Tài liệu Giáo án tiếng anh thí điểm lớp 10 học kì 1 (4 cột)

 UNIT 1 Period 5 Week Date of preparation Date of teaching Classes : FAMILY LIFE : Speaking :2 : August 20th , 2015 : August 26th, 2015 : 10A1 A. OBJECTIVES -By the end of the lesson, students will be able to : - develop the skill of speaking: present their ideas and attitudes towards housework - create their own situations, make conversations about household chores - develop their pronunciation - Educational aims : Make students responsible for their household chores, show their care to other members in their families. - Skills : speaking B. LANGUAGE CONTENTS: - Vocabulary: words and phrases related to previous lessons - Grammar: structures for showing opinions such as Well, I think…., In my opinion, ……….From my point of view,……… I like….., I dislike…….. C. TECHNIQUES AND TEACHING AIDS * Techniques: - Pair work, group work, asking- answering, role-play *Teaching aids: pictures, flashcards  D. TEACHING PROCEDURES: Contents Time Teacher’s activities Students’ activities WARM-UP UNIT 1: FAMILY LIFE Brainstorming: Period 5: Speaking - T encourages Ss go to - Do as told the board and make the Housework: chart about fun and  Fun: like cooking boredom they may feel Boredom: smell of garbage when doing the housework 1. Which household 1. Which household chores do you chores do you like and like and which do you dislike? Give which do you dislike? the reasons. Give the reasons. Suggested answers: - T asks Ss to work by -Work invidually Likes Dislikes themselves, write at to do Chore Reasons Cho Reasons least 3 household chores re they like and 3 they Go Choose Was Usually dislike doing and then shoppi the best h break add the reasons. ng food for dish things - T goes around to -Ask if needed the es when support them in case family washing they need help Water I enjoy Do Usually - T asks Ss to compare -Compare the flower the heav have a their completed table to answers s beauty y backach find out the different of liftin e. and similar ideas about different g housework. kind of 2. flowers - T asks Ss to read the - Ss read and …… ……. …… ……… Lesson plan 10  questions first and underline the keywords - One student in each pair stands up to ask a questions and the other answer orally. - T corrects and gives feedback. - T gives Ss more time for each pair to practice the whole dialogue. - T chooses some pair to demonstrate in front of the class. 3. Have a similar conversation with a partner. Find out which chores she/he likes or dislikes the most and why. Report to the class about your partner’s likes and dislikes. - T explains the tasks to Ss - T walks around to give help if necessary - T invites some pairs to demonstrate. - T gives feedback. Then T asks representative of each pair to report their conversation ( focus on the things their partner likes or doesn’t like to do and reasons for that) - T encourages other to ask some questions match. . … -Ss work in pairs. 2. Below is part of Anna’s interview with Mai. They are talking about the household chores Mai like and - listen and take dislike. Match Ma’s answer with notes Anna’s questions. Then practice the - practice dialogue -Do as told KEY: 1. C 2. D 2. A 4. B MODEL CONVERSATION: A: How are the household chores divided in your family? B: equally among the family members - Ss work in pairs A: What are your duties? to make their own B: I am in charge of taking out the conversations garbage and cleaning the floor. Sometimes, when my mum is busy. I -demonstrate do the cooking. A: Which of the chores do you like the most? -Do as required B: Well, I like cooking. A: What do you like about it? B: It’s interesting to cook good food the family. It’s really an art as well. A: Which of the chores do you dislike the most? B: Cleaning the floor. Because my house is large with 3 floors. It takes me the whole day to do that. E. HOMEWORK: - Practice talking about your happiness in sharing household chores with your family members. - Prepare the next lesson: Listening F. SELF -EVALUATION : ................................................................................................................................................ ..................................................................................................................................................................... ................................................................................................................ Lesson plan 10  UNIT 1 : FAMILY LIFE Period 6 : Listening Week :2 Date of preparation : August 22th , 2015 Date of teaching : August 28th, 2015 Classes : 10A1 A. OBJECTIVES -By the end of the lesson, students will be able to : - practice and develop the skill of listening - focus on some tips for listening for gist, for specific information - communicate in English about the topic of family life - Educational aims : Make students responsible for their household chores, show their care to other members in their families. - Skills : listening B. LANGUAGE CONTENTS: - Vocab: words and phrases related to previous lessons - Grammar: structures which is important to get the meanings in the typescripts. C. TECHNIQUES AND TEACHING AIDS * Techniques: - Pair work, group work, asking- answering, role-play *Teaching aids: pictures, flashcards D. TEACHING PROCEDURES: Contents Time Teacher’s activities Students’ activities 1. Looking at the chart UNIT 1: FAMILY LIFE and discuss the changes Period 6: Listening in weekly hours of basic Family Life- Changing roles household by married men and married + Hours of basic housework by women in the USA men increase one third in between 1976 and 2012. comparison with that in 1976. Guess the reasons for + Hours of basic housework by the changes. men decrease more than 50 - T asks Ss to work in - Ss work in percent from 29.8 to 17.2 pairs, look at the chart and pairs, look at the  The gaps of hours of discuss the change in chart and discuss housework between them weekly hours of basic was remarkably household by married men shortened. and married women in the Reasons for the change: USA between 1976 and - Both parents have equal 2012 responsibility to nurture and to - Ss are not respected to take care of the children. report the exact number of - Both men and women need an hours men and women equal chance at time for their own spend on doing interest, and of cause, to be with housework. each other. (just about general - Women are under a lot of work changes. -Do as told pressure so they need their - T calls each to show husbands to share the household their ideas. -Give comments chores. - T let other students to give comments. -listen, take Lesson plan 10  - T corrects and gives notes feedback. 2. - T explains the tasks to Ss. - Ss are required to read through statements first and guess if they are true or false. - T makes sure that Ss understand all the statements. - T may explain some new words or phrases if possible. - T plays the recording once or twice. - T asks Ss to answer and supply the clues they may find in the recording. 3. Work in pairs. Match the word/phrase with its appropriate meaning. T explains the instructions to Ss. - T helps Ss to get the answers easily. - T may ask Ss if they know the part of speech of the word/phrase given, then choose the meaning. - Ss are called to read aloud their answer and clarify the way he/she choose the answer. - T corrects and give feedback. 4. Listen again and answer the questions: - T asks Ss to read the questions carefully to make sure that they understand what is asked in each questions. - T has them underline the key words if necessary. - T plays the recordings once or twice. - Ss listen then compare the answer with their -Listen to do -Take notes 2. Listen to a family expert talking about how the roles of men and women in families have changed. Decide whether the following statements are True (T) or False (F) KEY 1. T 4. F 2. F 5. T 3. T -listen to the recording - ask and answer KEY: 1. - e 2. - c 3. – a 2. - b 4. - d KEY: 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 family becomes happier and the divorce rate amongst them is the lowest. Lesson plan 10  partners. - T invites representative from pairs to present the answer to each question to the class. - T gives feedback and corrects if necessary. E. HOME WORK: - Learn the new words - Practice speaking the reasons why the hours of housework by men and women has been changed in comparison with that in the pasts. - Prepare the next lesson: WRITING F. SELF -EVALUATION : ................................................................................................................................................ ..................................................................................................................................................................... ................................................................................................................. Lesson plan 10  UNIT 2 Period 12 Week Date of preparation Date of teaching Classes : YOUR BODY AND YOU : Reading :4 : September 8th , 2015 : September 18th, 2015 : 10A1 I. Objectives: By the end of the lesson, Ss can: - read a text about an alternative treatment in medical care for the main idea and specific information - talk about acupuncture - be educated to appreciate their health. II. Knowledge: Vocabulary: originate, evidence, enhance, alternative, capability, reliable Language : review III. Skills: Main skill: Reading Sub-skills: Listening, Speaking, Writing IV. Methods: Communicative V. Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work. VI. Teaching aids: textbooks, posters, pictures and cassette VII. Time: 45 minutes VIII. Procedures: Time Teacher’s activities 4mins I. Warm up Students’ activities Content UNIT 2: YOUR BODY AND YOU Period 8: Reading Chatting Before you read Vocabulary: - originate (v): bắt nguồn từ - T shows a picture of acupuncture and ask Ss some questions to set the scene: 1- Do you know that what it is? 2- Do you know anything about acupuncture? -look at the picture and answer the questions - enhance (v): nâng cao - capability (n): khả năng, năng lực - reliable (adj): đáng tin cậy 3. Find words which are closest in meaning III. Pre-reading Lesson plan 10  8mins 1- Pair-work 1- Pair-work - T asks Ss to discuss what they want to know more about acupuncture then decide on at least three things they want to have more information about. Key - T asks Ss to report their lists and compare with others’. -discuss what they want to know 2. stop = ease 3. pressure points = acupoints 4. care = precaution -report their lists and compare 5. choice = alternative 6. cure = treatment 2-Preteach Vocabulary 7. proof = evidence - T elicits vocabulary using pictures, translation and explanations. 8. enhance = promote - T has Ss repeat the new words in chorus, individual. - Check vocabulary using pictures. -listen and take notes -repeat the new words in chorus, individual IV. While-reading 20mins 1. diseases = ailments While you read 4- Questions for Comprehension - T asks Ss to read the passage in depth to find necessary information to give answers to the questions. - T asks them to practise asking and answering the questions in pairs. - T has some pairs practise asking and answering in front of the class. 4. Suggested answers -read the passage in depth to find necessary information - to practise asking and answering 1. It’s promoting harmony between humans and the world around them and a balance between yin and yang. 2. It is believed to promote the body’s natural healing capabilities and enhance its functions. 3. There are more than 2000 nowadays. 4. They are soreness, slight bleeding, or discomfort. - Feedback. 5. Those who have electrical or electronic medical devices inside them. 6. Acupuncture is considered as a reliable alternative to modern medicine. IV. Post-reading 10mins After you read Group-work - T has pupils work in groups of 4 to talk about one of the therapies. Work in groups. - work in groups of 4 to talk Do you know any other alternative therapies like yoga, Lesson plan 10  - T asks some representatives from groups to practice telling in front of the class. - practice telling in front of the class acupuncture, head massage or aromatherapy? Share information and then report to the class. - Feedback by listening to each other. 5. Homework (3’) Read the following and answer the questions. Fasting is said to play an important role in the detoxification of the body. Detoxification is a process of eliminating or neutralizing toxins through all the internal organs. This process starts when food no longer enters the body so it has to turn to fat reserves for energy. When they are used, the chemicals from fatty acids are released and then eliminated through the body organs, leading to the cleansing of the whole body. Questions 1. What is detoxification? 2. When does it start? Keys 1. Detoxification is a process of eliminating or neutralizing toxins through all the internal organs. 2. It starts when food no longer enters the body so it has to turn to fat reserves for energy V - Self- evaluation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… Lesson plan 10  UNIT 2 Period 13 Week Date of preparation Date of teaching Classes : YOUR BODY AND YOU : Speaking :5 : September 16th , 2015 : September 21th, 2015 : 10A1 I. Objectives: By the end of the lesson, Ss can: - talk about how to kick a bad habit. - be educated to inspire good habits in them. II. Knowledge: Language: Review Vocabulary: to get rid of, naughty habit, inspire, to kick a habit, swap III. Skills: Main skill: Speaking Sub-skills: Listening, Reading, Writing IV. Methods: Communicative V. Teaching techniques: Brainstorming, Pair-work, Group-work, Ask-answer, Listen-repeat VI. Teaching aids: textbooks, posters, pictures VII. Time: 45 minutes VIII. Procedures Time 4mins Teacher’s activities Students’ activities UNIT 2: YOUR BODY AND YOU Period 13: Reading 1. Warm –up: Brainstorming - T has Ss think and name the habits they think they have. Content - think and name the habits - Feedback 8mins 2. Pre-speaking: Preteach Vocabulary - T elicits vocabulary using pictures, synonyms and explanations. -listen, take notes - T asks Ss to repeat the new - repeat the new words in chorus, individual. words in chorus, individual - Check vocabulary using the technique Rub out and Remember. Vocabulary: - to get rid of = give up = stop - naughty habit= bad habit - inspire (v) = encourage - to kick a habit = to stop a habit Lesson plan 10  3.While-speaking: 20mins 1. Which of the following habits are good for you? 1. Choose good habits from the list. - T has Ss look at the list of their habits and decide which ones are good. - T has Ss explain their choice and give rectification if needed. - T asks some pairs to practise asking and answering about their good habits in front of the class. Suggested answers - look at the list of their habits and decide which ones are good. - explain their choice - practise asking and answering - Feedback by listening to each other. - T asks Ss to suggest ways to stop the bad habits from their own experience. - T asks some pairs to practise speaking their dialogues in front of the class. - Saving money - Never giving up - Being thankful - Reading regularly - Doing regular exercise 2. Work in pairs or groups and discuss why some of the habits are good or bad. How can you stop the bad habits 2. Work in pairs or groups and discuss why some of the habits are good or bad. How can you stop the bad habits - T gets Ss to work in pairs or groups and discuss why some of the habits are good and why some are bad by giving evidence and proof to support their idea. - Keeping a routine Suggested questions: - work in pairs or groups and discuss -suggest ways to stop the bad habits from their own experience. - practise speaking their dialogues in front of the class. - Feedback by listening to each other. - Why do you think “Reading regularly” is a good habit? - Why do you think “Watching TV all day” is a bad habit? - How can you stop the bad habits? Ways to stop the bad habits - Stop littering - Refrain from throwing rubbish where you like - Look for a waste bin when you want to throw away something, ect 3. Look at the following text and read the advice. Do you think you could follow it? Why or why not? 3. Look at the following text and read the advice. Do you think you could follow it? Why or why not? 1. Make a list. - T asks Ss to read the text - read the text quickly and choose the quickly and choose things they think they can or the things can’t follow. 2. Shake up your routine. - T aks Ss to explain their decision to the class. 4. Surround yourself with people who have kicked similar habits. - T gets Ss to read the -explain their decision to the class 3. Pretend the habit belongs to someone else. Lesson plan 10  phrase in the WATCH OUT box and try to come to a conclusion on the meaning of the idiom. - read the phrase 4. How to kick the bad habit 4. How to kick the bad habit 10mins 5. Think about how you’ll feel when you kick the habits. Example: - T has Ss work in pairs or groups to choose one “bad” habit. -work in pairs or groups - ST gets Ss to make a list of do’s and don’ts in order to kick that habit. - T asks Ss to share their lists with each other and report to the class. How to kick “ Staying up late” Do’s Don’ts - make a list Plan things carefully - share their lists with each other and report to the class. Finish work early Watch horror films or frightening TV programmes. Eat just enough at dinner 4. Post-speaking Wake up early Pair-work Do exercise - T asks Ss to think of their good and bad habits and how to kick bad habits - T asks some pairs to present the front of the class to act out the conversation. Drink coffee or strong tea Take naps during the day Get up late - think of their good and bad habits and how to kick bad habits - present the front of the class 5. Homework (3’) Work with a friend to talk about the disadvantages of: + spend too much time watching TV. + skipping breakfast. + eating too much fast food. + playing video games all the time. V - Self- evaluation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… Lesson plan 10  UNIT 3 Period 22 Week Date of preparation Date of teaching Classes : MUSIC : Reading :8 : October 4th , 2015 : October 12th, 2015 : 10A1 I. Objectives: By the end of the lesson, Ss can: - read for information about television shows. - talk about Idol shows in general and Vietnam Idol show in particular. - be educated to play fair. II. Knowledge: Vocabulary: air, phenomenon, audience, process. Language : Review III. Skills: Main skill: Reading Sub-skills: Listening, Speaking, Writing IV. Methods: Communicative V. Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work. VI. Teaching aids: textbooks, posters, pictures and cassette VII. Time: 45 minutes VIII. Procedures: Time 4mins Teacher’s activities Students’ activities 1. Warm up Chatting Content UNIT 3: MUSIC Period 22: Reading - Ask Ss some questions: -answer the 1. What are your favourite questions TV contest shows? 2. Have you seen Vietnam Idol? - Call on some to report - report their results their results of the of the discussion. discussion. - Write the title: Idol: -listen to the teacher Global Smash Hit on the board and explain the meaning. Then set the scene. 2. Pre-reading Suggested answers: 1. Sao Mai television singing Contest, Who wants to be a millionaire, … 3. What do you think about it? 8mins Before you read 2. Yes, I have. 3. It gives every singer a chance to perform on the stage and singers may gain big prizes. - discuss in pairs Lesson plan 10  - Show some logos and what they know get Ss to discuss in pairs what they know about them. 2- Read and discuss the significance of the years: 2001, 2002, 2007 and - read the text and 2012 discuss - Have Ss read the text quickly for the information related to the years above. Then discuss their answers I groups of four. - report the results. 20mins - Call on some to report the results. Key: 2001: The year that Pop Idol was first launched in the UK. 2002: the beginning American Idol. of 2007: The first season of Vietnam Idol. 2012: The fourth season of Vietnam Idol. While you read 3. While-reading 3. Key: 3. Circle the appropriate meaning for each word from the text. 1. to broadcast - Get Ss read the text again, paying attention to - read the text again the words above to guess and do as told their meanings. - Check the answers as a class. 4. Questions Comprehension 2- air : to 2. phenomenon: an event which people talk about. 3. audience: people at a performance 4. season: a TV show’s episode for - read the passage - Ask Ss to read the and answer passage in depth to find necessary information to give answers to the questions. - practise asking and the - Get them to practise answering questions in pairs. asking and answering the 5. process: a series of actions 4. Ask and questions: answer the 1. The Idol format. 2. It came from the UK. 3. 12 years 4. It’s a franchised programme. questions in pairs. -present in front of 5. Answers vary. - Has some pairs practise the class. asking and answering in front of the class. - Feedback. 10mins IV. Post-reading (10’) Group-work - work in groups of 4 After you read Work in groups. Lesson plan 10  - Have Ss work in groups to discuss. What do you think of the of 4 to discuss. Vietnam Idol Shows? - talk in front of the - Ask some class. representatives from groups to talk in front of the class. - Feedback by listening to -listen and take notes each other. 5. Homework (3mins) Read the following and answer the questions. Choose the words or phrase among A, B, C or D that best fits the blank space in the following passage. People all over the world listen to classical music. Classical music is difficult (1)______ . It means different things to different people. Some (2)______ classical composers were Bach, Vivaldi, Haydn, and Mozart. In their music, they did not (3)______ a story or show strong emotion. They wanted to make a beautiful, interesting design. They wanted to write lovely music. Then composers started to interpret ideas. They told stories (4)______ wars, armies, and soldiers. They wrote about religion. Sometimes they (5)______ music for holidays. Some of these composers were Beethoven, Schumann, Chopin, Mendelssohn, Wagner, and Tchaikovsky. Câu 1: A. described B. to describe C. to describing D. describing Câu 2: A. fame B. wonder C. interested D. well-known Câu 3: A. tell B. say C. talk D. speak Câu 4: A. about B. of C. for D. in Câu 5: A. wrote B. composed C. made D. invented Keys 1B 2D 3A 4A 5B V - Self- evaluation: …………………………………………………………………………………………………………… ………………………………………………………………………………… Lesson plan 10  UNIT 3 Period 23 Week Date of preparation Date of teaching Classes : MUSIC : Speaking :8 : October 5th , 2015 : October 13th, 2015 : 10A1 I. Objectives: By the end of the lesson, Ss can: - talk about the two TV shows Vietnam Idol and Who Want to be a Millionaire. - give presentations of their own TV shows - be educated to be confident in persuading others. II. Knowledge: Language: Review Vocabulary: celebrity panel III. Skills: Main skill: Speaking Sub-skills: Listening, Reading, Writing IV. Methods: Communicative V. Teaching techniques: Brainstorming, Pair-work, Group-work, Ask-answer, Listen-repeat VI. Teaching aids: textbooks, posters, pictures VII. Time: 45 minutes VIII. Procedures Time Teacher’s activities Students’ activities Content 1. Warm –up: (4’) Vietnam Idol Brainstorming - Have Ss think and name - Ss think and The price is right the TV shows they know. name the TV shows they know - Feedback - Ask Ss: 1. What are your favorite shows? -answer the questions Vietnam Next Top model Who Wants to be a Millionaire 2. What do you think about Vietnam Idol and Who Wants to be a Millionaire? => Lead in the new lesson. -listen to the teacher Vocabulary: 2. Pre-speaking: (8’) Preteach Vocabulary - celebrity panel (n): group of judges -listen and take 1. Read the blurbs. Complete the Lesson plan 10  - Elicit vocabulary using notes definitions . - repeat the new - Have Ss repeat the new word word in chorus, individually. 1. Complete the table. - read the TV _ Have Ss read the TV blurbs and blurbs and complete the complete the table. table. - compare and - Ask them to compare contrast the shows and contrast the shows with a partner. 3.While-speaking: (20’) 2. a. Make a list of details about the show.. - make a list of - Have Ss make a list of details about their details about their shows. shows 2.b. Share ideas with a partner and present the show. table with the notes from each show. Then compare and contrast the shows with a partner. Vietnam Idol Who want to be a millionaire -To find a pop star - To find a winner who will get a big sum of money - The winner will be chosen by a celebrity panel & home viewers - The winner will answer a series of general knowledge questions - The winner will get a recording contract with VNR records - The amount of prize-money increases 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. 1. Show name: 2. Show type: 3. Time: 4. Channel: 5. Benefits: - share their ideas - Ask Ss to share their with a partner ideas with a partner, combine them into one show to present it to the class. -do as told - Conduct Ss how to use body language when giving a speech or a presentation. -listen and tke - Feedback by listening to notes each other. 4. Post-speaking (10’) - talk about TV * Talk about the TV show you like - Get Ss to talk about TV shows they like best. shows they like best. best. - talk in front of the class . Lesson plan 10  - Call some to talk in front of the class . 5. Homework (3mins) Interview a friend and take notes, using these questions: 1.Do you watch music shows on TV? If so, what do you watch? 2.What kind of music do you like? 3.How does music make you feel? 4.How much time do you spend listening to music? 5.Do you like listen to music while doing your homework? 6.Can you concentrate on other things when you are listening to music? V - Self- evaluation: …………………………………………………………………………………………… ……………………………………………………………………………………………… Lesson plan 10  UNIT 4 Period 32 Week Date of preparation Date of teaching Classes : FOR A BETTER COMMUNITY : Reading : 11 : October 27th , 2015 : November 2rd, 2015 : 10A1 I. Objectives: By the end of the lesson, Ss can: - read a text about why people do volunteer work for the main idea and specific information - talk about benefits of doing volunteer works - be awareness of helping community II. Knowledge: Vocabulary: obvious, fortunate, concerned, narrow-minded, dedicated Language: volunteer work III. Skills: Main skill: Reading Sub-skills: Listening, Speaking, Writing IV. Methods: Communicative V. Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work. VI. Teaching aids: textbooks, posters, pictures and cassette VII. Time: 45 minutes VIII. Procedures: Time 4mins Teachers’ activities Students’ activities I. Warm up Chatting Content * VOLUNTEER WORKS - T shows pictures of -look at the pictures volunteers and ask Ss and do as told some questions to set the scene: 1- Are they doing volunteer works? 2- Why do they volunteer? - Ss give their opinions List the benefits gained by the student volunteers - T encourages Ss to give different viewpoints • Volunteer work helps them gain experience in life - T introduces the title of the reading text • Volunteer work helps develop their interpersonal skill and attain mutual Lesson plan 10  understanding • Volunteer work helps promote their friendship 8mins • Volunteer work helps them discover their talents II. Pre-reading * Activity 1: Tick the reasons you think you may find in the - T has Ss discuss and - Ss discuss and text (page 41) choose the reasons they choose the reasons think they may find in they think they may the text find in the text Group--work - T goes around the class to help Ss with some difficult words if necessary - T asks Ss compare with the others. - T doesn’t feedback 20mins give III. While-reading - T asks Ss to scan the text and check their predictions in 1 - T calls on some Ss to give their answers and asks them to give clues from the reading text - T gives feedback and the correct answers. * Activity 2: Read the text - Ss read the text and check if your predictions and check their in activity 1 are correct (page 41) predictions in 1 Ss work + Key: individually to do the task, then a. √ discuss their b. x answers with their c. √ partners d. x - T provides Ss with - Ss remember and some reading strategies take notes for gapped text or missing sentences - Ss do this task, - T asks Ss to do this then discuss their exercise individually, answers with their then compare with a partners partner - T checks Ss’ answers and give further explanation if necessary e. √ f. √ * Activity 3: Read the text. Complete the text by matching sentences a-e with gaps 1-4. There is one extra sentences you do not need (Page 41) + Key: 1- d 2- a 3- b 4- c Lesson plan 10  - T asks Ss to look back - Ss try to guess the at the text to locate the meaning of each of * Activity 4: Look at the highlighted words the highlighted highlighted words in the words, based on the - T lets Ss choose their text and choose the correct meaning and asks Ss to context meaning (page 41) compare their choice in groups -Some T gets Some representatives read representatives to read aloud their answers aloud their answers + Key: - T checks Ss’ answers 4. B 1. A 2. B 3. C 5. A 10mins IV. Post-reading (10’) Work in groups. Group-work - Ss express giving 1. There’s no need to - T has Ss work in opinions that they volunteer as very few people can benefit from volunteer groups of 4 to discuss know work. the statements - Ss take turns 2. The best way to volunteer is - T joins some group speaking to give people money when and reminds Ss to take they need it turns speaking T asks some representatives from groups to perform in front of the whole class. - Feedback by listening to each other. 5. Homework (3’) Completes the passage with a suitable word. In the United States, volunteering is (1) ______ as a good way to give children a sense of (2) ______ responsibility and to bring the family together. Volunteerism is (3) ______ across the United States today because people are trying to put more emphasis on family (4) ______, and they are looking for ways to help young people have a feeling of hope and satisfaction. It is (5) ______ that volunteering helps children discover their talents, develop their skills, and learn about (6) ______ and problem solving. (7) ______ , family volunteering has some (8) ______ it benefits the community that is (9) ______, it benefits the family for serving together, and it benefits each (10) ______ in the family. + Key: 1. viewed 7. cooperation 2. Community 7. Moreover 3. growing 4. togetherness 5. believed 8. advantages 9. served 10. individual V - Self- evaluation: ……………………………………………………………………………………………… ……………………………………………………………………………………………… Lesson plan 10