Giáo án môn Tiếng Anh Lớp 10 Global - Unite 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 in groups. 
- Encourage students to work in pairs and in groups so that they can help each other.
- Provide feedback and help if necessary.
Students may lack vocabulary to deliver a speech
- Explain expectations for each task in detail.
- 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.

Board Plan
Date of teaching
Unit 8: NEW WAYS TO LEARN
Lesson 1: Getting started – New learning activities
*Warm-up: Game “Kahoot!”
*Listen and Read
Task 1: Listen and read.
Task 2: Match the verbs with the nouns to make phrases in Task 1
- watch a video
- prepare materials
- do a project
- search information
- take notes
- discuss a topic
Task 3: Read the conversation again and decide whether the following statements are true (T) or false (F).
Task 4: Complete each of the following sentences with ONE word from the conversation.
*Survey
*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 stir up the atmosphere and activate students’ knowledge on the topic new learning activities
- To set the context for the listening and reading part
- To enhance students’ skills of cooperating with teammates.
GAME: Kahoot!
*T asks Ss to log into the game and answer the 6 questions in the game. The student with the most correct answers wins the game.
**Link to the game: https://create.kahoot.it/share/new-learning-activities/e8e880dc-82c5-49f2-b944-747e2451e166
T declares the winner of the game.
***T shows on the slide again 6 words and lets students guess the theme of lesson today: NEW LEARNING ACTIVITIES
****T gives relevant comments on the students’ answers.
Answers:
 1. Group work
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. 

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5 mins
PRESENTATION
To get students revise collocations related to the topic
VOCABULARY: GAME “WHO IS FASTER?”
TASK 1: MATCH THE VERBS WITH THE NOUNS TO MAKE PHRASES. (Activity 3, p. 87)
*T divides the class into 2 groups. Each group receives a pack of 6 cards, on which verbs are written. 
**T sticks 6 phrases on the board. One representative of each 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. 
WORD(S) ON THE BOARD
a video 
information
a topic 
notes 
materials 
a project 
VERBS ON CARDS
watch 
prepare
do
take
discuss
search

****T gives correction
***T asks Ss to copy these phrases into their notebooks 
Answers:
Watch a video
Prepare materials
Do a project
Search information
Take notes
Discuss a topic

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7 mins
PRACTICE

To get students get to know the topic

TASK 2: LISTEN AND READ. (Activity 1, p.86)
*T asks Ss to listen to a conversation between Nick and Long and guess what they are talking about. 
**T lets Ss listen.
***T calls 2 Ss to answer the question.
****T gives corrections. 
Expected answer: 
- They are talking about their learning activities.
- They are talking about their homework.

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6 mins

PRODUCTION
- To have students get specific information of the text
- To check students’ understanding of the conversation and help students use the words in context
To get students identify relative clauses and relative pronouns
TASK 3: TRUE OR FALSE (p.87)
*T asks Ss to read the conversation again and decide if the statement is T (True) or F (False).
*T shows 3 statements on the slide and introduces the task. 
1. Nick is preparing for his next geography class.
2. Nick’s note taking skills are quite good.
3. Nick’s class is working on many projects now. 
**T pre-teaches reading skills: T shows 4 steps to do a ‘True or 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 correct the false statements. 
*** T calls each student to give their answer and show the text on the slide and highlight key words/correct information. 
****T provides the explanations or asks for the explanations for false statements. 
Answers: 
1. T
2. F
3. T
TASK 4: COMPLETE EACH OF THE FOLLOWING SENTENCES WITH ONE WORD FROM THE CONVERSATION. (p.87)
*T asks Ss to read the conversation again, and find ONE suitable 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
***T calls one Ss to write their answer on the board. 
T corrects his/her work.
T asks Ss: 
 “What are these words : ‘that’, ‘who’, ‘which’ called?” 
****T shows the correct answer on the slide and informs Ss that they will learn more about relative pronouns and relative clauses in the next lessons. 
Answers:
1. that
2. who
3. that
4. which
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6 mins
6 mins
EXTRA ACTIVITY

SURVEY: Quizizz
*T asks Ss to log into the survey and answer 5 questions in the survey. Link to the survey: https://quizizz.com/admin/presentation/61cf36470bdae7001f0059e0 
**T asks Ss to go to the link and give their votes on Quizizz 
1. What activities have you experienced before? 
2. What are your favorite activities? 
3. What activities do you dislike? 
4. What activity do you think is the most difficult? 
5. What activities will you join more in the future? 
***Based on the votes, T calls some Ss and asks them the following questions: 
With the results of Question 3: Why don’t you like them? 
With the results of Question 4: Why is it difficult? Can the teacher do anything to make it easier? 
*** T emphasizes the activities with the highest/lowest votes one more time and gives comments. 

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10 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.

3 mins
HOMEWORK
To review the lesson and prepare for the next lesson
- Write a short paragraph about your favorite learning activity and give explanations in your notebook.
- Prepare for the project in Lesson 8

2 mins

UNIT 8: NEW WAYS TO LEARN
Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Use the lexical items related to the topic New ways to learn;
- Put the stress in the correct words in the sentence;
- Review the use of relative pronouns and relative clauses.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to use different ways to study;
- Develop self-study skills.
II. MATERIALS 
- Grade 10 textbook, Unit 8, Language
- Computer connected to the internet
- Projector/ TV/ pictures and cards	
- sachmem.vn
Language analysis 


Use
- A relative clause gives more information about a person or thing by defining the noun before it.
- It usually begins with a relative pronoun: who, whom, which, that or whose.
- There are 2 types of relative clauses: Defining relative clause and Non-defining relative clause
Defining relative clause
to give essential information about someone or something – information that we need in order to understand what or who is being referred to. 
Non-defining relative clause
 to give extra information about the person or thing. It is not necessary information. We don’t need it to understand who or what is being referred to.

Assumptions 
Anticipated difficulties
Solutions
1. Students may be confused when using defining relative clause and non-defining relative clause
Give short and clear explanations with legible examples for each case.
2. Students may have underdeveloped speaking and co-operating skills.
- Give clear instructions, give examples before letting students work in groups.
- Provide feedback and help if necessary.

Board Plan
Date of teaching
Unit 8: NEW WAYS TO LEARN
Lesson 2: Language
* Warm-up
Game: Name ten
I. Pronunciation
Task 1: Listen and repeat. 
Task 2: Read and underline the stressed words in the sentences.
II. Vocabulary: Different ways of learning
Task 1: Match the words and phrases with their meanings.
Task 2: Complete the sentences with the words and phrases in Task 1.
III. Grammar: Relative clauses
Task 1: Match the two parts to make complete sentences.
Task 2: Join the following sentences. Use who, that, which or whose
IV. Production
Game: Who is faster?
* 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 activate students’ prior knowledge and vocabulary related to the topic.
- To enhance students’ skills of cooperating with teammates.
Game: Name ten
* T gives instructions. 
** T asks Ss to write down the names of 10 items related to online learning.
*** Ss work in 4 groups, discuss and take notes of t ... r phone?” 
***Ss raise hand to give answer. 
*T leads in the context of the listening activity.

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EVERYDAY ENGLISH
- To prepare students with vocabulary
- To introduce some expressions to give instructions for later practice
TASK 1: COMPLETE THE CONVERSATION
Listen and complete the conversation with the words in the box. Then practise it in pairs. (p. 93)
*T introduces the context: You are going to listen to Tam and Mai talking about how to install I-speak app on a smartphone. 
**Ss fill in the conversation with ONE verb only. 
T asks 1 student to write his/her answers first on the board based on the context. 
***Teacher calls another S to give their answer on
**** T gives corrections 
Answers:
1.go
2.type
3. click
4. click
5.wait
***T asks the class to find words/phrases used to give instructions in the conversation (linking words and instruction verbs) 
****T gives correction on the slide
Answers: First, Second, Then, Now

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7 mins
To practice giving instructions 
TASK 2: MAKE A CONVERSATION 
Make a similar conversation about how to download a learning app on a smartphone. (p.93)
*T asks Ss to make a similar conversation based on the conversation in Task 1, pick 1 from 6 learning apps from the Warm-up section. 
 T shows an example on the slides: How to download ‘Zoom’
**Ss work in pairs
***T calls 2 pairs to make a conversation in front of the whole class
****T gives feedback and corrections 
Suggested answer:
A: Can you show me how to install the Zalo app on my smartphone? I want to text or make video calls with my friends.
B: Of course. First, go to the Apple store or Google play. Second, type ‘Zalo’ in the search box at
the top of the screen, then click the ‘Search’ button.
A: Let me try. OK, I can see the app Zalo. What do I do next?
B: Now, click ‘Get’ next to the ‘Zalo’ icon and wait until the download is complete.

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5 mins
CULTURE & CLIL

To get to know main features of modern schools 
TASK 1: READ A TEXT ABOUT MODERN SCHOOLS AND ANSWER THE QUESTIONS (p. 93)
*T askes Ss to read the text in pairs and answer the questions.
** Ss read the text in pairs.
***T calls one student to answer each question and give reasons for their answer.
****T shows evidence for each answer on the slide
Answers:
1. Teachers play the role of a guide for students.
2. Two common features of modern schools are class discussion and group learning.
3. They use them to access digital learning resources.
4. They participate in field trips and school camps.

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8 mins
To apply the knowledge they have learnt in this lesson
TASK 2: VOTE AND DISCUSS (p. 93)
Part 1. VOTE
*T asks Ss to give their votes for the question “DOES YOUR SCHOOL HAVE SIMILAR FEATURES AND LEARNING ACTIVITIES” on Menti.com
 T asks Ss to choose as many options as they want 
** Ss go to this link and vote in 1 minute. https://www.mentimeter.com/s/fe6c01ee75718dbc538aaa0665509af6/22db24998c7f/edit 
Questions: DOES YOUR SCHOOL HAVE THESE FOLLOWING FEATURES and LEARNING ACTIVITIES? 
9 options to choose from: 
Class discussions
Group learning
Express personal opinions 
Ask questions 
Work in small groups
Access digital learning resources 
Use audio-visual materials 
Participate in field trips 
Attend school camps 
*** Teacher reports the results to the whole class (the highest voting, the lowest voting,)
Part 2. DISCUSS
*T informs Ss that now they will have a discussion based on their votes. 
**T shows the following questions on the slides: 
For the highest-voting activities: 
Do you like this feature/learning activities? 
In which subjects are they used? 
For the lowest-voting activities: 
Do you want to have more learning activities like these? Why/Why not? 
***Ss share their answers and give explanations for their choices.
****T allows Ss to give comments for their friends and gives feedback.

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15 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.

3 mins
HOMEWORK
To review what students have learnt in the lesson
Write about your dream schools with selective learning activities. Explain them in specific subjects and examples. 

2 mins

UNIT 8: NEW WAYS TO LEARN
Lesson 8: Looking back & Project
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 8;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS 
- Grade 10 textbook, Unit 8, Looking back & Project
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- sachmem.vn
Assumptions
Anticipated difficulties
Solutions
Students may have underdeveloped speaking, writing and co-operating skills when doing the project.
- 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). 

Board Plan
Date of teaching
Unit 8: New ways to learn
Lesson 8: Looking back & Project
* Warm-up
Brainstorming
I. Looking back
Task 1: Listen and underline the stressed words in the sentences. Then practice reading them.
Task 2: Complete the sentences using the words in the box
Task 3: Complete the sentences with who, which, that or whose. You may use more than one relative pronoun in some sentences.
II. Project
Technology for learning
* 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 revise the vocabulary related to the topic and lead in the next part of the lesson
- To enhance students’ skills of cooperating with teammates
Brainstorming
* T divides the class into 2 teams and gives instructions.
** Members of each team take turns and write as many electronic devices that can be used in online learning in two minutes.
*** The class discuss the answers.
**** T checks if the answers are correct or incorrect. The group having more correct answers is the winner.
Suggested answers: desktop computer, laptop, tablet, smartphone, headphones, microphones, touch pen, electronic dictionary, etc.

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5 mins
LOOKING BACK
- To help students revise the words that are stressed in the sentences
- To help students revise vocabulary related to different ways of learning
- To help students revise the relative clauses and relative pronouns
TASK 1: LISTEN AND UNDERLINE THE STRESSED WORDS IN THE SENTENCES. THEN PRACTICE READING THEM. (p.94)
* T encourages Ss to complete the task individually.
- Before Ss do Task 1, T reminds Ss of the knowledge they have learnt about sentence stress.
+ Content words (nouns, verbs, adjectives, adverbs) 🡺 often stressed in a sentence.
+ Structure words (determiners, pronouns, prepositions, conjunctions, auxiliary verbs) often unstressed in a sentence.
** Ss do the task as required. 
*** Ss exchange their textbooks with their partners.
**** T gives feedback and discusses with the class.
**** T plays the audio file for Ss to listen and repeat.
Answers:
1. Many students bring smartphones to school nowadays.
2. You can download the app to study English.
3. Thanks to technology, students can learn anywhere.
4. My sister is looking for information for her presentation tomorrow.
TASK 2: COMPLETE THE SENTENCES USING THE WORDS IN THE BOX (p.94)
* T encourages Ss to complete the task individually.
** Ss do the task as required. 
*** Ss exchange their textbooks with their partners.
**** T gives feedback and discusses with the class.
Answers:
1. online
2. traditional
3. connection
4. blended
5. teamwork
TASK 3: COMPLETE THE SENTENCES WITH WHO, WHICH, THAT OR WHOSE. (p.94)
* T gives instructions and has Ss complete the task individually.
- Before Ss do the task, T helps them revise quickly about defining and non-defining relative clauses, especially the use of ‘that’ in each type.
- A relative clause gives more information about a person or thing by defining the noun before it.
- It usually begins with a relative pronoun: who, whom, which, that or whose.
- There are 2 types of relative clauses: Defining relative clause and Non-defining relative clause
+ Defining relative clause: give essential information about someone or something – information that we need in order to understand what or who is being referred to. 
+ Non-defining relative clause: give extra information about the person or thing. It is not necessary information. We don’t need it to understand who or what is being referred to.
** Ss do the task as required.
*** Ss exchange their textbooks and give feedback to each other.
**** T gives feedback and discusses with the class.
Answers:
1. who/that
2. which/that
3. which
4. whose
5. which/that
6. who

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15 mins
PROJECT
To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project
Technology for learning
* T assigns the project one week in advance of the lesson. T divides class into 4 groups.
** Ss work in groups and conduct a survey about how Ss use electronic devices to learn as required in the textbook (p.95)
T encourages Ss to interview as many people as possible (maybe more than 15 Ss and they can be from other classes)
T guides Ss to use different tools to collect data (face-to-face interviews, questionnaires, online surveys)
Ss summarize the data collected and visualize them to make big posters around the classroom.
*** T asks the class to listen to the reports and ask questions if they would like to.
Ss have peer assessment by taking notes on a checklist and then vote for the most attractive poster and the most interesting presentation. 
**** T gives comments and feedback to all posters and presentations, and awards a prize to the group which has the most votes.

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22 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: Unit 9 – Lesson 1. Getting started.
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1 min