giáo án 10 cơ bản

ENGLISH 10
Period :
Unit 8 : the story of my village
Lesson 1 : Reading
A . Objectives :
Reading about the changes in the country life.
By the end of the lesson, students will be able to:
- better their reading skill through vocabulary Matching and table completion exercises.
- Enlarge vocabulary about country life such as bumper crops, cash crops, brick houses, straw, mud….
B . Teachin g ai ds:
. Textbook, Pictures, handouts, cassette,...
C . Proce dure :
1 / Class organization :
Attendance :
10 :C7, C1, C11
2 / Oral test :
3 / New lesson :
Steps Teacher’s activities Students’
activities
WARM-UP
(5’)
Brainstorming: Ask Ss to work in groups of 3 or 4 and make a
list of words related to the country.
The group with the longest list will be the winner.
Group work
Work in pairs
BEFORE YOU
READ
10’
WHILE YOU
READ

8’
Look at the picture. Discuss the questions.
1. What are people in the picture doing?
2. How are they working?
3. What do you think of the crop?
4. What helps produce good crops?
*). Vocabulary pre- teach
- straw (n):
- mud (n)
- technical high school (n):
- farming methods (n):
- brick houses (n):
- thanks to (prep):
Set the scene:
You are going to read a passage about life changes in the country.
You read it and do the following tasks.
Task 1: Vocabulary matching
Ask Ss to read the passage and do Task 1: Match the words in A
which appear in the reading passage with their definitions in B.
Encourage Ss to guess the meaning of the words in the context.
Have Ss compare and discuss their answers with a friend.
Further explain and give correct answers:
1. B 2. D 3. A 4. E 5. c
Task 2: Table completion.
Ask Ss to scan the passage to get specific information to complete
the table.
Pair work
Practise reading.
- Individual work.
- Group work

1
6’
Tell Ss to discuss the answer with a friend.
Check the answer in front of the class as a whole
6’
.
Give correct answer:
Areas of
change
Before Now
houses Made of straw
and mud
Made of brick
Radio and TV Few families
had a radio or
a TV set
Many families have a radio or
a TV set
Farming
methods
Old New
crops Poor Good/ bumper
travel On foot/ by
bike
By motorbike.
Task 3: Answering questions:
Read the passage again then answer the questions in task 3
Pair work
AFTER YOU
READ

(7’)
Ask Ss to work in groups then discuss the question: How can
people with an education help make the life of their community
better?
Group work
WRAPPING
(3’)
. Summarise the main points.
. Assign homework
Period :
Unit 8 : the story of my village
Lesson 2 : Speaking
A . Objectives :
. By the end of the lesson, Ss will be able to talk about plans to improve life of a village and their
possible result.
B . Teachin g ai ds:
. Textbook, whiteboard markers, cassette,...
C . Proce dure :
1 / Class organization :
Attendance :
10 : C1, C7, C11
2 / Oral test :
- Let 1 students go to the board and talk something about the history of village
- Correct the mistakes .
3 / New lesson :
STEPS TEACHER’S ACTIVITIES STUDENTS’
ACTIVITIES
WARM- UP(
3’): Jumbled
words

Write some words that aren’t completed then ask Ss to fill in
missing letters to make these words meaningful:
. RO-DS
Individual work
One St write down
on board.
2
. M-DIC-L C-NT-E
. CR-PS
. BRI-G-S
. SCHO-L
PRESENTA
TION
10’
Task 1: The villagers of Ha Xuyen are discussing plans to
improve life in the village. Match the plans with possible
results.
*). Explain some possible new words:
. resurface [,ri:'sə:fis] (v)
. canal [kə'næl] (n)
. muddy ['mʌdi] (a)
Ask Ss to work in pair-> practise ask an answer like this:
A: Why should we widen the roads?
B: We should widen them so that cars and lorries can get to the
village.
Give correct answer:
1. b 2. g 3. d 4. e 5. f 6. c
Practise reading
Pair work
PRACTICE

10’
Task 2
Ask Ss to work in groups of three: Read and practise the
conversation.
Call some groups to practise the conversation in front of the
class.
Group work
FURTHER
PRACTICE
20’
Controlled discussion.
. Keep Ss in groups and continue the conversation, using the
ideas in the table in task 1.
. Go around the class and provide help when necessary.
. Call some groups to act out the conversation in front of the
class.
Comment and have necessary corrections.
Work in groups of
three.
WRAPPING
2’
. Summary the main points.
. Assign homework
Whole class.
Period :
Unit 8 : the story of my village
Lesson 3 : Listening
A . Objectives :
. By the end of the lesson, Ss will be able to:
- Listening for information about the changes of a small town in England.

- compare the past and the present of a town
- improve listening skill through True or False and Gap- filling exercise.
B . Teachin g ai ds:
. Textbook, whiteboard markers, cassette,...
C . Proce dure :
1 / Class organization :
Attendance :
10 : C1, C7, C11.
2 / Oral test :
- Let 1 group of 3 Ss go to the board and act out the conversation
3
- Correct their mistakes .
3 / New lesson :
STEPS TEACHER’S ACTIVITIES Ss’ ACTIVITIES
WARM- UP
10’
Game: Find someone who.
Did you use to….? Name
cry at night when you were a child?
have a nickname?
have a pet?
play hide-and-seek?
hate school?
Group work
BEFORE
YOU
LISTEN
2’
Tell Ss to study the picture carefully and find as many
differences as possible

Work in pairs
WHILE
YOU
LISTEN
13’
10’
Set the scene: You will hear someone talking about the
changes in his hometown. Listen to the talk and do the tasks
that follow.
Task 1- True or false.
Ask Ss to read the statements carefully before listening to the
tape.
Play the tape more than once if necessary.
Ask Ss to compare their answers with a friend.
Call on some Ss to read and explain their answers in front of
the class.
Feedback and give correct answers:
1. F. ( It’s on the south coast of England)
2. F ( It used to be a small quiet town).
3. T.
4. F ( A lot of trees have been cut down).
5. F. ( some people don’t like the changes, they miss the
quiet and peaceful life of the old town)
Task 2- Gap- filling
Play the tape again and ask Ss to do Task 2: Write the
missing words.
Tell Ss to write the each word for the blanks.
Let Ss discuss the answers with a friend.
Give correct answers:
1. houses 2. hotel

3. widened 4. cut
5. car 6. shop
7. department 8. expensive
Individual work
Individual work
AFTER
YOU
LISTEN 10’
Ask Ss to work in groups: Discuss the changes in your own
hometown.
Group work
WRAPPING
2’
. Summary the main points.
. Assign homework
Whole class
Period :
Unit 8 : the story of my village
Lesson 4 : Writing
4
A . Objectives :
. By the end of the lesson, Ss will be able to write a letter giving directions to a certain place.
B . Teachin g ai ds:
. Textbook
C . Proce dure :
1 / Class organization :
Attendance :
10C : C1, C7. C11.
2 / Oral test :
- Let 1 student go to the board and give a talk about whales

3 / New lesson :
5
Period :
Unit 5 : the story of my village
Lesson 5 : Language focus
Time Teacher
/
s activities students
/
activities
7’
10’
15’
10’
Warm-up
Follow directions:
Call on some Ss to go to the board and follow T’s directions. Ss who do
not follow the directions correctly will be the loser.
Presentation
Task 1
- Set the scene
- Have Ss work in pairs and do the task
- Ask Ss to draw directions on the map while discussing
- Explain and check in front of the class.
- Gather some phrases can use to give directions:
. come out of
. turn right
. keep walking
. go over
. walk past

. take the first/ second turning on the left/ right
. It’s the one with…..
Task 2: Writing
- Instruct the task. Tell them to write the letter individually.
- Go around the class and offer help if necessary.
- Encourage Ss to finish the writing under time pressure.
- Ask Ss to have peer correction.
production
- Call on some Ss to read aloud their writing in front of the class.
- Comment and correct necessary mistakes.
- Give suggested answer:
Further practice
- Give out a prepared map of Ha noi, Ss are in Giap Bat station. Tell
them to ask and answer the directions to some certain places on the map.
- Go around the class and offer help if necessary.
wrapping
Summaries the main points..
Assign homework .
Whole class
Pair work
Individual work.
Pair work and whole
class.
Group work
6
A . Objectives :
. Distinguish the sounds /au/ and / əu/.
. By the end of the lesson, Ss will be able to:
- distinguish and pronounce the sounds /au/ and / əu/ clearly and correctly.
- transform direct speech into reported speech following correct rules

- say the difference between When and If in conditional sentence type I and do related exercises.
B . Teachin g ai ds:
. Textbook, whiteboard markers, cassette,...
C . Proce dure :
1 / Class organization :
Attendance :
10 : C1, C7, C11
2 / Oral test :
- Let 2 students go to the board and answer the questions
- Correct their mistakes .
3 / New lesson :
T’S ACTIVITIES Ss’ ACTIVITIES
PRONUN-
CIATION
10’
Presentation 1
Demonstrate the sounds /au/ and /əu/ by pronouncing them clearly
and slowly.
Help Ss to distinguish these two sounds by instructing the way to
pronounce:
Practice 1
Play the tape and ask Ss to repeat.
Call on some Ss to repeat the sound clearly in front of the class.
Ask Ss to word in pairs and practice the sentences.
Introduce peer correction.
Go around the class and provide help if necessary.
Whole class
Pair work
GRAMMAR
AND

VOCABULA
RY
20’
10’
5’
Presentation 2:
Reported speech: Statement.
Practice 2:
- Ask Ss to do exercise 1: Report the statements using the
verbs suggested.
- Have them compare the answers with a friend.
- Check the answer in front of the class as a whole.
Presentation 3: Make clear the difference between say, tell and
talk:
- Say( without object) + clause.
- Tell ( with object) + clause.
- Talk ( to smb) about sth
wrapping
Summaries the main points..
Assign homework .
Individual work.
Period :
Test yourself c
7
A . Objectives :
- To consolidate all skills as well as grammar & vocabulary structure that Ss have learnt in unit 7
&8.
B . Teachin g ai ds:
. Textbook, cassette,...
C . Proce dure :

Class organization :
Attendance :
10 :C7, C1, C11
I. Listening:
- T gives instructions:
+ Explain new words
+ Ask Ss to read the questions carefully.
+ Complete the Ex after listening for the second time.
+ Ss discuss the answers in pairs
- T corrects and gives out the answers:
A. 1. F 2. F 3. T 4. F
B. 1, aren’t 2. evening 3. cinema 4. theatres 5. knows
II. Reading:
- Ask Ss to work in groups, discuss the answers then present in front of the class.
- T feedbacks and gives the correct answers:
1. Because people can sit comfortably at home, watching TV. They don’t have to go out and pay for
expensive seats at the theatre or in the cinema.
2. They can see plays or films of every kind, exciting football matches, current events, the latest
developments in science and politics, etc
3. Because he has everything presented to him while he needs to do nothing.
4. TV will dominate our lives, and we don’t have time to talk to each other and do other things.
5. TV in itself is neither good nor bad. It is as good or as bad as we make it.
III. Grammar:
- Ask Ss to work in pairs.
- Ask some pairs to present the answers
- T gives the correct answer:
1. have been; haven’t had
2. haven’t given; have paid
3. said
4. had taken

5. thought: would come
6. told; have got
IV. Writing:
- Ask Ss to work in groups
- Call some Ss to write down the answer on board.
- T corrects.
WRITTEN TEST 15 MINUTES. No: 1
Full name: ……………………….. Class:
I. Find one mistake in each sentence and correct it:
1. Technology will continue to develop in spite of we think that is a good thing for our society or not.
2. If today is yesterday, I would never talk to him that way.
3. Because of she was lazy, she didn’t finish her test yesterday.
II. Choose one best answer that suits the meaning of the underlined word(s):
8
1. She is crazy about exploring marine life.
A. forest B. sea C. gulf D. earth.
2. Birds migrate in winter.
A. travel B. hunt C. die D. give birth
III. Write conditional sentences type II for the following situations:
1. They don’t understand the problem. They won’t find a solution.
……………………………………………………………………..
2. She drinks too much coffee. She doesn’t feel calm.
……………………………………………………………………
IV. Complete the Conditional Sentences (Type II) by putting the verbs into the correct form.
1. If we (have)………….a yacht, we (sail)……………….the seven seas.
2. If they (tell)………………their father, he (be)…………….very angry.
3. She (spend)……………….a year in the USA if it (be)……………easier to get a green card.
WRITTEN TEST 15 MINUTES. No: 2
Full name: ……………………….. Class:
I. Complete the Conditional Sentences (Type II) by putting the verbs into the correct form.

1. If I (live)…………………on a lonely island, I (run)………………….around naked all day.
2. We (help)………………….you if we (know)…………………..how.
3. My brother (buy)………………a sports car if he (have)……………..the money.
II. Find one mistake in each sentence and correct it:
1. Technology will continue to develop in spite of we think that is a good thing for our society or not.
2. If today is yesterday, I would never talk to him that way.
3. Because of she was lazy, she didn’t finish her test yesterday.
III. Choose one best answer that suits the meaning of the underlined word(s):
1. She is crazy about exploring marine life.
A. forest B. sea C. gulf D. earth.
2. Birds migrate in winter.
A. travel B. hunt C. die D. give birth
IV. Write conditional sentences type II for the following situations:
1. She isn’t in your position. She isn’t able to advise you.
…………………………………………………………………….
2. He never exercises. He is getting fat.
……………………………………………………………………...
Pre : 20/01/2007
Tea: 22/01/2007
Period : 46
Unit 9 : UNDERSEA WORLD
Lesson 1 : Reading
A . Objectives :
. Reading for specific information about the marine life.
. After the lesson, students will be able to talk about the marine plants and animals; therefore, they
would remember to protect the sea environment.
B . Teachin g ai ds:
. Textbook, a map of the world, some pictures about marine animals…
C . Proce dure :
1 / Class organization :

Attendance :
9
10C1, 10C7, 10C11.
2 / Oral test :

3 / New lesson :
Time Teacher
/
s activities students
/
activities
3’
14’
7’
8’
Warm-up
Using picture of the world to introduce the names of the five oceans:
1. Artic Ocean.
2. Antarctic Ocean
3. Pacific Ocean
4. Atlantic Ocean
5. Indian Ocean
Before you read.
1. Finding names of sea animals.
- Introduce some pictures of animals.
a. Seal
b. Jellyfish.
c. Turtle
d. Shark.
2.Vocabulary pre- teach

- Bay(n)
- Mystery (n): a thing of which the cause or origin is unknown or impossible
to explain.
- Beneath (prep): under something.
- submarine(n):
- Marine life (n): life in the sea.
- fall into: to be able to be divided into sth.
- water current(n):
- Organism (n): a living being.
- At stake: at risk.
Ask Ss to make sentences with the above words to make sure they
understand their meanings.
while you read
You are going to read a passage on the life int the sea. While you are
reading, do the tasks in the textbook.
Task1 – Gap filling based on word meaning guessing.
. Ask Ss to read the passage individually and stop at the lines that contain
these words to guess their meanings.
. Go around the class and provide help if necessary.
. Call on some Ss to read aloud their answers. Let them to explain their
choice.
.Correct their mistakes.
Task2 - Answering questions
. Have Ss work in pairs and ask and answer about the passages.
.Call on some pairs to do the task in front of the class.
.Give feedback and suggested answers :
Practice reading
Matching
Make sentences with
above words

Individual work
Individual work
Answers.
1. tiny
2. investigate
3. gulf
4. biodiversity
5. samples.

Pair work
10
10’
3’
1. 75% of the earth surface
2. By using modern services.
3. They investigate the seabed and bring samples of the marine life back to
the surface for further study.
4. We can know a wide range of information, including water temperature,
depth and the undersea populations.
5. They are those that live on or depend on the bottom like the star fish,
those that move independently of water currents and those that are carried
along by the currents.
6. The marine life would be at stake if the sea biodiversity was not
maintained.
after you read
- Work in pairs. Complete the summary of the reading passage by filling
each blank with a word or phrase given in the box below.
- Explain some words:
. huge (a): very big.
. closely connected:

wrapping
Summaries the main points.
Assign homework .
Answers the
questions
Copy the answers on
the notebook.
Individual work
Pair work
And whole class.
Copy the answers on
the notebook.
Group work: Talk
about under sea
world
11
Period : 47
Unit 9 : UNDERSEA WORLD
Lesson 2 : Speaking
A. Objectives:
By the end of the lesson, the Ss will be able to:
- offer solutions to sea problems using should/ shouldn’t.
- talk about causes and consequences of sea problems.
- report on discussion results.
B. Teachi ng aids:
. Textbook, pictures of the sea problems.
C. Procedure:
One / Class organization:
Attendance:
10C: .................................................................

2 / Oral test:
- Talk about marine life
- Correct their mistakes .
12
Period : 48
Unit 9: undersea world
Lesson 3 : Listening
A . Objectives :
. Listening for specific information about whales.
B . Teachin g ai ds:
. Textbook, cassette, tape.
time Teacher
/
s activities students
/
activities
7’
7’
8’
20’
3’
Warm-up
Picture describing
- Teacher prepares a set of pictures of sea problems.
- Ask Ss to discuss the questions:
a. What can you see in the picture?
b. What problem is it?
presentation
Task 1: Offering solutions
You are required to work in pairs to put the actions in order of

importance and then say what we should do or not should do.
T pre- teach some vocabulary items:
1. Sparingly (adv): not wasting something.
2. Dispose of (v): to get rid of something.
3. Herbicide (n):
4. Pesticide (n): a chemical substance used to kill insets.
5. Release (v):
- T goes around to observe Ss working.
- T feeds back and give correct answers
Task 2: Discussing consequences and offering solutions.
Following are some threats to our oceans. Work in groups to
discuss the consequences that might occur and offer some
possible solutions.
- to make something / somebody + adj
- to result in + n
- to cause
- T goes around to observe Ss working.
- T feeds back and give correct answers
Task 3
- Reporting on the discussion results.
- T calls on some Ss to report that their groups have discussed and
asks other Ss to take note and compare with their groups’ ideas.
wrapping
Summarise the main points.
Assign homework .
Group work
Answer the questions
Practise reading
Pair work
Group work

Group work
And whole class
13
C . Proce dure :
1 / Class organization :
Attendance :
10C : C1, C7, C11.
2 / Oral test : .
3 / New lesson:
time Teacher
/
s activities students
/
activities
3’
14’
10’
7’
Warm-up
Using a picture of a big whale and raise some questions.
Before you listen
Discussion:
- Ask Ss to work in pair to discuss two questions in the book.
- T calls on some Ss to present their answers
Vocabulary pre-teach
1. krill (n)
2. Whaling: hunting for whales.
3. Migrate (v): to move from one habitat to another according to the
seasons.
4. Conservation (n): Preservation of natural and wildlife.

Write all the new words on the board.
Explain each word separately and ask Ss to guess what the word is.
while you listen
Task 1- True or False
Let Ss read the statements carefully.
Play the tape again and ask Ss to listen and decide whether the statements
are true or false.
Draw Ss
/
attention to key words when they are listening.
Call on some Ss to explain their answers.
Give correct answer.
1. F( It is the largest)
2. T
3. T
4. F (because of hunting pressure)
5. T
Task 2- Answering Questions
Ss read through the questions to understand them and underlined key
words.
Have Ss listen to the tape again and answer the questions.
Let Ss listen to the tape several times if necessary and have a pause to make
it easier for Ss while they are doing the task.
Call on some Ss to read their answers in front of the class.
Give correct answer:
after you listen
- T asks Ss to work in groups to talk about whales, using cues
provided:
Group work
Practise reading

Individual work and
group work
Individual work and
pair work
14
8’
3’
+) their length and weight.
+) their feeding grounds and food.
+) the reasons for protecting whales.
- T goes round to offer help.
- Asks some Ss to give a talk about whales.
- T gives feedback and any necessary correction
wrapping
Summaries the main points.
Assign homework.
Group work
Period : 49
Unit 9: undersea world
Lesson 4 : Writing
A. Objectives :
. By the end of the lesson, Ss will be able to write a descriptive paragraph about dolphins by using
the facts and figures from a table.
B . Teachin g ai ds:
. Textbook
C . Proce dure :
1 / Class organization :
Attendance :
10C : C1, C7. C11.
2 / Oral test :

- Let 1 student go to the board and give a talk about whales
3 / New lesson :
15
time Teacher
/
s activities students
/
activities
7’
12’
10’
12’
2’
Warm-up
Brainstorming:
T asks Ss to write down in 3 minutes as many pieces of information about
dolphins as possible.
Presentation
Task 1
*)Vocabulary pre- teach
- sperm whale (n): cá nhà táng
- squid (n): mực
- gestation (n): thời kỳ thai nghén
- entrapment (n): bị mắc bẫy
- habitat (n): môi trường sống
- offspring (n): con
- life span (n): tuổi thọ
*) Ask Ss to read the paragraph in task 1 and tell what a descriptive
paragraph is.
+) The first sentence is the topic sentence.

+) The other sentences describe the animal in details.
*) Filling in the table on page 100 with the information given in the
paragraph.
- T asks Ss to work in pairs to complete the table with the information in the
paragraph.
- T asks Ss to exchange their answers with another pair.
- T gives feed back and corrects the answers.
Task 2: Writing
Instruct the task. Tell them to work individually, use the facts and figures of
the dolphin provided in the table, and follow the development of writing
sample in Task 1 to build up a descriptive paragraph.
Go around the class and offer help if necessary. Encourage Ss to finish the
writing under time pressure.
Ask Ss to have peer correction.
production
Call on some Ss to read aloud their writing in front of the class.
Comment and correct necessary mistakes.
give suggested answer:
Dolphins are not fish. They are mammals that live in the water.
Dolphins are among the most intelligent on Earth. Although they can be
found in all oceans in the world, dolphins prefer coastal waters and bays.
The size of dolphins varies greatly. The smallest dolphin is just about 50kg
in weight and 1.2 meters in length while the largest one can weigh up to
8.200kg and is 10 meters long. Dolphins are carnivores and they eat mainly
fish. A female dolphin gives birth to one calf every two years after a
gestation period of eleven to twelve months. A dolphin can normally live
from twenty- five to sixty- five years and some species of dolphins can even
live longer. Dolphin populations are at risk due to the pollution of their
habitat and accidental entrapment in fishing nets.
wrapping

Summaries the main points...
Assign homework.
Group work
Whole class and pair
work
Individual work.
Pair work and whole
class.
16
Period : 50
Unit 9: undersea world
Lesson 5 : Language focus
A. Objectives :
. Identifying the sounds / iə/, /eə/ and /uə/
. By the end of the lesson, Ss will be able to be more confident in pronouncing these sounds.
. Use should and conditional sentence type II appropriately.
B . Teachin g ai ds:
. Textbook, whiteboard markers, ...
C . Proce dure :
1 / Class organization :
Attendance :
10C : ...................................................................
2 / Oral test :
- Let 2 students go to the board and answer the questions .
- Correct their mistakes .
3 / New lesson :
time Teacher
/
s activities students
/

activities
3’
12’
15’
Warm-up
Categorizing
Ask Ss to work in groups.
Give out 10 to 15 words and tell Ss to put them under appropriate heading.
pronunciation
pronouncing the three sounds separately
Demonstrate the sounds / iə/, /eə/ and /uə/ by pronouncing them clearly
and slowly.
Help Ss to distinguish these three sounds.
Instruct the way to pronounce.
practice 1
Play the tape and ask them to repeat.
Call on some Ss to repeat the sounds clearly to class.
Ask Ss to work in pairs and practice the sentences.
Introduce peer correction.
Go around the class and provide help if necessary.
grammar and vocabulary
should and shouldn’t
a. Presentation
+) In this lesson, should and shouldn’t are used to offer solutions and give
strong advice.
- You should do sth= it is a good thing to do or the right thing to do.
Group work
Whole class
17
12’

3’
- You shouldn’t do sth= it isn’t a good thing to do.
b. Practice.
Ask Ss to do exercise 1 and 2 . Ask Ss to compare the answers with a friend.
Call on Ss to read the completed sentences.
Give correct answers:
Ex 1:
2. you should look for another job.
3. He shouldn’t go to bed so late.
4. You should take a photograph.
5. She shouldn’t use her car so much.
6. He should put some pictures on the wall.
Ex 2:
2. I think smoking should be banned, especially in restaurants.
3. I don’t think you should go out this evening.
4. I think the boss should resign.
Conditional sentence type 2
a. Presentation
+) Form: If + subject + past simple, subject + would/ could + Verb ( bare.
Infinitive).
+) Meaning: The conditional sentence type 2 is used to talk about things
which are unreal (not true or not possible) in the present or the future.
b. Practice:
- Ask Ss to do exercise 3 in pairs.
- T asks some Ss to read out their answers
- Feedback and give suggested answer:
3. would take 8. would be
4. refused 9. did not come
5. would not let 10. borrowed
6. closed down 11. walked

7. pressed 12. would understand.
wrapping
Summaries the main points.
Assign homework .
Pair work
Individual work
and pair work
Period 51
English Test: 45 minutes N0:1
Full name: Class: 10 C
I. Circle the word with the underlined letters pronounced differently from those of the others.(1p)
1. a. cow b. bowl c. how d. town
2. a. doubt b. house c. mouse d. touch
3. a. rose b. hot c. host d. hope
4. a. road b. roar c. coat d. soap
II. Choose the best option to complete the following sentences: (1.5p)
1. Opposite our house there is a large park, ________ there are beautiful trees and flowers.
a. that b. which c. where c. in that
2. My uncle drank a lot of beer, _______ made him fat.
18
a. that b. which c. that's why d. it
3. She is going to finish her homework, _______?
a. is she b. will she c. doesn't she d. isn't she
4. If it _________ tomorrow, we'll stay at home.
a. rains b. will rain c. rained d. would rain
5. The villagers have tried a lot to ______ their lives.
a. better b. further c. higher d. longer
6. We __________ enough food for the trip to Huong Pagoda yet.
a. don't prepare b. didn't prepare c. aren't preparing d. haven't prepared
III.. Give the correct tenses of the verbs in brackets: (2p)

1. ( not sit) ___________ here if you ( feel) _________ cold.
2. I (send) ___________ you some information it you (tell) __________ me your address.
3. If Kate (be) __________ late again, she (lose) _________ her job.
4. There ( not be) __________ enough room if everyone (come) ___________.
5. If Binh (learn) ____________ hard, he ( pass) _________ the exam.
IV. Put the following into indirect speech: (chuyÓn nh÷ng c©u sau ®©y sang gi¸n tiÕp) (2p)
1. " I'll come with you as soon as I am ready" She said.
 _________________________________________
2. " We have moved into our new house" said my aunt.
 _________________________________________
3. " I couldn't get into the house because I had lost my key" He said to me:
 _________________________________________
4. " I don't like classical music" said Mary.
 _________________________________________
5. " Does this train stop at York?” asked Bill.
 _________________________________________
6. " Buy a new car" I advised her.
 _________________________________________
7. " Don't argue with me" the teacher said to the boy
 _________________________________________
8. I told them: “You are quite right"
 _________________________________________
V. Complete these sentences with the cues :( 2.5p)
1. My brother / learn / English / 5 years.
 _________________________________________
2. If / weather / fine / play football.
 _________________________________________
19
3. I've / my homework / half an hour.
 _________________________________________

4. I / used / go / the cinema / when / a child.
 _________________________________________
5. Because / I / sick / I / not / go / school / yesterday.
 _________________________________________
VI: Write a short paragraph to show the direction to Go Cong market from Kien an high school. (1p)
…………………………………………………………………………………………….
…………………………………………………………………………………………….
Period : 52
Unit 10: conservation
Lesson 1 : Reading
A . Objectives :
By the end of the lesson, Ss will be able to:
. Use vocabulary items related to the issue of conservation
. Guess the meaning of the words based on contexts and components of the words
. Reading for specific information about conservation.
B . Teachin g ai ds :
. Textbook, handout
C . Proce dure :
1 / Class organization :
Attendance :
10C: C1, C7, C11.
2 / Oral test :

3 / New lesson :
20
time Teacher
/
s activities students
/
activities

5’
7’
7’
8’
5’
10’
3’
Warm-up
Before you read.
1. Discussing the questions based on the pictures.
2.Vocabulary pre- teach
. Variety [və'raiəti](n):
. Hydroelectric Dam [,haidroui'lektrik dæm](n):
. Play an important part:

Ex : Mathematics plays an important part in schools
.Valuable (a):
. Appear [ə'piə](v) ≠ Disappear [,disə'piə](v)
. Worsen ['wə:sn] (v): to become worse, to make sth worse
Ask Ss to make sentences with the above words to make sure they
understand their meanings.
while you read
You are going to read a passage about conservation. While you are reading,
do the tasks in the textbook.
Task1 Matching based on word meaning guessing.
. T writes the words on board
. Ask Ss to read the passage individually and stop at the lines that contain
these words to guess their meanings.
. Go around the class and provide help if necessary.
. Call on some Ss to read aloud their answers. Let them to explain their

choice.
.Correct their mistakes.
Task2 – True or False
- First quickly read through the statements to get an idea about the topic.
- Underline the key words to understand the main point.
- Search for the section of the text which deals with the idea or fact.
- Ask Ss to work individually to do the task.
- Discuss their answers with their peers.
_ T gives the correct answers:
1. T
2. T
3. T
4. T
5. F
6. F
Task 3: Choosing the main idea for each paragraph:
- T asks Ss to work in pairs to do the task.
- T goes round to offer help when necessary.
- T gives feedback and correct answers:
A. 3
B. 4
C. 2
after you read
- Work in groups to discuss the questions in the textbook.
wrapping
Summaries the main points.
Assign homework .
Practise reading
Make sentences with
above words

Matching
Individual work

Pair work
Group work
21
Period : 53
Unit 10: conservation
Lesson 2 : Speaking
A. Objectives:
By the end of the lesson, the Ss will be able to:
- ask for someone’s opinions, and show their agreement or disagreement about their new kind of
zoo.
- talk about advantages and disadvantages of the new kind of zoo
- report on discussion results.
B. Teachi ng aids:
. Textbook, pictures.
C. Procedure:
One / Class organization:
Attendance:
10C: .................................................................
2 / Oral test:
- Talk about the conservation.
- Correct their mistakes .
3 / New lesson :
time Teacher
/
s activities students
/
activities

7’
7’
Warm-up
Picture describing
- Teacher prepares two pictures of zoos: a traditional zoo and a new kind of
zoo.
- Ask Ss to discuss the questions:
a. What can you see in the pictures?
b. Can you find out some differences between these two pictures.
presentation
Task 1: Offering solutions
You are required to work in pairs to put the actions in order of importance
and then say what we should do or not should do.
T pre- teach some vocabulary items:
1. sensitive (a)
2. Imprison( v): put or keep in prison.
3. Reconstruct (v): build again.
4. Breed (v): cause (an animal) to produce offspring.
5. Reintroduce (v).
- T asks Ss to work in pairs to discuss the two questions in the book using the
information in paragraph A and B.
1. They are opened to help endangered species develop.
2. The animals are not kept in cages. They can live in their natural
environment.
Task 2: Showing agreement or disagreement about the new kind of zoo.
Following are some ideas about the new kind of zoo discussed in task1. You
Group work
Answer the
questions
Practise reading

Pair work
22
8’
8’
14’
3’
are required to show your agreement or disagreement by ticking the right
box. Then share your ideas with a partner.
- T elicits some structures:
Asking for opinions Giving opinions
What do you think of………?
Do you think……………?
Do you agree with………?
I think……….
I don’t think……….
In my opinion………….
Showing agreement Showing disagreement
I agree with…..
Yes, I think you are right.
Exactly.
I don’t really think so.
Yes, ……but………
I would doubt that…
- T goes around to observe Ss working.
- T feeds back.
Task 3
Discuss the advantages and disadvantages of zoos of the new kind.
- T asks Ss to work in groups
Task 4: Reporting on the discussion results.
- T calls on some Ss to report that their groups have discussed and asks other

Ss to take note and compare with their groups’ ideas.
wrapping
Summarise the main points.
Assign homework.
Individual work
and pair work.
Group work
Whole class
Period : 54
Unit 10: conservation
Lesson 3 : Listening
A . Objectives :
. Listening for specific information about forest fires
. Talk about the cause of forest fires and ways to prevent them.
B . Teachin g ai ds:
. Textbook, cassette, tape.
C . Proce dure :
1 / Class organization :
Attendance :
10C : C1, C7, C11
2 / Oral test :
3 / New lesson:
Time Teacher
/
s activities students
/
activities
23
5’
5’

7’
7’
5’
14’

Before you listen
Discussion:
- Ask Ss to work in groups to discuss what may cause a forest fire.
- T calls on some Ss to present their answers
- T gives feedback and gives some possible causes:
+ campfire
+ butts of burning cigarettes
+ lighting
Vocabulary pre-teach
1. forester(n)
2. awful (a): very bad or unpleasant
3. put out (v): extinguish a fire.
4. a heap of: a large quantity or amount.
Write all the new words on the board.
Explain each word separately and ask Ss to guess what the word is.
while you listen
Task 1- Numbering events
- Let Ss read the statements carefully.
- Underline key word
- Guessing the order of the events with a friend.
- Play the tape and ask Ss to listen and do the task
- Give correct answer.
3 2 5 1 4
Task 2- True or False statements
- Let Ss read the statements carefully.

- Play the tape and ask Ss to listen and decide whether the statements are true
or false.
- Draw Ss
/
attention to key words when they are listening.
- Call on some Ss to explain their answers.
- Give correct answer.
1. F( It spreads quickly)
2. F( In late summer)
3. T
4. T
5. F( It is the duty of everyone of us)
Task 3- Choosing the sentences heard
- T asks Ss to read through sentences to understand them
- Underline the different parts between the two sentences.
- Ss listen and pay attention to the different parts.
_ T asks Ss to do the task the work in pair to exchange answers.
- T provides correct answers:
1. a 2. b 3. a
after you listen
- Role play: + A is a journalist
+ B is a forester in Cuc Phuong National Park
wrapping
Group work
Practise reading
Individual work
Individual work and
pair work
Group work
Work in pairs in

five minutes.
24
2’
Summaries the main points.
Assign homework.
Period : 55
Unit 10: conservation
Lesson 4 : Writing
A . Objectives :
. By the end of the lesson, Ss will be able to write a letter of invitation using the cues provided.
B . Teachin g ai ds:
. Textbook, handout
C . Proce dure :
1 / Class organization :
Attendance :
10C : C1, C7. C11
2 / Oral test :
- Let 1 student go to the board and give a talk about forest fire.
3 / New lesson :
time Teacher
/
s activities students
/
activities
5’

Warm-up
Completion game- Ordering
- T prepares 8 handouts with some sentences in a jumbles order.
a. Hope to see you then.

b. We would like to invite you to the wedding.
c. You are welcome to stay the night as there is plenty of room, though it
would help if you could let me know in advance.
d. Mary and I are getting married soon after we return to London- on
June 20
th
.
e. Dear John,
f. Best wishes, Alex
g. I will be at my parents’ house in Parkville, probably at 2.30pm, and
there will be a party afterwards, starting at about 8 pm.
The correct order is:
1. 2. 3. 4. 5. 6. 7.
- T divides the class into 8 groups and gives each group a handout.
- T asks Ss to discuss to reorder the sentences to make a complete letter of
invitation.
- The winner will be the group with the quickest and correct order.
- Answer:
1. e 2. d 3. b 4. g 5. c 6. a 7. f
Presentation
Group work
Whole class and pair
work
25