Giáo án Tiếng Anh 10 (Global Success) - Period 81, Unit 8: New ways to learn (Looking back & Project)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 81, Unit 8: New ways to learn (Looking back & Project)

1. Week 26 Preparing date: ___ Teaching date: ___ Period: 81 UNIT 8 –NEW WAYS TO LEARN Looking back & Project A. AIMS By the end of this lesson, Ss will be able to: 1. Knowledge - review of sentence stress correctly; - revise words and phrases related to new ways to learn; - revise how to use relative pronouns correctly; - do a project on how students use electronic devices to learn. 2. Competence - Develop communication skills and creativity; - Develop presentation skills; - Develop critical thinking skills; - Be collaborative and supportive in pair work and team work; - Actively join in class activities. 3. Quality - Be more creative when doing the project; - 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 (5 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 lesson Process: Brainstorming * Teacher - divides the class into 2 teams and gives instructions - asks each team take turns and write as many electronic devices they can be used in online learning in two minutes. Page | 1
2. Ss do as instructed. T checks if the answers are correct or incorrect. The group having more correct answers is the winner. Suggested answers: desktop computer, laptop, tablet, smartphone, headphones, microphones, touch pen, electronic dictionary, etc. II. New lesson 1. Activities Looking back Activity 1: Pronunciation (6 minutes) Objective: To help students revise sentence stress Content: Listening and underlining Output: Ss can do the given task Process: LISTEN AND UNDERLINE THE STRESSED WORDS IN THE SENTENCES. THEN PRACTICE READING THEM. (p.94) * Teacher: - asks Ss to listen to the recording and underline the words that have sentence stress - aks individual Ss to write the words which are stressed in the sentence - plays the recording again, pausing after each sentence for Ss to repeat. - puts Ss in pairs and has them practise reading the sentences together. Ss do as instructed. Teacher goes round to offer help and collect common mistakes if Ss have to correct as a class. Answers: 1. Many students bring smartphones to school nowadays. 2. You can download the app to study English. 3. Thanks to technology, students can learn anywhere. 4. My sister is looking for information for her presentation tomorrow Activity 2: Vocabulary (5 minutes) Objectives: To help students revise words and phrases related to new ways to learn, which they have learnt in the unit. Content: Revision of vocabulary Output: Ss can do the given task Process: COMPLETE THE SENTENCES USING THE WORDS IN THE BOX (p.94) * Teacher asks Ss to complete the sentences by using the words and phrases in the box individually. Ss do as instructed. Ss compare their answers with a partner. Teacher checks the answers by asking individual Ss to write the missing words/ phrases on the board. Answers: 1. online 2. Traditional 3. Connection 4. Blended 5. teamwork Activity 3: Grammar (6 minutes) Objectives: To help Ss revise relative pronouns Page | 2
3. Content: Completing the sentences. Output: Students can do the given task Process: COMPLETE THE SENTENCES WITH WHO, WHICH, THAT OR WHOSE. (p.94) * T gives instructions and has Ss complete the task individually. - Before Ss do the task, T helps them revise quickly about defining and non-defining relative clauses, especially the use of ‘that’ in each type. - 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. - There are 2 types of relative clauses: Defining relative clause and Non-defining relative clause + Defining relative clause: 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: 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. Ss do the task as required. Ss exchange their textbooks and give feedback to each other. T gives feedback and discusses with the class. Answers: 1. who/that 2. which/that 3. which 4. whose 5. which/that 6. who Project Activity 4: Presentation (20 minutes) Objectives: To provide an opportunity for students to develop their research and collaboration skills and to practise giving an oral presentation. Content: Presenting Output: Ss’ presentation Process: * Teacher: - gives Ss a checklist for peer and self-assessment and explains that they will have to tick the appropriate items while listening to their classmates’ presentations and write comments if they have any. (The presenters should complete their self-assessment checklist after completing their presentation). - goes through the criteria for assessing their talk to make sure Ss are familiar with them. - invites two or three groups to give their presentations and encourages the rest of the class to ask questions at the end. Ss do as instructed. Ss make questions after each presentation. Teacher: - gives praises and feedback after each presentation and gives marks for their presentation as part of their continuous assessment. Page | 3
4. - asks Ss to complete the self-assessment table, identifies any difficulties and weak areas and suggests further practice for individual Ss. 2. Consolidation (2 minutes) T asks: What have you learnt today? - revise sentence stress correctly; - revise words and phrases related to new ways to learn; - revise how to use relative pronouns correctly; 3. Homework (1 minutes) - Exercises in the workbook - Prepare for Review 3 4. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Page | 4