Giáo án Tiếng anh 10 Global Success Cv 5512 cả năm

Giáo án Tiếng anh 10 Global Success Cv 5512 cả năm Giáo án Tiếng anh 10 Global Success Cv 5512 cả năm Giáo án Tiếng anh 10 Global Success Cv 5512 cả năm Giáo án Tiếng anh 10 Global Success Cv 5512 cả năm Giáo án Tiếng anh 10 Global Success Cv 5512 cả năm Giáo án Tiếng anh 10 Global Success Cv 5512 cả năm Phụ lục I KHUNG KẾ HOẠCH DẠY HỌC MÔN HỌC CỦA TỔ CHUYÊN MÔN (Kèm theo Công văn số 5512BGDĐT GDTrH ngày 18 tháng 12 năm 2020 của Bộ GDĐT) TRƯỜNG TỔ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập Tự do Hạnh.

Phụ lục I KHUNG KẾ HOẠCH DẠY HỌC MÔN HỌC CỦA TỔ CHUN MƠN (Kèm theo Cơng văn số 5512/BGDĐT-GDTrH ngày 18 tháng 12 năm 2020 Bộ GDĐT) TRƯỜNG: CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM TỔ: Độc lập - Tự - Hạnh phúc KẾ HOẠCH DẠY HỌC CỦA TỔ CHUYÊN MÔN MÔN HỌC/HOẠT ĐỘNG GIÁO DỤC , KHỐI LỚP (Năm học 20 - 20 ) I Đặc điểm tình hình Số lớp: ; Số học sinh: ; Số học sinh học chuyên đề lựa chọn (nếu có): …………… Tình hình đội ngũ: Số giáo viên: ; Trình độ đào tạo: Cao đẳng: Đại học: ; Trên đại học: Mức đạt chuẩn nghề nghiệp giáo viên 1: Tốt: ; Khá: ; Đạt: .; Chưa đạt: Thiết bị dạy học: (Trình bày cụ thể thiết bị dạy học sử dụng để tổ chức dạy học môn học/hoạt động giáo dục) STT Thiết bị dạy học Số lượng Các thí nghiệm/thực hành Theo Thơng tư số 20/2018/TT-BGDĐT ngày 22/8/2018 ban hành quy định chuẩn nghề nghiệp giáo viên sở giáo dục phổ thông Ghi … … Phòng học mơn/phịng thí nghiệm/phịng đa năng/sân chơi, bãi tập (Trình bày cụ thể phịng thí nghiệm/phịng mơn/phịng đa năng/sân chơi/bãi tập sử dụng để tổ chức dạy học mơn học/hoạt động giáo dục) STT Tên phịng Số lượng Phạm vi nội dung sử dụng Ghi II Kế hoạch dạy học2 Phân phối chương trình STT UNIT Bài học Số tiết Yêu cầu cần đạt (1) (2) (3) Getting started tiết By the end of this unit, students will be able to: Language tiết • pronounce the consonant blends /br/, /kr/, and /tr/ correctly in Đối với tổ ghép mơn học: khung phân phối chương trình cho môn isolation and in sentences; Reading tiết • understand and use words and phrases related to family life; Speaking tiết • use the present simple to talk about something that happens regularly in the present, and the present continuous to talk about Listening tiết activities happening at the moment of speaking; Writing tiết Communication and Culture/CLIL tiết Looking back & Project tiết • read for specific information in a text about the benefits of doing housework for children; • explain why children should or shouldn’t housework; • listen for specific information in a talk show about family life; • write about family routines; • express opinions; • understand family values in the UK; • research on Family Day in Viet Nam or other countries and give a group presentation about it UNIT Getting started tiết By the end of this unit, students will be able to: Language tiết • pronounce the consonant blends /kl/, /pl/, /gr/, and /pr/ correctly in isolation and in sentences; Reading tiết Speaking tiết • understand and use words and phrases related to human activities and the environment; Listening tiết • use the passive voice; Writing tiết • read for main ideas and specific information in a text about green • use will and be going to to talk about the future; Communication and Culture/CLIL tiết Looking back & Project tiết living; • talk about ways to live green; • listen for specific information in an announcement about a green event; • write about ways to improve the environment; • ask for and give advice; • understand what a carbon footprint is; • plan activities for a Go Green Weekend event and give a group presentation about the event UNIT Getting started tiết By the end of this unit, students will be able to: Language tiết • pronounce two-syllable words with correct stress; • understand and use words and phrases related to music; Reading tiết Speaking tiết • use to-infinitives and bare infinitives after some verbs; Listening tiết • read for specific information in a text about a famous TV music Writing tiết Communication and Culture/CLIL tiết Looking back & Project tiết • use conjunctions to make compound sentences; show; • talk about a TV music show; • listen for gist and specific information in an interview about a music festival; • write a blog about an experiencesat a music event; • make and respond to suggestions; • identify chau van singing; • research on a form of traditional music in Viet Nam or another country and give a group presentation about it REVIEW Language tiết Skills (1) tiết Skills (2) tiết Review is aimed at revising the language and skills Ss have learnt in Units 1-3 Introduce the review by asking Ss if they remember what they have learnt so far in terms of language and skills Summarise Ss’ answers and add some more information if necessary MID-TERM TEST tiết UNIT Getting started tiết By the end of this unit, students will be able to: Language tiết • pronounce two-syllable words with the same spelling with correct stress; Reading tiết Speaking tiết • understand and use words and phrases related to community development; adjective suffixes: -ed vs -ing; -ful vs -less; Listening tiết Writing tiết Communication and Culture/CLIL tiết Looking back & tiết Project • use the past simple and past continuous with when and while; • read for main ideas and specific information in a text about a volunteer club; • talk about the benefits of volunteering activities; • listen for specific information in an announcement for volunteers; • write an application letter for volunteer work; • express feelings; • identify factual information about the Save the Children organisation and its activities to help Viet Nam; • research on a volunteer project in their community and give a group presentation about it UNIT Getting started tiết By the end of this unit, students will be able to: Language tiết • pronounce common three-syllable nouns with correct stress; Reading tiết Speaking tiết • read for main ideas and specific information in a text about an Listening tiết invention; Writing tiết Communication and Culture/CLIL tiết • understand and use words and phrases related to inventions; • use the present perfect, gerunds, and to-infinitives correctly; • talk about inventions and their uses; • listen to instructions on how to use an invention for specific information; • write about the benefits of an invention; Looking back & tiết Project • make and respond to requests; • understand computer hardware; • collect information about an existing invention for the classroom or creat a new one and give a group presentation about it REVIEW Language tiết Skills (1) tiết Skills (2) tiết REVISION Revision for end-of tiết Review is aimed at revising the language and skills Ss have learnt in Units - Introduce the review by asking Ss if they remember what they have learnt so far in terms of language and skills Summarise Ss’ answers and add some more information if necessary term test 10 END-TERM TEST tiết 11 Feedback and correction tiết 12 In reserve tiết 13 UNIT 14 UNIT Getting started tiết By the end of this unit, students will be able to: Language tiết • pronounce three-syllable adjectives and verbs with correct stress; Reading tiết Speaking tiết • read for specific information in a text about gender equality; Listening tiết • talk about career choices; Writing tiết • listen for specific information in a talk about the first woman in space; Communication and Culture/CLIL tiết • write about jobs for men and women • understand and use words and phrases related to gender equality; • use the passive voice with modals; • express agreement and disagreement; Looking back & tiết Project • learn about women’s football; Getting started tiết By the end of this unit, students will be able to: Language tiết • pronounce words with more than three syllables with correct stress; Reading tiết • understand and use words and phrases related to international • a survey on students’ future jobs and report survey results Speaking tiết organisations; Listening tiết • use comparative and superlative adjectives; Writing tiết • read for specific information in a text about UNICEF’s support for Viet Nam’s education; Communication and Culture/CLIL tiết • talk about programmes for communities; Looking back & tiết Project • listen for specific information in a conversation about Viet Nam’s participation in international organisations; • write about Viet Nam's participation in international organisations; • make and respond to invitations; • learn about FAO and its activities to support Viet Nam; • research on an international organisation and give a group presentation about it 15 UNIT Getting started tiết By the end of this unit, students will be able to: Language tiết • identify and use sentence stress appropriately; Reading tiết Speaking tiết • understand and use defining and non-defining relative clauses with Listening tiết who, that, which, and whose; Writing tiết • read for main ideas and specific information in a text about online and face-to-face learning; Communication and Culture/CLIL tiết • talk about the advantages and disadvantages of online learning; • understand and use words and phrases related to different ways of learning; • listen to instructions on how to prepare for a blended learning class Looking back & tiết Project for specific information; • write about the benefits of blended learning; • give instructions; • learn about modern schools; • a survey to find out how students use electronic devices to learn and report survey results in a group presentation 16 REVIEW Language tiết Skills (1) tiết Skills (2) tiết Review is aimed at revising the language and skills Ss have learnt in Units – Introduce the review by asking Ss if they remember what they have learnt so far in terms of language and skills Summarise Ss’ answers and add some more information if necessary 17 MID-TERM TEST tiết 18 UNIT Getting started tiết By the end of this unit, students will be able to: Language tiết • use sentence stress appropriately to speak with a natural rhythm; Reading tiết • understand and use words and phrases related to the environment and ways to protect it; Speaking tiết • use reported speech Listening tiết • read for main ideas and specific information in a text about environmental problems; Writing tiết • talk about environmental solutions; Communication and Culture/CLIL tiết • listen for specific information in a conversation about ways to protect endangered animals; Looking back & tiết Project • write about a wildlife organisation; • make and respond to apologies; • learn about Earth Hour; • research on a local or an international environmental organisation and give a group presentation about it 19 UNIT 10 Getting started tiết By the end of this unit, students will be able to: Language tiết • identify intonation patterns and use appropriate intonation (i.e rising or falling tone); Reading tiết • understand and use words and phrases related to ecotourism; Speaking tiết • use conditional sentences Type and Type correctly; Listening tiết Writing tiết • listen for specific information in a tour guide speech welcoming Communication and Culture/CLIL tiết ecotourists in the Mekong Delta; • read for specific information in a brochure about ecotours; • talk about how to become an ecotourist; • write a website advertisement for an ecotour; Looking back & tiết Project • ask for and give advice; • understand the differences between types of tourism and their impact on the environment; • design an ecotour to a local attraction and give a group presentation about it 20 REVIEW Language tiết Review is aimed at revising the language and skills Ss have learnt     Ss should pretend that one of them is a tourist and the other is the tour guide Students have a few minutes to plan their conversations before they role-play them Students should decide on the type of tour, the place, the activities and what advice to ask for and give Students then swap roles *** Teacher walks round the class and provides help when necessary **** Teacher asks some pairs to role-play their conversations in front of the whole class, praises for good effort, clear pronunciation and fluent delivery II CULTURE T-Ss Ss-Ss Practice To help students learn about types of tourism through CLIL (Environmental studies) and learn some content vocabulary ENVIRONMENTAL STUDIES 10 mins Task 1: Read the text below and fill in each gap in the table below with one of the highlighted words from the text (p 117) * Teacher sets the context:  Ask Ss some questions to find out what they already know about the topic: o What kinds of impact does tourism have on the environment? o Name different kinds of tourism which are good / bad for the environment that you know?  Ask Ss what they want to know about the topic Write their questions on the board: o How much damage will tourism to the environment in the future? (CO2-emissions from tourism will increase by 25% in the next 15 years); o What are the main ways for tourism to damage the environment? (direct and indirect: When tourists are littering on the street, they are damaging the environment directly When tourists are travelling by plane and vehicles which emit CO2, they are damaging the environment indirectly)  Ask Ss to look at the two pictures and think of to opposite adjectives to describe each, e.g crowded vs private, noisy vs quiet, polluted vs eco-friendly ** Teacher tells students that they are going to read about four popular types of tourism and put them into categories in the table according to their negative or positive impact on the environment T-Ss *** Teacher and students elicit any new or difficult words, e.g Why is tourism is called ‘the smokeless industry’? (Because it is an industry without chimneys and is considered environmentally friendly) Ss **** Teacher confirms the answers as a class Ss-Ss Answers: T-Ss Task 2: Which kind of tourism does each description below fit Production To help students best? Tick the appropriate column (p 118) understand differences * Teacher tells students to read the text again to decide which between four main statement fits which type of tourism types of tourism ** Students the task in groups 10 mins T-Ss *** Teacher lets students discuss their answers Group work **** Teacher checks answers as a class: Ss-Ss  Have Ss call out their answers first  Then provide, or ask some Ss to provide the clue for the answers in the text Answers: T-Ss Wrap up - To help Ss memorise Homework what they have learned - Use the lexical items related to the topic Ecotourism; - Ask for and give advice - Know more information about tourism impact on the T-S environment Homework: - Prepare for the next lesson: Unit 10_Looking back and project - Exercises in the workbook UNIT 10: ECOTOURISM Lesson 8: Looking back and project I Objectives By the end of this lesson, Ss will be able to gain: Knowledge - Review the vocabulary and grammar of Unit 10 Apply what they have learnt (vocabulary and grammar) into practice through a project Core competence - Develop communication skills and creativity - Develop presentation skill - Develop critical thinking skill - Be collaborative and supportive in pair work and team work - Actively join in class activities Personal qualities - Be more creative when doing the project - Develop self-study skills II Materials - Grade 10 textbook, Unit 10, Looking back and project - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Assumptions Anticipated difficulties Solutions - Students may have underdeveloped speaking and cooperating skills - - Some students will excessively talk in the class - - Encourage students to work in pairs and in groups so that they can help each other Provide feedback and help if necessary Explain expectations for each task in detail Have excessive talking students practise Continue to explain task expectations in small chunks (before every activity) Board Plan Date of teaching UNIT 10: ECOTOURISM Lesson 8: Looking back and project * Warm-up Watch the video and guess the name of the place  Trang An Ecotourism Complex I Looking back Vocabulary Choose the correct words to complete the conversation (p 118) Pronunciation Work in pairs Role-play the conversation above Try to use appropriate intonation (p 118) Grammar Put the verbs in brackets in the correct forms (p 118) II Project Design an ecotour * Homework Procedures Notes In each activity, each step will be represented as following * Deliver the task ** Implement the task *** Discuss **** Giving comments or feedback Stage Warm-up Stage aim - To introduce an ecotourism complex and lead in the next part of the lesson Procedure Interactio n Watch the video and guess the name of the place * Teacher plays the video and asks students to guess the name of the place ** Students watch the video and try to find out the name of the place based on the sights in the video as soon as possible *** Teacher and students discuss the answers **** Teacher confirms the answers as a class Link video: https://www.youtube.com/watch?v=iCspAti- Time mins T-Ss Ss T-Ss T-Ss 0T8&t=18s (Nhờ BTV download video cắt đoạn có tên Tràng An timeline 0:06-0:10) Answer:  Trang An Ecotourism Complex Looking back Vocabulary Choose the correct words to complete the conversation (p 118) mins T-Ss * Teacher asks students to read each sentence and check comprehension and asks students study the context carefully and decide on the correct words to complete the conversation ** Students complete the task individually *** Teacher asks students to exchange their textbooks for peer checking Ss Pair work T-Ss To revise words **** Teacher checks answers as a class by asking individual students have learnt in student to read the sentences this unit Answers: sustainable protect profits litter aware ecotourism impact To practise different intonation patterns Pronunciation Work in pairs Role-play the conversation above Try to use appropriate intonation (p 118) mins * Teacher asks students to work in pairs to role-play the conversation in Vocabulary ** Students role-play the conversation, using the appropriate intonation *** Teacher asks some pairs to role-play or read out loud the conversation in front of the class T-Ss Pair work **** Teacher praises for good effort and natural delivery T-Ss To revise conditional sentences Type and Type Grammar mins Put the verbs in brackets in the correct forms (p 118) * Teacher explains to students that they are going to review the use of conditional sentences Type and Type 2, gives students some time to review the grammar rules in the Language lesson before doing the activity ** Students complete the task individually *** Teacher asks students to swap their textbooks for peer checking **** Teacher corrects the answers as a class by asking individual student to read the sentences and explain why they used conditional sentences Type or Type Answers: were / was; would live T-Ss Ss Pair work T-Ss work; will be allow; will have had; would go Project Design an ecotour * As students have prepared for the project throughout the unit, the focus of this lesson should be on the final product, which is an oral presentation ** Teacher has students work in their groups To provide an opportunity for students to develop their research and collaboration skills, and to practise giving an oral presentation  Give them a few minutes to get ready for the presentation  Give Ss a checklist for peer and self-assessment Explain that they will have to tick appropriate items while listening to their classmates’ presentations and write comments if they have any  The presenters should complete their self-assessment checklist after completing their presentation  If necessary, go through the assessment criteria to make sure Ss are familiar with them *** Teacher invites two or three groups to give their presentations, encourages the rest of the class to ask questions at the end 20 mins T-Ss Group work Ss-Ss **** Teacher gives praise and feedback after each presentation T-Ss Wrap up - To help students Homework memorise what they have learned - Review the vocabulary and grammar of Unit 10 Apply what they have learnt (vocabulary and grammar) into practice through a project Homework: - Exercises in the workbook T-S ... (Ký ghi rõ họ tên) tháng năm 20… HIỆU TRƯỞNG (Ký ghi rõ họ tên) Phụ lục III KHUNG KẾ HOẠCH GIÁO DỤC CỦA GIÁO VIÊN (Kèm theo Công văn số 5512/ BGDĐT-GDTrH ngày 18 tháng 12 năm 2020 Bộ GDĐT) TRƯỜNG:... giá (2) Tuần thứ, tháng, năm thực kiểm tra, đánh giá (3) Yêu cầu (mức độ) cần đạt đến thời điểm kiểm tra, đánh giá (theo phân phối chương trình) (4) Hình thức kiểm tra, đánh giá: viết (trên giấy... VIỆT NAM TỔ: Độc lập - Tự - Hạnh phúc Họ tên giáo viên: KẾ HOẠCH GIÁO DỤC CỦA GIÁO VIÊN MÔN HỌC/HOẠT ĐỘNG GIÁO DỤC ., LỚP (Năm học 20 - 20 ) I Kế hoạch dạy học Phân phối chương