Giáo án Tiếng Anh Lớp 10 (Global review) - Review 2 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Lớp 10 (Global review) - Review 2 - Năm học 2022-2023

1. REVIEW 2 Lesson 1: Language I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Review the language they have learnt in Unit 4-5. 2. Core competence - Develop critical thinking skills; - Be collaborative and supportive in pair work and team work; - Actively join in class activities. 3. Personal qualities - Develop self-study skills. II. MATERIALS - Grade 10 textbook - Computer connected to the internet - Pictures, A0 paper - Projector/ TV - sachmem.vn Assumptions Anticipated difficulties Solutions Students may find the lesson boring due to a large - Encourage students to work in pairs and in groups so that they number of language exercises. can help each other. - Provide feedback and help if necessary. Some students will excessively talk in the class. - Explain expectations for each task in detail. Have excessive talking students practise. - Continue to explain task expectations in small chunks (before every activity).
2. Board Plan Date of teaching Review 2 Lesson 1: Language * Warm-up: Miming game Pronunciation Task 1: Escape the maze. Task 2: Pair the cards. Vocabulary Task 1: Find the missing letters. Task 2: Complete the sentences. Grammar Task 1: Read and circle the correct answers. Task 2: Recall the information. * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP To revise the MIMING GAME 5 mins vocabulary related * Teacher: T-S to the topic of Unit - lists out some key words of Unit 4 and Unit 5, e.g. generous, benefit, 4 and Unit 5. community, application, invention, laptop, smartphone, experiment, hardware, software, laboratory, equipment.
3. - has a volunteer come to the front then whispers one of the words into his/her ears. S Ss have to draw or mime the word. The rest of the class makes guesses. The first student who correctly calls out the word gets a point. S-S The class plays the game together. T-S T checks if the answers are correct or incorrect and leads in the lesson. PRONUNCIATION To check if students TASK 1. ESCAPE THE MAZE (p.62) 6 mins can identify the Escape the maze by connecting all words with the stress on the first syllable. correct stress Follow the examples and then listen to check your answers. Practise saying placement and the words. provide further * T explains the activity. T-S pronunciation Ss try to escape the maze by connecting all words with the stress on the first practice. syllable. T tells them to study the examples. T asks them to say these words aloud (increase, memory) with stress on the first syllable. Ss work in pairs. S-S T gives feedback and discusses with the class. T plays the audio file for T-S students to listen and repeat. Key: To further practise TASK 2: PAIR THE CARDS. T-S 6 mins putting stress on * T explains the activity. three-syllable - Put Ss in pairs and give each pair 10 cards. words - Write 20 familiar three-syllable words on the board: + 10 words with stress on the 1st syllable + 10 words with stress on the 2nd syllable.
4. - Ask Ss to copy words on their cards then shuffle the cards and spread them in front of them. Ss take turns to open any two cards. If the stress pattern of the words on the S-S cards match, they read the words and keep both cards. If the stress patterns don’t match or they can’t pronounce correctly, put them face down in the same position. The winner is the player with the most cards. Ss work in pairs. S-S T gives feedback and discusses with the class. T-S VOCABULARY To check if students TASK 1: FIND THE MISSING LETTER. 6 mins can use words and What are the missing letters? Complete the sentences using the pictures to phrases related to help you. (p.62) T-S volunteering and * T explains the activity. T demonstrates with the example by asking Ss to inventions guess what the picture shows and elicits the answer from the Ss. S-S Ss work out the missing letters of the item by using the pictures. T reminds them that these are the words they learnt in Unit 4 and 5. Ss work in pairs. S-S T gives feedback and discusses with the class. T-S Key: 1. devices, communicate 2. donate, volunteer To check if students TASK 2. COMPLETE THE SENTENCES USING THESE WORDS. THERE ARE SOME 6 mins recognize the EXTRA ONES. (p.63) differences * T quickly reviews the differences between -ing and -ed, -ful and -less T-S between -ing and - adjectives. Then T explains the activity. T asks Ss to fill in the gaps with words ed, -ful and -less from the box and reminds them that there are some extra words that they adjectives might not need. Ss do the task as required. S Ss exchange the answers. S-S T gives feedback and discusses with the class. T-S Key: 1. interesting / useful, careful 2. useless, interested
5. GRAMMAR To check if students TASK 1: READ THE TEXT AND CIRCLE THE CORRECT ANSWERS. (p.63) 6 mins can use the past * T explains the context of the text. T-S simple, past - T tells Ss that new ideas are usually the result of careful planning and analysis, continuous, present but sometimes there are accidents which lead to useful inventions. perfect, gerunds, - T asks them to look at the pictures and guess what these inventions are. and to-infinitives. Ss read the passage and choose the correct answers as they read. S Ss exchange the answers with their partner. S-S T gives feedback and discusses with the class. T-S Key: 1. find 2. Discovering 3. was sitting 4. fell 5. was cleaning 6. discovered 7. have used 8. to make 9. making - To memorise TASK 2: RECALL THE INFORMATION 7 mins information about * T divides the class into groups of three. T has each student in the groups T-S the origin of some choose a different invention from the text and pretend he/she is the person famous inventions. who has invented or discovered the thing. - To practise the Each student should try to explain how they did it using the information S-S use of past tenses. from the text. E.g. I’m Isaac Newton and I discovered the law of gravity. I was sitting under the apple tree when an apple fell on my head. I realized that something made apples fall straight to the ground. That’s how I discovered gravity. S-S Ss work in groups and then report to the whole class. T-S T gives feedback. WRAP-UP To consolidate what T asks Ss to talk about what they have learnt in the lesson. T-S 2 mins students have learnt in the lesson. HOMEWORK To prepare for the Prepare for the next lesson: Review 2, Lesson 2 – Skills (1). T-S 1 min next lesson.
6. REVIEW 2 Lesson 2: Skills (1) - Listening & Speaking I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Review the Listening and Speaking skills they have learnt in Unit 4-5. 2. Core competence - Develop critical thinking skill; - Be collaborative and supportive in pair work and team work; - Actively join in class activities. 3. Personal qualities - Develop self-study skills. II. MATERIALS - Grade 10 textbook - Computer connected to the internet - Pictures, A0 paper - Projector/ TV - sachmem.vn Assumptions Anticipated difficulties Solutions Students may find the lesson boring due to a large - Encourage students to work in pairs and in groups so that they number of language exercises. can help each other. - Provide feedback and help if necessary. Some students will excessively talk in the class. - Explain expectations for each task in detail. Have excessive talking students practise. - Continue to explain task expectations in small chunks (before every activity).
7. Board Plan Date of teaching Review 2 Lesson 2: Skills (1) * Warm-up. Game: Hangman Listening Task 1: Listen and choose the best title. Task 2: Listen and fill in the blanks. Task 3: Complete the sentences. Speaking What other features should a smart home have? How will they help us? Task 1: Brainstorming and mind mapping Task 2: Presentation * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP To give excitement to GAME: HANGMAN 5 mins students and lead in the * T writes 9 blank letters on the board. T-S lesson. _ _ _ _ _ _ _ _ _ Ss guess the letters in turn. S The class plays the game together. The first student to get the correct answer is the winner. S-S
8. T checks if the answers are correct or incorrect and leads in the lesson. T-S LISTENING To practise listening for TASK 1. LISTEN AND CHOOSE THE BEST TITLE FOR THE TALK. (p.64) 7 mins main ideas * T explains the activity. T asks Ss if they know what a smart home is. Ss read the titles, listen and choose the best one for the talk as they listen. T-S Ss work individually and then compare their answers with their friends. T gives feedback and discusses with the class. S-S Key: A To practise listening for TASK 2: LISTEN AGAIN AND FILL IN EACH BLANK WITH ONE WORD. (p.64) 7 mins specific information * T explains the activity. T-S - T asks Ss to listen again. This time they are filling in notes, using one word for each blank. - Before having Ss do the task, T reviews the techniques for this type of exercise, e.g. skimming through the note, predicting parts of speech and answers based on context clues. - T gives Ss some time to skim through the note and try to work out the answers before they listen. Ss do as instructions. S-S Ss work individually and then compare their answer with the friend’s. S-S T gives feedback and discusses with the class. T-S Key: 1. voice 2. Lights 3. alarm 4. devices To further practise TASK 3. WORK IN GROUPS. COMPLETE THE SENTENCES WITH AS MANY 7 mins listening for specific WORDS AS POSSIBLE. information * T puts Ss in groups and explains the task. T-S T gives each group a handout with 4 sentences. Each sentence has only 3 words given. T plays the audio (track 43). T can pause longer between sentences or play the audio several times if necessary. S-S Ss listen to the audio and complete each sentence with as many words as they can. T gives feedback and discusses with the class. S-S
9. 1. everything is controlled 2. turn on when . T-S 3. . your house temperature . 4. that’s how technology Key: 1. Imagine living in a house where everything is controlled from a distance. 2. The lights turn on when you enter the room, and then turn off as you leave. 3. You can even control your house temperature, lights and devices from a mobile phone when you are far from home. 4. And that’s how technology can make your life more enjoyable and comfortable than ever. SPEAKING To practise speaking WORK IN GROUPS. WHAT OTHER FEATURES SHOULD A SMART HOME HAVE? 7 mins about smart homes HOW WILL THEY HELP US? USE THE EXPRESSIONS YOU LEARNT IN UNIT 5 TO HELP YOU. (p.64) Task 1: Brainstorming and mind mapping * T explains the activity. T tells Ss that now they will be talking about smart T-S homes and suggesting new features. T gives each group a piece of A0 paper. Ss work in groups, try to brainstorm and make a mind map on the paper given. Ss can draw and colour the mind map. S-S T walks round the class and gives support if necessary. T gives feedback to each group before they present their work in front of S-S theclass. T-S Task 2: Presentation 9 mins * T asks Ss to look at the expressions in the box and reminds them to use them T-S in their discussion. Ss work in groups, use the mind map to prepare for a short presentation about smart homes and suggesting new features. S-S T walks round the class and gives support if necessary. T encourages them to use the expressions provided. S-S T asks some groups to share their ideas with the rest of the class. T gives feedback and discusses with the class. T praises for interesting ideas and good T-S delivery.
10. WRAP-UP To consolidate what T asks Ss to talk about what they have learnt in the lesson. T-S 2 mins students have learnt in the lesson. HOMEWORK To prepare for the next Prepare for the next lesson: Review 2 - Skills (2) - Reading and Writing. T-S 1 min lesson.
11. REVIEW 2 Lesson 3: Skills (2) - Reading and Writing I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Review the Reading and Writing skills they have learnt in Unit 4-5. 2. Core competence - Develop critical thinking skills; - Be collaborative and supportive in pair work and team work; - Actively join in class activities. 3. Personal qualities - Develop self-study skills. II. MATERIALS - Grade 10 textbook - Computer connected to the internet - Pictures, A0 paper - Projector/ TV - sachmem.vn Assumptions Anticipated difficulties Solutions Students may find the lesson boring due to a large - Encourage students to work in pairs and in groups so that they can number of language exercises. help each other. - Provide feedback and help if necessary. Some students will excessively talk in the class. - Explain expectations for each task in detail. Have excessive talking students practise.
12. - Continue to explain task expectations in small chunks (before every activity). Board Plan Date of teaching Review 2 Lesson 3: Skills (2) * Warm-up: Guessing game Reading Task 1: Match the highlighted words with their meanings. Task 2: Read and choose the best answers. Task 3: Play with cards. Writing Task 1: Brainstorm. Task 2: Complete the application letter. * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP To give excitement to GUESSING GAME 5 mins students and lead in the * T asks a student to come to the board. T shows him/her the key word T-S lesson. community service and asks him/her to explain this word to the whole class. This student can use any ways to describe the word, except for saying it S-S directly. The class plays the game together. The fastest student to guess the correct S-S key word is the winner of the game.
13. T checks if the answers are correct or incorrect and leads in the lesson. S-S READING To practice TASK 1. READ THE TEXT. MATCH THE HIGHLIGHTED WORDS WITH THEIR 5 mins understanding words MEANINGS (p.64-65) from context. * T explains the context of the text. T-S - T writes down the words ‘community service’ and ‘volunteering’ on the board. - T asks if Ss know the difference between them and tells them that they will find the answer in the reading text. Ss complete the matching exercise by focusing on the highlighted words in S the text. Ss check the answers as a class. S-S T gives feedback and discusses with the class and elicits the difference T-S between ‘community service’ and ‘volunteering’, e.g. Community service can be either voluntary or compulsory, so volunteering is just one type of community service. Key: 1. c 2. b 3. a To practice reading for TASK 2. READ THE TEXT AGAIN AND CHOOSE THE BEST ANSWERS. (p.65) 6 mins main ideas and specific * T asks Ss to read the text again and complete the exercises. T-S information Ss do the task as required. S T checks the answers as a class. S-S T gives feedback. T-S 1. B 2. C (Clue: For example, they may volunteer to meet new people, to develop social skills, or to ‘find themselves’ (learn what they truly want in life) 3. A (Clue: In general, people may volunteer not just to have others, but to help themselves) To further practice TASK 3. PLAY WITH CARDS. 6 mins reading for main ideas * T puts Ss into pairs. Ask each pair to prepare two quiz questions based on the T-S and specific reading text and write them on cards or pieces of paper, e.g. How many types information of community service are there? Why does the writer think volunteering isn’t always selfless? S-S
14. T collects the cards, shuffles them and spreads them (face down), on a table in front of the class. Invite pairs to take turns to come to the table and turn over a card. Ss read the question and answer it. Ss get one point for a correct answer. If the answer is wrong, they should put the card face down in the same position. T-S T checks the answers and gives feedback. WRITING To practice writing a job COMPLETE THIS APPLICATION LETTER FOR A VOLUNTEER JOB BY WRITING A 10 application letter SHORT PARAGRAPH. YOU MAY USE THE IDEAS BELOW TO HELP YOU. (p.65) mins Task 1: Brainstorm * T asks Ss to work in groups and brainstorm ideas to answer the question: T-S Which skills and qualities are needed to be a volunteer for an organization collecting books for children? T asks Ss to share their ideas and write them on the board. Ss can use the ideas in students’ book page 65. S Ss contribute to the discussion and note down the important points in their notebooks. T checks the answers and gives feedback. T-S Suggested ideas: - Fond of reading - Love helping others - Love meeting new people - Good interpersonal skills - Be enthusiastic and helpful - Develop social skills Task 2: Complete the application letter. 10 * T explains the task: Ss must finish an application letter for a volunteer job. T-S mins Specifically, they need to write the reasons why they are interested in the job. They should write 50 - 70 words. T draws their attention to the suggested ideas and tells Ss they can incorporate them in their letters. Ss complete the application letter. S T gives Ss enough time to write their letters. T walks round the class and T-S offers help. T collects some or all Ss’ writings to give written feedback. T-S Sample answer:
15. I am very interested in the job because I am very fond of reading and I can sort books very well. I also love helping others and meeting new people, especially children. In fact, reading books to children is my favourite hobby. I am also interested in this job because it will help me to develop my social skills, such as communication and teamwork skills. WRAP-UP To consolidate what T asks Ss to talk about what they have learnt in the lesson. T-S 2 mins students have learnt in the lesson. HOMEWORK To prepare for the next Prepare for the next lesson: Unit 6, Lesson 1 – Getting Started. T-S 1 min lesson.