Giáo an tiếng anh 10 thí điểm .giáo án tiếng anh 10 trọn bộ cả năm sách mới.giáo án tiếng anh 10 sách mới,Giáo an tiếng anh 10 thí điểm .giáo án tiếng anh 10 trọn bộ cả năm sách mới.giáo án tiếng anh 10 sách mới,Giáo an tiếng anh 10 thí điểm .giáo án tiếng anh 10 trọn bộ cả năm sách mới.giáo án tiếng anh 10 sách mới,Giáo an tiếng anh 10 thí điểm .giáo án tiếng anh 10 trọn bộ cả năm sách mới.giáo án tiếng anh 10 sách mới,Giáo an tiếng anh 10 thí điểm .giáo án tiếng anh 10 trọn bộ cả năm sách mới.giáo án tiếng anh 10 sách mới
SỞ GIÁO DỤC & ĐÀO TẠO TỈNH BẮC NINH TRƯỜNG THPT LƯƠNG TÀI o0o GIÁO ÁN MÔN TIẾNG ANH LỚP 10 GIÁO VIÊN : NGUYỄN HUY CHIẾN TỔ CHUYÊN MÔN : ANH – SỬ NĂM HỌC 2020 - 2021 LESSON PLAN ENGLISH 10 Distributive period : * Preparing date: * Teaching date: * Class: INTRODUCING THE PROGRAMS OF ENGLISH 10 A Objectives: + To teach STs to: - know about the English book grade 10 in general (Including themes, tests, lessons etc ) - Introduce how to an oral test, a fifteen - minute tests and a written test - Some requires of student to study well English - help Sts have the opportunities to develop their oral fluency - introduce the theme and units + By the end of the lesson, STs will be able to: - Know about the English book grade 10 in general B Preparations 1.Teacher : Handouts, textbook, sub boards and colored chalks Students: Textbook C Methods - The whole lesson: Integrated, mainly communicative Skills: Speaking and listening D Procedures: Stage /Time I/ Warm up: Minutes Teacher’s activities * Game: Lucky Number -T divides the whole class into two groups and plays the game - The leader of each group chooses a number for their own group and does the following requirement in each question If the answer is correct, they will get 10 marks Lucky Number How many girls are there in your class? Do you know what your English teacher’s name is? Lucky Number What you prepare for this semester? Do you like studying English? Why or Why not? How you learn English well? Do you speak English fluently? - T leads Sts in the lesson A Content: Including six topics - T introduces the topics You and me Education Presentation Community Recreation Students’ activities Listen and unerstand from the teacher and it well Group work II New lesson Listen and understand 12 minutes Presentation 20 minutes Nature and Environment People and places > Six topics are divided into ten units - T asks Ss to find out the topic through the unit’s name B The design of each unit in textbook: Getting started: Introducing the overall topic of the unit Language: Learning vocabulary, grammar and pronunciation Reading: Developing reading skills and providing Sts with language and ideas about the topic Speaking: Developing speaking skills and encouraging Sts to apply and share their own knowledge Listening: Developing listening skills 6.Writing: Developing writing skills and helping Sts cope with ideas and necessary language Communication and culture: providing Sts with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit Looking back and project: - Revising and consolidating of the language in the unit - Providing Sts with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation - After units, Sts have one period for test themselves It helps them test themselves about what they’ve learnt C Tests: 1- Checking frequency knowledge for the previous lesson 2- Fifteen minutes test (3 times for each semester) 3Forty minutes test (2 times for each semester) 4Semester test (Once for each semester) D The new point in learning English 10 - Communicative method /approach - Task - based method /teaching - The book is designed with skills - Complete and various tests - Learner - centered approach E Introduce the English book grade 10 - Ask Sts to look through the book then tell class how many units it has - Introduce some more information - There are themes including You and Me; Education; Community; Nature and Environment; National Parks; Recreation and People and Places - There are periods in each unit They are Getting Started, Language, Reading, Speaking, Listening, Listen and understand Writing, Culture and communication and Looking Back F Some requires of students - Read the lesson before studying in class - Do all exercises at home - It is good to find the meaning and the pronunciation of the new words in the dictionary at home -Listen to the teacher attentively and take part in the lesson actively and creatively - Take part in the activities that the teacher required such as pairs work, group work or individual - Each S has a notebook and book (student book and work book) - Ask Sts to consolidate the main contents - Give feedback III Consolidation minutes IV Homework minutes Summerise - Prepare the new words in Unit 1: Family life Lesson1: Getting started E Experience (Teaching note) Prepare the new words in Unit 1: Family life Lesson1: Getting Distributive period : * Preparing date: * Teaching date: * Class: Unit 1:Family life Period:2 Lesson 1:Getting started A Objectives: + To teach STs to - listen and read a conversation about family life and tasks: T/F exercise and completing exercise - teach some lexical items related to the topic Family life + By the end of the lesson, STs will be able to - Use some lexical items related to the topic Family life - Make simple dialogues using the given expressions - Read about the benefits of sharing household - Use the words and phrases related to household chores and duties B Preparations Teacher: Handouts, textbook, pieces of papers and cassette Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative * Skills: - Reading for gist and for specific information - Skimming and scanning reading D Procedures: Stage /Time Teacher’s activities Students’ activities I/ Warm up: Minutes * Brainstorming - Answer the questions individually II New lesson Presentation + Activity Minutes + Activity 13 minutes Presentation + Activity minutes + Activity 10 minutes - T asks Ss some questions: + What is your responsibility in your family? + Who does the household chores? + ………………… - T leads Ss to the lesson: Today we are going to study a lesson about family life especially about household chores * Expected answer: - My responsibility in my family is… - Listen carefully - Listen attentively Listen and read: - T elicit new words + breadwinner (n):người trụ cột gđ + split (v) chia + laundry(n) + heavy lifting : mang vác nặng + grocery(n) Thực phẩm tạp hóa + handle( v) điều hành - T plays the recording and asks Ss to listen and pay attention to the text to understand the content - Ss listen and read along silently Decide whether the sentences are true, false or not given - T asks Ss to read the passage again and get information to Task in pairs - Ask students to compare the answers with a partner - Ask some students to read the answers - Checks and gives the correct answers: Listen and repeat: - T plays the recording and asks Ss to listen then repeat the words/ phrases twice - T asks some Ss to read the words - T corrects Ss’ pronunciation - T explains the meanings if necessary Write the verbs or phrases - T asks Ss to write the verbs or phrases that are used with the words or phrases in the conversation - T asks Ss to work individually - T plays the recording again if necessary - T asks Ss to exchange the answers with their -Silent reading - Work in pairs -Read the passage - Compare the answers with a parner * Expected answers F T NG NG F T - Listen then repeat the words/ phrases twice - Read the words loudly -Work individually - Write correctly partner - T gives feedback III Consolidation minutes IV Homework minutes - Exchange the answers with their partner * Expected answers /divide/ handle (household) chores take out garbage laundry shop for groceries heavy lifting washing-up be responsible for household finances - Perform - Ask Ss to consolidate the main contents - T asks Ss to learn by heart the words and phrases related to household chores and duties -Prepare for the next lesson : Unit 1: Language Do as request E Experience (Teaching note) * Preparing date: * Teaching date: * Class: Distributive period : Unit 1:Family life Period:3 Lesson 2: Language A Objectives: + - To teach STs to : - teach Ss to pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context - teach Ss the words and phrases related to household chores and duties - teach Ss to use the present simple and the present continuous tense + - By the end of the lesson, STs will be able to - Pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context - Use the words and phrases related to household chores and duties - Understand and use the present simple and the present continuous tense B Preparations Teacher : Handouts, textbook, pieces of papers and cassette Students : Textbook C Methods - The whole lesson: Integrated, mainly communicative * Skills: Pronounce consonant clusters /tr/ , /kr/ and /br/ correctly D Procedures: Stage /Time Teacher’s activities Students’ activities I/ Warm up: minutes * Checking - T asks Ss to make sentences using some words or phrases: (household) chores take out garbage laundry shop for groceries heavy lifting washing-up be responsible for household finances - T corrects Ss’ answers and gives mark - Do as request II New lesson Presentation + Activity minutes + Activity minutes + Activity minutes Presentation + Activity minutes Vocabulary: * Matching - T asks Ss to read the words and phrases in the box, then discuss and find the meaning for each of them - Ss work individually - T asks students to compare the answers with a partner - T asks some students to read the answers - Checks and gives the correct answers: f e a h b g d c * Adding more - T asks Ss to read the conversation again and get information to Task individually - Ss elicit more chores to add to the list - Ask students to compare the answers with a partner - Ask some students to read the answers - Feedback * Discussing - T asks Ss to discuss two questions - Have Ss work in pairs to ask and answer the questions - T encourages Ss to use the chores in the list in their answers - T asks some pairs to ask and answer the questions - T gives feedback Pronunciation * Listen and repeat: - T plays the recording and asks Ss to listen then repeat the words twice - T asks some Ss to read the words - T gives the meaning of the words if necessary T helps Ss distinguish the three sound clusters * Expected answers - I always take out garbage - I sometimes shop for groceries …………… -Perform -Work individually * Expected answers -1 f e a h b g d c - Read carefully -Give answers -Work in pairs -Listen and repeat + Activity minutes Grammar: III Consolidation - T corrects Ss’ pronunciation - T helps Ss with the pronunciation * Listen and choose - T asks to read the words in rows, paying attention to the difference between the sound clusters - T plays the recording and asks Ss to listen then circle the word they hear - T asks Ss to work individually - T asks Ss to exchange the answers with their partner - T checks Ss’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear b b c a - T asks Ss to read the text once and asks them to pay attention to the words / phrases such as every day, today, at the moment, and asks them what verb forms are often used in the sentences that have these words / phrases Ask them to choose the correct verb form - T asks Ss to exchange the answers with their partner - T checks Ss’ answers and elicits from them the rules of using the present simple and the present continuous tense - T gives feedback - Ask Ss to consolidate the main contents - Give feedback T asks Ss to exercise page at home - Write down -Read carefully -Circle the word they hear -Ss exchange the answers with their partners * Expected answers b b c -Read the text again a -Exchange the answers with their partner -Give answers a a a b b b b b - Listen -Listen IV Homework - Prepare for the next lesson -Do as request E Experience (Teaching note) Distributive period : * Preparing date: * Teaching date: * Class: Unit 1: FAMILY LIFE Period :4 lesson:3: Reading A Objectives: + - To teach Ss to read for general ideas and for specific information about Family life and answer the questions + - By the end of the lesson, STs will be able to : + Read for general ideas and for specific information about Family life and answer the questions + Understand more about home life and express their own ideas about home life + Read for specific information about the benefits of sharing housework B Preparations Teacher : Handouts, textbook, pieces of papers, cassette 2.Students: Textbook C Methods - The whole lesson: Integrated, mainly communicative * Skills: Skimming and scanning reading skills D Procedures: Stage /Time Teacher’s activities Students’ activities I/ Warm up minutes * Checking - T asks Ss to exercise page does, is not cooking, is working is taking out cleans, is cleaning is preparing looks after, works is watching, watches - T corrects Ss’ answers and gives mark Sharing housework - Do as requested Task 1: - T asks Ss work in groups, look at the picture and answer the questions - T asks Ss to call out the answers to question freely For question 2, ask a representative of each group to give the opinion of the group - Listen and work in group * Expected answers “Yes, they are Because they the housework together/ Because all members of the family share the housework.” Task 2: - T asks Ss to read the three heading (a-c) first and asks them if they understand the meaning - Ask Ss to read through the text once without stopping at words that they don’t know the meaning of, and then ask them to work in pairs to decide on the best title for the text - Remind Ss that the title for the text is the one that gives the general idea of the whole text - Ask students to compare the answers with a partner - Check Ss’ answers and guide Ss to the correct choice if necessary by helping them eliminate the sentences that only about one aspect of the text - T corrects and gives marks Task 3: - Have Ss read the text again and underline the words sociable, vulnerable, -Give answer Key: c II New lesson Activity minutes Activity minutes Activity minutes -Listen and write down -Read the text carefully -Work in pairs *Expected answers Key: 1.a b b -Work in pairs -Give answers b a Activity minutes Activity minutes III Consolidation minutes IV Homework minutes critical, enormous and tent when they see them in the text Then, ask Ss to work in pairs to choose the appropriate meaning for each word from the text - Explain to Ss how to use context to guess the meaning of the unknown words if necessary - T gives feedback and marks Task 4: - T asks Ss to continue to work in pairs, and find out what it refers to in each of the sentences Let Ss read and understand the sentences before and after the one has the word in it to decide what it means Ss can use the elimination technique to get the right answer - T Asks them to give answers Task 5: - Put Ss in groups of three; ask them to read the questions first to make sure they understand what information they need in order to answer the questions It may help if Ss can understand the key words in the questions - Ask Ss to read the text again, and locate the part of the text where they can get the answer to each of the questions before they discuss the answers - Check Ss’ answer by inviting a representative form each group to give the answer to one of the questions If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicit it form other Ss - T corrects and gives marks - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to task page at home - Prepare for the next lesson Key: a c b b -Work in groups -Read the text again *Expected answers They better at school, become more sociable, and have better relationships with their teachers and friends Because it shows that they care about their wives and this makes their wives happy They may fall ill easily or may think about divorce There is a positive atmosphere for the family Do as request Experiences (Teaching note) ……………………………………………………………………………………………………………… …………………………………………………………………… ……………………………………………………………………………………………… Distributive period : * Preparing date: * Teaching date: * Class: Unit 1:Family life Lesson 4: Speaking 3.Presentation 12 minutes includes 12 provinces and one city: Cần Thơ city, Tiển Giang, Hậu Giang, Vình Long, Sóc Trăng, An Giang, Đồng Tháp, Long An, Bến Tre, Trà Vinh, Cà Mau, Bạc Liêu, and Kiên Giang -Individually Task 1: - Have Ss look at the pictures showing different activities for tourists and discuss with a partner which activities tourists usually when they go on a tour to the Mekong Delta Suggested answer: Tourists can all these activities, but the most common -answer ones are listening to traditional music, eating local food and catching fish -Whole class: listen Task 2: This activity focuses on listening for gist in a news reports and choose the - Play the recording without pauses Have Ss listen and caption that best choose the caption that best summarises the main idea summarises the main idea Key a (How the MeKong Delta became an ecotourism destination) -Group work and Ss Task 3: - Have Ss underline key words in the questions and focus underline key words on these words while listening in the questions and - Let Ss listen again and answer the questions Then ask Ss focus on these to compare their answers with a partner words while Key: Tourists did not have many interesting activities to listening 100 2005 They released small fish back into the pond 300 Task 4: This activity focuses on listening for specific information - listening and in the news report about the two farmers’ ecotourism write in the gaps places - Ask Ss to guess what kind of information they may need to write in the gaps - Have Ss listen and complete the gaps Key: Ba Đức - garden area: 2.5 hectares - activities for a visiting the old house tourists: b catching fish c enjoy home – made meals d cooking local food/learning how to cook local food Tư Bình -fish pond area: 2.1 hectares -activities for a catching fish tourists: b watching birds c riding ostriches Task 5: Have Ss discuss in pairs which activities mentioned in they would enjoy doing the most and give reasons - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? III.Consolidation minutes IV Homework minute E Experience: - Prepare for the next lesson -do as request - Prepare for the next lesson …………………………………………………………………………………………………………………… Preparing day : Teaching: date : A.Objectives: / / / / Unit 10 : ecotourism Period:101 Writing - To teach Ss to write a travel brochure promoting an eco tour - To teach Ss to talk about ecotourism - By the end of the lesson, students will be able to: + Write a travel brochure promoting an eco tour + Develop the writing skills in general Build up vocabulary supported for writing + Give some practical advice to an eco tour B Preparations: 1- Teacher: Handouts, textbook and pieces of papers 2- Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative -Skills : Write a travel brochure promoting an eco tour D Procedures: Time/Stages I Warm up minutes Teachers’Activities - Inform Ss of the lesson objectives: preparing a travel brochure promoting an eco tour Students’Activities - listening and preparing a travel II New lesson 1.Presentation 15 minutes 2.Presentation 10 minutes 3.Presentation 12 minutes III.Consolidation minutes IV Homework minute Activity 1: Vocabulary - elicit, model times, ask Ss to repeat in chorus then individual, write on the board, check meaning, stress and get Ss to copy down + sunrise#sunset + take aboat to + hunt for food + litter + cause a fire + brochure Activity 2: - Explain to Ss that a travel brochure provides tourists with information about a destination It could be a small booklet or just one page - Ask Ss to read through the different sections in the brochure and match the numbered parts (1-6) with the content definitions (a-f) Key: 1.c 2.e d 4.a 5.f 6.b Activity 3: The focus of this activity is on designing a brochure Ss can make a brochure by hand or with the help of some software available in their computer (such as Microsoft Word or Microsoft Publisher) - Put Ss into groups of or Ask them to choose one destination (Sa Pa or Central Highlands) and design a travel brochure for it - Encourage Ss to look for some other travel information (prices, duration of stay, departure times) and pictures about the chosen destination to make their brochure information and attractive Activity 4: - Have each group show their brochure and give a brief report on their eco tour - Ask the whole class to give comments and votes for the best brochure - Ask Ss to consolidate the main contents - Focus on the form of a biography - Ask Ss to complete the writing at home and collect - Ask Ss: What have you learnt today? What can you now? Expected answer: - Now I have learnt how to design and make a brochure for an eco tour - Write the text again at home - Prepare for the next lesson -Individually reading sections in the brochure and give the keys -Group work -do as request -answer the main contents -Prepare for the next lesson E Experience: Preparing day : / / Teaching: date : / / Unit 10 ecotourism Period:102 Communication and culture A Objectives: - To teach Ss to talk about problems with ecotourism in Viet Nam and Africa - By the end of the lesson, students will be able to: + Understand about problems with ecotourism in Viet Nam and Africa + Discuss problems with ecotourism in Viet Nam and Africa + Talk and express their ideas and opinions about ecotourism B Preparations: 1- Teacher: Handouts, textbook and pieces of papers 2- Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative -Skills : Talk and express their ideas and opinions about ecotourism D Procedures: Time/Stages I Warm up minutes II New lesson 1.Presentation1 19 minutes Teachers’Activities StudentsActivities - listening - Inform the class of the lesson objective: further skill development Communication: Activity 1: - Explain to Ss that they need to go back to the previous sections of the unit and choose one place of their interest to practise speaking - Help Ss to complete the diagram with appropriate information about that place Example: Destination: Sa Pa - The most enjoyable activities on the tour: visit Cat Cat village, go camping in the forest -Pair work to complete the diagram with appropriate information about that place 2.Presentation 18 minutes - The benefits for me: know more about local people’s life and traditions, relax more, enjoy nature - The benefit for the environment and local people: more jobs and income for the local people, more money for the local community to preserve nature Activity 2: - Have Ss work in pairs and practise the model conversation, using their notes in Culture: Activity 1: - Ask Ss to look at the pictures and discuss with a partner how the tourism activity in each situation may affect the environment Suggested answers a Tourists may leave litter on the beach, which may cause land and water pollution b Making a campfire requires breaking tree branches or cutting down trees for firewood Campfires may cause forest fires if they are left unattended c Hunting animals may lead to their extinction Endangered animals can be in danger of extinction Activity 2: - Tell Ss that they are going to read about some problems with ecotourism in Viet Nam and some countries in Africa (Kenya and Tanzania) - Ask Ss to guess which problems mentioned in can be found in Viet Nam and Africa - Have Ss read the text and choose suitable titles for two articles Key: c a Activity 3: Explain to Ss how to the next activity: Read through the five principles in the table first, and then read each article carefully to decide if these principles have been applied in Viet Nam or Africa Key:Principles of ecotourism VN Reduce the impact of tourism activities on the local nature a X and culture Increase tourists’ environmental and cultural awareness and b X c respect Provide financial benefits for the conversation of local NG - work in pairs and practise the model conversation -Pair work and discuss and give answers -Pair work: read about some problems with ecotourism in Viet - Ss: read the text and choose suitable titles for two articles destinations d Provide financial benefits for local people NG X e Provide positive experiences for both visitors and host X X Explanation: - Principle a: In neither places, there are strong measures to limit tourists’ activities that may harm the environment (littering, cutting tree branches, hunting) - Principle b: In VN, tourists have little or no access to environmental information or local cultural activities - Principle d: In Africa, ecotourism has not provided more jobs for the local people - Principle e: In VN, tourists have little or no understanding of the local culture; in Africa, local people are deprived of their best land Activity 4: - Have Ss work in pairs Ask Ss to look back at the pictures and tourists’ harmful activities that have been discussed in (leaving -Individually and give the answers litter, making campfires, and hunting animals.) - Ask Ss to suggest what should be done to restrict the harm or damage that tourists may cause to the environment and local people Suggested answers - More efforts (such as producing educational brochures and TV programmes about ecotourism) need to be made to fully inform and educate tourists on the environmental and social impacts of ecotourism - Moreover, there should be regulations and laws banning the promotion of unsustainable ecotourism projects and activities that may harm the local cultures and nature (such as projects to cut down trees to build hotels and hunting activities) -Group work III.Consolidation minutes IV.Homework minute E Experience: - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson - answer the main contents - Prepare for the next lesson Preparing day : / / Teaching: date : / / A Objectives: Unit 10 :ecoto urism Period:103 Looking back and project - To help Ss mark stress in words of more than three syllables in isolation and in context - To teach Ss some lexical items related to ecotourism - By the end of the lesson Ss are able to: + Pronounce correctly words of more than three syllables related to the topic the ecotourism + Use some key words of the topic the ecotourism + Do the exercises on conditional sentences B Preparations: 1- Teacher: Handouts, textbook, pieces of papers and cassette 2- Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative -Skills : Do the exercises on conditional sentences D Procedures: Time/Stages Teachers’Activities Students’Activiti es I Warm-up - Teacher may introduce the review by asking Ss if they remember - Ss’ answers and minutes what they have learnt so far in terms of language T then adds some more summarises Ss’ answers and adds some more information, if information, if necessary necessary II New lesson Pronunciation: 1.Presentation Task 1: - Help Ss to review the pronunciation rules for words ending in – -Individually and minutes ity,-ic, -ica, -tion on page 98 (Student’s Book) give answers - Have Ss put a stress mark before the syllable with the primary stress in each word, and then say these words aloud Key: ac’tivity conser’vation tra’ditional desti’nation eco’nomic eco’nomical under’standing 2.Presentation degra’dation 10 minutes Vocabulary: Activity 1: - The six words in the box are the ones most commonly used in the -Pair work, Ask unit Ask Ss to write them in the gaps, using the plural forms of Ss to write six words in the box the nouns when necessary Key: conservation Destinations impacts, ecology exotic 6.environment Grammar: Activity 1: 3.Presentation The focus of this activity is on using conditional sentences Type - make sentences, 19 minutes to talk about present or future activities that are real or very with the main probable clause of the - Let Ss read through the eight cues to grasp the general idea of the previous sentence story they are going to create - Ask Ss to make sentences, with the main clause of the previous sentence (the effect) becoming the if-clause (the cause) of the next sentence Key: If I miss the lesson, I will not the test well If I don’t the test well, I’ll feel very sad If I feel very sad, I’ll go to the gym If I go to the gym, I’ll keep fit If I keep fit, I’ll look attractive If I look attractive, I’ll be very happy Activity 2: The focus of this activity is on using conditional sentences Type to talk about present or future activities that are unreal or unlikely to happen - Ask Ss to read situations carefully and write the conditional sentences with the same meaning Key: If I could swim, I’d go scuba-diving with you (or: I’d go scuba-diving if I could swim.) I’d go on an eco tour to Phu Quoc National Park if I had any holiday left (or: If I could manage an eco rour to Phu Quoc National Park, I’d go on one.) If Sue had Tony’s email address, she would send him a message (or: Sue would send him a message if she had his email address.) I’d make a cake for you now if there were eggs in the fridge (or: If there were eggs in the fridge, I’d make a cake for you now.) Phong would/ could travel abroad if he had enough money (or: If Phong had enough money, he would/ could travel abroad.) If I drove too close to the animals on safari, they would get scared (or: The animals on safari would get scared if I drove too close to them.) I could/ would go to the concert if I didn’t have so much homework to (or: If I didn’t have so much homework to do, I could/ would go to the concert.) If Nam had a camera, he’d take pictures of his trip (or: Nam would/ could take pictures of his trip if he had a camera.) Activity 3: This activity helps Ss to review how to use conditional sentences Type and 2, and modals correctly Give Ss some hints about how to explain each type of conditional sentences Hints: - For Type 1, the modal verb ‘might’ should be used because it expresses probability Example: If your test score is high…-> The test score might be high - For type 2, the verb ‘is’ or ‘isn’t’ should be use to express a present activity or event that is unreal or not probable Example: If your test score was high…-> The test score isn’t high If the air was not polluted…-> The air is polluted Key: The computer isn’t working It might snow tonight This golden block might be made of pure gold My father isn’t here now The air is polluted John might call Project: -Individually, Ask Ss to read situations carefully and write the conditional sentences with the same meaning - listen and write down -Individually - For this project, Ss carry out a survey on their group members’ eco tour experiences Students the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson III.Consolidation minutes IV.Homework minute -answer the main contents - Prepare for the next lesson E Experience: …………………………………………………………………………………………………………………… Preparing day : Teaching: date : / / / / Review Period:104 Language A.Objectives: - To revise the language and skills Ss have learnt and practiced in unit 9-10 - By the end of the lesson, students will be able to: + Pronounce correctly words of more than three syllables + Understand and use the language and skills Ss have learnt and practiced in unit 9-10 B Preparations: 1- Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative -Skills : Pronounce correctly words of more than three syllables D Procedures: Time/Stages Teachers’Activities Students’Activities - Teacher may introduce the review by asking Ss if they - listen and answer I Warm up remember what they have learnt so far in terms of language T then summarises Ss’ answers and adds some more information, minutes if necessary II New lesson -Individually Write A Vocabulary: 1.Presentation the correct answers Task 1: 12 minutes - Ask Ss to this activity individually, and then compare their on the board answers with a partner’s - Write the correct answers on the board Remind Ss of the use of suffixes to form adjective from nouns or verbs Key: natural polluted environmental sustainable ecological Task 2: -Individually and - Ask Ss to this activity individually gives answers - Ask a student to write his/ her answers on the board Check answers as a class Key: pollution global warming 2.Presentation 10 minutes 3.Presentation 15 minutes III.Consolidation minutes IV Homework minute E Experience: Deforestation protect Acid rain Pronunciation Task 3: Sort out the words - Ask Ss to this activity individually, and then compare their answers with a partner’s - Show the correct answers on the board Key: oOO OOo oOOO ooOo poverty pollution economy conservatio energy solution sustainable preservatio chemical awareness ecology relaxation newsletter protection environment compositio poverty pollution economy conservatio - T asks Ss to read these words Grammar Task 4: - Elicit the form and use of the reported speech Remind Ss of the changes to pronouns, possessive adjectives and verbs - Ask a student to the task on the board while other Ss also this activity individually - Check Ss’ answers or as them for explanations, if necessary Key: Mary said (that) people are cutting down the rainforests Tom said (that) car pollution was/ is a big problem in his city scientists say (that) chemicals are destroying the ozone layer He told me to shut the door but not to lock it Our teacher explained (that) burning gas, oil, and coal could/ can cause acid rain Task 5: - Elicit the form and use of conditional sentences Type and - Ask Ss to this activity individually, and then compare their answers with a partner’s - Ask a student to write his/ her answers on the board - Check answers as a class Key: didn’t throw will go close down is build Task 6: - Ask Ss to this activity individually, and then compare their answers with a partner’s - Write the correct answers on the board, and give explanations if necessary Key: will; would be were; would go use knew; would/ could phone - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to exercises again at home - Prepare for the next lesson -Individually and gives answers Individually Ask a student to the task on the board while other Ss also this activity individually -Individually Write the correct answers on the board, and give explanations if necessary -consolidate the main contents - Prepare for the next lesson Preparing day : Teaching: date : / / / / Review Period: 105 Skills A Objectives: By the end of the lesson, students will be able to: - Listen for gist and specific information - Use the words and phrases related to words related to environmental problems and solutions - Read for general ideas and specific information about environmental problems and solutions - To talk about the destinations for ecotourism in Viet Nam - Write about environmental problems and give advice on how to solve them B Preparations: 1- Teacher: Handouts, textbook, pieces of papers, cassette 2- Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative -Skills : D Procedures: Time/Stages Teachers’Activities Students’Activities - Teacher may introduce the review by asking Ss if they -listen and I Warm up remember what they have learnt so far in terms of language rememmber minutes T then summarises Ss’ answers and adds some more information, if necessary II New lesson I Reading - Ask Ss to activities and individually, and check their -Individually and 1.Presentation answers with a partner’s Give correct answers and give answers 10 minutes explanations if necessary Key: 1b rubbish dump (n) hide underground (v) serious skin disease (n) 2.4 waste gases (n) process (v) Problem Linda Jenny 2.Presentation2 10 minutes landfills the thinking of the ozone layer water pollution landfill (n) bury (v) skin cancer (n) exhaust gases (n) treatWhat (v) can be done to s problem? more recycling drive less Kate treat all waste more car II Speaking -Pair work Task 3: Ask Ss to work in pairs, choosing one of the destinations of ecotourism in Viet Nam Ask each pair to report their choice and explain the decision Task 4: Ask Ss to work in pairs and answer the three questions Then - Pair work ask Ss to discuss their answers with a partner’s Ask Ss to present their answers to the class III Listening - Play the recording about Cuc Phuong National Park, while Ss fill in the missing information - Play the recording again for Ss to listen and check their answers - Alternatively, play one or more times for Ss to work out the answers Provide the correct answers, and give any explanations if necessary Key: 135 tourists and scientists 2000; 450 most impressive 1000 IV Writing Ask Ss to use the points given (or their own ideas) to write a paragraph about one of the different environmental problems and give advice on how to solve them Ask Ss to write the draft first in class, and then write their final versions at home Ss may start their writing like this: Example: Today, people are producing too much waste The city landfills are nearly full So we should more recycling and… - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson 3.Presentation 10 minutes 4.Presentation 10 minutes III.Consolidation minutes IV Homework minute E Experience: - Prepare for the next lesson - Pair work and discuss their answers with a partner’s - Summarize the main points of the lesson -Prepare for the next lesson Preparing day : Teaching: date : / / / / Revision for the final test Period:105 A Objectives : - To practice speaking, reading, listening and writing - To make Ss feel confident of their ability in order to understand and speak English by setting tasks within their competence - To help Ss have the opportunities to develop their oral fluency - To introduce some words and phrases * Language focuses: - Relative clauses - Reported speech B Preparations: 1- Teacher: Handouts, textbook, sub boards and colored chalks - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative - Grammar: Revision -Skills : - Exercises: Practice and production D Procedures: Time/Stages I Warm-up minutes II New lesson 1.Presentation 17 minutes Teachers’Activities - Greeting and checking attendance - Teacher asks Ss to the homework I Grammar: Definite Relative clauses a Form : - Mệnh đề quan hệ xác định không đợc ngăn cách với mệnh đề dấu phẩy StudentsActiviti es -Do as request - Ss: listen write and down b structure : - Tiền ngữ mệnh đề quan hệ xác định từ cha xác định thờng danh từ chung mệnh đề quan hệ lợc bỏ Eg : This is a man who is living in Hanoi Non – definite relative clauses a Form : MƯnh ®Ị quan hệ không xác định đợc ngăn cách với mệnh ®Ị chÝnh bëi nh÷ng dÊu phÈy b Structure : - Tiền ngữ mệnh đề quan hệ không xác định từ xác định thờng danh từ riêng , danh từ đợc bổ nghĩa tính từ định tính từ sở hữu mệnh ®Ị quan hƯ cã thĨ lỵc bá Eg : The Mekong River , which starts in Tibet, is the longest river in Indonesia Note: That không đợc sử dụng mệnh đề quan hệ không xác định Khi chuyển từ câu trc tiếp sang câu gián tiếp ta cần ý điểm sau a đại từ chđ ng÷: I : She, he, it You : I, we We : they They, she, he, it : thờng không đổi - listening repeat and b Sự thay trạng từ thời gian nơi chốn Today : that day At this moment Yesterday Tomorrow This/ that/ these 2.Presentation 20 minutes Last week Next week Ago Here : at that moment : the day before/ the previous day : the next day/ the following day : the ( this / that / these : ợc sử dụng nhã tính từ this / that/ these : ợc sử dụng nhã đại từ chúng đổi nh it, they, them ) : the week before/ the previous week : the week after/ the following week : before : there c Sù thay đổi động từ mệnh đề đợc tờng thuật Khi động từ tờng thuật , không đổi động từ lời nói gián tiếp Khi động từ tờng thuật khứ, đổi động từ lời nói gián tiếp nh sau: Direct speech Present simple Present continuous Indirect speech Past simple Past continuous -Individually and repeat Present perfect Past perfect Present perfect continuous Past perfect continuous Past simple Past simple/ Past perfect II Exercises: Exercise 1: Underline the relative clauses in the sentences Then add commas to separate the Non-restrictive relative clauses The man who is talking to the principal is our form teacher The boys who are sitting in the first row will receive the medals III Hom The students who are in the grade 10th are going to clean the ework: school yard minutes The animals which are kept in iron cages will be carried back to the forest Mr Tan who is our gymnast is very thin and tall The book which we borrowed from the library must be returned by Monday The little boy who is crying over there lost his way Mrs Van who lives next door to Hoa works at the television station The dog which has some black spots is Ba’s 10 My mother bought the shoes which were made from Hong Kong Exercise 2: Chuyển câu sau sang câu gián tiếp 11 He said to her, “You are my friend.” 12 Johnny said to his mother, “I don’t know how to this IV Consolidatio exercise.” n: 13 “ Don’t come back before one o’clock”, advised my brother 14 “Cook it in butter”, Mrs Brown said to her daughter 15 The pupils said “ Teacher, give us better marks, please.” 16 My friend said, “ Are you going to leave tomorrow?” 17 “ Have you done your homework?”, said my mother 18 I asked Bill,” What time did you go to bed last night?” 19 Paul said, “ I must go home now.” 20 “ There is an accident”, said the policeman III Consolidation: - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? -Individually and give the keys -Give the keys -do as request - Teacher asks Ss to give examples for the grammatical parts above E Experience: ... ENGLISH 10 Distributive period : * Preparing date: * Teaching date: * Class: INTRODUCING THE PROGRAMS OF ENGLISH 10 A Objectives: + To teach STs to: - know about the English book grade 10 in general... Time/Stages I Warm up minutes II New lesson 37 minutes + Activity minutes +Activity 10 minutes +Activity 10 minutes +Activity 10 minutes III Consolidation minutes IV Homework minute - Lead in: Inform the... 0.25 điểm Trừ reading exercise 2, writing exercise câu 0.5 điểm ) T A 11 D 16 D 21 is sleeping 26 C 31 B F B 12 A 17 B 22 washes 27 A 32 C F B 13 C 18 A 23 D 28 B T B 14 A 19 C 24 A 29 A C 10 C