Giáo án mới tiếng anh 10 HK i chuan

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HÊ ĐƠI MƠ I PERIOD 01 Date of preparation: ………………… ………………… Date of teaching: INTRODUCING THE PROGRAMS OF ENGLISH 10 A Aims: - Help Ss to know about the English book grade 10 in general (Including themes, tests, lessons etc ) - Introduce how to an oral test, a fifteen - minute tests and a written test - Some requires of student to study well English - To help Ss have the opportunities to develop their oral fluency - To introduce the theme and units - By the end of the lesson, students will be able to: + Know about the English book grade 10 in general B Preparations: - Teacher: Handouts, textbook, sub boards and colored chalks - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm-up minutes Presentation 12 minutes * 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 Ss in the lesson A Content: Including six topics - T introduces the topics You and me Education Community Recreation 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 Ss with language and ideas about the topic Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge Listening: Developing listening skills 6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit Looking back and project: T < > Ss Group work T < > Ss Trang GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HÊ ĐƠI MƠI - Revising and consolidating of the language in the unit Presentation 20 minutes Consolidation minutes Homework minutes - Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation - After units, Ss 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) 3- Forty minutes test (2 times for each semester) 4- Semester test (Once for each semester) D The new point in learning English 10 - Communicative method /approach - Task - based method /teaching - The book is designed with skills - Complete and various tests - Learner - centered approach E Introduce the English book grade 10 - Ask Ss to look through the book then tell class how many units it has - Introduce some more information - There are 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, 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 Ss to consolidate the main contents - Give feedback - Prepare the new words in Unit 1: Family life Lesson1: Getting started T < > Ss T < > Ss T < > Ss T < > Ss T < > Ss E Experience: PERIOD 02 UNIT 1: FAMILY LIFE GETTING STARTED - Household chores Date of planning: ……/……./……… Date of teaching: ……/……./……… I AIMS/OBJECTIVES OF THE LESSON Language focus: - To help learners get started with some language items in Unit - For vocabulary, that is words and phrases related to household chores and duties - For pronunciation, that is how to pronounce /tr, kr, br/ Trang GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HÊ ĐƠI - For grammar, MƠIthat is the distinction between the present simple and the present progressive Skills: - To help learners get started with skills in Unit - Reading: Read about the benefits of sharing housework - Speaking: Exchange opinions about household chores - Listening: Listen to people talk about the roles of family members - Writing: Write about doing household chores in the family Attitudes: - To help Ss get started for Unit with the topic "family life" - To provide Ss some motivation II PREPARATION Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching Students: - Read through English Unit - getting started at home III PROCEDURE Class organization: (1 minute) Check up: (omitted) New lesson: (40 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead in Mother: cook/prepare meals (do the cooking), wash Ask Ss if they often housework and the clothes (do all the laundry), what housework each member of their You: clean/sweep/mop the house/the floor, Father: take out the garbage, some cooking family does - She's busy doing her work She spends time both Ask them look at the pictures and guess going out to work and taking after her family what they show - She's a student She is busy doing her homework She often has too much homework to but she also helps with the housework - He also goes out to work to support the family, but he also shares the household tasks with his family member Listen and read - ask sb out for a game of tennis - go out with sb - prepare dinner - the cooking Ask Ss listen to the recording and read the conversation - work late - help with the housework/cooking - share the household duties - study for exams - divide household chores - split the chores equally - shops for groceries/ shopping - clean the house - the heavy lifting - all the laundry/ wash the clothes - the washing up/ wash the dishes - take out the rubbish/garbage - handle/take responsibility for/ be responsible for most of the chores around the house - be responsible for the household finances - homemaker - breadwinner - housework, household/ domestic chores/tasks/duties/ Work in pairs Decide whether the statements are true (T), false (F) or F NG F T T NG not given (NG) and tick the correct box Ask Ss to work in pairs and the task Asks Ss to give the reasons for their answers Trang GIÁO ÁN GIẢNG DẠY MƠN TIẾNG ANH 10 – HỌC KÌ I – HÊ ĐÔI household chores household finances Listen and MƠrepeat I the heavy lifting laundry words/phrases rubbish groceries Ask Ss to listen to the recording and washing - up repeat the words/phrases Write the verbs/verb phrases that split, divide, handle (household) chores are used with the words/phrases in take out rubbish laundry the conversation shop for groceries heavy lifting Ask Ss refer back to the conversation washing - up be responsible for household finances and the task Consolidation: (3 mins) - Household chores mentioned in the conversation - Practice the conversation Homework: (1 min) - Household chores mentioned in the conversation - Practice the conversation - Do the task again - Read Unit - Language at home IV SELF-EVALUATION: ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… PERIOD 04 UNIT 1: FAMILY LIFE LANGUAGE Date of planning: ……/……./……… Date of teaching: ……/……./………… I AIMS/OBJECTIVES OF THE LESSON Language focus: - To provide learners some language items in Unit - For vocabulary, that is words and phrases related to household chores and duties - For pronunciation, that is how to pronounce /tr, kr, br/ - For grammar: the distinction between the present simple and the present progressive Skills: - To promote Ss to develop the skill of working in pairs and groups Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II PREPARATION Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching Students: - Read through English Unit - language at home III PROCEDURE Class organization: (1 minute) Check up: (5 minutes) - Ask some Ss to write some new words and the tasks again New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES VOCABULARY f e a h b g d c Matching the words and phrases - the act of washing plates, glasses, pans with their meaning below - an action that requires physical strength Ask Ss to the tasks and compare the - a person who manage the home, raise children results with their partner - earn money from a job - instead of - routine task - food/ other goods at a shop/ supermarket Trang GIÁO ÁN GIẢNG DẠY MƠN TIẾNG ANH 10 – HỌC KÌ I – HÊ ĐÔI ƠIhousehold chores that - prepare dinner - cook (do the cooking) List all M the - shop - clean the house - take out the rubbish - the laundry - the washing up - the heavy lifting - be responsible for the household chores Others - mop/sweep/tidy up the house - bathe the baby Elicit more chores to add to the list - feed the baby - water the house plants - feed the cat and dog - iron/fold/put away the clothes - lay the table for meals - mow the lawn I often help my parents V/to V Work in pairs Discuss the questions below I often help with N/Ving in my family Ask Ss to work individually, read their I take the responsibility for Ving/N list of chores and write down the person I am responsible for My main responsibility is to V who does each of the chores Let Ss work in pairs or in groups to ask and answer the questions PRONUNCIATION Do as appointed Listen and repeat /tr/ trash Play the recording and let Ss listen /kr/ crane, crack Play it again with pauses for them to /br/ brush repeat each word Listen to the sentences and circle Her brother borrowed her motorbike and crashed the word you hear it - b Ask Ss to read the word in rows paying The crane has been there for quite a while - b attention to the difference between the I like bread with butter - c Is it true that he quit? - a sound clusters Play the recording and let Ss listen to the sentences and circle the word they hear GRAMMAR - daily habits and routines Read the text and choose the - is happening or not happening now, at the moment correct verb form of speaking cooks cleans is watching Let Ss read the text individually once does and ask them to pay attention to the is doing is doing is tidying up is trying - most of the housework words/phrases such as every day, today, - housewife - Mother's Day - it all for her at the moment Ask them to work in pairs to compare - watch one's favourite programme on TV - try hard - make it a special day for sb their answers Elicit the use of the present simple and the present progressive Use the verbs in brackets in their does, is not cooking, is working is taking out is preparing correct form to complete the cleans, is cleaning look after, works is watching, watches sentences Let Ss work in pairs to give the answers - work on an urgent report - prepare for one's exams Ask them to give clues for their answers divide the duties in the house look after the children work to earn money watch out now = presently = currently Consolidation: (3 mins) - Vocabulary related to household chores - The present simple Vs the present progressive - The pronunciation of /tr, cr, br/ Homework: (1 min) - Vocabulary related to household chores - The present simple Vs the present progressive - The pronunciation of /tr, cr, br/ - Do the task again - Read Unit - Reading at home are mentioned in the conversation Then add more chores to the list Ask Ss to work in pair Read the conversation again and the task Trang GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HÊ ĐƠI M ƠI ………………………………………………………………………………………………………… PERIOD 04 UNIT 1: FAMILY LIFE READING – Sharing housework Date of planning: ……/……./……… Date of teaching: ……/……./…… I AIMS/OBJECTIVES OF THE LESSON Language focus: - Vocabulary related to the topic of sharing housework Skills: - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II PREPARATION Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching Students: Read through English Unit - Reading at home III PROCEDURE Class organization: (1 minute) Check up: (5 minutes) The use of the present simple and the present progressive and the tasks? New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Lead in Inform Ss of the lesson objectives: Read and understand the text about roles in the family PRE READING the mother is doing the washing up Look at the pictures and answer the the father is tidying up the dinning table questions the first daughter is cleaning the floor Let Ss work in groups, the task the second daughter is cleaning the refrigerator Yes they are because they the housework together all members of the family share the housework WHILE READING Read the text below and decide c Sharing housework makes the family happier which of the following is the best title - be considered + a + N/to be - woman's duty - the rest of the family for it Let Ss read the three heading a, b, c first - help out and make sure they understand all of - be good for all the relationships within the family - be good for sb as individual - psychologist them - realise enormous benefits Ask Ss to read through the text once - well/better at school - become more sociable without stopping at the words that they - have better relationships with sb don't know the meaning - learn good skills - be more responsible - tend to V - overall good people Ask them to work in pairs to decide on - see sb Ving - care about sb the best title for the text that gives the - put all of the housework on sb general idea of the whole text - contribute to the household chores - be vulnerable to illness - think about divorce Help them eliminate the choice that is - work together on household chores only one aspect of the text - positive atmosphere >< negative - set a good example for sb - find a way to st - work well together - be critical of each other Look again at the text Can you sociable - friendly understand the words from the vulnerable - able to be easily physically, context? Tick the appropriate meaning emotionally or mentally hurt critical saying that st is bad for each word from the text Let Ss read the text again, understand the enormous - very very large tend - likely to behave in a particular way Trang GIÁO ÁN GIẢNG DẠY MƠN TIẾNG ANH 10 – HỌC KÌ I – HÊ ĐÔI words: sociable, MƠI vulnerable, critical, enormous and tend What does "it" in line 11 and line 14 mean? Ask Ss to work in pairs, find out what "it" refers to in each sentence Answer the questions Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words Let Ss read the text again and locate the parts of the text where they can get the answers Line 11: c - the husband doing housework Line 14: b - the time when everyone work together in the house children benefit why better relationship What may happen family benefit 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 that makes their wives happy They may fall ill easily or may think about divorce There is a positive atmosphere for the family POST READING I have some problems/ difficulty/ trouble in Discuss with a partner organizing the time and the order of my housework logically and scientifically Put Ss in groups of four and let them Sharing housework makes my family members discuss the questions freely closer to each other Consolidation: (3 mins) - Vocabulary related to sharing the household chores - Reading skills: skimming, scanning, guessing the meaning (words/phrases) through context Homework: (1 min) - Vocabulary related to sharing the household chores - Reading skills: skimming, scanning, guessing the meaning (words/phrases) through context - Do the task again - Read Unit - Speaking at home IV SELF-EVALUATION: ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… PERIOD 05 UNIT 1: FAMILY LIFE SPEAKING – Chores I like! Date of planning: ……/……./……… Date of teaching: ……/……./……… I AIMS/OBJECTIVES OF THE LESSON Language focus: - Vocabulary related to the topic of household chores - To provide learners different expressions of like and dislike Skills: - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II PREPARATION Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching Students: - Read through English Unit - Speaking at home III PROCEDURE Class organization: (1 minute) Check up: (5 minutes) Distinguish the use of the present simple and the present progressive and the tasks again New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Trang GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HÊ ĐƠI Lead-in MƠI Do as appointed Ask Ss to brainstorm with the key work housework Suggestions: - peel the potatoes - run to the shop/ get some eggs - help sb with the dinner - empty the dustbin/dishwasher/waste-bin - clean the refrigerator/cooker - put the toy away - throw out empty bottles - be responsible for the family/household finances - work to earn money - Do/share the housework/household/domestic chores/ tasks/duties - split/divide/handle the household chores - prepare breakfast, lunch, dinner - cook breakfast, lunch, dinner - the cooking, shopping, laundry, washing up, gardening, dusting, ironing, cleaning, heavy lifting, washing - shop for groceries - make the bed - water the plants - water/feed the pets - clean/mop/sweep the house, the floor, the patio - hoover the sitting room - tidy up the house - take out the rubbish, garbage - look after/raise the children - lay/clear/wipe the table - wash the dishes/clothes - hang the washing out - iron/fold the clothes - give st a wipe/ clean Do as appointed Like: - cooking I like eating/cooking - sweeping the floor It's easy/not too hard /I like seeing the house clean after I sweep it - lay the table I like seeing delicious food on the table - the ironing I like to be well-dressed/I like my clothes to be in good conditions - water the plants/feed the pets I love animals/ I love green plants in my house - take out the rubbish - It helps to protect the environment Dislike: - cleaning the bathroom It's dirty - wash the dishes I often break things when I the washing up - the cooking It's hot and I sometimes cut myself Which household chores you like and which you dislike? Why? Ask Ss to work by themselves, write at least household chores they like and they dislike then add a reason More Suggestions: - mop/tidy up the house It make me tired/It's tiring - the laundry It's time consuming - the ironing It's not easy I sometimes burn the clothes Match Mai's answer with Do as appointed Anna's question and practise What household chores you every day? the dialogue Which of the chores you like doing the most? Let Ss work in pairs Ask them to What you like about it? Which of the chores you dislike doing the most? read all the questions and guess the answer c a d b a Have a similar - Do as appointed conversation with a partner What household chores you every day? Find out which chores she/he Which of the chores you like doing the most? likes or dislikes and why What you like about it? Ask Ss to interview their friends Which of the chores you dislike doing the most? and note down on the sheet of Like/ enjoy/ fancy/ be interested in/ feel like/ love/ be paper fond of/ be keen on Dislike/ hate/ don't like/ detest/ - Name: - Household chores: - Do as appointed - Likes Reason I have just interviewed about the household chores - Dislike Reason b Report to the class about he/she does in the family your partner's likes and She/He often She/He likes because dislikes Ask Ss to go to the board, look at She/He dislikes because their note and report the result to the class Consolidation: (3 mins) - Vocabulary related to household chores one likes and dislikes - Speaking skills: making a dialogue based on the sample, interviewing, reporting Trang GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HÊ ĐƠI Homework: - Vocabulary related to household chores one likes and dislikes MƠI(1 min) - Speaking skills: making a dialogue based on the sample, interviewing, reporting - Do the task again - Read Unit - Listening at home IV SELF-EVALUATION: ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… Trang PERIOD 06 UNIT 1: FAMILY LIFE LISTENING – Family Life – Changing Roles Date of planning: ……/……./…… Date of teaching: ……/……./……… I AIMS/OBJECTIVES OF THE LESSON Language focus: Vocabulary related to the topic of family life - changing roles Skills: - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II PREPARATION Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching Students: - Read through English Unit - Listening at home III PROCEDURE Class organization: (1 minute) Check up: (5 minutes) - Ask some pairs of Ss to make the interview and report again New lesson: (35 minutes) TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Do as appointed Lead in Woman/wife Man/Husband Write down two words wife/woman not share any and husband/man and ask Ss to note - all the housework down the role of them in the past and - be responsible for child- housework raising/ be financially - go out to work and earn in present time dependent money/ breadwinner - not have much power in - have the total power in both the society and both the society and family family - go out to work and look - earn money and share after the family the housework - have better education, - fair attitude toward have more power in both women the society and family Look at the chart and discuss the Do as appointed changes in weekly hours of basic In 1976, married women in the USA did four times as housework by married men and much housework as married men In 2012, married women in the USA did three-fifths of women in the USA Ask Ss to work in pairs, look at the the housework and married men did the rest chart and discuss the changes in the From 1976 to 2012 the weekly hours of basic weekly hours of basic housework by housework done by married men increased greatly This means that married men in the USA tend to share more married men and women in the USA and more housework with their wives Do as appointed Listen to a family expert talking T T T F T about how the role of men and Tape script women in families have changed and decide whether the following Today we'll discuss the changes in roles performed by is T or F men and women in the family Changes in family life children raising: Both parents have have made men's and women's roles more alike than equal responsibility to nurture and to ever as the wives are also be responsible for the family take care of the children finances Breadwinning: Husband's and Family experts say the old notions of who does what in wife's careers are equally important the family may be more and more unclear Men are not Housework: The household chores the sole breadwinners for the family like they used to should be equally divided between be and they are becoming much more involved in the wife and the husband housework and parenting the paragraph step by step Small, light, portable - After each group has finished their → put in a bag or pocket discussion, let the groups exchange their - Supporting idea and further explanation: outline for peer checking Not costly → about 100,000 VND - Elicit the answers from the sts - Supporting idea and further explanation: - Give feedback Use anywhere → We not disturb anybody WHILE WRITING Activity WHILE WRITING Activity - Put students into groups of three or four - Work in groups of or -Ask them to choose one invention and - Choose one invention and discuss what they will discuss what they will write about write about - Encourage students to make complete - Some sts suggest their group’s thesis sentence sentences about the benefits of the and the benefits of the inventions aloud inventions they have chosen - After finishing group discussion, work - Call on some students to suggest their independently and write their own paragraph group’s thesis sentence and the benefits of the inventions aloud POST WRITING POST WRITING - Choose one or two paragraphs and ask - Listen to the T’s correction the whole class to give comments and You can also remain connected through social correction networking sites like Twitter, and Facebook - Pay attention to sts’ mistakes in Secondly, a smart phone is considered as a magic grammar and word choice means of entertainment Most models also boast a SAMPLE WRITING camera, enabling you to capture and share photos It’s no secret that smartphones are and video It is also a handy CD player allowing everywhere these days and it can not be you to listen to music wherever and whenever you denied that smartphones have some like Finally, you can use your smart phone to surf benefits which make them more and mote web as it can access easily to the Internet In some popular to people around the world recent latest models, we can download many Firstly, it is an useful tool to communicate useful applications from network into ours, which with friends, family members, or help we save the time a lot for some purposes such coworkers, etc While this can get your as study or selfie Furthermore, you don’t message across, smartphones allow you need to worry if you are lost when you are multiple ways of communicating Not only travelling, because can they call, text and IM, they give you smartphones allow you to find out the way a map access to email, video calling and video application Overall, smartphones is really useful conferencing for people with many advantages Consolidation: - Vocabulary related to Inventions - Writing: practise writing paragraph about advantages of inventions Homework: - Vocabulary related to Inventions - Choose another invention to practise writing a paragraph about disadvantages at home IV Self-Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… PERIOD 46 UNIT 5: INVENTIONS COMMUNICATION AND CULTURE Date of planning: ……/……./2018 Date of teaching: ……/……./2018 I Objectives: Knowledge: By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions - Speak about inventions in Asian countries Skills: Integrated skills: Educational aims: - To help Ss get started for Unit with the topic "Inventions" Trang 56 - To provide Ss some motivation II Methods: Integrated, mainly communicative III Teaching aids: - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… IV Procedures: Class organization: Old lesson checking: (Omitted) New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP WARM UP A: They are the speakers - Show pictures of some audio devices and ask students to name the devices B: They are the headphones - Listen to the students and repair their mistakes C: They are earbuds COMMUNICATION Activity COMMUNICATION Activity - Provide the sts with some language inputs - Work in four groups, vote for the best + We vote for… + Firstly/ secondly… invention among the given list + What’s more… + Besides,… - Students have more chance to practice + Futhermore,… speaking - Go around, observe and give necessary help - Pay attention to the four criteria when Activity they voting - Ask sts to present their groups’ choice, remind Activity them to make full sentences using the suggested - Prepare well for the presentation with strong argument to protect the group’s information in the table - Listen to the groups’ presentation voting - Present the result of the group’s voting - Select some mistakes or errors for later correction while listening - Listen carefully to the T’s feedback and - Give feedback and necessary correction, focus correction on sts’ pronunciation and grammar structures CULTURE Activity CULTURE Activity - Ask students to look at the picture and discuss - Look at the picture and discuss with a with a partner what the inventions are for partner what the inventions are for - Have them guess which country these 1, China: C chopsticks 2, Japan: D instant noodles inventions are from - Elicit the answers from the sts 3, Singapore: B PC sound card - Expected answers: 4, The Philippines: A Medical incubator Activity Activity - Tell students some important information about - Listen to the T King Bhumibol Adulyadej The two issues are agriculture - Ask students if they know the meaning of development and environment protection “patent” A rain-making technique; b biodiesel; c - Explain to them that an inventor needs to get a Chaipattana Aerator patent for his invention to protect his/her idea Chaipattana Aerator and rain=making For more advanced classes, extend the activity by techniques letting students discuss whether there are All three inventions have helped to patents in Vietnam protect the environment: Chaipattana - Ask students to read the text and answer the Aerator → cleans waste water; rainquestions making techniques → improves forest - Expected answers: conditions; biodiesel → reduces the use of fossil energy Answer may vary Consolidation: - Vocabulary related to Inventions - Practise speaking aoutt inventions in Asian countries Homework: - Vocabulary related to Inventions - Prepare for the following lesson- U5(Looking back and project) IV Self-Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… PERIOD 46 UNIT 5: INVENTIONS LOOKING BACK AND PROJECT Date of planning: ……/……./2018 Date of teaching: ……/……./2018 I Objectives: Knowledge: By the end of the lesson, students are able to: - Revise stress pattern with compound nouns and noun groups - Recall how to use the present perfect and gerund and infinitives Skills: Integrated skills Educational aims: - To help Ss get started for Unit with the topic "Inventions" - To provide Ss some motivation II Methods: Integrated, mainly communicative III Teaching aids: - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… IV Procedures: Class organization: Old lesson checking: (Omitted) New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP WARM UP - List some words/ word phrases on the board - Look at the words/ word phrases on the blackboard raincoat smartphones board food processor running dog light house - Firstly, work individually to identify the greenhouse stress pattern - Ask sts to put stress on the correct pattern - Then, compare the answers with a partner - Elicit sts’ answers - Give the answers - Check and correct - Check and correct LOOKING BACK PRONUNCIATION LOOKING BACK PRONUNCIATION Activity Activity - Ask students to pick out the compound nouns - Firstly, work individually to identify the and put them in the first column The other stress pattern words are noun groups and are put in the second - Then, compare the answers with a partner column - Help students to review the stress patterns of + First: food processor, smartphone, laptop, compound nouns and noun groups washing machine, earbuds, runway - Elicit sts’ answers + Second: solar charger, correction pen, - Check and correct digital camera - Expected answers Activity Activity - Listen to the recording - Play the recording for sts to practse listening - Practising pronouncing the given words and pronouncing the given words - Ask some sts to read outloud the words for checking - Provide correction if necessary VOCABULARY VOCABULARY - Listen to the T’s explanation - The five words in the box are the most commonly used ones in the unit - Have students put them in the gaps of the five sentences - Extend this task by asking students to make their own sentences with these words - Get sts to work in pairs to the exercise - Elicit sts’ answers - Check and correct - Expected answers GRAMMAR Exercise - Have a quick review of the present perfect tense + Form + Usage + How to recognise - Get sts to work in pairs to the exercise - Elicit sts’ answers Exercise - Get sts to work in groups of to the task In each group, each st tells about one invention - Remind sts to use gerund or infinitive forms of verbs to make description - Elicit sts’ answers - Check and correct - Expected answers Consolidation: 1, Economical 2, Inventions 3, Portable 4, Benefits 5, Expensive GRAMMAR Exercise - Recall the present perfect tense 1, Is 2, Haven’t planned 3, Have wasted 4, Don’t have 5, Haven’t started 6, says Exercise 1, A washing machine is used for washing clothes 2, A solar charger can be used for charging mobile devices 3, I use a laptop (smartphone, ipad,…) to listen to music and watch videos 4, A correction pen is used for covering a writing error 5, I use a 3-D printer to produce/ make solid objects (for producing sold objects) - Vocabulary related to Inventions - Practise speaking about inventions in Asian countries - Vocabulary related to Inventions Homework: IV Self-Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… PERIOD 48 REVIEW UNIT 4,5 (L1) Date of planning: ……/……./2018 I Objectives: Knowledge: Date of teaching: ……/……./2018 - To help students revise what they have learned in unit 4, and - To give them a chance to practice Skills: - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups Educational aims: - To encourage Ss to work harder - To provide Ss some motivation II Methods: Integrated, mainly communicative III Teaching aids: - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… IV Procedures: Class organization: Old lesson checking: (Omitted) New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES LANGUAGE – Vocabulary - Activity LANGUAGE – Vocabulary - Activity - Explain the task requirement - Listen to the T - Get sts to work individually first to the - Firstly, work individually first to the task, task, then work in pairs to compare the then work in pairs to compare the answers - Give the answers answers - Ask sts to give the answers Bored- boring Interested – interesting - Check and correct the answers Parentless- homeless Useful - Expected answers Disappointed – hopeful Activity Activity - Explain the task requirement - Listen to the T - Get sts to work individually first to the - Firstly, work individually first to the task, task, then work in pairs to compare the then work in pairs to compare the answers - Give the answers answers - Ask sts to give the answers Smartphone E-books Online games - Check and correct the answers Laptop Mobile phones - Expected answers Pronunciation - Activity Pronunciation - Activity - Listen to the T - Explain the task requirement - Firstly, work individually first to the task, OO OO then work in pairs to compare the answers - Give the answers Washing machine Electronic book - Check and correct the answers Food processor Solar charger - Listen to the recording, and write down the Immune system Medical mirror words that they hear Laptop Mobile phone Hearing aid Online game - Ask sts to read aloud the words GRAMMAR - Activity GRAMMAR - Activity - Explain the task requirement - Listen to the T - Get sts to work individually first to the - Firstly, work individually first to the task, task, then work in pairs to compare the then work in pairs to compare the answers - Give the answers answers Arrived – was talking Was making – rang - Ask sts to give the answers - Check and correct the answers Were playing – began Saw- was standing - Expected answers Stole- was getting on Activity Activity - Explain the task requirement - Listen to the T - Get sts to work individually first to the - Firstly, work individually first to the task, task, then work in pairs to compare the then work in pairs to compare the answers - Give the answers answers - Ask sts to give the answers Have you visited Did you see - Check and correct the answers Saw Was spending - Expected answers Have never been Activity Activity - Explain the task requirement - Listen to the T - Get sts to work individually first to the - Firstly, work individually first to the task, task, then work in pairs to compare the then work in pairs to compare the answers - Give the answers answers Conducting To surf Printing - Ask sts to give the answers To buy To defrost - Check and correct the answers Consolidation: - Revise what Ss have learnt in unit 1, 2, Homework: - Redo activities at home and prepare for the rest of the Review IV Self-Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… PERIOD 49 REVIEW UNIT 4,5 (L2) Date of planning: ……/……./2018 I Objectives: Knowledge: Skills: Date of teaching: ……/……./2018 - To help students revise what they have learned in unit 4, and - To give them a chance to practice - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups Educational aims: - To encourage Ss to work harder - To provide Ss some motivation II Methods: Integrated, mainly communicative III Teaching aids: - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… IV Procedures: Class organization: Old lesson checking: (Omitted) New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES SKILLS - Reading SKILLS - Reading - Ask sts to the activities and - Check and correct the answers individually first, then work in pairs to Aviator: A person who flies an aircraft compare the answers Glider: A light aircraft that flies without an - Ask sts to give the answers engine Soaring: Flying fast and high in the air - Check and correct the answers Centenary: The 100th anniversary of an event - Expected answers Replica: An exact copy of something 2: T F F T F Speaking Speaking - Get sts to work in groups of 4, take turns - Work in groups of 4, take turns asking and asking and answering questions about answering questions about household chores household chores in their families in their families - After about minutes, ask groups to choose - Choose choose one representatives to report one representatives to report the interview the interview result to the class result to the class - Others give the comments and decide which sts has the best answers - Ask other students to give the comments Listening and decide which sts has the best answers - Listen to the T Listening - Tell sts that they are going to listen to Kate talking about the lifestyles of her father and - Listen to the recording and the task her uncle - Give the answers - Explain the task requirement A B C C B - Play the recording times for sts to listen and the task Writing Writing - Listen to the T - Explain the task - Ask sts to use the information in Listening - Work individually to their writing task task to their writing - Give some more instructions - Work in pairs for peer correction after finishing their own writing - Get sts to work individually to their - Pay attention to the T’s model correction writing task - Ask sts to work in pairs for peer correction + using wifi or 3G technology, full-HD movies, video clips with high resolution, make voice after finishing their own writing - Select one st’s writing for model correction calls/ video calls through the Internet - Give feedback Consolidation: Revise what Ss have learnt in unit 4, and 5 Homework: Redo activities at home IV Self-Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… PERIOD 50 THE FIRST SEMESTER REVIEW (L1) Date of planning: ……/……./2018 Date of teaching: ……/……./2018 I Objectives: Knowledge: - Help sts revise the knowledge they have learnt in the previous lessons - Check how sts understand and remember the lesson they learnt Skills: Integrated skills Educational aims: A good preparation for the coming exam and a positive attitude towards learning II Methods: Integrated, mainly communicative III Teaching aids: - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… IV Procedures: Class organization: Old lesson checking: (Omitting) New lesson: Teacher’s activities Students’ activities Warm up Warm up - Call on sts to introduce themselves - Introduce themselves - Listen to the sts Pre-teaching Pre-teaching - Help sts review the knowledge they learnt in the - Review the knowledge they previous lessons learnt in the first semester CÁC ĐIỂM NGỮ PHÁP CHÍNH Simple present (Hiện đơn): + Use: Be-> am/ is/ are A Diễn tả thói quen tại: Have-> have/ has B Diễn tả thật, chân lí Khẳng định Phủ định Nghi vấn + Trạng từ thường gặp: never, He/ she/ it + V- He/ she/ it + Does + he/ sometimes, usually, often, always, s/es doesn’t + V she/ it +V? as a rule, normally… I/ You/ We/ I/ You/ We/ They Do + I/ you/ + Ex: Mr Vy usually gets up at 4:40 They + V +don’t + V we/ they +V? a.m - Do you go to school on Sunday? Present continuous (Hiện tiếp diễn) - Lan doesn’t know how to use a S + am/ is/ are + Ving computer + Use: A Diễn tả hành động xảy thời điểm nói + Ex: - I’m learning English now B Diễn tả dự định tương lai có mốc thời gian cụ thể - My mother isn’t cooking lunch at + Trạng từ thường gặp: now, at present, at this moment, this moment right now - What are you doing this evening? Present perfect (Hiện hoàn thành): + Use: S+ have/ has/ + PP A Diễn tả hành động xảy khẳng định phủ định nghi vấn khứ kéo dài đến He/ She/ It + has He/ She/ It Has + He/ She/ B Diễn tả hành động xảy + PP +hasn’t +PP It + PP? khứ để lại kết I/ You/ We/ I/ You/ We/ Have + I/ You/ C Diễn tả kinh nghiệm They + have + PP They + haven’t We/ They + + Trạng từ thường gặp: never, just, + PP PP? ever, recently, already, yet, lately, + Ex: - They have just built a hospital in this area for, since, so far… - Tom hasn’t eaten Chinese food before - How long have you lived here? + Use: Diễn tả hành động xảy Simple past (Quá khứ đơn) kết thúc khứ + Be-> was/ were + Trạng từ thường gặp: yestersay, + Have/ has-> had ago, last… khẳng định phủ định nghi vấn Ex: - I went to Hue three day ago S + V-ed/V2 S + didn’t + V Did + S + V? GIÁO ÁN GIẢNG DẠY MƠN TIẾNG ANH 10 – HỌC KÌ I – HÊ ĐÔI MƠI - Did you watch TV last night? - Peter wasn’t at home yesterday evening Ex: - I was watching TV at p.m yesterday - Were they having lunch when you called? + Use: Diễn tả hành động xảy tương lai + Trạng từ thường gặp: Tomorrow, next…… Ex: - Will you go to university after you finish school? - I will say goodbye to you before I leave Danang While teaching While teaching - Give sts handouts to exercises - Receive the handouts from the T - Get sts to the exercises individually, then work in - Do the exercises individually, then work in pairs to compare the pairs to compare the answers answers Post teaching Post teaching - Ask sts to give the answers - Give the answers - Check and correct the answers with the whole class - Correct mistakes - Expected answers: EXERCISE II have never watched EXERCISE I have Is working Is looking Watched Has read had Have had Goes Are doing is cooking Rains/ is raining Work Have not seen met/ has become has come Sings/ is singing 10 eat EXERCISE IV Has not drunk 10 Has travelled will go-stops Will stay- answers EXERCISE III catch Am- count was sitting / saw goes Will help- finishes Went/ was shining will tell – get Will not come- are went/ was having Rained/ was having will tell-ask 10 Will come-see-leave were walking/ began Consolidation: - Summarize the main points of the lesson Homework: - Redo the exercises and prepare for the next lesson APPENDIX Exercise I: Put the verbs in brackets in the present simple or the present continuous tense I (have) coffee for breakfast every day My brother (work) in a shoe store this summer The student (look) up that new word now She (go) to school every day We (do) this exercise at the moment My mother (cook) some food in the kitchen at present She always (cook) in the mornings It (rain) very much in the summer It (rain) now Bad students never (work) hard He generally (sing) in English, but today he (sing) in Spanish 10 We seldom (eat) before 6.30 Exercise II: Put the verbs in brackets in the present perfect or the simple past tense We (never watch) that TV programme Past continuous (Quá khứ tiếp diễn): S+ was/ were + Ving + Use: Diễn tả hành động xảy thời điểm khứ Past perfect (Quá khứ hoàn thành) S+ had + PP + Use: Diễn tả hành động xảy hoàn thành trước hành động khác khứ + Trạng từ thường gặp: after, before Simple future (tương lai đơn): khẳng định phủ định nghi vấn S + will + V1 S + won’t + V1 Will + S + V1? We (watch) a good programme on TV last night GIÁO ÁN GIẢNG DẠY MƠN TIẾNG ANH 10 – HỌC KÌ I – HÊ ĐÔI MƠ I He (read) that novel many times before I (have) a little trouble with my car last week However, I (have) no trouble with my car since then I (not see) John for a long time I (see) him weeks ago I (meet) Mary last night She (become) a very big girl He is very thirsty He (not drink) since this morning It is very hot Summer (come) 10 Mr Brown (travel) by air several times in the past Exercise III: Put the verbs in brackets in the past simple or the past continuous tense He (sit) in a bar when I (see) him When I (go) out, the sun (shine) The light (go) out while I (have) tea When it (rain) , she(carry) an umbrella We (walk) to the station when it (begin) to rain Exercise IV: Put the verbs in brackets in the simple present or the simple future tense We (go) out when the rain (stop) I (stay) here until he (answer) me Wait until I (catch) you I (be) ready before you (count) ten John must eat his breakfast before he (go) out Miss Helen (help) you as soon as she (finish) that letter He (tell) you when you (get) there She (not come) until you (be) ready He (tell) you when you (ask) him 10 I (come) and (see) you before I (leave) for England IV Self-Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… PERIOD 51 THE FIRST SEMESTER REVIEW (L2) Date of planning: ……/……./2018 I Objectives: Knowledge: Date of teaching: ……/……./2018 - Help sts revise the knowledge they have learnt in the previous lessons - Check how sts understand and remember the lesson they learnt Skills: Integrated skills Educational aims: A good preparation for the coming exam and a positive attitude towards learning II Methods: Integrated, mainly communicative III Teaching aids: - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… IV Procedures: Class organization: Old lesson checking: (Omitting) New lesson: Teacher’s activities Students’ activities Warm up Warm up - Call on sts to introduce themselves - Introduce themselves - Listen to the sts Pre-teaching Pre-teaching - Help sts review the knowledge they learnt in the - Review the knowledge they learnt previous lessons in the first semester PASSIVE VOICE: S+ BE+ PP+ BY+ O Cách chuyển từ câu chủ động sang câu bị động: GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HÊ ĐƠI V + O MƠSI + S + be+ PP + BY + O Bị động đơn: S + is/ am/ are + PP + BY + O Bị động khứ đơn: S+ was/ were + PP + BY + O Bị động hoàn thành: S + have/ has + been + PP + BY + O Bị động tương lai đơn: S + will + be + PP + BY + O GERUND AND INFINITIVE Danh động từ động từ nguyên mẫu có to Đứng sau số động Đứng sau số động từ: keep, like, enjoy, mind, từ: hope, seem, expect, practise, delay, miss, plan, decide, agree, suggest, understand, refuse, wish, offer, finish, admit, look promise forward to Ex: We hope to see you Ex: - He likes swimming again Đứng sau giới từ(in, at, Đứng sau tính từ, danh on, to, from, about ) từ, từ hỏi, đại từ bất định, mục đích - She is afraid of going there - It is difficult to this exercise - It is time to go - I don't know what to - Do you have something to eat? - She went to the library to borrow some books While teaching - Give sts handouts to exercises - Get sts to the exercises individually, then work in pairs to compare the answers - Ask sts to give the answers - Check and correct the answers with the whole class - Expected answers: EXERCISE I has just been promoted has taken have you been have you saved has been given has risen has been called haven’t been offered EXERCISE II My bike has been stolen The class meeting has been postponed A new school near our hospital has been built Has Lan been informed of the change? Their assignments haven’t been finished While teaching - Receive the handouts from the T - Do the exercises individually, then work in pairs to compare the answers Post teaching - Give the answers - Correct mistakes Post teaching EXERCISE III making to drive to book to send to meet Taking Wearing to take to receive 10 Opening 11 Reading 12 driving 13 learning 14 to study 15 to get 15 to go 17 studying 18 to take Consolidation: - Summarize the main points of the lesson Homework: - Redo the exercises and prepare for the next lesson APPENDIX Exercise 1: Active or Passive? Underline the correct verb form Tom has just promoted / has just been promoted to area manager of East Asia My father has taken / has been taken English class in the U.S How many times have you / have you been fired? How much money have you saved / have you been saved for your vacation My brother has given / has been given tickets to the concert The population of our city has risen / has been risen to nearly one million A strike has called / has been called by the factory worker They haven’t offered / haven’t been offered more money by the management Exercise 2: Change into passive voice Somebody has stolen my bike → …………………………………………………………… They have postponed the class meeting → …………………………………………………… They have built a new school near our house → …………………………………………… Has somebody informed Lan of the change? →……………………………………………… They haven’t finished their assignments → ………………………………………………… Exercise 3: Supply the corrrect form of the verb in brackets It’s obvious he’s is only interested in (make) money Ann couldn’t find a taxi so I offered (drive) her to the station I managed (book) .two seats on the morning flight I promise (send) .you our new brochure as soon as it’s available Peter was delighted (meet) .a former colleague at the conference I avoid (take) the car whenever possible, especially in big cities My father hates (wear) a tie to work We can’t afford (take) .a vacation this summer The company was pleased (receive) your thank-you letter 10 Would you mind (open) a window? 11 The children are fond of (read) .picture books 12 John is from London He isn't used to(drive) on the right 13 Ba stopped (learn) Chinese years ago 14 My teachers advised me (study) hard 15 Mr Johnson decided (get) another job 16 Our class planned (go) .for picnic 17 My daughter spends two hours (study) maths every day 18 It's very nervous (take) .the exam IV Self-Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… PERIOD 52 THE FIRST SEMESTER REVIEW (L3) Date of planning: ……/……./2018 I Objectives: Knowledge: Date of teaching: ……/ /2018 - Help sts revise the knowledge they have learnt in the previous lessons - Check how sts understand and remember the lesson they learnt Skills: Integrated skills Educational aims: A good preparation for the coming exam and a positive attitude towards learning II Methods: Integrated, mainly communicative III Teaching aids: - Teacher: tape, board, chalk, textbook, cassette - Students: textbook, workbook, pen, pencil… IV Procedures: Class organization: Old lesson checking: (Omitting) New lesson: Teacher’s activities Students’ activities Warm up Warm up - Call on sts to introduce themselves - Introduce themselves - Listen to the sts Pre-teaching Pre-teaching Ngọai lệ: bình thường chữ s phát âm - Help sts review the knowledge they learnt in the previous lessons /s/, có ngoại lệ cần * CÁCH PHÁT ÂM "S" CUỐI: trường hợp danh từ số nhớ: - Chữ s đọc /z /sau từ: busy, nhiều nhiều động từ số /s/ Khi sau phụ âm điếc (voiceless consonants): /f/, /k/, /p/, /t/ ,//,/h/ Ex: laughs, walks, cups, cats, tenths; books / iz / Khi sau phụ âm rít: /z/, /s/, /dz/, / t∫/, / ∫ /, /z/ Hoặc chữ cái: s, x, z, ch, sh, ce, ge Ex: washes, kisses, oranges… // z Không thuộc hai loại Ex: bags, kids, / days … * CÁCH PHÁT ÂM “ –ED” CUỐI: Đây hình thức Past tense Past participle: “-ed ” pronounced as / id /: sau / t, d /: Thường sau chữ t, d: Ex: wanted; decided “-ed ” pronounced as / t /: sau / k, f, p, s, ∫, t∫, h ,/ chữ p, k, f, th, s, sh, ch:.Ex: asked; stopped; laughed “-ed ” pronounced as / d /: Trừ trường hợp : Ex: moved; played; raised Ngọai lệ: Đi - ed tính từ sau phát âm /id/: aged, learned, beloved, blessed, naked, please, easy, present, desire, music, pleasant, desert, choose, reason, preserve, poison - Chữ s đọc /'∫/ sau từ: sugar, sure Stress: 2/ Nói chung, trọng âm thường rơi vào nguyên âm kép dài, rơi vào nguyên âm ngắn /∂/ hay /i/ * Ex: a'bandon, 'pleasure, a'ttract, co'rrect, per'fect, in'side, 'sorry, 'rather, pro'duct, for'get, de'sign, en'joy 3/ Một từ hai vần vừa động từ vừa danh từ thì: Động từ: trọng âm thường rơi vào âm tiết thứ Danh từ: trọng âm thường rơi vào âm tiết thứ EX: 'rebell(n), re'bell(v), export, import, increase, object, perfect, *STRESS - Một số quy tắc để nhận biết trọng âm permit, present, produce, record, 1/ Trọng âm thường rơi vào tiền tố (prefix) hậu refuse * Ngoại lệ: 'promise (n), (v) tố (suffix) 4/ Trọng âm thường rơi vào trước (ví dụ: dislike, unhappy, uncertain, disappointed, hậu tố (suffixes) sau unashamed, forefather * Ngoại lệ: 'foresight, 'forecast, 'unkeep, 'upland, vần: - ION, - IC, - IAL, - ICAL, - UAL, ITY, - IA, - LOGY, - IAN, - IOUS, 'surname, 'subway Dưới vài hậu tố không thay đổi dấu nhấn EOUS, - IENCE, - IENT, - GRAPHY, NOMY, - METRY từ gốc V + ment: ag'ree(thoả V + al: ap'prove(chấp EX: 'vision, uni'versity, phy'sician, thuận) =>ag'reement thuận) => ap'proval li'brarian, Ca'nadian, Au'stralian, V + ance: re'sist(chống V + y: de'liver(giao ex'perience, im'patience, edu'cation, elec'tricity, bi'ology, cự) =>re'sistance (sự hàng)=> de'livery(sự giao a'bility, psy'chology, Au'stralia, ' A ustria, 'Asia, chống cự) hàng) V + er: em'ploy(thuê V + age: pack(đóng gói) => ge'ography, pho'tography, e'ssential, me'chanical, làm) => em'ployer(chủ 'package(bưu ha'bitual, kiện) lao động) V + ing: mathe'matical, po'litical, de'licious, under'stand(hiểu) V + or: in'vent (phát => pho'netics, scien'tific, ge'ometry, under'standing minh) => a'stronomy Ngoại Trừ (exceptions): 'lunatic, in'ventor adj + ness: 'bitter V + ar: beg (van 'politics, 'Arabic, xin) => (đắng)=> 'bitterness(nỗi 'beggar(người ăn a'rithmetic, 'television xin) cay đắng) Ex: bamboo, millionaire, engineer, themselves, saloon, 5/ Trọng âm rơi vào vần cuối balloon, thirteen, Vietnamese, employee, agree, sau đây: - ADE, - OO, - OON, - EE, EEN, picturesque, Cartoon, guarantee, kangaroo, typhoon EER, - ESE, - AIRE, - SELF, - ETTE, *Ngoại lệ: 'centigrade, 'coffee, co'mmittee, 'cukoo, ESQUE 'teaspoon… While teaching - Give sts handouts to exercises - Get sts to the exercises individually, then work in pairs to compare the answers While teaching - Receive the handouts from the T - Do the exercises individually, then work in pairs to compare the answers Post teaching Post teaching - Ask sts to give the answers - Give the answers - Check and correct the answers with the whole class - Expected answers: Consolidation: - Summarize the main points of the lesson Homework: - Redo the exercises and prepare for the next lesson IV Self-Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… PERIOD 53 THE FIRST TERM TEST Date of planning: ……/……./2018 Date of teaching: ……/……./2018 I Objectives: Knowledge: - To check Ss’ study from Unit to Unit -To help Ss to get to know whether they are making progress in studying or not -To help the teacher to apply appropriate teaching methods for each class Skills: - Practice doing MCQ test Education aims: - Students have positive attitude towards learning and testing II Methods: - Integrated, mainly communicative III Teaching aids: - Teacher: Paper tests (40 MCQs), cassettes/ CD player, CD - Students: pens, pencils, erasers… IV Procedures: Class organization: Old lesson checking: ( Omitting ) New lesson: CONTENT OF THE TEST (See in attachment) IV Self-Evaluation: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… PERIOD 54 THE FIRST TERM TEST CORRECTION Date of planning: ……/……./2018 Date of teaching: ……/……./2018 I Objectives: Knowledge: Find out errors in the test so as not to make mistakes the next time Skills: - Develop sts’ ability to correct mistakes and errors Educational aims: - Students have positive attitude towards learning II Methods: - Integrated, mainly communicative III Teaching aids: - Teacher: tape, board, chalk, textbook, answer key - Students: textbook, workbook, pen, pencil… IV Procedures: Class organization: Old lesson checking: (Omitting) KEYS TO ANSWER New lesson: (See in attachment) ĐÁNH GIÁ THANH KIEM TRA DUYE T CUA ̉ LÃNH ĐAO NGƯƠI SOAN GIANG ...GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HÊ Đ? ?I M? ?I - Revising and consolidating of the language in the unit Presentation 20 minutes Consolidation minutes Homework minutes - Providing... TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Trang GIÁO ÁN GIẢNG DẠY MƠN TIẾNG ANH 10 – HỌC KÌ I – HÊ Đ? ?I Lead-in M? ?I Do as appointed Ask Ss to brainstorm with the key work housework Suggestions: - peel... likely to behave in a particular way Trang GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HÊ Đ? ?I words: sociable, M? ?I vulnerable, critical, enormous and tend What does "it" in line 11 and line