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

- Asks Ss to read the passage and point out the new words... - Calls on some Ss to read the answers aloud in front of the class.. - Calls on some Ss to read the answers aloud in front of

Tiếng Anh 10 – Giáo án

English book, Blackboard, Pictures about country life

IV/ NEW LESSON: UNIT 8/ LESSON 1/ READING

Stages Teacher’s activities Students’ activitiesWarm –

YOU

READ

-Calls on some Ss to read the answers

in front of the class

- May ask other questions to make full use of the picture

* What do you see in the picture?

* Who are they?

* What are they using?

- Asks Ss to read the passage and point out the new words

- Writes the new words on the board:

- make ends meet (v)

- be in need of many things (v)

- Rubs out all the words in English

- Says: You are going to read the passage about life changes in the country You read it and do the following tasks.

- Asks Ss to read the passage and match the words which all appear in the passage in A with their definitions

in B

-Encourages Ss to guess the meaning

of the words in the context

- Has Ss compare the answers with a friend

- Calls on some Ss to explain the answers in front of the class

- Asks some Ss to give Vietnamese equivalents

- Asks Ss to scan the passage to get specific information to complete the

- Work in pairs

- Listen to the teacher

- Individual work

- Tells Ss to underline the informationthat support the answers.

- Has Ss compare the answers with another pair

- Calls on some Ss to read the answers aloud in front of the class

- Asks Ss to work in groups and discuss the questions

- Tells Ss to look back to the passage

to get the ideas for the questions

- Compare the answers with

- Listen to the teacher

- Work in pairs, compare theanswers with another pair

- Some Ss read Others listento

- Work in groups

- Goes to groups and provides help.

- Prepare the new lesson

- Learn some new words

English book, Blackboard

IV/ NEW LESSON: UNIT 8 / LESSON 2 / SPEAKING

Stages Teacher’s activities Students’ activitiesWarm -

Up

Task 1

- Puts Ss a question: To make

life in the country better what should we improve?

- Asks Ss to discuss in pairs and

answer it

 Answer:

Roads; Medical Centre;

Crops; Schools; Bridges…

- Asks Ss to open the book and

look at the situation in Task 1 and point out some new words

- Explains some possible new

- Has Ss to do the task in pairs

- Tells some Ss to give

explanation for the answers

- Calls on some Ss to read the

answers aloud in front of the class

- Checks the answers in front of

- Listen to the question of the teacher

- Work in pairs and answer it

- Open the book and point out some new words

- Take notes

- Work in pairs

Task 2

Task3

the class as a whole

- Asks Ss to work in groups of

three: read and practice the conversation

- Calls on some groups to

practice the conversation in front of the class

- Briefly explain: conditional

- Gives Ss an example:

E.g: If the roads are widened, cars

and lorries can get to our village.

- Asks Ss to work in groups and

continue the conversation, using

the ideas in the table in task 1

- Goes around the class and

provides help

- Calls on some groups to act out

the conversation in front of the

- Some Ss explain Others listen to

- Some Ss read the answers Others listen to

- Listen to the teacher

- Prepare the new lesson.

- Learn the old lesson

UNIT 8:

English book, Blackboard, Cassette

IV/ NEW LESSON: UNIT8 / LESSON3 / LISTENING

Warm –

Up

* GAME: Find someone who

- Prepares a two-column table with Yes/ No questions and Name

- Lets Ss go around the class and ask other Ss what they used to do when they were small

If the answer is Yes, write his/her name in the table (the winner is the first one who completes the name column)

Did you use to…? name

Have a favourite toy when you were a child?

- Calls on some Ss to share the finding in front of the class.

- Says: You will hear some talking about the changes in his hometown

Listen to the talk and do the tasks that follow

- Asks Ss to read the tasks quickly and point out the new words:

- Points out the structure of used to:

used to + bare inf

- Asks Ss to listen to the tape and do the task 1

- Plays the tape several times

- Has Ss compare the answers with a

friend and correct the false ones

- Calls on some Ss to read the answers aloud in front of the class

- Tells Ss to read a part of the talk carefully and have a guess of the missing words

- Asks Ss to listen to the tape again and fill the gaps with the words they hear

- Plays the tape more than once

- Asks Ss to write the exact and grammatically correct words

- Calls on some Ss to explain the answers in front of the class

- Asks Ss to work in groups:

discussing the changes in your ownhometown or home village

- Goes around the class and provides help

- Notices Ss to use the present

perfect and used to show the

changes

- Calls on some Ss to give short talksabout the changes in their

hometown in front of the class

- Write the new words

- Listen to the teacher and take notes

- Listen to the tape

- Compare the answers with a friend

- Some Ss read Others listen to

- Work individually

- Listen to the teacher.

- Some Ss give short talks Others listen to

- Prepare the new lesson

- Learn the old lesson

English book, Blackboard, Photocopy of the A0-sized map.

IV/ NEW LESSON: UNIT8 / LESSON4 / WRITING

Warm

-up

- Calls on some Ss to go to the

board and follow teacher’s directions Ss who do not follow the directions correctlywill be the loser

- The directions:

Turn right; turn left; go ahead;

go past the door…

- Says: Jim has decided to come

to Ann’s place for his holiday

- Whole class

Task2

Ann writes him a letter giving directions to her house Now let’s work in pairs, read the letter and study the map carefully to find Ann’s house

on the map

- Has Ss to work in pairs and do

the task (Ss may draw the directions on the map while discussing)

- Hangs the map on the board

and asks Ss to draw the directions on the map

- Explains and checks in front

of the class as a whole

- Keeps Ss in pairs Asks them

to read the letter again and underline the words and phrases Ss can use to give directions

- Gathers the phrases and writes

them on the board:

Come out of; Turn right; Keep

walking; go over; Walk past;

Take the first/ second turning

- Listen to the teacher

- Work in pairs

- Look at the map on the board and draw the directions

- Listen to the teacher

- Work in pairs

HOME

WORK

on the left/ right; It’s the one

with; go straight ahead;

opposite…

- Asks Ss to write the letter

independently and goes around the class provides help

- Has Ss compare their writing

with a friend

- Picks up some writings and

corrects in front of the class

- Prepare the new lesson

- Learn the old lesson

UNIT 8:

I/ OBJECTIVES

After the lesson, the students will be able to develop their pronunciation and pronounce / au /-/ eu / clearly and correctly Transform direct speech into reported speech following correct rules Say the difference between when and if in

conditional sentence type 1 and do related exercises

II/TEACHING METHODS

Communicative method

III/TEACHING AIDS:

English book, Blackboard

IV/ NEW LESSON: UNIT 8 / LESSON 5 /LANGUAGE FOCUS

Stages Teacher ‘s activities Students’ activitiesWarm _up -Asks Ss to work in groups of 4

“ I study at Kim Lien high School”

- Demonstrates the sounds /au/ and /eu/

by pronouncing them clearly and slowly

- Helps Ss to distinguish these two sounds

- Instructs the way to pronounce:

* /au/ has two sounds /a/ and /u/ First practice the sound /a/ and then add u

This is very short aaau

* / eu/ has two sounds /e/ and /u/ First pronounce the sound /e/ And now make

it longer: eee Then add u This is very

-Work in groups

-Listen to the teacher and take notes

Grammar

and

Vocabulary

short eeeu

- Plays the tape and asks Ss to repeat

- Calls on some Ss to repeat the sounds clearly to class

- Asks Ss to work in pairs and practice the sentences

- Goes around the class and provides help

* Reported speech: Statement

- Presents the notes/rules in reported statements:

1 If the reporting verb is in the past tense, it is usual for the verb in the reported clause to move “one tense back”

* Present - past

* Present perfect - Past perfect

* Past - past perfect

2 If the reporting verb is in the present, there is no tense change

3 Typical pronoun, time, place, and

-Listen to the tape

- Whole class repeat the sounds

- Work in pairs

- Listen to the teacher and write down

modal verb changes

4 In formal situations, we can use that

after the reporting verb

5 There are more than one reporting verb We can use many other reporting verbs beside say and tell, for example,

think, announce, explain, interrupt, demand, insist, admit, complain, warn.

- Makes clear the difference between

say, tell and talk.

* Say (without object) + clause

* Tell (with object) + clause

* Talk (to smb)about smt

- Asks Ss to do the exercise 2

- Calls on some Ss to read their answers aloud in front of the class

- Asks Ss to review the form of the

-Individual work

-Listen to the teacher

conditional sentence type 1.

- Asks Ss to do the exercise 3 in pairs

- Calls on some pairs to read the answers aloud in front of the class

- Asks Ss to do the exercise 4

- Tells Ss to work in pairs and do the exercise orally

- Calls on some Ss to explain the answers in front of the class

- Prepare the new lesson

-Do more homework

I/ OBJECTIVES

By the end of the lesson Ss will be able to:

+ practice their skills

+ review what they learnt in unit 7, 8

II/ TEACHING METHOD

Communication method

III/ TEACHING AIDS

Blackboard, English Text

IV/ NEW LESSON: TEST YOURSELF C

Stages Teacher’s activities Students’ activities

out new words and then guess whether the statements are True

or False

 NEW WORDS1/ heavy traffic (n)2/ queue in (v)3/ rubbish (n)

- Has Ss compare their answers with a friend

- Goes around the class and offer help

out the new words

- Take note the new words

- Whole class repeat the new words after the teacher

- Listen to the tape and complete the table

- Compare the answers with a partner

READING - Asks Ss to read the passage

quickly and point out the new words:

 New words:

- Work individually

- be essential for S.O to do S.Th.

- Has Ss compare the answers with a friend

- Goes around and help Ss

- Goes around the class and offer help

- Calls on some Ss to explain their answer in front of the

- Pair work

class - Some Ss explain Others

listen to