D 5. She told me to shut the door but I don’t lock it.

A B C D6. Hellen said she went to the supermarket before coming to my house.

A B C D7. After my uncle has bought a new car, he sold his bicycle. A B C D8. Tom has finished his homework before he went downtown .

A B C D9. Tom said that he would borrow me his car if I wanted to use it. A B C D10. He used to travelling on horseback when he was a child.

A B C D11. He didn’t used to visit HA NOI capital. A B C D12. The six –month – old photographic club, who comprises 19 members.

A B C D13. He always goes to work on time ,where pleased her boss.

A B C D14. I once took a photographer of my girlfriend.

A B C D15. Tom stopped studying when he was a junior in college because he does A B C Dnot like school.16. While George was reading in bed, two thieves had climbed into his A B C DKitchen.V. Read the passage and answer the questions.When Edison was a boy at school, he asked a lot of question .The teacherthought he was stupid and she sent him home. Edison’s mother taught herson at home and he began to carry out a lot of experiments. He earnedmoney for his experiments by gardening .Later he worked on train andcontinued to experiment there. Unfortunately, in one of his experiments, he set fire to the train.1. What did Edison do when he was a boy at school? a. asked a lot of questions b. made a lot of experiments c. was quiet d. studied very hard2. What did the teacher think about Edison at the time? a. clever b. foolish c. timid d. intelligent3. Who taught Edison when he was sent out of school? a. his brother b. his tutor c. his father d. his mother

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English 10 School year: 2011 - 20124. How did he earn money for his experiments? a. by selling stamps b. by driving a car c. by gardening d. by delivering newspaperVI. Complete the sentences1. She /used/ eat /ice cream /when /be /a /child.____________________________________________________________2. I /difficulty /speak/and/write /English.___________________________________________________________3. When /I / holiday /I /not/ enjoy/ get/ early.___________________________________________________________4. It /said/Robin Hood/rob/rich/and/give/money /poor.___________________________________________________________5. I/ not / happy /study / English centre.____________________________________________________________6. I /wish /apply /post/manager /company.___________________________________________________________7. I /write /complain /poor quality /service /your centre.______________________________________________________________

8. I/ watch /TV /after /finish /homework.________________________________________________________________9. I/ dinner /before/go out/last night._________________________________________________________________10. Deaf/and/dumb/can/communicate/each other/by/system/sign language.__________________________________________________________________

UNIT 5: TECHNOLOGY AND YOUGrammar: 1/ The present perfect tense: Hieän taïi hoøan thaønh

HAVE/ HAS + V( ED, 3)ex: I have learnt English for 12 years.Thì hieän taïi hoøan taøhnh duøng ñeå:- Dieãn taû 1 haønh ñoäng baét ñaàu töø trong quaù khöù vaø vaãn coøn tieáp tuïc ôû hieän taïi:Ex: I have known him for 8 years.Vôùi caùch duøng naøy thì hieän taïi hoøan thaønh thöôøng ñi vôùi : recently, in the lasat few days/ years, so far, since lunch, for ten days,…..- Dieãn taû 1 haønh ñoäng vöøa môùi xaûy ra, thöôøng duøng vôùi Just: Ex: They have just finished their lunch.- Dieãn taû 1 haønh ñoäng ñaõ xaûy ra nhöng khoâng roõ thôøi ñieåm cuï theå, thöôøng duøng vôùi Already ñeå nhaán maïnh trong caâu khaúng ñònh.Ex: We have already watch this filmÑi vôùi Yet trong caâu hoûi ñaõ laøm hay chöa vaø ñöôïc duøng trong caâu phuû ñònh ñeå nhaán maïnh yù chöa laøm gìEx: I haven’t done my homework yet

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English 10 School year: 2011 - 2012 Have your friends come yet?Duøng vôùi caùc cuïm töø nhö this morning/ afternoon/ evening, this week/ month/ year, today ……….khi caùc khoûang thôøi gian naøy chöa keát thuùc.Ex: I have read 20 pages today.- Duøng vôùi For + a period of time, Since + a point of time2/ Present perfect passive: HAVE/ HAS BEEN + BEEN + V(3/ED)Ex: My father has planted 20 trees this week. 20 trees have been planted by my father this week.3/ Meänh ñeà quan heä vôùi WHO/ WHICH / THATÑAÏI TÖØ Chuû ngöõ Taân ngöõChæ ngöôøi Who, that Whom, thatChæ vaät Which, that Which , that- Baét buoäc duøng That khi danh töø ñöùng tröôùc coù tính töø chia ôû so saùnh nhaát hoaëc danh töø laø: someone, everyone, somebody, everybody, anyone, anybody-Khoâng ñöôïc duøng THAT ñeå thay theá cho Who, Which trong meänh ñeà khoâng giôùi haïn ( non- restrictive clause), loïai meänh ñeà naøy ñöôïc ñeå trong 2 daáu phaåy.Ex: Sydney, where you came last month, is a wonderful place to visit.Writing: imperative form of the verb : V + OEx: lift the receiver and listen to the dial toneInsert your phone card in the slotPress the number you requirePronunciation: / u/ and /u:/Nhaän daïng:Aâm / u/: u + phuï aâm + ( phuï aâm) : put, full, fullfil, butcher, bull, bullet, bushOO: good, book, foot, footballAâm /u:/ : oo + phuï aâm: bamboo, boom, loot, shoot, food, booty, roomUe, ui : sue, Tuesday, suet, suit, juice, blueExercise: I. Write complete sentences, using WHO/ WHICH / THAT and begin with the given words:1. A girl was injured in the accident. She is now in hospital.The ______________________________________________A waitress served us. She was impolite and impatient.The ______________________________________________A building was destroyed in the fire. It has now been rebuilt.The ______________________________________________Some people were arrested. They have now been released.The ______________________________________________A bus goes to the airport. It runs every half hour. ______________________________________________II. Change these sentences into passive voice:1.Somebody has stolen my bike_________________________________________________

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English 10 School year: 2011 - 20122. They have postponed the class meeting__________________________________________________3. They have built a school near our house___________________________________________________4. Has somebody informed Lan of the change?_____________________________________________________5. They haven’t finished their assignments_______________________________________________________III. Choose the best answer among A, B, C or D that best completes each sentence:1. What makes a computer such a ________ device? a. miracle b. miraculous c. miraculuosly d. wonder2. Computers are capable ____ doing almost anything you ask. a. in b. at c. of d. with3. You can relax with the computer games or by listening to ________ music a. computer-played b. computers-played c. computer-playing d. computers-playing4. Quoc Hoc high school, ____________ we are studying, is a famous school in Vietnam. a. which b. that c. where d. in where5. This box ________ for a long time yet. a. hasn’t been opened b. wasn’t opened c. hadn’t been opened d. wasn’t being opened6. A new hospital _______ in the area lately. a. was built b. was being built c. has built d. has been built7. By the end of this month, we ________ the training course. a. have finished b. will have finished c. would have finished d. will have been finishing8. I haven’t met him since a long time. A b c d9. A new hospital for children has built in our city. A b c d10. Here’s the computer program about that I told you. A b c d

Unit 6: AN EXCURSION

Pronunciation: aâm / / and / /Nhaän daïngAâm / /: a ñaàu chöõ ( ago, apart, agree, ahead), ar and er cuoái chöõ ( regular, popular, walker, worker, liar), o ( balcony, alcohol, agony, catastrophy)Aâm / / : ear, er, ir, ur ( stern, girl, early, earn , turn, fur, blur )Grammar:1/ The present propgressive with the future meaning

S + am/ is/ are + V-ing dieãn taû 1 keá hoaïch trong töông lai, coù thôøi ñieåm xaùc ñònhex: I am visiting Dalat this Friday

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English 10 School year: 2011 - 20122/ Be going to + V: dieãn taû 1 döï ñònh trong töông lai vaø 1 hieän töôïng coù daáu hieäuex: I am going to London this year.There are a lot of black clouds in the shy. It is going to rain3/ Will + V : dieãn taû 1 quyeát ñònh ngay luùc noùi hoaëc 1 söï phoûng ñoaùn veà töông lai writing: a confirmation letterDear + name,Neâu caûm nghó khi nhaän ñöôïc lôøi ñeà nghò giuùp ñôõXaùc nhaän laø seõ giuùpHeïn thôøi gian hoaëc dôøi laïi luùc khaùc ( neâu lí do)Heïn luùc khaùc( neáu luùc ñoù khoâng raûnh)Heïn gaëp laïiLove/ YoursName ( writer)Ex:Dear Lan, I’m glad to hear that you are going to hace a party this Sunday.I will buy a bunch of flowers for you.I’m sorry that I will be busy at 4 p.m. this Sunday because I have to help my mom prepare the dinner. So I will be at your house at 5 p.m.See you later.LoveHoa Exercise:Choose the word that has the underlined letter(s) pronounced differently from the rest:1. a. wood b. cook c. blood d. push2. a. excursion b. sunburnt c. nurse d. picture3. a. weather b. ready c. earlyd. instead4. a. site b. trip c. city d. invention5. a. work b. term c. other d. earlyChoose the word or phrase that best completes the sentence for the underlined word or phrase1. I work from Tuesday to Saturday, and Sunday and Monday are my ______ a. working days b. days out c. breaks d. days off2. The cottage is surrounded by the most glorious countryside. a. ordinary b. honourablec. beautiful d. gloomy3. Take an umbrella with you. It’s going to raining. A b c d4. There would be a lecture by Mr. Brown next week. A b c d5. Tell me your plan Lan. What _________ this Saturday evening” a. are you doing b. have you done c. would you do d. will you be doing6. They are going _____ a boat trip on the Thames. a. for b. in c.at d. on7. I _________ when I heard my name _____________ a. shopped- called b. was shopping- was calling

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English 10 School year: 2011 - 2012 c. was shopping- called d. shopped- was calling8. We’ve run out of milk. Oh, have we? I ________ and get some. a. would go b. will go c. will be going d. was going9. We are going on a _____ to Vung Tau next week. a. two day trip b. two-days trip c. two-day trip d. twoday trip10. I can’t talk now. I ___________ the dinner. a. was cooking b. am cooking c. will be cooking d. have cooked

Review Unit 7

Lý thuyết/Ngữ pháp (Grammar)So sánh thì hiện tại hoàn thành và thì quá khứ đơn (Since, For, Ago)Phân biệt cách sử dụng: Because of và In spite of (mở rộng Because, Spite, Although)Ex: In spite of the cold weather, we wore shorts.Ex: Because of the cold weather, we kept the fire burning all day.Phát âm (Pronunation): /ei/ play; / / type; / / enjoy.Viết (writing): Viết một đoạn văn về những thuận lợi và không thuận lợi: Radio, TV, Newspapers, The internet.Bài tập (Exercise)I/ Pronunciation: Circle the word with the underlined letters pronounced differently from those of the others.1- a. Play b. Height c. Buy d. Type2- a. Voice b. Noise c. Enjoy d. Time3- a. Televition b. Climb c Listen d. Magazine4- a. Boil b. Noise c. Going d. Voice5- a. Close b. Town c. Mouse d. Noise6- a. Play b. They c. Today d. NoiseII/ Rewrite the following sentences, using Because of and In spite of, Because of, Because, Although.Although he took a taxi, Bill still arrived late fore the concert.In spite ofWe went out in spite of the heavy rain.Although ……………………………………………………………………………She didn’t go to school because She was seriously ill.Because of …………………………………………………………………………Rice grows well here because of the warm and wet cimate Because ……………………………………………………………………………Although he didn’t speak English, Bob decided to settle in England.In spite of ……………………………………………………………………………In spite of his suffering from a bad cold, william still want to school.Although …………………………………………………………………………Although he had a good salary, he was unhappy in his life.In spite of …………………………………………………………………………Ba was punished because he was lazy.Because of…………………………………………………………………………Because he is kind, everybody they have very little money.Because of ………………………………………………………………………They are always happy although they have very little money.In spite of .………………………………………………………………………III/ Complete the sentences with Although / In spite of / Because/ Because of.

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English 10 School year: 2011 - 2012…………….it rained a lot, we anjoyed our vacationa. ……………….all our careful plan, a lot of thing went wrong.b. ……………….we had planned everything carefully, a lot thing went wrong.3. a. I went home early…………………..I was feeling sick. b. I went to work the next day………………..I was still feeling sick.4. I couldn’t get to sleep ………………...there was a lot of noise.5. I didn’t get the job…………………being extremely qualified.6. ………………….the traffic was bad, I arrived on time.7. I couldn’t sleep………………I was really tired.8. The flight may be cancelled.

IV. Complete the sentences with the present perfect or past simple tense.What……………………(He, see) on TV since last week?Which programmer ………………….(you enjoy) most this week?What ……….(be) the best programmer so far this year.The cooker ……………(go) up at leat three time already.She first went to see a play when She ………(be) a schoolgirl.……………….(you, visit) many palces when you were in paris?Last night I…………..(arrive) home at haft past twelve. I…………….(have) a bath and then I………….(go) to bed.Lan and I………..(not/ see) thos movie yet.

IV/ Write Since or For:1. ………………..six months 4………………..twenly years2. ………………..last months 5. ………………last summer3. ………………..2000 6. ………………Monday.

VI/ Some of these sentences contain a mistake with a verb tense.I’ve seen a really good paly on televition last night.I sew him go into the theatre just a second age.Recently there were several incidents like that.Did you ever see any paintings by Goya.In modern time, nothing like that happened.That boring series began over a year ago but it didn’t finish yet.We didn’t have televition at school when I’ve been a boy.Review Unit 8Lý thuyết / Ngữ pháp:Câu điều kiện If loại 1 (Condition senrence type 1 )Câu tường thuật gián tiếp với câu khẳng định ( Reported speech )Phát âm (Pronunciation): /aʊ/ and/əʊ/Writing : Hướng dẫn đi đường từ bản đồ (Giving directions)Bài tập: Exereice:I/ Pronunciation:1- a. toy b. enjoyc. destroy d. type2- a. couch b. phone c. close d. note3- a. voice b. more c. noise d. destroy4- a. rose b. hot c. host d. hope5- a. road b. roar c. coat d. soapII/ Rewrite each sentence as reported speech, beginning as shown

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English 10 School year: 2011 - 20121. “I won’t have enough time to finish this job”He said………………………………………………………………………………“ It is been a long time since I had such a good meal”She said……………………………………………………………………………“ The weather may get much worse tomorrow”He told us……………………………………………………………………………“ I think you should cut down on your smoking”The doctor told me…………………………………………………………………“ It’s time to go to bed, children”She told………………………………………………………………………………“ I’ll see you tomorrow, John”Peter told John………………………………………………………………………“ I left my umbrella here two days ago”Susan told them………………………………………………………………………8. “ I gave you this yesterday”John said……………………………………………………………………………“ Your letter arrived yesterday”David told me……………………………………………………………………..Make me some coffee and I’ll give you one of my biscuits.If you………………………………………………………………………………You press this button to stop the machine.If you ………………………………………………………………………………

STOP AND CHECK (Units 7 – 8)

I. Match a line in A with a line in B to make meaningful sentences.1. If you go to Paris a. We’ll be late for school.2. If I don’t hear from you today b. go inside the store3. If the music is too loud c. tell him I never want to see him4. If we don’t leave soon d. She’ll call you from the radio5. If she has to work late e. you must go to the top of the Eiffel Tower.II. Put the verbs in brackets in the correct tense form.

1. A (you, go)………………………………………………..shopping this afternoon?B No, I (already, go)………………………………………this morning.

2. He and his wife (live)……………next to me since their son, Tom, (bear)…………..

3. I (never, be)………………………………to Autrslia, but I’d like to go.4. I (not see)…………………………………Keith for a while.5. We (be)…………………….friend since we (be)………………at college together.6. It’s quite simple really. If you (take)………………….these tablets every day, then

You (lose)…………………………..weight.III. Complete the sentences with because, because of, although or in spite of.

1. Hefty died…………………………………………………she had a stroke.2. ………………………………………….she was rich, she didn’t own a house.3. She could not sleep ……………................the noise.4. The workers on strike …………………the working conditions were bad.5. James never say a hard word to Ruth………………………….his love for her.6. ………………………..her wealth, she is not happy.

IV. Rewrite cach sentence, beginning as shown, so that the meaning stays the same.140

English 10 School year: 2011 - 20121. “I’ll see you tomorrow, Join.”

Peter told John………………………………………………………………..2. “ I left my umbrella here two days ago”

Sunsan told them……………………………………………………………..3. “ I like this hotel very much”

David said………………………………………………………………….4. “ I gave you this yesterday”

John said……………………………………………………………………5. “ Your letter arrived yesterday”

If you………………………………………………………………………….6. Make me some coffee, and I’ll give you one of my biscuits,

If you……………………………………………………………………….7. If you see Tom, tell him he should be here at 8.00

If you should……………………………………………………………….8. You press this button to stop the machine

If you…………………………………………………………………………

THE SECOND TERM

UNIT 9: UNDERSEA WORLD

Period: 55 A- READING


10A

2

I. Objectives:

1. Education aims: - Students read about the undersea world.

2. Knowledge:

141

English 10 School year: 2011 - 2012a. General knowledge: - Knowledge about the oceans and the undersea world.


- Vocabulary concerning undersea world like: whale, jellyfish, shark,

.....


- Reading comprehension: better sts' reading skill through vocabulary

Matching and Table completion exercises.

II. Anticipated problems:

- Students may lack vocabulary on undersea world.

III. Teaching aids: board, textbook, chalk, cassette player, tape.

IV. Procedures:


1. Warm-up:( 3 mins)

- Aim: Sts get used to the topic.

+ Networks:

- Sts are required to work in groups of 3 or 4

to make a list of words related to the names of

the animals in the sea in written form.

- The group with the longest list will be the

winner.

2. Before you read( 12 mins)

- Aim: -Prepare information and vocabularies

for the topic.

+ Work with a partner 1:

- Asks sts to look at the map and give

Vietnamese names for the oceans on the map.

- Allows sts to discuss in pairs in 2 minutes.

- Gets feedback and give remarks.

+ Work with a partner 2:

- Work in groups of 3-4 students

- Give the lists to the teacher

- Work in pairs and do the work

orally.

- Some sts report.

+ Pa'cific ocean: Th¸i b×nh d¬ng

+ At'lantic ocean: §¹i t©y d¬ng

+ 'Indian ocean: Ên ®é d¬ng

+ 'Arctic ocean: B¾c b¨ng d¬ng

+ An'tarctic ocean ( southern

ocean): BiÓn nam cùc.


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English 10 School year: 2011 - 2012- Sts are required to do in the same way as in

“ work with a partner 1” to name the sea

animal in each picture.

- Asks some sts to report.


- Reads each word/phrase 3 times and ask the

sts to repeat it.

- Leaves the sts 1 minute to self-practise

reading the words.

- Asks 4-5 sts to read all the word/phrases

aloud in front of the class

- Listens and help the sts to read the

words/phrases correctly.


- Aims: Read the passage for information to

do the tasks.

+ Set the scene:

- You are going to read a passage about

undersea world. Read it and then do the tasks

that follow.

+ Task 1:Fill in each space with a suitable

- Do as they have done in the previous

part

- Some sts report.

+ Picture1: Seal

+ Picture2: Jellyfish

+ Picture3: Turtle

+ Picture4: Shark

- Self- correct

- Listen and then copy down

+ Vocabulary:

- Provide the sts with new

words/phrases:

+ Gulf(n): VÞnh

+ challenge(v): th¸chthøc

+ Subma'rine(n): Tµu ngÇm

+ 'organism(n): c¸ thÓ

+ Biodi'versity(n): sù ®a d¹ng sinh häc

+ at stake(phr) : Cã nguy c¬ tuyÖt

chñng = in danger


- Read these words silently.

- Soms sts read these words aloud and

others listen.

- Self-correct.


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English 10 School year: 2011 - 2012from the box.

- Asks sts to read the passage and do task 1.

- Sts are required to compare their results

with their partners.

- 5 sts are required to do the task orally in

front of the class (1 st/ 1 time).

- Listens and helps sts to do the task

correctly.

+ Task 2: Answering Questions:

- Asks sts to work in pairs to read the passage

again and answer the questions in task 2.

- Requires sts to underline the information

that supports the answers.

- Sts are required to compare their answers

with another pair.

- Asks 5-6 sts to read their answers aloud in

front of the class (1 st / 1 time).

- Gives correct answers.


- Aims: Give the summary of the passage.

- Sts are required to work in pairs to fill in

each numbered space with a word/phrase in

the box.

- 8 sts represent by reading aloud the

answers.

- Read the passage and then do the

task.

- Share their answer with their

partners.

- Some sts report.

1. tiny 2. investigate

3. gulf 4. biodiversity

5. samples

- Work in pairs to ask and answer.

- Compare their answer with other

pairs.

- Some pairs report.

1. 75%

2. They do that by using modern

devices

3. They bring samples to the scientists

to study

4. We can learn about the temperature,

depth, and the marine population

5. They are : + the bottom depending

+ current independing

+ tiny organism

- Work in pairs to do the task.

- 8 sts report.

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English 10 School year: 2011 - 2012- Listens and helps sts to do their task well.

5. Homework:( 1 min)

- Learn the summary of the reading passage.

1. three-quarters

2. mysterious

3. modern

4. discovery

5. plants and animals

6. huge

7. biodiversity

8. closely connected

- Others listen

V. EXPERIENCE:

Period: 56 B - SPEAKING


10A

2

I. Objectives:

1. Education aims: - Students know about some actions to protect the oceans.

2. Knowledge:

a. General knowledge: - Students can talk about the protection of the oceans.

b. Language: - "Should" and the simple present.

- Vocabulary on undersea world.

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English 10 School year: 2011 - 2012 3. Skills: - Speaking about undersea world.

- Reading and ordering the importance to protect the oceans.


- Students may not know many new words on the topic.

III. Teaching aids:


IV. Procedures:


1. Homework - checking: (7 mins)

- Asks sts to write the new words on the board.

- Asks others to answer the questions of the

reading passage.

2. Before you speak: (13 mins)

Aims:to focus sts on the topic and introduce the

new words and phrases used to talk about the

protection of the oceans.

+ Task 1: There are some actions that should be

taken to protect our oceans. Put the actions in

order of importance and say what we should or

shouldn’t do.

- Asks sts to look at the task and give sts some

new words:

- Asks sts to read the new words aloud.

- Asks sts to work in pairs, using should or

shouldn’t to put the actions in order of

importance and talk about these actions.

- Goes around to help sts if necessary.

- One student write the new words on

board.

- Others answer the questions.

- Listen to the T.

- Write down the new words and

practise reading them.

- rubbish (n): r¸c rëi

- pollute (v): g©y « nhiÔm

- dispose (v) of sth: vøt bá

- 'herbicides (n): thuèc diÖt cá

- 'pesticide (n): thuèc trõ s©u

- Work in pairs to do the task.

146

English 10 School year: 2011 - 2012- T. may give sts some suggested phrases:

What do you think of

How do you feel about + V- ing

What’s your opinion of

Well, I think...

In my opinion we should.....

- Asks some sts to give their opinions.

3. While you speak( 15 mins)

Aims: Sts practise discussing the consequences

of the threats to the oceans and some solutions.

- Asks sts to skim the sentences in Task 2 and

find the new words.


- Asks sts to work in groups of three or four to

discuss the consequences of the threat to our

oceans listed in Task 2 and offer some solutions.

- Gives sts some suggestions:

Threats Consequences Solutions

1. Beaches

are filled with

plastic bags.

-polluted water - place

plastic bags

in proper

dustbins

2.Whales are

hunted for

food.

-extinct/

disappear

- not hunt or

sell whale

products

3.Explosives

are used to

catch fish.

- a lot of fish

died

- be banned.

4. Oil is filled

from tanks

-polluted water -clean the

sea

water/punish

captain.

- Sts may answer: I think that

action( f ) is the most important

because if we learn all we can know

about the oceans we will understand

their values and try to protect them.

- read the sentences and find the new

words.


hunt (v )

explosive ( n)

spill ( v )

tanker ( n )

- Work in groups of three or four.

147

English 10 School year: 2011 - 2012- Goes around to help sts if necessary.

4.After you speak: ( 9 mins)

Aims: Sts report what they have discussed.

Task 3: Report to the class what your group has

discussed.

- Asks some representatives to report their

group’s opinions in front of the class.

- Listens and asks others to listen to give their

opinions.

5. Homework: (1min)

- Write a passage about the threats to our oceans

and the solutions.

- Some sts report their opinions in

front of the class.

- Others listen and give remarks.

V. EXPERIENCE:

Period: 57 C - LISTENING


10A

2

148


I. Objectives:


- Sts know about the whales: how large they are, what they eat, where they live,

and if they are in danger.

2. Language: - Parts of the world

- Vocabulary on sea animals.

3. Skills: - Listening: choose True/ False statements, answer the questions

- Speaking: - Talk about whales


- There are too many new words.

- The tape's quality is not very good.

III. Teaching aids:

- Textbook , tape, pictures of whales and other sea animals.

IV. Procedures:


1. Homework checking:(7 mins)

One sts talks about what people should do to

protect the oceans.


Aims: to focus sts on the topic and review/


listening text.

a. Focus sts on the picture of a whale and ask

sts to answer the following questions:

- What animal is the largest in the world?

- What do you know about whales?

- Why do people think whales are not fish?

- Why do people keep hunting whales?

- Ask some sts to give their answer.

b. Introduces some new words

One st presents. Others listen and give

remarks.

- Discuss in groups.

Some sts stand up and give their answer.

Suggestive answers:

1.The whale is a mammal because it

raises its young on milk.

2. Because they want to catch whales for

food, oil, leather and other products.

Sts copy the words and phrases.

- 'mammal (n): the animal that raise

the young on milk

149


- Reads the words and ask sts to repeat.



- Asks sts to refer to the map of the world in the

textbook (p. 94) and revise parts of the world,

the oceans and discuss where there are cold

waters.


+ Task 1:

Aims: Sts practise listening and marking True/

False statements.

- Tells sts that they are going to listen to a talk

about whales.

- Asks sts to work in pairs, look at the

statements given and guess if they are true or

- whaling (n): hunting whales

- krill(n): tiny shellfish found in the

seas (whales feed on krill)

- mig'rate(v): to move from one place

to another according to season

- conser'vation (n): taking care of st,

the prevention of loss, damage.....

- feeding / bearing ground (n): the

place where a species of animal find food/

give birth.

-an/a/the increase/ decrease in st(phr):

- International whaling Commission: an

organization responsible for the number

of whales hunted.

- measure(n): an action taken to achieve a

purpose



other’s mistakes.

- Some individuals read the words aloud.

- Look at the map, recall parts of the

world, the oceans and discuss where there

are cold waters.

- Listen to the T.

- Work in pairs to guess if the statements

are true or false.




1. F. It's the largest animal on earth.

2. T

150

English 10 School year: 2011 - 2012false.

- Asks sts to listen to the talk and tick the right

column to indicate their answer and underline

the false information. T plays the tape twice.



- Plays the tape once again, stop the tape where

necessary and conduct the correction.

+ Task 2:

Aims:Sts practise listening for specific

information by answering given questions.

- Asks sts to have a look at the questions in the

textbook and read them in pairs and make sure

they understand them. T encourages sts guess

the answer to the questions.

- Asks sts to listen to the tape once or twice

again to answer the questions. Sts can note

down important information



- Plays the tape once again, stop the tape where



- Asks sts to work in pairs and tell each other

about the whales using the following

information:

3. T

4. F. They are in danger because some

people are still killing them for food

5. T

- Check their answer and then correct

their work if they have the wrong answer.

- Work in pairs to read the questions and

try to answer them.


- Gives their answer.

1. It is about 30 metres in length and over

200 tons in weight.

2. It is because there is a lot of krill -

their favourite food

3. They are the cold waters in the North

and the South of the Pacific Ocean and

the Atlantic Ocean.

4. Heavy hunting.

5. They have asked the International

Waling Commission to stop most whaling.

6. If we didn't take any measures to

protect whales, this kind of animal would

disappear forever

- Check their answer, and then correct

their work if they have the wrong answer.

- Work in pairs to talk about whales.

151

English 10 School year: 2011 - 2012largest- 30 -200 -most intelligent - cold water -

North - South- Pacific - Atlantic - krill - in

danger - hunting - The Eskimo - not protect -

disappear.

- Moves round to check the activities and to


- Asks two sts to present in front of the whole

class.


5. Homework:(1 min)

Write a short paragraph about the whale

- Two sts present.

V. EXPERIENCE:

Period: 58 D - WRITING


10A

2

I. Objectives:

1. Education Aims: - Students can write a paragraph to describe information from a

table.

2. Knowledge:

152

English 10 School year: 2011 - 2012a. General knowledge: - Information about the sperm whale and the dolphin.

b. Language: - Language used to describe animals.

- The present simple tense.

3. Skills: - Reading: read the sample paragraph.

- Speaking: work in pairs to find information to complete the table .

- Writing: write a paragraph to describe the facts and figures provided in

the table.


- Students may have difficulty in using the information to write a full paragraph.

III. Teaching Aids: board, textbook, chalk.

IV. Procedures:


1. Homework checking :( 5 mins)

- Asks one st to talk about whales.

- Asks other sts to listen to their friend and give

remarks.


2. Before you write:( 20 mins)

- Aims:to get sts to read the sample

paragraph and to help them to prepare

vocabulary and information before they write.

+ Task 1:

- Introduces the situation.


- Listen to their friend and give remarks.



- Copy these words into theit notebooks.

+ sperm whale (n): a kind of whale that

is hunted for an oily substance in its

head.

+ 'carnivore (n): an animal that eats

meat

+ squid (n): mùc èng

+ ges'tation period (n): the process of

153


- Asks sts to listen to the teacher and repeat ,

then write these words into their notebooks.

- Asks sts to work in pairs to read the paragraph

and then complete the table that follows.


- Asks sts to compare their ideas with other

pairs.

- Draws a table on the board and ask some sts

to go to the board and complete the table.

- Looks at the board and gives remarks.

carrying the young baby inside the

mother's body.

+ life span (n): the period from birth to

death

+ en'trapment (n): sù m¾c bÉy

+ 'offspring (n): con c¸i

- Listen to the teacher and then read

these words in chorus and individually.

- Read the paragraph in pairs and do the

task.

- Share their answer with their friends.

- Present their ideas.

+ Range and habitat: all oceans.

Prefer the waters with high squid

populations.

+ Size: Male: 18 m in length, 54,000

kg in weight. Female: 12 m in length,

17,000 kg in weight.

+Feeding habits: Carnivores: Eat

mainly squid. Eat up to 1,500kg of food

daily

+ Offspring: Give birth to one calf

every 5-7 years.

Gestation period: 14 – 19 months

+ Life span: Up to 60 – 70 years

+ Special features: Biggest animals

that have teeth on earth. Have the

largest brain of all mammals.

+ Conservation concerns: At risk

due to hunting and accidental fishing net

entrapment.

154


+ Task 2:

- Asks sts to work in pairs in 3 minutes to read

the second table with some information about

the dolphin.


3. While you write:( 10 mins)

- Aims: Sts practise writing a paragraph that

describes the facts and figures about the

dolphin..

- Asks sts to use the information in the table

and write a paragraph about the dolphin basing

on the information in the table.

- Lets sts write in 10 minutes.


4. After you write:( 9 mins)

Aims: to get feedback and check sts' work.

- Gets feedback by asking some sts to read their

work aloud.

- Asks some other sts to give remarks.

- Checks and give the correct answer.

- If there is enough time, T can have sts

exchange their writing among sts within a

group so that they can check their friend's work

and give remarks.


- Work in pairs to read the table and try

to understand the information.


- Read their writing: ( a sample

paragraph)

Dolphins are not fish. They are mamals

that live in the water. Dolphins among

the most intelligent on Earth. Although

they can be found in all oceans in the

world, dolphins prefer coastal waters

and bays. The size of dolphins varies

greatly. The smallest dolphin is just

about 50kg in weight and 1.2 metres in

length while the largest one can weigh

up to 8,200 kg and is 10 metres long.

Dolphins are carnivores and they eat

mostly fish. A female dolphin gives birth

to one calf every two years after a

gestation period of eleven to twelve

months. A dophin can normally live from

twenty-five to sixty-five years and some

species of dolphins can even live longer. 155



- Part D ( page 67- workbook)

Dolphin populations at risk due to the

population of their habitat and

accidental entrapment in fishing nets.

V. EXPERIENCE:

Period: 59 E – LANGUAGE EOCUS


10A

2

I. Objectives:

1. Education Aims:- Students know how to pronounce the sound /ɪə/, /əʊ/ and /ʊə/

correctly.

- Students revise the use of "should" and conditional sentence type 2.

2. Knowledge:

+ Language: - Pronunciation: /ɪə/, /əʊ/ and /ʊə/ .

- Should.

- Conditional sentence type 2.

3. Skills: + Speaking: - Work in pairs to discuss the exercises.

+ Reading: - Read words and sentences aloud.

156

English 10 School year: 2011 - 2012- Read the sentences silently to do the exercises.


- Students may confuse these sounds with some sounds in Vietnamese.

III. Teaching aids: - board, chalk, textbook.

IV. Procedures:


1. Homework checking: ( 5mins)

- Asks one st to read the text about the blue

whale.

- Asks another st to give remarks.

- Checks and gives a mark.

2. Pronunciation:( 10 mins)

- Aims: to introduce three sounds /ɪə/,/eə/

and /ʊə/ and help sts to practise these sounds.

a. Writes three sounds on the board and

pronounces them clearly twice, then asks sts to

repeat.

- Tells sts how to pronounce these sounds

accurately.

- Asks them to look at the textbook, listen and

repeat.

- Then asks sts to work in pairs to read the words

again so that they can check for each other.

- Moves around to help .

- Asks two sts to read again and give remarks.

b. Asks sts to look at sentences in page 101 in the

book.

- Asks them to work in pairs to read the sentences

and then find out the words containing sound

/ɪə/, sound /eə/ and sound /ʊə/ .

- Asks them to work in 2 minutes.

- One st read the text aloud in front of

the whole class.

- Give remarks.


- Write down three sounds.

- Listen to the teacher and repeat.

- Look at the book , listen and repeat.

/ɪə/ /eə/ /ʊə/

here pair poor

dear chair sure

clear square tour

...........................

- Read these words in pairs and check

for their partners.

- Look at the book and work in pairs.

- Answers:

/ɪə/ /eə/ /ʊə/

beer where sure

dear wear poor

...............................

157

English 10 School year: 2011 - 2012- Moves around to conduct the activity.

- Asks one st to report and other sts to give

remarks.

- Checks and gives the correct answers.

- Asks some sts to read these sentences aloud.

- Listens and gives remarks.

3. Grammar: ( 29 mins)

Aims: to revise the use of " should" and

conditional sentence type 2 and have sts do Ex1,

EX 2 and EX3.

a. Should:

- Asks sts to tell the T the use of "should"

- Asks sts to give examples with "should" and

"shouldn't".

- Asks sts to do EX1.

+ Exercise 1:

- Asks sts to look at Ex1 and to do the task.

- Asks sts to do the exercise individually and then

compare their answers in pairs.

- Moves round to conduct the activity.

- Checks the exercise sentence by sentence.


- Introduces the use of " I think/ I don't

think ...... should ..."by using some examples:

eg: Joana and Andrew are planning to go skiing

this weekend. You think it's a bad idea.

You; I think you should stay at home.

I don't think you should go skiing thid

weekend.

- Explains why " I don't think ....... should...." is

preferred to " I think ....... shouldn't.........".


- Read the sentences.

- " Should " is a modal verb that is used

to give advice.

- Some sts give examples:

eg: You should get up early in the

morning.

People shouldn't hunt whales.

- Do Ex 1.

- Some sts sts report their work sentence

by sentence.

2. You should look for another job.

3. He shouldn't go to bed so late.

4. You should take a photograph.

5. She shouldn't use her car so much.

6. He should put some pictures on the

wall.

- Look at the examples and listen to the

teacher.

158

English 10 School year: 2011 - 2012+ Exercise 2:

- Asks sts to do Ex 2 individually and then share

the answers with their friends.


- Asks two sts to do this exercise on the board.

- Asks one st to give remarks.


b. Conditional sentence type 2:

- Reviews the form and the use of conditional

sentence type 2 by giving some examples:

eg: If my grandfather were still alive, he would

be 100 today.

If I had a lot of money, I would lend you some.

- Asks sts to read the examples and point out the

form as well as the use of conditional sentence

type 2.

+ Note: " were" is used with all persons.

- Asks some sts to give examples.


+ Exercise 3:

- Asks sts to do the task in pairs.

- Goes round to conduct the activity.

- Asks some pairs to read sentence by sentence.


5. Homework ( 1 min)

- Part B ( page 54 - workbook)


- Do this EX individually.

- Some sts report.

2. I think smoking should be banned,

especially in restaurants.

3. I don't think you should go out this

evening.

4. I think he should resign.

- Listen to their friends and their teacher.

- Read the examples and point out the

form and the use of conditional sentence

type 2:

+ Form:

If- clause , main clause

S + V( P.S) , S + would + V

+ Use: an unreal situation at present or

in the future.

- Do Ex 3 in pairs.

- Some sts report.

3. would take 7. pressed

4. refused 8. wouldn't be

5. wouldn't get 9. didn't come

6. closed down 10. borrowed

............................

159


UNIT 10: CONSERVATION

Period: 60 A – READING


10A

2

I. Objectives:

1. Education aims: - Students improve their knowledge about conservation.

2. Knowledge:

a. General knowledge: - Knowledge about conservation.


- Vocabulary concerning conservation.


- Reading comprehension: better sts' reading skill through Matching and

True or False, identifying the main idea exercise.


- Students may not have enough words, and knowledge about conservation.

III. Teaching aids: board, textbook, chalk.

IV. Procedures:


1. Warm-up:( 3 mins)

+ Network..

- Ask sts to work in groups of 3 or 4.

- Ask sts to give a list of the animals which are

in danger of extinction.

- After 3 minutes, the group which has the

longest list will be the winner.

2. Before you read:( 10 mins)

- Work in groups to discuss.

- Some sts report the list in front of the

class.

160

English 10 School year: 2011 - 2012- Sts are required to answer the questions given

in the part:

1. Have you ever visited a zoo or a forest?

2. What animals are you interested in? Why?

3. Do we need to protect animals and

forests?

+ For each question, 2-3 sts are required to

answer orally.

+ Vocabulary:

- Provide the students with some new

words/phrases

+Variety(n): a large number of different kinds.

+ Species(n): = kind, type.

+ Eliminate(v): = disappear, remove

+ Destruction(n) destroy(v)

destructive(Adj): sù ph¸ huû.

+ Hydroelectric dam(n): ®Ëp thuû ®iÖn.

+ Circulation(n): Sù chuyÓn ®éng.

circulate(v)

+ Overnight(Adv): in a very short period of time

- Read each word/phrase 3 times and ask sts to

repeat it.

- Leave sts 1 minute to self-practise.

- Ask 4-5 sts to read all the word/phrases aloud in

front of the class

- Listen and help sts to read the words/phrases

correctly.


+ Task 1: Matching.

- Ask sts to read the passage independently and

match the words or phrases in A with their

meaning in B.

- Tell sts to refer to Vocabulary for help and

- Think of the answers.

- Students give answers orally.

- others listen

- Copy down these words into their

notebooks.

- Listen and repeat

- Practise reading these words by

themselves.

- Some sts read these words again

aloud (1 student/ 1 time)

- Work individually.

- Try their best to do the task.

- Ask some sts to report.

161

English 10 School year: 2011 - 2012encourage them try to guess the meanings of the

words in the context of the reading.

- Call on some sts to read and explain their

answers aloud in front of the class.

- Get feedback and give correct answers.

+ Task 2: True or False.

- Ask sts to read the passage more carefully and

decide whether the statements are true(T) or

false(F). Correct the false information.

- Ask sts to highlight or underline the information

in the passage that help sts to find the correct

answers.

- 6 - 7 sts are required to give answers in front of

the class(1 st/ 1answer).

- Listen and help sts to do the exercise correctly

+ Task 3: Main ideas.

- Ask sts to work in groups of 3-4 to choose the

most suitable idea for each paragraph.

- Call on some representatives to read their

choice for each paragraph in front of the class.

- Get feedback and give correct answers.


Questions - Answers

- Ask sts to work in pairs to give answers to the

questions.

- Go round to help the students with their work.

- 3-4 sts are required to give answers to one

question orally in front of the class( 1 st/1 time)

- Listen and help sts to give correct answers.

1.c 2.a 3.d 4.b

-Listen and self-correct the exercise.

- Sts do the work individually

- Highlight or underline the important

information.

- 6-7 students do orally while others

watch

1. T 2. T

3. T 4. T

5. F( two last sentences of paragraph

B)

6. F(last sentence of paragraph C)

- Self-correct the work

- Work in groups of 3-4 students

orally

- Some sts report.

A.3 B. 4 C.

2

- Self-correct

- Work in pairs orally.

1. We wouldn't be able to use many

plants to treat various dangerous

diseases. Animals wouldn't have a

place to live in...

2. Mankind and most plants and 162

English 10 School year: 2011 - 20125. Homework:( 1 min)

- Ask sts to write a paragraph of about 60 words

on the sequence of losing forest, how important

water is, and what we should do for the future of

our planet.

animals can't survive without water...

3. We should stop polluting the

environment and destroying plants and

animals ......

V. EXPERIENCE:



10A

2

I. Objectives:

1. Education aims: - Students know about the new kind of zoo.

2. Knowledge:

a. General knowledge: - Students can talk about the advantages and disadvantages

of the new kind of zoo.

b. Language: - The passive voice.

3. Skills: - Asking and answering about the new kind of zoo.

- Showing agreement or disagreement about the new kind of zoo.

- Reporting on discussion results.


- Students may not know some new words in this topic.

III. Teaching aids:


IV. Procedures:


1. Warm-up ( 5 minutes )

- Ask sts some questions: -Sts answer:

163

English 10 School year: 2011 - 2012 Have you ever visited the zoo?

What did you see there?

Where are all the animals in the zoo?

- Introduce the new lesson: We are going to discuss

the new kind of zoo where wild animals can live in

their natural habitat.

2.Before you speak:( 10 minutes)

Aims: Sts can discuss the questions about the

features of the new kind of zoo.

+ Task 1: Read the paragraph and answer the

questions

- Ask sts to read through the two paragraphs.

- Give sts some new words:

+ sensitive (adj): be affected by slight changes,

influences: nhËy c¶m

+ imprison (v): put or keep in prison: bá tï

+ reconstruct (v): build again

+ breed (v) : g©y gièng , nh©n gièng.

+ reintroduce (v): put a species of animal or plant

back into a former habitat: ®a trë vÒ m«i trêng

sèng tù nhiªn

- Ask sts to read the new words orally

- Ask sts to work in pairs to discuss the questions

in two paragraphs.

- Go around to help sts .

- Ask some sts to present their answers.

- Get feedback and give remarks.

3. While you speak: ( 18 mins)

Aims: Sts can show their agreement or

disagreement about the new kind of zoo and

discuss the advantages and disadvantages of the

new kind of zoo.

+ Task 2: Put a tick in the right box and share your

Yes, I have/ No, never

I saw many animals there

They are in the cages.

- Read two paragraphs silently.


- Practise reading the new words .

- Work in pairs.

- Some sts present in front of the

class.

1. They are opened to help

endangered species develop.

2. The animals are not kept in cages.

They can live in their natural

environment.

164

English 10 School year: 2011 - 2012ideas with a partner.

- Before sts do the task T elicits some structures for

asking opinions and giving the opinions ...

Asking for opinions Giving opinions

What do you think

of ...?

Do you think......?

Do you agree

with ....?

I think ...

I don’t think ...

In my opinion ..

Showing agreement Showing disagreement

I agree with ....

Yes , I think you are

right.

Exactly.

I don’t really think so.

Yes, ..but...

I would doubt that ..

- Ask sts to work individually to do the task

- Ask sts to work in pairs to share their ideas.

- Go around to observe and help sts

- Ask some sts to talk about their ideas.

- Listen and give feedback

+ Task 3:Discuss the advantages and

disadvantages of the new kind of zoo using the

cues below.

- Ask sts to work in group to discuss the

advantages and disadvantages of the new kind

of zoo.

Advantages Disadvantages

- the conditions the

animals are in

- the animals that

people can visit

- the money spent on

rescontructions of the

animals natural

environment

- the dangers that

keepers may have

- Listen to the T.


- Work in pairs to share the ideas .

- Say their opinions aloud.

I think it would be better for animals

if they live in the zoo of new kind

because they may have better food.

................................................


- Work in groups of three of four to

discuss the advantages and

disadvantages of the new kind of

zoo.

165

English 10 School year: 2011 - 2012- Go around to help sts if necessary.

- Take notes of Ss’ mistakes for later correction.

4. After you speak:( 10 minutes )

Aims: Sts can report on their discussion results

+ Task 4: Make group report, sharing your views

with the rest of the class.

- Call on one representative from each group to

report what his/her group have discussed.

- Ask other sts to take notes and compare with their

groups’ ideas.

- Give remarks on Ss’ answers.

5. Homework ( 2 minutes )

Write a paragraph of the report that they have

discussed in the class.

- Some sts present in front of the

class:

"There are some advantages of the

new kind of zoo. Firstly, the animals

can live in a better environment and

are safer than when they are in

nature......"

- Listen to their friends as well as to

the teacher.

V. EXPERIENCE:

Period: 62 C- LISTENING


10A

2

I. Objectives:


- Sts know how a forest fire starts and what campers have to remember to do to

protect the forests.

2. Language: - Some set expressions

- Vocabulary on forest

166

English 10 School year: 2011 - 2012 3. Skills: - Listening: order events ,mark True/False, detect sentences.

- Speaking: - Discuss how a forest fire may start and what every camper

ought to remember.


- T may be short of time.

- The quality of the tape is not very good

III. Teaching aids:

- Textbook , tape, pictures of whales and other sea animals.

IV. Procedures:


1. Homework checking:(5 mins)

- One st tell the whole class about the

advantages and disadvantages of a zoo of the

new kind.



Aims: to focus sts on the topic and review/


listening text.

a. Divide sts into 3 groups and ask each to

discuss one of the following questions:

a. How destructive can a forest fire be?

b. What can cause a forest fire?

c. Do you know any famous forest fire?

Are there any forest fires in Vietnam? Which

countries have many forest fires every year?

- Ask some sts to give their answer.

b. Introduce the topic of the listening text

- Introduce some new words/ expressions

- campfire (n): the fire made on at camping

trip.

- forester (n): the person whose job is to take

Other sts listen to their friend and

give remarks

- Work in groups and discuss the

questions.

- One st from each group stands up

and gives their answer.

- Copy down the words and phrases

into their notebooks.

167

English 10 School year: 2011 - 2012cares of the forest.

- a heap of (n): a lot of thing on top of one

another.

- spread (v): to move to other places very

quickly]

- leave sb/ st doing: leave sb/st when it/he is

Ving

- Read the words again and ask sts to repeat.

- Ask sts to read the words in pairs.

- Ask some sts to read the words again and give

remarks


+ Task 1:

Aims: Sts practise listening and numbering the

event in the correct order.

- Introduce sts that they are going to listen to the

tape about forest fires and they have to number

the given statements in the order they hear.

- Ask sts to read the statements in pairs and

make sure that they understand them.

- Play the tape twice and ask sts to put the

number in the right box to indicate the order of

the events

- Ask sts to compare their answer in pairs.

- Check sts’ answer.

- Play the tape once again, stop the tape where


+ Task 2:

Aims: Sts practise listening and marking True/

false.

- Ask sts to listen to the tape again and decide

whether the given statements are true or false.

- Ask sts to read the statements to see if they


- Read the words in pairs and correct

each other’s mistakes.

- Some individuals read the words

aloud.

- Listen to the T.

- Read the statements in pairs and try

to guess the order of the events.

- Listen to the tape / the teacher and

do the task



Key: 3 - 2 - 5 - 1 - 4

- Check their answer, and then correct

their work if they have the wrong

answer.

- Listen to the T.

- Read the statements in pairs and try

to do the task.

- Listen to the tape / the teacher and

do the task

168

English 10 School year: 2011 - 2012understand them.

- Play the tape once and ask sts to tick to the

box to indicate T/ F statement and underline the

false information

- Ask sts to compare their answer in pairs.




+ Task 3:

Aims: Sts practise listening and ticking the

sentences they hear.

- Ask sts to have a look at the sentences given

to see if they understand them and compare the

sentences in each pair to see the difference

between them.

- Ask sts lo listen to the tape again and tick in

the box to indicate the sentences they hear.

- Play the tape once.




4 . After you listen:(8 mins)

- Ask sts to work in groups and use the

information in Task 1 and 2 to discuss the

following questions:

- How can a forest fire start?

- What does every camper have to

remember not to cause a forest fire?

- Move round to check the activities and to


- Ask one or two sts to retell the story in front of

the whole class.



1. F 2. F 3. T 4. T

5. F

- Check their answer say it aloud, and

then correct their work if they have

the wrong answer.

- Read the sentences and find out the

difference between sentences in each

pair.

- Listen to the tape and do the task.


Key: 1. B 2. A 3. A

- Check their answer and then correct

their work if they have the wrong

answer.

- Work in groups to discuss.

- One/ two sts present.

169

English 10 School year: 2011 - 2012- Check and give remarks.

5. Homework:(1 min)

Write a short paragraph about what people can

do to protect forest from fires.

V. EXPERIENCE:



10A

2

I. Objectives:

1. Education Aims: - Students can write a letter of invitation.

2. Knowledge:

a. General knowledge: - A letter of invitation.

b. Language: - Language used to write an informal letter.

- Structures: "Let's ...... "," Shall we.....?", etc .

3. Skills: - Reading: read the sentences in task 1 and the incomplete letters in task 2.

- Speaking: work in pairs to match the halves of the sentences in task 1 and

to fill each blank in these invitation letters.

- Writing: write an invitation letter basing on the cues.


- Students may not be able to distinguish some structures such as " Let's......", "

Would you like....?", "How about.........?", etc.

III. Teaching Aids: - board, textbook, chalk.

IV. Procedures: Teacher's activities Students' activities1. Homework checking :( 5 mins)- Ask one st to talk about how a forest fire may start and what every camper ought to remember.- Ask other sts to listen to their friend and give


170

English 10 School year: 2011 - 2012remarks.- Check and give remarks.2. Before you write:( 20 mins)- Aims:to get sts to write out the sentences by matching the first half in A with the most suitable half in B and then to use these sentences to fill the blanks in the invitation letters.+ Task 1:- Ask sts to read the requirement of task 1 carefully and then work in pairs to do the task.- Ask sts to pay attention to the meaning as well as the structure of the two halves.- Recall some structures so that sts can do the task more easily. Shall we/ Can you/ Why don't you + V- inf...? Let's + V-inf. Would you like/ Are you free + to-V.......? Do you feel like/ How about + V-ing.......?- Ask sts to do in 4 minutes and move around to help if necessary.

- Get feedback and give remarks.+ Task 2:- Ask sts to work in pairs to read the letters in pairs and to use the above expression to fill each blank.- Introduce some new words/phrases:+ for a while: for a period of time+ 'disco (n): a club or party where people dance with pop music+ 'afterwards (adv): at a later time- Ask sts to listen to the teacher and repeat , then write these words into their notebooks.- Get sts to do the task in 5 minutes and then get feedback letter by letter.- Listen and give remarks3. While you write:( 10 mins)- Aims: Sts practise writing an invitation letter.- Ask sts to play the role of Nam's and to write a letter to Lam, inviting him to spend a weekend with him. - Let sts write in 8 minutes.- Move around to conduct the activity.4. After you write:( 9 mins)Aims: to get feedback and check sts' work.- Get feedback by asking some sts to read their work aloud.- Ask some other sts to give remarks.



- Copy the structures into theit notebooks.

- Do the task in pairs.- Share their answer with their friends.- Present their ideas.1.c 2. f/h 3. a 4. g/d 5. h/f 6. d/g 7. e 8.b- Listen to the teacher.

- Work in pairs to read the letters and try to understand the content of the letters.

- Listen and repeat.- Copy the words/ phrases- Report their answer:1.3/8 2.3/8 - 4/6 3. 2/5- 7- Listen to the teacher.


- Read their writing: ( a sample paragraph)

171

English 10 School year: 2011 - 2012- Check and give the correct answer.- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks

5. Homework: ( 1min)- Part D (page 63- workbook).

"Dear Lam,We haven't met since oyu moved. And I miss you a lot.We are both having some days- off between the two terms soon. So if you haven't made any other plans why don't we spend a weekend together?Do you feel like visiting the forest near my grandparents' home again?It looks quite different now because very many young trees have been planted at the Trees Planting Festivals.Do come if you find it possible and I'll make all the preparations then.Please give my love to your parents.Your friend,

V. EXPERIENCE:

Period: 64 E - LANGUAGE FOCUS


10A

2

I. Objectives: 1. Education Aims:- Students know how to pronounce the sound /b/ and /p/ correctly.

- Students revise the passive voice. 2. Knowledge:

+ Language: - Pronunciation: /b/ and/p/ .- The passive voice.

3. Skills: + Speaking: - Work in pairs to discuss the exercises.+ Reading: - Read words and sentences aloud.

- Read the sentences silently to do the exercises.II. Anticipated problems: - Students may confuse sound / p / in English with sound / p / in Vietnamese.III. Teaching aids: - board, chalk, textbook.IV. Procedures: Teacher's activities Students' activities1. Homework checking: ( 5mins)- Ask one st to read the letter they wrote at home aloud.- Ask another st to give remarks.

- One st reads his/her letter aloud aloud in front of the whole class.- Give remarks.

172

English 10 School year: 2011 - 2012- Check and give a mark.2. Pronunciation:( 10 mins)- Aims: to introduce two sounds / b / and / p / and help sts to practise these sounds.a. Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat.- Tell sts how to pronounce these sounds accurately. / b / : a voiced sound / p / : a voiceless sound- Ask them to look at the textbook, listen and repeat.

- Then ask sts to work in pairs to read the words again so that they can check for each other.- Move around to help .- Ask two sts to read again and give remarks.

b. Ask sts to look at sentences in page 110 in the book.- Ask them to work in pairs to read the sentences and then find out the words containing sound / b / and sound / p / .- Ask them to work in 2 minutes.- Move around to conduct the activity.- Ask one st to report and other sts to give remarks.- Check and give the correct answers.- Ask some sts to read these sentences aloud.- Listen and give remarks.3. Grammar: ( 29 mins) Aims: to revise the passive voice and have sts do Ex1, EX 2 and EX3.+ The passive voice:- Recall the form of the passive by giving an example:eg: Active: We clean this window every day. Passive: This window is cleaned every day.- Ask sts to pay attention to the sentence elements and to tell the T the difference between the active sentence and the passive sentence.- Ask sts to tell the T the form of the passive.+ Note: Only transitive verbs are used in the passive. It is impossible to use verbs such as happen, sleep, stand ( intransitive verbs) or seem, feel ( intensive verbs) in the passive.- Ask sts to give some examples.+ Exercise 1:


- Write down two sounds.- Listen to the teacher and repeat.- Look at the book , listen and repeat. / b / / p / bee pea ban pan bad Paul ...........................- Read these words in pairs and check for their partners.

- Look at the book and work in pairs.- Answers: / b / / p / Bill Pat big pan black paper ...............................- Read the sentences.

- Listen to the teacher , read the example and tell the whole class their ideas.+ In the passive, the object of an active verb becomes the subject of the passive verb.

+ Form: S + V ( be + p.p )

- Listen to the teacher and take note.

- Give examples.

- Some sts report.1. were reported 2. are grown

173

English 10 School year: 2011 - 2012- Ask sts to look at Ex1 and to do the task.- Ask sts to do the exercise individually and then compare their answers in pairs.- Move round to conduct the activity.- Check the exercise sentence by sentence.- Listen and give remarks.+ Exercise 2:- Ask sts to do Ex 2 individually and then share the answers with their friends.- Move round to help if necessary.- Ask two sts to do this exercise on the board.

- Ask one st to give remarks.- Check and give remarks.

+ Exercise 3:- Ask sts to read the requirement of Ex3 and then do the task in pairs.- Go round to conduct the activity.- Ask some pairs to read the dialouge.- Listen and give remarks.

5. Homework ( 1 min)- Part B ( page 60- workbook)

3. be spoken 4. am not invited 5. are being built- Listen and correct their work if necessary.

- Do the Ex individually.EX 2:1. came.... had ( been) started .......... were2. is standing........ is being photographed3. Have the students been told 4. was being laid ...... decided5. will ................ be planted- Listen to the teacher.

- Read the requirement carefully.- Do Ex 3.EX3:1. was organized 2. arrived3. were met 4. taken5. had been cleaned 6. had been put7. was excellent 8. prepared9. made 10. were served

V. EXPERIENCE:

UNIT 11: NATIONAL PARKSPeriod: 65 A- READING


10A

2

I. Objectives:

1. Education aims:Students improve their knowledge about national parks .

2. Knowledge:

a. General knowledge: - Knowledge about national parks.


174

English 10 School year: 2011 - 2012- Vocabulary concerning national parks.


- Reading comprehension: better sts' reading skill through finding the word

in the passage that best suits each of the definitions and answering questions.


- Students may not have much knowledge about national parks.

III. Teaching aids: board, textbook, chalk.

IV. Procedures:

WRITTEN TESTTime allowed: 15 minutes

Complete the second sentence so that it it has a similar meaning to the first one.1. My sister cleans these rooms every day. => These rooms ............................................................................................2. Somebody will meet you at Noi Bai Airport. => You ...........................................................................................................3. They are going to build more schools for disabled children.=> More schools..........................................................................................................4. He asked us many difficult questions. => We .....................................................................................5. The factory is producing more and more pollution. => More and more ............................................. 6. People have used ballpoint pens for many years. => Ballpoint pens ...................................................7. Did Wright brothers build the first plane in 1903? => Was ..............................................................?8. Viet is going to repaint these rooms tomorrow. => These rooms ........................................................ Answers1. These rooms are cleaned every day.2. You will be met at Noi Bai Airport.3. More schools will be built for disabled children.4. We were asked many difficult questions. 5. More and more pollution is being produced by the factory.6.Ballpoint pens have been used for many years 7. Was the first plane built in 1903?8. Viet's house is going to be repainted tomorrow.

Teacher’s activities Students’ activities1. Before you read:( 9 mins)Aims: to repare information and vocabularies for the topic.- Ask sts to answer the question: Can you name some national parks in Vietnam and in the world?

- Listen and think of the question.- Some sts answer:

175

English 10 School year: 2011 - 2012- Ask some sts to answer the question.

- Listen and give remarks.- Introduce the reading text and provide sts with new words/phrases.+ lo'cate(v): = to place + 'butterfly(n): an insect with very big wings that can fly(con bím)+ e'stablish(v): = to make/ build)+ hike(v): to walk for health+sur'vive(v): to be alive after accident)..... survival(n)+ 'orphan(v): to be made parentless(må c«i) orphanage(n)+ Sub-tropical(Adj): + 'wilderness(n): = wild place+ contami'nation(n) contaminate(v): to make something dirty/ polluted.- Read each word/phrase 3 times and ask sts to repeat it.- Leave sts 1 minute to self-practise reading the words.- Ask 4-5 sts to read all the word/phrases aloud in front of the class- Listen and help sts to read the words/phrases correctly.2. While you read:(15 mins) Aims: Read the passage for information to do the tasks.+ Set the scene:- You are going to read the passages about The National Parks. Read them and then do the tasks that follow.+ Task 1:Fill in each space with a suitable from the passages.- Ask sts to read the passages and do task 1.- Explain more about the definitions if necessary.- Sts are required to compare their results with their partners.- 5sts are required to do the task orally in front of the class (1 st/ 1 time).- Listen and help sts to do the task correctly.

+ Task 2: Answering Questions:- Ask sts to work in pairs to read the passages again and answer the questions in task 2.- Require sts to underline the information from the passages that supports the answers.- Required sts to compare their answers with another

Cuc Phuong National Park Bach Ma national Park. Nairobi National Park. Alaska National Park.

- Listen and then copy down

- Listen and repeat.- Read silently to self-practise.- Some sts read these words aloud and others listen.- Self-correct.

- Read the passages and do the task.- Compare their results with their parners.- Present their answer:2. contain 3. species 4. survival5. sub-tropical 6. contamination- Listen to the T and correct if necessary.

- Work in pairs to read the passages again and to ask and answer.- Underline the information from the passages.- Share their answer with other sts.- Some pairs report:

176

English 10 School year: 2011 - 2012pair.- Ask 6 - 7 sts to read their answers aloud in front of the class (1 st/1 time).


3. After you read:( 5 min)Aims: to give the summary of the passage.- Sts are required to work in groups to give reasons for their choice from one of the three national parks in the reading passages.- One representative is required to give their talk orally in front of the class- Listen and help the students to do their task well.4. Homework:( 1 min)- Complete the talk in written form.

1.200 square km:2. Because the rainy season is over.3. They can learn about the habits of animals and how one species is dependent upon another for survival.4. In the orphanage, orphaned and/ or abandoned animals are taken care of.Everglades National Park is endangered because of the toxic levels of chemicals in the water5. If more chemicals are released into the water, plans and animals will die/ be killed/ destroyed.

- Work in groups to talk about their choice.

- Present his/her ideas.

- Others listen

V. EXPERIENCE:



10A

2

I. Objectives: 1. Education aims: - Students know about an excursion to Huong Pagoda. 2. Knowledge:

a. General knowledge: - Students can talk about an excursion and express their regrets. b. Language: - Conditional sentences types 3.

- Vocabulary on an excursion. 3. Skills: - Matching sentences in column A with the coresponding consequences in column B.

- Talking about an excursion. - Expressing the regrets.

177

English 10 School year: 2011 - 2012II. Anticipated problems:

- Students may not have sufficient vocabulary to talk about an excursion.III. Teaching aids:

Textbook, chalk, board.IV. Procedures:

Teacher’s activities Students’ activities1. Warm-up:( 3 mins)- Ask sts the questions: - Have you have ever had a camping trip? - Tell me what you prepared for that trip?- Ask one or two sts. to answer.2. Before you speak:( 12 mins)Aims:tofocus sts. on the topic and introduce the words and phrases used in the task.+ Task 1: MatchingLast week Nga’s class went on an excursion to Huong Pagoda. Unfortunately, the excursion turned out to be a disaster. Most of the things they did went wrong. You are required to match the thing in column A with the coresponding consequences in column B .- Ask sts to read through the sentences in the two columns.- Give sts some new words or expressions: + food poisoning: + fine (n ): cash paid as punishment + get lost: unable to find way + carsick( adj ): feeling sick because of a car’s movement - Ask sts to read the new words orally and individualy.- Ask sts to work in pairs to do the task.- Go around to observe sts working.- Check sts ‘s answers by calling on some sts to read out things in A and some others to read out the corresponding consequences in B.- Listen and give remarks. 3. While you speak:( 14 mins)Aims: Sts can talk about their excursion to Huong Pagoda and express their regrets.+ Task 2:Imagine that you are Nga’s classmates and you are not happy with the excursion to Huong Pagoda. Now you are talking with some friends about what you wish you had or hadn’t done.- Before sts do the task, T asks sts to read the examples in the textbook and recall what grammatical structure is used in the example.

- Some sts answer:Yes, ew have.We prepared food, drinks, tents, cameras …..

- Listen to the T.

- Read the sentences and find some new words.

- Listen and copy down these words into their notebooks.

- Read the new words.- Work in pairs.

- Read the answers aloud.1- f 2- e 3- h 4- g5- b 6- c 7- a 8- d

- Listen to the T.

178

English 10 School year: 2011 - 2012- Revise the conditional sentence type 3 by giving an example: + Eg: If I had had money, I would have bought this car. ( But I didn’t have money and so I didn’t buy it.)- Ask sts to look at the example and tell the T the form as well as the form of the conditional sentence type 3.

- Ask sts to work in groups.- Go around to help sts.- Ask sts to compare their answers with another group.- Call on some sts to speak out their answers in front of the class.

- Listen to sts and give remarks.

4. After you speak:( 15 mins)Aims: Sts practise telling about an excursion to Huong Pagoda and expressing the regrets.+ Task 3:You are Nga. You are going to work in pairs. Tell your partner about your class’s excursion to Huong Pagoda and express your regrets about what you did or didn’t do during the excursion.- Ask sts to work in pairs using the third conditional to do the task.- Go around to observe, offering help and collecting mistakes.- Ask one or more sts to tell about their excursion in front of the class and give remarks.5. Homework:( 1 min)- Write down what they have discussed in task 3.

- Read the examples and listen to the T.

- Look at the example and tell the whole class the form and the use:+Form: If + S + past perfect, S + would/ could +have + P II.+Use: The third conditional is used to talk unreal situations in the past.- Work in groups.- Compare the answers with others.2. If we had brought enough food and drinks we wouldn’t have spent a lot of money eating in expensive restaurants.3. If some of us hadn’t had food poisoning we could have enjoyed our visit.4. If we had had rain coats, we wouldn’t have got wet and have got a cold.5. If some of us hadn’t left our luggage on the coach when we arrived, we could have had clothes and money with us.6. If we had been careful when walking in Huong Pagoda, we wouldn’t have got lost.7. If we hadn’t thrown wast in the forest, we wouldn’t have got a fine.8. If we had stayed there more than one day, we could have visited all the pagodas.

- Listen to the T.

- Work in pairs.

- Some sts tell about their excursion in front of the class.

179


Period: 67 C- LISTENING


10A

2

I. Objectives: 1. General knowledge:

- Sts get more information about Cuc Phuong National Park. 2. Language: - Some set expressions

- Vocabulary on nature 3. Skills: - Listening: fill in the gaps, answer questions

- Speaking: - Discuss the special features of Cuc Phuong National Park.II. Anticipated problems:

- Sts may do not know some new words.- The quality of the tape is not very good.

III. Teaching aids:- Tape, cassette, textbook, chalk, board.

IV. Procedures:Teacher’s activities Students’ activities

1. Homework checking:(5 mins)- Ask one st to tell the whole class about his/her class excursion to Huong Pagoda and express his/her regrets about what he/she did or did not do during the excursion. - Listen and give remarks

- Listen to their friend and give remarks

2. Before you listen:(10 mins)Aims:to focus sts on the topic and review/ introduce the words and phrases used in the listening text.a. Divide sts into small groups and ask them to discuss the following questions: a. Where is Cuc Phuong National Park? b. What is the area of the rainforest in Cuc Phuong National Park? c. When is the best time to visit Cuc Phuong National Park? d. What can be seen in Cuc Phuong National Park?- Ask some sts to give their answer.b. Introduce the topic of the listening text.- Introduce some new words/ expressions

- Work in groups and discuss the questions.

One st from each group stands up and gives their answer..

- Copy down the words and phrases into their notebooks.

180

English 10 School year: 2011 - 2012 - o'fficially (adv): formally - span (v): connect. - 'fauna (n): all the animals of an area. - f'lora (v): all the plants of a particular area - a'ttack(n): a violent attempt to hurt sb - de'feat(v): win sb - in'vader: (n) The French and Americans were invaders. - 'ethnic mi'nority (n): The Tay, Nung, Dao .....- Read the words again and asks sts to repeat.- Ask sts to read the words in pairs.

- Ask some sts to read the words again.3. While you listen:(20 mins)+ Task 1: Aims: Practise listening and filling in the gaps.- Introduce sts that they are going to listen to the tape about Cuc Phuong National Park and they have to fill in the gaps in each sentence given- Ask sts to read the sentences in pairs and make sure that they understand them. Sts try to guess the missing information.- Play the tape twice and ask sts to fill in the gaps. - Ask sts to compare their answer in pairs.


- Play the tape once again, stop the tape where necessary and conduct the correction. + Task 2 Aims: Practise listening and Answering questions.- Ask sts to listen to the tape again and answer the given questions. - Ask sts to read the questions to see if they understand them. - Play the tape once and ask sts note down the neccessary information.- Ask sts to compare their answer in pairs.- Check sts’ answer.- Play the tape once again, stop the tape where necessary and conduct the correction.

- Listen and repeat.- Read the words in pairs and correct each other’s mistakes.- Some individuals read the words aloud.

- Listen to the T.

- Read the statements in pairs and try to guess the missing information.

- Listen to the tape and do the task- Compare their answer.- Give their answer.1. 1960 2. 160 km south west of3. 100,000 visitors4. 2,000; 450 5. Quen Voi- Check their answer say it aloud, and then correct their work if they have the wrong answer.

- Listen to the T.

- Read the questions in pairs and try to do the task.- Listen to the tape and do the task.- Compare their answer.- Give their answer.1. It covers 3 provinces: Ninh Binh, Hoa Binh, and Thanh Hoa.2. It is about 160 km.3. They come to see the work being done to protect endanger species.4. Nguyen Hue defeated the Qing invaders in the spring of 1789

181


4. After you listen:(8 mins)- Ask sts to work in groups and use the information in Task 1 and 2 and the reading text to disscus the following problems: - Time founded - Area, location - Numbers of visitors - Historical event - Local people. -Move round to check the activities and to make sure that sts are working effectively.- Ask one or two sts to present in front of the whole class.- Check and give remarks.5. Homework:(1 min)Write a short paragraph about Cuc Phuong National Park

5. They live mainly on bee keeping and farming. - Check their answer say it aloud, and then correct their work if they have the wrong answer.

-Work in groups to discuss.

- One/ two sts present.

V. EXPERIENCE:



10A

2

I. Objectives: 1. Education Aims: - Students can write a letter of acceptance or refusal. 2. Knowledge:

a. General knowledge: - A letter of acceptance or refusal.b. Language: - Language used to write an informal letter.

- Expressions: "Yes, I'd like/love to."," I'm afraid I can't come because.....?", etc . 3. Skills: - Reading: read the expressions in task 1 to fill the blanks of the incomplete letters. - Speaking: work in pairs to rearrange the sentences to make a letter of acceptance.

- Writing: write a letter of acceptance or refusal.II. Anticipated problems:

- Students may find it difficult to get ideas as well as to choose suitable expressions to write a letter of their own.III. Teaching Aids: - board, textbook, chalk.IV. Procedures: Teacher's activities Students' activities1. Homework checking :( 5 mins)- Ask one st to talk about the special features of

182

English 10 School year: 2011 - 2012Cuc Phuong National Park.- Ask other sts to listen to their friend and give remarks.- Check and give remarks.2. Before you write:( 15 mins)- Aims: to get sts to read the expressions in the table and to do task 1 and task 2.+ Task 1:- Introduce the topic of the lesson: Write a letter of acceptance or refusal.- Introduce some new words:+ a'cceptance (n): the noun of "accept"+re'fusal (n) : the noun of " refuse"+ dec'line (v) : refuse sth offered ( politely)- Ask sts to listen and repeat and then copy down these words into their notebooks.- Ask sts to read the expressions in the table in 2 minutes .- Remind sts of three invitation letters that they have already read in Unit 10 and ask them to work in pairs to complete three reply letters by using the expressions in the table.- Ask sts to do in 3 minutes and move around to help if necessary.- Get feedback and give remarks.+ Task 2:- Remind sts of the letter Nam wrote to Lam to invite Lam to spend a weekend with him. And now Lam write a letter accepting Nam's invitation.- Ask sts to work in pairs to rearrange the sentences into a letter.- Move round to help if necessary.- Get feedback and give remarks.3. While you write:( 15 mins)- Aims: Sts practise writing a letter of acceptance or refusal.- Ask sts to read the requirement of task 3.- Ask them to write a letter accepting or declining his/her friend's invitation.- Ask them to pay attention to the structure of a letter: greeting, organisation ( introduction, body...)- Suggest that they use letters in task 1 and task 2 as sample letters.- Let sts write in 13 minutes.- Move around to conduct the activity.4. After you write:( 9 mins)Aims: to get feedback and check sts' work.




- Copy down the words into theit notebooks.

- Do the task in pairs.- Share their answer with their friends.- Present their ideas.1. Accepting: Yes, I'd like/love to.2. Refusing: I'm afraid I can't come because 3. Accepting: I'd be delighted to.- Listen to the teacher.


- Work in pairs to rearrange the sentences into a letter.- Present their ideas:1.d 2. e 3. c 4. a 5. f 6. b- Listen to the teacher.

- Read the requirement.



- Read their writing: ( a sample 183

English 10 School year: 2011 - 2012- Get feedback by asking some sts to read their work aloud.- Ask some other sts to give remarks.- Check and give the correct answer.- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks

5. Homework: ( 1min)- Part D (page 68- workbook).

paragraph)"Dear Binh, It's lovely to hear that you are going for a picnic to Cuc Phuong National Park next weekend. Thank you for inviting me to join you but I'm afraid I can't come. My English friend, Maria, is coming to Vietnam next weekend and I have promised to cook her some of our traditional dishes on Saturday morning. After that, I'm going to take her to some famous places in Hai Duong. I hope that you will have a wonderful day in Cuc Phuong. Remember to show me the photos you take in Cuc Phuong whem you get home.Your friend,

V. EXPERIENCE:

Period: 69 E - LANGUAGE FOCUS


10A

2

I. Objectives: 1. Education Aims:- Students know how to pronounce the sound /t/ and /d/ correctly.

- Students revise conditional sentence type 3. 2. Knowledge:

+ Language: - Pronunciation: /t/ and/d/ .- Conditional sentence type 3.


- Read the sentences silently to do the exercises.II. Anticipated problems: - Students may confuse sound /t/ and /d/ in English with sound / t / and / d / in Vietnamese.III. Teaching aids: - board, chalk, textbook.IV. Procedures: Teacher's activities Students' activities1. Homework checking: ( 5mins)

184

English 10 School year: 2011 - 2012- Ask one st to read the letter they wrote at home aloud.- Ask another st to give remarks.- Check and give a mark.2. Pronunciation:( 10 mins)- Aims: to introduce two sounds /t/ and /d / and help sts to practise these sounds.a. Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat.- Tell sts how to pronounce these sounds accurately. / d / : a voiced sound / t / : a voiceless sound- Ask them to look at the textbook, listen and repeat.

- Then ask sts to work in pairs to read the words again so that they can check for each other.- Move around to help .- Ask two sts to read again and give remarks.b. Ask sts to look at sentences in page 119 in the book.- Ask them to work in pairs to read the sentences and then find out the words containing sound / t / and sound / d / .- Ask them to work in 2 minutes.- Move around to conduct the activity.- Ask one st to report and other sts to give remarks.- Check and give the correct answers.- Ask some sts to read these sentences aloud.- Listen and give remarks.3. Grammar: ( 29 mins) Aims: to revise conditional sentence type 3 and have sts do Ex1 and EX2.+ Conditional sentence type 3:- Recall conditional sentence type 1 and type 2.- Revise conditional sentence type 3 by giving an example.eg: Tom didn't study hard so he fail the exam.=> I can say: " If Tom had studied hard, he would have passed the exam."- Ask sts to tell the T the form and the use of conditional sentence type 3.Note: - We can use could/might/should instead of would in main clause.- We can also use the past perfect continuous in

- One st reads his/her letter aloud aloud in front of the whole class.- Give remarks.- Listen to the teacher.

- Write down two sounds.- Listen to the teacher and repeat.- Look at the book , listen and repeat. / t / / d / topic difficulty contain invader plant spend ...........................- Read these words in pairs and check for their partners.

- Look at the book and work in pairs.- Answers: / t / / d / next to third restaurant dear counter stayed ...............................- Read the sentences.

- Listen to the teacher - Read the example and tell the whole class their ideas.+ Form: If - clause , main clauseIf + S + V( past perfect), S + would +have + V( PII) + Use:- to talk about something that might have happened in the past but didn't.- Listen to the teacher and take note.

- Give examples.185

English 10 School year: 2011 - 2012If - clause.- Ask sts to give some examples.+ Exercise 1:- Ask sts to look at Ex1 and to do the task.- Ask sts to do the exercise individually and then compare their answers in pairs.- Move round to conduct the activity.- Check the exercise sentence by sentence.- Listen and give remarks.+ Exercise 2:- Ask sts to do Ex 2 individually and then share the answers with their friends.- Move round to help if necessary.- Ask two sts to write the sentences on the board.

- Ask two sts to give remarks.- Check and give remarks.5. Homework ( 1 min)- EX 3 ( page 120 - st's book)

- Some sts report.1. had known 2. had had3. would have gone 4. would have passed5. could have enjoyed 6. had known7. had stopped 8. had called- Listen and correct their work if necessary.- Do the Ex individually.EX 2: Each st writes three sentences

1. .... hadn't stopped so suddenly, the

accidents wouldn't have happened.

2. .... that Lam had to get up early, I

would have woken him up.

3. ... lent me the money, I would have

been able to buy the car.

4. ... been wearing a seat belt, she would

have been injured.

5. ..... had braekfast, you wouldn't

behungry now.

6. ... had some money on me, I would

have got a taxi.


V. EXPERIENCE:

Period 70: TEST YOURSELF D Class Teaching date Absentees

10A

2

186

English 10 School year: 2011 - 2012I. Objectives:

1. Aims: - Sts revise what they have learned in unit 9, unit 10 and unit 11.

2. Knowledge: - General knowledge in unit 9, unit 10 and unit 11.

- Language: pronunciation and grammar in the above units.

3. Skills: listening, speaking and writing.

II. Teaching aids: textbook, chalk, board.

III. Procedures: Teacher's activities Students' activities1. Homework checking:( 5 mins)- Ask one st to do Ex 3 in the workbook on the board.- Ask one st to give remarks.- Give remarks and marks.

2. The new lesson:( 39 minutes) - Ask sts to do part II, part III and part IV at home in advance to save time.- Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes.- Ask sts to do listening in class.2.1. Listening:- Ask sts to read the requirement of the task.- Introduce new words:+ campground (n) : a place for camping+ trail (n) : a path+ geyser (n): m¹ch níc phun- Play the tape twice and ask sts to do the task.- Ask sts to share their ideas with their partners.- Get feedback and play the tape again so that sts can check their answers.- Ask other sts to give remarks.

- Check and give feedback.2.2. Reading:- Ask sts to work in groups to compare their answers.- Ask some sts to report his/ her answers aloud.

EX 3:1. If I had been working at the restaurant last night, I would have waited on your table.2. If they had been paying attention, they would have seen the sign marking ....3. If Carol hadn't been studying, she would have answered the phone.4. If the sun hadn't been shining, we wouldn't have gone to the beach yesterday.5. If the music hadn't been playing loudly at the restaurant, I would have heard ...- One st gives remarks.

- Look at the textbook and read the statements.- Try to focus on the important words.- Copy down these words into their notebooks.- Listen and read after the teacher.

- Listen carefully and do the task.- Work in pairs to discuss their answers.1. they go to a national park to enjoy the nature.2. It became a national park in 1872.3. No, it isn't. It's the world's largest park.4. It has about 70 geysers.5. They mustn't pick the flowers, feed or hunt the animals.

187

English 10 School year: 2011 - 2012- Listen and check.

2.3. Grammar:- Ask sts to discuss their answers in groups.- Ask 2 sts to write their answers on the board.

- Ask two other sts to give remarks.- Check and give the correct answers.2.4. Writing:- Ask some sts to read their writing aloud.


3. Homework: ( 1 min)- Part B ( Page 65 - workbook)

- work in groups to share their ideas.- Some sts stand up to report.1. a. junk and litter c. highway b. landscape d. healthy.2. a. T b. T c. F d. F e. T f. T - Discuss in groups.- Answers:a. 1. has been cleaned......2. have been turned on..........3. are waitingb. 1. knew ......2. would help.....3. knowsc. 1. decided ....2. to stay......3. would have gone out ......4. hadn't been

- Read their writing aloud " Dear Alex,You will be delighted to know Father is giving a party to celebrate the New Year. He has invited some of our relatives and his friends to make the party a success.I too have invited a number of my friends in the neighbourhood. Mother has asked me to tell you to come home for the New Year celebration.I'm sure you will be here in time to share the fun with us on that day.Your sister,Helen - Listen to the teacher's remarks.

V. EXPERIENCE:

Period: 71 + 72:WRITTEN TEST 45' AND CORRECT THE TEST


10A

188


I- Choose the word whose underlined part is pronounced differently (Chọn từ có phần gạch chân được phát âm khác với những từ còn lại.)1. A. cool

2. A. cup

3. A. outside

4. A. protect

B. good

B. become

B. bridge

B. psychology

C. cook

C. city

C. night

C. people

D. book

D. consider

D. idea

D. provide

II- Choose the the best answer by circling the letter A,B,C, or D (Chọn đáp án đúng bằng cách khoanh tròn chữ cái A,B,C, hoặc D).1. He .......................................... out with you if you hadn'tcome

A. would go B. wouldn't go

C. wouldn't have gone D. would have gone

2. She told me I .................... an accident if I hadn’t taken more care.

A. would have had B. would have C. have D. had

3. If it was sunny, we……………….go out for a walk.

A. shall B. would C. must D. will

4. If he………………more carefully, he wouldn’t have had so many accidents.

A. drive B. hadn’t driven C. had driven D. drives

5. I would have sent you a postcard if I…………..your address.

A. have known B. had known C. know D. had know

6. If the wind .......................... so strong, the bridge wouldn't have collapsed.

A. hadn't be B. wouldn't be C. hadn't been D. wouldn't be

III- Read the passage and answer the following questions ( Đọc đoạn văn và trả lời những câu hỏi phía dưới).There are four seasons in a year in Viet Nam. They are spring, summer, autumn and

winter. The weather in spring is usually warm and fine. There are many flowers in spring.

In summer the weather is hot. It's always sunny. When autumn comes, the weather

becomes cool. We have much rain in autumn. It's the season of umbrellas. After autumn

comes winter. It's a dry season. The weather is cold and it doesn't rain very often. But it

never snows in winter in Viet Nam.

1. How many seasons are there in Viet Nam? ..........................................................................................................................2. What's the weather like in spring? .........................................................................................................................3. Why do peple call autumn the season of umbrellas

189

English 10 School year: 2011 - 2012 ............................................................................................................................4. When is the dry season? ..........................................................................................................................5. What's the weather like in winter? .............................................................................................................................6. Which of the following sentence is not true?

A. There are many flowers in spring. C. The weather is cold in the dry season.

B. The weather is cool in autumn. D. It usually snows in winter in Viet Nam.

III. Rewrite the following sentences so that they give the same meaning(viết lại các câu phía dưới sao cho nghĩa cuả câu không thay đổi) a, Rewrite the following sentences into passive voice (viết lại các câu phía dưới sang câu bị động). 1. Hoa saw that film last night.

=> That film …….................................………………………………………….

2. The manager will interview Tuan tomorrow.

=> Tuan will ............…………………………………………………………….

3. Lan has cleaned the windows last Sunday.

=> The windows………………………………………………………………

b, Rewrite the following sentences in conditional type III ( viết lại các câu phía dưới

dạng câu điều kiện loại III).

1. They got wet because they didn't take an umbrella.

=> If they ......................................................................................................

2. Minh didn't work hard, so he failed the exams.

=> If Minh .....................................................................................................

IV. Complete the following sentences with the correct form of the verbs in brackets.( Cho dạng đúng của những động từ trong ngoặc).1. If she (come) ..................... late again, she'll lose her job.

2. If we had had enough money, we (go) ....................................... to the concert.

3. Michael will phone you if he (have)....................................... time.

4. If we lived in a town, life (be) ............................................... easier.

THE END

UNIT 12: MUSIC Period 73 : A - Reading


190


2

I. Objectives: 1. Education aims: - Students know more about the role of music in our life. 2. Knowledge:

a. General knowledge: - Knowledge about music.b. Language: - The present simple tense.

- Vocabulary concerning music: rock 'n 'roll, mournful, solemn...... 3. Skills: - Speaking : talk in pairs and in groups.

- Reading comprehension: better sts' reading skill through sentence completing and answering questions.II. Anticipated problems:

- Students may not have enough words, and knowledge about some kinds of music.III. Teaching aids: board, textbook, chalk, tape.IV. Procedures:

Teacher’s activities Students’ activities1. Warm-up:(5 mins)- Play the tape with 5 pieces of music and ask sts to guess what types of music they are.- Get feedback and check.

2. Before you read:( 12 mins)Aims: To provide sts with words/phrases about music.a. Matching:- Ask sts to work in pairs to match the descriptions to the types of music given in the part:- For each type of music, 2 sts from 2 pairs are required to give their match orally.- Listen and help sts to give correct match. b.Vocabulary. - Provide sts with the new words/phrases:+ Emotion(n): a strong feeling e.g.: hate, love.......+ Convey(v):= Show, express+ Integral part(n): = necessary part+ Lull sb (v): >< wake somebody up.+ Delight(v): To make somebody happy.+ Funeral(n): a funaral is celebrated when someone dies.+ Solemn(adj): serious, not happy+ Mournful(adj): sad- Read each word/phrase 3 times and ask sts to repeat it.

- Listen to the tape and guess.- Stand up and say aloud the names of the types of music. ...…...…...…

- Work in pairs to match.

- Give answers orally.1- b 2- e 3- d 4- a 5- c- Others listen

- Listen and read after the T.

- Write down these words into their notebooks.


- Read these words and check for their partner.

191

English 10 School year: 2011 - 2012- Leave sts 1 minute to self-practice.- Ask 4-5 sts to read all the word/phrases aloud in front of the class( 1 st/ 1 time)- Listen and help sts to read the words/phrases correctly.3. While you read:( 18 min)Aims: Read for information to do the sentence completing, and answering excercises+ Task 1: Sentence completing.- Ask sts to read the passage indepently then use the words/ phrases in the box to complete the sentences.- Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading.- Call on 7-8 sts to read and explain their answers aloud in front of the class(1 st/ 1 time/ 1 sentence).- Feedback and give remarks.

+ Task 2: Questions answering.- Ask sts to work in pairs to read the passage more carefully and find the answers to the questions given.- Ask sts to highlight or underline the information in the passage that helps them to find the correct answers.- 5-6 sts from 5-6 groups are required to give answers in front of the class(1 st/ 1 time/ 1answer).

- Listen and help the students to give correct answers.4 . After you read:( 9 mins) + Questions – AnswersAims: Students' summary about the roles of music.- Ask sts to work in pairs to give answers to the questions given in the part.- Go round to help sts with their work.- 2-3 pairs are required to give answers to one question orally in front of the class.- Listen and help sts to give correct answers.5. Homework:( 1 min)

- Read the words aloud.- Listen to the T.

- Work individually.- Report their answers sentence by sentence.1. Communicate 2. Lull 3. delights 4. integral part 5. solemn 6. emotion 7. mournful- Listen to the T

- Students do the work in pairs- Some pairs report their answers while others watch. 1. Language and music.2. It can express ideas, thoughts and feelings.3. It adds joyfulness to the atmosphere of a festival and make a funeral more solemn and mournful.4. It makes people happy and excited. It delights the senses.5. It is a billion-dollar industry.- Self-correct the work

- Work in pairs orally.- Some pairs report while others listen.

1. Students tell 5 roles.2. Students give their own ideas.

- Listen to the T.

192

English 10 School year: 2011 - 2012- Write about the roles of music and which role is the most important.

V. EXPERIENCE:

Period 74: B - Speaking


10A

2

I. Objectives: 1. Education aims: - Students know about some favourite kind of music. 2. Knowledge:

a. General knowledge: - Students can talk about their favourite kinds of music. b. Language: - The simple present tense.

- Vocabulary about music. 3. Skills: - Asking and answering questions about music.

- Talking about favourite kinds of musicII. Anticipated problems:

Sts may not have enough vocabulary to talk about the topic.III. Teaching aids:

Textbook, chalk, board, pictures.IV. Procedures:

Teacher’s activities Students’ activities1. Warm- up: ( 5 mins)Aims : get used to the topic.- Give sts some pictures of singers and ask sts about their names.- Ask sts what they know about these singers and name some of their songs.2. Before you speak: ( 10 mins)Aims: : focus sts on the topic and introduce the words and phrases used in the task.+ Task 1: Answering questions based on the reading text.- Introduce the situation: You are going to read what Ha Anh says about music.- Give sts some new words:+ keep sb happy: make sb happy + cheer sb up: make sb happier/more cheerful- Ask one st to read the passage aloud.- Ask sts to work in pairs to ask and answer the questions.- Go around to observe sts working.- Ask some sts to present their answers in front of the class.

- Look at the pitures and give the names of some foreign singers.- Talk about these singers.

- Listen to the T.

- Take notes

- Listen and read the text .- Work in pairs to ask and answer the questions.- Some sts present. 1. She likes pop music. 2. Because it keeps her happy. 3. The Backstreet Boys.

193

English 10 School year: 2011 - 2012- Get feedback and give correct answers:3.While you speak: ( 13 minutes )Aims: Sts can talk about their favourite kind of music.+ Task 2: Asking and answering about music taste.- Tell sts that they are going to ask your partners questions to get information to complete the table below. - Ask sts to look at the first column of the table which includes 5 items they should ask their friend about.- Ask sts what questions they can ask if they want to know about their friend’s favourite kind of music , reasons for listening to music, favourite band…….

- T. may introduce some adj. and expressions to talk about music: + make sb excited/relaxed. + help sb forget troubles and worries + relaxing/ peaceful......- Ask sts to form groups of 3. One of them will be a journalist who will interview their friends about their music taste. The journalist has to ask two sts some questions and complete the table. Sts can change their roles if time permits.- Go around to help sts and collect the mistakes.4. After you speak: (15 mins)Aims: Sts make group report.+ Task 3: Reporting on the information- Ask sts to report what they have got from their friends to the whole class.- Before sts report T asks sts to look at the example and elicits some structures they can use: + Both A and B like ….. + A likes…, and so does B. + A likes …and B does , too. + A likes…, but B prefers…..- Ask sts to prepare in one minute.- Ask some sts to report what they have found out about their patners in front of the class.- Correct the Ss’ mistakes.

5. Homework: (2 mins)- Write a short paragraph about their friends' music

4. She listens to music all the time

- Listen to the T.

- Listen to the T and read the information in the table.- Think of the questions and say aloud:+ What kind of music do you like?+ Why do you like it?+ Who is your favourite singer/ musician?+ What is your favourite song/piece of music?+ When do you listen to music?


- Work in groups of 3: one will be a journalist and others will be students in the class.

- Listen to the T.

- Listen to the T and take notes if necessary.

- Some sts report in front of the class.E.g: " Both Hoa and Binh like pop music. Hoa likes it because it makes her relaxed while Binh likes it because it is easy to listen to. Hoa's favourite band is Westlife but Binh like Lam Truong very much. ............"

194

English 10 School year: 2011 - 2012taste.

V. EXPERIENCE:

Period 75 : C- Listening


10A

2


- Sts know more about Van Cao and his music. 2. Language: - Vocabulary on music. 3. Skills: - Listening: choose True/ False statements and answer questions.

- Speaking: discuss the one's ideas about Van Cao's music.II. Anticipated problems:

- Some sts rarely listen to Van Cao's songs.III. Teaching aids:

- Tape, cassette player, textbook, chalk, board.IV. Procedures:

Teacher’s activities Students’ activities1. Home work checking:(7 mins)- Ask one st to talk about what kind of music he likes best.

One st presents. Others listen and give remarks.

2. Before you listen:(12 mins)Aims: focus sts on the topic and review/ introduce the words and phrases used in the listening text.a. - Focus sts on the picture in the textbook and ask sts if they know the person in it.- Introduce Van Cao, the most famous musician in the history of Vietnamese music then ask sts to work in groups and ask about Van Cao's life and works.- Possible questions: - Where and when was he born? - Was he born in a rich or poor family? - When did he start writing songs? - Can you name some of his famous songs? What is his most famous one?- Ask sts to give their answer to the question in p. 128.

b. Introduce some new words

- Work in groups to say about the person in the picture.

- Listen to the teacher and then work in groups to discuss Van Cao's life and career.

- Ask some pairs to ask and answer.

Some sts stand up and give their answer.- Suèi m¬ - TiÕn qu©n ca- Lµng t«i - Trêng ca S«ng L«

195

English 10 School year: 2011 - 2012 - rousing (adj): hµo høng s«i næi - lyrical(adj): tr÷ t×nh - solemn(adj): trang nghiªm - national anthem(n): E.g.: TiÕn Qu©n Ca - Read the words and ask sts to repeat.- Ask sts to read the words in pairs.- Ask some sts to read the words again.3. While you listen:( 17 mins)+ Task 1:Aims: Practise listening and marking True/ False statements.- Tell sts that they are going to listen to a conversation between Lan Huong and Quang Hung about Quang Hung's opinion towards Van Cao's music. - Ask sts to work in pairs, look at the statements given and guess if they are true or false. - Ask sts to listen to the talk and tick the right column to indicate their answer and underline the false information. T plays the tape twice.- Ask sts to compare their answer in pairs.

- Check sts’ answer.- Play the tape once again, stop the tape where necessary and conduct the correction.

+ Task 2:Aims: Practise listening for specific information by answering given questions.- Ask sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions.- Ask sts to listen to the tape once/twice and take short notes to answer the questions.- Ask sts to compare their answer in pairs.- Play the tape once again, stop the tape where necessary and conduct the correction.

4. After you listen:(8 mins)- Ask sts to work in pairs and discuss Quang Hung's ideas about Van Cao's music. T may introduce some sentences to show one's opinion:+ Agreeing: - I (strongly) agree with him.

- Copy down the words and phrases into their notebooks.

- Listen and repeat.- Read the words in pairs and correct each other’s mistakes.- Some individuals read the words aloud

- Listen to the T.- Work in pairs to guess if the statements are true or false.- Listen to the tape and do the task- Compare their answer.- Give their answer.1. F The guess is Quang Hung.2.F He likes some Vietnamese musicians 3. T4. F It was written in 1944.5. F ( He always ..... ) - Check their answer, and then correct their work if they have the wrong answer.

- Work in pairs to read the questions.- Listen and do the task.- Compare their notes.1. It is 'My favourite Musician'.2. He likes the song 'Tien Quan Ca' most.3. Because it is hard and solemn, it makes him feel great and proud of his country.- Check their answer, and then correct their work if they have the wrong answer.

- Work in pairs revising Quang 196

English 10 School year: 2011 - 2012 - I share his opinion. - I share the same point of view with him. - I think his opinion is similar to mine.+ Disagreeing: - I'm sorry but I don't think so. - I don't agree with him. - I don't share his point of view. - Move round to check the activities and to make sure that sts are working effectively.- Ask some pairs to present in front of the whole class.- Check and give remarks.5. Homework:(1 min)Write a short paragraph about your opinion about Van Cao's Music

Hung's ideas about Van Cao's music.

Two sts present.

V. EXPERIENCE:

Period 76: D - WRITING


10A

2

I. Objectives: 1. Education Aims: - Students can write a profile. 2. Knowledge:

a. General knowledge: - The life story of a famous person.b. Language: - Language used to write a profile .

- The past tenses , to-infinitive and the passive voice . 3. Skills: - Reading: read the information about Van Cao.

- Writing: make up complete sentences about Scott Joplin, using the prompts and write about the life story of Van Cao.

II. Anticipated problems:- Students may find it difficult to use the prompts to write a complete profile. .

III. Teaching Aids: - board, textbook, chalk.IV. Procedures: Teacher's activities Students' activities1. Homework checking :( 5 mins)- Ask one st to talk about his/her opinion about Quang Hung's ideas about Van Cao's music.- Ask other sts to listen to their friend and give remarks.- Check and give remarks.



197

English 10 School year: 2011 - 20122. Before you write:( 20 mins)- Aims: to get sts to recognise what a profile is like and to read the information about Van Cao.+ Task 1:- Introduce the topic of the lesson: Writing a profile.- Introduce some new words:+ 'profile (n): a report of a person ( usu. in a newspaper article)+'mixture (n) : sù hoµ quyÖn+tune (n): giai ®iÖu+ Ragtime (v) : a kind of music which is a mixture of classical European and African beats.+ rag (n): a Ragtime song+ beat (n): nhÞp+ 'talent (n): a natural skill/ ability.+ 'talented (a): having talent+ app'reciate (v): recognise sb's good qualities.- Ask sts to listen and repeat and then copy down these words into their notebooks.- Ask some sts to read these words again. - Ask sts to read the prompts in task 1 and to make up complete sentences about Scott Joplin by adding suitable auxiliaries, articles or prepositions and appropriate verb tenses.- Allow sts to work in pairs first to make up sentences orally and the write them down into their notebooks.- Move around to help if necessary.- Ask sts to compare their answer with other sts.

- Get feedback and give remarks.

- Focus sts on some points about writing a profile by asking some questions:1. Which tense do you use?2. What kind of information is included in a profile?

+ Task 2:- Ask sts to read the information about Van Cao and to work in pairs to discuss how to write a profile about him.



- Listen and repeat.- Some sts stand up and read again.

- Read the prompts and do the task in pairs.- Write down the sentences into their notebooks.- Share their answer with their friends.- Present their ideas.1. He learned to play music when he was very young.2. Scott learned to play the works of composers like Bach, Beethoven, and Mozart as well as to compose music.3. He quickly became famous.4. His tune were wonderful mixture of classical European and African beats which were known as Ragtime.5. All in all, he wrote 50 piano rags, and was called the King of Ragtime.6. Scott Joplin died in 1917.- Listen to the teacher.- Answer T's questions:1. We use the past simple.2. the date of birth/death, the place of birth, family, career, personal life.


- Work in pairs to discuss.

198

English 10 School year: 2011 - 2012- Ask them to refer to their writing in task 1 as a sample.3. While you write:( 10 mins)- Aims: Sts practise writing about a life story of Van Cao.- Ask sts to write down what they have discussed into their notebooks.- Let sts write in 10 minutes.- Move around to conduct the activity.4. After you write:( 9 mins)Aims: to get feedback and check sts' work.- Get feedback by asking some sts to read their work aloud.- Ask some other sts to give remarks.- Check and give the correct answer.- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks.

5. Homework: ( 1min)- Part D (page 73 - workbook).


- Read their writing: ( a sample paragraph)" Van Cao was born on the fifteenth of November, 1923 in Nam Dinh. His parents were poor workers. However, he started composing music when he was very young. His first song was written in 1939 and it quickly became famous. The song " Tien Quan Ca", which is the national anthem of Vietnam, was written in 1944. Van Cao was also very good at other artistic works like song writing, poem writing and paintings. He died on the tenth of July,1995. He was known as a very talented musician and highly appreciated by the Vietnamese people.

V. EXPERIENCE:

Period 77: E - LANGUAGE FOCUS


10A

2

I. Objectives: 1. Education Aims:- Students know how to pronounce the sound /s/ and /z/ correctly.

- Students revise to-infinitive and Wh-questions. 2. Knowledge:

199

English 10 School year: 2011 - 2012+ Language: - Pronunciation: /s/ and/z/ .

- To-infinitive and Wh-questions. 3. Skills: + Speaking: - Work in pairs to discuss the exercises.

+ Reading: - Read words and sentences aloud.- Read the sentences silently to do the exercises.

II. Anticipated problems: - Students may confuse sound /s/ in English with sound / s / in Vietnamese.III. Teaching aids: - board, chalk, textbook.IV. Procedures: Teacher's activities Students' activities1. Homework checking: ( 5mins)- Ask one st to read the passage they wrote about Eric Clapton's life aloud.- Ask another st to give remarks.- Check and give a mark.2. Pronunciation:( 10 mins)- Aims: to introduce two sounds /s/ and /z / and help sts to practise these sounds.a. Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat.- Tell sts how to pronounce these sounds accurately. / z / : a voiced sound / s / : a voiceless sound- Ask them to look at the textbook, listen and repeat.

- Then ask sts to work in pairs to read the words again so that they can check for each other.- Move around to help .- Ask two sts to read again and give remarks.

b. Ask sts to look at sentences in page 130 in the book.- Ask them to work in pairs to read the sentences and then find out the words containing sound /s / and sound /z / .- Ask them to work in 2 minutes.- Move around to conduct the activity.- Ask one st to report and other sts to give remarks.- Check and give the correct answers.- Ask some sts to read these sentences aloud.- Listen and give remarks.3. Grammar: ( 29 mins) Aims: to revise to-infinitive and Wh-questions and have sts do Ex1,EX2 and EX3.a. to-infinitive:

- One st reads his/her writing aloud in front of the whole class.- Give remarks.- Listen to the teacher.

- Write down two sounds.- Listen to the teacher and repeat.- Look at the book , listen and repeat. / s / / z / Sue zoo sip zip piece peas ...........................- Read these words in pairs and check for their partners.

- Look at the book and work in pairs.- Answers: /s/ /z/ Susan music classical jazz sound records ...............................- Read the sentences.


- Read the example and tell the whole

200

English 10 School year: 2011 - 2012- Recall the use of to-infinitive by giving an example:e.g.: A: What did you buy this cassette player for? B: I bought this cassette player to study English. e.g.: To keep fit, you have to do morning exercises every day.- Ask sts to tell the T the use of to-infinitive in these sentences.Note: - We can put to-infinitive at the beginning or at the end of the sentence.- We can also use in order to or so as to to show purpose.- Ask sts to give some examples.+ Exercise 1:- Ask sts to look at Ex1 and to do the task.- Ask sts to do the exercise in pairs and then compare their answers with other pairs.- Move round to conduct the activity.- Ask some pairs to report.

- Listen and give remarks.+ Exercise 2:- Ask sts to do Ex 2 individually and then share the answers with their friends.- Move round to help if necessary.- Ask some sts to report.- Check and give remarks.

b. Wh-questions:- Ask one st to name some question words they have already known.+ Note:- The question element generally comes first in the sentence.- There is no S - operator inversion in the Wh - question asking about the S.e.g.: Who gave you that present?+ Exercise 3:- Ask sts to do Ex 3 individually and then share the answers with their friends.- Move round to help if necessary.- Ask two sts to write their answers on the board.

- Check and give remarks.5. Homework ( 1 min)

class their ideas.+ Use:- to show purpose.

- Listen to the teacher and take note.

- Give examples.

- Some pairs report.1. I phoned her to tell her good news.2. I'm saving money to buy a cassette player3. She practise singing all day to win the singing contest. ...................................- Listen and correct their work if necessary.

- Do the Ex individually.EX 2: Each st writes three sentences1. to read 2. to buy3. to send 4. to invite5. to learn- Listen to the teacher.

- One st answers:Who, where, when, what, which .....

- Listen to the T and take note.

- Two sts write their answers on the board:1. What will you do if it rains?2. What sort of music does your father enjoy listening to?3. When did he leave for Ho Chi Minh City?4. Who wants to talk to you?5. What did you spend the evening last night?6. What time does the film start?7. Who is your favourite musician?

201

English 10 School year: 2011 - 2012- Part B( page 71 - workbook) 8. Why do you like pop music?

V. EXPERIENCE:

UNIT 13: FILMS AND CINEMAPeriod 78: A - Reading


10A

2

I. Objectives: 1. Education aims: - Students know more about the history of films. 2. Knowledge:

a. General knowledge: - Knowledge about films and cinema.b. Language: - The past simple tense.

- Vocabulary concerning music: scene, camera, character...... 3. Skills: - Speaking : talk in pairs and in groups.

- Reading comprehension: better sts' reading skill through finding the word meanings in contexts, answering questions and identifying the main idea.II. Anticipated problems:

- Students may not have much knowledge and words/phrases about films and cinema.III. Teaching aids: board, textbook, chalk, some pictures.IV. Procedures:

Teacher’s activities Students’ activities1. Warm-up:(5 mins)- Show sts some pictures of famous film stars or scenes in famous films in Vietnam amd in the world.- Ask sts to say the names of these films and film stars.

- Look at the T's pictures .- Stand up and say aloud the names of the films and film stars. ...…...…...…

202

English 10 School year: 2011 - 2012- Get feedback and check.2. Before you read:( 12 mins)Aims: To introduce the topic and provide sts with words/phrases about films and cinema.a. Answering questions:- Ask sts to work in pairs to ask and answer the questions in Before you read.- Go round to help if necessary.- Ask some sts to give answers.

- Listen and check. Sts may give different answers. b.Vocabulary. - Provide sts with the new words/phrases:+ 'sequence (n):chuçi+ motion (n): sù vËn ®éng+ movement (n):sù chuyÓn ®éng+ 'decade (n): 10 years+ au'dience (n):kh¸n gi¶+ spread (v): lan réng- Read each word/phrase 3 times and ask sts to repeat it.- Leave sts 1 minute to self-practice.- Ask 4-5 sts to read all the word/phrases aloud in front of the class( 1 st/ 1 time)- Listen and help sts to read the words/phrases correctly.3. While you read:( 18 min)Aims: Read for information to find the word meaning in contexts, to answer the questions and to find the best title for the passage.+ Task 1: Finding the words in the passage- Ask sts to read the passage indepently then read the definition given in task 1 and scan the passage to find the suitable words.- Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in contexts of the reading.- Ask sts to share their answers with their partners.- Call on 6 sts to read their answers aloud in front of the class.- Get feedback and give remarks.+ Task 2: Answering questions.- Ask sts to work in pairs to read the passage more carefully and find the answers to the questions given.

- Work in pairs to ask and answer.- Give answers orally.1. I want to see a film on T.V because it is cheap and I may feel more comfortable. - I want to see a film at the cinema because I can see the latest film there. ...................................- Others listen




- Read these words and check for their partner.- Read the words aloud.- Listen to the T.


- Report their answers one by one.1. cinema 2. sequence3. a decade 4. rapidly5. scene 6. character- Listen to the T

- Students do the work in pairs- Some pairs report their answers while others watch. 1. It began in the early 19th century.2. They dicovered that when a

203

English 10 School year: 2011 - 2012- Ask sts to highlight or underline the information in the passage that helps them to find the correct answers.- Move round to help is necessary.- 6 pairs are required to give answers in front of the class.

- Listen and help the students to give correct answers.

+ Task 3:- Ask sts to read the passage again individually and choose the best title for the passage.- Ask one or two sts to give answer and to explain why they choose A, B or C.- Listen and check.4 . After you read:( 9 mins) Aims: Students' summary about the history of cinema.- Ask sts to look at the cues given and work in groups to talk about the history of cinema basing on the cues.- Go round to help sts with their work.- Some presentatives of the groups are required to report in front of the class.- Listen and help sts to give correct answers.5. Homework:( 1 min)- Write a summary of the reading text basing on what they have discussed in After you read.

sequence of still pictures were set in motion ..............3. No, they didn't.4. Audiences were able to see long films in the early 1910s.5. the sound was introduced at the end of the 1920s6. As the old silent films were being replaced by spoken ones, the musical cinema appeared.- Self-correct the work

- Read the passage again and choose the best title.Answer: B ( A brief history only)- Listen to their friends and the T.

- Work in groups orally.

- Some sts report.

- Listen to the T.

V. EXPERIENCE:

Period 79: B - SPEAKING Class Teaching date Absentees

10A

2

I. Objectives:

204

English 10 School year: 2011 - 2012 1. Education aims: - Students know about some kinds of film. 2. Knowledge:

a. General knowledge: - Students can talk about some favourite kinds of music. b. Language: - The simple present tense.

- Vocabulary to describe films. 3. Skills: - Asking and answering questions about film.

- Talking about favourite kinds of music. - Expressing attitudes, preferencesII. Anticipated problems:

Sts might not have enough vocabulary to talk about the topic. They might also have difficulty in using the structure find + O+ Adj and confuse adjs with ending in –ing with those ending in -ed.Sts may not have enough vocabulary to talk about the topic.III. Teaching aids:

Textbook, chalk, board, pictures.IV. Procedures: Teacher’s activities Students’ activities1. Warm- up: ( 5 minutes )Aims : to get used to the topic.- Give sts some film posters on the board:+ Names of the films: Shrek (1) The adventures of Sherlock Holmes. (2) The Lord of the Rings (3) Pearl Habour ( 4)- Ask sts to match the films with the correct types of films .- Listen and check.2. Before you speak:( 8 minutes)Aims: :to focus sts on the topic and to introduce the words and phrases used in the task.+ Task 1: - Ask sts to study the table on p. 134 and tick the boxes that suit their preferences for a particular type of films.- Ask sts to compare their answers with a partner.- Call on some sts to report their likes and dislikes.- Listen and give remarks.3.While you speak: ( 20 minutes )Aims: Sts can talk about their favourite type of films..+ Task 2: Find out what your friends feel about each kind of films.- Give sts some new words: + violent (adj): b¹o lùc + horrifying (adj) lµm khiÕp sî + moving (adj): c¶m ®éng

- Look at the posters and match the film with the correct types.

- Some sts give the answers.+ Key:1- cartoon 2- detective film 3- action film 4- war film

- Look at the table and tick .- Compare with their partner’s.- Some sts report: S1: I like science fiction films very much.S2: I don't like cartoons very much.S3: I don't like horror films at all. ......................

- Listen and take notes

205

English 10 School year: 2011 - 2012 + find + O + Adj- Ask sts to read the new words orally and individually- Introduce sts some expressions of agreement and disagreement.+ Agreement: + Disagreement: I agree I don't think so. Yes, exactly Yes, but ........... Right / Sure ! I don't quite agree with you.- Ask some sts to read the model conversation in the textbook.- Divide the class into small groups of 3 and ask sts to find out what the others of their group feel about the given types of films.- Go around to help sts if necessary .- Call on some groups to practise the dialogues.- Listen and give remarks.+ Task 3: Find out the preferences of your friend for films.- Introduce the structure “ prefer st to st” , which can be used to talk about one’s preferences.- Ask sts to make sentences with the structure.- Call on two sts to read the model conversation in the textbook.- Ask sts to work in pairs and find out about their partner’s preference for a particular type of films, basing on the model conversation.- Go around to offer help.- Ask some pairs to practise the dialogues.

- Listen and correct their mistakes.4. After you speak: (10 min )Aims: Sts can talk about the film they have seen.+ Task 4: Talk about a film you have seen.- Ask sts to work in groups to ask and answer about a film they have seen using the suggestions given in the textbook.- Ask sts to take turns to talk about the films they have seen. - Go around to help sts.- Ask some sts present in front of the class if the permits5. Homework: ( 2 min )- Write a short paragraph about a film they have already said about.

- Read the new words orally and individually.

- Listen to the T.

- Read the model aloud.

- Work in groups and ask some sts to present.A: What do yoy think of detective films?B: Oh, I find them exciting.C: I think so. I think they are good fun. ........................

- Listen to the T

- Make sentences with the structure.- Two sts read the model conversation.

- Work in pairs to ask and answer the similar questions.S1: Which do you prefer, thrillers or science fiction films?S2: Well, I suppose I prefer science fiction films to thrillers.- Listen to the T.

- Work in groups.- Some sts report in front of the class.E.g: I saw " Sand life" at the cinema. It is a love story film. It is about the life of a soldier after the war. He has already been married but after the war he returns with another woman. Life with two wives is definitely not easy. I feel sorry for the soldiers' life after the war. I like the film because of its humane value.

V. EXPERIENCE:

206


Period 80: C - LISTENING Class Teaching date Absentees

10A

2


- Sts know how some people can arrange to do st. 2. Language: - Vocabulary on days of the week . 3. Skills: - Listening: Listen for the main idea and fill in the chart .

- Speaking: Talk about sb's plans.II. Anticipated problems:

- Sts may not interested in "The Titanic" as it is an old film.III. Teaching aids:

- Tape, cassette player, textbook, chalk, board.IV. Procedures:

Teacher’s activities Students’ activities1. Homework checking:(7 mins)-Ask one sts to talk about a film he likes best.

- Listen and give remarks.2. Before you listen:(12 mins)Aims:to focus sts on the topic and to review/ introduce the words and phrases used in the listening text.a. Ask sts to work in groups and list the types of entertainments.- Note down the list on board: go to the cinema/ watch TV listen to music/ .............- Ask sts to read the table in the book and put a tick on the right column. - Compare their answers with a partner.- Ask some sts to speak aloud. b. Introduce some new words - ti'tanic (adj): great, huge (The name of a film) - su'ppose(v): think that st is true but not be sure - guess(v): predict, give an answer but do not know if it is right - instead (adv): in the place of st/ sb - Read the words asks sts to repeat.- Ask sts to read the words in pairs.- Ask some sts to read the words again

- One st presents. - Others listen and give remarks.- Listen to the T.

- Work in groups to list the entertainments

- Stand up and give their answers.S1: I never go to the cinema.S2: I often watch T.V.S3: I sometimes listen to the radio.- Listen to their friends.


- Listen and repeat.- Read the words in pairs and correct each other’s mistakes.- Some sts read the words aloud.

207

English 10 School year: 2011 - 20123. While you listen:( 17 mins)+ Task 1: Aims: Sts practise listening and marking True/ False statements.- Tell sts that they are going to listen to a conversation between two friends, Lan and Huong. - Ask sts to work in pairs, look at the picture and guess what the conversation is about.- Ask sts to listen to the talk and answer the question: "What are they planning to do?". T plays the tape once.- Ask sts to exchange their answer in pairs.- Check sts’ answer.

- Play the tape once again and conduct the correction.

+ Task 2:Aims: to practise listening for specific information by fillingin a chart.-Ask sts to have a look at the chart in pairs and make sure they know what information they need to fill in the blanks.- Ask sts to listen to the tape once/twice and take short notes to fill in the chart.- Ask sts to compare their answer in pairs.- Play the tape once again, stop the tape where necessary and conduct the correction.

- Ask sts to look at the chart again and find out if there is a day when both Lan and Huong are free to go to the cinema together.4. After you listen:(8 mins)- Ask sts to work in pairs and use the chart to talk about Lan and Huong's plan for nextweek- Revise some structures to show one's plans: - be going to + V - be V-ing- Move round to check the activities and to make sure that sts are working effectively.- Ask some sts to present in front of the whole class.- Check and gives remarks.5. Homework:(1 min)Write a short paragraph about your plan for next week.

- Listen to the T.

-Work in pairs to guess what the conversation is about.-Listen to the tape and do the task- Exchange their answer.- Gives their answer. They are planning to go to the cinema together to see Titanic - Check their answer and then correct their work if necessary.

- Work in pairs to have a look at the chart.- Listen and do the task.- Compare their notes.

Lan HuongMon see a playTueWed work ang

go to singing club

Thu visit grandparents

Fri take Chinese classes

Sat work (busy)Sun go on a

picnicKey: Tuesday- Check their answer, and then correct their work if necessary.

- Study the chart and find out a day when both of the girls can go to the cinema. Sts give their answer.

- Work in pairs talking about the two people' plans- Some sts present.

208


Period 81: D - WRITING Class Teaching date Absentees

10A

2

I. Objectives: 1. Education Aims: - Students can write a description of a film. 2. Knowledge:

a. General knowledge: - The film Titanic.b. Language: - Language used to describe a film.

- The present tenses . 3. Skills: - Reading: read the description of the film Titanic and then answer the questions.

- Writing: write about a film they have seen.II. Anticipated problems:

- Students may find it difficult to write about the content of the film.III. Teaching Aids: - board, textbook, chalk.IV. Procedures: Teacher's activities Students' activities1. Homework checking :( 5 mins)- Ask one st to talk about Lan and Huong's plans for the next week.- Ask other sts to listen to their friend and give remarks.- Check and give remarks.2. Before you write:( 20 mins)- Aims: to get sts to recognise how to describe a film and to read the information about the film Titanic.+ Task 1:- Introduce the topic of the lesson: describing a film.- Introduce some new words:+'tragic (a): bi th¶m+'luxury (n) : sù xa hoa+'voyage (n): a long journey by sea + ad'venturer (v) : ngêi thÝch phiªu lu.+ be engaged: ®Ýnh h«n+ 'iceberg (n): t¶ng b¨ng tr«i- Ask sts to listen and repeat and then copy down these words into their notebooks.- Ask some sts to read these words again. - Ask sts to read the description of the film Titanic in task 1 and to answer the questions about the film.





- Listen and repeat.- Some sts stand up and read again.- Read the description of the film Titanic in task 1 and to answer the questions about the film.

209

English 10 School year: 2011 - 2012- Allow sts to work in pairs to ask and answer the questions orally.- Move around to help if necessary.- Ask sts to compare their answer with other pairs.

- Get feedback and give remarks.+ Task 2:- Ask sts to think of a film they have already seen and then work in pairs to ask and answer similar questions to those in task 1.- Allow sts to work in pairs in 5 minutes.- Move around to help if necessary and to check .- Correct sts' mistakes if there are any.

3. While you write:( 10 mins)- Aims: Sts practise writing a description of a film they have seen basing on the answers..- Ask sts to write down what they have discussed into their notebooks.- Let sts write in 10 minutes.- Ask them to refer to the model description in task 1 if necessary.- Move around to conduct the activity.4. After you write:( 9 mins)Aims: to get feedback and check sts' work.- Get feedback by asking some sts to read their work aloud.- Ask some other sts to give remarks.- Check and give the correct answer.- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks.


- Work in pairs to ask and answer and then share their answer with their friends.- Present their ideas.1. The name of the film is Titanic.2. It is a tragic love story film.3. It is about the sinking of a luxury liner.4. It is made in America.5. It is based on the true story of Titanic.6. The main character are Jack Dawson and Rose DeWitt Bukater.7. Jack is a young and generous adventurer. Jack and Rose fall in love with each other.8. It has a sad ending.- Listen to the teacher.

- Think of a film that they have seen.

- Work in pairs to ask and answer about the films they have seen.- Listen to the teacher.


- Read their writing: ( a sample paragraph)EX1:" Of all the films I have seen, " Gone with the wind" is the film I like best. " Gone with the wind" is a love story film. It is about the change in a woman 's life during the civil warin America. The film is made in America. It is based on the famous novel " Gone with the wind" written by Margaret Mitchell. The main character is Scallet O'hara. She is a beautiful but ambitious woman.....

210

English 10 School year: 2011 - 2012- Part D (page 79 - workbook). EX2: Of all the film I have seen

Doraemon is the one I like best. Doraemon is a cartoon film. It is about a robotic cat named Doraemon , who

travels back in time from the 22nd

century to help a schoolboy, Nobita Nobi. It is made in Japan. The main characters are Doraemon, Nobita, Shizuka, Gian and Sueno. Doraemon is an itelligent robotic cat, Nobita is a clumsy student, Shizuka is a pretty girl, Sueno is a rich kid and Gian is selfish and violent. The film has a happy ending.

V. EXPERIENCE:

Period 82: E - LANGUAGE FOCUS Class Teaching date Absentees

10A

2

I. Objectives: 1. Education Aims:- Students know how to pronounce the sound /f/ and /v/ correctly.

- Students learn about: - Adjectives of attitude. - Structure: It is/was not until ... that

- Articles: a/an and the 2. Knowledge:

+ Language: - Pronunciation: /f/ and/v/ .- Adjectives of attitude.

- Structure: It is/was not until ... that ... - Articles: a/an and the 3. Skills: + Speaking: - Work in pairs to discuss the exercises.

+ Reading: - Read words and sentences aloud.- Read the sentences silently to do the exercises.

II. Anticipated problems: - Students may find it difficult to distinguish adjectives ending in -ing from adjectives ending in -ed.

211

English 10 School year: 2011 - 2012III. Teaching aids: - board, chalk, textbook.IV. Procedures: Teacher's activities Students' activities1. Homework checking: ( 5mins)- Ask two sts to talk about the films they have seen.- Ask another st to give remarks.- Check and give a mark.

2. Pronunciation:( 10 mins)- Aims: to introduce two sounds /f/ and /v / and help sts to practise these sounds.a. Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat.- Tell sts how to pronounce these sounds accurately. / f / : a voiceless sound / v / : a voiced sound- Ask sts to pay attention to the length of two sounds.- Ask them to look at the textbook, listen and repeat.

- Then ask sts to work in pairs to read the words again so that they can check for each other.- Move around to help .- Ask two sts to read again and give remarks.b. Ask sts to look at sentences in page 139 in the book.- Ask them to work in pairs to read the sentences and then find out the words containing sound /f / and sound /v / .- Ask them to work in 2 minutes.- Move around to conduct the activity.- Ask one st to report and other sts to give remarks.- Check and give the correct answers.- Ask some sts to read these sentences aloud.- Listen and give remarks.3. Grammar: ( 29 mins) Aims: to introduce adjectives of attitude, structure: " It is/was not until ... that ...", articles: " a/an" and "the" and have sts do Ex1,EX2 , EX 3 and EX4.a. Adjectives of attitude:- Firstly ask sts to read the instruction and the example in task 1.- Ask them to do task 1.

- Two sts talk about the films they have seen..- Give remarks.- Listen to the teacher.

- Write down two sounds.- Listen to the teacher and repeat.- Look at the book , listen and repeat. / f / / v / fan van first vine form view ...........................- Read these words in pairs and check for their partners.

- Look at the book and work in pairs.- Answers: /f/ /v/ feels Stephen enough driving photograph van ...............................- Read the sentences.

- Listen to the teacher - Read the instruction and the example and then do task 1.

212

English 10 School year: 2011 - 2012+ Exercise 1:- Ask two sts to write the adjectival forms of the verbs on the board.- Ask sts to compare their answers with other sts.- Move round to conduct the activity.- Look at the board and give remarks.+ Tell sts that there may be two adjectival forms of a verb. One ends in -ing and the other ends in -ed.- Ask sts to look at the example and tell the differenceE.g: interest => interesting and interested - This book is interesting. - I am interested in this book. I 've read it twice.- Ask sts to do task 2.+ Exercise 2:- Ask sts to do Ex 2 individually and then share the answers with their friends.- Move round to help if necessary.- Ask some sts to report.


b. It is/was not until ... that ... :- Give examples so that sts can see the use as well as the form of this structure:E.g: Mary didn't know how to make cakes until I taught her.= It was not until I taught Mary that she knew how to make cakes. I did not start to learn English until 1995.= It was not until 1995 that I started to learn English.- Ask sts to read the examples and tell the teacher which sentences are more emphatic.+ Exercise 3:- Ask sts to do Ex 3 individually and then share the answers with their friends.- Move round to help if necessary.- Ask two sts to write their answers on the board.


Key:1. fascinating 2. exciting3. terrifying 4. irritating5. horrifying 6. boring7. surprising 8. amusing9. embarrassing 10. frustrating

- Listen to the T.- Look at the example.- One st tells the difference:+ The -ing adjectives: the nature of sth/sb+ The -ed adjectives: how sb feels (about sth).

- Some pairs report.1. depressing - depressed2. interested - interesting3. boring - bored4. excited - exciting5. exhausting - exhausted- Listen and correct their work if necessary.

- Read the examples.- Pay attention to the underlined parts.- Tell the T that the second sentences are more emphatic.

- Do the Ex individually.EX3: 1.... 1990 that she became a teacher.2..... he was 30 that he knew how to swim.3..... 1980 that they began to learn English.4. ............. his father came home that the boy did his homework.5. ...... the lights were on that the fooball match started.

213


c. A/an and the- Give an example so that sts can revise the use of these articles:E.g: I have a cat and a dog. The cat is lazy and the dog is intelligent.- Ask sts to do Ex 4.+ Exercise 4:- Ask sts to do this execise in pairs.- Move round to help if necessary.- Ask some sts to report.


5. Homework ( 1 min)- Part B( page 77 - workbook)

- Listen to the teacher.- Read the example and the tell the T the use of these articles:+ A/an: indefinite articles. A/an + N (sing) + The: definite article. The + N- Do the exercise in pairs.- Some sts report:1. a...the...the 2. an...a...a...the...the...the3. the...the...the...the4. an...a...a...the....a- Listen and correct their work if necessary.

V. EXPERIENCE:

UNIT 14: THE WORLD CUP Period 83: A - READING


10A

2

I. Objectives: 1. Education aims: - Students know more about the World Cup. 2. Knowledge:

a. General knowledge: - Knowledge about the World Cup.b. Language: - The passive.

- Vocabulary concerning sport: tournament, final, trophy...... 3. Skills: - Speaking : talk in pairs and in groups.

- Reading comprehension: better sts' reading skill through matching the words in A with the definitions in B, sentence completing and marking true/false statements.II. Anticipated problems:

- Students may not have much knowledge and words/phrases about sport.III. Teaching aids: board, textbook, chalk, some pictures.IV. Procedures:

Teacher’s activities Students’ activities1. Warm-up:(5 mins)- Show sts some pictures of the 2006 World Cup tournament.- Ask sts what they know about the 2006 World Cup tournament.

- Look at the T's pictures .- Stand up and say aloud what they know about the latest World Cup

214

English 10 School year: 2011 - 2012- Get feedback and check.2. Before you read:( 12 mins)Aims: To introduce the topic and provide sts with words/phrases about the World Cup.a. Answering questions:- Ask sts to work in pairs to ask and answer the questions in Before you read.- Go round to help if necessary.- Ask some sts to give answers.

- Listen and check. Sts may give different answers. b.Vocabulary. - Provide sts with the new words/phrases:+ 'tournament (n): gi¶i ®Êu+ 'final (n): chung kÕt+ 'witness (v): chøng kiÕn+ elimi'nation game (n): trËn ®Êu lo¹i+ 'honoured title (n): danh hiÖu cao quý+ 'victory (n): chiÕn th¾ng- Read each word/phrase 3 times and ask sts to repeat it.- Leave sts 1 minute to self-practice.- Ask 4-5 sts to read all the word/phrases aloud in front of the class( 1 st/ 1 time)- Listen and help sts to read the words/phrases correctly.3. While you read:( 18 min)Aims: Read for information to match the words in A with the definitions in B, to do sentence completing and to mark true/false statements..+ Task 1: Matching:- Ask sts to read the passage independently then read the words as well as the definitions given in task 1 and scan the passage to match.- Tell sts to refer to Vocabulary for help and encourage them to try to guess the meanings of the words in contexts of the reading.- Ask sts to share their answers with their partners.- Call on 5 sts to read their answers aloud in front of the class.- Get feedback and give remarks.+ Task 2: Sentence completing.- Ask sts to scan the passage independently then complete each sentence with a word or a number.- Tell sts to refer to Vocabulary for help and

tournament. ...…...…...…

- Work in pairs to ask and answer.- Give answers orally.1. It was held in Japan and Korea.2. Brazil did.3. Germany was. ...................................- Others listen






- Report their answers one by one.1. - b 2 - c 3 - a4 - e 5 - d- Listen to the T

- Scan the passage and find the information.

215

English 10 School year: 2011 - 2012encourage them to try to scan the information as fast as possible.- Move round to help and ask sts to share their ideas.- Call on 5 sts to read and explain their answers aloud in front of the class.

- Feedback and give remarks.+ Task 3:- Ask sts to read the passage again individually and mark true/false statements.- Move around to help.- Ask sts to share the answers with their friends and correct the false sentences.- Ask 5 sts to give answers.- Listen and check.4 . After you read:( 9 mins) Aims: Students' summary of the reading passage.- Ask sts to look at the figures and work in groups to talk about the events mentioned in the passage.- Go round to help sts with their work.- Some presentatives of the groups are required to report in front of the class.

- Listen and help sts to give correct answers.5. Homework:( 1 min)- Write a summary of the reading text basing on what they have discussed in After you read.

- Work in pairs to compare their answers.- Report their answers sentence by sentence.1. 13 2. 32 3. Argentina4. one 5. 26- Listen to the T

- Read the passage again and mark true/false statements.- Present their ideas:1. F ( in 1930) 2. F ( every four years)3. T 4. T5. F ( .... has won the trophy 5 times )- Listen to their friends and the T.

- Work in groups orally.- Some sts report.E.g: 13 is the number of teams that took part in the first tournament. 1930 is the year when the first World Cup was held. ................................- Listen to the T.

V. EXPERIENCE:

period 84: B - SPEAKINGClass Teaching date Absentees

10A

2

I. Objectives: 1. Education aims: - Students know about the World Cup. 2. Knowledge:

a. General knowledge: - Students can talk about the World Cup winners. b. Language: - The simple present tense.

- Vocabulary about football . 3. Skills: - Asking and answering questions about the World Cup.

- Talking about the World Cup winners.

216

English 10 School year: 2011 - 2012II. Anticipated problems:

Sts might not have sufficient vocabulary to talk about the topic. III. Teaching aids:

Textbook, chalk, board, handouts, posters.IV. Procedures:

Teacher’s activities Students’ activities1. Warm- up: ( 5 minutes) Jumble wordsAims :Sts get used to the topic.- Divide the class into small groups of 3 or 4 and introduce the games: Sts are to rearrange the letters into meaning words.- Write some groups of letters on the board.- Ask sts to work in groups.- Ask some goups to give answers .- Introduce the new lesson: Today we will talk about the World Cups.2. Before you speak: (12 minutes)Aims: :to focus sts on the topic and introduce the words and phrases used in the task.+ Task 1: A World Cup 2002 quiz- Ask S to name the team in the photos on page 145:- Before doing the task T give S some new words: + draw (v,n): e.g. a score of 1- 1 + lose the match to sb + defeat sb: beat sb + penalty shoot - out- Give S some handouts and in each handout T writes two questions about the four football teams:Q1. How many times has Italy won the trophy up to World Cup 2006?Q2. Who was the captain of the French national football team in World Cup 2006?Q3. What was the score of the World Cup 2006 final?Q4. Which team was the runner-up in the World Cup 2006?Q5. Who was the head coach of the German team in World Cup 2006?Q6. What nationality was the top scorer in World Cup 2006?Q7. Who was the captain of the English national football team in World Cup 2006?Q8. Who beat England in the World Cup 2006 quarter final?- Ask sts to work in groups to answer the questions.- Go around to check that S work and speak English.- Ask some Ss to answer the questions. 3. While you speak: ( 15 minutes)

- Listen to the T.

- Work in groups and find out the words.- Answers: winner, score, runner-up,host country, champion.

- Answer the question of the T.1- England 3- Italy2- France 4- Germany

- Listen and write down these words into their notebooks.Answer:

1. 4 times

2. Zinedine Zidane

3. 1 - 1( Italy won the game 5 - 3 in a penalty shoout- out.4. France.5.Jurgen Klinsmann

6. German

7.David Beckam

8. Portugal (by 3-1)

- Listen to their friends and check.

217

English 10 School year: 2011 - 2012Aims: Sts can talk about the World Cup tournaments.+ Task 2: - Ask sts to read the information about 17 World Cup tournaments in the table.- Read the model dialogue aloud and then ask two pairs to read the dialogue again. - Ask sts to work in pairs to make similar dialogues about the World Cup tournaments.- Move round to make sure that Sts are working and to help if necessary.- Ask sts to compare their answers with other pairs.- Ask some pairs to report.

- Listen and give remarks.4. After you speak: ( 10 minutes)Aim: S can talk about the World Cup winners+ Task 3: - Introduce the task: S are going to take turns to talk about the World Cup winners in different years.- Ask Sts to read the model in the textbook.- Ask Sts to work in groups and take turns to talk about the WC winner in a certain year.- Go around to check and to offer help.- Ask some Sts to talk about different World Cup if time permit.

5. Homework:( 2 minutes ) Write a paragraph to talk about World Cup 2006.

- Read the table in 2 minutes.- Listen to the T and then some sts read the model again.

- Work in pairs to make similar dialogues.- Say aloud their dialogues:S1: Where was the second World Cup held?S2: It was held in Italy.S3: Which teams played in the final match?S4: Italy and Czechoslovakia. ...............................- Listen to the T.

- Listen to the T.- Some Sts read the model.- Work in group to talk about the WC winners.- Some Sts present in front of the class.Suggested answer:The 17th World Cup was help in Korea and Japan in 2002. The final match was between Brazil and Germany. Brazil defeated Germany by 2 to 0. Brazil becema the champion and Germany was the runner- up.

V. EXPERIENCE:

period 85: C - LISTENINGClass Teaching date Absentees

10A

2


- Sts know some information about PelÐ, the most famous footballer in the world. 2. Language: - Vocabulary on football.

- The simple past tense. 3. Skills: - Listening: Listen and fill in the table, and answer the questions.

218

English 10 School year: 2011 - 2012- Speaking: Talk about important events in Pele's life.

II. Anticipated problems:- Some sts do not like football and have not heard the name of Pele.

III. Teaching aids:- Tape, cassette player, textbook, chalk, board.

IV. Procedures:Teacher’s activities Students’ activities

1. Homework checking:(7 mins)- Ask one st to talk about some World Cup tournaments.- Listen and give remarks.2. Before you listen:(12mins)Aims: to focus sts on the topic and to review/ introduce the words and phrases used in the listening text.a. Ask sts to work in groups and talk about their favourite football players, the name of their football clubs, their nationalities... - Ask sts to work in groups again to look at the pictures in the textbook and discuss the football players in the pictures.

b. Introduce some new words - as a/ an...... : When he/ she was a/an.... - kick (v):( miming) -control(v): to make people/ things do what you want. - participate in (v): take part in - ambassador(n) ®¹i sø - promote(v):to help the progress of st. -Read the words and ask sts to repeat.- Ask sts to read the words in pairs.- Ask some sts to read the words again. 3. While you listen:(17 mins)+ Task 1:Aims: Sts practise listening for specific information by filling in a table.- Tell sts that they are going to listen to a talk about Pele. - Ask sts to have a look at the table in pairs and make sure they know what information they need to fill in the blanks.- Ask sts to listen to the tape twice and take short notes to fill in the table.- Ask sts to compare their answers in pairs.- Ask some sts to report.- Play the tape once again, stop the tape where

- One st presents. - Others listen and give remark.

- Work in groups to talk about their favourite football players

- Discuss the players in the pictures- Some sts stand up and give their answers.1. Pele 2. Maradona 3. Zidane4. Barthez 5. Beckham


- Listen and repeat.- Read the words in pairs and correct each other’s mistakes.- Some individuals read the words aloudSts listen to the T.Sts work in pairs to have a look at the table.

- Listen and do the task.- Compare their notes.- Some sts report.

Year Events(1) 1940

Born in Brazil

1956

(2) Joined in a Brazilian football club

(3) 1962

First world cup championship

219

English 10 School year: 2011 - 2012necessary and conduct the correction.

+ Task 2:Aims: Sts practsce listening for specific information by answering questions.- Ask sts to read the questions in pairs and make sure they understand the questions.- Ask sts to listen to the tape twice and take short notes to answer the questions.- Ask sts to compare their answer in pairs.- Ask some sts to report.

- Play the tape once again, stop the tape where necessary and conduct the correction.

4. After you listen:(8 mins)- Ask sts to work in pairs and use the information in the table and the answers in Task 2 to talk about important events in Pele's life- Move round to check the activities and to make sure that sts are working effectively.- Ask some sts to present in front of the whole class.- Check and give remarks.5. Homework:(1 min)- Write a short paragraph about Pele.

(4) 1974

1200th goal

1977

(5) Retired

- Check their answer, and then correct their work if they have wrong answers.Sts work in pairs to read the questions

- Listen and do the task.- Compare their answer.- Some sts report.1. He was fanous for his powerful kicking and controlling the ball.2. He participated in 3 World Cups.3. He played for an American football club before he retired.4. He became an international ambassador for the sport.- Check their answer, and then correct their work if they have the wrong answer.

- Work in pairs to talk about Pele's life.

- Some sts present.

V. EXPERIENCE:

Period 86: D - WRITINGClass Teaching date Absentees

10A

2

I. Objectives: 1. Education Aims: - Students can write an announcement. 2. Knowledge:

a. General knowledge: - An announcement concerning football.b. Language: - Language used to write an announcement.

220

English 10 School year: 2011 - 2012- The future tenses and the passive voice.

3. Skills: - Reading: read the model announcement.- Speaking: discuss in pairs.- Writing: write an announcement.

II. Anticipated problems:- Students are not familiar with this type of writing.

III. Teaching Aids: - board, textbook, chalk.IV. Procedures: Teacher's activities Students' activities1. Homework checking :( 5 mins)- Ask one st to talk about the milestones in Pele's life.- Ask other sts to listen to their friend and give remarks.- Check and give remarks.2. Before you write:( 20 mins)- Aims: to get sts to know how to write an announcement.+ Task 1:- Introduce the topic of the lesson: Writing an annoucement.- Introduce some new words:+a'nnounce (v): th«ng b¸o+ a'nnouncer (n):ngêi th«ng b¸o+ announcement (n): th«ng b¸o+ co'mmittee (n): uû ban+ post'pone (v):tr× ho·n+due to (prep): v×, do+ se'vere (adj) : very bad.+ con'tact (v):liªn l¹c+ The Ho Chi Minh Communist Youth Union : §oµn Thanh niªn Céng S¶n Hå ChÝ Minh- Ask sts to listen and repeat and then copy down these words into their notebooks.- Ask some sts to read these words again. - Ask sts to read the announcement in their notebooks and then work in pairs to answer the questions that follow. - Allow sts to work in pairs to ask and answer the questions orally.- Move around to help if necessary.- Ask sts to compare their answer with other pairs.

- Get feedback and give remarks.- Tell sts that these four questions are the main





- Listen and repeat.- Some sts stand up and read again.- Read the announcement in pairs and then answer the questions that follow. - Work in pairs to ask and answer and then share their answer with their friends.- Present their ideas.1. The national football championship organizing committee is.2. The match between Nam Dinh and Binh Duong.3. The match will be played at 3 p.m on Sunday, April 25th.4. It will be played at My Dinh national Stadium.

221

English 10 School year: 2011 - 2012contents of an announcement.

+ Task 2:- Ask sts to read two situations in task 2.- Ask them to work in pairs to answer the similar questions to those in task 1.- Ask sts to create the time and the place of the meeting in the first situation.- Allow sts to work in pairs in 5 minutes.- Move around to help if necessary and to check .- Ask sts compare their answers with other pairs.- Ask some pairs to report.

- Correct sts' mistakes if there are any.3. While you write:( 10 mins)- Aims: Sts practise writing one of the two situations.- Ask sts to write down what they have discussed into their notebooks.- Let sts write in 10 minutes.- Ask them to refer to the model announcement in task 1 if necessary.- Move around to conduct the activity.4. After you write:( 9 mins)Aims: to get feedback and check sts' work.- Get feedback by asking some sts to read their work aloud.- Ask some other sts to give remarks.- Check and give the correct answer.- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks.



- Read two situations.- Work in pairs to discuss two situations.- Some pairs report.+ Situation 1:1. Nguyen Trai High School Football Team.2. The team are looking for new players for the new football season.3. The first meeting of volunteers will be at 7 p.m on Sunday, April 15th.4. It will be at Hai Duong Central Stadium.+ Situation 2:1. The HCM Communist Youth Union of NT High School.2. A friendly match with New Stars Football Club.3. It will be played at 5 p.m on Sunday, April 20th.4. It will be played in the football field of New Stars Football Club. - Listen to the teacher.


- Read their writing: ( a model announcement)" Tra Linh High School Football Team wishes to announce that the team are looking for new players for the new football season. Volunteers must be good at football and are students of Tra Linh High School. The first meeting will take place at 7 p.m on Sunday, April 15th

at Tra Linh playground.If you want any further information, you can contact Nguyen Van Ba, class 10 A2 or at 3880178."

V. EXPERIENCE:

222


Period 87: E - LANGUAGE FOCUSClass Teaching date Absentees

10A

2

I. Objectives: 1. Education Aims:- Students know how to pronounce the sound /g/ and /k/ correctly. Students revise: - The uses of will. - The difference between will and be going to. 2. Knowledge:

+ Language: - Pronunciation: /g/ and/k/ .- The uses of will.- Will vs. be going to.


- Read the sentences silently to do the exercises.II. Anticipated problems: - Students may not know the difference between will and be going to.III. Teaching aids: - board, chalk, textbook.IV. Procedures: Teacher's activities Students' activities1. Homework checking: ( 5mins)- Ask two sts to read the announcements they wrote aloud.- Ask another st to give remarks.- Check and give marks.2. Pronunciation:( 10 mins)- Aims: to introduce two sounds /g/ and /k / and help sts to practise these sounds.a. Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat.- Tell sts how to pronounce these sounds accurately. / k / : a voiceless sound / g / : a voiced sound- Ask sts to pay attention to the length of two sounds.- Ask them to look at the textbook, listen and repeat.

- Then ask sts to work in pairs to read the words again so that they can check for each other.- Move around to help .

- Two sts read the announcements aloud.

- Give remarks.- Listen to the teacher.

- Write down two sounds.- Listen to the teacher and repeat.- Look at the book , listen and repeat. / g / / k / group club game kick together cup ...........................- Read these words in pairs and check for their partners.

- Look at the book and work in pairs.

223

English 10 School year: 2011 - 2012- Ask two sts to read again and give remarks.b. Ask sts to look at sentences in page 150 in the book.- Ask them to work in pairs to read the sentences and then find out the words containing sound /g / and sound /k / .- Ask them to work in 2 minutes.- Move around to conduct the activity.- Ask one st to report and other sts to give remarks.- Check and give the correct answers.- Ask some sts to read these sentences aloud.- Listen and give remarks.3. Grammar: ( 29 mins) Aims: to revise the difference between will and be going to, and the uses of will, and have sts do EX1,EX2 and EX3.a. will vs. be going to:- Firstly ask sts to look at the examples and tell the differenceE.g: - Wife: This dress looks beautiful. It must fit me well. Husband: Ok. I will buy it for you.- A: Why did you buy so much paint? B: I'm going to repaint my bedroom tomorrow.

- Listen to the S and give remarks. - Ask sts to do task 1.

+ Exercise 2:- Ask sts to do Ex 1 in pairs and then share the answers with their friends.- Move round to help if necessary.- Ask some pairs to report.- Check and give remarks.b. Will: making predictions- Give an example so that sts can remember the use of will.E.g: A: I like that car very much but I don't have enough money to buy it. B: Ask Jack for some money, please. He is rich and generous. I'm sure he will lend you some.- Ask sts to read the examples and tell the teacher the use of will in this situation.+ Exercise 3:

- Answers: /g/ /k/ group scored goal took Uruguay cat ...............................- Read the sentences.

- Listen to the T.- Look at the examples.- One st tells the difference:+ Will: to talk about the future and the decision is made at the moment of speaking.+ Be going to: to talk about intentions/ decisions which are made before we report them.

- Some pairs report.1. I'll get 2. I'm going to wash3. are you going to paint4. I'm going to buy 5. I'll show6. I will have7. I will do- Listen and correct their work if necessary.- Read the example.- Pay attention to the underlined part.- Tell the T that will is used to talk about what the speaker predicts about the future.

- Do the Ex individually.EX2: 1....he will help .....2. ... won't lend me any money3. ... it will rain today4. ... will have to wear glasses5. .... will have a headache6. won't like it

224

English 10 School year: 2011 - 2012- Ask sts to do Ex2 individually and then share the answers with their friends.- Move round to help if necessary.- Ask two sts to write their answers on the board.

- Check and give remarks.c. Will: making offer- Give an example so that sts can revise the use of will:E.g: A: I'm so tired but I still have a lot of work to do. B: Oh, I will help you to finish it.- Ask sts to do Ex 3.+ Exercise 3:- Ask sts to do this execise in pairs.- Move round to help if necessary.- Ask some sts to report.

- Check and give remarks.5. Homework ( 1 min)- Part B( page 81 - workbook)

7. I will fail- Listen to the teacher.

- Read the example.

- Pay attention to the underlined part.- Tell the T the use of will in this situation:to make offer/ to show willingness.- Do the exercise in pairs.- Some pairs report:1. I will make you a glass of orange juice.2. I'll open it.3. I'll lend you some.4. I'll take you there.5. I'll give you a helping hand.- Listen and correct their work if necessary.

V. EXPERIENCE:

Period 88: TEST YOURSELF E Class Teaching date Absentees

10A

2

I. Objectives: 1. Aims: - Sts revise what they have learned in unit 12, unit 13 and unit 14. 2. Knowledge: - General knowledge in unit 12, unit 13 and unit 14.

- Language: pronunciation and grammar in the above units. 3. Skills: listening, speaking and writing.II. Teaching aids: textbook, chalk, board.III. Procedures: Teacher's activities Students' activities1. Homework checking:( 5 mins)- Ask one st to do Ex 4 in the workbook on the board.- Ask one st to give remarks.- Give remarks and marks.

EX 4:2. It will look ....... 3. you will like...4. you will get ....... 5. They'll be....6. we'll meet ..... 7. she'll come......

225


2. The new lesson:( 39 minutes) - Ask sts to do part II, part III and part IV at home in advance to save time.- Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes.- Ask sts to do listening in class.2.1. Listening:- Ask sts to read the requirement of the task.- Introduce new words:+ 'Jupiter (n): Sao Méc+ senior citizen (n): ngêi giµ+ re'duce (v): gi¶m- Play the tape twice and ask sts to do the task.- Ask sts to share their ideas with their partners.- Get feedback and play the tape again so that sts can check their answers.- Ask other sts to give remarks.- Check and give feedback.2.2. Reading:- Ask sts to work in groups to compare their answers.

- Ask some sts to report his/ her answers aloud.

- Listen and check.

2.3. Grammar:2.3.1.- Ask sts to discuss their answers in groups.- Ask some sts to report.

- Ask two other sts to give remarks.- Check and give the correct answers.2.3.2. to-infinitive:- Ask sts to share their answers with their friends.- Ask 2 sts to write on the board.

8. I'll be..........- One st gives remarks.

- Look at the textbook and read the statements.- Try to focus on the important words.- Copy down these words into their notebooks.- Listen and read after the teacher.

- Listen carefully and do the task.- Work in pairs to discuss their answers.- Some sts report.1. 8.45 2. students3. Mountain 4. are reduced5. 7.30

- work in groups to share their ideas.- Some sts stand up to report.1.He/She has to do a lot of practice and often spends a Saturday or Sunday away from home.2. They are often played on Saturdays and Sundays.3. To play against other school teams.4. No. Sometimes parents, friends and other students will travel with them.5. The whole school does....

- Discuss in groups.- Answers:1. 0 .................2. the ..............3. 0............4. 05.the ..............6. a..................7. the .........8. the9. the .................10. a

226


- Check and give remarks.2.4. Writing:- Ask some sts to read their writing aloud.


3. Homework: ( 1 min)- Part A ( Page 80 - workbook)

- Compare their answers with their parners.- Write these sentences on the board.1. I stayed in to watch a film on T.V.2. I wrote them a letter to thank them for the weekend.3. She went to university to study egineering.4. You should go to Britain to improve your English.5. You should book your tickets well in advance to see that football match.

- Read their writing aloud " The monitor of class 10A2 wishes to announce that the musical performance of class 10A2 to raise money for the people in the flooded areas will be held at 7.30 p.m on Thursday, November 23rd in the school meeting hall. The ticket price is 5,000 VND."- Listen to the teacher's remarks.

V. EXPERIENCE:

Period 89+90: WRITTEN TEST 45' + CORRECT THE TESTClass Teaching date Absentees

10A

2

I. Listening:You are going to listen to a talk about Maximilian. Listen carefully and decide if the following statements are true or false. Tick in the right box to indicate your answer. You will listen to the tape twice.

T F

1. After leaving school, Maximilian worked on his brother's farm. 2. He left the village when he was 18.3. The ship he worked on was sailing to the UK.4. He made a lot of money on Wall Street.

227

English 10 School year: 2011 - 20125. He became a millionaire when he was 35. 6. His first wife was a model. 7. He lives with his first wife now.8. Both of his daughters have become drug addicts. 9. He loves travels and he has visited every country in the world.

10. Neither he nor his brother is happy. II. Reading:

Complete the following passage by choosing one of the given phrases to fill in each blank.

a. was watched b. elimination rounds c. organised by d. every four years e. elimination tournaments f. host nation g. the sport's governing body h. viewed and followed i. was held k. the final tournamentWorld Cup is the most important competition in

international football, and the world's most reprentative team sport event. (1) ...................... Federation Internationale de Football Association (FIFA), (2)................., the World Cup is contested by men's national football teams which are FIFA members. The World Cup is held (3) ................... (except in times of war), but the (4)................... of the competition (which narrows the field of as many as 197 teams down to the final 32 teams) take place over a three-year period, using regional (5).....................

The (6) ............... phase (often called the "Finalists") involves 32 national teams competing over a four-week period in a previously nominated (7).................... Only seven nations have won the World Cup Finals. The most recent football World Cup (8).................. in Germany between June 9 and July 10, 2006. The World Cup Finals is the most widely (9).................. sporting event in the world. The final match of the 2002 World Cup (10).................. by more than one billion people.III. Writing:Use the prompts below to make up complete sentences about Cher, a famous American pop star.1. Cher/ born/ May 20th, 1946/ El Centro/ the USA. .........................................................................................................................................................2. She/ leave/ high school/ when/ she/ 16/ and/ go/ Los Angeles ............................................................................................................................................................3. She/ plan/ take/ acting lessons/ there. .............................................................................................................................................................4. However, she/ meet/ Salvatore Bono/ there/ and/ become/ famous singer/ when/ she/ only/ 19.

228

English 10 School year: 2011 - 2012 ...........................................................................................................................................................5. Cher/ get married/ twice/ and/ have/ a daughter/ a son. .............................................................................................................................................................6. 1977/ she/ decide/ turn/ acting/ again. .............................................................................................................................................................7. Cher/ win/ Best Actress/ the Cannes Film Festival/ 1985/ and/ Oscar/ 1987. .............................................................................................................................................................8. Her long career/ Cher/ be/ successful/ both/ serious actress/ pop star. .............................................................................................................................................................IV. Language Focus:A. Choose the word that has the underlined part pronounced differently from the others.1. a. laugh b. photo c. orphan d. Stephen2. a. because b. tense c. nose d. please3. a. village b. engineer c. age d. game4. a. team b. bread c. meat d. season5. a. God b. globe c. phone d. hostB. Complete the second sentence so that it it has a similar meaning to the first one.1. He didn't return to his native village until the war ended. It was not................................................................................................................2. We couldn't relax until all the guests had gone home. It was not ..............................................................................................3. I only recognized him when he came into the light. It was not until................................................................................................4. Roger wants to buy a book, so he's gone to town. Roger has gone .....................................................................................5. Jane wanted to earn some pocket money, so she got a part-time job. Jane got ............................................................................................................

ANSWERSI. Listening:+ key: 1- F 2 - T 3 - F 4 - T 5 - F

6 - T 7 - F 8 - F 9 - F 10 - F+Tape script:When he left school, Maximilian also started work on the family farm. But he soon became bored. Country life wasn't for him. And so at the age of 18 he left the village. He's only been back three times since then. He went to Buenos Aires and there he got a job on a ship that was sailing to the USA. On the ship he met a rich American businessman. He liked Maximilian and offered him a job. Maximilian learnt quickly and in the next ten years he made a lot of money on Wall Street. He became a millionaire when he was only 25. Since then he has been part of the international jet set. He's had three wives. When he was 30 he married a beautiful model, but she died two years later in a car crash. His second and third marriages both ended in divorce. For the last ten years he has lived alone in his luxury villa in the Bahamas. His family life has not been

229

English 10 School year: 2011 - 2012happy. Two years ago his son went to prison. One of his two daughters has become a drug addict. He's been on television several times and the newspapers have followed his life closely. For the whole of his life he has loved to travel. He's visited almost every country in the world. ' Yes, I've made a lot of money. I've been everywhere and I've done everything. But has it made me happy? Not really. Now look at my brother, Emilio. For several years his life hasn't changed at all. But he's happy. Yes, Emilio is a happy man.'II. Reading:(1) - c 2)- g (3) - d (4) - b (5)- e (6) - k (7) - f (8) - i (9) - h (10) - aIII. Writing:Use the prompts below to make up complete sentences about Cher, a famous American pop star.1. Cher was born on May 20th, 1946 in El Centro in the USA.2. She left high school when she was 16 and went to Los Angeles.3. She planned to take acting lessons there.4. However, she met Salvatore Bono there and became a famous singer when she was only 19.5. Cher got married twice and has a daughter and a son. 6. In 1977 she decided to turn to acting again.7. Cher won the Best Actress at the Cannes Film Festival in 1985 and an Oscar 1987.8. In her long career Cher has been successful both as a serious actress and as a pop star.IV. Language Focus:A. Choose the word that has the underlined part pronounced differently from the others.1.- d ; 2 - b; 3 - d; 4 - b ; 5 - a.B. Complete the second sentence so that it it has a similar meaning to the first one.1. It was not until the war ended that he returned to his native village.2. It was not until all the guests had gone home that we could relax.3. It was not until he came into the light that I recognized him.4. Roger has gone to town to buy a book.5. Jane got a part-time job to earn some pocket money. ....................................................................................................................Date: 10/04/08 UNIT 15: CITIES

Part1: READING (period 91)Class Teaching date Absentees

10A

2

I. Objectives: 1. Education aims: - Students know more about New York City. 2. Knowledge:

a. General knowledge: - Knowledge about New York City.b. Language: - The passive.

- Vocabulary used to describe a city. 3. Skills: - Speaking : talk in pairs and in groups.

- Reading comprehension: better sts' reading skill through guessing words' meanings in contexts, finding specific information.II. Anticipated problems:

230

English 10 School year: 2011 - 2012- Students may not have much knowledge about New York City.

III. Teaching aids: board, textbook, chalk, some pictures.IV. Procedures:

Teacher’s activities Students’ activities1. Warm-up:(3 mins)- Ask sts some questions so that they can find out which city they are reading about. What is the largest city in the USA? Where is the Statue of Liberty situated?- Introduce the topic of the lesson.2. Before you read:( 12 mins)Aims: To introduce the topic and provide sts with words/phrases about New York City.a. Answering questions:- Ask sts to look at the pictures of some well-known places in New York and then ask them some questions: Do you know these places? What are they?- Encourage sts to answer freely.- Guide sts to read the names of these places aloud.- Ask them to match the names to the pictures.- Ask sts to work in pairs to ask and answer the questions in Before you read.- Go round to help if necessary.- Ask some sts to give answers.- Listen and check. Sts may give different answers. b.Vocabulary. - Provide sts with the new words/phrases:+ lo'cate (v): ®Æt ë+ 'harbour (n):bÕn c¶ng+ 'global (a): belong to globe+ 'finance (n):tµi chÝnh+ 'business (n):kinh doanh+' characterise(v):®Æc trng ho¸- Read each word/phrase 3 times and ask sts to repeat it.- Leave sts 1 minute to self-practice.- Ask 4-5 sts to read all the word/phrases aloud in front of the class( 1 st/ 1 time)- Listen and help sts to read the words/phrases correctly.3. While you read:( 20 mins)Aims: Read and guess the meanings of the words from contexts, and find specific information.+ Task 1: Matching:- Ask sts to read the passage independently then read the words in column A as well as the

- Listen to the T and find the answer.S1: New York City is the largest city in the USA.S2: It is situated in New York.- Listen to the T.

- Look at the pictures and answer the T.Ss: Yes, we know.S1: No 1 is the Empire State Building.S2: No 2 is the United Nations Headquarters. ...................- Work in pairs to ask and answer.- Give answers orally.1. It is in the northeast of the USA.2. Sts' answer. ...................................- Others listen





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English 10 School year: 2011 - 2012definitions given in column B and scan the passage to match.- Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in contexts of the reading text.- Ask sts to share their answers with their partners.- Call on 5 sts to read their answers aloud in front of the class.- Get feedback and give remarks.+ Task 2: True or False.- Ask sts to read the sentences in task 2 first, and focus their attention on key words. - Ask sts to read the passage independently and then decide whether the statements are true or false.- Tell sts to refer to Vocabulary for help and encourage them to try to scan the information as fast as possible.- Move round to help and ask sts to share their ideas and correct the false sentences.- Call on 5 sts to read and explain their answers aloud in front of the class.

- Feedback and give remarks.+ Task 3:- Ask sts to read the passage again and work in pairs to ask and answer the questions.- Move around to help.- Ask sts to share the answers with their friends - Ask 5 pairs to give answers.

- Listen and check.4 . After you read:( 9 mins) Aims: to test sts' understanding about the reading passage.- Ask sts to work in groups of three or four to discuss two questions.If you could visit New York, which place(s) of interest there would you like to see? Why?/ Why not?- Go round to help sts with their work.- Some presentatives of the groups are required to report in front of the class.- Listen and help sts to give correct answers.5. Homework:( 1 min)- Write a paragraph to answer the questions in


- Report their answers one by one.1. - d 2 - c 3 - e4 - a 5 - b- Listen to the T

- Read the sentences first and try to focus on the key words.- Read the passage again and do the task.- Share their ideas with their friends.- Report their answers sentence by sentence.1. T2. F. It is ice-free in all seasons.3. T. It is on the Hudson & Passaic River.4. T5. T- Listen to the T

- Read the passage again and work in pairs to ask and answer.- Present their ideas:1. It's in the southeastern part of New York state.2. 7 million in the city and 19 million in the metropolitan region.3. Because it was founded by the Dutch. ...............................- Listen to their friends and the T.

- Work in groups orally.

- Some sts report.

- Listen to the T.

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English 10 School year: 2011 - 2012After you read.

Date: 11/04/08 LESSON 15: SPEAKINGClass Teaching date Absentees

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I. Objectives: Period 92 1. Education aims: - Students know about diferent cities. 2. Knowledge:

a. General knowledge: - Students can talk about the differences between London and New York. b. Language: - The comparative structures.

- Vocabulary to describe a city. 3. Skills: - Asking and answering questions about the two cities.

- Making the comparisions between London and New York.- Talking about the preferences and explain the reasons.

II. Anticipated problems:Sts might have problem using the comparative form of short vs long adjectives

fluently. III. Teaching aids: Textbook, chalk, board, handouts.IV. Procedures:

Teacher’s activities Students’ activities1. Warm- up : (5 minutes) Aims : get used to the topic.- Divide the class into 2 big groups and introduce the quiz: T is going to read out the questions about Hanoi and Ho Chi Minh City. Sts need to listen and give the answers quickly.- The quiz:1. Which city is larger in area- Hanoi or Ho Chi Minh City?2. Which city has a bigger population- Hanoi or Ho Chi Minh City?3. Which city is older- Hanoi or Ho Chi Minh City?4. Which city was known by more names through history- Hanoi or Ho Chi Minh City?5. Which city has more districts- Hanoi or Ho Chi Minh City?6. Which city is closer to the sea- Hanoi or Ho Chi Minh City?2. Before you speak: (8 minutes)Aims: : focus sts. on the topic and introduce the words and grammar used in the task.+ Task 1: Complete each question in A with a suitable word in B- Ask S to do the task individually.- Ask some S to go and write their answers on the board.

- Work in groups and find the answers quickly.

1. Ho CHi Minh City. ( Area of HCM: 2,095 km2, Hanoi: 921 km202. Ho Chi Minh City. ( pop. Of HCM: 6. 2 milion, Hanoi: 3 milion)3. Hanoi ( founded in 1010)4. Hanoi

5. Ho Chi Minh City 6. Ho Chi Minh City

- Listen to the T- Work individually.- Some S write on board

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English 10 School year: 2011 - 2012- Get feedback.

3. While you speak: (20 minutes)Aims: Sts can ask and asnwer about the two cities .+ Task 2:- Ask sts to work in pairs: One S read the infformation about New York city and the other about London, then ask and asnwer about the cities- In their pairs, Ss will take turn to ask and answer about New York and London using the questions in Task 1.- Go around to check and offer help.- Ask sts to share their answers with other pairs.- Call on some pairs to perform in front of the class and give feedback.- Listen and give remarks.

+ Task 3:- Introduce the task: S are going to work in pairs again and compare the two cities they have just asked and answer about.- Call on two students to read aloud the model conversation in the textbook.- Pay attention to the words and phrases printed in bold and review the comparative forms of Adjs and nouns:a Equal Comparison+ Structure:

S + V + as adj / adv as +

S + Modal V/Aux V/BeNPPro

- Equal comparison of nouns:......... as+ many/ few+ countable N+ as

..........as+ much/ little+ uncountable N+ asEg.: as many parks as/ as much money asb Comparative form:+ Structure:

S+V+ comparative adj /adv +than+

S + Modal V/Aux V/BeNPPro

- Comparative nouns: more + count/ uncount - N E.g: more buildings, more money - Ask S to work in pairs to compare the two cities, basing on the model conversation.- Go around to help Sts.

- Answers: 1-d 2- f 3- a-e 4-a-e 5- b-c 6- c-b.

- Work in pairs to ask and answer.S1: Do you know when NY was founded?S2: It was founded in 1624. And what about London?S1: It was founded in 43AD. Ans what is the population of New York?S2: 7 milion. What about London?S1: 7 milion, too. What’s the area of New York?S2: It covers an area of 946 km2. And how large is London? ....................................................

- Read the model aloud.

- Pay attention to the words/ phrases in bold.- Listen to the T and take notes.

- Work in pairs.- Compare the two cities.- Some pairs present in front of the class.

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English 10 School year: 2011 - 2012- Ask some Sts to perform in front of the class. 4. After you speak: (10 minutes)Aim: S can talk about the preferences and give the reasons.+ Task 4: - Introduce the task: S are going to work in groups to talk about their preferences and to give reasons to back up their opinions.- Ask S to draw this table and take notes of their friends’ opinions .

Name City preferred Reasons

- Go around to observe and offer help if necessary.- Call some S to report their findings.- Give corrective feedback.

5. Homework: (2 minutes ) Write a paragraph about New York and London.

- Work in groups to listen and take notes their opinions into the table.- some sts present:E.g.:Hoa prefers New York to London because people are friendlier and opener. Binh prefers living in London because there are more high buildings but Nga prefers working in London because there are more holidays ……

Unit 16: Historical placesPeriod 1: Reading


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I. Objectives: 1. Education aim: - Sts know about Van Mieu – Quoc Tu Giam. 2. Knowledge: a. General knowledge: - Sts can talk about Van Mieu – Quoc Tu Giam. b.Language: Sts can recall more about: - The simple past tense. - Vocabulary to talk about historical places. 3. Skills: - Reading for general ideas and specific information. - Choosing the best suitable words and guessing in context. - Deciding on True or False statements. - Discussing in group.II. Teaching aids: - Textbook, blackboard, chalk, ...…III. Anticipated problems:- Students may not have sufficient words to talk about the topic .IV. Procedure

Teacher’s activities Students’ activities1. Warm-up: Network..(5minutes)- Ask students to work in groups of 3-4 students .- Ask the students to name some historical places in Vietnam. - Work in groups

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English 10 School year: 2011 - 2012- After 2 minutes, the group which has the longest list will be the winner

2. Before you read: (8 minutes)Aims : To provide students with words/phrases about historical places. -- Students are required to work in pairs to answer the questions in the textbook.- Go around to offer help S.- Ask some S to answer the questions.- Listen and help S to give correct answers.Suggested answers:1. Co Loa Citadel. Hoa Lu Capital. Con- Son- Kiep Bac Site. Den Hung Remains, Quang Tri Citadel, Hue Imperial City. Hoi An City, etc.2. Yes, it is. It is the first university of Vietnam.3. Van Mieu- Quoc Tu Giam was founded in 1070 by the Ly Dynastry. It is one of the most visited places in Hanoi.- Give S some new words:* The new words/phrases are: + Confucian ( a): ngêi theo ®¹o Khæng, nhµ nho + engrave ( v): kh¾c, tr¹m træ + stelae ( n): bia ®¸ + banyan trees ( n): c©y ®a + tortoise ( n): con rïaRead each word/phrase 3 times and ask the students to repeat it.Ask 4-5 students to read all the word/phrases aloud in front of the class (1 student/ 1 time)Listen and help the students to read the words/phrases correctly.

3. While you read: (20 minutes)Aims : Read for information to do the task, and do the tasks.Task 1: Guesing in context- Ask the students to read the passage indepently then find the italicised words in task 1.- Write these words on board:Originally, representative, memorialise, engrave, flourish.- Ask S to go back to the text to locate and underline these words and try to guess the meanings.- T might want to check that S understand all these words by callingon some S to tell the meanings in Vietnamese.- S are required to compare their answers with their partner.- Call on students to read and explain their answers aloud in front of the class.- Feedback and give correct answers:* Key:1. b 2. a 3. c 4. b 5. c

- Work in pairs.

- Some S answer the questions

- Read after the T and then read individually.- Listen and take notes

-

- Work individually- Some S do the task orally while others listen.

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English 10 School year: 2011 - 2012 Task 2: Deciding on True or False statement- Ask S read the text more carefully and decide whether the statements are true (T) or false (F). Correct the false information.- Ask s to do the task individually and then check their answers with their friend.- Ask some representatives to give their choice orally in front of the class and explain their answers.- Listen and help S to give the right answer.Answer: 1. F ( it was built in 1070)2. T3. F ( from 11th century to 18th century)4. F ( it is an example of well- preseved traditional Vietnamese architecture)5. T6. T4. After you read: (10 minutes)Aims : S can talk briefly about Van Mieu- Quoc Tu Giam.- Ask S to work in groups of 3 or 4 and prepare a talk about Van Mieu- Quoc Tu Giam, using the suggestions in the textbook.- Go round to help the students with their work.- Ask some S to talk in front of the class and give feedback.Suggested talk: Van Mieu- Quoc Tu Giam is a historical and cultural relic of Vietnam, which attracts a great number of visitors every year. Van Mieu- Quoc Tu Giam was built originally by the Ly dynasty in 1070 in Hanoi. Quoc Tu Giam was considered the first university of Vietnam, which was established on the grounds of Vietnam. Royal exams used to take place here and the first comers were honoured by having their names carved on the stone stelae. These talae were carried on the backs of giant tortoises, which can still be seen today.5. Homework: (2 minutes)- Write a passage about Van Mieu- Quoc Tu Giam.

- Read the text and do the task individually- Check the answers with a partner.

- Some S present.

-

- Listen to the T- Work in groups- S take turn to talk about Van Mieu- Quoc Tu Giam.

Unit 16Period 2: Speaking


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I/ Objectives1. Education aims: - Sts know about the historical places .2. Knowledge:- General knowledge: Sts can talk about a historical place. - Language:

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English 10 School year: 2011 - 2012 The simple past tense. Vocabulary on a historical place.3. Skills: - Asking and answering questions about a historical place.- Talking about historical places.

II/ Anticipated problems: Sts might not have sufficient vocabulary to talk about the topic. III/ Teaching aids:

Textbook, chalk, board, handouts.IV/ Procedure:

Teacher’s activities Students’ activities1. Warm- up: (5 minutes)Aims : get used to the topic.- Introduce the game: You are going to work in groups to match the names of different historical places of interest in Hanoi with their English translatations.1. Chïa Mét Cét a. Presidential Palace2. Cét Cê Hµ Néi b. Temple of Literature3. B¶o tµng C¸ch m¹ng c. Ho Chi Minh Mausoleum4. V¨n MiÕu d. National Museum of Ethnology5. L¨ng Hå Chñ TÞch e. Co Loa Citadel6. Phñ chñ TÞch f. National Museum of Fine Arts7. B¶o tµng D©n téc häc

g. One Pillar Pagoda

8. B¶o tµng LÞch sö h. Flag Tower of Hanoi9. B¶o tµng Mü thuËt i. Revolution Museum10. Thµnh Cæ Loa j. Vietnamese National History

Museum- Go around to observe and check that S work.- Check with the whole class.2. Before you speak: (8 minutes)Aims: : focus sts. on the topic and introduce the words and grammar used in the task.Task 1: Ask and answer about President Ho Chi Minh Mausoleum.- Ask S to study the fact sheet of the monuments and explain new words if any. + stand : place + late( adj): nguyªn, cè cùu + maintenance ( n): b¶o dìng- Ask S to read the model conversation in the textbook.- Ask S some questions as examples.- Ask S to work in pairs to ask and answer about President Ho Chi Minh’s Mausoleum.- Go around to help S.- Call on some pairs to perform in front of the class.Suggested questions: + Where is it located?

- Work in group.

- Give the answers.:

1-e 2- h 3- i4- b 5- c 6- a7- d 8- j 9- f10- e

- read the fact sheet and listen to the T.

- Read the model conversation.- Answer the teacher’s questions.- Work in pairs.- Some pairs present in front of the class.

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English 10 School year: 2011 - 2012 + When did the construction start? + When did the constuction finish? + How many floors are there? + What is the use of each floor? + What time is it open? + What time is it closed? + Is photography allowed inside?3. While you speak: (20 minutes)Aims: Sts can ask and asnwer about the two historical places .Task 2: An information gap activity- Introduce the task: S going to ask and answer about Hue Imperial City and Thong Nhat Conference Hall.- Give S some new words: + World Cultural Heritage:Di s¶n v¨n ho¸ thÕ giíi + Comprise (v): bao gåm + The Royal Citadel: Hoµng thµnh + The Imperial Enclosure: Thµnh néi + The Forbidden Purple City: Tö cÊm thµnh + Admission: gi¸ vÐ vµo cöa + Reunification Hall: Dinh Thèng nhÊt + To be heavily damaged: bÞ ph¸ huû nÆng nÒ + Air bombardment: nÐm bom + Chamber: phßng- Ask S to work in pairs- In their pairs, Ss will take turn to ask and answer about two histirical places using the questions in task 1.- Go around to check and offer to help.- Call on some pairs to perform in front of the class and give feedback.

4. After you speak: (10 minutes)Aim: S can talk about the historical place they have been to.Task 3: - Introduce the task: S are going to work in groups to ask and answer questions about a historical place they have been to.- Remind S to take notes of their friends’ talk while listening so that they can report in front of the class.- Go around to help S .- Call some S to report their findings.- Give corrective feedback.5. Homework: (2 minutes ) Write a paragraph to talk about a historical place .


Date: 07/05/08 LESSON 4: WRITINGClass Teaching date Absentees

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I. Objectives:

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English 10 School year: 2011 - 2012 1. Education Aims: - Students can describe a chart. 2. Knowledge:

a. General knowledge: - Student knows how to read the information in a chart.b. Language: - Language used to describe a chart.

- The past tenses. 3. Skills: - Reading: read the model description.

- Speaking: discuss in pairs.- Writing: write a description.

II. Anticipated problems:- Students are not familiar with this type of writing.

III. Teaching Aids: - board, textbook, chalk.IV. Procedures: Teacher's activities Students' activities1. Homework checking :( 5 mins)- Ask one st to talk about the ancient town of Hoi An.- Ask other sts to listen to their friend and give remarks.- Check and give remarks.2. Before you write:( 20 mins)- Aims: to get sts to know how to write a description of a chart.+ Task 1:- Firstly, ask sts to look at the chart and explain the information in the chart.- Ask them to look at the chart and then answer the questions in pairs.- Move around to help if necessary.- Ask sts to compare their answer with other pairs.

- Get feedback and give remarks.- Introduce some useful words/expressions that sts can use when describing a chart.+ Beginning: Answer the question: " What does the chart show?" - Answer: The chart shows................. The chart presents some information ....+Expressions: As we can see from the chart, ............. It can be seen from the chart



- Read the chart and try to understand the information in the chart.- Work in pairs to ask and answer and then share their answer with their friends.- Present their ideas.1. The USA had the biggest number of visitors to Vietnam in 2001.2. 99,700 visitors.3. Australia did.4. No, it isn't.5. France did.6. The number of American visitors to Vietnam in 2002 increased by 29,497 in comparison with that in 2001.- Listen to the teacher.

- Copy down these words into their notebooks.

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English 10 School year: 2011 - 2012that ......... According to the chart, .................+ Verbs: increase >< decrease reduce, rise, .....+ Adverbs: rapidly, quickly, sharply, steadily, etc.+ Comparatives and superlatives.3. While you write:( 10 mins)- Aims: Sts practise describing the chart.+ Task 2:- Ask sts to write a description of the chart.- Ask them to use the answers to the questions above to write.- Let sts write in 10 minutes.- Move around to conduct the activity.4. After you write:( 9 mins)Aims: to get feedback and check sts' work.- Get feedback by asking some sts to read their work aloud.- Ask some other sts to give remarks.- Check and give the correct answer.- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks.



- Read their writing: ( a model description)" The chart shows the number of visitor arrivals to Vietnam from the USA, France and Australia in 2001 and 2002. The statistics were provided by Vietnam National Administration of Tourism. It is clear from the chart that the number of visitors to Vietnam from the USA, France and Australia in 2002 is higher than that in 2001. According to the chart, the USA had the biggest number of visitors to Vietnam with 230,470 visitors in 2001 and 259,967 in 2002. France ranked second with 99,700 visitors in 2001 and 111,546 in 2002....... "

Date: 08/05/08 LESSON 5: LANGUAGE FOCUSClass Teaching date Absentees

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I. Objectives: 1. Education Aims:- Students know how to pronounce the sound /ʒ / and / ʃ / correctly.

- Students revise: - Comparatives and superlatives. 2. Knowledge:

+ Language: - Pronunciation: / ʒ / and/ ʃ / .- Comparatives and superlatives. - Making comparisons.


- Read the sentences silently to do the exercises.II. Anticipated problems:

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English 10 School year: 2011 - 2012 - Students may forget the knowledge about comparisons.III. Teaching aids: - board, chalk, textbook.IV. Procedures: Teacher's activities Students' activities1. Homework checking: ( 5mins)- Ask two sts to read the description of the chart they wrote at home aloud.- Ask another st to give remarks.- Check and give marks.2. Pronunciation:( 10 mins)- Aims: to introduce two sounds /ʒ / and / ʃ / and help sts to practise these sounds.a. Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat.- Tell sts how to pronounce these sounds accurately. / ʃ / : a voiceless sound / ʒ / : a voiced sound- Ask sts to pay attention to the length of two sounds.- Ask them to look at the textbook, listen and repeat.

- Then ask sts to work in pairs to read the words again so that they can check for each other.- Move around to help .- Ask two sts to read again and give remarks.b. Ask sts to look at sentences in page 175 in the book.- Ask them to work in pairs to read the sentences and then find out the words containing sound /ʒ / and sound / ʃ / .- Ask them to work in 2 minutes.- Move around to conduct the activity.- Ask one st to report and other sts to give remarks.- Check and give the correct answers.- Ask some sts to read these sentences aloud.- Listen and give remarks.3. Grammar: ( 29 mins) Aims: to revise comparatives and superlatives, and making comparisons, and have sts do EX1,EX2 and EX3.a. Comparatives and superlatives:- Firstly ask sts to look at the examples and revise the comparative and superlative form of the adjectives.E.g: My house is smaller than your house.

- Two sts read the announcements aloud.

- Give remarks.- Listen to the teacher.

- Write down two sounds.- Listen to the teacher and repeat.- Look at the book , listen and repeat. / ʒ / / ʃ / television shop pleasure machine measure Swedish ...........................- Read these words in pairs and check for their partners.

- Look at the book and work in pairs.- Answers: / ʒ / / ʃ / pleasure shouldn't Asia shop illusions washing ...............................- Read the sentences.

- Listen to the T.- Look at the examples.- One st tells the T the comparative and superlative form of the adjectives:Adjectives Comparatives SuperlativesShort adjs .....- er the .....-

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English 10 School year: 2011 - 2012 My house is the smallest in this street. Exercise 1 is more difficult than exercise 2. Exercise 1 is the most difficult in this book.- Ask sts to tell the T the comparative and superlative form of the adjectives. - Listen to the S and give remarks. - Notes:Irregular adjs good => better => the bestbad => worse => the worstfar => further/farther => the furthest/farthest- Ask sts to do EX 1.+ Exercise 1:- Ask sts to do Ex 1 in pairs and then share the answers with their friends.- Move round to help if necessary.- Ask some pairs to report.


+ Exercise 2:- Ask sts to read the requirement and the example carefully.- Ask sts to do the Ex individually.- Move round to help if necessary.- Ask sts to share their ideas with their friends.- Ask two sts to write the sentences on the board.- Ask other sts to give remarks.

b. Making comparisons:- Ask sts to EX3.+ Exercise 3:- Ask sts to do Ex3 in pairs and then share the answers with their friends.- Move round to help if necessary.- Ask some sts to report in front of the whole class.

- Check and give remarks.5. Homework ( 1 min)- Part B( page 91 - workbook)

estlong longer the longesthot hotter the hottest.... ..... .........Long adjs more ..... the most ....expensive more expensive the most ex. ....... .......... ...........

- Some sts report.1. young => younger => the youngest2. happy => happier => the happiest3. big => bigger => the biggest4. busy => busiest => the busiest ...................................- Listen and correct their work if necessary.

- Read the requirement and the example carefully.- Do the Ex individually.2. My sister is younger than me.3. Who is the oldest in the class?4. Concord used to be the fastest passenger plane in the world. .................................- Listen to the teacher.

- Do the exercise in pairs.- Some sts report:1. v 2. so 3. more4. the 5. the 6. v7. than 8. of 9. v ................................- Listen and correct their work if necessary.

Date: 09/05/07 TEST YOURSELF FClass Teaching date Absentees

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I. Objectives: 1. Aims: - Sts revise what they have learned in unit 15 and unit 16. 2. Knowledge: - General knowledge in unit 15 and unit 16.

- Language: pronunciation and grammar in the above units. 3. Skills: listening, speaking and writing.II. Teaching aids: textbook, chalk, board.III. Procedures:

Teacher's activities Students' activities1. Homework checking:( 5 mins)- Ask one st to do Ex 4 in the workbook on the board.- Ask one st to give remarks.

- Give remarks and marks.2. The new lesson:( 39 minutes) - Ask sts to do part II, part III and part IV at home in advance to save time.- Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes.- Ask sts to do listening in class.2.1. Listening:- Ask sts to read the requirement of the task.- Play the tape twice and ask sts to do the task.- Ask sts to share their ideas with their partners.- Get feedback and play the tape again so that sts can check their answers.- Ask other sts to give remarks.- Check and give feedback.2.2. Reading:- Ask sts to work in groups to compare their answers.- Ask some sts to report his/ her answers aloud.- Listen and check.2.3. Grammar:2.3.1. Non-defining Relative Clauses:- Ask sts to discuss their answers in groups.- Ask some sts to write on the board.

- Ask two other sts to give remarks.- Check and give the correct answers.

EX 4:3. larger 4. the longest 5. the worst 6. happier 7. the most popular ...........................- One st gives remarks.

- Look at the textbook and read the statements.- Listen carefully and do the task.- Work in pairs to discuss their answers.- Some sts report.1. three 2. friends 3. capital4. crowds 5. noisy 6. interesting ............................

- work in groups to share their ideas.- Some sts stand up to report.1. C 2. A 3. A 4. A 5. A

- Discuss in groups.- Answers:1. Their house, which is quite big and modern, ....2. The new English teacher, who I met yesterday, .....3. Sandra has got a new job with Capital Insurers, which is a much .....

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2.3.2. Comparisons:- Ask sts to share their answers with their friends.- Ask some sts to report:.

- Check and give remarks.2.4. Writing:- Ask some sts to read their writing aloud.


3. Homework: ( 1 min)- Part A ( Page 85 - workbook)

..........................................

- Compare their answers with their parners.- Answers:1. bigger 2. best3. better 4. more polluted5. more stressful

- Read their writing aloud "Taipei, which is the capital city of Taiwan, was founded in the 18th century. It has a population of 2.3 million. It is the country's most exciting city, but the weather there is very humid and not very pleasant. Taipei is a busy city, and the streets are always full of people. It is famous for excellent museums."- Listen to the teacher's remarks.

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Giao an Tieng Anh 10

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