Giáo án English 10 Part A: READING (TCT-02) • Aims Reading a passage about a farmer’s daily routine • Objectives - To train students in guessing meaning in context, understanding the whole passage and scanning for specific information - To remind students of words often used to talk about daily routines • Methods and materials Integrated, mainly communicative, textbook, chart • Anticipated problems Students not understand the use of present simple tense in the passage • Procedures Time Teacher’s activities - Stages 5’ Sts’ activities – possible answer Warm up T shows sts the picture in the Sts look at the picture and answer textbook page 12 to lead in T’s question T: Who you think he is? What you think he is doing? He’s a farmer He’s with a buffalo What you think he often does He often plants rice, raises during his day? chickens, ducks… 10’ Presentation T gives sts some new words needed to understand the passage - get up (v) – translation Giáo án English 10 - lead (v) – action – translation Sts write down the new words and expressions Give more examples - buffalo (n) – picture - It take s.o – (time) – to Inf (example - translation) - plough (v) – translation - harrow (v) – translation - plot of land – translation - take a rest – situation – translation - transplant (v) describe the action in English 25’ Practice T asks sts to read the passage and Sts the task the task 1, 2, and * Task 1: (synonyms) multiple choice T: explain more about other choices * goes off – rings to get ready – to prepare chat – talk in a friendly way contented with – satisfied with * Task 2: answer questions in textbook page 16 * He’s a farmer He gets up at 4:30 and then he goes to the kitchen to boil some water for his morning tea He ploughs and harrows his plot of land, drinks tea with his fellow peasants and smokes local tobacco Giáo án English 10 during his break They go to the field again Mr Vy pumps water into it and Mrs Tuyet does the transplanting * Sts: fill in the 3rd column * Task 3: fill in the chart In the morning At Activities 4:30 Mr Vy gets up, goes to boil water, drinks tea, has breakfast, leads the buffalo to the field leaves the house 5:15 5:30 arrives in the field, ploughs and harrows his plot of land take the a short rest In the afternoon 7:45 goes home 10:30 has lunch with his family 11:30 Mr Vy and Mrs Tuyet go to the field again: repairing the banks, pumping water inside and transplanting 2:30 finish work have dinner 6:30 pm watch TV, go to bed or visit and chat Giáo án English 10 7:30 pm with neighbors After dinner 5’ Consolidation T goes over the way used to describe Sts: daily routines * Supplement after piloting the plan: Part B: SPEAKING (TCT-03) • Aims To practise talking about daily routines • Objectives - To let students practice asking and giving information from a timetable - To get accustomed to the use of present simple tense to talk about daily routines • Methods and materials Integrated, mainly communicative • Anticipated problems Students may not know some words for specific pictures Textbook • Procedures Time Teacher’s activities - Stages 5’ Sts’ activities - possible answer Warm up T asks sts some questions Sts answer the questions Do you often morning exercises? (answer may vary) Giáo án English 10 What time you often morning exercises? 5’ Presentation T gives sts key structures for talking Sts make some examples about a timetable and daily routines What time do/does V ? S often/usually V at 30’ Practice T asks sts to task 1, 2, 10’ * Task 1: * Sts practice the task in pairs asking and answering with a timetable 10’ * Task 2: talk about Quan’s activities *Sts practice individually for public check T gives some extra words ride to the stadium ride home take/ have a bath 10’ * Task 3: Talking about sts’ own daily routine T asks sts to get information from their partner and report to the whole class 5’ Consolidation * Sts practice in pairs then one will report his partner’s daily routines Giáo án English 10 Go over the ways of asking and giving information from a table and talking about daily routine * Supplement after piloting the plan: Part C: LISTENING (TCT-04) • Aims To practice listening about a specific person’s daily routines • Objectives - Giving sts more practice in catching some important words for numbering pictures and listening for more details to decide on True - False statements • Methods and materials Integrated, mainly communicative skills, pictures in textbook • Anticipated problems Students may not know some words for specific pictures • Procedures Time Teacher’s activities - Stages 5’ Sts’ activities - possible answer Warm up T asks sts the questions given in the Sts answer the questions textbook 5’ Presentation T supplies sts with the sound form, Sts write down the words and spelling form and meaning of some remember their sound forms new words 35’ Practice Giáo án English 10 10’ * Task 1: T asks sts to think about the words they may hear from the six pictures 15’ * Sts listen and number the picture according to what they listen to 1.e 4.c 2.f 5.d 3.a 6.b * Task 2: Deciding True or False T asks sts to pay attention to words Sts listen and check if they are true/ false, why? that may be wrong Mr Lam lives in district 1 F (not mentioned) (5) Mr Lam usually gets up early T After he gets up, he rides his cycle F (he took a passenger from Dist to Dist 1) from District to District Mr Lam’s first passengers are F (an old man) pupils F (at a food stall) Mr Lam has lunch at home with F (take a rest and continue his his family afternoon’s work) After lunch, Mr Lam immediately goes back to work After listening - Consolidation T asks class to talk about Mr Lam’s Sts ask and answer using cues activities with cues Name (what) Mr Lam Occupation (what) A cycle driver Giáo án English 10 Start work (what time) 6:00 a.m Passengers (who) an old man, a lady, pupils Lunch (what time) at twelve (where) at a food stall Rest (where, Yes/no) under a tree, short rest * Supplement after piloting the plan: Part D: WRITING (TCT-05) • Aims To let students practice writing a narrative • Objectives - To help make students acquainted with the stages of a narrative - To remind students of the use of last Simple tense and then in a narrative • Methods and materials Integrated, mainly communicative skills Textbook • Anticipated problems • Procedures Time Teacher’s activities - Stages 5’ Sts’ activities - possible answer Warm up T asks some sts to answer question: - What did you yesterday? - How did you that? Sts answer T’s questions Giáo án English 10 5’ Presentation T presents sts the definition of Sts listen and imagine the form of a ‘event’, ‘climax’ and ‘conclusion’ narrative and remind sts of the use of Past simple tense in a narrative - event: kiện - climax: đỉnh điểm - conclusion: kết luận 30’ Practice 5’ * Task 1: listen verbs used in the * Sts the task individually then past form and connectors compare their answers T explains more about connectors - at first Verb: stared, was arrived, began, screamed, seemed, announced, realized, were landed, took off, got, thought, felt, were told - a few minutes/ one hour later * Sts the task in groups * Task 2: Identifying -Events: got on the plane - when/ just when 10’ -Events: some narrative details of the the plane took off the plane began to shake the plane seemed to dip people screamed in panic -Climax: they thought they had a few minutes to live -Climax: the most important, -Conclusion: “a few minutes later safely” thrilling, interesting detail -Conclusion: the end of the story, Sts report their groups’ result Giáo án English 10 narrative * Task 3: 15’ Writing a narrative about a hotel fire Sts write their narratives then red using prompts them T asks sts to write individually then (sts narratives may vary) read their narratives for public check (provide help anytime needed) 5’ Consolidation T goes over the form of a narrative and the use of the past simple tense in it and in other cases * Supplement after piloting the plan: Part E: LANGUAGE FOCUS (TCT-06) • Aims To provide students with phonetic practice and remind them of some grammar points • Objectives - To help students distinguish /1/ and /i:/ - To recall the usage of present simple, adv of frequency and past simple • Methods and materials Integrated, mainly communicative skills Textbook Giáo án English 10 • Anticipated problems • Procedures Time Teacher’s activities - Stages 3’ Sts’ activities - possible answer Warm up T asks sts to pronounce ‘live’ - Sts pronounce the words ‘leave’ and identify the difference Pronunciation 2’ Presentation T tells the difference between /1/ and /i:/ and pronounce examples 7’ Sts practice the examples Practice T asks sts to pronounce the sentences Sts say the sentences correctly Grammar and vocabulary 8’ Presentation T reminds sts of the usage and form Sts supply the usage, form of the of present simple and past simple tenses and meaning of the adv of tense together with some adv of frequency supplied by T frequency often used in present simple tense Practice * Exercise 1: Simple Present tense 8’ T asks sts to fill in the blanks with the verbs in the box in present simple tense * Sts the task is catch give up fish am 10 says worry catch 11 Giáo án English 10 * Exercise 2: are go Adding adv of frequency 5’ realize 12 am T explains more about meaning of some new adv and position * Sts complete the sentences by - as a rule _ at the beginning of adding adv of frequency sentences (translation) (Sts’ answer may vary) normally/ occasionally (translation) * Exercise 3: Supplying past simple form * Sts the task 8’ 4’ Consolidation T goes over the difference between /1/ and /i:/ and the use of Present/ Past Simple tense with advs of frequency was done 10 crept cooked 11 slept were 12 woke smelt 13 was told 14 leapt sang 15 hurried began 16 found felt 17 wound put out 18 flowed Giáo án English 10 * Supplement after piloting the plan: [...]... in the box in present simple tense * Sts do the task 1 is 5 catch 9 give up 2 fish 6 am 10 says 3 worry 7 catch 11 Giáo án English 10 * Exercise 2: 4 are 8 go Adding adv of frequency 5’ realize 12 am T explains more about meaning of some new adv and position * Sts complete the sentences by - as a rule _ at the beginning of adding adv of frequency sentences (translation) (Sts’ answer may vary) normally/... say the sentences correctly Grammar and vocabulary 8’ Presentation T reminds sts of the usage and form Sts supply the usage, form of the of present simple and past simple tenses and meaning of the adv of tense together with some adv of frequency supplied by T frequency often used in present simple tense Practice * Exercise 1: Simple Present tense 8’ T asks sts to fill in the blanks with the verbs in. . .Giáo án English 10 • Anticipated problems • Procedures Time Teacher’s activities - Stages 3’ Sts’ activities - possible answer Warm up T asks sts to pronounce ‘live’ - Sts pronounce the words ‘leave’ and identify the difference Pronunciation 2’ Presentation T tells the difference between /1/ and /i:/ and pronounce examples 7’ Sts practice the examples Practice T asks sts to pronounce the sentences... normally/ occasionally (translation) * Exercise 3: Supplying past simple form * Sts do the task 8’ 4’ Consolidation T goes over the difference between /1/ and /i:/ and the use of Present/ Past Simple tense with advs of frequency 1 was done 10 crept 2 cooked 11 slept 3 were 12 woke 4 smelt 13 was 5 told 14 leapt 6 sang 15 hurried 7 began 16 found 8 felt 17 wound 9 put out 18 flowed Giáo án English 10 * Supplement... frequency 1 was done 10 crept 2 cooked 11 slept 3 were 12 woke 4 smelt 13 was 5 told 14 leapt 6 sang 15 hurried 7 began 16 found 8 felt 17 wound 9 put out 18 flowed Giáo án English 10 * Supplement after piloting the plan: