Bài soạn môn học Tiếng Anh lớp 10 (cả năm)

Week : 01
Period : 01
Date : 5/9
 ` 
I/ OBJECTIVES
By the end of the lesson Ss are able to review some tenses: simple past, simple present, present perfect, past perfect And then do the exercises.
II/ TEACHING METHODS
Communicative method.
III/ TEACHING AIDS
Grammar in use, Blackboard
IV/ NEW LESSON: REVIEW
Stages
Teacher’s activities
Students’ activities
Grammar
Exercises
HOMEWORK
Asks Ss to remind some grammatical points
SIMPLE PRESENT:	
 S+DO/DOES+V(bare inf)
 S+V(s/es)
 DO/DOES+S+V(bare inf)..?
SIMPLE PAST:
 S+V(ed/v2)
 S+DID+NOT+V(bare-inf)
 DID+S+V(bare inf)?
PRESENT PERFECT	
 S+ have/ has + PP
 S+ have/has + not + PP
 Have/ Has + S + PP?
PAST PERFECT	
 S + had + PP
 S+ had not + PP
 Had + S + PP?
Provides Ss the exercises in the paper.
SUPPLY THE CORRECT FORM OF VERBS
1.By the time he arrived, all his classmates(leave)
2.I(meet) ARTHUR three weeks ago
3.She (be) born in 1980
4.What you (do) at 6.p.m yesterday?
5.He (write) a book since last year
6.The bell(ring) while Tom (take) a bath
7. What you (do) yesterday?
8. Before she (watch) TV, she (do) her homework last night.
9. Hurry up! The train (come)
10.Up to now, the teacher (give) our class 5 tests
- Asks Ss to work in pairs to do the exercise.
- Asks Ss to present the answers in front of the class.
- Corrects Ss’ mistakes
Work individually.
Individual work.
Work in pairs.
Some Ss present. Others listen to.
Listen to the teacher.
Prepare the new lesson
Week : 01
Period : 02
Date : 6/9
I/ OBJECTIVES: 
- Help Ss be able to talk about their daily routines by learning a typical day of a farmer.
- Help students develop reading skill.
II/ TEACHING METHODS:
Repetition, role play , communicative
III/ TEACHING AIDS:
Chalk, blackboard, English book, pictures about farmers and field work 
VI/ NEW LESSON: UNIT1/ LESSION 1 / READING
Teacher’s activities
Students’activities
 - Gives Ss handout and introduce the way to do it. Match a line in A with a place of work.
 A B
1.Teacher a. Field
2. doctor b. school
3. worker c. hospital
4. farmer d. factory
- Puts the questions, calls Ss to answer.
 Where does a teacher/doctor work?
- Leads to the new lesson: Today we are going to read two passages about a day in the life of two farmers.
-Requires Ss to ask and answer the questions 
What time do you?
What do you often do?
-Goes around, helps Ss.
-Calls two Ss to practise again.
-Asks Ss to read the text and show the new words, the structure.
-Writes the new words on the board.
NEW WORDS
-alarm(n)
-buffalo(n)
-plot of land (n) small piece of land
-plough and harrow (v)
- fellow peasants (n)
- take a short rest (v)
- transplant (v) grow rice
-Be contented with
- Supplies the structure:
* It+takes/took+o+time+to inf
- Reads the new words
- Asks Ss to give the meaning of the new words and read them
- Asks Ss to read the passages individually and choose the option A, B or C.
- Goes around the class and helps Ss.
- Calls on some Ss to read aloud their answers.
TASK2
Ask Ss to work in pair and ask and anwser about the passages
Goes around the class and helps Ss 
Calls on some pairs to do the task in front of the class.
TASK3
- Ask Ss to scan the passage and make a brief note about Mr. Vy and Mrs. Tuyet daily routines.
- Goes around and offer help.
- Tells Ss to compare their notes with a friend.
(After you read)
Ask Ss to work in groups and talk about Mr. Vy and Mrs. Tuyet daily routines.
Goes around and provides help.
Calls on some Ss to give a short talk about the daily routines if these two farmers.
IV/HOMEWORK
- Look at the handout.
-Answer by themselves.
-Listen to the teacher
-Work in pairs
- Two Ss practice again, Others listen.
-Read the passage in silent and point out the new words
- Write down.
- Give meaning 
- Copy down
- Listen to teacher and read again
- Do task 1 by himself
- Some Ss read aloud the answers.
Work in pairs
Some pairs practise again. Others listen to.
Pair work
Compare the notes with a friend
Work in groups
_ Some Ss give a short talk. Others listen to.
Learn by heart new words
Prepare the new lesson
Week : 01
Period : 03
Date : 7/9
I/AIMS:
Help students ask and answer something about their daily routine. By the end of the lesson, student will be able to talk about his or her daily routine by using given information and pictures.
II/ TEACHING METHODS:
Communicative, role play, repetition
III/TEACHING AIDS:
Textbook, blackboard, chalk, small cards of class timetable, 
IV/ NEW LESSON: UNIT1 / LESSON2 / SPEAKING
Stages
 Teacher’s activities
Students’ activities
WARM-UP
Activity1
Activity2
TASK1
TASK2
TASK3 
Home work
Says: Make a list of the subjects you learn at school.
Is able to supply the subjects which Ss can’t.
Asks Ss to repeat the subjects after the teacher.
Hangs the chart on the board and says: Match a number in A with a suitable phrase in B
A
B
7.15
a. a quarter to ten
8.05 
b. five to nine
8.55 
c. five past eight
9.45 
d. a quarter past seven
10.40 
e. twenty to eleven
17.00 
f. half past six p. m
6.00 
g. five o’clock p. m
18.30 
h. six o’clock a. m
- Asks Ss to work in pairs to match a number in A with a suitable phrase in B.
- Calls some Ss to present the keywords on the board.
- Says: Quan is a tenth grade student. He goes to school every morning. Now, look at his weekly timetable ask and answer questions by using the information from the timetable.
- Asks Ss to read Quan’s weekly timetable and do the task.
- Asks Ss to do the task in pairs.
- Goes around and helps Ss.
- Calls on two pairs to practise in front of the class.
- Divides the class into 04 groups.
- Calls on representative of each group present in front of the class.
- Asks Ss to study the pictures carefully and then describe them in English
- Goes around and helps Ss
- Asks Ss to practice in groups, describe Quan’s activities during the day.
- Asks Ss to work in pairs talk about their daily routine and notes to Ss only talk about the important activities.
- Goes to different pairs and offers help if necessary.
- Calls on some good Ss to present in front of the class
- Haven’t opened the book yet.
- Listen to the teacher.
Repeat after the teacher
Listen to the teacher’s requirement
Work in pairs
- Some present the answers.
- Listen to the teacher.
- Read QUAN’s weekly timetable individually.
- Ask and answer in pairs
- Two pairs practice in front of the class.
- Work in groups, write on the waste papers
* Group 1 – Picture a & b
* Group 2 - Picture c & d
* Group 3 - Picture e & f
* Group 4 - Picture g, h & i
- Each group presents in front of the class.
- Work in pairs.
- Work in groups.
- Work in pairs
- Some good Ss tell their classmates about his/her daily routine.
-Practice speaking skill at home and prepare the new lesson.
Week : 02
Period : 04
Date : 9/9
 I/ OBJECTIVES
After the lesson, students will be able to:
. Talk about a day in the life a cyclo driver.
. Improve listening skill by doing pictures ordering and True or False exercises.	
II/ TEACHING METHODS
Communicative,
III/TEACHING AIDS
Pictures, Textbook, cassette
IV/ NEW LESSON: UNIT1 / LESSON3 / LISTENING
Stages
Teacher’s activities
Students’ activities
Warm – up
While you listen
TASK1
TASK2
After you liste
Home work
Hangs out the picture of a man who drives a cyclo and introduces:
He has a cyclo
He works in the streets
He drives people from one place to another
Puts a question:
Who is he?
Lists to the new lesson: Mr. Lam is a cyclo driver. He is working in HCM city. Let’s guess his routine. What does he do in his job?
Puts questions in page 16
presents some new words by setting a situation,
giving synonym, or antonym
 * key words:
-district(n)
-routine(n)
-pedal(n)
-purchase(v)=buying
- food stall(n)
- drop (v)
- Asks Ss to open their books. Base on the pictures, Describe about Mr. Lam’s daily routine in English.
- Goes around checking and helping Ss.
- Plays the tape several times
- Stops playing the tape for each sentence which justifies to the picture for Ss to check the keyword 
- Plays the tape again and asks Ss to listen and describe whether the statements are True or False.
- Stops playing the tape for each sentence and then calls on some Ss to explain their answer.
- Gives the correct answer
- Tells Ss to work in pairs ask and answer questions about Mr. Lam activities by using the cues.
- Goes around the class and offers the help if necessary 
- Calls on some pairs ask and answer in front of the class.
-Look at the picture
-Listen to the teacher
-Answer the question
-Listen to the teacher
-Answer the questions
- guess what the word is and then copy down.
-Work in pairs and have guesses about Mr. Lam’s routine.
- Listen to Mr. Lam’s talk and number the pictures in their correct order.
- Compare the answers with his/her friend
-Read the statements carefully.
-Listen to the tape
-Some Ss explain the answers, others listen.
Work in pairs
Some pairs practice asking and answering in front of the class.
- Prepare the new lesson.
-Learn by heart the old lesson
Week : 02
Period : 05
Date : 10/9
I/AIMS
Help Ss understand about the content, language and structure of writing a narrative . Moreover, by the end of the lesson Ss will be able to write a narrative by using given prompt.
II/TEACHING METHODS
Communication method.
III/TEACHING AIDS
English book, chalk, blackboard
IV.NEW LESSON: UNIT1 / LESSON 4 / WRITING
Steps
Teacher’s activities 
Students’ activities
Warm – Up
Activety1
TASK1
Activity2
TASK2
Activity3
TASK3
Home work
- Puts some questions and writes them on the board.
Have you ever heard a freightening story?
When did it happen?
Where did it happen?
How did you feel about that?
Asks Ss to work in pairs.
Calls on two pairs to practice in front of the class.
Sets the sence: Today, we are going to learn how to write a narrative.
Asks Ss to read the passage in the book and find the new words.
Writes the new words on the board.
New words:
stare death in the face(v) so scared
fasten seat belt(v)
be due to(a) because of; owing to
take off (v)
air-hostess(n)
be in danger(v)
relieved(a)
Guides Ss to read the words.
Asks Ss to work in pairs, read the passage again and find all the verbs that are used in the past simple and the connectors in the story.
Calls on some Ss to give the verbs and connectors in front of the class.
Says: You should use the simple past tense and time expressions to tell about the narrative.
Explains to Ss the format of a narrative
The events
The climax
The conclusion
Asks Ss to work in groups and identify the events, the climax and the conclusion of the story.
Goes around to check and help Ss.
Asks Ss to report the results to class.
Explains the statement of the task3 and provides some new words.
new words
fire brigade (n)
choke(v)
Tells Ss to wo ... .
New words:
World Cultural Heritage: Di saûn vaên hoùa theá giôùi
Comprise (v)
The Royal Citadel: Hoøang Thaønh
The Imperial Enclosure: Thaønh Noäi
The Forbidden Purple City: Töû Caám Thaønh
Admission: giaù veù vaøo cöûa
Reunification Hall: Dinh Thoáng Nhaát
To be heavily damaged: bò phaù huûy naëng neà
Air bombardment: neùm bom
Decorate (v) trna trí
Chamber: room
Asks Ss to work in pairs to ask and answer questions about the historical places below, based on the questions in the task 1.
Goes around and observes Ss working.
Calls on some pairs to perform in front of the class.
Gives feedback.
TASK3
Asks Ss to work in groups to ask and answer questions about a historical place they have been to.
Divides Ss into groups of 3 or 4 to do the task.
Reminds Ss to take notes of their friend’s talk while listening so that later they can report to the class.
Goes around checking and offering help.
Calls on some Ss from different groups to report about a historical place that they have learnt about from their friends.
Takes notes of Ss’ errors and provides corrective feedback afterwards.
HOMEWORK
UNIT 16: HISTORICAL PLACES 
I/ OBJECTIVES 
 After the lesson, the students will be able to develop such listening micro-skills as listening for specific information and listening for detailed information. Use the information in the listening passage to talk about Hoi An.
II/TEACHING METHODS
Communicative method
III/TEACHING AIDS
English book, Blackboard, Cassette tapes
IV/ NEW LESSON: UNIT 16 / LESSON 3 / LISTENING
Teacher’s activities
Students’ activities
WARM- UP 
Asks Ss to look at the picture on page 171 of the textbook and answer the questions in pairs.
Goes around and observes Ss working.
Checks the answers with the whole class.
BEFORE YOU LISTEN
Tells Ss to look at the pictures on page 172 of their textbook and guess what they are going to listen about.
Puts Ss some questions :
Questions:
What can you see in picture 1/ picture 2/ and picture 3?
Where are these places?
What city or town do you think we are going to listen about?
Gets Ss to work in groups of 3 or 4 and list down all they know about Hoi An.
Goes around and observes Ss working.
Provides Ss some information about Hoi An after checking Ss’ work.
Some information about Hoi An.
Hoi An is an ancient town. It is situated on Thu Bon River. It is located in Da Nang city. It is recognized as a World Cultural Heritage by UNESCO.
- Teaches Ss some new words:
New words:
merchant (n)
vessel: big ship (n)
ornamental (a) 
certified (a)
destination (n)
heritage (n)
Asks Ss to repeat the new words and make some sentences with the new words.
WHILE YOU LISTEN
Task1
Asks Ss to read the questions carefully and work out what information they need to concentrate on while listening.
Asks Ss to guess the answer to each question.
Plays the tape once for Ss to listen and do the task.
Asks Ss to work in pairs and check each other’s answers.
Checks the answers with the whole class.
Task2
Encourages Ss to read through all the questions, identify the information they need to look for in each question and then do the task without listening one more time.
Plays the tape again for Ss to listen and answer the questions.
Asks Ss to check their answers in pairs.
Checks the answers with the whole class.
Should play the tape again and pause at difficult points.
AFTER YOU LISTEN
Asks Ss to work in groups of 3 or 4. In their own group Ss prepare a talk about Hoi An.
Helps Ss to summarize the main points and write them in the table:
Location
30 km south of Da Nang, on the Thu Bon River
Role
Major trading centre in southeast Asia(16th-17th centuries)
Features
Famous for old temples, pagodas, small title-roofed houses and narrow streets.
Tourist attractions
Japanese Covered Bridge, Assembly Hall of Cantonese Chinese Congregation, Tan Ky House
Asks each group to write their main points on A0 sized poster.
Goes around and offers help.
Calls on representative of each group to talk about Hoi An in front of the class.
Takes notes Ss’ errors and provides corrective feedback.
HOMEWORK 
Look at the picture in the textbook and practice asking and answering in pairs.
- Whole class, tell the answers.
Look at the pictures of the textbook and guess individually.
Listen to the questions.
Work in group of 3 or 4.
Listen to the teacher and write down.
Take note.
Whole class. Repeat the new words after the teacher.
Work individually.
Listen to the tape.
Work in pairs.
Listen to the teacher.
Work individually.
Listen to the tape.
Work in pairs.
Whole class, tell the answers
Listen to the tape again.
Work in groups.
Write down quickly.
Work in groups.
Some representative of each group talk. Others listen to.
Listen to the teacher.
Learn by heart the lesson.
Prepare the new lesson.
UNIT 16: HISTORICAL PLACES 
I/ OBJECTIVES
 After the lesson, the students will be able to describe the information presented in a chart, using comparative structures and based on the cues.
II/TEACHING METHODS
Communicative method
III/TEACHING AIDS
English book, Blackboard, Handouts
IV/ NEW LESSON: UNIT16 / LESSON4 / WRITING
WARM – UP
Hangs on the chart which is prepared before on the board and puts Ss some questions:
Questions:
What is it?
What can you say when seeing this chart?
- Calls on some Ss answer the questions.
TASK1
Gets across Ss that they start describing a chart, they always need to spend time analyzing it and organizing the information described in it in the most logical order:
Students should understand about:
The topic. ( the topic of a chart can be found by looking at its caption, its vertical axis and its horizontal axis)
Pay attention to the time reported in the chart. (when the chart shows the present situation, use the simple present. When it shows the past events, use the simple past. However, the simple present verb is often used in the opening sentence of the introductory paragraph).
Look for the general trend, patterns, different pieces of information that the chart describes.
Provides Ss the language use: The chart shows that; The chart describes; The chart presents...
Tells Ss to study the chart in task 1 and analyze it with a friend by asking these questions:
Questions:
What is the topic of the chart?
Does it describe the past, the present, or the future?
What patterns are shown?
How are the pieces of information related?
Asks Ss to work in pairs to answer the questions and then do the task 1.
Goes around and observes Ss working.
Calls on some pairs to practice in front of the class.
TASK2
Based on the analysis of the chart. Asks Ss to write up a description individually.
Reminds Ss of the organization of the chart description and the common language use in it.
Goes around and observes Ss working.
Gets Ss to work in pairs and correct each other’s writing.
Goes around and offers help.
Collects some writings for quick feedback.
HOME WORK
Look at the chart and listen to the teacher questions.
Work individually.
Work individually.
Whole class, listen to the teacher and then write down.
- Work in pairs.
- Some pairs present. Others listen to.
- Work individually.
- Listen to the teacher.
Work in pairs.
- Listen to the teacher and take notes.
Learn by heart the lesson. 
Prepare the new lesson.
UNIT 16: HISTORICAL PLACES 
I/ OBJECTIVES
 After the lesson, the students will be able to distinguish the sounds // and //. Pronounce the words and sentences containing these sounds correctly. Use comparatives and superlatives correctly when making comparison.
II/TEACHING METHODS
Communicative method
III/TEACHING AIDS
English book, Blackboard
IV/ NEW LESSON: UNIT 16 / LESSON 5 / LANGUAGE FOCUS
Teacher’s activities
Students’ activities
PRONUNCIATION
Models the two sounds // and // for a few times.
Explains the differences in producing of these sounds: 
To make the sound / z/ and /s/ /z/, Ss need to place their tongue at the front of the hard palate near the alveolar ridge.
But when making the sound/x/, Ss need to curl their tongue a bit and if they place a finger on the vocal box they can feel a vibration. 
Plays the tape once for Ss to hear the words and asks them to repeat.
Asks Ss to read the words in each column out loud in chorus for a few more times.
Calls on some Ss to read the words out loud.
Asks Ss to work in pairs and take turn to read aloud the given sentences.
Goes around listening and takes notes of the typical errors.
Calls on some Ss to read the sentences again.
Corrects the errors.
GRAMMAR AND VOCABULARY
EXERCISE 1: Comparatives and superlatives.
- Helps Ss review the comparative and superlative forms of adjective:
* Comparatives:
. Structures:
 S1 + V + short Adj/Adv + ER + than + S2+ V
 S1 + V + More + long Adj/Adv+ than + S2+ V
. Notes:
- Short (containing one syllable) E.g: taller, shorter
- Double the final consonant if it comes right after a vowel. E.g: bigger, thinner
- For adjectives ending in –y, change- y to –I and then add –er. E.g: tidy- tidier.
- Most adjectives ending in –y, -ow, -er are treated as short adjectives. E.g: narrow- narrower; clever- cleverer.
- Long (containing more than one syllable)
- Most adjectives ending in –ful; -less; -some are treated long adjectives. E.g: hopeful- more hopeful; handsome- more handsome.
- Most adverbs having two syllable, ending in –ly are treated long adverbs. E.g: shortly - more shortly; cheaply- more cheaply.
* Superlatives
. Structures:
 S + V + The + short adj/ adv + EST
 S + V + The Most + long adj/adv
. Irregular:
ADJ/ ADV
Comparatives
Superlatives
Good / well
Better
The best
Bad / ill
Worse
The worst
Many / much
More
The most
Few / little
Less
The least
far
Farther(further)
The farthest
- Reminds Ss of the use of these structures: Comparatives are used to compare two things/ people. But Superlatives are used to compare 3 or more things/ people.
 - Gets Ss to do exercise 1 in pairs.
- Asks Ss to check their answers with the teacher.
EXERCISE 2
Asks Ss to do exercise 2 individually.
Goes around and observes Ss working.
Calls on some Ss to go to the board and write the answers.
Checks with the whole class.
EXERCISE 3
Asks Ss to do exercise 3 individually.
Asks Ss to find a partner to check their answers with.
Checks with the whole class.
Calls on some Ss to read aloud their answers.
Corrects the mistakes if necessarily.
HOME WORK
Listen to the teacher.
- Write down.
Listen to the tape and repeat.
Work individually.
Some Ss read. Others listen to.
Work in pairs.
- Some Ss read. Others listen to.
Listen to the teacher.
Listen to the teacher.
Take notes.
- Listen to the teacher.
Work in pairs.
- Whole class.
Work individually.
- Some Ss read out. Others listen to.
Work individually.
Check the answers.
Some Ss read aloud. Others listen to.
Learn by heart the lesson.
Prepare the new lesson.