- Let students understand more about - Listen to the teacher and the life of a farmer, today we learn open the book – Unit 1, Unit 1- part A: Reading part A: reading Before you read : 7 [r]
Trang 1The first term of grade 10
Writing:………
Teaching : …………
The 1 st period
Grade 10
Theme: Guiding how to learn and to do English tests
Time: 45 minutes
I Objectives:
1 Educational aim: Students know about English book in grade 10
2 Knowledge:
Student know: - How to learn English in grade 10
- How to do English tests
- How to use student’s book and workbook
3 Skill : - Reading
- Speaking
- Listening
- Writing
- Doing English tests
II Teaching aids: Student’s book, student’s workbook, dictionary, some
test papers, etc
III Procedure:
Warm-up :(7 minutes)
- Introduce to students about the teacher
- Ask students about their names and
English knowledge etc
Guiding: 35 minutes
1 Guiding student’s book and workbook:
* Introduce to students how to use their
book and workbook
* Introduce to students how to learn
reading, speaking, listening, writing,
language focus in their books and how
to do the exercises in their books
2 Guiding English tests in grade 10:
* Introduce to students about oral tests,
15 minute tests, 45 minute tests, etc
- Listen to the teacher
- Answer the teacher’s questions
- put the student’s book and workbook on the table
- listen to the teacher and look through the books
Trang 2and how to do them
* The tests in grade 10 include:
reading : 25%
listening: 25%
writing: 25%
language focus: 25%
3 Guiding other books and tape, etc…
Homework: 3 minutes
- Ask students to prepare textbook,
notebooks and the things for learning
andprepare lesson reading - Unit 1
- Listen to the teacher
- listen to the teacher and write down the things which will be prepared at home
Date:………
Period……
Unit 1 : A day in the life of
Reading Time: 45 minutes
I Objectives:
1 Educational aim: Students should know what a farmer’s day of work is and
sympathize with farmers’ everyday work
2 Knowledge:
- General knowledge: Students know about activities on a day in the life of farmers
- Language: Sentences and expression for describing someone’s daily routines
- New words: Words related to a farmer’s daily work
3 Skills: Guessing meaning in context, scanning for specific information and
passage comprehension
II Method: Integrated, mainly communicative
III Teaching aids: Student’s book and pictures showing farmers’ daily
routines, etc
IV Procedure:
Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Lead out the hand out and introduce
how to put the name of the job on its
place
1 teacher
2 doctor
- Open the book
- Listen to the teacher
- Look at the blackboard and put two words together 1.b 2.c 3.e 4.a 5.d
Trang 33 worker
4 seller
5 farmer
- Ask students some questions
Where does a teacher work?
Where does a worker work?
Where does a farmer work?
- Let students understand more about
the life of a farmer, today we learn
Unit 1- part A: Reading
Before you read : (7 minutes)
- Ask students to use the suggestion in
their books to work in pairs
- Ask and answer questions about your
daily routine
- Listen to students and correct
pronunciation and grammar if necessary
- Ask students to look at the picture in
the book
- Show students to know about farmers’
daily routine
While you read : (23 minutes)
- Ask students to look through the
passage and read in silence
- Help students read the passage
- Explain pronunciation and meaning of
new words which appear in the passage
Task 1 : (3 minutes)
- Ask students to choose the option A,
B or C that best suits the meaning of
the italicised words
- Let students work individual or in
groups
- Help students if necessary
Keys:
1C; 2C; 3A; 4A
- Answer questions:
He works in a school
He works in a factory
He works in the field
- Listen to the teacher and open the book – Unit 1, part A: reading
- Look at the book, listen to the teacher and work in pairs:
*A: What time do you often get up?
B: I often get up at six
*C: What do you often do
in the evening?
D: I often do my home work and watch T.V
- Look at the picture
- Listen to the teacher
- Listen to the teacher then read the passages
- Ask some new words if necessary
- Keep the book open
- Listen to the teacher then
do task 1
- Ask the teacher if necessary
- work individual or in group
- Write down in the notebook
Trang 4Task 2: (4 minutes)
- Ask students to answer the following
questions
- Ask students look through the
passages then try to answer the
questions in right way
- Let them work in pairs
- Help students if necessary
(the answers in the passage)
Task 3: (6 minutes)
- Ask students to scan the passage and
make brief note about Mr Vy and Mrs
Tuyet’s daily routines
- Walk round the classroom and
correct mistakes
After you read : (8 minutes)
- Ask students to close their books
- Ask them to talk about Mr Vy and
Mrs Tuyet’s daily routines or their
parents’ daily routines
- Listen to students and correct
mistakes
Home work: (2 minutes)
- Ask students to write a passage about
a farmer’s daily routines (80 words)
- Ask students to do Reading exercise
of Unit 1 in workbook and prepare Part
B : Speaking at home
- Listen to the teacher
- Try to answer the questions
- Practice with a partner then write them down in the note books
- Ask the teacher if necessary
- Listen to the teacher and make a brief note about Mr
Vy and Mrs Tuyet’s daily routines
4.30: alarm goes off
5.15: leaves the house 5.30: arrives the field
- Listen to the teacher
- Try to talk about Mr Vy and Mrs Tuyet’s daily routines
- The students who are called to stand up to talk loudly are intelligent ones
- Listen to the teacher and write down homework
-*** -Date:………
Period……
Unit 1 : A day in the life of
Lesson 2: speaking Time: 45 minutes
Trang 5I Objectives:
1 Educational aim: Students should know how to spend their daily time
2 Knowledge:
- General knowledge: Students learn about daily activities
- Language: asking for and giving information from a timetable
- New words: words related to students’ daily activities
3 Skills: talking about daily activities
II Method: integrated, mainly communicative
III Teaching aids: pictures
IV Procedure:
Warm-up: (5 minutes)
- Ask students to keep book close
- Write on the board names of ten
subjects which are learnt in secondary
school:
1 Civic education
2 Maths
3 Techonology
4 Physics
5 Literature
6 Biology
7 Chemistry
8 Geography
9 Physical education
10 History
- Ask students to repeat
- The winners who repeat most
- Give marks
- Tell students to understand more
about students’ daily activities
(We learn Unit 1, part- speaking)
Pre-speaking : (12 minutes)
Task 1
- Ask students to ask and answer about
Quan’s weekly timetable using the
information from the timetable
- Let them work in pairs
- Listen to students and correct
mistakes
- Keep books close
- Listen to the teacher
- Look at the board and try to remember names of ten subjects
- Try to repeat from memory
- Look at student’s book
- Listen to the teacher
- Ask and answer about Quan’s weekly timetable A: What time does Quan have physics on Tuesday?
Trang 6While-speaking : (15 minutes)
Task 2
- Ask students to talk about Quan’s
activities, using the pictures in Task 2
- Let them work in groups
- Walk round and help them
- Ask some students to stand up to talk
again loudly
- Listen and correct mistakes
Post-speaking : (10 minutes)
Task 3
- Ask students to close books
- Ask students to tell the classmates
about their daily rountine
- Walk round and help them
- Let them work in groups
- Ask some students to stand up and
tell loudly
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about
their daily routine (50 words)
- Ask students to prepare Part C-
Listening and do homework
B: He has physics at 7.15
on Tuesday
A: What lesson does Quan have at 8.55 on Monday?
B: He has maths at 8.55
on Monday
- Open the books
- Do task 2 in groups A: Quan gets up at 14.00 B: He does his homework
at 14.15 C: He watches T.V at 16.30
- Close the books
- Listen to the teacher
- Do task 3
- Work in groups
- The students are called stand up and tell loudly A: Everyday, I get up at 5.30, I have breakfast at 6.00 and go to school at 6.30
- Listen to the teacher
- Write down the homework
-*** -Date:………
Period……
Unit 1 : A day in the life of
Lesson 3: listening Time: 45 minutes
Trang 7I Objectives:
1 Educational aim: Students should know about a working-day of a cyclo
driver and sympthize with him
2 Knowledge:
- General knowledge: Students learn more about traffic, a cyclo driver’s activities
- New words: Words related to traffic activities
3 Skills: - Listening and numbering pictures
- Listening and deciding on True or False statements
II Method: Intergrated, mainly communicative
III Teaching aids: Student’s book, pictures showing a cyclo driver’s activities,
tape and cassette player
IV Procedure:
Warm-up: (5 minutes)
- Ask students to close the books
- Give Jumpled words:
C C L O Y, R I E D V, N S S E G E R
P A, D O F O S A L L T
- Ask students to arrange those letters
in right orders
- Check some students and mark
- Give some statements:
He has a cyclo
He drives passenger everyday
He usually has meal at a foodstall
- Give question: Who is he?
- If you want to know more details
about daily activities of a cyclo driver,
we will go to Unit 1- part Listening
Pre-listening: (7 minutes)
- Ask students to look at the part:
Before listening
- Let them work in pairs and make
questions
- Walk round, listen and help students
- Close the books
- Listen to the teacher
- Work in groups
Key:cyclo-driver-passenger-foodstall
- Listen to the teacher and answer the question:
He is a cyclo driver
- Listen to the teacher and open textbooks
- Look at the books
- Listen to the teacher
- Work in pairs
A: Have you ever travelled by cyclo?
B: Yes, I have A: When was it?
B: Last summer A: Is it interesting to
Trang 8- Read loudly the words:
distric; routine; office; drop; passenger;
ride pedal; purchases parkl foodstall
- Ask students to repeat loudly the words
- Listen and check pronunciation
While-listening: (20 minutes)
Task 1
- Ask students to look at the pictures
about some activities of Mr Lam, a
cyclo driver
- Let them describe the pictures
- Read loudly or turn on the tapescript
three times
- Ask students to number the pictures
- Help them if necessary
Task 2
- Ask students to look through the
sentences in task 2
- Ask students to listen to the
tapescript again and decide whether
the statements are T or F
- Ask students to give reasons for their
answers
Key: 1.F- 2.T- 3.F- 4.F- 5.F- 6.F
After-listening: (10 minutes)
- Ask students to open the books
- Ask them to ask and answer
questions about Mr Lam’s activities,
using the cues below
- Let them work in pairs
- Walk round and help students
- Ask some students to stand up and
retell Mr Lam’s story to the class
- Listen and correct mistakes
travel by cyclo?
B: Yes, it is
- Repeat loudly the words and try to remember them
- Keep book open
- Look at the pictures in task 1
- Describe the pictures
- Listen to the tapescript and number the pictures
Key: a.3, b.5, c.4, d.6,
e.1, f.2
- Keep book open and listen to the teacher
- Read the sentences in task 2 and try to understand them
- Listen to the tapescript again and decide the statements that are T or F then explain them
- Open the books
- Ask and answer about
Mr Lam
A: What’s his name?
B: His name is Lam A: What’s his job?
B: He’s a cyclo driver
- The students who are called stand up and retell
Mr Lam’s story to the class:
Mr Lam is a cyclo driver
in HCM city He usually
Trang 9Homework: (3 minutes)
- Ask students to write a story about
Mr Lam
- Remember them to prepare Part-
Writing at home
has a busy working day
He gets up at 5.30 ….
-Listen to the teacher and write down homework
-*** -Writing:………
Teaching : …………
Date:………
Period……
Unit 1 : A day in the life of
Lesson 4: writing Time: 45 minutes
I Objectives:
1 Educational aim: Students should identify the events
2 General knowledge: Students learn how to write a narrative, stages of a
narrative
- Language: The simple past of verbs and the connectors often used in a narrative
- New words: Words related to problems on a flight or a fire
3 Skills: Writing a narrative
II Method: Intergrated, mainly communicative
III Teaching aids: Student’s book, notebook, some pictures showing flying
accidents of hotel fires
IV Procedure:
Warm-up: (5 minutes)
- Ask students to keep book close
- Ask students some following
questions:
1 Have you ever heard a frightenning
story?
2 When and where did it happen?
3 How did you feel?
- Check and explain them to the class:
- Keep book close
- Listen to the teacher and answer the questions
1 Yes, I have
2 It happened when I was young
- It happened in my neigborhood
Trang 10There are a lot of accidents in our
lives, to understand them we learn part
Writing
Pre-writing: (10 minutes)
- Ask student to read the narrative in
task 1
- Explain some new words
- Ask students to look through the
passage again and find all the verbs
that are used in the past simple and the
connectors (time expression)
- Let them work in groups
- Walk around, check and help
students
- Explain to students to use the simple
past to rewrite a story
While-writing: (18 minutes)
Task 2
- Ask students to do task 2
- Let them work in groups
- Go round, check and help students
- It made me frightened
- Listen to the teacher and open the books
- Read the narrative
- Ask the teacher if necessary
- Look through the passage again and find all the verbs that used in the past simple and the connectors
- Work in groups
Key: stared; was; arrived;
got; took off; began;
thought; were told;
seemed; realised; were;
screamed; thought; felt;
announced; was; were;
landedl; was; at first; then;
just then; a few minutes later; one hour later
- Do task 2 in groups Student A: identify the events: got on plane;
plane took off; hostesses were just beginning to serve lunch when plane began to shake; plane seemed to clip; people screamed in panic
Student B: identify the climax: we thought we had only minutes to live Student C: identify the conclusion of the story:
everything was all right,
we landed safely
- Listen to the teacher
- Use the prompts to build