Giáo án tiếng anh lớp 10 cả năm_bộ 3

Date of preparing: 1/8/2013 Week: 1 Period: 3 LESSON 1: READING I. AIMS: Training Ss to improve reading skillS: guessing meaning in context, scanning for specific information and reading to get information about daily routine of farmers. II. OBJECTIVES: By the end of this lesson, students will be able to read better through Multiple choice and questioning exercises. III. TEACHING AIDS: textbooks and handouts… IV. PROCEDURE: Stages & Content T’s activities Ss’ activities A.WARM – UP: Matching A B 1. a teacher a. does homework 2. a doctor b. works in the field 3. a student c. delivers letters 4. a postman d. looks after patients 5. a farmer e. gives lessons Questions: T : What does a teacher do? S1 : He gives lessons. T : What does a doctor do? S2 : He looks after patients. T : What does a farmer do? S5 : He works in the field. - Ask sts to close their books - Deliver handouts, and ask sts to match a noun in column A with a phrase in column B. - Ask ss to match quickly in one minute, then ask some ss to stand up to answer T's questions. - After the last question, T introduces the new lesson. - Close their books - Match two columns - answer T's questions. B. PRE – READING: Before you read: T: What time do you often get up? …. Pre-teach vocabulary: - plough (v) ( the action of the man in the picture) cày - 'harrow (v) : bừa - a plot of land (n) thửa ruộng - 'peasant (n) : a poor farmer - pump(v) : bơm - trans'plant (v)( use 2 words"plant" and "trans-" to explain). Cấy do the transplanting Checking vocabulary (ROR) - Ask sts to open their books and look at "Before you read" , explain what they are going to do. - Do the first example. - 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 3 minutes, meanwhile T moves round to help if necessary. - Ask some pairs to report . - Ask sts to look at the picture in the textbook and guess the man's job. - Introduce the topic of the reading passage: " A day in the life of a farmer" - Introduce some new words - Ask questions and other techniques to elicit new vocabulary. - Say each word 2 times. - Call Ss to repeat in chorally and individually. Ask them to copy. As - Listen and do the task. - Repeat. - Copy. C. WHILE – READING: + Task 1: Choose the option A, B or C that best suit the meaning of the italicised words. - Ask sts to read the passage about a farmer, Mr. Vy and his wife, Mrs. Tuyet. and do Task1. - Ask sts to work individually in 5 minutes Answers: 1. C 2. C 3. A 4. A + Task 2:Answer the questions Answers: S1: What is Mr. Vy's occupation? S2: He is a farmer. S3: What time does he get up and what does he do 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 do 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 do Mr. Vy and his wife do in the afternoon? S8: They repair the banks of their plot of land. Mr. Vy pumps water 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. to do this task. - Guide sts to read through the passage , then focus on only the sentences surrounding the italicised words to do the task effectively. - Ask them to share their ideas with their parners. - Ask 4 sts to stand up to answer , then give remarks. - Translate the words in case sts do not know - Ask sts to read the passage again and answer the questions about Mr. Vy and Mrs. Tuyet. - 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 feedback . - Individually. - Take notes. - Work in pairs D. POST – READING: Work in groups. Talk about Mr. Vy nad Mrs. Tuyet’s daily routine - Ask sts to close their books. - Ask them to work in small groups of three or four to talk about Mr. Vy and Mrs. Tuyet's daily routines - Encourage them to use their own words. - Ask one or two pairs to report. - Work in groups. E. HOMEWORK: - Translate the passage into Vietnamese. - Prepare for next period – Speaking. - Give homework - Listen & take notes. Date of preparing: 2/8/2013 Week 2 Period: 4 LESSON 2: SPEAKING I. AIMS: Training Ss to improve speaking skill. II. OBJECTIVES: By the end of this lesson, students will be able to work in pairs to ask and answer about one's daily activities using a timetable or pictures and they can talk about their daily routines. III. TEACHING AIDS: textbooks and handouts… IV. PROCEDURE: Stages & Content T’s activities Ss’ activities A.WARM – UP: A B 1. Civic education a. To¸n häc 2. Technology b. VËt lý 3. Maths c. Tin häc 4. Literature d. ThÓ dôc 5. Physics e. §Þa lý 6. Biology f. Gi¸o dôc CD 7. Chemistry g. V¨n häc 8. Physical education h. LÞch sö 9. Geography i. C«ng nghÖ 10. History j. Sinh häc 11. Informatics k. Ho¸ häc Answers: 1-f ; 2-i ; 3 - a; 4 - g; 5 - b; 6 - j; 7 - k; 8 - d; 9 - e; 10 - h; 11 - c. - Ask sts to close their books. - Deliver the handout. - Ask them to match one item in column A with one item in column B. - Ask them to work in groups in 2 minutes, then check this exercise in chorus. - Ask sts to read aloud the names of these subjects in chorus. - Group work B. PRE – SPEAKING: Review structures of the present simple and the way of telling time. Ex: 7.30: seven thirty or half past seven - Introduce briefly what sts are going to do in this lesson. - Ask sts about the verb tense to use in talking about daily routines. - Remind sts of some rules of the present simple tense. - Recall the way of telling time. - Write some more examples and ask sts to read aloud. - Listen and answer. C. WHILE – SPEAKING: + Task 1: Quan is a tenth-grade student. He goes to school every morning. Now, look at his weekly timetable ask and answer questions by using the information from the timetable. T: What time does Quan have a Civic Education lesson on Monday? S: He has a Civic Education lesson at 7.15a.m T: What lesson does Quan have at 7.15 a.m on Monday? S: At 7.15 on Monday he has a Civic Education lesson. + Task 2: - " Quan is at school in the morning, and what does he do in the afternoon? Please look at pictures in task 2" T: ( look at picture 1) What does Quan do at 2.00 p.m? Answer: Quan gets up at 14:00 p.m. At 14:15p.m he studies or reads books. At 16:30p.m he watches TV. Then at 17:00p.m , he cycles to the stadium and plays football with his friends at 17:15 p.m. At 18:30p.m he returns home. At 18:45, he takes a shower, and he has dinner with his family at 19:00 p.m. At 20:00p.m he does his exercises. - Ask sts to open their books. - Introduce the requirement of the task. - Ask sts to look at the timetable in the textbook and read through it. - Do the first example with a student. - Ask the whole class to read these sentences again. - Ask two pairs to read again. - Ask sts to work in pairs in 10 minutes to ask and answer about Quan basing on the timetable. - Move round to help sts and to correct any mistakes if there are. - Ask some pairs to report - Listen and give remarks. - Introduce task 2 - Ask sts to work in pairs to ask and answer about Quan's activities. - Do the first example. - Ask sts to work in the same way, remind sts to use the present simple tense with the third person. - Move round to control the activity and to help sts if necessary. - After sts have discussed, ask a student to talk about all Quan's activities in the afternoon. - Open the textbook. - Listen to the teacher. - Look at the timetable and try to understand it. - Work in pairs - Look at pitures in task 2 and think of the phrases to talk about Quan's activities. - Work in pairs D. POST – SPEAKING: + Task 3: Tell your classmates about your daily routine. - Ask sts to think about themselves, and then work in small groups to tell their friends about their daily routines. - Work in groups - Think about theit Date of preparing: 3/8/2013 Week 2 Period: 5 LESSON 3: LISTENING I. AIMS: Training Ss listening skill for specific information about daily routines. II. OBJECTIVE: By the end of the lesson, Ss will be able to listen to get the information through the exercises: True/False statement and ordering exercises. III. TEACHING AIDS: handouts, textbook and cassette. V. PROCEDURE: Stages & Content T’s activities Ss’ activities A.WARM – UP: Some suggested answers: - train, coach, bus, car… - motorbike, bicycle - cyclo, taxi… - Ask ss to work in groups and make a list of vehicles and the people who operate them, then compare their list with other groups’ - Introduce the topic of the listening text: ‘A day in the life of a cyclo driver’ and ask ss to open their books. - Work in groups. B. PRE – LISTENING:  Work in pairs to ask and answer the questions in the textbook Have you ever traveled by cyclo? When was it? Is it interesting to travel by cyclo? Which do you prefer, going by bicycle or by cyclo? Give reasons.  Pre-teach vocabulary: - 'passenger (n): (in the pictures) - Ask sts to work in pairs to ask and answer the questions in the textbook. - Move around to help sts then ask some pairs to report. - Ask S to look at the words in the book and read after T . - Introduce some new words - Read the words aloud and asks sts to repeat. - Pair work - Listen & take notes. - 'district (n): e.g.: Ba Dinh district, Thanh Mien district - drop (v): when the passenger gets off the cyclo. - 'pedal (v) = cycle (v) - 'purchases (n) = the shopping: The things someone has bought - food stall (n) : (In the picture) a place to have lunch… - Ask some sts to read the words again. C. WHILE – LISTENING: + Task 1: listening and ordering pictures. Keys: 1. e 2. f 3.a 4.c 5.b 6.d + Task 2: Listening for specific information by deciding if the given statements are true or false. Keys: 1. F 2. T 3. F 4. F 5. F 6. F - Ask ss to work in pairs, look at the pictures in the textbook and describe each picture. - Do the first example: In the first picture, a cyclo driver is cycling his cyclo and taking a woman to somewhere. - Introduce the situation about Mr. Lam, a cyclo driver in Hochiminh city talking about his daily routines. Ask ss to listen to the tape/ teacher and number the pictures in the correct order. - Play the tape/ read the text twice. - Ask ss to share their answers in pairs. - Get sts’ answers. - Play the tape once again, stop where necessary and conduct the correction. - Ask ss 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 are true or false. - Ask sts to compare their answer in pairs. - Checks sts’ answers. - Play the tape once again, stop where necessary and conduct the correction. - Look at the pictures in the textbook and describe each picture. - Listen carefully. - Share answers with partner. - Correct. - Read the statements. - Listen - Pair work - Correct D. POST – LISTENING: Ask and answer questions about Mr. Lam’s activities. - 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 make sure - Pair work. that sts are working. - Ask one or two sts to retell the cyclo driver’s routines in front of the whole class. - Check and give remarks. E. HOMEWORK: - Write a story paragraph about 50 words about Mr. Lam's routines - Prepare for the next lesson WRITING. - Give homework. - Listen & takes notes. Date of preparing: 3/8/2013 Week 2 Period: 6 LESSON 4: WRITING I. AIMS: Training Ss writing skills about how to write a narrative using the prompts. II. OBJECTIVE: By the end of the lesson, Ss will be able to: - Read a passage to find the verbs in the past simple and the connectors. - Write a narrative using the prompts. III. TEACHING AIDS: poster and textbook. IV. PROCEDURE: Stages & Content T’s activities Ss’ activities A.WARM – UP: T: What is happening ? T: Do you know where it happened? T: When did it happen? T: How did it happen? Answers: The buildings are on fire. It happened in the U.S.A. It happened on September 11th , 2001. Two planes carrying bombs crashed into two buildings and killed a lot of people. - Show a picture that teacher prepared in advance about the explosion in Twin Towers in 2001. - Ask some questions - Tell sts that they are going to write a narrative of past events. Listen and answer the questions. B. PRE – WRIRING:  Pre-teach vocabulary: Stare death in the face : đối diện với tử thần Take off >< land: cất cánh >< hạ cánh In danger : gặp nguy hiểm Relieved : yên tâm Frightening : khủng khiếp Be crowded with : đông đúc Fire brigade : đội cứu hỏa Choke: nghẹt thở Cough : ho  Task 1: Read the passagein the textbook and find all the - Teach some new words. - Ask sts to look at Task 1 . - Listen & take notes. - Listen verbs that are used in the past simple and the connectors in the story. Answers: + Verbs used in the past simple: stared, was, arrived, got, took off, began,thought, were told, seemed, realised, were, screamed, thought, had, felt, gained, announced, landed. + Connectors( expressions of time): on that day, at first, then, a few minutes later.  Task 2: Work in groups. Identify the events, the climax, and the conclusion of the story. Answer: + The events: people got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seemed to dip, people screamed in panic. + The climax: We thought we had only minutes to live. + The conclusion: the pilot that everything was all right, we landed safely, it was the most frightening experience of my life. A narrative: + Form: 3 parts: - introduction. - body: events, climax - conclusion + Verb tense: the past simple tense. + Connectors: at that time, on that day,then, after that, a few minutes later, until, etc. - Ask them to read through the passage in two minutes to get the main idea. - Ask one student to report. - Ask sts to listen and read these words again. - Ask them to read the passage again more carefully and do task 1 in 5 minutes. - Move round to make sure that all sts are working. - Ask them to share their answers with their partners. - Check the task by asking two sts to report. - Give remarks. - Ask sts to read the passage again and in groups to do task 2. - Divide the class into three regions: one identifies the events, one identifies the climax and the rest identifies the conclusion. - Ask sts to work in only 2 minutes. - Ask three representatives of three groups to report. - Draw the conclusion about writing a narrative. - Read through the passage to get the main idea. - Work individually to do task 1. - Listen - Work in groups. - Listen and take notes. C. WHILE – WRITING:  Task 3: Use the prompts to build up a narrative about a hotel fire. (Textbook, page 18) - Explain the requirement. - Ask them to work individually. - Move round to conduct the activity and to note down sts' mistakes. - Ask sts to share their answers with their partners. - Listen. - Write the passage into their drafts. D. POST – WRITING: 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. - Ask sts to report their work by sentence. Give feedback. - Remind sts that they - Listen - Copy into their notebook. It was Saturday evening and everyone was sitting in the discotheque on the ground floor. It was crowded with people. They were dancing and singing happily. Suddenly we smelt smoke. Then black smoke began 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 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. should use the past simple to write. E. HOMEWORK: - Rewrite the paragraph at home, prepare for the next period - Give homework - Listen. Date of preparing: 4/8/2013 Week 3 Period: 7 LESSON 5: LANGUAGE FOCUS I. AIMS: Training ss Students to improve pronunciation skill and grammar. II. OBJECTIVES: By the end of this lesson, students will be able to: - Distinguish and pronounce the sounds /I/ - / i:/ exactly. - Revise the present simple with adverbs of frequency and the past simple. III. TEACHING AIDS: textbooks, handouts. IV. PROCEDURE: Stages & Content T’s activities Ss’ activities A.WARM – UP: - Draw the pictures of a sheep and a ship on the board. Ask ss what they are in English. - Ask them to identify the difference in pronouncing those words. Introduce the new lesson. - Listen B. PRONUNCIATION: * Presentation 1: - / i: / open your mouth very little to make the sound/ i: /, is a long sound - /I/ First practice the sounds / I: /. Then open your mouth a little more, is a short sound. * Practice 1:  Listen and repeat: (page 19) Practise these sentences: (page 19) C. GRAMMAR AND VOCABULARY: * Presentation 2: - Help Ss to distinguish these two sounds. - Play the tape and ask Ss to repeat. - Divide class into 2 groups to practise in turn between 2 vowels. - Ask Ss to practise in pairs. - Read these sentences. - Call some Ss to read and give feedback. - Pay attention - Practise. - Read. I. The past simple + Form: (+ ) S + V-ed/ V( irregular) + ( - ) S + didn't + V + ( ? ) Did + S + V + ? + Use: to indicate that somthing happened in the past. + Signs: Yesterday , last year , last night, ago, in 1998, in 18th century II. The present simple + Form: (+) S + V/ Vs/ Ves + (- ) S + don't/ doesn't + V + (?) Do/ Does + S + V + ? + Use: to talk about present habits or present states. + Signs: - each, every, once a week, twice a week… - Adverbs of frequency: always, usually, often…( Position: after " to be" but before other verbs; between auxiliary verbs and main verb; " As a rule" is placed at the beginning of a sentence.) * Practice 2: Exercise 1 (page 19, 20) Complete the sentences using the + one of the adjectives: Key: 1. is 7. catch 2. fish 8. go 3. worry 9. give up 4. are 10. say 5. catch 11. realise 6. am 12. am * Practice 3: Exercise 2(page 21) Sample answers: He always get up early. She is sometimes late for school. Lan normally practises speaking English. As a rule, Thao is a hard- working student. * Practice 4: Exercise 3 (page 21) * Answer: 1. was done 7. began 13. was 2. cooked 8. felt 14. leapt 3. were 9. put out 15. hurried 4. smelt 10. crept 16. found 5. told 11. slept 17. wound 6. sang 12. woke 18. flowed - T reminds the uses and the forms of the simple present and the simple past tenses; and some adverbs of frequency - Ask Ss to work individually and do exercise 1 in the book. - Have Ss compare their answers with a friend. - Give feedback. - Ask sts to do Ex 2 orally in pairs in 2 minutes. - Move round to conduct the activity. - Ask 2 sts to report. - Ask sts to look at Ex 3 and explain what sts are going to do. - Ask sts to do this exercise in 5 minutes , then share their answers with their partners. - Ask them to pay attention to the past form of irregular verbs and some verbs are put in passive voice. - Ask 2 sts to do this exercise on the board. - Move round to help sts if necessary. - Check and give remarks. - Listen, take notes - Individual & pair work. - Whole class. - Pairwork. - Work individually, then in pairs. D. HOMEWORK: - Practise all structures again and completely. - Prepare Unit 2 lesson 1 READING. - Give homework. - Listen and take notes. [...]... Task 1/ Textbook, page 33 * Answer: 1.c; 2.e; 3. a; 4.d; 5.b - Listen and repeat - Do the task individually - Copy As C WHILE – READING: * Task 2: True or False * Answer: 1 T; 2.F (Her dream was to become a scientist); 3 T; 4.F (She married Pierre Curie in 1895); 5 T * Task 3: Answering questions * Answer: 1 She was born in Warsaw, 1867 2 She was a brilliant and mature student 3 She worked as a private... distinguish these two - Pay A.WARM – UP: Clap the board / e / and / æ / * Practice 1:  Listen and repeat: (page 38 ) Practise these sentences: (page 39 ) C GRAMMAR AND VOCABULARY: * Presentation 2: I The past perfect - Form: (+ ) S + had + V3/ed ( - ) S + had + not + V3/ed ( ? ) Had + S + V3/ed ? - Use: The past perfect tense can be used to describe: _ an action before a point of time in the past... (page 39 ) *Answer: 1 had broken 6 had been 2 had done 7 had left 3 had met 8 had moned 4 hadn't turned on 9 hadn't seen 5 had ever seen 10. had broken in Exercise 2 (page 40) *Answer: 1 had just finished/ came 2 had seldom travelled/ went 3 went/ had already taken 4 Did you manage/ had he gone/ got 5 had just got/ phoned/ had been D HOMEWORK: - Practise all structures again and completely - Do exercise 3, ... 2 minutes - Move round to conduct the activity - Ask some ss to report - Pairwork Exercise 3: Complete the sentences using an – ing or to + infinitive form of the verbs in the box *Answer: 1 to go 6 making 2 waiting 7 to call 3 having 8 to lend 4 to find 9 talking 5 living 10 to post - Ask sts to look at Ex 3 and explain what ss are going to do Explain some new words if any - Ask sts to do this exercise... then answer the questions Answers: 1 She is taking English 2 She is in Miss Lan Phuong’s class 3 He is at a party 4 He plans to stay there for a week 5 No, she doesn’t She travels alone + Task 3: Listen to the last conversation again and write in the missing words *Answer: 1 it here 5 traveling 2 very nice 6 No 3 big 7 alone 4 comfortable 8 for a drink exercise in chorus - Ask ss to work in pairs to -... of the class - Comment on Ss’ performance and make necessary corrections - Work in groups - Think about theit daily activities and talk to their friends - Try to use Date of preparing: 10/ 8/20 13 Week 6 Period: 16 LESSON 3: LISTENING I AIMS: Training Ss listening skill for specific information about somebody’s background II OBJECTIVE: By the end of the lesson, Ss will be able to listen to get the information... Go around the class and help students if they have difficulties - Call one pair in each group to present their conversation - Give homework - Listen & take notes Date of preparing: 6/8/20 13 Week 4 Period: 10 LESSON 3: LISTENING I AIMS: Training Ss listening skill for specific information about daily routines II OBJECTIVE: By the end of the lesson, Ss will be able to listen to short conversations and... Check and give remarks - Work individually, then in pairs - Give homework - Listen and take notes D HOMEWORK: - Practise all structures again and completely - Prepare Unit 3 lesson 1 READING Date of preparing: 8/8/20 13 Week 5 Period: 13 + 14 LESSON 1: READING I AIMS: Training Ss to improve reading skillS: guessing meaning in context, scanning for specific information and reading to get information II... mistake in their forms, prepare for the next lesson - Give homework task 1 - Listen - Work individually - Listen and take notes - Listen, then do task 3 - Work individually - Listen - Correct the form of their’s partner - Listen Date of preparing: 7/8/20 13 Week 4 Period: 12 LESSON 5: LANGUAGE FOCUS I AIMS: Training ss Students to improve pronunciation skill and grammar II OBJECTIVES: By the end of this... work in small groups of three groups or four to talk about themselves - Encourage them to use their own words - Ask some Ss to report - Give homework - Listen & take notes Date of preparing: 5/8/20 13 Week 3 Period: 9 LESSON 2: SPEAKING I AIMS: Training Ss to improve speaking skill II OBJECTIVES: By the end of this lesson, students will be able to use common expressions in making small talks, start and . working student. * Practice 4: Exercise 3 (page 21) * Answer: 1. was done 7. began 13. was 2. cooked 8. felt 14. leapt 3. were 9. put out 15. hurried 4. smelt 10. crept 16. found 5. told 11. slept. their daily routines. - Work in groups - Think about theit Date of preparing: 3/ 8/20 13 Week 2 Period: 5 LESSON 3: LISTENING I. AIMS: Training Ss listening skill for specific information about. of the adjectives: Key: 1. is 7. catch 2. fish 8. go 3. worry 9. give up 4. are 10. say 5. catch 11. realise 6. am 12. am * Practice 3: Exercise 2(page 21) Sample answers: He always get up