Selective topics - English 10

Lesson plan- Revision
Date of preparing: 	Date of teaching: ../.
Period 1+2
	Unit 1: Pronunciation
* Aims and Requirement
- Sts pronounce correctly and fluently.
* Language focus
- Vowels and dipthongs
- Consonants
* Assumptions
- Sts know how to pronounce some words correctly.
* Anticipated problem
 - Some sts have difficulty in pronunciation
* Materials
- Book, ruler, chalk, bb, reference book
* Procedure
Time
7'
7'
15'
13’
3’
Procedure
I. Organization
- Checks sts' attendance
- Asks sts abt their summer holiday
III. New lesson
1. Set the context
- T introduces the phonetic symbols in E.
- Sts discuss and list wowels, dipthongs and consonants in E.
- T explains more clearly and guides sts to read corectly.
+ Vowels (14) 
/U/: written with u, oo ;eg: put, foot
 /a:/: written with ar; eg: farther, are
/ae/, written with a; eg: bag, cat, bad
/o/, written with a; eg: got, lost
/o:/, written with a, or; eg: four, saw
/e/, written with e; eg: pen, ten
/i/, written with y, e ; eg: happy, study, be, beyond
/i:/ written with ee, ea; eg: bee, meat
/u/, written with u ;eg: actual, usually,
/u:/, written with oo, ui, une; eg: too, June, fruit
 / З /, written with a;eg: about, ago
/ З :/, written with ur, ir , er , or, ear, ; eg: fur, birth
/^/, written with u, a, o, ou ; eg: month, study, love
/I/. written with i; eg: sit, kick
+ Dipthongs (8)
/U З /: written with ur, oor, our, ual; eg: pure, usaully
 /aI/, written with i, ei, uy, y; eg: friday, type
/eI/, written with a, ey; eg: they, lady
/⊃I/, written with oi, oy; eg: enjoy, noise
/au/, written with ou, ow; eg: cow, house, how
/e З /, written with air, are, ere, air; eg: pair, air, where
/i З /, written with ere, ear, ea, eer; eg: here, dear, idea
/ З u/ written with oa, one, ote, o; eg: close, note
+ Consonants (24): 
Voiced
voiceless
/b/: (Both /b/ and /p/ are made by closing the lips to stop the flow of air from the lungs. Both sounds may appear at the beginning, middle, or end of a word After m, b is written but not pronunced in afew words: climb, dumb). 
/d/
/g/ ( Both /g/ and /k/ are made by touching the back of the tongue to the roof of the mouth at the back to stop the flow air from the lungs. Both sounds may appear at the beginning, middle, or end of a word. Before n, g is written but not pronouced in afew words. /k/ is spelled ch in afew words. The letter x is pronounced /ks/, except at the beginning of the work. The lettesr qu are pronounced /kw/.)
/ v/
/δ/: Both sounds are made by putting the tip of the tongue between the upper and lower teeth to particularlly block the flow of air from the lungs. Both sounds may appear at the beginning, middle, or end of a word.
/z/: z, z before final e, zz 
 Both sounds are made by putting the tip of the tongue on the ridge behind the upper teeth to particularlly stop the flow of air from the lungs. Both sounds may appear at the beginning, middle, or end of a word.
/Ʒ/: s before the word ending ion. It occurs only at the middle and end of the word.
Both /zh/ and/sh/ are made by almost touching the front part of the tongue to the top of the mouth behind the upper teeth to partially block the flow of air from the lungs.
 Before the word ending ure , s and z are generally pronounced /zh/ and ss is generally pronounced /sh/. 
/j/: j, dg, dge.
In English both /j/ and / ch/ are combination of sounds: /j/ is /d/ plus /zh/, and /ch/ is /t/ plus /sh/.
Both sounds are made by placing the frond part of the tongue on the roof of the mouth behind the upper teeth. Both sounds may appear at the beginning, middle, or end of a word.
/l/ and /r/ may occur at the beginning, middle, or end of words. 
/l/ is made by touching the tip of the tongue to the ridge behind the upper teeth. /r/ is made by pushing the frond part of the tongue toward the top of the mouth behind the upper teeth.
/l/; l, le, ly, ll
/r/: r, r before final e, or y, r in the middle of words.) At the beginning of words, /r/ has two other spelling: wr and rh. In the wr spelling, w is “silent”: it is written, but not proniunced, eg: wrong... In the rh spelling. h is “silent”; it is writtten but not pronounced, eg: rhythm
/n/ written with n; eg: now
/m/, written with m; eg: maybe
 /w/: w. /w/ is similar in pronunciation to the vowel /u/ and occurs at the beginning of words and syllables. It is produced by rouding the lips and keeping the tongue high and toward the back of the mouth.
/p/
p is written but not pronunced in afew words
/t/, (Both /d/ and /t/ are made by touching the tip of the tongue to the ridge behind the top front teeth to stop of air from the lungs. Both sounds may appear at the beginning, middle, or end of a word).
/k/
/f/ (Both /v/ and /f/ are made bu touching the top teeth to the lower to partially stop the flow of air from the lungs. Both sounds may appear at the beginning, middle, or end of a word).
/Ɵ/; In common word “clothes” the is written but not pronounced.
/s/: s, ss, c and sc before e, i and y. 
Between vowels and before final e, the letter s is usually pronounced /z/.
In severe words of Greek origin, ps is pronounced /s/: the p is silent.
In a few words of Greek ogirin, x at the beginning of aword is pronouncef /z/.
/∫/ sh, ss and t before the word ending ion. This sound may appear at the beginning, middle, or end of a word.
Before the sord ending ia and ian, s is propronounced /zh/, and c and t after avowel are pronounced /sh/.
In afew words of French origin, ge at the end of aword is pronouced /zh/ by many people, but /j/ by some.
 In afew words of French origin, ch and che are pronounced /sh/.
/t∫ /: ch, tch.
Before e, i or y, g is pronounced /j/ in many words. In a few words, d is pronounced /j/ and t is pronounced /ch/ before the word ending ure.
/h/: h.
This sound is made by forcing air from the lungs through the open mouths; as the air passes through the back of the mouth, there is asmall amount of friction. It is found only at the beginning and middle of a word. The English /h/ is much softer than similar sounds in many other langueges.
/ŋ/, written ng; eg: sing
 “s” endings:
/s/, /z/, /iz/.
- T gives some nouns and asks sts give plural form and the pronunciation: book, ruler, class, glass, watch.
- Some ss give answer.
- T explains more clearly: The possessive forms of nouns, plural form of regular nouns, and third singular forms of verbs can present pronunciation problems because even though all these forms are spelled with s ( ‘s, s’, es, ies), there are actually tree different pronunciations: /s/, /z/, /iz/. 
+ The /s/ pronunciation occurs in words ending with /p/, /t/, /k/, //f
, and /th/, no matter how these sounds are spelled.
+ The /iz/ pronunciation occurs in words ending with /s/, /z/, /sh/, /zh/, /ch/, and /j/, no matter how these sounds are spelled.
+ The /z/ pronunciation occurs in the rest of the phonetic symbols.
Speeling notes:
If a noun ends in s, its possessive form may be written with either an apostophe (‘) or with an apostrophe plus s, the first form is generally prefferred. Eg: Bess’/Bess’s, Ross’/Ross’s.
If a noun or averb ends in avowel plus y, the plural or third person ending is formed by adding s. (as in ‘day’/ ‘days’). If a noun or verb ends ina consonant plus y, however, the plural or third personis formed by changing the y to i and adding es (as in berry/berries and study/studies).
If a noun or verb ends in /s/, /z/, /sh/, /zh/, /ch/, /zh/, /j/, the plural or third person is formed by adding es unless /s/, /z/, /sh/, /zh/, /ch/ or /j/ occurs before final e. Examples: gas/gases, face/ faces.
Most nouns and verbs endiongs in avowel form their plural or third person endings by adding s (as in papa/ papas, soda/sodas). Some, however, add es. Eg: potato/potatoes, do/does.
the common verd have is also an exception, since its third person form is has.
“ed” endings:
/d/, /t/, /id/.
- Sts give the past form of some verbs and the pronunciation: cook, start, lern, employ, tap.
- T corrects and explains more: The past tense endings for regular can present pronnunciation problems because even though all regular past tense endings ar spelled with ed ( d, ied), there are actually tree different pronunciations: /d/, /t/, /id/.
The /t/ pronunciation occurs in verbs ending with /p/, /k/, /f/, /s/, /th/, /zh/, /sh/, /ch/.
The /id/ pronunciation occurs in verbs ending with /d/, /t/, /f/, /s/, /th/, /zh/, /sh/, /ch/.
+ The /d/ pronunciation occurs in the rest of the phonetic symbols.
* spelling notes:
- If a verb ends with a vowel plus y, the regular past tense endingis spelled ed (pray/prayed, enjoyed), exceptions: lay/laid, pay/paid.
- If a verb ends with a consonant plus y, the y changed to i and ed is added for regular past tense ending ( as in worry/ worried).
- If a verb ends with a consonant before final e, only d is added for the regular past tense ending. ( as in hope/hoped, tape, taped).
- If a verb ends with a single consonant letter after a “short’ vowel sound, the consonant is doubled before ed is added (as in hop/hopped, tap/tapped). Exception: live/ lived.
- If a verb ends with more than one consonant letter, there is no doubling.
- If a verb has two syllables and ends in r, the r is doubles and ed is added if the final syllable is stessed (as in prefer/ prefered, occurred). If the stess is on the first syllable, however, r is not doubled (as in answerwed/ succored).
* Relaxed speech patterns (wors spoken with relaxed pronnunciation are easier and quicker to say - even if they are hard to understand).
1. ya – you
2. whaddaya- what do you, what are you
3. wanna- want to
4. gonna- going to
5. donno- don’t know
6. ta- to
7. gotta- got to 
8. hafta- have to
9. hasta- has to
10. yer- your/you’re
11. yers- yours
12. cha- /t/ +you
13. cher- /t/ + your/ you’re
14. in’- ing
15. whacha- what do you, whar you
16. ja- /d/ + you
17. jer- /d/ + your
18. er- or
 19. ‘e- he; ‘is- his; ‘im- him; ‘er- her; ‘em- them
20. ’n’ – and
21. kin- can
22. a – of
23. shoulda – should
 coulda – could
woulda – would + have+ past participle
musta – must
maya- may
mighta- might 
24. da – to after avowel sound
25. fer – for
eg: 
Careful (slow) pronunciation
1. What do you want to take?
2. I don’t know right now.
3. Are you going to be working all semester?
 Relaxed (fast) pronunciation
Whaddaya wanna take?
I donno right now.
Are ya gonna be working all ssemester?
2. Practice
T gives some exercises 
Sts work individually and then share with their partner
Some sts give the answers
 T corrects
* Odd one out
1. steady ready feature measure
2. brush pull bush push
3. game general go gift
4. gas gain germ goods
5. coat know go work
6. convined called formed controlled
7. grade place pace palace
8. here hollow honour heat
9. native nature natural nation
10. angry danger languege abandon
11. day take any lace
12. identify ideal idol idiom
13. bead weathe ...  and corrects:
- T leads to the listening.
* Listen and repeat
- Sts read chorally after T
- T explains some new words.
+ drop
+ routine
+ pedal.
2. While listening
- T introduces the situation of the listening.
- Sts look though all the tasks they have to do while listening.
* Task1
- T explains the requirement .
- Sts look at the pictures and descibe them.
- T explains more
- P1: A cyclo drive is taking/pedaling awoman
- P2: Some people are eating in the food stall.
- P3: He is taking two sts.
- P4: He is sleeping in his cyclo under the big tree.
- P5: He gets up
- P6: he is taking a man.
- Sts listen to the tape twice and take notes
- T goes around the class to check some sts’ notes.
- Some sts give the answers.
- Sts listen again 
- T corrects: 
1-e, 2- f. 3- a, 4-c, 5-b, 6-d.
* Task 2
- T explains the requirement and some new words.
- Sts read all the sentences carefully and try to guess the information is T/F using their notes.
- Sts listen to the tape once more.
- T goes around the class to check.
- Some sts give the answers.
- Sts listen again 
- T corrects: 
1- F- no inf
2- T
3-F – He takes an old man from District 1 to 5
4. F- first - third
5. F- e has lunch at the food stall
6- F- After lunch, he takes a short rest.
3. After listening
- T explains the requirement
- Sts answer T’s questions in groups:
1. What’s his name and his job?
2. What time does he start work?
3. Who are his first / second / third passengers?
4. Where does he have lunch?
5. Where and when does he take a short rest?
- Some sts present.
- T comments and corrects.
IV. Consolidation
- T gives the feedback of the lesson
V. Homework
- Sts learn the new words by heart and summary the listening.
- Sts prepare the new words in the next period.
* Comments after the lesson:
Aims
To create the E atmosphere in class
To attract sts’ attention
To lead in
To pay attention more
To check sts’ understanding
To focus on
To check sts’ understanding
To revise
To let sts be more relaxed
Date of preparing:	.	Date of teaching: 
Lesson plan: p1
Lesson 4. Present simple and present progressive
* Aims and Requirement
- Sts know how to use practise the present simple and present progressive in the context
* Language focus
- Form and use of the present simple and present progressive
* Assumptions
- Sts can know some uses of the two tenses in some way.
* Anticipated problem
 - No problems
* Materials
- Book, ruler, chalk, bb, reference book
* Procedure
Time
7'
5’
10'
18'
3’
Procedure
I. Organization
- Checks sts' attendance.
- Asks sts abt the date, weather
* Warm up
Sing a song
II. New lesson
- Sts look at the examples and discuss the tenses.
1. They often play tennis.
2. They are playing tennis now.
- T goes around the class to check and help some sts.
- Some sts present.
- Other comment.
- T comments and corrects: 
1. The present simple tense.
2. The present progressive tense
- Sts discuss abt the form and the use of the two tense.
- Some present
Other comment
T comments and corrects:
Form:
The present simple tense: S+V+Complement
The present progressive tense: S+ Be (is/ am/ are) + Ving.
Use:
The pre simple tense: express a habit in the present, a truth, a fact (true for a long time), often used with advs of frequency: always, usually...every + time...
The pre progressive tense: Express an activity happening at the moment of speaking or around now, often used with now, at the moment, at present...
Notes: state verbs are only used in the present simple tense such as like, love, enjoy, want, need...
III. Practice:
Ss do the handouts:
Put the V in the correct tense:
They (lie) on the sand now. They (want) to sunbathe very much because it (be) good for their health.
What you (have) for breakfast?
I often (eat) bread and (drink) milk?
Lan (like) reading biology book and she (wish) to be a biologist.
Keep silent! The teacher (look) at you.
Be careful! The car (come).
Now, Trang (be) a grade 10 student. She (have) to wear an uniform and (get) up early.
Why they (walk) to shool? Everyday they (go) by their motorbike.
* Choose the best answer:
1-You’ll be ill if you. stop smoking. A-don’t B-didn’t C-aren’t D-weren’t
2-They haven’t seen each other . Chrismas.
A-for B-when C-during D-since
3-What do you often do  Sunday.
A- in B-at C- on D-of
4-When the new school year begins,we  our friends again.
A-will meet B-meet C-met D-being met
5-He’d better  sports. 
A-to play B-play C-playing D-played
6-My friend wants . some English books
A-to buy B-buy C-buying D- bought
7-My aunt is a nurse.She has to look after  . every day.
A-students B-people C- children D-patients
8-We have to   our lessons in the evening.
A-prepere B-get C-make D-take
9-They usually play sports  weekend.
A-in B- on C -at D-of
10-Their children .. get up early every morning to walk to school.
A-have to B-has to C-had to D-having to
11-I’ll feel very happy when I . a letter from my friend.
A-Write B-post C- send D-receive
12-She has to  the house every day.
A-whitewash B-decorate C-clean D-make
13. Lan is buying a lot of food.She   for 10 people.
A-cooks B-is going to cook C-cooked D-will cook
14-I am very tired now.I.this afternoon.
A-don’t work B-am not going to work C-not working D-work
15-Youbetter be careful not to miss the train.
A-are B-have C-did D-had
16-My parents have toto work by bike everyday.
A-go B-goes C-when D-gone
17-Heto do this housework now.
A-have B-to have C -has D-to has
18-We like seeing young people enjoy..
A-themselves B-themselves C-theyself D-theyselves
19-I think this lemon fruit is not very good.Take it..
A-away B-on C-in D-into
20-He..to go to school today.
A-don’t has B-don’t have C-doesn’t has D-doesn’t have
- Some ss give their answer
- Other comment
- T corrects.
IV. Consolidation
- T gives the feedback of the lesson
V. Homework
- Sts revise the tow tense and make up 5 sentences using the pre simple and the pre progr tenses.
- Ss revise and prepare the past simple and the past progressive tense. 
* Comments after the lesson:
Aims
To create the E atmosphere in class
To lead in 
To work in pairs
To check sts’ understanding
To work in groups
To present
Date of preparing:		Date of teaching: 
Lesson plan: p6
Lesson 5: The past simple and past progressive
* Aims and Requirement
- Sts pratise The past simple and past progressive
* Language focus
- The past simple and past progressive
* Assumptions
- Sts know the uses of the two tenses in some way.
* Anticipated problem
 - Some sts have the difficulties in vocabs and grammar.
* Materials
- Book, ruler, chalk, bb, reference book.
* Procedure
Time
7'
7'
15'
13'
Procedure
I. Organization
- Checks sts' attendance
- T ask sts abt their plans for this weekend.
II. New lesson
- T writes it & eat on the bb.
- Sts find out the difference bw two sounds.
- T lets look at the phonetic chart on the poster and introduces phonetic symbols in E: vowels(12), dipthongs(8), consonants(24).
- T leads to the new lesson: /i/ & /i:/
- Sts listen to T’reading and then repeat: 
 Column A Column B
 baby field 
 sit seat
 bill bean
 big beat 
 money heat 
 city sea/ see 
 meet meat 
 /i/ short: Your voice stops 
 /i:/ long: Your voice continues a bit
- T asks sts to read the words in the book and practise those sentences.
- T goes around to check their pronunciatinon.
* Grammar
- Sts complete the sentences
1. he/ smoke/ everyday.
2. He/ not smoke/ yesterday.
- T checks their answers.
- Asks a st to say abt the use of the pre simple tense & the past simple tense.
 + The present S. T : express habitual action.
Eg: Dogs bark.
 Cats drink milk.
- Often used with advs or adv phrases such as, always, often, usually or with time clauses expressing rountine’
- The past S. T : is used for actions completed in the past at a deinite time.
Eg: 
Pasteur died in 1895.
 I met him last night.
*Exercise 1
- Sts work in pairs
- T explains the requirement carefully and some new words.
- Some sts give the answer 
- T comments and corrects the mistakes.
1. is; 2. fish; 3. worry; 4. are; 5. catch; 6. am; 7. catch; 8. go; give up; 10. say; 11. realise; 12. am.
* Exsercise 2:
- T explains the requirement and some new words
- Sts put the adv of fre in correct place.
- Sts may work individually or in pairs.
- T goes around to check.
- Some sts present
- T gives the correct answers
- Sts take notes: 
As a rule: placed at the beginning of the sentence.
 Other Advs: placed before ordinary V or after the V “be”.
* Exsercise 3
- T explains the requirement and some new words.
- Sts work in pairs 
- Some pairs present
- Others give the comment.
- T corrects.
1. was done; 2. cooked; 3. were; 4. smelt; 5.told; 
IV. Consolidation
- T gives the feedback of the lesson
V. Homework
- Sts do all the exsercises in the unit 1 in the workbook.
- Sts prepare the new words in the next lesson.
* Comments after the lesson:
Aims
To create the E atmosphere in class
To lead in 
- to practise
-to check sts' pronunciation
- to lead in
To check sts’ grammar
To practise more
To check sts’ understanding
how	c. what
	b. why 	d. where
15. Do you enjoy cartoon?
	a. watch	b. watching	c. will watch	d. watched
16. We passed the exam.. 
	a. easy	b. easily	c. more easy	d. esier
17. wen often start work 2 p.m.
	a. at	b. in	c. on	d. of
18. The fire.. the whole village in 2003. 
	a. destroyed	b. destroy	c. have destroyed	d. destroys 
19. When we arried the party, Tom before.
	a. had left	b. left	c. went	d. leaves
20. She won the Nobel Prize in..
	a. chemistry	c. length
	b. chemist	d. weight
21. Forests help to .endangered animals.
	a. protect	b. protecting	c. to protect	d. protected 
22. I never do the.
	a. transplant	b. transplanting	c. to transplant	d. transplanted
23. What  you done before you moved here?
	a. will	b. would	c. did	d. had
IV. Writing (2p)
 Complete this paragraph abt Edison using the cues below.
be born/ 1841/ scotland
1860/ become afamous scientist
invent electric light bulb/ 1865
died/1925/ after along illness
V. Listening (2p)
* Listen to the tape and fill in the following passage:
Chantal’s parents didn’t have much money, so they sent her to a state (1) school when she was five. She (2) her reading and writing lessons, but there were so many pupils in the class that he teacher found it difficult to control them.
When Chaltan was(3), her father got a better job, and decided to spend some n\money on her (4) . He sent her to an expensive private school, where the girls wore dark green uniforms and did two hour’s home work every evening. Chantal liked her new school, and did well. Because she studyhard, she passed the exams and went to university at (5)
primary
enjoyed
11
education
5. 18
Comments after the lesson:
Date of preparing:		Date of teaching: ..
Lesson plan: p.