Giáo án Tiếng Anh 10 Ban Cơ Bản ( phần tự chọn học kỳ II)

SỞ GIÁO DỤC & ĐÀO TẠO ĐỒNG THÁP
TRƯỜNG THPT THỐNG LINH
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GIÁO ÁN
TIẾNG ANH 10 (CB)
(HỌC KÌ II)

Biên soạn:
MA THỊ THÊM





Năm học 2006-2007


Date : GRAMMAR
Period 1: Conditional Sentences (Types 1,2)

Aim : By the end of the lesson , students will be able to use Conditional (Types 1,2 ) in
speaking and writing
Teaching aids : lesson plan and textbook .

*Procedures :
T Stagesand contents T’s activities Ss’ activities
5




3








10

3






I. Warm-up:
- Check previous lesson.

II. Teaching point:

* Presentation 1:
- Conditional sentence type 1.(diễn tả ñiều kiện có thể xảy ra ở
hiện tại hoặc tương lai)

Ex. If it rains heavily, I will stay at home.

- Formation:
If + S + Vo , S + Will / Can + Vo …

* Practice:
- Choose the best answer among A, B, C and D.

1. If the weather …… nice tomorrow, we …… swimming.
A. is – go B. is – will go
C. will be – go D. will be – will go
2. The roads will be flooded … we resurface and raise them.
A. if B. unless C. when D. so
3. If Tom is late again, he ……. His job.
A. loses B. lost C. will lose D. would lose
4. we will go skiing if it …… this winter.
A. snows B. snowed C. will snow D. is snowing
5. If he comes here, I ………. It.
A. make him do B. make him doing
C. will make him do D. will make him doing
6. ……… if you take the map with you.
A. You will get lost B. You will not get lost
C. You get lost D. You got lost
7. Don’t worry. You … told if there’s a change of the plan.
A. are B. will C. will be D. would be
8. I will gave your regards to her … I meet her tomorrow.
A. If B. even if C. when D. while

* Presentation 2.
- Conditional sentence type 2 (diễn tả ñiều kiện không thể xảy
ra ở hiện tại hoặc tương lai)

Ex. If I were a bird , I would fly everywhere.
If he had much time, he would help you



- Call Ss.



Give
instruction and
explain the
rule carefully.
Write example
on the board.



Give
instruction and
show posters

Give
instruction and
explain the
rule carefully.
Write example
on the board.



- Work.



Pay attention
Read
and coppy
down.

Work in group
of three tables.





















Pay attention
and coppy
down.

10

10




2




2





- Formation:
If + S + V2/(ed )/Were , S + Would + Vo

* Practice:
1. If I you, I wouldn’t buy that coat.
A. am B. was C. were D. would be
2. Tam more if he more time.
A. will read-had B. would read-has
C. read-had D. would read-had
3. If I didn’t want to go to the party, I go.
A. don’t B. didn’t C. won’t D. wouldn’t
4. If Americans ate fewer foods with sugar and salt, their general
health better.

A. be B. will be C. is D. would be
5. You have a piece of cake after you’ve eaten your
vegetables!
A. can B. could C. shall D.might
6. I wouldn’t work for them if they me twice my current
salary.
A. paid B.had paid C. have paid D. pay
7. If there no sunshine, we all soon.
A. is-die B. is-will die
C. were-died D. were-would die


* Production:
- Make five sentences of their own.


III. consolidation:
- How many conditional have you just learnt ? Show the
formation?


IV. Home-work.
- Make 10 sentences or more.



Give
instruction and
show posters

Give
Instruction.


Asks




Says

Work in group
of two tables.




















Work in pair.



Answer

Take note.













Date : WRITING
Period 2: Writing a letter of invitation

Aim : By the end of the lesson , students will be able to write a letter of invitation.
Teaching aids : lesson plan and textbook .

*Procedures :
T Stagesand contents T’s
activities
Ss’ activities

5

15

























20

5
Warm-up.
- Chatting

* Teaching point:

Task 1 :Complete the following invitation letter with the
expressions in the box.

a. there is a club party c. therefore e. twenty five dollars
b. you still don’t understand d. a long time f. we can only invite

Hi Tom,
Since I started secondary school, I haven’t seen you. It’s been (1) …

How are you? I miss you so much.
Now, I’ll have a rare chance to meet you. That is because (2) ………I
planned myself. Would you like to join us? It is music club. I know
you like music very much;(3) ………, I invite you to my party,
although I want to invite Jack too. The rules say that (4) ……. one
person, even though I’m the chairperson of the club. Do you feel
surprised that I’m a chairperson? Ha ha!
Let me tell you the details of the party first. It costs (5) …… to join.

The date is Monday, 2
nd
November. It starts at 9 a.m. and lasts until 4
p.m.
Enclosed are a map and the address of the school. If there’s anything
(6) ……….or you can’t come, you can contact me. My phone number
is 2445678.
Hope you can come.
Love,
David

Task 2:
* You are going to have a birthday party on Saturday evening. Nga is
your best friend so you write a letter to invite her to attend your
birthday party.




* Correct the students letter


Asks



Give
instruction.

Give
instruction,
go around
the class to
help Ss if
necessary.

Answer

Work
individually.








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










Work

individually.






Date : WRITING
Period 3: Writing a letter of acceptance or refusal.

Aim : By the end of the lesson , students will be able to write a letter of acceptance or refusal.
Teaching aids : lesson plan and textbook .


T Stagesand contents T’s activities Ss’ activities

10

10


















20




5

I. Warm-up:
- Competition game- Network





* Task 1: Fill in the blanks of the notes with a suitable
expression.
I’d like / love to ; I’m afraid I can’t come because ……
That’s a great idea ; I’d love to, but ………
I’d be delighted to ; I’m sorry I can’t (come) because….

1. Dear Mai,
Thanks very much for your note . I have
to go to visit my grandfather because he is being ill.
Let go another time.
Love Huong

2. Dear David and John,
Thanks very much for your invitation to the party at your
house . Of course, . We haven’t
met each other for a long time, I’m sure we will have a
very good time together.
Susan.

* Task 2:
Your family are going to holiday in Da Lat. Your
parents ask you to write a letter to invite Nam to go
with your family.

* Correct students’ letter.




Prepares a
handout .
- Shows handout.
- Give
instruction.












- Show poster and
give instruction.

- Correct












-Give instruction
go around the
class to help Ss if
necessary.


Work in group of
two tables.

- Work in pairs






1. I’d love to,but
2. That’s a great
idea










- Work
individually.
- Work in pairs

Invitation
Refusal
Love
Letter
Acceptance
Rejection
Reference
Thank-you

Inquiry
Application
Date : GRAMMAR
Period 4: Passive voice

Aim : By the end of the lesson , students will be able to passive voice in speaking and writing
Teaching aids : lesson plan and textbook .

*Procedures :
T Stages and contents T’s activities Ss’ activities

15

I . The Passive Voice:
*Presentation:
1. Form
Active: S + V + O + …….
Passive: S + be + V3/ed + (by O) + ……
Ex: Active: She arranges the books on the shelves every
weekend. S V O
Passive: The books are arranged on the shelves (by her) every
weekend. S be V3/ed by O
2. Rules khi ñổi từ chủ ñộng sang bị ñộng, ta chú ý các bước
sau:
a. Xác ñịnh S (chủ từ), V(ñộng từ), O (túc từ)và thì của ñộng từ
trong câu chủ ñộng.
Ex Active: She arranges the books on the shelves every weekend.
S V1 O
b. ðem O lên làm chủ S, chuyển S xuống làm O ñặt sau by.
Ex: (P) The books are arranged on the shelves (by her) every
weekend. S by O
c.Thêm ñộng từ to be (phù hợp với thì của ñộng từ trong câu chủ
ñộng), và chuyển ñộng từ chính sang V3/ed.
Ex: (P) The books are arranged on the shelves (by her) every

weekend. be V3/ed
3. Notes:
a. Trong trường hợp có liên từ and và giới từ of, ta phải xác
ñịnh ñầy ñủ chủ từ hoặc túc từ khi chuyển ñổi.
Ex:- Active: He and I see the film
 Passive: The film is seen by him and me.
- Active: He bought a box of chocolates last week
 Passive: A box of chocolates was bought last week.
b. Trong câu bị ñộng: by O luôn ñứng sau adverbs of
place(trạng từ chỉ nơi chốn) và trước adverbs of time ( trạng từ
chỉ thời gian).
Ex: (P) The books are arranged on the shelves (by her)
every weekend adv of place by O
adv of time
c. trong câ bị ñộng, ta có thể bỏ : by people, by us, by them, by
someone….
Ex: Passive: A new bridge has been built across the river (by
them).
d. Trong các thì có các trợ ñộng từ (Auxiliary verbs) như: am/
is/ are, was/ were, has/ have, had……
Active: S + Aux + V + O + …….
Passive: S + Aux + be + V3/ed + (by O) + ……
Ex: - Active: They have built a new bridge across the river.
S Aux V O


Give
instruction and
explain the
rules carefully,

write examples
on the board.

Pay attention
and coppy
down.

10

15





4


1
 Passive: A new bridge has been built across the river (by
them). S Aux be V3
by O
- Active: Mai was watching a cartoon at 8 o’clock last
night. S Aux V O
 Passive: A cartoon was being watched by Mai at 8
o’clock last night S Aux be V-ed by O
Active Passive
S + V1 + O S + am/is/are + V3/ed
S + am/is/are + V-ing + O S + am/is/are + being +V3/ed
S + has/have + V3/ed + O S + has/have + been + V3/ed
S + V2/ed + O S + was/were +V3/ed
S + was/were + V-ing + O S + was/were + being +V3/ed

S + had + V3/ed + O S + had + been + V3/ed
S + will/shall + Vo + O S + will/shall + be +V3/ed

* Practice:
** Change the sentences below into passive voice

1. the dog ate an apple.
………………………………………………
2. I saw a strange man in the garden last night.
………………………………………………….
3. They eat potatoes every day.
………………………………………………….
4. She cleans the floor every morning.
…………………………………………………
5. He will solve the problem soon.
……………………………………………………
6. He was cooking dinner at 8 o’clock yesterday
……………………………………………………
7. he is writing a book on biology.
………………………………………………………
8. A cyclone has brought down all the trees.
………………………………………………….
9. He has just renewed his passport.
…………………………………………………
10. The men have built a bridge across the river.
………………………………………
* Production:
- Make two sentences of their own and then change into passive
voice

II. consolidation:
- The forms of passive voice

III. Homework:
- learn by heart the passive voice.
- Make five sentences and then change into passive voice.




















Give
instruction,
show poster
and asks Ss to

do the
exercises.















Correct .

Give
instruction.


Asks



Say

Group works
of one tables.

Coppy .

Work in pair.



Answer



Take note
Date : GRAMMAR
Period 5: Conditional Sentences (Type 2)

Aim : By the end of the lesson , students will be able to use conditional sentences (Type 2) in

speaking and writing
Teaching aids : lesson plan, posters and textbook .

*Procedures :
T Stages and contents T’s activities Ss’ activities



5

20

15



3


2

I. Conditional sentence type 2 .

**. Presentation:

a. conditional sentence type 2: câu ñiều kiện không thể xảy ra ở
hiện tại hoặc tương lai.
* formation :

IF + S + V2/ed, Were , S + Would + Vo

Ex 1: If I were a bird, I would fly eveywhere.
2: if she had a bicycle, she wouldn’t have to walk to school.
3: if you exercised more, you would feel better.

**. practice:

1. They don’t behave themselves so their parents are not happy
about that.
- …………………………………………………………………

2. I am not a rich businessman and I can’t afford to buy an
expensive car.
- …………………………………………………………………….
3. My parents do not allow me to go , so I have to stay at home.
- ……………………………………………………………………
4. She doesn’t pay attention to her cooking so the food is horrible.
- …………………………………………………………………
5. He is not a millionaire, so he can’t give you all you want.
- ……………………………………………………………………
6. She loves him so she forgives him easily.
- ……………………………………………………………………
7. We get up late in the morning so we don’t have time to have
breakfast.
- ……………………………………………………………………

II. Production:
Make ten sentences of their own.

III. Consolidation:
- Which conditional sentence type have we just learnt ?

IV. Homework:
- Make five sentences or more.



Elicits the
form, meaning
and use of
conditional

sentence type
2.


Write the
example on the
board



Shows posters.
Asks Ss do the
exercise .
Give
instruction.











Correct.


Give

instruction.

Asks .


Says



Whole class.
Listen.
Answer





Coppy down.





Work in
pairs.

Coppy.


Group work
of one tables.

Answer.


Take note.


Date : GRAMMAR
Period 6: Conditional Sentences (Type 3)

Aim : By the end of the lesson , students will be able to use conditional sentences (Type 3) in

speaking and writing
Teaching aids : lesson plan, posters and textbook .

* Procedures:

T Stages and contents T’s activities Ss’ activities


5










20

15




3



2
I. Conditional sentence type 3 .

**. Presentation:

a. conditional sentence type 3: câu ñiều kiện không thể xảy ra ở
trong quá khứ.
* formation :

IF + S + had +V3/ed , S + Would have + V3/ed
Ex :
1. If I had your address, I would have sent you a postcard.
2. I would have bought a new bicycle if I had had enough money.

** Practise:
- Put the statements in the past unreal condition.

1. She didn’t say sorry so he was angry.
- ……………………………………………………….
2. They didn’t pass the examand their family were very sad.
- ………………………………………………………….
3. It rained last night so I didn’t go to the barbecue.
- ………………………………………………………….
4. The weather was not very nice so we didn’t go camping.
- ……………………………………………………….
5. The computer broke down and I had to stop my work.
- ………………………………………………………….
6. He was angry so I didn’t say anything.
- ………………………………………………………….
7. Peter didn’t come so we cancelled the meeting.
- …………………………………………………………….
8. He was interested in the programme so he didn’t study his
lesson.
-……………………………………………………………

II. Production:
- Make ten sentences of theit own.


III. Consolidation:
- Which conditional sentence type have we just learnt ?


IV. Homework:
- Make five sentences or more.
Elicits the
form, meaning

and use of
conditional
sentence type
2.


Write the
example on the
board


Shows posters.
Asks Ss do the
exercise .
Give
instruction.










Correct.


Give

instruction.


Asks .



Says


Whole class.
Listen.
Answer





Coppy down.





Work in pairs.

Coppy.


Group work of
one tables.


Answer.



Take note.



Date : READING
Period 7: SAVE THE FOREST.

Aim : By the end of the lesson , students will be able to:
- guess the meaning of words based on contexts and components of words.
- scan for specific information about saving the forest.

Teaching aids : lesson plan, posters and textbook .

* Procedures:
T Stages and contents T’s activities Ss’ activities

5























15

15







10


I. Read the passage and do the tasks that followed.

A change is coming in the forest. Scientists are trying to make the
logging companies stop clear cutting. We have to protect the fish,
wildlife, and water quality. They have value , too. The forest is a
beautiful place that people should be able to enjoy.
It changes everything when all the trees are cut down. The trees,
animals and water depend on each other. Many plants and animals
disappear. The water level in the ground changes. It can even
affect climate.
This does not mean some of the trees cannot be cut. It just means

all the trees in one place cannot be cut at one time. It means that
you plant new trees when the old ones are cut. When trees are cut
in this way, the land does not erode. The streams do not fill with
dirt and the animals are not destroyed. The industry is beginning
to cut trees this way. They are leaving many dead trees, so small
animals will have home. They are leaving many trees alone to give
shade and shelter for animals. This also means that the forest’s
trees are not all the same kind. This seems very important to the
survival of the forests. Both the loggers and the forest scientists
are trying to agree on things. They have to balance the lumber we
need with the forest’s protection. A good rule seems to be not cut
more than you grow each year .

Task 1: Decide whether the following statements are true (T)
or false (F).
1. The forest is not a beautiful place that people should be able to
enjoy.
2. The trees, animals and water depend on each other.
3. People are leaving many ead trees so small animals won’t have
home.

Task 2: Answer the following questions.
1. What is a change coming in the forest ?
2. What will happen if people plant new trees when they cut the

old ones?
3. Why are they leaving many trees alone ?
4. What are the loggers and the forest scientists trying to agree on?

Task 3: Discussion .

- What do we do to save the forests?




Handout and
ask Ss read the
passage
carefully.



















Give
instruction.

Correct.





Give
instruction





Give
instruction


Work

Work in pairs


1. F
2. T
3. F



Group work of
two tables





Work in 4
groups
Date : WRITING

Period 8: Writing a profile.

Aim : By the end of the lesson , students will be able to write a profile of one passage.
Teaching aids : lesson plan and textbook .

* Procedures:
T Stages and contents T’s activities Ss’ activities

10




15

20


I. Warm-up:
- List some mammals that live undersea .


Task 1: Work in pair. Read the description of the Whales and
then complete the table that follow.
Whales are mammals that live their entire lives in the water. Some
whales are huge. The blue whale, for example, grows to 30 meters

in length and over 200 tons in weight. It is the largest animal that
has ever lived on earth. Whales may also be the most intelligent
animals in the ocean.
Whales like to feed in the cold oceans where there is a lot of krill-
their favorite food. Cold water in the Northand South Atlantic
Ocean and the North and South Pacific are good feeding grounds
for whales. Some whales are known to migrate into warm waters to
bear their calves.
Whale populations decrease quickly due to heavy hunting pressure.
Conservation groups asked the International Whaling Commission
to stop whaling. However, Native American hunters, such as the
Eskimo, are still allowed to hunt a limited number of whales to feed
their communities. If no effective measures were taken to protect
whales, these wonderful animals would disappear forever.

The blue whales
Range and habitat

Size

Feeding habit

Offspring

Special features

Conservation concerns

Task 2:
Work in groups. Do not look at the passage about the blue
whale . Only look at the informations you have just filled in the
table and then write the passage again.



Ask


Handout and
give
instruction.

Give
instructions


Work


Work in pairs
and then
individually.

Group work
of three tables

Date : READING
Period 9: UNIT 12

Aim : By the end of the lesson , students will be able to:
- guess the meaning of words based on contexts and components of words.
- scan for specific information to decide the statements are true or false and answer the
questions.
Teaching aids : lesson plan, posters and textbook .

** Procedures:
T Stages and contents T’s activities Ss’ activities
5

15









15





10

I. Before you read:
- Work in pair . Ask and answer the questions.
1. Do you like music ?
2. How often do you listen to music?

3. What kind of music do you like best?
II. While you read. Read the passage in which Katsura
Nakarato talks about what she enjoys doing .

“Playing the piano is a Pleasure Katsura Nakarato from
Japan”
playing the piano is the most important thing in my life.
Whenever I have free time, I enjoy playing it. I love the sound of
this instrument. It relaxes and encourages me. I have been playing
for twelve years.
In the beginning, I hate it because I couldn’t play well, but now
it’s my biggest pleasure. I usually practice for three hours.
First, I do finger exercises for the piano. I play the basic tune
with etude when I can move my finger flexibly. I try to play
classical music.
I like Chopin and especially love “ Fantasy Improvisation”, but
this music is difficult to play well, so I will have to continue
practicing. I want to be able to perform skillfully one day.
I also like listening to someone else playing the piano. I have
gone to many concerts and it is always exciting to see them get
standing ovations when their performances are finished.

Task 1: Read the passage and decide whether the statements
are True or False
1. Katsura Nakarato enjoys playing the piano because its
sound relaxes and encourages her.
2. She liked playing the piano from the beginning.
3. She usually spends three hours a day to practice.
4. She can play “ Fantasy Improvitation” well.
5. She likes going to the concert to listering to other pianists.

Task 2: Answer the questions.
1. What is the most important thing in her life?
2. At first. How does she play the piano?
3. Does she like listening to someone playing the piano?

Task 3: Discussion.
- Can you play the piano?
- How did you learn to play the piano?

Ask






Show poster
and give
instructions.

- Run through
the statements

- Give
instruction.
- Correct





- Give
instructions.



- Give
instructions.

Answer

Read the
passage.















- Work in pairs
1. T
2. F
3. T
4. F
5. T




- Work in 6

groups.



- Work in 4
groups.
Date : GRAMMAR
Period 10: It was not until …… that ……. .

Aim : By the end of the lesson , students will be able to use the structure of
“ It was not until … that … ” in speaking and writing.
Teaching aids : lesson plan, posters and textbook .

** Procedures:
T Stages and contents T’s activities Ss’ activities
5



10

15
















10




4



1
I. Warm-up:

- chatting.

II. Teaching point:
* Presentation:

1. It was not until last year that this school was built.
(ðến tận năm ngoái người ta mới xây ngôi trường này).
2. It was not until this May that she found a job.
(ðến tận tháng Năm năm nay cô ấy mới xin ñược việc).
3. It was not until I was 15 that I learned how to ride a bicycle.
(ðến tận năm tôi 15 tuổi tôi mới bắt ñầu học ñi xe ñạp).

* Formation:
It was not until ….that + clause

* Practice: Rewrite the following sentences.

1. The cinema didn’t become an industry until 1915.
- It was not until ……………………………………….
2. He did not become a doctor until 2000.
- It was not until …………………………………………
3. She didn’t know how to speak Viet namese until she was a child.
- It was not until …………………………………………
4. I didn’t begin to learn English until I was 18 years old.
- It was not until ………………………………………………
5. We didn’t have dinner until he came home.
- It was not until ………………………………………………
6. I didn’t go home until the rain stopped.
- It was not until ………………………………………………

* Production:
- Make 5 sentences of their own


III. Consolidation:
- Explain the rule “It was not until ….that + clause”


IV. Homework:
- Make ten sentences or more


- Ask



- Show
pictures and
read








- Show poster
- Give

instructions.













- Give
instructions



- Ask



- Say

- Answer



- Repeat.

- Work in
group of 3
tables.













- Work in
pairs.

- Explain



- Take note



Date : READING
Period 11: UNIT 14

Aim : By the end of the lesson , students will be able to:
- guess the meaning of words based on contexts and components of words.
- fill in the blanks with the words provided.
Teaching aids : lesson plan, posters and textbook .

** Procedures:
T Stages and contents T’s activities Ss’ activities


15

15

15



I. Teaching point:
* Task 1:
Read the following passage and choose the best answer for
each blank.
Organized football games began in 1863. In football , two
(1) of eleven players try to kick or head the ball (2)
the goal of the other team. The goal keeper, (3) tries to
keep the ball out of the goal , is only player on the field who
can touch the ball with his or her (4) . The other players
must use their feet, heads and bodies (5) the ball.
Every four years, football teams around the world (6)
for the World Cup. The World Cup competition started in
1930 . Brazil is the (7) of many great football players, (8) -
the most famous player of all, Pele’. With his fast
dazzling (9) , Pele’ played for many years in Brazil and
then in New York. People in more than 140 countries (10)
- the world play football. It is definitely the world’s most
popular sport.
1. A. crews B. parts C. groups D. teams
2. A. into B. over C. out of D. at
3. A. which B. that C. Who D. Whom
4. A. hands B. legs C. head D. feet
5. A. drive B. control C. steer D. hit
6. A. fight B. battle C. compete D. play
7. A. home B. club C. host D. organization

8. A. such B. like C. gathering D. including
9. A. pace B. speed C. rate D. level
10. A. on B. through C. all over D. whole

* Task 2: Answer the questions:
1. When did the organization of football game begin ?
2. Are there any players in a football team ?
3. Who can touch the ball with his or her hands ?
4. Who must use their feet, heads and bodies control the ball ?
5. How many years is The World Cup organized ?
6. Who is the most famous football player in the world?


* Task 3: Talk about one famous football player in Vietnam
that you know.

Show poster and
give instructions.

- Correct













- Give
instructions.
- Run through all
the questions
- Play lucky
number game



- Give instruction


- Work in
group of two

tables













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




- Pay attention
- Work in 6

groups and
then
individually.
- Play the
game to
answer the
questions.
-Work in 4
groups.


Date : WRITING
Period 12: Writing an announcement.

Aim : By the end of the lesson , students will be able to write an announcement.
Teaching aids : lesson plan and textbook .

* Procedures:
T Stages and contents T’s activities Ss’ activities




43

3

I. Teaching poit:

*Task 1:

Write an announcement for a relief fund to support
people in flooded areas, using the cues given below.

Announcer: the monitor of class 10 CB1
Events: the musical performance of class 10 CB1
To raise money for people in flooded areas
Plase: school meeting hall.
Time: 7:30 p.m, Thursday 23
rd

November.
Ticket price: 5,000VND.


* KEY:

The monitor of class 10CB1 would like to announce that the
musical performance of class 10 CB1 to raise money for the
people in the flooded areas will be held at 7:30 p.m. on
Thursday 23
rd
November in the school meeting hall. The
ticket price is 5,000VND.


II. Homework:
- Go over the lesson.
- Prepare next lesson.


- Show poster and
give instructions

- Correct







- Say


- Read the cues
carefully.

- Work in four
groups. Then
hand in

- Coppy







- Take note

Date : READING
Period 13: UNIT 15

Aim : By the end of the lesson , students will be able to:
- guess the meaning of words based on contexts and components of words.
- scan for specific information to decide the statements are true or false and answer the
questions.
Teaching aids : lesson plan, posters and textbook .

** Procedures:
T Stages and contents T’s activities Ss’ activities
15

15













15







I. Teaching point:
* Read the passage and do the tasks that follow

Disneyland celebrated its 50
th
birthday on Sunday. Thousands
of fans and celebrities gathered at what Disney calls the
“happinest place on Earth” for a giant party. Walt Disney opened
the world’s first large-scale theme park on July 17, 1955. It started
a whole new world of fantasy and family fun.An amazing 515
million fun seekers have since visited Disneyland. Walt Disney’s
idea has been copied around the world by thousands of others, all
wanting to make money from the riches in this money-spinning
industry.
From its small beginnings, Disney has mushroomed into a
global entertainment empire. It has become one of the most
famous and well known bands in history. It has created everything
from blockbuster movies to children’s stationery. Theme parks
have spread across the world in Paris, Japan and very soon Hong
Kong. It is almost impossible to walk around any city and not see
Mickey Mouse in some shape or form. However, while the idea of
providing pleasure has not changed, park admission prices have:
the one-dollar ticket in 1955 is now $56.

*Task1:Decide whether the following statements are(T) or (F).

1. Disneyland opened five decades ago.
2. Disney says Disneyland is happiest place on Earth.
3. Five billion people have visited Disneyland.
4. Thousands of other people have made money from Disney’s
ideas
5. Disney once was interested in selling mushrooms.

6. Disney is one of the world’s most famous bands.
7. You are likely to see the Mickey Mouse logo in every world
city.
8. Admission prices have increased 56 times since 1955.

* Task 2: Discuss. Would you like to visit Ha Noi or Ho Chi
Minh city? Why?





- Handout
- Ask students
to read the
passage
carefully

- Give
instructions
- Run through
all the
statements .


- Correct





- Give
instructions
- go around
and help if
necessary.


- Whole class

- Work in
group of two
tables.
- Compare the
answer with
other groups.

1.T ; 2T ; 3F
4T : 5F ; 6T
7T ;8T



- Work in 4
groups
Date : GRAMMAR

Period 14: Although

Aim : By the end of the lesson , students will be able to:
use “AITHOUGH” in speaking and writing.
Teaching aids : lesson plan, posters and textbook .

** Procedures:
T Stages and contents T’s activities Ss’ activities




10













15

15




4


1

I. Teaching point:
1. Although / Though ( mặc dù ).

* Presentation:
- Dùng ñể nối hai ý kiến tương phản nhau.
Ex: New York is not the capital of the USA, it is the centre of
Global finance.

(Mặc dù New York không phải là thủ ñô của Hoa Kỳ nhưng nó là
trung tâm nền tài chính toàn cầu.)
* LƯU Ý: Tiếng Việt nói: Mặc dù …. nhưng
Tiếng Anh nói: Although/Though …(KHÔNG có
“but” theo sau)



New York is not the capital of the USA, but it is the centre of
Global finance.(SAI)

* Prectice:
- Rewrite the sentences by using “ALTHOUGH”.

1. They are so poor but they are always neatly dressed.
- Although …………………………………………….
2. He often tells lies but many people believe him.
- Although …………………………………………….
3. In spite of having a little money, I am happy.
- Although ……………………………………………
4. I had a terrible headache, but I followed the group to see the
sights.
- Although …………………………………………………
5. In spite of the cold weather, she wasn’t wearing a coat.
- Although ………………………………………………
6. Nam hasn’t read Oliver Twist, but he has seen a film made from
it.
- Although ………………………………………………………
* Production :
- Make 5 sentences of their own (using ALTHOUGH )

II. Consolidation
- What is ALTHOUGH used for?








III. Homework:
- Make ten sentences by using ALTHOUGH






- Give
situations and
explain the
rule carefully.
- Write
example on the
board.

- Show posters
and give
instructions.














- Give
instructions

- Ask

- Say

- Pay
attention and
coppy.













- Work in
group of three
table.

- Work in
pairs

- Answer


- Take note
Date : GRAMMAR
Period 15: Relative Clauses

Aim : By the end of the lesson , students will be able to:
use “Relative Clauses” in speaking and writing.
Teaching aids : lesson plan, posters and textbook .

** Procedures:
T Stages and contents T’s activities Ss’ activities


10

15

I. Teaching point:
1. Restrictive Relative Clauses “Who, Whom, Which, That
Where ….”:

* Presentation:
Dùng để bổ nghóa cho danh từ đứng trước chưa
được xác đònh rõ. Nếu bỏ đi mệnh đề chính sẽ không
rõ nghóa.
Ex: - I saw the girl. She helped us last week.


 I saw the girl who/that helped us last week.
2. Non-restritive Relative Clauses
Dùng để bổ nghóa cho danh từ đứng trước đã được
xác đònh rõ, là phần giải thích thêm. Nếu bỏ đi mệnh
đề chính vẫn rõ nghóa. Mệnh đề này thường được tách
khỏi mệnh đề chính bằng dấu phẩy “,”.
Ta dùng mệnh đề quan hệ không hạn đònh khi:
- Trước danh từ quan hệ có:
this/that/these/those/my/her/his/…
- Từ quan hệ là tên riêng hoặc danh từ riêng.

Ex: - My father is a doctor. He is fifty years old.


 My father, who is fifty years old, is a doctor.
- Mr Brown is a very nice teacher. We studied
English with him.


 Mr Brown, who we studied English with, is a very
nice teacher.
* LƯU Ý: KHÔNG dùng THAT trong MĐQH
không hạn đònh.
Mr Brown, that we studied English with,
is a very nice teacher.
* Practice:
II/ Combine the two sentences by using a relative clause. Some
clauses need commas, some do not:

1. The lady is a famous writer. You met her at the party last
night.
………………………………………………….……………
2. The child enjoyed the chocolates. Her mother bought them
from France.
………………………………………………….……………


Give situations
and explain the
rule carefully.
- Write

example on the
board.

- Show posters
and give
instructions.








- Pay attention
and coppy.

- Work in
group of three
table.

15



4



1
3. Dr Oley is our family’s dentist. He is a popular dentist in the
city.
………………………………………………….……………

4. They drank a lot of Coke. It is diet Coke.
………………………………………………….……………
5. The river is the Sai Gon River. It flows through Ho Chi Minh
City.
………………………………………………….……………
6. The girls are performing the play. They rehearsed it yesterday.

………………………………………………….……………
7. Their parents are anxious about their children. The children
come back late
………………………………………………….……………
8. The lecturer is my uncle. He gave an interesting talk on TV
last night.
………………………………………………….……………
9. The student kept talking about the project. It was done last
week.
………………………………………………….……………
10. Mr Phong hasn’t come yet. He is supposed to be at the
meeting.
………………………………………………….……………
* Production :

- Make 5 sentences of their own




II. Consolidation

- What is Relative Clauses used for?

III. Homework:

- Make ten sentences by using Relative Clauses

- Give
instructions


- Ask



- Say

- Work in pairs



- Answer



- Take note

Date : READING
Period 16: UNIT 16

Aim : By the end of the lesson , students will be able to:
- guess the meaning of words based on contexts and components of words.
- scan for specific information to decide the statements are true or false and answer the
questions.
Teaching aids : lesson plan, posters and textbook .

** Procedures:
T Stages and contents T’s
activities
T’s
activities




45

I. Teaching point:
* Task 1:
Read the passage below and choose one correct answer for
each question.
THIEN MU PAGODA

Thien Mu Pagoda was built on Ha Khe Hill, on the left bank of
the Perfume River. According to the legend. Lord Nguyen Hoang, the
founder of the Nguyen dynasty, after being appointed to protect the
southern land of the Gianh River, met the old lady in red who show him a
place to set up his headquarters in Kim Long village. They were built there
and a pagoda was also constructed on hill where the lady had appeared,
and was called Linh Mu (propitious Lady) or Thien Mu (Heavenly Lady)
pagoda.
The pagoda covers an area about four hectares. There are some
note worthy works and objects of value such as the seven- tier Phuoc
Duyen tower, which is 21.24 metres high. The bell in the tower, called Dai
Hong Chung, was cast in the 18
th
century and was decorated with beautifyl
patterns. This is beautiful and romantic pagoda which attracts deeply to all
Hue’s in habitants

1. Where is Thien Mu Pagoda situated?
A.left bank of the Perfume River. B.right bank of the PerfumeRiver.
C. under a hill. D. on the top of a mountain.

2. Who was Lord Nguyen Hoang?
A. The founder of the Nguyen dynasty
B. The builder of the pagoda
C. One of the Kings
D. The quardian of the Ha Khe Hill

3. What colour was the old lady’s clothes?
A. blue B. green C. brown D. red

4. Why was Thien Mu Pagoda built there?
A. Because the old lady had appeared ther
B. Because the old lady ordered Nguyen Hoang to do it.
C. Because it was near Kim Long village
D. Because Nguyen Hoang didn’t want to set up his headquarters there

5. When was the bell in the pagoda cast?
A. in the 16
th
century B. in the 17
th
century
C. in the 18
th
century D. in the 19
th
century



- Hand out
- Give
instructions


- Work in
pairs

- Give the
answer.

1. A
2. A
3. D
4. A
5. C
Date : WRITING
Period 17 : Describing a chart

Aim : By the end of the lesson , students will be able to Describe a chart .
Teaching aids : lesson plan and textbook .

* Procedures:
T

Stages and contents T’s activities Ss’ activities
I. Teaching point:
** Task 1: Study the following chart and decides whether the
given statements are True or False.If they are false, correct
them.
The graph below shows the different modes of transport
used to travel to and from work in one European city in
1960, 1980 and 2000.

0
5
10
15
20
25
30
35
40
bus car bike
1960
1980
2000

1. the chart describes how people travelled to and from work in
one European city in 1960, 1980 and 2000.

2. According to the chart, more Europeans commuted by bus in
1960 than in 1980 and 2000.
3. According to the chart, more and more Europeans used cars as
the main means of transportation to and from work between

1960 and 2000.
4. According to the chart, the number of Europeans who ride their
bicycles to work was lowest in 1980.
5. According to the chart, the number of people who walked to
work in Europeans was highest in 1960.
6. According to the chart, the most popular means of
transpostation for Europeans in 2000 when travelling to and
from work was bus.
7.According to the chart, between 1960 and 2000 more Europeans
drove to work and fewer of them preferred to walk to work.
** KEY:
1. T
2. F (more commuted by bus in 1980 than in 1960 & 2000)
3. T
4. F (in 2000)
5. T
6. F (car)
7. T

- Hand out.
-Give
instructions

- Correct












- Work in
group of 4






- Compare
their answer


- Coppy