Giáo án Tiếng Anh Lớp 10 - Period 2 to 6, Unit 1: A Day In The Life Of

Date:
Period 2
Unit 1	A DAY IN THE LIFE OF . . . 
Lesson: 	 READING
I. Objectives: By the end of this lesson, students will be able to:
Read and guess the meaning of words basing on the contexts.
Scan the reading and take notes the information.
Summarize the reading by speaking or writing.
II. Language Focus:
Grammar: 
New words: lead the buffalo to the field, plough, harrow, peasant, repair the banks of the plot of land, pump water, transplant . . . 
III. Teaching Aids: Pictures, extra board, transparent sheet, overhead projector, cassette player, 
	 textbook . . . 	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
- Teacher delivers hanouts to students and asks students to match the jobs with its working places.
1. teacher a. market
2. doctor b. school
3. worker c. hospital
4. seller d. field
5. farmer e. factory
- Teacher ask some questions 
Ex: Where does a teacher work?
 (To be continued for the remaining words)
- Teacher lead into the new lesson: To undestand more about the life of a farmer, today we learn Unit 1.
- Students close their books and listen to the teacher’s explanation. 
- Students answer.
Ex: She/he works at a school.
- Students continue. (Pair work)
Pre-reading
10 minutes
Describing picture
- Teacher shows a picture about the life of the farmer in the field and introduces new words related to the given situation.
- New words:
 + peasant: farmer(n)
 + lead the bullafo to the field(v)
 + repare the banks of the plot of land(v)
 + pump water(v)
 + transplant: do the transplanting
 + plough(v,n); harrow(v,n)
 + plot of land(n)
- Students look at the pictures, give the meaning and write down new words.
While-reading
20 minutes
Task 1
- Teacher asks students to read the text in silence for the first time and helps student some more difficult words.
- Teacher requires students to do the exercise No. 1 individually and then check with their partners.
- Teacher goes around the class and helps them correct mistakes.
Task 2
- Teacher asks students to scan the text.
- Teacher asks students to discuss in pairs, asking and answering questions about Mr. Vy and Mrs. Tuyet’s daily routine.
- Teacher asks a good student to answer first. (T-S). Then he requires them to work in pairs for the remainings.
- Teacher observes and corrects mistakes if necessary. 
Task 3
- Teacher asks students to read the text for the third time.
- Teacher asks students to work in groups of 6, discussing Mr. Vy and Mrs. Tuyet’s daily routine.
- Teacher calls 3 groups to present their preparation in front of the class.
- Students read the text in silence.
- Students do the task 1 and then check again with a partner.
- Students scan the reading.
- Students work in pairs and do the exercises as guided.
- Students answer.
- Students answer, doing the exercise in pairs.
- Students scan the text.
- Students discuss in groups of 6
Post- reading
7 minutes
- Teacher asks students to close the books and again discuss Mr. Vy and Mrs. Tuyet’s daily routine in small groups.
- Teacher calls a good student to present his topic.
- Teacher asks students to talk about their mother or father’s daily routine if there is still time.
- Students work and discuss in small groups.
- Sdudents present.
- Students present their parents’ daily routine.
Homework
3 minutes
- Teacher asks students to write short paragraphs about Vietnamese farmers’ daily routine.
- Students listen and take notes. 
Date:
Period 3
Unit 1(cont.) 	A DAY IN THE LIFE OF . . . 
Lesson: 	 SPEAKING
I. Objectives: By the end of this lesson, students will be able to:
Ask and answer some information about their daily routines.
Talk about their own daily routines and others’ daily routines. 
II. Language Focus:
Grammar: The simple present tense. 
New words: 
III. Teaching Aids: An extra board, pictures in the textbooks. 	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
Play a game
- Teacher uses an extra board which is written the list of 12 acadamic subjects on.
- Teacher asks students to look at only and try to remember the list in 2 minutes.
Subjects learnt in school
1. English 7. Chemistry
2. Technology 8. Physical Education
3. Maths 9. English
4. Physics 10. Geography
5. Literature 11. History
6. Biology 12. Information Tech
- Teacher takes the extra board away and asks students to retell the subjects they have just learnt in the list.
- Teacher checks and find out the winner of the game.
- Teacher leads into the new lesson.
- Students close the textbook, and work individually. 
- Ss. asnwer individually the subjects they can rememer from the list on the extra board. 
- Students listen carefylly. 
Pre-speaking
10 minutes
Task 1 (in the textbook)
- Teacher introduces the situation clearly and gives the model dialogue.
- Teacher and a student practise the dialogue.
- Teacher asks students to pratise speaking the dialogue in pairs.
- Teacher asks students to follow the above dialogue to ask and answer questions in pairs, using information from Quan’s timetable.
- Teacher goes around the classroom and helps students while they are pratising.
- Teacher asks some pairs to present their dialogue in front of class.
- Students observe and listen to teacher’s guide.
- Students practise in pairs.
- Students practise in pairs.
- Students present their dialogue in front of the class and peer correction.
While-speaking
20 minutes
Task 2: Talk about Quan’s activities, using the
 Pictures in the textbook.
- Teacher asks students some questions about the content of the pictures in Task 2 (using the present simple tense)
Ex: T: What does Quan do at 2 p.m?
 S: At 2pm, Quan get up after taking a short 
 nap. 
- Teacher asks students to sit in groups of four and talk about Quan’s activities, using the pictures in the textbook.
- Teacher goes around and helps students. 
- Teacher invites a representative of each group to present their talk in front of the class. 
- Students answer teacher’s questions in dividually.
- Students work in groups of four and practise doing the exercise. 
- Students present. 
Post- speaking
7 minutes
Task 3: Tell your classmates about your daily
 routine.
- Teacher asks students to sit in groups of four, taking turn to tell one another about their daily routines.
- Teacher goes around the class to help students.
- Teacher asks some students to present their daily routines in front of the class. 
- Students work in groups of four, talking about their daily routines. 
- Students present. 
Homework
3 minutes
- Teacher asks students to write 5 sentences about what they often do everyday.
- Students listen and take notes
Date:
Period 4
Unit 1(cont.) 	A DAY IN THE LIFE OF . . . 
Lesson: 	 LISTENING
I. Objectives: By the end of this lesson, students will be able to:
Listen and understand the activites of a cyclo driver. 
Listen and number the pictures in the correct order. 
Listen and choose the right information. 
II. Language Focus:
Grammar: 
New words: Purchase, pedal, drop . . . 
III. Teaching Aids: Pictures in the textbook, cassette . . . 	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
Play a game
- Teacher prepares a picture of a cyclo driver. 
- Teacher gives it to students scretely. The student doesn’t show it to the class. The rest of the class guess who is in the picture by asking “Yes- No questions”
Ex: - Does he have to work outside?
 - Does the man usually take passengers to 
 somewhere? . . . .
- Teacher checks and find out the winner of the game. 
- Teacher leads into the new lesson “Today you’re going to listen to the tape about a cyclo driver’s daily routine. 
- Students close the textbook, and work individually. 
- Students listen carefylly. 
Pre-listening
8 minutes
- Teacher asks students some questions as below:
 Are there any cyclos in your hometown?
 Have you ever seen any cyclo drivers? . . . 
- Teacher asks students to work in pairs, asking and answering the questions
- Teacher explains some new words.
+ pedal (n)
+ purchase (v) 
- Students observe and listen to teacher’s guide.
- Students practise in pairs.
- Students listen and take notes. 
While-listening
17 minutes
Task 1 
- Teacher asks students to describe the pictures in the textbook.
- Teacher calls a student to present.
- Teacher asks students to work in groups of two tables to predict the right order of the pictures.
- Teacher calls 2 students to present their order on the board. 
- Then teacher introduces the situations “You will hear Mr. Lam, a cyclo driver in HCM city talking about his daily routine. The pictures in your textbook describe his activities but in wrong order. Now listen to the tape/ my reading, and then number the pictures in the correct order. 
- Teacher plays the tape for the threes times. Each time, teacher gets feedback from students and helps them correct mistakes. 
* Expected answer: 
1-e; 2-f ; 3-a; 4-c; 5-b;6-d
- Students go to the board and do the task .
- Students listen carefully. 
- Students listen to the tape, giving out the right order of the pictures. 
Task 2
- Teacher introduces the situation clearly, asks students to read the whole sentences in Task 2.
- Teacher asks students to try to guess the answer.
- Teacher plays the tape for the threes times. Each time, teacher gets feedback from students and helps them correct mistakes. 
* Expected answer:
1-F; 2-T; 3-F; 4-F; 5-F; 6-F
- Students listen to T’s guide and read the sentences. 
- Situdents listen to the tapes three time, giving out the answers, correcting mistakes if having. 
Post- listening
13 minutes
Task 3: Tell your classmates about your daily
 routine.
- Teacher introduces the situation clearly ans asks students to work in pairs, asking and answering about Mr. Lam’s activities.
Ex: + What is his name? / What is his job? (What does he do?)/ What time does he start his wok? 
- Teacher goes around the class to helps students to work the exercise in groups of four or five. 
- Teachers asks each student, in turn, in the group to retell an event in the story, continuing to the last event of the story. Then teacher invites a representative in the group to tell the whole story.
- Students work in groups of four, talking about their daily routines. 
- Students present. 
- Students listen & practise doing the exercise. 
Homework
2 minutes
- Teacher asks students to write a short paragraph (50 words) about Mr. Lam’s activities. 
- Students listen and take notes
Date :
Period 5
Unit 1(cont.) 	A DAY IN THE LIFE OF . . . 
Lesson: 	 WRITING
I. Objectives: By the end of this lesson, students will be able to:
Write a narrative about a certain event. 
II. Language Focus:
Grammar: The simple past tense and the time relaters (time expressions)
New words: stare death in the face, air-hostess, shake, fasten seat0belt, dip, scream in panic, announce, be relieved, climax, choke, fire brigade . . . 
III. Teaching Aids: An extra board. 	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(3 minutes)
Play a game
- Teacher asks students to close the books and asks them some questions. 
Ex: - Have you he ever heard/known about a frightening/terrible story?
 - When did you see it? 
 - How did you feel about it? 
- Teacher leads into the new lesson “Today you’re going to read a narrative about a plane’s shaking and then write a narrative about a hotel fire”. 
- Students close the textbook, listen and answer the questions of the teacher. 
- Students listen carefylly. 
Pre-writing
10 minutes
Task 1
- Teacher asks students to open their books and then read the narrative. 
 - Teacher explains some new words.
+ stare death in the face (v)
+ air-hostess(n) 
+ shake – shook – shaken (v)
+ fasten seat-belts (v)
+ dip (v)
+ scream in panic (v)
+ be relieved (a)
- Teacher asks students to find out all the verbs that are used in the past tense and the time relaters. (first, then, later, after that . . .)
- Teacher goes around the class and helps students when they need. 
* Expected answer: 
+ Verb in the simple past tense: stared, was, arrived, got on, took off, began, thought . . . 
+ Time connectors: At first, then . . . 
Task 2
- Teacher asks students to work in groups of 2 tables to identify the events, the climax, and the conclusion of the story.
- Teacher asks students to hang their extra board on the board in order to peer correction.
* Expected answer:
+ The events: got on the plane, plane took off, air-hostess was just beginning to serve lunch when the plane began seemed to dip, people screamed in panic.
+ The climax: we thought we had only minutes to live.
+ The conclusion: The pilot announced that everything was all right. 
 - Students observe and listen to teacher’s guide.
- Students guess the meaning of the new words. 
- Students listen and take notes. 
- Students work in pairs. 
- Students listen carefully and work in groups to do the exercise. 
- Students hang their extra board on the board and remark. 
While-writing
15 minutes
Task 3 
- Teacher explains the requirements of Task 3
 And some new words.
+ choke (v)
+ fire brigade (n)
- Teacher asks students to work in groups of two tables, practising writing on the extra board. 
- Teacher goes around the class and helps students correct mistakes.
- Students listen carefully. 
- Students take notes. 
- Students work in groups and practise writing on the extra board. 
Post- writing
15 minutes
- Teacher invites the representative of the groups to check and correct the mistake. 
- Teacher gives his feedback to students. 
- Students look at the extra board and find out the mistakes. 
- Students listen and take notes.
Homework
2 minutes
- Teacher asks students to continue their writing at home. 
- Teacher asks students to prepare Language Focus.
- Students listen and take notes
Date :
Period 6
Unit 1(cont.) 	A DAY IN THE LIFE OF . . . 
Lesson: 	 LANGUAGE FOCUS
I. Objectives: By the end of this lesson, students will be able to:
Pronounce exactly and fluently the sounds / I / and / i: / in words and its sentences.
Use the simple past and simple present tense, adverbs of frequency correctly in speaking and writing. 
II. Language Focus:
Grammar: The simple past tense and the time relaters (time expressions)
New words: 
III. Teaching Aids: Cassette player, textbook.	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(3 minutes)
Play a game
- Teacher asks students to close the books and writes some these sentences on the board. 
+ She sits in the kitchen and eat some meat for dinner. 
- Teacher asks students to read the sentence and idendify what sounds are repeated many times.
- Teacher underlined the sounds repeated and leads into the new lesson. 
- Students close the textbook, read the sentence shown on the black board. 
- Students work and find out the repeated sounds in the sentence. 
Pro-nunciation
12 minutes
Activity 1 – Listen and repeat
- Teacher writes two sounds / I /, / i: / on the board, reads twice first.
- Teacher explains the differences between the two sounds.
- Teacher guides students to practise pronouncing. 
Activity 2 – Practise these sentences
- Teacher reads the sentences first as model.
- Teacher asks students to pay much more attention to stressed syllables.
- Teacher asks students to work in pairs, picking out the words containing the sounds / I /, / i: / 
- Teacher asks them to take peer correction.
 - Students observe and listen to teacher’s guide.
- Students listen. 
- Students practise
- Students listen carefully and work in pairs to do the exercise. 
Grammar 
Vocabulary
28minutes
- Teacher requires students to answer the questions given by him. 
+ What time do you often have breakfast?
+ Where does she live?
“Which tense is used in these sentences?”
- Teacher calls a student to repeat the usage of the simple present tense. 
- Teacher explains more if necessary. 
Activity 1
- Teacher asks students to do the Exercise 1
- Teacher gives out the feed back.
1. is 2. finish 3. worry 4. are
5. catch 6. am 7. catch 8. go
9. give up 10. says 11. realise 12. am 
Activity 2
- Teacher asks students to order these words to make complete sentences.
+ he / on / usually / goes / home / foot
+ we / late / never / are / school / for.
- Teacher notices the position of adverbs of frequency in the sentence. 
* “As a rule” is put at the beginning at the sentence. 
Activity 3
- Teacher reviews the usage of the simple past tense by asking Ss some questions.
+ What did you do last night?
+ Where did you do this afternoon?
- Teacher guides Ss to do the Ex. 3
- Teacher goes around the class and helps Ss.
- Teacher gives feedbacks. 
- Students listen & asnwer the teacher’s questions. 
- Students take notes. 
- Students work individually and then exchange the results in pairs to take peer correction. 
- Ss listen and do the Ex. 
+ He usually goes home on foot.
+ we are never late for school. 
- Ss listen and take notes.
- Ss listen to answer teacher’s questions. 
+ I wached TV.
+ I went to the cinema. 
- Ss work individually and do the Ex. 3.
- Ss listen and take notes. 
Homework
2 minutes
- Teacher asks students to continue doing the remaning exercises. 
- Teacher asks students to prepare Unit 2 – READING 
- Students listen and take notes