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

* Brain-storming: Get up go to the field DAILY ACTIVITIES OF A FARMER * Introduce the new lesson  Look at it and answer the questions  Speak out the answers Pre- reading:7’ - pre-teac

Giáo án Tiếng Anh 10

Unit one: A DAY IN THE LIFE OF ………

effectively and be in love with their work

- Language : - Sts can learn some new words related to farming , the dailyactivities

- Sts can read for gist and for information and summarize thecontent of

the reading

3- Skills : reading for gist, reading for details.

II Teaching method: integrate, mainly communicative approach

III Teaching aids: textbooks, pictures, handouts, reference books,

IV Procedures:

Teacher’s activities Students’ activities

Warm-up: 4’

 Stick the picture of the farmer on the

bb and ask Sts about it

 What is his job?

 Where does he work?

 Can you tell me what a farmer

usually does every day?

* Brain-storming:

Get up go to the field

DAILY ACTIVITIES OF A FARMER

* Introduce the new lesson

 Look at it and answer the questions

 Speak out the answers

Pre- reading:7’

- pre-teach new words:

o Lead the buffalo to the field:

o Plough (v) (n):

- Guess the words and give their meanings

by looking at the pictures:

leading the buffalo to the field, singing

karaoke, doing homework , ploughing and

harrowing, transplanting, teaching English ,

pumping water into the land, getting up

early, preparing lesson plan, chatting with

friends, drinking tea

- Ask Ss to look at the hand out

- Read the activities and ask Ss to repeat

- Ask Ss to pick out some activities which

o Lead the buffalo to the field:

o Plough (v) (n):turn up the soil (cày)

o Harrow (v), (n):break the soil(bừa)

o Pump water (v) : bơm nước

o Transplant (v):grow rice ( cấy)

o Peasant (n) :nông dân

- Take notes

- Get the handout

- Look at the hand out

- Repeat them after teacher

- Do the task: Ss work in groups and

farmers usually do.

- Ask Ss to give their chosen ones

- Check the information chosen by the

groups in

front of the class

- Give feedback

choose some

- The representatives of some groups present

their information

Suggested answers

(Ss’ answers may vary)leading the buffalo to the field,ploughing and harrowing, transplanting, pumping water into the land, getting up

early,chatting with friends, drinking tea

While-reading: 25’

- Ask Ss to read the text

- Ask Ss to work in groups to check the

information

- Go around to help them to do the task if

- Read the passage silently and quickly

- Work in groups and get the correct information

for their choices

necessary

- Ask Ss to give their answers again

- Give feedback

Activity 1.(Task 1)

- Run through the requirement

- Ask Ss to do the task in pairs

- Monitor class

- Ask Ss to say their chosen answers

- Give feedback

Activity 2.(Task 3)

- Explain the instruction

- Ask Ss to work in groups

- Ask Ss to scan the passage again and get

the

information to fill in the chart

- Give their answers

- Entrust each group with a specific task.

- Ask Ss to give their answers

- One completes the column “in the morning”;

the other with “in the afternoon”; the restone

with “after dinner”

- Show the posters with their answers

In themorning

4:30: the alarm goes off and

Mr Vy gets up, goes down the kitchen, boils water for tea, drinks tea, has quick breakfast, leads buffalo to field

5:15: leaves house5:30: arrives in the field, ploughs and harrows7:45: takes a break10:30: goes home11:30: has lunch with family

In theafternoon

2:30pm: Mr Vy and Mrs Tuyet go to the field again,

- Give feedback

Activity 3.(Task 2)

- Ask Ss to tell what they are going to do in

task 2

- Run through the questions in task 2

- Ask Ss to reread the passage and answer

them in groups

- Go around and monitor

- Ask some pairs to practice in front of

class

repair the banks of the plot

of land He pumps water intothe plot of land She does transplanting

6:00pm: finish work7:00pm: have dinner

Afterdinner

Watch TV, go to bedSometimes visit neighbours, chat with them

- Listen to the teacher

- Reread the passage

- Work in pairs

- Answer the questions

- Practice in pairs (one asks; another answers)

- Give feedback

Suggested answers:

1 He’s a peasant/ farmer

2 He gets up at 4:30 and then goes down the kitchen to boil some waterfor his morning tea

3 In the morning, he ploughs and harrows his plot of land, drinks tea, and smokes tobacco during his break

4 In the afternoon, thay repair the banks of the plot of land Mr Vy pumps water into it and his wife does the transplanting

5 Yes, they are Because they lovfe working and they love their children

Post reading: 7’

- Ask Ss to work in groups and talk about - Work in groups

Mr Vy

and Mrs Tuyet’s daily routines

- Ask the representatives of some groups to

present their talks in front of the class

- Comment Ss’ presentation/Give feedback

- Present them individually

III Teaching method: integrate, mainly communicative approach.

Ch

log

y

ish Geo His

…

- Ask pupils to work in groups,

write the subjects, and then read

hy, History

- Listen and repeat

Pre – speaking: 10’

Task 1:

- Remind pupils of the way to tell

time by giving them some

handouts, then ask them to match a

number in column A with suitable

b five to nine

c five past eight

d a quarter past seven

e twenty to eleven

f half past six p.m

the task

- Go around and monitor class

- Ask Ss to go to the board to do

their real lives:

+ What time is it ? = What is

the

time?

+ What time do you get up ?

+ What time do you go to

A: What time does Quan have a

Civic Education lesson on

4.b5.a6.e7.g

- Correct the mistakes

- Listen and answer+ It’s

+ I usually get up at

+

- Look at task 1 page 14, 15

- Practise the conversation with other subjects and time-points.in pairs

- Present in front of class

Monday ?

B: (He has a ) at 7: 15 a.m

A: What lesson does Quan have

- Ask pupils to look at the

- Work in groups to talk about the pictures in the textbook

pictures and

make a sentence to describe

each

picture in groups

- Go around and help pupils

- Ask some students to speak in

Every afternoon Quan gets up at 14:00 then

he studies for about two hours He watchs TV

at 16:30 at 17:00 he rides to the stadium toplay football with other boys in theneighborhood He gets back home at 18:30.after having a shower at 18:45, he has dinnerwith his family at 19:00 He studies thelessons at 20:00

- Ask pupils to work in groups

and talk

about their daily routines

- Ask some students to tell their

Unit one: A DAY IN THE LIFE OF ………

- Language: New words related to activities of a cyclo driver.

3 Skills: Listening for gist, listening for details , speaking.

II Teaching aids: Text books, handouts, posters, cassette, ect.

III Teaching method: integrate, mainly communicative approach.

VI Procedures:

Teacher’s activities Students’ activities Warm up: 5’

- Stick the poster on the board

- Ask Ss to look at the poster and read the

- Ask Ss to look at the task in Before you

- Look at the poster

-Work in pairs to do the task(listing activities)

- Go to the board to do the task as directed

Cyclo driver

- Explain some new words if necessary

- Asks Ss to discuss the following questions

Ex: I live in Mo cay -

Drop (v): to stop so that someone can

get out of the car

(explanation)

- Listen

- Look at the task

- Discuss and answer the questions inpairs

d I prefer going by cyclo because

- Present in front of class what they have discussed

- Copy these words

Passenger (n): (picture)

Pedal (v): (action)

Purchase (n): (synonym)

- Read these new words

- Read new words listed in the textbook

again

- Leads Ss to the reading text

- Has Ss discuss the activities in the pictures

- Get Ss to read the instruction of the task

- Explain new words if necessary

- Let them listen to Mr Lam’s talk about his

morning activities and check their

predictions

- Check Ss’ answers

- Repeat

- Work in groups and supply the

numbers of the pictures

- Listen and check their predicted answers

Suggested answers

a.3 b.5 c.4 d.6 e.1

f.2

+ Task2:

- Get Ss to read the instruction

- Has Ss work in pairs and predict the

statements (T/F)

- Asks Ss to listen to Mr Lam’s talk and

check their predictions

- Checks Ss’ answers and let them listen

again

Post-listening: 8’

- Ask Ss to work in pairs, take turns to ask

and answer questions about Mr.Lam’

activities, using the cues below, and then

retell his story to the class

- Call some pairs to present their practice

- Remark and give marks

- Read the instruction

- Read the statements and predict the answers

- Listen and give the answers

Suggested answers

1.F 2.T 3.F 4.F 5.F 6.F

- Work in pairs and do the last task

1 What’s his name?

2 What’s his job?

3 What time does he start work

………

………

- Conduct their presentation

- Do the writing task at home

Homework: 2’

- Ask ss to write a paragraph (80 to 100 words) about their father’s daily activities

Unit one:A DAY IN THE LIFE OF ………

Period:……… Writing

Time: 45 minutes

I- Objectives :

1 Educational aim: By the end of the lesson, Ss will be able to understand

the life of people and know the experience of life

2 Knowledge :

- General knowledge: Students will be able to write a narrative ( a story about the

fire)

-Language: Words related to story telling

3 Skills : writing and speaking

II - Teaching aids : Pictures, posters, newspapers, textbooks

III Teaching method : Communicative approach

IV - Procedures :

Warm-up : 3’

Game: Magic Hat

- Explain the rule of game and ask students

to sit in groups and play the game

- Give some cues “In our life, we often use

it to tell someone about something that

happened to us This word has five letters ”,

………

- Introduce the new lesson

Pre – writing: 17’

- Ask Ss some questions

a Have you ever heard a frightening

story?

b When / where did it happen?

c How did you feel about that?

- Ask students to open books and do the 1st

task in group of four

- Go around and give help if necessary

- Ask some Ss to tell the answers

- Give feedback

Ask students about the tense used in the

story and revise the uses of the past simple

- Ask students some questions about the

structure of a narrative and teach them how

- Explain to Ss the format of a narrative:

the events, the climax, and the conclusion

Open their books and find all the verbs that are used in the past simple and the

At first, then

+ Answer the questions

A narrative is written in past tense It contain some events which follow the time oder

+ Task 2

- Have students read the passage on page 18

to find the events, the climax and the

conclusion of the story

- Ask Ss to work in groups

- Walk around the class and offer ideas

and comments when students need help

Then some groups at random to tell

about their work in front of class the

class

- Give feedback

While – writing: 15’

+ Task 3

- Ask Ss to read the passage in the textbook

- Have students do the task after having

given

clear instructions and the context of the

passage

“this narrative tells about a hotel fire

- Read the words after teacher

- Listen and copy down

- Read the passage and the instruction of it

which

happened last year”

- Walk around the class and offer ideas and

comments when students need help

- Ask students to write on a poster

Post - writing: 10’

- Conduct the correction

- Ask some students to stick their posters on

the board

- Ask others to read and give comment

- Give feedback

Homework

Write the passage more carefully at home

Prepare for Language Focus

- The climax: we thought we had only minutes to live

- The conclusion: the pilot announced everything was all right, we landed safely

- Open the books

- Read the text

- Work in groups

- Present their writing on posters

- Stick the poster on the board

- Give the remark

- Take notes

Suggested answers

Last year, I spent my summer holidays at aseaside town The hotel was modern andcomfortable I had a wonderful holiday untilthe fire

It was Saturday evening and everybody wassitting in the discotheque (which was) on theground floor It was crowded with people.They were dancing and smiling happily.Suddenly we smelt smoke Then blacksmoke began to fill the room Everybodystarted to scream in panic People ran towardthe fire exits Outdoor was blocked Manypeople began coughing and choking

Then, just as we thought we had onlyminutes to live, the fire brigade arrived.Firemen fought their way into the room andsoon everyone was safely out of the building

Luckily, nobody was seriously hurt It wasthe most frightening experience of my life

Unit one: A DAY IN THE LIFE OF ………

Period:……… Language focus

- Understand adverbs of frequency

Language : Words related to daily activities

3 Skills : writing , speaking , listening , reading

II - Teaching method : Communicative approach

III - Teaching aids : Pictures, posters, reference books, etc

IV - Procedures :

Teacher’s Activities Students’ Activities

A Pronunciation: 15’

1/ pre-task

- Ask Ss to close their books

- Use a picture (a sheep and a ship), show

the

picture and ask : “what’s this ?”

- Ask them to listen and repeat the

words“ship”

and “ sheep”

- Introduce sounds

- Teach Ss how to pronounce the sounds

/i:/ is a long sound

/i:/: open your mouth very little to make

the sound /i:/

/I/ is a short sound.

/I/: open your mouth a little more

2/ While - teaching task:

- Close their books

- Look at the picture and answer the questions

- Listen and repeat

- Look at the teacher and imitate the way to pronounce the sounds

Listen and repeat

- Ask Ss to open their book

- Play the tape and ask Ss to repeat.

- Ask some Ss to repeat the sounds clearly

to

class

- Give feedback

Practise the sentences

- Ask Ss to work in pairs and practice

speaking

the sentences

- Go around and give help

- Get some Ss to read the sentences

- Open their books

- Listen to the tape and repeat after speaker

- Read the words loudly

- Practise the sentences in pairs

- Make two sentences

For example:

I like eating a lot of meat His teacher hit him on the fingers

B Grammar & Vocabulary :30’

1 Exercises 1&2

 Pre – task:

- Ask Ss 3 questions:

+ How do you go to school today?

+ How do you usually go to school

everyday?

+ Do you often get up early?

- Ask students the ways of using the simple

present and the adverbs of frequency”

+ When do we use this tense?

+ What adverbs of frequency does it go

- Listen and answer

- I go to school by bicycle today

- I usually go to school by bicycle

- I always get up early

- Discuss in pairs and answer the questions

+ We use the simple present when we sayhow