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

GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

Date of preparation:
Date of teaching:

A.

2016
2016

Period 1
UNIT 1 FAMILY LIFE
Aims and requirements
By the end of this unit, Ss can:
- Use lexical items related to the topic Family life
- Pronounce consonant clusters /tr/, /kr/ and /br/ correctly in isolation and in context
- Understand the present simple vs. the present continuous
- Read for specific information about the benefits of sharing housework
- Exchange opinions about household chores
- Listen to understand a TV programme about roles performed by family members
- Write about doing household chores in the family
- Understand different family lifestyles in different cultures
B. Teaching method: Communicative
C. Teaching aids
- Cassette player, tape, board, chalks, textbook and notebook.
D. Procedure
Part 1: GETTING STARTED
I. Class organization: Check attendance
II. Checking the old lesson
III. New Lesson
Teacher’s activities

Students’ activities
Aim: To introduce the topic of the unit,
vocabulary about household chores and the
grammar point taught in the unit.
Answer the question
Lead-in:
Look at the picture and answer the
- T asks students if they often do housework
questions
and what housework each member of their
- They are a family.
family does.
- The father is vacuuming the floor. The
- Ask them to look at the picture and guess
mother is cooking. The son is washing
what they show.
dishes and the daughter is doing the
- Ask students about the picture:
laundry.
E.g. – Who are the people in the picture?
- Do as required.
- What are they doing?
Key Activity 2
Activity 2
1. F
4. T
- T plays the recording. Asks students to listen
2. NG
5. T
and read along silently.

3. F
6. NG
- Ask students to work in pairs to decide
whether the statements are true (T), false (F),
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

or not given (NG). Have students refer back
to the conversation to give reasons for their
answers.
- T goes around and supervise.
- Then check their answers, and give
explanations.
Activity 3
- T plays the recording and ask students to
listen and repeat the words/phrases
Activity 4
- Tell students to refer back to the
conversation to find the verbs/ verb phrases
that go with the words/phrases in the
conversation.
- Play the recording again if necessary.
- Ask students to pay attention to words that
are often used together (collocations) then
ask them to give some examples.

- Read along
Household chores

Household finances
Heavy lifting
Laundry

rubbish
groceries
washing up

Verb/Verb
Words/
phrases
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

II.

Part 2: LANGUAGE
I. Class organization: Check attendance
Checking the old lesson
III. New Lesson
Teacher’s activities
Students’ activities
Aim: To provide students with a right way to pronounce some
clusters and how to distinguish present simple and present
continuous tense.
Vocabulary
- Do as required
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

Activity 1
1.
- Ask students to work individually, read the words and2.

phrases in the box, then discuss and find the meaning for3.
each of them (a-h).
4.
- 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
Trang 3

f
e
a
h

5.b
6.g
7.d
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


GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

-

-

pay attention to the words/ phrases such as every day, 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.

3.
4.
5.
6.
7.
8.

cleans
is watching
is doing
is doing
is tidying up

is trying

1. does, is not cooking, is
working
2. is taking out
3. cleans, is cleaning
4. is preparing
5. looks after, works
6. is watching, watches

IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to learn by heart new words and collocations in the text.
- Ask students to review grammar part
Notes after teaching:
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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

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
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Students’ activities

Work in groups


GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

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 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
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-

Look at the picture and
answer the question

The answer can be:
Yes, they are. Because they do
the housework together.
/Because all members of the
family share housework.
- Read the text
Key c
Key
1.
2.
3.
4.
5.

A
B
B
B
A

Key
a. C
b. B

1. They do better at
school, become more
sociable, and have
better
relationships
with their teachers and

friends.
2. Because it shows that
they care about their
wives and this makes
their wives happy.
3. They may fall ill
easily or may think
about divorce.


GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

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 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.

4. There is a positive
atmosphere for the
family.

- 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
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
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Students’ activities

- Pay attention to teacher and
match the chores with the


GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

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
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.
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pictures.

- 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


GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

-Tell students to use the questions in activity 2 and the ideas -Work with a different partner to
in activity 1 to do this activity.
have a similar conversation.
-Invite a student from one or two pairs to report to the class
what she/he has found about his/her partner.
- Report to the class
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

II.

Part 5: LISTENING SKILLS

I.
Class organization: Check attendance
Checking the old lesson
III. New Lesson
Teacher’s activities
Aim: To equip students with more knowledge about roles of
men and women in families.
Lead-in: Introduce the topic: write down two words
wife/woman- husband/man and ask students to make two
words webs about the roles of wife/woman and husband/man
in the family. Students are free to call out their answers and T
writes down the words in the web.
Activity 1:
-Ask students to work in pairs, looking at the chart and
discussing the changes in the weekly hours of basic
housework by married men and married women in the USA
between 1976 and 2012. Students don’t have to report the
exact number of hours men and women spend on doing
housework. They can just talk about the general changes.
-Encourage students to guess the reasons for the changes.
Ask them to call out their guesses. Write the reasons given
by students on a corner of the board so that they can see if
their guesses are correct later, after they listen to the
recording.
Activity 2
-Tell students that they are going to listen to a family expert
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Students’ activities

-Listen carefully
Key activity 2
1. T
2. T
3. T
4. F
5. T

Key activity 3
1.e
2.b
3.c
4.d


GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

talking about how the roles of men and women in families
have changed. Ask them to read all the statements and guess
if they are true or false. Make sure that students understand
all the statements.
-If there are new words to students, explain them or give the
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”?

5.a

-

Read the questions carefully

-

Listen to the recording

Key activity 4
1. They are not the only
breadwinner in the family,

and they get more involved
in housework and parenting.
2. Both are responsible for
family finances, homemaking/ housework, and
parenting.
3. The families become happier
and the divorce rate amongst
them is the lowest.

IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to prepare for the next lesson.
Notes after teaching:
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

Date of preparation:
Date of teaching:
Period 6
Part 6: WRITING SKILLS

II.

I. Class organization
Check attendance
10A1
10A9
Checking the old lesson
III. New Lesson
Teacher’s activities
Aims: Students can write a paragraph about how
people in their families share housework.
Lead-in:
T asks sts to give the translation for the saying.
- T asks some more questions to introduce the
lesson
Activity 1
Suggested questions:
- What does "many hands" mean, many people or
many hands?
- When we share the housework, is it easier or
harder?
- How do you understand the saying?
Activity 2
- Asks students to read the text and complete the
chart, then they compare.
- One st writes the answers on the board when sts
are doing the task
Activity 3
- T lets sts read the questions and locate the answers
in the text in 5-7 minutes

Students’ activities

Students guess

“Nhiều tay nhẹ việc”

Answers:
Dad: para 2
Mum: para 2
Lam: para 3
An: para 3

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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

- 6 sts say the answers, other sts listen and correct if
necessary
Answers:
1. 2
Activity 4
2. the parents work, children spend most of
- T has sts fill their chart individually then they can their time at school
compare with their friends
3. they split the house equally
- Sts write a paragraph about their family using the 4. para 3 and 4
ideas in the chart, the questions from the given text. 5. yes, they do
- T goes around and gives help, collects common

6. everyone can have some time to relax
mistakes for later correction.
- Sts exchange their writing for peer correction and
comment
- T collects 5 paragraph to mark in class so that all
Do as required
sts feel the need to do the task
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

II.

I. Class organization
Check attendance
10A1

10A9
Checking the old lesson
III. New Lesson
Teacher’s activities

Students’ activities
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

1. Warm-up
- T asks sts to look at the picture of the husband and
wife and answer some questions.
Suggested questions:
1. what does the man do?
2. what does the woman do?
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

- Look at the picture and answer the
questions.

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.
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

Notes after teaching:
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Date of preparation:
Date of teaching:
Period 8
UNIT 1: FAMILY LIFE
Part 8: LOOKING BACK

II.

I. Class organization
Check attendance
10A1
10A9
Checking the old lesson
III. New Lesson

Teacher’s activities
Pronunciation
- T introduces the task and plays the CD, sts
listen and circle the cluster they hear
- T assigns /tr/, /kr/, /br/ to 3 lines/rows of
students then read 4/5 sentences containing all
three clusters. Sts listen and react by clapping
their hands.
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

Students’ activities

1. cream, brush
2. crash, tree, traffic
3. try, create, brother
4. brown, bread, breakfast
5.brave, travelling, train
6. true, crime, increase

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
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

9. watering the flowers
10. feeding the cat
Vocabulary 2
- T has sts work in pairs, read the text carefully
and fill in each gap with a word.
- T reminds sts that thay have to use the correct
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

Answers:
1. does the cooking
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

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

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

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

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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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

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Date of preparation:
2015
Date of teaching:
2015
Period 9
UNIT 2 YOUR BODY AND YOU
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
-Pay attention to the teacher.

Lead-in:
Play a song named: An apple a day
(This would be the best if we use a projector)
Inform the class of the lesson objectives:
getting to know the topic, vocabulary about
how eating can affect one’s health, and the use
of will.
Activity 1:
- Tell students not to worry about new words

Look at activity 1

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or grammar points. The new items will be
dealt with later on.
- Play the recording. Ask students to listen and
read the conversation at the same time.
Activity 2
- Ask students to work in pairs to practice
asking and answering the questions.

- Ask students to report their answers and
check if they have any difficulty in
understanding the conversation.

Don’t care about unfamiliar words
Listen and repeat the conversation.

-

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.

Activity 3
- Ask students to listen and repeat the words.
a. Have students listen and circle the words
they hear.
b. Have students classify the words into the
corresponding categories.

-Listen and repeat the words.

Activity 4
- Ask students to work individually, in pairs
or in groups to report a time when laughter
was the best medicine for them. Assist by
giving a list of prompts including
occasions like feeling stressful, tired, sick
or embarrassed, etc.

Noun
Disease
Balance
Skeleton
system

-

Adj
Bones
Weight
Brain
lungs

Verb
Nervous
healthy

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
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Prevent
Balance
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

V.

IV. Class organization
Check attendance
10A1
10A9
Checking the old lesson
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.

Look at the pictures
Match the items
Key: Circulatory system – c
Skeletal system – e
Digestive system – d
Nervous system – a
Respiratory system – b

Classify the words
Key:
Circulatory system : heart, blood, pump
Skeletal system: spine, bone, skull
Digestive system: stomach, intestine

Nervous system: brain, nerves, thinking
Respiratory system: breath, air, lung

Pronunciation
Activity 1
- Have students listen and repeat the words.
Help students make a clear distinction of
the clusters in the pair /pr/ and /gl/ and the
pair /gr/ and /gl/
- Ask students to repeat a few times if
necessary.
Activity 2
- Ask students to read the sentence aloud.
Model first if necessary and then draw
students’ attention to the consonant clusters

-

-

Listen and repeat the words

Read aloud

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in focus. Ask students to practice the

sentences a few times.
Grammar
Activity 1
- Ask students to read about the usage of will
and be going to and if possible, make some
examples of their own.
- Give explanations and provide help if
necessary.
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

-

Read and then write examples

Do as required
Key
1.1
2.3
3.5
4.6
5.2

-

Read the sentences
1. X
3. √
5. X
7.√

Key
1.
2.

3.
4.
5.
6.
7.
8.

2.X
4.√
6.√
8.√

Will/ is going to
Won’t
Will/ is…going to
Are going to
Will
Are….going to
Will
Am not going to

Key:
1. Is consumed by the brain
2. Are damaged (extensively)

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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

3. Is made up of around 7,000,….,000
(27 zeros) atoms. (octillion)
4. Is pump through our body everyday
(by the heart)
5. Are used to smile, to frown
6. Are estimated to live on one square
inch of our skin
7. Are produced by humans only

the passive voice.

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
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

II.

Checking the old lesson

III. New Lesson
Teacher’s activities
Lead-in: Inform the class of the lesson
objectives: skimming for an overview and
scanning for specific information.
Activity 1
- 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

Students’ activities
- Listen to teacher

- 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:

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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

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 and
then develop writing or speaking as portreading 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.

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.
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:

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………
Date of preparation:
Date of teaching:
Period 12
UNIT 2: YOUR BODY AND YOU
Part 4: SPEAKING SKILL

II.

I. Class organization
Check attendance
10A1
10A9
Checking the old lesson
III. New Lesson
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Teacher’s 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
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:

Students’ activities

- 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.

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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

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 kick
that habit.
- Have students share their lists with each
other and report to the class.

-

Work in groups as required.

IV. Consolidation
- Wrap up the lesson
V. Homework
- Students prepare for the next lesson.
Notes after teaching:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………

Date of preparation:
Date of teaching:
Period 13
UNIT 2: YOUR BODY AND YOU

Part 5: LISTENING SKILL

II.

I. Class organization
Check attendance
10A1
10A9
Checking the old lesson
III. New Lesson

Teacher’s activities
Lead-in: Inform the class of the lesson
objective: listening for information on how to
choose a healthy diet.

Students’ activities
- Students may know some basic
information about what they have to do.

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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

Activity 1
Aim: Engage students in the lesson by eliciting
their personal eating habits.
Feel free to talk
- Have students talk about how much they

care about the nutritional value of the
things they eat.
Activity 2:
Aim: To give students a closer look into what
they are going to listen to.
- Ask some students to talk about what they -Guess the content of the listening part
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 Listening to the recording
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.
Key act 3
Activity 3
1. F
Aim: To check students’ comprehension
2. T
Have students listen to the recording
3. F
once or twice before answering the
4. T
questions.
5. F
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 Key activity 4
plate into sections with the right labels of
foods they hear.
Vegetables, fruits
Check if students’ responses are correct.
Grains Fish..

Activity 5
Aim: To wrap up the listening with an
expansion to writing using the knowledge and
information students have just learnt.
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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10

-

Ask students to write sentences to
describe the plate they have just drawn
in activity 4.

IV. Consolidation
- Summarize the main points
V. Homework
- Students to prepare for the next lesson.

Notes after teaching:
……………………………………………………………………………………………………………

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………

Date of preparation:
Date of teaching:
Period 14
UNIT 2: YOUR BODY AND YOU
Part 6: WRITING SKILL

II.

I.
Class organization
Check attendance
10A1
10A9
Checking the old lesson
III. New Lesson
Teacher’s activities
Students’ activities
Lead-in: Inform the class of the lesson
Pay attention to the teacher
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,
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