The first term of grade 10

The first term of grade 10
Writing:.
Teaching : 
The 1st period
Grade 10
Theme: Guiding how to learn and to do English tests
Time: 45 minutes
I. Objectives:
1. Educational aim: Students know about English book in grade 10
2. Knowledge: 
Student know:	- How to learn English in grade 10
- How to do English tests
- How to use student’s book and workbook
3. Skill : - Reading
- Speaking
- Listening
- Writing
- Doing English tests
II. Teaching aids: Student’s book, student’s workbook, dictionary, some test papers, etc.
III. Procedure:
Teacher’s activities
Students’ activities
Notes
Warm-up :(7 minutes)
- Introduce to students about the teacher
- Ask students about their names and English knowledge etc.
Guiding: 35 minutes
1. Guiding student’s book and workbook:
* Introduce to students how to use their book and workbook
* Introduce to students how to learn reading, speaking, listening, writing, language focus in their books and how to do the exercises in their books
2. Guiding English tests in grade 10:
* Introduce to students about oral tests, 15 minute tests, 45 minute tests, etc. and how to do them
* The tests in grade 10 include: 
reading : 25%
listening: 25%
writing: 25%
language focus: 25%
3. Guiding other books and tape, etc
Homework: 3 minutes
- Ask students to prepare textbook, notebooks and the things for learning andprepare lesson reading - Unit 1
- Listen to the teacher
- Answer the teacher’s questions
- put the student’s book and workbook on the table
- listen to the teacher and look through the books
- Listen to the teacher
- listen to the teacher and write down the things which will be prepared at home
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Date:
Period.
Unit 1 : A day in the life of...
Reading
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work
2. Knowledge:
- General knowledge: Students know about activities on a day in the life of farmers
- Language: Sentences and expression for describing someone’s daily routines
- New words: Words related to a farmer’s daily work
3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc.
IV. Procedure:
Teacher’s activities
Students’ activities
Notes
Warm-up: (5 minutes)
- Lead out the hand out and introduce how to put the name of the job on its place
1. teacher
2. doctor
3. worker
4. seller
5. farmer
- Ask students some questions
 Where does a teacher work?
 Where does a worker work?
 Where does a farmer work?
- Let students understand more about the life of a farmer, today we learn Unit 1- part A: Reading
Before you read : (7 minutes)
- Ask students to use the suggestion in their books to work in pairs
- Ask and answer questions about your daily routine
- Listen to students and correct pronunciation and grammar if necessary
- Ask students to look at the picture in the book
Show students to know about farmers’
daily routine
While you read : (23 minutes)
- Ask students to look through the passage and read in silence
- Help students read the passage
- Explain pronunciation and meaning of new words which appear in the passage
Task 1 : (3 minutes)
- Ask students to choose the option A, B or C that best suits the meaning of the italicised words
- Let students work individual or in groups
- Help students if necessary
Keys: 
1C; 2C; 3A; 4A
Task 2: (4 minutes)
- Ask students to answer the following questions
- Ask students look through the passages then try to answer the questions in right way
- Let them work in pairs
- Help students if necessary
(the answers in the passage)
Task 3: (6 minutes)
- Ask students to scan the passage and make brief note about Mr Vy and Mrs Tuyet’s daily routines
- Walk round the classroom and correct mistakes
After you read : (8 minutes)
- Ask students to close their books
- Ask them to talk about Mr Vy and Mrs Tuyet’s daily routines or their parents’ daily routines
- Listen to students and correct mistakes 
Home work: (2 minutes)
- Ask students to write a passage about a farmer’s daily routines (80 words)
- Ask students to do Reading exercise of Unit 1 in workbook and prepare Part B : Speaking at home
- Open the book
- Listen to the teacher 
- Look at the blackboard and put two words together
1.b 2.c 3.e 4.a 5.d
- Answer questions:
He works in a school
He works in a factory
He works in the field
- Listen to the teacher and open the book – Unit 1, part A: reading
- Look at the book, listen to the teacher and work in pairs:
*A: What time do you often get up?
B: I often get up at six
*C: What do you often do in the evening?
D: I often do my home work and watch T.V
- Look at the picture
- Listen to the teacher
- Listen to the teacher then read the passages 
- Ask some new words if necessary
- Keep the book open
- Listen to the teacher then do task 1
- Ask the teacher if necessary
- work individual or in group
- Write down in the notebook
- Listen to the teacher
- Try to answer the questions
- Practice with a partner then write them down in the note books
- Ask the teacher if necessary
- Listen to the teacher and make a brief note about Mr Vy and Mrs Tuyet’s daily routines
4.30: alarm goes off..
5.15: leaves the house
5.30: arrives the field
- Listen to the teacher
- Try to talk about Mr Vy and Mrs Tuyet’s daily routines 
- The students who are called to stand up to talk loudly are intelligent ones
- Listen to the teacher and write down homework 
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Date:
Period.
Unit 1 : A day in the life of...
Lesson 2: speaking
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know how to spend their daily time
2. Knowledge: 
- General knowledge: Students learn about daily activities
- Language: asking for and giving information from a timetable
- New words: words related to students’ daily activities
3. Skills: talking about daily activities
II. Method: integrated, mainly communicative
III. Teaching aids: pictures 
IV. Procedure:
Teacher’s activities
Students’ activities
Notes
Warm-up: (5 minutes)
- Ask students to keep book close
- Write on the board names of ten subjects which are learnt in secondary school:
1. Civic education 
2. Maths 
3. Techonology 
4. Physics 
5. Literature
6. Biology
7. Chemistry
8. Geography
9. Physical education
10. History
- Ask students to repeat
- The winners who repeat most
- Give marks
- Tell students to understand more about students’ daily activities.
(We learn Unit 1, part- speaking)
Pre-speaking : (12 minutes)
Task 1
- Ask students to ask and answer about Quan’s weekly timetable using the information from the timetable
- Let them work in pairs
- Listen to students and correct mistakes 
While-speaking : (15 minutes)
Task 2
- Ask students to talk about Quan’s activities, using the pictures in Task 2
- Let them work in groups
- Walk round and help them
- Ask some students to stand up to talk again loudly
- Listen and correct mistakes
Post-speaking : (10 minutes)
Task 3
- Ask students to close books
- Ask students to tell the classmates about their daily rountine
- Walk round and help them
- Let them work in groups
- Ask some students to stand up and tell loudly
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about their daily routine (50 words)
- Ask students to prepare Part C- Listening and do homework
- Keep books close
- Listen to the teacher
- Look at the board and try to remember names of ten subjects
- Try to repeat from memory
- Look at student’s book
- Listen to the teacher
- Ask and answer about Quan’s weekly timetable
A: What time does Quan have physics on Tuesday?
B: He has physics at 7.15 on Tuesday.
A: What lesson does Quan have at 8.55 on Monday?
B: He has maths at 8.55 on Monday.
- Open the books
- Do task 2 in groups
A: Quan gets up at 14.00
B: He does his homework at 14.15
C: He watches T.V at 16.30
- Close the books
- Listen to the teacher
- Do task 3
- Work in groups
- The students are called stand up and tell loudly
A: Everyday, I get up at 5.30, I have breakfast at 6.00 and go to school at 6.30
- Listen to the teacher
- Write down the homework
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Date:
Period.
Unit 1 : A day in the life of...
Lesson 3: listening
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know about a working-day of a cyclo driver and sympthize with him
2. Knowledge: 
- General knowledge: Students learn more about traffic, a cyclo driver’s activities
- New words: Words related to traffic activities
3. Skills: - Listening and numbering pictures
 - Listening and deciding on True or False statements
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures showing a cyclo driver’s activities, tape and cassette player
IV. Procedure:
Teacher’s activities
Students’ activities
Notes
Warm-up: (5 minutes)
- Ask students to close the books
- Give Jumpled words:
C C L O Y, R I E D V, N S S E G E R P A, D O F O S A L L T
- Ask students to arrange those letters in right orders
- Check some students and mark
- Give some statements:
 He has a cyclo
 He drives passenger everyday
 He usually has meal at a foodstall
- Give question: Who is he?
- If you want to know more details about daily activities of a cyclo driver, we will go to Unit 1- part Listening
Pre-listening: (7 minutes)
- Ask students to look at the part: Before listening
- Let them work in pairs and make questions
- Walk round, listen and help students
- Read loudly the words:
distric; routine; office; drop; passenger; ride pedal; purchases parkl foodstall
- Ask students to repeat loudly the words
- Listen and check pronunciation
While-listening: (20 minutes)
Task 1
- Ask students to look at the pictures about some activities of Mr Lam, a cyclo driver
- Let them describe the pictures
- Read loudly or turn on the tapescript three times
- Ask students to number the pictures
- Help them if necessary
Task 2
- Ask students to look through the sentences in task 2
- Ask students to listen to the tapescript again and decide whether the statements are T or F
- Ask students to give reasons for their answers
Key: 1.F- 2.T- 3.F- 4.F- 5.F- 6.F
After-listening: (10 minutes)
- Ask students to open the books
- Ask them to ask and answer questions about Mr Lam’s activities, using the cues below
- Let them work in pairs
- Walk round and help students
- Ask some students to stand up and retell Mr Lam’s story to the class
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a story about Mr Lam
- Remember them to prepare Part- Writing at home
- Clos ... c Champions did 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 they’ll listen then
- Listen and check
While-listening: (20 minutes)
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 group’s 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 they’ll 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 listenings
Post-reading: (10 minutes)
- Ask students to retell something about Sally
- Ask students to write a short passage to tell their outdoor activities they’ve taken part in recently
- Listen to each group and correct mistakes if they’ve done
Homework: (2- 4 minutes)
- Ask students to write a short passage about Sally or a person they like
- 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. She’s Nellie Kim
2. She won five-time Olympic Champion
3. She is Olympic gymnast
- Listen to the 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
+ teacher’s diploma
- Read silently the sentences given before listening
- Listen the first time
- No, we haven’t
- 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 is T or F?
P2: It’s T
- Each group asks and explains why they choose by some information they’ve listened
- Work in groups and guess
- Listen and do the task 
- Speak out their listenings
- Try to write down words they’ll fill
- Work in groups:
1. a general education
2. lives, family
3. different, swimming
4. love stories
5. teacher’s diploma
- Work in groups and each group has one person who says about 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
Ex:
1. Where did she go last week?
2. What did she like best?
3. Who did she go with?
4. Was it interesting?
- Practise writing
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Date:
Period.
Unit 2: School talks
Lesson 4: writing
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know how to write about people’s background
2. Knowledge:
- General knowledge: Students learn to write about someone with some information
- Language: Words used in writing about people’s background
3. Skills: Writing about people’s background
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some cues, information of someone
IV. Procedures:
Teacher’s activities
Students’ activities
Notes
Warm-up: (4 minutes)
- Ask students to close the books
- Give the papers with some words given in the column A and B
1. Name
2. Date of birth
3. Place of birth
4.School attended
5. Exam passed
6. Previous jobs
7. Interests
a. Boston
b. Kensington
High School
c.English, French, Maths
d.tourist guide
e.David Brown
j. 12/11/1969
g.Music and dancing
- Ask students if they often see some information of someone
- Ask: what does these information call?
Pre-writing: (8 minutes)
- Ask students to open their books
- Introduce the form of the curriculum vitae (shortenning V.C.):
+ Mr Brown’s C.V to apply for a job
+ It consists of: name, date of birth ect.
While-writing: (18 minutes)
Task 1
- Introduce Mr Brown’s C.V 
- Let students read quickly Mr Brown’s 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
- 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
Task 2
- Ask students to read the V.C. and then fill some necessary information about their parents
- Ask some students to write on the board- other groups appreciate their friend’s writing
Task 3
- Let students practise writing freely about their parents or relatives
- Listen and give mark if they do it well
Post-writing: (13 minutes)
- Give some information about Uncle Ho, New Ton, Marie Curie, Mr Nam on papers
- Listen and correct if needed
Homework: (2 minutes)
- Write a paragraph and a C.V about someone
- Work in pairs and match the words in A with the words in B
- Some students do matching on the board
Key:
1.e- 2.f- 3.a- 4.b- 5.c-6.d- 7g
- Other students speak sentences and write down in their notebooks
- The answers may be various
- It is the curriculum vitae
- Listen and copy
- Read aloud the C.V. of Mr Brown
- Listen to the teacher
- Read silently
- 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:
He was born on He went to Kensington High School. He passed exams in English, Maths, French
- 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
- Practise writing in groups
- Each member of groups reads aloud his/ her writing
- Other group appreciate and correct mistakes each other
- Work in groups
- Change the C.V. and each group corrects mistakes
- Each group does the writing and read aloud
- Listen and copy
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Date:
Period.
Unit 2: School talks
Lesson 5: language focus
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should pronunciate /e/ and /æ/ correctly and differ the use of past perfect and simple past
2. Knowledge:
- General knowledge: Students learn words to describe people’s background
- Language: A paragraph and past perfect
3. Skill: fluency in pronunciating /e/ and /æ/ and use of past perfect
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some words related to /e/ and /æ/; give more exercises of tenses
IV. Procedures:
Teacher’s activities
Students’ activities
Notes
Warm-up: (5 minutes)
- 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 minutes)
- Close the books!
a. Introduce two syllables /e/ and /æ/
- 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
b. Let students open the books and read aloud the words given and try to pronunciate syllable /e/ or /æ/ correctly
man – pan
sad – bad
mat – sand
men – pen
said – send
met – bed
- Listen and check for pronunciation
- Ask students to listen and read after these sentences
II. Grammar: (20 minutes)
a. Ask students to read an example given and give which action happened before 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
- Ask students to do exercise themselves then discuss in groups
Exercise 2
- Ask students to remind of the use of Past simple and Past perfect
- Listen and remark
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: (5 minutes)
- Ask students to revise the use of Past simple and Past Perfect
- Practise doing exercise in the Workbook
- Do the exercises
1. Marry left her bag at school yesterday
2. Mrs Black has a message from Jen
- Read these sentences
- Listen and repead following the teacher
- Work in pairs and read aloud these words then choose which words have sound /e/ and which have sound /æ/
+ /e/: end; left; bed; ten; send; let
+ /æ/: 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 /æ/ 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 before.
+ She took up the position which happened after.
* had obtained: past perfect
* took up: past simple
- Students work in pairs and give the use and form of past simple and past perfect
- Some students repead aloud
- Do the exercise themselves
- Each student of each group gives correct form of verbs
1. had broken
2. had done
3. had met
4. hadn’t turned off
- Work in groups and give the correct tense of verb and explain why they did it
Ex: 1. had just finished- went. Because: had just finished happened firstly and went happened secondly
- Each group answer and give reasons
- Find 5 mistakes and correct them
- Read silently and discuss in pairs, groups
1.climbed
2. turned
3. called
4. heard
5. 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
- Listen and write down