Giáo án tiếng anh 10 thí điểm trọn bộ (4 cột)

Giáo án tiếng anh 10 chương trình thí điểm trọn bộ (4 cột) chi tiết, đầy đủ. Giáo án tiếng anh 10 theo chương trình Đề án ngoại ngữ THPT quốc gia 2020 đầy đủ, hay.UNIT 1: FAMILY LIFEPeriod 2: Getting startedWeek: 01Date of preparation: August 13th, 2015Date of teaching: August 19th, 2015Classes : 10A1I. AIMS AND OBJECTIVES Language content: To introduce the students to the text about family life, and some words and phrases related to topic Household chores Language function: To enable sts to talk about family life, especially Household chores Educational aim : To make them aware of benefits of sharing household.1 Language:+Vocabulary: orphanage, handicapped, remote …+ Structure: Review the previous structures2 Skill: Integrated skill, mainly reading3 Education factor: To help sts to know to share household chores with their family

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Period 01 : INTRODUCING THE PROGRAMS OF ENGLISH 10 Week : 01

Date of preparation : August 12 th , 2015 Date of teaching : August 18 th , 2015 Classes : 10A1

I AIMS AND OBJECTIVES

- Language content: To help sts review all the tenses they had learnt and draw comparisons between

the tenses that are closely connected to each other and to introduce English 10

- Language function: To enable sts to use tenses to talk about any thing they want

- Educational aim : To make them aware of the importance of practising English

1- Language : + Vocabulary : review

+ Grammatical points: revise the tenses

2- Skill: Integrated skill

3- Education factor: To help sts know to combine studying and reviewing

II TEACHER’S AND STUDENTS’ PREPARATION

1 Method : Communicative Approach

2 Techniques : Noughts and Crosses, pairwork, activity “Getting to know you”

3 Materials needed : handouts, worksheets

4 Students’ preparation : notebooks, books

5 Previous exercises : No exercise

III PROCEDURE IN CLASS

1.Stabilization: (5ms)

- Greet students and checking attendance

- Conducting the activity “Getting to know you”

+ Give each person a copy of the worksheet

+ Have Sts ask a different person for each question and write notes in the right columns

+ Ask sts to talk to your classmates in the room and find out the following information

+ Get some feedback from a few of the sts by asking “Tell us one interesting thing you learnt about another student”

2 Checking – up previous knowledge : No checking

3 New lesson :(40ms)

Time Teacher’s activities Students’ activities The lesson content

(30ms) A REVISION :

1 Lead- in:

- Give two examples and ask the sts

to recognize the grammatical points

of these sentences above

- Introduce the aim of the lesson:

“Today we will revise the tenses”

2.Pre-practice:

- Ask students to review the tenses

they had learnt

- look at the board, recognize and answer the question : present continuous and past simple

* The Present Continuous:

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3.Practice:

- Ask the sts to do exercises

I Put the verbs in brackets into the

correct form (the present simple or

the present continuous)

1.Water (boil) at 100 degree Celsius

2 Look! The sun (shine)

3 The English alphabet (consist) of

26 letters

4 We (study) every day

5 The game (start) in ten minutes

6 His teacher always (try) to help

2 How long ( live/ you) here?

3 The train (leave) half an hour ago

4 Listen! Somebody (sing)

5 He (eat) dinner at 7P.M last night

-Get and give feedback

3 Free- practice

Play a game: Noughts and Crosses

- Divide the class into two groups:

Nought Group and Cross Group

- Get the sts to choose the words in

- do the exercises in pairs

-listen and take notes

- play the game

(+) S + am/is/are + V-ing.(-) S + am/is/are +not + V-ing (?) Am/Is/Are + S + V-ing?

* The Present perfect

(+) S + have/has + p.p

(-) S + have/has + not + p.p.(?) Have/Has + S + p.p?

* The Simple Past:

(+) S + V-ed/ 2(-) S + didn’t + V -inf

(?) Did + S + V-inf ?

* The past continuous:

(+) S+ was/were+ V-ing.(-) S+ wasn’t/ weren’t + V-ing.(?) Was/ Were +S + V-ing?

* The past perfect:

(+) S + had + p.p(-) S + hadn’t + p.p

(?) Had + S + p.p?

* The Simple future:

(+) S + will + V(bare-inf).(-) S + will not/ won’t + V-inf(?) Will + S + V(bare-inf)?

3 Free- practice : Game

“ Noughts and Crosses”

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(7ms)

(3ms)

turn and make the sentences If they

get it right, they have one cross/

nought The winner will be the

group that forms three successive

noughts/ crosses in straight line

usually since next week

- Give remarks

B INTRODUCING ENGLISH 10

- Introduce the textbook

- Guide sts the way to learn it

C Homework:

- Ask sts to write the homework in

their notebooks

- listen and ask if needed

- take notes in their notebooks

B INTRODUCING ENGLISH 10

C Homework

- Review for tenses

- Do more exercises in handouts

- Review the relative clauses and conditional sentences

* Self- evaluation: ………

………

EXERCISES : Put the verbs in brackets into the correct tenses (simple past and past continuous )

1 Peter and Ann (decide) to redecorate their sitting-room themselves 2 They (choose) cream paint for the woodwork and apricot for the wall 3 When John (look) in to see how they (get) on, Ann (mix) the paint, and Peter (wash) down the walls 4 They (be) glad to see John and ask if he (do) anything special that day 5 He hastily (reply) he (go) to the theatre and (go) away at once, because he (know) they (look) for someone to help them

Expected answers: 1 decided 2 chose 3 looked-were getting-was mixing, was washing

4 were-asked-was doing 5 replied-was going-went-knew-were looking

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UNIT 1 : FAMILY LIFE

Period 2 : Getting started

- Language content: To introduce the students to the text about family life, and some words and

phrases related to topic "Household chores"

- Language function: To enable sts to talk about family life, especially Household chores

- Educational aim : To make them aware of benefits of sharing household.

1- Language: +Vocabulary: orphanage, handicapped, remote …

+ Structure: Review the previous structures

2- Skill: Integrated skill, mainly reading

3- Education factor: To help sts to know to share household chores with their family

1 Method : Communicative Approach

2 Techniques : Questions –answers, pairwork, groupwork, work individually

3 Materials needed : Worksheets, pictures, chalk

4 Students’ preparation: New words and the lesson “Getting started” of Unit 1

5 Previous exercises: No homework

1 Stabilization: (3ms)

- Greet students and check attendance

- Warm- up : Asks sts to work in pairs/groups and list 5 things they have to do at home.

- T asks some more questions about housework;

1 What housework do you do?

2 Do you hate or like it? Why?

Things sts have to do at home: clean the house, cook, shopping, wash clothes, do the washing-up…

Suggested answers: 1 I have to cook dinner

2 I like it because I like eating

2.Checking – up previous knowledge : No checking

- From the part of “Warm - up”,

the teacher leads to the topic of

the lesson

II Practice

Activity 1: Listen and read

- Asks sts to listen and repeat the

dialogue, pay attention to some

new words

- Plays the CD, pauses after a

short sentence

- Gets students to say the new

words, T corrects if necessary

- listen to the teacher

- listen and repeat

- listen to the tape

Unit 1 : FAMILY LIFE Lesson 1 : GETTING STARTED

Activity 1: Listen and read Vocabulary:

duty, chore, equally, rubbish, laundry, finances, grocery, heavy-lifting, homemaker, breadwinner

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- Get some pairs to read the

dialogue if there is time

Activity 2: Decide whether the

sentences are true, false or not

given

- T asks Ss to read the passage

again and get information to do

Task 2 in pairs

- Ask students to compare the

answers with a partner

- Ask some students to read the

answers

- Checks and gives the correct

answers:

Activity 3: Listen and repeat:

- T plays the recording and asks

Ss to listen then repeat the

words/ phrases twice

- T asks some Ss to read the

- T asks Ss to write the verbs or

phrases that are used with the

words or phrases in the

conversation

- T asks Ss to work individually

- T plays the recording again if

necessary

- T asks Ss to exchange the

answers with their partner

- T gives feedback

V Consolidation:

- Ask sts some questions to

remind the content of the lesson

VI- Homework

- Asks the sts to write their

homework

- work in pairs

- read the passage

- listen, take notes

Answers:

1 F (he is preparing dinner)

2 NG (no information)

3 F (she is studying for exams)

4 T (he is preparing dinner)

5 T (we split the chores equally)

6 NG(no information)

Activity 4: Write the verbs or phrases

& the present continous

* Self- evaluation: ……… ……… ………

……….……… ………

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- Language content: To introduce the students to the text about family life, and some words and

phrases related to topic "Household chores"

- Language function: To enable sts to talk about family life, especially Household chores

- Educational aim : To make them aware of benefits of sharing household.

3- Education factor: To help sts to know to share household chores with their family

- Warm- up : Asks sts to work in pairs/groups and list 5 things they have to do at home.

- T asks some more questions about housework;

1 What housework do you do?

2 Do you hate or like it? Why?

Things sts have to do at home: clean the house, cook, shopping, wash clothes, do the washing-up…

Suggested answers: 1 I have to cook dinner

2 I like it because I like eating

2.Checking – up previous knowledge : No checking

- From the part of “Warm - up”,

the teacher leads to the topic of

the lesson

II Practice

Activity 1: Listen and read

- Asks sts to listen and repeat the

dialogue, pay attention to some

- listen and repeat

Unit 1 : FAMILY LIFE Lesson 1 : GETTING STARTED

Activity 1: Listen and read Vocabulary:

duty, chore, equally, rubbish, laundry, finances, grocery, heavy-lifting, homemaker, breadwinner

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words, T corrects if necessary

- Checks pronunciation and

meaning

- Ask sts to work in pairs to read

the dialogue

- Get some pairs to read the

dialogue if there is time

Activity 2: Decide whether the

sentences are true, false or not

given

- T asks Ss to read the passage

again and get information to do

Task 2 in pairs

- Ask students to compare the

answers with a partner

- Ask some students to read the

answers

- Checks and gives the correct

answers:

- T plays the recording and asks

Ss to listen then repeat the

words/ phrases twice

- T asks Ss to write the verbs or

phrases that are used with the

words or phrases in the

conversation

- T plays the recording again if

necessary

- T gives feedback

V Consolidation:

VI- Homework

homework

- work in pairs

- read the passage

Answers:

1 F (he is preparing dinner)

2 NG (no information)

3 F (she is studying for exams)

4 T (he is preparing dinner)

5 T (we split the chores equally)

6 NG(no information)

Activity 4: Write the verbs or phrases

& the present continous

……….……… ………

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- Language content: To introduce the students to consonant sounds in pronunciation and help the sts

revise gerund and present participle; perfect gerund and perfect participle

- Language function: : To help them pronounce consonant clusters /tr/ , /kr/ and /br/ exactly and use

some grammatical points to communicate in their life

- Educational aim : To make them aware of the importance of their study and practising grammar as

well as pronunciation

1- Language: +Vocabulary: Pronunciation consonant clusters /tr/ , /kr/ and /br/

+ Structure: The present simple and the present continuous tense

3- Education factor: To help sts to know to use the language briefly and exactly

2 Techniques : Pictures, gap- filling, questions –answers, discussing, pairwork,

groupwork, work individually

3 Materials needed : Worksheets, pictures, handouts

4 Students’ preparation: The lesson “Language ” of Unit 1

5 Previous exercises: No excercise

- Warm- up : T says 8 words in Vietnamese, sts write the words in English in groups The winner is the group with most correct words

Words for the game:

chore, homemaker, breadwinner, groceries, split, laundry, heavy-lifting, washing-up

2.Checking – up previous knowledge : No- checking

3.New lesson : (40ms)

(8ms) A Vocabulary:

Activity 1 Matching

- Sts work in pair to match each

word with its definition in 5

minutes

- T checks with whole class by

saying the number, sts say the

letter T can check their

understanding by asking "How do

you know?"

Activity 2: Listing

- Sts work in groups this time,

listing all chores by scanning the

- match in pairs

Activity 2: Listing

Chores from the dialogue

- prepare dinner, cook, shop,

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dialogue One pair does the task

simultaneously on the board to get

mark

- T checks by pointing at each

words and sts say no or yes T also

decides if any other chores is

suitable or not

- T can organize a game to list

other household chores in 2

minutes

Activity 3: Discussing

- T asks Ss to discuss two

questions

- Have Ss work in pairs to ask and

answer the questions

- T encourages Ss to use the chores

in the list in their answers

- T asks some pairs to ask and

- T gives feedback

B Pronunciation

- T plays the recording and asks Ss

to listen then repeat the words

twice

words

- T gives the meaning of the words

if necessary T helps Ss distinguish

the three sound clusters

- T corrects Ss’ pronunciation

- T helps Ss with the pronunciation

- T asks 5 sts to read 5 rows of the

table and check their

pronunciation if necessary

Activity 2 Listen and circle

- T asks to read the words in rows,

paying attention to the difference

between the sound clusters

- T plays the recording and asks Ss

to listen then circle the word they

hear

- T checks Ss’ answers by asking

them to call out the letter (a, b or

c) corresponding to the word they

- do as told

- listen

- read the words

- correct

- do as required

- read the words

- circle the words

- exchange the answers

- do as told

clean the house, take out the rubbish, do the laundry, do the washing up, do the heavy-lifting, household finances

Other chores:

- bathe the baby, feed the baby, water flowers and plants, feed pets, put away clothes, lay the table for meals…

B Pronunciation Activity 1: Listen and repeat:

1 What colour is chocolate?

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correct verb form

- Sts work individually/pair, one st

does the task on the board ]

- T checks and elicit the use, the

difference and cue words of

present simple and present

continuous

- Sts can look at the yellow and

green box in their textbook to

review the two tenses

Activity 2 Give the correct verb

forms

- Sts work individually first then

work in pair for peer check One st

does the exercise on the board to

get a mark

- T checks with the whole class

and ask sts why to make sure that

they remember the use, the

difference and cue words of

present simple and present

continuous

D- Consolidation

- Ask sts to recall the way to use

the tenses

E- Homework

homework

- work in pairs to do

- look at the textbook and do

- work individually

- listen

- recall the tenses

the correct verb form

Answer

1.does 2.cooks

3.cleans 4.is watching 5.is doing 6.is doing

7 is tidying up 8.is trying Activity 2 Give the correct verb forms Answers: 1.does/isn't cooking/is working 2.is taking out 3.cleans/is cleaning 4.is preparing 5.looks after/works 6.is watching/watches C- Consolidation D- Homework + Learn the lesson well + Do the exercises of the part “Language” in the workbook + Prepare “Reading” of Unit 1 ( new words and information about the benefits of sharing housework ) * Self- evaluation: ……… ……… ………

……….………

……….

……… … ……… ………

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- Language content: To introduce the students to the text about the benefits of sharing housework.

- Language function: To enable sts to talk about the benefits of sharing housework.

- Educational aim : To make them aware of the benefits of sharing housework.

3- Education factor: To help sts to know to take care of unhappy people and take part in

activities to help them

4 Students’ preparation: New words and the lesson “Reading” of Unit 1

- Warm- up : Ask about weather…

2.Checking – up previous knowledge (3ms) : asks Ss to do exercise 2 page 8.

- T asks some questions about

the pictures in the textbook

1 What are they doing?

2 Are they happy? why?

- Introduces the topic of the

lesson

- answer the questions

Unit 1 : FAMILY LIFE Lesson 3 : READING

Suggested answers

1 They are doing housework The father and mother are cleaning the dishes The daughters are cleaning the floor and the fridge

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Activity 1: Answer the questions

- T asks Ss work in groups, look

at the picture and answer the

questions

- T asks Ss 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 Choosing the best

title

- T lets ss to read the three

headings first, checks to make

sure they understanding all of

them

- T asks sts to work in groups in

3 minutes and choose the best

title by skimming the text and

crossing out the heading that is

about one aspect of the text

- T checks by asking for the

reason why they make their

choice, guide sts to decide on the

heading that gives the general

idea of the whole text

Activity 3 Guessing the

meaning of words from context

- T lets sts highlight the words in

the text, models how to guess the

meaning of the word "sociable"

from context

- Sts work in pairs to choose the

suitable meaning of the words

- T calls 4 sts to say the choices

and explain how they choose the

correct option

Activity 4 Guessing the

meaning of reference from

context

- T asks sts continue to work in

pairs and find out what it refers

to in each sentence Guide sts to

read and understand the whole

sentence before it and choose the

correct answer

Activity 5 Answer the questions

- T asks sts to read all the

questions, check if they

understand all the question and

- work in pairs

- do as required

- work in pairs to do

- recall the questions

2 They are happy because they are smiling

Activity 1: Answer the questions

The answer can be “Yes, they are Because they do the housework together/ Because all members of the family share the housework.”

Activity 2 Choosing the best title

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(3ms)

(2ms)

underline key words of each

question before finding the

answer

- Sts work in pairs to underline

the answers in the text Finally, 4

sts say the answers, if an answer

is incorrect, T tries to elicit it

from other sts

Activity 6 Discussion

- T assigns this task as

homework and gives sts some

more ideas and sub-questions

Consolidation:

Homework

homework

- work in pairs to underline

- do as told

- remind the content

- take notes

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

Activity 6 Discussion

Problems

- time, attitude, ability, parents

Consolidation:

- Remind the content of the lesson

Homework

+ Learn the lesson well + Prepare “ Speaking”

(Chores I like)

……….………

………

……… … ……… ………

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Week : 2 Date of preparation : August 20 th , 2015 Date of teaching : August 26 th , 2015 Classes : 10A1

A OBJECTIVES -By the end of the lesson, students will be able to :

- develop the skill of speaking: present their ideas and attitudes towards housework

- create their own situations, make conversations about household chores

- develop their pronunciation

- Educational aims : Make students responsible for their household chores, show their care to other

members in their families

- Skills : speaking

B LANGUAGE CONTENTS:

- Vocabulary: words and phrases related to previous lessons

- Grammar: structures for showing opinions such as Well, I think….,

In my opinion, ……….From my point of view,……… I like… , I dislike……

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, group work, asking- answering, role-play

*Teaching aids: pictures, flashcards

the board and make the

chart about fun and

boredom they may feel

when doing the

housework

1 Which household

chores do you like and

which do you dislike?

Give the reasons.

- T asks Ss to work by

themselves, write at

least 3 household chores

they like and 3 they

dislike doing and then

add the reasons

- T goes around to

support them in case

they need help

- T asks Ss to compare

their completed table to

find out the different

UNIT 1: FAMILY LIFE Period 5: Speaking

Choose the best food for the family

Was

h dishes

Usually break things when washingWater

flowers

I enjoy the beauty

of

Do heav

y liftin

Usually have a backache

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and similar ideas about

housework

2

- T asks Ss to read the

questions first and

underline the keywords

- One student in each

pair stands up to ask a

questions and the other

answer orally

- T corrects and gives

feedback

- T gives Ss more time

for each pair to practice

the whole dialogue

- T chooses some pair to

demonstrate in front of

the class

3 Have a similar

conversation with a

partner Find out

which chores she/he

likes or dislikes the

most and why Report

to the class about your

partner’s likes and

the things their partner

likes or doesn’t like to

do and reasons for that)

- T encourages other to

ask some questions

- Ss read and match

-Do as required

different kind of flowers

KEY:

MODEL CONVERSATION:

A: How are the household chores

divided in your family?

B: equally among the family members A: What are your duties?

B: I am in charge of taking out the

garbage and cleaning the floor Sometimes, when my mum is busy I

do the cooking.

A: Which of the chores do you like the

most?

B: Well, I like cooking.

A: What do you like about it?

B: It’s interesting to cook good food

the family It’s really an art as well.

A: Which of the chores do you dislike

the most?

B: Cleaning the floor Because my

house is large with 3 floors It takes

me the whole day to do that.

E HOMEWORK:

- Practice talking about your happiness in sharing household chores with your family members.

- Prepare the next lesson: Listening

F SELF -EVALUATION :

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- practice and develop the skill of listening

- focus on some tips for listening for gist, for specific information

- communicate in English about the topic of family life

- Educational aims : Make students responsible for their household chores, show their care to

other members in their families

- Skills : listening

B LANGUAGE CONTENTS:

- Vocab: words and phrases related to previous lessons

- Grammar: structures which is important to get the meanings in the typescripts.

D TEACHING PROCEDURES:

Time Teacher’s activities Students’

1 Looking at the chart

and discuss the changes

in weekly hours of basic

household by married

men and married

women in the USA

between 1976 and 2012

Guess the reasons for the

changes.

- T asks Ss to work in

pairs, look at the chart and

discuss the change in

weekly hours of basic

household by married men

and married women in the

USA between 1976 and

2012

- Ss are not respected to

report the exact number of

hours men and women

-Do as told-Give comments

-listen, take notes

UNIT 1: FAMILY LIFE Period 6: Listening

Family Life- Changing roles

+ Hours of basic housework by men increase one third in comparison with that in 1976

+ Hours of basic housework by men decrease more than 50 percent from 29.8 to 17.2

 The gaps of hours of housework between them was remarkably shortened

Reasons for the change:

- Both parents have equal responsibility to nurture and to take care of the children

- Both men and women need an equal chance at time for their own interest, and of cause, to be with each other

- Women are under a lot of work pressure so they need their husbands to share the household chores

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2

- T explains the tasks to

Ss

- Ss are required to read

through statements first

and guess if they are true

or false

- T makes sure that Ss

understand all the

statements

- T may explain some

new words or phrases if

possible

- T plays the recording

once or twice

- T asks Ss to answer and

supply the clues they may

find in the recording

3 Work in pairs Match

the word/phrase with its

- T may ask Ss if they

know the part of speech of

the word/phrase given,

then choose the meaning

- Ss are called to read

aloud their answer and

clarify the way he/she

choose the answer

- T corrects and give

feedback

4 Listen again and

answer the questions:

questions carefully to

make sure that they

understand what is asked

in each questions

- T has them underline the

key words if necessary

- T plays the recordings

once or twice

- Ss listen then compare

the answer with their

- ask and answer

2 Listen to a family expert talking about how the roles of men and women in families have changed Decide whether the following statements are True (T) or False (F)

2 Both are responsible for family finances, homemaking/housework and parenting

3 The family becomes happier and the divorce rate amongst them is the lowest

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from pairs to present the

answer to each question to

the class

- T gives feedback and

corrects if necessary

E HOME WORK:

- Learn the new words

- Practice speaking the reasons why the hours of housework by men and women has been changed in comparison with that in the pasts.

- Prepare the next lesson: WRITING

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- practice and develop the skill of writing

- Use the vocabularies which have been learn in previous lessons for their piece of writing

- Use grammar structures to write about household sharing

- Skills : Writing + speaking

- Vocab: words and phrases related to household chores

- Grammar: structures used to express ideas in the piece of writing

D TEACHING PROCEDURES:

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Time Teacher’s activities Students’

1 Work in pairs

Discuss the meaning of

the saying above Do

you agree with it? How

does this saying apply

to doing in the family.

- T asks Ss to work in

pairs to discuss the

meaning of this saying

- T may work around to

give some suggestions

when they get stuck; T

may also give them the

ideas about that

- Ss are asked to show

their attitude to the point

of the saying and justify

their answer

2 Read the text about

Lam’s family below and

complete the chore

chart.

- T tells what Ss need to

do in this task

- T lets Ss read through

the text about Lam’s

family

- Ss are expected to focus

on the information

needed only

- Ss are asked to compare

the table with their

partners

- Ss are asked to provide

the information they have

found

- T lets Ss chances to do

the peer-correction first

- T gives feedback and

corrects

3 Read the text again

and answer the

questions.

- T lets Ss to read the

questions to know what

information they will

have to find in the text

this time

- Ss are expected to get

the structures and ideas

- Ss continue discuss how the saying applies in their family

-do as told-read the text

information

-Compare the table

- do as required

-Read the questions

How to apply: If all family members contribute to housework, each won’t have to much to do Each will have more time for relaxation

2

Dad Mending things around the

house, cleaning the bathroom

Mum Doing most of the cooking

and grocery shopping

Lam Doing the laundry, taking out

the garbage and cleaning the fridge,

laying the table for meals, sweeping the house and feeding the

cat (share with sister)

An Helping Mum prepare meals

and washing the dishes, laying the

table for meals and washing the dishes,

laying the table for meals, sweeping

the house and feeding the cat (share with brother)

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present their answers in

front of the class

- T lets Ss chances to do

the peer-correction first

feedback

4 Make your own

family chore chart,

using the idea in the

paragraph about how

people in your family

share housework based

on the ideas in the

chart.

- Ss make their own

household chart

- T invites some to show

their products and asks

the class to give

comments

- Ss are required to make

an outline of the

paragraph about how

people in the family

share the household

3 They split the housework equally in the family

4

SUGGESTED ANSWERS:

My family, like many other ones in a modern society, shows equality in daily life in term of sharing the household chores We all lead a busy life when my parents go out to work and we spend most of our time at school Coming home we share the household chores equally among us

My mother is in charge of going shopping and doing the cooking My father usually does the heavy lifting and repair electronic household appliances My sister, Linh likes doing the washing and cleaning the house She does it very carefully As the youngest members in the family,

I just do simple things such as watering the flowers, feeding the pets and laying tables for meals We are all happy to perform our duties, and

we think each of us play an important role in keeping the house clean, the home warm and happy

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help, noting down good

idea as well as errors in

Ss’ pieces of writing

- T gives general

comment and writes

good ideas in one column

and errors in another

- T asks Ss for the

solution to these errors - do as told

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UNIT 1 : FAMILY LIFE Period 8 : Communication and culture Week : 3

Date of preparation : August 26 th , 2015 Date of teaching : September 1 st , 2015 Classes : 10A1

- compare and contrast family life in Vietnam and Singapore

- use the vocabulary, and structures related to the topic for communication

- Educational aims : Understand cultural values of family in different countries

- Skills : Speaking, listening

- Vocab: words and phrases related to previous lessons: household financial burden,

homemaking, join hands, provider, neat

- Grammar: review

1 Discussion: “ Who does

what in your family”

- T explains the task clearly

to the Ss

- Ss are asked to describe

the pictures, saying what the

person in each picture is

doing

- T elicits the situations to

get more Ss speak about the

topic

2 Listen to the TV talk

show Who said what?

- T tells Ss to listen to a TV

talk show and will have to

find out who said what in

the shows

- T lets Ss read the

statements and make sure

that they understand all of

them

- T plays the tape one or

twice

- T gives the answers and

the rest take turn to give

- describe the pictures, saying what the person in each picture is doing

- listen to a Tv talk

statements

-listen to the tape

- give the answers

UNIT 1: FAMILY LIFE Period 8: Communication and culture

1 Discussion

+ In the first picture: all the family members share the household chores so each doesn’t have so much to do And they all do it in a relaxing way

+ In the second picture: There is just a woman do the housework Therefore, she has to do a lot of things at the same time She looks tired, stressed

2 Listen to the TV talk show Who said what?

KEY:

1 Mr Pham Hoang: c,e,g

2 Ms Mai Lan: a, f

3 Mr Nguyen Nam: b, d

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- T corrects

3 Work in the groups

Discuss the questions

Then, report your group’s

opinions to the class.

- T explains the task clearly

to the Ss

- Ss work in group of 4 or 5

to discuss the questions

- T tells them to refer back

to Task 2 to get help but

they can also express their

ideas freely

- The group leader will note

down the ideas of the group

members

- When Ss finish answering

the questions, T calls one or

two in each group to report

the groups’ opinions

- T lets other groups to

comment

feedback

CULTURE:

-T has Ss look at the

pictures at the end of the

Unit ( on page 15) and

- This activity can be done

with the whole class to save

time

- T asks some guiding

questions such as: Are they

families?/How many people

are there in each family?/

- Asks Ss to work in pairs:

One reads the text about

family life in Singapore and

the other reads the text

about that in Vietnam

- When Ss finish, T asks

their partners questions and

use the information from

-listen to the teacher

- work in groups

-do as told

-give comments-listen, take notes

-look at the pictures and answer

questions

- do as told

-Work in pairs to do

- do as required

3 Work in the groups

1 I agree with… ’s idea because it is fair/ it is suitable with the modern life

in the society…

2 I think the roles of the wife and husband must be equal because they both go out to work, and they both have to join hands to look after their house and bring up their children

3 My parents both go out to work and take turn to do the household chores

4 Yes, they do Because we are all responsible for our house and we don’t have much to do Besides, we have more time to entertain after work

CULTURE:

VOCABUARY:

+ nursery (n)+ child-minder (n)+ generation (n)+ ungrateful (adj)

Grandparents

or great grandparents

3 Nursery homes

Childrengrand children

4 Taking part

activities of PSG or PTA

Helping their children with their homework

or giving them advice

on behavior

Trang 25

their partners to complete

the table in the book

E HOME WORK

- Learn by hear new words and phrases

- Summary the basic differences in the family life between Vietnam and Singapore.

- Prepare the next lesson: Looking back & Project

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UNIT 1 : FAMILY LIFE Period 8 : Communication and culture Week : 3

Date of preparation : August 27 th , 2015 Date of teaching : September 4 th , 2015 Classes : 10A1

- review vocabularies about family life

- consolidate the grammar points of the unit

- practice communicating more in English about the topic of family life

- Skills : speaking, listening, reading, writing

- Vocab: words and phrases related to previous lessons

- Grammar: structures which is important to get the meanings in the typescripts.

Listen and underline the

words that have the

consonant cluster sounds

/tr-/, /br-/, and /kr-/

Write /tr-/ or /br-/ and /kr-/

above the word that has

the corresponding

consonant cluster sounds,

then practice reading the

sentences

- T explains the

instructions clearly

- T plays the recording

and let Ss listen and do the

task

T invites some Ss to read

the sentences in front of

the class

- T corrects Ss’ mistakes if

there are any, focus on the

three consonant clusters

VOCABULARY:

1 What are the people

doing? Write the name of

the chores under the

pictures.

- T lets Ss work in pairs to

write the name of the

-listen to the teacher

-listen to the recording

-correct the mistakes

-work in pairs to

UNIT 1: FAMILY LIFE Period 8: Communication and culture

5 brave/br-/; cime/kr-/; increasing/ kr-/

Trang 27

chores under the pictures.

- T checks Ss’ answer by

asking them to write the

names of chores on the

board next to the number

of the picture or call out

the word/phrase when T

says the numbers of the

picture

- Ss are expected to be

competitive and excited to

participate in this activity

Which ever pair gets the

most right answers will be

the winner

2 Use the words/phrases

in the box in their

corrects form to

complete the text

- T asks Ss to read the text

carefully, using the context

clues to decide which

word/phrase can be used to

complete each gap in the

1.Finish the sentences

with either the present

simple or the present

progressive

- T explains the

instructions to Ss clearly

- Ss are required to find

out the signals for the two

tenses

- T calls Ss to read aloud

the sentences with the

answers

- T confirms Ss’

understanding by asking

others to give comments

feedback

2 Work in groups

Discuss the following

questions Then report

the result to the class.

write-do as told

-Participate in the activity

read the text carefully

-answer

- Ss take note in their notebooks

- Ss work in pairs

to finish the sentences

4 taking out the rubbish

5 Cleaning the toilet

6 washing up/ washing the dishes

7 ironing

8 sweeping the house

9 watering house plants/ flowers

10 feeding the cat/pets

2 Use the words/phrases in the box in their corrects form to complete the text

KEY:

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/floor

8 Lays the table

9 Does the washing up

GRAMMAR:

1.Finish the sentences with either the present simple or the present progressive

5 Are you reading

6 Do people in the family do

2 Work in groups Discuss the

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- Put Ss in groups of 4 or 5

to discuss the questions

- T should tell them that

they can use the ideas and

language in the lessons for

their answers

- T assigns a leader for

each group whose task is

to note down the group’s

ideas

- T calls representative of

each group to perform in

front of the class

- T lets Ss chances for

peer-correction first

feedback

PROJECT:

Do a survey to find out…

- T tells Ss what they need

to do in this activity

- Ss work in groups of 4 or

5

- This can be done during

in class or during the

break

- Ss are told to go around

and ask their classmates

information for their

project

- T also take part in the

projects to see how the

interviews are going on

- T is always ready to

support if they need any

help

2 Work in groups

Compare your findings

and get ready to report

to the class.

- Ss come back to their

seat to combine the data

collected during their

interviews

- Ss do the calculations to

get the final result of their

project

- Ss have time to prepare

for the oral report

-go around and

classmates questions-ask if needed

-combine the data collected during their interviews

- get the final result of their project

following questions Then report the result to the class.

SUGGESTED ANSWERS:

Question 1:

Yes, we should Because the work make us responsible for the family That is to show our love to our parents and our family

Question 2:

Due to the limit of time for study and our age, we can do light work only

Question 3:

I usually look after the pets, water flowers, take out the garbage or sweep the floor

PROJECT:

Do a survey to find out…

INTERVIEW FORM:

No

Name

Fro

m nuclear/

Extended family?

Wh

o

do housework?

How man

y hour

s for hous

e work

What

is an ideal family

123

2 Work in groups Compare

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project in front of the

project in front of the class

your findings and get ready to report to the class.

SUGGESTED ANSWER:

Hi, everybody!

Today, I’d like to present our project about the family life We have interviews ….people and what

we have found is surprisingly interesting

Most of the interviewees are from nuclear/ extended family 1/3 of the fathers share the household chores

It is good to find that all the children help doing the housework

in their free time and the most popular one is to take out the garbage/clean the floor However 2.5 percent of them don’t like doing the housework with different reasons ……

E HOMEWORK

- Review all the vocabulary and grammar point of the whole unit.

- Prepare the next lesson: Unit 2 ( Getting started)

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UNIT 2 : YOUR BODY AND YOU

Date of preparation : September 10 th , 2015 Date of teaching : September 14 th , 2015 Classes : 10A1

- Language content: To introduce the students to the text about Your body and you

- Language function: To enable sts to talk about Your body and you

- Educational aim : To make them aware of Your body and you

1- Language:+Vocabulary: Review

3- Education factor: To help sts to know to love culture through learning anout “Your body and you II TEACHER’S AND STUDENTS’ PREPARATION

1 Stabilization:

- Warm- up : Conduct the first 15 minute test (See Appendix)

This task leads students in and

Ss work individually to arouse

interest in the topic of the unit

Tell Ss not to worry bout the

new words or grammar points

The new items will be dealt with

- Ask students to practise asking

and answering the questions

- Let them report the answers

and check if they have any

- work individually

- listen to the disk

- read the dialogue

- practice asking

- report the answers

Unit 2 : YOUR BODY AND YOU

Lesson 1 : Getting started

AN APPLE A DAY Activity 1:

Activity 2:

Answers:

1 Better health; good body condition; stronger resistance to illnesses

2 Lose weight, build healthy bones, and prevent diseases like

Trang 31

(4ms)

(3ms)

(2ms)

difficulty in understanding the

conversation Answers may

vary

- Walk round and help them

- Ask some students to stand up

to talk again

Activity 3:

This task familiarises Ss with the

vocabulary and helps them

improve the recognition of

consonant clusters in focus Tell

Ss to listen and repeat the words

- Play the tape

- Ss listen and circle the words

they hear

Activity 4:

- Ask Ss to work individually, in

pairs or in groups to report on a

time when laughter was the best

medicine for them T can assist

by giving a list of prompts

including occasions like an

embarrassing situation, feeling

stressful, tired or sick, etc…

Consolidation:

- listen and circle

- do as required

- remind the content

- take notes

cancer

3 Memory or (the) brain

4 He feels there may be unwanted effects from good things

Activity 3:

+ prevent + disease + bones + weight + brain + boost + healthy

- Ss work on classifying the words into the corresponding categories

disease (n) nervous (a) balance (n) healthy (a)

skeleton (n)system (n) prevent (v)

bones (n) balance (v)

weight (n) boost (v)

brain (n)lungs (n)

Trang 32

Date of preparation : September 11 th , 2015 Date of teaching : September 15 th , 2015 Classes : 10A1

- Language content: To introduce the students to consonant sounds in pronunciation and help the sts

revise gerund and present participle; perfect gerund and perfect participle

- Language function: : To help them pronounce sounds /pl/ , /pr/ , /gl/, /gr/ and use some grammatical

points to communicate in their life

- Educational aim : To make them aware of the importance of their study and practising grammar as

well as pronunciation

1- Language: +Vocabulary: Body

+ Structure: Will – be going to and the passive

3- Education factor: To help sts to know to use the language briefly and exactly

2 Techniques : Pictures, gap- filling, questions –answers, discussing, pairwork,

groupwork, work individually

3 Materials needed : Worksheets, pictures, handouts

4 Students’ preparation: The lesson “Language ” of Unit 2

5 Previous exercises: No excercise

- Warm- up : - Prepare some pictures of the body systems or organs for illustration if possible

ex: blood, heart, spine, stomach, lung, nerves, bones, skull,

2.Checking – up previous knowledge : No- checking

a Ask Ss to match the items in the

left column with ones in the right

column

b Ask Ss to work in pairs, practise

saying the names of the systems

Remind Ss to pay attention to the

stressed syllable(s) in each word

- Ss work in pairs, practise saying

the names of the systems

Activity 2:

- Tell Ss to work on classifying the

- match the items

Activity 2:

Trang 33

(20ms)

words into the corresponding

systems

- Assist Ss to find the right

meanings using a dictionary

II PRONUNCIATION

Activity 1:

- Ask Ss to listen and repeat the

words

- Help Ss make a clear distinction

of the pair /pr/ and /pl/ and the pair

/gr/ and /gl/ Allow Ss to repeat a

few times

Activity 2:

- Ask Ss to listen and practise

reading the sentences aloud

Teacher may model first if

necessary the draw Ss’ attention to

the consonant clusters in focus

Ask Ss to practise the sentences a

few times

III GRAMMAR:

1 Will and be going to

Activity 1:

- Ask Ss to read about the usage of

will and going to and make some

examples of their own

- Give explanations and provide

help when necessary

Activity 2:

- Ask Ss to identify the use of Will

and going to in the sentences and

write from 1 to 6 next to each one

- Help Ss if necessary

Activity 3:

- Tell Ss to further apply their

newly acquired knowledge of will

and going to in context.

- Ask Ss to read the sentences Put

a tick in front of the sentence if it

is appropriate, put a cross if it

isn’t

- Ss read the sentences Put a tick

in front of the sentence if it is

- find the right meanings

- listen and repeat

- make a clear distinction

- listen and practice

- read the usage

- do as told

- identify the grammar

Trang 34

(2ms)

appropriate, put a cross if it isn’t

Give some explanations for their

choice if they can

Activity 4:

- This task encourages Ss to use

the items newly learnt in practice

Ask Ss to complete the sentences

with the rights form of Will and be

going to Remind Ss that

sometime both can be used

2 The passive

- Tell Ss to read about the usage of

the passive voice Teacher can

provide some explanations if

necessary to help Ss understand

the rules

Activity 5:

- Ask to read the surprising facts

about human body first, then do

1 Nerves signals are sent to and from the brain as fast as

170 times per hour

2 10 watts is consumed by the brain

3 The blood vessels are damaged

4 The body is made up around

7 octillion atoms

5 2,000 gallons is pumped through our body

6 17 muscles are used to smile and 43 to frown

7 32 million bacteria are estimated to live on one square inch of our skin

8 Emotional tears are produced by humans

Consolidation

Homework+ Learn the lesson well+ Do the exercises of the part

“Language” in the workbook + Prepare “Reading” of Unit 2( new words and information about acupuncture)

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Week : 4 Date of preparation : September 8 th , 2015 Date of teaching : September 18 th , 2015 Classes : 10A1

I Objectives: By the end of the lesson, Ss can:

- read a text about an alternative treatment in medical care for the main idea and specific information

- talk about acupuncture

- be educated to appreciate their health

II Knowledge:

Vocabulary: originate, evidence, enhance, alternative, capability, reliable

Language : review

III Skills:

Main skill: Reading

Sub-skills: Listening, Speaking, Writing

IV Methods: Communicative

V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and

answering the questions, discussion, pair-work, group-work

VI Teaching aids: textbooks, posters, pictures and cassette

VII Time: 45 minutes

acupuncture and ask Ss

some questions to set the

UNIT 2: YOUR BODY AND YOU

Period 8: Reading

Before you read Vocabulary:

- originate (v): bắt nguồn từ

- enhance (v): nâng cao

- capability (n): khả năng, năng lực

- reliable (adj): đáng tin cậy

3 Find words which are closest in meaning

Trang 36

- T asks Ss to discuss what

they want to know more

about acupuncture then

decide on at least three

things they want to have

more information about

- T asks Ss to report their

lists and compare with

others’

2-Preteach Vocabulary

- T elicits vocabulary using

pictures, translation and

explanations

- T has Ss repeat the new

words in chorus, individual

- Check vocabulary using

pictures

IV While-reading

4- Questions for

Comprehension

passage in depth to find

necessary information to

give answers to the

questions

- T asks them to practise

asking and answering the

questions in pairs

- T has some pairs practise

asking and answering in

front of the class

- Feedback

IV Post-reading

Group-work

- T has pupils work in

groups of 4 to talk about

-discuss what they want to know

-report their lists and compare

-listen and take notes

-repeat the new words in chorus, individual

-read the passage

in depth to find necessary information

- to practise asking and answering

2 It is believed to promote the body’s natural healing

capabilities and enhance its functions

3 There are more than 2000 nowadays

4 They are soreness, slight bleeding, or discomfort

5 Those who have electrical or electronic medical devices inside them

Trang 37

one of the therapies

- T asks some

representatives from groups

to practice telling in front of

alternative therapies like yoga, acupuncture, head massage or aromatherapy? Share

information and then report to the class

5 Homework (3’)

Read the following and answer the questions.

Fasting is said to play an important role in the detoxification of the body Detoxification is a process of eliminating or neutralizing toxins through all the internal organs This process starts when food no longer enters the body so it has to turn to fat reserves for energy When they are used, the chemicals from fatty acids are released and then eliminated through the body organs, leading to the cleansing of the whole body

Questions

1 What is detoxification?

2 When does it start?

Keys

1 Detoxification is a process of eliminating or neutralizing toxins through all the internal organs

2 It starts when food no longer enters the body so it has to turn to fat reserves for energy

V - Self- evaluation:

………

Trang 38

Week : 5 Date of preparation : September 16 th , 2015 Date of teaching : September 21 th , 2015 Classes : 10A1

I Objectives: By the end of the lesson, Ss can:

- talk about how to kick a bad habit

- be educated to inspire good habits in them

II Knowledge:

Language: Review

Vocabulary: to get rid of, naughty habit, inspire, to kick a habit, swap

III Skills:

Main skill: Speaking

Sub-skills: Listening, Reading, Writing

IV Methods: Communicative

V Teaching techniques: Brainstorming, Pair-work, Group-work, Ask-answer, Listen-repeat

VI Teaching aids: textbooks, posters, pictures

VII Time: 45 minutes

- T has Ss think and name

the habits they think they

have

- Feedback

2 Pre-speaking:

Preteach Vocabulary

- T elicits vocabulary using

pictures, synonyms and

explanations

- T asks Ss to repeat the new

words in chorus, individual

- Check vocabulary using

the technique Rub out and

Remember.

- think and name the habits

-listen, take notes

- repeat the new words in chorus, individual

UNIT 2: YOUR BODY AND YOU

Period 13: Reading

Vocabulary:

- to get rid of = give up = stop

- naughty habit= bad habit

- inspire (v) = encourage

- to kick a habit = to stop a habit

Trang 39

3.While-speaking:

1 Choose good habits

from the list.

- T has Ss look at the list of

their habits and decide

which ones are good

- T has Ss explain their

choice and give rectification

if needed

- T asks some pairs to

practise asking and

answering about their good

habits in front of the class

- Feedback by listening to

each other

2 Work in pairs or groups

and discuss why some of

the habits are good or bad

How can you stop the bad

habits

- T gets Ss to work in pairs

or groups and discuss why

some of the habits are good

and why some are bad by

giving evidence and proof to

support their idea

- T asks Ss to suggest ways

to stop the bad habits from

their own experience

practise speaking their

dialogues in front of the

class

- Feedback by listening to

each other

3 Look at the following

text and read the advice

Do you think you could

follow it? Why or why not?

- T asks Ss to read the text

quickly and choose the

things they think they can or

can’t follow

- T aks Ss to explain their

decision to the class

- T gets Ss to read the

- look at the list of their habits and decide which ones are good

- explain their choice

- practise asking and answering

- work in pairs or groups and discuss

-suggest ways to stop the bad habits from their own experience

- practise speaking their dialogues in front of the class

- read the text quickly and choose the things

-explain their decision to the class

1 Which of the following habits are good for you?

- Doing regular exercise

2 Work in pairs or groups and discuss why some of the habits are good or bad How can you stop the bad habits Suggested questions:

- Why do you think “Reading regularly” is a good habit?

- Why do you think “Watching

TV all day” is a bad habit?

- How can you stop the bad habits?

Ways to stop the bad habits

3 Look at the following text and read the advice Do you think you could follow it?

Why or why not?

1 Make a list

2 Shake up your routine

3 Pretend the habit belongs to someone else

4 Surround yourself with people who have kicked similar habits

Trang 40

phrase in the WATCH OUT

box and try to come to a

conclusion on the meaning

of the idiom

4 How to kick the bad

habit

- T has Ss work in pairs or

groups to choose one “bad”

habit

- ST gets Ss to make a list of

do’s and don’ts in order to

kick that habit

- T asks Ss to share their

lists with each other and

report to the class

4 Post-speaking

Pair-work

- T asks Ss to think of their

good and bad habits and

how to kick bad habits

present the front of the class

to act out the conversation

- read the phrase

-work in pairs or groups

- make a list

- share their lists with each other and report to the class

- think of their good and bad habits and how to kick bad habits

- present the front of the class

5 Think about how you’ll feel when you kick the habits

4 How to kick the bad habit

Example:

How to kick “ Staying up late”

Plan things carefullyFinish work earlyEat just enough at dinnerWake up early

Do exercise

Watch horror films or frightening TV programmes

Drink coffee

or strong teaTake naps during the dayGet up late

5 Homework (3’)

Work with a friend to talk about the disadvantages of:

+ spend too much time watching TV

+ skipping breakfast

+ eating too much fast food

+ playing video games all the time

V - Self- evaluation:

………

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