giáo án thí điểm tiếng anh lớp 10 cả năm mới nhất

GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
Date of preparation: 2015
Date of teaching: 2015
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.
Lead-in:
- T asks students if they often do housework
and what housework each member of their
family does.
- Ask them to look at the picture and guess

what they show.
- Ask students about the picture:
E.g. – Who are the people in the picture?
- What are they doing?
Activity 2
- T plays the recording. Asks students to
listen and read along silently.
- Ask students to work in pairs to decide
whether the statements are true (T), false
- Answer the question
- Look at the picture and answer the
questions
- They are a family.
- The father is vacuuming the floor. The
mother is cooking. The son is washing
dishes and the daughter is doing the
laundry.
- Do as required.
Key Activity 2
1. F 4. T
2. NG 5. T
3. F 6. NG
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
(F), 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 rubbish
Household finances groceries
Heavy lifting washing up
Laundry
Verb/Verb
phrases
Words/
Phrases
1 Split, divide, handle (household)
chores
2 Take out Rubbish
3 do Laundry
4 Shop for Groceries
5 Do Heavy lifting
6 Do Washing-up
7 Be responsible for 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:
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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
Activity 1
- Ask students to work individually, read the words and
- Do as required
1. f 5.b
2. e 6.g
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
phrases in the box, then discuss and find the meaning for
each of them (a-h).
- Provide support if necessary by guiding students to use the
context of the conversation to choose the meaning for the
words/ phrases.
Activity 2

- Ask students to work in pairs. Read the conversation in
GETTING STARTED again and list all the household chores
that are mentioned in the conversation.
- Then elicit more chores to add to the list.
Activity 3
- Have students work in pairs or groups to ask and answer
the questions.
- Encourage them to use the chores in the list in their
answers. Before working in pairs, students may work
individually.
- Ask students to read the list again and write down who
does each of the chores in their families.
- Check to make sure students use the correct verbs/ verb
phrases in the correct tense with the name of the chores.
Pronunciation
Activity 1
-Play the recording and let students listen. Play it again with
pauses for them to repeat each word.
Give the meaning of the words if necessary. Help students
distinguish the three sound clusters.
- Ask students to work in pairs and take turns reading the
words in columns and in rows. Then, invite individuals to read
the words in one or two rows.
Activity 2
- Ask students to read the words in rows, paying attention to
the difference between the sound clusters.
- Play the recording and have students listen to the
sentences and circle the word they hear.
- Check students’ answers by asking them to call out the
letter (a, b or c) corresponding to the word they hear.

Grammar
Activity 1
- Have students read the text individually once and ask them
to pay attention to the words/ phrases such as every day,
3. a 7.d
4. h 8.c
Chores from the conversation:
- prepare dinner
- cook (do the cooking)
- shop
- clean the house
- take out the rubbish
- do the laundry
- do the washing-up
- do the heavy lifting
- be responsible for the
household finances
Other chores:
- mop/sweep/tidy up the
house
- bathe the baby
- feed the baby
- water the houseplants
- feed the cat/dog
- iron/fold/put away the
clothes
- lay the table for meals
- Work in pairs or groups
- Read again and write
down

- Read the words
- Listen to the tape
1. b
2. b
3. c
4. a
Key:
1. does
2. cooks
3. cleans
4. is watching
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today, at the moment, and ask them what verb forms are
often used in 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. is doing
6. is doing
7. is tidying up
8. 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:
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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 Students’ 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 freely. For question 2, ask a representative of each group to
- Work in groups
- Look at the picture and
answer the question
The answer can be:
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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?
- Then ask students to read the text again, and locate the
Yes, they are. Because they do
the housework together.
/Because all members of the
family share housework.
- Read the text
Key c
Key
1. A
2. B
3. B
4. B

5. 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.
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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:
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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 Students’ 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
household chores they like and three they dislike doing in

the “Name of chore” column, then add a reason why they
- Pay attention to teacher and
match the chores with the
pictures.
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like or dislike the chore.
-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 answers in Mai’s column to match with Anna’s
questions.
-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.

Anna: What do you like about it?
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?
Mai: Washing dishes, because I often break things when I do
the washing-up.
Activity 3
-Ask students to work with a different partner to have a
similar conversation. Explain that this time they should
talk about themselves, and they have to find out what
chores their partner does, what chores she/he likes or
dislikes the most and why.
-Tell students to use the questions in activity 2 and the
ideas in activity 1 to do this activity.
-Invite a student from one or two pairs to report to the
class what she/he has found about his/her partner.
- Do as required
- Guess the answer to each
question.
- Work in pairs and try to
match the columns
- Practice the conversation
Key
1.c
2.a
3.d
4.b
-Work with a different partner to
have a similar conversation.
- Report to the class

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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 Students’ 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.
-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
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-If there are new words to students, explain them or give
the 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, home-
making/ 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:
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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 Students’ 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
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 necessary
Activity 4
- Students guess
“Nhiều tay nhẹ việc”
Answers:
Dad: para 2
Mum: para 2
Lam: para 3

An: para 3
Answers:
1. 2
2. the parents work, children spend most of
their time at school
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- T has sts fill their chart individually then they
can 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
3. they split the house equally
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:
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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?
- Look at the picture and answer the
questions.
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2. what does the woman do?
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:
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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 Students’ 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.
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
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
1. cream, brush
2. crash, tree, traffic
3. try, create, brother
4. brown, bread, breakfast
5.brave, travelling, train
6. true, crime, increase
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
Answers:
1. does the cooking
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correct 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
2. shops for groceries
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:
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Date of preparation: 2015
Date of teaching: 2015
Period 9 UNIT 2 YOUR BODY AND YOU
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
A. Aims and requirements
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
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
-Pay attention to the teacher.
Look at activity 1
Don’t care about unfamiliar words
Listen and repeat the conversation.
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
- Ask students to work in pairs to practice
asking and answering the questions.
- Ask students to report their answers and
check if they have any difficulty in
understanding the conversation.
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.
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.
- Work in pairs and practice
- Report the answers. Answers may
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.
-Listen and repeat the words.
Noun Adj Verb
Disease
Balance
Skeleton
system
Bones
Weight

Brain
lungs
Nervous
healthy
Prevent
Balance
boost
- 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
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
VI. New Lesson
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.
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
- 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
- Listen and repeat the words
- Read aloud
- Read and then write examples
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examples of their own.
- Give explanations and provide help if
necessary.
Activity 2
- Have students identify the use of will and
be going to in the sentences and write from
1 to 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
in context.
- Ask students to read the sentences. Have
students put a tick if right, cross if wrong.
- Ask students to give some explanations for
their choice.
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.
- Do as required
Key
1.1 2.3 3.5
4.6 5.2
- Read the sentences
1. X 2.X
3. √ 4.√
5. X 6.√
7.√ 8.√

Key
1. Will/ is going to
2. Won’t
3. Will/ is…going to
4. Are going to
5. Will
6. Are….going to
7. Will
8. 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
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inch of our skin
7. Are produced by humans only
IV. Consolidation
- Wrap up the lesson
V. Homework
- Students prepare for the next lesson.
Notes after teaching:
………………………………………………………………………………………………………………………………………………………
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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 Students’ activities
Lead-in: Inform the class of the lesson
objectives: skimming for an overview and
- Listen to teacher
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scanning for specific information.
Activity 1
- 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.
Activity 5
Aim: allow students to dig deeper into their
background knowledge using the reading
as a model and as a source of information
- 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.
2. It is believed to promote the body’s
natural healing capabilities and
enhance its functions.
3. There are more than 2000 nowadays.
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
and then develop writing or speaking as
port-reading activities.
- Elicit students’ knowledge in the field of
non-medical treatments. These can be
traditional or modern.
- Students work in pairs or groups to
exchange information. After sharing
information, choose students at random to
present the report.
- Ask students to write a short text using
the information they collect from their
discussion and information exchange if
time allows.
4. They are soreness, slight bleeding or

discomfort.
5. Those who have electrical or
electronic medical devices inside
them.
6. Acupuncture is considered as a
reliable alternative to modern
medicine.
IV. Consolidation
- Wrap up the lesson
V. Homework
- Students prepare for the next lesson.
Notes after teaching:
………………………………………………………………………………………………………………………………………………………
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Date of preparation:
Date of teaching:
Period 12
UNIT 2: YOUR BODY AND YOU
Part 4: SPEAKING SKILL
I. Class organization
Check attendance
10A1
10A9
II. Checking the old lesson
III. New Lesson
Teacher’s activities Students’ activities
Lead-in: Inform the class of the lesson
objective: talking about how to get rid of bad
habits.
Activity 1

Aim: to identify good habits and bad habits
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from some given ones.
- Ask students what they think of their
habits. Have students’ name the habits
they think they have.
- Have students look at the list of habits and
decide which ones are good and which
ones are bad.
- Have students explain their choice and
give rectification if needed.
Activity 2:
Aim: Allow students to have more insight into
habits and how to kick a bad one. Help
students develop their confidence in speaking
by giving personal opinions on relevant
topics.
- Have students work in pairs or groups
and discuss why some of the habits are
good and why some are bad by giving
evidence and proof to support their ideas.
- Have students suggest ways to stop the
bad habits from their own experience.
Activity 3:
Aim: To assist students’ speaking by using
relevant information.
- Have students read the text quickly and
choose the things they think they can or
can’t follow. Then, encourage students to

explain their decision to the class.
- Have students read the phrase in the
Watch out! Box and try to find out the
meaning of the idiom.
Activity 4:
Aim: develop students’ ability in free
speaking by applying advice to kicking a bad
habit.
- Have students work in pairs or groups to
choose one bad habit. Then students
make a list of Dos and Don’ts in order to
- Think of the habits and name them.
- Decide
- Explain
Suggested answers:
Good habits:
Being thankful
Never giving up
Keeping a routine
Saving money
Doing regular exercise
Reading regularly
Bad habits:
Leaving things until the last minute
Watching TV all day
Littering
- Example:
To stop littering
Observe rules and regulations
Refrain from throwing rubbish where you

like
Look for a waste bin when you want to
throw away something, etc.
- Work in groups as required.
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kick that habit.
- Have students share their lists with each
other and report to the class.
IV. Consolidation
- Wrap up the lesson
V. Homework
- Students prepare for the next lesson.
Notes after teaching:
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Date of preparation:
Date of teaching:
Period 13
UNIT 2: YOUR BODY AND YOU
Part 5: LISTENING SKILL
I. Class organization
Check attendance
10A1
10A9
II. Checking the old lesson
III. New Lesson
Teacher’s activities Students’ activities

Lead-in: Inform the class of the lesson
objective: listening for information on how to
choose a healthy diet.
Activity 1
Aim: Engage students in the lesson by
eliciting their personal eating habits.
- Have students talk about how much they
care about the nutritional value of the
things they eat.
Activity 2:
- Students may know some basic
information about what they have to do.
- Feel free to talk
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Aim: To give students a closer look into what
they are going to listen to.
- Ask some students to talk about what they
think the listening may be about.
- Have students respond briefly to give their
opinions on the listening they are going to
do.
- Have students listen to the recording to
see if what they hear matches what they
expected.
- Allow students to listen one more time if
necessary to build up students’ confidence
in their listening ability.
Activity 3
Aim: To check students’ comprehension

- Have students listen to the recording
once or twice before answering the
questions.
- Call on students to check their answers
Activity 4
Aim: To develop students’ skill in listening
for specific information.
- Have students listen again to divide the
plate into sections with the right labels
of foods they hear.
- Check if students’ responses are correct.
Activity 5
Aim: To wrap up the listening with an
expansion to writing using the knowledge
and information students have just learnt.
- Ask students to write sentences to
describe the plate they have just drawn
in activity 4.
-Guess the content of the listening part
- Listening to the recording
Key act 3
1. F
2. T
3. F
4. T
5. F
Key activity 4
IV. Consolidation
- Summarize the main points
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Vegetables, fruits
Grains Fish

GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10
V. Homework
- Students to prepare for the next lesson.
Notes after teaching:
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
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Date of preparation:
Date of teaching:
Period 14
UNIT 2: YOUR BODY AND YOU
Part 6: WRITING SKILL
I. Class organization
Check attendance
10A1
10A9
II. Checking the old lesson
III. New Lesson
Teacher’s activities Students’ activities
Lead-in: Inform the class of the lesson
objective: writing a short letter, with details
or examples as supporting ideas, to give
advice on what to eat before important
occasions.
Activity 1:
Aim: To have students brainstorm and

produce a list of the foods that may give them
allergies, bad breath, stress, sleeplessness and
sleepiness.
- Ask students to work individually to build
a list as instructed.
- Ask students to share and compare their
list with each others’
- Check if there are similarities and
differences, then ask students to explain
Pay attention to the teacher
Do as required
Similarity: need advice on food
Difference: purpose to eat
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