Với mục đích giúp các Thầy / Cô giảng dạy môn Tiếng Anh dễ dàng biên soạn Giáo án Tiếng Anh lớp 10 chương trình thí điểm, VietJack biên soạn Bộ Giáo án Tiếng Anh 10 đầy đủ Học kì 1 & Học kì 2 phương pháp mới theo hướng phát triển năng lực bám sát mẫu Giáo án môn Tiếng Anh chuẩn của Bộ Giáo dục. Hi vọng tài liệu Giáo án Tiếng Anh 10 này sẽ được Thầy/Cô đón nhận và đóng góp những ý kiến quí báu.
Unit 1: Getting Started
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus: To help learners get started with some language items in Unit 1
- For vocabulary, that is words and phrases related to household chores and duties
- For pronunciation, that is how to pronounce /tr, kr, br/
- For grammar, that is the distinction between the present simple and the present progressive
2. Skills: - To help learners get started with 4 skills in Unit 1
- Reading: Read about the benefits of sharing housework
- Speaking: Exchange opinions about household chores
- Listening: Listen to people talk about the roles of family members
- Writing: Write about doing household chores in the family
3. Attitudes: - To help Ss get started for Unit 1 with the topic "family life"
- To provide Ss some motivation
II. PREPARATION
1. Teacher: - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: - Read through English Unit 1 - getting started at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (omitted)
3. New lesson: (40 minutes)
Lead in Ask Ss if they often do housework and what housework each member of their family does Ask them look at the pictures and guess what they show |
Mother: cook/prepare meals (do the cooking), wash the clothes (do all the laundry), You: clean/sweep/mop the house/the floor, Father: take out the garbage, do some cooking - She's busy doing her work. She spends time both going out to work and taking after her family - She's a student. She is busy doing her homework. She often has too much homework to do but she also helps with the housework - He also goes out to work to support the family, but he also shares the household tasks with his family member |
1. Listen and read Ask Ss listen to the recording and read the conversation |
- ask sb out for a game of tennis - go out with sb - prepare dinner - do the cooking - work late - help with the housework/cooking - share the household duties - study for exams - divide household chores - split the chores equally - shops for groceries/ do shopping - clean the house - do the heavy lifting - do all the laundry/ wash the clothes - do the washing up/ wash the dishes - take out the rubbish/garbage - handle/take responsibility for/ be responsible for most of the chores around the house - be responsible for the household finances - homemaker - breadwinner - housework, household/ domestic chores/tasks/duties/ |
2. Work in pairs. Decide whether the statements are true (T), false (F) or not given (NG) and tick the correct box. Ask Ss to work in pairs and do the task Asks Ss to give the reasons for their answers |
1. F 2. NG 3. F 4. T 5. T 6. NG |
3. Listen and repeat the words/phrases Ask Ss to listen to the recording and repeat the words/phrases |
household chores household finances heavy lifting laundry rubbish groceries washing - up |
4. Write the verbs/verb phrases that are used with the words/phrases in the conversation Ask Ss refer back to the conversation and do the task |
split, divide, handle (household) chores take out rubbish do laundry shop for groceries do heavy lifting do washing - up be responsible for household finances |
4. Consolidation: (3 mins) - Household chores mentioned in the conversation
- Practice the conversation
5. Homework: (1 min) - Household chores mentioned in the conversation
- Practice the conversation
- Do the task again - Read Unit 1 - Language at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Unit 1: Language
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus:- To provide learners some language items in Unit 1
- For vocabulary, that is words and phrases related to household chores and duties
- For pronunciation, that is how to pronounce /tr, kr, br/
- For grammar: the distinction between the present simple and the present progressive
2. Skills: - To promote Ss to develop the skill of working in pairs and groups
3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation
II. PREPARATION
1. Teacher: - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: - Read through English Unit 1 - language at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (5 minutes)
- Ask some Ss to write some new words and do the tasks again
3. New lesson: (35 minutes)
VOCABULARY 1. Matching the words and phrases with their meaning below .Ask Ss to do the tasks and compare the results with their partner |
1. f 2. e 3. a 4. h 5. b 6. g 7. d 8. c - the act of washing plates, glasses, pans - an action that requires physical strength - a person who manage the home, raise children - earn money from a job - instead of - routine task - food/ other goods at a shop/ supermarket |
2. List all the household chores that are mentioned in the conversation. Then add more chores to the list. Ask Ss to work in pair. Read the conversation again and do the task Elicit more chores to add to the list |
- 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 chores Others - mop/sweep/tidy up the house - bathe the baby - feed the baby - water the house plants - feed the cat and dog - iron/fold/put away the clothes - lay the table for meals - mow the lawn |
3. Work in pairs. Discuss the questions below. Ask Ss to work individually, read their list of chores and write down the person who does each of the chores Let Ss work in pairs or in groups to ask and answer the questions |
I often help my parents V/to V I often help with N/Ving in my family I take the responsibility for Ving/N I am responsible for My main responsibility is to V .... |
PRONUNCIATION 1. Listen and repeat Play the recording and let Ss listen Play it again with pauses for them to repeat each word |
Do as appointed /tr/ trash /kr/ crane, crack /br/ brush |
2. Listen to the sentences and circle the word you hear. Ask Ss to read the word in rows paying attention to the difference between the sound clusters Play the recording and let Ss listen to the sentences and circle the word they hear |
1. Her brother borrowed her motorbike and crashed it - b 2. The crane has been there for quite a while - b 3. I like bread with butter - c 4. Is it true that he quit? - a |
GRAMMAR 1. Read the text and choose the correct verb form Let Ss read the text individually once and ask them to pay attention to the words/phrases such as every day, today, at the moment Ask them to work in pairs to compare their answers Elicit the use of the present simple and the present progressive |
- daily habits and routines - is happening or not happening now, at the moment of speaking 1. does 2. cooks 3. cleans 4. is watching 5. is doing 6. is doing 7. is tidying up 8. is trying - housewife - do most of the housework - Mother's Day - do it all for her - watch one's favourite programme on TV - try hard - make it a special day for sb |
2. Use the verbs in brackets in their correct form to complete the sentences Let Ss work in pairs to give the answers Ask them to give clues for their answers |
1. does, is not cooking, is working 2. is taking out 3. cleans, is cleaning 4. is preparing 5. look after, works 6. is watching, watches - work on an urgent report - prepare for one's exams divide the duties in the house look after the children work to earn money watch out now = presently = currently |
4. Consolidation: (3 mins) - Vocabulary related to household chores
- The present simple Vs the present progressive - The pronunciation of /tr, cr, br/
5. Homework: (1 min) - Vocabulary related to household chores
- The present simple Vs the present progressive - The pronunciation of /tr, cr, br/
- Do the task again - Read Unit 1 - Reading at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Unit 2: Getting Started
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus: - To help learners get started with some language items in Unit 2
- For vocabulary, that is words and phrases related to illnesses and health
- For pronunciation, that is how to pronounce /pr, pl, gr, gl/
- For grammar: the future simple and going to and the revision of the passive voice
2. Skills: - To help learners get started with 4 skills in Unit 2
- Reading: Read about acupuncture
- Speaking: Speak about getting rid of bad habits
- Listening: Listen to a text of choosing a healthy diet
- Writing: Write about what to eat and not to eat
3. Attitudes: - To help Ss get started for Unit 2 with the topic "your body and you"
- To provide Ss some motivation
II. PREPARATION
1. Teacher: - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: Read through English Unit 2 - getting started at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (5 minutes) Revise vocabulary, grammar, pronunciation of unit 1
3. New lesson: (35 minutes)
Lead in Ask Ss to make a list of healthy and unhealthy things - Healthy things: fruit, fruit juice, milk, vegetable, vitamin, fish, beef, physical exercise - Unhealthy things: wine, beer, coffee, cigarette, lack of physical exercise |
|
1. Listen and read Ask Ss listen to the recording and read the conversation Alzheimer's disease boost = rise = encourage = promote brain's memory function |
- take notes some new words saying = idiom = proverb sick = ill lose weight >< gain weight / put on weight disease = illness = sickness = malady incredible = unbelievable = amazing/surprising get a disease |
2. Work in pairs. read the conversation again and answer the question Ask Ss to work in pairs and do the task Asks Ss to give the reasons for their answers |
- Work in pairs, answer the questions 1. This saying means apples in particular and fruits in general are good for our health 2. Eating apples or drinking apple juice can bring about 3 main benefits: helping you to lose weight, build healthy bones and prevent diseases like cancer. 3. It affects memory or the brain 4. He feels surprised at the benefit of apples and apple juice. |
3. Listen and repeat the words/phrases Ask Ss to listen to the recording and repeat the words/phrases |
prevent disease bones weight brain boost healthy |
4. Wise words: laughter is the best medicine Ask Ss to work in groups to report on a time when laughter was the best medicine for them |
When I failed my math examination last semester and had to retake it, I felt really upset and ashamed of myself. I avoided meeting my friends and just stayed at home during summer holiday, but my close friend was very helpful and sympathetic. She encouraged me and cheered me up by telling me jokes and making me laugh. The laughter really helped and I could be more comfortable and confident. |
4. Consolidation: (3 mins) - Benefits of apples and apple juice mentioned in the conversation
- Practice the conversation
5. Homework: (1 min) - Benefits of apples and apple juice mentioned in the conversation
- Practice the conversation - Do the task again - Read Unit 2 - Language at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Unit : Language
AIMS/OBJECTIVES OF THE LESSON
1. Language focus: - To provide learners some language items in Unit 2
- For vocabulary, that is words and phrases related to illnesses and health
2. Skills: To promote Ss to develop the skill of working in pairs and groups
3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation
- To provide Ss some motivation
II. PREPARATION
1. Teacher: - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: Read through English Unit 2 - language at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (5 minutes) Ask some Ss to write some new words and do the tasks again
3. New lesson: (35 minutes)
VOCABULARY 1. Matching the words and phrases with their definitions below. a. Matching Ask Ss to do the tasks and compare the results with their partner b. Practise saying the names of the 5 systems Asks Ss to take turns to say the name of the 5 systems |
- Take notes some new words circulatory system be made up of blood vessels digestive system break down the food we eat respiratory system breathe in oxygen breath out carbon dioxide skeletal system support our body protect our organs nervous system controller feel emotions 1. c 2. d 3. b 4. e 5. a |
2. Which system do the body parts below belong to? Ask Ss to work in pair. Put body parts in correct systems |
- Do as appointed 1. circulatory system: blood/ heart 2. digestive system: stomach/ intestine 3. respiratory system: breath/ air/lung 4. skeletal system: bone/ spine 5. nervous system: skull/ brain/ nerve/ thinking |
PRONUNCIATION 1. Listen and repeat Play it again with pauses for them to repeat each word |
Do as appointed /pr/ print /pl/ plough /gr/ gradual /gl/ glance |
2. Read these sentence aloud Play the recording and let Ss listen to the sentences |
- Do as appointed: to read the sentence aloud |
GRAMMAR 1. Read the following about will and be going to Let Ss read through the use of will and going to |
- Do as appointed Give examples or explanation if necessary |
2. Identify the use of will and be going to Ask them to give clues for their answers |
- Work in pairs, do the task 1. 1 2. 3 3. 5 4. 6 5. 2 |
3. Put a tick for an appropriate sentence and a cross for an inappropriate one Ask Ss to work in pairs, read the sentence and do the task |
- Work in pairs, do the task 1. x (2) 2. v (4) 3. v (6) 4. v (5) 5. x (5) 6. v (4) 7. v (5) 8. v (1) |
4. Complete the following sentences with the right form of will/ be going to - Ask Ss to work in pairs and do the task |
- Work in pairs, do the task Give examples or explanation if necessary 1. is going to rain/will (6/4) 2. won't (2 3. will/ is going to (4/6) 4. are going to (5) 5. will (4) 6. are going to (5) 7. will (1) 8. am not going to |
4. Consolidation: (3 mins) - Vocabulary related body parts and systems
- Will Vs be going to - The pronunciation of /pr, pl, gr, gl/
5. Homework: (1 min) - Vocabulary related body parts and systems
- Will Vs be going to - The pronunciation of /pr, pl, gr, gl/
- Do the task again - Read Unit 2 - Reading at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Unit 3: Getting Started
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus:- To help learners get started with some language items in Unit 3
- For vocabulary, that is words and phrases related to music
- For pronunciation, that is how to pronounce /est, Ənt, eit/
- For grammar, that is compound sentences and infinitives with to
2. Skills: - To help learners get started with 4 skills in Unit 3
- Reading: Read about TV show
- Speaking: Exchange opinions about TV show
- Listening: Listen to communication about music
- Writing: Write a biography
3. Attitudes: - To help Ss get started for Unit 3 with the topic "music"
- To provide Ss some motivation
II. PREPARATION
1. Teacher: - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: Read through English Unit 3 - getting started at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (omitted)
3. New lesson: (40 minutes)
1. Listen and read Ask Ss listen to the recording and read the conversation Explain new words if necessary |
- Read the conversation, take notes new word pop star/ teen idol/ excite female fans/ look passionate on stage/ deceiving/ platinum album/ biography/on the Internet/ win second place in the Idol Contest/ home country/ become popular/ homemade/ post st on the internet/ superstar/ (video) get over .... views/ solo artist/ single/ debut album/release = publish |
2. Work in pairs. Decide whether the statements are true (T), or false (F) and tick the correct box. Asks Ss to give the reasons for their answers |
Work in pairs, do the task 1. T 2. F 3. F 4. F 5. T |
3. Read the dialogue again and give answer to the questions Ask Ss to work in pairs, and do the task |
Work in pairs, ask and answer the questions 1. They are talking about a young pop star 2. He looked shy and passionate 3. He won second place in an Idol contest 4. His mother did 5. They gained over 10 million views 6. He had four singles enter top 40 before his first album |
4. Find the adjective which describe the teen idol and write them down then discuss their meanings Ask Ss refer back to the conversation and do the task |
shy: not at ease with other people passionate: having a keen enthusiasm or intense desire for st talented: a person with good natural ability popular: widely liked or appreciated well-known: famous |
5. Reread the dialogue. Circle the verbs which are followed by infinitives |
decide to buy began to post the first solo artist to have four singles |
4. Consolidation: (3 mins) - The young pop star mentioned in the conversation
- Practice the conversation
5. Homework: (1 min) - Household chores mentioned in the conversation
- Practice the conversation
- Do the task again - Read Unit 3 - Language at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Unit 3: Language
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus: - To help learners get started with some language items in Unit 3
- For vocabulary, that is words and phrases related to music
- For pronunciation, that is how to pronounce /est, Ənt, eit/
- For grammar, that is compound sentences and infinitives with to
2. Skills: To promote Ss to develop the skill of working in pairs and groups
3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation
II. PREPARATION
1. Teacher: - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: Read through English Unit 3 - language at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (5 minutes)
- Ask some Ss to write some new words and do the tasks again
3. New lesson: (35 minutes)
VOCABULARY 1. Use the word in the box to complete the definitions .Ask Ss to do the tasks and compare the results with their partner |
- Do as appointed 1. talent 2. pop 3. idol 4. contest 5. fan 6. clip |
2. Discuss the equivalent Vietnamese meanings of the words from a to g Ask Ss to work in pair and finish the task |
Work in pairs, do the task 1. c 2. a 3. b 4. d 5. f 6. e 7. g |
3. Use the words to make sentences about the music or singers you know Ask Ss to work in groups, and make sentences from given words Let Ss present their results |
- Work in groups, do as appointed 1. My Linh is a one of the most popular solo singers in VN 2. "..." is My Tam's debut album 3. A lot of photos taken at Ho Ngoc Ha's Live Show were posted on the Internet |
4. Expand your vocabulary. Add more related words Ask Ss to work in groups, add more related words Let Ss present their results |
- Work in groups, do as appointed Music: concert, album, live show, solo, musician, singer, composer, Contest: competition, audience, judge, fan, star, singer, pageant |
PRONUNCIATION 1. Read the conversation in getting started again. Circle words that have the ending sounds /est, Ənt, eit/ Let Ss read the conversation again and do the task |
Work in groups, do the task passionate talent contest |
2. a. Listen and repeat Play the recording and let Ss listen Play it again with pauses for them to repeat each word |
Do as appointed /est/ contest /Ənt/ achievement /eit/ stage |
2. b. Listen again and circle the word you hear. Ask Ss to read the word in rows Play the recording and let Ss listen to the sentences and circle the word they hear |
- Do as appointed passionate/best talent/different guest/date/ test achievement/ parent |
3. Can you write down some more words for each ending Ask Ss to work in groups and do the task |
- Work in groups, do as appointed request/ development/ penetrate |
GRAMMAR Compound sentences 1. Match the conjunctions and, or, but, so with their meanings Let Ss work in pair and do the task 2. Match each heading with the correct end Ask Ss to work in groups of four and do the task |
- Work in pairs, do the task 1. d 2. c 3. a 4. b - Work in groups of four, do the task 1. c 2. e 3. a 4. b 5. f 6. d |
GRAMMAR Infinitives. Use the infinitive to complete the following sentences Let Ss work in pairs to give the answers |
1. to sing 2. to make 3. to do 4. sleep 5. Ride 6. to buy |
4. Consolidation: (3 mins) - Vocabulary related to music
- Compound sentences, infinitives with to - The pronunciation of /est, Ənt, eit/
5. Homework: (1 min) - Vocabulary related to music
- Compound sentences, infinitives with to - The pronunciation of /est, Ənt, eit/
- Do the task again - Read Unit 3 - Reading at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
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Theo dõi chúng tôi miễn phí trên mạng xã hội facebook và youtube:Nếu thấy hay, hãy động viên và chia sẻ nhé! Các bình luận không phù hợp với nội quy bình luận trang web sẽ bị cấm bình luận vĩnh viễn.
Đã có app VietJack trên điện thoại, giải bài tập SGK, SBT Soạn văn, Văn mẫu, Thi online, Bài giảng....miễn phí. Tải ngay ứng dụng trên Android và iOS.
Loạt bài Giáo án Sinh học 10 chuẩn nhất của chúng tôi được biên soạn bám sát nội dung sgk Sinh học 10 theo chuẩn Giáo án của Bộ GD & ĐT.
Nếu thấy hay, hãy động viên và chia sẻ nhé! Các bình luận không phù hợp với nội quy bình luận trang web sẽ bị cấm bình luận vĩnh viễn.