Giáo án Tiếng Anh 10 (Global Success) - Period 11, Unit 2: Humans and the environment (Language)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 11, Unit 2: Humans and the environment (Language)

1. Week 4 Preparing date: ___ Teaching date: ___ Period: 11 UNIT 2 – HUMANS AND THE ENVIRONMENT Language A. AIMS: By the end of this lesson, Ss will be able to: 1. Knowledge - Pronounce the consonant blends /kl/, /pl/, /gr/, and /pr/ correctly in isolation and in sentences; - Understand and use some lexical items about humans and the environment; - Distinguish and use will and be going to to talk about the future; - Use the passive voice correctly. 2. Competence - Be collaborative and supportive in pair work and team work; - Access and consolidate information from a variety of sources; - Actively join in class activities. 3. Quality - Adopt greener lifestyle and awareness of environmental issues; - Be responsible for environment protection. B. TEACHING AIDS: 1- Students: Text books 2- Teacher: - Grade 10 textbook, laptop, projector / TV/ pictures and cards - Computer connected to the Internet. C. TEACHING PROCEDURES I. Warm up: Guessing game – What am I going to draw? (4 minutes) Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new unit Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. Output: Arouse the classroom atmosphere to lead in the lesson Process: Teacher’s instructions * T gives instructions, draws lines or shapes one by one and has Ss guess what T is going to draw after drawing one line or one shape. Ss in two big teams take turns to guess what the T is going to do by answering: You are going to draw a/an T gives comments, decides the winner, asks some more questions to leads in the lesson. + Is using these vehicles good for the environment? + Why is using them not good for the environment? II. New lesson 1. Activities Pronunciation Page | 1
2. Activity 1: Listening and repeating (6 minutes) Objectives: To help students recognize and practise the consonant blends /kl/, /pl/, /gr/, and /pr/ in individual words. Content: Pronunciation Output: Recognise and practise the consonant blends /kl/, /pl/, /gr/, and /pr/ in individual words. Process: Pay attention to the consonant blends /kl/, /pl/, /gr/, and /pr/. (p.19) * T shows the following pictures, and asks Ss to describe each picture with a word. class ground play gift green clean place protect - T has Ss work in pairs to categorize those pictures. Ss do as instructed. Ss share their ideas with a partner. T confirms the correct answers and leads in the task. * Teacher: - plays the recording and asks Ss to listen to the words and repeat; tells them to pay attention to the consonant blends. (Teacher can play the recording as many times as necessary) - makes sure Ss know the meaning of each word. Ss do as instructed. T checks whether Ss have improved their pronunciation by randomly calling on individual Ss to read the words aloud. Activity 2: Listening and practicing the sentences (5 minutes) Page | 2
3. Objective: To help students recognise the consonant blends /kl/, /pl/, /gr/, and /pr/ in sentences and pronounce them correctly. Content: Practise identifying the consonant blends /kl/, /pl/, /gr/, and /pr/ in sentences. Output: Students can identify the consonant blends /kl/, /pl/, /gr/, and /pr/ in sentences. Process: * Teacher: - checks Ss’ comprehension of the sentences. - plays the recording, has Ss focus on the words containing the consonant blends and asks them to circle these words. - plays the recording again, pausing after each sentence, for Ss to repeat. Ss do as instructed. Ss practise reading the sentences in pairs. T goes round to offer help and collects common mistakes to correct as a class. Vocabulary Activity 3: Matching (4 minutes) Objective: To make sure that students understand the meaning of some lexical items about humans and the environment. Content: Vocabulary related to the topic Output: Ss understand more the use some vocabulary related to and students understand the meaning of some lexical items about Humans and the Environment Process : MATCH THE WORDS AND PHRASES TO THEIR MEANINGS. (p.20) 1. household appliances 2. energy 3. carbon footprint 4. litter 5. eco-friendly * T gives clear instructions. Ss work in pairs to discuss and do the matching. Ss share the answers with the whole class. T confirms the correct answer. Key: 1. d - 2. e - 3. a - 4. b - 5. c Activity 4: Gap filling (4 minutes) Objective: To give students practice in using the words/phrases in meaningful contexts Content: Complete the the sentences using the words in task 1 Page | 3
4. Output: Read the sentences carefully and decides which word in task 1 can be used to complete each of the sentences. Process: * Teacher: - has Ss read the sentences carefully to decide which word/phrase in 1 can be used to complete each of the sentences. - explains that they should use the context clues to decide on the word/ phrase, e.g. in the first sentence, the gapped word is an adjective (eco-friendly) Ss work in pairs to discuss and find the answers. Ss share the answers with the whole class. T confirms the correct answers and asks Ss to give the reasons why they have chosen the word/phrase for each sentence. Key: 1. Eco-friendly 2. household appliances 3. carbon footprint 4. energy 5. litter Activity 5: Making sentences (4 minutes) Objective: To help students memorize the words/phrases they have learnt. Content: Making sentences Output: Ss’ complete sentences with the words learnt Process: * T divides the class into teams, asks Ss to write as many sentences as they can in 2 minutes, using the words/phrases in 1. T reminds them to make at least one sentence with each word/ phrase. Ss works in small teams and do as instructed. The teams with the most sentences take turns to read aloud their sentences. T gives comments, collects common mistakes to correct. Grammar Activity 6: Choosing the suitable forms of the given verbs (8 minutes) Objective: - To give students an opportunity to revise the use of will and be going to to talk about future actions. Content: Grammar points Output: Ss can understand and use the simple future tense and “be going to” correctly Process: Complete the following sentences with will or the correct forms of be going to. (p.20) * Teacher: - tells Ss to read the explanations in the Remember! box on page 20 and asks Ss questions to elicit the differences between will and be going to, for example: + Do both structures talk about the future? + Which auxiliary do we use to talk about plans made at the moment of speaking / before the moment of speaking? + Can we use both structures for predictions? Page | 4
5. - in weaker classes, T gives more examples to make sure Ss understand the use of will and be going to; in stronger classes, has Ss come up with their own example sentences. - asks Ss to work in pairs or individually to choose will or the correct form of be going to to complete each sentence. - reminds them to use some clues in the sentence to decide on the correct tense form. e.g. 1: I don’t think; 2: have already made the decision; 3: I’m sure; 4: Look at; 5: I forgot to phone Dad. Ss do as instructed. Ss share their answers with a partner. T check Ss’ answers and asks them to explain their choices (using the clues above). Key: 1. will 2. are going to 3. will 4. is going to 5. will Activity 7: Putting the verbs in brackets in the present simple or present continuous. (8 minutes) Objective: - To give students an opportunity to revise the passive voice. Content: Grammar points Output: Ss can use passive voice Process: Rewrite the following sentences using the passive voice. Begin each sentence as shown. * Teacher: - asks Ss to read the explanation in the Remember! box on page 21 and asks Ss questions to check their understanding of the grammar point, for example: + When do we use the passive voice? + What do we focus on? + How do we form the passive voice? (the verb be and the past participle of the main verb). - in weaker classes, gives more examples to make sure Ss understand the use and forms of the passive voice in different tenses; in stronger classes, has Ss come up with their own example sentences in both passive and active structures. - asks Ss to work independently and rewrite the sentences using the passive voice. - reminds Ss of the correct verb forms in different tenses; of the use of the preposition by to mention the doer of the action. - elicits that if the subject in the active voice is they or we, Ss don’t need to indicate the doer in the passive voice. Ss do as instructed. Ss work in pairs to compare their answers. T checks the answers as a class by having individual Ss read out the sentences or write them on the board. Key: 1. A green lifestyle is adopted by more and more people. 2. The rubbish was not put in the bins after the party yesterday by the students. 3. More trees will be planted in the neighbourhood. 4. A lot of clean-up activities are going to be organised by our club this weekend . Page | 5
6. 5. Important environmental issues were discussed at the meeting. 2. Consolidation (3 minutes) * Teacher asks: What have you learnt today? - Consonant blends /kl/, /pl/, /gr/, and /pr/ - Some lexical items about humans and the environment; - Will and be going to to talk about the future; - Passive voice. 3. Homework (2 minutes) - Exercises in the workbook - Prepare for Reading lesson 4. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Page | 6