Giáo án Tiếng Anh 10 (Global Success) - Period 12, Unit 2: Humans and the environment (Reading)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 12, Unit 2: Humans and the environment (Reading)

1. Week 3 Preparing date: ___ Teaching date: ___ Period: 12 UNIT 2 – HUMANS AND THE ENVIRONMENT Reading A. AIMS By the end of this lesson, Ss will be able to: 1. Knowledge - Read for main ideas and specific information in a text about green living; - Guess the meaning of words/phrases in context; - Talk about ways to live green. 2. Competence - Be collaborative and supportive in pair work and team work; - Access and consolidate information from a variety of sources; - Develop reading skills; - Actively join in class activities. 3. Quality - Recognise what activities are related to a green lifestyle and be ready to adopt them in their lives; - Be responsible for environment protection. B. TEACHING AIDS 1. Students: - Grade 10 textbook 2. Teachers: - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up: Game - Crossword (6 minutes) Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson Content: Having some warm-up activities to create a friendly and relaxed atmosphere to interest Ss in the lesson. Output: Students’ interest in the new lesson Process: * Teacher: - divides the class into two teams, has Ss in each team take turns to choose a random number, and shows the clues on the screen for the Ss to guess the words. - also reminds Ss that they don’t need to answer all the across words to find the key word. Page | 1
2. Ss discuss in their teams and say the words out. Teacher: - confirms, shows the answers on the screen and decides the winner. - leads in the lesson. Clues: 1. Rubbish lying in an open or public place 2. Causing no harm to the environment 3. The amount of carbon dioxide produced by the activities of a person or an organisation 4. Power used for driving machines, providing heat and light, etc 5. All the people living together in a house or flat 6. Start to use a particular method 7. The time of life when a person is young, especially the time before a child becomes an adult 8. Put plants, seeds, etc. in the ground to grow 9. Interest in and concern about a particular situation or area of interest Key: L I T T E R E C O F R I E N D L Y C A R B O N F O O T P R I N T E N E R G Y H O U S E H O L D A D O P T Y O U T H P L A N T A W A R E N E S S Down word: LIFESTYLE II. New lesson 1. Vocabulary (5 minutes) Objective: To help students use key language more appropriately before they read. Content: Vocabulary introduction Output: Ss can understand and use the key words Process: * T asks Ss to look at the explanation and the photos to guess the meanings of new words. Ss say the Vietnamese meanings of the words. 1. explosion (n): a violent burst, often with a loud noise Page | 2
3. 2. method (n): a way of doing st 3. refillable (adj): can be filled again after being empty 4. raw material (n.phr.): any material, such as oil, cotton, or sugar in its natural condition, before it has been processed for use 5. sort (v): put a number of things in an order or to separate them into groups Page | 3
4. Other Ss correct if the previous answers are incorrect. Teacher shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them. 2. Activities Activity 1: Pre-reading (6 minutes) Objective: To introduce the topic of the reading and get students involved in the lesson Content: Look at the picture and answer the questions Output: SS can get to know the topic Process: WORK IN GROUPS. LOOK AT THE PICTURES AND ANSWER THE QUESTIONS. (p.21) Which pictures show a green lifestyle? Why? a b c d Page | 4
5. * Teacher: - has Ss work in groups of three or four to discuss the questions. - encourage Ss to describe the pictures using their own language and focusing on how each object is related to a green lifestyle, e.g. single-use plastic bags: plastic waste, pollution, difficult to recycle, can end up in the ocean; fresh vegetables: green lifestyle. Ss do as instructed. Ss share the answers with the whole class. T confirms and leads in. Suggested answers: - In Picture a, a man goes shopping with lots of plastic bags. It doesn’t show a green lifestyle. Plastic bags pollute the environment since they take time to decay. - In Picture b, we can see fresh food, which looks organic and is better for our health. It shows a green lifestyle. - In Picture c, we can see a lot of litter on the ground. Dropping litter makes the streets very dirty and pollutes the air and water. It doesn’t show a green lifestyle. - In Picture d, the sign advises people to turn off lights when they are not in use. This can save electricity and shows a green lifestyle. While-reading Activity 2: Skimming (5 minutes) Objective: To help students practise skimming a text to choose the best title for it Content: Skimming a text to choose the best title for it Output: Ss can do the given task Process: READ THE FOLLOWING TEXT AND CHOOSE THE BEST TITLE FOR IT. (p.22) * Teacher: - draws Ss’ attention to the Tips box, has them read through the tips and checks their understanding. - has Ss read the whole text once to get an overall idea. Ss do as instructed individually. Ss work in groups to discuss the best option and compare answers. Teacher confirms the correct one; in stronger class, asks Ss to explain why the other options cannot be used as titles for the text, e.g. (B) This only refers to environmental problems while the text mentions some solutions as well. (C) The text mentions a couple of green products such as organic food and refillable bottles, but they are not the focus here. Key: A Activity 3: Guessing the meaning of words in context (7 minutes) Objective: To help students practise guessing the meanings of words/phrases in context Content: Guessing the meaning of words in context Output: Students can guess the meaning of words in context Process: CIRCLE THE CORRECT MEANINGS OF THE HIGHLIGHTED WORDS AND PHRASES IN THE TEXT. (p.22) * Teacher has Ss read the text again, pay attention to the context of each highlighted word/phrase and look for clues explaining the meaning of it, e.g. Page | 5
6. 1. sustainable: greener, lifestyle, can do, eco-friendly. Ss work in groups to discuss the clues for each option and compare the answers. Ss share the answers with the whole class. Teacher confirms the answers by having individual Ss call out the correct options. Suggested answers: 1. a 2. b 3. a 4. a Activity 4: True - Flase (6 minutes) Objective: To help students practise reading for specific information Content: Reading for specific information Output: Students can read and decide whether the given statements are true or false Process: READ THE TEXT AGAIN AND DECIDE WHETHER THE FOLLOWING STATEMENTS ARE TRUE (T) OR FALSE (F). (p.22) * T has Ss read the statements and underline the key words, read through the text to locate the answers, and then read again paying attention only to the parts of the text that contain the answers. T explains that the information in the statements is paraphrased and asks if they understand some difficult words such as compulsory, plastic waste and break down. Ss work in pairs to compare the information in each statement with information from the text. Ss share the answers with the whole class. Teacher confirms the correct answers and asks Ss to correct the false statements. Suggested answers: 1. F (compulsory -> a choice) 2. T 3. T 4. F (not encouraged -> encouraged) Activity 4: Post - reading (7 minutes) Objective: To help students use the ideas and language in the reading to talk about ways to live green. Content: Talking about ways to live green. Output: Students can use the ideas and language in the reading to talk about ways to live green Process: WORK IN PAIRS. DISCUSS THE FOLLOWING QUESTION. (p.22) In your opinion, which of the suggestions in the text is the easiest way to live green? * Teacher: - asks Ss to read the text again and note down the four ways to live green. - encourages them to explain their answers using as many reasons as possible. Ss work in pairs and discuss which of the suggestions is the easiest to do. Some pairs present a summary of their discussion with the whole class. T gives comments, collects common mistakes to correct. Suggested answers: In my/ our opinion, turning off household appliances when they are not in use is the easiest way to live green because we can do this right at home. We don’t need any equipment or training for this. Page | 6
7. 3. Consolidation (2 minutes) Teacher asks: What have you learnt today? - The ways to live green 4. Homework (1 minutes) - Exercises in the workbook - Prepare for Speaking lesson 5. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Page | 7