SAIGON UNIVERSITYFOREIGN LANGUAGE DEPARTMENT

LESSON PLANTEACHING PRACTICE 1

Student teacher: Trần Thanh VũSupervisor: Ms. Nguyễn Thị Anh Đào

TIENG ANH 10Unit 10: CONSERVATION

E. LANGUAGE FOCUS

I. Objectives: After finishing this lesson, students will

- recognize the difference between the sounds /b/ and /p/ and then practice them in words and sentences- review passive formulae, transitive and intransitive verbs, then use active and passive voices in sentences

II. Language focus:

- Vocabulary items containing either the sounds /b/ or /p/- BE + PAST PASRTICIPLE in some basic tenses

III. Techniques:

- Group-work, Repetition, Substitution- Animal Racing Game

IV. Teaching aids: pictures, group boards, markers, chalks, board, word cards

V. Time: 45 minutes

VI. Procedures:

Stages Contents

1. Pronunciation (10’)

Step 1: Recognition

- T shows two pictures of some “peach(es)” and a “beach”.- T calls some Ss to look at the pictures and pronounce the words.

Step 2: Presentation

- T distinguishes the two sounds /b/ and /p/ and pronounces the words in the textbook.

Step 3: Practice

- T reads the words and sentences in the book. => Ss repeat in chorus.- T calls some Ss to read the words and sentences.

2. Grammar (30’) Step 1: Revision of passive formulae (10 minutes)

- T holds a marker in one hand and asks what it is. (This is to make sure that Ss know what a marker means.)- T drops the marker on the floor and says “Look! What happens?” then asks Ss to make a sentence of what has just happened beginning with “The teacher”.=> Expected answer: The teacher dropped the marker. (T can suggest for Ss to

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make this sentence.)- T writes the sentence on the board and drops the marker again. Then, T asks Ss to make a sentence which begins with “The marker”.=> Expected answer: The marker was dropped by the teacher. (T can make any correction if necessary.)- T writes this sentence under the first one and asks Ss to tell them apart. - T writes the structure of the passive sentence like this:

S + be + pp + by Agent- T prepares some word cards in which different forms of the verb “be”, some adverbs of time and forms of the verb “drop” in passive are printed. (present simple, past simple, present perfect, present continuous)- T uses those cards to place on the position of “be” in the structure, at the same time he asks Ss what the “be” in the sample sentence should be changed (as doing this he also places the adverbs of time one the board). => Ss answer by choosing the cards of “be” which have already been stuck on the board.

Step 2: Practice

Exercise 1 (10 minutes)

- T divides Ss into groups by asks them to number themselves from 1 to 5 (all Ss who are numbered as “one” are in Group 1, the same for the others).- T sticks the pictures of 5 animals on the board. The animals represent the groups. For one correct answer from each group, their animal will move one step forward. (This game will be played through the lesson.)- T distributes worksheets and group boards.- The verbs are not printed in the sentences in Exercise 1. Instead, T will show them in word cards one by one. - Each time T shows the cards, Ss work in groups and write their answer they choose on group boards. T counts from 1 to 3 and Ss show their answers.- The words: 1. reported / were reported, 2. grow / are grown, 3. brought up / was brought up, 4. fell / was fallen, 5. be spoken / speak, 6. died / was died, 7. don’t invite / am not invited, 8. are being built / are building, 9. broke down / was broken down, 10. punished / were punished

Exercise 2 (5 minutes)

- The group which has moved most slowly in the race will have the right to choose 2 sentences to answer in this exercise. The other groups will also choose their 2 sentences in the order of distance in the race.- Ss work in groups and write the answer on the group boards in 3 minutes.- After that, they stick the group boards on the black boards.- T corrects and comments. - Keys: 1. came/ had started / were2. is standing / is being photographed3. Have / been told4. was being laid / decided

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5. will / be planted 6. were destroyed7. arrived 8. had existed9. was prevented10. are needed

Exercise 3 (5 minutes)

- T prepares the worksheet with 5 more extra words for Exercise 3.- The group which has moved most slowly in the race will receive a piece of paper in which all the right words for this exercise. The 2nd slowest group will receive the piece of paper with two extra words, the 3rd with three; the 4th with four and the farthest will receive nothing.- Ss work in groups and do this exercise. - Ss write their answers on the board.- T asks 5 Ss from 5 groups to help him correct the answers.- keys: 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

=> T announces the winner of the animal race.

3. Homework (1’) - Ss prepare the reading lesson of the next unit.

- 4 minutes are spared for managing classroom and dealing with unexpected situations.

WORKSHEET

UNIT 10: CONSERVATIONF. LANGUAGE FOCUS

The passive voice

Exercise 1. Choose the right form of the verbs in brackets.

1. The children __________ to be homeless.2. Trees __________ well in this soil.3. He __________ in the countryside by his aunt and uncle.4. The glass of water __________ off the table and broke into pieces.5. Can English __________ at the club?6. John’s cat __________ because of an unknown disease.7. I __________ to parties very often.8. Many new roads __________ in this city.9. His car __________ on the highway last night.10. Those students __________ because they were late.

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Exercise 2. Put the verbs in brackets in the correct form.

1. When they ________ (come), the meeting ________ (start). They ________ (be) ten minutes late.2. He ________ (stand) in front of a large audience. He ________ (photograph) by many journalists now.3. the students ________ (tell) about the changes of the timetable yet?4. At that time the table ________ (lay) and I ________ (decide) not to come in.5. Where these young coconut trees ________ (plant)?6. A number of priceless works of art ________ (destroy) in the earthquake.7. By the time Carol ________ (arrive), we had finished eating and were ready to go.8. No record ________ (exist) of the visit he claimed to have made to Paris in 1941.9. Because my visa had expired I ________ (prevent) from reentering the country.10. It is generally agreed that new industries ________ (need) for the southern part of the country.

Exercise 3. Fill each blank with the correct form of a verb in the box.

arrive be pull meet repairmake organize put see serve

type prepare clean take work− 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.

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