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giáo án tiếng anh thí điểm lớp 10 học kì 1 (4 cột)

&
UNIT 1
Period 5
Week
Date of preparation
Date of teaching
Classes

: FAMILY LIFE
: Speaking
:2
: August 20th , 2015
: August 26th, 2015
: 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
 D. TEACHING PROCEDURES:
Contents
Time
Teacher’s activities
Students’ activities
WARM-UP
UNIT 1: FAMILY LIFE
Brainstorming:
Period 5: Speaking
- T encourages Ss go to
- Do as told
the board and make the
Housework:
chart about fun and
 Fun: like cooking
boredom they may feel
Boredom: smell of garbage
when
doing
the
housework
1. Which household
1. Which household chores do you
chores do you like and
like and which do you dislike? Give
which do you dislike?
the reasons.
Give the reasons.
Suggested answers:
- T asks Ss to work by -Work invidually
Likes
Dislikes


themselves, write at to do
Chore Reasons Cho Reasons
least 3 household chores
re
they like and 3 they
Go
Choose
Was Usually
dislike doing and then
shoppi the best h
break
add the reasons.
ng
food for dish things
- T goes around to -Ask if needed
the
es
when
support them in case
family
washing
they need help
Water I enjoy Do
Usually
- T asks Ss to compare -Compare
the
flower the
heav have a
their completed table to answers
s
beauty
y
backach
find out the different
of
liftin e.
and similar ideas about
different g
housework.
kind of
2.
flowers
- T asks Ss to read the - Ss read and
……
…….
…… ………
Lesson plan 10


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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
dislikes.
- T explains the tasks to
Ss
- T walks around to give
help if necessary
- T invites some pairs to
demonstrate.
- T gives feedback.
Then
T
asks
representative of each
pair to report their
conversation ( focus on
the things their partner
likes or doesn’t like to
do and reasons for that)
- T encourages other to
ask some questions

match.

.



-Ss work in pairs.
2. Below is part of Anna’s interview
with Mai. They are talking about
the household chores Mai like and
- listen and take dislike. Match Ma’s answer with
notes
Anna’s questions. Then practice the
- practice
dialogue
-Do as told

KEY:
1. C
2. D

2. A
4. B

MODEL CONVERSATION:
A: How are the household chores
divided in your family?
B: equally among the family members
- Ss work in pairs A: What are your duties?
to make their own B: I am in charge of taking out the
conversations
garbage and cleaning the floor.
Sometimes, when my mum is busy. I
-demonstrate
do the cooking.
A: Which of the chores do you like the
most?
-Do as required
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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Lesson plan 10


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UNIT 1
: FAMILY LIFE
Period 6
: Listening
Week
:2
Date of preparation : August 22th , 2015
Date of teaching
: August 28th, 2015
Classes
: 10A1
A. OBJECTIVES -By the end of the lesson, students will be able to :
- 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.
C. TECHNIQUES AND TEACHING AIDS
* Techniques: - Pair work, group work, asking- answering, role-play
*Teaching aids: pictures, flashcards
D. TEACHING PROCEDURES:
Contents
Time
Teacher’s activities
Students’
activities
1. Looking at the chart
UNIT 1: FAMILY LIFE
and discuss the changes
Period 6: Listening
in weekly hours of basic
Family Life- Changing roles
household by married
men
and
married
+ Hours of basic housework by
women in the USA
men increase one third in
between 1976 and 2012.
comparison with that in 1976.
Guess the reasons for the
+ Hours of basic housework by
changes.
men decrease more than 50
- T asks Ss to work in - Ss work in percent from 29.8 to 17.2
pairs, look at the chart and pairs, look at the
 The gaps of hours of
discuss the change in chart and discuss
housework between them
weekly hours of basic
was
remarkably
household by married men
shortened.
and married women in the
Reasons for the change:
USA between 1976 and
- Both parents have equal
2012
responsibility to nurture and to
- Ss are not respected to
take care of the children.
report the exact number of
- Both men and women need an
hours men and women
equal chance at time for their own
spend
on
doing
interest, and of cause, to be with
housework.
each other.
(just
about
general
- Women are under a lot of work
changes.
-Do as told
pressure so they need their
- T calls each to show
husbands to share the household
their ideas.
-Give comments chores.
- T let other students to
give comments.
-listen,
take
Lesson plan 10


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- T corrects and gives notes
feedback.
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
appropriate meaning.
T
explains
the
instructions to Ss.
- T helps Ss to get the
answers easily.
- 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:
- T asks Ss to read the
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

-Listen to do

-Take notes

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)
KEY
1. T
4. F

2. F
5. T

3. T

-listen to the
recording
- ask and answer
KEY:
1. - e
2. - c
3. – a

2. - b
4. - d

KEY:
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/housework
and parenting.
3. The
family
becomes
happier and the divorce
rate amongst them is the
lowest.

Lesson plan 10


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partners.
- T invites representative
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
F. SELF -EVALUATION :
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.....................................................................................................................................................................
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Lesson plan 10


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UNIT 2
Period 12
Week
Date of preparation
Date of teaching
Classes

: YOUR BODY AND YOU
: Reading
:4
: September 8th , 2015
: September 18th, 2015
: 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
VIII. Procedures:
Time

Teacher’s activities

4mins

I. Warm up

Students’
activities

Content
UNIT 2: YOUR BODY AND
YOU
Period 8: Reading

Chatting

Before you read
Vocabulary:
- originate (v): bắt nguồn từ
- T shows a picture of
acupuncture and ask Ss
some questions to set the
scene:
1- Do you know that what it
is?
2- Do you know anything
about acupuncture?

-look at the
picture and
answer the
questions

- enhance (v): nâng cao
- capability (n): khả năng, năng
lực
- reliable (adj): đáng tin cậy
3. Find words which are
closest in meaning

III. Pre-reading
Lesson plan 10


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8mins

1- Pair-work

1- Pair-work

- 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.

Key

- T asks Ss to report their
lists and compare with
others’.

-discuss what
they want to
know

2. stop = ease
3. pressure points = acupoints
4. care = precaution

-report their lists
and compare

5. choice = alternative
6. cure = treatment

2-Preteach Vocabulary

7. proof = evidence

- T elicits vocabulary using
pictures, translation and
explanations.

8. enhance = promote

- T has Ss repeat the new
words in chorus, individual.
- Check vocabulary using
pictures.

-listen and take
notes
-repeat the new
words in chorus,
individual

IV. While-reading
20mins

1. diseases = ailments

While you read

4- Questions for
Comprehension
- T asks Ss to read the
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.

4. Suggested answers
-read the passage
in depth to find
necessary
information
- to practise
asking and
answering

1. It’s promoting harmony
between humans and the world
around them and a balance
between yin and yang.
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.

- Feedback.

5. Those who have electrical or
electronic medical devices inside
them.
6. Acupuncture is considered as
a reliable alternative to modern
medicine.

IV. Post-reading
10mins

After you read

Group-work
- T has pupils work in
groups of 4 to talk about
one of the therapies.

Work in groups.
- work in groups
of 4 to talk

Do you know any other
alternative therapies like yoga,
Lesson plan 10


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- T asks some
representatives from groups
to practice telling in front of
the class.

- practice telling
in front of the
class

acupuncture, head massage or
aromatherapy? Share
information and then report to
the class.

- Feedback by listening to
each other.

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:
………………………………………………………………………………………………
………………………………………………………………………………………………

Lesson plan 10


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UNIT 2
Period 13
Week
Date of preparation
Date of teaching
Classes

: YOUR BODY AND YOU
: Speaking
:5
: September 16th , 2015
: September 21th, 2015
: 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
VIII. Procedures
Time
4mins

Teacher’s activities

Students’ activities

UNIT 2: YOUR BODY AND
YOU
Period 13: Reading

1. Warm –up:
Brainstorming
- T has Ss think and name
the habits they think they
have.

Content

- think and name the
habits

- Feedback

8mins

2. Pre-speaking:
Preteach Vocabulary
- T elicits vocabulary using
pictures, synonyms and
explanations.

-listen, take notes

- T asks Ss to repeat the new - repeat the new
words in chorus, individual. words in chorus,
individual
- Check vocabulary using
the technique Rub out and
Remember.

Vocabulary:
- to get rid of = give up = stop
- naughty habit= bad habit
- inspire (v) = encourage
- to kick a habit = to stop a
habit
Lesson plan 10


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3.While-speaking:
20mins

1. Which of the following
habits are good for you?

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.

Suggested answers
- look at the list of
their habits and
decide which ones
are good.
- explain their choice
- practise asking and
answering

- Feedback by listening to
each other.

- T asks Ss to suggest ways
to stop the bad habits from
their own experience.
- T asks some pairs to
practise speaking their
dialogues in front of the
class.

- Saving money
- Never giving up
- Being thankful
- Reading regularly
- 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

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.

- Keeping a routine

Suggested questions:
- 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.

- Feedback by listening to
each other.

- 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
- Stop littering
- Refrain from throwing
rubbish where you like
- Look for a waste bin when
you want to throw away
something, ect
3. Look at the following text
and read the advice. Do you
think you could follow it?
Why or why not?

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.

- T asks Ss to read the text
- read the text
quickly and choose the
quickly and choose
things they think they can or the things
can’t follow.

2. Shake up your routine.

- T aks Ss to explain their
decision to the class.

4. Surround yourself with
people who have kicked
similar habits.

- T gets Ss to read the

-explain their
decision to the class

3. Pretend the habit belongs to
someone else.

Lesson plan 10


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phrase in the WATCH OUT
box and try to come to a
conclusion on the meaning
of the idiom.

- read the phrase

4. How to kick the bad habit

4. How to kick the bad
habit
- T has Ss work in pairs or
groups to choose one “bad”
habit.

Example:
-work in pairs or
groups

- ST gets Ss to make a list of
- make a list
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.

10mins

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

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

How to kick “ Staying up late”
Do’s

Don’ts

Plan things
carefully

Watch horror
films or
frightening TV
programmes.

Finish
work early
Eat just
enough at
dinner

4. Post-speaking

Wake up
early

Pair-work

Do exercise

- T asks Ss to think of their
good and bad habits and
how to kick bad habits
- T asks some pairs to
present the front of the class
to act out the conversation.

Drink coffee
or strong tea
Take naps
during the day
Get up late

- think of their good
and bad habits and
how to kick bad
habits
- present the front of
the class

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:
………………………………………………………………………………………………
………………………………………………………………………………………………

Lesson plan 10


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UNIT 3
Period 22
Week
Date of preparation
Date of teaching
Classes

: MUSIC
: Reading
:8
: October 4th , 2015
: October 12th, 2015
: 10A1

I. Objectives: By the end of the lesson, Ss can:
- read for information about television shows.
- talk about Idol shows in general and Vietnam Idol show in particular.
- be educated to play fair.
II. Knowledge:
Vocabulary: air, phenomenon, audience, process.
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
VIII. Procedures:
Time
4mins

Teacher’s activities

Students’ activities

1. Warm up
Chatting
- Ask Ss some questions:
1. What are your favourite
TV contest shows?

-answer the
questions

1. Sao Mai television
singing Contest, Who
wants
to
be
a
millionaire, …

3. What do you think
about it?
- Call on some to report - report their results
their results of the of the discussion.
discussion.
- Write the title: Idol: -listen to the teacher
Global Smash Hit on the
board and explain the
meaning. Then set the
scene.
2. Pre-reading

Before you read
Suggested answers:

2. Have you seen
Vietnam Idol?

8mins

Content
UNIT 3: MUSIC
Period 22: Reading

2. Yes, I have.
3. It gives every singer a
chance to perform on
the stage and singers
may gain big prizes.

- discuss in pairs
Lesson plan 10


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- Show some logos and what they know
get Ss to discuss in pairs
what they know about
them.

20mins

2-

2- Read and discuss the
significance of the years:
2001, 2002, 2007 and
- read the text and
2012
discuss
- Have Ss read the text
quickly
for
the
information related to the
years above. Then discuss
their answers I groups of
four.
- report the results.

Key:

- Call on some to report
the results.

While you read

2002: the beginning
American Idol.

of

2007: The first season of
Vietnam Idol.
2012: The fourth season of
Vietnam Idol.
3. Key:

3. While-reading

1. to air : to broadcast

3. Circle the appropriate
meaning for each word
from the text.
- Get Ss read the text
again, paying attention to - read the text again
the words above to guess and do as told
their meanings.
- Check the answers as a
class.
4.
Questions
Comprehension

2001: The year that Pop Idol
was first launched in the UK.

2. phenomenon: an event
which
people
talk
about.
3. audience: people at a
performance
4. season: a TV show’s
episode
5. process: a series of
actions

for

- read the passage
- Ask Ss to read the and answer
passage in depth to find
necessary information to
give answers to the
questions.
- practise asking and
the
- Get them to practise answering
questions
in
pairs.
asking and answering the

4. Ask and
questions:

answer

the

1. The Idol format.
2. It came from the UK.
3. 12 years
4. It’s a franchised programme.
5. Answers vary.

questions in pairs.

-present in front of
- Has some pairs practise the class.
asking and answering in
front of the class.
- Feedback.
After you read
10mins

IV. Post-reading (10’)
Group-work

Work in groups.
- work in groups of 4 What do you think of the
Vietnam Idol Shows?
Lesson plan 10


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- Have Ss work in groups to discuss.
of 4 to discuss.
- talk in front of the
- Ask some
class.
representatives from
groups to talk in front of
the class.
- Feedback by listening to -listen and take notes
each other.
5. Homework (3mins)
Read the following and answer the questions.
Choose the words or phrase among A, B, C or D that best fits the blank space in the following
passage.
People all over the world listen to classical music. Classical music is difficult (1)______ . It means
different things to different people.
Some (2)______ classical composers were Bach, Vivaldi, Haydn, and Mozart. In their music, they
did not (3)______ a story or show strong emotion. They wanted to make a beautiful, interesting design.
They wanted to write lovely music.
Then composers started to interpret ideas. They told stories (4)______ wars, armies, and soldiers.
They wrote about religion. Sometimes they (5)______ music for holidays. Some of these composers
were Beethoven, Schumann, Chopin, Mendelssohn, Wagner, and Tchaikovsky.
Câu 1: A. described
B. to describe
C. to describing
D. describing
Câu 2: A. fame
B. wonder
C. interested
D. well-known
Câu 3: A. tell
B. say
C. talk
D. speak
Câu 4: A. about
B. of
C. for
D. in
Câu 5: A. wrote
B. composed
C. made
D. invented
Keys
1B

2D

3A 4A 5B

V - Self- evaluation:
……………………………………………………………………………………………………………
…………………………………………………………………………………

Lesson plan 10


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UNIT 3
Period 23
Week
Date of preparation
Date of teaching
Classes

: MUSIC
: Speaking
:8
: October 5th , 2015
: October 13th, 2015
: 10A1

I. Objectives: By the end of the lesson, Ss can:
- talk about the two TV shows Vietnam Idol and Who Want to be a Millionaire.
- give presentations of their own TV shows
- be educated to be confident in persuading others.
II. Knowledge:
Language: Review
Vocabulary: celebrity panel
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
VIII. Procedures
Time

Teacher’s activities

Students’
activities

Content

1. Warm –up: (4’)
Vietnam Idol

Brainstorming

- Have Ss think and name - Ss think and The price is right
the TV shows they know.
name the TV shows
they know
- Feedback
- Ask Ss:
1. What are your favorite
shows?

-answer the
questions

TV shows

Vietnam Next
Top model

Who Wants
to be a Millionaire

2. What do you think
about Vietnam Idol and
Who Wants to be a
Millionaire?
=> Lead in the new
lesson.

-listen to the
teacher
Vocabulary:

2. Pre-speaking: (8’)
Preteach Vocabulary

- celebrity panel (n): group of judges
-listen and take

1. Read the blurbs. Complete the
Lesson plan 10


&
- Elicit vocabulary using notes
definitions .
- repeat the new
- Have Ss repeat the new word
word
in
chorus,
individually.
1. Complete the table.

- read the TV
_ Have Ss read the TV blurbs
and
blurbs and complete the complete the table.
table.
- compare and
- Ask them to compare contrast the shows
and contrast the shows
with a partner.

3.While-speaking: (20’)
2. a. Make a list of
details about the show..
- make a list of
- Have Ss make a list of details about their
shows
details about their shows.

table with the notes from each show.
Then compare and contrast the
shows with a partner.
Vietnam Idol

Who want to be
a millionaire

-To find a pop
star

- To find a
winner who will
get a big sum of
money

- The winner
will be chosen
by a celebrity
panel & home
viewers

- The winner will
answer a series
of general
knowledge
questions

- The winner
will get a
recording
contract with
VNR records

- The amount of
prize-money
increases with
the number of
questions

2. Imagine you are a TV producer.
You are creating a new show. Make a
list of details about your show.
1. Show name:
2. Show type:
3. Time:

2.b. Share ideas with a
partner and present the
show.

4. Channel:
5. Benefits:

- share their ideas
- Ask Ss to share their with a partner
ideas with a partner,
combine them into one
show to present it to the
class.
-do as told
- Conduct Ss how to use
body language when
giving a speech or a
presentation.
-listen and tke
- Feedback by listening to notes
each other.
4. Post-speaking (10’)

- talk about TV * Talk about the TV show you like
- Get Ss to talk about TV shows they like best.
shows they like best.
best.
- talk in front of the
class .
Lesson plan 10


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- Call some to talk in front
of the class .
5. Homework (3mins)
Interview a friend and take notes, using these questions:
1. Do you watch music shows on TV? If so, what do you watch?
2. What kind of music do you like?
3. How does music make you feel?
4. How much time do you spend listening to music?
5. Do you like listen to music while doing your homework?
6. Can you concentrate on other things when you are listening to music?
V - Self- evaluation:
……………………………………………………………………………………………
………………………………………………………………………………………………

Lesson plan 10


&
UNIT 4
Period 32
Week
Date of preparation
Date of teaching
Classes

: FOR A BETTER COMMUNITY
: Reading
: 11
: October 27th , 2015
: November 2rd, 2015
: 10A1

I. Objectives: By the end of the lesson, Ss can:
- read a text about why people do volunteer work for the main idea and specific information
- talk about benefits of doing volunteer works
- be awareness of helping community
II. Knowledge:
Vocabulary: obvious, fortunate, concerned, narrow-minded, dedicated
Language: volunteer work
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
VIII. Procedures:
Time
4mins

Teachers’ activities

Students’ activities

I. Warm up
Chatting

Content
* VOLUNTEER WORKS

- T shows pictures of -look at the pictures
volunteers and ask Ss and do as told
some questions to set
the scene:
1- Are they doing
volunteer works?
2- Why do they
volunteer?
- Ss give their opinions

List the benefits gained by the
student volunteers

- T encourages Ss to
give different
viewpoints



Volunteer work helps
them gain experience in
life

- T introduces the title
of the reading text



Volunteer work helps
develop their
interpersonal skill and
attain mutual
Lesson plan 10


&
understanding

8mins

II. Pre-reading
Group--work
- T has Ss discuss and
choose the reasons they
think they may find in
the text

- Ss discuss and
choose the reasons
they think they may
find in the text



Volunteer work helps
promote their friendship



Volunteer work helps
them discover their
talents

* Activity 1: Tick the reasons
you think you may find in the
text (page 41)

- T goes around the
class to help Ss with
some difficult words if
necessary
- T asks Ss compare
with the others.
- T doesn’t
feedback
20mins

give

III. While-reading
- T asks Ss to scan the
text and check their
predictions in 1
- T calls on some Ss to
give their answers and
asks them to give clues
from the reading text
- T gives feedback and
the correct answers.

* Activity 2: Read the text
and check if your predictions
- Ss read the text in activity 1 are correct (page
and check their 41)
predictions in 1
+ Key:
Ss
work
individually to do a. √
the
task,
then b. x
discuss
their c. √
answers with their
d. x
partners
e. √
f. √

- T provides Ss with - Ss remember and
some reading strategies take notes
for gapped text or
missing sentences
- Ss do this task,
- T asks Ss to do this then discuss their
exercise individually, answers with their
then compare with a partners
partner
- T checks Ss’ answers
and
give
further
explanation
if
necessary

* Activity 3: Read the text.
Complete the text by
matching sentences a-e
with gaps 1-4. There is one
extra sentences you do not
need (Page 41)
+ Key:
1- d
2- a
3- b
4- c

Lesson plan 10


&
- T asks Ss to look back - Ss try to guess the * Activity 4: Look at the
at the text to locate the meaning of each of
highlighted words in the
highlighted words
the
highlighted
text and choose the correct
words,
based
on
the
meaning (page 41)
- T lets Ss choose their
meaning and asks Ss to context
+ Key:
compare their choice in
1. A
groups
-Some
2. B
T
gets
Some representatives read
representatives to read aloud their answers 3. C
aloud their answers
4. B
- T checks Ss’ answers
5. A
Work in groups.
10mins

IV. Post-reading (10’)

1. There’s no need to
volunteer as very few people
Group-work
- Ss express giving can benefit from volunteer
- T has Ss work in opinions that they work.
groups of 4 to discuss know
2. The best way to volunteer is
the statements
- Ss take turns
to give people money when
- T joins some group speaking
they need it
and reminds Ss to take
turns speaking
T
asks
some
representatives
from
groups to perform in
front of the whole
class.
- Feedback by listening
to each other.

5. Homework (3’)
Completes the passage with a suitable word.
In the United States, volunteering is (1) ______ as a good way to give children a sense of (2)
______ responsibility and to bring the family together. Volunteerism is (3) ______ across the United
States today because people are trying to put more emphasis on family (4) ______, and they are
looking for ways to help young people have a feeling of hope and satisfaction. It is (5) ______ that
volunteering helps children discover their talents, develop their skills, and learn about (6) ______ and
problem solving. (7) ______ , family volunteering has some (8) ______ it benefits the community that
is (9) ______, it benefits the family for serving together, and it benefits each (10) ______ in the family.
+ Key:
1. viewed
7. cooperation

2. Community
7. Moreover

3. growing
4. togetherness
5. believed
8. advantages 9. served
10. individual

V - Self- evaluation:
………………………………………………………………………………………………
………………………………………………………………………………………………

Lesson plan 10


&
UNIT 4
Period 33
Week
Date of preparation
Date of teaching
Classes

: FOR A BETTER COMMUNITY
: Speaking
: 11
: October 28th , 2015
: November 6th, 2015
: 10A1

I. Objectives: By the end of the lesson, Ss can:
- talk about local community development.
- be educated to raise their awareness of community responsibilities.
II. Knowledge:
Language: volunteer activities, expressions of giving opinions
Vocabulary: I think, I believe, I agree, that’s true…
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
VIII. Procedures
Time
4mins

Teacher’s activities

Sudents’ activities

1. Warm –up:
Brainstorming
- T shows Sts some
pictures and asks Ss to - Ss look at the
name the activities in pictures and name
these pictures
the activities
- T asks Ss if these
activities are useful to the
community or not
- Ss comment
Lead in: These people are
doing the work without
being paid for it. In our
lesson today, you will talk
about local community
development.

Content
UNIT 4: FOR A BETTER
COMMUNITY
Period 33: Speaking

Picture 1: He is helping the
street children to read and
write.
Picture 2: The students are
playing games with the
handicapped.
Picture 3: These students are
repairing road.
Lesson plan 10


&
Picture 4: He is looking after
a war invalid
8mins

* Activity 1: Look at the
activities for community
development. Match
Vocabulary
them with the reasons
- T elicits vocabulary - Ss repeat the new
why they are important
using pictures, synonyms words in chorus,
(page 42)
and explanations.
individual
Vocabulary:
- Check vocabulary using
- low-income (adj.) = Of/ or
the technique Rub out
relating to individuals or
and Remember.
households supported by an
income that is below average.
- T asks Ss to work by
- facility (n) = a place,
themselves to look at the
amenity, or piece of
activities for community
- Ss look at and equipment provided for a
development to match
particular purpose
match
them with the reasons
- ensure (v) = make certain
why they are important
that (something) will occur
- T goes around and help
Ss when and where - Ss compare their + Key:
necessary
answers with the 1. c
- T calls on some Ss to others in groups
2. d
give their answers by
3. e
reading
aloud
these
activities and the reasons
4. a
why they are important
5. b
2. Pre-speaking:

- T checks Ss answers
20mins

3.While-speaking:
- T asks Ss to work in
pairs and discuss why the
activities above are
important for community
development

* Activity 2: Work in pairs.
Discuss the activities
above are important for
- Ss work in pairs
community
and discuss why the
development. (page 42)
activities above are
+ Example:
important for
community
A: I think job training for
development
young people is very

- T joins some pairs and - Ss support reasons important.
help Ss when and where based on their own B: I agree. Young people are
experience.
necessary
the future of a country, so
training them in the right way
- T asks some pairs to
is very important. Protecting
practise speaking their
environment is important, too.
dialogues in front of the
class.
- Feedback by listening to
each other.

A: That’s true. We all need a
healthy environment.

- T asks Ss to look at - Ss work in groups * Activity 3: Work in
rank
the
Activities for community to
groups. Look again at
Lesson plan 10


&
development in 1 and
decide on the three most
urgent / important things
to do in your local area
and explain why

activities in the
order of importance
and explain their
decision

- T asks Ss to practise
using Useful phrases in
speaking
10mins

the activities in 1.
Discuss and decide on
the three most urgent /
important things to do in
your local area and
explain why. (page 42)

4. Post-speaking
- T asks each group to
choose a presenter to
present
the
group’s
decisions
- Some representatives of
groups perform their
decisions in front of the
whole class
- Other Ss in the class
may raise questions to ask
the presenter for further
explanation
- T asks the class to vote
for the group with the
most interesting ideas.
- The group having the
most votes will be
awarded by the teacher

5. Homework (3’): You are a student in a poor town. Now what would you volunteer to do? Choose
the options you think they are useful for your community development.
A. work in hospitals, orphanages, or homes for the aged.
B. help in the homes of sick or old people.
C. help boys who no longer have fathers.
D. take part in helping disadvantaged or handicapped children.
E. help the people who have suffered badly in wars or natural disasters.
F. work in remote or mountainous areas to provide education for children.
G. Take part in the clubs which help younger boys and girls overcome their problems.
V - Self- evaluation:
……………………………………………………………………………………………………………
…………………………………………………………………………………

Mình có bộ giáo án hoàn chỉnh chi tiết khối 10.
Mọi người cần thì liên hệ mình nhé!
Email: huongduongh217@gmail.com
Lesson plan 10


&

UNIT 5
Period 40
Week
Date of preparation
Date of teaching
Classes

: INVENTIONS
: Getting started
: 14
: November 17th , 2015
: November 23th, 2015
: 10A1

I. Objectives: By the end of the lesson, Ss are able to:
- get familiar with the contents of the topic
- know some vocabulary related to the topic
- know the benefits that the computer bring to us .
II. Knowledge:
Language: the present perfect, infinitives and gerunds
Vocabulary: a wise choice, reward, research, definitely, assignment
III. Skills:
Main skills : listening, reading
+ listening to be familiar with the pronunciations of vocabulary
+ reading to answer comprehension questions
+ reading to guess words in context
Sub-skills : speaking, writing
IV. Methods: Integrated, mainly communicative
V. Teaching techniques: Eliciting, synonyms, explanation, asking and answering, discussion, pairwork, group-work.
VI. Teaching aids: textbooks, posters, pictures and cassette
VII. Time: 45 minutes
VIII. Procedures:
Time
4mins

10mins

Teacher’s activities

Students’ activities

A. Warm-up
T: shows them a smart - answer the questions
phone and asks them some
questions
T: uses 3rd question to lead - listen to the teacher
the class into the new
lesson

B. PRESENTATION

Content
* Questions:
1. Do you know what
this is called ?
2. What do you think a
smart phone can help us?
3. Do you think that the
smart phone is one of the
greatest inventions in the
history ? What other
things have greater
impacts on our lives ?
1. Listen and read
* Conversation:
Lesson plan 10


&
1. Listen and read

- work in groups to do COMPUTER AND
OUR LIVES
- Ss: work in pairs to

- T: asks students to work
in groups to discuss to
answer the question “ what
benefits does the computer
bring to us ?”

make a list of the
benefits that the
computer brings to us

- T: asks them to read
through the conversation
to check whether their lists
are similar to what the
conversation mentions

- read through the
conversation

- do as told

- T: gives them some new
words and helps them to
get the meanings as well as
practice the pronunciation
- listen to the
of the words
recording
- T: plays the recording
- Ss: reread the
and asks to listen to the
conversation
conversation
- T: ask them to reread the
conversation and pick out
the grammar points that
are used
- T: calls some students to
tell the class about the
grammar points that he/she
has found

20mins

- tell about the
grammar points
-listen to the teacher

- tells them briefly about
the grammar points that
they will learn in Unit 5.
C. Practice
2.Answer the questions
- T: asks the students to
focus on the instructions
and questions in the task 2.
Ss have to underline the
key words in each question
- T: lets them answer the
questions individually

- T: calls one some
students to write the
answer on the board

* Vocabulary:
- reward (n): the offer of
gifts/money for worthy
acts
- a wise choice
- research (v) to find
knowledge
- definitely : without
question
- assignment : a duty
( such as homework) that
someone has to do

- Ss: read the
questions and
underline the key
words in each
questions
- Ss: read the
conversation again
and answer the
questions individually
- Ss: some students
write the answer on
the board
- Ss: make comments

2. Answer the
questions
1. He promised
Phong a reward
2. Because Phong’s
old phone is still
good and the screen
of an electronic book
is rather small
3. The computer has
brought many things
to us such as emails,
online games,
Internet, online
shopping ….
4. He will use it to
listen to music, to
Lesson plan 10


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