Giáo án tiếng anh lớp 10 thí điểm cả năm mới nhất năm học 2016 2017
GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
Date of preparation:
Date of teaching:
2016
2016
Period 1
UNIT 1 FAMILY LIFE
A. Aims and requirements
By the end of this unit, Ss can:
- Use lexical items related to the topic Family life
- Pronounce consonant clusters /tr/, /kr/ and /br/ correctly in isolation and in context
- Understand the present simple vs. the present continuous
- Read for specific information about the benefits of sharing housework
- Exchange opinions about household chores
- Listen to understand a TV programme about roles performed by family members
- Write about doing household chores in the family
- Understand different family lifestyles in different cultures
B. Teaching method: Communicative
C. Teaching aids
- Cassette player, tape, board, chalks, textbook and notebook.
D. Procedure
Part 1: GETTING STARTED
I. Class organization: Check attendance
II. Checking the old lesson
III. New Lesson
Teacher’s activities
Students’ activities
Aim: To introduce the topic of the unit, vocabulary
about household chores and the grammar point
taught in the unit.
Answer the question
Lead-in:
Look at the picture and answer the
- T asks students if they often do housework and
questions
what housework each member of their family
- They are a family.
does.
- The father is vacuuming the floor. The
- Ask them to look at the picture and guess what
mother is cooking. The son is washing
they show.
dishes and the daughter is doing the
- Ask students about the picture:
laundry.
E.g. – Who are the people in the picture?
- Do as required.
- What are they doing?
Key Activity 2
Activity 2
1. F
4. T
- T plays the recording. Asks students to listen
2. NG
5. T
and read along silently.
3. F
6. NG
- Ask students to work in pairs to decide
whether the statements are true (T), false (F),
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
or not given (NG). Have students refer back to
the conversation to give reasons for their
answers.
- T goes around and supervise.
- Then check their answers, and give
explanations.
Activity 3
- T plays the recording and ask students to listen
and repeat the words/phrases
Activity 4
- Tell students to refer back to the conversation
to find the verbs/ verb phrases that go with the
words/phrases in the conversation.
- Play the recording again if necessary.
- Ask students to pay attention to words that are
often used together (collocations) then ask
them to give some examples.
- Read along
Household chores
Household finances
Heavy lifting
Laundry
rubbish
groceries
washing up
Verb/Verb phrases
1 Split, divide, handle
2
3
4
5
6
7
Take out
do
Shop for
Do
Do
Be responsible for
Words/ Phrases
(household)
chores
Rubbish
Laundry
Groceries
Heavy lifting
Washing-up
Household
finances
IV. Consolidation: - Summarize the main points
V. Homework: - Ask students to learn by heart new words and collocations in the text.
Notes after teaching:
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Period 2
Part 2: LANGUAGE
I. Class organization: Check attendance
II. Checking the old lesson
III. New Lesson
Teacher’s activities
Students’ activities
Aim: To provide students with a right way to pronounce some
clusters and how to distinguish present simple and present
continuous tense.
Vocabulary
- Do as required
Activity 1
1.
f
5.b
- Ask students to work individually, read the words and 2.
e
6.g
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
phrases in the box, then discuss and find the meaning for 3.
a
7.d
each of them (a-h).
4.
h
8.c
- Provide support if necessary by guiding students to use the
context of the conversation to choose the meaning for the
words/ phrases.
Chores from the conversation:
Activity 2
- prepare dinner
- Ask students to work in pairs. Read the conversation in - cook (do the cooking)
GETTING STARTED again and list all the household chores - shop
that are mentioned in the conversation.
- clean the house
- Then elicit more chores to add to the list.
- take out the rubbish
- do the laundry
Activity 3
- do the washing-up
- Have students work in pairs or groups to ask and answer the - do the heavy lifting
questions.
- be responsible for the
- Encourage them to use the chores in the list in their answers.
household finances
Before working in pairs, students may work individually.
Other chores:
- Ask students to read the list again and write down who does - mop/sweep/tidy up the
each of the chores in their families.
house
- Check to make sure students use the correct verbs/ verb - bathe the baby
phrases in the correct tense with the name of the chores.
- feed the baby
Pronunciation
- water the houseplants
Activity 1
- feed the cat/dog
-Play the recording and let students listen. Play it again with - iron/fold/put away the
pauses for them to repeat each word.
clothes
Give the meaning of the words if necessary. Help students - lay the table for meals
distinguish the three sound clusters.
- Work in pairs or groups
- Ask students to work in pairs and take turns reading the words
- Read again and write
in columns and in rows. Then, invite individuals to read the
down
words in one or two rows.
- Read the words
Activity 2
- Listen to the tape
- Ask students to read the words in rows, paying attention to
1. b
the difference between the sound clusters.
2. b
- Play the recording and have students listen to the sentences
3. c
and circle the word they hear.
4. a
- Check students’ answers by asking them to call out the letter
(a, b or c) corresponding to the word they hear.
Grammar
Key:
Activity 1
1. does
- Have students read the text individually once and ask them to
2. cooks
pay attention to the words/ phrases such as every day, today, at
3. cleans
the moment, and ask them what verb forms are often used in
4. is watching
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
-
-
the sentences that have these words/ phrases. Ask students to
choose the correct verb form.
Ask students to work in pairs to compare their answers.
Check students’ answers and then elicit from them the rules of
using the present simple and the present continuous.
Activity 2
Have students work in pairs to give their answers.
Observe and help when and where necessary.
Ask students to use the words/ phrases: now, at the moment,
usually, today, every evening, etc. as clues for their answers.
Check students’ answers by asking individuals to take turns
reading aloud each of the sentences.
5.
6.
7.
8.
is doing
is doing
is tidying up
is trying
1. does, is not cooking, is
working
2. is taking out
3. cleans, is cleaning
4. is preparing
5. looks after, works
6. is watching, watches
IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to learn by heart new words and collocations in the text.
- Ask students to review grammar part
Notes after teaching:
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Date of preparation:
Date of teaching:
Period 3
Part 3: READING SKILLS
I. Class organization: Check attendance
II. Checking the old lesson
III. New Lesson
Teacher’s activities
Aims: to practice reading skills for the students. They can also
read and get the general idea of a text; guess the meaning of
words in context; and make references when reading a text.
Lead-in: Inform students of the lesson objectives
Activity 1
-Let students work in groups, look at the picture and answer the
questions. Ask students to call out the answers to question 1
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Students’ activities
Work in groups
Look at the picture and
answer the question
GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
freely. For question 2, ask a representative of each group to give
the opinion of the group.
Activity 2
- Have students read the heading (a-c) first. Make sure that they
understand all of them and tell students that one of them is the
title for the text; they have to read the text and decide which one
it is.
- Ask students to read through the text once without stopping at
the words that they don’t know the meaning of, and then ask
them to work in pairs to decide on the best title for the text.
Remind students that the title for the text is the one that gives
the general idea of the whole text.
- Check students’ answers and guide students to the correct
choice if necessary by helping them eliminate the sentences
that are only about one aspect of the text.
Activity 3
- Have students read the text again and underline the words
sociable, vulnerable, critical, enormous and tend when they see
them on the text.
- Explain to students how to use context to guess the meaning of
the unknown words if necessary.
Activity 4
- Ask students to continue to work in pairs, and find out what it
refers to in each of the sentences. Let students read and
understand the sentences before and after the one that has the
word in it to decide what it means. Students can use the
elimination technique to give the right answer.
Activity 5
Ask students to work in groups of three, ask them to read the
questions first to make sure they understand what information
they need in order to answer the questions. It may help if
students can underline the key words in the questions. For
example:
1. How do children benefit from sharing housework?
2. Why do men tend to have better relationships with their
wives when they share housework?
3. What may happen to women whose husbands do not
contribute to the household chores?
4. How does the family benefit when everyone works
together on household chores?
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The answer can be:
Yes, they are. Because they do
the housework together.
/Because all members of the
family share housework.
- Read the text
Key c
Key
1.
2.
3.
4.
5.
A
B
B
B
A
Key
a. C
b. B
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 this makes
their wives happy.
3. They may fall ill
easily or may think
about divorce.
4. There is a positive
atmosphere for the
family.
GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
- Then ask students to read the text again, and locate the part
of the text where they can get the answer to each of the
questions before they discuss the answers.
- Check students’ answers by inviting a representative from
each group to give the answer to one of the questions. If the
students’ answer is incorrect, don’t give the right one at once,
but try to elicit it from other students.
Activity 6
- Put students in groups of four and let them discuss the
questions freely. If students have difficulty with ideas, give
them some examples of problems such as problems with
time, skills and attitude.
- One or two groups to report the discussion results to the
class.
- Do as required
IV. Consolidation: - Summarize the main points
V. Homework: - Ask students to prepare for the next lesson.
Notes after teaching:
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Date of preparation:
Date of teaching:
Period 4
Part 4: SPEAKING SKILLS
IV.
Class organization: Check attendance
V. Checking the old lesson
VI. New Lesson
Teacher’s activities
Aims: To encourage students to talk about the chores of their
love and hate.
Lead-in:
Provide students with some handouts with the names of
household chores and ask students to match the chores with
corresponding pictures
Activity 1
-Ask students to work by themselves, write at least three
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Students’ activities
- Pay attention to teacher and
match the chores with the
pictures.
GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
household chores they like and three they dislike doing in
the “Name of chore” column, then add a reason why they
like or dislike the chore.
- Do as required
-Go round to help if necessary.
-Ask students to work in pairs to compare their completed
table to find out the different and similar ideas about
housework.
Activity 2
-Have students work in pairs. Ask them to read all the
questions in Anna’s column first and underline the key
words in each question before asking them to guess the
answer to each question.
1. What household chores do you do every day?
2. Which of the chores do you like doing the most?
3. What do you like about it?
4. Which of the chores do you dislike doing the most?
-Encourage students to use the key words as cues to find the - Guess the answer to each
answers in Mai’s column to match with Anna’s questions.
question.
-Ask students to take turns being Mai and Anna to practice
the conversation
Anna: What household chores do you do every day?
Mai: I do the laundry, wash the dishes, and sweep the house. I
sometimes do the cooking when my mum is busy.
Anna: Which of the chores do you like doing the most?
Mai: well, I think I like sweeping the house.
- Work in pairs and try to match
Anna: What do you like about it?
the columns
Mai: It’s not too hard, and I like seeing the house clean after I
sweep it.
Anna: Which of the chores do you dislike doing most?
- Practice the conversation
Mai: Washing dishes, because I often break things when I do
the washing-up.
Activity 3
Key
-Ask students to work with a different partner to have a
1.c
similar conversation. Explain that this time they should talk
2.a
about themselves, and they have to find out what chores
3.d
their partner does, what chores she/he likes or dislikes the
4.b
most and why.
-Tell students to use the questions in activity 2 and the ideas -Work with a different partner to
in activity 1 to do this activity.
have a similar conversation.
-Invite a student from one or two pairs to report to the class
what she/he has found about his/her partner.
- Report to the class
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IV. Consolidation: - Summarize the main points
V. Homework: - Ask students to prepare for the next lesson.
Notes after teaching:
- Distinctive students do the more complex handouts.
- Average students do the simpler handouts.
Date of preparation:
Date of teaching:
Period 5
Part 5: LISTENING SKILLS
I.
Class organization: Check attendance
II. Checking the old lesson
III. New Lesson
Teacher’s activities
Aim: To equip students with more knowledge about roles of
men and women in families.
Lead-in: Introduce the topic: write down two words
wife/woman- husband/man and ask students to make two
words webs about the roles of wife/woman and husband/man
in the family. Students are free to call out their answers and T
writes down the words in the web.
Activity 1:
-Ask students to work in pairs, looking at the chart and
discussing the changes in the weekly hours of basic
housework by married men and married women in the USA
between 1976 and 2012. Students don’t have to report the
exact number of hours men and women spend on doing
housework. They can just talk about the general changes.
-Encourage students to guess the reasons for the changes.
Ask them to call out their guesses. Write the reasons given
by students on a corner of the board so that they can see if
their guesses are correct later, after they listen to the
recording.
Activity 2
-Tell students that they are going to listen to a family expert
talking about how the roles of men and women in families
have changed. Ask them to read all the statements and guess
if they are true or false. Make sure that students understand
all the statements.
-If there are new words to students, explain them or give the
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Students’ activities
-Listen carefully
Key activity 2
1. T
2. T
3. T
4. F
5. T
Key activity 3
1.e
2.b
3.c
4.d
5.a
GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
Vietnamese equivalents to save time for other activities.
-Play the recording and have students do the exercise. Check
students’ answers. If many students in the class have
incorrect answers, play the recording again, and stop at the
place where students can get the correct answers.
Activity 3
- Have students work in pairs to match the words/ phrases
with their appropriate meaning. To help students het the
answers easily, ask them if they know the part of speech
of the word/ phrase given, and then choose the meaning.
Activity 4
- Ask students to read the questions carefully. Make sure that
they understand what is asked in each question. Have them
underline the key words if necessary. Then play the
recording and let students listen to it and answer the
questions.
- Ask students to work with a partner to compare their
answers.
- Invite representatives from pairs to present the answer to
each of the questions to the class. Give feedback and
correction if necessary.
1. How has the role of men in the family changed?
2. How have men’s and women’s roles become alike?
3. What is the result of “equally shared parenting”?
-
Read the questions carefully
-
Listen to the recording
Key activity 4
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, homemaking/ housework, and
parenting.
3. The families become happier
and the divorce rate amongst
them is the lowest.
IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to prepare for the next lesson.
Notes after teaching:
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
Date of preparation:
Date of teaching:
Period 6
Part 6: WRITING SKILLS
I. Class organization
Check attendance
10A1
10A9
II. Checking the old lesson
III. New Lesson
Teacher’s activities
Aims: Students can write a paragraph about how
people in their families share housework.
Lead-in:
T asks sts to give the translation for the saying.
- T asks some more questions to introduce the
lesson
Activity 1
Suggested questions:
- What does "many hands" mean, many people or
many hands?
- When we share the housework, is it easier or
harder?
- How do you understand the saying?
Activity 2
- Asks students to read the text and complete the
chart, then they compare.
- One st writes the answers on the board when sts
are doing the task
Students’ activities
Students guess
“Nhiều tay nhẹ việc”
Answers:
Dad: para 2
Mum: para 2
Lam: para 3
An: para 3
Activity 3
- T lets sts read the questions and locate the
answers in the text in 5-7 minutes
- 6 sts say the answers, other sts listen and correct if Answers:
necessary
1. 2
2. the parents work, children spend most of
Activity 4
their time at school
- T has sts fill their chart individually then they can 3. they split the house equally
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
compare with their friends
- Sts write a paragraph about their family using the
ideas in the chart, the questions from the given text.
- T goes around and gives help, collects common
mistakes for later correction.
- Sts exchange their writing for peer correction and
comment
- T collects 5 paragraph to mark in class so that all
sts feel the need to do the task
4. para 3 and 4
5. yes, they do
6. everyone can have some time to relax
Do as required
IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to prepare for the next lesson.
Notes after teaching:
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Date of preparation:
Date of teaching:
Period 7
Part 7: COMMUNICATION AND CULTURE
I. Class organization
Check attendance
10A1
10A9
II. Checking the old lesson
III. New Lesson
Teacher’s activities
Students’ activities
1. Warm-up
- T asks sts to look at the picture of the husband and
wife and answer some questions.
Suggested questions:
1. what does the man do?
2. what does the woman do?
- Look at the picture and answer the
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questions.
GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
3. who is happier? why?
2. Listen and match
- T introduces the talk show, the people and the task
by asking simple questions
- T lets sts read the statement, makes sure they
understand everything by asking them for
translation of all sentences.
- T plays the CD twice, sts listen and match then
compare with their peers.
- T checks with class by saying the number, sts say
the letter
3. Discuss
- T guides sts to work in group of 4 and prepare the
answers; they can use the ideas in task 2. Each
group has a leader to take notes and report their
opinion to the class
- 2 groups report its opinion, others listen and
comment
CULTURE
Read and fill the table
- T has sts look at the pictures at the end of the unit
to elicit the terms "nuclear family" and "extended
family"
- Sts work in pair to read and complete the table,
after that sts compare to correct. Sts can use a
dictionary to look up new words while doing the
task
- T asks one st to write the answers on the board for
class checking
vocabulary to check:
burden, join hands, provide, provider, neat
answers:
Mr Hoang: c,e,g
Mr Nguyen Nam: b,d
Ms Mai Lan: a,f
Model answer:
Our group agree with Mr Nguyen Nam,
husband and wife should have a similar role.
They should share housework, parenting,
homemaking, financial burden. In our family,
our parents share all the work and we are
happy with that.
Definition:
nuclear family: parents and children
extended family: grandparents, parents and
children
new words:
neat, single-parent, child-minder, nursing
home, collaborate, ungrateful, behavior,
generation
IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to prepare for the next lesson.
Notes after teaching:
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Date of preparation:
Date of teaching:
Period 8
UNIT 1: FAMILY LIFE
Part 8: LOOKING BACK
I. Class organization
Check attendance
10A1
10A9
II. Checking the old lesson
III. New Lesson
Teacher’s activities
Pronunciation
- T introduces the task and plays the CD, sts
listen and circle the cluster they hear
- T assigns /tr/, /kr/, /br/ to 3 lines/rows of
students then read 4/5 sentences containing all
three clusters. Sts listen and react by clapping
their hands.
Students’ activities
1. cream, brush
2. crash, tree, traffic
3. try, create, brother
4. brown, bread, breakfast
5.brave, travelling, train
6. true, crime, increase
Vocabulary 1
- T ask sts to speak out the words under each
pictures then let them write in their books.
- T helps if there is a new word
- T checks by saying the number
Answers:
1. cooking
2. Shopping for groceries
3. doing the laundry
4. taking out the rubbish
5. cleaning the bathroom
6. washing up
7. Ironing
8. sweeping the house
9. watering the flowers
10. feeding the cat
Vocabulary 2
- T has sts work in pairs, read the text carefully
and fill in each gap with a word.
- T reminds sts that thay have to use the correct
Answers:
1. does the cooking
2. shops for groceries
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
form of the words when filling
- T goes around and gives helps if necessary.
- One st does the task on the board
- T checks with the class by saying the number,
sts say the words/phrase to check
pronunciation
- T asks one sts to translate the text to make
sure that sts understand it
Grammar 1
- Sts work in pairs to give the correct verb form
in present simple or present continuous
- T checks with class and asks sts why they
make their choice to consolidate the use of the
two tenses
Grammar 2
- T asks sts to work in pairs this time and make
up a short dialogue based on the questions in
task.
- T asks some pairs to act the dialogue, starting
and ending with sentences given by the teacher
3. does the heavy lifting
4. laundry 5.ironing
6. takes out the rubbish
7. sweeping the house
8. lays the table
9. does the washing-up
Answer:
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
Model dialogue:
A. Hello
B. Can I ask you something?
A. question 1
B. …….
A. Thank you for your answers
B. You are welcome!
IV. Consolidation
- Summarize the main points
V. Homework
- Students do the survey in PROJECT in groups at break time. Teacher design the form and students
hand in the results in written form as assignment.
Notes after teaching:
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Date of preparation:
Date of teaching:
Period 9
A. Aims and requirements
2015
2015
UNIT 2 YOUR BODY AND YOU
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
By the end of this unit, Ss can:
- Use words and phrases to talk about the human body, lifestyles and healthcare.
- Pronounce the consonant clusters of /pr/, /pl/, /gl/, /gr/ properly.
- Use will and be going to to talk about intentions, plans, predictions and willingness.
- Use the passive voice for description and report.
- Read about an alternative treatment in medical care for main idea and specific information.
- Talk about how to get rid of bad habits.
- Listen for specific information on how to choose a healthy diet.
- Write to ask for and to provide advice on what to eat for special events.
B. Teaching method: Communicative
C. Teaching aids
- Cassette player, tape, board, chalks, textbook and notebook.
D. Procedure
Part 1: Getting started
I. Class organization
Check attendance
10A1
10A9
III.Checking the old lesson
III. New Lesson
Teacher’s activities
Students’ activities
-Pay attention to the teacher.
Lead-in:
Play a song named: An apple a day
(This would be the best if we use a projector)
Inform the class of the lesson objectives:
getting to know the topic, vocabulary about
how eating can affect one’s health, and the use
of will.
Activity 1:
- Tell students not to worry about new words or
grammar points. The new items will be dealt
with later on.
- Play the recording. Ask students to listen and
read the conversation at the same time.
Activity 2
- Ask students to work in pairs to practice
asking and answering the questions.
Look at activity 1
Don’t care about unfamiliar words
Listen and repeat the conversation.
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Work in pairs and practice
Report the answers. Answers may
GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
- Ask students to report their answers and
check if they have any difficulty in
understanding the conversation.
vary.
Suggestions:
1. Better health, good body condition,
stronger resistance to illness, etc.
2. Lose weight, build healthy bones, and
prevent diseases like cancer.
3. Memory or (the) brain.
4. He feels uncertain about the benefits
of apple juice.
Activity 3
- Ask students to listen and repeat the words.
a. Have students listen and circle the words
they hear.
b. Have students classify the words into the
corresponding categories.
-Listen and repeat the words.
Activity 4
- Ask students to work individually, in pairs
or in groups to report a time when laughter
was the best medicine for them. Assist by
giving a list of prompts including occasions
like feeling stressful, tired, sick or
embarrassed, etc.
Noun
Disease
Bones
Balance
Weight
Skeleton Brain
system
lungs
-
Work individually
IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to prepare homework at home.
Date of preparation:
Date of teaching:
Period 10
UNIT 2: YOUR BODY AND YOU
Part 2: LANGUAGE
IV. Class organization
Check attendance
10A1
10A9
V. Checking the old lesson
VI. New Lesson
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Adj
Nervous
healthy
Verb
Prevent
Balance
boost
GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
Teacher’s activities
Students’ activities
Vocabulary
Activity 1
- Show students some pictures of the body
systems or organs for illustration if
possible.
a. Ask students to work to match the items in
the left column with the ones in the right
column.
b. Have students work in pairs to practice
saying the names of the systems. Remind
students to pay attention to the stressed
syllables in each word.
Activity 2
- Tell students to work on classifying the
words into the corresponding systems.
Assist students to use a dictionary to find
the right meanings.
-
Look at the pictures
Match the items
Key: Circulatory system – c
Skeletal system – e
Digestive system – d
Nervous system – a
Respiratory system – b
Classify the words
Key:
Circulatory system : heart, blood, pump
Skeletal system: spine, bone, skull
Digestive system: stomach, intestine
Nervous system: brain, nerves, thinking
Respiratory system: breath, air, lung
Pronunciation
Activity 1
- Have students listen and repeat the words.
Help students make a clear distinction of
the clusters in the pair /pr/ and /gl/ and the
pair /gr/ and /gl/
- Ask students to repeat a few times if
necessary.
Activity 2
- Ask students to read the sentence aloud.
Model first if necessary and then draw
students’ attention to the consonant clusters
in focus. Ask students to practice the
sentences a few times.
Grammar
Activity 1
- Ask students to read about the usage of will
and be going to and if possible, make some
examples of their own.
- Give explanations and provide help if
necessary.
-
-
Listen and repeat the words
Read aloud
-
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Read and then write examples
GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
-
-
-
- Do as required
Activity 2
Key
Have students identify the use of will and be
1.1
2.3
3.5
going to in the sentences and write from 1 to
4.6
5.2
6 next to each one.
Call one student to go to the board and write
answers.
Check and comment
Activity 3
Tell students to further apply their newly
acquired knowledge of will and be going to
- Read the sentences
in context.
1. X
Ask students to read the sentences. Have
3. √
students put a tick if right, cross if wrong.
5. X
Ask students to give some explanations for
7.√
their choice.
Key
1.
2.
3.
4.
5.
6.
7.
8.
Activity 4
- Have students complete the sentences with
the right form of will and be going to.
Remind students that sometimes both can
be used.
Activity 5
- Ask students to read about the usage of the
passive voice. Provide some explanations if
necessary to help students understand the
rules.
- Have students read the surprising facts
about human body first, then practice using
the passive voice.
2.X
4.√
6.√
8.√
Will/ is going to
Won’t
Will/ is…going to
Are going to
Will
Are….going to
Will
Am not going to
Key:
1. Is consumed by the brain
2. Are damaged (extensively)
3. Is made up of around 7,000,….,000
(27 zeros) atoms. (octillion)
4. Is pump through our body everyday
(by the heart)
5. Are used to smile, to frown
6. Are estimated to live on one square
inch of our skin
7. Are produced by humans only
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
IV. Consolidation
- Wrap up the lesson
V. Homework
- Students prepare for the next lesson.
Notes after teaching:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………
Date of preparation:
Date of teaching:
Period 11
UNIT 2: YOUR BODY AND YOU
Part 3: READING SKILL
I. Class organization
Check attendance
10A1
10A9
II. Checking the old lesson
III. New Lesson
Teacher’s activities
Lead-in: Inform the class of the lesson
objectives: skimming for an overview and
scanning for specific information.
Activity 1
Students’ activities
- Listen to teacher
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
-
Ask students to look at the picture and read
the title of the text- Acupuncture – and talk
about what they already know about
acupuncture.
- Select some students who know about the
practice to tell the class some facts and
beliefs.
- If no student knows about the practice, give
a brief description.
Activity 2
Aim: further involve students in the topic of the
reading.
- Have students work in pairs or groups to
discuss what they want to know more about
acupuncture then decide on at least three
things they want to have more information
about.
- Ask students to report their lists and
compare theirs with others’.
Activity 3
Aim: To give students an overview of the
reading and provide them with key
vocabulary.
- Ask students to read the text quickly and
pick out words or phrases that are new to
them. Help students to look for the meanings
of these words in the dictionary.
Activity 4
Aim: help students comprehend thoroughly the
text
Allow students to read the text again in
depth to find necessary information to give
answers to the questions.
- Look at the picture and read the title
- Talk in front of the class
- Work in pairs or groups
-
Read the text quickly
Key:
1.ailments
2. Ease
3.acupoints
4. Precaution
5.alternative
6.treatment
7.evidence
8.promote
Suggested answers:
1. Promoting harmony between humans
and the world around them and a
balance between yin and yang.
Activity 5
2. It is believed to promote the body’s
Aim: allow students to dig deeper into their
natural healing capabilities and
background knowledge using the reading as
enhance its functions.
a model and as a source of information and
3. There are more than 2000 nowadays.
then develop writing or speaking as port4. They are soreness, slight bleeding or
reading activities.
discomfort.
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