Giáo án Tiếng Anh Lớp 10 - Period 43 to 54, Unit 8: The Story of My Village - Năm học 2008-2009 - Nguyễn Văn Tạo

Date: December 2nd, 2008
Period 43
Unit 8 	 THE STORY OF MY VILLAG
 Lesson 	 READING
I. Objectives: By the end of this lesson, students will be able to:
Better their reading skill through vocabulary matching and table completion exercises.
Enlarge vocabulary about country life. 
II. Language Focus:
Grammar: Revision 
New words: bumper crops, cash crop, brick houses, straw, mud . . . 
III. Teaching Aids: overhead projector, cassette player, textbook . . . .
IV. Procedures:	
Stages/
Time
Teacher’s Activities
Students’ Activities
Warm – up
(7 minutes)
Networks
-T asks Ss to work in groups of three or four and make a list of words related to the country. The group with the longest list will be the winner. 
Country
-Ss work in groups to play the game as the teacher’s explanation.
Pre –
reading
10 minutes
Picture description
-T asks Ss to work in pairs to discuss the questions in the books.
-T calls on some Ss to read their answers aloud in front of the class.
-T receives feedback and gives out suggested answers.
* 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, modern technology used, people work hard . . .
-T may ask other questions to make full used of the pictutre. Some simpler questions may be used:
+ What do you see in the picture?
+ Who are they?
+ What are they using?
. . . . 
Vocabulary Pre-teach
-T explains some difficult words in the reading. 
+ straw (n): dry cut stalks of various cereals 
+ mud (n): wet, soft soil
+ technical high school (n) 
+ farming methods (n)
+ brick house (n): house make of bricks
+ thanks to (pre.) owing to, because of
-Ss work in pairs to ask and answer the questions in the book.
-Ss give their answers in front of the class. 
-Ss take note the correct answers given by T.
-S write down new words in their notebooks. 
While – reading
6 minutes
Task 1 – Matching
-T asks Ss to read the passage and match the words which all appear in the passage in A with their definition in B. 
-T encourages Ss to guess the meaning of the words in the context.
-T asks Ss to compare their answers with each other. 
-T calls on Ss to read and explain their answers in front of the class. 
-T gives feedback and makes any necessary corrections. 
 1 – b 2 – d 3 – a 4 – e 5 – c 
-Ss read the passage and do the exercise as guided. 
-Ss compare the answers with a partner. 
-Some Ss present the answers in front of the class, others listen and remark.
6 minutes
Task 2 – Table Completion
-T asks Ss to scan the passage to get specific information to complete the table. 
-T goes around the class and provides help if necessary.
-T calls on some pairs to act out the activity in front of the class.
-T comments and gives the suggested answers. 
* Suggested answers:
Areas of change
Before
Now
houses
made of straw and mud
made of bricks
radio and tv
few families had a radio or a tv set
many families have a radio or a tv set
farming methods
old
new
crops
poor
good/bumper
travel
by motorbike
-Ss work individually and do the exercise. 
-Ss present their answers in front of the class. 
-Ss listen T’s comment and write down the information. 
6 minutes
Task 3 – Answering Questions 
-T asks Ss to work in pairs to ask and anwer the questions in the book basing on the information in the reading passage. 
-T asks Ss to underline the information that support the answers.
-T invites some pairs to give their presentation in front of the class.
-T gathers feedback and gives out the correct answers. 
* Expected answers
1. It was poor and simple.
2. Because they hope that with an education of science and technology their children could find 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.”
-Ss practise doing Task 3 in pairs.
-Ss present their results in front of the class.
-Ss listen and take notes the correct answers given by T. 
Post – reading
7 minutes
-T asks Ss to work in groups and discuss the question: How can people with an education helps make life of their community better?
-T calls on some Ss to give short talks on the given topic.
* 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’s awareness about food safety and environment hygience.
. . . .
-Ss work in groups 
-Ss present in front of the class. 
Homework
3 minutes
-T summarises the main points in the lesson. 
-T asks Ss to learn all of the new words by heart 
 and prepare SPEAKING for the next period. 
- Ss listen and take notes. 
44-45-46-47-48 Revision
49 Second Semester examination
Date: December 16th, 2008
Period: 50
Unit 8 	 THE STORY OF MY VILLAG
 Lesson 	 SPEAKING
I. Objectives: By the end of this lesson, students will be able to:
Talk about the plan to improve life of a village and their possible results. 
II. Language Focus:
Grammar: 
New words: orally, aurally, visually. . . . 
III. Teaching Aids: textbooks, pictures . . . .
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(7 minutes)
Brainingstorming
- T asks Ss to close the books. 
-T asks Ss to work in groups and make a list of the ideas that can be carried out to improve the village life. 
-T encourages Ss to have ideas of their own. Ss may share ideas in Vietnamese and ask T later for English equivalences. 
-T gathers the ideas and leads in the presentation. 
-Ss work in groups and make a list of the idea to improve the village life. 
Pre – speaking
10minutes
Vocabulary pre-teach 
-T introduces new words before asking Ss to do the Task 1. 
+ resurface (v): put new surface on, renew.
+ canal (n): man-made waterway for irrigation
+ muddy (a): full of mud 
-T asks Ss to work in pairs to give explanation for their answers.
-T invites some pairs to explain their answers in front of the class.
-T checks the answers in front of the class as a whole.
-T comments and gives out the correct answers.
 1 – b 2 – g 3 – d 4 – e 5 – f 6 – c 
-Ss listen and write down new words explained by T.
-Ss work in pairs and explain their answers.
-Ss write down the correct answer. 
While – speaking
10 minutes
-T asks Ss to work in groups of three to read and practise the conversation. 
-T goes around the class and provides help when necessary.
-T asks some groups to present their answer in front of the class. 
-T briefly explains Conditional Sentence Type 1.
If + S + V(present tense), S +will/can/might +V
 If-clause Main clause
Eg: If the roads are widened, cars and lorries can get to our villages. 
-If time allowed, T asks Ss to make more exercises with Conditional Sentence Type 1.
-Ss work in groups and practise the conversation with Conditional Sentence Type1. 
Post – speaking
15 minutes
Controlled Discussion
-T keeps Ss in groups and continues the conversation, using the idea in the table in Task 1. 
-T goes around the class and provides help when necessary. 
-T calls on some Ss to act out the conversation in front of the class.
-T comments and makes necessary corrections. 
Group work
Homework
3 minutes
-T summarise the main points in the lesson. 
-T asks Ss to prepare a short talk about their village life improvement. 
-T requires Ss to prepare LISTENING for the next period. 
- Ss listen and take notes
Date: December 20th, 2008
Period 51
Unit 8 	 THE STORY OF MY VILLAG
 Lesson 	 LISTENING
I. Objectives: By the end of this lesson, students will be able to:
Compare the past and the present of a town.
Improve listening skill through True or False and Gap-filling exercises. 
II. Language Focus:
Grammar: revision
New words: revision 
III. Teaching Aids: pictures in the textbook, cassette, extra board . . .	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(10 minutes)
Find someone who
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?
-Ss play the game held by the T. 
Pre –listening
7 minutes
-T asks Ss to work in pairs to look at the pictures of the same town in the book and discuss the differences between them.
-T asks Ss to study the pictures carefully and find as many differences as possible. 
-T gives the suggested answers: 
In the past, there used to be no cars in the town, but now there is a big car park with a lot if cars inside.
In the part, the roads used to be small, but now they are bigger and wider. 
-Ss work in pairs & discuss the questions given by T. 
While-listening
10 minutes
Task 1 – True or False 
-T asks Ss to work individually to listen to the tape and decide if the statements are true or false according the talk.
-T plays the tape more than once if necessary.
-T invites some Ss to explain their answers in front of the class. 
-T comments and gives out the correct answers.
* Expected 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.)
- Ss work individually to listen to the tapes and do Task 1 
-Ss give out the results after listening to the tape.
- Ss compare their answers with a friend and present them on the board. 
10 minutes
Task 2 – Gap filling
-T asks Ss to read a part of the talk carefully and have a guess of the missing words.
-T asks Ss to listen to the tape again and fill the gaps with the words they hear. 
-T plays the tape several times if necessary. 
-T invites some Ss to explain their answers in front of the class. 
-T comments and gives correct answers.
* Expected answers:
1. houses
2. hotel
3. widened
4. cut
5. car
6. shop
7. department
8. expensive
- Ss work in individual to listen to the tapes and do Task 2. 
-Ss give out the results after listening to the tape three times. 
- Ss compare their answers with a friend and present them on the board. 
Post- listening
5 minutes
-T asks Ss to work in groups, discussing the changes in your own hometown or home village.
-T goes around the class and helps Ss. T notices Ss to use the present perfect and used to to show the changes. 
-T invites representatives of some groups to talk about the changes in their hometown in front of the class. 
-T asks for comments from other Ss. 
-T has some comments on Ss’s performance and have final thoughts on the topic. . 
-Ss work in groups, talking about the topic given by T. 
-Ss present their talk in front of the class. 
-Ss listen to T’s remarks.
Homework
3 minutes
-T summarize the main points. 
-T asks Ss to prepare WRITING for the next period. 
- Ss listen and take notes
Date:December 22nd, 2008
Period 52
Unit 8 	 THE STORY OF MY VILLAG
 Lesson 	 WRITING
I. Objectives: By the end of this lesson, students will be able to:
write a letter giving directions to a certain place. 
II. Language Focus:
Grammar: revision 
New words: revision 
III. Teaching Aids: an extra board, textbook . . . 
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(7 minutes)
Follow directions
-T invites some Ss to go to the board and follow T’s directions. Ss who do not follow the directions correctly will be the loser.
Note: This activity can be interesting when Ss are required to follow directions like turn right, turn left, go ahead, go past the door . . . .
-Ss close the books, enjoying playing the game guided by T. 
Pre-writing
10 minutes
Task 1 – Read the letter and look at the map. Find Ann’s house on the map. 
-T asks Ss to work in pairs and do the task. Ss may draw a map while discussing.
-T hangs the map on the board and asks Ss to draw the directions on the big map. 
-T goes around the class and provides help when necessary.
-T asks Ss to read the letter again and underline the words or phrases that are used to give the directions. (Task 2)
-T gathers the ideas and writes them on the board. 
+ come out of
+ turn right
+ keep walking
+ go over
+ walk past
+ take the first / econd turning on the left / right
+ it’s the one with . . . . 
-Ss work in pairs and do Task 1. 
-Ss underline the key words or phrases in the letter. 
-Ss take note. 
While-writing
15minutes
Task 3 – Write a letter
-T asks Ss to write the letter independently on the extra board and go around the class, providing help if necessary. 
-T asks Ss to share their ideas with each other. 
-T picks up some writings and correctsthem in front of the class. 
-T comments and gives out the models. 
-Ss work individually, practising doing Task 3. 
-Ss exchange their writing with each other. 
-Ss present their writing on extra boards. 
Post- writing
10 minutes
-T gives out the prepared map of a city / a university . . . 
-T has Ss ask and answer the directions to some certain places on the map. 
-T goes around the class and provides help.
-T make necessary corrections. 
-Ss work independently and give out their directions to some certain places on the given map. 
Homework
3 minutes
-T summarise the main points in the lesson. 
-T asks students to complete all of the exercises in the textbook.
-T asks students to prepare Language Focus for next period. 
-Ss listen and take notes
Date: December 23rd, 2008
Period 53-54
Unit 8 	 THE STORY OF MY VILLAG
 Lesson 	 LANGUAGE FOCUS
I. Objectives: By the end of this lesson, students will be able to:
distinguish and pronounce the sound / au /and / əu/ correctly.
transform direct speech into reported speech following correct rule.
say the differences between when and if in Conditional Sentences Type 1 and do related exercises. 
II. Language Focus:
Grammar: as the above 
New words: 
III. Teaching Aids: Textbooks	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(5 minutes)
Sentence transformation
-T asks Ss to work in groups of 4.
-S 1 says sentence 1.
-S 2 reports sentence 1 and says sentence 2.
-S 3 reports sentence 2 and says sentence 3.
-S 4 reports sentence 3 and says sentence 4. 
-S 1 reports sentence 4. 
-Ss work in groups, playing the game as guided. 
Pro-nunciation
10 minutes
Activity 1 – Listen and repeat
-T demonstrates the sounds / au /and / əu/ by pronouncing them exactly and clearly.
-T instructs the ways to pronounce two sounds. 
-T asks Ss to pronounce the sounds several times.
-T makes sure that Ss are aware of the difference between the two sounds. 
Activity 2 – Practise these sentences
-T plays the tape and asks them to repeat. 
-T calls on some Ss to repeat the sounds clearly and slowly.
-T asks Ss to work in pairs and practise the sentences.
-T introduces peer correction.
-T goes around the class and provides help if necessary. 
-Ss observe and listen to teacher’s guidance. 
-Ss listen. 
-Ss practise pronuncation. 
-Ss listen carefully & work in pairs to read the sentences. 
Grammar 
Vocabulary
28 minutes
-T presents the notes/rules in reported statements 
1. If the reporting verb is in the past tense, it is usual for the verb in the reported clause to move “one tense back”.
2. If the reporting verb is in the present tense, there is one tense change.
3. Typical pronoun, time, place, and modal verb must be changed
4. In formal situation, we can use that after the reporting verb. 
5. 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. . . . .
Exercise 1
-T asks Ss to do the exercise 1 to report the statements using the verbs suggested.
-T tells Ss to compare their answers with a partner.
-T calls on some Ss to read aloud their answer in front of the class. 
-T gives correct answers. 
* Expected answers: 
1. An old man said their lives had changed a lot thanks to the knowledge their children had brought home.
2. She said she was going to HCM City soon.
3. I thought the film would be interesting.
4. She said she couldn’t help me / you / him / her. . . . because she had too much to do.
5. Rick told me that Anne had written Jim a letter.
6. He told me toook him three hours to get there because the roads were muddy and slippery.
7. She said she thought it was a crazy idea and it wouldn’t work.
8. He announced that breakfast was served between 7.00 and 9.00.
Exercise 2
-T explains the use and the difference of tell, say and talk
-T lets Ss do the exercise 2 in pairs, completing the sentences with say, tell or talk.
-T asks Ss to compare their answers with a partner.
-T calls on some Ss to read aloud their answer in front of the class. 
-T gives correct answers. 
1. told
2. said
3. said
4. told
5. talked
Exercise 3
-T reviews the form and the use of conditional sentence type 1. T makes certain that Ss understand the main clause and if clause in the sentence. 
-T asks Ss to work in pairs and do exercise 3.
-T asks Ss to read their answers aloud in front of the class.
-T comments and make necessary corrections. 
-T gives expected answers.
* Expected answers:
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.
(To be continued) 
Exercise 4
-T explains the differences between “when” and “if”.
+ “When-clause” refers to “all time”, not just the present or future. They express a situation that is always true. It means whenever.
Ex: When the winter comes, it’ll be very cold. 
-T asks Ss to work in pairs and do the exercise 4.
-T invites some Ss to explain their answers in front of the class.
-T makes necessary comments and gives correct answers. 
1. If
2. When
3. If
4. If
5. when
- Ss listen to teacher’s explanations and take notes.(Whole class) 
-Ss work individually, doing the exercise, then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
-Ss work in pairs, doing the exercise, then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
-Ss work in pairs, doing the exercise, then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
-Ss listen T’s explanation. 
-Ss work in pairs, doing the exercise, then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
Homework
2 minutes
- T asks Ss to continue doing the remaning exercises. 
- T asks Ss to prepare TEST YOURSELF C
-Ss listen and take notes