giao an anh 10 chuẩn(1)

Date of preparing: 24/ 08 /2015 Date of teaching: 31/ 08 /2015 § 1: INTRODUCTION A Objectives Knowledge: Help Ss to know about the English book grade 10 in general (Including themes, tests, lessons etc ) - Introduce how to an oral test, a fifteen - minute tests and a written test - Some requires of student to study well English - To help Ss have the opportunities to develop their oral fluency - To introduce the theme and units - By the end of the lesson, students will be able to: + Know about the English book grade 10 in general B -Preparations: Teacher: Handouts, textbook, sub boards and colored chalks 2.Skill: integrated Anticipated problems: No B Preparation- Method I Preparation 1.Teacher: lesson plan 2: Student: notebooks II Method: Communicative C Procedure: I.Class organization: Check attendance : 10A4……………… II Oral test: NO III New lesson: T’s activities Sts’ activities * Game: -T dividesLucky the whole Number class into two groups I Warm Interactions Warm-up – up: Play the games and plays the game - The leader of each group chooses a number for their - T leads Ss in the lesson own group T < > Ss and does the following requirement in each question If 12TContent: Presentation minutes Including six topics -A introduces the topics the answer You and me is correct, they will get 10 marks Education Lucky Number Community How many girls are there in your class? Recreation Do you know what your English teacher’s name is? Nature and Environment Lucky Number People and places What you prepare for this semester? > Six topics are divided into ten units Do you like studying English? Why or Why not? - T asks Ss to find out the topic through How you learn English well? the unit’s name Do you speak English fluently? The design of each unit in each topic II Introduction to the new book B Getting The design of each unit in textbook: started: Introducing the overall ( Listen to the teacher and take notes some main points) topic of the unit The topics in the textbook Language: Learning vocabulary, You and me Education grammar and pronunciation Community Recreation Reading: Developing reading skills and providing Ss with language and ideas about the topic Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge Listening: Developing listening skills 6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language earnt previously in the unit Looking back and project: - Revising and consolidating of the language in the unit - Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation - After units, Ss have one period for test themselves It helps them test themselves about what they’ve learnt Tests Presentation 20 Checking minutes frequency knowledge for the C 1Tests: previous lesson 2- Fifteen minutes test (3 times for each semester) 3- Forty minutes test (2 times for each semester) 4- Semester test (Once for each semester) The new points in learning New English 10 -D.Communicative The new point method in learning /approach English 10 - Task - based method /teaching - The book is designed with skills - Complete and various tests - Learner - centered approach Introduce the English book grade 10 - Ask Ss to look through the book then tell class how many units it has - Introduce some more information - There are themes including You and Me; Education; Nature and Environment People and places The design of each unit in each topic Getting started Language: Reading: Speaking Listening Writing: Communication and culture Looking back and project Tests 20 Checking Presentation C Tests: minutes frequency knowledge for the previous 1lesson 2- Fifteen minutes test (3 times for each semester) 3- Forty minutes test (2 times for each semester) 4- Semester test (Once for each semester) The new points in learning New English 10 -D.Communicative The new point method in learning /approach English 10 - Task - based method /teaching - The book is designed with skills - Complete and various tests - Learner - centered approach Community; Nature and Environment; National Parks; Recreation and People and Places - There are periods in each unit They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back Some requires of students - Read the lesson before studying in class - Do all exercises at home - It is good to find the meaning and the pronunciation of the new words in the dictionary at home -Listen to the teacher attentively and take part in the lesson actively and creatively - Take part in the activities that the teacher required such as pairs work, group work or individual - Each S has a notebook and book (student book and work book) IV Consolidation - T summarizes the main points of the lesson V Homework Sts prepare for the first lesson - Date of preparing: 24 / 08 /2015 Date of teaching: 01 / 09 /2015 §2: UNIT 1- FAMILY LIFE - GETTING STARTED A Objectives Knowledge By the end of this unit, Ss can: - Use lexical items related to the topic Family life - Pronounce consonant clusters /tr/, /kr/ and /br/ correctly in isolation and in context - Understand the present simple vs the present continuous - Read for specific information about the benefits of sharing housework - Exchange opinions about household chores - Listen to understand a TV programme about roles performed by family members - Write about doing household chores in the family - Understand different family lifestyles in different cultures 2.Skill: Integrated Anticipated problems: No B Preparation- Method I Preparation 1.Teacher: lesson plan 2: Student: notebooks II Method: Communicative C Procedure: I.Class organization: Check attendance : 10A4……………… II Oral test: NO III New lesson: Teacher’s activities Students’ activities Aim: To introduce the topic of the unit, vocabulary about household chores and the grammar point taught in the unit Lead-in: - T asks students if they often housework and what housework each Answer the question member of their family does Look at the picture and answer the questions - Ask them to look at the picture and guess what they show - They are a family - Ask students about the picture: - The father is vacuuming the floor The mother is E.g – Who are the people in the cooking The son is washing dishes and the picture? daughter is doing the laundry - What are they doing? - Do as required Activity - T plays the recording Asks students to listen and read along silently - Ask students to work in pairs to decide whether the statements are true (T), false (F), or not given (NG) Have students refer back to the conversation to give reasons for their answers - T goes around and supervise - Then check their answers, and give explanations Activity - T plays the recording and ask students to listen and repeat the words/phrases Activity - Tell students to refer back to the conversation to find the verbs/ verb phrases that go with the words/phrases in the conversation - Play the recording again if necessary - Ask students to pay attention to words that are often used together (collocations) then ask them to give some examples Key Activity F NG F Read along Household chores Household finances Heavy lifting Laundry Verb/Verb phrases Split, divide, handle Take out Shop for Do Do Be responsible for T T NG rubbish groceries washing up Words/ Phrases (household) chores Rubbish Laundry Groceries Heavy lifting Washing-up Household finances IV Consolidation - Summarize the main points V Homework - Ask students to learn by heart new words and collocations in the text Date of preparing: 24 / 08/2015 Date of teaching: 07 / 09 /2015 §3: UNIT 1- FAMILY LIFE - LANGUAGE A Objectives Knowledge - To provide learners some language items in Unit - For vocabulary, that is words and phrases related to household chores and duties - For pronunciation, that is how to pronounce /tr, kr, br/ - For grammar, that is the distinction between the present simple and the present progressive 2.Skill: - To promote Ss to develop the skill of working in pairs and groups Anticipated problems: No B Preparation- Method I Preparation 1.Teacher: lesson plan 2: Student: textbooks, notebooks, II Method: Communicative C Procedure: I.Class organization: Check attendance : 10A4……………… II Oral test: NO III New lesson: Teacher’s activities Students’ activities Aim: To provide students with a right way to pronounce some clusters and how to distinguish present simple and present continuous tense Vocabulary Activity - Do as required - Ask students to work individually, read f 5.b the words and phrases in the box, then e 6.g discuss and find the meaning for each of a 7.d them (a-h) h 8.c - Provide support if necessary by guiding students to use the context of the conversation to choose the meaning for Chores from the conversation: the words/ phrases - prepare dinner Activity - cook (do the cooking) - Ask students to work in pairs Read the - shop conversation in GETTING STARTED - clean the house again and list all the household chores that are mentioned in the conversation - The elicit more chores to add to the list Activity - Have students work in pairs or groups to ask and answer the questions - Encourage them to use the chores in the list in their answers Before working in pairs, students may work individually - Ask students to read the list again and write down who does each of the chores in their families - Check to make sure students use the correct verbs/ verb phrases in the correct tense with the name of the chores Pronunciation Activity -Play the recording and let students listen Play it again with pauses for them to repeat each word Give the meaning of the words if necessary Help students distinguish the three sound clusters - Ask students to work in pairs and take turns reading the words in columns and in rows Then, invite individuals to read the words in one or two rows Activity - Ask students to read the words in rows, paying attention to the difference between the sound clusters - Play the recording and have students - take out the rubbish - the laundry - the washing-up - the heavy lifting - be responsible for the household finances Other chores: - mop/sweep/tidy up the house - bathe the baby - feed the baby - water the houseplants - feed the cat/dog - iron/fold/put away the clothes - lay the table for meals - Work in pairs or groups - Read again and write down - Read the words - Listen to the tape b b c a listen to the sentences and circle the word they hear - Check students’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear Grammar Activity - Have students read the text individually once and ask them to pay attention to the Key: words/ phrases such as every day, today, does at the moment, and ask them what verb cooks forms are often used in the sentences that cleans have these words/ phrases Ask students is watching to choose the correct verb form is doing - Ask students to work in pairs to compare is doing their answers is tidying up - Check students’ answers and then elicit is trying from them the rules of using the present simple and the present continuous Activity - Have students work in pairs to give their answers - Observe and help when and where does, is not cooking, is working necessary is taking out - Ask students to use the words/ phrases: cleans, is cleaning now, at the moment, usually, today, every is preparing evening, etc as clues for their answers looks after, works - Check students’ answers by asking is watching, watches individuals to take turns reading aloud each of the sentences IV Consolidation - Summarize the main points V Homework - Ask students to learn by heart new words and collocations in the text - Ask students to review grammar part - Date of preparing: 04 /09 /2015 Date of teaching: 8/ 09 /2015 §4: UNIT 1- FAMILY LIFE -READING A Objectives Knowledge - To provide learners some vocabulary related to the topic of sharing housework 2.Skill: - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details Anticipated problems: sts lack vocabulary B Preparation- Method I Preparation 1.Teacher: lesson plan 2: Student: textbooks,notebooks, II Method: Communicative C Procedure: I.Class organization: Check attendance : 10A4……………… II Oral test: Sts talk about the present simple and present continuous III New lesson: Teacher’s activities Aims: to practice reading skills for the students They can also read and get the general idea of a text; guess the meaning of words in context; and make references when reading a text Lead-in: Inform students of the lesson objectives Activity -Let students work in groups, look at the picture and answer the questions Ask students to call out the answers to question freely For question 2, ask a representative of each group to give the opinion of the group Students’ activities PRE -READING Look at the pictures and answer the questions the mother is doing the washing up the father is tidying up the dinning table the first daughter is cleaning the floor the second daughter is cleaning the refrigerator Yes they are because they the housework together all members of the family share the housework Activity - Have students read the heading (a-c) first Make sure that they understand all of them and tell students that one of them is the title for the text; they have to read the text and decide which one it is - Ask students to read through the text once without stopping at the words that they don’t know the meaning of, and then ask them to work in pairs to decide on the best title for the text Remind students that the title for the text is the one that gives the general idea of the whole text - Check students’ answers and guide students to the correct choice if necessary by helping them eliminate the sentences that are only about one aspect of the text Activity - Have students read the text again and underline the words sociable, vulnerable, critical, enormous and tend when they see them on the text - Explain to students how to use context to guess the meaning of the unknown words if necessary Activity - Ask students to continue to work in pairs, and find out what it refers to in each of the sentences Let students read and understand the sentences before and after the one that has the word in it to decide what it means Students can use the elimination technique to give the right answer Activity Ask students to work in groups of three, ask them to read the questions first to make sure they understand what information they need in order to answer the questions It may help if students can underline the key words in the questions For example: How children benefit from sharing housework? - Read the text Key c Key A B B B A Key a C b B 10 ... of men and women in families Lead-in: Introduce the topic: write down two words wife/woman- husband/man and ask students to make two words webs about the roles of wife/woman and husband/man in... at the picture and answer the questions husband and wife and answer some questions Suggested questions: what does the man do? what does the woman do? who is happier? why? Listen and match vocabulary... skills and helping Ss cope with ideas and necessary language Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language