Giáo án English 10- Unit 10: Conservation - Lesson: Language Focus

Supervisor: Ms Thai Kim Hoang Vy
Trainee: Dinh Thi Bao Tram
LESSON PLAN
English 10- Unit 10: CONSERVATION
Lesson: Language Focus
Objectives: By the end of the lesson, students will have:
- practiced pronouncing 2 sounds /b/ and /p/ in words and sentences
- reviewed passive voice through examples in context and distinction of active and passive
- practiced using passive voice by doing exercises and making sentences
- known the way to express idea in many ways
Time: 45 minutes
Approach: inductive approach
Teaching aids: black board, PP, mini- boards, markers, real objects( book, pen)
Procedures:
 	A. Greeting
B. Checking Students’ attendance
C. New lesson:
Stages
Teacher’s activities
Students’ activities
Contents
Pronunciation
(7’)
- shows 2 real objects (a book and a pen)
- asks SS ‘What is this?’
- writes two words on the board, then read aloud them clearly.
- helps SS distinguish 2 consonant sounds by explaining the differences between two consonants.
- asks SS to listen and repeat some examples of two kinds of consonant sounds.
- says some words and asks SS to tell the number of word
- reads the full sentences and asks SS to fill the missing words
- answer the question
- note down the differences
- listen and repeat
- tell the number 
- tell the missing words
-This is a book
-This is a pen
- book and pen
- The consonant sounds /b/ and /p/ are both made by putting our two lips together and then opening them to release a puff of air. 
- The sound /p/ makes a bigger puff of air.
 /b/ /p/
1.bee 4.cab 7.pea 10.cap
2.ban 5.bright 8.pan 11.provide
3.bad 6.back 9.Paul 12.power
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’ cap?
Grammar
Presentation
(8’)
- shows a picture with a sentence
- asks SS to identify Subject, Verb and object of the sentence.
- adds one more sentence in passive voice then asks them to identify S, V,O
- asks SS to compare two sentences
 *Do they have the same meaning?
 * What tense is in the first sentence?
 * What’s happened to O, V and S of the first sentence?
- elicits SS to infer the form of passive voice in Present simple.
S1 +V + O1
S2 + be +Vpp + by O2
- asks SS to give forms of passive voice in other tenses. 
- tells SS the use of passive voice
- answer the question
- note down
- note down
1/ Everybody cleans the room every day.
2/ The room is cleaned (by everybody) every day. 
The Present Simple Tense 
S + AM/IS/ARE+ Vpp
The Present Continuous Tense 
S+ AM/IS/ARE +BEING+Vpp
The Present Perfect Tense 
S+ HAVE/HAS +BEEN+ Vpp
The Past Simple Tense 
S+ WAS/WERE+ Vpp
The Past Continuous Tense S+WAS/WERE+ BEING+Vpp
The Past Perfect Tense 
S+HAD+ BEEN+Vpp
The Future Tense 
S+WILL+ BE+Vpp
- using passive voice to show what happens to the subject and who or what causes the action is often unknown or unimportant.
Practice for accuracy
(17’)
Exercise1: Choose the right form of the verbs in brackets (5’)
- asks SS to work in pairs and choose the right form of the verbs in brackets (2’)
- picks some students to answer
- gives feedbacks
- work in pairs
- answer the questions
- note down
Exercise 1: Choose the right form of the verbs in brackets
The children (reported/ were reported) to be homeless.
Trees (grow/ are grown) well in this soil.
Can English (be spoken/speak) at the club?
Many new roads (are being built/ 
are building) in this city.
Answers:
1/ were reported
2/ grow
3/ be spoken
4/ are being built
Exercise 2: Put the verbs in brackets in the correct form
(5’)
- asks ss to work in pairs again and find out the answers . (2’)
– picks some SS to answer 
– gives feedbacks
- work in pairs 
- give the answers
- note down
Exercise 2: Put the verbs in brackets in the correct form
1/ He (stand) in front of a large audience. He (photograph) by many journalists now
2/ The students (tell) about the changes of their timetable yet?
3/ At that time the table (lay) and I (decide) not to come in.
Answers
1/ is standing/ is being photographed 
2/ Have the students been told about the changes of their timetable yet? 
3/ was being laid/ decided 
Exercise 3: Fill each blank with the correct form of a verb in the box (7’)
- divides class into 4 groups
- asks them to work in group and complete filling the blanks (3’)
- asks each group to write the answers on the mini- board
- chooses four SS for cross- checking ( 1 correct answer gets 5 points)
- checks the answers with the whole class 
- work in groups
- cross- checking
- note down
Exercise 3: Fill each blank with the correct form of a verb in the box
arrive be clean meet take
make organize put prepare serve
How was the holiday?
Oh, it was fantastic. Everything (1) so well. As soon as we (2) at the airport, we (3) 
and (4) to the hotel. All the rooms (5) well and fresh flowers (6) on the table
 Oh, how lovely! And what about the food?
 It (7) excellent. They freshly (8) it all in the hotel and they even (9) the bread in the hotel kitchen. The bread rolls (10) hot every morning for breakfast.
Answers:
1/ was organized
2/ arrived
3/ were met
4/ taken
5/ had been cleaned
6/ had been put
7/ was
8/ prepared
9/ made
10/ were served
Practice for fluency
(8’)
- shows 5 pictures attached 5 verbs on the screen in turn
- asks SS to work in individually
- asks them to make a sentence in passive voice based on the picture and write down on their own paper
- says “STOP” after showing the picture 45s 
- asks a student to read his/her sentence
- comments on ss’ sentences
- moves to the next picture 
- work in individually
- write a sentence in 45s
- give the answer 
- note down
water
Suggestions:
The trees are watered everyday.
HOMEWORK
Reviewing passive voice
Completing Exercise 1, 2
Preparing the next lesson