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

- To remind students of words often used to talk about daily routines..  Procedures Time Teacher’s activities - Stages Sts’ activities – possible answer 5’ Warm up T shows sts the pictu

Part A: READING (TCT-02)

 Aims

Reading a passage about a farmer’s daily routine

 Objectives

- To train students in guessing meaning in context, understanding the whole passage and scanning for specific information

- To remind students of words often used to talk about daily routines

 Methods and materials

Integrated, mainly communicative, textbook, chart

 Anticipated problems

Students do not understand the use of present simple tense in the passage

 Procedures

Time Teacher’s activities - Stages Sts’ activities – possible answer 5’ Warm up

T shows sts the picture in the

textbook page 12 to lead in

T: Who do you think he is?

What do you think he is doing?

What do you think he often does

during his day?

Sts look at the picture and answer T’s question

He’s a farmer

He’s with a buffalo

He often plants rice, raises chickens, ducks…

10’ Presentation

T gives sts some new words needed

to understand the passage

- get up (v) – translation

Sts write down the new words and

- lead (v) – action – translation

- buffalo (n) – picture

- It take s.o – (time) – to Inf

(example - translation)

- plough (v) – translation

- harrow (v) – translation

- plot of land – translation

- take a rest – situation – translation

- transplant (v) describe the action in

English

expressions Give more examples

25’ Practice

T asks sts to read the passage and do

the task 1, 2, and 3

* Task 1: multiple choice

(synonyms)

T: explain more about other choices

* Task 2:

answer questions in textbook page 16

Sts do the task

* 1 goes off – rings

2 to get ready – to prepare

3 chat – talk in a friendly way

4 contented with – satisfied with

* 1 He’s a farmer

2 He gets up at 4:30 and then he goes to the kitchen to boil some water for his morning tea

3 He ploughs and harrows his plot

of land, drinks tea with his fellow peasants and smokes local tobacco

* Task 3: fill in the chart

during his break

4 They go to the field again Mr

Vy pumps water into it and Mrs Tuyet does the transplanting

* Sts: fill in the 3rd column

In the morning

In the afternoon

4:30

5:15 5:30

7:45 10:30 11:30 2:30

6:30 pm

Mr Vy gets up, goes to boil water, drinks tea, has breakfast, leads the buffalo to the field

leaves the house arrives in the field, ploughs and harrows his plot of land

take the a short rest

goes home

has lunch with his family

Mr Vy and Mrs Tuyet go to the field again: repairing the banks, pumping water inside and transplanting

finish work

have dinner

watch TV, go to bed or visit and chat

After dinner

7:30 pm with neighbors

5’ Consolidation

T goes over the way used to describe

daily routines

Sts:

* Supplement after piloting the plan:

Part B: SPEAKING (TCT-03)

 Aims

To practise talking about daily routines

 Objectives

- To let students practice asking and giving information from a timetable

- To get accustomed to the use of present simple tense to talk about daily routines

 Methods and materials

Integrated, mainly communicative

 Anticipated problems

Students may not know some words for specific pictures Textbook

 Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer 5’ Warm up

T asks sts some questions

Do you often do morning exercises?

Sts answer the questions

(answer may vary)

What time do you often do morning

exercises?

5’ Presentation

T gives sts key structures for talking

about a timetable and daily routines

What time do/does V ?

S often/usually V at

Sts make some examples

30’

10’

10’

10’

Practice

T asks sts to do task 1, 2, 3

* Task 1:

asking and answering with a

timetable

* Task 2:

talk about Quan’s activities

T gives some extra words

ride to the stadium

ride home

take/ have a bath

* Task 3:

Talking about sts’ own daily routine

T asks sts to get information from

their partner and report to the whole

class

* Sts practice the task in pairs

*Sts practice individually for public check

* Sts practice in pairs then one will report his partner’s daily routines

5’ Consolidation

Go over the ways of asking and

giving information from a table and

talking about daily routine

* Supplement after piloting the plan:

Part C: LISTENING (TCT-04)

 Aims

To practice listening about a specific person’s daily routines

 Objectives

- Giving sts more practice in catching some important words for numbering pictures and listening for more details to decide on True - False statements

 Methods and materials

Integrated, mainly communicative skills, pictures in textbook

 Anticipated problems

Students may not know some words for specific pictures

 Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer 5’ Warm up

T asks sts the questions given in the

textbook

Sts answer the questions

5’ Presentation

T supplies sts with the sound form,

spelling form and meaning of some

new words

Sts write down the words and remember their sound forms

35’ Practice

15’

* Task 1:

T asks sts to think about the words

they may hear from the six pictures

* Task 2:

Deciding True or False

T asks sts to pay attention to words

that may be wrong

1 Mr Lam lives in district 1

2 Mr Lam usually gets up early

3 After he gets up, he rides his cycle

from District 5 to District 1

4 Mr Lam’s first passengers are 2

pupils

5 Mr Lam has lunch at home with

his family

6 After lunch, Mr Lam immediately

goes back to work

After listening - Consolidation

T asks class to talk about Mr Lam’s

activities with cues

* Sts listen and number the picture according to what they listen to 1.e

2.f 3.a

4.c 5.d 6.b

Sts listen and check if they are true/ false, why?

1 F (not mentioned) (5)

2 T

3 F (he took a passenger from Dist 5

to Dist 1)

4 F (an old man)

5 F (at a food stall)

6 F (take a rest and continue his afternoon’s work)

Sts ask and answer using cues

Name (what) Occupation (what)

Mr Lam

A cycle driver

Start work (what time) Passengers (who) Lunch (what time) (where) Rest (where, Yes/no)

6:00 a.m

an old man, a lady, 2

pupils

at twelve

at a food stall under a tree, short rest

* Supplement after piloting the plan:

Part D: WRITING (TCT-05)

 Aims

To let students practice writing a narrative

 Objectives

- To help make students acquainted with the stages of a narrative

- To remind students of the use of last Simple tense and then in a narrative

 Methods and materials

Integrated, mainly communicative skills Textbook

 Anticipated problems

 Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer 5’ Warm up

T asks some sts to answer question:

- What did you do yesterday?

- How did you do that?

Sts answer T’s questions

5’ Presentation

T presents sts the definition of

‘event’, ‘climax’ and ‘conclusion’

and remind sts of the use of Past

simple tense in a narrative

- event: sự kiện

- climax: đỉnh điểm

- conclusion: kết luận

Sts listen and imagine the form of a narrative

30’

5’

10’

Practice

* Task 1: listen verbs used in the

past form and connectors

T explains more about connectors

- when/ just when

- at first

- a few minutes/ one hour later

* Task 2: Identifying

-Events: some details of the

narrative

-Climax: the most important,

thrilling, interesting detail

-Conclusion: the end of the story,

* Sts do the task individually then compare their answers

Verb: stared, was arrived, began, screamed, seemed, announced, realized, were landed, took off, got, thought, felt, were told

* Sts do the task in groups -Events: got on the plane the plane took off the plane began to shake the plane seemed to dip people screamed in panic -Climax: they thought they had a few minutes to live

-Conclusion: “a few minutes later safely”

Sts report their groups’ result

narrative

* Task 3:

Writing a narrative about a hotel fire

using prompts

T asks sts to write individually then

read their narratives for public

check

(provide help anytime needed)

Sts write their narratives then red them

(sts narratives may vary)

5’ Consolidation

T goes over the form of a narrative

and the use of the past simple tense

in it and in other cases

* Supplement after piloting the plan:

Part E: LANGUAGE FOCUS (TCT-06)

 Aims

To provide students with phonetic practice and remind them of some grammar points

 Objectives

- To help students distinguish /1/ and /i:/

- To recall the usage of present simple, adv of frequency and past simple

 Methods and materials

Integrated, mainly communicative skills Textbook

 Anticipated problems

 Procedures

Time Teacher’s activities - Stages Sts’ activities - possible answer 3’ Warm up

T asks sts to pronounce ‘live’

-‘leave’ and identify the difference

Sts pronounce the words

2’

7’

Pronunciation Presentation

T tells the difference between /1/

and /i:/ and pronounce examples

Practice

T asks sts to pronounce the

sentences

Sts practice the examples

Sts say the sentences correctly

8’

8’

Grammar and vocabulary Presentation

T reminds sts of the usage and form

of present simple and past simple

tense together with some adv of

frequency often used in present

simple tense

Practice

* Exercise 1: Simple Present tense

T asks sts to fill in the blanks with

the verbs in the box in present

simple tense

* Exercise 2:

Sts supply the usage, form of the tenses and meaning of the adv of frequency supplied by T

* Sts do the task

1 is

2 fish

3 worry

5 catch

6 am

7 catch

9 give up

10 says 11

realize

8’

Adding adv of frequency

T explains more about meaning of

some new adv and position

- as a rule _ at the beginning of

sentences (translation)

- normally/ occasionally

(translation)

* Exercise 3:

Supplying past simple form

4 are 8 go 12 am

* Sts complete the sentences by adding adv of frequency

(Sts’ answer may vary)

* Sts do the task

1 was done

2 cooked

3 were

4 smelt

5 told

6 sang

7 began

8 felt

9 put out

10 crept

11 slept

12 woke

13 was

14 leapt

15 hurried

16 found

17 wound

18 flowed 4’ Consolidation

T goes over the difference

between /1/ and /i:/ and the use of

Present/ Past Simple tense with

advs of frequency

* Supplement after piloting the plan: