Giáo án Tiếng anh lớp 10 trọn bộ

Unit one
A DAY IN THE LIFE OF ………………
Period:…………….
Reading
I. Objectives:
1- Educational aim :
o By the end of the lesson , the Ss will be able to understand farmers' activities and talk
about the daily routines and the. love of the work
2- Knowledge :
- General knowledge : Students should know how to do their daily activities
effectively and be in love with their work.
- Language : - Sts can learn some new words related to farming , the daily activities
- Sts can read for gist and for information and summarize the content of
the reading.
3- Skills : reading for gist, reading for details.
II. Teaching method: integrate, mainly communicative approach
III. Teaching aids: textbooks, pictures, handouts, reference books,
IV. Procedures:
Teacher’s activities Students’ activities
Warm-up: 4’
• Stick the picture of the farmer on the bb and
ask Sts about it.
 What is his job?
 Where does he work?
• Can you tell me what a farmer usually does
every day?
• Look at it and answer the questions
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* Brain-storming:
Get up go to the field
DAILY ACTIVITIES OF A FARMER

* Introduce the new lesson
Speak out the answers
Pre- reading:7
- pre-teach new words:
o Lead the buffalo to the field:
o Plough (v). (n):

o Harrow (v), (n):
o Pump water (v) :
o Transplant (v):
o Peasant (n) :
- Ask Sts to read the new words and write down
- Deliver the handouts to Ss
Handout.
leading the buffalo to the field, singing karaoke, doing
homework , ploughing and harrowing, transplanting,
teaching English , pumping water into the land, getting
up early, preparing lesson plan, chatting with friends,
drinking tea.
- Ask Ss to look at the hand out
- Guess the words and give their meanings by
looking at the pictures:
o Lead the buffalo to the field:
o Plough (v). (n):turn up the soil
(caứy)
o Harrow (v), (n):break the soil(ba)
o Pump water (v) : bụm nửụực
o Transplant (v):grow rice ( caỏy)
o Peasant (n) :noõng daõn
- Take notes

- Get the handout
- Look at the hand out
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- Read the activities and ask Ss to repeat
- Ask Ss to pick out some activities which
farmers usually do.
- Ask Ss to give their chosen ones.
- Check the information chosen by the groups in
front of the class.
- Give feedback
- Repeat them after teacher
- Do the task: Ss work in groups and choose
some
- The representatives of some groups present
their information.
Suggested answers
(Ss’ answers may vary)
leading the buffalo to the field,ploughing and
harrowing, transplanting, pumping water into the land,
getting up early,chatting with friends, drinking tea.
While-reading: 25’
- Ask Ss to read the text
- Ask Ss to work in groups to check the
information
- Go around to help them to do the task if
necessary
- Ask Ss to give their answers again
- Give feedback.
Activity 1.(Task 1)
- Run through the requirement

- Ask Ss to do the task in pairs
- Monitor class
- Ask Ss to say their chosen answers.
- Read the passage silently and quickly.
- Work in groups and get the correct information
for their choices
- Give their answers
- Take notes
- Read the reading again
- Work in pairs
- Give their answers.
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- Give feedback
Activity 2.(Task 3)
- Explain the instruction
- Ask Ss to work in groups
- Ask Ss to scan the passage again and get the
information to fill in the chart.
- Entrust each group with a specific task.
- Ask Ss to give their answers
- Take notes
Suggested answers:
1.C 2.C 3.A 4. A
- Do as directed in groups
- One completes the column “in the morning”;
the other with “in the afternoon”; the rest one
with “after dinner”.
- Show the posters with their answers.
In the
morning

4:30: the alarm goes off and Mr Vy
gets up, goes down the kitchen, boils
water for tea, drinks tea, has quick
breakfast, leads buffalo to field
5:15: leaves house
5:30: arrives in the field, ploughs
and harrows
7:45: takes a break
10:30: goes home
11:30: has lunch with family
In the
afternoon
2:30pm: Mr. Vy and Mrs. Tuyet go
to the field again, repair the banks of
the plot of land. He pumps water
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- Give feedback
Activity 3.(Task 2)
- Ask Ss to tell what they are going to do in task 2.
- Run through the questions in task 2
- Ask Ss to reread the passage and answer them in
groups
- Go around and monitor.
- Ask some pairs to practice in front of class.
into the plot of land. She does
transplanting.
6:00pm: finish work
7:00pm: have dinner
After dinner
Watch TV, go to bed

Sometimes visit neighbours, chat
with them.
- Listen to the teacher
- Reread the passage
- Work in pairs
- Answer the questions
- Practice in pairs (one asks; another answers)
Suggested answers:
1. He’s a peasant/ farmer.
2. He gets up at 4:30 and then goes down the
kitchen to boil some water for his morning
tea.
3. In the morning, he ploughs and harrows his
plot of land, drinks tea, and smokes tobacco
during his break.
4. In the afternoon, thay repair the banks of the
plot of land. Mr. Vy pumps water into it and
his wife does the transplanting.
5. Yes, they are. Because they lovfe working and
they love their children.
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- Give feedback
Post reading: 7’
- Ask Ss to work in groups and talk about Mr. Vy
and Mrs. Tuyet’s daily routines
- Ask the representatives of some groups to
present their talks in front of the class.
- Comment Ss’ presentation/Give feedback
- Work in groups
- Present them individually

Homework: 2’
- Ask Sts to write a short passage about Mr. Vy
and Mrs. Tuyet’s daily routines.
- Suggest Ss’ homework
- Have Ss prepare “speaking” for the next
period.
- Fulfill their tasks at home
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Comment
Unit one
A DAY IN THE LIFE OF ………………
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Period:……………. Speaking
Time: 45
minutes
I. Objectives
1- Educational aim : By the end of the lesson , the Ss will be able to understand farmers'
activities and talk about the daily routines and the love of the work
2- Knowledge :
- General knowledge : Students should know how to do their daily activities
effectively and be in love with their work.
- Language :
+ Ss can learn some new words related to farming , the daily activities …
+ Ss can read for gist and for information and summarize the content of the
reading.
3- Skills : asking for and giving information from a timtable; taking about daily
activities
II. Teaching aids: Text books, handouts, posters, ect.
III .Teaching method: integrate, mainly communicative approach.
IV. Procedures:

Teacher’s activities Students’ activities
Warm up: 5’
- Show a poster:
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M ture ics Ch
logy ish Geo. His…
- Ask pupils to work in groups, write the
subjects, and then read them.
- Feedback.
- Ask Ss to repeat after teacher
- Work in groups
- Write the subjects on the board.
Suggested answers
Mathematics,Literature,
Physics,Chemistry,Biology,English,Geography,
History
- Listen and repeat.
Pre – speaking: 10’
Task 1:
- Remind pupils of the way to tell time by
giving them some handouts, then ask
them to match a number in column A
with suitable expressions in column B:
A B
1. 6:00
2. 7:15
3. 8:05
4. 8:55
5. 9:45
6. 10:40

a. a quarter to ten
b. five to nine
c. five past eight
d. a quarter past
seven
e. twenty to eleven
f. half past six p.m
- Work in pairs
- Do the matching.
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7. 17:00 g. five p.m
h. six a.m
- Ask Ss to work in pairs to do the task
- Go around and monitor class
- Ask Ss to go to the board to do the
task as directed
- Give feedback
- Ask pupils some questions about
their real lives:
+ What time is it ? = What is the
time?
+ What time do you get up ?
+ What time do you go to school ?
+ What do you do at … ?
- Give pupils clear instructions and
model conversations:
A: What time does Quan have a Civic
Education lesson on Monday ?
B: (He has a ) at 7: 15 a.m.
A: What lesson does Quan have at 7:15 a.m

on Monday ?
B: (He has) a Civic Education lesson at 7:15.
(Teacher & pupils – Pupils & Pupils)
- Ask Ss to work in pairs to practice
speaking
- Ask Ss to practice in front of class
Suggested answers:
1.h
2.d
3.c
4.b
5.a
6.e
7.g
- Correct the mistakes
- Listen and answer
+ It’s
+ I usually get up at
+
- Look at task 1 page 14, 15
- Practise the conversation with other subjects
and time-points.in pairs.
- Present in front of class
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- Give feedback
While-speaking: 18’
Task 2
- Ask pupils to look at the pictures and
make a sentence to describe each
picture in groups.

- Go around and help pupils.
- Ask some students to speak in front
of the class.
- Comment Ss’ presentation
- Work in groups to talk about the pictures in
the textbook
- Speak in front of the class
Suggested answer
Every afternoon Quan gets up at 14:00. then he
studies for about two hours. He watchs TV at
16:30. at 17:00 he rides to the stadium to play
football with other boys in the neighborhood. He
gets back home at 18:30. after having a shower at
18:45, he has dinner with his family at 19:00. He
studies the lessons at 20:00.
Post-speaking: 10’
Task 3:
- Give pupils some cues by asking
quetions.
“ what do you usually do at …………?”
- Ask pupils to work in groups and talk
about their daily routines.
- Ask some students to tell their daily
activities in front of the class, and
other pupils will ask some
questions.
- Comment Ss’ presentation/ Give feedback
- Listen, ask and answer questions.
- Work in groups.
- Tell their friends about their daily activities.

Suggested answers
“ I usually gets up at 5:00. then I have breakfast.
At 6:30, I go to school. … ”
- Take notes
Homework: 2’
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- Emphasize on the timepoints in a
day.
Remark
- Write a short paragraph about their daily
activities (about 80 words)
- Prepare the next lesson (C. Listening on page
16, 17).
Unit one
A DAY IN THE LIFE OF ………………
Period:……………. Listening
Time: 45 minutes
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I. Objectives:
1. Educational aim: By the end of the lesson , the Ss will be able to understand
farmers' activities and talk about the daily routines and the
love of the work
2. Knowledge
- General knowledge: Ss can be able to know about activities of a cyclo
driver.
- Language: New words related to activities of a cyclo driver.
3. Skills: Listening for gist, listening for details , speaking.
II. Teaching aids: Text books, handouts, posters, cassette, ect.
III. Teaching method: integrate, mainly communicative approach.
VI. Procedures:

Teacher’s activities Students’ activities
Warm up: 5’
- Stick the poster on the board
- Ask Ss to look at the poster and read the
instruction
- Get Ss to work in pairs to supply activities of a cyclo
driver
- Get Ss to go to the board to do the task
- Give feedback
Pick the passengers up take the passengers to
- Look at the poster
-Work in pairs to do the task(listing activities)
- Go to the board to do the task as directed
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- Introduce the new lesson
Pre-listening: 10’
- Ask Ss to look at the task in Before you listen
- Explain some new words if necessary
- Asks Ss to discuss the following questions in pairs
a. Have you ever traveled by cyclo?
b. When was it?
c. Is it interesting to travel by cyclo?
d. Which do you prefer, going by bicycle or
by cyclo?
- Has some pairs to present their discussion
- Give feedback
 New words:
District (n): (example)
Ex: I live in Mo cay
Drop (v): to stop so that someone can get out

of the car (explanation)
Passenger (n): (picture)
Pedal (v): (action)
Purchase (n): (synonym)
- Read these new words
- Read new words listed in the textbook again
- Listen
- Look at the task
- Discuss and answer the questions in pairs
Suggested answers
( Their answers may vary)
a. Yes, I have.
b. When I was ten.
c. Yes,
d. I prefer going by cyclo because
- Present in front of class what they have
discussed
- Copy these words
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Cyclo driver
- Leads Ss to the reading text
- Has Ss discuss the activities in the pictures and
predict the numbers of the pictures in groups
While-listening: 20’
+ Task1 :
- Get Ss to read the instruction of the task
- Explain new words if necessary
- Let them listen to Mr. Lam’s talk about his
morning activities and check their predictions
- Check Ss’ answers

+ Task2:
- Get Ss to read the instruction
- Has Ss work in pairs and predict the statements (T/F)
- Asks Ss to listen to Mr. Lam’s talk and check their
predictions
- Checks Ss’ answers and let them listen again
Post-listening: 8’
- Ask Ss to work in pairs, take turns to ask and answer
questions about Mr.Lam’ activities, using the cues below,
and then retell his story to the class.
- Call some pairs to present their practice
- Repeat
- Work in groups and supply the
numbers of the pictures
- Listen and check their predicted
answers.
Suggested answers
a.3 b.5 c.4 d.6 e.1 f.2
- Read the instruction
- Read the statements and predict the answers.
- Listen and give the answers
Suggested answers
1.F 2.T 3.F 4.F 5.F 6.F
- Work in pairs and do the last task
1. What’s his name?
2. What’s his job?
3. What time does he start work
…………………………………………………
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- Remark and give marks

Homework: 2’
- Ask ss to write a paragraph (80 to 100 words) about their
father’s daily activities
………………
- Conduct their presentation
- Do the writing task at home
Unit one
A DAY IN THE LIFE OF ………………
Period:……………. Writing
Time: 45 minutes
I- Objectives :
1. Educational aim: By the end of the lesson, Ss will be able to understand the life of people and
know the experience of life.
2. Knowledge :
- General knowledge: Students will be able to write a narrative ( a story about the
fire)
-Language: Words related to story telling
3. Skills : writing and speaking
II - Teaching aids : Pictures, posters, newspapers, textbooks
III .Teaching method : Communicative approach
IV - Procedures :
Teacher’s activities Students’ activities
Warm-up : 3’
Game: Magic Hat
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S T O R Y
- Explain the rule of game and ask students to sit in
groups and play the game
- Give some cues “In our life, we often use it to tell
someone about something that happened to us. This

word has five letters ”, ……………
- Introduce the new lesson
Pre – writing: 17’
- Ask Ss some questions
a. Have you ever heard a frightening story?
b. When / where did it happen?
c. How did you feel about that?
+ Task 1
- Ask students to open books and do the 1st task in
group of four.
- Go around and give help if necessary
- Ask some Ss to tell the answers.
- Give feedback
Ask students about the tense used in the story and
revise the uses of the past simple
- Look at the poster and do as directed
- Work in groups
- Write the words on the blackboard and say them loudly
- Listen
- Answer the teacher’s questions
Suggested answers
a. yes, I have
b. last year / lastweek/ lastmonth / etc
c. I felt frightened / horrified
Open their books and find all the verbs that are used in
the past simple and the connectors.
- Work in groups
- Ask Ss to give their answers
Suggested answers
+ Stared, was, arrived, got , took off , began , thought,

felt, announced, were, screamed, landed, realized
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- Ask students some questions about the structure
of a narrative and teach them how to write it.
- Pre- teach vocabulary:
announce ( v) : explanation
 dip (v) : mine
 fasten (v) mine
 stare death in the face : Vietnamese meaning
- Explain to Ss the format of a narrative:
the events, the climax, and the
conclusion.
+ Task 2
- Have students read the passage on page 18 to find the
events, the climax and the conclusion of the story
- Ask Ss to work in groups
- Walk around the class and offer ideas and
comments when students need help. Then some
groups at random to tell about their work in
front of class the class.
- Give feedback
While – writing: 15’
+ Task 3
At first, then
+ Answer the questions.
A narrative is written in past tense. It contain some
events which follow the time oder.
- Read the words after teacher
- Listen and copy down
- Read the passage and the instruction of it

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- Ask Ss to read the passage in the textbook
- Have students do the task after having given
clear instructions and the context of the
passage
“this narrative tells about a hotel fire which
happened last year”
- Walk around the class and offer ideas and
comments when students need help
- Ask students to write on a poster
Post - writing: 10’
- Conduct the correction
- Ask some students to stick their posters on the
board.
- Ask others to read and give comment
- Give feedback
Homework
Write the passage more carefully at home
Prepare for Language Focus
Comment
- Work in groups
- Retell the story in front of class
Suggested answers
-The events : got the plane, plane took off,
plane began to shake, plane seemed to dip……
− The climax: we thought we had only minutes to
live
− The conclusion: the pilot announced everything
was all right, we landed safely.
- Open the books

- Read the text
- Work in groups
- Present their writing on posters
- Stick the poster on the board
- Give the remark
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- Take notes
Suggested answers
Last year, I spent my summer holidays at a seaside town.
The hotel was modern and comfortable. I had a
wonderful holiday until the fire.
It was Saturday evening and everybody was sitting in the
discotheque (which was) on the ground floor. It was
crowded with people. They were dancing and smiling
happily. Suddenly we smelt smoke. Then black smoke
began to fill the room. Everybody started to scream in
panic. People ran toward the fire exits. Outdoor was
blocked. Many people began coughing and choking.
Then, just as we thought we had only minutes to live, the
fire brigade arrived. Firemen fought their way into the
room and soon everyone was safely out of the building.
Luckily, nobody was seriously hurt. It was the most
frightening experience of my life.
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Unit one
A DAY IN THE LIFE OF ………………
Period:……………. Language focus
Time: 45
minutes
I - Objectives :

1. Educational aim: By the end of the lesson, the students will be able to know
their useful pastime in the life.
2. Knowledge :
General knowledge: - Identify and practice pronouncing well / I/ , / i: / .
- Use the correct tenses : simple present tense, simple
past tense
- Understand adverbs of frequency
Language : Words related to daily activities
3. Skills : writing , speaking , listening , reading
II - Teaching method : Communicative approach
III - Teaching aids : Pictures, posters, reference books, etc.
IV - Procedures :
Teacher’s Activities Students’ Activities
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A. Pronunciation: 15’
1/ pre-task
- Ask Ss to close their books
- Use a picture (a sheep and a ship), show the
picture and ask : “what’s this ?”
- Ask them to listen and repeat the words“ship”
and “ sheep”
- Introduce sounds
- Teach Ss how to pronounce the sounds
/i:/ is a long sound
/i:/: open your mouth very little to make the sound /i:/
/I/ is a short sound.
/I/: open your mouth a little more.

2/ While - teaching task:
Listen and repeat

- Ask Ss to open their book
- Play the tape and ask Ss to repeat.
- Ask some Ss to repeat the sounds clearly to
class.
- Give feedback
Practise the sentences
- Ask Ss to work in pairs and practice speaking
the sentences.
- Go around and give help
- Close their books
- Look at the picture and answer the questions
- Listen and repeat
- Look at the teacher and imitate the way to
pronounce the sounds
- Open their books
- Listen to the tape and repeat after speaker
- Read the words loudly
- Practise the sentences in pairs
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- Get some Ss to read the sentences
- Give feedback
3/ Post –task
- Ask students to use these sounds to make two
new sentences.
- Give feedback
B. Grammar & Vocabulary :30’
1. Exercises 1&2
 Pre – task:
- Ask Ss 3 questions:
+ How do you go to school today?

+ How do you usually go to school
everyday?
+ Do you often get up early?
- Ask students the ways of using the simple
present and the adverbs of frequency”
+ When do we use this tense?
+ What adverbs of frequency does it go with?”
+ What are the positions of adverb of
frequency in a sentence?

- Remark their answers or support their answers
if necessary
 While- task
- Make two sentences
For example:
I like eating a lot of meat
His teacher hit him on the fingers.
- Listen and answer
- I go to school by bicycle today.
- I usually go to school by bicycle

- I always get up early.
- Discuss in pairs and answer the questions.
+ We use the simple present when we say how
often we do things.
+ The adverbs of frequency:always, usually,
normally, often, sometimes, never.
+ Before ordinary verbs and after to be
- Listen and copy down
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Exercise 1
- Ask students to open books and do the task on a
sheet of paper
- Go around and give help if necessary
- Ask Ss to exchange the paper to compare the
answers.
- Ask some Ss to tell the answers
- Conduct correction
Exercise 2
- Explain the instruction
- Ask Ss to do exercise 2 in pairs
- Ask Ss to tell the answers.
- Give feedback
Exercises 3
- Ask Ss to identify the error in this sentence
Ex: She gives that book to me yesterday.
A B C D
- Ask students the ways of using the simple past
- Give conclusion of how to use the simple past tense
- Ask Ss to do the task in pairs
- Open their books and work individually and then
compare with his partner
- Compare their answers with their partners
- Give their answers
- Take notes
- Listen
- Work in pairs
- Give the answers
Suggested answers
Exercise 1:

1. is 2. fish 3. worry 4. are
5. catch 6. am 7. catch 8. go
9. give up 10. says 11. realize 12. am
Exercise 2: The answers may vary depending on Ss’
choice
- Take notes
- Gives- gave
- Answer
- Take notes
- Work in pairs
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- Go around and give help if necessary
- Ask some Ss to write the answer on the board
- Conduct correction
- Give feedback
Consolidation / Post- task
- Ask Ss to write 2 sentences using adverbs of
frequency
- Give feedback
- Stick the poster on the board
- Ask Ss to work in groups to do the Matching
task
A B
1.Where do you live?
2.Whom did you meet
at the party last night?
3.Why were you absent
from class yesterday?
4.What do you often do
in your free time?

a. I often read books.
b. because my mother
was ill.
c. I live alone
d. I met our form
teacher.
- Go to the board to write the answers
Suggested answers
Answer the question:
- We use the past simple tense to describe a
completed action or situation in the past.
1. was done 2. cooked 3. were 4. smelt
5. told 6. sang 7. began 8. felt
9. put out 10. crept 11. slept 12. woke
13. was 14. leapt 15. hurried 16. found
17. wound 18. flowed
- Take notes
- Write sentences
Examples:
My sister alwayls tries to study.
I often jog at 5 AM
- Work in groups
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