Giáo án Tiếng Anh 10 (Global Success) - Period 15, Unit 2: Humans and the environment (Writing)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 15, Unit 2: Humans and the environment (Writing)

1. Week 5 Preparing date: ___ Teaching date: ___ Period: 15 UNIT 2 – HUMANS AND THE ENVIRONMENT Writing A. AIMS By the end of this lesson, Ss will be able to: 1. Knowledge - Use lexical items related to the topic “Humans and the environment”; - Write about ways to improve the environment. 2. Competence - Be collaborative and supportive in pair work and team work; - Actively join in class activities; - Develop writing skills. 3. Quality - Be more responsible for protecting the surrounding; - Be able and willing to persuade other people to take actions to make a nice and clean environment. B. TEACHING AIDS 1. Students: - Grade 10 textbook 2. Teachers: - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURE I. Warm up: Game – The Wheel of Fortune (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: * T divides the class into two teams, and explains the game rules: - Ss in each team read the clues, take turns to spin the wheel, guess the individual letters until they can guess the whole word. - It is not necessary for the Ss to guess all the individual letters. They can guess the whole word at any time. Ss do as instructed. Page | 1
2. Ss in each team discuss and guess the words. T confirms the correct words, decides the winner and leads in the lesson. Suggested words Round 1: + Clue: the conditions in which a person, animal or plant lives or operates or in which an activity takes place + Key: ENVIRONMENT Round 2: + Clue: make something or somebody better than before + Key: IMPROVE Round 3: + Clue: an idea or a plan that you mention for somebody else to think about + Key: SUGGESTION II. New lesson 1. Activities Activity 1: Pre-writing (6 minutes) Objective: To help students recall some suggestions for improving the environment Content: Matching Output: Ss can recall some suggestions for improving the environment Process: WORK IN PAIRS. MATCH THE SUGGESTIONS FOR IMPROVING THE ENVIRONMENT WITH THEIR EXPECTED RESULTS. (p.25) * Teacher: - asks Ss some questions to elicit the topic of the writing as well as some suggestions. e.g. + Do you have any ideas about how to improve the environment in our school? + What are they? - has them work in pairs and asks them to do the matching. In weaker classes, go through the suggestions and expected results to check comprehension. Ss do as instructed. Teacher asks individual Ss to call out their answers and confirms the correct ones. Key: 1.c 2.a 3.b While-writing Activity 2: (8 minutes) Objectives: To provide students with a model of a well-structured paragraph and practice in using connectors to link sentences. Content: Gap filling Output: Ss can understand the model of a well-structured paragraph and practice in using connectors to link sentences Process: READ THE INCOMPLETE PARAGRAPH ABOUT WAYS TO IMPROVE THE ENVIRONMENT. FILL IN THE BLANKS WITH THE WORDS AND PHRASES FROM THE BOX. (p.25) * Teacher: Page | 2
3. - tells Ss that they are going to write a paragraph about ways to improve the environment in their school. First, they will be provided with an incomplete example as a model for their writing. - recall the information about the structure of a paragraph: + A paragraph is a group of sentences that develop ONE main idea. + A paragraph usually consists of three parts: a topic sentence, supporting sentences and a concluding sentence. + Two important qualities of a good paragraph are unity (i.e. one main idea is developed) and coherence (i.e. all the sentences and ideas flow smoothly to make clear and logical points about the topic) - asks Ss to read the incomplete paragraph and fill in each numbered blank with a word/ phrase in the box. Ss do as instructed. Ss discuss and share their answers with a peer. Teacher checks the answers by calling on some Ss to read their answers to the class. Key: 1. First 2. For example 3. In conclusion Activity 3: (15 minutes) Objectives: To help students practise developing ideas and writing a paragraph Content: Writing a paragraph Output: Ss’ paragraph Process: ADD TWO MORE SUGGESTIONS TO IMPROVE THE ENVIRONMENT IN YOUR SCHOOL TO THE PARAGRAPH IN 2. USE THE IDEAS IN 1 TO HELP YOU. (p.25) * Teacher: - explains the writing task. - has Ss brainstorm more suggestions in groups. - walks round the class to offer help and encourages Ss to take notes of their ideas. - asks some groups to call out their ideas and write them on the board for other Ss’ reference. - asks Ss to write their suggestions to complete the paragraph individually, sets a limited time for this task and walks round the class to give further support if needed. - reminds them to use some connectors to link the ideas before they write: + To list ideas: First, Second, In addition, Additionally, Moreover, Furthermore, Another idea worth noting is that, Finally, + To give an example: For example / For instance, To illustrate, Page | 3
4. + To conclude: In conclusion, In brief, In short, To sum up, Ss do as instructed. Ss share their answers with their group members. T walks round the class to monitor and make a note of some common mistakes. Activity 4: Post-writing (7 minutes) Objectives: To give students an opportunity to recognise the common mistakes so that they can avoid in writing Content: Peer correction and class correction Output: Students’ complete pieces of writing Process: PEER CORRECTION * Teacher: - explains the marking symbols in the following table. - asks two Ss sitting next to each other to exchange their writing, read their partner’s writing and write the symbols next to mistakes that they can find like the ones in the table above. - asks Ss to return their partner’s writing and lets them correct themselves. - reminds them that they can ask for their partner’s help. Ss do as instructed. Ss share their ideas with a partner. Teacher goes around to offer help. CLASS CORRECTION * Teacher: - writes Ss’ common mistakes on the board, asks Ss to check whether they make the same mistakes in their writing. - calls on some Ss to correct those mistakes as a class. Ss do as instructed. Teacher: - further explains the paragraph structure if Ss are not able to develop the three elements in their writing. - collects Ss’ writing and provides written feedback in the next lesson. - in weaker classes, provides some suggested answers if necessary. Sample answer: Page | 4
5. Another way would be to plant more trees. For example, we can plant more green trees around the school and in the schoolyard. It reduces CO2 and makes the air we breathe in cleaner. Finally, we can set up more rubbish bins. For instance, we can put more bins in public places such as parks or bus stations. This makes the waste collection easier. 2. Consolidation (2 minutes) Teacher asks: What have you learnt today? - We have practised writing a paragraph about suggestions to improve the environment. 3. Homework (1 minutes) - Exercises in the workbook - Prepare for Communication and Culture lesson 4. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Page | 5