Giáo án Tiếng Anh 10 UNIT 1: A DAY IN THE LIFE OF Unit 1: READING Time: 45 minutes I OBJECTIVES: Educational aim: Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work Knowledge: - General knowledge: Students know about activities on a day in the life of farmers - Language: Sentences and expression for describing someone’s daily routines - New words: Words related to a farmer’s daily work Skills: Guessing meaning in context, scanning for specific information and passage comprehension II METHOD: Integrated, mainly communicative III TEACHING AIDS: Student’s book and pictures showing farmers’ daily routines, etc IV PROCEDURE: 1.Organization 2.Check old lesson 3.New lesson Teacher’s activities Students’ activities Warm-up: (5 minutes) - Lead out the hand out and introduce - Open the book how to put the name of the job on its place teacher doctor - Listen to the teacher - Look at the blackboard and put two words together 1.b 2.c 3.e 4.a 5.d worker seller farmer - Ask students some questions Where does a teacher work? Where does a worker work? Where does a farmer work? - Answer questions: He works in a school He works in a factory He works in the field …………………………… - Let students understand more about the life of a farmer, today we learn Unit 1- part A: Reading Before you read : (7 minutes) - Listen to the teacher and open the book – Unit 1, part A: reading Notes - Ask students to use the suggestion in - Look at the book, listen to their books to work in pairs the teacher and work in pairs: - Ask and answer questions about your *A: What time you daily routine - often get up? Listen to students and correct B: I often get up at six pronunciation and grammar if necessary *C: What you often in the evening? D: I often my home work and watch T.V - Ask students to look at the picture in the book - Show - Look at the picture - Listen to the teacher students to know about farmers’ daily routine While you read : (23 minutes) - Ask students to look through the passage and read in silence - Help students read the passage - Explain pronunciation and meaning of - Listen to the teacher then read the passages - Ask some new words if necessary new words which appear in the passage Task : (3 minutes) - Ask students to choose the option A, - Keep the book open B or C that best suits the meaning of the italicised words - Let students work individual or in groups - Help students if necessary - Listen to the teacher then task - Ask the teacher if necessary - work individual or in Keys: group 1C; 2C; 3A; 4A - Write down in the notebook Task 2: (4 minutes) - Ask students to answer the following questions - Ask students look through the - Listen to the teacher - Try to answer the questions passages then try to answer the - Practice with a partner questions in right way - Let them work in pairs - Help students if necessary then write them down in the note books - Ask necessary the teacher if (the answers in the passage) Task 3: (6 minutes) - Ask students to scan the passage and make brief note about Mr Vy and Mrs Tuyet’s daily routines - Walk round the classroom and correct mistakes - Listen to the teacher and make a brief note about Mr Vy and Mrs Tuyet’s daily routines 4.30: alarm goes off 5.15: leaves the house 5.30: arrives the field - Listen to the teacher After you read : (8 minutes) - Ask students to close their books - Ask them to talk about Mr Vy and Mrs Tuyet’s daily routines or their parents’ daily routines - Try to talk about Mr Vy and Mrs Tuyet’s daily routines - The students who are called to stand up to talk loudly are intelligent ones - Listen to students and correct mistakes Home work: (2 minutes) - Ask students to write a passage about a farmer’s daily routines (80 words) - Listen to the teacher and write down homework - Ask students to Reading exercise of Unit in workbook and prepare Part B : Speaking at home V.THE SELF EVALUATION AFTR CLASS Theme: A day in the life of Unit 1:SPEAKING Time: 45 minutes I OBJECTIVES: Educational aim: Students should know how to spend their daily time Knowledge: - General knowledge: Students learn about daily activities - Language: asking for and giving information from a timetable - New words: words related to students’ daily activities Skills: talking about daily activities II Method: integrated, mainly communicative III Teaching aids: pictures IV Procedure: 1.Organization 2.Check old lesson 3.New lesson Teacher’s activities Warm-up: (5 minutes) Students’ activities Notes - Ask students to keep book close - Keep books close - Write on the board names of ten - Listen to the teacher subjects which are learnt in secondary school: Civic education - Look at the board and try to remember names of ten subjects Maths Techonology Physics Literature Biology Chemistry Geography Physical education 10 History - Ask students to repeat - The winners who repeat most - Give marks - Tell students to understand more about students’ daily activities (We learn Unit 1, part- speaking) - Try to repeat from memory Pre-speaking : (12 minutes) Task - Ask students to ask and answer about - Look at student’s book Quan’s weekly timetable using the information from the timetable - Let them work in pairs - Listen to students and correct mistakes - Listen to the teacher - Ask and answer about Quan’s weekly timetable A: What time does Quan have physics on Tuesday? B: He has physics at 7.15 on Tuesday A: What lesson does Quan have at 8.55 on Monday? B: He has maths at 8.55 on Monday While-speaking : (15 minutes) Task - Ask students to talk about Quan’s - Open the books activities, using the pictures in Task - Do task in groups - Let them work in groups A: Quan gets up at 14.00 - Walk round and help them B: He does his homework - Ask some students to stand up to talk again loudly at 14.15 C: He watches T.V at 16.30 - Listen and correct mistakes Post-speaking : (10 minutes) Task - Ask students to close books - Close the books - Ask students to tell the classmates - Listen to the teacher about their daily rountine - Walk round and help them - Let them work in groups - Do task - Work in groups - The students are called - Ask some students to stand up and stand up and tell loudly tell loudly - Listen and correct mistakes A: Everyday, I get up at 5.30, I have breakfast at 6.00 and go to school at 6.30 Theme: A day in the life of LISTENING Time: 45 minutes I OBJECTIVES: Educational aim: Students should know about a working-day of a cyclo driver and sympthize with him Knowledge: - General knowledge: Students learn more about traffic, a cyclo driver’s activities - New words: Words related to traffic activities Skills: - Listening and numbering pictures - Listening and deciding on True or False statements II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, pictures showing a cyclo driver’s activities, tape and cassette player IV Procedure: 1.Organization 2.Check old lesson 3.New lesson Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Ask students to close the books - Close the books - Give Jumpled words: - Listen to the teacher C C L O Y, R I E D V, N S S E G E R - Work in groups P A, D O F O S A L L T - Ask students to arrange those letters in right orders Key:cyclo-driverpassenger-foodstall - Check some students and mark - Give some statements: - Listen to the teacher and He has a cyclo answer the question: He drives passenger everyday He is a cyclo driver He usually has meal at a foodstall - Give question: Who is he? - If you want to know more details - Listen to the teacher and about daily activities of a cyclo driver, open textbooks we will go to Unit 1- part Listening Pre-listening: (7 minutes) - Ask students to look at the part: Before listening - Look at the books - Listen to the teacher - Let them work in pairs and make - Work in pairs questions - Walk round, listen and help students A: Have you ever travelled by cyclo? B: Yes, I have A: When was it? B: Last summer A: Is it interesting to travel by cyclo? B: Yes, it is - Read loudly the words: - Repeat loudly the words and try to remember them distric; routine; office; drop; passenger; ride pedal; purchases parkl foodstall - Ask students to repeat loudly the words - Listen and check pronunciation While-listening: (20 minutes) Task - Ask students to look at the pictures - Keep book open about some activities of Mr Lam, a cyclo driver - Look at the pictures in task - Let them describe the pictures - Describe the pictures - Read loudly or turn on the tapescript - Listen to the tapescript three times and number the pictures - Ask students to number the pictures Key: a.3, b.5, c.4, d.6, - Help them if necessary e.1, f.2 Task - Ask students to look through the sentences in task - Ask students to listen to the tapescript again and decide whether the statements are T or F - Ask students to give reasons for their answers - Keep book open and listen to the teacher - Read the sentences in task and try to understand them - Listen to the tapescript again and decide the statements that are T or F Key: 1.F- 2.T- 3.F- 4.F- 5.F- 6.F then explain them After-listening: (10 minutes) - Open the books - Ask students to open the books - Ask and answer about - Ask them to ask and answer Mr Lam questions about Mr Lam’s activities, A: What’s his name? using the cues below - Let them work in pairs B: His name is Lam - Walk round and help students A: What’s his job? B: He’s a cyclo driver - Ask some students to stand up and - The students who are retell Mr Lam’s story to the class - Listen and correct mistakes called stand up and retell Mr Lam’s story to the class: Mr Lam is a cyclo driver in HCM city He usually has a busy working day He gets up at 5.30 … -Listen to the teacher and Homework: (3 minutes) write down homework - Ask students to write a story about Mr Lam - Remember them to prepare PartWriting at home V.THE SELF EVALUATION AFTR CLASS Unit 1: Theme: A day in the life of WRITING Time 45 minutes I Objectives: Educational aim: Students should identify the events General knowledge: Students learn how to write a narrative, stages of a narrative - Language: The simple past of verbs and the connectors often used in a narrative - New words: Words related to problems on a flight or a fire Skills: Writing a narrative II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, notebook, some pictures showing flying accidents of hotel fires IV Procedure: 1.Organization 2.Check old lesson 3.New lesson Teacher’s activities Students’ activities Warm-up: (5 minutes) - Ask students to keep book close - Ask students some - Keep book close following - Listen to the teacher and Notes questions: answer the questions Have you ever heard a frightenning Yes, I have story? When and where did it happen? How did you feel? - Check and explain them to the class: It happened when I was young - It happened in my neigborhood There are a lot of accidents in our - It made me frightened lives, to understand them we learn part Writing - Listen to the teacher and open the books Pre-writing: (10 minutes) - Ask student to read the narrative in task - Read the narrative - Explain some new words - Ask the teacher if - Ask students to look through the necessary passage again and find all the verbs - Look through the that are used in the past simple and the passage again and find all connectors (time expression) the verbs that used in the past simple and the connectors - Let them work in groups - Walk around, check and help students - Work in groups Key: stared; was; arrived; - Explain to students to use the simple got; past to rewrite a story took thought; off; began; were told; seemed; realised; were; screamed; thought; felt; announced; was; were; landedl; was; at first; then; just then; a few minutes later; one hour later While-writing: (18 minutes) Task - Ask students to task - Let them work in groups - Go round, check and help students - Do task in groups Student A: identify the events: got on plane; plane took off; hostesses were just beginning to serve lunch when plane began to shake; plane seemed to clip; people screamed in panic Student B: identify the climax: we thought we had only minutes to live Student C: identify the conclusion of the story: everything was all right, we landed safely - Listen to the teacher - Use the prompts to build up a narrative about a hotel fire (work individually) - Listen to the teacher - Finish the narrative - Read a narrative of one classmate - Some students read loudly their products in Task front of the class - Ask students to keep book open - Ask them to use the prompts to build up a narrative about a hotel fire - Let students work individually - Walk round and help students - Listen to the teacher and write down homework Post-writing: (10 minutes) - Give suggestions and corrections - Ask students to read another’s narrative - Ask some students to read loudly their narratives - Correct mistakes and mark Homework: (2 minutes) - Ask students to part writing of Unit in the student’s work book and prepare part Language Focus V.THE SELF EVALUATION AFTR CLASS Unit 1: Theme: A day in the life of LANGUAGE FOCUS Time: 45 minutes I Objectives: Educational aim: Students should describe someone’s daily activities or write a narrative Knowledge: - General knowledge: Students learn how to write a passage about someone’s hobby or a narrative - Language: * The present simple and adverbs of frequency for talking about daily activities * The past simple used in a narrative - New words: Words related to pronunciation /I/ - /i:/ Skills: Writing a passage about someone’s hobby II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, pictures showing some activities (fishing, reading, going on a boat…) IV Procedure: 1.Organization 2.Check old lesson 3.New lesson Teacher’s activities Students’ activities Warm-up: (5 minutes) - Ask students to keep book close - Keep book close - Give the picture that has a sheep on - Listen to the teacher the ship - Ask students to complete the sentence: I see a … on the … - Look at the picture and complete the sentence: I see a sheep on a ship - Ask students to speak the sentence loudly - Let students to get their attention on pronunciation : /I/- /i:/ - Introduce new lesson Pronunciation: (8 minutes) - Ask students to look at their books then introduce to them - Open the books *Listen and repeat : - Look at : Listen and - Read loudly then ask students to repeat Repeat - Repeat the words in Notes - Introduce : /I/ - /i:/ chorus then individual - Correct pronunciation for the students * Practise these sentences - Read the sentences loudly - Ask students to repeat - Look at Practise the sentences - Listen to the teacher then repeat in chorus then - Correct pronunciation for students individual Grammar and vocabulary:(4 minutes) - Listen to the teacher - Introduce exercises to the students - Let students get their attention to focus on present simple, past simple and adverbs of frequency Exercise 1: (8 minutes) - Ask students to Exercise - Introduce how to it - Listen to the teacher and exercise Key: 1.is – 2.fish – - Let them work in pairs 3.worry – 4.are – 5.catch - Walk round, check and give mark – 6.am – 7.catch - 8.go – 9.give up – 10.says – 11 realize – 12.am - Listen to the teacher and Exercise (8 minutes) - Introduce Exercise to students and exercise Eg: explain how to it He usually gets up early - Ask students to it She is never late for school - Let them work individually - Check, correct mistakes - Listen to the teacher and Exercise 3: (10 minutes) - Introduce Exercise to students and explain how to it exercise Key: 1.was done- 2.cooked–3.were 4.smelt–5.told- 6.sang– - Ask students to it 7.began– 8.felt–9.putout- - Let them work individually 10.crept–11.slept– 12.woke–13.was– - Walk round and help them 14.leapt–15.hurried– - Check, correct mistakes , give 16.found–17.wound– reasons and mark 18.flowed - Listen to the teacher and write down Homework : (2 minutes) Ask students to Part Language Focus and prepare part Reading of Unit at home V.THE SELF EVALUATION AFTR CLASS