Kế hoạch giảng dạy cho học sinh môn Tiếng Anh Lớp 10

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:
Teacher’s activities 
Students’ activities
* 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.
- Work in two groups and plays the game.
- Listen to the T’s rules of the Game.
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.
- Listen to the T
-Find out the topic through the unit’s name
1. You and me (UNIT 1.Family life. UNIT 2. Your body and you) 
 2. Education (UNIT 6. Gender equality. UNIT 8. New way to learn)
3. Community ( UNIT 4. For a better community. UNIT 7. Cultural diversity) 
4. Recreation (UNIT 3. Music. UNIT 10. Ecotourism )
5. Nature and Environment ( UNIT 9. Preserving the environment. 
6. People and places
- Listen to the T and take notes.
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)
- Listen and answer T’s requirements.
IV. Consolidation: - Summarize the main points
V. Homework: - Prepare the new words in Unit 1: Family life
 Lesson1: Getting started
Notes after teaching:
	UNIT 1 FAMILY LIFE
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
LESSON 1: GETTING STARTED
 A. Aim: To introduce the topic of the unit, vocabulary about household chores and the grammar point taught in the unit.
 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:
Teacher’s activities
Students’ activities
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 picture?
 - 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.
Answer the question
Look at the picture and answer the questions
They are a family.
The father is vacuuming the floor. The mother is cooking. The son is washing dishes and the daughter is doing the laundry.
Do as required.
Key Activity 2
1. F 4. T
2. NG 5. T
3. F 6. NG
Read along
Household chores rubbish
Household finances groceries
Heavy lifting washing up
Laundry
Verb/Verb phrases
Words/ Phrases
1
Split, divide, handle
(household) chores
2
Take out
Rubbish
3
do
Laundry
4
Shop for
Groceries
5
Do
Heavy lifting
6
Do
Washing-up
7
Be responsible for
Household finances
IV. Consolidation: - Summarize the main points
V. Homework: - Ask students to learn by heart new words and collocations in the text.
Notes after teaching:
Period 2
UNIT 1: FAMILY LIFE
Part 2: LANGUAGE
A. Aim: To provide students with a right way to pronounce some clusters and how to distinguish present simple and present continuous tense.
 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:
Teacher’s activities
Students’ activities
Activity 1. Matching
- 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. List all the household chores that are mentioned in the conversation.
- Ask students to work in pairs. Read the conversation in GETTING STARTED again and list all the household chores that are mentioned in the conversation.
- Then elicit more chores to add to the list.
Activity 3. Discuss the questions.
- 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. Listen and Repeat.
-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. Listen to the sentences and circle the word they hear.
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) corresponding to the word they hear.
Grammar
Activity 1. Read the text and choose the correct verb form.
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.
Ask students to work in pairs to compare their answers.
Check students’ answers and then elicit from them the rules of using the present simple and the present continuous.
Activity 2. Use the verb in brackets in their correct form.
Have students work in pairs to give their answers.
Observe and help when and where 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.
Do as required
f 5.b
e 6.g
a 7.d
h 8.c
Chores from the conversation:
prepare dinner
cook (do the cooking)
shop
clean the house
take out the rubbish
do the laundry
do the washing-up
do the heavy lifting
be responsible for the household finances
Other chores:
mop/sweep/tidy up the house
bathe the baby
feed the baby
water the houseplants
feed the cat/dog
iron/fold/put away the clothes
lay the table for meals
Work in pairs or groups
Read again and write down
Read the words
Listen to the tape
1.b
2.b
3.c
4.a
Key:
1. does
2. cooks
3. cleans
4. is watching
5. is doing
6. is doing
7. is tidying up
8. is trying
does, is not cooking, is working
is taking out
cleans, is cleaning
is preparing
looks after, works
is watching, watches
IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to learn by heart new words and collocations in the text.
- Ask students to review grammar part
Notes after teaching:
.
Period 3
UNIT 1: FAMILY LIFE
Part 3: READING SKILLS
A. 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.
 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:
Teacher’s activities
Students’ activities
Activity 1. Look at the picture and answer the questions.
-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. Read the text and decide which is the best title for the text.
- 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 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. Read the text again and underline the words from the context.
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. Find out what it refers to in each of the sentences.
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. Answer the questions
- 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?
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. Discussing
- 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.
Work in groups
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.
Read the text
Key: c
- Read the text again and underline the words 
Key:
A
B
B
B
A
- Find out what it refers to in each of the sentences.
Key:
a. C
b. B
- Read the questions first to make sure they understand what information they need in order to answer the questions.
Answer: 
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
IV. Consolidation: - Summarize the main points
V. Homework: - Ask students to prepare for the next lesson.
Notes after teaching:
Period 4
UNIT 1: FAMILY LIFE
Part 4: SPEAKING SKILLS
A. Aims: To encourage students to talk about the chores of their love and hate. 
 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:
Teacher’s activities
Students’ activities
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. Expressing their like or dislike and give the reasons.
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.
Ask students to work in pairs to compare their completed table to find out the different and similar ideas about housework.
Activity 2. Read all the questions in Anna’s column first and guess the answers.
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 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. Have a similar conversation
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.
Pay attention to teacher and match the chores with the pictures. 
- write at least three household chores they like or dislike.
And then give the reasons.
- Share the answers with the partners.
- 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
Guess the answer to each question.
Work in pairs and try to match the columns
Practice the conversation
Key:
1.c
2.a
3.d
4.b
-Work with a different partner to have a similar conversation.
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 .
Report to the class
IV. Consolidation: - Summarize the main points
V. Homework: - Ask students to prepare for the next lesson.
Notes after teaching:
Distinctive students do the more complex handouts.
Average students do the simpler handouts. 
Period 5
UNIT 1: FAMILY LIFE
Part 5: LISTENING SKILLS
A. Aim: To equip students with more knowledge about roles of men and women in families.
 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:
Teacher’s activities
Students’ activities
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.
- 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.
 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 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 get 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 correction if necessary.
- look at the sentences in task 2 and guest which is true or which is false.
- listen to the tape first time and give the answer if they can.
- listen to the text second time and the answers and
give the evidence.
Suggested answers:
1. T 2. T 3. T 4. F 5. T 
- work in pairs to match the words/ phrases with its appropriate meaning
- guess the part of speech of the word given
Part of speech
Balance (n)
Nurture (v)
Equally shared parenting
Traditional (a)
Solution (n)
- tell the answer 
Answers:
1. e 2 . b 3. c 4. d 5. a
- read the task 4
- underline 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?
Listen the answers then give answers
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
IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to prepare for the next lesson.
Notes after teaching:
Period 6
UNIT 1: FAMILY LIFE
Part 6: WRITING SKILLS
A. Aims: Students can write a paragraph about how people in their families share housework.
 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:
Teacher’s activities
Students’ activities
Lead-in:
T asks sts to give the translation for the saying. 
“Many hands make light work”
Activity 1
- T asks some more questions to introduce the lesson
- 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+ 3
- 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
- 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 correct if necessary
Activity 4
- 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
- work in pairs to discuss the meaning of saying
- 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.
“Nhiềutaynhẹviệc”
- read the text.
- In pairs complete the chore chart.
- 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)
- tell the form of writing 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 )
- complete their own Family chore chart.
- Call one write the writing on the board, and the rest of students write in their notebook 
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