Giáo án Tiếng Anh Lớp 10 - Tiết 1 đến 8

ks 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.
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 dishes and the daughter is doing the laundry.
Do as required.
Key Activity 2
F 4. T
NG 5. T
F 6. NG
Read along
Household chores rubbish
Household finances groceries
Heavy lifting washing up
Laundry
Verb/Verb phrases
Words/ Phrases
1
Split, divide, handle
(household) chores
2
Take out
Rubbish
3
do
Laundry
4
Shop for
Groceries
5
Do
Heavy lifting
6
Do
Washing-up
7
Be responsible for
Household finances
4. Consolidation- Summarize the main points
5. Homework- Ask students to learn by heart new words and collocations in the text.
Date of preparation: 
Date of teaching: 
Period 3 
PART 2: LANGUAGE
I. Objectives: By the end of the period, Ss will be able to:
 + Pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context.
 + Use the words and phrases related to household chores and duties.
 + Understand and use the present simple and the present continuous tense.
II. Teaching aids 
- Cassette player, tape, board, chalks, textbook and notebook.
III. Procedure
1.Class organization:10A1
2.Checking up: Checking during the new lesson.
3.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.
I.Vocabulary
1.Activity 1
Ask students to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-h). 
Provide support if necessary by guiding students to use the context of the conversation to choose the meaning for the words/ phrases.
2.Activity 2
Ask students to work in pairs. Read the conversation in GETTING STARTED again and list all the household chores that are mentioned in the conversation.
The elicit more chores to add to the list.
3.Activity 3
Have students work in pairs or groups to ask and answer the questions.
Encourage them to use the chores in the list in their answers. Before working in pairs, students may work individually.
Ask students to read the list again and write down who does each of the chores in their families.
Check to make sure students use the correct verbs/ verb phrases in the correct tense with the name of the chores.
II.Pronunciation
1.Activity 1
-Play the recording and let students listen. Play it again with pauses for them to repeat each word.
Give the meaning of the words if necessary. Help students distinguish the three sound clusters.
- Ask students to work in pairs and take turns reading the words in columns and in rows. Then, invite individuals to read the words in one or two rows.
 2./Activity 2
Ask students to read the words in rows, paying attention to the difference between the sound clusters.
Play the recording and have students listen to the sentences and circle the word they hear.
Check students’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear.
III.Grammar
1.Activity 1
Have students read the text individually once and ask them to pay attention to the words/ phrases such as every day, today, at the moment, and ask them what verb forms are often used in the sentences that have these words/ phrases. Ask students to choose the correct verb form.
Ask students to work in pairs to compare their answers.
Check students’ answers and then elicit from them the rules of using the present simple and the present continuous.
2.Activity 2
Have students work in pairs to give their answers.
Observe and help when and where necessary.
Ask students to use the words/ phrases: now, at the moment, usually, today, every evening, etc. as clues for their answers.
Check students’ answers by asking individuals to take turns reading aloud each of the sentences.
Do as required
f 5.b
e 6.g
a 7.d
h 8.c
Chores from the conversation:
prepare dinner
cook (do the cooking)
shop
clean the house
take out the rubbish
do the laundry
do the washing-up
do the heavy lifting
be responsible for the household finances
Other chores:
mop/sweep/tidy up the house
bathe the baby
feed the baby
water the houseplants
feed the cat/dog
iron/fold/put away the clothes
lay the table for meals
Work in pairs or groups
Read again and write down
Read the words
Listen to the tape
b
b
c
a
Key:
does
cooks
cleans
is watching
is doing
is doing
is tidying up
is trying
does, is not cooking, is working
is taking out
cleans, is cleaning
is preparing
looks after, works
is watching, watches
4. Consolidation
- Summarize the main points
5. Homework
- Ask students to learn by heart new words and collocations in the text.
- Ask students to review grammar part
Date of preparation: 
Date of teaching: 
Period 4: 
PART 3: READING
I. Objectives: By the end of the period, Ss will be able to:
 + Read for general ideas and for specific information about Family life and answer the questions.
 + Understand more about home life and express their own ideas about home life.
 + Read for specific information about the benefits of sharing housework.
II. Teaching aids :
- Cassette player, tape, board, chalks, textbook and notebook.
III. Procedure:
1.Class organization:10A1
2.Checking up: Checking during the new lesson.
3.New lesson:
Teacher’s activities
Students’ 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
1.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. 
2.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.
3.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.
4.Activity 4
Ask students to continue to work in pairs, and find out what it refers to in each of the sentences. Let students read and understand the sentences before and after the one that has the word in it to decide what it means. Students can use the elimination technique to give the right answer.
5.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:
How do children benefit from sharing housework?
Why do men tend to have better relationships with their wives when they share housework?
What may happen to women whose husbands do not contribute to the household chores?
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.
6.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.
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
A
B
B
B
A
Key 
a. C
b. B
They do better at school, become more sociable, and have better relationships with their teachers and friends.
Because it shows that they care about their wives and this makes their wives happy.
They may fall ill easily or may think about divorce.
There is a positive atmosphere for the family.
Do as required
4. Consolidation:
- Summarize the main points
5. Homework:
- Ask students to prepare for the next lesson.
Date of preparation: 
Date of teaching: 
Period 5: 
PART 4: SPEAKING
I. Objectives: By the end of the period, Ss will be able to:
 + Talk about their home life.
 + Exchange opinion about household chores.
 + Talk about household chores they often do. 
 + Express their opinions about the chores they like or dislike.
II. Teaching aids:
- Cassette player, tape, board, chalks, textbook and notebook.
III. Procedure:
1.Class organization:10A1
2.Checking up: Checking during the new lesson.
3.New lesson:
Teacher’s activities
Students’ 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
1.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.
2.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.
What household chores do you do every day?
Which of the chores do you like doing the most?
What do you like about it?
Which of the chores do you dislike doing the most?
Encourage students to use the key words as cues to find the answers in Mai’s column to match with Anna’s questions.
Ask students to take turns being Mai and Anna to practice the conversation
Anna: What household chores do you do every day?
Mai: I do the laundry, wash the dishes, and sweep the house. I sometimes do the cooking when my mum is busy.
Anna: Which of the chores do you like doing the most?
Mai: well, I think I like sweeping the house.
Anna: What do you like about it?
Mai: It’s not too hard, and I like seeing the house clean after I sweep it.
Anna: Which of the chores do you dislike doing most?
Mai: Washing dishes, because I often break things when I do the washing-up.
3.Activity 3
Ask students to work with a different partner to have a similar conversation. Explain that this time they should talk about themselves, and they have to find out what chores their partner does, what chores she/he likes or dislikes the most and why. 
Tell students to use the questions in activity 2 and the ideas in activity 1 to do this activity.
Invite a student from one or two pairs to report to the class what she/he has found about his/her partner.
Pay attention to teacher and match the chores with the pictures. 
Do as required
Guess the answer to each question.
Work in pairs and try to match the columns
Practice the conversation
Key
1.c
2.a
3.d
4.b
-Work with a different partner to have a similar conversation.
Report to the class
4. Consolidation
- Summarize the main points
5. Homework
- Ask students to prepare for the next lesson.
Date of preparation: 
Date of teaching: 
Period 6: 
PART 5: LISTENING
I. Objectives: By the end of the period, Ss will be able to:
 + Develop the listening skills for details and for specific details. 
 + Talk about Family life.
 + Listen to a programme about the roles of family members. 
 + Listen the monologue and do the true or false exercise and do the gap – filling exercise.
II. Teaching aids:
- Cassette player, tape, board, chalks, textbook and notebook.
III. Procedure:
1.Class organization:10A1
2.Checking up: Checking during the new lesson.
3.New lesson:
Teacher’s activities
Students’ 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.
1.Activity 1:
Ask students to work in pairs, 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.
2.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.
3.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.
4.Activity 4
Ask students to read the questions carefully. Make sure that they understand what is asked in each question. Have them underline the key words if necessary. Then play the recording and let students listen to it and answer the questions.
Ask students to work with a partner to compare their answers.
Invite representatives from pairs to present the answer to each of the questions to the class. Give feedback and correction if necessary.
How has the role of men in the family changed?
How have men’s and women’s roles become alike?
What is the result of “equally shared parenting”?
 Students look at the chart and discuss 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.
Listen carefully
Key activity 2
T
T
T
F
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
They are not the only breadwinner in the family, and they get more involved in housework and parenting.
Both are responsible for family finances, home-making/ housework, and parenting.
The families become happier and the divorce rate amongst them is the lowest.
4. Consolidation
- Summarize the main points
5 . Homework
- Ask students to prepare for the next lesson.
Date of preparation: 
Date of teaching: 
Period 7: 
PART 6: WRITING
I. Objectives: By the end of the period, Ss will be able to:
 + Know how to write a paragraph about family chores.
 + Write about how each member of their family contributes to doing housework. 
 + Develop the writing skills in general. Build up vocabulary supported for writing. 
II. Teaching aids :
- Cassette player, tape, board, chalks, textbook and notebook.
III. Procedure:
1.Class organization:10A1
2.Checking up: Checking during the new lesson.
3.New lesson:
Teacher’s activities
Students’ 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
1.Activity 1
Suggested questions:
- What does "many hands" mean, many people or many hands?
- When we share the housework, is it easier or harder?
- How do you understand the saying? 
2.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
3.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
4.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
Students guess 
“Nhiều tay nhẹ việc”
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
4. Consolidation
- Summarize the main points
5. Homework
- Ask students to prepare for the next lesson.
Date of preparation: 
Date of teaching: 
Period 8: 
PART 7: LOOKING BACK AND PROJECT
I. Objectives: By the end of the period, Ss will be able to:
 + Exchange opinions about the household chores.
 + Use words and phrases related to topic Family life
 + Pronounce and recognize the words cluster sounds /tr/ , /br/ , / kr /.
 + Use the present simple and the present continuous tense.
II. Teaching aids: 
- Cassette player, tape, board, chalks, textbook and notebook.
III. Procedure
1.Class organization:10A1
2.Checking up: Checking during the new lesson.
3.New lesson:
Teacher’s activities
Students’ activities
1.Pronunciation 
- T introduces the task and plays the CD, sts listen and circle the cluster they hear 
- T assigns /tr/, /kr/, /br/ to 3 lines/rows of students then read 4/5 sentences containing all three clusters. Sts listen and react by clapping their hands.
2.Vocabulary 1
- T ask sts to speak out the words under each pictures then let them write in their books.
- T helps if there is a new word
- T checks by saying the number
3.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