Tài liệu Giáo án tiếng anh thí điểm lớp 10 năm học 2017 - 2018 (4 cột)

GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) Date of preparation: 25/08/ 2017 Date of teaching: 28/8/ 2017 Period 1 INTRODUCING THE PROGRAMS OF ENGLISH 10 I. Objectives: 1. Knowledge: Student know: - How to learn English in grade 10 - How to do English tests - How to use student’s book and workbook 2. Main contents: Students know about English book in grade 10 3. Skill : - Reading - Speaking - Listening - Writing - Doing English tests 3. Attitude: Active to join activities and tasks in class 4. Orientation of ability development :self-taught, giving solutions, brainstorming, managing, communicative and co-operative. II/ METHODS, TEACHING TECHNIQUES, TEACHING ORGANIZATION AND TEACHING AIDS: -Methods: Integrated, mainly communicative -Teaching techniques: discussion, open dialogue, report… -Teaching aids: pictures, colored chalks, workbooks, handouts, sub-boards III/ PROCEDURES: 1.Organizations: (1 minute) Check the total of the class 2.Oral test : Nothing 3. New lesson: Time/Stages Teacher’s Activities Students’activitie Achieved s competences * Activity 1: Game: Lucky Number Analytical 1. Warm-up -T divides the whole class into two thinking groups and plays the game. Group work 9 minutes - The leader of each group chooses a The leader of number for their own group and does each group the following requirement in each chooses a number question. If the answer is correct, they for their own will get 10 marks. group and does 1. Lucky Number the following 2. How many girls are there in your requirement in class? each question. If 3. Do you know what your English the answer is teacher’s name is? correct, they will 4. Lucky Number get 10 marks. 5. What do you prepare for this TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL - PAGE 1 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) semester? 6. Do you like studying English? Why or Why not? 7. How do you learn English well? 8. Do you speak English fluently? - T leads Ss in the lesson. A.Activity 2: Content: Including six 2. topics Presentation 1 - T introduces the topics. 1. You and me 2. Education 12 minutes 3. Community 4. Recreation 5. Nature and Environment 6. People and places --> Six topics are divided into ten units. - T asks Ss to find out the topic through the unit’s name. B. The design of each unit in textbook: 1. Getting started: Introducing the overall topic of the unit 2. Language: Learning vocabulary, grammar and pronunciation 3. Reading: Developing reading skills and providing Ss with language and ideas about the topic 4. Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge 5. Listening: Developing listening skills 6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language 7. Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit. 8. Looking back and project: - Revising and consolidating of the language in the unit Analyzing main contents THE WHOLE CLASS WORK - Listen to the teacher - Listen to T’s explanation about six topics - Listen and take notes in their notebooks. TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL - PAGE 2 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) - Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation - After 2 units, Ss have one period for test themselves. It helps them test themselves about what they’ve learnt. C. Tests: 3. 1- Checking frequency knowledge for Presentation 2 the previous lesson. 2- Fifteen minutes test (3 times for 20 minutes each semester) 3- Forty minutes test (2 times for each semester) 4- Semester test (Once for each semester) D. The new point in learning English 10 - Communicative method /approach. - Task - based method /teaching. - The book is designed with 4 skills. - Complete and various tests. - Learner - centered approach. E. Introduce the English book grade 10 - Ask Ss to look through the book then tell class how many units it has. - Introduce some more information. - There are 6 themes including You and Me; Education; Community; Nature and Environment; National Parks; Recreation and People and Places. - There are 8 periods in each unit. They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back F. Some requires of students - Read the lesson before studying in class. - Do all exercises at home. - It is good to find the meaning and the pronunciation of the new words in Analyzing main contents THE WHOLE CLASS WORK - Listen to the teacher - Listen to T’s explanation about six topics - Listen and take notes in their notebooks. TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL - PAGE 3 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) the dictionary at home. -Listen to the teacher attentively and take part in the lesson actively and creatively. - Take part in the activities that the teacher required such as pairs work, group work or individual - Each S has a notebook and book (student book and work book) 4. Consolidation 2 minutes 5. Homework 2 minutes - Ask Ss to consolidate the main contents. - Give feedback. THE WHOLE CLASS WORK - Listen to the teacher consolidatin g - Prepare the new words in Unit 1: Family life Lesson1: Getting started V. DESCRIPTION OF FOUR AWARENESS LEVEL Recognition (30%) Understanding (40%) Activity 1 Ss can give out some words Activity 2 Ss understand the meaning of new words Ss can give out the words and understand them clearly Ss understand the words and ideas in the passage Content High application (10%) Ss understand Ss can these the combination words to give among the their opinion words Ss can use new Ss can answer words to the questions answer the and explain for questions them Low application (20%) VI/ EVALUATING QUESTION: - Review all of knowledge you’d learned in grade 9 (understanding)..................................................................................................................... .............................................................................................................................................. ................................................................................... Date of preparation: Period 2 25/08/ 2017 Date of teaching: 28/8/ 2017 UNIT 1 FAMILY LIFE Part 1: GETTING STARTED TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL - PAGE 4 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) I/objectives 1. knowledge By the end of this unit, Ss can: - Use lexical items related to the topic Family life - 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 - Understand different family lifestyles in different cultures 2. main contents: Students should know about home life 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension 4. Attitude: sts can know the responsibity of helping parents with household chores. 5. orientation of Competence development: - General competences: communication, cooperation and study themselves. - Specific competences: learn about the roles of women in society. II/ METHODS, TEACHING TECHNIQUES, TEACHING ORGANIZATION AND TEACHING AIDS: -Methods: Integrated, mainly communicative -Teaching techniques: discussion, open dialogue, report… -Teaching aids: pictures, colored chalks, workbooks, handouts, sub-boards III.PROCEDURES 1.Organizations: (1 minute) Check the total of the class 2.Oral test : Nothing 3. New lesson: Teacher’s activities Achieved competences Students’ activities Activity 1 Aim: To introduce the topic of the INDIVIDUAL WORK unit, vocabulary about household Answer the question chores and the grammar point Look at the picture and answer taught in the unit. the questions Lead-in: (5ms) - They are a family. - T asks students if they often do - The father is vacuuming the housework and what housework floor. The mother is cooking. The each member of their family son is washing dishes and the does. daughter is doing the laundry. - Ask them to look at the picture - Do as required. and guess what they show. - Ask students about the picture: TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL Giving solutions - PAGE 5 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) E.g. – Who are the people in the picture? - What are they doing? Activity 2(10MS) - T plays the recording. Asks students to listen and read along silently. - Ask students to work in pairs to decide whether the statements are true (T), false (F), 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(10MS) - T plays the recording and ask students to listen and repeat the words/phrases Activity 4(10MS) - 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. Reading for main idea THE WHOLE CLASS WORK Key Activity 2 1. F 4. T 2. NG 5. T 3. F 6. NG - Read along Household chores Household finances Heavy lifting Laundry rubbish groceries washing up THE WHOLE CLASS WORK Verb/Verb Words/ phrases Phrases 1 Split, divide, (household) handle chores 2 Take out Rubbish 3 do Laundry 4 Shop for Groceries 5 Do Heavy lifting 6 Do Washing-up 7 Be responsible Household for finances Identifing and pronouncing the sound IV. Consolidation(5MS): - Summarize the main points V. Homework: (2MS)- Ask students to learn by heart new words and collocations in the text. IV/ LEVELS OF AWARENESS 1. Description of four awareness levels High Recognition Understanding Low application Content application (30%) (40%) (20%) (10%) TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL - PAGE 6 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) Activity 1 Ss can give out some words Activity 2 Ss understand the meaning of new words Activity 3 Ss know where to find the needed information Activity 4 Ss know the answer Ss can give out the words and understand them clearly Ss understand the words and ideas in the passage Ss understand the questions clearly and giving the information Ss can answer the questions Ss understand the combination among the words Ss can use new words to answer the questions Ss can answer the questions and finish the task easily Ss can present their opinion Ss can these words to give their opinion Ss can answer the questions and explain for them Ss can finish the task and explain for their answer Ss can present their opinion and respond to other ones’ ideas V/ EVALUATING QUESTIONS - Aks Ss to compare the family described in the text with your own family (basing on the handouts).(low application) Date of preparation: 25/08/ 2017 Date of teaching: 28/8/ 2017 Period 3 UNIT 1 FAMILY LIFE Part 2: LANGUAGE I/objectives 1. knowledge 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 - Understand different family lifestyles in different cultures 2. main contents: Students should know about home life 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension 4. Attitude: sts can know the responsibity of helping parents with household chores. 5. orientation of Competence development: - General competences: communication, cooperation and study themselves. - Specific competences: learn about the roles of women in society. II/ METHODS, TEACHING TECHNIQUES, TEACHING ORGANIZATION AND TEACHING AIDS: TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL - PAGE 7 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) -Methods: Integrated, mainly communicative -Teaching techniques: discussion, open dialogue, report… -Teaching aids: pictures, colored chalks, workbooks, handouts, sub-boards III.PROCEDURES 1.Organizations: (1 minute) Check the total of the class 2.Oral test : (5MS) check new words 3. New lesson: Achieved Teacher’s activities Students’ activities competences Aim: To provide students with a right way to pronounce some clusters and how to Identifing and distinguish present simple and present pronouncing continuous tense. Activity 1: Vocabulary(15ms) INDIVIDUAL WORK the sound Task 1(5ms) - Do as required - Ask students to work individually, read 1. f 5.b the words and phrases in the box, then 2. e 6.g discuss and find the meaning for each of 3. a 7.d them (a-h). 4. h 8.c - Provide support if necessary by guiding students to use the context of the conversation to choose the meaning for the words/ phrases. Task 2(5ms) - Ask students to work in pairs. Read the conversation in GETTING STARTED again and list all the household chores that are mentioned in the conversation. - Then elicit more chores to add to the list. Task 3(5ms) - Have students work in pairs or groups to ask and answer the questions. - Encourage them to use the chores in the list in their answers. Before working in pairs, students may work individually. - Ask students to read the list again and write down who does each of the chores in their families. PAIR WORK Chores from the conversation: - prepare dinner - cook (do the cooking) - shop - clean the house - take out the rubbish - do the laundry - do the washing-up - do the heavy lifting - be responsible for the household finances Other chores: - mop/sweep/tidy up the house - bathe the baby TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL Scanning information - PAGE 8 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) - Check to make sure students use the - feed the baby correct verbs/ verb phrases in the correct - water the houseplants tense with the name of the chores. - feed the cat/dog - iron/fold/put away the clothes - lay the table for meals - Work in pairs or groups - Read again and write down - Read the words Activity 2 : Pronunciation(10ms) Task 1(5ms) -Play the recording and let students listen. Play it again with pauses for them to repeat each word. Give the meaning of the words if necessary. Help students distinguish the three sound clusters. - Ask students to work in pairs and take turns reading the words in columns and in rows. Then, invite individuals to read the words in one or two rows. TASK 2(5MS) - Ask students to read the words in rows, paying attention to the difference between the sound clusters. - Play the recording and have students listen to the sentences 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. THE WHOLE CLASS WORK - Listen to the tape 1. b 2. b 3. c 4. a THE WHOLE CLASS WORK Key: 1. does 2. cooks 3. cleans 4. is watching 5. is doing 6. is doing 7. is tidying up 8. is trying Identifing and pronouncing the sound Activity 3 :Grammar(10ms) TASK 1(5MS) - Have students read the text individually TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL - PAGE 9 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) once and ask them to pay attention to the words/ phrases such as every day, today, at the moment, and ask them what verb forms are often used in the sentences that have these words/ phrases. Ask students to choose the correct verb form. - Ask students to work in pairs to compare PAIR WORK their answers. 1. does, is not - Check students’ answers and then elicit cooking, is from them the rules of using the present working simple and the present continuous. 2. is taking out TASK 2(5MS) 3. cleans, is cleaning - Have students work in pairs to give their 4. is preparing answers. 5. looks after, works - Observe and help when and where 6. is watching, necessary. watches - Ask students to use the words/ phrases: now, at the moment, usually, today, every evening, etc. as clues for their answers. - Check students’ answers by asking individuals to take turns reading aloud each of the sentences. IV. Consolidation(3MS) - Summarize the main points V. Homework(2’) - Ask students to learn by heart new words and collocations in the text. - Ask students to review grammar part VI. DESCIPTION ON THE COMPETENCES Low Recognition Understanding Content application (30%) (40%) (20%) Activity 1 Ss can give out Ss can give out Ss understand some words the words and the combination understand among the them clearly words Activity 2 Ss understand Ss understand Ss can use new the meaning of the words and words to new words ideas in the answer the passage questions Activity 3 Ss know where Ss understand Ss can answer to find the the questions the questions needed clearly and and finish the TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL Solving problems High application (10%) Ss can these words to give their opinion Ss can answer the questions and explain for them Ss can finish the task and explain for their - PAGE 10 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) information giving the task easily answer information Complete the sentences. Put the verb into the correct form. 1. Trees …………………more quickly in summer than in winter (grow) 2. We ……………………………at about 7.00. Couldn’t you come an hour late? (usually/ get up) 3. Now he ……………………his last great work in Vienna. (write) 4. Alice ……………………..her mother in London most weekends. (see) 5. “Shall I phone at 6.00?” “No, I ………………..dinner at that time. ( cook) Keys: 1. Grow 2. Usually get up 3. Is writing 4. Sees 5. Am cooking Date of preparation: Period 4 Date of teaching: UNIT 1 FAMILY LIFE Part 3: READING I/objectives 1. knowledge By the end of this unit, Ss can: - Use lexical items related to the topic Family life - Read for specific information about the benefits of sharing housework - Exchange opinions about household chores - Understand different family lifestyles in different cultures 2. main contents: Students should know about home life 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension 4. Attitude: sts can know the responsibity of helping parents with household chores. 5. orientation of Competence development: - General competences: communication, cooperation and study themselves. TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL - PAGE 11 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) - Specific competences: learn about the roles of women in society. II/ METHODS, TEACHING TECHNIQUES, TEACHING ORGANIZATION AND TEACHING AIDS: -Methods: Integrated, mainly communicative -Teaching techniques: discussion, open dialogue, report… -Teaching aids: pictures, colored chalks, workbooks, handouts, sub-boards III.PROCEDURES 1.Organizations: (1 minute) Check the total of the class 2.Oral test : (5MS) check new words 3. 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 : TASK 1(5’) -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. Students’ activities - GROUP WORK 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 family share housework. - Read the text Activity 2: TASK 2(10’) INDIVIDUAL WORK - Have students read the heading (a-c) first. Key c Make sure that they understand all of them and tell students that one of them is the title for the text; they have to read the text and decide which one it is. - Ask students to read through the text once without stopping at the words that they don’t know the meaning of, and then ask them to work in pairs to decide on the best TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL Achieved competences Picture description Reading for main idea - PAGE 12 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) title for the text. Remind students that the title for the text is the one that gives the general idea of the whole text. - Check students’ answers and guide students to the correct choice if necessary by helping them eliminate the sentences that are only about one aspect of the text. PAIR WORK Activity 3(10’) Key TASK 3(5’) 1. A - Have students read the text again and 2. B underline the words sociable, vulnerable, 3. B critical, enormous and tend when they see 4. B them on the text. 5. A - Explain to students how to use context to Key guess the meaning of the unknown words a. C if necessary. b. B TASK 4(5’) - 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. GROUPS OF THREE 1. They do better at school, become more sociable, and Activity 4(15’) have better TASK 5 relationships with Ask students to work in groups of three, their teachers and ask them to read the questions first to friends. make sure they understand what 2. Because it shows information they need in order to answer that they care the questions. It may help if students can about their wives underline the key words in the questions. and this makes For example: their wives happy. 1. How do children benefit from sharing 3. They may fall ill housework? easily or may 2. Why do men tend to have better think about TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL Make references communicativ e - PAGE 13 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) 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 divorce. everyone works together on household 4. There is a positive chores? atmosphere for the Solving - Then ask students to read the text again, family. problems 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 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. TASK 6 GROUPS OF FOUR - Put students in groups of four and let - Do as required 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. IV. Consolidation(3’): - Summarize the main points V. Homework(2’): - Ask students to prepare for the next lesson. VI. DESCIPTION ON THE COMPETENCES Low High Recognition Understanding Content application application (30%) (40%) (20%) (10%) Activity 1 Ss can give out Ss can give out Ss can give out Ss can give out the answer the answer the answer the answer easily easily easily Activity 2 Ss understand Ss understand Ss can use new Ss can use new the meaning of the words and words to words fluently new words give ideas to answer the to make the the task questions conversation Activity 3 Ss know where Ss understand Ss can answer Ss can finish TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL - PAGE 14 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) to find the needed information Activities 4 Ss know the answer the questions clearly and giving the information Ss can answer the questions the questions and finish the task easily the task and explain for their answer Ss can present their opinion Ss can present their opinion and respond to other ones’ ideas Questions : HOUSEHOLD CHORE CHART DAD MUM LAM AN Mending things , cleaning the bathroom Do most of the cooking and groceries shopping Doing the laundry, taking out the rubbish and cleaning the fridge, laying the table for meals, sweeping the house and feeding the cat (share with sister) Helping mum prepare meals and washing the dishes, laying the table for meals, sweeping the house and feeding the cat (sharing with brother) Date of preparation: Period 5 Date of teaching: UNIT 1 FAMILY LIFE Part 4: SPEAKING I/objectives 1. knowledge By the end of this unit, Ss can: - Read for specific information about the benefits of sharing housework - Exchange opinions about household chores - Write about doing household chores in the family - Understand different family lifestyles in different cultures 2. main contents: Students should know about home life 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension 4. Attitude: sts can know the responsibity of helping parents with household chores. 5. orientation of Competence development: - General competences: communication, cooperation and study themselves. - Specific competences: learn about the roles of women in society. II/ METHODS, TEACHING TECHNIQUES, TEACHING ORGANIZATION AND TEACHING AIDS: -Methods: Integrated, mainly communicative TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL - PAGE 15 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) -Teaching techniques: discussion, open dialogue, report… -Teaching aids: pictures, colored chalks, workbooks, handouts, sub-boards III.PROCEDURES 1.Organizations: (1 minute) Check the total of the class 2.Oral test : (5MS) check new words 3. New lesson: Achieved Teacher’s activities Students’ activities competences Aims: To encourage students to talk about the chores of their love and hate. Lead-in: - Pay attention to Provide students with some handouts with teacher and match the names of household chores and ask the chores with the students to match the chores with pictures. corresponding pictures Activity 1(10’) Ask students to work by themselves, write at least three household chores they INDIVIDUAL like and three they dislike doing in the WORK “Name of chore” column, then add a reason Expressing why they like or dislike the chore. opinions Call some of them to present the answers - Do as required orally. Likes Name of chore Reasons Feeding the cats and Love animals dogs Do the groceries Like shopping Taking out the It is not too hard garbage Dislikes Name of chore Reasons Laundry Take much time and quite hard Washing the dishes Often break things PAIR WORK Looking after the Waste time, be - Guess the answer baby tired to each question. ActIvity 2(10’) Have students work in pairs. Ask them to read all the questions in Anna’s column TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL Communicativ e - PAGE 16 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) 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 the answers in Mai’s column to match with Anna’s 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? Mai: well, I think I like sweeping the house. Anna: What do you like about it? Mai: It’s not too hard, and I like seeing the house clean after I sweep it. Anna: Which of the chores do you dislike doing most? Mai: Washing dishes, because I often break things when I do the washing-up. - Work in pairs and try to match the columns Cooperative - Practice the conversation Key 1.c 2.a 3.d 4.b -Work with a different partner to have a similar conversation. reporting PAIR WORK - Report to the class Activity 3(10’) Ask students to work with a different partner to have a similar conversation. Explain that this time they should talk about themselves, and they have to find out what chores their partner does, what chores she/he likes or dislikes the most and why. Tell students to use the questions in activity 2 and the ideas in activity 1 to do this activity. TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL - PAGE 17 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) Invite a student from one or two pairs to report to the class what she/he has found about his/her partner. IV. Consolidation(3’): - Summarize the main points V. Homework(2’): - Ask students to prepare for the next lesson. VI/ LEVELS OF AWARENESS 1. Description four awareness levels Content Activity 1 Activity 2 Activity 3 Recognition (30%) Understanding (40%) Ss understand the Ss understand meaning of new the words and words ideas in the passage Ss know where to Ss understand find the needed the questions information clearly and giving the information Ss know the Ss can answer answer the questions High application (10%) Ss can use new Ss can use new words to answer words fluently the questions to describe the picture Ss can answer the Ss can finish questions and the task and finish the task explain for easily their answer Low application (20%) Ss can present their opinion Ss can present their opinion and respond to other ones’ ideas EVALUATING QUESTIONS Household chores Date of preparation: Period 6 Date of teaching: UNIT 1 FAMILY LIFE TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL - PAGE 18 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) Part 5: LISTENING I/objectives 1. knowledge By the end of this unit, Ss can: - Use lexical items related to the topic Family life - Exchange opinions about household chores - Listen to understand a TV programme about roles performed by family members - Understand different family lifestyles in different cultures 2. main contents: Students should know about home life 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension 4. Attitude: sts can know the responsibity of helping parents with household chores. 5. orientation of Competence development: - General competences: communication, cooperation and study themselves. - Specific competences: learn about the roles of women in society. II/ METHODS, TEACHING TECHNIQUES, TEACHING ORGANIZATION AND TEACHING AIDS: -Methods: Integrated, mainly communicative -Teaching techniques: discussion, open dialogue, report… -Teaching aids: pictures, colored chalks, workbooks, handouts, sub-boards III.PROCEDURES 1.Organizations: (1 minute) Check the total of the class 2.Oral test : (5MS) check the interview 3. 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(10’) Ask students to work in pairs, looking at the chart and discussing the Achieved competences Students’ activities PAIR WORK - some new words and useful expressions: +the chart shows/presents/ illustrates…… +As can be seen from the chart +According to the chart TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL Groups Discussion - PAGE 19 GIÁO ÁN GIẢNG DẠY CHƯƠNG TRÌNH THÍ ĐIỂM MÔN TIẾNG ANH 10(2017-2018) general/generally changes in the weekly hours of basic +In housework by married men and married speaking Keys: the chart illustrates women in the USA between 1976 and the average hours of 2012. Students don’t have to report the housework per week done exact number of hours men and women by married women in spend on doing housework. They can comparison with married just talk about the general changes. men. In general,married Encourage students to guess the women do more housework reasons for the changes. Ask them to call than married men. The out their guesses. Write the reasons numbers of weekly given by students on a corner of the housework hours that men board so that they can see if their guesses and women do is 29 and 6.8 are correct later, after they listen to the respectively. it takes recording. marrien women ….hours to do housework whereas married men spends … Activity 2(10’) hours doing housework 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 INDIVIDUAL WORK understand all the statements. Listen carefully Vocabulary Key activity 2 Contribute to(v) make a great 1. T contribution to 2. T Recreation(n) (formal) fun, relax 3. T after work 4. F >< entertainmen(n) fun for 5. T film,TV… >< amusement(n) something you like Play the recording and have students do the exercise. Check students’ PAIR WORK answers. Key activity 3 Activity 3(10’) 1.e - Have students work in pairs to match 2.b 4.D the words/ phrases with their 3.c 5.A appropriate meaning. To help students het the answers easily, ask them if they PAIR WORK - Read the questions TEACHER: LUU LAI THUY DUNG – TRAN QUOC TUAN HIGH SCHOOL Listen for specific information Identifying new words Solving problems - PAGE 20