Giáo án Tiếng Anh Lớp 10 - Unit 6: An excursion - Nguyễn Văn Tạo

Date: November 2nd, 2008
Period 31
Unit 6	 AN EXCURSION 
Lesson 	 READING
I. Objectives: By the end of this lesson, students will be able to:
get information about some famous places in Vietnam through activities.
improve reading comprehension skill by doing multiple choice and answering questions exercises. 
II. Language Focus:
Grammar: Revision 
New words: excursion, cave, permission, persuade, rock . . . 
III. Teaching Aids: Pictures about Thien Mu Pagoda, Ha Long Bay, The One-Pillar Pagoda, 
 and Da Lat, overhead projector, cassette player, textbook 
IV. Procedures:	
Stages/
Time
Teacher’s Activities
Students’ Activities
Warm – up
(7 minutes)
Networks
-T asks Ss to work in groups of three or four and make a list of famous places in Vietnam. Which group having the longest list will be the winner. 
Famous places
-T gathers Ss’ ideas and asks Ss to work in pairs to match the photos with information in the book, then tell each other which of the places you like to visit and give reasons.
-T invites some Ss to read their answers in front of the class.
-T gives feedbacks and correct answers
+ Number 1 – Thien Mu Pagoda – d 
+ Number 2 – Ha Long Bay – b
+ Number 3 – One-Pillar Pagoda – a
+ Number 4 – Xuan Huong Lake – c 
-T can give further information regarding these 4 places. 
-Ss work in groups to play the game as the teacher’s explanation.
-Ss work in pairs and do the task in the textbook. 
-Ss listen 
Pre –
reading
8 minutes
-T asks Ss to work in pairs, asking and answering the following questions:
+ Do you usually have an excursion?
+ When did you last have it? Where to?
+ What impressed you most? 
+ What was the most interesting thing that you
 did on the excursion? 
 . . . . . 
-T sets the scene and leads into the next part. 
-Ss work in pairs, asking and answering the questions suggested by T
-Ss enter the new lesson.
While – reading
10 minutes
Task 1 – Multiple Choice
-T asks Ss to read the letter individually and choose the best answer A, B, C or D to complete each of the sentences. 
-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 – D 3 – A
-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.
10 minutes
Task 2 – Answering Questions
-T has Ss work in pairs and answer the questions.
-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. They are going on a trip when they have some days-off after the 1st term.
2. They’re visiting some caves because they want to understand their geography lesson better and many of them have never been inside a cave.
3. It’s only over 20 km.
4. They’re going to make a two-day trip and have a night campfire. They’re bringing their own food and sharing buses with some other classes to make the trip cheap.
5. Lan is anxious about her parents’ permission. They may not want to let her stay the night away from home. 
-Ss work in pairs and do the exercise. 
-Ss present their answers in front of the class. 
-Ss listen T’s comment and write down the correct answers. 
Post – reading
7 minutes
Summary Completion 
-T asks Ss to work independently and fill in each blank with a suitable group of words from the text. 
-T asks Ss to read the summary carefully before doing the task. 
-T lets Ss compare the answers with partners.
-T invites some Ss to present their answers in front of the class. 
* Suggested questions: 
(1) Going to make
(2) some caves
(3) want to see
(4) have learnt
(5) their trip
(6) only problem
(7) to persuade them
(8) her classmates
-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: November 3rd, 2008
Period 32
Unit 6(cont.) 	 AN EXCURSION 
Lesson 	 SPEAKING
I. Objectives: By the end of this lesson, students will be able to:
talk about the seat plan on a boat trip on Lake Michigan in Chicago.
II. Language Focus:
Grammar: 
New words: sundeck, get sunburnt, travel sickness, refreshments, occupied . . . 
III. Teaching Aids: textbooks, pictures . . . .
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(10 minutes)
Crossword
- T gives out a crossword which has 7 horizontal lines and one vertical line. The word in the vertical line is made up of 7 letters from the 7 horizontal lines.
-T gives information / definition of the words in the horizontal lines.
-T asks Ss to work in groups and find the correct words. Each correct word in the horizontal line gets 10 points and the one in the vertical line gets 40 points.
1. A natural cavity below the earth surface or in the mountain.
2. Light of the sun.
3. A large natural stream of water.
4. A short journey usually for pleasure.
5. A temple or sacred tower in Asian countries.
6. The science that studies the surface of the earth and its associated physical, biological economical, political features.
7. A hill of impressive height. 
Vertical line: CHICAGO
-Ss work in groups and play the game to find out the key word in the crossword. 
Pre – speaking
7minutes
Vocabulary pre-teach 
-T introduces new words before asking Ss to do the exercises. 
+ sundeck (n): platfrom extending from side to side of a ship.
+ to get sunburnt (v): the skin hurt or destroyed by the sunlight.
+ travel sickness (n): the state of being sick due to travelling. 
+ air-conditioned ≠ non air-conditioned (a)
+ refreshments (n) room that serves food and drinks to refresh in a boat. 
+ occupied (a): being kept, in use. 
-Ss listen and write down new words explained by T.
While – speaking
7 minutes
Task 1&2 – Conversation Conduct
-T asks Ss to work in groups to read the seat plan carefully and decide the best seat for each person, using the information in Task 1.
-T gives further explanation for the the seat plan if necessary.
-T suggests some useful structures:
I don’t think so, To be suitable for . . , Why? Why not?, What do you think? What’s your idea? 
-T asks Ss to conduct the conversation like the example in the book.
-T goes around the class and provides help when necessary.
-T invites some groups to conduct the conversation in front of the class.
-T comments. 
-Ss work in groups and do the Task as guided. 
-Ss conduct conversation in front of the class. 
Post – speaking
8 minutes
Task 3 – Giving Reasons
-T asks Ss to work in pairs and discuss:
Which seat do you think the most suitable for you? Why? 
-T calls on some Ss to talk about their seat preference in front of the class.
-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 seat when travelling on a plane. 
-T requires Ss to prepare LISTENING for the next period. 
- Ss listen and take notes
Date: November 3rd, 2008
Period 33
Unit 6(cont.) 	 AN EXCURSION 
Lesson 	 LISTENING
I. Objectives: By the end of this lesson, students will be able to:
improve listening skill through Ordering, Gap-filling and Answering Question 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)
Find someone who
-T preapres a two-column table with Yes/No questions and Name.
-T lets Ss go around the class and ask other Ss what they often do. If the answer is YES, write his/her name in the table. The winner is the first one who completes the Name column. 
Do you . . . 
Name
like to go for a picnic?
go with your friends/family?
always go to the beach for a pinic?
always go to the mountain for a pinic?
bring food with you when you go for a picnic?
. . . . 
-Ss go around the class and complete the table with questions as guided. 
Pre –listening
7 minutes
Q&A
-T asks Ss to work in pairs and discuss the following questions:
+ Do you often go for a picnic?
+ When is the most important for a picnic?
+ Why do people go for picnics?
-T gathers ideas from some pairs and introduces some important vocabulary in the listening.
Vocabulary pre-teach
+ glorious (a): beautiful, shining 
+ assemble (v): gather
+ destination(n): a place to which a person is going to 
+ left-overs (n): the rest
+ spacious (a): large, have a lot of space
+ sleep soundly (v): to be in deep sleep
-T asks Ss to repeat the words several times to make sure they pronounce them correctly.
-Ss work in pairs & discuss the questions given by T. 
- Ss work individually to take note new words.
-Ss practise pronunciation.
While-listening
6 minutes
Task 1 – Pictures Ordering 
-T asks Ss to work in pairs and study the pictures carefully.
-T makes sure Ss have ideas about the pictures and they can tell the differences among them. 
- T lets Ss to work in pairs and listen to the tape and number the pictures in the order when they listen. 
-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: 
1. a
2. e
3. b
4. c
5. f
6. d
- Ss work in pairs to listen to the tapes and do the exercises. 
-Ss give out the results after listening to the tape.
- Ss compare their answers with a friend and present them on the board. 
7 minutes
Task 2 – Gap filling
-T plays the tape again and asks Ss to do Task 2.
-T asks Ss to read the sentences carefully and have a guess of the missing first.
-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:
1. most was just a few
2. to pay a visit
3. at the school gate
4. a short tour
5. playing some more 
- Ss work in individual to listen to the tapes and do the exercises. 
-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. 
7 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. The weather was very nice.
2. Yes, it was.
3. The garden was beautiful.
4. They could sleep soundly because it was so
 peaceful and quiet in the garden.
5. They took picture, played games, talked, sang,
 and danced.
-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
8 minutes
Group work project
-T asks Ss to work in groups of three or four and map out the plan for the picnic this weekend. The plan incudes:
+ Destination
+ Means of transport
+ Time
+ Who with
+ What activities
+ What food bring
* Suggested questions:
-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 gives out his remarks on Ss’s presentation. 
-Ss work in groups, talking about the plan for the picnic this weekend.
-Ss present their plan 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: November 3rd, 2008
Period 34
Unit 6(cont.) 	 AN EXCURSION 
Lesson 	 WRITING
I. Objectives: By the end of this lesson, students will be able to:
write a comfirmation letter responding to a request and an invitation. 
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)
Jumbled words
-T asks Ss to work in groups and gives each group one card containing 10 words whose letters are jumbled.
-T asks Ss to rearrange the letters to make good words. 
1. ubsutnrn
sunburnt
2. cpinci
picnic
3. snisksecs
sickness
4. pdccouie
occupied
. . . . .
. . . . .
-Ss close the books, doing the exercise in the cards delivered by the teacher (Group work)
-Ss present their results on the board. 
-Ss listen to T’s remarks and enter the new lesson. 
Pre-writing
7minutes
Task 1 – Finding Requests and Confirmation 
-T asks Ss to work in pairs and do Task 1.
-T asks Ss to underline the structures showing requests and confirmation. 
-T asks some Ss to present their answers in front of the class. 
-T comments and gives out the correct answers.
* Expected answers: 
Request: Can you going shopping with me to buy the things we need for the trip?
Confirmation: Certainly, I will help you to prepare everything you need for the trip. 
-T further explains the format and structures used in the letter. 
-Ss work in pairs and do Task 1. 
-Ss prersent their answers in front of the class. 
-Ss listen to T’s comments. 
-Ss write down the correct answers. 
While-writing
15minutes
Task 2 – Writing Confirmation 
-T asks Ss to read the situations carefully and find the requests.
-T makes sure that Ss get the requests clearly:
+ Lan asks you to buy some fruits and bring them
 to her house.
+ Minh wants to borrow you a book about
 wildlife. 
-T requires Ss to choose one of these two situations to write a confirmation letter responding to each of them.
-T asks Ss to exchange their writing with partners.
-T conducts peer correction among Ss. 
-T picks up some writings to check in front of the class as a whole. 
-T gives the suggested writing.
-Ss work individually and do Task 2. 
-Ss exchange their writing with partners. 
-Ss present their writing in front of the class. 
Post- writing
15 minutes
Mistakes correction. 
-T asks Ss to work in pairs. T gives out a confirmation letter which contains 10 mistakes. Ss have to find out the mistakes and correct them. 
Dear Hao.
I receives your letter requests the details of the apply form for the video library. I enclose here the full form and you ask to fill out before send back to us. You can send we via e-mail or by air-mail. The deadline is 25th June. You should remember attaching a photo on the first page of the form. The membership fee are $ 25 per year and it is not refund if you leave the library for any reasons.
I am looking forward to hear from you.
Yours truly, 
Director. 
- Ss work in pairs and find out 10 mistakes in the letters given by T. 
*Keys
1. receivers¦ received
2. requests ¦ requesting
3. apply ¦ application
4. ask ¦ are asked
5. send ¦ sedning
6. we ¦ us
7. attaching¦to attach
8. are ¦ is
9. refund ¦ refundable
10. hea r¦ hearing
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 
-Ss listen and take notes
Date: November 10th, 2008
Period 35
Unit 6(cont.) 	 AN EXCURSION 
Lesson 	 LANGUAGE FOCUS
I. Objectives: By the end of this lesson, students will be able to:
distinguish and pronounce the sound / ə /and / ə:/correctly.
reviewing the present progressive (with a future meaning) and be going to. 
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)
Find someone who
-T prepares a two-column table with Yes/No questions and Name.
-T asks Ss to go around the class and ask others what they are going to do on weekends. 
-Ss work in groups, playing the game as guided. 
Pro-nunciation
10 minutes
Activity 1 – Listen and repeat
-T demonstrates the sounds / ə /and / ə:/ by pronouncing them exactly and clearly.
-T instructs the ways to pronounce:
 -T asks Ss to pronounce the sounds several times.
-T makes sure that Ss are aware of the difference between the two 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 explains the future forms with Will and Be going to 
A. Will
-Will expresses an intention or decision made at the moment of speaking.
I’ll give you my phone number. Ring me tonight.
B. Be going to
-Be going to expresses an intention or decision thought about before the moment of speaking. It expresses a plan
We’re going to have a holiday in Sam Son this summer.
-It also expresses a prediction.
Look! It’s going to rain. 
C. Present progressive
-It can be used to express a future arrangement between people. It’s common with verbs such as go, come, see, visit, meet, have, leave . . . .
Activity 1
-T asks Ss to do the exercise 1, choosing the correct option in bracket.
-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. are you going
2. is getting married
3. Are you going
4. I am going to be
5. is going to 
Activity 2 
-T lets Ss further practise using the present progressive and be going to by asking them to do the exercise 3.
-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. are going 
2. are having
3. is going to catch
4. are you putting
5. is not going to give
Activity 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. Are you going to see it?
2. we are visiting our grandparents.
3. What’s he going to do with it? - he’s going to buy a new motorbike.
4. It’s going to rain soon.
5. I’m going to clean them later. 
- Ss listen to teacher’s explanations and take notes.(Whole class) 
- Ss listen to T’s guidance 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 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.
Homework
2 minutes
- T asks Ss to continue doing the remaning exercises. 
- T asks Ss to prepare TEST YOURSELF B
-Ss listen and take notes