GIAO AN TIENG ANH 10 THI DIEM ( U5 U10) - 123doc

New Lesson: Teacher’s activities Students’ activities Computers and our lives Lead-in: Inform the class of the lesson objectives: getting to know the topic, vocabulary related to inventi

- By the end of the lesson, students are able to:

- Use words and phrases related to the topic Inventions

- Role play, practicing listening and speaking

B TEACHING METHOD: Communicative

C.TEACHING AIDS

- Board, chalks, textbook and notebook, recording

D PROCEDURE

I Class organization:

II Checking the old lesson:

III New Lesson:

Teacher’s activities Students’ activities

Computers and our lives

Lead-in: Inform the class of the lesson

objectives: getting to know the topic,

vocabulary related to inventions, and two

grammar points

Activity 1 (15’)

Ask students to look at the picture and tell

them the two people in the picture are Phong

and his father Let students guess what Phong

and his father are talking about

- Play the recording Have students listen

and read silently

- Tell students not to worry about the new

vocabulary or grammar points The new

items will be dealt with after Activity 3

Activity 2 (15’)

This activity focuses on comprehension Have

students work in pairs to practice asking and

answering the lesson

Pay attention

- Look at the picture and guess

Key act 2

1 He promises to reward Phong if Phong passes

the English test

2 Because his old mobiphone is still good.

3 Computers have changed our lives in many

ways: faster communication (emails), free entertainment (online games), convenient shopping (online shopping), etc

Activity 3 (10’ )

This matching exercise helps students to get

the meaning of words used in the dialogue

Ask students to use the context and clue in the

dialogue

4 He will use his laptop for listening to music,

chatting with friends, playing games, researching topics on the web and typing his assignment

5 (Answers may vary) Key

1.c 2.a 3.d 4.b

IV Consolidation: (2’)

- Summarize the main points

V Homework: (3’)

- Prepare for the next lesson

Notes after teaching:

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Date of planning:

Date of teaching:

Period 41: UNIT 5: INVENTIONS

Language

A OBJECTIVES

By the end of the lesson, students are able to:

- Understand the formation of compound nouns and their meanings

- Identify the stress patterns of compound nouns and noun groups

- Use the gerunds and to infinitives to talk about the uses or purposes of something

- Use present perfect tense to describe an event or action happening in the past but having result

Explain to the students that the meaning of a compound

noun is not always based on the meaning of its parts

Help them to use the dictionary to look for meanings of

five compound nouns and their parts

Prepare some pictures of a video game, a smart phone, a

laptop, and an ebook reader for illustration, if students

don’t know these things

Key a

1 Video game: a game in which players

control and move images on a screen (video: film or image; game: something you play for fun)

2 Smartphone: a mobile phone that has

some functions of a computer (smart: intelligent, computer-controlled, phone:

a telephone)

3 Laptop: a portable, small computer that

can work with a battery (lap: top part of your leg; top: upper surface)

4 Ebook: A book that is displayed on a

computer screen or an electronic device (electronic using microchips to control asmall electric current; book: a written work)

5 Email: a way of sending messages to

other people by using a computer (electronic: using microchips to control

a small electric current; mail: post, letter)

b.No, not always (e.g: laptop)

Activity 2: (5’)

The focus of activity 2 is on the formation of

compound nouns (N+N, Adj+N or Ving + N)

Tell students that some compound nouns are written

as one word ( e.g: bedroom), some as two words (e.g

swimming pool), and some with a hyphen in

between (e.g mother-in-law)

Pronunciation (5’)

Activity 1 and 2

Focus on the stress pattern of compound nouns

( primary stress is usually on the first part) and noun

groups (primary stress is on the second part)

1 Model the pronunciation (or play the recording)

for Ss to repeat chorally and individually

2 Ask Ss to listen and tick the words that they hear.

Explain to Ss that V-ing (after the preposition FOR) or

to-infinitive is used to describe the use or purpose of

something

Activity 2

This activity encourages Ss to use the gerund or infinitive

to describe things around them (e.g school things such as

an eraser, a pen, or a calculator; things at home such as a

bookshelf, a rice cooker, or a fridge)

First, have two Ss model the example Then, divide the

Ss into pairs and let them do the activity

The present perfect (5’)

Activity1

The timelines help Ss to have a deeper understanding of

the uses of the present, past, and future tenses – with

more focus on the present perfect

Draw the timelines on the board and explain to Ss that

Key act 21.d pencil case

they should write a word from the box above each line.

Have a student come to the board and write the answer in

the timelines

Activity 2 (5’)

The focus of this activity is the distinction between the

present simple and the present perfect

- Ask students to match the beginnings in A with the

ends in B to make meaningful sentences or

exchanges

- Help students to use the correct verb tense in each

case

Activity 3 (5’)

This activity aims to help students to distinguish uses of

the present perfect, the present simple and the past simple

tenses Have students do the activity individually and

then check the answers as a class

Key

Past future present

present perfect

Key

1.b has broken

2 d looks, has lost/lost

3 e Do you know; have forgotten/ forget

4 a have asked 5.c left; have disappeared

Key

1 Seems

2 Have affected

3 Were

4 Have encouraged

5 Has aided

6 Have killed

7 Prefer

IV Consolidation: (2’)

- Summarize the main points

V Homework: (3’)

- Prepare for the next lesson

Notes after teaching:

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Date of planning:

Date of teaching:

Period 42

Unit 5 INVENTIONS Skills: Reading

A Objectives

By the end of the lesson, students are able to:

- Use words and phrases related to the topic Inventions

- Read a text about inventions based on nature for the main idea and specific information

- Practice working in groups

B Teaching method: Communicative

C.Teaching aids

- Board, chalks, textbook and notebook, recording

D Procedure

I Class organization

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Wonderful nature

Lead-in: Draw students’ attention to the

heading of the Reading section: Wonderful

nature Ask them to guess what the text might

be about

Activity 1 (5’)

Have students in pairs to discuss what the

animals in the pictures can do but people

can’t ask students questions to help them

think of some devices or equipments that

people have created to allow them to do what

they normally cannot (e.g as people cannot

fly, what have they made to help them fly??)

Activity 2 (10’)

Ask students to read the text quickly and pick

out repeated words or phrases (e.g

inventions/ invent, imitating/ imitates,

inspirational/ inspired)

Tell them that repeated words in a text may

reveal its main idea or general title

Have students skim the text and choose the

best title from three options

Key act 1Picture a: A bird can flyPicture b: A dolphin can swim and stay underwater for a long time

Picture c: A lotus leaf does not get wet It washes water away

People have invented an aeroplane, a ship or submarine, and a waterproof raincoat to make

up for what they cannot do as well as these animals or leaves

Key act 2

a Imitating Nature

Key act 3

1 B

Activity 3 (10’)

Ask students to read the text again and

underline the six words from Activity 1

Encourage students to guess the meanings of

these words from context and match them

with the correct definition

Activity 4 (10’)

Ask students to answer the questions

individually

Tell them to underline the key words in the

questions and the relevant words or phrases in

the text

Activity 5 (5’)

Let students work in groups of 3 or 4 to

discuss the question and decide which of the

tour inventions is the best imitation of nature

Remind students that the invention they

choose needs to be very similar to the related

animal or plant in aeroplane or function

2 E

3 A

4 C

5 F

6 D

Key act 4

1.The inventions that imitate animals are the

aeroplane and the submarine

2.The inventions that imitate plants are Velcro,

the self-cleaning glass window and umbrella fabric

3.The aeroplane is considered one of the

greatest inventions in our history because it helps us to travel long distances in the air and encourages the development of tourism and trading

4.A submarine can help scientists to learn about

life under the sea

5.The material that makes up the glass window

has the ability to wash away the dirt in the rain

6.An aeroplane: “its wings and shape imitating

those of a bird”

A submarine: “imitates a dolphin’s shape”

The Vecro: “hook and loop fastener”; “two fabrics sticking together thanks to the hooks

on one surface and the loops on the other”

IV Consolidation: (2’)

- Summarize the main points

V Homework (3’)

- Prepare for the next lesson

Notes after teaching:

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Date of planning:

Date of teaching:

Skills: Speaking

A Objectives

By the end of the lesson, students are able to:

- Use words and phrases related to the topic Inventions

- Practice a dialogue with a partner about a 3-D printer

- Discuss about inventions

- Introduce some inventions in front of the class

B Teaching method: Communicative

C.Teaching aids

- Board, chalks, textbook and notebook,

D Procedure

I Class organization

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Unique inventions

Lead-in: Inform the class of the lesson

objectives: talking about inventions

Activity 1 (10’)

Ask students what they think the heading of

the speaking section Unique inventions

means

Ask students to practice the conversation in

pairs

Activity 2 (10’)

Have students complete the table with the

information from the conversation Explain

them that the four ideas suggested in the table

are the key points they need to mention when

talking about an invention

Activity 3

Ask students to look at the pictures of a

portable solar charger and a USB stick (or

flash drive) and discuss which benefits

(suggested in the box) are suitable for each

invention

Activity 3 (10’)

Ask students to use the information in the

table (in Activity 3) and talk about one

invention Tell them that they can make some

changes in the sample conversation (from 1)

Key act 1Very special or unusual inventions

Key act 2

a.Name of invention 3-D printer

b.Characteristics Bigger and heavier than normal printer

c Use To produce solid objects similar to the originals

d.benefits Economical (saving lots of money)

KeyPortable solar charger: not dependent on electricity; environmentally-friendly; easy to carry, not costly

USB stick: not costly; easy to use; easy to transport files

Note: Some benefits can be suitable for both inventions: easy to use, easy to carry, not too costly

to make their own conversation natural and

logical

Activity 4 (10’)

Put students in groups of 4 or 5 Each group

chooses one invention and discusses which

information they may use to introduce the

invention to other groups Their talk should

include information about the characteristics,

use, and benefits of the invention

Or ask students to think about any other

inventions, choose one, and talk about it

IV Consolidation: (2’)

- Summarize the main points

V Homework (3’)

- Prepare for the next lesson

Notes after teaching:

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Date of planning:

Date of teaching:

Part 5 Skills: Listening

A Objectives

By the end of the lesson, students are able to:

- Use words and phrases related to the topic Inventions

- Read a text about inventions based on nature for the main idea and specific information

- Practice working in groups

B Teaching method: Communicative

C.Teaching aids

- Board, chalks, textbook and notebook, recording

D Procedure

I Class organization

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Flying cars

Lead-in: Inform the class of the lesson

objectives: listening for specific information

Activity 1 (5’)

Ask students to look at the picture and answer

the guiding questions

a What does this flying car have on both

sides of its body? Does it have

wheels?

b Can it fly? Can it run on the ground?

Can it move in water?

Activity 2 (10’)

Before students listen to the recording, ask

them to look at 8 words in Activity 2 Explain

the meanings of the words they do not know

Have students listen and tick the words they

hear

Activity 3 (10’)

Ask students to listen again and answer the

questions

Encourage students to take notes, Remind

them that notes are key words and ideas that

can be written down quickly

Have students compare their answers with

their partner’s

Activity 4 (10’)

This task focuses on specific information

about the flying car Ask students to guess

what kind of information they may put in the

3 He’s considering owning a flying car to

deal with the traffic problem

4 It’s not too big, so it can be put in a

2 5 (in the air); 1 (on the ground)

3 200 (in the air); 120 (on the ground)

Ask students to discuss in pairs whether or not

they want to own a flying car Draw their

attention to the program with flying car (e.g

in need of a runway)

Suggested answer act 5

A possible solution to the problem: Making it leave the ground like a helicopter

IV Consolidation: (2’)

- Summarize the main points

V Homework: (3’)

- Prepare for the next lesson

Notes after teaching:

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Date of planning:

Date of teaching:

Part 6 Skills: Writing

A Objectives

By the end of the lesson, students are able to:

- Use words and phrases related to the topic Inventions

- Read a text about inventions based on nature for the main idea and specific information

- Practice working in groups

B Teaching method: Communicative

C.Teaching aids

- Board, chalks, textbook and notebook, recording

D Procedure

I Class organization

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

How good is it?

Lead-in: Inform the class of the lesson

objectives: writing a paragraph with details or

examples as supporting ideas

Activity 1 (10’)

Have students work in pairs and discuss

whether or not they have any of the audio

devices illustrated by the picture Encourage

them to extend their discussion to the benefits

of each kind of devices ( e.g the speaker can

produce sound loud enough for everybody in

a large room to hear; headphone and earbuds

do not disturb other people when you listen to

music, earbuds are more convenient than

headphones because they are smaller in size)

Note: headphone (BE)= earphone (AM)

Activity 2 (10’)

The focus of this task is on how to develop a

paragraph Explain to students that one way to

support one idea in a paragraph is to give

further explanation or an example

Ask students to read a paragraph about the

benefits of earbuds and match the details with

the benefits

Activity 3 ( 10’)

Have students read the paragraph about

earbuds again and complete the outline of this

paragraph

Help students to analyze the structure of the

paragraph step by step

Activity 4 (10’)

Put students into groups of three or four Ask

them to choose one invention and discuss

what they will write about Encourage

students to make complete sentences about

a Topic: the benefits of earbuds.

b Thesis sentence (Topic sentence):

What are its benefits?

c Supporting idea 1 and further

explanation: Small, light, portable  put in a bag or pocket

Supporting idea 2 and further explanation: Not costly  about 100,000 VND

Supporting idea 3 and further explanation: Use anywhere  We notdisturb anybody

the benefits of the inventions they have

chosen

- Call on some students to suggest

their group’s thesis sentence and the

benefits of the inventions aloud

Correct students’ mistakes in

grammar or word choice

- Have students work independently

and write their own paragraph

- Choose one or two paragraphs and

ask the whole class to give

comments and correction

IV Consolidation: (2’)

- Summarize the main points

V Homework: (3’)

- Prepare for the next lesson

Notes after teaching:

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Date of planning:

Date of teaching:

Period 47

Unit 5 INVENTIONS

Part 7 Communication and Culture

A Objectives

By the end of the lesson, students are able to:

- Use words and phrases related to the topic Inventions

- Read a text about inventions based on nature for the main idea and specific information

- Practise working in groups

B Teaching method: Communicative

C.Teaching aids

- Board, chalks, textbook and notebook, recording

D Procedure

I Class organization

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Lead-in: Inform the class of the lesson

objectives: Further skill development

Communication

Activity 1 (10’)

Students have more chance to practice

speaking Explain to students that they need to

consider all four criteria when voting for the

best invention To give students more

freedom, allow them to choose another

invention not mentioned in the list

Activity 2 (10’)

Have student prepare a talk about the best

invention Their talk should have strong

argument to persuade audiences

Culture

Activity 1 (10’)

Ask students to look at the picture and discuss

with a partner what the inventions are for

Then have them guess which country these

inventions are from

Activity 2 (10’)

Tell students some important information

about King BhumibolAdulyadej Ask students

if they know the meaning of “patent” Explain

to them that an inventor needs to get a patent

for his invention to protect his/her idea

For more advanced classes, extend the activity

by letting students discuss whether there are

patents in Vietnam

Ask students to read the text and answer the

questions

Key act 1 Culture

1 China: C chopsticks

2 Japan: D instant noodles

3 Singapore: B PC sound card

4 The Philippines: A Medical incubator

Key act 2

1 The two issues are agriculture development and environment protection

2 A rain-making technique; b biodiesel;

c Chaipattana Aerator

3 Chaipattana Aerator and rain=making techniques

4 All three inventions have helped to protect the environment: Chaipattana Aerator  cleans waste water; rain-making techniques  improves forest conditions; biodiesel  reduces the use

of fossil energy

5 Answer may vary

IV Consolidation: (2’)

- Summarize the main points

V Homework: (3’)

- Prepare for the next lesson

Notes after teaching:

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Date of planning:

Date of teaching:

Part 8 Looking back and project

A Objectives

By the end of the lesson, students are able to:

- Use words and phrases related to the topic Inventions

- Read a text about inventions based on nature for the main idea and specific information

- Practice working in groups

B Teaching method: Communicative

C.Teaching aids

- Board, chalks, textbook and notebook, recording

D Procedure

I Class organization

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Lead-in: Inform the class of the lesson

objectives: reviewing pronunciation,

vocabulary, and grammar

Pronunciation

KeyFirst: food processor, smartphone, laptop, washing machine, earbuds, runway

Second: solar charger, correction pen, digital

Activity 1 : (10’)

Ask students to pick out the compound nouns

and put them in the first column The other

words are noun groups and are put in the

second column Help students to review the

stress patterns of compound nouns and noun

groups

Vocabulary (10’)

The five words in the box are the most

commonly used ones in the unit Have

students put them in the gaps of the five

sentences

- Extend this task by asking students

to make their own sentences with

these words

Grammar

Activity 1 (10’)

Have students read the exchange once to

grasp the general idea Then have them work

with a partner and discuss which verb form

should be used in each gap

Activity 2 (10’)

The focus of this task is on using the gerund

or infinitive forms in the answers to describe

functions or purposes of things It also helps

students to review the uses of some inventions

mentioned in the previous sections

First, have students do the exercise

individually Then ask them to work in pairs

to practice asking and answering the

questions

camera

Key vocab 1

1 Economical

2 Inventions

3 Portable

4 Benefits

5 Expensive

Key gram 1

1 Is

2 Haven’t planned

3 Have wasted

4 Don’t have

5 Haven’t started

6 Says

Key gram 2

1 A washing machine is used for washing

clothes

2 A solar charger can be used for charging

mobile devices

3 I use a laptop (smartphone, ipad,…) to

listen to music and watch videos

4 A correction pen is used for covering a

writing error

5 I use a 3-D printer to produce/ make

solid objects (for producing sold objects)

IV Consolidation

- Summarize the main points

V Homework

- Prepare for the next lesson

Notes after teaching:

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By the end of the lesson, students are able to:

- Revise the language and skills students have learnt and practiced in Units 4-5

B Teaching method: Communicative

C.Teaching aids

- Board, chalks, textbook and notebook, recording

D Procedure

I Class organization

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities Language

Vocabulary

Activity 1(10’)

Ask students to do this activity individually,

and then compare their answers with a

partner’s Write the correct answers on the

board Remind students of the use of adjective

endings: -ing, -ed, -ful or –less , if necessary

Activity 2 (10’)

Ask students to do this activity individually

Ask a student to write his/her answers on the

Read aloud each answer and ask the class if

they agree or not, then confirm the correct

one

Pronunciation

Activity 3 (10’)

Ask students to do this activity individually,

and then compare their answers with a

partner’s Show the correct answers on the

board

Grammar

Activity 4 (10’)

Elicit the form and use of the past simple or

past continuous, with “when” or “while” Ask

a student to write his/ her answers on the

board while other students also do this task

Check students’ answers, ask them for

explanations, if necessary

Activity 5 (10’)

Elicit the form and use of the present perfect,

the simple past, or the past continuous Ask

students to do this activity individually, and

then compare their answers with a partner’s

Ask a student to write his/her answers on the

board Check the answers with the whole

class

Activity 6 (10’)

Elicit the use of form of the verb (V-ing or

to-infinitives) Ask students to do this activity

individually and then compare their answers

with a partner’s Write the correct answers on

the boards, and give explanations, if

Hearing aid

Key act 4

1 Arrived – was talking

2 Was making – rang

3 Were playing – began

4 Saw- was standing

5 Stole- was getting on

Key act 5

1 Have you visited

2 Did you see

- Prepare for the next lesson

Notes after teaching:

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Date of planning:

Date of teaching:

A. Objectives

By the end of the lesson, students are able to:

- Use words and phrases related to the topic Inventions

- Read a text about inventions based on nature for the main idea and specific information

- Practise working in groups

B. Teaching method: Communicative

C. Teaching aids

- Board, chalks, textbook and notebook, recording

D Procedure

I Class organization

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Skills reading (15’)

Ask students to do Activities 1 and 2

individually, and check the answers with a

partner’s

Give the correct answers and explanations, if

necessary

Speaking (10’)

Activity 3

Key act 1b:

1 Aviator

A person who flies an aircraft

2 Glider

A light aircraft that flies without an engine

3 Soaring

Flying fast and high in the air

4 Centenary

The 100th anniversary of an event

5 Replica

An exact copy of something 2: 1 T 2 F 3 F 4 T 5 F