Giáo án đầy đủ môn Tiếng Anh Lớp 10 năm học 2015-2016

Period : Get to know English 10
 Date of planning:
I. OBJECTIVES: By the end of the lesson, the Ss will get to know English 10: what to learn and how to learn it.
II. PROCEDURE:
T: How many words in English do you know beginning with “T”, “T” and “E” (2 minutes: 1 for preparing, one for presenting)
Checks and gives feedback
T: I am Thuan. I’m your Teacher of English. Now, let’s begin the first lesson “Get to know English 10”
What do you study in English 10?
Discussing the following questions and answer them:
1. How many units are there in the book? How many topics (themes)? What are they? What topic do you like best? 
- 12 units. 12 topics.
- A Day in the Life of, School Talk, People’s Background, Special Education, Technology and You, An Excursion, The Mass Media, The Story of the Village, Undersea World, Conservation, Natonal Park, Music, Films and Cinema, The world Cup, Cities, Historical Places
2. How many lessons are there in each unit? What are they?
- 5 lessons
- Reading, Speaking, Listening, Writing, Language Focus
3. How many tests yourself are there in the book?
- 6 tests your-seft
4. How many 15-minute tests are there?
- 6 15-minute tests per a school year (3/ semester) 
5. How many 45-minute tests are there? 
- 4 45-minute tests (2/semester) 
6. How many semester tests are there? 
- 2 semester tests (1/semester)
Groupwork: 
3.How will you learn English 10? 
Ss discuss in the group of 8 students, giving idea(s)
T gives feeedback
Suggested answers:
- Learn new words by heart
- Read the text in advance at home
- Watch and listen to progammes in English in the radio and on TV
- Do homework and exercises
- Practise a lot, sing English songs
4. Consolidation 
Summarising the lesson
Give some recommendations
Homework: Preparing Unit 1: A Day in the life of .... Lesson One
 UNIT1 : A DAY IN THE LIFE OF ....
 Period : A. READING
I. OBJECTIVES: 
 - Ss read the text and guess the meaning of the new words, ask and answer base on the content of the text, scan and take note the information
 - Students should appreciate the daily activities of some people. 
II. LANGUAGE FOCUS: 
1. Grammar: - The present simple tense
2. Vocabulary: Words related to daily activities: working time, working day,...
III. SKILLS: Reading for gist and for specific information.
IV. TEACHING AIDS: some pictures of farmers' activities and hand- out.
V. PROCEDURE:
Teacher's activities
Students' activities
Notes
WARM UP: (5mn)
Gives some hand-out 1 and gets Ss to match A with B, then asks:
Where does a teacher work?
Where does a farmer work?
..........................................
We'll understand more about the life of a farmer in unit 1.
1. Pre-reading: (10mn)
Shows the pictures and introduces some words and phrases:
Guides Ss to read in chorus
Gives hand- out 2 and guides Ss to do it.
Introduces: Mrs Tuyet and Mr Vy are farmers. 
Asks Ss to check the information and read the text.
2. While- reading: (20 mn)
Asks Ss to read the text silently. 
Requires Ss to do task 1 in groups of 4
Gives the correct answer
Task 2:
Gets Ss to ask and answer in pairs.
Listens and checks their answers
Guides Ss to make a brief note about Mr Vy and Mrs Tuyet's daily routines.
Can help some bad Ss
3. Post- reading: (8mn)
Asks Ss to close the book and discuss about Mr Vy and Mrs Tuyet's daily routines.
Assigns homework (3mn
Homework:
- Write a paragraph about a farmer's daily routines in Viet Nam. (about 80 words)
- Do exercise 1, 2 (p. 4, 5) in workbook.
- Prepare lesson 2: speaking
Match A with B in pairs
 A
1. teacher
2. doctor
3. worker
4. seller
5. farmer
 B
a. market
b. school
c. hospital
d. field
e. factory
He / She works at a school.
He / She works in the field.
Peasant (n) = farmer (n)
-Lead the buffalo to the field
-Pump water (v)
-Transplant (v)
-Plough (v) (n)
-Harrow (v) (n)
- Fellow (n) = friend
Read the chart and guess what Mr Vy does and Mrs Tuyet does.
Their activities
Mr Vy
Mrs Tuyet
1. take care of children
2. transplanting
3. drinking tea and chatting with friends
4. ploughing and harrowing the plot of land
5. preparing meals
6. leading a buffalo to the field
7. boiling water
Open the book and check the information 
about Mr Vy and Mrs Tuyet's daily routines.
Skim the text and do tasks.
Task 1: Practise with groups of 4
Check the correct answer.
1. C 2. C 3. A 4. A
Practise task 2 with pairwork.
 Suggested answers:
1. He's a peasant / a farmer.
2. He gets up at 4.30 and then he goes down the 
 kitchen to boil some water for his morning tea.
3. In the morning, he ploughs and harrows on his
 plot of land, drinks tea and smokes local 
 tobaco during his break.
4. In the afternoon, they repair the banks of their 
 plot of land. Mr Vy pums water in to it while his wife does the transplanting
5. Yes they are. Because they love working and they love their children.
Scan the passage and make a brief (short) note about Mr Vy and Mrs Tuyet. Do it individual and compare their note with a partner.
Suggested answers:
* In the morning:
- 4:30 : The alarm goes off, Mr Vy gets up, goes down to the kitchen, boils water for tea, drinks tea, has a quick breakfast, lead the buffalo to the field.
- 5:15 : leaves the house
- 5:30 : arrive in the field, ploghs and harrows his plot of land
- 7:45 : takes a rest
- 10:30 : goes home
- 11:30 : has lunch with family
* In the afternoon: 
- 2:30 p.m : Mr Vy and Mrs Tuyet go to the field again, repair the banks of their plot of land. He pums water in to it. She does the transplanting.
- 6:00 p.m: finish work
- 7:00 p.m : have dinner
* After dinner: 
- watch TV, go to bed
- sometimes visit neighbours, chat with them
- Close the book and talk about Mr Vy and Mrs Tuyet's daily routines.
- Talk about their parents' daily routines.
 UNIT1 : A DAY IN THE LIFE OF ..
Period : B. SPEAKING
I. OBJECTIVES:
 - Ss know about daily activities of some people or themselves.
 - Ss ask and answer about daily routines and talk about daily activities of some people or themselves.
II. LANGUAGE FOCUS: 
1. Grammar: The present simple tense
2. Vocabulary: Words related to daily activities.
III. SKILLS: Fluency in expressing opinions 
IV. TEACHING AIDS: A poster and hand- out.
V. PROCEDURE:
Teacher's activities
Students' activities
Notes
WARM UP: (5mn)
Shows the poster and asks Ss try to remember the subjects 
Listens and checks
1. Pre- speaking: (8mn)
Gives handout and asks Ss to match a number in A with a suitable in B
2. While- speaking: (20mn)
Task1:
Guides Ss to ask and answer about Quan's daily activities using his weekly timetable.
Helps and checks
Task 2:
Asks Ss to look at the pictures (p.15) and descibe Quan's activities
3. Post- speaking: (10mn)
Task 3:
Asks Ss to close the book and tell their classmates about his/ her daily routines.
Lets 1 or 2 good Ss come to the board to speak.
Assigns homework (2mn)
Retell the subjects individual.
Subjects are learn in school
1. Civic education 
2. Technology
3. Maths
4. Physics
5. Literature
6. English
7. Biology
8. Chemistry
9. Physical education
10.Geography
11.History
12.Information technology
Match a number in A with a suitable in B 
work in pairs
 A
 B
 6.00
 7.15
 8.05
 8.55
 9.45
10.40
17.00
18.30 
a quarter to ten
five to nine
a quarter past seven
five past eight
twenty to eleven
half past six p.m
five o'clock p.m
six o'clock a.m
Ask and answer about Quan, using the information from the timetable
(practise with pairwork)
S1: What time does Quan have a Civic Education 
 lesson on Monday?
S2: (He has a Civic Education lesson) at 7:15 a.m.
Or:
S1: What lesson does Quan have at 7:15 a.m on 
 Monday?
S2: (At 7:15 on Monday he has) a Civic 
 Education lesson.
S1: What time does he have English lesson on 
 Friday?
S2: (He has English lesson) at 8:55 on Friday.
 ....................................................................
Look at the pictures and describe Quan's activities
Work in groups of 4
Answer:
At 2:00 o'clock p.m Quan gets up after taking a short nap. He studies his lesson at 2:15 p.m. He watches TV at 4:30 p.m. Then he goes to the stadium by bycicle at 5:00 p.m. There he plays football with his friends at 5:15 p.m He comes back home at 6:30 p.m, takes/has a shower at 6:45. He has dinner with his family at 7:00 p.m. At 8:00 p.m he reviews his lesson/ does his homework. 
Practise individually
Suggested answer:
I usually get up at 5.15 a.m, I do morning exercises at 5.30. At 6.00 I have breakfast and then I cycle/ride to school at 6.30. I have the first lesson at 7.15 a.m . At 11.30 I cycle/ ride home. At 12.00 I have lunch with my family. Then I take a nap until 1.30 p.m. I go to extra classes at 1.45 p.m and get home at 4.15p.m I watch TV, listen to music, read books or go out with my friends at 4.50 p.m. I have dinner with my family at 7.00 p.m. From 8.00 to 10.15 I do my homework. Then I watch TV until 10.45 p.m. I go to bed at 11.00 p.m. 
HOMEWORK:
-Write a 50-word paragraph about your daily routines 
- Prepare lesson 3: listening
 UNIT1 : A DAY IN THE LIFE OF ..
Period : C. LISTENING
I. OBJECTIVES:
 - Students understand a daily activities of a cyclo driver
 - Students listen and understand a daily activities of Mr Lam.
 - Number the pictures in their correct order
 - Tick ( ) in box T or F according to the content of the passage.
II. LANGUAGE FOCUS: 
1. Grammar: Simple present tense
2. Vocabulary: Words related to daily activities.
III. SKILLS: Listen for gist and for specific information.
IV. TEACHING AIDS: A poster .
V. PROCEDURE:
Teacher's activities
Students' activities
	notes
WARM UP: (5mn)
Shows a poster and asks Ss to listen and tick the words or phrases which T's just read 
1. Pre- listening: (8mn)
Shows the picture and asks:
What is this? Points to the cyclo 
Who is he?
Requires Ss to asks and answer in pairs.
Helps and checks.
Asks Ss to listen and repeat some words.
2. While- listening:
Task 1: 
Asks Ss to look at 6 pictures and guess their correct order then number them.
Plays the tape the first time.
Plays the tape the second time and gives Ss 1 minute to number pictures.
Plays the tape the third time and asks Ss to check the answer.
Task 2:
Asks Ss to read the sentences (p.17) and tick in box T or F 
Plays the tape the first time.
Plays the tape the second time and gives Ss 1 minute to tick the box.
Plays the tape the third time and asks Ss to check the answer.
3. Post- listening:
Requires Ss to ask and answer about Mr Lam's daily activities.
Assigns homework (2mn)
HOMEWORK:
Look at the poster, listen and come to the board to tick words or phrases which T's just read
get up, have breakfast, drink tea, leave the house, start work, learn, plough, take a nap, .....
Answer
- It's a cyclo.
- He is a cyclo driver.
Practise with pairwork.
S1: Have you ever travelled by cyclo?
S2: Yes, I have.
S1: When was it?
S1: When I was in HaNoi last summer.
S1: Is it interesting to travelled by cyclo?
S2: Yes, it is.
S1: Which do you prefer, going by bicycle or by cyclo?
S2: I prefer going by bicycle because it's interesting and helps me to strengthen my muscles.
Listen and repeat
district routine office pedal purcharses
drop passengers ride park food stall 
Look at the pictures and try to guess their correct order, then number them.
Work in group of 4
Listen for gist 
Listen for specific information and number in the box on the top of each piture.
Listen and check the correct order
Answer:
a. 3 b. 5 c. 4 d. 6 e. 1 f. 2
Read the sentences and guess to tick in box T or F
Listen and tick
The correct answer:
1. F 4. F
2. T 5. F
3. F 6. F
Practise asking and answering about Mr Lam's daily activities in pairs.
Eg: 
A: What's his name?
B: His name's Lam
A: What's his job? / What does he do?
B: He's a cyclo driver.
A: What time does he start work?
B: He starts work at 6.00 am. / At 6.00 a.m.
A: Who is his first passenger?
B: An old man.
A: How many passengers does he usually have in 
 the morning? Who are they?
B: He usually has 4 passengers a day. They are an 
 old man, a lady and two school pupils.
A: What time does he have lunch?
B: He has lunch at twelve.
A: Does he take a long rest?
B: No, he doesn't. He only takes a short rest.
 Try to retell about Mr Lam's daily activities 
HOMEWORK:
Write what you can remember about Mr Lam's daily activities.(about 50 words)
 UNIT1 : A DAY IN THE LIFE OF ...
Period : D. WRITING
I. OBJECTIVES:
 - Students know how to build up a narrative, using the given prompts
 - Students learn to build up a narrative about a hotel fire. 
II. LANGUAGE FOCUS: 
1. Grammar: Students know how to use the past simple to write a passage about a hotel fire.
2. Vocabulary:
III. SKILLS: Writing a narrative about a hotel fire.
III. TEACHING AIDS: poster
IV. PROCEDURE:
Teacher's activities
Students' activities
nonnNoteno
WARM UP: (3mn)
Asks Ss some quetions: 
Have you ever heard a frightening / an interresting story? 
When and where did it happen?
How did you feel about that?
1. Pre- writing: (10mn)
Task1:
Asks Ss to read the model narrative (P.17&18) and find all the verbs that are used in the past simple and the connectors(time expression) in the story.
Guides Ss to work in groups of 4
Helps and checks.
Emphasizes the past simple to narrate a story.
2. While- wrting: (20mn)
Task2:
Asks Ss to do task 2 in groups of 4
Checks and helps.
Task 3: 
Asks Ss to build up a narrative about a hotel fire, using the given prompts.
Surveys and helps
3. Post-writing: (10mn)
Gives suggestions and corrections
Assigns homework.( 2 mn)
Answer (suggested)
Yes, I have.
It happen when I was young. / When I was in the six grade... It happen at my house/ school /.....
It made me frighten / happy / bored/ .....
 Task1:
Read the model narrative, underline the verbs that are used in the past simple tense, circle the connectors (time expression) in the story such as: 
Stared, was, arrived, got, began, ......
At first, then, .......
Work in groups of 4
Identify the events, the climax, and the conclusion of the story.
+The events: got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seem to dip, people screamed in panic.
+ The climax: We thought we had only minutes to live.
+ The conclusion: Pilot announced that everything was all right, we landed safely.
 Work individually.
Suggested answer: 
 Last year, I spend my summer holiday at a seaside town. The hotel was modern and comfortable. I had a wonderful holiday until the fire.
It was Sunday evening and everybody was sitting in the discotheque (which was) 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 toward the fire exits. One door was blocked. Many people began coughing and choking.
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.
Read one another's narratives.
Then 1 or 2 Ss read their narratives in front of the class.
HOMEWORK:
- Complete their narratives base on the teacher's suggestions and corrections.
- Prepare language focus.
 UNIT1 : A DAY IN THE LIFE OF ...
Period : E. LANGUAGE FOCUS
I. OBJECTIVES:
- Should distinguish between the vowels / i / & / i: / 
- Review the present simple, the past simple and adverbs of frequency.
- Do all exercises 
II. LANGUAGE FOCUS: 
1. Grammar: the present simple, the past simple and adverbs of frequency.
2. Vocabulary: tent, creep, Put out, leap, wind, flow,...
III. SKILLS: reading, listening, writing.
III. TEACHING AIDS: poster
IV. PROCEDURE:
Teacher's activities
Students' activities
Notes
WARM UP: (3mn) 
Draws a picture (a cup of tea and some biscuits) and asks Ss to find the words related to the picture then make sentences with those words.
1. Pronunciation: (8mn)
Introduces how to read 2 vowels / i / (short) & / i:/ (long)
Read aloud
Asks Ss to open the book (P.19) and show the vowels / i / or / i:/
Guides Ss to read aloud sentence by sentence in the book.
Notes the sentence stress
2. Grammar and vocabulary:
Shows the picture and introduces the simple present, simple past and adverbs of frequency.
Revise the simple present, simple past and adverbs of frequency.
Exercise1:(10 mn)
Asks Ss to choose the correct form of the verbs in the box to fill in the gap.
Checks and helps
Exercise2: (6mn)
Guides Ss to know how to put each of those adverbs of frequencyin its appropriate place in the given sentences.
Checks and calls 1 or 2 ss to read in front of the class.
 Exercise3: (14mn)
ASks Ss to choose the past simple of the verbs in brackets.
Can give the meaning of some words
Helps and checks
Assigns homework.(2mn)
Suggested: tea, biscuit
He drinks tea every morning.
I want to eat some biscuits.
Listen and repeat
Minimal pairs: 
 / i /
 hit
 bit
 meet
 it
 lick
 / i:/
 heat
 beat
 meat
 eat
 leek
Eg:
Is he coming to the cinema?
We'll miss the beginning of the film.
..........................................................
He is a schoolboy. He usually goes to school by bicycle everyday but yesterday he went to school on foot
usually: adverbs of frequency
goes : simple present
went : simple past
Exercise1:
Complete the blanks. use the correct present simple form of the verbs in the box.
Practise in pairs
Answer key:
1.is
2.fish
3.worry
4.are
5.catch
6.am
7. catch
8. go
9. give up
10. say
11.realise
12. am
Exercise2:
Practise individual.
Example: He gets up early.
 He usually gets up early.
 She is late for school.
 She is often late for school.
Note: As a rule, I go to bed at 10.00 p.m
Exercise3:
Remember the form of the past simple tense and supply the correct past simple form of the verbs in brackets
- tent (n): lều
- creep (v) crept - crept: đi rón rén
- Put out: dập tắt
- leap (v) - crept - crept: nhảy dựng lên
- wind (v) - wound - wound: cuộn, lượn vòng
- flow (v): chảy, trôi
Practise with pairwork.
Suggested 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
HOMEWORK:
- Do exercises in part LANGUAGE FOCUS of UNIT 1 in workbook.
- Prepare unit 2
Period : A- READING 
I. OBJECTIVES: By the end of the lesson, Ss will be able to know how to appreciate tell daily avtivities at school, introduce themselves
II. LANGUAGE FOCUS:
1. Grammar: gerund and to-infinitive
2. Vocabulary: Words related to school
III. SKILLS: Reading for gist and for specific information
III. TEACHING AIDS: poster
IV. PROCEDURE:
Teacher's activities
Students' activities
Notes
1. WARM-UP: 
Before you read. (7’)
- Asks pupils: 
a. What does “school talks” means?
b. Do you often tell about your school?
c. Which topics do you often talk about when you meet your friends?
- Asks pupils to look at the book and work in pairs to say which topics they often talk about when they meet or talk to each other.
- Calls some couples to ask and answer.
- Introduces the situation of the passages 1,2,3.
2. PRESENTATION:
While you read. (25’)
Task 1: 
- Asks pupils to read the passages in skim to find the new words, 
- Asks pupils to read up the new words.
- Asks pupils to work in groups to fill in the blanks with the suitable word.
- Calls pupils to decide the part of speech of the word needed to fill in each blank.
- Calls some pupils to read up the sentences.
- Asks some pupils to correct the mistakes.
- Asks pupils to work in groups to find the sentences with the main verbs which are followed by V-ing and those followed by to + infinitive
Task 2: 
- Asks pupils to scan the passages to 
find who often do the actions given.
- Calls 3 pupils to go to the board to write full sentences.
- Asks 3 pupils to correct the mistakes of writing.
Task 3:
- Asks pupils to close their books, work in pairs to ask and answer about the passages.
- Calls some couples to ask and answer.
3. After you read. (10’)
- Has students work in groups and answer the questions
1. What subjects you like best and why?
2. What do you like or dislike doing at school?
3. What do you worry about at school?
- Give comments
- Ask students to tell the content of the small talks
- Ask to tell themselves
4. HOME WORK: (3’)
- Asks pupils to do the reading comprehension at page 10 & 11 in the Workbook.
- Answer teacher’s questions.
P1. It means the dialogues at school.
P2. Yes, I do. 
P3. We often talk about our favourite sport, it is football. etc... 
Pairwork
- Read the passages in skim to find the new words:
+ international (adj)
+ be crowded
+ narrow (adj)
- Read up 
- Work in groups to fill in the blanks
P1: 1. a verb; 2. a noun; 3. a verb
P2: 4. an adjectives; 5. a noun.
P3: 1- enjoy; 2- traffic; 3- worry; 4- crowded; 5- language
- work in groups to fin the sentences.
P5. + I like to learn English
 + I don’t really like getting up early.
P6: + I love working with children.
- Work in pairs to do the task 
- Write full sentences, 3 pupils write on the board.
P1.+ Miss Phuong enjoys teaching.
 + Phong has to get up early.
 + Phong lives far from school
P2.+ Miss Phuong loves working with children.
 + Phong loves learning English.
 + Phong rides a bicycle to school every day.
P3.+ Phong studies at a high school
 + Miss Phuong teaches English at a high school
 + Mr. Ha worries about someone else’s safety. 
- Correct
Key: 
1. He studies at Chu Van An High school
2. He studies many subjects such as maths, physics, chemistry and 
3. Because it is an international language
4. She says that teaching is hard work, but she enjoys it because he loves working with children
5. Because his son has to ride his bike in narrow and crowded streets to get to school
- Work in groups to speak.
Key: 
1. I like English best because it is an important means of international communication
- I like learning Math, Chemistry or Vietnamese Literature because it’s useful, interesting
2. – doing a lot of homework
- taking part in social activities
- talking with my parents
3. I worry that many students cheat in exams/ live far from school/ difficulty in speaking English
- Have discussion then present ideas in front of the class
- Present the content of the small talks again
- Introduce themselves
- Listen to the teacher and write down homework
- Do the exercise at home.
Period : B - speakING 
I. OBJECTIVES: By the end of the lesson, Ss will be able to make small talks in daily life.
II. LANGUAGE FOCUS:
1. Grammar: gerund and to-infinitive 
2. Vocabulary: Words related to school
III. SKILLS: Fluency in expressing oppinion and expressions for making a conversation
III. TEACHING AIDS: Pictures, English textbook 10,
IV. PROCEDURE:
Teacher's activities
Students' activities
Notes
Warm-up: (5min)
- Give a situation and write a short conversation on the board
Situation: suppose that you meet a friend at the supermarket, you are very busy. How will you say to open and end the conversation? 
- Give a short conversation:
A: . (1)
B: Hi, Lan. How are you?
A: I’m fine. Thanks. And you?
B: I’m fine. Let’s go somewhere for a drink
A: Sorry, . (2)
- Ok, that’s a short conversation between A and B
(1) & (2) are two ways to start and close a conversation
Today, we will practice speaking conversation having stating and dosing sentences
- requires Ss to complete this conversation with simple sentences.
- explains these are two sentences which are used to open and close a conversation
- calls some Ss to give their answer and then can calls one pairs to pratice this conversation .
Today we will pratise speaking conversation having starting and closing sentences
- Raises the questions: (8mn)
1. What do you think about “greeting”?
2. How many kinds of “greeting”?
3. How can you say when you meet teacher in the morning?
4. How can you say when you meet your friend in the morning?
5. How can you say to your teacher when your school finishes?
Task 1(7mn) These expressions are commonly used when people are chatting. Place them under the appropriate heading then practise with a partner
- Give instruction
- Introduce some expressions that we can use to start and close a conversation
- Ask student to place the expressions under the appropriate heading
- Ask student to work individually then work in groups
- Give suggestions
Task2(7mn): Rearrange the following sentences to make a conversation and then practise it with a partner
- Ask students to rearrange the sentences to make a conversation
- Ask students to work individually then in pairs
- Walk around the class to help student when necessary
- Check and give suggestions
- Ask student to practise it with a partner
- Corrects students’ pronunciation if necessary
Task 3(8min)
Complete the following conversation with suitable words, phrases or sentences in the box and then practise it with a partner
- Ask students to complete the conversation with suitable words
- Ask students to read all words in the box
- Give the meaning of some words when necessary
- Ask students to work individually then work in pairs
- Walk around the class to help students when necessary
- Check and give suggestions
- Ask students to practise this conversation
- Correct their pronunciation when necessary
Task 4: (10mn) Make small talks on the following topics, using the starting and ending of a conversation
- Divide the class into 4 groups
- Ask each group to discuss one topic and make a small conversation
- Walk around the class and help all students when necessary
- Ask students to present the conversations
- Give comments
- Ask students to practise all conversations again
 Homework: 1,2,3 at the page 8 and 9 (English exercises book)
Listen to the teacher
- Copy the conversation and complete the conversation with suitable words
(1) Hi/ Hello
(2) I’m very busy now. Perhaps another time
1. It is important
2. There are 2. They are:- People who use greetings when they meet to each other
- People use greetings when they say goodbye to eachother
3. Good morning
4. Good morning/ Hi/ Hello
5. Goodbye/ Byebye/ See you again
- Do the task
- Give answers:
* Starting a conversation: 
- Good morning
- How’s everything at school?
- Hello. How are you?
- Hello, what are you doing?
- Hi, how is school?
* Closing the conversation:
- Sorry. I’ve to go. Talk to you later
- Well. It’s been nice talking to you
- Goodbye. See you later
-Great. I’ll see you tomorrow. Catch up with you later
- Do the task
- Give answers:
D- E- B- H- F- C-G
- Practise with partners
- Do task 3
- Work in pairs
- Give answers:
A: What’s the matter with you?
B: Awful/ a headache
A: You’d better go home and have a rest
- Do task 4
- Work in groups
- Practise the conversation
Answer:
A: Hi, Minh. How was your trip to Da Lat?
B: Hi, Huy. It was wonderful
A: What was the weather like in Da Lat?
B: It was cool.
A: Really? I love it, too.
* Plans for the next weekend:
A: Hello, Nga. 
B: Hi, Lan.
A: Are you free on Friday? Would you like to go to the cinema next weekend?
B: Thanks. But I have a plan to go out with Lan.
A: Oh, bye
B: Bye
Period : C - listenING 
I. OBJECTIVES: By the end of the lesson, Ss will be able to listen to some small talks about duty, party and trip.
II. LANGUAGE FOCUS:
1. Grammar: the present continuous, past simple, present simple tense, 
2. Vocabulary: Words related to school, weather and travelling
III. SKILLS: : Listening for gist and for specific information
III. TEACHING AIDS: Pictures, cassette player, English textbook 10,
IV. PROCEDURE:
Teacher's activities
Students' activities
	notes
WARM UP (5'): Requires Ss to find the questions for the answers
1.I’m taking English.
2.I really like it
3.For two weeks.
4.No,I’m travelling alone 
5.That’s great.
Asks Ss to work in pairs 
Calls some pairs to give answer
Checks and corrects
New lesson ( 35)
I. Before you listen
requires Ss to work in individuals and then work in pairs
walks around for help Ss 
checks and gives the right answers
II. While you listen
Task 1 
Asks Ss to listen to the conversations 
Plays the tape more than once
Tells Ss to listen for main ideas and the key words, not specific information in the first time.
Can tell the content of four pictures for Ss 
Calls some Ss to explain their answers to class
keys : conversation1 – picture b, conver 2 – pic C, conver 3 – pic d, conver 4 – pic a
Task 2 
Requires Ss to read al the questions 
lets Ss listen again to the CD to find the answers
Pauses between conversation to make it easier for Ss While they are doing the task 
Introduces Ss to take note the main ideas first and then complete the full sentences
calls some Ss to write the answers on the board
Checks and corrects
Task 3 
Asks Ss to work in pairs and study the conversation. Encourage them to guess the missing words
Plays the last conversation again 
asks Ss to listen to it and complete the conversation by filling in the missing words
Calls some pairs to give answer and then to practise the conversation
Comments on Ss’ performance and gives correct answers
III. After you listen 
Asks Ss to work in groups and discuss the problems they have experienced at school
suggests the common problems at school: getting bad marks, having difficulty in making friends, coming to class late, ...
advises Ss to use these questions : 
Wha