UNIT 8: NEW WAYS TO LEARN

Lesson 8: Looking back & Project

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 8;
- Apply what they have learnt (vocabulary and grammar) into practice
through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.

II. MATERIALS
- Grade 10 textbook, Unit 8, Looking back & Project
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- sachmem.vn

Assumptions

Anticipated difficulties Solutions

Students may have - Encourage students to work in pairs
underdeveloped speaking, and in groups so that they can help
writing and co-operating skills each other.
when doing the project. - Provide feedback and help if
necessary.
Some students will excessively - Explain expectations for each task in
talk in the class. detail.
- Have excessive talking students
practise.
- Continue to explain task expectations
in small chunks (before every activity).
 Board Plan

Date of teaching
Unit 8: New ways to learn
Lesson 8: Looking back & Project
* Warm-up
Brainstorming
I. Looking back
Task 1: Listen and underline the stressed words in the sentences. Then
practice reading them.
Task 2: Complete the sentences using the words in the box
Task 3: Complete the sentences with who, which, that or whose. You
may use more than one
relative pronoun in some sentences.
II. Project
Technology for learning
* 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 Time

WARM-UP - To revise the Mini-game: 4 hints 1 word 5 mins
vocabulary * T divides the class into 2 teams and gives
related to the instructions.
topic and lead ** Members of each team take turns and
in the next write as many electronic devices that can
part of the be used in online learning in two minutes.
lesson *** The class discusses the answers.
- To enhance **** T checks if the answers are correct or
students’ incorrect. The group having more correct
skills of answers is the winner.
cooperating
with
teammates
LOOKING - To help TASK 1: LISTEN AND UNDERLINE THE 7 mins
BACK students STRESSED WORDS IN THE SENTENCES.
revise the THEN PRACTICE READING THEM. (p.94)
words that are * T encourages Ss to complete the task
stressed in individually.
the sentences - Before Ss do Task 1, T reminds Ss of the
knowledge
they have learned about sentence stress.
+ Content words (nouns, verbs, adjectives,
adverbs), often stressed in a sentence.
+ Structure words (determiners, pronouns,
prepositions, conjunctions, auxiliary verbs)
often unstressed in a sentence.
** Ss do the task as required.
*** Ss exchange their textbooks with their
partners.
**** T gives feedback and discusses it with
the class.
**** T plays the audio file for Ss to listen to
and repeat.
Answers:
- To help 1. Many students bring smartphones to
students school nowadays.
revise 2. You can download the app to study
vocabulary English.
related to 3. Thanks to technology, students can learn
different anywhere.
ways of 4. My sister is looking for information for her
learning presentation tomorrow.

TASK 2: COMPLETE THE SENTENCES

USING THE WORDS IN THE BOX (p.94)
* T encourages Ss to complete the task
individually.
- To help ** Ss do the task as required.
students *** Ss exchange their textbooks with their
revise the partners.
relative **** T gives feedback and discusses with the
clauses and class.
relative Answers:
pronouns 1. online
2. traditional
3. connection
4. blended
5. teamwork
 TASK 3: COMPLETE THE SENTENCES
WITH WHO, WHICH, THAT OR WHOSE.
(p.94)
* T gives instructions and has Ss complete
the task individually.
- Before Ss do the task, T helps them revise
quickly about defining and non-defining
relative clauses, especially the use of ‘that’
in each type.
- A relative clause gives more information
about a person or thing by defining the noun
before it.
- It usually begins with a relative pronoun:
who, whom, which, that or whose.
- There are 2 types of relative clauses:
Defining relative clause and Non-defining
relative clause
+ Defining relative clause: give essential
information about someone or something –
information that we need in order to
understand what or who is being referred
to.
+ Non-defining relative clause: give extra
information about the person or thing. It is
not necessary information. We don’t need it
to understand who or what is being referred
to.
** Ss do the task as required.
*** Ss exchange their textbooks and give
feedback to each other.
**** T gives feedback and discusses with the
class.

Answers:
1. who/that
2. which/that
3. which
4. whose
5. which/that
6. who
WRAP-UP To consolidate T asks Ss to talk about what they have learnt 2 mins
what students in the lesson.
have learnt in
the lesson.
HOME To prepare for Prepare for the next lesson: Unit 9 – Lesson 1 min
WORK the next 1. Getting started.
lesson.