Giáo án Tiếng Anh 10 (Global Success) - Period 64, Unit 7: Viet Nam and international organisations (Language)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 64, Unit 7: Viet Nam and international organisations (Language)

1. Week 22 Preparing date: ___ Teaching date: ___ Period: 64 UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS Language A. AIMS By the end of this lesson, Ss will be able to: 1. Knowledge - Words and phrases related to the unit topic - Stress in words with more than three syllables - Grammar: comparative and superlative adjectives 2. Competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Quality - Be willing to practise speaking in the natural rhythm - Develop self-study skills 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 (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 topic of the lesson Process: GAME: I DARE YOU! - T asks Ss to split into two teams. Each round, a representative from one team (e.g. Team 1) rolls a dice and gets a number (1-6). The opposing team (e.g. Team 2) will find a word with that number of syllables (in the dictionary, on the Internet ) and “dare” Team 1 to guess the correct stress position. For each correct answer, students get 1 point. - Ss discuss the given words and whether there is a rule for the position of word stress. - T comments and leads in the lesson. Page | 1
2. II. New lesson 1. Activities Activity 1: Pronunciation – Listen and repeat. Pay attention to the syllable with the primary stress (7 minutes) Objective: - To help Ss understand the concept and identify the stress in words with more than three syllables and to help Ss recognise and practise stress patterns in words with more than three syllables. Content: Listen and repeat, and practise saying the sentences Output: Students can recognise and practise stress patterns in words with more than three syllables. Process: -T asks Ss to read the Tips box in the textbook and explains more if necessary. Some long words have a secondary stress which is much weaker than the primary stress. Example: ˌecoˈnomic - In dictionaries, primary stress is marked with a raised vertical line and secondary stress is marked with a lowered vertical line at the beginning of the stressed syllable. - Ss watch a tutorial video and repeat after the speaker. - T plays the recording and asks Ss to listen and repeat. - Ss pay attention to the syllable with the primary stress. - Ss practice pronouncing the words in pairs. T plays the recording as many times as necessary. - T checks whether Ss can pronounce these words correctly by randomly calling on some Ss to read the words aloud. Activity 2: Listen and mark the primary stress in the words in bold. Then practise saying the sentences (5 minutes) Objectives: To help Ss recognise stress in words with more than three syllables and practise saying sentences containing such words. Content: Listen and mark Output: Students can further practise with stress in words with more than three syllables Process: - T plays the recording for Ss to listen and puts a mark (') before the syllable with the primary stress in each of the words in bold. - Ss work individually. T explains that Ss are only required to mark the primary stress. - Ss work in pairs to compare their answers. - T asks individual Ss to write the words on the board and mark the stress. In stronger classes, T challenges Ss to mark the secondary stress as well. - T checks the answer by playing the recording again pausing after each sentence. Ss repeat and practise speaking the sentences in pairs. Key: 1. Viet Nam is a member of different inter’national organi’sations. 2. Our responsi’bility is to help the most disad’vantaged children. 3. This organi’sation aims to promote environ’mental protection. 4. UNICEF aims to create edu’cational oppor’tunities for all children. Activity 3: Vocabulary – Match the words in bold with their meanings in the box. (6 minutes) Objective: To revise new vocabulary items related to the topic of international organisations Content: Match the words with their meaning Page | 2
3. Output: Students’ understanding of meaning of the words Process: - T asks Ss to work in pairs. - Ss study and discuss the context clues in the sentences, and work out the meanings of the words. - T calls on one student to read a word aloud and another student to read its meaning. - T checks the answer. Key: 1. C 2. D 3. A 4. E 5. B Activity 4: Complete the following sentences with the correct form of the words in task 1. (6 minutes) Objective: To give Ss practice in using the words in meaningful contexts. Content: Complete the sentences Output: Students’ understanding of the meaning and use of the words Process: - T has Ss work in pairs. - Ss read the sentences carefully and decide which of the words in bold in Task 1 can be used to complete each of the sentences. T reminds Ss to use the context clues to help them decide on the word. - T asks individual Ss to call out the words they have used in each sentence first. - T confirms the correct answers. T asks Ss to give reasons why they have chosen the word for each sentence e.g. In sentence 1, economic growth is a positive result, so the word to fill in here must be ‘promote’. Key: 1. promote 2. welcomes 3. commit 4. aims 5. enter Activity 5: Grammar-Choose the correct answers. (4 minutes) Objective: To give Ss an opportunity to revise comparative and superlative adjectives. Content: Choose the best answers Output: Students can use comparative and superlative adjectives correctly Process: - T tells Ss to look at the sentences in 4 in Getting Started and asks them how comparative and superlative adjectives are used in these sentences. - T asks Ss to look at the Remember! box and carefully study the rules for using comparative and superlative adjectives. - T asks Ss to look at sentence 3 and checks understanding, e.g. What are ‘less’ and ‘least’? (the irregular comparative and superlative forms of little), How are they used? (used with long adjectives: less / least interesting). - Ss work in pairs or individually to choose the correct form of the adjective in each sentence. - T asks Ss to explain their choices, e.g. In sentence 1, the context clues (WTO rules, smaller member countries) suggest the correct choice here must be a comparative form (easier). - T checks the answer with the class. Key: 1. easier 2. more attractive 3. less competitive 4. the most popular Activity 6: Grammar-Write another sentence using the words in brackets. Make sure it has the same meaning as the previous one. (8 minutes) Objective: To give Ss more practice in using comparative and superlative adjectives. Content: Write another sentence Page | 3
4. Output: Students can write the sentence in another way with the words given - T has Ss read the instruction carefully and checks to make sure they all understand what the activity involves. - Ss work in pairs to write the sentences. - T asks some Ss to write the sentences on the board. - T comments and confirms the correct answers. Key: 1. This city is the most popular place for foreign visitors. 2. In many supermarkets, imported goods are cheaper than locally produced goods. 3. The United Nations is the largest international organisation. 4. Our country is more active on the international stage today than it was in the past. 2. Consolidation (2 minutes) - T asks: What have you learnt today? - Ss: We have learnt about the stress in words with more than three syllables some lexical items about international organisations; comparative and superlative adjectives . 3. Homework (1 minutes) - Exercises in the workbook - Prepare for Reading lesson 4. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Page | 4