Giáo án Tiếng Anh 10 (Global Success) - Period 40, Unit 5: Inventions (Language)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 40, Unit 5: Inventions (Language)

1. Week: ___ Preparing date: ___ Teaching date: ___ Period: 40 UNIT 5: INVENTIONS Lesson 2 – Language I. AIMS By the end of this lesson, Ss will be able to: I. Knowledge: 1. Vocabulary: - Use the lexical items related to the topic Inventions. - Pronounce stress in three-syllable nouns correctly. 2. Grammar: - Understand the present perfect, gerunds and to-infinitives. II. Competence - Be collaborative and supportive in pair work and teamwork. - Access and consolidate information from a variety of sources. - Actively join in class activities. III. Personal qualities - Develop flexibility and creativity in learning. - Be responsible for studying, using educational apps. B. TEACHING AIDS 1. Students: - Grade 10 textbook, Unit 5, Language. 2. Teacher: - Computers connected to the Internet. - Projector/ TV/ pictures and cards. - sachmem.vn C. TEACHING PROCEDURES I. WARM-UP(5mins). * Objectives: - To activate students’ prior knowledge and vocabulary related to the topic. - To enhance students’ skills of cooperating with teammates. - To lead into the new unit. * Content: GUESSING THE YEARS OF INVENTIONS. * Output: Ss can list some important inventions * Process: * T puts Ss into groups of 5. T gives each group a list of 5 important inventions (refrigerator, the Internet, telephone, paper, light bulb), (checks that everybody knows what each word means), and asks Ss to compile a list of the inventions in chronological order (the most recent invention must be the first in the list). The group having the largest number of correct answers is the winner. * Ss listen to the instructions. * Ss work in teams, discuss, and compile a list of the inventions in chronological order. * T checks and corrects if Ss spell or pronounce the words/ phrases incorrectly. Key:
2. The Internet (1983) Refrigerator (1899) Light bulb (1879) Telephone (1876) Paper (105) - T leads in the lesson of Language. II. New lesson 1. Activities. PRONUNCIATION a. Activity 1: LISTEN AND REPEAT. (5 mins) Pay attention to the stressed syllable in each word. (p.53) * Objectives: - To help students understand the stress patterns in some common three-syllable nouns. - To help students recognise the stress patterns in some common three-syllable nouns. * Content: Listen and repeat * Output: Ss recognize the stress patterns of some words * Process: * T introduces the rules of stress in three-syllable nouns, then gives Ss relevant examples. - T asks Ss to give some examples of three-syllable nouns and asks them to put stress on each word. * Ss give some examples and put stress on each word. * Other Ss correct if the previous answers are incorrect. * T draws Ss’ attention to the stress patterns in some common three-syllable nouns. * T asks Ss to look at the words, explains what the big and small dots mean, then asks Ss to listen and repeat after the recording. * Ss listen and repeat after the recording; pay attention to the stressed syllable in each word. * Some Ss say the words after playing the recording. * T checks their pronunciation. b. Activity 2: CROSS THE RIVER (10 mins) Connect all the words with the stress pattern to cross the river. Then listen and check your answers. Practise saying these words in pairs. (p.53) * Objectives: To help students recognise the stress patterns in some common three-syllable nouns and pronounce them correctly. * Content: Make stress syllables then listen and check * Output: Ss can make stress for words of more than 3 syllables * Process: * T tells the Ss that they are going to play a game called “Cross the river”. They work in pairs and need to connect all the words with the stress pattern to cross the river. * Ss listen to the instructions. * Ss work in pairs and do as required. T walks round the class and offers help if Ss find it difficult to pronounce the words. * T plays the recording and has Ss check their answers. T then puts Ss in pairs and has them practise saying all the words. Key:
3. VOCABULARY a. Activity 1. UNSCRAMBLE THE UNDERLINED LETTERS IN THESE WORDS. Use the pictures and the glossary (page 127) to help you. (p.54) (4 mins) * Objectives: To introduce more topic-related words. * Content: Unscramble the underlined letters * Output: Get some words related to the topic of inventions * Process: * T asks Ss to unscramble the underlined letters in the given words, using pictures and the glossary if they need help. * Ss work independently and unscramble the underlined letters. * Ss share their answers in pairs before discussing as a class. * T checks answers as a class by asking individual Ss to call out and write the words on the board, then gives feedback. Key: 1. experiment 2. devices 3. laboratory 4. hardware 5. Software 6. equipment b. Activity 2. MATCH THE WORDS IN TASK 1 WITH THEIR MEANINGS. (5 mins) * Objectives: To give students practice in identifying the words. * Content: Do the matching exercise * Output: Ss can use these words in context * Process: * T asks Ss to match the words with their meanings in pairs. 1. device a. the machines and electronic parts in a computer or other electronic system 2. laboratory b. a scientific test that is done in order to study what happens and to gain new knowledge 3. experiment c. the programs used by a computer for doing particular jobs 4. equipment d. a room or building used for scientific research, experiments, testing, etc. 5. software e. the things that are needed for a particular purpose or activity 6. hardware f. a piece of computer equipment, especially a small one such as a smartphone
4. * Ss do the task in pairs. * Some pairs share their answers with the whole class. * T gives feedback and corrections (if necessary). Key: 1. f 2.d 3. b 4. e 5. c 6. a GRAMMAR. Activity 1. * Objectives: - To have students revise the present perfect, gerunds and to-infinitives. - To help students understand the use of the present perfect, gerunds and to-infinitives. * Content: Circle the correct answers * Output: Ss know how to use present perfect tense * Process: GRAMMAR: RECALL (3mins) * T lets Ss recall the form of the present perfect and elicits from Ss the rules of using the present perfect. - T asks Ss to revise the use of gerunds and to-infinitives. * Ss do as required and give some examples of the present perfect, gerunds and to-infinitives. * Ss discuss in pairs to check their answers. * T draws Ss’ attention to the present perfect, gerunds and to-infinitives. CIRCLE THE CORRECT ANSWERS. (page 54) (3mins) * T has Ss read the sentences individually, and asks them to choose the correct answers. * Ss work individually as required. * 2 Ss write their answers on the board. *T gives feedback and corrections (if necessary). T goes through each sentence and asks Ss to explain why they have selected that form. Key: 1. have just found 2. invented, have created 3. has lost Activity 2. COMPLETE THE SENTENCES USING THE GERUND OR THE TO- INFINITIVE OF THE VERBS IN BRACKETS. SOMETIMES BOTH FORMS ARE POSSIBLE. (5 mins) * Objectives: To give students practice in using the present perfect, gerunds and to-infinitives. * Content: Complete the sentences using the gerund or the to-infinitive * Output: Ss can use the gerund or the to-infinitive correctly * Process: * T has Ss read the sentences individually, asks them to complete the sentences using the gerund, the to-infinitive, or both forms of the verbs in brackets. * Ss work individually as required. * 2 students write their answers on the board. * T gives feedback and corrections (if necessary). T goes through each sentence and asks Ss to explain why they have selected that particular form. Key: 1. using 2. to study 3. Playing/ To play 4. to study
5. EXTRA ACTIVITY: GAME: RUNNING DICTATION (4 mins) * Objectives: To give students a chance to apply what they have learnt. * Content: GAME: RUNNING DICTATION * Output: students can apply what they have learnt in the lesson * Process: * T prepares 3 sentences unrelated to each other, one sentence per strip, using the vocabulary and grammar from the lesson. T sticks the sentence strips on the walls. - T divides Ss into groups of 5. Each group has 1 secretary (to sit and write) and runners (they can only dictate, they cannot write for the secretary). - The runners will find the sentence strips on the walls and memorize as much as they can. Then, they will run back to their teams, whisper to their partners, and dictate what they remember to the secretary. They will repeat running and dictating until they have correctly dictated sentences. * Ss work in groups and do as required. * T invites the winner to read aloud their sentences. * T gives feedback. 2.CONSOLIDATION (1 min) To help students memorise what they have learned: - Pronounce correctly stress in three-syllable nouns - Vocabulary related to the topic - Understand the present perfect, gerunds and to-infinitives 3. HOMEWORK (1 min) - Prepare for the next lesson: Unit 5 – Reading - Do exercises in the workbook 4. Teaching experience: