GA TIENG ANH 10 BAN CO BAN (HAY)

Gi¸o ¸n TiÕng Anh Líp 10 - Ban C¬ B¶n

Trêng THPT Ngäc T¶o - Hµ Néi

Bµi so¹n TiÕng Anh líp 10 c¬ b¶n

TiÕt PPCT : 01. revision and introduction

Ngµy so¹n: 24/08/2008

I. o bjectives: by the end of the lesson ss will be able to:

-revise some knowledge that they have learnt.

-know the form of english book 10.

II. m aterials:English book 10.

III: a nticipated problems:

Ss may forget the knowledges of english book 10.

IV. p rocedure:

Stage/Time Steps Work

arrangement

Presentation 1

22

Presentation 2

20

Wrapping

3

Revision.

Call some Ss to tell about some grammar points .

-Tenses.

-To-infinitive

-Gerund

-Reported speech

-Passive voice

Let Ss give out some examples

Feedback and recall them.

Introduction.

Introduce the English book 10.

-How many units are there….?

-How many lessons are there in a unit?

-How many periods are there in a unit?

-Do you do Test your self at home or at class?

-How many topics are there in …..?

Introduce the English book 10 –new version.

-There are 16 units

-some units last 6 periods.

-test your self :do at home

-there are 16 topics.

Summarise the main points

Assign homework

Wholeclass

Individual

Wholeclass

Individual

work

Wholeclass

:

Ngêi so¹n: NguyÔn §×nh Hïng - 1 Gi¸o viªn tæ Ngo¹i ng÷

Gi¸o ¸n TiÕng Anh Líp 10 - Ban C¬ B¶n

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Unit 1- A day in the life of... (trang 12-21)

- Tæng sè giê d¹y: 5 tiÕt

- Tæng quan toµn bµi:

A- Môc tiªu: I- VÒ kÜ n¨ng:

1) KÜ n¨ng ®äc: - §äc vµ ®o¸n nghÜa cña tõ dùa theo ng÷ c¶nh

- §äc vµ tr¶ lêi c¸c c©u hái vÒ néi dung bµi ®äc

- §äc quÐt vµ ghi l¹i nh÷ng th«ng tin trong bµi ®äc

- Tãm t¾t l¹i bµi ®äc díi d¹ng nãi hay viÕt

2) KÜ n¨ng nãi: - Hái vµ tr¶ lêi ®îc nh÷ng th«ng tin vµ ho¹t ®éng hµng ngµy tõ thêi gian biÓu.

- Nãi nh÷ng c«ng viÖc thêng ngµy cña m×nh vµ cña ngêi kh¸c.

3) KÜ n¨ng nghe: - Nghe hiÓu vÒ c¸c ho¹t ®éng hµng ngµy cña ngêi lao ®éng

- Nghe vµ s¾p xÕp c¸c bøc tranh theo tr×nh tù nghe ®îc

- Nghe vµ lùa chän th«ng tin ®óng / sai

- Hái vµ tr¶ lêi tãm t¾t ®îc néi dung chÝnh cña bµi nghe díi d¹ng nãi hay viÕt.

4) KÜ n¨ng viÕt: - HiÓu ®îc néi dung vµ ng«n ng÷, cÊu tróc cña bµi v¨n trÇn thuËt mÉu

- ViÕt mét bµi v¨n trÇn thuËt kÓ vÒ mét vô ch¸y kh¸ch s¹n, sö dông nh÷ng híng dÉn ®· cho.

II- VÒ kiÕn thøc ng«n ng÷:

1) Ph¸t ©m: Ph¸t ©m ®óng ®îc hai nguyªn ©m / i / vµ / i: / trong c¸c tõ ®¬n lÎ vµ trong c¸c ph¸t ng«n.

2) Ng÷ ph¸p, tõ vùng: Sö dông c¸c hiÖn tîng ng÷ ph¸p nh th× hiÖn t¹i ®¬n, qu¸ khø ®¬n, tr¹ng ng÷ chØ

tÇn suÊt trong c¸c v¨n b¶n hay c¸c ph¸t ng«n cô thÓ.

B- §å dïng gi¶ng d¹y: SGK, tranh ¶nh, handouts,...

C- TiÕn tr×nh bµi d¹y:

- TiÕt 1: Reading

- TiÕt 2: Speaking

- TiÕt 3: Listening

- TiÕt 4: Writing

- TiÕt 5: Language focus

Lesson 1: Reading

TiÕt PPCT : 02 Ngµy so¹n : 25/08/2008

I- Aim: Reading for specific information about a day in the life of a farmer

II- Objective: By the end of the lesson, Ss will be able to: - understand a farmer's daily routines

- talk or write about their daily routines

III- Materials: Textbook, pictures, handouts, posters, ...

IV- Anticipated problems: Some Ss may have difficulty in guessing the meaning in context

V- Procedure

Stages & timing Steps / Activities Work arrangement

Warm up

6’

* Matching the jobs with places of work ( poster)

1. teacher a- field

2. doctor b- factory

3. worker c- office

4. secretary d- hospital

5. farmer e- school

* Chatting: - Where does a teacher / doctor / worker /... work?

- Who has to work outside in the sun or in the rain? ( a farmer)

- What do you know about a farmer's work? (They have to get

- Whole class

Ngêi so¹n: NguyÔn §×nh Hïng - 2 Gi¸o viªn tæ Ngo¹i ng÷

Gi¸o ¸n TiÕng Anh Líp 10 - Ban C¬ B¶n

Trêng THPT Ngäc T¶o - Hµ Néi

up early, work during the day outside in the field,...)

T: - As you know, the farmer's work is very hard. Do you want

to know more about a day in the life of a farmer - couple?

Pre-reading

10’

1) Activity one: * Describing pictures to learn new words.

T prepares some pictures to teach new words:

- a farmer leading a buffalo to the field: dÉn tr©u ra ®ång

- a farmer is pumping water: b¬m níc

- the others - transplanting / ploughing / harrowing / repairing

the banks of the plot of land: cÊy /cµy / bõa / be bê ruéng

- fellow peasants ; farmers working in the same field.

- take a short rest: stop working to have a rest for a short time.

* checking vocab: T rubs out the meanings and asks Ss to

describe the pictures again.

2) Activity two: T / F Prediction

a- Mr. Vy gets up very early in the morning

b- Before he leads the buffalo to the field, his wife makes him

several cups of tea and a quick breakfast.

c- He leaves home at exactly 5:30.

d- During the morning, he ploughs, harrows, drinks tea,

smokes, takes a short rest and watches TV.

e- In the afternoon Mrs. Tuyet repairs the banks of their plot of

land and pumps water.

f- After they finish their work at 6 p.m, they have dinner, then

watch TV and go to bed at 10 p.m.

g- They sometimes drink tea with their neighbours and chat

about their work, children or crops.

T - whole class

Individual

Pair work

While reading

22’

3) Activity three: Checking prediction

- T ask Ss to read the text for several minutes and checks their

prediction.

(Answer: a-T, b- F, c- F, d- F, e- F, f-T, g- T)

4) Activity four: Asking and answering questions (Do task 3

in the textbook - page 14)

5) Activity five: Finding the meaning of new words (Do task

1 in the textbook - page 13)

1. goes off = rings; 2. to get ready = to prepare; 3. to chat =

to talk in a friendly way 4. to be contented with = to be

satisfied with

6) Activity six: Note completion (Do task 3 in the textbook -

page 14)

- T asks Ss to read the text again.

- T divides the class into six groups of 7-8 Ss.

*Groups 1+2: make a brief note about the morning of Mr. Vy

and Mrs. Tuyet.

*Groups 3+4: ..........about their afternoon

*Groups 5+6:............................ evening

- Each pair of groups compares their notes; then the presenter

of a couple-group demo.

T - whole class

Pair work

Group work

Group work

Post reading 7) Activity 7: Interview Individual - whole

Ngêi so¹n: NguyÔn §×nh Hïng - 3 Gi¸o viªn tæ Ngo¹i ng÷

Gi¸o ¸n TiÕng Anh Líp 10 - Ban C¬ B¶n

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5’ Two of the Ss play the roles of Mr. Vy and Mrs. Tuyet. The

others ask them about their daily routines. For example:

- S1: What time do you get up everyday, Mr. Vy?

- S2: What do you usually do in the morning?

- etc.

class

Homework

2’

Ss write a passage of about 80-100 words about daily routines

of yourselves / your parents / friends...

Lesson two: Speaking

TiÕt PPCT : 03 Ngµy so¹n : 26/08/2008

I- Aim: Speaking about one's daily routine

II- Objectives: By the end of the lesson, Ss will be able to talk about his / her daily routine by using

given information.

III- Materials: Textbook, pictures, posters, handouts,...

IV- Anticipated problems: Some Ss may be too shy to speak in front of the whole class

V- Procedure:

Stages Steps / Activities Work arrangement

Warm up

8’

There may be two ways of warming up:

a) Revision of school subjects:

- T divides the class into three or four groups.

- T gives each group a poster and asks them to write down the

names of the subjects they learn at school. (Ss are not allowed

to look at the book). Within 2 minutes, the group with the most

correct subjects is the winner.

- T adds or corrects any subject if necessary and asks Ss to read

aloud the names of the subjects.

b) Making a timetable

- T gives Ss the names of the subjects they learn at school

- T divides the class into three or four groups

- T gives each group a poster and asks them to make

themselves a suitable timetable

- T hangs the timetables of groups on the board to choose the

most suitable one.

- T asks Ss to read aloud the names of the subjects.

Group work

Group work

Presentation

7’

1) Activity one: a) Asking and answering (Task 1 in the

textbook - page 14)

Set the scene: Quan is a student. Like you, he has to learn a lot

of subjects. Look at his timetable and ask and answer about it.

Example: +) What time does Quan have Civic Education on

Monday?

- He has it at a quarter past seven on Monday.

+) What lesson does Quan have at a quarter past seven on

Tuesday?

- He has Physics.

b) Compare Quan's timetable with the one Ss have made.

Example: At a quarter past seven on Monday Quan has Civic

Education, but we have English.

Pair work

Group work

Ngêi so¹n: NguyÔn §×nh Hïng - 4 Gi¸o viªn tæ Ngo¹i ng÷

Gi¸o ¸n TiÕng Anh Líp 10 - Ban C¬ B¶n

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Practice

15’

2) Activity two: Talking about Quan's daily routine (Task 2

in the textbook - page 15)

- T hangs the pictures on the board

a) T divides the class into three groups. Gr.1 talks about

pictures a, b, c. Gr. 2 - pictures d, e, f. Gr. 3 - pictures g, h, i.

For example:

- S1: Quan usually gets up at 2 p.m. He studies lessons at 2:15.

After finishing the lessons, he watches TV at 4:30.

- S2: At 5:00 he goes to the stadium by bicycle. He played

football with his friends at 5:15; and he goes home at 6:30

b) T writes the time on the board. If teacher points at any time,

the Ss of that group have to talk in front of the whole class

about the thing Quan does at that time. For example:

- 18:30: He comes back home from the stadium (group2)

- 19:00: He has dinner with his family (group 3)

- 14:15: He studies (group 1)

Group work

Individual and

group

Further practice

12’

3) Activity 3: Interview

T divides the class into 3-4 groups. Each group has a secretary.

One of the members in the group is questioned by the others

about his / her daily routine. The secretary writes down the

information, then reports it in front of the whole class.

Individual - Group

Individual

Homework

3’

T asks Ss to write a short passage about what they do every day Individual

Lesson 3: Listening

TiÕt PPCT : 04 Ngµy so¹n : 30/08/2008

I- Aim: Listening for specific information

II- Objectives: By the end of the lesson, Ss will have listened about the activities in the morning of a

cyclo driver and will be able to develop other skills such as speaking, writing.

III- Materials: Textbook, cassette, posters,...

IV- Anticipated problems: Some Ss may not understand the tape

V- Procedure

Stages Steps / Activities Work arrangement

Warm up

6’

*Bingo: Ask Ss to write down five words of jobs on a piece of

paper (teacher, worker,...). Teacher has a list of jobs, too.

When teacher reads out the jobs in the list, Ss will put a tick at

the job he also has on the piece of paper. The student who has

5 words will say "bingo" and be the winner.

(Teacher's list: taxi-driver, bus-driver, lorry driver, cyclo

driver, doctor, manager, nurse, engineer, shopkeeper,

secretary)

T - whole class

Before listening 1) Activity one: Asking and answering T - whole class

Ngêi so¹n: NguyÔn §×nh Hïng - 5 Gi¸o viªn tæ Ngo¹i ng÷

Gi¸o ¸n TiÕng Anh Líp 10 - Ban C¬ B¶n

Trêng THPT Ngäc T¶o - Hµ Néi

10’ +) Have you ever travelled by cyclo? When?

+) Is it interesting to travel by cyclo?

+) Which do you prefer, going by cyclo or by bicycle? Why?

+) Do you think the job of a cyclo driver is hard? Do you want

to know about a day in the life of a cyclo driver?

*T: Now you will hear a tape about it. But before you listen to

it, you'll have to practice reading some new words which

appear while you are listening.

- district routine office pedal purchases

- drop passengers ride park food stall

2) Vocabulary pre-teach

- district / 'distrikt / (n): an administrative division, smaller

than a province.

- to drop: Take smb to a place and leave him / her there.

- passenger / 'pæsindʒə / (n): people who travel on a plane,

train, bus, taxi, cyclo,...

- pedal / 'pedl/ (n): a part of a bicycle of cyclo where you put

your feet to cycle.

- purchases / 'pə:t∫əs / (n): things a person buys

- food stall (n): a place where food is sold.

T - whole class

While listening

21’

3) Activity 3: Put the pictures in the right order. (Task 1 in

the textbook, page 16)

a) Describing pictures

T: These pictures describe some activities of Mr. Lam's, a

cyclo driver. Can you tell me about them?

- Picture a: He is riding his cyclo with a passenger.

- Picture b: He's eating lunch.

- Picture c: He's riding his cyclo with some children.

- Picture d: He's sleeping in his cyclo under a big tree.

- Picture e: He's just got up.

- Picture f: He's riding an old man

b) Ask Ss to put the pictures in the order they think is right. T

may write some Ss' answers on the board to compare later.

c) Listen

* T plays the tape the first time & stops for several seconds to

see if Ss have the answers or not.

* T plays the tape the second time & stops to get the answer

from Ss.

* T plays the tape and stops the tape at each picture so that Ss

can have the most exact information.

(Correct answer: 1-e, 2-f, 3-a, 4-c, 5-b, 6-d)

4) Activity 4: T / F statements (Task 2 in the textbook, page

17)

a) - T asks Ss to discuss in pair to recall the tapescript, which

can help them to guess which one is true, which one is false.

- T writes Ss' guessing on the board to compare later.

b) - T plays the tape the first time & stops to check if Ss have

the answer or not.

- T plays the tape the second time & stops to get the answers

from Ss.

Group work

Pair work

Whole class

Pair work

Whole class

Ngêi so¹n: NguyÔn §×nh Hïng - 6 Gi¸o viªn tæ Ngo¹i ng÷

Gi¸o ¸n TiÕng Anh Líp 10 - Ban C¬ B¶n

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- If there are different answers, T plays the tape again and stops

at each information so that Ss can have the correct answer.

*Correct answers: 1-F (he may live in district 5)

2-T, 3-F (he gives an old man a ride from district 5 to district

1), 4-F (His first passenger is an old man), 5-F (after

lunchtime, he parks his cyclo under a tree and takes a short

rest)

Post listening

6’

5) Activity 5: Lucky number game

name start work

occupation lucky number

lunch rest

lucky number passengers

Whole class

Homework

2’

Ss write a short passage about a day in the life of Mr. Lam or a

laborer they know (about 80 words)

Individual

Lesson 4: Writing

TiÕt PPCT : 05 Ngµy so¹n : 01/10/2008

I- Aim: Writing a narrative

II- Objective: By the end of the lesson, Ss will be able to write a narrative by using given prompts.

III- Materials: Textbook, posters, whiteboard markers,...

IV- Anticipated problems: Some Ss may not write it correctly

V- Procedure:

Warm up

5’

*Chatting: - Have you ever heard / met a frightening story?

- When did it happen?

- How did you feel then?

- What should we do if it happens to us?

T- whole

class

Activity one

7;

(Task one in the textbook, page 17)

1) Tasks Ss to read the story in the book; T explains new words.

+) be due to (adv.): because of; owing to

+) stare death in the face: so scared; afraid

+) air-hostess (n): a person who takes care of passengers on a plane.

+) fasten seatbelt: fix the seatbelt around the body to keep safe in the

plane.

+) scream in panic

2) Tasks Ss to underline the verbs of simple past used in the story &

to circle the time connectors

*Verbs: stared, was, arrived, got, took off, began, thought, felt,

announced, screamed, realised, landed

*Time connectors: at first, then

- Ask: What tense is used to write about a narrative? (Past simple)

T - whole

class

Group work /

pair work

Activity two

15’

(Task 2 in the textbook, page 18: Identify the events, the climax, and

the conclusion of the story. Then report your results.)

1) T prepares a list of all the events on a poster:

- I arrived at the airport...

- we got on the plane...

Ngêi so¹n: NguyÔn §×nh Hïng - 7 Gi¸o viªn tæ Ngo¹i ng÷

Gi¸o ¸n TiÕng Anh Líp 10 - Ban C¬ B¶n

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- the plane took off...

- the airhostesses were just beginning to serve....

- the plane began to shake....

- we thought....

- we were told to stay....

- the plane seemed to dip....

- we realised....

- many people screamed...

- we all thought we had only minutes to live

- we felt the plane slowly gained height...

- the pilot announced that.....

- we were all overjoyed.....

- we landed.....

2) T asks Ss to work in groups to identify the events, the climax and

the conclusion. Then T calls a S to underline the events on poster with

a yellow marker, the climax with a red marker and the conclusion with

a blue one.

- T checks Ss' answers. (key: *events: from "I arrived..." to "many

people screamed"; *climax: "we all thought we had only minutes to

live"; *Conclusion: "the pilot announced.....")

Group work

Activity three

14’

(Task 3 in the textbook, page 18: Use the prompts below to build up a

narrative about a hotel fire)

- T gives instructions

- T divides class into 4 or 6 groups. Each group writes the story on a

poster.

- Groups exchange their posters for peer correction.

- T hangs some posters on the board so that T & whole class can see

the written work & correct mistakes if any else.

Group work

Homework

3’

Each S writes the story again in his or her notebook. Individual

Lesson 5: Language focus

TiÕt PPCT : 06 Ngµy so¹n : 02/10/2008

I- Aim: - Identifying the sounds / I / & / i: /

- Reviewing the present & past simple tense & adverbs of frequency

II- Objective: By the end of the lesson Ss will be able to distinguish the sounds / I / & / i: / in speech

and be better at using the present & past simple tense & adverbs of frequency in communication.

III- Materials: Textbook, pictures, posters, handouts,...

IV- Anticipated problems: Ss may not know how to pronounce the above- mentioned sounds correctly.

V- Procedure:

Stages &

timing

Steps / Activities Work

arrangement

Warmer (3') - T prepares a picture of a sheep on a ship & asks Ss: What can you

see in the picture? (Key: I see a sheep on a ship)

- T demonstrates the sounds / I / & / i: / by pronouncing them clearly

T - whole

class

Ngêi so¹n: NguyÔn §×nh Hïng - 8 Gi¸o viªn tæ Ngo¹i ng÷

Gi¸o ¸n TiÕng Anh Líp 10 - Ban C¬ B¶n

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& slowly.

Pronunciation

(5')

- T asks Ss to listen & repeat the given words several times.

- T reads the given sentences as a model & asks Ss to read in pairs.

-whole class

-pair work

Grammar (35') I- Presentation: T hangs two pictures of the same boy who goes to

school by bike & on foot.

T: This is Minh. He usually goes to school by bike but yesterday he

went to school on foot.

Through this, T reminds Ss of the present simple & past simple &

adverbs of frequency.

II- Practice:

1) Exercise 1: - T explains how to do it.

- T asks Ss to do it individually; then change the paper with their

partner for peer correction.

- T checks Ss' answers before whole class.

(Key: 1- is; 2- fish; 3- worry; 4- are; 5- catch; 6- am; 7- catch; 8- go

9- give up; 10- says; 11- realize; 12- am)

2) Exercise 2: - T divides the class into 4 groups.

- Gives each gr. a sentence of the four given ones & asks them to use

adverbs of frequency to develop it into a short story & write it on a

poster.

- T may give a model:

He usually gets up early so he is never late for school. He often

prepares lessons before class so he always gets good marks.

- Then T hangs the posters of grs. on the board & lets Ss choose the

best story. T asks Ss to correct mis. if any.

3) Exercise 3: - T explains the task.

- T asks Ss to work in pairs: S A does from number 1 to 9; S B- from

10 to 18; then T asks them to exchange their exercise with each other

to peer correct.

- T checks Ss' answers before whole class.

III- Production: Play the game: Find someone who.....

- T prepares some cards on which there are phrases such as: usually

get up late; never eat meat; didn't have breakfast yesterday morning,

etc.

- T gives each S some cards & asks them to find in his / her group the

person who does / did the thing on the card.

- T asks Ss to report.

T - whole

class

-Individual

-Pair work

-Whole class

Group work

Pair work

Whole class

Group work

Whole class

Homework

(2')

Ss do corresponding exercises in the work book. Individual

Unit 2: School talk (trang 22-31)

Ngêi so¹n: NguyÔn §×nh Hïng - 9 Gi¸o viªn tæ Ngo¹i ng÷

Gi¸o ¸n TiÕng Anh Líp 10 - Ban C¬ B¶n

Trêng THPT Ngäc T¶o - Hµ Néi

- Tæng sè giê d¹y: 5 tiÕt

- Tæng quan toµn bµi:

I- Môc tiªu: A- VÒ kÜ n¨ng:

1) §äc: - §äc vµ ®iÒn tõ vµo c©u

- §äc vµ t×m th«ng tin

- §äc vµ tr¶ lêi c¸c c©u hái vÒ néi dung bµi ®äc

- KÓ l¹i bµi ®äc díi d¹ng nãi hay viÕt

2) Nãi: - Sö dông c©u hái vµ tr¶ lêi ®Ó b¾t ®Çu vµ kÕt thóc c¸c héi tho¹i ng¾n

- Trao ®æi trong nh÷ng héi tho¹i ng¾n nh÷ng chñ ®Ò quen thuéc hµng ngµy

3) Nghe: - Nghe c¸c ®o¹n héi tho¹i vµ ®¸nh sè c¸c bøc tranh theo thø tù

- Nghe c¸c ®o¹n héi tho¹i vµ tr¶ lêi c¸c c©u hái

- Nghe vµ ®iÒn th«ng tin vµo chç trèng

4) ViÕt: - N¾m ®îc cÊu tróc c¬ b¶n cña c¸c mÉu ®¬n

- §iÒn ®îc mÉu ®¬n xin häc

B- VÒ ng«n ng÷

1) Ng÷ ©m: LuyÖn ph¸t ©m l¹i c¸c nguyªn ©m / ^ / vµ / a / trong c¸c tõ ®¬n lÎ vµ trong c¸c ph¸t ng«n

ng¾n

2) Ng÷ ph¸p: - Wh-questions: who, what, when, why, how,...

- Gerund & to-infinitive

II- §å dïng gi¶ng d¹y: SGK, tranh ¶nh, giÊy b×a, bót d¹, handouts,...

III- TiÕn tr×nh:

- TiÕt 1: Reading

- TiÕt 2: Speaking

- TiÕt 3: Listening

- TiÕt 4: Writing

- TiÕt 5: Language focus

Unit 2 : School Talks

TiÕt PPCT : 07 Ngµy so¹n : 06/09/2008

Lesson 1: Reading

I- Aim: Reading passages about school & related problems

II- Objective: By the end of the lesson Ss will be able:- to read passages about different Ss & their

schools, teachers

- to develop other skills (speaking or writing) by talking or writing about his / her problems related to

school.

III- Materials: Textbook, pictures, poster, handouts,...

IV- Anticipated problems: Ss may have difficulty in explaining why they like this subject but not like

that one.

V- Procedure

Stages &

timing

Steps / Activities Work

arrangement

Warmer &

pre-reading

* Chatting: - Where do you spend most of your time, at home or at

school?

- What topics do you often talk to each other when you are at school?

( sport & games; entertainment; health; hobbies; holidays; films;

weather; work & study,...)

* Lead-in: Yes, I think one of the topics you often talk to each other is

T - whole

class

Ngêi so¹n: NguyÔn §×nh Hïng - 10 Gi¸o viªn tæ Ngo¹i ng÷

Gi¸o ¸n TiÕng Anh Líp 10 - Ban C¬ B¶n

Trêng THPT Ngäc T¶o - Hµ Néi

school, for example, about your teachers, parents, friends, subjects, &

others. Let's read three passages to know more of the things they want

to talk about.

While

reading

1) Activity 1 ( Task 1 in the textbook, page 23): Fill each blank with

one of the words in the box below

- T instructs the task, explains new words if necessary.

- T asks Ss to do it individually

- T checks Ss' answers in front of the whole class.

(Key: 1- enjoy; 2- traffic; 3- worry; 4- crowded; 5- language)

2) Activity 2 (Task 3 in the textbook, page 24): Answer the following

questions.

- T asks Ss to work in pair, A asks - B answers & vice versa. T goes

round to help & monitor.

- T checks Ss' answers in front of the whole class.

3) Activity 3 (Task 2 in the textbook, page 23): Find out who.....

- T prepares a poster like the below.

- T asks Ss to discuss in groups & put a tick where appropriate.

- T calls a representative of each group to report.

Things to do Student Phong Ms Phuong Mr. Ha

enjoys teaching

has to get up

early

lives for from

school

loves working

with children

loves learning

English

rides a bike to

school every

day

studies at a

high school

worries about

his son's safety

Individual

Pair work

Group work

Post reading - T divides the class into three groups & gives each gr. a question to

discuss: ( T can also let them write on posters)

+) Gr.1: Discuss what subject you like best & why.

+) Gr.2: Discuss what you like or dislike doing at school.

+) Gr.3: Discuss about things you worry at school.

- Feedback

Group work

Homework Ss write a paragraph of about 80-100 words about:

- the subject they like best

- things they like / dislike doing at school.

- things they worry at school

Unit 2 : School Talks

Ngêi so¹n: NguyÔn §×nh Hïng - 11 Gi¸o viªn tæ Ngo¹i ng÷

Gi¸o ¸n TiÕng Anh Líp 10 - Ban C¬ B¶n

Trêng THPT Ngäc T¶o - Hµ Néi

TiÕt PPCT : 08 Ngµy so¹n : 08/09/2008

Lesson 2: Speaking

I- Aim: Making small talks in daily situations

II- Objective: By the end of the lesson Ss will be able to:

- use common expressions in making small talks.

- start & close a conversation.

III- Materials: Textbook, pictures, poster,...

IV- Anticipated problems: Some Ss may not be confident enough to talk in front of the whole class

V- Procedure

Stages &

timing

Steps / Activities Work

arrangement

Warmer - T prepares a poster on which T writes a conversation like this:

A & B meet each other in a bookshop.

A- ................................ (1)

B- Hi, how are you?

A- I'm fine, thanks. And you?

B- I'm very well. I haven't seen you for a long time. Let's go somewhere

for a drink.

A- Sorry,............................. (2)

- T asks Ss to complete the dialogue & highlights the sentences (1) &

(2) on the poster to lead in:

A full conversation often has starting & closing sentences. Today

we'll practise conversations having starting & closing sentences.

T - whole

class

Activity 1 *Placing expressions under appropriate headings (Task 1-textbook￾page 24)

- T asks Ss to read the given expressions & put them in the right

column, then asks them to practise with a partner.

Starting a conversation Closing a conversation

- Good morning / Hi - Great. I'll see you tomorrow.

- Hello, how are you? - Catch you later.

- Hi, how is school? - Goodbye. See you later.

- Hello, what are you doing? - Sorry, I've got to go. Talk to you

later.

- How's everything at school? - Well, it's been nice meeting

you.

- T encourages Ss to find more expressions for starting & closing a

conversation.

- Individual

- Pairwork

Activity 2 *Rearrange the following sentences to make a conversation & then

practise it with a partner. (Task 2-textbook-page 25)

- T asks Ss to work in groups of 4 to find the right order of the

conversation. (Key: D - F- B- H- E- C- G)

- T checks the answers of groups by writing them on the board.

- T asks Ss to choose the best one.

- T asks Ss to practice the chosen conversation in pairs while T goes

round to help if necessary.

Group work

Pair work

Activity 3 *Completing the following conversation with suitable words /

Ngêi so¹n: NguyÔn §×nh Hïng - 12 Gi¸o viªn tæ Ngo¹i ng÷

Gi¸o ¸n TiÕng Anh Líp 10 - Ban C¬ B¶n

Trêng THPT Ngäc T¶o - Hµ Néi

phrases / sentences in the box & then practice it with a partner.

(Task 3-textbook-page 25)

- T asks Ss to read the words in the box & explains if necessary.

- T asks Ss to complete the conversation individually first, then discuss

in pairs.

- T checks Ss' answers in front of the whole class, then let them to

practise it in pairs.

*There may be some options for the conversation which are shown in

italics words.

A- Hello, Hoa. You don't look very happy. What's the matter with you?

B- Hi, Nam. I feel awful / tired / sick / cold.

A- Sorry to hear that. You should go home & have a rest. / You'd better

go home & have a rest.

B- Yes, that's a great idea. Good bye, Nam.

A- See you later.

* If Ss have expressions different from the given ones, they are

encouraged.

- T goes round & helps if necessary.

- Individual

- Pair work

Activity 4 *Making small talks basing on the given topics. (Task 4-textbook￾page 25)

- T divides the class into 4 groups & give each gr. a topic of the 4 given

ones.( Gr1: the weather; Gr 2: last night's TV programmes; Gr 3:

football; Gr 4: plans for next weekend. Note that if Ss like other topics,

let them be free to choose the one they want to talk about)

- Groups discuss to build a conversation related to the given topic.

- Representatives of each group demo.

Group work

Homework Ss write the conversation they like in their notebooks Individual

Unit 2 : School Talks

TiÕt PPCT : 09 Ngµy so¹n : 08/09/2008

Lesson 3: Listening

I- Aim: Listening to mini conversation for specific information.

II- Objective: By the end of the lesson, Ss will be able to develop sub-skill such as listening for specific

information about daily life & develop other skills such as speaking or writing about problems they

have experienced at school.

III- Anticipated problems: Ss may have difficulty in catching exact words & phrases to fill the blanks

in the conversation.

IV- Materials: textbook, tape, cassettes, handout, pictures,...

V- Procedure:

Stages &

timing

Steps / Activities Work

arrangement

Warmer &

pre -

listening

- T prepares a poster on which there is part A of the table:

1. What subjects are you taking this semester?

2. How do you like the class?

3. Are you enjoying the party?

T

Ngêi so¹n: NguyÔn §×nh Hïng - 13 Gi¸o viªn tæ Ngo¹i ng÷