Giáo án Tiếng Anh 10 (Global Success) - Period 4, Unit 1: Family Life (Reading)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 4, Unit 1: Family Life (Reading)

1. Week 2 Preparing date: ___ Teaching date: ___ Period: 4 UNIT 1 – FAMILY LIFE Reading A. AIMS By the end of this lesson, Ss will be able to: 1. Knowledge - read for gist and specific information about the benefits of doing housework for children. - understand the topic-related words introduced in previous lessons. - use the topic-related words in meaningful contexts. 2. Competence - Be collaborative and supportive in pair work and team work; - Actively join in class activities; - Develop reading skills. 3. Quality - Be able and willing to sharing housework in the family. B. TEACHING AIDS 1. Students: - Grade 10 textbook 2. Teachers: - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up: Game - Who’s in charge? (7 minutes) Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson Content: Having some warm-up activities to create a friendly and relaxed atmosphere to interest Ss in the lesson. Output: Students’ interest in the new lesson Process: - T divides the class into groups of four, has Ss discuss in groups and list (as much as possible) the housework that they think Mom, Dad and kids usually do in 3 minutes. - SS work in groups - T calls 4 SS from 4 groups write their answers on the board. - T checks the answers on the board, decides the winner and leads in the lesson. Suggested answers: Mom: cook, do the laundry, wash the dishes, clean the house, Dad: do the heavy lifting, fix the roof, cook, wash the dishes, Kids: take out the garbage, tidy their room, fold the clothes, Page | 1
2. II. New lesson 1. Activities Activity 1: Pre-reading (10 minutes) Objective: To introduce the topic of the reading and get students involved in the lesson Content: Look at the picture and answer the questions Output: SS can get to know the topic Process: * T sets the context for the reading tasks, asks some questions about the picture and has Ss call out the answers as a class. Suggested questions: Is this a family? Who do you think they are? Where do you think they are? T asks Ss to work in pairs, look at the picture and answer the questions. T tells Ss that there are no right or wrong answers and they should feel free to make any guesses. Ss answer the questions. Teacher confirms, shows the answers on the screen. Suggested answers: 1. The mother is cooking; the father is laying the table; the son is (vacuuming) cleaning the floor; the daughter is washing vegetables. 2. The people are happy because they are doing housework together, and all the family members are sharing the household chores. While-reading (17 minutes) Activity 2: Guessing the meanings of the words in context Objective: To help students practise guessing the meanings of words in context Content: Guessing the meanings of the highlighted words in context. Output: Ss can understand some words in context Process: * Teacher: - asks Ss to read the whole text once to get an overall idea; asks Ss to go through the two options for each word and check understanding; has Ss read the text again; tells them to pay attention to the context of each highlighted word, and look for context clues conveying the meaning of the word. - asks Ss to work in groups to discuss the clues for each correct option and compare their answers. Ss discuss in groups to find out the answers and raise their hands to give the answers. T confirms, shows the answers on the screen and asks Ss to make corrections if they choose the wrong answers. Key: 1. a 2. b 3. a 4. a 5. b Activity 3: Reading for specific information Objective: To help students practise reading for specific information Content: Read the text gain and answer the questions Output: Students can improve their reading skill for specific information Process: Page | 2
3. - T asks Ss to read the questions and underline the key words in each of them. - Ss underline the key words in each question. - - T checks which words Ss have underlined. - T tells Ss to go through the text to find the answers and has Ss work in pairs to compare their answers. - Ss work in pairs - T monitors and helps if necessary - T has SS give their answers to the class and calls other students from other pairs to give comments on his/her answers - SS do as guided - T checks and gives feedback -> SS take notes Suggested answers 1. Most people think that housework is boring and is the responsibility of wives and mothers only. 2. They want to give their children more time to play or study. 3. These are doing the laundry, cleaning the house, and taking care of others. 4. They learn that they have to try to finish their tasks even though they do not enjoy doing them. 5. Because children learn to appreciate all the hard work their parents do around the house for them. They also start treating doing household chores as special moments shared with their parents. Activity 4: post-reading (6 minnutes) Objective: To help students use the ideas and language in the reading to talk about themselves Content: Discuss the question Output: Students can improve their skills by expressing their opinions about the benefits of sharing housework Process: - T asks Ss to read the text again and underline the benefits of doing housework. - T has Ss work in pairs to make a mind map of the benefits and use it to talk about which of the benefits of doing housework they can get. - Ss discuss in pairs and prepare for their presentation. - T monitors and helps if necessary - T calls Ss from different pairs to present a summary of their discussion - SS do as guided - T checks and gives feedback -> SS take notes 2. Consolidation (3 minutes) T asks: What have you learnt today? - The benefits of doing housework for children - Review the vocabulary by asking their meanings 3. Homework (2 minutes) - Exercises in the workbook - Prepare for Speaking lesson 4. Teaching experience: ___ ___ ___ Page | 3
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