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An Giang, ngày 28 tháng 02 năm 2022

GIÁO ÁN KIẾN TẬP GIẢNG DẠY

Họ tên người soạn: Nguyễn Thị Minh Hạnh MSSV: DAV197006
Giáo viên hướng dẫn: Nguyễn Thanh Liêm Lớp KTSP: 10B2
Tên bài dạy: Unit 8: New ways to learn – lesson 2: Language
Tiết KTSP (thứ mấy của SV): 5

LESSON PLAN
Unit 8: NEW WAYS TO LEARN
Lesson 2:
Language
A. Objectives:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Enrich vocabulary about electronic devices used as learning tools.
- Pronounce three-syllable adjectives and verbs
- Use defining and non-defining relative clauses with ‘who’, ‘that’, ‘which’, and
‘whose’…
2. Skills:
- Listen to the recordings and practice saying words correctly.
- Speaking: discussing and answering the questions about electronic devices used as
learning tools.
3. Attitude:
- Students understand more about the electronic devices they can use to learn.
- Students have a positive attitude and use these personal electronic devices effectively.
B. Teaching aids: Textbooks, lesson plan, handouts, LCD, ...
C. Procedure:
Time Content Teacher’s and students’ activities
5ms I. Warm-up:
Game: Noughts and crosses -T shows the game and runs
Example: through.
-T lets Ss play a game called
 “Noughts and crosses”.
-T divides the class into 2
groups: noughts (O) and
crosses (X).
- T says: “We have 9 words in
five squares. Each group will
take turns to choose the words
and make a sentence with this
Definitely Access tool new word. If your sentence is
appreciated you can put your
record Assignment Digital
symbol “X” or “O” into this
electronic digital laptop square, if not, your
competitor’s symbol will be put
in this square. The winner is
the group who manages to fill
three squares in a row, across,
down, or diagonally.”
-T lets Ss play the game and
gives them bonus marks for
the winner.
- Lead-in: “These are some words
we have just learned in the previous
lesson. Now, to know more about how
these electronic devices can help us
and some new vocabulary items,
grammar, and pronunciation points,
let’s start our lesson today: unit 8: New
ways to learn, lesson 2: language.”
10ms II.VOCABULARY:
Task 1: Match each of the phrases on the - T shows the task and runs through.
left with its explanation on the right. -T asks Ss to work individually, read
the phrases from 1 to 5, then find the
meaning for each of them (a-e).
-T provides support by guiding Ss to
use the context of the conversation to
choose the correct meaning for each
phrase.
 -Ss work individually in 3ms to
complete this task.
-T invites some Ss to stand up and give
their answers.
-T checks answers as a class to make
sure Ss have all the correct answers.

Keys: -T shows the task and runs through.

1. e 2. d 3. b 4. c 5. a - T asks Ss to read the conversation
again to find the information.

Task 2: Read the conversation in -T helps Ss identify the uses of some

GETTING STARTED again. Match tools.
pictures A-C with their uses as learning -T tells Ss to match these words with
tools 1-6 mentioned below. their uses.
-T lets Ss work on their own first, then
compare their answers with a partner.
-T lets Ss go to the board to write their
answers.
- T checks the answers as a class.

-Lead-in: we have learned some new

words and now to know how these
words are used in the context we will
move to the next part.

10ms III.PRONUNCIATION:
 Pre-pronunciation:
Guessing activity: -T shows the table and runs through.
Concentrate (v) Contribute (v) - T invites Ss to guess where is the
 Personal (adj) Digital (adj) stress of each word.
- Ss can go to the board and write down
Notes: the answers that they guess.

-English three-syllable adjectives and verbs -Then T shows the notes and explains
the pronunuciation points of this
 Stress on the FIRST syllable.
lesson.
Ex:
+Adjective: general, digital, delicate,
excellent, …
+ Verb: organize, concentrate,
-There are many exceptions:
+ Adjectives: Some adjectives have primary
stress on the LAST syllable if there is a
long vowel or a diphthong in it.
Ex: obsolete, Vietnamese, Portuguese…
+ Verbs: many verbs, especially those with
prefixes have stress on the SECOND
syllable.
Ex: continue, consider, remember.

 While-pronunciation:
Task 1:Listen and repeat.
- T shows the task and runs through.
- T plays the recording and lets Ss
listen. –T plays it again with pauses for
them to repeat each word chorally.
- T asks Ss to focus on the stress
patterns of three-syllable adjectives and
verbs.
- Then, Ss work in pairs in 5ms and
take turns reading the words.
-T calls on some Ss to read them out
Task 2: Listen again and put a mark (') loud.
before the stressed syllable.

-T plays the recording again and asks

Ss to put a mark (') before the stressed
 syllable in each word.
-Ss listen and put the mark on the
words.
- T asks Ss to pay attention to the stress
patterns.
-T encourages Ss to say how the stress
patterns are different in these words.
- T invites individuals Ss randomly to
read the words. Correct them, if
necessary.
 Post-pronunciation:
Game: “Bean bag circle”. - T lets Ss play the game: Bean bag
List of words: circle.
-concentrate -Ss listen to the music and move the
bag around the classroom. When the
-introduce
music suddenly stops, the student who
-understand
still holds this bag will be chosen to
-similar stand up.
-contribute -Ss open this bag and choose one word
-digital to speak out.
-Vietnamese - T checks Ss’pronunciation carefully.
-interest
15ms IV.GRAMMAR:
RELATIVE CLAUSES:
 Pre-stage:
 Introduction:
-T shows the pictures to elicit the new
structure.
-T asks some elicit questions related to
the topic.
-T shows the model sentences and
elicits Ss to find out the new structure.
-T shows the structure and asks some
Mary => win the game. Ss to read the examples.
-T invites some Ss to stand up and give
 This is Mary, WHO wins the game
tonight. their answers about the usages and
note.
-T invites some Ss to give some more
  Example: examples.

- The laptop WHICH is on the table is -T checks Ss’ understanding and

mine.=> defining relative clause. explains some more notes.
- I will give you my assignment, which I -T lets Ss copy down the structures.
have just finished.=> non-defining
relative clause.

 Structure:

1.N(người) + WHO/ THAT + V

2.N(người) + WHOM/ THAT + S+V

3.N (vật) + WHICH/ THAT +S+V

4.N(người/vật) + WHOSE+S+V

5.N(người)+giới từ+WHOM+S+V

N(vật) +giới từ+ WHOM+S+V

6. Do not use THAT: After non-defining

relative clauses or prepositions.

Example: This is my new tablet, which

(not ‘that’) uses the latest digital technology

7. Must use THAT:

+ refer both humans and things.

+ Superlative.

+ something, anything, everything,….

 Usages: To give more information

about someone or something by
defining or identifying the nouns that
precede them in the main clause.

 Note:
- They usually begin with the relative
pronouns who, that, which, whose.

- Sometimes we omit the wh-pronoun or

that.

+ Example: I don’t use the desktop (which

/ that) my parents bought me five years
ago.

- Relative clauses are divided into two

types: defining relative clauses and non-
defining relative clauses:

 While-stage:
Task 1: Read the following sentences -T shows the task 1 on the screen and
from GETTING STARTED. Underline runs through.
‘which’, ‘that’, ‘who’, and ‘whose’. What -T asks some students to stand up and
are these words used for? Decide if the read the following statements (each
clauses are defining or nondefining student will read one statement).
relative clauses. -T lets Ss work in groups of four in 2
1. They’re the modern devices that have minutes to answer these questions.
changed the way we learn. -T invites 2 or 3 Ss to stand up and
2. Smartphones can also be used to take answer the questions.
photos or record students’ work, which can - T checks some groups’ answers and
be later shared with the class. gives Ss time to write the correct
3. You can also access the Internet, answers into their notebook.
download
programs, and information that can help you
understand the material and widen your
knowledge.
4. My laptop, which is a present from my
parents, is very useful.
5. A tablet is also perfect for people whose
work is to draw and write.
 -T shows Task 2 and runs through.
-T explains the activity: Ss need to
match 1-6 with a-f to make meaningful
sentences.
Task 2: Match 1-6 with a-f to make
-T models one sentence for students.
meaningful sentences.
-T asks Ss to work in groups of four in
5ms.
-T invites some groups of Ss to check
the answers.
-T gives Ss time to look at other
groups’ answers to see if they have the
same answers or not and ask some
questions (if necessary).
- T checks some groups’ answers and
gives Ss time to write the correct
answers into their notebook.
Keys: 1. E; 2. D; 3. A; 4. F; 5. C; 6. B

-T shows Task 3 and runs through by

reading the sentences carefully to
identify the different usages between
a/the.
-T lets Ss work in groups of four in
5ms to choose the correct words.
Task 3: Use ‘who’, ‘which’, ‘that’ or
-Ss work in groups to do task 2.
‘whose’ to complete each of the sentences.
-T lets Ss play the game to check the
1. Personal electronic devices answers.
____________ distract students from their
classwork are banned in most schools.
2. The laptop ____________ cover is
decorated with funny animals belongs to my
aunt.
3. My tablet, ____________ is two years
old, still works quite well.
4. Students ____________ have
smartphones can use them to look up words
in an electronic dictionary.
5. Some scientists think that children
_________ parents allow them to use
electronic devices early will have more
advantages in the future.
6. Long, ____________ is only two and a -The T shows the chart on the screen
half, likes to play games on a tablet. and lets Ss play a game called “Lucky
Chart” to check Ss’ answers.
Keys:
-T says: “ Now, we play a game called
1. which / that 2. whose 3. which
Lucky Chart. We have 8 numbers with
4. who / that 5. whose 6. who
the two lucky numbers and six normal
numbers that contain nen words. You
Game to check students’ answers: will raise your hands to choose your
Lucky chart: number. If it is a lucky number, you get
1 bonus mark and 1 more turn. If not,
you need to answer the question in
order to get a bonus mark.”
-T lets Ss play the game and gives
them bonus marks.
-T gives feedback (if necessary)

- T shows the requirements of this task

and runs through.
-T asks Ss to work in groups to discuss
this question.
-T helps Ss outline their knowledge
 Post-stage: about using personal electronic devices
Discussion: in groups: to learn English.
What is the advantage of electronic -T lets Ss work in pairs in 3ms.
devices in studying English? -Ss show their outline to the whole
Outline: class by sticking their paper on the
board and presenting.
-Looking up the new words quickly.
- T gives feedback on Ss’
-Being portable, convenient, effective…
presentations.
-Access the internet faster.
 -….

5ms V.Consolidation: Fill in the blanks with

WHO, WHICH, or THAT: -T shows the task on the screen and
1. The men _______ lives next-door are runs through.
English.
- T lets Ss read these sentences and
2. The dictionary _______ you gave me is
helps them to decide the form of the
very good.
word in each gap.
3. Do you know the girls _______ are
- Ss work in pairs in 2ms and try to
standing outside the church?
base on their memory to fill in the
4. The police are looking for the thieve
gaps.
_______ got into my house last night.
5. The chocolate _______ you like comes -T walks around to help Ss.
from the United States. - T invites some Ss to answer and gives
6.A burglar is someone _____ breaks into a feedback.
house and steals things.
Keys:
1. Who; 2. Which; 3. Who; 4. Who;
5. Which; 6. That
 Homework:
+ Learn these new words by heart.
+ Review the conversation and these
previous questions. -T gives Ss homework.

+ Read and prepare the next lesson. -Ss take note.

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Nguyễn Thanh Liêm Nguyễn Thị Minh Hạnh