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

- T asks Ss to work in pairs, look at the chart and discuss the change in weekly hours of basic household by married men and married women in the USA between 1976 and 2012 - Ss are not r

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UNIT 1 : FAMILY LIFE

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

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

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

- create their own situations, make conversations about household chores

- develop their pronunciation

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

members in their families

- Skills : speaking

B LANGUAGE CONTENTS:

- Vocabulary: words and phrases related to previous lessons

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

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

C TECHNIQUES AND TEACHING AIDS

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

*Teaching aids: pictures, flashcards

the board and make the

chart about fun and

boredom they may feel

when doing the

housework

1 Which household

chores do you like and

which do you dislike?

Give the reasons.

- T asks Ss to work by

themselves, write at

least 3 household chores

they like and 3 they

dislike doing and then

add the reasons

- T goes around to

support them in case

they need help

- T asks Ss to compare

their completed table to

find out the different

and similar ideas about

Suggested answers:

Likes Dislikes

Chore Reasons Cho

re Reasons

Goshopping

Choosethe bestfood forthefamily

Washdishes

UsuallybreakthingswhenwashingWater

flowers

I enjoythebeautyofdifferentkind offlowers

Doheavylifting

Usuallyhave abackache

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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

the things their partner

likes or doesn’t like to

do and reasons for that)

-Do as required

2 Below is part of Anna’s interview with Mai They are talking about the household chores Mai like and dislike Match Ma’s answer with Anna’s questions Then practice the dialogue

KEY:

MODEL CONVERSATION:

A: How are the household chores

divided in your family?

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

B: I am in charge of taking out the

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

do the cooking.

A: Which of the chores do you like the

most?

B: Well, I like cooking.

A: What do you like about it?

B: It’s interesting to cook good food

the family It’s really an art as well.

A: Which of the chores do you dislike

the most?

B: Cleaning the floor Because my

house is large with 3 floors It takes

me the whole day to do that.

E HOMEWORK:

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

- Prepare the next lesson: Listening

F SELF -EVALUATION :

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UNIT 1 : FAMILY LIFE

Week : 2 Date of preparation : August 22 th , 2015 Date of teaching : August 28 th , 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:

Time Teacher’s activities Students’

activities

Contents

1 Looking at the chart

and discuss the changes

in weekly hours of basic

household by married

men and married

women in the USA

between 1976 and 2012.

Guess the reasons for

the changes.

- T asks Ss to work in

pairs, look at the chart and

discuss the change in

weekly hours of basic

household by married men

and married women in the

USA between 1976 and

2012

- Ss are not respected to

report the exact number of

hours men and women

-Do as told-Give comments-listen, take

UNIT 1: FAMILY LIFE Period 6: Listening

Family Life- Changing roles

+ Hours of basic housework bymen increase one third incomparison with that in 1976

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

 The gaps of hours ofhousework between them

shortened

Reasons for the change:

- Both parents have equalresponsibility to nurture and totake care of the children

- Both men and women need anequal chance at time for their owninterest, and of cause, to be witheach other

- Women are under a lot of workpressure so they need theirhusbands to share the householdchores

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- T corrects and gives

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

- 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

notes

-Listen to do

-Take notes

-listen to therecording

- ask and answer

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

2 Both are responsible for

homemaking/houseworkand parenting

3 The family becomeshappier and the divorcerate amongst them is thelowest

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- 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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UNIT 2 : YOUR BODY AND YOU

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

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

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

- talk about acupuncture

- be educated to appreciate their health

II Knowledge:

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

Language : review

III Skills:

Main skill: Reading

Sub-skills: Listening, Speaking, Writing

IV Methods: Communicative

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

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

VI Teaching aids: textbooks, posters, pictures and cassette

VII Time: 45 minutes

acupuncture and ask Ss

some questions to set the

UNIT 2: YOUR BODY AND YOU

Period 8: Reading

Before you read Vocabulary:

- originate (v): bắt nguồn từ

- enhance (v): nâng cao

- capability (n): khả năng, năng lực

- reliable (adj): đáng tin cậy

3 Find words which are closest in meaning

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20mins

10mins

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

- T asks Ss to report their

lists and compare with

others’

2-Preteach Vocabulary

- T elicits vocabulary using

pictures, translation and

explanations

- T has Ss repeat the new

words in chorus, individual

- Check vocabulary using

pictures

IV While-reading

4- Questions for

Comprehension

- 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

- Feedback

IV Post-reading

Group-work

- T has pupils work in

groups of 4 to talk about

one of the therapies

-discuss what they want to know

-report their lists and compare

-listen and take notes

-repeat the new words in chorus, individual

-read the passage

in depth to find necessary information

- to practise asking and answering

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

capabilities and enhance its functions

3 There are more than 2000 nowadays

4 They are soreness, slight bleeding, or discomfort

5 Those who have electrical or electronic medical devices insidethem

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- T asks some

representatives from groups

to practice telling in front of

acupuncture, head massage or aromatherapy? Share

information and then report to the class

5 Homework (3’)

Read the following and answer the questions.

Fasting is said to play an important role in the detoxification of the body Detoxification is a process ofeliminating or neutralizing toxins through all the internal organs This process starts when food nolonger enters the body so it has to turn to fat reserves for energy When they are used, the chemicalsfrom fatty acids are released and then eliminated through the body organs, leading to the cleansing ofthe 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:

………

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UNIT 2 : YOUR BODY AND YOU

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

- 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

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

VI Teaching aids: textbooks, posters, pictures

- T has Ss think and name

the habits they think they

have

- Feedback

2 Pre-speaking:

Preteach Vocabulary

- T elicits vocabulary using

pictures, synonyms and

explanations

- T asks Ss to repeat the new

words in chorus, individual

- Check vocabulary using

the technique Rub out and

Remember.

- think and name the habits

-listen, take notes

- repeat the new words in chorus, individual

UNIT 2: YOUR BODY AND YOU

Period 13: Reading

Vocabulary:

- to get rid of = give up = stop

- naughty habit= bad habit

- inspire (v) = encourage

- to kick a habit = to stop a habit

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3.While-speaking:

1 Choose good habits

from the list.

- T has Ss look at the list of

their habits and decide

which ones are good

- T has Ss explain their

choice and give rectification

if needed

- T asks some pairs to

practise asking and

answering about their good

habits in front of the class

- Feedback by listening to

each other

2 Work in pairs or groups

and discuss why some of

the habits are good or bad

How can you stop the bad

habits

- T gets Ss to work in pairs

or groups and discuss why

some of the habits are good

and why some are bad by

giving evidence and proof

to support their idea

- T asks Ss to suggest ways

to stop the bad habits from

their own experience

practise speaking their

dialogues in front of the

class

- Feedback by listening to

each other

3 Look at the following

text and read the advice

Do you think you could

follow it? Why or why not?

- T asks Ss to read the text

quickly and choose the

things they think they can or

can’t follow

- T aks Ss to explain their

decision to the class

- T gets Ss to read the

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

- explain their choice

- practise asking and answering

- work in pairs or groups and discuss

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

- practise speaking their dialogues in front of the class

- read the text quickly and choose the things

-explain their decision to the class

1 Which of the following habits are good for you?

- Doing regular exercise

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

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

- Why do you think “Watching

TV all day” is a bad habit?

- How can you stop the bad habits?

Ways to stop the bad habits

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

Why or why not?

1 Make a list

2 Shake up your routine

3 Pretend the habit belongs to someone else

4 Surround yourself with people who have kicked similar habits

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phrase in the WATCH OUT

box and try to come to a

conclusion on the meaning

of the idiom

4 How to kick the bad

habit

- T has Ss work in pairs or

groups to choose one “bad”

habit

- ST gets Ss to make a list

of do’s and don’ts in order

to kick that habit

- T asks Ss to share their

lists with each other and

report to the class

4 Post-speaking

Pair-work

- T asks Ss to think of their

good and bad habits and

how to kick bad habits

present the front of the class

to act out the conversation

- read the phrase

-work in pairs or groups

- make a list

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

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

- present the front of the class

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

4 How to kick the bad habit

Example:

How to kick “ Staying up late”

Plan things carefullyFinish work earlyEat just enough at dinnerWake up early

Do exercise

Watch horror films or frightening TVprogrammes

Drink coffee

or strong teaTake naps during the dayGet up late

5 Homework (3’)

Work with a friend to talk about the disadvantages of:

+ spend too much time watching TV

+ skipping breakfast

+ eating too much fast food

+ playing video games all the time

V - Self- evaluation:

………

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UNIT 3 : MUSIC

Week : 8 Date of preparation : October 4 th , 2015 Date of teaching : October 12 th , 2015 Classes : 10A1

- 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

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

- Ask Ss some questions:

1 What are your favourite

- Call on some to report

their results of the

discussion

- Write the title: Idol:

Global Smash Hit on the

board and explain the

meaning Then set the

scene

2 Pre-reading

-answer the questions

- report their results

of the discussion

-listen to the teacher

- discuss in pairs

UNIT 3: MUSIC Period 22: Reading

Before you read

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