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

Giáo án Tiếng Anh 10 A- READING: Class Teaching date Absentees 10A2 I OBJECTIVES 1.Knowledge General knowledge: Students learn about life in the country Language New words: Words related to country life 2.Skills: Reading for gist and for specific information II METHOD: Integrated, mainly communicative II TEACHING AIDS: Textbook and pictures III PROCEDURE Teacher’s Activities Student’s Activities Warm-up (4 mn) Teacher shows pictures of the countryside Group work make a list of words and ask Ss to make a list of words related related to the country to the country Ss work in group of or (The group with the longest list will be the winner.) T declares the winner BEFORE YOU READ (10’) Teacher has students sit in pairs and discuss the questions in the books Students the task Ss work in pairs Calls some Ss to read their answer aloud Suggested answers in front of the class 1.The farmers are harvesting the crop Feedbacks and gives suggested answers 2.They are working very hard Some simpler questions can be used: 3.It’s a bumper/good crop What you see in the picture? Good farming methods, good Who are they? varieties, modern technology used, What are they doing? Presents new words people work hard Ss follow the teacher’s steps Ss take notes New words: -straw (n) rơm -mud(n) bùn -technical high school (n) trường WHILE YOU READ: (20 mn) Set the scene You are going to read a passage about life changes in the country Just read it and the following tasks trung học kó thuật dạy nghề - farming method (n) phương pháp canh tác - brick house (n) nhà ngói - thanks to ( prep) nhờ có Asks Ss to match the words in A with their definitions in B Encourages Ss to guess the meanings of the words in the context Listen Class organization: Students sit in Teacher walks around the class and pairs offers ideas and comments when students need help Then teacher selects some students at random to Task1- Vocabulary matching explain their answers in front of the Match the words in A with their class definitions in B Makes necessary corrections Students the task in pairs Correct answers: 1.b ( have just enough money to pay Teacher has students scan the text again the things that you need) and get the information to complete the table 2.d( having to have many things that Lets Ss study the table carefully before doing the task you not have ) 3.a ( making one’s life better ) Goes around the class and provide help 4.e( good crops) when necessary c ( crops to be sold , not for use by Tells Ss to discuss the answer with a the people who grow it ) friend Task2.Table completion Checks the answers in front of the class as a whole scan the text again and get the information to complete the table Individual work Correct answers: Areas Before houses Made of Made straw Now of bricks and mud Radio/TV Few Many have families had Asks Ss to work in pairs Get the Ss to Farming read the passage again and answer the methods questions in Task3 Has Sts compare their answer with crops old new poor Good/bumper another pair travel By motorbike Calls some Ss to read their answers aloud in front of the class Task3-Answering questions Gives feedback Read the passage again and answer the questions in Task3 Work in pairs then compare their answer with another pair Correct answers: It was poor and simple Because they hope that with an education of science and technology their children could find a way of bettering their lives They introduced new farming methods which resulted in bumper crops They also helped grow cash crops for export He said their lives had changed a lot thanks to the knowledge their children had brought home Post-reading (12 mn) He told his grandchildren ”Study harder so that you can more for Asks Ss to work in pairs and discuss the the village than your parents did question: Students work in pairs How can people with an education help make the life of their community better? Clarify some terms like People with education refers to people with a university study Suggested answers Tells Ss to look back at the passage to get Introduce new farming methods the idea for the questions Grow crash crop s for export Goes to groups and provide help when Help local people apply modern necessary technology in farming Teacher gives suggestions and comments Help community especially young Teacher suggests students’ homework: people access to ways of entertainment Comments (2 mn) Raise people’s awareness about food safety and environmental hygiene HOMEWORK: speaking-U8 V EXPERIENCE: Prepare the B - SPEAKING : I.OBJECTIVES Education aims: - Students know about plan to improve life of a village and their possible results Knowledge: a General knowledge: - Students can talk about plans and results b Language: - "Should" and conditional sentences type - Vocabulary on the plan to improve life of a village Skills: - Speaking about plan and results - Discussing plans to improve life in the village II METHOD: Integrated, mainly communicative III TEACHING AIDS: Textbook, chalk, board IV PROCEDURE: Teacher’s activities Warm-up( mins) Asks Ss to work in groups and make a Students’ activities list of ideas of their own that can be - Students work in pairs carried out to improve the village life Teacher walks around the class and offers ideas and comments when students need help… - Listen to the teacher - Listens and gives remarks and marks Before you speak: (10 mins) Aims: Sts can match each of the plan to improve life in the village with its - Listen to the teacher possible result The village of Ha Xuyen are discussing plans to improve life in the village Match the plans with possible results.( 10 minutes) + Task 1: - Explains some new words: - Listen and take notes + resurface (v ):put new surface on, renew - Asks sts to the task in pairs and give + widen (v ) explanation for their answers + canal (n): man-made waterway for - Asks some sts to read the answers in irrigation front of the class - Gives the correct answers While you speak: ( 10 mins) + muddy(a ): full of mud - Work in pairs Aims: Sts practice discussing the plans to improve the life in the village and the possible results The villagers are discussing their plans Asks sts to work in groups using conditional type and "should" - Read the answers aloud in front of the class b g e f d c - Explains Conditional sentence type + Task 2: and should: - Asks sts to practise the conversation in - Read the conversation in the the textbook textbook - Asks some groups to practice the Read and practice the conversation in conversation in front of the class groups of three - Listen to the T - Listen and take notes If + S + V(present tense), S + will/can/may + V ( to talk about something that will or After you speak: ( 14 mins) Continue the conversation, using the is likely to happen in the future) E g.: If the roads are widened, cars ideas in table in Task Add some more and lorries can get to our village possible if you like Should or shouldn’t: to give - Asks sts to work in groups and continue opinions about what is the best thing the conversation to + Task 3: - Writes the main phrases on board and ask sts to look at these phrases to practice their conversation - Work in groups of three - Some groups practice the conversation in front of the class - medical center - cash crops health export, money - Goes around to help sts if necessary - bridge shorter Sts may add their own ideas in the way to town conversation - football ground play sports, exchange ideas - Work in groups and add some their own ideas - Some groups present in front of the class our hometown or his/her home village - Asks other sts to listen to their friend and - Listen to their friend and give give remarks remarks - Checks and give remarks Before you write:( 20 mins) - Aims:to get sts to read the sample letter and to help them to prepare vocabulary and information before they write - Introduces the situation - Explains some new words: - Asks sts to listen to the teacher and repeat , then write these words into their notebooks + Task 1: - Listen to the teacher carefully and take notes + direction (n) : the way that a person or thing moves along + enclose (v): put something in a letter or a parcel - Listen to the teacher and then read these words in chorus and individually - Asks sts to work in pairs to read about the - Read the letter in pairs letter and to look at the map to find Ann's house - Moves round to help if necessary - Share their answer with their friends - Asks sts to compare their ideas with other pairs - Asks some sts to tell the whole class where Ann's house is T may ask them to explain more about their answer - Present their ideas Answer: H - Listens and give remarks - Asks sts to work in pairs to read the letter - Listen to the teacher again and underline the words and phrases + Task 2: used to give directions - Work in pairs to read the letter and - Moves round to help if necessary undreline the words/phrases - Asks sts to write these words/ phrases on the board - Two sts write the words and - Checks and gives remarks phrases on the board - Asks sts to make some examples with get out of these words go over ( a bridge) turn right/left walk past ( a medical centre) keep walking While you write:( 10 mins) take the first/second - Aims: Sts practise writing a letter to Jim, telling him the way to house A from Roston Railway Station - Asks sts to write a letter to Jim, telling him the way to house A from Roston Railway Station - Do the writing task - Lets sts write in minutes - Read their writing: ( a sample - Moves around to conduct the activity paragraph) "Dear Jim, After you write:( mins) Aims: to get feedback and check sts' work - Gets feedback by asking some sts to read their work aloud - Asks some other sts to give remarks - Checks and give the correct answer 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 minutes, you will see a small bridge ahead Go over the - If there is enough time, T can have sts bridge, go along the street, walk exchange their writing among sts within a past a medical centre and the car group so that they can check their friend's park then take the second turning work and give remarks on the left Walk past the Souvenir Homework: ( 1min) shop and you will see my house It's on the right, next to the - Write a letter to tell their friends the way from our school to Border Gate V EXPERIENCE: shop " E LANGUAGE FOCUS: I OBJECTIVES: Education Aims: - Students know how to pronounce the sound /aʊ/ and /əʊ/ correctly - Students revise reported speech and conditional sentence type Knowledge: + Language: - Pronunciation: /aʊ/ and/əʊ/ - Reported speech - Conditional sentence type Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to the exercises II METHOD: Integrated, mainly communicative III TEACHING AIDS: board, chalk, textbook, cassette player IV PROCEDURES: Teacher's activities Students' activities Homework checking: ( 5mins) - Asks one st to tell the whole class the way - One st speaks aloud in front of from our school to Border Gate the whole class - Asks another st to give remarks - Give remarks - Checks and give a mark - Listen to the teacher Pronunciation:( 10 mins) - Aims: to introduce three sounds /aʊ/ and /əʊ/ and help sts to practise these sounds a Writes two sounds on the board and pronounce them clearly twice, then ask sts to repeat - Write down two sounds - Tells sts how to pronounce these sounds - Listen to the teacher and repeat accurately - Look at the book , listen and - Asks them to look at the textbook, listen and repeat repeat - Then asks sts to work in pairs to read the words again so that they can check for each other - Moves around to help - Asks two sts to read again and give remarks b Asks sts to look at sentences in page 89 in the book /aʊ/ /əʊ/ cow coat town phone how bone - Read these words in pairs and check for their partners - Asks them to work in pairs to read the sentences and then find out the words containing sound /aʊ/ and sound /əʊ/ - Asks them to work in minutes - Moves around to conduct the activity - Asks one st to report and other sts to give remarks - Checks and give the correct answers - Asks some sts to read these sentences aloud - Listens and give remarks Grammar: ( 29 mins) - Look at the book and work in pairs - Answers: /aʊ/ /əʊ/ shout rose loudly snow ours over - Read the examples Aims: to revise the reported speech and conditional sentence type and have sts Ex1, EX 2, EX3and EX4 a Reported speech: Statements - Recalls 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 - Gives an example: - Asks sts to read the example and think about - Listen to the teacher the changes when we turn a sentence into reported speech - Copy down the example - Asks sts to complete the table below: Direct speech Reported speech (1) will (2) (3) might me/you (4) last night (5) (6) there - Asks sts to work in pairs and complete the table and then ask some sts to report and give eg: "I worked late yesterday," said Susan Susan said she had worked late the previous day - Read the example and think about the changes - Work in pairs to complete the table - Some sts report remarks did - Makes clear the difference between say, tell would and talk: may/ might him/her b Conditional sentence type 1: - Reviews the form and the use of conditional the night before here sentence type by giving some examples: - Listen to their friends and their - Asks sts to read the examples and point out the form as well as the use of conditional teacher sentence type - Listen and copy down Say + clause Tell + O + clause Talk (to sb) about sth - Read the examples and point out the form and the use of conditional sentence type 1: - Distinguish when-clause and if-clause: - Asks sts to compare this example with the first example - Asks some sts to give examples eg: If I have enough money, I will go to Hue for holiday If it rains I won't go there + Form: If- clause + Exercise 1: - Asks sts to look at Ex1 and to the task S + V( P.S) , main clause , S + V( S.F) + Use: something that may - Asks sts to the exercise individually and happen at present or in the then compare their answers in pairs future - Moves round to conduct the activity - When-clause: - Checks the exercise sentence by sentence Eg: When summer comes, he will go to Hue for holiday (something that will certainly happen in the future) - Do the task individually and then share their ideas with their friends EX 1: An old farmer said their lives - Listen and give remarks had changed a lot children had brought home + Exercise 2: She said she was going to Ho Chi Minh City soon - Asks sts to Ex individually and then share the answers with their friends I thought the film would be interesting - Moves round to help if necessary - Asks two sts to this exercise on the board - Listen and correct their work if necessary - Asks one st to give remarks - Do the Ex individually - Checks and give remarks EX 2: + Exercise 3: 1.told said - Asks sts to read the requirement of Ex3 and then the task in pairs told talked - Goes round to conduct the activity - Asks some pairs to read sentence by - Listen to the teacher said sentence - Listens and give remarks - Read the requirement carefully Homework ( min) - Do Ex - Ex ( page 90- sts' book) If I 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 V EXPERIENCE: TEST YOURSELF C I OBJECTIVES: Aims: - Sts revise what they have learned in unit 7.and unit Knowledge: - General knowledge in unit and unit - Language: pronunciation and grammar in the above units Skills: listening, speaking and writing II TEACHING AIDS: textbook, chalk, board, cassette player III PROCEDURES: Teacher's activities Students' activities Homework checking:( mins) - Ask one st to Ex in the workbook on the board EX 4: If When if - Ask one st to give remarks when - Give remarks and marks - One st gives remarks The new lesson:( 39 minutes) - Ask sts to part II, part III and part IV at home in advance to save time - Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes If - Ask sts to listening in class 2.1 Listening: - Ask sts to read the requirement of the task - Introduce new words: - Look at the textbook and read the + queue (v) : xÕp hµng statements + traffic (n) : cars, motorbikes, traffic - Try to focus on the important words lights, heavy traffic - Play the tape twice and ask sts to the - Copy down these words into their notebooks - Listen and read after the teacher task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that sts can check their answers - Listen carefully and the task - Work in pairs to discuss their answers F 2.F T 4.F T - Ask sts to read the paragraph in part B and try to guess what will be filled in each - Read the paragraph blank - Play the tape again - Listen carefully and complete the - Ask sts to write their answers on the paragraph board aren't evening cinemas - Ask other sts to give remarks theatres - Check and give feedback - work in groups to share their ideas 2.2 Reading: - Some sts stand up to report - Ask sts to work in groups to compare because people can sit comfortable their answers at home, they don't have to pay for - Ask some sts to report his/ her answers aloud - Listen and check knows expensive seats at the theatres or in the cinemas People can see films, plays of every kind, political discussions and the latest exciting football matches 2.3 Grammar: - Ask sts to discuss their answers in groups - Ask sts to write their answers on the board - Discuss in groups - Answers: have been haven't had haven't given have paid said - Ask two other sts to give remarks - Check and give the correct answers 2.4 Writing: - Ask some sts to read their writing aloud had taken thought would come told have got - Read their writing aloud " When you come out of the bus station, turn right Go straight ahead until you see the traffic lights Turn left to Redham Road, walk along this street in about 10 minutes The Indian - Ask some sts to give remarks Restaurant is the pink building on the left after the Beach Parade It is very easy to find." - Listen to the teacher's remarks Homework: ( min) - Part D ( Page 52 - workbook) V EXPERIENCE: