Giáo án Tiếng Anh Lớp 10 - Unit 1: A day in the life of - Reanding+ Speaking

UNIT 1: A DAY IN THE LIFE OF . . .
- Period 1: A. Reading.
- Date of preparing: 1/9/2019. 
I. Aims:
1. Skills:
- Reading: to develop Ss’ skills of guessing meaning in context and scanning.
- Language practice: words related to the topic “A day in the life of a farmer” (Peasant, Lead the buffalo to the field, Pump, Transplant, Plough, Harrow, Fellow ).
- Individual, pair and group work.
2. Knowledge: 
- For better understanding of the topic “A day in the life of a farmer”.
3. Attitude: to help students appreciate the daily activities of some people.
II. Resources/devices: textbook, pictures in the textbook, chalks 
III. Procedures:
Activities
Contents
Activity 1: (1’)
I. Checking attendance: 
- Purpose: to enable the T to know how many Ss are absent from the class. 
Class
Date of teaching
Attendance
A2
3/9/2019
A4
3/9/2019
Activity 2:
(2’)
II. Warm-up: Answer the questions 
- Purpose: to make Ss familiar with the topic of the lesson and raise their interest.
- Instruction: You are going to answer some my questions.
- Task: Ss answer the T’s questions orally.
- Form of learning: pair work
- T asks Ss:
1. What does your mother/father do?
2. What time does she/he get up/have breakfast / lunch / dinner / go to bed?
3. What does she/he often do in the morning / afternoon / evening?
- Ss answer orally.
- T leads Ss to the lesson: “Today, we read a passage about a day in the life of a farmer and do the tasks that follow”.
Activity 3:
(9’)
III. Before you read: 
1. Ask and answer questions about your friend’s daily routine, using the cues below:
- Purpose: to focus Ss on the content of the passage.
- Instruction: You are going to ask and answer questions about your friend’s daily routine, using the cues below.
- Task: Ss ask and answer questions about your friend’s daily routine, using the cues below.
- Form of learning: pair work.
- T explains the example to guide Ss to do the task:
A: What time do you often get up?
B: I often get up at six.
- Ss practise asking and answering in pairs in 3 minutes.
- T calls on Ss to ask and answer in pairs aloud then others provide comment.
- T gives feedback.
2. Vocabulary:
- Purpose: to help Ss know some new words and how to pronounce them.
- Instruction: There is a text which tells about a day in the life of a farmer. You read the text and realize new words.
- Task: Ss read the text and realize new words.
- Form of learning: individuals and the whole class.
- Ss read the text silently and underline new words.
- T writes the new words on board.
- Each St provides the Vietnamese meaning of one word then others provide comment.
- T affirms the correct meanings and lets Ss write.
- T guides Ss to read the words in chorus twice.
- T calls 2 Ss to read the words.
- T comments and guides the whole class to read the last time.
* Vocabulary:	
1. go off (v)
reo, đổ chuông (đồng hồ) 
2. boil (v)
đun, nấu, luộc
3. lead sb/sth to somewhere 
dẫn, dắt ai/ con gì đến đâu
4. plough (v)
cày
5. harrow (v)
bừa
6. fellow (n)
bạn, đồng chí, người cùng làm
7. peasant (n)
nông dân
8. pump (v)
bơm (nước)
9. transplant (v) = do the transplanting
cấy lúa
10. be contented with
hài lòng với
Activity 4: 
(7’)
IV. While you read:
1. Task 1: Choose the option A, B, or C that best suits the meaning of 
the italicised word(s).
- Purpose: to develop Ss’ skills of guessing meaning in context
- Instruction: There are sentences containing some words/phrases from the text. You read them and choose the option A, B, or C that best suits the meaning of 
the italicised word(s).
- Task: Ss read the sentences and choose the option A, B, or C that best suits the meaning of the italicised word(s).
- Form of learning: pair work.
- T guides Ss to do the task then asks Ss to read through all the sentences to see whether there are new words or not.
- T explains new words if necessary.
- Ss do the task in pairs in 3 minutes.
- T calls some Ss to give their answers and explain then others provide comments.
- T affirms the correct answers.
* Suggested answer:
1. C 2. C 3. A 4. A
Activity 5: (10’)
IV. While you read:
2. Task 2: Answer the questions.
- Purpose: to develop Ss’ scanning skill and help Ss understand the content of the text.
- Instruction: You are going to read the text again and answer the questions about it.
- Task: Ss read the text and answer the questions.
- Form of learning: pair work.
- Ss work in pairs to scan the text and do the task in 5 minutes.
- T calls some Ss to write the answers on board then ask others provide comments.
- T gives feedback and the correct answers.
* Suggested answers:
1. He's a peasant / a farmer.
2. He gets up at 4.30 and then he goes down the kitchen to boil some water for his morning tea.
3. In the morning, he ploughs and harrows on his plot of land, drinks tea and smokes local tobacco during his break.
4. In the afternoon, they repair the banks of their plot of land. Mr Vy pums water in to it while his wife does the transplanting.
5. Yes, they are. Because they love working and they love their children.
Activity 6: 
(10’)
IV. While you read:
3. Task 3: Scan the passage and make a brief note about Mr. Vy and Mrs. Tuyet’s daily routines. Then compare your note with a partner.
- Purpose: to develop Ss’ scanning skill.
- Instruction: You are going to scan the passage and make a brief note about Mr. Vy and Mrs. Tuyet’s daily routines then compare your note with a partner.
- Task: Ss scan the passage and make a brief note about Mr. Vy and Mrs. Tuyet’s daily routines then compare their note with a partner.
- Form of learning: pair work.
- T guides Ss to do the task.
- Ss do the task in groups in 3 minutes.
- T calls the representatives of three groups to write their answers on board then other to provide comments.
- T affirms the correct answer:
* Suggested answer: 
in the morning 
- 4:30: alarm goes off, Mr. Vy gets up, goes down to the kitchen, boils water for tea, drinks tea, has a quick breakfast, leads the buffalo to the field.
- 5:15: leaves the house
- 5:30: arrives in the field, ploughs and harrows his plot of land
- 7:45: takes a rest
- 10:30: goes home
- 11:30: has lunch with family
in the afternoon
- 2:30 p.m.: Mr. Vy and Mrs. Tuyet go to the field again, repair the banks of their plot of land. He pumps water into it. She does the transplanting.
- 6:00 p.m.: finish work
- 7:00 p.m.: have dinner
after dinner
- watch TV, go to bed
- sometimes visit neighbours, chat with them
Activity 7: (5’)
V. After you read: Talk about Mr. Vy and Mrs. Tuyet’s daily routines.
- Purpose: to help Ss summarise the passage by talking about Mr. Vy and Mrs. Tuyet’s daily routines briefly.
- Instruction: You are asked to apply the information in the text to talk about your own families.
- Task: Ss summarise the passage by talking about Mr. Vy and Mrs. Tuyet’s daily routines briefly. 
- Form of learning: groupwork.
- T asks Ss to work in groups of a table to summarise the passage by talking about Mr. Vy and Mrs. Tuyet’s daily routines briefly in 3 minutes.
- T calls the representative of 2 groups to present their summary and others to comment.
- T comments and gives them marks if their talks are good.
* Suggested answer:
 In the morning, when the alarm goes off at 4:30, Mr. Vy gets up, goes down to the kitchen to boil some water for tea. After drinking some tea and having a quick breakfast, he leads the buffalo to the field at 5:15. At 5:30, he arrives in the field, ploughs and harrows his plot of land until 7:45. He takes a rest, continues his work and goes home at 10:30. He has lunch with his family at 11:30.
 In the afternoon, Mr. Vy and Mrs. Tuyet go to the field again at 2:30 p.m. They first repair the banks of their plot of land. Then Mr. Vy pumps water into the plot of land while Mrs. Tuyet does the transplanting. After finishing their work at 6:00 p.m., they come home and have dinner at 7:00 p.m.
 In the evening, after dinner, they often watch TV and go to bed at 10 p.m. Sometimes, they visit their neighbours and chat with them about their work, children and plans for the next crop.
Activity 8: 
(1’)
VI. Homework: 
- Purpose: to help Ss consolidate knowledge learned and prepare for the next lesson.
- Instruction: You are required to read the text again and learn the new words.
T’s remarks:
- Purpose: to help T evaluate his/her performance as well as the students’.
 .
UNIT 1: A DAY IN THE LIFE OF . . .
-Period 2:	 B. Speaking
- Date of preparing: 1/9/2019. 
I. Aims:
1. Skills: 
- Speaking: to talk about one’s daily routine. 
- Language practice: words and phrases to talk about daily routine (get up, have breakfast /lunch/ dinner, go to school/ bed, play games/ football, have a bath, do homework )
- Individuals, pairwork & groupwork skills.
2. Knowledge: - For better understanding of the daily routine.
3. Attitude: to help Ss have a reasonable timetable of daily routine.
II. Resources/devices: textbook, pictures, chalks 
III. Procedures:
Activities
Contents
Activity 1: (1’)
I. Checking attendance: 
- Purpose: to enable the T to know how many Ss are absent from the class. 
Class
Date of teaching
Attendance
A2
/9/2019
A4
/9/2019
Activity 2: (2’)
II. Warm-up: 
- Purpose: to make Ss familiar with the topic of the lesson and raise their interest.
- Instruction: You are asked to list some school subjects.
- Task: Ss list some school subjects.
- Form of learning: pairwork.
- Ss list some school subjects in 2 minutes.
- T calls some Ss to present their answers orally.
* Lead in: “We are going to talk about Quan’s weekly timetable.”
Activity 3: (12’)
III. Task 1: Ask and answer about Quan’s weekly timetable.
- Purpose: to teach Ss how to ask and answer about Quan’s weekly timetable.
- Instruction: This is Quan’s weekly timetable. You are going to ask and answer about it.
- Task: ask and answer about Quan’s weekly timetable.
- Form of learning: pairwork.
- T guides Ss to read the examples:
A: What time does Quan have a Civic Education lesson on Monday?
B: (He has a Civic Education lesson) at 7:15 a.m.
A: What lesson does Quan have at 7:15 a.m on Monday?
B: (At 7:15 on Monday he has) a Civic Education lesson.
- T guides Ss to follow the examples to ask and answer questions about Quan’s timetable.
- Ss practise in 3 minutes.
- T calls some pairs to present.
- T gives feedback.
Activity 4: (13’)
IV. Task 2: Talk about Quan’s activities, using the pictures below.
- Purpose: to make Ss able to talk about one’s activities.
- Instruction: There are pictures about Quan’s activities. You are going to look at them and talk about Quan’s activities.
- Task: Ss look at the pictures and talk about Quan’s activities.
- Form of learning: individually.
- Devices: pictures 
- T guides Ss to do the task.
- Ss prepare in 5 minutes.
- T calls 2 Ss to present in front of the class and others to comment.
- T gives feedback and marks.
*Expected answer:
At 2:00 o'clock p.m Quan gets up after taking a short nap. He studies his lesson at 2:15 p.m. He watches TV at 4:30 p.m. Then he goes to the stadium by bicycle at 5:00 p.m. There he plays football with his friends at 5:15 p.m He comes back home at 6:30 p.m, takes/has a shower at 6:45. He has dinner with his family at 7:00 p.m. At 8:00 p.m he reviews his lesson/ does his homework. 
Activity 5: (12’)
V. Task 3: Tell your classmates about your daily routine.
- Purpose: to make Ss able to tell about their daily routine. 
- Instruction: You are going to tell about your daily routine basing on Tasks 1 & 2.
- Task: tell about your daily routine
- Form of learning: individually.
- T guides Ss to do the task.
- Ss prepare in 5 minutes.
- T calls 2 Ss to present in front of the class and others to comment.
- T gives feedback and marks.
*Expected answer:
I usually get up at 5.15 a.m, I do morning exercises at 5.30. At 6.00 I have breakfast and then I cycle/ride to school at 6.30. I have the first lesson at 7.15 a.m. At 11.30 I cycle/ ride home. At 12.00 I have lunch with my family. Then I take a nap until 1.30 p.m. I go to extra classes at 1.45 p.m and get home at 4.15p.m. I watch TV, listen to music, read books or go out with my friends at 4.50 p.m. I have dinner with my family at 7.00 p.m. From 8.00 to 10.15 I do my homework. Then I watch TV until 10.45 p.m. I go to bed at 11.00 p.m. 
Activity 6: (4’)
VI. Consolidation: 
- Purpose: to help Ss consolidate the form and use of the present simple tense.
- Instruction: You are asked to retell the form and use of the present simple tense.
- Task: Ss retell the form and use of the present simple tense.
- Form of learning: groupwork.
- Ss discuss the form and use of the present simple tense in 2 minutes.
- T calls Ss to write the form on board and present the use orally.
- T gives feedback.
Activity 7: (1’)
VII. Homework: 
- Purpose: to help Ss consolidate knowledge and skills learned in the lesson and ask them to prepare for the next one.
- Instruction: You are required to write a paragraph about their daily routine and prepare for the next lesson.
T’s remarks:
- Purpose: to help T evaluate his/her performance as well as the Ss’.
UNIT 1: A DAY IN THE LIFE OF . . .
-Period 3:	 C. Listening
- Date of preparing: 1/9/2019. 
I. Aims:
1. Skills:
- Speaking: to develop Ss’ skills of asking and answering questions.
- Pronunciation: to enable Ss to pronounce some words in the listening passage.
- Listening: to develop Ss’ skills of listening then numbering the pictures and deciding on T/F statements. 
- Language practice: 
+ Vocabulary: some words and used in the listening passage (district, drop, routine, passenger, pedal, perchases ) 
+ Grammar: The simple present tense.
- Individuals, pairwork and groupwork skills.
2. Knowledge: - For better understanding of a cyclo driver’s routine.
3. Attitude: to raise Ss’ respect for laborers.
II. Resources/devices: textbook, picture, cassette player, chalks 
III. Procedures:
Activities
Contents
Activity 1: (1’)
I. Checking attendance: 
- Purpose: to enable the T to know how many Ss are absent from the class. 
Class
Date of teaching
Attendance
A2
/9/2019
A4
/9/2019
Activity 2: (8’)
II. Before you listen:
1. Ask and answer the following questions:
- Purpose: to make Ss familiar with the topic of the lesson and raise their interest.
- Instruction: There are some questions related to traveling by cyclo. You are going to ask and answer the questions.
- Task: Ask and answer the questions.
- Form of learning: pair work
- Resource: picture
- Ss prepare in 2 minutes.
- T calls a pair to practise. 
Lead in: “Today, we will listen to a talk by a cyclo driver in which he tells us about his daily routine”.
2. Vocabulary:
- Purpose: to help Ss know some new words and how to pronounce them.
- Instruction: You are going to read the words in chorus then provide their Vietnamese meanings.
- Task: Ss listen and repeat some words and phrases then provide their Vietnamese meanings.
- Form of learning: individuals and the whole class.
- T read the words and phrases once slowly and clearly.
- Ss provide the Vietnamese meaning the words or phrases.
- T affirms the correct meanings and lets Ss write.
- T guides Ss to read the words and phrases in chorus twice.
- T calls 2 Ss to read individually. 
* Suggested answers:
1. cyclo driver (n)
người đạp xích lô
2. working day (n)
ngày làm việc
3. district (n)
quận
4. ride (v)
đạp (xe đạp, xích lô)
5. passenger (n)
hành khách
6. drop (v)
thả xuống
7. College of Education (n)
trường Cao đẳng sư phạm
8. café (n)
quán cà phê
9. pedal (v)
(= ride) đạp xe 
10. market (n)
chợ
11. lady (n) 
cô, bà
12. purchases (n)
đồ mua, sắm được
13. shop (n)
cửa hàng
14. park (v)
đỗ xe
15. food stall (n)
quầy, hàng ăn nhỏ
Activity 3: (25’)
III. While you listen:
1. Task 1: You will hear Mr. Lam, a cyclo driver, talk about his morning
activities. Listen to his talk and number the pictures in their correct order.
- Purpose: to develop Ss’ skills of listening for specific information to number the pictures in their correct order..
- Instruction: You are going to listen to Mr. Lam, a cyclo driver, talking about his morning activities and number the pictures in their correct order.
- Task: Ss listen to Mr. Lam, a cyclo driver, talking about his morning activities and number the pictures in their correct order.
- Form of learning: individually, pair work.
- Devices: textbook, cassette player
- T asks Ss to study the pictures to know what they are about.
- T lets Ss listen twice and do the task.
- Ss exchange their answers to their partner.
- T calls Ss to write the answers on board then others to provide comment.
- T allows Ss to listen the third time and corrects the answers.
* Suggested answers:
a. 3 b. 5 c. 4 d. 6 e. 1 f. 2
2. Task 2: Listen again. Decide whether the statements are true (T) or false (F).
- Purpose: to develop Ss’ skills of listening for specific information 
- Instruction: You are going to listen to Mr. Lam, a cyclo driver, talking about his morning activities again and decide whether the statements are true or false.
- Task: Ss listen to Mr. Lam, a cyclo driver, talking about his morning activities again and decide whether the statements are true or false.
- Form of learning: individually, pair work.
- Devices: textbook, cassette player
- T lets Ss listen twice to do the task.
- Ss exchange their answers to their partner.
- T calls Ss to write the answers on board then others to provide comment.
- T corrects the answers.
* Suggested answers:
1. F 2. T 3. F 4. F 5. F 6. F
Activity 4: (10’)
IV. After you listen: Take turns to ask and answer questions about Mr. Lam’s
activities, using the cues below. Then retell his story to the class.
- Purpose: to enable Ss to take turns to ask and answer questions about Mr. Lam’s activities, using the cues given. Then retell his story to the class.
- Instruction: You are asked to take turns to ask and answer questions about Mr. Lam’s activities, using the cues given. Then retell his story to the class.
- Task: Ss take turns to ask and answer questions about Mr. Lam’s activities, using the cues given. Then retell his story to the class.
- Form of learning: groupwork.
- Ss discuss in 3 minutes.
- T calls one group to present orally then others provide comments.
- T gives feedback and the possible answers.
* Suggested answers:
A: What's his name?
B: His name's Lam
A: What's his job? / What does he do?
B: He's a cyclo driver.
A: What time does he start work?
B: He starts work at 6.00 am. / At 6.00 a.m.
A: Who is his first passenger?
B: An old man.
A: How many passengers does he usually have in the morning? Who are they?
B: He usually has 4 passengers a day. They are an old man, a lady and two school pupils.
A: What time does he have lunch?
B: He has lunch at twelve.
A: Does he take a long rest?
B: No, he doesn't. He only takes a short rest.
Mr. Lam is a cyclo driver. Every day, he starts work at six. His passengers are an old man, a lady and two school pupils. He has lunch at twelve at a food stall near Ben Thanh Market. Then he takes a rest under a tree before continuing his afternoon's work.
Activity 5: (1’)
V. Homework: 
- Purpose: to help Ss consolidate knowledge learned in the lesson.
- Instruction: You are asked to learn the new words and prepare for the next lesson.
T’s remarks:
- Purpose: to help T evaluate his/her performance as well as the students’.
 ........................................
UNIT 1: A DAY IN THE LIFE OF . . .
-Period 4:	 D. Writing
- Date of preparing: 1/9/2019. 
I. Aims:
1. Skills:
- Writing skills: writing about an event in the past.
- Language practice:
+ Vocabulary: words and structures used to write about an event in the past.
+ Grammar: The simple past.
2. Knowledge: - For better understanding of an event in the past.
3. Attitude: Ss should actively take part in the lesson.
II. Resources/devices: chalks, picture in the textbook 
III. Procedures:
Activities
Contents
Activity 1: (1’)
I. Checking attendance: 
- Purpose: to enable the T to know how many Ss are absent from the class. 
Class
Date of teaching
Attendance
A2
/9/2019
A4
/9/2019
Activity 2: (2’)
II. Warm - up 
- Purpose: to make Ss familiar with the topic of the lesson and to raise their interests.
- Instruction: You are going to answer some my questions about your experiences. 
- Task: Ss answer the T’s questions about their experiences.
- Form of learning: pair work.
- T asks Ss:
1. Have you ever been in a situation that made you scared?
2. What was the occasion?
- Ss answer orally.
- T feedbacks and leads Ss to the new lesson.
*Lead - in: “In today’s lesson, you’re going to write about an event in the past.”
Activity 2: (10’)
III. Before you write: (Task 1): Read the following passage and find all the verbs that are used in the past simple and the connectors (time expressions) in the story
- Purpose: to enable Ss to find all the verbs that are used in the past simple and the connectors (time expressions) in the story.
- Instruction: You are going to read a story and find all the verbs that are used in the past simple and the connectors (time expressions) in it.
- Task: Ss read a story and find all the verbs that are used in the past simple and the connectors (time expressions) in it. 
- Form of learning: pair work
- T guides Ss to do the task.
- Ss do the task in pairs in 3 minutes.
- T calls some Ss to write their answers on board and others to provide comments.
- T gives feedback and correct answer.
* Suggested answers:
- Verbs in the past simple: stared; was; arrived; got; took off; began; thought; were told; seemed; realised; were; screamed; thought; felt; announced; was; were; landed; was.
- Connectors (time expressions): on that day; at first; then; just then; a few minutes later; one hour later
- T asks Ss to realize the new vocabulary in the story and give their meanings.
- T gives feedbacks and guides Ss to read.
* Vocabulary:
1. stare death in the face (idiom)
giáp mặt với tử thần
2. dip (v)
lao xuống, nhào xuống
3. scream (v)
la hét
4. overjoyed (a)
vui mừng khôn xiết
5. relieved (a)
thanh thản, cảm thấy bớt căng thẳng
6. climax (n)
cao trào, cực điểm
7. discotheque (n)
sàn nhảy
8. choke (v)
nghẹt thở
 on that day; as; were; landedl
Activity 4: (16’)
IV. While you write: 
1. Task 2: Work in groups. Identify the events, the climax, and the
conclusion of the story. Then report your results.
- Purpose: to enable Ss to identify the events, the climax, and the conclusion of the story.
- Instruction: You are going to identify the events, the climax, and the conclusion of the story.
- Task: Ss read the story again and identify the events, the climax, and the conclusion of the story. 
- Form of learning: group work
- T guides Ss to do the task.
- Ss do the task in groups in 3 minutes.
- T calls some Ss to reports their results and others to provide comments.
- T gives feedback and correct answer.
* Suggested answers:
1. The events
- got on plane
 - plane took off; hostesses were just beginning to serve lunch when plane began to shake; plane seemed to clip; people screamed in panic
2. The climax
we thought we had only minutes to live 
3. The conclusion 
everything was all right, we landed safely
2. Task 3: Use the prompts below to build up a narrative about a hotel fire. 
- Purpose: to develop Ss’ skills of building up a narrative using the prompts given.
- Instruction: You are going to build up a narrative using the prompts given.
- Task: Ss build up a narrative using the prompts given.
- Form of learning: individual work.
- T lets Ss write on drafts in 12 minutes.
Activity 5: (15’)
V. After you write: 
- Purpose: to check Ss’ writing.
- Instruction: You are going to do peer correction with your partner then one of you writes your narrative on board.
- Task: Ss do peer correction with a partner then one writes his/her narrative on board.
- Form of learning: pair & individual work.
- Ss do peer correction with their partners.
- T calls a St to write his/her narrative on board.
- T gives feedback and corrects the narrative.
* Suggested answers:
 Last year, I spent my summer holidays at a seaside town. The hotel was modern and comfortable. I had a wonderful holiday until the fire.
 It was Saturday and everybody was sitting in the discotheque (which was) on the ground floor. It was crowded with people. They were dancing and singing happily. Suddenly we smelt smoke. Then black smoke began to fill the room. Everybody started to scream in panic. People ran toward the fire exits. One door was blocked. Many people began coughing and choking.
 Then, just as we thought we had only minutes to live, the fire brigade arrived. Firemen fought their way into the room and soon everyone was safely out of the building. Luckily, nobody was seriously hurt. It was the most frightening experience of my life.
Activity 6: (1’)
VI. Homework: 
- Purpose: to help Ss consolidate knowledge learned in the lesson.
- Instruction: You are asked to write the narrative down on your notebooks, learn the new vocabulary and prepare for the next lesson.
T’s remarks:
- Purpose: to help T evaluate his/her performance as well as the students’.
UNIT 1: A DAY IN THE LIFE OF . . .
-Period 5:	 E. Language focus
- Date of preparing: 1/9/2019. 
 I. Aims:
1. Skills:
- Listening: to listen and distinguish two sounds /i/ & /i:/.
- Pronunciation: to pronounce two sounds /s/ & /z/ correctly.
- Language practice: to revise and consolidate the present simple and the past simple, and some adverbs of frequency.
- Individual and pair work skills.
2. Knowledge: 
- For better understanding of the pronunciation of two sounds /i/ & /i:/, the present simple and the past simple, and some adverbs of frequency.
3. Attitude: Ss have positive attitudes towards the importance of pronouncing two sounds /i/ & /i:/ correctly, some English tenses (the present simple and the past simple), and some adverbs of frequency in English learning. 
II. Resources/devices: textbook, chalks 
III. Procedures:
Activities
Contents
Activity 1: (1’)
I. Checking attendance: 
- Purpose: to enable the T to know how many Ss are absent from the class. 
Class
Date of teaching
Attendance
A2
/9/2019
A4
/9/2019
Activity 2: (1’)
II. Warm up: pronounce these words
 Kitchen, tea, drink, lead
- Purpose: to make Ss familiar with the contents of the lesson and raise their interest.
- Instruction: You are asked to pronounce some words on board.
- Task: Ss pronounce the words on board.
- Form of learning: individually
- Ss pronounce the words aloud then others provide comment.
-T gives feedback then introduces the new lesson: “Today, we will learn to pronounce two sounds /i/ & /i:/, and revise and consolidate some English tenses (the present simple and the past simple), and some adverbs of frequency.
Activity 3: (7’)
III. Pronunciation:
- Purpose: to teach Ss to pronounce the sounds /i/ & /i:/ correctly.
- Instruction: There are some words and sentences containing the sounds /i/ & /i:/. You are going to read them with the correct pronunciation of these sounds.
- Task: Ss listen and repeat the words and practise reading aloud the sentences.
- Form of learning: individually.
- T guides Ss to read the words and sentences in chorus twice. 
- Ss practise reading the words and sentences individually.
- T calls some Ss to read the words and sentences aloud.
- T gives feedback and correction if necessary.
- Ss elicit the rules of the pronunciation of the sounds /i/ & /i:/.
- T gives feedback and lets Ss write the rules:
* Rules: thông thường
- phát âm là /i / đối với các chữ: i, e, y.
- phát âm là /i : / đối với các chữ: e, ea, ee.
Activity 4: (10’)
IV. Grammar: 
* Presentation:
- Purpose: to help Ss recall the forms and use of some English tenses and tips to do exercises related to English tenses as well as the place of some adverbs of frequency. 
- Instruction: You are asked to retell the forms and use of some English tenses and tips to do exercises related to English tenses as well as the place of some adverbs of frequency. 
- Task: Ss retell the forms and use of some English tenses and tips to do exercises related to English tenses as well as the place of some adverbs of frequency. 
- Form of learning: pairwork.
- Ss retell the forms and use of some English tenses and tips to do exercises related to English tenses as well as the place of some adverbs of frequency. 
- T gives feedback and correction.
 - Evaluation: 
Activity 5: (15’)
V. Doing the exercises:
- Purpose: to help Ss consolidate some English tenses and the place of some adverbs of frequency. 
- Instruction: There are three exercises about English tenses and the place of some adverbs of frequency. Ss do them as required.
- Task: do the exercises as required.
- Form of learning: individually & pairwork.
- Ss do the exercises in 15 minutes then exchange their answers with partners.
Activity 6: (10’)
VI. Checking the exercises:
- Purpose: to check Ss’ performances in doing the exercises given and help them understand the grammatical points better.
- Instruction: There are three exercises about English tenses and the place of some adverbs of frequency. Ss do them as required.
- Task: Ss go to the board and do the exercises.
- Form of learning: individuals
- Some Ss write the answers on board then others provide comments.
- T gives feedback and correct answers.
* Suggested answers:
1. Exercise 1: Complete the blanks in the passage. Use the correct
present simple form of the verbs