giao an bai 1 den testa

The first term of grade 10 Preparing:15/ 8/ 2010
Teaching: …./ 8/ 2010
The 1
st
period
Grade 10
Theme: Guiding how to learn and to do English tests
Time: 45 minutes
I. Objectives:
1. Educational aim: Students know about English book in grade 10
2. Knowledge:
Student know: - How to learn English in grade 10
- How to do English tests
- How to use student’s book and workbook
3. Skill : - Reading
- Speaking
- Listening
- Writing
- Doing English tests
II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, etc.
III. Procedure:
Teacher s activities’ Students activities’
Warm-up :(7 minutes)
- Introduce to students about the teacher
- Ask students about their names and English knowledge etc.
Guiding: 35 minutes
1. Guiding student’s book and workbook:
* Introduce to students how to use their book and workbook
* Introduce to students how to learn reading, speaking,
listening, writing, language focus in their books and how to
do the exercises in their books

2. Guiding English tests in grade 10:
* Introduce to students about oral tests, 15 minute tests, 45
minute tests, etc. and how to do them
* The tests in grade 10 include:
reading : 25%
listening: 25%
writing: 25%
language focus: 25%
3. Guiding other books and tape, etc…
Homework: 3 minutes
- Ask students to prepare textbook, notebooks and the things
for learning andprepare lesson reading - Unit 1
- Listen to the teacher
- Answer the teacher’s questions
- put the student’s book and
workbook on the table
- listen to the teacher and look
through the books
- Listen to the teacher
- listen to the teacher and write
down the things which will be
prepared at home
---------------***-----------------
UNIT 1: A DAY IN THE LIFE OF...... Preparing:15/ 8/ 2010
Teaching:17/ 8/ 2010
Period: 2 P1: READING
I. Objectives:
1. Aims: By the end of the lesson, students will be able to know a day of
work in the life of a peasant.
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 ss to match quickly in one minute, then ask
some ss to stand up to answer T's questions.
- 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, 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"
- 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?
S4: I often have breakfast at 6.15.
............
S11: What do you often do in the evening?
- 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 .
+ 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
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?
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
possible.
4. After you read:( 8 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 6 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:( 2 min)
- Ask sts to write full passage about Mr. Vy and
Mrs. Tuyet basing on what they have discussed in
Post- Reading.
and they love their children.
- In the morning:
+ 4.30: The alrm 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.
UNIT 1: A DAY IN THE LIFE OF...... Preparing:15/ 8/ 2010
Period: 3 P2: SPEAKING Teaching:18/ 8/ 2010
I. Objectives:
1. Aims: By the end of the lesson, students will be able to talk about one’s and others’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 CD
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)
- 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 :
- 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.
- The present simple tense.
S: seven thirty or half past seven.
S: The question begins with " What
- 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 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.
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 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......."
- 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.
- Think about theit daily activities and talk to
their friends.
- Try to use English to talk.
_____________________________________
UNIT 1: A DAY IN THE LIFE OF...... Preparing:15/ 8/ 2010
Period: 4 P3: LISTENING Teaching:21/ 8/ 2010
I. Objectives:
1. Education aims: By the end of the lesson, students will be able to listen and
understand a labourer’s daily routine

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.
- 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?
- 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?
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
Xuan district
- drop (v): when the passenger gets off the

cyclo.
- '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
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.
- 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.
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 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
- Work in pairs to ask and answer questions
such as:
" What is the man's name?"
" What does he do?"
.............
_____________________________________
UNIT 1: A DAY IN THE LIFE OF...... Preparing: 20/ 8/ 2010
Period: 5 P4: WRITING Teaching: …/ 8/ 20010
I. Objectives:
1. Education aims: By the end of the lesson, students will be able to write a narrative by using
given prompts
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
- 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.
( vocabulary, grammar, form) to write.
* Pre-teach Vocab :
stare death in the face (sî xanh mÆt, ®èi mÆt
víi tö thÇn)
take off (cÊt c¸nh) – land (v) air-hostess (n)
- shake (v) – fasten seatbelt – dip (v) –
give up (n) – relieved (a): (nhÑ nhâm)
+ Task 1:
- 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
- Ask sts to listen and read these words again.
3. While you write:( 10 mins)
- Aims: students practise cotrolled- writing.
+ Task 3:
- Read through the passage individually .
- 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.
- 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 discotheque on the ground floor.
It was crowded with people. They were
dancing and singing happily. Suddenly we
smelt smoke. Then black smoke began to fill
- 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)
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 frightening
experience of my life.

______________________________________
 Preparing:20/08/2010
 Teaching: …../08/ 2010
I. Objectives:
1. Education aims: - Students can distinguish the sound / i / 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.
2. Language: - Pronunciation: / i / 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 / i / 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.
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
- Give remarks and marks.
2. Pronunciation:( 15 mins)
- Aims: to introduce the two sounds and to
help sts to read these sounds correctly.
- Introduce two sounds / i / and / i: /
->/I/ sound is short sound
->/I:/ sound is long sound
- 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)
- Ask sts to work in pairs to practise 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.
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 / i / and /i:/
- Listen and repeat.
/ɪ/ / i:/
hit kick heat repeat
bit click beat read
little interested meat eaten
1. Is he coming to the cinema ?
/ɪ/ /ɪ/ /ɪ/ /ɪ/
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.
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/ V-s/-es +.......
(- ) 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.
- 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.
- Ask 2 sts to do this exercise on the board.
- Move round to help sts if necessary.
- Check and give remarks.
4. Homework ( 3 min)
-Ex 1, 2 ( page 6)
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

……………*….*…*…………….

UNIT 2: SCHOOL TALKS Preparing:20/08/ 2010
Period: 7 P1 : READING Teaching:…../…./ 2010
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
fowing 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:
- 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 .
- Provide the students with these new
words/phrases in this way:
+ 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.....
- 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.
- Copy down
- 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.