Giáo án tiếng Anh 10 năm 2010 - 2011

s.
+ Grow crash 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 environmental hygiene.
5. Homework:( 1 min)
- Ask sts to write a paragraph about the topic they discussed in After you read.
Date: 08/12/2010 
UNIT 8: THE STORY OF MY VILLAGE
LESSON 2: SPEAKING
 I. Objectives:
 1. Education aims: - Students know about plan to improve life of a village and their possible results.
 2. Knowledge:
a. General knowledge: - Students can talk about plans and results.
	b. Language:	- "Should" and conditional sentences type 1
	 	- Vocabulary on the plan to improve life of a village.
 3. Skills:	- Speaking about plan and results.
	 	- Discussing plans to improve life in the village.
II. Anticipated problems:
	- Students may find it difficult to find ideas to discuss by themselves.
III. Teaching aids:
	Textbook, chalk, board.
IV. Procedures:
1. Homework checking( 5 mins)
- Ask one st. to tell about the life of the village in the text.
- Listen and give remarks and marks.
2. Warm-up( 5 mins)
- Ask sts to work in groups and make a list of the ideas that carried out to improve the village life. Sts may share ideas in Vietnamese and ask T for English equivalences.
- Check ideas and lead in the new lesson.
3. Before you speak: (10 mins)
Aims: Sts can match each of the plan to improve life in the village with its possible result.
+ Task 1: The village of Ha Xuyen are discussing plans to improve life in the village. Match the plans with possible results.( 10 minutes)
- Explain some new words:
 resurface (v ):put new surface on, renew
 widen (v )
 canal (n): man-made waterway for irrigation
 muddy(a ): full of mud
- Ask sts to do the task in pairs and give explanation for their answers
- Ask some sts to read the answers in front of the class.
- Give the correct answers.
1. b 2. g 3. d
 4. e 5. f 6. c
 4. While you speak: ( 10 mins)
Aims: Sts practice discussing the plans to improve the life in the village and the possible results.
+ Task 2: The villagers are discussing their plans. Read and practice the conversation in groups of three.
- Read the conversation in the textbook.
- Ask sts to work in groups using conditional type 1 and "should".
 - Briefly explain Conditional sentence type 1 and should:
 If + S + V(present tense), S + will/can/may + V
( to talk about something that will or is likely to happen in the future)
 E. g.: If the roads are widened, cars and lorries can get to our village.
 Should or shouldn’t: to give opinions about what is the best thing to do.
- Ask sts to practise the conversation in the textbook. 
- Ask some groups to practice the conversation in front of the class.
5. After you speak: ( 14 mins)
Task 3: Continue the conversation, using the ideas in table in Task 1. Add some more possible if you like 
- Ask sts to work in groups and continue the conversation.
- Write the main phrases on board and ask sts to look at these phrases to practice their conversation.
 - medical center health
 - cash crops export, money
 - bridge shorter way to town
 - football ground play sports, exchange ideas. 
- Go around to help sts if necessary. Sts may add their own ideas in the conversation.
- Comment and give necessary corrections. 
A: I think we should build a football ground, too.
B: I agree with you. If a football ground is built, young people can play sports in the free time.
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: Yes. If a medical center is built, People’s health will be looked after better.
C: Yes. And if we get sick. we won’t have to go to the provincial hospital for treatment.
6. Homework: ( 1 min)
 Write a passage about plans to improve the life in the area where you live.
Date: 11/12/2010 
UNIT 8: THE STORY OF MY VILLAGE
LESSON 3: LISTENING
I. Objectives:
 1. General knowledge:
- Sts know the changes in a small town on the South coast of England.
 2. Language:	- The past tense: used to
	- The passive voice
	- Vocabulary on villages.
 3. Skills: 	- Listening: choose True/ False statements, fill in the gaps with one suitable word, answer the questions	
	- Speaking: Discuss the changes in sts' hometown/ home village
II. Anticipated problems:
	- - The town is strange to sts.
III. Teaching aids:
	- Textbook , tape
IV. Procedures:
1. Home work checking:(7 mins)
- One st talks about what people should do to 
improve life in their village/ town.
2. Before you listen:(10 mins)
Aims:to focus sts on the topic and review/ introduce the words and phrases used in the listening text.
a. Focus sts on the two pictures in the textbook and asks sts to work in groups to compare them to see the changes of the town following the model in the book. 
E.g.: - There didn't use to be any hotel in the town
 - There used to be small houses 
 - Cows used to graze in the field
 ........................................
- Ask some sts to give their answer. 
b. Introduces some new words
 - atmosphere (n): kh«ng khÝ
 - resurface(v): tr¶i l¹i ( mÆt ®­êng)
 - turn into (v): trë thµnh
- Read the words and ask sts to repeat.
- Ask sts to read the words in pairs.
- Ask some sts to read the words again.
 3. While you listen:( 17 mins)
+ Task 1:
Aims:Sts practise listening and marking True/ False statements.
- Tell sts that they are going to listen to a talk about the changes in a small town in England. 
- Ask sts to work in pairs, look at the statements given and guess if they are true or false.
- Ask sts to listen to the talk and tick the right column to indicate their answer and underline the false information. T plays the tape twice.
- Ask sts to compare their answer in pairs.
- Check sts’ answer.
1. F It's on the south coast of England.
2. F It's used to be a small quiet town.
3. T
4. F The big trees have been cut down.
5. F Some people don't like the changes
- Play the tape once again, stop the tape where necessary and conduct the correction.
+ Task 2:
Aims:Sts practise listening for specific information by filling in the gaps with ONE word.
- Ask sts to have a look at the paragraph in the textbook and to read them in pairs and make sure they understand them. T encourages sts guess the words to fill in the gaps.
- Ask sts to listen to the tape once or twice again to fill in the gaps with the missing words.
- Ask sts to compare their answer in pairs.
- Check sts’ answer.
- Play the tape once again, stop the tape where necessary and conduct the correction.
Give their answer.
1. houses 2. hotel
3. widened 4. cut
5. car 6. shop
7. department 8. expensive
4. After you listen:(10 mins)
- Ask sts to work in pairs and tell each other about the changes in their village/ town.
- Move round to check the activities and to make sure that sts are working effectively.
- Ask two sts to present in front of the whole class.
- Check and gives remarks.
5. Homework:(1min)
Write a short paragraph about the changes in their village/town 
Date: 16/12/2010 
UNIT 8: THE STORY OF MY VILLAGE
LESSON 4: WRITING
I. Objectives:
 1. Education Aims: - Students can write a letter giving directions to a certain place.
 2. Knowledge: 
	a. General knowledge: - Giving directions.
	b. Language: 	- Language used to give directions.
	- Imperative sentences.
 3. Skills:	- Reading: read the sample letter.	
- Speaking: work in pairs to find Ann's house on the map as well as the words and phrases used to give directions .
- Writing: write a letter to tell Jim the way to house A on the map.
II. Anticipated problems:
	- Students may have difficulty in giving directions in letters.
III. Teaching Aids: - board, textbook, chalk.
IV. Procedures:
1. Homework checking :( 5 mins)
- Ask one st to talk about the changes in our hometown or his/her home village.
- Ask other sts to listen to their friend and give remarks.
- Check and give remarks.
2. Before you write:( 20 mins)
- Aims:to get sts to read the sample letter and to help them to prepare vocabulary and information before they write.
+ Task 1:
- Introduce the situation.
- Explain some new words:
+ direction (n) : the way that a person or thing moves along
+ enclose (v): put something in a letter or a parcel
- Ask sts to listen to the teacher and repeat , then write these words into their notebooks.
- Ask sts to work in pairs to read about the letter and to look at the map to find Ann's house.
- Move round to help if necessary.
- Ask sts to compare their ideas with other pairs.
- Ask some sts to tell the whole class where Ann's house is. T may ask them to explain more about their answer.
- Listen and give remarks.
+ Task 2:
- Ask sts to work in pairs to read the letter again and underline the words and phrases used to give directions.
- Move round to help if necessary.
- Ask 2 sts to write these words/ phrases on the board. 
- Check and give remarks.
- Ask sts to make some examples with these words.
get out of go over ( a bridge)
turn right/left walk past ( a medical centre)
keep walking take the first/second..... 
3. While you write:( 10 mins)
- Aims: Sts practise writing a letter to Jim, telling him the way to house A from Roston Railway Station.
- Ask sts to write a letter to Jim, telling him the way to house A from Roston Railway Station.
 - Let sts write in 8 minutes.
- Move around to conduct the activity.
Give a model:
"Dear Jim,
I'm very glad that you will come here for the summer holiday ............. from Roston Raiway 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, walk past a 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.............. "
4. After you write:( 9 mins)
Aims: to get feedback and check sts' work.
- Get feedback by asking some sts to read their work aloud.
- Ask some other sts to give remarks.
- Check and give the correct answer.
- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks
5. Homework: ( 1min)
- Write a letter to tell their friends the way to their house from Hai Duong Railway Station.
Date: 19/12/2010 
UNIT 8: THE STORY OF MY VILLAGE
LESSON 5: LANGUAGE FOCUS
I. Objectives:
 1. Education Aims:- Students know how to pronounce the sound /aʊ/ and /əʊ/ correctly.
	- Students revise reported speech and conditional sentence type 1. 
 2. Knowledge:
+ Language: 	- Pronunciation: /aʊ/ and/əʊ/ .
	- Reported speech .
	- Conditional sentence type 1.	
 3. Skills:	+ Speaking: 	- Work in pairs to discuss the exercises.	
+ Reading: 	- Read words and sentences aloud.
- Read the sentences silently to do the exercises.
II. Anticipated problems:
 - Students may confuse these sounds with some sounds in Vietnamese.
III. Teaching aids: - board, chalk, textbook.
IV. Procedures: 
1. Homework checking: ( 5mins)
- Ask one st to tell the whole class the way to their house from Hai Duong Raiway Station.
- Ask another st to give remarks.
- Check and give a mark.
2. Pronunciation:( 10 mins)
- Aims: to introduce three sounds /aʊ/ and /əʊ/ and help sts to practise these sounds.
a. Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat.
- Tell sts how to pronounce these sounds accurately.
- Ask them to look at the textbook, listen and repeat.
 /aʊ/ /əʊ/
 cow coat
 town phone
 how bone
- Then ask sts to work in pairs to read the words again so that they can check for each other.
- Move around to help .
- Ask two sts to read again and give remarks.
b. Ask sts to look at sentences in page 89 in the book.
- Ask them to work in pairs to read the sentences and then find out the words containing sound /aʊ/ and sound /əʊ/ .
- Ask them to work in 2 minutes.
- Move around to conduct the activity.
- Ask one st to report and other sts to give remarks.
- Check and give the correct answers.
- Ask some sts to read these sentences aloud.
- Listen and give remarks.
Answers:
 /aʊ/ /əʊ/
 shout rose
 loudly snow
 ours over 
3. Grammar: ( 29 mins)
 Aims: to revise the reported speech and conditional sentence type 1 and have sts do Ex1, EX 2, EX3and EX4.
a. Reported speech: Statements
- Recall the use of reported speech: to report what someone has said. No quotation marks are used and some parts of speech have to be changed.
- Give an example:
eg: "I worked late yesterday," said Susan.
 Susan said she had worked late the previous day.
- Ask sts to read the example and think about the changes when we turn a sentence into reported speech.
- Ask sts to complete the table below:
 Direct speech
 Reported speech
 do
 (1)
 will do
 (2)
 (3)
 might
 me/you
 (4)
 last night
 (5)
 (6)
 there
- Ask sts to work in pairs and complete the table and then ask some sts to report and give remarks.
1. did 4. him/her
2. would do 5. the night before
3. may/ might 6. here
- Make clear the difference between say, tell and talk:
 Say + clause
 Tell + O + clause
 Talk (to sb) about sth
b. Conditional sentence type 1:
- Review the form and the use of conditional sentence type 1 by giving some examples:
eg: If I have enough money, I will go to Hue for holiday.
 If it rains. I won't go there.
- Ask sts to read the examples and point out the form as well as the use of conditional sentence type 1.
+ Form:
 If- clause , main clause
S + V( P.S) , S + V( S.F)
+ Use: something that may happen at present or in the future.
- When-clause:
something that will certainly happen in the future.
- Distinguish when-clause and if-clause:
eg; When summer comes, he will go to Hue for holiday.
- Ask sts to compare this example with the first example.
- Ask some sts to give examples.
+ Exercise 1:
- Ask sts to look at Ex1 and to do the task.
- Ask sts to do the exercise individually and then compare their answers in pairs.
- Move round to conduct the activity.
- Check the exercise sentence by sentence.
- Listen and give remarks.
EX 1:
1. An old farmer said their lives had changed a lot..... children had brought home
2. She said she was going to Ho Chi Minh City soon.
3. I thought the film would be interesting.
+ Exercise 2:
- Ask sts to do Ex 2 individually and then share the answers with their friends.
- Move round to help if necessary.
- Ask two sts to do this exercise on the board.
- Ask one st to give remarks.
- Check and give remarks.
EX 2:
1.told 2. said 3. said 4. told 5. talked 
+ Exercise 3:
- Ask sts to read the requirement of Ex3 and then do the task in pairs.
- Go round to conduct the activity.
- Ask some pairs to read sentence by sentence.
- Listen and give remarks.
Ex 3.
....... If I do more homework, I will pass my exam. If I pass my exam. I'll go to medical college. If I go to medical colege, I'll study medicine..............
5. Homework ( 1 min)
- Review grammar
- put 5 sentences using conditional sentences type 1
Date: 25/12/2010 TEST YOURSELF C
I. Objectives:
 1. Aims: - Sts revise what they have learned in unit 7.and unit 8.
 2. Knowledge:	- General knowledge in unit 7 and unit 8.
	- Language: pronunciation and grammar in the above units.
 3. Skills: listening, speaking and writing.
II. Teaching aids: textbook, chalk, board.
III. Procedures: 
. The new lesson:( 39 minutes) 
- Ask sts to do part II, part III and part IV at home in advance to save time.
- Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes.
- Ask sts to do listening in class.
2.1. Listening:
- Ask sts to read the requirement of the task.
- Introduce new words:
+ queue (v) : xÕp hµng
+ traffic (n) : cars, motorbikes, traffic lights,....
 heavy traffic
- Play the tape twice and ask sts to do the task.
- Ask sts to share their ideas with their partners.
- Get feedback and play the tape again so that sts can check their answers.
- Ask sts to read the paragraph in part B and try to guess what will be filled in each blank.
- Play the tape again .
- Ask 2 sts to write their answers on the board.
- Ask other sts to give remarks.
- Check and give feedback.
1. F 2.F 3. T 4.F 5. T
2.2. Reading:
- Ask sts to work in groups to compare their answers.
- Ask some sts to report his/ her answers aloud.
- Listen and check.
1. aren't 2. evening 3. cinemas
4. theatres 5. knows
2.3. Grammar:
- Ask sts to discuss their answers in groups.
- Ask 2 sts to write their answers on the board.
- Check and give the correct answers.
1. because people can sit comfortable at home, they don't have to pay for expensive seats at the theatres or in the cinemas.
2. People can see films, plays of every kind, political discussions and the latest exciting football matches.
- Ask two other sts to give remarks.
 ........................ 
- Discuss in groups.
- Answers:
1. have been........... haven't had
2. haven't given .............. have paid
3. said 4. had taken
5. thought ............ would come
6. told............... have got
2.4. Writing:
" When you come out of the bus station, turn right. Go straight ahead until you see the traffic lights. Turn left to Redham Road, walk along this street in about 10 minutes. The Indian Restaurant is the pink building on the left after the Beach Parade. It is very easy to find."
- Ask some sts to read their writing aloud.
- Ask some sts to give remarks.
3. Homework: ( 1 min)
- Part D ( Page 52 - workbook)
First Term Test
I. Listening:
You are going to listen to a conversation between Martina and some people. Listen carefully and decide if the following statements are true or false. Tick in the right box to indicate your answer. You will listen to the tape twice.
 T
 F
1.
Martina is a new student.
2.
She is at the Gordon Language College.
3.
She will have an interview in Room 60.
4.
The teacher's name is John Barton.
5.
She has to complete the form first.
6.
Her surname is ECHEVARIA.
7.
She is from Argentina.
8.
She is 20 years old.
9.
She lives at 62 Canada Street.
10.
Her phone number is 0181 674 8943.
II. Reading: Read the passage then do the tasks that follow
Modern newspapers
 It is estimated that worldwide some 60,000 newspapers exist, with a combined circulation of nearly 500 million. However, the ......(1)..... of readers is far greater – as many .....(2)..... three times the circulation figure. This is because newspapers are shared, some are posted, and others placed in libraries and other public places. Worldwide, about 8,000 of these newspapers are dailies. About a .....(3)..... of all newspapers are published in North America, another third in .....(4)....., and the remaining third in the rest of the world. Countries with the .....(5)..... newspaper readership are Britain, Norway, Denmark, Sweden, Japan, and .....(6)..... United States. Europe has nearly half of the world’s total newspaper circulation, North America about a quarter, and .....(7)..... of the world another quarter.
A. Choose a, b, c or d to complete the passage:
	1.a. lot 	b. sum	c. amount	d. number
	2.a. as	b. so	c. than	d. like
	3.a. threes	b. three	c. third	d. thirds
	4.a. European	b. Europe	c. Europes	d. Europeanize
	5.a. highest	b. high	c. higher	d. height
	6.a. Æ	b. an	c. a	d. the 
	7.a. a rest	b. rest	c. the rest	d. rests
B. Answer the following questions:
How many newspapers exist?
==> ...…...…...…...…...…...…...…...…...…...…...…...…...…...…...…...…...…...…...….....
Why are newspaper readers far more than the circulation?
==> ...…...…...…...…...…...…...…...…...…...…...