Giáo án Tiếng Anh 10 (Global Success) - Period 72, Unit 8: New ways to learn (Language)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 72, Unit 8: New ways to learn (Language)

1. Week 23 Preparing date: ___ Teaching date: ___ Period: 72 UNIT 8 – NEW WAYS TO LEARN Lesson 2: Language A. AIMS: By the end of this lesson, Ss will be able to: I. Knowledge: 1. Vocabulary: - Put the stress in the correct words in the sentence; - Understand and use some lexical items about the topic New ways to learn. 2. Grammar: - Review the use of relative pronouns and relative clauses. II. Competence: - Be collaborative and supportive in pair work and team work - Access and consolidate information from a variety of sources - Actively join in class activities. III. Quality: - Be ready to use different ways to study. - Develop self-study skills B. TEACHING AIDS: 1- Students: Text books 2- Teacher: - Grade 10 textbook, laptop, projector / TV/ pictures and cards - Computer connected to the Internet. C. TEACHING PROCEDURES I. Warm up: Game - Guess the words (7 minutes) Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new unit Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. Output: Arouse the classroom atmosphere to lead in the lesson Process: Teacher’s instructions * T gives instructions: - T asks Ss to write down the names of 10 items related to online learning. - Ss work in 4 groups, have 2 minutes to discuss and take notes of the name of 10 items as quickly as possible. - Ss have 2 minutes to write them down on the board one by one. * T counts the points, decides the winner, asks some more questions and leads in the lesson. Suggested answers: laptop, smartphone, headphones, tablet, touch pen, earphones, microphone, webcam, Internet, wifi. Lead-in: Due to the situation of Covid-19, all of us are familiar with new ways of learning, one of which is Online learning. And that’s why “New ways of learning” is chosen as the general theme of Page | 1
2. Unit 8. In the lesson today, we are going to learn more about this topic. First of all, let’s come to the first part: Pronunciation. II. New lesson 1. Activities Pronunciation (8 minutes) Activity 1: Objectives: - To help students understand how to stress words in the sentence Content: Pronunciation Output: Recognise and practise the rules of sentence stress. Process: * T introduces the rules of sentence stress by letting Ss listen to a sentence. We should finish the project for our history class. * T asks Ss to say the words that are stressed in the sentence and find out their word forms. Ss listen, find the stressed words and their word form. Ss exchange their answers with their partner. Suggested answers: Stressed words in the sentence include: FINISH: verbs PROJECT, HISTORY, CLASS: nouns T corrects the answers, gives feedback and draws Ss’ attention to the rules of sentence stress. Sentence stress is what gives English its rhythm or "beat". Sentence stress is accent on certain words within a sentence. Most sentences have two basic types of word: Content words: Content words are the key words of a sentence. They are the important words that carry the meaning or sense—the real content. ￿ often stressed in a sentence. Structure words: Structure words are not very important words. They are small, simple words that make the sentence correct grammatically. They give the sentence its correct form—its structure. ￿ often unstressed in a sentence. Activity 2: Listening and repeating. Objective: To help students identify and practice the stressed words in the sentences. Content: Practise identifying the stressed words in the sentences. Output: Students can identify the stressed words in the sentences. Process: Listen and repeat. Pay attention to the stressed words in the sentences. (p.87) * Teacher - plays the recording and asks Ss to listen and repeat. - asks Ss to work in pairs to quickly note down the word form of stressed words in the sentences. - has Ss work in pairs to compare their answers; checks answers by asking individual Ss to read out the word forms of stress words in the sentences Ss do as instructed. Page | 2
3. Ss practise reading the sentences in pairs T goes round to offer help and collect common mistakes to correct as a class. Suggested answers: 1. We should ‘finish the ‘project for our ‘history ‘class. (v) (n) (n) (n) 2. ‘Peter is re’vising for his e’xam ‘next ‘week. (n) (v) (n) (adj) (n) 3. ‘Students will ‘spend more ‘time ‘working with ‘other ‘classmates. (n) (v) (n) (v) (adj) (n) 4. I ‘like to ‘watch ‘videos that ‘help me ‘learn ‘new ‘things. (v) (v) (n) (v) (v) (adj) (n) 5. I have in’stalled some ‘apps on my ‘phone. (v) (v) (n) Vocabulary (10 minutes) Activity 3: Matching Objective: To make sure that students understand the meaning of some lexical items about new ways to learn. Content: Vocabulary related to New ways to learn Output: Ss understand more the use some vocabulary related to and students understand the meaning of some lexical items about new ways to learn. Process : * T gives clear instructions Ss work in pairs to discuss and do the matching Ss share the answers with the whole class. T confirms the correct answer Answers: 1. face-to-face (adj) – c 4. online learning (n) –e 2. prepare (for) (v) – d 5. blended learning (n)- b 3. strategy (n) - a Activity 4: Gap filling Objective: To give students practice in using the words/phrases in meaningful contexts Content: Complete the sentences using the words in Activity 1 Output: Read the sentences carefully and decides which word in Activity 1 can be used to complete each of the sentences. Process: - Ss work in pairs; tells them to read the sentences carefully and decides which word in Activity 1 can be used to complete each of the sentences. T explains that they should use the context clues to decide on the word / phrase, e.g. “ encourage sb to V” - T checks answers as a class, then has Ss call out the word 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. what context clues they have used. - T asks some Ss to read the complete sentences. Ss work in pairs to discuss and find the answers Page | 3
4. Ss share the answers with the whole class T confirms the correct answers and asks Ss to give the reasons why they have chosen the word/phrase for each sentence. Answers: 1. (n) face-to-face 2. (n)online learning 3. (V)prepare for 4. (n)strategy 5. (n)blended learning Grammar (15 minutes) Activity 5: Matching the two parts to make complete sentences Objective: To give students an opportunity to revise the use of Relative clauses and relative pronouns Content: Grammar points Output: Answers key Process: - T tells Ss to read the sentences in 4 in Getting Started. T asks them which relative pronoun is used in each of them. - In weaker classes , Ss read through the Remember! box and checks understanding of the grammar points. RELATIVE CLAUSES - T lets Ss recall the knowledge of relative pronouns. - A relative clause gives more information about a person or thing by defining the noun before it. It usually begins with a relative pronoun: who, whom, which, that or whose. - T asks some questions to elicit more examples from Ss. - T asks Ss to match the sentences - has students to work in pairs to match - calls one some to write the sentences down on the board Ss do as instructed Ss share their examples in front of the class Teacher check Ss’ answers and asks them to explain their choices (using the clues above). Answers: 1.d Mr. Smith was talking to the students whose presentations were really impressive. Page | 4
5. 2. e The film which we saw yesterday was quite interesting. 3. b The speaker, who will share new learning activities in our workshop, is Laura. 4. c We often go to Da Nang, which is in the middle of Viet Nam. 5.a My cousin gave me an instruction book, that explains how to use voice recorders. Activity 6: Joining the following sentences. Use who, that, which, or whose. Objective: To help students use defining and non-defining relative clauses in context. Content: Grammar points Output: Answers key Process: * Teacher: - asks Ss to look at Remember! box again to master the differences between defining and non-defining relative clauses in the context. There are 2 types of relative clauses: Defining relative clause and Non-defining relative clause. + Defining relative clause is used to give essential information about someone or something – information that we need in order to understand what or who is being referred to. + Non-defining relative clause is used to give extra information about the person or thing. It is not necessary information. We don’t need it to understand who or what is being referred to. - asks Ss to work individually. Ss do as instructed. Ss share their answers with a partner. T check Ss’ answers and asks them to explain their choices (using the clues above). Answers: 1. My brother, who is good at computers, teaches me how to use a laptop. 2. Peter, whose sister is taking an online Maths course, is a friend of mine. 3. Lan has read the book which/that I lent her. 4. The boy who had designed this invention is only 10 years old. 5. That app, which can help improve your pronunciation, is easy to use. 2. Consolidation (3 minutes) - T helps students memorize the target language and skills that they have learnt 3. Homework (2 minutes) - Exercises in the workbook - Prepare for Reading lesson 4. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ ___ Page | 5
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