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

Giáo án tiếng văn 10 Unit : A day in the life of 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: Teacher’s activities Students’ activities Notes Warm-up: (5 minutes) - Lead out the hand out and - Open the book introduce how to put the - Listen name of the job on its place teacher to the teacher - at the doctor blackboard and put worker two words together seller 1.b 2.c Look 3.e 4.a farmer - Ask 5.d students some questions Where does a teacher work? - Where does a worker questions: work? Where He does a Answer works in a in a farmer school work? He works factory - Let students understand He works in the more about the life of a field farmer, today we learn Unit 1- part A: Reading - Listen to the teacher and open Before you read : (7 the book – Unit 1, minutes) part A: reading - Ask students to use the suggestion in their books to work in pairs - Ask - Look at the book, and answer listen to the teacher questions about your daily and work in pairs: routine *A: What time - Listen to students and you often get up? correct pronunciation and B: I often get up at grammar if necessary six *C: What you often in the evening? D: I often my - Ask students to look at home work watch T.V the picture in the book and - Show students to know about farmers’ - Look at the daily routine picture - Listen to the to the While you read : (23 teacher minutes) - Ask students to look through the passage and read in silence - Help students read the passage - Listen teacher then read - Explain pronunciation and the passages meaning of new words - Ask some new which appear in the passage words if necessary Task : (3 minutes) - Ask students to choose the option A, B or C that best suits the meaning of the italicized words - Keep the book open - Let students work - individual or in groups - Help Listen teacher to the then if task students necessary - Ask the teacher if Keys: necessary 1C; 2C; 3A; 4A - Work individual or in group - Write down in the notebook Task 2: (4 minutes) - Ask students to answer the following questions - Ask students look through the passages then - Listen to the teacher try to answer the questions - Try to answer the questions in right way - Practice with a - Let them work in pairs - Help students if partner then write necessary (the them down in the answers in the note books passage) - Ask the teacher if Task 3: (6 minutes) necessary - Ask students to scan the passage and make brief - Listen to the note about Mr Vy and Mrs teacher and make a Tuyet’s daily routines - Walk classroom round and brief note about Mr and the Vy correct Tuyet’s Mrs daily routines mistakes 4.30: alarm goes off After you read: (8 minutes) - Ask students to close their books 5.15: leaves the house 5.30: arrives the field - Ask them to talk about Mr Vy and Mrs Tuyet’s - Listen daily routines or their teacher parents’ daily routines to the - Try to talk about - Listen to students and Mr Vy and Mrs correct mistakes Tuyet’s daily routines Home work: (2 minutes) - The students who - Ask students to write a are called to stand passage about a farmer’s up to talk loudly daily routines (80 words) - Ask students to are intelligent ones Reading exercise of Unit in workbook and prepare - Listen to the Part B : Speaking at home teacher and write down homework *** Date:……… Period…… Unit : A day in the life of Lesson 2: 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: Teacher’s activities Students’ Notes activities Warm-up: (5 minutes) - Ask students to keep book close Keep books close - Write on the board names - Listen to the of ten subjects which are teacher learnt in secondary school: - Look at the Civic education board and try to Unit : A day in the life of Lesson 4: 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: Integrated, mainly communicative III Teaching aids: Student’s book, notebook, some pictures showing flying accidents of hotel fires IV Procedure: Teacher’s activities Students’ Notes activities Warm-up: (5 minutes) - Ask students to keep - Keep book close book close - Ask - Listen to the students following questions: some teacher and answer the Have you ever heard a questions frightening story? Yes, I have When and where did it It happened happen? when I was young How did you feel? - It happened in - Check and explain them my neighborhood to the class: - It made me There are a lot of accidents frightened in our lives, to understand - Listen to the them we learn part Writing teacher and open the Pre-writing: (10 minutes) books - Ask student to read the narrative in task - Explain some new words - Read the - Ask students to look narrative through the passage again - Ask the teacher and find all the verbs that if necessary are used in the past simple and the connectors (time expression) - Look through the passage again and find all the verbs that used in - Let them work in groups the past simple - Walk around, check and and the help students connectors - Explain to students to use - Work in groups the simple past to rewrite a Key: stared; was; story arrived; got; took off; began; thought; told; were seemed; realized; were; screamed; thought; felt; announced; was; were; landed; was; While-writing: minutes) (18 at first; then; just then; a few Task minutes later; one hour later - 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 beginning just 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 Task live - Ask students to keep - Ask them to use the prompts to build up a narrative about a hotel fire - Let students individually C: identify book open Student the conclusion of the story: everything was all right, we work landed safely - Listen to the - Walk round and help teacher students - Use the prompts to build up a narrative about a hotel fire (work individually) Post-writing: (10 minutes) - Listen to the - Give suggestions and teacher corrections - Finish the - Ask students to read narrative another’s narrative - Read a narrative - Ask some students to of one classmate read loudly their narratives - Some students - Correct mistakes and read loudly their mark products in front of the class Homework: (2 minutes) - Ask students to part writing of Unit in the - Listen to the student’s work book and teacher and write prepare Focus part Language down homework *** Date:……… Period…… Unit 1: A day in the life of Lesson 5: 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: Integrated, mainly communicative III Teaching aids: Student’s book, pictures showing some activities (fishing, reading, going on a boat…) IV Procedure: Teacher’s activities Students’ activities Warm-up: (5 minutes) - Ask students to keep - Keep book close book close - Listen to the Notes - Give the picture that has teacher a sheep on the ship - Ask students to complete - Look at the the sentence: picture and I see a … on the… complete the - Ask students to speak the sentence: sentence loudly I see a sheep on a - Let students to get their ship 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 - Look at : Listen *Listen and repeat: - Read loudly then ask and Repeat students to repeat - - Introduce: /I/ - /i:/ words in chorus - Correct pronunciation for Repeat the then individual the students * Practice these sentences - Read loudly the sentences - Look at Practice the sentences - Ask students to repeat - Listen to the teacher then repeat in chorus - Correct pronunciation for then individual students - Listen to the Grammar and teacher vocabulary:(4 minutes) - 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 - Listen to the teacher and exercise Key: 1.is – 2.fish – 3.worry – 4.are Exercise – 5.catch – 6.am - Introduce how to it – 7.catch - 8.go – - Let them work in pairs 9.give up 10.says – - Walk round, check and give mark – 11 realize – 12.am - Listen to the teacher and exercise Exercise (8 minutes) Eg: - Introduce Exercise to He usually gets up students and explain how early to it She is never late - Ask students to it 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 done2.cooked–3.were 4.smelt–5.told6.sang–7.began– - Ask students to it 8.felt–9.putout- - Let them work 10.crept– individually 11.slept– - Walk round and help 12.woke–13.was– 14.leapt– them - Check, correct mistakes, 15.hurried– 16.found– give reasons and mark 17.wound– 18.flowed - Listen to the teacher and write Homework: (2 minutes) Ask students to Part Language Focus and prepare part Reading of Unit at home down -*** - ... learn Unit 1- part A: Reading - Listen to the teacher and open Before you read : (7 the book – Unit 1, minutes) part A: reading - Ask students to use the suggestion in their books to work in pairs... read the passage - Listen teacher then read - Explain pronunciation and the passages meaning of new words - Ask some new which appear in the passage words if necessary Task : (3 minutes) - Ask... open the Pre-writing: (10 minutes) books - Ask student to read the narrative in task - Explain some new words - Read the - Ask students to look narrative through the passage again - Ask the teacher