Giáo án Tiếng Anh Lớp 10 - Tiết 38 đến 42 - Nguyễn Văn Tạo

Date:
Period 38
REVISION -1
I. Objectives: By the end of this lesson, students will be able to:
Consolidate the structures and the usage of some English tenes.
Master the tenses by doing exercises or talking/ describing things/ events.
II. Language Focus:
Grammar: + Adverbs of frequency.
	 + Present simple/ progressive
 	 + Past simple/ progressive
III. Teaching Aids: handouts, textbook . . . .
IV. Procedures:	
Stages/
Time
Teacher’s Activities
Students’ Activities
Warm – up
(5 minutes)
-T asks Ss to work in pairs to ask and answer about their daily routine. 
- T asks Ss some questions as demonstrations
-T ask what tense they usually use to talk about their daily routine
-Ss ask and answer 
-Ss discus with their friends to answer the teacher’s request.
Pre –
reading
10 minutes
- Teacher asks Ss to give the structure of the present simple tense.
- T calls one of the students to go to the board and write down the structure of the present simple tense.
* Suggested structure:
I. The simple present tense:
1. Structure:
(+) S + V(S/ES) + .....
(-) S + do/ does + not + V(Bare Infinitive)
(?) Do/ Does + S + V(Bare Infinitive) ...... ?
 Note: To be: am/ is /are
2. Usage:
 *Note: 
II. The present progressive tense.
1. Structure:
(+) S + am/ is/ are + V-ing
(-) S + am/ is/ are + not + V-ing
(?) Am/ Is/ Are + S + V-ing ...... ?
2. Usage: 
*Note: Used with “now, right now, at the moment, at present”
III. The past simple tense:
1. Structure:
(+) S + V-ed-II + .......
(-) S + did + not + V(Bare Infinitive)
(?) Did + S + V(Bare Infinitive) ......... ?
 Note: To be: was/ were
2. Usage: 
IV. The present progressive tense.
1. Structure:
(+) S + was/ were + V-ing
(-) S + was/ wqere + not + V-ing
(?) Was/ Were + S + V-ing ......?
2. Usage: 
*Note: Used with “at that time, at this time yesterday, at 6.a.m last night....”
 -Ss listen to the teacher and complete the Task.
-Ss present.
-Ss give the usage.
.
- Ss give the structure of the present progressive tense.
Ss present the usage.
Ss use the structure to change the S into the Negative and Interrogative.
-Ss present give the structure
Ss present the usage.
- Ss work in pair and go to the board to present their answers.
- Ss work in groups to answer the T’s questions.
- Ss give the structure of the present progressive tense. 
While – reading
6 minutes
Task 1 – Matching
-T asks Ss to read three TV programme schedules and do Task 1.
-T tells Ss to compare their answers with each other. 
-T calls on Ss to read and explain their answers in front of the class. 
-T gives feedback and correct answers. 
1 – c 2 – a 3 – d 4 – b
-Ss read the letter.
-Ss compare the answers with a partner. 
-Some Ss present the answers in front of the class, others listen and remark.
7 minutes
Task 2 – True or False
-T has Ss work individually to read the programmes carefully and decide whether the statements are T or F. 
-T goes around the class and provides help if necessary.
-T calls on some pairs to act out the activity in front of the class.
-T comments and gives the suggested answers. 
* Suggested answers:
1. T
2. T
3. F (The Nature of Language is the documentary programme at 15:15 on VTV3)
4. T
5. F (VTV1 starts at 5:35 and the last programme starts at 23:30)
-Ss work individually and do the exercise. 
-Ss present their answers in front of the class. 
-Ss listen T’s comment and write down the correct answers. 
7 minutes
Task 3 – Answering Questions 
-T asks Ss to work in pairs to ask and anwer the questions in the book basing on the information in the reading passage. 
-T invites some pairs to give their presentation in front of the class.
-T gathers feedback and gives out the correct answers. 
* Expected answers: 
1. There are five films on .
2. At 9:00 a.m., 12:00 at noon, 7:00 p.m,
 11:00p.m on VTV1 and 7:00 p.m on VTV3.
3. VTV2
4. The Quiz Show
5. (You should watch) VTV1
6. The Football
-Ss practise doing Task 3 in pairs.
-Ss present their results in front of the class.
-Ss listen and take notes the correct answers given by T. 
Post – reading
7 minutes
-T keeps Ss in pairs and asks them to tell their partners about one of the TV programmes they like watching best and explain why. 
-T calls on some Ss to give short talks on the given topic.
* Example:
I like Game show The Price is right most because it is very interesting, easy to play. Besides the reward for the winner is valuable. Another reason I like this game show is the MC Mr. Luu Minh Vu is humourous and very intelligent . . . 
-Ss work independently. 
-Ss present in front of the class. 
Homework
3 minutes
-T summarises the main points in the lesson. 
-T asks Ss to learn all of the new words by heart 
 and prepare SPEAKING for the next period. 
- Ss listen and take notes. 
Date:
Period 39
Unit 7 THE MASS MEDIA
 Lesson SPEAKING
I. Objectives: By the end of this lesson, students will be able to:
talk about the differences and similarities of some popular types of the mass media. 
II. Language Focus:
Grammar: 
New words: orally, aurally, visually. . . . 
III. Teaching Aids: textbooks, pictures . . . .
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(10 minutes)
Noughts and Crosses
- T draws a table containing 9 words in each cell.
-T divides the class into two groups: Noughts (O) and Crosses (X). 
-T asks Ss to choose the word in the cell and make a sentence with that word. A correct sentence with the given word will give one O or X. The group with 3 O or X vertically, horizontally, or even diagonally first will be the winner. 
newspaper
internet
cartoon
magazine
television
news
radio
book
drama
-Ss work in groups and play the game, practising making the sentences with given words in each cell. 
Pre – speaking
5minutes
Vocabulary pre-teach 
-T introduces new words before asking Ss to do the exercises. 
+ orally (adv): spoken by mouths
+ visually (adv): seen by eyes
+ aurally (adv): heard by ears 
-T asks Ss to work in pairs and decide which items are types of the mass media.
-T invites some pairs to explain their answers in front of the class.
-T checks the answers in front of the class as a whole.
-T comments and gives out the correct answers.
+ Television
+ Radio
+ Newspaper
+ The Internet
-Ss listen and write down new words explained by T.
-Ss work in pairs and decide which items are the types of the mass media. 
-Ss write down the correct answer. 
While – speaking
15 minutes
-T asks Ss to work in pairs and carry out the activity, using the cues in the book.
-T goes around the class and provides help when necessary.
-T asks some pairs to present their answer in front of the class. 
-T gathers feedbacks and gives out the correct answer. 
The mass media
Provide/deliver information and entertainment
The radio
-Provide information and entertainment orally (through mouth)
-Receive information aurally (through ears)
Newspapers
-Present information and entertainment visually (through eyes)
-Receive information visually (through eyes)
Televison
-Present information and entertainment orally (through mouth) and visually (through eyes)
-Get information aurally (through ears) and visually (through eyes)
-Ss work in pairs and work out what features the types of the mass media have in common. 
Post – speaking
12 minutes
-T asks Ss to work in groups and talk about diferent types of the mass media.
* Guiding questions:
+Which types of the mass media do you usually get information from?
+ Which one do you like most? Why?
+ Which types of the mass media is developing and will develop in the future? 
. . . . .
-T calls on some Ss to talk about thoughts.
-T comments and makes necessary corrections. 
Pair work 
Homework
3 minutes
-T summarise the main points in the lesson. 
-T asks Ss to prepare a short talk about their favourite type of the mass media. 
-T requires Ss to prepare LISTENING for the next period. 
- Ss listen and take notes
Date:
Period 40
Unit 7 THE MASS MEDIA
 Lesson LISTENING
I. Objectives: By the end of this lesson, students will be able to:
better listening skill through Gap-filling exercises.
II. Language Focus:
Grammar: revision
New words: revision 
III. Teaching Aids: pictures in the textbook, cassette, extra board . . .	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(7 minutes)
Guessing Game
-T provides three clues about the word News / News Broadcast. Ss have to guess the word. If SS guess the word in the first clue, they get 30 points, 20 points in the second clue and 10 points in the third clue. 
1. It is one of the radio programmes.
2. It broadcasts daily and live from radio station.
3. It updates you with the latest information,
 current affairs domestically and internationally.
-Ss play the game held by the T. 
Pre –listening
5 minutes
Q&A
-T asks Ss to work in pairs and discuss the following questions:
+ How often do you listen to the radio? 
+ How many hours per week do you listen to it?
+ What programme do you like listening to and
 why?
-T gathers ideas from some pairs of Ss and introduces the listening task. 
-Ss work in pairs & discuss the questions given by T. 
While-listening
7 minutes
Task 1 – Ticking the words 
-T asks Ss to work individually and do Task 1.
-T plays the tape more than once if necessary.
-T invites some Ss to explain their answers in front of the class. 
-T comments and gives out the correct answers.
* Expected answers: 
News story
News story 2
healthy
ü
strong
ü
young
ü
cloudly
ü
highest
ü
wonderful
ü
fine
ü
- Ss work individually to listen to the tapes and do Task 1 
-Ss give out the results after listening to the tape.
- Ss compare their answers with a friend and present them on the board. 
10 minutes
Task 2 – Gap filling
-T asks Ss to read the two news stories carefully and have a guess of the missing words. 
-T plays the tape again and asks Ss to do Task 2.
-T plays the tape several times if necessary. 
-T lets Ss discuss the answers with a partner. 
-T comments and gives correct answers.
* Expected answers:
News story 1
News story 2
1. has caused floods
1. twenty-third
2. have left their home
2. 4,418
3. have risen
3. California
4. two meters
4. wonderful
5. has stopped
5. young and healthy
6. cloudy
7. strong wind
- Ss work in individual to listen to the tapes and do Task 2. 
-Ss give out the results after listening to the tape three times. 
- Ss compare their answers with a friend and present them on the board. 
8 minutes
Task 3 – Answering Questions
-T plays the tape again and asks Ss to answer the questions individually.
-T asks Ss to compare their answers with a partner.
-T asks some Ss to present their answer in front of the class. 
-T gives feedback and correct answers. 
1. Heavy rain has caused floods all over the
 country during the night.
2. Because rivers have risen.
3. The old woman has climbed Mount Whitney
 twenty-three times.
4. Because it has kept her young and healthy. 
-Ss work individually do the exercises. 
-Ss compare the answers with partners and present them in front of the class. 
-Ss take notes the correct answers. 
Post- listening
5 minutes
Group-work project
-T asks Ss to work in groups, using their own words to tell other members about one of the two news sotries.
-T goes around the class and helps Ss.
-T invites representatives of some groups to talk about their plan in front of the class. 
-T asks for comments from other Ss. 
-T gives out his remarks on Ss’s presentation. 
-Ss work in groups, talking about the news stories they like better. 
-Ss present their talk in front of the class. 
-Ss listen to T’s remarks.
Homework
3 minutes
-T summarize the main points. 
-T asks Ss to prepare WRITING for the next period. 
- Ss listen and take notes
Date:
Period 41
Unit 7 THE MASS MEDIA
 Lesson WRITING
I. Objectives: By the end of this lesson, students will be able to:
write a paragraph about advantages and disadvantages of television and other types of mass media. 
II. Language Focus:
Grammar: revision 
New words: revision 
III. Teaching Aids: an extra board, textbook . . . 
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
Sentence Race
-T prepares a list of reviewed vocabulary words about mass media such as newspaper, television . . . . T writes each wordon two small pieces of paper. That means writing the word twice.
-T arranges the pieces of paper in bundles, two sets of identical words.
-T divides the class into 2 teams and gets them to make creative team names.
-T distributes each list of words to each team. Every S in each team should have a paper. Both teams have the same words. 
-T calls a word, 2 Ss should stand up, one from each team. The Ss must then run to the board and write a sentence using their word. The winner is the one with a correct and clearly written sentence. 
-Ss close the books, enjoying playing the game guided by T. 
-Ss run to the board and write their sentence. 
Pre-writing
7minutes
Task 1 – Read about the advantages and
 disadvantages of televison 
-T asks Ss to read about the advantages and disadvantages of televison. 
-T asks Ss to underline the key words of each ideas. 
-T goes around the class and provides help when necessary.
-T makes sure that Ss understand all the advantages and disadvantages mentioned in the reading. 
-Ss work individually and do Task 1. 
-Ss underline the key words. 
While-writing
15minutes
Task 2 – Discussion
-T asks Ss to work in pairs, discussing the advantages and disadvantages of the mass media and write them down in the column. 
-T lets Ss choose one of the three types of mass media to discuss.
-T encourages Ss to find out the ideas related to the topics they choose. 
-T asks Ss to share their ideas with other pairs. 
-T goes around the class and provides help when necessary.
-T comments and gives out the models. 
Radio
Advantages
Disadvantages
It provides you hourly-updated news and information.
It is convenient because you can listen to it almost everywhere.
It makes our life easier and enjoyable. It also releases stress.
It only provides information aurally.
It can be boring because we can’t watch films or sports programmes.
. . . . . 
Newspaper
It provides news and current affairs updatedly. It’s very mobile because we can bring them along everywhere we go.
It’s cheap. A Vietnamese daily newspaper costs only approxmately 2000 VND .
 . . . . . . 
It’s less updated than other kinds of media as there is no more information until the next edition.
The texts and pictures are not moving so it is as not exciting as other kinds of media which have vivid pictures and live broadcasts.
It may not be available everywhere due to bad condition of transportation. 
The Internet
It is a source of information. We can access to Internet and get all the information we need. This is impossible for other types of media like radio or TV.
It is great tool of entertainment. We can play games and listen to music online with great pleasure. 
It is a very good way to study. We can register for online courses and study with the help of modern aids, such as speakers, keyboard . . 
It makes us confused when there is too much information. Thus, it is difficult to find the necessary information.
It may bring bad effects on children as it contains “unhealthy” websites such as sex or violence.
It damages our health due to prolonged and inappropriate use. 
-Ss work in pairs, practising doing Task 2. 
-Ss exchange their writing with other pairs. 
-Ss present their writing on extra boards. 
Post- writing
15 minutes
Task 3 – Writing 
-T asks Ss to write a paragraph about the advantages and disadvantages of one of the mass media discussed in Task 2. 
- T lets Ss work independently and write under time pressure. 
-T picks up some writings to correct in front of the class as a whole. 
-T gives out the suggested writing. 
-Ss work independently doing Task 3.
-Ss write down the writing models given by teacher. 
Homework
3 minutes
-T summarise the main points in the lesson. 
-T asks students to complete all of the exercises in the textbook.
-T asks students to prepare Language Focus for next period. 
-Ss listen and take notes
Date:
Period 42
Unit 7 THE MASS MEDIA
 Lesson LANGUAGE FOCUS
I. Objectives: By the end of this lesson, students will be able to:
distinguish and pronounce the sound / ei /, / ai/ and / ɔi / correctly.
master the use of the present perfect tense and use because of and in spite of appropriately. 
II. Language Focus:
Grammar: as the above 
New words: 
III. Teaching Aids: Textbooks	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
Categorising
-T prepares 10 to 15 words. T asks Ss to work in pairs or groups to decide which words go with since and for.
* Suggested words: 
1990, three months, two weeks . . . . 
-Ss work in groups, playing the game as guided. 
Pro-nunciation
10 minutes
Activity 1 – Listen and repeat
-T demonstrates the sounds / ei /, / ai/ and / ɔi / by pronouncing them exactly and clearly.
-T instructs the ways to pronounce three sounds. 
-T asks Ss to pronounce the sounds several times.
-T makes sure that Ss are aware of the difference between the three sounds. 
Activity 2 – Practise these sentences
-T plays the tape and asks them to repeat. 
-T calls on some Ss to repeat the sounds clearly and slowly.
-T asks Ss to work in pairs and practise the sentences.
-T introduces peer correction.
-T goes around the class and provides help if necessary. 
 -Ss observe and listen to teacher’s guidance. 
-Ss listen. 
-Ss practise pronuncation. 
-Ss listen carefully & work in pairs to read the sentences. 
Grammar 
Vocabulary
28 minutes
-T helps Ss review the present perfect tense. 
[ S + HAS/HAVE + PP + O/A]
Exercise 1
-T asks Ss to do the exercise 1 to complete the letter, using the present perfect of the verbs in the box. 
-T tells Ss to compare their answers with a partner.
-T calls on some Ss to read aloud their answer in front of the class. 
-T gives correct answers. 
1. have been
2. has lived
3. have met
4. have done
5. have had
6. have taken
7. have 
Exercise 2
-T lets Ss do the exercise 2 in pairs, using for, since or ago. Ss can do the exercises aurally. 
-T asks Ss to compare their answers with a partner.
-T calls on some Ss to read aloud their answer in front of the class. 
-T gives correct answers. 
1. since 
6. for
2. ago
7. ago
3. for
8. ago
4. for
9. since
5. Since
10. since
-T explains the use and the difference of because of and in spite of. 
Because ofshows the cause.
In spite of shows the concession. 
Exercise 3
-T asks Ss to work in pairs and do exercise 3.
-T asks Ss to read their answers aloud in front of the class.
-T comments and make necessary corrections. 
-T gives expected answers.
1. Because of the cold weather, we kept the fire
 burning all day.
 In spite of the cold weather, we all wore shorts.
2. Because of his illness, he had to cancel the
 appointment.
 In spite of his illness, he magaged to come to
 school. 
 (To be continued )
- Ss listen to teacher’s explanations and take notes.(Whole class) 
-Ss work individually, doing the exercise, then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
-Ss work in pairs, doing the exercise, then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
-Ss listen to T. 
-Ss work in pairs, doing the exercise, then exchange the results with a partner to take peer correction. 
. 
- Ss listen and take notes.
Homework
2 minutes
- T asks Ss to continue doing the