GA ON TAP 10

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Date of preparing:

Date of teaching:

Class:

10 A

Attendance:

10 C

Attendance:

10 D1

Attendance:

10 D2

Attendance:

Period 101

REVIEW LESSON 1

I. Objectives

1. Aims: By the end of the lesson, Ss will be able to

- Master the use of Conditional Types 2 and 3 and The Passive voice.

2. Knowledge:

- Grammar:

+ Conditional Types 2 and 3

+ The Passive voice.

3. Skills: Reading Speaking, listening, writing.

II. Methods

: Integrated, mainly communicative.

III. Teaching aids

: Textbook, lesson plan and workbook.

IV. Procedure:

1. Greeting and checking Ss’ attendance.

2. Checking: Asks Ss to do exercises.

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Teacher’s activities

Students’ activities

I. Presentation

- T gets Ss to review the form,

meaning and use of Conditional

sentences type 2 & 3 and The

Passive voice.

1. Conditional sentences types 2

& 3

- T elicits the form, meaning and

use of Conditional sentences type 2

from Ss.

- T elicits the form, meaning and

use of Conditional sentences type 2

from Ss.

- T elicits the form, meaning and

use of Conditional sentences type 3

- Review the form, meaning and use of

Conditional sentences type 2 & 3 and

The Passive voice.

- Review the form, meaning and use of

Conditional sentences type 2 & 3

a. Conditional sentence type 2:

1. Form:

If S+V(past tense) , S+ would/could

+V(bare infi)

2. Meaning:

Conditional sentence type 2 is used to

express things or action that are unreal

(not true or not possible) in the present

or in the future.

3. Use

: Conditional sentence type 2 is

used to talk about thing that can not

happen in the present or future.

Note

: Be = were (for all subjects)

b. Conditional sentence type 3:

1. Form:

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from Ss.

- T gets Ss to make examples with

these conditional sentences.

2. The passive voice:

- T elicits the form, meaning and

use of the passive voice.

- Ask Ss to give examples of active

and passive voices.

would/could have + V( PII)

2. Meaning and use

: The third

conditional is used to talk about unreal

situation in the past. In other words, it is

used to talk about things which DID

NOT HAPPEN in the past or to express

regrets.

- Give examples with conditional

sentences.

Examples:

1. If I had had the money, I would have

bought that motorbike.

2. If she had studied hard, she would not

have failed the exam.

- Give out the form, meaning and use of

the passive voice.

+ Form:

AV: S + V + O

PV: S + be+ Vpast participle + by O

+ Meaning:

Passive voice

+ Use:

The passive voice is used when

we want to focus on what happening, not

who or what did it.

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- T asks Ss to gives out the form of

active voice and then translate into

the passive voice of all verb tenses

they have learnt.

II. Practice

- T gives Ss some exercises for

practicing.

- Give out the form of active voice

and then translate into the passive

voice of all verb tenses they have

learnt.

- Do the exercises.

4. Consolidation: Summarize the main points of the lesson.

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Date of preparing:

Date of teaching:

Class:

10 A

Attendance:

10 C

Attendance:

10 D1

Attendance:

10 D2

Attendance:

Period 102

REVIEW LESSON 2

I. Objectives

1. Aims: Review all the grammar that Ss have learnt.
2. Knowledge:

- Grammar:

+ Wh-questions

+ Attitudinal adjectives

+ It is/was not until…….that………..
3. Skills: Reading Speaking, listening, writing.

II. Methods: Integrated, mainly communicative.

III. Teaching aids: Textbook, lesson plan and workbook.

IV. Procedure:

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Teacher’s activities Students’ activities

I. Presentation

- T asks Ss to review
+ Wh-questions

+ Attitudinal adjectives

+ It is/was not until…….that………..

1.

Wh-questions

- Ask Ss to revise the kinds of
Wh-questions, form of Wh-questions

- T gives Ss some examples.

- T asks Ss to give some more examples

-

Review:

+ Wh-questions

+ Attitudinal adjectives

+ It is/was not until…….that………..

- Give out the kinds of

Wh-questions,

form of Wh-questions

*. Kinds of Wh-questions:

What?: Object/ Idea/ Action
Where?: Place

When?: Time
Why? : Reason
Who? Person
How?

How long?
How far?

How many + Ns?

How much + U.N?
How much ( Price)?

* Form:

Wh-questions + Auxi V + S + V?

- Study T’s examples and then note them
down.

Examples:

She was eating a sandwich  What was

she eating?

She talked to him for an hour.  How long

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2. Attitudinal adjectives

- T reviews the Attitudinal adjectives

for Ss.

- T also explains the difference of some
verbs that have two possible adjectival
forms, the –ing form and the-ed form

- T gives Ss some examples.

- T asks Ss to give some more

examples

3. It is/was not until…that…

- T explains the form, meaning and use of
the structure “ It was not until…that…” for
Ss.

- T gets Ss to translate some English
sentences into Vietnamese.

+ It was not until last year that this shool 
was built.

+ It was not until i was 15 that

II. Practice

- T asks Ss to do related exercises.

- T gets Ss to do the exercises individually
and then compare with partner.

give some more examples

- Revise the

Attitudinal adjectives

- Study the difference of some verbs that
have two possible adjectival forms, the –ing
form and the-ed form.

+ The –ing form has an active meaning.

+ The –ed form has a passive meaning.

- Study examples

give some more examples

- Study the form, meaning and use of the
structure “ It was not until…that…”.

- Translate the sentences into Vietnamese.

- Do exercises

- Do the exercises individually and then
compare with a partner.

4. Consolidation: Summarize the main points of the lesson.

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Date of preparing:
Date of teaching:

10 A

Attendance:

10 C

Attendance:

10 D1

Attendance:

10 D2

Attendance:

Period 103

REVIEW LESSON 3

I. Objectives

1. Aims:

Review all the grammar that Ss have learnt.

2. Knowledge:

- Grammar:

+ A/An and The

+ Will and Be going to

+ Non-defining and defining relative clauses.
3. Skills: Reading Speaking, listening, writing.

II. Methods: Integrated, mainly communicative.

III. Teaching aids: Textbook, lesson plan and workbook.

IV. Procedure:

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Teacher’s activities Students’ activities

I. Presentation

- T reviews
+ A/An and The

+ Will and Be going to

+ Non-defining and defining relative
clauses.

1. A/An and The

- T reviews the form, meaning and use of
A/An and The for Ss.

- T asks Ss to give some examples of A/ An
and The.

2. Will and Be going to

- T writes on the board some examples
containing both “will” and “ going to”.

E.g.:

1. Why are you working so hard these days?
+ Because I’m going to buy a car so I’m 
saving as much as I can.

2. What are you going to buy Jill for her 
birthday?

+ A CD.

+ She hasn’t got a CD player.
+ Oh, I will buy her a record then.

- T gets Ss to explain why “going to” but
not “will” is used in example 1 and “will”
but not “going to” in the example 2.

- T gets the answers from Ss and then

explains again the form, meaning and use of
“ will” and “going to” for Ss.

-

Review
+ A/An and The

+ Will and Be going to

+ Non-defining and defining relative
clauses.

- Review A/An and The.

- Give some examples of A/ An and The.

- Observe T’s examples on the board.

- Explain the differences between “will”
and “ going to”.

- Study the form, meaning and use of “ will”
and “going to” again.

* Will:

+ Form:

(+) S + WILL + V-inf

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- T gives Ss examples to make sure that Ss
understand the differences between the two
structures.

3. Non-defining and defining relative 
clauses.

- T gets Ss to read the example in the
textbook and then explains the form,
meaning and use of non-defining and
defining relative clause with “which”.
Example:

-New York Harbour, which is ice-free 
in all seasons, is one of the largest and 
finest habours in the world.

+ Meaning: Future

+ Use:WILL is used to express a future 
intention or decision made at the moment of
speaking.

* Going to:

+ Form:

(+) S + am/is/are + going to + V-inf
(-) S+am/is/are +not + going to +V-inf
(?) Am/Is/Are + S + going to + V-inf?

+ Meaning :Future

+ Use:“Going to” is used to express a 
future intention or decision thought about 
before the moment of speaking.

E.g.:

+ Oh, we’ve run out of milk. I’ll go and buy 
it now.

+ I heard you and John are going to get 
married. Congratulations!

- Read the example and then study the form,
meaning and use of non-defining and

defining relative clause with “which”.

1. Form:In non-defining relative clause, 
we need to place a comma to separate a 
non-defining relative clause from the main 
clause if it come at the end of the sentence

and two commas if it is inserted within the 
sentences. We don’t need a comma in the 
case of defining relative clauses.

2. Meaning:A clause introduced by a 
relative pronoun.

3. Use:

* We use defining relative clauses to give

essential information to define or identify 
the thing we are talking about. Obviously, 
this is only necessary if there is more than 
one thing involved.

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II. Practice

- T gets Ss to do related exercises to
practice.

more information to the things we are 
talking about. Without this additional 
information, the sentence still makes sense 
because it is already clear what things we 
are talking about.

- do related exercises to practice.

4

. Consolidation: Summarize the main points of the lesson.

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Date of preparing:
Date of teaching:
Class:

10 A

Attendance:

10 C

Attendance:

10 D1

Attendance:

10 D2

Attendance:

Period 104

REVIEW LESSON 4

I. Objectives

1. Aims:

Review all the grammar that Ss have learnt.

2. Knowledge: 
- Grammar:

+ Although as a contrasting connector
+ Comparative and superlative

3. Skills: Reading Speaking, listening, writing.

II. Methods: Integrated, mainly communicative.

III. Teaching aids

: Textbook, lesson plan and workbook.

IV. Procedure:

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Teacher’s activities Students’ activities

I. Presentation

- T reviews:

+ Although as a contrasting connector
+ Comparative and superlative

1. Although as a contrasting connector

- T gets Ss to study the example in the book.
Example:

Although New York is not the capital of
the USA, It is the home of the United

Nations

- T explains the form, meaning and use of
“Although”.

- T gives Ss some examples

- T asks Ss to give some more examples

2. Comparative and superlative
-Give example:

I am taller than Mai

She is more beautiful than her mother
I am the oldest in my family

He is the most intelligent boy in the class

-

Let students give form of Comparatives
and superlatives using the above examples

- Review

+ Although as a contrasting connector
+ Comparative and superlative

- Study the example.

- Study the form, meaning and use of
“Although”.

+ Form:The subordinate clause with 
“although” can come either before or after 
the main clause. Don’t use “although” 
together with “but”.

+Meaning: in spite of the fact that

+Use:We use this conjunction to contrast 
ideas.

- Study examples
- Give more examples

- Study the examples

-Listen to the teacher

- Work in their own and compare each other
1.Comparative: ( So sánh hơn )

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-Ask students give some examples

II. Practice

T asks Ss to do related exercises to practice

+ S2

Ex1: This book is older than that one.

Ex2: My classroom is bigger than your
classroom/ yours.

b) So sánh hơn của tính từ dài

S1 + to be + more + long adjective + than

+ S2

2.Superlative: ( So sánh nhất )

a)So sánh nhất của tính từ ngắn:

S + to be + THE + short Adjective - EST +
in/ of + N

Ex: Lan is the tallest student in my class.
b) So sánh nhất của tính từ dài

S + to be + THE + most + long Adjective +
in/ of + N

- Write down and give more other sentences

- Do related exercises.

4. Consolidation: Summarize the main points of the lesson.

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GA ON TAP 10

Date of preparing:

Date of teaching:

Class:

10 A

Attendance:

10 C

Attendance:

10 D1

Attendance:

10 D2

Attendance:

Period 101

<b>REVIEW LESSON 1</b>

<b>I. Objectives</b>

<i><b>1. Aims: By the end of the lesson, Ss will be able to</b></i>

- Master the use of Conditional Types 2 and 3 and The Passive voice.

<i><b>2. Knowledge: </b></i>

<i><b>- Grammar: </b></i>

+ Conditional Types 2 and 3

+ The Passive voice.

<i><b>3. Skills: Reading Speaking, listening, writing.</b></i>

<b>II. Methods</b>

: Integrated, mainly communicative.

<b>III. Teaching aids</b>

: Textbook, lesson plan and workbook.

<b>IV. Procedure:</b>

1. Greeting and checking Ss’ attendance.

2. Checking: Asks Ss to do exercises.

<i><b>Teacher’s activities</b></i>

<i><b>Students’ activities</b></i>

<b>I. Presentation</b>

- T gets Ss to review the form,

meaning and use of Conditional

sentences type 2 & 3 and The

Passive voice.

<b>1. Conditional sentences types 2 </b>

<b>& 3</b>

- T elicits the form, meaning and

use of Conditional sentences type 2

from Ss.

- T elicits the form, meaning and

use of Conditional sentences type 2

from Ss.

- T elicits the form, meaning and

use of Conditional sentences type 3

- Review the form, meaning and use of

Conditional sentences type 2 & 3 and

The Passive voice.

- Review the form, meaning and use of

Conditional sentences type 2 & 3

<b>a. Conditional sentence type 2:</b>

<b>1. Form:</b>

If S+V(past tense) , S+ would/could

+V(bare infi)

<b>2. Meaning: </b>

<i>Conditional sentence type 2 is used to </i>

<i>express things or action that are unreal </i>

<i>(not true or not possible) in the present </i>

<i>or in the future.</i>

<b>3. Use</b>

: Conditional sentence type 2 is

<i>used to talk about thing that can not </i>

<i>happen in the present or future.</i>

<b>Note</b>

: Be = were (for all subjects)

<b>b. Conditional sentence type 3:</b>

<b>1. Form: </b>

from Ss.

- T gets Ss to make examples with

these conditional sentences.

<b>2. The passive voice:</b>

- T elicits the form, meaning and

use of the passive voice.

- Ask Ss to give examples of active

and passive voices.

would/could have + V( PII)

<b>2. Meaning and use</b>

: The third

<i>conditional is used to talk about unreal </i>