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

Tiếng Anh 10 – Giáo án UNIT 8: I/ OBJECTIVES After the lesson, the students will be able to better their reading skill through vocabulary Matching and Table completion exercises Enlarge their vocabulary about country life such as bumper crops, cash crops, brick houses, straw, mud… II/TEACHING METHODS Communicative method III/TEACHING AIDS English book, Blackboard, Pictures about country life IV/ NEW LESSON: UNIT 8/ LESSON 1/ READING Stages Warm – Up Teacher’s activities Students’ activities - Introduces Ss a table on the board: V I L L A G E - Asks Ss to work in pairs to find the missing words - Has Ss to work in pairs and discuss - Work in pairs the questions in the book BEFORE - Work in pairs and discuss the YOU -Calls on some Ss to read the answers questions READ in front of the class - May ask other questions to make full use of the picture * What you see in the picture? - Some read the answers Others listen to - Listen to the teacher questions and answer them * 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: - Whole class * New words: - straw (n) - mud (n) - technical methods (n) - farming methods (n) - brick houses (n) - thanks to (prep) - make ends meet (v) - be in need of many things (v) - Rubs out all the words in English - Look at the new words on the board and write down and keeps their Vietnamese meanings - Asks Ss to look at the Vietnamese meanings and recall all the English - Work in pairs words - Says: You are going to read the passage about life changes in the country You read it and the following tasks - Asks Ss to read the passage and match the words which all appear in TASK1 - Listen to the teacher 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 - Individual work table TASK2 - Lets Ss study the table carefully before doing the task - Compare the answers with a friend - Some Ss explain Others listen to - Goes around the class and provides help - Tells Ss to discuss the answers with a friend - Work individually - Checks the answers in front of the class as a whole - Asks Ss to work in pairs, read the passage again and answer the questions in task - Tells Ss to underline the information TASK3 that support the answers - Has Ss compare the answers with - Individual work another pair - Calls on some Ss to read the - Listen to the teacher 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 - Work in pairs, compare the answers with another pair - Some Ss read Others listen to - Work in groups - Goes to groups and provides help AFTER YOU READ HOME WORK - Prepare the new lesson - Learn some new words I/ OBJECTIVES After the lesson, the students will be able to develop their speaking skill, talk about plans to improve life of a village and their possible results II/TEACHING METHODS Communicative method III/TEACHING AIDS English book, Blackboard IV/ NEW LESSON: UNIT / LESSON / SPEAKING Stages Warm -Up Teacher’s activities - Puts Ss a question: To make life in the country better what Students’ activities - Listen to the question of the teacher should we improve? - Asks Ss to discuss in pairs and answer it - Work 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 Task and point out some new words - Explains some possible new - Open the book and point out some new words words • New words - resurface (v) - canal (n) - muddy (a) - Has Ss to the task in pairs - Tells some Ss to give explanation for the answers - Calls on some Ss to read the - Take notes answers aloud in front of the class - Checks the answers in front of - Work in pairs the class as a whole - Asks Ss to work in groups of - Some Ss explain Others listen to three: read and practice the conversation - Calls on some groups to practice the conversation in - Some Ss read the answers Others listen to front of the class - Briefly explain: conditional - Listen to the teacher sentence type 1: Task If clause Main clause Simple Simple present present - Work in groups Simple future - Some groups practice Others - Gives Ss an example: listen to 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 - Goes around the class and provides help - Calls on some groups to act out Task3 the conversation in front of the - Listen to the teacher and write down class - Listen to the teacher - Work in groups - Some groups act out Others listen to HOME WORK - Prepare the new lesson - Learn the old lesson UNIT 8: I/ OBJECTIVES After the lesson, the students will be able to compare the past and present of the town Develop their listening skill through True or False and Gap – filling exercises II/TEACHING METHODS Communicative method III/TEACHING AIDS English book, Blackboard, Cassette IV/ NEW LESSON: UNIT8 / LESSON3 / LISTENING Time Warm – Up Teacher’s activities Students’ activities * 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 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? Have a nickname? Have a pet? Cry at night when you were a child? Hate school? Play hide-and-seek? - Ask Ss to work in pairs: Look at - Work in groups the two pictures of the same town Discuss the differences between them - Tells Ss to study the pictures carefully and find as many differences as possible - Calls on some Ss to share the finding in front of the class - Work in pairs - Says: You will hear some talking BEFORE YOU LISTEN about the changes in his hometown Listen to the talk and the tasks that follow - Asks Ss to read the tasks quickly and point out the new words: • New words: - coast (n) - atmosphere(n) WHILE YOU LISTEN - suburb(n) finding Others listen to - widen(v) - destroy (v) TASK1 - Some Ss share the - Listen to the teacher - Points out the structure of used to: used to + bare inf - Asks Ss to listen to the tape and the task - Individual work - 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 - Write the new 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 - Listen to the teacher and take notes - Listen to the tape - Calls on some Ss to explain the answers in front of the class - Asks Ss to work in groups: - Compare the answers with a friend discussing the changes in your own hometown or home village TASK2 - Goes around the class and provides - Some Ss read Others listen to help - Notices Ss to use the present perfect and used to show the changes - Calls on some Ss to give short talks - Work individually about the changes in their - Listen to the tape again hometown in front of the class - Work individually - Some Ss explain Others listen to AFTER YOU - Work in groups LISTEN - Listen to the teacher HOME WORK - Some Ss give short talks Others listen to - Prepare the new lesson - Learn the old lesson I/ OBJECTIVES After the lesson, the students will be able to write a letter giving direction to the certain place II/TEACHING METHODS Communicative method III/TEACHING AIDS English book, Blackboard, Photocopy of the A0-sized map IV/ NEW LESSON: UNIT8 / LESSON4 / WRITING Stages Warm -up Teacher’s activities - Calls on some Ss to go to the board and follow teacher’s directions Ss who not follow the directions correctly will 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 Students’ activities - Whole class Ann writes him a letter giving Task1 directions to her house Now let’s work in pairs, read the - Listen to the teacher letter and study the map carefully to find Ann’s house on the map - Has Ss to work in pairs and 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 - Work in pairs - Explains and checks in front of the class as a whole Task2 - Keeps Ss in pairs Asks them to read the letter again and - Look at the map on underline the words and the board and draw phrases Ss can use to give the directions directions - Gathers the phrases and writes them on the board: - Listen to the teacher Come out of; Turn right; Keep walking; go over; Walk past; Take the first/ second turning - Work in pairs 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 - Look at the board and write down - Has Ss compare their writing with a friend - Picks up some writings and corrects in front of the class - Work individually Task3 - Compare the writing with a friend HOME WORK - Listen to the teacher - 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 and related exercises II/TEACHING METHODS Communicative method III/TEACHING AIDS: English book, Blackboard IV/ NEW LESSON: UNIT / LESSON /LANGUAGE FOCUS Stages Warm _up Teacher ‘s activities -Asks Ss to work in groups of Students’ activities - S1: says sentence - S2: reports sentence1 and says -Work in groups sentence - S3: reports sentence and says sentence - S4: reports sentence and says sentence - S1: reports sentence * Sentence: “ I study at Kim Lien high School” - Demonstrates the sounds /au/ and /eu/ by pronouncing them clearly and slowly Pronunciation -Listen to the teacher - 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 and take notes short eeeu - Plays the tape and asks Ss to repeat - Calls on some Ss to repeat the sounds clearly to class -Listen to the tape - Asks Ss to work in pairs and practice the sentences - Whole class repeat the sounds - Goes around the class and provides help - Work in pairs * Reported speech: Statement - Presents the notes/rules in reported statements: Grammar If the reporting verb is in the past - Listen to the teacher and tense, it is usual for the verb in the and write down Vocabulary reported clause to move “one tense back” * Present - past * Present perfect - Past perfect * Past - past perfect If the reporting verb is in the present, there is no tense change Typical pronoun, time, place, and modal verb changes In formal situations, we can use that after the reporting verb 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 - Asks Ss to exercise1 - Has Ss compare the answers with a friend - Checks the answers in front of the class as a whole Exercise1 - Makes clear the difference between say, tell and talk -Individual work * Say (without object) + clause * Tell (with object) + clause * Talk (to smb)about smt - Asks Ss to the exercise - Calls on some Ss to read their answers aloud in front of the class - Asks Ss to review the form of the -Listen to the teacher conditional sentence type -Take notes - Asks Ss to the exercise in pairs - Individual work - Calls on some pairs to read the - Some read Others answers aloud in front of the class listen to - Asks Ss to the exercise - Some Ss remind the Exercise2 Exercise3 - Tells Ss to work in pairs and the exercise orally - Calls on some Ss to explain the answers in front of the class Exercise4 form of the conditional sentence type1 Others listen to - Pair work -Some pairs read Others listen to - Work in pairs -Some Ss explain HOME Others listen to WORK - 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, II/ TEACHING METHOD Communication method III/ TEACHING AIDS Blackboard, English Text IV/ NEW LESSON: TEST YOURSELF C Stages Teacher’s activities Students’ activities LISTENIN - Asks Ss to read the sentences - Work individually, read G and the passage quickly, point the passage and point out new words and then guess out the new words whether the statements are True or False • NEW WORDS 1/ heavy traffic (n) - Take note the new words 2/ queue in (v) 3/ rubbish (n) 4/ prefer smt to smt or gerund to gerund - Asks Ss to repeat the new words after the teacher - Whole class repeat the new words after the teacher - Listen to the tape and - Plays the tape several times complete the table and asks Ss to complete the exercises - Has Ss compare their answers - Compare the answers with a partner with a friend - Goes around the class and offer help READING - Asks Ss to read the passage quickly and point out the new words: • New words: - Work individually - be essential for S.O to S.Th - convenient (a) - current (n) - Write down - dominate (v) - Asks Ss to read the passage independently and answer the questions - Work individually - Has Ss compare the answers with a friend - Goes around and help Ss - Compare the answers with a friend GRAMMA R - Asks Ss to work in pairs, read the following paragraph Fill each blank with the correct form of a verb in the box - 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 [...]... 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 - Write the new 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. .. pairs, read the - Listen to the teacher 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 - Work in pairs - Explains and checks in front of the class as a whole Task2 - Keeps Ss in pairs Asks them to read the letter... 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 -Listen to the teacher conditional sentence type 1 -Take notes - Asks Ss to do the exercise 3 in pairs - Individual work - Calls on some pairs to read the - Some read Others answers aloud in front of the class listen to - Asks Ss to do the exercise 4 - Some Ss remind the Exercise2... do the exercise orally - Calls on some Ss to explain the answers in front of the class Exercise4 form of the conditional sentence type1 Others listen to - Pair work -Some pairs read Others listen to - Work in pairs -Some Ss explain HOME Others listen to WORK - 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... and - Look at the map on underline the words and the board and draw phrases Ss can use to give the directions directions - Gathers the phrases and writes them on the board: - Listen to the teacher Come out of; Turn right; Keep walking; go over; Walk past; Take the first/ second turning - Work in pairs on the left/ right; It’s the one with; go straight ahead; opposite… - Asks Ss to write the letter independently... around the class provides help - Look at the board and write down - Has Ss compare their writing with a friend - Picks up some writings and corrects in front of the class - Work individually Task3 - Compare the writing with a friend HOME WORK - Listen to the teacher - Prepare the new lesson - Learn the old lesson UNIT 8: I/ OBJECTIVES After the lesson, the students will be able to develop their pronunciation... about the changes in their - Listen to the tape again hometown in front of the class - Work individually - Some Ss explain Others listen to AFTER YOU - Work in groups LISTEN - Listen to the teacher HOME WORK - Some Ss give short talks Others listen to - Prepare the new lesson - Learn the old lesson I/ OBJECTIVES After the lesson, the students will be able to write a letter giving direction to the certain... words - Listen to the teacher and take notes - Listen to the tape - Calls on some Ss to explain the answers in front of the class - Asks Ss to work in groups: - Compare the answers with a friend discussing the changes in your own hometown or home village TASK2 - Goes around the class and provides - Some Ss read Others listen to help - Notices Ss to use the present perfect and used to show the changes -... the new words 2/ queue in (v) 3/ rubbish (n) 4/ prefer smt to smt or gerund to gerund - Asks Ss to repeat the new words after the teacher - Whole class repeat the new words after the teacher - Listen to the tape and - Plays the tape several times complete the table and asks Ss to complete the exercises - Has Ss compare their answers - Compare the answers with a partner with a friend - Goes around the. .. Plays the tape and asks Ss to repeat - Calls on some Ss to repeat the sounds clearly to class -Listen to the tape - Asks Ss to work in pairs and practice the sentences - Whole class repeat the sounds - Goes around the class and provides help - Work in pairs * Reported speech: Statement - Presents the notes/rules in reported statements: Grammar 1 If the reporting verb is in the past - Listen to the teacher