GIÁO ÁN TIẾNG ANH LỚP 10 THÍ ĐIỂM

UNIT : FAMILY LIFE Period : Getting started Week : 01 Date of preparation : August 13th, 2015 Date of teaching : August 19th, 2015 Classes : 10A1 I AIMS AND OBJECTIVES - Language content: To introduce the students to the text about family life, and some words and phrases related to topic "Household chores" - Language function: To enable sts to talk about family life, especially Household chores - Educational aim : To make them aware of benefits of sharing household 1- Language: +Vocabulary: orphanage, handicapped, remote … + Structure: Review the previous structures 2- Skill: Integrated skill, mainly reading 3- Education factor: To help sts to know to share household chores with their family II TEACHER’S AND STUDENTS’ PREPARATION Method : Communicative Approach Techniques : Questions –answers, pairwork, groupwork, work individually Materials needed : Worksheets, pictures, chalk Students’ preparation: New words and the lesson “Getting started” of Unit Previous exercises: No homework III PROCEDURE IN CLASS Stabilization: (3ms) - Greet students and check attendance - Warm- up : Asks sts to work in pairs/groups and list things they have to at home - T asks some more questions about housework; What housework you do? Do you hate or like it? Why? Things sts have to at home: clean the house, cook, shopping, wash clothes, the washingup… Suggested answers: I have to cook dinner I like it because I like eating 2.Checking – up previous knowledge : No checking 3.New lesson : (40ms) Time Teacher’s activities (2ms) I Lead- in: - From the part of “Warm - up”, the teacher leads to the topic of the lesson II Practice Activity 1: Listen and read - Asks sts to listen and repeat the dialogue, pay attention to some new words (7ms) Students’ activities - listen to the teacher - listen and repeat The lesson content Unit : FAMILY LIFE Lesson : GETTING STARTED Activity 1: Listen and read Vocabulary: duty, chore, equally, rubbish, laundry, finances, grocery, (13ms) (7ms) (8ms) (3ms) - Plays the CD, pauses after a short sentence - Gets students to say the new words, T corrects if necessary - Checks pronunciation and meaning - Ask sts to work in pairs to read the dialogue - Get some pairs to read the dialogue if there is time Activity 2: Decide whether the sentences are true, false or not given - T asks Ss to read the passage again and get information to Task in pairs - Ask students to compare the answers with a partner - Ask some students to read the answers - Checks and gives the correct answers: Activity 3: Listen and repeat: - T plays the recording and asks Ss to listen then repeat the words/ phrases twice - T asks some Ss to read the words - T corrects Ss’ pronunciation - T explains the meanings if necessary Activity 4: Write the verbs or phrases - T asks Ss to write the verbs or phrases that are used with the words or phrases in the conversation - T asks Ss to work individually - T plays the recording again if necessary - T asks Ss to exchange the answers with their partner - T gives feedback V Consolidation: - Ask sts some questions to remind the content of the lesson - listen to the tape heavy-lifting, homemaker, breadwinner - work in pairs - read the passage Activity 2: Decide whether the sentences are true, false or not given Answers: F (he is preparing dinner) NG (no information) F (she is studying for exams) T (he is preparing dinner) T (we split the chores equally) NG(no information) - listen, take notes Activity 3: Listen and repeat: - as told - correct - write the verbs - work individually - remind as told Activity 4: Write the verbs or phrases Answers: /divide/ handle (household) chores take out garbage laundry shop for groceries heavy lifting washing-up be responsible for household finances VII Consolidation: - Remind the content of the lesson (2ms) VI- Homework - Asks the sts to write their homework - take notes VIII- Homework + Learn the lesson well + Prepare “ Language” Vocabulary about household Pronunciation: /tr/, /kr/, /br/ Grammar : the present simple & the present continous * Self- evaluation: ……… ……………………… …………………………………………………… …………………………………………….……………………………… …………………………… UNIT Period Week Date of preparation Date of teaching Classes : FAMILY LIFE : Language : 01 : August 14th, 2015 : August 21th, 2015 : 10A1 I AIMS AND OBJECTIVES - Language content: To introduce the students to consonant sounds in pronunciation and help the sts revise gerund and present participle; perfect gerund and perfect participle - Language function: : To help them pronounce consonant clusters /tr/ , /kr/ and /br/ exactly and use some grammatical points to communicate in their life - Educational aim : To make them aware of the importance of their study and practising grammar as well as pronunciation 1- Language: +Vocabulary: Pronunciation consonant clusters /tr/ , /kr/ and /br/ + Structure: The present simple and the present continuous tense 2- Skill: Integrated skill 3- Education factor: To help sts to know to use the language briefly and exactly II TEACHER’S AND STUDENTS’ PREPARATION Method : Communicative Approach Techniques : Pictures, gap- filling, questions –answers, discussing, pairwork, groupwork, work individually Materials needed : Worksheets, pictures, handouts Students’ preparation: The lesson “Language ” of Unit Previous exercises: No excercise III PROCEDURE IN CLASS Stabilization: (5ms) - Greet students and check attendance - Warm- up : T says words in Vietnamese, sts write the words in English in groups The winner is the group with most correct words Words for the game: chore, homemaker, breadwinner, groceries, split, laundry, heavy-lifting, washing-up 2.Checking – up previous knowledge : No- checking 3.New lesson : (40ms) Time Teacher’s activities (8ms) A Vocabulary: Activity Matching - Sts work in pair to match each word with its definition in minutes - T checks with whole class by saying the number, sts say the letter T can check their understanding by asking "How you know?" Activity 2: Listing - Sts work in groups this time, listing all chores by scanning the dialogue One pair does the task simultaneously on the board to get mark - T checks by pointing at each words and sts say no or yes T also decides if any other chores is suitable or not - T can organize a game to list other household chores in minutes Activity 3: Discussing - T asks Ss to discuss two questions - Have Ss work in pairs to ask and answer the questions - T encourages Ss to use the chores in the list in their answers - T asks some pairs to ask and answer the questions - T gives feedback B Pronunciation Activity 1: Listen and repeat: - T plays the recording and asks Ss to listen then repeat the words twice - T asks some Ss to read the words - T gives the meaning of the words Students’ activities The lesson content Unit : FAMILY LIFE Lesson 2: Language - match in pairs - listen to the teacher - work in group - as told - list A Vocabulary: Activity Matching Answers: 1.f 2.e 3.a 4.h 5.b 6.g 7.d 8.c Activity 2: Listing Chores from the dialogue - prepare dinner, cook, shop, clean the house, take out the rubbish, the laundry, the washing up, the heavylifting, household finances Other chores: - bathe the baby, feed the baby, water flowers and plants, feed pets, put away clothes, lay the table for meals… - discuss the questions - as told - listen B Pronunciation Activity 1: Listen and repeat: - listen to the tape - read the words What colour is chocolate? - brown How you go to Hanoi? - by train What you like eating in if necessary T helps Ss distinguish the three sound clusters - T corrects Ss’ pronunciation - T helps Ss with the pronunciation - T asks sts to read rows of the table and check their pronunciation if necessary Activity Listen and circle - T asks to read the words in rows, paying attention to the difference between the sound clusters - T plays the recording and asks Ss to listen then circle the word they hear - T asks Ss to work individually - T asks Ss to exchange the answers with their partner - T checks Ss’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear C Grammar: Activity Read and choose the correct verb form - Sts work individually/pair, one st does the task on the board ] - T checks and elicit the use, the difference and cue words of present simple and present continuous - Sts can look at the yellow and green box in their textbook to review the two tenses Activity Give the correct verb forms - Sts work individually first then work in pair for peer check One st does the exercise on the board to get a mark - T checks with the whole class and ask sts why to make sure that they remember the use, the difference and cue words of present simple and present continuous D- Consolidation summer? - ice-cream - correct - as required - read the words Activity Listen and circle Answer: 1.b 2.b 3.c 4.a - circle the words - exchange the answers - as told C Grammar: Activity Read and choose the correct verb form - work in pairs to Answer 1.does 2.cooks 3.cleans 4.is watching 5.is doing 6.is doing is tidying up 8.is trying - look at the textbook and Activity Give the correct verb forms - work individually - listen Answers: 1.does/isn't cooking/is working 2.is taking out 3.cleans/is cleaning 4.is preparing 5.looks after/works 6.is watching/watches C- Consolidation - Ask sts to recall the way to use the tenses E- Homework - Asks the sts to write their homework - recall the tenses - listen, take notes D- Homework + Learn the lesson well + Do the exercises of the part “Language” in the workbook + Prepare “Reading” of Unit ( new words and information about the benefits of sharing housework ) * Self- evaluation: ……… ……………………… …………………………………………………… …………………………………………….……………………………… ………………………………………………… …………………………………………………………………………………………………… …….…………………………………………… … …………………… ……………… UNIT Period Week Date of preparation Date of teaching Classes : FAMILY LIFE : Reading : 02 : August 20th, 2015 : August 25th, 2015 : 10A1 I AIMS AND OBJECTIVES - Language content: To introduce the students to the text about the benefits of sharing housework - Language function: To enable sts to talk about the benefits of sharing housework - Educational aim : To make them aware of the benefits of sharing housework 1- Language: +Vocabulary: orphanage, handicapped, remote … + Structure: Review the previous structures 2- Skill: Integrated skill, mainly reading 3- Education factor: To help sts to know to take care of unhappy people and take part in activities to help them II TEACHER’S AND STUDENTS’ PREPARATION Method : Communicative Approach Techniques : Questions –answers, pairwork, groupwork, work individually Materials needed : Worksheets, pictures, chalk Students’ preparation: New words and the lesson “Reading” of Unit Previous exercises: No homework III PROCEDURE IN CLASS Stabilization: (2ms) - Greet students and check attendance - Warm- up : Ask about weather… 2.Checking – up previous knowledge (3ms) : asks Ss to exercise page Answers: does, is not cooking, is working is taking out cleans, is cleaning is preparing looks after, works is watching, watches 3.New lesson : (40ms) Time (2ms) (3ms) (5ms) Teacher’s activities Lead- in: - T asks some questions about the pictures in the textbook What are they doing? Are they happy? why? - Introduces the topic of the lesson Sharing housework Activity 1: Answer the questions - T asks Ss work in groups, look at the picture and answer the questions - T asks Ss to call out the answers to question freely For question 2, ask a representative of each group to give the opinion of the group Activity Choosing the best title - T lets ss to read the three headings first, checks to make sure they understanding all of them - T asks sts to work in groups in minutes and choose the best title by skimming the text and crossing out the heading that is about one aspect of the text - T checks by asking for the reason why they make their Students’ activities - answer the questions - listen to the teacher - work in groups - answer The lesson content Unit : FAMILY LIFE Lesson : READING Suggested answers They are doing housework The father and mother are cleaning the dishes The daughters are cleaning the floor and the fridge They are happy because they are smiling Activity 1: Answer the questions The answer can be “Yes, they are Because they the housework together/ Because all members of the family share the housework.” Activity Choosing the best title - read and Answers: c - work in groups - as told (6ms) (6ms) (8ms) (5ms) (3ms) (2ms) choice, guide sts to decide on the heading that gives the general idea of the whole text Activity Guessing the meaning of words from context - T lets sts highlight the words in the text, models how to guess the meaning of the word "sociable" from context - Sts work in pairs to choose the suitable meaning of the words - T calls sts to say the choices and explain how they choose the correct option Activity Guessing the meaning of reference from context - T asks sts continue to work in pairs and find out what it refers to in each sentence Guide sts to read and understand the whole sentence before it and choose the correct answer Activity Answer the questions - T asks sts to read all the questions, check if they understand all the question and underline key words of each question before finding the answer - Sts work in pairs to underline the answers in the text Finally, sts say the answers, if an answer is incorrect, T tries to elicit it from other sts Activity Discussion - T assigns this task as homework and gives sts some more ideas and sub-questions Consolidation: - Ask sts some questions to remind the content of the lesson Homework - Asks the sts to write their homework Activity Guessing the meaning of words from context - highlight the words Answers: b 3.b 4.b 5.a - work in pairs - as required - work in pairs to - recall the questions - work in pairs to underline - as told Activity Guessing the meaning of reference from context Answers: 1.c 2.b Activity Answer the questions Answers: They better at school, become more sociable, and have better relationships with their teachers and friends Because it shows that they care about their wives and this makes their wives happy They may fall ill easily or may think about divorce There is a positive atmosphere for the family Activity Discussion Problems - time, attitude, ability, parents Consolidation: - remind the content - Remind the content of the lesson Homework - take notes + Learn the lesson well + Prepare “ Speaking” (Chores I like) * Self- evaluation: ……… ……………………… …………………………………………………… …………………………………………….……………………………… ………………………………………………… ……………………………………………………………………………………………………… ….…………………………………………… … …………………… ……………… UNIT Period Week Date of preparation Date of teaching Classes : FAMILY LIFE : Speaking :2 : August 20th , 2015 : August 26th, 2015 : 10A1 A OBJECTIVES -By the end of the lesson, students will be able to : - develop the skill of speaking: present their ideas and attitudes towards housework - create their own situations, make conversations about household chores - develop their pronunciation - Educational aims : Make students responsible for their household chores, show their care to other members in their families - Skills : speaking B LANGUAGE CONTENTS: - Vocabulary: words and phrases related to previous lessons - Grammar: structures for showing opinions such as Well, I think…., In my opinion, ……….From my point of view,……… I like… , I dislike…… C TECHNIQUES AND TEACHING AIDS * Techniques: - Pair work, group work, asking- answering, role-play *Teaching aids: pictures, flashcards  D TEACHING PROCEDURES: Time Teacher’s activities WARM-UP Brainstorming: - T encourages Ss go to the board and make the chart about fun and boredom they may feel when doing the housework Which household chores you like and which you dislike? Give the reasons - T asks Ss to work by themselves, write at least household chores they like and they dislike doing and then add the reasons - T goes around to support them in case they need help - T asks Ss to compare their completed table to find out the different and similar ideas about housework - T asks Ss to read the questions first and underline the keywords - One student in each pair stands up to ask a questions and the other answer orally - T corrects and gives feedback - T gives Ss more time for each pair to practice the whole dialogue - T chooses some pair to demonstrate in front of the class Have a similar conversation with a Students’ activities Contents UNIT 1: FAMILY LIFE Period 5: Speaking - Do as told Housework:  Fun: like cooking Boredom: smell of garbage Which household chores you like and which you dislike? Give the reasons Suggested answers: -Work invidually Likes Dislikes to Chore Reasons Cho Reasons re Go Choose Was Usually shoppi the best h break ng food for dish things -Ask if needed the es when family washing Water I enjoy Do Usually -Compare the flower the heav have a answers s beauty y backach of liftin e different g kind of flowers - Ss read and …… …… …… ……… match … -Ss work in pairs Below is part of Anna’s interview with Mai They are talking about - listen and take the household chores Mai like and dislike Match Ma’s answer with notes Anna’s questions Then practice the - practice dialogue -Do as told KEY: C D A B UNIT : FAMILY LIFE Period : Listening Week :2 Date of preparation : August 22th , 2015 Date of teaching : August 28th, 2015 Classes : 10A1 A OBJECTIVES -By the end of the lesson, students will be able to : - practice and develop the skill of listening - focus on some tips for listening for gist, for specific information - communicate in English about the topic of family life - Educational aims : Make students responsible for their household chores, show their care to other members in their families - Skills : listening B LANGUAGE CONTENTS: - Vocab: words and phrases related to previous lessons - Grammar: structures which is important to get the meanings in the typescripts C TECHNIQUES AND TEACHING AIDS * Techniques: - Pair work, group work, asking- answering, role-play *Teaching aids: pictures, flashcards D TEACHING PROCEDURES: Time Teacher’s activities Students’ Contents activities Looking at the chart UNIT 1: FAMILY LIFE and discuss the changes Period 6: Listening in weekly hours of basic Family Life- Changing roles household by married men and married + Hours of basic housework by women in the USA men increase one third in between 1976 and 2012 comparison with that in 1976 Guess the reasons for the + Hours of basic housework by changes men decrease more than 50 - T asks Ss to work in - Ss work in percent from 29.8 to 17.2 pairs, look at the chart and pairs, look at the  The gaps of hours of discuss the change in chart and discuss housework between them weekly hours of basic was remarkably shortened household by married men Reasons for the change: and married women in the - Both parents have equal USA between 1976 and responsibility to nurture and to 2012 take care of the children - Ss are not respected to - Both men and women need an report the exact number of equal chance at time for their own hours men and women interest, and of cause, to be with spend on doing each other housework - Women are under a lot of work (just about general pressure so they need their changes -Do as told husbands to share the household - T calls each to show chores their ideas -Give comments - T let other students to give comments -listen, take - T corrects and gives notes feedback Listen to a family expert -Listen to talking about how the roles of - T explains the tasks to men and women in families Ss have changed Decide whether - Ss are required to read the following statements are through statements first True (T) or False (F) and guess if they are true or false KEY - T makes sure that Ss T F T understand all the F T statements -Take notes - T may explain some new words or phrases if possible -listen to the - T plays the recording recording once or twice - ask and answer - T asks Ss to answer and supply the clues they may KEY: find in the recording - e - b Work in pairs Match - c - d the word/phrase with its – a appropriate meaning T explains the instructions to Ss - T helps Ss to get the answers easily - T may ask Ss if they know the part of speech of the word/phrase given, KEY: then choose the meaning They are not the only - Ss are called to read breadwinner in the family, aloud their answer and and they get more clarify the way he/she involved in housework choose the answer and parenting - T corrects and give Both are responsible for feedback family finances, homemaking/housework Listen again and and parenting answer the questions: The family becomes - T asks Ss to read the happier and the divorce questions carefully to make sure that they understand what is asked in each questions - T has them underline the key words if necessary - T plays the recordings once or twice - Ss listen then compare the answer with their partners - T invites representative from pairs to present the answer to each question to the class - T gives feedback and corrects if necessary rate amongst them is the lowest E HOME WORK: - Learn the new words - Practice speaking the reasons why the hours of housework by men and women has been changed in comparison with that in the pasts - Prepare the next lesson: WRITING F SELF -EVALUATION : UNIT : FAMILY LIFE Period : Writing Week :3 Date of preparation : August 24th , 2015 Date of teaching : August 31th, 2015 Classes : 10A1 A OBJECTIVES -By the end of the lesson, students will be able to : - practice and develop the skill of writing - Use the vocabularies which have been learn in previous lessons for their piece of writing - Use grammar structures to write about household sharing - Educational aims : Make students responsible for their household chores, show their care to other members in their families - Skills : Writing + speaking B LANGUAGE CONTENTS: - Vocab: words and phrases related to household chores - Grammar: structures used to express ideas in the piece of writing C TECHNIQUES AND TEACHING AIDS * Techniques: - Pair work, group work, asking- answering, role-play *Teaching aids: pictures, flashcards D TEACHING PROCEDURES: Time Teacher’s activities Work in pairs Discuss the meaning of the saying above Do you agree with it? How does this saying apply to doing in the family - T asks Ss to work in pairs to discuss the meaning of this saying - T may work around to give some suggestions when they get stuck; T may also give them the ideas about that - Ss are asked to show their attitude to the point of the saying and justify their answer Read the text about Lam’s family below and complete the chore chart - T tells what Ss need to in this task - T lets Ss read through the text about Lam’s family - Ss are expected to focus on the information needed only - Ss are asked to compare the table with their partners - Ss are asked to provide the information they have found - T lets Ss chances to the peer-correction first - T gives feedback and corrects Read the text again and answer the questions - T lets Ss to read the Students’ activities Contents UNIT 1: FAMILY LIFE Period 7: Writing “ Many hands make light work” SUGGESTED ANSWERS: - Ss continue This saying means if many people discuss how the share a piece of work, it will become saying applies in easier for everybody their family How to apply: If all family members contribute to housework, each won’t have to much to Each will have more time for relaxation Dad Mending things around the house, cleaning the bathroom Mum Doing most of the cooking and grocery shopping Lam Doing the laundry, taking out the garbage and cleaning the -do as told fridge, laying the table for meals, -read the text sweeping the house and feeding the cat (share with sister) -focus the An Helping Mum prepare meals information and washing the dishes, laying -Compare the the table table for meals and washing the dishes, laying the table for meals, sweeping the house and feeding the cat - as required (share with brother) -Read the questions to know what information they will have to find in the text this time - Ss are expected to get the structures and ideas to write a paragraph rather than their comprehension - T asks Ss to compare the result with their partners - T invites some Ss to present their answers in front of the class - T lets Ss chances to the peer-correction first - T corrects and gives feedback Make your own family chore chart, using the idea in the chart, write a paragraph about how people in your family share housework based on the ideas in the chart - Ss make their own household chart - T invites some to show their products and asks the class to give comments - Ss are required to make an outline of the paragraph about how people in the family share the household chores: + Introduction + how to divide the household chores + what family members thinks of sharing housework questions -write a paragraph -compare -present the answers KEY: There are four people in Lam’s family Both parents work and the children spend most of their time at school They split the housework equally in the family - take notes -Do as told -Give comments -make an outline SUGGESTED ANSWERS: My family, like many other ones in a modern society, shows equality in daily life in term of sharing the household chores We all lead a busy life when my parents go out to work and we spend most of our time at school Coming home we share the household chores equally among us My mother is in charge of going shopping and doing the cooking My father usually does the heavy lifting and repair electronic household appliances My sister, Linh likes doing the washing and cleaning the together house She does it very carefully As - T asks Ss to exchange the youngest members in the family, their paragraphs for peer I just simple things such as comment watering the flowers, feeding the pets T walks around to give and laying tables for meals We are help, noting down good all happy to perform our duties, and idea as well as errors in we think each of us play an important Ss’ pieces of writing - Ss write the role in keeping the house clean, the - T gives general paragraph home warm and happy comment and writes good ideas in one column and errors in another - T asks Ss for the - as told solution to these errors F SELF -EVALUATION : UNIT Period Week Date of preparation Date of teaching Classes : FAMILY LIFE : Communication and culture :3 : August 26th , 2015 : September 1st, 2015 : 10A1 A OBJECTIVES -By the end of the lesson, students will be able to : - compare and contrast family life in Vietnam and Singapore - use the vocabulary, and structures related to the topic for communication - Educational aims : Understand cultural values of family in different countries - Skills : Speaking, listening B LANGUAGE CONTENTS: - Vocab: words and phrases related to previous lessons: household financial burden, homemaking, join hands, provider, neat - Grammar: review C TECHNIQUES AND TEACHING AIDS * Techniques: - Pair work, group work, asking- answering, role-play *Teaching aids: pictures, flashcards D TEACHING PROCEDURES: Time Teacher’s activities Students’ Contents activities I COMMUNICATION: UNIT 1: FAMILY LIFE Discussion: “ Who does Period 8: Communication and what in your family” culture - T explains the task clearly describe the to the Ss pictures, saying Discussion - Ss are asked to describe what the person in + In the first picture: all the family the pictures, saying what the each picture is members share the household person in each picture is doing chores so each doesn’t have so doing much to And they all it in a - T elicits the situations to relaxing way get more Ss speak about the + In the second picture: There is topic just a woman the housework Therefore, she has to a lot of things at the same time She looks tired, stressed Listen to the TV talk Listen to the TV talk show show Who said what? Who said what? - T tells Ss to listen to a TV - listen to a Tv talk KEY: talk show and will have to find out who said what in Mr Pham Hoang: c,e,g the shows Ms Mai Lan: a, f - T lets Ss read the -Read the Mr Nguyen Nam: b, d statements and make sure statements that they understand all of them - T plays the tape one or twice - T gives the answers and the rest take turn to give comment - T corrects Work in the groups Discuss the questions Then, report your group’s opinions to the class - T explains the task clearly to the Ss - Ss work in group of or to discuss the questions - T tells them to refer back to Task to get help but they can also express their ideas freely - The group leader will note down the ideas of the group members - When Ss finish answering the questions, T calls one or two in each group to report the groups’ opinions - T lets other groups to comment - T corrects and gives feedback -listen to the tape - give the answers Work in the groups I agree with… ’s idea because it is fair/ it is suitable with the modern life in the society… -listen to the teacher - work in groups -do as told My parents both go out to work and take turn to the household chores -give comments -listen, take notes CULTURE: -T has Ss look at the pictures at the end of the Unit ( on page 15) and answer the questions - This activity can be done with the whole class to save time - T asks some guiding questions such as: Are they families?/How many people are there in each family?/ … - T pre-teaches new words + picture I think the roles of the wife and husband must be equal because they both go out to work, and they both have to join hands to look after their house and bring up their children Yes, they Because we are all responsible for our house and we don’t have much to Besides, we have more time to entertain after work CULTURE: -look at the pictures and answer VOCABUARY: + nursery (n) + child-minder (n) + generation (n) + ungrateful (adj) -Answer the questions Answers In In Vietnam Singapore nuclear extended - as told + explanation + example + antonym - Asks Ss to work in pairs: One reads the text about -Work in pairs to family life in Singapore and the other reads the text about that in Vietnam - When Ss finish, T asks their partners questions and - as required use the information from their partners to complete the table in the book Nursery school or childminder Nursery homes Taking part in the activities of PSG or PTA Grandparents or great grandparents Children grand children Helping their children with their homework or giving them advice on behavior E HOME WORK - Learn by hear new words and phrases - Summary the basic differences in the family life between Vietnam and Singapore - Prepare the next lesson: Looking back & Project F SELF -EVALUATION : UNIT : FAMILY LIFE Period : Communication and culture Week :3 Date of preparation : August 27th , 2015 Date of teaching : September 4th, 2015 Classes : 10A1 A OBJECTIVES -By the end of the lesson, students will be able to : - review vocabularies about family life - consolidate the grammar points of the unit - practice communicating more in English about the topic of family life - Educational aims : Make students responsible for their household chores, show their care to other members in their families - Skills : speaking, listening, reading, writing B LANGUAGE CONTENTS: - Vocab: words and phrases related to previous lessons - Grammar: structures which is important to get the meanings in the typescripts C TECHNIQUES AND TEACHING AIDS * Techniques: - Pair work, group work, asking- answering, role-play *Teaching aids: pictures, flashcards D TEACHING PROCEDURES: Time Teacher’s activities PRONUNCIATION: Listen and underline the words that have the consonant cluster sounds /tr-/, /br-/, and /kr-/ Write /tr-/ or /br-/ and /kr-/ above the word that has the corresponding consonant cluster sounds, then practice reading the sentences T explains the instructions clearly - T plays the recording and let Ss listen and the task T invites some Ss to read the sentences in front of the class - T corrects Ss’ mistakes if there are any, focus on the three consonant clusters VOCABULARY: Students’ activities Contents UNIT 1: FAMILY LIFE Period 8: Communication and culture PRONUNCIATION: -listen to teacher -listen to recording -correct mistakes KEY: cream- /kr-/; brushed /br-/ crashed /kr-/; tree /tr-/; traffic /tr-/ created /kr-/; brother/br-/ brown/ br-/; bread /br-/; the breakfast/ br-/ brave/br-/; cime/kr-/; increasing/ the kr-/ the VOCABULARY: What are the people doing? Write the name of the chores under the pictures - T lets Ss work in pairs to write the name of the chores under the pictures - T checks Ss’ answer by asking them to write the names of chores on the board next to the number of the picture or call out the word/phrase when T says the numbers of the picture - Ss are expected to be competitive and excited to participate in this activity Which ever pair gets the most right answers will be the winner Use the words/phrases in the box in their corrects form to complete the text - T asks Ss to read the text carefully, using the context clues to decide which word/phrase can be used to complete each gap in the text -T checks Ss’ answers by asking for peer correction first - T provides correction if necessary GRAMMAR: 1.Finish the sentences with either the present simple or the present progressive T explains the instructions to Ss clearly - Ss are required to find out the signals for the two tenses KEY: cooking shopping for groceries -work in pairs to doing the laundry/washing write clothes taking out the rubbish -do as told Cleaning the toilet washing up/ washing the dishes ironing sweeping the house watering house plants/ flowers 10 feeding the cat/pets -Participate in the activity Use the words/phrases in the box in their corrects form to complete the text read the carefully -answer KEY: text Does the cooking Shops for groceries Does the heavy lifting Laundry Ironing Takes out the rubbish Sweeping the house/floor Lays the table Does the washing up - Ss take note in their notebooks GRAMMAR: 1.Finish the sentences with either the present simple or the present progressive KEY: Am writing/ miss - Ss work in pairs Am looking after to finish the Looks/ is wearing - T calls Ss to read aloud the sentences with the answers T confirms Ss’ understanding by asking others to give comments - T corrects and gives feedback Work in groups Discuss the following questions Then report the result to the class - Put Ss in groups of or to discuss the questions - T should tell them that they can use the ideas and language in the lessons for their answers - T assigns a leader for each group whose task is to note down the group’s ideas - T calls representative of each group to perform in front of the class - T lets Ss chances for peer-correction first - T corrects and gives feedback PROJECT: Do a survey to find out… - T tells Ss what they need to in this activity - Ss work in groups of or - This can be done during in class or during the break - Ss are told to go around and ask their classmates questions to get information for their project - T also take part in the projects to see how the interviews are going on sentences Am cooking Are you reading Do people in the family -read aloud -give comments -take notes Work in groups Discuss the following questions Then report the result to the class SUGGESTED ANSWERS: -work in groups of or Question 1: Yes, we should Because the work make us responsible for the family That is to show our love to our parents and our family - as told Question 2: Due to the limit of time for study and our age, we can light work - perform in front only of the class Question 3: I usually look after the pets, water flowers, take out the garbage or sweep the floor -listen, take notes PROJECT: Do a survey to find out… INTERVIEW FORM: -listen to -work in groups N o -go around and ask their classmates questions Na me Fro m nucl ear/ Exte nded fami ly? Wh o ho use wo rk? How What man is an y ideal hour family s for hous e wor k - T is always ready to support if they need any help Work in groups Compare your findings and get ready to report to the class - Ss come back to their seat to combine the data collected during their interviews - Ss the calculations to get the final result of their project - Ss have time to prepare for the oral report - T calls representative of each group to present the project in front of the class -ask if needed -combine the data collected during their interviews - get the final result of their Work in groups Compare your project findings and get ready to report to the class - present the project in front of SUGGESTED ANSWER: the class Hi, everybody! Today, I’d like to present our project about the family life We have interviews ….people and what we have found is surprisingly interesting Most of the interviewees are from nuclear/ extended family 1/3 of the fathers share the household chores It is good to find that all the children help doing the housework in their free time and the most popular one is to take out the garbage/clean the floor However 2.5 percent of them don’t like doing the housework with different reasons …… E HOMEWORK - Review all the vocabulary and grammar point of the whole unit - Prepare the next lesson: Unit ( Getting started) F SELF -EVALUATION : GIÁO ÁN TIẾNG ANH 10 THÍ ĐIỂM TRỌN BỘ CỘT ĐẦY ĐỦ VÀ CHI TIẾT http://123doc.org/document/3836650-giao-an-tieng-anh-10-thi-diem-tron-bo-4-cot.htm ... GIÁO ÁN TIẾNG ANH 10 THÍ ĐIỂM TRỌN BỘ CỘT ĐẦY ĐỦ VÀ CHI TIẾT http://123doc.org/document/3836650-giao-an-tieng -anh- 10- thi-diem-tron-bo-4-cot.htm ... Date of teaching Classes : FAMILY LIFE : Reading : 02 : August 20th, 2015 : August 25th, 2015 : 10A1 I AIMS AND OBJECTIVES - Language content: To introduce the students to the text about the benefits... Date of teaching Classes : FAMILY LIFE : Speaking :2 : August 20th , 2015 : August 26th, 2015 : 10A1 A OBJECTIVES -By the end of the lesson, students will be able to : - develop the skill of speaking: