Giao an E11-U10-lang

Department of Education Grade 10, Class: 10B14
Nguyen Binh Khiem High school

LESSON PLAN

Student’s name: Trần Ánh Ngọc (DAV081278) Date: 01/02/2012
Instructor: Nguyễn Thị Mỹ Dung Period: 64
Unit 10: Conservation Part E: Language Focus
I. Objectives:
- General knowledge: By the end of this lesson, students will be able to:
+ Pronounce the sounds /b/ - /p/ clearly and correctly
+ Transform the active voice sentences into the passive voice sentences
- New words: words related to sounds /p/ - /b/ and the passive voice
II. Materials: textbook, tape, cassette player, blackboard, chalk…
III. Estimated time: 45’
IV. Procedure:
Time
Content
Teacher’s activities and students’ activities

5 ms
I. WARM UP (BRAINSTORMING).



- T divides class into two groups and explains the game:
“Each student from each group will take turn to go to the board and write down any word you know which begins with p or b. In 3 minutes, the group has more correct word will be the winner. Remember one Ss just write one word in your turn”
- T checks Ss’ understanding, invites the two first volunteer.
- Ss follow T’s instructions and play game.
- T introduces to the presentation of pronunciation by using these words.

10 ms
II. PRONUNCIATION


+ Listen and repeat
/b/: bee cab
ban bright
bad back



/p/: pea cap
Pan provide
Paul power







+ Practice these sentences:
1. Pat buys Bill a big pad of paper.
2. A black bee is picking some pollen.
3. Put the blouses in the paper bags.
4. Paul borrowed a book about puppies from the library.
5. The beautiful carpet is my brother’s present.
6. Is this picture painted on the pupils’ caps?


- T demonstrates the sounds /p/ - /b/ by pronouncing them clearly and slowly and writes on the board some words related to 2 sounds /p/ and /b/.
- Ss listen to the teacher and copy down.
- T plays tape and asks students to listen and repeat loudly.
- Ss repeat in chorus.
- T asks students to read loudly and calls some students to repeat the sounds clearly.
- Ss follow the instruction.
- T listens, checks and corrects their pronunciation.

- T plays tape and asks Ss to listen and repeat loudly. After that, T asks Ss to work in pairs and practice the sentences.
- Ss practice these sentences in pairs.
- T goes around and helps Ss. After 3ms, T calls on some students to read the sentences loudly.
- Ss stand up and repeat the sentences.


10 ms
III. GRAMMAR



























General structure: S + be – V3/V-ed + ... (by O)

a. Simple present passive:
EX: 1. I am not invited to parties very often.
2. The floor is cleaned by my mother.

S + am/is/are + V3/ V-ed…(by O)

b. Present progressive passive:
EX: 1. Many new roads are being built in this city.
2. The earth is being threatened.

S + am/is/are + being + V3/V-ed…(by O)

+ Note:
If the main verb goes with modal verb (can, may…) in simple present tense, the following structure must be applied.
S + modal verb + be + V3/V-ed…(by O)
Only transitive verbs are used in the passive. It is impossible to use verbs such as happen, sleep, stand (intransitive verbs) or seem, feel (intensive verbs) in the passive.

- T reminds Ss of the general passive structure.
- T gives examples in simple present tense and elicits the form of simple present passive.
- Ss give the form.
- T listens to Ss and writes the correct form on the board.
- Ss take notes the structure into their notebooks.
( The same process for Present progressive passive)



- T gives the note.
- Ss pay attention to the T and copy down.

18 ms
Task1: Choose the right form of the verbs in brackets.
1. The children (reported/ were reported) to be homeless.
2. Trees (grow/ are grown) well in this soil.
3. Can English (be spoken