TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Lead in

Ask Ss if they often do housework and what housework each member of their family does

Ask them look at the pictures and guess what they show

Mother: cook/prepare meals (do the cooking), wash the clothes (do all the laundry),

You: clean/sweep/mop the house/the floor, Father: take out the garbage, do some cooking

• She's busy doing her work. She spends time both going out to work and taking after her family
• She's a student. She is busy doing her homework. She often has too much homework to do but she also helps with the housework
• He also goes out to work to support the family, but he also shares the household tasks with his family member

1. Listen and read

Ask Ss listen to the recording and read the conversation

• ask sb out for a game of tennis - go out with sb
• prepare dinner - do the cooking
• work late - help with the housework/cooking
• share the household duties - study for exams
• divide household chores - split the chores equally
• shops for groceries/ do shopping - clean the house
• do the heavy lifting
• do all the laundry/ wash the clothes
• do the washing up/ wash the dishes
• take out the rubbish/garbage
• handle/take responsibility for/ be responsible for most of the chores around the house
• be responsible for the household finances
• homemaker - breadwinner
• housework, household/ domestic

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

chores/tasks/duties/

2. Work in pairs. Decide whether the statements are true (T), false (F) or not given (NG) and tick the correct box.

Ask Ss to work in pairs and do the task Asks Ss to give the reasons for their answers

1. F 2. NG 3. F 4. T 5. T 6. NG

3. Listen and repeat the words/phrases

Ask Ss to listen to the recording and repeat the words/phrases

household chores household finances

heavy lifting laundry

rubbish groceries

washing - up

4. Write the verbs/verb phrases that are used with the words/phrases in the conversation

Ask Ss refer back to the conversation and do the task

split, divide, handle (household) chores take out rubbish do laundry shop for groceries do heavy lifting do washing - up

be responsible for household finances

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

VOCABULARY

1. Matching the words and phrases with their meaning below.

Ask Ss to do the tasks and compare the results with their partner

1. f 2. e 3. a 4. h

5. b 6. g 7. d 8. c

• the act of washing plates, glasses, pans
• an action that requires physical strength
• a person who manage the home, raise children
• earn money from a job - instead of
• routine task
• food/ other goods at a shop/ supermarket

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

2. List all the household chores that are mentioned in the conversation. Then add more chores to the list.

Ask Ss to work in pair. Read the conversation again and do the task

Elicit more chores to add to the list

• prepare dinner - cook (do the cooking)
• shop - clean the house
• take out the rubbish - do the laundry
• do the washing up - do 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
• feed the cat and dog - iron/fold/put away the clothes
• lay the table for meals - mow the lawn

3. Work in pairs. Discuss the questions below.

Ask Ss to work individually, read their list of chores and write down the person who does each of the chores

Let Ss work in pairs or in groups to ask and answer the questions

I often help my parents V/to V

I often help with N/Ving in my family I take the responsibility for Ving/N

I am responsible for

My main responsibility is to V

....

PRONUNCIATION

1. Listen and repeat

Play the recording and let Ss listen Play it again with pauses for them to repeat each word

Do as appointed

/tr/ trash

/kr/ crane, crack

/br/ brush

2. Listen to the sentences and circle the word you hear.

Ask Ss to read the word in rows paying attention to the difference between the sound clusters

Play the recording and let Ss listen to the sentences and circle the word they hear

1. Her brother borrowed her motorbike and crashed it - b
2. The crane has been there for quite a while - b
3. I like bread with butter - c
4. Is it true that he quit? - a

GRAMMAR

1. Read the text and choose the correct verb form

Let Ss read the text individually once and ask them to pay attention to the words/phrases such as every day, today, at the moment

Ask them to work in pairs to compare their answers

Elicit the use of the present simple and the present progressive

• daily habits and routines
• is happening or not happening now, at the moment of speaking

1. does 2. cooks 3. cleans 4. is watching

5. is doing 6. is doing 7. is tidying up 8. is trying

• housewife - do most of the housework
• Mother's Day - do it all for her
• watch one's favourite programme on TV
• try hard - make it a special day for sb

2. Use the verbs in brackets in their correct form to complete the sentences

Let Ss work in pairs to give the answers Ask them to give clues for their answers

1. does, is not cooking, is working 2. is taking out

3. cleans, is cleaning 4. is preparing

5. look after, works 6. is watching, watches

• work on an urgent report
• prepare for one's exams divide the duties in the house

look after the children work to earn money

watch out now = presently = currently

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Lead in

Inform Ss of the lesson objectives: Read and understand the text about roles in the family

PRE READING

1. Look at the pictures and answer the questions

Let Ss work in groups, do the task

the mother is doing the washing up

the father is tidying up the dinning table the first daughter is cleaning the floor

the second daughter is cleaning the refrigerator

Yes they are because they do the housework together. all members of the family share the housework

WHILE READING

2. Read the text below and decide which of the following is the best title for it

Let Ss read the three heading a, b, c first and make sure they understand all of them

Ask Ss to read through the text once without stopping at the words that they don't know the meaning

Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text

Help them eliminate the choice that is only one aspect of the text

c. Sharing housework makes the family happier

• be considered + a + N/to be
• woman's duty - the rest of the family
• help out
• be good for all the relationships within the family
• be good for sb as individual - psychologist
• realise enormous benefits
• do well/better at school - become more sociable
• have better relationships with sb
• learn good skills - be more responsible
• tend to V - overall good people
• see sb Ving - care about sb
• put all of the housework on sb
• contribute to the household chores
• be vulnerable to illness - think about divorce
• work together on household chores
• positive atmosphere >< negative
• set a good example for sb - find a way to do st
• work well together - be critical of each other

3. Look again at the text. Can you understand the words from the context? Tick the appropriate meaning for each word from the text

Let Ss read the text again, understand the words: sociable, vulnerable, critical,

1. sociable - friendly
2. vulnerable - able to be easily physically, emotionally or mentally hurt
3. critical saying that st is bad
4. enormous - very very large
5. tend - likely to behave in a particular way

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

enormous and tend

4. What does "it" in line 11 and line 14 mean?

Ask Ss to work in pairs, find out what "it" refers to in each sentence.

Line 11: c - the husband doing housework

Line 14: b - the time when everyone work together in the house

5. Answer the questions

Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words

Let Ss read the text again and locate the parts of the text where they can get the answers

1. children benefit 2. why ... better relationship

3. What may happen 4. family benefit

1. They do better at school, become more sociable, and have better relationships with their teachers and friends
2. Because it shows that they care about their wives and that makes their wives happy
3. They may fall ill easily or may think about divorce
4. There is a positive atmosphere for the family

POST READING

6. Discuss with a partner

Put Ss in groups of four and let them discuss the questions freely

1. I have some problems/ difficulty/ trouble in organizing the time and the order of my housework logically and scientifically
2. Sharing housework makes my family members closer to each other

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Lead-in

Ask Ss to brainstorm with the key work housework

Suggestions:

• peel the potatoes
• run to the shop/ get some eggs

Do as appointed

• Do/share the housework/household/domestic chores/ tasks/duties
• split/divide/handle the household chores
• prepare breakfast, lunch, dinner
• cook breakfast, lunch, dinner

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

• help sb with the dinner ...
• empty the dustbin/dishwasher/waste-bin
• clean the refrigerator/cooker
• put the toy away
• throw out empty bottles
• be responsible for the family/household finances
• work to earn money

• do the cooking, shopping, laundry, washing up, gardening, dusting, ironing, cleaning, heavy lifting, washing
• shop for groceries - make the bed
• water the plants - water/feed the pets
• clean/mop/sweep the house, the floor, the patio
• hoover the sitting room - tidy up the house
• take out the rubbish, garbage
• look after/raise the children - lay/clear/wipe the table
• wash the dishes/clothes - hang the washing out
• iron/fold the clothes - give st a wipe/ clean

1. Which household chores do you like and which do you dislike? Why?

Ask Ss to work by themselves, write at least 3 household chores they like and 3 they dislike then add a reason

More Suggestions:

• mop/tidy up the house It make me tired/It's tiring
• do the laundry It's time consuming
• do the ironing It's not easy. I sometimes burn the clothes

Do as appointed. Like: - cooking I like eating/cooking

• sweeping the floor It's easy/not too hard /I like seeing the house clean after I sweep it
• lay the table I like seeing delicious food on the table
• do the ironing I like to be well-dressed/I like my clothes to be in good conditions
• water the plants/feed the pets I love animals/ I love green plants in my house
• take out the rubbish - It helps to protect the environment

Dislike: - cleaning the bathroom It's dirty

• wash the dishes I often break things when I do the washing up
• do the cooking It's hot and I sometimes cut myself

2. Match Mai's answer with Anna's question and practise the dialogue

Let Ss work in pairs. Ask them to read all the questions and guess the answer.

Do as appointed

What household chores do you do every day? Which of the chores do you like doing the most? What do you like about it?

Which of the chores do you dislike doing the most? 1. c 2. a 3. d 4. b

3. a. Have a similar conversation with a partner. Find out which chores she/he likes or dislikes and why.

Ask Ss to interview their friends and note down on the sheet of paper

• Name: - Household chores:
• Likes Reason
• Dislike Reason

3. b. Report to the class about your partner's likes and dislikes

Ask Ss to go to the board, look at their note and report the result to the class

- Do as appointed

What household chores do you do every day? Which of the chores do you like doing the most? What do you like about it?

Which of the chores do you dislike doing the most?

Like/ enjoy/ fancy/ be interested in/ feel like/ love/ be fond of/ be keen on

Dislike/ hate/ don't like/ detest/

- Do as appointed

I have just interviewed .... about the household chores he/she does in the family.

She/He often ...

She/He likes ... because She/He dislikes ... because

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Lead in

Write down two words wife/woman and husband/man and ask Ss to note down the role of them in the past and in present time

Do as appointed

Woman/wife Man/Husband

• do all the housework - not share any
• be responsible for child- housework

raising/ be financially - go out to work and earn dependent money/ breadwinner

• not have much power in - have the total power in both the society and both the society and family family
• go out to work and look - earn money and share after the family the housework
• have better education, - fair attitude toward have more power in both women

the society and family

1. Look at the chart and discuss the

changes in weekly hours of basic housework by married men and women in the USA

Ask Ss to work in pairs, look at the chart and discuss the changes in the weekly hours of basic housework by married men and women in the USA

Do as appointed

In 1976, married women in the USA did four times as much housework as married men

In 2012, married women in the USA did three-fifths of the housework and married men did the rest.

From 1976 to 2012 the weekly hours of basic housework done by married men increased greatly. This means that married men in the USA tend to share more and more housework with their wives.

2. Listen to a family expert talking

about how the role of men and women in families have changed and decide whether the following is T or F

1. children raising: Both parents have equal responsibility to nurture and to take care of the children
2. Breadwinning: Husband's and wife's careers are equally important
3. Housework: The household chores should be equally divided between the wife and the husband

Do as appointed

1. T 2. T 3. T 4. F 5. T

Tape script

Today we'll discuss the changes in roles performed by men and women in the family. Changes in family life have made men's and women's roles more alike than ever as the wives are also be responsible for the family finances.

Family experts say the old notions of who does what in the family may be more and more unclear. Men are not the sole breadwinners for the family like they used to be and they are becoming much more involved in housework and parenting

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

4. Recreation: Both partners have an equal chance at time for their own interests and of course, to be with each other

Experts have found out that families that can keep to those four principles of "equally shared parenting" become happier and the divorce rate is the lowest amongst them.

Because men and women's role in families have become more alike, for couples to balance their work and family life, perhaps, "equally shared parenting" is the best solution. "Equally shared parenting" means the "conscious and purposeful sharing" in domains of life:

3. Work in pairs. Match the word and phrase with appropriate meaning

Let Ss work in pairs to match the word and phrase with its appropriate meanings

Do as appointed

1. e 2. b 3. c 4. d 5. a Provide Ss with the tape script and ask them to fill in the blank

1. alike 2. sole 3. involved

4. balance 5. equally 6. divorce

4. Listen again and answer the question

Ask Ss to read the question carefully and then answer the questions

1. They are not the only breadwinner in the family, and they get more involved in housework and parenting
2. Both are responsible for family finances, home making and parenting
3. The families become happier and the divorce rate amongst them is the lowest

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Work in pairs and discuss the meaning of the saying "Many hands make light work"

Ask Ss to do the task

Do as appointed

This saying means if many people share a piece of work, it will become easy for everybody. This also applies to doing housework in the family. If all members contribute to housework, each won't have to do much.

2. Read the text about Lam's family and complete the chore chart

Dad: mending things around the house, cleaning the bathroom

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

Ask Ss to do the task

Mum: do most of the cooking and grocery shopping Lam: doing the laundry, taking out rubbish, cleaning the fridge, laying the table for meals, sweeping the house and feeding the cat (share with sister)

An: helping mum prepare meals, wash the dishes, laying the table for meals, sweeping the house and feeding the cat (share with brother)

3. Read the text again and answer the question

Ask Ss to do the task

1. There are four people in Lam's family
2. Both parents work and the children spend most of their time at school
3. They split the housework equally in the family
4. The father ...
5. Yes, they do, they do it willingly
6. The burden is not on one or two people, so everyone has time to relax.

4. Make your family chore chart, then using the ideas in the chart, write a paragraph about how people in your family share housework based on the idea on the chart

Do as appointed

• work individually to make family chore chart
• make an outline of the paragraph
• exchange their writing for peer comment

1. Introduction (Q 1, 2) 2. Body (Q 3, 4)

3. Conclusion (Q 5, 6)

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Communication

Discussion - who does what in your family?

1. Look at the pictures and say what is each person doing

Ask Ss to do the task

Mr. Pham Hoang c, e, g Mrs. Mai Lan: a, f Mr. Nguyen Nam: b, d

Tape script

TV host: Good evening, welcome to the Happy Family Programme. Our topic today is "Roles in the family" and our guests are Mr. Pham Hoang, an artist, Mr. Nguyen

GIÁO ÁN GIẢNG DẠY MÔN

TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

Listen to the TV talk show. Who said what?

Ask Ss to read the statements

Play the recording. Ss listen and do the task

The man is doing his housework: do the cooking, cleaning and laundry

The woman is doing her housework: do the cooking, ironing, cleaning, laundry, and looking after the children They are too busy and tired of their household chores. They look unhappy and They are easy to get angry

1. Work in groups. Discuss the questions. Then report your group's opinions to the class.

Ask Ss to do the task

Nam, a teacher and Ms. Mai Lan, a doctor. Now We'll hear what they think the roles of the wife and husband are in today's society. Mr Pham Hoang?

Mr. Pham Hoang: Well, in my opinion, in the family, the husband is the provider while the wife if the homemaker. Her job is to look after everyone in the family and take care of the house to make sure it's clean and neat and that the family has good meals every day. TV host: So you mean the wife has to do most of the housework? What do you think Ms. Mai Lan?

Ms. Mai Lan: Well I don't think so. Women's roles have changed. They also work to share the financial burden with their husbands, so their husbands should share the household duties with them

TV host: I see. What do you think, Mr. Nguyen Nam?

Mr. Nguyen Nam: I agree with Ms. Mai Lan. Homemaking can't only be the job of the wife or the husband. Both should join hands to provide for the family and to make it happy.

Do as appointed

Culture

Read the two test about family life in Singapore and in Vietnam and answer the questions

- Ask Ss to do the task

• Two students read out the texts
• take note new words

nuclear family >< extended family child minder = baby sitter nursing home

Questions Answers

in Singapore In Vietnam Type of family nuclear family extended family

Child caring Nursery Grandparents or

school or child great

minder grandparents Old-person Nursing home Children or caring grandchildren

Educating Taking part in Helping children children activities of with their

Parent homework, Support Group giving them or Parent advice on

Teacher behaviour Association

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

LOOKING BACK

Pronunciation

- Play the recording and let Ss listen and write

/tr/, /br/ and /kr/ above the word that has the corresponding consonant cluster sound. Then, put Ss in pairs to practise reading the sentences

Vocabulary

1. What are the people doing?

- Let Ss work in pairs to write the name of the chore under each picture

2. Use the words/phrases to complete the text

- Ask Ss to read the text carefully, using the context clues to decide which word/phrase can be used

Grammar

1. Finish the sentences with either the present simple or the present continuous

- work in pairs to finish these sentences

2. Work in groups. Discuss the following questions

Put Ss in groups to discuss the questions

• Do as appointed

cream /kr/ brushed /br/ crashed /kr/ tree /tr/ traffic /tr/ try /tr/ created /kr/ brother /br/ brown /br/ bread /br/ breakfast /br/ brave /br/ travelling /tr/ train /tr/ true /tr/ crime /kr/ increasing /kr/

• Do as appointed

1. preparing meals 2. shopping for groceries

3. doing the laundry 4. taking out rubbish

5. cleaning the toilet 6. doing the washing-up

7. doing the ironing 8. sweeping the house

9. watering house plants 10. feeding the cat

- Do as appointed

1. does the cooking 2. shops for groceries

3. does the heavy lifting 4. laundry

5. ironing 6. takes out the rubbish

7. sweeping the floor/house 8. lays the table

9. does the washing up

- Work in pairs, do the task

1. am writing/ miss 2. am looking after

3. looks/ is wearing 4. am cooking

5. are you reading 6. do people in your family do

- Work in groups, do the task

PROJECT

Do a survey

Ask Ss to do the survey

Work in groups, compare your findings and reports to the class.

Let the groups have some time together the assemble the results of their survey

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Lead in

Ask Ss to make a list of healthy and unhealthy things

• Healthy things: fruit, fruit juice, milk, vegetable, vitamin, fish, beef, physical exercise
• Unhealthy things: wine, beer, coffee, cigarette, lack of physical exercise

1. Listen and read

Ask Ss listen to the recording and read the conversation

Alzheimer's disease

boost = rise = encourage = promote brain's memory function

- take notes some new words saying = idiom = proverb sick = ill

lose weight >< gain weight / put on weight disease = illness = sickness = malady

incredible = unbelievable = amazing/surprising get a disease

2. Work in pairs. read the conversation again and answer the question

Ask Ss to work in pairs and do the task

Asks Ss to give the reasons for their answers

- Work in pairs, answer the questions

1. This saying means apples in particular and fruits in general are good for our health
2. Eating apples or drinking apple juice can bring about 3 main benefits: helping you to lose weight, build healthy bones and prevent diseases like cancer.
3. It affects memory or the brain
4. He feels surprised at the benefit of apples and apple juice.

3. Listen and repeat the words/phrases

Ask Ss to listen to the recording and repeat the words/phrases

prevent disease bones weight brain boost healthy

4. Wise words: laughter is the

When I failed my math examination last semester and had

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

VOCABULARY

Matching the words and phrases with their definitions below.

• 1. Matching

Ask Ss to do the tasks and compare the results with their partner

• 1. Practise saying the names of the 5 systems

Asks Ss to take turns to say the name of the 5 systems

- Take notes some new words

circulatory system be made up of

blood vessels digestive system break down the food we eat respiratory system

breathe in oxygen breath out carbon dioxide skeletal system support our body

protect our organs nervous system

controller feel emotions

1. c 2. d 3. b 4. e 5. a

2. Which system do the body parts below belong to?

Ask Ss to work in pair. Put body parts in correct systems

- Do as appointed

1. circulatory system: blood/ heart
2. digestive system: stomach/ intestine
3. respiratory system: breath/ air/lung
4. skeletal system: bone/ spine
5. nervous system: skull/ brain/ nerve/ thinking

PRONUNCIATION

1. Listen and repeat

Play it again with pauses for them to repeat each word

Do as appointed

/pr/ print /pl/ plough /gr/ gradual /gl/ glance

2. Read these sentence aloud

Play the recording and let Ss listen to

- Do as appointed: to read the sentence aloud

GIÁO ÁN GIẢNG DẠY MÔN

TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

the sentences

GRAMMAR

1. Read the following about will and be going to

Let Ss read through the use of will and going to

- Do as appointed

Give examples or explanation if necessary

2. Identify the use of will and be going to

Ask them to give clues for their answers

- Work in pairs, do the task

1. 1 2. 3 3. 5 4. 6 5. 2

3. Put a tick for an appropriate sentence and a cross for an inappropriate one

Ask Ss to work in pairs, read the sentence and do the task

- Work in pairs, do the task

1. x (2) 2. v (4) 3. v (6) 4. v (5)

5. x (5) 6. v (4) 7. v (5) 8. v (1)

4. Complete the following sentences with the right form of will/ be going to

- Ask Ss to work in pairs and do the task

- Work in pairs, do the task

1. is going to rain/will (6/4) 2. won't (2)

3. will/ is going to (4/6) 4. are going to (5)

5. will (4) 6. are going to (5)

7. will (1) 8. am not going to

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Lead in

Inform Ss of the lesson objectives: Read and understand the text about acupuncture

PRE READING

1. Look at the picture and title, do you know anything about acupuncture

Work in groups, do the task

Acupuncture is a traditional medical treatment which is widely used in Asian countries such as China and Vietnam.

GIÁO ÁN GIẢNG DẠY MÔN

TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

Let Ss work in groups, do the task

WHILE READING

2. Read the text below. In pairs or groups, choose the three most interesting things you learnt about acupuncture.

Let Ss read the text and do the task

Ask Ss to report their result to class

- Work in groups, do as appointed

+ one of the oldest medical treatment in the world

+ can ease pain and treat from simple to complicated ailments.

+ There are more than 2000 acu-points where hair- thin needles are placed

+ is considered to be very safe

+ is used as a reliable alternative to modern medicine by a lot of people

+ an estimated 8.2 million American adults have tried acupuncture

3. Read the text quickly and find words which are closest in meaning to the following

Let Ss read the text again, work in pairs and do the task

1. diseases = ailment 2. stop = ease

3. pressure point = acupoint 4. care = precaution

5. choice = alternative 6. cure = treatment

7. proof = evidence 8. enhance = promote

4. Read the text again and answer the questions

Ask Ss to work in pairs, read the text again and answer the questions

1. It's promoting harmony between humans and the world around them and a balance between jin and jang
2. It is believed to promote the body's natural healing capacities and enhances its functions
3. There are more than 2000 nowadays
4. They are soreness, slight bleeding or discomfort
5. Those who have electrical or electronic medical devices inside them
6. Acupuncture is considered as a reliable alternative to modern medicine

POST READING

5. Do you know any other alternative therapies like yoga, acupressure, head massage or aromatherapy

Put Ss in groups, ask them give information they know about other alternative therapies

Ask Ss to report

Yoga consists of light or medium physical exercise which helps to enhance your strength and healing capacities.

Like acupuncture, Acupressure affects your acupoints. However, It's considered to be safer. It helps to release/ease pressure, stress and tiredness

Head massage helps to release pressure, stress and tiredness, helps blood to circulate better.

The aromatherapy use fragrance to make us feel comfortable, it helps us to reduce stress.

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Which of the following

habits are good for you?

Let Ss to discuss in groups and find out which habits are good for them and which are bad for them?

Do as appointed

There are a lot of habits which are good for us. They are being thankful, keeping a routine, doing regular exercise, never giving up, saving money, and reading regularly.

On the other hand, some habits such as staying up late, smoking, watching TV all day, littering, and eating what you like are bad for us.

2. Discuss why some of the

habits are good for you, why some are bad for you. How can you stop the bad habit?

Ask Ss to work in groups to discuss the questions

Do as appointed

There are a lot of reasons why some habits are good for us. Firstly such habits as doing regular exercise and keeping a routine are good for our health. Besides some habits such as reading regularly help us to enrich our knowledge. In addition, other habits make us to behave better and live more independently.

Most of bad habits often affect our health, make us tired and reduce our strengths.

There are some things we can do to stop a bad habits. First of all, we should make a list of negative effects of that habit. Besides, We must find out an alternative to that habit. For example, instead of watching TV too much, you can read books, go out with your friends and take part in other outdoor activities. Last but not least, We are advised to hang out with people who don't have that bad habit.

3. Look at the following text

and read the advice. Do you think you could follow it? Why or why not. Ask them to read the text and discuss with their partner to answer the questions

Do as appointed

We could follow some of these tricks to get rid of bad habits

• swap good habits for bad ones
• think of the benefits you will have when you get rid of a bad habit
• shake up your routine slightly

4. Choose one bad habit and

make a list of do's and don'ts Ask Ss to work in groups and do the task

- Do as appointed

Kick staying up late

Do's Don'ts

Plan things carefully Watch horror films or Finish work early frightening TV programs Eat just enough at dinner Drink coffee and strong tea Wake up early Take naps during the day

GIÁO ÁN GIẢNG DẠY

MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

Do exercise Get up late

Kick smoking

Do's

Don'ts

Make a list of dangerous effects of smoking

Chew sing gum whenever you want to smoke

Only go to non-smoking places

Hang out with smokers

Put/place cigarettes within your reach

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Lead in

Let Ss make a list of food and drink that are good and bad for us

Do as appointed

Good Bad

vegetable/ fruit/ fish meat/ oil/ coffee milk/ fruit juice/ beer and wine/

mineral water alcoholic drink

1. What do you usually have for

lunch and dinner? Do you care about the nutritional value of the things you eat?

Ask Ss to work in pairs, discuss and answer the questions

Do as appointed

I often have rice, meat, and sugary drink

I rarely have vegetable and fruit juice for my lunch and dinner

We know little about the nutritional value of the things we eat

2. Look at the picture below. What

do you think the listening is about? Now listen

Let Ss work in groups and describe the food pyramid

Do as appointed

Look at the food pyramid we can see that in order to control our weight, we should not only have a healthy diet but also do regular exercise.

As can be seen from the food pyramid, we should eat

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

Play the tape twice

more foot from the bottom part of the pyramid (vegetable, fruit, whole grains) and fewer from the top (red meat, refined grains, potatoes, sugary drink and salt)

3. Listen again and decide whether the statements are T or F

Let Ss work in pairs to do this task

Do as appointed

1. F – simple 2. T

3. F - fewer/ at the bottom 4. T

5. F - a quarter of

4. Listen again divide the plate into sections and label which food should be in each section

Ask Ss to work in groups and do this task

- Do as appointed

Vegetable (varied)

whole fish, nut grains poultry,

beans

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Build a list of food from your own experience

Ask Ss to do the task

- Do as appointed

2. Read the fact below. Do you have some of these foods on your list?

Ask Ss to do read the text More:

• Read the text and note down new words
• allergies: shellfish, mussel, shrimp, crab, seafood, milk, wheat, soya, peanuts
• bad breath: garlic, onion, fish, curry, alcohol, cabbage
• stress: caffeine-containing food: coffee, cola, chocolate

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

- sleepiness: dairy product, cottage cheese, milk, soy product: soy milk, tofu, honey, almonds, banana, poultry, whole grains, beans, rice, avocado, sesame, flaxseed, papayas

tea, alcoholic drink, refined sugar, white flour, salt, saturated fats, processed food, junk food, fast food containing synthetic additives

- sleeplessness: caffeine containing coffee, cocoa, strong tea, coffee, alcohol, fatty/spicy food, (MSG (monosodium glutamate), artificial colours, flavourings)

3. Write inquiries for advice on the diet

Ask Ss to work in groups and do the task

Or:

Dear expert,

I have just had my appendix out/ appendicitis operation last week/ and I was wondering if you could advise me what to eat and not to eat so that I can recover quickly.

Many thanks

Peter

Dear expert,

I have been an expectant woman for two months and I really wonder which foods are good and which are not good for me and my baby. I would be very grateful/thankful if you could give me some information about this.

Thank you

Linda

Dear expert,

I am going to have my stomach operation next week and I know that what I eat may have some effect on my recovery after the operation. Could you give me some advice on this. Thank a lot

James

4. You are the food specialist, give advice Ask Ss to work in groups to do this task

Ask Ss to exchange their writing for peer comment

Do as appointed Dear Linda,

Pregnancy is a very important and sensitive period on which foods and drinks have great influences. They provide nutrition and necessary substances for the development of the baby.

You are advised to eat whole grains with fish, beef, poultry or red meat which make up half of your plate in your major meals. They will provide you and your baby enough amount of protein.

For the other half of the plate, you should eat vegetables and fruits which are rich in vitamins and fibres.

Besides, you drink about 2 litters of water, or fruit juice per day. This ensures that you and your baby are well hydrated.

Three glasses of milk each days will provide you and your baby with carbohydrate and micro-substance

You shouldn't smoke during you pregnancy in case your baby may be defected or mentally retarded.

You shouldn't drink caffeine containing and alcoholic drink.

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Communication

Discussion - who does what in your family?

Look at the pictures. Which parts of the body does each activity benefit?

Ask Ss to work in groups and do the task

1. In pairs or groups, discuss why these activities are healthy

Ask Ss to read the statements

Play the recording. Ss listen and do the task

1. Work in groups. Choose a system of the body and make a list of all activities that are good for it

• Do as appointed

Picture 1, 2, 3: People are doing physical exercise. Picture 4: People are swimming and diving.

These activities benefit various parts of our body. They are good for skeletal system, circulatory system respiratory system, nervous system and digestive system.

• Do as appointed

They stimulate our bones, joints and muscles and us to reduce pressure and tiredness (skeletal system) , cause the blood to circulate better (circulatory system), help us to control our breath (respiratory system), make us feel comfortable and relieved so that we can think reasonably(nervous system), help us to break down/digest the food quickly, burn calories (digestive system).

• Do as appointed

Culture

1. Read about the health beliefs and practices in two different countries.

- Ask Ss to do the task

Discuss the similarities and differences in health beliefs and practices between the two countries

1. Do you know any traditional therapy (treatment without medicine)? Share the basic ideas Ask Ss to work in groups, talk about acupuncture

• Two students read out the texts
• take note new words balance >< imbalance Herbal medicines

indigenous/local folk practices cost-effective

• Do as appointed

Vietnamese and Indonesian people have both similarities and differences in their health beliefs and practices. For the similarity, that is the use of herbal and traditional medicines to treat the ill. In these both countries, traditional treatments, and herbs are considered to be safe, effective and affordable. For the differences, Vietnamese people consider the imbalance of yin and yang as the cause of sicknesses while Indonesian people believe that illnesses are caused either naturally or personally. That is the reason why folk medicine Vietnamese practicers try to restore the yin/yang balance whereas Indonesian ones pay attention to restoring normal, proper and comfortable

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

LOOKING BACK

Pronunciation

- Play the recording and let Ss listen and write

/pr/, /pl/,/gr/,/gl/ above the word that has the corresponding consonant cluster sound. Then, put Ss in pairs to practise reading the sentences

Vocabulary

Complete the following sentences with a word or phrase about the body

• Let Ss work in pairs to do this task

Grammar

Underline the word in italics that best completes the sentence

• Ask Ss to work in pairs to do the task

• Do as appointed

prince /pr/ play /pl/ prime /pr/ producing /pr/ glance /gl/ pray /pr/ grimm /gr/ grounding /gr/ growth /gr/ grass /gr/ ground /gr/

• Do as appointed

1. brain 2. lung/heart 3. digestive

4. skeletal 5. respiratory 6. stomach

7. nervous

- Do as appointed

1. will become (4) 5. is used
2. are broken down and converted 6. won't go (3)
3. is going (5) 7. are supported by
4. are stimulated 8. is going to rain (6)

PROJECT

1. Go round the class and ask other students to rank the order of importance of the following categories in staying healthy.

- Do as appointed

Diets/ Personal hygiene/ Medical Care/ Leisure Activities

Lan thinks/ believes that

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

Ask Ss to work in groups and do the task

2. Report your findings to the class Let Ss to present the findings in front of the class

In Lan's opinion

... is the most important to stay healthy Next is ...

it is followed by ...

... is more important than ...

.... is less important than ...

... is the least important.

Knowledge/ Skills

Numbers of Questions

Total Points

Levels of questions

easy

fair

hard

very hard

1. Listening

8

2

4 (1.0)

3 (0.75)

2 (0.5)

1 (0.25)

2. Pronunciation

4

1

2 (0.5)

2 (0.5)

0

0

3. Use of language

12

3

4 (1.0)

5 (1.25)

2 (0.5)

1 (0.25)

4. Reading

8

2

2 (0.5)

4 (1.0)

2 (0.5)

2 (0.5)

5. Writing

5

2

0

2 (0.5)

2 (0.5)

1 (1.0)

Total

37

10

12 (3.0)

12 (3.0)

8 (2.0)

5 (2.0)

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

- Gives the answer keys

• Explains some knowledge
• Answers Ss’s questions

• Compare the answer keys with their performance
• Revise some knowledge
• Ask questions

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Listen and read

Ask Ss listen to the recording and read the conversation

- Read the conversation, take notes new word

pop star/ teen idol/ excite female fans/ look passionate on stage/ deceiving/ platinum album/ biography/on the Internet/ win second place in the Idol Contest/ home country/ become popular/ homemade/

post st on the internet/ superstar/ (video) get over ....

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

Explain new words if necessary

views/ solo artist/ single/ debut album/release = publish

2. Work in pairs. Decide whether the statements are true (T), or false

(F) and tick the correct box.

Asks Ss to give the reasons for their answers

Work in pairs, do the task

1. T 2. F 3. F 4. F 5. T

3. Read the dialogue again and give answer to the questions

Ask Ss to work in pairs, and do the task

Work in pairs, ask and answer the questions

1. They are talking about a young pop star
2. He looked shy and passionate
3. He won second place in an Idol contest
4. His mother did
5. They gained over 10 million views
6. He had four singles enter top 40 before his first album

4. Find the adjective which describe the teen idol and write them down then discuss their meanings

Ask Ss refer back to the conversation and do the task

shy: not at ease with other people

passionate: having a keen enthusiasm or intense desire for st

talented: a person with good natural ability popular: widely liked or appreciated

well-known: famous

5. Reread the dialogue. Circle the verbs which are followed by infinitives

decide to buy began to post

the first solo artist to have four singles

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

VOCABULARY

1. Use the word in the box to complete the definitions

- Do as appointed

1. talent 2. pop

3. idol 4. contest

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG AN

H 10 – HỌC KÌ I – HỆ ĐỔI MỚI

Ask Ss to do the tasks and compare the results with their partner

5. fan 6. clip

2. Discuss the equivalent Vietnamese meanings of the words from a to g. Ask Ss to work in pair and finish the task

Work in pairs, do the task

1. c 2. a 3. b 4. d

5. f 6. e 7. g

3. Use the words to make sentences about the music or singers you know

Ask Ss to work in groups, and make sentences from given words

Let Ss present their results

- Work in groups, do as appointed

1. My Linh is a one of the most popular solo singers in VN
2. "..." is My Tam's debut album
3. A lot of photos taken at Ho Ngoc Ha's Live Show were posted on the Internet

4. Expand your vocabulary. Add more related words

Ask Ss to work in groups, add more related words Let Ss present their results

- Work in groups, do as appointed

Music: concert, album, live show, solo, single, video clip, band, orchestra, musician, singer, composer,

Contest: competition, audience, judge, fan, star, singer, pageant

PRONUNCIATION

1. Read the conversation in getting started again. Circle words that have the ending sounds /est, Ənt, eit/

Let Ss read the conversation again and do the task

Work in groups, do the task passionate

talent contest

2. a Listen and repeat

Play the recording and let Ss listen

Play it again with pauses for them to repeat each word

Do as appointed

/est/ contest

/Ənt/ achievement

/eit/ stage

2. b. Listen again and circle the word you hear.

Ask Ss to read the word in rows

Play the recording and let Ss listen to the sentences and circle the word they hear

- Do as appointed

passionate/best talent/different guest/date/ test achievement/ parent

3. Can you write down some more words for each ending

Ask Ss to work in groups and do the task

- Work in groups, do as appointed request/ development/ penetrate

GRAMMAR

Compound sentences

Match the conjunctions and, or, but, so with their meanings

Let Ss work in pair and do the task

1. Match each heading with the correct end

Ask Ss to work in groups of four and do the task

- Work in pairs, do the task

1. d 2. c

3. a 4. b

- Work in groups of four, do the task 1. c 2. e 3. a

4. b 5. f 6. d

GRAMMAR

Infinitives. Use the infinitive to complete the following sentences

Let Ss work in pairs to give the answers

1. to sing 2. to make 3. to do

4. sleep 5. Ride 6. to buy

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Lead in

Let Ss brainstorm the names of some current contest TV shows

What are your favourite TV contest shows?

* Do as appointed, answer the question freely. Have you seen Vietnam Idol?

... Sao Mai Television Singing Contest?

... The Voice?

What do you think about them?

1. Look at the logos. Are you familiar with them? Tell a partner what you know

Idol: A Global Smash Hit - great success in the world

Ask Ss to work in groups and discuss what they know about the logos

More: c. Vietnam Idol is a part of the Idol Franchise of the original reality program Pop Idol by Simon Fuller. The first season of Vietnam Idol aired on May 23 2007 on HTV 9 and the fourth season aired on August 17, 2012

* Do as appointed

1. Pop Idol, created by the British entertainment executive Simon Fuller, is a music competition which began on British ITV on October 6 2001 to select the best new young pop singer in the UK based on viewer voting and participation
2. Who wants to be a millionaire or informally called Millionaire is an American TV quiz show based upon the British program of the same title, which offers a maximum prize of $ 1,000,000 for correctly answering a series of consecutive multiple choice questions

2. Read the text below discuss the significance of these years 2001, 2002, 2007 and 2012

Ask Ss to read through the text once without stopping at the words that they don't know the meaning

Ask them to work in pairs to find out the significance of these years

* Do as appointed

2001: the year that Pop Idol was first launched in the UK

2002: The beginning of the American Idol 2007: The first season of Vietnam Idol 2012: The fourth season of Vietnam Idol

3. Circle the appropriate meaning for each word from the text

Let Ss read the text again, find out the words from the text

Ask Ss to work in pairs, choose the answers

* Do as appointed

1. b 2. a

3. a 4. a

5. b

4. Ask and answer the questions

Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to

* Do as appointed

1. The Idol format
2. It came from the UK
3. 12 years

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Read the following TV blurbs. Complete the table with the notes from each show then compare and contrast the show with a partner

Ask Ss to work by themselves, complete the table then share their answer with their partner

Do as appointed VN Idol

• To find a pop star
• The winner will be chosen by a celebrity panel and home viewers
• The winner will get a recording contract with VNR records

Who Want to be a Millionaire

• To find a winner who will get a big sum of money
• The winner will answer a series of general knowledge questions
• The amount of prize-money increase with the number of questions

2. Imagine you are a TV producer. You are creating a new show. Make a list of details about your show

Let Ss work in groups, develop their imagination to create a TV show

Let representatives from different groups to go to the board and give their presentations

Do as appointed

Show name: Laughter's Show

Show type: Entertainment TV Show

Time: 45 minutes, Saturday evenings from 8.00 - 8.45

• To find out the winner who can refrain from laughing when participants are put into humorous situations
• The winner will be awarded a 30-day traveling tour around VN

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Lead in

Ask Ss to write down different kinds of music that they know Ask them what kinds of music they like:

Do as appointed/ Pop music/ Folk music/ Country music/ Rap/ Hip-Hop

1. Do you know these artists? Discuss their name

Ask Ss to work in pairs, look at the picture and give the names of these artists

Do as appointed

1. Trinh Cong Son 2. Luu Huu Phuoc

3. Michael Jackson 4. Elton John

2. Listen to the following song excerpt. Tell your partner what you thought about and how you felt while you were listening to it

Play the tape once

Do as appointed

That's the song Tien Quan Ca by Van Cao

I feel excited, patriotic and proud of my country whenever I hear this song

Listen to the recording and work in pairs to do the task

3. Now listen to the conversation between Anna and Nam. What are the speakers talking about? Circle the best answer.

Play the tape twice

Do as appointed C

The speakers are talking about favourite songs Listen to the recording and work in pairs to do the task

4. Listen again and answer the question Ask Ss to read the question carefully and then answer the questions

1. "I have a dream" by Abba
2. Inspirational songs
3. His favourite songs inspire him and he can learn lessons from them
4. Rap or Hip-hop

5. Work with a partner. Tell him/her about your favourite music. Give reasons

Ask Ss to work in pairs, talk about their

Do as appointed

I like folk music because it's sweet and soft. It helps me to relax and reduce stress. It makes me find easy to go to sleep.

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Do you know this man? Read the following paragraph. Match each of them with the corresponding headings

Explain the word biography

Ask Ss to work in pairs and do the task

Do as appointed

1. b
2. c
3. d
4. a

2. Work with a partner to ask and answer questions

Ask Ss to work in pairs and do the task

Do as appointed

1, 2. Van Cao was born in 1923 in Hai Phong

1. It was Tien Quan Ca
2. He died in 1995 in HN
3. Answers vary

He was one of the greatest Vietnamese composers, a man of many talents and devoted all his life to the career of music.

3. Write a biography, using one of the fact files

Ask Ss to do the task

Do as appointed

Luu Huu Phuoc was born on September 12, 1921 in Can Tho. He was one of the most famous figures in culture. He is remembered as a composer of many lively patriotic wartime songs, children songs and the occasional opera.

Among his most well- known works are Bach Dang Giang; Tieng Goi Thanh Nien, Giai Phong Mien Nam. For his great contribution to Vietnamese culture, he was appointed many important positions. He was a

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Communication

Match the name with the picture

Ask Ss to do the task

1. Read and complete the sentence using the names above

Ask Ss to read the sentence and work in pairs to do the task

1. Listen to the recording, ask and answer the questions

Ask Ss to read the questions and check understanding

Play the tape twice

Ask Ss to work in pairs and do the task

Do as appointed

a. Chopin b. Elvis Presley c. Michael Jackson

1. Tchaikovsky e. Johann Strauss f. Van Cao Do as appointed
   1. Johann Strauss 2. Tchaikovsky

3. Elvis Presley 4. Van Cao

5. Chopin 6. Michael Jackson Do as appointed

1. Their are three speakers
2. They are talking about a local entertainment programme
3. It is going to take place in the City Opera
4. Mai will buy the ticket

Culture

1. Read the texts and do the task that follow

- Ask Ss to do the task

• Two students read out the texts
• Take note new words mono chord

back vocal

2. Work with a partner, complete

Quan Ho singing Dangdut music

GIÁO ÁN GIẢNG DẠY MÔN

the table

Ask Ss to work in pairs and do the task

TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

Vietnam Indonesia

Folk music Pop music

Four singers Eight singers

Bamboo flutes, s36- Both traditional and stringed musical modern musical instrument instruments: drums flutes,

electric guitars, organs

3. Listen to the music. Ask and answer the following questions

Let Ss to work in pairs and do the task

Do as appointed

1. Nhu Co Bac Ho trong Ngay Vui Dai Thang
2. Pham Tuyen
3. Answers vary

Yes. I like it. It's a good song about HCM President.

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

LOOKING BACK

Pronunciation

1. Listen and repeat the following sentences

- Play the recording and let Ss listen and write

/est, Ənt, eit/ above the word that has the corresponding consonant cluster sound. Then, put Ss in pairs to practise reading the sentences

2. Listen and write down the words Vocabulary

1. Complete the text with the appropriate words from the box

• Do as appointed

/est/ /әnt/ /eit/

• Do as appointed

1. passionate /eit/
2. talented /әnt/
3. confident /әnt/
4. modest/est/

- Do as appointed

1. It came from Bac Ninh in the 13th century
2. A pair of female singers sing a challenging phrase and a pair of male singers respond by singing a matching phrase. The order is reserved in the next round with a different melody.
3. Answer vary

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

2. Read the text

- Ask Ss to read the text carefully, using the context clues to decide which word/phrase can be used

3. Describe

Grammar

1. Complete the following compound sentences

- Ask Ss to work in pairs to finish these sentences

2. Read the following sentences. Underline the incorrect form of the verb

Put Ss in groups to discuss the questions

3. Rewrite the incorrect sentences

1. Quan Ho Singing is a kind of Vnese folk music which originated in the 13th century and was recognised by UNESCo in 2009
2. Dangdut music is a kind of exciting Indonesia pop music which is played with a combination of traditional and modern musical instruments such as drums, flutes, electrical guitars and organs.

* Do as apppointed

- Work in pairs, do the task

1. I will not be able to go to the concert tomorrow night
2. Let me to explain what the music except means
3. He asked me sing a few songs by Van Cao
4. His performance makes me to fall asleep
5. My sister never agrees to let me to go to the rap show

- Work in groups, do the task

1. I will not be able to go to the concert
2. Let me explain
3. he aske me to sing
4. His performance makes me fall
5. My sister never agree to let me go

PROJECT

Research a song of Quan Ho Singing or a Dangdut song. Think about the following questions

- Do as appointed

Where did it originate? How long has it been popular? What are its influences? Do you like it?

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Language Vocabulary

1. Match the phrases in A with the

Do as appointed

1. c d
2. e a

GIÁO ÁN GIẢNG DẠY MÔN TIẾ

NG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

correct one in B

3. b

2. Complete the conversation, using the words from the box

* Do as appointed

1. lift weights 2. go rollerblading

3. exercise 4. exercise

5. watch TV

Pronunciation

3. Write the words in the correct columns and read them aload

* Do as appointed

Tr: train, traffic, travel, treat, trash Kr: crash, credit, critical, cream, crime Pl: play, plum, please, plough, place Gl: glide …

Ant: statement Eit: create, late

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Grammar

4. Put the verbs into the correct form

Do as appointed

1. is coming – don’t want
2. don’t make – am studying
3. speaks – is speaking
4. am – will bring
5. isn’t working/ doesn’t work – will fix

5. Write the following sentences without changing the meaning of the given sentences

Do as appointed

1. This road isn’t used very often
2. David is not often invited to parties
3. Fruit juice is included in the menu
4. Mr Miller’s room is cleaned every day
5. The music can be heard from far away

6. Match the beginnings in A with the ends in B

Do as appointed

1. c 2. d 3. e

4. a 5. b

Name

Yes

No

00. Ted

√

30. Jill

31. Sue

32. Brian

GIÁO ÁN GIẢNG D

ẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

- Gives the answer keys

• Explains some knowledge
• Answers Ss’s questions

• Compare the answer keys with their performance
• Revise some knowledge
• Ask questions

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Listen and read

Ask Ss listen to the recording and read the conversation Explain new words if necessary

- Read the conversation, take notes new word volunteer (n, v) do volunteer work voluntary voluntarily

disadvantaged by chance advertisement for volunteer positions be hopeless at math meaningful

2. Read the dialogue again and give answer to the questions

Ask Ss to work in pairs, and do the task

Read the dialogue again

Work in pairs, ask and answer the questions

1. at 2 p.m. yesterday afternoon
2. He was teaching children at the Happy Mind Charity Centre
3. Yes, he was. At first, many of his children couldn't read and write
4. It's useful to the society and meaningful
5. We raised funds to help the poor

We bought handmade products by the handicapped We visited the sick and gave them money

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

VOCABULARY

1. Read the conversation again, find the adjectives

Ask Ss to do the tasks and compare the results with their partner

- Do as appointed

-ed: disadvantaged, interested, excited

-ing: interesting, exciting

-ful: useful, helpful, meaningful

-less: hopeless, meaningless

2. Use the words in the brackets with their appropriate form

Ask Ss to work in pair and finish the task

Work in pairs, do the task

1. meaningless 2. interested

3. hopeless 4. useful

5. excited/ meaningful 6. exciting

PRONUNCIATION

1. Listen and repeat

Play the recording and let Ss listen

Play it again with pauses for them to repeat each word

Do as appointed

/nd/ second

/ng/ interesting

/nt/ announcement

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

2. Practise saying the following sentences

Ask Ss to read the sentences Correct mistakes if necessary

- Do as appointed

GRAMMAR

1. Rewrite the sentences in the past tense, using the time expression in the brackets

Let Ss work in pair and do the task

- Work in pairs, do the task

1. I wore Jeans to school yesterday
2. My sister and I bought a lot of clothes last summer
3. My father read newspapers in bed last night
4. My mother made my bed last Sunday
5. I wrote letters to my grandparents yesterday afternoon

2. Match 1-5 with a-e and complete the sentences in the past simple or the past continuous

Let Ss work in pairs to give the answers

1.were walking/started 2. was talking/asked

3. lost/ were playing 4. were sitting/took

5. rang/ was having

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

WARM UP

• Raise the question “Why do people volunteer?”
• Elicit students’ opinions, and encourage different viewpoints.
• Lead sts in to new lesson.

BEFORE YOU READ

Activity 1

• Introduce the title of the reading text and elicit the reasons why people volunteer.
• Ask students to tick the reasons they may read about in the text and then compare their choices with their partners’
• Ask some students to share their opinions with other

BEFORE YOU READ

Activity 1

• Listen to the T
• Work individually first, then work in pairs to share the ideas.

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

students in the class, encourage different viewpoints.

WHILE YOU READ

Activity 2

• Ask students to scan the text and check their predictions in Activity 1.
• Check students’ answers, asking them to give clues from the reading text.
• Expected answers: a, √ b, X c, √ d, X e, √ f, √ Activity 3
• Ask students if they remember strategies to deal with this reading exercise – Gapped text or Missing Sentences.
• Elicit strategies from students and repeat them if necessary.
• Ask students to do this activity individually and then compare with a partner.
• Check students’ answers and give further explanation if necessary.
• Expected answers: 1. D 2. A 3. B 4. C

Activity 4

• Ask students to look back at the reading text to locate the highlighted words
• Ask students to guess the meaning of each of these highlighted words, based on the context.
• Have them choose their meaning, then compare their choices with other friends.
• Check students’ answers.
• Expected answers: 1. A 2. B 3. C 4. B 5. A

WHILE YOU READ

Activity 2

• Scan the text and check their predictions in Activity 1.
• Give the answers.
• Check and correct the answers.

Activity 3

• Read the text quickly to get general ideas of what it is about.
• Read the removed sentences. Think about the meaning of these sentences and make sure they match the meaning of the text before and after the gaps.
• Make sure that the extra sentence doesn’t fit in any of the gaps. If it does, check your work again.

Activity 4

• Look back at the reading text to locate the highlighted words
• Guess the meaning of each of these highlighted words, based on the context.
• Give the answers.

AFTER YOU READ

Activity 5

• Let students work in pairs to discuss the statements.
• Elicit different ways to express giving opinions that students know. Add more if necessary.
• Remind students to take turns speaking, not letting one keep speaking and the other keep listening.
• Call on some pairs to perform in front of the whole class.

AFTER YOU READ

Activity 5

• Work in pairs to discuss the statements.
• Present in class.

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

WARM UP

- Asks Ss to work in pairs to answer the questions.

1. Have you taken part in volunteer work?
2. What kinds of volunteer work do you often do?

Sets the scene: Supposed you are a volunteer and now you decide which activities are volunteer and talk about them.

WARM UP

-Work in pairs for 3 mins, then give answers freely.

Eg: ? Helping people in remote and in the mountainous areas

? Helping old or sick people

? Taking part in directing the trafic…

PRE – SPEAKING

• Ask students to look at the pictures on this page and name the activities in these pictures. Students should comment whether these activities are useful to the community or not.

Activity 1

• Ask students to work by themselves to look at some activities for community development and to match them with the reasons why they are important.
• Check students’ answers.
• Call on individual students to read aloud these activities and give the reasons why they are important.

PRE – SPEAKING

- Pay attention to teacher and then answer;

Funding

Bringing things (clothes) to the needy Raising fund or taking opinions

WHILE SPEAKING

Activity 2

• Have students work in pairs to discuss why the activities in Act 1 are important for community development

-Ask students to prepare ideas to support their reasons.

• Students may have different viewpoints. Encourage these differences, providing that they support their opinions properly.

Activity 3

• Have students work in groups and look at Activities for community development in Act 1
• Ask members of each group to rank the activities in the order of importance.
• Encourage them to discuss to decide on the three

WHILE SPEAKING

Activity 2

• Work in pairs to discuss why the activities in Act 1 are important for community development.

Activity 3

• Work in groups and look at Activities for community development in Act 1
• Rank the activities in the order of importance.
• Discuss to decide on the three most urgent/important things to do in

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

most urgent/important things to do in their local area and explain why.

- Ask students to practice using Useful phrases in speaking.

their local area and explain why.

POST SPEAKING

Activity 4

• Each group chooses a presenter from their group to present the group’s decisions to the whole class.
• Other students in the class may raise questions to ask the presenter for further explanations.
• Ask the class to vote for the group with the best decisions.

POST SPEAKING

Activity 4

• Present the group’s decisions to the whole class.
• Vote for the group with the best decisions.

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

WARM UP

• Put the vocabulary items on the board in any order, eg: war valid, martyr, intersection, the aged, orphanage, remote…..
• Ask the Ss to work in pairs to answer the questions then asks them to run to the board, as a representative.
• Give a Vietnamese translation for one of the words on the board. The first team to hit the correct word gets the point, ready for the next word…..
• Call on some to give the answers aloud in front of the class.
• Lead sts into new lesson.

WARM UP

• Look at the words on the board.
• Discuss in pairs for 2 mins.
• One is a representative and changes, ready for the next word quickly…. to get more points to be winner

PRE – LISTENING

- Ask students to look at the pictures to see what the people in these pictures are doing and why they are doing these activities

Activity 1

PRE – LISTENING

• Pay attention to teacher and then answer.

Activity 1

• Work in pairs.

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 –

HỌC KÌ I – HỆ ĐỔI MỚI

• Have students discuss the questions with a partner
• Students are encouraged to speak about the needy in the community.
• Call on one or two ss to share their stories.

- Speak out the needy.

WHILE SPEAKING Activity 2

• Tell students to match the words with their definitions, then decide the parts of speech of these words.
• Have students compare with their friends.
• Check students’ answers.
• Expected answers:

Public service announcement (noun phrase) Donate (v) Non-profit

Activity 3

• Have students guess their answers, encouraging all possible guesses and explanations.
• Write the students’ guesses on a corner of the board so that they can see if their guesses are correct later.
• Play the recording and let students do the activity.
• Check students’ answers. If many students in the class have the same incorrect answers, play the recording again and stop at the place where students can get the correct answers.
• Expected answers: 1. T 2. F 3. F 4. F 5. T

Activity 4

• Have students listen to the announcement again and do the activity
• Check students’ answers
• Expected answers: 1. C 2. A 3. B

WHILE SPEAKING Activity 2

• Work in pairs to do the task.
• Give the answers.
• Check and correct the answers.

Activity 3

• Firstly, work individually to listen to the recording and do the class.
• Compare the answers with a partner.
• Give the answers.
• Check and correcting the answers.

Activity 4

• Listen again and do the task in pairs.
• Give the answers.
• Check and correct the answers.

POST SPEAKING Activity 5

• Have students work in groups to ask and answer the questions.
• Encourage students to share their personal experience or intentions to volunteer or do community service.

POST SPEAKING Activity 5

• Work in groups to ask and answer the questions.
• Share their personal experience or intentions to volunteer or do community service.

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

WARM UP

- Divide the class into small groups to complete the sentences about writing formal letters in English.

1. You write your address in…….. of the letter
2. The address of the receiver should be written on….. , starting below our address.
3. When the letter starts Dear Sir/ Madam, you end it with

…….

1. You should leave a …between paragraphs Introduce: Today we are going to learn how to write a formal thank – you letter. Now we’re going to revise the characteristics of a form letter.

WARM UP

- Work in pairs and give the answers in each group.

A peer stands up to give the answers with the others

1. the top right-hand corner
2. left
3. “yours sincere”,/ “yours faithfully”,
4. space

- The group which has many correct answers will be winner. Others declare for the winner

PRE – WRITING Activity 1

• Ask students to read the letter and find out the reason why Quan wrote it.
• Students read and discuss with their friends.
• Check students’ answers.
• Expected answers: He wanted to apply for the volunteer teaching job.

PRE – WRITING Activity 1

• Read the letter and find out the reason why Quan wrote it.
• Give the answers.

WHILE WRITING Activity 2

• Have students read the letter again and answer the questions.
• Check students’ answers by asking them to read their answers aloud and correct the wrong answers if there are any.
• Expected answers:

1. He saw the advertisement in the Youth Newspaper on February 22nd.
2. He taught a group of primary students in his area.
3. He taught them for two months.
4. He is creative, patient, and has great love for children.
5. He can give four references.
6. He can start teaching from next month. Activity 3

• Have students read the different purposes of each paragraph of an application letter.
• Have students read the letter again to match each paragraph in the letter with its purposes.
• Check students’ answers
• Expected answers:

Para 1-b Para 2-c Para 3- d Para 4- a Activity 4

• Ask students to read the job advertisement and answer the questions about this job advert.
• Check students’ answers
• Expected answers:

2. Reliable and hard-working

WHILE WRITING Activity 2

• Read the letter again and answer the questions.
• Work by themselves first then compare the answers with other students.

Activity 3

• Read the different purposes of each paragraph of an application letter.
• Read the letter again to match each paragraph in the letter with its purposes.
• Check and correct the answers. Activity 4
• Read the job advertisement and answer the questions about this job advert.
• Answer these questions by themselves first and then check

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

3. Welcoming guests and receiving donations for the organization.

with their partners.

POST WRITING Activity 5

• Have students read the activity. Students may work in pairs or groups to brainstorm the ideas for the letter.
• Go around and helps students when needed.

If time is available, writing can be done in class. If not, this can be assigned as part of the homework.

POST WRITING Activity 5

- Work in pairs or groups to brainstorm the ideas for the letter.

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Communication

Look at the list of activities. Which of them are necessary for community development in your area?

Ask Ss to do the task

1. Work in groups, exchange your opinions

Asks Ss to work in groups to do the task

Do as appointed

• helping the old and the sick
• helping handicapped and disadvantaged children
• Taking part in directing the traffic
• Taking care of war invalids and the families of martyrs

Do as appointed

What is the most important volunteer activity in your area?

I think it's protecting the environment is the most important.

Really? I think directing the traffic is the most important

Culture

1. What do you know about this man

- Ask Ss to do the task

- Do as appointed

2. Read the text about Mahatma

Do as appointed

GIÁO ÁN GIẢNG DẠY MÔN

TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

Gandhi and answer the questions

Ask Ss to work in pairs and do the task

1. He was born in 1869 in India
2. He fought for the rights of coloured people in general and the Indians in particular
3. He helped to make the British leave India so that India became independent in 1947. He also fought for the rights of poor people and women in India

3. Work in groups talk about a person who contributed to the development of your local area/country Share your ideas with your group.

Let Ss to work in groups and do the task

Do as appointed

1. Ho Chi Minh President
2. Dr. Ton That Tung

....

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

LOOKING BACK

Pronunciation

Listen and circle the word you hear

- Play the recording and let Ss listen and circle the word they hear with

/end, ant/

Vocabulary

Choose the word from the box to complete the following sentences Let Ss do this vocabulary exercise in pairs or groups of 4

Grammar

1. Write the sentences. Use the past simple or the past progressive form of the verbs

- Do as appointed

1. B 2. A 3. B

4. B 5. B 6. B

* Do as appointed

1. meaningless 2. excited

3. meaningful 4. interesting

5. donate 6. disadvantaged

* Do as appointed

1. The telephone rang while we were having dinner
2. I was waiting at the bus stop when I received his text massage

GIÁO ÁN GIẢNG DẠY MÔN

TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

- Ask Ss to work in pairs to finish the task

Read the text about Tilly Smith and put the verbs in the past simple or the past progressive

Put Ss in pairs to do this task

1. Read the text again and answer the following questions

1. It started to rain while we were walking home from school
2. Were you listening when the teacher called your name?
3. He was walking along the corridor when he saw a job advertisement on the notice board.

* Do as appointed

1. was having 2. realised 3. was sitting

4. recognized 5. wanted 6. was happening

7. told 8. ran

9. was 10. didn't kill

* Do as appointed

1. She was a school girl from Surrey England
2. She was interested in geography
3. The sea water suddenly receded from the shoreline, which is a symptom of a tsunami
4. She told her parents about the possible tsunami, and her father warned other people on the beach and the staff at the hotel where they were staying about it.
5. Student's own answers

PROJECT

Ask Ss to work in groups, so they can share the workload

Do as appointed

Find someone or place in their community who/that needs help

Find out the problems and suggest solutions

Work out what they can do to help and make a plan

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

WARM UP

• Give some pictures and writes the names of these inventions on board:
  1. Electric cooker b. Refrigerator c. Television d. Washing machine

e. Computer f. Cassette player g. Air conditioner h. Fax machine

• Ask sts to give name for the each modern invention.
• Ask some sts to read their names aloud and then give remarks.
• Lead sts into new lesson.

LISTEN AND READ Activity 1

• Ask students to look at the picture and tell them the two people in the picture are Phong and his father. Let students guess what Phong and his father are talking about.
• Play the recording. Have students listen and read silently.
• Tell students not to worry about the new vocabulary or grammar points.

Activity 2

• Get sts to work in pairs to do the task.
• Call on sts to give the answers on the board.
• Check and correct the answers.
• Expected answers:

1. He promises to reward Phong if Phong passes the English test.
2. Because his old mobiphone is still good.
3. Computers have changed our lives in many ways: faster communication (emails), free entertainment (online games), convenient shopping (online shopping), etc.
4. He will use his laptop for listening to music, chatting with friends, playing games, researching topics on the web and typing his assignment.
5. (Answers may vary) Activity 3

• Firstly, get sts to work individually to do the task.
• Ask sts to compare the answers with a partner.
• Call on sts to give the answers on the board.
• Check and correct the answers.
• Expected answers: 1. C 2. A 3. D 4. B

LISTEN AND READ Activity 1

• Look at the picture.
• Guess what Phong and his father are talking about.
• Listen to the conversation and read after silently.

Activity 2

• Work in pairs to do the task.
• Write the answers on the board.
• Check and correct the answers.

Activity 3

• Firstly, work individually to do the task.
• Work in pairs to compare the answers.
• Write the answers on the board.
• Check and correct the answers.

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

VOCABULARY Activity 1

• Explain to the students that the meaning of a compound noun is not always based on the meaning of its parts.
• Help them to use the dictionary to look for meanings of five compound nouns and their parts.
• Prepare some pictures of a video game, a smart phone, a laptop, and an e-book reader for illustration, if students don’t know these things.

Key a

1. Video game: a game in which players control and move images on a screen (video: film or image; game: something you play for fun)
2. Smartphone: a mobile phone that has some functions of a computer (smart: intelligent, computer-controlled, phone: a telephone)
3. Laptop: a portable, small computer that can work with a battery (lap: top part of your leg; top: upper surface)

Activity 2

• Explain the formation of compound nouns.

+ N + N + N + Adj + V-ing + N

• Remind sts that some compound nouns are written as one word ( e.g: bedroom), some as two words (e.g. swimming pool), ans some with a hyphen (-) in between ( e.g. mother-in-law ).
• Get sts to complete the task in pairs.
• Elicit sts’ answers.
• Check and correct the answers.

VOCABULARY Activity 1

• Listen to the T’s explanation.
• Figure out the meanings of five compound nouns and their parts.
• Look at the pictures.

Key a

1. E-book: A book that is displayed on a computer screen or an electronic device (electronic using microchips to control a small electric current; book: a written work)
2. Email: a way of sending messages to other people by using a computer (electronic: using microchips to control a small electric current; mail: post, letter)

b. No, not always (e.g: laptop)

Activity 2

• Listen to the T
• Take notes
• Work in pairs
• Give the answers.
• Check and correct the answers.
• Key b:

1. d pencil case 4. c headphones
2. e blackboard 5. b food processor
3. a washing machine

PRONUNCIATION

- Explain some simple rules of stress in 2 syllable words.

1. Đa số các động từ 2 âm tiết thì trọng âm chính nhấn vào âm tiết thứ 2.

PRONUNCIATION

• Listen to the T
• Take notes into their notebooks.

4. Tính từ ghép thường có trọng âm chính nhấn vào từ thứ 1, nhưng nếu tính

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

Ex: En’joy - co’llect - es’cape - de’stroy - en’joy - re’peat - A’llow - as’sist - ac’cept re’lax - a’ttract - a’ccent - Ex’plain - de’scend

- for’get - a’llow - main’tain - con’sent

Chú ý: động từ tận cùng bằng ow; en; y; el; er; le; ish: trọng âm ở âm tiết thứ nhất

Ex: ‘offer, ‘happen , ‘answer , ‘enter , ‘listen , ‘open, ‘finish, ‘study, ‘follow, ‘narrow...

1. Đa số các danh từ và tính từ 2 âm tiết thì trọng âm chính nhấn vào âm tiết thứ 1

Ex: ‘mountain ‘evening ‘butcher ‘carpet ‘busy ‘village ‘summer ‘birthday ‘porter ‘pretty ‘morning ‘winter

Ngoại t rừ : ma’chine mis’take a’lone a’sleep .....

1. Danh từ ghép thường có trọng âm chính vào âm

tiết 1 :

Ex: ‘raincoat ‘tea- cup ‘film- maker ‘shorthand ‘bookshop ‘footpath ‘shortlist ‘airline Activity 2

• Play the recording.
• Ask Ss to listen and tick the words they hear.
• Get sts to read outloud the words they hear.
• Check and correct. 1. b 2. a 3. a 4. b 5. a

từ ghép mà từ đầu tiên là tính từ hay trạng từ hoặc kết thúc bằng đuôi “ ed” thì trọng âm chính lại nhấn ở từ thứ 2. Tương tự động từ ghép và trạng từ ghép có trọng âm chính nhân vào từ thứ 2 : Ex: ‘home - sick ‘air- sick ‘praiseworthy ‘water- proof ‘trustworthy ‘lighting- fast ,

Nhưng : bad- ‘temper short- ‘sighted well-‘ informed ups’tair

well – ‘done short- ‘handed north- ‘east down- ‘stream

1. Các từ kết thúc bằng các đuôi : how, what, where, thì trọng âm vào âm tiết 1 :

Ex: ‘anywhere ‘somehow ‘somewhere ....

1. Các từ hai âm tiết bắt đầu bằng A thì trọng âm vào âm tiết 2 :

Ex: a’bed a’bout a’bove a’back

Activity 2

• Listen to the recording
• Tick the words they hear.
• Read out loud the words

GRAMMAR Infinitive and gerund Exercise 1

• Get sts to recall the use of gerunds and infinitves.
• Have sts work in pairs and groups to complete the exercise 1
• Call some sts to give the answers on the board.
• Check and correct the answers.

Exercise 2

• Explain the requirement of the task.
• Have 2-3 sts model the example.
• Divide class into pairs and let them do the activity.

The present perfect. Exercise 1

• Draw the timelines on the board and explain

Exercise 2

• Have sts work in pairs and groups to complete the exercise 2
• Call some sts to give the answers on the board.
• Check and correct the answers.

Exercise 3

• Have sts work in pairs and groups to complete the exercise 3
• Call some sts to give the answers on the board.
• Check and correct the answers.

GRAMMAR Infinitive and gerund Exercise 1

- Recall the use of gerunds and infinitves.

1. getting; sending
2. to creat; (to) contact
3. to read 4. to play

5. chopping; mixing 6. to store

Exercise 2

• Listen to the T
• 2-3 model the example.
• Work in pairs to do the activity.

The present perfect. Exercise 1

• Look at the timelines on the board

Exercise 2

1. b has broken 2. d looks, has lost/lost

3. e Do you know; have forgotten/ forget 4. a have asked

5. c left; have disappeared

Exercise 3

1. Seems 2. Have affected 3. Were

4. Have encouraged 5. Has aided

6. Have killed 7. Prefer

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

WARM UP

- Ask students some questions:

1. What machine is used to type/ watch a film/ listen to music/ do calculators/ play games?
2. Can you use computers?

WARM UP

- Listen to the teacher and answer the questions:

1. The computer
2. Yes, I can.

BEFORE YOU READ

• Preteach new words.
• Ask sts to read through the text to find out new words.
• Explain the words’ meanings.
• Instructs sts to read the new words.
• Call on some sts to read out loud to check their pronunciation.

BEFORE YOU READ

• Read through the text to find out new words.
• Take notes.
• Practice reading the new words.

WHILE YOU READ Activity 1

• Have students in pairs to discuss what the animals in the pictures can do but people can’t
• Ask students questions to help them think of some devices or equipments that people have created to allow them to do what they normally cannot. (e.g. as people cannot fly, what have they made to help them fly??)

People have invented an aeroplane, a ship or submarine, and a waterproof raincoat to make up for what they cannot do as well as these animals or leaves.

Activity 2

• Ask students to read the text quickly and pick out repeated words or phrases (e.g. inventions/ invent, imitating/ imitates, inspirational/ inspired).
• Tell them that repeated words in a text may reveal its main idea or general title.
• Have students skim the text and choose the best title from three options.
• Key: Imitating Nature

WHILE YOU READ Activity 1

• Work in pairs to discuss what the animals in the pictures can do but people can’t
• Key act 1

Picture a: A bird can fly

Picture b: A dolphin can swim and stay underwater for a long time

Picture c: A lotus leaf does not get wet. It washes water away.

Activity 2

• Read the text quickly and pick out repeated words or phrases (e.g. inventions/ invent, imitating/ imitates, inspirational/ inspired).
• Skim the text and choose the best title from three options.
• Give the answers.
• Check the answers.

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH

10 – HỌC KÌ I – HỆ ĐỔI MỚI

Activity 3

• Ask students to read the text again and underline the six words from Activity 1
• Encourage students to guess the meanings of these words from context and match them with the correct definition.

Activity 4

• Ask students to answer the questions individually
• Key:

1. The inventions that imitate animals are the aeroplane and the submarine.
2. The inventions that imitate plants are Velcro, the self-cleaning glass window and umbrella fabric.
3. The aeroplane is considered one of the greatest inventions in our history because it helps us to travel long distances in the air and encourages the development of tourism and trading.
4. A submarine can help scientists to learn about life under the sea.

Activity 3

• Read the text again and underline the six words from Activity 1
• Give the answers.

- Key: 1. B 2. E 3. A 4. C 5. F 6. D

Activity 4

• Answer the questions individually
• Key:

5. The material that makes up the glass window has the ability to wash away the dirt in the rain.

1. An aeroplane: “its wings and shape imitating those of a bird”
2. A submarine: “imitates a dolphin’s shape”

The Vecro: “hook and loop fastener”; “two fabrics sticking together thanks to the hooks on one surface and the loops on the other”.

AFTER YOU READ Activity 5

• Discuss the question and decide which of the tour inventions is the best imitation of nature.
• The invention needs to be very similar to the related animal or plant in aeroplane or function.

AFTER YOU READ Activity 5

- Work in groups of 3 or 4 to discuss the question and decide which of the tour inventions is the best imitation of nature.

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

WARM UP

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

- Ask students to work in groups to write as many words related to computers as possible in 2 minutes. Which group writes the most correct words will be the winner.

-Call the representatives of each group to give the answers.

-Give remarks, lead into the lesson.

PRE – SPEAKING Activity 1

• Ask students what they think the heading of the speaking section Unique inventions means.
• Ask students to practice the conversation in pairs.

Activity 2

• Have students complete the table with the information from the conversation.
• Explain them that the four ideas suggested in the table are the key points they need to mention when talking about an invention.
• Key:

Inventions 3-D printer Characteristics Bigger and heavier than normal

printer

Use To produce solid objects similar to the originals

benefits Economical (saving lots of money)

PRE – SPEAKING Activity 1

• Brainstorm to figure out the meaning of

the heading of the speaking section Unique inventions .

Activity 2

• Complete the table with the information from the conversation.
• Listen to the T
• Give the answers.
• Check the answers.

WHILE SPEAKING Activity 3

• Ask students to look at the pictures of a portable solar charger and a USB stick (or flash drive) and discuss which benefits are suitable for each invention.
• Key

Portable solar charger: not dependent on electricity; environmentally-friendly; easy to carry, not costly USB stick: not costly; easy to use; easy to transport files

Activity 4

• Ask students to use the information in the table (in Activity 3) and talk about one invention.
• Tell them that they can make some changes in the sample conversation (from 1) to make their own conversation natural and logical.

WHILE SPEAKING Activity 3

• Look at the pictures of a portable solar charger and a USB stick (or flash drive) and discuss which benefits (suggested in the box) are suitable for each invention.

Activity 4

• Work in pairs, use the information in the table (in Activity 3) and talk about one invention.

POST SPEAKING Activity 5

- Put students in groups of 4 or 5. Each group chooses one invention and discusses which information they may use to introduce the invention to other groups. Their talk should include information about the characteristics, use, and benefits of the invention.

POST SPEAKING Activity 5

- Work in groups of 4-5 and chooses one invention and discusses which information they may use to introduce the invention to other groups.

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

WARM UP

• Show a picture of a radio and ask students to say how to do when you use a radio
• Listen to the students and repair their mistakes

PRE – LISTENING Activity 1

- Ask students to look at the picture and answer the guiding questions.

A, What does this flying car have on both sides of its body? Does it have wheels?

B, Can it fly? Can it run on the ground? Can it move in water?

Activity 2

• Before students listen to the recording, ask them to look at 8 words in Activity 2.
• Explain the meanings of the words they do not know.
• Have students listen and tick the words they hear.

PRE – LISTENING Activity 1

• Look at the picture and answer the guiding questions.

Activity 2

• Look at 8 words in Activity 2.
• Listen to the T

Key: Traffic jams, collapse, garage, gallon, runway

WHILE LISTENING Activity 3

• Ask students to listen again and answer the questions
• Encourage students to take notes.
• Remind them that notes are key words and ideas that can be written down quickly
• Have students compare their answers with their partner’s

Activity 4

• This task focuses on specific information about the flying car.
• Ask students to guess what kind of information they may put in the gaps.

WHILE LISTENING Activity 3 Key: 1. In New York City.

1. He’s a businessman.
2. He’s considering owning a flying car to deal with the traffic problem.
3. It’s not too big, so it can be put in a garage.
4. This flying can cannot take off without a runway.

Activity 4 Key Bigger

5 (in the air); 1 (on the ground)

200 (in the air); 120 (on the ground)

POST LISTENING Activity 5

• Ask students to discuss in pairs whether or not they want to own a flying car.
• Draw their attention to the program with flying car (e.g. in need of a runway).

POST LISTENING Activity 5

- Work in pairs to discuss whether or not they want to own a flying car.

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

WARM UP

• Show pictures of some audio devices and ask students to name the devices.
• Listen to the students and repair their mistakes

A: They are the speakers. B: They are the headphones. C: They are earbuds.

PRE – WRITING Activity 1

• Work in pairs and discuss whether or not they have any of the audio devices illustrated by the pictures.
• Encourage them to extend their discussion to the benefits of each kind of devices

Activity 2

• Explain to students that one way to support one idea in a paragraph is to give further explanation or an example.
• Firstly, get sts to work individually to complete the task, then compare their answer with a partner for peer check.
• Elicit the answers from the sts.
• Give feedback.

Activity 3

• Put sts in groups of 4.
• Have students read the paragraph about earbuds again and complete the outline of this paragraph.
• Help students to analyze the structure of the paragraph step by step.
• After each group has finished their discussion, let the groups exchange their outline for peer checking.
• Elicit the answers from the sts.

PRE – WRITING Activity 1

e.g: the speaker can produce sound loud enough for everybody in a large room to hear; headphone and earbuds do not disturb other people when you listen to music, earbuds are more convenient than headphones because they are smaller in size. Note: headphone (BE)= earphone (AM)

Activity 2

• Listen to the T’s explanation.
• Read a paragraph about the benefits of earbuds and match the details with the benefits.
• Firstly, work individually to complete the task, then compare their answer with a partner for peer check.
• Check and correct the answers. 1. C 2. A 3. B

Activity 3

• Work in groups of 4

A, Topic: the benefits of earbuds.

B, Thesis sentence (Topic sentence): What are its benefits?

C, - Supporting idea 1 and further explanation: Small, light, portable

put in a bag or pocket.

• Supporting idea 2 and further explanation: Not costly about 100,000 VND
• Supporting idea 3 and further explanation: Use

GIÁO ÁN GIẢNG DẠY MÔN TIẾ

NG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

- Give feedback.

anywhere We not disturb anybody.

WHILE WRITING Activity 4

• Put students into groups of three or four.

-Ask them to choose one invention and discuss what they will write about.

• Encourage students to make complete sentences about the benefits of the inventions they have chosen.
• Call on some students to suggest their group’s thesis sentence and the benefits of the inventions aloud.

WHILE WRITING Activity 4

• Work in groups of 3 or 4.
• Choose one invention and discuss what they will write about.
• Some sts suggest their group’s thesis sentence and the benefits of the inventions aloud.
• After finishing group discussion, work independently and write their own paragraph.

POST WRITING

• Choose one or two paragraphs and ask the whole class to give comments and correction.
• Pay attention to sts’ mistakes in grammar and word choice.

SAMPLE WRITING

It’s no secret that smartphones are everywhere these days and it can not be denied that smartphones have some benefits which make them more and mote popular to people around the world. Firstly, it is an useful tool to communicate with friends, family members, or coworkers, etc. While this can get your message across, smartphones allow you multiple ways of communicating. Not only can they call, text and IM, they give you access to email, video calling and video conferencing.

POST WRITING

- Listen to the T’s correction.

You can also remain connected through social networking sites like Twitter, and Facebook. Secondly, a smart phone is considered as a magic means of entertainment. Most models also boast a camera, enabling you to capture and share photos and video. It is also a handy CD player allowing you to listen to music wherever and whenever you like. Finally, you can use your smart phone to surf web as it can access easily to the Internet. In some recent latest models, we can download many useful applications from network into ours, which help we save the time a lot for some purposes such as study or selfie.. Furthermore, you don’t

need to worry if you are lost when you are travelling, because

smartphones allow you to find out the way a map application. Overall, smartphones is really useful for people with many advantages.

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

WARM UP

• Show pictures of some audio devices and ask students to name the devices.
• Listen to the students and repair their mistakes

WARM UP

A: They are the speakers.

B: They are the headphones. C: They are earbuds.

COMMUNICATION Activity 1

- Provide the sts with some language inputs.

+ We vote for… + Firstly/ secondly…

+ What’s more… + Besides,…

+ Futhermore,…

• Go around, observe and give necessary help.

Activity 2

• Ask sts to present their groups’ choice, remind them to make full sentences using the suggested information in the table.
• Listen to the groups’ presentation.
• Select some mistakes or errors for later correction while listening.
• Give feedback and necessary correction, focus on sts’ pronunciation and grammar structures.

COMMUNICATION Activity 1

• Work in four groups, vote for the best invention among the given list.
• Students have more chance to practice speaking.
• Pay attention to the four criteria when they do voting.

Activity 2

• Prepare well for the presentation with strong argument to protect the group’s voting.
• Present the result of the group’s voting.
• Listen carefully to the T’s feedback and correction.

CULTURE Activity 1

• Ask students to look at the picture and discuss with a partner what the inventions are for.
• Have them guess which country these inventions are from.
• Elicit the answers from the sts.
• Expected answers:

Activity 2

• Tell students some important information about King Bhumibol Adulyadej.
• Ask students if they know the meaning of “patent”.
• Explain to them that an inventor needs to get a patent for his invention to protect his/her idea.

For more advanced classes, extend the activity by letting students discuss whether there are patents in Vietnam.

• Ask students to read the text and answer the questions.
• Expected answers:

CULTURE Activity 1

- Look at the picture and discuss with a partner what the inventions are for.

1, China: C chopsticks

2, Japan: D instant noodles

3, Singapore: B PC sound card

4, The Philippines: A Medical incubator

Activity 2

- Listen to the T.

1. The two issues are agriculture development and environment protection.
2. A. rain-making technique; b. biodiesel; c. Chaipattana Aerator
3. Chaipattana Aerator and rain=making techniques.
4. All three inventions have helped to protect the environment: Chaipattana Aerator cleans waste water; rain- making techniques improves forest conditions; biodiesel reduces the use of fossil energy
5. Answer may vary.

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

WARM UP

• List some words/ word phrases on the board. blackboard raincoat smartphones food processor running dog light house greenhouse
• Ask sts to put stress on the correct pattern.
• Elicit sts’ answers.
• Check and correct.

WARM UP

• Look at the words/ word phrases on the board.
• Firstly, work individually to identify the stress pattern.
• Then, compare the answers with a partner.
• Give the answers.
• Check and correct.

LOOKING BACK PRONUNCIATION

Activity 1

• Ask students to pick out the compound nouns and put them in the first column. The other words are noun groups and are put in the second column.
• Help students to review the stress patterns of compound nouns and noun groups.
• Elicit sts’ answers.
• Check and correct.
• Expected answers.

Activity 2

• Play the recording for sts to practse listening and pronouncing the given words.
• Ask some sts to read outloud the words for checking.
• Provide correction if necessary. VOCABULARY
• The five words in the box are the most commonly used ones in the unit.
• Have students put them in the gaps of the five sentences.
• Extend this task by asking students to make their own sentences with these words.
• Get sts to work in pairs to do the exercise.
• Elicit sts’ answers.
• Check and correct.
• Expected answers.

LOOKING BACK PRONUNCIATION

Activity 1

• Firstly, work individually to identify the stress pattern.
• Then, compare the answers with a partner.

+ First: food processor, smartphone, laptop, washing machine, earbuds, runway

+ Second: solar charger, correction pen, digital camera

Activity 2

• Listen to the recording.
• Practising pronouncing the given words.

VOCABULARY

• Listen to the T’s explanation.

1, Economical 2, Inventions 3, Portable

4, Benefits 5, Expensive

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

LANGUAGE – Vocabulary - Activity 1

• Explain the task requirement.
• Get sts to work individually first to do the task, then work in pairs to compare the answers.
• Ask sts to give the answers.
• Check and correct the answers.
• Expected answers.

Activity 2

• Explain the task requirement.
• Get sts to work individually first to do the task, then work in pairs to compare the

LANGUAGE – Vocabulary - Activity 1

• Listen to the T
• Firstly, work individually first to do the task, then work in pairs to compare the answers.
• Give the answers.

1. Bored- boring 2. Interested – interesting

3. Parentless- homeless 4. Useful

5. Disappointed – hopeful

Activity 2

• Listen to the T
• Firstly, work individually first to do the task, then work in pairs to compare the answers.

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 – HỌC KÌ I – HỆ ĐỔI MỚI

answers.

• Ask sts to give the answers.
• Check and correct the answers.
• Expected answers.

Pronunciation - Activity 3

• Explain the task requirement. O O O O

Washing machine Electronic book Food processor Solar charger Immune system Medical mirror Laptop Mobile phone

Hearing aid Online game

- Give the answers.

1. Smartphone 2. E-books 3. Online games

4. Laptop 5. Mobile phones

Pronunciation - Activity 3

• Listen to the T
• Firstly, work individually first to do the task, then work in pairs to compare the answers.
• Give the answers.
• Check and correct the answers.
• Listen to the recording, and write down the words that they hear.
• Ask sts to read aloud the words.

GRAMMAR - Activity 1

• Explain the task requirement.
• Get sts to work individually first to do the task, then work in pairs to compare the answers.
• Ask sts to give the answers.
• Check and correct the answers.
• Expected answers.

Activity 2

• Explain the task requirement.
• Get sts to work individually first to do the task, then work in pairs to compare the answers.
• Ask sts to give the answers.
• Check and correct the answers.
• Expected answers.

Activity 3

• Explain the task requirement.
• Get sts to work individually first to do the task, then work in pairs to compare the answers.
• Ask sts to give the answers.
• Check and correct the answers.

GRAMMAR - Activity 1

• Listen to the T
• Firstly, work individually first to do the task, then work in pairs to compare the answers.
• Give the answers.

1. Arrived – was talking 2. Was making – rang

3. Were playing – began 4. Saw- was standing

5. Stole- was getting on

Activity 2

• Listen to the T
• Firstly, work individually first to do the task, then work in pairs to compare the answers.
• Give the answers.

1. Have you visited 2. Did you see

3. Saw 4. Was spending

5. Have never been

Activity 3

• Listen to the T
• Firstly, work individually first to do the task, then work in pairs to compare the answers.
• Give the answers.

1. Conducting 2. To surf 3. Printing

4. To buy 5. To defrost

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

SKILLS - Reading

• Ask sts to do the activities 1 and 2 individually first, then work in pairs to compare the answers.
• Ask sts to give the answers.
• Check and correct the answers.
• Expected answers.

Speaking

• Get sts to work in groups of 4, take turns asking and answering questions about household chores in their families.
• After about 5 minutes, ask groups to choose one representatives to report the interview result to the class.
• Ask other students to give the comments and decide which sts has the best answers.

Listening

• Tell sts that they are going to listen to Kate talking about the lifestyles of her father and her uncle.
• Explain the task requirement.
• Play the recording 2 times for sts to listen and do the task.

Writing

• Explain the task.
• Ask sts to use the information in Listening task to do their writing.
• Give some more instructions.
• Get sts to work individually to do their writing task.
• Ask sts to work in pairs for peer correction after finishing their own writing.
• Select one st’s writing for model correction.
• Give feedback.

SKILLS - Reading

- Check and correct the answers.

1. Aviator: A person who flies an aircraft Glider: A light aircraft that flies without an engine Soaring: Flying fast and high in the air Centenary: The 100th anniversary of an event Replica: An exact copy of something

2: 1. T 2. F 3. F 4. T 5. F

Speaking

• Work in groups of 4, take turns asking and answering questions about household chores in their families.
• Choose choose one representatives to report the interview result to the class.
• Others give the comments and decide which sts has the best answers.

Listening

• Listen to the T
• Listen to the recording and do the task
• Give the answers

1. A 2. B 3. C 4. C 5. B

Writing

• Listen to the T
• Work individually to do their writing task
• Work in pairs for peer correction after finishing their own writing.
• Pay attention to the T’s model correction.

+ using wifi or 3G technology, full-HD movies, video clips with high resolution, make voice calls/ video calls through the Internet.

Khẳng định

Phủ định

Nghi vấn

He/ she/ it + V- s/es

I/ You/ We/ They + V

He/ she/ it + doesn’t + V

I/ You/ We/ They

+don’t + V

Does + he/ she/ it +V?

Do + I/ you/ we/ they +V?

S+ have/ has/ + PP

khẳng định

phủ định

nghi vấn

He/ She/ It + has

+ PP

I/ You/ We/ They + have + PP

He/ She/ It

+hasn’t +PP

I/ You/ We/ They + haven’t

+ PP

Has + He/ She/ It + PP?

Have + I/ You/ We/ They + PP?

khẳng định

phủ định

nghi vấn

S + V-ed/V2

S + didn’t + V

Did + S + V?

Teacher’s activities

Students’ activities

Warm up

• Call on sts to introduce themselves.
• Listen to the sts.

Warm up

- Introduce themselves.

Pre-teaching

- Help sts review the knowledge they learnt in the previous lessons.

CÁC ĐIỂM NGỮ PHÁP CHÍNH

1. Simple present (Hiện tại đơn): Be-> am/ is/ are

Have-> have/ has

1. Present continuous (Hiệ n tại tiếp diễn) S + am/ is/ are + Ving

+ Use:

1. Diễn tả hành động đang xảy ra ở thời điểm nói
2. Diễn tả dự định tương lai có mốc thời gian cụ thể.

+ Trạng từ thường gặp: now, at present, at this moment, right now

3. Present perfect (Hiện tại hoàn thành):

+ Ex: - They have just built a hospital in this area

• Tom hasn’t eaten Chinese food before
• How long have you lived here?

1. Simple past (Quá khứ đơn)

+ Be-> was/ were

+ Have/ has-> had

1. Past continuous ( Qu á khứ tiếp diễn) : S+ was/ were + Ving

+ Use: Diễn tả hành động đang xảy ra tại 1 thời điểm quá khứ

Pre-teaching

- Review the knowledge they learnt in the first semester.

+ Use:

1. Diễn tả thói quen ở hiện tại:
2. Diễn tả sự thật, chân lí

+ Trạng từ thường gặp: never, sometimes, usually, often, always, as a rule, normally…

+ Ex: Mr Vy usually gets up at 4:40 a.m

• Do you go to school on Sunday?
• Lan doesn’t know how to use a computer.

+ Ex: - I’m learning English now

• My mother isn’t cooking lunch at this moment.
• What are you doing this evening?

+ Use:

1. Diễn tả hành động xảy ra trong quá khứ kéo dài đến hiện tại
2. Diễn tả hành động xảy ra trong quá khứ để lại kết quả ở hiện tại
3. Diễn tả kinh nghiệm

+ Trạng từ thường gặp: never, just, ever, recently, already, yet, lately, for, since, so far….

+ Use: Diễn tả hành động xảy ra và kết thúc trong quá khứ.

+ Trạng từ thường gặp: yestersay, ago, last….

Ex: - I went to Hue three day ago.

• Did you watch TV last night?
• Peter wasn’t at home yesterday evening.

Ex: - I was watching TV at 5 p.m yesterday.

Trang 61

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 –

HỌC KÌ I – HỆ ĐỔI MỚI

1. Past perfect (Quá k h ứ hoàn thành) S+ had + PP

+ Use: Diễn tả hành động xảy ra và hoàn thành trước 1 hành động khác ở quá khứ.

+ Trạng từ thường gặp: after, before

1. Simple future (tương lai đơn):

- Were they having lunch when you called?

+ Use: Diễn tả hành động sẽ xảy ra trong tương lai .

+ Trạng từ thường gặp: Tomorrow, next…….

Ex: - Will you go to university after you finish school?

- I will say goodbye to you before I leave Danang.

While teaching

• Give sts handouts to do exercises.
• Get sts to do the exercises individually, then work in pairs to compare the answers.

While teaching

• Receive the handouts from the T
• Do the exercises individually, then work in pairs to compare the answers.

Post teaching

• Ask sts to give the answers.
• Check and correct the answers with the whole class.
• Expected answers: EXERCISE I

1. have 2. Is working 3. Is looking

4. Goes 5. Are doing 6. is cooking

7. Rains/ is raining 8. Work

9. Sings/ is singing 10. eat EXERCISE IV

1. will go-stops 2. Will stay- answers

3. catch 4. Am- count

5. goes 6. Will help- finishes

7. will tell – get 8. Will not come- are

9. will tell-ask 10. Will come-see-leave

Post teaching

• Give the answers.
• Correct mistakes. EXERCISE II

1. have never watched 2. Watched

3. Has read 4. had 5. Have had

1. Have not seen
2. met/ has become 9. has come
3. Has not drunk 10. Has travelled EXERCISE III
4. was sitting / saw
5. Went/ was shining
6. went/ was having
7. Rained/ was having
8. were walking/ began

khẳng định

phủ định

nghi vấn

S + will + V1

S + won’t + V1

Will + S + V1?

Teacher’s activities

Students’ activities

Warm up

• Call on sts to introduce themselves.
• Listen to the sts.

Warm up

- Introduce themselves.

Pre-teaching

- Help sts review the knowledge they learnt in the previous lessons.

PASSIVE VOICE: S+ BE+ PP+ BY+ O

Cách chuyển từ câu chủ động sang câu bị động: S + V + O

S + be+ PP + BY + O

Bị động hiện tại đơn: S + is/ am/ are + PP + BY + O

Pre-teaching

• Review the knowledge they learnt in the first semester.
• Ask sts to give the answers.
• Check and correct the answers with the whole class.
• Expected answers:

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10

– HỌC KÌ I – HỆ ĐỔI MỚI

Bị động quá khứ đơn: S+ was/ were + PP + BY + O

Bị động hiện tại hoàn thành: S + have/ has + been + PP

+ BY + O

Bị động tương lai đơn: S + will + be + PP + BY + O GERUND AND INFINITIVE

Danh động từ động từ nguyên mẫu có to

1. Đứng sau một số động 1. Đứng sau một số động từ: keep, like, enjoy, mind, từ: hope, seem, expect, practise, delay, miss, plan, decide, agree, suggest, understand, refuse, wish, offer, finish, admit, look promise....

forward to....... Ex: We hope to see you Ex: - He likes swimming again

1. Đứng sau giới từ(in, at, 2. Đứng sau tính từ, danh on, to, from, about...) từ, từ hỏi, đại từ bất

• She is afraid of going định, chỉ mục đích

there - It is difficult to do this exercise

• • It is time to go
  • I don't know what to do
  • Do you have something to eat?
  • She went to the library to borrow some books

EXERCISE I

1. has just been promoted
2. has taken
3. have you been
4. have you saved
5. has been given
6. has risen
7. has been called
8. haven’t been offered EXERCISE II
9. My bike has been stolen.
10. The class meeting has been postponed.
11. A new school near our hospital has been built.
12. Has Lan been informed of the change?
13. Their assignments haven’t been finished.

While teaching

• Give sts handouts to do exercises.
• Get sts to do the exercises individually, then work in pairs to compare the answers.

While teaching

• Receive the handouts from the T
• Do the exercises individually, then work in pairs to compare the answers.

Post teaching

EXERCISE III

1. making 2. to drive 3. to book 4. to send

5. to meet 6. Taking 7. Wearing 8. to take

9. to receive 10. Opening 11. Reading 12. driving

13. learning 14. to study 15. to get 15. to go

17. studying 18. to take

Post teaching

• Give the answers.
• Correct mistakes.

Teacher’s activities

Students’ activities

Warm up

• Call on sts to introduce themselves.
• Listen to the sts.

Warm up

- Introduce themselves.

Pre-teaching

- Help sts review the knowledge they learnt in the previous lessons.

* CÁCH PHÁT ÂM "S" CUỐI: trong trường hợp danh từ số nhiều nhiều hoặc động từ số ít.

/ s / Khi đi sau các phụ âm điếc (voiceless consonants): /f/, /k/, /p/, /t/ ,//,/h/

Ex: laughs, walks, cups, cats, tenths; books...

Pre-teaching

Ngọai lệ: bình thường chữ s phát âm

/s/, nhưng có những ngoại lệ cần nhớ:

- Chữ s đọc /z /sau các từ: busy, please, easy, present, desire, music, pleasant, desert, choose, reason, preserve, poison..

- Chữ s đọc /'∫/ sau các từ: sugar, sure

GIÁO ÁN GIẢNG DẠY MÔN TIẾNG ANH 10 –

/ iz / Khi đi sau một phụ âm rít: /z/, /s/, /dz/, / t∫/, / ∫ /, /z/. Hoặc các chữ cái: s, x, z, ch, sh, ce, ge

Ex: washes, kisses, oranges…..

// z Không thuộc hai loại trên. Ex: bags, kids,

/ days …

• CÁCH PHÁT ÂM “ –ED” CUỐI: Đây là hình thức Past tense và Past participle:
  1. “-ed ” pronounced as / id /: sau / t, d /: Thường sau chữ t, d: .Ex: wanted; decided
  2. “-ed ” pronounced as / t /: sau / k, f, p, s, ∫, t∫, h ,/ hoặc chữ p, k, f, th, s, sh, ch:.Ex: asked; stopped; laughed...
  3. “-ed ” pronounced as / d /: Trừ 2 trường hợp trên

: .Ex: moved; played; raised

Ngọai lệ: Đuôi - ed trong các tính từ sau được phát âm

/id/: aged, learned, beloved, blessed, naked,...

*STRESS - M ột số quy tắc cơ bản để nhận b iết trọng âm 1/ Trọng âm thường ít rơi vào các tiền tố (prefix) và hậu tố (suffix)

(ví dụ: dislike, unhappy, uncertain, disappointed, unashamed, forefather. ...

* Ngoại lệ: 'foresight, 'forecast, 'unkeep, 'upland, 'surname, 'subway ....

Dưới đây là vài hậu tố không thay đổi dấu nhấn của từ gốc

V + ment: ag'ree(thoả V + al: ap'prove(chấp thuận) =>ag'reement thuận) => ap'proval V + ance: re'sist(chống V + y: de'liver(giao cự) =>re'sistance (sự hàng)=> de'livery(sự giao chống cự) hàng)

V + er: em'ploy(thuê V + age: pack(đóng gói) => làm) => em'ployer(chủ 'package(bưu kiện) lao động) V + ing: under'stand(hiểu) V + or: in'vent (phát => under'standing minh) => in'ventor adj + ness: 'bitter V + ar: beg (van xin) => (đắng)=> 'bitterness(nỗi 'beggar(người ăn xin) cay đắng)

Ex: bamboo, millionaire, engineer, themselves, saloon, balloon, thirteen, Vietnamese, employee, agree, picturesque, Cartoon, guarantee, kangaroo, typhoon...

*Ngoại lệ: 'centigrade, 'coffee, co'mmittee, 'cukoo, 'teaspoon…

HỌC KÌ I – HỆ ĐỔI MỚI

Stress:

2/ Nói chung, trọng âm thường rơi vào nguyên âm kép hoặc dài, ít rơi vào nguyên âm ngắn như /∂/ hay

/i/

* Ex: a'bandon, 'pleasure, a'ttract, co'rrect, per'fect, in'side, 'sorry, 'rather, pro'duct, for'get, de'sign, en'joy

3/ Một từ hai vần vừa là động từ vừa là danh từ thì:

Động từ: trọng âm thường rơi vào âm tiết thứ 2.

Danh từ: trọng âm thường rơi vào âm tiết thứ 1

EX: 'rebell(n), re'bell(v), export, import, increase, object, perfect, permit, present, produce, record, refuse...

* Ngoại lệ: 'promise (n), (v)...

4/ Trọng âm thường rơi vào trước các hậu tố (suffixes) sau đây một vần: - ION, - IC, - IAL, - ICAL, - UAL, -

ITY, - IA, - LOGY, - IAN, - IOUS, - EOUS, - IENCE, - IENT, - GRAPHY, - NOMY, - METRY

EX: 'vision, uni'versity, phy'sician, li'brarian, Ca'nadian, Au'stralian, ex'perience, im'patience, edu'cation, a'bility, elec'tricity, bi'ology, psy'chology, Au'stralia, 'Austria, 'Asia, ge'ography, pho'tography, e'ssential, ha'bitual, me'chanical, mathe'matical, po'litical, de'licious, pho'netics, scien'tific, ge'ometry, a'stronomy...

Ngoại Trừ (exceptions): 'lunatic, a'rithmetic, 'politics, 'Arabic, 'television...

5/ Trọng âm rơi vào các vần cuối sau đây: - ADE, - OO, - OON, - EE, - EEN, -

EER, - ESE, - AIRE, - SELF, - ETTE, - ESQUE.

While teaching

• Give sts handouts to do exercises.
• Get sts to do the exercises individually, then work in pairs to compare the answers.

While teaching

• Receive the handouts from the T
• Do the exercises individually, then work in pairs to compare the answers.

Post teaching

• Ask sts to give the answers.
• Check and correct the answers with the whole class.
• Expected answers:

Post teaching

- Give the answers.