Giáo án English 10 - Unit 8: The story of my village - Period 45: A-Reading

Giáo án English 10 - Unit 8: The story of my village - Period 45: A-Reading

 I. Aims and objectives:

Language content: To introduce the students some new words and the passage about the village and the changes in the village life.

Language function: To help the students get information and answer the questions about the reading

Educational aims: By the end of the .lesson the student, the students can be better at their reading skill though vocabulary Matching and Table completion exercises.

1.Language:

a.Vocabulary: bumper, crop, cash crop, brick house, straw, mud, farming methods, technicial high school.

b.Structures:

2.Skills: intergrated skills.

3.Education factor: To help the students be aware of the changes in the country life and make a comparison with the village they live.

 II.Teacher and students’ preparation:

1.Method: Communicative approach.

2.Techniques:Explaination, repetition ,using pictures, pair work, group work.

3.Materials needed: textbook ,pictures,chart.

4.Students’ prepation:

5.Previous exercises:Checking students’ using of “because, because of, in spite of” and the present perfect .

 

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Unit 8: THE STORY OF MY VILLAGE
Period 45: A- READING
 I. Aims and objectives:
Language content: To introduce the students some new words and the passage about the village and the changes in the village life.
Language function: To help the students get information and answer the questions about the reading
Educational aims: By the end of the .lesson the student, the students can be better at their reading skill though vocabulary Matching and Table completion exercises.
1.Language:
a.Vocabulary: bumper, crop, cash crop, brick house, straw, mud, farming methods, technicial high school.
b.Structures:
2.Skills: intergrated skills.
3.Education factor: To help the students be aware of the changes in the country life and make a comparison with the village they live.
 II.Teacher and students’ preparation:
1.Method: Communicative approach.
2.Techniques:Explaination, repetition ,using pictures, pair work, group work.
3.Materials needed: textbook ,pictures,chart.
4.Students’ prepation:
5.Previous exercises:Checking students’ using of “because, because of, in spite of” and the present perfect .
 III.Procedure in class:
1.Stabilization:
a.Warm-up:Asks the students to work in groups of four to list out the verbs or the verb phrases describing the village.Which one has the most correct answers wiil be the winner.
Possible answers: rice, harvest, crop, fields,.
b.Check absence:Ask about absence.
2.Checking up previous knowledge:
Time needed:5ms
Questions:Calls one student to go to the board to use the correct tense of the verb in the sentence:When I com back my home,my daughter(clean) the floor.And then use the correct word to fill in the gap of the sentences:
ahis laziness, he failed the exam.(Because of)
bhis laziness, he passed the exam.(In spite of)
 3.New lesson
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
5ms
7ms
15ms
8ms
I. LEAD – IN:
- Asks Ss to work in groups to make a list of words related to the country.
The group with the longest list wil be the winner.
II. PRE – READING:
- Asks Ss to look at the picture and discuss the questions in the textbook.
- Calls on some Ss to ask and aswer the Qs in front of the class.
- Gives feedback and suggested answers.
- Teaches some new words and phrases.
- Reads new words and asks Ss to repeat.
- Gives checking technique to check new words: Rub out and remember.
III. WHILE READING:
1. Task 1 Vocabulary matching
- Asks Ss to read the passage in individually then match the words which all apear in the passage in A with their definitions in B.
- Asks Ss to compare their answers with a friend.
- Calls on some Ss to explain their answers in front of the class. 
- Gives feedback and suggested answers.
2. Task 2: Table completion
- Asks Ss to scan the passage to get specific information to complete the table.
- Lets Ss to to study the table carefully before doing the task.
- Goes around the class and provides help when necessary.
- Asks Ss to discuss the answers with a friend.
- Check the answers in front of the class as a whole.
- Gives suggested answers.
3. Task 3: Answering questions
- Asks Ss to read te passage again and then work in pairs to answer the Qs in task 3.
- Calls on some pairs to present their answers in front of the class.
- Gives remark amd correct answers. 
IV. POST READING:
- Asks Ss to work in groiups to discuss the question:
Q: How can people with an education help make the life of their community better?
- Tells Ss to look back the passage to get ideas for the question.
- Goes around the class and provides help when necessary.
- Asks some Ss to present their answer in front of the class.
- Gives feedback and suggested answers.
* CONSOLIDATION:
- Summarise the main points
Listen to the teacher.
Write the lesson.
Listen and repeat.
Read out individually.
Give more examples.
Do the task
Work in pairs.
Share the answers.
Answer the question.
Work individually
Work in pairs.
Work in groups.
Answer.
Work in pairs
Answer:
Answer.
Work in groups.
Take note
Take note.
UNIT 8: THE STORY OF MY VILLAGE
A- READING
* Suggested answers:
COUNTRY
- fields, hills, trees, straw, mud, rivers, crops, cattle, 
II. PRE – READING:
* Suggested answers:
1. The farmers are harvesting their crops
2. They are working very hard.
3. It’s a good crop
4. Modern technology, people work hard, good farming methods, 
* New words:
° better (v)(explanation): to do better than s.th
° bumper crop (n)(giving meaning): vuï muøa boäi thu
° cash crop (n)(giving meaning): caây troàng thöông phaåm
° brick house (n)(explanation):house made of bricks
° straw (n )(explanation): dry cut stalks of various cereals 
° mud (n) )(explanation): wet, soft soil
° export (v)(explanation): to sell and transport goods to a foreign country
° import (v)(explanation): to bring goods services, ideas, etc from a foreign country into one’s own country.
° farming method (n)(giving meaning): phöông phaùp canh taùc
III. WHILE READING:
1. Task 1 :Vocabulary matching
* Suggested answers:
1. b 2. d 3. a 4. e 5.c
2. Task 2: Table completion
* Suggested answers:
Areas of change	Before	Now
House	made of straw and mud	made of bricks
Radio & T.V	few families had a radio & T.V	many families have a radio & T.V set
Farming methods	old	New
Crops	poor	good / bumper
travel	on food	by motorbike
3. Task 3: Answering questions
* Suggested answers:
1. It was poor and simple.
2. Because they hope that with an education of science and technology their children could find a way 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 thank to the knowledge their children had brought home.
5. He told his grandchildren: “Study harder so that you can do more for the village than your parents did.”
IV. POST READING:
* Suggested answers:
- 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 awareness about food safety and environment hygiene.
 4. Homework (2 ms) 
	Asks Ss to put these words in the box under appropriate heading 
	Fields	factories	fences	parking lots	hills
	Libraries	tractos	suburbs	farming house	paths
	Traffic	town hall	shopping malls rivers	 	wood
Pollution	valleys	nightlife	
Town
Country
Town and counmtry
traffic
field
libraries
 5. Self – evaluation: 
Unit 8: THE STORY OF MY VILLAGE
Period 46: B- SPEAKING
 I.Aims and objectives:
Language content:
To introduce the students some new words to talk about plans to improve life of a village and their possible results 
Language function:
To help the students get information to talk about plans and their possible results 
Educational aims:
By the end of the .lesson the student, the students can talk about plans to improve life of a village and their possible results.
1.Language:
a.Vocabulary: widen, resurface, medical centre, canal
b.Structures:Conditional sentence type 1.
2.Skills: intergrated skills.
3.Education factor:
To help the students be aware of the plans to change the village and think of what to do now and future.
 II.Teacher and students’ preparation:
1.Method: Communicative approach.
2.Techniques:Explaination, repetition ,using pictures, pair work, group work.
3.Materials needed: textbook ,pictures,chart.
4.Students’ prepation:
5.Previous exercises:
 III.Procedure in class:
1.Stabilization:
a.Warm-up:Make greating .
b.Check absence:Ask about absence.
2.Checking up previous knowledge:
Time needed:5ms
Questions:Calls one student to go to the board to answer some questions about the village in task3
 3.New lesson
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
5ms
7ms
15ms
8ms
I. LEAD – IN:
- Asks them to work in small groups and make a list of the ideas that can be carried out to improve the village life
Gives remarks, and lead them to the new lesson .
II. PRE – SPEAKING:
- Asks them to look at the situation in task 1 and explain .
Explain some new words:
Resurface(v)
Canal(n)
Widen(v)
Medical centre(n) Check students’ understanding of new words.
Asks the students to work in small groups to do task 1.
Calls some students to present.
Asks the students to work in pairs to practise the phrases using the model
“Why should we widen the roads?
We should widen the roads so that cars and lorries can get to the village.”
Calls some pairs to present. 
Revises conditional sentence type 1
If + S +V(present tense), S + will/ can /may/ + V(inf).
If the roads are widened ,cars and lorries can get to our village
III. WHILE-SPEAKING:
Asks them to work in groups of three to practise the conversation.
Calls some students to present.
Asks them to work in groups of three using the ideas in Task 1.
Calls some groups to act out in front of class.
Gives remarks and correct mistakes. 
IV. POST- SPEAKING:
Asks them to revise some plans and some possible results and if clause.
* CONSOLIDATION:
- Summarise the main points
Work in groups of four
To give the ideas to improve the village.
Listen
Listen.
Listen and guess the meaning of the new words
.
Listen and tell the words.
Work in small groups to do task 1.
Present.
Work in pairs.
Present.
Listen and answer.
Copy
Work in groups of three.
Pesent.
Work in groups of three
Act out the converstion.
Listen and correct
Answer
UNIT 8 :
THE STORY OF MY VILLAGE.
 B :Speaking.
Task 1:
1-b ,2-g ,3-d,4-e,5-f,6-c, 7-a
Model:
1.Why should we widen the roads ?
We should widen the roads so that cars and lorries can get to the village.
2.Why should raise and resurface the centre ?
We should raise and resurface the centre so that roads will not be muddy and flooded after it rain , and people get around more easiy.
2.Task 2:
Conditional sentence type 1: dieån taû moät söï vieäc coù theå xaûy ra ôû hieän taïi hoaëc töông lai
If the roads are widened , cars and lorries can get to our village.
If + S +V(simple present) ,S + will /can/ may+V(inf)
The conversation in the book
Possible conversation:
A: I think we should build a football ground.
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 meet and 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.A nd if we get sick, we won’t have to go to district and provincial hospital for treatment.
 4. Homework (2 ms) 
	Asks them to learn by heart the plans and the results
P reparation for the nex ... n for the next lesson: prepare lesson D_ Writing
 5. Self – evaluation: 
Unit 8: THE STORY OF MY VILLAGE
Period 48: D- WRITING
 I.Aims and objectives:
Language content:
To introduce the students the way to write a letter giving directions to somewhere.
Language function:
To help the students know how to write a letter to give directions.
Educational aims:
By the end of the lesson , the students will be able to write a letter to give directions to somewhere.
1.Language:
a.Vocabulary:turn right ,ahead, walk past, keep walking, go over, take the first turning on the left, keep on , 
b.Structures:V(inf)+ 
2.Skills: intergrated skills.
3.Education factor:
To help the students be aware of the way to give directions
 II.Teacher and students’ preparation:
1.Method: Communicative approach.
2.Techniques:Explaination, repetition ,using chart, pair work, group work.
3.Materials needed: textbook ,pictures,chart.
4.Students’ prepation:Read carefully the tasks.
5.Previous exercises:
 III.Procedure in class:
1.Stabilization:
a.Warm-up:Makes greating.
b.Check absence:Ask about absence.
2.Checking up previous knowledge:
Time needed:5ms
Questions:Calls onestudent to go to the board toretell the changes of the town they’ve listened in the last period. 
 3.New lesson
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
5ms
7ms
15ms
8ms
I. LEAD – IN:
- Asks some questions:
Where do you live?
I live ..
Asks the class:
Do you know where she lives?/ Do you know how to get there? 
Leads them to the new lesson.
II. PRE – WRITING:
- Revises some word phrases:
Come out of(v)
Turn right(v)
Keep walking(v)
Go over(v)
Walk past(v)
Take the first/ second turning on the left/ right
It’s the one with..
Keep on(v)
Ahead (v)
It’s the second house after the shop
Asks the students to read the letter in task 1 to find out Ann’s house on the map.
Asks them to underline the word phrases to give directions.
Gives remarks.
III. WHILE- WRITING:
Asks them to look at the map and write a letter to tell Jim the way to their house from Roston Railway Station.
Calls some students to write their writing on the board and correct mistakes.
IV. POST- WRITING:
Calls some students toread their directions and asks the others to find out the house and see if who live in the same house.
Gives remarks
V. CONSOLIDATION:
Asks them to retell some word phrases to give some directions
Gives remarks.
Listen and answer
Listen.
Listen and answer
Copy
Read the leter to find out where Ann’s house
Underline thephrases
Write a letter
Present.
Listen and correct.
Read the directions
Answer 
UNIT 8 :THE STORY OF MY VILLAGE.
 D - Writing
I live in Quy Nhon.
Yes , I know. You go
Task 2 :
Phrases using to give directions:
Come out off: ñi ra khoûi
Turn right :reõ phaûi
Keep walking: cöù ñi boä
Go over: ñi qua
Walk past: ñi qua khoûi
Take the first turning on the left: reõ traùi ngaõ reõ thöù nhaát
Keep on:cöù tieáp tuïc ñi
It’s the second house after the shop; ngoâi nhaø thöù hai phía sau cöûa haøng
It’s the one with :ñoù laø caùi coù 
You can’t miss it: baïn khoâng theå nhaàm noù ñöôïc
Ahead :phía tröôùc
Task 1:H
Task 3:
Directions :
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’ll 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 directions easily.
I’m looking forward to seeing you soon.
Love 
Remember:
Words phrases to give directions
 4. Homework (2 ms) 
	Asks them to learn by heart the content of the passage and new words.
P reparation for the next lesson: prepare Part E_ Language focus
 5. Self – evaluation:
Unit 8: THE STORY OF MY VILLAGE
Period 49: E- LANGUAGE FOCUS
 I.Aims and objectives:
Language content:
To introduce the students some new words to talk about plans to improve life of a village and their possible results 
Language function:
To help the students get information to talk about plans and their possible results 
Educational aims:
By the end of the .lesson the student, the students can talk about plans to improve life of a village and their possible results.
1.Language:
a.Vocabulary: widen, resurface, medical centre, canal
b.Structures:Conditional sentence type 1.
2.Skills: intergrated skills.
3.Education factor:
To help the students be aware of the plans to change the village and think of what to do now and future.
 II.Teacher and students’ preparation:
1.Method: Communicative approach.
2.Techniques:Explaination, repetition ,using pictures, pair work, group work.
3.Materials needed: textbook ,pictures,chart.
4.Students’ prepation:
5.Previous exercises:
 III.Procedure in class:
1.Stabilization:
a.Warm-up:Make greating .
b.Check absence:Ask about absence.
2.Checking up previous knowledge: 
 3.New lesson
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
5ms
7ms
15ms
8ms
A. PRONUNCIATION:
I. LEAD – IN:
- Revises the sounds they’ve study to lead the student to the new lesson.
Tell the aim of the lesson to the students.
II. PRE – PRACTICE:
- Teaches the difference of the sounds
Read and asks the students to repeat
/ / cow, house, town , couch, how, mouse.
/ /:coat, bowl, phone, note, bone, close.
III. CONTROL- PRACTICE:
Asks them to practice the sounds
Calls some student to present.
Correct mistakes.
Plays the tape and asks them to listen and repeat the statements.
Practise the sentences:
1.Don’t sout so loudly.
2.Ours is the cicest house in the town.
3.At last we found thr mouse under the couch.
4.Look at the red rose on the snow.
5.Come over to the window.
6.I’ll puy my coat on and go out.
B. GRAMMAR:
I.PRE - PRACTICE
Calls some students to present.
Revises the rules in reported statements.
1Reported speech: statements 
The rules in reported statements:
*If the reporting verb is in the past tense , it is usual for the verb in the reported clause to move “one tense back”.
-Present_past
-Present perfect _ past perfect
-Past _ past perfect
*If the reporting verb is in the present tense, there’s no change in tenses.
*Typical pronoun,time , place and model verb changes.
+Pronoun :
I _he , she
We_ they
Mine _ his/ hers
Me /you _ him / her
Us _ them
Ours _ theirs
My _ his / her
Our _ their
Myself _ himself / herself
+ Time and places:
now_ then
two days ago _ two days before
today _ that day
 tonight _ that night
tomorrow _ the next / following day
yesterday _ the night before
lastnight _ the night before
here _ there
this place _ that place
these places _ those places
Some reporting verbs:say , tell , think , announce, explain, interrupt, demand , insist, admit, complain , warn
Asks them to do the exercise in the book
Teaches the difference of the verbs by using some examples
Asks them to do the exercises
Teaches the conditional type 1
Conditional sentence type 1:
If I have enough money, I will go to H ue for holiday.
If clause(simple present),+ main clause(simple future)
Asks them to do the exercise
Calls some students to present
Teaches when clause
When clause: all time , not just the present or future _ when here mean whenever
When winter comes, it’ll be very cold
II.CONTROLLED- PRACTICE
Asks them to do the exercise.
Calls some students to present
Corrects mistakes
V. CONSOLIDATION:
Asks them to retell the language they’ve learned
Listen and answer
Listen
Listen.
.Listen and repeat
Work in small groups to practice the sounds
Present.
Listen 
Listen and repeat
Present 
Listen and answer
Copy
Present.
Work in groups of three
Act out the converstion.
Listen and correct
.
Do the exercise
Listen and copy
Do the exercise
Listen and answer.
Do the exercise
Present
UNIT 8 :THE STORY OF MY VILLAGE.
Lesson D :Language focus
I.Pronunciation: 
/ / cow, house, town , couch, how, mouse.
/ /:coat, bowl, phone, note, bone, close.
Practise the sentences:
1.Don’t sout so loudly.
2.Ours is the cicest house in the town.
3.At last we found thr mouse under the couch.
4.Look at the red rose on the snow.
5.Come over to the window.
6.I’ll puy my coat on and go out.
II.Grammar
1Reported speech: statements 
The rules in reported statements:
*If the reporting verb is in the past tense , it is usual for the verb in the reported clause to move “one tense back”.
-Present_past
-Present perfect _ past perfect
-Past _ past perfect
*If the reporting verb is in the present tense, there’s no change in tenses.
*Typical pronoun,time , place and model verb changes.
+Pronoun :
I _he , she
We_ they
Mine _ his/ hers
Me /you _ him / her
Us _ them
Ours _ theirs
My _ his / her
Our _ their
Myself _ himself / herself
+ Time and places:
now_ then
two days ago _ two days before
today _ that day
 tonight _ that night
tomorrow _ the next / following day
yesterday _ the night before
lastnight _ the night before
here _ there
this place _ that place
these places _ those places
Some reporting verbs:say , tell , think , announce, explain, interrupt, demand , insist, admit, complain , warn
Exercise 1:
1.An old man said their lives had changed a lot thank to the knowledge their childrenhad brought home.
2.She said she was going to HCM city soon
3.I thought the film would be interesting.
4.She said she can’t help me because she had too much to do.
Exercise 2.The differrence among say, tell, and talk
Say :+ clause
Tell + O + clause
Talk to S.O about S.T
1.told 2.said
3.said 4.told 5.talked
Exercise 3:
Conditional sentence type 1:
If I have enough money, I will go to H ue for holiday.
If clause(simple present),+ main clause(simple future)
1.if I don’t go out so much, I’ll do more homework.
2.if I do more homework, I’ll pass my exam.
3.if I pass my exam , I’ll go to medical college.
4.if I go to medical college, I’ll study medicine
5.if I study medicine, I’ll become a doctor.
6.if I become a doctor, I’ll be able to cure dideases and help sick people.
Exercise 4: when clause.
When clause: all time , not just the present or future _ when here mean whenever
When winter comes, it’ll be very cold
1.if 2.when
3.if 4.if 5.when
.remember 
Conditonal sentence type 1/ when clause
Say, tell, talk
Reported statements
 4. Homework (2 ms) 
	Asks them to learn by heart the content of the passage and new words.
P reparation for the next lesson: revise the knowledge they’ve learned for the first semester exams
 5. Self – evaluation:

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