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 role
Trang 1Date of preparing:8/8/2017
Date of teaching:………
Week:……… period:…………
INTRODUCING THE PROGRAMS OF ENGLISH 10
A Objectives:
- Help Ss to know about the English book grade 10 in general (Including themes, tests, lessons etc )
- Introduce how to do 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
- Students: Textbook
C Methods: - The whole lesson: Integrated, mainly communicative.
D Procedures:
I Warm-up: 9 minutes
* Game: Lucky Number
-T divides the whole class into
two groups and plays the game
- The leader of each group
chooses a number for their own
group and does the following
requirement in each question If
the answer is correct, they will get
10 marks
- T leads Ss in the lesson
II Presentation:
1 Presentation 1:
A Content: Including six topics
- T introduces the topics
B The design of each unit in
textbook:
- Ask Ss to look through the book
then tell class how many units it
has
- Introduce some more
information
- There are 5 topics including:
Family life ,Your body and you ,
Music, For better community
INTRODUCING THE PROGRAMS OF ENGLISH 10
* Game: Lucky Number
1 Lucky Number
2 How many girls are there in your class?
3 Do you know what your English teacher’s name is?
4 Lucky Number
5 What do you prepare for this semester?
6 Do you like studying English? Why or Why not?
7 How do you learn English well?
8 Do you speak English fluently?
A.Content:
1 Family life 2 Your body and you 3 Music
4 For better community 5 Inventions
B The design of each unit in textbook:
1 Getting started: Introducing the overall topic of the unit
2 Language: Vocabulary, Pronunciation and Grammar 3.Reading: Developing reading skills and providing Ss with language and ideas about the topic
4 Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge
5 Listening: Developing listening skills 6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language
7 Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit
8 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
Trang 2and Inventions
- There are 8 periods in each unit
They are Getting Started,
Language, Reading, Speaking,
Listening, Writing, Culture and
communication and Looking
Back
2 Presentation 2:
C Tests:
- After 2 units, Ss have one
period for test themselves It
helps them test themselves
about what they’ve learnt
D T introduces the new point in
learning English 10
E 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)
4 Consolidation - 2 minutes
- Ask Ss to consolidate the main
contents
- Give feedback
5 Homework - 2 minutes
learnt throughout the unit to perform a task in a realistic situation
C Tests:
1- Checking frequency knowledge for the 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)
D The new point in learning English 10
- Communicative method /approach
- Task - based method /teaching
- The book is designed with 4 skills
- Complete and various tests
- Learner - centered approach
E Some requires
Feedback
Trang 3Date of preparing:9/8/2017
Date of teaching:………
Week:……… period:…………
UNIT 1 FAMILY LIFE
A Aims and requirements
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
B Teaching method: Communicative
C Teaching aids
- Cassette player, tape, board, chalks, textbook and notebook
Part 1: GETTING STARTED I.Objectives
By the end of the lesson Ss can be able to gain:
1 Knowledge:
- have general ideas about household chores and roles of each member in family
- Use some lexical items related to the topic Family life.
- Make simple dialogues using the given expressions
- Read about the benefits of sharing household
- Use the words and phrases related to household chores and duties
2 Skills: reading, speaking and listening
3 Attitude and Competences
Have positive attitude toward to the lesson, and improve their ability of Integrated, mainly communicative
B Preparation: cassette player, pictures, posters
C Anticipated problems and solution
Trang 4Some weak ss have difficulty in reading the dialogue, so T should help them through.
D Procedure
I Warm up : 5mins
T: Ask Ss if they often do housework and what
housework each member of their
family does Then ask them to look at
the pictures and guess what they show
T: Ask Ss questions about the pictures:
E.g - Who are the people in the
pictures?
- What are they doing?
II Listen and read:- Task 1-p.06-
7 mins
- T plays the recording and asks Ss to listen and
pay attention to the text to understand the
content
III Decide whether the sentences are true,
false or not given- Task 2:(P.7)- 13 mins
- Ss listen and read along silently
- 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
IV Listen and repeat: TASK 3 (P.7)- 7
mins
- 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
T: - Ask Ss to read the dialogue again and
underline the words or phrases which they
have just listened to
- Answer the question
- Look at the picture and answer the questions
- They are a family.
- The father is vacuuming the floor The mother is
cooking The son is washing dishes and the daughter is doing the laundry
Unit 1 Family life Part 1 Getting started
1 Task 1/p6 Listen and read
2 Task 2/p.7
1 F 4 T
2 NG 5 T
3 F 6 NG
3.Task 3./p.7 Listen and Repeat
Household chores rubbish Household finances groceries Heavy lifting washing up Laundry
4 Write the verbs or phrases - Task 4
(P.7)-Verb/Verb phrases Words/ Phrases
1 Split, divide, handle (household)
chores
Trang 5V Collocations: Write the verbs or phrases -
Task 4 (P.7)- 10 mins
- 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
T: Tell Ss 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 Ss to pay
attention to words that are often used together
(collocations) then ask them to give some
examples
7 Be responsible for Household
finances
VI Consolidation - 2 minutes
- Ask Ss to consolidate the main contents
- Give feedback
VII Homework
T asks Ss to learn by heart the words and
phrases related to household chores and
duties
- Prepare for the next lesson
Feedback.
Date of preparing:10/8/2017
Date of teaching:………
Week:……… period:…………
UNIT 1 FAMILY LIFE Part 2: LANGUAGE
A Objectives: By the end of the lesson, Ss are able to:
1 Knowledge
- distinguish three consonant clusters, i.e /tr/, /br/ and /kr/
- know and use words to talk about household chores and duties in the family
- review the present simple and present progressive
Trang 6- vocabulary: chore, homemaker, breadwinner, laundry, split
2 Attitude and Competences
Ss have positive attitude toward to the lesson and improve their ability of integration, mainly communication
B Preparation
- Teacher: Handouts, textbook, pieces of papers and cassette
- Students: Textbook
C Anticipated Problems and Solutions
Some weak Ss have difficulty in pronouncing three consonant clusters: /tr/, /br/ and /kr/, so T should help them
D.Procedure
Aim: To provide students with a right way to pronounce
some clusters and how to distinguish present simple and
present continuous tense
I Warm up: 5 mins
* Checking
- T asks Ss to make sentences using some words or
phrases:
1 do (household) chores 2 take out garbage
3 do laundry 4 shop for groceries
5 do heavy lifting 6 do washing-up
7 be responsible for household finances
- T corrects Ss’ answers and gives mark
Unit 1 Family life Part 2 Language
II New lesson
A Vocabulary:
Task 1: Matching(8mins)
- T asks Ss to read the words and phrases in the box, then
discuss and find the meaning for each of them
- Ss work individually
- Provide support if necessary by guiding students to use
the context of the conversation to choose the meaning
for the words/ phrases
- T asks students to compare the answers with a partner
- T asks some students to read the answers
- Checks and gives the correct answers:
Task 2: Adding more
- T asks Ss to read the conversation again and get
information to do Task 2 individually
- Ss elicit more chores to add to the list
A Vocabulary:
Task 1: Matching
1 f 2 e 3 a 4 h
5 b 6 g 7 d 8 c
Task 2: Adding more
Chores from the conversation:
- prepare dinner
Trang 7- Ask students to compare the answers with a partner
- Ask some students to read the answers
- Feedback
Task 3: Discussing - 7 mins
- - 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
B Pronunciation:
Task 1: Listen and repeat:
Slap the board 5 mins
T: Write some minimal groups of three consonant
clusters /tr/, /br/ and /kr/ on the b.b, randomly
Ss: Work in groups, take turns running to the board and
slap the word pronounced by the teacher
-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
Task 2: Listen and choose(4 minutes)
- Ask students to read the words in rows, paying
attention to the difference between the sound clusters
- Play the recording and have students listen to the
sentences and circle the word they hear
- Check students’ answers by asking them to call out the
- cook (do the cooking)
- shop
- clean the house
- take out the rubbish
- do the laundry
- do the washing-up
- do 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 Task 3: Discussing
B Pronunciation:
Task 1: Listen and repeat:
trash crane brew train
crash brain
brash crew true
Task 2: Listen and choose
1 b 2 b 3 c 4 a
C Grammar:
Task 1:
Key:
1 does
2 cooks
3 cleans
Trang 8letter (a, b or c) corresponding to the word they hear.
C Grammar:
Task 1: (5mins)
- T asks Ss to read the text once and asks them to pay
attention to the words / phrases such as every day, today,
at the moment, and asks them what verb forms are often
used in the sentences that have these words / phrases Ask
them to choose the correct verb form
- T asks Ss to exchange the answers with their partner
- T checks Ss’ answers and elicits from them the rules of
using the present simple and the present continuous tense
- T gives feedback
Task 2/p.8
- Have students work in pairs to give their answers.
- Observe and help when and where necessary.
- Ask students to use the words/ phrases: now, at the
moment, usually, today, every evening, etc as clues for
their answers
Check students’ answers by asking individuals to take
turns reading aloud each of the sentences
4 is watching
5 is doing
6 is doing
7 is tidying up
8 is trying
Task 2/p.8
1 does, is not cooking, is working
2 is taking out
3 cleans, is cleaning
4 is preparing
5 looks after, works
6 is watching, watches
C Consolidation (2 minutes)
Ask ss: What have you learn today?
What can you do now?
Elicits answer: I’ve revised the use of the present
simple and present continuous Now I can use word collocations correctly to talk about different household chores
D Homework (1min)
Ask ss to do the exercise p.6,7,8- workbook
Feedback
Date of preparing:11/8/2017
Date of teaching:………
Week:……… period:…………
UNIT 1 FAMILY LIFE Part 3: READING
I AIMS/OBJECTIVES OF THE LESSON
1 Language focus
- To provide learners some vocabulary related to the topic of sharing housework
2 Skills
Trang 9- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
3 Attitudes and competences
- To encourage Ss to work harder
- To provide Ss some motivation
- understand the main points in household chores and roles performed by family members
II PREPARATION
1 Teacher
- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2 Students
- Read through English Unit 1 - Reading at home
III PROCEDURE
1 Checking the old lesson (6’)
- T asks Ss to do exercise 2 page 8
- T corrects Ss’ answers and gives mark
2 New lesson.
Activity 1(8’)
-Let students work in groups, look at the picture and
answer the questions Ask students to call out the
answers to question 1 freely For question 2, ask a
representative of each group to give the opinion of the
group
- Work in groups
- Look at the picture and answer the question
Activity 2(7’)
- Have students read the heading (a-c) first Make sure
UNIT 1 FAMILY LIFE Part 3: READING Exercise 2/p.8
1 does, is not cooking, is working
2 is taking out
3 cleans, is cleaning
4 is preparing
5 looks after, works
6 is watching, watches
1 Task 1.
- Yes, they are Because they do the housework together /Because all members of the family share housework
2 Task 2
Key c
Trang 10that 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 3(7’)
- 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 4(7’)
- 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 5(7’)
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
- Then ask students to read the text again, and locate
the part of the text where they can get the answer
to each of the questions before they discuss the
answers
- Check students’ answers by inviting a
representative from each group to give the answer
to one of the questions If the students’ answer is
incorrect, don’t give the right one at once, but try
to elicit it from other students
Activity 6 Consolidation (2’)
3 Task 3
1.a 2 b 3 b 4 b 5 a
4 Task 4
a c b b
5 task 5
1 They do better at school, become more sociable, and have better relationships with their teachers and friends
2 Because it shows that they care about their wives and this makes their wives happy
3 They may fall ill easily or may think about divorce
4 There is a positive atmosphere for the family