Tải GA word tiếng anh 10 Friends Global
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Week: Planning:
Period: Teaching:
UNIT 1: FEELINGS
(1A.Vocabulary: How do you feel?)
- OBJECTIVES:
- Knowledge: By the end of the lesson, Ss will be able to :
- Vocabulary: use the lexical items related to the topic "Feelings":
- Grammar: Present continous
- Speaking: Discussing how students feel in different situations
- Competence.
- Students have serious attitude in learning.
- Ss are interested in learning English.
- Quality
- Language: get acquainted with the topic "Feelings".
- Problem solving: find out the correct answer about the text
- TEACHING AIDS
T : Textbook, lesson plan, , a projector, a laptop.
Ss : Learn the old lesson, prepare Unit 1: My time (Vocabulary – Where we spend time)
- PROCEDURE
- WARM UP:
- Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson.
- Content : Talk about "negative & positive emotion”
- Expected result: Ss can call out their response
- Performance:
- T writes Positives and negative emotions on the board
- T calls out a few situations that could evoke apositive or a negative emotion
- Yout favourite TV programme is on tonight
- You didn’t get the present you wanted for your birthday
- You argued with your best friend yesterday.
- You though your mobile phone was lost but you found it
- There is a nice surprise wating for you at home
- T asks:
- What situations would make you feel a positive emotion?
- What situations would make you feel a negative emotion?
- Can you name the emotions?
- PRESENTATION.
- Goal: Provide Ss necessary vocabularies .
- Content : Learning vocabularies
- Expected result: Ss can master the vocabularies
- Performance:
TEACHER’S & Ss’ ACTIVITIES | CONTENT |
Step 1: Transfer of duties + Present new words. - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary Step 2: Perform the duties - Repeat in chorus and individually - Copy all the words Step 3: Discussion -Some students repeat the vocabulary in front of class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them | VOCABULARY: - anxious (a): Lo lắng - ashamed (a): xấu hổ - Bored (a): chán nản - confused (a): bối rối - cross (a): bực mình, cáu gắt - delighted (a): vui mừng - embarrassed (a): xấu hổ - Envious (a): ghen tị - frightened (a): sợ hãi - relieved (a): nhẹ nhõm - suspicious (a): đáng ngờ
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III. PRACTICE
- Goal: to help Ss practice more with vocabulary by speaking, pronouncing, listening and reading skills.
- Content: Listen and circle, Read and answer: Individual,
Answer the questions: Teacher – Whole class
- Expected result:
- Co-operation: interact with the teacher find out the answers
- Communication: answer positively
- Performance:
TEACHER’S & Ss’ ACTIVITIES | CONTENT | ||||
1.Speaking Step 1: Transfer of duties - T let ss to look at the photos and answer the questions Step 2: Perform the duties - Ss describe how the people are feeling in pairs then describe what is happening in each picture. Step 3: Discussion - T calls some Ss to answer the questions Step 4: Conclusion - Check answers as a class *** 2. Vocabulary Step 1: Transfer of duties - T and class go through the words together and check their meaning Step 2: Perform the duties - Ss match the words to the photos in ex1 Step 3: Discussion - T asks some Ss to tell the answers Step 4: Conclusion - Check answers as a class *** 3. Vocabulary Step 1: Transfer of duties - T explains the task and make sure Ss understand the idea of positive and negative feelings Step 2: Perform the duties - Ss work individually to complete the activity Step 3: Discussion - Ss compare their answer in pairs. In pairs, SS think of more addjectives to add to the list Step 4: Conclusion -T checks ss’s answer as the class *** 4. PRONUNCIATION Step 1: Transfer of duties - T plays the recording for Ss to listen then lets them do the task Step 2: Perform the duties - Ss listen and repeat, paying attention to the ending sounds Step 3: Discussion - T asks Ss to say the words to each other in pairs and work out how the endings are pronounced Step 4: Conclusion - T plays the recording again and check *** 5. Quiz Step 1: Transfer of duties - T asks Ss to focus attention on the quiz and ask:What kind of quiz is this? And elicit idea
- T explains to Ss that they must choose the correct emotion to match each pair of eyes Step 2: Perform the duties - Ss work individually to do the task then compare their answers’s with partner’s Step 3: Discussion - T call out some ss to answer the questions and asks them to give the reasons for their choice Step 4: Conclusion - T checks answers as a class *** 6. Reading Step 1: Transfer of duties - T allows Ss time to read the key phrases - T checks that Ss understand the key phrases Step 2: Perform the duties - Ss work individually, Ss can read the tweets and add a suitable adjective from exercise 2 for each hastag then compare their answers in pair Step 3: Discussion - T call out some ss to answer the questions and asks them to give the reasons for their choice Step 4: Conclusion - T checks answers as a class *** 7. Listening Step 1: Transfer of duties - T and Ss read the instructions together, then t tells SS they do not have to understand everyword. Step 2: Perform the duties - Ss work individually, listen to four speakers and match one adjective from the list below with each speaker (1-4) Step 3: Discussion - T call out some ss to answer the questions and asks them to give the reasons for their choice Step 4: Conclusion - T plays the recording to check answers *** 8. Reading & Listening Step 1: Transfer of duties - T and Ss go through the Recycle!box together. T revises the structure of the present continuous - T asks Ss what the verbs in the box have in common - T tells SS they are going to listen to the recording again, go through items a – d together. T points out that they are not in the same order as the speakers in the recording Step 2: Perform the duties - Ss write the correct number for each speakers in the recording Step 3: Discussion - T call out some ss to answer the questions Step 4: Conclusion - T checks answers as a class | Ex 1: Key 1. A worried B. happy, excited C. bored 2. Photo A: The man is worried because the people are standing too close to each other and they are not wearing mask Photo B: The girls are happy beacuse it is their graduation day Photo C: The girl’s schoolwork is difficult and boring
Ex2. Key: A. Worried, confused B. Delighted/ excited/ proud C. bored
Ex 3: Key:
Ex 4: Key /d/: ashmed, bored, confused, frightened, relieved /id/ : delighted, excited /t/ embarrassed, shocked
Ex 5: Key 1.a 2.c 3.c 4.b
Ex 6: Key 2. bored 3. excited/relieved 4. delighted/ relieved 5. disappointed 6. embarrassed
Ex 7: Key 1. excited 2. disappointed 3. confused 4. embarrassed
Ex 8: Key a. 4, doesn’t know b. 3, doesn’t understand c. 1, has d. 2, is making
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PRODUCTION
- Goal: Ss apply the knowledge they have just learned into communicative and practical situations.
- Content: Ss work in pairs to ask and answer about the followong situations
- Expected result: Ss can ask and answer the questions with correct pronunciation and grammar usage.
- Performance:
T puts Ss in groups. One Ss from each group collects the pieces of paper and puts them in a bag. Ss then take turns to pick a poece of paper and make a sentence saying how they feel in the situation. T encourages Ss to use modifying adverbs
* HOMEWORK.
- Learn by heart new vocabulary
- Prepare new lesson: Unit 1. 1B Grammar: Past simple
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