unit 12 music date period 01 instruction to studying and testing i aims give students opportunities to know the ways to study to do the tests and what to prepare for the new school year ii objectives

<span class='text_page_counter'>(1)</span><div class='page_container' data-page=1>

<b>I. Aims: </b>

Give students opportunities to know the ways to study, to do the tests and what to prepare

for the new school year.

<b>II. Objectives:</b>

By the end of the lesson, students will be able to to know the content, the objectives and

the curriculum of “English 10- Immediate” book.

<b>III. Teaching aids:</b>

Textbook, board, chalk.

<b>IV. Procedure:</b>

Content Teacher’s activities Students’s activities

<b>I. Warm up (5 )</b>

’

Game: Hangman

<b>II. Presentation </b>

<b>(35 )</b>

’

<i><b>1. Content </b></i>

- 6 themes in 16 units
and 6 tests

- 5 parts (periods) in
an unit: Reading,
speaking, listening,
writing and language

focus ( Grammar and
pronunciation)

- There are 105
periods in the school
year, 54 per in 1st _and

51 in 2nd _term

<i><b>2. Requirements</b></i>

<b>III. Summary (5 )</b>

’

- Let students play the game “
Hang man”

- Gives the clue to help students
to guess the words.

This word contains 7 letters
<i> It is a noun</i>

<i> It is the name of a subject</i>
<i>you study at school</i>

- Asks students to take a look at
the text book and list out all the
name of the units they are to
learn at this grade.

“ How many units are you to
<i>learn at this grade?Give their</i>
<i>name”</i>

- Then asks them classify these
units into themes.

- Give the requirements of the
subject:

- For every period students
should be active to study and
get knowledge through
collective activities: Pair/group
work.

- There must be two kinds of
note book: one for theory and
another for homework.

- Test yourself (after 2 or 3
units) must be done

- Summarize the main points of

- Play game

<b>E_ N_ G_L _I _S _ H_</b>

<b>- Look at the textbook and </b>

give answers

+ Ss1: 16 units
+ Ss2: 6 themes.

They are: Daily life, People’s
background, Information and
technology, Nature and
conservation, Sports and
Entertainments, Cities and
Historical places.

- Listen and take notice

</div>
<span class='text_page_counter'>(2)</span><div class='page_container' data-page=2>

<b>Date...</b>

<b>Unit 1: A day in the life of…</b>

<i><b>Part A: Reading</b></i>

<b>I. Aims: </b>

Give students opportunities to:

 Practise reading skills (scanning, skimming and guessing the meaning of new words).
 Improve the knowledge about the farmer’s daily routine

<b>II. Objectives:</b>

By the end of the lesson, students will be able to:

 Improve their reading skills (scanning, skimming and guessing the meaning of new
words).

 Have more imformation about the farmer’s daily routine
 Increase their vocabulary about routine

<b>III. Teaching aids:</b>

</div>
<span class='text_page_counter'>(3)</span><div class='page_container' data-page=3>

in textbook (page 12)

Unit 1: A day in the

life

…

Part A: Reading

I. New words:
1. plough (v)
2. Harrow (v)
3. Plot of land(n)
4. Peasant

5. Transplant

picture in textbook (page 12)
and answer the question:

<i>+ What can you see in this</i>
<i>picture?</i>

<i>+ What is the farmer doing?</i>

<i>+ Where is he working now?</i>
<i>+ Is his work hard or easy?</i>
Lead in : “Today we are going
to read about a day in the life of
a farmer?”

- Ask students to look at the
passage in 1 minute and find the
new words

<b>Present new words:</b>

1

<i>. Plough</i>

(n) ( Picture)

- Look at the picture and

answer the question:

<i>What is he doing?</i>

<i>- He is ploughing</i>

- Read aloud this word 3

times

- Ask students to repeat it 3

times

- Write down this word and

its meaning on the board

<i>Plough (v): </i>

- Ask one students to read

aloud and say its meaning.

- Do the same with other

words

answer teacher's questions.
<i>+ There is a farmer and a</i>
<i>buffalo</i>

<i>+ He is ploughing.</i>

<i>+ He is working on the field.</i>
<i>+ I think his work is hard.</i>

<b>- Find the new words</b>

<b>- Answer</b>

<b>- Listen to teacher</b>
<b>- Repeat</b>

<b>- Copy into the notebook</b>
<b>- Read aloud and say its </b>
<b>meaning</b>

</div>
<span class='text_page_counter'>(4)</span><div class='page_container' data-page=4>

<b>Date...</b>

<b>Unit 1: A day in the life of…</b>

<i><b>Part B: Speaking</b></i>

<b>I. Aims: </b>

Give students opportunities to:

 Practise speaking skills (accuracy and fluency)
 Talk about the student’s daily routine

<b>II. Objectives:</b>

By the end of the lesson, students will be able to:
 Improve their speaking skills (accuracy and fuency)
 Talk about the student’s daily routine.

<b>III. Teaching aids:</b>

Textbook, pictures in the textbook, board, chalk.

<b>IV. Procedure</b>

Content Teacher’s activities <b>Students s activities</b>’

<b>I. Warm up (5 )</b>

’

Game: Network
English Maths

Physics …….

Unit 1: A day in the life

of

…

.

Part B: Speaking

<b>I. Task 1</b>

Ask and answer and
answer question with a
partner, using the
information from the
timetable

Example:

A: <i>What time does Quan</i>
<i>have a….. lesson on</i>
<i>Monday?</i>

B: <i>(He has a…. lesson) at</i>
<i>.. </i>

<i>…</i>

A: <i>What lesson does</i>
<i>Quan have at ...on</i>
<i>Monday?</i>

B: <i>(At… on Monday, he</i>

- Divide the class into 2 group
(A and B)

- Ask each group to list all the
name of the subjects they learn
at school in 3 minutes

- The group with more words
within a limited time will be the
winner

- Call on 2 representatives to
write their result on the board
- Check and decide the winner
Lead in: “<i> Today, we are going </i>
<i>to talk about a daily life of a </i>
<i>student</i>”

- Ask students to read the
timetable (page 15)

- Call on 2 students to read
aloud it in front of the class
- Check the meaning of
timetable

- Ask students to work in pair
and do task 1

- Make a model:

- Call on 1 student and ask:
<i>+ What time does Quan have </i>“
<i>a Maths lesson on Monday?</i>”
<i>+ What lesson does Quan </i>“
<i>have at 8:55 on Monday?</i>

- Ask students to do the same
and ask and answer question,
using the information from the

- Work in group
-Listen to teacher

- List all the name of the
subjects in 3 minutes

- Write the results on the board
- Listen to the teacher

- Read the timetable
- Read in front of the class
- Answer

- Work in pair
- Listen to teacher
- Answer:

+ At 8:55 and 9:55
+ a Maths lesson

</div>
<span class='text_page_counter'>(5)</span><div class='page_container' data-page=5>

<b>II. Task 2</b>

Talk about Quan’s
activities, using the
pictures (page 15)

Example:

A: <i>What does Quan do at</i>
<i>4:30 p.m?</i>

B: <i>He watches T.V</i>

<b>III. Task 3</b>

Tell your classmates about
your daily routine

Example

A: <i>What time do you get</i>
<i>up?</i>

B: <i>I get upat 6 oc lock</i>’
A: <i>What do you often do</i>
<i>in the morning?</i>

B: I <i>go to school</i>

<b>IV. Summary (5 )</b>

’

- Check the meaning and
pronounciaion

- Ask students to work in pair
and talk about Quan’s activities,

using the picture

- Make model:

- Call on 1 students and ask:
<i>What does Quan do at 4:30 </i>
“

<i>p.m?</i>”

- Ask students use the simple
present

- Ask students to do the same
and ask and answer question
about Quan’s activities in
minutes

- Call on some pairs to ask and
answer in front of the class
- Check the meaning and
pronounciaion

- Ask students to work in group
of 3 or 4

- Ask them to ask and answer
about their friend’s daily routine
- Make model

- Call on 1 student and ask:
<i>+ What time do you get up?</i>“ ”
<i>+ What do you often do in the </i>“
<i>morning?</i>”

- Ask student to do the same and
do task 3 in minutes

- Call on some students to talk
their daily routine in front of the
class

- Check the meaning and
pronounciaion

- Summarize the main points of
the lesson.

- Ask student to prepare the new
lesson

- Homework: “ Write a passage
(100 words) about your daily
routine.

- Listen to the teacher

- Listen to teacher

- Answer:

<i>He watches TV</i>

“ ”

- Listen to the teacher

- Ask and answer in minutes

- Ask and answer in front of the
class

- Listen to the teacher

- Work in group of 3 or 4
- Listen to teacher

- Answer

+ I get up at 6 o’clock
+ I go to school

- Ask and answer about the
friend’s daily routine

- Talk their daily routine in
front of the class

- Listen to teacher

</div>
<span class='text_page_counter'>(6)</span><div class='page_container' data-page=6>

<b>Date...</b>

<b>Unit 1: A day in the life of…</b>

<i><b>Part B: Listening</b></i>

<b>I. Aims: </b>

Give students opportunities to:

 Practise speaking skills (accuracy and fluency)
 Talk about the student’s daily routine

<b>II. Objectives:</b>

By the end of the lesson, students will be able to:
 Improve their speaking skills (accuracy and fuency)
 Talk about the student’s daily routine.

<b>III. Teaching aids:</b>

Textbook, pictures in the textbook, board, chalk.

<b>IV. Procedure</b>

Content Teacher’s activities <b>Students s activities</b>’

<b>I. Warm up (3 )</b>

’

Pre-question

Unit 1: A day in the life

of

…

.

Part C: Listening

<b>I. New words (7 )</b>

’

<i>1. Present new word</i>

1. District (n) (Example)
2. Drop(v) (Picture)

3. Passengers (n) (Picture)
4. Pedal (Translation)
5. Food stall (n)

- Ask students to answer the
questions:

1<i>. Have you ever travelled by </i>“
<i>cyclo?</i>”

2<i>.</i>“<i>When was it?</i>”

3<i>.</i>“<i>Do you think that it is </i>
<i>interesting to travel by cyclo?</i>”
4<i>. Which do you prefer, going </i>“
<i>by bicycle or by cyclo? Give </i>
<i>reasons .</i>”

5<i>. What do you know about a </i>
<i>day in the life of a cyclo driver</i>
Lead in: “<i>To have more </i>
<i>information about a cyclo </i>

<i>driver s daily routine, we are </i>’
<i>going to learn a listening </i>
<i>lesson</i>”

Instruction: “ Before listening,
I’d like to introduce some new
words”

1

<i>.District</i>

(n) ( Example)

- Look at the example:

“ I live in Hau Loc district”

- Can you guess the word

- Answer:

1<i>. Yes, I have/ No I haven t</i>’
2.

3<i>. Yes, I do/ No, I don t</i>’
4<i>. I prefer going by cyclo.</i>
<i>Because it is comfortable</i>
5. <i>I don t know</i>’

- Listen to teacher

</div>
<span class='text_page_counter'>(7)</span><div class='page_container' data-page=7>

2. Listen and repeat

II. Task 1 (10’)

You will hear Mr. Lam, a

cyslo driver, talk about his
morning activities. Listen
to his talk and number the
pictures in their correct
order

<b>II. Task 2(10 )</b>

’

Listen again. Decide
whether the statements
atre true (T) or false (F)

- Ask students to repeat it 3

times

- Write down this word and

its meaning on the board

<i>District (v): </i>

- Ask one students to read

aloud and say its meaning.

- Do the same with other

words

- Ask students to look at the
book and listen to the teacher
- Repeat 10 words

- Call on some students to read
again

- Check pronounciation
* Pre – task 1

- Ask students to look at the
picture in task 1 (page 1) and
answer the question:

“What does Mr. Lam do in this
picture?

* Doing task 1

- Ask students to listen twice
and number the correct order
- Ask students to work in pair
and compare the answer with
their partner

- Call on 2 students to write the
answer on the board

- Check and give correct answer

1. Pre- task 2

- Ask students to read and
explain 5 statements in task1

- Explain some words or phrases
which students can’t understand
- Ask ss to guess which

statements are True and which
ones are

- Call some ss to give their
guesses

- Write ss’ guesses on the board
2. Doing task 2

-Ask students to listen again
twice

- Ask 2 students to give their
answers on the board

- Give feedback and correct
answers. While play the tape T

- Listen to teacher
- Answer:

+ At 8:55 and 9:55
+ a Maths lesson

- Ask and answer question,
using the information from

the timetable in minutes
- Ask and answer in front of the
class

- Listen to the teacher

- Listen to teacher

- Answer:

<i>He watches TV</i>

“ ”

- Listen to the teacher

- Ask and answer in minutes

- Ask and answer in front of the
class

- Listen to the teacher

- Work in group of 3 or 4
- Listen to teacher

- Answer

+ I get up at 6 o’clock
+ I go to school

- Ask and answer about the
friend’s daily routine

- Talk their daily routine in
front of the class

</div>
<span class='text_page_counter'>(8)</span><div class='page_container' data-page=8>

<b>III. Task 3</b>

Tell your classmates about
your daily routine

Example

A: <i>What time do you get</i>
<i>up?</i>

B: <i>I get upat 6 oc lock</i>’
A: <i>What do you often do</i>
<i>in the morning?</i>

B: I <i>go to school</i>

<b>IV. Summary (5 )</b>

’

should pause the tape to explain
the answers.

- Compare to the ss’ guesses

- Ask students to work in group
of 3 or 4

- Ask them to ask and answer
about their friend’s daily routine
- Make model

- Call on 1 student and ask:
<i>+ What time do you get up?</i>“ ”
<i>+ What do you often do in the </i>“
<i>morning?</i>”

- Ask student to do the same and
do task 3 in minutes

- Call on some students to talk
their daily routine in front of the
class

- Check the meaning and
pronounciaion

- Summarize the main points of
the lesson.

- Ask student to prepare the new
lesson

- Homework: “ Write a passage

(100 words) about your daily
routine.

</div>
<span class='text_page_counter'>(9)</span><div class='page_container' data-page=9></div>

<!--links-->