Giao An Tieng Anh 10

English 10
Period 1:
School year: 2011 - 2012

Get to know English 10
I. OBJECTIVES: By the end of the lesson, the Ss will get to know English 10: what to learn and how to learn it. II. PROCEDURE: T: How many words in English do you know beginning with T, T and E (2 minutes: 1 for preparing, one for presenting) Checks and gives feedback T: I am Thuan. Im your Teacher of English. Now, lets begin the first lesson Get to know English 10 What do you study in English 10? Discussing the following questions and answer them: 1. How many units are there in the book? How many topics (themes)? What are they? What topic do you like best? - 12 units. 12 topics. - A Day in the Life of, School Talk, Peoples Background, Special Education, Technology and You, An Excursion, The Mass Media, The Story of the Village, Undersea World, Conservation, Natonal Park, Music, Films and Cinema, The world Cup, Cities, Historical Places 2. How many lessons are there in each unit? What are they? - 5 lessons - Reading, Speaking, Listening, Writing, Language Focus 3. How many tests yourself are there in the book? - 6 tests your-seft 4. How many 15-minute tests are there? - 6 15-minute tests per a school year (3/ semester) 5. How many 45-minute tests are there? - 4 45-minute tests (2/semester) 6. How many semester tests are there? - 2 semester tests Groupwork: 3.How will you learn English 10? Ss discuss in the group of 8 students, giving idea(s) T gives feeedback (1/semester)
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Suggested answers: - Learn new words by heart - Read the text in advance at home
- Watch and listen to progammes in English in the radio and on TV - Do homework and exercises - Practise a lot, sing English songs - .......... 4. Consolidation Summarising the lesson Give some recommendations Homework: Preparing Unit 1: A Day in the life of .... Lesson One III. EXPERIENCE
UNIT1 : A DAY IN THE LIFE OF .... Period 2: Class 10A2 10A3 A. READING Absentees
Teaching date
I. OBJECTIVES: - Ss read the text and guess the meaning of the new words, ask and answer base on the content of the text, scan and take note the information - Students should appreciate the daily activities of some people. II. LANGUAGE FOCUS: 1. Grammar: - The present simple tense 2. Vocabulary: Words related to daily activities: working time, working day,... III. SKILLS: Reading for gist and for specific information. IV. TEACHING AIDS: some pictures of farmers' activities and handout. V. PROCEDURE: Teacher's activities Students' activities
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WARM UP: (5mn) Gives some hand-out 1 and gets Ss to match A with B, then asks: A 1. teacher 2. doctor 3. worker 4. seller Where does a teacher work? Where does a farmer work? .......................................... We'll understand more about the life of a farmer in unit 1. 1. Pre-reading: (10mn) Shows the pictures and introduces some words and phrases: Guides Ss to read in chorus 5. farmer

Match A with B in pairs B a. market b. school c. hospital d. field e. factory
He / She works at a school. He / She works in the field. Peasant (n) = farmer (n) -Lead the buffalo to the field -Pump water (v) -Transplant (v) -Plough (v) (n) -Harrow (v) (n) - Fellow (n) = friend Read the chart and guess what Mr Vy does and Mrs
Gives handout 2 and guides Ss to do it. Introduces: Mrs Tuyet and Mr Vy are farmers.
Tuyet does. Their activities 1. take care of children 2. transplanting 3. drinking tea and chatting with friends 4. ploughing and harrowing the plot of land 5. preparing meals 6. leading a buffalo to the Mr Vy Mrs Tuyet
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Asks Ss to check the information and read the text. 2. While- reading: (20 mn) Asks Ss to read the text silently. 4 Gives the correct answer field
7. boiling water Open the book and check the information about Mr Vy and Mrs Tuyet's daily routines.
Requires Ss to do task 1 in groups of Skim the text and do tasks. Task 1: Practise with groups of 4 Check the correct answer. 1. C 2. C 3. A 4. A
Practise task 2 with pairwork. Suggested answers: 1. He's a peasant / a farmer. 2. He gets up at 4.30 and then he goes down the kitchen to boil some water for his morning tea. 3. In the morning, he ploughs and harrows on his Task 2: Gets Ss to ask and answer in pairs. plot of land, drinks tea and smokes local tobaco during his break. 4. In the afternoon, they repair the banks of their plot of land. Mr Vy pums water in to it while his wife does the transplanting 5. Yes they are. Because they love working and they love their children. Scan the passage and make a brief (short) note about Mr Vy and Mrs Tuyet. Do it individual and compare their note with a partner. Suggested answers: * In the morning: - 4:30 : The alarm goes off, Mr Vy gets up, goes down to the kitchen, boils water for tea, drinks tea,
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Listens and checks their answers Guides Ss to make a brief note about Mr Vy and Mrs Tuyet's daily routines.

has a quick breakfast, lead the buffalo to the field. - 5:15 : leaves the house - 5:30 : arrive in the field, ploghs and harrows his plot of land - 7:45 : takes a rest - 10:30 : goes home - 11:30 : has lunch with family
Can help some bad Ss
* In the afternoon: - 2:30 p.m : Mr Vy and Mrs Tuyet go to the field again, repair the banks of their plot of land. He pums water in to it. She does the transplanting. - 6:00 p.m: finish work - 7:00 p.m : have dinner * After dinner: - watch TV, go to bed - sometimes visit neighbours, chat with them - Close the book and talk about Mr Vy and Mrs
3. Post- reading: (8mn) Asks Ss to close the book and discuss about Mr Vy and Mrs Tuyet's daily routines. Assigns homework (3mn)
Tuyet's daily routines. - Talk about their parents' daily routines.
Homework: - Write a paragraph about a farmer's daily routines in Viet Nam. (about 80 words) COMMENTS (2mn) - Do exercise 1, 2 (p. 4, 5) in workbook. - Prepare lesson 2: speaking
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VI. EXPERIENCE
Period 3: Class 10A2 10A3
B. SPEAKING Teaching date Absentees
I. OBJECTIVES: - Ss know about daily activities of some people or themselves. - Ss ask and answer about daily routines and talk about daily activities of some people or themselves. II. LANGUAGE FOCUS: 1. Grammar: The present simple tense 2. Vocabulary: Words related to daily activities. III. SKILLS: Fluency in expressing opinions IV. TEACHING AIDS: A poster and handout. V. PROCEDURE: Teacher's activities Students' activities
WARM UP: (3mn) Shows the poster and asks Ss try to remember the subjects
Retell the subjects individual. Subjects are learn in school 1. Civic education 7. Biology
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2. Technology 3. Maths 4. Physics 5. Literature 6. English Listens and checks

8. Chemistry 9. Physical education 10.Geography 11.History 12.Information technology
Match a number in A with a suitable in B work in pairs A 6.00 7.15 8.05 1. Pre- speaking: (8mn) Gives handout and asks Ss to match a number in A with a suitable in B 8.55 9.45 10.40 17.00 18.30 B a quarter to ten five to nine a quarter past seven five past eight twenty to eleven half past six p.m five o'clock p.m six o'clock a.m
Ask and answer about Quan, using the information from the timetable (practise with pairwork) 2. While- speaking: (20mn) Task1: Guides Ss to ask and answer about Quan's daily activities using his weekly timetable. Or: S1: What lesson does Quan have at 7:15 a.m on Monday? S2: (At 7:15 on Monday he has) a Civic Education lesson. S1: What time does he have English lesson on Friday? Helps and checks S2: (He has English lesson) at 8:55 on Friday. .................................................................... S1: What time does Quan have a Civic Education lesson on Monday? S2: (He has a Civic Education lesson) at 7:15 a.m.
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Look at the pictures and describe Quan's activities Work in groups of 4
Task 2: Asks Ss to look at the pictures (p.15) and descibe Quan's activities
Answer: At 2:00 o'clock p.m Quan gets up after taking a short nap. He studies his lesson at 2:15 p.m. He watches TV at 4:30 p.m. Then he goes to the stadium by bycicle at 5:00 p.m. There he plays football with his friends at 5:15 p.m He comes back home at 6:30 p.m, takes/has a shower at 6:45. He has dinner with his family at 7:00 p.m. At 8:00 p.m he reviews his lesson/
3. Post- speaking: (10mn) Task 3: their classmates about his/ her daily routines.
does his homework. Practise individually I usually get up at 5.15 a.m, I do morning exercises at 5.30. At 6.00 I have breakfast and then I cycle/ride to school at 6.30. I have the first lesson at 7.15 a.m . At 11.30 I cycle/ ride home. At 12.00 I have lunch with my family. Then I take a nap until 1.30 p.m. I go to extra classes at 1.45 p.m and get home at 4.15p.m
Asks Ss to close the book and tell Suggested answer:
Lets 1 or 2 good Ss come to the board to speak.
I watch TV, listen to music, read books or go out with my friends at 4.50 p.m. I have dinner with my family at 7.00 p.m. From 8.00 to 10.15 I do my homework. Then I watch TV until 10.45 p.m. I go to bed at 11.00
Assigns homework (2mn)
p.m. HOMEWORK: -Write a 50-word paragraph about your daily routines - Prepare lesson 3: listening
COMMENTS (2mn)
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V. EXPERIENCE
C. LISTENING Teaching date Absentees
I. OBJECTIVES: - Students understand a daily activities of a cyclo driver - Students listen and understand a daily activities of Mr Lam. - Number the pictures in their correct order - Tick ( ) in box T or F according to the content of the passage. II. LANGUAGE FOCUS: 1. Grammar: Simple present tense 2. Vocabulary: Words related to daily activities. III. SKILLS: Listen for gist and for specific information. IV. TEACHING AIDS: A poster . V. PROCEDURE: Teacher's activities WARM UP: (3mn) Students' activities Look at the poster, listen and come to the board to tick
Shows a poster and asks Ss to words or phrases which T's just read listen and tick the words or get up, have breakfast, drink tea, leave the house, start phrases which T's just read 1. Pre- listening: (8mn) Shows the picture and asks: What is this? Points to the cyclo Who is he? pairs. Helps and checks. Answer - It's a cyclo. - He is a cyclo driver. S1: Have you ever travelled by cyclo? S2: Yes, I have. S1: When was it? S1: When I was in HaNoi last summer. work, learn, plough, take a nap, .....
Requires Ss to asks and answer in Practise with pairwork.
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Asks Ss to listen and repeat some S2: Yes, it is. words. 2. While- listening: Task 1:

S1: Is it interesting to travelled by cyclo? S1: Which do you prefer, going by bicycle or by cyclo? S2: I prefer going by bicycle because it's interesting and helps me to strengthen my muscles. routine passengers office ride pedal park purcharses food stall
Asks Ss to look at 6 pictures and Listen and repeat guess their correct order then district number them. Plays the tape the first time. drop
Look at the pictures and try to guess their correct
Plays the tape the second time and order, then number them. gives Ss 1 minute to number Work in group of 4 pictures. asks Ss to check the answer. Task 2: (p.17) and tick in box T or F Plays the tape the first time. gives Ss 1 minute to tick the box. asks Ss to check the answer. Read the sentences and guess to tick in box T or F The correct answer: 4. F 5. F 6. F 2. T 3. F Plays the tape the second time and Listen and tick Plays the tape the third time and 1. F Listen for gist on the top of each piture. Listen and check the correct order Answer: b. 5 c. 4 d. 6 e. 1 f. 2 Asks Ss to read the sentences a. 3 Plays the tape the third time and Listen for specific information and number in the box
Practise asking and answering about Mr Lam's daily activities in pairs. Eg: A: What's his name? B: His name's Lam A: What's his job? / What does he do? B: He's a cyclo driver. A: What time does he start work?
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B: He starts work at 6.00 am. / At 6.00 a.m. A: Who is his first passenger? B: An old man. A: How many passengers does he usually have in the morning? Who are they? B: He usually has 4 passengers a day. They are an old man, a lady and two school pupils. A: What time does he have lunch? B: He has lunch at twelve. A: Does he take a long rest? B: No, he doesn't. He only takes a short rest.
3. Post- listening: Requires Ss to ask and answer about Mr Lam's daily activities. Assigns homework (2mn) COMMENTS (2mn)
Try to retell about Mr Lam's daily activities
HOMEWORK: Write what you can remember about Mr Lam's daily activities.(about 50 words)
V. EXPERIENCE
D. WRITING Teaching date Absentees
I. OBJECTIVES: - Students know how to build up a narrative, using the given prompts - Students learn to build up a narrative about a hotel fire. II. LANGUAGE FOCUS:
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fire. 2. Vocabulary: III. SKILLS: Writing a narrative about a hotel fire. III. TEACHING AIDS: poster IV. PROCEDURE:
1. Grammar: Students know how to use the past simple to write a passage about a hotel
Teacher's activities WARM UP: (3mn) Asks Ss some quetions: Have story? you ever heard Answer
Students' activities
(suggested)
a Yes, I have.
frightening / an interresting It happen when I was young. / When I was in the six
When and where did it happen? grade... It happen at my house/ school /..... How did you feel about that? 1. Pre- writing: (10mn) Task1: Asks Ss to read the model Task1: It made me frighten / happy / bored/ .....
narrative (P.17&18) and find Read the model narrative, underline the verbs that all the verbs that are used in the are used in the past simple tense, circle the past simple and the connectors (time expression) in the story such as: connectors(time expression) in the story. Guides Ss to work in groups of 4 Helps and checks. Emphasizes the past simple to narrate a story. 2. While- wrting: (20mn) Task2: Identify the events, the climax, and the conclusion of Stared, was, arrived, got, began, ...... At first, then, ....... Work in groups of 4
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Asks Ss to do task 2 in groups the story. of 4

+The events: got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seem to dip, people screamed in panic. + The climax: We thought we had only minutes to
Checks and helps.
live. + The conclusion: Pilot announced that everything was all right, we landed safely. Work individually. Suggested answer: Last year, I spend my summer holiday at a seaside
Task 3: Asks Ss to build up a narrative about a hotel fire, using the given prompts.
town. The hotel was modern and comfortable. I had a wonderful holiday until the fire. It was Sunday evening and everybody was sitting in the discotheque (which was) 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 the room. Everybody started to scream in panic. People ran toward the fire
Surveys and helps
exits. One door was blocked. Many people began coughing and choking. 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.
Read one another's narratives. Then 1 or 2 Ss read their narratives in front of the 3. Post-writing: (10mn) class.
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Gives corrections Assigns homework. HOMEWORK: suggestions and
- Complete their narratives base on the teacher's suggestions and corrections. - Prepare language focus. COMMENTS: (2mn)
V. EXPERIENCE
Period 6:
E. LANGUAGE FOCUS Absentees
Class Teaching date 10A2 10A3 I. OBJECTIVES: - Should distinguish between the vowels / i / & / i: /
- Review the present simple, the past simple and adverbs of frequency. - Do all exercises II. LANGUAGE FOCUS: 1. Grammar: the present simple, the past simple and adverbs of frequency. 2. Vocabulary: tent, creep, Put out, leap, wind, flow,... III. SKILLS: reading, listening, writing. III. TEACHING AIDS: poster IV. PROCEDURE: Teacher's activities WARM UP: (3mn) Draws a picture (a cup of tea and some Suggested: tea, biscuit biscuits) and asks Ss to find the words He drinks tea every morning. Students' activities
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sentences with those words. 1. Pronunciation: (8mn) Introduces how to read 2 vowels / i / (short) & / i:/ (long) Read aloud Asks Ss to open the book (P.19) and show the vowels / i / or / i:/
related to the picture then make I want to eat some biscuits. Listen and repeat Minimal pairs: /i/ hit bit meet it lick Eg: Guides Ss to read aloud sentence by sentence in the book. Notes the sentence stress 2. Grammar and vocabulary: Shows the picture and introduces the simple present, simple past and adverbs of frequency. Revise the simple present, simple past and adverbs of frequency. Exercise1:(10 mn) Asks Ss to choose the correct form of the verbs in the box to fill in the gap. Checks and helps Is he coming to the cinema? We'll miss the beginning of the film. .......................................................... He is a schoolboy. He usually goes to school by bicycle everyday but yesterday he went to school on foot usually: adverbs of frequency goes went : simple present : simple past / i:/ heat beat meat eat leek
Exercise1: Complete the blanks. use the correct present simple form of the verbs in the box. Practise in pairs Answer key: 1.is 2.fish 4.are 5.catch 7. catch 8. go 9. give up 10. say 11.realise 12. am
Exercise2: (6mn) Guides Ss to know how to put each of those adverbs of frequencyin its appropriate sentences. Checks and calls 1 or 2 ss to read in place in the given
3.worry 6.am Exercise2: Practise individual.
Example: He gets up early. He usually gets up early. She is late for school.
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front of the class. Exercise3: (14mn) ASks Ss to choose the past simple of the verbs in brackets. Can give the meaning of some words

She is often late for school. Note: As a rule, I go to bed at 10.00 p.m Exercise3: Remember the form of the past simple tense and supply the correct past simple form of the verbs in brackets - tent (n): lu - creep (v) crept - crept: i rn rn - Put out: dp tt
Helps and checks
- leap (v) - crept - crept: nhy dng ln - wind (v) - wound - wound: cun, ln vng - flow (v): chy, tri Practise with pairwork. Suggested answer: 1. was done 2. cooked 3. were 4. smelt 5. told 6. sang 7. began 8. felt 9. put out 10. crept 11. slept 12. woke 13. was 14. leapt 15. hurried 16. found 17. wound 18. flowed
Assigns homework.(2mn)
HOMEWORK: - Do exercises in part LANGUAGE FOCUS of UNIT 1 in workbook. - Prepare unit 2
COMMENTS: (2mn) V. EXPERIENCE
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Period 7: A- READING Class Teaching date 10A2
Absentees
I. OBJECTIVES: By the end of the lesson, Ss will be able to know how to appreciate tell daily avtivities at school, introduce themselves II. LANGUAGE FOCUS: 1. Grammar: gerund and to-infinitive 2. Vocabulary: Words related to school III. SKILLS: Reading for gist and for specific information III. TEACHING AIDS: poster IV. PROCEDURE: Teacher's activities 1. WARM-UP: Before you read. (7) - Asks pupils: a. What does school talks means? b. Do you often tell about your school? c. Which topics do you often talk about when you meet your friends? pairs to say which topics they often talk about when they meet or talk to each other. - Calls some couples to ask and answer. - Introduces the situation of the passages 1,2,3. 2. PRESENTATION: While you read. (25) Task 1: - Answer teachers questions. P1. It means the dialogues at school. P2. Yes, I do. P3. We often talk about our favourite sport, it is football. etc... Students' activities
- Asks pupils to look at the book and work in Pairwork
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- Asks pupils to read the passages in skim to find the new words, - Asks pupils to read up the new words. - Asks pupils to work in groups to fill in the blanks with the suitable word. - Calls pupils to decide the part of speech of the word needed to fill in each blank. - Calls some pupils to read up the sentences. - Asks some pupils to correct the mistakes. - Asks pupils to work in groups to find the sentences with the main verbs which are followed by V-ing and those followed by to + infinitive Task 2: - Asks pupils to scan the passages to find who often do the actions given. - Calls 3 pupils to go to the board to write full sentences.
- Read the passages in skim to find the new words: + international (adj) + be crowded + narrow (adj) - Read up - Work in groups to fill in the blanks P1: 1. a verb; 2. a noun; 3. a verb P2: 4. an adjectives; 5. a noun. P3: 1- enjoy; 2- traffic; 3- worry; 4crowded; 5- language - work in groups to fin the sentences. P5. + I like to learn English + I dont really like getting up early. P6: + I love working with children. - Work in pairs to do the task - Write full sentences, 3 pupils write on the board. P1.+ Miss Phuong enjoys teaching. + Phong has to get up early. + Phong lives far from school P2.+ Miss Phuong loves working with children. + Phong loves learning English. + Phong rides a bicycle to school every day. P3.+ Phong studies at a high school
- Asks 3 pupils to correct the mistakes of writing. Task 3: - Asks pupils to close their books, work in
+ Miss Phuong teaches English at a high school + Mr. Ha worries about someone elses safety.
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pairs to ask and answer about the passages.

- Correct
Key: 1. He studies at Chu Van An High school - Calls some couples to ask and answer. 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 3. After you read. (10) 5. Because his son has to ride his bike in - Has students work in groups and answer narrow and crowded streets to get to school the questions 1. What subjects you like best and why? - Work in groups to speak. 2. What do you like or dislike doing at school? 3. What do you worry about at school? Key: - Give comments 1. I like English best because it is an - Ask students to tell the content of the small important means of international talks communication - Ask to tell themselves - I like learning Math, Chemistry or Vietnamese Literature because its useful, interesting 2. doing a lot of homework - taking part in social activities - talking with my parents 3. I worry that many students cheat in exams/ live far from school/ difficulty in speaking English 4. HOME WORK: (3) - Have discussion then present ideas in front of the class - Asks pupils to do the reading - Present the content of the small talks again comprehension at page 10 & 11 in the - Introduce themselves - Listen to the teacher and write down Workbook. homework - Do the exercise at home. V. EXPERIENCE
Period 8: B - speakING Class Teaching date 10A2
Absentees
I. OBJECTIVES: By the end of the lesson, Ss will be able to make small talks in daily life.
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II. LANGUAGE FOCUS: 1. Grammar: gerund and to-infinitive 2. Vocabulary: Words related to school
III. SKILLS: Fluency in expressing oppinion and expressions for making a conversation III. TEACHING AIDS: Pictures, English textbook 10, IV. PROCEDURE: Teacher's activities Warm-up: (5min) - Give a situation and write a short conversation 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) B: Hi, Lan. How are you? A: Im fine. Thanks. And you? B: Im fine. Lets go somewhere for a drink A: Sorry, . (2) - Ok, thats 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 stating and dosing sentences - requires Ss to complete this conversation with simple sentences. - explains these are two sentences which are used to open and close a conversation - calls some Ss to give their answer and then can calls one pairs to pratice this conversation . Today we will pratise speaking conversation having starting and closing sentences - Raises the questions: (8mn) 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 Students' activities Listen to the teacher
- Copy the conversation and complete the conversation with suitable words (1) Hi/ Hello (2) Im very busy now. Perhaps another time
1. It is important 2. There are 2. They are:- People who use greetings when they meet to each other - People use greetings when they say goodbye to eachother 3. Good morning 4. Good morning/ Hi/ Hello 5. Goodbye/ Byebye/ See you again
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your school finishes? Task 1(7mn) These expressions are commonly used when people are chatting. Place them under the appropriate heading then practise with a partner - Give instruction - Introduce some expressions that we can use to start and close a conversation - Ask student to place the expressions under the appropriate heading - Ask student to work individually then work in groups - Give suggestions Task2(7mn): Rearrange the following sentences to make a conversation and then practise it with a partner - Ask students to rearrange the sentences to make a conversation - Ask students to work individually then in pairs - Walk around the class to help student when necessary - Check and give suggestions - Ask student to practise it with a partner - Corrects students pronunciation if necessary Task 3(8min) Complete the following conversation with suitable words, phrases or sentences in the box and then practise it with a partner - Ask students to complete the conversation with suitable words - Ask students to read all words in the box - Give the meaning of some words when necessary - Ask students to work individually then work in pairs - Walk around the class to help students when necessary - Check and give suggestions - Ask students to practise this conversation - Correct their pronunciation when necessary Task 4: (10mn) 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

- Do the task - Give answers: * Starting a conversation: - Good morning - Hows everything at school? - Hello. How are you? - Hello, what are you doing? - Hi, how is school? * Closing the conversation: - Sorry. Ive to go. Talk to you later - Well. Its been nice talking to you - Goodbye. See you later -Great. Ill see you tomorrow. Catch up with you later - Do the task - Give answers: D- E- B- H- F- C-G - Practise with partners
- Do task 3 - Work in pairs - Give answers: A: Whats the matter with you? B: Awful/ a headache A: Youd 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
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when necessary - Ask students to present the conversations - Give comments
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 - Ask students to practise all conversations Lan. again A: Oh, bye - Homework: 1,2,3 at the page 8 and 9 B: Bye (English exercises book)
V. EXPERIENCE
Period 9: Class 10A2
C - listenING Teaching date Absentees
I. OBJECTIVES: By the end of the lesson, Ss will be able to listen to some small talks about duty, party and trip. II. LANGUAGE FOCUS: 1. Grammar: the present continuous, past simple, present simple tense, 2. Vocabulary: Words related to school, weather and travelling III. SKILLS: : Listening for gist and for specific information III. TEACHING AIDS: Pictures, cassette player, English textbook 10, IV. PROCEDURE: Teacher's activities Students' activities
WARM UP (5'-7'): Requires Ss to find the listen and find the questions for the questions for the answers answers 1.Im taking English. Work in pairs Expected answer: 2.I really like it 1.What are you taking this semester? 3.For two weeks. 2.Do you like travelling ? 4.No,Im travelling alone
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5.Thats great. Asks Ss to work in pairs Calls some pairs to give answer Checks and corrects New lesson ( 35'-37) I. Before you listen - requires Ss to work in individuals and then work in pairs - walks around for help Ss - checks and gives the right answers II. While you listen Task 1 Asks Ss to listen to the conversations Plays the tape more than once Tells Ss to listen for main ideas and the key words, not specific information in the first time. Can tell the content of four pictures for Ss Calls some Ss to explain their answers to class keys : conversation1 picture b, conver 2 pic C, conver 3 pic d, conver 4 pic a Task 2 Requires Ss to read al the questions lets Ss listen again to the CD to find the answers Pauses between conversation to make it easier for Ss While they are doing the task Introduces Ss to take note the main ideas first and then complete the full sentences calls some Ss to write the answers on the board Checks and corrects Task 3 Asks Ss to work in pairs and study the conversation. Encourage them to guess the missing words Plays the last conversation again asks Ss to listen to it and complete the conversation by filling in the missing words Calls some pairs to give answer and then to practise the conversation Comments on Ss performance and gives correct answers

3.How long are you staying there? 4.Are you travelling with your parents ? 5.Would you like to go somewhere for a drink? work in individuals and then in pairs to do the task * Expected answers: 1-c, 2-e, 3-a, 4-b, 5-d. listen to the CD find out the main content in each of conversation match give answers
* Expected answers: conversation1 picture b, conversation 2 picture c, conversation 3 picture d, conversation 4 picture a read all the questions listen the CD again to find the answers some Ss go to board towrite. Answer keys : 1. she is talking English 2. she is in Miss Lan Phuongs class 3. he is at a party 4. he plans to stay in Nhatrang for week. 5. no, she dosent. she traves alone
listen to the conversation give answers
CD
and
complete
the
Answer keys : 1. it here 2. very nice 3. big 4. comfortable
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III. After you listen Asks Ss to work in groups and discuss the problems they have experienced at school suggests the common problems at school: getting bad marks, having difficulty in making friends, coming to class late, ... advises Ss to use these questions : What problems have you got at school? What is / are the reasons ? What have you done to solve it / them? Who helps you to solve it? - goes round to help Ss - calls some Ss to talk about their problems at school checks and corrects if necessary Home work (2) Write a conversation about the problems you have experienced at school 5. 6. 7. 8.

travelling no alone for a drink
listen to the Ts help use these suggestions to do this task give answers
work in individuals
V. EXPERIENCE
d- writING Teaching date Absentees
I. OBJECTIVES: By the end of the lesson, Ss will be able to : - fill some common forms such as simple application form, library admission form , .... - use useful language and structures in some certain forms II. LANGUAGE FOCUS: 1. Grammar: present simple tense, 2. Vocabulary: Words related to application form,... III. SKILLS: : writing III. TEACHING AIDS: Poster English textbook 10, IV. PROCEDURE:
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Teacher's activities Warm up ( 7 ) T supplies for students some kinds of forms and asks 1.What are they? 2.Have you ever filled in a form? When? 3.What sort of imformation do you often have to provide when you fill in a form?

Students' activities The whole class Expected answer: 1.They are forms 2.To apply for a job./ To open accounts To send or receive money at the post office./ To attend to a club./ To change school ..etc.. 3.Firstname,surname,address,age, occupation, maritalstatus, telephone number, reason...
PRE-WRITING Activity 1:Present vocabulary + country of origin: Qu qun + Present address: ch hin ti + Marital status:tnh trng hn nhn + Block capital: ch vit hoa + Applicable:thch hp -T asks Ss to read the newwords loudly Activity 2:Matching - T asks Ss to do TASK2 Match a line in A with a question in B - Have Ss compare their answers with a partner . -T can explain: Forms do not usually ask questions, but they ask for information -Call on Ss to read their answers -Tchecks and give correct answers PRACTICE TASK 3: Doing what Forms ask -Have Ss do the task individually -Go around the class and provide help if necessary. -Further explain and translate into VietNamese if necessary TASK 4: Filling in a form -T asks Ss to study the form carefully and fill the form using their own information. -Call 2 students to fill the form on the blackboard while others doing the task in the textbook. - Let them have 4 minutes and then tell Ss to look at the board and comment on their performance. -Correct the form as the whole class. PRODUCTION -Write a form to apply for a job / attend a club.
Pair - work and then the whole class. -Expected answer: 1-D 5-B 2-F 6-C 3-E 7-A 4-G
Work individually -Some Ss speak and explain their ieads for this form in front of class
-Work individually. And then compare their answers with a partner. Work individually and write down their writings on the blackboard The oak tree school of english please write in capital letters Mr / Mrs / Mss * Surname : Hoang First name : Mai Phuong Date of birth : May 09 th ,1995
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Nationality: Vietnam Language(s) : Vietnamese, English, Japanese Address in your country: Na Khoang village, Tra Linh District, CB province Occupation : Student Reason for learn English : Business / Pleasure / Exams / Others ( if others, please specify) How many hours a day do you want to stay at school? 3-4 hours What date do you want to start? May, 19th * delete where not applicable
-Let Ss write in 3 minutes and T goes around to help if necessary. -Peer correction -T collects five Ss to correct and give them marks.
V. EXPERIENCE
E - language Focus Teaching date Absentees
I. OBJECTIVES: By the end of the lesson, Ss will be able to : - pronounce the sounds /^/ and /a:/ correctly - using gerund and to infinitive appropriately II. LANGUAGE FOCUS: 1. Grammar: gerund and to infinitive 2. Vocabulary: threaten, situation, mind, suggest, target... III. SKILLS: reading, speaking, listening and wrting III. TEACHING AIDS: Poster, English textbook 10, IV. PROCEDURE:
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Teacher's activities I. PRONOUNCIATION 1. Listen and repeat: Example: love father /^/ /a:/ -T helps Ss to distinguish two sounds -Ask them to listen and repeat 2.Practice: -Open their textbooks and practise the sentences -Calls on some Ss to pronounce two sounds - Peer correction II. GRAMMAR AND VOCABULARY Revise the form how to make questions 1.Example:Make questions for these responses * Yes, I am tired. * I like listening to pop music *Yes,I have got. * I learn English to get a good job. -T asks: What do you call theses questions ? Yes-No question Wh -question 2.Form:WH-word+auxiliary V/be+S+V ? Exercise 1:Make question for the following responses Call on some pairs to read the questions and responses aloud in front of the class Exercise2: Ask Ss to read the letter carefully and fill in each blank with an ing and toinfinitive form of the verb in brackets - Tell Ss to compare their answers with a friend - Call on some Ss to read the completed letter

Students' activities -Note: distinguish two sounds: /^/ /a:/ -o:wonderful, son -a: father, month, some, -a+r: : farm, far, something alarmstart,star,h ard.. u:bus,fun,husban - au: laugh,aunt d, -oo: blood,flood ou:country,coupl e,young, touch, trouble - oe: does - individualwork
-The whole class and make questions for responses -Are you tired today? -What kinds of music do you like? -Do you have you got many subjects today ? Why do you learn English? Listen to Ts eliciting and takes notes Work individually Exercise1: Expected answer: 1. When did you come? 2. How long did you stay? 3. Who did you come with? 4. Where do you live? 5. Why do you like learning E? 6. What time is it now? 7. How many children do they have? Distinguish the infinitive and gerund 1.The verbs can only be followed by to-infinitive Agree decide plan Refuse hope expect Manage seem tend Fail pretend want 2.The verbs can only be followed by gerund Enjoy consider practise Avoid miss postpone Mind risk like
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- Asks Ss to work in pairs and complete the sentences using an ing or to infinitive from of the verbs in the box. - Gives task
- Feedback and give correct answers:
* Consolidation:-Practise the sounds /^/and /a:/ -Make wh-question -Use the infinitive and gerund of verb * Homework - Do all exercises 1,2,3 4,5,in Workbook. - Prepare Unit 3 lesson 2 READING
3.The to -infinitive and -ing never mean the same when we use after theses verbs: Remember Stop Forget Regret try mean 4.The to-inf and V-ing has the same meaning after some verbs Begin start like dislike Love Exercise2: Expected answer: 1. to hear 2. going 3. remembering 4. doing 5. worring 6. to pay 7. to go 8. visiting 9. seeing 10. hearing Exercise 3: 1.to go 2.waiting 3.having 4.find 5.living 6.making 7.to call 8.to lend 9.talking 10.to post
V. EXPERIENCE
Unit 3: Period 12: Class 10A2
A - Reading Teaching date Absentees
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I. Objectives: By the end of the lesson, students will be able to: - read better through Matching and True or False exercises. - improve background knowledge about famous scientists especially about Marie Curie. II. LANGUAGE FOCUS: 1. Grammar: - The past perfect - The past perfect vs. the past simple 2. Vocabulary: Words to describe peoples back ground: name(s), age, place/date of birth, education, job, interest III. Skills: Reading for general or specific information IV. Teaching aids: Some photos of famous people and some information about them IV. Procedure: Teacher's activities Students' activities
Warm-up: (5') - Give some famous persons names in the column A and their job in the column B - Do themselves and then working pairs - Let students match the people with their - Some of them do on the board and speak out jobs A B A B Hong Nhung scientist Hong Nhung singers Marie Curie Miss writer Marie Curie Miss scientist Hanh singers Hanh teacher Ngo Tat To teacher Ngo Tat To writer - Recheck and introduce the new lesson: Marie Curie I. Before you read: (8') - Ask some questions about some famous people and Marie Curie 1. Can you name and tell some scientists and their specializations? 2. What are their job? 3. Where are they? 4. Have you ever heard of Marie Curie? 5. What do you know about her? - Let students write some information about Marie Curie with model given What you already know about her - Listen to the teacher
- Write down in their papers and then discuss in their groups - Some students stand up and answer in roles A: Can you name? B: They are NewTon, DarkWin, Marie Curie... - Work in pairs to discuss to fill some necessary inform about Marie Curie
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What you want to know about her
- Speak out their knowledge about Marie Curie A: Marie Curie is a scientist - Let each student stand and speak their B: I want to know when and where she was opinions born - Go around and help them if necessary Class organization: students do it in pairs II.While you read: (20') - Read silently - Let students open the book and read - Remember some information about Marie silently while teacher reads aloud and Curie correctly - Ask students to read themselves and write down some information - Read quickly and give some sentences in the - Let students work in pairs to do the task 1 text which are in A Task 1 - Predict the meaning of words - Read words in A and ask: - Match words A with B 1. With flying colors, what does it mean? 1-C: very well, with a very high mark/grade - Let students translate them into 2-E: find out exactly by making calculations Vietnamese 3-A: having a fully developed mind - Ask students to reread and answer some 4-D: make less severe questions to practise with some words 5-B: keep in the mind above - Work in pairs and answer some question 1. To whom do these words refer to? - What about her? 2. Who passed the exam with flying colors? Task 2 - Let students read all sentences and explain some new words if necessary - Listen and correct if needed Task 3 - Let students work in pairs - Read quickly and find information to compare to the sentence given: True of False? - Work in pairs, then one reads the sentence and the other corrects it - Work in pairs to find information to answer the questions -Expected answer: 1.Marie Curie was born in Warsaw on November 7th, 1867. 2.She was a brilliant and mature student. 3.She worked as a private tubor to save money for a study tour abroad. 4.She was awardes a Nobel Prize in Chemistry for determining the atomic weight of radium. 5.No, it wasnt. Her real joy was easing human suffering - Work in pairs and some of them stand and say about Marie Curie - Work in groups and discuss which sentences go with the word given - Speak out: a. strong willed: harboured the dream of a scientific career, impossible for a woman at that time
III. After you read: (10') -Ask students to close their books and practise telling something about Marie Curie - Let students reread the passage quickly to find evidence from the passage to prove each of them
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a. strong willed b. ambitious c. hard-working d. intelligent e. humane - Listen and explain some use of the words: work as; in spite of; worked together on; took up the position V. Homework (2') - Reread the passage and write about another famous person (about 100 words) V. EXPERIENCE

b. Ambitious: kept moving up in her career c. hard-working: difficult living conditions- work hard d. Intelligent: Nobel Prize e. Humane: easing humane suffering - Some others repeat - Copy the words - Listen and copy
Unit 3: Period 13:
B - SPEAKing
Class Teaching date Absentees 10A2 I. Objectives: By the end of the lesson, students will be able to talk about their own background and know how to ask for other peoples background. II. Skills: Talk about peoples background III. Teaching aids: Textbook, photos of some famous persons or some real information about someone to speak IV. Procedure: Teacher's activities Warm-up: (3') - Ask students to close the book - Give some words and let students complete the full sentences: 1. Marie Curie/ born/ 7th/ November/ Warsaw/ 1867 2. Marie Curie/ harbour/ dream/ scientific career/ impossible/ woman/ time Students' activities
- Close the books - Working pairs and write the full sentences - Each student speaks out the sentence theyve done 1. Marie Curie was born in Warsaw on November 7the 1867 2. Marie Curie harboured the dream of a scientific career, which was impossible for a woman at that time Pre-speaking: (8') - Work in pairs - Ask students to practise speaking about A: What is your fathers job? their parents, brothers, sisters B: Hes a doctor
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- Go around and listen to them While-speaking: (22') Task 1 - Let students open the books and observe the picture and describe what they are doing 1. What are they doing? 2. Where are they? 3. How do you know they are conducting an interview? - What are three students holding in their hands? - Ask students to read some words given and then let them choose which words used for someones back ground - Listen and correct Task 2 - Ask students to look at the pictures again - Let students imagine they are journalists and interview each other in groups and pairs - Ask one group to do the task as a model - Go around listening to some groups and help them if needed

A: How old is he? B: Hes 40 years old A: What does he like doing in his free time? B: He likes playing badminton - Look at the picture and answer the questions 1. They are interviewing 2.Theyre in the classroom 3. One speaks and one writes down in the notebook - Theyre holding the pens and notebooks - Read these words and work in groups - Some students can show off these words: family; dislike; hobby; education
- Observe the picture - Work in groups with some cues given below (Greeting, date of birth, home, parents) A: Hi! When were you born? B: I was born on August 18th 1991 A: Where do you live? B: I live in .... - Other groups go on practising speaking - Practise interviewing as a dialogue A: Hello! Im Huong B: Hello! Im Lan. Nice to meet you. A: Could you tell me something about yourself and your parents? B: Oh, yes! Please - Others listen and write down some - Let some groups play in role as information they get journalists and other answer the questions - Work in groups A: Can you tell me something about Nam? B: Yes, please A: Where is he from? B: Hes from ..... A: What does he do? B: Hes a student. - Ask some pairs to stand in front of the A: What does he like doing? class and practise speaking B: He likes playing football Task 3 - Ask students to tell about others theyve heard by interviewing their friends - Some groups go on speaking each other - Work and discuss in groups and one of this group asks and one of other answers A: Where was he born? B: He was born in Missouri in 1835 A: Which name did he adopted? B: It was Mark Twain A: When did he die?
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Post-speaking: (10') - Give some information about Mark Twain: 1. He/ born/ Missouri/ 1835 2. He/ adopt/ pen name/ Mark Twain 3. He/ write/ his famous novels/ Tom B: He died in 1910 sawyer, Huckleberry 4. He/ died/ 1910 - Listen to each group and correct or give - Listen and write down in their notebooks mark if they do it well Homework: (2') - Let students write about someone they admire or look forward to meeting V. EXPERIENCE
Unit 3: Period 14: Class 10A2 c - listening Teaching date Absentees
I. Objectives: By the end of the lesson, students will be able to talk about one of the Olympic champions by using the information regarding her background and career. II. Skills: Listening for general or specific information III. Teaching aids: Some pictures of persons or some real information about them IV. Procedure: Teachers activities Warm-up: (4') - Give some photos of athletes in Viet Nam and in the world 1. Who is this in the photo? 2. Which sport does he play/ take up? 3. Did he win any Olympic champions? I. BEFORE YOU LISTEN: (8') - Let students open the books and ask who is in the picture 1. Whats her name? 2. Where does she come from? 3. How many time Olympic Champions did Students activities - Observe the pictures and give some information 1. He is Hong Son 2. He plays football 3. Yes, he ever won the award of the best football player in Viet Nam - Work in pairs and answer the questions 1. Shes Nellie Kim 2. She comes from Russia 3. She won five-time Olympic Champion
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she win? 4. Which sports does she play? - Give more some information about Olympic: The first Olympic Games were held at the foot of Mount Olympus in 776 BC to honor the Greek; s chief God Zenus and once for every four years - Let students read some words theyll listen then - Listen and check II. WHILE YOU LISTEN: (20') Task 1 - Let students read some sentences given and explain some new words if necessary - Read or let students listen first Have you got anything from the conversation between Bob and Sally? - Let students listen the second time - Check their listening - Let students listen the third time and let them choose and decide whether the statements are True or False - Observe the class and listen to each groups feedbacks - Give more information if students wonder or not clear 1. T (born 1980- joined when she was 15) 2. T (father, mother, 2 brothers) 3. F (not much free time) 4. T (like different sports reading) 5. F (be a sports teacher) Task 2 - Before listening, let students read quickly some sentences theyll listen and guess some missing words that will be in the conversation - Let students listen the first time: Who can guess some words? - Let students listen the second time 1. Which words in the 1st sentence? 2. Which words in the 2nd sentence? - Let student listen the last time and let them work in groups to speak out - Listen and correct their listening

4. She is Olympic gymnast - Listen to the teacher and answer the questions P1: Can you name any Olympic Champions? P2: What would you like to know about these people? - Read in chorus - Some students read themselves: + love story + sport teacher + romantic + teachers diploma
- Read silently the sentences given before listening - Listen the first time - No, we havent - Listen the second time and begin doing the task - Listen the third time and work in groups to decide which are T or F P1: In 1995, Sally joined the star sport club P2: It is True P1: Why is it True? P2: Sally was born in 1980 and when she was 15, she joined the star sport club P1: Number two, is T or F? P2: Its T - Each group asks and explains why they choose by some information theyve listened - Work in groups and guess - Listen and do the task - Speak out their listening - Try to write down words theyll fill - Work in groups: 1. a general education 2. lives, family 3. different, swimming 4. love stories 5. teachers diploma
III. AFTER YOU LISTEN: (10') - Work in groups and each group has one - Ask students to retell something about person who says about Sally
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Sally
- May answer in different ways - Write in groups and ask someone to speak out their writing - Other groups listen and copy some information and give some questions - Ask students to write a short passage to Ex: tell their outdoor activities theyve taken 1. Where did she go last week? part in recently 2. What did she like best? - Listen to each group and correct mistakes 3. Who did she go with? if theyve done 4. Was it interesting? Homework:(3') - Practise writing - Ask students to write a short passage about Sally or a person they like V. EXPERIENCE
Unit 3: Period 15: d - writing
Class Teaching date Absentees 10A2 I. Objectives: By the end of the lesson, students will be able to: - write a simple V.C. (curriculum vitae) - get to know the format, layout and essential information of a C.V. II. Skills: Writing about peoples background III. Teaching aids: Some cues, information of someone IV. Procedure: Teachers activities Students activities I. Warm-up: (4') - Ask students to close the books - Work in pairs and match the words in A - Give the papers with some words given with the words in B in the column A and B - Some students do matching on the board 1. Name Key: 2. Date of birth 1.e- 2.f- 3.a- 4.b- 5.c-6.d- 7g 3. Place of birth - Other students speak sentences and write 4.School attended down in their notebooks 5. Exam passed 6. Previous jobs 7. Interests
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a. Boston b. Kensington High School c. English, French, Maths d. tourist guide e. David Brown j. 12/11/1969 g. Music and dancing

- The answers may be various - It is the curriculum vitae
- Listen and copy - Read aloud the C.V. of Mr Brown
- Ask students if they often see some information of someone - Listen to the teacher - Ask: what does these information call? - Read silently II. Pre-writing: (8') - Ask students to open their books - Introduce the form of the curriculum vitae (shortening V.C.): + Mr Browns C.V to apply for a job + It consists of: name, date of birth ect. III. While-writing: (18') Task 1 - Introduce Mr Browns C.V - Let students read quickly Mr Browns C.V - Explain some new words if there are: + previous job: the job was done in the past + tourist guide: a person guide visitors who travel somewhere - Ask students to make some questions after reading some cues of Mr Brown - Read those words and copy
- Work in pairs P1: When and where was he born? P2: He was born on November 12th, 1969 in Boston P1: Which school did he attend? P2: He attended at Kensington High School - Practise writing with some information of Mr Brown: Mr Brown was born on 12th November, 1969 in Boston.He went to Kengsinton High school and passed exams in English, French, and Mathematics.He worked in a travel agency from June 1991 to December 1998. And from 1999 to 2002, he worked as a hotel telephonist. He likes music and dancing. - Each group read their writing - Listen and work in groups - Practise asking some questions like in Task 1 before writing - Discuss and find out some errors if they make
- Ask some other groups to write down a paragraph about Mr Brown using some cues below and then each student on be half of his group read aloud -Listen and correct
- Practise writing in groups - Each member of groups reads aloud his/ her writing - Other group appreciate and correct mistakes each other Task 2 Name Mr/Ms - Ask students to read the V.C. and then Date of birth fill some necessary information about
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their parents - Ask some students to write on the boardother groups appreciate their friends writing

Place of birth Education: School attended Exams passed: Previous job:
Task 3 Date from/ date - Let students practise writing freely about to their parents or relatives - Listen and give mark if they do it well - Work in groups - Change the C.V. and each group corrects mistakes IV. Post-writing: (13') - Each group does the writing and read aloud - Give some information about Uncle Ho, New Ton, Marie Curie, Mr Nam on papers - Listen and correct if needed - Listen and copy V. Homework: (2') - Write a paragraph and a C.V about someone
V. EXPERIENCE
Unit 3: Period 16: E - LANGUAGE FOCUS
Class Teaching date Absentees 10A2 I. Objectives: By the end of the lesson, students will be able to: - pronounce the sounds/e/ and // correctly - use the past perfect tense appropriately and distinguish it with the past simple tense. II. Skill: fluency in pronunciating /e/ and // and use of past perfect III. Teaching aids: Some words related to /e/ and //; give more exercises of tenses IV. Procedure: Teachers activities Warm-up: (5') Students activities
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- Give some words and ask students to make full sentences 1. Marry/ her bag/ left/ school/ at/ yesterday 2. Mrs Black/ has/ from/ a/ message/ Jen - Let students read aloud the sentences I. Pronunciation: (15') - Close the books! a. Introduce two syllables /e/ and // - Let students practise pronunciating these words: end; and; left; bag; laughed; bed; bad; ten; tan; sand; send; let; lad - Listen and correct the syllables students read

- Do the exercises 1. Marry left her bag at school yesterday 2. Mrs Black has a message from Jen - Read these sentences
- Listen and repeat following the teacher - Work in pairs and read aloud these words then choose which words have sound /e/ and which have sound // + /e/: end; left; bed; ten; send; let + //: and; bag; bad; laughed; tan; sand; lad - Read in silent first - Some of each groups read aloud
- Read after teacher and work in groups to find the syllable /e/ or // in the word in these sentences: 1. The fat man has a red pen. 2. This handbag will be sent to Helen. - Read silently and give the opinions: + Her husband had obtained which happened b. Let students open the books and read before. aloud the words given and try to + She took up the position which happened pronounce syllable /e/ or // correctly after. man pan * had obtained: past perfect sad bad * took up: past simple mat sand men pen - Students work in pairs and give the use and said send form of past simple and past perfect met bed - Some students repeat aloud - Do the exercise themselves - Listen and check for pronunciation - Ask students to listen and read after these sentences II. Grammar: (22') a. Ask students to read an example given - Each student of each group gives correct and give which action happened before form of verbs and which happened after in the past - Ask students to determine which verb in Past Simple or Past Perfect - Listen and remark b. Let students practise doing exercises Exercise 1 Exercise 1 - Ask students to do exercise themselves Work individually and then compare the then discuss in groups answers with a friend -Have Ss compare their answers with a Expected answers:
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friend. -Make sure all the verbs have been put the correct form. - Call on some Ss to read aloud their answers in front of the class. -Feedback and give correct answers: Exercise 2 - Ask students to remind of the use of Past simple and Past perfect - Listen and remark -Feedback and give correct answers:

1.had broken 2.had done 3.had met 4.hadnt turned 5.had ever seen 6.had been 7.had left 8.had moved 9.hadnt seen 10.had broken in
Exercise 3 - Let students read the passage and find mistakes and correct them - Explain why they did like that: - some actions happened following in the past we should give the verbs in the Past simple (1-4) + We use: Before and After in a sentence to express which action happened after or before in the past 1. After he had done all exercise, he went out for a walk. 2. Before she called her children, she had made some cakes for breakfast.
Homework: (3') - Ask students to revise the use of Past simple and Past Perfect - Listen and write down - Practise doing exercise in the Workbook V. EXPERIENCE
Exercise 2 - Work in groups and give the correct tense of verb and explain why they did it -Work individually and then compare the answers with a friend . Expected answer: 1.had just finished /came 2.had seldom travelled/went 3.went/had already taken 4.Did you manage/ had he gone 5.had just got/ phoned /had been Exercise 3 -Work in pairs and then compare the answers with another pairs Expected answer: Sentence 1:had climbed -> climbed 3:had turned ->turned 5:had called -> called 7:had heard -> heard 9:went -> had already gone - Listen and copy - Give more other sentences - Listen and copy in notebooks - Practise give more situations in the past use past simple and past perfect
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Period 17:

Test yourself A
Class Teaching date Absentees 10A2 I. Objectives: By the end of the lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself II. SKILLS: - Reading - Speaking - Listening - Writing III. Teaching aids: Textbook, hand-outs, cassette taper IV. Procedure: Teachers activities Students activities Warm-up: (5') - Greeting - Greeting - Ask students something about the test yourself A - Answer teachers questions * Have you prepared it at home? * Have you got any difficulties? I. Listening(2.5 points) (10) - Present the task: Listen and complete the table below - Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words - After that read the passage aloud twice - Let students fill in the blanks with the words they have just heard - Go round the class to control the work - Then read the passage the last time for students to check their results - Correct mistakes Keys:
- Look at the book and listen to the task - understand the task - Listen to the teachers reading carefully - Fill in the blanks with the words theyve just heard - Correct mistakes
1. 15th January 1929

2. 3. 4. 5. 6. 7. 8. 9. In 1951 for 4 years he met they got married a minister at a the black freedom movement heard his speech at the In 1964 10. 4th April 1968
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II. Reading (2.5 points) (10) - Present the task: Read the passage and choose one appropriate phrase in the box for each blank. There are more phrases than needed - Get students to work in groups, discuss about the passage - Go round the class to control the discussion - State the best option - Correct mistakes Keys: 1. F: took a degree in Economics 2. C: worked hard 3. A: the chairman of Fairfield Education Committee 4. D: for two years 5. B: for the best essay on education III. Grammar(2.5 points) (8) - Present the task: Use the correct form of the verbs in brackets to complete the letter of application below - Get students to discuss the letter in groups or in pairs - Go round the class to control the sets activities - State the keys - Correct mistakes Keys: 1. To apply 2. am 3. attended 4. passed 5. got 6. can 7. reading 8. know 9. am able 10. hearing IV. Writing (2,5 points) (10) - Present the task: Sally Green writes Phong a letter. Read the letter carefully and then in Phongs name, write her a reply - Ask students to read the letter carefully - In Phongs name, get students to write Sally Green a reply - Go round the class to control the students activities - Correct mistakes V. Homework (2') - Ask students: + to study all the lessons again + to get ready for the 45 minute-test in the next

- Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups, and then with the keys
- Listen to the teacher - Work in groups to complete the letter - Compare the results with the other groups - Correct mistakes - Finish the letter
- Read the letter carefully - In groups or in pairs, write her a letter - Compare the results with the other groups - Correct mistakes
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period

- Study all the lessons again - Get the knowledge ready for the coming test
V. EXPERIENCE
Period 18+19: WRITTEN TEST 45' + CORRECT THE TEST Class 10A2 Testing date Absentees THE ANSWER KEY (50 sents x 0,2 = 10pts) Cu M 015 .A Cu .A Cu M 789 .A Cu .A Cu M 556 .A Cu .A
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
V. EXPERIENCE
UNIT 4: Period 20: Class 10A2 Teaching date Absentees
I. Objectives: By the end of the lesson, students will be able to understand the term special education and talk about it through Matching and Multiple Choice exercises. II. Language focus: 1.Grammar: - The + adjective - Used to + infinitive - Which as a connector 2. Vocabulary: Words to describe special education, school life of disabled children III.SKILLS: Reading about special education IV Teaching aids: textbook, board, raising questions V. Procedure:
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Teachers activities Students activities Warm-up: (3') - Greeting - Greeting - Whos absent today?- Thanks - The monitor answers - Where did you stop last time? - Answer in chorus - Open your book and we will go to Unit 4: Special Education I. Before you read: (10') - Raising some questions: * What do you do everyday? * Do you go to class? listen to music? watch T.V? - Take notes students answers on the blackboard * Which of these activities would be difficult for disabled people? Ok, people who cannot be able to listen and watch are called deaf and blind people. * Who can say nothing?- Good * How can they communicative with each other? * How can blind people read? Well, there was a person- a man invented the letter systems for blind people to help them read easily. He was Louise Braille. He came from France. He was a blinded in a childhood accident. - Look at Braille Alphabet (on the page 44) and work with your partner about the message - Give answers: A. we B. are C. the D. world II. While you read: (20') - Open your books Task 1 - Ask students to read through the passage individually and do Task 1 - Raising some questions about the passage: * Whos in the passage? * What does the passage talk about? * How many children are there in her class? * Who are they? * Do they go to school? * Why do you know? - Explain new words: proper schooling (n) = enough and good study * What do the parents of the disabled children think? Which line helps you know? Which word? - Open the books and listen to the teacher - Answer freely
- Listen to the teacher - dumb people - use signals - We dont know (maybe students answer by Vietnamese) - Listen to the teacher - Look at the books - Work in pairs - After guessing, correct the answer under the teachers construction
- Read individually
- Miss Thuy - special class - 25 - disable people
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opposition (n) = disagreeing viewpoints - No, they dont * How does Miss Thuy Teachers activities the - in 4th sentence disable children in a math lesson? * How are the children? - They believe that the children could - Ask students to do matching in chorus not learn anything at all ( 2nd sentence- Confirm the correct answers 2nd paragraph) - She raised both arms and opened up Task 2 her fingers (2nd sentence- 3rd - Call on some students to read aloud each part of paragraph) the passage - They are proud of their efforts - Check pronunciation Key: - Ask students to read the passage again more 1.C 2.E 3.A 4.B 5.D carefully and do the task 2 - Ask some students to give their answers - Listen to their friends - Correct the answer III. After you read: (10') - Ask students to read the passage in pairs and fill the blank of summary using suitable words from the passage - Go around and provide help - Call on some students to give answers - Confirm the correct answers for students to check and write down - Call on some students to read the completed summary aloud in front of the class Homework: (2') - Summarize the passage into 5 sentences - Do the exercises in the workbook - Read the passage and do the task - Listen to the teacher Key: 1.D 2.B 3.A 4.C 5.D - Read in pairs and do the task - Listen to the teacher attentively and check the answers - Listen to their friends Key: 1.disable 2.read 3.write 4.efforts 5.opposition 6.time-consuming 7.maths 8.arms 9.figers 10.proud - Write down on the notebooks V. EXPERIENCE
Period 21: Class Teaching date Absentees 10A2 I. Objectives: By the end of the lesson, students will be able to:
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- talk about school life of a student - actively engage in an interview II. SKILLS: Talk about some types of special education Talk about school life III. Teaching aids: textbook, board, raising questions, hand-outs IV. Procedure: Teachers activities Warm-up: (2') - How are you today? - Are you ready for new lesson? Pre-speaking: (15') - Give hand-outs to review the names of subjects at school -Ask students to work in pairs - Ask some questions: * What are your favourite subjects? * How much time do you prepare for your lesson everyday? OK, today, we will go to Lesson: Speaking to talk about school life of a student While-speaking: (25') Task 1 - Ask students to read the answer before choosing the best questions - Ask students to work in pairs to fill in the blanks with the right questions - Call on some students to explain their answers - Give correct answers - Call some pairs to read the completed conversation - Check pronunciation Students activities - Answer freely
- Do the exercise in hand-out - Work in pairs - Correct the answers - Answer freely - Listen to the teacher
- Read the answers and do the task 1 - Work in pairs - Listen to their friends Key: A.4 B.1 C.2 D.6 E.3 F.5 G.7 - Listen to the teacher attentively then correct the answers
Task 2 - Ask students to use his/her own information to answer the questions - Instruct students to do this task by using following information - Listen to the teacher Hand-outs - Ask students to work in pairs with 3 students (2 practice interviewing, 1 take notes) and carry out the interview, using the questions in Task 1 - Help students use some questions related to - Work in pairs and do the task 2 under words, such as: the construction of the teacher What subjects were you good/ bad at? How much homework did you have to do? - Check whether students can make questions or
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not by giving the previous words and let students to make questions using those words - Go around and provide help if necessary
Task 3 - Ask students in each pair to tell about a school - Practice speaking in pairs life of a student by using information that was taken note in front of the class - Check pronunciation if necessary - Give comments and correct mistakes - Give marks Post-speaking: (2') - Summarize the main points - Some students to tell a school life of Homework: (1') others in front of the class - Ask students to write a short paragraph about his/her studying at school (80-100 words) - Listen to the teacher and write down on the notebook V. EXPERIENCE
Period 22: Class Teaching date 10A2
Absentees
I. Objectives: By the end of the lesson, Students will be able to listen better through True of False Statements and Gap-filling exercises. II. SKILLS: Listening for specific information about a photographic club for disabled children III. Teaching aids: textbook, board, raising questions IV. Procedure: Teachers activities Students activities Warm-up: (2') - Greeting - Answer freely - How do you feel today? - Do you like taking photos? - Yes, we do Yes, today we will listen to the Vang Trang Khuyet Club in which all the members are all disabled children Before you liten: (10')
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- Before listening, I have some questions for you - Give some photos and ask: * What are they? * How do you call a person who takes photos? * Well-done! What word do you use for a person who looks good/ attractive in photos? - Confirm the meanings of the previous words and remind students the stress in the words photograph photographic photogenic photographer photography - Ask students to work in pairs to fill each blank with a suitable word - Check the answers and correct 1. photographic 2. photography 3. photographer 4. photograph 5. photogenic + Listen and repeat - Read new words 1st time - Read aloud 2nd time - Let students guess the meanings of the words by giving explanation sorrow (n) = pain (n) passion (n) = great love for st mute (adj) = unable to speak exhibition (n) = a display labourer (n) = worker While you listen: (20') - You are going to listen to a talk about a club for disabled children. You should listen carefully, then do task 1 and 2 Task 1 - Let students read the statements carefully - Ask students to listen to the tape and decide whether the statements are T/F - Listen 2 times and ask students to compare their answers with a friend - Check the answers as the whole class - Give correct answers Task 2 - Ask students to read the passage carefully and have a guess of missing words (give necessary suggestions to help students guess kinds of

- Listen to the teacher - They are photos - A photographer - Photogenic - Listen to the teacher and write down on the notebooks
- Work in pairs - Answer in chorus
- Listen to the teacher - Guess the meanings of the words - Take note quickly
- Read the statements independently - Listen to the tape attentively and do the task 1 - Work in pairs - Listen to the teacher attentively then correct the answers KEY:
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words in each blank) - Have students listen to the tape and write in each blank with a suitable word - Check the answers as the whole class - Call on 2 students to write the answers on the board to check dictation - Give correct answers:

1- T, 2- F, 3- T, 4- F, 5- T
- Read the passage individually - Listen to the tape again - Do the task 2 - Look at the board and find out mistakes KEY: 1. photographic 2. 19 3. exhibition 4. 50 5. beauty 6. simple 7. peaceful After you listen: (12') 8. chickens - Tell students to work in groups: ask and 9. stimulated answer about the Vang Trang Khuyet 10. escape Photographic Club by suggesting some - Work in groups questions as follow: - Answer the questions based on the * What is the name of the club? information in the passage * Who are the members of the club? Where do they come from? How many are there? * How many photographs are on display? - Listen to their friends * What are their photographs about? * What does their passion of taking photographs help them? - Call on some students to practice - Listen and correct mistakes if necessary Homework: (1') - Retell story about the Vang Trang Khuyet Club (80-100 words) - Listen to the teacher and write down on the notebook V. EXPERIENCE
Period 23: Class 10A2 Teaching date Absentees
I. Objectives: By the end of the lesson, students will be able to: - read and understand a simple letter of a complaint
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- write a letter of complaint about the poor quality of the service at an English Centre II. SKILLS: Writing a letter of complaint III. Teaching aids: textbook, board, rasing questions, hand-outs IV. Procedure: Teachers activities Students activities Warm-up: (3') - Have you ever written a letter? - Answer freely - Who did you write? - How did you feel when you wrote a letter? happy or sad? - What kind of letter do you write if you feel - A complaint letter angry about something or unhappy with something? A letter of complaint or a thankyou letter? Pre-writing: (15') - Ask some questions: * What is a complaint letter? * Have you ever written a complaint letter? * Do you know how to write it? Well, if you want to know how to write a letter of complaint, please listen to me attentively - Give hand-outs - Ask students to read the letter and get the information to fill in the blanks in the handouts - Go around and provide help if necessary - Help students realize the necessary parts in a complaint letter (= a formal letter) and remind them the way of using words - Give the form of a formal letter While-writing: (20') - Let students read the advertisement and work in pairs - Help them guess the meanings of the words in the advertisement native teacher (n)= teachers who come from English-speaking countries air-conditioned (adj)= to be equipped/ furnished with air-conditioner - Ask students to read through the dialogue - Then have students discuss and fill in the hand-outs - Call on 2 students to fill in each column - Check answers and correct mistakes - Listen to the teacher A complaint letter is written when someone is unhappy with something, such as: a story, a service, a course ect. - Listen to the teacher and take note quickly - Do the task
- Listen to the teacher and write down on the notebooks
- Read in pairs - Try to guess the meanings and take notes - Read the dialogue and do the task in the hand-outs - Correct mistakes - Work in pairs and do the task 1 - Some pairs read aloud in front of the
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Task 1 class - Ask students to work in pairs, using the - Correct mistakes information in 2nd column to complete the P2: No, (1) Im definitely not happy with dialogue it at all. - Call on some pairs to read aloud the P2: No, (2) there are only few native completed dialogue teachers, not all of them are native ones. - Check and give correct answers P2: No, (3) in fact there are more than * You want to write a letter of complaint? 30 students in my class. * What do you have to write in that letter? P2: No, (4) I have to pay for them. P2: No, (5) the room is not airconditioned. There is only a ceiling fan in my classroom. It is very hot. P2: ........, but in fact classes often start late and finish early. Sometimes it starts 20 minutes late. Task 2 - Look at the letter - Ask students to look at the letter (on p.51) - Review the above knowledge - Suggest students to retell the form, structures - Work independently and languages in the letter - Listen to the teacher and answer the - Ask students to read through the letter questions individually - Work in groups and do the task - Raising some questions: - Listen to the teacher attentively then * What does the writer complain about? write down * Is it worse or better than in the First of all, you say that there are only advertisement? native teachers, but my class has one * How does the writer want to resolve the Vietnamese teacher and two native problem? teachers. You also say each class has no - Ask students to work in groups and complete more than 20 students, but there are over the letter basing on the dialogue in task 1 30 students in my class. Furthermore, in - Give suggestions: the advertisement you say we have books . The first sentence can be You say in the an cassette tapes free of charge but in advertisement fact we have to pay for them. To make . Students can use some connectors in their the matter worse, the classroom is not writings: air-conditioned. That is quite different first, second, in fact, also, moreover etc. from the advertisement. Finally, What I - Let students in one group compare their do not like most about your centre is the writings with ones in other groups to correct time. The class time is not the same as mistakes the advertisement says. Classes are not - Pick up some writings to check the mistakes only start late but also finish early. as the whole class - Change the writings group by group - Listen to the teacher Post-writing: (3') - Write down on the notebooks - Summarize the main points Homework: (4') - Ask students to write a reply to the letter of complaint at home - Explain the general form of a reply to a letter of complaint: Opening
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Explaining the mistakes Solving the problem V. EXPERIENCE:
Absentees
I. Objectives: By the end of the lesson, students will be able to: - Distinguish and pronounce the sounds / / and / : / correctly use the + adjective as a noun, combine two sentences with which and review used to + infinitive II. SKILLS: Pronounce the sound / / and / : / correctly III. Teaching aids: Textbook, board, raising questions IV. Procedure: Teachers activities Warm-up: (3') - Whats the weather like today? - What did you do last night? - Did you finish your homework? Pronunciation: (15') - Write on the board 2 following sentences: 1. Lauras daughter bought a horse and call it Laura. 2. John wants to watch Walter wash the dog. - Call some students to read aloud these sentences in front of the class Ok, today Ill introduce to you 2 vowels / / and / : / + Listen and repeat - Read all the words 1st time clearly - Ask students to listen and repeat - Remember them the way to pronounce two sounds: / / is a short sound / : / is a long sound, put the back of your tongue up a little - Ask students to repeat several times to help them distinguish the difference between 2 sounds Students activities - Answer freely
- Look at the board
- Listen to their friends
- Listen to the teacher - Listen and repeat - Take notes quickly
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+ Practise these sentences - Read all the sentences - Read each sentence and ask students to repeat - Call on some students to read aloud the sentences in front of the class - Listen to the teacher - Check and correct pronunciation - Repeat following the teacher Grammar and vocabulary: (25 minutes) Exercise 1 - Ask students to work in groups with 3 members: read all the words and check the meanings - Ask all groups do the exercise - Help students by giving suggestions: find key words in each sentence to complete the exercise more quickly Ex: 2nd sentence: accident injured 3rd sentence: job unemployed - Call on some students to give the answers - Check and give correct answers Note: We use the + adjective to describe a group of people as a whole Example: the rich = rich people (a group of people who are rich) Exercise 2 - Ask the question: What did you use to do when you were a child? - Let students review the structure used to + infinitive: we use this structure to express a past habit - Give some examples to help them understand clearly (both negative and question) - Ask students to do the exercise - Let students compare their answers with a friend - Check the answers as the whole class - Give correct answers Exercise 3 - Ask students to read through the exercise - Remember them the function of each column: A and B - Help them review the relative clause with relative pronoun which Which can be used in relative clauses to refer to the whole of the earlier clause - Ask students to work in pairs and do the exercise 3
- Work in groups and do the exercise - Listen to the teacher and write on the notebooks - Correct the answers Key: 2. the injured 3.the unemployed 4. the sick 5. the rich/ the poor
- I used to - Review the structure and write down on the notebooks - Listen to the teacher - Work in pairs Key: 2. used to have 3. used to live 4. used to eat 5. used to be 6. used to take 7. used to be 8. did you use to go - Read the exercise - Retell the relative clauses with which - Work in pairs - Correct the answers
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- Check the answers as the whole class Key: - Give correct answers 2.d 3.f 4.g 5.a 6.c 7.b Homework: (2') - Ask students to do the exercise in the workbook - Listen to the teacher and write on the notebooks V. EXPERIENCE
I. Objectives: By the end of the lesson, students will be able to: - use a number of words about computers such as CPU, VDU, CD, ROMS, floppy disks and talk about their benefit in our modern life. - improve reading skill through Matching and Answering questions exercises. II. LANGUAGE FOCUS: 1. Grammar: - The present perfect - The present perfect passive - Who, which, that 2. Vocabulary: Words related to modern computers and equipment III. SkillS : Reading for gist and for specific information IV. Teaching aids: Students book, real objects and pictures showing modern computers and the illustrations of different parts of a computer V. Procedure: Teachers activities Students activities Warm-up : (3') - Listen to the teacher and answer the - Ask students some questions: questions: 1. What machine is used to type/ watch a film/ 1. The computer listen to music/ do calculators/ play games? 2. Can you use computers? 2. Yes, I can. Before you read: (6') - Ask students to look at the illustrations of different parts of a computer system and match - Look at the book and do the task
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each number item with one of the words or phrases in the box - Let them work in pairs - Go round, check and help students - Work in pairs 1. D-visual display Unit 2. E- mouse 3. G-printer 4. C-keyboard 5. A-Central processing Unit (CPU) 6. F-floppy disks While you read: (34') 7. B-CD rooms - Ask students to look through the passage - Read the passage loudly - Look through the passage - Help students read the passage - Listen to the teacher - Explain pronunciation and meaning of the new words which appear in the passage - Ask teacher some new words which - Ask students to read loudly the difficult words cant be understood in chorus - Listen to the teacher and read the * Task 1 difficult words loudly in chorus - Ask students to match the word or phrase in A * Task 1 with its definition in B - Listen to the teacher and look at the - Let students work in groups students book and do task 1 in groups - Some students give correct answers: 1.c 2.e 3.a 4.b 5.d - Walk round and help students if they cant do * Task 2 - Ask students to decide which of the three * Task 2 options below is the best title for the passage - Listen to the teacher - Let them work in groups - Look at the students book and do task - Introduce students to check information in the 2 in groups passage for the answer - Answer the teachers question: - Ask students the question: Cwhat can the computer do? Whats the best title A, B or C? * Task 3: - Ask students to use the cues below to answer * Task 3: the questions in task 3 - Listen to the teacher and do task 3 - Let them work in pairs - Work in pairs - Walk round and help students if necessary A: What can a computer do to help us in our daily life? B: It can help us to visit shops and place of entertainment, pay bills, read books etc.; receive emails, learn and so on A: Why is a computer a miraculous device? B: Its a miraculous device because its a capable of doing anything you ask, it can speed up the calculations ect. After you read: - Ask students to discuss other uses of the
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computer in our daily life at home - Listen to the teacher and write down - Walk round and help students if they cant do Homework: (2') - Ask students to find out some problems that people encounter when using computer, to read the text about computers in workbook (p.26) - Ask students to prepare B-Speaking at home
V. EXPERIENCE
I. Objectives: By the end of the lesson, students will be able to talk about he use the modern inventions in daily life such radio, TV, fax machine, air conditioner II. SkillS: Talking about the uses of modern technology III. Teaching aids: Real objects and pictures showing various modern devices; an air conditioner, a computer, a fax machine, an electric cooker etc. IV. Procedure: Teachers activities Warm-up: (4') - Show a modern device (or a picture of a modern device) and ask students the questions: 1. Whats this? 2. What is it used for? Students activities
- Listen to the teacher - Look at the things teacher shows and answer the questions: 1. Its a fax machine 2. Its used to send and receive letters quickly - Ask students to name some modern devices - Computer, radio, T.V, electric cooker, they know air conditioner Pre-speaking: (5') - Ask students some questions: 1. What is used to listen to music and news? 2. What is used to wash the clothes? 1. Radio While-speaking: (24') 2. A washing machine Task 1: - Ask students to ask and answer questions Task 1:
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about the uses of modern inventions - Let them work in pairs - Walk round, listen to the students - Help students if necessary
- Look at the books - Listen to the teacher - Do task 1 in pairs A: Can you tell me what a radio is used for? B: It is used to listen to music and news C: Can you tell me what a T.V is used for? Task 2: D: It is used to watch news - Ask students to do task 2 Task 2: - Introduce students how to do task 2 - Look at task 2, listen to the teacher - Let them work in pairs - Work in pairs - Walk round and help students if necessary Keys: 1.store; 2.transmit; 3. process; 4.send; 5.hold; 6.make; 7.send; 8. receive; Task 3: 9.design - Ask students to look at the ideas in task 2, Task 3: then rank them in order of importance and - Listen to the teacher explain why - Work in pairs - Let them work in pairs A: In what way is information - Walk round, listen, check and help students if technology the most useful to our lives? they cant do B: I think A: Why do you think so? B: Because Post-speaking: (9') Task 4: Task 4: - Ask students to talk about the uses of information technology, use the information - Look at Task 4 above - Let them work in groups - Work in groups - Check and help students A: Do you think information technology - Call some students to talk to each other then is very important to our lives? why? mark them B: Yes. Because it can help us store very large amounts of information transmit information quickly - Listen to the teacher and write down Homework: (3') - Ask students to do part Speaking: exercise 1, 2 in workbook and prepare part Listening at home V. EXPERIENCE Period 27: Class 10A2 Teaching date Absentees
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I. Objectives: By the end of the lesson, students will be able to know how a person learns to use a computer and improve listening skill through True or False and Gap-filling exercise. II. Skills: Listening for gist and specific information about a computer III. Teaching aids: Students book, tape, cassette player, some pictures of the modern devices IV. Procedure: Teachers activities Students activities Warm-up: (4') - Show the picture about a radio and ask students - Look at the picture to say how to do when you use a radio - Listen to the teacher - Listen to students and repair their mistakes - Speak about what well do when using a radio Before you listen: (9') A: First plug into socket then turn it - Ask students to open the books and look at the on part Before you read - Ask students some questions: - Listen to the teacher, look at the book 1. How many electrical appliances are there on - Answer the questions: the table? 1. There are. 2. What are they? 2. They are * Ask students to ask and answer how often they use each of the items below and put a tick ( ) in - Work in pairs the right column A: How often do you use a radio? - Let they work in pairs B: very often A: How often do you use a cell phone? B: sometimes . * Ask students to listen and repeat the words: - Listen and repeat the words worried, memory, refused excuse, VDU (visual display unit) headache - Listen and correct mistakes While you listen: (20') Task 1: Task 1: - Look at the task 1 and listen to the - Ask students to look at Task 1 teacher - Ask them to read the statements carefully and - Read the statements and try to try to understand them understand them - Ask students to listen to the tapes script and - Listen to the tapes script decide whether the statements are true or false - Decide whether the statements are T - Read or turn on the tapes script twice or F - Ask students to give their answers - Give correct answers: 1.F 2.T 3.T 4.F 5.F 6.F Task 2: Task 2: - Ask students to read the passage carefully - Look at task 2, listen to the teacher - Ask students to listen to the old mans story - Read the passage again and write in the missing words - Listen to the tapes script - Read or turn on the tapes script again once or - Give the correct answers
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twice - Help students give the correct answers After you listen: (10') - Ask students to listen to the mans talk again then retell his story, beginning the story with the following sentence: The story is about an old man who doesnt know how to use the computer - Read or turn on the tapes script again - Let them work in groups - Call some students to retell the story - Help students and correct mistakes Homework: (2') - Ask students to rewrite the old mans story and retell - Ask students to prepare the part Writing at home V. EXPERIENCE

1.invented 2.still 3.refused excuse 5. anything - Listen to the teacher - Listen to the tapes script again - Try to retell the story - Work in groups - The students are called to stand up and retell the story about an old man who doesnt know how to use the computer - Listen to the teacher and write down the task 4.
I. Objectives: By the end of the lesson, students will be able to writ simple instructions on how to use some household appliances. II. Skills: Writing a set of instructions III. Teaching aids: Students book, real objects and pictures showing a public telephone, a card phone, a remote control, a television IV. Procedure: Teachers activities Students activities Warm-up: (5') - Ask students to close the book - Listen to the teacher and answer the - Ask students to listen and answer the questions: questions: 1. Yes, I have/ No, I have not 1. Have you ever used a public telephone? 2. It is easy/ difficult 2. Is it easy or difficult to use it? ( Answer freely) 3. Can you show me how to use it? - It students cannot answer the question or answer them incorrectly, ask students to open their books and introduce the set of instructions on how to use a public telephone
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Pre-writing: (8') Task 1: - Ask students to read carefully the set of instructions on how to use a public telephone - Let them work in pairs and try to understand its meaning - Explain meaning of words and phrases students havent known - Show a phone-card and ask students: 1. Whats this? 2. Whats it used for? 3. What are the steps in using a public telephone? 4. What should you do if you want to get help? While-writing: (18') Task 2: - Introduce how to do task 2 - Let them work in pairs - Ask students to give the answers - Walk round and help students
- Read task 1 carefully - Discuss its meaning - Work in pairs - Ask the teacher some new words or phrases
- Answer the questions: 1. It is a phone card. 2. It is used to make a call 3. They are first, lift next, insert 4. To obtain help, dial 116
Task 3: - Ask students to look at task 3 - Introduce how to do it - Let them work in groups - Look at task 3, listen to the teacher - Help students to answer the questions in - Do task 3 in groups task 3 - Give the answers: - Walk round and repair students mistakes 1. If we want to operate a T.V with a remote control, we have to make sure that the card is plugged in and the main is turned on 2. Press the power button 3. Press the programmed button Post-writing: (12') 4. Press 1, 2, 3, 4 Task 4: 5. Press the volume button up and down - Ask students to look at task 4 6. Press the mute button - Ask students to write a set of instructions on how to operate a T.V with a remote control - Do task 4 in groups - Let them work in groups - Some students stand up to read loudly - Walk round and help students if they want the set of instructions - Ask some students to stand up and read A: If you want to operate a T.V with a loudly their sets of instructions remote control, you must make sure that - Correct mistakes the card is plugged in and the main is turned on. First, press the power button to turn on the T.V. Next, select the
- Look at the students book - Listen to the teacher - Do task 2 in pairs - Give the answers: + Connectors: first, then, next, until + Imperative form of the verbs: lift, insert, press, wait
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channel by pressing number 1, 2, 3 then press programmed button to select the programmed you like. Finally, press the volume button up and down to select Homework: (2') the volume and if you want to turn off, - Ask students to rewrite the set of press the power button again. instructions in the notebook, do part writing in work book and prepare new lesson at home - Listen to the teacher and write down V. EXPERIENCE
Absentees
I. Objectives: By the end of the lesson, students will be able to: - pronounce the sounds/ / and / u: / clearly and correctly - use the present perfect and present perfect passive appropriately II. Skills:- Pronunciation : / / - / u: / - Grammar and vocabulary: + The present perfect + The present perfect passive + Relative pronouns III. Teaching aids: Students book, tape, cassette player IV. Procedure: Teachers activities Students activities Warm-up: (4') - Ask students to close their books - Look at the board and listen to the - Write on the board two sentences: teacher 1. Sue often goes to school on foot. 2. Look at your shoes, take them off. - Ask students to read loudly the sentences - Read loudly the sentences - Ask students: What sounds are you learning today? - Ask students to show / / - / u: / which - Show / / - / u: / and read aloud appearance in the sentences - Introduce new lesson Pronunciation: (10') - Ask students to look at the books - Look at the book
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- Turn on the cassette player or read loudly the words in the books - Ask students to repeat * Practice the sentences - Ask students to look at their books - Turn on the cassette player or read loudly the sentences in the books - Ask students to pick out the words containing the sound / / - / u: / - Let them work in groups - Correct the mistakes Grammar: (29') * The present perfect tense: - Explain the form : S + have/has + P2 ( It is used to express a recently completed action) Exercise 1 - Introduce how to do exercise 1 - Ask students to do exercise 1 - Walk round and help students - Call some students to write their answers on the board - Correct mistakes

- Listen and repeat loudly the words in the book - Look at the book - Listen and repeat the sentences - Pick out the words containing the sound: //: could, put, book, bookshelf, full, look, looking / u: /: June, moon, shoes, boot, school, afternoon - Listen to the teacher and write down - Do exercise 1 - The students who are called to write the answers on the board: 1. Tan has opened the door. 2. Tan has turned on the T.V. 3. Tan has tidied the house. 4. Tan has cleaned the floor. 5. Tan has turned on the lights. 6. Tan has laid two bottles of water on the table. - Listen to the teacher and write down - Do exercise 2 - Work in groups - The students who are called write the answers on the board: 1. has been built 2. has been sent up 3. have been cut down 4. have been killed - Listen to the teacher and write down - Do exercise 3 - Work in pairs 1.which 2.which 3.which 4.who 5.who 6.who 7.who 8. which/that 9.which 10.who
* The present perfect passive: - Explain the form: S + have/has + been + P2 Ex: Our school has been built since 1965. Exercise 2 - Introduce how to do exercise 2 - Ask students to build sentences after the model and write in the present perfect passive - Let them work in groups - Call some students to write their answers on the board - Correct mistakes
Exercise 3 - Explain relative pronouns: who, which, that - Introduce how to do exercise 3 - Let them work in pairs - Walk round and help students
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- Call some students to write their answers on the board - Correct mistakes - Listen to the teacher and write down Homework: (2') homework to do at home - Ask students to do exercise in work book - Ask students to prepare Unit 6 at home V. EXPERIENCE
I. Objectives: By the end of the lesson, students will be able to: - get information about some famous places in Vietnam through activities Before and After you read. - improve reading comprehension skill by doing Multiple choice and Answering questions exercises. II. Language focus: 1. Grammar: The present progressive and be going to 2. Vocabulary: Words to talk about activities in an excursion: planning for a trip, preparation, entertainment activities. III. Skills : Reading for gist and for specific information about an excursion to a beautiful spot near Hanoi Iv. Teaching aids: Textbook, large pictures about Thien Mu pagoda, Ha Long Bay, Da Lat V. Procedure: Teachers activities Students activities Warm-up : (5') - Hang large pictures of reading part on the - Match the photos with the information board and give a list of famous places in Viet on the board Nam, such as: + Thien Mu pagoda + Ha Long Bay + The one-pillar pagoda + Valley of Love - Ask the students to match the photos with the information on the board Before you read: (7') - Ask students some questions: 1. Have you ever visited Thien Mu Pagoda? 1. Yes, I have.
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2. Is it beautiful? 3. Have you ever visited Ha Long Bay? 4. Where is it? 5. Where is the one-pillar pagoda? - Let students sit in pairs and ask students to match the photos with the information in the books - Walk round and give comments when students need help - Give correct answer

2. Yes, it is. 3. Yes, I have. 4. Its in Quang Ninh. 5. Its in Hanoi. - The answers may be various Number 1: is Thien Mu pagoda. Its on the left bank of Hong River, 6 kilometers from the city Number 2: is Ha Long Bay. Its a picturesque site, wonder of the world, 165 kilometers from Hanoi. Number 3: is the one-pillar pagoda. It was built in 1049 in the shape of a lotus. Number 4: is Da Lat city. Its a mountain resort (altitude 1,500m) with some wonderful places to visit: Xuan Huong Lake, pine forests, waterfalls * Task 1: - Give correct answers: 1.C 2. D 3.A * Task 2: - Read and answer all the questions 1. They are going on a trip when they have some days off after the 1st term. 2. They are visiting some caves because they want to understand their geography lesson better and many of them have never been inside a cave. 3. Its only over 20 km. 4. They are going to make a two-day trip and have a night campfire. They are bringing their own food and sharing buses with some other classes to make the trip cheap. 5. Lan is anxious about her parents permission. They may not want to let her stay the night away from home. - Read the summary carefully - Do the task individually. Expected answer: 1. is going to go on 2. some caves
While you read: (20') * Task 1: Multiple choice - Ask students to read the letter individually and choose the best answer A, B, C or D to complete each of the sentences - Call on students to read and explain their answers in front of the class - Give correct answers * Task 2: Answer the questions - Ask students to read all questions - Ask students to work in pairs and answer the questions - Call on some pairs to act out the activity in front of the class - Give correct answers
After you read: (10') - Ask students to read the summary carefully - Ask students to do the task - Ask students to compare their answers with their friends
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- Call on some students to read the completed 3. want to see summary 4. have learnt - Give correct answers 5. their trip 6. only problem 7. to persuaded them 8. her classmates Homework: (3') - Ask students to write about their own excursion (100 words) - Write down on the notebooks V. EXPERIENCE
Period 31: Class Teaching date Absentees 10A2 I. Objectives: By the end of the lesson, students will be able to talk about the seat plan on a boat trip on Lake Michigan in Chicago. II. Skills: Talking about a boat trip abroad III. Teaching aids: Textbook, pictures, board IV. Procedure: Teachers activities Warm-up : (5') - Ask some questions: 1. Have you ever gone on a boat trip? 2. When? 3. Is it interesting? 4. Which seat do you think the most suitable for you? - Say Ok, there are many nice seats. Today, we study part B: Speaking to know how to choose the best seat then we go on a boat trip Pre-speaking: (8') - Give some suitable places 1. sundeck 2. air-conditioned 3. non-air conditioned 4. refreshments 5. occupied Students activities 1. Yes, I have. 2. Last summer 3. Yes, it is. 4. The seat on the sundeck
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While-speaking: (20') * Task 1: Multiple choice - Ask students to read the information about some of the participants - Ask students to work in groups - Ask students to read the seat plan and decide the best seat for each person, using the information in task 1 - Go around to help the students when they need - Give correct answers
- Work in groups and give the answers + Mr. Andrew: seats which arent in the sundeck but can help see all the students. Seat: 43, 46, 40, 45 + Mary: seats which have plenty of fresh air. Seat: 31, 37, 19, 20, 26, 32 + John: seats which arent air conditioned, suitable for taking photographs. Seat: 10, 11, 12 + Tim: seats which are in the sundeck. Seat: 1, 6 + Sam: seats which can help a good view, safe. Seats: 16, 29, 34 - Work in groups - Conduct a conversation 1. A: I think put John in seat 45. B: I dont think so. John doesnt like airconditioning so put him in seat 37 and he would like to take photographs. A: Ok. 2. A: What about Susan? B: I think Susan had better take the seat 10. A: I think so because she wants to be near Mary. B: Thats right. 3. A: Which seat do you think the most suitable for Tim? B: I think Tim had better take the seat 40. A: No, its not a good idea because Tim want to visit in the sun, so, put him in sit 1 or 6. A: Well, maybe you are right. 4. A: Which seat seems suitable for Mr. Andrew? B: I think she should sit in seat 12. From here she can see all her students. A: But its in the sundeck. She doesnt like it. B: Ok. Put her in seat 34. A: Ok. The seat 34 for Mr. Andrew
* Task 2: Conduct a conversation - Ask students to work in groups - Tell students to conduct the conversation like the example in the book, using the information in task 1 and the seat plan in task 2 - Go around the class and provide help when necessary - Call on some groups to conduct the conversation - Give comments
* Task 3: - Let students work in pairs and discuss the - Practice question:
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Which seat do you think the most suitable for you? why? - Call on some students to present in front of the class - Comment and make necessary corrections Post- speaking: (10') - Suppose, you are going to Hue next summer, please speak about the things you should take on the trip and give reasons
Homework: (2') - Let students write their topics about the trip - Listen and take note next summer in their notebooks V. EXPERIENCE
Period 32:
Class Teaching date Absentees 10A2 I. Objectives: By the end of the lesson, students will be able to improve their listening skill through Ordering, Gap-filling and Answering questions exercises. II. Skills : Listening for gist and specific information III. Teaching aids: Textbook, cassette player IV. Procedure: Teachers activities Warm-up : (4') - Give the missing letters: P C - Ask students to guess the missing letters and fill them in the blanks to have a meaningful word Pre-listening: (5') - Ask some questions: 1. Do you often go for a picnic? 2. When is the best time for a picnic? 3. Why do people go for picnics? Students activities - Copy down - Give answer: Picnic
- The answers may be various 1. Yes, I do/ No, I dont. 2. at weekend/ in the summer ect. 3. They go for picnics to visit some
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- Give the meanings of some words: glorious assemble destination left-overs delicious Botanic Garden spacious sleep soundly - Ask students to listen and repeat While-listening: (24') * Task 1: - Ask students to work in pairs and study the pictures carefully - Ask students to listen to the tape and number the pictures in the order they hear - Play the tape more than once if necessary - Call on some students to explain their answers in front of the class * Task 2: Gap-filling - Ask students to listen to the tape again and fill in the blanks with exact words they hear - Tell students to read the sentences carefully and have a guess of the missing words - Play the tape several times if necessary - Ask students to compare their answers with a friend - Call on some students to read aloud their answers - Check and give correct answers * Task 3: Answer the questions - Play the tape again and ask students to answer the questions independently - Ask students to compare their answers with a friend - Call on some students to read aloud their answers in front of the class - Give correct answers

beautiful places/ to relax ect.
- Work in pairs - Listen to the tape and do the task * Task 1: - Give own answers - Correct answers: 1.a - 2.e - 3.b - 4.c
- 5.f - 6.d
* Task 2: - Listen the tape again Correct answers: 1. The weekend picnic I enjoyed most was just a few weeks ago. 2. My class decided to pay a visit to the Botanic Garden. 3. We met at the school gate on time. 4. We made a short tour round the garden. 5. In the afternoon, we went on playing some more games. - Do the task individually Correct answers: 1. The weather was very nice. 2. Yes, it was. 3. The garden was beautiful. 4. They could sleep soundly because it was so peaceful and quiet in the garden. 5. They took pictures, played games, talked, sang and danced.
Post- listening: (10') - Ask students to work in pairs to discuss the topic: If your class could go for a picnic this - Work in pairs weekend, what would your plan be? - Call on some groups to present the topic in front of the class - Comments and make necessary corrections - Present the topic in front of the class
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Homework: (2') - Ask students to write: Your plan for a picnic this weekend
- Listen to the teacher and write down V. EXPERIENCE
Period 33: Class Teaching date Absentees 10A2 I. Objectives: By the end of the lesion, students will be able to write a confirmation letter responding to a request and an invitation II. Skills : Writing a confirmation letter to a friend that responds to a request and an invitation III. Teaching aids: Textbook, handouts IV. Procedure: Teachers activities Warm-up : (3') - Ask students some questions: 1. What sort of letters did you study? 2. Did you study how to write a confirmation letter? - Say Ok, today we will study how to write a confirmation letter Pre-writing: (15') - Explain the definition of request and confirmation letters - Request is the letter that ask for information or help - Confirmation is the letter that responds to the request. It confirms whether the help is provided or the information is available or not. While-writing: (20') * Task 1: - Ask students to work in pairs and read two letters below and find the requests in Ngas letter and confirmation in Hoas - Give the meanings of some words - Tell students to underline the structure Students activities 1. Writing a letter of complaint/ a thank you letter/ a love letter ect. 2. No, I didnt.
- Listen to the teacher and write down
- Work in pairs and do the task - Give answers: + Request: Can you go shopping with me to buy the things we need for the trip?
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showing requests and confirmation - Call on some students to explain their answers in front of the class - Give suggested answers - Call on two students to read the letters aloud in front of the class * Task 2: Writing confirmation - Ask students to read the situations carefully and find the requests in both of them Post- writing: (5') - Ask students to choose the first situation to write a confirmation letter responding to each of them - Ask students to exchange their writings with a friend - Check their writings in front of the class as a whole Homework: (2) - Ask students to choose the second situation to write a confirmation letter responding to each of them V. EXPERIENCE

+ Confirmation: certainly I will help you to prepare everything you need for the trip. - Lan asks you to buy some fruits and bring them to her house. - Minh wants to borrow you a book about wildlife. Dear Lan, Firstly, let me congratulate you on your 15th birthday. Certainly, I will help you to prepare everything you need for the party. I will go to the nearby market and get them on Saturday morning. I will be at your home at 6.30 pm on Saturday. Love, Mai
Period 34: Class Teaching date Absentees 10A2 I. Objectives: By the end of the lesion, Ss will be able to: - distinguish the sounds / / and /:/ - reviewing the present progressive (with a future meaning) and be going to II. Skills : Fluency in pronunciation / III. Teaching aids: Textbook, handouts IV. Procedure: Teachers activities Warm-up :(4') - Give some words: 1. earn, bird, fir, other 1. other 2. today, nurse, from, of 2. nurse - Ask students to choose one word whose underlined part is pronounced differently Students activities
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Pronunciation: (12') - Demonstrate the sound // and / : / by pronouncing them clearly and slowly - help students to distinguish these two sounds / : / is a long sound / / is a short sound - Play the tape and ask them to repeat - Call on some students to repeat the sounds clearly - Ask students to work in pairs and practice these sentences - Go around the class and provide help if necessary Grammar: (27') Simple Future: Will Form: S + will/shall + V Use: expresses an intention or decision made at the moment of speaking + be going to: expresses an intention or decision thought about before the moment of speaking. It expresses a plan Ex: Were going to Hanoi this summer Practice: * Exercise 1: Choose the correct option in brackets - Ask students to do exercise 1 - Ask students to compare and discuss the answers with a friend - Call on some students to read and explain their answers in front of the class - Give correct answers * Exercise 2: Put the verbs in brackets in the present progressive or be going to - Ask students to do exercise 2 - Ask students to compare their answers with a friend - Call some students to explain their answers - Give correct answers * Exercise 3: Complete the exchanges, using the present progressive or be going to - Ask students to do the task in pairs - Call on some students to act out the exchange in front of the class - Make necessary corrections Homework: (2')
- Listen to the teacher
- Repeat in chorus - Work in pairs
- Listen to the teacher and copy down
* Exercise 1: 1. What are you doing this Saturday evening? 2. is getting married 3. are you going 4. Im going to be 5. is going to * Exercise 2: 1. are going 2. are having 3. is going to catch 4. are you putting 5. is not going to give * Exercise 3: 1. Are you going to see it? Im doing my homework. 2. We are visiting our grandparents. 3. Whats he going to do with it? 4. Its going to rain soon. 5. Im going to clean them later.
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- Ask students to distinguish the present and be going to

- Write down on the notebooks
V. EXPERIENCE:
Period 35: Class 10A2 Teaching date TEST YOURSELF B Absentees
I. Objectives: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening and writing. - Improve their knowledge through the test yourself. II. SKILLS: Listening, speaking, reading and writing III. TEACHING AIDS: Text book, the board and hand-outs IV. PROCEDURE: Teacher's activities Warm-up (5') - Greet students. - Ask students something about the test yourself A. Have you prepared it at home? Have you got any difficulties? Test yourself (10') I. Listening(2.5 points) - Present the task : Listen and complete the table below. - Tell students the topic of the table. - Get students to look through the table. - Explain the meaning of new words. - After that read the passage aloud twice. - Let students fill in the blanks with the words they have just heard. - Go round the class to control the work. - Then read the passage the last time for students to Students' activities - Greet teacher. - Answer teachers questions.
- Look at the book and listen to the task. - understand the task. - Listen to teachers reading carefully. - Fill in the blanks with the words theyve just heard. - Correct mistakes. Keys: 1. 50 miles to the West of Lon don
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check their results. - Correct mistakes.

2. 120,000 inhabitants/people 3. market town 4. biscuit factory 5. computer industry 6. in central England 7. 90,000 people 8. university 9. car factory 10. Cowley Road - Look at the textbook and listen to teacher. - Work in groups to discuss about the passage. - Finish the task. - Compare the result with the other groups. And then with the keys. Keys: 1. F 2. F 3.T 4. F 5.T - Listen to teacher. - Work in groups to complete the letter. - Compare the result with the other groups. - Correct mistakes. - Finish the letter. Key: 1. out by scientists 2. opportunities for other 3. there is 4. which attempts 5. all the 6. organizing the 7. inventions a/ per/ every 8. developed by 9. it is 10. it be wanted - Read the suggestions carefully. - In groups or in pairs, discuss about the letter. -Compare the result with the other groups. -Correct mistakes
II. Reading (2.5 points) 10' - Present the task: Read the passage and decide whether the following statements are true (T) or false (F). - Get students to work in groups, discuss about the passage. - Go round the class to control the discussion - State the best options. - Correct mistakes. III: Grammar. (8') - Present the task: Read the following paragraph. One word is missing from each line. Put a stroke (/) where the word has been omitted and write the missing word in the space provided. - Get students to discus the paragraph in groups or in pairs. - Go round class to control the students activities - State the keys. - Correct mistakes.
IV. Writing(10') - Present the task: Your class would like to visit your uncles computer factory which is located near your school. Write to him and ask for permission to visit. - Ask students to read the suggestions carefully. - Guide sts to write the letter. - Go round class to control the sts activities. - Correct mistakes Homework (2') - Ask students : *to study all the lessons again.
- Study all the lessons again. - Get the knowledge ready for the
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*get ready for the 45- minute test in the next period. V. EXPERIENCE:

coming test.
Period 36 +37: WRITTEN TEST 45' + CORRECT THE TEST Class 10A2 Teaching date Absentees
WRITTEN TEST 45' Full name: ...............................................................................Class 10A2 Using the connector WHICH to combine the following sentences: 1. Mai arrived on time. It amazed everybody. ............................................................................................................................... 2.Her phone is out of order. Its a real nuisance. .............................................................................................................................. Change into passive voice: 3. We have bought that house before. ................................................................................................................................ 4. Someone has repaired these chairs for months ................................................................................................................................. Choose the word/ phrases to complete the sentences below: 5.The street I live in is vey noisy at night, makes it difficult to sleep. A. what B. this C. which D. that 6. A new bridge.across the Tamky river recently. A. has built B.has been built C.was built D.is built 7.This box ..for a long time yet. A.hadnt been opened B.hasnt been opened C.hasnt opened D.has been opened 8. Thien Mu.is on the left bank of the Huong river, 6 kilometres from Hue. A. church B.school C.pagoda D.site 9.I cant operate this washing machine, Can you give me the ? A. book B.computer C.instruction D.device 10. When the school year come to..well go on an excursion. A.a half B.an end C. a conclusion D.a stop 11.Most students.how to use computer fluently up to now. A.know B.has known C.have known D.has been kown. 12.What is the music .you are listening to ? A.that B.whom C.which D. A & C are correct. 13.Some children in the village areretarded. A.mental B.mentally C.mentality D.mentalism 14.The ..in the war should be taken care of. A. injured B.injuring C.injures D.injured
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15.. .late? A. Did you use to stay B. Do you used to stay up C. Did you use to stay up D. Do you use to staying up 16.A.person cannot hear any kind of sound. A. mute B.deaf C.blind D.dumb 17.You can change the TV channels with this control. A. remote B.far C.standby D.special 18.I think it, the sky is so cloudy. A.rains B.will rain C.is raining D.is going to rain 19.We .a party next Sunday, would you like to come ? A.have B.will have C.are having D.is going to have 20.The..are those who do not have a job. A.injured B.unemployed C.retarded D.disabled 21.The man.lives next door is an English teacher. A.Who B.whose C.which D.whom 22.Theare those who are unable to use part of the body in the normal way. A.disabled B.mute C.blind D.deaf. 23.Be patient withwork. A.time-consumption B.time-consuming C.time-consumed D.time-consumable 24. There .a hotel opposite the station, but it closed a long time ago. A. used to be B.is used to C. used to is D. use to 25.The teacher got angry because Jack went out of the class without getting her.. A.permission B.situation C.condition D.persuasion Choose one word whose underlined part is pronounced differently from the that of the others: 26. A.full B.put C.June D.pull 27. A. teacher B.excursion C.permission D.pagoda 28.A. cook B. foot C. school D. look 29. A.boss B.sport C.top D.job Choose the word that needs correcting 30. Is Helen used to live in a small flat ? A B C D 31. Our flight was delayed, that meant we had to wait for hours at the airport. A B C D 32. Look at those black clouds! It will rain. A B C D Read the following passage and then the following exercises: Louis Braille was born in France in 1809. His father had a small business. He made shoes and other things from leather. Louis liked to help his father in the store even when he was very small. One day when Louis was 3 years old, he was cutting some leather. Suddenly the knife slipped and hit him in the eye. He soon became completely blind. When he was ten years old, he entered the national Institute for the blind in Paris. One day his class went to visit a special exhibit by a captain in the army. One thing in the exhibit was very interesting for Loius. It showed message in code. Armies send messages in secret codes so no one else can read them. The captain wrote this code in raised letters on very thick paper.
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Louis thought a lot about this code. Then he decided to write in the same way so the blind could read with their fingers. It is very difficult to feel the differences between raised letters. Instead of letters, Louis used a cell of six dots. He arranged the dots with two dots across and three down. So blind people can read and write even write music by Braille. A. Choose the best answers: 33. Louis Brailles father made things from A. wool B. leather C. exhibit D.codes 34. When Louis was ten years old, he began to study. A. at a special school for the blind B. at a university C. in the army D. at a local school 35. He saw a special exhibit. It showed .in code. A. systems B. massages C. arrangements D. computers 36. It is difficult to feel the differences between.. A. code massages B. arrangements of dots C. raised letters D. a system of raised dots 37. Which of these sentences is probably NOT TRUE? A. Braille invented a system of reading for blind people B. Braille visited an exhibit of codes C. Braille system is used for everyone D. Louis Braille was an intelligent boy B. Answer the following questions: 38. When & where was Louis Braille born? .............................................................................................................................................. ......... 39. When was he blind? ............................................................................................................................................... ............ 40. Did he enter the national Institute for the blind in Paris in 1819? ............................................................................................................................................... .......... THE END WRITTEN TEST 45' Full name: ...............................................................................Class 10A2 Choose one word whose underlined part is pronounced differently from the that of the others: 1. A. cook B. foot C. school D. look 2. A.full B.pull C.June D.put 3. A. teacher B.pagoda C.permission D.excursion 4. A.boss B.job C.top D.sport Choose the word/ phrases to complete the sentences below: 5.Some children in the village areretarded. A.mental B.mentally C.mentality D.mentalism
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6.A.person cannot hear any kind of sound. A. mute B.deaf C.blind D.dumb 7.The..are those who do not have a job. A.injured B.unemployed C.retarded D.disabled 8.The ..in the war should be taken care of. A. injured B.injuring C.injures D.injured 9.Be patient withwork. A.time-consumption B.time-consuming C.time-consumed D.time-consumable 10.Theare those who are unable to use part of the body in the normal way. A.disabled B.mute C.blind D.deaf. 11.The street I live in is vey noisy at night, makes it difficult to sleep. A. what B. this C. which D. that 12. There .a hotel opposite the station, but it closed a long time ago. A. used to be B.is used to C. used to is D. use to 13.. .late? A. Did you use to stay B. Do you used to stay up C. Did you use to stay up D. Do you use to staying up 14.You can change the TV channels with this control. A. remote B.far C.standby D.special 15.I cant operate this washing machine, Can you give me the ? A. book B.computer C.instruction D.device 16.This box ..for a long time yet. A.hadnt been opened B.hasnt been opened C.hasnt opened D.has been opened 17. A new bridge.across the Tamky river recently. A. has built B.has been built C.was built D.is built 18.Most students.how to use computer fluently up to now. A.know B.has known C.have known D.has been kown. 19.Thien Mu.is on the left bank of the Huong river, 6 kilometres from Hue. A. church B.school C.pagoda D.site 20. When the school year come to..well go on an excursion. A.a half B.an end C. a conclusion D.a stop 21.I think it, the sky is so cloudy. A.rains B.will rain C.is raining D.is going to rain 22.We .a party next Sunday, would you like to come ? A.have B.will have C.are having D.is going to have 23.What is the music .you are listening to ? A.that B.whom C.which D. A & C are correct. 24.The man.lives next door is an English teacher. A.Who B.whose C.which D.whom 25.The teacher got angry because Jack went out of the class without getting her.. A.persuasion B.situation C.condition D.permission Choose the word that needs correcting 26. Is Helen used to live in a small flat ? A B C D 27. Our flight was delayed, that meant we had to wait for hours at the airport. A B C D 28. Look at those black clouds! It will rain.
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A B C D Read the following passage and then the following exercises: Louis Braille was born in France in 1809. His father had a small business. He made shoes and other things from leather. Louis liked to help his father in the store even when he was very small. One day when Louis was 3 years old, he was cutting some leather. Suddenly the knife slipped and hit him in the eye. He soon became completely blind. When he was ten years old, he entered the national Institute for the blind in Paris. One day his class went to visit a special exhibit by a captain in the army. One thing in the exhibit was very interesting for Loius. It showed message in code. Armies send messages in secret codes so no one else can read them. The captain wrote this code in raised letters on very thick paper. Louis thought a lot about this code. Then he decided to write in the same way so the blind could read with their fingers. It is very difficult to feel the differences between raised letters. Instead of letters, Louis used a cell of six dots. He arranged the dots with two dots across and three down. So blind people can read and write even write music by Braille. A. Choose the best answers: 29. Louis Brailles father made things from A. wool B. exhibit C. leather D.codes 30. When Louis was ten years old, he began to study. A. at a local school B. at a university C. in the army D. at a special school for the blind 31. He saw a special exhibit. It showed .in code. A. massages B. systems C. arrangements D. computers It is difficult to feel the differences between.. A. code massages B. arrangements of dots C. a system of raised dots D. raised letters 33. Which of these sentences is probably NOT TRUE? A. Braille invented a system of reading for blind people B. Braille visited an exhibit of codes C. Braille system is used for everyone D. Louis Braille was an intelligent boy B. Answer the following questions: 34. When & where was Louis Braille born? ......................................................................................... 35. When was he blind? ......................................................................................... 36. Did he enter the national Institute for the blind in Paris in 1819? .......................................................... Change into passive voice: 37. Someone has repaired these chairs for months ................................................................................................................................. 38. They have bought that house before. ................................................................................................................................
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Using the connector WHICH to combine the following sentences: 39.My phone is out of order. Its a real nuisance. .............................................................................................................................. 40. Sarah arrived on time. It amazed everybody. ............................................................................................................................... THE ANSWER KEY M 789 Cu .A Cu .A 1 26 2 27 3 28 4 29 5 30 6 31 7 32 8 33 9 34 10 35 11 36 12 37 13 38 14 39 15 40 16 41 17 42 18 43 19 44 20 45 Unit 7 THE MASS MEDIA A - Reading Teaching date Absentees
Cu 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
M 015 .A Cu 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
.A
Period: 38 Class 10A 2 I. OBJECTIVES: 1. Education aims: 2. Knowledge:
- Students read about TV programme schedules.
a. General knowledge: - Knowledge about TV programme schedules.. b. Language: - The present simple tense.
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- Vocabulary concerning TV programmes..
3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: Read for general ideas and specific information. II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Real objects and pictures of TV programs. IV. PROCEDURE: Teachers Activities 1.Warm-up:( 3 mins) Aims: sts get used to the topic. + Jumbled words. - Give 5 words about the forms of mass and ask sts to work in groups of 3-4 sts to rearrange them in good order to make the right words. 1. enslieisov 3. idora 5.evido - Check and give remarks. 2. Before you read: ( 10 mins) Aims: to prepare information and vocabularies for the topic. + Pairwork: - Ask the sts to work in pairs to answer the question given in the part and some other questions. - For each question, 3-4 sts are required to answer orally in front of the class ( 1 st/ 1 time). - Gather the ideas and give some background information about TV channels in Vitetnam. - Read each word/phrase twice and ask sts - Listen and copy down. + VTV1: Combination of Politics, Economics and Entertainment. + VTV2: Science and Education. + VTV3: Sports and Entertainment. + VTV4: For the overseas Vietnamese. + VTV5: For the Ethnic minority groups - Do the work orally in front of the class. - Work in pairs. - Listen to the teacher. 2. rwepeapns 4. agenmzia - Work in groups of 3-4 sts blackboard 1. television 2. newspaper 3. radio - 4 representatives are required to write the words on the blackboard. 4. magazine 5. video media whose letters are in the wrong order - Sts write the words individually on the Students Activities
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to repeat it and leave sts 1 minute to selfpractice. - Provide the students with new words/phrases

Listen and copy down + Vocabulary: + channel (n) hnh) + Mass media (n): public institutions that report news and other stories . + Population and Development (phr): Dn s v pht trin + TV Series (n): Phim truyn hnh di tp + Folk Songs (n): Dn ca nhc c + News Headlines (n): im tin chnh + Weather Forecast (n): D bo thi tit + Quiz Show (n): tr chi truyn hnh + Portrait of Life (phr): Chn dung cuc sng + Documentary (n): Phim ti liu + Wildlife World (n): Th gii thin nhin hoang d + Around The World (phr): Vng quanh th gii - Listen and repeat. - Some sts stand up and read these word : Knh ( truyn
- Ask 4-5 st to read all the word/phrases aloud in front of the class - Listen and help sts to read the words/phrases correctly. 3. While you read:( 20 mins) do the tasks. - Ask sts to read the TV programme schedules and do task 1: Match the words in A
aloud. - Others listen. - Self-correct. 1. Task 1: Matching. - Work in pairs to read the programmes and do the task. with their partners. - 4 sts are required to do the task orally in front of the class (1 st/ 1 time). - Share their answers with their friends.
Aims: Read the passage for information to - Sts are required to compare their results
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which appear in the reading passage with their definitions in B. - Listens and helps sts to do the task correctly. Gives feedback and corrects the answers T: Read the passage again and decide whether the statements are true or false as well as correct the false. Teacher has the class read the text again, this time more slowly, to scan the details and do the task. 1. Teacher walks around the class and offers ideas and comments when students need help. Then teacher selects some students at random to provide the answers in front of the class.

- Some sts present their answes: Suggested answers: 1 c; 2 a; 3 d; 4 b + Task 2: True or false: - Sts read the programmes carefully, individually and decide whether the statements are true (T) or false (F). - 5 sts are required to give their answers orally, individually in front of the class with the evidence in the reading passage. - Listen and check the answers orally in front of the class. The answers: 1. T 4. T 5. F (VTV1 starts at 5:35 and the last programme starts at 23:30 - Others listen and check. + Task 3: Answering questions. 2. T 3. F ( The Nature of Language is on VTV3.)
- Ask sts to work in pairs and answer the questions in the book basing on the information in the reading passage. - 6 pairs are required to answer orally in front of the class ( 1 pair/ 1 time). - Listen and help sts to answer the question correctly.
- Work in pairs. - Some pairs stand up and ask and answer: The answers: 1. There are five films on. 2. At 9:00 a.m, 12:00 at noon, 7:00p.m, 11:00p.m on VTV1 and 7:00p.m on VTV3. 3. VTV2 4. The Quiz Show. 5. (You should watch) VTV1 6. Football - Work in pairs.
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4. After you read:( 10 mins) Aims: to give the summary of the topic. - Sts are required to work in pairs to tell their partners about one of the TV programmes they like watching best and explain why. - 2-3 sts are required to give short talks on the given topic. - Get feedback and help the students to give correct talks 5. Homework:( 2 mins)

- Some sts talk in front of the whole class. - Others listen. - Listen and self-correct. Suggested answers: What TV program do you like best? I like the show The price is right most because it is easy to play and very interesting. Besides, the reward for the winner is valuable, - Write a paragraph about a programme you like best. - Prepare for the next lesson: SPEAKING
V. EXPERIENCE:
UNIT 7 THE MASS MEDIA Period: 39 Class 10A 2 I. OBJECTIVES 1. Education aims: - Students know about the differences and similarities of some popular types of the mass media. 2. Knowledge: a. General knowledge: - Students can talk about the different types of the mass media. b. Language: - The simple present - Vocabulary on the mass media. B- Speaking: Teaching date Absentees
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3. Skills: - Speaking about different types of the mass media. - Discussing about the features the types of the mass media have in common and the main features each of them has. II. METHOD: Integrated, mainly communicative III.TEACHING AIDS: Pictures, textbook, cassette player. IV.PROCEDURE: Teachers Activities 1. Homework checking(5 mins) programme they like watching like best. best. Eg: I like Game show The price is right most because it is very interesting , easy to play . Besides , the reward for the winner is valuable . Another reason I like this game show is the MC. Mr. Luu Minh Vu is humorous and very intelligent . + Task 1: 2. Before you speak(5 mins) - Introduce some new words: orally. - Ask sts to work in pairs and decide which items are types of the mass media. - Ask sts about the definition of the mass media: Mass media ( take a singular or plural verb) : communication - Some sts give their answer in front of the class. 1. Television 2. Radio 3. Newspapers 4. The Internet media in general- all of the Suggested answers: communication media that reach a large audience, especially television, radio and newspapers. - Call on some sts to explain their - Listen and take notes. - Write the new words and read them aloud. Aims: Sts distinguish the different types of the + 'orally ( adv ) : spoken by mouth + 'aurally ( adv ) : seen by eyes + 'visually ( adv ): heard by ears - Work in pairs Students Activities
- Ask one st. to talk about the TV - One student talk about the TV programme they
- Ask sts to read the new words mass media from the others.
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answers in front of the class. - Give sts correct answers. + Task 2:

- Work in pairs to discuss some popular types of the mass media. - Some sts give the answers in front of the class.
3. While you speak( 18 mins) the types of the mass media.
+ The mass media: + The radio:
Aims: Sts compare the features of - Provide information and entertainment - Ask sts to work in pairs and carry - Present information and entertainment orally out the activity using the cues in (through mouth) the book. - Go around the class and help sts if necessary. their answer in front of the class. - Receive information aurally(through ears) ................................. eg. The common feature of the mass media is that Television provides information and entertainment orally and visually, and we receive - Ask sts to look at the information them through our eyes and ears. above and talk about the different types of mass media. 4. After you speak( 15 minutes) types of the mass media. answer the following questions: the mass media? + Task 3: - Work in groups to answer the questions in the book. S2: Provide/ deliver information and Aims: Talking about the different S1: Television, radio, newspapers, the Internet. - Ask sts to work in groups and entertainment. S3: TV presents information and entertainment - Some sts answer: I like TV most because I can watch films and + What features do they have in performance on it/ I prefer newspapers because I common? + What are can choose to read them whenever I have free time, and I can also choose to read only what Im their interested in. .................................................. distinctive( own) features? - Ask sts some more questions : +What are the different types of orally and visually while radio provides ........... .........................................
- Call on some pairs to explain they all provide information and entertainment.
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Which types of the mass media do you usually get information from? Which one do you like most? Why? - Go around to help sts if necessary. - Ask some sts to answer and give correct answers. 5. Homework:( 2 mins)
- Write a paragraph ( about 50 words) about the features of the types of mass media. - Prepare for the nex t lesson: LISTENING
V. EXPERIENCE:
UNIT 7 THE MASS MEDIA Period: 40 Class 10A 2 I. OBJECTIVES: 1. General knowledge: - Sts understand 2 news stories on the radio. C- LISTENING: Teaching date Absentees
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2. Language: - The simple present tense.

- Vocabulary on adjs to describe weather.
3. Skills: - Listening: tick on the word they heard, fill in the gaps, answer the questions - Speaking: Retell the stories II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Real objects and pictures of a flood. textbook, cassette etc IV: PROCEDURE Teachers Activities 1. Before you listen:(10mins) Aims: focus sts on the topic and review/ introduce the words and phrases used in the listening text. + Pairwork: - Requires sts to work in pairs and asks each other the following questions. - How often do you listen to the radio? - Which program do you like listening to? - Do you like listening to strange stories? - Asks some sts to give their answer. - Gives some examples - Reads the words asks sts to repeat. - Asks sts to read the words in pairs. - Asks some sts to read the words again. 2. While you listen: + Task 1: (7 mins) they hear. news stories and the words will appear in the stories - Listen to the teacher. - Copy the words and phrases. + New words + Mount (n): e.g.: Mount Everest + in spite of + N (phr): = despite + N = Although + Clause - Read the words in pairs and correct each - Work in pairs to ask and answer the questions - Some sts stand up and give their answer. Students Activities
Aims: Practise listening and tick the word - Listen and repeat. - Tells sts that they are going to listen to two others mistakes.
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- Asks sts to work in pairs, look at the words given and guess what the news stories about.
- Asks sts to listen to the news and tick the - Listen to the tape and do the task right column to indicate which words appear in which stories - Plays the tape twice and ask sts to compare - Compare their answers. their answer in pairs. - Checks sts answer. where necessary and conduct the correction. + Task 2: (10 mins) Aims: Practise listening for information by filling in the gaps. - Give their answer. News story 1: strong, cloudy. wonderful - Check their answer, say it aloud, and then specific correct their work if they have the wrong answer.
- Plays the tape once again, stop the tape News story 2: healthy, young, highest,
- Asks sts to have a look at the stories in the - Work in pairs to read the passages and try textbook and read them in pairs and make to fill in the gaps. sure they understand them. T encourages sts to guess the words/ phrases to fill in the gaps. - Asks sts to listen to the tape once or twice again to fill in the gaps with the missing - Listen and do the task. words/phrases. - Asks sts to compare their answer in pairs. - Give their answers. News Story 2 1. twenty- third 2. 4,418 3. California 4. wonderful 5. young and healthy Correct answers News Story 1 - Check ssts answer. 1. has caused - Plays the tape once again, stop the tape floods 2. have left their where necessary and conduct the correction. home + Task 3 (7 mins) 3. have risen 4. two meters Aims: Practice listening for specific 5. has stopped information by answering given questions. 6. cloudy 7. strong wind - Asks sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions. - Asks sts to listen to the tape once/twice and
- Check their answer, say it aloud, and then correct their work if they have the wrong answer.
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take short notes to answer the questions. - Asks sts to compare their answer in pairs. - Plays the tape once again, stop the tape where necessary and conduct the correction. 3. After you listen:(10 mins)
- Asks sts to work in pairs and each retell - Work in pairs to read the questions. one news story. - Moves round to check the activities and to make sure that sts are working effectively. - Asks two sts to present in front of the whole class. - Check and give remarks. - Listen and do the task. - Compare their notes. - Some sts answer the questions: Suggested answers: 1. Heavy rain has caused floods all over the country. 2. Because the rivers have risen. 3. (The old lady has climbed Mount Whitney) 23 times. 4. Because it has kept her young and 4. Homework:(1min) healthy. - Check their answer, and then correct their work if they have the wrong answer. Two sts present. - Listen and check. Write a short paragraph about a news story they have just heard on the radio or TV Ss prepare for the next lesson Writing
V. EXPERIENCE:
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UNIT 7 THE MASS MEDIA Period: 41 Class 10A 2 I. OBJECTIVES By the end of the lesson , SS will be able to write a paragraph about advantages and disadvantages of television and other types of mass media . 1. Educational aim: Students should know how to spend their time on mass media. especially TV Knowledge: - General knowledge: Students know the advantages and disadvantages of TV. - New words: Words related to TV programs. 2. Skills: writing about the advantages and disadvantages of TV II.METHOD: Integrated, mainly communicative III.TEACHING AIDS: TV programs. Textbook IV.PROCEDURE: Teachers Activities Warm-up (4 mn) questions. 1) What TV programmes do you like seeing? Why? 2) What TV programmes do you think are useful? Pre-writing (8 mn) 1. Task 1: Students Activities D- WRITING: Teaching date Absentees
Shows TV programmes and ask Students work in pairs Students answers may vary
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Implicits dis-/advantage examples: TV helps us to learn more about the world. TV makes us passive. Which sentence says good about TV? Which one says bad? the by meaning analyzing the

of Students sit in pairs, and do task 1
Asks Ss to read about the advantages Read about the advantages and disadvantages of and disadvantages of TV each sentence Teacher walks around the class and offers help when necessary. While-writing (18 mn) Asks Ss to work in pairs and discuss 2. Task 2: the advantages and disadvantages of Work in pairs and discuss the advantages and the mass media and write them down disadvantages of the mass media and write them in the columns. pairs. Gives suggested answers Suggested answers: Radio: advantages disadvantages - It gives you hourly- - It only provides updated It is news and aural information - It can be boring .We convenient cant watch films or information down in the columns. Asks Ss to share the ideas with other Ask Ss to share the ideas with other pairs. TV Has Ss underline the key words of Underline the key words of each sentence
because you can listen sports programmes to it everywhere. Newspapers: advantages disadvantages
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It is Vietnamese

cheap. A -Its less updated than daily other kinds. No more 2000 next edition. - The pictures are not them along exciting as other kinds of media
newspaper costs only information until the approximately VND bring
-very mobile.We can moving so it is as not anywhere The Internet:
advantages disadvantages - Its a rich source of -It makes us confused information. We can when there is too access to Internet and much information. get all the information - It may bring bad we need. This is effects on children as contains as sex or our to and impossible for other it radio or TV. such
types of media like unhealthy websites - Its a great tool of violence. entertainment. We can -It play games and listen health to music online. to study 3. Task 3: Ss work individually Suggested writing: Post-reading (13 mn) Updated information, convenience and stress Asks Ss to write a paragraph about relief are three major advantages that radio the advantages and disadvantages of brings us. the mass media discussed in Task 2 allowed Pick up some writings to correct in Firstly, radio keeps us updated with the latest hourly help us understand current events around Introduces peer correction if time information. The news which is broadcast live prolonged damages due
- It is a very good way inappropriate use
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front of the clsass Give suggested writing

the world. Secondly. Unlike other type of mass media, radio is easy to use. We can listen to the radio almost anywhere with little cost and great convenience. Lastly, radio help us to release the stress that we suffer from work and study. Music and entertainment programs on the radio are effective ways to make us feel happy and refreshed after a hard working day. In conclusion, Radio has a lot of advantages that makes our life easier and more enjoyable. HOMEWORK: - Complete the writing. - Prepare for the next lesson: LANGUAGE FOCUS
Assigns homework.
Comments (2 mn) V. EXPERIENCE:
UNIT 7 THE MASS MEDIA Period: 42 Class 10A 2 I. OBJECTIVES: 1.Language skills: _ Distinguishing the sounds E- LANGUAGE FOCUS Teaching date Absentees
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2.Language knowledge: By the end of the lesson, Ss will be able to:
_ pronounce the sounds /ei/, /ai/ and / i / correctly _ use the present perfect correctly and use because of and in spite of appropriately II. METHOD: Integrated, mainly communicative III.TEACHING AIDS: textbooks, cassette IV.PROCEDURE: Teachers activities Students activities Work in groups.
1. Warm up - (5)
GAME: CATEGORISING - Gives out 10 to 15 words. - Asks Ss to work in pairs or groups and decide which words go with since or for. - Gives some words: 1990; three months; two weeks;. 2. Pronunciation: (10 mn) - demonstrates the sound /ei/ /ai/ and /oi/ by pronouncing them clearly and slowly. - Helps Ss to distinguish these two sounds. - Instructs the way to pronounce: /ei/ has two sounds: e and I. First make the sound e. Now make it longer eee. Then add I. this is very short eeeI. /ai/ has two sounds: a and I. First practice the sound a. This is a long sound and then add I. This is very short. aaaI. /oi/ has two sounds: o and I. First practice the sound o. Now make it longer ooo. Then add I. This is very short. oooI. - Plays the tape and asks Ss to repeat. - Calls some Ss to repeat the sounds clearly in front of the class. - Asks Ss to work in pairs and practice the sentences. - Goes around the class and provides help.
Whole class listen to the teacher and write down.
Ss listen and repeat
- Whole class listen to the tape. - Some Ss repeat the sounds. Others listen to. Work in pairs.
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2. Grammar and vocabulary: (28mn) - Asks Ss to present the form and the use of the present perfect tense. - Asks Ss to do the exercise 1 independently. - Has Ss compare their answers with a friend. - Calls some Ss to read the letter in front of the class. Review the form and the use of the present perfect tense.

Exercise 1: - Some Ss present the form and the use of the present perfect tense. Others listen to. - Work individually. - Individual work. - Some Ss read the letter. Others listen to. - Work in pairs in orally. Suggested answers: 1.have been 2.has lived 3.have met 4,have done 5.have had 6.have taken 7.have watched - Some Ss read and explain. Others listen to. Exercise 2: - Whole class listen to the teacher and write down. - Take notes. Complete the sentences using for, since or ago Suggested answers: 1. since 6. for 2. ago 7. ago 3. for 8. ago 4. for 9. since 5. Since 10. since Exercise 3: Listen and take notes * Because +S+V * Because of +v-ing / noun * Despite + v-ing/ noun * In spite of + v-ing/ noun E.g: 1.Because of the cold weather , we kept the fire all day. Because the weather was cold, we kept the fire all day. 2. In spite of his illness, he managed to
Reminds Ss how to use:
- a period + ago ( simple past) - for + a period (present perfect) - since + definite time/ simple past
Asks Ss to do the exercise 2 in pairs. ( This is probably an easy exercise so Ss can do it orally) Calls some Ss to read and explain their answers in front of the class.
- Explains the use and the difference of because of and in spite of. Because of or because shows the cause. In spite of or Despite shows the confession. - Gives Ss the structures: - Asks Ss to make some examples basing
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the teachers suggestion - Has Ss do exercise 3. - Asks Ss to compare the answers and discuss them with a friend. - Calls on some Ss to read their answers aloud in front of the class. Give correct answers.

come to school. - Individual work. - Compare the answers with a friend. Correct answers: 1.Because of the cold weather, we kept the fire burning all day In spite of the cold weather, we all wore shorts 2.Because of his illness, he had to cancel the appointment. 3. Because of the large crowd, we couldnt see what was going on. In spite of the large crowd, there were enough seats for everyone 4. Because of the meat shortage, everyone was living on beans. In spite of the meat shortage, we have managed to get some beef. 5. Because of the bad condition of the house, the council demolished it. In spite of the bad condition of the house, they enjoyed living there. - Some read the answers. Others listen to. - Do more exercises in your text books - Review some tenses
Consolidation (2mn) Reminds Ss about the main points Assigns homework
HOMEWORK: - Redo exercise 3 - Prepare for the next lesson: Unit 8 READING V. EXPERIENCE:
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UNIT 8: THE STORY OF MY VILLAGE Period: 43 Class 10A 2 I. OBJECTIVES 1.Knowledge General knowledge: Students learn about life in the country Language New words: Words related to country life 2.Skills: Reading for gist and for specific information II. METHOD: Integrated, mainly communicative A- Reading: Teaching date Absentees
III.
TEACHING AIDS: Textbook and pictures Students Activities
IV.PROCEDURE Teachers Activities Warm-up (4 mn)
Teacher shows pictures of the countryside Group work make a list of words related and ask Ss to make a list of words related to to the country the country. (The group with the longest list will be the winner.) T declares the winner Ss work in group of 3 or 4
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BEFORE YOU READ (10) Students do the task. Teacher has students sit in pairs and discuss Ss work in pairs the questions in the books. Suggested answers Calls some Ss to read their answer aloud in 1.The farmers are harvesting the crop. front of the class. Feedbacks and gives suggested answers. Some simpler questions can be used: What do you see in the picture? Who are they? What are they doing? Presents new words 2.They are working very hard. 3.Its a bumper/good crop. 4. Good farming methods, good varieties, modern technology used, people work hard. Ss follow the teachers steps Ss take notes New words: -straw (n) rm -mud(n) bun -technical high school (n) trng trung hoc k thuat day nghe - farming method (n) phng phap canh tac - brick house (n) nha ngoi - thanks to ( prep) nh co
WHILE YOU READ: (20 mn) Set the scene
You are going to read a passage about life Listen changes in the country . Just read it and do Class organization: Students sit in pairs. the following tasks. Asks Ss to match the words in A with Task1- Vocabulary matching their definitions in B. Encourages Ss to guess the meanings of the words in the context Teacher walks around the class and Students do the task in pairs. offers ideas and comments when Correct answers: students need help. Then teacher selects 1.b ( have just enough money to pay the some students at random to explain their things that you need) answers in front of the class. Makes necessary corrections 2.d( having to have many things that you do not have ) 3.a ( making ones life better ) 4.e( good crops) Match the words in A with their definitions in B.
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5. c ( crops to be sold , not for use by the
Teacher has students scan the text again and people who grow it ) get the information to complete the table. the task. necessary. Tells Ss to discuss the answer with a friend. Checks the answers in front of the class as a whole. Radio/TV Task2.Table completion the text again and get the information to complete the table. Correct answers: Areas houses Before Now Made of Made straw bricks and mud Few Many have families Farming methods crops travel had old poor new Good/bumper By motorbike of Lets Ss study the table carefully before doing scan
Goes around the class and provide help when Individual work
Task3-Answering questions Asks Ss to work in pairs. Get the Ss to read Read the passage again and answer the the passage again and answer the questions questions in Task3 in Task3 Work in pairs then compare their answer Has Sts compare their answer with another with another pair. pair. Calls some Ss to read their answers aloud in Correct answers: front of the class. 1 It was poor and simple. Gives feedback. 2 Because they hope that with an education of science and technology their children could find a way of bettering their lives. 3 They introduced new farming methods which resulted in bumper crops. They also helped grow cash crops for export.
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4 He said their lives had changed a lot thanks to the knowledge their children had brought home. 5 He told his grandchildren Study harder so that you can do more for the village than your parents did. Students work in pairs.
Post-reading (12 mn) Asks Ss to work in pairs and discuss the question: How can people with an education help Suggested answers make the life of their community better? Clarify some terms like university study idea for the questions. necessary. Teacher gives suggestions and comments. Teacher suggests students homework: homework: Prepare the speakingComments (2 mn) U8 Introduce new farming methods. Grow crash crop s for export. local people apply modern technology in farming. access to ways of entertainment awareness about food safety and environmental hygiene
People with education refers to people with a Help
Tells Ss to look back at the passage to get the Help community especially young people Goes to groups and provide help when Raise peoples
V. Experience: UNIT 8: THE STORY OF MY VILLAGE Period: 44 Class 10A 2 I.OBJECTIVES B - SPEAKING : Teaching date Absentees
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1. Education aims: - Students know about plan to improve life of a village and their possible results. 2. Knowledge: a. General knowledge: - Students can talk about plans and results. b. Language: - "Should" and conditional sentences type 1 - Vocabulary on the plan to improve life of a village. 3. Skills: - Speaking about plan and results. - Discussing plans to improve life in the village. II. METHOD: Integrated, mainly communicative III. Teaching aids: Textbook, chalk, board. IV. Procedure: Teachers activities 1. Warm-up( 5 mins) Asks Ss to work in groups and make a list of ideas of their own that can be carried out to improve the village life. Teacher walks around the class and offers ideas and comments when students need help - Listens and gives remarks and marks. 2. Before you speak: (10 mins) Aims: Sts can match each of the plan to improve life in the village with its possible result. The village of Ha Xuyen are discussing plans to improve life in the village. Match the plans with possible results.( 10 minutes) - Explains some new words: - Listen and take notes. + resurface (v ):put new surface on, renew + Task 1: - Listen to the teacher. - Listen to the teacher. - Students work in pairs. Students activities
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+ widen (v ) + canal (n): man-made waterway for
- Asks sts to do the task in pairs and give irrigation explanation for their answers of the class. - Gives the correct answers. 3. While you speak: ( 10 mins) improve the life in the village and the possible results. The villagers are discussing their plans. Asks sts to work in groups using conditional - Read the conversation in the textbook. type 1 and "should". and should: textbook. conversation in front of the class. Read and practice the conversation in - Listen to the T If + S + V(present tense), S + ( to talk about something that will or is likely to happen in the future) E. g.: If the roads are widened, cars and lorries can get to our village. Should or shouldnt: to give opinions about what is the best thing to do. 4. After you speak: ( 14 mins) Continue the conversation, using the ideas in table in Task 1. Add some more possible if you like the conversation. - Work in groups of three. in front of the class. - medical center - cash crops health export, money - Asks sts to work in groups and continue - Some groups practice the conversation + Task 3: - Explains Conditional sentence type 1 groups of three. - Asks sts to practise the conversation in the - Listen and take notes. - Asks some groups to practice the will/can/may + V - Read the answers aloud in front of the class. 2. g 5. f 3. d 6. c 4. e + Task 2: + muddy(a ): full of mud - Asks some sts to read the answers in front - Work in pairs.
Aims: Sts practice discussing the plans to 1. b
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- Writes the main phrases on board and ask conversation. sts to look at these phrases to practice their town

- bridge - football ground exchange ideas. - Work in groups and add some their own ideas. - Some groups present in front of the shorter way to play sports,
- Goes around to help sts if necessary. Sts class. may add their own ideas in the conversation. A: I think we should build a football ground, too. B: I agree with you. If a football ground is built, young people can play sports in the free time. C: A football ground is also a place where people can meet and exchange ideas. A: What about a medical centre? I think its necessary to build a medical centre. B: Yes. If a medical center is built, Peoples health will be looked after better. C: Yes. And if we get sick. we wont have to go to the provincial hospital for treatment. HOMEWORK: Comments and gives necessary Write a passage about plans to improve the life in the area where you live. corrections. 5. Homework: ( 1 min) Write a passage about plans to improve the life in the area where you live. V. EXPERIENCE:
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UNIT 8: THE STORY OF MY VILLAGE Period: 45 Class 10A2 I. Objectives: 1. General knowledge: - Sts know the changes in a small town on the South coast of England. 2. Language: - The past tense: used to - The passive voice - Vocabulary on villages. 3. Skills: - Listening: choose True/ False statements, fill in the gaps with one suitable word, answer the questions - Speaking: Discuss the changes in sts' hometown/ home village II. METHOD: Integrated, mainly communicative III. Teaching aids: - Textbook , tape IV. Procedure: Teachers activities 1. Warm up:(7 min) * GAME: Find someone who Students activities Did you use to? Have a favourite toy name C. ListenING: Teaching date Absentees
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Prepares a two-column table with Yes/ No questions and Name. Lets Ss go around the class and ask other Ss what they used to do when they were small. If the answer is Yes, write his/her name in the table. (the winner is the first one who completes the name column)

when you were a child? Have a nickname? Have a pet? Cry at night when you were a child? Hate school? Play hide-and-seek? - Work in groups to ask and compare the two pictures.
2. Before you listen:(10 mins) Aims:to focus sts on the topic and review/ introduce the words and phrases used in the listening text. a. Focus sts on the two pictures in the - Some sts stand up and give their answer. textbook and asks sts to work in groups to Sts copy the words and phrases. compare them to see the changes of the - Listen and repeat. town following the model in the book. E.g.: - There didn't use to be any hotel in the town - There used to be small houses - Cows used to graze in the field ........................................ - Asks some sts to give their answer. b. Introduces some new words - Reads the words and ask sts to repeat. - Asks sts to read the words in pairs. - Asks some sts to read the words again. - Work in pairs to guess if the statements are true or false. - Listen to the tape and do the task 3. While you listen:( 17 mins) Aims:Sts practise listening and marking True/ False statements. - Compare their answer. - Read the words in pairs and correct each others mistakes. - Some individuals read the words aloud. - atmosphere (n): khng kh - resurface(v): tri li ( mt ng) - turn into (v): tr thnh + Task 1: - Listen to the T.
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- Tells sts that they are going to listen to a talk about the changes in a small town in England. - Asks sts to work in pairs, look at the statements given and guess if they are true or false.
- Give their answer.
- Asks sts to listen to the talk and tick the 1. F It's on the south coast of England. right column to indicate their answer and 2. F It's used to be a small quiet town. underline the false information. T plays 3. T the tape twice. pairs. - Checks sts answer. 4. F The big trees have been cut down. - Check their answer and then correct their work if they have the wrong answer. + Task 2: - Asks sts to compare their answer in 5. F Some people don't like the changes
- Plays the tape once again, stop the tape where necessary and conduct the - Work in pairs to read the passages and try to fill in the gaps. - Listen and do the task. correction.
Aims:Sts practise listening for specific information by filling in the gaps with ONE word. - Give their answer. 2. hotel 4. cut 6. shop 8. expensive - Asks sts to have a look at the paragraph 1. houses in the textbook and to read them in pairs 3. widened and make sure they understand them. T 5. car encourages sts guess the words to fill in 7. department the gaps. - Asks sts to listen to the tape once or - Check their answer and then correct their
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missing words. - Asks sts to compare their answer in pairs. - Checks sts answer. - Plays the tape once again, stop the tape where necessary and conduct the correction.
twice again to fill in the gaps with the work if they have the wrong answer.
- Work in pairs.
-Two sts present.
4. After you listen:(10 mins) - Asks sts to work in pairs and tell each other about the changes in their village/ town. - Moves round to check the activities and to make sure that sts are working effectively. - Asks two sts to present in front of the whole class. - Checks and gives remarks. 5. Homework:(1min) Write a short paragraph about the changes in their village/town V. EXPERIENCE:
UNIT 8: THE STORY OF MY VILLAGE
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Period: 46 Class 10A 2 I. Objectives: D. writING : Teaching date

Absentees
1. Education Aims: - Students can write a letter giving directions to a certain place. 2. Knowledge: a. General knowledge: - Giving directions. b. Language: - Language used to give directions. - Imperative sentences. 3. Skills: - Reading: read the sample letter. - Speaking: work in pairs to find Ann's house on the map as well as the words and phrases used to give directions . - Writing: write a letter to tell Jim the way to house A on the map. II. METHOD: Integrated, mainly communicative III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities 1. Homework checking :( 5 mins) - Asks one st to talk about the changes in our hometown or his/her home village. - Asks other sts to listen to their friend and give remarks. - Checks and give remarks. 2. Before you write:( 20 mins) - Aims:to get sts to read the sample letter and to help them to prepare vocabulary and information before they write. - Introduces the situation. - Explains some new words: - Asks sts to listen to the teacher and repeat , then write these words into their notebooks. + Task 1: - Listen to the teacher carefully. and take notes + direction (n) : the way that a person - Listen to their friend and give remarks. Students' activities
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or thing moves along + enclose (v): put something in a letter or a parcel - Listen to the teacher and then read these words in chorus and individually. - Read the letter in pairs.
- Asks sts to work in pairs to read about the letter and to look at the map to find Ann's house. - Moves round to help if necessary. - Asks sts to compare their ideas with other pairs. - Asks some sts to tell the whole class where Ann's house is. T may ask them to explain more - Listen to the teacher. about their answer. - Listens and give remarks. - Asks sts to work in pairs to read the letter again and underline the words and phrases used to give directions. - Moves round to help if necessary. board. - Checks and gives remarks. - Asks sts to make some examples with these words. - Two sts write the words and phrases on the board go over ( a bridge) turn right/left walk past ( a medical centre) keep walking take the first/second..... + Task 2: - Work in pairs to read the letter and undreline the words/phrases. - Present their ideas. Answer: H - Share their answer with their friends.
- Asks 2 sts to write these words/ phrases on the get out of
3. While you write:( 10 mins) - Aims: Sts practise writing a letter to Jim, telling him the way to house A from Roston Railway Station. - Do the writing task. - Read their writing: ( a sample
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- Asks sts to write a letter to Jim, telling him the way to house A from Roston Railway Station. - Lets sts write in 8 minutes. - Moves around to conduct the activity. 4. After you write:( 9 mins) Aims: to get feedback and check sts' work. work aloud. - Asks some other sts to give remarks. - Checks and give the correct answer. - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks 5. Homework: ( 1min) - Write a letter to tell their friends the way from our school to Border Gate. V. EXPERIENCE:

paragraph) "Dear Jim, I'm very glad that you will come here for the summer holiday ............. from Roston Raiway Station. Now when you come out of the station, turn right. Keep walking for about 5 minutes, you will see a small bridge the street, walk past a medical centre and the car park then take the second turning on the left. Walk past the Souvenir shop and you will see my house. It's on the right, next to the shop.............. "
- Gets feedback by asking some sts to read their ahead. Go over the bridge, go along
UNIT 8: THE STORY OF MY VILLAGE Period: 47 Class 10A 2 I. Objectives: 1. Education Aims: - Students know how to pronounce the sound /a/ and // correctly. - Students revise reported speech and conditional sentence type 1. 2. Knowledge: E. Language focus: Teaching date Absentees
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+ Language: - Pronunciation: /a/ and// . - Reported speech . - Conditional sentence type 1.
3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. METHOD: Integrated, mainly communicative III. Teaching aids: board, chalk, textbook, cassette player. IV. Procedures: Teacher's activities 1. Homework checking: ( 5mins) our school to Border Gate. - Asks another st to give remarks. - Checks and give a mark. 2. Pronunciation:( 10 mins) - Aims: to introduce three sounds /a/ and // and help sts to practise these sounds. a. Writes two sounds on the board and pronounce them clearly twice, then ask sts to repeat. - Tells sts how to pronounce these sounds accurately. - Asks them to look at the textbook, listen and repeat. - Then asks sts to work in pairs to read the words again so that they can check for each other. - Moves around to help . - Asks two sts to read again and give remarks. b. Asks sts to look at sentences in page 89 in the book. - Asks them to work in pairs to read the sentences - Write down two sounds. - Listen to the teacher and repeat. - Look at the book , listen and repeat. /a/ cow town how // coat phone bone ........................... - Read these words in pairs and check for their partners. Students' activities
- Asks one st to tell the whole class the way from - One st speaks aloud in front of the whole class. - Give remarks. - Listen to the teacher.
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and then find out the words containing sound /a/ and sound // . - Asks them to work in 2 minutes. - Moves around to conduct the activity. - Asks one st to report and other sts to give remarks. - Checks and give the correct answers. - Asks some sts to read these sentences aloud. - Listens and give remarks. 3. Grammar: ( 29 mins) Aims: to revise the reported speech and conditional sentence type 1 and have sts do Ex1, EX 2, EX3and EX4. a. Reported speech: Statements - Recalls the use of reported speech: to report what someone has said. No quotation marks are used and some parts of speech have to be changed. - Gives an example: - Asks sts to read the example and think about the changes when we turn a sentence into reported speech.

- Look at the book and work in pairs. - Answers: /a/ shout loudly ours - Read the examples. // rose snow over
...............................
- Listen to the teacher.
- Copy down the example. eg: "I worked late yesterday," said Susan. Susan said she had worked late
- Asks sts to complete the table below: Direct speech Reported speech do (1) will do (2) (3) might me/you (4) last night (5) (6) there - Asks sts to work in pairs and complete the table and then ask some sts to report and give remarks.
the previous day. - Read the example and think about the changes. - Work in pairs to complete the table. - Some sts report. 1. did 2. would do
- Makes clear the difference between say, tell and 3. may/ might
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talk: b. Conditional sentence type 1: - Reviews the form and the use of conditional sentence type 1 by giving some examples: - Asks sts to read the examples and point out the form as well as the use of conditional sentence type 1.

4. him/her 5. the night before 6. here - Listen to their friends and their teacher. - Listen and copy down. Say + clause Tell + O + clause Talk (to sb) about sth - Read the examples and point out the form and the use of conditional sentence type 1: eg: If I have enough money, I will
- Distinguish when-clause and if-clause: - Asks sts to compare this example with the first example. - Asks some sts to give examples. + Exercise 1: - Asks sts to look at Ex1 and to do the task. compare their answers in pairs. - Moves round to conduct the activity. - Checks the exercise sentence by sentence.
go to Hue for holiday. If it rains. I won't go there. + Form: If- clause S + V( P.S) , main clause , S + V( S.F)
+ Use: something that may happen at present or in the future. Eg: When summer comes, he will go to Hue for holiday. (something that will certainly happen in the future). - Do the task individually and then share their ideas with their friends. EX 1: 1. An old farmer said their lives had changed a lot..... children had
- Asks sts to do the exercise individually and then - When-clause:
- Listen and give remarks.
brought home 2. She said she was going to Ho
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+ Exercise 2: - Asks sts to do Ex 2 individually and then share the answers with their friends. - Moves round to help if necessary. - Asks two sts to do this exercise on the board. - Asks one st to give remarks. - Checks and give remarks. + Exercise 3: - Asks sts to read the requirement of Ex3 and then do the task in pairs. - Goes round to conduct the activity. - Asks some pairs to read sentence by sentence. - Listens and give remarks. 5. Homework ( 1 min) - Ex 4 ( page 90- sts' book)

Chi Minh City soon. 3. I thought the film would be interesting. ............................... - Listen and correct their work if necessary. - Do the Ex individually. EX 2: 1.told 4. told 2. said 5. talked 3. said
- Listen to the teacher. - Read the requirement carefully. - Do Ex 3. ....... If I do more homework, I will pass my exam. If I pass my exam. I'll go to medical college. If I go to medical colege, I'll study medicine..............
V. EXPERIENCE:
TEST YOURSELF C Class 10A 2 I. Objectives: 1. Aims: - Sts revise what they have learned in unit 7.and unit 8. 2. Knowledge: - General knowledge in unit 7 and unit 8. - Language: pronunciation and grammar in the above units. Teaching date Absentees
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3. Skills: listening, speaking and writing.
II. Teaching aids: textbook, chalk, board, cassette player. III. Procedures: Teacher's activities 1. Homework checking:( 5 mins) - Ask one st to do Ex 4 in the workbook on the board. - Ask one st to give remarks. - Give remarks and marks. 2. The new lesson:( 39 minutes) - Ask sts to do part II, part III and part IV at home in advance to save time. - Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes. - Ask sts to do listening in class. 2.1. Listening: - Ask sts to read the requirement of the task. - Introduce new words: + queue (v) : xp hng + traffic (n) : cars, motorbikes, traffic lights,.... heavy traffic - Play the tape twice and ask sts to do the task. - Ask sts to share their ideas with their partners. sts can check their answers. - Ask sts to read the paragraph in part B and try to guess what will be filled in each blank. - Play the tape again . - Ask 2 sts to write their answers on the - Listen carefully and complete the paragraph. - Read the paragraph. - Listen carefully and do the task. - Work in pairs to discuss their answers. - Look at the textbook and read the statements. - Try to focus on the important words. - Copy down these words into their notebooks. - Listen and read after the teacher. EX 4: 1. If when - One st gives remarks. 2. When 3. if 4. If 5. Students' activities
- Get feedback and play the tape again so that 1. F 2.F 3. T 4.F 5. T
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board. - Ask other sts to give remarks. - Check and give feedback. 2.2. Reading: - Ask sts to work in groups to compare their answers. - Ask some sts to report his/ her answers aloud. - Listen and check. 2.3. Grammar: - Ask sts to discuss their answers in groups. - Ask 2 sts to write their answers on the board.

1. aren't 4. theatres 2. evening 3. cinemas 5. knows
- work in groups to share their ideas. - Some sts stand up to report. 1. because people can sit comfortable at home, they don't have to pay for expensive seats at the theatres or in the cinemas. 2. People can see films, plays of every kind, political discussions and the latest exciting football matches. ........................ - Discuss in groups. - Answers: 1. have been........... haven't had 2. haven't given .............. have paid 3. said 4. had taken
- Ask two other sts to give remarks. - Check and give the correct answers. 2.4. Writing: - Ask some sts to read their writing aloud.
5. thought ............ would come 6. told............... have got - Read their writing aloud " When you come out of the bus station, turn right. Go straight ahead until you see the traffic lights. Turn left to Redham
- Ask some sts to give remarks.
Road, walk along this street in about 10 minutes. The Indian Restaurant is the pink building on the left after the Beach
3. Homework: ( 1 min) - Part D ( Page 52 - workbook) V. EXPERIENCE:
Parade. It is very easy to find." - Listen to the teacher's remarks.
n thi hc k I mn TiNG ANH (2010-2011) UNIT 1: A DAY IN THE LIFE OF A. THEORY I.PRONUNCIATION: /i/ and /I:/
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1.The simple present ( Th hien tai n) a. Form - Affirmative: S + is / am / are S+ V (s/es) - Negative: S + isnt/ arent/ am not S + dont/ doesnt +V - Yes/no question: Is/ am / are + S? Do/Does + S + V? 2. The simple past (Th qua kh n): a. Form: - Affirmative: S + were / was S+V2/Ved Ex: We were at home last night. She went to the party yesterday - Negative: S+ weren't/wasn't S+ didnt +V Ex: Mai wasn't in her room at 9.00 pm yesterday. She didnt go to the party yesterday - Yes/no question: Were/ Was + S ? Did + S + V? Ex: Were you at the party last Sunday evening? Did she go to the party yesterday? b. Signal words: Yesterday, ago, last week, last month, last year 2. Adverbs of frequency (Trang ng ch tan so) Always, usually, often, sometimes, seldom, rarely, never + Position :(V tr ) - ng sau ong t To Be; Ex: He is always free on Sunday. - ng trc ong t thng; Ex: He often gets up at 7a.m in the morning. - ng gia tr ong t va ong t; Ex: He doesnt often read newspaper after dinner. - Usually va sometimes co the ng au cau hoac cuoi cau Ex: Sometimes I go to the cinema
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Ex: I go to the cinema sometimes III.SPEAKING: talk about ones daily activities IV.WRITNG: Write a narrative within 100-120 words using suggested cues and a frame. B. PRACTISES I. PRONUNCIATION: Choose the word which has the underlined part pronounced differently from the rest 1/ a.kitchen b.history c.time d.finish 2/ a.little b.eaten c.click d.fit 3/ a.heat b.read c.repeat d.interest 4/ a.cheese b.pea c.hit d.heat 5/ a.please b.seats c.sit d.meeting. II.VOCABULARY 1. I was late for school this morning because my alarm clock didnt . a. go on b. go off c.go away d.go up 2. I was born and grew up on the . of the Red River a. shops b. restaurants c. offices d.banks 3. We are contented with what we do a.interested in b.excited about c.keen on d.satisfied 4.During his break, Mr.Pike is used to drinking tea with his fellow peasants a.workers b.associates c.mechanics d.farmers 5.It takes me about three hours .the report a.complete b.to complete c.completing d.completed 6.I made some good purchases of clothes when I was in town a.appearance b.buys c.decorations d.wastes 7.We use a.. to break up the earth and plant the seeds a. car b.plough c.dog d.land 8.Linh always has a very busy timetable for the whole week a.life b.routine c.holiday d.schedule 9.The homework is ..to be submitted nextweek so we all feel worried a.due b.though c.made d.hoped 10.After a short break for tea, they went on working a.began b.continued c.dalayed d.harrowed III.GRAMMAR: EXERCISE1:Choose the best answer 1.Water and oil.. a. do not mix does not mix has not mixed is not mix 2.. on Sundays a.Always he gets up late b.He always get up c.Does he get up always late d.He gets always up 3.Did you say that you .here only threed ays ago a.came b.had come c.have come d.come 4.I havent met him since he..school a.left b.was leaving c.had left d.was left 5.Peter does not feel satisfied his new job about it
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a.He has always complained b.He always has complained c.Always he has complained d.He has complained always 6.It . me fifteen minutes to get to school every morning a.takes b.took c.has taken had taken 7.He . twentycalves lastweek, now he them up to sell a.had bought/fed b.buys/feeds c.bought/is feeding d.was buying/fed 8.Kerry. hard on the violine lastweek a.practisesb.practised c.has practised d.is practising 9.The boys. football in the field every evening but yesterday they.. basketball instead a.played/played b.played/play c.play/play d.play/played 10.My alarm clock .at six oclock every morning and I jump out of bed to get ready for school a.rings b.is ringing c.rang d.rung EXERCISE2: Complete the sentences. Put the verb into the correct form 1. Trees . more quickly in summer than in winter (grow) 2.We .. at about 7:00. Couldnt you come an hour later? (usually/get up) 3. In 1788 he his last great work in Vienna (write) 4.Alice..her mother in London most weekends (see) 5.Scientists .some fundamental discoveries in the 18th century III.READING Read the passage below and choose one correct anser for each question My name is Seumas Mc Sporran and Im a very busy man. Im 60 years old and I have thirteen jobs. Iam a postman, apolitician, a fireman, a taxidriver, a school bus driver, a boatman,an ambulance man, an accountant, apetrol attendant, a barman, and an undertaker. Also, I and my wife, Margaret, have a shop and a small hotel. I live and work on the island of Gigha in the west of Scotland. Only 20 people live there but in summer 150 tourists come by boat everyday. Every weekday I get up at 6a.m and make breakfast for the hotel guests. At 8a.m I drive the islands children to school. At 9 a.m I collect the post from the boat and deliver it to all the houses on the islands. I also deliver the beer to the islands only pub. Then I help Margaret in the shop. My wife likes being busy,too. We never have holidays and we dont watch TV. In the eveningsMargaret makes super and I do the accounts. At 10 p.m we have a glass of wine and then we go to bed.Perhaps, our life isnt very exciting but we like it. 1. Mr.Mcsporran does all the following jobs EXCEPT a.a firefighter b.a driver c.a farmer d.a mailman 2.Gigha is the name of a.his wife b.his hotel
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c.the shop where they work d.the island where they live 3.Tourists. to the island a.sail b.fly c.swim d.drive 4.The word it in paragraph 3 refer to a.beer b.post c.boat d.pub 5.According to the pasage which is true about Seumas Mc.Sporran a.He likes the job as a postman b.He and his wife go on holiday every year c.He does the accounts in the evening d.He goes to bed very late IV. SPEAKING Choose the sentence or phrase that best completes the dialogue A: What do you usually do on your days off? B: (1).. A: Do you get much exercise? B: (2).. A: How often do you get exercise? B: (3). A: Where do you go swimming? B: (4). A: Youre really in good shape. 1. a.I usually drive to work b.I will sleep all day c.I usually do not much d.Nothing much I always sleep until noon. 2. a.I usually do b.Yes, I do c.How about you d.Very often 3. a.No, I sometimes do b.Yes, I often do c.About three times a week d.Often I dont do 4. a. I usually go swimming and play badminton b.No, I never do c.I go straight home after work d.I watch TV a lot 5.a.Everyday from 5 to 6 b.I always go to the YWCA c.No, I play tennis d.I usually go by motorbike 6.a.Yeah, Im a real cough potato b.Oh,Are you c.Thanks a lot d.good for you V. WRITING 1.money/little/although/they/have/, are/they/happy. 2.salary/his/isnt/contened/John/with/present 3.household/every/nowadays/has/computer/a/almost 4. is/although/farming/hardwork/a/, enjoy/life/country/I 5.10 oclock/due to/ plane/at/ the/ is/ leave/, so/hurry/we/up/should UNIT 2: SCHOOL TALKS
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A.THEORY I.PRONUNCIATION: /^ / and /a:/ II.GRAMMAR 1.Wh-questions * Form Wh-word + be +S + C (complement)? Ex: What are you interested in? Wh-word + do/does/did + S +V ? Ex: Where do you live? 2. Gerund (Danh dong t) and To-Infinitive (ong t nguyen mau) a.Gerund: + Theo sau mot so ong t) to like to love to keep to miss to avoid to suggest to enjoy tofinish to consider to risk to understand to continue Ex: I finish reading th book and went to bed + Theo sau mot so cum t(common expression) dont mind Its no good Cant stand cant help (khong the khong) Ex: I dont mind helping you washing-up if you are tired. + Preposition (gii t: on, in, off, of, for, from, to..) Ex: Im interested in teaching children b. To-infinitive to decide to want to plan to expect to fail to hope to agree to tend tomanage to refuse Ex: I hope to see you soon. III.SPEAKING: Start, continue and close a conversation IV.WRITING: Fill completely some common forms B. PRACTICES I. PRONUNCIATION: Choose the word which has the underlined part pronounced differently from the rest 1.a.study b.guitar c.subject d.love 2.a.marvellous b.father c.wonderful d.target 3.a.much b.lunch c.month d.garden 4.a.mark b.card c.hard d.warm 5.a.student b.study c.subject d.funny II.VOCABULARY 1.Hes . a lot of subjects this semester a.getting b.taking c.doing d.setting 2.What is your job? a.occupation b.career c.profession d.all are correct 3.Its good to . up early for school. a.catch b.take c.get d.climb 4. Anyone who wants to apply for the job have to this form a.take up b.take in c.come up d.fill in
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5.The is the family name a.surname b.firstname c.given name d.middle name 6.We hope the students themseves will enjoy taking . in outdoor activities a.part b.note c.notice d.advantage 7.She was disappointed to fail in two of her four .. a.schools b.classes c.lessons d.subjects 8.Mathematics is my favourite .. a.objectiveb.requirement c.subject d.purpose 9.He misssed the last semester because of his serious illness. Now he has to work hard to . his classmate a.put up with b.be bored up with c.catch up with d. lose sight of 10.She is interested in teaching . because she loves working with children a.semester b.communication c.work d.profession III.GRAMMAR * EXERCISE 1: Choose the best answer 1.Ms Lan enjoys . because she loves working with children a.to teach b.to be taught c.teaching d.teach 2.He insisted in . the job himself a.to do b.do c.doing d.having done 3. . do you take a holiday? a.when b.how longc.what time d.how often 4.Could you please stop . so much noise? a.making b.doing c.taking d.spending 5. did the Second World War end?- In 1945 a.where b.when c.what time d.how long 6.It was a nice day, so we decided . for a walk a.to have b.to go c.to take d.to make 7.I dont mind . you to do the washing-up a.help b.helping c.helped d.to help 8.Dad allowed Done . to the party a.going b.to go c.go d.gone 9.You should try . English; You will find it very exciting a.to learn b.learnt c.learing d.learn 10.My glasses are in my book, but I dont remember .. them there a.putting b.to put c.put d.I put EXERCISE 2 1.I enjoy to talk with my classmates about their future plans A B C D 2.He began to studying English three years ago A B C D 3.Sometimes, its difficult to avoid to drink when we enjoy an informal party A B C D 4.Alma doesnt like cities and want to live somewhere quiet A B C D
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5.Do you mind to stay up tonight to help me finish the homework? A B C D IV. READING Many people now think that teachers give pupils too much homework. They say that its unnecessary for children to work at home in their free time. Moreover, they argue that most teachers do not properly plan the homework tasks they give to pupils . The result is that pupils have to repeat tasks which they have already done at school. Recently in Greece, many parents complained about the difficult homework which teachers gave to their children. The parents said that most of the homework was a waste of time, and they wanted to stop it. Spain and Turkey are two countries which stopped homework recently.In Denmark, Germany and several countries in Europe, teachers cannot set homework at weekends. In Holland, teachers allow students to stay at school to do their homework. The children are free to help one another.Similar arrangements aslo exist in some British schools. 1.According to the passage, many parents would like their children to a.have less homework b.Have more homework c.do more homework d.do their homework at school 2.In which of the following countries children dont have homework now? a.Greece b.Turkey c.Holland d.Germany 3.In which countries cant teacher set homework at weekends? a.Spain and Turkey b.Denmark and Holland c.Germany and Brutain d.Germany and Denmark 4.The word repeat in paragraph 1 means a.do again b.state again c.reuse d.remake 5.According to the passage, which of the following sentences is NOT TRUE a.According may parents, a lot of homework has not been planned properly b.Greek parents thought their childrens homework was not easy c.In Greek, parents wanted to stop homework d.In all schools in Britain children can do their homework at school and help one another IV. SPEAKING: Put a circle round the letter of the best reply to each question 1.Whats your new address? a.Its the old one b.Go straight on c.Flat 42B,225 Nathan Road, Kowloon 2.How far is it from here? a.Two kilometres, at least b.No, it isnt c.Yes, its rather far 3.How long does it take to get to Daves place from your flat? a.Its a long way b.About one kilometre c.Thirty five minutes
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4.I think Ill go by bus wheres the nearest bus stop? a.Cross the road and turn left b.Five hundred metres, I suppose c.Its five minutes by bus. V. WRITING: Write completed sentences with prompts below 1.I/remember/first day/secondary school/well/at/eleven/old ................................................................................................................. ............... 2.When/I/arrived/at the school/, the playground/full/big boys/and/some of them/look/like men/to me. ................................................................................................................. ............... 3.I/frighten ................................................................................................................. ............... 4.I/ask/some boys/where to go/but/no one/anwer/me ................................................................................................................. ............... 5.When/I/find/classroom/teacher/angry/because/I/late. ................................................................................................................. ............... 6.I/miserable ................................................................................................................. ............... 7.I/want/go/home ................................................................................................................. .............. 8.I/soon/make friends/and/begin/enjoy/some of/lessons. ................................................................................................................. ............... 9.But.those/first/days/terrible. ................................................................................................................. .............. A. THEORY I. Pronunciation: /e/ and / / II. Grammar 1.The past perfect *Form: - Afirmative: S + had + V3/Ved rd Ex: By May 3 last year, she had worked in the central bank for three years. - Negative: S + hadnt + V3/Ved Ex: By midnight, they hadnt come to an agreement UNIT 3: PEOPLES GROUND
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-Yes/no question: Had + S + V3/Ved? Ex: Had it begun to rain before you left the house this morning? *Signal words: by, when, as soon as, after, before III. Speaking: Talk about somebodys background IV. Writing: Write about peoples background B. PRACTISES I. PRONUNCIATION: Choose the word which has the underlined part pronounced differently from the rest 1.a.happen b.many c.example d.family 2.a.tragic b.mature c.husband d.another 3.a.father b.education c.background d.career 4.a.mat b.man c.men d.sad 5.a.sand b.send c.pan d.bad II. VOCABULARY : Choose the best answer 1. Marie Curie was . the Nobel Prize in chemistry. a. won b. awarded c. delicated d.devoted 2. Being unfamiliar with the living.. in Africa, he came back to his hometown a. work b. conditions c. lifed. cost 3. Mary. the dream of becoming an actress as she was a child a. liked b. received c. fed d.harboured 4. He was impolite to.. me while I was speaking a. interrupt b. take up c. determine d.follow 5. He was a .. man who was determined to be rich by any means a. ambitious b. mature c. brilliant d. romantic 6. She is interested in .. She is a .. a. scientist/science b. science/scientist c. scientific/science d. scientist/scientific 7. Without the pull of the Earth, we could not . anything a. weigh b. weight c. weightless d. weightlessness 8. She harboured the thought of being a member in the Parliament to struggle for womens right a. keep in mind b. determined c.passed d. took change of 9. Family. is very important for a child to form his personality a. name b. background c. specialization d. degree 10. The purpose of the test is to .. the weight of the chemical element a. ease d. interrupt c. determine d. receive III. GRAMMAR EXERCISE 1: Put the verbs in the past perfect or past simple 1. I felt very tired when I got home, so I (go) straight to bed 2. I (take) .. the book back to the library when I (read) it. 3. Two days ago I (meet) .. an old friend who (not,see) .. for years. 4. Karen (not want). to come to the cinema with us because she (already/see) .. the film.
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5. By the time we (arrive) .. at the hall, the lecturer (make) . half of his speech. EXERCISE 2: Choose the best answer 1. After it . dry for two months, it rained heavily lastnight. a. had been b. was c. has been d. would be 2. When I . to visit him, he.. to work a. came/ gone b. came/had gone c. had come/ went d. had come/ had gone 3. Kenny.. his driving test before he bought a car a. had taken b. has taken c. was taken d. were taken 4.When you phoned me, it . my lunch time a.was b.is c. being d. were 5.Miss Kim .. all our books by the time we arrived a. had marked b. have marked c. had marked d. will have marked. IV. READING: Read the passage below and choose one correct answer for each question Marie Curie, the Poloish-born chemist, was a courageous and determined woman. She was born on November 7th, 1867. She left her home for Paris to pursue her interest in science. Living in poverty, she still managed to graduate at the top of the class. She met Pierre Curie shortly after graduation and married him a year later. Together, Pierre and Marie formed the most famous husband-and-wife partnership in science history. They discovered the radioactive elements, Polonium and Radium. They were awarded the Nobel prize for Physics in 1903 1. The word determined in line 1 means most nearly a. resolute b. found out c. brave d. honest 2. What did Marie Curie go to France for? a. To find a job b. To earn her living c. To study d. To take up a new hobby 3. How was Marie Curie when she first lived in Paris? a. bored b. poor c. rich d. lively 4. How old was Marie Curie when she won the first Nobel Prize? a. 30 years old b. 36years old c. 44 years old d. 67 years old 5. Polonium is a a. country b. science history c. prize d. radioactive elements V. SPEAKING: Choose the sentence or phrase that best completes the dialogue A: (1). B: In a house near Brighton A: (2) B: For three years A: (3) B: The house we had before was too small. We need somewhere bigger A: (4).. B: I work in a bank A: (5) B: I doesnt earn much. Just about USD 15.000 a year
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1.
a. Whats your address? b. Where are you? b. Where you live? b. Where do you live? 2. a. You have lived there for how long? b.How long have you lived there? c. How many years have you lived there? d. How long do you live there? 3. a. Why did you move? b. Why you moved? c. Why did you moved? d. Can you tell me the reason why did you move? 4. a,. What do you work? b. What your job is? c. What you do? d. What do you do? 5. a. How much do you earn b. How much do you take? c. How about money do you earn? d. Do you earn how much money. VI. WRITING: Use the facts from the box to write a short paragraph 1/ - Mailinh, Tien Giang, Vietnam - father: engineer; mother: teacher - local school: 12 years - college: 4 years - now: sales representative Example: Mai Linh was born in Tien Giang. 2. - Mina, Kuala Lumper, Malaysia - mother: dressmaker - local schools: 10 years - now: taxi driver. Unit 4: SPECIAL EDUCATION Pronunciation: / / and / / Nhan dang: Am / / : o + phu am + (phu am) : cost, cloth, long, got A+ phu am : want, wash, squash, squat, watch Am / /: aw, or, our, oor : saw, law, pawn, lawn, morning, door, more Alk, all,ar : talk, walk, all, wall, small, warm, swarm, war, ward Grammar: 1/ THE + ADJ NOUN (collective noun: danh t tap hp ) ong t i sau danh t tap hp luon c chia so nhieu ex: the blind: ngi mu, the deaf: ngi iec, the disabled: ngi tan tat the young: ngi tre, the old: ngi gia, the rich: ngi giau, the poor: ngi ngheo,. Ex: The young has the future in their hand.
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2/ USED TO + V / DIDNT USE TO + V Used to + V: a tng, dung e dien ta mot thoi quen trong qua kh ma hien tai khong con na Ex: I used to play volley ball ( now I dont play anymore) Didnt use to + V la the phu nh cua used to + V Did + S + use to + V la dang cau hoi Ex: Our parents didnt use to use mobile phones as we do now 3/ ai t quan he WHICH: WHICH trong bai nay c dung e thay the cho y cua toan bo phan ng trc no cua cau va gia bo phan cau trc Which vi bo phan sau Which luon co dau phay. Ex: Neil has passed the examinations, which is a good news Trong cau tren, Which thay cho toan bo y Neil a thi o (Neil has passed the examinations) va o la 1 tin vui. Writing: A letter of complaint ( 1 la th phan nan) a ch ( ngi viet) a ch + ten ( ngi nhan) Ngay thang viet th Dear + name, I am writing ti complain about .. ( neu l do viet th bat au bang nhng t nay ) Phan nan chung ve van e sap noi Noi dung phan nan ( chi tiet) Ket thuc vi gi y giai quyet van e Yours faithfully, Name ( ngi viet) Exercise: 1. Circle the word that has the underlined sound pronounced differently from the others: 1. a. some b. how c. other d. come 2. a. parent b. afternoon c. class d. father 3. a. five b. write c. child d. children 4. a. teach b. deaf c. reason d. realize 2. Rewrite the sentences, use USED TO + V or DIDNT USE TO + V 1. Peolple/ travel on horseback Peolple used to travel on horseback. 2. They/ not/ travel by plane 3. Women / wear long dresses 4. Trips/ take much longer 3. Choose the best answer among A, B, C or D that best completes each sentence: 1. John is always late for class, ________ annoys the teacher. a. which b. this c. what d. that 2. Now I dont go to school on foot as I ___________ a. had been b. did c. used to d. was 3. Without the Braille Alphabet it would be very difficult for _______ a. the disabled b. the deaf c. the mute d. the blind 4. Thuys class is different _______ other classes because the children are disabled.
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a. on b. from c. in d. at 5. Her job is ______ of mentally retarded children in the area. a. looking b. taking care c. taking notice d. watching 6. They gave a clear _________ of their intentions a. demonatrate b. demonstrative c. demonstration d.demonstrating 7. The little buy is helping ______ cross the street. a. the poor b. the rich c. the blind d. the young 8. What do you do _____ a living? I work as a fashion model. a. in b. of c. with d. for 9. By the time he arrived, his classmates _______ a. had left b. had left c. was left d. left 10. They spent a lot of time ________ about what they would do. a. talk b. to talk c. talked d. talking Unit 3+4 I. Pick out the word whose underlined part is pronounced differently from the rest. 1.a. married b. worried c. harboure d. interested 2.a. mature b. education c. famous d. concentrate 3.a. beat b. eaten c. repeat d. head 4.a. send b. tent c. bench d. he 5.a. said b. sad c. man d. bad 6.a. teach b. deaf c. reason d. realize 7.a. parent b. afternoon c. class d. father 8.a. dream b. death c. real d. year 9.a. organise b. money c. force d. for 10.a.pity b. children c. blind d. finger II. Answer the question. 1. When and where was Marie Curie born? ______________________________________________________________ 2. What dream did Marie Curie harbour ? ________________________________________________________________ 3. Why did Marie Curie work as a private tutor? _______________________________________________________________ 4. When did Marie Curie get married? ________________________________________________________________ 5. What was Marie Curies real joy? ________________________________________________________________ 6. What kind of student was she? ________________________________________________________________ 7. For what service was she awarded a Nobel Prize in chemistry? _________________________________________________________________ 8. Does Thuy enjoy her teaching job? _________________________________________________________________ 9. Why is Thuys class different from other classes? _________________________________________________________________ 10. Where do Thuys student come from?
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_________________________________________________________________ 11. Why did many disabled children attend the class? _________________________________________________________________ 12. How do Thuys students feel? _________________________________________________________________ III. Choose the best answer . 1. Where did Marie Curie go to school? a. at the Sorbonne b. in Paris c. in Warsaw 2. Why did Marie Curie go to Paris? a. to get University education b. to find work for her living c. to meet Pierre Curie. 3. While she was studying at the Sorbonne a. she earned a lot of money. b. she had to live in financial difficulty c. she worked as a private tutor 4. What did Marie Curie do in 1914? a. she became a University professor b. she was awarded a Nobel Prize in chemistry c .she found the Radium Institute 5. What did Marie Curie do in 1906 a. she took up the possition of her husband b. she received Ph.D c. she received Nobel Prize in chemistry 6. Sally is a . a. olympic champion b. cyclo driver c. teacher d. farmer 7. What kinds of books does Sally like? a. romantic books b. children books c. adventure books d. picture books 8. What does Sally want to be in the future ? a. teachers diploma b. olympic champion c. sports teacher d. athlete 9. How is the teaching job in Thuys class? a. interesting b. time consuming c. angry d. humorous 10. The children in Thuys class is.. a. disabled b. deaf c. blind d. dumb 11. At first, the parents were the idea of sending their children to the special class a. interested in b. satisfied with c. opposed to d. worried about 12. The writer feel toward Thuys work a. admiring b. interesting c. admired d. interested 13. Many disabled children attended the class thanks to ..of a young teacher, Pham Thu Thuy. a. opposition b. belief c. effort d. attitude 14. The time of the day they enjoy most .lesson a. photography b. photograph c. photogenic d. photographer
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15. How many photos are in a display of Vang Trang Khuyet club a.50 b.30 c.19 d.20 16. The disabled childrens passion for taking a photograph helped them escape their.. a. disability b. sorrow c. surroundings d. the beauty of daily life IV. Find the mistakes in these sentences 1. He wants to be a photography in the future. A B C D 2. The time of the day they enjoy most is photograph lesson A B C D 3. Biology, chemistry, and mathematics are different types of scientist. A B C D 4. People are interesting in the quality of the products they buy A B C D 5. She told me to shut the door but I dont lock it. A B C D 6. Hellen said she went to the supermarket before coming to my house. A B C D 7. After my uncle has bought a new car, he sold his bicycle. A B C D 8. Tom has finished his homework before he went downtown . A B C D 9. Tom said that he would borrow me his car if I wanted to use it. A B C D 10. He used to travelling on horseback when he was a child. A B C D 11. He didnt used to visit HA NOI capital. A B C D 12. The six month old photographic club, who comprises 19 members. A B C D 13. He always goes to work on time ,where pleased her boss. A B C D 14. I once took a photographer of my girlfriend. A B C D 15. Tom stopped studying when he was a junior in college because he does A B C D not like school. 16. While George was reading in bed, two thieves had climbed into his A B C D Kitchen. V. Read the passage and answer the questions. When Edison was a boy at school, he asked a lot of question .The teacher thought he was stupid and she sent him home. Edisons mother taught her son at home and he began to carry out a lot of experiments. He earned money for his experiments by gardening .Later he worked on train and continued to experiment there. Unfortunately, in one of his experiments, he set fire to the train. 1. What did Edison do when he was a boy at school?
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a. asked a lot of questions b. made a lot of experiments c. was quiet d. studied very hard 2. What did the teacher think about Edison at the time? a. clever b. foolish c. timid d. intelligent 3. Who taught Edison when he was sent out of school? a. his brother b. his tutor c. his father d. his mother 4. How did he earn money for his experiments? a. by selling stamps b. by driving a car c. by gardening d. by delivering newspaper VI. Complete the sentences 1. She /used/ eat /ice cream /when /be /a /child. ____________________________________________________________ 2. I /difficulty /speak/and/write /English. ___________________________________________________________ 3. When /I / holiday /I /not/ enjoy/ get/ early. ___________________________________________________________ 4. It /said/Robin Hood/rob/rich/and/give/money /poor. ___________________________________________________________ 5. I/ not / happy /study / English centre. ____________________________________________________________ 6. I /wish /apply /post/manager /company. ___________________________________________________________ 7. I /write /complain /poor quality /service /your centre. ______________________________________________________________ 8. I/ watch /TV /after /finish /homework. ________________________________________________________________ 9. I/ dinner /before/go out/last night. _________________________________________________________________ 10. Deaf/and/dumb/can/communicate/each other/by/system/sign language. __________________________________________________________________ Grammar: 1/ The present perfect tense: Hien tai hoan thanh HAVE/ HAS + V( ED, 3) ex: I have learnt English for 12 years. Th hien tai hoan tahnh dung e: - Dien ta 1 hanh ong bat au t trong qua kh va van con tiep tuc hien tai: Ex: I have known him for 8 years. Vi cach dung nay th hien tai hoan thanh thng i vi : recently, in the lasat few days/ years, so far, since lunch, for ten days, .. - Dien ta 1 hanh ong va mi xay ra, thng dung vi Just: UNIT 5: TECHNOLOGY AND YOU
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Ex: They have just finished their lunch. - Dien ta 1 hanh ong a xay ra nhng khong ro thi iem cu the, thng dung vi Already e nhan manh trong cau khang nh. Ex: We have already watch this film i vi Yet trong cau hoi a lam hay cha va c dung trong cau phu nh e nhan manh y cha lam g Ex: I havent done my homework yet Have your friends come yet? Dung vi cac cum t nh this morning/ afternoon/ evening, this week/ month/ year, today .khi cac khoang thi gian nay cha ket thuc. Ex: I have read 20 pages today. - Dung vi For + a period of time, Since + a point of time 2/ Present perfect passive: HAVE/ HAS BEEN + BEEN + V(3/ED) Ex: My father has planted 20 trees this week. 20 trees have been planted by my father this week. 3/ Menh e quan he vi WHO/ WHICH / THAT AI T Chu ng Tan ng Ch ngi Who, that Whom, that Ch vat Which, that Which , that - Bat buoc dung That khi danh t ng trc co tnh t chia so sanh nhat hoac danh t la: someone, everyone, somebody, everybody, anyone, anybody -Khong c dung THAT e thay the cho Who, Which trong menh e khong gii han ( non- restrictive clause), loai menh e nay c e trong 2 dau phay. Ex: Sydney, where you came last month, is a wonderful place to visit. Writing: imperative form of the verb : V + O Ex: lift the receiver and listen to the dial tone Insert your phone card in the slot Press the number you require Pronunciation: / u/ and /u:/ Nhan dang: Am / u/: u + phu am + ( phu am) : put, full, fullfil, butcher, bull, bullet, bush OO: good, book, foot, football Am /u:/ : oo + phu am: bamboo, boom, loot, shoot, food, booty, room Ue, ui : sue, Tuesday, suet, suit, juice, blue Exercise: I. Write complete sentences, using WHO/ WHICH / THAT and begin with the given words: 1. A girl was injured in the accident. She is now in hospital. The ______________________________________________ A waitress served us. She was impolite and impatient. The ______________________________________________ A building was destroyed in the fire. It has now been rebuilt.
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The ______________________________________________ Some people were arrested. They have now been released. The ______________________________________________ A bus goes to the airport. It runs every half hour. ______________________________________________ II. Change these sentences into passive voice: 1.Somebody has stolen my bike _________________________________________________ 2. They have postponed the class meeting __________________________________________________ 3. They have built a school near our house ___________________________________________________ 4. Has somebody informed Lan of the change? _____________________________________________________ 5. They havent finished their assignments _______________________________________________________ III. Choose the best answer among A, B, C or D that best completes each sentence: 1. What makes a computer such a ________ device? a. miracle b. miraculous c. miraculuosly d. wonder 2. Computers are capable ____ doing almost anything you ask. a. in b. at c. of d. with 3. You can relax with the computer games or by listening to ________ music a. computer-played b. computers-played c. computer-playing d. computers-playing 4. Quoc Hoc high school, ____________ we are studying, is a famous school in Vietnam. a. which b. that c. where d. in where 5. This box ________ for a long time yet. a. hasnt been opened b. wasnt opened c. hadnt been opened d. wasnt being opened 6. A new hospital _______ in the area lately. a. was built b. was being built c. has built d. has been built 7. By the end of this month, we ________ the training course. a. have finished b. will have finished c. would have finished d. will have been finishing 8. I havent met him since a long time. A b c d 9. A new hospital for children has built in our city. A b c d 10. Heres the computer program about that I told you. A b c d Unit 6: AN EXCURSION Pronunciation: am / / and / / Nhan dang Am / /: a au ch ( ago, apart, agree, ahead), ar and er cuoi ch ( regular, popular, walker, worker, liar), o ( balcony, alcohol, agony, catastrophy)
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Am / / : ear, er, ir, ur ( stern, girl, early, earn , turn, fur, blur ) Grammar: 1/ The present propgressive with the future meaning S + am/ is/ are + V-ing dien ta 1 ke hoach trong tng lai, co thi iem xac nh ex: I am visiting Dalat this Friday 2/ Be going to + V: dien ta 1 d nh trong tng lai va 1 hien tng co dau hieu ex: I am going to London this year. There are a lot of black clouds in the shy. It is going to rain 3/ Will + V : dien ta 1 quyet nh ngay luc noi hoac 1 s phong oan ve tng lai writing: a confirmation letter Dear + name, Neu cam ngh khi nhan c li e ngh giup Xac nhan la se giup Hen thi gian hoac di lai luc khac ( neu l do) Hen luc khac( neu luc o khong ranh) Hen gap lai Love/ Yours Name ( writer) Ex: Dear Lan, Im glad to hear that you are going to hace a party this Sunday. I will buy a bunch of flowers for you. Im sorry that I will be busy at 4 p.m. this Sunday because I have to help my mom prepare the dinner. So I will be at your house at 5 p.m. See you later. Love Hoa Exercise: Choose the word that has the underlined letter(s) pronounced differently from the rest: 1. a. wood b. cook c. blood d. push 2. a. excursion b. sunburnt c. nurse d. picture 3. a. weather b. ready c. early d. instead 4. a. site b. trip c. city d. invention 5. a. work b. term c. other d. early Choose the word or phrase that best completes the sentence for the underlined word or phrase 1. I work from Tuesday to Saturday, and Sunday and Monday are my ______ a. working days b. days out c. breaks d. days off 2. The cottage is surrounded by the most glorious countryside. a. ordinary b. honourablec. beautiful d. gloomy 3. Take an umbrella with you. Its going to raining. A b c d 4. There would be a lecture by Mr. Brown next week. A b c d 5. Tell me your plan Lan. What _________ this Saturday evening
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a. are you doing b. have you done c. would you do d. will you be doing 6. They are going _____ a boat trip on the Thames. a. for b. in c.at d. on 7. I _________ when I heard my name _____________ a. shopped- called b. was shopping- was calling c. was shopping- called d. shopped- was calling 8. Weve run out of milk. Oh, have we? I ________ and get some. a. would go b. will go c. will be going d. was going 9. We are going on a _____ to Vung Tau next week. a. two day trip b. two-days trip c. two-day trip d. twoday trip 10. I cant talk now. I ___________ the dinner. a. was cooking b. am cooking c. will be cooking d. have cooked Review Unit 7 L thuyt/Ng php (Grammar) So snh th hin ti hon thnh v th qu kh n (Since, For, Ago) Phn bit cch s dng: Because of v In spite of (m rng Because, Spite, Although) Ex: In spite of the cold weather, we wore shorts. Ex: Because of the cold weather, we kept the fire burning all day. i Pht m (Pronunation): /ei/ play; / / type; / / enjoy. Vit (writing): Vit mt on vn v nhng thun li v khng thun li: Radio, TV, Newspapers, The internet. Bi tp (Exercise) I/ Pronunciation: Circle the word with the underlined letters pronounced differently from those of the others. 1- a. Play b. Height c. Buy d. Type 2- a. Voice b. Noise c. Enjoy d. Time 3- a. Televition b. Climb c Listen d. Magazine 4- a. Boil b. Noise c. Going d. Voice 5- a. Close b. Town c. Mouse d. Noise 6- a. Play b. They c. Today d. Noise II/ Rewrite the following sentences, using Because of and In spite of, Because of, Because, Although. Although he took a taxi, Bill still arrived late fore the concert. In spite of We went out in spite of the heavy rain. Although She didnt go to school because She was seriously ill. Because of Rice grows well here because of the warm and wet cimate Because Although he didnt speak English, Bob decided to settle in England. In spite of In spite of his suffering from a bad cold, william still want to school. Although Although he had a good salary, he was unhappy in his life. In spite of Ba was punished because he was lazy.
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Because of Because he is kind, everybody they have very little money. Because of They are always happy although they have very little money. In spite of . III/ Complete the sentences with Although / In spite of / Because/ Because of. .it rained a lot, we anjoyed our vacation a. .all our careful plan, a lot of thing went wrong. b. .we had planned everything carefully, a lot thing went wrong. 3. a. I went home early..I was feeling sick. b. I went to work the next day..I was still feeling sick. 4. I couldnt get to sleep ...there was a lot of noise. 5. I didnt get the jobbeing extremely qualified. 6. .the traffic was bad, I arrived on time. 7. I couldnt sleepI was really tired. 8. The flight may be cancelled. IV. Complete the sentences with the present perfect or past simple tense. What(He, see) on TV since last week? Which programmer .(you enjoy) most this week? What .(be) the best programmer so far this year. The cooker (go) up at leat three time already. She first went to see a play when She (be) a schoolgirl. .(you, visit) many palces when you were in paris? Last night I..(arrive) home at haft past twelve. I.(have) a bath and then I.(go) to bed. Lan and I..(not/ see) thos movie yet. IV/ Write Since or For: 1. ..six months 2. ..last months 3. ..2000 4..twenly years 5. last summer 6. Monday.
VI/ Some of these sentences contain a mistake with a verb tense. Ive seen a really good paly on televition last night. I sew him go into the theatre just a second age. Recently there were several incidents like that. Did you ever see any paintings by Goya. In modern time, nothing like that happened. That boring series began over a year ago but it didnt finish yet. We didnt have televition at school when Ive been a boy. Review Unit 8 L thuyt / Ng php: Cu iu kin If loi 1 (Condition senrence type 1 ) Cu tng thut gin tip vi cu khng nh ( Reported speech ) Pht m (Pronunciation): /a/ and// Writing : Hng dn i ng t bn (Giving directions) Bi tp: Exereice: I/ Pronunciation:
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1- a. toy b. enjoyc. destroy d. type 2- a. couch b. phone c. close d. note 3- a. voice b. more c. noise d. destroy 4- a. rose b. hot c. host d. hope 5- a. road b. roar c. coat d. soap II/ Rewrite each sentence as reported speech, beginning as shown 1. I wont have enough time to finish this job He said It is been a long time since I had such a good meal She said The weather may get much worse tomorrow He told us I think you should cut down on your smoking The doctor told me Its time to go to bed, children She told Ill see you tomorrow, John Peter told John I left my umbrella here two days ago Susan told them 8. I gave you this yesterday John said Your letter arrived yesterday David told me.. Make me some coffee and Ill give you one of my biscuits. If you You press this button to stop the machine. If you STOP AND CHECK (Units 7 8) I. Match a line in A with a line in B to make meaningful sentences. 1. If you go to Paris a. Well be late for school. 2. If I dont hear from you today b. go inside the store 3. If the music is too loud c. tell him I never want to see him 4. If we dont leave soon d. Shell call you from the radio 5. If she has to work late e. you must go to the top of the Eiffel Tower. II. Put the verbs in brackets in the correct tense form. 1. A (you, go)..shopping this afternoon? B No, I (already, go)this morning. 2. He and his wife (live)next to me since their son, Tom, (bear) .. 3. I (never, be)to Autrslia, but Id like to go. 4. I (not see)Keith for a while. 5. We (be).friend since we (be)at college together. 6. Its quite simple really. If you (take).these tablets every day, then You (lose)..weight. III. Complete the sentences with because, because of, although or in spite of. 1. Hefty diedshe had a stroke.
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2. .she was rich, she didnt own a house. 3. She could not sleep ................the noise. 4. The workers on strike the working conditions were bad. 5. James never say a hard word to Ruth.his love for her. 6. ..her wealth, she is not happy. IV. Rewrite cach sentence, beginning as shown, so that the meaning stays the same. 1. Ill see you tomorrow, Join. Peter told John.. 2. I left my umbrella here two days ago Sunsan told them.. 3. I like this hotel very much David said. 4. I gave you this yesterday John said 5. Your letter arrived yesterday If you. 6. Make me some coffee, and Ill give you one of my biscuits, If you. 7. If you see Tom, tell him he should be here at 8.00 If you should. 8. You press this button to stop the machine If you
THE SECOND TERM UNIT 9: UNDERSEA WORLD A- READING Teaching date Absentees
Period: 55 Class 10A 2
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I. Objectives: 1. Education aims: 2. Knowledge:
- Students read about the undersea world.
a. General knowledge: - Knowledge about the oceans and the undersea world. b. Language: - The present simple tense. - Vocabulary concerning undersea world like: whale, jellyfish, shark, ..... 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: better sts' reading skill through vocabulary Matching and Table completion exercises. II. Anticipated problems: - Students may lack vocabulary on undersea world. III. Teaching aids: board, textbook, chalk, cassette player, tape. IV. Procedures: Teachers activities 1. Warm-up:( 3 mins) - Aim: Sts get used to the topic. + Networks: - Sts are required to work in groups of 3 or 4 to make a list of words related to the names of the animals in the sea in written form. - The group with the longest list will be the winner. 2. Before you read( 12 mins) - Aim: -Prepare information and vocabularies for the topic. + Work with a partner 1: - Asks sts to look at the map and give Vietnamese names for the oceans on the map. - Allows sts to discuss in pairs in 2 minutes. - Work in pairs and do the work orally. - Some sts report. + Pa'cific ocean: Thi bnh dng + At'lantic ocean: i ty dng + 'Indian ocean: n dng + 'Arctic ocean: Bc bng dng + An'tarctic ocean ( southern - Give the lists to the teacher - Work in groups of 3-4 students Students activities
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- Gets feedback and give remarks. + Work with a partner 2: - Sts are required to do in the same way as in work with a partner 1 to name the sea animal in each picture. - Asks some sts to report. - Listens and give remarks.

ocean): Bin nam cc. - Listen and copy down. - Do as they have done in the previous part - Some sts report. + Picture1: Seal + Picture2: Jellyfish + Picture3: Turtle + Picture4: Shark - Self- correct - Listen and then copy down + Vocabulary: - Provide the sts with new words/phrases: + Gulf(n): Vnh + challenge(v): thchthc + Subma'rine(n): Tu ngm + 'organism(n): c th + Biodi'versity(n): s a dng sinh hc
- Reads each word/phrase 3 times and ask the sts to repeat it. - Leaves the sts 1 minute to self-practise reading the words. - Asks 4-5 sts to read all the word/phrases aloud in front of the class - Listens and help the sts to read the words/phrases correctly. 3. While you read:( 20 mins) - Aims: Read the passage for information to do the tasks. + Set the scene: - You are going to read a passage about
+ at stake(phr) : C nguy c tuyt chng = in danger - Listen and repeat. - Read these words silently. - Soms sts read these words aloud and others listen. - Self-correct.
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undersea world. Read it and then do the tasks that follow. + Task 1:Fill in each space with a suitable from the box. - Asks sts to read the passage and do task 1. - Sts are required to compare their results with their partners. - 5 sts are required to do the task orally in front of the class (1 st/ 1 time). - Listens and helps sts to do the task correctly. + Task 2: Answering Questions: - Asks sts to work in pairs to read the passage again and answer the questions in task 2. - Requires sts to underline the information that supports the answers. - Sts are required to compare their answers with another pair. - Asks 5-6 sts to read their answers aloud in front of the class (1 st / 1 time).

- Read the passage and then do the task. - Share their answer with their partners. - Some sts report. 1. tiny 3. gulf 5. samples 2. investigate 4. biodiversity
- Work in pairs to ask and answer. - Compare their answer with other pairs. - Some pairs report. 1. 75% 2. They do that by using modern devices 3. They bring samples to the scientists
- Gives correct answers.
to study 4. We can learn about the temperature, depth, and the marine population 5. They are : + the bottom depending + current independing
4. After you read:( 9 mins) - Aims: Give the summary of the passage. - Sts are required to work in pairs to fill in each numbered space with a word/phrase in
+ tiny organism
- Work in pairs to do the task.
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the box. - 8 sts represent by reading aloud the answers. - Listens and helps sts to do their task well.

- 8 sts report. 1. three-quarters 2. mysterious 3. modern 4. discovery 5. plants and animals 6. huge 7. biodiversity
5. Homework:( 1 min) - Learn the summary of the reading passage.
8. closely connected - Others listen
V. EXPERIENCE:
Period: 56 Class 10A 2 I. Objectives:
B - SPEAKING Teaching date Absentees
1. Education aims: - Students know about some actions to protect the oceans. 2. Knowledge: a. General knowledge: - Students can talk about the protection of the oceans. b. Language: - "Should" and the simple present. - Vocabulary on undersea world.
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3. Skills: - Speaking about undersea world.
- Reading and ordering the importance to protect the oceans. II. Anticipated problems: - Students may not know many new words on the topic. III. Teaching aids: Textbook, chalk, board. IV. Procedures: Teachers activities 1. Homework - checking: (7 mins) - Asks sts to write the new words on the board. reading passage. 2. Before you speak: (13 mins) Aims:to focus sts on the topic and introduce the new words and phrases used to talk about the protection of the oceans. + Task 1: There are some actions that should be taken to protect our oceans. Put the actions in - Listen to the T. order of importance and say what we should or shouldnt do. - Asks sts to look at the task and give sts some new words: - Asks sts to read the new words aloud. - Write down the new words and practise reading them. - rubbish (n): rc ri - pollute (v): gy nhim - dispose (v) of sth: vt b - 'herbicides (n): thuc dit c - 'pesticide (n): thuc tr su - Asks sts to work in pairs, using should or - Work in pairs to do the task. shouldnt to put the actions in order of importance and talk about these actions. - Goes around to help sts if necessary. - T. may give sts some suggested phrases: Students activities - One student write the new words on - Others answer the questions.
- Asks others to answer the questions of the board.
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What do you think of How do you feel about Whats your opinion of Well, I think... In my opinion we should..... - Asks some sts to give their opinions. 3. While you speak( 15 mins) Aims: Sts practise discussing the consequences of the threats to the oceans and some solutions. - Asks sts to skim the sentences in Task 2 and find the new words. - Explains some new words: - Asks sts to work in groups of three or four to discuss the consequences of the threat to our oceans listed in Task 2 and offer some solutions. - Gives sts some suggestions: Threats Consequences 1. Beaches -polluted are filled with water plastic bags. 2.Whales are -extinct/ hunted for disappear food. 3.Explosives Solutions place plastic bags in proper dustbins - not hunt or sell whale + V- ing

- Sts may answer: I think that action( f ) is the most important because if we learn all we can know about the oceans we will understand their values and try to protect them.
- read the sentences and find the new words.
- Listen and take notes. hunt (v ) explosive ( n) spill ( v ) tanker ( n ) - Work in groups of three or four.
products - a lot of fish - be banned.
are used to died catch fish. 4. Oil is filled -polluted from tanks water -clean sea water/punish captain. - Goes around to help sts if necessary. 4.After you speak: ( 9 mins) Aims: Sts report what they have discussed. the
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Task 3: Report to the class what your group has discussed. - Asks some representatives to report their groups opinions in front of the class. - Listens and asks others to listen to give their opinions. 5. Homework: (1min) - Write a passage about the threats to our oceans and the solutions.
- Some sts report their opinions in front of the class.
- Others listen and give remarks.
V. EXPERIENCE:
C - LISTENING Teaching date Absentees
1. General knowledge:
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and if they are in danger. 2. Language: - Parts of the world - Vocabulary on sea animals.
- Sts know about the whales: how large they are, what they eat, where they live,
3. Skills: - Listening: choose True/ False statements, answer the questions - Speaking: - Talk about whales II. Anticipated problems: - There are too many new words. - The tape's quality is not very good. III. Teaching aids: - Textbook , tape, pictures of whales and other sea animals. IV. Procedures: Teachers activities 1. Homework checking:(7 mins) One sts talks about what people should do to protect the oceans. 2. Before you listen:(10 mins) Aims: to focus sts on the topic and review/ introduce the words and phrases used in the listening text. sts to answer the following questions: - What animal is the largest in the world? - What do you know about whales? - Why do people think whales are not fish? - Why do people keep hunting whales? - Ask some sts to give their answer. b. Introduces some new words - Discuss in groups. Suggestive answers: 1.The whale is a mammal because it raises its young on milk. 2. Because they want to catch whales for food, oil, leather and other products. Sts copy the words and phrases. - 'mammal (n): the animal that raise the young on milk - whaling (n): hunting whales - krill(n): tiny shellfish found in the seas (whales feed on krill) - mig'rate(v): to move from one place a. Focus sts on the picture of a whale and ask Some sts stand up and give their answer. remarks. Students activities One st presents. Others listen and give
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to another according to season - conser'vation (n): taking care of st, the prevention of loss, damage..... - feeding / bearing ground (n): the place where a species of animal find food/ give birth. -an/a/the increase/ decrease in st(phr): - International whaling Commission: an
- Reads the words and ask sts to repeat. - Asks sts to read the words in pairs. - Asks some sts to read the words again. textbook (p. 94) and revise parts of the world, the oceans and discuss where there are cold waters.
organization responsible for the number of whales hunted. - measure(n): an action taken to achieve a - Listen and repeat. - Read the words in pairs and correct each others mistakes. - Some individuals read the words aloud. - Look at the map, recall parts of the world, the oceans and discuss where there are cold waters. - Listen to the T. - Work in pairs to guess if the statements
- Asks sts to refer to the map of the world in the purpose
3. While you listen:( 17 mins) + Task 1: Aims: Sts practise listening and marking True/ False statements. about whales.
are true or false. - Listen to the tape and do the task - Compare their answer. 1. F. It's the largest animal on earth.
- Tells sts that they are going to listen to a talk - Give their answer. - Asks sts to work in pairs, look at the 2. T statements given and guess if they are true or 3. T false. column to indicate their answer and underline the false information. T plays the tape twice. 4. F. They are in danger because some 5. T - Check their answer and then correct - Asks sts to listen to the talk and tick the right people are still killing them for food
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- Asks sts to compare their answer in pairs. - Checks sts answer.

their work if they have the wrong answer.
- Plays the tape once again, stop the tape where - Work in pairs to read the questions and necessary and conduct the correction. + Task 2: Aims:Sts practise listening for information by answering given questions. textbook and read them in pairs and make sure the answer to the questions. try to answer them. - Listen and do the task. specific - Gives their answer. 1. It is about 30 metres in length and over 2. It is because there is a lot of krill 3. They are the cold waters in the North
- Asks sts to have a look at the questions in the 200 tons in weight. they understand them. T encourages sts guess their favourite food - Asks sts to listen to the tape once or twice and the South of the Pacific Ocean and again to answer the questions. Sts can note the Atlantic Ocean. down important information - Asks sts to compare their answer in pairs. - Checks sts answer. 4. Heavy hunting. 5. They have asked the International Waling Commission to stop most whaling. 6. If we didn't take any measures to protect whales, this kind of animal would disappear forever - Check their answer, and then correct their work if they have the wrong answer.
- Plays the tape once again, stop the tape where - Work in pairs to talk about whales. necessary and conduct the correction. 4. After you listen:(10 mins) - Asks sts to work in pairs and tell each other about the whales using the following information: largest- 30 -200 -most intelligent - cold water North - South- Pacific - Atlantic - krill - in - Two sts present. danger - hunting - The Eskimo - not protect disappear.
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- Moves round to check the activities and to make sure that sts are working effectively. - Asks two sts to present in front of the whole class. - Checks and gives remarks. 5. Homework:(1 min) Write a short paragraph about the whale V. EXPERIENCE:
D - WRITING Teaching date Absentees
1. Education Aims: - Students can write a paragraph to describe information from a table. 2. Knowledge: a. General knowledge: - Information about the sperm whale and the dolphin. b. Language: - Language used to describe animals. - The present simple tense. 3. Skills: - Reading: read the sample paragraph. - Speaking: work in pairs to find information to complete the table .
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the table. II. Anticipated problems:
- Writing: write a paragraph to describe the facts and figures provided in
- Students may have difficulty in using the information to write a full paragraph. III. Teaching Aids: board, textbook, chalk. IV. Procedures: Teacher's activities 1. Homework checking :( 5 mins) - Asks one st to talk about whales. - Asks other sts to listen to their friend and give remarks. - Checks and gives remarks. 2. Before you write:( 20 mins) - Aims:to get sts to read the sample paragraph and to help them to prepare vocabulary and information before they write. + Task 1: - Introduces the situation. - Explains some new words: - Listen to the teacher carefully. - Copy these words into theit notebooks. + sperm whale (n): a kind of whale that is hunted for an oily substance in its head. + 'carnivore (n): an animal that eats meat + squid (n): mc ng + ges'tation period (n): the process of carrying the young baby inside the mother's body. + life span (n): the period from birth to death + en'trapment (n): s mc by + 'offspring (n): con ci - Listen to their friend and give remarks. - Listen to the teacher. Students' activities
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- Asks sts to listen to the teacher and repeat , then write these words into their notebooks. and then complete the table that follows. - Moves round to help if necessary. - Asks sts to compare their ideas with other pairs. - Draws a table on the board and ask some sts to go to the board and complete the table.

- Listen to the teacher and then read these words in chorus and individually. task. - Share their answer with their friends. - Present their ideas. + Range and habitat: all oceans. Prefer the waters with high squid populations. + Size: Male: 18 m in length, 54,000 kg in weight. Female: 12 m in length, 17,000 kg in weight. +Feeding habits: Carnivores: Eat mainly squid. Eat up to 1,500kg of food
- Asks sts to work in pairs to read the paragraph - Read the paragraph in pairs and do the
- Looks at the board and gives remarks.
daily + Offspring: Give birth to one calf every 5-7 years. Gestation period: 14 19 months + Life span: Up to 60 70 years + Special features: Biggest animals that have teeth on earth. Have the largest brain of all mammals. + Conservation concerns: At risk due to hunting and accidental fishing net entrapment. - Listen to the teacher. - Work in pairs to read the table and try
+ Task 2: - Asks sts to work in pairs in 3 minutes to read the second table with some information about the dolphin. - Moves round to help if necessary.
to understand the information.
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3. While you write:( 10 mins) - Aims: Sts practise writing a paragraph that describes the facts and figures about the dolphin.. - Asks sts to use the information in the table and write a paragraph about the dolphin basing on the information in the table. - Lets sts write in 10 minutes. - Moves around to conduct the activity. 4. After you write:( 9 mins) Aims: to get feedback and check sts' work. work aloud. - Asks some other sts to give remarks. - Checks and give the correct answer. - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks.
- Do the writing task.
- Read their writing: ( a sample paragraph) Dolphins are not fish. They are mamals the most intelligent on Earth. Although they can be found in all oceans in the world, dolphins prefer coastal waters and bays. The size of dolphins varies greatly. The smallest dolphin is just about 50kg in weight and 1.2 metres in length while the largest one can weigh up to 8,200 kg and is 10 metres long. Dolphins are carnivores and they eat mostly fish. A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months. A dophin can normally live from twenty-five to sixty-five years and some species of dolphins can even live longer. Dolphin populations at risk due to the population of their habitat and accidental entrapment in fishing nets.
- Gets feedback by asking some sts to read their that live in the water. Dolphins among
5. Homework: ( 1min)
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- Part D ( page 67- workbook)
V. EXPERIENCE:
E LANGUAGE EOCUS Teaching date Absentees
1. Education Aims:- Students know how to pronounce the sound //, // and // correctly. - Students revise the use of "should" and conditional sentence type 2. 2. Knowledge: + Language: - Pronunciation: //, // and // . - Should. - Conditional sentence type 2. 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: - Students may confuse these sounds with some sounds in Vietnamese. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities 1. Homework checking: ( 5mins) - Asks one st to read the text about the blue whale. - Asks another st to give remarks. Students' activities - One st read the text aloud in front of the whole class. - Give remarks.
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- Checks and gives a mark. 2. Pronunciation:( 10 mins) - Aims: to introduce three sounds //,/e/ and // and help sts to practise these sounds. a. Writes three sounds on the board and pronounces them clearly twice, then asks sts to repeat. - Tells sts how to pronounce these sounds accurately. - Asks them to look at the textbook, listen and repeat. - Then asks sts to work in pairs to read the words again so that they can check for each other. - Moves around to help . - Asks two sts to read again and give remarks. book. and then find out the words containing sound //, sound /e/ and sound // . - Asks them to work in 2 minutes. - Moves around to conduct the activity. - Asks one st to report and other sts to give remarks. - Checks and gives the correct answers. - Asks some sts to read these sentences aloud. - Listens and gives remarks. 3. Grammar: ( 29 mins) Aims: to revise the use of " should" and conditional sentence type 2 and have sts do Ex1, EX 2 and EX3. a. Should:

- Write down three sounds. - Listen to the teacher and repeat. - Look at the book , listen and repeat. // here dear clear /e/ pair chair square ........................... - Read these words in pairs and check for their partners. - Look at the book and work in pairs. // dear /e/ where wear // sure poor // poor sure tour
b. Asks sts to look at sentences in page 101 in the - Answers: - Asks them to work in pairs to read the sentences beer
...............................
- Read the sentences.
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- Asks sts to tell the T the use of "should" - Asks sts to give examples with "should" and "shouldn't". - Asks sts to do EX1. + Exercise 1: - Asks sts to look at Ex1 and to do the task. compare their answers in pairs. - Moves round to conduct the activity. - Checks the exercise sentence by sentence. - Listens and gives remarks. - Introduces the use of " I think/ I don't think ...... should ..."by using some examples: eg: Joana and Andrew are planning to go skiing this weekend. You think it's a bad idea. You; I think you should stay at home. I don't think you should go skiing thid weekend. - Explains why " I don't think ....... should...." is preferred to " I think ....... shouldn't.........". - Asks sts to do EX2. + Exercise 2: - Asks sts to do Ex 2 individually and then share the answers with their friends. - Moves round to help if necessary. - Asks two sts to do this exercise on the board. - Asks one st to give remarks. - Checks and gives remarks. b. Conditional sentence type 2: - Reviews the form and the use of conditional sentence type 2 by giving some examples: eg: If my grandfather were still alive, he would
- " Should " is a modal verb that is used to give advice. - Some sts give examples: eg: You should get up early in the People shouldn't hunt whales. - Do Ex 1. - Some sts sts report their work sentence by sentence. 2. You should look for another job. 3. He shouldn't go to bed so late. 4. You should take a photograph. 5. She shouldn't use her car so much. 6. He should put some pictures on the wall.
- Asks sts to do the exercise individually and then morning.
- Look at the examples and listen to the teacher.
- Do this EX individually. - Some sts report. 2. I think smoking should be banned, especially in restaurants. 3. I don't think you should go out this evening.
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be 100 today. If I had a lot of money, I would lend you some. - Asks sts to read the examples and point out the form as well as the use of conditional sentence type 2. + Note: " were" is used with all persons. - Asks some sts to give examples. - Asks sts to do EX3. + Exercise 3: - Asks sts to do the task in pairs. - Goes round to conduct the activity. - Asks some pairs to read sentence by sentence. - Listens and gives remarks. 5. Homework ( 1 min) - Part B ( page 54 - workbook)

4. I think he should resign. - Listen to their friends and their teacher. - Read the examples and point out the form and the use of conditional sentence type 2: + Form: If- clause S + V( P.S) in the future. , , main clause S + would + V
+ Use: an unreal situation at present or
- Do Ex 3 in pairs. - Some sts report. 3. would take 4. refused 5. wouldn't get 6. closed down 7. pressed 8. wouldn't be 9. didn't come 10. borrowed
............................ V. EXPERIENCE:
UNIT 10: CONSERVATION Period: 60 Class 10A 2 I. Objectives: 1. Education aims: - Students improve their knowledge about conservation. A READING Teaching date Absentees
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2. Knowledge:
a. General knowledge: - Knowledge about conservation. b. Language: - The present simple tense. - Vocabulary concerning conservation. 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: better sts' reading skill through Matching and True or False, identifying the main idea exercise. II. Anticipated problems: - Students may not have enough words, and knowledge about conservation. III. Teaching aids: board, textbook, chalk. IV. Procedures: Teachers activities 1. Warm-up:( 3 mins) + Network.. - Ask sts to work in groups of 3 or 4. - Ask sts to give a list of the animals which are in danger of extinction. - After 3 minutes, the group which has the longest list will be the winner. 2. Before you read:( 10 mins) - Sts are required to answer the questions given in the part: 1. Have you ever visited a zoo or a forest? 2. What animals are you interested in? Why? 3. Do we need to protect animals and forests? + For each question, 2-3 sts are required to answer orally. + Vocabulary: - Provide the students with some new words/phrases +Variety(n): a large number of different kinds. + Species(n): = kind, type. - Students give answers orally. - others listen - Think of the answers. - Some sts report the list in front of the class. - Work in groups to discuss. Students activities
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+ Eliminate(v): = disappear, remove + Destruction(n) destroy(v) destructive(Adj): s ph hu. + Hydroelectric dam(n): p thu in. + Circulation(n): S chuyn ng. circulate(v) + Overnight(Adv): in a very short period of time - Read each word/phrase 3 times and ask sts to repeat it. - Leave sts 1 minute to self-practise. - Ask 4-5 sts to read all the word/phrases aloud in front of the class - Listen and help sts to read the words/phrases correctly. 3. While you read:( 20 mins) + Task 1: Matching. - Ask sts to read the passage independently and match the words or phrases in A with their meaning in B. - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading. - Call on some sts to read and explain their answers aloud in front of the class. - Get feedback and give correct answers. + Task 2: True or False. - Ask sts to read the passage more carefully and decide whether the statements are true(T) or false(F). Correct the false information. - Ask sts to highlight or underline the information in the passage that help sts to find the correct answers.

- Copy down these words into their notebooks.
- Listen and repeat - Practise reading these words by themselves. - Some sts read these words again aloud (1 student/ 1 time)
- Work individually.
- Try their best to do the task. - Ask some sts to report. 1.c 2.a 3.d 4.b
-Listen and self-correct the exercise. - Sts do the work individually
- Highlight or underline the important information. - 6-7 students do orally while others watch 1. T 3. T 2. T 4. T
5. F( two last sentences of paragraph
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- 6 - 7 sts are required to give answers in front of the class(1 st/ 1answer).

B) 6. F(last sentence of paragraph C) - Self-correct the work - Work in groups of 3-4 students
- Listen and help sts to do the exercise correctly + Task 3: Main ideas. - Ask sts to work in groups of 3-4 to choose the most suitable idea for each paragraph. - Call on some representatives to read their choice for each paragraph in front of the class. - Get feedback and give correct answers. 4. After you read:( 9 mins) Questions - Answers - Ask sts to work in pairs to give answers to the questions. - Go round to help the students with their work. - 3-4 sts are required to give answers to one question orally in front of the class( 1 st/1 time) - Listen and help sts to give correct answers. 5. Homework:( 1 min) - Ask sts to write a paragraph of about 60 words on the sequence of losing forest, how important water is, and what we should do for the future of our planet. V. EXPERIENCE:
orally - Some sts report. A.3 2 - Self-correct B. 4 C.
- Work in pairs orally. 1. We wouldn't be able to use many plants to treat various dangerous diseases. Animals wouldn't have a place to live in... 2. Mankind and most plants and animals can't survive without water... 3. We should stop polluting the environment and destroying plants and animals ......
Period: 61 Class 10A
B - SPEAKING Teaching date Absentees
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2 I. Objectives:
1. Education aims: - Students know about the new kind of zoo. 2. Knowledge: a. General knowledge: - Students can talk about the advantages and disadvantages of the new kind of zoo. b. Language: - The passive voice. 3. Skills: - Asking and answering about the new kind of zoo. - Showing agreement or disagreement about the new kind of zoo. - Reporting on discussion results. II. Anticipated problems: - Students may not know some new words in this topic. III. Teaching aids: Textbook, chalk, board. IV. Procedures: Teachers activities 1. Warm-up ( 5 minutes ) - Ask sts some questions: Have you ever visited the zoo? What did you see there? Where are all the animals in the zoo? - Introduce the new lesson: We are going to discuss the new kind of zoo where wild animals can live in their natural habitat. 2.Before you speak:( 10 minutes) Aims: Sts can discuss the questions about the features of the new kind of zoo. + Task 1: Read the paragraph and answer the questions - Ask sts to read through the two paragraphs. - Give sts some new words: + sensitive (adj): be affected by slight changes, influences: nhy cm - Listen and take notes. - Read two paragraphs silently. Students activities -Sts answer: Yes, I have/ No, never I saw many animals there They are in the cages.
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+ imprison (v): put or keep in prison: b t + reconstruct (v): build again + breed (v) : gy ging , nhn ging.
+ reintroduce (v): put a species of animal or plant - Practise reading the new words . back into a former habitat: a tr v mi trng sng t nhin - Ask sts to read the new words orally in two paragraphs. - Go around to help sts . - Ask some sts to present their answers. - Get feedback and give remarks. 3. While you speak: ( 18 mins) Aims: Sts can show their agreement or disagreement about the new kind of zoo and discuss the advantages and disadvantages of the new kind of zoo. + Task 2: Put a tick in the right box and share your ideas with a partner. - Before sts do the task T elicits some structures for - Listen to the T. asking opinions and giving the opinions ... Asking for opinions Giving opinions What do you think I think ... of ...? Do you think......? Do you agree Showing disagreement I dont really think so. Yes, ..but... I would doubt that .. - Work individually. - Work in pairs to share the ideas . - Say their opinions aloud. I think it would be better for animals with ....? Showing agreement I agree with .... Yes , I think you are right. I dont think ... In my opinion .. - Work in pairs. - Some sts present in front of the 1. They are opened to help
- Ask sts to work in pairs to discuss the questions class. endangered species develop. 2. The animals are not kept in cages. They can live in their natural environment.
Exactly. - Ask sts to work individually to do the task - Ask sts to work in pairs to share their ideas.
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- Go around to observe and help sts - Ask some sts to talk about their ideas. - Listen and give feedback + Task 3:Discuss the advantages disadvantages of the new kind of zoo using the cues below.

if they live in the zoo of new kind because they may have better food. ................................................ and - Listen to the teacher. - Work in groups of three of four to the advantages and
- Ask sts to work in group to discuss the discuss zoo. Advantages Disadvantages - the conditions the - the money spent on animals are in rescontructions of the animals - the animals that environment people can visit the dangers that keepers may have - Go around to help sts if necessary. - Take notes of Ss mistakes for later correction. 4. After you speak:( 10 minutes ) Aims: Sts can report on their discussion results + Task 4: Make group report, sharing your views with the rest of the class. - Call on one representative from each group to report what his/her group have discussed. - Ask other sts to take notes and compare with their groups ideas. - Give remarks on Ss answers. 5. Homework ( 2 minutes ) Write a paragraph of the report that they have discussed in the class. natural zoo.
advantages and disadvantages of the new kind of disadvantages of the new kind of
- Some sts present in front of the class: "There are some advantages of the new kind of zoo. Firstly, the animals can live in a better environment and are safer than when they are in nature......" - Listen to their friends as well as to the teacher.
V. EXPERIENCE:
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C- LISTENING Teaching date Absentees
1. General knowledge: - Sts know how a forest fire starts and what campers have to remember to do to protect the forests. 2. Language: - Some set expressions - Vocabulary on forest 3. Skills: - Listening: order events ,mark True/False, detect sentences. - Speaking: - Discuss how a forest fire may start and what every camper ought to remember. II. Anticipated problems: - T may be short of time. - The quality of the tape is not very good III. Teaching aids: - Textbook , tape, pictures of whales and other sea animals. IV. Procedures: Teachers activities 1. Homework checking:(5 mins) Students activities
- One st tell the whole class about the Other sts listen to their friend and advantages and disadvantages of a zoo of the give remarks new kind. - Listen and give remarks. 2. Before you listen:(10 mins) Aims: to focus sts on the topic and review/ introduce the words and phrases used in the
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listening text. a. Divide sts into 3 groups and ask each to discuss one of the following questions: a. How destructive can a forest fire be? b. What can cause a forest fire? c. Do you know any famous forest fire?
- Work in groups and discuss the questions.
Are there any forest fires in Vietnam? Which - One st from each group stands up countries have many forest fires every year? - Ask some sts to give their answer. b. Introduce the topic of the listening text - Introduce some new words/ expressions - campfire (n): the fire made on at camping trip. cares of the forest. - a heap of (n): a lot of thing on top of one another. - spread (v): to move to other places very - Listen and repeat. quickly] Ving - Read the words again and ask sts to repeat. - Ask sts to read the words in pairs. - Ask some sts to read the words again and give remarks 3. While you listen:( 26 mins) + Task 1: Aims: Sts practise listening and numbering the event in the correct order. - Introduce sts that they are going to listen to the - Read the statements in pairs and try tape about forest fires and they have to number to guess the order of the events. the given statements in the order they hear. - Listen to the tape / the teacher and - Ask sts to read the statements in pairs and do the task - Read the words in pairs and correct - Some individuals read the words aloud. - Listen to the T. - leave sb/ st doing: leave sb/st when it/he is each others mistakes. - Copy down the words and phrases - forester (n): the person whose job is to take into their notebooks. and gives their answer.
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make sure that they understand them.

- Compare their answer.
- Play the tape twice and ask sts to put the - Give their answer. number in the right box to indicate the order of Key: 3 - 2 - 5 - 1 - 4 the events - Ask sts to compare their answer in pairs. - Check sts answer. - Play the tape once again, stop the tape where necessary and conduct the correction. + Task 2: false. whether the given statements are true or false. understand them. - Play the tape once and ask sts to tick to the false information - Ask sts to compare their answer in pairs. - Check sts answer. - Play the tape once again, stop the tape where necessary and conduct the correction. + Task 3: Aims: Sts practise listening and ticking the - Read the sentences and find out the sentences they hear. to see if they understand them and compare the sentences in each pair to see the difference - Listen to the tape and do the task. between them. - Ask sts lo listen to the tape again and tick in - Give their answer. the box to indicate the sentences they hear. - Play the tape once. - Check sts answer. Key: 1. B 2. A 3. A - Check their answer and then correct their work if they have the wrong difference between sentences in each - Ask sts to have a look at the sentences given pair. - Listen to the T. to do the task. do the task - Give their answer. 1. F 2. F 3. T 4. T Aims: Sts practise listening and marking True/ - Read the statements in pairs and try - Ask sts to listen to the tape again and decide - Listen to the tape / the teacher and - Ask sts to read the statements to see if they - Compare their answer. - Check their answer, and then correct their work if they have the wrong answer.
box to indicate T/ F statement and underline the 5. F - Check their answer say it aloud, and then correct their work if they have the wrong answer.
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necessary and conduct the correction. 4. After you listen:(8 mins) - Ask sts to work in groups and use the information in Task 1 and 2 to discuss the following questions: - How can a forest fire start? - What does every camper have to remember not to cause a forest fire? - Move round to check the activities and to make sure that sts are working effectively. - Ask one or two sts to retell the story in front of the whole class. - Check and give remarks. 5. Homework:(1 min) Write a short paragraph about what people can do to protect forest from fires. V. EXPERIENCE:
- Play the tape once again, stop the tape where answer. - Work in groups to discuss.
- One/ two sts present.
1. Education Aims: - Students can write a letter of invitation. 2. Knowledge: a. General knowledge: - A letter of invitation. b. Language: - Language used to write an informal letter. - Structures: "Let's ...... "," Shall we.....?", etc . 3. Skills: - Reading: read the sentences in task 1 and the incomplete letters in task 2.
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to fill each blank in these invitation letters.
- Speaking: work in pairs to match the halves of the sentences in task 1 and - Writing: write an invitation letter basing on the cues. II. Anticipated problems: - Students may not be able to distinguish some structures such as " Let's......", " Would you like....?", "How about.........?", etc. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities 1. Homework checking :( 5 mins) - Ask one st to talk about how a forest fire may start and what every camper ought to remember. - Ask other sts to listen to their friend and give remarks. - Check and give remarks. 2. Before you write:( 20 mins) - Aims:to get sts to write out the sentences by matching the first half in A with the most suitable half in B and then to use these sentences to fill the blanks in the invitation letters. + Task 1: - Ask sts to read the requirement of task 1 carefully and then work in pairs to do the task. - Ask sts to pay attention to the meaning as well as the structure of the two halves. - Recall some structures so that sts can do the task more easily. Shall we/ Can you/ Why don't you + V- inf...? Let's + V-inf. Would you like/ Are you free + to-V.......? Do you feel like/ How about + V-ing.......? - Ask sts to do in 4 minutes and move around to help if necessary. - Get feedback and give remarks. + Task 2: - Ask sts to work in pairs to read the letters in pairs and to use the above expression to fill each blank. - Introduce some new words/phrases: + for a while: for a period of time + 'disco (n): a club or party where people dance with pop music Students' activities
- Listen to their friend and give remarks. - Listen to the teacher.
- Listen to the teacher carefully.
- Copy the structures into theit notebooks. - Do the task in pairs. - Share their answer with their friends. - Present their ideas. 1.c 2. f/h 3. a 4. g/d 5. h/f 6. d/g 7. e 8.b - Listen to the teacher. - Work in pairs to read the letters and try to understand the content of the letters.
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+ 'afterwards (adv): at a later time - Ask sts to listen to the teacher and repeat , then write these words into their notebooks. - Get sts to do the task in 5 minutes and then get feedback letter by letter. - Listen and give remarks 3. While you write:( 10 mins) - Aims: Sts practise writing an invitation letter. - Ask sts to play the role of Nam's and to write a letter to Lam, inviting him to spend a weekend with him. - Let sts write in 8 minutes. - Move around to conduct the activity. 4. After you write:( 9 mins) Aims: to get feedback and check sts' work. - Get feedback by asking some sts to read their work aloud. - Ask some other sts to give remarks. - Check and give the correct answer. - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks

- Listen and repeat. - Copy the words/ phrases - Report their answer: 1.3/8 2.3/8 - 4/6 - Listen to the teacher.
3. 2/5- 7
5. Homework: ( 1min) - Part D (page 63- workbook). V. EXPERIENCE:
- Read their writing: ( a sample paragraph) "Dear Lam, We haven't met since oyu moved. And I miss you a lot. We are both having some days- off between the two terms soon. So if you haven't made any other plans why don't we spend a weekend together? Do you feel like visiting the forest near my grandparents' home again?It looks quite different now because very many young trees have been planted at the Trees Planting Festivals. Do come if you find it possible and I'll make all the preparations then. Please give my love to your parents. Your friend,
E - LANGUAGE FOCUS Teaching date Absentees
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1. Education Aims:- Students know how to pronounce the sound /b/ and /p/ correctly. - Students revise the passive voice. 2. Knowledge: + Language: - Pronunciation: /b/ and/p/ . - The passive voice. 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: - Students may confuse sound / p / in English with sound / p / in Vietnamese. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Homework checking: ( 5mins) - Ask one st to read the letter they wrote at home - One st reads his/her letter aloud aloud aloud. in front of the whole class. - Ask another st to give remarks. - Give remarks. - Check and give a mark. - Listen to the teacher. 2. Pronunciation:( 10 mins) - Aims: to introduce two sounds / b / and / p / and help sts to practise these sounds. a. Write two sounds on the board and pronounce - Write down two sounds. them clearly twice, then ask sts to repeat. - Listen to the teacher and repeat. - Tell sts how to pronounce these sounds - Look at the book , listen and repeat. accurately. /b/ /p/ / b / : a voiced sound bee pea / p / : a voiceless sound ban pan - Ask them to look at the textbook, listen and bad Paul repeat. ........................... - Read these words in pairs and check - Then ask sts to work in pairs to read the words for their partners. again so that they can check for each other. - Move around to help . - Ask two sts to read again and give remarks. b. Ask sts to look at sentences in page 110 in the - Look at the book and work in pairs. - Answers: book. /b/ /p/ - Ask them to work in pairs to read the sentences and then find out the words containing sound / b Bill Pat big pan / and sound / p / . black paper - Ask them to work in 2 minutes. ............................... - Move around to conduct the activity. - Read the sentences. - Ask one st to report and other sts to give remarks. - Check and give the correct answers. - Ask some sts to read these sentences aloud. - Listen and give remarks.
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3. Grammar: ( 29 mins) Aims: to revise the passive voice and have sts do Ex1, EX 2 and EX3. + The passive voice: - Recall the form of the passive by giving an example: eg: Active: We clean this window every day. Passive: This window is cleaned every day. - Ask sts to pay attention to the sentence elements and to tell the T the difference between the active sentence and the passive sentence. - Ask sts to tell the T the form of the passive. + Note: Only transitive verbs are used in the passive. It is impossible to use verbs such as happen, sleep, stand ( intransitive verbs) or seem, feel ( intensive verbs) in the passive. - Ask sts to give some examples. + Exercise 1: - Ask sts to look at Ex1 and to do the task. - Ask sts to do the exercise individually and then compare their answers in pairs. - Move round to conduct the activity. - Check the exercise sentence by sentence. - Listen and give remarks. + Exercise 2: - Ask sts to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two sts to do this exercise on the board. - Ask one st to give remarks. - Check and give remarks. + Exercise 3: - Ask sts to read the requirement of Ex3 and then do the task in pairs. - Go round to conduct the activity. - Ask some pairs to read the dialouge. - Listen and give remarks. 5. Homework ( 1 min) - Part B ( page 60- workbook) V. EXPERIENCE:

- Listen to the teacher , read the example and tell the whole class their ideas. + In the passive, the object of an active verb becomes the subject of the passive verb. + Form: S + V ( be + p.p )
- Listen to the teacher and take note. - Give examples. - Some sts report. 1. were reported 2. are grown 3. be spoken 4. am not invited 5. are being built - Listen and correct their work if necessary. - Do the Ex individually. EX 2: 1. came.... had ( been) started .......... were 2. is standing........ is being photographed 3. Have the students been told 4. was being laid ...... decided 5. will ................ be planted - Listen to the teacher. - Read the requirement carefully. - Do Ex 3. EX3: 1. was organized 2. arrived 3. were met 4. taken 5. had been cleaned 6. had been put 7. was excellent 8. prepared 9. made 10. were served
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UNIT 11: NATIONAL PARKS A- READING Teaching date Absentees
1. Education aims:Students improve their knowledge about national parks . 2. Knowledge: a. General knowledge: - Knowledge about national parks. b. Language: - The present simple tense. - Vocabulary concerning national parks. 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: better sts' reading skill through finding the word in the passage that best suits each of the definitions and answering questions. II. Anticipated problems: - Students may not have much knowledge about national parks. III. Teaching aids: board, textbook, chalk. IV. Procedures: WRITTEN TEST Time allowed: 15 minutes Complete the second sentence so that it it has a similar meaning to the first one. 1. My sister cleans these rooms every day. => These rooms ............................................................................................ 2. Somebody will meet you at Noi Bai Airport. => You ........................................................................................................... 3. They are going to build more schools for disabled children. => More schools.......................................................................................................... 4. He asked us many difficult questions. => We ..................................................................................... 5. The factory is producing more and more pollution. => More and more ............................................. 6. People have used ballpoint pens for many years. => Ballpoint pens ................................................... 7. Did Wright brothers build the first plane in 1903? => Was ..............................................................? 8. Viet is going to repaint these rooms tomorrow. => These rooms ........................................................ Answers
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1. These rooms are cleaned every day. 2. You will be met at Noi Bai Airport. 3. More schools will be built for disabled children. 4. We were asked many difficult questions. 5. More and more pollution is being produced by the factory. 6.Ballpoint pens have been used for many years 7. Was the first plane built in 1903? 8. Viet's house is going to be repainted tomorrow. Teachers activities 1. Before you read:( 9 mins) Aims: to repare information and vocabularies for the topic. - Ask sts to answer the question: Can you name some national parks in Vietnam and in the world? - Ask some sts to answer the question. - Listen and give remarks. - Introduce the reading text and provide sts with new words/phrases. + lo'cate(v): = to place + 'butterfly(n): an insect with very big wings that can fly(con bm) + e'stablish(v): = to make/ build) + hike(v): to walk for health +sur'vive(v): to be alive after accident)..... survival(n) + 'orphan(v): to be made parentless(m ci) orphanage(n) + Sub-tropical(Adj): + 'wilderness(n): = wild place + contami'nation(n) contaminate(v): to make something dirty/ polluted. - Read each word/phrase 3 times and ask sts to repeat it. - Leave sts 1 minute to self-practise reading the words. - Ask 4-5 sts to read all the word/phrases aloud in front of the class - Listen and help sts to read the words/phrases correctly. 2. While you read:(15 mins) Aims: Read the passage for information to do the tasks. + Set the scene: - You are going to read the passages about The Students activities
- Listen and think of the question. - Some sts answer: Cuc Phuong National Park Bach Ma national Park. Nairobi National Park. Alaska National Park.
- Listen and then copy down
- Listen and repeat. - Read silently to self-practise. - Some sts read these words aloud and others listen. - Self-correct.
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- Read the passages and do the task. - Compare their results with their parners. - Present their answer: 2. contain 3. species 4. survival 5. sub-tropical 6. contamination - Listen to the T and correct if necessary.
National Parks. Read them and then do the tasks that follow. + Task 1:Fill in each space with a suitable from the passages. - Ask sts to read the passages and do task 1. - Explain more about the definitions if necessary. - Sts are required to compare their results with their partners. - 5sts are required to do the task orally in front of the class (1 st/ 1 time). - Listen and help sts to do the task correctly.
- Work in pairs to read the passages + Task 2: Answering Questions: again and to ask and answer. - Ask sts to work in pairs to read the passages again - Underline the information from and answer the questions in task 2. the passages. - Require sts to underline the information from the - Share their answer with other sts. passages that supports the answers. - Some pairs report: - Required sts to compare their answers with another 1.200 square km: pair. 2. Because the rainy season is over. - Ask 6 - 7 sts to read their answers aloud in front of 3. They can learn about the habits the class (1 st/1 time). of animals and how one species is dependent upon another for survival. 4. In the orphanage, orphaned and/ or abandoned animals are taken care of. Everglades National Park is endangered because of the toxic levels of chemicals in the water 5. If more chemicals are released - Listen and give remarks. into the water, plans and animals will die/ be killed/ destroyed. 3. After you read:( 5 min) Aims: to give the summary of the passage. - Work in groups to talk about their - Sts are required to work in groups to give reasons choice. for their choice from one of the three national parks in the reading passages. - Present his/her ideas. - One representative is required to give their talk orally in front of the class - Others listen - Listen and help the students to do their task well. 4. Homework:( 1 min) - Complete the talk in written form. V. EXPERIENCE:
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Period: 66 Class 10A B - SPEAKING Teaching date

Absentees
2 I. Objectives: 1. Education aims: - Students know about an excursion to Huong Pagoda. 2. Knowledge: a. General knowledge: - Students can talk about an excursion and express their regrets. b. Language: - Conditional sentences types 3. - Vocabulary on an excursion. 3. Skills: - Matching sentences in column A with the coresponding consequences in column B. - Talking about an excursion. - Expressing the regrets. II. Anticipated problems: - Students may not have sufficient vocabulary to talk about an excursion. III. Teaching aids: Textbook, chalk, board. IV. Procedures: Teachers activities Students activities 1. Warm-up:( 3 mins) - Ask sts the questions: - Some sts answer: - Have you have ever had a camping trip? Yes, ew have. - Tell me what you prepared for that trip? We prepared food, drinks, tents, - Ask one or two sts. to answer. cameras .. 2. Before you speak:( 12 mins) Aims:tofocus sts. on the topic and introduce the words and phrases used in the task. + Task 1: Matching Last week Ngas class went on an excursion to Huong Pagoda. Unfortunately, the excursion turned out to be a disaster. Most of the things they did went wrong. You are required to match the - Listen to the T. thing in column A with the coresponding consequences in column B . - Ask sts to read through the sentences in the two - Read the sentences and find some columns. new words. - Give sts some new words or expressions: + food poisoning: + fine (n ): cash paid as punishment - Listen and copy down these words + get lost: unable to find way + carsick( adj ): feeling sick because of a into their notebooks. cars movement - Ask sts to read the new words orally and individualy. - Read the new words. - Ask sts to work in pairs to do the task.
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- Go around to observe sts working. - Check sts s answers by calling on some sts to read out things in A and some others to read out the corresponding consequences in B. - Listen and give remarks. 3. While you speak:( 14 mins) Aims: Sts can talk about their excursion to Huong Pagoda and express their regrets. + Task 2: Imagine that you are Ngas classmates and you are not happy with the excursion to Huong Pagoda. Now you are talking with some friends about what you wish you had or hadnt done. - Before sts do the task, T asks sts to read the examples in the textbook and recall what grammatical structure is used in the example. - Revise the conditional sentence type 3 by giving an example: + Eg: If I had had money, I would have bought this car. ( But I didnt have money and so I didnt buy it.) - Ask sts to look at the example and tell the T the form as well as the form of the conditional sentence type 3.

- Work in pairs. - Read the answers aloud. 1- f 2- e 3- h 4- g 5- b 6- c 7- a 8- d - Listen to the T.
- Read the examples and listen to the T.
- Look at the example and tell the whole class the form and the use: +Form: If + S + past perfect, S + would/ could +have + P II. +Use: The third conditional is used to - Ask sts to work in groups. talk unreal situations in the past. - Go around to help sts. - Ask sts to compare their answers with another - Work in groups. - Compare the answers with others. group. - Call on some sts to speak out their answers in 2. If we had brought enough food and drinks we wouldnt have spent a lot of front of the class. money eating in expensive restaurants. 3. If some of us hadnt had food poisoning we could have enjoyed our visit. 4. If we had had rain coats, we wouldnt have got wet and have got a cold. 5. If some of us hadnt left our luggage on the coach when we arrived, we could have had clothes and money with us. 6. If we had been careful when - Listen to sts and give remarks. walking in Huong Pagoda, we wouldnt have got lost. 4. After you speak:( 15 mins) Aims: Sts practise telling about an excursion to 7. If we hadnt thrown wast in the forest, we wouldnt have got a fine. Huong Pagoda and expressing the regrets.
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+ Task 3: You are Nga. You are going to work in pairs. Tell your partner about your classs excursion to Huong Pagoda and express your regrets about what you did or didnt do during the excursion. - Ask sts to work in pairs using the third conditional to do the task. - Go around to observe, offering help and collecting mistakes. - Ask one or more sts to tell about their excursion in front of the class and give remarks. 5. Homework:( 1 min) - Write down what they have discussed in task 3.

8. If we had stayed there more than one day, we could have visited all the pagodas.
- Listen to the T.
- Work in pairs. - Some sts tell about their excursion in front of the class.
V. EXPERIENCE:
C- LISTENING Teaching date Absentees
2 I. Objectives: 1. General knowledge: - Sts get more information about Cuc Phuong National Park. 2. Language: - Some set expressions - Vocabulary on nature 3. Skills: - Listening: fill in the gaps, answer questions - Speaking: - Discuss the special features of Cuc Phuong National Park. II. Anticipated problems: - Sts may do not know some new words. - The quality of the tape is not very good. III. Teaching aids: - Tape, cassette, textbook, chalk, board. IV. Procedures: Teachers activities Students activities 1. Homework checking:(5 mins) - Ask one st to tell the whole class about his/her class excursion to Huong Pagoda and express - Listen to their friend and give his/her regrets about what he/she did or did not remarks do during the excursion. - Listen and give remarks 2. Before you listen:(10 mins)
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Aims:to focus sts on the topic and review/ introduce the words and phrases used in the listening text. a. Divide sts into small groups and ask them to discuss the following questions: a. Where is Cuc Phuong National Park? b. What is the area of the rainforest in Cuc Phuong National Park? c. When is the best time to visit Cuc Phuong National Park? d. What can be seen in Cuc Phuong National Park? - Ask some sts to give their answer. b. Introduce the topic of the listening text. - Introduce some new words/ expressions - o'fficially (adv): formally - span (v): connect. - 'fauna (n): all the animals of an area. - f'lora (v): all the plants of a particular area - a'ttack(n): a violent attempt to hurt sb - de'feat(v): win sb - in'vader: (n) The French and Americans were invaders. - 'ethnic mi'nority (n): The Tay, Nung, Dao ..... - Read the words again and asks sts to repeat. - Ask sts to read the words in pairs. - Ask some sts to read the words again. 3. While you listen:(20 mins) + Task 1: Aims: Practise listening and filling in the gaps. - Introduce sts that they are going to listen to the tape about Cuc Phuong National Park and they have to fill in the gaps in each sentence given - Ask sts to read the sentences in pairs and make sure that they understand them. Sts try to guess the missing information. - Play the tape twice and ask sts to fill in the gaps. - Ask sts to compare their answer in pairs.

- Work in groups and discuss the questions.
One st from each group stands up and gives their answer.. - Copy down the words and phrases into their notebooks.
- Listen and repeat. - Read the words in pairs and correct each others mistakes. - Some individuals read the words aloud.
- Listen to the T. - Read the statements in pairs and try to guess the missing information.
- Listen to the tape and do the task - Compare their answer. - Give their answer. 1. 1960 2. 160 km south - Checks sts answer. west of 3. 100,000 visitors 4. 2,000; 450 5. Quen Voi - Play the tape once again, stop the tape where - Check their answer say it aloud, and necessary and conduct the correction. then correct their work if they have the wrong answer. + Task 2
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Aims: Practise listening and Answering questions. - Ask sts to listen to the tape again and answer the given questions. - Ask sts to read the questions to see if they understand them. - Play the tape once and ask sts note down the neccessary information. - Ask sts to compare their answer in pairs. - Check sts answer. - Play the tape once again, stop the tape where necessary and conduct the correction.

- Listen to the T.
- Read the questions in pairs and try to do the task. - Listen to the tape and do the task. - Compare their answer. - Give their answer. 1. It covers 3 provinces: Ninh Binh, Hoa Binh, and Thanh Hoa. 2. It is about 160 km. 3. They come to see the work being done to protect endanger species. 4. Nguyen Hue defeated the Qing invaders in the spring of 1789 5. They live mainly on bee keeping and 4. After you listen:(8 mins) farming. - Ask sts to work in groups and use the - Check their answer say it aloud, and information in Task 1 and 2 and the reading text then correct their work if they have the to disscus the following problems: wrong answer. - Time founded - Area, location -Work in groups to discuss. - Numbers of visitors - Historical event - Local people. -Move round to check the activities and to make sure that sts are working effectively. - Ask one or two sts to present in front of the whole class. - Check and give remarks. 5. Homework:(1 min) Write a short paragraph about Cuc Phuong - One/ two sts present. National Park V. EXPERIENCE:
2 I. Objectives: 1. Education Aims: - Students can write a letter of acceptance or refusal. 2. Knowledge: a. General knowledge: - A letter of acceptance or refusal. b. Language: - Language used to write an informal letter.
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- Expressions: "Yes, I'd like/love to."," I'm afraid I can't come
because.....?", etc . 3. Skills: - Reading: read the expressions in task 1 to fill the blanks of the incomplete letters. - Speaking: work in pairs to rearrange the sentences to make a letter of acceptance. - Writing: write a letter of acceptance or refusal. II. Anticipated problems: - Students may find it difficult to get ideas as well as to choose suitable expressions to write a letter of their own. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Homework checking :( 5 mins) - Ask one st to talk about the special features of Cuc Phuong National Park. - Ask other sts to listen to their friend and give - Listen to their friend and give remarks. remarks. - Check and give remarks. - Listen to the teacher. 2. Before you write:( 15 mins) - Aims: to get sts to read the expressions in the table and to do task 1 and task 2. + Task 1: - Introduce the topic of the lesson: Write a - Listen to the teacher carefully. letter of acceptance or refusal. - Introduce some new words: + a'cceptance (n): the noun of "accept" +re'fusal (n) : the noun of " refuse" + dec'line (v) : refuse sth offered ( politely) - Ask sts to listen and repeat and then copy - Copy down the words into theit down these words into their notebooks. notebooks. - Ask sts to read the expressions in the table in 2 minutes . - Remind sts of three invitation letters that they have already read in Unit 10 and ask them to - Do the task in pairs. work in pairs to complete three reply letters by - Share their answer with their friends. using the expressions in the table. - Present their ideas. - Ask sts to do in 3 minutes and move around to 1. Accepting: Yes, I'd like/love to. help if necessary. 2. Refusing: I'm afraid I can't come - Get feedback and give remarks. because + Task 2: 3. Accepting: I'd be delighted to. - Remind sts of the letter Nam wrote to Lam to - Listen to the teacher. invite Lam to spend a weekend with him. And now Lam write a letter accepting Nam's invitation. - Listen to the teacher. - Ask sts to work in pairs to rearrange the sentences into a letter. - Work in pairs to rearrange the - Move round to help if necessary. sentences into a letter. - Get feedback and give remarks. - Present their ideas: 3. While you write:( 15 mins) 1.d 2. e 3. c 4. a 5. f
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- Aims: Sts practise writing a letter of acceptance or refusal. - Ask sts to read the requirement of task 3. - Ask them to write a letter accepting or declining his/her friend's invitation. - Ask them to pay attention to the structure of a letter: greeting, organisation ( introduction, body...) - Suggest that they use letters in task 1 and task 2 as sample letters. - Let sts write in 13 minutes. - Move around to conduct the activity. 4. After you write:( 9 mins) Aims: to get feedback and check sts' work. - Get feedback by asking some sts to read their work aloud. - Ask some other sts to give remarks. - Check and give the correct answer. - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks

6. b - Listen to the teacher. - Read the requirement. - Listen to the teacher.
- Do the writing task. - Read their writing: ( a sample paragraph) "Dear Binh, It's lovely to hear that you are going for a picnic to Cuc Phuong National Park next weekend. Thank you for inviting me to join you but I'm afraid I can't come. My English friend, Maria, is coming to Vietnam next weekend and I have promised to cook her some of our traditional dishes on Saturday morning. After that, I'm going to take her to some famous places in Hai Duong. I hope that you will have a wonderful day in Cuc Phuong. Remember to show me the photos you take in Cuc Phuong whem you get home. Your friend,
5. Homework: ( 1min) - Part D (page 68- workbook). V. EXPERIENCE:
2 I. Objectives: 1. Education Aims:- Students know how to pronounce the sound /t/ and /d/ correctly. - Students revise conditional sentence type 3.
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2. Knowledge: + Language: - Pronunciation: /t/ and/d/ . - Conditional sentence type 3. 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: - Students may confuse sound /t/ and /d/ in English with sound / t / and / d / in Vietnamese. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Homework checking: ( 5mins) - Ask one st to read the letter they wrote at home - One st reads his/her letter aloud aloud aloud. in front of the whole class. - Ask another st to give remarks. - Give remarks. - Check and give a mark. - Listen to the teacher. 2. Pronunciation:( 10 mins) - Aims: to introduce two sounds /t/ and /d / and help sts to practise these sounds. a. Write two sounds on the board and pronounce - Write down two sounds. them clearly twice, then ask sts to repeat. - Listen to the teacher and repeat. - Tell sts how to pronounce these sounds - Look at the book , listen and repeat. accurately. /t/ /d/ / d / : a voiced sound topic difficulty / t / : a voiceless sound contain invader - Ask them to look at the textbook, listen and plant spend repeat. ........................... - Read these words in pairs and check - Then ask sts to work in pairs to read the words for their partners. again so that they can check for each other. - Move around to help . - Ask two sts to read again and give remarks. b. Ask sts to look at sentences in page 119 in the - Look at the book and work in pairs. - Answers: book. /t/ /d/ - Ask them to work in pairs to read the sentences and then find out the words containing sound / t next to third restaurant dear / and sound / d / . counter stayed - Ask them to work in 2 minutes. ............................... - Move around to conduct the activity. - Read the sentences. - Ask one st to report and other sts to give remarks. - Check and give the correct answers. - Ask some sts to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) Aims: to revise conditional sentence type 3 and - Listen to the teacher - Read the example and tell the whole have sts do Ex1 and EX2.
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+ Conditional sentence type 3: - Recall conditional sentence type 1 and type 2. - Revise conditional sentence type 3 by giving an example. eg: Tom didn't study hard so he fail the exam. => I can say: " If Tom had studied hard, he would have passed the exam." - Ask sts to tell the T the form and the use of conditional sentence type 3. Note: - We can use could/might/should instead of would in main clause. - We can also use the past perfect continuous in If - clause. - Ask sts to give some examples. + Exercise 1: - Ask sts to look at Ex1 and to do the task. - Ask sts to do the exercise individually and then compare their answers in pairs. - Move round to conduct the activity. - Check the exercise sentence by sentence. - Listen and give remarks. + Exercise 2: - Ask sts to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two sts to write the sentences on the board.

class their ideas. + Form: If - clause , main clause If + S + V( past perfect), S + would +have + V( PII) + Use: - to talk about something that might have happened in the past but didn't. - Listen to the teacher and take note. - Give examples. - Some sts report. 1. had known 2. had had 3. would have gone 4. would have passed 5. could have enjoyed 6. had known 7. had stopped 8. had called - Listen and correct their work if necessary. - Do the Ex individually. EX 2: Each st writes three sentences 1. .... hadn't stopped so suddenly, the accidents wouldn't have happened. 2. .... that Lam had to get up early, I would have woken him up. 3. ... lent me the money, I would have
- Ask two sts to give remarks. - Check and give remarks. 5. Homework ( 1 min) - EX 3 ( page 120 - st's book)
been able to buy the car. 4. ... been wearing a seat belt, she would have been injured. 5. ..... had braekfast, you wouldn't behungry now. 6. ... had some money on me, I would have got a taxi. - Listen to the teacher.
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V. EXPERIENCE:
Period 70: Class 10A 2 I. Objectives:
TEST YOURSELF D Teaching date Absentees
1. Aims: - Sts revise what they have learned in unit 9, unit 10 and unit 11. 2. Knowledge: - General knowledge in unit 9, unit 10 and unit 11. - Language: pronunciation and grammar in the above units. 3. Skills: listening, speaking and writing. II. Teaching aids: textbook, chalk, board. III. Procedures: Teacher's activities 1. Homework checking:( 5 mins) - Ask one st to do Ex 3 in the workbook on the board. - Ask one st to give remarks. - Give remarks and marks. Students' activities EX 3: 1. If I had been working at the restaurant last night, I would have waited on your table. 2. If they had been paying attention, they would have seen the sign marking .... 3. If Carol hadn't been studying, she would have answered the phone. 4. If the sun hadn't been shining, we wouldn't have gone to the beach yesterday. 5. If the music hadn't been playing loudly at the restaurant, I would have heard ... - One st gives remarks.
2. The new lesson:( 39 minutes) - Ask sts to do part II, part III and part IV at home in advance to save time. - Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes. - Ask sts to do listening in class. 2.1. Listening: - Ask sts to read the requirement of the task. - Introduce new words: + campground (n) : a place for camping + trail (n) : a path + geyser (n): mch nc phun
- Look at the textbook and read the statements. - Try to focus on the important words. - Copy down these words into their
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- Play the tape twice and ask sts to do the task. - Ask sts to share their ideas with their partners. - Get feedback and play the tape again so that sts can check their answers. - Ask other sts to give remarks.

notebooks. - Listen and read after the teacher. - Listen carefully and do the task. - Work in pairs to discuss their answers. 1. they go to a national park to enjoy the nature. 2. It became a national park in 1872. 3. No, it isn't. It's the world's largest park. 4. It has about 70 geysers. 5. They mustn't pick the flowers, feed or hunt the animals. - work in groups to share their ideas. - Some sts stand up to report. 1. a. junk and litter c. highway b. landscape d. healthy. 2. a. T b. T c. F d. F e. T f. T - Discuss in groups. - Answers: a. 1. has been cleaned......2. have been turned on..........3. are waiting b. 1. knew ......2. would help.....3. knows c. 1. decided ....2. to stay......3. would have gone out ......4. hadn't been - Read their writing aloud " Dear Alex, You will be delighted to know Father is giving a party to celebrate the New Year. He has invited some of our relatives and his friends to make the party a success. I too have invited a number of my friends in the neighbourhood. Mother has asked me to tell you to come home for the New Year celebration. I'm sure you will be here in time to share the fun with us on that day. Your sister, Helen - Listen to the teacher's remarks.
- Check and give feedback. 2.2. Reading: - Ask sts to work in groups to compare their answers. - Ask some sts to report his/ her answers aloud. - Listen and check. 2.3. Grammar: - Ask sts to discuss their answers in groups. - Ask 2 sts to write their answers on the board.
- Ask two other sts to give remarks. - Check and give the correct answers. 2.4. Writing: - Ask some sts to read their writing aloud. - Ask some sts to give remarks.
3. Homework: ( 1 min) - Part B ( Page 65 - workbook)
V. EXPERIENCE:
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Period: 71 + 72: WRITTEN TEST 45' AND CORRECT THE TEST Class 10A 2 I- Choose the word whose underlined part is pronounced differently (Chn t c phn gch chn c pht m khc vi nhng t cn li.) 1. A. cool B. good C. cook D. book 2. A. cup 3. A. outside B. become B. bridge C. city C. night D. consider D. idea Teaching date Absentees
4. A. protect B. psychology C. people D. provide II- Choose the the best answer by circling the letter A,B,C, or D (Chn p n ng bng cch khoanh trn ch ci A,B,C, hoc D). 1. He .......................................... out with you if you hadn'tcome A. would go C. wouldn't have gone A. would have had A. shall A. drive A. have known A. hadn't be B. wouldn't go D. would have gone B. would have C. have C. must C. had driven D. had D. will D. drives D. had know D. wouldn't be
2. She told me I .................... an accident if I hadnt taken more care. 3. If it was sunny, we.go out for a walk. B. would B. hadnt driven 4. If hemore carefully, he wouldnt have had so many accidents. 5. I would have sent you a postcard if I..your address. B. had known C. know B. wouldn't be C. hadn't been 6. If the wind .......................... so strong, the bridge wouldn't have collapsed. III- Read the passage and answer the following questions ( c on vn v tr li nhng cu hi pha di). There are four seasons in a year in Viet Nam. They are spring, summer, autumn and winter. The weather in spring is usually warm and fine. There are many flowers in spring. In summer the weather is hot. It's always sunny. When autumn comes, the weather
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becomes cool. We have much rain in autumn. It's the season of umbrellas. After autumn comes winter. It's a dry season. The weather is cold and it doesn't rain very often. But it never snows in winter in Viet Nam. 1. How many seasons are there in Viet Nam? .......................................................................................................................... 2. What's the weather like in spring? ......................................................................................................................... 3. Why do peple call autumn the season of umbrellas ............................................................................................................................ 4. When is the dry season? .......................................................................................................................... 5. What's the weather like in winter? ............................................................................................................................. 6. Which of the following sentence is not true? A. There are many flowers in spring. B. The weather is cool in autumn. C. The weather is cold in the dry season. D. It usually snows in winter in Viet Nam.
III. Rewrite the following sentences so that they give the same meaning(vit li cc cu pha di sao cho ngha cu cu khng thay i) a, Rewrite the following sentences into passive voice (vit li cc cu pha di sang cu b ng). 1. Hoa saw that film last night. => That film .................................. 2. The manager will interview Tuan tomorrow. => Tuan will ............. 3. Lan has cleaned the windows last Sunday. => The windows b, Rewrite the following sentences in conditional type III ( vit li cc cu pha di dng cu iu kin loi III). 1. They got wet because they didn't take an umbrella. => If they ...................................................................................................... 2. Minh didn't work hard, so he failed the exams. => If Minh ..................................................................................................... IV. Complete the following sentences with the correct form of the verbs in brackets. ( Cho dng ng ca nhng ng t trong ngoc). 1. If she (come) ..................... late again, she'll lose her job. 2. If we had had enough money, we (go) ....................................... to the concert. 3. Michael will phone you if he (have)....................................... time. 4. If we lived in a town, life (be) ............................................... easier.
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THE END
UNIT 12: MUSIC Period 73 : Class 10A 2 I. Objectives: 1. Education aims: - Students know more about the role of music in our life. 2. Knowledge: a. General knowledge: - Knowledge about music. b. Language: - The present simple tense. - Vocabulary concerning music: rock 'n 'roll, mournful, solemn...... 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: better sts' reading skill through sentence completing and answering questions. II. Anticipated problems: - Students may not have enough words, and knowledge about some kinds of music. III. Teaching aids: board, textbook, chalk, tape. IV. Procedures: Teachers activities Students activities 1. Warm-up:(5 mins) - Play the tape with 5 pieces of music and ask sts to guess what types of music they are. - Listen to the tape and guess. - Get feedback and check. - Stand up and say aloud the names of the types of music. 2. Before you read:( 12 mins) ......... Aims: To provide sts with words/phrases about music. a. Matching: - Ask sts to work in pairs to match the - Work in pairs to match. descriptions to the types of music given in the part: - Give answers orally. - For each type of music, 2 sts from 2 pairs are 1- b 2- e 3- d 4- a 5- c required to give their match orally. - Others listen - Listen and help sts to give correct match. b.Vocabulary. - Listen and read after the T. - Provide sts with the new words/phrases: + Emotion(n): a strong feeling e.g.: hate, love....... - Write down these words into their + Convey(v):= Show, express notebooks. + Integral part(n): = necessary part A - Reading Teaching date Absentees
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+ Lull sb (v): >< wake somebody up. + Delight(v): To make somebody happy. + Funeral(n): a funaral is celebrated when someone dies. + Solemn(adj): serious, not happy + Mournful(adj): sad - Read each word/phrase 3 times and ask sts to repeat it. - Leave sts 1 minute to self-practice. - Ask 4-5 sts to read all the word/phrases aloud in front of the class( 1 st/ 1 time) - Listen and help sts to read the words/phrases correctly. 3. While you read:( 18 min) Aims: Read for information to do the sentence completing, and answering excercises + Task 1: Sentence completing. - Ask sts to read the passage indepently then use the words/ phrases in the box to complete the sentences. - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading. - Call on 7-8 sts to read and explain their answers aloud in front of the class(1 st/ 1 time/ 1 sentence). - Feedback and give remarks.
- Listen and repeat. - Read these words and check for their partner. - Read the words aloud. - Listen to the T.
- Work individually. - Report their answers sentence by sentence. 1. Communicate 2. Lull 3. delights 4. integral part 5. solemn 6. emotion 7. mournful - Listen to the T
- Students do the work in pairs - Some pairs report their answers while + Task 2: Questions answering. others watch. - Ask sts to work in pairs to read the passage 1. Language and music. more carefully and find the answers to the 2. It can express ideas, thoughts and questions given. feelings. - Ask sts to highlight or underline the 3. It adds joyfulness to the atmosphere information in the passage that helps them to find of a festival and make a funeral more the correct answers. solemn and mournful. - 5-6 sts from 5-6 groups are required to give 4. It makes people happy and excited. answers in front of the class(1 st/ 1 time/ It delights the senses. 1answer). 5. It is a billion-dollar industry. - Self-correct the work - Work in pairs orally. - Some pairs report while others listen. 1. Students tell 5 roles. 2. Students give their own ideas. - Listen to the T.
- Listen and help the students to give correct answers. 4. After you read:( 9 mins) + Questions Answers Aims: Students' summary about the roles of
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music. - Ask sts to work in pairs to give answers to the questions given in the part. - Go round to help sts with their work. - 2-3 pairs are required to give answers to one question orally in front of the class. - Listen and help sts to give correct answers. 5. Homework:( 1 min) - Write about the roles of music and which role is the most important. V. EXPERIENCE:
Period 74: Class 10A
B - Speaking Teaching date Absentees
2 I. Objectives: 1. Education aims: - Students know about some favourite kind of music. 2. Knowledge: a. General knowledge: - Students can talk about their favourite kinds of music. b. Language: - The simple present tense. - Vocabulary about music. 3. Skills: - Asking and answering questions about music. - Talking about favourite kinds of music II. Anticipated problems: Sts may not have enough vocabulary to talk about the topic. III. Teaching aids: Textbook, chalk, board, pictures. IV. Procedures: Teachers activities Students activities 1. Warm- up: ( 5 mins) Aims : get used to the topic. - Give sts some pictures of singers and ask sts - Look at the pitures and give the names of some foreign singers. about their names. - Ask sts what they know about these singers and - Talk about these singers. name some of their songs. 2. Before you speak: ( 10 mins) Aims: : focus sts on the topic and introduce the words and phrases used in the task. + Task 1: Answering questions based on the reading text. - Introduce the situation: You are going to read what - Listen to the T. Ha Anh says about music. - Take notes - Give sts some new words: + keep sb happy: make sb happy
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+ cheer sb up: make sb happier/more cheerful - Ask one st to read the passage aloud. - Ask sts to work in pairs to ask and answer the questions. - Go around to observe sts working. - Ask some sts to present their answers in front of the class. - Get feedback and give correct answers: 3.While you speak: ( 13 minutes ) Aims: Sts can talk about their favourite kind of music. + Task 2: Asking and answering about music taste. - Tell sts that they are going to ask your partners questions to get information to complete the table below. - Ask sts to look at the first column of the table which includes 5 items they should ask their friend about. - Ask sts what questions they can ask if they want to know about their friends favourite kind of music , reasons for listening to music, favourite band.

- Listen and read the text . - Work in pairs to ask and answer the questions. - Some sts present. 1. She likes pop music. 2. Because it keeps her happy. 3. The Backstreet Boys. 4. She listens to music all the time
- Listen to the T. - Listen to the T and read the information in the table. - Think of the questions and say aloud: + What kind of music do you like? + Why do you like it? + Who is your favourite singer/ musician? + What is your favourite song/piece of music? + When do you listen to music? - Listen and take notes.
- T. may introduce some adj. and expressions to talk about music: + make sb excited/relaxed. + help sb forget troubles and worries + relaxing/ peaceful...... - Ask sts to form groups of 3. One of them will be a journalist who will interview their friends about their music taste. The journalist has to ask two sts some questions and complete the table. Sts can change their roles if time permits. - Go around to help sts and collect the mistakes. 4. After you speak: (15 mins) Aims: Sts make group report. + Task 3: Reporting on the information - Ask sts to report what they have got from their friends to the whole class. - Before sts report T asks sts to look at the example and elicits some structures they can use: + Both A and B like .. + A likes, and so does B. + A likes and B does , too. + A likes, but B prefers.. - Ask sts to prepare in one minute.
- Work in groups of 3: one will be a journalist and others will be students in the class.
- Listen to the T. - Listen to the T and take notes if necessary.
- Some sts report in front of the class. E.g: " Both Hoa and Binh like pop
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- Ask some sts to report what they have found out music. Hoa likes it because it makes about their patners in front of the class. her relaxed while Binh likes it - Correct the Ss mistakes. because it is easy to listen to. Hoa's favourite band is Westlife but Binh like Lam Truong very much. ............" 5. Homework: (2 mins) - Write a short paragraph about their friends' music taste. V. EXPERIENCE:
Period 75 : Class 10A
C- Listening Teaching date Absentees
2 I. Objectives: 1. General knowledge: - Sts know more about Van Cao and his music. 2. Language: - Vocabulary on music. 3. Skills: - Listening: choose True/ False statements and answer questions. - Speaking: discuss the one's ideas about Van Cao's music. II. Anticipated problems: - Some sts rarely listen to Van Cao's songs. III. Teaching aids: - Tape, cassette player, textbook, chalk, board. IV. Procedures: Teachers activities Students activities 1. Home work checking:(7 mins) - Ask one st to talk about what kind of music he One st presents. Others listen and likes best. give remarks. 2. Before you listen:(12 mins) Aims: focus sts on the topic and review/ introduce the words and phrases used in the listening text. a. - Focus sts on the picture in the textbook and ask - Work in groups to say about the sts if they know the person in it. person in the picture. - Introduce Van Cao, the most famous musician in - Listen to the teacher and then work the history of Vietnamese music then ask sts to in groups to discuss Van Cao's life and work in groups and ask about Van Cao's life and career. works. - Possible questions: - Ask some pairs to ask and answer. - Where and when was he born? - Was he born in a rich or poor family? - When did he start writing songs? - Can you name some of his famous songs?
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What is his most famous one? - Ask sts to give their answer to the question in p. 128. b. Introduce some new words - rousing (adj): ho hng si ni - lyrical(adj): tr tnh - solemn(adj): trang nghim - national anthem(n): E.g.: Tin Qun Ca - Read the words and ask sts to repeat. - Ask sts to read the words in pairs. - Ask some sts to read the words again. 3. While you listen:( 17 mins) + Task 1: Aims: Practise listening and marking True/ False statements. - Tell sts that they are going to listen to a conversation between Lan Huong and Quang Hung about Quang Hung's opinion towards Van Cao's music. - Ask sts to work in pairs, look at the statements given and guess if they are true or false. - Ask sts to listen to the talk and tick the right column to indicate their answer and underline the false information. T plays the tape twice. - Ask sts to compare their answer in pairs.

Some sts stand up and give their answer. - Sui m - Tin qun ca - Lng ti - Trng ca Sng L - Copy down the words and phrases into their notebooks. - Listen and repeat. - Read the words in pairs and correct each others mistakes. - Some individuals read the words aloud
- Listen to the T. - Work in pairs to guess if the statements are true or false. - Listen to the tape and do the task - Compare their answer. - Give their answer. 1. F The guess is Quang Hung. 2.F He likes some Vietnamese musicians 3. T 4. F It was written in 1944. - Check sts answer. - Play the tape once again, stop the tape where 5. F ( He always ..... ) - Check their answer, and then necessary and conduct the correction. correct their work if they have the wrong answer. + Task 2: Aims: Practise listening for specific information by answering given questions. - Ask sts to read the questions in pairs and make - Work in pairs to read the questions. sure they understand the questions and know what - Listen and do the task. - Compare their notes. information they need to answer the questions. - Ask sts to listen to the tape once/twice and take 1. It is 'My favourite Musician'. 2. He likes the song 'Tien Quan Ca' short notes to answer the questions. most. - Ask sts to compare their answer in pairs. - Play the tape once again, stop the tape where 3. Because it is hard and solemn, it makes him feel great and proud of necessary and conduct the correction. his country. - Check their answer, and then correct their work if they have the wrong answer. 4. After you listen:(8 mins)
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- Ask sts to work in pairs and discuss Quang Hung's ideas about Van Cao's music. T may introduce some sentences to show one's opinion: + Agreeing: - I (strongly) agree with him. - Work in pairs revising Quang - I share his opinion. Hung's ideas about Van Cao's music. - I share the same point of view with him. - I think his opinion is similar to mine. + Disagreeing: - I'm sorry but I don't think so. - I don't agree with him. - I don't share his point of view. - Move round to check the activities and to make sure that sts are working effectively. Two sts present. - Ask some pairs to present in front of the whole class. - Check and give remarks. 5. Homework:(1 min) Write a short paragraph about your opinion about Van Cao's Music V. EXPERIENCE:
2 I. Objectives: 1. Education Aims: - Students can write a profile. 2. Knowledge: a. General knowledge: - The life story of a famous person. b. Language: - Language used to write a profile . - The past tenses , to-infinitive and the passive voice . 3. Skills: - Reading: read the information about Van Cao. - Writing: make up complete sentences about Scott Joplin, using the prompts and write about the life story of Van Cao. II. Anticipated problems: - Students may find it difficult to use the prompts to write a complete profile. . III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Homework checking :( 5 mins)
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- Ask one st to talk about his/her opinion about Quang Hung's ideas about Van Cao's music. - Ask other sts to listen to their friend and give remarks. - Check and give remarks. 2. Before you write:( 20 mins) - Aims: to get sts to recognise what a profile is like and to read the information about Van Cao. + Task 1: - Introduce the topic of the lesson: Writing a profile. - Introduce some new words: + 'profile (n): a report of a person ( usu. in a newspaper article) +'mixture (n) : s ho quyn +tune (n): giai iu + Ragtime (v) : a kind of music which is a mixture of classical European and African beats. + rag (n): a Ragtime song + beat (n): nhp + 'talent (n): a natural skill/ ability. + 'talented (a): having talent + app'reciate (v): recognise sb's good qualities. - Ask sts to listen and repeat and then copy down these words into their notebooks. - Ask some sts to read these words again. - Ask sts to read the prompts in task 1 and to make up complete sentences about Scott Joplin by adding suitable auxiliaries, articles or prepositions and appropriate verb tenses. - Allow sts to work in pairs first to make up sentences orally and the write them down into their notebooks. - Move around to help if necessary. - Ask sts to compare their answer with other sts.

- Listen to their friend and give remarks. - Listen to the teacher.
- Listen to the teacher carefully.
- Copy down the words into theit notebooks.
- Listen and repeat. - Some sts stand up and read again.
- Read the prompts and do the task in pairs. - Write down the sentences into their notebooks. - Share their answer with their friends. - Present their ideas. 1. He learned to play music when he was very young. 2. Scott learned to play the works of composers like Bach, Beethoven, and Mozart as well as to compose music. 3. He quickly became famous. 4. His tune were wonderful mixture of classical European and African beats which were known as Ragtime. 5. All in all, he wrote 50 piano rags, and was called the King of Ragtime. - Get feedback and give remarks. 6. Scott Joplin died in 1917. - Focus sts on some points about writing a profile - Listen to the teacher. - Answer T's questions: by asking some questions: 1. We use the past simple. 1. Which tense do you use? 2. the date of birth/death, the place of 2. What kind of information is included in a birth, family, career, personal life. profile?
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+ Task 2: - Ask sts to read the information about Van Cao and to work in pairs to discuss how to write a profile about him. - Ask them to refer to their writing in task 1 as a sample. 3. While you write:( 10 mins) - Aims: Sts practise writing about a life story of Van Cao. - Ask sts to write down what they have discussed into their notebooks. - Let sts write in 10 minutes. - Move around to conduct the activity. 4. After you write:( 9 mins) Aims: to get feedback and check sts' work. - Get feedback by asking some sts to read their work aloud. - Ask some other sts to give remarks. - Check and give the correct answer. - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks.

- Listen to the teacher. - Work in pairs to discuss.
5. Homework: ( 1min) - Part D (page 73 - workbook). V. EXPERIENCE:
- Read their writing: ( a sample paragraph) " Van Cao was born on the fifteenth of November, 1923 in Nam Dinh. His parents were poor workers. However, he started composing music when he was very young. His first song was written in 1939 and it quickly became famous. The song " Tien Quan Ca", which is the national anthem of Vietnam, was written in 1944. Van Cao was also very good at other artistic works like song writing, poem writing and paintings. He died on the tenth of July,1995. He was known as a very talented musician and highly appreciated by the Vietnamese people.
Period 77: Class 10A 2 I. Objectives:
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1. Education Aims:- Students know how to pronounce the sound /s/ and /z/ correctly. - Students revise to-infinitive and Wh-questions. 2. Knowledge: + Language: - Pronunciation: /s/ and/z/ . - To-infinitive and Wh-questions. 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: - Students may confuse sound /s/ in English with sound / s / in Vietnamese. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Homework checking: ( 5mins) - Ask one st to read the passage they wrote about - One st reads his/her writing aloud in Eric Clapton's life aloud. front of the whole class. - Ask another st to give remarks. - Give remarks. - Check and give a mark. - Listen to the teacher. 2. Pronunciation:( 10 mins) - Aims: to introduce two sounds /s/ and /z / and help sts to practise these sounds. a. Write two sounds on the board and pronounce - Write down two sounds. them clearly twice, then ask sts to repeat. - Listen to the teacher and repeat. - Tell sts how to pronounce these sounds - Look at the book , listen and repeat. accurately. /s/ /z/ / z / : a voiced sound Sue zoo / s / : a voiceless sound sip zip - Ask them to look at the textbook, listen and piece peas repeat. ........................... - Read these words in pairs and check - Then ask sts to work in pairs to read the words for their partners. again so that they can check for each other. - Move around to help . - Ask two sts to read again and give remarks. b. Ask sts to look at sentences in page 130 in the book. - Ask them to work in pairs to read the sentences and then find out the words containing sound /s / and sound /z / . - Ask them to work in 2 minutes. - Move around to conduct the activity. - Ask one st to report and other sts to give remarks. - Check and give the correct answers. - Ask some sts to read these sentences aloud. - Listen and give remarks. - Look at the book and work in pairs. - Answers: /s/ /z/ Susan music classical jazz sound records ............................... - Read the sentences.
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3. Grammar: ( 29 mins) Aims: to revise to-infinitive and Wh-questions and have sts do Ex1,EX2 and EX3. a. to-infinitive: - Recall the use of to-infinitive by giving an example: e.g.: A: What did you buy this cassette player for? B: I bought this cassette player to study English. e.g.: To keep fit, you have to do morning exercises every day. - Ask sts to tell the T the use of to-infinitive in these sentences. Note: - We can put to-infinitive at the beginning or at the end of the sentence. - We can also use in order to or so as to to show purpose. - Ask sts to give some examples. + Exercise 1: - Ask sts to look at Ex1 and to do the task. - Ask sts to do the exercise in pairs and then compare their answers with other pairs. - Move round to conduct the activity. - Ask some pairs to report. - Listen and give remarks. + Exercise 2: - Ask sts to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask some sts to report. - Check and give remarks. b. Wh-questions: - Ask one st to name some question words they have already known. + Note: - The question element generally comes first in the sentence. - There is no S - operator inversion in the Wh question asking about the S. e.g.: Who gave you that present? + Exercise 3: - Ask sts to do Ex 3 individually and then share the answers with their friends. - Move round to help if necessary.

- Listen to the teacher - Read the example and tell the whole class their ideas. + Use: - to show purpose. - Listen to the teacher and take note.
- Give examples. - Some pairs report. 1. I phoned her to tell her good news. 2. I'm saving money to buy a cassette player 3. She practise singing all day to win the singing contest. ................................... - Listen and correct their work if necessary. - Do the Ex individually. EX 2: Each st writes three sentences 1. to read 2. to buy 3. to send 4. to invite 5. to learn - Listen to the teacher. - One st answers: Who, where, when, what, which ..... - Listen to the T and take note.
- Two sts write their answers on the board: 1. What will you do if it rains? 2. What sort of music does your father enjoy listening to? 3. When did he leave for Ho Chi Minh City? 4. Who wants to talk to you?
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- Ask two sts to write their answers on the board. - Check and give remarks. 5. Homework ( 1 min) - Part B( page 71 - workbook) V. EXPERIENCE:

5. What did you spend the evening last night? 6. What time does the film start? 7. Who is your favourite musician? 8. Why do you like pop music?
UNIT 13: Period 78: Class 10A
FILMS AND CINEMA A - Reading Teaching date
Absentees
2 I. Objectives: 1. Education aims: - Students know more about the history of films. 2. Knowledge: a. General knowledge: - Knowledge about films and cinema. b. Language: - The past simple tense. - Vocabulary concerning music: scene, camera, character...... 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: better sts' reading skill through finding the word meanings in contexts, answering questions and identifying the main idea. II. Anticipated problems: - Students may not have much knowledge and words/phrases about films and cinema. III. Teaching aids: board, textbook, chalk, some pictures. IV. Procedures: Teachers activities Students activities 1. Warm-up:(5 mins) - Show sts some pictures of famous film stars or scenes in famous films in Vietnam amd in the - Look at the T's pictures .
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world. - Ask sts to say the names of these films and film stars. - Get feedback and check. 2. Before you read:( 12 mins) Aims: To introduce the topic and provide sts with words/phrases about films and cinema. a. Answering questions: - Ask sts to work in pairs to ask and answer the questions in Before you read. - Go round to help if necessary. - Ask some sts to give answers.

- Stand up and say aloud the names of the films and film stars. .........
- Listen and check. Sts may give different answers. b.Vocabulary. - Provide sts with the new words/phrases: + 'sequence (n):chui + motion (n): s vn ng + movement (n):s chuyn ng + 'decade (n): 10 years + au'dience (n):khn gi + spread (v): lan rng - Read each word/phrase 3 times and ask sts to repeat it. - Leave sts 1 minute to self-practice. - Ask 4-5 sts to read all the word/phrases aloud in front of the class( 1 st/ 1 time) - Listen and help sts to read the words/phrases correctly. 3. While you read:( 18 min) Aims: Read for information to find the word meaning in contexts, to answer the questions and to find the best title for the passage. + Task 1: Finding the words in the passage - Ask sts to read the passage indepently then read the definition given in task 1 and scan the passage to find the suitable words. - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in contexts of the reading. - Ask sts to share their answers with their partners. - Call on 6 sts to read their answers aloud in front of the class. - Get feedback and give remarks. + Task 2: Answering questions.
- Work in pairs to ask and answer. - Give answers orally. 1. I want to see a film on T.V because it is cheap and I may feel more comfortable. - I want to see a film at the cinema because I can see the latest film there. ................................... - Others listen - Listen and read after the T. - Write down these words into their notebooks.
- Listen and repeat. - Read these words and check for their partner. - Read the words aloud. - Listen to the T.
- Work individually. - Report their answers one by one. 1. cinema 2. sequence 3. a decade 4. rapidly 5. scene 6. character - Listen to the T - Students do the work in pairs - Some pairs report their answers while
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- Ask sts to work in pairs to read the passage more carefully and find the answers to the questions given. - Ask sts to highlight or underline the information in the passage that helps them to find the correct answers. - Move round to help is necessary. - 6 pairs are required to give answers in front of the class. - Listen and help the students to give correct answers.

others watch. 1. It began in the early 19th century. 2. They dicovered that when a sequence of still pictures were set in motion .............. 3. No, they didn't. 4. Audiences were able to see long films in the early 1910s. 5. the sound was introduced at the end of the 1920s 6. As the old silent films were being replaced by spoken ones, the musical cinema appeared. - Self-correct the work - Read the passage again and choose the best title. Answer: B ( A brief history only) - Listen to their friends and the T.
+ Task 3: - Ask sts to read the passage again individually and choose the best title for the passage. - Ask one or two sts to give answer and to explain why they choose A, B or C. - Listen and check. - Work in groups orally. 4. After you read:( 9 mins) Aims: Students' summary about the history of cinema. - Some sts report. - Ask sts to look at the cues given and work in groups to talk about the history of cinema basing - Listen to the T. on the cues. - Go round to help sts with their work. - Some presentatives of the groups are required to report in front of the class. - Listen and help sts to give correct answers. 5. Homework:( 1 min) - Write a summary of the reading text basing on what they have discussed in After you read. V. EXPERIENCE:
B - SPEAKING Teaching date
Absentees
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2 I. Objectives: 1. Education aims: - Students know about some kinds of film. 2. Knowledge: a. General knowledge: - Students can talk about some favourite kinds of music. b. Language: - The simple present tense. - Vocabulary to describe films. 3. Skills: - Asking and answering questions about film. - Talking about favourite kinds of music. - Expressing attitudes, preferences II. Anticipated problems: Sts might not have enough vocabulary to talk about the topic. They might also have difficulty in using the structure find + O+ Adj and confuse adjs with ending in ing with those ending in -ed .Sts may not have enough vocabulary to talk about the topic. III. Teaching aids: Textbook, chalk, board, pictures. IV. Procedures: Teachers activities Students activities 1. Warm- up: ( 5 minutes ) Aims : to get used to the topic. - Look at the posters and match the - Give sts some film posters on the board: film with the correct types. + Names of the films: Shrek (1) The adventures of Sherlock Holmes. (2) The Lord of the Rings (3) - Some sts give the answers. Pearl Habour ( 4) - Ask sts to match the films with the correct types + Key: 1- cartoon 2- detective film of films . 3- action film 4- war film - Listen and check. 2. Before you speak:( 8 minutes) Aims: :to focus sts on the topic and to introduce the words and phrases used in the task. + Task 1: - Ask sts to study the table on p. 134 and tick the - Look at the table and tick . boxes that suit their preferences for a particular - Compare with their partners. - Some sts report: type of films. - Ask sts to compare their answers with a partner. S1: I like science fiction films very - Call on some sts to report their likes and much. S2: I don't like cartoons very much. dislikes. S3: I don't like horror films at all. - Listen and give remarks. ...................... 3.While you speak: ( 20 minutes ) Aims: Sts can talk about their favourite type of films.. + Task 2: Find out what your friends feel about - Listen and take notes each kind of films. - Give sts some new words: + violent (adj): bo lc
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+ horrifying (adj) lm khip s + moving (adj): cm ng + find + O + Adj - Ask sts to read the new words orally and individually - Introduce sts some expressions of agreement and disagreement. + Agreement: + Disagreement: I agree I don't think so. Yes, exactly Yes, but ........... Right / Sure ! I don't quite agree with you. - Ask some sts to read the model conversation in the textbook. - Divide the class into small groups of 3 and ask sts to find out what the others of their group feel about the given types of films. - Go around to help sts if necessary . - Call on some groups to practise the dialogues. - Listen and give remarks. + Task 3: Find out the preferences of your friend for films. - Introduce the structure prefer st to st , which can be used to talk about ones preferences. - Ask sts to make sentences with the structure. - Call on two sts to read the model conversation in the textbook. - Ask sts to work in pairs and find out about their partners preference for a particular type of films, basing on the model conversation. - Go around to offer help. - Ask some pairs to practise the dialogues. - Listen and correct their mistakes. 4. After you speak: (10 min ) Aims: Sts can talk about the film they have seen. + Task 4: Talk about a film you have seen. - Ask sts to work in groups to ask and answer about a film they have seen using the suggestions given in the textbook. - Ask sts to take turns to talk about the films they have seen. - Go around to help sts. - Ask some sts present in front of the class if the permits 5. Homework: ( 2 min ) - Write a short paragraph about a film they have already said about.

- Read the new words orally and individually. - Listen to the T.
- Read the model aloud. - Work in groups and ask some sts to present. A: What do yoy think of detective films? B: Oh, I find them exciting. C: I think so. I think they are good fun. ........................ - Listen to the T - Make sentences with the structure. - Two sts read the model conversation. - Work in pairs to ask and answer the similar questions. S1: Which do you prefer, thrillers or science fiction films? S2: Well, I suppose I prefer science fiction films to thrillers. - Listen to the T.
- Work in groups. - Some sts report in front of the class. E.g: I saw " Sand life" at the cinema. It is a love story film. It is about the life of a soldier after the war. He has already been married but after the war he returns with another woman. Life with two wives is definitely not easy. I feel sorry for the soldiers' life after the war. I like the film because of its humane value.
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V. EXPERIENCE:
C - LISTENING Teaching date
Absentees
2 I. Objectives: 1. General knowledge: - Sts know how some people can arrange to do st. 2. Language: - Vocabulary on days of the week . 3. Skills: - Listening: Listen for the main idea and fill in the chart . - Speaking: Talk about sb's plans. II. Anticipated problems: - Sts may not interested in "The Titanic" as it is an old film. III. Teaching aids: - Tape, cassette player, textbook, chalk, board. IV. Procedures: Teachers activities Students activities 1. Homework checking:(7 mins) -Ask one sts to talk about a film he likes best. - One st presents. - Others listen and give remarks. - Listen and give remarks. - Listen to the T. 2. Before you listen:(12 mins) Aims:to focus sts on the topic and to review/ introduce the words and phrases used in the listening text. - Work in groups to list the a. Ask sts to work in groups and list the types of entertainments entertainments. - Note down the list on board: go to the cinema/ watch TV - Stand up and give their answers. listen to music/ ............. S1: I never go to the cinema. - Ask sts to read the table in the book and put a tick S2: I often watch T.V. on the right column. S3: I sometimes listen to the radio. - Compare their answers with a partner. - Listen to their friends. - Ask some sts to speak aloud. b. Introduce some new words - Copy the words and phrases. - ti'tanic (adj): great, huge (The name of a film) - su'ppose(v): think that st is true but not be sure - guess(v): predict, give an answer but do not know if it is right - Listen and repeat. - instead (adv): in the place of st/ sb - Read the words in pairs and - Read the words asks sts to repeat. correct each others mistakes. - Ask sts to read the words in pairs. - Some sts read the words aloud.
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- Ask some sts to read the words again 3. While you listen:( 17 mins) + Task 1: Aims: Sts practise listening and marking True/ False statements. - Tell sts that they are going to listen to a conversation between two friends, Lan and Huong. - Ask sts to work in pairs, look at the picture and guess what the conversation is about. - Ask sts to listen to the talk and answer the question: "What are they planning to do?". T plays the tape once. - Ask sts to exchange their answer in pairs. - Check sts answer. - Play the tape once again and conduct the correction. + Task 2: Aims: to practise listening for specific information by fillingin a chart. -Ask sts to have a look at the chart in pairs and make sure they know what information they need to fill in the blanks. - Ask sts to listen to the tape once/twice and take short notes to fill in the chart. - Ask sts to compare their answer in pairs. - Play the tape once again, stop the tape where necessary and conduct the correction.
- Listen to the T. -Work in pairs to guess what the conversation is about. -Listen to the tape and do the task - Exchange their answer. - Gives their answer. They are planning to go to the cinema together to see Titanic - Check their answer and then correct their work if necessary.
- Work in pairs to have a look at the chart. - Listen and do the task.
- Compare their notes.

Lan Mon see a play Tue Wed Huong
work ang go to singing club take Chinese classes
Thu Fri - Ask sts to look at the chart again and find out if there is a day when both Lan and Huong are free to go to the cinema together. 4. After you listen:(8 mins) - Ask sts to work in pairs and use the chart to talk about Lan and Huong's plan for nextweek - Revise some structures to show one's plans: - be going to + V - be V-ing - Move round to check the activities and to make sure that sts are working effectively. - Ask some sts to present in front of the whole class. - Check and gives remarks. 5. Homework:(1 min) Write a short paragraph about your plan for next Sat Sun
visit grandparents
work (busy) go on a picnic
Key: Tuesday - Check their answer, and then correct their work if necessary. - Study the chart and find out a day when both of the girls can go to the cinema. Sts give their answer. - Work in pairs talking about the two people' plans - Some sts present.
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week. V. EXPERIENCE: Period 81: Class 10A D - WRITING Teaching date
Absentees
2 I. Objectives: 1. Education Aims: - Students can write a description of a film. 2. Knowledge: a. General knowledge: - The film Titanic. b. Language: - Language used to describe a film. - The present tenses . 3. Skills: - Reading: read the description of the film Titanic and then answer the questions. - Writing: write about a film they have seen. II. Anticipated problems: - Students may find it difficult to write about the content of the film. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Homework checking :( 5 mins) - Ask one st to talk about Lan and Huong's plans - Listen to their friend and give for the next week. remarks. - Ask other sts to listen to their friend and give remarks. - Listen to the teacher. - Check and give remarks. 2. Before you write:( 20 mins) - Aims: to get sts to recognise how to describe a film and to read the information about the film Titanic. + Task 1: - Introduce the topic of the lesson: describing a - Listen to the teacher carefully. film. - Introduce some new words: +'tragic (a): bi thm +'luxury (n) : s xa hoa - Copy down the words into theit +'voyage (n): a long journey by sea notebooks. + ad'venturer (v) : ngi thch phiu lu. + be engaged: nh hn + 'iceberg (n): tng bng tri - Ask sts to listen and repeat and then copy down - Listen and repeat. these words into their notebooks. - Some sts stand up and read again. - Ask some sts to read these words again. - Read the description of the film - Ask sts to read the description of the film Titanic in task 1 and to answer the Titanic in task 1 and to answer the questions questions about the film. about the film.
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- Allow sts to work in pairs to ask and answer the questions orally. - Move around to help if necessary. - Ask sts to compare their answer with other pairs.

- Work in pairs to ask and answer and then share their answer with their friends. - Present their ideas. 1. The name of the film is Titanic. 2. It is a tragic love story film. 3. It is about the sinking of a luxury liner. 4. It is made in America. 5. It is based on the true story of Titanic. 6. The main character are Jack Dawson and Rose DeWitt Bukater. 7. Jack is a young and generous adventurer. Jack and Rose fall in love with each other. 8. It has a sad ending. - Listen to the teacher.
- Get feedback and give remarks. + Task 2: - Ask sts to think of a film they have already seen and then work in pairs to ask and answer similar - Think of a film that they have seen. questions to those in task 1. - Allow sts to work in pairs in 5 minutes. - Move around to help if necessary and to check . - Work in pairs to ask and answer - Correct sts' mistakes if there are any. about the films they have seen. - Listen to the teacher. 3. While you write:( 10 mins) - Aims: Sts practise writing a description of a film they have seen basing on the answers.. - Ask sts to write down what they have discussed into their notebooks. - Let sts write in 10 minutes. - Ask them to refer to the model description in task 1 if necessary. - Do the writing task. - Move around to conduct the activity. 4. After you write:( 9 mins) Aims: to get feedback and check sts' work. - Get feedback by asking some sts to read their - Read their writing: ( a sample work aloud. paragraph) - Ask some other sts to give remarks. EX1:" Of all the films I have seen, " - Check and give the correct answer. Gone with the wind" is the film I like - If there is enough time, T can have sts exchange best. " Gone with the wind" is a love their writing among sts within a group so that story film. It is about the change in a they can check their friend's work and give woman 's life during the civil war remarks. in America. The film is made in America. It is based on the famous novel " Gone with the wind" written by Margaret Mitchell. The main character is Scallet O'hara. She is a 5. Homework: ( 1min) beautiful but ambitious woman.....
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- Part D (page 79 - workbook).

EX2: Of all the film I have seen Doraemon is the one I like best. Doraemon is a cartoon film. It is about a robotic cat named Doraemon , who nd travels back in time from the 22 century to help a schoolboy, Nobita Nobi. It is made in Japan. The main characters are Doraemon, Nobita, Shizuka, Gian and Sueno. Doraemon is an itelligent robotic cat, Nobita is a clumsy student, Shizuka is a pretty girl, Sueno is a rich kid and Gian is selfish and violent. The film has a happy ending.
V. EXPERIENCE:
2 I. Objectives: 1. Education Aims:- Students know how to pronounce the sound /f/ and /v/ correctly. - Students learn about: - Adjectives of attitude. - Structure: It is/was not until ... that - Articles: a/an and the 2. Knowledge: + Language: - Pronunciation: /f/ and/v/ . - Adjectives of attitude. - Structure: It is/was not until ... that ... - Articles: a/an and the 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: - Students may find it difficult to distinguish adjectives ending in -ing from adjectives ending in -ed. III. Teaching aids: - board, chalk, textbook.
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IV. Procedures: Teacher's activities 1. Homework checking: ( 5mins) - Ask two sts to talk about the films they have seen. - Ask another st to give remarks. - Check and give a mark. 2. Pronunciation:( 10 mins) - Aims: to introduce two sounds /f/ and /v / and help sts to practise these sounds. a. Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat. - Tell sts how to pronounce these sounds accurately. / f / : a voiceless sound / v / : a voiced sound - Ask sts to pay attention to the length of two sounds. - Ask them to look at the textbook, listen and repeat. - Then ask sts to work in pairs to read the words again so that they can check for each other. - Move around to help . - Ask two sts to read again and give remarks. b. Ask sts to look at sentences in page 139 in the book. - Ask them to work in pairs to read the sentences and then find out the words containing sound /f / and sound /v / . - Ask them to work in 2 minutes. - Move around to conduct the activity. - Ask one st to report and other sts to give remarks. - Check and give the correct answers. - Ask some sts to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) Aims: to introduce adjectives of attitude, structure: " It is/was not until ... that ...", articles: " a/an" and "the" and have sts do Ex1,EX2 , EX 3 and EX4. a. Adjectives of attitude: - Firstly ask sts to read the instruction and the example in task 1. - Ask them to do task 1. + Exercise 1:

Students' activities - Two sts talk about the films they have seen.. - Give remarks. - Listen to the teacher.
- Write down two sounds. - Listen to the teacher and repeat. - Look at the book , listen and repeat. /f/ /v/ fan van first vine form view ........................... - Read these words in pairs and check for their partners. - Look at the book and work in pairs. - Answers: /f/ /v/ feels Stephen enough driving photograph van ............................... - Read the sentences.
- Listen to the teacher - Read the instruction and the example and then do task 1.
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- Ask two sts to write the adjectival forms of the verbs on the board. - Ask sts to compare their answers with other sts. - Move round to conduct the activity. - Look at the board and give remarks. + Tell sts that there may be two adjectival forms of a verb. One ends in -ing and the other ends in -ed. - Ask sts to look at the example and tell the difference E.g: interest => interesting and interested - This book is interesting. - I am interested in this book. I 've read it twice. - Ask sts to do task 2. + Exercise 2: - Ask sts to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask some sts to report. - Check and give remarks. b. It is/was not until ... that ... : - Give examples so that sts can see the use as well as the form of this structure: E.g: Mary didn't know how to make cakes until I taught her. = It was not until I taught Mary that she knew how to make cakes. I did not start to learn English until 1995. = It was not until 1995 that I started to learn English. - Ask sts to read the examples and tell the teacher which sentences are more emphatic. + Exercise 3: - Ask sts to do Ex 3 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two sts to write their answers on the board. - Check and give remarks.

Key: 1. fascinating 3. terrifying 5. horrifying 7. surprising 9. embarrassing 10. frustrating 2. exciting 4. irritating 6. boring 8. amusing
- Listen to the T. - Look at the example. - One st tells the difference: + The -ing adjectives: the nature of sth/sb + The -ed adjectives: how sb feels (about sth). - Some pairs report. 1. depressing - depressed 2. interested - interesting 3. boring - bored 4. excited - exciting 5. exhausting - exhausted - Listen and correct their work if necessary.
- Read the examples. - Pay attention to the underlined parts. - Tell the T that the second sentences are more emphatic. - Do the Ex individually. EX3: 1.... 1990 that she became a teacher. 2..... he was 30 that he knew how to swim. 3..... 1980 that they began to learn English. 4. ............. his father came home that the boy did his homework. 5. ...... the lights were on that the fooball match started. - Listen to the teacher.
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c. A/an and the - Give an example so that sts can revise the use of these articles: E.g: I have a cat and a dog. The cat is lazy and the dog is intelligent. - Ask sts to do Ex 4. + Exercise 4: - Ask sts to do this execise in pairs. - Move round to help if necessary. - Ask some sts to report. - Check and give remarks. 5. Homework ( 1 min) - Part B( page 77 - workbook) V. EXPERIENCE:

- Read the example and the tell the T the use of these articles: + A/an: indefinite articles. A/an + N (sing) + The: definite article. The + N - Do the exercise in pairs. - Some sts report: 1. a...the...the 2. an...a...a...the...the...the 3. the...the...the...the 4. an...a...a...the....a - Listen and correct their work if necessary.
UNIT 14: THE WORLD CUP Period 83: A - READING Class Teaching date Absentees 10A 2 I. Objectives: 1. Education aims: - Students know more about the World Cup. 2. Knowledge: a. General knowledge: - Knowledge about the World Cup. b. Language: - The passive. - Vocabulary concerning sport: tournament, final, trophy...... 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: better sts' reading skill through matching the words in A with the definitions in B, sentence completing and marking true/false statements. II. Anticipated problems: - Students may not have much knowledge and words/phrases about sport. III. Teaching aids: board, textbook, chalk, some pictures. IV. Procedures: Teachers activities Students activities 1. Warm-up:(5 mins) - Show sts some pictures of the 2006 World Cup tournament. - Look at the T's pictures . - Ask sts what they know about the 2006 World - Stand up and say aloud what they Cup tournament. know about the latest World Cup - Get feedback and check. tournament. 2. Before you read:( 12 mins) .........
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Aims: To introduce the topic and provide sts with words/phrases about the World Cup. a. Answering questions: - Ask sts to work in pairs to ask and answer the questions in Before you read. - Work in pairs to ask and answer. - Go round to help if necessary. - Give answers orally. - Ask some sts to give answers. 1. It was held in Japan and Korea. 2. Brazil did. 3. Germany was. - Listen and check. Sts may give different ................................... answers. b.Vocabulary. - Others listen - Provide sts with the new words/phrases: + 'tournament (n): gii u - Listen and read after the T. + 'final (n): chung kt + 'witness (v): chng kin + elimi'nation game (n): trn u loi - Write down these words into their + 'honoured title (n): danh hiu cao qu notebooks. + 'victory (n): chin thng - Read each word/phrase 3 times and ask sts to - Listen and repeat. repeat it. - Leave sts 1 minute to self-practice. - Ask 4-5 sts to read all the word/phrases aloud in - Read these words and check for their partner. front of the class( 1 st/ 1 time) - Read the words aloud. - Listen and help sts to read the words/phrases - Listen to the T. correctly. 3. While you read:( 18 min) Aims: Read for information to match the words in A with the definitions in B, to do sentence completing and to mark true/false statements.. + Task 1: Matching: - Ask sts to read the passage independently then read the words as well as the definitions given in - Work individually. task 1 and scan the passage to match. - Tell sts to refer to Vocabulary for help and encourage them to try to guess the meanings of the words in contexts of the reading. - Report their answers one by one. - Ask sts to share their answers with their 1. - b 2-c 3 - a partners. 5-d - Call on 5 sts to read their answers aloud in front 4 - e - Listen to the T of the class. - Get feedback and give remarks. + Task 2: Sentence completing. - Ask sts to scan the passage independently then complete each sentence with a word or a - Scan the passage and find the number. information. - Tell sts to refer to Vocabulary for help and encourage them to try to scan the information as - Work in pairs to compare their fast as possible. answers.
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- Move round to help and ask sts to share their ideas. - Call on 5 sts to read and explain their answers aloud in front of the class. - Feedback and give remarks. + Task 3: - Ask sts to read the passage again individually and mark true/false statements. - Move around to help. - Ask sts to share the answers with their friends and correct the false sentences. - Ask 5 sts to give answers. - Listen and check. 4. After you read:( 9 mins) Aims: Students' summary of the reading passage. - Ask sts to look at the figures and work in groups to talk about the events mentioned in the passage. - Go round to help sts with their work. - Some presentatives of the groups are required to report in front of the class. - Listen and help sts to give correct answers. 5. Homework:( 1 min) - Write a summary of the reading text basing on what they have discussed in After you read. V. EXPERIENCE:

- Report their answers sentence by sentence. 1. 13 2. 32 3. Argentina 4. one 5. 26 - Listen to the T - Read the passage again and mark true/false statements. - Present their ideas: 1. F ( in 1930) 2. F ( every four years) 3. T 4. T 5. F ( .... has won the trophy 5 times ) - Listen to their friends and the T. - Work in groups orally. - Some sts report. E.g: 13 is the number of teams that took part in the first tournament. 1930 is the year when the first World Cup was held. ................................ - Listen to the T.
period 84: Class 10A
B - SPEAKING Teaching date
Absentees
2 I. Objectives: 1. Education aims: - Students know about the World Cup. 2. Knowledge: a. General knowledge: - Students can talk about the World Cup winners. b. Language: - The simple present tense. - Vocabulary about football . 3. Skills: - Asking and answering questions about the World Cup. - Talking about the World Cup winners. II. Anticipated problems: Sts might not have sufficient vocabulary to talk about the topic. III. Teaching aids:
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Students activities - Listen to the T. - Work in groups and find out the words. - Answers: winner, score, runnerup,host country, champion.
Textbook, chalk, board, handouts, posters. IV. Procedures: Teachers activities 1. Warm- up: ( 5 minutes) Jumble words Aims :Sts get used to the topic. - Divide the class into small groups of 3 or 4 and introduce the games: Sts are to rearrange the letters into meaning words. - Write some groups of letters on the board. - Ask sts to work in groups. - Ask some goups to give answers . - Introduce the new lesson: Today we will talk about the World Cups. 2. Before you speak: (12 minutes) Aims: :to focus sts on the topic and introduce the words and phrases used in the task. + Task 1: A World Cup 2002 quiz - Ask S to name the team in the photos on page 145: - Before doing the task T give S some new words: + draw (v,n): e.g. a score of 1- 1 + lose the match to sb + defeat sb: beat sb + penalty shoot - out - Give S some handouts and in each handout T writes two questions about the four football teams: Q1. How many times has Italy won the trophy up to World Cup 2006? Q2. Who was the captain of the French national football team in World Cup 2006? Q3. What was the score of the World Cup 2006 final? Q4. Which team was the runner-up in the World Cup 2006? Q5. Who was the head coach of the German team in World Cup 2006? Q6. What nationality was the top scorer in World Cup 2006? Q7. Who was the captain of the English national football team in World Cup 2006? Q8. Who beat England in the World Cup 2006 quarter final? - Ask sts to work in groups to answer the questions. - Go around to check that S work and speak English. - Ask some Ss to answer the questions. 3. While you speak: ( 15 minutes) Aims: Sts can talk about the World Cup tournaments. + Task 2:
- Answer the question of the T. 1- England 3- Italy 2- France 4- Germany - Listen and write down these words into their notebooks. Answer: 1. 4 times 2. Zinedine Zidane 3. 1 - 1( Italy won the game 5 - 3 in a penalty shoout- out. 4. France. 5.Jurgen Klinsmann 6. German 7.David Beckam 8. Portugal (by 3-1) - Listen to their friends and check.
- Read the table in 2 minutes. - Listen to the T and then some sts
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read the model again. - Work in pairs to make similar dialogues. - Say aloud their dialogues: S1: Where was the second World Cup held? S2: It was held in Italy. S3: Which teams played in the final match? S4: Italy and Czechoslovakia. ............................... - Listen to the T.
- Ask sts to read the information about 17 World Cup tournaments in the table. - Read the model dialogue aloud and then ask two pairs to read the dialogue again. - Ask sts to work in pairs to make similar dialogues about the World Cup tournaments. - Move round to make sure that Sts are working and to help if necessary. - Ask sts to compare their answers with other pairs. - Ask some pairs to report.
- Listen and give remarks. 4. After you speak: ( 10 minutes) Aim: S can talk about the World Cup winners + Task 3: - Introduce the task: S are going to take turns to talk about the World Cup winners in different years. - Ask Sts to read the model in the textbook. - Ask Sts to work in groups and take turns to talk about the WC winner in a certain year. - Go around to check and to offer help. - Ask some Sts to talk about different World Cup if time permit. 5. Homework:( 2 minutes ) Write a paragraph to talk about World Cup 2006. V. EXPERIENCE: period 85: C - LISTENING Class Teaching date 10A
- Listen to the T. - Some Sts read the model. - Work in group to talk about the WC winners. - Some Sts present in front of the class. Suggested answer: The 17th World Cup was help in Korea and Japan in 2002. The final match was between Brazil and Germany. Brazil defeated Germany by 2 to 0. Brazil becema the champion and Germany was the runnerup.
Absentees
2 I. Objectives: 1. General knowledge: - Sts know some information about Pel, the most famous footballer in the world. 2. Language: - Vocabulary on football. - The simple past tense. 3. Skills: - Listening: Listen and fill in the table, and answer the questions. - Speaking: Talk about important events in Pele's life. II. Anticipated problems: - Some sts do not like football and have not heard the name of Pele. III. Teaching aids:
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Students activities - One st presents. - Others listen and give remark.
- Tape, cassette player, textbook, chalk, board. IV. Procedures: Teachers activities 1. Homework checking:(7 mins) - Ask one st to talk about some World Cup tournaments. - Listen and give remarks. 2. Before you listen:(12mins) Aims: to focus sts on the topic and to review/ introduce the words and phrases used in the listening text. a. Ask sts to work in groups and talk about their favourite football players, the name of their football clubs, their nationalities... - Ask sts to work in groups again to look at the pictures in the textbook and discuss the football players in the pictures. b. Introduce some new words - as a/ an...... : When he/ she was a/an.... - kick (v):( miming) -control(v): to make people/ things do what you want. - participate in (v): take part in - ambassador(n) i s - promote(v):to help the progress of st. -Read the words and ask sts to repeat. - Ask sts to read the words in pairs. - Ask some sts to read the words again. 3. While you listen:(17 mins) + Task 1: Aims: Sts practise listening for specific information by filling in a table. - Tell sts that they are going to listen to a talk about Pele. - Ask sts to have a look at the table in pairs and make sure they know what information they need to fill in the blanks. - Ask sts to listen to the tape twice and take short notes to fill in the table. - Ask sts to compare their answers in pairs. - Ask some sts to report. - Play the tape once again, stop the tape where necessary and conduct the correction. + Task 2:
- Work in groups to talk about their favourite football players - Discuss the players in the pictures - Some sts stand up and give their answers. 1. Pele 2. Maradona 3. Zidane 4. Barthez 5. Beckham - Copy the words and phrases.
- Listen and repeat. - Read the words in pairs and correct each others mistakes. - Some individuals read the words aloud Sts listen to the T. Sts work in pairs to have a look at the table. - Listen and do the task. - Compare their notes. - Some sts report. Year Events (1) Born in Brazil 1940 19 (2) Joined in a Brazilian 56 football club (3) First world cup 1962 championship (4) 1200th goal 1974 19 (5) Retired 77
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- Check their answer, and then correct their work if they have wrong answers. Sts work in pairs to read the questions
Aims: Sts practsce listening for specific information by answering questions. - Ask sts to read the questions in pairs and make sure they understand the questions. - Ask sts to listen to the tape twice and take short notes to answer the questions. - Ask sts to compare their answer in pairs. - Ask some sts to report.
- Listen and do the task. - Compare their answer. - Some sts report. 1. He was fanous for his powerful - Play the tape once again, stop the tape where kicking and controlling the ball. necessary and conduct the correction. 2. He participated in 3 World Cups. 3. He played for an American 4. After you listen:(8 mins) football club before he retired. - Ask sts to work in pairs and use the information in 4. He became an international the table and the answers in Task 2 to talk about ambassador for the sport. important events in Pele's life - Check their answer, and then - Move round to check the activities and to make correct their work if they have the sure that sts are working effectively. wrong answer. - Ask some sts to present in front of the whole class. - Check and give remarks. - Work in pairs to talk about Pele's 5. Homework:(1 min) life. - Write a short paragraph about Pele.
- Some sts present. V. EXPERIENCE:
Period 86: D - WRITING Class Teaching date 10A
Absentees
2 I. Objectives: 1. Education Aims: - Students can write an announcement. 2. Knowledge: a. General knowledge: - An announcement concerning football. b. Language: - Language used to write an announcement. - The future tenses and the passive voice. 3. Skills: - Reading: read the model announcement. - Speaking: discuss in pairs. - Writing: write an announcement. II. Anticipated problems:
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- Students are not familiar with this type of writing. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Homework checking :( 5 mins) - Ask one st to talk about the milestones in Pele's - Listen to their friend and give remarks. life. - Ask other sts to listen to their friend and give - Listen to the teacher. remarks. - Check and give remarks. 2. Before you write:( 20 mins) - Aims: to get sts to know how to write an announcement. + Task 1: - Introduce the topic of the lesson: Writing an - Listen to the teacher carefully. annoucement. - Introduce some new words: +a'nnounce (v): thng bo + a'nnouncer (n):ngi thng bo - Copy down the words into theit + announcement (n): thng bo notebooks. + co'mmittee (n): u ban + post'pone (v):tr hon +due to (prep): v, do + se'vere (adj) : very bad. + con'tact (v):lin lc + The Ho Chi Minh Communist Youth Union : on Thanh nin Cng Sn H - Listen and repeat. Ch Minh - Ask sts to listen and repeat and then copy down - Some sts stand up and read again. - Read the announcement in pairs and these words into their notebooks. then answer the questions that follow. - Ask some sts to read these words again. - Work in pairs to ask and answer and - Ask sts to read the announcement in their then share their answer with their notebooks and then work in pairs to answer the friends. questions that follow. - Allow sts to work in pairs to ask and answer the - Present their ideas. 1. The national football championship questions orally. organizing committee is. - Move around to help if necessary. 2. The match between Nam Dinh and - Ask sts to compare their answer with other Binh Duong. pairs. 3. The match will be played at 3 p.m on Sunday, April 25th. 4. It will be played at My Dinh national - Get feedback and give remarks. Stadium. - Tell sts that these four questions are the main - Listen to the teacher. contents of an announcement. + Task 2: - Ask sts to read two situations in task 2. - Ask them to work in pairs to answer the similar - Read two situations. - Work in pairs to discuss two situations. - Some pairs report. + Situation 1:
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questions to those in task 1. - Ask sts to create the time and the place of the meeting in the first situation. - Allow sts to work in pairs in 5 minutes. - Move around to help if necessary and to check . - Ask sts compare their answers with other pairs. - Ask some pairs to report.

1. Nguyen Trai High School Football Team. 2. The team are looking for new players for the new football season. 3. The first meeting of volunteers will be at 7 p.m on Sunday, April 15th. 4. It will be at Hai Duong Central Stadium. + Situation 2: 1. The HCM Communist Youth Union of NT High School. 2. A friendly match with New Stars Football Club. 3. It will be played at 5 p.m on Sunday, April 20th. 4. It will be played in the football field of New Stars Football Club. - Listen to the teacher.
- Correct sts' mistakes if there are any. 3. While you write:( 10 mins) - Aims: Sts practise writing one of the two situations. - Ask sts to write down what they have discussed into their notebooks. - Let sts write in 10 minutes. - Ask them to refer to the model announcement in task 1 if necessary. - Move around to conduct the activity. 4. After you write:( 9 mins) Aims: to get feedback and check sts' work. - Get feedback by asking some sts to read their work aloud. - Ask some other sts to give remarks. - Check and give the correct answer. - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks. 5. Homework: ( 1min) - Part D (page 84 - workbook). V. EXPERIENCE:
- Read their writing: ( a model announcement) " Tra Linh High School Football Team wishes to announce that the team are looking for new players for the new football season. Volunteers must be good at football and are students of Tra Linh High School. The first meeting will take place at 7 p.m on Sunday, April 15th at Tra Linh playground.If you want any further information, you can contact Nguyen Van Ba, class 10 A2 or at 3880178."
Period 87:
E - LANGUAGE FOCUS
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Class 10A Teaching date

Absentees
2 I. Objectives: 1. Education Aims:- Students know how to pronounce the sound /g/ and /k/ correctly. Students revise: - The uses of will. - The difference between will and be going to. 2. Knowledge: + Language: - Pronunciation: /g/ and/k/ . - The uses of will. - Will vs. be going to. 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: - Students may not know the difference between will and be going to. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Homework checking: ( 5mins) - Ask two sts to read the announcements they - Two sts read the announcements aloud. wrote aloud. - Ask another st to give remarks. - Give remarks. - Check and give marks. - Listen to the teacher. 2. Pronunciation:( 10 mins) - Aims: to introduce two sounds /g/ and /k / and help sts to practise these sounds. a. Write two sounds on the board and pronounce - Write down two sounds. them clearly twice, then ask sts to repeat. - Listen to the teacher and repeat. - Tell sts how to pronounce these sounds - Look at the book , listen and repeat. accurately. /g/ /k/ / k / : a voiceless sound group club / g / : a voiced sound game kick - Ask sts to pay attention to the length of two together cup sounds. ........................... - Ask them to look at the textbook, listen and - Read these words in pairs and check repeat. for their partners. - Then ask sts to work in pairs to read the words again so that they can check for each other. - Look at the book and work in pairs. - Move around to help . - Answers: - Ask two sts to read again and give remarks. /g/ /k/ b. Ask sts to look at sentences in page 150 in the book. group scored - Ask them to work in pairs to read the sentences goal took and then find out the words containing sound Uruguay cat /g / and sound /k / . ...............................
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- Ask them to work in 2 minutes. - Move around to conduct the activity. - Ask one st to report and other sts to give remarks. - Check and give the correct answers. - Ask some sts to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) Aims: to revise the difference between will and be going to, and the uses of will, and have sts do EX1,EX2 and EX3. a. will vs. be going to: - Firstly ask sts to look at the examples and tell the difference E.g: - Wife: This dress looks beautiful. It must fit me well. Husband: Ok. I will buy it for you. - A: Why did you buy so much paint? B: I'm going to repaint my bedroom tomorrow.

- Read the sentences.
- Listen to the T. - Look at the examples. - One st tells the difference: + Will: to talk about the future and the decision is made at the moment of speaking. + Be going to: to talk about intentions/ decisions which are made before we report them. - Some pairs report. 1. I'll get 2. I'm going to wash 3. are you going to paint 4. I'm going to buy 5. I'll show 6. I will have 7. I will do - Listen and correct their work if necessary. - Read the example. - Pay attention to the underlined part. - Tell the T that will is used to talk about what the speaker predicts about the future. - Do the Ex individually. EX2: 1....he will help ..... 2. ... won't lend me any money 3. ... it will rain today 4. ... will have to wear glasses 5. .... will have a headache 6. won't like it 7. I will fail - Listen to the teacher. - Read the example. - Pay attention to the underlined part.
- Listen to the S and give remarks. - Ask sts to do task 1. + Exercise 2: - Ask sts to do Ex 1 in pairs and then share the answers with their friends. - Move round to help if necessary. - Ask some pairs to report. - Check and give remarks. b. Will: making predictions - Give an example so that sts can remember the use of will. E.g: A: I like that car very much but I don't have enough money to buy it. B: Ask Jack for some money, please. He is rich and generous. I'm sure he will lend you some. - Ask sts to read the examples and tell the teacher the use of will in this situation. + Exercise 3: - Ask sts to do Ex2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two sts to write their answers on the board.
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- Check and give remarks. c. Will: making offer - Give an example so that sts can revise the use of will: E.g: A: I'm so tired but I still have a lot of work to do. B: Oh, I will help you to finish it. - Ask sts to do Ex 3. + Exercise 3: - Ask sts to do this execise in pairs. - Move round to help if necessary. - Ask some sts to report. - Check and give remarks. 5. Homework ( 1 min) - Part B( page 81 - workbook) V. EXPERIENCE:

- Tell the T the use of will in this situation: to make offer/ to show willingness. - Do the exercise in pairs. - Some pairs report: 1. I will make you a glass of orange juice. 2. I'll open it. 3. I'll lend you some. 4. I'll take you there. 5. I'll give you a helping hand. - Listen and correct their work if necessary.
TEST YOURSELF E Teaching date Absentees
2 I. Objectives: 1. Aims: - Sts revise what they have learned in unit 12, unit 13 and unit 14. 2. Knowledge: - General knowledge in unit 12, unit 13 and unit 14. - Language: pronunciation and grammar in the above units. 3. Skills: listening, speaking and writing. II. Teaching aids: textbook, chalk, board. III. Procedures: Teacher's activities Students' activities 1. Homework checking:( 5 mins) - Ask one st to do Ex 4 in the workbook on EX 4: the board. 2. It will look ....... 3. you will like... - Ask one st to give remarks. 4. you will get ....... 5. They'll be.... - Give remarks and marks. 6. we'll meet ..... 7. she'll come...... 8. I'll be.......... - One st gives remarks. 2. The new lesson:( 39 minutes) - Ask sts to do part II, part III and part IV at home in advance to save time. - Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV:
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15 minutes. - Ask sts to do listening in class. 2.1. Listening: - Ask sts to read the requirement of the task. - Introduce new words: + 'Jupiter (n): Sao Mc + senior citizen (n): ngi gi + re'duce (v): gim - Play the tape twice and ask sts to do the task. - Ask sts to share their ideas with their partners. - Get feedback and play the tape again so that sts can check their answers. - Ask other sts to give remarks. - Check and give feedback. 2.2. Reading: - Ask sts to work in groups to compare their answers. - Ask some sts to report his/ her answers aloud.
- Look at the textbook and read the statements. - Try to focus on the important words. - Copy down these words into their notebooks. - Listen and read after the teacher. - Listen carefully and do the task. - Work in pairs to discuss their answers. - Some sts report. 1. 8.45 2. students 3. Mountain 4. are reduced 5. 7.30 - work in groups to share their ideas. - Some sts stand up to report. 1.He/She has to do a lot of practice and often spends a Saturday or Sunday away from home. 2. They are often played on Saturdays and Sundays. 3. To play against other school teams. 4. No. Sometimes parents, friends and other students will travel with them. 5. The whole school does.... - Discuss in groups. - Answers: 1. 0 ................. 2. the .............. 3. 0............ 4. 0 5.the .............. 6. a.................. 7. the ......... 8. the 9. the ................. 10. a - Compare their answers with their parners. - Write these sentences on the board. 1. I stayed in to watch a film on T.V. 2. I wrote them a letter to thank them for the weekend.
- Listen and check. 2.3. Grammar: 2.3.1. - Ask sts to discuss their answers in groups. - Ask some sts to report. - Ask two other sts to give remarks. - Check and give the correct answers. 2.3.2. to-infinitive: - Ask sts to share their answers with their friends. - Ask 2 sts to write on the board.
- Check and give remarks.
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2.4. Writing: - Ask some sts to read their writing aloud. - Ask some sts to give remarks.

3. She went to university to study egineering. 4. You should go to Britain to improve your English. 5. You should book your tickets well in advance to see that football match. - Read their writing aloud " The monitor of class 10A2 wishes to announce that the musical performance of class 10A2 to raise money for the people in the flooded areas will be held at 7.30 p.m on Thursday, November 23rd in the school meeting hall. The ticket price is 5,000 VND." - Listen to the teacher's remarks.
3. Homework: ( 1 min) - Part A ( Page 80 - workbook)
V. EXPERIENCE:
Period 89+90: WRITTEN TEST 45' + CORRECT THE TEST Class Teaching date Absentees 10A 2 I. Listening: You are going to listen to a talk about Maximilian. Listen carefully and decide if the following statements are true or false. Tick in the right box to indicate your answer. You will listen to the tape twice. T F 1. After leaving school, Maximilian worked on his brother's farm. 2. He left the village when he was 18. 3. The ship he worked on was sailing to the UK. 4. He made a lot of money on Wall Street. 5. He became a millionaire when he was 35. 6. His first wife was a model. 7. He lives with his first wife now. 8. Both of his daughters have become drug addicts. 9. He loves travels and he has visited every country in the world. 10. Neither he nor his brother is happy. II. Reading:
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Complete the following passage by choosing one of the given phrases to fill in each blank. a. was watched b. elimination rounds c. organised by d. every four years e. elimination tournaments f. host nation g. the sport's governing body h. viewed and followed i. was held k. the final tournament World Cup is the most important competition in international football, and the world's most reprentative team sport event. (1) ...................... Federation Internationale de Football Association (FIFA), (2)................., the World Cup is contested by men's national football teams which are FIFA members. The World Cup is held (3) ................... (except in times of war), but the (4)................... of the competition (which narrows the field of as many as 197 teams down to the final 32 teams) take place over a three-year period, using regional (5)..................... The (6) ............... phase (often called the "Finalists") involves 32 national teams competing over a four-week period in a previously nominated (7).................... Only seven nations have won the World Cup Finals. The most recent football World Cup (8).................. in Germany between June 9 and July 10, 2006. The World Cup Finals is the most widely (9).................. sporting event in the world. The final match of the 2002 World Cup (10).................. by more than one billion people. III. Writing: Use the prompts below to make up complete sentences about Cher, a famous American pop star. 1. Cher/ born/ May 20th, 1946/ El Centro/ the USA. ........................................................................................................................................... .............. 2. She/ leave/ high school/ when/ she/ 16/ and/ go/ Los Angeles ........................................................................................................................................... ................. 3. She/ plan/ take/ acting lessons/ there. ........................................................................................................................................... .................. 4. However, she/ meet/ Salvatore Bono/ there/ and/ become/ famous singer/ when/ she/ only/ 19. ........................................................................................................................................... ................ 5. Cher/ get married/ twice/ and/ have/ a daughter/ a son. ........................................................................................................................................... .................. 6. 1977/ she/ decide/ turn/ acting/ again. ........................................................................................................................................... .................. 7. Cher/ win/ Best Actress/ the Cannes Film Festival/ 1985/ and/ Oscar/ 1987.
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........................................................................................................................................... .................. 8. Her long career/ Cher/ be/ successful/ both/ serious actress/ pop star. ........................................................................................................................................... .................. IV. Language Focus: A. Choose the word that has the underlined part pronounced differently from the others. 1. a. laugh b. photo c. orphan d. Stephen 2. a. because b. tense c. nose d. please 3. a. village b. engineer c. age d. game 4. a. team b. bread c. meat d. season 5. a. God b. globe c. phone d. host B. Complete the second sentence so that it it has a similar meaning to the first one. 1. He didn't return to his native village until the war ended. It was not................................................................................................................ 2. We couldn't relax until all the guests had gone home. It was not .............................................................................................. 3. I only recognized him when he came into the light. It was not until................................................................................................ 4. Roger wants to buy a book, so he's gone to town. Roger has gone ..................................................................................... 5. Jane wanted to earn some pocket money, so she got a part-time job. Jane got ............................................................................................................ ANSWERS I. Listening: + key: 1- F 2-T 3-F 4-T 5-F 6-T 7-F 8-F 9-F 10 - F +Tape script: When he left school, Maximilian also started work on the family farm. But he soon became bored. Country life wasn't for him. And so at the age of 18 he left the village. He's only been back three times since then. He went to Buenos Aires and there he got a job on a ship that was sailing to the USA. On the ship he met a rich American businessman. He liked Maximilian and offered him a job. Maximilian learnt quickly and in the next ten years he made a lot of money on Wall Street. He became a millionaire when he was only 25. Since then he has been part of the international jet set. He's had three wives. When he was 30 he married a beautiful model, but she died two years later in a car crash. His second and third marriages both ended in divorce. For the last ten years he has lived alone in his luxury villa in the Bahamas. His family life has not been happy. Two years ago his son went to prison. One of his two daughters has become a drug addict. He's been on television several times and the newspapers have followed his life closely. For the whole of his life he has loved to travel. He's visited almost every country in the world. ' Yes, I've made a lot of money. I've been everywhere and I've done everything. But has it made me happy? Not really. Now look at my brother, Emilio. For several years his life hasn't changed at all. But he's happy. Yes, Emilio is a happy man.' II. Reading: (1) - c 2)- g (3) - d (4) - b (5)- e (6) - k (7) - f (8) - i (9) - h (10) - a
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III. Writing: Use the prompts below to make up complete sentences about Cher, a famous American pop star. 1. Cher was born on May 20th, 1946 in El Centro in the USA. 2. She left high school when she was 16 and went to Los Angeles. 3. She planned to take acting lessons there. 4. However, she met Salvatore Bono there and became a famous singer when she was only 19. 5. Cher got married twice and has a daughter and a son. 6. In 1977 she decided to turn to acting again. 7. Cher won the Best Actress at the Cannes Film Festival in 1985 and an Oscar 1987. 8. In her long career Cher has been successful both as a serious actress and as a pop star. IV. Language Focus: A. Choose the word that has the underlined part pronounced differently from the others. 1.- d ; 2 - b; 3 - d; 4 - b ; 5 - a. B. Complete the second sentence so that it it has a similar meaning to the first one. 1. It was not until the war ended that he returned to his native village. 2. It was not until all the guests had gone home that we could relax. 3. It was not until he came into the light that I recognized him. 4. Roger has gone to town to buy a book. 5. Jane got a part-time job to earn some pocket money. .................................................................................................................... Date: 10/04/08 UNIT 15: CITIES Part1: READING (period 91) Class Teaching date Absentees 10A 2 I. Objectives: 1. Education aims: - Students know more about New York City. 2. Knowledge: a. General knowledge: - Knowledge about New York City. b. Language: - The passive. - Vocabulary used to describe a city. 3. Skills: - Speaking : talk in pairs and in groups. - Reading comprehension: better sts' reading skill through guessing words' meanings in contexts, finding specific information. II. Anticipated problems: - Students may not have much knowledge about New York City. III. Teaching aids: board, textbook, chalk, some pictures. IV. Procedures: Teachers activities Students activities 1. Warm-up:(3 mins) - Ask sts some questions so that they can find out - Listen to the T and find the answer. which city they are reading about. S1: New York City is the largest city in What is the largest city in the USA? the USA. Where is the Statue of Liberty situated? S2: It is situated in New York. - Introduce the topic of the lesson. - Listen to the T.
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2. Before you read:( 12 mins) Aims: To introduce the topic and provide sts with words/phrases about New York City. a. Answering questions: - Ask sts to look at the pictures of some wellknown places in New York and then ask them some questions: Do you know these places? What are they? - Encourage sts to answer freely. - Guide sts to read the names of these places aloud. - Ask them to match the names to the pictures. - Ask sts to work in pairs to ask and answer the questions in Before you read. - Go round to help if necessary. - Ask some sts to give answers. - Listen and check. Sts may give different answers. b.Vocabulary. - Provide sts with the new words/phrases: + lo'cate (v): t + 'harbour (n):bn cng + 'global (a): belong to globe + 'finance (n):ti chnh + 'business (n):kinh doanh +' characterise(v):c trng ho - Read each word/phrase 3 times and ask sts to repeat it. - Leave sts 1 minute to self-practice. - Ask 4-5 sts to read all the word/phrases aloud in front of the class( 1 st/ 1 time) - Listen and help sts to read the words/phrases correctly. 3. While you read:( 20 mins) Aims: Read and guess the meanings of the words from contexts, and find specific information. + Task 1: Matching: - Ask sts to read the passage independently then read the words in column A as well as the definitions given in column B and scan the passage to match. - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in contexts of the reading text. - Ask sts to share their answers with their partners. - Call on 5 sts to read their answers aloud in front of the class. - Get feedback and give remarks.
- Look at the pictures and answer the T. Ss: Yes, we know. S1: No 1 is the Empire State Building. S2: No 2 is the United Nations Headquarters. ................... - Work in pairs to ask and answer. - Give answers orally. 1. It is in the northeast of the USA. 2. Sts' answer. ................................... - Others listen - Listen and read after the T. - Write down these words into their notebooks. - Listen and repeat. - Read these words and check for their partner. - Read the words aloud. - Listen to the T.
- Work individually.
- Report their answers one by one. 1. - d 2-c 3 - e 4 -a 5-b - Listen to the T - Read the sentences first and try to
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+ Task 2: True or False. - Ask sts to read the sentences in task 2 first, and focus their attention on key words. - Ask sts to read the passage independently and then decide whether the statements are true or false. - Tell sts to refer to Vocabulary for help and encourage them to try to scan the information as fast as possible. - Move round to help and ask sts to share their ideas and correct the false sentences. - Call on 5 sts to read and explain their answers aloud in front of the class. - Feedback and give remarks. + Task 3: - Ask sts to read the passage again and work in pairs to ask and answer the questions. - Move around to help. - Ask sts to share the answers with their friends - Ask 5 pairs to give answers.

focus on the key words. - Read the passage again and do the task. - Share their ideas with their friends. - Report their answers sentence by sentence. 1. T 2. F. It is ice-free in all seasons. 3. T. It is on the Hudson & Passaic River. 4. T 5. T - Listen to the T - Read the passage again and work in pairs to ask and answer. - Present their ideas: 1. It's in the southeastern part of New York state. 2. 7 million in the city and 19 million in the metropolitan region. 3. Because it was founded by the Dutch. ............................... - Listen to their friends and the T.
- Listen and check. 4. After you read:( 9 mins) Aims: to test sts' understanding about the reading passage. - Ask sts to work in groups of three or four to - Work in groups orally. discuss two questions. If you could visit New York, which place(s) of interest there would you like to see? Why?/ Why not? - Go round to help sts with their work. - Some sts report. - Some presentatives of the groups are required to report in front of the class. - Listen and help sts to give correct answers. - Listen to the T. 5. Homework:( 1 min) - Write a paragraph to answer the questions in After you read. Date: 11/04/08 LESSON 15: SPEAKING Class Teaching date Absentees 10A 2 I. Objectives: Period 92 1. Education aims: - Students know about diferent cities. 2. Knowledge:
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a. General knowledge: - Students can talk about the differences between London and New York. b. Language: - The comparative structures. - Vocabulary to describe a city. 3. Skills: - Asking and answering questions about the two cities. - Making the comparisions between London and New York. - Talking about the preferences and explain the reasons. II. Anticipated problems: Sts might have problem using the comparative form of short vs long adjectives fluently. III. Teaching aids: Textbook, chalk, board, handouts. IV. Procedures: Teachers activities Students activities 1. Warm- up: (5 minutes) Aims : get used to the topic. - Divide the class into 2 big groups and introduce the quiz: T is going to read out the questions about - Work in groups and find the Hanoi and Ho Chi Minh City. Sts need to listen and answers quickly. give the answers quickly. - The quiz: 1. Which city is larger in area- Hanoi or Ho Chi 1. Ho CHi Minh City. ( Area of Minh City? HCM: 2,095 km2, Hanoi: 921 2. Which city has a bigger population- Hanoi or Ho km20 Chi Minh City? 2. Ho Chi Minh City. ( pop. Of 3. Which city is older- Hanoi or Ho Chi Minh City? HCM: 6. 2 milion, Hanoi: 3 milion) 4. Which city was known by more names through 3. Hanoi ( founded in 1010) history- Hanoi or Ho Chi Minh City? 4. Hanoi 5. Which city has more districts- Hanoi or Ho Chi Minh City? 5. Ho Chi Minh City 6. Which city is closer to the sea- Hanoi or Ho Chi Minh City? 6. Ho Chi Minh City 2. Before you speak: (8 minutes) Aims: : focus sts. on the topic and introduce the words and grammar used in the task. + Task 1: Complete each question in A with a suitable word in B - Ask S to do the task individually. - Listen to the T - Ask some S to go and write their answers on the - Work individually. board. - Some S write on board - Get feedback. - Answers: 1-d 2- f 3- a-e 4-a-e 5- b-c 6- c-b. 3. While you speak: (20 minutes) Aims: Sts can ask and asnwer about the two cities . + Task 2: - Ask sts to work in pairs: One S read the - Work in pairs to ask and answer. infformation about New York city and the other S1: Do you know when NY was about London, then ask and asnwer about the cities founded?
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- In their pairs, Ss will take turn to ask and answer about New York and London using the questions in Task 1. - Go around to check and offer help. - Ask sts to share their answers with other pairs. - Call on some pairs to perform in front of the class and give feedback. - Listen and give remarks.
S2: It was founded in 1624. And what about London? S1: It was founded in 43AD. Ans what is the population of New York? S2: 7 milion. What about London? S1: 7 milion, too. Whats the area of New York? S2: It covers an area of 946 km2. + Task 3: And how large is London? - Introduce the task: S are going to work in pairs ................................................... again and compare the two cities they have just . asked and answer about. - Call on two students to read aloud the model - Read the model aloud. conversation in the textbook. - Pay attention to the words and phrases printed in - Pay attention to the words/ bold and review the comparative forms of Adjs and phrases in bold. nouns: - Listen to the T and take notes. a Equal Comparison + Structure: S + Modal V/Aux S + V + as adj / V/Be adv as + NP Pro - Equal comparison of nouns: ......... as+ many/ few+ countable N+ as ..........as+ much/ little+ uncountable N+ as Eg.: as many parks as/ as much money as b Comparative form: + Structure: S + Modal S+V+ comparative adj V/Aux V/Be /adv +than+ NP Pro - Comparative nouns: more + count/ uncount - N - Work in pairs. E.g: more buildings, more money - Compare the two cities. - Ask S to work in pairs to compare the two cities, - Some pairs present in front of basing on the model conversation. the class. - Go around to help Sts. - Ask some Sts to perform in front of the class. 4. After you speak: (10 minutes) Aim: S can talk about the preferences and give the reasons. + Task 4: - Introduce the task: S are going to work in groups to talk about their preferences and to give reasons to back up their opinions. - Work in groups to listen and take - Ask S to draw this table and take notes of their notes their opinions into the table.
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friends opinions . Name City preferred Reasons

- some sts present: E.g.:Hoa prefers New York to London because people are friendlier and opener. Binh prefers living in London because there are more high buildings but Nga prefers working in London because there are more holidays
- Go around to observe and offer help if necessary. - Call some S to report their findings. - Give corrective feedback. 5. Homework: (2 minutes ) Write a paragraph about New York and London.
Class 10A
Unit 16: Historical places Period 1: Reading Teaching date Absentees
2 I. Objectives: 1. Education aim: - Sts know about Van Mieu Quoc Tu Giam. 2. Knowledge: a. General knowledge: - Sts can talk about Van Mieu Quoc Tu Giam. b.Language: Sts can recall more about: - The simple past tense. - Vocabulary to talk about historical places. 3. Skills: - Reading for general ideas and specific information. - Choosing the best suitable words and guessing in context. - Deciding on True or False statements. - Discussing in group. II. Teaching aids: - Textbook, blackboard, chalk, ... III. Anticipated problems: - Students may not have sufficient words to talk about the topic . IV. Procedure Teachers activities Students activities 1. Warm-up: Network..(5minutes) - Ask students to work in groups of 3-4 students . - Ask the students to name some historical places in Vietnam. - Work in groups - After 2 minutes, the group which has the longest list will be the winner 2. Before you read: (8 minutes) Aims: To provide students with words/phrases about historical places. - Students are required to work in pairs to answer the questions - Work in pairs.
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in the textbook. - Go around to offer help S. - Ask some S to answer the questions. - Listen and help S to give correct answers. Suggested answers: 1. Co Loa Citadel. Hoa Lu Capital. Con- Son- Kiep Bac Site. Den Hung Remains, Quang Tri Citadel, Hue Imperial City. Hoi An City, etc. 2. Yes, it is. It is the first university of Vietnam. 3. Van Mieu- Quoc Tu Giam was founded in 1070 by the Ly Dynastry. It is one of the most visited places in Hanoi. - Give S some new words: * The new words/phrases are: + Confucian ( a): ngi theo o Khng, nh nho + engrave ( v): khc, trm tr + stelae ( n): bia + banyan trees ( n): cy a + tortoise ( n): con ra Read each word/phrase 3 times and ask the students to repeat it. Ask 4-5 students to read all the word/phrases aloud in front of the class (1 student/ 1 time) Listen and help the students to read the words/phrases correctly. 3. While you read: (20 minutes) Aims: Read for information to do the task, and do the tasks. Task 1: Guesing in context - Ask the students to read the passage indepently then find the italicised words in task 1. - Write these words on board: Originally, representative, memorialise, engrave, flourish. - Ask S to go back to the text to locate and underline these words and try to guess the meanings. - T might want to check that S understand all these words by callingon some S to tell the meanings in Vietnamese. - S are required to compare their answers with their partner. - Call on students to read and explain their answers aloud in front of the class. - Feedback and give correct answers: * Key: 1. b 2. a 3. c 4. b 5. c Task 2: Deciding on True or False statement - Ask S read the text more carefully and decide whether the statements are true (T) or false (F). Correct the false information. - Ask s to do the task individually and then check their answers with their friend. - Ask some representatives to give their choice orally in front of the class and explain their answers. - Listen and help S to give the right answer.
- Some S questions
answer the
- Read after the T and then read individually. - Listen and take notes -
- Work individually - Some S do the task orally while others listen.
- Read the text and do the task individually - Check the answers with a partner. - Some S present.
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Answer: 1. F ( it was built in 1070) 2. T 3. F ( from 11th century to 18th century) 4. F ( it is an example of well- preseved traditional Vietnamese architecture) 5. T 6. T 4. After you read: (10 minutes) Aims: S can talk briefly about Van Mieu- Quoc Tu Giam. - Ask S to work in groups of 3 or 4 and prepare a talk about Van Mieu- Quoc Tu Giam, using the suggestions in the textbook. - Go round to help the students with their work. - Ask some S to talk in front of the class and give feedback. Suggested talk: Van Mieu- Quoc Tu Giam is a historical and cultural relic of Vietnam, which attracts a great number of visitors every year. Van Mieu- Quoc Tu Giam was built originally by the Ly dynasty in 1070 in Hanoi. Quoc Tu Giam was considered the first university of Vietnam, which was established on the grounds of Vietnam. Royal exams used to take place here and the first comers were honoured by having their names carved on the stone stelae. These talae were carried on the backs of giant tortoises, which can still be seen today. 5. Homework: (2 minutes) - Write a passage about Van Mieu- Quoc Tu Giam. Unit 16 Period 2: Speaking Teaching date Absentees
- Listen to the T - Work in groups - S take turn to talk about Van Mieu- Quoc Tu Giam.
Class 10A
2 I/ Objectives 1. Education aims: - Sts know about the historical places . 2. Knowledge: - General knowledge: Sts can talk about a historical place. - Language: The simple past tense. Vocabulary on a historical place. 3. Skills: - Asking and answering questions about a historical place. - Talking about historical places. II/ Anticipated problems: Sts might not have sufficient vocabulary to talk about the topic. III/ Teaching aids: Textbook, chalk, board, handouts.
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IV/ Procedure:

Students activities - Work in group. - Give the answers.: 1-e 4- b 7- d 10- e 2- h 5- c 8- j 3- i 6- a 9- f
Teachers activities 1. Warm- up: (5 minutes) Aims : get used to the topic. - Introduce the game: You are going to work in groups to match the names of different historical places of interest in Hanoi with their English translatations. 1. Cha Mt Ct a. Presidential Palace 2. Ct C H Ni b. Temple of Literature 3. Bo tng Cch mng c. Ho Chi Minh Mausoleum 4. Vn Miu d. National Museum of Ethnology 5. Lng H Ch Tch e. Co Loa Citadel 6. Ph ch Tch f. National Museum of Fine Arts 7. Bo tng Dn tc g. One Pillar Pagoda hc 8. Bo tng Lch s h. Flag Tower of Hanoi 9. Bo tng M thut i. Revolution Museum 10. Thnh C Loa j. Vietnamese National History Museum - Go around to observe and check that S work. - Check with the whole class. 2. Before you speak: (8 minutes) Aims: : focus sts. on the topic and introduce the words and grammar used in the task. Task 1: Ask and answer about President Ho Chi Minh Mausoleum. - Ask S to study the fact sheet of the monuments and explain new words if any. + stand : place + late( adj): nguyn, c cu + maintenance ( n): bo dng - Ask S to read the model conversation in the textbook. - Ask S some questions as examples. - Ask S to work in pairs to ask and answer about President Ho Chi Minhs Mausoleum. - Go around to help S. - Call on some pairs to perform in front of the class. Suggested questions: + Where is it located? + When did the construction start? + When did the constuction finish? + How many floors are there? + What is the use of each floor? + What time is it open? + What time is it closed? + Is photography allowed inside? 3. While you speak: (20 minutes) Aims: Sts can ask and asnwer about the two historical places .
- read the fact sheet and listen to the T.
Read the model conversation. - Answer the teachers questions. - Work in pairs. - Some pairs present in front of the class.
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Task 2: An information gap activity - Introduce the task: S going to ask and answer about Hue Imperial City and Thong Nhat Conference Hall. - Give S some new words: - Listen and take notes. + World Cultural Heritage:Di sn vn ho th gii + Comprise (v): bao gm + The Royal Citadel: Hong thnh + The Imperial Enclosure: Thnh ni + The Forbidden Purple City: T cm thnh + Admission: gi v vo ca + Reunification Hall: Dinh Thng nht + To be heavily damaged: b ph hu nng n + Air bombardment: nm bom + Chamber: phng - Ask S to work in pairs - In their pairs, Ss will take turn to ask and answer about two histirical places using the questions in task 1. - Go around to check and offer to help. - Call on some pairs to perform in front of the class and give feedback. 4. After you speak: (10 minutes) Aim: S can talk about the historical place they have been to. Task 3: - Introduce the task: S are going to work in groups to ask and answer questions about a historical place they have been to. - Remind S to take notes of their friends talk while listening so that they can report in front of the class. - Go around to help S . - Call some S to report their findings. - Give corrective feedback. 5. Homework: (2 minutes ) Write a paragraph to talk about a historical place . Date: 07/05/08 Class 10A Teaching date LESSON 4: WRITING Absentees
2 I. Objectives: 1. Education Aims: - Students can describe a chart. 2. Knowledge: a. General knowledge: - Student knows how to read the information in a chart. b. Language: - Language used to describe a chart. - The past tenses. 3. Skills: - Reading: read the model description. - Speaking: discuss in pairs. - Writing: write a description. II. Anticipated problems:
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- Students are not familiar with this type of writing. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Homework checking :( 5 mins) - Ask one st to talk about the ancient town of Hoi - Listen to their friend and give remarks. An. - Ask other sts to listen to their friend and give - Listen to the teacher. remarks. - Check and give remarks. 2. Before you write:( 20 mins) - Aims: to get sts to know how to write a description of a chart. + Task 1: - Firstly, ask sts to look at the chart and explain - Read the chart and try to understand the information in the chart. the information in the chart. - Ask them to look at the chart and then answer - Work in pairs to ask and answer and the questions in pairs. then share their answer with their - Move around to help if necessary. friends. - Ask sts to compare their answer with other - Present their ideas. pairs. 1. The USA had the biggest number of visitors to Vietnam in 2001. 2. 99,700 visitors. 3. Australia did. 4. No, it isn't. 5. France did. 6. The number of American visitors to Vietnam in 2002 increased by 29,497 in - Get feedback and give remarks. comparison with that in 2001. - Introduce some useful words/expressions that - Listen to the teacher. sts can use when describing a chart. + Beginning: Answer the question: " What does the chart show?" - Answer: The chart shows................. The chart presents some - Copy down these words into their information .... notebooks. +Expressions: As we can see from the chart, ............. It can be seen from the chart that ......... According to the chart, ................. + Verbs: increase >< decrease reduce, rise, ..... + Adverbs: rapidly, quickly, sharply, steadily, etc. + Comparatives and superlatives. - Do the writing task. 3. While you write:( 10 mins) - Aims: Sts practise describing the chart. + Task 2:
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- Ask sts to write a description of the chart. - Ask them to use the answers to the questions above to write. - Let sts write in 10 minutes. - Move around to conduct the activity. 4. After you write:( 9 mins) Aims: to get feedback and check sts' work. - Get feedback by asking some sts to read their work aloud. - Ask some other sts to give remarks. - Check and give the correct answer. - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks.

- Read their writing: ( a model description) " The chart shows the number of visitor arrivals to Vietnam from the USA, France and Australia in 2001 and 2002. The statistics were provided by Vietnam National Administration of Tourism. It is clear from the chart that the number of visitors to Vietnam from the USA, France and Australia in 2002 is higher than that in 2001. According to the chart, the USA had the biggest number of visitors to Vietnam with 230,470 visitors in 2001 and 259,967 in 2002. France ranked second with 99,700 visitors in 2001 and 111,546 in 2002....... "
5. Homework: ( 1min) - Part D (page 95 - workbook). Date: 08/05/08 LESSON 5: LANGUAGE FOCUS Class Teaching date Absentees 10A 2 I. Objectives: 1. Education Aims:- Students know how to pronounce the sound / / and / / correctly. - Students revise: - Comparatives and superlatives. 2. Knowledge: + Language: - Pronunciation: / / and/ / . - Comparatives and superlatives. - Making comparisons. 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: - Students may forget the knowledge about comparisons. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Homework checking: ( 5mins) - Ask two sts to read the description of the chart - Two sts read the announcements aloud. they wrote at home aloud. - Ask another st to give remarks. - Give remarks. - Check and give marks. - Listen to the teacher. 2. Pronunciation:( 10 mins) - Aims: to introduce two sounds / / and / /
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and help sts to practise these sounds. a. Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat. - Tell sts how to pronounce these sounds accurately. / / : a voiceless sound / / : a voiced sound - Ask sts to pay attention to the length of two sounds. - Ask them to look at the textbook, listen and repeat. - Then ask sts to work in pairs to read the words again so that they can check for each other. - Move around to help . - Ask two sts to read again and give remarks. b. Ask sts to look at sentences in page 175 in the book. - Ask them to work in pairs to read the sentences and then find out the words containing sound / / and sound / / . - Ask them to work in 2 minutes. - Move around to conduct the activity. - Ask one st to report and other sts to give remarks. - Check and give the correct answers. - Ask some sts to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) Aims: to revise comparatives and superlatives, and making comparisons, and have sts do EX1,EX2 and EX3. a. Comparatives and superlatives: - Firstly ask sts to look at the examples and revise the comparative and superlative form of the adjectives. E.g: My house is smaller than your house. My house is the smallest in this street. Exercise 1 is more difficult than exercise 2. Exercise 1 is the most difficult in this book. - Ask sts to tell the T the comparative and superlative form of the adjectives. - Listen to the S and give remarks. - Notes: Irregular adjs good => better => the best bad => worse => the worst far => further/farther => the

- Write down two sounds. - Listen to the teacher and repeat. - Look at the book , listen and repeat. // // television shop pleasure machine measure Swedish ........................... - Read these words in pairs and check for their partners. - Look at the book and work in pairs. - Answers: // // pleasure shouldn't Asia shop illusions washing ............................... - Read the sentences.
- Listen to the T. - Look at the examples. - One st tells the T the comparative and superlative form of the adjectives: Adjectives Comparatives Superlatives Short adjs .....- er the .....est long longer the longest hot hotter the hottest .... ..... ......... Long adjs more ..... the most .... expensive more expensive the most ex. ....... .......... ...........
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furthest/farthest - Ask sts to do EX 1. + Exercise 1: - Ask sts to do Ex 1 in pairs and then share the answers with their friends. - Move round to help if necessary. - Ask some pairs to report. - Check and give remarks. + Exercise 2: - Ask sts to read the requirement and the example carefully. - Ask sts to do the Ex individually. - Move round to help if necessary. - Ask sts to share their ideas with their friends. - Ask two sts to write the sentences on the board. - Ask other sts to give remarks. b. Making comparisons: - Ask sts to EX3. + Exercise 3: - Ask sts to do Ex3 in pairs and then share the answers with their friends. - Move round to help if necessary. - Ask some sts to report in front of the whole class. - Check and give remarks. 5. Homework ( 1 min) - Part B( page 91 - workbook) Date: 09/05/07 Class Teaching date 10A

- Some sts report. 1. young => younger => the youngest 2. happy => happier => the happiest 3. big => bigger => the biggest 4. busy => busiest => the busiest ................................... - Listen and correct their work if necessary. - Read the requirement and the example carefully. - Do the Ex individually. 2. My sister is younger than me. 3. Who is the oldest in the class? 4. Concord used to be the fastest passenger plane in the world. ................................. - Listen to the teacher.
- Do the exercise in pairs. - Some sts report: 1. v 2. so 3. more 4. the 5. the 6. v 7. than 8. of 9. v ................................ - Listen and correct their work if necessary.
TEST YOURSELF F Absentees
2 I. Objectives: 1. Aims: - Sts revise what they have learned in unit 15 and unit 16. 2. Knowledge: - General knowledge in unit 15 and unit 16. - Language: pronunciation and grammar in the above units. 3. Skills: listening, speaking and writing. II. Teaching aids: textbook, chalk, board. III. Procedures: Teacher's activities Students' activities 1. Homework checking:( 5 mins) - Ask one st to do Ex 4 in the workbook on the EX 4: board. 3. larger 4. the longest 5. the worst
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- Ask one st to give remarks. - Give remarks and marks. 2. The new lesson:( 39 minutes) - Ask sts to do part II, part III and part IV at home in advance to save time. - Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes. - Ask sts to do listening in class. 2.1. Listening: - Ask sts to read the requirement of the task. - Play the tape twice and ask sts to do the task. - Ask sts to share their ideas with their partners. - Get feedback and play the tape again so that sts can check their answers. - Ask other sts to give remarks. - Check and give feedback. 2.2. Reading: - Ask sts to work in groups to compare their answers. - Ask some sts to report his/ her answers aloud. - Listen and check. 2.3. Grammar: 2.3.1. Non-defining Relative Clauses: - Ask sts to discuss their answers in groups. - Ask some sts to write on the board.

6. happier 7. the most popular ........................... - One st gives remarks.
- Look at the textbook and read the statements. - Listen carefully and do the task. - Work in pairs to discuss their answers. - Some sts report. 1. three 2. friends 3. capital 4. crowds 5. noisy 6. interesting ............................ - work in groups to share their ideas. - Some sts stand up to report. 1. C 2. A 3. A 4. A 5. A - Discuss in groups. - Answers: 1. Their house, which is quite big and modern, .... 2. The new English teacher, who I met yesterday, ..... 3. Sandra has got a new job with Capital Insurers, which is a much ..... .......................................... - Compare their answers with their parners. - Answers: 1. bigger 2. best 3. better 4. more polluted 5. more stressful - Read their writing aloud "Taipei, which is the capital city of Taiwan, was founded in the 18th century. It has a population of 2.3 million. It is the country's most exciting city, but the weather there is very humid and not very pleasant. Taipei is a busy city, and the streets are always full
- Ask two other sts to give remarks. - Check and give the correct answers. 2.3.2. Comparisons: - Ask sts to share their answers with their friends. - Ask some sts to report:. - Check and give remarks. 2.4. Writing: - Ask some sts to read their writing aloud. - Ask some sts to give remarks.
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3. Homework: ( 1 min) - Part A ( Page 85 - workbook)

of people. It is famous for excellent museums." - Listen to the teacher's remarks.
242

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English 10

School year: 2011 - 2012

School year: 2011 - 2012

School year: 2011 - 2012

School year: 2011 - 2012

School year: 2011 - 2012

Can help some bad Ss

Tuyet's daily routines. - Talk about their parents' daily routines.

School year: 2011 - 2012

Period 3: Class 10A2 10A3

B. SPEAKING Teaching date Absentees

School year: 2011 - 2012

School year: 2011 - 2012

Asks Ss to close the book and tell Suggested answer:

Lets 1 or 2 good Ss come to the board to speak.

Assigns homework (2mn)

School year: 2011 - 2012

Period 4: Class 10A2 10A3

C. LISTENING Teaching date Absentees

Requires Ss to asks and answer in Practise with pairwork.

School year: 2011 - 2012

Look at the pictures and try to guess their correct

School year: 2011 - 2012

Try to retell about Mr Lam's daily activities

Period 5: Class 10A2 10A3

D. WRITING Teaching date Absentees

School year: 2011 - 2012

School year: 2011 - 2012

Checks and helps.

Surveys and helps

School year: 2011 - 2012

E. LANGUAGE FOCUS Absentees

School year: 2011 - 2012

3.worry 6.am Exercise2: Practise individual.

School year: 2011 - 2012

Helps and checks

HOMEWORK: - Do exercises in part LANGUAGE FOCUS of UNIT 1 in workbook. - Prepare unit 2

COMMENTS: (2mn) V. EXPERIENCE

School year: 2011 - 2012

Period 7: A- READING Class Teaching date 10A2

- Asks pupils to look at the book and work in Pairwork

School year: 2011 - 2012

School year: 2011 - 2012

Period 8: B - speakING Class Teaching date 10A2

School year: 2011 - 2012

School year: 2011 - 2012

School year: 2011 - 2012

Period 9: Class 10A2

C - listenING Teaching date Absentees

School year: 2011 - 2012

listen to the conversation give answers

Answer keys : 1. it here 2. very nice 3. big 4. comfortable

School year: 2011 - 2012

Period 10: Class 10A2

d- writING Teaching date Absentees

School year: 2011 - 2012

School year: 2011 - 2012

Period 11: Class 10A2

E - language Focus Teaching date Absentees