Giáo án Tiếng Anh Lớp 10 - Học kỳ I - Năm học 2019-2020

fferent Ss ask and answer questions about household chores in their family.
- T asks each group to choose one student to report the interview results to the class.
- T asks Ss for their comments and decides which student has the best answers.
III. Listening
- T plays the recording once for Ss to listen and choose their answers.
- T plays the recording again, so Ss can check their answers, and then give the correct answers. Alternatively, plays the recording one or more times for Ss to choose the correct answers.
Key:
1. T 2. F 3. F 4. T 5. F 6. T
IV. Writing
- T asks Ss to write about two types of people who have very different lifestyles.
- T asks Ss to write about what each person’s daily life is like.
- T asks Ss to write the draft first in class, and then they may write their final versions at home. Ss may start their writing like this:
 My father and my mother have different lifestyles. My father..
-Work indiviually
-Read carefully then match the word in A with their definitions in B
* Expected answers
1. c 2. d 3. b 4. e 5. a
Work indiviually then read alound the answer
Listen carefully the do as request
Expected answers
1. T 2. F 3. F 4. T 5. F 6. T
Work indiviually
III.Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
- Summarize the main points of the lesson.
Do as request
IV. Homework
1 minute
- Prepare for the next lesson.
Do at home
E. Experience: (Teaching note)
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Distributive period : 31
* Preparing date:2019
* Teaching date: 2019
UNIT 4 FOR A BETTER COMMUNITY
Lesson 1	GETTING STARTED
Objectives: 
 + Teach Ss to get to know vocabulary about volunteer activities.
 - Teach Ss to make simple dialogues using the given expressions
+ By the end of the lesson, students will be able to: 
 - Get to know vocabulary about volunteer activities.
 - Make simple dialogues using the given expressions. 
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers, cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
 * Skills: - Reading for gist and for specific information.
	 - Skimming and scanning reading
D. Procedures:
Time/Stages
Teacher’s activities
Student’sactivities
I. Warm up
 8 minutes 
- Show some pictures about voluntary activities and ask Ss to tell the activities in these pictures.
Pictures 1: Helping the elderly
Picture 2: Teaching children to read and write
Picture 3: Cleaning the nursing home.
Picture 4: cleaning the environment.
- T checks some Ss.
-Lead in the new lesson: Activities for a better community
Whole class work
Look and speak
II. New lesson
Activity 1
8 minutes
Activity 2
 15 minutes
Activity 3
10 minutes
Task 1: Answer the questions
- Get Ss look at the picture page 38 then answer some questions:
1. What is the picture about?
2. What are the people in the picture doing?
3. What do you think about their activities?
Do you want to join a voluntary organization?
-Let Ss guess what Quan and Hieu.
Answers:
1. It's about a special class.
2. The boy in blue is teaching some children.
3. ( the answer may vary)
4. (the answer may vary).	
- 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: Answer the questions about the text
-Make sense of the questions in the text.
- Have Ss find out the answer for the questions individually.
-Go round and give help if needed.
-Check Ss by calling some pairs to read the questions and answers aloud, the other Ss give comment.
- Provide final feedback and correction.
* Suggested answers:
1. At about 2 p.m yesterday afternoon.
2. Hieu was working at the Happy Mind Charity Center.
3. Yes, he was.
4. His job is meaningful because he can help the children to read and write..
5. The answer may vary.
Task 3: Making the conversation
- Ask each pair to make a dialogue using one of the expression in the box.
- Now, we can understand the content of the conversation about Hieu's volunteer work and can make simple dialogues.
- Guide Ss to make dialogues
- Check 3 pairs and give comment.
Look at the picture then answer the questions 
Expected answers
1. It's about a special class.
2. The boy in blue is teaching some children.
3. ( the answer may vary)
4. (the answer may vary).	
Whole class work
Listen carefully the answer the questions
Pair work
Then present 
III.Consolidation
2 minutes 
- Summarize the main points of the lesson.
Do as request
IV. Homework
1 minute
- Ask students to write a passage about their volunteer work (50 words)
- Prepare for the next lesson.
Do at home
E. Experience: (Teaching note)
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Distributive period : 32
* * Preparing date:2019
* Teaching date: 2019
UNIT 4 FOR A BETTER COMMUNITY
 Lesson 2	LANGUAGE
Objectives: 
 + Teach Ss to use the adjectives ending with -ed, -ing, -ful and -less in context.
 - Teach Ss to pronounce / nd/ , /nt/ and/ / in words and sentences correctly.
 - Teach Ss to use irregular past tense verbs, the past simple and past continuous correctly in combination
+By the end of the lesson, students will be able to: 
	 - Use the adjectives ending with -ed, -ing, -ful and -less in context.
 - Pronounce / nd/ , /nt/ and/ / in words and sentences correctly.
 - Use irregular past tense verbs, the past simple and past continuous correctly in combination.
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers, cassette.
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
 * Skills: Pronounce / nd/ , /nt/ and/ / in words and sentences correctly.
D. Procedures:
Time/Stages
Teacher’s activities
Student’sactivities
I. Warm up
 5 minutes 
- T asks Ss to tell the whole class about their volunteer work.
- T listens and gives marks.
Work Individually
II. New lesson
1. Presentation 1
Activity 1
6 minutes
Activity 2
7 minutes
2. Presentation 2
Activity 1
5 minutes
Activity 2
5 minutes
3. Presentation 3
Activity 1
7 minutes
Activity 2
4 minutes
Vocabulary:
Task 1:
- Ask Ss to read the conversation again and underline the adjectives ending with - ed, -ing, -ful and less
- T checks some Ss.
- Guide Ss to distinguish the use and meaning of these adjectives.
+ Adjectives with -ed: Passive, often go with nouns denoting persons.
+ Adjective with- ing: Active, go with noun denoting things
+ Adjs with ful have positive meaning while adjs with less have negative meaning.
* Key:
- ed: disadvantaged, interested, excited
- ing: interesting
- ful: useful, helpful, meaningful
- less: hopeless	
Task 2: 
- Ask Ss to work individually in 3 minutes then have them compare their answer with their partner.
- Check Ss' answers and give explanation if any.
- exchange the answers with their partner.
- provide the answer.
* Key:
1. meaningless 2. interested
3. hopeless 4. useful
5. excited, meaningful
6. exciting.
Pronunciation.
Task 1:
Listen and repeat
- Play the recorder and ask Ss to write 
/ nd/ , /n/ and/nt/ above the words that have the corresponding sounds.
- Put Ss in pairs to practice reading the sentences.
- Invite some Ss to read the sentences in front of the class. Correct mistakes if any.
Task 2:Identify the word having the sounds
- Play the recorder and let Ss listen and repeat.
- Have Ss work in pairs.
- Invite two or three Ss read again and then give comment
- Explain the requirement of this activity to Ss , focusing on the importance of pronouncing the ending sounds correctly in English.
Grammar
 - Ask Ss to read the sentences, check if they understand.
- Ask Ss to pay attention to the time expressions and ask them to find the verb tense to go with these time expressions.
- Ss work individually first to rewrite the sentences in the past tense, using the time expression in blankets.
- Ask Ss to work in pairs to check the answer.
- Invite 3 Ss to write on the board, then ask them to highlight the irregular past tense verbs.
* Key:
1. I wore jeans to school yesterday.
2. My sister and I bought a lot of clothes last summer.
3. My father read newspaper in bed last night.
4. My mother made my bed last Sunday.
5. I wrote letters to my grandparents yesterday.
-Ask Ss do this activity individually.Observe and help them if necessary
-Ask Ss to match 1-5 with a-e and complete the sentence in the past simple or the simple continous.
Key 
1-d 2-c 3-e 4-b 5-a
Individually
* Expected answers
- ed: disadvantaged, interested, excited
- ing: interesting
- ful: useful, helpful, meaningful
- less: hopeless	
-Work Individually then compare the answer with patner
* Expected answers
1. meaningless 
2. interested
3. hopeless 
 4. useful
5. excited, meaningful
6. exciting.
-Work Individually
- Listen and repeat
-Work Individually
Work in pair 
Expected answers
1. I wore jeans to school yesterday.
2. My sister and I bought a lot of clothes last summer.
3. My father read newspaper in bed last night.
4. My mother made my bed last Sunday.
5. I wrote letters to my grandparents yesterday
Work in pair 
Expected answers
1-d 2-c 3-e 4-b 5-a 
III.Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
Do as request
IV. Homework
1 minute
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
Do at home
E. Experience: : (Teaching note)
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Distributive period : 33
* Preparing date:2019
* Teaching date: 2019
UNIT 4 FOR A BETTER COMMUNITY
Lesson 3 READING
Objectives:
 + Teach Ss to know the benefit of volunteer work.
 - Understand the discourse and put the sentences into appropriate place.
 - Guess the meaning of some words through the context.
+ By the end of the lesson, students will be able to: 
 - Know the benefit of volunteer work.
 - Understand the discourse and put the sentences into appropriate place.
 - Guess the meaning of some words through the context.
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers, cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
* Skills: - Reading for gist and for specific information.
	 - Skimming and scanning reading
D. Procedures:
Time/Stages
Teacher’s activities
Student’sactivities
I. Warm up
 8 minutes 
- T asks Ss some questions\;
1. Do you like volunteer work?
2. Have you ever taken part in any volunteer work?
3. What kinds of activities do you like most?
- T elicits the answers and leads Ss in the lesson.
-Whole class
-Listen and answer the questions
II. New lesson
Activity 1:
7 minutes 
Activity 2:
 6 minutes 
Activity 3:
 6 minutes 
Activity 4:
 6 minutes 
Activity 8:
8 minutes 
 1.
- Introduce the title of the reading passage and elicit the reasons why people volunteer.
- Invite some Ss to share their choices.
- Ss give their own ideas by ticking the reasons in the textbook.
- Ss exchange the ideas with their partner.
2.
- Ask Ss to scan the reading text and check their predictions in activity 1.
- Check Ss' answers and ask them to clues from the reading text.
- Provide the answers and evidences from the reading text.
* Key: Reasons They are: a, c, e and f
3.
- Remind Ss the strategies for Gapped text or Missing sentences.
- Go through the sentences in activity 3 and help Ss to make sense of these sentences.
- Ask Ss to do this task individually, then ask them to compare the answer in pairs.
- Check Ss' answer and give further explanation.
- Do this activity individually then compare the answer with a partner.
- Some Ss give the answer by reading the Missing sentences out loud.
* Key: 1- d 2- a 3- b 4- c
4.
Ask Ss to look back at the reading text to locate the highlighted words.
- Have Ss guess the meaning of each of the highlighted word based on the context.
- Require Ss to choose the meaning then compare with a partner.
- Check Ss' answer and give feedback.
- Guess the meaning through the context.
- Choose the correct option then compare the answer with a partner.
Key: 1.A 2 .B 3.C 4.B 5.	
5:
-Let Ss work in pairs to discuss the statements.
-Elicit different ways to give opinions that Ss know and add some more if necessary.
 - Invite some Ss to talk in front of the whole class.
- Work in pairs to give their own point of view toward issues mentioned in two statements.
- Ss take turn to talk.
Pair work
Work Individually
Then compare the answer with the partner
Work Individually
Then compare the answer with the partner
Pair work
Pair work
III.Consolidation
2 minutes 
- Summarize the main points of the lesson
Do as request
IV. Homework
1 minute
- Ask students to learn by heart the new words.
- Prepare for the next lesson.
Do at home
E. Experience: (Teaching note)
..................................................................................................................................................................................................................................................................................................................................................................................
Distributive period : 34
* Preparing date:2019
* Teaching date: 2019
UNIT 4 FOR A BETTER COMMUNITY
Lesson 4	SPEAKING
A.Objectives: 
 + Teach Ss to express their opinion about priorities for community development.
 - Teach Ss to perform their viewpoints to other people.
 + By the end of the lesson, students will be able to: 
- Express their opinion about priorities for community development.
- Perform their viewpoints to other people.
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
 * Skills: Speaking skill
D. Procedures:
Time/Stages
Teacher’s activities
Student’sactivities
I. Warm up
 8 minutes 
-Ask Ss to look at the pictures at page 42 and name the activities in these pictures.
- Check some Ss then ask them whether these activities are useful to the community or not.
- Look at the picture and tell the activity in each picture.
P1: green summer/ green volunteer
P2: donating things
P3: donating money
- These activities are useful to community 
- Lead in the new lesson.
Listen and do
II. New lesson
Activity 1:
8 minutes 
Activity 2
8 minutes 
Activity 3
8 minutes 
Activity 4
10 minutes 
 Task 1:
- Ask Ss to work individually to look at some activities for community development and to match them with the reasons why they are important.
- Go round and help if necessary.
-Have them compare the answer with others.
Check Ss' answers.
- Call on individual Ss to read aloud these activities and the reasons why they are important.
* Key:	
1.d 2.c 3.e 4. a 5.b
 Task 2:
- Have Ss in pairs discuss why the activities in activity 1 are important for community development.
- Guide Ss to prepare the ideas to support their reasons.
- Invite three pairs to perform the dialogues in front of the class.
- Give feedback.	
Task 3:
-Have Ss work in groups of 4 and look at activities for community development in task 1.
- Ask members in each group to rank the activities in the order of importance.
- Guide Ss some useful expressions in the textbook to express their ideas.
Task 4:
- Ask the representatives from 3 groups to present the groups' decisions to the whole class.
- T chooses a representative to perform their decisions/ the whole class listen to the representatives and vote for the best decisions.
- Ask the whole class to vote for the group with the best decisions.
Work Individually
Then compare the answer with the partner
* Key:	
1.d 2.c 3.e 4. a 5.
Pair work
Group work
Then prersent in front of th class
Group work
Then prersent in front of th class
III.Consolidation
2 minutes 
- Summarize what they have learnt by asking Ss some questions
Do as request
IV. Homework
1 minute
- Ask students to Exercises in workbook: C1, C3
- Prepare for the next lesson.
Do at home
E. Experience: (Teaching note)
..................................................................................................................................................................................................................................................................................................................................................................................
Distributive period : 35
* Preparing date:2019
* Teaching date: 2019
 UNIT 4 FOR A BETTER COMMUNITY
 Lesson 5	LISTENING
Aims and Objectives:
 + Teach Ss to listen familiarly an announcement on certain fields.
 - Develop the listening skills for general information and specific details
 +By the end of the lesson, students will be able to:
	 - Listen familiarly an announcement on certain fields.
 - Develop the listening skills for general information and specific details. 
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers, cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
 *Skill: Listening skill
D. Procedures:
Time/Stages
Teacher’s activities
Student’sactivities
I. Warm up
 5 minutes 
Task 1:
- Asks students to look at the pictures to see what the people in these pictures are doing and some related questions 
+What do you think people in these pictures are doing?
+Have you ever participated in any activities like these? Share your stories!
Ex: They are doing voluntary activities to help the needy...
Whole class
Look at the picture and answer T’s questions
II. New lesson
Activity 1
5 minutes 
Activity 2
10 minutes 
Activity 3
7 minutes 
Activity 4
7 minutes 
Task 2: 
- Tell the students to match the words with their definitions then decide the parts of speech of these words. 
- Match the words with their definitions and decide their parts of speech and take notes if necessary. 
Key: a. public service announcement (noun phrase)
 b. donate (v)
 c. non-profit (adj)
Task 3: 
- Tell students that they are going to listen to the announcement by the director of Heart to Heart Charity and decide whether the statements are true (T) or false (F). 
- Have students guess their answers before listening. 
- Play the recording and let students do the activity. Possibly play the recording again. 
- Check students' answers and comments. 
Key: 1. T 2. F 3. F 4. F 5. T
Task 4: 
- Have students listen to the announcement again and do the activity. If necessary, teacher may explain more.
- Check students' answers and comments. 
Key
1. C 2 A 3. B
Task 5: 
- Instruct and control the discussion between students in each pair. 
Ex: Have you ever volunteered or done community service? If yes, what did you do? If no, what i