Giáo án Tiếng Anh 10 đầy đủ

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Date of preparation: December, 12th 2014	 Date of signing: December, 15th 2014
Distributive period: 53	 Date of teaching:
 The first term test- 45'
A. Aims and objectives: 
 - To check Ss’ understanding.
 - To give marks.
 - By the end of the lesson, students will be able to:	
 + Improve their techniques of doing the simple tests
 + Improve their knowledge through the test. 
B. Preparations:
 - Teacher: Sheets of papers and written tests.
 - Students: Pens.
C. Language focus:
 * Listening:	* Phonetics: Stress
 * Vocabulary:	
 * Reading:	
 * Grammar:
 - Tenses, gerunds, infinitives, adjectives and conjunctions.
 - Passive voice.
* Writing:
A. Listening: ( 0.25 point/ 1 correct answer)
I. Listen to the conversation between Paul and Andrea and decide whether the statements are true ( T ) or false ( F ) 
Statements
True (T)
False (F)
1. Andrea can’t wait for her flight
2. Paul is very excited about coming home
3. Paul’s home is 280 kilometres from where they are now
4. There are more children in Andrea’s family than in Paul’s
5. When Andrea’s family get together, they often go out for dinner
II. Listen to the conversation between Paul and Andrea again and fill in the missing information.
Andrea: Haven’t decided yet ?..... All the seats have been reserved by now I’m sure. It’s the holiday season, after all.
Paul : .my family lives about (1) 180 kilometers from here. I usually take the train or coach.
Andrea : You don’t sound excited about it.
Paul : Well, we are not really a (2) close-skit family I have three brothers and they are spread out all over the place.
Andrea :Well, I try to get home as soon as possible. We’re a (3) big family there are
Paul : six kids ?
Andrea :Yes, and we’re all really close my brothers are married.so we end up going out to dinner a lot.
Paul : Well, At my home my mother loves to cook, so when we get home she often cooks big meals We have leftovers for days.
B. Phonetics, grammar and vocabulary: ( 0.2 point/ 1 correct answer)
I. Choose one word which is stressed differently from the rest. Identify your answer by circling the corresponding letter A, B, C or D.
1. A. washing machine	B. food processor	C. laptop	D. electronic book
2. A. solar charger	B. mobile phone	C. online game	D. hearing aid	
II. Choose from the four options given ( marked A, B, C or D ) one best to complete each sentence by circling the corresponding letter A, B, C or D.
3. A food processor is used for.up or ..food.
A. chop – mixing	B. chopping – mix	C. chopping –mixing	D. chop –mix 
4. We can use a USB stick ..a lot of music or video files.
A. store	B. storing	C. to store	D. stores
5. A digital camera is more.than a film camera; You don’t have to buy rolls of films.
A. expensive	 B. beautiful	C. economic	D. economical
6. Don’t panic. Your guests ..arriving yet, so ask everyone to bring something.
A. not start	B. haven’t started	C. hasn’t started	D. not starting
7. Our teacher gave us an assignment on modern .of the 20th century. 
A. inventors	B. inventions	C. invents	D. inventing
8. We stayed at home .watch TV.
A. and	 B. but	 C. so	D. or
9. When we see Mr. Minh tomorrow, I .. him of that.
 A. will remind B. remind C. have reminded	 D. reminded
10. The baby .. Don’t make so much noise. 	
A. sleep B. sleeps	 C. is sleeping D. slept
11. A laptop or a smart phone can be used for..access to the Internet or sending letters.
A. get	B. to get	C. getting	D. got
12. You can use social network sites your personal profile and to contact other people.
A. create	B. to create	C. creating	D. creates
III. Choose from the four given options (marked A, B, C or D) the one that needs correcting to make the given sentence meaningfully and grammatically correct.
13. She has breakfast at 8.30, then she go to work immediately.
 A B	 C	 D
14. They speak English well because they practise speak it everyday.
 A B	 C	 D
15. Let's to get up early and go for a walk before breakfast?
 A B C D
C. Reading: ( 0.25 point/ 1 correct answer)
I. Read the following passage then answer the questions by circling the letters A, B, C or D.
 Although computers are considered the most perfect and effective devices in our modern time, we cannot avoid some certain problems when we are working on a computer. Letters and phone conversations are private. It is against the law to open someone's mail without permission or to listen secretly to someone's telephone conversation. And now there are laws to protect the privacy of e-mail. It is also against the law to read the messages that a person sends or receives on a computer. Although each person has a secret password for his or her e-mail, sometimes the passwords are discovered by hackers and the mail box is opened. Recently several companies that do business on the Internet have been attacked. The attackers sent huge amounts of useless e-mails to the Web sites of these companies. The effect was to slow or stop the ability of the companies to do their business. Such actions are known as "denial of service" attacks. The companies say they may have lost millions of dollars because they were not able to provide goods and services during the attacks. Most of the companies were able to solve the problem in about three hours. The victims of the attacks included some of largest and most successful companies on the Internet, such as Yahoo, Amazon, and Corn and E-Trade. The police have investigated the attackers. The computer industry leaders have discussed the electronic attacks and the problems of computer crime. They suggest that a person who is found guilty of such a crime should be sentenced to at least l0 years in prison.
1. It is___________ to read the messages that a person send or receive on a computer.
A. legal 	 B. illegal 	C. encouraged 	D. advisable 
2. Which sentence is true?
A. It is quite secret to send or receive messages through the Internet. B. We need a password to open an e-mail box.
C. We never have problems with e-mail.	 D. E-mails on the Internet are open letters.
3. What did the hackers do?
A. They attacked the network by computer viruses.	B. They made a lot of order through the Internet.
C. They sent a lot of e-mails to the companies.	D. They sent useless e-mails to the Web sites of these companies.
4. Most of the companies_________. 
A. could solve the problem	B. could not solve the problem
C. closed	D. were sentenced to about ten years in prison
II. Read the following passage then fill in the gaps by circling the letters A, B, C or D.
In the book "The Secret Power of Music" David Tame, has written music is (1)_____than a language and it is the language of languages. It can be said that music is of all the arts. There is none of other arts that more powerfully moves and changes the consciousness. It can be said that music is a very powerful tool (2)_____can have positive effects, virtually life saving mentally and physically when it is used in the right context, but has equally destructive and detrimental potential if used negatively. Music has a definite effect (3)_____ people, animals, and plants. In fact it can have a powerful (4)_____on our body, mind, and emotions. Music with a 'beat' can stimulate our body; music with powerful melodies and harmonies performed with feeling can make us weep or cry out with joy and music like the fugues of Bach and Mozart can be mentally strong. Every Hollywood movie producer is aware of the power of music, and that is why it plays such a key role in motion pictures. The music that accompanies movies grabs our feelings.
1. A. many 	B. much 	C. more 	D. as
2. A. that 	B. when 	C. where 	D. whose
3. A. in 	B. on 	C. for 	D. of
4. A. interest 	B. entertainment 	C. delight 	D. influence
D. Writing:
I. Choose from the four given options (marked A, B, C or D) one best solution to make a sentence from the given prompts. ( 0.25 point/ 1 correct answer)
1. scientists / research / effects / music / heart / for years.
A. Scientists have done research on the effects of music on the heart for years.
B. Scientists did research on the effects of music on the heart for years.
C. Scientists have done research on the effects that of music on the heart for years.
D. It is the effects of music on the heart make scientists have done research for years.
2. Music / improve / person's enjoyment / enhance / quality of life / reduce / risk / diseases
A. Music improves a person's enjoyment, enhances the quality of life and reduces the risk of diseases.
B. Music improves a person's enjoyment, enhancing the quality of life and reduces the risk of diseases.
C. Music can improve a person's enjoyment, to enhance the quality of life and to reduce the risk of diseases.
D. Music improves a person's enjoyment because enhances the quality of life and reduces the risk of diseases.
3. you / do / last night? - stay home / listen / music.
A. Why were you doing last night? - Because I was staying at home and listening to music.
B. How did you do last night? - So I stayed at home and listened to music.
C. What have you done last night? - I have-stayed at home and listened to music.
D. What were you doing at 9 o’clock last night? - I was staying at home and listening to music.
4. you / want / become / musician? - Music / something / interest / most 
A. What makes you want becoming a musician? - Because music is something that interests me the most.
B. Why do you want to become a musician? - Because music is something that interests me the most.
C. Who makes you become a musician? - Therefore, music is something that interests me the most.
D. Which do you want to become a musician? - If music is something that interests me the most.
II. Change the sentences into the passive voice. ( 1 point/ 1 correct answer)
1. The students can’t do this difficult test.
à .
2. They have seen that film several times before.
à .
Date of preparation: December, 27th 2014	 Date of signing: December, 27th 2014
Distributive period: 54	 Date of testing: December, 31st 2014
 Unit 6 gender equality
Lesson 1	Getting started
A. Aims and Objectives: 
 - To teach Ss to listen and read a conversation about gender equality and do tasks: True false exercise and questions and answers.
 - To teach some lexical items related to the topic Gender Equality.
 - By the end of the lesson, students will be able to: 
 + Use some lexical items related to the topic Gender Equality.
 + Make simple dialogues using the given expressions. 
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers and cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 8 minutes 
- Ask Ss to discuss the questions: 
1. Why do some couples prefer a son to a girl?
2. Do you think so? Why? Why not?
- Ask some Ss to give their opinions.
-Lead in the new lesson: Gender Equality.
T Ss
2. New lesson
14 minutes
20 minutes
Task 1: Answer the questions
- Get Ss look at the picture page 6 then answer some questions:
1. Who do you see in the picture?
2. Where do you think they are?
3. What are they doing?
- T plays the recording.	
- Ss listen and read the conversation at the same time.
- Get Ss in pairs read the dialogue again/ then ask two pairs to act out the conversation.
Task 2: 
-Make sense of the sentences in the text.
- Have Ss find out the answers for the questions individually.
- Go round and give help if needed.
- Check Ss by calling some Ss to read sentences aloud and decide if the statements are true, false or not given, the other Ss give comment.
- Ask Ss to refer back to the conversation to get necessary information.
- Provide final feedback and correction.
* Suggested answers:
1. F 2. F 3. T 4. NG 5. T
Task 3: Answer the questions
- Ask Ss to read the conversation again and think of the answers to the questions.
- Have Ss work with a partner and switch roles to ask and answer.
- Check the answers and provide the correct ones if necessary.
Key:
1. Only 82 girls enrolled per 100 boys in secondary school.
2. Because they might be forced to work at home and in the field.
3. There are slightly more boys than girls in both primary and secondary schools.
4. Women do.
5. Gender discrimination should be eliminated so that everyone has equal opportunities in education.
Pair work
T Ss
Individually
Pair work
T Ss
3.
Consolidation
2 minutes 
- Summarize the main points of the lesson.
T Ss
4. Homework
1 minute
- Ask students to write a passage about Gender Equality in their village. (50 words)
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: December, 27th 2014	 Date of signing: December, 27th 2014
Distributive period: 55	 Date of teaching:
 Unit 6 gender equality
 Lesson 2	Language
A. Aims and Objectives: 
 - To teach Ss to pronounce two- syllable words with stress on the first or second syllable in isolation and in context.
 - To teach Ss to use the passive voice with modals.
 - By the end of the lesson, students will be able to: 
 + Understand and use the passive voice with modals.
 + Pronounce two-syllable words with stress on the first or second syllable in isolation and in context.
 + Use some lexical items related to the topic Gender Equality.
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers and cassette.
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 5 minutes 
- T asks Ss to tell the whole class about their opinions about Gender Equality.
- T listens and gives marks.
T Ss
2. New lesson
6 minutes
7 minutes
10 minutes
14 minutes
1. Vocabulary:
Task 1: Matching
- Ask Ss to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them
- T checks some Ss.
- Check answer as a class.
* Key:
1. d 2. f 3. e 4. a 5. c 6. b
Task 2: 
- Ask Ss to work individually in 5 minutes then have them compare their answer with their partner.
- Check Ss' answers and give explanation if any.
- Exchange the answers with their partner.
- Make sure that Ss have the right answers by going over all the answers in class. Allow Ss to look up the words in the glossary, if necessary.
* Key:
1. enroll 2. force 3. eliminate
4. discrimination 5. equal 6. gender
2. Pronunciation
Task 1: Listen and repeat
- Play the recording and let Ss listen and repeat.
- Play it again with pauses for Ss to repeat each word chorally.
- Have Ss work in pairs.
- Invite two or three Ss read again and then give comment
- Give the meaning of the words if necessary. Help Ss distinguish two-syllable words with stress on the first or second syllable.
- Ask Ss to work in pairs and take turns reading the words.
Task 2: Listen and mark
- Play the recording and ask Ss to put a mark (’) before the stressed syllable in each word.
- Ask Ss to take turns reading the words.
- Invite some Ss to read the sentences in front of the class. Correct mistakes if any.
Task 3 
- Have Ss work individually to put the words in the right box according to their stress patterns. 
- Exchange the answers with their partner.
- Check as a class.
Stress on the first syllable
Stress on the second syllable
Woman, gender, treatment, household, equal, college
Enroll, perform, agree, allow, promote
2. Grammar:
Activity 1:
 - Explain to Ss that modal verbs are special verbs that behave differently from other verbs. They are used to express ability, advice, duty, permission, possibility, prohibition or request.
Modals
Functions
Can, could
Ability
Should, ought to
Advice or duty
Must 
Duty 
Can, could, may
Permission 
May, might, can, could
Possibility 
Can’t, mustn’t, may not
Prohibition
May, will, would
Request
- Ask Ss to read the sentences, check if they understand.
- Ss work individually first and pay attention to all modal verbs used in the sentences.
- Ask Ss to work in pairs to check the answer.
- Go over all the answers in class.
Key:
1. shouldn’t (advice) 2. must (duty) 3. May (permission)
4. might ( possibility) 5. Will (request) 
6. mustn’t (prohibition) 7. can (ability)
Activity 2: 
- Ask Ss to read the sentences. Have them underline the passive voice with modals. Let them work with a partner before checking answers as a class.
* Key:
1. may be kept 2. might be forced 
3. shouldn’t be allowed 4. should be eliminated
Activity 3: 
- Have Ss work in pairs first, and then write down the correct answers. Observe and offer help if necessary.
* Key:
1. Lan might be chosen (by our class) to represent us in the School Youth Union.
2. Will Korean be taught in our school next year?
Individually
T Ss
Pair work
Individual
Ss Ss
T Ss
 Ss Ss
Individually
T Ss
Pair work
Ss Ss
3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
T Ss
4. Homework
1 minute
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: December, 27th 2014	 Date of signing: December, 27th 2014
Distributive period: 56	 Date of teaching:
 Unit 6 gender equality
Lesson 2	Reading
A. Aims and Objectives: 
 - To teach Ss to read for general ideas and for specific information about gender equality in employment and answer the questions and decide whether the sentences are true, false or not given.
 - By the end of the lesson, students will be able to: 
 + Read for general ideas and for specific information about gender equality in employment and answer the questions and decide whether the sentences are true, false or not given.
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers, cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
 8 minutes 
Gender equality in employment
Activity 1:
- Focus Ss’ attention on the heading of the section Gender equality in employment. Ask Ss to guess what the text about.
- Inform the class of the lesson objectives: Read for general ideas and for specific information about gender equality in employment.
- T elicits the answers and leads Ss in the lesson.
Key: They are the symbols of genders, gender equality and gender discrimination.
T Ss
2. New lesson
14 minutes
10 minutes
10 minutes
Activity 2:
- Ask Ss to match each of the words with its meaning.
- Have Ss work individually first, and then check with a partner. Let Ss use a dictionary, if necessary.
- Go over all the answers to make sure they have the correct answers.
* Key: 1. c 2. e 3. d 4. b 5. a
Activity 3:
- Ask Ss to read the text quickly and find the repeated words and their collocations (e.g. fir