Tiếng Anh 10 – Giáo án UNIT FOUR: I OBJECTIVES By the end of the lesson, Ss will be able to understand the term special education and talk about it through matching and Multiple Choice exercises II.TEACHING METHODS Communication method III.TEACHING AIDS Blackboard, Some pictures, Textbook, a cassette player IV NEW LESSON: UNIT4 / LESSON1 / READING Stages Teacher’s activities Warm – up - Says and writes on the board: They aren’t able to look, hear, Students’ activities - Hear and look at the board speak anything and they are slow at learning - Asks Ss to guess: Who are they? - Work individually - Some Ss answer Others - Calls on some Ss to answer listen to • Answer They are the deaf, the blind, the dumb, and the mentally retarded - Puts questions and writes on the board Before you read Can they learn? Where can they learn? - Look at the questions How can they learn? - Work in pairs - Asks Ss to work in pairs and answer them - Goes around and offer help - Calls on some pairs practice in front of the class - Some Pairs practice Others listen to - Group work - Asks Ss to work in groups and make a list of the activities that the disabled would have difficulty doing - Gathers ideas: • Difficulty doing Do morning exercises; ride the While you read bike to school; listen to music; read book… - Asks Ss to look at the Braille - Look at the Braille, listen Alphabet and explain something to the teacher’s about it explanation - Work in pairs - Asks Ss to work in pairs to work out the message - Asks Ss compare the answers with - Compare with another pairs another pairs - Asks Ss to read the passage - Work individually quickly and point out some new words & expressions • New words - disabled:(a) - deaf (a) - dumb (a) - proper schooling (n) - mentally retarded(a) - time-consuming - make great effort to help - to be proud of - opposite : resistance - Take note the new words - to oppose(v) - Asks Ss to read the passage - Individual work individually and Task1 - Encourage Ss to guess the meaning of the words in the context - Tells Ss to compare the answers with a friend - Compare the answers with a friend - Some Ss read the - Calls on some Ss to read the answers Others listen to answers aloud in front of the class - Work individually - Tells Ss to read the passage again more carefully and complete the sentences - Asks Ss to give explanation for their choice - Work individually - Calls on some Ss to read the passage aloud in front of the class - Asks Ss to work in pairs and read the summary of the passage carefully - Work in pairs - Encourage Ss to guess the missing words - Has Ss complete the summary in pairs - complete the summary - Goes around and provides help - Calls on some Ss to read the completed summary aloud in front - Some Ss read Others listen to of the class HOMEWORK - Prepare the new lesson - Learn by heart new words I OBJECTIVES By the end of the lesson, Ss will be able to talk about life a student Actively engage in an interview II TEACHING METHODS Communication method III TEACHING AIDS Black board, Textbook IV.NEW LESSON: UNIT4 / LESSON 2/ SPEAKING Stages Teacher’s activities - Asks Ss to work in groups and make Students’ activities - Work in groups a list of words relating to school ( the group with the longest list will be winner) • Suggested answers Subjects; Tests; Homework; Teacher; secondary… - Has Ss to study the questions in the interview carefully - Work individually - Asks Ss to work individually and fill and study the in the blanks with the right questions questions carefully - Gives Ss tips by asking them read the - Work individually answers before deciding the best question in the blanks - Calls on some Ss to explain the answers - Work individually - Asks Ss to work in pairs and carry out the interview, using the questions in Task1 - Goes around the class and provide - Some Ss explain Others listen to help - Work in pairs - Calls on some Ss to use the information in the interview to make a mini- presentation about his/her partner - Tells the whole class to comment on presenter’ performance - Some Ss make a mini- presentation - Whole class HOMEWORK - Write some sentences to tell your friend about your school I OBJECTIVES By the end of the lesson, Ss will be able to listen better through true or False and Gap-filling exercises II TEACHING METHOD Communication method III TEACHING AIDS: Blackboard, Textbook IV NEW LESSON: UNIT / LESSON / LISTENING Stages Teacher’s activities - Asks Ss to work in groups of to Students’ activities - Work in groups and find the different words that derive from the following roots ( the group with the longest list of correct words will be winner) • Roots Sorry; Second; Decide; Able -Encourages Ss to find the words they have learnt * Answer - Look at the roots and find the words Sorry: sorrow, sorrily… Second: secondary, secondly, secondhand… Decide: decision, decisive, decisively… Able: disabled, disability… - Explains the meaning of the words in - Take notes the box * The words: - photograph (n) - photography(n) - Listen to the teacher - photographer (n) - photogenic (a) - photographic (a) - Asks Ss to work in pairs and fill each of the blanks with one word from the - Take note box - Goes around and offer help - Calls on some Ss to read the answers - Work in pairs aloud in front of the class - Teaches Ss some new words * New words - surroundings (n) - sorrow (n) - passion (n) - laborer (n) - exhibition (n - Some Ss read Others listen to - Take note - Asks Ss to give the meaning of them - Asks Ss to make sentences with the above words - Work individually and give the meaning - Individual work - Says: You are going to listen to a talk about a club for disabled children You listen to it and the tasks followed - Listen to the teacher - Lets Ss read the statements carefully - Asks Ss to listen to the tape and decide whether the statements are true or false - Plays the tape more than once - Tells Ss to compare the answers with a friend - Work individually and read the statements - Listen to the tape and choose the - Checks the answers as the whole answers class - Calls some Ss to explain the answers to the class - Asks Ss to read a part of the talk carefully and have a guess of the - Listen to the tape - Work individually - Read the answers as friends and teacher missing words - Has Ss listen to the tape and write in each blank with a suitable word - Some Ss explain the answers Others listen to - Individual work - Goes around and provides help - Calls on some Ss to read the answers aloud in front of the class - Listen to the tape and write suitable words Some Ss read the answers Others listen to - Tells Ss to work in groups of 4: - Work in groups of Complete the questions and then Ask and answer about the Vang Trang Khuyet Club - Suggests some questions: 1/ What/ name/ the club? 2/ who/ members/ the club? 3/ Where/ they/ come//? 4/ what/ they/ doing/ HaNoi? 5/ How many/ photographs/ display? - work in groups 6/ what/ their photos/ about? 7/ what/ their passion/ taking photographs/ help/ them? - Goes around and provides help - Asks some groups to practice in front of the class - Some groups HOME WORK practice in front of the class Others listen to - Learn by heart the new words - Prepare the new lesson I OBJECTIVES By the end of the lesson, Ss will be able to read and understand a simple letter of complaint and write a complaint letter about the poor quality the service at an English Centre II TEACHING METHOD Communication method III TEACHING AIDS: Blackboard, Pictures of some advertisements for English learning, Textbook IV Stages WarmUp NEW LESSON: UNIT 4/ LESSON 4/ WRITING Teacher’s activities - Asks Ss to work in groups ( Gives Ss ten or more adjectives and asks Ss to put them under two headings): compliments and complaints • Adjectives Bad; helpful; expensive; lazy; hard-working; good; careful; poor; unhappy; beautiful Students’ activities • Suggested answers Compliments Complaints Helpful Bad Hard- expensive - Work in groups working TASK Good lazy Careful poor Beautiful unhappy - Gives Ss definition and format of a letter of complaint: Complaint is a kind of formal letter used when you are not happy with a service, a contract, a course… A letter of complaint usually includes three main parts - Puts the question: What’s a - Listen to the teacher and take complaint letter? notes - Gives the structure of the letter Structure of a complaint letter • Writer’s address • Receiver’s address • Greeting: Dear… • Introduction: why you write - Answer the question the letter - Take notes • Body: what you want to complain • Conclusion: what you want them to • Ending: yours faithfully • Signature - Asks Ss to work in pairs to read the advertisement & the instruction - Explains some difficult words and expressions * NEW WORDS - native teacher (n) - English- speaking countries (n) - Air- conditioned(a) - Air-conditioner - Says: After studying for two weeks at English for Today centre, you notice that everything is worse than what the advertisement says A friend of yours wants to know about the centre and you tell him/her the facts Now you work in pairs and complete the dialogue with your - Work in pairs own ideas - Goes around the class and offer - Pick up the new words and take note, work individually help - Calls on some Ss to read their own answers aloud to class - Has Ss read the letter of - Listen to the teacher complaint in the book and complete it basing on the dialogue in task1 - Asks Ss to use appropriate connectors to make the writing smoother - Tells Ss to exchange their writing with a friend - Goes around the class, tests Ss And picks up some writings to - Work in pairs check the mistakes as the whole class - Some Ss read Others listen to - Complete task1 - Individual work - Individual work I.OBJECTIVES: By the end of the lesson, Ss will be able to distinguish and pronounce the sounds / / ; / / correctly Use the + adjective as a noun, combine two sentences with which and review used to + infinitive II TEACHING METHODS Communicative method III TEACHING AIDS Blackboard, Textbook IV NEW LESSON: UNIT / LESSON 5/ LANGUAGE FOCUS Stages Warm – Teacher’s activities - Prepares a two- column table with Yes/ No questions and Name Students’ activities up - Lets Ss go around the class and ask other Ss what they used to when they were small If the answer is Yes, write his/ her name in the - Work in groups table.( The winner is the fist one who completes the Name column) Did you use to… Name Cry at night? Go to bed late? Be afraid of ghost? Eat a lot of ice scream? - Demonstrates the sounds / / and / / by pronouncing them clearly and slowly - Instructs the way to pronounce the two sounds: - listen to the teacher • / / first pronounce the sound /ee/ then put PRONU your tongue slightly back and bring your NCIATI lips slightly forward It is a short sound ON • / / first practice the sound then put the back of your tongue up a little It is a long sound - Plays the tape and asks Ss to repeat - Take notes - Calls on some Ss to repeat the sounds clearly to class - Asks Ss to work in pairs and practice the sentences - Goes around and provides help - Listen to the tape - Some Ss repeat Others listen to - Work in pairs GRAMM - explicits the use of [ the + adj  - Listen to the teacher AR & and take notes VOCAB ULARY noun( plural) ] The + adj : to describe a group of people as a whole These adjectives are followed by a plural verb Eg: the blind, the deaf, the poor, the young… - Asks Ss to work individually and complete - Work individually the sentences using the + adj in the book - Has Ss compare their answers with a friend - Some Ss read - Calls on some Ss to read the completed Others listen to sentences Exercise 2: - Look at the - Gives Ss an example: Eg: I used to smoke, but now I stop smoking example - Listen to the teacher and take notes - Explains Ss the structure and the usage of used to: • Structure [ used to + bare infinitive] Used not to + bare inf Didn’t use to + bare inf Did…+ use to + bare inf? • Usage - Work in pairs We use used to + infinitive to express a past action and state It has no present equivalent - Asks Ss to give some more examples - Asks Ss to work in pairs: complete the sentences using: used to + bare inf - Tells Ss to compare the answers with a friend - Checks the answers as the whole class Exercise 3: - Take notes - Provides Ss some words and structure: 1/ be on the phone: to have a telephone 2/ delay(v): to be slow/ late 3/ let so sth 4/ make + O + bare inf./ adj - Listen to the teacher and take notes - Explains Ss about the use of Which • WHICH: Dùng để noí mệnh đề Là từ nối câu, đứng sau dấu phẩy mệnh đề • Example: She arrived on time, which amazed - Work in pairs - Work in teams everybody - Asks Ss to work in pairs and exercise3 - Divides class into two big teams: A & B - Labels Ss in A as 1,2,3 to and Ss in B as a, b, c to g - Asks Ss to go around the class and find the ideal partner It means that Ss have to find the student who has the most suitable sentence to make a new one (when Ss find his/her partner, asks them to join the sentences - Calls on some couples to read their sentences - Some couples read the sentences Others listen to - Prepare the new lesson E.HOMEWORK: Learnt by heart the new words [...]... provides help - Calls on some Ss to read the answers aloud in front of the class - Listen to the tape and write suitable words Some Ss read the answers Others listen to - Tells Ss to work in groups of 4: - Work in groups of 4 Complete the questions and then Ask and answer about the Vang Trang Khuyet Club - Suggests some questions: 1/ What/ name/ the club? 2/ who/ members/ the club? 3/ Where/ they/ come//?... quality the service at an English Centre II TEACHING METHOD Communication method III TEACHING AIDS: Blackboard, Pictures of some advertisements for English learning, Textbook IV Stages WarmUp NEW LESSON: UNIT 4/ LESSON 4/ WRITING Teacher’s activities - Asks Ss to work in groups ( Gives Ss ten or more adjectives and asks Ss to put them under two headings): compliments and complaints • Adjectives Bad; helpful;... correctly Use the + adjective as a noun, combine two sentences with which and review used to + infinitive II TEACHING METHODS Communicative method III TEACHING AIDS Blackboard, Textbook IV NEW LESSON: UNIT 4 / LESSON 5/ LANGUAGE FOCUS Stages Warm – Teacher’s activities - Prepares a two- column table with Yes/ No questions and Name Students’ activities up - Lets Ss go around the class and ask other Ss