Giáo án Tiếng Anh 10 unit 5: Technology and you

Giáo án Tiếng Anh 10 I OBJECTIVES: By the end of the lesson, students will be able to: - use a number of words about computers such as CPU, VDU, CD, ROMS, floppy disks… and talk about their benefit in our modern life - improve reading skill through Matching and Answering questions exercises II LANGUAGE FOCUS: Grammar: - The present perfect - The present perfect passive - Who, which, that Vocabulary: Words related to modern computers and equipment III SKILLS : Reading for gist and for specific information IV TEACHING AIDS: Student’s book, real objects and pictures showing modern computers and the illustrations of different parts of a computer V PROCEDURE: Teacher’s activities Warm-up : (3') - Ask students some questions: What machine is used to type/ watch a Students’ activities - Listen to the teacher and answer the questions: The computer film/ listen to music/ calculators/ play games? Can you use computers? Yes, I can Before you read: (6') - Ask students to look at the illustrations of different parts of a computer system and match each number item with one of the - Look at the book and the task words or phrases in the box - Let them work in pairs - Go round, check and help students - Work in pairs D-visual display Unit E- mouse G-printer C-keyboard A-Central processing Unit (CPU) While you read: (34') F-floppy disks - Ask students to look through the passage B-CD rooms - Read the passage loudly - Help students read the passage - Look through the passage - Explain pronunciation and meaning of the - Listen to the teacher new words which appear in the passage - Ask students to read loudly the difficult words in chorus * Task - Ask teacher some new words which can’t be understood - Listen to the teacher and read the - Ask students to match the word or phrase in difficult words loudly in chorus A with its definition in B - Let students work in groups * Task - Listen to the teacher and look at the student’s book and task in groups - Walk round and help students if they can’t - Some students give correct answers: 1.c – 2.e – 3.a – 4.b – 5.d * Task - Ask students to decide which of the three options below is the best title for the passage - Let them work in groups * Task - Listen to the teacher - Introduce students to check information in - Look at the student’s book and the passage for the answer task in groups - Ask students the question: - Answer the teacher’s question: What’s the best title A, B or C? C–what can the computer do? * Task 3: - Ask students to use the cues below to answer the questions in task - Let them work in pairs - Walk round and help students if necessary * Task 3: - Listen to the teacher and task - Work in pairs A: What can a computer to help us in our daily life? B: It can help us to visit shops and place of entertainment, pay bills, read books etc.; receive emails, learn and so on A: Why is a computer a miraculous device? B: It’s a miraculous device because it’s a capable of doing anything you ask, it can speed up the calculations After you read: - Ask students to discuss other uses of the ect computer in our daily life at home - Walk round and help students if they can’t Homework: (2') - Ask students to find out some problems that people encounter when using computer, to read the text about computers in workbook (p.26) - Ask students to prepare B-Speaking at home V EXPERIENCE - Listen to the teacher and write down I OBJECTIVES: By the end of the lesson, students will be able to talk about he use ò the modern inventions in daily life such radio, TV, fax machine, air conditioner… II SKILLS: Talking about the uses of modern technology III TEACHING AIDS: Real objects and pictures showing various modern devices; an air conditioner, a computer, a fax machine, an electric cooker etc IV PROCEDURE: Teacher’s activities Students’ activities Warm-up: (4') - Show a modern device (or a picture of a - Listen to the teacher modern device) and ask students the questions: What’s this? What is it used for? - Look at the things teacher shows and answer the questions: It’s a fax machine It’s used to send and receive letters quickly - Computer, radio, T.V, electric - Ask students to name some modern devices they know cooker, air conditioner Pre-speaking: (5') - Ask students some questions: What is used to listen to music and news? Radio What is used to wash the clothes? A washing machine While-speaking: (24') Task 1: Task 1: - Ask students to ask and answer questions - Look at the books about the uses of modern inventions - Let them work in pairs - Walk round, listen to the students - Help students if necessary - Listen to the teacher - Do task in pairs A: Can you tell me what a radio is used for? B: It is used to listen to music and news C: Can you tell me what a T.V is used for? D: It is used to watch news Task 2: - Ask students to task - Introduce students how to task - Let them work in pairs Task 2: - Look at task 2, listen to the teacher - Work in pairs Keys: - Walk round and help students if necessary 1.store; 2.transmit; process; 4.send; 5.hold; 6.make; 7.send; receive; 9.design Task 3: Task 3: - Ask students to look at the ideas in task 2, then rank them in order of importance and explain why - Let them work in pairs - Walk round, listen, check and help students if they can’t - Listen to the teacher - Work in pairs A: In what way is information technology the most useful to our lives? B: I think… A: Why you think so? B: Because… Post-speaking: (9') Task 4: Task 4: - Ask students to talk about the uses of information technology, use the information - Look at Task above - Let them work in groups - Check and help students - Work in groups A: Do you think information - Call some students to talk to each other technology is very important to our then mark them lives? why? B: Yes Because it can help us store very large amounts of information transmit information quickly Homework: (3') - Listen to the teacher and write - Ask students to part Speaking: exercise down 1, in workbook and prepare part Listening at home V EXPERIENCE I OBJECTIVES: By the end of the lesson, students will be able to know how a person learns to use a computer and improve listening skill through True or False and Gap-filling exercise II SKILLS: Listening for gist and specific information about a computer III TEACHING AIDS: Student’s book, tape, cassette player, some pictures of the modern devices IV PROCEDURE: Teacher’s activities Students’ activities Warm-up: (4') - Show the picture about a radio and ask - Look at the picture students to say how to when you use a radio - Listen to students and repair their mistakes - Listen to the teacher - Speak about what we’ll when using a radio A: First plug into socket then turn it Before you listen: (9') on… - Ask students to open the books and look at the part “Before you read” - Ask students some questions: - Listen to the teacher, look at the book How many electrical appliances are there - Answer the questions: on the table? There are… What are they? They are… * Ask students to ask and answer how often they use each of the items below and put a tick ( ) in the right column - Let they work in pairs - Work in pairs A: How often you use a radio? B: very often A: How often you use a cell phone? B: sometimes * Ask students to listen and repeat the words: worried, memory, refused excuse, VDU (visual display unit) headache ……………… - Listen and repeat the words - Listen and correct mistakes While you listen: (20') Task 1: - Ask students to look at Task Task 1: - Ask them to read the statements carefully - Look at the task and listen to the teacher and try to understand them - Ask students to listen to the tapes script and - Read the statements and try to decide whether the statements are true or understand them false - Listen to the tapes script - Read or turn on the tapes script twice - Ask students to give their answers - Decide whether the statements are T or F - Give correct answers: Task 2: - Ask students to read the passage carefully - Ask students to listen to the old man’s story again and write in the missing words - Read or turn on the tapes script again once 1.F – 2.T – 3.T – 4.F – 5.F – 6.F Task 2: - Look at task 2, listen to the teacher - Read the passage or twice - Listen to the tapes script - Help students give the correct answers - Give the correct answers After you listen: (10') 1.invented - Ask students to listen to the man’s talk excuse 2.still 3.refused anything again then retell his story, beginning the story with the following sentence: The story is about an old man who doesn’t know how to use the computer… - Listen to the teacher - Read or turn on the tapes script again - Listen to the tapes script again - Let them work in groups - Try to retell the story - Call some students to retell the story - Help students and correct mistakes - Work in groups - The students are called to stand up Homework: (2') - Ask students to rewrite the old man’s story and retell and retell the story about an old man who doesn’t know how to use the computer… - Ask students to prepare the part Writing at home - Listen to the teacher and write down the task V EXPERIENCE I OBJECTIVES: By the end of the lesson, students will be able to writ simple instructions on how to use some household appliances II SKILLS: Writing a set of instructions III TEACHING AIDS: Student’s book, real objects and pictures showing a public telephone, a card phone, a remote control, a television IV Procedure: Teacher’s activities Students’ activities Warm-up: (5') - Ask students to close the book - Ask students to listen and answer the - Listen to the teacher and answer the questions: questions: Yes, I have/ No, I have not Have you ever used a public telephone? It is easy/ difficult Is it easy or difficult to use it? ( Answer freely) Can you show me how to use it? - It students cannot answer the question or answer them incorrectly, ask students to open their books and introduce the set of instructions on how to use a public telephone Pre-writing: (8') Task 1: - Ask students to read carefully the set of instructions on how to use a public telephone - Let them work in pairs and try to understand its meaning - Read task carefully - Discuss its meaning - Work in pairs - Explain meaning of words and phrases students haven’t known - Ask the teacher some new words or - Show a phone-card and ask students: phrases What’s this? What’s it used for? What are the steps in using a public telephone? - Answer the questions: What should you if you want to get It is a phone card help? It is used to make a call While-writing: (18') They are first, lift… next, insert… Task 2: To obtain help, dial 116 - Introduce how to task - Let them work in pairs - Ask students to give the answers - Walk round and help students - Look at the students’ book - Listen to the teacher - Do task in pairs - Give the answers: + Connectors: first, then, next, until Task 3: - Ask students to look at task + Imperative form of the verbs: lift, insert, press, wait - Introduce how to it - Let them work in groups - Help students to answer the questions in task - Look at task 3, listen to the teacher - Do task in groups - Give the answers: - Walk round and repair students’ If we want to operate a T.V with a mistakes remote control, we have to make sure that the card is plugged in and the main is turned on Press the power button Press the programmed button Press 1, 2, 3, 4… Press the volume button up and Post-writing: (12') down Task 4: Press the mute button - Ask students to look at task - Ask students to write a set of instructions - Do task in groups on how to operate a T.V with a remote control - Let them work in groups - Some students stand up to read loudly the set of instructions A: If you want to operate a T.V with a - Walk round and help students if they remote control, you must make sure want - Ask some students to stand up and read loudly their sets of instructions - Correct mistakes that the card is plugged in and the main is turned on First, press the power button to turn on the T.V Next, select the channel by pressing number 1, 2, … then press programmed button to select the programmed you like Finally, press the volume button up and down to select the volume and if you want to turn off, press the power button again - Listen to the teacher and write down Homework: (2') - Ask students to rewrite the set of instructions in the notebook, part writing in work book and prepare new lesson at home V EXPERIENCE I OBJECTIVES: By the end of the lesson, students will be able to: - pronounce the sounds/  / and / u: / clearly and correctly - use the present perfect and present perfect passive appropriately II SKILLS:- Pronunciation : /  / - / u: / - Grammar and vocabulary: + The present perfect + The present perfect passive + Relative pronouns III TEACHING AIDS: Student’s book, tape, cassette player IV PROCEDURE: Teacher’s activities Students’ activities Warm-up: (4') - Ask students to close their books - Write on the board two sentences: - Look at the board and listen to the teacher Sue often goes to school on foot Look at your shoes, take them off - Ask students to read loudly the sentences - Ask students: What sounds are you learning today? - Read loudly the sentences - Ask students to show /  / - / u: / which - Show /  / - / u: / and read aloud appearance in the sentences - Introduce new lesson Pronunciation: (10') - Ask students to look at the books - Turn on the cassette player or read loudly the words in the books - Look at the book - Listen and repeat loudly the words in the book - Ask students to repeat * Practice the sentences - Ask students to look at their books - Turn on the cassette player or read loudly the sentences in the books - Ask students to pick out the words containing the sound /  / - / u: / - Let them work in groups - Correct the mistakes - Look at the book - Listen and repeat the sentences - Pick out the words containing the sound: //: could, put, book, bookshelf, full, look, looking / u: /: June, moon, shoes, boot, school, afternoon Grammar: (29') * The present perfect tense: - Explain the form : S + have/has + P2 - Listen to the teacher and write ( It is used to express a recently completed down action) Exercise - Introduce how to exercise - Ask students to exercise - Walk round and help students - Do exercise - The students who are called to write the answers on the board: - Call some students to write their answers Tan has opened the door on the board - Correct mistakes Tan has turned on the T.V Tan has tidied the house Tan has cleaned the floor Tan has turned on the lights Tan has laid two bottles of water on the table * The present perfect passive: - Explain the form: S + have/has + been + - Listen to the teacher and write P2 down Ex: Our school has been built since 1965 Exercise - Introduce how to exercise - Ask students to build sentences after the - Do exercise model and write in the present perfect - Work in groups passive - Let them work in groups - The students who are called write the answers on the board: - Call some students to write their answers … has been built … on the board - Correct mistakes … has been sent up … … have been cut down … … have been killed … - Listen to the teacher and write down Exercise - Do exercise - Explain relative pronouns: who, which, - Work in pairs that - Introduce how to exercise - Let them work in pairs - Walk round and help students 1.which 4.who 2.which 5.who which/that 3.which 6.who 9.which 7.who 10.who - Call some students to write their answers on the board - Correct mistakes Homework: (2') - Listen to the teacher and write down homework to at home - Ask students to exercise in work book - Ask students to prepare Unit at home V EXPERIENCE