Giáo án Tiếng anh 10 Unit 1: A day in the life of …..... mới nhất

Class

Date of teaching

Students absence

Notes

10…

10…

10…

Time

Teacher's activities

Students' activities

5’

10’

20’

9’

1’

1. Warm- up:

+ Aims: to introduce the topic of the lesson and to raise sts' interest.

- Ask sts to close their books

- Deliver handouts, and ask sts to match a noun in column A with a phrase in column B.

AB

1. a teachera. does homework

2. a doctorb. works in the field

3. a studentc. delivers letters

4. a postmand. looks after patients

5. a farmere. gives lessons

- Ask ss to match quickly in one minute, then ask some ss to stand up to answer T's questions.

- After the last question, T introduces the new lesson.

2. Before you read:

- Aims: to revise the present simple and to provide sts with some new words.

- Ask sts to open their books and look at "Before you read" , explain what they are going to do.

- Do the first example.

T: What time do you often get up?

- Ask sts to work in pairs to ask and answer about their daily routine, using the cues in the textbook.

- Ask them to work in 3 minutes, meanwhile T moves round to help if necessary.

- Ask some pairs to report .

- Ask sts to look at the picture in the textbookand guess the man's job.

- Introduce the topic of the reading passage: " A day in the life of a farmer"

- Introduce some new words:

- plough (v) ( the action of the man in the picture)

- 'harrow (v) : bõa

- a plot of land (n) ( point at the picture)

- 'peasant (n) : a poor farmer

- pump(v) : b¬m

- trans'plant (v)( use 2 words"plant" and "trans-" to explain).

do the transplanting

- Ask sts to listen and repeat these words twice, then ask some sts to read again.

3. While you read:

- Aims: Sts practise reading

+ Task 1:

- Ask sts toread the passage about a farmer, Mr. Vy and his wife, Mrs. Tuyet. and do Task1.

- Ask sts to work individually in 5 minutes to do this task.

- Guide sts to read through the passage , then focus on only the sentences surrounding the italicised words to do the task effectively.

- Ask them to share their ideas with their parners.

- Ask 4 sts to stand up to answer , then give remarks.

- Translate number 4 into Vietnamese in case sts do not know the word " contented with"and three options.

+ Task 2:

- Ask sts to read the passage again and answer the questions about Mr. Vy and Mrs. Tuyet.

- Ask them to work in pairs , one asks and one answers.

- Move round to make sure that all sts are working and to help them if necessary.

- Ask some sts to reportand give feedback .

+ Task 3:

- Ask sts to read the passage again , and explain what they are going to do.

- Ask them to complete the note in 7 minutes, then discuss their answers with their partners.

- Ask three sts to report their answers aloud.

- Check and give remarks.

- Work in groups to discuss.

- Ask one member of their groups to report if possible.

4. After you read:

- Aims: to help sts to consolidate what they have read.

- Ask sts to close their books.

- Ask them to work insmall groups of three or four to talk about Mr. Vy and Mrs. Tuyet's daily routines basing on their note in Task 3.

- Encourage them to use their own words.

- Ask one or two pairs to report.

5. Homework:

- Ask sts to write full passage about Mr. Vy and Mrs. Tuyet basing on what they have discussed in Post- Reading.

- close their books

- match two columns

T: What does a teacher do?

S1 : Hegives lessons

T: What does a doctor do?

S2 : He looks after patients.

.........

T: What does a farmer do?

S5 : He works in the field.

S: I often get up at six

S1: What time do you often go to school?

S2: I often go to school at 6.30

S3: What time do you often have breakfast?

S4: I often have breakfast at 6.15.

............

S11: What do you often do in the evening?

S12: I often do my homework.

S: I think he is a farmer.

- Listen and repeat.

- plough- peasant

- harrow- pump

- a plot of land- transplant

1. C

2. C

3. A

4. A

S1: What is Mr. Vy's occupation?

S2: He is a farmer.

S3: What time does he get up and what does he do after that?

S4: He gets up at 4.30, then he goes down to the kitchen to boil some water for his morning tea.

S5: What does he do in the morning?

S6: In the morning he ploughs and harrows his plot of land, drinks tea and smokes local tobacco during his break.

S7: What do Mr. Vy and his wife do in the afternoon?

S8: They repair the banks of their plot of land. Mr. Vy pumps water into itwhile his wife does the transplanting.

S9: Are they happy with their lives or not? Why?

S10: Yes, they are. Because they love working and they love their children.

- In the morning:

+ 4.30: The alrm goes off and Mr. Vy gets up, goes down to the kitchen, boil water for tea, has a quick breakfast, leads the buffalo to the field.

+ 5.15: he leaves the house

+ 5.30: he arrives in the field, ploughs and harrows his plot of land.

+7.45: He takes a rest

+ 10.30: he gose home

+11.30:he has lunch with his family.

- In the afternoon:

+ 2.30: they go to the field again, repair the bank of the plot of land. He pumps water into it, she does the transplanting.

+ 6.00: they finish work.

+ 7.00: they have dinner.

- After dinner:

+ They watch TV, sometimes they see their neighbours for a cup of tea and chat with them.

+10.00:they go to bed.

Time

Teacher's activities

Students' activities

5’

9’

20’

10’

1’

1. Warm-up:

- Aims: to revise the names of school subjects .

- Ask sts to close their books.

- Deliverthe first handout.

AB

1. Civic educationa. Toán học

2. Technologyb. Vật lí

3. Mathsc. Tin học

4. Literatured. Thể dục

5. Physicse. Địa lí

6. Biologyf. Giáo dục CD

7. Chemistryg. Văn học

8. Physical educationh. Lịch sử

9. Geographyi. Công nghệ

10. Historyj. Sinh học

11. Informaticsk. Hóa học

- Ask them to match one item in column A with one item in column B.

- Ask them to work in groups in 2 minutes, then check this exercise in chorus.

- Ask sts to read aloud the names of these subjects in chorus.

2. Pre-Speaking

- Aims: to introduce the verb tense and the way to tell clock time.

- Introduce briefly what sts are going to do in this lesson.

- Ask sts about the verb tense to use in talking about daily routines.

- Remind sts of some rules of the present simple tense.

- Recall the way of telling time.

T: ( write on the board) 7.30 ans ask a st to read it aloud.

- Write some more examples and ask sts to read aloud.

- Ask sts about the question :

- Ask sts to make question for the following sentence:

" Mai goes to school at 6.30 a.m"

- Ask sts to give more examples.

3. While- Speaking

- Aims: Sts practise speaking in pairs

+ Task 1:

- Ask sts to open their books.

- Introduce the requirement of the task.

- Ask sts to look at the timetable in the textbook and read through it.

- Do the first example with a student.

T: What time does Quan have a Civic Education lesson on Monday?

T: What lesson does Quan have at 7.15 a.m on Monday?

- Ask the whole class to read these sentences again.

- ask two pairs to read again.

- Ask sts to work in pairs in 10 minutes to ask and answer about Quan basing on the timetable.

- Move round to hepl sts and to correct any mistakes if there are.

- Askfive pairs to report because of the time limit.

- Listen and give remarks.

+ Task 2:

- " Quan is at school in the morning, and what does he do in the afternoon? Please look at pictures in task 2"

- Ask sts to work in pairs to ask and answer about Quan's activities.

- do the first example:

T: ( look at picture 1) What does Quan do at 2.00 p.m?

- Ask sts to work in the same way, remind sts to use the present simple tense with the third person.

- Move round to control the activity and to help sts if necessary.

- After sts have discussed, T can aks a student to talk about all Quan's activities in the afternoon.

4. Post -Speaking:

- Aims: sts practise speaking freely, they can express their own ideas.

+ Task 3:

- Ask sts to think about themselves, and then work in small groups to tell their friends about their daily routines. - Remind sts that they are using the present simple with the first person.

- Move round to check the activities and to make sure that sts are working effectively.

- Ask one or two sts to report in front of the whole class.

- check and give remarks.

5. Homework:

- Write a paragraph ( about 80 words) about their daily routines in their workbook.

- Close their books.

- Work in groups of three or four to match as quickly as possible.

- Speak aloud their answers:

1-f ; 2-i ; 3 - a; 4 - g; 5 - b; 6 - j;

7 - k; 8 - d; 9 - e; 10 - h; 11 - c.

- The present simple tense.

S: seven thirty or half past seven.

S: The question begins with " What time..........?"

S: What time does Mai go to school?

- Open the textbook.

- Listen to the teacher.

- Look at the timetable and try to understand it.

S: He has a Civic Education lesson at 7.15a.m

S: At 7.15 on Monday he has a Civic Education lesson.

S1: What time does Quan have a Literature lesson on Tuesday?

S2: He has a literature lesson at 8.05 a.m

S3: What lesson dose Quan have at 10.40 a.m on Thursday?

S4: he has a Chemistry lesson.

S5: What time does Quan have a Physics lesson on Wednesday?

S6: He has a Physics lesson at 9.55 a.m

S7: What lesson does Quan have at8.55 on Friday?

S8: He has an English lesson.

S9: What time does Quan have a Class Meeting on Sarturday?

S10: Hehas a class meeting at 10.40 a.m.

- look at pitures in task 2 and think of the phrases to talk about Quan's activities.(eg: do his homework, get up,etc)

S: He gets up at 2.00 p.m

" At 2.00 p.m Quan gets up, he starts to study at 2.15 p.m. he studies until 4.30 and then he watches T.V. At 5.00 he rides to the football yard. At 5.15 he begins playing football. He goes home at about 6.30 p.m......."

- Think about theit daily activities and talk to their friends.

- Try to use English to talk.

Class

Date of teaching

Students absence

Notes

10…

10…

10…

Time

Teacher’s activities

Students’ activities

5’

10’

20’

8’

2’

1. Homework checking:( 5 mins)

Two sts tell the whole class about their daily routines

2. Before you listen:

Aims: focus sts on the topic and review/ introduce the words and phrases used to describe a cyclo driver’s daily activities.

a. T asks sts to work in groups and make a list of vehicles and the people who operate them, then compare their list with other groups’

- Introduce the topic of the listening text: ‘A day in the life of a cyclo driver’ and asks sts to open their books.

- Ask sts to work in pairs to ask and answer the questions in the textbook

Have you ever traveled by cyclo?

When was it?

Is it interesting to travel by cyclo?

Which do you prefer, going by bicycle or by cyclo? Give reasons.

- Move around to help sts then ask some pairs to report.

- Give remarks.

b. T asks S to look at the words in the book and read after T .

- Introduce some new words

- 'passenger (n): (in the pictures)

- 'district (n): e.g.: Ba Dinh district, Thanh Mien district

- drop (v): when the passenger gets off the cyclo.

- 'pedal (v) = cycle (v)

- 'purchases (n) = the shopping: The things someone has bought

-food stall (n) : (In the picture)

- Read the words aloud and asks sts to repeat.

-Ask some sts to read the words again.

3. While you listen:

+ Task 1:

Aims: Practise listening and ordering pictures.

- Ask sts to work in pairs, look at the pictures in the textbook and describe each picture.

- Do the first example:

In the first picture, a cyclo driver is cycling his cyclo and taking a woman to somewhere.

- Introduce the situation about Mr. Lam, a cyclo driver in Hochiminh city talking about his daily routines. T asks sts to listen to the tape/ teacher and number the pictures in the correct order.

- play the tape/ read the text twice.

-Ask sts to sharetheir answers in pairs.

- Get sts’ answers.

- play the tape once again, stop where necessary and conduct the correction.

+ Task 2:

Aims: Practice listening for specific information by deciding if the given statements are true or false.

- ask sts to have a look at the statements and read them in pairs and make sure they understand the statements.

-Ask sts to listen to the tape/T again and tick the box to indicate if the statements are true or false.

- Ask sts to compare their answer in pairs.

- Checks sts’ answers.

- Play the tape once again, stop where necessary and conduct the correction.

4. After you listen:

- Ask sts to work in pairs and use the suggested words to ask and answer about the cyclo driver.

- Move round to check the activities and to make sure that sts are working effectively.

- Ask one or two sts to retell the cyclo driver’s routines in front of the whole class.

- Check and give remarks.

5. Homework:

- Write a short paragraph about Mr. Lam's routines

- work in groups and recall the vehicles and their operators then make a list on a sheet of paper

- compare theirs notes.

- listen to the T and open their books

- Work in pairs to ask and answer.

- Some pairs stand up and report.

S1:Have you ever traveled by cyclo?

S2:Yes, I have.

S3: When was it?

S4: Last summer holiday...

S5: Is it interesting to travel by cycle?

S6: Yes, it is.

S7: Which do you prefer, going by bicycle or by cyclo?

S8: I prefer traveling by cyclo because I have time to look around and I’m not tired.

- look at the words and read after T .

- copy the words and phrases.

- listen and repeat.

- Some individuals read the words aloud

- look at the pictures and listen to the T.

- describe the other pictures in pairs.

- listen to the teacher.

- listen to the tape / the teacher and do the task

-Share their answers.

-give feedback.

-check their answers , and then correct their work if they have any wrong answers.

Key: 5 – 6 – 1 – 3 – 2 – 4

- Read the statements , underline the key words in each sentence.

- Try to guess whether each sentence is true or false.

- Listen and do the task.

- Share their answers with their partners.

- Give answers.

- Listen again and check.

Key: 1F; 2T; 3F; 4F; 5F.

- Work in pairs to ask and answer questions such as:

" What is the man's name?"

" What does he do?"

.............

Class

Date of teaching

Students absence

Notes

10…

10…

10…

Time

Teacher's activities

Students' activities

5’

20’

10’

9’

1’

1. Warm- up:

Aims: To raise students' interest.

-Show a picture that teacher prepared in advance about the explosion inTwin Towers in 2001.

- Ask some questions:

T: Whatis happening ?

T: Do you know where it happened?

T: When did it happen?

T: How did it happen?

- Tell sts that they are going to write a narrative of past events.

2. Before you write:

- Aims: to provide sts withthe materials ( vocabulary, grammar, form) to write.

+ Task 1:

- Ask sts to look at Task 1 .

- Ask them to read through the passage in two minutes to get the main idea.

- Ask one student to report.

- Explain some new words/ phrases in the passage:

+ stare death in the face ( explain the meaning of each word ,then let sts guess the meaning of the whole phrase)

+ 'fasten(v)( demonstrate)

+ dip (v) : move to a lower level.

- Ask sts to listen and read these words again.

- Ask them to read the passage again more carefully and do task 1 in 5 minutes.

- Move round to make sure that all sts are working.

- Ask them to share their answers with their partners.

- Check the task by asking two sts to report.

- Give remarks.

+ Task 2:

- Ask sts to read the passage again and in groups to do task 2.

- Divide the class into three regions: one identifies the events, one identifies the climax and the rest identifies the conclusion.

- Ask sts to work in only 2 minutes.

- Ask three representatives of three groups to report.

- Draw the conclusion about writing a narrative.

+ Form: 3 parts: - introduction.

- body: events, climax

- conclusion

+ Verb tense: the past simple tense.

+ Connectors: at that time, on that day,then, after that, a few minutes later, until, etc.

- Ask sts to do task 3 but before that explain some new words:

+ 'discotheque (n) : disco

+ choke (v): to be unable to breath

- Ask sts to listen and read these words again.

3. While you write:

- Aims: students practise cotrolled- writing.

+ Task 3:

- Ask sts to build up a narrative about a hotel fire using the prompts.

- Ask them to work individually.

- Move round to conduct the activity and to note down sts' mistakes.

- Ask sts to share their answers with their partners.

4. After you write:

-Aims: to get feedback.

- Ask sts to report their work sentence by sentence.

- Remind sts that they should use the past simple to write.

5. Homework

- Ex 1, 2 (page 9)

- Look at the picture.

S: The buildings are on fire.

S: It happened in the U.S.A

S: It happened on September 11th , 2001

S: Two planes carrying bombs crashed into two buildings and killed a lot of people.

- Look at Task 1.

- Read through the passage individually .

- S: The most frightening experience of the writer's life when he(she) travelled on a plane on 14th July 1995.

- Listen and repeat:

+ stare death in the face

+ fasten

+ dip

- Read the passage again and do task 1.

+ Verbs used in the past simple: stared, was, arrived, got, took off, began,thought, were told, seemed, realised, were, screamed, thought, had, felt, gained, announced, landed.

+ Connectors( expressions of time): on that day, at first, then, a few minutes later.

- work in groups.

- Report the answers:

+ The events: people got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seemed to dip, people screamed in panic.

+ The climax: We thought we had only minutes to live.

+ The conclusion: the pilot that everything was all right, we landed safely, it was the most frightening experience of my life.

- Listen and repeat these words.

- Write the passage into their notebooks.

Last year I spent my summer holidays at a seaside town. The hotel was modern and comfortable. I had a wonderful holiday until the fire.

It was Saturday evening and everyone was sitting in the discotheque on the ground floor.

It was crowded with people. They were dancing and singing happily. Suddenly we smelt smoke. Then black smoke began to fill the room. Everybody started to scream in panic. People ran away toward the fire exits. One door was blocked. Many people began to cough and to choke.

Then just as we thought we had only minutes to live, the fire brigade arrived. Firemen fought their way into the room and soon everyone was safely out of the building. Luckily, nobody was seriously hurt. It was the most frightening experience of my life.

Class

Date of teaching

Students absence

Notes

10…

10…

10…

Time

Teacher's activities

Students' activities

7’

17’

20’

1’

1. Homework checking.

- Ask one student to do exercise 1 (page 9) on the board.

- Check Ex 2 with the whole class. Check this exercise sentence by sentence.

- Give remarks and marks.

2. Pronunciation:

- Aims: to introduce the two sounds and to help sts to read these sounds correctly.

- Introduce two sounds / I / and / i: /.

- Read each sound twice and then ask sts to listen and repeat.

- Ask sts to look at the book, then listen and repeat.

- Ask sts to practise reading these words in groups.

- Ask some sts to read aloud and give remarks.

- Ask sts to look at part 2 and tell sts what they are going to do.

- Do the first example:( read the sentence aloud and underline the sounds)

1. Is he coming to the cinema ?

/I//i://I//I/

- Ask sts to work in pairs to practise reading and to find the sounds in the rest sentences.

- Remind them of the intonation of the questions.

- move round to help if necessary.

- Ask some sts to read these sentences aloud.

- Give remarks.

3. Grammar and vocabulary:

- Aims: to revise the present simple tense and the past simple tense.

- Ask sts to think about the present simple tense and ask some to tell the whole class about the form and the use of the tense.

- Ask sts about the position of adverbs of frequency.

- Ask sts to do Ex 1 individually in 5 minutes, then share their answers with their partners.

- Explain any new words if necessary.

- Ask some sts to report and give remarks.

- Ask sts to do Ex 2 orally in pairs in 2 minutes.

- Move round to conduct the activity.

- Ask 2 sts to report.

- Present the past simple tense.

- Ask some students to tell the whole class about the form and the use of this tense.

- Ask sts to look at Ex 3 and explain what sts are going to do.

- Ask sts to do this exercise in 5 minutes , then share their answers with their partners.

- Ask them to pay attention to the past form of irregular verbs and some verbs are put in passive voice.

- Ask 2 sts to do this exercise on the board.

- Move round to help sts if necessary.

- Check and give remarks.

4. Homework

-Ex 1, 2 ( page 6)

Exercise1:

1. I first went to school when I was six years old.

2. My father held my hand firmly and took me to the school gate.

3. I was frightened by all the strange faces and the large buildings.

4. I quickly found another gate on the other side ofthe playground.

.........

Exercise 2:

1. Last summer5. so

2. In the morning6. At first

3. Once in a while7. in the end

4. However8. On the whole

- Look at the board.

- Listen to the teacher and then listen and repeat / I/ and /i:/

- Listen and repeat.

/I// i:/

hitkickheatrepeat

bitclickbeatread

littleinterested meateaten

2. We 'll miss the begining of the film.

3. Is it an interesting film, Jim?

( sound /ɪ/)

4. The beans and the meat were quite cheap.

5. He's going to leave here for the Green Mountains.

6. Would you like to have meat, peas and cheese?

( sound / i:/)

+ Form:(+) S + V/ Vs/ Ves+.......

(- ) S + don't/ doesn't + V +......

(?) Do/ Does + S + V +..........?

+ Use: to talk about present habits or present states.

+ Position:

- after " to be" but before other verbs.

- " As a rule" is placed at the beginning of a sentence.

1. is7. catch

2. fish8. go

3. worry9. give up

4. are10. say

5. catch11. realise

6. am12. am

Sample answers:

He always get up early.

She is sometimes late for school.

Lannormally practises speaking English.

As a rule, Thao is a hard- working student.

+ Form: (+ ) S + V-ed/ V( irregular) +........

( - ) S + didn't + V +..........

( ? ) Did+ S + V + .............?

+ Use: to indicate that somthing happen in the past.

1. was done

2. cooked

3. were

4. smelt 

5. told

6. sang

7. began

8. felt

9. put out

10. crep

11. slept

12. woke

13. was

14. leapt

15. hurried

17. wound

18. flowed