GIAO AN TIENG ANH 10 THI DIEM (U1U4)

LESSON PLANS – ENGLISH 10.NEW

Date of preparation: 16/08/2017
Date of teaching: 21/08/2017
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
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

Students’ activities

-

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

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LESSON PLANS – ENGLISH 10.NEW

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
(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.

-

dishes and the daughter is doing the
laundry.
Do as required.

Key Activity 2
1. F
2. NG
3. F

4. T
5. T
6. NG

- Read along
Household chores
Household finances
Heavy lifting
Laundry

rubbish
groceries
washing up

Verb/Verb phrases
1 Split, divide,
handle
2 Take out
3 do
4 Shop for
5 Do
6 Do
7 Be responsible for

Words/
Phrases
(household)
chores
Rubbish

Laundry
Groceries
Heavy lifting
Washing-up
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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LESSON PLANS – ENGLISH 10.NEW

Date of preparation: 17/08/2017
Date of teaching: 22/08/2017
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
- Do as required
Activity 1
1.
f
5.b
- Ask students to work individually, read the words and 2.
e
6.g
phrases in the box, then discuss and find the meaning for 3.
a
7.d
each of them (a-h).
4.
h
8.c
- Provide support if necessary by guiding students to use
the context of the conversation to choose the meaning for
the words/ phrases.
Chores from the conversation:
Activity 2
- prepare dinner
- Ask students to work in pairs. Read the conversation in - cook (do the cooking)
GETTING STARTED again and list all the household - shop
chores that are mentioned in the conversation.
- clean the house

- Then elicit more chores to add to the list.
- take out the rubbish
- do the laundry
Activity 3
- do the washing-up
- Have students work in pairs or groups to ask and answer - do the heavy lifting
the questions.
- be responsible for the
- Encourage them to use the chores in the list in their
household finances
answers. Before working in pairs, students may work Other chores:
individually.
- mop/sweep/tidy up the
- Ask students to read the list again and write down who
house
does each of the chores in their families.
- bathe the baby
- Check to make sure students use the correct verbs/ verb - feed the baby
phrases in the correct tense with the name of the chores.
- water the houseplants
Pronunciation
- feed the cat/dog
Activity 1
- iron/fold/put away the
-Play the recording and let students listen. Play it again with
clothes
pauses for them to repeat each word.
- lay the table for meals
Give the meaning of the words if necessary. Help students
- Work in pairs or groups

distinguish the three sound clusters.
- Read again and write
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LESSON PLANS – ENGLISH 10.NEW

- Ask students to work in pairs and take turns reading the
words in columns and in rows. Then, invite individuals to
down
read the words in one or two rows.
- Read the words
Activity 2
- Listen to the tape
- Ask students to read the words in rows, paying attention
1. b
to the difference between the sound clusters.
2. b
- Play the recording and have students listen to the
3. c
sentences and circle the word they hear.
4. a
- Check students’ answers by asking them to call out the
letter (a, b or c) corresponding to the word they hear.
Grammar
Key:
Activity 1
1. does

- Have students read the text individually once and ask them
2. cooks
to pay attention to the words/ phrases such as every day,
3. cleans
today, at the moment, and ask them what verb forms are
4. is watching
often used in the sentences that have these words/ phrases.
5. is doing
Ask students to choose the correct verb form.
6. is doing
- Ask students to work in pairs to compare their answers.
7. is tidying up
- Check students’ answers and then elicit from them the
8. is trying
rules of using the present simple and the present
continuous.
Activity 2
1. does, is not cooking, is
- Have students work in pairs to give their answers.
working
- Observe and help when and where necessary.
2. is taking out
- Ask students to use the words/ phrases: now, at the
3. cleans, is cleaning
moment, usually, today, every evening, etc. as clues for their
4. is preparing
answers.
5. looks after, works
- Check students’ answers by asking individuals to take turns
6. is watching, watches

reading aloud each of the sentences.
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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LESSON PLANS – ENGLISH 10.NEW

Date of preparation: 18/08/2017
Date of teaching: 23/08/2017
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
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.

Students’ activities

-

Work in groups
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

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
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LESSON PLANS – ENGLISH 10.NEW

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
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.

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.

- 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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LESSON PLANS – ENGLISH 10.NEW

Date of preparation: 23/08/2017
Date of teaching: 28/08/2017
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
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.

Students’ activities

- Pay attention to teacher and
match the chores with the
pictures.

- Do as required

- Guess the answer to each
question.

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LESSON PLANS – ENGLISH 10.NEW

Anna: Which of the chores do you like doing the most?
- Work in pairs and try to
Mai: well, I think I like sweeping the house.
match the columns
Anna: What do you like about it?
Mai: It’s not too hard, and I like seeing the house clean
after I sweep it.
- Practice the conversation
Anna: Which of the chores do you dislike doing most?
Mai: Washing dishes, because I often break things when I
do the washing-up.
Key
Activity 3
1.c
-Ask students to work with a different partner to have a
2.a
similar conversation. Explain that this time they should

3.d
talk about themselves, and they have to find out what
4.b
chores their partner does, what chores she/he likes or
dislikes the most and why.
-Work with a different partner
-Tell students to use the questions in activity 2 and the
to have a similar conversation.
ideas in activity 1 to do this activity.
-Invite a student from one or two pairs to report to the
- Report to the class
class what she/he has found about his/her partner.
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: 24/08/2017
Date of teaching: 29/08/2017
Period 5
Part 5: LISTENING SKILLS
I.
Class organization: Check attendance
II. 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.

Students’ activities

-Listen carefully

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LESSON PLANS – ENGLISH 10.NEW

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.
-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.

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

-

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

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LESSON PLANS – ENGLISH 10.NEW

- 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”?

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: 25/08/2017
Date of teaching: 30/08/2017

Period 6
Part 6: WRITING SKILLS
I. Class organization
Check attendance
10A1
10A9
II. 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

Students’ activities

Students guess

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LESSON PLANS – ENGLISH 10.NEW

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
- 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

“Nhiềutaynhẹviệc”

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
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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LESSON PLANS – ENGLISH 10.NEW

Date of preparation: 29/08/2017
Date of teaching: 04/09/2017
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
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

Students’ activities

- 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.

CULTURE

Read and fill the table
- T has sts look at the pictures at the end of the Definition:
unit to elicit the terms "nuclear family" and nuclear family: parents and children
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LESSON PLANS – ENGLISH 10.NEW

"extended family"
extended family: grandparents, parents and
- Sts work in pair to read and complete the table,
children
after that sts compare to correct. Sts can use a
new words:
dictionary to look up new words while doing the
neat, single-parent, child-minder, nursing
task
home, collaborate, ungrateful, behavior,
- T asks one st to write the answers on the board
generation
for class checking
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: 01/09/2017
Date of teaching: 05/09/2017
Period 8
UNIT 1: FAMILY LIFE
Part 8: LOOKING BACK
I. Class organization
Check attendance
10A3
10A4
II. 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

Students’ activities
1. cream, brush
2. crash, tree, traffic
3. try, create, brother
4. brown, bread, breakfast
5.brave, travelling, train

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LESSON PLANS – ENGLISH 10.NEW

clapping their hands.
Vocabulary 1
- T asksts 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
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

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
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!

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LESSON PLANS – ENGLISH 10.NEW

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: 01/09/2017
Date of teaching: 06/09/2017
Period 9

UNIT 2 YOUR BODY AND YOU
Part 1: Getting started

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
I. Class organization
Check attendance
10A3
10A4
III. Checking the old lesson
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LESSON PLANS – ENGLISH 10.NEW

III. New Lesson
Teacher’s 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
- 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.

Students’ activities
-Pay attention to the teacher.

Look at activity 1
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.

-Listen and repeat the words.
Noun
Disease
Bones
Balance
Weight
Skeleton Brain
system
lungs

Adj
Nervous
healthy

Verb
Prevent
Balance
boost

Activity 4
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LESSON PLANS – ENGLISH 10.NEW

- 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 individually

IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to prepare homework at home.

Date of preparation: 06/09/2017
Date of teaching: 11/09/2017
Period 10
UNIT 2: YOUR BODY AND YOU
Part 2: LANGUAGE
IV. Class organization
Check attendance
10A3
10A4
V.

Checking the old lesson
VI. New Lesson:
Teacher’s 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’ activities

-

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

PHẠM THỊ PHỤNG – THPT PHAN CHU TRINH- NINH HẢI- NINH THUẬN

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LESSON PLANS – ENGLISH 10.NEW

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 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

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

-

-

-

Key
1.1
4.6

Listen and repeat the words

Read aloud

Read and then write examples

Do as required
2.3
5.2

3.5

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LESSON PLANS – ENGLISH 10.NEW

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.

Read the sentences
1. X
2.X
3. √
4.√
5. X
6.√
7.√
8.√

Key
1.
2.
3.
4.
5.
6.
7.
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)
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

IV. Consolidation
- Wrap up the lesson
V. Homework
- Students prepare for the next lesson.
Notes after teaching:
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LESSON PLANS – ENGLISH 10.NEW

Date of preparation: 8/ 09/2017
Date of teaching: 13/09/2017
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
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

Students’ activities
- Listen to teacher

- Look at the picture and read the title

- Talk in front of the class

- Work in pairs or groups

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LESSON PLANS – ENGLISH 10.NEW

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.

-

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

Activity 5
humans and the world around them
Aim: allow students to dig deeper into their
and a balance between yin and yang.
background knowledge using the reading
2. It is believed to promote the body’s
as a model and as a source of information
natural healing capabilities and
and then develop writing or speaking as
enhance its functions.
port-reading activities.
3. There are more than 2000
- Elicit students’ knowledge in the field of
nowadays.
non-medical treatments. These can be
4. They are soreness, slight bleeding or
traditional or modern.
discomfort.
- Students work in pairs or groups to
5. Those who have electrical or
exchange information. After sharing
electronic medical devices inside
information, choose students at random
them.
to present the report.
6. Acupuncture is considered as a
- Ask students to write a short text using
reliable alternative to modern
the information they collect from their
medicine.

discussion and information exchange if
time allows.
IV. Consolidation
- Wrap up the lesson
V. Homework
- Students prepare for the next lesson.
Notes after teaching:
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LESSON PLANS – ENGLISH 10.NEW

Date of preparation: 08/09/ 2017
Date of teaching: 13/09/2017
Period 12
UNIT 2: YOUR BODY AND YOU
Part 4: SPEAKING SKILL
I. Class organization
Check attendance
10A3
10A4
II. Checking the old lesson
III. New Lesson

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

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

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LESSON PLANS – ENGLISH 10.NEW

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

-

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.

IV. Consolidation
- Wrap up the lesson
V. Homework
- Students prepare for the next lesson.
Notes after teaching:
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LESSON PLANS – ENGLISH 10.NEW

Date of preparation: 13/09/2017
Date of teaching: 18/09/ 2017
Period 13
UNIT 2: YOUR BODY AND YOU
Part 5: LISTENING SKILL
I. Class organization
Check attendance
10A3
10A4
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
- Students may know some basic
to choose a healthy diet.
information about what they have to
Activity 1
do.
Aim: Engage students in the lesson by
eliciting their personal eating habits.
- Have students talk about how much they - Feel free to talk
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 think the listening may be about.
-Guess the content of the listening part
- 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 Listening to the recording
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

Key act 3
1. F

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LESSON PLANS – ENGLISH 10.NEW

-

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.

2.
3.

4.
5.

T
F
T
F

Key activity 4
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.

Vegetables,
fruits
Grains

Fish..

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

Notes after teaching:
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