Giáo án tiếng anh lớp 10 cả năm_bộ 3

  • Số trang: 29 |
  • Loại file: DOC |
  • Lượt xem: 46 |
  • Lượt tải: 0
hoanggiang80

Đã đăng 24000 tài liệu

Mô tả:

Date of preparing: 1/8/2013 Week: 1 Period: 3 LESSON 1: READING I. AIMS: Training Ss to improve reading skillS: guessing meaning in context, scanning for specific information and reading to get information about daily routine of farmers. II. OBJECTIVES: By the end of this lesson, students will be able to read better through Multiple choice and questioning exercises. III. TEACHING AIDS: textbooks and handouts… IV. PROCEDURE: Stages & Content A.WARM – UP: Matching A B 1. a teacher a. does homework 2. a doctor b. works in the field 3. a student c. delivers letters 4. a postman d. looks after patients 5. a farmer e. gives lessons Questions: T : What does a teacher do? S1 : He gives lessons. T : What does a doctor do? S2 : He looks after patients. ......... T : What does a farmer do? S5 : He works in the field. B. PRE – READING: Before you read: T: What time do you often get up? …. Pre-teach vocabulary: - plough (v) ( the action of the man in the picture) cày - 'harrow (v) : bừa - a plot of land (n) thửa ruộng - 'peasant (n) : a poor farmer - pump(v) : bơm - trans'plant (v)( use 2 words"plant" and "trans-" to explain). Cấy do the transplanting T’s activities - Ask sts to close their books - Deliver handouts, and ask sts to match a noun in column A with a phrase in column B. - Ask ss to match quickly in one minute, then ask some ss to stand up to answer T's questions. - After the last question, T introduces the new lesson. - Listen and do the task. - Repeat. - Copy. Checking vocabulary (ROR) - Ask sts to open their books and look at "Before you read" , explain what they are going to do. - Do the first example. - Ask sts to work in pairs to ask and Ss’ activities - Close their books - Match two columns - answer T's questions. answer about their daily routine, using the cues in the textbook. - Ask them to work in 3 minutes, meanwhile T moves round to help if necessary. - Ask some pairs to report . - Ask sts to look at the picture in the textbook and guess the man's job. - Introduce the topic of the reading passage: " A day in the life of a farmer" - Introduce some new words - Ask questions and other techniques to elicit new vocabulary. - Say each word 2 times. - Call Ss to repeat in chorally and individually. Ask them to copy. As C. WHILE – READING: + Task 1: Choose the option A, B or C that best suit the meaning of the italicised words. Answers: 1. C 2. C 3. A 4. A + Task 2:Answer the questions Answers: S1: What is Mr. Vy's occupation? S2: He is a farmer. S3: What time does he get up and what does he do after that? S4: He gets up at 4.30, then he goes down to the kitchen to boil some water for his morning tea. S5: What does he do in the morning? S6: In the morning he ploughs and harrows his plot of land, drinks tea and smokes local tobacco during his break. S7: What do Mr. Vy and his wife do in the afternoon? S8: They repair the banks of their plot of land. Mr. Vy pumps water into it while his wife does the transplanting. S9: Are they happy with their lives or not? Why? S10: Yes, they are. Because they love working and they love their children. - Ask sts to read the passage about a farmer, Mr. Vy and his wife, Mrs. Tuyet. and do Task1. - Ask sts to work individually in 5 minutes to do this task. - Guide sts to read through the passage , then focus on only the sentences surrounding the italicised words to do the task effectively. - Ask them to share their ideas with their parners. - Ask 4 sts to stand up to answer , then give remarks. - Translate the words in case sts do not know - Ask sts to read the passage again and answer the questions about Mr. Vy and Mrs. Tuyet. - Ask them to work in pairs , one asks and one answers. - Move round to make sure that all sts are working and to help them if necessary. - Ask some sts to report and give feedback . - Individually. - Take notes. - Work in pairs D. POST – READING: Work in groups. Talk about Mr. Vy nad Mrs. Tuyet’s daily routine E. HOMEWORK: - Translate the passage into Vietnamese. - Prepare for next period – Speaking. - Ask sts to close their books. - Work in - Ask them to work in small groups of three groups. or four to talk about Mr. Vy and Mrs. Tuyet's daily routines - Encourage them to use their own words. - Ask one or two pairs to report. - Give homework - Listen & take notes. Date of preparing: 2/8/2013 Week 2 Period: 4 LESSON 2: SPEAKING I. AIMS: Training Ss to improve speaking skill. II. OBJECTIVES: By the end of this lesson, students will be able to work in pairs to ask and answer about one's daily activities using a timetable or pictures and they can talk about their daily routines. III. TEACHING AIDS: textbooks and handouts… IV. PROCEDURE: Stages & Content A.WARM – UP: A B 1. Civic education a. To¸n häc 2. Technology b. VËt lý 3. Maths c. Tin häc 4. Literature d. ThÓ dôc 5. Physics e. §Þa lý 6. Biology f. Gi¸o dôc CD 7. Chemistry g. V¨n häc 8. Physical education h. LÞch sö 9. Geography i. C«ng nghÖ 10. History j. Sinh häc 11. Informatics k. Ho¸ häc Answers: 1-f ; 2-i ; 3 - a; 4 - g; 5 - b; 6 - j; 7 - k; 8 - d; 9 - e; 10 - h; 11 - c. B. PRE – SPEAKING: Review structures of the present simple and the way of telling time. Ex: 7.30: seven thirty or half past seven ... T’s activities - Ask sts to close their books. - Deliver the handout. - Ask them to match one item in column A with one item in column B. - Ask them to work in groups in 2 minutes, then check this exercise in chorus. - Ask sts to read aloud the names of these subjects in chorus. - Introduce briefly what sts are going to do in this lesson. - Ask sts about the verb tense to use in talking about daily routines. - Remind sts of some rules of the present simple tense. - Recall the way of telling time. - Write some more examples and ask Ss’ activities - Group work - Listen and answer. sts to read aloud. + Task 1: Quan is a tenth-grade student. He goes to school every morning. Now, look at his weekly timetable ask and answer questions by using the information from the timetable. T: What time does Quan have a Civic Education lesson on Monday? S: He has a Civic Education lesson at 7.15a.m T: What lesson does Quan have at 7.15 a.m on Monday? S: At 7.15 on Monday he has a Civic Education lesson. - Ask sts to open their books. - Introduce the requirement of the task. - Ask sts to look at the timetable in the textbook and read through it. - Do the first example with a student. - Ask the whole class to read these sentences again. - Ask two pairs to read again. - Ask sts to work in pairs in 10 minutes to ask and answer about Quan basing on the timetable. - Move round to help sts and to correct any mistakes if there are. - Ask some pairs to report - Listen and give remarks. - Open the textbook. - Listen to the teacher. - Look at the timetable and try to understand it. - Work in pairs + Task 2: - " Quan is at school in the morning, and what does he do in the afternoon? Please look at pictures in task 2" T: ( look at picture 1) What does Quan do at 2.00 p.m? Answer: Quan gets up at 14:00 p.m. At 14:15p.m he studies or reads books. At 16:30p.m he watches TV. Then at 17:00p.m , he cycles to the stadium and plays football with his friends at 17:15 p.m. At 18:30p.m he returns home. At 18:45, he takes a shower, and he has dinner with his family at 19:00 p.m. At 20:00p.m he does his exercises. - Introduce task 2 - Ask sts to work in pairs to ask and answer about Quan's activities. - Do the first example. - Ask sts to work in the same way, remind sts to use the present simple tense with the third person. - Move round to control the activity and to help sts if necessary. - After sts have discussed, ask a student to talk about all Quan's activities in the afternoon. - Look at pitures in task 2 and think of the phrases to talk about Quan's activities. - Work in pairs C. WHILE – SPEAKING: D. POST – SPEAKING: + Task 3: Tell your classmates about your daily routine. E. HOMEWORK: - Write a paragraph ( about 80 words) about your daily routines in workbook. - Prepare the new lesson: LISTENING - Ask sts to think about themselves, and then work in small groups to tell their friends about their daily routines. - Remind sts that they are using the present simple with the first person. - Move round to check the activities and to make sure that sts are working effectively. - Ask one or two sts to report in front of the whole class. - Check and give remarks. - Give homework - Work in groups - Think about theit daily activities and talk to their friends. - Try to use English to talk. - Listen & take notes Date of preparing: 3/8/2013 Week 2 Period: 5 LESSON 3: LISTENING I. AIMS: Training Ss listening skill for specific information about daily routines. II. OBJECTIVE: By the end of the lesson, Ss will be able to listen to get the information through the exercises: True/False statement and ordering exercises. III. TEACHING AIDS: handouts, textbook and cassette. V. PROCEDURE: Stages & Content A.WARM – UP: Some suggested answers: - train, coach, bus, car… - motorbike, bicycle - cyclo, taxi… B. PRE – LISTENING: T’s activities Ss’ activities - Ask ss to work in groups - Work in and make a list of vehicles groups. and the people who operate them, then compare their list with other groups’ - Introduce the topic of the listening text: ‘A day in the life of a cyclo driver’ and ask ss to open their books. - Ask sts to work in pairs to - Pair work ask and answer the questions in the textbook. - Move around to help sts then ask some pairs to report. - Ask S to look at the words in the book and read after T . - Introduce some new words - Listen & - Read the words aloud and take notes.  Pre-teach vocabulary: asks sts to repeat. - 'passenger (n): (in the pictures) - Ask some sts to read the - 'district (n): e.g.: Ba Dinh district, Thanh Mien words again. district  Work in pairs to ask and answer the questions in the textbook Have you ever traveled by cyclo? When was it? Is it interesting to travel by cyclo? Which do you prefer, going by bicycle or by cyclo? Give reasons. - drop (v): when the passenger gets off the cyclo. - 'pedal (v) = cycle (v) - 'purchases (n) = the shopping: The things someone has bought - food stall (n) : (In the picture) a place to have lunch… C. WHILE – LISTENING: + Task 1: listening and ordering pictures. Keys: 1. e 2. f 3.a 4.c 5.b 6.d + Task 2: Listening for specific information by deciding if the given statements are true or false. Keys: 1. F 2. T 3. F 4. F 5. F 6. F D. POST – LISTENING: Ask and answer questions about Mr. Lam’s activities. - Ask ss to work in pairs, look at the pictures in the textbook and describe each picture. - Do the first example: In the first picture, a cyclo driver is cycling his cyclo and taking a woman to somewhere. - Introduce the situation about Mr. Lam, a cyclo driver in Hochiminh city talking about his daily routines. Ask ss to listen to the tape/ teacher and number the pictures in the correct order. - Play the tape/ read the text twice. - Ask ss to share their answers in pairs. - Get sts’ answers. - Play the tape once again, stop where necessary and conduct the correction. - Ask ss to have a look at the statements and read them in pairs and make sure they understand the statements. - Ask sts to listen to the tape/T again and tick the box to indicate if the statements are true or false. - Ask sts to compare their answer in pairs. - Checks sts’ answers. - Play the tape once again, stop where necessary and conduct the correction. - Ask sts to work in pairs and use the suggested words to ask and answer about the cyclo driver. - Move round to check the activities and to make sure that sts are working. - Ask one or two sts to retell - Look at the pictures in the textbook and describe each picture. - Listen carefully. - Share answers with partner. - Correct. - Read the statements. - Listen - Pair work - Correct - Pair work. the cyclo driver’s routines in front of the whole class. - Check and give remarks. E. HOMEWORK: - Write a story paragraph about 50 words about Mr. Lam's routines - Prepare for the next lesson WRITING. - Give homework. - Listen & takes notes. Date of preparing: 3/8/2013 Week 2 Period: 6 LESSON 4: WRITING - I. AIMS: Training Ss writing skills about how to write a narrative using the prompts. II. OBJECTIVE: By the end of the lesson, Ss will be able to: Read a passage to find the verbs in the past simple and the connectors. Write a narrative using the prompts. III. TEACHING AIDS: poster and textbook. IV. PROCEDURE: Stages & Content A.WARM – UP: T: What is happening ? T: Do you know where it happened? T: When did it happen? T: How did it happen? Answers: The buildings are on fire. It happened in the U.S.A. It happened on September 11th , 2001. Two planes carrying bombs crashed into two buildings and killed a lot of people. T’s activities Ss’ activities - Show a picture that Listen and teacher prepared in answer the advance about the questions. explosion in Twin Towers in 2001. - Ask some questions - Tell sts that they are going to write a narrative of past events. B. PRE – WRIRING:  Pre-teach vocabulary: Stare death in the face : đối diện với tử thần Take off >< land: cất cánh >< hạ cánh In danger : gặp nguy hiểm Relieved : yên tâm Frightening : khủng khiếp Be crowded with : đông đúc Fire brigade : đội cứu hỏa Choke: nghẹt thở Cough : ho  Task 1: Read the passagein the textbook and find all the verbs that are used in the past simple and the connectors in the story. - Teach some new words. - Listen & take notes. - Ask sts to look at Task 1 . - Ask them to read - Listen - Read through the Answers: + Verbs used in the past simple: stared, was, arrived, got, took off, began,thought, were told, seemed, realised, were, screamed, thought, had, felt, gained, announced, landed. + Connectors( expressions of time): on that day, at first, then, a few minutes later.  Task 2: Work in groups. Identify the events, the climax, and the conclusion of the story. Answer: + The events: people got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seemed to dip, people screamed in panic. + The climax: We thought we had only minutes to live. + The conclusion: the pilot that everything was all right, we landed safely, it was the most frightening experience of my life. A narrative: + Form: 3 parts: - introduction. - body: events, climax - conclusion + Verb tense: the past simple tense. + Connectors: at that time, on that day,then, after that, a few minutes later, until, etc. C. WHILE – WRITING:  Task 3: Use the prompts to build up a narrative about a hotel fire. (Textbook, page 18) D. POST – WRITING: Last year I spent my summer holidays at a seaside town. The hotel was modern and comfortable. I had a wonderful holiday until the fire. It was Saturday evening and everyone was sitting in the through the passage in two minutes to get the main idea. - Ask one student to report. - Ask sts to listen and read these words again. - Ask them to read the passage again more carefully and do task 1 in 5 minutes. - Move round to make sure that all sts are working. - Ask them to share their answers with their partners. - Check the task by asking two sts to report. - Give remarks. - Ask sts to read the passage again and in groups to do task 2. - Divide the class into three regions: one identifies the events, one identifies the climax and the rest identifies the conclusion. - Ask sts to work in only 2 minutes. - Ask three representatives of three groups to report. - Draw the conclusion about writing a narrative. passage to get the main idea. - Explain the requirement. - Ask them to work individually. - Move round to conduct the activity and to note down sts' mistakes. - Ask sts to share their answers with their partners. - Ask sts to report their work by sentence. Give feedback. - Remind sts that they should use the past - Listen. - Write the passage into their drafts. - Work individually to do task 1. - Listen - Work in groups. - Listen and take notes. - Listen - Copy into their notebook. discotheque on the ground floor. It was crowded with people. They were dancing and singing happily. Suddenly we smelt smoke. Then black smoke began to fill the room. Everybody started to scream in panic. People ran away toward the fire exits. One door was blocked. Many people began to cough and to choke. Then just as we thought we had only minutes to live, the fire brigade arrived. Firemen fought their way into the room and soon everyone was safely out of the building. Luckily, nobody was seriously hurt. It was the most frightening experience of my life. E. HOMEWORK: - Rewrite the paragraph at home, prepare for the next period simple to write. - Give homework - Listen. Date of preparing: 4/8/2013 Week 3 Period: 7 LESSON 5: LANGUAGE FOCUS I. AIMS: Training ss Students to improve pronunciation skill and grammar. II. OBJECTIVES: By the end of this lesson, students will be able to: - Distinguish and pronounce the sounds /I/ - / i:/ exactly. - Revise the present simple with adverbs of frequency and the past simple. III. TEACHING AIDS: textbooks, handouts. IV. PROCEDURE: Stages & Content A.WARM – UP: B. PRONUNCIATION: * Presentation 1: - / i: / open your mouth very little to make the sound/ i: /, is a long sound - /I/ First practice the sounds / I: /. Then open your mouth a little more, is a short sound. * Practice 1:  Listen and repeat: (page 19) Practise these sentences: (page 19) C. GRAMMAR AND VOCABULARY: * Presentation 2: I. The past simple T’s activities Ss’ activities - Draw the pictures of a sheep and a ship on the board. Ask ss what they are in English. - Ask them to identify the difference in pronouncing those words. Introduce the new lesson. - Listen - Help Ss to distinguish these two sounds. - Play the tape and ask Ss to repeat. - Pay attention - Divide class into 2 groups to practise in turn between 2 vowels. - Ask Ss to practise in pairs. - Read these sentences. - Call some Ss to read and give feedback. - T reminds the uses and the - Practise. - Read. - Listen, take + Form: (+ ) S + V-ed/ V( irregular) +........ ( - ) S + didn't + V +.......... ( ? ) Did + S + V + .............? + Use: to indicate that somthing happened in the past. + Signs: Yesterday , last year , last night, ago, in 1998, in 18th century .... II. The present simple + Form: (+) S + V/ Vs/ Ves +....... (- ) S + don't/ doesn't + V +...... (?) Do/ Does + S + V +..........? + Use: to talk about present habits or present states. + Signs: forms of the simple present and the simple past tenses; and some adverbs of frequency - Individual & pair work. - each, every, once a week, twice a week… - Adverbs of frequency: always, usually, often…( Position: after " to be" but before other verbs; between auxiliary verbs and main verb; " As a rule" is placed at the beginning of a sentence.) * Practice 2: Exercise 1 (page 19, 20) Complete the sentences using the + one of the adjectives: Key: 1. is 7. catch 2. fish 8. go 3. worry 9. give up 4. are 10. say 5. catch 11. realise 6. am 12. am * Practice 3: Exercise 2(page 21) Sample answers: He always get up early. She is sometimes late for school. Lan normally practises speaking English. As a rule, Thao is a hard- working student. * Practice 4: Exercise 3 (page 21) * Answer: 1. was done 7. began 13. was 2. cooked 8. felt 14. leapt 3. were 9. put out 15. hurried 4. smelt 10. crept 16. found 5. told 11. slept 17. wound 6. sang 12. woke 18. flowed D. HOMEWORK: - Practise all structures again and completely. - Prepare Unit 2 lesson 1 READING. notes - Ask Ss to work individually and do exercise 1 in the book. - Have Ss compare their answers with a friend. - Give feedback. - Ask sts to do Ex 2 orally in pairs in 2 minutes. - Move round to conduct the activity. - Ask 2 sts to report. - Whole class. - Pairwork. - Ask sts to look at Ex 3 and explain what sts are going to do. - Ask sts to do this exercise in 5 minutes , then share their answers with their partners. - Ask them to pay attention to the past form of irregular verbs and some verbs are put in passive voice. - Ask 2 sts to do this exercise on the board. - Move round to help sts if necessary. - Check and give remarks. - Work individually, then in pairs. - Give homework. - Listen and take notes. Date of preparing: 5/8/2013 Week 3 Period: 8 LESSON 1: READING I. AIMS: Training Ss to improve reading skillS: guessing meaning in context, scanning for specific information and reading to get information. II. OBJECTIVES: By the end of this lesson, students will be able to read better through gap – filling and questioning exercises. III. TEACHING AIDS: textbooks… IV. PROCEDURE: Stages & Content A.WARM – UP: Question: when you meet your friends, which of the following topics do you often talk about? - sports and games - entertainment - health problems - hobbies - holiday - films - weather - work and study B. PRE – READING: Pre-teach vocabulary: + corner shop(NP): cửa hàng ở góc phố + profession(n): việc làm, nghề + stuck(adj): bị tắc + attitude(n): thái độ + mall (n): trung tâm mua sắm Checking vocabulary: ROR As C. WHILE – READING: T’s activities - Ask sts to close their books - Ask them to answer the question and write down on the board. - After that, T introduces the new lesson. - Introduce some new words - Ask questions and other techniques to elicit new vocabulary. - Say each word 2 times. - Call Ss to repeat in chorally and individually. Ask them to copy. Ss’ activities - Close their books - Answer T's questions. - Repeat. - Copy. * Task 1: Fill each blank with one of the word in the box * Answer: enjoy- traffic- worrycrowded- language. - Like / Love / Enjoy + V- ing - Want / hope / decide + To- inf - Guide and ask Ss to read through the task and fill each blank with a suitable word individually then share their answers in pairs. - Go around and check. - Introduce about gerund and to infinitive * Task 2: Read the small talks again and find out who…. Answer: Phong, Phong, Phuong, Phong, Phong, Phong, Phuong, Ha. - Guide and ask Ss to read the text silently - Work in to find out the information individually, pairs then share their answers in pairs. - Go around and check. - Call on some pairs to explain their answers to class. * Task 3: Answer the questions *Answer: 1. He studies at Chu Van An High School. 2. He studies many subjects such as Maths, Physics, Chemistry and so on. 3. Because it is an international language. 4. She likes her teaching profession because she loves working with children. 5. The man worries about his son’s safety in narrow and crowded streets. D. POST – READING: Work in groups. Talk about: a. What subjects you like learning best and why.(easily understandable, interesting,necessary,good teacher…) b. What you like or dislike at school.(take up some sports,study some subject too much…) c. What you worry about at school.( too many exercises, difficult test, have strict teacher…) E. HOMEWORK: - Translate the passage into Vietnamese. - Prepare for next period – Speaking. - Individually, then pair work. - Take notes. - Guide and ask Ss to skim five questions. Ask Ss to read through the text to ask and - Pair work answer the questions in pairs. Go around , observe and check. Call on some Ss to write the answers on the board. Check the answers again and have students write the answers in their notebook. - Ask sts to close their books. - Work in - Ask them to work in small groups of three groups. or four to talk about themselves - Encourage them to use their own words. - Ask some Ss to report. - Give homework - Listen & take notes. Date of preparing: 5/8/2013 Week 3 Period: 9 LESSON 2: SPEAKING I. AIMS: Training Ss to improve speaking skill. II. OBJECTIVES: By the end of this lesson, students will be able to use common expressions in making small talks, start and close a conversation. III. TEACHING AIDS: textbook IV. PROCEDURE: Stages & Content A.WARM – UP: Question: Suppose that you meet a friend at the supermarket. You are very busy. What will you say to open and end the conversation? B. PRE – SPEAKING: Task 1 *Answer: _ Starting a conversation: Good morning; How ‘s everything at school; Hello. How are you; Hello. What are you doing? Hi. How is school? _ Closing a conversation: Sorry, I’ve got to go. Talk to you later; Well. It’s been nice talking to you; Good bye, see you later; Great, I ‘ll see you tomorrow; Catch you later. C. WHILE – SPEAKING: * Task 2: Rearrange the sentences to make an appropriate conversation T’s activities Ss’ activities - Ask Ss some questions to lead in the new lesson. - Listen and answer the questions. - Give instruction - Ask Ss to place these expressions in the correct column in pairs. - Check and give correct answers. - Pair work - Open the - Ask students to arrange the sentences textbook. to make an appropriate conversation. - Listen to the Answer: D-F-B-H-E-C-G * Task 3: Complete the conversation with suitable words, phrases or sentences in the box and then practice with a partner. Answer: - what’s the matter with you? - awful/ tired/ sick/ cold - a headache/ a cold/ backache/ toothache - you should/ you’d better go home and have a rest. D. POST – SPEAKING: + Task 4: Work in pairs. Make small talks on the following topics, using the starting and ending of a conversation. 1. the weather 2. last night’s TV programmes 3. football 4. plans for next weekend E. HOMEWORK: - Write down their small talks. - Prepare the new lesson: LISTENING - Let them read the sentences first and teacher. - Look at the then work in pairs. timetable and try - Help students if it is necessary. to understand it. - Have them to give the answers. - Work in pairs - Check the answers and give the suitable ones - Asks Ss to complete the conversation - After giving correction, have them practise the conversation in pairs. - Look at pitures in task 2 and think of the phrases to talk about Quan's activities. - Work in pairs - Divide class into four groups, each group will make one small talk about - Work in groups one of four topics, using the starting and ending of a conversation. - Go around the class and help students if they have difficulties. - Call one pair in each group to present their conversation. - Give homework - Listen & take notes Date of preparing: 6/8/2013 Week 4 Period: 10 LESSON 3: LISTENING I. AIMS: Training Ss listening skill for specific information about daily routines. II. OBJECTIVE: By the end of the lesson, Ss will be able to listen to short conversations and number the pictures in order and fill in the blanks with missing words. III. TEACHING AIDS: handouts, textbook and cassette. V. PROCEDURE: Stages & Content A.WARM – UP: Matching 1. What subjects are you taking this semester?  I’m taking Maths. 2. How do you like the class?  I really like it. 3. Are you enjoying the party?  Yes, I am. 4. How long are you staying?  For a month. 5. Would you like to have a drink?  Sure. B. PRE – LISTENING:  Work in pairs to ask and answer the questions in the textbook. T’s activities Ss’ activities - Ask them to match one - Work in question in column A with groups. one answer in column B. - Ask them to work in groups in 2 minutes, then check this exercise in chorus. - Ask ss to work in pairs to - Pair work ask and answer the questions in the textbook. - Explain the meaning if necessary. - Ask ss to look at the four pictures in textbook and describe each picture. C. WHILE – LISTENING: + Task 1: listen to the conversation and match them with the pictures. Answer: Conversation 1: picture b 2: c 3: d 4: a + Task 2: Listen again and then answer the questions. Answers: 1. She is taking English. 2. She is in Miss Lan Phuong’s class. 3. He is at a party. 4. He plans to stay there for a week. 5. No, she doesn’t. She travels alone. + Task 3:Listen to the last conversation again and write in the missing words. *Answer: 1. it here 5. traveling 2. very nice 6. No 3. big 7. alone 4. comfortable 8. for a drink D. POST – LISTENING: Work in groups. Talk about the problem(s) you have experienced at school. - Play the tape/ read the text twice. - Ask ss to share their answers in pairs. - Get sts’ answers. - Play the tape once again, stop where necessary and conduct the correction. - Ask ss to have a look at the questions and read them in pairs and make sure they understand the questions. - Ask ss to listen to the tape/T again and answer the questions. - Ask ss to compare their answer in pairs. - Checks ss’ answers. - Play the tape once again, stop where necessary and conduct the correction. - Ask ss to have a look at the conversation in textbook. - Ask ss to listen to the tape/T again and fill in the blanks. - Ask ss to compare their answer in pairs. - Checks ss’ answers. - Play the tape once again, stop where necessary and conduct the correction. - Ask sts to work in groups and talk about the problem(s) they have experienced at school. - Move round to check the activities and to make sure that ss are working. - Ask one or two ss to talk in front of the whole class. - Check and give remarks. - Listen & take notes. - Look at the pictures in the textbook and describe each picture. - Listen carefully. - Share answers with partner. - Correct. - Read the statements. - Listen - Pair work - Correct - Group work. E. HOMEWORK: - Review the lesson. - Prepare for the next lesson WRITING. - Give homework. - Listen & takes notes. Date of preparing: 6/8/2013 Week 4 Period: 11 - LESSON 4: WRITING I. AIMS: Training Ss writing skills about how to fill in the forms. II. OBJECTIVE: By the end of the lesson, Ss will be able to: fill in some common forms. III. TEACHING AIDS: extbook. IV. PROCEDURE: Stages & Content A.WARM – UP: Questions: 1. What do you call these in English? 2. What are they used for? 3. What do you often write on them? T’s activities Ss’ activities - Show ss some forms and asks questions. - Listen and answer the questions. - Ask ss to answer the questions in pairs. - Move round to make sure that all sts are working. - Check the task by asking some ss to give answers. - Work in pairs to do task 1. B. PRE – WRIRING: Task 1: Answer the following questions in pairs. 1. On what occasions do you have to fill in a form? 2. What sort of information do you often have to provide when you fill in a form? Suggested answer: 1…book a hotel, enroll a course, apply for a job… 2. personal information: name, age, address, marital status… Task 2: Match a line in A with a question in B. *Answer: 1.d, 2.f, 3.e, 4.g, 5.b, 6.c ,7.a - Ask ss to do task 2 n only 2 minutes. - Ask two ss to write down their answers on the board. - Compare the two - Listen - Work individually. - Listen and take notes. answers and give correction. C. WHILE – WRITING: * Task 3: Do the following (Textbook) - Explain the requirement. - Ask them to work individually. - Move round to conduct the activity. - Give instruction - Ask one students to go to the board and present their writing. - Go around and help them when necessary. - Ask ss to exchange their form with a partner. - Correct the form on the board, then ask ss to correct the form of their’s partner. * Task 4: Fill in the following form D. POST – WRITING: Peer correction. E. HOMEWORK: - Correct the mistake in their forms, prepare for the next lesson. - Give homework - Listen, then do task 3. - Work individually. - Listen - Correct the form of their’s partner. - Listen. Date of preparing: 7/8/2013 Week 4 Period: 12 LESSON 5: LANGUAGE FOCUS I. AIMS: Training ss Students to improve pronunciation skill and grammar. II. OBJECTIVES: By the end of this lesson, students will be able to: pronounce the vowels /^/ and / a: / correctly and distinguish the use of gerund and to-infinitive. III. TEACHING AIDS: textbooks, handouts. IV. PROCEDURE: Stages & Content T’s activities A.WARM – UP: FATHER Ss’ activities - Use a picture to elicit the words “father” and “mother” - Ask them to identify the difference in pronouncing those words. Introduce the new lesson. - Listen - Help Ss to distinguish these two sounds. - Play the tape and ask Ss to repeat. - Divide class into 2 groups to practise in turn between 2 vowels. - Ask Ss to practise in pairs. - Read these sentences. - Pay attention MOTHER B. PRONUNCIATION: * Presentation 1: /^/ : study, subject, cousin, love, wonderful /a:/: far, father, marvelous, target, guitar * Practice 1:  Listen and repeat: (page 29) Practise these sentences: (page 29) - Practise. C. GRAMMAR AND VOCABULARY: * Presentation 2: a. Wh- questions: WHO, WHAT, WHEN, WHERE, WHY, HOW T asks Ss to give each example for each above word (Ex: Who do you come with?- My parents.) b. Gerund and To-infinitive: +Gerund: . Common verbs followed by Gerund: Like, love, enjoy, finish, keep, mind, postpone, suggest, consider, practise... Ex: We enjoy swimming . Common expressions with go+ ing: go camping, go dancing, go shopping, go swimming…… Ex: My mother often goes shopping at weekends . Preposition + gerund: interested in, insist on, think about… Ex: I ‘m interested in playing football + To-infinitive: . Common verbs followed by To- infinitive: decide, hope, want, agree, plan, demand… Ex: We hope to see you soon. . Some verbs + Object + To- infinitive: want, ask, advise, tell… Ex: She advised me to leave here early * Practice 2: Exercise 1: Make questions for the following responses: * 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 English? 6. What time is it now? 7. How many children do they have? Exercise 2 : Fill each blank with an –ing or toinf. form of the verbs in brackets: *Answer: to hear, going, remembering, doing, worrying, to pay, to go, visiting, seeing, hearing. Exercise 3: Complete the sentences using an – ing or to + infinitive form of the verbs in the box. *Answer: 1. to go 6. making 2. waiting 7. to call 3. having 8. to lend - Call some Ss to read and give feedback. - Read. - Pass the hand-out, review the way to make questions with Whword. - Have ss give some examples to make sure they understand completely. - Give ss some cases in which gerund or infinitive is used. - Read the grammar structure, listen to teacher. - Ask Ss to work individually and do exercise 1 in the book. - Have Ss compare their answers with a friend. - Give feedback. - Work individually, then in pairs. - Ask sts to do Exercise 2 orally in pairs in 2 minutes. - Move round to conduct the activity. - Ask some ss to report. - Pairwork - Ask sts to look at Ex 3 and explain what ss are going to do. Explain some new words if any. - Ask sts to do this exercise in 5 minutes , then share their answers with their partners. - Move round to help sts if - Work individually, then in pairs. 4. to find 5. living 9. talking 10. to post. necessary. - Ask some ss to read aloud the sentences. - Check and give remarks. D. HOMEWORK: - Practise all structures again and completely. - Prepare Unit 3 lesson 1 READING. - Give homework. - Listen and take notes. Date of preparing: 8/8/2013 Week 5 Period: 13 + 14 LESSON 1: READING I. AIMS: Training Ss to improve reading skillS: guessing meaning in context, scanning for specific information and reading to get information. II. OBJECTIVES: By the end of this lesson, students will be able to read better through True/ False statements and questioning exercises. III. TEACHING AIDS: textbooks and handouts… IV. PROCEDURE: Stages & Content A.WARM – UP: Questioning Questions: T : Who is she? What do you know about her?... B. PRE – READING: Before you read: Work in pairs. Ask and answer the questions: 1.Can you name some scientists and their specialisations? 2.Have you ever heard of Marie Curie? 3.What do you know about her? Pre-teach vocabulary: - determine (v) xác định T’s activities - Ask ss to close their books - Show ss a picture of Marie Curie and ask tham who she is. - Ask ss some other questions to lead in the new lesson. - Work in pairs - Listen and repeat. Ss’ activities - Close their books - Answer T's questions.
- Xem thêm -