giao an tieng anh 10 nh 2012 2013 unit 123

Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (441.02 KB, 67 trang )

(1)<div class='page_container' data-page=1>

Period: 1 & 2
Date: 4/8/2012

The first term of grade 10

Guiding how to learn and to do English tests

INTRODUCTION AND REVISION

I. Objectives:

Students know about English book in grade 10 and Student know:
- How to learn English in grade 10

- How to do English tests

- How to use student’s book and workbook
II. Teaching Skill :

- Reading
- Speaking
- Listening
- Writing

- Doing English tests

III. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, etc.
IV. Procedure:

Teacher’s activities Students’ activities

I. Warm-up :(7’)

- Introduce to students about the teacher

- Ask students about their names and English knowledge etc.
II. Guiding : (35’)

1. Guiding student’s book and workbook:

* Introduce to students how to use their book and workbook

* Introduce to students how to learn reading, speaking, listening,
writing, language focus in their books and how to do the exercises
in their books

2. Guiding English tests in grade 10:

* Introduce to students about oral tests, 15 minute tests, 45 minute
tests, etc. and how to do them

* The tests in grade 10 include:
reading : 25%

listening: 25%
writing: 25%

language focus: 25%

3. Guiding other books and tape, disc, etc.
III. DIAGNOSTIC TEST: (45’)

-Give ss handout and ask them to do the test in 45’
IV. Homework : (3’)

- Ask students to prepare textbook, notebooks and the things for
learning andprepare lesson reading - Unit 1

- Listen to the teacher
- Answer the teacher’s
questions

- Put the student’s book
and workbook on the
table

- Listen to the teacher
and look through the
books

- Look at handout and
do the test

- listen to the teacher
and write down the
things which will be
prepared at home

HANDOUT:

</div>
(2)<div class='page_container' data-page=2>

Read the following passage , then choose the word among A,B,C or D that best fits the blank space in
the following passage :

I went to Australia on a student program last year and I like to (1)_______you about it. I
was very (2)_______when I knew I was going to Australia because I had never been there before.
I didn’t think about the problems of speaking English (3)_______I met my host family. At first I
couldn’t communicate with them because my English was so bad. All the five years I had been
learning English wasn’t much used at all (4)_______we didn’t have real practice at school. Even
though my grammar was good, my pronunciation wasn’t. My problem is (5)_______ ‘l’ and ‘r’.
For example, Australian people often asked “What do you eat in Vietnam?” I wanted to tell them
that we eat rice, but they didn’t understand when I said “We eat lice”…

1. A. say B. tell C. talk D. speak

2. A. exciting B. excites C. excited D. excite

3. A. after B. until C. when D. while

4. A. although B. even C. because D. so

5. A. pronouncing B. speaking C. reading D. telling

Choose the word whose main stress pattern is placed differently from the others :

6. harrow repair announce arrive
7. district routine purchase passenger

Choose the word whose underlined part is pronounced differently from that of the others :

8. stared traveled seemed landed

9. washes watches clauses likes

Read the following passage , then choose the correct answer to questions :

Devastating floods along the coast have left many people homeless. People are asked to
help by donating food, clothes, furniture, and other supplies to the Assistance Fund. Donations of
bottled water are especially needed, since the floods have disrupted the local water supply. In
addition, volunteers are needed to travel to the flooded area to help distribute the donations.

10. " Devastating floods " in line 1 refer to those that ______ .

last for a long time happen suddenly
cause a lot of damage are very short
11. In addition to supplies , what is needed ?

Volunteers Teacher New bridges Place to say
12. What kind of supplies is NOT mentioned ?

Food Medicine Furniture Clothing
13. The word " donating " in line 2 is closest in meaning to ___________ .

selling taking giving buying

14. What does this notice concern ?

Dangerous roads Help for flood victims
Safety precaution Warning about weather

Choose the best answer among A,B,C or D that best completes each sentence :

15. " Your dress is so beautiful ." _ " _____________________"

Thank you My pleasure You're welcome I'd love
16. The World War II _______ in 1939 and ______ in 1945 .

begins / ends has begun / had ended
began /ended had begun / ended
17. If you saw UFO , what _______ you do ?

did can will would

18. Every passenger is required to _______ their seatbelt when they are on board .

leave take hold fasten

19. John isn't contented with his present salary .

excited about satisfied with disappointed about interested in
20. She got __________ as soon as the alarm clock went _____________ .

up / off over / on up /out on / off
21. The class ____ at 7 o'clock in the morning .

</div>
(3)<div class='page_container' data-page=3>

who which he whom
23. Air pollution had reached ______ levels in some cities .

danger dangerous dangering dangerously
24. I was born and grew up on the __________ of the Red River .

shops banks restaurants offices
25. I _____ you a call if I need some help .

have given will give can give give
26. I'd like to borrow this book . _________ it yet ?

Have you read Had you read Do you read Did you read
27. It was time to _______ the kids ready for bed .

prepare make get take

28. " Would you like a glass of green tea ? " _ " _____________________"

No , I don't No , I wouldn't No, let's not No , thanks

Complete the second sentence so that it has a similar meaning to the first one. 
29. It takes Minh 2 hours to do his homework every day.

- Minh spends _________________________________________________________every day
.

30. In spite of the bad weather, they had a wonderful holiday.

- Although__________________________________________ , they had a wonderful holiday
31. Tom has just sold that old house.

- That old house______________________________________________
32. I couldn’t sleep. I was tired.

- Although_______________________________________________________.
33. The planet is Venus. The planet is closest to the Earth.

The planet which_______________________________________________

34. It’s 3 years since I last saw Nam.

- I haven’t______________________________________________________.
ANSWER KEYS:

Read the following passage , then choose the word among A,B,C or D that best fits the blank space in
the following passage :

1. B
2. C
3. B
4. C
5. A

Choose the word whose main stress pattern is placed differently from the others :

6. 7.

Choose the word whose underlined part is pronounced differently from that of the others :

8. 9.

Read the following passage , then choose the correct answer to questions :

10. 11. 12. 13. 14.

Choose the best answer among A,B,C or D that best completes each sentence :

15.
16.

17.
18.

19.
20.
21.
22.

23.
24.
25.
26.

27.
28.

Complete the second sentence so that it has a similar meaning to the first one. 
29. I don’t have his number, so I don’t phone him.

- If I had his number, I would phone him.

30. Vicky said, “ I’m taking my driving test tomorrow.”
- Vicky said he was taking my driving test the day after.
31. Tom has just sold that old house.

</div>
(4)<div class='page_container' data-page=4>

- Although_i was tired, i couldn’t sleep__.

33. The planet is Venus. The planet is closest to the Earth.
The planet which__is closest to the earth is venus____
34. He would go hunting when he was in Africa.

- I used to go hunting when he was in Africa.
COMMENTS:

</div>
(5)<div class='page_container' data-page=5>

Period: 3
Date: 5/8/2012

UNIT 1:

A DAY IN THE LIFE OF ....

Lesson A - READING

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.
III. Teaching skills: Reading for gist and for specific information.
IV. Teaching aids: some pictures of farmers' activities and hand- out.

V. Lexical items: Words related to daily activities: working time, working day,...
V. Procedure:

Teacher's activities Students' activities

I. Warm-up: (5’)

- T asks ss to close their textbooks and then write
the words on the board and asks ss to match and
places together

A
1. teacher
2. doctor
3. worker
4. seller
5. farmer

B
a. market
b. school
c. hospital
d. field
e. factory
- Ask ss some questions:

Where does a teacher work?
Where does a farmer work?
...

- Lead the lesson: “We'll understand more about
the life of a farmer in unit 1”

II. Pre-reading: (12’)

Activity 1: Describe the picture

- T asks ss to look at the picture on page 12 and
talk about the activities of people in the picture

 Who is he/ she?

 What is he/ she doing?
 Where is he/ she doing?

Activity 2: Present vocabulary:

- T helps ss to explain some new words:
+ peasant = farmer (n) (picture)

+ buffalo (n) (picture)

+ to plough (v) (explanation)
+ to harrow (v) (explanation)
+ bank (n) (picture)

+ pump water (v) (explanation)
+ take a short rest (v) (explanation)
+ transplant (v) (exaplation)

+ fellow (n) (explanation)

- T asks ss to pronounce above words and
phrases loudly in chorus

III. While- reading: (18’)

- Listen to T’s requirement
- Look at the board

- Do the task
- Give the answers:

1. b

2. c
3. e
4. a
5. d

- Answer the T’s questions
He / She works at a school.
He / She works in the field.

- Listen to the T

- Look at the picture and answer the T’s
questions

- Listen to T and give meaning if they
know and take note

</div>
(6)<div class='page_container' data-page=6>

- T asks ss to read the passage through the text
and practice the tasks in textbook

Task 1: Multiple choice

- T asks ss to read the passage individually and
choose the option A, B or C that the best suits the
meaning of the italicized words.

- T goes around the class and provides help if
necessary.

- T calls on some ss to read aloud their answers
and ask them to explain their choice.

Task 2: Answering Questions:

- T ask ss to work in pair and ask and answer
about the passages

- Call on some pairs to do the task in front of the
class

- Give feedback and suggested answer

IV. Post- reading: (8’)

- Asks Ss to close the book and discuss about Mr
Vy and Mrs Tuyet's daily routines.

V. Homework: (2’)
- Learn the new words by heart
- Do exercise in textbook again
- Prepare lesson : speaking

- Listen to the T’s instruction how to do
the task

- Read the passage and do the task
- Give the answers and explain
- Work in pair, ask and answer the

questions

Expected answers:

1. He’s a peasant/ farmer

2. He gets up at 4.30 and then he goes 
down to the kitchen to boil some water for
his morning tea.

3. In the morning, he ploughs and harrows
his plot of land, drinks tea and smokes 
tobacco during his break.

4. In the afternoon, they repair the banks 
of their plots of land. Mr Vy pumps water 
into it and she does the transplanting
5. Yes, they are. Because they love 
working and they love their children.
- Close the book and talk about Mr Vy and
Mrs Tuyet's daily routines.

- Listen and take note

COMMENTS:

………
………
………
………

………
………
………

</div>
(7)<div class='page_container' data-page=7>

Period: 4

UNIT 1:

A DAY IN THE LIFE OF ....

FURTHER PRACTICE: VOCABULARY AND READING
I. Objectives:

Help ss to recall the vocabularies thay have studied in previous classes.
II. Teaching aid: exercise book

III.

while listening to the radio. I (3) ……… my teeth and then at 8.30 I
leave the house to walk to the station. I work from nine (4) ………
five with a lunch hour from one until two. After work I like spending
time with friends. I get home sometime after 7.00 and have dinner. In
the evening I (5) …… and watch TV or read the newspaper. I go to
bed at 11.00 and fall asleep straight away

and fill in the
blanks with the
given words

1. up
2. at
3. brush
4. to
5. relax
COMMENTS:

………
………
………
………
………
………
………

</div>
(9)<div class='page_container' data-page=9>

UNIT 1:

A DAY IN THE LIFE OF....

Lesson B - SPEAKING

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. Teaching skills: Fluency in expressing opinions

III. Teaching aids: textbook

IV. Lexical items: Words related to daily activities.
V. Procedure

:

Teacher's activities Students' activities

I. Warm-up: (5’)

- T divides the class into two groups: A and B,
asks ss to remember all subjects, then write down
them on the blackboard. If the group has more
correct words, they will be winner.

- T introduces the new-lesson

II. Pre-speaking: (7’)

T helps ss to revise how to say the time, T

asks ss to match a number in A with a

suitable phrase in B

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
- Check ss’ answers

- T helps ss to remember the ways to say the time
III. While- speaking:(20’)

Task 1:Ask and answer about the information 
from the timetable

- T asks ss to look at Quan's weekly timetable.
- T gives a model with a student:

T: What time does Quan have Civic education
lesson on Monday?

S: What lesson does Quan have at a quarter past
seven on Monday?

- Have ss ask and answer questions with a

partner

- Listen to Ss and check their pronunciation

- Give the name of subjects, write them
on the board

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

- Give the answers
- Listen to the T

- Look at the timetable
- Listen to the T

- Practise asking and answering
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 Monday?

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

</div>
(10)<div class='page_container' data-page=10>

Task 2:Describe the picture

- Asks ss to look at the picture on page 15 to
talking about Quan’s activities

- T helps ss by asking them some questions:
What is Quan doing in picture A? Is he getting up?

What time does he get up?...

- Goes around the class and provides help if
necessary

- T calls on some ss to speak loudly in front of
class, check their pronunciation

IV.Post- speaking:(10’)
Task 3:

- Asks Ss to close the book and tell their
classmates about his/ her daily routines.
- T calls some ss to present in front of class
- Give them remark

V. Homeworks: (3’)

-Write a 50-word paragraph about your daily
routines

- Prepare lesson 3: listening

lesson on Friday?

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

- Look at the pictures
- Listen to the T

- Do the task

- Describe Quan's activities

- Some ss speak in front of class, the
others listen theirs friends and T’
correction

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
- Present in front of class
- Listen to the T’s remark
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. 
- Listen and take note

Date: 10/8/2012
Period: 6

</div>
(11)<div class='page_container' data-page=11>

I. Objectives:

- Students understand daily activities of a cyclo driver
- Students listen and understand 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. Teaching skils: Listen for gist and for specific information

III. Lexical items: Words related to daily activities
IV. Teaching aids: textbook, cassette, CD

V. Procedure:

Teacher's activities Students' activities

I. Warm-up: (5’)

- Ask students to close the books

- Give jumpled words and ask students to arrange
those letters in right orders:

C C L O Y
R I E D V

N S S E G E R P A
D O F O S A L L T

- Check some students and mark
- Give some statements:

He has a cyclo

He drives passenger everyday
 He usually has meal at a foodstall
- Give question: Who is he?

- Lead in the lesson: “If you want to know more
details about daily activities of a cyclo driver, we
will go to Unit 1- part Listening”

II.Pre- listening: (8’)
Activities 1: Ask and answer

- Tell ss to work in pair to ask and answer the

following questions:

1. Have you ever travelled by cyclo?
2. When was it?

3. Is it interesting to travel by cyclo?

4. Which do you prefer, going by bicycle or
cyclo? Give reasons.

Activities 2: Pronounce these words

- T can explain these words quickly and asks ss to
listen and repeat

+ district (n) smaller than a province
+ drop (v) leave somebody at a place
+ pedal (n) đạp xe

+ purchase (n,v) goods/buy s.t
III. While- listening(20’)
Task 1: Matching the pictures

-T asks ss to open their textbook and describe the
picture first. Then t asks ss to discuss the groups
to guess the correct order of pictures.

-Play the tape and ask ss to listen twice and check
the order of the pictures

- Play the tape the last time and give feedback
Task 2: True or False

- T asks ss to read the statements carefully first

- Close the books

- Look at the words and arrange the
letters

- Give the answers
CYCLO

DRIVER
PASSENGER
FOOD STALL
- Listen to the teacher
- Look at the statements

-Answer the question: He is a cyclo
driver

- Listen to the teacher

- Work in pair, ask and answer the
questions

- Listen and repeat after the T, take note
some meaning of new words

- Describe the pictures and discuss the
pictures

- Listen to the CD and give their answers
- Expected answers:

</div>
(12)<div class='page_container' data-page=12>

- Play the tape again and ask ss to listen and
decide whether the statements are true or false
- Call on some ss to explain their answers

IV. After- listening: (10’)

- T tells ss to work in pairs and ask and answer the
questions about Mr Lam’s activities by using the
cues below:

Name start work lunch
Occupation passengers rest
- T goes around the class and offer help if
necessary

- Call on some pairs to speak in front of class

V. Homework:(2’)

- Ask students to write a story about Mr Lam
- Remember them to prepare Part- Writing at
home

- Listen to the tape again, choose True/

False

- Give the answers and explain

1.F 2. T 3. F 4. F 5.F 6. F
- Listen to the T and ask and answer the
questions

- Do the task

- 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.

- Listen and take note

COMMENTS:

………
………
………
………
………

Date: 11/8/2012
Period: 7

UNIT 1:

A DAY IN THE LIFE OF....

Lesson D - WRITING

I. Objectives:

</div>
(13)<div class='page_container' data-page=13>

- Students learn to build up a narrative about a hotel fire.
II. Teaching skills: Writing a narrative about a hotel fire.

III.Lexical items: Words related to problems on a flight or a fire
IV. Teaching aids: textbook, board…

V. Procedures:

Teacher's activities Students' activities

I. Warm -up: (5’)

- Ask students to keep book close

- Ask students some following questions:
1. Have you ever heard a frightening story?
2. When and where did it happen?

3. How did you feel?

- Check and explain them to the class: “There
are a lot of accidents in our lives, to understand
them we learn part D: Writing”

II.Pre- writing: (10’)

Task 1: Reading the passage, finding the 
verbs in simple past and connectors

- Ask student to read the narrative in task 1
- Explain some new words

- Ask students to look through the passage
again and find all the verbs that are used in the
past simple and the connectors (time

expression)

- Let them work in groups
- Ask ss to give the answers

- Explain to students to use the simple past to
rewrite a story

III. While- wrting: (20’)
Task 2: work in groups

- Ask Ss to work in groups of four, identify
the the climax, and the conclusion of the story
- Go around and help ss

- Call some ss to give the results

Task 3: Building up a narrative about a hotel
fire

- Keep book close

- Listen to the T and answer the questions

1. Yes, I have

2. It happened when I was young
- It happened in my neigborhood
3. It made me frightened

- Listen to the teacher and open the books

- Read the narrative

- Ask the teacher some new words, take note
- Look through the passage again and find all
the verbs that used in the past simple and the
connectors

- Work in groups, give the answers
Key:

1.Verbs: stared; was; arrived; got; took off;
began; thought; were told; seemed; realised;
were; screamed; thought; felt; announced; was;
were; landed; was;

2. Connectors: at first; then; just then; a few
minutes later; one hour later

- Listen to the T

- Listen to the T and do the task

- Report their results

+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.

</div>
(14)<div class='page_container' data-page=14>

- Ask ss to use the prompts to build up a
narrative about a hotel fire

- Let students work individually

- Walk round and help students correct their
mistake

IV. Homework:

- Ask ss to complete their narratives base on
the teacher's suggestions and corrections.
- Prepare language focus.

- Listen to the T, do the task by using the
prompts to build up a narrative about a hotel fire
- work individually

UNIT 1:

A DAY IN THE LIFE OF....

Lesson E - LANGUAGE FOCUS 1
I. Objectives:

</div>
(15)<div class='page_container' data-page=15>

- Do Exercise 1 page 20

II. Teaching skills: reading, listening, and writing.
III. Teaching aids: text book and work book
IV. Lexical items: boot, waste, ……

V. Procedures

:

Teacher’s activities Students’activities

I. Warm-up: categorising
- T write on the board the words:
Tomorrow, sometimes, never, carefully, 
beautifully, yesterday, always, a few days ago

- T asks ss to work in group to put the words
above under correct heading:

Adv of
manner

Adv of
frequency

Adverb of
time
- Ask ss to give the answers
- Check the answers

- Asks ss: Where do the adverbs appear?
what tense?

- T leads in the lesson

II. Grammar and vocabulary:
1. The present simple
A. Presentation:

- T gives the example, asks ss to read and
give the structure of it

Ex: They go to school on time every day.
- T asks ss to translate the example, then T
explain the first usage of the simple present
+ Diễn tả một thói quen hoặc một việc thường
xuyên xảy ra ở hiện tại. thường có các trạng
từ:

Cách dùng này thường có các trạng từ chỉ sự
thường xun:

• rarely: ít khi
• usually: thường thường
• sometimes: đơi khi
• seldom: hiếm khi
• never: khơng bao giờ
• always: ln ln
• often: thường

• occasionally: thỉnh thoảng
• hardly ever: hiếm khi
• everyday: hàng ngày

b. Các kết cấu đi với every như:
• every week: hàng tuần
• every month: hàng tháng

- T continues supplying the rest usages of the
simple present:

+ Diễn tả một sự thật hiển nhiên, một chân lý
Ex: - The Sun rises in the East.

3. Diễn tả sự thật tương đối bền vững
Ex: - Your sister speaks English well.

- Look at the board
- Do the task in group

- Give the answers
- Key:

Adv of
manner

Adv of
frequency

Adverb of
time
Carefully,

beautifully

Sometimes,
always,never

Yesterday,
tomorrow, a
few days
ago

- Look at and give structures if they
remember:

S + V1 + O …………..

- Translate into Vietnamese, listen to the T
and take note

</div>
(16)<div class='page_container' data-page=16>

B. Practise:

Exercise 1: page 19: Complete the blanks in
the passage

- T asks ss to read the words in the box and
give the meanings of them

- T asks ss to scan the passage and help them
understand some vocabularies

+ boot: giày ống
+ rubbish: rác rưởi

- T asks Ss to choose the correct form of the
verbs in the box to fill in the gap.

- Let them work in pairs
- T asks ss to give the answers
- T checks and corrects

2. Adverbs of frequency:
A. Presentation:

- T asks ss to look at the example and find
out the adverb and answer the question: what
kind of adverb is it belongs to?

Ex: John is often late for school

- T supplies some adverbs of frequency and

gives more explanation: always, usually,
often, sometimes, occasionally, rarely, never:
là những trạng từ thường xuyên được sắp xếp
với mức độ thường xuyên giảm dần

+ position: đứng sau “to be” và đứng trước
động từ thường

- T continues supplying adverb phrases of
frequency: every day….., once a week,
twice……

+ position: thường đứng đầu hoặc cuối câu
Exercise 2: page 20. Put the adverbs of 
frequency in its appropriate place in the 
sentences

- T instructs ss to know how to put each of
those adverbs of frequencyin its appropriate
place in the given sentences.T asks them
work individually

- T calls some ss to read in front of the class.
- Give feedback

III.Homework:

- Asks ss to do Exercise I, II page 3,4
- Prepare Part E (continue)

- Read and give meaning

- Scan the passage, listen to the T

- Listen to the T

- Work in pairs, do the task
- Give the answers

- Listen to the T

Key: 1.is – 2.fish – 3.worry – 4.are – 5.catch
– 6.am – 7.catch - 8.go – 9.give up – 10.says
– 11. realize – 12.am

- Look at the example and give the adverb:
often. It is belongs to adverbs of frequency
- Listen and take note

- Listen to the T’s instruction, work
individually, do the task

- Give the answers
- Listen to the T
- Listen and take note
Date: 13/8/2012

Period: 9

UNIT 1: A DAY IN THE LIFE OF………

Lesson E - LANGUAGE FOCUS 2

I. Objectives:

</div>
(17)<div class='page_container' data-page=17>

- Do Exercise 2 page 21

II. Teaching skills: reading, listening, and writing.
III. Teaching aids: text book and work book

IV. Lexical items: tent, creep, Put out, leap, wind, flow,...
V.

Procedures:

Teacher’s activities Students’activities

I. Warm-up: (5’)

- Ask students to keep book close

- Ask students to rearrange the following sentence:
He/ is/the cinema/coming/to?

- Ask students to speak the sentence loudly

- Let students to get their attention on pronunciation:
/I/- /i: /

- Introduce new lesson
II.Pronunciation: (10’)

- Ask students to look at their books then introduce to

them

*Listen and repeat :

- Read loudly then ask students to repeat
- Introduce: /I/ - /i:/

- Correct pronunciation for the students
* Practise these sentences

- Read the sentences loudly
- Ask students to repeat

- Correct pronunciation for students
III. Grammar and vocabulary: (28’)
 *The past simple

A. Presentation:

- T writes an example on the board and asks ss look
at and give the structure

Ex: We did the forty-five test yesterday.

- Asks ss to guess what tense the T want to review
today

- T asks ss to give the form if they remember:
Positive: S + V2/ed + O…….

Negative: S + did + not + V1 + O…

Question: (Wh-word) + did + S + V1 + O………?
- T asks ss to tell the meaning of the example give the
usages of the simple past and some adverbs used in the
simple past

- T gives feedback and supply knowledge and explain
them clearly

+ The Simple Past can be used with a duration which
starts and stops in the past. Duration is a longer action
often indicated by expressions such as : for two years,
for five minutes, all day, all year, etc .

E.g: I live in Brazil for years

+ The Simple Past can also be used to describe a habit
which stopped in the past. It can have the same
meaning as “used to”. To make it clear that we are
talking about a habit, we often add expressions such
as: always, often, usually, never, when I was a chid,
when I was youger etc.

E.g : They never went to school . They always skipped

- Keep book close

- Listen to the teacher and rearrange
the sentence:

Is he coming to the cinema?
- Speak loudly

- Listen to the T
- Open the books

- Look at : Listen and Repeat

- Repeat the words in chorus then
individual

- Look at Practise the sentences

- Listen to the teacher then repeat in
chorus then individual

- Listen to the teacher

- Look at and give the structure
S + V2/ed+ O……….

- Guess: the simple past

- Give the form if they remember
- Listen and take note

- Give the meaning

</div>
(18)<div class='page_container' data-page=18>

their classes

+ The Simple Past can also be used to describe past
facts or generalizations which are no longer true . As
in USE 4 above , this use of the Simple Past is quite
similar to the expression “used to ”

E .g : She was shy as a child , but now she is very
outgoing

B. Practice:

Exercise 3: (page 21): Supply the correct past
simple form of the verbs in brackets

- Introduce Exercise 3 to students and explain how to
do it

- Ask students to do it individually
- Walk round and help them
- Asks ss to give the answer

- Check, correct mistakes , give reasons and mark

C. Production:

- Asks ss to open their workbook page 4 and do
exercise III & IV

- Asks ss to give the answers and explain
- Check and correct

IV. Homework: (2’)

- Asks ss to learn by heart the knowledge of the simple
past

- - Prepare Unit 2: Part A

- Listen to the teacher

- do exercise 3, work individually
- Give the answers

- Listen to the T

Key: 1.was done-2.cooked–3.were
4.smelt–5.told- 6.sang–7.began–
8.felt–9.putout-10.crept–11.slept–

12.woke–13.was– 14.leapt–

15.hurried– 16.found–17.wound–
18.flowed

- Do the exercises

- Give the answers, explain
- Listen to the T

- Listen and take note

COMMENTS:

………
………
………
………
………

Date: 14/8/2012
Period: 10

UNIT 2: SCHOOL TALKS

Lesson A - READING
I. Objectives:

By the end of the lesson,

- Students know how to tell daily avtivities at school
- Students know how to introduce themselves

</div>
(19)<div class='page_container' data-page=19>

IV. Teaching aids: Real objects, pictures, English textbook 10, hand-outs
V. Lexical items: Words related to school

VI. Procedures:

Teacher's activities Students' activities

I. Warm-up: Brainstorming

- T asks ss to work in group to talk about things

related to school

- Asks them to give the opinions
- Feedback

- T asks: When you meet your friend, which topics
do you often talk about

II. Pre- Reading:
- T asks ss some questions:

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?

- T leads in the lesson: “Ok, each of us always pride
on our school. There are many things about school that
we want to say. Today, we’ll study a new lesson Unit
2- school talks”

III. While- reading:

- T asks the class read the small talks, to scan the
details and do the tasks

Task 1 : Fill each blank with one of the words in 
the box below. There are more words than needed
- T asks students to study individually

- Walks around the class, offer ideas and comments
when students need help

- Give suggesstions

Task 2:Find someone who………

- Ask students to read the small talks again to find the
suitable names, work individually

- Walk round the class and comments when students
need

- Ask ss to give the answers

Task 3 :Answer the following questions

- Ask students to read all questions to understand the
content

- Ask students to read the small talks again to answer
the questions

- Ask students to work with a partner

- Walks around the class to help students whenever
they need

- Ask ss to give the answers

- Work in group and talk about school
- Give the opinions: teachers, students,
subjects…………

- Listen to the T

- 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...

- Listen to the T

- Read the small talks, do the tasks

- Work individually to fill in the
blanks

1- enjoy; 2- traffic; 3- worry; 4- 
crowded;

5- language

- Read the small talk again to find
the suitable names

- Give answers
* Miss Phuong
* Phong
* Phong
* Miss Phuong
* Phong
* Phong
* Phong
* Miss Phuong
* Mr Ha

- Read all questions to understand the
content

- Read the small task again to answer
the questions

- Work with partner
- Give answers
- Key:

1. He studies at Chu Van An High
school

</div>
(20)<div class='page_container' data-page=20>

IV. Post- reading:

- T asks ss to work in groups to talk about:
1. 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?

- T has students work in groups and answer the
questions

- T walks arround the class, listens to student’s
discussions and offer suggestions when necessary
- T gives comments

- T asks students to tell the content of the small talks

V. Homework:

- Asks ss to learn by heart new words
- Prepare Part B. speaking

maths, physics, chemistry and

3. Because it is an international
language

4. She says that teaching is hard work,
but she enjoys it because he loves
working with children

5. Because his son has to ride his bike
in narrow and crowded streets to get
to school

- Work in groups to talk about the
questions

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

2. – doing a lot of homework
- taking part in social activities
- talking with my parents

3. I worry that many students cheat in
exams/ live far from school/ difficulty
in speaking English

homework

- Do the exercise at home.

COMMENTS:

………
………
………
………
………

………
………

Date: 15/8/2012
Period: 11

UNIT 2: SCHOOL TALKS

FURTHER PRACTICE: VOCABULARY AND READING
I. Objectives:

Help ss to review the vocabularies related to school
II. Teaching aids: workbook, handout

III. Teaching skills: Reading skill
IV. Procedure:

Content Purpose

</div>
(21)<div class='page_container' data-page=21>

unfinished sentences, best substitutes the underlined part or 
has the same meaning to the sentence above:

1. You don’t need to worry so much ………….your weight.
A.About B. on C. of D. with

2. The streets are always crowded ……… people and
vehicles.

A.On B. by C. with D. out
3. We usually have two ………. in a school year.

A.Classes C. semesters

B. Classmates D. days-off

4. What ……….are you taking this semester? – I am taking
English.

A.Semester B. sport C. subject D. major

5. ………language is a common language for people
from all over the world to communicate.

A.National C. Nation
B. Nationality D. International

6. She says teaching is a ………..work but she enjoys it.
A.Hardly B. hard C. hardly ever D. harder

7. My house is far ………school so I have to go to
school by bus.

A.In B. to C. from D. by

8. The road in city is wide while the path in countryside is
………

A.Crowded B. narrow C. deep D. corner

9. Her house is far from school but his is ………….. the school.
A.Short B. neat C. hard D. near

10. I often help my mom with ………..
A. Housework C. homework
B. Exercise D.homesick

11. We get ………….in solving the question. It is too difficult.
A. Ready B. through C. bitten D. stuck

12. He ………his bike to school every day.
A. Drive B. run C. operate D. ride

13. How can I ………..to the post office?
A. Come B. get C. ride D. run

14. We love working …………..groups to fulfill our tasks.
A. With B. by C. on D. in

15. The students ………how to compose music.
A. Learn B. solve C. manage D. try

II. Read the following passage and fill in the blanks with 
the given words.

if ask teachers polite stand from rude
The relationship between students and (1) ………… is less
formal in the USA than in other countries. American students do
not (2) ………… up when their teacher enters the room.
Students are generally encouraged to (3) ………… questions
during class, to stop in the teacher’s office for extra help, and to
phone (4) …….. they are absent. Most teachers allow students to

enter the class late or leave early if necessary. Despite the lack of
formality, students are still expected to be (5) ………. to their
teachers and fellow classmates.

vocabularies in previous
part again and know how to
use them in context, review
some form of words and
prepositions

ANSWER KEY
Choose A, B, C or D that 
best completes each 
unfinished sentences, best
substitutes the underlined
part or has the same 
meaning to the sentence 
above:

1. A
2. C
3. B
4. C
5. D
6. B
7. C
8. B
9. D
10. A
11. D

12. D
13. B
14. D
15. A

Improve reading skill
throughout reading the
passage and fill in the
blanks with given words

</div>
(22)<div class='page_container' data-page=22>

COMMENTS:

………
………
………
………
………
………
………

Date: 16/8/2012
Period: 12

UNIT 2: SCHOOL TALKS

Lesson B - SPEAKING

I. Objectives:

By the end of the lesson, Students know how to start and close a conversation. Through
this unit, students can make conversation with a partner easilyand know how to arrange
conversations sensibly

II. Lexical items: Words related to school

III. Teaching skills: Fluency in expressing oppinion and expressions for making a
conversation

</div>
(23)<div class='page_container' data-page=23>

Teacher's activities Students' activities
I. Warm-up : (5’) Jumpled words

- T asks ss to work in groups and rearrange the
jumpled words to make complete sentences

1. Has, nice, to, you, talking, been, it, very
2. Weekend, did, nice, have, a, you?
3. Up, later, catch, you, with

4. School, everything, how, at, is?

- T corrects and asks ss to give the open and end
conversation

- T leads in: today we will practice speaking
conversation having and starting and closing
conversation

II. Pre- speaking: (10’)
Task 1: Giving instruction

- T asks ss to give the expressions to open or end a
dialogue

- Have ss to work in pairs to put the expressions
which are commonly used in making small talks
under appropriate heading

Starting a conversation Closing a conversation
- Have ss to practice these expressions with
his/her partner

- Feedback and give correct answers

III. While- speaking: (15’)
Task 2: Rearranging sentences

- T asks ss to work in pairs to rearrange the
sentences to make an appropriate conversation.
- Let them have three minutes, then calls on some
pairs to practice the conversation in front of class
- Comment on ss’performance and give feedback
Task 3: Conversation completion:

- T asks ss to work in pairs: complete the
conversation with suitable words, phrases or
sentences in the box

- T calls on some pairs to practice the completed
conversation in front of the class

IV. Post- speaking: (8’)

- T asks ss to work in groups: make small talks on
the following topics, using the starting and closing
conversation

- T divides the whole class into 4 groups and each
group choose one of the topics and discuss

- Then two representatives will practice their
conversation

Weather, last night’s TV programmes, football,
plan for next weekend

- Work in group, do the task

- Listen to the T

- Gives expressions to open or end a
dialogue

- Work in pair, do the task
Keys:

Starting:

Good morning/ Hi

How’s everything at school?
Hello, how are you?

Hello! What are you doing?
Closing:

Sorry, I’ve got to go
Talk to you later
Goodbye, see you later
Great. I’ll see you tomorrow

- Work in pair to do the task
- Give the answers

- Listen to the T
- Do the task

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

- Do task 3
- Work in groups
- Give answers:

A: What’s the matter with you?
B: Awful/ a headache

A: You’d better go home and have a rest
- Do task 4

</div>
(24)<div class='page_container' data-page=24>

V. Homework:

- Ask students to practise all conversations again

- Homework: 1,2,3 at the page 8 and 9 (English
exercises book)

- Practise the conversation
Answer:

A: Hi, Minh. How was your trip to Da
Lat?

B: Hi, Huy. It was wonderful

A: What was the weather like in Da Lat?
B: It was cool.

A: Really? I love it, too.
* Plans for the next weekend:
A: Hello, Nga.

B: Hi, Lan.

A: Are you free on Friday? Would you like
to go to the cinema next weekend?

B: Thanks. But I have a plan to go out
with Lan.

A: Oh, bye
B: Bye

- Listen and take note

COMMENTS:

………
………
………
………
………
………
………

Date: 17/8/2012
Period: 13

UNIT 2: SCHOOL TALKS

Lesson C - LISTENING
I. Objectives:

By the end of the lesson, Ss will be able to listen to some small talks about duty, party
and trip.

II. Teaching aids: Pictures, cassette player, English textbook 10
III. Teaching skills: Listening for gist and for specific information
IV. Lexical items: Words related to school, weather and travelling
V. Procedures:

Teacher's activities Students' activities

I. Warm-up : (4 minutes)

</div>
(25)<div class='page_container' data-page=25>

home or other outdoor activities

1. What do you often do after the class at school?
2. Have your school got an English club?

3. Do you enjoy speaking English?
- Calls ss some ss to read their answers
- T introduces the new lesson

II. Pre- Listening: (12’)
Activity 1: Matching

- T asks ss to work in pairs and match a question in A
with a response in B

- T calls on some pairs to read aloud the question and
response in front of class

- Feedback and give correct answers
Activity 2: Describing pictures:

- T asks ss some questions about the pictures:
1. What do you see in the pistures?

2. Who are they?

3. What are they doing?/

4. Can you guess what are they taking about?

- T elicits to ss all the details of the pictures clearly
before playing the tape

III.While- listening (20’)
Task 1 : Matching

- T asks ss to listen to the conversations and match them
with the pictures

- T plays the tape more than once if necessary
- T tells ss to listen for main ideas and key words
- T calls on some ss to explain their answers to class
- Feedback and give correct answers

Task 2 : Answering questions

- T ask ss to listen to the tape again and answer the
questions

- T asks ss to read all the questions

- T lets ss listen the tape again and have a pause between
conversations to help ss easier while doing the task

- T calls on some ss to read aloud the answers in front
class

- T checks and corrects

Task 3 : Conversation completion

- T asks ss to work in pairs and study the conversation.

(maybe ss have various answers)
Suggested answers:

1. I play sports/ watch
TV………

2. Yes, it is/ No, it isn’t
3. Yes, I do/ No, I don’t
- Give the answers

- Listen to the T

- Work in pair, do the task
- Give the answers

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

- Listen to the T and answer the
T’s question

- Listen to the T

- Listen to the tape
- Give the answers

- Listen to the T’s feedback

* Expected answers:

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

- Listen to the T

- Read all the questions

- Listen the CD again to find the
answers

- Some ss give the answers
-Listen to the T

Answer keys :

1. She is talking English

2. She is in Miss Lan Phuong’s
class

3. He is at a party

4. He plans to stay in Nhatrang
for week.

5. No, she dosen’t. she traves

alone

</div>
(26)<div class='page_container' data-page=26>

Encourage them to guess the missing words

- T asks Ss to listen to it and complete the conversation by
filling in the missing words

- T calls some pairs to give answer and then to practise the
conversation

- T comments on Ss’ performance and gives correct
answers

IV. After- listening (8’)

- T asks ss to work in groups and discuss the problems
they have experienced at school

- T suggests the common problems at school: getting bad
marks, having difficulty in making friends, coming to
class late, ...

- T gives ss some suggested 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?

- T goes round to help Ss

- T asks ss to give the answers
- T checks and corrects if necessary
V.Home work (2’):

- Asks ss to practice again the dialogue in task 2
- Prepare Part D Unit 2

conversation on page 27 and
guess the missing words

- Listen to the CD and complete
the conversation

- Give answers and practice
- Listen to the T

Answer keys :
1. it here
2. very nice
3. big

4. comfortable
5. travelling 
6. no

7. alone
8. for a drink

- Work in groups and discuss
- Listen to the T’s instruction

- Use the suggestions to do this
task

give answers

- Give the answers
- Listen to the T
-Listen and take note
COMMENTS:

………
………
………
………
………
………
………

Date: 18/8/2012
Period: 14

UNIT 2: SCHOOL TALKS

Lesson D - WRITING

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. Teaching aids: Poster English textbook 10
III. Lexical items: Words related to application form
IV. Teaching skills: Filling in a form

V.

Procedures:

Teacher's activities Students' activities

</div>
(27)<div class='page_container' data-page=27>

- T supplies for students some kinds of forms and asks
ss some questions:

1.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?

II. Pre-writing: (13’)
Activity 1:Present vocabulary

- T ask ss to look at their books and explains some
new words if they don’t know:

+ country of origin: Quê quán
+ Present address: chỗ ở hiện tại
+ Marital status: tình trạng hơn nhân
+ Block capital: chữ viết hoa

+ Applicable:thích hợp

- T asks Ss to read the newwords loudly
Activity 2: Task 2: Matching

- T asks Ss to do Task 2: Match a line in A with a
question in B

- Explain what information to make a form: forms do
not usually ask questions, but they ask for information
- T lets students read quickly the column A and B
- T asks students to match individually then compare
in pairs and gives the answers

- T asks ss to practice asking and answering the questions
- Go around, listen to some pairs after that remark

III. While-writing (15’)

TASK 3: Doing what Forms ask

- T explains the statement in task 3: forms ask you to
do certain things. It means we use short information
but it’s real

- Ask students to read the model of form firstly
- Explain some new words:

+ delete (v): unnecessary to use or write out
+ male: for man

+ female: for woman

- T lets students write on the board or in the papers
- Go around and remark

TASK 4: Filling in a form

-T asks Ss to study the form carefully and fill the form
using their own information.

- Listen to the T and answer the
questions

Expected answer:
1.They are forms

2.To apply for a job./ To open 
accounts

To send or receive money at the post
office./ To attend to a club./ To 
change school, etc..

3.Firstname, surname, address, age, 
occupation, maritalstatus, telephone 
number, reason...

- Look at the book , listen to the T
and take note

- Read the new words

- Listen to the T

- Read the statement quickly
themselves

- Do the task
- Give the answers:
1-D 5-B
2-F 6-C
3-E 7-A
4-G

- Ask and answer

B: What’s your first name?
A: My first name is Trong
B: What’s your surname?
A: My surname is Pham
B: ……….

- Listen to the T
- Read the model

- Listen to the T and take note

- Do the task
- Listen to the T

</div>
(28)<div class='page_container' data-page=28>

-T calls two 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
IV. Post-writing: (7’)

- Let students work in group to write a form about
someone and other groups

- Read and write a short paragragh
- Listen and remark

V. Homework: (2 minutes)

- Do the writing part, Unit 2, workbook

- Two ss who are called fill the form
on the board

- Look at the board and listen to the
T’s comment

- Correct their mistake

- Work in groups and write a form
- One student of one group reads

aloud a form

- Discuss and correct mistakes
themselves

- Listen and copy
COMMENTS:

………
………
………
………
………
………
………

Date: 20/8/2012
Period: 15

UNIT 2: SCHOOL TALKS

Lesson E - LANGUAGE FOCUS (1)
I. Objectives:

By the end of the lesson, students know how to make question with the underlined words.
II. Teaching Skills: grammar

III. Method: Intergrated, mainly communicative
IV. Teaching aids: textbook, handout

V. Procedures

:

Teacher’s activities Students’activity

I. Warm-up: (5’)
- Asks ss some questions:
1. What is your favorite subject?
2. Where do you live?

3. When were you born?

- Listen and answer the question
individually

</div>
(29)<div class='page_container' data-page=29>

4. How many people are there in your family?

- Leads in the new lesson: Today, we will study how
to make questions

II. Grammar: Wh-questions (35’)
A. Presentation: (15’)

- Gives some examples on the board:
How are you?

Where do you live?

What do you like studying at school?
- Gives some instructions:

Form:

Wh-word + Aux Verb + S + V1 + O ….?

+ Wh-word: What (cái gì), Who (ai), When (khhi
nào), where ( ờ đâu), why (tại sao), how long (bao
lâu), how much/many (bao nhiêu), what time (mấy
giờ),……….

+ Aux Verb: trợ động từ (do, did, be (is, are, was,
were), can, should……….)

- Give more explanation clearly for each tense
1. Wh-word + do /does + S + V1……?/

2. Wh-word + did + S + V1 …..?
3. Wh-word + Be + S +……..?

4. Wh-word + Have/ Has/Had + S + V3/ed…?
5. Wh-word + modal verb + S + V1…?

……….
B. Practice:

Activity 1: Make questions with underlined words
- Give ss handout

-Requires ss to work in pairs to do exercise in
handout

- Help ss to do this exercise: they can depend on

their answers (about tenses and meaning) to find the
questions

- Calls some pairs to read the questions and answers
- Gives suggested answers

HANDOUT:

Make question with the underlined part in the 
following sentences.

1. My aunt Jennifer is an artist.

2. She must be at least thirty-five years old.

3. She always appears on the stage as a young girl.
4. She will have to take part in a new play soon.
5. She had to wear short shocks and a bright,
orange-colored dress in a play last year

6. The viewers are looking forward to watching her
role.

7. He is living in Bac Ninh.
8. The Smiths have got three cars.

9. The meeting will take place next Tuesday.

10. Anna is learning English because she will need it
in her job.

Activity 2: Ex 1 P.30 textbook: Make question for

- Listen to the T

- Listen and take note

- Look at the exercise in handout
- Listen to the T’s instructions
- Give the answers

- Correct their mistakes
Expected answer:

1. Who is your aunt Jennifer?
2. How old must she be?

3. Where does she always appear as a
young girl?

4. How many dramas has she played
in?

5. What will she have to take part
play in soon?

6. Who will she be in the play?
7. How are you going to see her in ?

8. When did she have to wear short
shocks and a bright , orange- colored
dress un a play?

9. How does she always answer if
you ask her how old she is?

</div>
(30)<div class='page_container' data-page=30>

the following responses

- Asks ss to work in pairs, do the task

- Call on some pairs to read the questions and
responses aloud in front of the class

- Feedback and correct
III. Homework:

- Asks ss to write the structure again and give an
example for each structure

- Asks ss to do exercise 1 on textbook

- Work in pair

- some pairs speak out their questions
- Some students write on the board
and others check and correct mistakes

-Listen to the T and take note

COMMENTS:

………
………
………
………
………
………
………

Date: 21/8/2012
Period: 16

UNIT 2: SCHOOL TALKS

Lesson E - LANGUAGE FOCUS (2)
I. Objectives:

By the end of the lesson,

- Students know how to spell two syllables // and /a/ in a word or a sentences

- Students learn some information to fill in a form
- Using gerund and to-infinitive

II. Teaching Skills: practise doing exercises
III. Teaching aids: textbook, workbook
IV. Procedure:

Teacher's activities Students' activities

I. Warm-up: jumbled letter (5’)

- T asks ss to work in group and rearrange the
jumbled letter to make a meaningful word.

-Work in group of four

</div>
(31)<div class='page_container' data-page=31>

1. bsutcej  subject

2. skat  task

3. imeeaf  female

4. ctarfif  traffic

5. evlo  love

6. tearfh father

II. PRONUNCIATION (10’)
1. Listen and repeat:

Example: love father
/^/ /a:/

- T helps Ss to distinguish two sounds
- Ask them to listen and repeat

2. Practice:

- Open their textbooks and practise the sentences
- Calls on some Ss to pronounce two sounds
- Peer correction

II. Grammar: (28’)
A. Presentation:

- Gives ss some examples and asks ss to:
Ex: He enjoys (play)………..chess.
They want (learn)…………. English.

- Explains some words use V-ng and some verbs
use:

+ Ving: avoid, practice, miss, enjoy, mind, suggest,
trouble, consider, dislike……..

+ To-infinitive:expect, plan, want, decide, demand,
hope, threaten, agree, seem………

B. Practise:

Exercise 2: P. 30 textbook

- 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

Exercise 3: p. 31

- Asks Ss to work in pairs and complete the
sentences using an – ing or to – infinitive from of
the verbs in the box.

- Tell Ss to compare their answers with a friend
- Asks ss to give the answers

- Feedback and give correct answers:
III. Homeworks:

- Asks ss to practise the sounds /^/and /a:/

-Make wh-question
-Use the infinitive and gerund

- Do all exercises 1,2,3 4 page 7,8 in Workbook.

with the most correct words will be
winner.

-Note: distinguish two sounds:
/^/

-o:wonderful, son
month, some,
something

-u:bus,fun,husband,
-oo: blood,flood
ou:country,couple,youn
g, touch, trouble

- oe: does

/a:/
-a: father,
-a+r: : farm,
far,

alarmstart,st
ar,hard..
- au:
laugh,aunt

- Look at the board and listen to the T’s
explanation

-Listen and copy

-Read the letter carefully, do the task

-Compare with their friends
-Read the completed letter
Expected answer:

1. to hear 2. going

3. remembering 4. doing 
5. worring 6. to pay

7. to go 8. visiting 
9. seeing 10. hearing
- Work in pairs, do the task
- Compare with their friends
- Give the answers

- listen to the T and correct

1.to go 2.waiting 3.having
4.find 5.living 6.making
7.to call 8.to lend 9.talking
10.to post

</div>
(32)<div class='page_container' data-page=32>

- Prepare Unit 3: READING

COMMENTS:

………
………
………
………
………
………
………

Period: 17
Date: 22/9/2012

UNIT 2: SCHOOL TALKS

Lesson E – FURTHER PRACTICE
I. Objectives:

By the end of the lesson, ss review the contents of unit 2
II. Teaching Skills:

- Make questions and give response in small talks
- Pronunciation: // - /a/

- Grammar:- Gerund and To-infinitive and Wh-questions
III. Teaching aids: handout

IV. Lexical items: Words related to SCHOOL TALKS
V.

Procedure:

Teacher's activities Students' activities

I. Warm-up: (4’)

- T asks ss to answer the question:

What have you learnt about grammar and topic:
small talks?

</div>
(33)<div class='page_container' data-page=33>

- Lead in the lessong: Today, we practise some
exercise to review the lessons in unit 2

II. Practice (40’)

- Give ss handout and instruct them how to do
exercises in handout

- Ask ss give the answer

- Check the answers and correct mistakes

 Homeworks: (1’)

- Asks ss to practise the sounds /^/and /a:/

-Make wh-question
-Use the infinitive and gerund

- Prepare Unit 3: READING

- Look at hanout and listen the T’s
instruction

- Do the exercises
- Give the answers

- Listen and correct their mistakes
- Listen and take note

HANDOUT:

I. Pick out the word that has the italicized letter pronounced // or /n:/.

marvelous far kind love cousin

maths hard subject games worry

much headmaster communicate study talk

director company charge complain package

father July discuss language during

money wrote travel party shop

/ ^/ _love, cousin, subject, worry, much, study, company, discuss,money_
/ / _far, hard, headmaster, marvellous, charge, father, party

II. Complete the sentences with the correct form of the words in the box.

entertain maths nation relax safe

profession enjoy employ attend crowd

1. The police gave him protection for his own... safety...
2. How many times do I have to ask you to pay….. attenttion...?
3. The company made hundreds of... employees... redundant.
4. The store was... crowded... with shoppers.

5. The show brought .... enjoyment...to millions of viewers.
6. She listens to music for .... relaxation...

7. Cinema is a medium of mass.. entertainment...

8. He can calculate very quickly. He has an amazing ability to solve .. mathematical...
problems.

9. In 1963 he was appointed.. professor...of history.

10. Dang Thai Son is a Vietnamese pianist with an.... international...reputation.

III. Complete this text with the correct answer

Being a student involves (1)...taking... (take) responsibility for (2)..organizing...

(organize) your own time,there fore, you need (3)....tolearn....(learn) about planning your
time and workload effectively. You can learn to do this through practice and through stopping
(4).....thinking...(think) about what works or doesn't work for you.

Try (5).....setting... (set) yourself goals and target and give yourself small rewards.
Don't try (6)...to do.... (do) too much at once have regular breaks. If you fail (7)...tofinish...
(finish) a piece of work as quickly as you expected, don't feel bad, just be more realistic your
planning next time. If you find that you avoid even (8)....starting... (start) work, stop
(9)....making...(make) excuses and start today! You will! feel much better once you do.
IV. Put a circle round the letter of the correct word(s) to use in each blank.

1. ... do you want? ~ A box of chocolates.

a. What b. Which c. Who d. How

2... is this building? ~ It's about two hundred years old.

</div>
(34)<div class='page_container' data-page=34>

3. ... money do you earn? ~About £250 a week.

a. How much b. What c. How many d.. Which

4... bag are you carrying? ~ Judy's.

a. Which b. What c. who’s d. Whose

4. ... first stepped on the moon? ~Neil Amstrong, wasn't it?

a. Whose b. Who c. Where d. When

6. ...is your new school? ~ It's very big and friendly.

a. What b. How c. Where d. Which

7. ...is it to tile post office? ~ About two hundred meters.

a. How far b. How long c. How often d. How much

8. ... is your national flag? Red and yellow.

a. What b. Which of color c. What color d. Which
9. ...do you take a holiday? ~ Once a year.

a. When b. How long c. What time d. How often

10. ...is Greg like'? ~ He's tall and thin with brown hair.

a. What b. How c. Who d. Whom

11. ... did the. Second World War end? ~ in 1945.

a. Where b. When c. What time d. How long.

12. ...is a half of football? ~ forty-five minutes.

a. What time b. How often c. How long d. When
12. ... of holiday are you interested in?"~ package holiday.

a. Which b.. What c. Which kind d. What kind

13. ... hand do you write with? ~ My right hand.

a. Which b. What c. Whose d. What sort of

14. ... did the package come from? ~ London.

a. When b. Where c. Which d. Who

COMMENTS:

………
………
………
………
………
………
………

Period: 18, 19

Date: 24/9/2012

UNIT 3: PEOPLE’S BACKGROUND

Lesson A - READING

I. Objectives:

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

- improve reading skill through Matching and True or False exercises.

- improve background knowledge about famous scientists especially about Marie Curie.

II. Lexical items: Words to describe people’s back ground: name(s), age, place/date of birth,
education, job, interest

III.Teachingskills: Reading for general or specific information

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

Teacher’s activities Students’ activities

I. Warm-up: (5’)

- Give some famous persons’ names in the column A
and their job in the column B on the board

- Let students match the people with their jobs

A B

Lam Truong scientist

- Look at the board

</div>
(35)<div class='page_container' data-page=35>

Marie Curie
Miss Hanh
Nam Cao
Cong Vinh

writer
singers

football player
teacher

- Check and introduce the new lesson: Marie Curie
II. Before-reading: (15’)

- Ask some questions about some famous people and
Marie Curie:

1. Can you name and tell some scientists and their
specializations?

2. Have you ever heard of Marie Curie?
3. What do you know about her?

- Gives feedback and leads in the lesson

- Leads in the lesson: Marie Curie is the world
famous scientist. She made great contributions to the
world's science. Today, we will learn about her life
and her research. Firstly, let's have a quick look at
some new words and phrases that you will come
across in the passage.

Vocabulary pre-teach

- Elicits the meaning of the words

 general education (n): comprehensive study of all

subjects and skills (explanation)

 brilliant (a): clever, quick at learning

(explanation)

 mature (a): fully-grown/developed in character

and power (translation)

 harbour the dream of: foster/keep in mind the

dream of doing st (explanation)

 flying colours: (leave university) with excellent

grade (explanation)

 PhD: Doctor of Philosophy

 tragic death: die painfully, tragically

 to be awarded: to be presented with (explanation)
 atomic weight of radium: (translation)

 humanitarian wish: (translation)

III. While you read :
Task 1 – Matching (10’)

- Asks ss to read the passage individually and
match the words or phrases in A with their meanings
in B.

- Calls on some ss to read and explain their answers
aloud in front of the class.

- Feedback and give correct answers:

1. c 2. e 3.a 4. d

5. b

Task 2 - True or False: (15’)

- Asks ss read the passage more carefully and

decide whether the statements are true. (T) or false
(F). Correct the false information.

- Asks ss to highlight or underline the information:
in the passage that helps Ss find the correct answers.

- Asks ss to give the answers and explain

- Listens to ss and give feedback and give correct
answers

- Listen to the T

- Answer the questions if they know

- Listen to the T

 Giáo dục phổ thông
 Thông minh , sáng dạ
 Trưởng thành

 nuôi ước mơ trở thành.
 Tốp nghiệp ĐH loại ưu
 Tiến sĩ

 Cái chết đau khổ
 Được trao cái gì

 Trọng lượng nguyên tử
 Mong muốn nhân đạo

- Read the passage individually and
match the words or phrases in A with
their meanings in B.

- Read and explain
- Listen to the T

- Read the passage to do the task
- Underline the information when
choose the answers

- Give the answers and explain

- Listen to the T and correct their
mistakes

</div>
(36)<div class='page_container' data-page=36>

Task 3: Answering questions (15’)

-Asks ss to read the questions in their textbook
quickly to understand the meaning

- Asks ss to work in pair to answer the questions
- Asks ss to compare their answers with other
pairs.

- Asks ss to give the answers

- Feedback and give correct answers

Task 4: (15’)

- Asks ss to read the passage again to find the
events for each of the following years.

Years Events

1867
1891
1895
1903
1914

Marie’s birthday
studied at Sorbonne
got married

received doctor of Philosophy
founded the radium Institute
- Ask ss to give the answers

- Checks and give feedback
IV. Post- reading: (10’)

-Asks students to close their books and practice
telling something about Marie Curie

- Lets students reread the passage quickly to find
evidence from the passage to prove each of them
a. strong-willed

b. ambitious
c. hard-working
d. intelligent
e. humane

- Ask ss to give the answer
- Listen and give feedback

V. Homework: (3’)

- Ask ss to study the vocabularies and prepare part B.
Speaking

- Work in pair to find information to
answer the questions

- Compare the answers with other pairs
- Give the answers

- Listen to the T and correct their
mistakes

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”

- Read the passage again to give the
answers

- Give the answers
- Listen to the T

- Work in groups to tell about Marie
Curie

- Listen to the T and do the task

a. strong willed: harboured the dream of a
scientific career, impossible for a woman at
that time

b. Ambitious: kept moving up in her
career

c. hard-working: difficult living
conditions-work hard

d. Intelligent: Nobel Prize

e. Humane: easing humane suffering
- give the answer

- listen to the T
- Listen

</div>
(37)<div class='page_container' data-page=37>

………
………
………
………
………
………
………

Period: 20
Date: 1/9/2012

UNIT 3: PEOPLE’S BACKGROUND

FURTHER PRACTICE: VOCABULARY AND READING
I. Objectives:

Helps ss to review the vocabularies in Reading lesson related to people’s background
II.Teaching skill: reading skill

III.Teaching aid: handout
IV. Procedures:

Contents Purposes

I/ Choose the best answer :

1. She received a _____ after a two-year course .

A. diploma B. book C. champion D. writer

2. Marie Curie realized her humanitarian dream with the _____ of
the Radium Institute .

A. finding B. founding C. B & D D. establishment
3. After the ____ death of her husband , Marie Curie took up his
position at the Sorbornne .

A. tragic B. tragedy C. tragical D. tragically
4. Marie Curie was awarded the Nobel Prize in chemistry for
determining the _____ weight of radium .

Review the vocabularies:
champion, establishment
tragical, atomic, seriously,
scientific, education,
determine, ease, take
up…..throughout the
exercise: read the context
and choose the best answer
answer keys:

</div>
(38)<div class='page_container' data-page=38>

A.different B. atomic C.romantic D. free
5. He was ____ injured in the accident last night .

A. bad B. serious C. seriously D. good

6. When I was young , I received some ____ training from my
father .

A. science B. scientific C. scientist D. scientifically
7. Nowadays , more and more young people want to have a
university _____ .

A. educate B. education C. educator D. educational
8. The purpose of the test is to _____ the weight of the chemical
element .

A. ease B. interrupt C. determine D. receive
9. In the 19th century , it was _____ for a woman to become a doctor

A. unable B. impossible C. couldn’t D. incapable

10. He took _____ the position that his father had obtained at the
college .

A. on B. to C. up D. in

II/ Read the passage and choose the best answer for each 
question

Marie Curie, the Polish-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 1903.

1. The word “ determined ” in line 1 means most nearly ________ .
A. resolute B. found out C. brave D. honest
2. What did Marie Curie go to France for?

A. To find a job B. To earn her living
C. 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. 36 years old C. 44 years old D.
67 years old

5. Polonium is a ______ .

A. country B. science history C. prize
D. radioactive elements

3. C
4. B
5. C
6. B
7. B
8. C
9. B
10.C

Improve reading skill
throughout extensive
reading: multiple-choice
questions

1. A
2. C
3. B
4. B
5. D

COMMENTS:

</div>
(39)<div class='page_container' data-page=39>

Period: 21
Date: 3/9/2012

UNIT 3: PEOPLE’S BACKGROUND

Lesson B - SPEAKING

I. Objectives:

By the end of the lesson, Ss will be able to talk about their own background and know
how to ask for other people’s background

II. Lexical items: Words to speak about people’s back ground
III. Teachingskills: speaking skills through expressing opinions

IV. Teaching aids: Photos of some famous persons or some real information about someone
to speak

V. Procedures:

Teacher’s activities Students’ activities

I. Warm-up: Completing the full
sentences:

- Ask students to close the book

- Give some words and let students complete the
full sentences in pairs:

1. Marie Curie/ born/ 7th/ November/ Warsaw/ 1867

2. Marie Curie/ harbor/ dream/ scientific career/
impossible/ woman/ time

- Close the books

- Work in pairs and write the full
sentences

1. Marie Curie was born in Warsaw on
November 7the 1867

</div>
(40)<div class='page_container' data-page=40>

- Ask ss to give the answer

- Listen to the T and give feedback
II. Pre-speaking:

Task 1: Discussion

- Ask ss to look at task 1 in text book , read and
decide which of the items below to tell about
somebody’s background

+ family
+ hobbies
+ education
+ dislikes
+ appearances
+ experience

- Ask ss to give the answers

- And get them discuss what questions they can
ask when they want to know about somebody’s
background

- Ask ss to give the opinions what they have
discussed

- Listen and give feedback

III. While- speaking:

Activity 1: look at the picture and answer the
questions

- Let students open the books and observe the
picture and describe what they are doing

1. 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

Activity 2: (Task 2): interviewing a classmate
- 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

- ss speak out the sentence they’ve done
- Look at textbook, do and decide the
items about somebody’s background

- Give the answers
- Discuss

Questions:

1. What is your job?
2. How old are you?

3. What do you like doing in his free
time?

4. Can you tell me about your parents?
5. ………..

- Look at the picture and answer the

questions

1. They are interviewing
2.They’re in the classroom

3. One speaks and one writes down in the
notebook

- They’re holding the pens and notebooks
- Read these words and work in groups
- Some students can show off these
words: family; dislike; hobby; education

- Observe the picture

- Work in groups with some cues given
below

(Greeting, date of birth, home, parents…)
A: Hi! When were you born?

B: I was born on……….
A: Where do you live?
B: I live in ....

- Other groups go on practising speaking
- Practise interviewing as a dialogue
A: Hello! I’m ...

B: Hello! I’m ... Nice to meet you.

A: Could you tell me something about
yourself and your parents?

</div>
(41)<div class='page_container' data-page=41>

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

IV. Post-reading:

Task 3: Talking about the classmates

- Ask ss to tell about the person they have learnt
about the interview in groups

- Ask some ss to speak in front of class
- Listen and give feedback

V. Homework:

- Let students write about someone they admire or
look forward to meeting

- Others listen and write down some
information they get

- Work in group to do the task

- Some ss called speak in front of class

- Listen and write down in their
notebooks

COMMENTS:

………
………
………
………
………
………
………

Period: 22
Date: 5/9/2012

UNIT 3: PEOPLE’S BACKGROUND

Lesson C - LISTENING

I. Objectives:

By the end of the lesson, Ss will be able to listen to a dialogue within 150-170 words
for general or specific information.

II.Lexical items: Words related to people’s back ground

III. Teachingskills: Listening for general or specific information

IV. Teaching aids: Some pictures of persons or some real information about them
V. Procedures:

Teacher’s activities Students’ activities

I. Warm-up: (4’)

- Give some photos of famous persons in Viet Nam
and in the world

1. Who are these in the photo?
2. Which fields are they famous for?
- Ask ss to give the answers

- Listen and give feedback
II. Pre-listening: (10’)

- Let students open the books and ask who is in the

- Look at the pictures and answer the
questions

- Give the answers
- Listen to the T

</div>
(42)<div class='page_container' data-page=42>

picture

1. What’s her name?

2. Where does she come from?

3. How many times 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

III. While-listening: (20')
Task 1: True/False

- Let students read some sentences given and explain
some new words if necessary

- Read or let students listen first

Have you got anything from the conversation
between Bob and Sally?

- Let students listen the second time

- Let students listen the third time and let them
choose and decide whether the statements are True
or False

- Ask ss to give the answers and explain

- Give more information so that Ss understand

clearly

1. 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: Fill in the blanks

- 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 three times to fill in the blanks
- Let them work in groups to speak out the answers
- Listen ss’ answers and correct their listening

IV. Post-reading: (10’)

- Ask students to work in pairs to ask and answer the
questions about Sally

1. She’s Nellie Kim
2. She comes from Russia

3. She won five-time Olympic Champion
4. She is Olympic gymnast

- Listen to the teacher and answer the
questions

P1: Can you name any Olympic
Champions?

P2: What would you like to know about
these people?

- Read in chorus

- Some students read themselves:
+ love story

+ sport teacher
+ romantic

+ teacher’s diploma

- Read silently the sentences given
before listening

- Listen the first time
- No, we haven’t

- Listen the second time and begin doing
the task

- Listen the third time and work in

groups to decide which are T or F

- Give the answers and explain
- Listen to the T and correct

- Read some sentences quickly and guess
- Listen and do the task

- Speak out their listening in groups
- Listen to the T

Keys:

1. a general education
2. lives, family

3. different, swimming
4. love stories

5. teacher’s diploma

- Work in pairs to ask and answer the
questions about Sally

</div>
(43)<div class='page_container' data-page=43>

1. When was Sally born?

2. Where did she get a general education?
3. What does she like to do in her free time?
4. What does she want to be in the future?

- Go around and listen to each pair and correct
mistakes if they’ve done

V. Homework: (2’)

- Ask students to write a short passage about Sally or
a person they like

2. She got a general education at local
schools

3. She likes different sports and likes to
sit at home and reading.

4. She wants to be a sport teacher
- Listen and take note

COMMENTS:

………
………
………
………
………
………
………

Period: 23
Date: 6/9/2012

UNIT 3: PEOPLE’S BACKGROUND

Lesson D - WRITING

I. Objectives:

By the end of the lesson, students should know how to write about people’s background
II. Lexical items: Words used in writing about people’s background

III. Teaching skills: Writing about people’s background
IV. Teaching aids: Some cues, information of someone
V.Procedures:

Teacher’s activities Students’ activities

I. Warm-up: Filling in the missing
information (4’)

- Ask students to close the books

- Write on the board with some words in the
column A and B, ask ss to work in pair and
match A with B

A B

- Close the books

</div>
(44)<div class='page_container' data-page=44>

1. Name
2. Date of birth
3. Place of birth

4.School attended
5. Exam passed
6. Previous jobs
7. Interests

a. Boston

b. Kensington High School
c. English, French, Maths
d. tourist guide

e. David Brown
j. 12/11/1969

g. Music and dancing
- Ask ss to give the answers on the board

- Check the answers and ask ss where these
information are listed: Somebody’s background
II. Pre-writing: (10’)

Task 1: how to write somebody’s background
- Explain the elements of a C.V by asking ss to
read Mr Brown’s C.V

C.V: curriculum vitae – a form with details
about somebody’s past education and jobs
C.V normally consists of following items:
Personal information/data:

Education:
Previous jobs:
Interests:

- Ask ss to work independently and write a
paragraph about Mr Brown, using the cues
below.

Be born like go to…….. school
From……to pass exams in travel
agency

Work as

- Have ss compare their writing with a friend
III. While-writing: (15’)

Task 2: writing

- Ask ss to work in pairs and ask the partner for
the information about his/her parents and
complete the form

- Go around the class and provide help by
giving suggested questions

+ Education: which school did you go to?
When?

+ Exams: which exams did you pass? When?

+ Hobby: What’s your hobby? What do you do
in your free time?

+ sports: Do you like to play sports? What sports
do you like playing?

+ jobs: What did you work? When?

- Calls two ss to go to the board and write their
writing

- Check and give correction

- Some students do matching on the board
- Listen to the T

Key:

1.e- 2.f- 3.a- 4.b- 5.c-6.d- 7g
-Listen to the T and take note

- Write a paragraph

Mr. Brown was born on 12th November, 1969 
in Boston. He went to Kensington 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.

-Work in pairs to complete the information
in a form

-Listen to the T and take note

-Go to the board and write them

Name Mr/Ms

Date of birth
Place of birth
Education:
School attended
Exams passed:

</div>
(45)<div class='page_container' data-page=45>

IV. Post-writing: (15’)

- Ask ss to write a paragraph about your
partner’s parents

- Ask him/her to read the paragraph and check
whether the information is correct

V. Homework: (2’)

- Ask ss to write a paragraph and a C.V about
someone and prepare Unit 3. Language Focus

-Give your friend the exact information
and correct their writing

-Listen and take note

COMMENTS:

………
………
………
………
………
………
………

Period: 24
Date: 7/9/2012

UNIT 3: PEOPLE’S BACKGROUND

Lesson E - LANGUAGE FOCUS 1
I. Objectives:

After the lesson, ss will be able to pronounce the sounds /e/ and /æ/ and use the past
perfect tense correctly.

II. Teaching skills: fluency in pronouncing /e/ and /æ/ and use of past perfect
III. Lexical items: Some words related to /e/ and /æ/;

IV. Teaching aids: textbook, handout
V. Procedures:

</div>
(46)<div class='page_container' data-page=46>

I. Warm-up: (5')

- Give some words and ask students to make full
sentences

1. Marry/ her bag/ left/ school/ at/ yesterday
2. Mrs Black/ has/ from/ a/ message/ Jen
- Let students read aloud the sentences

- Lead in the new lesson: two syllables /e/ and /æ/
II. Pronunciation: (10’)

A. Presentation:

- Demonstrates the sounds /e/ and / e / by

pronouncing them clearly and slowly.
Instructs the way to pronounce:

/e/:first pronounce the sound /I/ then open your
mouth a little more.

/e/: is a short sound.

/ e / : first pronounce the sound / e / then open

your mouth a little more.

- Asks Ss to pronounce and repeat the sounds

several times.

- Makes sure Ss are aware of the difference
between the two sounds

B. Practice:

- Plays the tape and asks them to repeat.

- Calls on some Ss to repeat the sounds clearly to
class.

- Asks Ss to work in pairs and practice the
sentences. Introduces peer correction.
III. Grammar: (30’)

A. Presentation: (10’)

- Give an example on the board: one action
happened before and one action happened after,
both in the past

Ex: When Sarah arrived at the party last night, Paul
had gone home.

- Ask students to read the example and determine
which verbs in the example

- T asks ss: arrived  what tense? And how about

“had gone”?

- Give explanation: It is the past perfect tense:
+ Form: S+ had + V3/ed+ O

+ Use:

to talk about a past situation or activity that took
place before another past situation or activity, or
before a particular time in the past

Ex: As Mary shook Mr John’s hand, she realized
she had seen him before.

- Let ss practice doing exercises
B. Practice: (20’)

Exercise 1: p.39

- Ask students to do exercise individually: use the
verbs in brackets in the past perfect

- Have Ss compare their answers with a friend.
- Call on some Ss to read aloud their answers in
front of the class.

- Do the exercises

1. Marry left her bag at school yesterday
2. Mrs Black has a message from Jen

- Read these sentences

- Distinguish the difference between the
word :

Men – man

- Listen and repeat

- Repeat the sounds several times.
- Listen and repeat

- Work in pairs and practice the sentences

- Observe the T

- Read the example and give the answer:
arrived and had gone

- Answer: simple past, give the answer if
they know

- Listen and take note

- Listen to the T and do the exercise
- Compare with friend

</div>
(47)<div class='page_container' data-page=47>

- Feedback and give correct answers

Exercise 2:

- Give ss handouts

- Ask ss to do exercise individually: use the verbs in
brackets in Past simple or Past Perfect

- Have ss compare their answers with a friend.
- Call on some ss to read aloud their answers in front
of the class.

- Feedback and give correct answers.
Handout:

1. She ( finish ) _____________ her work by 5
o’clock yesterday .

2. What ( you/ do)________________ yesterday?
3. (You /watch)__________________ TV last
night?

4. She (be)_________ born in 1980

5. They (pay)_______________ a visit to us last
summer.

6. He (start)____________ learning English when
he (be) ___________a child

7. She (spend)_____________ five days painting
her house two weeks ago

8. Up to then , I ( never / see ) __________ such a
big fire .

9. I (be)__________ tired because I
(work)____________ all day yesterday
10. I (see)________________ her before

11. Mr. Green has taught English in this school since
he (graduate)_____________ from the university in
1986.

12. They (go)_____________ home after they
(finish)______________ their work

13. She said that she (already, see)_____________ Dr. Rice
14. When we (come)______________ to the stadium, the match
(already, begin) ___________

15. They (tell)___________ me they (not, eat)__________such
kind of food before

16. After he (go)_________, we (sit) _________down and
(rest)______________

17. After taking a bath, he (go) __________to bed.

18. It was the first time I (ever, see)______________ such a
beautiful girl

19. Before Alice (go)___________ to sleep, she
(call)______________ her family

20. He (teach)______________ in this school before he
(leave)______________ for England

21. He (thank ) __________ me for what I ( do )
_______________ .

22. By the time I met you I ( work ) ____________ in that
company for five years .

23. When I (open ) _________ the cupboard door , a pile of
books ( fall ) ____________ out .

 Homeworks:

- Learn the lesson and prepare Ex 2 & 3

- Listen to the T and correct their mistakes
Answer key:

1. had broken
2. had done
3. had meet

4. hadn’t turned off
5. had seen

6. had been

7. had left
8. had moved
9. hadn’t seen
10. had broken in

- Listen to the T and do exercise
- Compare with friend

- Give the answers

- Listen to the T and correct their mistakes
Answer key:

1. had finished
2. did you do
3. watched
4. was born
5. paid

6. started – was
7. spent

8. have never seen
9. was – had worked
10. saw

11. graduated

12. went – had finished
13. had already seen

14. came – had already begun
15. told – hadn’t eaten

16. had gone – sat
17. went

18. had ever seen
19. went – had called
20. had taught – left
21. thanked – had done
22. had worked

</div>
(48)<div class='page_container' data-page=48>

- Listen and take note
COMMENTS:

………
………
………
………
………
………
………

Period: 25
Date: 9/9/2012

UNIT 3: PEOPLE’S BACKGROUND

Lesson E - LANGUAGE FOCUS 2
I. Objectives:

After the lesson, ss will be able to use the past perfect vs. the past simple correctly.
II. Teaching skills: practise using of past perfect vs. the past simple

III. Teaching aids: textbook, handout
IV. Procedures:

</div>
(49)<div class='page_container' data-page=49>

I. Warm-up: Table completion (5')

- Ask ss to work in groups and give each group a
table containing 10 verbs

- Tell ss to complete the table following the
instruction:

Verb infinitive Past form Past participle
take

met

left
come

broke

been
did

see

heard

gone
II. Grammar: (40’)

A. Presentation: (10’)
- Give examples:

When the President arrived, the plane took off.
When the President arrived, the plane had taken off.
- Ask ss give the ideas about tenses of these sentences
- T explains the comparison here

+ Past simple: khi hai hành động xảy ra tuần tự và kế
tiếp

+ Past perfect: hành động xảy ra trước hành động khác
và trong hai câu hành động không theo thứ tự trước
sau

B.Practice: (30’)

Exercise 2: p. 40: Put the verbs in brackets in the 
past simple or the past perfect

- Tell ss to do the exercise carefully and then
compare the answers with a friend.

- Feedback and give correct answer

Exercise 3: p. 40: Correcting mistakes

- T asks ss to read the story carefully and ask them
answer some questions about the sory ta make sure
ss have generall understanding

+ What is the story about?
+ Who are in the story?...

- Have ss work in pairs and find five mistakes in the
use of tenses in the story.

- Ask ss to join another pair to work in group and
compare and discuss the answers.

- Call on some ss to explain their answers in front of

- Work in groups

- The group which completes the table first
and has more correct verbs will be winner.

- Look at the examples
- Give the ideas

- Listen to the T and take note

- Listen to the T and do the exercise
individually, then conpare the answers with
a friend.

- Give the answers

- Listen to the T and correct their mistakes
Answer key:

1. had just finished/came
2. had seldom travelled/went
3. went/ had already taken
4. Did you manage/ had he gone
5. had just gone/ phoned/ has been
- Read the story and answer the questions

- Listen to the T and do exercise in pairs
- Compare with another pairs

</div>
(50)<div class='page_container' data-page=50>

the class.

- Feedback and give correct answers

C. Product:

- Ask ss to complete these sentences:

1. He had already known her before ……….
2. When he came back, ……….

3. No sooner had I started mowing the lawn
………

4. I didn’t know what ……….
5. He thanked me for what I ……….
- Call on some ss to giev the answers on the board
- Feedback and give suggestions

1. they worked in this company
2. everyone had gone out
3. than it started raining
4. had happened

5. had helped her to finish the report

 Homeworks:

- Learn the lessons

- Learn the lesson and prepare Test Yourself A

- Listen to the T and correct their mistakes
Answer key:

Sentence 1: had climbed →climbed
Sentence 3: had turned → turned
Sentence 5: had called → called
Sentence 7: had heard → heard
Sentence 9: went → had already gone
- Listen to the T and do the task
individually

- Give the answers

- Listen and correct their mistakes

- Listen to the T and take note
COMMENTS:

………
………
………
………
………
………
………

Period: 26
Date: 8/9/2012

TEST YOURSELF A

I. Objectives:

After this lesson, students will be able to:
- Review unit 1- 3

- Improve their knowledge through the test yourself
II. Teaching skills: reading, speaking, listening, writing skill
III. Teaching aids: Textbook, board

</div>
(51)<div class='page_container' data-page=51>

Teacher’s activities Students’ activities
I. Listening(2.5 points) (10’)

- Present the task: Listen and complete the table
below

- Tell students the topic of the table
- Get students to look through the table
- Explain the meaning of new words
- After that read the passage aloud twice

- Let students fill in the blanks with the words
they have just heard

- Go round the class to control the work

- Then read the passage the last time for students
to check their results

- Correct mistakes
Keys:

1. 15th January 1929

2. In 1951
3. for 4 years
4. he met

5. they got married
6. a minister at a

7. the black freedom movement
8. heard his speech at the

9. In 1964

10. 4th April 1968

II. Reading (2.5 points) (10’)

- Present the task: Read the passgae and choose
one appropriate phrase in the box for each blank.
There are more phrases than needed

- Get students to work in groups, discuss about the
passage

- Go round the class to control the discussion
- State the best option

- Correct mistakes
Keys:

1. F: took a degree in Economics
2. C: worked hard

3. A: the chairman of Fairfield Education
Committee

4. D: for two years

5. B: for the best essay on education
III. Grammar(2.5 points) (8’)

- Present the task: Use the correct form of the
verbs in brackets to complete the letter of
application below

- Get students to discuss the letter in groups or in
pairs

- Go round the class to control the set’s activities
- State the keys

- Correct mistakes
Keys:

1. To apply 2. am
3. attended 4. passed

- 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

- Listen to the teacher

- Work in groups to complete the letter
- Compare the results with the other
groups

</div>
(52)<div class='page_container' data-page=52>

5. got 6. can
7. reading 8. know
9. am able 10. hearing
IV. Writing (15’)

- 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

- 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

COMMENTS:

………
………
………
………
………
………

Period: 27
Date: 12/9/2012

ONE PERIOD TEST

(1st – Semester 1)

I. Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined
part is pronounced differently from that of the rest in each of the following questions.

1. A. realize B. pea C. cheese D. asleep

2. A. compulsory B. suffer C. culture D. furious

II. Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from
the rest in the position of the main stress in each of the following questions.

3. A. background B. career C. secondary D. private

</div>
(53)<div class='page_container' data-page=53>

III. Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to
each of the following questions.

5. We must send ………….aid to the refugees.

A. human B. humanism C. humane D. humanitarian

6.………films should be made for school.

A. Educational B. Educating C. Educated D. Educate

7. I usually go out for dinner with my friends……….Saturday

A. at B. in C. on D. for

8. We chat about our work.

A. learn B. talk in a friendly way C. do D. work

9. The person who gives students interesting lectures is a ………….. in university.

A. teacher B. writer C. farmer D. professor

10. Marie Curie was …...…..the Nobel Prize in chemistry for determining the atomic weight of
radium.

A. won B. awarded C. dedicated D. devoted

11. Minh: “Hi, Mai”

Mai: “……… .”
A. Great. I’ll see you tomorrow
B. Hello. What are you doing?”
C. Catch you later

D. Sorry, I’ve got to go. Talk to you later
12. Ann: “What degree do you have, Peter?”
Peter: “……… .”

A. Doctor of Philosophy in History
B. I like history and literature

C. I was born in 1996

D. I has a Civic Education lesson
13. Tom: It’s a lovely day. Shall we go for a walk?

Jenny: ………

A. Yes, OK. B. Of course not. C. Don’t mention it D. Thank you.
14. Mary: “What subjects are you taking this semester?”

Daisy: “……….. .”
A. I really like it

B. Sure C.D. Physics and ChemistryFor a month

15. Mr. Lam goes to work on foot once a week. It means he ……....…….. walks to work.

A. often B. never C. sometimes D. usually

16. The sun ………..in the West

A. set B. sets C. setting D. is set

17. He ……….. his friends some days ago.

A. meet B. meets C. met D. had met

18. “……… do you get to school?” “By bike.”

A. What B. How C. How often D. How far

IV. Mark the letter A, B, C, or D on your answer sheet to show the underlined part that
needs correction.

19. We always expect get as many good marks at school as possible
A B C D

20. How many students were there in your class now?
A B C D

V. Read the following passage and mark the letter A, B, C, or D on your answer sheet to
indicate the correct answer to each of the questions

</div>
(54)<div class='page_container' data-page=54>

autobiography in 1956 and also published his collections of poetry then. A man of many talents,
Hughes is one of the most accomplished writers in American literature history.

21. Langston Hughes was _____ years old when he went to Mexico.

A.18 B. 16 C. 14 D. 20

22. Where did he win the Writer Byrne Prize for undergraduate poetry?

A. Russia B. Spain C. Columbia University D. Lincoln University
23. When were his collections of poetry published?

A. in 1956 B. in 1958 C. in 1960 D. in 1928
24. Which of the following statements is NOT true?

A. Hughes used to travel by ship to many ports around the world.
B. Hughes had lived in Mexico for a year before he left for New York.

C. "The Big Sea" is one of Langston Hughes' best novels.

D. Hughes attended Columbia University in New York at fourteen.

VI. Read the following passage and fill in the blanks with the given words

friendship subjects to teachers what know many

English is a very useful language. If we _____(25)______ English, we can go to any countries we
like.

We will not find it hard to make people understand _____(26)______ we want to say. English
also helps us to learn all kinds of ____(27)_____ . Hundreds of books are written in English every
day in ____(28)_____ countries. English has also helped us to spread ideas and knowledge
_____(29)______ all corners of the world. Therefore, the English language has helped to spread
better understanding and _____(30)_____ among countries of the world.

VII. WRITING

Write the sentence, using the cues
31. He/want/go/home/yesterday

……….

 Rewrite the following sentence with the meaning unchanged:
32. Could you turn the radio down, please?

Would you mind ………?

 Give the correct form f the verbs in brackets

33. He ………..(die) after he ………..(be) ill a long time.
Make question

34. She goes to bed at 9.pm

……….

Arrange the order of the words/phrases to make a meaningful sentence
35. often/ tennis / play /in the morning/ my father.

………

THE END .
Answer sheet:

25. ……….
26. ………....
27. ……….
28………...
29………...
30. ……….
17.
18.
19.
20.
21.
22.
23.
24.

B C D

</div>
(55)<div class='page_container' data-page=55>

Period: 29
Date: 3/10/2011

ONE PERIOD TEST

(1st – Semester 1)

I. Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined 
part is pronounced differently from that of the rest in each of the following questions.

1. A. realize B. pea C. cheese D. asleep

2. A. compulsory B. suffer C. culture D. furious

II. Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from 
the rest in the position of the main stress in each of the following questions.

3. A. background B. career C. secondary D. private

4. A. ambitious B. intelligent C. brilliant D. mature

III. Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to

each of the following questions.

5. We must send ………….aid to the refugees.

A. human B. humanism C. humane D. humanitarian

6.………films should be made for school.

A. Educational B. Educating C. Educated D. Educate

7. I usually go out for dinner with my friends……….Saturday

A. at B. in C. on D. for

8. We chat about our work.

A. learn B. talk in a friendly way C. do D. work

9. The person who gives students interesting lectures is a ………….. in university.
A. teacher B. writer C. farmer D. professor

10. Marie Curie was …...…..the Nobel Prize in chemistry for determining the atomic weight of
radium.

A. won B. awarded C. dedicated D. devoted
11. Minh: “Hi, Mai”

Mai: “ .”

A. Great. I’ll see you tomorrow”

B. B. Sorry, I’ve got to go. Talk to you later”
C. Hello. What are you doing?”

D. Catch you later

12. Ann: “What degree do you have, Peter?”
Peter: “ .”

A. Doctor of Philosophy in History
B. I like history and literature
C. I was born in 1996

D. I has a Civic Education lesson

13. Tom: It’s a lovely day. Shall we go for a walk?
Jenny: ………

A. Yes, OK. B. Of course not. C. Don’t mention it D. Thank you.
14. Mary: “What subjects are you taking this semester?”

Daisy: “ .”
A. I really like it

B. Sure

C. Physics and Chemistry
D. For a month

15. Mr. Lam goes to work on foot once a week. It means he ……....…….. walks to work.

A. often B. never C. sometimes D. usually

</div>
(56)<div class='page_container' data-page=56>

A. set B. sets C. setting D. is set
17. He ……….. his friends some days ago.

A. meet B. meets C. met D. had met

18. “……… do you get to school?” “By bike.”

A. What B. How C. How often D. How far

IV. Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs
correction.

19. We always expect get as many good marks at school as possible
A B C D

20. How many students were there in your class today?
A B C D

V. Read the following passage and mark the letter A, B, C, or D on your answer sheet to 
indicate the correct answer to each of the questions

Langston Hughes was one of the greatest American writers of the twentieth century. He was born
in

Joplin, Missouri, and moved to Cleveland at the age of fourteen. Four years later he went to
Mexico and

spent one year there before attending Columbia University in New York. For a few years after

that he

roamed the world as a seaman, visiting ports around the world and writing some poetry. He
returned to the United States and attended Lincoln University, where he won the Writer Byrne
Prize for undergraduate poetry. After graduating in 1928, he traveled to Spain and to Russia. His
best novels include “Not Without Laughter” and “The Big Sea”. He wrote an autobiography in
1956 and also published his collections of poetry then.

A man of many talents, Hughes is one of the most accomplished writers in American literature
history.

21. Langston Hughes was _____ years old when he went to Mexico.

A.18 B. 16 C. 14 D. 20

22. Where did he win the Writer Byrne Prize for undergraduate poetry?

A. Russia B. Spain C. Columbia University D. Lincoln University
23. When were his collections of poetry published?

A. in 1956 B. in 1958 C. in 1960 D. in 1928
24. Which of the following statements is NOT true?

A). Hughes used to travel by ship to many ports around the world.
B). Hughes had lived in Mexico for a year before he left for New York.
C). "The Big Sea" is one of Langston Hughes' best novels.

D). Hughes attended Columbia University in New York at fourteen.

VI. Read the following passage and fill in the blanks with the given words

friendship subjects to teachers what know many

English is a very useful language. If we _____(25)______ English, we can go to any countries we
like.

We will not find it hard to make people understand _____(26)______ we want to say. English
also helps us

to learn all kinds of ____(27)_____ . Hundreds of books are written in English every day in
____(28)_____

countries. English has also helped us to spread ideas and knowledge _____(29)______ all corners
of the

world. Therefore, the English language has helped to spread better understanding and
_____(30)_____ among countries of the world.

VII. WRITING

 Write the sentence, using the cues
31. He/want/go/home/yesterday

</div>
(57)<div class='page_container' data-page=57>

 Rewrite the following sentences with the meaning unchanged:
32. Could you turn the radio down, please?

èWould you mind ………?
 Give the correct form f the verbs in brackets

33. He ………..(die) after he ………..(be) ill a long time.

 Make question

34. She goes to bed at 9.pm

è……….

 Arrange the order of the words/phrases to make a meaningful sentence
35. often/ tennis / play /in the morning/ my father.

è………

Key:

25.Know 26.what 27.subjects

28. many 29. to 30.friendship
31. he wanted to go home yesterday

32. would you mind turning the radio down?
33. died/ had been

34. What time does she go to bed?

35. My father often plays tennis in the morning

Period: 29
Date: 8/10/2011

UNIT 4: SPECIAL EDUCATION

Lesson A - READING

I. Objectives:

By the end of the lesson, Ss will be able to read a passage about a class for disabled
children for general or specific information.

II. Lexical items: words related to disabled people
III. TeachingSkill: reading about special education
IV. Teaching aids: textbook, board, raising questions
V. Procedures:

</div>
(58)<div class='page_container' data-page=58>

I. Pre-reading: (10’)

Activity 1: Raising some questions:

- Ask ss to open the books and ask ss questions
* What do you do every day?

* Do you go to class? Listen to music? Watch
T.V?

- Take notes students’ answers on the blackboard
- Continue asking ss questions:

* Which of these activities would be difficult for
disabled people?

- T says : 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?

- T introduces: 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.

- Ask ss to look at Braille Alphabet (on the page
44) and work with your partner about the message
- Give answers:

A. we
B. are
C. the
D. world

Activity 2: Pre-teach vocabularies
- Explain new words:

+ disabled (adj) : (picture)
+ mentally retarded (adj) :
+ schooling (n) : translation
+ opposition (n): (explanation)

+ make efforts to do sth: (explanation)
+ time-consuming (adj) :

+ be proud of sth/ sb:

+ proper schooling (n) = enough and good
study

- Asks ss to listen and repeat after the T, call
some ss to read loudly

II. While-reading: (25’)
Task 1 Matching

- Ask ss to read the passage individually and to do
task 1: the words in A appear in the reading
passage. Match them with their definition in B.

A B

1. disabled
2. mentally
3. consuming
4. demonstration
5. gradually

a. taking or needing a
lot of time
b. an act of showing or
explaining how to do
c.unable to use a part of the
body in the normal way
d. slowly, over a long

period of time

e.less mentally developed

- Open the books and listen to the teacher
- Answer freely

- Listen to the teacher
- Answer the questions

dumb people
use signals

Listen to the T
←

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 instruction

Listen to the T, give meaning if they know
and take note

+ tàn tật

+ chậm phát triển trí tuệ
+ sự dạy dỗ

+ sự chống đối
+ cố gắng, nổ lực
+ tốn thời gian
+tự hào về ai

+ sự giáo dục thích hợp
Listen and repeat

Listen to the T instructs how to do the task
Do the task individually

</div>
(59)<div class='page_container' data-page=59>

Period: 30
Date: 10/10/2011

UNIT 4: SPECIAL EDUCATION

FURTHER PRACTICE: VOCABULARY AND READING
I. Objectives:

In this lesson, ss will review the meaning and how to use the vocabularies in previous
class.

II. Teaching aids: handouts, boards
III. Teaching skill: reading skill
IV. Procedures

:

Contents Purposes

I/ Choose the best answer :

1. The blind child ____ a great effort to learn “ Braille ”.
A. did B. got C. made D. created

2. There was a lot of _____ from the local residents .
A. oppose B. opposite C. opponent D. opposition
3. Mrs Thuy’s class is very different ____ other ones .

A. than B. from C. with D. as

4. A ____ person cannot hear any kind of sound .

A. mute B. deaf C. blind D. dumb

5. 6 ____ from 9 is 3 .

A. subtracted B. added C. divided D. multiplied
6. There is a lot of _____ to the plan of rebuilding the school .

A. passion B. determination C. demonstration D.

opposition

7. To be ____ , my favorite subject is Mathematics .

A. true B. correct C. honest D. right

8. The Mona Lisa is now ____ at the Central Exhibition .

A. by display B. on display C. in display D. with display
9. Bad marks can create a feeling of ____ .

A. humor B. happiness C. passion D. sorrow

10. One can be successful if he makes his great ____ .

A. disability B. effort C. try D. abilities

II/ Read the passage , then choose the correct answer :

The first school for blind, deaf and mute children in the Tibet
Autonomous Region celebrated its first anniversary on Friday. The
school is built in the eastern suburb of Lhasa, capital of Tibet, and is
designed to hold 200 students. It covers 20.000 square meters.

The school curriculum includes Braille and sign language
training, Tibetan, mathematics, writing, ethics training, physical
education, arts , handicrafts , speech and walking courses . At the
celebration, the audience was touched by a silent song expressed by
the students with sign language. Baiba Toinzhub , a 10-year-old
blind child , can speak fluent Chinese and is good at singing and
dancing . He told the visitors that life in the boarding school was
comfortable.

1. What type of students attend the school ?

A. Children who live in Tibet Autonomous Region
B. Children with a variety of disabilities

C. Children who cannot see , hear , or speak
D. Children who are visually impaired

Help ss to review the
vocabularies: make great
effort, opposition,
different from, sustract,
demonstration, to be
honest, sorrow when we
use them in context.
Answer keys:

1. C
2. D
3. B
4. B
5. A
6. C
7. C
8. B
9. D
10. B

Help ss to improve
better reading skill
throughout extensive
reading: multiple-choice

questions and get
knowledge about special
education.

</div>
(60)<div class='page_container' data-page=60>

2. The school is located in __________ .

A. the capital of Tibet B. the suburb of the
capital of Tibet

C. the eastern of Tibet D. 20.000 square

meters

3. The school is _______ .

A. able to hold 200 students B. the first boarding
school in Tibet

C. 20,000 square meters in area D. A and C are correct
4. Which subject is taught in the school ?

A. Physics B. Foreign languages C. Computers
D. Braille

5. Which of the following is not true ?

A. Tibet’s first deaf-mute school celebrated its first birthday .
B. The visitors were allowed with a beautiful song .

</div>
(61)<div class='page_container' data-page=61>

Period: 31

Date: 10/10/2011

UNIT 4: SPECIAL EDUCATION

Lesson B - SPEAKING

I. Objectives:

By the end of the lesson, students will be able to:
- talk about school life of a student

- make an interview and reporting on results
II. Lexical items: words related to school life

III. Teaching skill: speaking about school life of students fluently
IV. Teaching aids: textbook, board

V.

Procedures:

Teacher’s activities Students’activities

I. Warm-up: Reviewing (5’)

- Ask ss to give the names of subjects at school
- Ask ss to give answers: math, literature, geography,
physics, ……..

- Ask some questions:

* What are your favourite subjects?

* How much time do you prepare for your lesson
every day?

- Lead in the lesson: OK, today, we will go to Lesson:
Speaking to talk about school life of a student

II.Pre-speaking: (15’)

Task 1 Filling the gap with the questions

- Ask students to read the questions and 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:
1.C-2.D-3.G-4.F-5.B-6.I-7.E-8.A-9.H

- Call some pairs to read the completed conversation
- Check pronunciation

III. While-speaking: (15’)
Task 2: Interview

- Ask ss to work in pairs to interview their partners,
using the questions in task1

- Go around and provide help if necessary

Call some pairs to speak aloud in front of class
Listen and check their pronunciations

IV. Post- speaking:(10’)

Task 3 . Tell the whole class what you know about 
your partner.

Ask ss to look at the examples and explains the
example:

Hanh went to Long Bien secondary School. She had
ten subject to learn at school. She went to school in

- listen and give the answers
- Answer the questions

- Listen to the T

- read the questions and answers
- work in pairs to do the task
- give the answers and explain
- Listen to the T

- Practice the completed
conversation

- Work in pair to practice asking and
answering

- ask the T’s help if they have
difficulties

- Some pairs speak in front of class,
the other listen

- listen to the T

</div>
(62)<div class='page_container' data-page=62>

the morning and often had five classes in the morning
-Asks some ss to tell the whole class what they know
about their partner

- Gives marks for the students who speak well
V. Homework: (2’)

- Ask students to write a short paragraph about his/her
studying at school (80-100 words) and prepare part C.
Listening

Tell the whole class

</div>
(63)<div class='page_container' data-page=63>

Period: 32
Date: 13/10/2011

UNIT 4: SPEACIAL EDUCATION

Lesson C - LISTENING

I. Objectives:

By the end of the lesson, students will be able to

Listen better through True of False Statements and Gap-filling exercises
Understand about the Vang Trang Khuyet Photographic Club

II. Lexical items: Words related to Photographic Club

III. Teaching skill: Listening for specific information about a photographic club for disabled
children

IV. Teaching aids: textbook, board
V. Procedures:

</div>
(64)<div class='page_container' data-page=64>

I. Warm-up: (5’)
Ask ss the questions:

1. Is it difficult for special students to learn how
to read and write?

2. Do you think special students can study other
things, such as photography?

Lead in the lesson: today ,today we will listen to the
Vang Trang Khuyet Club in which all the members
are all disabled children

II. Pre-listening: (10’)

Activity 1: Explain the new words in the box:
Ask ss to look the words in their book and elicit so
that ss guess the meaning

+ photograph(picture):
+ photographic (translation)
+ photogenic (explanation)
+ photographer (explanation)
+ photography (translation)

- Confirm the meanings and remind students the
stress in the words

- Ask students to work in pairs to fill each blank with
a suitable word

- Check the answers and correct
1. photographic

2. photography
3. photographer
4. photograph
5. photogenic

Activity 2: Listen and repeat
- Read new words 1st time

- Let students guess the meanings of the words by
giving explanation

+ sorrow (n) = pain (n)

+ passion (n) = great love for st

+ mute (adj) = unable to speak
+ exhibition (n) = a display
+ laborer (n) = worker

Read the words and ask ss to repeat after the T
III. While-listening: (20’)

- You are going to listen to a talk about a club for
disabled children. You should listen carefully, then
do task 1 and 2

Task 1: True/False

- 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 answers

Task 2: Fill in the blanks

- Ask students to read the passage carefully and have

- Listen and answer the questions

- Listen to the T

Look at the words, give meaning if they
know and take note

Listen to the T
Do the task
Give the answers

Listen to the T and give the meaning an
take note

Listen and repeat

- Listen to the teacher

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

- Compare the answers with their
friends

- Listen to the teacher attentively then
correct the answers

KEY:

1- T, 2- F, 3- T, 4- F, 5- T

</div>
(65)<div class='page_container' data-page=65>

Comments:
Period: 33
Date: 15/10/2011

UNIT 4: SPECIAL EDUCATION

Lesson D - WRITING

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 Centre
II. Lexical items: words related to a letter of complaint

III. Teaching skill: Writing a letter of complaint

IV. Teaching aids: textbook, board, raising questions, hand-outs
V. Procedures:

</div>
(66)<div class='page_container' data-page=66>

I. Warm-up: Categorizing (7’)
Ask ss to work in groups

Give them ten or more adjectives and asks ss to put
them under two headings: compliments and
complaints.

Bad, helpful, expensive, lazy, hard-working, good, 
careful, poor, unhappy, beautiful

Feedback and give suggested answers:

Compliments Complaints

helpful bad

Hard-working expensive

Good Lazy

Careful Poor

Beautiful Unhappy

…….. ……….

- Give definition and format of a letter of complaint:
Complaint is a kind of formal letter used when you 
are not happy with a service, a contract, a course,
….A letter of complaint usually includes three main 
parts: opening, explaining the problem, suggesting 
a resolution

II. Pre-writing: (10’)

- Ask ss to work in pairs and read the
advertisement.

- Explain some difficult words:

+ native teachers (n): teachers who come from
English- speaking countries (giáo viên bản xứ)
+ Air-conditioned (a): to be equipped/ furnishes
with air-conditioner (được trang bi điều hoà)
- Set the scene: After studying for two weeks at
Enlish for Today Centre, you notice that
everything is worse than what the advertisement
- Give the form of a formal letter

III. While-writing: (20’)

- Let students read the advertisement and work in
pairs

- Help them guess the meanings of the words in
the advertisement

native teacher (n)= teachers who come from
English-speaking countries

air-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 mistakes

Task 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?

Work in group
Do the task

- Listen to the T

- 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

</div>
(67)<div class='page_container' data-page=67></div>

giao an tieng anh 10 nh 2012 2013 unit 123

<b>The first term of grade 10</b>

<b>Guiding how to learn and to do English tests</b>

<b>INTRODUCTION AND REVISION</b>

<b>UNIT 1:</b>

<b>A DAY IN THE LIFE OF ....</b>

<b>UNIT 1:</b>

<b>A DAY IN THE LIFE OF ....</b>

Contents:

<b>UNIT 1:</b>

<b>A DAY IN THE LIFE OF....</b>

:

T helps ss to revise how to say the time, T

asks ss to match a number in A with a

suitable phrase in B

Subjects are learn in school

<b>UNIT 1:</b>

<b>A DAY IN THE LIFE OF....</b>

<b>UNIT 1:</b>

<b>A DAY IN THE LIFE OF....</b>

:

<b>UNIT 1: A DAY IN THE LIFE OF………</b>

Procedures:

<b>UNIT 2: SCHOOL TALKS</b>

<b>UNIT 2: SCHOOL TALKS</b>

<b>UNIT 2: SCHOOL TALKS</b>

<b>Lesson B - SPEAKING</b>

<b>UNIT 2: SCHOOL TALKS</b>

<b>UNIT 2: SCHOOL TALKS</b>

<b>Lesson D - WRITING</b>

Procedures:

<b>UNIT 2: SCHOOL TALKS</b>

:

<b>UNIT 2: SCHOOL TALKS</b>

<b>UNIT 2: SCHOOL TALKS</b>

Procedure:

<b>UNIT 3: PEOPLE’S BACKGROUND</b>

<b>UNIT 3: PEOPLE’S BACKGROUND</b>

<b>UNIT 3: PEOPLE’S BACKGROUND</b>

<b>UNIT 3: PEOPLE’S BACKGROUND</b>

<b>UNIT 3: PEOPLE’S BACKGROUND</b>

<b>UNIT 3: PEOPLE’S BACKGROUND</b>

<b>UNIT 3: PEOPLE’S BACKGROUND</b>

<b>TEST YOURSELF A</b>

<b>ONE PERIOD TEST</b>

<b>ONE PERIOD TEST</b>

<b>UNIT 4: SPECIAL EDUCATION</b>

<b>Lesson A - READING</b>

<b>UNIT 4: SPECIAL EDUCATION</b>

:

<b>UNIT 4: SPECIAL EDUCATION</b>

<b>Lesson B - SPEAKING</b>

Procedures:

<b>UNIT 4: SPEACIAL EDUCATION</b>

<b>UNIT 4: SPECIAL EDUCATION</b>

<b>Lesson D - WRITING</b>

Feedback and give suggested answers:

Tài liệu liên quan

Tài liệu bạn tìm kiếm đã sẵn sàng tải về