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GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 Date of preparation: Date of teaching: A. 2015 2015 Period 1 UNIT 1 FAMILY LIFE Aims and requirements By the end of this unit, Ss can: - Use lexical items related to the topic Family life - Pronounce consonant clusters /tr/, /kr/ and /br/ correctly in isolation and in context - Understand the present simple vs. the present continuous - Read for specific information about the benefits of sharing housework - Exchange opinions about household chores - Listen to understand a TV programme about roles performed by family members - Write about doing household chores in the family - Understand different family lifestyles in different cultures B. Teaching method: Communicative C. Teaching aids - Cassette player, tape, board, chalks, textbook and notebook. D. Procedure Part 1: GETTING STARTED I. Class organization: Check attendance II. Checking the old lesson III. New Lesson Teacher’s activities Students’ activities Aim: To introduce the topic of the unit, vocabulary about household chores and the grammar point taught in the unit. Answer the question Lead-in: Look at the picture and answer the - T asks students if they often do housework questions and what housework each member of their - They are a family. family does. - The father is vacuuming the floor. The - Ask them to look at the picture and guess mother is cooking. The son is washing what they show. dishes and the daughter is doing the - Ask students about the picture: laundry. E.g. – Who are the people in the picture? - Do as required. - What are they doing? Key Activity 2 Activity 2 1. F 4. T - T plays the recording. Asks students to listen 2. NG 5. T and read along silently. 3. F 6. NG - Ask students to work in pairs to decide whether the statements are true (T), false (F), BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 1 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 or not given (NG). Have students refer back to the conversation to give reasons for their answers. - T goes around and supervise. - Then check their answers, and give explanations. Activity 3 - T plays the recording and ask students to listen and repeat the words/phrases Activity 4 - Tell students to refer back to the conversation to find the verbs/ verb phrases that go with the words/phrases in the conversation. - Play the recording again if necessary. - Ask students to pay attention to words that are often used together (collocations) then ask them to give some examples. - Read along Household chores Household finances Heavy lifting Laundry rubbish groceries washing up Verb/Verb phrases 1 Split, divide, handle 2 3 4 5 6 7 Take out do Shop for Do Do Be responsible for Words/ Phrases (household) chores Rubbish Laundry Groceries Heavy lifting Washing-up Household finances IV. Consolidation: - Summarize the main points V. Homework: - Ask students to learn by heart new words and collocations in the text. Notes after teaching: ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… Period 2 II. Part 2: LANGUAGE I. Class organization: Check attendance Checking the old lesson III. New Lesson Teacher’s activities Students’ activities Aim: To provide students with a right way to pronounce some clusters and how to distinguish present simple and present continuous tense. Vocabulary - Do as required Activity 1 1. f 5.b - Ask students to work individually, read the words and 2. e 6.g phrases in the box, then discuss and find the meaning for 3. a 7.d each of them (a-h). 4. h 8.c BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 2 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 - Provide support if necessary by guiding students to use the context of the conversation to choose the meaning for the words/ phrases. Chores from the conversation: Activity 2 - prepare dinner - Ask students to work in pairs. Read the conversation in - cook (do the cooking) GETTING STARTED again and list all the household chores - shop that are mentioned in the conversation. - clean the house - Then elicit more chores to add to the list. - take out the rubbish - do the laundry Activity 3 - do the washing-up - Have students work in pairs or groups to ask and answer - do the heavy lifting the questions. - be responsible for the - Encourage them to use the chores in the list in their household finances answers. Before working in pairs, students may work Other chores: individually. - mop/sweep/tidy up the - Ask students to read the list again and write down who house does each of the chores in their families. - bathe the baby - Check to make sure students use the correct verbs/ verb - feed the baby phrases in the correct tense with the name of the chores. - water the houseplants Pronunciation - feed the cat/dog Activity 1 - iron/fold/put away the -Play the recording and let students listen. Play it again with clothes pauses for them to repeat each word. - lay the table for meals Give the meaning of the words if necessary. Help students - Work in pairs or groups distinguish the three sound clusters. - Read again and write - Ask students to work in pairs and take turns reading the down words in columns and in rows. Then, invite individuals to read - Read the words the words in one or two rows. - Listen to the tape Activity 2 1. b - Ask students to read the words in rows, paying attention to 2. b the difference between the sound clusters. 3. c - Play the recording and have students listen to the sentences 4. a and circle the word they hear. - Check students’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear. Key: Grammar 1. does Activity 1 2. cooks - Have students read the text individually once and ask them 3. cleans to pay attention to the words/ phrases such as every day, 4. is watching today, at the moment, and ask them what verb forms are 5. is doing often used in the sentences that have these words/ phrases. 6. is doing BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 3 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 Ask students to choose the correct verb form. 7. is tidying up - Ask students to work in pairs to compare their answers. 8. is trying - Check students’ answers and then elicit from them the rules of using the present simple and the present continuous. Activity 2 1. does, is not cooking, is - Have students work in pairs to give their answers. working - Observe and help when and where necessary. 2. is taking out - Ask students to use the words/ phrases: now, at the moment, 3. cleans, is cleaning usually, today, every evening, etc. as clues for their answers. 4. is preparing - Check students’ answers by asking individuals to take turns 5. looks after, works reading aloud each of the sentences. 6. is watching, watches IV. Consolidation - Summarize the main points V. Homework - Ask students to learn by heart new words and collocations in the text. - Ask students to review grammar part Notes after teaching: ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………. Date of preparation: Date of teaching: Period 3 Part 3: READING SKILLS I. Class organization: Check attendance II. Checking the old lesson III. New Lesson Teacher’s activities Aims: to practice reading skills for the students. They can also read and get the general idea of a text; guess the meaning of words in context; and make references when reading a text. Lead-in: Inform students of the lesson objectives Activity 1 -Let students work in groups, look at the picture and answer the questions. Ask students to call out the answers to question 1 freely. For question 2, ask a representative of each group to give the opinion of the group. Activity 2 - Have students read the heading (a-c) first. Make sure that Students’ activities - Work in groups Look at the picture and answer the question The answer can be: Yes, they are. Because they do the housework together. /Because all members of the BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 4 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 they understand all of them and tell students that one of them family share housework. is the title for the text; they have to read the text and decide - Read the text which one it is. - Ask students to read through the text once without stopping Key c at the words that they don’t know the meaning of, and then ask them to work in pairs to decide on the best title for the Key text. Remind students that the title for the text is the one that 1. A gives the general idea of the whole text. 2. B - Check students’ answers and guide students to the correct 3. B choice if necessary by helping them eliminate the sentences 4. B that are only about one aspect of the text. 5. A Activity 3 - Have students read the text again and underline the words Key sociable, vulnerable, critical, enormous and tend when they a. C see them on the text. b. B - Explain to students how to use context to guess the meaning of the unknown words if necessary. Activity 4 - Ask students to continue to work in pairs, and find out what it refers to in each of the sentences. Let students read and understand the sentences before and after the one that has the word in it to decide what it means. Students can use the elimination technique to give the right answer. Activity 5 Ask students to work in groups of three, ask them to read the questions first to make sure they understand what information they need in order to answer the questions. It may help if students can underline the key words in the questions. For example: 1. How do children benefit from sharing housework? 2. Why do men tend to have better relationships with their wives when they share housework? 3. What may happen to women whose husbands do not contribute to the household chores? 4. How does the family benefit when everyone works together on household chores? - Then ask students to read the text again, and locate the part of the text where they can get the answer to each of the questions before they discuss the answers. - Check students’ answers by inviting a representative from 1. They do better at school, become more sociable, and have better relationships with their teachers and friends. 2. Because it shows that they care about their wives and this makes their wives happy. 3. They may fall ill easily or may think about divorce. 4. There is a positive atmosphere for the family. BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 5 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 each group to give the answer to one of the questions. If the students’ answer is incorrect, don’t give the right one at once, but try to elicit it from other students. Activity 6 - Put students in groups of four and let them discuss the questions freely. If students have difficulty with ideas, give them some examples of problems such as problems with time, skills and attitude. - One or two groups to report the discussion results to the class. - Do as required IV. Consolidation: - Summarize the main points V. Homework: - Ask students to prepare for the next lesson. Notes after teaching: ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Date of preparation: Date of teaching: Period 4 Part 4: SPEAKING SKILLS IV. Class organization: Check attendance V. Checking the old lesson VI. New Lesson Teacher’s activities Aims: To encourage students to talk about the chores of their love and hate. Lead-in: Provide students with some handouts with the names of household chores and ask students to match the chores with corresponding pictures Activity 1 -Ask students to work by themselves, write at least three household chores they like and three they dislike doing in the “Name of chore” column, then add a reason why they like or dislike the chore. -Go round to help if necessary. -Ask students to work in pairs to compare their completed table to find out the different and similar ideas about Students’ activities - Pay attention to teacher and match the chores with the pictures. - Do as required BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 6 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 housework. Activity 2 -Have students work in pairs. Ask them to read all the questions in Anna’s column first and underline the key words in each question before asking them to guess the answer to each question. 1. What household chores do you do every day? 2. Which of the chores do you like doing the most? 3. What do you like about it? 4. Which of the chores do you dislike doing the most? -Encourage students to use the key words as cues to find - Guess the answer to each the answers in Mai’s column to match with Anna’s question. questions. -Ask students to take turns being Mai and Anna to practice the conversation Anna: What household chores do you do every day? Mai: I do the laundry, wash the dishes, and sweep the house. I sometimes do the cooking when my mum is busy. Anna: Which of the chores do you like doing the most? - Work in pairs and try to Mai: well, I think I like sweeping the house. match the columns Anna: What do you like about it? Mai: It’s not too hard, and I like seeing the house clean after I sweep it. - Practice the conversation Anna: Which of the chores do you dislike doing most? Mai: Washing dishes, because I often break things when I do the washing-up. Key Activity 3 1.c -Ask students to work with a different partner to have a 2.a similar conversation. Explain that this time they should 3.d talk about themselves, and they have to find out what 4.b chores their partner does, what chores she/he likes or dislikes the most and why. -Work with a different partner to -Tell students to use the questions in activity 2 and the have a similar conversation. ideas in activity 1 to do this activity. -Invite a student from one or two pairs to report to the - Report to the class class what she/he has found about his/her partner. IV. Consolidation: - Summarize the main points V. Homework: - Ask students to prepare for the next lesson. Notes after teaching: - Distinctive students do the more complex handouts. BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 7 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 - Average students do the simpler handouts. Date of preparation: Date of teaching: Period 5 II. Part 5: LISTENING SKILLS I. Class organization: Check attendance Checking the old lesson III. New Lesson Teacher’s activities Aim: To equip students with more knowledge about roles of men and women in families. Lead-in: Introduce the topic: write down two words wife/woman- husband/man and ask students to make two words webs about the roles of wife/woman and husband/man in the family. Students are free to call out their answers and T writes down the words in the web. Activity 1: -Ask students to work in pairs, looking at the chart and discussing the changes in the weekly hours of basic housework by married men and married women in the USA between 1976 and 2012. Students don’t have to report the exact number of hours men and women spend on doing housework. They can just talk about the general changes. -Encourage students to guess the reasons for the changes. Ask them to call out their guesses. Write the reasons given by students on a corner of the board so that they can see if their guesses are correct later, after they listen to the recording. Activity 2 -Tell students that they are going to listen to a family expert talking about how the roles of men and women in families have changed. Ask them to read all the statements and guess if they are true or false. Make sure that students understand all the statements. -If there are new words to students, explain them or give the Vietnamese equivalents to save time for other activities. -Play the recording and have students do the exercise. Check students’ answers. If many students in the class have Students’ activities -Listen carefully Key activity 2 1. T 2. T 3. T 4. F 5. T Key activity 3 1.e 2.b 3.c 4.d 5.a - Read the questions carefully - Listen to the recording BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 8 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 incorrect answers, play the recording again, and stop at the place where students can get the correct answers. Activity 3 - Have students work in pairs to match the words/ phrases with their appropriate meaning. To help students het the answers easily, ask them if they know the part of speech of the word/ phrase given, and then choose the meaning. Activity 4 - Ask students to read the questions carefully. Make sure that they understand what is asked in each question. Have them underline the key words if necessary. Then play the recording and let students listen to it and answer the questions. - Ask students to work with a partner to compare their answers. - Invite representatives from pairs to present the answer to each of the questions to the class. Give feedback and correction if necessary. 1. How has the role of men in the family changed? 2. How have men’s and women’s roles become alike? 3. What is the result of “equally shared parenting”? Key activity 4 1. They are not the only breadwinner in the family, and they get more involved in housework and parenting. 2. Both are responsible for family finances, homemaking/ housework, and parenting. 3. The families become happier and the divorce rate amongst them is the lowest. IV. Consolidation - Summarize the main points V. Homework - Ask students to prepare for the next lesson. Notes after teaching: ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Date of preparation: Date of teaching: Period 6 Part 6: WRITING SKILLS BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 9 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 II. I. Class organization Check attendance 10A1 10A9 Checking the old lesson III. New Lesson Teacher’s activities Aims: Students can write a paragraph about how people in their families share housework. Lead-in: T asks sts to give the translation for the saying. - T asks some more questions to introduce the lesson Activity 1 Suggested questions: - What does "many hands" mean, many people or many hands? - When we share the housework, is it easier or harder? - How do you understand the saying? Activity 2 - Asks students to read the text and complete the chart, then they compare. - One st writes the answers on the board when sts are doing the task Activity 3 - T lets sts read the questions and locate the answers in the text in 5-7 minutes - 6 sts say the answers, other sts listen and correct if necessary Activity 4 - T has sts fill their chart individually then they can compare with their friends - Sts write a paragraph about their family using the ideas in the chart, the questions from the given text. Students’ activities Students guess “Nhiềều tay nhẹ việc” Answers: Dad: para 2 Mum: para 2 Lam: para 3 An: para 3 Answers: 1. 2 2. the parents work, children spend most of their time at school 3. they split the house equally 4. para 3 and 4 5. yes, they do 6. everyone can have some time to relax BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 10 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 - T goes around and gives help, collects common mistakes for later correction. - Sts exchange their writing for peer correction and comment - T collects 5 paragraph to mark in class so that all sts feel the need to do the task Do as required IV. Consolidation - Summarize the main points V. Homework - Ask students to prepare for the next lesson. Notes after teaching: ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Date of preparation: Date of teaching: Period 7 Part 7: COMMUNICATION AND CULTURE II. I. Class organization Check attendance 10A1 10A9 Checking the old lesson III. New Lesson Teacher’s activities 1. Warm-up - T asks sts to look at the picture of the husband and wife and answer some questions. Suggested questions: 1. what does the man do? 2. what does the woman do? 3. who is happier? why? 2. Listen and match - T introduces the talk show, the people and the task by asking simple questions Students’ activities - Look at the picture and answer the questions. vocabulary to check: BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 11 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 - T lets sts read the statement, makes sure they understand everything by asking them for translation of all sentences. - T plays the CD twice, sts listen and match then compare with their peers. - T checks with class by saying the number, sts say the letter 3. Discuss - T guides sts to work in group of 4 and prepare the answers; they can use the ideas in task 2. Each group has a leader to take notes and report their opinion to the class - 2 groups report its opinion, others listen and comment CULTURE Read and fill the table - T has sts look at the pictures at the end of the unit to elicit the terms "nuclear family" and "extended family" - Sts work in pair to read and complete the table, after that sts compare to correct. Sts can use a dictionary to look up new words while doing the task - T asks one st to write the answers on the board for class checking burden, join hands, provide, provider, neat answers: Mr Hoang: c,e,g Mr Nguyen Nam: b,d Ms Mai Lan: a,f Model answer: Our group agree with Mr Nguyen Nam, husband and wife should have a similar role. They should share housework, parenting, homemaking, financial burden. In our family, our parents share all the work and we are happy with that. Definition: nuclear family: parents and children extended family: grandparents, parents and children new words: neat, single-parent, child-minder, nursing home, collaborate, ungrateful, behavior, generation IV. Consolidation - Summarize the main points V. Homework - Ask students to prepare for the next lesson. Notes after teaching: ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Date of preparation: Date of teaching: BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 12 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 Period 8 UNIT 1: FAMILY LIFE Part 8: LOOKING BACK II. I. Class organization Check attendance 10A1 10A9 Checking the old lesson III. New Lesson Teacher’s activities Pronunciation - T introduces the task and plays the CD, sts listen and circle the cluster they hear - T assigns /tr/, /kr/, /br/ to 3 lines/rows of students then read 4/5 sentences containing all three clusters. Sts listen and react by clapping their hands. Vocabulary 1 - T ask sts to speak out the words under each pictures then let them write in their books. - T helps if there is a new word - T checks by saying the number Vocabulary 2 - T has sts work in pairs, read the text carefully and fill in each gap with a word. - T reminds sts that thay have to use the correct form of the words when filling - T goes around and gives helps if necessary. - One st does the task on the board - T checks with the class by saying the number, sts say the words/phrase to check pronunciation Students’ activities 1. cream, brush 2. crash, tree, traffic 3. try, create, brother 4. brown, bread, breakfast 5.brave, travelling, train 6. true, crime, increase Answers: 1. cooking 2. Shopping for groceries 3. doing the laundry 4. taking out the rubbish 5. cleaning the bathroom 6. washing up 7. Ironing 8. sweeping the house 9. watering the flowers 10. feeding the cat Answers: 1. does the cooking 2. shops for groceries 3. does the heavy lifting 4. laundry 5.ironing 6. takes out the rubbish 7. sweeping the house 8. lays the table BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 13 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 9. does the washing-up - T asks one sts to translate the text to make sure that sts understand it Grammar 1 - Sts work in pairs to give the correct verb form in present simple or present continuous - T checks with class and asks sts why they make their choice to consolidate the use of the two tenses Grammar 2 - T asks sts to work in pairs this time and make up a short dialogue based on the questions in task. - T asks some pairs to act the dialogue, starting and ending with sentences given by the teacher Answer: 1. am writing, miss 2. am looking after 3. looks, is wearing 4. am cooking 5. are you reading 6. do people in your family do Model dialogue: A. Hello B. Can I ask you something? A. question 1 B. ……. A. Thank you for your answers B. You are welcome! IV. Consolidation - Summarize the main points V. Homework - Students do the survey in PROJECT in groups at break time. Teacher design the form and students hand in the results in written form as assignment. Notes after teaching: ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Date of preparation: 2015 Date of teaching: 2015 Period 9 UNIT 2 YOUR BODY AND YOU A. Aims and requirements By the end of this unit, Ss can: - Use words and phrases to talk about the human body, lifestyles and healthcare. - Pronounce the consonant clusters of /pr/, /pl/, /gl/, /gr/ properly. - Use will and be going to to talk about intentions, plans, predictions and willingness. - Use the passive voice for description and report. BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 14 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 - Read about an alternative treatment in medical care for main idea and specific information. - Talk about how to get rid of bad habits. - Listen for specific information on how to choose a healthy diet. - Write to ask for and to provide advice on what to eat for special events. B. Teaching method: Communicative C. Teaching aids - Cassette player, tape, board, chalks, textbook and notebook. D. Procedure Part 1: Getting started I. Class organization Check attendance 10A1 10A9 III. Checking the old lesson III. New Lesson Teacher’s activities Lead-in: Play a song named: An apple a day (This would be the best if we use a projector) Inform the class of the lesson objectives: getting to know the topic, vocabulary about how eating can affect one’s health, and the use of will. Activity 1: - Tell students not to worry about new words or grammar points. The new items will be dealt with later on. - Play the recording. Ask students to listen and read the conversation at the same time. Activity 2 - Ask students to work in pairs to practice asking and answering the questions. - Ask students to report their answers and check if they have any difficulty in understanding the conversation. Students’ activities -Pay attention to the teacher. Look at activity 1 Don’t care about unfamiliar words Listen and repeat the conversation. - Work in pairs and practice Report the answers. Answers may vary. Suggestions: 1. Better health, good body condition, stronger resistance to illness, etc. BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 15 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 Activity 3 - Ask students to listen and repeat the words. a. Have students listen and circle the words they hear. b. Have students classify the words into the corresponding categories. Activity 4 - Ask students to work individually, in pairs or in groups to report a time when laughter was the best medicine for them. Assist by giving a list of prompts including occasions like feeling stressful, tired, sick or embarrassed, etc. 2. Lose weight, build healthy bones, and prevent diseases like cancer. 3. Memory or (the) brain. 4. He feels uncertain about the benefits of apple juice. -Listen and repeat the words. Noun Disease Bones Balance Weight Skeleton Brain system lungs - Adj Nervous healthy Verb Prevent Balance boost Work individually IV. Consolidation - Summarize the main points V. Homework - Ask students to prepare homework at home. Date of preparation: Date of teaching: Period 10 UNIT 2: YOUR BODY AND YOU Part 2: LANGUAGE V. IV. Class organization Check attendance 10A1 10A9 Checking the old lesson VI. New Lesson Teacher’s activities Vocabulary Activity 1 Students’ activities BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 16 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 - Show students some pictures of the body systems or organs for illustration if possible. a. Ask students to work to match the items in the left column with the ones in the right column. b. Have students work in pairs to practice saying the names of the systems. Remind students to pay attention to the stressed syllables in each word. Activity 2 - Tell students to work on classifying the words into the corresponding systems. Assist students to use a dictionary to find the right meanings. - Look at the pictures Match the items Key: Circulatory system – c Skeletal system – e Digestive system – d Nervous system – a Respiratory system – b Classify the words Key: Circulatory system : heart, blood, pump Skeletal system: spine, bone, skull Digestive system: stomach, intestine Nervous system: brain, nerves, thinking Respiratory system: breath, air, lung Pronunciation Activity 1 - Have students listen and repeat the words. - Listen and repeat the words Help students make a clear distinction of the clusters in the pair /pr/ and /gl/ and the pair /gr/ and /gl/ - Ask students to repeat a few times if necessary. Activity 2 - Ask students to read the sentence aloud. Model first if necessary and then draw - Read aloud students’ attention to the consonant clusters in focus. Ask students to practice the sentences a few times. Grammar Activity 1 - Ask students to read about the usage of will and be going to and if possible, make some Read and then write examples examples of their own. - Give explanations and provide help if necessary. Activity 2 - Have students identify the use of will and be going to in the sentences and write from Do as required 1 to 6 next to each one. BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 17 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 Key 1.1 4.6 2.3 5.2 3.5 - Call one student to go to the board and write answers. - Check and comment Activity 3 Tell students to further apply their newly acquired knowledge of will and be going to in context. - Ask students to read the sentences. Have students put a tick if right, cross if wrong. - Ask students to give some explanations for their choice. Activity 4 - Have students complete the sentences with the right form of will and be going to. Remind students that sometimes both can be used. Activity 5 - Ask students to read about the usage of the passive voice. Provide some explanations if necessary to help students understand the rules. - Have students read the surprising facts about human body first, then practice using the passive voice. - Read the sentences 1. X 3. √ 5. X 7.√ 2.X 4.√ 6.√ 8.√ Key 1. 2. 3. 4. 5. 6. 7. 8. Will/ is going to Won’t Will/ is…going to Are going to Will Are….going to Will Am not going to Key: 1. Is consumed by the brain 2. Are damaged (extensively) 3. Is made up of around 7,000,….,000 (27 zeros) atoms. (octillion) 4. Is pump through our body everyday (by the heart) 5. Are used to smile, to frown 6. Are estimated to live on one square inch of our skin 7. Are produced by humans only IV. Consolidation - Wrap up the lesson V. Homework - Students prepare for the next lesson. BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 18 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 Notes after teaching: ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Date of preparation: Date of teaching: Period 11 UNIT 2: YOUR BODY AND YOU Part 3: READING SKILL I. Class organization Check attendance 10A1 10A9 II. Checking the old lesson III. New Lesson Teacher’s activities Lead-in: Inform the class of the lesson objectives: skimming for an overview and scanning for specific information. Activity 1 - Ask students to look at the picture and read the title of the text- Acupuncture – and talk about what they already know about acupuncture. - Select some students who know about the Students’ activities - Listen to teacher - Look at the picture and read the title BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 19 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10 practice to tell the class some facts and beliefs. - If no student knows about the practice, give a brief description. Activity 2 Aim: further involve students in the topic of the reading. - Have students work in pairs or groups to discuss what they want to know more about acupuncture then decide on at least three things they want to have more information about. - Ask students to report their lists and compare theirs with others’. Activity 3 Aim: To give students an overview of the reading and provide them with key vocabulary. - Ask students to read the text quickly and pick out words or phrases that are new to them. Help students to look for the meanings of these words in the dictionary. Activity 4 Aim: help students comprehend thoroughly the text Allow students to read the text again in depth to find necessary information to give answers to the questions. Activity 5 Aim: allow students to dig deeper into their background knowledge using the reading as a model and as a source of information and then develop writing or speaking as port-reading activities. - Elicit students’ knowledge in the field of non-medical treatments. These can be traditional or modern. - Students work in pairs or groups to exchange information. After sharing - Talk in front of the class - Work in pairs or groups - Read the text quickly Key: 1.ailments 2. Ease 3.acupoints 4. Precaution 5.alternative 6.treatment 7.evidence 8.promote Suggested answers: 1. Promoting harmony between humans and the world around them and a balance between yin and yang. 2. It is believed to promote the body’s natural healing capabilities and enhance its functions. 3. There are more than 2000 nowadays. 4. They are soreness, slight bleeding or discomfort. 5. Those who have electrical or electronic medical devices inside them. 6. Acupuncture is considered as a reliable alternative to modern BY ĐỖ BÌNH – THPT LIỄN SƠN, LẬP THẠCH, VĨNH PHÚC www.violet.vn/quocbinh72 - Trang 20
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