Giáo án Tiếng Anh Lớp 10 (Cơ bản) - Unit 8: The story of my village

Unit 8: THE STORY OF MY VILLAGE Lesson 1: READING
Aim: To help ss practise in silent reading about the changes in the country life.
Aids: Textbook, pictures and charts.
 PROCEDURE
I/ Warmer: Brainstorming:
 Ss find the words related to the village.
village
 field
Possible answers: buffalo, field, rice, simple life, farmer, farmhouses, fences,
II/Pre- reading:
1.Picture description:(Pairwork)(p.82)
- Ss discuss the questions.
- T calls some ss to read aloud their answers in front of class.
- T gives feedback.
Suggested answers:
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, mordern technology used, people work hard,
2.Vocabulary:
- straw(n): (realia): dry cut stalks of various cereals(rơm)
- mud(n):(explanation): wet, soft soil(bùn)
- technical high school(n): (translation): trường trung học kỹ thuật dạy nghề.
- farming methods(n): (translation): phương pháp canh tác.
- brick houses(n): (picture): houses made of bricks.
- thanks to(prep): because of, owing to(nhờ có) (example)
 Ex: My studies become better and better thanks to my teacher’s help.
* Checking: ROR.
III/ While-reading:
Set the scene:
 You are going to read a passage about life changes in the country. Now read it and do the following tasks.
1.Task 1: Matching:(p.83)
- T encourages ss to guess the meaning of the words in the context.
- Ss compare their answers with a friend.
- T calls on some ss to explain their answers in front of the class.
- T makes necessary corrections.
* Key: 1.b 2.d 3.a 4.e 5.c
2. Task 2: Table completion.(T shows a chart) (p.84)
- Ss scan the passage to get specific information to complete the table.
- Ss study the table careffully before doing the task.
- T goes around and gives help when necessary.
- Ss compare the answers with a friend.
- T calls some ss to complete the table.
- T and ss correct.
Areas of change
Before
Now
houses
made of straw and mud
made of bricks
radio and TV
few
many
farming methods
old(buffalo, plough)
new(machine)
crops
poor(enough to eat)
good/bumper(more to sell)
travel
on foot/ by bike
by motorbike
3. Task 3:Answering questions (pairwork) (p.84)
- Have ss read the passage again and underline the information that support the answers.
- Ss compare their answers with another pair.
- Call on some ss to read their answers aloud in front of the class.
- T gives feedback.
* Key:
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 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 hard so that you can do more for the village than your parents did.”
IV/ Post-reading:
 Discussion (Groupwork)
- Ss discuss the question: “How can people with an education help make the life of their community better?
- T explains: “people with an education” refers to people with a university study.
- Ss look back to the passage to get the ideas for the question.
- T goes around and provide help when necessary.
* Suggested answers:
Introduce new farming methods.
Grow cash crops for export.
Help local people apply mordern technology in farming.
Help community especially yong people access to ways of intertainment.
Raise people’s awareness about food safety and environment hygiene.
Homework: Summarise the main points.
Lesson 2: SPEAKING
Aim: To help ss practise talking about plans to improve life of a village and their possible results.
Aids: Textbook, charts.
 PROCEDURE
I/ Warmer:Brainstorming
What can be carried out to improve the village life?
Possible answers: widen the road, resurface the road, build a school / a hospital, grow cash crop,
* Lead in: Today we are going to practise talking about plans to improve the village life and their possible results.
II/ Pre-speaking:
1.Vocabulary:
- resurface(v): (explanation): put new surface on, renew
- canal(n): man-made waterway for irrigation.(kênh)
- muddy(a): full of mud.
Checking: What and where
2.Task 1: Matching (pairwork) (p.85)
- Ss do the task in pairs and give explanation for the answers.
- T calls some ss to read the answers aloud in front of the class.
- T and ss check the answers.
* Key: 1.b 2.g 3.d 4.e 5.f 6.c 
II/ While-speaking:
1.Reviewing the Conditional sentence type 1:
- T: What will happen if we resurface and raise the roads?
- Ss: The roads will not be flooded and muddy when it rains.
- T: Yes, so if we resurface and raise the roads, they won’t be flooded and muddy when it rains.(T writes the sentence on the board)
- T asks ss to recall the form.
 If + S + V(present tense), S + will /can/may/might + V(inf)
 If clause Main clause
- Ss practice making sentences with conditional sentences type 1 by using the above ideas.
2.Practice:
 Task 2:(Groupwork)(p.85)
- Have ss work in group of three to read and practice the conversation.
- Call on some groups to act out the conversation in front of the class.
III/ Post-speaking:
Controlled discussion:(Task 3)
-Have ss work in groups of three to continue the conversation, using the ideas in the table in task 1.
- T goes around and provides help when necessary.
- Call on some groups to act out the conversation in front of the class.
( Ss may add their own ideas in the conversation).
-T corrects and gives feedback.
Suggested conversation:
A: I think we should build a football ground,too.
B: I completely agree with you. If a football ground is built, young people can play sports to improve their health.
C: A football ground is also a place where people can meetand exchange ideas.
A: What about a medical centre? I think it’s necessary to build a medical centre.
B: That’s a good idea. If a medical centre is built, people’s health will be looked after better.
C: Yes. And if we get sick, we won’t have to go to district and provincial hospital for treatment. 
Homework: Rewiew conditional sentence type 1. 
 Summarise the main points.
Period 3: Unit 8: LISTENING
Aim: Listening for information about the changes of a small town in England.
 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.
Aids: Textbook, cassette,
 PROCEDURE
I/ Warmer: Find someone who
 Two tables make a group.The members in each group ask and answer the questions in turn, choose a secretary to fill in the table.
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?
II/Pre-listening:
 Discussion: (pairwork)
- Ss study the pictures carefully and find as many differences as possible.
- Call on some ss to share their findings in 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, there used to be no cars in the town, but now there is a car park with a lot of cars inside.
In the past, the roads used to be narrow, but now they are bigger and wider.
In the past, there were cows grazing on the field, but now there aren’t any cows on the roads.
III/While-listening:
1.Introduction: T asks some questions:
 - Have you heard of “Popffero”? (Yes,I have)
 -What is it? ( It’s a town)
 -Where is it? (It’s in England)
2.Set the scene: You’ll hear someone talking about the changes in his hometown.Listen to the talk and do the tasks that follow.
* Task 1: True or false (pg.86)
-Ss read through 5 sentences.
-T plays the tape several times if necessary.
-Have ss compare their answers with a friend and correct the false ones.
-Call on some ss to read their answers aloud in front of the class.
-Feedback and give correct answers.
 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 and peaceful life of the old town.)
* Task 2:Gap-filling (pg 87) (pairwork)
-Have ss read through the passage and have a guess of the missing words.
-Ss listen to the tape twice and work in pairs to complete the missing words.
-Ss listen to the third time and check.
-T feedbacks and gives correct answers. 
Key: 1.houses 3.widened 5.car 7.depart
 2.hotel 4.cut 6.shop 8.expensive
IV/Post-listening:
 Dicussion (Groupwork)
- Discuss the changes in your own hometown or home village.
- Give ss some cues with “used to”(there is/are used to, there used to be, there didn’t use to be), have/has done, have/has been done
-Call on some ss to give short talks about the changes in their hometown in front of the class.
-T and ss have comments on ss’performance.
V/Homework: Write a short paragraph about 50 words about the changes in your hometown.
Period 4: Unit 8: WRITING
Aim: Help ss to write a letter giving directions to a certain place.
Aids:Textbook, photocopy of the A0-sized map.
 PROCEDURE
I/Warmer: Categorize
Which of the following phrases are giving directions and which are not.
Turn right,listen to me,turn it on, keep walking,go over, press the number,take the first turning on the left, go fishing.
*Key:
Giving directions
Not giving directions
-Turn right
-Keep walking
-Go over
-Take the first turning on the left
-Listen to me
-Turn it on
-Press the number
-Go fishing
*Lead-in: T asks a student:
 -Where do you live? -I live at 27 Dao Duy Anh street.
 -Class!Do you know how to get there? -Yes,
Today we’re going to learn how to write a letter giving directions to a certain place.
II/Pre-writing:
1/Vocabulary:
- ahead(adv): in front
- go over: đi băng qua
- walk past: đi ngang qua
- enclose(v): put sth in envelope besides letter.
2/Checking: What and where.
III/While-writing:
Set the scene: Jim has decided to come to Ann’s place for his holiday.Ann writes him a letter giving directions to her house.
1/Task 1:(pairwork)/p.87
-T hangs a big map on the board.
-Ss read the letter and look at the map, work in pairs to find Ann’s house.
-Call a student to draw the directions on the big map.
-T explains and checks in front of the class as a whole.
*Key: Ann’s house is H.
2/Task 2:(pairwork)/p.88
-Have ss read the letter again and underline the words and phrases ss can use to give directions.
-Call on some ss to write them on the bb.
-T and ss check.
*Key: -Come out of -Walk past
 -Turn right -Take the first/second turning on the left/right
 -Keep walking -It’s the one with
 -Go over
3/Task 3(p.88)
-T explains the task.
-Have ss write the letter independently.
-T goes around and provides help when necessary.
IV/ Post-writing:
- Ss exchange the writing to correct the mistakes.
- T calls some ss to read his/her writing.
- T and ss correct.
*Suggested answers:
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 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 shoe 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,
Homework: Write the finished letters in the notebooks.
Period 5: Lesson 8: LANGUAGE FOCUS 
Aims: Help ss distinguish the sounds / / & / /
 Reviewing reported speech and conditional sentence type 1.
Aids: Textbook, flipchart.
 PROCEDURE
I/Warmer:Jumbled sentences
1.counted /coming /cows /mountain / the / Mr.Brown /down
2.knows / Joe / Rose / phones /Sophie / Sohie and Joe / but /don’t know / knows / Rose
-Have ss practise in groups to rearange the words to make meaningful sentences.
*Answer:
1.Mr Brown counted cows coming down the mountain.
2.Rose knows Joe phones Sophie, but Sophie and Joe don’t know Rose knows.
From this game, T leads students to the new lesson.
II/Pronunciation:
1.Activity 1: 
T reads the above words. Ss listen and pay attention to the differences when pronouncing these two vowels / / & / /
Notes:
/ / has two sounds /a/ and / /.First practise the sound / / and then add u.
/ / has two sounds / / and / /. First practise the sound / /,then add u. 
T reads the words on page 89, ss repeat after the teacher.
Ss drill/ practise pronouncing the words.
2.Activity 2: 
T reads the sentences, ss listen and circle all the vowels pronounced as / /.
T checks the words pronounced with the vowel / /.
T reads the sentence by sentence _ss repeat
T calls some ss to read out their sentences. (one student – one sentence)
T corrects ss’ mistakes (if necessary).
III/Grammar:
1.Reported speech: Statements
* Presentation: T asks a student:
 -What are you?/ What do you do? -I’m a student.
 -Class! What does he say? -He says
 -Suppose that he said this sentence yesterday,who can report it?
	 -He said
-T writes on the bb:
 “I’m a student”, he says.	 He says he is a student.	
 “I’m a student”, he said. 	 He said he was a student.
-Have ss compare the sentences.
Note:
If the reporting verb is in the present tense(says,asks), there is no tense change.
If the reporting verb is in the past tense(said, told,asked),the verb in the report clause moves “one tense back”:
-Simple present Simple past
-Simple past Past perfect
-Present perfect Past perfect
-Simple future Future in the past
Typical pronoun,time,place and modal verb also change.
a/ Pronoun changes:
Direct speech
Reported speech
I
he/she
we
they
mine
his/hers
me/you
him/her
us
them
ours
theirs
my
his/her
our
their
myself
himself/herself
b/Time and place changes:
Direct speech
Reported speech
Time
now
then
ago
before
today/tonight
that day/that night
tomorrow
the next/following day
yesterday
the day before
last night
the night before
Place
here
there
this
that
these
those
c/ Modal verb changes:
Direct speech
Reported speech
can
could
must
had to
will
would
may
might
In formal situations,we can use that after the reporting verb.
Ex: He told me (that) he would be home late.
6) We can use many other reporting verbs beside say and tell,for example, think, announce, explain, interupt, demand, insist, admit, complain, warn.
* Practice:
Exercise 1:(p.89-90)
-Ss do the drill individually,then compare with a friend.
-Check the answers in front of the class as a whole.
Key:
An old man said their lives had changed a lot thanks to the knowledge their children had brought home.
She said she was going to HCM City soon.
I thought the film would be interesting. 
She said she couldn’t help me/you/him/herbecause she had to much to do.
Rich told me that Anne had written Jim a letter.
He told me it took him three hours to get there because the roads were muddy and slippery.
She said she thought it was a crazy idea and it wouldn’t work.
He announced that breakfast was served between 7:00 and 9:00.
2.How to use say,tell and talk?
Ex: He said it wasn’t interesting. * Note:
 Clause -Say + clause.
 They told me they won’t come. -tell + O + clause.
 O clause -talk(to sb) about sth
 We’re talking about that problem.
 N
*Practce:Exercise 2 (p.90)
- Have ss complete the sentences using the correct form of say, tell or talk.
- Call on some ss to read their answers aloud in front of the class.
Key: 1.told 2.said 3.said 4.told 5.talked
3.Conditional sentence typy 1:
*Presentation:
 T: What will you do if you have a lot of money?
 Ss:If I have a lot of money, I’ll
-T reviews conditional sentence type 1 by asking questions:
 -How many clauses are there? (two:if clause and main clause)
 -What tense is used in if clause? Main clause?( Simple present / simple future)
 -What is its use?(to express a possible condition and a probable result in the future)
 Ex: If I have a lot of money,I will go abroad for holiday.
 If-clause main clause
*Practice:Exercise 3(p.90)
-Have ss do the drill in pairs, notice that the sentences have a logical connection so ss have to put the sentences in good order.
- Call on some pairs to read their answers aloud in front of the class.
 - T feedbacks and gives correct answers. 
Key:
 If I don’t go out so much, I’ll do more homework.
 If I do more homework, I’ll pass my exam.
 If I pass my exam, I’ll go to medical college.
 If I go to medical college, I study medicine.
 If I study medicine, I’ll become a doctor.
 If I become a doctor, I’ll be able to cure diseases and help sick people.
4.When-clause:
* Presentation:
T asks ss to complete the following sentences with if or when:
 1)..winter comes, it’ll be very cold.	when
 2)..you get up early in the morning, you’ll feel healthy.	If
- Have ss explain.
Note: When-clause refers to “all time”, not just the present or future. They express a situation that is always true. It means whenever.
* Practice: Exercise 4 (p.90)
- Ss work in pairs and do the exercise orally.
- Call on some ss to explain their answers in front of the class.
- Feedback and give correct answers.
 Key: 1.If 2.When 3.if 4.If 5.when
Homework: Redo the exercises and write them into notebooks.
 Prepair Test yourself C.