Giáo án Tiếng Anh lớp 10 Cơ bản trọn bộ

DOP : 04/09/07
DOT : 06/09/07
CLASS: 10B4
Part A: READING (TCT-02)
• Aims
Reading a passage about a farmer’s daily routine.
• Objectives
- To train students in guessing meaning in context, understanding the whole passage and
scanning for specific information.
- To remind students of words often used to talk about daily routines.
• Methods and materials
Integrated, mainly communicative, textbook, chart.
• Anticipated problems
Students do not understand the use of present simple tense in the passage.
• Procedures
Time Teacher’s activities - Stages Sts’ activities – possible answer
5’ Warm up
T shows sts the picture in the textbook
page 12 to lead in.
T: Who do you think he is?
What do you think he is doing?
What do you think he often does
during his day?
Sts look at the picture and answer T’s
question.
He’s a farmer.
He’s with a buffalo.
He often plants rice, raises chickens,
ducks…
10’ Presentation
T gives sts some new words needed to

understand the passage
- get up (v) – translation
- lead (v) – action – translation
- buffalo (n) – picture
- It take s.o – (time) – to Inf
(example - translation)
- plough (v) – translation
- harrow (v) – translation
- plot of land – translation
- take a rest – situation – translation
- transplant (v) describe the action in
English.
Sts write down the new words and
expressions. Give more examples.
25’ Practice
T asks sts to read the passage and do the
task 1, 2, and 3.
* Task 1: multiple choice (synonyms)
T: explain more about other choices.
* Task 2:
answer questions in textbook page 16
Sts do the task
* 1. goes off – rings
2. to get ready – to prepare
3. chat – talk in a friendly way.
4. contented with – satisfied with
* 1. He’s a farmer.
2. He gets up at 4:30 and then he goes
to the kitchen to boil some water for his
morning tea.

3. He ploughs and harrows his plot of
land, drinks tea with his fellow peasants
* Task 3: fill in the chart
and smokes local tobacco during his
break.
4. They go to the field again. Mr. Vy
pumps water into it and Mrs. Tuyet
does the transplanting.
* Sts: fill in the 3
rd
column
At Activities
In the morning
In the afternoon
After dinner
4:30
5:15
5:30
7:45
10:30
11:30
2:30
6:30 pm
7:30 pm
Mr. Vy gets up, goes to boil water,
drinks tea, has breakfast, leads the
buffalo to the field.
leaves the house
arrives in the field, ploughs and harrows
his plot of land .

take the a short rest.
goes home.
has lunch with his family
Mr. Vy and Mrs. Tuyet go to the field
again: repairing the banks, pumping
water inside and transplanting.
finish work.
have dinner.
watch TV, go to bed or visit and chat
with neighbors.
5’ Consolidation
T goes over the way used to describe
daily routines.
Sts:
* Supplement after piloting the plan:
DOP : 05/09/07
DOT : 07/09/07
CLASS: 10B2
Part B: SPEAKING (TCT-03)
• Aims
To practise talking about daily routines.
• Objectives
- To let students practice asking and giving information from a timetable.
- To get accustomed to the use of present simple tense to talk about daily routines.
• Methods and materials
Integrated, mainly communicative.
• Anticipated problems
Students may not know some words for specific pictures. Textbook.
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer

5’ Warm up
T asks sts some questions.
Do you often do morning exercises?
What time do you often do morning
exercises?
Sts answer the questions.
(answer may vary)
5’ Presentation
T gives sts key structures for talking Sts make some examples.
about a timetable and daily routines.
What time do/does .V. ?
.S. often/usually .V. at
30’
10’
10’
10’
Practice
T asks sts to do task 1, 2, 3
* Task 1:
asking and answering with a timetable.
* Task 2:
talk about Quan’s activities.
T gives some extra words.
ride to the stadium
ride home
take/ have a bath
* Task 3:
Talking about sts’ own daily routine.
T asks sts to get information from their
partner and report to the whole class.

* Sts practice the task in pairs.
*Sts practice individually for public
check.
* Sts practice in pairs then one will
report his partner’s daily routines.
5’ Consolidation
Go over the ways of asking and giving
information from a table and talking
about daily routine.
* Supplement after piloting the plan:
DOP : 10/09/07
DOT : 12/09/07
CLASS: 10B3
Part C: LISTENING (TCT-04)
• Aims
To practice listening about a specific person’s daily routines.
• Objectives
- Giving sts more practice in catching some important words for numbering pictures and
listening for more details to decide on True - False statements.
• Methods and materials
Integrated, mainly communicative skills, pictures in textbook.
• Anticipated problems
Students may not know some words for specific pictures.
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
5’ Warm up
T asks sts the questions given in the
textbook.
Sts answer the questions.
5’ Presentation

T supplies sts with the sound form,
spelling form and meaning of some new
words.
Sts write down the words and remember
their sound forms.
35’
10’
Practice
* Task 1:
T asks sts to think about the words they
may hear from the six pictures.
* Sts listen and number the picture
according to what they listen to.
1.e
2.f
4.c
5.d
15’ * Task 2:
Deciding True or False
T asks sts to pay attention to words that
may be wrong.
1. Mr Lam lives in district 1.
2. Mr Lam usually gets up early.
3. After he gets up, he rides his cycle
from District 5 to District 1.
4. Mr Lam’s first passengers are 2
pupils.
5. Mr Lam has lunch at home with his
family.
6. After lunch, Mr Lam immediately

goes back to work.
After listening - Consolidation
T asks class to talk about Mr Lam’s
activities with cues
3.a 6.b
Sts listen and check if they are true/
false, why?
1. F (not mentioned) (5)
2. T
3. F (he took a passenger from Dist 5 to
Dist 1)
4. F (an old man)
5. F (at a food stall)
6. F (take a rest and continue his
afternoon’s work)
Sts ask and answer using cues
Name (what)
Occupation (what)
Start work (what time)
Passengers (who)
Lunch (what time)
(where)
Rest (where, Yes/no)
Mr Lam
A cycle driver
6:00 a.m
an old man, a lady, 2 pupils
at twelve
at a food stall
under a tree, short rest

* Supplement after piloting the plan:
DOP : 11/09/07
DOT : 13/09/07
CLASS: 10B4
Part D: WRITING (TCT-05)
• Aims
To let students practice writing a narrative.
• Objectives
- To help make students acquainted with the stages of a narrative.
- To remind students of the use of last Simple tense and then in a narrative.
• Methods and materials
Integrated, mainly communicative skills. Textbook.
• Anticipated problems
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
5’ Warm up
T asks some sts to answer question:
- What did you do yesterday?
- How did you do that?
Sts answer T’s questions.
5’ Presentation
T presents sts the definition of ‘event’,
‘climax’ and ‘conclusion’ and remind
sts of the use of Past simple tense in a
Sts listen and imagine the form of a
narrative.
narrative
- event: sự kiện
- climax: đỉnh điểm
- conclusion: kết luận

30’
5’
10’
15’
Practice
* Task 1: listen verbs used in the past
form and connectors.
T explains more about connectors
- when/ just when
- at first
- a few minutes/ one hour later
* Task 2: Identifying
-Events: some details of the narrative.
-Climax: the most important, thrilling,
interesting detail.
-Conclusion: the end of the story,
narrative.
* Task 3:
Writing a narrative about a hotel fire
using prompts.
T asks sts to write individually then
read their narratives for public check.
(provide help anytime needed)
* Sts do the task individually then
compare their answers.
Verb: stared, was arrived, began,
screamed, seemed, announced, realized,
were landed, took off, got, thought, felt,
were told
* Sts do the task in groups

-Events: got on the plane
the plane took off
the plane began to shake
the plane seemed to dip
people screamed in panic
-Climax: they thought they had a few
minutes to live.
-Conclusion: “a few minutes later
safely”
Sts report their groups’ result.
Sts write their narratives then red them.
(sts narratives may vary)
5’ Consolidation
T goes over the form of a narrative and
the use of the past simple tense in it and
in other cases.
* Supplement after piloting the plan:
DOP : 13/09/07
DOT : 14/09/07
CLASS: 10B2
Part E: LANGUAGE FOCUS (TCT-06)
• Aims
To provide students with phonetic practice and remind them of some grammar points.
• Objectives
- To help students distinguish /1/ and /i:/.
- To recall the usage of present simple, adv of frequency and past simple.
• Methods and materials
Integrated, mainly communicative skills. Textbook.
• Anticipated problems
• Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer
3’ Warm up
T asks sts to pronounce ‘live’ - ‘leave’ Sts pronounce the words.
and identify the difference
2’
7’
Pronunciation
Presentation
T tells the difference between /1/
and /i:/ and pronounce examples.
Practice
T asks sts to pronounce the sentences.
Sts practice the examples.
Sts say the sentences correctly.
8’
8’
5’
8’
Grammar and vocabulary
Presentation
T reminds sts of the usage and form of
present simple and past simple tense
together with some adv of frequency
often used in present simple tense.
Practice
* Exercise 1: Simple Present tense
T asks sts to fill in the blanks with the
verbs in the box in present simple
tense.
* Exercise 2:

Adding adv of frequency
T explains more about meaning of
some new adv and position.
- as a rule _ at the beginning of
sentences (translation)
- normally/ occasionally (translation)
* Exercise 3:
Supplying past simple form
Sts supply the usage, form of the tenses
and meaning of the adv of frequency
supplied by T.
* Sts do the task
1. is
2. fish
3. worry
4. are
5. catch
6. am
7. catch
8. go
9. give up
10. says
11. realize
12. am
* Sts complete the sentences by adding
adv of frequency.
(Sts’ answer may vary)
* Sts do the task.
1. was done
2. cooked

3. were
4. smelt
5. told
6. sang
7. began
8. felt
9. put out
10. crept
11. slept
12. woke
13. was
14. leapt
15. hurried
16. found
17. wound
18. flowed
4’ Consolidation
T goes over the difference between /1/
and /i:/ and the use of Present/ Past
Simple tense with advs of frequency.
* Supplement after piloting the plan:
DOP : 15/09/07
DOT : 17/09/07
CLASS: 10B2
Part A: READING (TCT-07)
• Aims
To give sts more practice in reading.
• Objectives
- To instruct sts to read for exact information and reach passage comprehension.
• Methods and materials

Integrated, mainly communicative skills. Textbook.
• Anticipated problems
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
5’ Warm up
T asks sts to talk to each other in 5
minutes and then asks them what
they’ve just talked about.
Sts talk to each other then answer T’s
questions.
10’ Presentation
T supplies sts with some new words
- other
- study/ learn (meaning distinguish)
- international (adj) language (n)
- have to (translation)
- hard (adv, adj) (translation)
- be far from sth (translation)
- worry about sth (translation)
- narrow (adj) & crowded (adj)
- traffic (n) (translation)
Sts write down the words and give
examples containing the words given.
3’
10’
10’
Practice
* Task 1: Fill in blanks with words from
the box.
T supplies more words from the task if

needed.
* Task 2: finding who
- enjoys teaching
- has to get up early
- lives far from school
- loves working with children
- loves learning English
- ride a bike to school
- studies at a high school
- teaches E at a high school
- worries about
* Task 3: answering questions.
Sts read the three passages.
* Sts do the task individually.
1. enjoy
2. traffic
3. worry
4. crowded
5. language
* Sts work in pairs to do the task.
- Miss Phuong
- Phong
- Phong
- Miss Phuong
- Phong
- Phong
- Phong
- Miss Phuong
- Mr. Hong Ha
* Sts answer questions in pairs.

1. He studies at CVA high school.
2. He studies many subjects such as
3. Because it is an international
language.
4. She says that teaching is a hard work
but she enjoys it because she loves
working with children.
5. Because his son has to ride his bike in
narrow and crowded street on the way
to school.
7’ More Practice
Sts talk to their partner about
- The subject they like
- The things they like & dislike doing at
school.
- The things that worry them
DOP : 16/09/07
DOT : 18/09/07
CLASS: 10B2
Part B: SPEAKING (TCT-08)
• Aims
To give sts practice in making and giving responses in small talks.
• Objectives
- To teach students to start and close a small talk about some certain topics.
• Methods and materials
Integrated, mainly communicative skills. Textbook.
• Anticipated problems
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
5’ Warm up

T asks sts some questions.
- What do you often talk about at
school?
- What do you often talk about and how
they could make small talks.
Sts answer T’s questions.
(answers may vary)
3’
10’
Presentation
T shows what they often talk about and
how they could make small talks.
Starting - discussion - closing
* Task 1:
Deciding starting or closing
T asks sts to work in pairs placing
expressions under the appropriate
heading.
T explains what are often in starting and
closing, explains the difference
between:
‘nice meeting’ (close)
‘nice to meet’ (start)
Sts do the task and practice those.
- Starting a conversation
Good morning/ Hi
Hello, How are you?
Hello. What are you doing?
Hi. How is school?
How’s everything at school?

- Closing a conversation.
Sorry. I’ve got to go. Talk to you later.
Well, it’s been nice meeting you.
Goodbye. See you later.
Great. I’ll see you tomorrow.
Catch you later.
7’
Practice
* Task 2:
Rearranging sentences to makes a
conversation and practicing the
conversation.
Sts do the task in pairs.
1. D. Hi Minh. Did you have a nice
weekend?
2. F. Hello Quan. Yes i did. It was great
3. B. What did you do?
4. H. I went to Lan’s birthday party. The
food was good and the people were
interesting. What did you do, Quan?
10’
10’
* Task 3:
Complete sentences with provided
words and phrases.
* Task 4:
Making small talks on the weather/ last
night’s TV programs/ football/ plan for
next weekend
5. E. Oh, I stayed at home and did my

homework.
6. C. Where are you going now?
7. G. I’m going to the library to borrow
some books. Sorry I’ve got to go. Talk
to you later.
8. A. Bye. See you later.
Sts do the task in pairs.
1. What’s the matter with you?
2. awful/ tired/ sick.
3. a cold/ a headache/ a backache/ a
toothache.
4. you should/ ‘d better go home and
take a rest.
Sts practice in pairs with expressions
given in task 1.
DOP : 20/09/07
DOT : 21/09/07
CLASS: 10B3
Part C: LISTENING (TCT-09)
• Aims
To get students listen to a small talk.
• Objectives
- To give students more practice in catching the whole ideas and word filling.
• Methods and materials
Integrated, mainly communicative skills. Textbook.
• Anticipated problems
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
5’ Warm up
T gets 2 sts to make a small talk in front

of the class about the topic they like
using expressions of starting and
closing conversation in the Part of
speaking.
2 Sts make a small talk.
5’ Presentation
T gets sts to guess sth about the four
pictures and give some expecting new
words.
T asks sts to do the matching in “Before
you listen”
Sts guess and match questions with
answers.
1.c
2.e
3.a
4.b
5.d
10’
Practice
* Task 1: Numbering pictures Sts do the task.
10’
5’
T asks sts to number the pictures with
words previously guessed.
* Task 2:
Answering questions.
T asks sts to listen again and answer the
questions.
* Task 3: Filling in the blanks.

T lets sts listen to the last conversation
to fill the blanks with the words they
can hear
1. b
2. c
3. d
4. a
Sts do the task in pairs.
1. She takes English.
2. She’s in Miss Phuong’s class.
3. She’s at a party now.
4. He stays there for a week.
5. No, she doesn’t. She travels alone.
Sts listen and do the filling.
1. it here
2. very nice
3. big
4. comfortable
5. traveling
6. no
7. alone
8. for a drink?
10’ Consolidation
After you listen
T lets sts talk freely about the problem
they have at school.
T goes around to provide help where
it’s needed.
Sts work in pairs.
DOP : 23/09/07

DOT : 24/09/07
CLASS: 10B2
Part D: WRITING (TCT-10)
• Aims
To get students accustomed to a form.
• Objectives
- To help students know what often exist in a form and how to write a form properly.
• Methods and materials
Integrated, mainly communicative skills. A form in English.
• Anticipated problems
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
5’ Warm up
T shows sts a model form and asks them
some questions.
* Task 1:
- What is it?
- On what occasions do you have to fill
in it?
- What information do you often have to
provide in a form?
Sts answer questions.
(answers may vary)
5’
10’
Presentation
T shows things they often write in a
form and asks them to use certain
questions to get those information.
* Task 2:

1. First name d. What’s your first name?
5’
2. Surname
3. Date of birth
4. Place of birth
5. Present address
6. Marital status
7. Occupation
* Task 3:
T explains more about certain things
they should do when filling a form.
- Name of block capitals.
- Signature.
- Deleting choices.
- Ticking and crossing.
f. What’s your surname?
e. When were you born?
g. Where were you born?
b. Where’ve you living at the moment?
c. Are you single or married?
a. What do you do?
Sts listen and do as instructions say.
ex: PETER
a student / an employee
 - 
15’
Practice
* Task 4:
T asks sts to fill in a form with personal
information.

- Nationality (n) (translation)
- Reason (n) (situation)
- date (n) vs. day (n)
Sts fill in the form with their own
information.
Model
Mr / Mrs
Surname
First name
Date of birth
Nationality
Languages
Address
Occupation
Reason
How many hours
What date of
starting
/ Miss
BROWN
MARRY
London
English
English
350 Oxford St
Student
business/
pleasure/
exams
3 hours

15
th
Oct
10’ Consolidation
T goes over all things that could be seen
in a form and the way to fill in the form
DOP : 23/09/07
DOT : 25/09/07
CLASS: 10B2
Part E: LANGUAGE FOCUS (TCT-11)
• Aims
To provide sts with some more practice in pronunciation and supply some grammatical
points.
• Objectives
- To help students distinguish /^/ and /a:/.
- To help them review WH-questions and learn some more cases of Gerund and To-inf.
• Methods and materials
Integrated, mainly communicative skills.
• Anticipated problems
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
3’ Warm up
T asks sts to pronounce ‘love’, ‘car’ in
the sentence ‘I love my car’
Sts pronounce the sentence.
2’
5’
Pronunciation
Presentation
T pronounces /^/ and /a:/.

Distinguishes them with examples.
Practice
T asks sts to pronounce the sentences
and look for /^/ and /a:/
Sts practice the 2 vowels in sentences.
5’
10’
10’
10’
Grammar
Presentation
T supplies sts with wh-words and the
form of a wh-question with translation
of wh-question.
What/ who + be/aux + S + (V)?
(Wh-words are not Subjects)
What/ who + V?
(Wh-words are Subjects)
Practice
* Exercise 1: Making questions
T asks sts to make questions for the
given responses.
* Exercise 2:
Fill in the blank with -ing or to-inf form
of verbs.
T asks sts to do the exercise and
explains more of the meaning.
1. expect (translation)
2. avoid
3. have trouble

4. practice
5. stop (and stop + to-inf)
6. try (and try + to-inf)
7. plan
8. consider
9. miss
10. enjoy
* Exercise 3:
Completing sentences with Gerund or
to-Inf form of verbs given in the box.
1. decide
2. mind
3. suggest
Sts write down the form.
Sts do the exercise.
1. When did you come?
2. How long did you stay here?
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 you have?
Sts do the exercise
to hear
going
remembering
doing
worrying
to pay
to go

visiting
seeing
hearing
to go
waiting
having
4. hope
5. go on
6. stop
7. threaten
8. agree
9. stop
10. forget (and forget Gerund)
to find
living
making
to call
to lend
talking
to post
1’ Consolidation
T goes over the Wh-words given and
Verbs that go with gerund and to-Inf
DOP : 27/09/07
DOT : 28/09/07
CLASS: 10B3
Part A: READING (TCT-12)
• Aims
To give sts more practice in reading about certain topics.
• Objectives

- To train students to guess meaning of new words in context, to look for specific details
and to get the whole idea of a passage.
• Methods and materials
Integrated, mainly communicative skills. Textbook (pictures).
• Anticipated problems
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
3’ Warm up
T asks sts the questions in textbook:
1. Can you name some scientists and
their specializations?
2. Have you ever heard of Marie Curie?
3. What do you know about her?
Sts answer the question.
(answer may vary)
7’ Presentation
T presents sts with some new words.
- be born: (example - guessing)
- science - scientific - scientist
- mature (adj) (translation)
- (im)possible (adj) (situation guessing)
- interrupt (v) (translation)
- realize a dream (translation)
- degree (n) (situation, guessing)
- die - dead - death (translation)
- take up (translation)
- determine (v) (translation)
- ease (v) (translation) - easy (adj)
- make O Inf (translation)
5’

5’
Practice
T asks sts to read the passage and do the
task.
* Task 1: Matching Sts do the task.
5’
10’
T asks sts to match new words with
their meanings.
* Task 2: True / False
T asks sts to tick t or F (why?)
* Task 3: Answering questions.
T asks sts to answer the questions.
1. c
2. e
3. a
4. d
5. b
Sts do the task
1. T
2. F (Her dream was to become a
scientist.)
3. T
4. F (She married PC in 1895.)
5. T
Sts do the task.
1. She was born in Warsaw on
November 7
th
, 1867.

2. She’s brilliant & 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
“easing human suffering”.
10’ Consolidation
T asks sts to work in groups finding
proofs for her 5 characteristics: strong
willed, intelligent, ambitious, hard-
working, humane.
DOP : 29/09/07
DOT : 01/10/07
CLASS: 10B3
Part B: SPEAKING (TCT-13)
• Aims
To supply sts with practice in asking and answering about people’s background
• Objectives
- To help students know the way to ask for and give information of background as in a
role play.
• Methods and materials
Integrated, mainly communicative skills. Textbook.
• Anticipated problems
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
3’ Warm up
T asks sts what is mentioned in the
background of Marie Curie.

Sts look through the passage and
answer.
- date and place of birth
- education, work
- prize, live
- family
7’
Presentation
* Task 1:
T asks sts to work in pairs deciding
which items are about people’s
background.
T supplies more of the things sts can
talk about for a background.
Sts, in pair, do the task.
- family, education, appearance
15’
15’
Practice
* Task 2: Role play
T asks to make up questions and
answers according to the cues to get
their friends’ background.
- Greeting: Hello, Hi, Good morning
- Date/ place of birth:
when/ where were you born?
- Home/ address: where do you live?
- Parents/ brother(s)/ sister(s):
How many you have?
What does she/ he do?

- Primary/ secondary school?
What did you go to?
- School work/ favourite subjects
Are you good/ bad at ?
What do you like (best)?

(T elicits the questions from the sts and
then lets them practice in pairs)
* Task3: Reporting
T asks sts to report about their partner in
the form of simple sentences.
Sts work in pairs, take turns to be the
interview.
Sts talk about their partners.
5’ Consolidation
T goes over the topics/ cues that can be
used in a background.
DOP : 01/10/07
DOT : 02/10/07
CLASS: 10B2
Part C: LISTENING (TCT-14)
• Aims
To help sts practice listening more about people’s background.
• Objectives
- To help students get needed information and details from a conversation through True/
False deciding and gap filling.
• Methods and materials
Integrated, mainly communicative skills. Cassette player.
• Anticipated problems
• Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer
5’ Warm up
T asks sts to work in pairs answer
questions in textbook.
Sts answer questions in pairs.
1. Can you name some Olympic
champions?
2. What would you like to know about
these people?
3’ Presentation
T lets students listen and repeat words
and expressions from the conversation.
- Olympic champion
- sport teacher
- teacher’s diploma
- love story - romantic
Sts listen and repeat
12’
10’
Practice
* Task 1: True or False
1. In 1995, Sally joined the SSC.
2. There are 5 people in her family.
3. She has a lot of free time.
4. She likes not only sports but also
reading.
5. She wants to be a writer.
* Task 2: Gap filling.
T asks sts listen to the conversation
again to fill in the blanks.

Sts listen and do the task.
1. T
2. T
3. F (I don’t have much free time)
4. T
5. F (I want to be a sport teacher)
Sts do the task.
1. a general education.
2. lives - family
3. different - swimming
4. love stories
5. teacher’s diploma
13’ After you listen
T asks sts to work in pairs asking and
answering questions about Sally
according to the cues:
-Place of birth
-General education
-Time joining the club
-Home (address)
-Family
-Hobby
-Future
Sts ask and answer using cues.
(students’ questions and answers may
vary)
2’ Consolidation
T goes over the things they can collect
from the conversation.
DOP : 04/10/07

DOT : 05/10/07
CLASS: 10B3
Part D: WRITING (TCT-15)
• Aims
To help sts write about people’s background.
• Objectives
- To help students know things written in a curriculum vitae and how to write a
paragraph from a CV.
• Methods and materials
Integrated, mainly communicative skills. Textbook.
• Anticipated problems
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
3’ Warm up
T asks sts some questions:
- What is a curriculum vitae?
- Have you ever written one?
Sts answer the questions.
2’ Presentation
T explains some new words:
- attend (v) (translation)
- pass (v) (situation, translation)
- previous (adj) (translation)
- as (prep) (translation)
- travel agency (translation)
Sts write down the words and
expressions.
15’
15’
13’

Practice
* Task 1: Paragraph writing
T asks sts to read the CV and write a
paragraph about Mr Brown with cues.

* Task 2: Filling in a form
T asks sts to fill in the form in pairs
using questions.
What’s your name?
When/ where were you born?
What school did you go to?
What exams did you pass?
What job did you do?
What do you like?
* Task 3:
Write a paragraph about someone else.
T asks sts to ask and answer the above
questions about a person one know
well.
Sts read the CV and write a paragraph
Sample Paragraph
Mr Brown was born on in He went
to school and passed exams in He
worked as a from to And from
to he was a He likes
Sts ask and answer questions to fill in
the form.
Sts write a paragraph about a person.
2’ Consolidation
T goes over the form of a CV and

questions used for writing a paragraph
accompanying a CV.
DOP : 07/10/07
DOT : 08/10/07
CLASS: 10B2
Part E: LANGUAGE FOCUS (TCT-16)
• Aims
To help sts consolidate the tense used in writing a background or paragraph
accompanying a CV and some phonetic points.
• Objectives
- To help students distinguish /e/ and /%/ and consolidate the Past simple tense and Past
perfect tense.
• Methods and materials
Integrated, mainly communicative skills. Textbook.
• Anticipated problems
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
3’ Warm up
T asks sts a question:
Are you a bad man or bed man?
Then distinguish ‘man’ and ‘men’
Sts listen and distinguish.
2’
5’
Pronunciation
Presentation: /e/ and /%/
T tells sts the difference between /e/
and /%/ through ‘men’ and ‘man’ then
lets sts practice the 2 sound in
examples.

Practice
T asks sts to pronounce the sentences
and say where /e/ and /%/ are.
Sts pronounce the examples
bed - bad
said - sad
met - mat
send - sand
pen - pan
Sts pronounce the sentences and
underline /e/ and /%/.
10’
10’
7’
8’
Grammar
Presentation
T explains the form and usage of Past
Perfect.
Form: had + Past Participle
Usage:
An action that finishes before a point
of time in the past.
Practice
* Exercise 1: Past Perfect form.
T explains more about why PP tense is
used in the sentences.
* Exercise 2:
Past perfect vs. Past simple tense
T explains why Past Perfect or Past

Simple is used.
* Exercise 3:
Correcting mistakes.
Sts give some situations where the PP
tense can be used in Vietnamese.
Sts do the exercise.
1. had broken
2. had done
3. had met
4. hadn’t turned off
5. had seen
6. had been
7. had left
8. had moved
9. hadn’t seen
10. had broken in
1. had just finished - came
2. had seldom traveled - went
3. went - had already taken
4. managed - had gone - got
5. had just got - phoned - had been
had climbed  climbed
had turned  turned
had called  called
had heard  heard
already went  had already gone
Consolidation
T goes over /e/ and /%/ and Past
Perfect tense.
DOP : 07/10/07

DOT : 09/10/07
CLASS: 10B2
TEST YOURSELF A (TCT-17)
• Aims
To help sts see how much they’ve got from U1 - 3.
• Objectives
- Words and grammar points in Unit1, 2, 3.
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
I. Listening
T lets sts listen to the rape and fill in the
blanks with correct words.
Sts listen and fill in the blanks.
1. on 15
th
January 1929.
2. In 1951.
3. for 4 years
4. he met
5. they got married
6. a minister at a
7. the black free movement
8. walked to Washington to hear his
famous speech at the
9. In 1964
10. on 4
th
April 1968
II. Reading
Filling in the blanks with a suitable

words or phrases.
Sts read and fill in the blanks.
1. F
2. C
3. A
4. D
5. B
III. Grammar
Use the correct forms of the verbs to fill
in the blanks.
1. to apply
2. am
3. attended
4. passed
5. got
6. can
7. reading
8. know
9. am able
10. hearing
IV. Writing
Writing a reply to the letter of Sally
Green.
- a suggest
- introduce oneself (appearance,
address)
- schoolwork
- conclusion
the reply
- an acceptance

- introduce oneself (appearance, family)
- school(work)
- closing
(Sts’ letters may vary)
DOP : 13/10/07
DOT : 15/10/07
CLASS: 10B2
Part A: READING (TCT-20)
• Aims
To give students more knowledge of special education through reading.
• Objectives
- To help students to get meanings of new words in context and be accustomed of
extensive and intensive reading.
• Methods and materials
Integrated, mainly communicative skills. Textbook.
• Procedures
Time Teacher’s activities - Content Sts’ activities - possible answer
5’ Warm up
T lets sts look at the Braille Alphabets
and answer questions about it.
- What is it? What’s it used for?
- Where is it often used?
Sts answer the questions.
10’ Presentation
T supplies some words sts may need to
understand the passage.
- be different from: (explanation)
- disabled (situation, explanation)
- deaf (adj) (explanation, translation)
- dumb (adj) (explanation, translation)

- mentally retarded ()
- opposition (translation)
- effort (n) (make )
- time-consuming (adj)
- demonstrate (v) (translation)
- demonstration (n) (translation)
5’
5’
10’
Practice
T asks sts to read the passage in silence
and do the task.
* Task 1: Matching
T asks sts to match new words/ phrases
with their meanings.
* Task 2:
Multiple choice
T asks sts to read the whole passage to
decide on the multiple choices.
Sts do the task.
1. c
2. e
3. a
4. b
5. d
1. D
2. B
3. A
4. C
5. D

10’ After reading
T asks sts to make a summary of the
passage by filling in blanks with words
they can seek in the passage.
1. disabled
2. read
3. write
4. efforts
5. opposition
6. time-consuming
7. maths
8. arms
9. fingers
10. proud
Consolidation
T goes over the words and ideas from
the passage.
DOP : 14/10/07
DOT : 16/10/07
CLASS: 10B2
Part B: SPEAKING (TCT-21)
• Aims
To help students know what is needed in making an interview.
• Objectives
- To give students practice in asking and answering questions often used in an interview
and reporting one.
• Methods and materials
Integrated, mainly communicative skills. Textbook.
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer

5’ Warm up
T asks sts to answer questions:
- What’s an interview?
- Have you ever been an interviewer/
interviewee?
Sts answer questions.
(answers may vary)
7’
Presentation
* Task 1: Filling in the blanks.
T introduces questions used in an
interview in task 1 and asks sts to fill in
the blanks in the interview with suitable
questions.
Sts read the questions carefully and do
the task.
A. 4
B. 1
C. 2
D. 6
E.3
F. 5
G. 7
10’
13’
Practice
* Task 2: Making interviews.
T asks sts to make ones by asking and
answering questions in task 1.
* Task 3:

Reporting interviews.
T asks sts to tell the whole class what
they know about their partners.
Sts do the task in pairs.
Sts prepare for public check.
10’ Consolidation
T asks 2 students to make an interview
with public check.
DOP : 17/10/07
DOT : 19/10/07
CLASS: 10B3
Part C: LISTENING (TCT-22)
• Aims
To give students practice in listening about handicapped people
• Objectives
- To help students to listen for specific information through True - False and for missing
words.
• Methods and materials
Integrated, mainly communicative skills. Textbook.
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
3’ Warm up
T asks sts to list sth the disable can do
well.
T then introduces to them photography -
Sts list some action
as an action the disabled can do easily.
7’ Presentation
Before you listen
T gives some explanations of the words

and asks sts to fill in blanks with those
words.
- photograph (n) (real object)
- photography (n)
- photographic (adj)
- photographer (n)
- photogenic (adj) (translation)
(explanation)
T lets sts listen to and repeat the words
that appear in the passage.
Sts write down the words and fill in the
blanks.
Sts listen and repeat.
15’
15’
Practice
* Task 1: True or False
T lets sts read the statements carefully
and then listen to the tape.
* Task 2: Gap filling
T asks sts listen to the part in the
textbook and fill in blanks with words.
Sts read and do the task.
1. T
2. F (not mentioned)
3. T
4. F (the beauty of daily life)
5. T
Sts listen and do the task.
1. photographic

2. 19
3. exhibition
4. 50
5. beauty
6. simple
7. peaceful
8. chickens
9. stimulated
10. escape
5’ Consolidation
After you listen
T asks sts to retell the story about the
VTK photography club.
DOP : 20/10/07
DOT : 22/10/07
CLASS: 10B3
Part D: WRITING (TCT-23)
• Aims
To help students have more practice in writing letters.
• Objectives
- To make students use the knowledge of writing other kinds of letter in writing a letter
of complaint.
• Methods and materials
Integrated, mainly communicative skills. Textbook.
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
5’ Warm up
T points at the brochure and asks
students some questions.
- What is it?

Sts answer the questions. (answer may
vary)
- What does it say?
- How is the information?
- Do you think the information in it is
true?
10’
10’
Presentation
T asks sts to write something often
written in a letter of complaint.
* Task 1: Completing a dialogue.
T asks sts to work in pairs filling the
blanks with facts concerning
information in the advertisement.
T gives some explanations that help sts
write complaint.
Some
half
all
none
of
N with determine
Object, Pronoun
-native (adj) a native teacher
the teacher
-pay for sth:
-air-conditioned (adj)
The room is air-conditioned.
The air-conditioned room.

Sts do the task in pairs.
1. I’m not happy with it.
2. Not all the teachers / all of them are
native.
3. That’s not true
My class has
4. I don’t. I have to pay them.
5. Not all the rooms are air-conditioned.
My room is not.
6. Classes often start late and finish
early.
20’ Practice
T lets sts practice writing a letter of
complaint.
* Task 2:
Completing a letter with complaints.
T asks sts to look at the form of the
letter and fill in the letter with
complaints concerning the points
mentioned in task 1.
Sts write letters individually then read
out for public check.
(sts’ letter may be marked with
grammar and spelling criteria)
Consolidation
T reminds sts of the form of a normal
letter and that of a letter of complaint.
DOP : 20/10/07
DOT : 22/10/07
CLASS: 10B3

Part E: LANGUAGE FOCUS (TCT-24)
• Aims
To give students some more knowledge of grammar points related to the unit as well
some pronunciation practice.
• Objectives
Some particular points:
- Pronunciation: /4/ and /0:/
- Grammar: the + adj; used to + Inf: which as a connector
• Methods and materials
Integrated, mainly communicative skills. Textbook.
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
3’ Warm up
T asks sts to distinguish the 2 words:
On top of the statue, there was a torch
Sts distinguish the 2 words.
3’
7’
Pronunciation
Presentation /4/ and /0:/
T helps sts distinguish the /4/ and /0:/
in ‘top’ and ‘torch’ and lets them repeat
the example.
Practice
T lets sts listen and repeat the sentences
after the tape.
Sts pronounce the words.
Sts repeat the sentences.
10’
7’

7’
6’
Grammar
Presentation
T gives some explanation of the 3 point.
- The + adj = collective noun
 The + adj (+ Vpl)
- Used to + Inf
past habit
(-) didn’t use to
(?) Did S use to
(*) be/ get used to V-ing
- which - Relative pronoun
- Connector
Practice
EX 1: The + adj
T asks sts to use the + an adj to fill in
the blanks.
EX 2: Used to
T asks sts to fill in the blanks with ‘used
to’ and a proper verb.
(T explains more why ‘used to Inf’ is
used)

EX 3: Which - connector
T asks sts to match A with B using
‘which’ to make a new sentence.
Sts give more examples.
Sts give examples using “used to Inf”
for past habits.

Sts remember the differences.
EX 1: Sts do the task.
2. the injured
3. the unemployed
4. the sick
5. the rich - the poor
EX 2: Sts do the task.
1. used to smoke (gave up)
2. used to have (sold it)
3. used to live (come to live in)
4. used to eat (rarely now)
5. used to be (not any longer)
6. used to take (40’  an hour)
7. used to be (it closed )
8. used to go
2. d
3. f
4. g
5. a
6. d
7. b
2’ Consolidation
DOP : 21/10/07
DOT : 23/10/07
CLASS: 10B4
Part A: READING (TCT-25)
• Aims
Giving students more reading practice and knowledge in the field of technology.
• Objectives
Training students in getting the subject of a passage and comprehending a passage

through cues.
• Methods and materials
Integrated, mainly communicative skills. Textbook.
• Procedures
Time Teacher’s activities - Stages Sts’ activities - possible answer
5’ Warm up: Matching
T asks sts to work in pairs matching
words/ phrases with numbered items.
Sts do the matching.
1. D
2. E
3. G
4. C
5. A
6. F
7. B
8. H
10’ Presentation
T presents sts with some words/
phrases:
- part (n) (illustration, translation)
- pay bill (phr) (translation)
- device (n) (translation, example)
-hardware(n)(explanation, translation)
-software(n) (explanation, translation)
- speed (v) (up) (example)
(n) (translation)
- accuracy (n) (example - translation)
- electronic storage (phr) (translation)
- type - print (v) (action, translation)

- interact (v) (with) (translation)
- relax (v)
Sts give examples of the words/ phrases.
5’
5’
5’
10’
Practice
T asks sts to read the whole passage and
do the tasks.
* Task 1: Matching
Match the words/ phrases with their
definitions.
* Task 2: Best title
T asks sts to decide which title is the
best one.
* Task 3: Answering the questions.
T asks sts to work in pairs asking and
answering questions using cues.
Sts do the task.
1. c
2. e
3. a
4. b
5. d
Sts read the whole passage and decide:
C. What can the computer do?
Sts do the task in pairs.
1. It can help us visit shops and places
of interests, pay bill, read books,

newspaper , receive e-mails or even
orders, send e-mails, learn and so on.
2. Because it is capable of doing
anything you ask. It’s an accurate
calculating machine, an electronic store,
a magical typewriter, a personal
communicator and it’s used for
entertainment.
5’ Consolidation
T helps sts to go over the common use
of computers which are mentioned in