Giáo án Tiếng Anh 10 (Global Success) - Unit 9: Protecting the environment (Language) - Năm học 2023-2024

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Unit 9: Protecting the environment (Language) - Năm học 2023-2024

1. Week: 32 Date of planning: April 3th ,2023 Date of teaching: April 11th ,2023 PERIOD 85 UNIT 9: PROTECTING THE ENVIRONMENT Lesson 2: Language A. AIMS - Revise sentence stress and become aware of rhythm in speaking - Understand and put words/ phrases related to the environment to good use - Revise and practice the reported speech with statements and questions: I. Knowledge 1.Vocabulary: -Gain an overview about the topic Protecting the Environment 2. Grammar - identify the reported speech with statements and questions II. Competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities III Qualities - heighten awareness of environmental problems and solutions - Promote environmental protection B. TEACHING AIDS 1. Students: Textbook , workbook and notebook 2. Teacher : - Grade 10 textbook, Unit 9 Language - Computer connected to the Internet - Projector/ TV/ pictures and cards -Sachmem.vn C. TEACHING PROCEDURES I. WARM UP & INTRODUCTION ( 5’) * Objectives: - To activate students’ knowledge on the topic of the unit. - To create a lively atmosphere in the classroom * 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 Teacher’s / Student’s activities Content -Teacher divides Ss into 8 groups, delivers the handouts, and asks Ss to Suggestetd Keys complete. 1.resources 2.destroyed - Ss fill in each blank ONE word with its given initial to complete Mr. 3.dumped 4. thrown 5. Chemical Earth story. 6.deforestation - Ss exchange their handouts to check the correct answers. 7.energy 8. material 9. -Teacher gives relevant comments on the students’ answers and shows the Awareness 10.recycle key on the screen. II. NEW LESSON ( 37’)
2. 1.PRONUNCIATION ( 12’) ACTIVITY 1: Listen and repeat. Pay attention to the stressed words in the sentences. *Objective: To help students understand the concept and identify sentence stress * Content: Students practise reading sentences paying attention on stress * Output: Students understdand the concept and identify sentence stress * Process: Teacher’s / Student’s activities Content -Teacher plays the recording and asks Ss to listen and repeat after each KEY: sentence, paying attention to the 1. 'Don’t 'pick the 'flowers when stressed words in the sentences. you 'go to the 'park. - Ss focus attention on the way the words are grouped in the sentences and the pauses after between 2. The 'students 'clean the groups. 'school 'playground 'every - Teacher puts Ss into pairs and has them practise reading the sentences to week'end. each other as naturally as they can. 3. 'What’s 'happening with the -Teacher corrects mistakes if necessary. 'polar 'bears? 4. Did you 'watch the 'documentary about 'air 'pollution? ACTIVITY 2: Listen and mark the primary stress in the words in bold. Then practise saying the sentences. * Objective: To help Ss practise speaking with a natural rhythm * Content: Listen , mark and then practise saying sentences * Output: Student will say sentences with a natural rhythm * Process : Teacher’s /Student’s activities Content - Teacher puts Ss into pairs and has them read out the Key: sentences to each other as naturally as possible. 1. 'Don’t 'feed the 'animals in the 'zoo while they Teacher reminds them to stress the correct syllables in are 'resting. the words in bold and pauses in appropriate places. 2. The 'teacher 'asked his 'students to 'focus on - Teacher lets Ss mark the stressed syllables in the their 'work. words in bold individually. 3. 'What were you 'doing when I 'rang you up an - Ss work in pairs to compare their answers. 'hour ago? -Check answers as a class. 4. Are you 'reading the 'book about en'dangered 'animals in the 'world? 2. VOCABULARY ( 10’) ACTIVITY 1: Match the words or phrases to their meanings * Objective: - To revise new vocabulary items related to topic * Content: Match the words in bold with their meanings in the box. * Output: work out the meaning of the words - Students know how to match the words in bold with their meanings in the box correctly . * Process : -Teacher asks Ss to work independently or in pairs and Match the words in bold with their meanings in asks them to read the words and phrases carefully and the box. match them to their meanings. - Ss look at the conversation, and find the context where
3. the words / phrases are used, if necessary. Key: 1.a 2.d 3.e 4. 5.c - Ss discuss in pairs, then teacher calls on one student to read aloud a word / phrase and another student to read its definition. - Check answers as a class - T checks the answer. ACTIVITY 2: Complete the sentences using the correct form of the words and phrases in 1 * Objective: To give Ss an opportunity to practise using the words / phrases they have learnt in meaningful contexts * Content: Complete the following sentences with the correct form of the words in activity 1. * Output: Students know how to complete the sentences correctly and give reasons why they have done so . * Process: -Teacher asks Ss to work in pairs using the correct form Complete the sentences: of the words and phrases in 1. Key: -Ss read the sentences carefully to decide which word / 1. Biodiversity phrase in 1 2. wildlife can be used to complete each of the sentences and 3. habitats explain that they can use the context clues to help 4. climate change them decide on the word / phrase. 5. ecosystem -Teacher ask Ss work in pairs. Ss call out the word / phrase they have used in each sentence first. -Teacher asks Ss to give the answers as well as the reasons why they have chosen the word / phrase for each sentence. Teacher checks answers as a class and confirm the correct answers 3. GRAMMAR ( 15’) ACTIVITY 1: - Underline the correct word or phrase to complete each sentence. * Objective : - To have Ss revise reported speech with statements and questions. * Content: Help students to recognise comparative and superlative adjectives * Output: Help students to recognise comparative and superlative adjectives * Process: Teacher’s / Student’s activities Content
4. -Teacher tells Ss to look at Remember! on page 40 and asks them to make a list of changes when reporting a statement or a question. In Key: 1. was 2. suggested 3. the weaker classes, provide some prompts, e.g. tense, pronouns, time and following week 4. asked 5. had place, if necessary. - T lets Ss work individually to choose the correct word or phrase in handed each sentence, - T tells them to exchange their answers in pairs. - Teacher checks answers as a class and asks Ss to explain their choices. - T checks the answer with the class. T lets Ss recall the use of reported speech with statements and questions and elicits from Ss the rules of using reported speech with statements and questions. Reported speech is when we tell someone what we or someone else said before. - Indirect reports of statements consist of a reporting clause and a that- clause. We often omit that, especially in informal situations - Indirect reports of yes-no questions consists of a reporting clause and a reported clause introduced by if or whether. If is more common than whether. The reported clause is in statement form (subject + verb), not question form: She asked if I was Scottish. (original yes-no question: ‘Are you Scottish?’) - Indirect reports of wh-questions consist of a reporting clause, and a reported clause beginning with a wh-word (who, what, when, where, why, how). We don’t use a question mark: He asked me what I wanted. (Not: He asked me what I wanted?) - In indirect speech, we often use a tense which is 'further back' in the past. This is called 'backshift'. We also may need to change other words that were used, for example pronouns and adverbs of time and place. • Changes of tenses Direct speech Reported speech Present simple Past simple Present continuous Past continuous Present perfect Past perfect Past simple Past perfect Present perfect continuous Past perfect continuous Past continuous Past perfect continuous • Changes of pronouns Direct speech Reported speech
5. Pronouns I he/ she You I/ We/ They We We/ They Objects Me him/ her You me/ us/ them Us us/ them Possessive My his/ her Adjs Your my/ our/ their Our our/ their Possessive Mine his/ hers pronouns Yours mine/ ours/ theirs Ours ours/ theirs Demonstrative This that Pronouns These those • Changes of time and place: Direct speech Reported speech Here there Now then/ at that moment today/ tonight that day/ that night Tomorrow the day after; the next/ following day the day after tomorrow two days after; in two days’ time Yesterday the previous day/ the day before the day before yesterday two days before last week the week before next week the week after; the next/ following week ago before ACTIVITY 2: Change these sentences into reported speech. * Objective : - To give Ss an opportunity to practise the use of reported speech.
6. * Content: Students ínstruct how to change dirrected sentences into reported sentences * Output: Students understand grammar and know how to write sentences correctly * Process: -Teacher asks Ss to work independently and Key: rewrite the sentences using reported speech. T 1. Mrs Le explained that the burning of coal led / leads also reminds Ss of the changes needed: personal to air pollution pronouns, tenses of verbs, and adverbs of time. 2. Nam said he had to present his paper on - Teacher lets Ss work individually. - T has Ss work in pairs to compare answers. endangered animals the following week. - Check answers as a class. Confirm the correct 3. Linda asked the speaker if human activities had / answers. have an impact on the environment. 4. Nam asked Mai what environmental projects her school did. 5. Tom said to / told Nam that he would read more articles before writing the essay. III. CONSOLIDATION (2’) To help Ss consolidate what they have learnt in the lesson. -T asks Ss to talk about what they have learnt in the lesson -Some students stand up and talk aloud IV. HOMEWORK (1’) - prepare for the next lesson: Unit 9 : Reading - Exercises in the workbook - T asks the sudents to look up the meaning of new words 1. consequence (n) 2. respiratory (a) 3. upset (v) V . TEACHING EXPERIENCE Student actively join in class activities , heighten awareness of environmental problems and solutions    PHÊ DUYỆT ( TTCM, BGH) April 4th ,2023