Giao an ca nam

The first term of grade 10
The 1st period
Date: 10/8/2011
Guiding how to learn and to do English tests
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
- Listen to the teacher
- Ask students about their names and English - Answer the teacher’s
knowledge etc.
questions
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, disc, etc.

- put the student’s book and
workbook on the table
- listen to the teacher and
look through the books

- Listen to the teacher

Homework: 3 minutes
- listen to the teacher and
- Ask students to prepare textbook, notebooks and the write down the things which
things for learning andprepare lesson reading - Unit 1
will be prepared at home

Period 02

Notes

Date: 10/8/2011

Introduction and Revision
1. Objectives:
By the end of the lesson, students will:
Review all of the knowledge of grade 9
Know how to study and learn English 9
2. Teaching aids:
- Textbook, pictures, cassette, tape
3. Anticipated problems:
- Method: mainly communicative
4. Procedure:
Teacher’s activities
Greeting, introduce, get acquaintance with the students
A.Revision
-elicit all of the knowledge and language skills of grade 11
1.Verbs tenses ( present simple, past simple, past progressive, past
perfect……….)
I. HIỆN TẠI ĐƠN (Simple Present)
Cách dùng
1. Diễn tả một thói quen hoặc một việc thường xuyên xảy ra ở hiện tại.
Ex: - We come to school on time everyday. (Chúng tôi đi học đúng giờ mỗi
ngày)
- My mother always gets up early. (Mẹ tôi luôn thức dậy sớm)
■ Dấu hiệu thì:
a. Cách dùng này thường có các trạng từ chỉ sự thường xun:
• rarely: ít khi
• usually: thường thường
• sometimes: đơi khi • seldom: hiếm khi
• never: khơng bao giờ • always: ln ln

• often: thường
• occasionally: thỉnh thoảng
• hardly ever: hiếm khi • everyday: hàng ngày
b. Các kết cấu đi với every như:
• every week: hàng tuần • every month: hàng tháng
2. Diễn tả một sự thật hiển nhiên, một chân lý
Ex: - The Sun rises in the East. (Mặt trời mọc ở phương đông)
- The Earth moves around the sun. (Trái đất xoay quanh mặt trời)
3. Diễn tả sự thật tương đối bền vững
Ex: - Your sister speaks English well. (Chị của bạn nói tiếng Anh giỏi)
- Dick writes novel. (Dick viết tiểu thuyết)
- Children need love and affection. (Trẻ em cần tình yêu và sự ấp ủ)
II. HIỆN TẠI TIẾP DIỄN (Present Continuous)
Hình thức Subject + am / is / are + V-ing
Cách dùng
1. Chỉ một sự việc đang xảy ra ở hiện tại, lúc ta đang nói
Ex: - The farmers are working in the fields now. (Các nơng dân đang làm
việc ngồi đồng)
- My mother is cooking in the kitchen at the moment. (Vào lúc này
mẹ tôi đang nấu ăn trong nhà bếp)
■ Dấu hiệu thì:
a. Trong câu thường có các phó từ:
• now: bây giờ
• at the moment: vào lúc này
• at present: vào lúc này
b. Trong câu bắt đầu bằng những từ gợi sự chú ý như:
• Look! Coi kìa

Students’ activities

Take notes


Teacher’s activities
Students’ activities
• Listen! Nghe kìa
• Hurry up! Nhanh lên
Ex: - Look! The boys are fighting. (Coi kìa, bọn trẻ đang đánh nhau)
- Listen! They are speaking English. (Nghe kìa! Họ đang nói tiếng
Anh)
- Hurry up! The bus is coming. (Nhanh lên! Xe buýt đang tới rồi kìa)
c. Trong câu có cụm chủ vị có từ WHILE (Trong lúc)
Ex: - I’ll think it over while I’m having my lunch. (Tôi sẽ suy nghĩ kỹ vấn đề này
trong lúc tôi ăn trưa)
2. Diễn tả một việc được xếp đặt xảy ra trong tương lai.
Ex: - What are you doing this evening? (Chiều tối nay bạn định làm gì)
- We are going to Paris on Friday. (Chúng tôi định đi Pari vào thứ
Sáu)
III. HIỆN TẠI HỒN THÀNH (Present Perfect)
Hình thức : Subject + Has / Have + Past Participle
Cách dùng
1. Để diễn tả một việc đã xảy ra trong quá khứ mà thời gian không xác định
rõ.
Ex: - He has lived in England before. (Trước đây, anh ấy sống ở Anh quốc)
- We have gone to Dalat several times. (Chúng tôi đã đi Dalat vài lần)
- She has already seen that film. (Cơ ta đã xem phim đó rồi)
- He’s never been there. (Anh ta chưa từng ở đó)
- They haven’t finished their work yet. (Họ chưa làm xong việc)
- Have you ever spoken Russian before? (Trước đây có bao giờ bạn
từng nói tiếng Nga chưa?)

■ Dấu hiệu thì:
Trong câu thường có
• already: rồi, đã rồi • several times: vài lần
• never: chưa bao giờ • never ... before: trước đây chưa bao giờ
• yet: chưa
• ever: đã bao giờ
• ever ... before: trước đây đã bao giờ
2. Để chỉ một việc đã bắt đầu xảy ra trong quá khứ và hiện đang còn xảy ra.
Ex: - So far he has had no trouble. (Cho đến nay, anh ấy chưa gặp rắc rối
gì)
- He has lived here for five years. (Anh ta sống ở đây được năm năm rồi)
- His father has been ill during the last two week. (Bố anh ấy đã bệnh suốt
hai tuần vừa qua)
■ Dấu hiệu thì:
Trong câu thường có các trạng từ chỉ thời gian:
• so far: cho đến nay • up to now: cho đến nay
• up to the present: cho đến lúc này
• since then: kể từ lúc đó
• since: kể từ khi • for: trong (khoảng thời gian)
• in / during the last + 1 khoảng thời gian
3. Để diễn tả một hành động mà thời gian nó chưa kết thúc.
Ex: - He has smoked ten cigarettes today. (Hôm nay anh ấy hút 10 điếu
thuốc)
- I haven’t seen her this week. (Tuần này tôi khơng gặp cơ ấy)
■ Dấu hiệu thì:
Trong câu thường có các phó từ như:
• today: hơm nay
• this week: tuần này
• this month: tháng này

Teacher’s activities
Students’ activities
• this term: học kỳ này
• this year: năm nay
4. Để chỉ một sự việc vừa mới xảy ra so với hiện tại
Ex: - I have seen him lately. (Gần đây tơi có gặp anh ấy)
- She’s just gone out. (Cô ta vừa mới đi khỏi)
■ Dấu hiệu thì:
Cách dùng này thường có các từ như:
• just: vừa mới
• recently: gần đây
IV. simple past
The Simple Past can be used with a duration which starts and stops in the past.
Duration is a longer action often indicated by expressions such as : for two years,
for five minutes, all day, all year, etc .
E.g: I live in Brazil for years
10. The Simple Past can also be used to describe a habit which stopped in the past. It
can have the same meaning as “used to ”. To make it clear that we are talking about a
habit, we often add expressions such as: always , often, usually, never, when I was a
chid, when I was youger etc.
E.g : They never went to school . They always skipped their classes
11 . The Simple Past can also be used to describe past facts or generalizations which are
no longer true . As in USE 4 above , this use of the Simple Past is quite similar to the
expression “used to ”
E .g : She was shy as a child , but now she is very outgoing
V.Past continuous :
+ Form : Was / were + V-ing
+ Meaning : Past time
+ Use :

* Use the past Continuous to indicate that a longer actoin in the past was
interrupted . The interrupted is a shorter action in the Simple Past or a
specific time . Remember this can be a real interruption or just an
interruption in time .
E. g : I was watching TV when she called .
Last at 6 PM , I was eating dinner
* When you use the Past Continuous with two actions in the same sentence,
it expresses the idea that both actions were happening in the same time. The
actions are parallel.
E.g: I was studying while he was making dinner.
VI.Past perfect
Use:
* The Past Perfect expresses the idea that something occurred before another action
expressed in the Past Simple. It can also show that something happened before a
specific time in the past.
e.g :had never seen such a beautiful beach before I went to Hanoi.
2.infinitive and gerund
T reviews the verbs that are followed by an infinitive, a gerund and both. (in
handouts
Infinitive only
Agree Arrange Ask Choose Decide Demand Deserve expect
Fail Hesitate Hope Intend Learn Manage Offer Plan Refuse
Seem Wait
Gerund only
Admit Avoid Deny Enjoy Keep
Verbs that are followed by prepositions


Teacher’s activities
Students’ activities

Both
Begin Start Continue Stop Love Like Hate Remember Forget Try Regret
3.reported speech
reviews reported speech with infinitives:
+ Form: Verb + O + bare-infinitive
+ meaning and use: We usually use an infinitive structure to report orders,
requests, advice, suggestions, threats, warning, promises, (dis)agreements,
and so on. We don’t use “say” in this structure.
E.g: I told the kids to be quite. The policeman told me not to park here.
Note: T might want to remind Ss that time and place references often have to
change in reported speech. E.g:
4.conditional
T elicits the from and use of coditional sentences (type 1, 2 and 3 ) from Ss .
If necessary T may give Ss the following handout
Type 1.If + simple present will future
In these sentences , the times is the present or future and the situation is real .
They refer to a possible condition and its probable result
Example :
+ If find her address , I’ll send her an invitation
Type2 If + simple past , would + infinitive
Like type 1 , type 2 refers to the present of future , and the past tense in the if
– clause is not a true past but a subjuntive , which indicates unreality or
improbability .
Example :
+ If I were 18 again I would go on a round – the –world – tour . (I’m not 18 ,
in fact I’m 45 )
+ If I studied , I would pass the exams
Type 3 If +pat prefect , would have + P2
The time is past , and the condition cannot be fulfilled because the action in
the if – clause didn’t happen .

Example :
+ If I had found her address last week , I would have sent her an invitation .
+ If I had studied , I would have passed the exams
5.Relative clauses
Relative Pronouns
Who whom which
that
whose
-Ask ss to retell Relative clause
+ Defining clause
+ Now- defining clause
-Ask ss to give examples then retell their functions
Eg:- I met Jane’s father, who works at the U..
- I met the man who helpead me yesterday
+ she is the woman about whom I told you
* Relative pronouns with prepositions
To
With
Of
whom/ which ( + S + V)
About
( prohibit)
(prep)
Reduce relative clauses
6.Cleft sentences
-Give 3 examples of 3ex 1,2,3 to introduce ss the new grammar points


Teacher’s activities
( Left sentences)

Ex1: The man gave her the book
S
->It was the man who gave him the book
( focusing on subject)
Ex2: The boy hit the dog in the grander
->It was the dog that the boy hit in the
( focusing on subject)
granden
Ex3:She bought him a present at the shop
-> It was at the shop that she bought him
( focusing on subject)
a present
-Through the examples, ask ss to give the way to use ceft sentences them
selves
It is +
S
+ ( who)
Was
o
that……..
Adv
-Give other examples then ask ss to practise
Home work
-give exercise by handouts
B. Introduce the Englisn 12 to students.
+ Introduce the Englisn 12 to students.:
- Guide students about the new book.
- Giude them:
+ How to learn each lesson
+ How to learn each section of the lesson.

+ How to study at the class
+ How to prepare the lesson at home…
Demand students to master: 1. The grammar of the test.
2. The main content of the English 12.
3. Master the learning methods.
Homework.
- T. asks sts to prepare for Unit 1

Students’ activities

Unit 1 : A day in the life of...
Lesson A - reading
The 3rd period
Date : 11/8/2011
I. Objectives:
1. Educational aim: Students should know what a farmer’s day of work is and sympathize with
farmers’ everyday work
2. Knowledge:
- General knowledge: Students know about activities on a day in the life of farmers
- Language: Sentences and expression for describing someone’s daily routines
- New words: Words related to a farmer’s daily work
3. Skills: Guessing meaning in context, scanning for specific information and passage
comprehension
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc.
IV. Procedure:


Teacher’s activities
Warm-up: (5 minutes)

- Lead out the hand out and introduce how to put the
name of the job on its place
1. teacher
2. doctor
3. worker
4. seller
5. farmer
- Ask students some questions
Where does a teacher work?
Where does a worker work?
Where does a farmer work?
……………………………
- Let students understand more about the life of a
farmer, today we learn Unit 1- part A: Reading

Students’ activities
- Open the book
- Listen to the teacher
- Look at the blackboard and put
two words together
1.b 2.c 3.e 4.a 5.d

- Answer questions:
He works in a school
He works in a factory
He works in the field
- Listen to the teacher and open
the book – Unit 1, part A:
reading

Before you read : (7 minutes)
- Ask students to use the suggestion in their books to
work in pairs
- Ask and answer questions about your daily routine - Look at the book, listen to the
- Listen to students and correct pronunciation and teacher and work in pairs:
grammar if necessary
*A: What time do you often get
up?
B: I often get up at six
*C: What do you often do in the
evening?
- Ask students to look at the picture in the book
D: I often do my home work
- Show students to know about farmers’
and watch T.V
daily routine
- Look at the picture
While you read : (23 minutes)
- Listen to the teacher
- Ask students to look through the passage and read
in silence
- Help students read the passage
- Explain pronunciation and meaning of new words
which appear in the passage
- Listen to the teacher then read
Task 1 : (3 minutes)
the passages
- Ask students to choose the option A, B or C that - Ask some new words if
best suits the meaning of the italicised words
necessary

- Let students work individual or in groups
- Help students if necessary
Keys:
- Keep the book open
1C; 2C; 3A; 4A
- Listen to the teacher then do
task 1
- Ask the teacher if necessary
Task 2: (4 minutes)
- work individual or in group
- Ask students to answer the following questions
- Write down in the notebook
- Ask students look through the passages then try to
answer the questions in right way
- Let them work in pairs
- Listen to the teacher
- Help students if necessary
- Try to answer the questions
(the answers in the passage)
- Practice with a partner then

Notes


Teacher’s activities
Students’ activities
Task 3: (6 minutes)
write them down in the note
- Ask students to scan the passage and make brief books
note about Mr Vy and Mrs Tuyet’s daily routines

- Ask the teacher if necessary
- Walk round the classroom and correct mistakes
- Listen to the teacher and make
a brief note about Mr Vy and
Mrs Tuyet’s daily routines
After you read : (8 minutes)
4.30: alarm goes off..
- Ask students to close their books
5.15: leaves the house
- Ask them to talk about Mr Vy and Mrs Tuyet’s 5.30: arrives the field
daily routines or their parents’ daily routines
- Listen to students and correct mistakes
- Listen to the teacher
- Try to talk about Mr Vy and
Home work: (2 minutes)
Mrs Tuyet’s daily routines
- Ask students to write a passage about a farmer’s - The students who are called to
daily routines (80 words)
stand up to talk loudly are
- Ask students to do Reading exercise of Unit 1 in intelligent ones
workbook and prepare Part B : Speaking at home

Notes

- Listen to the teacher and write
down homework

The 4th period
Date 12/8/2011

Unit 1 - A day in the life of …
Lesson b - Speaking

I. Objectives:
1. Educational aim: Students should know how to spend their daily time
2. Knowledge:
- General knowledge: Students learn about daily activities
- Language: asking for and giving information from a timetable
- New words: words related to students’ daily activities
3. Skills: talking about daily activities
II. Method: integrated, mainly communicative
III. Teaching aids: pictures
IV. Procedure:
Teacher’s activities
Warm-up: (5 minutes)
- Ask students to keep book close
- Write on the board names of ten subjects which are
learnt in secondary school:
1. Civic education
2. Maths
3. Techonology
4. Physics

Students’ activities
- Keep books close
- Listen to the teacher
- Look at the board and try to
remember names of ten
subjects

Notes


5. Literature
6. Biology
7. Chemistry
8. Geography
9. Physical education
10. History
- Ask students to repeat
- The winners who repeat most
- Try to repeat from memory
- Give marks
- Tell students to understand more about students’
daily activities.
(We learn Unit 1, part- speaking)
Pre-speaking : (12 minutes)
Task 1
- Ask students to ask and answer about Quan’s
weekly timetable using the information from the
timetable
- Let them work in pairs
- Listen to students and correct mistakes

While-speaking : (15 minutes)
Task 2
- Ask students to talk about Quan’s activities, using
the pictures in Task 2
- Let them work in groups
- Walk round and help them

- Ask some students to stand up to talk again loudly
- Listen and correct mistakes
Post-speaking : (10 minutes)
Task 3
- Ask students to close books
- Ask students to tell the classmates about their daily
rountine
- Walk round and help them
- Let them work in groups
- Ask some students to stand up and tell loudly
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about their daily
routine (50 words)
- Ask students to prepare Part C- Listening and do
homework

The 5th period

- Look at student’s book
- Listen to the teacher
- Ask and answer about
Quan’s weekly timetable
A: What time does Quan have
physics on Tuesday?
B: He has physics at 7.15 on
Tuesday.
A: What lesson does Quan
have at 8.55 on Monday?
B: He has maths at 8.55 on

Monday.
- Open the books
- Do task 2 in groups
A: Quan gets up at 14.00
B: He does his homework at
14.15
C: He watches T.V at 16.30
- Close the books
- Listen to the teacher
- Do task 3
- Work in groups
- The students are called stand
up and tell loudly
A: Everyday, I get up at 5.30,
I have breakfast at 6.00 and
go to school at 6.30

- Listen to the teacher
- Write down the homework


Date : 13/8/2011

Unit 1 - A day in the life of …
Listening

I. Objectives:
1. Educational aim: Students should know about a working-day of a cyclo driver and sympthize
with him
2. Knowledge:

- General knowledge: Students learn more about traffic, a cyclo driver’s activities
- New words: Words related to traffic activities
3. Skills: - Listening and numbering pictures
- Listening and deciding on True or False statements
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures showing a cyclo driver’s activities, tape and cassette
player
IV. Procedure:
Teacher’s activities
Warm-up: (5 minutes)
- Ask students to close the books
- Give Jumpled words:
C C L O Y, R I E D V, N S S E G E R P A, D O F O
SALLT
- Ask students to arrange those letters in right orders
- Check some students and mark
- Give some statements:
He has a cyclo
He drives passenger everyday
He usually has meal at a foodstall
- Give question: Who is he?
- If you want to know more details about daily
activities of a cyclo driver, we will go to Unit 1- part
Listening

Students’ activities
- Close the books
- Listen to the teacher
- Work in groups
Key:cyclo-driver-passengerfoodstall

- Listen to the teacher and
answer the question:
He is a cyclo driver

- Listen to the teacher and
open textbooks
- Look at the books
Pre-listening: (7 minutes)
- Listen to the teacher
- Ask students to look at the part: Before listening
- Work in pairs
- Let them work in pairs and make questions
A: Have you ever travelled by
- Walk round, listen and help students
cyclo?
- Read loudly the words:
B: Yes, I have
distric; routine; office; drop; passenger; ride pedal; A: When was it?
purchases parkl foodstall
B: Last summer
- Ask students to repeat loudly the words
A: Is it interesting to travel by
- Listen and check pronunciation
cyclo?
While-listening: (20 minutes)
B: Yes, it is
Task 1
- Repeat loudly the words and
- Ask students to look at the pictures about some try to remember them
activities of Mr Lam, a cyclo driver

- Let them describe the pictures
- Read loudly or turn on the tapescript three times
- Ask students to number the pictures
- Help them if necessary
Task 2
- Ask students to look through the sentences in task 2 - Keep book open
- Ask students to listen to the tapescript again and - Look at the pictures in task

Notes


Teacher’s activities
decide whether the statements are T or F
- Ask students to give reasons for their answers
Key: 1.F- 2.T- 3.F- 4.F- 5.F- 6.F

Students’ activities
1
- Describe the pictures
- Listen to the tapescript and
number the pictures
Key: a.3, b.5, c.4, d.6, e.1, f.2

After-listening: (10 minutes)
- Ask students to open the books
- Keep book open and listen
- Ask them to ask and answer questions about Mr to the teacher
Lam’s activities, using the cues below
- Read the sentences in task 2
- Let them work in pairs

and try to understand them
- Walk round and help students
- Listen to the tapescript again
and decide the statements that
- Ask some students to stand up and retell Mr Lam’s are T or F then explain them
story to the class
- Listen and correct mistakes
- Open the books
- Ask and answer about Mr
Lam
A: What’s his name?
B: His name is Lam
A: What’s his job?
B: He’s a cyclo driver
- The students who are called
stand up and retell Mr Lam’s
story to the class:
Mr Lam is a cyclo driver in
HCM city. He usually has a
Homework: (3 minutes)
busy working day. He gets up
- Ask students to write a story about Mr Lam
at 5.30. ….
- Remember them to prepare Part- Writing at home
-Listen to the teacher and
write down homework

The 6th period
Date: 14/8/2011

Unit 1 - A day in the life of …
Writing

I. Objectives:
1. Educational aim: Students should identify the events
2. General knowledge: Students learn how to write a narrative, stages of a narrative
- Language: The simple past of verbs and the connectors often used in a narrative
- New words: Words related to problems on a flight or a fire
3. Skills: Writing a narrative
II. Method: Intergrated, mainly communicative

Notes


III. Teaching aids: Student’s book, notebook, some pictures showing flying accidents of hotel
fires
IV. Procedure:
Teacher’s activities
Students’ activities
Warm-up: (5 minutes)
- Ask students to keep book close
- Keep book close
- Ask students some following questions:
- Listen to the teacher and
1. Have you ever heard a frightenning story?
answer the questions
2. When and where did it happen?
1. Yes, I have
3. How did you feel?
2. It happened when I was

- Check and explain them to the class:
young
There are a lot of accidents in our lives, to - It happened in my
understand them we learn part Writing
neigborhood
- It made me frightened
Pre-writing: (10 minutes)
- Listen to the teacher
- Ask student to read the narrative in task 1
and open the books
- Explain some new words
- Ask students to look through the passage again and
find all the verbs that are used in the past simple and - Read the narrative
the connectors (time expression)
- Ask the teacher if necessary
- Look through the passage
- Let them work in groups
again and find all the verbs
- Walk around, check and help students
that used in the past simple
- Explain to students to use the simple past to rewrite and the connectors
a story
- Work in groups
Key: stared; was; arrived; got;
took off; began; thought; were
told; seemed; realised; were;
screamed;
thought;
felt;
announced; was; were; landedl;

was; at first; then; just then; a
few minutes later; one hour
While-writing: (18 minutes)
later
Task 2
- Ask students to do task 2
- Do task 2 in groups
- Let them work in groups
Student A: identify the
- Go round, check and help students
events: got on plane; plane
took off; hostesses were just
beginning to serve lunch
when plane began to shake;
plane seemed to clip; people
screamed in panic
Student B: identify the
climax: we thought we had
only minutes to live
Student C: identify the
conclusion of the story:
everything was all right, we
landed safely
- Listen to the teacher
- Use the prompts to build up a
narrative about a hotel fire
(work individually)

Notes

Teacher’s activities

Students’ activities

Task 3
- Ask students to keep book open
- Ask them to use the prompts to build up a narrative
about a hotel fire
- Let students work individually
- Walk round and help students

- Listen to the teacher
- Finish the narrative
- Read a narrative of one
classmate
- Some students read loudly
their products in front of the
class

Post-writing: (10 minutes)
- Give suggestions and corrections
- Ask students to read another’s narrative
- Ask some students to read loudly their narratives
- Correct mistakes and mark

Notes

- Listen to the teacher and
write down homework

Homework: (2 minutes)
- Ask students to do part writing of Unit 1 in the
student’s work book and preapare part Language
Focus

The 7th period
Date: 15/8/2011

Unit 1- A day in the life of…
Language Focus

I. Objectives:
1. Educational aim: Students should describe someone’s daily activities or write a narrative
2. Knowledge:
- General knowledge: Students learn how to write a passage about someone’s hobby or a
narrative
- Language: * The present simple and adverbs of frequency for talking about daily activities
* The past simple used in a narrative
- New words: Words related to pronunciation /I/ - /i:/
3. Skills: Writing a passage about someone’s hobby
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures showing some activities (fishing, reading, going on
a boat…)

IV. Procedure:

Teacher’s activities
Warm-up: (5 minutes)
- Ask students to keep book close

- Give the picture that has a sheep on the ship
- Ask students to complete the sentence:
I see a … on the …
- Ask students to speak the sentence loudly
- Let students to get their attention on pronunciation :
/I/- /i:/
- Introduce new lesson
Pronunciation: (8 minutes)
- Ask students to look at their books then introduce
to them
*Listen and repeat :

Students’ activities
- Keep book close
- Listen to the teacher
- Look at the picture and
complete the sentence:
I see a sheep on a ship
- Open the books
- Look at : Listen and Repeat
- Repeat the words in chorus
then individual

Notes


Teacher’s activities
Students’ activities
- Read loudly then ask students to repeat
- Look at Practise the

- Introduce : /I/ - /i:/
sentences
- Correct pronunciation for the students
- Listen to the teacher then
* Practise these sentences
repeat
in
chorus
then
- Read the sentences loudly
individual
- Ask students to repeat
- Correct pronunciation for students
- Listen to the teacher
Grammar and vocabulary:(4 minutes)
- Introduce exercises to the students
- Let students get their attention to focus on present
simple, past simple and adverbs of frequency
- Listen to the teacher and do
Exercise 1: (8 minutes)
exercise 1
- Ask students to do Exercise 1
Key: 1.is – 2.fish – 3.worry –
- Introduce how to do it
4.are – 5.catch – 6.am –
- Let them work in pairs
7.catch - 8.go – 9.give up –
- Walk round, check and give mark
10.says – 11. realize – 12.am
Exercise 2 (8 minutes)

- Introduce Exercise 2 to students and explain how to
do it
- Ask students to do it
- Let them work individually
- Check, correct mistakes
Exercise 3: (10 minutes)
- Introduce Exercise 3 to students and explain how to
do it
- Ask students to do it
- Let them work individually
- Walk round and help them
- Check, correct mistakes , give reasons and mark

Notes

- Listen to the teacher and do
exercise 2
Eg:
He usually gets up early
She is never late for school
- Listen to the teacher and do
exercise 3
Key: 1.was done-2.cooked–
3.were
4.smelt–5.told6.sang–7.began–
8.felt–
9.putout-10.crept–11.slept–
12.woke–13.was– 14.leapt–
15.hurried–
16.found–

17.wound– 18.flowed

Homework : (2 minutes)
- Listen to the teacher and
Ask students to do Part Language Focus and prepare write down
part Reading of Unit 2 at home
Unit 2: School talks
The 7th period
Date : 16/8/2011

Unit 2- School talks
Reading

I. Objectives:
1. Educational aim:
- Students know how to appreciate tell daily avtivities at school
- Students know how to introduce themselves
2. Knowledge:
- General knowledge: - Through this unit, students know the students’ activities and the teacher’s
activities at school
- Express likes and dislikes doing something


- New words: Words related to school
3. Skills: Reading for gist and for specific information
II. Method: Intergrated, mainly communicative
III. Teaching aids: Real objects, pictures, English textbook 10, hand-outs
IV. Procedures:
Teacher’s activities
Warm-up: (4 minutes)

- Hang the picture of two people who are talking at
school on the blackboard and ask some questions:
a. What are they talking about?
b. Do you often tell about your school?
c. What do you tell about?
- Ok, each of us always pride on our school. There are
many things about school that we want to say. Today,
we’ll study a new lesson Unit 2- school talks
Pre-reading: (7 minutes)
- Firstly, I have an exercise for you
a. Put the four most suitable places from the box under
each heading
headmaster; history; geography; jogging; principal;
football; English; chemistry; friends; live far from
school; classmates; friendship; students cheat in exam

Students’ activities

Notes

- Look at the picture
- Answer the questions
a. They are talking about
their school
b. Yes, I do.
c. I often tell about my
teacher, my friends, work
and study and many outdoor
activities at school

- Do the tasks
- Give answers

School

Teachers
Headmaster
Headmistress
Principal

Students
Classmaster
Friends
Close –
friends
Friendship

Subjects
Geography
Chemistry
English

Sports
Frotball
Jogging

- Let students sit in pairs or in groups and put the four
most suitable places from the box under each heading
- Give suggestions
- Walk round the class and offers ideas and comments

when students need help
- Conduct the correction and give the meaning of
some words
While-reading: (20 minutes)
- Make the class read the small talks, to scan the
details and do the tasks
Task 1 : Fill each blank with one of the words in the
box below. There are more words than needed
1. Young children … helping with household
tasks.

Key:
1. enjoy
2. traffic
3. worry
4. crowded

Problems at school
Live far
From school
Students cheat in
exams


Teacher’s activities
2. We were stuck in heavy … for more than an
hour
3. I think you don’t have to … about your
weight.
4. I was two weeks before Christmas and the

mall was … with shoppers.
5. If two people speak the same … ,they usually
have similar attitudes and opinions.
- Firsly, ask students to study individually then in
pairs
- Walks arround the class, offer ideas and comments
when students need help
- Give suggesstions
Task 2
- Work in pairs, read the small talks again and find
out who:
* enjoys teaching
* has to get up early
* lives far from school
* loves working with children
* loves learning English
* rides a bike to school everyday
* studies at a high school
* teaches English at high school
* worries about someone else’s safety
- Introduce the aim of Task 2
- Ask students to read the small talks again to find the
suitable names
- Ask students to work individually then work in pairs
- Walk round the class and comments when students
need
Task 3 : Answer the following questions
1/. Where does Phong study?
2/. What subjects does he study?
3/. Why does he want to learn English?

4/. What does Miss Phuong say about her teaching
profession?
5/. Why does Mr Ha worry about his son’s safety?
- Ask students to read all questions to understand the
content
- Ask students to read the small talks again to answer
the questions
- Ask students to work with a partner
- Walks arround the class to help students whenever
they need

Students’ activities
5. language

- Do the tasks

- Do the tasks
- Give answers
* Miss Phuong
* Phong
* Phong
* Miss Phuong
* Phong
* Phong
* Phong
* Miss Phuong
* Mr Ha
Key:
1/. He studies at Chu Van An
High school

2/. He studies many subjects
such as maths, physics,
chemistry and
3/. Because it is an
international language
4/. She says that teaching is
hard work, but she enjoys it
because he loves working
with children
5/. Because his son has to
ride his bike in narrow and
crowded streets to get to
school
- Read all questions
- Read the small talks again
to scan information
- Work in pairs
- Give answers
- Work in groups
Key:
1. I like English best because
it is an important means of
international communication

Notes


Teacher’s activities
Post-reading: (12 minutes)
- Let students work in groups to talk about:

1. What subjects you like best and why?
2. What do you like or dislike doing at school?
3. What do you worry about at school?

Students’ activities
- I like learning Math,
Chemistry or Vietnamese
Literature because it’s useful,
interesting
2. – doing a lot of homework
- taking part in social
activities
- Has students work in groups and answer the - talking with my parents
questions
3. I worry that many students
- Walk arround the class, listen to student’s cheat in exams/ live far from
discussions and offer suggestions when necessary
school/ difficulty in speaking
- Give comments
English
- Ask students to tell the content of the small talks
- Have discussion then
- Ask to tell themselves
present ideas in front of the
class
- Present the content of the
small talks again
- Introduce themselves

Notes

Homework : (2 minutes)
Exercise 1, 2 at page 4 and 5 (English exercise book)
The 9th period
Date: 20/8/2011
Unit 2 - School talks
Speaking
I. Objectives:
1. Educational aim: Students know how to start and close a conversations
2. Knowledge:
- General knowledge: - Through this unit, students can make conversation with a partner easily
- Know how to arrange conversations sensibly
- Language: Students use sentences, words, phrases and expressions for making a conversation
3. Skills: Fluency in expressing oppinion and expressions for making a conversation
II. Method: Intergrated, mainly communicative
III. Teaching aids: Pictures, English textbook 10, hand-outs
IV. Procedures:
Teacher’s activities

Student’s activities

Warm-up:
- Give a situation and write a short conversation - Listen to the teacher
on the board
Situation: suppose that you meet a friend at the
supermarket, you are very busy. How will you say
to open and end the conversation?
- Give a short conversation:
A: ………. (1)
- Copy the conversation and

B: Hi, Lan. How are you?
complete the conversation with

Notes


Teacher’s activities
A: I’m fine. Thanks. And you?
B: I’m fine. Let’s go somewhere for a drink
A: Sorry, ………. (2)
- Ok, that’s a short conversation between A and B
(1) & (2) are two ways to start and close a
conversation
Today, we will practice speaking conversation
having stacting and dosing sentences
Pre-reading: (8 minutes)
- Raise the questions:
1. What do you think about “greeting”?
2. How many kinds of “greeting”?
3. How can you say when you meet teacher in the
morning?
4. How can you say when you meet your friend in
the morning?
5. How can you say to your teacher when your
school finishes?

Student’s activities
suitable words
(1) Hi/ Hello
(2) I’m very busy now.

Perharp another time

Answers
1. It is important
2. There are 2. They are:People who use greetings
when they meet to each other
- People use greetings when
Task 1: These expressions are commonly used they
say
goodbye
to
when people are chatting. Place them under the eachother
appropriate heading then practise with a partner
3. Good morning
- Give intruction
4. Good morning/ Hi/ Hello
- Introduce some expressions that we can use to 5. Goodbye/ Byebye/ See you
start and close a conversation
again
- Ask student to place the expressions under the
appropriate heading
- Do the task
- Ask student to work individually then work in - Give answers:
groups
* Starting a conversation:
- Give suggestions
- good morning
Task 2: Rearrange the following sentences to - How’s everything at school?
make a conversation and then practise it with a - Hello. How are you?
partner

- Hello, what are you doing?
- Ask students to rearrange the sentences to make - Hi, how is school?
a conversation
* Closing the conversation:
- Ask students to work individually then in pairs
- Sorry. I’ve to go. Talk to
- Walk around the class to help student when you later
necessary
- Well. It’s been nice talking
- Check and give suggestions
to you
- Ask student to practise it with a partner
- Goodbye. See you later
- Corrects students’ pronunciation if necessary
-Great. I’ll see you tomorrow.
Task 3: Complete the following conversation with Catch up with you later
suitable words, phrases or sentences in the box - Do the task
and then practise it with a partner
- Give answers:
- Ask students to complete the conversation with D- E- B- H- F- C-G
suitable words
- Practise with partners
- Ask students to read all words in the box
- Do task 3
- Give the meaning of some words when
necessary
- Work in pairs
- Ask students to work individually then work in - Give answers:
pairs
A: What’s the matter with

- Walk around the class to help students when you?

Notes


Teacher’s activities
necessary
- Check and give suggestions
- Ask students to practise this conversation
- Correct their pronunciation when necessary
Task 4: Make small talks on the following topics,
using the starting and ending of a conversation
- Divide the class into 4 groups
- Ask each group to discuss one topic and make a
small conversation
- Walk around the class and help all students when
necessary
- Ask students to present the conversations
- Give comments

Post-reading: (14 minutes)
- Ask students to practise all conversations again
- Homework: 1,2,3 at the page 8 and 9 (English
excercises book)

The 10th period
Date : 22/8/2011

Student’s activities
B: Awful/ a headache

A: You’d better go home and
have a rest
- Do task 4
- Work in groups
- Practise the conversation
Answer:
A: Hi, Minh. How was your
trip to Da Lat?
B: Hi, Huy. It was wonderful
A: What was the weather like
in Da Lat?
B: It was cool.
A: Really? I love it, too.
* Plans for the next weekend:
A: Hello, Nga.
B: Hi, Lan.
A: Are you free on Friday?
Would you like to go to the
cinema next weekend?
B: Thanks. But I have a plan
to go out with Lan.
A: Oh, bye
B: Bye
- Practise all the conversation
again

Notes

Unit 2: School talks
Listening

I. Objectives:
1. Educational aim: Students should know how to listen to some dialogues and order some
pictures correctly
2. Knowledge:
- General knowledge: Students learn about school activities
- Language:
- New words: Words related to school, class talks
3. Skills: Listening for gist and for specific information
II. Method: Intergrated, mainly communicative
III. Teaching aid: Pictures showing every kinds of activities to talk about
IV. Procedures:
Teacher’s activities
Students’ activities
Warm-up : (4 minutes)
- Listen and answer
- Ask some questions about their activities at school,
at home or other outdoor activities
1. What do you often do after the class at school?
2. Have your school got an English club?
3. Do you enjoy speaking English?
- Let students match a question in A with a response
in B
- Work in pairs and each pair
- Listen and give mark
works in role

Notes

Teacher’s activities

Pre-listening : (6 minutes)
- Let students redo the matching exercise in pairs
- Go around and remark
While-listening: (24 minutes)
Task 1: Ask students to listen to four conversations
and match them with pictures
- Let students observe the pictures and make some
questions
- Listen to each pair
- Let students listen to four dialouges and match four
pictures given
- Let students listen for three times

Task 2: Ask students to listen again and answer the
questions
- Let students read the questions first and quicklywork in pairs
- Let students listen again 3 times and ask them to
dicuss in groups to answer the questions
- Listen to each group and remark

Students’ activities
A: What subjects are you
taking this semester?
B: I’m taking Maths
- Each pair: one asks and
other answers the questions

- Work in pairs

A: What can you see in the
picture a?
B: I can see some people
standing in front of the hotel
A: What are they talking
about?
B: They’re talking about their
room, hotel etc.
- Work with picture a,b,c,d
- Listen to the dialogues and
then work in groups
- After three times of
listening, each group gives
their answers
- Read quickly and discuss in
pairs or groups to find the
answers which can be listened
before
- Can guess what will be
heard again
- Work in groups and practise
answering in roles
A: What subject is Lan taking
this semester?
B: She is taking English
A: Whose class is Lan in?
B: She’s in Miss Lan
Phuong’s class.
A: Where is…

Task 3:
- Listen to the fourth
- Ask students to listen to the fourth conversation conversation
again
(1-2
again and fill the missing words
times)
- Listen and correct if necessary
- Discuss words from
conversation
- Practise speaking
A: Hoa, how do you like it
here?
B: It’s very nice. The hotel is
big and my room is
comfortable
A: Are you travelling with…?

Notes