E10 u8 listening đàilinh
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<b>Week: 30</b> <i><b>Preparing date: 25/03/2024</b></i>
<i>- Gain an overview about the topic of the Blended-learning class </i>
- Memorize vocabulary to talk about blended learning.
<b>2. Competence:</b>
- Develop listening skills: listen for specific details
- Be collaborative and supportive in pair work and teamwork - Actively join in class activities
<b>3. Qualities:</b>
- Familiarize with blended-learning classes and identify the differences between traditional and blended-learning classes.
- Develop self-study skills
<b>II. TEACHING AIDS:</b>
- Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.... - Students: Text books, studying equipment….
<b>III. PROCEDURE:</b>
<b>1. WARM UP & INTRODUCTION (3’- 5’)Aims:</b>
- To activate students’ knowledge on the topic of the unit - To set the context for the listening part
<b>* Content: To have some warm-up activities to create a friendly and relaxed </b>
atmosphere to inspire Ss to warm up to the subject and new lesson.
<b>* Outcome: Student’s answers</b>
<b>* Organisation: Teacher’s instructions …</b>
<b>+ Greeting+ Asking question:</b>
- T shows a video about “Blended learning” from Youtube: (from 0:00 - 1:28)
<i>- Face-to-face learning activities- Digital learning objects</i>
<i>- Independent study time </i>
</div><span class="text_page_counter">Trang 2</span><div class="page_container" data-page="2">components of blended learning.
- Ss watch a video and answer the question. - T asks 2 Ss to give their answers and gives
- Help students practice listening to answer questions
<b>* Content: Vocabulary and Task1 , Task 2</b>
- There are 4 questions, you have 10 seconds to think and give answers based on the suggestions given.
- Whoever raises their hand the fastest and answers correctly will get a gift.
1. You can _ _ _ _ _ _ your videos on Youtube
</div><span class="text_page_counter">Trang 3</span><div class="page_container" data-page="3">4. To _ _ _ _ _ to your email, you need to type in your account and password.
- T asks Ss to open the book and discuss with their friend before them what they do to prepare for a lesson.
- Ss discuss and tick the box.
- T calls some pairs to speak their answers.
<b>TASK1 : WORK IN PAIRS. TICK (V)WHAT YOU OFTEN DO TOPREPARE BEFORE A NEW LESSON</b>
- T asks the class to read two questions in part 2
- T asks Ss to guess the answers. - T asks Ss to listen and answer the
questions.
- T calls some student to answer each question, asks him/her how he/she gets the answer and gives correction (if needed)
T gives correction
<b>TASK 2: LISTEN TO THE FIRST PART OF THE CONVERSATION BETWEEN A TEACHER AND HER STUDENTS, THEN ANSWER THE </b> home / how to prepare for the next lesson.
<b>2. She uploaded materials</b>
and videos.
<b>3. Practice ( 20’)Aim: </b>
- To provide students with useful steps to do before listening for specific information - To help students work in pairs and discuss
<b>* Content: Reorder the steps before listening, Task 3, Task 4* Outcome: key</b>
<b>Teacher’s Student’s activitiesContent</b>
</div><span class="text_page_counter">Trang 4</span><div class="page_container" data-page="4">- T asks Ss to reorder the steps that need to be taken before doing the "fill in the blank" listening test.
- Students perform tasks as required. - T calls some
students to speak answer and explain - T check whether the
answer is right or wrong.
<b>REORDER THE STEPS THATNEED TO BE TAKEN </b>
<b>BEFORE DOING THE "FILL IN THE BLANK" LISTENING </b>
- T can ask some students to determine whether the word in the blank is a noun/verb...
- T asks Ss to listen and complete the diagram
- T replay the recording if the class does not answer all the answers.
- T calls some people to stand up and answer and share their answers
- T makes corrections.
<b>TASK 3: LISTEN TO THE SECOND PART OF THE CONVERSATION AND COMPLETE THE FLOW CHART WITH NO MORE THAN </b>
b. Listen, take notes
c. Decide what kind of information should be filled in the blank (noun, verb,….)
d. Read the question carefully and underline key words (verbs, nouns, …..)
</div><span class="text_page_counter">Trang 5</span><div class="page_container" data-page="5">each group to state which way of learning is more effective and explain
- T calls 2 groups to share their ideas.
T checks answers and gives sample answers
<b>DISCUSS THE QUESTIONS . WHICH IS MORE EFFECTIVE: BLENDED OR TRADITIONAL LEARNING? WHY?</b>
<i><b>SAMPLE ANSWER:</b></i>
In my opinion, blended
learning is more effective than traditional learning. The main reason is that students can focus on content like new vocabulary or pronunciations while using their self-paced, online material on their own time. In live sessions, the teacher can work with students to support their unique needs and goals. No class time is wasted covering material students already know or that they can practice on their
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