Giáo án môn Tiếng Anh Lớp 10 năm học 2015-2016 - Bản đầy đủ

Date of preparation: August, 16th 2015 	 Date of signing: August, 18th 2015 Distributive period: 1	 Date of signing:
 INTRODUCING THE PROGRAMS OF ENGLISH 10
A. Aims: 
 - Help Ss to know about the English book grade 10 in general. (Including themes, tests, lessons etc. )
 - Introduce how to do an oral test, a fifteen - minute tests and a written test.
 - Some requires of student to study well English.
 - To help Ss have the opportunities to develop their oral fluency.
 - To introduce the theme and units.
 - By the end of the lesson, students will be able to: 
 + Know about the English book grade 10 in general.
B. Preparations:
 - Teacher: Handouts, textbook, sub boards and colored chalks.
 - Students: Textbook.
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm-up
 9 minutes 
* Game: Lucky Number
-T divides the whole class into two groups and plays the game.
- The leader of each group chooses a number for their own group and does the following requirement in each question. If the answer is correct, they will get 10 marks.
1. Lucky Number
2. How many girls are there in your class?
3. Do you know what your English teacher’s name is?
4. Lucky Number
5. What do you prepare for this semester?
6. Do you like studying English? Why or Why not?
7. How do you learn English well?
8. Do you speak English fluently?
- T leads Ss in the lesson.
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Group work
2. Presentation 1
12 minutes 
A. Content: Including six topics
- T introduces the topics.
1. You and me 2. Education
3. Community 4. Recreation
5. Nature and Environment 6. People and places
--> Six topics are divided into ten units.
- T asks Ss to find out the topic through the unit’s name.
B. The design of each unit in textbook:
1. Getting started: Introducing the overall topic of the unit
2. Language: Learning vocabulary, grammar and pronunciation
3. Reading: Developing reading skills and providing Ss with language and ideas about the topic
4. Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge
5. Listening: Developing listening skills
6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language
7. Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit.
8. Looking back and project: 
 - Revising and consolidating of the language in the unit
 - Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation
- After 2 units, Ss have one period for test themselves. It helps them test themselves about what they’ve learnt.
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3. Presentation 2
20 minutes
C. Tests:
1- Checking frequency knowledge for the previous lesson.
2- Fifteen minutes test (3 times for each semester)
3- Forty minutes test (2 times for each semester)
4- Semester test (Once for each semester)
D. The new point in learning English 10
- Communicative method /approach.
- Task - based method /teaching.
- The book is designed with 4 skills.
- Complete and various tests.
- Learner - centered approach.
E. Introduce the English book grade 10
- Ask Ss to look through the book then tell class how many units it has.
- Introduce some more information.
- There are 6 themes including You and Me; Education; Community; Nature and Environment; National Parks; Recreation and People and Places.
- There are 8 periods in each unit. They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back
F. Some requires of students
- Read the lesson before studying in class.
- Do all exercises at home.
- It is good to find the meaning and the pronunciation of the new words in the dictionary at home.
-Listen to the teacher attentively and take part in the lesson actively and creatively.
- Take part in the activities that the teacher required such as pairs work, group work or individual
- Each S has a notebook and book (student book and work book)
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4.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
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5. Homework
2 minutes 
- Prepare the new words in Unit 1: Family life
 Lesson1: Getting started
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E. Experience:
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Date of preparation: August, 16th 2014	 Date of signing: August, 18th 2014
Distributive period: 2	Date of teaching:
 	Unit 1 Family life 
 Lesson 1	Getting started
A. Aims and Objectives: 
 - To teach Ss to listen and read a conversation about family life and do tasks: T/F exercise and completing exercise.
 - To teach some lexical items related to the topic Family life.
 - By the end of the lesson, students will be able to: 
 + Use some lexical items related to the topic Family life.
 + Make simple dialogues using the given expressions. 
 + Read about the benefits of sharing household.
 + Use the words and phrases related to household chores and duties.
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers and cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
* Skills: - Reading for gist and for specific information.
	 - Skimming and scanning reading
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm-up
 5 minutes 
* Brainstorming
- T asks Ss some questions:
+ What is your responsibility in your family?
+ Who does the household chores?
+ .
- T leads Ss to the lesson.
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2. New lesson
7 minutes
13 minutes
 7 minutes
10 minutes
Task 1: Listen and read:
- T plays the recording and asks Ss to listen and pay attention to the text to understand the content.
- Ss listen and read along silently.
Task 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:
1. F 2. NG 3. F 4. T 5. T 6. NG
Task 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 words.
- T corrects Ss’ pronunciation
- T explains the meanings if necessary.
Task 4: Write the verbs or phrases
- 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.
1. do /divide/ handle (household) chores 2. take out garbage
3. do laundry 4. shop for groceries
5. do heavy lifting 6. do washing-up
7. be responsible for household finances
Whole class
Pair work
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3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
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4. Homework
1 minute
- T asks Ss to learn by heart the words and phrases related to household chores and duties.
- Prepare for the next lesson.
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E. Experience:
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Date of preparation: August, 16th 2014	 Date of signing: August, 18th 2014
Distributive period: 3	Date of teaching:
 	Unit 1 Family life 
 Lesson 2	Language
A. Aims and Objectives: 
 - To teach Ss to pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context.
 - To teach Ss the words and phrases related to household chores and duties.
 - To teach Ss to use the present simple and the present continuous tense.
 - By the end of the lesson, students will be able to: 
 + Pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context.
 + Use the words and phrases related to household chores and duties.
 + Understand and use the present simple and the present continuous tense.
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers and cassette.
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Homework
 6 minutes 
* Checking
- T asks Ss to make sentences using some words or phrases:
1. do (household) chores 2. take out garbage
3. do laundry 4. shop for groceries
5. do heavy lifting 6. do washing-up
7. be responsible for household finances
- T corrects Ss’ answers and gives mark.
T Ss
2. New lesson
8 minutes
7 minutes
 7 minutes
5 minutes
4 minutes
5 minutes
A. Vocabulary:
Task 1: Matching
- T asks Ss to read the words and phrases in the box, then discuss and find the meaning for each of them.
- Ss work individually.
- T asks students to compare the answers with a partner. 
- T asks some students to read the answers.
- Checks and gives the correct answers:
1. f 2. e 3. a 4. h
5. b 6. g 7. d 8. c
Task 2: Adding more
- T asks Ss to read the conversation again and get information to do Task 2 individually.
- Ss elicit more chores to add to the list.
- Ask students to compare the answers with a partner. 
- Ask some students to read the answers.
- Feedback
Task 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 answer the questions.
- T gives feedback.
B. Pronunciation:
Task 1: Listen and repeat:
- T plays the recording and asks Ss to listen then repeat the words twice.
- T asks some Ss to read the 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.
Task 2: Listen and choose 
 - 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 asks Ss to work individually.
- T asks Ss to exchange the answers with their partner.
- T checks Ss’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear.
1. b 2. b 3. c 4. a
C. Grammar:
Task 1: 
- T asks Ss to read the text once and asks them to pay attention to the words / phrases such as every day, today, at the moment, and asks them what verb forms are often used in the sentences that have these words / phrases. Ask them to choose the correct verb form.
- T asks Ss to exchange the answers with their partner.
- T checks Ss’ answers and elicits from them the rules of using the present simple and the present continuous tense.
- T gives feedback.
1. a 2. a 3. a 4. b
5. b 6. b 7. b 8. b
Individually
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Individually
3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
T Ss
4. Homework
1 minute
- T asks Ss to do exercise 2 page 8 at home.
- Prepare for the next lesson.
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E. Experience:
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Date of preparation: August, 16th 2014	 Date of signing: August, 18th 2014
Distributive period: 4	Date of teaching:
 	Unit 1 Family life 
 Lesson 3	Reading
A. Aims and Objectives: 
 - To teach Ss to read for general ideas and for specific information about Family life and answer the questions.
 - By the end of the lesson, students will be able to: 
 + Read for general ideas and for specific information about Family life and answer the questions.
 + Understand more about home life and express their own ideas about home life.
 + Read for specific information about the benefits of sharing housework.
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers, cassette.
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Homework
 6 minutes 
* Checking
- T asks Ss to do exercise 2 page 8.
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
- T corrects Ss’ answers and gives mark.
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2. New lesson
8 minutes
7 minutes
 7 minutes
7 minutes
7 minutes
Sharing housework
Task 1: 
- 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. The answer can be “Yes, they are. Because they do the housework together/ Because all members of the family share the housework.”
Task 2: 
- T asks Ss to read the three heading (a-c) first and asks them if they understand the meaning.
- Ask Ss to read through the text once without stopping at 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 Ss that the title for the text is the one that gives the general idea of the whole text.
- Ask students to compare the answers with a partner. 
- Check Ss’ answers and guide Ss to the correct choice if necessary by helping them eliminate the sentences that only about one aspect of the text.
Key: c
Task 3: 
- Have Ss read the text again and underline the words sociable, vulnerable, critical, enormous and tent when they see them in the text. Then, ask Ss to work in pairs to choose the appropriate meaning for each word from the text.
- Explain to Ss how to use context to guess the meaning of the unknown words if necessary.
Key: 1.a 2. b 3. b 4. b 5. a
Task 4:
- T asks Ss to continue to work in pairs, and find out what it refers to in each of the sentences. Let Ss read and understand the sentences before and after the one has the word in it to decide what it means. Ss can use the elimination technique to get the right answer.
Key: a. c b. b 
Task 5: 
 - Put Ss 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 Ss can understand the key words in the questions.
- Ask Ss 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 Ss’ answer by inviting a representative form each group to give the answer to one of the questions. If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicit it form other Ss.
Key: 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.
Group work
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Pair work
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3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
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4. Homework
1 minute
- T asks Ss to do task 6 page 9 at home.
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: August, 24th 2014	 Date of signing: August, 25th 2014
Distributive period: 5	 Date of teaching:
 	Unit 1 Family life 
 Lesson 4	 Speaking
A. Aims and Objectives: 
 - To teach Ss to talk about Family life.
 - To teach Ss some words and phrases related to Family life.
 - By the end of the lesson, students will be able to: 
 + Talk about their home life.
 + Exchange opinion about household chores.
 + Talk about household chores they often do. 
 + Express their opinions about the chores they like or dislike.
+ Knowledge: 
 - General knowledge: + Single-parent family: Gia đình chỉ có cha hoặc mẹ.
+ Extended family: Gia đình có nhiều thế hệ hoặc họ hàng sống chung.
+ Nuclear family: Gia đình chỉ có cha, mẹ và con cái.
B. Preparations:
 - Teacher: Handouts, textbook and pieces of papers.
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Homework
 7 minutes 
* Checking
- T asks Ss to do the brainstorming
washing up
cooking
Household chores
sweeping
Doing the laundry
List three household chores you like and dislike 
Discuss the reasons
Give comments and lead in the lesson
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2. New lesson
10 minutes
15 minutes
10 minutes
1. Activity 1
Ask Ss work individually to write at least three household chores they like or dislike.
And then give the reasons.
Share the answers with the partners.
Call some of them to present the answers orally.
Likes
Name of chore
Reasons
Feeding the cats and dogs
Love animals
Do the groceries
Like shopping
Taking out the garbage
It is not too hard
Dislikes
Name of chore
Reasons
Laundry
Take much time and quite hard
Washing the dishes
Often break things
Looking after the baby 
Waste time, be tired
2. Activity 2
Ask Ss to look at the task 2. 
Let them some minutes to read the questions first and underline the key words.
Ask Ss to work in pairs to match the questions with the answers. 
Call some of them to read out the questions and answers.
Read the questions and underline key words.
..everyday?
..like doing ..?
What .. like .?
 dislike doing .?
Matching: Suggested answers 1. c 2. a 3. d 4. b
Call some of them to read the dialogue orally 
Practise the dialogue
A: What household chores do you do everyday?
B: I do the laundry, wash the dishes, and sweep the house. I sometimes do the cooking when my mom is busy
A: Which of the chores do you like doing most?
B: Well, I think I like sweeping the house
A: What do you like about it?
B: It’s not too hard, and I like seeing the house clean
A: Which of the chores do you dislike most?
B: Washing the dishes because I often break things.
Give comment or pronunciation correction if necessary.
3. Activity 3
Ask Ss to use the information above to make the similar conversation with partner (about themselves)
Work in groups of three then present in class.
Practise in pairs about their own chores at home.
Present orally in pairs.
Example: 
A: What household chores do you do everyday?
B: I ..
A: Which of the chores do you like doing most?
B: Well, I think I like 
A: What do you like about it?
B: Because .
A: Which of the chores do you dislike most?
B: I hate . Because .
Individually
Pair work
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Pair work
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3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
T Ss
4. Homework
1 minute
- T asks Ss to write the dialogue in the notebook
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: August, 24th 2014	 Date of signing: August, 25th 2014
Distributive period: 6	 Date of teaching:
 	Unit 1 Family life 
 Lesson 5	 Listening
A. Aims and Objectives: 
 - To teach Ss to listen a programme about the roles of family members.
 - To teach Ss about Family life.
 - By the end of the lesson, students will be able to:
 + Develop the listening skills for details and for specific details. 
 + Talk about Family life.
 + Listen to a programme about the roles of family members. 
 + Listen the monologue and do the true or false exercise and do the gap – filling exercise.
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers and cassette.
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Homework
 8 minutes 
* Checking
- Collect some homework books to mark writing.
- Give marks.
- Give comments and lead in the lesson.
T Ss
2. New lesson
6 minutes
8 minutes
10 minutes
10 minutes
1. Activity 1
- Ask Ss to answer some questions:
How does your family share the household chores?
Is your mother a homemaker?
Is your father a breadwinner?
Do you think that both parents now work to contribute the family finances?
- Introduce the content of the listening that they are going to listen.
2. Activity 2
Ask Ss to look at the sentences in task 2 and guest which is true or which is false.
Play the tape first time. 
At the first time ask Ss to give the answer if they can.
Read the text second time.
Ask Ss to give the evidence.
Listen the answers then give comment.
In the third listening teacher check the understand of Ss.
Call some of them to give answers.
Give comment
Suggested answers:
1. T 2. T 3. T 4. F 5. T 
3. Activity 3
Have Ss work in pairs to match the words/ phrases with its appropriate meaning
Ask them to guess the part of speech of the word given
Part of speech
Balance (n)
Nurture (v)
Equally shared parenting
Traditional (a)
Solution (n)
Ask some of them to tell the answer 
Give comments
Answers:
1. e 2 . b 3. c 4. d 5. a
4. Activity 4
Ask Ss to read the task 4
Ask Ss to look at the key words
1/ How has the role of men in the family changed?
2/ How have men’s and women’s roles become alike?
3. What is the result of equally shared parenting?
Play the tape first time 
At the first time ask Ss to give the answer if they can
Read the text second time.
Ask Ss to give the evidence
Listen the answers then give comment
In the third listening teacher check the understand of Ss
Call some of them to give answers
Give comment
Suggested answers:
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, homemaking and parenting.
3.The families become happier and the divorce rate among them is the lowest
Pair work
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3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
T Ss
4. Homework
1 minute
- T asks Ss to write the dialogue in the notebook
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: August, 24th 2014	 Date of signing: August, 25th 2014
Distributive period: 7	Date of teaching:
 	Unit 1 Family life 
 Lesson 6	 Writing
A. Aims and Objectives: 
 - To teach Ss to write a paragraph about family chores.
 - To teach Ss some words and structures related to Family life.
 - By the end of the lesson, students will be able to:
 + Know how to write a paragraph about family chores.
 + Write about how each member of their family contributes to doing housework. 
 + Develop the writing skills in general. Build up vocabulary supported for writing. 
B. Preparations:
 - Teacher: Handouts, textbook and pieces of papers.
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Homework
 8 minutes 
* Checking
- Collect some homework books to mark writing.
- Give marks.
- Give comments and lead in the lesson.
T Ss
2. New lesson
8 minutes
12 minutes
14 minutes
“Many hands make light work”
1. Activity 1
- Ask Ss to work in pairs to discuss the meaning of saying
- Call some of them to tell the answers
- Ss present the answer
Many hands make light work means that if many people share a piece of work, it will become easier for everybody.
If all family members contribute to housework, each won’t have to do much.
- Give comment.
2. Activity 2 +3
Ask Ss to read the text.
In pairs complete the chore chart.
Call some of them to tell class.
- Ss present in class.
HOUSEHOLD CHORE CHART
DAD
Mending things , cleaning the bathroom
MUM
Do most of the cooking and groceries shopping
LAM
Doing the laundry, taking out the rubbish 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, sweeping the house and feeding the cat (sharing with brother)
- Call some students to tell the form of writing a paragraph about how people in the family share household work.
A paragraph about how people in the family share household work.
a. Introduction: 
 + The members of the family 
(I live in a family of four:  / There are four people in my family:  / My family has .. )
 + How the household chores divide in general? 
(All members of may family do the housework / My family share the household chore equally/ . )
b. Body 
 Describe each member’s duties?
Structures: 
 Be responsible for ..
 Being the elder child, .
 My responsibility at home is .
c. Conclusion
 The benefits of sharing house hold chore or your feeling about your family
 (I love sharing the household chores with all members of my family as )
3. Activity 4
Ask students to complete their own Family chore chart.
Write the chart of a student on the board as an example
HOUSEHOLD CHORE CHART
DAD
Doing the heavy lifting
Sometimes prepare dinner
MUM
Do most of the cooking and groceries shopping
My older sister
Help my mum cook lunch and dinner
Doing the laundry
Water the houseplants
Me
Taking out the rubbish
Lay the table for meals
Feed the cat and dogs
Call him/her write the writing on the board, and the rest of students write in their notebook. (Time limited is 10 minutes)
Check the writing on the board.
Collect the writing to give marks.
Pair work
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Individually
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3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Ask Ss to tell class how to write a paragraph about how people in your family share household work.
- Give feedback.
T Ss
4. Homework
1 minute
- T asks Ss to write the dialogue in the notebook
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: August, 24th 2014	 Date of signing: August, 25th 2014
Distributive period: 8	 Date of teaching:
 	Unit 1 Family life 
 Lesson 7	 Communication and culture
A.