Giáo án Tiếng Anh 10 UNIT 1: A DAY IN THE LIFE OF LESSON 1: READING Date of Students absence Notes teaching Class 10… 10… 10… I- Objectives: - Students read and guess the meaning of words in contexts - They read and answer questions about the texts - They practise scanning specific information in the texts II – Language focus : 1.Vocabulary: - Words concerning daily activities of people 2.Grammar: - The present simple tense - The past simple tense - Adverb of frequency III- Skill: -Reading: read a passage about a day in the life of a farmer IV Teaching aids: - picture, board, chalks, textbook, handouts V Procedures: Time Teacher's activities Students' activities Warm- up: 5’ + Aims: to introduce the topic of the lesson and to raise sts' interest - Ask sts to close their books - Deliver handouts, and ask sts to match a noun in column A with a phrase in column - close their books - match two columns B A B a teacher a does homework a doctor b works in the field a student c delivers letters a postman d looks after patients a farmer e gives lessons - Ask ss to match quickly in one minute, then ask some ss to stand up to answer T's questions T : What does a teacher do? S1 : He gives lessons T : What does a doctor do? S2 : He looks after patients - After the last question, T introduces the new lesson T : What does a farmer do? S5 : He works in the field Before you read: - Aims: to revise the present simple and to provide sts with some new words 10’ - Ask sts to open their books and look at "Before you read" , explain what they are going to - Do the first example T: What time you often get up? - Ask sts to work in pairs to ask and answer about their daily routine, using the cues in the textbook - Ask them to work in minutes, meanwhile T moves round to help if S: I often get up at six S1: What time you often go to school? necessary S2: I often go to school at 6.30 - Ask some pairs to report S3: What time you often have - Ask sts to look at the picture in the textbook and guess the man's job - Introduce the topic of the reading breakfast? S4: I often have breakfast at 6.15 passage: " A day in the life of a farmer" S11: What you often in the - Introduce some new words: - plough (v) ( the action of the man in the evening? S12: I often my homework picture) - 'harrow (v) : bừa S: I think he is a farmer - a plot of land (n) ( point at the picture) - 'peasant (n) : a poor farmer - pump(v) : bơm - trans'plant (v)( use words"plant" and "trans-" to explain) the transplanting - Ask sts to listen and repeat these words twice, then ask some sts to read again While you read: - Aims: Sts practise reading + Task 1: - Ask sts to read the passage about a farmer, Mr Vy and his wife, Mrs Tuyet and Task1 20’ - Listen and repeat - plough - peasant - harrow - pump - a plot of land - transplant - Ask sts to work individually in minutes to this task - Guide sts to read through the passage , then focus on only the sentences surrounding the italicised words to the task effectively - Ask them to share their ideas with their parners - Ask sts to stand up to answer , then give remarks - Translate number into Vietnamese in case sts not know the word " contented with" and three options + Task 2: - Ask sts to read the passage again and answer the questions about Mr Vy and Mrs Tuyet C C A A - Ask them to work in pairs , one asks and one answers - Move round to make sure that all sts are working and to help them if necessary - Ask some sts to report and give S1: What is Mr Vy's occupation? feedback S2: He is a farmer S3: What time does he get up and + Task 3: - Ask sts to read the passage again , and explain what they are going to - Ask them to complete the note in minutes, then discuss their answers with their partners - Ask three sts to report their answers aloud - Check and give remarks what does he after that? S4: He gets up at 4.30, then he goes down to the kitchen to boil some water for his morning tea S5: What does he in the morning? S6: In the morning he ploughs and harrows his plot of land, drinks tea and smokes local tobacco during his break S7: What Mr Vy and his wife in the afternoon? - Work in groups to discuss S8: They repair the banks of their plot of land Mr Vy pumps water - Ask one member of their groups to report if possible After you read: - Aims: to help sts to consolidate what they have read - Ask sts to close their books - Ask them to work in small groups of into it while his wife does the transplanting S9: Are they happy with their lives or not? Why? S10: Yes, they are Because they love working and they love their children three or four to talk about Mr Vy and Mrs Tuyet's daily routines basing on their note in Task - Encourage them to use their own words - Ask one or two pairs to report - In the morning: + 4.30: The alrm goes off and Mr Vy gets up, goes down to the kitchen, boil water for tea, has a quick breakfast, leads the buffalo 9’ to the field + 5.15: he leaves the house + 5.30: he arrives in the field, ploughs and harrows his plot of land +7.45: He takes a rest + 10.30: he gose home + 11.30: he has lunch with his family - In the afternoon: + 2.30: they go to the field again, repair the bank of the plot of land He pumps water into it, she does the transplanting 1’ + 6.00: they finish work + 7.00: they have dinner - After dinner: + They watch TV, sometimes Homework: - Ask sts to write full passage about Mr Vy and Mrs Tuyet basing on what they have discussed in Post- Reading VI-EXPERIENCES: they see their neighbours for a cup of tea and chat with them +10.00: they go to bed UNIT 1: A DAY IN THE LIFE OF LESSON 2: SPEAKING I Objectives: - Students work in pairs to ask and answer about one's daily activities using a timetable or pictures - They can talk about their daily routines II-Language focus : 1.Vocabulary: - Words concerning daily activities of people 2.Grammar: - The present simple tense - The past simple tense - Adverb of frequency III- Skill: -Speaking: Speak about time table of a student IV Teaching aids: - picture, board, chalks, textbook, handouts V Procedures: Time Teacher's activities Students' activities Warm-up: 5’ - Aims: to revise the names of school subjects - Ask sts to close their books - Close their books - Work in groups of three or four to match as quickly as possible - Deliver the first handout A B Civic education a Toán học - Speak aloud their answers: Technology b Vật lý 1-f ; 2-i ; - a; - g; - b; - j; Maths c Tin học - k; - d; - e; 10 - h; 11 - c Literature d Thể dục Physics e Địa lý Biology f Giáo dục CD Chemistry g Văn học Physical education h Lịch sử Geography i Công nghệ 10 History j Sinh học 11 Informatics k Hoá học - Ask them to match one item in column A with one item in column B - Ask them to work in groups in minutes, then check this exercise in chorus - Ask sts to read aloud the names of these subjects in chorus - play the tape/ read the text twice - Ask sts to share their answers in pairs - Get sts’ answers - play the tape once again, stop where necessary and conduct the correction - listen to the tape / the teacher and the task - Share their answers - give feedback - check their answers , and then + Task 2: Aims: Practice listening for specific information by deciding if the given correct their work if they have any wrong answers Key: – – – – – statements are true or false - ask sts to have a look at the statements and read them in pairs and make sure they understand the statements -Ask sts to listen to the tape/T again and tick the box to indicate if the statements - Read the statements , underline the key words in each sentence are true or false - Ask sts to compare their answer in pairs 8’ - Checks sts’ answers - Play the tape once again, stop where necessary and conduct the correction - Try to guess whether each sentence is true or false - Listen and the task - Share their answers with their partners After you listen: - Give answers - Ask sts to work in pairs and use the suggested words to ask and answer about the cyclo driver - Move round to check the activities and to - Listen again and check Key: 1F; 2T; 3F; 4F; 5F make sure that sts are working effectively - Ask one or two sts to retell the cyclo 2’ driver’s routines in front of the whole - Work in pairs to ask and answer class questions such as: - Check and give remarks " What is the man's name?" Homework: " What does he do?" - Write a short paragraph about Mr Lam's routines VI-EXPERIENCES: UNIT 1: A DAY IN THE LIFE OF Period : LESSON 4: WRITING Date of Class Students absence Notes teaching 10… 10… 10… I Objectives: -By the end of the lesson, students will be able to write a narrative II-Languge focus: 1.Vocabulary: - Words concerning daily activities of people 2.Grammar: - The present simple tense - The past simple tense - Adverb of frequency III Skills: + Reading: Students read a passage to find the verbs in the past simple and the connectors + Writing a narrative using the prompts + Speaking: - Students discuss in groups to share their answers IV Teaching aids: - A picture, board, chalk, textbook V Procedures: Time Teacher's activities Students' activities Warm- up: 5’ Aims: To raise students' interest - Look at the picture -Show a picture that teacher prepared in advance about the explosion in Twin Towers in 2001 - Ask some questions: T: What is happening ? T: Do you know where it happened? T: When did it happen? T: How did it happen? S: The buildings are on fire S: It happened in the U.S.A S: It happened on September 11th , 2001 S: Two planes carrying bombs - Tell sts that they are going to write a crashed into two buildings and narrative of past events killed a lot of people Before you write: 20’ - Aims: to provide sts with the materials ( vocabulary, grammar, form) to write + Task 1: - Look at Task - Read through the passage - Ask sts to look at Task individually - Ask them to read through the passage - S: The most frightening in two minutes to get the main idea experience of the writer's life - Ask one student to report when he(she) travelled on a plane on 14th July 1995 - Explain some new words/ phrases in the passage: + stare death in the face ( explain the meaning of each word ,then let sts guess the meaning of the whole phrase) + 'fasten(v)( demonstrate) - Listen and repeat: + stare death in the face + fasten + dip + dip (v) : move to a lower level - Ask sts to listen and read these words again - Ask them to read the passage again more carefully and task in minutes - Move round to make sure that all sts - Read the passage again and are working task - Ask them to share their answers with + Verbs used in the past simple: their partners stared, was, arrived, got, took off, - Check the task by asking two sts to began,thought, were told, report seemed, realised, were, - Give remarks screamed, thought, had, felt, gained, announced, landed + Task 2: - Ask sts to read the passage again and in groups to task + Connectors( expressions of time): on that day, at first, then, a few minutes later - Divide the class into three regions: one identifies the events, one identifies the climax and the rest identifies the conclusion - work in groups - Ask sts to work in only minutes - Ask three representatives of three groups to report + The events: people got on plane, plane took off, hostesses - Draw the conclusion about writing a were just beginning to serve narrative lunch when plane began to shake, + Form: parts: - introduction - body: events, climax - conclusion 10’ - Report the answers: plane seemed to dip, people screamed in panic + The climax: We thought we had only minutes to live + Verb tense: the past simple tense + The conclusion: the pilot that + Connectors: at that time, on that everything was all right, we day,then, after that, a few minutes landed safely, it was the most later, until, etc frightening experience of my life - Ask sts to task but before that explain some new words: - Listen and repeat these words + 'discotheque (n) : disco + choke (v): to be unable to breath - Ask sts to listen and read these words again While you write: - Aims: students practise cotrolledwriting 9’ + Task 3: - Write the passage into their notebooks - Ask sts to build up a narrative about a hotel fire using the prompts - Ask them to work individually Last year I spent my summer holidays at a seaside town The - Move round to conduct the activity hotel was modern and and to note down sts' mistakes comfortable I had a wonderful - Ask sts to share their answers with their partners After you write: -Aims: to get feedback holiday until the fire It was Saturday evening and everyone was sitting in the discotheque on the ground floor It was crowded with people They - Ask sts to report their work sentence were dancing and singing by sentence happily Suddenly we smelt - Remind sts that they should use the smoke Then black smoke began past simple to write to fill the room Everybody started to scream in panic People ran away toward the fire exits One door was blocked Many people began to cough and to choke Then just as we thought we had only minutes to live, the fire brigade arrived Firemen fought 1’ their way into the room and soon everyone was safely out of the building Luckily, nobody was seriously hurt It was the most frightening experience of my life Homework - Ex 1, (page 9) VI-EXPERIENCES: UNIT 1: A DAY IN THE LIFE OF Period : LESSON : LANGUAGE FOCUS Date of Class Students absence Notes teaching 10… 10… 10… I Objectives: - Students can distinguish the sound / i / from the sound /i:/ and pronounce them correctly - Students revise the present simple tense and the past simple tense II-Languge focus: 1.Vocabulary: - Words concerning daily activities of people 2.Grammar: - The present simple tense - The past simple tense - Adverb of frequency III- Skills: -Practise pronounciation and grammar IV Teaching aids: - board, chalk, textbook V Procedures: Time 7’ Teacher's activities Students' activities Homework checking Exercise1: - Ask one student to exercise 1 I first went to school when I (page 9) on the board was six years old My father held my hand firmly and took me to the school gate I was frightened by all the strange faces and the large buildings I quickly found another gate on the other side of the playground - Check Ex with the whole class Check this exercise sentence by sentence - Give remarks and marks Exercise 2: Last summer so In the morning At first Once in a while in the end Pronunciation: 17’ However - Aims: to introduce the two sounds whole On the and to help sts to read these sounds correctly - Introduce two sounds / I / and / i: / - Read each sound twice and then - Look at the board - Listen to the teacher and then ask sts to listen and repeat - Ask sts to look at the book, then listen and repeat / I / and /i:/ - Listen and repeat listen and repeat /I/ - Ask sts to practise reading these words in groups hit - Ask some sts to read aloud and repeat give remarks bit - Ask sts to look at part and tell read sts what they are going to little - Do the first example:( read the eaten / i:/ kick heat click beat interested meat sentence aloud and underline the sounds) Is he coming to the cinema ? /I/ /i:/ /I/ /I/ - Ask sts to work in pairs to practise reading and to find the sounds in the rest sentences We 'll miss the begining of the film - Remind them of the intonation of the questions - move round to help if necessary - Ask some sts to read these Is it an interesting film, Jim? ( sound /ɪ/) The beans and the meat were quite cheap sentences aloud - Give remarks He's going to leave here for Grammar and vocabulary: the Green Mountains - Aims: to revise the present simple Would you like to have meat, tense and the past simple tense peas and cheese? - Ask sts to think about the present ( sound / i:/) simple tense and ask some to tell the whole class about the form and the use of the tense 20’ - Ask sts about the position of adverbs of frequency + Form: (+) S + V/ Vs/ Ves + (- ) S + don't/ doesn't + - Ask sts to Ex individually in minutes, then share their answers V + with their partners - Explain any new words if necessary (?) Do/ Does + S + V + ? - Ask some sts to report and give remarks + Use: to talk about present habits or present states - Ask sts to Ex orally in pairs in minutes - Move round to conduct the activity - Ask sts to report + Position: - after " to be" but before other verbs - " As a rule" is placed at the beginning of a sentence - Present the past simple tense is catch - Ask some students to tell the fish go worry give up are 10 say catch 11 realise explain what sts are going to am 12 am - Ask sts to this exercise in Sample answers: minutes , then share their answers He always get up early whole class about the form and the use of this tense - Ask sts to look at Ex and with their partners She is sometimes late for school - Ask them to pay attention to the past form of irregular verbs and some verbs are put in passive voice Lan normally practises speaking English - Ask sts to this exercise on the As a rule, Thao is a hardboard working student - Move round to help sts if necessary - Check and give remarks + Form: (+ ) S + V-ed/ V( irregular) + ( - ) S + didn't + V + ( ? ) Did + S + V + .? + Use: to indicate that somthing happen in the past was done began 13 was cooked felt 14 leapt 1’ were put out 15 hurried smelt 10 crep 16 found told 11 slept Homework -Ex 1, ( page 6) wound sang 18 flowed 12 woke 17 VI-EXPERIENCES: