SỞ GIÁO DỤC VÀ ĐÀO TẠO BÌNH ĐỊNH

TRƯỜNG THPT TRẦN CAO VÂN

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KẾ HOẠCH BÀI DẠY

CỦA SINH VIÊN THỰC TẬP

Họ tên GV hướng dẫn : Nguyễn Thị Tâm Tổ chuyên môn : Ngoại ngữ
Họ tên SV thực tập : Trần Gia Quỳnh Môn dạy : Tiếng Anh
SV của trường đại học : Quy Nhơn Khối : 10
Ngày soạn : 06/03/2024 Thứ/ngàylên lớp : 09/03/2024
Tiết dạy : 79 Lớp dạy :10A6
Buổi : Chiều

Bình Định, tháng 3 năm 2024

 UNIT: REVIEW 3

Total number of periods : 3 ( from 79th to 81st )

Lesson: LANGUAGE

Period : 79

Class : 10A6

I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge:
- Use words related to gender equality, Vietnam and international organisations, and new ways to
learn;
- Identify stress in three-syllable adjectives and verbs, stress in words with more than three
syllables, and sentence stress;
- Use the passive voice;
- Use comparative and superlative adjectives;
- Use relatives clauses.
2. Competences:
- 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. TEACHING AIDS AND MATERIALS
Boards, Chalk, Textbook, cassette, CDs, projector, …
III. PROCEDURES
1. WARM UP ACTIVITY (8 ms)
a. Objectives: To lead in the lesson
b. Content: Organizes a game: Puzzle
c. Expected outcomes: Students recall the content learned in 3 units

d. Organization:
 Teaching and learning activities Outcomes
GAME: Guessing

- Rules of the game:

+ T divides the class into 2 teams. One team holds the toy chicken, - Listen to the rules
the other team holds the bell. - Join the game
+ One student goes to the board to draw secret words given by the Keys:
teacher. The two teams below must guess the secret word. If they want
to answer, they can press the bell or squeeze the toy chicken. - Girl
- Boy
- Organisation
- Laptop
- Face-to-face
learning.

+ The team that rings the bell or squeezes the chicken faster will have
the right to answer. The team that guesses more is the winner.

- T says: The words you just guessed are all related to the 3 units we
learned, units 6,7,8

*Lead to Pronunciation

- T asks students to read the sentence: “This organisation aims to

promote environmental protection”.

- T shows the sentence with the stressed words.

- Teacher says: ‘To read a sentence well, we have to know how to read
the stressed words.We will review this part in the pronunciation
section”.
2. PRESENTATION AND PRACTICE

A. PRONUNCIATION (7 ms)

READ THE FOLLOWING SENTENCES. UNDERLINE THE STRESSED WORDS

IN EACH SENTENCE, THEN MARK THE STRESSED SYLLABLES IN THESE WORDS.
LISTEN AND CHECK. (p. 96)

a. Objectives: To give Ss an opportunity to review word and sentence stress.

b. Content: Asks ss to to read the sentences, underline the stressed words, and then mark the
stressed syllables.

c. Expected outcomes:

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 activities at schools now.

d. Organization:

Teaching and learning activities Outcomes

- T reminds students of the knowledge they
have learnt about sentence stress.

- T asks students to read the title.

- T translates the title. - Work in pairs, read the sentences,

underline the stressed words, and then mark
- Ask students to work in pairs, underlining the the stressed syllables.
stressed words, then marking the stressed
syllables.

- Play the recording, pause after each sentence - Listen and do the task
for students to complete.

- Ask students to reread the sentences after - Reread the sentences.

stressing the words.

* Lead to Vocabulary:

Beside stressed sentences, we have learned a

lot of words in 3 units 6,7,8. Now we will
review those words together.

B. VOCABULARY (10 ms)

Activity 1: MATCH THE WORDS THAT GO TOGETHER. (p. 96) (5ms)

a. Objectives: To help Ss review the collocations they have learnt in the previous units

b. Content: Asks Ss to to match the words.

c. Expected outcomes: 1. c 2. d 3. a 4. b

d. Organization:

Teaching and learning activities Outcomes

- Ask students to work individually to connect the words. - Work individually to match the
words that go together.

- Compares their answers with

their deskmates.

- Answer and translate the word.

- Call on students to answer and translate the word.

- Ask students which word is related to which unit they

have studied.

Answer:

- Equal opportunities : Unit 6 Gender equality

- Traditional method : Unit 8 New ways to learn
- Face-to-face learning : Unit 8 New ways to learn
 - Economic growth : Unit 7 Vietnam and
international organizations

Activity 2: COMPLETE THE SENTENCES WITH THE CORRECT FORM OF THE

WORDS IN BRACKETS. (p. 96) (5ms)

a. Objectives: To help Ss practise using the words in meaningful contexts.

b. Content: Asks Ss to complete the sentences with the correct forms of the words.

c. Expected outcomes: 1. Equally 2. organisations 3. traditionally 4. Education

d. Organization:

Teaching and learning activities Outcomes

- Asks Ss to work individually to complete the sentences with - Work individually to
the correct forms of the words in 2 minutes. complete the
sentences with the
- Tells them to read the sentences, focus on the words around correct forms of the
words.
the gaps and decide on the part of speech that they need to use
- Compares their
to complete them. answers with their
deskmates.

- Write the answer on

- Explains that they have to use the context clues to decide on the board.
the word form. - Explain.

- Model a first sentence.

- Call students to come to the board to write their answers. - Listen to the teacher.

- Check answers.

* Lead to Grammar: Take sentence 3 in activity 2 and

change it into a relative clause sentence
- Rewrite the sentence
Teacher says: Can anyone change this sentence into a different
sentence form but still keep the same meaning?

More men are now taking jobs traditionally done by women

Jobs traditionally which are done by women, taken by men

now.

Teacher says: You can see that I used "which" to rewrite the
sentence without changing the meaning. "Which" is the
relative pronoun that you have learned before. So now we will
review this sentence form in the next section: Grammar

C. GRAMMAR (15 ms)

Activity 1: CHOOSE THE BEST RELATIVE PRONOUN TO COMPLETE EACH

SENTENCE.

(p. 97) (5ms)

a. Objectives: To help Ss revise the relative pronouns who, that, which and whose.

b. Content: Asks Ss to choose the correct relative pronouns to complete the sentences.

c. Expected outcomes: 1. A 2. A 3. C 4. B

d. Organization:

Teaching and learning activities Outcomes

- Remind Ss how to use relative pronouns - Work in pairs to choose the correct
relative pronouns to complete the
sentences.

- Read the sentences first and decide

the best relative pronouns to
complete the sentences.

- Compare the answers with their

partner.

- Model the first sentence - Answer and explain.

- Asks Ss to work in pairs to choose the correct relative - Listen to the teacher.
pronouns to complete the sentences.

- Call Ss to answer with explanations.

- Confirms the correct answers.

Activity 2: REWRITE THE SENTENCES USING COMPARATIVE AND SUPERLATIVE
ADJECTIVES OR THE PASSIVE VOICE WITHOUT CHANGING THEIR MEANINGS.
(p. 97) (10 ms)

a. Objectives: To help Ss revise comparative and superlative adjectives, and the passive voice with
modal verbs

b. Content: rewriting the sentences using comparative and superlative adjectives or the passive
voice without changing their meanings.

c. Expected outcomes: 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

d. Organization:

Teaching and learning activities Outcomes

- Asks Ss to work in groups, rewriting the sentences using - Work in groups.
comparative and superlative adjectives or the passive voice
without changing their meanings. - Rewrite the sentences using
comparative and superlative
- Tell them to read each sentence carefully and decide which adjectives or the passive voice
structure they should use. without changing their
meanings

- Read each sentence carefully

and decide which structure they
should use.

- Ask students to write their answers on the mini board, then - Write your answers on the
call a group to hang the blackboard on the board to check mini board.
their answers.
- Listen to the teacher.
- Checks as a class and confirms the correct answers.

* Consolidation:

T says: Through these exercises, I hope you can remember

how to use relative pronouns, and can apply them to do
exercises of this type.
III. CONSOLIDATION (5 ms)

1. WRAP UP:

- Revise the words/phrases learnt in Unit 6+7+8.

- Revise the grammatical points learnt in Unit 6+7+8.

2. HOMEWORK:

Choose the best answer to complete the sentence.

1. Cigarettes __________ at a drugstore.

A. most buy B. cannot buy C. cannot be bought D. should not buy

2. These days, in India, there are ____ married couples who live on their own than before.

A. more B. many C. less D. little

3. The Korean are ____ than the American in addressing their bosses.

A. more formal B. formal C. most formal D. the most formal

4. June has become ____ month for weddings in many countries when the symbolic flowers, roses,
usually bloom.

A. more popular B. less popular C. the most popular D. the least popular

5. Tom, ____ is not my friend is my enemy.

A. who B. which C. whom D. A&B

KEYS: 1. C 2. A 3. A 4. C 5. A

- Prepare for Review 3 – Skills 1: Listening and speaking.

Bình Định, ngày tháng 03 năm 2024 Bình Định, ngày tháng 03 năm 2024
GIÁO VIÊN HƯỚNG DẪN SINH VIÊN THỰC TẬP
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