GIAO AN TIENG ANH 10 THI DIEM HK II

- Asking Ss to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them - Checking answers with the whole class - Asking Ss to work in

Trang 1

Unit 6: GENDER EQUALITY

Lesson 1: Getting started

OBJECTIVES:

- To teach Ss to listen and read a conversation about gender equality and do tasks: True false exercise and questions and answers

- To teach some lexical items related to the topic Gender Equality.

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

+ Use some lexical items related to the topic Gender Equality.

+ Make simple dialogues using the given expressions

1 What are her dreams?

2 What must she do? And what mustn’t

she do?

3 How does she feel when seeing the

boys go to school?

Suggested answer:

1  Her dreams are to become a doctor,

a judge or a scientist and to have a family

with her true love in the future

2  She must give up her dreams and

do many things such as: getting up first

to cook and clean, eating last in the

family and getting married at 14 years

old

- She mustn’t go to school and she

mustn’t do the things she loves

3  She feels sad and hopeless about

her life

- Asking Ss to watch a video about a story of a girl and answer the questions

- Asking some Ss to give their opinions

- Leading in the lesson

- Watching a video and discussing the questions

-Giving ideas -Listening to the T

2 New lesson

Task 1: Answer the questions

1 Who do you see in the picture?

2 Where do you think they are?

- Getting Ss to look at the picture page 6 then answersome questions

- Answering questions individually

Week:

Period:

P.Date: …………

T.Date: …………

Trang 2

3 What are they doing?

Task 2: Read the conversation again.

Decide if the following statements are

true (T) or false (F) or not given (NG).

Tick the correct boxes.

* Suggested answers:

1 F 2 F 3 T 4 NG

5 T

Task 3: Answer the questions

1 What was the enrolment rate in sub-

2 Because they might be forced to work

at home and in the field

3 There are slightly more boys than girls

in both primary and secondary schools

4 Women do

5 Gender discrimination should be

eliminated so that everyone has equal

opportunities in education

- Getting Ss to work in pairs read the dialogue again

- Running through the statements

-Asking Ss to guess T/F

- Writing predictions on the board

-Asking Ss to work in pairs and check the predictions

-Asking Ss if they have another option

- Correcting

- Asking Ss to read the conversation again and think of the answers to the questions

- Having Ss work with a partner and switch roles to ask and answer

- Checking the answers and providing the correct ones if necessary

- Working in pairs to read the dialogue again.

- Working with a partner and switching roles to ask and answer

- Taking part in correction

3.CONSOLIDATION (5’)

- Consolidate the main contents - Asking Ss to consolidatethe main contents - Consolidating the main contents

Trang 3

- Give feedback

- Learn by heart the words and phrases

related to household chores and duties

- Prepare for the next lesson

- Giving feedback

- Asking Ss to learn by heart the words and phrases related to household chores and duties

- Listening and taking notes

Feedback:

Trang 4

- To teach Ss to pronounce two- syllable words with stress on the first or second syllable in

isolation and in context

- To teach Ss to use the passive voice with modals

+ Understand and use the passive voice with modals

+ Pronounce two-syllable words with stress on the first or second syllable in isolation and incontext

+ Use some lexical items related to the topic Gender Equality.

- Listening and giving marks

- Giving opinions about Gender Equality

Match the words with their definition

Then practise reading the words out

loud

* Keys:

1 d 2 f 3 e 4 a

5 c 6 b

Task 2: Complete the following

sentences using the words given in

box.

1 This year, more girls are expected

to _ in the first grade

2 Many young people are not interested

in sports I have to _ my sons to

play tennis or go swimming

3 The Vietnamese government has done

a lot to _ hunger and poverty

- Asking Ss to work individually, read the words and phrases in the box, then discuss and find the

meaning for each of them

- Checking answers with the

whole class

- Asking Ss to work individually in 5 minutes then have them compare their answer with their partner

- Checking Ss' answers and giving explanation if any

- Making sure that Ss have

- Working individually, reading the words and phrases in the box, then discussing and finding the meaning for each of them

- Giving the answers

- Working individually in

5 minutes and exchanging the answers with their partner

- Taking part in the correction

Week:

Period:

Trang 5

4 We do not allow any kind

of against women and girls

5 Our family members

have _ rights and responsibilities

6 Most parents don't want to find out

the _ of their babies before birth

III Pronunciation

Task 1: Listen and repeat

enrol woman gender perform

housework agree treatment equal

system college allow promote

Task 2: Listen and mark

Task 3: Put the words in the right box

according to their stress patterns.

the right answers by going over all the answers in class

-Allowing Ss to look up the words in the glossary, if necessary

- Having Ss work in pairs

- Inviting two or three Ss read again and then give comment

- Giving the meaning of the words if necessary

- Helping Ss to distinguish two-syllable words with stress on the first or second syllable

- Asking Ss to work in pairs and take turns reading the words

- Playing the recording and ask Ss to put a mark (’) before the stressed syllable

in each word

- Asking Ss to take turns reading the words

- Correcting mistakes if any

- Having Ss workindividually to put thewords in the right boxaccording to their stresspatterns

- Checking

- Explaining to Ss that

modal verbs are special

- Listening to the recording and repeating

in chorus

- Working in pairs

- Reading the words individually

- Listening to the teacher

- Taking turns reading the words in pairs.

- Putting a mark (’) before the stressed syllable in each word

- Taking turns reading the words

- Putting the words in the right box according

to their stress patterns individually

Trang 6

Can, could, may

May, might, can, could

Can’t, mustn’t, may not

May, will, would

Choose the right modals in brackets to

complete the sentences.

Activity 2: Read the following

sentences from GETTING STARTED.

Underline the passive voice with

Activity 3: Rewrite the following

sentences, using the

passive voice.

* Keys:

1 Lan might be chosen (by our class) to

represent us in the School Youth Union

2 Will Korean be taught in our school

5 Men and women should be given

verbs that behave differentlyfrom other verbs They are used to express ability, advice, duty, permission, possibility, prohibition or request

- Asking Ss to read the sentences, check if they understand

- Ask Ss to work in pairs to check the answer

- Having Ss work in pairs first, and then write down the correct answers

- Observing and offering help if necessary

- Correcting

-Reading the sentences

-Reading the sentences -Underlining the passive voice with modals

-Working with a partner

- Working in pairs.

- Writing the answers on the board.

- Taking part in correction.

Trang 7

equal rights to education and

employment

6 Hopefully, a planet similar to the

Earth will be discovered by scientists

7 I think discrimination against women

and girls can be reduced

V.CONSOLIDATION (5’)

- Ask Ss to consolidate the main

contents

- Give feedback

- T asks Ss to learn by heart the words

and phrases related to household chores

and duties

- Asking Ss to consolidate the main contents

- Giving feedback

- Consolidating the main contents.

- Listening and taking note

Feedback:

Trang 8

Unit 6: GENDER EQUALITY Lesson 2: Reading

OBJECTIVES:

- To teach Ss to read for general ideas and for specific information about gender equality in

employment and answer the questions and decide whether the sentences are true, false or not given

+ Read for general ideas and for specific information about gender equality in employment

and answer the questions and decide whether the sentences are true, false or not given

Show Ss 4 pictures of a president, a prime

minister, a firefighter and a policewoman

Elicit their answers to these questions:

Picture 1: Ms Yingluck- Thai Prime Minister

Picture 2: Ms Angela Merkel - German

President

- Showing Ss 4 pictures

of a president, a prime minister, a firefighter and a policewoman

- Having a look at the first 2 pictures and tell the class Who they are and what their jobs are

- Having a look at the last 2 pictures and tell the class What they do.

- Asking Ss some questions

- Looking at the pictures

- Answering the questions individually

Week:

Period:

Trang 9

- What do they stand for?

Suggested answers: The symbols of

genders, gender equality and gender

discrimination.

Activity 2: Match each of the words with

its meaning

* Key: 1 c 2 e 3 d 4 b 5 a

Activity 3: Skimming: Quickly read

the text Choose the best title for it.

* Key: b A woman Who Did a ‘Man’s Job

Activity 4:

Read the statements Decide if they are

true (T), false (F), or not given (NG).

Key: 1.F 2 NG 3.F

4.T 5.T 6F

Activity 5: Answer the questions

Keys:

1 She wanted to become a firefighter

2 She sued New York City and the FDNY

for gender discrimination and won

3 They became the targets of laughter and

- Letting Ss look at the

symbols and answer the questions

- Asking Ss to match each of the words with its meaning

- Having Ss work individually first, and then check with a partner

- Letting Ss use a dictionary, if necessary

- Going over all the answers to make sure they have the correct answers

- Having Ss skim the text

to choose the best title

- Asking Ss to look back

at the reading text to check if the statements are true, false or not given

- Asking Ss to underline the key words in the statements and relevant words/ phrases in the text

- Checking Ss’ answers and giving feedback

- Asking Ss to scan the text to find answers to the questions

- Letting them highlight the key words both in thequestions and in the text

-Looking at the symbols and answer the

questions individually.

- Working individually.

- Sharing the answer with the partner.

- Asking SS to read the text quickly and choose the best title

- Looking back at the reading text to check if the statements are true, false or not given

- Underlining the key words in the statements and relevant words/ phrases in the text

- Scanning the text to find answers to the questions.

- Highlighting the key words both in the questions and in the text

Trang 10

anger from the co-workers and local people

They were unwelcomed at meals, faced

loneliness and even violence

4 They had to do exactly the same jobs as all

other male firefighters

5 It is receiving or putting up with criticism

from co-workers or local people

6 It shows that gender differences cannot

prevent a person from pursuing a job

Success comes to those who have enough

courage and will

- Having Ss take turns asking and answering in pairs

- Checking the answers

- taking turns asking and answering in pairs.

III CONSOLIDATION (5’)

- Consolidate the main contents

- Give feedback

- Giving feedback

- Asking Ss to prepare the new words in Unit

- Listening to the teacher and taking note.

Feedback:

Trang 11

Lesson 3: Speaking

OBJECTIVES:

- To teach Ss to talk about equal job opportunities

- To teach Ss to express agreements or disagreements about equal job opportunities for men and women

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

+ Express their opinion about equal job opportunities for men and women

+ Perform their viewpoints to other people in real life

-Asking Ss to call out

some phrases to expresstheir point of view

- Leading in the newlesson

- Informing Ss of the lesson objectives:

Exchanging opinions about equal job opportunities for men andwomen

- Calling out some phrases to express their point of view.

- Listening to the teacher.

II New lesson:25ms

Task 1: read the phrases and sentences in

their textbook (Task 1, p.10)

Write A if it expresses an agreement and

write D if it expresses a disagreement

Expected answers:

1 ……D…… I don’t think that …

2 ……A…… I agree (that …)

3 ……D…… Yes, but …

4 ……A…… That’s true

5 ……A…… I guess so

6 ……D…… Actually, I think …

- Writing Equal job opportunities on theboard Giving Ss time toread through the usefulexpressions

- Letting Ss work in pairs

- Going round and help ifnecessary

- Having them comparethe answer with others

- Checking Ss' answers

- Looking at the board.

- Reading through the useful expressions in pairs

-Working in pairs

- Comparing the answers with others

Week:

Period:

Trang 12

Task 2: Do you agree or disagree with

the statements?

Model:

A I think married women should not

pursue a career

B I agree I believe they should stay at

home, doing housework and looking after

their husbands and children

C Actually, I think they should continue

pursuing a career It is boring and tiring

doing housework

Task 3: Discuss if you agree or disagree

with the statements: Married women

should not pursue a career.

- Having Ss in pairs readthe example, and then askall Ss to share theiropinions

- Guiding Ss to preparethe ideas to support theirreasons

- Inviting some students

to perform their opinion

in front of the class

- After 3-4 minutes,having some Ss fromdifferent groups reportthe results of their groupwork back to the class

- Reading the example and sharing opinions with partners

- Performing opinions in front of the class

- Reading out loud the opinion Married women should not pursue a career

- Taking in groups

- Modelling the activity using the example conversation

- Reporting the results of their group work back to the class.

- Give feedback

- Asking Ss toconsolidate the maincontents

- Giving feedback

- asking Ss to learn by heart the words and phrases related to household chores and duties

- Listening and taking note

Feedback:

Trang 13

Lesson 5: Listening

OBJECTIVES:

- To teach Ss listen for specific information about wage discrimination

- To teach Ss about wage discrimination against women

+ Listen and do the tasks

+ Develop the listening skills for specific details

+ Talk about gender equality/ inequality in wages and employment

Listening for specific information about wage discrimination

- Asking Ss to explain

“Same work-same pay?”

- Explaining “Same

work-same pay ?”

- Explaining the phrase

“same work-same pay”

II New lesson:25ms

Task 1:

- look at the picture and elicit their answers to

the questions

- The man and the woman do the same work,

but they look different Why?

Suggested answer: The man looks happy but

the woman looks sad because she gets less pay/

money

Task 2: Listen and repeat the following

words.

1 wage 2 Inequality 3 Qualified

4 affect 5 Property 6 Address

7 income 8 Encourage

Task 3: Listen to the recording Check if the

following statements are true (T) or false

(F).

Key:

- Letting Ss look at the picture and elicit their answers to the questions

– Asking SS to use the caption as suggestion

- Having students tell themeaning before listening

to make sure they know the meaning of each word

- Playing the recording and ask Ss to repeat the words one by one

- Checking students' answers and comments

- Telling Ss that they are going to listen to a talk

- Looking at the picture and thinking of the answer.

- Giving the answer.

- Telling the meaning of the words.

- Listening to the recording and repeating the words in chorus

- Reading the statements and give the predictions

Week:

Period:

Trang 14

Task 4: Listen again and complete the

following sentences by writing no more than

three words or numbers.

- Asking Ss to read all the statements and guess

if they are true (T) or false (F)

- Explaining if there are any new words to make sure Ss understand all thestatements

- Playing the recording and let Ss do the activity

- Checking their answers

- Playing the recording again and pause at the place where they can get correct information

- Asking Ss to read the instruction and the sentences 1-4

- Providing help with the new vocabulary, if necessary

- Playing the recording once or twice again for

Ss to fill the gaps

- Asking Ss to work with

a partner to compare their answer

- Listening to the recording

- Listening to the recording again

- Reading the instruction

- Taking part in the lesson

- Listening to the recording

- Sharing the answers with the partners

- Ask Ss to consolidate the main contents

- Give feedback

- T asks Ss to learn by heart the words and

phrases related to household chores and duties

- Asking Ss toconsolidate the maincontents

Trang 15

Lesson 6: Writing

OBJECTIVES:

- To teach Ss to write about the disadvantaged of being a working mother

+ Learn about the disadvantaged of being a working mother

+ Write about the disadvantaged of being a working mother

+ Develop the writing skills in general Build up vocabulary supported for writing

Writing a short text with detailed

explanations as supporting ideas

- Informing Ss of the lesson objectives: Writing a short text with detailed explanations as supporting ideas

II New lesson: 25ms

Task 1: The following text about the

advantages being a working motheris

missing the detailed explanations Put the

explanation (a-c) in the yellow box in the

appropriate blanks

Answer: 1b 2 c 3 a

Task 2: Read the text in 1 again

Complete the following outline.

Key:

A 2 Life is getting expensive, so women’s

salaries are becoming important.

B 2 They discover strengths and

weaknesses, become more knowledgeable

and look for good ways to educate

children.

C 1 Children see parents work hard and

share domestic responsibilities, and they

learn from them.

Task 3: Discuss with a partner how the

floowing words are used in the text in 2.

- Writing the phrase Working

mothers on the board

- Eliciting Ss’ opinions about thepictures

-Giving suggestions if necessary

by asking questions like:

Who are these people in the pictures?

What are the women doing?

Are they busy?

Are they housewives?

Do they work?

- Asking Ss to read the sample writing again and complete the outline

-Helping Ss analyse the structure

- Focusing on the pictures and the instructions

- Answering the questions freely.

- Talking about the good sides/ advantages as well

as the bad sides/

disadvantages of being a working mother

- Reading the sample writing again and complete the outline

- Reading the letter again and discussing the words

Trang 16

Task 4: Write a similar text about the

disadvantages being a working mother.

Suggested writing:

Mothers should be strongly discouraged

from working outside the home because of

some disadvantages.

First, women have traditional roles as

housewives and housekeepers They

should stay at home doing housework

and looking after their husband and

children In extended families where more

than 2 generations live together, women

are also main caregivers for elderly

people.

Second, working mother do not have

enough time In addition to an eight-hour

working day, women have to do household

chores, look after the family without

having any time to relax.

Finally, working mother can’t be good

workers Tiring and boring chores at home

negatively affect women’s task at their

working place They cannot concentrate or

work as effectively as those who do not

have to worry about taking kids to school,

picking them up after school and

preparing meals for the family.

Clearly, mothers should not be supported

to work outside the home.

- Offering help if Ss cannot give the answer

- If necessary, explaining to students

- Focusing on the instruction and the pictures

- Giving Ss time to read the suggestions

- Calling on some Ss to say what they will write as the topic sentence, supporting ideas 1, 2,

3, and concluding sentence

- Telling Ss to write a draft first, then write a short text about the disadvantages of being a working mother

- Having Ss write the text in class When they finish, ask them to exchange it with partner for peer comments/ correction

- Walking around and offer help

if necessary

- Getting students' answers and comments

- Getting some outputs to highlight and comment and correct the possible mistakes of

students

- Reading the suggestions.

- Writing text in groups of 4

- Writing the text in class

- Give feedback

- Giving feedback

- Summarizing the main points

of the lesson

- Consolidating the main contents

- Taking notes

Feedback:

Trang 17

Lesson7: Communication and culture

OBJECTIVES:

- To teach Ss about the present situation of gender equality in the United Kingdom

- To teach Ss to talk about Viet Nam’s achievements in addressing gender equality

+ Understand and talk about the present situation of gender equality in the United Kingdom

+ Talk about Viet Nam’s achievements in addressing gender equality development

2 New lesson: 25ms

1 Communication:

Gender equality in Viet Nam

Activity 1: read the statements about

achievements in addressing gender equality in

VN Do you want to add any achievement?

Tell your partner

* Suggested answers:

1 Seventy per cent of all public school teachers

are women

2 Forty-nine per cent of lecturers of

two-year-colleges and forty-three per cent of university

lecturers are women

Activity 2: work in pairs Talk about

achievements in add gender equality in VN,

using the information in activity 1

* Useful expressions:

I think………./

I agree with you/ That’s right/ …

* Example:

A: I think the Vietnamese government has

made considerable progress in gender equality

B: I agree with you In fact, seventy-three per

cent………

- Focusing on the instructions and pictures - -Informing Ss that they will have more chances to practice speaking

- Giving them some time to read about the achievementsViet Nam has made in addressing gender equality

- Giving Ss more freedom

by allowing them to add more achievements from reliable sources

- Having students work in pairs to talk about

achievements in addressing gender equality in Viet Nam, using the information given in Activity 1 and from other sources

- Have two Ss model the example

- Asking Ss to work in pairs

to exchange their points of view based on the example

- Going around to offer helps and comments

- Listening to the instruction

- Reading about the achievements Viet Nam has made in addressing gender equality.

- Adding more achievements from reliable sources.

- Talking about achievements in addressing gender equality in Viet Nam, using the information given in Activity 1 and from other sources.

- Taking part in the model.

Trang 18

2 Culture: Gender equality in the United

Kingdom

Activity 1:

Lead-in: Ask Ss to have a look at the picture

and describe them:

- What’s the man doing?

- Are there many men teaching young kids?

- What’s the woman doing?

- Is her job popular with woman?

Suggested answer:

- He is teaching the children.

He is a nursery teacher

- She is a police officer.

Activity 2: Read a text and answer the

questions.

* Key:

1 Girls perform better than boys at all levels of

education in the United Kingdom

2 Women make up 47 per cent of the British

workforce

3 Millions of women and girls still experience

domestic violence, and the gap in full-time wage

- Checking the answers withthe whole class

- Focusing on the instructions and pictures

- Eliciting answers from Ss

by asking the class questions like:

Who do you see in the pictures?

What is the man doing?

Are there many man teaching young kids?

What is the woman doing?

Is her job popular with women?

- Telling the students to read a text and answer the questions

- Giving Ss time to read the text Pre-teach some words that might be new to Ss

- Walking round to monitor the class and offer help, if necessary

between men and women is

10 per cent and most of the people in low-paid jobs are women

- Giving opinions.

- Looking at the pictures and listening to the instruction.

- Answering the questions individually.

- Reading the text on their own, find information to answer questions, and compare with other students

3 CONSOLIDATION (5’)

- Give feedback

- T asks Ss to learn by heart the words and

phrases related to household chores and duties

- Asking Ss to consolidatethe main contents

- Giving feedback

-Consolidating the main contents

Feedback:

Trang 20

Lesson 8: Looking back and project

Objectives:

OBJECTIVES:

- To help Ss pronounce correctly two-syllable words with stress on the first or second syllable in isolation and in context

- To teach Ss some lexical items related to the topic Gender Equality.

- By the end of the lesson Ss are able to:

+ Pronounce correctly two-syllable words related to the topic Gender Equality

+ Use some key words of the same topic and the passive voice with modals

Listen and repeat the words

Key: First tress: symbol, letter,

healthcare, challenge, income,

workforce, army

Second stress: complete, infect,

suggest, improve, become

- Asking Ss to put the syllable words provided ictn the correct columns according to theirstress patterns

two Correcting

- Doing the task and compare their answers with

a partner

2 Vocabulary: 13ms

Choose the words/ phrases best

complete the sentences

Key: 1 gender equality

2 challenge 3 eliminated

4 rights 5 access 6 caretaker

7 discrimination 8 progress

Grammar:

a Task 1: Complete the sentences

with provided phrases

- Reminding Ss to use the forms

of the passive voice

- Giving time for Ss to make their own choice

- Having them check in pairs

- Calling on some Ss to read their sentences for the class to

comment

- Correcting the errors, if necessary

- Reminding Ss to use the forms

of the passive voice

- Working in pairs, reading the sentences carefully to complete the sentences.

- Giving the answers and taking part in the

Week:

Period:

Trang 21

1 An essay on gender equality must be

written (by each student)

2 This exit door can be opened in

case of emergency

3 Men and women should be given

equal pay for equal work

4 My mother might be given an award

5 More progress will be made (by the

Vietnamese government) in gender

equality

6 Obesity may be considered a serious

health problem

III Project: A survey: 14ms

Due to the time limit, Ss can display in

classroom next time

- Asking Ss to work in individually first

- Eliciting the answers and correct the answers

- Having Ss do the survey in the class time or during the break

- Asking Ss to make comments

on their findings And compare

their findings with their partners’

- Asking Ss to present the final results to the class Five feedback

- Doing the task individually, and then write

on b/b

- Going around and ask questions to get information for their project.

- Making comments on

their findings And

comparing findings with partners’

- Presenting the final results to the class

IV CONSOLIDATION: 5ms

- Give feedback

- Learn the structures and vocabulary

- Giving feedback

- Consolidating the main contents.

Feedback:

Trang 22

Unit 7: CULTURAL DIVERSITY

Lesson 1: Getting started

OBJECTIVES:

- To teach Ss to listen and read a conversation about Vietnamese weddings and do tasks: Questions and answers

- To teach some lexical items related to traditions, cultural characteristics and superstitions

+ Use some lexical items related to the topic Cultural diversity.

+ Make simple dialogues using the given expressions

+ Get to know the topic: Cultural diversity

+ Master some vocabularies about wedding traditions and customs in Vietnam

+ Get to know two grammar points

+ Where/ In which country must people

drive car/ ride their bike on the left?

In Britain/ In England

+ In which country do people notify the

agreement by shaking their head?

- Leading in: “You know that

In Vietnam People meet each other and often asks about age, marriage, income In America or In Western Culture –This is considered impolite.”

- Introducing the topic of the lesson: “Today we are going

to study about the topic “ Cultural diversity”

- Answering some questions

- Taking part in the lesson.

Wedding in Vietnam

Activity 1: Listen and read

- Telling Ss that they are going to listen to a conversation in the school library between two friends:

Kevin and Maria

- Having Ss predict what Kevin and Maria are talking about

- Encouraging all kinds of predictions

- Telingl Ss not to worry about new words or grammar points because these will be

- predicting what Kevin and Maria are talking about

- Listening to the recording and repeating in chorus.

- Discussing the answers in

Week: 22

Period: 66

Trang 23

Activity 2: Answer the question

What is the conversation about?

Answers:

a The Vietnamese wedding

Activity 3: Read the conservation again,

and give answers to the following

questions.

Key:

1 Because he is preparing for his

presentation about the similarities and

differences between a traditional

Vietnamese wedding and a modern one.

2 They follow the same core procedure

which consists of the proposal ceremony,

the engagement ceremony and the

wedding ceremony

3 The modern weddings are less

complicated

4 Yes, they get some help from their

parents and the attending guests

5.Students’ answers

Activity 4: Prepare a short talk about

weddings in Viet Nam and report to the

whole class.

dealt with later

- Playing the recording

- Having Ss discuss their answers in pairs

- Checking their answers

- Telling Ss to focus on the instructions

- Checking Ss' understanding

of the questions

- Setting time for this activity,base on Ss’ level proficiency

- Getting Ss to work in pairs

or groups to discuss the answers

- Calling on different Ss to

answer these questions

- Asking Ss to work in small groups

- Asking Ss what they know about Vietnamese weddings, based on the conversation andtheir background knowledge

as well

- Encouraging Ss to take notes and plan a short report

- Asking one or two groups atrandom to present their report

to the whole class

- Summarize the main points of the lesson

- Ask students to write a passage about

their daily routine (50 words)

- Asking Ss: What have you learnt today? What can you donow?

- Summarizing the main points of the lesson

- Answering the questions.

Trang 24

- To teach Ss to use comparative, superlative adjectives and articles.

+ Understand and use the passive voice with modals

+ Pronounce correctly two –syllable words of different parts of speech but with the same spelling inisolation and in context

+ Use some lexical items related to the topic Cultural diversity in context

Getting to know comparative and superlative

adjectives and articles, pronounce

- Informing the class of the lesson objectives: Getting to know comparative and superlative adjectives and articles, pronounce

2 New lesson

8 minutes

A Vocabulary:

Activity 1: Matching the words/ phrases

with their definitions.

+ to be/ get engaged to sb

+to propose to sb: to ask sb to marry you

+to arrange / plan a wedding

+to make a toast to the bride and groom

+the newly-wedded couple

* Key: 1 g 2 e 3 d 4 b 5 a 6

c 7 f

- Asking Ss to read the conversation again to find and underline the seven words

- Having Ss identify the part

of speech of these words (they are all nouns)

- Asking Ss to study the words and phrases around these seven words and predict their meanings

- Telling Ss to match these words with their given definitions

- Letting Ss work on their own first, then compare theiranswers with a partner

- Checking the answer as a class

- Teacher may teach some related words or phrases depending on Ss’ level of

- Reaingd the conversation again to find and underline the seven words

- Identifying the part of speech of these words (they are all nouns)

- Studying the words and phrases around these seven words and predicting their meanings

- Matching these words with their given

definitions

- Working individually and sharing the answers with the partner.

Week:

Period:

Trang 25

Activity 2: circle the correct words in

brackets to complete the sentences.

Activity 1: Listen and repeat, paying

attention to the stress patterns.

Activity 2: Listen to the sentences and

practice saying them correctly

proficiency

- Introducing and explainingthe requirement of this activity is to choose the correct word for the context

in each sentence

- Setting a time limit for completing the activity

- Encouraging Ss to exchange their answers with

a partner to see if they understand the contexts and meaning of each sentence

- Eliciting answers from the whole class and give more explanation to help Ss understand correctly, if necessary

- Telling Ss to listen and

repeat sets of words with thesame spelling

- Asking Ss to pay attention

to the stress patterns

- Encouraging Ss to say howthe stress patterns are different in these words

- Asking Ss to work in pairs and take turns reading these words in columns and in rows

- Inviting individuals Ss at random to read the words

- Asking Ss to listen to the sentences and practice saying them correctly

- Having Ss listen and put a mark (’) before the stressed syllable

- Checking if Ss have marked the stress correctly and letting them practice in pairs saying these sentences

- Inviting some Ss to read these sentences in front of the class and correct mistakes, if there are any

- Paying attention to the stress patterns

- Saying how the stress patterns are different in these words

- Reading the words

- Listening to the sentences and practicing saying them correctly

- Paying attention to the stress of the underlined words consisting of two syllables

- Reading these sentences

in front of the class

Trang 26

2 Grammar: 7ms

Activity 1: Comparative and superlative

adjectives

E.g: My house is smaller than your house.

My house is the smallest in this street.

Exercise 1 is more difficult than exercise

2.

Exercise 1 is the most difficult in this

book.

Adjectives Comparatives Superlatives

Short adjs .- er the - est

long longer the longest

hot hotter the hottest

.

Long adjs more the most

expensive more expensive the most ex.

.

- Notes:

Irregular adjs

good => better => the best

bad => worse => the worst

far => further/farther => the

furthest/farthest

Task 1: Do you agree with the following

statements? (Text book page 18)

Task 2: Write five sentences comparing the

two weddings in the table below Use the

comparative form of the adjectives in the

box and than.

- Firstly, asking Ss to look atthe examples and revise thecomparative and superlativeform of the adjectives

- Asking Ss to tell the T thecomparative and superlativeform of the adjectives

- Listening to the S and giveremarks

- Explaining the activity

- Asking Ss to read through the six statements

- Helping them to understand the meaning of these statements

- Explaining any new words that they don’t know

- Asking Ss to work in groups to discuss whether ornot they agree with these statements - Telling Ss that there are no right or wrong answers here

- Calling on some groups at random to report their opinions

- Explaining the activity:

write five sentences comparing the two weddings

- Asking Ss to work in groups Give each group a large size piece of paper to write down their sentences

- Setting a time limit for thisactivity When time is up, ask all the groups to stick their paper on the board or

- Looking at the examples and revising the

- Reading through the six statements.

- Working in groups.

- Reporting opinions.

Trang 27

1 Mr Smith’s wedding was more crowded than

Mr Long’s (wedding)

2 Mr Smith’s wedding reception was more

expensive than Mr Long’s

3 Mr Smith was older than Mr Long when he

got married.

4 Mr Long’s engagement period was longer

than Mr Smith’s

5 The service at Mr Smith’s wedding was

better than at Mr Long’s wedding

Activity 2: Articles

Task 3: Choose the correct answers.

* Presentation:

+We use a/an with c countable noun when we

first mention it and the after that

Eg: He is planning a wedding reception

He has invited 100 people to the wedding

reception

+ We use the when it is clear in the situation

which thing or person we mean

Eg: The bride looks very happy

Key: 1 a 2 a 3 the 4 the 5 the

6 the 7 a 8 the 9 the

around the classroom

- Giving Ss time to look at other groups’ sentences to see if they have interpreted and presented the

information from the table inthe same way

- Checking all groups’

sentences and encourage Ss

to come up with sentences using other comparatives in addition to the suggested answers

- Giving Ss time to write the correct sentences into their notebook

- Telling Ss that in this

activity they are expected to choose the correct articles from the ones given in brackets

- Letting Ss work individually first

- Setting a time limit for thisactivity and assist Ss if they have any problems

understanding the information from the text

- Asking Ss to check with a partner to see if they have the same answers If they have different answers, ask them to explain their choices

- Checking the answers withthe whole class and ask Ss torefer to Do you know… ?

box for further explanation

- Sticking the paper on the board or around the classroom.

- Looking at other groups’ sentences

- Writing the correct sentences into their notebook.

- Listening to the instruction.

- Working individually

- Checking with a partner

CONSOLIDATION (5’)

- Give feedback

- T asks Ss to do exercises again at home

- Asking Ss: What have you learnt today? What can you

Trang 28

Trang 29

Lesson 3: Reading

OBJECTIVES:

- To teach Ss to read for general ideas and for specific information about superstitions in Viet Nam and dotasks: answer the questions and discuss

- To teach Ss some words and phrases related to traditions, cultural characteristics and superstitions

+ Read for general ideas and for specific information about superstitions in Viet Nam and answer the questions

TEACHING AIDS:

- Teacher: Handouts, textbook, pieces of papers and cassette

- Students: Textbook

PROCEDURES:

Content Teacher’s activities Students’ activities

1 Warm up: 10 minutes

Questions:

(?) Is this an altar?

(?) How do you know that?

(?) Can you see the peach blossoms?

(?) What is it laid on the altar?

- Asking Ss to look at the picture and describe it

- Ask ing some guiding questions to facilitate them

(?) Is this an altar?

(?) How do you know that?

(?) Can you see the peach blossoms?

(?) What is it laid on the altar?

- Looking at the picture and describing it.

2 New lesson: 12 minutes

Activity 1: Are you superstitious?

Are the following statement true for you?

Pre-teaching vocabulary: 6ms

+ superstition (n) sự mê tín, dị đoan

+ superstitious (a) mê tín

- Asking Ss to work in groupsand exchange their answers

- Encouraging Ss to give explanations or reason for their behaviour

- Elicitting answers from the whole class

- Telling Ss that they will read a text on a topic related

to the things they have just discussed

- Eliciting  modelling  checking meaning &

pronunciation

- Asking the students to copy -Modelling

-Asking Ss to repeat-Calling Ss to match theEnglish word with itsmeaning

-Correcting

- Reading the statements

- Working in groups and exchanging their

answers

- Giving explanations or reason for their

behaviour

- Listening and repeating in chorus and

Trang 30

Activity 2: 12ms

Read the text and answer the following

questions by circling the best option A, B, C,

Are you a superstitious person? Why/ why not?

- Asking Ss to read the questions

- Getting Ss to look at the options and predict the answers based on the answer options given and Ss’

background knowledge

- Setting a time limit for Ss toread the text and answer the questions

- Asking Ss to exchange their answers in pairs or groups

- Asking Ss to read the text again to see if they still find itdifficult to understand any part of the reading text and assist them if necessary

- Telling Ss to work in pairs

- Having Ss read the questions and practice asking and answering them

- Encouraging Ss to give reason to support their opinions

- Asking several Ss to report what they learn about their partners from their discussion

in pairs

- Listening and answering

- Reading the questions

- Looking at the options and predicting the answers based on the answer options given -Reading the text and answering the questions

- Exchanging their answers in pairs or groups

- Reading the text again

- Working in pairs -Reading the questions and practicing asking and answering them

- Giving reason to support their opinions

- Reporting what they learn about their partners from their discussion in pairs.

3.CONSOLIDATION: 5ms

- Give feedback

- Summarize the main points of the lesson

- Asking Ss to consolidate themain contents

Trang 31

Lesson 4: Speaking

OBJECTIVES:

- To teach Ss to talk about superstitions in different countries

- To teach Ss to compare traditions and customs in two countries and discuss those in Vietnam

- To teach Ss to practise sharing and giving responses to new information

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

+ Express their opinion about superstitions in different countries

+ Compare traditions and customs in two countries and discuss those in Vietnam

+ Perform their viewpoints to other people in real life

+ Pic 1: Superstitions about black cats,

+ Pic 2: samovar – a traditional way of making

tea.

+ Pic 3: skating – a national sport

+ Pic 4: fish and chips – a traditional food,

figure

- Asking Ss to look at the pictures and eliciting any words related to the topic

- Looking at the picture and listening to the teacher.

2 New lesson: 25 ms

Activity 1: Do the quiz Then read the

information in 2 and check your answers.

*Key: 1.b 2.a 3.b 4.a

Activity 2: Work in groups Each group read

one country, either Uk or Russia, noting down

the most interesting things about that

country Share the information with other

members of your group.

Example:

A: I think the most interesting thing about….is

that……

B: Do you? I think…… is more interesting.

C: I agree with B I find ……the most interesting

- Telling Ss that they will

do a quiz about two countries: the UK and Russia

- Eliciting any background knowledge about cultural aspects of these two countries

- Asking Ss to do the quizindividually and then checktheir answers in pairs

- Encouraging Ss to explaintheir choice

- Dividing the whole class into two big teams of equal number of members: Team

A and Team B

- Each team (then further divided into smaller groups)will read about one country,either the UK or Russia

- Setting a time limit for thisactivity and walk around the

- Listening to the instruction.

- Doing the quiz individually and then checking their answers

in pairs.

- Explaining the choice.

- Taking part in groups.

- Working in small groups.

Week:

Period:

Trang 32

Activity 3: Work with a partner from a

different group Share with each other what

you have learnt about traditions and customs

of either the UK or Russia.

classroom to monitor, facilitate and assist Ss whennecessary

- Having Ss note down the most interesting things about the country that they read and then share the information with other members of their group

- Encouraging them to use the superlative adjectives

- Calling several groups at random to report their viewpoints

- Asking Ss to share information with members

- Calling on several Ss at random and have them tell the whole class what they learnt about the other country from the conversation with their partners

- Reporting viewpoints.

- Sharing information with members of other group

- Practicing in pairs as the example

- Telling the whole class what they learnt about the other country from the conversation with their partners.

3 Consolidation: 5ms

- Suggested answers:

+ Know more about tradition and customs of the

UK and Russia and talk about them

+Give a mini-talk about some cultural aspect of

Vietnam

- Summarizing what they have learnt by asking Ss some questions:

What have you learnt today? What can you do now?

- Listening and taking notes.

Feedback:

:

Trang 34

Lesson 5: Listening

OBJECTIVES:

- To teach Ss listen for specific information about the wedding traditions of a small community in theUSA

- To teach Ss about the wedding traditions of a small community in the USA

+ Listen and do the tasks

+ Develop the listening skills for specific details

+ Talk about the wedding traditions of a small community in the USA

Objectives: Listening for specific information

about the wedding traditions of a small

community in the USA

- Informing Ss of the lessonobjectives: Listening forspecific information about thewedding traditions of a smallcommunity in the USA

- Asking Ss to look at the photo

of an Amish wedding and elicitSs’ impression about this community

- Asking Ss to read a number ofstatements about the Amish community

- Helping Ss to understand these statements if necessary

- Asking Ss to work in pairs and exchange their predictions

- Eliciting Ss’ predictions aboutthis community, accepting different opinions

- Looking at the picture.

- Reading the statements

+ newly-wed (n) cặp vợ chồng mới cưới

+ signify (v) báo hiệu

Task 1: You are going to listen to a talk

about the wedding traditions of the Amish

community living in Pennsylvania, the USA

Make your own predictions about them by

deciding whether the following statements

are true (T) or false (F)

- Eliciting new words.

- Asking Ss to repeat in chorusand individually

- Asking Ss to copy down theirnotebooks

- Having Ss listen to the CD forthe first time and try to note down the information that helps them to check their answers

- Asking Ss to share with their

- Repeating in chorus and individually

- Copying from the board

- Listening to the CD for the first time

- Sharing the answers with their friends

Week:

Period:

Trang 35

*Key: 1 F 2 F 3 T 4 T

5 T

Task 2: 13 ms

Listen to the talk again and complete the

missing information, using no more than

Name three thing you have learnt about

the Amish wedding customs Did you find

anything unusual or interesting Tell your

- Eliciting the answers from Ss and ask them to give clues to their answers

- Letting Ss listen again andpause at certain places ifnecessary to help Ss hear theinformation they need

- Asking Ss to skim the given text, paying attention to the context around the gaps, and predict the information needed for each gap: eg parts of speech; their meaning

- Asking Ss to share their prediction in pairs

- Calling on some Ss at randomand have them express theiropinions to the whole class

- listening to the CD for the second time

- Giving clues

- Listening again

- Skimming the given text, paying attention to the context around the gaps, and predicting the information needed for each gap

- Sharing the answers.

- Listening and filling the gaps.

- Giving the answers and taking part in correction

- Working in pairs to name the things

- Expressing opinions to the whole class

3 CONSOLIDATION: 3ms

Expected answer:

+ Learn about the wedding customs of Amish

community in the USA

+ Practice listening skill

- Asking Ss to consolidate themain content

- Asking Ss: What have you

:

Trang 37

Lesson 6: Writing

OBJECTIVES:

- To teach Ss to write about the typical characteristics of the Vietnamese people

- To teach Ss to develop ability to think in a logical way when rearranging sets of jumbled paragraphs

to form a well-structured text

+ Learn about the typical characteristics of the Vietnamese people

+ Write about the typical characteristics of the Vietnamese people

+ Develop the writing skills in general Build up vocabulary supported for writing

The lesson objectives: Writing about the

typical characteristics of the Vietnamese

people

- Informing Ss of the lesson objectives: Writing about the typical characteristics of the Vietnamese people

Task 1: The following jumbled- up

paragraphs are from a text about typical

American characteristics Put them in order to

make them a meaningful text

Key: 1-b 2-c 3- d 4- a

Task 2: Read the text again and complete

the outline for it (10 ms).

Work in groups Think of three typical

characteristics of Vietnamese people and

examples to support each of them Then write

a short text of 150-180 words about these

characteristics, using the outline in 2

- Asking Ss to rearrange the jumbled paragraphs to make a meaningful text

- Asking Ss to do this activity individually

- Setting a time limit for this activity and assist Ss if necessary

- Drawing Ss’ attention to the instructions and questions

- Getting Ss to work individually to find the answer

- Asking them to practice in pairs

- Calling on a few Ss to report the answers

- Explaining the activity

- Asking Ss to work in group todevelop an outline

- Walking around and giving help

- Asking Ss to write their draftsindividually and then exchangethem with their group membersfor peer feedback

- Correcting Ss’ writing for further comments or marking

- Rearranging the jumbled paragraphs to make a meaningful text

- Writing drafts individually and exchanging the with group members.

Week:

Period:

Trang 38

- Give feedback on these

papers

- Showing writing to the class.

3 CONSOLIDATION (3ms)

- Give feedback

- Write the dialogue in the notebook

- Asking Ss to consolidate themain content

- Asking Ss to complete the writing at home

- Consolidating the main content.

- Listening to the teacher and taking notes

Feedback:

Trang 39

Lesson 7: Communication and culture

OBJECTIVES:

- To teach Ss about the gift-giving in the UK and the ideas of success in the USA and Viet Nam

- To teach Ss to talk about the gift-giving in the UK and the ideas of success in the USA and Viet Nam

+ Understand and communicate about the gift-giving in the UK and the ideas of success in the USA andViet Nam

+ Talk about the gift-giving in the UK and the ideas of success in the USA and Viet Nam

c Tet holiday d Teacher’s Day

e Mother’s Day f Birthday

- Informing the class of the lesson objectives: Further skill development

- Showing some pictures of gift-giving custom in some celebrations and festivals

- Asking Ss on what occasions people often give and receive

presents

- Looking at the pictures.

+ symbolise: (v) tượng trưng

+ Santa Claus: (n) ông già Noen

A: I don’t get presents on christmas day

but I get lucky money on New Year’s Day

B: Oh, really? I get presents on both

christmas Day and New Year’s Day

A: Lucky you

- Eliciting new words.

- Modeling and asking SS to repeat in chorus

- Asking SS to copy down newwords

- Asking Ss to read the text individually and, for each occasion, highlight the similarities and differences with the customs in Vietnam

- Giving Ss enough time to read the text

- Having Ss study the sample conservation, assisting them if necessary

- Asking Ss to work in pairs and role-play a conversation, using the information that they have highlighted

- Calling on some pairs at

- Repeating in chorus.

- Copying down new words.

- Reading the text individually to highlight the similarities and differences with the customs in Vietnam

- Reading the example.

- Working in pairs and roling-play the conversation.

Trang 40

Activity 2: Put the following jumbled

words and phrases to make questions about

giving and receiving presents Practice

asking ans answering the questions in

3 Which shop do you usually go to when

you’re shopping for presents?

4 What’s the most expensive present

you’ve given?

5 On what occasions do you receive

presents?

6 What presents do you normally get?

7 What is the best present you’ve ever

+ high-status (a) địa vị cao

Task 1: Read the two texts about the

American and the Vietnamese ideas of

success and answer the questions.

*Key:

1 For the Americans, success means

providing their family with a decent

standard of living and ending their career

in a higher and more prosperous position

than when they began it Success is also

the result of hard work and self-reliance.

2 For Vietnamese, success goes along

with a high-status job with good income

and respect at work.

3 Both the American and Vietnamese

associate success with earning a lot of

money.

4 The Americans rely more on themselves,

while the Vietnamese expect more respect

random to perform their conversations in front of the whole class

- Giving feedback on their performance

- Asking Ss to work individually to put the jumped words and phrases to make questions about giving and receiving presents

- Call some Ss to read aloud or write on the board those questions and correct any mistakes

- Have Ss take turns asking andanswering these questions in pairs

- Walk around to facilitate Ss when they need help

- Call on several Ss at random

to report what they have learnt about their partner, and then give feedback

- Eliciting new words.- Modeling and asking SS to repeat in chorus

- Asking SS to copy down newwords

- Dividing the class into two

big groups Each group will read one reading passage to getthe main idea

- Asking one student from group A to work with one student from group B to form apair and exchange the

information that they have just

read

- Having each pair find out the

similarities and differences of the idea of success between these two nations

- Asking several pairs to reporttheir findings

- Working individually to put the jumped words and phrases to make questions about giving and receiving presents

- Writing on the board those questions and correct any mistakes

- Taking turns asking and answering these questions in pairs.

- Reporting

- Repeating in chorus.

- Copying down new words.

- Taking part in groups and reading the passage to the main idea.

- Sharing the information with a partner.

- Finding out the similarities and differences of the idea of success between these two nations.

- Reporting findings.

Định dạng
Số trang	144
Dung lượng	802,91 KB
File đính kèm	GIAO AN TIENG ANH 10 THI DIEM HK II.rar (793 KB)