Giáo án Tiếng Anh 10 Unit 1: A day in the life of…

Giáo án Tiếng Anh 10
Unit one: A DAY IN THE LIFE OF ………………..
Period:…………….
Reading
I. Objectives:
1- Educational aim :
o By the end of the lesson , the Ss will be able to understand farmers'
activities and talk about the daily routines and the. love of the work
2- Knowledge :
- General knowledge : Students should know how to do their daily
activities
effectively and be in love with their work.
- Language : - Sts can learn some new words related to farming , the daily
activities
- Sts can read for gist and for information and summarize the
content of
the reading.
3- Skills : reading for gist, reading for details.
II. Teaching method: integrate, mainly communicative approach


III. Teaching aids: textbooks, pictures, handouts, reference books, ...
IV. Procedures:

Teacher’s activities

Students’ activities

Warm-up: 4’
• Stick the picture of the farmer on the

• Look at it and answer the questions

bb and ask Sts about it.
 What is his job?
 Where does he work?
• Can you tell me what a farmer
usually does every day?

• Speak out the answers

* Brain-storming:
Get up

go to the field

DAILY ACTIVITIES OF A FARMER

* Introduce the new lesson
Pre- reading:7’
- pre-teach new words:

- Guess the words and give their meanings
by

o Lead the buffalo to the field:
o Plough (v). (n):

looking at the pictures:

o Lead the buffalo to the field:
o Harrow (v), (n):

o Plough (v). (n):turn up the
soil (cày)
o Harrow (v), (n):break the

o Pump water (v) :

soil(bừa)

o Transplant (v):

o Pump water (v) : bơm nước

o Peasant (n) :

o Transplant (v):grow rice
( cấy)

- Ask Sts to read the new words and write

o Peasant (n) :nông dân

down
- Take notes
- Deliver the handouts to Ss
Handout.

- Get the handout

leading the buffalo to the field, singing
karaoke, doing homework , ploughing and
harrowing, transplanting, teaching English ,
pumping water into the land, getting up
early, preparing lesson plan, chatting with
friends, drinking tea.
- Ask Ss to look at the hand out
- Read the activities and ask Ss to repeat
- Ask Ss to pick out some activities which

- Look at the hand out
- Repeat them after teacher
- Do the task: Ss work in groups and


farmers usually do.
- Ask Ss to give their chosen ones.

choose
some

- Check the information chosen by the
groups in
front of the class.
- Give feedback

- The representatives of some groups
present
their information.

Suggested answers
(Ss’ answers may vary)
leading the buffalo to the field,ploughing
and harrowing, transplanting, pumping
water into the land, getting up
early,chatting with friends, drinking tea.

While-reading: 25’
- Ask Ss to read the text

- Read the passage silently and quickly.

- Ask Ss to work in groups to check the

- Work in groups and get the correct

information
- Go around to help them to do the task if

information
for their choices


necessary
- Ask Ss to give their answers again
- Give feedback.

- Give their answers

Activity 1.(Task 1)

- Take notes

- Run through the requirement
- Ask Ss to do the task in pairs

- Read the reading again

- Monitor class

- Work in pairs

- Ask Ss to say their chosen answers.
- Give feedback

- Give their answers.
- Take notes
Suggested answers:
1.C

2.C

Activity 2.(Task 3)

- Explain the instruction
- Ask Ss to work in groups
- Ask Ss to scan the passage again and get
the
information to fill in the chart.

- Do as directed in groups

3.A

4. A


- Entrust each group with a specific task.
- Ask Ss to give their answers
- One completes the column “in the
morning”;
the other with “in the afternoon”; the rest
one
with “after dinner”.
- Show the posters with their answers.
4:30: the alarm goes off and
Mr Vy gets up, goes down
the kitchen, boils water for
tea, drinks tea, has quick
breakfast, leads buffalo to
field
In the
morning

5:15: leaves house
5:30: arrives in the field,
ploughs and harrows
7:45: takes a break
10:30: goes home

11:30: has lunch with family

In the

2:30pm: Mr. Vy and Mrs.

afternoon Tuyet go to the field again,


repair the banks of the plot
of land. He pumps water into
the plot of land. She does
transplanting.
6:00pm: finish work
7:00pm: have dinner
Watch TV, go to bed
After
dinner

Sometimes visit neighbours,
chat with them.

- Listen to the teacher
- Give feedback

Activity 3.(Task 2)
- Ask Ss to tell what they are going to do in
task 2.

- Reread the passage

- Work in pairs

- Run through the questions in task 2
- Ask Ss to reread the passage and answer
them in groups
- Go around and monitor.
- Ask some pairs to practice in front of
class.

- Answer the questions
- Practice in pairs (one asks; another
answers)


Suggested answers:
1. He’s a peasant/ farmer.
2. He gets up at 4:30 and then goes
down the kitchen to boil some water
for his morning tea.
3. In the morning, he ploughs and
harrows his plot of land, drinks tea,
and smokes tobacco during his
break.
4. In the afternoon, thay repair the
banks of the plot of land. Mr. Vy
pumps water into it and his wife
does the transplanting.
5. Yes, they are. Because they lovfe
working and they love their
children.

- Give feedback

Post reading: 7’
- Ask Ss to work in groups and talk about

- Work in groups


Mr. Vy
and Mrs. Tuyet’s daily routines

- Present them individually

- Ask the representatives of some groups to
present their talks in front of the class.
- Comment Ss’ presentation/Give feedback

Homework: 2’
- Ask Sts to write a short passage about Mr. - Fulfill their tasks at home
Vy
and Mrs. Tuyet’s daily routines.
- Suggest Ss’ homework
- Have Ss prepare “speaking” for the next
period.

Comment

Unit one: A DAY IN THE LIFE OF ………………..
Period:…………….

Speaking


Time: 45 minutes
I. Objectives
1- Educational aim : By the end of the lesson , the Ss will be able to
understand farmers'
activities and talk about the daily routines and the love
of the work
2- Knowledge :
- General knowledge : Students should know how to do their daily
activities
effectively and be in love with their work.
- Language :
+ Ss can learn some new words related to farming , the daily activities
…
+ Ss can read for gist and for information and summarize the content of
the
reading.
3- Skills : asking for and giving information from a timtable; taking about
daily
activities
II. Teaching aids: Text books, handouts, posters, ect.


III .Teaching method: integrate, mainly communicative approach.

IV. Procedures:

Teacher’s activities

Students’ activities

Warm up: 5’
- Show a poster:

M....

....log

.....tur

.....ic

Ch....

e

s

.

.....ish

Geo.

His

y

…

- Work in groups
- Write the subjects on the board.
Suggested answers

- Ask pupils to work in groups,

Mathematics,Literature,

write the subjects, and then read

Physics,Chemistry,Biology,English,Geograp

them.

hy, History
- Listen and repeat.

- Feedback.
- Ask Ss to repeat after teacher


Pre – speaking: 10’
Task 1:
- Remind pupils of the way to
tell time by giving them some
handouts, then ask them to
match a number in column A

with suitable expressions in
column B:
A
1. 6:00
2. 7:15
3. 8:05
4. 8:55
5. 9:45

B
a. a quarter to
ten
b. five to nine
c. five past

- Work in pairs

eight
d. a quarter

6. 10:40

past seven

7. 17:00

e. twenty to

- Do the matching.

eleven

Suggested answers:

f. half past six

1.h

p.m

2.d

g. five p.m

3.c


h. six a.m
- Ask Ss to work in pairs to do

4.b
5.a

the task
6.e
- Go around and monitor class
7.g
- Ask Ss to go to the board to do
- Correct the mistakes

the
task as directed
- Give feedback

- Listen and answer
- Ask pupils some questions + It’s .......
about
their real lives:

+ I usually get up at .......

+ What time is it ? = What is + ...............
the
time?
+ What time do you get up ?

- Look at task 1 page 14, 15

+ What time do you go to
school ?
+ What do you do at … ?

- Practise the conversation with other subjects
and time-points.in pairs.

- Give pupils clear instructions - Present in front of class
and
model conversations:

A: What time does Quan have a
Civic

Education

lesson

on

Monday ?
B: (He has a ... ) at 7: 15 a.m.
A: What lesson does Quan have
at 7:15 a.m on Monday ?
B: (He has) a Civic Education
lesson at 7:15.
(Teacher & pupils – Pupils &
Pupils)

- Ask Ss to work in pairs to
practice
speaking
- Ask Ss to practice in front of
class
- Give feedback

While-speaking: 18’


Task 2
- Ask pupils to look at the

- Work in groups to talk about the pictures in
the textbook

pictures and
make a sentence to describe
each
picture in groups.
- Go around and help pupils.
- Ask some students to speak in
front
of the class.

- Speak in front of the class
Suggested answer
Every afternoon Quan gets up at 14:00. then
he studies for about two hours. He watchs TV
at 16:30. at 17:00 he rides to the stadium to
play football with other boys in the
neighborhood. He gets back home at 18:30.
after having a shower at 18:45, he has dinner
with his family at 19:00. He studies the
lessons at 20:00.

- Comment Ss’ presentation

Post-speaking: 10’
Task 3:

- Listen, ask and answer questions.

- Give pupils some cues by
asking
quetions.

- Work in groups.


“ what do you usually do at
…………?”
- Ask pupils to work in groups - Tell their friends about their daily activities.
and talk
about their daily routines.

Suggested answers
“ I usually

gets up at 5:00. then I have

breakfast. At 6:30, I go to school. …..”
- Ask some students to tell their - Take notes
daily
activities in front of the class,
and
other pupils will ask some
questions.
- Comment Ss’ presentation/
Give feedback

Homework: 2’

- Emphasize on the timepoints in
a

- Write a short paragraph about their daily
activities (about 80 words)
- Prepare the next lesson (C. Listening on

day.

page
16, 17).

Remark



Unit one: A DAY IN THE LIFE OF ………………..
Period:…………….

Listening
Time: 45 minutes

I. Objectives:
1. Educational aim: By the end of the lesson , the Ss will be able to
understand
farmers' activities and talk about the daily routines
and the
love of the work
2. Knowledge
- General knowledge: Ss can be able to know about activities of a

cyclo
driver.
- Language: New words related to activities of a cyclo driver.
3. Skills: Listening for gist, listening for details , speaking.

II. Teaching aids: Text books, handouts, posters, cassette, ect.
III. Teaching method: integrate, mainly communicative approach.
VI. Procedures:


Teacher’s activities

Students’ activities

Warm up: 5’
- Stick the poster on the board
- Ask Ss to look at the poster and read the

- Look at the poster

instruction
- Get Ss to work in pairs to supply activities

-Work in pairs to do the task(listing

of a cyclo driver

activities)

- Get Ss to go to the board to do the task

- Go to the board to do the task as
directed

- Give feedback

Pick the passengers up

take the

passengers to

Cyclo driver

- Introduce the new lesson
Pre-listening: 10’
- Ask Ss to look at the task in Before you


listen

- Listen

- Explain some new words if necessary
- Asks Ss to discuss the following questions

- Look at the task

in pairs
- Discuss and answer the questions in

pairs

a. Have you ever traveled by
cyclo?

Suggested answers
( Their answers may vary)

b. When was it?
c. Is it interesting to travel by

a. Yes, I have.
b. When I was ten.

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

c. Yes,
d. I prefer going by cyclo because

- Has some pairs to present their discussion
- Present in front of class what they have

- Give feedback

discussed

 New words:
District (n):

(example)

Ex: I live in Mo cay --------.
Drop (v): to stop so that someone can - Copy these words
get out of the car
(explanation)


Passenger (n):

(picture)

Pedal (v):

(action)

Purchase (n):

(synonym)

- Read these new words
- Read new words listed in the textbook

- Repeat

again
- Leads Ss to the reading text
- Has Ss discuss the activities in the pictures
and

predict the numbers of the pictures in

- Work in groups and supply the
numbers of the pictures

groups

While-listening: 20’
+ Task1:
- Get Ss to read the instruction of the task
- Explain new words if necessary
- Let them listen to Mr. Lam’s talk about his

- Listen and check their predicted
answers.
Suggested answers

morning activities and check their
predictions
- Check Ss’ answers

a.3

b.5

c.4
f.2

d.6

e.1


- Read the instruction
+ Task2:
- Get Ss to read the instruction
- Has Ss work in pairs and predict the

- Read the statements and predict the
answers.
- Listen and give the answers

statements (T/F)
- Asks Ss to listen to Mr. Lam’s talk and
check their predictions
- Checks Ss’ answers and let them listen
again

Suggested answers
1.F

2.T 3.F 4.F 5.F 6.F

- Work in pairs and do the last task
Post-listening: 8’

1. What’s his name?
2. What’s his job?

- Ask Ss to work in pairs, take turns to ask

3. What time does he start work

and answer questions about Mr.Lam’

………………………………………

activities, using the cues below, and then

…………………………

retell his story to the class.

- Call some pairs to present their practice
- Remark and give marks

- Conduct their presentation

- Do the writing task at home


Homework: 2’
- Ask ss to write a paragraph (80 to 100
words) about their father’s daily activities


Unit one:A DAY IN THE LIFE OF ………………..
Period:…………….

Writing

Time: 45 minutes

I- Objectives :
1. Educational aim: By the end of the lesson, Ss will be able to understand
the life of people and know the experience of life.
2. Knowledge :
- General knowledge: Students will be able to write a narrative ( a story
about the
fire)
-Language: Words related to story telling
3. Skills : writing and speaking
II - Teaching aids : Pictures, posters, newspapers, textbooks
III .Teaching method : Communicative approach
IV - Procedures :

Teacher’s activities
Warm-up : 3’

Students’ activities


Game: Magic Hat
S

T

O

R

Y

- Explain the rule of game and ask students

- Look at the poster and do as directed

to sit in groups and play the game
- Work in groups
- Give some cues “In our life, we often use
it to tell someone about something that
happened to us. This word has five letters ”,

- Write the words on the blackboard and say
them loudly

……………..
- Listen
- Introduce the new lesson
- Answer the teacher’s questions
Suggested answers
Pre – writing: 17’
a. yes, I have
- Ask Ss some questions

b. last year / lastweek/ lastmonth /
etc

a. Have you ever heard a frightening
story?
b. When / where did it happen?

c. How did you feel about that?

+ Task 1

c. I felt frightened / horrified