Giáo án English 10 - Unit 16: Historical Places - E.Language Focus - Năm học 2012-2013

Pre : 19.04.2013
Tea: 20.04.2013
Unit 16: HISTORICAL PLACES
E/ LANGUAGE FOCUS
Week: 15
Period: 98
I. OBJECTIVES:
 1. Education Aims: - Students know how to pronounce the sound /ʒ/ and /ʃ/ correctly.
	 - Students revise: - Comparatives and superlatives.
 2. Knowledge: 
+ General knowledge: Students learn some information to describe a chart
+ New words: Words related to a chart
+ Language: 	- Pronunciation: /ʒ / and /ʃ /.
	- Comparatives and superlatives. 
	- Making comparisons. 
 3. Skills:	+ Speaking: 	- Work in pairs to discuss the exercises.	
+ Reading: 	- Read words and sentences aloud.
- Read the sentences silently to do the exercises.
II. ANTICIPATED PROBLEMS:
 - Students may forget the knowledge about comparisons.
III. TEACHING AIDS: - board, chalk, textbook.
IV. PROCEDURES: 
Contents
Teacher’s & Students’ activities 
I. WARM UP: (5’)
II. PRONUNCIATION: (10’)
a. Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat.
 / ʃ / : a voiceless sound
 / ʒ / : a voiced sound
 / ʒ / / ʃ /
 television shop 
 pleasure machine
 measure Swedish
 ...........................
b. Ask sts to look at sentences in page 175 in the book.
- Answers:
 / ʒ / / ʃ /
 pleasure shouldn't
 Asia shop 
 illusions washing
 ...............................
III. GRAMMAR: ( 28’)
a. Comparatives and superlatives:
E.g: My house is smaller than your house.
 My house is the smallest in this street.
 Exercise 1 is more difficult than exercise 2.
 Exercise 1 is the most difficult in this book.
* Comparatives:
. Structures:
 S1 + V + short Adj/Adv + ER + than + S2+ V
 S1 + V + More + long Adj/Adv+ than + S2+ V
. Notes:
- Short (containing one syllable) E.g: taller, shorter
- Double the final consonant if it comes right after a vowel. E.g: bigger, thinner
- For adjectives ending in –y, change- y to –I and then add –er. E.g: tidy- tidier.
- Most adjectives ending in -y, -ow, -er , -le, -et are treated as short adjectives. E.g: narrow- narrower; clever- cleverer.
- Long (containing more than one syllable)
- Most adjectives ending in –ful; -less; -some are treated long adjectives. E.g: hopeful- more hopeful; handsome- more handsome.
- Most adverbs having two syllable, ending in –ly are treated long adverbs. E.g: shortly - more shortly; cheaply- more cheaply.
* Superlatives
. Structures:
 S + V + The + short adj/ adv + EST
 S + V + The Most + long adj/adv
. Irregular:
ADJ/ ADV
Comparatives
Superlatives
Good / well
Better
The best
Bad / ill
Worse
The worst
Many / much
More
The most
Few / little
Less
The least
far
Farther(further)
The farthest
+ Exercise 1:
1. young => younger => the youngest
2. happy => happier => the happiest
3. big => bigger => the biggest
4. busy => busiest => the busiest
 ...................................
+ Exercise 2:
2. My sister is younger than me.
3. Who is the oldest in the class?
4. Concord used to be the fastest passenger plane in the world. 
 .................................
b. Making comparisons:
Exercise 3:
1. v 2. so 3. more
4. the 5. the 6. v
7. than 8. of 9. v
 ................................
Homework: (2’)
- Ask two sts to read the description of the chart they wrote at home aloud.
- Ask another st to give remarks.
- Check and give marks.
- Aims: to introduce two sounds /ʒ / and / ʃ / and help sts to practise these sounds.
- Tell sts how to pronounce these sounds accurately.
- Ask sts to pay attention to the length of two sounds.
- Ask them to look at the textbook, listen and repeat.
- Then ask sts to work in pairs to read the words again so that they can check for each other.
- Move around to help .
- Ask two sts to read again and give remarks.
- Ask them to work in pairs to read the sentences and then find out the words containing sound /ʒ / and sound / ʃ /.
- Ask them to work in 2 minutes.
- Move around to conduct the activity.
- Ask one st to report and other sts to give remarks.
- Check and give the correct answers.
- Ask some sts to read these sentences aloud.
- Listen and give remarks.
Aims: to revise comparatives and superlatives, and making comparisons, and have sts do EX1, EX2 and EX3.
- Firstly ask sts to look at the examples and revise the comparative and superlative form of the adjectives.
- Ask sts to tell the T the comparative and superlative form of the adjectives. 
- Listen to the S and give remarks. 
- Ask sts to do EX 1.
- Ask sts to do Ex 1 in pairs and then share the answers with their friends.
- Move round to help if necessary.
- Ask some pairs to report.
- Check and give remarks.
- Ask sts to read the requirement and the example carefully.
- Ask sts to do the Ex individually.
- Move round to help if necessary.
- Ask sts to share their ideas with their friends.
- Ask two sts to write the sentences on the board.
- Ask other sts to give remarks.
- Ask sts to do Ex3 in pairs and then share the answers with their friends.
- Move round to help if necessary.
- Ask some sts to report in front of the whole class.
- Check and give remarks.
- do exercises in workbook