Tài liệu Giáo án tiếng anh lớp 10 thí điểm cả năm mới nhất năm học 2016 2017 hay

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), Trang 1 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: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ……………………………………… 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 Trang 2 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 Trang 3 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: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………. 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 Trang 4 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? Trang 5 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: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………… 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 Trang 6 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 Trang 7 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 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 Trang 8 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: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………… Trang 9 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 Trang 10 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: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………… 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 Trang 11 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: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Trang 12 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 …………………………………………………………………………………………………………… …………………………… 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 Trang 13 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: …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………… Date of preparation: Date of teaching: Period 9 A. Aims and requirements 2015 2015 UNIT 2 YOUR BODY AND YOU Trang 14 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. Trang 15 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 Trang 16 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 - Trang 17 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 Trang 18 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 Trang 19 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. Trang 20