Giáo án Tiếng Anh 10 (Global Success) - Period 7, Unit 1: Family Life (Writing)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 7, Unit 1: Family Life (Writing)

1. Week 3 Preparing date: ___ Teaching date: ___ Period: 7 UNIT 1 – FAMILY LIFE Writing A. AIMS By the end of this lesson, Ss will be able to: 1. Knowledge - Use lexical items related to the topic “Family life”; - Write about family routines. 2. Competence - Be collaborative and supportive in pair work and team work; - Actively join in class activities; - Develop writing 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 (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 writing about their family routines Process: WHICH OF THE FOLLOWING ACTIVITIES IN THE PICTURES DO YOU THINK CAN BE FAMILY ROUTINES? (p.14) ❃ Teacher: - Takes the 6 pictures in Task 1, prints them out and puts each picture on different tables. - Asks Ss to stand around the table with the activity they do most with their family. Ss go to the table with the activity they do most with their family. ❃ Ss do as instructed. Page | 1
2. ❃ Ss in each group share with the group how often they do that activity ❃ T asks randomly some Ss to share with the class how often they do the activity and leads in the lesson of “Family routines”: Each of the activities can become a family routine if a family decides to do together and regularly. The six pictures with six activities: II. New lesson 1. Activities Activity 1: Pre-writing (10 minutes) Objective: To provide a sample email about family routines, which students’ can use as a model for their writing. Content: Read and find out the relevant information Output: Students’ understanding about the sample email Process: ❃Teacher: - Asks Ss to read the table headings to find out what information they need to focus on when they read the email. (routines, when / how often things to do to strengthen family bonds). - Ask Ss to read the email and underline the relevant information. - Has Ss compare their answers with a partner before they complete the table. ❃ Ss do as instructed. ❃ T asks individual Ss to call out their answers and confirms the correct ones. Activity 2: While-writing (17 minutes) Objectives: - To help students practise writing part of an email about family routines using given ideas. - To help students practise developing ideas and writing a paragraph. Content: Writing part of an email about family routines using given ideas Output: Students’ pieces of writing Process: Page | 2
3. ❃ Teacher: - Tells Ss that they are going to write a paragraph about family routines. They don’t have to write a whole email, and the opening and ending have been provided. - Gives Ss some basic information about the structure of a paragraph: + A paragraph is a group of sentences that develop ONE main idea. + A paragraph usually consists of three parts: a topic sentence, supporting sentences and a concluding sentence. + Two important qualities of a good paragraph are unity (i.e. one main idea is developed) and coherence (i.e. all the sentences and ideas flows smoothly to make clear and logical points about the topic) - Asks Ss read the information in the table and check comprehension. - Asks Ss to write the middle paragraph of the email individually, sets a limited time for this task and walks round the class to give further support if needed. - Before they write, reminds them to use some connectors to link the ideas: + To list ideas: First, Second, In addition, Additionally, Moreover, Furthermore, Another idea worth noting is that, Finally, + To give an example: For example/ For instance, To illustrate. + To conclude: In conclusion, In brief, In short. ❃ Ss do as instructed. ❃ Ss share their answers with their group members. ❃ T walks round the class to monitor, makes a note of some common mistakes. Activity 3: Post-writing (9 minutes) Objectives: To give students an opportunity to recognise the common mistakes so that they can avoid in writing Content: Peer correction and class correction Output: Students’ complete pieces of writing Process: PEER CORRECTION ❃ Teacher: - Explains the marking symbols in the following table. Page | 3
4. - Asks two Ss sitting next to each other to exchange their writing, read their partner’s writing and write the symbols next to their partner’s mistakes like the ones in the table above. - Asks Ss to return their partner’s writing and lets them correct themselves. - Reminds them that they can ask for their partner’s help. ❃ Ss do as instructed. ❃ Ss share their ideas with a partner. ❃ T goes round to offer help. CLASS CORRECTION ❃ Teacher: - Writes Ss’ common mistakes on the board, asks Ss to check whether they make the same mistakes in their writing. - Calls on some Ss to correct those mistakes as a class. ❃ Ss do as instructed. ❃ Teacher: - Further explains the paragraph structure if Ss are not able to develop the three elements in their writing. - Collects Ss’ writing and provides written feedback in the next lesson. In weaker classes, T provides some suggested answers if necessary. Sample answer: First, my family always have breakfast together. Breakfast is a quick meal with just bread or noodles because both my parents work and we, kids, have morning classes. But the most important thing is that we can sit down together, eat healthy food, and share our plans for the day. Second, we spend Saturday evenings as a family. We often watch a film, share snacks, and then exchange our opinions after the film. I can even argue and defend my ideas about the film with my parents or brother. Third, on the second Sunday of the month, we visit our grandparents. We come to my grandparents’ home quite early in the morning to help them do some housework such as cleaning the house or washing clothes. Then, we have a big lunch with them. My parents are very happy when we come to see them. The visits make me feel closer to my grandparents. Page | 4
5. 2. Consolidation (3 minutes) T asks: What have you learnt today? - We have practised writing a paragraph about family routines. 3. Homework (2 minutes) - Exercises in the workbook - Prepare for Communication and Culture lesson 4. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Page | 5