Giáo án Tiếng Anh 10 Unit 1: A day in the life of…

Giáo án Tiếng Anh 10 A READING I OBJECTIVES: - Ss read the text and guess the meaning of the new words, ask and answer base on the content of the text, scan and take note the information - Students should appreciate the daily activities of some people II LANGUAGE FOCUS: Grammar: - The present simple tense Vocabulary: Words related to daily activities: working time, working day, III SKILLS: Reading for gist and for specific information IV TEACHING AIDS: some pictures of farmers' activities and hand- out V PROCEDURE: Teacher's activities Students' activities WARM UP: (5mn) Gives some hand-out and gets Ss to match A with B, then asks: Match A with B in pairs A B teacher a market doctor b school worker c hospital seller d field farmer e factory He / She works at a school Where does a teacher work? He / She works in the field Where does a farmer work? Peasant (n) = farmer (n) -Lead the buffalo to the field We'll understand more about the life of a farmer in unit 1 Pre-reading: (10mn) Shows the pictures and introduces -Pump water (v) -Transplant (v) -Plough (v) (n) some words and phrases: -Harrow (v) (n) Guides Ss to read in chorus - Fellow (n) = friend Read the chart and guess what Mr Vy does and Mrs Tuyet does Their activities Mr Vy Mrs Tuyet Gives hand- out and guides Ss to it Introduces: Mrs Tuyet and Mr Vy are farmers take care of children transplanting drinking tea and chatting with friends ploughing and harrowing the plot of land preparing meals leading a buffalo to the field boiling water Open the book and check the information about Mr Vy and Mrs Tuyet's daily routines Skim the text and tasks Asks Ss to check the information and read the text Task 1: Practise with groups of Check the correct answer While- reading: (20 mn) Asks Ss to read the text silently Requires Ss to task in groups of C C A Practise task with pairwork Suggested answers: He's a peasant / a farmer A Gives the correct answer He gets up at 4.30 and then he goes down the kitchen to boil some water for his morning tea In the morning, he ploughs and harrows on his plot of land, drinks tea and smokes local tobaco during his break In the afternoon, they repair the banks of their plot of land Mr Vy pums water in to it while his wife does the transplanting Yes they are Because they love working and Task 2: they love their children Gets Ss to ask and answer in Scan the passage and make a brief (short) note pairs about Mr Vy and Mrs Tuyet Do it individual and compare their note with a partner Suggested answers: * In the morning: - 4:30 : The alarm goes off, Mr Vy gets up, goes down to the kitchen, boils water for tea, drinks tea, has a quick breakfast, lead the buffalo to the field - 5:15 : leaves the house - 5:30 : arrive in the field, ploghs and harrows his plot of land - 7:45 : takes a rest - 10:30 : goes home - 11:30 : has lunch with family * In the afternoon: - 2:30 p.m : Mr Vy and Mrs Tuyet go to the field again, repair the banks of their plot of land He pums water in to it She does the transplanting Listens and checks their answers Guides Ss to make a brief note about Mr Vy and Mrs Tuyet's daily routines - 6:00 p.m: finish work - 7:00 p.m : have dinner * After dinner: - watch TV, go to bed - sometimes visit neighbours, chat with them - Close the book and talk about Mr Vy and Mrs Can help some bad Ss Tuyet's daily routines - Talk about their parents' daily routines Homework: - Write a paragraph about a farmer's daily routines in Viet Nam (about 80 words) - Do exercise 1, (p 4, 5) in workbook Post- reading: (8mn) Asks Ss to close the book and discuss about Mr Vy and Mrs Tuyet's daily routines Assigns homework (3mn) COMMENTS (2mn) VI EXPERIENCE - Prepare lesson 2: speaking B SPEAKING I OBJECTIVES: - Ss know about daily activities of some people or themselves - Ss ask and answer about daily routines and talk about daily activities of some people or themselves II LANGUAGE FOCUS: Grammar: The present simple tense Vocabulary: Words related to daily activities III SKILLS: Fluency in expressing opinions IV TEACHING AIDS: A poster and hand- out V PROCEDURE: Teacher's activities Students' activities WARM UP: (3mn) Retell the subjects individual Shows the poster and asks Ss Subjects are learn in school try to remember the subjects Civic education Biology Technology Chemistry Maths Physical education Physics 10.Geography Literature 11.History English 12.Information technology Listens and checks Match a number in A with a suitable in B work in pairs A B 6.00 a quarter to ten 7.15 five to nine 8.05 a quarter past seven 8.55 five past eight match a number in A with a 9.45 twenty to eleven suitable in B 10.40 half past six p.m 17.00 five o'clock p.m 18.30 six o'clock a.m Pre- speaking: (8mn) Gives handout and asks Ss to Ask and answer about Quan, using the information from the timetable (practise with pairwork) While- speaking: (20mn) S1: What time does Quan have a Civic Education Task1: lesson on Monday? Guides Ss to ask and answer S2: (He has a Civic Education lesson) at 7:15 about Quan's daily activities a.m using his weekly timetable Or: S1: What lesson does Quan have at 7:15 a.m on Monday? S2: (At 7:15 on Monday he has) a Civic Education lesson S1: What time does he have English lesson on Helps and checks Friday? S2: (He has English lesson) at 8:55 on Friday Look at the pictures and describe Quan's Task 2: activities Asks Ss to look at the pictures Work in groups of (p.15) and descibe Quan's activities Answer: At 2:00 o'clock p.m Quan gets up after taking a short nap He studies his lesson at 2:15 p.m He watches TV at 4:30 p.m Then he goes to the stadium by bycicle at 5:00 p.m There he plays football with his friends at 5:15 p.m He comes back home at 6:30 p.m, takes/has a shower at Post- speaking: (10mn) 6:45 He has dinner with his family at 7:00 p.m At 8:00 p.m he reviews his lesson/ does his Task 3: Asks Ss to close the book and homework Practise individually tell their classmates about his/ her daily routines Suggested answer: I usually get up at 5.15 a.m, I morning exercises at 5.30 At 6.00 I have breakfast and then I cycle/ride to school at 6.30 I have the first lesson at 7.15 a.m At 11.30 I cycle/ ride home At 12.00 I have lunch with my family Then I take a nap until 1.30 p.m I go to extra classes at 1.45 Lets or good Ss come to p.m and get home at 4.15p.m I watch TV, listen to the board to speak music, read books or go out with my friends at 4.50 p.m I have dinner with my family at 7.00 p.m From 8.00 to 10.15 I my homework Then I watch TV until 10.45 p.m I go to bed at 11.00 Assigns homework (2mn) p.m HOMEWORK: -Write a 50-word paragraph about your daily routines - Prepare lesson 3: listening COMMENTS (2mn) V EXPERIENCE C LISTENING I OBJECTIVES: - Students understand a daily activities of a cyclo driver - Students listen and understand a daily activities of Mr Lam - Number the pictures in their correct order - Tick ( ) in box T or F according to the content of the passage II LANGUAGE FOCUS: Grammar: Simple present tense Vocabulary: Words related to daily activities III SKILLS: Listen for gist and for specific information IV TEACHING AIDS: A poster V PROCEDURE: Teacher's activities WARM UP: (3mn) Shows a poster and asks Ss to Students' activities Look at the poster, listen and come to the board to tick words or phrases which T's just read listen and tick the words or get up, have breakfast, drink tea, leave the house, phrases which T's just read Pre- listening: (8mn) start work, learn, plough, take a nap, Shows the picture and asks: Answer What is this? Points to the cyclo - It's a cyclo Who is he? - He is a cyclo driver Requires Ss to asks and answer Practise with pairwork in pairs S1: Have you ever travelled by cyclo? S2: Yes, I have Helps and checks S1: When was it? S1: When I was in HaNoi last summer S1: Is it interesting to travelled by cyclo? Asks Ss to listen and repeat some words S2: Yes, it is S1: Which you prefer, going by bicycle or by cyclo? While- listening: Task 1: Asks Ss to look at pictures S2: I prefer going by bicycle because it's interesting and helps me to strengthen my muscles and guess their correct order Listen and repeat then number them Plays the tape the first time Plays the tape the second time and gives Ss minute to number pictures district drop routine passengers office pedal ride park purcharses food stall Look at the pictures and try to guess their correct order, then number them Plays the tape the third time and Work in group of asks Ss to check the answer Listen for gist Listen for specific information and number in the Task 2: box on the top of each piture Asks Ss to read the sentences Listen and check the correct order (p.17) and tick in box T or F Plays the tape the first time Answer: a b c d e f Plays the tape the second time and gives Ss minute to tick the box Read the sentences and guess to tick in box T or F Plays the tape the third time and Listen and tick asks Ss to check the answer The correct answer: F F T F F F Practise asking and answering about Mr Lam's daily activities in pairs Eg: A: What's his name? B: His name's Lam A: What's his job? / What does he do? B: He's a cyclo driver A: What time does he start work? B: He starts work at 6.00 am / At 6.00 a.m A: Who is his first passenger? B: An old man A: How many passengers does he usually have in the morning? Who are they? B: He usually has passengers a day They are an old man, a lady and two school pupils A: What time does he have lunch? B: He has lunch at twelve Post- listening: A: Does he take a long rest? Requires Ss to ask and answer B: No, he doesn't He only takes a short rest about Mr Lam's daily activities Try to retell about Mr Lam's daily activities Assigns homework (2mn) COMMENTS (2mn) HOMEWORK: Write what you can remember about Mr Lam's daily activities.(about 50 words) V EXPERIENCE D WRITING I OBJECTIVES: - Students know how to build up a narrative, using the given prompts - Students learn to build up a narrative about a hotel fire II LANGUAGE FOCUS: Grammar: Students know how to use the past simple to write a passage about a hotel fire Vocabulary: III SKILLS: Writing a narrative about a hotel fire III TEACHING AIDS: poster IV PROCEDURE: Teacher's activities Students' activities WARM UP: (3mn) Asks Ss some quetions: Have you ever heard a Answer (suggested) frightening / an interresting Yes, I have story? When and where did it happen? It happen when I was young / When I was in the six grade It happen at my house/ school / How did you feel about that? Pre- writing: (10mn) It made me frighten / happy / bored/ Task1: Asks Ss to read the model narrative (P.17&18) and find Task1: all the verbs that are used in Read the model narrative, underline the verbs the past simple and the that are used in the past simple tense, circle the connectors(time expression) connectors (time expression) in the story such as: in the story Stared, was, arrived, got, began, Guides Ss to work in groups At first, then, of Work in groups of Helps and checks Emphasizes the past simple to narrate a story While- wrting: (20mn) Task2: Asks Ss to task in groups of Identify the events, the climax, and the conclusion of the story +The events: got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seem to dip, people screamed in panic + The climax: We thought we had only minutes Checks and helps to live + The conclusion: Pilot announced that everything was all right, we landed safely Work individually Suggested answer: Last year, I spend my summer holiday at a seaside town The hotel was modern and Task 3: Asks Ss to build up a comfortable I had a wonderful holiday until the fire narrative about a hotel fire, It was Sunday evening and everybody was sitting using the given prompts in the discotheque (which was) 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 toward the fire exits One door was blocked Surveys and helps 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 Read one another's narratives Then or Ss read their narratives in front of the class Post-writing: (10mn) Gives suggestions corrections Assigns homework COMMENTS: (2mn) V EXPERIENCE HOMEWORK: and - Complete their narratives base on the teacher's suggestions and corrections - Prepare language focus E LANGUAGE FOCUS I OBJECTIVES: - Should distinguish between the vowels / i / & / i: / - Review the present simple, the past simple and adverbs of frequency - Do all exercises II LANGUAGE FOCUS: Grammar: the present simple, the past simple and adverbs of frequency Vocabulary: tent, creep, Put out, leap, wind, flow, III SKILLS: reading, listening, writing III TEACHING AIDS: poster IV PROCEDURE: Teacher's activities Students' activities WARM UP: (3mn) Draws a picture (a cup of tea and Suggested: tea, biscuit some biscuits) and asks Ss to find the words related to the picture then make sentences with those words He drinks tea every morning I want to eat some biscuits Pronunciation: (8mn) Introduces how to read vowels / Listen and repeat i / (short) & / i:/ (long) Minimal pairs: Read aloud /i/ / i:/ Asks Ss to open the book (P.19) and hit heat bit beat meet meat it eat lick leek show the vowels / i / or / i:/ Guides Ss to read aloud sentence by Eg: sentence in the book Notes the sentence stress Grammar and vocabulary: Shows the picture and introduces the simple present, simple past and adverbs of frequency Revise the simple present, simple past and adverbs of frequency Exercise1:(10 mn) Asks Ss to choose the correct form of the verbs in the box to fill in the gap Checks and helps Is he coming to the cinema? We'll miss the beginning of the film He is a schoolboy He usually goes to school by bicycle everyday but yesterday he went to school on foot usually: adverbs of frequency goes : simple present went : simple past Exercise1: Complete the blanks use the correct present simple form of the verbs in the box Practise in pairs Answer key: 1.is 4.are catch Exercise2: (6mn) 2.fish 5.catch go 11.realise Guides Ss to know how to put each 3.worry 6.am 12 am give up 10 say of those adverbs of frequencyin its Exercise2: appropriate place in the given sentences Checks and calls or ss to read in Practise individual Example: He gets up early front of the class He usually gets up early Exercise3: (14mn) She is late for school ASks Ss to choose the past simple She is often late for school of the verbs in brackets Can give the meaning of some Note: As a rule, I go to bed at 10.00 p.m Exercise3: words Remember the form of the past simple tense and supply the correct past simple form of the verbs in brackets - tent (n): lÒu - creep (v) crept - crept: ®i rãn rÐn Helps and checks - Put out: dËp t¾t - leap (v) - crept - crept: nh¶y dùng lªn - wind (v) - wound - wound: cuén, lîn vßng - flow (v): ch¶y, tr«i Practise with pairwork Suggested answer: was done began 13 was cooked felt 14 leapt were put out 15 hurried smelt 10 crept 16 found told 11 slept 17 wound sang 12 woke 18 flowed Assigns homework.(2mn) HOMEWORK: - Do exercises in part LANGUAGE FOCUS of UNIT in workbook - Prepare unit COMMENTS: (2mn) [...]... holiday at a seaside town The hotel was modern and Task 3: Asks Ss to build up a comfortable I had a wonderful holiday until the fire narrative about a hotel fire, It was Sunday evening and everybody was sitting using the given prompts in the discotheque (which was) on the ground floor It was crowded with people They were dancing and singing happily Suddenly we smelt smoke Then black smoke began to... name's Lam A: What's his job? / What does he do? B: He's a cyclo driver A: What time does he start work? B: He starts work at 6.00 am / At 6.00 a. m A: Who is his first passenger? B: An old man A: How many passengers does he usually have in the morning? Who are they? B: He usually has 4 passengers a day They are an old man, a lady and two school pupils A: What time does he have lunch? B: He has lunch at... interresting Yes, I have story? When and where did it happen? It happen when I was young / When I was in the six grade It happen at my house/ school / How did you feel about that? 1 Pre- writing: (10mn) It made me frighten / happy / bored/ Task1: Asks Ss to read the model narrative (P.17&18) and find Task1: all the verbs that are used in Read the model narrative, underline the verbs the past simple and the. .. the tape the first time Answer: a 3 b 5 c 4 d 6 e 1 f 2 Plays the tape the second time and gives Ss 1 minute to tick the box Read the sentences and guess to tick in box T or F Plays the tape the third time and Listen and tick asks Ss to check the answer The correct answer: 1 F 4 F 2 T 5 F 3 F 6 F Practise asking and answering about Mr Lam's daily activities in pairs Eg: A: What's his name? B: His name's... learn to build up a narrative about a hotel fire II LANGUAGE FOCUS: 1 Grammar: Students know how to use the past simple to write a passage about a hotel fire 2 Vocabulary: III SKILLS: Writing a narrative about a hotel fire III TEACHING AIDS: poster IV PROCEDURE: Teacher's activities Students' activities WARM UP: (3mn) Asks Ss some quetions: Have you ever heard a Answer (suggested) frightening / an interresting... plough, take a nap, Shows the picture and asks: Answer What is this? Points to the cyclo - It's a cyclo Who is he? - He is a cyclo driver Requires Ss to asks and answer Practise with pairwork in pairs S1: Have you ever travelled by cyclo? S2: Yes, I have Helps and checks S1: When was it? S1: When I was in HaNoi last summer S1: Is it interesting to travelled by cyclo? Asks Ss to listen and repeat some... pedal ride park purcharses food stall Look at the pictures and try to guess their correct order, then number them Plays the tape the third time and Work in group of 4 asks Ss to check the answer Listen for gist Listen for specific information and number in the Task 2: box on the top of each piture Asks Ss to read the sentences Listen and check the correct order (p.17) and tick in box T or F Plays the. .. to read aloud sentence by Eg: sentence in the book Notes the sentence stress 2 Grammar and vocabulary: Shows the picture and introduces the simple present, simple past and adverbs of frequency Revise the simple present, simple past and adverbs of frequency Exercise1: (10 mn) Asks Ss to choose the correct form of the verbs in the box to fill in the gap Checks and helps Is he coming to the cinema? We'll... each 3.worry 6.am 12 am 9 give up 10 say of those adverbs of frequencyin its Exercise2: appropriate place in the given sentences Checks and calls 1 or 2 ss to read in Practise individual Example: He gets up early front of the class He usually gets up early Exercise3: (14mn) She is late for school ASks Ss to choose the past simple She is often late for school of the verbs in brackets Can give the meaning... Review the present simple, the past simple and adverbs of frequency - Do all exercises II LANGUAGE FOCUS: 1 Grammar: the present simple, the past simple and adverbs of frequency 2 Vocabulary: tent, creep, Put out, leap, wind, flow, III SKILLS: reading, listening, writing III TEACHING AIDS: poster IV PROCEDURE: Teacher's activities Students' activities WARM UP: (3mn) Draws a picture (a cup of tea and