Giáo án tiếng Anh 10 Review 3
Giáo án Tiếng Anh lớp 10 Global Success Review 3 được VnDoc sưu tầm và giới thiệu giúp các thầy cô giáo tiết kiệm thời gian chuẩn bị giáo án và bài giảng, nâng cao hiệu quả công việc. Bài học nhằm giúp học sinh ôn tập và hệ thống kiến thức từ Units 7–9, bao gồm từ vựng, ngữ pháp và kỹ năng ngôn ngữ cần thiết.
Giáo án được xây dựng khoa học, hỗ trợ học sinh luyện tập toàn diện và nâng cao sự tự tin khi sử dụng tiếng Anh trong học tập và giao tiếp.
REVIEW 3 (Unit 6+7+8)
Lesson 1: Language
I. OBJECTIVES
By the end of this lesson, students will be able to:
- Knowledge
- Review words related to gender equality, Vietnam and international organisations, and new ways to learn;
- Review stress in three-syllable adjectives and verbs, stress in words with more than three syllables, and sentence stress;
- Review the passive voice;
- Review comparative and superlative adjectives;
- Review relative clauses.
- Core competence
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities
- Personal qualities
- Develop self-study skills;
- Raise students’ awareness of gender equality, Vietnam and international organisations, and new ways to learn.
II. MATERIALS
- Grade 10 textbook, Review 3 – Language;
- Computer connected to the internet;
- Projector/ TV/ pictures and cards;
Assumptions
Anticipated difficulties |
Solutions |
1. Students may find the lesson boring due to a large number of language exercises. |
- Encourage students to work in pairs, in groups so that they can help each other. - Design as many exercises as games as possible. - Provide feedback and help if necessary. |
2. Some students will excessively talk in the class. |
- Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). |
Board Plan
Date of teaching REVIEW 3 Lesson 1: Language * Warm-up Game: Board race Pronunciation Underline the stressed words, then mark the stressed syllables. Vocabulary Task 1: Match the words that go together. Task 2: Complete the sentences. Grammar Task 1: Choose the best relative pronoun. Task 2: Rewrite the sentences. * 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 lead in the lesson. |
GAME: BOARD RACE * T splits the class into teams and gives each team a color marker. T creates 3 columns on the board and writes 3 topics at the top of each column. T asks Ss to write as many words as possible related to the 3 topics. ** Ss work in groups, write as many words as possible related to the topics in the form of a relay race. *** T and Ss discuss the answers. **** T checks the answers as a class. (Each team wins one point for each correct word. Any words that are unreadable or misspelled are not counted.) |
T-S
S
T-S T-S |
5 mins |
PRONUNCIATION |
To give Ss an opportunity to review word and sentence stress. |
READ THE FOLLOWING SENTENCES. UNDERLINE THE STRESSED WORDS IN EACH SENTENCE, THEN MARK THE STRESSED SYLLABLES IN THESE WORDS. LISTEN AND CHECK. (p. 96) * T asks Ss to read the sentences, underline the stressed words, and then mark the stressed syllables. ** Ss work in pairs and do as instructed. *** T plays the recording, pausing after each sentence for Ss to check their answers. **** T checks answers as a class by asking individual Ss to write the sentences, underline the stressed words and mark the stressed syllables. Key: 1. Our responsi'bility is to help the 'children in re'mote ‘areas. 2. Viet Nam is an 'active 'member of ‘many inter'national organi'sations. 3. Our 'company has gained eco'nomic 'benefits from 'selling 'local 'products. 4. There are many new ‘learning ac’tivities at schools now. |
T-S
S T-S
T-S |
8 mins |
VOCABULARY |
To help Ss review the collocations they have learnt in the previous units. |
TASK 1: MATCH THE WORDS THAT GO TOGETHER. (p. 96) * T asks Ss to work individually to match the words. T elicits the unit each phrase comes from or the topic it is related to. E.g. 1. equal opportunities (Unit 6: Gender equality). ** Ss do this exercise individually by matching the words that go together. *** Ss compares their answers with their deskmates. **** T checks answers as a class. T calls on one student to read an adjective aloud and another student to read the noun that goes with it. Key: 1. c 2. d 3. a 4. b |
T-S
S Pair work T-S |
5 mins |
To help Ss practise using the words in meaningful contexts.
|
TASK 2: COMPLETE THE SENTENCES WITH THE CORRECT FORM OF THE WORDS IN BRACKETS. (p. 96) * T asks Ss to work individually to complete the sentences with the correct forms of the words. T tells them to read the sentences, focus on the words around the gaps and decide on the part of speech that they need to use to complete them. T explains that they have to use the context clues to decide on the word form. ** Ss work individually to complete the task. *** T allows Ss to share answers before discussing it as a class. **** T checks answers as a class. T has Ss call out the word they have used for each sentence first, and asks some Ss to read the complete sentences. T confirms the correct answers. Key: 1. equally 2. organisations 3. traditionally 4. Education |
T-S
S Pair work T-S
|
7 mins
|
|
GRAMMAR |
To help Ss revise the relative pronouns who, that, which and whose. |
TASK 1: CHOOSE THE BEST RELATIVE PRONOUN TO COMPLETE EACH SENTENCE. (p. 97) * T asks Ss to work independently to choose the correct relative pronouns to complete the sentences. ** Ss read the sentences first and decide the best relative pronouns to complete the sentences. *** Ss compare the answers with their deskmates. **** T checks answers as a class. T can ask Ss to read aloud the full sentences and correct their pronunciation if needed. Key: 1. A 2. A 3. C 4. B |
T-S
S
T-S T-S
|
7 mins |
To help Ss revise comparative and superlative adjectives, and the passive voice with modal verbs.
|
TASK 2: REWRITE THE SENTENCES USING COMPARATIVE AND SUPERLATIVE ADJECTIVES OR THE PASSIVE VOICE WITHOUT CHANGING THEIR MEANINGS. (p. 97) * T has Ss work in pairs, rewriting the sentences using comparative and superlative adjectives or the passive voice without changing their meanings. T tells them to read each sentence carefully and decide which structure they should use. ** Ss do the task in pairs. *** T calls on individual Ss to read their completed sentences **** T checks as a class and confirms the correct answers. Key: 1. is larger than 2. can’t be accepted 3. is more active 4. the most interesting online course 5. should be provided for women |
T-S
S T-S
|
8 mins
|
|
WRAP-UP HOMEWORK |
- To consolidate what students have learnt in the lesson. - To prepare vocabulary for the next lesson. |
WRAP-UP T asks Ss to talk about what they have learnt in the lesson. HOMEWORK Prepare for Review 3 – Skills (Listening and speaking). |
T-S |
5 mins |
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