Giáo án Tiếng Anh Lớp 10 (Global success) - Review 4 (Unit 9+10)

 REVIEW 4 (Unit 9+10)
 Lesson 1: Language
I. Objectives
By the end of this lesson, students will be able to:
1. Knowledge
 - Review using words related to protecting the environment and ecotourism;
 - Review how to pronounce the sentences with suitable rhythm and intonation;
 - Apply the knowledge of grammar points learnt in the previous units (reported speech and conditional sentences type 1 and 2) to do 
 the tasks.
2. Core competence
 - Develop communication skills and cultural awareness;
 - Be collaborative and supportive in pair work and teamwork;
 - Actively join in class activities.
3. Personal qualities
 - Develop self-study skills;
 - Raise students’ awareness of the need to protect the environment.
II. Materials 
- Grade 10 textbook, Review 4 – Language
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Assumptions 
 Anticipated difficulties Solutions
 - Encourage students to work in pairs, in groups so that they can 
 1. Students may find the lesson boring due help each other.
 to a large number of language exercises. - Design as many exercises as games as possible.
 - Provide feedback and help if necessary.
 Trang 1 WARM-UP To lead in the GAME: VIDEO WATCHING 5 mins
 lesson. * T plays the video of ecotourism. T-S
 ** Ss watch the video and write down the main ideas. S
 *** T and Ss discuss the contents of the video. T-S
 **** T confirms the answers and leads in the lesson. T-S
 Link: 
PRONUNCIATION To help Ss review MARK THE STRESSED SYLLABLES IN THE WORDS IN BOLD. LISTEN 5 mins
 sentence stress AND REPEAT, PAYING ATTENTION TO THE RHYTHM. (p. 120)
 and practise * T asks Ss to read the sentences and mark the stressed syllables in T-S
 speaking with a the words in bold.
 natural rhythm. ** Ss listen to the recording and check the answers. S
 *** T plays the recording again, pausing after each sentence for Ss to T-S
 repeat as naturally as possible.
 **** T checks students’ pronunciation and gives feedback. T-S
 Key:
 1. I 'like 'trekking in the 'mountains.
 2. The 'children are 'looking 'forward to the 'boat 'trip.
 3. Are you going to 'visit the mu'seum to'morrow?
 4. 'Don’t 'litter while you are on the 'ecotour.
 VOCABULARY To help Ss review TASK 1: COMPLETE THE FOLLOWING SENTENCES USING THE 5 mins
 phrases related to PHRASES FROM THE BOX. (p. 120)
 environment and * T tells Ss to read the sentences carefully and makes sure they T-S
 tourism. understand their meanings.
 ** Ss do this exercise individually. S
 *** T allows Ss to share their answers before discussing as a class and Pair work
 encourages them to pronounce the sentences correctly.
 **** T checks the answers as a class and gives feedback. T-S
 Key:
 1. c 
 2. e 
 Trang 3 3. Hoa asked Mr Smith what they could / can do to reduce the impact 
 of global warming on the environment.
 4. The club’s secretary said they were going to organise a lot of 
 activities during Earth Hour that year.
 5. The teacher explained that the animals would / will not survive 
 extreme cold weather in the North.
 To help Ss review TASK 2: MATCH THE TWO PARTS TO MAKE COMPLETE SENTENCES. 8 mins
 conditional (p. 121)
 sentences Types 1 * T elicits the structure and use of conditional sentences Types 1 and 2 T-S
 and 2. and asks Ss to do the task. 
 ** Ss do the task individually. S
 *** T asks Ss to compare their answers in pairs. S-S
 **** T can ask Ss to read aloud the full sentences and correct their T-S
 pronunciation if needed.
 Key:
 1. d 2. a 3. c 4. e 5. b
HOMEWORK - To consolidate WRAP-UP T-S 5 mins
 what students T asks Ss to talk about what they have learnt in the lesson.
 have learnt in the HOMEWORK
 lesson. - Do exercise in the workbook.
 - To prepare - Prepare for Review 4 – Skills: Listening and Speaking.
 vocabulary for the 
 next lesson.
 Trang 5 - Define expectation in explicit detail.
 2. Some students will excessively talk in - Have excessive talking students practise.
 the class. - Continue to define expectations in small chunks (before every 
 activity). 
Board Plan
 Date of teaching
 REVIEW 4
 Lesson 2: Skills 
 * Warm-up
 Video watching: Travel plans
 Listening
 Task 1: Choose the best title for the talk. 
 Task 2: Complete the notes.
 Speaking
 Discuss and plan your imaginary day trip.
 * 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
 Trang 7 about a day trip. HELP YOU. (p. 122)
 * T asks Ss to read through the suggestions and take notes of the T-S
 ideas.
 ** Ss work in pairs to exchange their ideas about their day trip plan. Pair work
 *** T calls on some students to report their answers for the class.
 **** T checks the answers and adds more information if necessary. T-S
HOMEWOR - To consolidate what WRAP-UP T-S 5 mins
 K students have learnt in Teacher asks students to talk about what they have learnt in the 
 the lesson. lesson.
 - To prepare HOMEWORK
 vocabulary for the next - Do exercise in the workbook.
 lesson. - Prepare for Review 1 – Skills: Reading and Writing.
 Trang 9 - Continue to define expectations in small chunks (before every 
 activity). 
Board Plan
 Date of teaching
 REVIEW 4
 Lesson 2: Skills 
 * Check-up
 Talk about your plan for a day trip
 Reading
 Task 1: Match the highlighted words in the text with their meanings. 
 Task 2: Choose the best answers. 
 Writing
 Write about things you should or shouldn’t do to reduce the negative impact of travelling on the 
 environment. 
 * 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
 CHECK-UP To check the TALK ABOUT YOUR PLAN FOR A DAY TRIP 5 mins
 knowledge in the * T elicits the requirement of talking about your plan for a day trip. T-S
 Trang 11 should or shouldn’t do THE READING TO HELP YOU. (p. 123)
 to reduce the negative * T asks Ss to read the text again and extract some ideas for their T-S
 impact of travelling on writing, e.g. walk, cycle or use public transport.
 the environment. ** Ss complete the task individually and write a paragraph (120 – 150 Pair work
 words), then swap their paragraphs for peer review with a partner.
 *** T gives Ss enough time to complete the paragraph. T sets a time 
 limit depending on the Ss’ ability level.
 **** T asks individual Ss to read their paragraphs or collects them to T-S
 check after class and provides written feedback.
 Sample answer:
 There are several things that we should do to reduce the negative 
 impact of travelling on the environment. Firstly, we should reduce our 
 carbon footprint during the trip. We should only fly when the trip is 
 long and choose environmentally-friendly means of transport such as 
 cycling or public transport. Secondly, wherever we go, we should 
 always protect our environment. By keeping it clean and safe, we can 
 reduce the negative impact of travelling on the environment.
HOMEWOR - To consolidate what WRAP-UP T-S 5 mins
 K students have learnt in Teacher asks students to talk about what they have learnt in the 
 the lesson. lesson.
 - To further practice HOMEWORK
 writing - Do exercise in the workbook.
 - Write the final draft for the paragraph about things they should or 
 shouldn’t do to reduce the negative impact of travelling on the 
 environment.
 Trang 13