GA TIENG ANH 10 BAN CO BAN (HAY)

Giáo án Tiếng Anh Lớp 10 - Ban Cơ Bản
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Bài soạn Tiếng Anh lớp 10 cơ bản

Tiết PPCT : 01. revision and introduction
Ngày soạn: 24/08/2008
I.o bjectives : by the end of the lesson ss will be able to:
-revise some knowledge that they have learnt.
-know the form of english book 10.
II.m aterials :English book 10.
III:a nticipated problems :
Ss may forget the knowledges of english book 10.
IV.p rocedure :
Stage/Time Steps
Work
arrangement
Presentation 1
22
Presentation 2
20

Wrapping

3
Revision.
Call some Ss to tell about some grammar points .
-Tenses.
-To-infinitive
-Gerund
-Reported speech
-Passive voice

Let Ss give out some examples
Feedback and recall them.
Introduction.
Introduce the English book 10.
-How many units are there.?
-How many lessons are there in a unit?
-How many periods are there in a unit?
-Do you do Test your self at home or at class?
-How many topics are there in ..?
Introduce the English book 10 new version.
-There are 16 units
-some units last 6 periods.
-test your self :do at home
-there are 16 topics.
Summarise the main points
Assign homework
Wholeclass
Individual
Wholeclass
Individual
work
Wholeclass
:
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Unit 1- A day in the life of... (trang 12-21)
- Tổng số giờ dạy: 5 tiết
- Tổng quan toàn bài:

A- Mục tiêu: I- Về kĩ năng:
1) Kĩ năng đọc: - Đọc và đoán nghĩa của từ dựa theo ngữ cảnh
- Đọc và trả lời các câu hỏi về nội dung bài đọc
- Đọc quét và ghi lại những thông tin trong bài đọc
- Tóm tắt lại bài đọc dới dạng nói hay viết
2) Kĩ năng nói: - Hỏi và trả lời đợc những thông tin và hoạt động hàng ngày từ thời gian biểu.
- Nói những công việc thờng ngày của mình và của ngời khác.
3) Kĩ năng nghe: - Nghe hiểu về các hoạt động hàng ngày của ngời lao động
- Nghe và sắp xếp các bức tranh theo trình tự nghe đợc
- Nghe và lựa chọn thông tin đúng / sai
- Hỏi và trả lời tóm tắt đợc nội dung chính của bài nghe dới dạng nói hay viết.
4) Kĩ năng viết: - Hiểu đợc nội dung và ngôn ngữ, cấu trúc của bài văn trần thuật mẫu
- Viết một bài văn trần thuật kể về một vụ cháy khách sạn, sử dụng những hớng dẫn đã cho.
II- Về kiến thức ngôn ngữ:
1) Phát âm: Phát âm đúng đợc hai nguyên âm / i / và / i: / trong các từ đơn lẻ và trong các phát ngôn.
2) Ngữ pháp, từ vựng: Sử dụng các hiện tợng ngữ pháp nh thì hiện tại đơn, quá khứ đơn, trạng ngữ chỉ
tần suất trong các văn bản hay các phát ngôn cụ thể.
B- Đồ dùng giảng dạy: SGK, tranh ảnh, handouts,...
C- Tiến trình bài dạy:
- Tiết 1: Reading
- Tiết 2: Speaking
- Tiết 3: Listening
- Tiết 4: Writing
- Tiết 5: Language focus
Lesson 1: Reading
Tiết PPCT : 02 Ngày soạn : 25/08/2008
I- Aim: Reading for specific information about a day in the life of a farmer
II- Objective: By the end of the lesson, Ss will be able to: - understand a farmer's daily routines
- talk or write about their daily routines
III- Materials: Textbook, pictures, handouts, posters, ...

IV- Anticipated problems: Some Ss may have difficulty in guessing the meaning in context
V- Procedure
Stages & timing Steps / Activities Work arrangement
Warm up
6
* Matching the jobs with places of work ( poster)
1. teacher a- field
2. doctor b- factory
3. worker c- office
4. secretary d- hospital
5. farmer e- school
* Chatting: - Where does a teacher / doctor / worker /... work?
- Who has to work outside in the sun or in the rain? ( a farmer)
- What do you know about a farmer's work? (They have to get
- Whole class
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up early, work during the day outside in the field,...)
T: - As you know, the farmer's work is very hard. Do you want
to know more about a day in the life of a farmer - couple?
Pre-reading
10
1) Activity one: * Describing pictures to learn new words.
T prepares some pictures to teach new words:
- a farmer leading a buffalo to the field: dẫn trâu ra đồng
- a farmer is pumping water: bơm nớc
- the others - transplanting / ploughing / harrowing / repairing
the banks of the plot of land: cấy /cày / bừa / be bờ ruộng

- fellow peasants ; farmers working in the same field.
- take a short rest: stop working to have a rest for a short time.
* checking vocab: T rubs out the meanings and asks Ss to
describe the pictures again.
2) Activity two: T / F Prediction
a- Mr. Vy gets up very early in the morning
b- Before he leads the buffalo to the field, his wife makes him
several cups of tea and a quick breakfast.
c- He leaves home at exactly 5:30.
d- During the morning, he ploughs, harrows, drinks tea,
smokes, takes a short rest and watches TV.
e- In the afternoon Mrs. Tuyet repairs the banks of their plot of
land and pumps water.
f- After they finish their work at 6 p.m, they have dinner, then
watch TV and go to bed at 10 p.m.
g- They sometimes drink tea with their neighbours and chat
about their work, children or crops.
T - whole class
Individual
Pair work
While reading
22
3) Activity three: Checking prediction
- T ask Ss to read the text for several minutes and checks their
prediction.
(Answer: a-T, b- F, c- F, d- F, e- F, f-T, g- T)
4) Activity four: Asking and answering questions (Do task 3
in the textbook - page 14)
5) Activity five: Finding the meaning of new words (Do task
1 in the textbook - page 13)

1. goes off = rings; 2. to get ready = to prepare; 3. to chat =
to talk in a friendly way 4. to be contented with = to be
satisfied with
6) Activity six: Note completion (Do task 3 in the textbook -
page 14)
- T asks Ss to read the text again.
- T divides the class into six groups of 7-8 Ss.
*Groups 1+2: make a brief note about the morning of Mr. Vy
and Mrs. Tuyet.
*Groups 3+4: ..........about their afternoon
*Groups 5+6:............................ evening
- Each pair of groups compares their notes; then the presenter
of a couple-group demo.
T - whole class
Pair work
Group work
Group work
Post reading
7) Activity 7: Interview
Individual - whole
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5 Two of the Ss play the roles of Mr. Vy and Mrs. Tuyet. The
others ask them about their daily routines. For example:
- S1: What time do you get up everyday, Mr. Vy?
- S2: What do you usually do in the morning?
- etc.
class

Homework
2
Ss write a passage of about 80-100 words about daily routines
of yourselves / your parents / friends...
Lesson two: Speaking
Tiết PPCT : 03 Ngày soạn : 26/08/2008
I- Aim: Speaking about one's daily routine
II- Objectives: By the end of the lesson, Ss will be able to talk about his / her daily routine by using
given information.
III- Materials: Textbook, pictures, posters, handouts,...
IV- Anticipated problems: Some Ss may be too shy to speak in front of the whole class
V- Procedure:
Stages Steps / Activities Work arrangement
Warm up
8
There may be two ways of warming up:
a) Revision of school subjects:
- T divides the class into three or four groups.
- T gives each group a poster and asks them to write down the
names of the subjects they learn at school. (Ss are not allowed
to look at the book). Within 2 minutes, the group with the most
correct subjects is the winner.
- T adds or corrects any subject if necessary and asks Ss to read
aloud the names of the subjects.
b) Making a timetable
- T gives Ss the names of the subjects they learn at school
- T divides the class into three or four groups
- T gives each group a poster and asks them to make
themselves a suitable timetable
- T hangs the timetables of groups on the board to choose the

most suitable one.
- T asks Ss to read aloud the names of the subjects.
Group work
Group work
Presentation
7
1) Activity one: a) Asking and answering (Task 1 in the
textbook - page 14)
Set the scene: Quan is a student. Like you, he has to learn a lot
of subjects. Look at his timetable and ask and answer about it.
Example: +) What time does Quan have Civic Education on
Monday?
- He has it at a quarter past seven on Monday.
+) What lesson does Quan have at a quarter past seven on
Tuesday?
- He has Physics.
b) Compare Quan's timetable with the one Ss have made.
Example: At a quarter past seven on Monday Quan has Civic
Education, but we have English.
Pair work
Group work
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Practice
15
2) Activity two: Talking about Quan's daily routine (Task 2
in the textbook - page 15)
- T hangs the pictures on the board

a) T divides the class into three groups. Gr.1 talks about
pictures a, b, c. Gr. 2 - pictures d, e, f. Gr. 3 - pictures g, h, i.
For example:
- S1: Quan usually gets up at 2 p.m. He studies lessons at 2:15.
After finishing the lessons, he watches TV at 4:30.
- S2: At 5:00 he goes to the stadium by bicycle. He played
football with his friends at 5:15; and he goes home at 6:30
b) T writes the time on the board. If teacher points at any time,
the Ss of that group have to talk in front of the whole class
about the thing Quan does at that time. For example:
- 18:30: He comes back home from the stadium (group2)
- 19:00: He has dinner with his family (group 3)
- 14:15: He studies (group 1)
Group work
Individual and
group
Further practice
12
3) Activity 3: Interview
T divides the class into 3-4 groups. Each group has a secretary.
One of the members in the group is questioned by the others
about his / her daily routine. The secretary writes down the
information, then reports it in front of the whole class.
Individual - Group
Individual
Homework
3
T asks Ss to write a short passage about what they do every day Individual
Lesson 3: Listening
Tiết PPCT : 04 Ngày soạn : 30/08/2008

I- Aim: Listening for specific information
II- Objectives: By the end of the lesson, Ss will have listened about the activities in the morning of a
cyclo driver and will be able to develop other skills such as speaking, writing.
III- Materials: Textbook, cassette, posters,...
IV- Anticipated problems: Some Ss may not understand the tape
V- Procedure
Stages Steps / Activities Work arrangement
Warm up
6
*Bingo: Ask Ss to write down five words of jobs on a piece of
paper (teacher, worker,...). Teacher has a list of jobs, too.
When teacher reads out the jobs in the list, Ss will put a tick at
the job he also has on the piece of paper. The student who has
5 words will say "bingo" and be the winner.
(Teacher's list: taxi-driver, bus-driver, lorry driver, cyclo
driver, doctor, manager, nurse, engineer, shopkeeper,
secretary)
T - whole class
Before listening
1) Activity one: Asking and answering
T - whole class
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10 +) Have you ever travelled by cyclo? When?
+) Is it interesting to travel by cyclo?
+) Which do you prefer, going by cyclo or by bicycle? Why?
+) Do you think the job of a cyclo driver is hard? Do you want
to know about a day in the life of a cyclo driver?

*T: Now you will hear a tape about it. But before you listen to
it, you'll have to practice reading some new words which
appear while you are listening.
- district routine office pedal purchases
- drop passengers ride park food stall
2) Vocabulary pre-teach
- district / 'distrikt / (n): an administrative division, smaller
than a province.
- to drop: Take smb to a place and leave him / her there.
- passenger / 'pổsind / (n): people who travel on a plane,
train, bus, taxi, cyclo,...
- pedal / 'pedl/ (n): a part of a bicycle of cyclo where you put
your feet to cycle.
- purchases / 'p:ts / (n): things a person buys
- food stall (n): a place where food is sold.
T - whole class
While listening
21
3) Activity 3: Put the pictures in the right order. (Task 1 in
the textbook, page 16)
a) Describing pictures
T: These pictures describe some activities of Mr. Lam's, a
cyclo driver. Can you tell me about them?
- Picture a: He is riding his cyclo with a passenger.
- Picture b: He's eating lunch.
- Picture c: He's riding his cyclo with some children.
- Picture d: He's sleeping in his cyclo under a big tree.
- Picture e: He's just got up.
- Picture f: He's riding an old man
b) Ask Ss to put the pictures in the order they think is right. T

may write some Ss' answers on the board to compare later.
c) Listen
* T plays the tape the first time & stops for several seconds to
see if Ss have the answers or not.
* T plays the tape the second time & stops to get the answer
from Ss.
* T plays the tape and stops the tape at each picture so that Ss
can have the most exact information.
(Correct answer: 1-e, 2-f, 3-a, 4-c, 5-b, 6-d)
4) Activity 4: T / F statements (Task 2 in the textbook, page
17)
a) - T asks Ss to discuss in pair to recall the tapescript, which
can help them to guess which one is true, which one is false.
- T writes Ss' guessing on the board to compare later.
b) - T plays the tape the first time & stops to check if Ss have
the answer or not.
- T plays the tape the second time & stops to get the answers
from Ss.
Group work
Pair work
Whole class
Pair work
Whole class
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- If there are different answers, T plays the tape again and stops
at each information so that Ss can have the correct answer.
*Correct answers: 1-F (he may live in district 5)

2-T, 3-F (he gives an old man a ride from district 5 to district
1), 4-F (His first passenger is an old man), 5-F (after
lunchtime, he parks his cyclo under a tree and takes a short
rest)
Post listening
6
5) Activity 5: Lucky number game
name start work
occupation lucky number
lunch rest
lucky number passengers
Whole class
Homework
2
Ss write a short passage about a day in the life of Mr. Lam or a
laborer they know (about 80 words)
Individual

Lesson 4: Writing
Tiết PPCT : 05 Ngày soạn : 01/10/2008
I- Aim: Writing a narrative
II- Objective: By the end of the lesson, Ss will be able to write a narrative by using given prompts.
III- Materials: Textbook, posters, whiteboard markers,...
IV- Anticipated problems: Some Ss may not write it correctly
V- Procedure:
Warm up
5
*Chatting: - Have you ever heard / met a frightening story?
- When did it happen?
- How did you feel then?

- What should we do if it happens to us?
T- whole
class
Activity one
7;
(Task one in the textbook, page 17)
1) Tasks Ss to read the story in the book; T explains new words.
+) be due to (adv.): because of; owing to
+) stare death in the face: so scared; afraid
+) air-hostess (n): a person who takes care of passengers on a plane.
+) fasten seatbelt: fix the seatbelt around the body to keep safe in the
plane.
+) scream in panic
2) Tasks Ss to underline the verbs of simple past used in the story &
to circle the time connectors
*Verbs: stared, was, arrived, got, took off, began, thought, felt,
announced, screamed, realised, landed
*Time connectors: at first, then
- Ask: What tense is used to write about a narrative? (Past simple)
T - whole
class
Group work /
pair work
Activity two
15
(Task 2 in the textbook, page 18: Identify the events, the climax, and
the conclusion of the story. Then report your results.)
1) T prepares a list of all the events on a poster:
- I arrived at the airport...
- we got on the plane...

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- the plane took off...
- the airhostesses were just beginning to serve....
- the plane began to shake....
- we thought....
- we were told to stay....
- the plane seemed to dip....
- we realised....
- many people screamed...
- we all thought we had only minutes to live
- we felt the plane slowly gained height...
- the pilot announced that.....
- we were all overjoyed.....
- we landed.....
2) T asks Ss to work in groups to identify the events, the climax and
the conclusion. Then T calls a S to underline the events on poster with
a yellow marker, the climax with a red marker and the conclusion with
a blue one.
- T checks Ss' answers. (key: *events: from "I arrived..." to "many
people screamed"; *climax: "we all thought we had only minutes to
live"; *Conclusion: "the pilot announced.....")
Group work
Activity three
14
(Task 3 in the textbook, page 18: Use the prompts below to build up a
narrative about a hotel fire)
- T gives instructions

- T divides class into 4 or 6 groups. Each group writes the story on a
poster.
- Groups exchange their posters for peer correction.
- T hangs some posters on the board so that T & whole class can see
the written work & correct mistakes if any else.
Group work
Homework
3
Each S writes the story again in his or her notebook. Individual
Lesson 5: Language focus
Tiết PPCT : 06 Ngày soạn : 02/10/2008
I- Aim: - Identifying the sounds / I / & / i: /
- Reviewing the present & past simple tense & adverbs of frequency
II- Objective: By the end of the lesson Ss will be able to distinguish the sounds / I / & / i: / in speech
and be better at using the present & past simple tense & adverbs of frequency in communication.
III- Materials: Textbook, pictures, posters, handouts,...
IV- Anticipated problems: Ss may not know how to pronounce the above- mentioned sounds correctly.
V- Procedure:
Stages &
timing
Steps / Activities Work
arrangement
Warmer (3') - T prepares a picture of a sheep on a ship & asks Ss: What can you
see in the picture? (Key: I see a sheep on a ship)
- T demonstrates the sounds / I / & / i: / by pronouncing them clearly
T - whole
class
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& slowly.
Pronunciation
(5')
- T asks Ss to listen & repeat the given words several times.
- T reads the given sentences as a model & asks Ss to read in pairs.
-whole class
-pair work
Grammar (35')
I- Presentation: T hangs two pictures of the same boy who goes to
school by bike & on foot.
T: This is Minh. He usually goes to school by bike but yesterday he
went to school on foot.
Through this, T reminds Ss of the present simple & past simple &
adverbs of frequency.
II- Practice:
1) Exercise 1: - T explains how to do it.
- T asks Ss to do it individually; then change the paper with their
partner for peer correction.
- T checks Ss' answers before whole class.
(Key: 1- is; 2- fish; 3- worry; 4- are; 5- catch; 6- am; 7- catch; 8- go
9- give up; 10- says; 11- realize; 12- am)
2) Exercise 2: - T divides the class into 4 groups.
- Gives each gr. a sentence of the four given ones & asks them to use
adverbs of frequency to develop it into a short story & write it on a
poster.
- T may give a model:
He usually gets up early so he is never late for school. He often
prepares lessons before class so he always gets good marks.
- Then T hangs the posters of grs. on the board & lets Ss choose the

best story. T asks Ss to correct mis. if any.
3) Exercise 3: - T explains the task.
- T asks Ss to work in pairs: S A does from number 1 to 9; S B- from
10 to 18; then T asks them to exchange their exercise with each other
to peer correct.
- T checks Ss' answers before whole class.
III- Production: Play the game: Find someone who.....
- T prepares some cards on which there are phrases such as: usually
get up late; never eat meat; didn't have breakfast yesterday morning,
etc.
- T gives each S some cards & asks them to find in his / her group the
person who does / did the thing on the card.
- T asks Ss to report.
T - whole
class
-Individual
-Pair work
-Whole class
Group work
Pair work
Whole class

Group work
Whole class
Homework
(2')
Ss do corresponding exercises in the work book. Individual
Unit 2: School talk (trang 22-31)
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- Tổng số giờ dạy: 5 tiết
- Tổng quan toàn bài:
I- Mục tiêu: A- Về kĩ năng:
1) Đọc: - Đọc và điền từ vào câu
- Đọc và tìm thông tin
- Đọc và trả lời các câu hỏi về nội dung bài đọc
- Kể lại bài đọc dới dạng nói hay viết
2) Nói: - Sử dụng câu hỏi và trả lời để bắt đầu và kết thúc các hội thoại ngắn
- Trao đổi trong những hội thoại ngắn những chủ đề quen thuộc hàng ngày
3) Nghe: - Nghe các đoạn hội thoại và đánh số các bức tranh theo thứ tự
- Nghe các đoạn hội thoại và trả lời các câu hỏi
- Nghe và điền thông tin vào chỗ trống
4) Viết: - Nắm đợc cấu trúc cơ bản của các mẫu đơn
- Điền đợc mẫu đơn xin học
B- Về ngôn ngữ
1) Ngữ âm: Luyện phát âm lại các nguyên âm / ^ / và / a / trong các từ đơn lẻ và trong các phát ngôn
ngắn
2) Ngữ pháp: - Wh-questions: who, what, when, why, how,...
- Gerund & to-infinitive
II- Đồ dùng giảng dạy: SGK, tranh ảnh, giấy bìa, bút dạ, handouts,...
III- Tiến trình:
- Tiết 1: Reading
- Tiết 2: Speaking
- Tiết 3: Listening
- Tiết 4: Writing
- Tiết 5: Language focus
Unit 2 : School Talks
Tiết PPCT : 07 Ngày soạn : 06/09/2008

Lesson 1: Reading
I- Aim: Reading passages about school & related problems
II- Objective: By the end of the lesson Ss will be able:- to read passages about different Ss & their
schools, teachers
- to develop other skills (speaking or writing) by talking or writing about his / her problems related to
school.
III- Materials: Textbook, pictures, poster, handouts,...
IV- Anticipated problems: Ss may have difficulty in explaining why they like this subject but not like
that one.
V- Procedure
Stages &
timing
Steps / Activities Work
arrangement
Warmer &
pre-reading
* Chatting: - Where do you spend most of your time, at home or at
school?
- What topics do you often talk to each other when you are at school?
( sport & games; entertainment; health; hobbies; holidays; films;
weather; work & study,...)
* Lead-in: Yes, I think one of the topics you often talk to each other is
T - whole
class
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school, for example, about your teachers, parents, friends, subjects, &
others. Let's read three passages to know more of the things they want

to talk about.
While
reading
1) Activity 1 ( Task 1 in the textbook, page 23): Fill each blank with
one of the words in the box below
- T instructs the task, explains new words if necessary.
- T asks Ss to do it individually
- T checks Ss' answers in front of the whole class.
(Key: 1- enjoy; 2- traffic; 3- worry; 4- crowded; 5- language)
2) Activity 2 (Task 3 in the textbook, page 24): Answer the following
questions.
- T asks Ss to work in pair, A asks - B answers & vice versa. T goes
round to help & monitor.
- T checks Ss' answers in front of the whole class.
3) Activity 3 (Task 2 in the textbook, page 23): Find out who.....
- T prepares a poster like the below.
- T asks Ss to discuss in groups & put a tick where appropriate.
- T calls a representative of each group to report.
Things to do Student Phong Ms Phuong Mr. Ha
enjoys teaching
has to get up
early
lives for from
school
loves working
with children
loves learning
English
rides a bike to
school every

day
studies at a
high school
worries about
his son's safety
Individual
Pair work
Group work
Post reading - T divides the class into three groups & gives each gr. a question to
discuss: ( T can also let them write on posters)
+) Gr.1: Discuss what subject you like best & why.
+) Gr.2: Discuss what you like or dislike doing at school.
+) Gr.3: Discuss about things you worry at school.
- Feedback
Group work
Homework Ss write a paragraph of about 80-100 words about:
- the subject they like best
- things they like / dislike doing at school.
- things they worry at school
Unit 2 : School Talks
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Tiết PPCT : 08 Ngày soạn : 08/09/2008
Lesson 2: Speaking
I- Aim: Making small talks in daily situations
II- Objective: By the end of the lesson Ss will be able to:
- use common expressions in making small talks.
- start & close a conversation.

III- Materials: Textbook, pictures, poster,...
IV- Anticipated problems: Some Ss may not be confident enough to talk in front of the whole class
V- Procedure
Stages &
timing
Steps / Activities Work
arrangement
Warmer - T prepares a poster on which T writes a conversation like this:
A & B meet each other in a bookshop.
A- ................................ (1)
B- Hi, how are you?
A- I'm fine, thanks. And you?
B- I'm very well. I haven't seen you for a long time. Let's go somewhere
for a drink.
A- Sorry,............................. (2)
- T asks Ss to complete the dialogue & highlights the sentences (1) &
(2) on the poster to lead in:
A full conversation often has starting & closing sentences. Today
we'll practise conversations having starting & closing sentences.
T - whole
class
Activity 1
*Placing expressions under appropriate headings (Task 1-textbook-
page 24)
- T asks Ss to read the given expressions & put them in the right
column, then asks them to practise with a partner.
Starting a conversation Closing a conversation
- Good morning / Hi - Great. I'll see you tomorrow.
- Hello, how are you? - Catch you later.
- Hi, how is school? - Goodbye. See you later.

- Hello, what are you doing? - Sorry, I've got to go. Talk to you
later.
- How's everything at school? - Well, it's been nice meeting
you.
- T encourages Ss to find more expressions for starting & closing a
conversation.
- Individual
- Pairwork
Activity 2 *Rearrange the following sentences to make a conversation & then
practise it with a partner. (Task 2-textbook-page 25)
- T asks Ss to work in groups of 4 to find the right order of the
conversation. (Key: D - F- B- H- E- C- G)
- T checks the answers of groups by writing them on the board.
- T asks Ss to choose the best one.
- T asks Ss to practice the chosen conversation in pairs while T goes
round to help if necessary.
Group work
Pair work
Activity 3
*Completing the following conversation with suitable words /
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phrases / sentences in the box & then practice it with a partner.
(Task 3-textbook-page 25)
- T asks Ss to read the words in the box & explains if necessary.
- T asks Ss to complete the conversation individually first, then discuss
in pairs.
- T checks Ss' answers in front of the whole class, then let them to

practise it in pairs.
*There may be some options for the conversation which are shown in
italics words.
A- Hello, Hoa. You don't look very happy. What's the matter with you?
B- Hi, Nam. I feel awful / tired / sick / cold.
A- Sorry to hear that. You should go home & have a rest. / You'd better
go home & have a rest.
B- Yes, that's a great idea. Good bye, Nam.
A- See you later.
* If Ss have expressions different from the given ones, they are
encouraged.
- T goes round & helps if necessary.
- Individual
- Pair work
Activity 4
*Making small talks basing on the given topics. (Task 4-textbook-
page 25)
- T divides the class into 4 groups & give each gr. a topic of the 4 given
ones.( Gr1: the weather; Gr 2: last night's TV programmes; Gr 3:
football; Gr 4: plans for next weekend. Note that if Ss like other topics,
let them be free to choose the one they want to talk about)
- Groups discuss to build a conversation related to the given topic.
- Representatives of each group demo.
Group work
Homework Ss write the conversation they like in their notebooks Individual
Unit 2 : School Talks
Tiết PPCT : 09 Ngày soạn : 08/09/2008
Lesson 3: Listening
I- Aim: Listening to mini conversation for specific information.
II- Objective: By the end of the lesson, Ss will be able to develop sub-skill such as listening for specific

information about daily life & develop other skills such as speaking or writing about problems they
have experienced at school.
III- Anticipated problems: Ss may have difficulty in catching exact words & phrases to fill the blanks
in the conversation.
IV- Materials: textbook, tape, cassettes, handout, pictures,...
V- Procedure:
Stages &
timing
Steps / Activities Work
arrangement
Warmer &
pre -
listening
- T prepares a poster on which there is part A of the table:
1. What subjects are you taking this semester?
2. How do you like the class?
3. Are you enjoying the party?
T
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4. How long are you staying?
5. Would you like to have a drink?
- T hangs the poster on the board.
- T writes responses in part B on separated pieces of paper & put them
in random on teacher's table.
- T calls five Ss in turn to go to the board, pick any piece of paper &
stick it at the place suitable with the sentence in part A. For example:
2. How do you like the class? e- I really like it.

- Check Ss' answers & lead in:
Today we'll listen to 4 conversations. Do you want to know what each
conversation is about? Please look at the pictures & try to guess.
- T let Ss guess & writes their guessing on board. Ss may guess:
+) Conversation of picture A is about travelling / holiday / rooms /
hotel.
+) Conversation of picture B is about school problems.
+) Conversation of picture C is about a party.
+) Conversation of picture D is about a holiday at the beach.
Now, let's listen to the tape to check whether you have the right
guessing or not
T
Individual
Group work
While
listening
1) Activity 1 (Task 1-textbook-page 26): Listen & match
- T asks Ss to listen to the tape & match the conversations with the
pictures.
- T plays the tape more than once if necessary, stops after each
conversation.
- Check Ss' answers. If all Ss have the right answer, then T can come to
another task. If there are several different answers, T plays the tape
again & stops at the sentences where Ss have different answers.
- Check Ss' answer again.
2) Activity 2 (Task 2-textbook- page 26): Listen & answer the
questions
- T asks Ss to discuss the questions in pairs to find out the answers.
- T plays the tape, Ss listen for specific information.
- T checks Ss' answers. If Ss all have right answers, T can come to the

next task. If not, T plays the tape again & stops at the sentences where
Ss can't have right answers.
3) Activity 3 (Task 3-textbook-page 27): Gap-filling
- T asks Ss to discuss these questions in pairs:
+) What is the last conversation about?
+) What's Hoa's hotel like? What about her room?
+) Who does Hoa travel with?
+) Is she thirsty now?
- T plays the tape of the last conversation more than once if necessary.
- T check Ss' answers. (Key: 1- it here; 2- very nice; 3- big; 4-
comfortable; 5- travelling; 6- No; 7- alone; 8- for a drink)
Individual
T-whole class
Pair work
T-whole class
Pair work
T-whole class
After
listening
4) Activity 4: Making conversation
- T divides the class into groups. T gives some topics for them to talk
about, for example: school problems, summer holiday, birthday party,...
- Each group chooses the topic they like & makes a conversation about
it.
Group work
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- T goes round to help.

Homework Ask Ss to write the conversation they have made in group in their
notebook.
Individual
Unit 2 : School Talks
Tiết PPCT : 10 Ngày soạn : 14/09/2008
Lesson 4: Writing
I- Aim: Filling in a form
II- Objective: By the end of the lesson Ss will be able to fill an enrolment form & use useful words /
structures in some common forms.
III- Anticipated problems: Ss may not be familiar with forms & language used in forms.
IV- Materials: Textbook, some form samples, poster,...
V- Procedure:
Stages &
timing
Steps / Activities Work
arrangement
Warmer
* Answering questions (Task 1- textbook-page 27)
- T prepares some real forms, shows them to the class & asks:
+) What are they? (They're forms)
+) On what occasions do you have to fill in a form? (When we want to
apply for a job, open an account, send or receive money at the post office
or bank, attend a club, enroll a school,...)
*Lead-in: Do you know what sort of information you often have to
provide when you fill in a form? Let's do task 1 to know about this.
T - whole
class
Activity 1
* Matching (Task 2- textbook - page 27)
- T asks Ss to read the table first & explains some new words:

+) marital status: single / married / separated / divorced: tình trạng hôn
nhân
- T asks Ss to discuss in pairs to match A with B.
- T checks Ss' answers in front of the whole class. (Key: 1D; 2F; 3E; 4G;
5B; 6C; 7A)
Individual
Pair work
T-whole
class
Activity 2
* Filling in a part of form (Task 3-textbook-page 28)
- T asks Ss to read to find if any new words & explains them.
+) block capitals: (T writes some block capital letters on the board: MAI
LAN)
+) delete where not applicable: (T does a model on BB)
+) male: man
+) female: woman
- T asks Ss to do it individually, then exchange their works with their
partner for peer correction.
- T checks Ss' answers.
T-whole
class
Individual
Pair work
T- class
Activity 3
* Filling in a form (Task 4-textbook-page 28)
- T prepares two forms on poster & hangs them on Bb.
- T calls two Ss to go to the Bb & fill in the forms on posters; the others do
it individually in their textbook.

- T goes round & helps
- After a while, T asks Ss to look at the two forms on posters & correct
Individual
Whole class
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them.
- T finalizes the forms on Bb so as Ss can look at them to self-correct the
mistakes in their forms.
T-class
Homework Ss do writing exercises in the work book. Individual
Unit 2 : School Talks
Tiết PPCT : 11 Ngày soạn : 14/09/2008
Lesson 5: Language focus
I- Aim: - Revision of the sounds /^/ & /a:/
- Using Wh-questions; gerund & to-infinitive
II- Objective: By the end of the lesson, Ss will be able to:
- pronounce the vowels /^/ & /a:/ correctly in words & sentences
- distinguish the use of gerund & to-infinitive to use them in communication.
- make questions beginning with Wh based on the context.
III- Anticipated problems: Some Ss may find it difficult to distinguish the use of gerund & to-infinitive
IV- Materials: Textbook, posters,...
V- Procedure:
Stages
&timing
Steps / Activities Work
arrangement
Warmer

* T writes on Bb: While my cousin is studying his subjects, my father is
playing the guitar marvelously for Martha & Charles to dance under the
stars.
- T reads the sentence & asks Ss to read it aloud.
- T asks Ss to put the italics words into 2 columns after making an
example.
- T corrects Ss' mistakes if any & leads in: Today we'll practise the two
sounds / ^/ & / a /.
T - whole
class
Individual
Pronunciation
1) Activity 1: Listen & repeat
- T reads the words in each column & asks Ss to repeat several times.
- T calls some Ss to read.
2) Activity 2: Practise the sentences
- T reads the sentences first
- T asks Ss to read them aloud.
- T asks Ss to underline the words which has the sound /^/ & circle the
words having the sound /a/.
- T check Ss' answers
T - whole
class
T- whole
class
Grammar
I- Presentation 1:
- T tells the class: "Yesterday I rode a bike to the shopping center with
when who how where
a friend because I wanted to buy some clothes"

with whom why
- T writes the sentence on Bb & underlines some words as above.
- T prepares some cards on each of which there is a question word such
as: when, where, who, why, how, with whom.
- T asks Ss to stick the cards under the appropriate part & make full
questions for the underlined parts.
T-whole
class
Individual
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(Key: 1. When did you ride a bike to the shopping center with a friend?
2. Who rode a bike to the shopping center with a friend yesterday?
3. How did you come to the shopping center?
4. Where did you ride a bike with a friend to?
5. Who(m) did you ride a bike to the shopping center with yesterday?
6. Why did you ride bike to the shopping center with a friend
yesterday?)
- T elicits: What kind of questions do we often use when we want to
know information about place, time, person, means, destination, etc. ?
- S may answer: Wh-questions.
- T asks Ss to brainstorm kinds of Wh-questions
II- Practice 1: Make questions for the following responses.
- T asks Ss to read the responses carefully, then discuss in pairs to find
the suitable Wh-questions.
- T checks Ss' answer in front of the class. Note that for each response
there may have many different questions with the same question word,
or the italics parts are changeable.

(Suggested key: 1. When did you meet him?
2. How long has he been here?
3. Who did you come with?
4. Where will we meet?
5. Why do you like it?
6. What time is it now?
7. How many children do they have?)
III- Presentation 2:
- T shows Ss some pictures in which there is a person playing football,
another is trying to reach something high above.
- T tells the class, pointing at the pictures:
This boy likes playing football. That woman is trying to reach the
ceiling fan.
- T writes the two sentences on Bb & asks Ss to pay attention to the
underlined parts & says: Some verbs are followed by Gerund; others -
to-infinitive.
- T introduces a table of verbs followed by gerund & verbs followed by
to-infinitive:
Verbs followed by gerund Verbs followed by to-infinitive
- avoid, have trouble, practise,
stop*, try*, enjoy, remember*,
forget*, consider, miss, like*,
mind, suggest, etc.
- Gerunds often follow
prepositions.
- Gerunds are used with go: go
camping, go fishing, go shopping,
go swimming, go dancing,...
-expect, stop*, try*, remember*,
forget*, plan, decide, hope,

threaten, agree, like*, etc.
- Some verbs + O + to-infinitive:
want, ask, advise, tell, request,
order,...
- T explains the meaning of some verbs & distinguish the usage of *-
marked verbs.
IV- Practice 2: 1) Fill each blank with an -ing or to + infinitive form
of the verbs in brackets (Exercise 2- textbook - page30)
- T asks Ss to read the letter & explains new words if Ss need.
T-whole
class
Group work
Pair work
T-whole
class
T-whole
class
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- T asks Ss to do it individually first, then asks Ss to exchange their paper
with their partner to have correct answers.
- T checks Ss answers & correct mistakes if any.
(Key: 1- to hear; 2- going; 3- remembering; 4- doing; 5- worrying; 6- to
pay; 7- to go; 8- visiting; 9- seeing; 10- hearing)
2) Complete the following sentences using an -ing or to + infinitive
form of the verbs in the box (Exercise 3 - textbook - page 31)
- T divides the class into 2 groups. Group A does from question 1 to 5;
group 2- from 6 to 10.

- T goes round to help & encourages.
- After a while, asks groups present their results.
- T asks Ss to peer correct & T wraps up.
(Key: 1- to go; 2- waiting ; 3- having; 4- to find; 5- living; 6- making; 7-
to call; 8- to lend; 9- talking; 10- to post)
V- Production: Noughts & crosses game
remember agree be interested in
go mind threaten
decide consider avoid
- T instructs how to play the game: Ss can choose any words in the table
& she / he has to make sentence with it. The sentences must have
Gerund or to + infinitive. The team who has 3 correct answers straight in
a line first is the winner.
Individual
Pair work
Group work
Group work
Homework Ss do exercises in the textbook Individual
Unit 3: People's background (Trang 33-40)
I- Mục tiêu:
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A- Về kĩ năng:
1) Đọc: - Đọc và đoán nghĩa của từ dựa theo ngữ cảnh
- Đọc và trả lời các câu hỏi về nội dung bài đọc
- Đọc quét để tìm thông tin trong bài đọc
- Tóm tắt lại bài đọc dới dạng nói và viết
2) Nói: - Hỏi và trả lời những thông tin về tiểu sử, lai lịch của một ngời nào đó.

- Luyện tập cách ghi lại, cách hỏi và trả lời một cuộc phỏng vấn
3) Nghe: - Học sinh nghe hiểu đợc ý chính của bài
- Nghe và lựa chọn đúng, sai.
- Nghe và điền những thông tin còn bỏ trống
- Hỏi, trả lời những thông tin liên quan đến bài nghe và tóm tắt lại nội dung chính của bài
4) Viết: - Học sinh học cách điền những thông tin cần thiết vào một C.V (sơ yếu lí lịch)
- Dựa vào bản khai lí lịch để viết về lí lịch ngời khác
B- Về ngôn ngữ:
1) Từ vựng: Học sinh đợc học những từ có liên quan đến cuộc đời, sự nghiệp các nhà khoa học, các
danh nhân thế giới
2) Ngữ âm: Học sinh đợc luyện âm /e/ và / /
3) Ngữ pháp: - Ôn lại thì quá khứ hoàn thành và phân biệt hai thì Quá khứ hoàn thành và Quá khứ đơn
II- Đồ dùng giảng dạy: Sách GK, đài cassette, băng đĩa, tranh ảnh, bìa to, bút dạ, handouts,...
III- Tiến trình giảng dạy:
- Toàn bài dạy trong tiết.
- Tiết 1: Reading
- Tiết 2: Speaking
- Tiết 3: Listening
- Tiết 4: Writing
- Tiết 5: Language focus
Unit 3 : people s background
Tiết PPCT : 12 Ngày soạn : 17/09/2008
Lesson 1: Reading
I- Aim: Reading for specific information
II- Objective: By the end of the lesson Ss will be able to:
- read a passage about the scientist Marie Curie &
- develop different skills such as writing, speaking or listening.
- understand new words & use them in communication
III- Anticipated problems: Ss may lack of information about Marie Curie & other scientists.
IV- Materials: textbook, pictures, poster,...

V- Procedure:
Stages &
timing
Steps / Activities Work
arrangement
Warmer
* Guessing the jobs:
- T prepares a list of jobs but only shows the first letter, other letters are
hidden:
1. D - - - - - (doctor) 4. P - - - - - - - -(policeman)
2. T - - - - - - (teacher) 5. S - - - - - -(student)
3. S - - - - - - - - (scientist) 6. M - - - - - -(manager)
- T asks Ss to guess the jobs.
T- whole
class
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- T asks to set the scene: Which job do you like most? (T waits for Ss'
answers). Yes, you may like this one or that one, but one of the most
difficult & important jobs is scientist. Today we'll read a passage about a
very famous female scientist - Marie Curie.
Before you
read
1) Discussion: - T gives Ss a question to discuss in groups: What do you
know about Marie Curie?
- T lets groups tell what they know about Marie Curie & praises the one
with the most correct information.
2) Pre-teach vocab.

- general education (n): comprehensive study of all subjects & skills at
school (giáo dục phổ thông)
- brilliant (adj.): clever, quick at learning (thông minh, sáng dạ)
- PhD (n): Doctor of Phylosophy (Tiến sĩ)
- to be awarded: to be presented with / to be given / to be offered (đợc
trao, tặng)
- atomic weight of radium: trọng lợng nguyên tử
- humanitarian wish: mong muốn nhân đạo
Group work
T
While you
read
1) Activity 1: Matching the words with their meaning (Task 1- textbook -
page 33)
- T asks Ss to look at the words in column A & read the passage &
underline the sentences with these words.
- T asks Ss to read the underlined sentences again to guess the meaning
of the words in context.
- T asks Ss to discuss in pairs to match.
- T checks Ss' answers in front of the whole class.
(Key: 1c; 2e; 3a; 4d;5b)
2) Activity 2: T / F statements (Task 2- textbook- page 33)
- T asks Ss to read the passage again
- T asks Ss to discuss with their partner to decide T or F & correct the
false information.
- T checks Ss' answer in front of the whole class.
Key: 1. T
2. F (Her dream was to become a scientist)
3. T
4. F (She married Marie Curie in 1895)

5. T
3) Activity 3: Answering the questions (Task 3- textbook - page 34)
- T divides the class into groups.
- T asks groups to ask & answer the given questions. T goes round to
make sure that all Ss are involved.
- T calls Ss from different groups to ask & answer the questions so that
the whole class can hear & confirm.
Individual
Individual
Pair work
Individual
Pair work
T-whole
class
Group work
Individual-
whole class
After you
read
* Option 1: the same as the activity given in the textbook.
- T divides the class into 5 groups & gives each gr. an adj. of the five &
asks them to find the evidence from the passage to prove their adj.
Example: Gr1: strong-willed
Gr2: ambitious & so on.
Group work
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- T calls the representative of each gr. to read the evidence.

* Option 2 (for better Ss): T asks Ss to think of the question: Do you like
& admire Marie Curie? If Ss say yes, asks them to write a short passage
about it & explain why.
Individual
Homework T asks Ss to write a passage to answer the question: What do you know
about Marie Curie?
Individual
Unit 3 : people s background
Tiết PPCT : 13 Ngày soạn : 20/09/2008
Lesson 2: Speaking
I- Aim: Speaking about someone's background
II- Objective: By the end of the lesson, Ss will be able to talk about their own background & know how
to ask for other's background.
III- Anticipated problems: Ss may not know what the word "background" means.
IV- Materials: Textbook, cassettes, tape, poster,...
V- Procedure:
Stages &
timing
Steps / Activities Work
arrangement
Warmer - T tells Ss: You've learnt something about Marie Curie. Now put the
following words about her into 3 columns & name each column: general
education, father, Nobel Prize in Chemistry, PhD, husband, scientific
training, brilliant student, university professor, determining the atomic
weight of radium, study tour abroad, got married, in Warsaw, on
November 7th, 1867.
- T divides the class into groups & gives each gr. a poster so that they can
write their answer on it.
- T hangs the posters on Bb & asks Ss to choose the best one.
* The best one must be:

Her family & herself Her education Her experiences
father
husband
got married
in Warsaw
on Nov 7th, 1867
general education
scientific training
brilliant student
study tour abroad
Nobel Prize in
Chemistry
PhD
university professor
determining the
atomic weight of
radium
- T leads in: the above table is about Marie Curie's background. Today
we'll speak about someone's background.
(T should remember to praise the group having the best poster)
T- whole
class
Group work
T
Activity 1
( Task 1-textbook- page 34)
- T asks Ss to decide which of the items can tell them about someone's
background. Ss will easily choose the right items thanks to the above
Group work
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table. They are: family; education; experiences
- After they decide, T asks them to find the questions for each item they
will use if they ask for smb's background.
* Suggested answer:
+) Family: - Where & when were you born?
- What do your parents do?
- Did you get married?
- What's about your husband / wife?
+) Education: - Where did you study at high school?
- What subject(s) were you good at / did you like best?
- What degree did you have?
+) Experiences: - How long have you worked as a doctor / teacher /...?
- What did you get in you career? Were you successful?
- What experiences do you have?
Pair / group
work
Activity 2
(Task 2- textbook - page 35)
- T asks Ss to work in pairs / groups to ask & answer about each other's
background using the given cues. T reminds them to change the roles
when they have finished.
- T goes round to control & help & tries to find one or two good pairs to
demo in front of the whole class.
Pair / group
work
Activity 3
(Task 3- textbook - page 35)

- T asks each gr. to choose a representative. He or she will talk about the
person he / she has learnt from the interview.
Group work
Individual
Homework Ss write a passage about the background of the person they have learnt in
class. Individual
Unit 3 : people s background
Tiết PPCT : 14 Ngày soạn : 22/09/2008
Lesson 3: Listening
I- Aim: Listening for specific information about Olympic champions
II- Objective: By the end of the lesson Ss will be able to develop sub-listening skill such as listening for
specific information about Olympic champions & develop other skills such as speaking or writing.
III- Anticipated problems: Some Ss may not understand the tape
IV- Materials: Textbook, cassettes, tape, pictures,...
V- Procedure:
Stages &
timing
Steps / Activities Work
arrangement
Warmer
Guessing: - T prepares a picture of five circles which are the symbol of the
Olympic. T holds it in the hand & lets Ss guess what the picture is about.
- After a while, T opens the picture for Ss to see & asks for setting the
scene: What do you think of when you see these circles?
T- whole
class
Pre-
listening
1) Activity 1: Answering the questions:
1. Can you name any Olympic champions?

2. What would you like to know about these people?
T- whole
class
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- T gives Ss some time to find the answer to the questions
- T says: Today we'll listen to a conversation between a reporter & an
Olympic champion. In the tape there are some difficult words to hear.
Now, listen & repeat.
2) Activity 2: Listen & repeat
- T checks if Ss understand the words to explain if necessary.
- T plays the tape & stops after each word for Ss to repeat.
T- whole
class
While
-listening
3) Activity 3: T / F statements (Task 1- textbook - page 36)
- T asks Ss to discuss the statements first & try to predict.
- T plays the tape once.
- T checks Ss' answer. If they all have the same answer then T plays the
tape once more to confirm. If they have different answers after the first
listening, lets them listen again & again if necessary.
- T checks Ss' answers to have only one result for the whole class.
4) Activity 4: Gap-filling (Task 2- Textbook- page 37)
- Before plays the tape, T asks Ss to think of the missing words. If they can
fill in the blanks, let them do it. Then asks them to listen to the tape to
check.
- T checks Ss' answers.

(key: 1. general education 2. lives; family
3. different; swimming 4. love stories 5. teacher's diploma
Pair work
T-whole
class
Group work
Post-
listening
- T asks Ss to ask & answer about Sally Group work
Homework - T asks Ss to write a passage about Sally or any athlete they know. Individual
Unit 3 : people s background
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Tiết PPCT : 15 Ngày soạn : 24/09/2008
Lesson 4: Writing
I- Aim: Writing a C.V about people's background
II- Objective: By the end of the lesson Ss will be able to:
- get to know the format, layout & essential information of a C. V
- write a simple C. V
III- Anticipated problems: Ss may not know what a C.V is or what is it for.
IV- Materials: C.V sample, textbook, poster, handouts...
V- Procedure:
Stages &
timing
Steps / Activities Work
arrangement
Warmer - T prepares a picture of a man named David & gives information around
his face. There is a small oval under each piece of information for Ss to fill

in:
- T gives Ss handouts & asks them to match A with B
A B
1) Name
2) Date of birth
3) Place of birth
4) Schools attended
5) Exams passed
6) Previous jobs
7) Interests
a) Boston
b) Kensington High school
c) English, French, Math
d) Tourist guide
e) David Brown
f) 12 / 11 / 69
g) Music & dancing
- T checks Ss' answers & explains if necessary
(Key: 1e; 2f; 3a; 4b; 5c; 6d; 7g)
- T asks Ss where these pieces of information are often found & leads in.
Activity 1 - T asks Ss to read Mr. Brown's C.V
- T explains the word "C.V": curriculum vitae - a form with details about
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Music & dancing
English, French, Maths
Kensington High School
12/11/69
Boston

Date
of
birth
Giáo án Tiếng Anh Lớp 10 - Ban Cơ Bản
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somebody' data, past education & jobs.
- Then T gives each group a poster & asks them to write a paragraph about
Mr. Brown, using the given cues.
- T checks Ss' writing & lets them to correct mistakes if any.
Activity 2 - T gives Ss the same handouts as in the textbook & asks them to ask their
partners for the information about his / her parents to fill in the form.
- T calls some Ss to report their handouts
Activity 3 - T asks Ss to write a paragraph about the person they've just had
information about
- T asks Ss to exchange their paper for peer correction.
- T asks Ss to recommend some good drafts & to be read aloud in front of
the class.
Homework T asks Ss to rewrite their drafts.
Unit 3 : people s background
Tiết PPCT : 16 Ngày soạn : 27/09/2008
Lesson 5: Language focus
I- Aim: - Distinguish the sounds / e / & / ổ /
- Learning how to use the past perfect tense
II- Objective: By the end of the lesson Ss will be able to:
- pronounce the sounds / e / & / ổ / correctly
- use the past perfect appropriately & distinguish it with past simple tense
III- Anticipated problems: Ss may confuse the use of the past perfect & past simple or present perfect.
IV- Materials: textbook, pictures, posters,...
V- Procedure:
Stages &

timing
Steps / Activities Work
arrangement
Warmer - T prepares some pictures of a tap, a map, a cat, a hat, a cap, a pen, a
bed, a bench, a bell, a tent...
- T sticks the pictures on Bb in random & asks Ss to put them in two
columns & explain the reason.
- Ss may put correctly or incorrectly. T then puts them in the right
columns & explains.
*Column A: a tap, cat, hat, cap, map, bag, because the letter a in these
words is pronounced / ổ /
*Column B: a pen, bench, bell, bed, tent, because the letter e in these
words are pronounced / e /
- T leads in: Today we'll practise pronouncing the two sounds / e / & /ổ/
T- whole
class
Whole class
T- whole
class
Pronunciation - T reads the above words first & asks Ss to follow, pointing them the
difference between the two sounds.
- T asks Ss to open their books & listen to the tape
- T asks Ss to repeat several times
- T reads the sentences or plays the tape first, then asks Ss to practise
these sentences in pairs.
T- whole
class
Whole class
Pair work
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