Giáo án Tiếng Anh 10 (Global Success) - Period 66, Unit 7: Viet Nam and international organisations (Speaking)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 66, Unit 7: Viet Nam and international organisations (Speaking)

1. Week 22 Preparing date: ___ Teaching date: ___ Period: 66 UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS Speaking A. AIMS By the end of this lesson, Ss will be able to: 1. Knowledge - Lexical items related to the topic programmes for communities - Practice speaking by expressing opinions about the benefits of a programme or project 2. Competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Quality - Learn more about the topic - Develop the 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 (7 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: QUIZ: INTRO TO CHILD RIGHTS - T lets Ss do a small quiz about child rights. Link: - Ss do the quiz individually for up to 4 minutes. If there is no Internet connection, T prints out the quiz questions beforehand. - Ss discuss their results and whether they found something new about child rights, as well as what can be done to help children. - T introduces the topic of the lesson. II. New lesson 1. Activities Page | 1
2. Activity 1: Complete the conversation about a UNICEF program with the sentences in the box. Then practise it in pairs (7 minutes) Objective: To help Ss recall information from the reading text and introduce expressions for the speaking tasks. Content: Complete the conversation Output: Students can complete the conversation and practise it in pairs Process: - T asks Ss what they have learnt so far about international organisations, and their programmes or projects in Viet Nam. T encourages Ss to name the programmes that they have learnt about in the Reading lesson. - T goes through the questions and answers to check understanding. - Ss work individually to match them. - T asks one student to read the question and another the correct answer. - T confirms the answer and has Ss practise the conversation in pairs. Key: 1. b 2. c 3. a Activity 2: Work in pairs. Student A look at the table below. Student B look at the table on page 85. Ask each other questions in 1 to complete your table. (12 minutes) Objectives: To introduce more ideas for the main speaking task through an information gap activity Content: Complete the table Output: Students can practise asking and answering to complete the table Process: - T asks Ss to look at the instructions and makes sure they understand this is an information gap activity. T demonstrates using the example exchange about the first piece of information. - T puts Ss in pairs and each student gets a role (A or B) to complete their table by asking each other questions. T gives Ss some time to prepare the questions for their partners. T reminds Ss B to look at their tables on page 85. - Ss work in pairs to do their conversations and complete the missing information in their table without looking at their partner’s table. - T invites several pairs to role-play their conversations in front of the class, then have them read the information in their tables. - T confirms the answer. Suggested answers: Conversation 1: Student A: What is the name of the UNDP project? Student B: It’s called Poverty Reduction. Student A: What does it focus on? Student B: It focuses on reducing poverty and developing economy in disadvantaged areas. Student A: What are the activities of this project? Student B: It provides technical support and help develop solutions to local issues. Conversation 2: Student B: What is the name of the UNICEF Programme? Page | 2
3. Student A: It’s called Vaccines for Children. Student B: What does it focus on? Student A: It focuses on protecting children with life-saving vaccines. Student B: What are the activities of this programme? Student A: Its activities include educating people about the benefits of vaccines and vaccinating as many children as possible. Activity 3: Work in groups. Discuss and decide which program or project in task 1 and 2 will bring more benefits to people in your local area. Then share your ideas with the whole class . (17 minutes) Objective: To give Ss an opportunity to personalise the topic and express their own opinions about the benefits of a programme or project. Content: Discuss and share ideas Output: Students can discuss which program or project will bring more benefits and then report to the class Process: - T asks Ss to read the instructions and the example discussion to make sure they understand what to do. - T introduces some useful expressions for Ss to use in their speaking. - T asks Ss to think about the programme or project in task 2, and discuss in groups to decide which one will benefit their local area more. - T puts some students who have chosen the UNICEF programme into one team and some students choosing the UNDP project into another team. The two teams debate which one is better for their local area, and the rest of the class vote for the most convincing team. - Ss have five minutes to prepare their arguments and assign roles to team members, e.g. who to open and close the debate, when to speak and what arguments to present. - If time allows, T calls two other groups to debate in front of the class. - T asks the class for feedback, then gives comments. 2. Consolidation (2 minutes) - T asks: What have you learnt today? - Ss: We have learnt about: + Lexical items related to the topic programmes for communities + Practice speaking by expressing opinions about the benefits of a programme or project 3. Homework (1 minutes) - Exercises in the workbook - Prepare for Listening lesson 4. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ Page | 3
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