& UNIT Period Week Date of preparation Date of teaching Classes : FAMILY LIFE : Speaking :2 : August 20th , 2015 : August 26th, 2015 : 10A1 A OBJECTIVES -By the end of the lesson, students will be able to : - develop the skill of speaking: present their ideas and attitudes towards housework - create their own situations, make conversations about household chores - develop their pronunciation - Educational aims : Make students responsible for their household chores, show their care to other members in their families - Skills : speaking B LANGUAGE CONTENTS: - Vocabulary: words and phrases related to previous lessons - Grammar: structures for showing opinions such as Well, I think…., In my opinion, ……….From my point of view,……… I like… , I dislike…… C TECHNIQUES AND TEACHING AIDS * Techniques: - Pair work, group work, asking- answering, role-play *Teaching aids: pictures, flashcards  D TEACHING PROCEDURES: Contents Time Teacher’s activities Students’ activities WARM-UP UNIT 1: FAMILY LIFE Brainstorming: Period 5: Speaking - T encourages Ss go to - Do as told the board and make the Housework: chart about fun and  Fun: like cooking boredom they may feel Boredom: smell of garbage when doing the housework Which household Which household chores you chores you like and like and which you dislike? Give which you dislike? the reasons Give the reasons Suggested answers: - T asks Ss to work by -Work invidually Likes Dislikes themselves, write at to Chore Reasons Cho Reasons least household chores re they like and they Go Choose Was Usually dislike doing and then shoppi the best h break add the reasons ng food for dish things - T goes around to -Ask if needed the es when support them in case family washing they need help Water I enjoy Do Usually - T asks Ss to compare -Compare the flower the heav have a their completed table to answers s beauty y backach find out the different of liftin e and similar ideas about different g housework kind of flowers - T asks Ss to read the - Ss read and …… …… …… ……… Lesson plan 10 & questions first and underline the keywords - One student in each pair stands up to ask a questions and the other answer orally - T corrects and gives feedback - T gives Ss more time for each pair to practice the whole dialogue - T chooses some pair to demonstrate in front of the class Have a similar conversation with a partner Find out which chores she/he likes or dislikes the most and why Report to the class about your partner’s likes and dislikes - T explains the tasks to Ss - T walks around to give help if necessary - T invites some pairs to demonstrate - T gives feedback Then T asks representative of each pair to report their conversation ( focus on the things their partner likes or doesn’t like to and reasons for that) - T encourages other to ask some questions match … -Ss work in pairs Below is part of Anna’s interview with Mai They are talking about the household chores Mai like and - listen and take dislike Match Ma’s answer with notes Anna’s questions Then practice the - practice dialogue -Do as told KEY: C D A B MODEL CONVERSATION: A: How are the household chores divided in your family? B: equally among the family members - Ss work in pairs A: What are your duties? to make their own B: I am in charge of taking out the conversations garbage and cleaning the floor Sometimes, when my mum is busy I -demonstrate the cooking A: Which of the chores you like the most? -Do as required B: Well, I like cooking A: What you like about it? B: It’s interesting to cook good food the family It’s really an art as well A: Which of the chores you dislike the most? B: Cleaning the floor Because my house is large with floors It takes me the whole day to that E HOMEWORK: - Practice talking about your happiness in sharing household chores with your family members - Prepare the next lesson: Listening F SELF -EVALUATION : Lesson plan 10 & UNIT : FAMILY LIFE Period : Listening Week :2 Date of preparation : August 22th , 2015 Date of teaching : August 28th, 2015 Classes : 10A1 A OBJECTIVES -By the end of the lesson, students will be able to : - practice and develop the skill of listening - focus on some tips for listening for gist, for specific information - communicate in English about the topic of family life - Educational aims : Make students responsible for their household chores, show their care to other members in their families - Skills : listening B LANGUAGE CONTENTS: - Vocab: words and phrases related to previous lessons - Grammar: structures which is important to get the meanings in the typescripts C TECHNIQUES AND TEACHING AIDS * Techniques: - Pair work, group work, asking- answering, role-play *Teaching aids: pictures, flashcards D TEACHING PROCEDURES: Contents Time Teacher’s activities Students’ activities Looking at the chart UNIT 1: FAMILY LIFE and discuss the changes Period 6: Listening in weekly hours of basic Family Life- Changing roles household by married men and married + Hours of basic housework by women in the USA men increase one third in between 1976 and 2012 comparison with that in 1976 Guess the reasons for the + Hours of basic housework by changes men decrease more than 50 - T asks Ss to work in - Ss work in percent from 29.8 to 17.2 pairs, look at the chart and pairs, look at the  The gaps of hours of discuss the change in chart and discuss housework between them weekly hours of basic was remarkably household by married men shortened and married women in the Reasons for the change: USA between 1976 and - Both parents have equal 2012 responsibility to nurture and to - Ss are not respected to take care of the children report the exact number of - Both men and women need an hours men and women equal chance at time for their own spend on doing interest, and of cause, to be with housework each other (just about general - Women are under a lot of work changes -Do as told pressure so they need their - T calls each to show husbands to share the household their ideas -Give comments chores - T let other students to give comments -listen, take Lesson plan 10 & - T corrects and gives notes feedback - T explains the tasks to Ss - Ss are required to read through statements first and guess if they are true or false - T makes sure that Ss understand all the statements - T may explain some new words or phrases if possible - T plays the recording once or twice - T asks Ss to answer and supply the clues they may find in the recording Work in pairs Match the word/phrase with its appropriate meaning T explains the instructions to Ss - T helps Ss to get the answers easily - T may ask Ss if they know the part of speech of the word/phrase given, then choose the meaning - Ss are called to read aloud their answer and clarify the way he/she choose the answer - T corrects and give feedback Listen again and answer the questions: - T asks Ss to read the questions carefully to make sure that they understand what is asked in each questions - T has them underline the key words if necessary - T plays the recordings once or twice - Ss listen then compare the answer with their -Listen to -Take notes Listen to a family expert talking about how the roles of men and women in families have changed Decide whether the following statements are True (T) or False (F) KEY T F F T T -listen to the recording - ask and answer KEY: - e - c – a - b - d KEY: They are not the only breadwinner in the family, and they get more involved in housework and parenting Both are responsible for family finances, homemaking/housework and parenting The family becomes happier and the divorce rate amongst them is the lowest Lesson plan 10 & partners - T invites representative from pairs to present the answer to each question to the class - T gives feedback and corrects if necessary E HOME WORK: - Learn the new words - Practice speaking the reasons why the hours of housework by men and women has been changed in comparison with that in the pasts - Prepare the next lesson: WRITING F SELF -EVALUATION : Lesson plan 10 & UNIT Period 12 Week Date of preparation Date of teaching Classes : YOUR BODY AND YOU : Reading :4 : September 8th , 2015 : September 18th, 2015 : 10A1 I Objectives: By the end of the lesson, Ss can: - read a text about an alternative treatment in medical care for the main idea and specific information - talk about acupuncture - be educated to appreciate their health II Knowledge: Vocabulary: originate, evidence, enhance, alternative, capability, reliable Language : review III Skills: Main skill: Reading Sub-skills: Listening, Speaking, Writing IV Methods: Communicative V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures: Time Teacher’s activities 4mins I Warm up Students’ activities Content UNIT 2: YOUR BODY AND YOU Period 8: Reading Chatting Before you read Vocabulary: - originate (v): bắt nguồn từ - T shows a picture of acupuncture and ask Ss some questions to set the scene: 1- Do you know that what it is? 2- Do you know anything about acupuncture? -look at the picture and answer the questions - enhance (v): nâng cao - capability (n): khả năng, lực - reliable (adj): đáng tin cậy Find words which are closest in meaning III Pre-reading Lesson plan 10 & 8mins 1- Pair-work 1- Pair-work - T asks Ss to discuss what they want to know more about acupuncture then decide on at least three things they want to have more information about Key - T asks Ss to report their lists and compare with others’ -discuss what they want to know stop = ease pressure points = acupoints care = precaution -report their lists and compare choice = alternative cure = treatment 2-Preteach Vocabulary proof = evidence - T elicits vocabulary using pictures, translation and explanations enhance = promote - T has Ss repeat the new words in chorus, individual - Check vocabulary using pictures -listen and take notes -repeat the new words in chorus, individual IV While-reading 20mins diseases = ailments While you read 4- Questions for Comprehension - T asks Ss to read the passage in depth to find necessary information to give answers to the questions - T asks them to practise asking and answering the questions in pairs - T has some pairs practise asking and answering in front of the class Suggested answers -read the passage in depth to find necessary information - to practise asking and answering It’s promoting harmony between humans and the world around them and a balance between yin and yang It is believed to promote the body’s natural healing capabilities and enhance its functions There are more than 2000 nowadays They are soreness, slight bleeding, or discomfort - Feedback Those who have electrical or electronic medical devices inside them Acupuncture is considered as a reliable alternative to modern medicine IV Post-reading 10mins After you read Group-work - T has pupils work in groups of to talk about one of the therapies Work in groups - work in groups of to talk Do you know any other alternative therapies like yoga, Lesson plan 10 & - T asks some representatives from groups to practice telling in front of the class - practice telling in front of the class acupuncture, head massage or aromatherapy? Share information and then report to the class - Feedback by listening to each other Homework (3’) Read the following and answer the questions Fasting is said to play an important role in the detoxification of the body Detoxification is a process of eliminating or neutralizing toxins through all the internal organs This process starts when food no longer enters the body so it has to turn to fat reserves for energy When they are used, the chemicals from fatty acids are released and then eliminated through the body organs, leading to the cleansing of the whole body Questions What is detoxification? When does it start? Keys Detoxification is a process of eliminating or neutralizing toxins through all the internal organs It starts when food no longer enters the body so it has to turn to fat reserves for energy V - Self- evaluation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… Lesson plan 10 & UNIT Period 13 Week Date of preparation Date of teaching Classes : YOUR BODY AND YOU : Speaking :5 : September 16th , 2015 : September 21th, 2015 : 10A1 I Objectives: By the end of the lesson, Ss can: - talk about how to kick a bad habit - be educated to inspire good habits in them II Knowledge: Language: Review Vocabulary: to get rid of, naughty habit, inspire, to kick a habit, swap III Skills: Main skill: Speaking Sub-skills: Listening, Reading, Writing IV Methods: Communicative V Teaching techniques: Brainstorming, Pair-work, Group-work, Ask-answer, Listen-repeat VI Teaching aids: textbooks, posters, pictures VII Time: 45 minutes VIII Procedures Time 4mins Teacher’s activities Students’ activities UNIT 2: YOUR BODY AND YOU Period 13: Reading Warm –up: Brainstorming - T has Ss think and name the habits they think they have Content - think and name the habits - Feedback 8mins Pre-speaking: Preteach Vocabulary - T elicits vocabulary using pictures, synonyms and explanations -listen, take notes - T asks Ss to repeat the new - repeat the new words in chorus, individual words in chorus, individual - Check vocabulary using the technique Rub out and Remember Vocabulary: - to get rid of = give up = stop - naughty habit= bad habit - inspire (v) = encourage - to kick a habit = to stop a habit Lesson plan 10 & 3.While-speaking: 20mins Which of the following habits are good for you? Choose good habits from the list - T has Ss look at the list of their habits and decide which ones are good - T has Ss explain their choice and give rectification if needed - T asks some pairs to practise asking and answering about their good habits in front of the class Suggested answers - look at the list of their habits and decide which ones are good - explain their choice - practise asking and answering - Feedback by listening to each other - T asks Ss to suggest ways to stop the bad habits from their own experience - T asks some pairs to practise speaking their dialogues in front of the class - Saving money - Never giving up - Being thankful - Reading regularly - Doing regular exercise Work in pairs or groups and discuss why some of the habits are good or bad How can you stop the bad habits Work in pairs or groups and discuss why some of the habits are good or bad How can you stop the bad habits - T gets Ss to work in pairs or groups and discuss why some of the habits are good and why some are bad by giving evidence and proof to support their idea - Keeping a routine Suggested questions: - work in pairs or groups and discuss -suggest ways to stop the bad habits from their own experience - practise speaking their dialogues in front of the class - Feedback by listening to each other - Why you think “Reading regularly” is a good habit? - Why you think “Watching TV all day” is a bad habit? - How can you stop the bad habits? Ways to stop the bad habits - Stop littering - Refrain from throwing rubbish where you like - Look for a waste bin when you want to throw away something, ect Look at the following text and read the advice Do you think you could follow it? Why or why not? Look at the following text and read the advice Do you think you could follow it? Why or why not? Make a list - T asks Ss to read the text - read the text quickly and choose the quickly and choose things they think they can or the things can’t follow Shake up your routine - T aks Ss to explain their decision to the class Surround yourself with people who have kicked similar habits - T gets Ss to read the -explain their decision to the class Pretend the habit belongs to someone else Lesson plan 10 & UNIT Period 32 Week Date of preparation Date of teaching Classes : FOR A BETTER COMMUNITY : Reading : 11 : October 27th , 2015 : November 2rd, 2015 : 10A1 I Objectives: By the end of the lesson, Ss can: - read a text about why people volunteer work for the main idea and specific information - talk about benefits of doing volunteer works - be awareness of helping community II Knowledge: Vocabulary: obvious, fortunate, concerned, narrow-minded, dedicated Language: volunteer work III Skills: Main skill: Reading Sub-skills: Listening, Speaking, Writing IV Methods: Communicative V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures: Time 4mins Teachers’ activities Students’ activities I Warm up Chatting Content * VOLUNTEER WORKS - T shows pictures of -look at the pictures volunteers and ask Ss and as told some questions to set the scene: 1- Are they doing volunteer works? 2- Why they volunteer? - Ss give their opinions List the benefits gained by the student volunteers - T encourages Ss to give different viewpoints • Volunteer work helps them gain experience in life - T introduces the title of the reading text • Volunteer work helps develop their interpersonal skill and attain mutual Lesson plan 10 & understanding 8mins II Pre-reading Group work - T has Ss discuss and choose the reasons they think they may find in the text - Ss discuss and choose the reasons they think they may find in the text • Volunteer work helps promote their friendship • Volunteer work helps them discover their talents * Activity 1: Tick the reasons you think you may find in the text (page 41) - T goes around the class to help Ss with some difficult words if necessary - T asks Ss compare with the others - T doesn’t feedback 20mins give III While-reading - T asks Ss to scan the text and check their predictions in - T calls on some Ss to give their answers and asks them to give clues from the reading text - T gives feedback and the correct answers * Activity 2: Read the text and check if your predictions - Ss read the text in activity are correct (page and check their 41) predictions in + Key: Ss work individually to a √ the task, then b x discuss their c √ answers with their d x partners e √ f √ - T provides Ss with - Ss remember and some reading strategies take notes for gapped text or missing sentences - Ss this task, - T asks Ss to this then discuss their exercise individually, answers with their then compare with a partners partner - T checks Ss’ answers and give further explanation if necessary * Activity 3: Read the text Complete the text by matching sentences a-e with gaps 1-4 There is one extra sentences you not need (Page 41) + Key: 1- d 2- a 3- b 4- c Lesson plan 10 & - T asks Ss to look back - Ss try to guess the * Activity 4: Look at the at the text to locate the meaning of each of highlighted words in the highlighted words the highlighted text and choose the correct words, based on the meaning (page 41) - T lets Ss choose their meaning and asks Ss to context + Key: compare their choice in A groups -Some B T gets Some representatives read representatives to read aloud their answers C aloud their answers B - T checks Ss’ answers A Work in groups 10mins IV Post-reading (10’) There’s no need to volunteer as very few people Group-work - Ss express giving can benefit from volunteer - T has Ss work in opinions that they work groups of to discuss know The best way to volunteer is the statements - Ss take turns to give people money when - T joins some group speaking they need it and reminds Ss to take turns speaking T asks some representatives from groups to perform in front of the whole class - Feedback by listening to each other Homework (3’) Completes the passage with a suitable word In the United States, volunteering is (1) as a good way to give children a sense of (2) responsibility and to bring the family together Volunteerism is (3) across the United States today because people are trying to put more emphasis on family (4) , and they are looking for ways to help young people have a feeling of hope and satisfaction It is (5) that volunteering helps children discover their talents, develop their skills, and learn about (6) and problem solving (7) , family volunteering has some (8) it benefits the community that is (9) , it benefits the family for serving together, and it benefits each (10) in the family + Key: viewed cooperation Community Moreover growing togetherness believed advantages served 10 individual V - Self- evaluation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… Lesson plan 10 & UNIT Period 33 Week Date of preparation Date of teaching Classes : FOR A BETTER COMMUNITY : Speaking : 11 : October 28th , 2015 : November 6th, 2015 : 10A1 I Objectives: By the end of the lesson, Ss can: - talk about local community development - be educated to raise their awareness of community responsibilities II Knowledge: Language: volunteer activities, expressions of giving opinions Vocabulary: I think, I believe, I agree, that’s true… III Skills: Main skill: Speaking Sub-skills: Listening, Reading, Writing IV Methods: Communicative V Teaching techniques: Brainstorming, Pair-work, Group-work, Ask-answer, Listen-repeat VI Teaching aids: textbooks, posters, pictures VII Time: 45 minutes VIII Procedures Time 4mins Teacher’s activities Sudents’ activities Warm –up: Brainstorming - T shows Sts some pictures and asks Ss to - Ss look at the name the activities in pictures and name these pictures the activities - T asks Ss if these activities are useful to the community or not - Ss comment Lead in: These people are doing the work without being paid for it In our lesson today, you will talk about local community development Content UNIT 4: FOR A BETTER COMMUNITY Period 33: Speaking Picture 1: He is helping the street children to read and write Picture 2: The students are playing games with the handicapped Picture 3: These students are repairing road Lesson plan 10 & Picture 4: He is looking after a war invalid 8mins * Activity 1: Look at the activities for community development Match Vocabulary them with the reasons - T elicits vocabulary - Ss repeat the new why they are important using pictures, synonyms words in chorus, (page 42) and explanations individual Vocabulary: - Check vocabulary using - low-income (adj.) = Of/ or the technique Rub out relating to individuals or and Remember households supported by an income that is below average - T asks Ss to work by - facility (n) = a place, themselves to look at the amenity, or piece of activities for community - Ss look at and equipment provided for a development to match particular purpose match them with the reasons - ensure (v) = make certain why they are important that (something) will occur - T goes around and help Ss when and where - Ss compare their + Key: necessary answers with the c - T calls on some Ss to others in groups d give their answers by e reading aloud these activities and the reasons a why they are important b Pre-speaking: - T checks Ss answers 20mins 3.While-speaking: - T asks Ss to work in pairs and discuss why the activities above are important for community development * Activity 2: Work in pairs Discuss the activities above are important for - Ss work in pairs community and discuss why the development (page 42) activities above are + Example: important for community A: I think job training for development young people is very - T joins some pairs and - Ss support reasons important help Ss when and where based on their own B: I agree Young people are experience necessary the future of a country, so training them in the right way - T asks some pairs to is very important Protecting practise speaking their environment is important, too dialogues in front of the class - Feedback by listening to each other A: That’s true We all need a healthy environment - T asks Ss to look at - Ss work in groups * Activity 3: Work in rank the Activities for community to groups Look again at Lesson plan 10 & development in and decide on the three most urgent / important things to in your local area and explain why activities in the order of importance and explain their decision - T asks Ss to practise using Useful phrases in speaking 10mins the activities in Discuss and decide on the three most urgent / important things to in your local area and explain why (page 42) Post-speaking - T asks each group to choose a presenter to present the group’s decisions - Some representatives of groups perform their decisions in front of the whole class - Other Ss in the class may raise questions to ask the presenter for further explanation - T asks the class to vote for the group with the most interesting ideas - The group having the most votes will be awarded by the teacher Homework (3’): You are a student in a poor town Now what would you volunteer to do? Choose the options you think they are useful for your community development A work in hospitals, orphanages, or homes for the aged B help in the homes of sick or old people C help boys who no longer have fathers D take part in helping disadvantaged or handicapped children E help the people who have suffered badly in wars or natural disasters F work in remote or mountainous areas to provide education for children G Take part in the clubs which help younger boys and girls overcome their problems V - Self- evaluation: …………………………………………………………………………………………………………… ………………………………………………………………………………… Mình có giáo án hồn chỉnh chi tiết khối 10 Mọi người cần liên hệ nhé! Email: huongduongh217@gmail.com Lesson plan 10 & UNIT Period 40 Week Date of preparation Date of teaching Classes : INVENTIONS : Getting started : 14 : November 17th , 2015 : November 23th, 2015 : 10A1 I Objectives: By the end of the lesson, Ss are able to: - get familiar with the contents of the topic - know some vocabulary related to the topic - know the benefits that the computer bring to us II Knowledge: Language: the present perfect, infinitives and gerunds Vocabulary: a wise choice, reward, research, definitely, assignment III Skills: Main skills : listening, reading + listening to be familiar with the pronunciations of vocabulary + reading to answer comprehension questions + reading to guess words in context Sub-skills : speaking, writing IV Methods: Integrated, mainly communicative V Teaching techniques: Eliciting, synonyms, explanation, asking and answering, discussion, pairwork, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures: Time 4mins 10mins Teacher’s activities Students’ activities A Warm-up T: shows them a smart - answer the questions phone and asks them some questions T: uses 3rd question to lead - listen to the teacher the class into the new lesson B PRESENTATION Content * Questions: Do you know what this is called ? What you think a smart phone can help us? Do you think that the smart phone is one of the greatest inventions in the history ? What other things have greater impacts on our lives ? Listen and read * Conversation: Lesson plan 10 & Listen and read - work in groups to COMPUTER AND OUR LIVES - Ss: work in pairs to - T: asks students to work in groups to discuss to answer the question “ what benefits does the computer bring to us ?” make a list of the benefits that the computer brings to us - T: asks them to read through the conversation to check whether their lists are similar to what the conversation mentions - read through the conversation - as told - T: gives them some new words and helps them to get the meanings as well as practice the pronunciation - listen to the of the words recording - T: plays the recording - Ss: reread the and asks to listen to the conversation conversation - T: ask them to reread the conversation and pick out the grammar points that are used - T: calls some students to tell the class about the grammar points that he/she has found 20mins - tell about the grammar points -listen to the teacher - tells them briefly about the grammar points that they will learn in Unit C Practice 2.Answer the questions - T: asks the students to focus on the instructions and questions in the task Ss have to underline the key words in each question - T: lets them answer the questions individually - T: calls one some students to write the answer on the board * Vocabulary: - reward (n): the offer of gifts/money for worthy acts - a wise choice - research (v) to find knowledge - definitely : without question - assignment : a duty ( such as homework) that someone has to - Ss: read the questions and underline the key words in each questions - Ss: read the conversation again and answer the questions individually - Ss: some students write the answer on the board - Ss: make comments Answer the questions He promised Phong a reward Because Phong’s old phone is still good and the screen of an electronic book is rather small The computer has brought many things to us such as emails, online games, Internet, online shopping … He will use it to listen to music, to Lesson plan 10 & - T: asks others to make comments on their friends’ answers -take notes - T: gives the correct answers Match each word with their definitions - T: asks students to look through the task then work individually to finish the task - T; asks them to work in pairs to compare and check their answers - T: calls some students to give the answers then gives the correct answers - Ss: work individually to finish the task - Ss: work in pairs chat with his friends, and to play games Yes, because it will be Phong’s best friend/ No, because Phong will spend too much time with the computer Match each word with : c b a d -answer and correct Example: - Ss: work in pairs D PRODUCTION (8’) - T: asks them to work in pairs to ask and answer - answer before the about the benefits that the class computer brings to our lives - listen ans take notes - T: calls some pairs to ask and answer before the class - T: makes comments on general mistakes that students make Hoa : Do you think that the computer has helped us communicate easily? Nam: Yes, it helps us communicate over long distances Hoa : How about our work ? Nam : Oh, it has helped us many things such as solve complicated calculations, design cars, houses, control traffic … …… Homework (3’): - Learn by heart and make sentences with new words - Write a short paragraph about the benefits of the computer - Prepare the new lesson V - Self- evaluation: …………………………………………………………………………………………………………… ………………………………………………………………………………… Lesson plan 10 & UNIT Period 41 Week Date of preparation Date of teaching Classes : INVENTIONS : Language : 14 : November 18th , 2015 : November 24th, 2015 : 10A1 I Objectives: By the end of the lesson, Students can: - understand the forms of compound nouns and some ways to guess their meanings - understand the stress of compound nouns - understand how to use infinitives and gerunds to describe the purpose of something - know the uses and the form of present perfect tense - understand the uses of present perfect by doing some exercises related to this tense II Knowledge: - Vocabulary: compound nouns - Pronunciation: stressed syllable in compound nouns - Grammar : be used to + infinitive and be used for + gerund; present perfect III Skills: Skills : reading , speaking, listening writing IV Methods: Integrated, mainly communicative V Teaching techniques: Eliciting, synonyms, explanation, asking and answering the questions, discussion, pair-work, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures: Time Teacher’s activities Students’ activities Content mins A Warm-up: T: shows the students pictures of a smartphone, a laptop, an email; asks them to tell the names of the devices - look at the pictures - pictures of a laptop, a smartphone and an email T: tells them that these words are compound nouns and asks them to give some more examples - listen to the teacher T: calls one student to answer the question Ss: answer the question T: leads into the new lesson by focusing on the main -Listen to the lesson What are these things called ? - Expected answers : video game; table tennis … What is a smartphone used to ? = What is a smartphone used for ? Lesson plan 10 & points of the lesson ( as mentioned on the Objectives above) 30 mins I Vocabulary B PRESENTATION: I Vocabulary: Use a dictionary to find the meanings of the compound nouns and their parts Write them in the appropriate columns T: asks students to focus on the table and explains to them how to the task T: checks whether they all know the meanings of the nouns T: lets them to work individually to complete the table Compound noun : -Listen and take notes a Example - What does compound noun mean? Answer Keys Ss: listen and answer the questions Noun Meaning of compound Noun - as told Video game A game in which players control and move images on a screen Smartphone A mobile phone that has some functions of a computer Laptop A portable small computer that can work with a battery e-book An electronic device for reading books that can be held in the hand email A way of sending messages to other people by using a computer -Work individuaaly T: calls some to give the answers then the teacher gives -Answer and correct the correct answers b Discuss your findings with a partner Is the Compound Lesson plan 10 & meaning of each compound noun a combination of the meaning of its parts ? b Is the meaning of each compound noun a combination of the meanings of its parts ? T: asks them to work in pairs to discuss then answer the questions Ss: work in pairs T: calls one student to report their discussion to the class Ss: one student reports No, not always (e.g laptop ) s T: makes comments if necessary Match the first parts of the words with the second ones T: asks them to focus on the instruction and the content of the task, tells them that they will focus on the form of compound nouns in this task ( N + N , Adj + N, or V-ing + N) Matching Answer Keys : Ss: read through the task T: explains to them that some compound nouns are written as one word ( e.g bedroom), two words ( e.g washing machine ) and some with hyphen in between ( e.g mother – in – law ) blackboard washing machine head phone T: asks them to work in pairs to discuss and match the first parts with the second ones T: calls some students to give their answers pencil case food processor II Pronunciation Ss: give answers Listen and repeat -Listen and take notes II Pronunciation Listen and tick what you hear Listen and repeat T: explains the stress in words then asks them to look through the words T: asks the to listen after the recording Ss: listen and repeat after the recording T: calls some students to read aloud the words Listen and tick the words you hear T: lets them read though the words then asks them to listen Answer Keys : Ss: listen GREENhouse WARE -Listen and repeat gold BRICK MOVING van boy - read aloud soft TALL * The meanings of noun groups and noun phrases Noun groups -Read the words Lesson plan 10 & to the recording and tick on the words they hear T: calls some students to tell the answers to the class then gives the correct answers T: explains the meanings of the noun phrases and noun groups in the parts and * The meanings of noun groups and noun phrases Ss: listen and tick Black board: a board that is the colour black -Tell the answers -Explain the meanings White board: a board that is the colour white Hot dog : a dog that feels hot Light house : a house that is full of light Running dog : a dog that is running Green house :a house that is the colour green Soft ware : objects that are soft Gold brick : a brick made of gold Moving van : a van that is moving Tall boy : a boy that is tall III Grammar : be used to + infinitive / be used for + gerund III Grammar : T: explains to the students that Ss: listen and take both be used to + infinitive / notes be used for + gerund are used to describe the use or purpose of something be used to + infinitive / be used for + gerund T: lets them the task individually then work in pairs to compare their answers S + be used for + gerund T: calls some students to give their answers then the teacher gives the correct answers Ss: work individually then work in pairs -Give the answers S + be used to + V bare infinitive Present Perfect : a Form: S + has/have + V past participle b Uses Lesson plan 10 & Present Perfect : T: asks students to work in groups to discuss the use and form of the present perfect tense T: calls one or two students to report their discussion to the class while one student goes to write the form and uses on the board T: makes comments if necessary Exercise 1: ( to infinitive and gerund ) T: asks students to work individually to the task then compare with their partners Ss: work in groups Ss: as required -Take notes Ss: work individually then in pairs T: asks one or two students to give the answers then the -Give the answers teacher gives the correct answers Exercise : Label the timelines with the words from the box T: explains the aims of the task to the students: the timeline helps them have a deeper understanding of the use of present, past and future tenses- with more focus on the present perfect tense T: draws the timeline on the board then asks the students to work in groups to discuss and label the timelines with suitable words from the box T: lets some answer then asks others to make comments and gives the correct answers Exercise 3: Choose the correct tense T: asks them to focus on the instructions and the content of the task then asks them to work individually to complete the task Exercise 1: ( to infinitive and gerund ) Answer Keys : getting - sending to create - contact to read play to chopping – mixing to store - listen to the teacher Exercise : Labe the timelines with the words from the box -Listen and take notes Ss: work in groups -answer Ss: work individually to complete the task Exercise 3: Choose the correct tenses Answer Keys : Lesson plan 10 & T: calls some students to write the answers on the board then asks others to make comments T: gives feedback and correct the students’ answers seems Ss: work individually , after that one or two students write the answers on the board while others make comments have affected were have encouraged has aid have killed prefer Homework (3’) - the task in Grammar Part at home “ Think of an item in your house Write some sentences to describe it , using gerund or an infinitive V – Self- evaluation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… Lesson plan 10 ... ……………………………………………………………………………………………… Lesson plan 10 & UNIT Period 13 Week Date of preparation Date of teaching Classes : YOUR BODY AND YOU : Speaking :5 : September 16 th , 2 015 : September 21th, 2 015 : 10 A1 I Objectives: By... ………………………………………………………………………………… Lesson plan 10 & UNIT Period 41 Week Date of preparation Date of teaching Classes : INVENTIONS : Language : 14 : November 18 th , 2 015 : November 24th, 2 015 : 10 A1 I Objectives: By the... ……………………………………………………………………………………………… Lesson plan 10 & UNIT Period 32 Week Date of preparation Date of teaching Classes : FOR A BETTER COMMUNITY : Reading : 11 : October 27th , 2 015 : November 2rd, 2 015 : 10 A1 I Objectives: