Giáo án Tiếng Anh 10 thí điểm - Học kì 1

hearse before their presentations. In case there is a shortage of time, let this activity be prepared at home, and the presentation will be done during the next class.
-Listen to the teacher and then answer the questions.
Pay attention
Read the TV blurbs and study the words
Suggested answers:
Vietnam Idol
Who wants to be a millionaire
To find a pop star
The winner will be chosen by a celebrity panel and home viewers
The winner will get a recording contract with VNR Records
To find a winner who will get a big sum of money
The winner will answer a series of general knowledge questions
The amount of prize-money increases with the number of questions
Pay attention to the instructions
Understand the activity
Write the details about their shows on the board
The whole class to comment
Work in pairs to discuss
Rehearse
Reading tips
IV. Consolidation
- Summarize the main points
V. Homework
- Prepare for the next lesson
Notes after teaching:
Warm up
Period 23 	Part 5: 	LISTENING SKILL
Teaching method: Communicative
Teaching aids 
- board, chalks, textbook and notebook.
D. Procedure
Class organization
Check attendance
10A1 
10A9
Checking the old lesson
New Lesson
Teacher’s activities
Students’ activities
Inspirational music
Lead-in: Inform the class of the lesson objectives: listening for gist and specific information. Write Inspirational music on the board and check students’ understanding of the phrase. Inspirational music means music that makes people feel uplifted with hope and love.
Activity 1
Draw students’ attention to the photos. Elicit the names of the artists.
Activity 2:
Focus on the instructions. Ask: How often do you listen to our national anthem? What is the name of the song? Who is the composer? When and where did you last hear it? How did you feel when you heard the song? What do you think about the song lyrics? Play the recording and set a time limit for students to discuss in pairs. Call on a few students to give their opinions.
Activity 3:
Draw students’ attention to the instructions and give students time to read the answers. Play the recording all the way through. Then replay it for students to select the correct answers. Check the answer as a class. Ask students to explain their choice if necessary. Replay the recording for students to check their answers again.
Activity 4
Draw students’ attention to the instructions and read out the questions. Review the word affect. Play the recording all the way through for students to listen.
Replay the recording for them to do the activity. Check the answers as a class. Replay the recording the third time for students to confirm the answers.
Activity 5:
Get students to brainstorm the names of some songs that are popular to teenagers. Get students to work in pairs or groups to discuss their favourite songs, and the reasons they like them. Call on a few students to present their opinions.
Pay attention to the teacher
Key:
Trinh Cong Son
Luu Huu Phuoc
Micheal Jackson
Elton John
Answer the questions
Answers may vary
Key act 3: C
Key:
“I have a dream” by ABBA.
Inspirational songs
His favourite songs inspire him, and he can learn lessons from them.
Rap or Hip-hop
IV. Consolidation
- Summarize the main points
V. Homework
- Prepare for the next lesson
Notes after teaching:
Period 24 	UNIT 3: MUSIC
Part 6: 	WRITING SKILL
Aims and requirements
By the end of this unit, Ss can:
Use nouns and phrases related to the topic Music
Pronounce the final sounds /est/, /nt/, and eit correctly in isolation and in context
Use compound sentences
Use to-infs and bare infs
Read for general ideas and specific information about TV shows
Talk about TV shows
Listen for gist and specific information about inspirational music
Write biographies using the information from fact files.
Teaching method: Communicative
Teaching aids 
- board, chalks, textbook and notebook.
D. Procedure
Class organization
Check attendance
10A1 
10A9
Checking the old lesson
New Lesson
Teacher’s activities
Students’ activities
Writing a biography
Lead-in: Inform the class of the lesson objectives: writing biographies based on fact files.
Warm-up: 5 mins
T lets students listen to 3 pieces of music and ask them to answer the question:
What are the names of these songs?
What kind of music do the songs belong to?
Integrated with love for oceans and islands of Vietnam:
Teacher recalls students of inspirational music. It can inspire listeners and we can also learn something from them. For example, at the moment, every time we listen to the song Noi Dao Xa, we feel proud of our country and respect people who sacrifice their life defending our Nation.
T says: We have to admit that music plays an important part in our life. But do you know much about some famous composers of Vietnam and worldwide. After writing part, you will know more about Van Cao, Luu Huu Phuoc and Chopin.
Activity 1: 5mins
Write the phrase Writing a biography on the board. Draw students’ attention to the photo and the instructions. Elicit name of the artist and the answers about his birthday, typical works, important achievements and death. 
Give students time to read the texts. Pre-teach some key words such as biography, composer and achievement. Students do the task individually. Check the answers as a class.
Activity 2: 5 mins
Draw students’ attention to the instructions and the questions. Get them to work individually to find the answers. Then they work in pairs to ask and answer the questions. Call on a few students to report the answers.
Activity 3
Draw students’ attention to the instructions, the photos, and the fact files. Point out to students how to write a biography, referring to Van Cao’s biography. Pre-teach the key words/phrases: patriotic, occasional opera (ca kich), national assembly, liberation movement, child prodigy (than dong), uprising (noi day), ballade (bai ca su thi), technical demanding. Give enough time for students to read the information to do the task. Tell students to write a draft first. Then they actually write a biography of about 150 words. Have students pay attention to punctuation, structural elements and linking words. Since this activity takes a lot of time, turn it into homework, and collect students’ papers in the next lesson. Give feedback on some papers.
 - Students know the topic of writing
- Pay attention to the teacher
Answer the questions:
Noi Dao Xa, We are the world, Circle of life
Inspirational music
Students pay attention
Read the texts
Key
1.b, 2.c, 3.d, 4.a
Key act 2
He was born in 1923.
He was born in Hai Phong
It was “Tien Quan Ca”
He died in 1995 in Ha Noi.
Answers may vary.
Do as instructed
IV. Consolidation
- Summarize the main points
V. Homework
- Prepare for the next lesson
Notes after teaching:
Date of planning:
Date of teaching:
Period 25 	Part 7: 	COMMUNICATION AND CULTURE
Teaching method: Communicative
Teaching aids 
- board, chalks, textbook and notebook.
D. Procedure
Class organization
Check attendance
10A1 
10A9
Checking the old lesson
New Lesson
Teacher’s activities
Students’ activities
Communication
Lead-in: Inform the class of the lesson objectives: further skill development
Activity 1
Focus on the photos and the names of the artists. Check answers as a class
Activity 2
Give students enough time to read the texts and do the task individually. Pre-teach some key words such as swan, magician, powerless. Check the answers as a class. Get some students to read aloud the texts if there is enough time.
Activity 3
Draw students’ attention to the instructions and the questions. Play the recording all the way through for students to listen. Replay the recording and set the time for students to discuss the questions in pairs or groups. Check answers as a class.
Culture
Lead-in: Focus on the photos. Ask: Do you know the people/things in the photo? Who are they?/What are they? Where do they come from?
Activity 1
Focus on the instructions. Play the recording of the song “Den Hen Lai Len”. Ask: Do you know this song? What is the name of the song? Students work in groups to discuss the answers. Check answers as a class.
Give students enough time to read the texts. Pre-teach the key words/phrases: folk song, melody, musical pingpong, flute, vocal and musical instrument. Check the text comprehension as a class.
Activity 2
Draw students’ attention to the table and ask them to read the text quickly for specific information to complete the table. Have students work individually and check their answers in pairs. Call on a student to write the table on the board. Elicit the information from the class to complete the table.
Quan Ho singing
Dangdut music
Country
Vietnam
Indonesia
Kind of music
Folk music
Pop music
No of singers
4
8
Musical instrument
Bamboo flute and a 36-stringed musical instrument
Drums or flute from a variety of Asian or Middle -East countries and modern instruments like electric guitars or organs
Activity 3
Draw students’ attention to the instructions and the questions. Play the recording two or three times. Students work in groups to discuss the answers to the questions. Call on a few students to report the results of their discussion.
Pay attention to teacher and follow
a.Choplin
b.Elvis Presley
c.Michael Jackson
d.Tchaikovsky
e.Johann Strauss
f.Van Cao
Read the texts
Key 2:
1.Johann Strauss
2.Tchaikovsky
3.Elvis Presley
4.Van Cao
5.Choplin
6.Michael Jackson
Key 3
There are three speakers.
They are talking about local entertainment programme.
It is going to take place in the City Opera.
Mai will buy the tickets.
Key act 1
“Den Hen Lai Len” (Quan Ho Bac Ninh)
Key 3:
Nhu Co Bac Ho trong ngay vui dai thang
Pham Tuyen is the composer
Answers vary.
IV. Consolidation
- Summarize the main points
V. Homework
- Prepare for the next lesson
Notes after teaching:
Date of planning:
Date of teaching:
Period 26 	Part 8: 	LOOKING BACK
Teaching method: Communicative
Teaching aids 
- Board, chalks, textbook and notebook.
D. Procedure
Class organization
Check attendance
10A1 
10A9
Checking the old lesson
New Lesson
Teacher’s activities
Students’ activities
Lead-in: Tell the class that this is an activity to review the pronunciation, vocabulary, and grammar section of the unit.
Pronunciation
Activity 1
Play the recording all the way through for students to listen. Replay the recording for them to repeat all the sentences once or twice. Call on a few students to read the sentences in turns. Correct the pronunciation if necessary.
Activity 2
Focus on the instructions and the phonetic symbols. Point out that students should listen and write down the words having the ending sounds /est/ / / and /eit/.
Check the answers as a class.
Vocabulary
Activity 1
Draw students’ attention to the instructions and give students enough time to read the text individually. Explain the words: modest, conquer, born to, release, secondary school, contestant, and the manner if necessary. Check the answers as a class.
Activity 2
Draw students’ attention to the photo and questions. Elicit the answers from the whole class. Get students to work in pairs to ask and answer.
Activity 3
a&b
Draw students’ attention to the instructions. Set time and get students to work in pairs. Call on a few students to write their sentences on the board for the class to comment.
Grammar
Activity 1
Draw students’ attention to the instructions. Give students’ enough time to read the incomplete sentences. Remind students to use the coordinating conjunctions to join the two clauses. Set a time limit and get students to do the task individually. Call on a few students to write their sentences on the board for the class to comment on. Correct the errors, if necessary.
Activity 2
Ask students to work individually. Ask five students to take turns writing the sentences on the board. Elicit the answers and underline the incorrect part. Give explanations, if necessary.
Activity 3
Have students work individually. Ask five students to take turns correcting the sentences on the board for the class to comment on. Give feedback 
Listen to the recording
Key act 2
/est/ contest, rest, guest, 
/ nt/ modern, different, achievement
/eit/ commemorate, late, debate, rate
Key act 1
Passionate
Talented
Confident
Modest
Key act 2
It came from Bac Ninh in the 13th century.
A pair of female singers singing a challenging phrase, and a pair of male singers respond by singing a matching phrase. The order is reserved in the next round with a different melody.
Answers vary.
Suggested answers
Quan Ho singing is a kind of Vietnamese folk music which originated in the 13th century and was recognized by UNESCO in 2009.
Dangdut music is a kind of exciting Indonesian pop music which is played with a combination of traditional and modern musical instruments such as drums, flutes, electrical guitars and organs.
Read the incomplete sentences
Suggested answers act 2
I will not be able go to the concert tomorrow night.
Let me to explain what the music excerpt means.
He asked me sing a few songs by Van Cao.
His performance makes me to fall asleep.
My sister never agree to let me to go to the Rap show.
Key act 3
I will not be able to go to the concert tomorrow night.
Let me explain what the music excerpt means.
He asked me to sing a few songs by Van Cao.
His performance makes me fall asleep.
My sister never agree to let me go to the Rap show.
IV. Consolidation
- Summarize the main points
V. Homework
- Prepare for the next lesson
Notes after teaching:
Date of planning:
Date of teaching:
Period 27 	REVIEW 1 UNIT 1-2-3
Objectives
Aimed at revising the language and skills students have learnt and practiced in Unit 1-3
Teaching method: Communicative
Teaching aids 
- Board, chalks, textbook and notebook, recording
D. Procedure
Class organization
Check attendance
10A1 
10A9
Checking the old lesson
New Lesson
Teacher’s activities
Students’ activities
Language
Vocabulary
Activity 1
Ask students to do this activity individually, and then compare their answers with a partner’s. Write the correct answers on the board. 
Ask students to raise their hands if their answers match.
Activity 2
Ask students to do this activity individually
Ask a student to write his/her answers on the board. Then check the answers with the whole class.
Pronunciation
Activity 3
Ask students to do this activity individually and then compare their answers with a partner’s. Show the correct answers on the board.
Grammar
Activity 4
Elicit the forms and uses of the present simple, the present continuous and the future simple. Ask a student to do the activity on the board while other students also do this activity individually.
Check students’ answers, and ask students for any explanation, if necessary
Activity 5
Elicit the forms and uses of the passive voice used with present simple
Ask students to do this task individually and then compare their answers with a partner’s
Ask a student to write his/her answers on the board. 
Then check answers with the whole class.
Key act 1
1.c
2.d
3.e
4.a
5.b
Key act 2
Lift weights
Go rollerblading
Exercise
Exercise
Watch TV
Key act 3
Train
Traffic
Travel
Treat
trash
Create
Credit
Critical
Cream
crime
Play
Plum
please
plough
place
Glide
Glass
Glue
Glow
globe
Statement
Different
Talent
Movement
present
Date
Fortunate
Passionate
Debate
late
Key act 4
1.is coming- don’t want
2.don’t make- am studying
3.speaks- is speaking
4.am- will bring
5.isn’t working/doesn’t work- will fix
Key act 5
1.This road isn’t used very often.
2. David is not often invited to parties.
3.Fruit juice is included in the menu.
4.Mr Miller’s room is cleaned every day.
5. The music can be heard from far away.
IV. Consolidation
- Wrap up the lesson
V. Homework
- Prepare for the next lesson
Notes after teaching:
Date of planning:
Date of teaching:
Period 28 	REVIEW 1 UNIT 1-2-3 (cont)
Objectives
Aimed at revising the language and skills students have learnt and practiced in Unit 1-3
Teaching method: Communicative
Teaching aids 
- Board, chalks, textbook and notebook, recording
D. Procedure
Class organization
Check attendance
10A1 
10A9
Checking the old lesson
New Lesson
Teacher’s activities
Students’ activities
Grammar
Activity 6
Elicit the uses of so, and, but and or. Ask students to do this activity individually, and then compare their answers with a partner’s. Write the correct answers on the board.
Skills
Reading
Ask students to do activities 1 and 2 individually, and then compare their answers with a partner’s.
Give the correct answers and explanations, if necessary.
Speaking
Activity 3
Ask students to work in groups, the entire group takes notes as different students ask and answer questions about household chores in their families.
Activity 4
Ask each group to choose one student to report the interview results to the class.
Ask other students for their comments and decide which student has the best answers.
Listening
Activity 5
Play the recording once for students to listen and choose their answers. Play the recording again, so students can check their answers, and then give the correct answers. Alternatively, play the recording one or more times for students to choose the correct answers.
Writing
Activity 6
Ask students to write about two types of people who have very different lifestyles. 
Ask students to write about what each person’s daily life is like. 
Ask students to write the draft first in class, and then they may write their final versions at home. 
Key act 6
1.c
2.d
3.e
4.a
5.b
Key
1b: 1.c
2.d
3.b
4.e
5.a
2: 1. Country music
When life becomes more complicated and difficult.
From the American West.
Twenty four hours a day.
Key act 5
T
F
F
T
F
T
Students may start their writing like this:
My father and my mother have very different lifestyles. My father.
IV. Consolidation
- Summarize the main points
V. Homework
- Prepare for the next lesson
Notes after teaching:
Date of preparation: 2014
Date of teaching: 2014
Period 29 	PERIODICCAL TEST 2
Aims and requirements
This test provides students with a good chance to be familiar with a form test of B1.
Check their knowledge of listening, reading, writing and language focus. 
Teaching method: Communicative
Teaching aids 
- Cassette player, tape, handouts
D. Procedure
Class organization
Check attendance
10A1 
10A9
Checking the old lesson
New Lesson
Date of preparation: 2014
Date of teaching: 2014
Period 30 	TEST FEEDBACK
Aims and requirements
After this lesson students have marks on the test and receive feedback from teacher
Check their knowledge of listening, reading, writing and language focus. 
Recognize their mistakes and avoid repeating
Know strength and weaknesses to set up a study plan
Teaching method: Communicative
Teaching aids 
- handouts
D. Procedure
Class organization
Check attendance
10A1 
10A9
Checking the old lesson
New Lesson
Date of planning:
Date of teaching:
Period 31	Part 1: 	UNIT 4: FOR A BETTER COMMUNITY
Objectives
Language
Vocabulary
Words and phrases related to volunteers and volunteer work
Adjective suffixes: -ed, -ing, -full, less
Pronunciation
/nd/, /n/, /nt/
Grammar
Irregular past tense verbs
The past simple vs. the past continuous with when and while
Skills
Reading for specific information about why people do volunteer work
Talking about local community development
Listening to an announcement for volunteers to get specific information
Writing an application letter for volunteer work.
Communication and culture
Local and global activities for community development
Teaching method: Communicative
Teaching aids 
- Board, chalks, textbook and notebook, recording
D. Procedure
Class organization
Check attendance
10A1 
10A9
Checking the old lesson
New Lesson
Teacher’s activities
Students’ activities
Lead-in: Inform class of the lesson objectives: getting to know the topic, vocabulary about volunteer activities, and two grammar points.
Introduce the topic by asking questions about the picture: What is the picture about? What are people doing in the picture? What do you think about their activities? Do you want to try this job? Why?
Elicit answers from students, encouraging different interpretations.
Activity 1
Ask students to read the requirements
Play the recording and let students repeat.
Call on 2 students to stand up and play role while reading aloud.
Comment
Activity 2
T read the requirements
Give students about 5-7 minutes to do the tasks
Activity 3
Ask students to work in pairs and practice making conversations using the expressions in the box.
Language
Vocabulary
Activity 1
Ask students to read the conversation again and underline or highlight the adjectives ending with the suffixes –ed, -ing, -ful, -less
Check if students know the differences between –ed and –ing adjectives and –ful and –less adjectives.
Give examples if necessary
Activity 2
Ask students to work individually first. Students work in pairs or groups to compare their answers.
Check students’ answers and give explanations if necessary.
Pay attention
Answer the questions
Read aloud
Answer the questions
Key act 2
He called Hieu at about 2 p.m yesterday afternoon.
He was teaching children at the Happy Mind Charity Centre.
Yes, he was. At first
I think it is a meaningful job.
May vary
Example
Huy: Daddy, I’ve got a surprise for you.
Daddy: Really? What’s that?
Huy: Well, I was chosen to be a volunteer this summer in Bac Kan province.
Daddy: That sounds great! Did your teacher offer you the job?
Huy: Not really. I got it by chance. I saw an advertisement online, I applied and they accepted me.
Daddy: What will you do to help