Giáo án Review 3 Tiếng anh 10 Global success

REVIEW 3 (Unit 6+7+8) Lesson 1: Language I. OBJECTIVES
By the end of this lesson, students will be able to: 1. 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. 2. Core competence
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities 3. 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; - sachmem.vn Assumptions
Anticipated difficulties Solutions
1. Students may find the lesson - Encourage students to work in pairs, in groups
boring due to a large number of so that they can help each other. language exercises.
- Design as many exercises as games as possible.
- Provide feedback and help if necessary.
2. Some students will excessively - Define expectation in explicit detail.

talk in the class.
- 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 Interacti Time on

WARM-UP To lead in the GAME: BOARD RACE 5 mins lesson.
* T splits the class into teams and gives each team a colored T-S
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. S
** Ss work in groups, write as many words as possible related
to the topics in the form of a relay race. T-S
*** T and Ss discuss the answers. T-S
**** 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.) PRONUNCIAT To give Ss an
READ THE FOLLOWING SENTENCES. UNDERLINE THE 8 mins ION opportunity to
STRESSED WORDS IN EACH SENTENCE, THEN MARK review word and
THE STRESSED SYLLABLES IN THESE WORDS. LISTEN sentence stress. AND CHECK. (p. 96) T-S
* T asks Ss to read the sentences, underline the stressed
words, and then mark the stressed syllables. S
** Ss work in pairs and do as instructed. T-S
*** T plays the recording, pausing after each sentence for Ss to check their answers. T-S
**** 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.
VOCABULARY To help Ss review TASK 1: MATCH THE WORDS THAT GO TOGETHER. (p. 5 mins the collocations 96) T-S they have learnt
* T asks Ss to work individually to match the words. T elicits in the previous
the unit each phrase comes from or the topic it is related to.

units.
E.g. 1. equal opportunities (Unit 6: Gender equality). S
** Ss do this exercise individually by matching the words that Pair work go together. T-S
*** 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 To help Ss
TASK 2: COMPLETE THE SENTENCES WITH THE 7 mins
practise using the CORRECT FORM OF THE WORDS IN BRACKETS. (p. 96) words in
* T asks Ss to work individually to complete the sentences T-S meaningful
with the correct forms of the words. T tells them to read the contexts.
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. S
** Ss work individually to complete the task. Pair work
*** T allows Ss to share answers before discussing it as a T-S 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 GRAMMAR To help Ss revise
TASK 1: CHOOSE THE BEST RELATIVE PRONOUN TO 7 mins the relative
COMPLETE EACH SENTENCE. (p. 97)