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