Giáo án Tiếng Anh Lớp 10 (Thí điểm) - Unit 2: Your body and you - Năm học 2020-2021

Planning date: 10/9/2020
	Period 10	UNIT 2: YOUR BODY AND YOU
	LESSON 1 – Getting Started - An apple a day
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: - Understand and apply words and phrases related to illnesses and health
 + 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
 + Attitude: - To help Ss get started for Unit 2 with the topic "your body and you"
- To provide Ss some motivation
 + Specific competences: Oral communication, solving problems, document use, self-study
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: textbook, lesson plan 
 	2. Students: 	- textbook, notebook . 
 - Read through English Unit 2 - getting started at home 
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
LEAD IN (7’)
Ask Ss to make a list of healthy and unhealthy things
1. Listen and read (10’)
Ask Ss listen to the recording and read the conversation
Alzheimer's disease
boost = rise = encourage = promote
brain's memory function 
2. Work in pairs. read the conversation again and answer the question (10’)
Ask Ss to work in pairs and do the task
Asks Ss to give the reasons for their answers
3. Listen and repeat the words/phrases (8’)
Ask Ss to listen to the recording and repeat the words/phrases
4. Wise words: laughter is the best medicine (7’)
Ask Ss to work in groups to report on a time when laughter was the best medicine for them 
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework: 
Benefits of apples and apple juice mentioned in the conversation 
Read Unit 2 - Language at home
- Do as required
- Healthy things: fruit, fruit juice, milk, vegetable, vitamin, fish, beef, physical exercise
- Unhealthy things: wine, beer, coffee, cigarette, lack of physical exercise
- Do as required
- 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 
- 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.
- Do as required
prevent disease bones weight
brain boost healthy 
- Do as required
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. 
- Listen
- Listen to the teacher and write in the notebooks
***************************************
Planning date: 10/9/2020
	Period 11	UNIT 2: YOUR BODY AND YOU
	LESSON 2 – LANGUAGE
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: 	- To provide learners some language items in Unit 2
- Understand and apply words and phrases related to illnesses and health
- Pronounce /pr/ /pl/ /gr/ /gl/
- Revise will and be going to
 + Skills : - To promote Ss to develop the skill of working in pairs and groups
 + Attitude: - To encourage Ss to work harder	
- To provide Ss some motivation
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: Textbook, lesson plan 
 	2. Students: 	- Textbook, notebook . 
 - Read through English Unit 2 - Language at home 
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
VOCABULARY (15’)
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
2. Which system do the body parts below belong to?
Ask Ss to work in pair. Put body parts in correct systems
PRONUNCIATION (10’)
1. Listen and repeat
Play it again with pauses for them to repeat each word
2. Read these sentence aloud
Play the recording and let Ss listen to the sentences
GRAMMAR (17’)
1. Read the following about will and be going to
Let Ss read through the use of will and going to
2. Identify the use of will and be going to
Ask them to give clues for their answers
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
4. Complete the following sentences with the right form of will/ be going to
- Ask Ss to work in pairs and do the task
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework: 
Read Unit 2 - Reading at home
- Do as required
- 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 
- 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 
Do as appointed
/pr/ print /pl/ plough /gr/ gradual /gl/ glance 
- Do as appointed: to read the sentence aloud
- Do as appointed
Give examples or explanation if necessary
- Work in pairs, do the task
1. 1 2. 3 3. 5 4. 6 5. 2
- 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)
- Work in pairs, do the task
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
- Listen
- Listen to the teacher and write in the notebooks
*******************************************
Planning date: 10/9/2020
	Period 12	UNIT 2: YOUR BODY AND YOU
	LESSON 3 – READING - Acupuncture
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: Understand and apply vocabulary related to the topic of acupuncture
 + Skills : - To promote Ss to develop their reading skills
- Skim the text to get the general idea 
- Scan the text to get some specific details
 + Attitude: - To encourage Ss to work harder	
- To provide Ss some motivation
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: Textbook, lesson plan 
 	2. Students: 	- Textbook, notebook . 
 - Read through English Unit 2 - Reading at home 
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
Check up (5’)
- Vocabulary games
1. Look at the picture and title, do you know anything about acupuncture (5’)
 Let Ss work in groups, do the task 
2. Read the text below. In pairs or groups, choose the three most interesting things you learnt about acupuncture. (10’)
Let Ss read the text and do the task
Ask Ss to report their result to class
3. Read the text quickly and find words which are closest in meaning to the following (7’)
Let Ss read the text again, work in pairs and do the task 
4. Read the text again and answer the questions (8’)
Ask Ss to work in pairs, read the text again and answer the questions
5. Do you know any other alternative therapies like yoga, acupressure, head massage or aromatherapy (7’)
Put Ss in groups, ask them give information they know about other alternative therapies
Ask Ss to report 
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework: 
Do exercises in handouts
Read Unit 2 - Speaking at home
- Do as required
- Work in groups, do the task
Acupuncture is a traditional medical treatment which is widely used in Asian countries such as China and Vietnam.
- Work in groups, do as appointed
+ one of the oldest medical treatment in the world
+ can ease pain and treat from simple to complicated ailments.
+ There are more than 2000 acu-points where hair-thin needles are placed
+ is considered to be very safe
+ is used as a reliable alternative to modern medicine by a lot of people
+ an estimated 8.2 million American adults have tried acupuncture 
- Do as required
1. diseases = ailment 2. stop = ease
3. pressure point = acupoint 4. care = precaution
5. choice = alternative 6. cure = treatment
7. proof = evidence 8. enhance = promote 
- Do as required
1. It's promoting harmony between humans and the world around them and a balance between jin and jang
2. It is believed to promote the body's natural healing capacities and enhances its functions
3. There are more than 2000 nowadays
4. They are soreness, slight bleeding or discomfort
5. Those who have electrical or electronic medical devices inside them
6. Acupuncture is considered as a reliable alternative to modern medicine 
- Do as required
Yoga consists of light or medium physical exercise which helps to enhance your strength and healing capacities. 
Like acupuncture, Acupressure affects your acupoints. However, It's considered to be safer. It helps to release/ease pressure, stress and tiredness
Head massage helps to release pressure, stress and tiredness, helps blood to circulate better.
The aromatherapy use fragrance to make us feel comfortable, it helps us to reduce stress.
- Listen
- Listen to the teacher and write in the notebooks
Planning date: 10/9/2020
	Period 13	UNIT 2: YOUR BODY AND YOU
	LESSON 4 – SPEAKING 
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: - Understand and apply vocabulary related to good and bad habits
- To provide learners different expressions of like and dislike
 + Skills : - To promote Ss to develop their speaking skills
- To help Ss develop the skills of working in pairs and groups
 + Attitude: - To encourage Ss to work harder	
- To provide Ss some motivation
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: Textbook, lesson plan 
 	2. Students: 	- Textbook, notebook . 
 - Read through English Unit 2 - Speaking at home 
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
1. Which of the following habits are good for you? (7’)
Let Ss to discuss in groups and find out which habits are good for them and which are bad for them?
2. Discuss why some of the habits are good for you, why some are bad for you. How can you stop the bad habit? (8’)
Ask Ss to work in groups to discuss the questions 
3. Look at the following text and read the advice. Do you think you could follow it? Why or why not. (10’)Ask them to read the text and discuss with their partner to answer the questions
4. Choose one bad habit and make a list of do's and don'ts (17’)
Ask Ss to work in groups and do the task
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework: 
Talk about good and bad habits Read Unit 2 - Listening at home
- Do as required
There are a lot of habits which are good for us. They are being thankful, keeping a routine, doing regular exercise, never giving up, saving money, and reading regularly.
On the other hand, some habits such as staying up late, smoking, watching TV all day, littering, and eating what you like are bad for us. 
- Do as appointed
There are a lot of reasons why some habits are good for us. Firstly such habits as doing regular exercise and keeping a routine are good for our health. Besides some habits such as reading regularly help us to enrich our knowledge. In addition, other habits make us to behave better and live more independently.
Most of bad habits often affect our health, make us tired and reduce our strengths.
There are some things we can do to stop a bad habits. First of all, we should make a list of negative effects of that habit. Besides, We must find out an alternative to that habit. For example, instead of watching TV too much, you can read books, go out with your friends and take part in other outdoor activities. Last but not least, We are advised to hang out with people who don't have that bad habit.
- Do as appointed
We could follow some of these tricks to get rid of bad habits
- swap good habits for bad ones
- think of the benefits you will have when you get rid of a bad habit
- shake up your routine slightly
- Do as appointed
Kick staying up late
Do's
Don'ts
Plan things carefully
Finish work early
Eat just enough at dinner
Wake up early
Do exercise
Watch horror films or frightening TV programs
Drink coffee and strong tea
Take naps during the day
Get up late
Kick smoking
Do's
Don'ts
Make a list of dangerous effects of smoking
Chew sing gum whenever you want to smoke
Only go to non-smoking places
Hang out with smokers
Put/place cigarettes within your reach
- Listen
- Listen to the teacher and write in the notebooks
***************************************
Planning date: 12/9/2020
	Period 14	UNIT 2: YOUR BODY AND YOU
	LESSON 5 – LISTENING – The Food Pyramid
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: Understand vocabulary related to food pyramid and a healthy diet
 + Skills : - To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
 + Attitude: - To encourage Ss to work harder	
- To provide Ss some motivation
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: Textbook, lesson plan 
 	2. Students: 	- Textbook, notebook . 
 - Read through English Unit 2 - Listening at home 
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
Check up + Lead in (7’)
Talk about good and bad habits 
Lead in
Let Ss make a list of food and drink that are good and bad for us
1. What do you usually have for lunch and dinner? Do you care about the nutritional value of the things you eat? (8’)
Ask Ss to work in pairs, discuss and answer the questions 
2. Look at the picture below. What do you think the listening is about? Now listen (7’)
Let Ss work in groups and describe the food pyramid
Play the tape twice 
3. Listen again and decide whether the statements are T or F (8’)
Let Ss work in pairs to do this task
4. Listen again divide the plate into sections and label which food should be in each section (12’)
Ask Ss to work in groups and do this task
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework
Do the exercises in handouts
Read Unit 2 - Writing at home
- Do as required
Good
Bad
vegetable/ fruit/ fish
milk/ fruit juice/ 
mineral water
meat/ oil/ coffee
beer and wine/
alcoholic drink
Do as appointed
I often have rice, meat, and sugary drink
I rarely have vegetable and fruit juice for my lunch and dinner
We know little about the nutritional value of the things we eat 
- Do as appointed
Look at the food pyramid we can see that in order to control our weight, we should not only have a healthy diet but also do regular exercise.
As can be seen from the food pyramid, we should eat more foot from the bottom part of the pyramid (vegetable, fruit, whole grains) and fewer from the top (red meat, refined grains, potatoes, sugary drink and salt) 
- Do as appointed
1. F – simple 2. T
3. F - fewer/ at the bottom 4. T
5. F - a quarter of
- Do as appointed
 Vegetable
 (varied)
 whole fish, nut 
 grains poultry,
 beans
- Listen
- Listen to the teacher and write in the notebooks
*********************************************************
Planning date: 12/9/2020
	Period 15	UNIT 2: YOUR BODY AND YOU
	LESSON 6 – WRITING 
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: Understand vocabulary related to healthy foods and drinks
 + Skills : - To promote Ss to develop their writing skills
- To help Ss develop the skill of working in pairs and groups
 + Attitude: - To encourage Ss to work harder	
- To provide Ss some motivation
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: Textbook, lesson plan 
 	2. Students: 	- Textbook, notebook . 
 - Read through English Unit 2 - Writing at home 
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
Check up (7’)
- Call Ss to give the answers of exercises in handouts
1. Build a list of food from your own experience
Ask Ss to do the task 
2. Read the fact below. Do you have some of these foods on your list?
Ask Ss to do read the text 
More:
- sleepiness: dairy product, cottage cheese, milk, soy product: soy milk, tofu, honey, almonds, banana, poultry, whole grains, beans, rice, avocado, sesame, flaxseed, papayas 
3. Write inquiries for advice on the diet
Ask Ss to work in groups and do the task
Or:
Dear expert, 
I have just had my appendix out/ appendicitis operation last week/ and I was wondering if you could advise me what to eat and not to eat so that I can recover quickly. 
Many thanks
 Peter
4. You are the food specialist, give advice Ask Ss to work in groups to do this task
Ask Ss to exchange their writing for peer comment
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework:
Do the exercises in handouts
Read Unit 1 - Communication and Culture at home
- Do as required
- Do as required
- Read the text and note down new words
- allergies: shellfish, mussel, shrimp, crab, seafood, milk, wheat, soya, peanuts 
- bad breath: garlic, onion, fish, curry, alcohol, cabbage 
- stress: caffeine-containing food: coffee, cola, chocolate tea, alcoholic drink, refined sugar, white flour, salt, saturated fats, processed food, junk food, fast food containing synthetic additives
- sleeplessness: caffeine containing coffee, cocoa, strong tea, coffee, alcohol, fatty/spicy food, (MSG (monosodium glutamate), artificial colours, flavourings)
Dear expert,
I have been an expectant woman for two months and I really wonder which foods are good and which are not good for me and my baby. I would be very grateful/thankful if you could give me some information about this. 
Thank you
 Linda
Dear expert,
I am going to have my stomach operation next week and I know that what I eat may have some effect on my recovery after the operation. Could you give me some advice on this. 
Thank a lot
 James
Do as appointed
Dear Linda, 
 Pregnancy is a very important and sensitive period on which foods and drinks have great influences. They provide nutrition and necessary substances for the development of the baby.
 You are advised to eat whole grains with fish, beef, poultry or red meat which make up half of your plate in your major meals. They will provide you and your baby enough amount of protein.
 For the other half of the plate, you should eat vegetables and fruits which are rich in vitamins and fibres. 
 Besides, you drink about 2 litters of water, or fruit juice per day. This ensures that you and your baby are well hydrated. 
 Three glasses of milk each days will provide you and your baby with carbohydrate and micro-substance
 You shouldn't smoke during you pregnancy in case your baby may be defected or mentally retarded.
 You shouldn't drink caffeine containing and alcoholic drink. 
- Listen
- Listen to the teacher and write in the notebooks
Planning date: 12/9/2020
	Period 16	UNIT 2: YOUR BODY AND YOU
	LESSON 7 – COMMUNICATION AND CULTURE
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: To provide learners some communication samples and cultural items
 + Skills : 	 - To promote Ss to develop their communication skills and cultural understanding 
- To help Ss develop the skill of working in pairs and groups
 + Attitude: - To encourage Ss to work harder	
- To provide Ss some motivation
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: Textbook, lesson plan 
 	2. Students: 	- Textbook, notebook . 
 - Read through English Unit 2 - lesson 7 at home 
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
Check up (5’)
- Call Ss to give the answers of exercises in handouts
 I. Communication (20’)
Discussion - who does what in your family?
1. Look at the pictures. Which parts of the body does each activity benefit? 
Ask Ss to work in groups and do the task
2. In pairs or groups, discuss why these activities are healthy
Ask Ss to read the statements
Play the recording. Ss listen and do the task
3. Work in groups. Choose a system of the body and make a list of all activities that are good for it
Ask Ss to do the task
II. Culture (20’)
1. Read about the health beliefs and practices in two different countries.
- Ask Ss to do the task
2. Discuss the similarities and differences in health beliefs and practices between the two countries
3. Do you know any traditional therapy (treatment without medicine)? Share the basic ideas
Ask Ss to work in groups, talk about acupuncture 
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework: 
Do the exercises in handouts
Read Looking back and Project at home 
- Do as required
- Do as appointed
Picture 1, 2, 3: People are doing physical exercise. 
Picture 4: People are swimming and diving.
These activities benefit various parts of our body. They are good for skeletal system, circulatory system respiratory system, nervous system and digestive system. 
- Do as appointed
They stimulate our bones, joints and muscles and us to reduce pressure and tiredness (skeletal system) , cause the blood to circulate better (circulatory system), help us to control our breath (respiratory system), make us feel comfortable and relieved so that we can think reasonably(nervous system), help us to break down/digest the food quickly, burn calories (digestive system). 
- Do as appointed 
- Two students read out the texts
- Take note new words
balance >< imbalance
Herbal medicines
indigenous/local folk practices
cost-effective
- Do as appointed
Vietnamese and Indonesian people have both similarities and differences in their health beliefs and practices. For the similarity, that is the use of herbal and traditional medicines to treat the ill. In these both countries, traditional treatments, and herbs are considered to be safe, effective and affordable. For the differences, Vietnamese people consider the imbalance of yin and yang as the cause of sicknesses while Indonesian people believe that illnesses are caused either naturally or personally. That is the reason why folk medicine Vietnamese practicers try to restore the yin/yang balance whereas Indonesian ones pay attention to restoring normal, proper and comfortable condition.
- Work in groups, talk about acupuncture.
- Listen
- Listen to the teacher and write in the notebooks
*****************************************************
Planning date: 15/9/2020
	Period 17	UNIT 1: YOUR BODY AND YOU
	LESSON 8 - LOOKING BACK AND PROJECT
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: - To help students revise what they have learned in unit 2
- To do a small project in which they can develop their speaking skills
 + Skills : 	 - To develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
 + Attitude: - To encourage Ss to work harder	
- To provide Ss some motivation
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: Textbook, lesson plan 
 	2. Students: 	- Textbook, notebook . 
 - Read through English Unit 2 - Lesson 8 at home 
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
I. LOOKING BACK (25’)
Pronunciation
- Play the recording and let Ss listen and write
/pr/, /pl/,/gr/,/gl/ above the word that has the corresponding consonant cluster sound. Then, put Ss in pairs to practise reading the sentences
Vocabulary
Complete the following sentences with a word or phrase about the body
- Let Ss work in pairs to do this task
Grammar
Underline the word in italics that best completes the sentence
- Ask Ss to work in pairs to do the task
II. PROJECT (17’)
1. Go round the class and ask other students to rank the order of importance of the following categories in staying healthy.
Ask Ss to work in groups and do the task
2. Report your findings to the class
Let Ss to present the findings in front of the class 
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework: (instruct Ss how to prepare the next lesson at home)
Do the exercises in handouts
Read Unit 2 - Getting started
- Do as appointed
prince /pr/ play /pl/ prime /pr/
producing /pr/ glance /gl/ pray /pr/
grimm /gr/ grounding /gr/ growth /gr/
grass /gr/ ground /gr/ 
- Do as appointed
1. brain 2. lung/heart 3. digestive
4. skeletal 5. respiratory 6. stomach
7. nervous
- Do as appointed
1. will become (4) 5. is used
2. are broken down and converted 6. won't go (3)
3. is going (5) 7. are supported by 
4. are stimulated 8. is going to rain (6)
- Do as appointed
Diets/ Personal hygiene/ Medical Care/ Leisure Activities
Lan thinks/ believes that 
In Lan's opinion
... is the most important to stay healthy
Next is ...
it is followed by ...
... is more important than ...
.... is less important than ...
... is the least important.
- Listen
- Listen to the teacher and write in the notebooks
Planning date: 12/9/2020
	Period 18	45’ TEST NO. 1
I. Objectives:	- To test some focus contents in the three units they have learnt. Since then both Ss and teacher can adjust learning or teaching methods properly.
II. Procedure
Note Ss the rules: Any documents and discussion are not allowed
Deliver the papers to the students in turns (4 codes, 40 sentences per one)
Observe and control the class.
Collect the papers when the time is up
MA TRẬN ĐỀ KIỂM TRA MỘT TIẾT SỐ 1 - HỌC KÌ I
MÔN TIẾNG ANH LỚP 10 – NĂM HỌC 2020-2021
CHỦ ĐỀ
NHẬN BIẾT
THÔNG HIỂU
VẬN 
DỤNG
TỔNG CỘNG
I. Phonetics (4 questions)
+ Pronunciation 	 (2 questions)
2
4
II. Structures & Vocabulary (16 questions)
+ Vocabulary/ word formation 	 (8 questions)
+ Grammar 
Will vs. be going to (2 questions)
Present continuous (2 questions)
Passive (2 questions)
Present simple (2 questions)
	6
1
1
2
2
2
14
III. Reading (8 questions)
+ Filling in the blank	 (4 questions)
+ Reading comprehension 	 (4 questions)
1
1
1
1
2
2
8
IV. Writing (8 questions)
 - Identifying error 	 (2 questions)
 - Rewrite the sentence which has the closest meaning to the original one. (2 questions)
- Combine the sentences which have the closest meaning to the original one. (2 questions) 
2
2
2
6
V. Speaking - communicative situations (2 questions)
2
2
VI. Listening (6 questions)
2
4
6
Tổng số câu
Tổng số điểm
Tỉ lệ
20
5.0
50%
14
3.5
30%
6
1.5
20%
40
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