Unit 1 A day in the life of
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Preparing date:
Teaching date:
<b>LESSON 1:</b>
<b>HƯỚNG DẪN HỌC KIỂM TRA</b>
I) MỤC ĐÍCH:
Giúp học sinh nắm được cấu trúc bài học, cách kiểm tra đánh giá.
II) NỘI DUNG:
1. Các đơn vị bài học:
Tiếng Anh 10 được biên soạn theo chủ điểm gồm 16 đơn vị bài học và 6 bài ôn.
Mỗi một đơn vị bài học ứng với một chủ đề cụ thể, gồm các mục như sau:
a. Reading:
Gồm một hoặc một số đoạn văn có độ dài khoảng 180 - 220 từ giúp học sinh
làm quen với chủ đề đơn vị bài học.
b. Speaking:
Gồm các hoạt động luyện kỹ năng nói theo các chức năng ngơn ngữ, chủ đề bài
học.
c. Listening:
Gồm các đoạn văn, đoạn hội thoại liên quan đến chủ đề bài học.
d. Writing:
Gồm các bài tập phát triền kỹ năng viết, như viết thư, mô tả dữ liệu, trần thuật.
e. Language focus:
Gồm pronunciation, grammar và vocabulary
- Các bài Test yourself được thực hiện sau mỗi chủ đề lớn giúp các em tự kiểm
tra khả năng hiểu biết của mình.
2. Cách kiểm tra và đánh giá:
- Cả năm có 4 bài kiểm tra 15', 4 bài kiểm tra 1 tiết, 2 bài kiểm tra học kỳ.
- Sau mỗi bài có 1 tiết để trả bài và chữa bài.
---Preparing date:
Teaching date:
<b>UNIT 1: A DAY IN THE LIFE OF</b>
<b>LESSON 2: READING</b>
I) Objective:
1. Aim:
- By the end of the lesson, students know more about the work in the
countryside. They know to love their works.
2. Knowledge:
- Lexical items: lead the buffalo, field, flough, harrow, peasant, bank,
plot, pump, transplanting.
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3. Skills:
- Main skill: Reading
- Sub skill: Speaking
II) Method:
- Communicative approach
- Others
III) Teaching aids:
- Teacher's book
- Handouts
- Pictures
IV) Procedure:
Teacher's activities Pupils' activities
* Warm up:
- Divide the class into 4 groups, give
them some hanhouts and ask them to
stick
1. doctor
2. farmer
3. teacher
4. secretary
a. school
b. hospital
c. field
d. office
- Ask pupils to go to the board and slick
- Hang some pictures on the board and
ask students to guess meaning of pictures
- Call some students answer
- Hang the extraboard with these words
which farmer usually do:
+ Singing, leading a buffalo, getting up
early, preparing meals for family, doing
homework, chatting with friends,
learning lesson, taking care of children,
preparing the bank of the plot of land,
teaching, pumping water transplanting,
ploughing and harrowing, drinking tea.
- Call some students to choose
- Guide students to read all the words
2) While - reading:
- Work in groups
1-b
2-c
3-a
4-d
- Work in pairs
+ Leading buffalo to the field
+ Pumping water
- Work in group
- Go to the board and underline the
words
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- Ask them to read all the text
individually
- Ask students to find Mr. Vy and Mrs
Tuyet's activities
- Call some students to read their result
1. The alarm goes off at 4:30.
2. It takes me 45 minutes to get ready.
3. We chat about our work.
4. We are contented with what we do.
- Explain some difficult phrases
- Read the title of task 2 aloud
- Get students to read the text again and
answer the questions
- Ask pupils to work in pairs
- Call some pairs to read to check
- Correct their mistakes
- Read task 3 aloud then guide pupils to
do
- Read individually
1, Task 1:
- Read aloud
1-C
2-C
3-A
4-A
- Listen carefully
2, Task 2:
- Answer
- Work in pairs
P1: What's Mr. Vy's occupation?
P2: He's a farmer.
P1: What time does he get up and
what does he do after that?
P2: He gets up at 4:30 and then he gos
the kitchen to boil some water for his
morning tea.
P1: What does he do in the morning?
P2: In the norning he pluoghs and
harrow his plot of land, drinks tea and
smocks local tobacco during his
break.
P1: What do Mr. Vy and his wife do
ih the afternoon?
P2: In the afternoon, they repair the
bank of land. Mr. Vy pump water into
it while his wife does the
transplanting.
P1; Are they happy with their lives or
not? Why?
P2: Yes, they are. Because they love
working and they love their children.
- Listen carefully
- Work individually
+ In the morning:
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- Ask some pupils to read their result and
check
- Correct their mistakes
3) Post - reading:
- Ask students Clouse their books and
discuss about Mr. Vy and mrs Tuyet's
daily routines
- Call some students to tell about their
result
4) Homework:
- Write something about your daily
routines
- Read and write all new words
- Pepare speaking for next time
boils water for tea, driks tea, has quick
breakfast, lead the buffalo to the field.
5:15 leaves house
5:30 arrives in the field, ploughs and
harrows
7:45 takes a break
10:30 goes home
11:30 has lunch with family
+ In the afternoon:
2:00 Mr. Vy and Mrs Tuyet go to the
field again. He pump water into the
plot of land. She does the
transplanting.
6:30 p.m finish work
7:00 have dinner
+ After dinner: Watch TV, go to bed;
sometimes visit neighbours, chat with
them
- Read aloud
- Listen and write down
- Work in group
- Tell about
Do at home
---Preparing date:
Teaching date:
<b>UNIT 1: A DAY IN THE LIFE OF</b>
<b>LESSON 3: SPEAKING</b>
I) Objective:
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- By the end of the lesson, students will be able to ask and answer about
other work. They can tell about their routines and other work.
2. Knowledge:
- Lexical items: subject words
- Structure: - present simple tense
- telling the time (rivire)
3. Skills:
- Main skill: Reading
- Sub skill: Speaking
II) Method:
- Communicative approach
- Others
III) Teaching aids:
- Teacher's book
- Students' book
- Extra board
IV) Procedure:
Teacher's activities Pupils' activities
* Warm up:
- Hang the extra board with ten subjects
on the board and ask pupils to read all the
words three minutes then put the extra
board on the table and ask pupils to
repeat who repeat more words that win
1) Pre-speaking:
- Review the way telling the time, ask
pupil to match a number in column A
with a sutable phrase in B- handout
- Study and do it
1. Civic Education
2. Technology
3. Maths
4. Physics
5. Literature
6. Biology
7. Chemistry
8. Physical education
9. History
10. Information-technology
- Work in groups
<b>A</b> <b>B</b>
1) 7:15
2) 8:05
3) 8:55
4) 9:45
5) 10:40
6) 17:00
a) a quarter to ten
b) five to nine
c) five past eight
d) a quarter past
seven
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- Call some pupils to go to the board and
check
Task 1:
- Read the title of task 1 then guide pupils
to do
- Read and write model sentences on the
board
A: What time does Quan have a Civic
Education lesson on Monday?
B: He has a Civic Education lesson at
7:15 a.m.
A: What lesson does Quan have at 7:15
a.m on Monday?
B: At 7:15 a.m on Monday he has Civic
Education lesson.
- Ask pupils to work in pairs
2) While - speaking:
- Ask pupils to look at these picture
carefully
- Guide pupils to do task 2
- Give them guieded questions
Ex: What time does Quan get up?
7) 6:00
8) 18:30
f) half past six p.m
g) 5 o'clock p.m
h) 6 o'clock a.m
Answer:
1 - d 2 - c 3 - b 4 - a
5 - e 6 - g 7 - h 8 - f
- Listen
- Work in pairs
A: What time does Quan have a
physic lesson on Tuesday?
B: He has physic lesson at 7:15 a.m.
A: What lesson does Quan have at
7:15 a.m on Tuesday?
B: At 7:15 a.m on Tuesday he has
physic lesson.
A: What time does Quan have a
geography lesson on Thursday?
B: He has a geography lesson at 8:05
a.m on Thursday.
A: What lesson does Quan have at
8:05 a.m on Thursday?
B: At 8:05 a.m on Thursday he has
geography lesson.
A: What time does Quan have a
English lesson on Friday?
B: He has a English lesson at 8:55
a.m.
A: What lesson does Quan have at
8:55 a.m on Friday?
B: At 8:55 a.m on Friday he has
English lesson.
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What does do at 14:15?
- Ask pupils to work in groups and tell
about Quan's activities
- Call some pupils to speak to check
3) Post - speaking:
- Ask pupils to tell about their routine
- Call some pupils to tell about their daily
routines
4) Homework:
- Write a short passege about 50 words
tell your daily routine
- Prepare listening for next time
- Work in group
Quan gets up at 2:00 p.m and 2:15 he
studies or read books. At 4:00 he
watches TV. Then at 5 p.m he cycles
to the stadium and plays football with
his friends at 5:15. At 6:30 he cycles
home. At 6:45 he takes a shower and
he has diner with his family at 7:00.
At 8:00 he does his exercises.
- Speak aloud
- Study and tell about their daily
routines
I usually get up at 5:30. I clean my
face and teeth then I have look at my
exercises and learn my lessons for the
day again. At 6:00 I have breakfast
then I leave home for school on my
bike at 6:30.
I have classes from 7:00 untill 11:30
a.m. i usually have lunch at 12:00.
After lunch I usually take a short nap
about 30 minutes. In the afternoon, I
study all my lessons and do exercise
or homework gien in the morning
classes.
After dinner, I usually watch TV
untill 7:30 then I study and do extra
exercises. I usually go to the bed at
10:00.
- Tell about their routine
Do at home
---Preparing date:
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<b>Unit 1: a day in the life of</b>
<b>Lesson 4: Listening</b>
I) Objective:
1. Education aims:
Students try to learn about the poor labour people daily routine
2. Knowledge:
By the end of the lesson, students will be able to get more information
about a cyclo driver's daily routine.
3. Lexical items:
- Vocabulary: pedal, purchase, drop
- Grammar: The simple past tense
4. Skills:
- Main skill: listening
- Sub skill: speaking
II) Method:
- Communicative approach
- Others
III) Teaching aids:
- Tape-script
- Extra board
- Pictures
IV) Procedure:
Teacher's activities Pupils' activities
* Warm up:
- Show the extra board on the board and
ask students to rearrange jumble words
to make them meaningful words
CCLOY
RIEDV
SNESGERPA
DOFOSALLT
- Check the answers
- Give statements
+ He has a cycle. He drives passenger
everyday. He usually has meals at a
footstall.
- Ask question: Who is he?
- Today, we will listen about Mr. Lam, a
cycle driver in HCM City talk about his
daily activities.
1) Before-listening:
- Ask students to practice asking and
answering the questions
- Call on some students to practice
- Study jumble words and work in
pairs
* Key:
+ cycle
+ driver
+ passenger
+ footstall
* Key: He is a cyclo driver
- Work in pairs
* Key:
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+ Present new words
- Guide pupils to read
- Call some pupils to read
2) While-listening:
- Show the picture of a cyclo driver and
ask students to describe them
- Go around and help
- Call tow pupils to report
+ What can you see in the first picture?
- Ask students to predict the order of the
pictures before listening
- Check their prediction
- Play the tape once
- Play the tape again and check
- Give correction
- Ask students to scan the statement and
decide whether the statements are true
or false
- Play the tape
- Ask students to report
2. Last summer holiday
3. Yes, it is.
4. I prefer going by cyclo because I
don't feel tired
I) New words:
- pedal (v) đạp xe
(n) bàn p
- purchase (n) mua
- drop (v) thả, cho khách xuèng
- Work in groups
* Key:
- In the first picture, I can see a cyclo
driver and he is riding his cyclo.
- Some people are eating something
in 2nd<sub> picture.</sub>
- A cyclo driver is riding his cyclo
with some children in 3rd<sub> picture.</sub>
- A man is sleeping in his cyclo under
a big tree in 4th<sub> picture.</sub>
- A cyclo driver is getting up in 5th
picture.
- A cyclo driver is riding an old man
in 6th<sub> picture.</sub>
- Work in groups
* Key:
1 - e 2 - f 3 - a
4 - c 5 - b 6 - d
- Try to listen and number the
pictures in correct order
II) Task 2:
- Work individually
- Listen and check
- Compare the answer
* Suggested keys:
1. F
2. T
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- Play the tape
- Correct
3) After-listening:
- Ask students to take turns to ask and
answer questions about Mr. Lam, using
the cues below
- Call some pupils to practice
- Ask students to retell Mr. Lam's
activities
- Have some students to report
4) Homework:
- Ask students to write 50 words about
Mr. Lam's daily activities
- Prepare next lesson
4. F (is an old man)
5. F (at a footstall near Ben Thanh
market)
6. F (He parks his cyclo under tree
take a short rest)
III) Task 3:
- Work in pairs
* Key:
+ What is his name? His name is
Lam.
+ What is his occupation? He is a
cyclo driver.
+ When does he start work? At 6 a.m
+ Who are his passengers? An old
man, a lady, two school pupils (a girl
and a boy)
+ When does he have lunch? At 12
o'clock noon
+ Does he take a rest? Yes, he does.
- Work in group
- Report
Do at home
---Preparing date:
Teaching date:
<b>Unit 1: a day in the life of</b>
<b>Lesson 5: Writing</b>
I) Objective:
1. Aims:
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2. Lexical items:
- Stare death in the face, dip, gain height, scream, fasten seat belt,
announce
- Structure: The simple past tense
Time expressions
II) Method:
- Communicative approach
- Others
III) Teaching aids:
- Worksheet
- Extra board
- Handouts
IV) Procedure:
Teacher's activities Pupils' activities
* Warm up:
- Give handouts and ask students to
answer the questions
- Call some pairs to report
1) Pre-writing:
- Ask students to scan the passage and
underline the new words appearing in
the passage
- Explain new words
- Guide pupils to read all new words in
chorus
- Call them to read
- Ask students to read the passage
aganin and find the verbs are used in
the past simple and time expression
- Call some students to report
- Emphasize the usage of simple past
to report a narrative
2) While-writing:
- Study handouts and work in pair
a. Have you ever heard a frightening
story?
b. When did it happen?
c. Where did it happen?
d. How did you feel about that?
- report
1, Task 1:
- Read the passage in silence
+ stare death in the face: đối mặt với
tử thần
+ to dip: d×m
+ gain height: đạt đợc độ cao cần
thiết
+ to scream: kêu gào
+ fasten seat belt: thắt đai an toàn
+ to announce: thông báo
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- Explain the title of task 2
- Ask students to identify the event the
climax and the conclution of the story
- Go around and help
- To share their their result
- Correct
3) Post-writing:
- Ask students to practise writing a
narrative about a hotel fire using the
frompts
4) Homework:
- Ask students to write a narrative they
remembed
- Listen
- Work in group, using worksheet
+ The even: Got on plane, plane took
off, hostesses were just beginning to
serve lunch when the plane began to
shake, plane seemed to dip, people
screamed in panic
+ The climax: We thought we had only
minutes to live
+ The conclution: Pilot announced that
everything war all right, we landed
safely
- To share
- Listen
- Work in group, using the extra bourd
* Key:
Last year, I spent my summer holiday
at a seaside town. The hotel was
modern and comfortable. I had a
wonderful holiday until the fire. It was
Saturday evening and everybody sas
sitting in the discothgue on the ground
floor. It was crowded with people.
They were dancing and singing
happily. Suddenly, I smelt smoke.
Then black smoke began ti fill in the
room. Everybody started to scream in
panic. People ran toward the fire esits.
One door was blooke. Many people
began coughing and choking. Then,
justas we though we had only minutes
to live, the fire brigate arrived. Firenem
fought thir way into the room and soon
everyone was safely out of the building
Luckily, nobody was seriously hurt. It
was the most frightening experience in
my life.
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- Repare next lesson
---Preparing date:
Teaching date:
<b>UNIT 1: A DAY IN THE LIFE OF</b>
<b>LESSON 6: Language Focus</b>
I) Objective:
1. Aim:
- By the end of the lesson, students will be able to know more about the
way to use and form simple present, simple past, adverbs of frequency.
- Help students practise pronuncing the to vovels /i:/ and /i/
2. Lexical items:
- Vocabulary: creep, leap, as a rule
- Grammar: Review the simple present, the simple past tense and
adverbs of frequency
3. Skills:
- Main skill: Speak for specific information
- Sub skill: Writing
II) Method:
- Communicative approach
- Others
III) Teaching aids:
- Extra board
- Handouts
- Pictures
IV) Procedure:
Teacher's activities Pupils' activities
* Warm up:
- Hang the extra board on the board
and ask students to rearrange the
jumble words to make them
meaningful sentences
- Call two students to answer
- Check the answer and note the
pronunciation of two vowels /i:/ and /i/
1) Pronunciation:
- Read aloud two vowels /i:/ and /i/
- Guide students the way to practise
- Study the jumble words and work in
group
+ Sheep, a, I, on, can, ship, the, see
Key: I can see a ship on the ship.
- Listen to the teacher's pronunciation
a, Listen and repeat
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reading minimals pairs
- Call some students to read aloud and
correct if necessary
- Explain the differences between /i:/
and /i/
- Read all the sentences once to twice
- Ask students to practise reading inn
pairs and find out the words with /i:/
and /i/ from sentences in the book
- Go around and help them
- Call some pupils to read
- Check the answer
- Show the two pictures of the two
boys in the pictures A. there is a boy
going to school on foot and the other
boy go to school by bike
- Ask students to listen to the teacher
"He is a schoolboy. He usually goes to
school by bike but yesterday he went
to school on foot."
- Ask students to explain: goes, went,
usually
- Ask pupils to give answer
- Ask students to repeat the way to use
and form simple present and simple
past tense
- Repeat the way to pronunce /ed/
and /es/
- Guide students to complete the
blanks in the passage, using the correct
simple present form of the verbs in the
box
- Walk around and help them
- Select some students to report in font
of the class
- Hang the extra board on the board
(on the extra board, there are three
b, Practice the sentences
- Read aloud
Key:
/i/ coming, cinema, miss, film
/i:/ he, bean, meat, cheap, green, peas,
cheese
c, Grammar:
- Presentation:
+ Study the pictures and listen
+ Key:
goes: simple present
went: simple past
usually: adverb of frequency
+ Listen and repeat
- Practice:
+ Work individually
Key:
1. is
2. fish
3. worry
4. are
5. catch
6.am
7. catch
8. go
9. give up
10. say
11. realize
12. am
2, Exercise 2:
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squares) and ask students to explain
a, ڤ b, ڤ c, ڤ
- Explain "as a rule" is used to put at
the begining of the sentences
- Ask students to put each of these
adverbs in its correct order into these
sentences below
- Call some pupils to report
- Correct their mistakes
- Guide students to supply the correct
past simple form of the verbs in
blankets
- Call some students to give answers
- Check their answers
- Give handouts and guide students to
choose the best options A< B< C or D
to complete the following sentences
2) Homework:
- Do exercises 1,2 in workbook
- Prepare unit two " Reading" for next
time
individually then check in pairs
- Listen to the teacher
- Work in group
- Report
- Listen and write down
3, Exercise 3:
- Work in group
Key:
1. was done
2. cooked
3. were
4. smelt
5. told
6. sang
7. began
8. felt
9. put out
10. crept
11. slept
12. woke
13. was
14. leapt
15. hurried
16. found
17. wound
18. flowed
* Production:
- Study handouts and work in group
1. What time....? About an hour ago.
A. has he phoned
B. he phoned
C. did he phone
D. he phones
2. My mother....a new hat yesterday.
A. buys
B bought
C. to buy
D. buying
Do at home
---Preparing date:
Teaching date:
<b>UNIT 2: SCHOOL TALKS</b>
<b>LESSON 7: READING</b>
I) Objective:
1. Education aim:
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2. Knowledge:
- By the end of the lesson, students will be able to get more information
about the students' daily routine and school activities of teachers.
3. Lexical items:
- Vocabulary: corner shop, stuck, mall
- Grammar: + Present simple tense
+ Gerund
4. Skills:
- Main skill: Reading for specific information
- Sub skill: Writing
II) Method:
- Communicative approach
- Others
III) Teaching aids:
- Handouts
- Pictures
IV) Procedure:
Teacher's activities Pupils' activities
* Warm up:
- Show the pictures (in the pictures,
there are some students. They are
standing and sitting under a tree,
talking about something.)
- Ask some questions:
1. Where are they?
2. What are they doing?
3. Which topics do students talk about?
- I think the most popular topic
students often talk about is their
school. Today we will study a new
lesson, school talks.
1) Before-reading:
- Ask students the question: What do
you often do when you meet your
friend?
- Guide students to read words and
phrases in page 22.
- Correct their mistakes
- Study the picture and answer the
questions
1. They are in the schoolyard.
2. They are talking about film, music,
work and study, holiday hoddies, their
teachers...
3. Students often talk about sports,
game and fashion...
When I meet friend, I often talk about
film...
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2) While-reading:
- Ask students to read the small talks in
silence for 5 minutes and find out who
is talking.
What are they talking about?
Which words or structures are new or
important in each passege?
- Guide students to read new words
- Give handouts and guide students to
find out who
T: Who has to get up early?
S: Phong has to get up early.
- Call students to report their result
- Guide students to fill in the blacks
with one of the words in the box
-call students to report
- Ask students to answer the questions
- Ask students to read again the small
talks in order to answer the questions
- Call some pupils to report
I, Task 2:
- Read individually
+ corner shop: cửa hàng ở góc đường
+ be struck in: bị kẹt, nghẽn, tắc
+ mall: khu trung tâm thương mại
+ like, love + V-ing, want to do
- Read in chorus
a. has to get up early
b. lives far from
school
c. loves working with
childrent
d. loves learning with
English
e. rides a bike to
school everyday
f. studies at a high
school
g. teacher of English
at high shool
h. worries about
someone else's safely
<i>Name</i>
Phong
Phong
Miss Phuong
Phong
Phong
Phong
Miss Phuong
Mr Hong Ha
- Ex: Miss Phuong enjoys teaching and
loves working with children Phong
loves learning Enghlish.
II) Task 1:
- Scan five sentences and work in pairs
+ Keys:
1. enjoy
2. traffic
3. worry
4. crowded
5. language
III) Task 3:
- Work in pairs
- Report
+ Key:
1. He studies at Chu Van An high
school.
2. He studies many subjects such as
maths, ...
3. Because it is an international
language.
</div>
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- Check their answers
3) After-reading:
- Ask students to work in group to talk
about what subjects they like best and
why, what they like or dislike doing at
school, what they worry about at
school
4) Homework:
- Write a 40 words composition about
yourself, using the first paragraph
- Prepare speaking for next time
but she enjoys it because she loves
working with children.
5. Because his son has to ride his bike
in narrow and crowded streets to get to
school. There's too much traffic, so
many cars, motobikes and bicycles.
- Work in group
+ I like learning... best. Because it is
useful, interesting, important,
necessary.
+ I like doing alot of homework, taking
part in school activities, talking and
joking with my friends.
+ I worry that many students cheat in
exams, play truant, and have difficultly
in learning English.
Do at home
---Preparing date:
Teaching date:
<b>UNIT 2: SCHOOL TALKS</b>
<b>LESSON 8: SPEAKING</b>
I) Objective:
1. Knowledge:
- By the end of the lesson, students will be able to know the way to use
the starting and ending of a conversation.
2. Lexical items:
- Vocabulary:
- Grammar: WH - questions
3. Skills:
- Main skill: Speaking for specific information
- Sub skill: Listening and writing
</div>
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- Communicative approach
- Others
III) Teaching aids:
- Extra board
IV) Procedure:
Teacher's activities Pupils' activities
* Warm up:
- Show the extra board and ask
students to make question for the
answers
- Call students to present their results
- Check
1) Before-speaking:
- Ask students the questions "What do
you often do when you meet your
friends?"
- Give handouts and introduce
expressions are commonly used in
starting a conversation and closing a
conversation
- Ask students to arrange these
expressions into the right column
- Ask students to exchange their results
- Call students to report
- Correct
2) While-speaking:
- Show the extraboard and ask students
to rearrange the following sentences to
make a conversation
- Work in pair
a. I am taking maths.
b. I really like it.
c. for two days
d. Yes, I am.
e. That's great
+ Key:
a. Where are you taking this semester?
b. Do you t\like your class?
c. How long are you going to stay?
d. Are you enjoying your trip?
e. Would you like to have a drick?
I) Task 1:
- Study handouts and work in pair
Starting a conver Closing a conver
- Good morning./
Hi
- How's
everything at
school?
- Hello. How are
you?
- Hi. How is
school?
- Hello. What are
you doing?
- Goodbye. See
you later.
- Well, it's been
nice meeting you.
- Sorry. I've got
to go. Talk to you
later.
- Greet. I'll see
you tomorrow
- Catch you later
II) Task 2:
</div>
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- Select some students to report
- Check
- Call two pairs to practice
- Ask students to complete the
following conversations with sutable
words, phrases or sentences in the box
- Ask students to scan the words in the
box
- Call some students to report
- Check if necessary
- Call students to practise the dialogue
in pairs
3) Post-speaking:
- Ask students to make small talks,
using the tarting and ending of a
conversation given in task 1
- Divide the class into 4 groups
+ Group 1: the weather
+ Group 2: last night's TV programmes
+ Group 3: football
+ Group 4: plans for next weekend
- Go around and help them
III) Task 3:
Work in group
- Read silence
- Read silence
+ Key:
A: What's the matter with you?
B: Awful/ tred/ sick/ cold/ (a headache/
a cold/ backache/ toothache)
A: You should/ you'd better go home
and have a rest
- Practise in pairs
IV) Task 4:
- Listen to the teacher
- Work in group of four
+ Key:
(1) Weather
A: Hi! Mai. How was your trip to
Sapa?
B: Hi! Lan. It was wonderful! I really
liked it.
A: What did you kike most in Sapa?
B: The weather.
A: What was the weather like in Sapa?
B: It was cool. I prefer the weather in
Sapa to Dalat.
A: Ooh! Really? I love it, too.
B: By the way, I'll give you some my
photos.
A: Thank you.
(2) plans for next weekend
A: Hello, Hoa.
B: Hello, An.
A: Hoa, How are you? Are you free
this afternoon? Would you like to go to
the stadium?
</div>
<span class='text_page_counter'>(21)</span><div class='page_container' data-page=21>
- Check and give corrections
4) Homework:
- Write the conversation in task 4 in
the notebook
- Prepare next lesson
A: Oh!
B: Goodbye, An.
A: See you later, Hoa.
Do at home
---Preparing date:
Teaching date:
<b>UNIT 2: SCHOOL TALKS</b>
<b>LESSON 9: LISTENING</b>
I) Objective:
1. Arm:
- By the end of the lesson, students will be able to get more information
about problems in school, the holidays.
2. Lexical items:
- Vocabulary:
- Grammar: WH - questions
3. Skills:
- Main skill: Listening for gist and specific information
- Sub skill: Speaking
II) Method:
- Communicative approach
- Others
III) Teaching aids:
- Extra board
- Tapescript
- Pictures
IV) Procedure:
Teacher's activities Pupils' activities
* Warm up:
</div>
<span class='text_page_counter'>(22)</span><div class='page_container' data-page=22>
1) Pre-listening:
- Ask students to read and match a
question in A with a respond in B
- Call some pairs to practise
- Call some students to report
2) While-listening:
- Show the pictures on page 26 and ask
students some questions
a, What can you see in the pictures?
b, What are they doing?
c, What are they talking about?
- Play the tape once and ask students
some questions to match the
conversations with the pictures
- Stop the tape to ask students if any
questions were answered
- Play the tape again and check
- Ask students to listen again and
answer the questions
- Guide students to scan the questions
- Play the tape
- Select students to report
- Call some pairs to ask and answer to
check
- Ask students to listens to the last
conversation again and write in the
- Work in pairs
-practise in pairs
- Give key:
1-c 2-e 3-a 4-b 5-d
I) Task 1:
a, I can see two people standing in
front of the holel. I think they are
talking about their hotel.
b, I can see some students and
classrooms. They are in school. They
are talking about their teachers...
c, I can see three people at the party.
They are talking about food, drink...
d, I can see sea, ship, sun and two
people. They are talking on a beach.
They are talking about their holidays.
- Try to listen and match the pictures in
correct order
+ Key:
a. conversation 4
b. conversation 1
c. conversation 2
d. conversation 3
II) Task 2:
- Read individually
- Work in pairs
+ Key;
1. She is talking English.
2. She's in Miss Lan Phuong's class.
3. He's at a party.
4. He plans to stay there for a week.
5. No, she doesn't. She travels alone.
</div>
<span class='text_page_counter'>(23)</span><div class='page_container' data-page=23>
missing words
- Ask students to scan the conversation
- Play the tape
-Ask students to present their results
- Call some pairs to practise
3) Post-listening:
- Ask students to tal about the
problems they have experienced at
school
4) Homework:
- Write a 50 words composition about
the problems they have experienced at
school
- Prepare next lesson
- Work individually
+ Key:
A: it here
B: Very nice / big / comfortable
C: travelling
B No / alone
A: for a drick
- Practise
- Work in group
- Suggested keys
A: Have you had any difficulties at
school?
B: Yes, I have.
A: What difficulties?
B: I have difficulties in learning
English.
A: Can you tell me?
B: Tes, all right. We are bad at
speaking, listening and writing skills.
The equiment for learning such as
cassette, television...is very little. At
home, I don't have a cessette recorder
to listen to my lesson.
Do at home
---Preparing date:
Teaching date:
<b>UNIT 2: SCHOOL TALKS</b>
<b>Lesson 10: Writing</b>
I) Objective:
1. Aims:
</div>
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By the end of the lesson, students will be able to understand to fill a form.
3. Lexical items:
- Vocabulary: marital status, block capitals, applicable, employee,
employer, enrolment, capital lelter, specify
- Structure: Wh-question
4. Skills:
- Main skill: writing
- Sub skill: speaking
II) Method:
- Communicative approach
- Others
III) Teaching aids:
- Extra board
- Handouts
IV) Procedure:
Teacher's activities Pupils' activities
* Warm up:
- Give handout (form) and ask some
questions
a, What are thet?
b, On what occation do you have to fill
in a form?
c, What sort of information do you
often have to provide when you fill a
form?
- Check the answers and explain
1) Pre-writing:
- Present new words
- Ask students to read new words
- Call some students to read
- Ask Students to match a line in A
with question in B
- Select some pairs to report
- Check
I) Task 1:
- Study handouts and work in pairs
+ Key:
a, They are form
b, I apply for a job, apply for a
scholarship, send or receive money at
the postoffice or bank, open occounts...
c, first name, surname, address, age...
II) Task 2:
New words:
+ marital status
+ block capitals
+ applicable
+ employee
+ employer
+ enrolment
+ capital lelter
+ specify
- Read in chorus
- Read alone
- work in pairs
+ Key:
</div>
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2) While-writing:
- Ask students todo certain things and
delete where not applicable
- Give handouts and students to fill
- Go arourd and help
- Select some students to fill in the
forms
- Check
3) Post-writing:
- Ask students to fill in the following
form
- Go arourd and help
- Call some students to report
- Correct
- Ask students to change the form and
then talk about someone who writes
that form
- Call students to report
- Check
4) Homework:
- Do writing part in workbook
- Prepare next lesson
III) Task 3:
- Work individually then check in pairs
- Fill the handouts
IV) Task 4:
- Work individually
- Hang the extra board and report
+ Suggested keys:
Nguyen Mai Huong was born on
May 15th<sub> 1993. She is Vietnamese. She</sub>
can speak English. Her address is... she
is a student of 10th<sub> form. She learns </sub>
English for the coming exam. She
wants to stay 4 hours at the school. She
wants to start studying...
Do at home
---Preparing date:
Teaching date:
<b>UNIT 2: SCHOOL TALKS</b>
<b>LESSON 11: Language Focus</b>
I) Objective:
1. Knowledge:
- By the end of the lesson, students will be able to know more how to
pronounce the two vowels / ^ / and / a: / the way to use gerund
</div>
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- Vocabulary: target, as a result, have trouble + V-ing, have trouble
with
- Grammar: Gerund
3. Skills:
- Main skill: Speaking for specific information
- Sub skills: Writing and listening
II) Method:
- Communicative approach
- Others
III) Teaching aids:
- Extra board
- Handouts
IV) Procedure:
</div>
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