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Lesson plan English 10
UNIT 1: A DAY IN THE LIFE OF…
Lesson 1: Reading Period: 2nd
I/ AIMS: Reading for specific informati...
Lesson plan English 10
Teacher:
T CONTENTS TEACHER’S STUDENTS’
7’
10’
5’
5’
5’
A . WARM UP: Chatting
T: What time do you o...
Lesson plan English 10
VI/ SELF- EVALUATION:
Teacher: 3
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  1. 1. Lesson plan English 10 UNIT 1: A DAY IN THE LIFE OF… Lesson 1: Reading Period: 2nd I/ AIMS: Reading for specific information about a day in the life of a farmer. II/ OJECTIVES:By the end of the lesson , students will be able to talk about their daily routines by learning a typical day of a farmer. III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook, pictures about farmer and field work… V/ PROCEDURE: Teacher: 1
  2. 2. Lesson plan English 10 Teacher: T CONTENTS TEACHER’S STUDENTS’ 7’ 10’ 5’ 5’ 5’ A . WARM UP: Chatting T: What time do you often get up? S: I often get up at six. _ What time you go to school/ have breakfast/ lunch/ dinner/ go to bed. _ What you often do in the morning/ afternoon/ evening. B. NEW LESSON : 1. Pre- reading : VOCABULARY: _ plough (v): furrow, turn up the soil. _ harrow (v): break the soil. _ plot of land (translation). _ fellow peasants (n): farmers working in the same field _ local tobacco (translation) _ take a short rest (v): have a rest for a short time. _ transplant (v): grow rice. _ crop (n): (translation) 2.While reading: TASK1:Multiple choice. 1 2 3 4 C C A A TASK2: Answering questions 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, drika tea and smokes local tobacco during his break. 4. In the afternoon, they repair the banks of their plot of land. Mr. Vy pumps water into it while his wife does the transplanting. 5. Yes, they are. Because they love working and they love their children. TASK3:Note completion. In the morning 4:30:alarm goes off, Mr.Vy gets up, goes down to the kitchen, boils water for tea, drinks tea, has a quick breakfast, leads the buffalo to the field. 5:15: leaves the house 5:30: arrives in the field, ploughs and harrows his plot of land 7:45: takes a rest Tells Ss to ask and answer about their daily routines by using the cues. Teaches vocabulary Model Writes the words on the board. Asks Ss to read the passages individually and choose the option A, Bor C that best suits the meaning of the italicised word(s). Goes around & gives help. Calls on some Ss to read aloud their answers Asks them to explain their choice. Have ss work in pairs , ask and answer about the passages. Calls on some pairs to do the task in front of the class. Gives feedback and suggested answers. Asks Ss scan the passage & make a brief note about Mr.vy & Mrs.Tuyet’s Pair work Individual work. Whole class. Listen. Repeat. Write out. Work individually Work in pairs 2
  3. 3. Lesson plan English 10 VI/ SELF- EVALUATION: Teacher: 3
  4. 4. Lesson plan English 10 UNIT 1: A DAY IN THE LIFE OF… Lesson 2: Speaking Period: 3rd I/ AIMS: Speaking about one’s daily routine. II/ OJECTIVES: By the end of the lesson , students will be able to talk about his or her daily routine by using given information and pictures. III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook, small cards of class timetable,… V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS’ 10’ 10’ 15’ A . WARM UP: Revision of school subjects SUBJECTS B. NEW LESSON : 1. Pre- speaking : VOCABULARY _ tenth-grade student: _ weekly timetable: _ Civic Education: _ class meeting: * What time does Quan have + subject + on + day?  ask about the time of subject. * What lesson does Quan have at + time + on + day?  ask about the lesson. TASK 1:Quan is a tenth-grade student. He goes to school every morning. Now, look at his weekly timetable on page 15. Ask and answer questions with a partner, using the information from the timetable. A: What time does Quan have Civic Education lesson on Monday? B: He has Civic Education lesson at 7:15 a.m. A: What lesson does Quan have at 7:15 a.m. on Monday? B: Civic Education 2. While speaking: TASK 2: Talk about Quan’ activities, using the pictures. Suggested answer: Everyday Quan gets up at 14:00. Then he studies for Divide the class into small groups. Ask SS to make a list of the subjects they learn at school. Elicits, teaches words Lets Ss work in pairs about Quan’ routine. Group work Pair work Pair work Teacher: 4 SUBJECTS
  5. 5. Lesson plan English 10 7’ 3’ about two hours. He watches TV at 16:30. At 17:00 he rides to the stadium to play footballwith other boys in the neighborhood. He gets back home at 18:30. After having a shower, he has dinner with his family at 19:00. He prepares for the folowing day’s lesson at 20:00. 3. After speaking: TASK 3:Tell yur classmates about your daily routine. Suggestion: _ In the morning: 6:00: I get up and have breakfast. 7:00; I go to school an have five lessons. 12:00: I get back home and have lunch. _ In the afternoon: 13:00: I have a short nap. 14:00: I get up and do my homework. 17:00: I go swimming with my classmates. 18:00: I get back home and have a bath. 18:30: I have dinner with my family. _ In the evening. 19:30: I watch TV. 20:00: I study English. 23:00: I go to bed. C/ HOMEWORK: Summarise the main points. Assign homework. Keep Ss work in pairs and askthem to study the pictures carefully. Asks Ss to describe Quan’s activities during the day. Goes around & offer help. Gives feedback. Asks Ss to talk about their daily routine. Calls on some Ss to present in front of class. Have other Ss comment on presenters’ performance regarding content and pronunciation. Group work Whole class VI/ SELF- EVALUATION: Teacher: 5
  6. 6. Lesson plan English 10 UNIT 1: A DAY IN THE LIFE OF… Lesson 3: Listening Period: 4th I/ Aim(s): Listening for specific information. II/ Objectstive(s): By the end of the lesson, students will be able to : _ Talk about a day in the life a cyclo driver. _ Improve listening skill by doing Pictures Ordering and True or False exercises. III/ Lexical items: _ Vocabulary _ Structures. IV/ Teaching aids: Textbook, cassette player. V/ Procedures: Teacher: 6
  7. 7. Lesson plan English 10 Teacher: 7’ 10’ 10’ 10’ 5’ A.WARM UP: Categorising a. He gets up very early. b. He works in the streets. c. He vworks with children. d. He vlives in the country. e. He gets people from one place to another. f. He corrects homework. g. He works in school. h. He meets a lot of people. i. He works on the farm. He is a farmer He is a teacher He’s a cyclo driver a, d, i c, f, g b, e, h B.NEW LESSON: 1.Pre- listening: Answering questions.  Yes, I have./ I have travelled by cyclo already.  When I was six years old.  yes, it is./ it is very interesting to travel by cyclo.  I prefer going by cyclo because I can enjoy the view without worrying about riding the vehicle. Vocabulary: _ district (n): an administrative division, smaller than a province. _ drop (v): leave Sb at a place. _ passengers (n): people who travel on a train, bus,… _ pedal (n): a lever operated by foot to control a bicycle or motorbike. _ purchases (n): things a person buys _ food stall (n): small booth, compartment or kiosk in/ near a market where food is sold 2. While Listening: TASK 1:Pictures Ordering 1 2 3 4 5 6 e f a c b d TASK2: True or False 1 2 3 4 5 6 F T F F F F 3. Post listening: What is the man’s name? What does he do? What time does he start work? Asks Ss to put the sentences into the correct column. Tells Ss to ask and answer the questions. Writes all the new words on the board. Explain each word separately and ask Ss to guess what the word is. Lays the tape two times Asks Ss to listen to Mr. Lam’s talk about his daily routine and number the pictures in their correct order. Have Ss compare their answers with a friend. Feedback and gives correct answers. Group work Individually Pairs work Pairs work Whole class Individual work Whole class Pair work 7
  8. 8. Lesson plan English 10 Teacher: 8
  9. 9. Lesson plan English 10 UNIT 1: A DAY IN THE LIFE OF… Lesson 4:Writing Period: 5th I/ AIMS: Writing a narrative. II/ OJECTIVES:By the end of the lesson , students will be able to write a narrative by using given prompts. III/ LEXICAL ITEMS:words, expressions. IV/ TEACHING AIDS: Textbook, charts. V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS 10’ 10’ A/ WAMR UP: Noughts and crosses Draw a table containing 9 words in each cell. Divide class into two two groups: Noughts (O) and Crosses (X) Ss choose word by word in the cells and make sentences with each word. A correct sentence gets one O or X. The group with 3 O or X vertically, horizontally or even diagonally first will be the winner. at first before until then after as soon as in the end while since then B/ NEW LESSON: 1.Pre- writing: VOCABULARY _ be due to (a): because of, owing to _ stare death in the face (v): so scared, afraid _ take off (v): leave the ground _ air-hostess (n): person who takes care of passengers on a plane. _ fasten seatbelt (v): fix the seatbelt around the body to keep safe on the plane. _ be in danger (v): to be in dangerous situation. TASK 1:Read the following passage and find all the verbs that are used in the past simple and the connectors in the story. Verbs: started, was, arrived, got, took off, began, thought, were, told, seemed, realised, were, screamed, thought, Introduces the game. Asks Ss to read the passage and find the verbs and the connectors in Work in groups Pair work Whole class. Teacher: 9
  10. 10. Lesson plan English 10 15’ 7’ 3’ felt, annonced, was, landed. Connectors: on that day, at first, then, just, a few minutes later, one hour later. TASK 2:Identify the events, the climax, and the conclusion of the story. The events: Got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seemed to dip, people screamed in panic. The climax: We thought we had only minutes to live. The conclusion: Pilot announced that everything was all right, we landed safely. 2. While writing: TASK 3:Build up the narrative about a hotel fire. Last year, I spent my summer holidays at a seaside town. The hotel was modern and comfortable. I had a wonderful holiday until the fire. It was Saturday evening and everybody was siting in the discotheque (which was) on the ground floor. It was crowded with people. They are dancing and singing happily. Suddently we smelt smoke. Then black smoke began to fill the room. Everybody started to sceam in panic. People ran toward the fire exits. One door was blocked. Many people began coughing and choking. Then, just as we thought we had only minutes to live, the first brigade arrived. Firemen fought their way into the room and soon everyone was safely out of the building. Luckily, nobody was seriously hurt. It was the most frightening experience of my life. 3. Post- writing: Peer correction C HOMEWORK: the story. Calls on some Ss to give them in front of class. Tells Ss to identify the events, the climax, the conclusion of the story. Asks tem to report the results to class. Gives the answers and explains the development of the story. Instruct the task, tells them to use the prompts to build up a narrative about a hotel fire Goes around to offer help. Encourage Ss to finish the writing under time pressure. Asks Ss to have peer correction. Comment and correct necessary mistakes. Individual work & whole class Whole class Teacher: 10
  11. 11. Lesson plan English 10 VI/ SELF – EVALUATION: Teacher: 11
  12. 12. Lesson plan English 10 UNIT 1: A DAY IN THE LIFE OF… Lesson 5:Language focus Period: 6th I/ AIMS: _ Identifying the sounds /i/ and /i:/ _ Reviewing the present and past simple tenses and adverbs offrequency. II/ OJECTIVES:By the end of the lesson , students will be able to be more confident in pronouncing the sounds /i/ and /i:/ and better at using the present and past simple tenses and adverbs of frequency. III/ LEXICAL ITEMS:Two sounds; structures. IV/ TEACHING AIDS: Textbook, pictures, handouts. V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS’ 5’ 10’ 10’ A/ WARM UP: Categorising Adverbs: tomorrow, usually, carefully, beautifully, hardly ever, yesterday,.. Adv. of manner Adv.of frequency Adv. of time B/ NEW LESSON: PRONUNCIATION: _ /i /:is a short sound. First practice the sound /i:/. Then open your mouth a little more. _ /i: /: is a long sound. Open your mouth very little to make the sound /i:/ GRAMMAR: 1.Presentation: a. The present simple tense Use: The present simple tense is ues for: _ repeated action. Ex: My friend often draws nice posters. _ things in general. Ex: The sun rises in the East. _ fixed arrangements, scheduled events. Ex: the plane flies to London every Monday. _ instructions. Ex: Open your book at page 15. Signal words:always, usually, regularly, normally, often, sometimes, occasionally, rarely, seldom, never Asks Ss to put words under appropriate heading. Play the tape and ask Ss to repeat. Calls on some Ss to repeat the sounds clearly to class. Asks Ss to practice the sentences. Asks Ss to discuss the form and use of the present simple tense. Calls on some Ss to class. Groups work Whole class. Pair work Teacher: 12
  13. 13. Lesson plan English 10 5’ 5’ 5’ 3’ 2’ b. The past simple tense Use: The past simple is used for _ actions completed in the past at the definite time. Ex: I went shopping yesterday. _ a past habit. Ex: I often went swimming every Sunday last year. _ an action whose time is not given but occupied a period of time now terminated . Ex: He lived in HN from 1990 to 2000. Signal words: yesterday, time + ago, last + time, this morning, in + time in the past. 2. Practice: Exercise 1: 1.is 2. fish 3. worry 4. are 5. catch 6. am 7. catch 8. go 9. give up 10. say 11. realise 12. am Exercise 2: He usually/ sometimes/ often goes to bed at 10 p.m. He is usually/ sometimes/ often/ late for class. Exercise 3: 1. was done 7. began 13. was 2.cooked 8. felt 14. leapt 3. were 9. put out 15. hurried 4. smelt 10. crept 16. found 5. told 11. slept 17. wound 6. sang 12. woke 18. flowed 3 Production: Give some extra examples. C/ HOMEWORK: Asks Ss to complete the blanks in the passage. Asks Ss to put each of the adverbs in its correct order into the sentences . Asks Ss to supply the correct past simple form of the verbs in the brackets. Whole class. Individually Individual work. Pair work. VI/ SELF – EVALUATION: Teacher: 13
  14. 14. Lesson plan English 10 UNIT 2: SCHOOL TALKS Lesson 1: Reading Period: 7th I/ AIMS: Reading passages about school and related problems. II/ OJECTIVES:By the end of the lesson , students will be able to talk about their school and better their reading comprehension skill by doing True or False exercise and Answering questions. III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook, pictures about farmer and field work… V/ PROCEDURE: Teacher: 14
  15. 15. Lesson plan English 10 Teacher: T CONTENTS TEACHER’S STUDENTS’ 5’ 7’ 7’ 7’ 7’ A . WARM UP: Chatting T:When you meet your friends, which of the following topics do you often talk about? S:When I meet my friends, we often talk about the sports and games we play at school like football, badminton, chess or even hide and seek. Study is also our favourite topic. We often discuss the best way to improve our English.. B. NEW LESSON : 1. Pre- reading : VOCABULARY:Matching A B 1. Biology a. Poem, novel, Nguyen Du. 2. Math b. Newton, Olm. 3. Physics c. Chemicals, H2O. 4. Chemistry d. Number, minus, Pascal. 5. History e. Geoloy, climate. 6. Geography f. Animals, plants, DNA… 7. Vietnamese literature g. Revolution, The First World War… Answer:1. f; 2. d; 3. b; 4. c; 5. g; 6. e; 7. a. 2.While reading: TASK1:Gap-filling. 1. enjoy 4. crowded 2. traffic 5. language 3. worry TASK2: Finding who…. A: Who enjoys teaching? B:Miss Phuong. A: Who has to get up early?  B: Phong A: Who lives far from school?  B: Phong. A: Who loves working with children?  B: Miss Phuong. A: Who loves learning English?  B: Phong A: Who rides a bike to school every day?  B: Phong. A: Who studies at a high school?  B: Phong. A: Who teaches Eng. At a high school?  B: Miss Phuong. A: Who worries about someone else’s safety?  B: Mr HH Asks Ss to discuss the question. Encourage Ss to talk about the topics . Asks Ss to match the subject in A with the information in B. Asks Ss to fill each blanks with one words in the box. Have Ss compare the answers with a friend. Feedback & gives correct answers. Asks Ss to read the small talks again and find out who….Encourage Ss to discuss with Pair work Group work Individual work. Work in pairs Pair work. 15
  16. 16. Lesson plan English 10 VI/ SELF – EVALUATION: Teacher: 16
  17. 17. Lesson plan English 10 UNIT 2: SCHOOL TALKS Lesson 2: Speaking Period: 8th I/ AIMS:Making small talks in daily situations. II/ OJECTIVES: By the end of the lesson , students will be able to: _ Use common expression in making small talks. _ Start and close a conversation. III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook, small cards of class timetable,… V/ PROCEDURE: T CONTENTS TEACHER’S STUDENT 7’ 10’ 10’ A . WARM UP: Rearranging. 1. has, nice to, yu, talking, been, it, very. 2. weekend, did, nice, have, a, you? 3. up, late, catch, you, with. 4. school, everything, how, at, is? Answer: 1. It has been very nice talking to you. 2. Did you have a nice weekend? 3. Catch up with you later. 4. How’s everything at school? B. NEW LESSON : 1. Pre- speaking : TASK 1:Place the expressions under the appropriate heading. Start the conversation Closing a conversation Good morning Goodbye. See you later. How’s evrything at school? Well, It has been nice talking to you. Hello, How are you? Sorry, I got to go. Talk to you later. Hi. How is school? Great. I’’l see you tomorrow. Hello, What are you doing? Catcg up with you later. 2. While speaking: TASK 2: Sentences Rearrangement. 1 2 3 4 5 6 7 8 Gives out 5 to 7 sentences whose words are not in good order. Asks Ss rearrage the words to make complete sentences Have Ss to put the expressions under appropriate heading . Explaining unfamiliar structures. Have Ss practice these expresions with his/ her partner. Pair work Pair work Pair work Teacher: 17
  18. 18. Lesson plan English 10 5’ 10’ 3’ D F B H E C G A TASK 3: Conversation completion. A: Hello, Hoa. You don’t look very happy. What’s the matter with you? B: Hi, Nam. I feel tired. I’ve got a headche. A: Sorry to heard that. You’d better go home and have a rest. B: Yes, that’s great ideas. Goodbye , Nam. A: See you later 3. Post speaking: TASK 4:Make small talks on the following topics. A: Hi. How are you today? B: I’m fine. Thank you. Did you watch TV last night? A: It’s a pity. I had to finish my homework last night. Is there anything interesting? B: Yes. It’s the first time a contestant could answer 13 out of 15 questons in the game show Who wants to be millionaire. He is very brilliant. A: Really? I will try to finish homework early tomorrow so that I will be able to watch the repeated broadcast at 8 p.m B: That’s a good idea. I got to gonow. See you then. A: Take care. Bye. C/ HOMEWORK: Summarise the main points. Assign homework. Feedback and give correct answer. Asks Ss to rearrage the sens. Calls on some pairs to practicein front of class. Asks Ss to complete conversation with suitable words. Calls on some pairs to pratice the completed conversation in front of class.Gives answers. Have Ss make small talk on the topics. Calls on some pair to act out the conversation in front of class. Asks other Ss to comment on their conversations. Feedback and give suggested answers. Pair work VI/ SELF – EVALUATION: Teacher: 18
  19. 19. Lesson plan English 10 UNIT 2: SCHOOL TALKS Lesson 3: Listening Period: 9th I/ Aim(s): Listening to mini conversations for specific information. II/ Objectstive(s): By the end of the lesson, students will be able to make mini conversations about daily topics such as study at school, weather and travelling … III/ Lexical items: _ Vocabulary _ Structures. IV/ Teaching aids: Textbook, cassette player. V/ Procedures: Teacher: 19
  20. 20. Lesson plan English 10 Teacher: 5 10’ 7’ 7’ 7’ 6’ 3’ A.WARM UP: Conversation Build. Hi, ……………How? ……….. fine …………. Niceweekend? …………… wonderful ……………to…………….the beach…………… B.NEW LESSON: 1.Pre- listening:Matching. 1 2 3 4 5 c e a b d Pictures description What do you see in the pictures? Who are they? What are they doing? 2. While Listening: TASK 1:Matching. Conver. 1 2 3 4 Picture b c d a TASK2:Answering questions. 1. She is taking english. 2. She is in Miss Lan Phuong’s class. 3. He is at a party. 4. He plans to stay there for a week. 5. No, she doesn’t. She travels alone. TASK 3: Conversation completion. 1. it here 5. travelling 2. very nice 6. No 3. big 7. alone 4. comfortable 8. for a drink 3. Post listening: Talk about the problem(s) you have experienced at school. _ facing with difficulties in learning a subject _ being late for school _ having bad marks _ failing a test _ failing to catch up with other students _ having problems in relationship with classmates. Suggested questios: What problem(s) have you experienced at school? What is/are reason(s)? What have you done to solve it/ them? Who helps you to solve it/ them? C/ HOMEWORK: _ Summarises the main points of the lesson Asks Ss to build conversation basing on the key words. Comment. Asks Ss to match a question in A with a response in B. calls on some pairs to read aloud the question and response in front of the class. Feedback. Asks Ss to listen to the con. and match them with the pictures. Play the tape more than once if necessary. Have Ss listen to the tape again and answer the questions.calls on some Ss to read aloud their answers in front of the class. Asks Ss to listen to it and complete the conversationby filling in the missing information. Asks Ss to discuss the problems they have experienced at school. Goes around the Pair work Pair work Individual work Individual work Pair work Whole class Group work Whole class 20
  21. 21. Lesson plan English 10 VI/ Self – evaluation: Teacher: 21
  22. 22. Lesson plan English 10 UNIT 2: SCHOOL TALKS Lesson 4:Writing Period: 10th I/ AIMS:Flling in the form. II/ OJECTIVES:By the end of the lesson , students will be able to : _ Fill some common forms such as enrolment form, simple applicationform, library admission form,…. _ Use useful words and structures in some certain forms. III/ LEXICAL ITEMS:Words expressions. IV/ TEACHING AIDS: Textbook, charts. V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS’ 5’ 10’ A/ WAMR UP: Question and answer. TASK1: Answering questions. 1.ve you ever fill in a form? On what occasions?  I have to fill in a form in many occasions, for example when I apply for a job or apply for a scholarship, open a bank accout, register a fixed phone number, and register a library card. 2. What sort of information do you often have to provide when you fill in a form?  When I fill in a form, I often have to provide such information as my full name, age, occupation, address, sex and marital status. B/ NEW LESSON: 1.Pre- writing: VOCABULARY _ country of origin: queâ quaùn _ present address:choã ôû hieän taïi _ material status:tình traïng hoân nhaân _ occupation: job _ block capitals: chöõ vieát hoa _ delete: xoùa _ applicable: thích hôïp, phuø hôïp TASK 2: Matching. 1 2 3 4 5 6 7 d f e g b c a Asks Ss to answer the questions. Gives examples of some commonly- used forms: application form, entry admission form… Asks Ss to do task 2. Match a line in A with a questions in B. Have Ss compare their answers with Pair work Pair work Whole Teacher: 22
  23. 23. Lesson plan English 10 5’ 10’ 12’ 3’ 2. While writing: TASK 3:Doing What Form ask 1. Vieát teân baèng chöõ in hoa. 2. Kyù teân. 3. Gaïch boû thoâng tin khoâng phuø hôïp. 4. Ñaùnh daáu X neáu baïn laø nam. 5 Ñaùnh daáu Vneáu baïn laø nöõ. TASK 4:Filling in the form. THE OAK TREE SCHOOL OF ENGLISH ENROLMENT FORM PLEASE WRITE IN CAPITAL LETTERS Mr./ Mrs./ Miss Surname: NGUYEN First name:THUY NGOC Date of birth: 22/01/1990 Nationality: VIETNAMESE Language(s): VIETNAMESE, ENGLISH. Address in your country: 19 LANG STREET, HANOI. Occupation: STUDENT Reason for learning English: Busuness/ Pleasure/ Exams? Others ( If others, please specific) How many hours a day do you want to stay at the school? 3 HOURS What date do you want to start? 5/9/2006. 3. Post writing. Peer correction C HOMEWORK: a partner. Expali and give correct answers. Have Ss do the task individually. Goes around & provide help. Further explain and translate into Vnese. Asks Ss to study the form carefully and fill in the form using their own information. Calls on 2 Ss to fill in the form on the board while others doing the task in the textbook. Tells Ss to comment on their performance. Corrects the form as the whole class. Gives suggested answer. class. Individual work. Individual and pair work. Pair work. VI/ SELF – EVALUATION: Teacher: 23
  24. 24. Lesson plan English 10 UNIT 2: SCHOOL TALKS Lesson 5:Language focus Period: 11th I/ AIMS: _ Revision of the sounds / / and /a:/ _ Using gerund and to-infinitive II/ OJECTIVES:By the end of the lesson , students will be able to: _ pronounce the vowels / / and /a:/ _ distinguish the use of gerund and to-infinitive. III/ LEXICAL ITEMS:Two sounds; structures. IV/ TEACHING AIDS: Textbook, cassette. V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS’ 5’ 10’ 10’ A/ WARM UP: Jumbled words. 1. bsutcej -----> subject 2. skat ------> task 3. lmeeaf ------> female 4. ctarfif --------> traffic B/ NEW LESSON: PRONUNCIATION: _ / /:is very short sound. First practice the sound / / then put your tongue back a little. _ /a:/: is a long sound. First pronounce the sound /a:/ then put your tongue down and back. GRAMMAR: 1.Presentation: a. WH- questions: * WH- questions allow a speakers to find out more information about topics. When? Where? Who? Why? How? What? Time(thôøi gian) Place (nôi choán) Person (con ngöôøi) Reason (lí do) Manner(caùch thöùc) Object/ idea/ action (vaät/yù kieán/haønh ñoäng) * Other words can also be used to inquire about specific information. Asks Ss to rearrange the letters to makr good words. Play the tape and ask Ss to repeat. Calls on some Ss to repeat the sounds clearly to class. Asks Ss to practice the sentences. Groups work Whole class. Teacher: 24
  25. 25. Lesson plan English 10 7’ 7’ Which (one)? Whose? Whom? How much? How many? How long? How often? How far? What kind(of)? Choice of alternatives (choïn löïa) Possession ( sôû höõu) Person (object formal) (ngöôøi) Price, amount (non-count) Quality (count) Duration (khoûang thôøi gian) Frequency (söï thöôøng xuyeân) Distance (khoûang caùch) Description (söï mieâu taû) b. Some common verbs/ expressions followed by a gerund. Admit/ avoid/ can’t help/ consider/ complete/ delay/ deny/ detest/ dislike/ enjoy/ excuse/ explain/ finish/ escape/ imagine/ keep/ mind/ report/ risk/ postpone. Be used to/ get used to/ be worth/ be busy/ would you mind/ it’sno used/ it’s no good. c. Some common verbs followed by to + base form of verb. Agree/ arrange/ beg/ desire/ decide/ demand/ determine/ expect/ fail/ hope/ intend/ learn/ need/ offer/ plan/ prepare/ pretend/ promise/ refuse/ seem/ tend/ threaten/ want/ wish. d. Some common verbs followed by Obect + to + base form of verb. Advise/ ask/ allow/ beg/ encourage/ expect/ permit/ persuade/ order/ recommend/ request/ tell/ want. 2. Practice: Exercise 1: 1.When did you come? 2. How long did you stay? 3. Who did you come with? 4. Where do you live? 5. Why do you like learning English? 6. What time is it now? 7. How many children do they have? Exercise 2: Asks Ss to make questions for the responses. Calls on some pairs to read the Q & A in front of the class. Asks Ss to read Pair work Whole class. Individually Teacher: 25
  26. 26. Lesson plan English 10 6’ 1. to hear 6. to pay 2. going 7. to go 3. remembering 8. visiting 4. doing 9. seeing 5. worrying 10. hearing Exercise 3: 1. to go 6. making 2. waiting 7. to call 3. having 8. to lend 4. to find 9. talking 5. living 10. to post 3 Production: Give some extra examples. C/ HOMEWORK: the letters carefully and fill in each blank with a verb in bracket. Gives correct. Asks Ss to complete the sentences using a verb in the box. Calls on some Ss to read their answers aloud in front of class. Feedback and give correct answers. Individual work. Pair work. VI/ SELF – EVALUATION: UNIT 3: PEOPLE’S BACKGROUND Lesson 1: Reading Period: 12th I/ AIMS: Reading for general ideas and specific information. II/ OJECTIVES:By the end of the lesson , students will be able to: _ read better through Matching and True or False exercises. _ improve background knowledge about famous scientists especially about Marie Curie… III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook, pictures of some famous scientists…. V/ PROCEDURE: Teacher: 26
  27. 27. Lesson plan English 10 Teacher: T CONTENTS TEACHER’S STUDENTS’ 10’ 7’ 7’ 7’ 7’ 5’ A . WARM UP: Networks B. NEW LESSON :1. Pre- reading : VOCABULARY: _ general education(n): comprehensive study of all subjects and skills (giaùo duïc phoå thoâng) _ brilliant (a) : clever, quick at learning. _ mature (a) : fully-grown/ developed in character and power _ harbour the dream of : foster/ keep in mind the dream of doing something _ flying colours : (leave university) with excellent grade _ PhD : doctor of Phylosophy ( Tieán só) _ to be awarded : to be presented with _ tragic death : die painfully, tragically _ atomic weight of radium : troïng löôïng nguyeân töû _ humanitarian wish : mong muoán nhaân ñaïo 2.While reading: TASK1:Matching. 1 2 3 4 5 c e a d b TASK2: True or False. 1 2 3 4 5 T F T F T TASK3: Answering questions 1. Marie Curie was born in Warsaw on Nov. 7, 1867 2. She was a brilliant and mature student. 3. She worked as a private tutor to save money for a study tour abroad. 4. She was awarded a Nobel Prize in Chemistry for determining the atomic weight of radium. 5. No, it wasn’t. Her real joy was “easting human suffering” 3. Post reading: _ strong-willed(yù chí maïnh meõ): She harbouyred the dream of a scientific career, which was impossible for a woman at that time. / Finally in 1891, Marie, with very little money to live on, went to Paris to realise her dream at the Asks Ss to make a list of famous scientists. Teaches vocabulary Model Writes the words on the board. Asks Ss to read the passages individually and match the words or phrases in A with the meanings in B Goes around & gives help. Calls on some Ss to read aloud their answers Asks them to explain their choice. Have Ss read the passage and decide whether the statements are T/ F. Have Ss work in pairs , ask and answer about the Group work Individual work. Whole class. Listen. Repeat. Write out. Work individually Individual work Work in pairs Group work. Famous scientists 27
  28. 28. Lesson plan English 10 UNIT 3: PEOPLE’S BACKGROUND Lesson 2: Speaking Period: 13th I/ AIMS: Speaking about someone’s background. II/ OJECTIVES: By the end of the lesson , students will be able to talk about their own background and know how to ask for other people’s background. III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook, small cards, interview forms, posters,.. V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS’ 10’ 7’ A . WARM UP: Word Square. H B R I L L I A N T U A H N B W L M H V M M A T U R E B S R A C R E C D K I E C N H D L Y W A T D U E E D L R A D I U M E M S I G B T O W P O I Z G V W C U O F R S M E U S R S T R S T T N O B E L V A W B A T O M I C B C Answers: brilliant, mature, radium, Nobel, atomic humane, hard, chemist, intelligent, ambitious. B. NEW LESSON : 1. Pre- speaking : TASK 1:Decide which of the the items below can tell you about Sb’s background. Family: _ How many people are there in your family? _ Where do you live? _ What does your father do? _ Do you have any brothers or sisters? Hobby: _ What arte your hobbies? _ What do you like to do in your free time? Education: _ Where do you go to school? _ Where did you go to primary school? Dislike: _ What don’t you like to do? Ask Ssin groups to find the words by circling the words and write them down below the word square. Asks Ss to decide which items can tell sb’s background. Encourage Ss to discuss the items and choose the appropriate ones. Asks Ss to discuss Group work Whole class Teacher: 28
  29. 29. Lesson plan English 10 15’ 10’ 3’ Experience: _ Have you ever been to ….? _ Have you ever done……? _ Have you ever been a moniter/ monitress? 2. While speaking: TASK 2: Imagine you are a journalist. Use the cues below to interview a classmate about his/ her background or that of a person he/ she knows well. Change the role when you have finish. Greeting: Good morning! Date of birth: When were you born? Place of birth: Where were you born? Home: Where do you live? Parents: can you tell me about your parents? Brothers: How many brothers/ sisters have you got? Primary school: What’s the name of your primary school/ secondary school? Schoolwork: Have you ever been a leader of…/ Were you a member of any clubs? Favourite subject: What subjects do you like best? Experience: How do you work at school? Thanking: Thank you very much! 3. After speaking: TASK 3:Talk about the person you have learnt about from the interview. Suggestion: The person I interview is Lan. She was born in 1991 in Hanoi. There are five members in her family… C/ HOMEWORK: Summarise the main points. Assign homework. the questions that can be used to get information for each item. Calls on some Ss to give questions for each item. Gives suggested answers. Gives Ss the interview form . Gives questions for the information items. Goes around and offer help. Make sure that all Ss have the form filled before moving to the next activity. Asks Ss to talk about the person they have known through interview. Calls on some Ss to give a small talk Pair work Group wor Whole clas Teacher: 29
  30. 30. Lesson plan English 10 in front of the class. Comment and gives correct. VI/ SELF – EVALUATION: Teacher: 30
  31. 31. Lesson plan English 10 UNIT 3: PEOPLE’S BACKGROUND Lesson 3: Listening Period: 14th I/ Aim(s): Listening for specific information about Olympic Games. II/ Objectstive(s): By the end of the lesson, students will be able to talk about one of the Olympic champion by using the information regarding her background and career. III/ Lexical items: _ Vocabulary _ Structures. IV/ Teaching aids: Textbook, cassette player. V/ Procedures: Teacher: 31
  32. 32. Lesson plan English 10 Teacher: 5’ 7’ 10’ 10’ 10’ A.WARM UP: Chatting. Olympic & Olympic champions. What do you know about Olympic? When did the Olympic start? How often is it held? Do you know any Olympic champion? What do you want to know about an Olympic champion? Do oyu want to know about his/ her family background/ career success/ medals? B.NEW LESSON: 1.Pre- listening: Answering questions. Vocabulary: _ Diploma (n): the formal document recognising the successful completon of a certain programme of academic studies. E.g: high school diploma. _ certificate (n): the general testimonial of sth. Such as a birth/ marriage/ death certificate. _ degree (n) the award given by university for completing an academic study programme such as bachelor’s degree, Master’s Degree. _ sport teacher (n): a teacher who teaches sports. 2. While Listening: TASK1: True or False 1 2 3 4 5 T T F T F TASK2: Gap-filling. 1. a general education 2. lives; family 3. different; swimming 4. love story 5. teacher’s diploma 3. Post listening: Ask and answer about Sally. _ When was she born? _ Where does she live? _ Who does she live with? _ Where did she go to school? _ What does she like to do in her free time? _ What sort of books does she like reading? _ What does she want to be in the future? C/ HOMEWORK: _ Summarises the main points of the lesson Asks Ss to talk about Olympic and Olympic champions. Asks Ss to listen to the tape and decide whether the statements are T or F. Play the tape several times. Have Ss compare their answers with a friend. Call on some Ss to explain their answers in front of the class. Feedback and give correct answers. Tells Ss to read the sentences carefully and try to guess the missing words in the blanks. Asks Ss to listen the coversation again and fill the Pair work Whole class Individual work. Individual work Group work 32
  33. 33. Lesson plan English 10 Teacher: 33
  34. 34. Lesson plan English 10 UNIT 3: PEOPLE’S BACKGROUND Lesson 4:Writing Period: 15th I/ AIMS: Writing a C.V about people’s background. II/ OJECTIVES:By the end of the lesson , students will be able to: _ Write a simple C.V. _ Get to know the format, layout and essential information of a C.V. III/ LEXICAL ITEMS:words, expressions. IV/ TEACHING AIDS: Textbook,some C.V samples. V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS’ 5’ 10’ 17’ A/ WAMR UP: Gap filling: Definition of a C.V. Purpose, summary, capable, shows, contains A curriculum Vitae or a C.V is a personl summary of a person’s background, experience, training and skills. It shows an applicant’s suitability and potential for certain jobs. Its main purpose is to prove that someone are capable of doing the job he/ she looking for. A C.v generally contains Personal information/ data, Education, Previous jobs, Interests……….. B/ NEW LESSON: 1.Pre- writing: A C.V normally consist of following items. Personal information/ data: Education: Previous jobs: Interest: 2. While writing: TASK 1:Read Mr. Brown’s C.V and write a paragraph about Mr. Brown. Mr. Brown was born on november 12, 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 like music and dancing. TASK2:Ask yourpartner for the information about his/ her parent and complete the form. Name: Tran Thanh Mr./ Ms. Asks Ss to fill in the blank with the words given. Implicit the elementof a C.V by asking Ss to read Mr. Brown’s C.V Introduce the elements of a C.V Asks Ss to write a paragraph about Mr. Brown. Have Ss compare their writing with a friend. Work in groups Whole class. Individual work & whole class Pair work Teacher: 34
  35. 35. Lesson plan English 10 10’ 3’ Date of birth: 15/12/63 Place of birth: tien Giang Education School attended: Nguyen Dinh Chieu High School Exams passed: Chemistry, Literature, Mathematics, Physics Previous jobs Job Date from Date to Office worker February 1986 August 1990 Reporter April 1991 April 1996 Interest: Reading & travelling TASK3:Write a paragraph about your partner’s parent. Then ask him/ her to read the paragraph and check whether the information is correct. His name is Tran Thanh. He was born in Tien Giang on december 15, 1963. He went to Nguyen Dinh Chieu High School where he passed exams in Chemistry, Literature, Mathematics and Physics. He started working as an office worker in February 1986 and quit four years later, in ugust 1990. Then he became a reporter in April 1991, after half a year unemployed. But he quit that job again in April 1996. He likes reading and travelling a lot. 3. Post- writing: Peer correction C/ HOMEWORK: Asks SS to ask the partners for the information about his/ her parent and complete the form. Goes around the class and provide help. Asks Ss to write about his/her partner’s parent . Whole class Group work VI/ SELF – EVALUATION: Teacher: 35
  36. 36. Lesson plan English 10 UNIT 3: PEOPLE’S BACKGROUND Lesson 5:Language focus Period: 16th I/ AIMS: _ distinguishing the sounds /e/ and / / _ Learning how to use past perfect tense II/ OJECTIVES:By the end of the lesson , students will be able to: _ pronounce the sounds /e/ and / / correctly _ use the past perfect tense appropriately and distinguish it with the past simple tense. III/ LEXICAL ITEMS:Two sounds; structures. IV/ TEACHING AIDS: Textbook, pictures, handouts. V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS’ 5’ 10’ 5’ A/ WARM UP:table completion Verb infinitive Past form Past participle take met left broke come gone got been do saw B/ NEW LESSON: PRONUNCIATION: _ /e /:is a short sound. First pronouce the sound I then open your mouth a little more. _ / /: first pronounce the sound /e/ then open your mouth a little more. GRAMMAR: 1.Presentation: The past perfect tense. Form: (+) S + had + V-ed/ V3 + O (-) S + had not (hadn’t) + V-ed/ V3 + O (?) Had + S + V-ed/ V3 + O? Tells Ss to complete the table following the instruction. The group which completes the table first and has more correct verbs will be the winner. Play the tape and ask Ss to repeat. Calls on some Ss to repeat the sounds clearly to class. Asks Ss to practice the sentences. Groups work Whole class. Whole class. Teacher: 36
  37. 37. Lesson plan English 10 8’ 12’ 5’ Use: The past perfect tense can be ued to describe: _ an action before a point of time in the past Ex: I had done all my homework before 7 p.m last night. _an action that had happened before another past action. Ex: I had done all my homework before I watched TV. 2. Practice: Exercise 1: 1. had broken 6. had been 2. had done 7. had left 3. had met 8. had moved 4. had not (hadn’t) turned off 9. had not (hadn’t) seen 5. had ever seen 10. had broken in Exercise 2: 1.had just finished, came; 2.had seldom travelled, went; 3.went, had already taken; 4.Did…………manage, had……………gone, got; 5.had just got, phoned, had been. Exercise 3: 1.(sent.1) had climbed  climbed 2. (sent.3) had turned  turned 3. (sent.5) had called out  called out 4. (sent.7) had heard  heard 5. (sent.9) went  had already gone 3 Production: Give some extra examples. C/ HOMEWORK: Asks Ss to discuss the form and use of the past perfect tense. Calls on some Ss to class. Asks Ss to Ex.1. Have Ss compare their answer with a friend. Make sure all the verbs have been put in the correct form. Identify the past simple tense and the past perfect tense. Asks Ss to do Ex.2. Tells Ss to read the story carefully and ask them some questions about the story to make sure Ss have general understanding. Pair work Pair work. Pair work. VI/ SELF – EVALUATION: Teacher: 37
  38. 38. Lesson plan English 10 TEST YOURSELF A Period: 17th LISTENING: 1. 15th January 1929 6. a minister at a 2. In 1951 7. the black freedom movement 3. for 4 years 8. heard his speech at the 4. he met 9. In 1964 5. they got married 10. 4th April 1968 Tapescript Martin Luther King was born on 15th january 1929 in Atlanta, Georgia. In 1951, he went to Boston University, where he studied for four years. In 1952, he met Coretta Scott, and as soon as he saw her, he fell in love. They got married in 1953, and they had four children. In 1954, the Kings left Boston, and Martin became a minister at a Baptist Church in Montgomery, Alabama. Then he stared working for the black freedom movement. Thousands of people walked to Washington to hear his famous speech at the Lincoln Memorial in 1963, and he won the Nobel Peace Prize in 1964, he died on 4th April 1968 in Memphis, Tennessee, from a gunshot wound. New words: Fall in love: yeâu, phaûi loøng Get married: keát hoân Teacher: 38
  39. 39. Lesson plan English 10 The black freedom movement: phong traøo töï do cuûa ngöôøi da ñen READING 1.F 2. C 3. A 4. D New words: _ to be married with (three children): ñaõ laäp gia ñình (vaø coù 3 con) _ do research: nghieân cöùu _ principal: hieäu tröôûng _ Technical College: tröôøng Ñaïi hoïc kyõ thuaät _ Public Health Council: hoäi ñoàng söùc khoûe coäng ñoàng GRAMMAR. 1. to apply 2. am 3. attended 4. passed 5. got 6. can 7. reading 8. know 9. am able 10. hearing WRITING 29 Hang Bai Street, Hanoi, vietnam Dear Sally, I am very delighted to be your pen friend. I’m sixteen years old and I am only 1.50 meters tall. I’ve got dark, short hair and black eyes. I live in the centre of Hanoi with my parents and younger sister. She is a student at Thang Long Primary School. I am a stuent at Chu Van An High School. It’s a big and beautiful school in Hanoi. There are about one thousand students and sixty teachers in my school. I study many subjects: English, Chemistry, Physics, Maths, History…… I like English most b/c I want to sing English songs. I go to school in the morning and have five periods every day from 7:15 to 11:30. In the afternoon I study at home and help my parents with the housework. I’m looking forward to hearing from you soon. Give my best wishes to your parents and two sisters Yours , Phong AN HOUR TEST Period: 18th CORRECTING THE TEST Period: 19th UNIT 4: SPECIAL EDUCATION Lesson 1: Reading Period: 20th I/ AIMS: Reading about special education II/ OJECTIVES:By the end of the lesson , students will be able to understand the term special education and talk about it through Matching and Multiple choice exercises. Teacher: 39
  40. 40. Lesson plan English 10 III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook, pictures about special classes and Braille Alphabet V/ PROCEDURE: Teacher: 40
  41. 41. Lesson plan English 10 Teacher: T CONTENTS TEACHER’S STUDENTS’ 10’ 7’ 8’ 7’ 10’ 3’ A . WARM UP: Brainstorming Look at thte Braille Alphabet in the book and work out the message that follows. Answer: We Are The World B. NEW LESSON : 1. Pre- reading : VOCABULARY: _ disabled (a): be unable/ incapable of doing Sth _ dumb (a): not being able to speak _ proper schooling (n): enough and good study _ opposition (n): opposing ideas, disagreeing viewpoints _ make effort (v): try, attempt _ to be proud of (a) : take pride on 2.While reading: TASK1:Matching. 1 2 3 4 5 c e a b d TASK2: Multiple choice. 1 2 3 4 5 D B A C D 3. Post reading After you read 1. disabled 6. time- consuming 2. read 7. maths 3. write 8. arms 4. efforts 9. fingers 5. opposition 10. proud C/ HOMEWORK: Summarise the main points. Assign homework. Asks Ss to transfer the raised dots in Braille Alphabet to English Alphabet. Teaches vocabulary Model Writes the words on the board. Asks Ss to read the passages individually and do task 1. Encourage Ss to guess the meaning of the words in the context. Calls on some Ss to read their answers aloud in front of class. Tells Ss to read the passage again more carefully and complete the sens by circling the corresponding . Encourage Ss to guess the missing word . Have Ss complete the summary in pairs. Group work Whole class Individual work. Work individually Work in pairs 41
  42. 42. Lesson plan English 10 VI/ SELF- EVALUATION: Teacher: 42
  43. 43. Lesson plan English 10 UNIT4: SPECIAL EDUCATION Lesson 2: Speaking Period: 21st I/ AIMS: Talking about school life II/ OJECTIVES: By the end of the lesson , students will be able to: _ talk about school life a student _ actively engage in an interview. III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook, whiteboard markers,…. V/ PROCEDURE: T CONTENTS TEACHER’S STUDENT 10’ 7’ 15’ 10’ A . WARM UP: Networks SUBJECTS Suggested answers: _ Subjects: English, Literature… _ Test: oral, final, mid-term,…… _ Break _ Homework _ Teacher _ Secondary ( lower and upper secondary) B. NEW LESSON : 1. Pre- speaking : TASK 1: Work with a partner and fill in the blanks with the right questions. A B C D E F G 4 1 2 6 3 5 7 2. While speaking: TASK 2: Interview your partner , using the questions in task 1 Note: Ss are suggested to use his/ her own information to answer the questions. However, they may use the answers in the books as samples. 3. Post speaking: TASK 3:Tell the whols class what you know about your partner Suggestion: Hanh went to Long Bien Lower- secondary school. She Asks Ss to make a list of words relating to school. The group with the longest list will be the winner. Asks Ss to fill in the blanks with the right questions. Call on some Ss to explain their answers. Asks Ss to carry out the interview, using the questions in task 1. Goes around 7 Group wor Individual work Pair work Individual Teacher: 43 SCHOOL
  44. 44. Lesson plan English 10 3’ had 10 subjects to learn at school. She went to school in the morning and often had 5 classes each morning… C/ HOMEWORK: Summarise the main points. Assign homework. provide help. Calls on some ss to use the information in the interview to make a mini-presentation about his/ her partner. Tells the whole class to comment on presenters’ performance. work and whole class VI/ SELF- EVALUATION: Teacher: 44
  45. 45. Lesson plan English 10 UNIT 4: SPECIAL EDUCATION Lesson 3: Listening Period: 22nd I/ Aim(s): Listening for specific information about a special class for disabled children II/ Objectstive(s): By the end of the lesson, students will be able to listen better through True or False and Gap-filling exercises. III/ Lexical items: _ Vocabulary _ Structures. IV/ Teaching aids: Textbook, cassette player. V/ Procedures: Teacher: 45
  46. 46. Lesson plan English 10 Teacher: 7’ 10’ 8’ 10’ A.WARM UP: Word form Sorry; second; decide; able. Suggested answers: Sorry – sorrow, sorrily… Second – secondary, secondly, secondhand…… Decide – decision, decisive, decisively,… Able – disabled, disability, … B.NEW LESSON: 1.Pre- listening: Vocabulary: _ photograph (n): a picture or image taken by photographers. _ photographer (n): a person who takes pictures _ photography (n): the study/ the art of forming and fixing images by the chemical action of light and other elements _ photogenic (a): having interesting features that are suitable for photographing _ photographic (a): belonging to photography. 1. photographic 2. photography 3. photographer 4. photograph 5. photogenic _ surroundings (n): conditions, objects that make the living environment _ sorrow (n): pain or distress caused by loss or disability _ passion (n): great love for Sth _ labourer (n): a person who works manually, working class _ deaf (a): partially or entirely unable to hear _ mute (a): unable to speak _ exhibition (n): a display, a public showing 2. While Listening: TASK 1:True or False 1 2 3 4 5 T F T F T TASK2: Gap- filling. 1. photographic 6. simple 2. 19 7. peaceful 3. exhibition 8. chickens 4. 50 9. stimulated 5. beauty 10. escape Asks Ss to find the different words that derive from the following roots. The group with the longest list of correct words will be the winner. Explain the meaning of the words in the box. Asks Ss to fill each of the blanks with one word from the box. Calls on some Ss to read the answers aloud in front of the class. Gives correct answers. Let Ss read the statements carefully. Ss listen to the tape and decide whether the statements are true or false. Plays the tape more than Group work Whole class. Individual work Individual work 46
  47. 47. Lesson plan English 10 Teacher: 47
  48. 48. Lesson plan English 10 UNIT 4: SPECIAL EDUCATION Lesson 4:Writing Period: 23rd I/ AIMS: Writing aletter of complaint. II/ OJECTIVES:By the end of the lesson , students will be able to; _ read and understand a simple letter of complaint _ write a letter of complaint about the poor quality of the service at an English Centre. III/ LEXICAL ITEMS:words, expressions. IV/ TEACHING AIDS: Textbook, charts. V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS’ 7’ 10’ A/ WAMR UP: Categorising Put these words under two headings: compliments and complaints. Bad, helpful, expensive, lazy, hard-working, good, careful, poor, unhappy, beautiful. Compliments Complaints Helpful Bad Hard- working Expensive Good Lazy Careful Poor Beautiful Unhappy …… …… 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 broblem Suggesting a resolution B/ NEW LESSON: 1.Pre- writing: VOCABULARY _ native teachers (n): teachers who come from English- speaking countries _ air- conditioner (a): to be equipped/ furnished with air – conditioner TASK 1:After studying for two weeks at English for Today Centre, you notice that everything is worse than what the advertisement says. A Gives ten or more adjectives and ask Ss to put them under two heading. Explain some difficult words . Goes around the class and offer help. Call on some Ss to read Work in groups Pair work Whole class. Teacher: 48
  49. 49. Lesson plan English 10 15’ 10’ 3’ friend of yours wants to know about the centre and you tell him/ her tha facts. Now you work in pairs and complete the dialogue with your own ideas. 1. I am not happy with it at all 2. not all of them are native teachers. 3. that is not true. My class has over 30 students. 4. I had to pay for them. 5. only some of them. Mine is not. 6. in fact classes often start late and finish early. TASK 2:Complete the letter of complaint. 2. While writing: TASK 2:Complete the letter of complaint. First of all, you say that there are only native treachers, but my class has one Vietnamese teacher and two native teachers. You also say that each class has no more than 20 students but there are over 30 students in my class. In the advertisement, you say we can have books and cassette tapes free of charge but in fact we had to pay for them. To make the matter worse, the classroom is not air- conditioned. That is quite different from the advertisement. Finally, what I do not like most about your centre is the time. The class time is not the same as what the advertisement says. Classes not only start late but also finish early. 3. Post- writing: Peer correction C/ HOMEWORK: their own answers aloud to class Have Ss read the letter of complaint in the bookand complete is base on the dialoguege in task 1 Tell Ss to exchange their wring with a friend. Introduce peer correction Pick up some writing to check their mistakes as the whole class Individual work Individual work & whole class VI/ SELF- EVALUATION: Teacher: 49
  50. 50. Lesson plan English 10 UNIT 4: SPECIAL EDUCATION Lesson 5:Language focus Period: 24th I/ AIMS: _ Distinguish the sounds / / and / :/ _Using the + adjective, used to + infinitive and which. II/ OJECTIVES:By the end of the lesson , students will be able to: _ distinguish and pronounce the sounds / / and / :/ correctly. _ use the + adjective as a noun, combine two sentences with which and review used to + infinitive. III/ LEXICAL ITEMS:Two sounds; structures. IV/ TEACHING AIDS: Textbook, whiteboard markers… V/ PROCEDURE: T CONTENTS TEACHER’S STUDENT S’ 7’ 10’ 13’ A/ WARM UP: Find someone who Did you use to … Name cry at night go to bed late? be afraid of ghost? eat a lot of ice cream? ……… B/ NEW LESSON: PRONUNCIATION: _ / /:is a short sound. First pronounce the sound / / then put your tougue slightly back and bring your lips slightly forward. _ / :/: is a long sound. First practice the sound then put the back of your tongue up a little. GRAMMAR: 1.Presentation: a. The + adjective We use the + adjective to describe a group of people as a whole: e.g. the blind, the rich, the poor,… The rich means a group of people who are all rich. These adjectives are followed by a plural verb. b. Used to + infinitive we use used to + infinitive to express a past action and state. It has no present equivalent. Let SS g oround the class and ask other SS what they used to do when they were small. If the answer is Yes, write his/ her in the table. Make sure that Ss are aware of the difference between the two sounds.Asks Ss to repeat several times. Play the tape and ask Ss to repeat. Calls on some Ss to repeat the sounds clearly to class. Asks Ss to practice Group work Whole class. Pair work Teacher: 50
  51. 51. Lesson plan English 10 5’ 3’ 7’ Ex: When I was a child, we used to go on a holiday to the seaside. Notice the negative and the question: Where did you use to go? We didn’t use do anything interesting. c. Which can be used in relative clauses to refer to the whole of the earlier clause. Ex: She arrived on time, which amazed everybody. 2. Practice: Exercise 1: 2. the injured 3. the unemployed 4. the sick 5. the rich; the poor Exercise 2: 2. used to have/ used to ride 3. used to live 4. used to like/ used to love/ used to eat 5. used to be 6. used to take 7. used to be 8. did you use(d) to go? Exercise 3: 2. Jill isn’t on the phone, which makes it difficult to contact her. 3. Neil has passed his exams, which is good new. 4. Our flight was delayed, which meant we had to wait for hours at the air port. 5. Ann offered to put me up for the night, which was very nice of her 6. The street I live in is very noisy at night, which makes it difficult to sleep. 7. Our car has broken down, which means we can’t go away tomorrow. 3 Production: Give some extra examples. C/ HOMEWORK: the sentences. Asks Ss to discuss the form and use of the present simple tense. Calls on some Ss to class. Asks Ss to complete the blanks in the passage. Asks Ss to put each of the adverbs in its correct order into the sentences . Whole class. Individual Individual work. Pair work Pair work Teacher: 51
  52. 52. Lesson plan English 10 Asks Ss to supply the correct past simple form of the verbs in the brackets. VI/ SELF- EVALUATION: UNIT 5: TECHNOLOGY AND YOU Lesson 1: Reading Period: 25th I/ AIMS: Reading about computers II/ OJECTIVES:By the end of the lesson , students will be able to; _ use a number of words about computers such as CPU, VDU, CD, ROMS, fpoppy disk……and talk about their benefits in our modern life. _ improve reading skill through Matching and Answering questions exercises. III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook, pictures about computers or a computer available in class V/ PROCEDURE: Teacher: 52
  53. 53. Lesson plan English 10 Teacher: T CONTENTS TEACHER’S STUDENTS’ 7’ 10’ 7’ 5’ 6’ 7’ A . WARM UP: Matching Look at the illustrations of different parts of a computer system. Match each numbered item with one of the words or phrases in the box. 1 2 3 4 5 6 7 8 D E G C A F B H B. NEW LESSON : 1. Pre- reading : VOCABULARY: _ miraculous (a): wonderful, fantastic _ calculating machine(n): a machine used for adding, subtracting… _ lightning speed (n): very fast speed like the lightning _ storage device (n): a thing used to keep or store information _ memos = memorandums(n): brief notes of things to be remembered / informal letters usually sent from one personto another in an office _ request for leave (n): askingfor the absence from class or office 2.While reading: TASK1:Matching 1 2 3 4 5 c e a b d TASK2: Passage heading C. What can the computer do? TASK3:Answering questions 1. Computer can help us visit shop, offices, and places of interest; pay bills; read newspapers, etc. 2. It is a miraculous device b/c it is capaple of doing anything you ask; it can speed up the calculations etc. 3. Post reading: Discuss other uses of the computer in our daily life. Suggest questions for discussion: Do you usually use computers? What do you do when you use computers? What do you like most about computers? What uses of computer may bring bad effecrts to its users? Suggest answer: Apart form those uses of the computer mentioned in the textbook, I think there are some more effective uses of the computer in every life. First of all, students can surf on the net to look for learning materials, for example, the biography of the great scientist Thomas Edison. Those Asks Ss to match the number with the word Call on some Ss to read their answers in front of the class, gives further explainations. Teaches vocabulary Model Writes the words on the board. Asks Ss to read the passages and match the words in A with the definition in B. Calls oc some Ss to read and explain their answers in fornt of the class. Feedback and give correct answers. Tells Ss to read the passage and choose the best title for it. Have Ss answer the questions using the given cuses. Goes around and provide help.Calls Pair work Whole class. Listen. Repeat. Write out. Work individually Work in pairs Pair work Group work. 53
  54. 54. Lesson plan English 10 UNIT 5: TECHNOLOGY AND YOU Lesson 2: Speaking Period: 26th I/ AIMS: Talking about the uses of modern inventions. II/ OJECTIVES: By the end of the lesson , students will be able to talk about the uses of modern inventions in daily life such as radio, TV, fax machine, air conditioner……. III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook, real objects of modern inventios. V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS’ 10’ 7’ 7’ A . WARM UP: What is it? 1. TV 2. fax machine 3. air conditonal 4. electric cooker 5. fridge 6. cell phone 7. washing machine 8. car 9. microwave oven B. NEW LESSON : 1. Pre- speaking : TASK 1:Asking and answering. _ Can you tell me what a radio is used for? Well, it is used to listen to the news or music and to learn foreign languages. _ Can you tell me what a TV is used for? Well, it is used to watch the news, performances or football matches, and to learn forgeign languages. _ Can you tell me what a fax machine is used for? Well, it is used to send or receive letters and pictures quickly. _ Can you tell me what an electric cooker is used for? Well, it is used to cook rice, meat, fish, or vegetables, and to keep food or rice warm. _ Can you tell me what an air conditioner is used for? Well, it is used to keep the air cool or warm when it is hot or cold. 2. While speaking: TASK 2: Sentence Completion. 1. store 2. transmit 3. process 4. send 5. hold 6. make Divide the class into two groups. Gives team A a list of words about modern inventions. Team A has to explain the words and team b has to guess what is it? Have Ss ask and answer questions about the uses of modern inventions following the example Calls on some pair to practise in front of the class. Comment and give suggested answers. Group work Pair work Pair work Teacher: 54
  55. 55. Lesson plan English 10 10’ 8’ 3’ 7. send 8. receive 9. design TASK 3+ 4:Ordering. The most important uses of IT are vtransmiting information quickly and processing information as soon as we receive it. This is precisely because in the industrialised world today, time is money, these uses can save businessmen millions of dollars lost as well as bring back profits worth millions of dollars. The second most important use of IT is that it allows us to store very large amounts of information. This is very significant because when the world gets more developed, there is much more information on different aspects ( economics, politics, culture, ect…) which needs storing. Third come the interestinguses of sendingmessages from one computerto another and holding long distance meetings in which the participants can see each other on a screen. This can create and tighten the friendship and fellowship in particular and better the relationship of people around the world as a whole. Next is use of sending TV programs to other countries, which is useful as regards the exchange matters. Ranking at the bottom of the list is the design of houses, bridges, gardens and buildings. With the help of IT, the work gets much quicker and better. However, in the past, architects and designers still worked well with only papers and pens. That is why I find this use not as important as others. 3. Post speaking: Talk about their most favourite invention of our daily life. C/ HOMEWORK: Summarise the main points. Assign homework. Asks Ss to study the sentences carfully before deciding which word to be used. Asks Ss to look at the ideas in Task 2 and then rank them in order of importance. Encourage Ss to actively discuss in groups to give the reasons to support their ideas and persuade the others that your order is the right one. Group wor Whole clas VI/ SELF- EVALUATION: Teacher: 55
  56. 56. Lesson plan English 10 UNIT 5: TECHNOLOGY AND YOU Lesson 3: Listening Period: 27th I/ Aim(s): Listening for gist specific information about using a computer. II/ Objectstive(s): By the end of the lesson, students will be able to know how a person learns to use a computer and improve listening skill through True or False ans Gap- filling exercises. III/ Lexical items: _ Vocabulary _ Structures. IV/ Teaching aids: Textbook, cassette player. V/ Procedures: Teacher: 56
  57. 57. Lesson plan English 10 Teacher: 5’ 7’ 10’ 10’ 10’ A.WARM UP: Ask and answer. How often do you use each of the items below? very often sometimes never Radio Cell phone Camcorder Computer TV Fax machine B.NEW LESSON: 1.Pre- listening: Vocabulary: _ worried (a): to be anxious, at ease _ shy (a): self-conscious, uneasy in fornt of other people _ memory (n): a compartmentby which things are recalled to or kept in mind _ refuse (v): reject, incline to do sth _ make an excuse(v): say sorry _ headache(n): continous pain in head 2. While Listening: TASK 1:True or False. 1 2 3 4 5 6 F T T F F F TASK2: Gap-filling. 1 2 3 4 5 invited still refused excuse anything 3. Post listening: What did the man’s son buy? Why did the man become worried? What didn’t the man know? What happened to the man’s memory? What did the man suggested? The story is about an old director who doesn’t know how to use the computer. He did not pay attention when his son bought a computer home until one day his secretary asked him to buy one. He became really worried about his knowing nothing about the computer, so he decided to take lessons in computering with his son as the teacher. However, he could not understand a bit of his son’s words. The problem was that he was too shy to raise his voice. After some time trying in vain, he quitted and never said Asks Ss to answer the questions by checking the right column. Tells Ss to compare their answers with a friend and further discuss the uses of thses items. Asks Ss to read the statements carefully before listening to the tape. Play the tape more than once if necessary. Asks Ss to compare their answers with a friend. Calls on some Ss to read and explain their answers in front of the class. Play the tape again and ask Ss to do Task 2. Lets Ss discuss the answers with a friend. Asks Ss to ask and answer about the man’s story. Pair work Individually Pair work Individual work Whole class Pair work 57
  58. 58. Lesson plan English 10 Teacher: 58
  59. 59. Lesson plan English 10 UNIT 5: TECHNOLOGY AND YOU Lesson 4:Writing Period: 28th I/ AIMS: Writing instructions. II/ OJECTIVES:By the end of the lesson , students will be able to write simple instructions on how to use some household appliances. III/ LEXICAL ITEMS:words, expressions. IV/ TEACHING AIDS: Textbook, charts. V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS 5’ 10’ A/ WAMR UP: Matching. A B 1. insert a. long bip 2. make b. button 3. press c. card 4. hear d. a call Answers: 1. c; 2. d; 3. b; 4. a B/ NEW LESSON: 1.Pre- writing: TASK1: Read the following set of instructions. VOCABULARY _ lift (v): raise to higher level _ receiver (n): machine for receiving transmitted signals _ insert (v): put things into another _ slot (n): a slit in machine etc for something especially coin to be inserted _ press (v): put a steady force to something _ emergency (n): sudden and unexpected state of danger calling for immediate action _ ambulance (n): special vehicle used for carrying sick people to hospital _ remote control (n): a device to tune in, switch on and off the TV from a distance _ cord (n): thick string used as TV wire TASK 2:Finding Connectors and Imperatives Connectors: first, next, then, until Asks Ss to match the words in A with thr words in B. Write all the new words and their meaning on the board. Rub out all the words in English and keep their Vnese meaning. When all the words are rubbed , ask Ss to look at the Vnese meanings and recall all the English words. Asks Ss to read the set of Work in groups Whole class Teacher: 59
  60. 60. Lesson plan English 10 7’ 15’ 5’ 3’ Imperatives: lift, insert, press, wait 2. While writing: TASK 3:Answering questions. 1.  If you want to operate the TV with the remote control, you have to make sure that the cord is plugged in and the main is turned on. 2.  To turn on the TV, press the POWER button. To turn off the TV, press the POWER button again 3.  To select a programme, press the PROGRAMME button. 4.  To watch VTV1, press button number 1 To watch VTV2, press button number 2 To watch VTV3, press button number 3 To watch VTV4, press button number 4 5 To adjust the volume, press the VOLUME button up or down 6.  If you don’t want to hear the sound, press the MUTE button TASK 4: Writing instructions If you want to operate a TV with a remote control, you must make sure that the cord is plugged in and the main is turn on. First, to turn on the TV, press button POWER.Then to select a programme, just press the PROGRAMME button. To be specific, if you want to watch VTV1, all you have to do is to press button number 1, VTV2 button number 2, VTV3 button number 3, and VTV4 button number 4. Besides, to adjust the volume, press the VOLUME button up or down, and if you don’t want to hear the sound, press the MUTE button. Press the POWER again when you want to turn off the TV. 3. Post- writing: Peer correction C/ HOMEWORK: instructions on how to use a ublic telephone. Make sure Ss get general understanding of the instruction Calls on some Ss to read their answers aloud in front of the class. Asks Ss to look at the TV remote control and answer the questions on how to operate the TV. Tell Ss look at the remote control carefully when doing the task Callls on some Ss from the groups to answer the questions in front of the class Asks Ss to write a set of instructions on how to operate a TV with a remote control. Use the picture in the book and the answers above as suggestions. Group work Individual work Whole class Teacher: 60
  61. 61. Lesson plan English 10 Tells Ss to compare their writing with a friend. Pick up some writings and correct in front of the class as a whole. VI/ SELF- EVALUATION: Teacher: 61
  62. 62. Lesson plan English 10 UNIT 5: TECHNOLOGY AND YOU Lesson 5:Language focus Period: 29th I/ AIMS: Distinguishing the sounds /u / and /u:/ II/ OJECTIVES:By the end of the lesson , students will be able to: _ pronounce the sounds /u/ and /u:/ _ use the present perfect and present perfect passive appropriately III/ LEXICAL ITEMS:Two sounds; structures. IV/ TEACHING AIDS: Textbook, pictures, handouts. V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS’ 5’ 10’ 10’ A/ WARM UP: Categorising Words: nurse, teacher, book, park, museum,… Who Which Where B/ NEW LESSON: PRONUNCIATION: _ /u /:is a short sound. First pronounce the sound /a/ then put the back of your tongue forward and up a little. _ /u: /: is a long sound.First pronounce the sound /u/ then put ypur tongue up and back. GRAMMAR: 1.Presentation: a. The present perfect tense Form: (+) S + have/ has + V-ed/ V3 +O (-) S + haven’t/ hasn’t + V-ed/ V3 + O (?) Have/ Has + S + V-ed/ V3 + O? Use: The present perfect expresses an action which began in the past and still continues: Ex: I have worked as a teacher for five years. Notice: We use for with a period time, and since with a point in time. For two years/ a month/ a few minutes/ half an hour Since 1970/ the end of the lesson/ August/ Christmas b. The present perfect passive. S + have/ has + been + V-ed/ V3 + O. Ex: A new bridge has been built across the river. c. Who, which, that: Who and which (that) can be used in place of Asks Ss to put words under appropriate heading. Play the tape and ask Ss to repeat. Calls on some Ss to repeat the sounds clearly to class. Asks Ss to practice the sentences. Asks Ss to discuss the form and use of the present perfect tense. Calls on some Ss to give opinion before the class. Groups work Whole class. Pair work Whole class. Teacher: 62
  63. 63. Lesson plan English 10 5’ 5’ 5’ noun subjects and noun objects. When they refer to the subject, they can not normally be omitted. Ex: This is the man who lives next door. When they refer to the object, they can normally be omitted. Ex: this is the man who(m) I like * Who refer to people * Which refer to things. 2. Practice: Exercise 1: 1. Tan has opened the door. 2. Tan has turned/ switched on the TV. 3. Tan has tidied the house. 4. Tan has cleaned the floor. 5. Tan has turned/ switched on the flights. 6. Tan has laid two bottles of water on the table. Exercise 2: 1. A new hospital for children has been built in our c 2. Another man- made satellite has been sent up into space. 3. More andd more trees have been cut down for wood by farmers. 4. Thousands of animals have been killed in the forest fire. 5. About one hundred buildings and houses have been destroyed in the earthquake. 6. More than 50 films have been shown in Hanoi since June. 7. Their hands have been washed and dried on a towel. 8. Another book has been ready by the students. 9. some ink has been spilt on the carpet. 10. She has been shown how to do it. Exercise 3: Study the situation and put the verbs in the present perfect tense. Calls on some Ss to read their answers aloud in front of the class. Review the rules of changing active into passive voice. Build the sentences after the model. Use the present perfect passive. Tell them to Individual work Whole class Teacher: 63
  64. 64. Lesson plan English 10 5’ 1. A clock is an instrument which tells you the vtime. 2. A fridge is a machine which is used for keeping food fresh. 3. April 1 st is the day which is called April Fool’s Day in the West. 4. A nurse is a person who looks after patients. 5. A teacher is a person who gives lessons to students. 6. A blind person is the one who cannot see anything. 7. The man who(m) you visisted last month is a famous scientist. 8. Please think of a word which/ that comes from a foreign language into Vietnamese. 9. These are the pictures which my son drew when he was young. 10. Can you help me find the man who saves the girl? 3 Production: Give some extra examples. C/ HOMEWORK: exchange the exercise and cross check. Calls on some Ss to write their answers on the board. Fill in the blanks with who, which, that. Calls on some Ss to read their sentences aloud in front of the class. Comment and make necessary corrections. Pair work. VI/ SELF- EVALUATION: UNIT 6: AN EXCURSION Lesson 1: Reading Period: 30th I/ AIMS: Reading a letter about an excursion t a beauty spot near Hanoi. II/ OJECTIVES:By the end of the lesson , students will be able to: _ get information about some famous places in Vietnam throgh activities Before and Afterr you read. _ improve reading comprehension skill by doing Multiple choice nad Answering questions exercises. III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook, pictures about Thien Mu Pagoda, Ha Long Bay, The One Pillar Pagoda, and Dalat V/ PROCEDURE: Teacher: 64
  65. 65. Lesson plan English 10 Teacher: T CONTENTS TEACHER’S STUDENTS’ 10’ 5’ 10’ 10’ 7’ 3’ A . WARM UP: Matching Match the photos with the information. 1 2 3 4 d b a c B. NEW LESSON : 1. Pre- reading : Ask and answer the following questions. Do oyu usually have an excursion? When did you last have it? Where to? What impressed you most? What was the most interesting thing that you did on the excursion? Set the scene: You are going to read a letter from Lan to her friend, Minh about his recent fantastic excursion to a cave near Hanoi. You read the letter and do the tasks followed. 2.While reading: TASK1:Multiple choice. 1 2 3 C D A TASK2: Answering questions 1. They are going on a trip when they have some days off after the first term. 2. They are visiting some caves because they want to understand their geography lesson better and many of them have never been inside a cave. 3. It’s only over 20 km. 4. They are going to make a two-day trip and have a night campfire. They are bringing their own food and sharing buses with some other classes to make the trip cheap. 5. Lan is anxious about her parents’ permission. They may not want to let her stay the night away from home. 3. Post reading:Summary completion. 1. is going to go on 5. their trip 2. some caves 6. only problem 3. want to see 7. to persuade them 4. have learnt 8. her classmates C/ HOMEWORK: Summarise the main points. Assign homework. Asks Ss to match the photos with the information, then tell each other which of the places you would like to visit and give reasons. Asks Ss to read the letter individually and choose the best answer A, B, C or D to complete each of the sentences. Tells Ss to compare their answers with a friend. Calls on Ss to read and explain their answers in front of the class. Asks Ss to answer the questions. Calls on some pairs to act out the activity in front of the class. Check the answers in front of the class as a whole. Have Ss fill in Group work Pair work Work individually Work in pairs Individual work. Whole class 65
  66. 66. Lesson plan English 10 VI/ SELF- EVALUATION: Teacher: 66
  67. 67. Lesson plan English 10 UNIT 6: AN EXCURSION Lesson 2: Speaking Period: 31st I/ AIMS: Talking about a boat trip abroad II/ OJECTIVES: By the end of the lesson , students will be able to talk about the seat plan on a boat trip on Lake Michigan in Chicago. III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook, whiteboard markers,… V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS’ 4’ 10’ 15’ A . WARM UP: B. NEW LESSON : 1. Pre- speaking : VOCABULARY _ sundeck (n): platform extending from side to side of a ship _ get sunburnt (v): the skin hurt or destroyed by the sunlight _ travel sickness (n): the state of being sick due to travelling _ air- conditoned > < non air- conditioned _ refreshments (n): room that servers food and drinks to refresh in a boat _ occupied (a): being kept, in use 2. While speaking: TASK 1&2: Conversation Conduct Suggestsome useful structures: _ I think seat XYZ is good for… _ What do you think if we put X in seat Z? _ X should sit in section C, don’t you think? _ What’s your idea? _ We’d better put X in…… * Agree: _ Yes, that’s a good idea. _ Yes, let’s do it. _ Absolutely. _ You’re right. * Disagree: _ Well, I think it’s not good enough because…… Make certain that Ss understand the meaning of the words and pronounce them correctly. Asks Ss to read the seat plan carefully and decide the best seat for each person. Further explain the seat plan. Tells Ss to conduct the conversation. Go around to help. Calls on some groups to conduct the conversation in front of the Group work Group work Teacher: 67
  68. 68. Lesson plan English 10 10’ 3’ _ I don’t think so. A: I think seat 1 is most suitable for Mary. B: Why? C: Because she suffers from travel sickness so she can get lost of fresh air from that seat. D: Yes, put her in seat 1. What about John? B: Put him in seat 45. A: I don’t think so. John doesn’t like air- conditioning so put him in seat 37. He can take as many photographs as he likes. C: OK. I think Susan had better take the seat 10. What do you think? B: I think it’s a good idea because she wants to be near Mary. ………… 3. Post speaking: TASK 3:Giving reasons. Which seat do you think the most suitable for you? Why? _ I would take seat 11 because I want to have a good view and plenty of fresh air. Moreover, I can enjoy the sunshine as well. I am not afraid of getting sunburnt. _ I’d like to sit in section B because I often suffer from travel sickness. Air- conditioning would make me sick. And I don’t want to sit in the sun. I hate sunburnt. So any seat in section B would be OK. Seat 16 may be good because I want to move around easily. C/ HOMEWORK: Summarise the main points. Assign homework. class. Comment and give suggested answers. Tells Ss to discuss the question. Calls on some Ss to talk about their seat preference in front of the class. Comment and make necessary corrections Pair work Whole class VI/ SELF- EVALUATION: Teacher: 68
  69. 69. Lesson plan English 10 UNIT 6: AN EXCURSION Lesson 3: Listening Period: 32nd I/ Aim(s): Listeningto a short talk about a picnic. II/ Objectstive(s): By the end of the lesson, students will be able to improve their listening skill through Odering , Gap-filling and Answering questions exercises. III/ Lexical items: _ Vocabulary _ Structures. IV/ Teaching aids: Textbook, cassette player. V/ Procedures: Teacher: 69
  70. 70. Lesson plan English 10 Teacher: 7’ 7’ 6’ 7’ 7’ 8’ A.WARM UP: Find someone who Do you… Name like to go for a picnic? go with your friend/ family always go to the beach for a picnic? bring food with you when you go for a picnic? always go to the mountain for a picnic? ……… B.New lesson: 1.Pre- listening: Question and answer. Do you often go for a picnic? When is the most important time for a picnic? Why do people go for picnics? Vocabulary: _ glorious (a): beautiful, shinning _ assemble (v): gather _ destination (n): a place to which a person is going to _ left- overs (n): the rest _ delicious (a): tasty _ Botanic Garden(n): _ spacious(a): large, have a lot of space _ sleep soundly (v): to be in deep sleep 2. While Listening: TASK 1:Pictures Ordering 1 2 3 4 5 6 a e b c f d TASK2: Gap-filling. 1. was just a few 4. a short tour 2. to pay a visit 5. playing some more 3. at the school gate TASK3: Answering questions. 1. The weather was very nice. 2. Yes, it was. 3. The garden was beautiful 4. Because it was so paeceful and quite in the garden. 5. They took pictures, played games, talked, sang and danced… 3. Post listening: Questions: _ Where should we go? _ Where should we assamble? Let Ss go around the class & ask other Ss what they used to do when they were small. If the answer is YES, write his/ her name in the table. The winner is the first one who completes the Name column. Make sure Ss have ideas about the pictures and they can tell the differences among them. Have Ss listen to the tape and number the pictures in the order they hear. Let Ss do the task in pairs. Play the tape more than once. Calls on some Ss to explain their answers in front of the class. Asks Ss to listen to the tape again and fill in the blanks with exact Whole class Whole class Pair work Individual work Individual work Group work 70
  71. 71. Lesson plan English 10 Teacher: 71
  72. 72. Lesson plan English 10 UNIT 6: AN EXCURSION Lesson 4:Writing Period: 33rd I/ AIMS: Writing a confirmation letter. II/ OJECTIVES:By the end of the lesson , students will be able to write a confirmation letter responding to a request and an invitation. III/ LEXICAL ITEMS:words, expressions. IV/ TEACHING AIDS: Textbook, charts. V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS’ 5’ 7’ 15’ A/ WAMR UP: Jumbled words. 1. ubsutnrn  sunburnt 2. cpinci  picnic 3. snisksecs  sickness 4. pdccouie  occupied B/ NEW LESSON: 1.Pre- writing: Request is the letter that asks for information or help. Confirmation is the letter that responds to the request. It confirms whether the help is provided or the information is available or not. TASK 1:Finding Request and Confirmation. Request: Can you go shopping with me to buythe things we need for the trip? Confirmation: Certainly, I will help you to prepare evyrything you need for the trip. 2. While writing: TASK 2: Writing confirmation 1. Dear Lan, It’s great to hear about your birthday party. Sure, I’ll help you with the shopping this Saturday. It wouldn’t be a problem. And I’ll bring them to your house an hour before the party. I want to help you prepare for the party, too. I’ll see you on Saturday then. Minh 2. Hello Minh, Sure you can have my book. I’ve just finished reading it. Asks Ss to rearrange the letters to make good words. Explain the definition of request and confirmation letters. Asks Ss to read two letters below and find the requests in Nga’s letter and confirmation in Hoa’s letter. Tells SS to underline the structure showing request and confirmation. Make sure Ss get the requests clearly. Tells Ss to choose one of these situations to Work in groups Whole class. Individual work & whole class Teacher: 72
  73. 73. Lesson plan English 10 15’ 3’ But 9 a.m. this Saturday is not a good time. I won’t be home at that time. Can you come later? Is 10 a.m good foryou? Tell me what you think. Anh 3. Post- writing: Peer correction C/ HOMEWORK: write a confirmation letter responding to each of them. Asks SS to exchange their writing with a friend. Pick up some writings to check in front of the class as a whole. Whole class VI/ SELF- EVALUATION: UNIT 6: AN EXCURSION Lesson 5:Language focus Period: 34th I/ AIMS: _ distinguishing the sounds / / and / :/ _ Reviewing the present progressive (with a future meaning) and be going to II/ OJECTIVES:By the end of the lesson , students will be able to: _ pronounce the sounds / / and / :/ correctly _ distinguish the present progressive (with a future meaning) and be going to and use them appropriately III/ LEXICAL ITEMS:Two sounds; structures. IV/ TEACHING AIDS: Textbook, pictures, handouts. V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS’ 10’ 10’ A/ WARM UP: Find someone who Are you going to… Name take an English class in the evening? spend summer holiday on the beach? watch the game show Who wants to be millionaire on VTV3? go to the cinema? …… B/ NEW LESSON: PRONUNCIATION: _ / /:is a short sound. First pronounce the sound /:/ but Let Ss go around the class & ask other Ss what they usedd to do when they were small. If the anwer is YES, write his/ her name in the table. Help Ss to Whole class. Whole class. Pair work Teacher: 73
  74. 74. Lesson plan English 10 8’ 5’ 5’ make it short. _ / : /: is a long sound. First pronounce the sound / / then put your tongue forward and up a little. GRAMMAR: 1.Presentation: a. Will Will expresses an intention or decision made at the moment of speaking. Ex: I’ll give you my phone number. Ring me tonight. b. Going to Going to expresses an intention or decision thought about before the moment of speaking. It expresses a plan. Ex: We’re going to have a holiday in Sam Son this summer. It also expresses a prediction: Ex: Look! It’s going to rain. c. The present progressive. The present progressive can be used to express a future arrangement between people. It’s common with verbs such as go, come, see, visit, meet, have (a party), leave. 2. Practice: Exercise 1: 1.are you doing 4. am going to be 2. is getting married 5. is going to 3. Are you going to Exercise 2: 1. are going 4. are you putting 2. are having 5. is not going to give 3. is going to catch Exercise 3: 1. Are you going to see it? / I’m doing my homework. 2. we are visiting our grandparents. 3. What’ s he going to do with it (the money)? / he’s going to buy a new motorbike. 4. It’s going to rain soon. distinguish these two sounds.Play the tape & Ask Ss to repeat. Asks Ss to practice the sentences. Go around and provide help. Explains future forms. Have Ss compare & discuss the answers with a friend. Calls on some SS to read & explain theirvanswers in front of the class. Asks SS to compare their answers with a friend. Check it in front of the class as a whople. Asks Ss to do Ex3. Calls on Whole class. Whole class. Individual work. Pair work. Individual work. Pair work. Teacher: 74
  75. 75. Lesson plan English 10 4’ 5. I’m going to clean them 3 Production: Give some extra examples. C/ HOMEWORK: some pairs to act out the exchanges in front of the class. VI/ SELF- EVALUATION: TEST YOURSELF B Teacher: 75
  76. 76. Lesson plan English 10 Period: 35th LISTENING: 1. 50 miles to the west of London 6. in central England 2. 120,000 inhabitants/ people 7. 90,000 people 3.market town 8. university 4.biscuit factory 9. car factory 5.computer industry 10. Cowley Road Tapescript We start our journey in Reading. This town lies about 50 miles to the west of London in the country of Berkshire. It is a medium-sized town of about 120,000 inhabitants. In times gone by Reading was just a vmarket town best known for its Huntley and Palmers biscuit factory. Now it is at the heart of the computer industry in the UK and is expanding rapidly. Computer companies everywhere. It’s not a very pretty town, but one which says a lot about England. Oxford is most definitely prettier. It is located in central England. It has a population of about 90,000 of which a large number work in or for the university. This is obviously what the city is famous for, but in terms of getting to know the country, what is really of interest is the British Leyland car factory at Cowley. This is huge, employing about 20,000 people, yet, because of the university, it is usually forgotten. Spend a day looking round the works, seeing how they make the cars. Fascinating. Or stroll up Cowley Road and watch the world walk with you. READING 1.F 2. F 3. T 4. F 5. T GRAMMAR. 1. out by scientists 6. organizing the 2. opportunities for other 7. inventions a/ per/ every 3. there is 8. developed by 4. which attempts 9. it is 5. all the 10. it be wanted WRITING 132, Thai Binh Street, HoaBinh 20 th december, 2006 Dear Uncle Thanh, Our class are planning to have a three-hour visit to a factory in the local area as a part of our technology lesson. I am writing to ask for your permission to visit your computer factory as it is near our school so we can go by bicycle. Forty- five members of our class will arrive at your factory at 7:30 on Monday, 22 nd December, 2006. Would you be so kind as to recommend someone who can show us around? We would so much like to know how computers are made and we would also like to talk with the workers there. We hope that you will create favourable conditions for us to have an interesting and useful visit to your factory. We are looking forward to hearing from you. Yours sincerely , Phong AN HOUR TEST Teacher: 76
  77. 77. Lesson plan English 10 Period: 36th CORRECTING THE TEST Period: 37th UNIT 7: THE MASS MEDIA Lesson 1: Reading Period: 38th I/ AIMS: Reading TV programme schedules II/ OJECTIVES:By the end of the lesson , students will: _ be updated with names of some popular TV programmes such as Quiz Show, Portrait of life…. _ be able to talk about their favourite programmes. III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook, TV schedules extracted from newspapers V/ PROCEDURE: Teacher: 77
  78. 78. Lesson plan English 10 Teacher: T CONTENTS TEACHER’S STUDENTS’ 5’ 10’ 6’ 7’ 7’ A . WARM UP: Jumbled words 1. enslieisov  television 2. rwepeapns  newspaper 3. idora  radio 4. agenmiza  magazine 5. … B. NEW LESSON : 1. Pre- reading : Answering questions. 1.  I often watch TV in the evening, after dinner. 2.  There are three. They are VTV1, VTV2, and VTV3. 3.  I usually spend about 7-10 hours a week watching TV. _ VTV1: combination of Politics, Economics and Entertainment _ VTV2: Science and Education _ VTV3: Entertainment _ VTV4: For the overseas Vietnamese _ VTV5: For the Ethnic minority groups VOCABULARY: _ Population and development: _ TV Series: _ Folk songs: _ New headlines: _ Weather Forecast: _ Quiz Show: _ Portrait of life: _ Documentary: _ Wildlife World: _ Around the World: 2.While reading: TASK1:Matching. 1 2 3 4 c a d b TASK2: True or False. 1 2 3 4 5 T T F T F TASK3:Answering questions. 1. Five films are on. 2. At 9:00 a.m., 12:00, 7:00 p.m., 11:00 p.m. on VTV1 and 7:00 p.m. on VTV3. 3. VTV2. 4. The Quiz Show. 5. ( You should watch) VTV1. Give 10 words whose letters arew in wrong oder.Asks Ss to rearrange them in good oder to make the right words. Havs Ss ask and answer the following questions Give Vnese equivalences for some TV programmes. Asks Ss to read three TV programme schedules and do Task 1. Have Ss compare and discuss their answers with a friend. Asks Ss to explain their answers by giving evidence in the reading passage. Asks Ss to ask and Group work Whole class. Listen. Repeat. Write out. Individual work Individual work Pair work 78
  79. 79. Lesson plan English 10 VI/ SELF- EVALUATION: Teacher: 79
  80. 80. Lesson plan English 10 UNIT 7: THE MASS MEDIA Lesson 2: Speaking Period: 39 thrd I/ AIMS: Speaking aboutdifferent types of the mass media. II/ OJECTIVES: By the end of the lesson , students will be able to talk about the differences and similarities of some popular types o the mass media. III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook, whiteboard. V/ PROCEDURE: T CONTENTS TEACHER’S STUDENTS’ 12’ 15’ A . WARM UP: Greeting B. NEW LESSON : 1. Pre- speaking : VOCABULARY _ orally (adv): spoken by mouth _ visually (adv): seen by eyes _ aurally (adv): heard by ears TASK 1:Mass media includes: Television; radio; newspapers; the internet. 2. While speaking: TASK 2: The mass media * provide/ deliver information and entertainment. The radio * provide information and entertainment orally ( through mouth) * receive information aurrally (through ears) Newspapers * present information and entertainment visually (through eyes) * receive information visually ( through eyes) Television * present information and entertainment orrally (through mouth) and visually (through eyes) * get information aurally (through ears) and visually (through eyes) 3. After speaking: TASK 3:Talk about different types of the mass Asks Ss to decide which items are types of the mass media. Check the answers in front of the class as a whole. Asks Ss to carry out the activity using the cues in the book. Go aroud the class & provide help. Calls on some pairs to explain their answers in front of the class. Pair work Pair work Teacher: 80
  81. 81. Lesson plan English 10 15’ 3’ media. The mass media includes TV, the radio, newspapers and the internet. The feature they have in common is that they provide information and entertainment to people. The radio provides information and entertainment orally (through our mouth) and we receive them aurally (through our ears). C/ HOMEWORK: Summarise the main points. Assign homework. Have Ss talk about different types of the mass media. Gather ideas and have final thoughts on the topic. Group work Whole class VI/ SELF- EVALUATION: Teacher: 81
  82. 82. Lesson plan English 10 UNIT 7: THE MASS MEDIA Lesson 3: Listening Period: 40th I/ Aim(s): Listening a short news edition. II/ Objectstive(s): By the end of the lesson, students will be able to better their ability to listen to news editions through Gap-filling exercise. III/ Lexical items: _ Vocabulary _ Structures. IV/ Teaching aids: Textbook, cassette player. V/ Procedures: Teacher: 82
  83. 83. Lesson plan English 10 Teacher: 7’ 5’ 7’ 10’ 8’ A.WARM UP: Guessing game 1. It is one of the radio programmes. 2. It broadcasts daily and live from radio station. 3. It updates you with the latest information, current affairs domestically and internationally. Answer: News/ News broadcast B.NEW LESSON: 1.Pre- listening: Questions and Answer 1. How often do you listen to the radio? 2. How many hours per week do you listen to it? 3. What programme do you like listening to and why? Set the scene: News broadcast is a popular programme on the radio. Today you will listen to a short news edition. You listen to it and do the tasks assigned. 2. While speaking: TASK 1:Ticking the words. News story 1 News story 2 healthy v strong v young v cloudy v highest v wonderful v fine v TASK2: Gap- filling. News story 1: 1. has caused floods 5. has stopped 2. have left their home 6. cloudy 3. have risen 7. strong wind 4. two metres News story 2: 1. twenty- third 4. woderful 2. 4,418 5. young and healthy 3. California TASK3: Answering questions. 1. Heavy rain has caused foods all over the country during the night. 2. Because rivers have risen. 3. The old woman has climbed Mount Whitney twenty- three times. Ss have to guess the word. Asks Ss to ask and answer the questions. Expltcit the items of the news. Asks Ss to do task 1. Play the tape once or twice. Check the answers in front of the class as a whole. Gives correct answers. Let Ss read the two news ories carefully and have the guess of the missing words. Play the tape and ask Ss to fill in the missing words.Calls on some Ss to read complted stories. Asks Ss to Group work Pair work Individual work Individual work Pair work 83
  84. 84. Lesson plan English 10 VI/ Self- evaluation: Teacher: 84
  85. 85. Lesson plan English 10 UNIT 7: THE MASS MEDIA Lesson 4:Writing Period: 41st I/ AIMS: Writing about advantages nad disadvantages. II/ OJECTIVES:By the end of the lesson , students will be able to write a paragraph about advantages ans disadvantages of television and other types of mass media. III/ LEXICAL ITEMS:words, expressions. IV/ TEACHING AIDS: Textbook, charts. V/ PROCEDURE: Teacher: 85
  86. 86. Lesson plan English 10 Teacher: T CONTENTS TEACHER’S STUDENTS’ 7’ 16’ A/ WAMR UP: B/ NEW LESSON: 1.Pre- writing: Implcit the meaning of advantage and disadvantage by analysing the examples: Television helps us to learn more about the world. Television makes us passive. Which sentence says good about television? Which one is bad? TASK 1:Read about the advantages and disadvantages of television in the book. 2. While writing: TASK 2:Discuss the advantages and disadvantages of the mass media, and write them down in the columns. Radio: Advantages Disadvantages It provides you hourly- updated news and information. It is convenient b/c you can listen to it almost everywhere. It makes our life easier and enjoyable. It also releases stress. …… It only provides information aurally. It can be boring b/c we can’t watch films or sports programmes. Newspapers: It provides news & current affairs updatedly. It’s very mobile b/c we can bring them along everywhere we go. It’s cheap. A Vnese daily newspaper cost only approximately 2000VND. ……… It’s less updated than other kinds of media as there is no more information until the next edition. The texts and pictures are not moving so it is as not exciting as other kinds of media which have vivid pictures and live broadcasts. It may not be available everywhere due to bad condition of transportation. The internet: It is a rich source of It makes us confused when Asks Ss t oread task 1. Make surwe Ss understand all the A & D mentioned in the book. Asks Ss to discuss the A& D of the mass media and write them down in the column. Let Ss choose of the three types of mass media to discuss. Encourage Ss to find the ideas related to the topics. Ask Ss to share the ideas with other pairs. Whole class. Pair work 86
  87. 87. Lesson plan English 10 VI/ SELF- EVALUATION: Teacher: 87

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