Giáo án tiếng anh lớp 10 (hệ đổi mới)

Activity 3- Have students work in pairs or groups to ask and answer the questions.. - Check students’ answers by asking them to call out the letter a, b or c - iron/fold/put away the clo

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Date of preparation: 2014

Date of teaching: 2014

A Aims and requirements

By the end of this unit, Ss can:

- Use lexical items related to the topic Family life

- Pronounce consonant clusters /tr/, /kr/ and /br/ correctly in isolation and in context

- Understand the present simple vs the present continuous

- Read for specific information about the benefits of sharing housework

- Exchange opinions about household chores

- Listen to understand a TV programme about roles performed by family members

- Write about doing household chores in the family

- Understand different family lifestyles in different cultures

B Teaching method: Communicative

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Aim: To introduce the topic of the unit,

vocabulary about household chores and the

grammar point taught in the unit

Lead-in:

- T asks students if they often do

housework and what housework each

member of their family does

- Ask them to look at the picture and

guess what they show

- Ask students about the picture:

E.g – Who are the people in the

- Look at the picture and answer the questions

- They are a family

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- What are they doing?

Activity 2

- T plays the recording Asks students

to listen and read along silently

- Ask students to work in pairs to

decide whether the statements are true

(T), false (F), or not given (NG) Have

students refer back to the conversation

to give reasons for their answers

- T goes around and supervise

- Then check their answers, and give

explanations

Activity 3

- T plays the recording and ask

students to listen and repeat the

words/phrases

Activity 4

- Tell students to refer back to the

conversation to find the verbs/ verb

phrases that go with the words/phrases

in the conversation

- Play the recording again if

necessary

- Ask students to pay attention to

words that are often used together

(collocations) then ask them to give

some examples

- The father is vacuuming the floor The mother is cooking The son is washing dishes and the daughter is doing the laundry

Verb/Verb phrases Words/ Phrases

1 Split, divide, handle

(household) chores

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IV Consolidation

- Summarize the main points

V Homework

- Ask students to learn by heart new words and collocations in the text.

Notes after teaching:

………

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III New Lesson

Aim: To provide students with a right way

to pronounce some clusters and how to

distinguish present simple and present

continuous tense

Vocabulary

Activity 1

- Ask students to work individually,

read the words and phrases in the box,

then discuss and find the meaning for

each of them (a-h)

- Provide support if necessary by

guiding students to use the context of

the conversation to choose the meaning

for the words/ phrases

Activity 2

- Ask students to work in pairs Read

the conversation in GETTING

STARTED again and list all the

household chores that are mentioned in

- take out the rubbish

- do the heavy lifting

- be responsible for the household finances

Other chores:

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Activity 3

- Have students work in pairs or

groups to ask and answer the questions

- Encourage them to use the chores in

the list in their answers Before working

in pairs, students may work

individually

- Ask students to read the list again

and write down who does each of the

chores in their families

- Check to make sure students use the

correct verbs/ verb phrases in the correct

tense with the name of the chores

Pronunciation

Activity 1

-Play the recording and let students listen

Play it again with pauses for them to repeat

each word

Give the meaning of the words if necessary

Help students distinguish the three sound

clusters

- Ask students to work in pairs and take

turns reading the words in columns and in

rows Then, invite individuals to read the

words in one or two rows

Activity 2

- Ask students to read the words in

rows, paying attention to the difference

between the sound clusters

- Play the recording and have students

listen to the sentences and circle the

word they hear

- Check students’ answers by asking

them to call out the letter (a, b or c)

- iron/fold/put away the clothes

- lay the table for meals

- Work in pairs or groups

- Read the words

- Listen to the tape

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corresponding to the word they hear.

Grammar

Activity 1

- Have students read the text

individually once and ask them to pay

attention to the words/ phrases such as

every day, today, at the moment, and ask

them what verb forms are often used in

the sentences that have these words/

phrases Ask students to choose the

correct verb form

compare their answers

- Check students’ answers and then

elicit from them the rules of using the

present simple and the present

continuous

Activity 2

- Have students work in pairs to give

their answers

necessary

- Ask students to use the words/

phrases: now, at the moment, usually,

today, every evening, etc as clues for

their answers

- Check students’ answers by asking

individuals to take turns reading aloud

each of the sentences

Key:

1 does

2 cooks

3 cleans

4 is watching

5 is doing

6 is doing

7 is tidying up

8 is trying

1 does, is not cooking, is working

2 is taking out

3 cleans, is cleaning

4 is preparing

5 looks after, works

6 is watching, watches

V Homework

- Ask students to learn by heart new words and collocations in the text.

- Ask students to review grammar part

………

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III New Lesson

Aims: to practice reading skills for the

students They can also read and get the

general idea of a text; guess the meaning of

words in context; and make references

when reading a text

Lead-in: Inform students of the lesson

objectives

Activity 1

-Let students work in groups, look at the

picture and answer the questions Ask

students to call out the answers to question

1 freely For question 2, ask a

representative of each group to give the

opinion of the group

Activity 2

- Have students read the heading (a-c) first

Make sure that they understand all of them

and tell students that one of them is the title

for the text; they have to read the text and

decide which one it is

- Ask students to read through the text

- Look at the picture and answer the question

The answer can be:

Yes, they are Because they do the housework together /Because all members of the family share housework

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once without stopping at the words that

they don’t know the meaning of, and then

ask them to work in pairs to decide on the

best title for the text Remind students

that the title for the text is the one that

gives the general idea of the whole text

- Check students’ answers and guide

students to the correct choice if necessary

by helping them eliminate the sentences

that are only about one aspect of the text

Activity 3

- Have students read the text again

and underline the words sociable,

vulnerable, critical, enormous and tend

when they see them on the text

- Explain to students how to use

context to guess the meaning of the

unknown words if necessary

Activity 4

- Ask students to continue to work in

pairs, and find out what it refers to in each

of the sentences Let students read and

understand the sentences before and after

the one that has the word in it to decide

what it means Students can use the

elimination technique to give the right

answer

Activity 5

Ask students to work in groups of three,

ask them to read the questions first to

make sure they understand what

information they need in order to answer

the questions It may help if students can

underline the key words in the questions

For example:

1 How do children benefit from sharing

housework?

2 Why do men tend to have better

relationships with their wives when

they share housework?

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3 What may happen to women whose

husbands do not contribute to the

household chores?

4 How does the family benefit when

everyone works together on

household chores?

- Then ask students to read the text

again, and locate the part of the text

where they can get the answer to each of

the questions before they discuss the

answers

- Check students’ answers by inviting

a representative from each group to

give the answer to one of the questions

If the students’ answer is incorrect,

don’t give the right one at once, but try

to elicit it from other students

Activity 6

- Put students in groups of four and let

them discuss the questions freely If

students have difficulty with ideas, give

them some examples of problems such

as problems with time, skills and

attitude

- One or two groups to report the

discussion results to the class

1 They do better at school, become more sociable, and have better relationships with their teachers and friends

2 Because it shows that they care about their wives and this makes their wives happy

3 They may fall ill easily or may think about divorce

4 There is a positive atmosphere for the family

- Do as required

V Homework

- Ask students to prepare for the next lesson

………

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Date of preparation:

Date of teaching:

Period 4

Part 4: SPEAKING SKILLS

IV Class organization

Check attendance

10A1

10A9

V Checking the old lesson

VI New Lesson

Aims: To encourage students to talk about

the chores of their love and hate

Lead-in:

Provide students with some handouts with

the names of household chores and ask

students to match the chores with

corresponding pictures

Activity 1

- Ask students to work by themselves,

write at least three household chores they

like and three they dislike doing in the

“Name of chore” column, then add a

reason why they like or dislike the chore

- Go round to help if necessary

compare their completed table to find out

the different and similar ideas about

housework

Activity 2

- Have students work in pairs Ask

them to read all the questions in Anna’s

column first and underline the key words

in each question before asking them to

guess the answer to each question

1 What household chores do you do

every day?

2 Which of the chores do you like

- Pay attention to teacher and match the chores with the pictures

- Guess the answer to each question

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doing the most?

3 What do you like about it?

4 Which of the chores do you dislike

doing the most?

- Encourage students to use the key

words as cues to find the answers in

Mai’s column to match with Anna’s

questions

- Ask students to take turns being Mai

and Anna to practice the conversation

Anna: What household chores do you do

every day?

Mai: I do the laundry, wash the dishes, and

sweep the house I sometimes do the

cooking when my mum is busy

Anna: Which of the chores do you like

doing the most?

Mai: well, I think I like sweeping the

house

Anna: What do you like about it?

Mai: It’s not too hard, and I like seeing the

house clean after I sweep it

Anna: Which of the chores do you dislike

doing most?

Mai: Washing dishes, because I often break

things when I do the washing-up

Activity 3

- Ask students to work with a

different partner to have a similar

conversation Explain that this time they

should talk about themselves, and they

have to find out what chores their partner

does, what chores she/he likes or dislikes

the most and why

- Tell students to use the questions in

activity 2 and the ideas in activity 1 to do

this activity

- Invite a student from one or two

pairs to report to the class what she/he has

found about his/her partner

- Work in pairs and try to match the columns

- Practice the conversation

Key

1.c2.a3.d4.b

-Work with a different partner to have a similar conversation

- Report to the class

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V Homework

- Distinctive students do the more complex handouts

- Average students do the simpler handouts

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III New Lesson

Aim: To equip students with more

knowledge about roles of men and women

in families

Lead-in: Introduce the topic: write down

two words wife/woman- husband/man and

ask students to make two words webs about

the roles of wife/woman and husband/man

in the family Students are free to call out

their answers and T writes down the words

in the web

Activity 1:

- Ask students to work in pairs,

looking at the chart and discussing the

changes in the weekly hours of basic

housework by married men and married

women in the USA between 1976 and

2012 Students don’t have to report the

exact number of hours men and women

spend on doing housework They can just

talk about the general changes

- Encourage students to guess the

reasons for the changes Ask them to call

out their guesses Write the reasons given

by students on a corner of the board so

that they can see if their guesses are

correct later, after they listen to the

recording

Activity 2

- Tell students that they are going to

listen to a family expert talking about how

the roles of men and women in families

have changed Ask them to read all the

statements and guess if they are true or

false Make sure that students understand

Earning money

Take care of children

Women’s role

Do heavy lifting

Help housewo rk

Earning money

Men’s role

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all the statements

- If there are new words to students,

explain them or give the Vietnamese

equivalents to save time for other

activities

- Play the recording and have students

do the exercise Check students’ answers

If many students in the class have

incorrect answers, play the recording

again, and stop at the place where

students can get the correct answers

Activity 3

- Have students work in pairs to

match the words/ phrases with their

appropriate meaning To help students

het the answers easily, ask them if they

know the part of speech of the word/

phrase given, and then choose the

meaning

Activity 4

- Ask students to read the questions

carefully Make sure that they understand

what is asked in each question Have

them underline the key words if

necessary Then play the recording and let

students listen to it and answer the

questions

- Ask students to work with a partner

to compare their answers

- Invite representatives from pairs to

present the answer to each of the

questions to the class Give feedback and

- Read the questions carefully

- Listen to the recording

Key activity 4

1 They are not the only breadwinner

in the family, and they get more involved in housework and parenting

2 Both are responsible for family finances, home-making/

housework, and parenting

3 The families become happier and

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the divorce rate amongst them is the lowest

V Homework

………

Date of preparation: Date of teaching: Period 6 Part 6: WRITING SKILLS I Class organization Check attendance 10A1

10A9

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III New Lesson

Aims: Students can write a paragraph about

how people in their families share

- What does "many hands" mean, many

people or many hands?

- When we share the housework, is it easier

or harder?

- How do you understand the saying?

Activity 2

- Asks students to read the text and

complete the chart, then they compare

- One st writes the answers on the board

when sts are doing the task

Activity 3

- T lets sts read the questions and locate the

answers in the text in 5-7 minutes

- 6 sts say the answers, other sts listen and

Answers:

1 2

2 the parents work, children spend most

of their time at school

3 they split the house equally

4 para 3 and 4

5 yes, they do

6 everyone can have some time to relax

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- T has sts fill their chart individually then

they can compare with their friends

- Sts write a paragraph about their family

using the ideas in the chart, the questions

from the given text

- T goes around and gives help, collects

common mistakes for later correction

- Sts exchange their writing for peer

correction and comment

- T collects 5 paragraph to mark in class so

that all sts feel the need to do the task

V Homework

………

Date of preparation: Date of teaching: Period 7 Part 7: COMMUNICATION AND CULTURE I Class organization Check attendance 10A1

10A9

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III New Lesson

1 Warm-up

- T asks sts to look at the picture of the

husband and wife and answer some

questions

Suggested questions:

1 what does the man do?

2 what does the woman do?

3 who is happier? why?

2 Listen and match

- T introduces the talk show, the people and

the task by asking simple questions

- T lets sts read the statement, makes sure

they understand everything by asking them

for translation of all sentences

- T plays the CD twice, sts listen and match

then compare with their peers

- T checks with class by saying the number,

sts say the letter

3 Discuss

- T guides sts to work in group of 4 and

prepare the answers; they can use the ideas

in task 2 Each group has a leader to take

notes and report their opinion to the class

- 2 groups report its opinion, others listen

and comment

CULTURE

Read and fill the table

- T has sts look at the pictures at the end of

the unit to elicit the terms "nuclear family"

and "extended family"

- Sts work in pair to read and complete the

table, after that sts compare to correct Sts

can use a dictionary to look up new words

while doing the task

- Look at the picture and answer the questions

In our family, our parents share all thework and we are happy with that

Definition:

nuclear family: parents and childrenextended family: grandparents, parents and children

new words:

neat, single-parent, child-minder, nursing home, collaborate, ungrateful, behavior,

generation

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- T asks one st to write the answers on the

board for class checking

V Homework

………

Date of preparation: Date of teaching: Period 8 UNIT 1: FAMILY LIFE Part 8: LOOKING BACK I Class organization Check attendance 10A1

10A9

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III New Lesson

Teacher’s activities Students’ activities Pronunciation

- T introduces the task and plays the CD,

sts listen and circle the cluster they hear

- T assigns /tr/, /kr/, /br/ to 3 lines/rows of

students then read 4/5 sentences containing

all three clusters Sts listen and react by

clapping their hands

Vocabulary 1

- T ask sts to speak out the words under

each pictures then let them write in their

books

- T helps if there is a new word

- T checks by saying the number

Vocabulary 2

- T has sts work in pairs, read the text

carefully and fill in each gap with a word

- T reminds sts that thay have to use the

correct form of the words when filling

- T goes around and gives helps if

necessary

- One st does the task on the board

- T checks with the class by saying the

number, sts say the words/phrase to check

pronunciation

- T asks one sts to translate the text to make

sure that sts understand it

Grammar 1

- Sts work in pairs to give the correct verb

form in present simple or present

continuous

1 cream, brush

2 crash, tree, traffic

3 try, create, brother

4 brown, bread, breakfast5.brave, travelling, train

6 true, crime, increase

Answers:

1 cooking

2 Shopping for groceries

3 doing the laundry

4 taking out the rubbish

5 cleaning the bathroom

6 washing up

7 Ironing

8 sweeping the house

9 watering the flowers

10 feeding the cat

Answers:

1 does the cooking

2 shops for groceries

3 does the heavy lifting

4 laundry 5.ironing

6 takes out the rubbish

7 sweeping the house

8 lays the table

9 does the washing-up

Answer:

1 am writing, miss

2 am looking after

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- T checks with class and asks sts why they

make their choice to consolidate the use of

the two tenses

Grammar 2

- T asks sts to work in pairs this time and

make up a short dialogue based on the

questions in task

- T asks some pairs to act the dialogue,

starting and ending with sentences given by

the teacher

3 looks, is wearing

4 am cooking

5 are you reading

6 do people in your family do

Model dialogue:

A Hello

B Can I ask you something?

A question 1

B ……

A Thank you for your answers B You are welcome! IV Consolidation - Summarize the main points V Homework - Students do the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment Notes after teaching: ………

………

- Use words and phrases to talk about the human body, lifestyles and

healthcare

- Pronounce the consonant clusters of /pr/, /pl/, /gl/, /gr/ properly

- Use will and be going to to talk about intentions, plans, predictions and willingness

- Use the passive voice for description and report

- Read about an alternative treatment in medical care for main idea and specific information

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- Talk about how to get rid of bad habits.

- Listen for specific information on how to choose a healthy diet

- Write to ask for and to provide advice on what to eat for special events

III Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities Lead-in:

Play a song named: An apple a day

(This would be the best if we use a

projector)

Inform the class of the lesson objectives:

getting to know the topic, vocabulary about

how eating can affect one’s health, and the

use of will.

Activity 1:

- Tell students not to worry about new

words or grammar points The new items

will be dealt with later on

- Play the recording Ask students to listen

and read the conversation at the same time

Activity 2

- Ask students to work in pairs to practice

asking and answering the questions

- Ask students to report their answers and

check if they have any difficulty in

understanding the conversation

-Pay attention to the teacher

- Look at activity 1

- Don’t care about unfamiliar words

- Listen and repeat the conversation

- Work in pairs and practice

- Report the answers Answers may vary

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- Ask students to work individually, in

pairs or in groups to report a time when

laughter was the best medicine for them

Assist by giving a list of prompts

including occasions like feeling

stressful, tired, sick or embarrassed, etc

and prevent diseases like cancer

3 Memory or (the) brain

4 He feels uncertain about the benefits of apple juice

-Listen and repeat the words

DiseaseBalanceSkeletonsystem

BonesWeightBrainlungs

Nervoushealthy

PreventBalanceboost

V Checking the old lesson

VI New Lesson

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Vocabulary

Activity 1

- Show students some pictures of the

body systems or organs for illustration if

possible

a Ask students to work to match the items

in the left column with the ones in the

right column

b Have students work in pairs to practice

saying the names of the systems

Remind students to pay attention to the

stressed syllables in each word

Activity 2

- Tell students to work on classifying

the words into the corresponding

systems Assist students to use a

dictionary to find the right meanings

Pronunciation

Activity 1

- Have students listen and repeat the

words Help students make a clear

distinction of the clusters in the pair /pr/

and /gl/ and the pair /gr/ and /gl/

- Ask students to repeat a few times if

necessary

Activity 2

- Ask students to read the sentence

aloud Model first if necessary and then

draw students’ attention to the

consonant clusters in focus Ask

students to practice the sentences a few

times

Grammar

Activity 1

- Ask students to read about the usage

of will and be going to and if possible,

make some examples of their own

- Give explanations and provide help

- Look at the pictures

Key: Circulatory system – cSkeletal system – e

Digestive system – dNervous system – aRespiratory system – b

Key:

Circulatory system : heart, blood, pumpSkeletal system: spine, bone, skullDigestive system: stomach, intestineNervous system: brain, nerves, thinkingRespiratory system: breath, air, lung

- Listen and repeat the words

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if necessary.

Activity 2

- Have students identify the use of

will and be going to in the sentences and

write from 1 to 6 next to each one

- Call one student to go to the board

and write answers

Activity 3

Tell students to further apply their newly

acquired knowledge of will and be going

to in context

- Ask students to read the sentences

Have students put a tick if right, cross if

wrong

- Ask students to give some

explanations for their choice

Activity 4

sentences with the right form of will and

be going to Remind students that

sometimes both can be used

Activity 5

- Ask students to read about the usage

of the passive voice Provide some

explanations if necessary to help

students understand the rules

- Have students read the surprising

facts about human body first, then

practice using the passive voice

Key1.1 2.3 3.54.6 5.2

1 Is consumed by the brain

2 Are damaged (extensively)

3 Is made up of around 7,000,….,000(27 zeros) atoms (octillion)

4 Is pump through our body everyday(by the heart)

5 Are used to smile, to frown

6 Are estimated to live on one squareinch of our skin

7 Are produced by humans only

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- Wrap up the lesson

V Homework

- Students prepare for the next lesson

UNIT 2: YOUR BODY AND YOU

Part 3: READING SKILL

I Class organization

Check attendance

10A1

10A9

III New Lesson

Teacher’s activities Students’ activities Lead-in: Inform the class of the lesson - Listen to teacher

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objectives: skimming for an overview and

scanning for specific information

Activity 1

- Ask students to look at the picture

and read the title of the text-

Acupuncture – and talk about what they

already know about acupuncture

about the practice to tell the class some

facts and beliefs

- If no student knows about the

practice, give a brief description

Activity 2

Aim: further involve students in the topic of

the reading

groups to discuss what they want to

know more about acupuncture then

decide on at least three things they want

to have more information about

- Ask students to report their lists and

compare theirs with others’

Activity 3

Aim: To give students an overview of the

reading and provide them with key

vocabulary

- Ask students to read the text quickly

and pick out words or phrases that are

new to them Help students to look for

the meanings of these words in the

dictionary

Activity 4

Aim: help students comprehend thoroughly

the text

- Allow students to read the text again

in depth to find necessary information to

give answers to the questions

Activity 5

Aim: allow students to dig deeper into their

- Look at the picture and read the title

- Talk in front of the class

- Read the text quickly

Key:

1.ailments 2 Ease3.acupoints 4 Precaution5.alternative 6.treatment7.evidence 8.promote

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