Tiếng Anh 10-Unit 8

Warmer : Networks - Ask Ss to work in groups of three or four and make a list of words related to the country - The group with the longest list will be the winner 2.. nhieu thu 3- a mak

Unit 8 : The story of my village

Period 1 : Reading I

Aims :

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

- Better their reading skill through vocabulary matching and Table completion exercises

- Enlarge vocabulary about country life such as bumper crops, cash, crops, brick house, straw, mud

II Materials: Textbook, whiteboard markers, Cassettes…

III Procedure:

1 Warmer : Networks

- Ask Ss to work in groups of three or four and make a list of words

related to the country

- The group with the longest list will be the winner

2 Before- reading:

Picture description:

- Ss work in pair and discuss the questions in the book

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

1 The farmers are harvesting the crop

2 They are working very hard

3 It’s a good/ bumper crop

4 Good farming methods, good varieties Modern

technology used, people work hard

Some questions may be used :

What do you see in the picture?

Who are they?

What are they using?

Vocabulary pre-teach:

Straw ( n): rom

Mud (n): bun

Technical high school: truong trung hoc ki thuat day nghe

Farming methods: Phuong phap canh tac

Brick houses: nha ngoi

Thanks to: ( prep): nho co

3 While- reading:

Coun try

nhieu thu)

3- a ( making one’s life better) ( cai thien cuoc song)

4- e ( good crops) ( vu mau boi thu)

5- c ( crops to be sold, not for use by the people who grow it ) ( cay

trong de ban va thu loi nhuan)

Task 2: Table completion:

Areas of change Before Now

house Made of straw and

mud Made of bricks Radio and TV Few families had a

radio or a TV set Many families have a radio or a TV set Farming methods Old New

crops poor Good/ bumper

Task 3: Answering the questions:

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

3 They introduced new farming methods which resulted in

bumper crops They also helped grow crops for exports

4 He said their lives had changed a lot thanks to the knowledge

their children had brought home

5 He told his grand children : “ Study harder so that you can do

more for the village than your parents did”

4 After- reading: How can people with an education help make

the life of their community better?

- Introduce new farming methods

- Grow cash crops for export

- Help local people apply modern technology in farming

- Help community especially young people access to ways of

entertainment

- Raise people’s awareness about food safety and environment

hygiene

Homework: Write a paragraph about your hometown and its changes

III Self evaluation:

Period 2 : Speaking

I Aims :

By the end of the lesson, Ss will be able to: talk about plans to improve life of a village and their possible results

II Materials: Textbook, whiteboard markers, Cassettes…

Procedure:

- pair work

- Group discussion and fill in the blank

- Pair work discussion

discussion and

presentati on

-carried out to improve the village life

- Ss may have ideas in Vietnamese

- Gather the ideas and present before class

2 Pre- speaking:

Pre teach new words:

Resurface: put a new surface on, renew…

Canal (n): man-made waterway for irrigation

Muddy ( a) : full of mud

Task 1: The villagers of Ha Xuyen are discussing plans to improve life in

the village Match the plans with possible results

- Give the correct answer: 1b, 2g, 3d, 4e, 5f, 6c

Conditional sentences Type 1:

Present tense

If the road are widened

Will/ can/may/ might + do Cars and lorries can get to our village

- Call some students to make up sentences with conditional sentence

type 1

3 While- Speaking:

Task 2:

- Ask Ss to work in groups of three: Read and practice the conversation

- Call some groups to practice the conversation in front of the class

4 Post- speaking

Task 3: Work in group

- Continue the conversation, using the ideas in the table in task 1 Add

some more possible results if you like

- Teacher observes and give help if necessary

- Comment and have necessary corrections

5 Homework:

- Pair work

- Make

up senten ces

- Group work

-Group work

III Self evaluation:

Period 3 : Listening

I Aims :

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

- compare the past and the present of a town

- improve listening skill through True or False and Gap-filling exercises

II.Materials: Textbook, whiteboard markers, Cassettes

III Procedure:

1 Warmer:

2 Pre- listening:

- Ask Ps to work in pairs: Look at the pictures of the same town in

the book and discuss the differences between them

In the past, there used to be no cars in the town, but now there is a big

car park with a lot of cars inside In the past, the roads used to be small,

but now they are bigger and wider

In the past, the buffalos used to walk on the roads, but now there aren’t

any buffalos on he road

In the past the road used to be dirty, but now they are very clean

- Pre- teach new words:

Tourist resort: (n): khu du lich vui choi giai tri

Atmosphere (n) : khong khi

Pull down (v): pha bo

Suburb (n): ngoai o

Turn into (v): bien thanh, chuyen thanh

3 While- listening:

Set the scene: You will hear someone talking about the changes in his

hometown Listen to the talk and do the tasks that follow

Task 1: True/ False

Ss listen to the tape and decide if the statements are true or false

according to the talk

Suggested answer:

1 F ( It’s on the south coast of England)

2 F ( It used to be a small quiet town )

3 T

4 F ( A lot of trees have been cut down for wider streets)

5 F (Some people don’t like the changes; they miss the quiet the

peaceful life of the old town.)

Task 2: Gap- filling: Listen again and write the missing words

Ps can guess the answer before they listen

Suggested answers:

1 house

2 hotel

3 widened

4 cut

5 car

6 shop

7 department

8 expensive

- Indivi dual work

- Indivi dual work

4 Post listening:

Discuss the changes in your own hometown or home village - Pair work

-III Self evaluation:

Unit 8 : The story of my village

Period 4: Writing

I Aims:

By the end of the lesson, Ss will be able to write a letter giving directions to a certain place

II Materials: Textbook, whiteboard markers, Cassettes…

III Procedure:

1 Warmer:

- Call some Ss to go to the board and follow T’s direction (turn right,

turn left, go ahead…) Ss who can’t follow the direction will be the

loser

- Ask Ps to give direction to some places in the city

- Group work

2 Pre- writing:

Task 1: Read the letter and find out all the words and phrases that are

used for giving directions and find out Ann’s house on the map:

Come out of/ Go out of

Turn right/ left

Keep walking/ moving/ keep on going

Go over/ past/ through the crossroads/ roundabout/ traffic

light/ T-junction…

Walk past

Take the first/second turning on the left/ right

Some useful phrases: opposite/ behind/ in front of/ next to/ near

You can’t miss it, You will find it

- Group work

3 While-writing: Your house is A on the map Write a letter to Jim,

telling him the way to your house from Roston Railway Station

- Ask Ss to write the letter independently and go around the class,

provide help when necessary

- Peer correction

- Pick up some writing and correct in front of the class

- Suggested answer:

Dear Jim,

I am very happy to hear that you will come here for the summer

holiday I am writing to tell you how to get to my house from the

Roston Railway 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 past the medical centre and the car park then

take the second turning on the left Walk past the Souvernir shop and

you will see my house It’s on the right, next to the shop You can’t

miss it I enclose the map so that you can follow my directions easily

Looking forward to seeing you soon

Love,

4 Post- writing:

Give the map of a city or university

Ask Ps to give direction to some places on the map

Make necessary corrections

5 Homework: Write a letter to your friend giving direction to your

own house

III Self evaluation:

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Period 5 : Language Focus

I Aims:

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

- pronounce the sounds / au/ and /ou/ clearly and correctly

III Procedure:

A Pronunciation: The diphthongs: / au/ and /ou/

- Demonstrate the sounds / au/ and /ou/ by pronouncing them clearly and slowly

- Practice in individual words:

Cow, town, house, couch, how,

mouse…

Coat, bowl, phone, note, bone, close…

- Practice in sentences

- Whole class

B Grammar:

I Statements in reported speech:

1 Presentation

Teacher gives example

The farmer said, " I hope it will rain tomorrow"

-> The farmer said he hoped it would rain the following day

The teacher said , " I am happy today"

-> The teacher said she was tired that day

- Ss give remarks on the differences between direct and indirect sentences

- What changes are there in the indirect sentences? ( tenses, pronouns and

adverbs of time and place)

a Changes of tense: When we change direct speech to the indirect one

we change the verb in the direct speech backward one tense

simple present → simple past

present continuous → past continuous

simple past → past perfect

present perfect → past perfect

past continuous → past perfect continuous

present perfect continuous → past perfect continuous

simple future → future in the past

Notes: For some modals:

must → had to/must

can → could

will/ shall → would

may → might

b Changes of adverbs of time and place

this / these → that/ those

here → there

Now → then

today → that day

yesterday → the day before/ the previous day

tomorrow → the day after/ the following day

ago → before

next week → the week after/ the following week

2 Practice:

Exercise 1:

1 An old man said their lives had changed a lot thanks to the knowledge

their children had brought home

2 She said she was going to HCM City soon

3 I thought the film would be interesting

4 She said she couldn’t help me/ you/ him/ her…because she had too much

to do

5 Rick told me that Ann had written Jim a letter

6 He told me it took him three hours to get there because the roads were

muddy and slippery

7 She said she thought it was a crazy idea and it wouldn’t work

8 He announced that breakfast was served between 7:00 and 9:00

Exercise 2:

1 told

2 said

3 said

4 told

5 talked

II Conditional sentence Type I:

1 Set the scene: Tell students that they are going to arrange a

program for an imaginary overseas visitor to their school but they

don’t know if the visitor is a man or a woman, old or young.

- Get Ss to work in pairs and think of some relevant activities, write

some sentences on the board:

If the visitor is a man, I’ll……

If the visitor is a woman, I’ll……

If the visitor is young, I’ll……

If the visitor is old, I’ll……

- What form of the verb is used in the if- clause? How about in the

main clause?

- Is it possible the he is young/ old/ a man ( Yes)

2 Presentation:

Conditional sentences Type 1: Present and Future possible

Present tense

If the road are widened

Will/ can/may/ might + do Cars and lorries can get to our village

- Call some students to make up sentences with conditional sentence type 1

3 Practice:

- Make more examples with the situation provided.

If he is a teacher, I’ll ask him to make a speech at my school

If she is a photographer, I’ll show her some beautiful places to photograph

………

- Get Ss to make examples about their weekend plans

If the weather is good,……

But if it is rainy, …

Exercise 3:

1 if I don’t go out so much, I’ll do more homework

5 If I study medicine, I’d become a doctor

6 If I become a doctor, I’ll be able to cure diseases and help sick

people

Exercise 4:

1 if

2 when

3 if

4 if

5 when

C Homework: In work book

III Self evaluation:

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