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

Giáo án Tiếng Anh 10 Unit Eight : THE STORY OF MY VILLAGE A: READING Time: 45 minutes I Objectives Educational aim: Students should appreciate the knowledge that they are learning at school because it can help them make their lives better Knowledge: - General knowledge: Students will be able to understand the passage through matching words and their meanings, answering questions, and completing a table - Language: New words: words related to village 3.Skills: Reading for specific information and words’ meanings II Teaching method: Integrate, mainly communicative III Teaching aids: Pictures, poster IV Procedures: Teacher’s activities Students’ activities * Warm – up : (4mn) – Ask Sts some questions 1- What your parents do? - Sts’ answers may vary 2- Where they work? 1- They are farmers 3- What will you to help them in the 2- They work in the field future? – Lead in VII 3- Vary * Pre-reading : (10mn) - Ask Sts to look at the picture in their books and answer the questions 1.Who are the people in the picture? 2.What are they doing? 3.How are they working? Sts answer 1.(They are) farmers 4.Is the crop good? 2.They are working 5.What helps produce good crops ? 3.They are working hard 4.Yes, it is - T introduces : machines as well as good farming 5.Machines help produce good methods help farmers make their lives better So, crops where they get these methods? The reading selection in Unit will give you the answer * Pre-teach vocabulary -straw (n) : Rơm rạ (realia) -mud (n): bùn, xình (example) muddy (adj): - Sts listen, repeat and give -shortage (n): Sự thiếu thốn (example) meaning -bumper crop (n): vụ mùa bội thu = good crop - cash crop (n): Trồng thương phẩm (transl) - make ends meet (v.phr) có đủ tiền mua thứ cần thiết (transl) * Checking vocabulary: Rub out and remember * While-reading (20mn) - Ask Sts to read the passage and task TASK 1: The words in A appear in the reading passage Match them with their definitions in B - Read the passage - Give instructions and get Sts to work individually - Go around to control the class and offer help - Call some Sts to write the answers on the board - Ss work individually then compare the answers with a partner - Remark and conduct the correct answers - Ss write the answers on the board and checks whether they understand the words or not Suggested answer: 1.b 2.d 3.a 4.e 5.c TASK 2: The reading passage tells us about many changes in the village Complete the following table - Stick a poster on the board and give instruction - Go around and help them - Asks one student of each group to write the answer - Give correction Ss work in groups - Ss write the answer in the table Suggested answer: Areas Before Now of change houses made of made of brick straw and mud radio few and TV families had a radio many families have radio or TASK : Answer the following questions: or a TV set (textbook page 84) farmin - Give instruction and get Sts to work in pairs g old TV set new method - Go around to help students - Get some Sts at random to ask and answer aloud and then write on the b.b s crops poor travel good/bumper by motorbike - Remark and correct the answers - Ss read and answer in pairs - Ask and answer then write down Suggested answer: It was poor and simple Because they hoped 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 cash 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 Post-reading (9mn) harder so that you can even Discuss the following question: more for the village than your parents did.” How can people with an education help make the life of their community better ? - Explain the question and divide the class into some groups , then ask them to discuss - Go around to help Sts - Ask the secretary of each group to give their ideas - Sts discuss in groups - Write good ideas on the board and give feedback - Sts give ideas ideas of his/her group and the others can give more ideas Suggested answer -People with an education help make the life of their community better by appying new farming HOMEWORK : Write a short paragraph (50 words) about the good things that people with an education bring to the community Comments : (2mn) mrthod, growing cask crops for export Unit Eight : THE STORY OF MY VILLAGE B: SPEAKING Time: 45 minutes I Objectives Educational aim: By the end of the lesson, students will be able to talk about their plans and possible results Knowledge: - General knowledge: Through this unit, students learn about how to make life in the village better - Language: sentences and expressions for giving the ideas of improving the village 3.Skills: Fluency in giving the ideas and making suggestions about the village II Teaching method: Integrate, mainly communicative III Teaching aids: Poster IV Procedures: Teacher’s activities Students’ activities * Warm-up: (5mn) - Write the incomplete words on the board,ask sts -look at the words and try to give to give complete words complete words in pairs Answer key : RO_DS ROADS M_DIC_L C_NT_E MEDICAL CENTRE CR_PS CROPS SCH_OL SCHOOL FO_TB_LL GRO_ND FOOTBALL GROUND - Lead in - Teacher says: to make life in the country better, what should be done with things mentioned above ? Task (13mn) -Explain the requirements in Task1 (The villagers of Ha Xuyen are discussing plans to improve life in the village Match each of the plans with its possible result) -Explain new words : + to improve cải tiến, cải tạo + to widen mở rộng + to raise nâng cấp, nâng lên + to resurface trải nhựa - Get Sts to work in pairs, then compare the result with their partners - Get Sts to provide the answers - Remark and correct together -work in pairs, then compare the result with each other - Sts give the answers on the b.b Answers : 1.b , Task : (15mn) 6.c, 2.g , 3.d, 7.a -Explain the requirements in task (p.85) - Explain and practise pronouncing some new words : flooded, muddy, cart Model : - Call good students to practise the the conversation - Get Sts to work in groups of - Practise aloud - Go around to check and help them - Get some groups to practise the the conversation Task : (10mn) Using the ideas in task ( you may ask some more - Sts work in groups 4.e, f , have a pet…? make wet at night when you were a child? - Nan used to make wet when he was a child, but now he doesn’t - Lead in Pre-listening: (10mn) - Get Sts to look at the pictures in th textbooks -Ask students to look at the pictures and find the differences in pairs -work in pairs -look at the pictures carefully and -Call some students to share their finding in discuss the differences between them front of the class -Suggested answers + In the past, there weren’t any hotels, but now there is a hotel in the town + in the past, the town used to have only small houses, but now they are bigger + In the past, the animals used to walk on the roads, but now, there aren’t any animals on the roads + In the past, there were a lot of trees, but now there aren’t -Explain some new words: + hotel(n) +quiet(a) + crowded(a) + suburb(n) While-listening :(18mn) -read statements Task 1: -guess T or F - Run through the statements the sk them to -listen to the tape twice guess True or false -take notes the important information - Ask students to listen to the tape and decide -do task whether the statements are true or false according to the talk - Call on some Sts to read their answers aloud in Answers front of the class, then explain -Give feedback and correct answers : F F 3.T 4.F 5.F - Tell students to read a part of the talk carefully and have a guess of the missing words -Ask students to listen to the tape again and fill the gaps with the words they hear -Ask students to write the exact and -read the passage -listen to the talk again and write the grammatically correct words -Feedback and give correct answers: house 2.hotel 3.widened cut car shop missing words department expensive Post-listening (10mn) -Ask students to work in pairs : Discuss the changes in your own hometown or home village -Ask students to use the present perfect to show the changes -Go around the class and help the poor students if necessary *HOMEWORK Write a paragraph about changes in your own hometown or home village -work in pairs and discuss the changes in your own hometown Comments :(2mn) Unit Eight : THE STORY OF MY VILLAGE D: WRITING Time: 45 minutes I Objectives - Educational aim: Students can write and give directions - Knowledge: + General: Students know how to write a letter of giving directions to a certain place + Language: some verbs of giving directions II Skills : writing a letter of giving directions III Teaching method: Integrate, mainly communicative IV Teaching aids: Teaching aids: textbooks, posters, a map V Procedure: Teacher’s activities Students’ activities Warm up: (4mn) - Ask Ss to work in groups, one gives - Work in two groups, one gives the directions from their school to somewhere, one directions, others in the group guess the guesses the place place, if it is right they are given marks Pre-Writing: (10mn) * Task 1: - Listen to T - Set the scene - Work in pairs, read the letter and look - Have Ss to work in pairs and the task at the map to find Ann’s house - Hang the map on the board and ask some Ss to draw the directions to Ann’s house on the map - Check and explain Ss’ task on the board * Task 2: - Explain what to in this task - Ask Ss to work in groups, read the letter, and underline the words and phrases used to give directions - Listen to T - Read the letter again, underline the words and phrases - Tell the words and phrases Suggested Answers: + turn right/ left + keep walking + go over (a bridge) + walk past (a medical centre) + take the first/ second turning on the right/ left + it’s the one with While-Writing: (18mn) * Task - Explain the task - Ask Ss to tell the way to A (your house) from Read the task to know what to do, listen to T’s explanation Boston Railway Station - Speaking: tell the way - Ask Ss to write the letter on posters, work in - Work in groups of four, write on the groups of four poster - Go around and give help when necessary Post-Writing : (10mn) - Have Ss compare the writing with other group - Exchange and correct their friends’ - Get groups to hang their work on the b.b task - Pick up two or three writings and correct in - Read and remark front of the class - Remark and correct together Suggested Answer: Dear Jim, I’m very happy to hear that you will come here for the summer holiday I’m 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 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 Souvenir 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 direction easily Looking forward to seeing you soon Love, Minh - Take notes V Homework: - Write a letter to invite a friend to your house, telling him or her the way from the bus stop to your house Comments :(2mn) Unit Eight : THE STORY OF MY VILLAGE E:LANGUAGE FOCUS Time: 45 minutes I Objectives Aim: By the end of the lesson, students will be able to: - Pronounce the vowels /au/ and /ou/ correctly - Review the reported speech of statements and Conditional sentences type II Teaching method: Integrate, mainly communicative III Teaching aids: textbooks, posters IV Procedure Teacher’s Activities Students’ Activities I PRONUNCIATION Warm-up: (4mn) - Give the two jumbled sentences, ask Ss to - Work in pairs, rearrange to make rearrange to make sentences sentences * Jumbled sentences: counted/ coming/ cows/ mountain/ the/ Mr Brown/ down knows/ Joe/ Rose/ phones/Sophie/ Sophie and Joe/ but/ don’t know/ knows/ Rose - Ask Ss to say the sentences in class - Notice Ss the pronunciation of /au/ and /ou/ - Give answers Answers: Mr Brown counted cows coming down the mountain Rose knows Joe phones Sophie, but Sophie and Joe don’t know Rose knows Presentation:(4mn) - Present how to pronounce the sound /au/ and /ou/, emphasize the difference between - Listen to T them - Listen to T’s explanation - Read the sounds as model, ask Ss to repeat - Listen and repeat (three times) Practice: (4mn) - Read the words of minimal pairs, get Ss to listen and repeat - Ask Ss to work in pairs, pick out and pronounce the words containing /au/ or /ou/ - Work in pairs, pick out the words - Read the sentences, get Ss to repeat - Tell some Ss to read aloud, correct mistakes Further Practice: (3mn) - Tell Ss to work in groups - Repeat - Read aloud in class * Pick out the words that has different vowel from others - Work in groups, find the words drove love woke hole snow low cow show owl loud allow flow foul group shout mouse Answers 1-love 2- cow 3- flow GRAMMAR AND VOCABULARY 4- group Reported Speech Review: (4mn) - Review how to turn a statement into reported speech: + the changing of verb tenses, pronouns, poss Adj , adverbs of time and place… + introductory verbs: say, tell + O *Exercise 1: (6mn) - Give instructions and model - Ask Ss to the exercise, work in individually then in pairs to check - Tell Ss to write the answers on the board - Listen - Correct Ss’ mistakes if there are any - Work in individuals then in pairs An old farmer said that their lives had changed a lot thanks to the knowledge their children had brought home - Write on the board Answers 1.She said she was going to Ho Chi Minh City soon 2.I thought the film would be interesting 3.She said she couldn’t help me because she had much to 4.Rick told me that Anne had written Jim a letter 5.He told me it had taken him three hours to get there because the road had been muddy and slippery 6.She said it was a crazy idea and that it wouldn’t work 7.He announced that breakfast was served between 7:00 and 9:00 * Exercise 2: (6mn) Answers (do similarly to ex 1) 1.told 2.said 3.said 4.told 5.talked Conditional Sentence type Review: (4mn) - Review the form and meaning of the Con Sentences type - Tell the difference between IF and WHEN * Exercise 3: (6mn) - Work individuals then in pairs - Ask Ss to the exercise, work in individuals then in pairs to check - Tell Ss to write the answers on the board - Correct Ss’ mistakes if there are any - Listen to T Answers If I don’t go out so much, I’ll more homework 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 college, I’ll study medicine If I study medicine, I will become a doctor If I become a doctor, I’ll be able to cure diseases and help sick people - Do the exercise then check with their friends - Write the answers on the board * Exercise 4: (4mn) Answers - Ask Ss to the exercise, work in If individuals then in pairs to check when When if If - Tell Ss to write the answers on the board - Correct Ss’ mistakes if there are any - Do the exercise then check with partner - Give the answers HOMEWORK: -Do exercises in Workbook: Language Focus [...]... look at the pictures and find the differences in pairs -work in pairs -look at the pictures carefully and -Call some students to share their finding in discuss the differences between them front of the class -Suggested answers + In the past, there weren’t any hotels, but now there is a hotel in the town + in the past, the town used to have only small houses, but now they are bigger + In the past, the animals... using the target language - Ask some Ss to play the conversation in front of the class - Pay attention to their speaking, take notes of mistakes, then correct them (mainly the basic mistakes) *Homework : - Write a short paragraph about how to improve life in your village (30-40 words) -work in groups of 3 or 4, practise speaking more freely Comments : (2mn) -write the assignment Unit Eight : THE STORY OF. .. to the tape and decide -do task 1 whether the statements are true or false according to the talk - Call on some Sts to read their answers aloud in Answers front of the class, then explain -Give feedback and correct answers : 1 F 2 F 3.T 4.F 5.F - Tell students to read a part of the talk carefully and have a guess of the missing words -Ask students to listen to the tape again and fill the gaps with the. .. from their school to somewhere, one directions, others in the group guess the guesses the place place, if it is right they are given marks Pre-Writing: (10mn) * Task 1: - Listen to T - Set the scene - Work in pairs, read the letter and look - Have Ss to work in pairs and do the task at the map to find Ann’s house - Hang the map on the board and ask some Ss to draw the directions to Ann’s house on the. .. 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 Souvenir 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 direction easily... Write a letter to invite a friend to your house, telling him or her the way from the bus stop to your house Comments :(2mn) Unit Eight : THE STORY OF MY VILLAGE E:LANGUAGE FOCUS Time: 45 minutes I Objectives Aim: By the end of the lesson, students will be able to: - Pronounce the vowels /au/ and /ou/ correctly - Review the reported speech of statements and Conditional sentences type 1 II Teaching method:... animals used to walk on the roads, but now, there aren’t any animals on the roads + In the past, there were a lot of trees, but now there aren’t -Explain some new words: + hotel(n) +quiet(a) + crowded(a) + suburb(n) While-listening :(18mn) -read statements Task 1: -guess T or F - Run through the statements the sk them to -listen to the tape twice guess True or false -take notes the important information... hometown or home village -Ask students to use the present perfect to show the changes -Go around the class and help the poor students if necessary *HOMEWORK Write a paragraph about changes in your own hometown or home village -work in pairs and discuss the changes in your own hometown Comments :(2mn) Unit Eight : THE STORY OF MY VILLAGE D: WRITING Time: 45 minutes I Objectives - Educational aim: Students... Ss compare the writing with other group - Exchange and correct their friends’ - Get 2 groups to hang their work on the b.b task - Pick up two or three writings and correct in - Read and remark front of the class - Remark and correct together Suggested Answer: Dear Jim, I’m very happy to hear that you will come here for the summer holiday I’m writing to tell you how to get to my house from the Roston... + it’s the one with While-Writing: (18mn) * Task 3 - Explain the task - Ask Ss to tell the way to A (your house) from Read the task to know what to do, listen to T’s explanation Boston Railway Station - Speaking: tell the way - Ask Ss to write the letter on posters, work in - Work in groups of four, write on the groups of four poster - Go around and give help when necessary Post-Writing : (10mn) -