Giáo án tiếng anh 10: Unit 1 : A day in the life of... Reading

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Giáo án tiếng văn 10

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 - Open the book
introduce how to put the - Listen to the
name of the job on its place teacher

1. teacher - Look at the
2. doctor blackboard and put
two words together
3. worker
1.b 2.c 3.e 4.a
4. seller
5. farmer 5.d

- Ask students some
questions

Where does a teacher
work?
- Answer
Where does a worker questions:
work?
He works in a
Where does a farmer school
work?
He works in a
factory
- Let students understand He works in the
more about the life of a field
farmer, today we learn
Unit 1- part A: Reading
- Listen to the
teacher and open
Before you read : (7 the book – Unit 1,
minutes) part A: reading
- Ask students to use the
suggestion in their books
to work in pairs
- Look at the book,
- Ask and answer listen to the teacher
questions about your daily and work in pairs:
routine
*A: What time do
- Listen to students and you often get up?
correct pronunciation and
B: I often get up at
grammar if necessary
six

*C: What do you
often do in the
evening?

D: I often do my

- Ask students to look at home work and
watch T.V
the picture in the book

- Show students to know
about farmers’ - Look at the
daily routine picture

- Listen to the

While you read : (23 teacher
minutes)

- Ask students to look
through the passage and
read in silence

- Help students read the
- Listen to the
passage
teacher then read
- Explain pronunciation and the passages
meaning of new words
- Ask some new
which appear in the passage
words if necessary
Task 1 : (3 minutes)

- Ask students to choose
the option A, B or C that
- Keep the book
best suits the meaning of
open
the italicized words
- Let students work - Listen to the
individual or in groups teacher then do

if task 1
- Help students
necessary - Ask the teacher if
necessary
Keys:
- Work individual
1C; 2C; 3A; 4A
or in group

- Write down in the
notebook
Task 2: (4 minutes)

- Ask students to answer
the following questions
- Listen to the
- Ask students look
teacher
through the passages then
try to answer the questions - Try to answer the
questions
in right way
- Practice with a
- Let them work in pairs
partner then write
- Help students if
necessary them down in the

the note books
(the answers in
passage) - Ask the teacher if
necessary
Task 3: (6 minutes)

- Ask students to scan the
passage and make brief - Listen to the
note about Mr Vy and Mrs teacher and make a
Tuyet’s daily routines brief note about Mr

the Vy and Mrs
- Walk round
correct Tuyet’s daily
classroom and
routines
mistakes
4.30: alarm goes
off..

5.15: leaves the
After you read: (8
house
minutes)
5.30: arrives the
- Ask students to close
field
their books
- Ask them to talk about
Mr Vy and Mrs Tuyet’s - Listen to the
daily routines or their teacher
parents’ daily routines
- Try to talk about
- Listen to students and Mr Vy and Mrs
correct mistakes Tuyet’s daily
routines

- The students who
Home work: (2 minutes)

- Ask students to write a are called to stand
passage about a farmer’s up to talk loudly
are intelligent ones
daily routines (80 words)

- Ask students to do
Reading exercise of Unit 1
in workbook and prepare - Listen to the
Part B : Speaking at home teacher and write

down homework
--------------***--------------



Date:………

Period…….

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

Lesson 2: speaking

Time: 45 minutes



I. 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:



Teacher’s activities Students’ Notes
activities

Warm-up: (5 minutes)
- Ask students to keep - Keep books
book close close

- Write on the board names - Listen to the
of ten subjects which are teacher
learnt in secondary school: - Look at the

1. Civic education board and try to
2. Maths remember names
of ten subjects
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 - Try to repeat
from memory
- Give marks

- Tell students to
understand more about
students’ daily activities.
(We learn Unit 1, part-
speaking)



Pre-speaking : (12
minutes)
- Look at
Task 1 student’s book
- Ask students to ask and - Listen to the
answer about Quan’s teacher
weekly timetable using the
- Ask and answer
information from the
about Quan’s
timetable
weekly timetable
- Let them work in pairs
A: What time
- Listen to students and does Quan have
correct mistakes physics on
Tuesday?

B: He has physics
at 7.15 on
Tuesday.

A: What lesson
does Quan have
at 8.55 on
Monday?
While-speaking : (15
B: He has maths
minutes)
at 8.55 on
Task 2
Monday.
- Ask students to talk about
Quan’s activities, using the
pictures in Task 2
- Open the books
- Let them work in groups
- Do task 2 in
- Walk round and help
groups
them
A: Quan gets up
- Ask some students to
at 14.00
stand up to talk again
B: He does his
loudly
homework at
- Listen and correct
mistakes 14.15

(10 C: He watches
Post-speaking :
T.V at 16.30
minutes)

Task 3

- Ask students to close
books

- Ask students to tell the - Close the books
classmates about their
- Listen to the
daily rountine
teacher
- Walk round and help
- Do task 3
them
- Work in groups
- Let them work in groups
- The students are
- Ask some students to
called stand up
stand up and tell loudly
and tell loudly
- Listen and correct
A: Everyday, I
mistakes
get up at 5.30, I
have breakfast at
6.00 and go to
school at 6.30



Homework: (3 minutes)

- Ask students to write a
passage about their daily - Listen to the
routine (50 words) teacher

- Ask students to prepare - Write down the
Part C- Listening and do homework
homework



------------------***----------------------



Date:………

Period…….

Unit 1 : A day in the life of...
Lesson 3: listening

Time: 45 minutes



I. 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:



Teacher’s activities Students’ Notes
activities

Warm-up: (5 minutes)

- Ask students to close the - Close the books
books - Listen to the
- Give Jumpled words: teacher

C C L O Y, R I E D V, N S - Work in groups
S E G E R P A, D O F O S
ALLT
Key:cyclo-driver-
- Ask students to arrange passenger-
those letters in right orders foodstall
- Check some students and
mark - Listen to the
- Give some statements: teacher and
answer the
He has a cyclo
question:
He drives passenger
He is a cyclo
everyday
driver
He usually has meal at a
foodstall

- Give question: Who is
he? - Listen to the

- If you want to know teacher and open
more details about daily textbooks
activities of a cyclo driver,
we will go to Unit 1- part
Listening

- Look at the
Pre-listening: (7 minutes) books
- Ask students to look at - Listen to the
the part: Before listening teacher

- Let them work in pairs - Work in pairs
and make questions A: Have you ever
- Walk round, listen and travelled by
help students cyclo?

B: Yes, I have

A: When was it?

B: Last summer

A: Is it interesting
to travel by
cyclo?

B: Yes, it is
- Read loudly the words:
- Repeat loudly
distric; routine; office;
the words and try
drop; passenger; ride pedal;
to remember
purchases parkl foodstall
them
- Ask students to repeat
loudly the words

- Listen and check
pronunciation



While-listening: (20
minutes)
- Keep book open
Task 1
- Look at the
- Ask students to look at
pictures in task 1
the pictures about some
- Describe the
activities of Mr Lam, a
pictures
cyclo driver
- Listen to the
- Let them describe the
tapescript and
pictures
number the
- Read loudly or turn on
pictures
the tapescript three times
Key: a.3, b.5, c.4,
- Ask students to number
the pictures d.6, e.1, f.2

- Help them if necessary

- Keep book open
Task 2

- Ask students to look and listen to the
through the sentences in teacher
task 2 - Read the

- Ask students to listen to sentences in task
the tapescript again and 2 and try to
the understand them
decide whether
statements are T or F - Listen to the

- Ask students to give tapescript again
and decide the
reasons for their answers
statements that
Key: 1.F- 2.T- 3.F- 4.F-
are T or F then
5.F- 6.F
explain them




After-listening: (10
- Open the books
minutes)

- Ask students to open the - Ask and answer
books about Mr Lam

- Ask them to ask and A: What’s his
answer questions about Mr name?
Lam’s activities, using the B: His name is
cues below Lam
- Let them work in pairs A: What’s his
- Walk round and help job?
students B: He’s a cyclo
driver

- Ask some students to - The students
stand up and retell Mr who are called
Lam’s story to the class stand up and

correct retell Mr Lam’s
- Listen and
story to the class:
mistakes
Mr Lam is a cyclo
driver in HCM
city. He usually
has a busy
working day. He
gets up at 5.30.
….
Homework: (3 minutes)
- Ask students to write a
story about Mr Lam
-Listen to the
- Remember them to
teacher and write
prepare Part- Writing at
down homework
home



-------------------***---------------------



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: Integrated, mainly communicative

III. Teaching aids: Student’s book, notebook, some
pictures showing flying accidents of hotel fires
IV. Procedure:



Teacher’s activities Students’ Notes
activities

Warm-up: (5 minutes)

- Ask students to keep - Keep book close
book close - Listen to the
- Ask students some teacher and
following questions: answer the

1. Have you ever heard a questions
frightening story? 1. Yes, I have

2. When and where did it 2. It happened
happen? when I was young

3. How did you feel? - It happened in

- Check and explain them my neighborhood
to the class: - It made me
There are a lot of accidents frightened
in our lives, to understand - Listen to the
them we learn part Writing teacher

and open the
Pre-writing: (10 minutes) books

- Ask student to read the
narrative in task 1

- Explain some new words - Read the
- Ask students to look narrative
through the passage again - Ask the teacher
and find all the verbs that if necessary
are used in the past simple
- Look through
and the connectors (time
the passage again
expression)
and find all the
verbs that used in
- Let them work in groups the past simple

- Walk around, check and and the
help students connectors

- Explain to students to use - Work in groups
the simple past to rewrite a Key: stared; was;
story arrived; got; took
off; began;
thought; were
told; seemed;
realized; were;
screamed;
thought; felt;
announced; was;
were; landed; was;

(18 at first; then; just
While-writing:
then; a few
minutes)
minutes later; one
Task 2
hour later
- Ask students to do task 2

- Let them work in groups
- Go round, check and help
students

- 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
Task 3
live
- Ask students to keep
Student C:
book open
identify the
- Ask them to use the
conclusion of the
prompts to build up a
story: everything
narrative about a hotel fire
was all right, we
- Let students work landed safely
individually
- Listen to the
- Walk round and help teacher
students
- Use the prompts
to build up a
narrative about a
hotel fire (work
individually)
Post-writing: (10
minutes) - Listen to the
- Give suggestions and teacher
corrections - Finish the
- Ask students to read narrative
another’s narrative - Read a narrative
- Ask some students to of one classmate
read loudly their narratives - Some students

- Correct mistakes and read loudly their
mark products in front
of the class

Homework: (2 minutes)

- Ask students to do part
writing of Unit 1 in the - Listen to the
student’s work book and teacher and write
prepare part Language down homework
Focus
--------------***------------------



Date:………

Period…….

Unit 1: A day in the life of...
Lesson 5: language focus

Time: 45 minutes



I. Objectives:
1. Educational aim: Students should describe
someone’s daily activities or write a
narrative

2. Knowledge:

- General knowledge: Students learn how to write a
passage about someone’s hobby or a
narrative
- Language: * The present simple and adverbs of
frequency for talking about daily activities

* The past simple used in a narrative

- New words: Words related to pronunciation /I/ - /i:/

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

II. Method: Integrated, mainly communicative

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

IV. Procedure:



Teacher’s activities Students’ Notes
activities

Warm-up: (5 minutes)

- Ask students to keep - Keep book close
book close - Listen to the
- Give the picture that has teacher
a sheep on the ship

- Ask students to complete - Look at the
the sentence: picture and
I see a … on the…. complete the

- Ask students to speak the sentence:
sentence loudly I see a sheep on a

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

- Introduce new lesson



Pronunciation: (8
minutes)

- Ask students to look at
their books then introduce
- Open the books
to them
- Look at : Listen
*Listen and repeat:

- Read loudly then ask and Repeat
students to repeat - Repeat the
words in chorus
- Introduce: /I/ - /i:/
then individual
- Correct pronunciation for
the students

* Practice these sentences

sentences - Look at Practice
- Read the
the sentences
loudly
- Listen to the
- Ask students to repeat
teacher then
repeat in chorus
- Correct pronunciation for
then individual
students




- Listen to the
Grammar and
teacher
vocabulary:(4 minutes)

- Introduce exercises to the
students

- Let students get their
attention to focus on
- Listen to the
present simple, past simple
teacher and do
and adverbs of frequency
exercise 1
Exercise 1: (8 minutes)
Key: 1.is – 2.fish
- Ask students to do – 3.worry – 4.are
Exercise 1 – 5.catch – 6.am
- Introduce how to do it – 7.catch - 8.go –
9.give up –
- Let them work in pairs
10.says – 11.
- Walk round, check and
realize – 12.am
give mark




- Listen to the
teacher and do
exercise 2

Eg:
Exercise 2 (8 minutes)

- Introduce Exercise 2 to He usually gets up
students and explain how early
to do it She is never late
for school
- Ask students to do it

- Let them work
individually

- Check, correct mistakes - Listen to the
teacher and do
exercise 3
Exercise 3: (10 minutes)
Key: 1.was done-
- Introduce Exercise 3 to
2.cooked–3.were
students and explain how
4.smelt–5.told-
to do it
6.sang–7.began–
- Ask students to do it
8.felt–9.putout-
- Let them work 10.crept–
individually 11.slept–

- Walk round and help 12.woke–13.was–
14.leapt–
them
15.hurried–
- Check, correct mistakes,
16.found–
give reasons and mark
17.wound–
18.flowed




- Listen to the
teacher and write
Homework: (2 minutes) down
Ask students to do Part
Language Focus and
prepare part Reading of
Unit 2 at home
-----------------***-----------------
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