Giáo án Tiếng Anh 10 sách Kết nối tri thức với cuộc sống (Cả năm) Kế hoạch bài dạy Tiếng Anh 10 – Global Success

Form

Pronunciation

Meaning

Vietnamese equivalent

1. household (a)

/ˈhaʊshəʊld/

relating to a house or flat and the people who live there

trong gia đình, dùng trong gia đình

2. chore (n)

/tʃɔːr/

a job or piece of work that needs to be done regularly

việc vặt

Anticipated difficulties

Solutions

– Students may not know the household chores.

– Students may not know how to work in teams.

– Use pictures/ photos or videos of some household chores to show them in the class.

– Give short, clear instructions and help if necessary.

Date of teaching

Unit 1: FAMILY LIFE

Lesson 1: Getting started – Household chores

* WARM-UP

Game: Let’s race!

I. Vocabulary

1. household (adj) /ˈhaʊs.həʊld/: trong gia đình, dùng trong gia đình

2. chore (n) /tʃɔːr/: việc vặt (thường được dùng ở số nhiều: chores)

II. Practice

Task 1: Listen and read.

Task 2: True or false.

Task 3: Fill in the table.

Task 4: Complete the sentences.

III. Production:

Make a poster

Stage

Stage aim

Procedure

Interaction

Time

WARM-UP

– To introduce the unit topic (Family life);

– To introduce some vocabulary and the grammar points to be learnt in the unit.

GAME: LET’S RACE!

* T divides Ss into 4 groups and gives instructions: Watch the video clip and try to remember all the household chores Mr. Bean did in the video. One person from each group then goes to the board and writes the names of the chores.

** Ss do as instructed.

*** Ss work in pairs to discuss the answer after watching the clip, then one representative from each group writes the answer on the board.

**** T confirms the correct answers.

Suggested answer:

1. Mop the floor

2. Clean the toilet

3. Wash the clothes / Do the laundry

4. Clean the house

5. Vacuum the carpet

T-S

S-S

S-S

T-S

5 mins

PRESENTATION

To help students use key language more appropriately before they read and listen.

VOCABULARY

* T asks Ss to look at the photos to guess the meaning of new words.

** Ss say the Vietnamese meaning of the word.

1. household (n) /ˈhaʊs.həʊld/

2. chore (n) /tʃɔːr/

*** Other Ss correct if the previous answers are incorrect.

**** T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them.

T-S

4 mins

PRACTICE

– To get students interested in the topic.

– To get students to learn some vocabulary in the unit.

To practise reading for specific information

– To practise scanning

– To develop students’ knowledge of vocabulary for household chores

– To help students revive some collocations for the household chores so that they can use them in the following lessons.

– To help students practise scanning.

To help students identify present simple and present continuous and how they are used in sentences

TASK 1. LISTEN AND READ (p.8)

* T asks Ss to look at the picture (p.8 – 9) and answer the questions:

** Ss do the task individually

*** Ss share their answers with a partner.

**** T checks their answers with the whole class.

Suggested answers: Nam and Minh are two friends. They are at Nam’s home. Nam is cooking.

* T has the Ss read the conversation in pairs.

** Ss read the conversation

*** One pair reads aloud.

**** T collects common mistakes and gives comments.

TASK 2: TRUE OR FALSE

Read the conversation again and decide whether the following statements are true (T) or false (F). (p.9)

* T asks Ss to work individually to read the statements and underline the key words, then share their ideas with a partner who sits next to them.

** Ss do Task 2 individually first.

*** Ss share and discuss with their partners about the key words

**** T corrects their answers as a class.

1. Nam’s motheris cookingnow.

2. Everybody in Nam’s family doessome of the housework.

3. The children in Minh’s family don’t have todo any housework.

* T asks Ss to scan the conversation, locate the key words to find the answer for each the question with the partner who sits behind them

** Ss do the task in pairs.

**** T has Ss share their answers with the class. T confirms the correct answers and have Ss correct the false statement. T writes the correct sentence on the board.

Key:

1. F → Nam is cooking now.

2. T

3. T

TASK 3: FILL IN THE TABLE

Write the verbs/verb phrases that are used with the words or phrases in the conversation in 1. (p.9)

* T has Ss locate the verbs or phrasal verbs in the conversation, find the nouns or noun phrases after each verb/ phrasal verb to do the matching.

** Ss work individually

*** Ss share their answers with a partner

**** T checks and gives the correct answers with the whole class, and has them say the meaning of each collocation.

Answers:

1. put out the rubbish

2. do the laundry

3. shop for groceries

4. do the heavy lifting

5. do the washing-up

TASK 4: COMPLETE THE SENTENCES.

Complete the sentences from the conversation with the correct forms of the verbs in brackets. (p.9)

* T has Ss read each sentences, try to think of a verb or an auxiliary verb that will complete the gap.

** Ss do the task individually

*** Ss share the answers with a peer.

**** T asks the whole class to call out the verb forms first, then calls on individual students to read the complete sentences.

Answers:

1. ‘m preparing

2. does – ‘s working

T-S

S

S-S

T-S

T-S

S-S

S-S

T-S

T-S

S

S-S

T-S

T-S

S-S

T-S

T-S

S

S-S

T-S

T-S

S

S-S

T-S

6 mins

10 mins

4 mins

4 mins

PRODUCTION

– To help students practise talking about activities which raise students’ awareness of their responsibilities.

– To practise teamworking.

– To give students authentic practice in using target language.

TASK 5: MAKE A POSTER!

Think about activities which you can do to raise other students’ awareness of their responsibilities towards their family.

* T gives Ss clear instructions in order to make sure Ss can do effectively.

– Divide Ss into 4 main groups .

– Ask Ss to work in groups to discuss and make a poster of activities to raise Ss’ awareness of their responsibilities towards their family.

– Observer Ss while they are discussing, note their language errors

** Ss do as instructed

**** T gives Ss feedback.

– Choose some useful or excellent words/ phrases/ expressions/ word choices Ss have used to give suggestions to other students.

– Choose some typical errors and correct as a whole class without nominating the Ss’ names.

T-S

S-S

T-S

8 mins

CONSOLIDATION

– To help students memorise the target language and skills that they have learned

– To inform students what the final product of the project should be and how students can prepare for it.

WRAP-UP

* T asks Ss: What have you learnt today?

– Some lexical items about household chores

– Reading for specific information

– Scanning

HOMEWORK

1. Exercises in the workbook

2. Project preparation

– Have Ss look at the last page of Unit 1, the Project lesson and ask them what topic of the project is.

– Tell them the project requirements: Do research on Family Day in Viet Nam or other countries in the world

+ suggest activities, provide the reasons and expected results of the activities;

+ present their plans in the last lesson of the unit.

– Remind Ss that besides brainstorming activities, they:

+ can search for ideas on the Internet, in the newspaper, etc. for reference.

+ should use photos/pictures to illustrate their ideas.

– Put Ss into groups and have them choose their group leader. Ask them to assign tasks for each member, making sure that all group members contribute to the project work.

– Help Ss set deadlines for each task.

T-S

4mins

Present simple

Present continuous

1. Form

(+) S + V(s/es).

(-) S + do not/ does not (don’t / doesn’t) + V.

(?) Do/Does + S + V?

(+) S + am/is/are + Ving.

(-) S + am/is/ are + not (‘m not/ isn’t/ aren’t) + Ving.

(?) Am/ Is/ Are + S + Ving?

2. Uses

We use present simple to talk about habits or things we do regularly.

Example: My mother cooks every day.

We use present continuous to talk about things which are happening at the moment of speaking.

Example: My mother isn’t cooking now. She’s working in her office.

3. Time expressions

usually, always, every day, often, never, seldom…

��� adverbs of frequency

now, at the moment, at present, presently, …

Anticipated difficulties

Solutions

Students may be confused when to use present simple or present continuous.

– Give short and clear explanations with legible examples for each case.

– Remind them and give some legible examples

Date of teaching

Unit 1: FAMILY LIFE

Lesson 2: Language

* WARM-UP: Guessing game

I. Pronunciation

Task 1: Listen and repeat.

Task 2: Listen to the sentences and circle the words you hear.

II. Vocabulary

Task 1: Match the words with their meanings.

Task 2: Complete the sentences using the words in Task 1.

III. Grammar: Present simple and Present continuous

Task 1: Choose the correct form of the verb in each sentence.

Task 2: Read the text and put the verbs in brackets in the present simple or present continuous.

Game: 20 questions

* CONSOLIDATION

Stage

Stage aim

Procedure

Interaction

Time

WARM-UP

– To arouse the classroom atmosphere.

– To lead in the lesson

GAME: Guess the words

* T gives instructions:

• There are 8 picturesrelated to the topic “Family life”.

• Ss have 5 seconds to think, then guess the word corresponding to the picture.

+ Correct answer ��� +1

+ Wrong answer ��� -1

**** T counts the points, decides the winner, asks some more questions and leads in the lesson.

T-S

S-S

T-S

5 mins

PRONUNCIATION

To help students recognise and practise the consonant blends /br/, /kr/, and /tr/ in words

TASK 1. LISTEN AND REPEAT.

Pay attention to the consonant blends /br/, /kr/, and /tr/ (p.9)

* Teacher:

– 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)

– 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.)

T-S

S-S

T-S

T-S

5 mins

To help students practise identifying the consonant blends /br/, /kr/, and /tr/ in sentences.

TASK 2: LISTEN TO THE SENTENCES AND CIRCLE THE WORDS YOU HEAR. (p.9)

* 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

T-S

S-S

S-S

T-S

5 mins

VOCABULARY

To make sure that students understand the meaning of some lexical items about household chores.

TASK 1: MATCH THE WORDS WITH THEIR MEANINGS. (p.10)

* 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:

1. b

2. d

3. e

4. a

5. c

T-S

S-S

S-S

T-S

4 mins

To give students practice in using the words/phrases in meaningful contexts.

TASK 2: COMPLETE THE SENTENCES USING THE WORDS IN TASK 1.(p.10)

* Teacher:

– has 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.

– checks answers as a class, then has Ss call out the word they have used in each sentence first.

– 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.

– 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

T-S

S-S

S-S

T-S

5mins

GRAMMAR

To give students an opportunity to revise the use of present simple and present continuous

To give students a further opportunity to revise the use of present simple and present continuous.

TASK 1: CHOOSE THE CORRECT FORM OF THE VERB IN EACH SENTENCE. (p.10)

* Teacher:

– 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, has 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.

– 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.

– 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

TASK 2: COMPLETE THE PARAGRAPH.

Read the text and put the verbs in brackets in the present simple or present continuous.

* Teacher:

– T asks Ss to look at Remember! box again to master the differences between Present simple and Present continuous.

– T 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

T-S

S-S

S-S

T-S

T-S

S-S

S-S

T-S

15 mins

EXTRA ACTIVITY

To help students further practise the present tenses forms.

GAME: 20 questions

* T explains the rules of the game.

* Ss do as instructed

**** T praises Ss for interesting ideas and having a good memory and decides the winner.

Rules:

1. Ss are given a list of words related to the topic: Family life.

2. Ss ask each other using Present Simple and Present Continuous Yes/No questions until they guess which of the words their partner chose.

*Possible questions include “Are you doing this now?”, “Is anyone in this class doing this now?”, “Are many people in this city doing this now?”, “Do you do this every day?” and “Do you do this more than twice a week?”

T-S

S-S

T-S

4 mins

CONSOLIDATION

To help students memorise the target language and skills that they have learnt

WRAP-UP

* T asks: What have you learnt today?

– consonant blends /br/, /kr/, and /tr/

– some lexical items about household chores;

– present simple vs. present continuous

HOMEWORK

– Exercises in the workbook

– Prepare for lesson 3 Unit 1.

T-S

2 mins