Giỏo ỏn English 10 UNIT 8: THE STORY OF MY VILLAGE The 43rd period Date: Grade 10 Theme: The story of my village Unit Reading Time: 45 minutes I Objectives: Educational aim: Students should understand all the changes in the country life nowadays Knowledge: - General knowledge: By the end of this lesson, students will be able to: - better their reading skill through vocabulary Matching and Table completion exercise - enlarge vocabulary about country life - Language - New words: Words related to country life Skill : Reading for gist and for specific information about country life II Method: Intergrated mainly communicative III Teaching aids: Textbook, pictures about country life IV Procedure: Teachers activities Students activities Warm-up :(2 minutes) - Greeting - Answer freely - Rasing some questions: + How are you today? + Do you like living in the city or - city/ country living in the country? + Why you like that? - Say: Well, today well come to Unit 8: Reading to visit the life of the village and discover some interesting things in the country Pre-reading: (10 minutes) - Ask students some questions: - because of fresh air etc - Listen to the teacher Notes What can you see in the picture? Who are they? What are they using? This is a picture of village The farmers are - Open your book! They are planting/ ploughing etc * Vocabulary: - Ask students to read through the passage and find some new words + straw (n): dry cut stalks of various - Read individually cereals + mud (n): wet, soft soil + brick houses: houses made of bricks - Listen to the teacher and write down + thanks to (prep): owing to, because of + farming methods (n): phơng pháp canh tác - Ask students read all the new words in chorus - Call some students to read again - Read in chorus - Check pronunciation - Read individually * Ask students to work in pairs and discuss the questions in the book - Work in pairs and give - Call on some students to give their answers answers - Listen and correct The farmers are harvesting crop They are working very hard Its a good/ bumper crop Good farming methods, good varieties, modern technology used, people work hard While-reading: (22 minutes) Youre going to read a passage about life changes in the country You - Listen to the teacher should read it and the tasks * Task 1: Vocabulary Matching - Ask students to read all the words in A, then read the passage to underline those words which all appear in the - Read the passage and passage underline new words - Encourage students to guess the meanings of the words in the context - Try to guess the - Have students compare their answers meanings of the words with a friend - Work in pairs - Call on some students to explain their answers in front of the class - Make necessary corrections - Listen to their friends answers - Give correct answers: 1.b - 2.d - 3.a - 4.e - 5.c - Listen to the teacher - Ask students to translate those word and correct phrases into Vietnamese - Do translating - Check their answers by giving Vietnamese equivalents if necessary kiếm tằn tiện đủ sống thiếu thốn nhiều thứ cải thiện sống vụ mùa bội thu trồng để bán thu lợi nhuận * Task 2: - Listen to the teacher and take necessary notes if - Let students read the table carefully before doing the task - Read the task - Ask students to scan the passage to get specific information and find out the sentences which related to the - Work individually words in the first column of the table - Go round the class and provide help when necessary - Let students compare their answers with a friend - Check the answers in front of the class as a whole - Work in pairs - Give correct answers * Task 3: Answering questions - Ask students to read the passage again and then the task - Tell students to underline the information that support the answers - Have students compare their answers with a friend - Call on some students to read aloud their answers in front of the class and - Read independently give explaination - Work in pairs - Give feedback and correct answers It was poor and simple Because they hope that (the last sentence-1st paragraph) They introduced (2nd sentence-2nd paragraph) - Listen to the teacher and correct the answers He said their lives (3rd paragraph) He told (4th paragraph) Post- reading: (10 minutes) - Ask students to work in groups and discuss the question: How can people with an education help make the life of their community better? - Tell students to look back to the passage to get the ideas for the questions - Work in groups and answer the question - Go around and help students if necessary - Listen and check - Give suggested answers: + Introduce new farming methods + Grow cash crops for export + Help local people apply modern - One student present the technolody in farming + Help community especially young answers in front of the class people access to ways of entertainment + Raise peoples awareness about food safety and environmetal hygiene - Listen to the teacher and write down Homework: (1 minutes) - Ask students to write about the - Copy down on the changes in their village nowadays (100 notebooks words) at home The 44th period Date: Grade 10 Theme: The story of my village Unit Speaking Time: 45 minutes I Objectives: Educational aim: Students should understand how to talk about their plans and results Knowledge: - General knowledge: By the end of this lesson, students will be able to talk about plans to improve life of a village and their possible results - Language - New words: Words related to verbs of improving life in a village Skill : Speaking about their own plans to improve life of a village fluently II Method: Intergrated mainly communicative II Teaching aids: Textbook, black board III Procedure: Teachers activities Students activities Pre-speaking: (10 minutes) Brainstorming - Tell students to close the book - Ask students to work in groups - Work in groups - Ask students to make the list of ideas that can be carried out to improve the village life - Ask the groups to raise their ideas - Take notes on the board - Say: Ok, your ideas are very good Youre very honor to improve your - Listen to the teacher village And in order to help you more, well go to part Speaking, Task and find how the villagers of Ha Xuyen improve their lives in the village While-speaking: (25 minutes) * Task 1: - Ask students to open the book and look at the situation in Task and read the content first Notes simple tense - Ask some others to comment - When the simple verbs are used in the in the present simple tense with the third personal pronouns, we have to add (-s, - es at the end of the verbs) - Ask some pupils to give examples using the correct forms (-) S + dont/ doesnt + V + O + A of verbs (?) - Comment and show the notes of the lesson Do/ Does + S + V + O + A? b The use of Adverbs of - Write the forms of verbs on the board frequency - Ask pupils to work in groups to P2: The uses of the present revise the use of the adverbs of simple tense: frequency - The present simple tense - Call two pupils to go to the expresses the actions which board to write some sentences are the hobbies, the actions with the adverbs of frequency which happen repeatedly or the sheldue of a tour - Repeat the use of the adverbs of frequency c- The past simple tense: - Work in groups to revise the use - Call pupils to go to the board to write the formation and the use of the tense - Ask some others to comment - Say and repeat the use of the adverbs of frequency - Write on the board: P1: The formation: (+) S + V-ed + O + A (-) S + didnt + V + O + A (?) Did + S + V+ O + A? P2: The use of the past simple tense d- The present perfect: - Call pupils to go to the board to write the formation and the use of the tense - Ask some others to comment - Write on the board: P1: The formation: (+) S + have/ has + VpII + O+A (-) S + havent / hasnt + VpII + O + A (?) Have/ Has + S + VpII + e- The present perfect vs The O + A past simple: P2: The use of the past simple - Call pupils to go to the board tense to write sentences using the formation of the past simple and present perfect tenses - Ask some others to comment 3- PRACTICAL EXERCISES: - Hang an extra board with exercises of speaking, writing and reading on the board - Ask pupils to work in groups to - Work in groups to the the exercises exercises - Ask some pupils to read the - Read the answers in front of answers in front of the class the class 4- HOMEWORK: - Ask pupils to the exercises - Ask pupils to revise the grammatical points - Do the extras exercises the Test book - Revise the grammatical points The 50th period Date : REVIEW LESSON I- Aims: + Grammar: - The present progressive - The present progressive vs The present simple - The future form of The present progressive vs be going to + Language functions: - Talking about the plans in the future II- Preparing: + Pupils have to review the main grammatical points which they have already learnt + Teacher has prepared some practical exercises III- Teaching procedures: Teachers activities 1- WARM-UP: - Ask pupils to work in groups to Students activities Notes prepare for the game of making - Work in groups to discuss plan for next weekend - Call representatives from the groups to talk - Talk about their plans in front of the class about their plans in front of the class - The winner is the one who has the most detail talk about the plan - Call on some pupils to comment in front of the class - Give the correction if necessary 2- PRESENTATION: a The present progressive: - Ask pupils to go to the board to write the formation and talk + Go to the board to write: about the uses of the present P1: Formation: progressive tense - Call on some pupils to comment about the formation and the uses of the present progressive tense (+) S + is/ am/are + V -ing +O+A (+) S + is not/ am not/are not + V -ing + O + A (?) Is/ Am/Are + S + V -ing + O + A? P2: Talk about the uses of the tense b The present progressive vs the present simple tense: - Ask pupils to work in groups to discuss about the differences of the formation and the uses of the two tenses - Work in groups to discuss - Call on some pupils to talk about the differences in expression - How to make a complex - Talk about the differences sentence using the present in expression progressive and the present simple tenses - Ask pupils to give examples to illustrate the use c The future form of The present of the complex sentences using the present simple and progressive vs be going to - Call pupils to go to the board to write the formation of each structure - Ask the others to correct the tense present progressive - Ask some pupils to give some examples for - Write on the board: P1: (+) S + be + O + A(in the future) E.g: She is phoning him after finishing her work illustration P2: (+) S + be + going to + V-inf + O + A (in the future) PRACTICAL EXERCISES: - Hang an extra board with exercises of speaking, writing and reading on the board - Ask pupils to work in groups to - Work in groups to the the exercises exercises - Ask some pupils to read the - Read the exercises in front answers in front of the class of the class HOMEWORK: - Ask pupils to revise the grammatical points of the next lesson The 51st period Date : - Prepare the next lesson REVIEW LESSON I- Aims: + Grammar: - Reported speech - Conditional sentence type + Language functions: - Talking about the plans in the future II- Preparing: + Pupils have to review the main grammatical points of reported speech and the conditional sentence type + Teacher has prepared some practical exercises III- Teaching procedures: Teachers activities Students activities A- GRAMMAR: 1- Reported speech: - Ask pupils to work in groups - Work in groups to revise the to revise the formation grammar of speech: statement the reported - P1: If the reporting verb is Notes - Call on some pupils to say in the past tense such as: said, about the regulars of the told, the verb in the reported reported speech and give some clause will move one tense examples to illustrate in front of back the class E.g: A- I am going to HCM - Call on some pupils to city comment B- He told he was going - Correct and remark to HCM city - P2: If the reporting verb is in the present tense such as (says, asks) there is no tense change E.g: A- The film will be on next week, B- She says the film will be on next week - P3: one tense back is applied when we report the Conditional sentence type 1: thoughts and feelings - Ask pupils to work in groups E.g: I thought he was here at to revise the main grammatical the moment points of the sentence type conditional - Call on some pupils to go to the board to repeat the formation and the use of the sentence - Ask groups in 3minutes - Ask some others to comment and correct if necessary - Ask pupils to work in pairs to - Go to the board to say about give some more examples about the Use and the formation of the 1st conditional sentence the sentence P1: Formation: Main clause present If clause simple tense, Future tense P2: Say about the differences in use between If clause and When clause give some examples + If I find your pen in my desk, Ill give you + When I arrive at school this afternoon, Ill give that book to her P3: + Ill phone you when I finish my work + If I pass the exams for university, my parents will give me a motorbike A- PRACTICAL EXERCISES: - Hang an extra board with multi choice exercises and writing exercises - Ask pupils to work in groups to the exercises - Ask some pupils to read the answers in front of the class - Work in groups to the exercises - Read the answers in front of the class The 52nd period Date : REVIEW LESSON I- Aims: + Practise doing the test II- Preparing: + Teacher has prepared some practical exercises as a Test and then copy to pupils III- Teaching procedures: Teachers activities Students activities DOING THE ORACTICAL EXERCISES: - Give pupils the test, ask pupils to it individually - Go around to help pupils if necessary - Call some pupils to go to the - Do the exercises individually Notes board to write the answers - Ask some pupils to comment - Write the answers on the board and correct - Give correct answers - Discuss in groups to comment the answers on the board The 53rd period Date : REVIEW LESSON I- Aims: + Practise doing the test II- Preparing: + Teacher has prepared some practical exercises as a Test and then copy to pupils III- Teaching procedures: Teachers activities Students activities DOING THE ORACTICAL EXERCISES: - Do the exercises - Give pupils the test, ask individually pupils to it individually - Go around to help pupils if necessary - Call some pupils to go to the - Write the answers on the Notes board to write the answers board - Ask some pupils to comment and correct - Give correct answers - Discuss in groups to comment the answers on the board