Giao an Tieng anh 10-Ban co ban

Sở giáo dục và đào tạo Thanh Hóa
Trờng thpt lơng đắc bằng
LESSON PLANS
GRADE: 10
Họ và tên : Hồ Minh Thái
Tổ Tiếng Anh
2008 -2009
Period 1:
INTRODUCTION
Date: 21/8/08
I. Aims:
- To introduce the textbook- English 10
- To introduce the way of testing.
- To set up some class regulations.
- To give a fifteen- minute test.
II. Procedures:
1. Textbook introduction:
a. Contents: - Six themes:+ You and me
+ Education
+ Community
+ Nature and the environment
+ Recreation.
+ People and places.
- Sixteen units.
b. The Structure of the book: - There are sixteen units . In each unit , there are five main
parts:
+ Reading
+ Speaking
+ Listening
+ Writing

+ Language focus: - Pronunciation
- Grammar and vocabulary.
2. The system of testing.
3. Class regulations.
4. A fifteen- minute test.
I. Complete the following sentences with the correct form of the verbs in
brackets
1. The sun always (rise) .............. in the east. Look, it (rise) .........................
2. I don't think I (go) ...................... tonight. I'm too tired.
3. Where you ( spend) ........................... your summer holiday last year, Tam?
4. Mai ( be) ............... very happy when she (receive) ............a letter from her sister
this morning.
5. Would you like (join) ................. my class next Sunday? We( visit) ............ the
local museum.
II Complete the second sentence so that it has a similar meaning to the first one.
1. I haven't been to Portugal since 1990.
I last .................................................
2. When did you start your course?
How long have ...................................
4. I know it belongs to them , because there's a label on it.
I know it's ....................................................................
5. I recognized him at once.
At once I knew ............................................................
8. The phone call interrupted my breakfast.
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I was ..........................................................................
III. Choose the best answer
1. The boy like ( playing/ play) games but hate ( doing/ do) lessons.
2. Please stop( talking/ to talk/ talk); I'm trying ( to finish/ finishing/ finish) a letter to
the Y& Y Green Group.

3. His doctor advised him( to give/giving) ( to smoke/ smoking).
4. By (working/ to work) day and night he succeeded in ( finishing/ to finish) the job in
time.
5. After filling in the form , please (bring/take) it back to me.
6. The tourist needs ( finding/ to find) the police station because he has lost money.
7. is he able (can join/ to join) the Y & Y Green Group?
8. He doesn't enjoy ( playing/ to play) basketball.
9. Let him (does/ do) what he wants.
10. My mother is busy ( to cook/ cooking)
 LESSON PLAN 10 
Unit 1. Theme: A day in the life of ...
Perio d 2 . A. READING
Time: 45 minutes Date: 21/8/08
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I. Objectives:
1. Aims: - Students read and guess the meaning of words in contexts.
- They read and answer questions about the texts.
- They practise scanning specific information in the texts
2. Knowledge:
- General knowledge : A day in the life of a farmer.
- Language: - Words concerning farming.
- The present simple tense.
II. Methods: integrated, mainly communicative.
III. Anticipated problems: no problems
IV. Teaching aids: - picture, board, chalks, textbook, handouts
V. Procedures:
Teacher's activities Students' activities
1. Warm- up :( 5 mins)
+ Aims: to introduce the topic of the
lesson and to raise sts' interest.

- Ask sts to close their books
- Deliver handouts, and ask sts to match a
noun in column A with a phrase in column
B.
A B
1. a teacher a. does homework
2. a doctor b. works in the
field
3. a student c. delivers letters
4. a postman d. looks after
patients
5. a farmer e. gives lessons
- Ask sts to match quickly in one minute,
then ask some sts to stand up to answer T's
quetions.
- After the last question, T introduces the
new lesson.
2. Before you read:( 10 mins)
- Aims: to revise the present simple and to
provide sts with some new words.
- Ask sts to open their books and look at
"Before you read" , explain what they are
going to do.
- Do the first example.
T: What time do you often get up?
- Ask sts to work in pairs to ask and answer
about their daily routine, using the cues in
the textbook.
- Ask them to work in 3 minutes,
- close their books

- match two columns
T : What does a teacher do?
S1 : He gives lessons
T : What does a doctor do?
S2 : He looks after patients.
.........
T : What does a farmer do?
S5 : He works in the field.
S: I often get up at six
S1: What time do you often go to
school?
S2: I often go to school at 6.30
S3: What time do you often have
breakfast?
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meanwhile T moves round to help if
necessary.
- Ask some pairs to report.
- Ask sts to look at the picture in the
textbook and guess the man's job.
- Introduce the topic of the reading passage:
" A day in the life of a farmer"
- Introduce some new words:
- plough (v) ( the action of the man in the
picture)
- 'harrow (v) : bõa
- a plot of land (n) ( point at the picture)
- 'peasant (n) : a poor farmer
- pump(v) : b¬m
- trans'plant (v)( use 2 words"plant" and

"trans-" to explain).
do the transplanting
- Ask sts to listen and repeat these words
twice, then ask some sts to read again.
3. While you read:( 20 mins)
- Aims: Sts practise reading
+ Task 1:
- Ask sts to read the passage about a
farmer, Mr. Vy and his wife, Mrs. Tuyet.
and do Task1.
- Ask sts to work individually in 5 minutes
to do this task.
- Guide sts to read through the passage ,
then focus on only the sentences
surrounding the italicised words to do the
task effectively.
- Ask them to share their ideas with their
parners.
- Ask 4 sts to stand up to answer , then give
remarks.
- Translate number 4 into Vietnamese in
case sts do not know the word " contented
with" and three options.
+ Task 2:
- Ask sts to read the passage again and
answer the questions about Mr. Vy and
Mrs. Tuyet.
- Ask them to work in pairs , one asks and
one answers.
- Move round to make sure that all sts are

working and to help them if necessary.
- Ask some sts to report and give feedback.
S4: I often have breakfast at 6.15.
............
S11: What do you often do in the
evening?
S12: I often do my homework.
S: I think he is a farmer.
- Listen and repeat.
- plough - peasant
- harrow - pump
- a plot of land - transplant
1. C
2. C
3. A
4. A
S1: What is Mr. Vy's occupation?
S2: He is a farmer.
S3: What time does he get up and what
does he do after that?
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+ Task 3:
- Ask sts to read the passage again , and
explain what they are going to do.
- Ask them to complete the note in 7
minutes, then discuss their answers with
their partners.
- Ask three sts to report their answers
aloud.
- Check and give remarks.

- Work in groups to discuss.
- Ask one member of their groups to report
if possible.
4. After you read:( 9 mins)
- Aims: to help sts to consolidate what
they have read.
- Ask sts to close their books.
- Ask them to work in small groups of three
or four to talk about Mr. Vy and Mrs.
Tuyet's daily routines basing on their note
in Task 3.
- Encourage them to use their own words.
- Ask one or two pairs to report.
5. Homework:( 1 min)
- Ask sts to write full passage about Mr. Vy
S4: He gets up at 4.30, then he goes
down to the kitchen to boil some water
for his morning tea.
S5: What does he do in the morning?
S6: In the morning he ploughs and
harrows his plot of land, drinks tea and
smokes local tobacco during his break.
S7: What do Mr. Vy and his wife do in
the afternoon?
S8: They repair the banks of their plot
of land. Mr. Vy pumps water into it
while his wife does the transplanting.
S9: Are they happy with their lives or
not? Why?
S10: Yes, they are. Because they love

working and they love their children.
- In the morning:
+ 4.30: The alarm goes off and Mr. Vy
gets up, goes down to the kitchen, boil
water for tea, has a quick breakfast,
leads the buffalo to the field.
+ 5.15: he leaves the house
+ 5.30: he arrives in the field, ploughs
and harrows his plot of land.
+7.45: He takes a rest
+ 10.30: he gose home
+ 11.30: he has lunch with his family.
- In the afternoon:
+ 2.30: they go to the field again, repair
the bank of the plot of land. He pumps
water into it, she does the transplanting.
+ 6.00: they finish work.
+ 7.00: they have dinner.
- After dinner:
+ They watch TV, sometimes they see
their neighbours for a cup of tea and
chat with them.
+10.00: they go to bed.
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and Mrs. Tuyet basing on what they have
discussed in Post- Reading.
Unit 1. Theme: A day in the life of ...
Perio d 3 . B. SPEAKING
Time: 45 minutes Date: 21/8/08
I. Objectives:

1. Aims: - Students work in pairs to ask and answer about one’s daily activities using a
timetable or pictures
- They can talk about their daily routines.
2. Knowledge:
- General knowledge: A day in the life of a student.
- Language: - Words concerning school subjects.
- The way to tell clock time.
- The present simple tense.
II. Methods: integrated, mainly communicative.
III. Anticipated problems:
- Problems: Students may forget the names of school subjects and the way to tell
clock time.
- Solutions: teacher should recall these words before they practise speaking.
IV. Teaching aids: - picture, board, chalks, textbook, handouts
V. Procedures:
Teacher's activities Students' activities
1. Warm-up:( 5 mins)
- Aims: to revise the names of school
subjects .
- Ask sts to close their books.
- Deliver the first handout.
A B
1. Civic education a. to¸n häc
2. Technology b. vËt lý
3. Maths c. tin häc
4. Literature d. thÓ dôc
5. Physics e. ®Þa lý
6. Biology f. gi¸o dôc
c«ng d©n
7. Chemistry g. v©n häc

8. Physical education h. lÞch sö
9. Geography i. C«ng nghÖ
10. History j. sinh häc
11. Informatics k. ho¸ häc
- Ask them to match one item in column
A with one item in column B.
- Ask them to work in groups in 2
minutes, then check this exercise in
chorus.
- Ask sts to read aloud the names of these
subjects in chorus.
2. Presentation:( 9 mins)
- Close their books.
- Work in groups of three or four to
match as quickly as possible.
- Speak aloud their answers:
1-f ; 2-i ; 3 - a; 4 - g; 5 - b; 6 - j;
7 - k; 8 - d; 9 - e; 10 - h; 11 - c.
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- Aims: to introduce the verb tense and
the way to tell clock time.
- Introduce briefly what sts are going to
do in this lesson.
- Ask sts about the verb tense to use in
talking about daily routines.
- Remind sts of some rules of the present
simple tense.
- Recall the way of telling time.
T: ( write on the board) 7.30 ans ask a st
to read it aloud.

- Write some more examples and ask sts
to read aloud.
- Ask sts about the question :
- Ask sts to make question for the
following sentence:
" Mai goes to school at 6.30 a.m"
- Ask sts to give more examples.
3. Controlled- practice:( 20 mins)
- Aims: Sts practise speaking in pairs
+ Task 1:
- Ask sts to open their books.
- Introduce the requirement of the task.
- Ask sts to look at the timetable in the
textbook and read through it.
- Do the first example with a student.
T: What time does Quan have a Civic
Education lesson on Monday?
T: What lesson does Quan have at 7.15
a.m on Monday?
- Ask the whole class to read these
sentences again.
- ask two pairs to read again.
- Ask sts to work in pairs in 10 minutes to
ask and answer about Quan basing on the
timetable.
- Move round to hepl sts and to correct
any mistakes if there are.
- Ask five pairs to report because of the
time limit.
- Listen and give remarks.

+ Task 2:
- " Quan is at school in the morning, and
- The present simple tense.
S: seven thirty or half past seven.
S: The question begins with " What
time..........?"
S: What time does Mai go to school?
- Open the textbook.
- Listen to the teacher.
- Look at the timetable and try to
understand it.
S: He has a Civic Education lesson at
7.15a.m
S: At 7.15 on Monday he has a Civic
Education lesson.
S1: What time does Quan have a
Literature lesson on Tuesday?
S2: He has a literature lesson at 8.05
a.m
S3: What lesson dose Quan have at
10.40 a.m on Thursday?
S4: he has a Chemistry lesson.
S5: What time does Quan have a
Physics lesson on Wednesday?
S6: He has a Physics lesson at 9.55 a.m
S7: What lesson does Quan have at
8.55 on Friday?
S8: He has an English lesson.
S9: What time does Quan have a Class
Meeting on Sarturday?

S10: He has a class meeting at 10.40
a.m.
- look at pitures in task 2 and think of
the phrases to talk about Quan's
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what does he do in the afternoon? Please
look at pictures in task 2"
- Ask sts to work in pairs to ask and
answer about Quan's activities.
- do the first example:
T: ( look at picture 1) What does Quan
do at 2.00 p.m?
- Ask sts to work in the same way, remind
sts to use the present simple tense with
the third person.
- Move round to control the activity and
to help sts if necessary.
- After sts have discussed, T can aks a
student to talk about all Quan's activities
in the afternoon.
4. Free practice:( 10 mins)
- Aims: sts practise speaking freely, they
can express their own ideas.
+ Task 3:
- Ask sts to think about themselves, and
then work in small groups to tell their
friends about their daily routines. -
Remind sts that they are using the present
simple with the first person.
- Move round to check the activities and

to make sure that sts are working
effectively.
- Ask one or two sts to report in front of
the whole class.
- check and give remarks.
5. Homework: ( 1 min)
- Write a paragraph ( about 80 words)
about their daily routines in their
workbook.
activities.(eg: do his homework, get
up,etc)
S: He gets up at 2.00 p.m
" At 2.00 p.m Quan gets up, he starts
to study at 2.15 p.m. he studies until
4.30 and then he watches T.V. At 5.00
he rides to the football yard. At 5.15
he begins playing football. He goes
home at about 6.30 p.m......."
- Think about theit daily activities and
talk to their friends.
- Try to use English to talk.
Unit 1. Theme: A day in the life of ...
Perio d 4 . C. LISTENING
Time: 45 minutes Date: 21/8/08
I. Objectives:
1. Education aims: Students know how hard manual labourer in Vietnam work and
appreciate them.
2. Knowledge:
a. General knowledge: A day in the life of a cyclo-driver.
b. Language: - The present simple tense.

- Words concerning the cyclo- driver's work.
3. Skills: + Listening comprehension.
- Students listen and number the pictures in their correct order.
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- Students listen and decide whether the staments are true or false.
+ Speaking: - Students work in pairs to ask and answer about the information in the
listening text.
II. Anticipated problems:
+ Problems:
- Students may do not know some works in the listening text.
- They do not know where to focus on the listening text.
+ Solutions:
- Teach new words in advance.
- Guide students to guess the answers before they listen.
III. Teaching aids: - Tape, board, chalk, textbook.
IV. Procedures:
Teacher s activities’ Students activities’
1. Homework checking:( 5 mins)
Two sts tell the whole class about their
daily routines
2. Before you listen:( 10 mins)
Aims: focus sts on the topic and review/
introduce the words and phrases used to
describe a cyclo driver s daily activities.’
a. T asks sts to work in groups and make a
list of vehicles and the people who operate
them, then compare their list with other
groups’

- Introduce the topic of the listening text:

‘A day in the life of a cyclo driver’ and
asks sts to open their books.
- Ask sts to work in pairs to ask and answer
the questions in the textbook
Have you ever traveled by cyclo?
When was it?
Is it interesting to travel by cyclo?
Which do you prefer, going by
bicycle or by cyclo? Give reasons.
- Move around to help sts then ask some
pairs to report.
- Give remarks.
b. T asks S to look at the words in the book
and read after T .
- Introduce some new words
- 'passenger (n): (in the pictures)
- 'district (n): e.g.: Ba Dinh district,
Thanh Mien district
- drop (v): when the passenger gets off
the cyclo.
- work in groups and recall the
vehicles and their operators then make
a list on a sheet of paper
- compare theirs notes.
- listen to the T and open their books
- Work in pairs to ask and answer.
- Some pairs stand up and report.
S1: Have you ever traveled by cyclo?
S2: Yes, I have.
S3: When was it?

S4: Last summer holiday...
S5: Is it interesting to travel by cycle?
S6: Yes, it is.
S7: Which do you prefer, going by
bicycle or by cyclo?
S8: I prefer traveling by cyclo
because I have time to look around
and I m not tired’ .
- look at the words and read after T .
- copy the words and phrases.
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- 'pedal (v) = cycle (v)
- 'purchases (n) = the shopping: The
things someone has bought
- food stall (n) : (In the picture)
- Read the words aloud and asks sts to
repeat.
- Ask some sts to read the words again.
3. While you listen:( 20 mins)
+ Task 1:
Aims: Practise listening and ordering
pictures.
- Ask sts to work in pairs, look at the
pictures in the textbook and describe each
picture.
- Do the first example:
In the first picture, a cyclo driver is
cycling his cyclo and taking a woman to
somewhere.
- Introduce the situation about Mr. Lam, a

cyclo driver in Hochiminh city talking
about his daily routines. T asks sts to listen
to the tape/ teacher and number the pictures
in the correct order.
- play the tape/ read the text twice.
- Ask sts to share their answers in pairs.
- Get sts’ answers.
- play the tape once again, stop where
necessary and conduct the correction.
+ Task 2:
Aims: Practice listening for specific
information by deciding if the given
statements are true or false.
- ask sts to have a look at the statements
and read them in pairs and make sure they
understand the statements.
-Ask sts to listen to the tape/T again and
tick the box to indicate if the statements are
true or false.
- Ask sts to compare their answer in pairs.
- Checks sts’ answers.
- Play the tape once again, stop where
necessary and conduct the correction.
4 . After you listen:( 9 mins)
- Ask sts to work in pairs and use the
suggested words to ask and answer about
- listen and repeat.
- Some individuals read the words
aloud
- look at the pictures and listen to the

T.
- describe the other pictures in pairs.
- listen to the teacher.
- listen to the tape / the teacher and do
the task
- Share their answers.
- give feedback.
- check their answers , and then
correct their work if they have any
wrong answers.
Key: 5 – 6 – 1 – 3 – 2 – 4
- Read the statements , underline the
key words in each sentence.
- Try to guess whether each sentence is
true or false.
- Listen and do the task.
- Share their answers with their
partners.
- Give answers.
- Listen again and check.
Key: 1F; 2T; 3F; 4F; 5F.
- Work in pairs to ask and answer
questions such as:
" What is the man's name?"
" What does he do?"
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the cyclo driver.
- Move round to check the activities and to
make sure that sts are working effectively.
- Ask one or two sts to retell the cyclo

driver’s routines in front of the whole class.
- Check and give remarks.
5. Homework: ( 1min)
- Write a short paragraph about Mr. Lam's
routines
.............
Unit 1. Theme: A day in the life of ...
Perio d 5 . D. WRITING
Time: 45 minutes Date: 5/9/08
I. Objectives:
1. Education aims: Students write a narrative.
2. Knowledge:
a. General knowledge: - Writing about a hotel fire.
b. Language: - The past simple tense.
- Connectors (time expressions)
3. Skills: + Reading: Students read a passage to find the verbs in the past simple and
the connectors.
+ Writing a narrative using the prompts.
+ Speaking: - Students discuss in groups to share their answers.
II. Anticipated problems:
+ Problems:
- Students may not know some expressions in the tasks.
+ Solutions:
- Explain these words/ expresssions in advance.
III. Teaching aids: - A picture, board, chalk, textbook.
IV. Procedures:
Teacher's activities Students' activities
1. Warm- up:( 5 mins)
Aims: To raise students' interest.
-Show a picture that teacher prepared

in advance about the explosion in
Twin Towers in 2001.
- Ask some questions:
T: What is happening ?
T: Do you know where it happened?
T: When did it happen?
T: How did it happen?
- Tell sts that they are going to write a
narrative of past events.
2. Before you write:( 20 mins)
- Aims: to provide sts with the
materials ( vocabulary, grammar,
form) to write.
+ Task 1:
- Look at the picture.
S: The buildings are on fire.
S: It happened in the U.S.A
S: It happened on September 11th ,
2001
S: Two planes carrying bombs crashed
into two buildings and killed a lot of
people.
- Look at Task 1.
- Read through the passage individually
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- Ask sts to look at Task 1 .
- Ask them to read through the passage
in two minutes to get the main idea.
- Ask one student to report.
- Explain some new words/ phrases in

the passage:
+ stare death in the face ( explain the
meaning of each word ,then let sts
guess the meaning of the whole
phrase)
+ 'fasten(v)( demonstrate)
+ dip (v) : move to a lower level.
- Ask sts to listen and read these words
again.
- Ask them to read the passage again
more carefully and do task 1 in 5
minutes.
- Move round to make sure that all sts
are working.
- Ask them to share their answers with
their partners.
- Check the task by asking two sts to
report.
- Give remarks.
+ Task 2:
- Ask sts to read the passage again and
in groups to do task 2.
- Divide the class into three regions:
one identifies the events, one identifies
the climax and the rest identifies the
conclusion.
- Ask sts to work in only 2 minutes.
- Ask three representatives of three
groups to report.
- Draw the conclusion about writing a

narrative.
+ Form: 3 parts: - introduction.
- body: events, climax
- conclusion
+ Verb tense: the past simple tense.
+ Connectors: at that time, on that
day,then, after that, a few minutes
later, until, etc.
- Ask sts to do task 3 but before that
explain some new words:
+ 'discotheque (n) : disco
+ choke (v): to be unable to breath
.
- S: The most frightening experience of
the writer's life when he(she) travelled
on a plane on 14th July 1995.
- Listen and repeat:
+ stare death in the face
+ fasten
+ dip
- Read the passage again and do task 1.
+ Verbs used in the past simple: stared,
was, arrived, got, took off,
began,thought, were told, seemed,
realised, were, screamed, thought,
had, felt, gained, announced, landed.
+ Connectors( expressions of time): on
that day, at first, then, a few minutes
later.
- work in groups.

- Report the answers:
+ The events: people got on plane,
plane took off, hostesses were just
beginning to serve lunch when plane
began to shake, plane seemed to dip,
people screamed in panic.
+ The climax: We thought we had only
minutes to live.
+ The conclusion: the pilot that
everything was all right, we landed
safely, it was the most frightening
experience of my life.
- Listen and repeat these words.
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- Ask sts to listen and read these words
again.
3. While you write:( 10 mins)
- Aims: students practise cotrolled-
writing.
+ Task 3:
- Ask sts to build up a narrative about
a hotel fire using the prompts.
- Ask them to work individually.
- Move round to conduct the activity
and to note down sts' mistakes.
- Ask sts to share their answers with
their partners.
4. After you write:(9 mins)
-Aims: to get feedback.
- Ask sts to report their work sentence

by sentence.
- Remind sts that they should use the
past simple to write.
5. Homework( 1min)
- Ex 1, 2 (page 9)
- Write the passage into their
notebooks.
Last year I spent my summer holidays
at a seaside town. The hotel was
modern and comfortable. I had a
wonderful holiday until the fire.
It was Saturday evening and everyone
was sitting in the discothequeon the
ground floor.
It was crowded with people. They were
dancing and singing happily. Suddenly
we smelt smoke. Then black smoke
began to fill the room. Everybody
started to scream in panic. People ran
away toward the fire exits. One door
was blocked. Many people began to
cough and to choke.
Then just as we thought we had only
minutes to live, the fire brigade
arrived. Firemen fought their way into
the room and soon everyone was
safely out of the building. Luckily,
nobody was seriously hurt. It was the
most frioghtening experience of my
life.

Unit 1. Theme: A day in the life of ...
Perio d 6. D. LANGUAGE FOCUS
Time: 45 minutes Date: 5/9/08

I. Objectives:
1. Education aims: - Students can distinguish the sound / / from the sound /i:/
and pronounce them correctly.
- Students revise the present simple tense and the past simple tense.
2. Knowledge:
1. General knowledge: - a person's hobby and the narrative of a camping trip.
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2. Language: - Pronunciation: / / and /i:/
- The present simple tense.
- Adverbs of frequency
- The past simple tense.
3. Skills: + Reading: - Read sentences aloud.
-Read the passages silently to do the exercises.
II. Anticipated problems:
+ Problems: - Students may have difficulty in pronounce / / and /i:/ correctly.
+ Solutions: - Explain carefully the diference between two sounds .
III. Teaching aids: - board, chalk, textbook.
IV. Procedures:
Teacher's activities Students' activities
1. Homework checking.( 7 mins)
- Ask one student to do exercise 1
(page 9) on the board.
- Check Ex 2 with the whole class.
Check this exercise sentence by
sentence.
- Give remarks and marks.

2. Pronunciation:( 17 mins)
- Aims: to introduce the two sounds
and to help sts to read these sounds
correctly.
- Introduce two sounds / / and /i:/.
- Read each sound twice and then ask
sts to listen and repeat.
- Ask sts to look at the book, then
listen and repeat.
- Ask sts to practise reading these
words in groups.
- Ask some sts to read aloud and give
remarks.
- Ask sts to look at part 2 and tell sts
what they are going to do.
- Do the first example:( read the
sentence aloud and underline the
sounds)
1. Is he coming to the cinema ?
/ɪ/ /ɪ/ /ɪ/ /ɪ/
- Ask sts to work in pairs to practise
Exercise1:
1. I first went to school when I was six
years old.
2. My father held my hand firmly and
took me to the school gate.
3. I was frightened by all the strange
faces and the large buildings.
4. I quickly found another gate on the
other side of the playground.

.........
Exercise 2:
1. Last summer 5. so
2. In the morning 6. At first
3. Once in a while 7. in the end
4. However 8. On the whole
- Look at the board.
- Listen to the teacher and then listen
and repeat / / and /i:/
- Listen and repeat.
/ɪ/ / i:/
hit kick heat repeat
bit click beat read
little interested meat eaten
2. We 'll miss the begining of the film.
3. Is it an interesting film, Jim?
( sound /ɪ/)
4. The beans and the meat were quite
cheap.
15
reading and to find the sounds in the
rest sentences.
- Remind them of the intonation of the
questions.
- move round to help if necessary.
- Ask some sts to read these sentences
aloud.
- Give remarks.
3. Grammar and vocabulary:( 20
mins)

- Aims: to revise the present simple
tense and the past simple tense.
- Ask sts to think about the present
simple tense and ask some to tell the
whole class about the form and the use
of the tense.
- Ask sts about the position of adverbs
of frequency.
- Ask sts to do Ex 1 individually in 5
minutes, then share their answers with
their partners.
- Explain any new words if necessary.
- Ask some sts to report and give
remarks.
- Ask sts to do Ex 2 orally in pairs in 2
minutes.
- Move round to conduct the activity.
- Ask 2 sts to report.
- Present the past simple tense.
- Ask some students to tell the whole
class about the form and the use of this
tense.
- Ask sts to look at Ex 3 and explain
what sts are going to do.
- Ask sts to do this exercise in 5
minutes , then share their answers with
their partners.
- Ask them to pay attention to the past
form of irregular verbs and some verbs
are put in passive voice.

5. He's going to leave here for the
Green Mountains.
6. Would you like to have meat, peas
and cheese?
( sound / i:/)
+ Form: (+) S + V/ Vs/ Ves +.......
(- ) S + don't/ doesn't + V
+......
(?) Do/ Does + S + V +..........?
+ Use: to talk about present habits or
present states.
+ Position:
- after " to be" but before other verbs.
- " As a rule" is placed at the beginning
of a sentence.
1. is 7. catch
2. fish 8. go
3. worry 9. give up
4. are 10. say
5. catch 11. realise
6. am 12. am
Sample answers:
He always get up early.
She is sometimes late for school.
Lan normally practises speaking
English.
As a rule, Thao is a hard- working
student.
+ Form: (+ ) S + V-ed/ V( irregular)
+........

( - ) S + didn't + V +..........
( ? ) Did + S + V + .............?
+ Use: to indicate that somthing happen
in the past.
1. was done 7. began 13. was
2. cooked 8. felt 14. leapt
3. were 9 put out 15.
hurried
4. smelt 10. crept 16. found
5. told 11. slept 17.
wound
6. sang 12. woke 18.
flowed
16
- Ask 2 sts to do this exercise on the
board.
- Move round to help sts if necessary.
- Check and give remarks.
4. Homework ( 1 min)
-Ex 1, 2 ( page 6)
Unit 2. Theme: SCHOOL TALKS
Perio d 7. A. READING
Time: 45 minutes Data: 5/9/08
I. Objectives:
1. Education aims: - Students know more about school and related problems.
2. Knowledge:
a. General knowledge: - Knowledge about school.
b. Language: - The present simple tense.
- V-ing and To-infinitive.
3. Skills: - Speaking : talk in pairs and in groups.

- Reading comprehension: to fill in the blanks and to answer the questions
II. Anticipated problems:
- Students may have difficulty in understanding some of the topics like health
problems or hobbies.
III. Teaching aids: board, textbook, chalk.
IV. Procedures:
Teacher s activities’ Students activities’
1. Warm-up: ( 5 mins)
- Aims: to raise sts' interest and to
introduce the topic.
-Ask students to work in pairs and discuss
this question:
"When you meet your friends, which of
the following topics do you often talk
about?"
- Ask sts to look at the cues in the
textbook.
- Encourage them to think of other topics.
- Ask them to work in 2 minutes then ask
some pairs to report.
- Check and give remarks.
- Introduce the topic of this lesson.
2. Before you read:( 10mins)
- Aims: to introduce vocabulary and the
grammatical item relating to the
reading text.
a. Vocabulary pre-teach:
- Provide the students with these new
words/phrases in this way:
- Work in pairs orally.

- some sts report.
S1: When I meet my friends, I often talk
about films, our study, and other
students.
S2: I often talk about my favourite
singers, some film stars, or my
hobbies.
S3: I usually talk sports and games .
- Copy down
17
+ Read and write each word/phrase on
the blackboard then give the meaning of
the word/phrase
+ corner shop(NP): a shop at the corner
of a street
+ pro'fession(n): = job, occupation .
+ stuck(adj): bÞ t¾c, bÞ kÑt
+ 'attitude(n): what you think about or
behave toward something.
+ mall (n): an area containing a lot of
shops .
eg: a shopping mall
- Ask sts to listen and repeat, then practise
with their partners.
- Ask some sts read all the word/phrases
aloud, listen and help the students to read
the words/phrases correctly.
b. Gerund and to- infinitive
introduction:
-Recall the usages of gerund and to-

infinitive to the students.
- Ask sts to tell the teacher the cases to
use gerund and to-infinitive.
- Ask sts to discuss quickly in 1 minute,
then one of them stand up to report.
- Listen and give remarks.
3. While you read:( 20 mins)
- Aims: sts practise reading and then do
the tasks relating to the text.
- Introduce briefly the content of the
reading text.
"You are going to read three talks given
by a student, a teacher and a student s ’
father about school. You read them and
do the tasks assigned."
- Ask sts to read through three talks and
tell teacher the main ideas of these talks.
Task 1: Gap-filling.
- Ask the students to read again these
talks, then
work independently and fill each blank
with one of the words in the box. There
are more words than the blanks.
- Have sts compare the answer with a
partner.
- Get feedback and give correct answers.
Task 2: Finding who...…
- Ask students to work in pairs. Read the
small talks again and find out who.....
- Listen to the teacher then repeat.

- Practise reading these words with their
partners.
- Some sts read these words aloud.
like hope
love + V- ing want + to- V
enjoy decide


- Listen to the teacher.
- Read through the talks, then discuss
their contents.
- Read the text again and do the task.
- Share their ideas with their partners.
- Some sts read their answers aloud.
1. enjoy 2. traffic 3. worry
4. crowded 5. language
- Work in pairs to discuss.
- Share their ideas with other pairs'.
- Some pairs stand up and report.
- S1: enjoys teaching S2: Miss
phuong
- S3: has to get up early S4: Phong
- S5: lives far from school S6: Phong
- S7: loves working with children
18
- Move round to check sts'work.
- Ask sts to share their answers with other
pairs'.
- 9-10 pairs are required to give answers
in front of the class(1 pair/ 1 time/ 1

answer).
- Listen and check.
Task 3: Answering questions.
- Ask students to keep on working in
pairs. Read the talks more carefully and
answer the questions.
- Move round to check the activity.
- Ask some pairs to report in front of the
class.
- Get feedback and give correct answers.
4. After you read:( 9 mins)
- Aims; to give sts a chance to talk about
themselves.
- Tell students to work in groups: Choose
one of the following topics and talk about
it for about 5 minutes.
a.What subjects you like learning best
and why.
b. What you like and dislike doing at
school .
c. What you worry about at school .
- Go round to help students with their
work.
- Ask some sts to talk about their topic in
front of the class.
- check and give remarks.
5. Homework:( 1 min)
- Part A ( page 10- workbook)
- S8: Miss Phuong
...........................

- Discuss in pairs.
- Some pairs report .
P1: He studies at Chu Van An high
school
P2: He studies many subjects such as
Math, Physics, Chemistry.....
P3: Because it is an international
language.
P4: She says that teaching is hard
work, but she enjoys it because she
loves working with children.
P5: Because his son has to ride his
bike in narrow and crowded streets on
the way to school
- Discuss in groups of three or four one
of three topics.
- Assign one member of each group to
be the secretary to take notes their
group's ideas.
- Some sts stand up to present their
ideas.
Unit 2. Theme: SCHOOL TALKS
Perio d 8. B. SPEAKING
Time: 45 minutes Data: 10/9/08
I.Objectives:
1. Education aims:
- Sts can make small talks in daily situations
2. Knowledge:
a.General knowledge:
19

-Sts make a conversation and practise with their classmates
b.Language: - The simple past tense.
- Wh- questions
3. Skills:
- Speaking: - Asking and answering in small talks..
- Starting and closing a conversations.
- Reading: - Reading the sentences and then rearranging them into a
conversation.
II. Anticipated problems:
- Sts may not be familiar with some expressions such as "How is everything at
school? Catch you later......"
III. Teaching aids:
- board, chalk, textbook.
IV. Procedures:
Teacher s activities’ Students activities’
1-Warm - up: ( 5 mins)
- Aims: to focus sts on the topic of the
lesson and to raise their interest.
- Introduce the situation and write a short
dialogue on board:
"Suppose that you meet a friend at the
supermarket. You are very busy .What will
you say to open and end the
conversation."
A: ............................... ( 1)
B: Hi Lan. How are you?
A: I m fine. Thank you. And you?’
B: I m very well. Thanks. I haven t seen’ ’
you for a long time. Let s go somewhere’
for a drink

A: Sorry, ..................... ( 2)
- Ask sts to complete the dialogue in pairs.
- Ask some pairs to report.
"Today we will practice speaking
conversation having starting and closing
sentences."
2.Before you speak( 12 mins)
Aims: Introduce phrases used to start or
to close a conversation.
+ Task 1:
- Ask sts to look at the phrases in the book
and to work in pairs to put the expressions
in starting and closing a conversation
- Make sure that sts understand all the
expressions = + How s everything at’
school?= How 's your studying?
+ Catch you later = See you later.
- Move round to conduct the activity.
- Look at the board and listen.
- Work in pairs to ask and answer.
- Some pairs stand up to report.
(1) Hello, Mai/ Hi Mai
(2) I m very busy now .’
I really must go now, Perhaps
another time.
- Work in pairs to put the phrases into
the correct columns.
- Ask two sts to give feedback.
Starting a
conversation

Closing a
conversation
Good morning Goodbye. See you
later
How s everything?’ Well, it s been nice’
talking to you.
20
- Ask two sts to give answers.
- Get feedback and give remarks.
- Ask sts to read all the expressions aloud in
chorus.
3. While you speak:( 12 mins)
Aims: Sts can practise making a
conversation using the suggested words.
+ Task 2:
- Ask sts to read through all the sentences
and rearrange them into an appropriate
conversation.
- Ask sts to do the task individually and
then discuss with their partners.
- Go around to help sts
- Get feedback and give correct answers.
- Ask sts practise reading this dialogue in
pairs.
- Ask some pairs to read aloud.
+ Task 3:
- Ask sts to read all the given expressions
and the incomplete dialogue.
- Ask sts to complete the conversation with
suitable words, phrases or sentences in the

box.
- Ask sts to work individually first and then
work in pairs
- Get feedback and give correct answers.
- Ask some pairs to practise in front of the
class.
- Listen and help sts if necessary.
4- After you speak:( 15 mins)
Aims: Sts can make small talk on
suggested topics.
+ Task 4:
- Introduce the topics:
The weather
Last night s TV programmes’
Football
Plans for the next weekend
- Divide the class in to four groups. Each
group gets one topic and use the starting
and ending of a conversation to practise.
- Ask sts to work in pairs to make small
talks about the topic they are assigned.
Hello. How are
you?
Sorry. I ve got to’
go. Talk to you
later.
Hi. How is school? Great. I ll see you’
tomorrow.
Hello. What are
you doing?

Catch up with you
later.
- Read and rearrange the sentences
into a conversation.
- Share their ideas with their partners.
Answers : D - F - B - H - E - C - G
- A.
- Practise reading in pairs.
- Some pairs stand up to read the
dialogue aloud.
- Read all the words and phrases as
well as the dialogue.
- Work individually ,then work in
pairs.
- Some pairs read the dialogue aloud.
A: ..................... What s the matter’
with you?
B: ....... I feel tired .I ve got a’
headache
A: .................. You d better go home’
and have a rest
- Listen to the teacher and try to
brainstorm about the topics.
- Listen to the teacher.
- Work in pairs to make small talks.
- Some of sts act out in front of the
class.
1. The weather:
A: Hi, Lan. How was your trip to
Vung Tau?

21
- Go round to help sts.
- Call on some pairs to act out the dialogues
in front of the class.
- Ask others sts to comment on their
conversations.
- Get feedback and correct any mistakes if
there are
5- Homework:( 1 min)
- Write down what they have discussed.
B: Hi Hung. It was wonderful|. I
really enjoyed it.
A: What did you like most in Vung
Tau?
B: The weather.
A: What was the weather like in Vung
Tau?
B: It was warm. I prefer the weather
in Vung Tau to Nha Trang.
A: Oh, really? I love it, too.
B: By the way, do you want to see my
photos?
A: Sure ...
Unit 2. Theme: SCHOOL TALKS
Perio d 9. C. LISTENING
Time: 45 minutes Data: 10/9/08
I. Objectives:
1. Education aims:
- Sts are able to make mini conversations about daily topics such as study at
school, wheather and travelling....

2. Knowledge:
a. General knowledge:
- Sts understand small talks about everyday life.
b. Language: Sts recall and learn more about:
- The present continuous tense
- Verbs to describe everyday activities
- Vocabulary on school, friends,
3. Skills: Sts develop the following skills:
- Listening and numbering the pictures in the correct order.
- Listening and answering given questions
- Listening and filling in the gaps.
- Speaking : describe the pictures and talk about their problems at school.
II. Anticipated problems:
- Sts have difficulty listen to the dialogues read aloud by one people.
- Sts cannot take notes to answer the questions while listening.
III. Teaching aids:
- textbook, chalk, board.
IV. Procedures:
Teacher’s activities Students’ activities
1 Homework checking:( 5 mins)
Two pairs of sts make small talks about
their daily life
2. Before you listen:( 10 mins)
Aims: focus sts on the topic and review/
introduce the words and sentence models
used in small talks.
22
- Ask sts to read the questions and answers
in the book and work in pairs to match the
question with the appropriate answer, and

then compare their list with other pairs’.
- Check sts’ work
- Ask sts to work in pairs to ask and
answer.
- Move around to help sts.
- Ask some pairs to present and gives
remarks
- Introduce some new words/ phrases
+ semester (n): e.g.: Semester 1: 5 Sept ->
Jan.
Semester2: January ->
May
+ enjoy oneself (n): somebody does
something and likes it.
+ go for a swim (v): e.g.: go for a walk/ a
drive
- Read the words sts to repeat.
- Ask sts to read the words in pairs.
- Ask some sts to read the words again.
3. While you listen:( 20 mins)
- Aims: Sts practise listening and
numbering pictures, listenning for specific
information by answering questions and
by filling in the blanks with missing words.
+ Task 1:
- Ask sts to work in pairs, look at the
pictures in the textbook and use the
following suggestions to ask and answer
about each picture.
What/ who/ see?

Who/ they?
Where/ they?
What / think / talk about?
- Give one example:
T: What can you see in picture a?
T: Who do you see?
T: What do you think they are talking
about?
- Ask sts to do the same.
- Move around to help sts.
- Introduce that sts will listen to four short
conversations and ask sts to look at the
pictures and listen to the T.
-Work in pairs and do the matching.
1-c; 2-e; 3-a; 4-b; 5-d.
- Work in pairs to ask and answer:
- Some pairs stand up and present.
S1:What subjects are you taking this
semester?
S2: I m taking maths.’
S1: How do you like the class?
S2: I really like it
.........................
- Copy the words and phrases.
- Listen and repeat.
- Read the words in pairs and correct
each other’s mistakes.
- Some individuals read the words
aloud
- Look at the pictures and listen to the

T.
S: A hotel
S: Two people
S: Maybe they are talking about the
hotel or the holiday.
- Ask and answer about the pictures in
pairs.
- Listen to the teacher.
- Listen to the tape / the teacher and do
the task
- Compare their answers and then
correct their work if they have wrong
answers.
23
- Play the tape/ read the conversations once.
- Ask sts to compare their answer in pairs.
- Check sts’ answers.
- Play the tape once again, stop the tape
after each conversation and conduct the
correction.
+ Task 2:
- Ask sts to read the questions in pairs and
make sure they understand the statements
and know what information they need to
answer the questions.
- Ask sts to listen to the tape/T twice and
take short notes to answer the questions.
- Ask sts to compare their answer in pairs.
- Ask some sts to report the answers.
- Play the tape once again, stop the tape

where necessary and conduct the
correction.
+ Task 3:
- Ask sts to read the conversation in pairs
and see what information they need to fill
in the gaps. They may guess the answers in
some gaps.
- Ask sts to listen to the tape/T once and fill
in the gaps.
- Ask sts to compare their answer in pairs.
- Ask some sts to report their answers.
- Play the tape once again, stop the tape
where necessary and conduct the
correction.
4. After you listen:( 9mins)
- Ask sts to work in groups and talk about
the problems they have experienced at
school (difficulties in learning, having bad
marks, being late for school, disobeying
the regulations ...) Sts may use the
following suggested questions to ask and
answer.
+What problems have you experienced at
school?
+ What are the reasons?
+ What have you done to solve them?
- Move round to check the activities and to
make sure that sts are working effectively.
- Report their answers.
Key: b c d a– – –

- Work in pairs to read the questions.
- Listen and do the task.
- Compare their notes.
- Report their answers.
1. (She is taking) English;
2. (She is) in Miss Lan Phuong s’
Class;
3. (He is) at a party;
4. (He plans to stay there) for a week.
5. No, she doesn t. She travels alone.’
- Work in pairs to read the
conversation and try to fill in the gaps
before they listen.
- Listen and do the task.
- Compare their answer in pairs.
- Report the answers.
1: it here 5: travelling
2: very nice 6: No
3: big 7: alone
4: comfortable 8: for a drink
- Listen to the teacher.
-Ask and answer in groups.
- One/ two pairs present.
24
- Ask one or two pair to retell theirs
problems in
front of the whole class.
- Check and give remarks
5. Homework( 1min)
Write a short paragraph about their

problems at school .
Unit 2. Theme: SCHOOL TALKS
Perio d 10. D. WRITING
Time: 45 minutes Data: 10/9/08
I. Objectives:
1. Education Aims: - Students know how to fill in an English form.
2. Knowledge:
a. General knowledge: - The structure of an English form.
b. Language: - Wh- questions.
- Words/expressions used in a form.
3. Skills: - Speaking: discuss in pairs.
- Writing: fill in a form.
II. Anticipated problems:
- Students may not know some expressions in a form so teacher should teach
them in advance.
III. Teaching Aids: - board, textbook, chalk.
IV. Procedures:
Teacher's activities Students' activities
1. Homework checking( 5mins)
- Ask one st to tell the whole class about his
or her problems at school in front of the
whole class.
- Check and give marks.
2. Before you write:( 20 mins)
- Aims: To introduce the topic of this
lesson, and to guide sts to fill in a form.
- Introduce the topic of this lesson:" Filling
in a form" and ask sts to look at the
textbook.
+ Task 1:

- Ask sts to work in pairs to discuss two
questions in 2 minutes.
1. On what occasions do you have to fill in
a form?
2. What sort of information do you often
have to provide when you fill in a form?
- Move round to help sts if necessary.
- Ask some pairs to stand up to report their
ideas.
- Add some more ideas.
- Give remarks.
+ Task 2:
- Ask sts to look at the introduction in task 2
- Listen to their friend attentively.
- Open their books and look at the
tasks.
- Pair 1:
1. When you want to send some
money/ parcels at a post office.
2. Your surname, your first name, your
age.
- Pair 2:
1. When you apply for a job or attend
an examination to a high school/ a
university.
2. Your address, your job, your date of
birth....
25