Giáo án tiếng Anh 10 Review 3

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).

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

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