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Tài liệu về giáo án tiếng anh lớp 4 thí điểm (full 20 unit) - Tài liệu , giao an tieng anh lop 4 thi diem (full 20 unit) - Tai lieu tại 123doc - Thư viện trực tuyến hàng đầu Việt Nam. luanvansieucap. 0. luanvansieucap. Luận Văn - Báo Cáo
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Bạn đang xem: Giáo án tiếng anh thí điểm lớp 11. UNIT 8: NEW WAYS khổng lồ LEARN Language Book : English Textbook 10 Class : 10A3 and 10A4 Time : 45minutes Date of preparation : March 5th, 2015 Selected him captain 8 That is the road It leads to lớn the railway station My uncle died last week He had been ailing for a
Tiếng Anh Lớp 4. TÀI LIỆU ÔN THI HỌC SINH GIỎI TIẾNG ANH LỚP 4 VÀ 5 CỰC HAY; Ngữ Văn Lớp 1. Luyện viết - Bài tập tiếng việt; Toán Học Lớp 1. Bài tập toán cả năm; Tiếng Anh Lớp 9 - ÔN VÀO 10. Ôn tập thi vào 10 năm học 2021 - 2022 Nguyễn Thị Chi;
smart start 4 học kỳ 2. smart start 4 theme 5+6+7+8. tiếng anh lớp 4 năm học 2021-2022. Giáo án tổng hợp. Tiếng Anh 4 (Thí điểm). Giáo án tổng hợp. KẾ HOẠCH DẠY HỌC. Tiếng Anh 4 (Chính thức).
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App Vay Tiền. Đề Tiếng Anh thi vào lớp 10 Hà Nội năm 2023 được các giáo viên đánh giá có tính phân hóa tốt. Phổ điểm năm nay sẽ phổ biến ở mức 7-8. Giáo viên nhận định các thí sinh cũng không quá khó để đạt được điểm 9, 10. Đề thi Tiếng Anh Mã đề 023 Chiều nay 10/6, các thí sinh Hà Nội dự thi vào lớp 10 THPT công lập năm học 2023-2024 đã trải qua bài thi môn Tiếng Anh trong thời gian 60 phút. Cô giáo Vũ Quỳnh Anh, giáo viên Tiếng Anh của Trường THCS Đống Đa đánh giá, đề thi năm nay có tính phân hóa tốt. So với đề của các năm trước, phần ngữ pháp vẫn tập trung vào những cấu trúc quen thuộc, thường gặp nhưng kiến thức về từ vựng có phần "nhỉnh" hơn, đòi hỏi học sinh vận dụng kỹ năng đoán nghĩa dựa vào ngữ cảnh. Phần ngữ âm đề kiểm tra cách phát âm nguyên âm và đuôi “s”, tương tự như đề năm ngoái. Phần trọng âm có điểm khác biệt so với những đề thi các năm trước là nhận biết trọng âm của từ có 3 âm tiết. Đây cũng là dạng câu hỏi có tính phân loại học sinh. Tuy nhiên, học sinh khá giỏi cũng dễ dàng tìm ra đáp án dựa vào quy tắc trọng âm của các đuôi quen thuộc ion, ic, ical. Chủ đề của các bài đọc liên quan đến cảnh đẹp, ngày lễ lớn của Việt Nam nên khá gần gũi với học sinh. Cô Quỳnh Anh dự đoán, phổ điểm năm nay sẽ phổ biến ở mức điểm 7-8. "Để đạt được mức điểm 9-10 học sinh phải vận dụng được tối đa về mặt kiến thức cũng như kỹ năng làm bài", cô Quỳnh Anh nói. Cô Lê Thị Lý, giáo viên Tiếng Anh của Trường THCS Hoàng Mai quận Hoàng Mai đánh giá, nhìn chung đề thi môn Tiếng Anh vào lớp 10 của Hà Nội năm nay hay có tính phân loại học sinh tốt, lượng kiến thức tập trung trong chương trình SGK, không khó và cơ bản tạo cho học sinh tâm lý thoải mái khi làm bài. “Phần ngữ âm tập trung ở những quy tắc phát âm và nhấn trọng âm cơ bản mà các học sinh thường xuyên được luyện tập. Phần từ vựng và ngữ pháp cũng tạo cho các em tâm lý thoải mái với các cấu trúc cơ bản, tuy nhiên, các em phải suy nghĩ và phân tích đề bài một cách cẩn thận. Phần này không có câu mang tính đánh đố và gây khó khăn cho học sinh. Phần giao tiếp cũng là 2 câu hỏi đáp rất quen thuộc dạng câu gợi ý và câu chúc mừng. Phần từ cùng nghĩa và trái nghĩa cũng là những câu rất hay mà các học sinh cần tư duy và dịch nghĩa của câu để lựa chọn đáp án đúng. Phần đọc với 2 bài ở hai chủ đề quen thuộc và dễ chịu là lễ hội và du lịch cũng không khó, nhưng có câu giúp phân loại học sinh ở khả năng đọc hiểu tốt. Phần viết, tôi đánh giá hay với các cấu trúc đa dạng và cũng có câu khó hơn một chút để chọn học sinh đạt điểm 10”, cô Lý phân tích. Với mức độ đề như thế này, theo cô Lý, mức điểm 9, 10 là không khó. Cô Phí Thị Thơ, giáo viên Tiếng Anh của Trường THCS Nguyễn Du quận Nam Từ Liêm đánh giá, đề thi vào lớp 10 môn Tiếng Anh năm nay khá dễ thở. Về cấu trúc, đề thi năm nay cũng tương tự như các năm gần đây. “Đề thi có thể nói là vừa sức, trên 60% các câu hỏi thuộc mức độ nhận biết. Chỉ có khoảng 2-3 câu thuộc mức độ vận dụng để phân loại học sinh. Các đơn vị kiến thức được hỏi trong đề thi nằm trong chương trình Tiếng Anh cấp THCS, chủ yếu là lớp 9. Với đề thi này, thí sinh nắm chắc các kiến thức ngữ âm, từ vựng, ngữ pháp cơ bản có thể hoàn thành 70-80% bài thi, tuy nhiên muốn đạt điểm 9, 10 thì học sinh phải có vốn từ vựng và khả năng suy đoán tốt. Nội dung kiến thức được hỏi trong đề thi có độ phủ rộng, không kiểm tra các phần kiến thức khó như cụm động từ, hay thành ngữ. Bài đọc với chủ đề quen thuộc, từ vựng và câu hỏi khá dễ làm, tuy nhiên các câu hỏi phân loại lại chủ yếu nằm ở bài đọc, đề kiểm tra về vốn từ vựng và khả năng phán đoán của học sinh. Bài viết cũng kiểm tra học sinh các cấu trúc, các phần ngữ pháp khá quen thuộc”, cô Thơ phân tích. Theo cô Thơ, nhìn chung, với đề thi năm nay, học sinh có thể dễ dàng đạt được điểm 7-8. Điểm 10 năm nay cũng không quá khó để đạt được. Em Nguyễn Mai Ngọc Trường THCS Nam Trung Yên nhận xét đề thi năm nay có vẻ khó hơn so với năm ngoái. Song em đánh giá vẫn là một đề thi khá dễ. Cấu trúc và các dạng câu hỏi như các năm trước. Bài thi 60 phút nhưng Ngọc chỉ làm trong vòng 20 phút. Nữ sinh dự kiến sẽ đạt mức điểm từ 9 trở lên. Tại điểm thi Trường THPT Thăng Long, Trần Ngọc Diệp học sinh Trường THCS Trần Phú đánh giá dù đề khó hơn năm ngoái nhưng nhìn chung vẫn tương đối dễ. Câu dễ mất điểm liên quan đến từ vựng, ở phần đồng nghĩa, trái nghĩa. Nguyễn Mai Anh, học sinh Trường THCS Thị trấn Văn Điển, đánh giá đề thi năm nay không đánh đố thí sinh. Có khoảng 4 câu, trong đó, liên quan đến câu trái nghĩa và sửa lỗi sai có thể gây khó cho thí sinh. Từng làm thử đề các năm trước, Mai Anh cho rằng dù đề năm nay có phần khó hơn, song hầu hết thí sinh có thể đạt từ 9 điểm trở lên. Em Nguyễn Hoàng Anh Thi học lớp 9A1, Trường THCS Lương Thế Vinh đánh giá đề thi vừa sức, độ khó ngang đề của năm ngoái. Đề thi không có câu hỏi đánh đố, chỉ cần nắm chắc kiến thức trong sách giáo khoa là có thể làm tốt. Thi làm bài thi trong 45 phút, có 15 phút kiểm tra lại. Nữ sinh này làm hết tất cả các câu. Em tự tin dự đoán mức điểm từ trở lên. Theo VietNamNet Xem link gốc Ẩn link gốc
Bạn đang xem tài liệu "Giáo án Tiếng Anh Lớp 10 Thí điểm - Unit 4 For a better community - Năm học 2020-2021", để tải tài liệu gốc về máy bạn click vào nút DOWNLOAD ở trênPlanning date 1/11/2020 Period 28 REVIEW UNIT 1,2,3 LANGUAGE A. Aims & Objectives By the end of the lesson, Ss will be able to + Knowledge - To help students revise what they have learned in unit 1, 2, 3 - To give them a chance to practice + Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups + Attitude - To provide Ss some motivation + Specific competences Oral communication, solving problems, document use, self-study B. Preparations 1. Teacher textbook, lesson plan 2. Students - textbook, notebook . - Read through Review 1 - Language C. Methods CLT, Integrated skills D. Procedure TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Language Vocabulary 15’ Vocabulary game brainstorming 1. Form compound nouns with the words in the box Do as appointed 1. household 2. childcare 3. viewpoint 4. grandparents 5. girlfriend 2. Complete the conversation, using the words from the box * Do as appointed 1. relationship 2. an argument 3. reconciled 4. independent 5. self-reliant Pronunciation 12’ 3. Listen and link the final consonants and initial vowels in the sentences * Do as appointed Grammar 15’ 4. Complete these sentences with should/shouldn't ... Do as appointed 1. should/ought to 2. shouldn't/ ought not to 3. must/have to 4. mustn't 5. must/has to 5. Rewrite the following sentences to emphasis the underlined parts Do as appointed 1. It was in Greece that the first Olympic Games were held. 2. It was Nam who/that won the first prize in the English speaking contest 3. It's a chocolate cake that I am making for my best friend's birthday party 4. It was in 1975 that Scotland's most famous poet Robert Burns was born 5. It's working on a computer that gives me headaches. 6. Rewrite new sentences with a similar meaning Do as appointed 1. Our school is quite easy to find 2. The paragraph is difficult to translate 3. I'm delighted to work for the school library 4. She was very surprised to see him at the party 5. I was sorry to hear that your grandma was ill Wrapping up 3’ Summarise the main points of the lesson Assign ss homework Prepare – Review 1- SKILLS at home Listen and take notes ********************************** Planning date 16/10/2019 Period 28 REVIEW UNIT 1,2,3 - SKILLS A. Aims & Objectives By the end of the lesson, Ss will be able to + Knowledge - Revise and apply words and phrases related to the topics they learnt in unit 1,2,3 - Revise grammatical points they have learned in unit 1, 2, 3 + Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups + Attitude - To provide Ss some motivation + Specific competences Oral communication, solving problems, document use, self-study B. Preparations 1. Teacher textbook, lesson plan 2. Students - textbook, notebook . - Read through Review 1 C. Methods CLT, Integrated skills D. Procedure TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES SKILLS Reading 10’ 1. Read and complete the text with the words from the box 2. Read the text again and answer the questions Do as appointed 1 1. decisions 2. hopefully 3. unemployment 4. advantage 5. straight 6. qualifications 7. possibility 8. practical 2 1. Around the age of seventeen 2. There is more unemployment 3. Getting a job more easily 4. There are many opportunities for training Speaking 8’ 3. Work with a partner. Make a conversation about your friends' problem and give them advice. Do as appointed Listening 10’ 4. Listen to recording about relationship problems between parents and teenage children. Decide whether the following statements are T or F Do as appointed 1. T 2. F 3. T 4. F 5. T Writing 15’ 5. Read the advertisements and choose one of the language schools you want to attend to improve your English 6. Write a letter requesting more information Do as appointed Do as appointed Wrapping up 2’ Summarise the main points of the lesson Assign ss homework Prepare – Review 1- SKILLS at home Listen and take notes ************************************************* Planning date 18/10/2019 Period 29 UNIT 4 FOR A BETTER COMMUNITY LESSON 1 – Getting Started- - Who needs our help? A. Aims & Objectives By the end of the lesson, Ss will be able to + Knowledge - Understand and apply words and phrases related to volunteer work - Pronounce /nd, ng, nt/ correctly - Understand and apply irregular past tense verbs, the past simple and past progressive + Skills - To help learners get started with 4 skills in Unit 4 - Reading Read about why people do volunteer work - Speaking Talk about local community development - Listening Listen to an announcement for volunteers - Writing Write an application letter for volunteer work + Attitude - To help Ss get started for Unit 4 with the topic "volunteer work" - To provide Ss some motivation + Specific competences Oral communication, solving problems, document use, self-study B. Preparations 1. Teacher textbook, lesson plan 2. Students - textbook, notebook . - Read through English Unit 4 - Getting started at home C. Methods CLT, Integrated skills D. Procedure Teacher’s activities Student’s activities Small talk5’ 1. Listen and read 7’ Ask Ss listen to the recording and read the conversation Explain new words if necessary 2. Read the dialogue again and give answer to the questions15’ Ask Ss to work in pairs, and do the task 3. Make dialogues using the expressions in the box15’ Ask Ss to work in pairs or groups to do this task Wrapping up 3’ - Summarize the main point of the lesson in brief - Assign Ss homework Read Unit 4 - Language at home - Read the conversation, take notes new word volunteer n, v do volunteer work voluntary voluntarily disadvantaged by chance advertisement for volunteer positions be hopeless at math meaningful Read the dialogue again Work in pairs, ask and answer the questions 1. at 2 yesterday afternoon 2. He was teaching children at the Happy Mind Charity Centre 3. Yes, he was. At first, many of his children couldn't read and write 4. It's useful to the society and meaningful 5. We raised funds to help the poor We bought handmade products by the handicapped We visited the sick and gave them money Do as appointed A Hi Trang. I've received a leaflet advertising the Green Sunday Movement. Have you by chance heard of it? B Yes. Many of my classmates are taking part in this movement. A You are joining it, aren't you? B Not really. I took part in one of its meeting but I haven't become its member yet. A What is the Green Sunday Movement for? B Its members help to protect the environment from pollution. A That sounds great. What exactly do they do? B Well, they plan more trees, collect the rubbish, and raise people's awareness of the importance of protecting environment. - Listen - Listen to the teacher and write in the notebooks ***************************************** Planning date 18/10/2019 Period 30 UNIT 4 FOR A BETTER COMMUNITY LESSON 2 – LANGUAGE A. Aims & Objectives By the end of the lesson, Ss will be able to + Knowledge - To provide learners some language items in Unit 4 - For vocabulary, that is words and phrases about volunteer work - For pronunciation, that is how to pronounce /nd, ng, nt/ - For grammar, that is irregular past tense verbs, the past simple and past progressive + Skills - To promote Ss to develop the skill of working in pairs and groups + Attitude - To encourage Ss to work harder - To provide Ss some motivation + Specific competences Oral communication, solving problems, document use, self-study B. Preparations 1. Teacher textbook, lesson plan 2. Students - textbook, notebook . - Read through English Unit 4 - Language at home C. Methods CLT, Integrated skills D. Procedure Teacher’s activities Student’s activities Warm- up vocabulary games 5’ VOCABULARY 12’ 1. Read the conversation again, find the adjectives Ask Ss to do the tasks and compare the results with their partner 2. Use the words in the brackets with their appropriate form Ask Ss to work in pair and finish the task PRONUNCIATION10’ 1. Listen and repeat Play the recording and let Ss listen Play it again with pauses for them to repeat each word 2. Practise saying the following sentences Ask Ss to read the sentences Correct mistakes if necessary GRAMMAR15’ 1. Rewrite the sentences in the past tense, using the time expression in the brackets Let Ss work in pair and do the task 2. Match 1-5 with a-e and complete the sentences in the past simple or the past continuous Let Ss work in pairs to give the answers Wrapping up 3’ - Summarize the main point of the lesson in brief - Assign Ss homework Read Unit 3 - Reading at home - Do as required - Do as appointed -ed disadvantaged, interested, excited -ing interesting, exciting -ful useful, helpful, meaningful -less hopeless, meaningless Work in pairs, do the task 1. meaningless 2. interested 3. hopeless 4. useful 5. excited/ meaningful 6. exciting Do as appointed /nd/ second /ng/ interesting /nt/ announcement - Do as appointed - Work in pairs, do the task wore Jeans to school yesterday 2. My sister and I bought a lot of clothes last summer 3. My father read newspapers in bed last night 4. My mother made my bed last Sunday 5. I wrote letters to my grandparents yesterday afternoon - Do as appointed walking/started 2. was talking/asked 3. lost/ were playing 4. were sitting/took 5. rang/ was having - Listen - Listen to the teacher and write in the notebooks ********************************************* Planning date 18/10/2019 Period 31 UNIT 4 FOR A BETTER COMMUNITY LESSON 3 – READING - Why do people volunteer? A. Aims & Objectives By the end of the lesson, Ss will be able to + Knowledge Understand and apply vocabulary related to the topic + Skills - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details + Attitude - To encourage Ss to work harder - To provide Ss some motivation + Specific competences Oral communication, solving problems, document use, self-study B. Preparations 1. Teacher textbook, lesson plan 2. Students - textbook, notebook . - Read through new English10 Unit 4 - Reading at home C. Methods CLT, Integrated skills D. Procedure Teacher’s activities Student’s activities Lead in 5’ - Raise the question “Why do people volunteer?” - Elicit students’ opinions, and encourage different viewpoints. - Lead sts in to new lesson. Activity 1 7’ - Introduce the title of the reading text and elicit the reasons why people volunteer. - Ask students to tick the reasons they may read about in the text and then compare their choices with their partners’ - Ask some students to share their opinions with other students in the class, encourage different viewpoints. Activity 2 7’ - Ask students to scan the text and check their predictions in Activity 1. - Check students’ answers, asking them to give clues from the reading text. - Expected answers a, √ b, X c, √ d, X e, √ f, √ Activity 3 7’ - Ask students if they remember strategies to deal with this reading exercise – Gapped text or Missing Sentences. - Elicit strategies from students and repeat them if necessary. - Ask students to do this activity individually and then compare with a partner. - Check students’ answers and give further explanation if necessary. - Expected answers 1. D 2. A 3. B 4. C Activity 4 7’ - Ask students to look back at the reading text to locate the highlighted words - Ask students to guess the meaning of each of these highlighted words, based on the context. - Have them choose their meaning, then compare their choices with other friends. - Check students’ answers. - Expected answers 1. A 2. B 3. C 4. B 5. A Activity 5 7’ - Let students work in pairs to discuss the statements. - Elicit different ways to express giving opinions that students know. Add more if necessary. - Remind students to take turns speaking, not letting one keep speaking and the other keep listening. - Call on some pairs to perform in front of the whole class. Wrapping up 3’ - Summarize the main point of the lesson in brief - Assign Ss homework Do exercises in handouts Read Unit 3 - Speaking at home - Do as required - Listen to the T - Work individually first, then work in pairs to share the ideas. Activity 2 - Scan the text and check their predictions in Activity 1. - Give the answers. - Check and correct the answers. Activity 3 - Read the text quickly to get general ideas of what it is about. - Read the removed sentences. Think about the meaning of these sentences and make sure they match the meaning of the text before and after the gaps. - Make sure that the extra sentence doesn’t fit in any of the gaps. If it does, check your work again. Activity 4 - Look back at the reading text to locate the highlighted words - Guess the meaning of each of these highlighted words, based on the context. - Give the answers. - Work in pairs to discuss the statements. - Listen - Listen to the teacher and write in the notebooks Planning date 20/10/2019 Period 32 UNIT 4 FOR A BETTER COMMUNITY LESSON 4 – SPEAKING A. Aims & Objectives By the end of the lesson, Ss will be able to + Knowledge - Understand and apply vocabulary related to the topic - To provide learners different expressions of local community development + Skills - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups + Attitude - To encourage Ss to work harder - To provide Ss some motivation + Specific competences Oral communication, solving problems, document use, self-study B. Preparations 1. Teacher textbook, lesson plan 2. Students - textbook, notebook . - Read through English10 Unit 4 - Speaking at home C. Methods CLT, Integrated skills D. Procedure Teacher’s activities Student’s activities Warm – up 5’ - Ask Ss to work in pairs to answer the questions. 1. Have you taken part in volunteer Works Cited There are no sources in the current document. ? 2. What kinds of volunteer work do you often do? à Set the scene Supposed you are a volunteer and now you decide which activities are volunteer and talk about them. - Ask students to look at the pictures on this page and name the activities in these pictures. Students should comment whether these activities are useful to the community or not. Activity 1 7’ - Ask students to work by themselves to look at some activities for community development and to match them with the reasons why they are important. - Check students’ answers. - Call on individual students to read aloud these activities and give the reasons why they are important. Activity 2 8’ - Have students work in pairs to discuss why the activities in Act 1 are important for community development -Ask students to prepare ideas to support their reasons. - Students may have different viewpoints. Encourage these differences, providing that they support their opinions properly. Activity 3 10’ - Have students work in groups and look at Activities for community development in Act 1 - Ask members of each group to rank the activities in the order of importance. - Encourage them to discuss to decide on the three most urgent/important things to do in their local area and explain why. - Ask students to practice using Useful phrases in speaking. Activity 4 10’ - Each group chooses a presenter from their group to present the group’s decisions to the whole class. - Other students in the class may raise questions to ask the presenter for further explanations. - Ask the class to vote for the group with the best decisions. Wrapping up 3’ - Summarize the main points of the lesson in brief - Assign Ss homework Read Unit 4 - Listening at home - Work in pairs for 3 mins, then give answers freely. Eg ?Helping people in remote and in the mountainous areas ? Helping old or sick people ? Taking part in directing the trafic - Pay attention to teacher and then answer; Funding Bringing things clothes to the needy Raising fund or taking opinions Activity 2 - Work in pairs to discuss why the activities in Act 1 are important for community development. Activity 3 - Work in groups and look at Activities for community development in Act 1 - Rank the activities in the order of importance. - Discuss to decide on the three most urgent/important things to do in their local area and explain why. Activity 4 - Present the group’s decisions to the whole class. - Vote for the group with the best decisions. - Listen - Listen to the teacher and write in the notebooks ***************************************************** Planning date 20/10/2019 Period 33 UNIT 4 FOR A BETTER COMMUNITY LESSON 5 – LISTENING A. Aims & Objectives By the end of the lesson, Ss will be able to + Knowledge Understand vocabulary related to the topic + Skills - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups + Attitude - To encourage Ss to work harder - To provide Ss some motivation + Specific competences Oral communication, solving problems, document use, self-study B. Preparations 1. Teacher textbook, lesson plan 2. Students - textbook, notebook . - Read through new English10 Unit 4 - Listening at home C. Methods CLT, Integrated skills D. Procedure Teacher’s activities Student’s activities WARM UP 5’ - Put the vocabulary items on the board in any order, eg war valid, martyr, intersection, the aged, orphanage, remote .. - Ask the Ss to work in pairs to answer the questions then asks them to run to the board, as a representative. - Give a Vietnamese translation for one of the words on the board. The first team to hit the correct word gets the point, ready for the next word .. - Call on some to give the answers aloud in front of the class. - Lead sts into new lesson. - Ask students to look at the pictures to see what the people in these pictures are doing and why they are doing these activities Activity 1 7’ - Have students discuss the questions with a partner - Students are encouraged to speak about the needy in the community. - Call on one or two ss to share their stories. Activity 2 7’ - Tell students to match the words with their definitions, then decide the parts of speech of these words. - Have students compare with their friends. - Check students’ answers. - Expected answers Public service announcement noun phrase Donate v Non-profit Activity 3 8’ - Have students guess their answers, encouraging all possible guesses and explanations. - Write the students’ guesses on a corner of the board so that they can see if their guesses are correct later. - Play the recording and let students do the activity. - Check students’ answers. If many students in the class have the same incorrect answers, play the recording again and stop at the place where students can get the correct answers. - Expected answers 1. T 2. F 3. F 4. F 5. T Activity 4 8’ - Have students listen to the announcement again and do the activity - Check students’ answers - Expected answers 1. C 2. A 3. B Activity 5 7’ - Have students work in groups to ask and answer the questions. - Encourage students to share their personal experience or intentions to volunteer or do community service. Wrapping up 3’ - Summarize the main point of the lesson in brief - Assign Ss homework Do the exercises in handouts Read Unit 4 - Writing at home - Look at the words on the board. - Discuss in pairs for 2 mins. - One is a representative and changes, ready for the next word quickly . to get more points to be winner - Pay attention to teacher and then answer. Activity 1 - Work in pairs. - Speak out the needy. Activity 2 - Work in pairs to do the task. - Give the answers. - Check and correct the answers. Activity 3 - Firstly, work individually to listen to the recording and do the class. - Compare the answers with a partner. - Give the answers. - Check and correcting the answers. Activity 4 - Listen again and do the task in pairs. - Give the answers. - Check and correct the answers. Activity 5 - Work in groups to ask and answer the questions. - Share their personal experience or intentions to volunteer or do community service. - Listen - Listen to the teacher and write in the notebooks Planning date 20/10/2019 Period 34 UNIT 4 FOR A BETTER COMMUNITY LESSON 6 – WRITING A. Aims & Objectives By the end of the lesson, Ss will be able to + Knowledge Understand vocabulary related to the topic + Skills - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups + Attitude - To encourage Ss to work harder - To provide Ss some motivation + Specific competences Oral communication, solving problems, document use, self-study B. Preparations 1. Teacher textbook, lesson plan 2. Students - textbook, notebook . - Read through English10 Unit 4 - Writing at home C. Methods CLT, Integrated skills D. Procedure Teacher’s activities Student’s activities WARM UP 5’ - Divide the class into small groups to complete the sentences about writing formal letters in English. 1. You write your address in .. of the letter 2. The address of the receiver should be written on .. , starting below our address. 3. When the letter starts Dear Sir/ Madam, you end it with . 4. You should leave a between paragraphs Introduce Today we are going to learn how to write a formal thank – you letter. Now we’re going to revise the characteristics of a form letter. Activity 1 7’ - Ask students to read the letter and find out the reason why Quan wrote it. - Students read and discuss with their friends. - Check students’ answers. - Expected answers He wanted to apply for the volunteer teaching job. Activity 2 7’ - Have students read the letter again and answer the questions. - Check students’ answers by asking them to read their answers aloud and correct the wrong answers if there are any. - Expected answers 1. He saw the advertisement in the Youth Newspaper on February 22nd. 2. He taught a group of primary students in his area. 3. He taught them for two months. 4. He is creative, patient, and has great love for children. 5. He can give four references. 6. He can start teaching from next month. Activity 3 7’ - Have students read the different purposes of each paragraph of an application letter. - Have students read the letter again to match each paragraph in the letter with its purposes. - Check students’ answers - Expected answers Para 1-b Para 2-c Para 3- d Para 4- a Activity 4 7’ - Ask students to read the job advertisement and answer the questions about this job advert. - Check students’ answers - Expected answers 2. Reliable and hard-working 3. Welcoming guests and receiving donations for the organization. Activity 5 7’ - Have students read the activity. Students may work in pairs or groups to brainstorm the ideas for the letter. - Go around and helps students when needed. If time is available, writing can be done in class. If not, this can be assigned as part of the homework. Wrapping up 3’ - Summarize the main point of the lesson in brief - Assign Ss homework Do the exercises in handouts Read Unit 4 - Communication and Culture at home - Work in pairs and give the answers in each group. A peer stands up to give the answers with the others 1. the top right-hand corner 2. left 3. “yours sincere”,/ “yours faithfully”, 4. space - The group which has many correct answers will be winner. Others declare for the winner Activity 1 - Read the letter and find out the reason why Quan wrote it. - Give the answers. Activity 2 - Read the letter again and answer the questions. - Work by themselves first then compare the answers with other students. Activity 3 - Read the different purposes of each paragraph of an application letter. - Read the letter again to match each paragraph in the letter with its purposes. - Check and correct the answers. Activity 4 - Read the job advertisement and answer the questions about this job advert. - Answer these questions by themselves first and then check with their partners. Activity 5 - Work in pairs or groups to brainstorm the ideas for the letter. - Listen - Listen to the teacher and write in the notebooks *************************************************** Planning date 20/10/2019 Period 37 UNIT 4 FOR A BETTER COMMUNITY LESSON 7 – COMMUNICATION AND CULTURE A. Aims & Objectives By the end of the lesson, Ss will be able to + Knowledge To provide learners some communication samples and cultural items + Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups + Attitude - To encourage Ss to work harder - To provide Ss some motivation + Specific competences Oral communication, solving problems, document use, self-study B. Preparations 1. Teacher textbook, lesson plan 2. Students - textbook, notebook . - Read through new English 10 Unit 4 – Communication and Culture at home C. Methods CLT, Integrated skills D. Procedure Teacher’s activities Student’s activities Check up 5’ - Call Ss to give the answers of exercises in handouts I. Communication20’ 1. Look at the list of activities. Which of them are necessary for community development in your area? Ask Ss to do the task 2. Work in groups, exchange your opinions Asks Ss to work in groups to do the task II. Culture 20’ 1. What do you know about this man - Ask Ss to do the task 2. Read the text about Mahatma Gandhi and answer the questions Ask Ss to work in pairs and do the task 3. Work in groups talk about a person who contributed to the development of your local area/country Share your ideas with your group. Let Ss to work in groups and do the task Wrapping up 3’ - Summarize the main point of the lesson in brief - Assign Ss homework Do the exercises in handouts Read Looking back and Project at home Do as appointed Do as appointed - helping the old and the sick - helping handicapped and disadvantaged children - Taking part in directing the traffic - Taking care of war invalids and the families of martyrs Do as appointed What is the most important volunteer activity in your area? I think it's protecting the environment is the most important. Really? I think directing the traffic is the most important - Do as appointed Do as appointed 1. He was born in 1869 in India 2. He fought for the rights of coloured people in general and the Indians in particular 3. He helped to make the British leave India so that India became independent in 1947. He also fought for the rights of poor people and women in India Do as appointed 1. Ho Chi Minh President 2. Dr. Ton That Tung .... - Listen - Listen to the teacher and write in the notebooks ***************************************************** Planning date 20/10/2019 Period 38 UNIT 4 FOR A BETTER COMMUNITY LESSON 8 - LOOKING BACK AND PROJECT A. Aims & Objectives By the end of the lesson, Ss will be able to + Knowledge - To help students revise what they have learned in unit 4 - To do a small project in which they can develop their speaking skills + Skills - To develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups + Attitude - To encourage Ss to work harder - To provide Ss some motivation + Specific competences Oral communication, solving problems, document use, self-study B. Preparations 1. Teacher textbook, lesson plan 2. Students - textbook, notebook . - Read through new English10 Unit 4 – Looking back and Project at home C. Methods CLT, Integrated skills D. Procedure Teacher’s activities Student’s activities I. LOOKING BACK 20’ Pronunciation Listen and circle the word you hear - Play the recording and let Ss listen and circle the word they hear with /end, ant/ Vocabulary Choose the word from the box to complete the following sentences Let Ss do this vocabulary exercise in pairs or groups of 4 Grammar 1. Write the sentences. Use the past simple or the past progressive form of the verbs - Ask Ss to work in pairs to finish the task 2. Read the text about Tilly Smith and put the verbs in the past simple or the past progressive Put Ss in pairs to do this task 3. Read the text again and answer the following questions II. PROJECT 22’ Ask Ss to work in groups, so they can share the workload Wrapping up 3’ - Summarize the main point of the lesson in brief - Assign Ss homework Do the exercises in handouts - Do as appointed 1. B 2. A 3. B 4. B 5. B 6. B * Do as appointed 1. meaningless 2. excited 3. meaningful 4. interesting 5. donate 6. disadvantaged * Do as appointed 1. The telephone rang while we were having dinner 2. I was waiting at the bus stop when I received his text massage 3. It started to rain while we were walking home from school 4. Were you listening when the teacher called your name? 5. He was walking along the corridor when he saw a job advertisement on the notice board. * Do as appointed 1. was having 2. realised 3. was sitting 4. recognized 5. wanted 6. was happening 7. told 8. ran 9. was 10. didn't kill
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giao an tieng anh lop 4 thi diem
