Từ bỏ khóa: giáo án giờ đồng hồ anh lớp 6 chương trình thí điểm unit 9giáo án giờ đồng hồ anh lớp 6 chương trình thử nghiệm unit 10giao an dien tu tieng anh lop 4 chuong trinh moigian an tieng anh lop 5 chuong trinh thi diembài tập nâng cao ôn tập thi kì 2 tiếng đồng hồ anh lớp 6 công decide whether the statements are t or f. (12 minutes) ask ss to work individually and finish the task ask them to exchange their answers with a partner. 1.quang can't decide who he is going to talk about tomorrow. 2.quang wants to become as famous as steve jobs and michael jackson. 3.hung likes michael jackson's singing. 4.hung learnt to play a … on tap anh 6 thi diem hoc ki 2 hot; DE KIEM TRA ANH 8; Tiếng Anh 8 Thí điểm Test No 3; Luyện nghe tiếng anh mức A2 đề 2; Còn nữa ©2008-2017 Thư viện trực tuyến ViOLET Giấy phép mạng xã hội số 16/GXN-TTĐT cấp ngày 13 tháng 2 năm 2012 Thứ tư - 06/01/2021 03:29. Giáo án tiếng anh 11 hk2 pp mới soạn theo 5 bước của cv 5512, Giáo án tiếng anh 11 hk1 pp mới soạn theo 5 bước của cv 5512, Giáo án tiếng anh 10 hk1 pp mới soạn theo 5 bước của cv 5512, Giáo AN Tiếng Anh lớp 10 cơ bản trọn bộ, giáo án tiếng anh 10 thí điểm . Trang chủ Trọn bộ tài liệu tiếng anh 4 thí điểm » Mua Sách Tại Những Trang Thương Mại Điện Tử Uy Tín Mô tả Trọn bộ tài liệu tiếng anh 4 thí điểm bao gồm các sách giáo khoa, sách bài tập tiếng anh 4, các đề thi học kỳ 1,2, các đề thi bồi dưỡng học sinh giỏi, tài liệu IOE, thiết kế bài giảng, bài tập theo từng Unit, tài liệu tham khảo, Worksheet, các tài liệu khác. Đây được coi là bộ toàn liệu đồ sộ, toàn tập để các em học sinh và các thầy cô tham khảo, luyện tập, bồi dưỡng học sinh LINK DOWNLOAD BỘ TÀI LIỆU TẠI ĐÂY. Thẻ từ khóa Trọn bộ tài liệu tiếng anh 4 thí điểm, Trọn bộ tài liệu tiếng anh 4 thí điểm pdf, Trọn bộ tài liệu tiếng anh 4 thí điểm ebook, Trọn bộ tài liệu tiếng anh 4 thí điểm download, Tải sách Trọn bộ tài liệu tiếng anh 4 thí điểm, Download sách Trọn bộ tài liệu tiếng anh 4 thí điểm Tổng hợp kiến thức tiếng Anh lớp 4Tổng hợp Kiến thức tiếng Anh lớp 4 trọn bộ dưới đây nằm trong bộ đề Lý thuyết Tiếng Anh lớp 4 chương trình mới theo từng Unit năm 2022 - 2023 do tổng hợp và đăng tải. Ngữ pháp tiếng Anh lớp 4 theo từng unit bao gồm toàn bộ những công thức tiếng Anh quan trọng có trong Unit 1 - 20 SGK tiếng Anh lớp 4 của bộ GD& thêm Từ vựng tiếng Anh lớp 4 cả năm 2022 - 2023I. Ngữ pháp tiếng Anh lớp 4 học kì 1 năm 2022 - 2023Trọn bộ Ngữ pháp tiếng Anh học kì 1 lớp 4 bao gồm lý thuyết cấu trúc tiếng Anh quan trọng xuất hiện trong Unit 1 - 10 SGK tiếng Anh lớp 4 tập 1 giúp các em học sinh nắm được lý thuyết ngữ pháp trọng tâm học kì 1 tiếng Anh lớp 4 hiệu Tiếng Anh lớp 4 Unit 1 Nice to see you againXem chi tiết tại Ngữ pháp tiếng Anh Unit 1 lớp 4 Nice to see you again2. Tiếng Anh lớp 4 Unit 2 I'm from JapanXem chi tiết tại Ngữ pháp tiếng Anh Unit 2 lớp 4 I'm from Japan3. Tiếng Anh lớp 4 Unit 3 What day is it today?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 3 lớp 4 What day is it today?4. Tiếng Anh lớp 4 Unit 4 When's your birthday?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 4 lớp 4 When's your birthday?5. Tiếng Anh lớp 4 Unit 5 Can you swim?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 5 lớp 4 Can you swim?6. Tiếng Anh lớp 4 Unit 6 Where's your school?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 6 lớp 4 Where's your school?7. Tiếng Anh lớp 4 Unit 7 What do you like doing?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 7 lớp 4 What do you like doing?8. Tếng Anh lớp 4 Unit 8 What subjects do you have today?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 8 lớp 4 What subjects do you have today?9. Tiếng Anh lớp 4 Unit 9 What are they doing?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 9 lớp 4 What are they doing?10. Tiếng Anh lớp 4 Unit 10 Where were you yesterday?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 10 lớp 4 Where were you yesterday?II. Ngữ pháp tiếng Anh lớp 4 học kì 2 năm 2022 - 2023Tổng hợp ngữ pháp tiếng Anh học kì 2 lớp 4 bao gồm lý thuyết những cấu trúc tiếng Anh quan trọng xuất hiện trong Unit 11 - 20 SGK tiếng Anh lớp 4 tập 2 giúp các em học sinh tích lũy kiến thức ngữ pháp tiếng Anh hiệu Tiếng Anh lớp 4 Unit 11 What time is it?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 11 lớp 4 What time is it?2. Tiếng Anh lớp 4 Unit 12 What does your father do?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 12 lớp 4 What does your father do?3. Tiếng Anh lớp 4 Unit 13 Would you like some milk?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 13 lớp 4 Would you like some milk?4. Tiếng Anh lớp 4 Unit 14 What does he look like?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 14 lớp 4 What does he look like?5. Tiếng Anh lớp 4 Unit 15 When's Children's Day?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 15 lớp 4 When's Children's Day?6. Tiếng Anh lớp 4 Unit 16 Let's go to the bookshopXem chi tiết tại Ngữ pháp tiếng Anh Unit 16 lớp 4 Let's go to the bookshop7. Tiếng Anh lớp 4 Unit 17 How much is the T-shirt?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 17 lớp 4 How much is the T-shirt?8. Tiếng Anh lớp 4 Unit 18 What's your phone number?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 18 lớp 4 What's your phone number?9. Tiếng Anh lớp 4 Unit 19 What animal do you want to see?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 19 lớp 4 What animal do you want to see?10. Tiếng Anh lớp 4 Unit 20 What are you going to do this summer?Xem chi tiết tại Ngữ pháp tiếng Anh Unit 20 lớp 4 What are you going to do this summer?III. Cấu trúc ngữ pháp tiếng Anh lớp 4 trọng tâm1. Hỏi và đáp về sức khỏe của ai đóKhi muốn hỏi sức khỏe của ai đỏ dạo này ra sao, dùng cấu trúcHow + to be + S Subject?- Để trả lời cho cấu trúc trên, ta dùngS + to be + fine/ bad, Hỏi và trả lời ai đó từ đâu tới“Where” ở đâu, “from” từ. Khi muốn hỏi ai đó từ đâu đến, chúng ta sử dụng các cấu trúc sau. Trong trường hợp chủ ngữ là “he/ she” ở ngôi thứ 3 số ít thì ta sử dụng động từ "to be" là “is”.HỏiWhere is she/ he from?Cô ấy/ cậu ấy từ đâu tới đến?Trả lờiShe/ He + is from + tên địa danh/ quốc ấy/ Cậu ấy đến từ...3. Hỏi quốc tịch của bạn bằng tiếng Anh 4 mớiHỏi? What nationality are you?Quốc tịch của bạn là gì?Đáp+ I’m + là người ...4. Hỏi hôm nay là thứ mấyHỏiWhat day is it today? Hôm nay là thứ mấy?ĐápToday is + ngày trong tuầnHôm nay là5. Hỏi đáp có môn học nào đó vào thứ nàoHỏi Trong trường hợp chủ ngữ chính trong câu là you/ they/ we thì ta mượn trợ động từ "do" vì động từ chính trong câu là have có.What do we have on Mondays?Chúng ta có môn học nào vào các ngày thứ Hai?ĐápWe have + môn ta có...6. Hỏi ai đó làm gì vào các ngày trong tuầnKhi muốn hỏi ai đó làm gì vào các ngày trong tuần, chúng ta có thể sử dụng cấu trúc sauEx What do you do on + ngày trong tuần?Bạn làm gì vào thứ...?Hoặc What do you do on + ngày trong tuần, tên một ai đó?Bạn làm gì vào thứ... vậy...?Để trả lời câu hỏi trên, các em có thể dùngI + hành động làm làm...7. Hỏi và trả lời hôm nay là ngày bao nhiêu trong thángchúng ta thường sử dụng mẫu câu hỏi và đáp sau đâyHỏi? What is the date today?Trả lời+ It’s + tháng + ngày.+ It’s + the + ngày số thứ tự + of + is the date today? Hôm nay là ngày mấyIt’s October 9th. Hôm nay là ngày 9 tháng 10It’s the 9th of Hỏi và đáp về ngày sinh nhật của bạn là ngày nàoKhi chúng ta muốn hỏi ai đó sinh vào ngày nào hay sinh nhật lúc nào thì chúng ta có thể sử dụng cấu trúc sauHỏiWhen’s your/ her/ his birthday?Ngày sinh của bạn/ cô ấy/ cậu ấy là khi nào?Trả lờiIt’s + in + tháng...It’s + on + the + ngày dùng số thứ tự + of + ngày... tháng…* Để hỏi về nơi sinh, có thể dùng cấu trúc sauHỏi Where’s your/ her/ his birthplace? Nơi sinh của bạn/ cô ấy/ cậu ấy là ở đâu?Trả lờiIt’s + in + danh từ chỉ nơi chốn nơi sinhEx When's your birthday? Sinh nhật của bạn là khi nào?It's on the twelfth of May. Vào ngày 12 tháng your birthplace? Nơi sinh của bạn ở đâu?It's in Khanh Hoa. Ở Khánh Nói về khả năng làm được việc gìĐây là cấu trúc dùng để nói ai đó có khả năng làm được điều gì đól/ We/ They/ She/ He... + can + động Chúng ta/ Họ/ Cô ấy/ Cậu ấy... có thể...Ex They can speak English. Họ có thể nói tiếng Hỏi và đáp về khả năng làm được việc gì của ai đóKhi muốn hỏi một ai đó có thể/ biết làm việc gì đó không, chúng ta nên sử dụng cấu trúc sauHỏiWhat can you she/ he/ they... do?Bạn cô ấy/ cậu ấy/ họ... có thể làm gì?“What” cái gì, việc gì, “can” có thể là động từ khiếm khuyết động từ đặc biệt trong câu nên động từ còn lại là “do” làm phải ở dạng nguyên mẫu cho bất kỳ chủ ngữ nào cho dù chủ ngữ ở dạng số nhiều hay số ít, “you she/ he/ they...” là những chủ ngữ của I We/ They/ She/ He... + can + động Chúng ta/ Họ/ Cô ấy/ Cậu ấy có thể...Ex What can she do? Cô ấy có thể làm gì?11. Không có khả năng làm được việc gìKhi muốn nói ai đó không có khả năng làm gì, ta sử dụng cấu trúc với Can' trúcl/ We/ They/ She/ He... + can’t + động Chúng ta/ Họ/ Cô ấy/ Cậu ấy... không thể...Ex I can't play tennis. Tôi không biết chơi quần Hỏi và đáp về khả năng của ai đó có thể làm được khôngHỏiCan you/ she/ he/ they...? Bạn/ cô ấy/ cậu ấy/ họ có thể... không?*Khẳng định làm đươcYes, l/ she/ he/ they can. Vâng, tôi/ cô ấy/ cậu ấy/ họ có định không làm dượcNo, l/ she/ he/ they can’t. Không, tôi/ cô ấy/ cậu ấy/ họ không Can you swim? Bạn biết bơi không?Yes, I can. Vâng, tôi I can't. Không, tôi không Mẫu câu dùng để hỏi trường của ai đóHỏiWhere is + your his/ her + school?Trường của bạn cậu ấy/ cô ấy ở đâu?"Where" ở đâu, chủ ngữ trong câu là trường "của bạn/ cậu ấy/ cô ấy" chủ ngữ ở dạng số ít nên ta chia "to be" là “is”.ĐápIt’s in + tên đường nằm trên đường...14. Mẫu câu dùng để hỏi tên trườngHỏi What’s the name of your his/ her school?Tên trường của bạn cậu ấy/ cô ấy là gì?Trả lời My his/ her school is+ tên trường+ Primary của tối cậu ấy/ cô ấy là trường tiểu học...Ex What is the name of your school? Tên trường của bạn là gì?My school is Ngoe Hoi Primary School. Trường tôi là Trường Tiểu học Ngọc Mẫu câu hỏi ai đó học lớp mấyHỏi What class are you in? Bạn học lớp nào?Trả lời I’m in class+ N. Tôi học lớp…Ex What class are you in? Bạn học lớp nào?I'm in class 4E. Tôi học lớp Hỏi ai đó thích làm điều gìKhi muốn hỏi ai đó chủ ngữ ở dạng số nhiều thích làm điều gì, các em có thể sử dụng mẫu câu sau đây để hỏiWhat do yoụ like doing? Bạn thích làm gì?I + like + Gerund V-ing. Tôi thích…17. Hỏi đáp hôm nay có môn học nào đóTrong trường hợp chủ ngữ chính trong câu là you/ they/ we/ danh từ số nhiều thì ta mượn trợ động từ “do” và động từ sử dụng trong cấu trúc là have có.Hỏi what subject do you have today? Hôm nay bạn có môn học gì?Đáp I have + môn What subjects do you have today?Hôm nay bạn có môn học nào?I have English and Maths. Tôi có môn Tiếng Anh và môn muốn hỏi về môn học, chúng ta thường dùng cấu trúc trên. Trong trường hợp chủ ngữ chính trong câu là she/ he/ it/ danh từ số ít thì dùng động từ has có và mượn trợ động từ “does”.Cấu trúc sau What subjects does + she/he/ it/ danh từ số it + have today?Hôm nay cô ấy cậu ấy... có môn học gì?ĐápShe He/ lt/ Danh từ số ít has + môn ấy cậu ấy.., có môn...Ex What subjects does he have today?Hôm nay cậu ấy có môn gì?He has Maths. Cậu ấy có môn rộnga Hỏi đáp hôm nay bạn có môn học nào đó you have + môn học + today?Hôm nay bạn có môn... không?Đáp Đấy là câu hỏi ở dạng "có/ không" nên- Nếu học môn đó thì bạn trả lờiYes, I tôi có môn Nếu không học môn đó thì bạn trả lờiNo, I don’ Hỏi về môn học ưa thích của ai đóWhat subjects do/ does +S+ like?-> S+ like/ likes+ môn does+ S+ like+ môn học?-> Yes, S+ do/ does/ No, S+ don't/ doesn' Hỏi đáp khi nào có môn học nào đóHỏi When do you have + môn học?Khi nào bạn có môn... ?I have + it + on + các thứ trong có nó vào thứ...Ex When do you have Vietnamese?Khi nào bạn có môn Tiếng Việt?I have it on Tuesday, Thursday and Friday. Tôi có nó vào thứ Ba, thứ Năm và thứ Hỏi xem người khác đang làm gì vào thời điểm What + tobe + S + doing? Ai đó đang làm gì vậy?Đáp S + tobe + động từ_ing. Ai đó đang…Ex What are you doing? I'm writing a the boy doing? He's drawing a đang làm gì vậy? Tôi đang viết bé đang làm gì? Cậu ấy đang vẽ ý Có thể sử dụng các phó từ "now/ at the moment' giờ/ vào lúc này để đặt câu hỏi cho cấu trúc is + he/ she + động từ -ing + now/ at the moment? Cậu ấy/ Cô ấy đang làm gì bây giờ/ vào lúc này?What are + you/ they + động từ-ing + now/ at the moment? Bạn/ Họ đang làm gì bây giờ/ vào lúc này?21. Thì Hiện tại tiếp diễn - The present continuous1. Động từ Tobea Khẳng địnhS + am/ is/ are + V-ingTrong đó S subject Chủ ngữam/ is/ are là 3 dạng của động từ “to be”V-ing là động từ thêm “–ing”CHÚ Ý- S = I + am- S = He/ She/ It + is- S = We/ You/ They + areTa thấy động từ trong câu sử dụng thì hiện tại tiếp diễn cần phải có hai thành phần là động từ “TO BE” và “V-ing”. Với tùy từng chủ ngữ mà động từ “to be” có cách chia khác Phủ địnhS + am/ is/ are + not + V-ingCHÚ Ý- am not không có dạng viết tắt- is not = isn’t- are not = aren’tĐối với câu phủ định của thì hiện tại tiếp diễn ta chỉ cần thêm “not” vào sau động từ “to be” rồi cộng động từ đuôi “–ing”.c Nghi vấnAm/ Is/ Are + S + V-ing ?Trả lờiYes, I + am. – Yes, he/ she/ it + is. – Yes, we/ you/ they + I + am not. – No, he/ she/ it + isn’t. – No, we/ you/ they + aren’ với câu hỏi ta chỉ việc đảo động từ “to be” lên trước chủ I am./ No, I am he is./ No, he isn’ now ngay bấy giờ; right away ngay lập tức; now bấy giờ; at present; at the moment lúc này, hiện nay; at this time vào lúc này; today hôm nay, immediately ngay tức thì... Look! nhìn kìa!, Listen! nghe này! Động từ thườnga. Khẳng địnhI am + V-ingHe/ She/ lt/ danh từ số ít is + V-ingYou/ We/ They/ danh từ số nhiều are + V-ingb. Phủ địnhI am not + V-ingHe/ She/ lt/ danh từ số ít is not + V-ingYou/ We/ They/ danh từ số nhiều are not + V-ingc. Nghi vấnAm I+ V-ing...?Is he/ she/ it/ danh từ số ít+ v-ing...?Are you/ we/ they/ danh từ số nhiều+ V-ing...?d Cách dùng- Một hành động xảy ra trong thời gian đang Một hành động tạm Một hành động xảy ra trong tương lai đây Công thức tiếng Anh lớp 4 Unit 1 - 20. Mời bạn đọc tham khảo thêm nhiều tài liệu ôn tập Tiếng Anh lớp 4 khác nhau được cập nhật liên tục trên I. ObjectivesBy the end of the lesson, students will be able to1. Knowledge- Get to know the topic of “Further Education”+ Vocabulary words and phrases related to further educationvocational, academic, undergraduate,postgraduate, doctorate, major, gap year, CV.+ Pronunciation intonation in wh- questions+ Grammar the present perfect and the present perfect continuous2. Skills− develop Listening, speaking, writing, reading skills scanning, guessing/identifyingmeaning in context3. Attitude- have responsible attitude toward their Teaching method Integrated, mainly communicativeIII. Teaching aids- CD & CD player, board, chalks, textbook and Procedure1. Class organization2. Previous lesson check- distinguish perfect participles and perfect gerunds. Bạn đang xem tài liệu "Giáo án Tiếng Anh Lớp 11 Thí điểm - Unit 7 Further Education - Lesson 1 Getting started - Năm học 2020-2021", để tải tài liệu gốc về máy bạn click vào nút DOWNLOAD ở trênDate of preparing 26 /2/ 2021 Date of teaching 1 /3 /2021 UNIT 7 FURTHER EDUCATION Period 65th Lesson 1 Getting started I. Objectives By the end of the lesson, students will be able to 1. Knowledge - Get to know the topic of “Further Education” + Vocabulary words and phrases related to further education vocational, academic, undergraduate, postgraduate, doctorate, major, gap year, CV. + Pronunciation intonation in wh- questions + Grammar the present perfect and the present perfect continuous 2. Skills − develop Listening, speaking, writing, reading skills scanning, guessing/identifying meaning in context 3. Attitude - have responsible attitude toward their schoolwork. II. Teaching method Integrated, mainly communicative III. Teaching aids - CD & CD player, board, chalks, textbook and notebook. IV. Procedure 1. Class organization 2. Previous lesson check - distinguish perfect participles and perfect gerunds. 3. New lesson T’s and Ss’Activities Knowledge Ask ss questions about the illustration Who are the people in the picture? What are they doing? What do you think they plan to do after leaving secondary school? - Tell Ss that they are going to listen to a conversation between Phong, Kevin and Maria - Play the recording - Ask Ss listen to the recording and read the conversation. - Explain new words if necessary - Ss listen and read the conversation, take notes new word - Ask Ss to work individually and finish the task - Ask them to exchange their answers with a partner. - Check their answer, ask them to give evidences for the answer - Ask Ss to work forst individually, and then in groups of three to role-play the conversation and work out the answers. *Answer the questions are students are preparing their presentation leaving secondary want to study abroad. Activity 1 Listen and read Activity 2 Work in pairs. Complete each sentence with no more than three words. 1. Academic or vocational 2. undergraduate and post graduate 3. a bachelor’s degree 4. vocational courses/ a vocational course 5. apply for scholarships Activity 3 Work in groups of three. Read the conversation again and answer the questions by choosing the best answer 1. What can students do ? can study further education can pursue further education A and B - Ask Ss to work in pairs read and discuss the example first. Then give them a few minutes to think about their own plans and share them with their partners - elicit some answers from Ss in front of the class. Have the rest of the class ask further questions and discuss any points. 2. In what way do academic courses ? A. They can help students develop analytical skills, critical thinking and knowledge for higher education at a university or college aren’t helped students develop analytical skills, critical thinking and knowledge for higher education at a university or college are difficult to help students develop analytical skills, critical thinking and knowledge for higher education at a university or college do some students prefer not .? A. Because they don’t want to take some time before deciding on their career and major B. Because they want to take some time before deciding on their career and major C. Because they are difficult to take some time before deciding on their career and major 4. What are som advantages of .? a gap year can allow students to do voluntary work or internships, and travel. This practical experience will make their CVs look good a gap year can avoid students to do voluntary work or internships, and travel. This practical experience will make their CVs look good a gap year can encourage students to do voluntary work or internships, and travel. This practical experience will make their CVs look good Activity 4 Work in pairs. Discuss your plans after leaving secondary school - I’d like to work in a business environment, so I will choose business administration as my major. After graduating from secondary school, I will take some Business English courses and I will also work on my presentation skills. 4. Consolidation - Summarize the main points Getting to know the topic, vocabulary about further education, and the present perfect and the present perfect continuous. 5. Homework - practice the tasks. - prepare for the next lesson Date of preparation 2/3/2021 Date of teaching 5/3 2021 Period 66t UNIT 7 FURTHER EDUCATION Lesson 2 Language I. Aims and Objectives 1. Language focus - To provide learners some language items in Unit 7 - For vocabulary, that is words and phrases related to further education. - For pronunciation, that is intonation in wh- questions - For grammar, that is the present perfect and the present perfect continuous 2. Skills - To promote Ss to develop the skill of working in pairs and groups 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. Preparations - Teacher Handouts, textbook, pieces of papers, lesson plan and cassette. - Students Textbook II. Methods - The whole lesson Integrated, mainly communicative. IV. Procedure Teacher’s / Students’ activities Content A. WARM UP 5 ms * Methods/techniques of teaching and learning work with whole class - T asks Ss the questions about the education system in Viet Nam and in England. - Ss stand up to answer - Feedback and comment slightly the education system in Viet Nam and in England. B. VACABULARY 10 ms ACTIVITY 1 Complete the following simplified diagram of Viet Nam’s education system * Methods/techniques of teaching and learning work in pairs - Ask Ss to work individually first and then in pairs to do the task. - Ask Ss to do the tasks and compare the results with their partner Ss do as asked - T asks Ss to give answers and check again Activity 1 Complete the following simplified diagram of Viet Nam’s education system with the appropriate words form the box. Keys 1. Kindergarten 2. Primary education 3. Lower secondary education 4. Upper secondary education 5. College 6. University ACTIVITY 2 Completing sentences * Methods/techniques of teaching and learning work in pairs - Ask Ss to work individually first and then in pairs to do the task. - Ask Ss to do the tasks and compare the results with their partner Activity 2 * Keys 1. Academic 2. major 3. vocational 4. postgraduate 5. analytical C. PRONUNCIATION 10ms ACTIVITY 1 Listening and repeating Methods/techniques of teaching and learning work with whole class - T introduces the part and instructs Ss to read the demand to know what to read correctly - Ss look at the exercise and listen to teacher - T plays CD three times 1. - Ss listen to CD and practice reading them 2. – T asks Ss to pay attention to the sentences 3. - Play the recording again for Ss to listen, pausing after each sentence. 4. - Ask Ss to study the 1. Intonation on wh- questions Activity 1 Listen and repeat. Pay attention to the intonation the intonation on wh- questions ACTIVITY 2 practicing saying the sentences with a partner. Methods/techniques of teaching and learning pairwork - Ask Ss to read the word in rows paying attention to the intonation. - Ask Ss to do the task then compare the answer with their partner - Play the recording and let Ss listen and read chorally. - Ask Ss to listen to the sentences and practice reading them correctly - Invite some Ss to read these sentences in front of the class and correct mistakes, if there are any. Activity 2 Listen and repeat with correct intonation. The practice saying the sentences with a partner. D. GRAMMAR 15 ms ACTIVITY 1 Finding the time expressions * Methods/techniques of teaching and learning work in groups - T introduces the part, instructs Ss to talk in groups and gives some guide - Ask Ss to read the blue box and review the use and structure of the perfect participles. - Ask Ss to do the task then compare the answer with their partner - Ss listen to T and take notes - Ask Ss to compare their answer working in group - Check Ss’ answers, 2. Grammar The present perfect and the present perfect continuous Activity 1 Read the conversation in GETTING STARTED again. Find the time expressions used with the verb forms below. * Keys 1. for several days 2. lately 3. since grade 9 4. before ACTIVITY 2 Putting the verb in each sentence in present perfect continuous * Methods/techniques of teaching and learning work in groups -Let Ss finish the task and compare their answers with their partner's - Monitor the activity and help them if necessary. - Check the answers again as in class Activity 2 Put the verb in each sentence in present perfect continuous * Keys 1. have been surfing 2. has been living 3. has been looking 4. have been studying 5. has been teaching ACTIVITY 3 Choosing the correct form of the verbs * Methods/techniques of teaching and learning work in groups - Ask Ss to work individually first, then in groups and check their answers. Activity 3 Choose the correct form of the verbs in brackets to complete the sentences Keys read 2. have been reading 3. Have you applied 4. have been waiting 5. has been giving 6. have never understood E. WRAP UP 2 ms * Methods/techniques of consolidation work with whole class - T sums up the period - Ask Ss What have you learnt today? What can you do now? - Summarize the main points of the lesson. - Vocabulary related to further education - The present perfect and the present perfect continuous - Intonation F. HOMEASSIGNMENT 1 ms - T gives homework and suggests Ss prepare for new lesson - Ss write down and listen to teacher * Homework 1. Prepare new part reading 2. Review the part language Date of preparation 3/3/2021 Date of teaching 6/3 /2021 Period 67th Unit 7 FURTHER EDUCATION Lesson 3 READING I/ Aims 1. Educational aim By the end of the lesson, Ss will be able to read for specific information about preparation for higher education and learn some vocabulary related to further education and higher education. 2. Skills - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details about higher education opportunities 3. Attitudes - To encourage Ss to work harder - To provide Ss some motivation II. Methods - The whole lesson Integrated, mainly communicative. III/ Preparation -T board, textbook, chalk, some pictures. -Ss revise old lesson at home. IV/ Anticipated problems Ss may need help with the discussion task, so T should ready to help them. V/ Procedure Teacher’s / Students’ activities Content A. WARM UP 3 ms * Methods/techniques of teaching and learning work with whole class T asks Ss about higher education in Vietnam Ss stand up to reply freely higher education in Vietnam B. BEFORE YOU READ 5 ms ACTIVITY 1 * Methods/techniques of teaching and learning work in pairs - T introduces the table & asks Ss to describe it - Interactions between S & S - Ss work in pairs and say about them - T checks their answers Activity 1 Look at the table of the British state- run education system. Can you make a similar table for the education system of Viet Nam. Suggested answers Vietnamese state-run education system School Age Examination Kindergarten Primary school Lower secondary school Lower secondary school 3-5 6-10 11-14 15-17 GCSE C. WHILE YOU READ 27 ms ACTIVITY 1 Listen to CD and read the passage 10 ms * Methods/techniques of teaching and learning work with whole class - Let Ss read the three heading a, b, c d first and make sure they understand all of them - Ask Ss to read through the text once without stopping at the words that they don't know the meaning - Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text - Help them eliminate the choice that is only one aspect of the text Activity 2 Quickly read the text. Choose the best answer for it. * Key b ACTIVITY 2 Doing activities 3, 4 20 ms * Methods/techniques of teaching and learning work in pairs then with whole class - T instructs Ss to do the activity - Ss listen to T and look at the activity - T asks Ss do the activity by themselves for about 6 minutes - Ss do individually - T asks Ss to do the task then compare the answer with their partner T checks and corrects - T puts Ss in groups of 3, asks them to read the questions first to make sure they understand them by asking them to underline key words Activity 3 Match the words with their meanings Keys 1. d 2. c 3. e 4. a 5. b Activity 4 Read the text again. Decide if the following statements are true, false or not given. - T lets Ss read the text again and locate the parts of the text where they can get the answers * Keys 1. NG 2. F 3. F 4. F 5. T D. AFTER YOU READ 5 ms ACTIVITY Discuss with partner 5 ms * Methods/techniques of teaching and learning work in pairs - T asks students to work in pairs to discuss about the question - T asks them to brainstorm ideas about how to prepare for higher education in the UK. - Ss read the questions carefully and work in pairs to answer the questions. Activity 5 Work in pairs. Discuss how you can prepare for higher education in the UK. E. WRAP UP 4 ms * Methods/techniques of consolidation work with whole class - T calls on a good student to sum up the passage and the message of the passage to each student. - Ss stand up to say Sum up the passage F. HOMEASSIGNMENT 1 ms - T gives homework and suggests Ss prepare for new lesson - Ss write down and listen to teacher * Homework 1. Prepare new part Speaking 2. Review the part Reading I. OBJECTIVES - By the end of the lesson, students are expected to be able to 1/ Knowledge- apply vocabulary related to the topic of the lesson on reading, speaking or writing. - read a passage comprehensively - arrange the sequence of an event 2/ Skills - reading skill as well as speaking and writing skill - work in groups effectively 3/ Attitudes - Students know about volunteer work. - be willing to cooperate with other classmates 4/ Orientation for ability and character development -improve reading comprehension -improve analyzing and observing capacity -verbalize thoughts of volunteer work by using vocabulary and expression for describing a better community -gain more vocabulary of topic of a better community Bạn đang xem 20 trang mẫu của tài liệu "Giáo án Tiếng Anh Lớp 10 Thí điểm - Unit 4 For a better community", để tải tài liệu gốc về máy bạn click vào nút DOWNLOAD ở trênDate of preparation Date of teaching / / 201 Class Period 31. UNIT 4 FOR A BETTER COMMUNITY GETTING STARTED I. OBJECTIVES - By the end of the lesson, students are expected to be able to 1/ Knowledge- apply vocabulary related to the topic of the lesson on reading, speaking or writing. - read a passage comprehensively - arrange the sequence of an event 2/ Skills - reading skill as well as speaking and writing skill - work in groups effectively 3/ Attitudes - Students know about volunteer work. - be willing to cooperate with other classmates 4/ Orientation for ability and character development -improve reading comprehension -improve analyzing and observing capacity -verbalize thoughts of volunteer work by using vocabulary and expression for describing a better community -gain more vocabulary of topic of a better community II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT Content Knowledge Comprehension Application level 1 Application level 2 1. Match the vocabulary comprehension For a specific context, it is necessary to use specific word. Context helps find out meaning of a word or a phrase Finding out the correct answer in task 1 Reading thoroughly without hesitating about meaning of a new word Question Can you find out the word to fill in the uncompleted sentence? 2. Read for specific information in process of reading It is possible to decide whether statements are true or false by searching required information in the passage. To decide whether statements are true or false, students need to know key words in statements and scan for those key words in the passage. Identifying specific and necessary information effectively by scanning skill Recognizing specific information in a passage to understand the main idea of that passage Question Can you decide whether these statements are true or false? 3. Apply vocabulary and expressions gained by reading in speaking and writing Vocabulary and expression gained through reading may be applied in speaking and writing To speak and write about a topic, students need to read more about that topic Writing about volunteer work Talking about local community development Question Can you write or talk about local community development? III. PREPARATION OF TEACHER AND STUDENTS 1. Teacher’s preparation chalk, handouts, speaker, pictures. 2. Students’ preparation textbooks, notebooks 3. Teaching methods Communicative Language Teaching PROCEDURES Teacher’s activities Students’ activities Board/Screen show/Teaching aids Expected skills/capacity I. WARM-UPChatting - ask Ss to look at the picture and answer some questions II. PRESENTATION & PRACTICE 1. Pre-teaching Vocabulary - volunteer n tình nguyện viênà explanation - disadvantaged adj thiệt thòiàexplanation - by chance exp tình cờàtranslation - advertisement n quảng cáoàrelia or picture Checking vocabulary Rub out and Remember 2. Task 1 Listen and Read - tell Ss that they are going to listen to a conversation between two friends, Hieu and Quan. - let Ss guess what Hieu and Quan are talking about. - play the recording. - ask Ss to listen and read the conversation at the same time. - call on some Ss to read the conversation aloud. - correct their pronunciation and intonation. 3. Task 2 Answer the questions - ask Ss to work in pairs. - let Ss read the conversation and give the answers to the questions. - call on some Ss to report their answers. - check Ss' answers and encourage Ss to give their own opinions to answer questions 4 and 5. * Key He called Hieu at 2 yesterday afternoon. Hieu was teaching children at the Happy Mind Charity Centre. Yes, he was. At first, many of his students couldn’t read or write. Now all of them can read and write. It’s a meaningful work. He tried his best to help the disadvantaged children. Due to Hieu and others’ contribution, many children get education. III. PRODUCTION Task 3 Make dialogues using the expressions in the box. - let Ss work in pairs. - get them to practice making conversations using the expressions in the box. - call on some pairs to speak out in front of the class. - ask Ss to give comments on their presentations. - corrects some of their errors. IV. HOMEWORK - ask Ss to learn new words and prepare for the next lesson. - look at the picture -answer some questions -guess the words - Listen to the recording. - Read the conversation -Do the reading task number 2 + read the requirement of task1 +discuss in pairs to find out the correct answers +present and explain the correct answers and why they are chosen -Get feedback. -Work in groups -Present their ideas -Discussing with the whole class - take notes -CD player - text books Board, pictures, postcard CD player Board, textbook Board, textbook Board -analyzing -oral answering -Observing -Analyzing -Vocabulary -Accuracy -Fluency -Confidence -analyzing requirement -working in pairs -reading comprehension -presenting -Discussing -Teamwork -Communicating -Writing Date of preparation Date of teaching / / 201 Class 10B Period 32. UNIT 4 FOR A BETTER COMMUNITY LANGUAGE I. OBJECTIVES - By the end of the lesson, students are expected to be able to 1/ Knowledge - recognize the differences in pronunciation of the /nd/, / ŋ/, /nt/ sound. - revise the use of some tenses 2/ Skills - improve pronunciation as well as speaking skill - work in groups effectively 3/ Attitudes -understand music . - cooperate with other students readily - be confident to present in front of classmates and teacher 4/ Orientation for ability and character development -improve pronunciation -improve analyzing and observing capacity -improve speaking skill as well as writing skill -verbalize thoughts of music by applying compound sentences, to-infinitives and bare-infinitives II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT Content Knowledge Comprehension Application level 1 Application level 2 1. Recognize the differences in pronunciation of the est/ ənt/eit sound. Words which consist of the /nd/, / ŋ/, /nt/ sound It is important to pronounce words correctly Recognize the differences in pronunciation of the /nd/, / ŋ/, /nt/ sound. Speaking English fluently and correctly Question Could you pronounce the words consisting of the /nd/, / ŋ/, /nt/ sound? 2. Revise the use of the past simple vs. the past continuous with when and while and how to use adjectives ending in suffixes -ed vs. -ing; -ful vs. -less It is possible to use of the past simple vs. the past continuous with when and whil Using the past simple vs. the past continuous with when and while may help us write or speak more comprehensively. Expressing the situations using adjectives ending in suffixes -ed vs. -ing; -ful vs. -less Speaking cohesively and fluently Question Could you express these situations using adjectives ending in suffixes -ed vs. -ing; -ful vs. -less? III. PREPARATION OF TEACHER AND STUDENTS 1. Teacher’s preparation chalk, handouts, speaker, pictures. 2. Students’ preparation textbooks, notebooks 3. Teaching methods Communicative Language Teaching PROCEDURE Teacher’s activities Students’ activities Board/Screen show/Teaching aids Expected skills/capacity I. VOCABULARY Task 1 Find the adjectives ending with the following suffixes in the GETTING STARTED conversation. - ask Ss to read the conversation again and underline the adjectives ending with the suffixes -ed vs. -ing; -ful vs. -less - check if Ss know the differences between –ed and –ing adjectives and –ful and –less adjectives. - give examples if necessary. * Key -ed disadvantaged, interested, excited -ing interesting -ful useful, helpful, meaningful -less hopeless Task 2 Use the words in brackets with appropriate endings to complete the following sentences. - have Ss work in pairs. - call on some Ss to read their answers aloud. - check their answers and give explanations if necessary. * Key 1. meaningless 2. interested 3. hopeless 4. useful 5. excited, meaningless 6. exciting II. PRONUNCIATION 1. Listen and Repeat - have Ss listen and repeat the words. - help Ss distinguish these three sounds. - give the meaning of the words if necessary. - ask Ss to work in pairs and take turns reading the words in columns and in rows. - invite individual Ss to read the words. 2. Read the sentences aloud - model the sentences first - ask Ss to read the sentences aloud. - call on some Ss to read in front of class. - check their pronunciation and correct their errors. III. GRAMMAR Task 1 Rewrite the sentences in the past tense, using the time expression in brackets. - ask Ss to pay attention to the time expressions in brackets and ask them to find the verb tense to go with these time expressions. - get Ss to rewrite the sentences in the past tense. - let Ss compare their answers with their partners. - call on some Ss to write their answers on the board. - check their answers and correct their errors. * Key I wore jeans to school yesterday. My sister and I bought a lot of clothes last summer. My father read newspapers in bed last night. My mother made my bed last Sunday. I wrote letters to my grandparents yesterday afternoon. Task 2 Match 1-5 with a-e and complete the sentences in the past simple or the past continuous - have Ss do this activity individually. - ask Ss to match 1-5 with a-e and complete the sentences in the past simple or the past continuous. - call on some Ss to speak their answers aloud and the write them down on the board. - check the answers with the whole class. * Key 1. d We were walking in the park when it started to rain. 2. c While I was talking to a friend, the teacher asked me a question. 3. e We lost the keys while we were playing in the garden. 4. b We were sitting on a bench in the park when someone took our school bags. 5. a When the phone rang, I was having a bath. IV. HOMEWORK - ask Ss to practice pronouncing the sounds they’ve learned. - get Ss to review the new words. - have Ss learn the grammatical points. - underline the adjectives - Get feedback and write them down - complete the following sentences - Get feedback and write them down - Listen to the recording. - Read the words - Listen to the recording. - Read the words - rewrite the sentences in the past tense. - Understand the task - work individually - Get feedback. -take notes Textbooks Textsbooks Textsbooks, CD player Board, textbook textbook Board -analyzing -oral answering -analyzing -oral answering -Accuracy -Fluency -Confidence -Accuracy -Fluency -analyzing requirement -working in pairs -presenting -analyzing the requirement -presenting -grammar -pronunciation Date of preparation Date of teaching / / 201 Class 10 Period 33. UNIT 4 FOR A BETTER COMMUNITY READING I. OBJECTIVES - By the end of the lesson, students are expected to be able to 1/ Knowledge- apply vocabulary related to the topic of the lesson on reading, speaking or writing. - read a passage comprehensively - arrange the sequence of an event 2/ Skills - reading skill as well as speaking and writing skill - work in groups effectively 3/ Attitudes - Students know about community. - be willing to cooperate with other classmates 4/ Orientation for ability and character development -improve reading comprehension -improve analyzing and observing capacity -verbalize thoughts of music by using vocabulary and expression for community development -gain more vocabulary of topic of a better community II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT Content Knowledge Comprehension Application level 1 Application level 2 1. Match the vocabulary comprehension For a specific context, it is necessary to use specific word. Context helps find out meaning of a word or a phrase Finding out the correct answer in task 1 Reading thoroughly without hesitating about meaning of a new word Question Can you find out the word to fill in the uncompleted sentence? 2. Read for specific information in process of reading It is possible to decide whether statements are true or false by searching required information in the passage. To decide whether statements are true or false, students need to know key words in statements and scan for those key words in the passage. Identifying specific and necessary information effectively by scanning skill Recognizing specific information in a passage to understand the main idea of that passage Question Can you decide whether these statements are true or false? 3. Apply vocabulary and expressions gained by reading in speaking and writing Vocabulary and expression gained through reading may be applied in speaking and writing To speak and write about a topic, students need to read more about that topic Writing an application letter Talking about local community development Question Can you talk about local community development? III. PREPARATION OF TEACHER AND STUDENTS 1. Teacher’s preparation chalk, handouts, speaker, pictures. 2. Students’ preparation textbooks, notebooks 3. Teaching methods Communicative Language Teaching PROCEDURE Teacher’s activities Students’ activities Board/Screen show/Teaching aids Expected skills/capacity I. WARM-UP Word Search - divide the class into 2 groups. - ask Ss to find out the key word by answering 6 question. - declare the winner. Key word Volunteer Lead-in Today we will read a text about a volunteer work. II. PRE-READING 1. Pre-teaching vocabulary - field n lĩnh vựcà explanation - attachment n sự gắn bóàvideo clip and gap-filling - narrow-minded adj nông cạnàtranslation - try out thử nghiệmàsynonym = test - dedicated adj tận tụy, tận tâmàexample 2. Checking vocabulary Put the letters in the right order to make a meaningful word. III. WHILE-READING Task 1 Complete the text by matching sentences a-e with gaps 1-4. There is one extra sentence you do not need. - let Ss work in pairs. - tell Ss to read the text quickly and complete it. - elicit strategies from Ss and reeat them if necessary. - call on a few Ss to report their answers in front of class. - give correct answers and explanation if necessary. * Key 1. d 2. a 3. b 4. c Task 2 Multiple Choice - have Ss work in pairs. - deliver the handouts. - ask Ss to read the text again and choose the best answer for the following questions. - get some Ss to speak out their answers. - check their answers. * Key 1. A 2. B 3. C 4. B 5. A IV. POST-READING Task Discussion - divide the class into 6 groups. - ask Ss to express their ideas about the statement above. - give some cues to help them. V. HOMEWORK - learn all the new words by heart. - prepare for the next lesson. - find out the key word -Guess English word which teacher would like to elicit -Get feedback and write them down -Do the reading task number 1 + read the requirement of task1 +discuss in pairs to find out the correct answers +present and explain the correct answers and why they are chosen -Get feedback. -Work in pairs -Read the text again -answer the questions -Work in groups -Present their ideas -Discussing with the whole class -Take note - - text books Board, pictures, postcard Board, textbook Board, textbook Board, textbook Board, textbook -observing -analyzing -oral answering -Observing -Analyzing -Vocabulary -Accuracy -Fluency -Confidence -analyzing requirement -working in pairs -reading comprehension -presenting analyzing requirement -working in pairs -reading comprehension -presenting -Teamwork -Communicating Date of preparation Date of teaching / / 201 Class 10 Optional Period 11. REVIEW OF PRONUNCIATION, VOCABULARY AND GRAMMAR I. Aim By the end of the lesson, SS will be able to + learn some more vocabulary about the topic Family Life. + revise pronunciation. + revise simple present, present continuous tenses. - Skills Reading, speaking, listening, writing - Teaching aids Handouts. II. PRACTICE. PRONUNCIATION - Get ss to work in pairs. - Deliver handouts to each pair. - Teacher goes round the class and help ss when necessary. - Get some random ss to give out the answer on the board. - Feedback and give correct answers. Task 1 Choose the odd one out A. want B. applicant C. vacant D. tenant A. advertisement B. movement C. comment D. announcement A. belong B. among C. strong D. long A. land B. band C. demand D. husband A. legend B. lend C. defend D. pretend * Key A. want B. applicant C. vacant D. tenant A. advertisement B. movement C. comment D. announcement A. belong B. among C. strong D. long A. land B. band C. demand D. husband A. legend B. lend C. defend D. pretend VOCABULARY - Get ss to work in pairs. - Deliver handouts to each pair. - Teacher goes round the class and help ss when necessary. - Get some random ss to give out the answer on the board. - Feedback and give correct answers. Task 2 Complete each of the following sentences with a word from the box. charity handicapped donated needy remote volunteers homeless disadvantaged A group of businessman in the local area ____________ ten million VND to this charity organization last Tet holiday. In our city, there are thousands of ____________ people without roof over their heads, warm clothes, or food to eat. Do you agree with the saying “____________ begins at home?” Last summer holiday, a group of volunteer students came to help ____________ people in the area because these people didn’t have enough food to eat. Our charity organization is relying on ____________ to run the office and answer phone calls. In all buildings, we should improve facilities for people who are physically ____________. Last year, the Ministry of Education set u a nationwide educational program for economically ____________ children. The learning conditions of children in a ____________ mountainous village are really bad. * Key A group of businessman in the local area donated ten million VND to this charity organization last Tet holiday. In our city, there are thousands of homeless people without roof over their heads, warm clothes, or food to eat. Do you agree with the saying “charity begins at home?” Last summer holiday, a group of volunteer students came to help needy people in the area because these people didn’t have enough food to eat. Our charity organization is relying on volunteers to run the office and answer phone calls. In all buildings, we should improve facilities for people who are physically handicapped. Last year, the Ministry of Education set u a nationwide educational program for economically disadvantaged children. The learning conditions of children in a remote mountainous village are really bad. GRAMMAR - Get ss to work in pairs. - Deliver handouts to each pair. - Teacher goes round the class and help ss when necessary. - Get some random ss to give out the answer on the board. - Feedback and give correct answers. Task 3 Put each of the verbs in the past progressive or past simple. They __________ study in the library when the fire alarm went off. It __________ snow when I got up this morning. Alber Einstein __________die in 1995. Tom __________go to the post office twice yesterday. He fell while he __________go down the stairs. What she __________ do when you __________ arrive there? She __________ write a letter. Mary and Tom __________ live in London 2 years ago. At 8 o’clock yesterday evening my father __________read newspapers and my mother __________cook. They __________sell their house several days ago. When you __________ see her? – Last night. * Key They were studying in the library when the fire alarm went off. It was snowing when I got up this morning. Alber Einstein died in 1995. Tom went to the post office twice yesterday. He fell while he was going down the stairs. What was she doing when you arrived there? She was writing a letter. Mary and Tom lived in London 2 years ago. At 8 o’clock yesterday evening my father was reading newspapers and my mother was cooking. They sold their house several days ago. When did you see her? – Last night. HOMEWORK. - Have ss prepare the next part of the lesson Unit 4 – SPEAKING. Date of preparation Date of teaching / / 201 Class 10 Period 34. UNIT 4 FOR A BETTER COMMUNITY SPEAKING I. OBJECTIVES - By the end of the lesson, students are expected to be able to 1/ Knowledge- talk about music - express their ideas about a better community. - apply vocabulary and expression for describing a better community 2/ Skills - speaking skill as well as listening and writing skill - work in groups effectively 3/ Attitudes - understand some facts about a better community - cooperate with other students readily - be confident to speak in front of classmates and teacher 4/ Orientation for ability and character development -improve speaking skill -improve analyzing and observing capacity -improve pronunciation -verbalize thoughts of a better community II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT Content Knowledge Comprehension Application level 1 Application level 2 1. Select suitable information to speak about music Not all information is necessary for presenting orally an issue. Selecting suitable information to present is a strategy to effectively speak. Talking about a better community Talking about an issue effectively by choosing suitably information Question Could you choose the things which apply to music? 2. Build up questions for music When talking about an issue, speaker is required to supply thoughtfully and logical information. Information from a table helps speaker systemize information to talk logically. Building up questions for a better community Talking about problem or an issue by organizing information from a table Question Can you build up some questions by using cues in the table? and answer the questions about a better community Conversation is required to be natural and logical. To make a successful conversation, people need to take turn to ask and answer Making a conversation about a better community by using cues in the table. Talk to anyone about a better community Question Can you make a conversation about a better community by using cues in the table? III. PREPARATION OF TEACHER AND STUDENTS 1. Teacher’s preparation chalk, handouts, speaker, pictures. 2. Students’ preparation textbooks, notebooks 3. Teaching methods Communicative Language Teaching PROCEDURE Teacher’s activities Students’ activities Board/Screen show/Teaching aids Expected skills/capacity I. WARM-UP Name the activities - ask Ss to look at the pictures and name the activities What are they doing? Do you think these activities are useful? II. PRE-SPEAKING 1. Pre-teaching vocabulary - low-income adj có thu nhập thấp à explanation - facility n trang thiết bị à explanation - remote area n vùng xa xôi à example - train v đào tạo, huấn luyện à synonym - ensure v bảo đảm chắc chắn à translation Rub out and Remember 3. Task 1 Matching - have Ss work in pairs. - ask Ss to match some local activities for community development with the reasons why they are important. - go round and give help if needed. - check Ss’ answers. - call on individual Ss to read aloud these activities and give the reasons why they are important. * Key 1. c 2. d 3. e 4. a 5. b III. WHILE-SPEAKING Task 2 Discuss why the activities above are important for community development. - have Ss work in pairs. - ask Ss to prepare ideas to support their reasons. - encourage Ss to have different viewpoints. - make a model with a student. - call on some pairs to present their ideas in front of the class. - correct their pronunciation, grammar and expressions. Task 3 Discuss the activities for community development in order of importance. - have Ss work in groups and look at Activities for community in Task 1. - ask members of each group to rank the activities in the order of importance. - encourage Ss to discuss to decide on the three most important / urgent things to do in their local area and explain why. - ask Ss to practice using Useful phrases in speaking. - get each group to choose a student and present the group’s decisions to the whole class. - let other Ss raise questions and ask the presenter for further explanations. - ask the class to vote for the group with the best decisions. IV. POST-SPEAKING Task Watch a video clip and answer the questions. - let Ss work individually - ask them to answer the questions based on the information in the video clip. - give good marks if they have correct answers. V. HOMEWORK - ask Ss to learn new words and prepare for the next lesson. - name the activities -guess the words - match some local activities for community development -discuss -discuss - answer the questions -Take note -postcard Board, pictures, postcard Board, textbook textbook Board, textbook -TV -observing -analyzing -answering -observing -analyzing -vocabulary -analyzing requirement -working in pairs -presenting -analyzing requirement -working in groups -presenting -analyzing requirement -presenting - -speaking writing Date of preparation Date of teaching / / 201 Class 10 Period 35. UNIT 4 FOR A BETTER COMMUNITY LISTENING I. OBJECTIVES -By the end of the lesson, students are expected to be able to 1/ Knowledge- listen to the conversation to get detail information about a better community. - decide on True or False statements - listen questions comprehensively - apply vocabulary and expression for describing music 2/ Skills - improve listening skill as well as speaking skill - work in groups effectively 3/ Attitudes - cooperate with other students readily - be confident to speak in front of classmates and teacher 4/ Orientation for ability and character development -improve listening comprehension skill - improve analyzing and observing capacity - improve pronunciation - verbalize thoughts of a better community II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT Content Knowledge Comprehension Application level 1 Application level 2 1. Identify key words for listening comprehension In a conversation, there is a topic and there are key words relating to that topic. Identifying those key words is very important to listening thoroughly. Identifying key words in a conversation Understanding main meaning of a conversation Question Could you find out key words in each following sentences? 2. Listen to the conversation to identify specific information Specific information in a conversation is found out easily if you listen to the conversation carefully Identifying key words in each question before listening to specific information is very necessary Identifying specific information in a conversation Understanding main meaning of a conversation Question Could you listen to the conversation? III. PREPARATION OF TEACHER AND STUDENTS 1. Teacher’s preparation chalk, handouts, speaker, pictures. 2. Students’ preparation textbooks, notebooks 3. Teaching methods Communicative Language Teaching PROCEDURE Teacher’s activities Students’ activities Board/Screen show/Teaching aids Expected skills/capacity I. WARM-UP Chatting - ask Ss to look at the pictures and answer questions. II. PRE-LISTENING 1. Pre-teaching vocabulary - needy adj nghèo túng, khó khăn àsynonym - donate v tặng, biếu, quyên góp à explanation - non-profit adj phi lợi nhuần à explanation - approach v tiến gần à synonym - goal n mục tiêu, mục đích à synonym 2. Checking vocabularyMatching number 2, p. 43, textbook - ask Ss to match the words with their definitions and tell the part of speech of these words. - call on some Ss to read their answers aloud. - check their answers with the whole class. * Key public service announcement noun phrase donate v non-profit adj III. WHILE-LISTENING Task 1 Listen to the announcement by the director of Heart to Heart Charity and decide whether the following statements are true T or false F - have Ss guess their answers, encouraging all possible guesses and explanations. - write their guesses on a corner of the board so that they can see if their guesses are correct later. - play the recording and let Ss do the activity. - call on some Ss to read their answers aloud. - check their answers with the whole class. If many Ss in the class have the same incorrect answer, play the recording again and stop at the place where Ss can get the correct answer. * Key1. T 2. F 3. F 4. F 5. T Task 2 Listen to the announcement again and choose the best answer. - have them work in pairs. - have Ss listen to the recording once . - call on some Ss to check their answers. * Key1. C 2. A 3. B IV. POST-LISTENING Task Discussion - ask Ss to work in groups. - get them to ask and answer the questions. - encourage Ss to share their personal experience or intentions to volunteer or do community service. - call on a S in some groups to report their ideas. - ask Ss in other groups to give comments and add some more ideas. V. HOMEWORK - ask Ss to learn new words and prepare for the next lesson. - Look at pictu 1Week Duration . 1 35 minutes. UNIT 1 NICE TO MEET YOU AGAIN Lesson 1 I/ Aims By the end of the lesson, sts will be able to - Know the way to greet formally. - Practice listening and speaking skills. II/ Language contents * Vocabularies morning, afternoon, evening, night * Structure Good ______, ___________. III/ Teaching aids Teaching plan , English 4, workbook, pictures , chalk, board, crayons.… IV/ Skills Speaking, Listening. V. Procedure Time Contents Teacher’s activities Students’ activities I. Warm up 5’ Greeting Gets students -Introduce themselves introduce themselves - Listen - Introduces the new lesson. II. New lesson 5’ Introduce some - Introduces some - Look, listen some characters. characters characters - Teaches the formal - Listen and repeat the - Teach the formal greeting. formal greeting. Take greeting notes 1. Look, listen and repeat - Asks students to look - Look at the picture at the picture of the of the class. class. - Plays the tape and - Listen and repeat asks students repeat 24’. 2. Point and say Good morning, _____. name Good afternoon, _____. Good evening, _____.. - Asks students to look - Look at the pictures at the pictures - Asks students to work - Work in pairs. in pairs - Calls some pairs to Some pairs to. 2 5’. 1’. demonstrate the task in front of the class - Plays the tape for students to listen and 3. Listen and tick tick the correct answers Answers 1. b; 2. a; 3. a. - Asks students to exchange their answers with their partners - Provides the answers and explanations 4. Look and write Answers 1. morning; - Asks students to look 2. afternoon; at the pictures 3. bye. - Asks students to fill the blanks individually - Get students to swap their answers before checking as a class. 5. Let’s sing - Asks students to sing “Good morning to you”. III. Home work - Review the lesson at home and prepare the next lesson. demonstrate the task - Listen and tick the correct answers Exchange and compare their answers with their partners - Listen and check answers - Look at the pictures - Fill the blanks individually - Swap their answers in pairs. - Sing “Good morning to you”. 3 Week Duration . 2 40 minutes. UNIT 1 NICE TO SEE YOU AGAIN Lesson 2. I. Aim By the end of the lesson, students will be able to know the way to say and respond goodbye II. Language content 1. Vocabulary pupil, night, tomorrow, see, meet, again, later 2. Sentence pattern Good bye. See you tomorrow/ see you again 3. Skill speaking and listening III. Resources and teaching aids teacher’s and student’s book, projector, CD, pictures…… IV. Techniques ask and answer, role play, rub out and remember. V. Procedure Time Contents Teacher’s activities Students’ activities I. Warm up 5’ Sing “Good morning to - Gets students to sing - Sing you” - Introduces the new lesson. - Listen 5’. lesson Introduce characters. - Teach greeting. 24’. the. some Introduces some - Look, listen some characters characters - Teaches the formal - Listen and repeat the formal greeting. formal greeting. Take notes. 1. Look, listen and repeat - Asks students to look at the picture of the class. - Plays the tape and asks students repeat 2. Point and say Good bye. See you - Asks students to look tomorrow/later at the pictures Good night. - Asks students to work in pairs - Calls some pairs to demonstrate the task in front of the class 4. Listen and number. - Look at the picture of the class. - Listen and repeat - Look at the pictures - Work in pairs. Some pairs to demonstrate the task. 4 Answers a. 2; b. 4; c. 1; - Asks students to look d. 3. at the pictures - Plays the tape for students to listen and do the task - Asks students to exchange their answers with their partners - Provides the answers and explanations 5. Look and write Answers 1. Viet Nam/ Tom 2. Mr. Loc/ Good morning 3. Good night/ Good night. 5’. 1’. III. Production 3. Let’s talk Good _______ morning; afternoon; evening. Nice to meet you. Good_______ bye. See you tomorrow/ later.. - Asks students to look at the pictures - Asks students to fill the blanks individually - Get students to swap their answers before checking as a class.. - Look at the pictures - Listen and write the number for correct pictures Exchange and compare their answers with their partners - Listen and check answers. - Look at the pictures - Fill the blanks individually - Swap their answers in pairs.. - Asks students to work in pairs to do the task - Calls some pairs to demonstrate the task in front of the class. - Asks students to work in pairs to do the task - Calls some pairs to demonstrate the task in front of the class - Asks students to play - Join into the game the game. IV. Home work - Review the lesson at home and prepare the next lesson. TẢI GIÁO ÁN TIẾNG ANH LỚP 4 THÍ ĐIỂM FULL CẢ NĂM TẠI ĐÂY. HOẶC TẠU ĐÂY. 5 6

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