Giáo án Tiếng Anh 10 (Global Success) - Period 13, Unit 2: Humans and the environment (Speaking)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 13, Unit 2: Humans and the environment (Speaking)

1. Week 5 Preparing date: ___ Teaching date: ___ Period: 13 UNIT 2 – HUMANS AND THE ENVIRONMENT Speaking A. AIMS By the end of this lesson, Ss will be able to: 1. Knowledge - Talk about ways to live green. 2. Competence - Be collaborative and supportive in pair work and team work; - Develop speaking skills; - Actively join in class activities; - Be critical thinking. 3. Quality - Recognise what activities teenagers should do to live green; - Be aware of the importance of a green lifestyle. 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 - Board race (The topic word is green living) (5 minutes) Objective: - To arouse the classroom atmosphere. - To lead in the lesson Content: Board race game Output: Ss can find out the topic word “Green Living” Process: * Teacher gives instructions of how to play the game, and gives an example. Ss discuss in their teams and write down the words. Ss in each team take turns to write their words on the board. Teacher confirms the correct words, decides the winner and leads in the lesson. Rules and an example of the ‘Board race game’: - The class is divided into teams. - In one or two minutes (depending on the number of the letters in the topic words), Ss have to find the words which are related to the topic and have one letter in the topic word. Page | 1
2. - If the word begins with a letter in the topic word, the team gets 1 point. - If the letter of the topic word appears in the middle position, the team gets 2 points. - If the letter of the topic word is at the end of the word they have found, the team gets 3 points. For example, if the topic word is FILMS and with the words found in the table below, a team gets 9 points in total. F A M O U S (1 point) M O V I E (2 points) L O V E (1 point) C I N E M A (2 points) A C T R E S S (3 points) Total 9 points II. New lesson 1. Vocabulary (6 minutes) Objective: To pre-teach some vocabulary so that students can understand the meanings and use them correctly in main speaking tasks. Content: Pre-teaching vocabulary Output: Ss can understand the given words Process: * Teacher: - shows the words one by one, plays the recording and has Ss repeat the sounds of the words. - has Ss guess the meanings of the words based on pictures, explanations or examples. 1. leave st on (idioms): choose to keep something operational or switched to an "on" position. Ex: Someone left the lights on the whole time we were gone. Our electricity bill is going to be enormous. 2. chemical (n): a substance obtained by or used in a chemical process 3. shade (n): slight darkness caused by something blocking the direct light from the sun Page | 2
3. Ss do as instructed. T confirms the meanings, calls on some individual Ss to make sentences with each word. 2. Activities Activity 1: Discussing (8 minutes) Objective: To introduce more ideas for the main speaking tasks and get students involved in the lesson Content: Read and tick Output: Ss can express their opinion Process: WHICH OF THE FOLLOWING ACTIVITIES DO YOU THINK TEENAGERS SHOULD OR SHOULDN’T DO TO LIVE GREEN? PUT A TICK IN THE APPROPRIATE COLUMN. (p.23) * T has Ss work in pairs, read the activities, discuss their meanings and decide which activities they should/ shouldn’t do to go green by putting a tick in the appropriate column. Ss do as instructed. Some individual Ss share their answers with the whole class. T confirms the correct answers. Key: Activities Should Shouldn’t 1. Leaving your appliances on when not in use ✔ 2. Recycling your used items ✔ 3. Using plastic bags when shopping ✔ 4. Buying organic food ✔ 5. Dropping litter in the street ✔ 6. Planting trees ✔ Activity 2: Matching (8 minutes) Objective: To introduce more ideas for the main speaking task and get students involved in the lesson Page | 3
4. Content: Matching Output: Ss get involved in the lesson Process: THE TABLE BELOW PRESENTS THE REASONS WHY TEENAGERS SHOULD OR SHOULDN’T DO THE ACTIVITIES IN 1. WORK IN PAIRS AND MATCH THEM WITH THE ACTIVITIES. (p.23) * Teacher: - has Ss read the reasons, and discuss with a peer to do the matching. - reminds them that besides using because, they can use since/ as/ due to the fact that/ on the ground that to express reasons and encourages them to give more reasons and make small exchanges after doing the matching, e.g. Student A: Why shouldn’t you leave your appliances on when not in use? Student B: Because this wastes electricity and creates dangerous situations. Why should you recycle your used items? Student A: Since this protects natural resources. Ss do as instructed. Ss share the answers with the whole class. Teacher confirms the correct answers and calls on some pairs to make small exchanges like the one above. Suggested answers: a - 5; b - 1; c - 3; d - 4; e - 2; f - 6 Activity 3: Discussing (15 minutes) Objective: To give students an opportunity to discuss ideas in groups and share with the rest of the class. Content: Discuss ideas in groups and share with the rest of the class Output: Ss’ conversations Process: WORK IN GROUPS. DISCUSS AND PRESENT YOUR IDEAS ABOUT WHAT YOU SHOULD OR SHOULDN'T DO TO LIVE GREEN. (p.23) * T has Ss work in groups, discussing what they should or shouldn’t do to live green. In weaker classes, T reminds them to use the ideas given in 1 and 2 in their discussion. In stronger classes, T encourages them to think of other activities and reasons. Ss do as instructed. Ss share their ideas with the rest of the class by playing the game: PASSING THE BALL. Rules: A song is played while Ss are passing a ball one by one. When the music stops, the student who keeps the ball will make a presentation. Teacher praises Ss for interesting and imaginative ideas, and for providing well- formulated reasons. Example: There are many things that we should or shouldn’t do to live green. We should recycle our used items so that we can protect natural resources. We shouldn’t drop litter in the street because this will make the street dirty and pollute the environment. 3. Consolidation (2 minutes) Teacher asks: What have you learnt today? - Activities and the reasons why we should or shouldn’t do to live green. Page | 4
5. 4. Homework (1 minutes) - Exercises in the workbook - Prepare for Listening lesson 5. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Page | 5