L Ê T Ú 0 9 8 4 8 7 0 7 7 8 P a g e 1 | 18 Date of planning 2022 Date of teaching 2022 WEEK 1 ENGLISH 10 Period 1 TRANSACTION INSTRUCTIONS FOR USING TEXTBOOKS, Aims: To help students use key language more appropriately before they read and listen. Content: Learn some new words in context. Read the conversation and find out new words. Outcome: Practice reading the conversation. Knowing more new words. Understanding the conversation; topic of the lesson, grammar points… Organisation: STUDYING MATERIALS THẦY CÔ CẦN.
Date of planning: …/… / 2022 Date of teaching: …/… / 2022 WEEK : ENGLISH 10 Period 1: INTRODUCTION INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS THẦY CÔ CẦN GIÁO ÁN FILE WORD 5512 GLOBAL SUCCESS 10,3,6,7 TRỌN BỘ IB EM Ở ZALO 0984.870.778 I OBJECTIVES: By the end of the lesson students will be able to gain the following things: Knowledge: - To introduce new Tieng Anh 10 textbooks Student’s book and Workbook - Tell students something about Great Britain; England and English Students learn how to study English well and know the way to learn English *Vocabulary: Use lexical items related to text book, and the way to learn English in class; at home some classroom languages * Grammar : to be; present simple tense; present continuous… Competence: Students will be able to know how to study English effectively and how to use new Tieng Anh textbooks and know the methods to study new Tieng Anh 10 textbooks - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3.Qualities: To teach Ss the love of English; The awareness about importance of learning English Developing self-study skills II TEACHING AIDS: - Teacher: Grade text book, laptop, projector / TV/ pictures and cards - Students : Text books, studying equipment… - Computer connected to the Internet - Sach mem.vn III PROCEDURE: WARM UP & INTRODUCTION ( 3’- 5’) Aims: - To create a friendly and atmosphere in the class before the lesson; - To give T and Ss a chance to introduce themselves; - To lead into the unit * Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class * Outcome: Having a chance to speak English and focus on the topic of the lesson * Organisation: Teacher’s instructions… Teacher’s & Student’s activities + Greeting + Chatting - Teacher (T) introduces himself/ herself - T may introduce some warm-up activities to creat a friendly and relaxed atmosphere to inspire Ss to warm up to the new class… - Have Ss to introduce themselves LÊTÚ 0984.870.778 Content + Greeting + Chatting T_Ss - Students (Ss) listen and learn how to introduce themselves - Introduce themselves (name; age; address; likes; dislikes ….friends… ) P a g e | 18 - T encourages Ss to talk in English as much as + Students (Ss) listen and learn how to the tasks possible - Answer the teacher’s questions + Lead to the first unit of the new school year - Open their book and write - Write the unit title on the board and ask Ss guest what they are going to learn this unit … - Ask Ss to open their book and introduce what they are going to study… NEW LESSON (12’-15’) ACTIVITY 1+ 2: Aims: - To set the context for the introductory; - To introduce the topic of the unit, the vocabulary, and the grammar points to be learned * Content: Some brief notes; Something about England, English Introduce New ENGLISH 10 * Outcome: Ss learn something about England, English; Learn how to use New ENGLISH 10 * Organisation: Teacher’s instructions… Teacher’s & Student’s activities T asks sts some questions about England - What you know about England? - T gives sts something about England and English - It located in North-west coast of Europe with very mild weather not too hot but not too cold - It consists of four parts: England, Wales, Scotland and Ireland - It’s official name is the UK - Each part has its own flag of UK English: - How many people speak English as their mother tongue? - How many people speak English as their first language? - How many people speak English as their second language or first foreign language? - Why you learn English? - Is it important? Difficult? Useful? Interesting? => It’s very important, useful, interesting It is the means of communication to one another 3/ New English 10 text book: - How many units are there in English text book? - What are they about? There are 10 main units in the Student's Book Each unit has sections and provides language input for seven classroom lessons of 45 minutes each At the beginning of each unit, there are explicit learning objectives that clearly state the main language points and skills to be taught in the unit - Section : GETTING STARTED It begins with a conversation followed by activities which introduce the topic of the unit It then presents the vocabulary and the grammar items to be learned and practised through the skills and activities of the unit - Section 2: LANGUAGE FOCUS LÊTÚ 0984.870.778 Content - T_Ss - Listen carefully and read aloud - Fulfill teacher’s requirements - Give the answers - Ss answer if possible - Listen carefully and read aloud - Find out the words related to the topic - There are many interesting things of England and you’ll gradually know about them in the progress of learning English 2/ Introduction: English is an international language Hundreds of million people speak English in the world 400 million people speak English as their first language, 600 million people speak English as their second language or first foreign language 4/5 of the world’s computers use program in English ¾ of all international correspondence is in English 3/ English 10 has 10 Units - T_Ss - Each unit has lessons - SECTION 5: LISTENING The listening activity follows the oral practice in the Speaking section It provides students with an opportunity to listen to the language that they have practised orally, and trains them to listen for general and specific information This section aims to provide further practice to support students in their spoken English - SECTION 6: WRITING Writing This section focuses on developing students'writing skills It normally involves one of the text types required for students' skill development SECTION 7: COMMUNICATION AND P a g e | 18 This section deals with the main grammar point(s) CULTURE of the unit The new language point(s) taught in this It also gives students opportunities to learn and section is / are already introduced in Getting Started apply the cultural aspects of the language learnt to The exercises are well illustrated to help students their lives and provides cultural information about remember and use the grammar items effectively Viet Nam and other countries The Remember! boxes appear wherever necessary Everyday English in this section gives students the to give the rules or explanations and help students skills to communicate effectively in various avoid common errors everyday situations This section presents and practises the grammar, - SECTION 8: LOOKING BACK vocabulary and pronunciation of the unit The active Looking Back recycles the language from the vocabulary of the unit is given in an interesting and previous sections and links it with the unit topic Its illustrated way so that it is easy for students to activities and exercises are designed to help students memorise Two sounds, which appear frequently in consolidate and apply what they have learnt in the the unit, are given and practised in isolation and in unit Teachers can use this section to evaluate their context Stress pattern of two-syllable words, three- students' performance and provide further practice if syllable words, and rising and falling intonation for necessary questions are also dealt with in the last units of the The Project activity helps students improve their book There are different exercises focusing on ability to work independently and in a team It intensive practice of vocabulary and pronunciation extends their imagination in a field related to the unit topic - SECTION 3: READING This section is designed to help students inprove * English is not too difficult but it requires you hard reading skill, use vocabulary in the situations, working Reading and this section aims to develop students' - Ss need learn by heart all vocabulary and their reading abilities The reading text is often based on usage the vocabulary and structures that students have - Review the lesson everyday previously acquired to make the activity achievable - Learn English everyday Speaking - SECTION 4: SPEAKING This section is designed to help students use functional language in real life contexts and consolidate what they have learnt in the previous sections PRACTICE (15’) ACTIVITY 3: Aims: To help Ss understand the lesson Class room language * Content: Some brief notes; Something about England, English Classroom language… * Outcome: Ss learn something about England, English; Classroom languages… * Organisation: Teacher’s instructions… Teacher’s & Student’s activities Content How to learn English best? - Tell us how you learn best? - T_Ss - Tell us how you can learn English best? - Listen carefully * Some useful classroom languages: - Who is the monitor? - Practice saying classroom languages - Who is absent today? - Who is on duty today? - Work in groups; in pairs; present the projects… - May I go out? - May I come in? - How to improve your English: - Listen to the teacher carefully, learn E from many sources, always enrich your vocabulary, exercises carefully, practice speaking, listening, LÊTÚ 0984.870.778 P a g e | 18 writing, reading everyday … - Ss should work hard everyday to improve their English “ Hard work is the key to success” PRODUCTION/ FURTHER PRACTICE (8’) ACTIVITY 4: Aims: To revise / teach classroom languages * Content: Some brief notes; Something about England, English Classroom languages… * Outcome: Ss know something about England, English; Classroom languages… * Organisation: Teacher’s instructions… Teacher’s & Student’s activities Content - T_Ss - The greetings : - Goodmorning - T gives some questions to introduce the class - Good afternoon expressions - Good morning - Good bye … - Have Ss listen and repeat - We can say “May I go out” - Teacher says “ go out, please” Go out - You can say “Stand up, please - Teacher says “No” Don’t go out - Listen, please - Call on some pairs to practice in front of the class - Read after me - Repeat please… WRAP-UP & HOME WORK (2’) * Instruct/ guide students to their homework - Prepare textbook, workbook, exercise book, * HOME WORK - Learn classroom languages - Prepare new lesson Unit one MY FAMILY ============================== LÊTÚ 0984.870.778 P a g e | 18 Date of planning: …/… / 2022 Date of teaching: …/… / 2022 WEEK : ENGLISH 10 Period UNIT 1: MY FAMILY LESSON GETTING STARTED I OBJECTIVES: * By the end of this unit, students will be able to gain the following things: Knowledge: - an overview about the topic Family life; - vocabulary to talk about household chores Competence: - develop communication skills; - be collaborative and supportive in pair work and teamwork; - actively join in class activities Qualities: - be aware of responsibilities towards family,love family, help parents… II TEACHING AIDS: - Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards - Students: Text books, studying equipment… - Computer connected to the Internet - Sach mem.vn III PROCEDURE: Notes: In each activity, each step will be represented as following: * Deliver the task * Implement the task * Discuss * Give comments or feedback WARM UP & INTRODUCTION ( 3’- 5’) Aims: - To create an active atmosphere in the class before the lesson; - To lead into the new unit * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson * Outcome: Introducing themselves to make more new friends * Organisation : Teacher’s instructions … Teacher’s Student’s activities Content + Greeting + Asking question: GAME: LET’S RACE! * T divides Ss into groups and gives instructions: Watch the video clip and try to remember all the household chores Mr Bean did in the video One person from each group then goes to the board and writes the names of the chores ** Ss as instructed *** Ss work in pairs to discuss the answer after watching the clip, then one representative from each group writes the answer on the board **** T confirms the correct answers LÊTÚ 0984.870.778 P a g e | 18 Suggested answer: Mop the floor Clean the toilet Wash the clothes / Do the laundry Clean the house Vacuum the carpet PRESENTATION/ NEW LESSON ( 12’- 15’) ACTIVITY 1: Aims: - To help students use key language more appropriately before they read and listen * Content: Learn some new words in context Read the conversation and find out new words * Outcome: Practice reading the conversation Knowing more new words Understanding the conversation; topic of the lesson, grammar points… * Organisation: Teacher’s Student’s activities Content * T asks Ss to look at the photos to guess the VOCABULARY meaning of new words GETTING STARTED ** Ss say the Vietnamese meaning of the word sports filed /ˈspɔːts fiːld/ (n/p): sân chơi thể thao *** Other Ss correct if the previous answers are incorrect **** T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them prepare /prɪˈpeə(r)/ (v): chuẩn bị help with something /help wɪð ˈsʌmθɪŋ/ (v.phr): giúp làm việc divide /dɪˈvaɪd/ (v): phân chia household chores /ˌhaʊshəʊld tʃɔː(r)z/ (n.phr): công việc nhà homemaker /ˈhəʊmmeɪkə(r)/ (n): nội trợ breadwinner /ˈbredwɪnə(r)/ (n): trụ cột gia đình earn money /ɜːn ˈmʌni/ (v.phr): kiếm tiền equally /ˈiːkwəli/ (adv): cách cơng bằng, bình đẳng 10 shop for groceries /ʃɒp fɔː(r) ˈɡrəʊsəri/ (v.phr): mua thực phẩm 11 the laundry /duː ðə ˈlɔːndri/ (v.phr): làm công việc giặt giũ 12 the washing-up /duː ðə ˌwɒʃɪŋ ˈʌp/ (v.phr): rửa chén / bát 13 put out the rubbish /pʊt aʊt ðə ˈrʌbɪʃ/ (v.phr): vứt rác PRACTICE ( 15’) ACTIVITY 2: Aim: - To get students interested in the topic - To get students to learn some vocabulary in the unit * Content: Listen and read the conversation True/ False activity LÊTÚ 0984.870.778 P a g e | 18 * Outcome: Know more new words Understanding the conversation; topic of the lesson, vocab * Organisation : Teacher’s Student’s activities * T asks Ss to look at the picture (p.8 - 9) and answer the questions: ** Ss the task individually *** Ss share their answers with a partner **** T checks their answers with the whole class Content TASK LISTEN AND READ (p.8) Who are they? Where are they? What are they doing? * T has the Ss read the conversation in pairs ** Ss read the conversation *** One pair reads aloud **** T collects common mistakes and gives comments Suggested answers: Nam and Minh are two friends They are at Nam’s home Nam is cooking ACTIVITY 3: Aim: To practise reading for specific information - To practise scanning - To develop students' knowledge of vocabulary for household chores * Content: Name the picture, then listen, check and repeat * Outcome: Ss understand more the use some vocabulary related to hobbies * Organisation : * T asks Ss to work individually to read the statements and underline the key words, then share their ideas with a partner who sits next to them ** Ss Task individually first *** Ss share and discuss with their partners about the key words **** * T asks Ss to scan the conversation, locate the key words to find the answer for each the question with the partner who sits behind them ** Ss the task in pairs **** T has Ss share their answers with the class T confirms the correct answers and have Ss correct the false statement T writes the correct sentence on the board LÊTÚ 0984.870.778 TASK 2: TRUE OR FALSE Read the conversation again and decide whether the following statements are true (T) or false (F) (p.9) Nam’s mother is cooking now Everybody in Nam’s family does some of the housework The children in Minh’s family don’t have to any housework P a g e | 18 Key: F → Nam is cooking now T T ACTIVITY 4: Aim: To help students identify present simple and present continuous and how they are used in sentences * Content: To work in pairs * Outcome: Ss know how to write the verbs/verb phrases that are used with the words or phrases in the conversation in * Organisation : * T has Ss locate the verbs or phrasal verbs in the conversation, find the nouns or noun phrases after each verb/ phrasal verb to the matching ** Ss work individually *** Ss share their answers with a partner **** T checks and gives the correct answers with the whole class, and has them say the meaning of each collocation TASK 3: FILL IN THE TABLE Write the verbs/verb phrases that are used with the words or phrases in the conversation in (p.9) * T has Ss read each sentences, try to think of a verb or an auxiliary verb that will complete the gap ** Ss the task individually *** Ss share the answers with a peer **** T asks the whole class to call out the verb forms first, then calls on individual students to read the complete sentences TASK 4: COMPLETE THE SENTENCES Complete the sentences from the conversation with the correct forms of the verbs in brackets (p.9) Answers: 1.‘m preparing 2.does – ‘s working Answers: put out the rubbish the laundry shop for groceries the heavy lifting the washing-up PRODUCTION/ FURTHER PRACTICE ( 8’) ACTIVITY 5: Aim: To help students practise talking about activities which raise students’ awareness of their responsibilities - To practise teamworking - To give students authentic practice in using target language * Content: Play game * Outcome: talk about activities which raise students’ awareness of their responsibilities * Organisation : Teacher’s Student’s activities * T gives Ss clear instructions in order to make sure Ss can effectively - Divide Ss into main groups - Ask Ss to work in groups to discuss and make a poster of activities to raise Ss' awareness of their responsibilities towards their family - Observer Ss while they are discussing, note their language errors LÊTÚ 0984.870.778 Content TASK 5: MAKE A POSTER! Think about activities which you can to raise other students' awareness of their responsibilities towards their family P a g e | 18 ** Ss as instructed **** T gives Ss feedback - Choose some useful or excellent words/ phrases/ expressions/ word choices Ss have used to give suggestions to other students - Choose some typical errors and correct as a whole class without nominating the Ss’ names WRAP-UP & HOME WORK (2’) To help students memorise the target language and skills that they have learned To inform students what the final product of the project should be and how students can prepare for it WRAP-UP * T asks Ss: What have you learnt today? - Some lexical items about household chores - Reading for specific information - Scanning HOMEWORK Exercises in the workbook Project preparation - Have Ss look at the last page of Unit 1, the Project lesson and ask them what topic of the project is - Tell them the project requirements: Do research on Family Day in Viet Nam or other countries in the world + suggest activities, provide the reasons and expected results of the activities; + present their plans in the last lesson of the unit - Remind Ss that besides brainstorming activities, they: + can search for ideas on the Internet, in the newspaper, etc for reference + should use photos/pictures to illustrate their ideas - Put Ss into groups and have them choose their group leader Ask them to assign tasks for each member, making sure that all group members contribute to the project work - Help Ss set deadlines for each task ========================= LÊTÚ 0984.870.778 P a g e | 18 Date of planning: …/… / 2022 Date of teaching: …/… / 2022 WEEK : ENGLISH 10 Period UNIT 1: MY FAMILY LESSON LANGUAGE KHUNG I OBJECTIVES: * By the end of this unit, students will be able to gain the following things: Knowledge: By the end of this lesson, Ss will be able to: Knowledge - Pronounce the consonant blends /br/, /kr/, and /tr/ correctly in individual words and in sentences; - Understand and use some lexical items about family life; - Distinguish and use present simple and present continuous Core competence Personal qualities Competence: - Be collaborative and supportive in pair work and team work - Access and consolidate information from a variety of sources - Actively join in class activities 3.Qualities: - Be aware of responsibilities towards family II TEACHING AIDS: - Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards - Students : Text books, studying equipment… - Computer connected to the Internet - Sach mem.vn III PROCEDURE: Notes: In each activity, each step will be represented as following: * Deliver the task * Implement the task * Discuss * Give comments or feedback WARM UP & INTRODUCTION ( 3’- 5’) Aims: - To create an active atmosphere in the class before the lesson; - To lead into the new unit * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson - * Outcome: arouse the classroom atmosphere to lead in the lesson * Organisation : Teacher’s instructions … Teacher’s Student’s activities Content GAME: Guess the words * T gives instructions: • There are pictures related to the topic “Family life” • Ss have seconds to think, then guess the LÊTÚ 0984.870.778 P a g e 10 | 18 word corresponding to the picture **** T counts the points, decides the winner, asks some more questions and leads in the lesson + Correct answer 🡪 +1 + Wrong answer 🡪 -1 PRONUNCIATION/ NEW LESSON ( 10’) ACTIVITY 1: Aims: - To help students recognise and practise the consonant blends /br/, /kr/, and /tr/ in words * Content: Pronunciation * Outcome: recognise and practise the consonant blends /br/, /kr/, and /tr/ in words * Organisation: Teacher’s Student’s activities Content TASK LISTEN AND REPEAT Listen and repeat Pay attention to the Pay attention to the consonant blends /br/, /kr/, consonant blends /br/, /kr/, and /tr/ and /tr/ (p.9) /br/ /kr/ /tr/ * Teacher: - plays the recording and asks Ss to listen to the breadwinner crash track words and repeat; tell them to pay attention to the consonant blends (T can play the recording as breakfast crane tree many times as necessary) - makes sure Ss know the meaning of each word brown cream train ** Ss as instructed **** Teacher checks whether Ss have improved their pronunciation by randomly calling on individual Ss to read the words aloud (Teacher can also play the pronunciation video lesson of this Unit for students to watch before they the task PRACTICE ( 10’) ACTIVITY 2: Aim: To help students practise identifying the consonant blends /br/, /kr/, and /tr/ in sentences * Content: practise identifying the consonant blends /br/, /kr/, and /tr/ in sentences * Outcome: students can identify the consonant blends /br/, /kr/, and /tr/ in sentences * Organisation : Teacher’s Student’s activities TASK 2: LISTEN TO THE SENTENCES AND CIRCLE THE WORDS YOU HEAR (p.9) * Teacher: - asks Ss to read all the words once, paying attention to the different consonant blends in the words in each group; checks that Ss understand what the words mean - plays the recording for Ss to listen and circle the words with the consonant blends they hear - has Ss work in pairs to compare their answers; checks answers by asking individual Ss to read out the words they have circled - plays the recording again, pausing after each sentence, for Ss to repeat ** Ss as instructed *** Ss practise reading the sentences in pairs LÊTÚ 0984.870.778 Content TASK 2: LISTEN TO THE SENTENCES AND CIRCLE THE WORDS YOU HEAR (p.9) a brush b crash a brain b crane a bread b create Key: b c a P a g e 11 | 18 c trash c train c tread **** T goes round to offer help and collect common mistakes to correct as a class ACTIVITY 3: Vocabulary: Family life Aim: To make sure that students understand the meaning of some lexical items about household chores * Content: Vocabulary related to Family life * Outcome: Ss understand more the use some vocabulary related to and students understand the meaning of some lexical items about household chores * Organisation : * T gives clear instructions ** Ss work in pairs to discuss and the matching *** Ss share the answers with the whole class **** T confirms the correct answer TASK 1: MATCH THE WORDS WITH THEIR MEANINGS (p.10) Match the words with their meanings (Nối từ với nghĩa chúng.) a a person who manages a home and breadw often raises children instead of inner earning money house work b someone who earns the money to support their family c picking up and carrying heavy groceri objects es home maker d work around the house such as cooking, cleaning or washing clothes heavy lifting e food and other goods sold at a shop or a supermarket Key giải thích 1-b 2-d 3-e – b: breadwinner = someone who earns the money to support their family (trụ cột gia đình = người kiếm tiền ni gia đình) – d: housework = work around the house such as cooking, cleaning or washing clothes (công việc nhà = công việc xung quanh nhà nấu ăn, dọn dẹp giặt quần áo) – e: groceries = food and other goods sold at a shop or a supermarket (tạp hóa = thực phẩm hàng hóa khác bán cửa hàng siêu thị) – a: homemaker = a person who manages a home and often raises children instead of earning money (nội trợ = người quản lý nhà cửa thường ni dạy thay kiếm tiền) – c: heavy lifting = picking up and carrying LÊTÚ 0984.870.778 P a g e 12 | 18 4- heavy objects (công việc mang vác nặng nhọc = nhặt mang vật nặng) ACTIVITY 4: Aim: To give students practice in using the words/phrases in meaningful contexts * Content: Complete the the sentences using the words in task * Outcome: read the sentences carefully and decides which word in task can be used to complete each of the sentences * Organisation: * Teacher: - has Ss work in pairs; tells them to read the sentences carefully and decides which word in task can be used to complete each of the sentences T explains that they should use the context clues to decide on the word / phrase, e.g ‘my mother’ in sentence refers to a person - checks answers as a class, then has Ss call out the word they have used in each sentence first - confirms the correct answers T asks Ss to give reasons why they have chosen the word for each sentence, e.g what context clues they have used - asks some Ss to read the complete sentences ** Ss work in pairs to discuss and find the answers *** Ss share the answers with the whole class **** T confirms the correct answers and asks Ss to give the reasons why they have chosen the word/phrase for each sentence LÊTÚ 0984.870.778 TASK 2: COMPLETE THE SENTENCES USING THE WORDS IN TASK (p.10) My mother is a _ She doesn't go to work but stays at home to look after the family When I lived in this city, I used to shop for _ at this supermarket My eldest son is strong enough to the _ for the family Hanna hates doing _ except cooking Mr Lewis is the _ of the family, but he still helps his wife with the housework whenever he has time Key: homemaker groceries heavy lifting housework breadwinner Key giải thích My mother is a homemaker She doesn't go to work but stays at home to look after the family (Mẹ nội trợ Mẹ không làm mà nhà chăm sóc gia đình.) When I lived in this city, I used to shop for groceries at this supermarket (Khi sống thành phố này, mua hàng tạp hóa siêu thị này.) My eldest son is strong enough to the heavy lifting for the family (Con trai lớn đủ khỏe để làm công việc nặng nhọc cho gia đình.) Hanna hates doing housework except cooking (Hanna ghét làm việc nhà ngoại trừ nấu ăn.) Mr Lewis is the breadwinner of the family, but he still helps his wife with the housework whenever he has time P a g e 13 | 18 (Ông Lewis trụ cột gia đình, ơng giúp vợ việc nhà có thời gian.) PRODUCTION/ FURTHER PRACTICE ( 12’) ACTIVITY 5: Aim: To give students an opportunity to revise the use of present simple and present continuous * Content: grammar points * Outcome: answers key * Organisation: Teacher’s Student’s activities TASK 1: CHOOSE THE CORRECT FORM OF THE VERB IN EACH SENTENCE (p.10) * Teacher: - tells Ss to read the sentences in in Getting Started T asks them what tense(s) is / are used in each of them For example, What does Nam say? Why is he using that tense? (Nam says, ‘I’m preparing dinner’ He uses the present continuous tense because he is talking about what he is doing at the moment of speaking.) - in weaker classes, has Ss read through the Remember! box and checks understanding of the grammar points T asks some questions to elicit more examples from Ss, e.g What are you doing now? (I’m sitting at my desk I’m learning about … I’m taking notes.) What you every day? (I watch TV I play computer games I have breakfast, lunch, and dinner.) - in stronger classes, ask Ss when we use each tense and elicit answers without having Ss read the Remember! box Then T puts them into groups to go through the explanations and checks if their answers are correct - asks Ss to work in pairs or individually to choose the correct form of the verb in each sentence T explains that they can use some clues in the sentence to decide on the correct tense form such as adverbs of frequency or phrases of time, e.g 1: usually; 2: now; 3: every day; 4: today; 5: twice a week - checks answers and asks Ss to explain their choices (using the clues above) ** Ss as instructed *** Ss share their answers with a partner **** Teacher check Ss’ answers and asks them to explain their choices (using the clues above) LÊTÚ 0984.870.778 Content Grammar: Present simple vs present continuous (Ngữ pháp: Thì đơn tiếp diễn) Choose the correct form of the verb in each sentence (Chọn dạng động từ câu.) Mrs Lan usually does / is doing the cooking in her family I'm afraid he can't answer the phone now He puts out / is putting out the rubbish He cleans / is cleaning the house every day My sister can't any housework today She studies / is studying for her exams My mother does / is doing the laundry twice a week Phương pháp giải: - Chúng ta sử dụng đơn để nói thói quen việc làm thường xuyên Ví dụ: My mother cooks every day (Mẹ nấu ăn ngày.) - Chúng ta sử dụng tiếp diễn để nói việc xảy thời điểm nói Ví dụ: My mother isn't cooking now She's working in her office (Mẹ không nấu ăn Mẹ làm việc văn phịng.) - Chú ý: Chúng ta khơng sử dụng tiếp diễn với động từ tình thái like, love, need, want know, agree, etc Key does is putting out cleans is studying does Mrs Lan usually does the cooking in her family (Bà Lan thường nấu ăn gia đình.) Giải thích:Trong câu có “usually” (thường xun) nên động từ dạng đơn Chủ ngữ “Mrs Lan” số nên động từ “put” thêm “-s” P a g e 14 | 18 => puts I'm afraid he can't answer the phone now He is putting out the rubbish (Tôi e anh trả lời điện thoại lúc Anh đổ rác.) Giải thích: Trong câu trước có “now” (bây giờ) nên câu sau động từ chia tiếp diễn Chủ ngữ “he” số nên dùng cấu trúc: He is + Ving => He is putting He cleans the house every day (Anh dọn dẹp nhà cửa ngày.) Giải thích:Trong câu có “every day” (mỗi ngày) nên động từ chia đơn Chủ ngữ “he” số nên động từ thêm “-s” => He cleans My sister can't any housework today She is studying for her exams (Hôm em gái làm việc nhà Em học cho kỳ thi mình.) Giải thích: Trong câu có “today” (hơm nay) nên động từ câu sau chia tiếp diễn Chủ ngữ “she” số nên ta dùng cấu trúc: She is + V-ing => She is studying My mother does the laundry twice a week (Mẹ giặt quần áo hai lần tuần.) Giải thích:Trong câu có “twice a week” (hai lần tuần) nên động từ chia đơn Chủ ngữ “my mother” (mẹ tơi) số TASK 2: COMPLETE THE PARAGRAPH Read the text and put the verbs in brackets in the present simple or present continuous * Teacher: - T asks Ss to look at Remember! box again to master the differences between Present simple and Present continuous - T asks Ss to work individually ** Ss as instructed *** Ss share their answers with a partner **** T check Ss’ answers and asks them to explain their choices (using the clues above) Read the text and put the verbs in brackets in the present simple or present continuous Mrs Lam is a housewife Every day, she (1 do) _ most of the house work She cooks, washes the clothes, and cleans the house But today is Mother's Day So Mrs Lam (2 not do) _ any housework At the moment, she (3 watch) _ her favourite TV programme Her children (4 do) _ the cooking and her husband (5 tidy up) _ the house Everybody (6 try) _ hard to make it a special day for Mrs Lam Key: does is not/isn’t doing is watching are doing is tidying up is trying Phương pháp giải: - Chúng ta sử dụng đơn để nói thói LÊTÚ 0984.870.778 P a g e 15 | 18 quen việc làm thường xuyên Cấu trúc: S + V(s/es) - Chúng ta sử dụng tiếp diễn để nói việc xảy thời điểm nói Cấu trúc: S + am / is / are + V-ing Key chi tiết Mrs Lam is a housewife Every day, she (1) does most of the house work She cooks, washes the clothes, and cleans the house But today is Mother's Day So Mrs Lam (2) isn’t doing any housework At the moment, she (3) is watching her favourite TV programme Her children (4) are doing the cooking and her husband (5) is tidying up the house Everybody (6) is trying hard to make it a special day for Mrs Lam Tạm dịch: Bà Lâm nội trợ Mỗi ngày, bà làm hầu hết công việc nhà Bà nấu ăn, giặt quần áo dọn dẹp nhà cửa Nhưng hơm Ngày Mẹ Vì bà Lâm không làm việc nhà Hiện tại, bà xem chương trình TV u thích Các bà nấu ăn chồng bà thu dọn nhà cửa Mọi người cố gắng để biến ngày trở thành ngày đặc biệt bà Lâm Giải thích: (1) Every day, she (1) does most of the house work (Mỗi ngày, bà làm hầu hết công việc nhà.) Trong câu có “every day” (mỗi ngày) nên động từ chia đơn Chủ ngữ “she” số nên động từ thêm “-es” => she does (2) But today is Mother's Day So Mrs Lam (2) isn’t doing any housework (Nhưng hơm Ngày Mẹ Vì bà Lâm khơng làm việc nhà.) Câu trước có “today” nên câu sau chia tiếp diễn Chủ ngữ “Mrs Lam” số nên dùng cấu trúc: S + is (n’t) + V-ing => Mrs Lam isn’t doing LÊTÚ 0984.870.778 P a g e 16 | 18 (3) At the moment, she (3) is watching her favourite TV programme (Hiện tại, bà xem chương trình TV u thích mình.) Trong câu có “at the moment” (hiện tại) nên động từ chia tiếp diễn Chủ ngữ “she” số nên ta dùng cấu trúc: she is + V-ing => she is watching (4) Her children (4) are doing the cooking … (Các bà nấu ăn …) Câu có ngữ cảnh với câu trước nên dùng tiếp diễn Chủ ngữ “children” số nhiều nên dùng cấu trúc: S + are + V-ing => her children are doing (5) … and her husband (5) is tidying up the house (… chồng bà thu dọn nhà cửa.) Vế liên kế với vế phía trước liên từ “and” nên chia tiếp diễn Chủ ngữ “he” số nên ta dùng cấu trúc: he is + V-ing => he is tidying up (6) Everybody (6) is trying hard to make it a special day for Mrs Lam (Mọi người cố gắng để biến ngày trở thành ngày đặc biệt bà Lâm.) Câu liên kết với câu trước nên có ngữ cảnh động từ chia tiếp diễn Chủ ngữ “everybody” số nên ta dùng cấu trúc: S + is + V-ing => everybody is trying WRAP-UP & HOME WORK (2’) To help students memorise the target language and skills that they have learnt WRAP-UP * T asks: What have you learnt today? - consonant blends /br/, /kr/, and /tr/ - some lexical items about household chores; - present simple vs present continuous HOMEWORK - Exercises in the workbook - Prepare for lesson Unit ========================= LÊTÚ 0984.870.778 P a g e 17 | 18 THẦY CÔ CẦN GIÁO ÁN FILE WORD 5512 GLOBAL SUCCESS 10,3,6,7 TRỌN BỘ IB EM Ở ZALO 0984.870.778 LÊTÚ 0984.870.778 P a g e 18 | 18 ... ========================= LÊTÚ 0984.870.778 P a g e 17 | 18 THẦY CÔ CẦN GIÁO ÁN FILE WORD 5512 GLOBAL SUCCESS 10, 3,6,7 TRỌN BỘ IB EM Ở ZALO 0984.870.778 LÊTÚ 0984.870.778 P a g e 18 | 18 ... of communication to one another 3/ New English 10 text book: - How many units are there in English text book? - What are they about? There are 10 main units in the Student's Book Each unit has... computers use program in English ¾ of all international correspondence is in English 3/ English 10 has 10 Units - T_Ss - Each unit has lessons - SECTION 5: LISTENING The listening activity follows