Giáo án tiếng anh 10: Unit 1 : A day in the life of... Reading doc

- Ask students to use the suggestion in their books to work in pairs - Ask and answer questions about your daily routine - Listen to students and correct pronunciation and grammar if nec

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Giáo án t ếng văn 10

Unit 1 : A day in the life of

Reading Time: 45 minutes

I Objectives:

1 Educational aim: Students should know what a

farmer’s day of work is and sympathize with farmers’ everyday work

2 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

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3 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:

Warm-up: (5 minutes)

- Lead out the hand out and

introduce how to put the

name of the job on its place

- Look at the blackboard and put two words together 1.b 2.c 3.e 4.a

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- Let students understand

more about the life of a

farmer, today we learn

Unit 1- part A: Reading

Before you read : (7

He works in a factory

He works in the field

- Listen to the teacher and open the book – Unit 1, part A: reading

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- Ask students to use the

suggestion in their books

to work in pairs

- Ask and answer

questions about your daily

routine

- Listen to students and

correct pronunciation and

grammar if necessary

- Ask students to look at

the picture in the book

- Show students to know

about farmers’

- Look at the book, listen to the teacher and work in pairs:

*A: What time do you often get up? B: I often get up at six

*C: What do you often do in the evening?

D: I often do my home work and watch T.V

- Look at the

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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 new words

which appear in the passage

Task 1 : (3 minutes)

- Ask students to choose

the option A, B or C that

best suits the meaning of

the italicized words

picture

- Listen to the teacher

- Listen to the teacher then read the passages

- Ask some new words if necessary

- Keep the book open

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- Let students work

- Ask students to answer

the following questions

- Ask students look

through the passages then

try to answer the questions

in right way

- Let them work in pairs

- Help students if

- Listen to the teacher then do task 1

- Ask the teacher if necessary

- Try to answer the questions

- Practice with a partner then write

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necessary

(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

Vy and Mrs Tuyet’s daily routines

4.30: alarm goes off

5.15: leaves the house

5.30: arrives the field

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- Ask them to talk about

Mr Vy and Mrs Tuyet’s

daily routines or their

parents’ daily routines

correct mistakes

Home work: (2 minutes)

- Ask students to write a

passage about a farmer’s

daily routines (80 words)

- Ask students to do

Reading exercise of Unit 1

in workbook and prepare

Part B : Speaking at home

- 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 the teacher and write down homework

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I Objectives:

1 Educational aim: Students should know how to

spend their daily time

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- New words: words related to students’ daily activities

3 Skills: talking about daily activities

II Method: integrated, mainly communicative

III Teaching aids: pictures

- Write on the board names

of ten subjects which are

learnt in secondary school:

1 Civic education

- Keep books close

- Look at the board and try to

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- Ask students to repeat

- The winners who repeat

most

- Give marks

- Tell students to

understand more about

students’ daily activities

remember names

of ten subjects

- Try to repeat from memory

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(We learn Unit 1, part-

speaking)

Pre-speaking : (12

minutes)

Task 1

- Ask students to ask and

answer about Quan’s

weekly timetable using the

information from the

timetable

correct mistakes

- Look at student’s book

- 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

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While-speaking : (15

minutes)

Task 2

- Ask students to talk about

Quan’s activities, using the

pictures in Task 2

- Let them work in groups

- Walk round and help

them

- Ask some students to

stand up to talk again

loudly

- Listen and correct

Tuesday

A: What lesson does Quan have

at 8.55 on Monday?

B: He has maths

at 8.55 on Monday

- Open the books

- Do task 2 in groups

A: Quan gets up

at 14.00 B: He does his homework at

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- Ask students to tell the

classmates about their

daily rountine

them

stand up and tell loudly

mistakes

14.15 C: He watches T.V at 16.30

- Close the books

- Do task 3

- Work in groups

- The students are called stand up and tell loudly A: Everyday, I get up at 5.30, I have breakfast at

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Homework: (3 minutes)

passage about their daily

routine (50 words)

- Ask students to prepare

Part C- Listening and do

homework

6.00 and go to school at 6.30

- Write down the homework

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Lesson 3: listening Time: 45 minutes

I Objectives:

1 Educational aim: Students should know about a

working-day of a cyclo driver and sympthize with him

2 Knowledge:

- General knowledge: Students learn more about traffic, a cyclo driver’s activities

- New words: Words related to traffic activities

3 Skills: - Listening and numbering pictures

- Listening and deciding on True or False statements

II Method: Intergrated, mainly communicative

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III Teaching aids: Student’s book, pictures showing

a cyclo driver’s activities, tape and cassette player

- Ask students to arrange

those letters in right orders

- Close the books

- Work in groups

Key:cyclo-driver-foodstall

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passenger Check some students and

- If you want to know

more details about daily

activities of a cyclo driver,

we will go to Unit 1- part

Listening

Pre-listening: (7 minutes)

- Listen to the teacher and answer the question:

He is a cyclo driver

- Listen to the teacher and open textbooks

- Look at the books

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the part: Before listening

and make questions

- Walk round, listen and

help students

- Read loudly the words:

distric; routine; office;

drop; passenger; ride pedal;

purchases parkl foodstall

cyclo?

B: Yes, it is

- Repeat loudly the words and try

to remember them

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loudly the words

- Listen and check

pronunciation

While-listening: (20

minutes)

Task 1

the pictures about some

activities of Mr Lam, a

cyclo driver

- Let them describe the

pictures

- Read loudly or turn on

the tapescript three times

- Ask students to number

- Keep book open

- Look at the pictures in task 1

- Describe the pictures

- Listen to the tapescript and number the pictures

Key: a.3, b.5, c.4,

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the pictures

- Help them if necessary

Task 2

through the sentences in

task 2

- 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

- Read the sentences in task

2 and try to understand them

- Listen to the tapescript again and decide the statements that are T or F then explain them

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minutes)

- Ask students to open the

books

- Ask them to ask and

answer questions about Mr

Lam’s activities, using the

cues below

students

stand up and retell Mr

Lam’s story to the class

mistakes

- Open the books

- Ask and answer about Mr Lam

name?

B: His name is Lam

job?

B: He’s a cyclo driver

- The students who are called stand up and retell Mr Lam’s story to the class:

Mr Lam is a cyclo

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story about Mr Lam

- Remember them to

prepare Part- Writing at

home

driver in HCM city He usually

working day He gets up at 5.30

…

-Listen to the teacher and write down homework

-*** -

Date:………

Period……

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Unit 1 : A day in the life of

Lesson 4: writing Time: 45 minutes

I Objectives:

1 Educational aim: Students should identify the

events

2 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

3 Skills: Writing a narrative

III Teaching aids: Student’s book, notebook, some

pictures showing flying accidents of hotel fires

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3 How did you feel?

- Check and explain them

to the class:

- Keep book close

- Listen to the teacher and answer the questions

1 Yes, I have

2 It happened when I was young

- It happened in

my neighborhood

- It made me

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There are a lot of accidents

in our lives, to understand

them we learn part Writing

Pre-writing: (10 minutes)

- Ask student to read the

narrative in task 1

- Explain some new words

through the passage again

and find all the verbs that

are used in the past simple

and the connectors (time

expression)

- Walk around, check and

frightened

and open the books

- Read the narrative

- Ask the teacher

if necessary

- Look through the passage again and find all the verbs that used in the past simple

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help students

- Explain to students to use

the simple past to rewrite a

story

While-writing: (18

minutes)

Task 2

- Ask students to do task 2

connectors

- Work in groups

Key: stared; was;

arrived; got; took off; began; thought; were told; seemed; realized; were; screamed;

thought; felt; announced; was; were; landed; was;

at first; then; just then; a few minutes later; one hour later

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- Go round, check and help

students

- Do task 2 in groups

Student A: identify the events: got on plane; plane took off; hostesses

beginning to serve lunch when plane began to shake; plane seemed to clip; people screamed

in panic Student B:

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narrative about a hotel fire

- Let students work

individually

students

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

- Use the prompts

to build up a narrative about a hotel fire (work individually)

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read loudly their narratives

- Correct mistakes and

mark

- Ask students to do part

writing of Unit 1 in the

student’s work book and

prepare part Language

Focus

- Finish the narrative

- Read a narrative

of one classmate

- Some students read loudly their products in front

of the class

- Listen to the teacher and write down homework

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-*** -

Date:………

Period……

Unit 1: A day in the life of

Lesson 5: language focus Time: 45 minutes

I Objectives:

1 Educational aim: Students should describe

someone’s daily activities or write a narrative

2 Knowledge:

- General knowledge: Students learn how to write a

passage about someone’s hobby or a narrative

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- 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:/

3 Skills: Writing a passage about someone’s hobby

III Teaching aids: Student’s book, pictures showing

some activities (fishing, reading, going

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- Give the picture that has

a sheep on the ship

- Ask students to complete

their books then introduce

to them

teacher

- Look at the picture and complete the sentence:

I see a sheep on a ship

- Open the books

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*Listen and repeat:

- Read loudly then ask

students to repeat

- Introduce: /I/ - /i:/

- Correct pronunciation for

the students

* Practice these sentences

- Read the sentences

loudly

- Correct pronunciation for

students

- Look at : Listen and Repeat

- Repeat the words in chorus then individual

- Look at Practice the sentences

- Listen to the teacher then repeat in chorus then individual

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present simple, past simple

and adverbs of frequency

Exercise 1: (8 minutes)

- Ask students to do

Exercise 1

- Introduce how to do it

- Walk round, check and

give mark

- Listen to the teacher and do exercise 1

Key: 1.is – 2.fish

– 3.worry – 4.are – 5.catch – 6.am – 7.catch - 8.go – 9.give up – 10.says – 11 realize – 12.am

- Listen to the

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Eg:

He usually gets up early

She is never late for school

- Listen to the teacher and do exercise 3

Key: 1.was

done-2.cooked–3.were 4.smelt–5.told- 6.sang–7.began– 8.felt–9.putout-

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- Let them work

individually

them

- Check, correct mistakes,

give reasons and mark

Ask students to do Part

Language Focus and

prepare part Reading of

Unit 2 at home

10.crept–

11.slept–

12.woke–13.was– 14.leapt–

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-*** -

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