Review 2 - English 10

ACTIVITY 1: WARM-UP (6’)

1. Aim:

- To create an active atmosphere in the class before the lesson;

- To lead into the new unit

2. Content:

- T asks students to find a word they have learnt in Unit 4,5

3. Products:

- Ss answer the questions naturally.

4. Implementation:

- Play the game

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering

-T divides the class into 2 groups

- Teacher lists out some key words of Unit 4 and Unit 5:

generous, donate, community, application, invention, laptop, smartphone, experiment.

- T calls a volunteer in each team to 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.

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

Step 2: Task performance

- Ss work in groups to guess the answer

Step 3: Report and discussion

- The first student who correctly calls out the word gets a point.

Step 4: Judgement

- The team has more correct answers is the winner

T leads in the lesson.

GAME: Miming game

generous, donate, community, application, invention, laptop, smartphone, experiment.

ACTIVITY 2:PRACTICE

*PRONUNCIATION( 8’)

Listen and write the words in the correct columns. Then practise saying the words.

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

- To further practise putting stress on three-syllable words

2. Content: Ss listen to the tape and practice saying the words.

3. Products:Ss pronounce the words with stress on the first syllable correctly

4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering

- 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.

Step 2: Task performance

- Ss work in pairs.

- Ss connect the words then listen to check the answers

Step 3: Report and discussion

T asks them to say these words aloud (increase, memory) with stress on the first syllable.

Step 4: Judgement

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

Key:

PRONUNCIATION

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.

Key:

*VOCABULARY (13’)

Task 1: Find the missing letter

What are the missing letters? Complete the sentences using the pictures to help you.

1. Aim:To check if students can use words and phrases related to volunteering and inventions

2. Content: Ss look at the pictures and complete the words

3. Products:Ss complete sentences.

4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering.

- 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.

-T reminds them that these are the words they learnt in Unit 4 and 5.

Step 2: Task performance

- Ss work out the missing letters of the item by using the pictures.

Step 3: Report and discussion

- Ss share the answers with their partner

- T calls some ss to give their answers

- Ss read the sentences aloud

Step 4: Judgement

- T checks the answers as a class and gives feedback.

VOCABULARY

Task 1. Find the missing letter

What are the missing letters? Complete the sentences using the pictures to help you.

Key:

1. devices, communicate

2. donate, volunteer

Task 2. Complete the sentences using these words. There are some extra ones

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

2. Content: T asks Ss to complete sentences using the words from the box.

3. Products: Ss complete and practice sentences.

4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering.

- T quickly reviews the differences between -ing and -ed, -ful and -less adjectives.

- T asks Ss work individually to fill in the gaps with words from the box and reminds them that there are some extra words that they might not need.

Step 2: Task performance

- Students work individually to complete the task.

Step 3: Report and discussion

- T calls some ss to say their answers aloud

And give their explanations

Step 4: Judgement

- T checks the answers as a class.

VOCABULARY

Task 2: Complete the sentences using these words. There are some extra ones

Key:

1. interesting / useful, careful

2. useless, interested

*GRAMMAR (10’)

Task 1: Read the text and circle the correct answers (p.63)

1. Aim: To help Ss review the use of the past simple, past continuous, present perfect, gerunds, and to-infinitives.

2. Content: Ss read the text about discoveries of some inventions and circle the correct answers

3. Products: Ss understand and use of the past simple, past continuous, present perfect, gerunds, and to-infinitives.

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering.

* 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.

- T reminds students to use the correct forms of the verbs as requested in each sentence then allows them to share answers before discussing as a class.

-T can ask students to read aloud the full sentences and correct their pronunciation if needed.

Step 2: Task performance

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

- Ss exchange the answers with their partner.

Step 3: Report and discussion

- Ss share the answers with their partner

- T calls some ss to read out their answers and explain

- Ss read the ansers aloud

Step 4: Judgement

- T confirms the correct answers.

GRAMMAR

Task 1: Read the text and circle the correct answers (p.63)

Key:

1. find

2. Discovering

3. was sitting

4. fell

5. was cleaning

6. discovered

7. have used

8. to make

9. making

Task 2: Complete the sentences. Make sure they mean the same as the sentences above them.

1. Aim: To help Ss review the use of passive voice

2. Content: Ss work individually toComplete the sentences

3. Products: Ss understand and use The passive voice.

4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering.

- T asks students to read the sentences first.

- T reminds students to pay attention to the passive and active forms of the sentences then allows them to share answers before discussing as a class.

-T can ask students to read aloud the full sentences and correct their pronunciation if needed.

Step 2: Task performance

- Ss do the task individually.

Step 3: Report and discussion

- Ss share the answers with their partner

- T calls some ss to write their answers on the board

- Ss read the sentences aloud

Step 4: Judgement

- T gives feedbacks.

Task 2: Complete the sentences. Make sure they mean the same as the sentences above them.

1. The rubbish in the neighbourhood is collected three times a week.

2. All the electrical devices in the house were turned off.

3. His music videos will be watched online (by millions of people).

Task 3: Match the two parts to make complete sentences.

1. Aim: To help Ss review the use of compound sentences

2. Content: Ss work individually to Match the two parts to make complete sentences

3. Products: Ss understand and use thecompound sentences

4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering.

-T asks students to read the two halves given of the sentence.

-T reminds students to pay attention to the coordinating conjunctions (and, or, but, so) then allows them to share answers before discussing as a class.

-T can ask students to read aloud the full sentences and correct their pronunciation if needed.

Step 2: Task performance

- Ss do the task individually.

Step 3: Report and discussion

- Ss share the answers with their partner

- T calls some ss to write their answers on the board

- Ss read the sentences aloud

Step 4: Judgement

- T checks as a class.

Task 3: Match the two parts to make complete sentences.

1. b

2. c

3. d

4. a

ACTIVITY 3: APPLICATION (6’) : RECALL THE INFORMATION

Talk aboutan inventionfrom the text and pretend you are the person who has invented or discovered the thing.

1. Aim: to help ss be aware of the importance of doing housework ,and they apply the present simple to talk about daily activities.

2. Content: Ss work in group to do activity

3. Products: Ss further practise speaking about inventions

4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering

- T divides the class into groups of four.

- 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.

Step 2: Task performance

-Each student try to explain how they did it using the information from the text.

- Ss work in group to do the task.

Step 3: Report and discussion

Ss work in groups and then report to the whole class

- T calls the representative of each group to talk about an invention

Step 4: Judgement

- T gives Ss feedback.

RECALL THE INFORMATION

Talk about an invention 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.

WRAPPING – UP & HOME ASSIGNMENT (2’)

Aim: - Tohelp students memorise the target language and skills that they have learned

- To help ss revise the knowledge they have learnt in the class

WRAPPING – UP

Teacher asks students to talk about what they have learnt in the lesson.

- Review on how to pronounce stress on three-syllable words, grammar points (past simple, past continuous, present perfect, gerunds, and to-infinitives, the use of passive voice, the compound sentences) and vocabulary of Unit 1, 2, and 3, 4, 5.

HOME ASSIGNMENT

- Do exercise in workbooks: Test yourself 2 (page 40-41)

FEED-BACK: - Some comments on students’ typical mistakes

ACTIVITY 1: WARM-UP (3’)

1. Aim:

- To lead in the lesson.

2. Content:

- T asks ss guess the word relating the topic : Inventions.

3. Products:

- Ss answers the questions naturally.

4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering GAME: HANGMAN

- T writes 9 blank letters on the board.

_ _ _ _ _ _ _ _ _

- Ss guess the letters in turn.

-The class plays the game together. The first student to get the correct answer is the winner.

Step 2: Task performance

- T calls some students to guess the letters

-Ss guess the letters in turn.

Step 3: Report and discussion

--The class plays the game together.

- The first student to get the correct answer is the winner.

Step 4: Judgement

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

Game: HANGMAN

_ _ _ _ _ _ _ _ _

Key:

SMART HOME

ACTIVITY 2: PRACTICE

*LISTENING (10’)

Task 1: Listen and choose the best title for the talk.

1. Aim: To help Ss practise listening for gist.

2. Content: T asks Ss to listen to the talk and choose the best title.

3. Products: Ss give the best title.

4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering :

- T has Ss read three options for the title of the talk.

- T plays the recording once for Ss to listen and choose the best answer.

Step 2: Task performance

- Ss look at three options, read and underline key words.

- Ss work individually.

- Ss exchange the answers with their partner.

Step 3: Report and discussion

- Ss give the answers and explanation.

Step 4: Judgement

- T confirms the answers as a class.

LISTENING

Task 1: Listen and choose the best title for the talk.

Answer: A

Task 2: Listening again and fill in each gap with ONE word.

1. Aim: To help Ss practise listening for specific information

2. Content: Ss listen to the talk and fill in each blank with one word

3. Products: complete the sentences

4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering

- T asks Ss to read through the sentences

- T asks Ss to listen again. This time they are filling in notes, using one word for each blank.

- Before having Ss do the task, T reviews the techniques for this type of exercise, e.g. skimming through the note, predicting parts of speech and answers based on context clues.

- T gives Ss some time to skim through the note and try to work out the answers before they listen.

Step 2: Task performance

- Ss listen and do the task individually and then compare their answer with the friend’s.

Step 3:Report and discussion

- T calls on some Ss to report their answers for the class.

Step 4: Judgment

- T gives feedback and discusses with the class.

Task 2: Listening again and fill in each gap with ONE word.

Keys:

1. voice

2. Lights

3. alarm

4. devices

**SPEAKING.( 10’)

Work in groups. What other features should a smart home have? How will they help us? Use the expressions you learnt in unit 5 to help you. (p. 64)

Task 1: Brainstorming and mind mapping

1. Aim: To help Ss practise discussing and planning about smart homes

2. Content: T asks Ss to brainstorm and make a mind map about features of smart homes

3. Products: Ss give a mind map about the features a smart home should have.

4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering :

- T tells Ss that now they will be talking about smart homes and suggesting new features.

- T gives each group a piece of A0 paper.

-T asks Ss to read through the expressions in the box.

-T calls on some Ss to report their answers for the class.

Step 2: Task performance

Ss work in groups, try to brainstorm and make a mind map on the paper given. Ss can draw and colour the mind map.

Step 3:Report and discussion

- T walks round the class and gives support if necessary.

- T asks them to stick their papers on the board and read their answers aloud.

Step 4: Judgment

-T checks the answers and adds more information if necessary

SPEAKING

Work in groups. What other features should a smart home have? How will they help us? Use the expressions you learnt in unit 5 to help you. (p. 64)

Task 1:

Brainstorming and mind mapping

Task 2: Presentation.

1. Aim: To help Ss practise discussing and planning about smart homes

2. Content: T asks Ss to talk about smart home.

3. Products: Ss give the features a smart home should have.

4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering

• T asks Ss to look at the expressions in the box and reminds them to use them in their discussion to talk about the features a smart home should have.

Step 2: Task performance

• Ss work in groups, use the mind map to prepare for a short presentation about smart homes and suggesting new features.

Step 3: Report and discussion

• T walks round the class and gives support if necessary
• T encourages them to use the expressions provided.
• T asks some groups to share their ideas with the rest of the class.
• Ss to report their answers for the class.

Step 4: Judgement

• T gives feedback and discusses with the class. T praises for interesting ideas and good delivery

Task 2: Presentation

Example: I think a smart home should have a smart heating system that is controlled from a mobile phone. This will allow us to save energy and money

***READING( 10’)

Task 1: Read the text below. Match the highlighted words with their meanings

1. Aim: To practice understanding words from context.

2. Content: T asks Ss to match the highlighted words with their meanings.

3. Products: Ss complete the matching

4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering :

- T explains the context of the text.

- T writes down the words ‘community service’ and ‘volunteering’ on the board.

- T asks if Ss know the difference between them and tells them that they will find the answer in the reading text.

Step 2: Task performance

- Ss complete the matching exercise by focusing on the highlighted words in the text.

Step 3:Report and discussion

- Ss present their talk in front of the class.

- T praises for interesting ideas and fluent delivery.

Step 4: Judgment

- T checks the answers and adds more information if necessary.

*** Ss check the answers as a class.

**** T gives feedback and discusses with the class and elicits the difference between ‘community service’ and ‘volunteering’, e.g. Community service can be either voluntary or compulsory, so volunteering is just one type of community service.

READING

Read the text below. Match the highlighted words with their meanings

Key:

1. c

2. b

3. a

Task 2: Read the text again and choose the best answers.

1. Aim: To help Ss practise reading for main ideas and specific information.

2. Content: Ss read the text and choose the best answers

3. Products: Ss do the task individually and give their answers.

4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering.

- T asks Ss to read through the questions and check understanding of the vocabulary.

-T calls on some Ss to report their answers for the class

Step 2: Task performance

-Ss read the text again and look for the answers to the questions.

Step 3: Report and discussion

- Ss to report their answers for the class.

Step 4: Judgement

-T checks the answers and adds more information if necessary

READING

Task 2: Read the text again and choose the best answers.

Keys:

1. B

2. C (Clue: For example, they may volunteer to meet new people, to develop social skills, or to ‘find themselves’ (learn what they truly want in life)

3. A (Clue: In general, people may volunteer not just to have others, but to help themselves)

****WRITING ( 10’)

Complete this application letter for a volunteer job by writing a short paragraph. You may use the ideas below to help you. (p.65)

Task 1. Brainstorm ( GW)

1. Aim: To help studentsto brainstorm ideas before writing a job application letter

2. Content: - Sswork in group and think about skills and qualities for job application.

3. Products: Ss’ideas about skills and qualities for job application.

4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Step 1: Task delivering

- T asks Ss to work in groups and brainstorm ideas to answer the question:

Which skills and qualities are needed to be a volunteer for an organization collecting books for children?.

Step 2: Task performance

-Ss read through the ideas in the box, work in groups and brainstorm more ideas and write them on the board.

- Ss can use the ideas in students’ book page 65.

Step 3: Report and discussion

- T asks Ss to share their ideas

- T calls some ss to write their ideas on the board

- Ss contribute to the discussion and note down the important points in their notebooks

Step 4: Judgement

- T checks and gives Ss feedback

WRITING

Complete this application letter for a volunteer job by writing a short paragraph. You may use the ideas below to help you. (p.65)

Task 1. Brainstorm

Which skills and qualities are needed to be a volunteer for an organization collecting books for children?.

Suggested ideas:

- Fond of reading

- Love helping others

- Love meeting new people

- Good interpersonal skills

- Be enthusiastic and helpful

- Develop social skills

Task 2.Complete the application letter

1. Aim: To help students practice writing a job application letter

2. Content: - Ss complete a job application letter.

3. Products: Ss write a paragraph.

4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Task 2: Complete the application letter.

Step 1: Task delivering

T explains the task: Ss must finish an application letter for a volunteer job. Specifically, they need to write the reasons why they are interested in the job. They should write 50 - 70 words.

-T draws their attention to the suggested ideas and tells Ss they can incorporate them in their letters.

Step 2: Task performance

- Ss complete the task individually and write an application letter (50-70 words)

Step 3: Report and discussion

- Ss complete the application letter

- T gives Ss enough time to write their letters.

• T walks round the class and offers help.

Step 4: Judgement

- T collects some or all Ss’ writings to give written feedback.

- T gives the sample paragraph.

Task 2. Complete the application letter

Sample answer:

I am very interested in the job because I am very fond of reading and I can sort books very well. I also love helping others and meeting new people, especially children. In fact, reading books to children is my favourite hobby. I am also interested in this job because it will help me to develop my social skills, such as communication and teamwork skills.

WRAPPING – UP & HOME ASSIGNMENT (2’)

Aim:- Tohelp students memorise the target language and skills that they have learned

- To help ss revise the knowledge they have learnt in the class

WRAPPING – UP

T asks Ss: What have you learnt today? What can you do now?

T summarizes the main points of the lesson

HOME ASSIGNMENT

- Do exercise in the workbook: Test yourself 2: part III –Reading(p42)

part V – writing (p44)

part IV- speaking (p43)

FEED-BACK: - Some comments on students’ typical mistakes