Giáo án Tiếng Anh 10 (Global Success) - Period 3, Unit 1: Family Life (Language)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 3, Unit 1: Family Life (Language)

1. Week 1 Preparing date: ___ Teaching date: ___ Period: 3 UNIT 1 – FAMILY LIFE Language A. AIMS: By the end of this lesson, Ss will be able to: I. Knowledge: 1. Vocabulary: - Pronounce the consonant blends /br/, /kr/, and /tr/ correctly in individual words and in sentences; - Understand and use some lexical items about family life. 2. Grammar: - Distinguish and use present simple and present continuous. II. Competence: - Be collaborative and supportive in pair work and team work - Access and consolidate information from a variety of sources - Actively join in class activities. III. Quality: - Be aware of responsibilities towards family. B. TEACHING AIDS: 1- Students: Text books 2- Teacher: - Grade 10 textbook, laptop, projector / TV/ pictures and cards - Computer connected to the Internet. C. TEACHING PROCEDURES I. Warm up: Game - Guess the words (7 minutes) Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new unit Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. Output: Arouse the classroom atmosphere to lead in the lesson Process: Teacher’s instructions * T gives instructions: - There are 8 pictures related to the topic “Family life”. - Ss have 5 seconds to think, then guess the word corresponding to the picture. * T counts the points, decides the winner, asks some more questions and leads in the lesson. II. New lesson 1. Activities Pronunciation (8 minutes) Activity 1: Objectives: - To help students recognise and practise the consonant blends /br/, /kr/, and /tr/ in words Content: Pronunciation Page | 1
2. Output: Recognise and practise the consonant blends /br/, /kr/, and /tr/ in words Process: - T plays the recording and asks Ss to listen to the words and repeat; tell them to pay attention to the consonant blends. (T can play the recording as many times as necessary) - T makes sure Ss know the meaning of each word. Ss do as instructed. Teacher checks whether Ss have improved their pronunciation by randomly calling on individual Ss to read the words aloud. (Teacher can also play the pronunciation video lesson of this Unit for students to watch before they do the task) Listen and repeat. Pay attention to the consonant blends /br/, /kr/, and /tr/. /br/ /kr/ /tr/ breadwinner crash track breakfast crane tree brown cream train Activity 2: Listening and choosing the words pronounced Objective: To help students practise identifying the consonant blends /br/, /kr/, and /tr/ in sentences. Content: Practise identifying the consonant blends /br/, /kr/, and /tr/ in sentences. Output: Students can identify the consonant blends /br/, /kr/, and /tr/ in sentences. Process: * Teacher: - asks Ss to read all the words once, paying attention to the different consonant blends in the words in each group; checks that Ss understand what the words mean. - plays the recording for Ss to listen and circle the words with the consonant blends they hear. - has Ss work in pairs to compare their answers; checks answers by asking individual Ss to read out the words they have circled. - plays the recording again, pausing after each sentence, for Ss to repeat. Ss do as instructed. Ss practise reading the sentences in pairs T goes round to offer help and collect common mistakes to correct as a class. Key: 1. b 2. c 3. a Vocabulary (10 minutes) Activity 3: Matching Objective: To make sure that students understand the meaning of some lexical items about household chores. Content: Vocabulary related to Family life Output: Ss understand more the use some vocabulary related to and students understand the meaning of some lexical items about household chores. Process : * T gives clear instructions Ss work in pairs to discuss and do the matching Ss share the answers with the whole class. T confirms the correct answer Key Page | 2
3. 1 – b: breadwinner = someone who earns the money to support their family: người nội trợ 2 – d: housework = work around the house such as cooking, cleaning or washing clothes: công việc nhà 3 – e: groceries = food and other goods sold at a shop or a supermarket: thực phẩm và tạp hóa 4 – a: homemaker = a person who manages a home and often raises children instead of earning money: người nội trợ 5 – c: heavy lifting = picking up and carrying heavy objects: mang vác nặng Activity 4: Gap filling Objective: To give students practice in using the words/phrases in meaningful contexts Content: Complete the the sentences using the words in task 1 Output: Read the sentences carefully and decides which word in task 1 can be used to complete each of the sentences. Process: - Ss work in pairs; tells them to read the sentences carefully and decides which word in task 1 can be used to complete each of the sentences. T explains that they should use the context clues to decide on the word / phrase, e.g. ‘my mother’ in sentence 1 refers to a person. - T checks answers as a class, then has Ss call out the word they have used in each sentence first. -T confirms the correct answers. T asks Ss to give reasons why they have chosen the word for each sentence, e.g. what context clues they have used. - T asks some Ss to read the complete sentences. Ss work in pairs to discuss and find the answers Ss share the answers with the whole class T confirms the correct answers and asks Ss to give the reasons why they have chosen the word/phrase for each sentence. Key: 1. homemaker 2. groceries 3. heavy lifting 4. housework 5. breadwinner Grammar (15 minutes) Activity 5: Choosing the suitable forms of the given verbs Objective: To give students an opportunity to revise the use of present simple and present continuous Content: Grammar points Output: Answers key Process: - T tells Ss to read the sentences in 4 in Getting Started. T asks them what tense(s) is / are used in each of them. For example, What does Nam say? Why is he using that tense? (Nam says, ‘I’m preparing dinner’. He uses the present continuous tense because he is talking about what he is doing at the moment of speaking.) - In weaker classes , Ss read through the Remember! box and checks understanding of the grammar points. T asks some questions to elicit more examples from Ss, e.g. What are you doing now? (I’m sitting at my desk. I’m learning about I’m taking notes.) What do you do every day? (I watch TV. I play computer games. I have breakfast, lunch, and dinner.) - In stronger classes, ask Ss when we use each tense and elicit answers without having Ss read the Remember! box. Then T puts them into groups to go through the explanations and checks if their answers are correct. Page | 3
4. - T asks Ss to work in pairs or individually to choose the correct form of the verb in each sentence. T explains that they can use some clues in the sentence to decide on the correct tense form such as adverbs of frequency or phrases of time, e.g. 1: usually; 2: now; 3: every day; 4: today; 5: twice a week. -T checks answers and asks Ss to explain their choices (using the clues above). Ss do as instructed Ss share their answers with a partner Teacher check Ss’ answers and asks them to explain their choices (using the clues above). Key 1. does 2. is putting out 3. cleans 4. is studying 5. does Activity 6: Putting the verbs in brackets in the present simple or present continuous. Objective: To give Ss more practice in using the present simple and present continuous in meaningful contexts. Content: Grammar points Output: Answers key Process: * Teacher: - asks Ss to look at Remember! box again to master the differences between Present simple and Present continuous. - asks Ss to work individually. Ss do as instructed. Ss share their answers with a partner. T check Ss’ answers and asks them to explain their choices (using the clues above). Key: 1. does 2. is not/isn’t doing 3. is watching 4. are doing 5. is tidying up 6. is trying 3. Consolidation (3 minutes) - T helps students memorize the target language and skills that they have learnt 3. Homework (2 minutes) - Exercises in the workbook - Prepare for Reading lesson 4. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Page | 4
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