Giáo án tiếng Anh 10 Review 2

Anticipated difficulties

Solutions

Students may find the lesson boring due to a large number of language exercises.

- Encourage students to work in pairs and in groups so that they 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).

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

Stage

Stage aim

Procedure

Interaction

Time

WARM-UP

To revise the vocabulary related to the topic of Unit 4 and Unit 5.

MIMING GAME

* Teacher:

- lists out some key words of Unit 4 and Unit 5, e.g. generous, benefit, community, application, invention, laptop, smartphone, experiment, hardware, software, laboratory, equipment.

- has a volunteer come to the front then whispers one of the words into his/her ears.

** 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.

*** The class plays the game together.

**** T checks if the answers are correct or incorrect and leads in the lesson.

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5 mins

PRONUNCIATION

To check if students can identify the correct stress placement and provide further pronunciation practice.

TASK 1. ESCAPE THE MAZE (p.62)

Escape the maze by connecting all words with the stress on the first syllable. Follow the examples and then listen to check your answers. Practise saying the words.

* T explains the activity.

** Ss try to escape the maze by connecting all words with the stress on the first 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.

**** T gives feedback and discusses with the class. T plays the audio file for students to listen and repeat.

Key:

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6 mins

To further practise putting stress on three-syllable words

TASK 2: PAIR THE CARDS.

* T explains the activity.

- Put Ss in pairs and give each pair 10 cards.

- Write 20 familiar three-syllable words on the board:

+ 10 words with stress on the 1^st syllable

+ 10 words with stress on the 2^nd syllable.

- 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 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.

**** T gives feedback and discusses with the class.

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6 mins

VOCABULARY

To check if students can use words and phrases related to volunteering and inventions

TASK 1: FIND THE MISSING LETTER.

What are the missing letters? Complete the sentences using the pictures to help you. (p.62)

* T explains the activity. T demonstrates with the example by asking Ss to guess what the picture shows and elicits the answer from the Ss.

** 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.

**** T gives feedback and discusses with the class.

Key:

1. devices, communicate

2. donate, volunteer

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6 mins

To check if students recognize the differences between -ing and -ed, -ful and -less adjectives

TASK 2. COMPLETE THE SENTENCES USING THESE WORDS. THERE ARE SOME EXTRA ONES. (p.63)

* T quickly reviews the differences between -ing and -ed, -ful and -less adjectives. Then T explains the activity. T asks Ss to fill in the gaps with words from the box and reminds them that there are some extra words that they might not need.

** Ss do the task as required.

*** Ss exchange the answers.

**** T gives feedback and discusses with the class.

Key:

1. interesting / useful, careful

2. useless, interested

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6 mins

GRAMMAR

To check if students can use the past simple, past continuous, present perfect, gerunds, and to-infinitives.

TASK 1: READ THE TEXT AND CIRCLE THE CORRECT ANSWERS. (p.63)

* T explains the context of the text.

- T tells Ss that new ideas are usually the result of careful planning and analysis, but sometimes there are accidents which lead to useful inventions.

- T asks them to look at the pictures and guess what these inventions are.

** Ss read the passage and choose the correct answers as they read.

*** Ss exchange the answers with their partner.

**** T gives feedback and discusses with the class.

Key:

1. find

2. Discovering

3. was sitting

4. fell

5. was cleaning

6. discovered

7. have used

8. to make

9. making

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6 mins

- To memorise information about the origin of some famous inventions.

- To practise the use of past tenses.

TASK 2: RECALL THE INFORMATION

* T divides the class into groups of three. T has each student in the groups choose a different invention from the text and pretend he/she is the person who has invented or discovered the thing.

** Each student should try to explain how they did it using the information 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.

*** Ss work in groups and then report to the whole class.

**** T gives feedback.

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7 mins

WRAP-UP

To consolidate what students have learnt in the lesson.

T asks Ss to talk about what they have learnt in the lesson.

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2 mins

HOMEWORK

To prepare for the next lesson.

Prepare for the next lesson: Review 2, Lesson 2 – Skills (1).

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1 min