GIÁO ÁN TIẾNG ANH 10 THEO CÔNG VĂN 5512

Giáo án TIẾNG ANH 10 theo công văn 5512 Violet file word soạn chi tiết tải về chỉ cần in ra không cần làm gì nữa Giáo án TIẾNG ANH 10 5512 soạn theo hướng phát triển năng lực học sinh được soạn theo đúng phân phối chương trình

Preparing date: Teaching date: Class: Period : Preparing date: Teaching date: Class: Period Unit 1: Family life Lesson 1: Getting started I Objectives: Knowledge - By the end of the lesson, Ss 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 Skills - Reading for gist and specific information - Skimming and scanning - Getting ready for skills in Unit - Learning some lexical items related to the topic Family life Attitudes - To help Ss raise their awareness of family life and share housework II Teaching aids and materials - Teacher: Handouts, textbook, lesson plan, pictures - Ss: Textbook, notebook, project plans III Methods: - The whole lesson: Integrated, mainly communicative IV Teaching Procedures: Time/Stages Activities Warm-up * Aim: To get Ss to know the topic about household chores in minutes family life * Contents: ask and answer the questions * Products: practice asking and answering the answers about family life * Steps : Lets Ss work in pairs, ask and answer the questions given on the screen What does your father do? What does your mother do? Who often cooks in your family? Who does the shopping? Who often earns the most money in your family? Who lays the table every meal? Do you often help your mother to clean the house? Who does the washing up in your family? What you often to help your father? - leads in the new lesson Interactions T < > Ss Ss < > Ss New lesson Activity minutes Activity minutes Activity 12 minutes Activity minutes Listen and read: * Aim: - Ss listen to the conversation and practise it with a partner * Contents: - Ss listen to the conversation the first time - Ss practise the conversation in pairs * Products: practice reading the conversation * Steps: - Ss listen to the teacher’s instructions to know what to - T plays the recording, asks Ss to listen and read silently - Ss listen and read silently - T tells Ss to practise the conversation in pairs - Calls one pair to read aloud - Gives comments Decide whether the sentences are true, false or not given * Aim: Ss comprehension reading and know the techniques to complete the task * Contents: Ss work individually to read the statements given, find out keys words - Ss go back to the conversation to find out information needed - Ss decide on T, F or NG * Products: The completion of the task with clear evidence found from the conversation to support their choices * Steps: - T asks Ss to read the statements individually first Then have them discuss in pairs and decide whether the statements are true, false or not given - T encourages Ss to provide reasons for their answers - T asks them to refer back to the conversation to get the necessary information - Ss show their choices - T checks with the whole class and gives feedback Keys: F NG F T T NG Listen and repeat the words * Aim: help Ss know how to read the words Correctly * Contents: listen and repeat the words given * Products: read the words correctly * Steps: - 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 * Aim: help ss to know more about the words related to household chore * Contents: Write the verbs or verb phrases that are used with the words or phrases in the conversation * Products: Verbs / Verb phrases Words split, divide, handle (household) chores take out rubbish -Teacher to the whole class -whole class -Pair work T < > Ss (introduce the task) Individually Ss < > Ss ( compare the answers) T < > Ss ( check the answers) T < > Ss Whole class Individually Consolidation minutes Homework minute laundry shop for groceries heavy lifting washing-up be responsible for household finances * Steps: - 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 partner - T gives feedback * Aim: revise what they have learnt * Contents: list all household chores they have learnt * Products: Ss’ answers * Steps: - Ask Ss to work in groups, list all household chores - Give feedback - T asks Ss to learn by heart the words and phrases related to household chores and duties - Prepare for the next lesson T < > Ss Whole class Pair work Individually Ss < > Ss T < > Ss Preparing date: Teaching date: Class: Period Unit 1: Family life Lesson 2: Language I Objectives Knowledge - To teach Ss to pronounce consonant clusters /tr/, /kr/ and /br/ Correctly in isolation and in context - To teach Ss the words and phrases related to household chores and duties - To teach Ss to use the present simple and the present continuous tense - By the end of the lesson, Ss 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 Skills - To promote Ss to develop the skill of working in pairs and group Attitudes - Ss can understand the responsibility of helping parents with household chores - Encourage Ss to work harder - Provide Ss some motivation III Teaching aids and materials - Teacher: tape, board, chalk, textbook, cassette - Ss: textbook, workbook, pen, pencil… IV Methods - Integrated, mainly communicative V Procedures: Time/Stages Activities warm-up Game: who is faster? minutes * Aim: revise vocab in getting started * Contents: look at the pictures and say the words * Products: words related to household chores * Steps: - T asks Ss look at the pictures and say the words related to the pictures (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 New lesson Task 1: Match the words and phrases with their meanings A Vocabulary: below minutes * Aim: Ss know how to match each word with its definition and read * Contents: Ss find the meanings of words by doing the matching then read aloud * Products: Ss know the meaning and spelling of some new words f e a h b g d c * Steps: - 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 Ss to compare the answers with a partner - T asks some Ss to read the answers - T checks and gives the correct answers: Task 2: List all the household chores that are mentioned in the conversation Then add more chores to the list * Aim: Revise and widen vocabulary related to the topic * Contents: List all the household chores that are mentioned in the Activity conversation, then add more chores to the list minutes * Products: Chores from the conversation: - prepare dinner - cook (do the cooking) - shop - clean the house - take out the rubbish - the laundry - the washing-up - the heavy lifting - be responsible for the household finances Other chores (examples): Interactions T < > Ss Individually Ss < > Ss T < > Ss B Pronunciation: Activity minutes - mop / sweep / tidy up the house - bathe the baby - feed the baby - water the houseplant - feed the cats / dog - iron / fold / put away the cl * Steps: - T asks Ss to read the conversation again and get information to Task individually - Ss elicit more chores to add to the list - Ask Ss to compare the answers with a partner - Ask some Ss to read the answers - Feedback Discussion Work in pairs Discuss the questions below What household chores you usually do? How you divide household duties in your family? * Aim: practice speaking * Contents: Discuss the questions * Products: take turns , answer the questions * Steps: - 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 B Pronunciation: Listen and repeat: * Aim: Ss listen and repeat * Contents: listen and repeat words * Products: * Step: - T plays the recording and Lets Ss listen and repeat - T plays it again with pauses for Ss to repeat each word chorally - T has Ss work in pairs - T invites two or three Ss read again and then give comments - T gives the meaning of the words if necessary - Ss to work in pairs and take turns reading the words Listen to the sentences and circle the word you hear * Aim: To help Ss recognise Corrects clusters Individually Ss < > Ss T < > Ss T < > Ss Ss < > Ss Whole class T < > Ss Individually Activity minutes C Grammar minutes Consolidation minutes Homework minute * Contents: Listen to the sentences and circle the word you hear * Products: b b c a * Steps: - 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 Activity 1: Read the text and choose the Corrects verb form * Aim: revise present simple and present continuous * Contents: choose the Corrects verb form * Products: does cooks cleans is watching is doing is doing is tidying up is trying * Steps: - 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 Corrects 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 - Prepare for the next lesson T < > Ss Individually Ss – Ss Individually Pair work T < > Ss T < > Ss T < > Ss Preparing date: Teaching date: Class: Period Unit 1: Family life Lesson 3: Reading I Objectives: Knowledge - To introduce some new words related to family life and guess the meaning in the context - To help Ss to read for specific information about the benefits of sharing housework - To enable Ss to use new words and to understand the contents by asking and answering the questions through passage and making reference when reading the text - To help them know the benefits of sharing housework in the family - ST can exchange opinions about household chores Skills - Integrated skills - Guessing meaning in context, scanning for specific information and passage comprehension Attitudes - Ss can know the benefits of sharing household chores II Teaching aids and materials - Teacher: Handouts, textbook, lesson plan - Ss: Textbook, notebook III Methods: - The whole lesson: Integrated, mainly communicative IV Teaching Procedures: Time/Stages Activities warm up * picture describing minutes * Aim: To get Ss familiar with the topic of the lesson * Contents: look at the pictures and answer the questions * Products: understand the pictures * Steps: Show the pictures and elicits Ss by asking them some questions: • What are the people in the picture doing? • Do you think they are happy? Why / Why not? New lesson minutes Lead in the new lesson Vocabulary * Aim: help ss know some new words and phrases * Contents: study new words * Products: understand the meaning of vocabulary + enormous ( adj) /i'nɔ:məs/ (very very big/ giant) + sociable (adj) /'səu∫əbl/ + vulnerable (adj) /'vʌlnərəbl/ + critical (adj) /'kritikəl/ * Steps: - Shows the words and pictures, ask Ss to guess the meanings - Reads new words and asks Ss to repeat after the teacher - Calls some Ss to read aloud - Checks the understanding of new words Activity 2: Read the text below and decide which of the following is the best title for it a Doing Housework is Good for Children Interactions T < > Ss T < > Ss T < > Ss Individually minutes minutes minutes minutes b Husbands Who Share Housework Make Their Wives Happy c Sharing Housework Makes the Family Happier * Aim: To focus on general comprehension * Contents: Read the text below and decide which of the following is the best title for it * Products: find the title for passage (c) * Steps: - T asks Ss to read the three heading (a-c) first and asks them if Individually 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 Pair 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 Ss to compare the answers with a partner - Check Ss’ answers and guide Ss to the Corrects choice if necessary by helping them eliminate the sentences that only about one aspect of the text Key: c Activity 3: Read the text again Do you understand the words from the context? Tick the appropriate meaning for each word from the text * Aim: guess the meaning of words in context * Contents: Read the text again then tick the appropriate meaning for each word from the text * Products: have the meaning of the words 1.a b b b a * Steps: - Have Ss read the text again and underline the words sociable, vulnerable, critical, enormous and tent when they see them in Ss < > Ss 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 T < > Ss unknown words if necessary Activity 4: What does ‘it’ in line … mean …? * Aim: guess the meaning of words in context * Contents: find the meaning of the word “it” * Products: have the meaning of the words Key: a c b b * Steps: - T asks Ss to continue to work in pairs, and find out what it refers to in each of the sentences Pair work - 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 Individually elimination technique to get the right answer Task 5: Answer the questions * Aim: read for specific information * Contents: answer the questions * Products: understand the passage and have answers for the minutes Consolidation minutes Homework minute questions Key: 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 * Steps: - 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 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 from 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 elicits it form other Ss Activity 6: Discuss with a partner Do you have any problems with sharing housework? What benefits you get when sharing housework? * Aim: To enable sT to exchange opinions about household chores * Contents: discuss questions * Products: freely express their opinions about household chores *Steps: - Ask Ss to work in the groups of six to discuss the questions - Give them some examples of problems such as problems with time, skills and attitude if they have difficulty with ideas - Call the representative of each group to report the discussion results to the class Individually T < > Ss T < > Ss Group work - Ask Ss to consolidate the main contents - Give feedback T < > Ss - T asks Ss to task page at home - Prepare for the next lesson T < > Ss Preparing date: Teaching date: Class: Period Unit 1:Family life Lesson 4: Speaking I Objectives: Knowledge Group work - To help Ss know their friends’ likes and dislikes in doing housework - To help Ss express and exchange opinions about housework in family life - To help Ss develop the skill of speaking: present their ideas and attitudes towards housework - By the end of the lesson, Ss will be able to: + Talk about their home life + Exchange opinion about household chores + Talk about household chores they often + Express their opinions about the chores they like or dislike Skills - Integrated skills Attitudes -To make Ss responsible for their household chores, show their care to other members in their families II Teaching aids and materials - Teacher: Handouts, textbook, lesson plan, short videos, pictures - Ss: Textbook, notebook III Methods: - The whole lesson: Integrated, mainly communicative IV Teaching Procedures: Time/Stages Activities Interactions Homework *brainstorming minutes * Aim: To help sT have the household chores in mind * Contents: list household chores * Products: have words about household chores *Steps: - T asks Ss to the brainstorming List three household chores you like and dislike T < > Ss Discuss the reasons Ss < > Ss Give comments and lead in the lesson New lesson Activity 1: Which household chores you like doing and which 10 minutes you dislike? Write your answers to the questions in the table below and add a reason * Aim: help Ss express their opinions about household chores * Contents: say what you like and dislike about household chores * Products: express what they like and dislike *Steps: Ask Ss work individually to write at least three household chores they Individually like or dislike And then give the reasons Share the answers with the partners Ss – Ss Call some of them to present the answers orally Likes Name of chore Reasons Feed the cats and dogs Love animals Do the groceries Like shopping Take out the garbage It is not too hard Dislikes Name of chore Reasons Laundry Take much time and quite hard Wash the dishes Often break things 10 minutes minutes * Aim: help Ss know some new words and phrases * Contents: study new words * Products: understand the vocabulary + Contribute to(v) make a great contribution to + Recreation (n) (formal) fun, relax after work + entertainment (n) fun for film, TV… + amusement(n) something you like * Steps: T < > Ss - Show the words and pictures, ask ss to guess the meanings - Read new words and asks Ss to repeat after the teacher Whole class - Call some Ss to read aloud - Check their understanding of new words and correct their pronunciation if necessary Activity 3: Listen to a family expert talking about how the roles of men and women in families have changed and decide whether the following statements are true (T) or false (F) * Aim: Listen for specific information * Contents: Listen to a family expert talking about how the roles of men and women in families have changed and decide whether the following statements are true (T) or false (F) * Products: decide the sentences are true or false T T T F T *Steps: - Tell Ss that they are going to listen to a family expert T < > Ss talking about how the roles of men and women in families have changed Ask them to read all the statements and guess if they are true or false Make sure that Ss understand all the Individually statements T < > Ss - Play the recording and have Ss the exercise Check Ss’ answers Activity 4: Work in pairs Match the word / phrase with appropriate meaning * Aim: guess the meaning of the words minutes Consolidation minutes Homework minute *Contents: Match the word / phrase with iT appropriate meaning * Products: Understand the meaning of these words Pair work e b c d a *Steps: - Let Ss work in pairs to match the word/ phrase with iT Individually appropriate meaning - Ask them if they know the part of speech of the word/ phrase given and then choose the meaning - Call some Ss to tell the answers Give comments Answers: e b c d a Activity 5: Listen again and answer the questions How has the role of men in the family changed? How have men’s and women’s roles become alike? What is the result of ‘equally shared parenting’? * Aim: listen for specific information * Contents: Listen again and answer the questions * Products: get the anwers for the questions They are not the only breadwinner in the family, and they get more involved in housework and parenting Both are responsible for family finances, homemaking and parenting 3.The families become happier and the divorce rate among T < > Ss them is the lowest Individually *Steps: • Ask Ss to read the questions carefully Make sure that they understand what is asked in each question Have them underline the key words if necessary Then play the Ss < > Ss T < > Ss recording and Lets Ss listen to it and answer the questions • Ask Ss to work with a partner to compare their answers • Invite representatives from pairs to present the answer to each of the questions to the class Give feedback and correction if necessary - Ask Ss to consolidate the main contents T < > Ss - Give feedback - T asks Ss to write the dialogue in the notebook - Prepare for the next lesson Preparing date: Teaching date: Class: Period : Unit 1: Family life Lesson 6: Writing I Objectives: Knowledge T < > Ss + To help Ss understand the meaning of the saying about sharing the household chores + To enable Ss to know how to build a household chore chart + To help Ss to write a paragraph about how people in a family share housework Skills + Integrated skills, especially writing 3.Attitude +To raise Ss' awareness of the responsibility for sharing the household chores in their family II Teaching aids and materials - Teacher: Handouts, textbook, lesson plan, short videos, pictures - Ss: Textbook, notebook III Methods: - The whole lesson: Integrated, mainly communicative IV Teaching Procedures: Time/Stages Activities Interactions warm-up Chatting T < > Ss minutes * Aim: create the learning environment * Contents: talk about family members and their household chores * Products: free talk about the topic *Steps: Ask Ss some questions New lesson “Many hands make light work” minutes Activity 1: Work in pairs Discuss the meaning of the saying above Do you agree with it? How does this saying apply to doing housework in the family? 12 minutes * Aim: to know the meaning of the saying about the benefits of sharing housework in a family * Contents: Discuss the meaning of the saying above * Products: - This saying means if many people share a piece of work, it will become easier for everyone How to apply: If all family members contribute to housework, each won’t have too much to Each will have more time for relaxation *Steps: - Ask Ss to work in pairs to discuss the meaning of saying - Call some of them to tell the answers - Ss present the answer - Give comments Activity 2: Read the text about Lam’s family below and complete the chore chart * Aim: help Ss know how members in a family share the household chores and how to make a household chore chart * Contents: complete the chore chart basing on the text * Products: Dad Mending things around the house, cleaning the bathroom Mum Doing most of the cooking and grocery shopping Lam Doing the laundry, taking out the garbage and cleaning the fridge, laying the table for meals, Pair work T < > Ss T < > Ss An 10minutes sweeping the house and feeding the cats (share with sister) Helping Mum prepare meals and washing the dishes, laying the table for meals and washing the dishes, laying the table for meals, sweeping the house and feeding the cats (share with brother *Steps: - Let Ss read through the text about Lam’s family and complete Individually the chart below (Ss are expected to focus on the information Pair work needed only) Individually - Ask Ss to compare the table with their partners T < > Ss - Ask Ss to provide the information they have found Whole class - Give Ss chances to the peer-correction first -Give feedback and correction Activity 3: Read the text again and answer the questions How many people are there in Lam’s family? Why are they very busy? How they split the housework in the family? What household chores does each member of the family do? Do the family members enjoy the housework? What are the benei T of everyone in the family sharing the housework? * Aim: help Ss understand more about how members in Lam's family share the household chores and get the structures and ideas to write a paragraph * Contents: answer the questions * Products: get the answers and the outlines There are four people in Lam’s family Both parents work and the children spend most of their time at school They split the housework equally in the family Dad mends things around the house, cleaning the bathroom Mum does most of the cooking and grocery shopping Yes, they They it willingly The burden is not on one or two members, so everyone has time to relax * The outline of the paragraph about how people in the family share the household chores + Introduction: how many people, who the members are etc (questions & 2) + How the family members share housework, what each of them (questions & 4) + What family members thinks of sharing housework together (questions & 6) Individually *Steps: - Let Ss to read the questions to know what information they Ss – Ss will have to find in the text this time - Ask Ss to compare the results with their partners - Invite some Ss to present their answers in front of the class - Give Ss chances to the peer- Correction first - Correct and give feedback -Call some Ss to draw the structures and ideas to write a paragraph - Ask Ss to make an outline of the paragraph about how people in the family share the household chores in groups of Activity 4: Make your family chore chart Then using the ideas in the chart, write a paragraph about how people in 10 minutes your family share housework based on the ideas in the chart You can use the questions in as clues for your writing * Aim: To help Ss know how to build a family chore chart and write a paragraph about how members in a family share housework together * Contents: Make your family chore chart Then, using the ideas in the chart, write a paragraph about how people in your family share housework * Products: have their own chart of household chores *Steps: - Let Ss make their own household chart individually - Invite some to show their Products and ask the class to give comments - Give feedback and correction - Let Ss write the paragraph in groups of or in minutes - Observe and give help if necessary - Ask Ss to exchange their paragraphs for peer comments - Walk around to give help, noting down good idea as well as errors in Ss’ pieces of writing - Give general comments and writes good ideas in one column and errors in another My family, like many other ones in a modern society, shows equality in daily life in term of sharing the household chores We all lead a busy life when my parents go out to work and we spend most of our time at school Coming home we share the household chores equally among us My mother is in charge of going shopping and doing the cooking My father usually does the heavy lifting and repair electronic household appliances My sister, Linh, likes doing the washing and cleaning the house She does it very carefully As the youngest members in the family, I just simple things such as watering the flowers, feeding the pets and laying tables for meals We are all happy to perform our duties, and we think each of us play an important role in keeping the house clean, the home warm and happy - Ask Ss to consolidate the main contents Consolidatio - Ask Ss to tell class how to write a paragraph about how n people in your family share household work minutes - Give feedback Homework - T asks Ss to write the dialogue in the notebook Whole class Individually Individually T – Ss T – Ss T < > Ss T < > Ss minute - Prepare for the next lesson Preparing date: Teaching date: Class: Period: Unit 1: Family life Lesson 7: Communication and culture I Objectives: Knowledge - By the end of the lesson, Ss will be able to: + Understand and read about inventions in Asian countries + Talk about family life in different cultures (Viet Nam and Singapore) + Discuss the sharing household chores in the family + Get knowledge of family life in different cultures (Viet Nam and Singapore) Skills + Integrated skills, especially listening and reading Attitude +To raise Ss' awareness of the responsibility for sharing the household chores in their family II Teaching aids and materials - Teacher: Handouts, textbook, lesson plan - Ss: Textbook, notebook III Methods: - The whole lesson: Integrated, mainly communicative IV Teaching Procedures: Time/Stages Activities Interactions 1.Warm up * Checking attendance T < > Ss minute Chatting New lesson Communication: minutes Discussion: Who does what in your family? Activity : Look at the pictures What is the person in each picture doing? Do you think they are happy? Why? or Why not? * Aim: Get Ss to tell what each person in his/ her family does * Contents: Describe the picture * Products: The man is cleaning the house, doing the laundry and cooking The woman is taking care of the baby, cooking, cleaning the house at the same time They are too busy with their household chores and certainly unhappy *Steps: - Let Ss look at the pictures and answer the above questions - Get answers T – Ss -Give feedback Activity 2: Listen to the TV talk show Who said what? * Aim: help Ss understand the attitude of each speaker about sharing minutes household duty * Contents: Listen to the TV talk show and decide Who said what * Products: Mr Pham Hoang c,e Ms Mai Lan a,f Mr Nguyen Nam b,d 10 minutes 11 minutes *Steps: - Tell Ss that they are going to listen to a TV talk show and have to find out who said what in the show - As Ss how many people take part in the talk show and who they are Individually (three, Mr Pham Hoang, Ms Mai Lan, and Mr Nguyen Nam) - Have Ss read the statements (a - g) and make sure that they understand all of them - Check if Ss know the meaning of some words and phrases such as household financial burden, homemaking, join hands, provider and neat Help Ss get the meaning if they don’t know the words by asking them questions or by providing them with the Vietnamese equivalents of the words / phrases T – Ss - Play the recording - Have Ss listen and the activity - Ss may need to listen to the recording more than once to complete the activity Activity 3: Work in groups Discuss the questions Then, report your group’s opinions to the class * Aim: To talk about their opinions about sharing housework in the family * Contents: Discuss the questions * Products: give their opinions - Ask Ss to work in groups of four to discuss the questions - Tell Ss to refer back to the ideas in Activity to answer the Group work questions, but they can also express their opinions freely - Call some groups to report their group’s opinions to the class Culture: Read the two texts about family life in Singapore and in Viet Nam then answer the questions * Aim: To help Ss know more about the family life of the two countries * Contents: Read the two texts about family life in Singapore and in Viet Nam then answer the questions * Products: understand the passage and have the answers Pair work T – Ss Consolidation minutes Homework minute *Steps: - Ask Ss to work in pairs One reads the texts about family life in Singapore and the other reads the texts about family life in Viet Nam, then each writes down his/ her answers to the questions about his / her texts - Help Ss with some vocabulary - Ask some Ss to present their answers - Feedback - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss T < > Ss Preparing date: Teaching date: Class: Period: Unit Family life Lesson 8: Looking back and project I Objectives: Knowledge - By the end of the lesson Ss are able to: + Exchange opinions about the household chores + Use words and phrases related to topic Family life + Pronounce and recognize the words cluster sounds /tr/, /br/, / kr / + Use the present simple and the present continuous tense Skills + Integrated skills, especially writing Attitude - To raise the Ss’ awareness of revising and applying the language and the skills they have learnt throughout the unit to perform a task in a real-world situation II Teaching aids and materials - Teacher: Handouts, textsbook, lesson plan, short videos, pictures powerpoint lesson, - Ss: Textsbook, notebook III Methods: - The whole lesson: Integrated, mainly communicative IV Teaching Procedures: Time/Stages Activities Interactions * Checking attendance T < > Ss Stabilization (1m) New lesson Pronunciation: 7minutes * Aim: help Ss review the way to pronounce the three sound clusters /tr/, /kr/ and /br/ * Contents: Listen and underline the words that have the consonant cluster sounds * Products: /tr/ /kr/ /br/ treasure crab brave tractor crown bride trunk creature bracelets trampoline crazy bring *Steps: - Introduce the task and play the recording - T asks Ss to underline the words having cluster sounds /tr/, /br/ , / kr / - Call on some Ss to read the sentences Vocabulary: Activity 1: What chores are the people doing? T < > Ss Individually 10 minutes 10 minutes minutes * Aim: revise some of the Vocabulary items used in the unit * Contents: look at the pictures and decide the chores in the pictures * Products: say out the chores cooking shopping for groceries doing the laundry/washing clothes taking out the rubbish cleaning the toilets washing up/ washing the dishes ironing sweeping the house watering houseplant/ flowers 10 feeding the cats/pets *Steps: - Have Ss work in pairs to write the name of chore under each picture - Check Ss’ answers by asking them to write the names of chores on the board next to the number of the picture Activity 2: Use the words/ phrases in the box in their correct form to complete the texts * Aim: Use the vocabulary in contexts * Contents: Use the words/ phrases in the box in their correct form to complete the texts * Products: Understand the words does the cooking shops for groceries does the heavy lifting laundry ironing takes out the rubbish sweeping the house lays the table does the washing-up *Steps: - Tell Ss to read the texts carefully, using the contexts clues to decide which word / phrase can be used to complete each gap in the texts - Check Ss’ answers and provide Correction if necessary Grammar: Activity 1: Finish the sentences with either the present simple or the present continuous I (write) to you to tell you how much I (miss) you Jack is away on business, so I (look after) his dog Nam always (look) untidy He (wear) dirty jeans now Pair work T < > Ss Individually T < > Ss minutes Project 10 minutes I can’t answer the phone now I (cook) the dinner Excuse me, you (read) your newspaper? Could I borrow it? What people in your family (do) in the evening? * Aim: revise the present simple and the present continuous tense * Contents: Finish the sentences with either the present simple or the present continuous * Products: understand these two tenses am writing, miss am looking after looks, is wearing am cooking are you reading *Steps: - T explains the instructions to Ss clearly T < > Ss - Ss work in pairs to finish the sentences - Ss are required to find out the signals for the two tenses Pair work - T calls Ss to read aloud the sentences with the answers Individually - T confirms Ss’ understanding by asking others to give comments - T corrects and gives feedback T – Ss Activity 3: Work in groups Discuss the following questions Then report the results to the class * Aim: Review the language they have learnt in the lesson * Contents: Discuss the following questions * Products: give their opinions Question 1: Yes, we should Because the housework makes us responsible for the family That is also a way for us to show love to our parents and our family Question 2: Due to the limit of time for study and our age, we can light work only Question 3: I usually look after the pets, water flowers, take out the garbage or sweep the floor *Steps: - Ask Ss to work in groups to discuss the questions - T goes around and helps Ss with the new words or structures Group work - Call some groups to report the results to the class - T listens and makes comments T – Ss Project * Aim: explore the topic in a collaborative way * Contents: Do a survey Find out - how many classmates live in a nuclear family and how many live in an extended family; - how many classmates have both parents working; - how many classmates spend at least one hour a day doing housework; - how many classmates have parents who spend at least one hour a day helping them with their homework; -what your classmates think the ideal family is like * Products: interview some Ss *Steps: - T tells Ss what they need to in this activity - Ss work in groups of or - The survey can be done during in class or during the break - Ss are told to go around and ask their classmates questions to gets Group work information for their project - T also takes part in the project to see how the interviews are going Ss – Ss on - T is always ready to support if they need any help -T encourages each group member to speak for at least minutes Consolidation minutes Homework minute - Ask Ss to consolidate the main contents - Give feedback T < > Ss - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss BÀI KIỂM TRA KẾT THÚC UNIT Sở Giáo dục Đào tạo Hà Nội Trường THPT Ngọc Hồi ĐỀ KIỂM TRA ONLINE TIẾNG ANH 10 LẦN NĂM HỌC: 2021 -2022 THỜI GIAN: 60 PHÚT (40 CÂU TRẮC NGHIỆM) (Thí sinh không sử dụng tài liệu) Họ tên: Lớp Unit 1: Family life A A A A A A A A A 10 A 11 A 12 A 13 A 14 A 15 A 16 A 17 I usually _ my younger sister when my parents are always on business pick up B take care of C look for D take charge of Ms Duyen asked me how she could _ household chores equally in her family make B divide C give D contribute In my family, my father always takes charge of doing the lifting strong B hard C heavy D huge My mother told me to the yesterday but I forgot about it as I had much homework to finish wash-up B laundry C childcare D exercises _ the rubbish in early morning is a part of my daily routine Taking out B Pulling out C Coming out D Bringing out My wife is going on her business next week so I have to most of the chores around the house distribute B hold C take D handle Ms Duyen found it difficult to be in charge of the household _ financial B financially C finances D financers _ is the person who works at home and takes care of house and family Servant B Homemaker C Breadwinner D Houseman When his wife gave birth to a baby boy, Mr Nam become the sole housemaid B housekeeper C father D breadwinner My mom and I often go to the supermarket to shop for _ at weekends cook B groceries C heavy lifting D the chores After eating the dinner, I have to the and then my homework every day wash-up B washing-up C washing-ups D washings-up Her husband is very kind He always cares her and never puts all of the housework _ her about-in B for-in C about-on D with-on To Hoa, her father is the best person in the world He always sets a good _ for her Role B behavior C example D action We take in doing the washing-up, cleaning the floor and watering the flowers Turn B out C around D turns His doctor advised him _ To smoke B against smoking C smoking D not to smoking After getting married, Ms Huong always has a good _ with her mother-in-law association B relation C friendship D relationship In many countries, divorces to rise because of long-standing conflicts A 18 A 19 A 20 A 21 A 22 A B 23 A 24 A 25 A 26 A 27 A 28 A 29 A 30 A 31 A 32 A 33 A 34 A 35 A 36 A 37 A 38 A 39 tend B have C aim D encourage Parents are recommended to with teachers in educating children part B collaborate C separate D disagree In spite of poverty, we manage to _ our children properly give up B go up C make up D bring up She decided to find a job to money instead of just staying at home and being a housekeeper lend B take C borrow D own When having days off, he always helps his wife the house clear up B sort out C tidy up D mess up My mother is _ for taking care of the home and the family responsible B takes the responsibility takes the duty D assumes the responsibility It’s unfair to state that women’s job is to look _ everyone in the family and takes care the house in-on B after- in C of-of D after-of David’s part time job requires a lot of Therefore, he always carries the boxes weighting up to 50 kilos and he need effort and energy to move them light lifting B easy carrying C heavy lifting D simple chores A family consists _ people who care about one another By B from C of D with Part of is learning to accept and respect yourself and another growing B cleaning C bringing D taking To be an effective father, one must have a good with his wife, be ready to parents, and really want to have children relative B relation C relationship D relating She’s asked Steve to the cinema this evening up B for C out D in How you intend to _ with the problem? face B deal C handle D split The company publicly apologized and agreed to contribute some money _ charity to B at C for D with My granddaughter _ my weekly shopping for me goes B does C practices D gives That song was popular _ people from my father’s generation among B for C with D over The school _ a lot of emphasis on teaching children to read and write gives B has C puts D causes The food is ready – Could you please _ the table for me? lay B prepare C give D make The $50,000 loan from the bank helped her _ her own business to start B starting C started D to starting I share a house _ other people, which is annoying by B from C of D with Every day I spend a lot of time _ that room clean B cleaning C to clean D to cleaning My husband likes classic music, I, on _ hand, like all kinds other B the other C another D others The teacher asked us to form a circle and _ hands A join B give C shake D make 40 Being afraid _ the dark, she always slept with the light on A at B in C of D about Link làm thi online https://sites.google.com/view/test-u1-10d3-lan-1/home ... ONLINE TIẾNG ANH 10 LẦN NĂM HỌC: 2021 -2022 THỜI GIAN: 60 PHÚT (40 CÂU TRẮC NGHIỆM) (Thí sinh khơng sử dụng tài liệu) Họ tên: Lớp Unit 1: Family life A A A A A A A A A 10 A 11 A 12... sentences Vocabulary: Activity 1: What chores are the people doing? T < > Ss Individually 10 minutes 10 minutes minutes * Aim: revise some of the Vocabulary items used in the unit * Contents:... the listening that they are going to listen Activity 2: * Vocabulary Pair work T < > Ss T < > Ss 10 minutes minutes * Aim: help Ss know some new words and phrases * Contents: study new words *