Giáo án Tiếng Anh 10 Unit 8: The story of my village

practice reading the words, then ask 4-5 sts to read all the word/phrases aloud in front of the class - Listen and check.. + Task 3: Answering Questions:- Ask sts to work in pairs to rea

Giáo án Tiếng Anh 10

UNIT 8: THE STORY OF MY VILLAGE Period : 44 LESSON 1 : READING

Class

Date of teaching

10…

10…

10…

I Objectives: By the end of the lesson, students can:

- Read and understand more about the changes in the country life

II Language focus:

1.Grammar: - Conditional type 1

- Verb tenses and reported speech

2.Vocabulary:

- Vocabulary about country life such as bumper crops, cash crops, brick houses, straw, mud

III Skill: - Speaking : talk in pairs and in groups.

- Reading comprehension: vocabulary matching and table completionexercises

IV Teaching aids: board, textbook, chalk.

- Aims : - Get used to the topic

- Sts are required to work in groups of

3 or 4 to make a list of words related

to the country in written form

- The group with the longest list will

be the winner

2 Before you read:

- Aims: - Prepare information and

vocabularies for the topic.

- Introduce the topic of the reading

passage

a Pair work:

- Ask sts to work in pairs to answer

the questions given in the part

- For each question, 3-4 sts are

required to answer orally in front of

the class ( 1 st/ 1 time)

- Gather the ideas and help the sts to

- Work in groups of 3-4 students

- Give the lists to the teacher

2 They are working very hard.

3 It’s a good/ bumper crop.

4 Good farming methods, good varieties, modern technology used,

+ Mud(n) : wet, soft soil (bùn).

+ Technical high school (n): trường

trung học kỹ thuật dạy nhề

+ Farming method(n): phương pháp

- Read each word/phrase 3 times and

ask sts to repeat it

- Leave the sts 1 minute to

self-people work hard

- Listen and then copy down

practice reading the words, then ask

4-5 sts to read all the word/phrases

aloud in front of the class

- Listen and check

3 While you read:

- Aims: Read the passage for

information to do the tasks.

+ Task 1:Vocabulary Matching.

- Ask sts to read the passage and do

task 1: Match the words in A which

appear in the reading passage with

their definitions in B

- Sts are required to compare their

results with their partners

- 4 sts are required to do the task

orally in front of the class (1 st/ 1

time)

- Listen and help the sts to do the

task correctly

- Explain the meaning of these words

and phrases if necessary

+ Task 2:Table Completion.

- Work individually

- Study the table

- Discuss the answers with a friend

- Report their answers

a.o.c

before Now

10ms

1ms

- Ask sts to scan the passage to get

specific information to complete the

table

- Let sts to study the table carefully

before doing the task

- Go round the class and provide

help when necessary

- Tell sts to discuss the answers with

crops

poor Good/ bumper

1 It was poor and simple.

2 Because they hope that with an education of science and

technology their children could find

a way of bettering their lives.

+ Task 3: Answering Questions:

- Ask sts to work in pairs to read the

passage again and answer the

questions in task 3

- Sts are required to underline the

information that supports the

answers

- Sts are required to compare their

answers with another pair

- Ask 5-6 sts to read their answers

aloud in front of the class

- Give feedback and correct answers.

4 After you read:

- Aims: Give the summary of the

topic.

+ Discussion:

- Sts are required to work in groups

and discuss the question: How can

people with an education help make

the life of their community better?

3 They introduced new farming methods which resulted in bumper crops They also helped grow crash crops for export.

4 He said their lives had changed a lot thanks to the knowledge their children had brought home.

5 He told his grandchildren: “ Study harder so that you can do more for the village than your parents did.”

- Listen to the teacher

- Discuss in groups

- Some representatives are required

to report

- Give suggested answers:

+ Introduce new farming methods + Grow crash crops for export + Help local people apply modern technology in farming.

+ Help community especially young

- Clarify some terms if needed:

+ People with an education: people

with a university study.

- Sts are required to look back to the

passage to get the ideas for the

questions

- Go to groups and provide help when

necessary

- Ask some representatives to report

the groups' ideas

5 Homework:

- Ask sts to write a paragraph about

the topic they discussed in After you

VI-EXPERIENCES:

UNIT 8: THE STORY OF MY VILLAGE Period : 45 LESSON 2 : SPEAKING

Date of teaching

II Skill: - Speaking about plan and results

- Discussing plans to improve life in the village

III Teaching aids:

Textbook, chalk, board

IV Procedures:

Time Teacher’s activities Students’ activities

5ms

1 Homework checking

- Ask one st to tell about the life of

the village in the text

- Listen and give remarks and marks

- One st tell about the village

- Listen to the teacher

5ms

10m

s

2 Warm-up

- Ask sts to work in groups and make

a list of the ideas that carried out to

improve the village life Sts may share

ideas in Vietnamese and ask T for

English equivalences

- Check ideas and lead in the new

lesson

3 Before you speak:

Aims: Sts can match each of the plan

to improve life in the village with its

possible result.

+ Task 1: The village of Ha Xuyen are

discussing plans to improve life in the

village Match the plans with possible

results.( 10 minutes)

- Explain some new words:

resurface (v ):put new surface on,

- Listen to the teacher

- Listen and take notes

- Work in pairs

10ms

muddy(a ): full of mud

- Ask sts to do the task in pairs and

give explanation for their answers

- Ask some sts to read the answers in

front of the class

- Give the correct answers

4 While you speak:

Aims: Sts practice discussing the

plans to improve the life in the village

and the possible results.

+ Task 2: The villagers are discussing

their plans Read and practice the

conversation in groups of three

- Read the conversation in the

textbook

- Ask sts to work in groups using

conditional type 1 and "should".

- Briefly explain Conditional

sentence type 1 and should:

If + S + V(present tense), S +

will/can/may + V

( to talk about something that will or

- Read the answers aloud in front of theclass

is likely to happen in the future)

E g.: If the roads are widened, cars

and lorries can get to our village.

Should or shouldn’t: to give

opinions about what is the best thing

to do.

- Ask sts to practise the conversation

in the textbook

- Ask some groups to practice the

conversation in front of the class

5 After you speak:

Task 3: Continue the conversation,

using the ideas in table in Task 1 Add

some more possible if you like

- Ask sts to work in groups and

continue the conversation

- Write the main phrases on board and

ask sts to look at these phrases to

practice their conversation

- medical center health

- cash crops export,

money

- Work in groups of three

- Some groups practice the conversation

in front of the class

- Work in groups and add some their ownideas

- Some groups present in front of theclass

A: I think we should build a football ground, too.

B: I agree with you If a football ground

12ms

3ms

- bridge shorter

way to town

- football ground play

sports, exchange ideas

- Go around to help sts if necessary

Sts may add their own ideas in the

conversation

- Comment and give necessary

corrections

6 Homework:

Write a passage about plans to

improve the life in the area where you

A: What about a medical centre? I think it’s necessary to build a medical centre B: Yes If a medical center is built, People’s health will be looked after better.

C: Yes And if we get sick we won’t have

to go to the provincial hospital for treatment.

- Speaking: Discuss the changes in sts' hometown/ home village

III Teaching aids:

1 Home work checking:)

- One st talks about what people should

do to

improve life in their village/ town

2 Before you listen:

Aims:to focus sts on the topic and

review/ introduce the words and

- One st presents

- Others listen and give remarks

phrases used in the listening text.

a Focus sts on the two pictures in the

textbook and asks sts to work in

groups to compare them to see the

changes of the town following the

model in the book

E.g.: - There didn't use to be any

hotel in the town

- There used to be small houses

- Cows used to graze in the field

.

- Ask some sts to give their answer

b Introduces some new words

- atmosphere (n): không khí

- resurface(v): trải lại ( mặt đường)

- turn into (v): trở thành

- Read the words and ask sts to repeat

- Ask sts to read the words in pairs

- Ask some sts to read the words

again

3 While you listen:

- Work in groups to ask andcompare the two pictures

- Some sts stand up and give theiranswer

Sts copy the words and phrases

- Listen and repeat

- Read the words in pairs andcorrect each other’s mistakes

- Some individuals read the wordsaloud

18ms

+ Task 1:

Aims:Sts practise listening and

marking True/ False statements.

- Tell sts that they are going to listen

to a talk about the changes in a small

town in England

- Ask sts to work in pairs, look at the

statements given and guess if they are

true or false

- Ask sts to listen to the talk and tick

the right column to indicate their

answer and underline the false

information T plays the tape twice

- Ask sts to compare their answer in

pairs

- Check sts’ answer

- Play the tape once again, stop the

tape where necessary and conduct the

correction

- Listen to the T

- Work in pairs to guess if thestatements are true or false

- Listen to the tape and do the task

- Compare their answer

- Give their answer

1 F It's on the south coast of England.

2 F It's used to be a small quiet town.

10ms

+ Task 2:

Aims:Sts practise listening for

specific information by filling in the

gaps with ONE word.

- Ask sts to have a look at the

paragraph in the textbook and to read

them in pairs and make sure they

understand them T encourages sts

guess the words to fill in the gaps

- Ask sts to listen to the tape once or

twice again to fill in the gaps with the

missing words

- Ask sts to compare their answer in

pairs

- Check sts’ answer

- Play the tape once again, stop the

tape where necessary and conduct the

correction

4 After you listen:

- Ask sts to work in pairs and tell each

other about the changes in their

village/ town

wrong answer

- Work in pairs to read thepassages and try to fill in the gaps

- Listen and do the task

- Give their answer

- Work in pairs

1ms

- Move round to check the activities

and to make sure that sts are working

Write a short paragraph about the

changes in their village/town

10…

10…

10…

I Objectives:

- Students can write a letter giving directions to a certain place.

II Skill: Writing

- Reading: read the sample letter.

- Speaking: work in pairs to find Ann's house on the map as well as the words and phrases used to give directions

- Writing: write a letter to tell Jim the way to house A on the map

III Teaching Aids: - board, textbook, chalk.

- Ask one st to talk about the changes

in our hometown or his/her home

village

- Ask other sts to listen to their friend

and give remarks

- Check and give remarks

2 Before you write:

- Aims:to get sts to read the sample

letter and to help them to prepare

vocabulary and information before

- Listen to their friend and give remarks

- Listen to the teacher

they write.

+ Task 1:

- Introduce the situation

- Explain some new words:

+ direction (n) : the way that a person

or thing moves along

+ enclose (v): put something in a

letter or a parcel

- Ask sts to listen to the teacher and

repeat , then write these words into

their notebooks

- Ask sts to work in pairs to read

about the letter and to look at the map

to find Ann's house

- Move round to help if necessary

- Ask sts to compare their ideas with

other pairs

- Ask some sts to tell the whole class

where Ann's house is T may ask them

to explain more about their answer

- Listen and give remarks

- Listen to the teacher carefully

- Copy these words into theit notebooks

- Listen to the teacher and then read these words in chorus and

individually

- Read the letter in pairs

- Share their answer with their friends

- Present their ideas

Answer: H

12ms

+ Task 2:

- Ask sts to work in pairs to read the

letter again and underline the words

and phrases used to give directions

- Move round to help if necessary

- Ask 2 sts to write these words/

phrases on the board

- Check and give remarks

- Ask sts to make some examples with

these words

3 While you write

- Aims: Sts practise writing a letter to

Jim, telling him the way to house A

from Roston Railway Station.

- Ask sts to write a letter to Jim,

telling him the way to house A from

Roston Railway Station

- Let sts write in 8 minutes

- Move around to conduct the activity

4 After you write:

Aims: to get feedback and check sts'

work.

- Listen to the teacher

- Work in pairs to read the letter andundreline the words/phrases

- Two sts write the words and phrases on the board

get out of go over ( a bridge) turn right/left walk past ( a medical centre)

keep walking take the first/second

- Do the writing task

7ms

1ms

- Get feedback by asking some sts to

read their work aloud

- Ask some other sts to give remarks

- Check and give the correct answer

- If there is enough time, T can have

sts exchange their writing among sts

within a group so that they can check

their friend's work and give remarks

- Read their writing: ( a sample paragraph)

"Dear Jim, I'm very glad that you will come here for the summer

holiday from Roston Raiway Station.

Now when you come out of the station, turn right Keep walking for about 5 minutes, you will see a small bridge ahead Go over the bridge, go along the street, walk past a medical centre and the car park then take the second turning

on the left Walk past the Souvenir shop and you will see my house It's

on the right, next to the shop "

5 Homework:

- Write a letter to tell their friends the way to their house from Hai Duong Railway Station

VI-EXPERIENCES:

UNIT 8: THE STORY OF MY VILLAGE Period : 48 LESSON 5 : LANGUAGE FOCUS

Class

Date of teaching

- Students revise reported speech and conditional sentence type 1

II Language focus:

1.Grammar: - Conditional type 1

- Verb tenses and reported speech

- Read words and sentences aloud.

- Read the sentences silently to do the exercises

IV Teaching aids: - board, chalk, textbook.

- Ask one st to tell the whole class the

way to their house from Hai Duong

Raiway Station

- Ask another st to give remarks

- Check and give a mark

2 Pronunciation:

- Aims: to introduce three sounds /au/

and /əu/ and help sts to practise these

sounds.

a Write two sounds on the board and

pronounce them clearly twice, then ask

sts to repeat

- Tell sts how to pronounce these

sounds accurately

- Ask them to look at the textbook,

listen and repeat

- One st speaks aloud in front of the whole class

- Give remarks

- Listen to the teacher

- Write down two sounds

- Listen to the teacher and repeat

- Look at the book , listen and repeat

/au/ /əu/

cow coat town phone how bone .

- Read these words in pairs and

- Then ask sts to work in pairs to read

the words again so that they can check

for each other

- Move around to help

- Ask two sts to read again and give

remarks

b Ask sts to look at sentences in page

89 in the book

- Ask them to work in pairs to read the

sentences and then find out the words

containing sound /au/ and sound /əu/

- Ask them to work in 2 minutes

- Move around to conduct the activity

- Ask one st to report and other sts to

give remarks

- Check and give the correct answers

- Ask some sts to read these sentences

aloud

- Listen and give remarks

3 Grammar:

Aims: to revise the reported speech

and conditional sentence type 1 and

check for their partners

- Look at the book and work in pairs

- Answers:

/au/ /əu/

shout rose loudly snow ours over .

- Read the examples

- Listen to the teacher

- Copy down the example

- Read the example and think about the changes

27ms

have sts do Ex1, EX 2, EX3and EX4.

a Reported speech: Statements

- Recall the use of reported speech: to

report what someone has said No

quotation marks are used and some

parts of speech have to be changed.

- Ask sts to read the example and think

about the changes when we turn a

sentence into reported speech

- Ask sts to complete the table below:

3 may/ might 6 here

- Listen to their friends and their teacher

- Listen and copy down

- Read the examples and point out the form and the use of conditional

(5) last night

(6) there

- Ask sts to work in pairs and complete

the table and then ask some sts to

report and give remarks

- Make clear the difference between

say, tell and talk:

Say + clause

Tell + O + clause

Talk (to sb) about sth

b Conditional sentence type 1:

- Review the form and the use of

conditional sentence type 1 by giving

some examples:

eg: If I have enough money, I will go to

Hue for holiday.

If it rains I won't go there.

- Ask sts to read the examples and

point out the form as well as the use of

conditional sentence type 1

at present or in the future

2 She said she was going to Ho Chi Minh City soon.

- Distinguish when-clause and

if-clause:

eg; When summer comes, he will go to

Hue for holiday.

- Ask sts to compare this example with

the first example

- Ask some sts to give examples

+ Exercise 1:

- Ask sts to look at Ex1 and to do the

task

- Ask sts to do the exercise individually

and then compare their answers in

pairs

- Move round to conduct the activity

- Check the exercise sentence by

sentence

- Listen and give remarks

+ Exercise 2:

- Ask sts to do Ex 2 individually and

then share the answers with their

- Listen to the teacher

- Read the requirement carefully

- Do Ex 3

If I do more homework, I will pass my exam If I pass my exam I'll go to medical college If I go to medical colege, I'll study

medicine

3ms

- Move round to help if necessary

- Ask two sts to do this exercise on the

board

- Ask one st to give remarks

- Check and give remarks

+ Exercise 3:

- Ask sts to read the requirement of

Ex3 and then do the task in pairs

- Go round to conduct the activity

- Ask some pairs to read sentence by