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Giáo án tiếng anh 10 chương trình thí điểm trọn bộ (4 cột) chi tiết, đầy đủ. Giáo án tiếng anh 10 theo chương trình Đề án ngoại ngữ THPT quốc gia 2020 đầy đủ, hay.UNIT 1: FAMILY LIFEPeriod 2: Getting startedWeek: 01Date of preparation: August 13th, 2015Date of teaching: August 19th, 2015Classes : 10A1I. AIMS AND OBJECTIVES Language content: To introduce the students to the text about family life, and some words and phrases related to topic Household chores Language function: To enable sts to talk about family life, especially Household chores Educational aim : To make them aware of benefits of sharing household.1 Language:+Vocabulary: orphanage, handicapped, remote …+ Structure: Review the previous structures2 Skill: Integrated skill, mainly reading3 Education factor: To help sts to know to share household chores with their family
& Period 01 Week Date of preparation Date of teaching Classes : INTRODUCING THE PROGRAMS OF ENGLISH 10 : 01 : August 12th , 2015 : August 18th, 2015 : 10A1 I AIMS AND OBJECTIVES - Language content: To help sts review all the tenses they had learnt and draw comparisons between the tenses that are closely connected to each other and to introduce English 10 - Language function: To enable sts to use tenses to talk about any thing they want - Educational aim : To make them aware of the importance of practising English 1- Language : + Vocabulary : review + Grammatical points: revise the tenses 2- Skill: Integrated skill 3- Education factor: To help sts know to combine studying and reviewing II TEACHER’S AND STUDENTS’ PREPARATION Method : Communicative Approach Techniques : Noughts and Crosses, pairwork, activity “Getting to know you” Materials needed : handouts, worksheets Students’ preparation : notebooks, books Previous exercises : No exercise III PROCEDURE IN CLASS 1.Stabilization: (5ms) - Greet students and checking attendance - Conducting the activity “Getting to know you” + Give each person a copy of the worksheet + Have Sts ask a different person for each question and write notes in the right columns + Ask sts to talk to your classmates in the room and find out the following information + Get some feedback from a few of the sts by asking “Tell us one interesting thing you learnt about another student” Checking – up previous knowledge : No checking New lesson :(40ms) Time Teacher’s activities Students’ activities The lesson content Period 01: REVISION (30ms) A REVISION : Lead- in: - Give two examples and ask the sts to recognize the grammatical points of these sentences above - Introduce the aim of the lesson: “Today we will revise the tenses” 2.Pre-practice: - Ask students to review the tenses they had learnt A REVISION: Lead- in: * Some examples : - look at the board, Please don’t make so much recognize and noise! I am studying answer the question When I lived in London, I : present continuous worked in a bank and past simple 2.Pre-practice: * The Simple Present: - as told (+) S + V(bare-inf)/ -s/ es (-) S + doesn’t/ don’t + V -inf (?) Do/ Does + S + V –inf ? * The Present Continuous: Lesson plan 10 & Time Teacher’s activities 3.Practice: - Ask the sts to exercises I Put the verbs in brackets into the correct form (the present simple or the present continuous) 1.Water (boil) at 100 degree Celsius Look! The sun (shine) The English alphabet (consist) of 26 letters We (study) every day The game (start) in ten minutes His teacher always (try) to help him II Put the verbs in brackets in the correct tenses My sister (walk) to school every morning How long ( live/ you) here? The train (leave) half an hour ago Listen! Somebody (sing) He (eat) dinner at 7P.M last night -Get and give feedback Free- practice Play a game: Noughts and Crosses - Divide the class into two groups: Nought Group and Cross Group - Get the sts to choose the words in Students’ activities The lesson content (+) S + am/is/are + V-ing (-) S + am/is/are +not + V-ing (?) Am/Is/Are + S + V-ing? * The Present perfect (+) S + have/has + p.p (-) S + have/has + not + p.p (?) Have/Has + S + p.p? * The Simple Past: (+) S + V-ed/ (-) S + didn’t + V -inf (?) Did + S + V-inf ? * The past continuous: (+) S+ was/were+ V-ing (-) S+ wasn’t/ weren’t + V-ing (?) Was/ Were +S + V-ing? * The past perfect: (+) S + had + p.p (-) S + hadn’t + p.p (?) Had + S + p.p? * The Simple future: (+) S + will + V(bare-inf) (-) S + will not/ won’t + V-inf (?) Will + S + V(bare-inf)? 3.Practice: - the exercises in pairs I Suggested answers: boils is shining consists study stars tries II Expected answers: walks have you lived left is singing was eating -listen and take notes - play the game Free- practice : Game “ Noughts and Crosses” Lesson plan 10 & Time (7ms) (3ms) Teacher’s activities turn and make the sentences If they get it right, they have one cross/ nought The winner will be the group that forms three successive noughts/ crosses in straight line now for last night usually since next week often ago never - Give remarks B INTRODUCING ENGLISH 10 - Introduce the textbook - Guide sts the way to learn it C Homework: - Ask sts to write the homework in their notebooks Students’ activities - listen and ask if needed - take notes in their notebooks The lesson content B INTRODUCING ENGLISH 10 C Homework - Review for tenses - Do more exercises in handouts - Review the relative clauses and conditional sentences * Self- evaluation: ……………………………………………………………………………………… …………………………………………… …………………………………………………………………………………………………………… ……………………………………………………………… EXERCISES : Put the verbs in brackets into the correct tenses (simple past and past continuous ) Peter and Ann (decide) to redecorate their sitting-room themselves They (choose) cream paint for the woodwork and apricot for the wall When John (look) in to see how they (get) on, Ann (mix) the paint, and Peter (wash) down the walls They (be) glad to see John and ask if he (do) anything special that day He hastily (reply) he (go) to the theatre and (go) away at once, because he (know) they (look) for someone to help them Expected answers: decided chose looked-were getting-was mixing, was washing were-asked-was doing replied-was going-went-knew-were looking Lesson plan 10 & UNIT Period Week Date of preparation Date of teaching Classes : FAMILY LIFE : Getting started : 01 : August 13th, 2015 : August 19th, 2015 : 10A1 I AIMS AND OBJECTIVES - Language content: To introduce the students to the text about family life, and some words and phrases related to topic "Household chores" - Language function: To enable sts to talk about family life, especially Household chores - Educational aim : To make them aware of benefits of sharing household 1- Language: +Vocabulary: orphanage, handicapped, remote … + Structure: Review the previous structures 2- Skill: Integrated skill, mainly reading 3- Education factor: To help sts to know to share household chores with their family II TEACHER’S AND STUDENTS’ PREPARATION Method : Communicative Approach Techniques : Questions –answers, pairwork, groupwork, work individually Materials needed : Worksheets, pictures, chalk Students’ preparation: New words and the lesson “Getting started” of Unit Previous exercises: No homework III PROCEDURE IN CLASS Stabilization: (3ms) - Greet students and check attendance - Warm- up : Asks sts to work in pairs/groups and list things they have to at home - T asks some more questions about housework; What housework you do? Do you hate or like it? Why? Things sts have to at home: clean the house, cook, shopping, wash clothes, the washing-up… Suggested answers: I have to cook dinner I like it because I like eating 2.Checking – up previous knowledge : No checking 3.New lesson : (40ms) Time Teacher’s activities (2ms) I Lead- in: - From the part of “Warm - up”, the teacher leads to the topic of the lesson II Practice Activity 1: Listen and read - Asks sts to listen and repeat the dialogue, pay attention to some new words - Plays the CD, pauses after a short sentence - Gets students to say the new words, T corrects if necessary (7ms) Students’ activities - listen to the teacher - listen and repeat - listen to the tape The lesson content Unit : FAMILY LIFE Lesson : GETTING STARTED Activity 1: Listen and read Vocabulary: duty, chore, equally, rubbish, laundry, finances, grocery, heavy-lifting, homemaker, breadwinner Lesson plan 10 & (13ms) (7ms) (8ms) - Checks pronunciation and meaning - Ask sts to work in pairs to read the dialogue - Get some pairs to read the dialogue if there is time Activity 2: Decide whether the sentences are true, false or not given - T asks Ss to read the passage again and get information to Task in pairs - Ask students to compare the answers with a partner - Ask some students to read the answers - Checks and gives the correct answers: Activity 3: Listen and repeat: - T plays the recording and asks Ss to listen then repeat the words/ phrases twice - T asks some Ss to read the words - T corrects Ss’ pronunciation - T explains the meanings if necessary Activity 4: Write the verbs or phrases - T asks Ss to write the verbs or phrases that are used with the words or phrases in the conversation - T asks Ss to work individually - T plays the recording again if necessary - T asks Ss to exchange the answers with their partner - T gives feedback V Consolidation: - Ask sts some questions to remind the content of the lesson VI- Homework - Asks the sts to write their homework - work in pairs - read the passage Activity 2: Decide whether the sentences are true, false or not given Answers: F (he is preparing dinner) NG (no information) F (she is studying for exams) T (he is preparing dinner) T (we split the chores equally) NG(no information) - listen, take notes Activity 3: Listen and repeat: - as told - correct Activity 4: Write the verbs or phrases - write the verbs Answers: /divide/ handle (household) chores take out garbage - work individually laundry shop for groceries heavy lifting washing-up be responsible for household finances (3ms) VII Consolidation: - remind as told - Remind the content of the lesson (2ms) VIII- Homework - take notes + Learn the lesson well + Prepare “ Language” Vocabulary about household Pronunciation: /tr/, /kr/, /br/ Grammar : the present simple & the present continous * Self- evaluation: ……… ……………………… …………………………………………………… …………………………………………….……………………………… …………………………… Lesson plan 10 & UNIT Period Week Date of preparation Date of teaching Classes : FAMILY LIFE : Getting started : 01 : August 13th, 2015 : August 19th, 2015 : 10A1 I AIMS AND OBJECTIVES - Language content: To introduce the students to the text about family life, and some words and phrases related to topic "Household chores" - Language function: To enable sts to talk about family life, especially Household chores - Educational aim : To make them aware of benefits of sharing household 1- Language: +Vocabulary: orphanage, handicapped, remote … + Structure: Review the previous structures 2- Skill: Integrated skill, mainly reading 3- Education factor: To help sts to know to share household chores with their family II TEACHER’S AND STUDENTS’ PREPARATION Method : Communicative Approach Techniques : Questions –answers, pairwork, groupwork, work individually Materials needed : Worksheets, pictures, chalk Students’ preparation: New words and the lesson “Getting started” of Unit Previous exercises: No homework III PROCEDURE IN CLASS Stabilization: (3ms) - Greet students and check attendance - Warm- up : Asks sts to work in pairs/groups and list things they have to at home - T asks some more questions about housework; What housework you do? Do you hate or like it? Why? Things sts have to at home: clean the house, cook, shopping, wash clothes, the washing-up… Suggested answers: I have to cook dinner I like it because I like eating 2.Checking – up previous knowledge : No checking 3.New lesson : (40ms) Time Teacher’s activities (2ms) I Lead- in: - From the part of “Warm - up”, the teacher leads to the topic of the lesson II Practice Activity 1: Listen and read - Asks sts to listen and repeat the dialogue, pay attention to some new words - Plays the CD, pauses after a short sentence - Gets students to say the new (7ms) Students’ activities - listen to the teacher - listen and repeat - listen to the tape The lesson content Unit : FAMILY LIFE Lesson : GETTING STARTED Activity 1: Listen and read Vocabulary: duty, chore, equally, rubbish, laundry, finances, grocery, heavy-lifting, homemaker, breadwinner Lesson plan 10 & (13ms) (7ms) (8ms) words, T corrects if necessary - Checks pronunciation and meaning - Ask sts to work in pairs to read the dialogue - Get some pairs to read the dialogue if there is time Activity 2: Decide whether the sentences are true, false or not given - T asks Ss to read the passage again and get information to Task in pairs - Ask students to compare the answers with a partner - Ask some students to read the answers - Checks and gives the correct answers: Activity 3: Listen and repeat: - T plays the recording and asks Ss to listen then repeat the words/ phrases twice - T asks some Ss to read the words - T corrects Ss’ pronunciation - T explains the meanings if necessary Activity 4: Write the verbs or phrases - T asks Ss to write the verbs or phrases that are used with the words or phrases in the conversation - T asks Ss to work individually - T plays the recording again if necessary - T asks Ss to exchange the answers with their partner - T gives feedback V Consolidation: - Ask sts some questions to remind the content of the lesson VI- Homework - Asks the sts to write their homework - work in pairs - read the passage Activity 2: Decide whether the sentences are true, false or not given Answers: F (he is preparing dinner) NG (no information) F (she is studying for exams) T (he is preparing dinner) T (we split the chores equally) NG(no information) - listen, take notes Activity 3: Listen and repeat: - as told - correct Activity 4: Write the verbs or phrases - write the verbs Answers: /divide/ handle (household) chores take out garbage - work individually laundry shop for groceries heavy lifting washing-up be responsible for household finances (3ms) VII Consolidation: - remind as told - Remind the content of the lesson (2ms) VIII- Homework - take notes + Learn the lesson well + Prepare “ Language” Vocabulary about household Pronunciation: /tr/, /kr/, /br/ Grammar : the present simple & the present continous * Self- evaluation: ……… ……………………… …………………………………………………… …………………………………………….……………………………… …………………………… Lesson plan 10 & UNIT Period Week Date of preparation Date of teaching Classes : FAMILY LIFE : Language : 01 : August 14th, 2015 : August 21th, 2015 : 10A1 I AIMS AND OBJECTIVES - Language content: To introduce the students to consonant sounds in pronunciation and help the sts revise gerund and present participle; perfect gerund and perfect participle - Language function: : To help them pronounce consonant clusters /tr/ , /kr/ and /br/ exactly and use some grammatical points to communicate in their life - Educational aim : To make them aware of the importance of their study and practising grammar as well as pronunciation 1- Language: +Vocabulary: Pronunciation consonant clusters /tr/ , /kr/ and /br/ + Structure: The present simple and the present continuous tense 2- Skill: Integrated skill 3- Education factor: To help sts to know to use the language briefly and exactly II TEACHER’S AND STUDENTS’ PREPARATION Method : Communicative Approach Techniques : Pictures, gap- filling, questions –answers, discussing, pairwork, groupwork, work individually Materials needed : Worksheets, pictures, handouts Students’ preparation: The lesson “Language ” of Unit Previous exercises: No excercise III PROCEDURE IN CLASS Stabilization: (5ms) - Greet students and check attendance - Warm- up : T says words in Vietnamese, sts write the words in English in groups The winner is the group with most correct words Words for the game: chore, homemaker, breadwinner, groceries, split, laundry, heavy-lifting, washing-up 2.Checking – up previous knowledge : No- checking 3.New lesson : (40ms) Time Teacher’s activities (8ms) A Vocabulary: Activity Matching - Sts work in pair to match each word with its definition in minutes - T checks with whole class by saying the number, sts say the letter T can check their understanding by asking "How you know?" Activity 2: Listing - Sts work in groups this time, listing all chores by scanning the Students’ activities The lesson content Unit : FAMILY LIFE Lesson 2: Language - match in pairs - listen to the teacher - work in group A Vocabulary: Activity Matching Answers: 1.f 2.e 3.a 4.h 5.b 6.g 7.d 8.c Activity 2: Listing Chores from the dialogue - prepare dinner, cook, shop, Lesson plan 10 & dialogue One pair does the task simultaneously on the board to get mark - T checks by pointing at each words and sts say no or yes T also decides if any other chores is suitable or not - T can organize a game to list other household chores in minutes Activity 3: Discussing - T asks Ss to discuss two questions - Have Ss work in pairs to ask and answer the questions - T encourages Ss to use the chores in the list in their answers - T asks some pairs to ask and answer the questions - T gives feedback B Pronunciation Activity 1: Listen and repeat: - T plays the recording and asks Ss to listen then repeat the words twice - T asks some Ss to read the words - T gives the meaning of the words if necessary T helps Ss distinguish the three sound clusters - T corrects Ss’ pronunciation - T helps Ss with the pronunciation - T asks sts to read rows of the table and check their pronunciation if necessary Activity Listen and circle - T asks to read the words in rows, paying attention to the difference between the sound clusters - T plays the recording and asks Ss to listen then circle the word they hear - T asks Ss to work individually - T asks Ss to exchange the answers with their partner - T checks Ss’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear C Grammar: Activity Read and choose the - as told - list clean the house, take out the rubbish, the laundry, the washing up, the heavylifting, household finances Other chores: - bathe the baby, feed the baby, water flowers and plants, feed pets, put away clothes, lay the table for meals… - discuss the questions - as told - listen B Pronunciation Activity 1: Listen and repeat: - listen to the tape - read the words What colour is chocolate? - brown How you go to Hanoi? - by train What you like eating in summer? - ice-cream - correct - as required - read the words Activity Listen and circle Answer: 1.b 2.b 3.c 4.a - circle the words - exchange the answers - as told C Grammar: Activity Read and choose Lesson plan 10 & correct verb form - Sts work individually/pair, one st does the task on the board ] - T checks and elicit the use, the difference and cue words of present simple and present continuous - Sts can look at the yellow and green box in their textbook to review the two tenses Activity Give the correct verb forms - Sts work individually first then work in pair for peer check One st does the exercise on the board to get a mark - T checks with the whole class and ask sts why to make sure that they remember the use, the difference and cue words of present simple and present continuous D- Consolidation - Ask sts to recall the way to use the tenses E- Homework - Asks the sts to write their homework the correct verb form - work in pairs to Answer 1.does 2.cooks 3.cleans 4.is watching 5.is doing 6.is doing is tidying up 8.is trying - look at the textbook and Activity Give the correct verb forms - work individually - listen Answers: 1.does/isn't cooking/is working 2.is taking out 3.cleans/is cleaning 4.is preparing 5.looks after/works 6.is watching/watches C- Consolidation - recall the tenses - listen, take notes D- Homework + Learn the lesson well + Do the exercises of the part “Language” in the workbook + Prepare “Reading” of Unit ( new words and information about the benefits of sharing housework ) * Self- evaluation: ……… ……………………… …………………………………………………… …………………………………………….……………………………… ………………………………………………… ………………………………………………………………………………………………………… …………………………………………… … …………………… ……………… Lesson plan 10 & Communication: Activity 1: - Explain to Ss that they need to go back to the previous sections of the unit and choose one place of their interest to practise speaking - Help Ss to complete the - complete the diagram with appropriate diagram with appropriate information about that place information Activity 2: - Have Ss work in pairs and - work in pairs and practise the model conversation, practise using their notes in Culture: Activity 1: - Ask Ss to look at the pictures - look at the pictures and discuss with a partner how and discuss the tourism activity in each situation may affect the environment Activity 2: - Tell Ss that they are going to read about some problems with ecotourism in Viet Nam and some countries in Africa (Kenya and Tanzania) - Ask Ss to guess which - guess which problems mentioned in can be problems mentioned found in Viet Nam and Africa in - Have Ss read the text and choose suitable titles for two UNIT 10: ECOTOURISM Period 98 : Communication and culture Communication: Activity 1: Example: Destination: Sa Pa - The most enjoyable activities on the tour: visit Cat Cat village, go camping in the forest - The benefits for me: know more about local people’s life and traditions, relax more, enjoy nature - The benefit for the environment and local people: more jobs and income for the local people, more money for the local community to preserve nature Culture: Activity 1: Suggested answers a Tourists may leave litter on the beach, which may cause land and water pollution b Making a campfire requires breaking tree branches or cutting down trees for firewood Campfires may cause forest fires if they are left unattended c Hunting animals may lead to their extinction Endangered animals can be in danger of extinction Activity 2: Key: c a Activity 3: Key: Principles of ecotourism VN Africa Lesson plan 10 & articles Activity 3: Explain to Ss how to the next - listen to the teacher activity: Read through the five principles in the table first, and then read each article carefully to decide if these principles have been applied in Viet Nam or Africa Activity 4: - Have Ss work in pairs Ask Ss to look back at the pictures and - work in pairs tourists’ harmful activities that have been discussed in (leaving litter, making campfires, and hunting animals.) - Ask Ss to suggest what should be done to restrict the harm or damage that tourists may cause to the environment and local people a Reduce the impact of tourism activities on the local nature and culture X X b Increase tourists’ environmental and cultural awareness and respect X NG c Provide financial benefits for the conversation of local destinations NG NG d Provide financial benefits for local people NG X e Provide positive experiences for both visitors and host X X Explanation: - Principle a: In neither places, there are strong measures to limit tourists’ activities that may harm the environment (littering, cutting tree branches, hunting) - Principle b: In VN, tourists have little or no access to environmental information or local cultural activities - Principle d: In Africa, ecotourism has not provided more jobs for the local people - Principle e: In VN, tourists have little or no understanding of the local culture; in Africa, local people are deprived of their best land Activity 4: Suggested answers - More efforts (such as producing educational brochures and TV programmes about ecotourism) need to be made to fully inform and educate Lesson plan 10 & Consolidation - Ask Ss to consolidate the main contents - consolidate - Ask Ss: What have you learnt main contents today? What can you now? tourists on the environmental and social impacts of ecotourism - Moreover, there should be regulations and laws the banning the promotion of unsustainable ecotourism projects and activities that may harm the local cultures and nature (such as projects to cut down trees to build hotels and hunting activities) Self- evaluation: …………………………………………………………………………………………………… …………………………………………………………………………………………………… UNIT 10 : ECOTOURISM Period 99 : Looking back and project Week : 15 Date of preparation : April 10th ,2016 Date of teaching : April 21th, 2016 Classes : 10A1 A Aims and Objectives: - To help Ss mark stress in words of more than three syllables in isolation and in context - To teach Ss some lexical items related to ecotourism - By the end of the lesson Ss are able to: + Pronounce correctly words of more than three syllables related to the topic the ecotourism + Use some key words of the topic the ecotourism + Do the exercises on conditional sentences B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook Lesson plan 10 & C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time Teacher’s activities Students’ activities Warm-up - Teacher may introduce the review by asking Ss if they remember what they have learnt so far in terms of language T then summarises Ss’ answers and adds some more information, if necessary Pronunciation: Task 1: - Help Ss to review the pronunciation rules for words ending in –ity,-ic, -ica, -tion on page 98 (Student’s Book) - Have Ss put a stress mark before the syllable with the primary stress in each word, and then say these words aloud Vocabulary: Activity 1: - The six words in the box are the ones most commonly used in the unit Ask Ss to write them in the gaps, using the plural forms of the nouns when necessary Grammar: Activity 1: The focus of this activity is on using conditional sentences Type to talk about present or future activities that are real or very probable - Let Ss read through the eight cues to grasp the general idea of the story they are going to create - Ask Ss to make sentences, with the main clause of the previous sentence (the effect) becoming the if-clause (the cause) of the next sentence Activity 2: The focus of this activity is on using conditional sentences Type to talk about present or future activities that are unreal or unlikely to happen - Ask Ss to read situations Content UNIT 10: ECOTOURISM Period 99: Looking back and project Pronunciation: Task 1: Key: ac’tivity conser’vation tra’ditional desti’nation eco’nomic eco’nomical under’standing degra’dation Vocabulary: Key: conservation Destinations impacts, environment ecology exotic Grammar: Activity 1: Key: If I miss the lesson, I will not the test well If I don’t the test well, I’ll feel very sad If I feel very sad, I’ll go to the gym If I go to the gym, I’ll keep fit If I keep fit, I’ll look attractive If I look attractive, I’ll be very happy Activity 2: Key: If I could swim, I’d go scuba-diving with you (or: I’d go scuba-diving if I could swim.) I’d go on an eco tour to Phu Quoc National Park if I had any holiday left (or: If I Lesson plan 10 & carefully and write the conditional sentences with the same meaning Activity 3: This activity helps Ss to review how to use conditional sentences Type and 2, and modals correctly Give Ss some hints about how to explain each type of conditional sentences Hints: - For Type 1, the modal verb ‘might’ should be used because it expresses probability Example: If your test score is high…-> The test score might be high - For type 2, the verb ‘is’ or ‘isn’t’ should be use to express a present activity or event that is unreal or not probable could manage an eco rour to Phu Quoc National Park, I’d go on one.) If Sue had Tony’s email address, she would send him a message (or: Sue would send him a message if she had his email address.) I’d make a cake for you now if there were eggs in the fridge (or: If there were eggs in the fridge, I’d make a cake for you now.) Phong would/ could travel abroad if he had enough money (or: If Phong had enough money, he would/ could travel abroad.) If I drove too close to the animals on safari, they would get scared (or: The animals on safari would get scared if I drove too close to them.) I could/ would go to the concert if I didn’t have so much homework to (or: If I didn’t have so much homework to do, I could/ would go to the concert.) If Nam had a camera, he’d take pictures of his trip (or: Nam would/ could take pictures of his trip if he had a camera.) Activity 3: Key: The computer isn’t working It might snow tonight This golden block might be made of pure gold My father isn’t here now The air is polluted John might call Lesson plan 10 & Example: If your test score was high…-> The test score isn’t high If the air was not polluted…-> The air is polluted Project: - For this project, Ss carry out a survey on their group members’ eco tour experiences Students the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment Project: Self- evaluation: …………………………………………………………………………………………………… …………………………………………………………………………………………………… Period 100 Week Date of preparation Date of teaching Classes : REVIEW ( UNITS 9-10) : 15 : April 15th, 2016 : April 23th, 2016 : 10A1 I Objectives : By the end of the lesson, Ss will be able to revise the language they have learnt from units 9-10 II Language focus : Vocabulary : Words / phrases related to topics of unit 9-10 Grammar : Grammar of unit 9-10 III Teaching aids : handouts, cards and realia IV Procedures : Lesson plan 10 & Time Teacher’s activity Students’ activity Content Lesson plan 10 & 3mins 1.Warm-up: - T asks Ss to call out the themes in unit and 10 and the grammar parts - T leads Ss in the lesson “ today’s lesson, we’ll get to revise some language we have learnt from Units 9-10” Vocabulary: Vocabulary: Task 1: Complete the sentences - T asks Ss to work individually to use the words in the box to complete the sentences - T asks Ss to write the answers on the board - T reads aloud each answer and asks the class if they agree or not, then confirms the correct one Task 2: - Ask Ss to this activity individually - Ask a student to write his/ her answers on the board Read each one and ask the class if they agree or not, then confirm the correct one 3.Pronunciation : Task 1: Stress - T sets time and let Ss the task individually - Check the answers with the whole class - T asks Ss to read these words - call out the themes in unit and 10 and the grammar parts -listen to the teacher - work individually to complete the sentences - write the answers on the board - the task individually -answer Period 100: REVIEW ( UNITS 9-10) Part 1: LANGUAGE Vocabulary Task 1: Answers: natural polluted environmental sustainable ecological Task 2: Answers: pollution global warming Deforestation protect Acid rain Pronunciation - the task Answer: individually oOO Ooo oOOO - check the answers ooOo poverty pollution economy - read these words conservation energy solution sustainable preservation chemical awareness ecology -listen to the relaxation teacher newsletter protection -ask if needed environment composition poverty pollution economy conservation Grammar: Task 4:Correct form - Elicit the form and use of the reported speech Remind Ss of the changes to pronouns, possessive adjectives and verbs - Ask a student to the task on the board while other Ss also this activity individually - Check Ss’ answers or as them -check the answer for explanations, if necessary Grammar Task 4: Answers: Mary said (that) people are cutting down the rainforests Tom said (that) car pollution was/ is a big problem in his city Lesson plan 10 & Self- evaluation: …………………………………………………………………………………………………………… ………………………………………………………………………………… Period 101 Week Date of preparation Date of teaching Classes : REVIEW ( UNITS 9-10) : 15 : April 18th, 2016 : April 25th, 2016 : 10A1 I Objectives : By the end of the lesson, Ss will be able to revise the language they have learnt from units 9-10 II Language focus : Vocabulary : Words / phrases related to topics of unit 9-10 Grammar : Grammar of unit 9-10 III Teaching aids : handouts, cards and realia IV Procedures : Lesson plan 10 & Time Teacher’s activity Students’ sactivity Content Lesson plan 10 & 4mins 1.Warm-up: - Teacher may introduce the review by asking Ss if they remember what they have learnt so far in terms of language T then summarises Ss’ answers and adds some more information, if necessary 2.Teaching reading : - T asks Ss to activities and individually and check their answers with a partner’s - T gives the correct answers and explanations, if necessary -listen to the teacher - activities and individually -listen to the teacher 3.Teaching speaking: Task 3: Ask Ss to work in pairs, -work in pairs choosing one of the destinations of ecotourism in Viet Nam Ask each pair to report their choice and explain the decision Task 4: Ask Ss to work in pairs and - work in pairs and answer the three questions answer Then ask Ss to discuss their answers with a partner’s Ask Ss to present their answers to the class 4.Teaching listening: - Play the recording about Cuc Phuong National Park, while Ss fill in the missing information - Play the recording again for Ss to listen and check their answers - Alternatively, play one or more times for Ss to work out the answers Provide the correct answers, and give any explanations if necessary Teaching writing: Period 101: REVIEW ( UNITS 9-10) Part 2: SKILL I Reading 1b rubbish dump (n) landfill (n) hide underground (v) bury (v) serious skin disease (n) skin cancer (n) waste gases (n) exhaust gases (n) process (v) treat (v) Problem What can be done to solve the problem? Linda landfills more recycling Jenny the thinking of the ozone layer drive less Kate water pollution treat all waste more carefully II Speaking - listen and choose their answers -listen to the recording III Listening Lesson plan 10 & Self- evaluation: …………………………………………………………………………………………………………… ………………………………………………………………………………… TRƯỜNG THPT QUANG TRUNG 2016 Họ tên: …………………………….… Lớp : 10A …… đề) SBD : …………… Phòng thi: ….… KIỂM TRA HỌC KÌ II – NĂM HỌC 2015 MÔN: TIẾNG ANH (thí điểm) – KHỐI : 10 THỜI GIAN: 30 phút ( Không kể thời gian phát Mã phách: …………… _ Mã đề thi: 01 Mã phách: …………… Choose the word whose underlined part is pronounced differently from the others: (0,25m) Question 1: A diversity B fertilizer C superstition D personal Choose the word whose the main stress is placed differently from the others: (0,25m) Question 2: A removal B atmosphere C detergent D consumption Choose the best answer to complete each of the following questions: (1,5ms) Question 3: You can take advantage of new applications which are very useful _ learning English A in B about C to D for Question 4: I _ surprised if you _ the exam You’re working so hard A am – will fail B will be – fail C were – would fail D would be - failed Question 5: The friendly products are designed not to harm the natural environment A environment B environmental C environmentally D environmentalism Question 6: My brother is good at cooking and he _ cook very delicious food A must B can c may d might Question 7: There is a wedding _ for all the guests after the wedding ceremony A proposal B reception C anniversary D celebration Question 8: Did you have……………….good time at the party last night? A a B an C the D X Read the passage carefully and then choose the best option (A, B, C or D) to each gap: (1,0m) In Korea, in former days the marriage between a man and woman represented the joining of two families, rather (9) the joining of two individuals The event (10) Taerye (Great Ritual), and people from all over the village or neighborhood participated The ceremonies and events surrounding the actual marriage were long and elaborate The groom usually traveled to the house of the bride for the ceremony, then stayed there for three days (11) taking his new bride to his family's Lesson plan 10 & home The actual ceremony involved many small rituals, with many symbolic gestures The (12) were expected to control their emotions and remain somber Question 9: Question 10: Question 11: Question 12: A as A is often called A before A examiners B more B often called B then B participants C than C has often called C soon C competitors D more than D was often called D ago D contests PHẦN GHI CÂU TRẢ LỜI ( MÃ ĐỀ 01) A B C D O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O 10 O O O O 11 O O O O 12 O O O O 13 O O O O 14 O O O O 15 O O O O 16 O O O O Trang 1/2 – Mã đề : 01 Read the passage below and choose the best answer (A, B, C or D) to each question: (1,0m) Wild animals (and wild plants) and the wild places where they live are seriously threatened almost everywhere One species has become extinct in each year of this century But many hundreds are now in danger Lack of attention would lead to the rapid advance of the process of extinction Already many kinds of wild animals has been so reduced in number that their role in the ecosystem is forgotten Animals like the great apes, the whales, seals etc are thought to be in danger of extinction But even more important, perhaps than individual kinds of animals and plants, whole habitats are in danger of vanishing: marshes are being drained, and the world forests, especially tropical forests are being cut down to satisfy man’s needs of timber and paper What would our world be like if all the wild animals and wild plants disappeared? Would our life still exist then? Question 13: What would happen to the human beings if the wild life vanished? A Many species would quickly become extinct B Tropical forests would be cut down C The human life would be seriously threatened D Species would go on dying out Question 14: What is more important than individual kinds of animals and plants? A The vanishing of whole habitats B The extinction of many species D Man’s need of timber and paper C The rapid advance of the process of extinction Question 15: What does the writer warn us against? A cutting down the tropical forests B hunting wild animals C draining marshes D destroying our environment Lesson plan 10 & Question 16: “To threaten” in the passage means ………… A to pollute B to give fear to C to disappear D to poison Rewrite each sentence, beginning as shown, so that the meaning stays the same (1,5ms) Question 17: No ocean in the world is deeper than the Pacific The Pacific Question 18: A boy’s bike was taken He visited the police station The boy _ Question 19: “It’s confusing because there are too many wed pages about the environment,” Nam said Nam said Put the words in the correct order to make meaningful sentence (0,5m) Question 20: originate, / daily activities / has also kept / where many mysteries, / situated in Asia, / and / about / various / legends / Viet Nam / As / superstitious beliefs / a country / // * * * * * GOOD LUCK TO YOU ! * * * * * Trang 2/2 – Mã đề : 01 TRƯỜNG THPT QUANG TRUNG - KIỂM TRA HỌC KÌ II – NĂM HỌC 2015 - 2016 HƯỚNG DẪN CHẤM MÔN: TIẾNG ANH – KHỐI : 10 (THÍ ĐIỂM) MÃ ĐỀ: 01 Phần trắc nghiệm: (4,0 điểm) : Mỗi câu 0,25 điểm A B C D O O O O O O O O 10 11 O 12 13 14 O 15 O O 16 O O O O Phần tự luận: (2,0 điểm) : Mỗi câu 0,5 điểm Question 17: The Pacific is the deepest (0,25) ocean in the world (0,25) Question 18: The boy whose bike was taken (0,25) visited the police station (0,25) Question 19: Nam said (that) it was confusing (0,25) because there were too many wed pages about the environment (0,25) Lesson plan 10 & Question 20: As a country situated in Asia, where many mysteries, and legends originate, (0,25) Vietnam has also kept various superstitious beliefs about daily activities (0,25) _ Lesson plan 10