Giáo án Tiếng anh lớp 10 trọn bộ

Giáo án Tiếng anh trọn bộ

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- General knowledge : Students should know how to do their daily activities

effectively and be in love with their work.

- Language : - Sts can learn some new words related to farming , the daily activities

- Sts can read for gist and for information and summarize the content of

the reading.

3- Skills : reading for gist, reading for details.

II Teaching method: integrate, mainly communicative approach

III Teaching aids: textbooks, pictures, handouts, reference books,

IV Procedures:

Teacher’s activities Students’ activities

Warm-up: 4’

 Stick the picture of the farmer on the bb and

ask Sts about it.

 What is his job?

 Where does he work?

 Can you tell me what a farmer usually does

 Look at it and answer the questions

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* Brain-storming:

Get up go to the field

DAILY ACTIVITIES OF A FARMER

* Introduce the new lesson

 Speak out the answers

Pre- reading: 7’

- pre-teach new words:

o Lead the buffalo to the field:

- Ask Sts to read the new words and write down

- Deliver the handouts to Ss

Handout

leading the buffalo to the field, singing karaoke, doing

homework , ploughing and harrowing, transplanting,

teaching English , pumping water into the land, getting

up early, preparing lesson plan, chatting with friends,

drinking tea.

- Ask Ss to look at the hand out

- Guess the words and give their meanings by looking at the pictures:

o Lead the buffalo to the field:

o Plough (v) (n):turn up the soil (cày)

o Harrow (v), (n):break the soil(bừa)

o Pump water (v) : bơm nước

o Transplant (v):grow rice ( cấy)

o Peasant (n) :nông dân

- Take notes

- Get the handout

- Look at the hand out

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- Read the activities and ask Ss to repeat

- Ask Ss to pick out some activities which

farmers usually do.

- Ask Ss to give their chosen ones

- Check the information chosen by the groups in

front of the class.

- Give feedback

- Repeat them after teacher

- Do the task: Ss work in groups and choose some

- The representatives of some groups present their information.

Suggested answers

(Ss’ answers may vary) leading the buffalo to the field,ploughing and harrowing, transplanting, pumping water into the land, getting up early,chatting with friends, drinking tea.

While-reading: 25’

- Ask Ss to read the text

- Ask Ss to work in groups to check the

- Run through the requirement

- Ask Ss to do the task in pairs

- Monitor class

- Ask Ss to say their chosen answers.

- Read the passage silently and quickly.

- Work in groups and get the correct information for their choices

- Give their answers

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- Give feedback

Activity 2.(Task 3)

- Explain the instruction

- Ask Ss to work in groups

- Ask Ss to scan the passage again and get the

information to fill in the chart.

- Entrust each group with a specific task.

- Ask Ss to give their answers

- Show the posters with their answers.

In the morning

4:30: the alarm goes off and Mr Vy gets up, goes down the kitchen, boils water for tea, drinks tea, has quick breakfast, leads buffalo to field 5:15: leaves house

5:30: arrives in the field, ploughs and harrows

7:45: takes a break 10:30: goes home 11:30: has lunch with family

In the afternoon

2:30pm: Mr Vy and Mrs Tuyet go

to the field again, repair the banks of

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- Give feedback

Activity 3.(Task 2)

- Ask Ss to tell what they are going to do in task 2.

- Run through the questions in task 2

- Ask Ss to reread the passage and answer them in

groups

- Go around and monitor.

- Ask some pairs to practice in front of class.

into the plot of land She does transplanting.

6:00pm: finish work 7:00pm: have dinner

After dinner

Watch TV, go to bed Sometimes visit neighbours, chat with them.

- Listen to the teacher

- Reread the passage

- Work in pairs

- Answer the questions

- Practice in pairs (one asks; another answers)

Suggested answers:

1 He’s a peasant/ farmer.

2 He gets up at 4:30 and then goes down the kitchen to boil some water for his morning tea.

3 In the morning, he ploughs and harrows his plot of land, drinks tea, and smokes tobacco during his break.

4 In the afternoon, thay repair the banks of the plot of land Mr Vy pumps water into it and his wife does the transplanting.

5 Yes, they are Because they lovfe working and they love their children.

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- Give feedback

Post reading: 7’

- Ask Ss to work in groups and talk about Mr Vy

and Mrs Tuyet’s daily routines

- Ask the representatives of some groups to

present their talks in front of the class.

- Comment Ss’ presentation/Give feedback

- Work in groups

- Present them individually

Homework: 2’

- Ask Sts to write a short passage about Mr Vy

and Mrs Tuyet’s daily routines.

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Unit one

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A DAY IN THE LIFE OF ………

Time: 45 minutes

I Objectives

1- Educational aim : By the end of the lesson , the Ss will be able to understand farmers'

activities and talk about the daily routines and the love of the work

2- Knowledge :

- General knowledge : Students should know how to do their daily activities

effectively and be in love with their work.

- Language :

+ Ss can learn some new words related to farming , the daily activities …

+ Ss can read for gist and for information and summarize the content of the

reading.

3- Skills : asking for and giving information from a timtable; taking about daily

activities

II Teaching aids: Text books, handouts, posters, ect.

III Teaching method: integrate, mainly communicative approach.

IV Procedures:

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- Show a poster:

M .ture ics Ch

logy ish Geo His…

- Ask pupils to work in groups, write the

subjects, and then read them.

History

- Listen and repeat

Pre – speaking: 10’

Task 1:

- Remind pupils of the way to tell time by

giving them some handouts, then ask

them to match a number in column A

with suitable expressions in column B:

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- Ask Ss to work in pairs to do the task

- Go around and monitor class

- Ask Ss to go to the board to do the

task as directed

- Give feedback

- Ask pupils some questions about

their real lives:

+ What time is it ? = What is the

time?

+ What time do you get up ?

+ What time do you go to school ?

+ What do you do at … ?

- Give pupils clear instructions and

model conversations:

A: What time does Quan have a Civic

Education lesson on Monday ?

B: (He has a ) at 7: 15 a.m.

A: What lesson does Quan have at 7:15 a.m

on Monday ?

B: (He has) a Civic Education lesson at 7:15.

(Teacher & pupils – Pupils & Pupils)

- Ask Ss to work in pairs to practice

Suggested answers:

1.h 2.d 3.c 4.b 5.a 6.e 7.g

- Correct the mistakes

- Listen and answer + It’s

+ I usually get up at

+

- Look at task 1 page 14, 15

- Practise the conversation with other subjects and time-points.in pairs

- Present in front of class

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- Ask pupils to look at the pictures and

make a sentence to describe each

picture in groups

- Go around and help pupils

- Ask some students to speak in front

Post-speaking: 10’

Task 3:

- Give pupils some cues by asking

quetions

“ what do you usually do at …………?”

- Ask pupils to work in groups and talk

about their daily routines

- Ask some students to tell their daily

activities in front of the class, and

other pupils will ask some

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- Comment Ss’ presentation/ Give feedback

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Period:……… Listening

I Objectives:

1 Educational aim: By the end of the lesson , the Ss will be able to understand

farmers' activities and talk about the daily routines and the

love of the work

2 Knowledge

- General knowledge: Ss can be able to know about activities of a cyclo

driver.

- Language: New words related to activities of a cyclo driver.

3 Skills: Listening for gist, listening for details , speaking.

II Teaching aids: Text books, handouts, posters, cassette, ect.

III Teaching method: integrate, mainly communicative approach.

VI Procedures:

Warm up: 5’

- Stick the poster on the board

- Ask Ss to look at the poster and read the

instruction

- Get Ss to work in pairs to supply activities of a cyclo

driver

- Get Ss to go to the board to do the task

- Look at the poster

-Work in pairs to do the task(listing activities)

- Go to the board to do the task as directed

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- Give feedback

Pick the passengers up take the passengers to

- Introduce the new lesson

Pre-listening: 10’

- Ask Ss to look at the task in Before you listen

- Explain some new words if necessary

- Asks Ss to discuss the following questions in pairs

a Have you ever traveled by cyclo?

b When was it?

c Is it interesting to travel by cyclo?

d Which do you prefer, going by bicycle or

Ex: I live in Mo cay -.

Drop (v): to stop so that someone can get out

of the car (explanation)

Passenger (n): (picture)

- Listen

- Look at the task

- Discuss and answer the questions in pairs

d I prefer going by cyclo because

- Present in front of class what they have discussed

- Copy these words

Cyclo driver

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Pedal (v): (action)

Purchase (n): (synonym)

- Read these new words

- Read new words listed in the textbook again

- Leads Ss to the reading text

- Has Ss discuss the activities in the pictures and

predict the numbers of the pictures in groups

While-listening: 20’

+ Task1 :

- Get Ss to read the instruction of the task

- Explain new words if necessary

- Let them listen to Mr Lam’s talk about his

morning activities and check their predictions

- Check Ss’ answers

+ Task2:

- Get Ss to read the instruction

- Has Ss work in pairs and predict the statements (T/F)

- Asks Ss to listen to Mr Lam’s talk and check their

predictions

- Checks Ss’ answers and let them listen again

Post-listening: 8’

- Repeat

- Work in groups and supply the

numbers of the pictures

- Listen and check their predicted answers.

a.3 b.5 c.4 d.6 e.1 f.2

- Read the instruction

- Read the statements and predict the answers.

- Listen and give the answers

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questions about Mr.Lam’ activities, using the cues below,

and then retell his story to the class.

- Call some pairs to present their practice

- Remark and give marks

Homework: 2’

- Ask ss to write a paragraph (80 to 100 words) about their

father’s daily activities

1.F 2.T 3.F 4.F 5.F 6.F

- Work in pairs and do the last task

1 What’s his name?

2 What’s his job?

3 What time does he start work

………

- Conduct their presentation

- Do the writing task at home

1 Educational aim: By the end of the lesson, Ss will be able to understand the life of people and

know the experience of life.

2 Knowledge :

- General knowledge: Students will be able to write a narrative ( a story about the

fire)

-Language: Words related to story telling

3 Skills : writing and speaking

II - Teaching aids : Pictures, posters, newspapers, textbooks

III Teaching method : Communicative approach

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Teacher’s activities Students’ activities

Warm-up : 3’

Game: Magic Hat

- Explain the rule of game and ask students to sit in

groups and play the game

- Give some cues “In our life, we often use it to tell

someone about something that happened to us This

word has five letters ”, ………

- Introduce the new lesson

Pre – writing: 17’

- Ask Ss some questions

a Have you ever heard a frightening story?

b When / where did it happen?

c How did you feel about that?

+ Task 1

- Ask students to open books and do the 1st task in

group of four.

- Go around and give help if necessary

- Look at the poster and do as directed

b last year / lastweek/ lastmonth / etc

c I felt frightened / horrified

Open their books and find all the verbs that are used in the past simple and the connectors.

- Work in groups

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- Ask some Ss to tell the answers.

- Give feedback

Ask students about the tense used in the story and

revise the uses of the past simple

- Ask students some questions about the structure

of a narrative and teach them how to write it

- Pre- teach vocabulary:

announce ( v) : explanation

 dip (v) : mine

 fasten (v) mine

 stare death in the face : Vietnamese meaning

- Explain to Ss the format of a

narrative : the events, the climax, and the

conclusion.

+ Task 2

- Have students read the passage on page 18 to find the

events, the climax and the conclusion of the story

- Ask Ss to work in groups

- Walk around the class and offer ideas and

comments when students need help Then some

groups at random to tell about their work in

front of class the class

+ Answer the questions.

A narrative is written in past tense It contain some events which follow the time oder.

- Read the words after teacher

- Listen and copy down

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While – writing: 15’

+ Task 3

- Ask Ss to read the passage in the textbook

- Have students do the task after having given

clear instructions and the context of the

passage

“this narrative tells about a hotel fire which

happened last year”

- Walk around the class and offer ideas and

comments when students need help

- Ask students to write on a poster

Post - writing: 10’

- Conduct the correction

- Ask some students to stick their posters on the

board

- Ask others to read and give comment

- Give feedback

Homework

Write the passage more carefully at home

Prepare for Language Focus

- Open the books

- Read the text

- Work in groups

- Present their writing on posters

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- Give the remark

- Take notes

Last year, I spent my summer holidays at a seaside town The hotel was modern and comfortable I had a wonderful holiday until the fire.

It was Saturday evening and everybody was sitting in the discotheque (which was) on the ground floor It was crowded with people They were dancing and smiling happily Suddenly we smelt smoke Then black smoke began to fill the room Everybody started to scream in panic People ran toward the fire exits Outdoor was blocked Many people began coughing and choking Then, just as we thought we had only minutes to live, the fire brigade arrived Firemen fought 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

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Unit one

I - Objectives :

1 Educational aim: By the end of the lesson, the students will be able to know

their useful pastime in the life.

2 Knowledge :

General knowledge: - Identify and practice pronouncing well / I/ , / i: /

- Use the correct tenses : simple present tense, simple

past tense

- Understand adverbs of frequency

Language : Words related to daily activities

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II - Teaching method : Communicative approach

III - Teaching aids : Pictures, posters, reference books, etc

IV - Procedures :

A Pronunciation: 15’

1/ pre-task

- Ask Ss to close their books

- Use a picture (a sheep and a ship), show the

picture and ask : “what’s this ?”

- Ask them to listen and repeat the words“ship”

and “ sheep”

- Introduce sounds

- Teach Ss how to pronounce the sounds

/i:/ is a long sound

/i:/: open your mouth very little to make the sound /i:/

/I/ is a short sound.

/I/: open your mouth a little more

2/ While - teaching task:

Listen and repeat

- Ask Ss to open their book

- Play the tape and ask Ss to repeat.

- Ask some Ss to repeat the sounds clearly to

- Close their books

- Look at the picture and answer the questions

- Listen and repeat

- Look at the teacher and imitate the way to pronounce the sounds

- Open their books

- Listen to the tape and repeat after speaker

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class.

- Give feedback

Practise the sentences

- Ask Ss to work in pairs and practice speaking

the sentences.

- Go around and give help

- Get some Ss to read the sentences

+ How do you go to school today?

+ How do you usually go to school

everyday?

+ Do you often get up early?

- Ask students the ways of using the simple

present and the adverbs of frequency”

+ When do we use this tense?

- Read the words loudly

- Practise the sentences in pairs

- Make two sentences

For example:

I like eating a lot of meat His teacher hit him on the fingers.

- Listen and answer

- I go to school by bicycle today.

- I usually go to school by bicycle

- I always get up early.

- Discuss in pairs and answer the questions.

+ We use the simple present when we say how

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+ What adverbs of frequency does it go with?”

+ What are the positions of adverb of

- Ask Ss to exchange the paper to compare the

answers.

- Ask some Ss to tell the answers

- Conduct correction

Exercise 2

- Ask Ss to do exercise 2 in pairs

- Ask Ss to tell the answers.

- Give feedback

often we do things.

+ The adverbs of frequency:always, usually, normally, often, sometimes, never.

+ Before ordinary verbs and after to be

- Listen and copy down

- Open their books and work individually and then compare with his partner

- Compare their answers with their partners

- Give their answers

9 give up 10 says 11 realize 12 am

Exercise 2: The answers may vary depending on Ss’ choice

- Take notes

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Exercises 3

- Ask Ss to identify the error in this sentence

Ex: She gives that book to me yesterday.

A B C D

- Ask students the ways of using the simple past

- Give conclusion of how to use the simple past tense

- Ask Ss to do the task in pairs

- Ask some Ss to write the answer on the board

- Conduct correction

- Give feedback

Consolidation / Post- task

- Ask Ss to write 2 sentences using adverbs of

frequency

- Give feedback

- Ask Ss to work in groups to do the Matching

Answer the question :

- We use the past simple tense to describe a completed action or situation in the past.

1 was done 2 cooked 3 were 4 smelt

5 told 6 sang 7 began 8 felt

9 put out 10 crept 11 slept 12 woke

13 was 14 leapt 15 hurried 16 found

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task

1.Where do you live?

2.Whom did you meet

at the party last night?

3.Why were you absent

from class yesterday?

4.What do you often do

in your free time?

a I often read books.

b because my mother was ill.

+ Do the task again in their notebooks

+ Prepare the Unit two

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results.

2- Knowledge:

General knowledge: Ss learn how to talk about their school.

Language : Words related to school and school problems.

3- Skills: Reading for exact information, passage comprehension

II Teaching method: Integrated, mainly communicative.

III Teaching aids: textbook, poster.

IV Procedures:

Check old lesson: 5’ (Poster)

Supply the correct Present Simple and

Past Simple form of the verbs in brackets.

Nien …(1)… (be) Hoa’s next-door neighbor

in Hue She …(2)… (be) very beautiful She

…(3)… (have) big brown eyes and a lovely

smile Last week, she …(4)… (go) to Hanoi

to visit Hoa They …(5)… (travel) around the

city and …(6)… (see) a lot of interesting

places Nien …(7)… (think) Hanoi …(8) (be)

beautiful but so noisy and busy, so she …(9)

(not like) to live here.

- Ask 2 or 3 Sts to pick out sheets of paper

and do the exercise And the rest of students

copy the exercise into their exercise

- Write their answers on the board.

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Before you read: 10’

- Ask Ss to open their book to look at the

question in their book

- Asks Ss to work in pairs and discuss this

question:

“When you meet your friends, which of the

following topics do you often talk about ?”

- Asks SS to go to give their answers.

- Give feedback.

- Introduce new lesson

- Pre- teach vocabulary.

- Ask Ss to copy all down

While you read: 20’

+ Task 1:

1 was 2 is 3 has

4 went 5 traveled 6 saw

7 thinks 8 is 9 doesn’t like

- Open their book and look at the question

- Work in pairs and discuss the question

- Give the answers (Ss’ answers may vary ………)

- Listen

- Listen and guess the words

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- Ask Ss to open their book

- Ask Ss to read the instruction of task 1

- Ask Sts to do the task individually.

-Ask Sts to compare their answers with

friends.

- Ask Sts to speak out their answers to class.

- Ask Sts to report their answers to class in

random (one reads the information and one

gives the name).

- Give feedback.

- Read chorally

- Copy down

- Open their book

- Do the task individually.

- Compare their answers with friends.

- Speak out their answers to class.

1 enjoy 2 traffic 3 worry

4 crowed 5 language

- Read the reading text and do the task in pairs.

- Report their answers.

- Take notes

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+ Task 3

- Ask Sts to keep on working in pairs to do

the task.

- Go around to monitor and help Sts.

- Ask Sts to practise asking and answering in

open-pairs.

- Ask Sts to go to the board to write their

answers.

- Give feedback

- Help Ss to correct mistakes if necessary.

After you read : 8’

- Ask Sts to work in groups Choose one of

three topics in textbook to talk about.

- Ask 1 or 2 representatives to report their

discussion to class, and then go to the board

to write their answers

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