Giáo án Tiếng Anh Lớp 10 (Global success) - Unit 8: New ways to learn

 UNIT 8: NEW WAYS TO LEARN
 Lesson 1: Getting Started – New learning activities
I. OBJECTIVES
By the end of the lesson, students will be able to:
 1. Knowledge
 - Be aware of the new learning activities and their importance
 - Build up vocabulary with topic new learning activities and practice them
 - Get to know the language aspects: relative pronouns
 2. Core competence
 - Develop listening and reading skills
 - Be collaborative and supportive in pair work and teamwork
 - Actively join in class activities
 3. Personal qualities
 - Familiarize with new learning activities
 - Develop self-study skills
II. MATERIALS
- Grade 10 textbook, Unit 8, Getting Started
- Computer, Smartphone connect to the Internet
- Projector
Assumptions
 Anticipated difficulties Solutions
 Students are reluctant to work - Encourage students to work in pairs and in groups so that they can help each other.
 in groups. - Provide feedback and help if necessary.
 Students may lack vocabulary to - Explain expectations for each task in detail.
 deliver a speech - Continue to explain task expectations in small chunks (before every activity).
 - Provide vocabulary and useful language before assigning tasks
 - Encourage students to work in groups so that they can help each other.
 Trang 1 Stage Stage aim Procedure Interaction Time
 WARM-UP - To stir up the atmosphere GAME: Kahoot! 5 mins
 and activate students’ *T asks Ss to log into the game and answer the 6 questions in T-S
 knowledge on the topic the game. The student with the most correct answers wins 
 new learning activities the game.
 - To set the context for the **Link to the game: T-S
 listening and reading part T declares the winner of the game.
 - To enhance students’ ***T shows on the slide again 6 words and lets students guess 
 skills of cooperating with the theme of lesson today: NEW LEARNING ACTIVITIES
 teammates. ****T gives relevant comments on the students’ answers. T-S
 Answers:
 1. Group work T-S
 2. Pairwork
 3. Presentation
 4. Debate
 5. Projects
 6. Experiment
 Lead-in: “These days, we have experienced a number of new 
 learning activities and apply them in studying. Our lesson today 
 is about New learning activities. 
PRESENTATION To get students revise VOCABULARY: GAME “WHO IS FASTER?” 7 mins
 collocations related to the TASK 1: MATCH THE VERBS WITH THE NOUNS TO MAKE 
 topic PHRASES. (Activity 3, p. 87)
 *T divides the class into 2 groups. Each group receives a pack of T-S
 6 cards, on which verbs are written. 
 **T sticks 6 phrases on the board. One representative of each T-S
 group goes to the board as fast as possible to stick their verb 
 cards next to the phrases on the board to make correct 
 phrases. 
 Each correct phrase gets 1 point.
 The winner is the group with more correct phrases. 
 Trang 3 context **T pre-teaches reading skills: T shows 4 steps to do a ‘True or T-S
 False’ task in a random order on the slide and asks Ss to order 
 them into the correct order.
 Step 1: Identify KEY WORDS (nouns, verbs, adjectives) in the 
 statement
 Step 2: Find SIMILAR WORDS in the text
 Step 3: Compare these SIMILAR WORDS with the KEY 
 WORDS to see if they are similar or opposite in content. 
 Step 4: Decide if the statement is true or false. 
 *** Ss work in pairs and apply these 4 steps to do the task and S-S
 correct the false statements. 
 *** T calls each student to give their answer and show the text T-S
 on the slide and highlight key words/correct information. 
 ****T provides the explanations or asks for the explanations T-S
 for false statements. 
 Answers: 
 1. T
 2. F
 3. T
 To get students identify TASK 4: COMPLETE EACH OF THE FOLLOWING SENTENCES 
 relative clauses and WITH ONE WORD FROM THE CONVERSATION. (p.87) 6 mins
 relative pronouns *T asks Ss to read the conversation again, and find ONE suitable T-S
 word to complete sentences.
 1. Nick is watching the video _______ his geography teacher 
 uploaded on Eclass.
 2. This way of learning gives him a chance to discuss with his 
 classmates, _______ may have original ideas on the topic.
 3. They are doing a lot of projects _______ help them 
 understand the lessons better.
 4. That way of studying, _______ gives them more control 
 over their own learning, is quite useful.
 **Ss work independently S
 ***T calls one Ss to write their answer on the board. T-S
 Trang 5 WRAP–UP To consolidate what T asks Ss to talk about what they have learnt in the lesson. 3 mins
 students have learnt in the 
 lesson
HOMEWORK To review the lesson and - Write a short paragraph about your favorite learning activity 2 mins
 prepare for the next lesson and give explanations in your notebook.
 - Prepare for the project in Lesson 8
 Trang 7 Language analysis 
 Use
 - A relative clause gives more 
 information about a person or to give essential information about someone or 
 thing by defining the noun Defining relative clause something – information that we need in order to 
 before it. understand what or who is being referred to. 
 - It usually begins with a 
 relative pronoun: who, whom, 
 which, that or whose.
 to give extra information about the person or thing. 
 - There are 2 types of relative Non-defining relative 
 It is not necessary information. We don’t need it to 
 clauses: Defining relative clause
 clause and Non-defining understand who or what is being referred to.
 relative clause
Assumptions 
 Anticipated difficulties Solutions
 1. Students may be confused when using defining Give short and clear explanations with legible examples for 
 relative clause and non-defining relative clause each case.
 2. Students may have underdeveloped speaking - Give clear instructions, give examples before letting 
 and co-operating skills. students work in groups.
 - Provide feedback and help if necessary.
 Trang 9 Stage Stage aim Procedure Interaction Time
 WARM-UP - To activate Game: Name ten 5 mins
 students’ * T gives instructions. T-S
 prior ** T asks Ss to write down the names of 10 items related to online learning.
 knowledge *** Ss work in 4 groups, discuss and take notes of the name of 10 items as S-S
 and quickly as possible, then take turns to write the words/ phrases on the board.
 vocabulary **** T checks if the words are suitable and corrects if Ss spell or pronounce the T-S
 related to words/ phrases incorrectly. 
 the topic.
 - To enhance Suggested answers: laptop, smartphone, headphones, tablet, touch pen, 
 students’ earphones, microphone, webcam, Internet, wifi.
 skills of Lead-in: Due to the situation of Covid-19, all of us are familiar with new ways 
 cooperating of learning, one of which is Online learning. And that’s why “New ways of 
 with learning” is chosen as the general theme of Unit 8. In the lesson today, we are 
 teammates. going to learn more about this topic. First of all, let’s come to the first part: 
 Pronunciation.
PRONUNCIATION To help * T introduces the rules of sentence stress by letting Ss listen to a sentence. 5 mins
 students We should finish the project for our history class. T- S
 understand * T asks Ss to say the words that are stressed in the sentence and find out their 
 how to word forms. S
 stress words ** Ss listen, find the stressed words and their word form. S-S
 in the *** Ss exchange their answers with their partner.
 sentence 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. T-S
 Sentence stress is what gives English its rhythm or "beat". Sentence stress is 
 accent on certain words within a sentence.
 Trang 11