Giáo án English 10 - Unit 3: People's background (Reading)

Giáo án English 10 - Unit 3: People's background (Reading)

I. AIMS AND OBJECTIVES:

1. Language Content:

- To help Students understand the back ground of Marie Curie and to provide Students with new words relating to school talks.

 - To help Students improve their reading skill by doing True or False exercise and Answering questions.

2. Language Function:

- To enable students to grasp some new words through skimming, questioning and answering.

- To help them review some structures they learnt in secondary course.

3. Educational Aim:

 - To educate students the realization of trying to surpass the difficulties in order to follow their dream

4. Language :

- Vocabulary ( v ) harbour , take up , obtain

 ( a ) tragic , atomic , humanitarian

 (exp) with flying colours

5. Educational factor

 - To educate the Students to try their best to study hard and get good grade.

 

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UNIT 3: PEOPLE’S BACKGROUND
 (READING)
I. AIMS AND OBJECTIVES:
1. Language Content:	
- To help Students understand the back ground of Marie Curie and to provide Students with new words relating to school talks. 
	- To help Students improve their reading skill by doing True or False exercise and Answering questions.
2. Language Function:
- To enable students to grasp some new words through skimming, questioning and answering.
- To help them review some structures they learnt in secondary course.
3. Educational Aim:	
 - To educate students the realization of trying to surpass the difficulties in order to follow their dream 
4. Language :
- Vocabulary	 ( v ) harbour , take up , obtain
 ( a ) tragic , atomic , humanitarian 	
	(exp) with flying colours	
5. Educational factor	
	- To educate the Students to try their best to study hard and get good grade.
II. TEACHER’S AND STUDENTS’ PREPARATION
1. Method	Communicative Approach
2. Skills 	Integrated skills. (reading-speaking)
3. Techniques 	pairwork,groupwork,guessing,ask and answer,synonym,using picture,	 matching, repetition, True/false statement,
4. Materials	blackboard, chart,chalk, handouts, flash cards, picture, textbook.
5. Students’ preparation	prepare the lesson at home
III. PROCEDURE IN CLASS
1- Stabilization 	(1’)	 Warm up: Greeting.
2- Checking up the previous knowledge : (5ms) 
	 Asks one student to go to the board and: - Say some words with vowels /ʌ / from /a: / & gives two examples using gerunds. 
3- Presentation of the new materials:
Teaching steps
&Time
Teacher’s activities
Students’ activities
The lesson content
4’
1. Warm-up:
- Give students handouts and introduce how to do the task.
 Match the people with their job:
- Check the answers in front of class 
- Shows the picture & asks them who she was 
 à Leads to the new lesson.
1. Lead-in
-Work in groups 
- Answer themselves &discuss the answers with the next student.
(Suggested answers: 1.a, 2.e, 3.b, 4.c, 5.d)
UNIT 3: 
PEOPLE’S BACKGROUND
(READING)
7’
2. Pre- Reading
-Asks the students to work in pairs asking and answering the following questions.
-Has three pairs practise in front of the class . 
- Pre-teaches some key words & phrases to help the students master the reading passage more easily.
+ harbour 	(v) (example)
+take up 	(v) (translation)
+humanitarian(adj)(explanation)
+ With flying colours(exp) 	 (translation)
+ mature	(adj) (example)
- Reads the new words and asks Students to repeat in chorus.
- Calls on some Students to read again and corrects their pronunciation.
 - Asks Ss to check the information, read the passage
2. Pre- Reading
 -Work in pairs 
 -Practise in front of the class.
1.Can you name some scientistudents and their specializations ?
2.Have you ever heard of Marie Curie?
What do you know about her ?
-Listen and guess the meaning of the words.
-Take notes
- Read the new words in chorus
- Read the new words individually
- Open books, read the passage
I. Vocabulary
+ harbour 	(v) 
Ex: I harboured the dream of an English teacher. 
+take up 	(v) +humanitarian(adj) 
Ex: Her humanitarian wish come true.
+ With flying colours	(exp)
Ex: She earned a degree in Physics with flying colours
+ mature	(adj) 
20’
3.While-Reading
a/ Task 1:
- Lets the Students skim the text in three minutes and get some information about Marie Curie
- Controls the class and helps the students .
- Gets students to do the Task 1 and then compare with your partners.
- Calls on some Students to answer and corrects
b/ Task 2:
- Asks Students to scan the text and work in pairs to decide whether the statements are true or false
- Goes around the class and help Students if necessary 
- Calls on some pairs to practice in front of the class and some pairs to repeat the correct answer.
- Gets some Students to write on the board.
- Corrects mistakes.
3.While-Reading
a/ Task 1:
-Read the text in three minutes and write some information about Marie Curie .
- Exchange their information each other
*Suggested answers : 1c, 2e, 3a, 4d, 5b.
 b/ Task 2:
- Scan the text 
-Work in pairs to practice asking and answering
-Practise in pairs in front of the class
- Listen to the teacher’s feedback
II.Reading comprehension
1/ TASK 1: 
(Match the words and phrases inA with their meanings in B)
1. with flying colours
	=very well, with a very high mark /grade
2.determine
	= find out exactly by making calculations
3. mature
	= having a fully developed mind
4. ease
	= make less severe
5. harbour
	= keep in the mind
2.TASK 2: (True/ False statements)
Statements	T	F
1.Marie went to school in Warsaw	ü	
2.Her dream was to become a private tutor.	û
3.At the Sorbornne, she studied very well.	ü	
4.She married Pierre Curie in 1894	û
5. She was the first woman professor at the Sorbonne.	ü	
* Correct the false information :
 2. a private tutor à a scientist
 4. in 1894 à 1895
5’
c/Task 3:
- Asks Students to scan the text and work in pairs to ask and answer
- Goes around the class and help Students if necessary 
- Gets some pairs to practise in front of their friends.
- Checks and corrects mistakes
4.Post-Reading
- Asks the Ss to find the evidence from the passage to prove each of these following adjectives can be used to describe Marie Curie .
Strong – willed
Ambitious
Hard – working
Intelligent
humane 
- Calls on some Students to speak
- Feedback
c/Task 3:
- Read again and get details to complete the table
- Work in pairs
-Listen to the teacher’s feedback.
-Discuss in groups 
4.Post-Reading
-Get out the evidence from the passage to prove adjectives provided which can be used to describe Marie Curie .
Strong – willed : haboured the dream of a scientific career – impossible for a woman at that time.
Ambitious : 
 keep moving up in her career .
Hard – working : difficult living conditions – worked hard
Intelligent :
 won the Nobel Prize .
5. Humane : 
 easing human suffering .
- Representatives of each group demonstrate
3.TASK 3: 
(Answer the following questions)
When and where was Marie Curie born ?
àIn Warsaw on Nov. 7, 1867.
What kind of student was she ?
àA brilliant and mature student 
Why did she work as a private tutor ?
à To save money for a study tour abroad .
For what service was she awarded a Nobel Prize in Chemistry ?
à For determining the atomic weight of radium.
5. Was the prize her real joy ? Why/ Why not ?
à No, it wasn’t. Her real joy was “easing human suffering”
*Post-Reading 
“ Find the evidence from the passage to prove each of these following adjectives can be used to describe Marie Curie”
Strong – willed
Ambitious
Hard – working
Intelligent
humane 
Homework (3’)
-Asks the students to write a short summary about Marie Curie & prepare for the next part
- write a short passage
Self evaluation:
UNIT 3: PEOPLE’S BACKGROUND
(SPEAKING)
I. AIMS AND OBJECTIVES:
1. Language Content:
- To help students tell about somebody’s background .
2. Language Function
To motivate the students to discuss what questions they can ask when they want to know about somebody’s background.
To help students review and use some structures they learnt in secondary course.
3. Educational Aim	
	-To educate the students to take care of and respect their classmates .
4. Language 
	- Vocabulary	: education , appearance , experience , hobby 
- Structure	: kinds of the questions .
5. Educational factor	
	- To help the students to have a good & serious attitude to their studies.
II. TEACHER’S AND STUDENTS’ PREPARATION
1. Method	Communicative Approach
2. Skills 	Speaking
3. Techniques 	question-answer ,interview, substitution, pair work, group work
4. Materials	textbooks, cassette player, chalks, board
5. Students’ preparation	prepare the lesson at home
III. PROCEDURE IN CLASS
1- Stabilization 	(1’)	 Warm up: Greeting.
2- Checking up the previous knowledge : (5’)
	- Calls on one student to the blackboard and asks them to say something about Marie Curie 
* Questions: 	(1)	When and where was Marie Curie born ?
What kind of student was she ?
Why did she work as a private tutor ?
For what service was she awarded a Nobel Prize in Chemistry ?
Was the prize her real joy ? Why/ Why not ?
* Suggested answers:
In Warsaw on Nov. 7, 1867.
A brilliant and mature student 
To save money for a study tour abroad .
For determining the atomic weight of radium.
No, it wasn’t. Her real joy was “easing human suffering”
- Listen and gives remarks, marks
3- Presentation of the new materials:
Teaching steps
&Time
Teacher’s activities
Students’ activities
The lesson content
4’
1. Lead-in
-Asks the students some questions about Marie Curie , about her husband ,
_ Asks them how they can know about the information.
à Leads to the new lesson .
1. Lead-in
Listen and answer the questions.
UNIT 3: 
PEOPLE’S BACKGROUND
(SPEAKING)
7’
2. Pre- speaking :
- Helps the students revise how to make personal questions 
- Ask the students some personal questions
- Asks the Students to read the items in their books in three minutes and to decide which of them can represent somebody’s background 
- Controls the class and helps the Ss .
- Asks the Students to exchange their ideas with their classmates.
- Corrects & help the students have suitable answers : family, hobby,education, dislikes.
2. Pre- speaking :
-Listen and answer
-Listen & give answers
- Read in three minutes and decide which of them can represent somebody’s background.
- Exchange their ideas each other .
- Listen.
1. Task1 :
a. Notes :
+When and where were you born?
+How long have you been living here?
+Can you tell me about your parents? 
+What does your father/mother do?
+How many brothers and sisters have you got? How old are they? What do they do?
+What subject do you like best?
+Which primary school and junior high school did you go to? 
+What do you like and dislike?
+What’s your hobby?
b. Suggested answers :
(Items can be use to tell about somebody’s background )
Family	 hobby
Education	dislikes
20’
5’
3. While - speaking
- Guides the students how to do this task, gives them some special expressions to help them speak more naturally.
-Asks students to practise in pairs. 
- Goes around and helps students if necessary.
4. Post- speaking:
- Asks the class to work in groups, and to talk about the person they have learnt from the interview.
- Listen to them and correct their mistakes.
3. While - speaking
- Listen carefully 
- Work in pair – one plays the role of journalist, the other will answer all the questions related
 - Practise in front of class
4. Post- speaking:
- Work in groups . Talk about the person they have learnt from their interview.
- Listen .
2. Task 2: ( INTERVIEW)
* Use the cue given :
Greeting
Date of birth
Home
Parents
Brother(s)  ...  and asks them to check their works .
4.Post- listening 
- Asks the Ss to work in groups : question and answer about Sally.
-Helps the students if necessary.
3. While- listening
 a/ Task 1:
- Listen to the teacher’s situation
- Listen what they are talking and say : T / F for the statements in Task 1 .
- pair-work . then say their ideas .
-Listen to the tape & check their guessing
-Listen to the tape again.
b/ Task 2:
- Listen.
- Work in groups . 
- Listen and fill in the gaps .
- Listen to the tape again and check their works .
4.Post- listening 
-Work in pairs basing on the guidelines .
II. Listening :
a/ Task 1:
T
T
F 
à“I don’t have much time”
T
F 
 à“I want to be a sport teacher”
b/ Task 2:
(Listen & fill in the blanks)
general education
lives / family
different/ swimming
love stories
teacher’s diploma
c/ Task 3: 
(Ask and answer about Sally)
Homework
(3’)
-Asks the students to prepare the next part ( Writing)
-Listen to the teacher’s instruction & do it at home.
* Self-evaluation:
UNIT 3: PEOPLE’S BACKGROUND
 (WRITING)
I. AIMS AND OBJECTIVES:
1. Language Content:
	- To help students write a passage to represent somebody’ curriculum - vitae .
2. Language Function
To help the students review some structures and vocabulary learnt.
To motivate students to improve their writing skills .
3. Educational Aim	
-To educate the students to take care of and respect their classmates .
4. Language 
- Vocabulary:	curriculum – vitae (n) , previous (a) , attend (v)
5. Educational factor	
	- To educate students to interest the friends around them .
II. TEACHER’S AND STUDENTS’ PREPARATION
1. Method	Communicative Approach
2. Skills 	writing & speaking
3. Techniques 	Explanation, pairwork, groupwork
4. Materials	textbooks , chalks, sub-board
5. Students’ preparation	prepare the lesson at home
III. PROCEDURE IN CLASS
1- Stabilization 	(1’)	 Warm up: Greeting.
 Checking absence: Who’s absent today?
2- Checking up the previous knowledge : (5’)
	 - Calls on one student to the blackboard & asks the some questions about Marie Curie
3- Presentation of the new materials:
Teaching steps
&Time
Teacher’s activities
Students’ activities
The lesson content
4’
1. Lead-in 
Gives some jumbled sentences and asks Students to reorder the words to make meaningful sentences.
1. was born, Sir Isaac Newton, 1642, December 25, on, England, in, Lincolnshire.
2. home from school, was, he, brought,run the farm,1656,to, in.
-Asks students where they get these information of famous persons
à Leads to the lesson.
1. Lead-in 
Work in groups trying to make meaningful sentences
* Suggested answers :
He was born on December 25, 1642, in Lincolnshire, England.
He was brought home from school to run the farm in 1656.
- Answer the teacher’s questions ( in books, magazines,newspapers, from an interview)
UNIT 3: 
PEOPLE’S BACKGROUND
(WRITING)
7’
2.Pre- Writing
- Introduces Mr. Brown’s curriculum–vitae, and explains what details Ss can read in a individual resume.
- Explains some difficult words & phrases :
+Curriculum-vitae
(a form with details about somebody’s past education and job).
+ previous = former 	(adj)
+ attend 	(v)
+ travel agency 	(n)
-Asks students to give some further information about C.V
2.Pre- Writing
-Listens and takes notes.
- Answer the questions if possible
Work in pairs & answer the questions 
-Give further information about C.V
I. SOME NOTES :
+Curriculum-vitae
(a form with details about somebody’s past education and job).
+ previous = former 	(adj)
+ attend 	(v)
+ travel agency 	(n)
15’
3. While- Writing
Task 2:
- Introduces how to practise task 2 & gives them some special expressions to help them speak more naturally.
- Asks students to work in pairs asking and answering for the information about the partner’s parent 
- Help students if necessary.
-Asks students to tick their answer’s on the blackboard &
gives feedback
3. While- Writing
 Task 2:
- Pay attention to the requirement of Task 2
- Work in pairs 
- Ask for help
- Show their form before class.
II. TASKS: 
Task 2:
(Complete the blanks)
5’
4. Post- writing
- Asks the Ss to write a short paragraph about their partner’s parent .(task 3)
- Asks the Ss to read their writings and check whether the information is correct.
-Tells students to look at the board and comment on their answer.
-Corrects the mistakes 
If time allowed , call some pairs to act out the interview in the front of class.
4. Post- writing
- Work in their groups and write down on the paper-board
-Work in groups.
- Base on their friends ‘forms, tell some things about them such as: place of birth, occupation, etc 
3. Task3:
(Write a paragraph about your partner’s parent)
Consolidation
4’
-Asks the students to practise asking and answering about themselves in front of the class.
-Work in pairs 
Homework
4’
- Asks the students to write a paragraph about their parents .
-Asks the students to prepare the next part ( Language Focus)
-Listen to the teacher’s instruction & do it at home.
* Self-evaluation: 	
UNIT 3: PEOPLE’S BACKGROUND
(LANGUAGE FOCUS)
I. AIMS AND OBJECTIVES:
1. Language Content:
To help students distinguish and pronounce the two vowel sounds / e / and / æ / in single words and meaningful expressions .
To help the students review how to use and past perfect tenses .
2. Language Function
	- To help the students practise pronounce the two vowel sounds /e/ and /æ/ in some words and sentences .
- To enable the students to distinguish the use of the past perfect and simple past tense
- To motivate students to do exercises , using simple past and past perfect tenses .
3. Educational Aim	
	- To educate students to interest the language focus through their lesson .
4. Language 
 - Pronunciation: Vowel sounds : / e / and / æ /
 	- Structures 	: + the past perfect tense
	 + the past perfect tense vs. the past simple
5. Educational factor	
	- By the end of the lesson, the students can distinguish the use of the past perfect and simple past tense
II. TEACHER’S AND STUDENTS’ PREPARATION
1. Method	Communicative Approach
2. Skills 	Speaking, writing
3. Techniques 	Explanation, Listening and repeating, pair-work, group-work,
4. Materials	textbooks , chalks, sub-board
5. Students’ preparation	 Review the grammar points and consult the grammar books
III. PROCEDURE IN CLASS
1- Stabilization 	(1’)	 Warm up: Greeting. 
2- Checking up the previous knowledge : (4’)
	- Asks two students to go to the board and make a small conversation using the cues given :
	- Listens & gives remarks , marks
3- Presentation of the new materials:
Teaching steps
&Time
Teacher’s activities
Students’ activities
The lesson content
4’
* A. PRONOUNCIATION:
1. Lead-in 
- Gives some words and asks the sts to rearrange them into 2 different columns:“ end, ever, enlarge, mean, break, bread, check, pen, expensive”
-Asks students to say the reason for their arrangement.
à Leads to the new lesson.
2. Pre-practice:
- Reads the words in textbook once and tells Sts the differences between two sounds / e / and / æ / and how to pronounce them.
- Reads one by one and has Sts repeat.
- Corrects mistakes.
3. Controlled- practice:
- Has Sts read the sentences in the book after listening to the teacher read once.
- Goes around the class to help Sts if necessary.
4. Free- practice:
- Has Sts list some more words with these sounds. 
* B. GRAMMAR:
1. Lead-in:
-Asks students what they did at 8p.m yesterday evening ,
What they had done before that time,
àSays sth & leads in the lesson .
2. Pre- practice:
 -Gives some examples and asks students to remind about the past perfect tense
-Helps students to revise how to use past perfect and past simple tense & helps students know the differences between these two tenses.
1. Lead-in 
-Work in groups & try to rearrange the words into different columns.
- Say the reason.
-Listen to the teacher.
2. Pre-practice:
- Listen and repeat. First in chorus, then individually
3.Controlled- practice:
- Pair-work
4. Free- practice:
- Practise in groups 
* B. GRAMMAR:
1. Lead-in:
-Listen and answer the teacher’s questions
2. Pre- practice:
-Pay attention to examples & revise how to use the past perfect tense
UNIT 3: PEOPLE’S BACKGROUND (LANGUAGE FOCUS)
I/ PRONUNCIATION: 
/ e / / æ /
men 
bed
said 
pen
met 
send	man 
bad
sad 
 pan
mat 
sand
* Practise these sentences :
The fat man has a red pen.
This handbag will be sent to Helen.
Sam said apples were very expensive then.
There’re ten pans on the shelf.
Ben sat on a bench with a yellow cat.
Ann never gets bad marks in French.
II. GRAMMAR :
1. Past perfect tense :
* Form: 
HAD + PP
*Ex: I had finished my homework before 11o’clock last night.
 2. Past perfect vs. past simple:
Ex: I had had dinner before you came to see me yesterday afternoon.
3. Controlled – practice:
 (1). Exercise 1:
-Asks sts to work in pairs to make questions . One asks and the other answers and vice versa - Calls on some pairs to practice .
- Corrects mistakes.
 (2)Exercise 2:
-Asks the sts put the verbs in the correct forms using the simple past and past perfect tense.
-Calls on some sts to write the answers on the board . 
-Corrects the mistakes .
(3)Exercise 3:
-Divides the class into four groups & asks them to practise finding the mistakes in the passage given. The quickest groups will be the winner.
- Calls on the representative of the winning group to demonstrate their answers.
- Corrects the mistakes .
4. Free- practice:
-Asks students to give some more examples using the past perfect tense.
3.Controlled – practice :
(1). Exercise 1:
Work in pairs
Practice
Listen 
(2)Exercise 2:
Work in groups
-Write their answer on the bb.
-Listen to the teacher.
(3)Exercise 3:
Work in groups
-The representative of the winner demonstrate their answers
-Listen
4. Free- practice:
-Work in groups
III. EXERCISES :
1. Exercise 1:
(The past perfect tense)
*Suggested answers:
 had broken
had done
had met
hadn’t turned off
had ever seen
had been
had left
had moved
hadn’t seen
had broken in
(2)Exercise 2:
(Put the verbs in brackets in the past simple or the past perfect tense)
*Suggested answers:
had just finished , came
had seldom travelled , went
went , had already taken
Didmanage,hadgone , got .
had just got , phoned,had been
(3)Exercise 3:
*Suggested answers:
(sentence 1) 
 had climbed à climbed
(sentence 3) 
 had turned à turned
(sentence 5) 
had called out à called out 
(sentence 7) 
 had heard à heard 
(sentence 9) 
 went àhad already gone 
-Asks students to rewritten all the exercises into their exercise notebooks.
-Guides the sts to prepare 
TEST YOURSELF A
-Listen to the teacher’s instruction & do it at home.

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