Tiếng Anh 10 – Giáo án Unit 1: a day in the life of



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Tiếng Anh 10 – Giáo án

Unit 1: A day in the life of...

Period 4: Lesson 3 :Listening



I. Objectives:

* Aims: By the end of the lesson, Ss wil be able to listen to one’s daily activities for general or specific information.

* New words: Words related to traffic activities.

* 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:

Stage/time

Teacher’s activities

Students’ activities

Warm-up

5’

Pre-listening

7’

While-listening

20’

After-listening

10’

Homework 3’


Jumbled words

- 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.

Questions and answers:

- Ask students to look at the part: Before listening.

- Let them work in pairs and make questions.

- Walk round, listen and help students.

- Read loudly the words:

district; routine; office; drop; passenger; ride pedal; purchases park footstall.

- Ask students to repeat loudly the words.

- Listen and check pronunciation.



Task 1 Numbering the pictures

- 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 tape script three times.

- Ask students to number the pictures.

- Help them if necessary.



Task 2 T/F statements

- Ask students to look through the sentences in task 2.

- Ask students to listen to the tape script again and decide whether the statements are T or F.

- Ask students to give reasons for their answers.



Questions and answers

- 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.

- Ask students to write a story about Mr Lam.

- Prepare Part- Writing at home.


- 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 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 tape script 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 tape script again and decide the statements that are T or F then explain them



Key: 1.F- 2.T- 3.F- 4.F- 5.F- 6.F

- 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 has a busy working day. He gets up at 5.30. ….

Unit 1 : A day in the life of...

Period 5: Lesson 4 : Writing



I. Objectives:

*Aims: By the end of the lesson, Ss wil be able to write a narrative by using given prompts.

* 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.

* 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:

Stage/time

Teacher’s activities

Students’ activities

Warm-up__5’___Pre-writing__10’___While-writing__18’___Post-writing'>Warm-up

5’

Pre-writing

10’

While-writing

18’

Post-writing

10’

Homework 2’


Questions and answers

- Ask students to keep book close.

- Ask students some following questions:

1. Have you ever heard a frightening story?

2. When and where did it happen?

3. How did you feel?

- Check and explain them to the class:

There are a lot of accidents in our lives, to understand them we learn part Writing.

Tak1: Finding verbs

- 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.

Task 2 Identifying the events, climax, conclution

- Ask students to do task 2.

- Let them work in groups.

- Go round, check and help students.



Task 3 Building up a narrative

- Ask students to keep book open.

- Ask them to use the prompts to build up a narrative about a hotel fire.

- Let students work individually.

- Walk round and help students.

Correction

- Give suggestions and corrections.

- Ask students to read another’s narrative.

- Ask some students to read loudly their narratives.

- Correct mistakes and mark.

- Do part writing of Unit 1 in the student’s work book and prepare part Language Focus.



- 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 neighborhood.

- It made me frightened.

- Listen to the teacher.

- 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 up a narrative about a hotel fire (work individually).

- Listen to the teacher.

- Finish the narrative.

- Read a narrative of one classmate.

- Some students read loudly their products in front of the class.


Unit 1 : A day in the life of...

Period 6: Lesson 5 :Language Focus



I. Objectives:

*Aims: By the end of the lesson, Ss will be able to:

- pronounce exactly and fluently the sounds in words and in sentences.

use the simple present tense,the simple past and adverbs of frequency in speaking and writing.

* Skills: Writing a passage about someone’s hobby.

II. Method: Intergrated, mainly communicative.

III. Teaching aids: Student’s book, pictures showing some activities (fishing, reading, going on a boat…)

IV. Procedure:

Stage/time

Teacher’s activities

Students’ activities

Warm-up

5’

Pronunciation

8’

Grammar and vocabulary

4’

8’

8’

10’

Homework

2’


Completing the sentence

- Ask students to keep book close.

- Give the picture that has a sheep on the ship.

- Ask students to complete the sentence:



I see a … on the …

- Ask students to speak the sentence loudly.

- Let students to get their attention on pronunciation : /I/- /i:/

- Introduce new lesson.

- Ask students to look at their books then introduce to them.

*Listen and repeat :

- Read loudly then ask students to repeat.

- Introduce : /I/ - /i:/

- Correct pronunciation for the students.



* Practise these sentences

- Read the sentences loudly.

- Ask students to repeat.

- Correct pronunciation for students.

- Introduce exercises to the students.

- Let students get their attention to focus on present simple, past simple and adverbs of frequency.



Exercise 1:

- Ask students to do Exercise 1.

- Introduce how to do it.

- Let them work in pairs.

- Walk round, check and give mark.

Exercise 2

- Introduce Exercise 2 to students and explain how to do it.

- Ask students to do it.

- Let them work individually.

- Check, correct mistakes.

Exercise 3:

- Introduce Exercise 3 to students and explain how to do it.

- Ask students to do it.

- Let them work individually.

- Walk round and help them.

- Check, correct mistakes, give reasons and mark.

Do Part Language Focus and prepare part Reading of Unit 2 at home.


- Keep book close.

- Listen to the teacher.

- Look at the picture and complete the sentence:

I see a sheep on a ship.

- Open the books.

- Look at : Listen and Repeat.

- Repeat the words in chorus then individual.

- Look at Practise the sentences.

- Listen to the teacher then repeat in chorus then individual.

-Listen to the teacher and do exercise 1.

Key: 1.is – 2.fish – 3.worry – 4.are – 5.catch – 6.am – 7.catch - 8.go – 9.give up – 10.says – 11. realize – 12.am

-Listen to the teacher and do exercise 2.

Eg:

He usually gets up early.



She is never late for school.

-Listen to the teacher and do exercise 3.



Key: 1.was done-2.cooked–3.were 4.smelt–5.told- 6.sang–7.began– 8.felt–9.putout-10.crept–11.slept– 12.woke–13.was– 14.leapt–15.hurried– 16.found–17.wound– 18.flowed


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