UNIT 8: NEW WAYS TO LEARN

Lesson 1: Getting Started – New learning activities

I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Knowledge
- Be aware of the new learning activities and their importance
- Build up vocabulary with topic new learning activities and practice them
- Get to know the language aspects: relative pronouns
2. Core competence
- Develop listening and reading skills
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Familiarize with new learning activities
- Develop self-study skills

II. MATERIALS
- Grade 10 textbook, Unit 8, Getting Started
- Computer, Smartphone connect to the Internet
- Projector

Assumptions
Anticipated difficulties Solutions
Students are reluctant to work - Encourage students to work in pairs and in groups so that they can help each other.
in groups. - Provide feedback and help if necessary.

Students may lack vocabulary - Explain expectations for each task in detail.
to deliver a speech - Continue to explain task expectations in small chunks (before every activity).
- Provide vocabulary and useful language before assigning tasks
- Encourage students to work in groups so that they can help each other.
Board Plan

Date of teaching
Unit 8: NEW WAYS TO LEARN
Lesson 1: Getting started – New learning activities
*Warm-up: Game “Kahoot!”
*Listen and Read
Task 1: Listen and read.
Task 2: Match the verbs with the nouns to make phrases in Task 1
- watch a video
- prepare materials
- do a project
- search information
- take notes
- discuss a topic
Task 3: Read the conversation again and decide whether the following statements are true (T) or false (F).
Task 4: Complete each of the following sentences with ONE word from the conversation.
*Survey
*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 Interaction Time
WARM-UP - To stir up the GAME: Kahoot! 5 mins
atmosphere and activate *T asks Ss to log into the game and answer the 6 questions in T-S
students’ knowledge on the game. The student with the most correct answers wins
the topic new learning the game.
activities **Link to the game: https://create.kahoot.it/share/new- T-S
- To set the context for the learning-activities/e8e880dc-82c5-49f2-b944-747e2451e166
listening and reading part T declares the winner of the game.
- To enhance students’ ***T shows on the slide again 6 words and lets students guess
skills of cooperating with the theme of lesson today: NEW LEARNING ACTIVITIES T-S
teammates. ****T gives relevant comments on the students’ answers.
Answers: T-S
1. Group work
2. Pairwork
3. Presentation
4. Debate
5. Projects
6. Experiment

Lead-in: “These days, we have experienced a number of new

learning activities and apply them in studying. Our lesson today
is about New learning activities.
PRESENTATION To get students revise VOCABULARY: GAME “WHO IS FASTER?” 7 mins
collocations related to the TASK 1: MATCH THE VERBS WITH THE NOUNS TO MAKE
topic PHRASES. (Activity 3, p. 87)
*T divides the class into 2 groups. Each group receives a pack T-S
of 6 cards, on which verbs are written.
**T sticks 6 phrases on the board. One representative of each T-S
group goes to the board as fast as possible to stick their verb
cards next to the phrases on the board to make correct
phrases.
Each correct phrase gets 1 point.
The winner is the group with more correct phrases.
 WORD(S) ON THE BOARD VERBS ON CARDS
a video watch
information prepare
a topic do
notes take
materials discuss
a project search

****T gives correction T-S

***T asks Ss to copy these phrases into their notebooks S
Answers:
Watch a video
Prepare materials
Do a project
Search information
Take notes
Discuss a topic
PRACTICE To get students get to TASK 2: LISTEN AND READ. (Activity 1, p.86) 6 mins
know the topic *T asks Ss to listen to a conversation between Nick and Long T-S
and guess what they are talking about.
**T lets Ss listen. S
***T calls 2 Ss to answer the question. T-S
****T gives corrections.
Expected answer:
- They are talking about their learning activities.
- They are talking about their homework.
PRODUCTION - To have students get TASK 3: TRUE OR FALSE (p.87) 6 mins
specific information of the *T asks Ss to read the conversation again and decide if the T-S
text statement is T (True) or F (False).
- To check students’ *T shows 3 statements on the slide and introduces the task. T-S
understanding of the 1. Nick is preparing for his next geography class.
conversation and help 2. Nick’s note taking skills are quite good.
students use the words in 3. Nick’s class is working on many projects now.
context **T pre-teaches reading skills: T shows 4 steps to do a ‘True or T-S
 False’ task in a random order on the slide and asks Ss to order
them into the correct order.
Step 1: Identify KEY WORDS (nouns, verbs, adjectives) in the
statement
Step 2: Find SIMILAR WORDS in the text
Step 3: Compare these SIMILAR WORDS with the KEY
WORDS to see if they are similar or opposite in content.
Step 4: Decide if the statement is true or false.
*** Ss work in pairs and apply these 4 steps to do the task and S-S
correct the false statements.
*** T calls each student to give their answer and show the text T-S
on the slide and highlight key words/correct information.
****T provides the explanations or asks for the explanations T-S
for false statements.
Answers:
1. T
2. F
3. T

To get students identify TASK 4: COMPLETE EACH OF THE FOLLOWING SENTENCES

relative clauses and WITH ONE WORD FROM THE CONVERSATION. (p.87) 6 mins
relative pronouns *T asks Ss to read the conversation again, and find ONE T-S
suitable word to complete sentences.
1. Nick is watching the video _______ his geography
teacher uploaded on Eclass.
2. This way of learning gives him a chance to discuss with
his classmates, _______ may have original ideas on the
topic.
3. They are doing a lot of projects _______ help them
understand the lessons better.
4. That way of studying, _______ gives them more control
over their own learning, is quite useful. S
**Ss work independently T-S
***T calls one Ss to write their answer on the board.
 T corrects his/her work.
T asks Ss:
“What are these words : ‘that’, ‘who’, ‘which’ called?” T-S
****T shows the correct answer on the slide and informs Ss
that they will learn more about relative pronouns and
relative clauses in the next lessons.
Answers:
1. that
2. who
3. that
4. which

EXTRA SURVEY: Quizizz 10 mins

ACTIVITY *T asks Ss to log into the survey and answer 5 questions in the T-S
survey. Link to the survey:
https://quizizz.com/admin/presentation/61cf36470bdae7001f
0059e0
**T asks Ss to go to the link and give their votes on Quizizz T-S
1. What activities have you experienced before?
2. What are your favorite activities?
3. What activities do you dislike?
4. What activity do you think is the most difficult?
5. What activities will you join more in the future?
***Based on the votes, T calls some Ss and asks them the T-S
following questions:
With the results of Question 3: Why don’t you like them?
With the results of Question 4: Why is it difficult? Can the
teacher do anything to make it easier?
*** T emphasizes the activities with the highest/lowest votes
one more time and gives comments.
WRAP–UP To consolidate what T asks Ss to talk about what they have learnt in the lesson. 3 mins
students have learnt in the
lesson
HOMEWORK To review the lesson and - Write a short paragraph about your favorite learning activity 2 mins
prepare for the next and give explanations in your notebook.
lesson - Prepare for the project in Lesson 8
BRAINSTORMING To provide TASK 1: FILL IN THE TABLE 5 mins
students with *T shows on the screen the following table. T-S
additional ideas **T asks Ss to refer to the advantages and disadvantages of T-S
for the following online learning when compared to face-to-face learning
speaking task from the Reading lesson and fill in the table. S

- …………… - ……………
…… …
*** T asks 2 Ss to give their answers
**** T gives feedbacks and shows the correct answers on the S
slide S
Suggested answers:

CONTROLLED To help students TASK 2: FILL IN THE CHART (p.90)

PRACTICE collect materials Put the advantages and disadvantages of online learning
from the previous from the box into suitable categories. You may add more to
lesson for the each category.
following *T asks Ss to open the book, work in pairs and put the T-S
speaking tasks following 6 statements into 2 columns: Advantages and
disadvantages of online learning
** Ss work in pairs and fill in the chart. S-S
*** T asks 2 pairs of Ss to give their answers. T-S
**** T gives correction on the slide.
Answers:
Advantages: a, d, e
 Disadvantages: b, c, f
LESS TASK 3: FILL IN THE TABLE (p.90) 10 mins
CONTROLLED Work in groups. Each group chooses to be either For or
PRACTICE Against online learning. Discuss and provide explanations to
support your side. Use the table below to note your ideas.

*T asks Ss to give examples/evidence for each advantage and T-S

disadvantage mentioned in Task 2 by filling in the table.
** Ss work in groups and fill in the chart. S-S
*** T asks one group to give their answers and asks if other T-S
groups want to add anything else.
**** T gives correction on the slide.
Suggested answers:
FOR
– We can learn anytime and anywhere with an Internet
connection. (We don’t have to go to
school and we can save a lot of time travelling. We can do
assignments when we have free
time as they are uploaded online.)
– We can organise our own study schedule. (We choose to
attend the courses that are suitable
for our schedule. The timetable may not be fixed.)
AGAINST
– This can harm our health. (If we sit in front of a computer
for a long time, it can cause shortsightedness or backache.)
– We may have technical problems. (We can't follow the
teacher's lesson or submit homework.)
FREE PRACTICE To provide Ss TASK 4: ROLE-PLAY (p.90) 15 mins
with useful Discuss your opinions about online learning. Use your notes
expressions for in Task 1,2,3
the following *T divides the class in 4 groups and play different roles as T-S
 speaking task described below:
- Group 1: Zoom CEO
- Group 2: Students
- Group 3: Teachers
- Group 4: Parents
**T explains the context of the role-play: It’s an educational T-S
talk show where each member will take turns talking about
the advantages and disadvantages of online learning from
their point of view.
-Ss have to use the ideas provided in Task 1,2,3 and useful
languages on the slides.
USEFUL LANGUAGES:
Advantages:
A positive aspect of …….
A benefit of ……. is …..
A good point about… is …
An argument in favor of .. is …
Disadvantages:
A negative aspect of…. is ……
An argument against …. is …..
A drawback of .… is ….
**T shows the marking criteria on the slides. S-S
Marking criteria: ….. / 40
Useful expressions: …/10 T-S
Ideas (from task 1,2,3): …/10
Pronunciation: …/10
Fluency: …./ 10
*** Ss discuss in 7 minutes to prepare Ss work in
*** Each group send 1 member to the board to deliver the
talk shows.
****T gives feedback and marks each group’s performance
based on the marking criteria.

WRAP-UP To consolidate Teacher asks students to talk about what they have learnt in 3 mins
 what students the lesson.
have learnt in the
lesson
HOMEWORK To review the Do exercises in the workbook. 2 mins
lesson and
prepare for the
next lesson