GIÁO ÁN TIẾNG ANH LỚP 12 BÀI 10B

Divisions of periods:
1. Reading.
2. Speaking.
3. Listening.
4. Writing.
5. Language focus.

UNIT 9: UNDERSEA WORLD

- Date of teaching: 17th Jan, 2007.
UNIT 9: UNDERSEA WORLD
- Period: 55
LESSON: READING
I. Aim:
Help students know how to:
Read and guess words in situations.
Read and answer questions about the reading.
Scan for information.
Summarize the reading by speaking and writing.
II. Language contents:
a. Grammar:
b. Vocabulary:
- Ocean ( n ) ['əʊ∫n]

-

an ocean voyage: cuộc hành trình trên đại dương
the Atlantic/Pacific..ocean: Đại Tây Dương, Thái Bình Dương..
don't worry - we've got oceans of time: đừng lo - chúng ta còn khối thời gian
Gulf ( n ) vịnh
the Gulf of Mexico

hố sâu, vực thẳm; (nghĩa bóng) hố sâu ngăn cách
xoáy nước, vực biển

-

Submarine ( n )
Seabed ( n ) ['si:'bed] đáy biển
Starfish ( n ) ['stɑ:fi∫] (động vật học) sao biển
số nhiều starfish

Jellyfish ( n )
Biodiversity ( n )
Stake ( n )
III. Techniques: The learner – centred approach, communicative approach.
IV. Teachings aids : Textbooks, and pictures.
V. Procedure:
Teacher’s and Students’ activities
Content
1.Warm up:
-Teacher guides students some words.
sark
dolphin
-Students listen and guess the topic.
whale
UNDERSEA WORLD
2.Pre-reading:
-Teacher asks students questions.
Can you name the sea in the world ?
-Teacher gives students exercises.
Write name of the sea animals: Se . . . ; Je . . . ; Ju . . . ; Sh . . . ;

-Students guess the letters.
SEAL - JELLYFISH - TURTLE - SHARK
-Observe and help the pairs be in
3.While-reading:
Task 1
difficulty.
1. tiny
2. reeveal
-Teacher asks students to read silently and to
3. gulf
do the given task.
4. Biodiversity
-Ask students to get the correct answer.
5. samples
-Give students some help.
Task 2
-Ask students to give the answer.
-If necessary, translate the structures into
1. 75 %
-

Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007

Vietnamese.

2.
3.

-In pairs, let students ask and answer questions
about the reading.

-Observe and help the pairs be in difficulty.
-If necessary, check the words or structures.
-Give marks.

-Ask students to scan for specific information.
-Ask students to give their paper to correct in
class and give marks.
-Observe and help the groups be in difficulty.

-Teacher asks students to learn and prepare for
the lesson.
* Comments:

By using more sophistacated tools.
to investigate the seabed and bring samples of the marine life
back to the surface for the further study.
4. pronde a wide range of information, inchiding water
temperature, depth and te undersea population.
5. Group 1: live on or depend on the bottom like the starfish.
Group 2: Swimming animals such as fishes and sharks that more
independently of water currents.
Group 3: Tiny organisms that are carried along by the currents

like the jellyfish.
6. If the sea biodiversity was not maintained, the marine life
would be at stake.
4.Post-reading:
1. three-quarters.
2. mysterious.
3. modern
4. discoveries
5. plants and animals
6. huge
7. biodiversity
8. connecte
Summarize the situation and vocabulary.
5. Homework:
Go through and learn the lesson.
Prepare Lesson: Unit 9 ( Cont ) - Speaking.

- Date of teaching: 17th Jan, 2007.
UNIT 9: UNDERSEA WORLD
- Period: 56
LESSON: SPEAKING
I. Aim:
Help students be able to:
speak about the environment.and the undersea world.
Ask and answer about the future undersea world.
II. Language contents:
a. Grammar:
b. Vocabulary:
sparing ( adj ) ['speəriη] thanh đạm; sơ sài

-

-

( sparing with / of / in something) tiết kiệm; tằn tiện; không hoang phi
sparing of words: it nói
sparing of one's energy: không hoang phi sức lực
dispose ( v ) [dis'pouz] sắp đặt, sắp xếp, bố tri
troops disposed in battle formation: binh linh được bố tri theo đội hình chiến đấu
to dispose the chairs in a semi-circle: sắp xếp ghế ngồi theo hình bán nguyệt
làm cho ai tự nguyện hoặc sẵn sàng làm cái gì
his criminal record does not dispose me to trust him: hồ sơ phạm tội của hắn khó mà
làm cho tôi tin hắn
( to dispose of somebody / something) vứt bỏ, tống khứ; đánh bại
a better way of disposing of household waste
herbicides ( n ) ['hə:bisaid] thuốc diệt cỏ
pesticides ( n ) ['pestisaid] thuốc diệt loài gây hại, thuốc trừ sâu

III. Techniques: The learner – centred approach, communicative approach.
IV. Teachings aids : Textbooks, and pictures.
V. Procedure:
Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007

Teacher’s and
Students’ activities
-Teacher introduces new words and phrases.
-Teacher asks students a question.
-Students asnwer a question.

-Teacher guides students with words and
phrases.
-In pairs, students discuss the meanings.
-Teacher observe, correct and then give marks.
-Students give the answer and Teacher corrects

-Teacher reads and students repeat the
models.
-Students read through sentences quickly.
-Teacher gives new words.
-In pairs, students discuss the answers.
-Observe and help the pairs be in difficulty.

-Students give the answer and Teacher corrects

Content
1.Warm up:
What would you do if class had much rubbish ?
Place rubbish in dustbins.
Put plastic bags in proper dustbins.
2.Pre-speaking:
Task 1
In your opinion, which action should you do to protect
oceans at first ?

Which actions shouldn’t you do ?
I think that action ( f ) is the most important because if we learn all, we
can know about the oceans we we understand their values and try to
protect tjem.
3.While-speaking:
Task 2
Threats
Consequence
Solutions
Beaches filled with
Polluted water
Place plastic bags in
plastic bags
proper dustbins
Whales hunted for
Extinct / disappear
( Governments )
food
Don’t let people sell
whale products
Explosive used to
A lot of fish died
Be banned
catch fish
Oil spilled from
Polluted water
Punish captain
tankers
Pesticieds blown off Polluted water
Clean up the water

the fields into the
before running into
sea
the sea.
4.Post-speaking:

-In groups, students discuss the answers.
- Teacher and class correct the mistake and
then give him / her marks.
-Teacher asks students to learn and prepare for
the lesson.
* Comments:

Task 3
The whale is a mammal because it raises its young on milk.
Because they want to catch whales for food, oil, leather and other
products.
Summarize the situation and grammar.
5. Homework:
Go through and learn the lesson.
Prepare Unit 9 ( Cont ) - Listening.
1.
2.

- Date of teaching: 19th jan, 2007.
UNIT 9: UNDERSEA WORLD
- Period: 57
LESSON: LISTENING
I. Aim:
Help students be able to:

Listen and number the pictures in the box.
Listen and decide which statements are right – which are wrong.
Lissten and answer the questions.
II. Language contents:
a. Grammar:
Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


b. Vocabulary:
Mammal ( n ) ['mæml]
Krill ( n ) [kris] dao găm của người Mã Lai
mỉgate ( v ) [mai'greit]
III. Techniques: The learner – centred approach, communicative approach.
IV. Teachings aids : Textbooks, cassette player and tapes.
V. Procedure:
Teacher’s and Students’ activities
Content
1.Warm up:
-Arrange the letters to make them meaningful
HELAWS
words.
S U W L E H B E A L ( Two individual words )
Answer:
-Teacher helps students if necessary.

WHALES
-Teacher guides students to the lesson.
BLUE WHALE
2.Pre-listening:
-Teacher give students situations.
Do you think whales are fishes ? Why / Why not ?
Whales are not fish because they raises their young on milk.
-Students ask and answer the given questions in
Why do people keep hunting for whales ?
pairs.
Because they want to catch whales for food, oil, leather and other
products.
-Students listen and repeat the words.
Mammal
Blue whale
Atlantic
Pacific
Krill
Whaling
Migrate
Conservation
-If necessary, ask students give their meanings.
The length and weight
Why to feed in the cold ocean
-Students listen and repeat after the teacher.
What – good feeding grounds
What – main reason – decrease whale population
What – groups asked to do
-If necessary, ask students give their meanings.
What happen – didn’t take any measures to protect

3.While-listening:
Task 1
- Teacher reads the tapescript twice.
1. F
-Students listen and decide which sentence is
2. T
TRUE or which is FALSE.
3. T
-Observe and help the pairs be in difficulty.
4. F
-Teacher corrects the mistakes.
5. T
-If necessary, ask students give their meanings.
Task 2
1.
The
blue
whale
grows
to
30
meters in length and over 200 tons in
- Teacher reads the tapescript twice.
weight.
-In pairs, students do Task 2.
2. Because there is a lot of krill – their favourite food in cold water.
3. Cold water in the North and South Atlantic Ocean and the North
-Students listen and answer the questions.
and South Pacific are their good feeding grounds.
4. Heavy hunting is the main reason for the decrease in whale

-Observe and help the pairs be in difficulty.
population.
5. They have asked International Whaling Commission to stop most
-Teacher reads the listening once more time.
whaling.
6. If we didn’t take any measures to protect whales, they would
-Students give answers and teacher corrects
disappear forever.
them.
4.Post-listening:
In groups, talk about whale:
-In groups, ask students to discuss whales
their length and weight.
Their feeding grounds and food.
-If necessary, check the words or structures.
The reasons for protecting whales.
5. Homework:
Go through and learn the lesson.
-Teacher asks students to learn and prepare for
-

Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007

the lesson.
Prepare Unit 9 ( Cont ) – Writing.
* Comments:
- Date: Jan 24th, 2007
UNIT 9: UNDERTHE SEAWORLD
- Period: 58
LESSON : WRITING
I. Aim:
Help students know how to write a passage about the subjects.
Pupils can use language in their real life.
II. Language contents:
a. Grammar:
b. Vocabulary:
• Carnivore ['kɑ:nivɔ:](n): động vật ăn thòt
Sperm [spə:m](n): tinh dòch, mang thai.
Prefer [pri'fə:(r)](v): thich áci gì hơn cái gì
(prefer (st) to (st)
Squid [skwid](n): súng bắn tàu ngầm, con mực ống, mồi nhân tạo
Calf [skwid](n): bắp chân, con bê, true con.
Gestation (n): sự thai ngén
Span [spỉn](n): khoảng thời gian
Mammal ['mỉml](n): động vật có vú
Accidental [,ỉksi'dentl](adj): tình cờ
Entrapment(n): sự đánh bẫy
III. Techniques: The learner – centered approach, communicative approach.
IV. Teachings aids: Textbooks.
V. Procedure:
Teacher’s and Students’ activities
Content
1.Warm up:

-Teacher asks students some questions.
The length and weight: 30 meters and over 200 tons
Why to feed in the cold ocean: a lot of krill
What – good feeding grounds: Cold water in the North and South
-Students listen and answer them.
Atlantic Ocean and the North and South Pacific
What – main reason – decrease whale population: Heavy hunting
2.Pre-writing:
- Teacher asks pupils to read the
Task 1: Read the passage and then complete the task below.
passage in groups of four.
SPERM WHALE
RANGE AND HABITAT
All ocean
- Pupils in groups to read the passage.
Prefer water with high squid
population
- Teacher walks around to help pupils be
SIZE
Male: 18m in length; 54,000kg in
in difficulty.
weight
Female: 12m; 17,000 kg in weight
- Teacher asks pupils to complete the
FEEDING HABIT
Carnivores: Eat mainly squid
table, using the information from the
Eat up to 1,500kg of food daily
passage.
OFFSPRING

Give birth to one calf every 5-7 years
Gestation period: 14-19 months
- Pupils in groups to fill in the table.
LIFE SPAN
Up to 60-70 years
SPECIAL FEATURE
Biggest animals that have teeth on
- Teacher walks around to help pupils be
Earth
in difficulty.
Have the largest brain of mammals
- Pupils go to the board to write their
CONVERSATION
At rich due to hunting and accidental
answers.
CONCERNS
fishing net entrapment
- Teacher corrects and gives marks.
3.While-writing:
Task 2: The table on the next page gives some information about the Dolphin.
- Teacher asks pupils to write a short
Write a paragraph that describes the facts and figures provided in the table.
paragraph a bout the dolphin, using the
•
•
•
•
•
•
•

•
•
•

Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


information from the table.
- Pupils individually to write the
paragraph.
- Teacher walks around to help pupils be
in difficulty.
- Pupils go to the board to write their
answers.
- Teacher corrects their mistakes and
gives marks
-Teacher asks students to write a short
paragraph.
-Teacher asks students to learn and
prepare for the lesson.

Answer keys:

Dolphin are not fish. They are mammals that live in the

water. Dolphin are among the most intelligent animal on Earth.
Although They can be found in all ocean in the world, dolphin prefer
coastal water and bays. The size of dolphins varies greatly. The
smallest dolphin is just about 50 kg in weight and 1,2 metres in length
while the largest one can weigh up to 8,200 kg and is 10 metres long.
Dolphins are carnivores and they eat mainly fish. A female dolphin
gives birth to one calf every two years after a gestation period of
eleven to twelve months. A dolphin can normally live from twenty-five
to sixty-five years and some species of dolphins can live longer.
Dolphin populations are at risk due to the population of their habitat
and accidental entrapment in fishing net.
4.Post-writing:
Write a short paragraph about the dogs, cats …
5. Homework:
- Learn the lesson carefully.
- Prepare for: Language Focus.

* Comments:

- Date: Jan 24th, 2007
UNIT 9: UNDERTHE SEAWORLD
- Period: 59
LESSON: LANGUAGE FOCUS
I. Aim:
This period helps pupils review some grammar points: SHOULD, CONDITIONAL TYPE 2 and how to pronounce
the sounds [iə] [eə] [uə]
II. Language contents:
a. Grammar: The present perfect, because of and in spite of.
b. Vocabulary:
III. Techniques:

The learner – centered approach
Communicative approach.
IV. Teachings aids : Textbooks.
V. Procedure:
Teacher’s and Students’ activities
Content

-Teacher asks read words.
-Teacher listens and corrects misteakes.
-Teacher leads students to the new lesson.

- Teacher reads the sound individually.
- Pupils listen to their teacher carefully.

1.Warm up:
WHERE
TOUR
HERE
2.Language focus:
* Pronunciation: [iə] [eə] [uə]

[iə]
[eə]
- Teacher reads the words 2 or 3 times.
here
pair
dear
chair
- Pupils listen to their teacher carefully.
clear

square
- Pupils in pairs to read the words.
idea
where
- Teacher walks around to help pupils be
cheer
upstairs
in difficulty.
atmosphere
carefully
- Pupils reads the words individually.
- Practise these statement
- Other pupils correct.
1. Let’s have some beer, dear
Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

[uə]
poor
sure
tour
usual
casual
actually

2006 - 2007

- Teacher corrects and gives marks.

2. What a good idea! The atmosphere
* Grammar and vocabulary:
a. Activity 1:
- Teacher show the form of SHOULD –
SHOULD – SHOUD NOT ( SHOUDN’T)
SHOULD NOT to the pupils.
- SHOULD + bare infinitive
- Teacher gives some examples.
- SHOUD NOT ( SHOUDN’T) + bare infinitive
We use SHOULD – SHOUD NOT ( SHOUDN’T) to
- Pupils listen and copy down.
advise somebody to do something or not do something.
Ex: You should study harder.
You should not go out in the evening.
- Teacher asks pupils to do the exercise
- Exercise 1:
1.
Answer keys:
- Pupils in groups to complete the
2. You should look for another job.
exercise 1.
3. He shouldn’t go to bed so late.
- Teacher walks around to help pupils be 4. You should take a photograph.
in difficulty.
5. She shouldn’t use her car so much.
- Pupils go to the board to write the
6. He should put some pictures on the wall.

answers.
b. Activity 2
- Teacher corrects and gives marks.
Exercise 2:
- Teacher asks pupils to do the exercise
Answer keys:
2.
2. I think smoking should be banned, especially in restaurants.
- Pupils in groups to complete the
3. I don’t think you should go out this evening.
exercise 2.
4. I think the boss should resign
- Teacher walks around to help pupils be c. Activity 3:
in difficulty.
CONDITIONAL TYPE 2
- Pupils go to the board to write the
If clause
Main clause
answers.
Simple
past
tense
S
+
would
/
Could
/ Might + V(inf)……
- Teacher corrects and gives marks.
We use the conditional type to express an action that is

- Teacher gives the form and the way to
unreal in the present.
use the conditional type 2.
Ex: If I had a garden I would grow roses.
If I were you I would resign from school.
- Teacher gives some examples.
Exercise 3:
Answer keys:
3. would take
4. refused
5. would
-Teacher asks pupils to do the exercise
not
get
6.
closed
down
7.
pressed
3.
8. would be
9. did not come
10.
- Pupils in groups to complete the
borrowed
exercise 3.
12. would understand.
- Teacher walks around to help pupils be 11. walked
5.
Homework:

in difficulty.
- Learn the lesson carefully.
- Teacher corrects and gives marks.
- Prepare for: lesson 10.
- Teacher asks pupils to learn the lesson
at home.
* Comments:

Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


UNIT 10: CONSERVATION
Divisions of periods:
Reading.
Speaking
Listening.
Writing.
Language focus.

1.
2.
3.
4.
5.

- Date: 26th January, 2007
UNIT 9: CONSERVATION
- Period: 60
LESSON: READING
I. Aim:
This lesson helps pupils know some features in the forest and the importance of the forest.
Pupils can use language in their real life.
II. Language contents:
a. Grammar:
- The passive voice.
b. Vocabulary:
Conserve ( v ) [kən'sə:v] giữ gìn; bảo tồn
to conserve one's health

-

-

-

Variety ( n ) [və'raiəti]

we all need variety in our diet: tất cả chúng tôi đều cần có chế độ ăn luôn luôn
thay đổi
a life full of change and variety: một cuộc đời nhiều thay đổi và muôn màu
muôn ve
variety in food: thức ăn khác nhau, thức ăn nhiều thứ
variety of opinion: ý kiến bất đồng
Eliminate ( v ) [i'limineit]

loại ra, loại trừ
(sinh vật học) bài tiết
lờ đi (một phần của vấn đề)
(toán học) khư
rút ra (yếu tố...)
Hydroelectric ( adj ) [,haidroui'lektrik] (thuộc) thuỷ điện
a hydroelectric dam: đập thuỷ điện
Circulation ( n ) [,sə:kju'lei∫n] sự lưu thông
the circulation of the blood: sự lưu thông của máu

Soil.
III. Techniques: The learner – centered approach, communicative approach.
IV. Teachings aids : Textbooks, and pictures.
V. Procedure:
Teacher’s and Students’ activities
Content
I) Warm up:
-Teacher asks students questions.
1. What are some global problems ?
-Students asnwer a question.
The extinction of plants, animals, pollution, flood, forest, fire.
2. What need we do to solve these problems ?
-Teacher listens and corrects
Planting tree, preventing global warrming, conservation.
misteakes.
WHAT IS CONSERVATION ?
It is the protection of natural things, such as plants and
-Teacher leads students to the new
-

Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


animals.
lesson.
Teacher asks pupils answer the II) Pre-reading:
Answer the questions:
questions.
1. Have you ever visited a zoo or a forest?
- Pupils in pairs, to answer the
I have ever visited a zoo.
questions.
2. What animals are you interested in? Why?
- Pupils give their comments on the
I’m interested in tigers. Because they are very impressed and
answers.
strong.
- Teacher corrects and gives marks.
3. Do we need to protect animals and forests ?
- Teacher asks pupils to read the
Of course yes.
passage.
II) While-reading:
+ Task 1: Math the words in A with the suitable definition in B.

-In pairs, do the task 1
1. C
- Pupils show their answers on the
2. A
board.
3. D
- Other pupils give their comments
4. B
- Teacher corrects and gives marks.
+ Task 2: Decide where the following statements are true (T) or
-In pairs, students do the task 2 and
false(F).
discuss the answers.
1. T
-Observe and help the pairs be in
2. T
difficulty.
3. T
-Students give the answer and
4. T
Teacher corrects
5. F
-In pairs, do the task 3
6. F
- Pupils show their answers on the
+ Task 3: Choose the most suitable main idea for each paragraph.
board.
A: 3
B: 4
- Other pupils give their comments

C: 2
- Teacher corrects and gives marks.
IV) Post-reading:
- Teacher asks pupils answer the Answer the following questions:
1. What are the consequence of losing forest?
questions.
It is destroying earth’s palnt and animal variety.
- Pupils in pairs, to answer the
2. How important is water in our life?
questions.
We can’t live without water.
- Pupils give their comments on the
3. What should be help conserve water?
answers.
We should stop worsening the problem while scientists search
for answers, and laws are passed in nature’s defence
- Teacher corrects and gives marks.
V) Homework:
- Through the lesson.
- Teacher asks pupils to learn the
- Prepare for: speaking lesson.
lesson at home.
* Comments:

Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


- Date of teaching: 31st Jan, 2007.
UNIT 10: CONSERVATION
- Period: 62
LESSON: SPEAKING
I. Aim:
Help students be able to:
Talk about the new kind of zoos.
Report on discussing results.
II. Language contents:
a. Grammar:
b. Vocabulary:
-

Sensitive ( Adj )
Imprison ( v )
Reconstruct ( v )
Breed ( v )
Endanger ( v )

III. Techniques: The learner – centred approach, communicative approach.
IV. Teachings aids : Textbooks, and pictures.
V. Procedure:
Teacher’s and
Students’ activities
Content
1.Warm up:
-Teacher introduces new words and phrases.

Have ou ever been to the zoo ?
-Teacher asks students a question.
What animals can you see in the zoo and in the wild ?
-Students asnwer a question.
What are zoos opened for ?
Hat animals are in danger ?
2.Pre-speaking:
Task 1
-Teacher guides students with words and
1. They are opned to help endangered species develop.
phrases.
2. The animals are not kept in cages. They can live in their natural
-Students give the answer and Teacher corrects
environment.
-In pairs, students discuss the meanings.
3.While-speaking:
-Teacher observe, correct and then give marks.
Task 2
In the
Animals may have better food
YES
-Students read through sentences quickly.
Zoo of
Animals may suffer from dangerous diseases
NO
-Teacher gives new words.
The new
Animals may do what they want to
NO
-In pairs, students discuss the answers.

Kind
Animals may Develop
YES
-Observe and help the pairs be in difficulty.
Animals may feel better
NO
-Students give the answer and Teacher corrects
4.Post-speaking:
Task 3
1. Do you think animals in the new kind of zoos can live better ?
Yes, I think so. Because they are provided as natural environment as
-In groups, students discuss the answers.
posible.
2. Is it chap to reconstruct animals’ natural environment ?
No, it is not cheap to reconstruct animals’ natural environment
- Teacher and class correct the mistake and
3. Where can you see animals of various kinds, including wild ones ?
then give him / her marks.
We can see animals of various kinds, including wild ones in the new
kind of zoos.
Summarize the situation and grammar.
5. Homework:
Go through and learn the lesson.
-Teacher asks students to learn and prepare for
Prepare Unit 10 ( Cont ) - Listening.
the lesson.
Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


* Comments:

- Date of teaching: 31st Jan, 2007.
UNIT 10: CONSERVATION
- Period: 61
LESSON: LISTENING
I. Aim:
Help students be able to:
Listen and sequence events.
Listen and decide which statements are right – which are wrong.
Lissten and identify specific information..
II. Language contents:
a. Grammar:
b. Vocabulary:
Campfire ( n )
Spread ( v )
III. Techniques: The learner – centred approach, communicative approach.
IV. Teachings aids : Textbooks, cassette player and tapes.
V. Procedure:
Teacher’s and Students’ activities
Content
1.Warm up:
_Students answer the questions
Do you think that forests play an important role in our life ?
-Teacher helps students if necessary.

What can we do to conserve them ?
-Teacher guides students to the lesson.
2.Pre-listening:
-Teacher give students situations.
What can cause a forest fire ?
-Students ask and answer the given questions in
Forest
Campfire
Valuable
pairs.
Forester
Destroy
Awful
-Students listen and repeat the words.
3.While-listening:
-If necessary, ask students give their meanings.
Task 1
1. All of us must care . . . .
- Teacher reads the tapescript twice.
2. In late summer, fire is . . .
-Students listen and decide the order of the
3. A forest fire estroys . . . .
sentences.
4. A campfire near a heap . . . .
-Observe and help the pairs be in difficulty.
5. It’s an pleasant thing . . .
-Teacher corrects the mistakes.
Task 2
1.
F

- Teacher reads the tapescript twice.
2. F
-Students listen and decide which sentence is
3. T
TRUE or which is FALSE.
4. T
-Observe and help the pairs be in difficulty.
5. F
-Teacher corrects the mistakes.
Task 3
-If necessary, ask students give their meanings.
1.
B
- Teacher reads the tapescript twice.
2. A
-Students listen and choose the answer.
3. A
-Teacher reads the listening once more time.
4.Post-listening:
-Students give answers and teacher corrects
In groups, talk about how a forest fire amy start and what every
them.
camper ought to remember.
-In groups, ask students to discuss whales
5. Homework:
Go through and learn the lesson.
-Teacher asks students to learn and prepare for
Prepare Unit 10 ( Cont ) – Writing.
the lesson.
* Comments:

Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


- Date: Feb 2nd, 2007
UNIT 10: UNDERTHE SEAWORLD
- Period: 63
LESSON : WRITING
I. Aim:
Help students understand the contents and language in an invitation letter.
Pupils can write an invitation letter based on given words / phrases.
II. Language contents:
a. Grammar:
Would you like + infinitive
How about + V-ing
Do you feel like + V-ing
Are you free + V-ing
Why don’t you + bare infinitive
Can you / Shall you + bare infinitive
b. Vocabulary:
III. Techniques: The learner – centered approach, communicative approach.
IV. Teachings aids: Textbooks.
V. Procedure:
Teacher’s and Students’ activities
Content

1.Warm up:
dinner / evening / for / go / like / out / this / to / you / would ?
-Teacher asks students to finish the
Would you like to go out this evening for dinner ?
sentence.
1.
Have you ever written an invitation letter ?On which
-Teacher asks students some questions.
occasion ?
-Students listen and answer them.
2.
What do you often write in an invitation letter ?
3.
What are some expressions do you write in an invitation letter
?
-Ask students to see if there are any
2.Pre-writing:
new words.
Task 1
-Teacher asks students to look through
1. e
the column A and B.
2. g
-Teacher checks and gives the correct
3. a
answers.
4. h
-Students listen and practise in pairs.
5. I
-If necessary, check the words or

6. d
structures.
7. e
-Teacher asks students to fill in blanks.
8. b
-Teacher checks and gives the correct
answers.
-Students listen and practise in pairs.
-Teacher asks students look through the
form to check new words.

-Teacher asks students to complete the
letter individually.
-Observe and help the pairs be in
difficulty.
-Teacher checks and gives the correct
Lesson Plan 10 ( Basis )

3.While-writing: Task 2
1. are you free / Would you like
2. Would you like / Are you free to go / How about
3. Can you / why don’t you
4.Post-writing:
Dear Lan,
We haven’t met since you moved. I miss you a lot. We are both having
some days off the two terms soon. If you haven’t made any other plans, why
don’t we spend a weekend together ?
Do you eel like visiting the forest near my grandparents’ home again ? It
looks quite different now because very many young tress have been planted at
the Tree-planting Festivals.

Do come if you fin it possible and I ‘ll make all the preparations then.
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By: Nguyễn Thị Như Thủy

2006 - 2007


answers.
-Teacher asks students to learn and
prepare for the lesson.

Give my love to your parents.
Your friend,
Nam
5. Homework:
- Learn the lesson carefully.
- Prepare for: Language Focus.

* Comments:

- Date: Feb 2nd, 2007
UNIT 10: UNDERTHE SEAWORLD
- Period: 63
LESSON : WRITING
I. Aim:
Help students understand the contents and language in an invitation letter.
Pupils can write an invitation letter based on given words / phrases.
II. Language contents:
a. Grammar:

Would you like + infinitive
How about + V-ing
Do you feel like + V-ing
Are you free + V-ing
Why don’t you + bare infinitive
Can you / Shall you + bare infinitive
b. Vocabulary:
Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


III. Techniques: The learner – centered approach, communicative approach.
IV. Teachings aids: Textbooks.
V. Procedure:
Teacher’s and Students’ activities
Content
1.Warm up:
dinner / evening / for / go / like / out / this / to / you / would ?
-Teacher asks students to finish the
Would you like to go out this evening for dinner ?
sentence.
1.
Have you ever written an invitation letter ?On which
-Teacher asks students some questions.
occasion ?

-Students listen and answer them.
2.
What do you often write in an invitation letter ?
3.
What are some expressions do you write in an invitation letter
?
-Ask students to see if there are any
2.Pre-writing:
new words.
Task 1
-Teacher asks students to look through
9.
e
the column A and B.
10. g
-Teacher checks and gives the correct
11. a
answers.
12. h
-Students listen and practise in pairs.
13. I
-If necessary, check the words or
14. d
structures.
15. e
-Teacher asks students to fill in blanks.
16. b
-Teacher checks and gives the correct
answers.
-Students listen and practise in pairs.

-Teacher asks students look through the
form to check new words.

-Teacher asks students to complete the
letter individually.
-Observe and help the pairs be in
difficulty.
-Teacher checks and gives the correct
answers.
-Teacher asks students to learn and
prepare for the lesson.

3.While-writing: Task 2
4. are you free / Would you like
5. Would you like / Are you free to go / How about
6. Can you / why don’t you
4.Post-writing:
Dear Lan,
We haven’t met since you moved. I miss you a lot. We are both having
some days off the two terms soon. If you haven’t made any other plans, why
don’t we spend a weekend together ?
Do you eel like visiting the forest near my grandparents’ home again ? It
looks quite different now because very many young tress have been planted at
the Tree-planting Festivals.
Do come if you fin it possible and I ‘ll make all the preparations then.
Give my love to your parents.
Your friend,
Nam
5. Homework:
- Learn the lesson carefully.

- Prepare for: Language Focus.

* Comments:

Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


- Date: Feb 7nd, 2007
UNIT 10: UNDERTHE SEAWORLD
- Period: 64
LESSON : LANGUAGE FOCUS
I. Aim:
This period helps pupils review the usages of passive voice formand how to pronounce the sounds / b /
-/p/
II. Language contents:
a. Grammar:
The simple present passive:
S + am / is / are + V3/ED
The present continuous passive:
S + am / is / are + being + V3/ED
They are writing a report.
A report is being written by them.
The present perfect passive:
S + have / has + been + V3/ED

The simple future passive:
S + will / shall + be + V3/ED
They will write a report carefully.
A report will be written carefully by them.
b. Vocabulary:
III. Techniques:
The learner – centered approach
Communicative approach.
IV. Teachings aids : Textbooks.
V. Procedure:
Teacher’s and Students’ activities
Content
-Students work in pairs to complete the
1.Warm up:
sentences.
- Back / bed / brought / big / breakfast / Bernie / a / to / the.
-Students give the answers and Teacher
Bernie brought a big breakfast back to the bed.
corrects.
- put / purple / pool / the / paint / in / Pat.
-Pay attention to the pronunciation ? b / - / p/ Pat put purple paint in the pool.
-Teacher leads students to the new
2.Language focus:
lesson.
* Pronunciation: / b / - / p /
- Teacher reads the sound individually.
/b/
/p/
- Pupils listen to their teacher carefully.
Bee

Pea
Ban
Pan
- Teacher reads the words 2 or 3 times.
Bad
Paul
- Pupils listen to their teacher carefully.
Cab
Cap
- Pupils in pairs to read the words.
Bright
Provide
- Teacher walks around to help pupils be
Back
Power
in difficulty.
Practise these sentences:
- Pupils reads the words individually.
The simple present passive: S + am / is / are + V3/ED
- Teacher corrects and gives marks.
The present continuous passive: S + am / is / are + being
+ V3/ED
- Teacher show the form of the passive
The present perfect passive: S + have / has + been +
voice form.
V3/ED
The simple future passive: S + will / shall + be + V3/ED
-Students choose the best answer.
1. Pat buys Bill a big pad of paper.
Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


-Teacher observes and then corrects the
mistakes.

2. A black bee is picking some pollen.
3. Put the blouses in the paper bags.
4. Is this picture painted on the pupls’ caps ?
* Grammar and vocabulary:
- Teacher asks pupils to do the exercise 1. a. Activity 1:
Exercise 1:
- Pupils in pairs to complete the exercise 1.
1. were reported
- Teacher walks around to help pupils be
2. grow
in difficulty.
3. be spoken
- Pupils go to the board to write the
4. am not invited
answers.
5. are being built
- Teacher corrects and gives marks.
b. Activity 2:
Exercise 2

- Teacher asks pupils to do the exercise 2.
1. came / had started / were
- Pupils in pairs to complete the exercise 2.
2. is standing / is being photographed
- Teacher walks around to help pupils be
3. Have . . . been told ?
in difficulty.
4. was being laid / decided
- Pupils go to the board to write the
5. will be planted
answers.
c. Activity 3:
Exercise 3
- Teacher corrects and gives marks.
1. was organised
2. arrived
-Teacher asks pupils to do the exercise 3.
3. were met
4. taken
- Pupils in groups to complete the
5. had been changed
exercise 3.
6. had been put
7. was
- Teacher walks around to help pupils be
8. prepared
in difficulty.
9. made
- Teacher corrects and gives marks.
10. were served

3. Homework:
- Teacher asks pupils to learn the lesson
- Learn the lesson carefully.
at home.
- Prepare for: Unit 11: Reading.
* Comments:

UNIT 11: NATIONAL PARKS
Divisions of periods:
1. Reading.
2. Speaking.
3. Listening.
4. Writing.
5. Language focus.
- Date of teaching: 7th Feb, 2007.
UNIT 11: NATIONAL PARKS
- Period: 65
LESSON: READING
I. Aim:
Help students know how to:
Read and guess words in situations.
Read and answer questions about the reading.
Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007

Scan for information.
Summarize the reading by speaking and writing.
II. Language contents:
a. Grammar:
b. Vocabulary:
A national park ( n.p )
Locate ( v ) [lou'keit]: có trụ sở ở, nằm ở
the five-star hotel will locate on Thuy Van Beach: khách sạn năm sao sẽ nằm ở bãi
biển Thùy Vân
Establish ( v ) [is'tæbli∫]: lập, thành lập, thiết lập, kiến lập
to establish a government: lập chinh phủ
to establish diplomatic relations: kiến lập quan hệ ngoại giao
Contain ( v )
Species ( n ) ['spi:∫i:z] (sinh vật học) loài
a species of antelope: một loài linh dương
Abandon ( v ) [ə'bændən]
to abandon a hope: từ bỏ hy vọng
to abandon one's wife and children: ruồng bỏ vợ con
Orphan ( adj ) ['ɔ:fən]
an orphan nephew: một đứa cháu mồ côi
orphan home: nhà nuôi tre mồ côi
Orphanage ( n ) ['ɔ:fənidʒ]: ảnh mồ côi. trại mồ côi
he is living in an orphanage: hắn đang sống trong trại mồ côi
Sub-tropical ( n )
Temperate ( n )
Contamination ( n )
III. Techniques: The learner – centred approach, communicative approach.
IV. Teachings aids : Textbooks, and pictures.
V. Procedure:

Teacher’s and Students’ activities
Content
1.Warm up:
-Teacher asks students questions.
1. What can you see in these pictures ?
-Students asnwer questions.
We can see trees, plants, animals, mountains,caves.
-Teacher listens and corrects misteakes.
2. Where can they co-exit ( or live together ) ? in the mountain
-Teacher leads students to the new lesson.
or in the natuonal park ?
They coexit in the natuonal park.
2.Pre-reading:
-Teacher asks students questions.
Name some national parks in Vietnam you know
-Students asnwer questions.
or hear about ?
-Observe and help the pairs be in
Cuc Phuong, Cat Tien, Cat Ba, U Minh, Bach Ma.
difficulty.
What national park is located in your province ?
-Teacher listens and corrects misteakes.
Cat Tien is located in my province.
3.While-reading:
Task 1
-Teacher asks students to read silently and
1. establish
to do the given task.
2. contain
-Ask students to get the correct answer.

3. species
-Give students some help.
4. survival
-Ask students to give the answer.
5. sub-tropical
-If necessary, translate the structures into
6. contamination
Vietnamese.
Task 2
-

Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


-In pairs, let students ask and answer
questions about the reading.
-Observe and help the pairs be in
difficulty.
-If necessary, check the words or
structures.
-Give marks.
-Ask students to scan for specific
information.
-Ask students to give their paper to correct

in class and give marks.
-Observe and help the groups be in
difficulty.
-Teacher asks students to learn and
prepare for the lesson.
* Comments:

1. The area of the rainforest in Cuc Phuong National Park is
over 200 square km.
2. Because the rainy season is over.
3. They can learn about the habits of animals and how one
species is dependent on another for survival.
4. In the Orphanage, orphaned and / or abandoned animals
are taken care of.
5. Because of the toxic levels of chemicals in the water.
6. Some species of plants and animals will be destroyed.
4.Post-reading:
In three National Parks you’ve learnt what park
would you like to visit ?
I’d like to visit the Everglades National Park.
Why do government set up national parks in their
country ?
To protect wildlife.
Summarize the situation and vocabulary.
5. Homework:
Go through and learn the lesson.
Prepare Lesson: Unit 11 ( Cont ) - Speaking.

- Date of teaching: 9th Feb, 2007.
UNIT 11: NATIONAL PARKS

- Period: 66
LESSON: SPEAKING
I. Aim:
Help students be able to:
Use the conditonal sentences type 3.
Tell about the events in the past.
II. Language contents:
a. Grammar:
The conditional sentences: Type 3
IF clause: Past perfect tense: Had + V3/ED
Main clause: Conditonal perdfect: Would + have + V3/ED
o
If he had come, he would have met her.
o
He was lazy, so he failed the exams.
If he had not been lazy, he would not have failed the exams
b. Vocabulary:
Food poisoning ( n ) ['fu:d'pɔizniη]: sự ngộ độc thực phẩm
Pagoda ( n ) [pə'goudə]
Fine ( n ): tiền phạt
to impose a fine on someone: phạt vạ ai
III. Techniques: The learner – centred approach, communicative approach.
IV. Teachings aids : Textbooks, and pictures.
V. Procedure:
Teacher’s and
Students’ activities
Content
Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


-Teacher asks students a question.
-Students asnwer a question.
-Teacher introduces new words and
phrases.
-Teacher leads students to the new lesson.
-Teacher guides students with words and
phrases.
-In pairs, students discuss the meanings.
-Teacher observe, correct and then give
marks.
-Students give the answer and Teacher
corrects

-Teacher reads and students repeat the
models.
-Students read through sentences quickly.
-In pairs, students discuss the answers.
-Observe and help the pairs be in
difficulty.
-Students give the answer and Teacher
corrects
-In groups, students discuss the answers.
- Teacher and class correct the mistake and
then give him / her marks.

-Teacher asks students to learn and
prepare for the lesson.
* Comments:

Lesson Plan 10 ( Basis )

1.Warm up:
- Please tell me what you prepared for the last camp at
school.
Food, rinks, tents, candles, noodles, etc.
2.Pre-speaking:
Task 1
1. f
2. c
3. h
4. g
5. b
6. c
7. a
8. d
3.While-speaking:
Task 2
1. If we had brought enough food and drinks, we wouldn’t
have spent a lot of money eating in expensive
restaurants.
2. If some of us hand had food poisoning, we would have
enjoyed our visit.
3. If we had had a raincoat, we wouldn’t have got wet and
have got a cold.
4. If we had not thrown waste in the forest, we wouldn’t

have got a fine.
5. If we had stayesd there more than one day, we would
have been able to visit all the pagadas.
4.Post-speaking:
Task 3
We went to Huong Pagoda by coach and most of us got carsick.
If we had not gone by coach, we wouldn’t have got carsick.
Summarize the situation and grammar.
5. Homework:
Go through and learn the lesson.
Prepare Unit 11 ( Cont ) - Listening.

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By: Nguyễn Thị Như Thủy

2006 - 2007


- Date: Feb 14th , 2007
UNIT 11: NATIONAL PARK
- Period: 67
LESSON 3: LISTENING
I. Aim:
This lesson helps pupils ppracise their listening skill..
Pupils can use language in their real life.
II. Language contents:
a. Grammar:
b. Vocabulary:
- Officially

- Spanning
- According To
- Station
- Defeat
- Ethnic Minority
III. Techniques:
- The learner – centered approach.
- Communicative approach.
IV. Teachings aids : Textbooks, and pictures.
V. Procedure:
Teacher’s and Students’ activities
Content
- Teacher requires pupils to give some names of
1.Warm up:
National Parks in Viet Nam.
Write down some names of National Parks in Viet Nam.
- Cat Ba
- Pupils work in groups to write the names of
- Cat Tien
National Parks in Viet Nam
- Cuc Phuong
- Bach Ma
2.Pre-listening:
- Teacher asks pupils to answer the questions
Ask and answer the following questions.
- It is in the South West of Ha Noi
- Pupils work in pairs to to answer the questions
- It contains over 200 square km of rainforest.
- It is during the dry season.
- Teacher corrects their answers.

- Butterflies, caves mountains, and the 1000-year-old tree can be
seen there.
3.While-listening:
- Teacher reads some new words and pupils repeat Listen and repeat:
after their teacher.
- These words and phrases appear in the listening passage, listen
and repeat.
- Teacher asks pupils to read the task 1 carefully
- threatened and endangered species
.
- ethnic minority
- Teacher gives some new words.
- flora
- fauna
- Teacher read the tapescript two times.
- attack
- enemy
Task 1
- Pupils listen to their teacher and complete the
1. 1960
task 1.
2. 160 km south west of
- Pupils go to the board to show their answers.
3. 100,000 visitors
4. about 2,000; 450
- Other pupils give their comments on the
5. surprise attack
answers.
Task 2
- Teacher corrects and gives marks.

Listen again and then answer the following questions:
1. It belongs to 3 provinces: Ninh Binh, Hoa Binh and Thanh Hoa
- Teacher reads the tapescript two times.
2. It is about 16. km.
- Teacher calls some groups to go to the board to
3. They come there to see the work being done to protect
write their answers.
Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


- Pupils go to the board to write their answers.
- Teacher corrects and gives marks
- Pupils in groups to give their talks.
- Teacher walks around to help pupils be in
difficulty.
- pupils give their talks.
- Teacher corrects and gives marks.
- Teacher asks pupils to learn the lesson at home.

endanger species.
4. Nguyen Hue defeated the Qing invaders in the spring of 1789.
5. They live mainly on bee keeping and farming.
4.Post-listening:
- Talk about the special features of Cuc Phuong National Park.

5. Homework:
- Learn the lesson carefully.
- Prepare for: writing.

* Comments:

- Date: Feb 14th, 2007
UNIT 11: NATIONAL PARK
- Period: 68
LESSON 4: WRITING
I. Aim:
This lesson helps pupils ppracise their writing skill.
Pupils can use language in their real life.
II. Language contents:
a. Grammar:
b. Vocabulary:
III. Techniques:
- The learner – centered approach.
- Communicative approach.
IV. Teachings aids : Textbooks, and pictures.
V. Procedure:
Teacher’s and Students’ activities
Content
- Teacher shows a n envelop and a stamp then 1.Warm up:
gives some questions.
- What is that?
- Pupils in groups to answer the teacher’s
- How often do you write it?
questions.
- Who do you often write it?

2.Pre-writing:
Task 1
Below are some common ways of accepting or refusing an invitation.
- Teacher asks pupils to work in groups to
Read them and fill each of the notes with a suitable expression.
finish the task 1.
1. accepting: I’d like to
- Pupils work in groups to do the task 1.
2. refusing: I’m afraid I can’t come because …
- Teacher walks round to help pupils be in
3. accepting: That is a great idea.
difficulty.
- Pupils go to the board to show their answers. 3.While-writing:
Task 2
- Teacher corrects and gives marks.
Rearrange the following sentences to make a letter accepting an
invitation to spend a weekend in the country .
- Teacher asks pupils to work in pairs to
1. d
complete the task 2.
2. e
- Pupils work in groups to do the task 2.
3. c
- Teacher walks round to help pupils be in
4. a
difficulty.
- Pupils go to the board to show their answers. 5. f
6. b
4.Post-writing:
- Teacher corrects and gives marks.

Task 3
Write an reply letter declaring his / her invitation.
- Teacher asks pupils to write a letter.
Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


- Pupils individually to write the letter.
- Pupils go to the board to write.
- Teacher corrects their mistakes and gives
marks.
- Teacher asks pupils to learn the lesson at
home.

Dear Thanh,
Thank you for inviting me to join your picnic to Cuc Phuong National
Park, I’d like to but I cannot because I’m very busy learning my old
lessons to prepare for my coming test.
Let’s go another time.
Love,
Lien
5. Homework:
- Learn the lesson carefully.
- Prepare for: Language focus.

Comments:

Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


- Date: February 28th, 2007
UNIT11: NATIONAL PARK
- Period: 69
LESSON 5: LANGUAGE FOCUS
I. Aim:
- Pupils can pronounce correctly the two sounds / t /
/d/
- Pupils can use the conditional sentence type 3.
II. Language contents:
a. Grammar: the conditional sentence type 3.
b. Vocabulary:
III. Techniques:
The learner – centered approach
Communicative approach.
IV. Teachings aids : Textbooks.
V. Procedure:
Teacher’s and Students’ activities
Content
- Teacher reads the words.

1.Warm up:
- Pupils listen and write down.
- Team, toe, ten, top, tooth, plant, protect.
- Teacher asks pupils to pick the sounds
- Door, damage, doctor, depend.
that they heard.
+ The sounds: /t/ , /d/
- Pupils pick out the sounds
2. Language focus:
- Teacher reads the sound individually. * Pronunciation: /b/
/p/
- Pupils listen to their teacher
/t/
/d/
carefully.
Topic
Spend
- Teacher reads the words 2 or 3 times.
Contain
Lived
- Pupils listen to their teacher carefully.
Plant
Depend
- Pupils in pairs to read the words.
Worked
Invader
- Teacher walks around to help pupils
Toxic
Difficulty
be in difficulty.

- Pupil reads the words individually.
hoped
Documentary
- Other pupils correct.
- Practise these statement
- Teacher corrects and gives marks.
1.It’s next to the restaurant on the third floor.
2. They’re on the next counter on your left, dear.
- Teacher asks pupils to do the exercise * Grammar and vocabulary:
1.
- Pupils in groups to complete the
a. Activity 1:
exercise 1.
Exercise 1
- Teacher walks around to help pupils
1. had known
be in difficulty.
2. had had
3. would have gone
4. would have passed
- Pupils go to the board to write the
5. could have enjoyed
answers.
6. had known
7. had stopped
- Teacher corrects and gives marks.
8. had called
- Teacher asks pupils to do the exercise b. Activity 2
Exercise 2
2.

1. If the river in front hadn’t stopped so suddenly, the accident wouldn’t
- Pupils in groups to complete the
have happened.
exercise 2.
2. If I had known that Lam had to get up early, I would have woken him up.
- Teacher walks around to help pupils
3. If Hoa hadn’t lent me the money, I wouldn’t have been able to buy the
be in difficulty.
car.
- Pupils go to the board to write the
4. If Mary hadn’t been wearing a sea belt, she would have been injured.
answers.
5. If you had had breakfast, you wouldn’t be hungry now.
- Teacher corrects and gives marks.
6. If I had had some money on me, I would have got a taxi.
- Teacher gives the form and the way to
c.
Activity
3:
use the conditional type 2.
Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007


- Teacher gives some examples.

- Teacher asks pupils to do the exercise
3.
- Pupils in groups to complete the
exercise 3.
- Teacher walks around to help pupils
be in difficulty.
- Pupils go to the board to write the
answers.
- Teacher corrects and gives marks.
- Teacher asks pupils to learn the
lesson at home.
* Comments:

Exercise 3
1. If I had been working at the restaurant last night, I would have waited
on your table.
2. If they had been paying attention, they would have seen the sign
marking their exit from the highway.
3. Carol would have answered the phone if she hadn’t been studying.
4. If the sun hadn’t been shining, we wouldn’t have gone to the beach
yesterday.
5. If the music hadn’t been playing loudly at the restaurant, I would have
heard everything Mr. Lee said during the dinner.
3. Homework:
- Learn the lesson carefully.
- Prepare for Test Yourself D.

Date: February 28th,2007
TEST YOURSELF D
Period: 70

I) Aim:
- This lesson helps pupils review what they have learnt.
- Pupils can use language in their real life.
II) Language contents:
1. Grammar:
- Conditional sentence type 2
- Passive voice
- Conditional sentence type 3
2. Vocabulary:
III) Techniques
- Communicative approach.
- Learner centered approach.
IV) Teaching aids:
- Textbook, pens, chalks.
V) Procedure:
Teacher’s and pupils’ activities
Content
I) Warm-up:
T asks ps some questions
- Do you usually watch TV in evening?
Ps answer the teacher’s questions
- Did you prepare the lesson at home?
II) Exercise:
- Teacher asks pupils to read the questions.
1. Activity 1: listening – listen and answer the questions.
1.They go to a national park to enjoy nature.
- Pupils in groups to read the questions.
2. It became a national park in 1872.
- Teacher reads the tapescript 2 times.
3. No, It isn’t. It’s the world’s largest park.

- Pupils listen and answer the questions
4. It has about 70 geysers.
- Teacher walks around to help pupils be in
5. They mustn’t pick the flowers, feed or hunt the animal.
difficulty.
2. Activity 2: Reading. Read the passage and answer the questions.
- Pupils gives the answers- Others corrects.
Exercise 1
- Teacher corrects at last and gives marks.
a. junk and litter
b. landscape
- Teacher divides class into six groups.
c. highway
- Pupils work in groups to read the passage.
d. healthy
Exercise 2
- Pupils answer the questions.
Lesson Plan 10 ( Basis )

- 24 -

By: Nguyễn Thị Như Thủy

2006 - 2007


- Pupils go to the board to show their answers.
- Other pupils correct the answers.
- Teacher corrects at last and gives marks.
- Teacher asks pupils to complete exercise 3

(grammar)
- Pupils in groups to fill in the blanks.
- Teacher walks around to help pupils be in
difficulty.
- Pupils go to the board to show their answers.
- Other pupils correct the answers.

- Teacher corrects at last and gives marks.

- Teacher asks pupils to write a letter to invite
a friend for the party.
- Teacher walks around to help pupils be in
difficulty.
- Teachers call 4 pupils to go the board to
show their own letters.
- Other pupils correct the letters.
- Teacher corrects at last and gives marks.
- Teacher asks pupils to learn the lesson
carefully.

a. T
b. T
c. F
d. F
e. T
f. T
3. Activity 3: Grammar.
1. has been cleaned
2. Have been turned on
3. are waiting

Exercise a

Exercise b

1. knew
2. would help
3. knows

Exercise c
1. decided
2. to stay
3. would have gone out
4. hadn’t been
4. Activity 4: Writing:
Dear Alex,
You will be delighted to know Father is giving a party to celebrate
the new year. He has invited some of our relatives and his friends to
make the party a success.
I too have invited a number of my friends in the neighbourhood.
Mother has asked me to tell you to come home for the new year
celebration.
I’m sure you will be here in time to share the fun with us on that
day.
Your sister,
Helen.
III) Homework:
- Through the lesson and prepare for the one period test.

* Comments:

Lesson Plan 10 ( Basis )

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By: Nguyễn Thị Như Thủy

2006 - 2007