Giáo án Tiếng ANh 10 học kì 1 theo chương trình thí điểm theo thông tư 5512. Giáo án được đánh word theo các hoạt được yêu cầu như trong thông tư. Năm đề mực được yêu cầu bào gồm: Objectives, Attitudes, Skills, Teaching Aids, Competence, Procedure....
Period 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 test and a written test - Some requirements of students to study English well - To help Ss have the opportunities to develop their oral fluency - 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 Procedure: Stages Activities Interactions * Game: Lucky Number Warm-up -T divides the whole class into two groups and runs the game T < > Ss - The leader of each group chooses a number for his own group minutes 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? Group work How you learn English? Can you speak English fluently? - T leads Ss in the lesson A Content: Including themes - T introduces the themes T < > Ss Presentation 1 Our lives Our society Our environment Our future > themes are divided into ten topics studies in 10 units 12 minutes - 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: - Revising and consolidating of the language in the unit - 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 Presentation 20 minutes Consolidation minutes Homework minutes them test themselves about what they’ve learnt C Tests: 1- Checking - knowledge frequently for the previous lesson T < > Ss 2- Fifteen- minute test (3 times for each semester) 3- Forty- minute 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: reviews after some units, T < > Ss glossary F Some requirements of students - Read the lesson before studying in class - Do all exercises at home - 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 requires such as pairs T < > Ss 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 E Experience: Period UNIT 1: FAMILY LIFE Lesson 1: Getting Started: Household chores I Objectives: 1.Knowledge: - 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/ - For grammar, that is the distinction between the present simple and the present progressive 2.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 3.Attitudes: - To help Ss get started for Unit with the topic "family life" - To provide Ss some motivation Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Board, chalk, textbook, CD IV Anticipated Problems: Some students may lack vocabulary to understand the dialogue V Procedure A.START/ WARM UP ACTIVITY (4 ms) Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work - Listen and answer the question - Look at the picture and answer the questions - Ask Ss if they often housework and what - Expected answers: housework each member of their family does They are a family LEAD IN - Ask them look at the pictures and guess The father is vacuuming the what they show floor The mother is cooking The son is washing dishes and the daughter is doing the laundry B: ACTIVITY 1: TASK (8 ms) Aims of the activity Lesson content & techniques for organising students’ learning activities - Ask students about the picture: E.g – Who are the people in the picture? - What are they doing? - Plays the recording - Asks students to listen and read along silently Make SS - Pre-teach new words familiar with Possible new words: the topic - +household chores (np): công việc nhà + house finances (np): tài gia đình + laundry (n): việc giặt quần/áo + wasing-up (np): việc rửa bát + grocery (n): hàng tạp hóa + be responsible for (adj): chịu trách nhiệm về… Expected products & assessment of student work - Listen to the recording, practice reading in groups of three - Expected answers: They are a family The father is vacuuming the floor The mother is cooking The son is washing dishes and the daughter is doing the laundry - Underline the words they don’t know - Guess, explain, listen and take notes - Practice new words C: ACTIVITY 2: TASK (15 ms) Aims of the activity Focus on comprehension, develop scanning skill Lesson content & techniques for organising students’ learning activities - Ask students to work in pairs to decide whether the statements are true (T), false (F), or not given (NG) - Have students refer back to the conversation to give reasons for their answers - Go around and supervise check their answers, and give explanations Expected products & assessment of student work - Work individually first and then in pairs to decide if the statements are true (T), false (F) or not given - Provide reasons for their answers - Give the answers - Check and correct - Expected answers: F NG T NG F T D: ACTIVITY 3: TASK (5 ms) Aims of the activity Help SS to learn word Lesson content & techniques for organising Expected products & assessment students’ learning activities of student work - Ask Ss to listen to the recording and repeat the - listen to the recording and repeat words/phrases E: ACTIVITY 4: TASK (10 ms) Aims of the activity Lesson content & techniques for organising students’ learning activities - Tell students to refer back to the conversation to find the verbs/ verb phrases that go with the help Ss to words/phrases in the conversation recognize the - Play the recording again if necessary words/phrase - Ask students to pay attention to words that are s collocations often used together (collocations) then ask them to give some examples Expected products & assessment of student work - Listen to the teacher’s explanation - Do the task - Give the answers - Check and correct * Expected answers Verb/Verb phrases Split, divide, handle Take out Shop for Do Do Be responsibl e for Words/ Phrases (household) chores Rubbish Laundry Groceries Heavy lifting Washing-up Household finances F: ACTIVITY 5: CONSOLIDATION (2ms) Lesson content & techniques Expected products & Aims of the activity for organising students’ assessment of student work learning activities - The aim of this activity is to - Elicit from Ss what they have Repeat the main points: help Ss to Repeat what they leant and briefly consolidate the - The content of the have learnt lesson conversation - The grammar - Some new words HOMEWORK - Ask Ss to complete their work at home and prepare for the next lesson Period UNIT 1: FAMILY LIFE LESSON 2: LANGUAGE I Objectives: Knowledge: - 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, that is the distinction between the present simple and the present progressive Skills: - To promote Ss to develop the skills of working in pairs and groups Attitudes: - To encourage Ss to work harder - To provide Ss some motivation Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: CD, handouts IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure A ACTIVITY1 : VOCABULARY (10 ms) Aims of the activity Help Ss understand word meaning about household chores Lesson content & techniques for organising students’ learning activities Matching the words and phrases with their meaning below - Ask students to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-h) - Provide support if necessary by guiding students to use the context of the conversation to choose the meaning for the words/ phrases List all the household chores that are mentioned in the conversation Then add more chores to the list - Ask students to work in pairs Read the conversation in GETTING STARTED again and list all the household chores that are mentioned in the conversation - Elicit more chores to add to the list Work in pairs Discuss the questions below - Have students work in pairs or groups to ask and answer the questions Expected products & assessment of student work - work individually and the task - Give the answers - Check and correct * Expected answers f 5.b e 6.g a 7.d h 8.c - Work in pairs and the tasks - Give the answers - Check and correct * Expected answers - 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 chores Others - mop/sweep/tidy up the house - bathe the baby - feed the baby - water the house plants - Encourage them to use the chores in the list in their answers Before working in pairs, students may work individually - Ask students to read the list again and write down who does each of the chores in their families - Check to make sure students use the correct verbs/ verb phrases in the correct tense with the name of the chores - Work in pairs and answer the questions - Write down B ACTIVITY 2: PRONUNCIATION (10ms) Aims of the activity Identify and pronounce consonant cluster /tr/, /kr/, /br/ Lesson content & techniques for organising students’ learning activities Pronunciation: Consonant cluster /tr/, /kr/, /br/ 2.1 Listen and repeat the words - Play the recording and let students listen Play it again with pauses for them to repeat each word - Give the meaning of the words if necessary Help students distinguish the three sound clusters - Ask students to work in pairs and take turns reading the words in columns and in rows Then, invite individuals to read the words in one or two rows 2.2 Listen and repeat the sentences - Ask students to read the words in rows, paying attention to the difference between the sound clusters - Play the recording and have students listen to the sentences and circle the word they hear - Check students’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear Expected products & assessment of student work - Listen and repeat - Work in pairs and read aloud * Expected answers b b c a -Read aloud - Listen and circle * Expected answers b b c a C ACTIVITY 3: GRAMMAR (20ms) Aims of the activity Help Ss to practice using the understand the present simple vs the present continuous Lesson content & techniques for organising students’ learning activities The future Perfect 3.1 Read the text and choose the correct verb form - Have students read the text individually once and ask them to pay attention to the words/ phrases such as every day, today, at the moment, and ask them what verb forms are often used in the sentences that have Expected products & assessment of student work - Study the Do you know…? Box - Review the use of the verb tenses they have already learnt in previous years, these words/ phrases Ask students to choose the correct verb form - Ask students to work in pairs to compare their answers - Check students’ answers and then elicit from them the rules of using the present simple and the present continuous + Present simple: daily habits and routines + Present continuous: happening or not happening now, at the moment of speaking 3.2 Complete the sentences, using present perfect or future perfect - Have students work in pairs to give their answers -Observe and help when and where necessary - Ask students to use the words/ phrases: now, at the moment, usually, today, every evening, etc as clues for their answers - Check students’ answers by asking individuals to take turns reading aloud each of the sentences - Work in pairs and answer - Read each sentence carefully, underline the time expressions and circle the correct verb tense Expected answer: does Cooks cleans is watching is doing is doing is tidying up is trying - Work in pairs - Read each sentence carefully, paying attention to the context and the time expressions - Compare the answers in pairs - Give the answers - Check and correct - Expected answer: does, is not cooking, is working is taking out cleans, is cleaning is preparing look after, works is watching, watches D ACTIVITY 4: CONSOLIDATION (4ms) Lesson content & techniques Expected products & Aims of the activity for organising students’ assessment of student work learning activities - The aim of this activity is to Repeat the main points: help Ss to consolidate what - Elicit from Ss what they have - The grammar they have learnt leant and briefly consolidate the - Some new words in the lesson diagrams E HOMEWORK ( 1m) Ask Ss to all the exercises in Work book prepare for the next lesson Period UNIT 1: FAMILY LIFE LESSON 3: READING Sharing housework I Objectives: Knowledge: - To provide learners some 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 Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Pictures, Video clip IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure A ACTIVITY1 : WARM-UP (4 ms) Aims of the activity Lead in the topic of the lesson Lesson content & techniques for organising students’ learning activities - Let Ss watch a video clip about sharing housework and ask Ss “do you always share housework?” - Lead in the lesson Expected products & assessment of student work - Watch a video clip and answer the question B ACTIVITY 2: PRE- READING (6 ms) Aims of the activity Focus Ss’ attention on the reading topic and activate Ss' knowledge about roles in the family Lesson content & techniques for organising students’ learning activities Look at the pictures and answer the questions -Let students work in groups, look at the picture and answer the questions - Ask students to call out the answers to question freely For question 2, ask a representative of each group to give the opinion of the group Expected products & assessment of student work - Work in groups - Look at the picture and answer the question -The answer can be: the mother is doing the washing up the father is tidying up the dining table the first daughter is cleaning the floor the second daughter is cleaning the refrigerator 2.Yes, they are Because they the housework together /Because all members of the family share housework - Practice new words - Pre-teach some new words Possible new words: + individual (n): cá nhân + psychologist (n): nhà tâm lý học C ACTIVITY 3: WHILE- READING (22ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Reading for 3.1 Find the main idea of the passage general idea - Have students read the heading (a-c) first ( Skimming skill) Make sure that they understand all of them and tell students that one of them is the title for the text; they have to read the text and decide which one it is - Ask students to read through the text once without stopping at the words that they don’t know the meaning of, and then ask them to work in pairs to decide on the best title for the text Remind students that the title for the text is the one that gives the general idea of the whole text - Check students’ answers and guide students to the correct choice if necessary by helping them eliminate the sentences that are only about one aspect of the text Read for specific information and identify roles of family Reading comprehension skills 3.2 Look again at the text Can you understand the words from the context? Tick the appropriate meaning for each word from the text - Have students read the text again and underline the words sociable, vulnerable, critical, enormous and tend when they see them on the text - Explain to students how to use context to guess the meaning of the unknown words if necessary 3.3 What does "it" in line 11 and line 14 mean? - Ask students to continue to work in pairs, and find out what it refers to in each of the sentences - Let students read and understand the sentences before and after the one that has the word in it to decide what it means Students can use the elimination technique to give the right answer 3.4 Answer the questions - Ask students to work in groups of three, ask Expected products & assessment of student work - read through the text and the task - Compare their answers with a partner * Expected answer: C - Study the requirement and decide how to the task - Underline the key words and phrases match the key words in the questions - Give the answer * Expected answers 1.a b 3.b 4.b 5.a - Work in pairs, find out what "it" refers to in each sentence - Give the answer * Expected answers Line 11: c - the husband doing housework Line 14: b - the time when everyone work together in the house - Work in groups of three and the task 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 students can underline the key words in the questions - Ask students 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 students’ answers by inviting a representative from each group to give the answer to one of the questions If the students’ answer is incorrect, don’t give the right one at once, but try to elicit it from other students - Give the answer * Expected answers They better at school, become more sociable, and have better relationships with their teachers and friends Because it shows that they care about their wives and this makes their wives happy They may fall ill easily or may think about divorce There is a positive atmosphere for the family D POST- READING (7ms ) Aims of the activity To give Ss a chance to apply what they have read in the text to express their own ideas about the problems and benefits they actually experience in doing housework Lesson content & techniques for organising students’ learning activities * Discussion: - Put students in groups of four and let them discuss the questions freely If students have difficulty with ideas, give them some examples of problems such as problems with time, skills and attitude - One or two groups to report the discussion results to the class Expected products & assessment of student work - Work in pairs - Some pairs present in front of class S1- S2; S3- S4 - The other students ask further questions for their partner D ACTIVITY 4: CONSOLIDATION (5ms) Aims of the Lesson content & techniques for Expected products & assessment activity organising students’ learning activities of student work - Consolidate some main points - Ask Ss to summarize some main ideas of Three Ss present in front of of three people’s the text class opinions E HOMEWORK ( 1ms) - Ask Ss to read the passage again to have deeper understanding about it E HOMEWORK ( 1m) Ask Ss to all the exercises in Work book prepare for the next lesson Period 48-49 REVISION FOR FIRST TERM TEST A Aims: - To practice speaking, reading, listening and writing - To make Ss feel confident of their ability in order to understand and speak English by setting tasks within their competence - To help Ss have the opportunities to develop their oral fluency - To introduce some words and phrases - By the end of the lesson, students will be able to: + Listen for specific information to the written test + Read for general ideas and specific information + Speak English by setting tasks within their competence + Write correct sentences in isolation and in contexts * Language focuses: - Tenses (The present perfect tense) - The passive voice - Infinitives with and without to, gerund - Stress in compound nouns and noun phrases B Preparations: : Handouts, textbook, sub boards and colored chalks C Methods: - The whole lesson: Integrated, mainly communicative - Grammar: Revision - Exercises: Practice and production D Procedures: Stages Activities Warm-up - Greeting and checking attendance - T informs the class of the lesson objectives: Revise the T < > Ss vocabulary, grammatical parts and phonetics in units 1-5 minutes New lesson minutes minutes minutes minutes Interactions I Speaking: - Ask Ss to revise the words and structures to talk about their daily routines, their favourite musicians/ songs, how to keep fit, what kind of volunteer work they would like to do, what they have done to make their community better and which modern inventions they like most II Listening: - T asks Ss to revise the words and structures related to the topic Family life III Reading: T < > Ss - T asks Ss to revise the words and structures related to the topic Music and Volunteer work IV Phonetics and grammar: Phonetic: T asks Ss to revise stress in compound nouns and noun phrases The present perfect tense 2.1 Công thức (+) S + has/ have + Ved2 25 minutes 28 minutes (-) S + has/ have + Ved2 (?) Have/ Has + S + ved2? 2.2 Cách sử dụng – Diễn tả hành động xảy khứ liên quan đến 2.3 Trạng ngữ - just, already, since, for, yet, before, recently, up to now, up to present, lately… Present simple tense: a Form: (+) S + V(s/es) (-) S + do/ does + not + Vo (?) Do/ Does + S + Vo? The passive voice Công thức S + be + Ved2 + (by O) Purpose: - Be used for + V-ing - To infinitives Non- finite verbs: - Infinitives with to - Infinitives without to - Gerunds V Exercises: Exercise 1: Use the correct tense of verbs in brackets: Mr Jackson (paint)………………………… his house since last month I (read)……… the novel written by Jack London several times before The sun (warm) …………… the air and (give) ……………… us light He is in Hanoi now He (be) ……there since I (leave) ……………… Ann usually (do)………… the shopping but today I (do) ………… it When winter (come)…… , they usually (go)…………… skiing The teacher (not arrive)……………….yet Exercise 2: Supply the correct verb form: Don’t forget …………….……… (phone) your mother I love …………… (be) on my own and …….……… (listen) to music Would you like …………….……… (go) to the beach this afternoon? I enjoy …………….……… (read) your letters very much He promised (help)………………………… me the homework Mathew suggested ………….… (go) out for a meal but I wanted …………….……… (stay) at home She couldn’t …….……… (reply) because she didn’t know what to say My friend let me …………….……… (drive) her car She doesn’t allow …………….……… (smoke) in the house 10 I wish that dog would …………….……… (stop) Ss < > Ss T < > Ss T < > Ss T < > Ss minutes …………….……… (bark) It’s driving me mad 11 The film was very sad It made me …………….……… (cry) Change the sentences into the passive voice The maid hasn't washed the dishes They have received an important person People don't use this road very often People speak English here III Consolidation: - T gives comments - Teacher asks Ss to give examples for the grammatical parts above - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson - Prepare for the written test E Experience: Period 50 TEST YOURSELF A Aims and objectives: - To help SS revise what they have learnt and check Ss’ ability to master the knowledge required - By the end of the lesson, students will be able to: + Improve their techniques of doing the simple tests + Improve their knowledge through the test B Preparations: Sheets of papers C Language focus: * Listening: * Phonetics: Stress * Vocabulary: * Reading: * Grammar: * Writing: SAMPLE TEST Choose the word which has the underlined part pronounced differently from the rest A contest B modest C suggest D request A singer B high C child D mind Choose the word whose main stressed syllable is different from the rest A routine B laundry C household D equal A hardware B fasten C harrow D cartoon Choose the underlined part that needs correcting The concert was exciting at the beginning, and it became boring at the end A B C D Don't forget turning off the light before you leave the room A B C D The unemployed in this area doesn't know what to to earn money A B C D Thank you for looking up the children while I was out A B C D Choose the best answer The system controls the movement and emotion of our body A digestive B circulatory C nervous D skeletal 10 She you as soon as she comes back A phones B would phone C will phone D is going to phone 11 It’s raining hard, _ we can’t go to the beach A or B but C so D and 12 3-D printers can be used for complex tools and components A producing B to produce C produced D produce 13 The TV program was _ I felt _while watching it A boring/bored B boring/boring C bored/boring D bored/bored 14 I regret you that the train was canceled A to inform B informing C being informed D to be informed 15 Last year, my class _ to teach the children in a remote area A volunteer B voluntary C volunteered D volunteers 16 They are aware _ the harm of smoking, but they can't stop it immediately A on B of C in D with 17 When I _the new comer, he _outside the classroom A saw/ were standing B saw/ stood C saw/ was standing D was seeing/ was standing 18 I _ many people since I came here in June A met B has met C was meeting D have met 19 _of yellow and white gold? A Is your wedding ring made B Is your wedding ring making C Is your wedding ring make D Did your wedding ring make Choose the most suitable response to complete each of the following exchanges 20 “Why don’t we go out? You look tired.” - “ _ ” A Not my problem B Let’s it C Thanks D Not at all 21 “Have a nice weekend!” _ “ ” A It’s not very long now B Ok Yes, please C No, thanks D Thank you The same to you Choose the word/ phrase that is OPPOSITE in meaning to the underlined part in the following sentences 22 His work is full of careless mistakes A careful B meaningful C hopeless D useful 23 The air conditioner Mary has just bought is very hard to use A difficult B easy C complicated D pleasant Choose the word/ phrase that is CLOSEST in meaning to the underlined part in the following sentences 24 Volunteers become more concerned and aware of the problems facing the world A obvious B worry C bored D worried 25 Their classmates are writing letters of acceptance A information B agreement C refusal D addition Read the passage then answer the questions by circling the letters A, B, C or D Elizabeth Blackwell was born in England in 1821, and went to New York City when she was ten years old One day she decided that she wanted to become a doctor That was nearly impossible for a woman in the middle of the nineteenth century After writing many letters seeking admission to medical schools, she was finally accepted by a doctor in Philadelphia As a determined woman, she taught at the school and gave music lessons to earn money for her study In 1849, after her graduation from medical school, she decided to continue her education in Paris She wanted to be a surgeon, but a serious eye infection forced her to give up the idea After returning to the United States, she realized that it was difficult to start her own practice because she was a woman By 1857 Elizabeth and her sister, also a doctor, along with another female doctor, managed to open a new hospital, the first for women and children She not only was the first female physician and a founder of her own hospital, but also set up the first medical school for women 26 What was the main reason that made Elizabeth’s dream of becoming a doctor impossible? A She was a woman B She wrote too many letters C She couldn't finish her study at the medical school D She couldn't set up her own hospital 27 What was her place of birth? A New York B England C Paris D Philadelphia 28 According to the passage, how many countries did she live in? A B C D 29 All of the following are " first" in the life of Elizabeth Blackwell, EXCEPT: A She became the first female physician B She established the first medical school for women C She and many other women founded the first hospital for women and children D She was the first woman surgeon 30 When did she leave for New York City? A 1821 B 1825 C 1831 D 1835 Read the passage carefully and choose the correct answer (31) traffic lights are an American invention Red – green systems were installed in Cleveland in 1914 Three - color signals, operated by hand from a tower in the (32) _ of the street, were installed in New York in 1918 The first lights of this type to appear in Britain were in London, on the junction between St James’s Street and Piccadilly, in 1925 Automatic signals were installed (33) year later In the past, traffic lights were special In New York, some lights had a statue (34) _top In Los Angeles the lights did not just change silently, but would ring bells to wake the sleeping motorists of the 1930s These are gone and have been replaced by standard models which are (35) _adopted 31 A New B Recent C Modern D Late 32 A middle B heart C focus D halfway 33 A a B in the C in a D the 34 A on B in C of D with 35 A universies B universe C universally D universal Rewrite the following sentences using the words given so that it means exactly the same as the first sentence 36 The last time I went to a concert was when I was 20 years old A I haven’t gone to a concert since I was 20 years old B I haven’t gone to a concert for 20 years C I last went to a concert 20 years ago D I last went to a concert since I was 20 years old 37 My father waters this flower every morning A This flower is watered by my father every morning B This flower is watered every morning by my father C This flower is water by my father every morning D This flower is watering by my father every morning 38 Jane was happy when she read the news A Reading the news made Jane happy B Reading the news made Jane happily C Reading the news makes Jane happy D Reading the news make Jane happy Choose the correct sentence that best combines each pair of sentences in the following questions 39 She shouted and screamed for an hour Then she walked out in tears A Before she shouted and screamed for an hour, she walked out in tears B After shouting and screaming for an hour, she walked out in tears C She shouted and screamed for an hour; yet she walked out in tears D In spite of shouting and screaming for an hour, she walked out in tears 40 This soup is very hot We can’t eat it A This soup is too hot for us to eat B This soup is such hot that we can’t eat it C This soup isn’t too hot for us to eat D This soup is hot enough for us to eat Period 51 FIRST TERM TEST A Aims and objectives: - To check Ss’ understanding - To give marks - By the end of the lesson, students will be able to: + Revise all the language skills and grammatical points which they have studied and used in the second term + Improve their techniques of doing the simple tests + Improve their knowledge through the test B Preparations: - Teacher: Matrix, tests - Students: Pens C Language focus: * Phonetics: - Pronunciation/ Stress * Vocabulary: Words/Phrases/ Collocations related to unit 1,2,3,4,5 * Grammar: - The present simple and present continuous - The future simple with will/ be going to - Passive voice - Adjectives of attitude - Compound sentences - To- infinitives and bare- infinitives - The past simple and past continuous - Adjective suffixes: - ful/less/ing/ed * Reading:Topic: Family life/ Your body and you/ Music/ For a better community * Communication skill: Presentations of projects * Writing: Rewrite the sentences/ Complete the sentences Period 52 FIRST TERM TEST CORRECTION A Objectives: - In this lesson, teacher evaluates Ss’ knowledge and offers a comprehensive review of Ss’ written tests Teacher has an overview of what they can and what they can’t - By the end of the lesson, students will be able to: + Be aware of the mistakes and know how to correct them B Preparations: - Teacher: Students’ tests - Students: Grammar and vocabulary C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: I Answer keys: II General comments: III Common mistakes: IV Experiences: Periods 53-54 REVISION A Aims: - To practice speaking, reading, listening and writing - To make Ss feel confident of their ability in order to understand and speak English by setting tasks within their competence - To help Ss have the opportunities to develop their oral fluency - To introduce some words and phrases - By the end of the lesson, students will be able to: + Listen for specific information to the written test + Read for general ideas and specific information + Speak English by setting tasks within their competence + Write correct sentences in isolation and in contexts * Language focuses: - Tenses (The present perfect tense) - The passive voice - Infinitives with and without to, gerund - Stress in compound nouns and noun phrases B Preparations: : Handouts, textbook, sub boards and colored chalks C Methods: - The whole lesson: Integrated, mainly communicative - Grammar: Revision - Exercises: Practice and production TEST Choose the word which has the underlined part pronounced differently from the rest A legend B lend C defend D pretend A heat B meat C head D repeat Choose the word whose main stressed syllable is different from the rest A healthy B remain C alone A police B result C correct D accept D traffic Choose the underlined part that needs correcting While my mother was cooking, I was reading book and my brother played with toys A while B cooking C and D played I've been studying French since I've started high school A been studying B since C I’ve D started Wind tried to avoiding answering her questions last night A tried B avoiding C answering D last night Our new neighbour is a bored man A our B neighbour C is D bored Choose the best answer A, B, C or D Befriending can offer volunteers the opportunity _ provide support and friendship to a person who may be going through a difficult period A up B on C off D to 10 I _ many people since I came here in June A meeting B have met C was D has met 11.- Look at those dark clouds ! – ‘Yes, it _ in some minutes A rains B are going to rain C will rain D is going to rain 12 My mother is a busy teacher At the end of the day’s work, she is often _ A exhaust B exhausting C exhausted D exhaustingly 13 After marriage, Mrs Hoa always keeps good with her mother-in-law A relative B relation C relate D relationship 14 Remember the letter before you travel tonight A send B sending C being sent D to send 15 David’s part - time job requires a lot of lifting Therefore, he usually carries the boxes weighing up to 50 kilos and he needs effort and energy to move them A light B easy C heavy D simple 16 The _ family, which consists of three or even four generations is only popular in some regions today A nuclear B extended C intended D small 17 My father excuses when I feel like going to the cinema A make always B always make C always makes D always made 18 I didn't like the foods at that restaurant, especially the soup It was _ A tasteful B tasted C tasteless D tasting 19 You can go with us to the event _stay at home watching TV A and B but C yet D or Choose the most suitable response to complete each of the following exchanges 20 “Can I get you something to drink?” - “ _” A I’d like some Coke, thanks B Thank you You’re welcome C Yes, why not? D Yes, you can, of course 21 Mike: “I apologize to you for not keeping my promise” Mary: “ ” A Well, that’s out of question B Your apology is accepted C I am grateful to that D That was very sweet of you Choose the word/ phrase that is OPPOSITE in meaning to the underlined part in the following sentences 22.Doing volunteer work will make your life happier and more meaningful A helpless B hopeless C meaningless D useless 23 It’s dark in here Can I turn on the lights ? A turn off B turn up C turn out D turn round Choose the word/ phrase that is CLOSEST in meaning to the underlined part in the following sentences 24 The lecturer splits the students into four groups A gathers B supplies C divides D provides 25 Every month, the volunteer groups go to remote and mountainous areas to help those in need A empty B faraway C crowded D poor Read the passage then answer the questions by circling the letters A, B, C or D Invention of mirrors Nowadays, among the storming development of high-tech devices such as smartphones or ebook readers, people seem to neglect the existence of certain inventions that date back thousands of years One of those is the mirror People grew a desire to see themselves as they saw their reflections in the surface of water Around the 600s BC, the first mirrors were made from natural materials such as polished stones After a while, people started to use bronze, gold and silver to make mirrors These metals were heavy, so mirrors had very modest sizes Ruling-class people, especially ladies, used them as a fashionable accessory Hardly did they go out without a mirror In the 1st century, the first glass mirrors were invented by the Romans and were made bigger to allow people to look at the whole body However, not everyone cherished the mirror Some people were irritated to find themselves ugly looking at the mirror, and there were rumors that what they saw in the mirror were reflections of sins and demons Nowadays, despite technological advancement, mirrors still play important roles in various modernday fields, such as surgery, transport, architecture and so on In fact, mirrors are utilised in technology and have inspired the inventions of several devices such as cameras or satellites 26 When were the first mirrors made? A In the first century B In the 600s B.C C Four thousand years ago D In the middle of 600 B.C 27 What were the first materials for making mirrors? A Stones B Glass C Metal such as bronze, gold and silver D Only bronze 28 The word "modest " has a close meaning to A brave B humble C proud D large 29 What was TRUE about metal mirrors? A They were very big B They were small C They were extremely expensive 30 Who used mirrors as a fashion item? A Girls and women from powerful families C Young and unmarried girls D They are very beautiful B Girl and women from all families D Both women and men over the world Read the passage carefully and choose the correct answer More and more young people are (31) voluntary work abroad The wild variety of jobs and destinations available is making it an increasingly attractive option for those who have just left school and have a year free before university Many choose to spend these twelve months working in poor countries There they will earn little (32) _ no money But they will be doing something useful and enjoying the experience The work may consist (33) _ helping the local communities, for example by helping to build new road or provide water supplies to isolated rural villages Other projects may concentrate more on conservation or (34) _protection Whatever kind of job it is, it is certain to be worthwhile, and an experience (35) _ will never be forgotten 31 A doing B making C taking D getting 32 A with B but C or D and 33 A of B in C on D to 34 A environment B environmental C environmentalist D environmentally 35 A what B where C that D why Rewrite the following sentences using the words given so that it means exactly the same as the first sentence 36 We can use a ruler to draw straight lines A A ruler is used to drawing straight lines B A ruler used to draw straight lines C A ruler can be used for drawing straight lines D A ruler can use to drawing straight lines 37 No one has used this computer for a long time A This computer has been used for a long time B This computer hasn’t been used for a long time C This computer has used for a long time D This computer haven’t been used for a long time 38 That excursion doesn’t interest me much A I am not very interested in that excursion B I am not very interested of that excursion C I am not very interested with that excursion D I was not very interested in that excursion Choose the correct sentence that best combines each pair of sentences in the following questions 39 We had snack Then we had a look around the shops A Before we had snack, we had a look around the shops B Before we had a look around the shops, we have snack C After having snack, we had a look around the shops D By the time we had a look around the shops, we had snack 40 The first season of Vietnam Idol aired on VTV in 2007 The fifth season aired in 2013 A The first season of Vietnam Idol aired on VTV in 2007, and the fifth one aired in 2013 B The first season of Vietnam Idol aired on VTV in 2007, so the fifth season aired in 2013 C The first season of Vietnam Idol aired on VTV in 2007, for the fifth season aired in 2013 D The first season of Vietnam Idol aired on VTV in 2007, or the fifth season aired in 2013 TEST Choose the word which has the underlined part pronounced differently from the rest A latest B modest C suggest D forest A balance B challenge C career D happy Choose the word whose main stressed syllable is different from the rest A comment B village C culture D protect A hardware B fasten C harrow D cartoon Choose the underlined part that needs correcting We went to the Korean restaurant, so we found out it was closed early A B C D Don't forget turning off the light before you leave the room A B C D Bats usually sleep during the day and they play and eating at night A B C D This virus is a common stomach one, which called the Winter Bug because it is more prevalent in winter A B C D Choose the best answer 9.Many international volunteer organisations are trying to find a to the problem of world hunger A way B method C suggestion D solution 10 I my parents at the weekend I already bought a train ticket A visit B am going to visit C visited D will visit 11 These games are challenging, it’s not easy to spend little time playing them A so B and C for D or 12 I regret you that the train was canceled A to inform B informing C being informed D to be informed 13 At first I thought Jake was an _guy, but tonight I am _with his company A interesting/ interested B interesting/ bored C bored/interested D interested/ boring 14 3-D printing complex tools and components A is used for producing B is used to producing C uses for producing D uses to produce 15 These children encounter many problems and really need our help A disadvantaged B advantaged C disadvantage D advantage 16 You can get access the Interne, via a range of devices such as desktop or laptop computers, mobile phones, and tablets A for B in C of D to 17 My cousin and I on the computer when there a power cut A played - was B were playing - was C played - were D were playing - were 18 Her children their homework yet They are still working on it A hasn’t finished B hasn’t finishing C haven’t finished D haven’t finishing 19 This is the first time I have seen this car Where _? A did it make B did it made C was it make D was it made Choose the most suitable response to complete each of the following exchanges 20 “Have a good day, Peter!” - “ ” A Thanks The same to you B It’s really a good day C The weather is fine D Just a little bit cold 21 “Thank you very much for the lovely flowers.” _ “ _’ A You like flowers, don’t you? B It was an excellent choice C Yeah, the flowers are nice D You’re welcome Choose the word/ phrase that is OPPOSITE in meaning to the underlined part in the following sentences 22 Many people who volunteer work think they are more fortunate than others A lucky B blessed C unlucky D uncomfortable 23 Volunteering also means getting to meet people with a similar passion A alike B identical C common D different Choose the word/ phrase that is CLOSEST in meaning to the underlined part in the following sentences 24.To have chance to enter the final round, you have to eliminate lots of competitors A retain B remove C restrict D reject 25 After a very short time, this kind of music becomes wildly popular among the youth A appealing B attractive C unknown D common Read the passage carefully and choose the correct answer Each summer, the Winant and Clayton Volunteer (26) sends a group of Americans to volunteer in London for seven weeks and (27) housing and a small stipend to help defray the high cost of living After seven weeks of volunteering, (28) _ have two weeks to travel independently before returning to London (29) _ the program and get their flight (30) _ to the United States 26 A program B film C plan D decision 27 A provided B provides C providing D has provided 28 A participations B participants C takings D takers 29 A evaluate B evaluating C to be evaluated D to evaluate 30 A to B back C from D above Read the passage then answer the questions by circling the letters A, B, C or D Modern traffic lights are an American invention Red – green systems were installed in Cleveland in 1914 Three - color signals, operated by hand from a tower in the middle of the street, were installed in New York in 1918 The first lights of this type to appear in Britain were in London, on the junction between St James’s Street and Piccadilly, in 1925 Automatic signals were installed a year later In the past, traffic lights were special In New York, some lights had a statue on top In Los Angeles the lights did not just change silently, but would ring bells to wake the sleeping motorists of the 1930s These are gone and have been replaced by standard models which are universally adopted 31 When were automatic signals installed? A In 1914 B In 1926 C In 1925 D In 1918 32 Which of the following statements is NOT TRUE? A Modern traffic lights were invented by the American B Traffic lights used to be ordinary C There was a statue on top of some traffic lights in New York B In 1918, three-colors signals were installed in New York 33 The lights in Los Angeles would ring bells so as to _ A attract people’s attention B make the sleeping motorists wake up C help the motorists sleep D change the colors 34 What does the word which in paragraph refer to? A traffic lights B standard models C motorists D statue 35 Which of the followings can be the most suitable title of the reading passage? A An American invention B Traffic lights C The history of traffic lights D Traffic lights in America Choosse the sentence that means exactly the same as the first sentence 36 The last time she sent me an email was months ago A She has already sent me an email for months B She has never sent me an email since months C She has not sent me an email for months D She has not yet sent me an email since months 37 They were interviewing her for the job A She has been interviewed for the job B She was being interviewed for the job C She was interviewed for the job D She was interviewing for the job 38 Our children are interested in giving away their old books to needy people A Our children find it interesting to give away their old books to needy people B For our children, it is interesting for needy people to give away their old books C One of the most interesting things that our children is to give away old books to needy people D Giving away old books to needy people is one of our children’s hobbies Choose the correct sentence that best combines each pair of sentences in the following questions 39 He sang very badly Everyone left the room A Everyone left the room, so he sang badly B He sang so badly, but everyone left the room C He sang very badly, so everyone left the room D He sang badly, as a result of everyone leaving the room 40 I was so busy I couldn't come to her birthday party A I came to her birthday party so I was too busy B I was too busy to come to her birthday party C I was busy enough to come to her birthday party D Her birthday party made me really busy ... (adj): tin, đáng ngạc nhiên - get a disease (v): mắc bệnh - Alzheimer's disease (n): bệnh Alzeimer - boost = rise = encourage = promote (v): thúc đẩy, khuyến khích C: ACTIVITY 2: TASK (10 ms) Aims... the complete sentences digestive skeletal respiratory stomach nervous D ACTIVITY 3: TASK 1- GRAMMAR (10 ms) Aims of the Lesson content & techniques for activity organising students’ learning... 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