THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

PERIOD 1
INTRODUCING THE PROGRAMS OF ENGLISH 10

A. Aims:
- Help Ss to know about the English book grade 10 in general. (Including themes, tests, lessons etc. )
- Introduce how to do oral tests, fifteen - minute tests , a midterm test and a final test.
- Some requires of student to study well English.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce the theme and units.
- By the end of the lesson, students will be able to: know about the English book grade 10 in general.
B. Preparations:
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
* Game: Lucky Number
1. Warm-up -T divides the whole class into two groups and plays the game. T <--> Ss
- The leader of each group chooses a number for their own group and
9 minutes does the following requirement in each question. If the answer is
correct, they will get 10 marks.
1. Lucky Number
2. How many girls are there in your class?
3. Do you know what your English teacher’s name is?
4. Lucky Number
5. What do you prepare for this semester?
6. Do you like studying English? Why or Why not?
Group work
7. How do you learn English well?
8. Do you speak English fluently?
- T leads Ss in the lesson.
A. Content: Including six topics
2. Presentation 1 - T introduces the topics. T <--> Ss
1. Family life
2. Humans and the environment
12 minutes 3. Music
4. For a better community
5. Inventions
--> five topics are divided into five units.
- T asks Ss to find out the more general topic through the unit’s name.
B. The design of each unit in textbook:
1. Getting started: Introducing the overall topic of the unit
2. Language: Learning vocabulary, grammar and pronunciation
3. Reading: Developing reading skills and providing Ss with language
and ideas about the topic
4. Speaking: Developing speaking skills and encouraging Ss to apply
and share their own knowledge
5. Listening: Developing listening skills
6.Writing: Developing writing skills and helping Ss cope with ideas
and necessary language
7. Communication and culture: providing Ss with an opportunity for
further practice and consolidation of the skills and the language learnt
previously in the unit.

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

8. Looking back and project:

- Revising and consolidating of the language in the unit
- Providing Ss with an opportunity to apply the language and skills
they learnt throughout the unit to perform a task in a realistic situation
- After 2 units, Ss have one period for test themselves. It helps them
test themselves about what they’ve learnt.
C. Tests:
3. Presentation 2 1- Checking frequency knowledge for the previous lesson. T <--> Ss
2- Fifteen minutes test (3 times for each semester)
20 minutes
3- Forty minutes test (2 times for each semester)
4- Semester test (Once for each semester)
D. The new point in learning English 10
- Communicative method /approach.
- Task - based method /teaching.
- The book is designed with 4 skills.
- Complete and various tests.
- Learner - centered approach.
E. Introduce the English book grade 10
- Ask Ss to look through the book then tell class how many units it
has.
- Introduce some more information. T <--> Ss
- There are 5 themes including
1. Family life
2. Humans and the environment
3. Music
4. For a better community
5. Inventions
- There are 8 periods in each unit. They are Getting Started,
Language, Reading, Speaking, Listening, Writing, Culture and
communication and Looking Back
T <--> Ss
F. Some requires of students
- Read the lesson before studying in class.
- Do all exercises at home.
- It is good to find the meaning and the pronunciation of the new
words in the dictionary at home.
-Listen to the teacher attentively and take part in the lesson actively
and creatively.
- Take part in the activities that the teacher required such as pairs
work, group work or individual
- Each S has a notebook and book (student book and work book)
4.Consolidation - Ask Ss to consolidate the main contents.
2 minutes - Give feedback. T <--> Ss
5. Homework - Prepare the new words in Unit 1: Family life T <--> Ss
2 minutes Lesson1: Getting started

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

PERIOD 2
UNIT 1: FAMILY LIFE
Lesson 1: Getting started – Household chores

I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- an overview about the topic Family life;
- vocabulary to talk about household chores.
2. Core competence
- develop communication skills;
- be collaborative and supportive in pair work and teamwork;
- actively join in class activities.
3. Personal qualities
- be aware of responsibilities towards family
II. MATERIALS
- Grade 10 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Pronunciatio Vietnamese
Form Meaning
n equivalent

1. household /ˈhaʊshəʊld/ relating to a house or flat and the people who live there trong gia đình, dùng
(a) trong gia đình

2. chore (n) /tʃɔːr/ a job or piece of work that needs to be done regularly việc vặt

Assumptions
Anticipated difficulties Solutions
- Students may not know the household chores. - Use pictures/ photos or videos of some household chores
to show them in the class.
- Students may not know how to work in teams. - Give short, clear instructions and help if
necessary.

Board Plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 1: Getting started – Household chores
* WARM-UP
Game: Let’s race!
I. Vocabulary
1. household (adj) /ˈhaʊs.həʊld/: trong gia đình, dùng trong gia đình
2. chore (n) /tʃɔːr/: việc vặt (thường được dùng ở số nhiều: chores)
II. Practice
Task 1: Listen and read.
Task 2: True or false.
Task 3: Fill in the table.
Task 4: Complete the sentences.
III. Production:
Make a poster

III. PROCEDURES
Notes:

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

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 Intera Time

ction
WARM-UP - To GAME: LET’S RACE! 5 mins
introduce the unit * T divides Ss into 4 groups and gives instructions: Watch the T-S
topic (Family life); video clip and try to remember all the household chores Mr. Bean
- To did in the video. One person from each group then goes to the
introduce some board and writes the names of the chores.
vocabulary and the
grammar points to
be learnt in the unit.

S-S
S-S
** Ss do as instructed. T-S
*** Ss work in pairs to discuss the answer after watching the clip,
then one representative from each group writes the answer on the
board.
**** T confirms the correct answers.
Suggested answer:
1. Mop the floor
2. Clean the toilet
3. Wash the clothes / Do the laundry
4. Clean the house
5. Vacuum the carpet
PRESENTATI VOCABULARY T-S 4 mins
ON To help students * T asks Ss to look at the photos to guess the meaning of new
use key language words.
more appropriately
before they read
and listen.

** Ss say the Vietnamese meaning of the word.

1. household (n) /ˈhaʊs.həʊld/
2. chore (n) /tʃɔːr/
*** Other Ss correct if the previous answers are incorrect.
**** T shows the Vietnamese meaning, says the words aloud and
asks Ss to repeat them.
PRACTICE - To get students TASK 1. LISTEN AND READ (p.8) 6 mins
interested in the * T asks Ss to look at the picture (p.8 - 9) and answer the T-S
topic. questions:
- To get students to S
● Who are they?
learn some S-S
● Where are they?
vocabulary in the T-S
● What are they
unit.
doing?

T-S
S-S
S-S
T-S

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

T-S

S
S-S
T-S
Ss do the task individually
*** Ss share their answers with a partner.
**** T checks their answers with the whole class.
Suggested answers: Nam and Minh are two friends. They are at T-S
Nam’s home. Nam is cooking.
S-S
* T has the Ss read the conversation in pairs. T-S 10
** Ss read the conversation mins
*** One pair reads aloud.
**** T collects common mistakes and gives comments.
To practise reading
for specific TASK 2: TRUE OR FALSE
information Read the conversation again and decide whether the following
- To practise statements are true (T) or false (F). (p.9)
scanning * T asks Ss to work individually to read the statements and
- To develop underline the key words, then share their ideas with a partner who
students' sits next to them.
knowledge of ** Ss do Task 2 individually first. T-S
vocabulary for *** Ss share and discuss with their partners about the key words
household chores **** T corrects their answers as a class. S
1. Nam’s mother is cooking now. S-S
2. Everybody in Nam’s family does some of the housework. T-S
3. The children in Minh’s family don’t have to do any
housework.
* T asks Ss to scan the conversation, locate the key words to find
the answer for each the question with the partner who sits behind
them
** Ss do the task in pairs.
**** T has Ss share their answers with the class. T confirms the
correct answers and have Ss correct the false statement. T writes 4 mins
the correct sentence on the board.
Key:
1. F → Nam is cooking now.
2. T T-S
3. T
- To help students S
revive some TASK 3: FILL IN THE TABLE S-S
collocations for the Write the verbs/verb phrases that are used with the words or T-S
household chores phrases in the conversation in 1. (p.9)
so that they can use * T has Ss locate the verbs or phrasal verbs in the conversation,
them in the find the nouns or noun phrases after each verb/ phrasal verb to do
following lessons. the matching.
- To help students ** Ss work individually
practise scanning. *** Ss share their answers with a partner
**** T checks and gives the correct answers with the whole
class, and has them say the meaning of each collocation. 4 mins
Answers:
1. put out the rubbish
2. do the laundry
3. shop for groceries
4. do the heavy lifting
5. do the washing-up

To help students
identify present TASK 4: COMPLETE THE SENTENCES.
simple and present Complete the sentences from the conversation with the

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

continuous and correct forms of the verbs in brackets. (p.9)

how they are used * T has Ss read each sentences, try to think of a verb or an
in sentences auxiliary verb that will complete the gap.
** Ss do the task individually
*** Ss share the answers with a peer.
**** T asks the whole class to call out the verb forms first, then
calls on individual students to read the complete sentences.
Answers:
1. ‘m preparing
2. does – ‘s working
PRODUCTION - To help students TASK 5: MAKE A POSTER! 8 mins
practise talking Think about activities which you can do to raise other
about activities students' awareness of their responsibilities towards their
which raise family. T-S
students’ awareness * T gives Ss clear instructions in order to make sure Ss can do
of their effectively.
responsibilities. - Divide Ss into 4 main groups .
- To practise - Ask Ss to work in groups to discuss and make a poster of
teamworking. activities to raise Ss' awareness of their responsibilities towards S-S
- To give students their family. T-S
authentic practice - Observer Ss while they are discussing, note their language
in using target errors
language. ** Ss do as instructed
**** T gives Ss feedback.
- Choose some useful or excellent words/ phrases/ expressions/
word choices Ss have used to give suggestions to other students.
- Choose some typical errors and correct as a whole class without
nominating the Ss’ names.
CONSOLIDAT - To help students WRAP-UP T-S 4mins
ION memorise the target * T asks Ss: What have you learnt today?
language and skills - Some lexical items about household chores
that they have - Reading for specific information
learned - Scanning
- To inform HOMEWORK
students what the 1. Exercises in the workbook
final product of the 2. Project preparation
project should be - Have Ss look at the last page of Unit 1, the Project lesson and
and how students ask them what topic of the project is.
can prepare for it. - Tell them the project requirements: Do research on Family Day
in Viet Nam or other countries in the world
+ suggest activities, provide the reasons and expected results of
the activities;
+ present their plans in the last lesson of the unit.
- Remind Ss that besides brainstorming activities, they:
+ can search for ideas on the Internet, in the newspaper, etc. for
reference.
+ should use photos/pictures to illustrate their ideas.
- Put Ss into groups and have them choose their group leader. Ask
them to assign tasks for each member, making sure that all group
members contribute to the project work.
- Help Ss set deadlines for each task.

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

PERIOD 3
UNIT 1: FAMILY LIFE
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Pronounce the consonant blends /br/, /kr/, and /tr/ correctly in individual words and in sentences;
- Understand and use some lexical items about family life;
- Distinguish and use present simple and present continuous.
2. Core competence
- Be collaborative and supportive in pair work and team work
- Access and consolidate information from a variety of sources
- Actively join in class activities
3. Personal qualities
- Be aware of responsibilities towards family

II. MATERIALS
- Grade 10 textbook, Unit 1, Language
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Present simple Present continuous
1. Form (+) S + V(s/es). (+) S + am/is/are + Ving.
(-) S + do not/ does not (don't / doesn't) + V. (-) S + am/is/ are + not (‘m not/ isn’t/ aren’t) + Ving.
(?) Do/Does + S + V? (?) Am/ Is/ Are + S + Ving?
2. Uses We use present simple to talk about habits or We use present continuous to talk about things
things we do regularly. which are happening at the moment of speaking.
Example: My mother cooks every day. Example: My mother isn’t cooking now. She’s
working in her office.
3. Time usually, always, every day, often, never, now, at the moment, at present, presently, …
expressions seldom…
🡪 adverbs of frequency

Assumptions

Anticipated difficulties Solutions

Students may be confused when to use present - Give short and clear explanations with legible
simple or present continuous. examples for each case.
- Remind them and give some legible examples

Board Plan
Date of teaching
Unit 1: FAMILY LIFE
Lesson 2: Language
* WARM-UP: Guessing game
I. Pronunciation
Task 1: Listen and repeat.
Task 2: Listen to the sentences and circle the words you hear.
II. Vocabulary
Task 1: Match the words with their meanings.
Task 2: Complete the sentences using the words in Task 1.
III. Grammar: Present simple and Present continuous
Task 1: Choose the correct form of the verb in each sentence.
Task 2: Read the text and put the verbs in brackets in the present simple or present continuous.
Game: 20 questions
* CONSOLIDATION

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

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 Intera Time

ction
WARM-UP - To GAME: Guess the words 5
arouse the * T gives instructions: T-S mins
classroom • There are 8 pictures related to the topic “Family life”.
atmosphere • Ss have 5 seconds to think, then guess the word S-S
. corresponding to the picture.
- To + Correct answer 🡪 +1
lead in the + Wrong answer 🡪 -1
lesson **** T counts the points, decides the winner, asks some more T-S
questions and leads in the lesson.
PRONUNCIATI To help TASK 1. LISTEN AND REPEAT. 5
ON students Pay attention to the consonant blends /br/, /kr/, and /tr/ (p.9) mins
recognise * Teacher:
and - plays the recording and asks Ss to listen to the words and T-S
practise the repeat; tell them to pay attention to the consonant blends. (T
consonant can play the recording as many times as necessary)
blends - makes sure Ss know the meaning of each word.
/br/, /kr/, ** Ss do as instructed.
and /tr/ in **** Teacher checks whether Ss have improved their S-S
words pronunciation by randomly calling on individual Ss to read the T-S
words aloud. T-S
(Teacher can also play the pronunciation video lesson of this
Unit for students to watch before they do the task.)
TASK 2: LISTEN TO THE SENTENCES AND CIRCLE THE 5
WORDS YOU HEAR. (p.9) T-S mins
To help
* Teacher:
students
- asks Ss to read all the words once, paying attention to the
practise
different consonant blends in the words in each group; checks
identifying
that Ss understand what the words mean.
the
- plays the recording for Ss to listen and circle the words with
consonant
the consonant blends they hear.
blends
- has Ss work in pairs to compare their answers; checks
/br/, /kr/,
answers by asking individual Ss to read out the words they
and /tr/ in
have circled.
sentences.
- plays the recording again, pausing after each sentence, for Ss S-S
to repeat. S-S
** Ss do as instructed. T-S
*** Ss practise reading the sentences in pairs
**** T goes round to offer help and collect common mistakes to
correct as a class.
Key:
1. b
2. c
3. a
VOCABULARY To make TASK 1: MATCH THE WORDS WITH THEIR MEANINGS. 4
sure that (p.10) mins
students * T gives clear instructions T-S
understand ** Ss work in pairs to discuss and do the matching S-S
the *** Ss share the answers with the whole class. S-S
meaning of **** T confirms the correct answer T-S
some Key:
lexical 1. b
items about 2. d
household 3. e
chores. 4. a
5. c
To give TASK 2: COMPLETE THE SENTENCES USING THE WORDS 5min
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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

students IN TASK 1. (p.10) T-S s

practice in * Teacher:
using the - has Ss work in pairs; tells them to read the sentences carefully
words/phra and decides which word in task 1 can be used to complete each
ses in of the sentences. T explains that they should use the context
meaningful clues to decide on the word / phrase, e.g. ‘my mother’ in
contexts. sentence 1 refers to a person.
- checks answers as a class, then has Ss call out the word they
have used in each sentence first.
- confirms the correct answers. T asks Ss to give reasons why
they have chosen the word for each sentence, e.g. what context
clues they have used.
- asks some Ss to read the complete sentences. S-S
** Ss work in pairs to discuss and find the answers S-S
*** Ss share the answers with the whole class T-S
**** T confirms the correct answers and asks Ss to give the
reasons why they have chosen the word/phrase for each
sentence.
Key:
1. homemaker
2. groceries
3. heavy lifting
4. housework
5. breadwinner
GRAMMAR To give TASK 1: CHOOSE THE CORRECT FORM OF THE VERB IN 15
students an EACH SENTENCE. (p.10) mins
opportunity * Teacher:
to revise T-S
the use of - tells Ss to read the sentences in 4 in Getting Started. T asks
present them what tense(s) is / are used in each of them.
simple and For example, What does Nam say? Why is he using that
present tense? (Nam says, ‘I’m preparing dinner’. He uses the
continuous present continuous tense because he is talking about what
he is doing at the moment of speaking.)
- in weaker classes, has Ss read through the Remember! box
and checks understanding of the grammar points. T asks
some questions to elicit more examples from Ss, e.g. What
are you doing now? (I’m sitting at my desk. I’m learning
about … I’m taking notes.) What do you do every day? (I
watch TV. I play computer games. I have breakfast, lunch,
and dinner.) - in stronger classes, ask Ss when we use each
tense and elicit answers without having Ss read the
Remember! box. Then T puts them into
groups to go through the explanations and checks if their
answers are correct.
- asks Ss to work in pairs or individually to choose the correct
form of the verb in each sentence. T explains that they can
use some clues in the sentence to decide on the correct
tense form such as adverbs of frequency or phrases of time,
e.g. 1: usually; 2: now; 3: every day; 4: today; 5: twice a
week.
- checks answers and asks Ss to explain their choices (using
the clues above).
** Ss do as instructed
*** Ss share their answers with a partner
**** Teacher check Ss’ answers and asks them to

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

explain their choices (using the clues above). S-S

Key: S-S
1. does T-S
2. is putting out
3. cleans
4. is studying
5. does
TASK 2: COMPLETE THE PARAGRAPH.
To give Read the text and put the verbs in brackets in the present
students a simple or present continuous.
further * Teacher:
opportunity
to revise - T asks Ss to look at Remember! box again to master the
the use of differences between Present simple and Present continuous.
present - T asks Ss to work individually.
simple and ** Ss do as instructed.
present T-S
continuous. *** Ss share their answers with a partner.
**** T check Ss’ answers and asks them to explain their choices
(using the clues above).
Key: S-S
1. does 2. is not/isn’t doing S-S
3. is watching 4. are doing T-S
5. is tidying up 6. is trying
EXTRA To help GAME: 20 questions 4
ACTIVITY students * T explains the rules of the game. T-S mins
further * Ss do as instructed S-S
practise the
**** T praises Ss for interesting ideas and having a good T-S
present
memory and decides the winner.
tenses
Rules:
forms.
1. Ss are given a list of words related to the topic:
Family life.
2. Ss ask each other using Present Simple and Present
Continuous Yes/No questions until they guess which of the
words their partner chose.
*Possible questions include “Are you doing this now?”, “Is
anyone in this class doing this now?”, “Are many people in
this city doing this now?”, “Do you do this every day?” and
“Do you do this more than twice a week?
CONSOLIDATI To help WRAP-UP T-S 2
ON students * T asks: What have you learnt today? mins
memorise - consonant blends /br/, /kr/, and /tr/
the target
- some lexical items about household chores;
language
- present simple vs. present continuous
and skills
that they HOMEWORK
have learnt - Exercises in the workbook
- Prepare for lesson 3 Unit 1.

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

PERIOD 4
UNIT 1: FAMILY LIFE
Lesson 3: Reading
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for specific information in a text about the benefits of doing housework for children;
- Understand the topic-related words introduced in previous lessons;
- Use the topic-related words in meaningful contexts
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Develop presentation skill;
- Actively join in class activities.
3. Personal qualities
- Recognise the benefits of doing housework for children
- Sharing housework with their families
II. MATERIALS
- Grade 10 textbook, Unit 1, Reading
- Computer connected to the Internet
- Projector
- PowerPoint
Vietnamese
Form Pronunciation Meaning
equivalent

a duty to deal with or take care of

responsibility (n) /rɪˌspɒnsəˈbɪləti/ somebody/something, so that you may be trách nhiệm
blamed if something goes wrong

a strong feeling of appreciation to someone or

gratitude (n) /ˈɡrætɪtʃuːd/ something for what the person has done to help lòng biết ơn
you

to make something stronger or more effective, or củng cố, làm

strengthen (v) /ˈstreŋθn/
to become stronger or more effective mạnh

bond (n) /bɒnd/ a close connection joining two or more people mối liên kết

the particular combination of qualities in a

character (n) /ˈkærəktər/ person or place that makes them different from tính cách
others
Language analysis

Assumptions
Anticipated difficulties Solutions
- Ss may lack knowledge about some lexical items. - Provide them with the meaning and pronunciation of
- Ss may lack skills to find specific information words.
- Provide them with techniques to read for specific
information.
Board Plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 3: Reading
* WARM-UP: Who’s in charge?
Task 1: Work in pairs. Look at the picture and answer the questions.
Task 2: Read the text and tick ( ) the appropriate meanings of the highlighted words.
Vocabulary

Task 3: Read the text again and answer the questions.

Task 4: Work in pairs. Discuss the question.
*CONSOLIDATION
III. PROCEDURES

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

Notes:
In each activity, each step will be represented as following:
* Deliver the task
* Implement the task
* Discuss
* Give comments or feedback

Stage Stage Procedure Interacti Time

aim on
WARM-UP - To GAME: Who’s in charge? 7 mins
arouse * T divides the class into groups of four, has Ss discuss in T-S
the groups and list down (as much as possible) the housework
classro that they think mom, dad and kids usually do in 3 minutes. T
om’s explains that after Ss finish their discussion, one
atmosp representative from each group comes and writes their lists on
here the board. T reminds Ss that the 1st group to finish will say S-T-S
- To “STOP THE BUS” and the others have to stop writing.
lead in ** Ss discuss in their teams and list down the housework. One T-S
the representative from each group comes and writes on the board.
lesson **** T confirms, checks the answers on the board, decides the
winner and leads in the lesson.
Suggested answers:
Mom: cook, do laundry, wash dishes, clean the house, …
Dad: do heavy lifting, fix the roof, cook, wash dishes, …
Kids: take out trash, tidy their room, fold the clothes, …
PRE- To Task 1. LOOK AT THE PICTURE 5 mins
READING introduc AND ANSWER THE QUESTIONS. T-S
e the (p.11)
topic of * T sets the context for the reading
the tasks, asks some questions about
reading the picture and has Ss call out the
and get answers as a class.
student Suggested questions:
s Is this a family?
involved Who do you think they are?
in the Where do you think they are? S
lesson T asks Ss to work in pairs, look at T
the picture and answer the
questions.
T tells Ss that there are no right or wrong answers and they
should feel free to make any guesses.
** Ss answer the questions.
**** Teacher confirms, shows the answers on the screen.
Suggested answers:
1. The mother is cooking; the father is laying the table; the son
is (vacuuming) cleaning the floor; the daughter is washing
vegetables.
2. The people are happy because they are doing
housework together, and all the family members are
sharing the household chores.
WHILE- To help TASK 2: READ THE TEXT AND TICK ( ) THE 6 mins
READING student APPROPRIATE MEANINGS OF THE HIGHLIGHTED
s WORDS. (p.11) T-S
practise * Teacher:
guessin - asks Ss to read the whole text once to get an overall idea;
g the asks Ss to go through the two options for each word and
meanin check understanding; has Ss read the text again; tells them to
gs of pay attention to the context of each highlighted word, and look
words for context clues conveying the meaning of the word.
in - asks Ss to work in groups to discuss the clues for each S-S
context correct option and compare their answers.
** Ss discuss in groups to find out the answers and raise their T-S
hands to give the answers.
*** T confirms, shows the answers on the screen and asks Ss
to make corrections if they choose the wrong answers.
Key:

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

1. a 2. b 3. a 4. a 5. b
To help VOCABULARY 5 mins
student * T has Ss read the text again, and pay attention to the T-S
s highlighted words. T asks Ss to define the word based on the
underst context and give the Vietnamese meaning of each word.
and the ** Ss read the text again and try to define the highlighted S-S
lexical words. (Ss can do this activity in pairs)
items in ** Ss explain the words in front of the class. T asks other Ss to S-T-S
the text give comments. T-S
*** T confirms, shows the items and their meanings on the
screen; asks Ss to note down the vocabulary.

To help TASK 3: READ THE TEXT AGAIN AND ANSWER THE 10 mins
student QUESTIONS. (p.11) T-S
s * T asks Ss to read the questions and underline the key words S-T-S
practise in each of them.
reading ** Ss underline the key words in each question. T checks T
for which words Ss have underlined.
specific * T tells Ss to go through the text to find the answers and has S-T-S
informa Ss work in pairs to compare their answers.
tion ** Ss discuss in pairs to find out the answer. T checks T-S
answers by asking pairs or groups to give their answers and
provide reason for their opinions.
*** T confirms, shows the answers on the screen and asks Ss
to make corrections if they are wrong.
Key:
1. Most people think that housework is boring and is the
responsibility of wives and mothers only.
2. They want to give their children more time to play or study.
3. These are doing the laundry, cleaning the house, and
taking care of others.
4. They learn that they have to try to finish their tasks even
though they do not enjoy doing them.
5. Because children learn to appreciate all the hard work their
parents do around the house for them.
They also start treating doing household chores as special
moments shared with their parents.
POST- To help TASK 4: WORK IN PAIRS. DISCUSS THE QUESTION. 10 mins
READING student (p.12)
s use What benefits do you think you can get from sharing T-S
the housework?
ideas * Teacher:
and - asks Ss to read the text again and underline the benefits of
languag doing housework. S-T-S
e in the - has Ss work in pairs to make a mind map of the benefits and
reading use it to talk about which of the benefits of doing housework T-S
to talk they can get.
about ** Ss discuss in pairs and prepare for their presentation. T
themsel invites Ss from different pairs to present a summary of their
ves discussion to the whole class.
**** T gives feedback
CONSOLIDATI - To WRAP-UP T-S 2 mins
ON consolidat T asks: What have you learnt today?
e what - The benefits of doing housework for children
students - Review the vocabulary by asking their meanings
have
learnt in
HOMEWORK
the lesson - Do the reading exercises in the Workbook
- To - Prepare for the Speaking lesson
prepare
for the
next
lesson

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

PERIOD 5
UNIT 1: FAMILY LIFE
Lesson 4: Speaking

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Explain why children should or shouldn’t do housework;
- Discuss and express their opinions about why children should or shouldn’t do the housework.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities;
- Be critical thinking.
3. Personal qualities
- Recognise the benefits of doing housework for children;
- Understand why children should or shouldn’t do housework;
- Sharing housework with their families.
II. MATERIALS
- Grade 10 textbook, Unit 1, Speaking
- Computer connected to the Internet
- Projector
- PowerPoint
- Sticky balls

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent

to be in a position of authority over someone

chịu trách
take responsibility /teɪk/ /rɪˌspɒnsɪˈbɪləti/ and to have a duty to make certain that
nhiệm
particular things are done

necessary (adj) /ˈnesəseri/ needed in order to achieve a particular result thiết yếu

a skill that is useful or important in everyone's

life skills (n) /ˈlaɪf ˌskɪls/ kỹ năng sống
life
Assumptions
Anticipated difficulties Solutions
- Ss may lack knowledge about some lexical - Provide them with the meaning and pronunciation of words.
items. - Provide them with techniques to present in front of the
- Ss may lack the skills to give a presentation. whole class.

Board Plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 4: Speaking
*WARM-UP: Matching time

Task 1: Below are reasons why children should or shouldn't do housework.

Put them in the correct column. Add some more if you can.
Task 2: Listen and complete the conversation.
Task 3: Work in groups. Have similar conversations exchanging opinions about whether children should or
shouldn’t do housework.

*CONSOLIDATION
III. PROCEDURES

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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 Interacti Tim

on e
PRE-SPEAKING To help students TASK 1: BELOW ARE REASONS WHY CHILDREN 10
recall reasons SHOULD OR SHOULDN'T DO HOUSEWORK. PUT mins
from the reading THEM IN THE CORRECT COLUMN. ADD SOME
text why people MORE IF YOU CAN. (p.12) T-S
think children *Teacher:
should or - recalls lexical items from previous lessons by asking Ss
shouldn’t do to call out the meaning of some words
housework and - has Ss work in pairs / groups S-T
provide them - asks Ss if they can think of any reasons why children T
with some more shouldn’t do housework.
ideas. ** Ss brainstorm in group and raise their ideas S-T–S
* T asks Ss to read the task carefully and discuss in T-S
which column each sentence from task 1 should go.
** Ss do the task in groups and then write their answers
on the board. Others Ss check their friends’ answer
*** Teacher:
- check Ss’ answers with the whole class
- encourages Ss to add their own reasons
Key:
SHOULD SHOULDN’T
1. Doing housework helps 3. Kids should be given
them develop life skills. plenty of playtime
when they are young.
2. Doing housework 4. They may break or
teaches them to take damage things when
responsibility. doing housework.
5. Doing housework helps 6. They need more
strengthen family bonds. time to study and do
homework.
To provide TASK 2: LISTEN AND COMPLETE THE 10
students with an CONVERSATION. (p.12) T-S mins
example *Teacher:
conversation in - has Ss read through the conversation once to get some
which people general ideas about it
express their Suggested questions:
opinions about How many people are talking? T-S
whether What are they talking about?
children should - divides Ss into pairs; has Ss read the conversation S-S
or shouldn't do again, this time more carefully and think of a suitable T-S
housework. phrase / sentence to fill in each gap in the conversation. T-S
** Ss do the task in pairs and discuss the answers
together.
* T plays the recording for Ss to listen
*** T plays the recording again and checks Ss’ answers;
confirms the correct answers.
Key: T-S
1. Doing housework helps them develop life skills.
2. They should be given plenty of playtime when
they are young.
* T asks Ss to read the conversation in groups of three,
each taking turns to be Anna, Nam, and Minh.
** Ss practise the conversation in groups and present in
front of the class.
Audio script – Track 5:

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

Anna: Nam, why do you think children should do

housework?
Nam: Because doing housework helps them develop life
skills.
Anna: It’s true. Life skills such as cooking, cleaning or
taking care of others are really necessary
for kids when they grow up.
Nam: Yes, we should all have these basic life skills to be
adults.
Anna: Now Minh, why do you think children shouldn’t do
housework?
Minh: I think kids are kids. They should be given plenty
of playtime when they are young.
Nam: I don’t agree with you. I’m afraid too much
playtime is not good for children.
Anna: Well, thank you both for sharing your ideas. They
are very useful for my project.
WHILE- To help TASK 3: HAVE CONVERSATIONS SIMILAR TO THE 15
SPEAKING students ONE IN TASK 2. (p.12) T-S mins
practise having * Teacher:
conversations in - has students work in groups of three.
which they can - reminds Ss to swap roles and role-play their
express their conversations two more times to make sure each
opinions about student has the opportunity to play the three roles.
why children - asks some groups to act them out in front of the class S-T-S
should or after 6-7 minutes of preparation
shouldn’t do *** Ss practise making their own conversation in groups
housework. of three.
T goes round the class to offer help when necessary T-S
while noting down Ss’ participation in the activity and any
difficulties they may have.
Some groups act out their conversation in front of the
whole class.
**** T asks other Ss to give comments and then give
feedback to Ss’ performance.
CONSOLIDATIO - To consolidate WRAP-UP T-S 2
N what students Teacher asks: What have you learnt today? mins
have learnt in - How to explain why children should or shouldn’t do
the lesson. housework
- To prepare for HOMEWORK
the next lesson. - Practice discussing the topic with your friends
- Prepare for the Listening lesson

PERIOD 6
UNIT 1: FAMILY LIFE
Lesson 5: Listening
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Listen for details and specific information in a talk show about family life;
- Apply the language they have learnt in the listening in a speaking task about their own experiences.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Recognise how our families have helped us achieve success in our lives;
- Show gratitude towards our families.
II. MATERIALS
- Grade 10 textbook, Unit 1, Listening
- Computer connected to the Internet
- Projector
- PowerPoint
Language analysis

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Pronunciatio Vietnamese
Form Meaning
n equivalent

to succeed in finishing something or reaching an aim,

achieve (v) /əˈtʃiːv/ đạt được
especially after a lot of work or effort

something that you did or got after planning and working to

achievement
/əˈtʃiːvmənt/ make it happen, and that therefore gives you a feeling of thành tựu
(n)
satisfaction, or the act of working to make this happen

sự thành
success (n) /səkˈses/ the achieving of the results wanted or hoped for
công

to make someone more likely to do something, or to make

encourage (v) /ɪnˈkʌrɪdʒ/ khuyến khích
something more likely to happen

thói quen
routine (n) /ruːˈtiːn/ an usual or fixed way of doing things
hằng ngày

Assumptions
Anticipated difficulties Solutions
- Ss may lack knowledge about some lexical items. - Provide them with the meaning and pronunciation of
- Ss may not catch the ideas to decide the statements words.
are true or false. - Remind them to pay attention to the key words in each
sentence.
Board Plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 5: Listening
* WARM-UP: Web completion
Task 1: Look at the picture and answer the questions.
Task 2: Listen to the introduction to the talk show and check whether your answer to Question 2 above is correct
or not.
Task 3: True or False
Task 4: Listen again and complete the sentences.
Task 5: Discussion
* CONSOLIDATION

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 Interacti Time

on
WARM-UP - To arouse the GAME: Web completion 7 mins
classroom * T divides the class into groups of four, has Ss discuss in T-S
atmosphere groups and match the housework with the roles of women
- To lead in the or men. The fastest group will raise their hands and write
lesson the answer on the board. S-T
** Ss discuss in their teams and list down the housework.
One representative from each group comes and writes on T-S
board.
**** T confirms, checks the answers on the board, decides
the winner and leads in the lesson.

Suggested answers:

Giáo viên : Nhóm TA 10 pg. 17

THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

PRE- To introduce TASK 1: LOOK 5 mins

LISTENING the topic of the AT THE
listening PICTURE AND T-S
extract and ANSWER THE
activate QUESTIONS.
students’ prior (p. 13)
knowledge. * Teacher:
- has Ss look at
the picture and
describe it.
Suggested questions:
Who are the people?
Where are they?
What is in the background?
What are they doing?
What’s the boy wearing around his neck? T-S
Key:
A student and the host of a talk show
In a studio S
Name of the show: Family Life T
Talking; The host is interviewing the student.
A gold medal
- asks Ss to work in pairs, look at the picture and answer
the questions.
- tells Ss that there are no right or wrong answers and
they should feel free to make any guesses.
** Ss answer the questions.
*** T confirms, shows the answers on the screen.
WHILE- To help TASK 2: LISTEN TO THE INTRODUCTION TO THE 5 mins
LISTENING students TALK SHOW AND CHECK WHETHER YOUR ANSWER
practise TO QUESTION 2 ABOVE IS CORRECT OR NOT. (p.13) T-S
listening for * Teachers:
specific - tells Ss that they are going to listen to part of the talk
information in show and decide whether their guesses are correct. T-S
an extract of a ** T plays the recording. Ss listen and check their answer. T-S
talk show and *** T confirms, shows the answers on the screen and asks
comparing Ss to make correction if they made a wrong answer.
their Key:
predictions He’s talking about his family life and how his family have
with what they helped him achieve success in his studies.
hear Audio script – Track 6:
Welcome to our talk show. Tonight, our topic is Family
Life and our guest speaker is Le Minh Hieu. Hieu is a
twelfth-grader. He’s just won a gold medal at the
International Physics Olympiad. He’ll tell us about his
family life and how his family have helped him achieve
success in his studies.
To help TASK 3: TRUE OR FALSE. (p.13) 6 mins

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

students * Teacher T-S

practise - asks Ss to read through the statements once and
listening for underline the key words in them.
details. - checks Ss’ understanding.
- asks Ss to listen and then compare their answers in
pairs before listen to the recording the second time.
- asks Ss to correct the false statements. S-T-S
** T plays the recording twice. Ss do the task and correct T-S
the false statements.
*** T checks answers.

Key: 1. F 2. F 3. T 4. T
To help TASK 4: LISTEN AND COMPLETE THE SENTENCES. 10
students (p.13) T-S mins
practise * Teacher
listening for - explains the task and asks Ss to read the sentences
keywords. before they listen to the recording again.
- checks comprehension of words / phrases that may be
new to them T-S
- tells Ss to underline the key words while they read the S
sentences
** T plays the recording twice. T
Ss do the task. Ss can compare their answers in pairs
before listening to the recording the second time.
*** T checks answers as a class.
Key: 1. difficulties 2. love 3. sad
Audio script – Tracks 7:
Hieu: Good evening. Well, I live with my parents and my
brother. And I must say that all my achievements are the
result of their support.
Host: Do your parents help you with your studies?
Hieu: My parents are farmers. They know little about
physics. But they believe in me.
They always listen to me and cheer me up whenever I
have difficulties.
Host: So they encourage you to try harder?
Hieu: That’s right. Their love and trust give me strength to
carry on.
Host: How about your brother?
Hieu: My brother is my best friend. He shares his happy
and sad moments with me, and is always there for me
when I need help.
Host: You’re so lucky to have a supportive family. Do you
spend a lot of time together?
Hieu: Yes. My parents have created some family routines
so that every week we can spend some time together
although we’re all very busy.
Host: Family routines? Can you tell us more about that?
Hieu: Well, family routines are ...
POST- To help TASK 5: DISCUSSION (p.13) 10
LISTENING students apply Work in groups. Discuss the following question. mins
the language “How can parents help their children achieve success in
they have their studies?” T-S
learnt in the * Teacher:
listening in a - has Ss work in groups of three and tells them to think
speaking task about their own family to answer the question. S-T-S
about their ** Ss prepare their presentation in groups. Each group

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

own chooses a representative to share the group’s ideas with T-S

experiences. the class.
*** T gives feedback.
CONSOLIDAT - To WRAP-UP T-S 2 mins
ION consolidate Teacher asks: What have you learnt today?
what students - How can parents help their children achieve success in
have learnt in their studies
the lesson HOMEWORK
- To prepare - Do the Listening exercises in the Workbook
for the next - Prepare for the Writing lesson
lessons

PERIOD 7
UNIT 1: FAMILY LIFE
Lesson 6: Writing
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use lexical items related to the topic “Family life”;
- Write about family routines.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities;
- Develop presentation skills.
3. Personal qualities
- Be able and willing to sharing housework in the family.
II. MATERIALS
- Grade 10 textbook, Unit 1, writing
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Assumptions
Anticipated difficulties Solutions
- Ss may want to use their own suggestions but - Be ready to provide them with words/ phrases which they
they may not know how to express their ideas in can use to express their ideas in English.
English. - Provide them with some connectors and some examples.
- Ss in weaker classes may not know how to use
connectors correctly to link sentences. - Give them some basic information about the structure of a
- Ss may not know the structure of a paragraph. paragraph.

Board Plan

Date of teaching
UNIT 1: FAMILY LIFE
Lesson 6: Writing
* WARM-UP
Task 1: Which of the following activities in the pictures do you think can be family routines?
Task 2: Read and complete the table.
Task 3: Complete the email using the information in the box.
Peer correction / Class correction
* CONSOLIDATION
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 Interacti Time

on
WARM-UP - To arouse the TASK 1: WHICH OF THE FOLLOWING 7 mins
classroom ACTIVITIES IN THE PICTURES DO YOU THINK

Giáo viên : Nhóm TA 10 pg. 20

THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

atmosphere. CAN BE FAMILY ROUTINES? (p.14) T-S

- To get students * Teacher:
be actively - Takes the 6 pictures in Task 1, prints them out
involved in the and puts each picture on different tables.
lesson - Asks Ss to stand around the table with the
- To introduce the activity they do most with their family. S-S
concept of family Ss go to the table with the activity they do most S-S
routines and with their family. T-S
activities that can ** Ss do as instructed.
become part of *** Ss in each group share with the group how
them. often they do that activity
**** T asks randomly some Ss to share with the
class how often they do the activity and leads in
the lesson of “Family routines”: Each of the
activities can become a family routine if a family
decides to do together and regularly.
The six pictures with six activities:

PRE-WRITING To provide an TASK 2: READ JOEY’S EMAIL ABOUT HIS 10 mins

example email FAMILY ROUTINES AND COMPLETE THE
about family TABLE WITH THE INFORMATION FROM IT. T-S
routines, which (p.14)
students’ can use * Teacher:
as a model for - Asks Ss to read the table headings to find out
their writing. what information they need to focus on when they
read the email. (routines, when / how often things
to do to strengthen family bonds). S-S
- Ask Ss to read the email and underline the T-S
relevant information.
- Has Ss compare their answers with a partner
before they complete the table.
** Ss do as instructed.
**** T asks individual Ss to call out their answers
and confirms the correct ones.
Key:

WHILE- - To help students TASK 3: COMPLETE THE EMAIL ABOUT 17 mins

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

WRITING practise writing DONG’S FAMILY ROUTINES USING THE

part of an email INFORMATION IN THE BOX. (p.15) T-S
about family - * Teacher:
routines using - Tells Ss that they are going to write a paragraph
given ideas. about family routines. They don’t have to write a
- To help students whole email, and the opening and ending have
practise been provided.
developing ideas - Gives Ss some basic information about the
and writing a structure of a paragraph:
paragraph. + A paragraph is a group of sentences that
develop ONE main idea.
+ A paragraph usually consists of three parts: a
topic sentence, supporting sentences and a
concluding sentence.
+ Two important qualities of a good paragraph are
unity (i.e. one main idea is developed) and
coherence (i.e. all the sentences and ideas flows
smoothly to make clear and logical points about
the topic)

S
- Asks Ss read the information in the table and S-S
check comprehension. T-S
- Asks Ss to write the middle paragraph of the
email individually, sets a limited time for this task
and walks round the class to give further support if
needed.
- Before they write, reminds them to use some
connectors to link the ideas:
+ To list ideas: First, Second, In addition,
Additionally, Moreover, Furthermore, Another idea
worth noting is that, Finally,
+ To give an example: For example/ For instance,
To illustrate.
+ To conclude: In conclusion, In brief, In short.
** Ss do as instructed.
*** Ss share their answers with their group
members.
**** T walks round the class to monitor, makes a
note of some common mistakes.
POST-WRITING To give students PEER CORRECTION 9 mins
an opportunity to * Teacher: T-S
recognise the - Explains the marking symbols in the following
common mistakes table.
so that they can
avoid in writing

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

S-S
S-S
- Asks two Ss sitting next to each other to T-S
exchange their writing, read their partner’s writing
and write the symbols next to their partner’s
mistakes like the ones in the table above.
- Asks Ss to return their partner’s writing and lets
them correct themselves.
- Reminds them that they can ask for their
partner’s help.
** Ss do as instructed.
*** Ss share their ideas with a partner.
**** T goes round to offer help.
CLASS CORRECTION
* Teacher:
- Writes Ss’ common mistakes on the board, asks
Ss to check whether they make the same
mistakes in their writing.
- Calls on some Ss to correct those mistakes as a
class.
** Ss do as instructed.
**** Teacher:
- Further explains the paragraph structure if Ss are
not able to develop the three elements in their
writing.
- Collects Ss’ writing and provides written
feedback in the next lesson. In weaker classes, T
provides some suggested answers if necessary.
Sample answer:
First, my family always have breakfast together.
Breakfast is a quick meal with just bread or
noodles because both my parents work and we,
kids, have morning classes. But the most
important thing is that we can sit down together,
eat healthy food, and share our plans for the day.
Second, we spend Saturday evenings as a family.
We often watch a film, share snacks, and then
exchange our opinions after the film. I can even
argue and defend my ideas about the film with my
parents or brother. Third, on the second Sunday
of the month, we visit our grandparents. We come
to my grandparents’ home quite early in the
morning to help them do some housework such as
cleaning the house or washing clothes. Then, we
have a big lunch with them. My parents are very
happy when we come to see them. The visits
make me feel closer to my grandparents.
CONSOLIDATIO To help students WRAP-UP T-S 2 mins
N memorise the T asks: What have you learnt today?
content of the - We have practised writing a paragraph about
lesson family routines.
HOMEWORK
- Exercises in the workbook
- Prepare for Communication and Culture lesson

Giáo viên : Nhóm TA 10 pg. 23

THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

PERIOD 8
UNIT 1: FAMILY LIFE
Lesson 7: Communication and Culture / CLIL
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- express their opinions in a conversation about whether family members should spend time together;
- understand British family values.
2. Core competence
- be collaborative and supportive in pair work and team work;
- access and consolidate information from a variety of sources;
- actively join in class activities.
3. Personal qualities
- be more respectful of Vietnamese and British family values;
- be able and willing to embrace those family values.

II. MATERIALS
- Grade 10 textbook, Unit 1, Communication and Culture/ CLIL
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Pronunciati Vietnamese
Form Meaning
on equivalent

pass on (sth) give something to someone who lives after you die,
/pæs ɒn/ để lại, truyền lại
(phr.v) usually a person in your family

truthful (a) /ˈtruːθfəl/ honest and not containing or telling any lies trung thực

respectively with each relating to something previously mentioned, in

/rɪˈspektɪvli/ tương ứng
(adv) the same order as first mentioned

Assumptions
Anticipated difficulties Solutions
- Students may have underdeveloped speaking - Encourage students to work in pairs and in groups so that
and they can help each other.
co-operating skills. - Remind them to make use of the ideas and vocabulary items
they have learnt in the previous lessons.
- Provide them with the meaning and pronunciation of words/
- Students may lack knowledge about some phrases.
lexical items

Board Plan

Date of teaching
UNIT 1: FAMILY LIFE
Lesson 7: Communication and Culture / CLIL
* WARM-UP
I. Everyday English
Task 1: Listen and complete the conversation.
Task 2: Have similar conversations exchanging opinions about whether family members should spend time
together.
II. Culture
Vocabulary
Task 1: Read the text and complete the table.
Task 2: Discussion.
* CONSOLIDATION

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

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 arouse the * T divides the class into two teams, has T-S 5
classroom atmosphere. Ss in each team take turns to run to the mins
- To help board and write a word/ phrase about the
students revise words/ advantages or disadvantages of sharing S-S
phrases related to the housework. T-S
topic ** Ss do as instructed.
**** T confirms the correct word/ phrase
and decides the winner (the team with
most correct words/ phrases).
EVERYDAY To provide students TASK 1: LISTEN AND COMPLETE THE 7
ENGLISH with an example CONVERSATION. (p.15) mins
conversation in which * Teacher: T-S
people exchange - Asks Ss to read through the expressions
opinions about in the box and the incomplete
teenagers doing conversation, checks comprehension and
housework. encourages them to complete the gaps S-S
based on the clues in the conversation. T-S
- Plays the recording once or twice.
** Ss do as instructed.
**** Teacher:
- Checks the answers by asking individual
Ss to read out the complete conversation.
- Asks Ss to practise the conversation in
groups of three.
- In stronger classes, writes some
prompts on the board and asks Ss to
To help Ss practise role-play the conversation based on the
expressing their prompts only.
opinions in a Key: 8
conversation about 1.A T-S mins
whether family 2. C
members should spend 3. B
time together.
TASK 2: HAVE SIMILAR
CONVERSATIONS EXCHANGING
OPINIONS ABOUT WHETHER FAMILY
MEMBERS SHOULD SPEND TIME
TOGETHER. (p.15) T-S
* Teacher:
- Asks Ss to brainstorm some advantages
and disadvantages of spending time
together as a family. Give some
suggestions, if necessary.
(e.g. Advantages: It strengthens family
bonds; It makes children happy, develops
their self-confidence; Children can learn
life skills and how to behave from their
parents.
Disadvantages: Children may become
too dependent on their parents, do not S-S
have enough time for friends or other
relationships, etc.) T-S
- Revises common expressions used to
express opinions.

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

- Has Ss work in groups of three

exchanging their opinions using the
conversation in Task 1 as a model. Go
round to monitor and offer help when
necessary.
** Ss work in groups of 3 to practise their
conversations.
*** Some groups act out their
conversations to the class.
**** T praises Ss for good effort, clean
pronunciation, fluent delivery and
interesting ideas.
CULTURE Vocabulary 6
* Teacher: T-S mins
- Shows the words one by one and has
Ss repeat the sound of the words S-S
- Has Ss guess the meaning of the words
based on pictures, explanations and
examples.
1. pass on sth (phr.v): give something to
To pre-teach the
someone who lives after you die, usually
meaning and
a person in your family
pronunciation of some
words/ phrases, so that
students can use them
in their presentation
later and can
understand the reading
passage.

2. truthful (a): honest and not containing

or telling any lies

3. respectively (adv): with each relating to

something previously mentioned, in the
same order as first mentioned

**** T confirms the meaning, calls on

some individual Ss to make sentences
with each word.

T-S
To help students learn TASK 1: READ THE TEXT AND 9
about British family COMPLETE THE TABLE. (p.16) T-S mins
values and practise Read the text and list the five family

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

reading for specific values of British people in the 21st

information. century in the table below.
* Teacher: S-S
- Asks Ss read the text about British S-S
family values and complete the table. T-S
- Walks round the class to offer help,
explaining unfamiliar words and
answering questions.
** Ss do as instructed.
*** Ss share their answers with a partner.
**** T checks the answers as a class by
calling on pairs to write their missing
words on the board.
Keys:

To help students relate TASK 2: DISCUSSION (p.16) 8

what they have learnt * Teacher: T-S mins
in the reading text to - Has Ss draw the completed table in 1 in
their own culture. the notebooks and add one more column
to the right which is Traditional
Vietnamese family values.

- Ask Ss to work in pairs to discuss each

of the British family values in the table
and decide whether Vietnamese people S-S
follow those values too. T-S
- Tells Ss to write YES in the Vietnamese
column if the value is also followed in Viet
Nam, NO if it is not, NOT SURE if Ss are
not sure whether it is YES or NO.
- Asks Ss to think of more family values
observed in Viet Nam (e.g. family unity
and harmony, respect for the elders, etc.)
** Ss work in pairs to discuss and take
notes.
**** T calls on some Ss to report back
their answers to the class.
CONSOLIDATION To help students WRAP-UP T-S 2
memorise the content T asks: What have you learnt today? mins
of the lesson that they - The ways to express opinions
have learned - British and Vietnamese family values
HOMEWORK
- Do exercises in the part Looking back
- Exercises in the workbook
- Prepare for Looking back and Project
lesson
PERIOD 9
UNIT 1: FAMILY LIFE
Lesson 8: Looking back & Project

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I. OBJECTIVES

By the end of this lesson, Ss will be able to :

1. Knowledge
- review pronouncing consonant blends /br/, /kr/, /tr/
- review the vocabulary and grammar of Unit 1
- do research on Family Day in Viet Nam or other countries in the world and give a group presentation about it.
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 1, Looking back & Project
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- Pictures, A0 paper
- Sachmem.vn

Assumptions
Anticipated difficulties Solutions

Students may have underdeveloped presentation Give them a suggested checklist for peer assessment
skills. and ask them to read carefully and try to practise in
advance and apply those techniques in their
presentation.

Board Plan

Date of teaching
UNIT 1: FAMILY LIFE
Lesson 8: Looking back & Project
* WARM-UP
I. Looking back
Pronunciation: Listen and write /br/, /kr/ or /tr/.
Vocabulary: Complete the text. Use the correct forms of the word and phrases in the box.
Grammar: There is a mistake in each sentence below. Find the mistake and correct it.
II. Project
Happy Family Day
* CONSOLIDATION

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 Interacti Time

on
WARM-UP - To arouse the * Teacher: T-S 5 mins
classroom - Divides Ss into 4 groups.

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

atmosphere. - Asks each group to write down as many words as they

- To help can think of about the topic “Household chores”.
students revise ** Ss do as instructed. S-S
words/ phrases **** T praises the Ss with the most words and the most T-S
related to the interesting words/ phrases.
topic
LOOKING To help students PRONUNCIATION: LISTEN AND WRITE /BR/, /KR/ 6 mins
BACK revise the OR /TR/. (p.16) T-S
consonant Listen and write /br/, /kr/, or /tr/ above the word that
blends /br/, /kr/, has the corresponding consonant blends. Then
and /tr/. practise reading the sentences.
* Teacher:
- Asks Ss to listen to the recording and underline the
words that have the consonant blends /br/, /kr/, and /tr/.
- Asks individual Ss to write the words with the S-S
consonant blends on the board and has them read T-S
those words several times.
- Plays the recording again, pausing after each
sentence for Ss to repeat.
- Puts Ss in pairs and has them practise reading the
sentences together.
** Ss do as instructed.
**** T goes round to offer help and collect common
mistakes if Ss have to correct as a class.
Key:
/kr/ /br/ /br/ 5 mins
1. I like ice cream, but my brother likes bread pudding. T-S
/tr/ /kr/ /tr/ /br/
To help students 2. Tracy crashed her car into a tree and broke her leg. S
revise words and /kr/ /br/ S-S
phrases related 3. They often have crab soup for breakfast. T-S
to the topic of
household VOCABULARY: COMPLETE THE TEXT. (p.16)
chores, which Complete the text. Use the correct form of the word
they have learnt and phrases in the box.
in the unit. * T asks Ss to complete the text by using the correct
form of the word and phrases in the box individually.
** Ss do as instructed.
*** Ss compare their answers with a partner.
**** T checks the answers by asking individual Ss to
write the missing words/ phrases on the board 6 mins
Key:
1. does the cooking T-S
2. does the heavy lifting S
3. laundry S-S
4. cleaning the house T-S
To help students 5. does the washing-up
revise the
Present simple
and Present GRAMMAR: THERE IS A MISTAKE IN EACH
continuous. SENTENCE BELOW. FIND THE MISTAKE AND
CORRECT IT. (p.16)
* T asks Ss to find the mistake in each sentence and
correct it individually.
** Ss do as instructed.
*** Ss compare their answers with a partner.
**** T checks the answers by asking individual Ss to
write the answers on the board and has them explain
why.
Key:
1. I’m writing to you to tell you how much I’m wanting to
see you. → want
2. Jack is away on business, so now I look after his
dog. → ’m / am looking
3. Nam’s often looking untidy. → (often) looks
4. She can’t answer the phone now. She cooks dinner.

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

→ ’s / is cooking
5. Excuse me, do you read the newspaper? Could I
borrow it? → are you reading
6. What are your family doing in the evenings? → do /
does ... do
PROJECT To provide an * Teacher: T-S 21
opportunity for - Gives Ss a checklist for peer and self-assessment and mins
students to explains that they will have to tick the appropriate items
develop their while listening to their classmates’ presentations and
research and write comments if they have any. (The presenters
collaboration should complete their self-assessment checklist after
skills and to completing their presentation).
practise giving - Goes through the criteria for assessing their talk to
an oral make sure Ss are familiar with them.
presentation. - Invites two or three groups to give their presentations
and encourages the rest of the class to ask questions at S-S
the end. S-S
** Ss do as instructed. T-S
*** Ss make questions after each presentation.
**** Teacher:
- Gives praise and feedback after each presentation
and gives marks for their presentation as part of their
continuous assessment.
- Asks Ss to complete the self-assessment table,
identifies any difficulties and weak areas and suggests
further practice for individual Ss.
CONSOLIDA - To consolidate WRAP-UP T-S 2 mins
TION what students T asks: What have you learnt today?
have learnt in - Revise the consonant blends /br/, /kr/, and /tr/.
the lesson. - Revise words/ phrases related to the topic Household
- To prepare for chores.
the next lesson. - Revise Present simple and Present continuous.
HOMEWORK
- Exercises in the workbook
- Prepare for Unit 2 lesson 1

APPENDIXES
Suggested checklist for peer assessment:

Tick where Comments (in English or

appropriate Vietnamese)

DELIVERY

- The presenters greeted the audience.

- The presenters spoke clearly and naturally.

- The presenters cooperated when delivering their talk.

- The presenters interacted with the audience.

- The presenters used some photos /pictures to illustrate
their ideas.
- The presenters concluded their talk appropriately
CONTENT: The presentation includes the following
information about Family Day in Viet Nam or other
countries.
- where it is celebrated

- when it is celebrated
- when it was first celebrated
- why it is celebrated

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

- what people often do to celebrate the day

Suggested checklist for self-assessment:

Tick where Comments (in English or

appropriate Vietnamese)

DELIVERY

- I greeted the audience.

- I spoke clearly and naturally.

- I cooperated with my group members when delivering the
talk.
- I interacted with the audience.

- I used some photos / pictures to illustrate my ideas.

- I concluded my part of the talk appropriately.

CONTENT: The presentation includes the following

information about Family Day in Viet Nam or other countries.

- where it is celebrated

- when it is celebrated

- when it was first celebrated

- why it is celebrated

- what people often do to celebrate the day

PERIOD 10
UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 1: Getting started – Go Green Club

I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- An overview about the topic Human and the Environment;
- Vocabulary to talk about activities to adopt a greener lifestyle.
2. Core competence
- Develop communication skills and environmental awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Develop a greener lifestyle and awareness of environmental issues;
- Be responsible to the environment.

II. MATERIALS
- Grade 10 textbook, Unit 2, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

Pronunciatio Vietnamese
Form Meaning
n equivalent

1. adopt (v) /əˈdɒpt/ start to use a particular method áp dụng

2. awareness (of) interest in and concern about a particular situation or

/əˈweənəs/ sự nhận thức
(n) area of interest

a measure of the amount of carbon dioxide that is lượng khí thải

3. carbon footprint /ˌkɑːbən
produced by the activities of a person or company cacbon, dấu chân
(n) ˈfʊtprɪnt/
cacbon
Assumptions
Anticipated difficulties Solutions
- Students may not know the causes of carbon footprint. - Use pictures/ photos or videos of some activities
which cause and increase the carbon footprint to
show them in the class.
- Students may not know how to work in teams. - Give short, clear instructions and help if
necessary.

Board Plan

Date of teaching
Unit 2: HUMANS AND THE ENVIRONMENT
Lesson 1: Getting started – Go Green Club

* WARM-UP: Watch the clip and write down the causes of air pollution
Vocabulary
1. adopt (v) /əˈdɒpt/: áp dụng
2. awareness (of) (n) /əˈweənəs/: sự nhận thức
3. carbon footprint (n) /ˌkɑːbən ˈfʊtprɪnt/: lượng khí thải cacbon, dấu chân cacbon
Task 1: Listen and read.
Task 2: Read and answer the questions.
Task 3: Match the verbs or phrasal verbs in A with suitable ones in B.
Task 4: Complete the sentences.
Task 5: Interview.
* CONSOLIDATION

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 activate students’ CLIP WATCHING 5 mins
knowledge on the topic * T gives instructions: Watch the clip T-S
of the unit. and take notes what the man has
- To create a lively done. S-S
atmosphere in the ** Ss do as instructed.
classroom. *** Ss work in 4 groups, share their
- To lead into the new words/ phrases they have noted down T-S
unit. with the others, then take turns to
write the words/ phrases on the
board.
**** Teacher:
- checks and corrects if there are any
spelling mistakes
- confirms the winner.
Leads in the lesson: Our environment
is being seriously destroyed, at your
age you can take some simple
actions to help save the environment.

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

One of them is taking part in Go

Green clubs.
(Video link:
https://www.youtube.com/watch?
v=WfGMYdalClU)
PRESENTATION To help students use * T asks Ss to look at the explanation T-S 4 mins
key language more and the photos to guess the meaning
appropriately before of new words. S
they read and listen. ** Ss say the Vietnamese meanings
of the words.
1. adopt (v) /əˈdɒpt/: start to use
a particular method
2. awareness (of) (n) /ə
ˈweənəs/: interest in and
concern about a particular
situation or area of interest S-S
3. carbon footprint (n) /ˌkɑːbən
ˈfʊtprɪnt/: a measure of the
amount of carbon dioxide that is
produced by the activities of a
person or company
*** Other Ss correct if the previous
answers are incorrect.
**** T shows the meanings, says the
words aloud and asks Ss to repeat
them.
PRACTICE - To get students TASK 1. LISTEN AND READ (p.18) 6 mins
interested in the topic. * T asks Ss to look at the picture T-S
- To get students to learn (p.18) and answer the following
some vocabulary to be questions:
learnt in the unit.

T-S
+ What are the students doing?
+ Is cleaning up the school/ the
street/ public places a way to adopt
a green lifestyle? S
+ What are you going to listen to? S-S
* T plays the recording twice, has Ss T-S
listen to the conversation, read along
and underline the activities in the
conversation which are good for the T-S
environment. S-S
** Ss do the task individually. S-S
*** Ss share their answers with a T-S
partner.
**** T checks their answers with the
whole class.
Suggested answers: adopting a
greener lifestyle, raising local
people’s awareness of environmental
issues, reducing my carbon footprint
* T has the Ss read the conversation
in pairs.
** Ss read the conversation.
*** One pair reads aloud.
**** T collects common mistakes and
gives comments.
- To practise reading for TASK 2: READ AND ANSWER THE 10 mins
specific information. QUESTIONS. (p.19)
- To practise scanning. Read the conversation again and T-S
- To develop students' answer the following questions. S
knowledge of vocabulary * T asks Ss to work individually to S-S
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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

for humans and the read the questions and underline the T-S
environment. key words, then share their ideas with
a partner who sits next to them.
** Ss do Task 2 individually first.
*** Ss share and discuss with their
partners about the key words.
**** T corrects their answers as a
class.
Key: T-S
1. Who set up the Go Green
Club? S-S
2. What does the club want to T-S
achieve?
3. What does Nam think the
club will do in the future?
4. What is the first activity of the
club?
5. What is Mike keen to do?
6. What do they decide at the
end of the conversation?
* T asks Ss to scan the conversation,
locate the key words to find the
answer for each the question with the
partner who sits behind them.
** Ss do the task in pairs.
**** T divides the class into two big
teams, and has Ss in each team take
turns to choose a number in the game
Lucky number to check the answers.
Key:
1. The Youth Union in Nam’s
school set it up.
2. The club wants to improve
the environment and
encourage people to adopt a
greener lifestyle.
3. He thinks the club will
organize more activities to
raise people’s awareness of
environmental issues.
4. It is cleaning up the school
right after the ceremony
5. He is keen to reduce his
carbon footprint.
6. Nam will tell Mike the time
and the place of the club
meeting.
- To help students revive TASK 3: MATCH THE VERBS OR 4 mins
some collocations for PHRASAL VERBS IN A WITH
the environment so SUITABLE NOUNS OR NOUN T-S
that they can use them PHRASES IN B. (p.19)
in the following * T has Ss locate the verbs or phrasal S
lessons. verbs in the conversation, find the S-S
- To help students nouns or noun phrases after each T-S
practise scanning. verb/ phrasal verb to do the matching.
** Ss work individually.
*** Ss share their answers with a
partner.
**** T checks and gives the correct
answers with the whole class, and
has them say the meaning of each
collocation.
Answers:
1 - c: raise awareness: nâng cao
nhận thức
2 - d: reduce your carbon footprint:
Giáo viên : Nhóm TA 10 pg. 34
THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

giảm lượng khí thải cacbon của bạn

3 - e: clean up the school: vệ sinh
trường học
4 - b: adopt a greener lifestyle: áp
dụng lối sống xanh hơn
5 - a. set up a club: thành lập câu lạc
bộ
To help students identify TASK 4: COMPLETE THE 4 mins
some future structures FOLLOWING SENTENCES BASED T-S
with will and be going to, ON THE CONVERSATION IN TASK
the passive voice and 1. (p.19) S
how they are used in * T has Ss read each sentences, try S-S
sentences. to think of a verb or an auxiliary verb T-S
that will complete the gap.
** Ss do the task individually.
*** Ss share the answers with a peer.
**** T asks the whole class to call out
the verb forms first, then calls on
individual Ss to read the complete
sentences.
Key:
1. was set up
2. are / ‘re going to
3. will / ‘ll
PRODUCTION - To help students TASK 5: INTERVIEW 8 mins
practising talking about To become a member of our
activities which help school Go Green Club, you must
protect the environment. participate in an interview with the
- To practise team club chairman. Think about T-S
working. activities which you can do at
- To give students school and in your community to
authentic practice in help protect the environment.
using target language. * Teacher:
- Gives Ss clear instructions in order
to make sure Ss can role-play
effectively.
- Divides Ss into 2 main groups
consisting of Candidates and Club
Chairmen.
+ Club chairmen think of, discuss and
list as many questions to ask the S-S
candidates (e.g: the reasons why the T-S
candidates want to become a club
member, experiences in the past to
protect the environment and the
intentions in the future).
+ Candidates think of the reasons
why they want to become club
members and activities they did in the
past and are going to do in the future
to help protect the environment.
- Pairs the chairmen with the
candidates and asks them to role
play.
- Observes Ss while they are role
playing, notes their language errors.
** Ss do as instructed.
**** T gives Ss feedback.
- T chooses some useful or excellent
words/ phrases/ expressions/ word
choices Ss have used to give
suggestions to other students.
- T chooses some typical errors and
correct as a whole class without
nominating the students’ names.
CONSOLIDATIO - To help Ss memorise WRAP-UP T-S 4 mins

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

N the target language and * T asks Ss: What have you learnt
skills that they have today?
learned. - Some lexical items about humans
- To inform students what and the environment
the final product of the
- Reading for specific information
project should be and
how students can - Scanning
prepare for it. HOMEWORK
1. Exercises in the workbook
2. Project preparation
* Teacher:
- Has Ss look at the last page of Unit
2, the Project lesson and asks them
what topic of the project is.
- Tells them the project requirements:
Ss will have to make a plan for a Go
Green Weekend in which they will:
+ suggest activities for the event,
provide the reasons and expected
results of the activities;
+ include information as stated in
the table on page 27 in the
Student’s Book.
+ present their plans in the last
lesson of the unit.
- Reminds Ss that beside
brainstorming Go Green Weekend
activities, they:
+ can search for ideas on the
Internet, in the newspapers, etc.
for reference.
+ should use photos/pictures to
illustrate their ideas.
- Puts Ss into groups and has them
choose their group leader; Asks them
to assign tasks for each member,
making sure that all group members
contributes to the project work.
- Helps Ss set deadlines for each
task.

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

PERIOD 11
UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to :
1. Knowledge
- Pronounce the consonant blends /kl/, /pl/, /gr/, and /pr/ correctly in isolation and in sentences;
- Understand and use some lexical items about humans and the environment;
- Distinguish and use will and be going to to talk about the future;
- Use the passive voice correctly.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Adopt greener lifestyle and awareness of environmental issues;
- Be responsible for environment protection.

II. MATERIALS
- Grade 10 textbook, Unit 2, Language
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Will Be going to
1. Form (+) S + will + V (+) S + am/is/ are going to + V
(-) S + will not/ won’t + V (-) S + am/is/ are + not (‘m not/ isn’t/ aren’t) + going
(?) Will + S + V? to + V
(?) Am/ Is/ Are + S + going to + V?
2. Uses We use will to talk about: We use be going to to talk about:
- Plans which are made at the moment - Plans and intentions which are made before the
of speaking (on-the-spot decisions). moment of speaking.
Ex: This shirt looks beautiful. I will buy Ex: I have made a reservation. We are going to
it. have dinner at the Chinese restaurant nearby.
- Predictions based on what we think - Predictions based on what we see or know.
or believe about the future. Ex: Look at the dark clouds. It is going to rain soon.
Ex: I think you team will win the
competition.
3. Time tomorrow, next week/month/year …, in tomorrow, tonight, next week/month, …
expressions a week/ month…, think, believe, hope,
expect, suppose, know, probably…

PASSIVE VOICE
1. Form: be + past participle (P2) 2. Uses: We use the passive voice when the person or thing that does
Ex: The plants are watered by Jack the action is unknown, unimportant, obvious from the context or we don’t
everyday. want to say who does the action. We focus on the action itself.
The report was published last Ex: My wallet was stolen yesterday. (unknown agent)
week. The house is cleaned twice a week. (unimportant agent)
The thief was arrested. (by the police-obvious agent from the context)

REMEMBER:
+ Adverb of place + by + object + adverb of time
Ex: The police found the missing painting in Jack’s house yesterday.
-> The missing painting was found in Jack’s house by the police yesterday.
+ If the subject in the active voice is one of the following words: people, one, someone/somebody, they,
he, etc. , it is not changed into the object in the passive voice.
Ex: They hold the World Cup every four year.
-> The World Cup is held every four year.

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Assumptions
Anticipated difficulties Solutions
- Students may be confused when using will or - Give short and clear explanations with legible examples
be going to to talk about the future. for each case.
- Students may be confused about the position of - Remind them and give some legible examples.
adverbs of place and time in the passive voice.

Board Plan
Date of teaching
Unit 2: HUMANS AND THE ENVIRONMENT
Lesson 2: Language
* WARM-UP: Guessing game
I. Pronunciation
Task 1: Listen and repeat.
Task 2: Listen and practise saying the sentences.
Task 3: Make sentences.
II. Vocabulary
Task 1: Match the words and phrases to their meanings.
Task 2: Complete the sentences.
III. Grammar
* The future with will and be going to
Task 1: Complete the sentences.
* Passive voice
Task 2: Rewrite the sentences.
IV. Extra activity
Game: Chain memory
* CONSOLIDATION

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 Inter Time
action
WARM-UP - To arouse the GUESSING GAME: WHAT AM I GOING TO DRAW? 4
classroom * T gives instructions, draws lines or shapes one by one T-S mins
atmosphere. and has Ss guess what T is going to draw after drawing
- To lead in the one line or one shape. S-S
lesson. ** Ss in two big teams take turns to guess what the T is
going to do by answering: You are going to draw a/an T-S
…
**** T gives comments, decides the winner, asks some
more questions to leads in the lesson.
+ Is using these vehicles good for the
environment?
+ Why is using them not good for the
environment?
PRONUNCIATI To help TASK 1: LISTEN AND REPEAT. 6
ON students Pay attention to the consonant blends /kl/, /pl/, /gr/, mins
recognize and and /pr/. (p.19) T-S
practise the * T shows the following pictures, and asks Ss to
consonant describe each picture with a word.
blends /kl/, /pl/,
/gr/, and /pr/ in
individual
words.

class ground play

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green gift clean

place protect
S-S
- T has Ss work in pairs to categorize those pictures. S-S
** Ss do as instructed. T-S
*** Ss share their ideas with a partner. T-S
**** T confirms the correct answers and leads in the
task.
* Teacher:
- plays the recording and asks Ss to listen to the words
and repeat; tells them to pay attention to the consonant S-S
blends. (Teacher can play the recording as many times T-S
as necessary)
- makes sure Ss know the meaning of each word.
** Ss do as instructed.
**** T checks whether Ss have improved their
pronunciation by randomly calling on individual Ss to
read the words aloud.
To help TASK 2: LISTEN AND PRACTISE SAYING THE 5
students FOLLOWING SENTENCES. (p.19) T-S mins
recognise the * Teacher:
consonant - checks Ss’ comprehension of the sentences.
blends /kl/, - plays the recording, has Ss focus on the words
/pl/, /gr/, and containing the consonant blends and asks them to
/pr/ in circle these words. S-S
sentences and - plays the recording again, pausing after each S-S
pronounce sentence, for Ss to repeat. T-S
them correctly. ** Ss do as instructed.
*** Ss practise reading the sentences in pairs.
**** T goes round to offer help and collects common
mistakes to correct as a class.
VOCABULARY To make sure TASK 1: MATCH THE WORDS AND PHRASES TO 4
that students THEIR MEANINGS. (p.20) mins
understand the
meaning of
some lexical
items about
humans and
the
environment. 1. household appliances

2. energy 3. carbon footprint T-S

S-S
S-S

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T-S

4. litter 5. eco-friendly

* T gives clear instructions.

* Ss work in pairs to discuss and do the matching.
* Ss share the answers with the whole class.
*T confirms the correct answer.
Key: 1. d - 2. e - 3. a - 4. b - 5. c
To give TASK 2: COMPLETE THE SENTENCES USING THE 4
students WORDS OR PHRASES IN 1. (p.20) T-S mins
practice in * Teacher:
using the - has Ss read the sentences carefully to decide which
words/phrases word/phrase in 1 can be used to complete each of the
in meaningful sentences.
contexts. - explains that they should use the context clues to
decide on the word/ phrase, e.g. in the first sentence,
the gapped word is an adjective (eco-friendly) S-S
** Ss work in pairs to discuss and find the answers. S-S
*** Ss share the answers with the whole class. T-S
**** T confirms the correct answers and asks Ss to give
the reasons why they have chosen the word/phrase for
each sentence.
Key:
1. Eco-friendly
2. household appliances
3. carbon footprint
4. energy
5. litter
To help TASK 3: MAKE SENTENCES, USING THE 4
students WORDS/PHRASES IN TASK 1. T-S mins
memorize the * T divides the class into teams, asks Ss to write as
words/phrases many sentences as they can in 2 minutes, using the
they have words/phrases in 1. T reminds them to make at least S-S
learnt. one sentence with each word/ phrase. S-S
** Ss works in small teams and do as instructed.
*** The teams with the most sentences take turns to T-S
read aloud their sentences.
**** T gives comments, collects common mistakes to
correct.
GRAMMAR - To give THE FUTURE WITH WILL AND BE GOING TO 6
students an Complete the following sentences with will or the mins
opportunity to correct forms of be going to. (p.20)
revise the use * Teacher: T-S
of will and be - tells Ss to read the explanations in the Remember!
going to to talk box on page 20 and asks Ss questions to elicit the
about future differences between will and be going to, for
actions. example:
- To give + Do both structures talk about the future?
students an + Which auxiliary do we use to talk about plans
opportunity to made at the moment of speaking / before the
revise the moment of speaking?
passive voice. + Can we use both structures for predictions?
- in weaker classes, T gives more examples to make
sure Ss understand the use of will and be going to; in
stronger classes, has Ss come up with their own
example sentences.
- asks Ss to work in pairs or individually to choose

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will or the correct form of be going to to complete

each sentence. S-S
- reminds them to use some clues in the sentence to S-S
decide on the correct tense form. e.g. 1: I don’t think; T-S
2: have already made the decision; 3: I’m sure; 4: 6
Look at; 5: I forgot to phone Dad. mins
** Ss do as instructed.
*** Ss share their answers with a partner.
**** T check Ss’ answers and asks them to explain
their choices (using the clues above).
Key:
1. will
2. are going to
3. will
4. is going to
5. will T-S

PASSIVE VOICE
Rewrite the following sentences using the passive
voice. Begin each sentence as shown.
* Teacher:
- asks Ss to read the explanation in the Remember!
box on page 21 and asks Ss questions to check their
understanding of the grammar point, for example:
+ When do we use the passive voice?
+ What do we focus on?
+ How do we form the passive voice? (the verb be
and the past participle of the main verb).
- in weaker classes, gives more examples to make
sure Ss understand the use and forms of the passive
voice in different tenses; in stronger classes, has Ss
come up with their own example sentences in both
passive and active structures.
- asks Ss to work independently and rewrite the
sentences using the passive voice. S-S
- reminds Ss of the correct verb forms in different S-S
tenses; of the use of the preposition by to mention the T-S
doer of the action.
- elicits that if the subject in the active voice is they or
we, Ss don’t need to indicate the doer in the passive voice.
** Ss do as instructed.
*** Ss work in pairs to compare their answers.
**** T checks the answers as a class by having
individual Ss read out the sentences or write them on
the board.
Key:
1. A green lifestyle is adopted by more and more people.
2. The rubbish was not put in the bins after the party
yesterday by the students.
3. More trees will be planted in the neighbourhood.
4. A lot of clean-up activities are going to be organised
by our club this weekend .
5. Important environmental issues were discussed at
the meeting.
EXTRA To help GAME: CHAIN MEMORY 4
ACTIVITY students further * T explains the rules of the game. T-S mins
practise the ** Ss do as instructed. S-S
future tense **** T praises Ss for interesting ideas and having a T-S
forms. good memory and decides the winner.
Rules:
- T has Ss sit in a circle and has one student say a
sentence about what he/she is going to or will do, for
example:
After this lesson, I’m going to play volleyball in the
playground. The next student repeats it and adds
another sentence, e.g. After this lesson, I’m going to

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play volleyball in the playground and I’m going to

meet some friends.
- T explains to Ss that the sentences don’t have to be
true. T continues until a student can’t remember the
previous sentences. In bigger classes, T has Ss play
the game in teams. The winner is the team that
continues the chain for the longest time.
CONSOLIDATI To help WRAP-UP T-S 2
ON students * Teacher asks: What have you learnt today? mins
memorise the - Consonant blends /kl/, /pl/, /gr/, and /pr/
target language - Some lexical items about humans and the
and skills that environment;
they have - Will and be going to to talk about the future;
learned - Passive voice.
HOMEWORK
- Exercises in the workbook.
- Prepare for Lesson 3, Unit 2.

PERIOD 12
UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 3: Reading

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for main ideas and specific information in a text about green living;
- Guess the meaning of words/phrases in context;
- Talk about ways to live green.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Recognise what activities are related to a green lifestyle and be ready to adopt them in their lives;
- Be responsible for environment protection.

II. MATERIALS
- Grade 10 textbook, Unit 2, Reading
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis

Pronunciati Vietnamese
Form Meaning
on equivalent

a violent burst, often with a loud noise

explosion (n) /ɪkˈspləʊʒn/ vụ nổ
E.g: a bomb/nuclear/gas explosion

method (n) /ˈmeθəd/ a way of doing something phương pháp

có thể làm đầy

refillable (adj) /ˌriːˈfɪləbl/ that can be filled again after being empty
lại

raw material /ˌrɑː mə any material, such as oil, cotton, or sugar in its natural
vật liệu thô
(n. phr.) ˈtɪəriəl/ condition, before it has been processed for use

put a number of things in an order or to separate them into

sort (v) /sɔːt/ phân loại
groups

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Assumptions
Anticipated difficulties Solutions
- Ss may lack knowledge about some lexical items. - Provide them with the meaning and pronunciation of
- Ss may not know how to choose the best title for words.
the passage. - Provide them with techniques to read for main ideas.

Board Plan

Date of teaching
Unit 2: HUMANS AND THE ENVIRONMENT
Lesson 3: Reading

* WARM-UP: Crossword
Vocabulary
Task 1: Look at the pictures and answer the questions.
Task 2: Read the text and choose the best title for it.
Task 3: Circle the correct meanings of the highlighted words and phrases in the text.
Task 4: True or false
Task 5: Work in pairs. Discuss the following question.
* CONSOLIDATION

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 arouse CROSSWORD 6 mins
the * Teacher: T-S
classroom - divides the class into two teams, has Ss in each team
atmosphere. take turns to choose a random number, and shows the
- To lead in clues on the screen for the Ss to guess the words.
the lesson. - also reminds Ss that they don’t need to answer all the
across words to find the key word. S-T-S
** Ss discuss in their teams and say the words out. T-S
**** Teacher:
- confirms, shows the answers on the screen and
decides the winner.
- leads in the lesson.

Clues:
1. Rubbish lying in an open or public place
2. Causing no harm to the environment
3. The amount of carbon dioxide produced by the
activities of a person or an organisation
4. Power used for driving machines, providing heat and
light, etc
5. All the people living together in a house or flat
6. Start to use a particular method
7. The time of life when a person is young, especially the
time before a child becomes an adult
8. Put plants, seeds, etc. in the ground to grow
9. Interest in and concern about a particular situation or
area of interest

Key:
L I T

E C O F R I E N

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C A R B O N F O O

E N E R G

H O U S E H

A D O P T

Y O U

P L A N

A W A R E N E

Down word: LIFESTYLE

PRE- To help VOCABULARY 5 mins
READING students use * T asks Ss to look at the explanation and the photos to T-S
key language guess the meanings of new words.
more ** Ss say the Vietnamese meanings of the words. S-S
appropriately 1. explosion (n): a violent burst, often with a loud noise
before they
read.

2. method (n): a way of doing st

3. refillable (adj): can be filled again after being empty

4. raw material (n.phr.): any material, such as oil, cotton,

or sugar in its natural condition, before it has been
processed for use

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5. sort (v): put a number of things in an order or to

separate them into groups

S-T-S
T-S

*** Other Ss correct if the previous answers are incorrect.

**** Teacher shows the Vietnamese meaning, says the
words aloud and asks Ss to repeat them.
To introduce TASK 1: WORK IN GROUPS. LOOK AT THE 6 mins
the topic of PICTURES AND ANSWER THE QUESTIONS. (p.21)
the reading Which pictures show a green lifestyle? Why?
and get a b
students
involved in
the lesson.

c d

* Teacher:
- has Ss work in groups of three or four to discuss the
questions.
- encourage Ss to describe the pictures using their own
language and focusing on how each object is related to a
green lifestyle,
e.g. single-use plastic bags: plastic waste, pollution,
difficult to recycle, can end up in the ocean; fresh
vegetables: green lifestyle.
** Ss do as instructed.
*** Ss share the answers with the whole class. T-S
**** T confirms and leads in.
Suggested answers:
- In Picture a, a man goes shopping with lots of plastic
bags. It doesn’t show a green lifestyle. Plastic bags
pollute the environment since they take time to decay. S-S
- In Picture b, we can see fresh food, which looks S-S
organic and is better for our health. It shows a green T-S
lifestyle.
- In Picture c, we can see a lot of litter on the ground.
Dropping litter makes the streets very dirty and pollutes
the air and water. It doesn’t show a green lifestyle.
- In Picture d, the sign advises people to turn off lights
when they are not in use. This can save electricity and
shows a green lifestyle.
WHILE- To help TASK 2: READ THE FOLLOWING TEXT AND 5 mins
READING students CHOOSE THE BEST TITLE FOR IT. (p.22) T-S
practise * Teacher:
skimming a - draws Ss’ attention to the Tips box, has them read

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text to through the tips and checks their understanding.

choose the - has Ss read the whole text once to get an overall idea. S
best title for ** Ss do as instructed individually. S-S
it *** Ss work in groups to discuss the best option and T-S
compare answers.
**** Teacher confirms the correct one; in stronger class,
asks Ss to explain why the other options cannot be used
as titles for the text, e.g. (B) This only refers to
environmental problems while the text mentions some
solutions as well. (C) The text mentions a couple of
green products such as organic food and refillable
bottles, but they are not the focus here.
Key: A
To help TASK 3: CIRCLE THE CORRECT MEANINGS OF THE 7 mins
students HIGHLIGHTED WORDS AND PHRASES IN THE TEXT.
practise (p.22) T-S
guessing the * Teacher has Ss read the text again, pay attention to
meanings of the context of each highlighted word/phrase and look for
words/phras clues explaining the meaning of it, e.g. S-S
es in context 1. sustainable: greener, lifestyle, can do, eco-friendly. S-S
** Ss work in groups to discuss the clues for each option T-S
and compare the answers.
*** Ss share the answers with the whole class.
**** Teacher confirms the answers by having individual
Ss call out the correct options.
Suggested answers:
1. a
2. b
3. a
4. a
To help TASK 4: READ THE TEXT AGAIN AND DECIDE 7mins
students WHETHER THE FOLLOWING STATEMENTS ARE
practise TRUE (T) OR FALSE (F). (p.22) T-S
reading for * T has Ss read the statements and underline the key
specific words, read through the text to locate the answers, and
information then read again paying attention only to the parts of the
text that contain the answers.
T explains that the information in the statements is
paraphrased and asks if they understand some difficult
words such as compulsory, plastic waste and break
down. S-S
** Ss work in pairs to compare the information in each
statement with information from the text. S-S
*** Ss share the answers with the whole class. T-S
**** Teacher confirms the correct answers and asks Ss
to correct the false statements.
Suggested answers:
1. F (compulsory -> a choice)
2. T
3. T
4. F (not encouraged -> encouraged)
POST- To help TASK 5: WORK IN PAIRS. DISCUSS THE 7 mins
READING students use FOLLOWING QUESTION. (p.22)
the ideas In your opinion, which of the suggestions in the text is
and the easiest way to live green? T-S
language in * Teacher:
the reading - asks Ss to read the text again and note down the four
to talk about ways to live green. S-S
ways to live - encourages them to explain their answers using as S-S
green. many reasons as possible. T-S
** Ss work in pairs and discuss which of the suggestions
is the easiest to do.
*** Some pairs present a summary of their discussion
with the whole class.
**** T gives comments, collects common mistakes to
correct.

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Suggested answers: In my/ our opinion, turning off

household appliances when they are not in use is the
easiest way to live green because we can do this right at
home. We don’t need any equipment or training for this.
CONSOLIDAT - To WRAP-UP T-S 2 mins
ION consolidate Teacher asks: What have you learnt today?
what - The ways to live green
students HOMEWORK
have learnt in - Search for more ways to live green on the Internet, take
the lesson. note some and post them on the Facebook/Zalo of your
- To prepare class.
for the next - Prepare for Speaking lesson.
lesson.

PERIOD 13
UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 4: Speaking

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Talk about ways to live green.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities;
- Be critical thinking.
3. Personal qualities
- Recognise what activities teenagers should do to live green;
- Be aware of the importance of a green lifestyle.
II. MATERIALS
- Grade 10 textbook, Unit 2, speaking
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis

Vietnames
Form Pronunciation Meaning e
equivalent

leave st on make or allow something to remain in working condition

/liːv ˈsʌm.θɪŋ ɒn/ không tắt
(v)

chemical (n) /ˈkemɪkl/ a substance obtained by or used in a chemical process hóa chất

slight darkness caused by something blocking the direct bóng mát,

shade (n) /ʃeɪd/
light from the sun bóng râm

Assumptions

Anticipated difficulties Solutions

- Provide them with the meanings and pronunciation of

- Ss may lack knowledge about some lexical items.
words.
- Ss may know only the connector “because” to
- Provide them with other connectors so that they won’t
express the reasons.
repeat the word “because” in their presentation.

Board Plan

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Date of teaching
Unit 2: HUMANS AND THE ENVIRONMENT
Lesson 4: Speaking
* WARM-UP: Board race
Vocabulary
Task 1: Should or shouldn’t.
Task 2: Do the matching.
Task 3: Discussion.
* CONSOLIDATION

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 Tim

e
WARM-UP - To arouse GAME: Board race (The topic word is green living) 6
the * Teacher gives instructions of how to play the game, and T-S mins
classroom gives an example. S-T-S
atmosphere. ** Ss discuss in their teams and write down the words.
- To lead in *** Ss in each team take turns to write their words on the T-S
the lesson. board.
**** Teacher confirms the correct words, decides the winner
and leads in the lesson.
Rules and an example of the ‘board race game’:
- The class is divided into teams.
- In one or two minutes (depending on the number of the
letters in the topic words), Ss have to find the words which
are related to the topic and have one letter in the topic word.
- If the word begins with a letter in the topic word, the team
gets 1 point.
- If the letter of the topic word appears in the middle position,
the team gets 2 points.
- If the letter of the topic word is at the end of the word they
have found, the team gets 3 points.
For example, if the topic word is FILMS and with the words
found in the table below, a team gets 9 points in total.
F A M O U

M O V I E

L O V E

C I N E M A

A C T R E S S

Total
PRE- To pre-teach VOCABULARY 6
SPEAKING some * Teacher: T-S mins
vocabulary - shows the words one by one, plays the recording and has
so that Ss repeat the sounds of the words.
students can - has Ss guess the meanings of the words based on
understand pictures, explanations or examples.
the 1. leave st on (idioms): choose to keep something
meanings operational or switched to an "on" position.
and use Ex: Someone left the lights on the whole time we were gone.
them Our electricity bill is going to be enormous.
correctly in 2. chemical (n): a substance obtained by or used in a
main chemical process

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speaking
tasks.

3. shade (n): slight darkness caused by something blocking S-S

the direct light from the sun T-S

** Ss do as instructed.
**** T confirms the meanings, calls on some individual Ss to
make sentences with each word.
To introduce TASK 1: WHICH OF THE FOLLOWING ACTIVITIES DO 8
more ideas YOU THINK TEENAGERS SHOULD OR SHOULDN’T DO mins
for the main TO LIVE GREEN? PUT A TICK IN THE APPROPRIATE
speaking COLUMN. (p.23) T-S
tasks and * T has Ss work in pairs, read the activities, discuss their
get students meanings and decide which activities they should/ shouldn’t
involved in do to go green by putting a tick in the appropriate column. S-S
the lesson ** Ss do as instructed. S-S
*** Some individual Ss share their answers with the whole T-S
class.
**** T confirms the correct answers.
Key:
Activities

1. Leaving your appliances on when not in use

2. Recycling your used items

3. Using plastic bags when shopping

4. Buying organic food

5. Dropping litter in the street

6. Planting trees
To introduce TASK 2: THE TABLE BELOW PRESENTS THE 8
more ideas REASONS WHY TEENAGERS SHOULD OR SHOULDN’T mins
for the main DO THE ACTIVITIES IN 1. WORK IN PAIRS AND MATCH
speaking THEM WITH THE ACTIVITIES. (p.23) T-S
task and get * Teacher:
students - has Ss read the reasons, and discuss with a peer to do the
involved in matching.
the lesson - reminds them that besides using because, they can use
since/ as/ due to the fact that/ on the ground that to express
reasons and encourages them to give more reasons and
make small exchanges after doing the matching, e.g.
Student A: Why shouldn’t you leave your appliances on

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when not in use? S-S

Student B: Because this wastes electricity and creates S-S
dangerous situations. Why should you recycle your used T-S
items?
Student A: Since this protects natural resources.
** Ss do as instructed.
*** Ss share the answers with the whole class.
**** Teacher confirms the correct answers and calls on some
pairs to make small exchanges like the one above.
Suggested answers:
a - 5; b - 1; c - 3; d - 4; e - 2; f - 6
WHILE- To give TASK 3: WORK IN GROUPS. DISCUSS AND PRESENT 15
SPEAKING students an YOUR IDEAS ABOUT WHAT YOU SHOULD OR mins
opportunity SHOULDN'T DO TO LIVE GREEN. (p.23) T-S
to discuss * T has Ss work in groups, discussing what they should or
ideas in shouldn’t do to live green.
groups and In weaker classes, T reminds them to use the ideas given in S-S
share with 1 and 2 in their discussion. In stronger classes, T S-S
the rest of encourages them to think of other activities and reasons. T-S
the class. ** Ss do as instructed.
*** Ss share their ideas with the rest of the class by playing
the game: PASSING THE BALL.
Rules: A song is played while Ss are passing a ball one by
one. When the music stops, the student who keeps the ball
will make a presentation.
**** Teacher praises Ss for interesting and imaginative
ideas, and for providing well-formulated reasons.
Example: There are many things that we should or shouldn’t
do to live green. We should recycle our used items so that
we can protect natural resources. We shouldn’t drop litter in
the street because this will make the street dirty and pollute
the environment.
CONSOLIDA To help WRAP-UP T-S 2
TION students Teacher asks: What have you learnt today? mins
memorise - Activities and the reasons why we should or shouldn’t do to
the content live green.
of the lesson HOMEWORK
- Exercises in the workbook
- Prepare for Listening lesson

PERIOD 14
UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 5: Listening
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Listen for specific information in a text about green living;
- Talk about a plan to organise a green event in their area.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities;
- Develop presentation skills.
3. Personal qualities
- Be more responsible for the environment and be able to propose plans to solve environmental issues in their
residential areas;
- Be ready to make a plan to organize a green event in their area.
II. MATERIALS
- Grade 10 textbook, Unit 2, listening
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent

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a plan that lists all the work that you have to do and when
thời gian
schedule (n) /ˈʃedjuːl/ you must do each thing
biểu
E.g. They have a very flexible work schedule.

connected with one particular thing only

specific (adj) /spəˈsɪfɪk/ cụ thể
E.g. The money was collected for a specific purpose.

đồ hiến
money or goods that are given to help a person or
donation (n) /dəʊˈneɪʃn/ tặng, sự
organization, or the act of giving them
hiến tặng

the act of taking goods, letters, parcels, etc. to people's sự giao

delivery (n) /dɪˈlɪvəri/
houses or places of work hàng

Assumptions

Anticipated difficulties Solutions

- Ss may lack knowledge about some lexical items. - Provide them with the meanings and
- Ss may not catch the ideas to decide the statements are pronunciation of words.
true or false. - Remind them to pay attention to the key words
in each sentence.

Board Plan

Date of teaching
Unit 2: HUMANS AND THE ENVIRONMENT
Lesson 5: Listening

* WARM-UP: Taboo
Vocabulary
Task 1: Look at the picture and answer the questions.
Task 2: True of false.
Task 3: Listen and complete the table.
Task 4: Discussion.
* CONSOLIDATION

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 arouse GAME: TABOO T-S 6
the classroom * Teacher: mins
atmosphere. - divides the class into 2 teams, lets each team choose 5
- To get representatives.
students be - prepares in advance 2 sets of words (maybe written on a
actively sheet of paper), and gives them to the representatives.
involved in - asks the representatives to try to get their teammates to
the lesson. guess words using verbal clues or actions without using the
words in their sets and without using their mother tongue in S-S
two minutes. S-S
** Ss do as instructed. T-S
*** Ss in each team take turns to describe and guess the
words.
**** Teacher confirms the correct words, decides the winner.
The winners are the ones whose team can guess the most
words.

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Suggested words:
Set 1: adopt, carbon footprint, litter, method, eco-friendly
Set 2: sort, awareness, organic, household appliances, cut
down on
PRE- To pre-teach VOCABULARY 6
LISTENING the * Teacher: T-S mins
pronunciation - shows the words one by one, plays the recording and has
and the Ss repeat the sound of the words.
meaning of - has Ss guess the meanings of the words based on
some pictures, explanations and examples.
vocabulary so 1. schedule (n): a plan that lists all the work that you have to
that students do and when you must do each thing. E.g. They have a very
can flexible work schedule.
understand
the content of
the listening.

2. specific (adj): connected with one particular thing only.

E.g. The money was collected for a specific purpose.
3. donation (n): money or goods that are given to help a
person or organization, or the act of giving them.

4. delivery (n): the act of taking goods, letters, parcels, etc.

to people's houses or places of work. S-S
T-S

** Ss do as instructed.
**** Teacher confirms the meanings, calls on some 6
To introduce individual Ss to make sentences with each word. mins
the topic of
the listening TASK 1: WORK IN PAIRS. LOOK AT THE PICTURE AND
and activate ANSWER THE QUESTIONS. (p.24)
Ss’ prior WHAT ARE THEY DOING? WHY?
knowledge

T-S

* Teacher:
- has Ss work in pairs, look at the picture and tell their S-S
partner what they see in the picture. S-S
- encourages them to use the vocabulary they have learnt to T-S
describe the picture, e.g. The students are picking up
rubbish, bottles and plastic bags; They are watering plants

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and trees.
** Ss do as instructed.
*** Some pairs share their answers with the class.
**** Teacher praises the pairs with interesting ideas and
asks the class some more questions to elicit the topic of the
listening: Go Green Weekend event such as:
+ Are the students wearing school uniforms?
+ Are they at school?
+ What day of the week do you think it is?
+ Do you think this is an organised event?
+ What kind of event is it?

WHILE- To help Ss TASK 2: LISTEN TO AN ANNOUNCEMENT ABOUT A GO 8

LISTENING practise GREEN WEEKEND EVENT AND DECIDE WHETHER THE mins
listening for FOLLOWING STATEMENTS ARE TRUE (T) OR FALSE
specific (F). (p. 24) T-S
information. * Teacher:
- tells Ss that they are going to listen to an announcement
about a Go Green Weekend event.
- has them read the statements, underline the key words.
- checks the key words with the whole class.
- plays the recording and has Ss do the activity, paying
attention to the key words to catch the ideas. S-S
** Ss do as instructed. S-S
*** Ss share their answers with a peer. T-S
**** Teacher:
- checks the answers as a class, asks SS to explain why
they are true or false.
- plays the recording again if many Ss have incorrect
answers, pausing at the places where they can get the
correct information.
Key:
1. T ; 2. F (central market -> central park); 3. T; 4. T
To help TASK 3: LISTEN AGAIN AND COMPLETE EACH GAP IN 8
students THE TABLE WITH ONE WORD FROM THE RECORDING. mins
practise (p.24) T-S
listening for * Teacher:
specific - has Ss read the instruction and focus their attention on the
information
word ‘ONE’
- has them read the incomplete text and try to have a guess S-S
at what part of speech might fit each gap, e.g. 1. noun; 2. S-S
T-S
adjective
-plays the recording once for Ss to complete the table.
** Ss do as instructed.
*** Ss share their answers with a peer.
**** Teacher:
- checks the answers by calling on some Ss to write their
answers on the board or read them aloud.
- plays the recording again if many Ss have incorrect
answers, pausing at the places where they can get the
correct information.
Key:
1. park
2. plastic
3. Sort
4. Post
5. suggestions

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POST- To give TASK 4: WORK IN GROUPS. DISCUSS THE FOLLOWING 10

LISTENING students an QUESTION. (p.24) mins
opportunity to * Teacher: T-S
personalise - asks some lead-in questions to see whether Ss have taken
the language part in any environmental activities or events, and how much
and ideas experience they have, e.g.
from the + Have you ever taken part in an environmental activity
listening in a or event?
speaking
+ How many times have you participated in such
task.
activities or events?
+ What did you do there?
+ How did you feel? S-S
- put Ss in groups in which there are both not or less S-S
experienced Ss and Ss who have taken part in such eco- T-S
friendly events.
- eeminds them that they can use the ideas from the
listening and in stronger classes, T encourages them to
come up with their own green activities.
** Ss do as instructed.
*** Ss share their ideas with the rest of the class.
**** T invites some groups to present their ideas to the whole
class, and praises the groups for interesting and imaginative
ideas.
CONSOLID To help WRAP-UP T-S 1 min
ATION students Teacher asks: What have you learnt today?
memorise the - We have listened to a plan to organize a green event and
content of the talked about our future plans to hold such events.
lesson HOMEWORK
- Exercises in the workbook.
- Prepare for writing lesson.

PERIOD 15
UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 6: Writing

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Use lexical items related to the topic “Humans and the environment”;
- Write about ways to improve the environment.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities;
- Develop presentation skills.
3. Personal qualities
- Be more responsible for protecting the surrounding;
- Be able and willing to persuade other people to take actions to make a nice and clean environment.

II. MATERIALS
- Grade 10 textbook, Unit 2, writing
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Assumptions
Anticipated difficulties Solutions
- Ss may want to use their own suggestions but they - Be ready to provide them with words/ phrases which
may not know how to express their ideas in English. they can use to express their ideas in English.
- Ss in weaker classes may not know how to use - Provide them with some connectors and some
connectors correctly to link sentences. examples.
- Ss may not know the structure of a paragraph.
- GIve them some basic information about the structure

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of a paragraph.

Board Plan

Date of teaching
Unit 2: HUMANS AND THE ENVIRONMENT
Lesson 6: Writing
* Warm-up: Game: Wheel of fortune
Task 1: Match the suggestions for improving the environment with their expected results.
Task 2: Fill in the blanks.
Task 3: Add two more suggestions to improve the environment in your school to the paragraph in 2.
Peer correction
Class correction
* Consolidation

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 arouse GAME: THE WHEEL OF FORTUNE T-S 6 mins
the * T divides the class into two teams, and explains the
classroom game rules:
atmosphere. - Ss in each team read the clues, take turns to spin
- To get the wheel, guess the individual letters until they can
students be guess the whole word.
actively - It is not necessary for the Ss to guess all the S-S
involved in individual letters. They can guess the whole word at S-S
the lesson. any time. T-S
** Ss do as instructed.
*** Ss in each team discuss and guess the words.
**** T confirms the correct words, decides the winner and
leads in the lesson.
Suggested words
Round 1:
+ Clue: the conditions in which a person, animal or
plant lives or operates or in which an activity takes
place
+ Key: ENVIRONMENT
Round 2:
+ Clue: make something or somebody better than
before
+ Key: IMPROVE
Round 3:
+ Clue: an idea or a plan that you mention for
somebody else to think about
+ Key: SUGGESTION
PRE- To help TASK 1: WORK IN PAIRS. MATCH THE 6 mins
WRITING students SUGGESTIONS FOR IMPROVING THE ENVIRONMENT
recall some WITH THEIR EXPECTED RESULTS. (p.25) T-S
suggestions * Teacher:
for improving - asks Ss some questions to elicit the topic of the writing
the as well as some suggestions. e.g.
environment + Do you have any ideas about how to improve the
environment in our school? S-S
+ What are they? T-S
- has them work in pairs and asks them to do the
matching. In weaker classes, go through the suggestions
and expected results to check comprehension.
** Ss do as instructed.

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**** Teacher asks individual Ss to call out their answers

and confirms the correct ones.
Key:
1.c
2.a
3.b
WHILE- To provide TASK 2: READ THE INCOMPLETE PARAGRAPH 8 mins
WRITING students ABOUT WAYS TO IMPROVE THE ENVIRONMENT.
with a model FILL IN THE BLANKS WITH THE WORDS AND T-S
of a well- PHRASES FROM THE BOX. (p.25)
structured * Teacher:
paragraph - tells Ss that they are going to write a paragraph about
and practice ways to improve the environment in their school. First,
in using they will be provided with an incomplete example as a
connectors model for their writing.
to link - recall the information about the structure of a paragraph:
sentences. + A paragraph is a group of sentences that develop
ONE main idea.
+ A paragraph usually consists of three parts: a topic
sentence, supporting sentences and a concluding
sentence.
+ Two important qualities of a good paragraph are
unity (i.e. one main idea is developed) and coherence
(i.e. all the sentences and ideas flow smoothly to
make clear and logical points about the topic)

- asks Ss to read the incomplete paragraph and fill in each

numbered blank with a word/ phrase in the box.
** Ss do as instructed.
*** Ss discuss and share their answers with a peer.
**** Teacher checks the answers by calling on some Ss to
read their answers to the class.
Key:
1. First
2. For example
3. In conclusion
To help TASK 3: ADD TWO MORE SUGGESTIONS TO 8 mins
students IMPROVE THE ENVIRONMENT IN YOUR SCHOOL TO
practise THE PARAGRAPH IN 2. USE THE IDEAS IN 1 TO HELP T-S
developing YOU. (p.25)
ideas and * Teacher:
writing a - explains the writing task.
paragraph - has Ss brainstorm more suggestions in groups.
- walks round the class to offer help and encourages Ss to
take notes of their ideas.
- asks some groups to call out their ideas and write them
on the board for other Ss’ reference.
- asks Ss to write their suggestions to complete the
paragraph individually, sets a limited time for this task and
walks round the class to give further support if needed.
- reminds them to use some connectors to link the ideas
before they write: S-S
+ To list ideas: First, Second, In addition, Additionally, S-S
Moreover, Furthermore, Another idea worth noting is T-S
that, Finally, …

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+ To give an example: For example / For instance, To

illustrate, …
+ To conclude: In conclusion, In brief, In short, To sum
up, …
** Ss do as instructed.
*** Ss share their answers with their group members.
**** T walks round the class to monitor and make a note of
some common mistakes.
POST- To give PEER CORRECTION 9 mins
WRITING students an * Teacher:
opportunity - explains the marking symbols in the following table. T-S
to recognise
the common
mistakes so
that they
can avoid in
writing

- asks two Ss sitting next to each other to exchange their

writing, read their partner’s writing and write the symbols
next to mistakes that they can find like the ones in the
table above.
- asks Ss to return their partner’s writing and lets them
correct themselves.
- reminds them that they can ask for their partner’s help.
** Ss do as instructed.
*** Ss share their ideas with a partner.
**** Teacher goes around to offer help.
CLASS CORRECTION
* Teacher:
- writes Ss’ common mistakes on the board, asks Ss to
check whether they make the same mistakes in their
writing.
- calls on some Ss to correct those mistakes as a class.
** Ss do as instructed. S-S
**** Teacher: S-S
- further explains the paragraph structure if Ss are not able T-S
to develop the three elements in their writing.
- collects Ss’ writing and provides written feedback in the
next lesson.
- in weaker classes, provides some suggested answers if
necessary.
Sample answer:
Another way would be to plant more trees. For example,
we can plant more green trees around the school and in
the schoolyard. It reduces CO2 and makes the air we
breathe in cleaner. Finally, we can set up more rubbish
bins. For instance, we can put more bins in public places
such as parks or bus stations. This makes the waste
collection easier.
CONSOLIDAT To help WRAP-UP T-S 2mins
ION students Teacher asks: What have you learnt today?
memorise - We have practised writing a paragraph about
the content suggestions to improve the environment.
of the lesson HOMEWORK
- Exercises in the workbook
- Prepare for Communication and Culture lesson

PERIOD 16
UNIT 2: HUMANS AND THE ENVIRONMENT
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Lesson 7: Communication and Culture/ CLIL

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Ask for and give advice;
- Understand what a carbon footprint is.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be willing to take practical actions to help reduce their own carbon footprint and their family’s as well;
- Be responsible for environment protection.

II. MATERIALS
- Grade 10 textbook, Unit 2, Communication and Culture/ CLIL
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent

an amount of something, especially a gas that harms the

emission (n) /ɪˈmɪʃn/ khí thải
environment, that is sent out into the air.

estimate (v) /ˈestɪmeɪt/ guess or calculate the cost, size, value, etc. of something ước tính

an average number is the number you get by adding two

average (n) /ˈævərɪdʒ/ or more amounts together and dividing the total by the trung bình
number of amounts

atmosphere
/ˈætməsfɪə(r)/ the mixture of gases that surrounds the earth bầu khí quyển
(n)

Assumptions
Anticipated difficulties Solutions
- Students may have underdeveloped - Encourage students to work in pairs and in groups so that they
speaking and can help each other.
co-operating skills. - Remind them to make use of the ideas and vocabulary items
- Students may lack knowledge about some they have learnt in the previous lessons.
lexical items - Provide them with the meanings and pronunciation of words/
phrases.
Board Plan

Date of teaching
Unit 2: HUMANS AND THE ENVIRONMENT
Lesson 7: Communication and Culture/ CLIL
* Warm-up: Running man
I. Everyday English
Task 1: Listen and complete the conversation.
Task 2: Make a similar conversation.
II. CLIL
Vocabulary
Task 1: Read the text and complete the table.
Task 2: Discussion.

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* Consolidation
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 arouse OPTION 1: 5
the GAME: RUNNING MAN T-S mins
classroom * Teacher divides the class into two teams, has Ss in
atmosphere each team take turns to run to the board and write a
. word/ phrase related to the topic Humans and the S-S
- To help Environment on the board in two minutes. T-S
students ** Ss do as instructed.
revise **** Teacher confirms the correct word/ phrase and
words/ decides the winner (the team with most correct words/
phrases phrases)
related to Suggested answers:
the topic - Green lifestyle
- Eco-friendly
- Plastic bags
- Zero waste
- Carbon footprint T-S
OPTION 2: CLIP WATCHING
* Teacher has Ss watch a video about carbon footprint
and asks them the following questions:
1. What is carbon footprint?
2. What activities causes large carbon footprint?
* Teacher reminds Ss to note down key information about S
the environment and some examples. T-S
** Ss watch the video and answer the questions.
**** Teacher has Ss answer the questions individually,
confirms the answers and leads in the lesson.
EVERYDAY To provide Ss TASK 1: LISTEN AND COMPLETE THE 7
ENGLISH with an CONVERSATION WITH THE EXPRESSIONS IN THE T-S mins
example BOX. THEN PRACTISE IT IN PAIRS. (p.25)
conversation * Teacher:
in which - elicits expressions Ss already know related to asking for
people ask and giving advice by saying some situations and has Ss
for and give give advice, e.g.
advice about Teacher: I don’t know anything about organic food.
ways to find Ss 1: You should search on the Internet.
information Ss 2: I advise you to go to a shop selling organic
for the food.
presentation. - asks Ss to read through the expressions in the box and S-S
the incomplete conversation, checks comprehension and
encourages them to complete the gaps based on the T-S
clues in the conversation.
- plays the recording once (in stronger classes) or twice
(in weaker classes)
** Ss do as instructed.
**** Teacher:
- checks the answers by asking individual Ss to read out
the complete conversation.
- asks Ss to practise the conversation in pairs then read
aloud.
- in stronger classes, writes some prompts on the board
and asks Ss to role-play the conversation based on the
prompts only.
Key:

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1. B
2. A
3. D
4. C
To help Ss * Teacher: 8
practise ways - brainstorms green living ideas and writes them on the mins
of asking for board for Ss’ reference.
and giving - revises common expressions used to ask for and give T-S
advice about advice or asks Ss to read through the expressions in the
green living table and checks their understanding if they are weaker
students.
- puts Ss into pairs, gives them some minutes to think
about specific green issues that they want to include in
their conversation.
- in weaker classes, walks around the class and suggests
situations to Ss, e.g. advice about reducing plastic waste,
keeping the environment clean, or making homes or
schools eco-friendly.
** Ss work in pairs to practise their conversations. S-S
*** Some pairs act out their conversations to the class. S-S
**** Teacher praises Ss for good effort, clean T-S
pronunciation, fluent delivery and interesting ideas.
CLIL To pre-teach VOCABULARY 6
the meanings * Teacher: T-S mins
and - shows the words one by one, plays the recording and
pronunciation has Ss repeat the sound of the words
of some - has Ss guess the meanings of the words based on
words/ pictures, explanations and examples.
phrases, so 1. emission (n): an amount of something, especially a gas
that Ss can that harms the environment, that is sent out into the air
use them in
their
presentation
later and can
understand
the reading
passage.

2. estimate (v): guess or calculate the cost, size, value,

etc. of something

3. average (adj): an average number is the number you

get by adding two or more amounts together and dividing
the total by the number of amounts

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4. atmosphere (n): the mixture of gases that surrounds

the earth

S-S
T-S

** Ss do as instructed.
**** Teacher confirms the meaning, calls on some
individual Ss to make sentences with each word.
To help TASK 1: READ THE TEXT AND COMPLETE THE 9
students TABLE. (p.26) T-S mins
learn about * Teacher:
carbon - asks Ss some questions to find out what they already
footprint and know about the topic, e.g.
ways to + What is the carbon footprint?
reduce it + How do you measure it?
(through + Why is it bad to have a large carbon footprint?
CLIL) + How can we reduce it?
- asks Ss what they want to know about the topic and
write the questions on the board, e.g.
+ What is the average carbon footprint for a person
(globally/ in Viet Nam)?
-> 4 tons globally/ 2.2 tons in Viet Nam
+ What problems are caused by a large carbon
footprint?
-> Global warming, climate change, extreme weather
events
+ Which countries have the largest carbon footprint?
-> China, the USA, India, Russia, Japan
+ What food has the highest carbon footprint?
-> meat, cheese, eggs
- asks Ss read the text about carbon footprint and S-S
complete the table. S-S
- walks around the class to offer help, explaining T-S
unfamiliar words and answering questions.
** Ss do as instructed.
*** Ss share their answers with a partner.
**** Teacher:
- checks the answers as a class by calling on pairs to
write the missing words on the board
- goes back to the questions on the board, i.e. the things
Ss wanted to know about the topic and asks which of the
questions they can answer now and cross them out.
Key:
1. CO2
2. global temperatures
3. showers
4. public transport
To give TASK 2: WORK IN PAIRS. DISCUSS THINGS YOU 8
students an CAN DO TO REDUCE YOUR CARBON FOOTPRINT. mins
opportunity to (p.26) T-S
personalise * Teacher:
the CLIL - has Ss work in pairs to discuss things they can do to
topic (ways to reduce their carbon footprint.
reduce their - in weaker classes, has Ss underline the ideas in the text
carbon so that they can use them in their discussion; and in
footprint) stronger classes, encourages Ss to come up with their
own ideas to reduce their carbon footprint. S-S
- reminds them to take notes of their partner’s ways to T-S

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

reduce his/ her carbon footprint

** Ss work in pairs to discuss and take notes.
**** T calls on some Ss to report their partner’s ideas to
the class, e.g. Lan thinks that her carbon footprint is not
very big, but she’ll try to reduce it to further help the
environment. First, she’ll start cycling to school instead of
asking her dad to drive her. Second, she’ll stop using
plastic bags for groceries. Finally, she'll start drinking
filtered tap water instead of buying bottled water.
CONSOLIDAT To help WRAP-UP T-S 2
ION students Teacher asks: What have you learnt today? mins
memorise the - The ways to ask for and give advice
content of the - What carbon footprint is and the ways to reduce it in our
lesson that lives.
they have HOMEWORK
learned - Do exercises in the part Looking back and answer the
rest questions in Task 1
- Exercises in the workbook
- Prepare for Looking back and Project lesson

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PERIOD 17
UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 8: Looking back and project
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- revise the consonant blends /kl/, /pl/, /gr/, /pr/ correctly;
- revise words and phrases related to humans and the environment learnt in the unit;
- revise how to use will and be going to, and passive voice correctly;
- Plan activities for a Go Green Weekend and give a group presentation about the event.
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 2, Looking back and project
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- Pictures, A0 paper
- Sachmem.vn
Assumptions
Anticipated difficulties Solutions
Students may have underdeveloped Give them a suggested checklist for peer assessment and ask them
presentation skills. to read carefully and try to practise in advance and apply those
techniques in their presentation.
Board Plan

Date of teaching
Unit 2: HUMANS AND THE ENVIRONMENT
Lesson 8: Looking back and Project
* Warm-up: The last man standing
I. Looking back
Pronunciation: Listen and underline.
Vocabulary: Complete the sentences.
Grammar: Choose the best answers.
II. Project
Go Green Weekend
* Consolidation
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 arouse the GAME: THE LAST MAN STANDING 5 mins
classroom Rules:
atmosphere. - T has 10 Ss form a circle and stands at a center with
- To help a ball.
students - T speaks out a word related to the topic Humans and
revise words/ the environment and pass the ball to one student. Let
phrases him/her toss it to another student as he/she names the
related to the word related to the theme. T-S
topic - If Ss repeat a word or can’t say any more words, they
need to sit down. S-S
- The last student standing wins the game. T-S
* Teacher:
- Invites 10 Ss to form a circle and stand at a center

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with a ball.
- Explains the game rules to Ss
** Ss do as instructed.
**** Teacher praises the Ss with the most words and
the most interesting words/ phrases.
LOOKING To help PRONUNCIATION 6 mins
BACK students Listen and underline the words with the consonant
revise /kl/, blends /kl/, /pl/, /gr/ or /pr/. Then practise reading
/pl/, /gr/ and /pr/ the sentences. (p.26) T-S
* Teacher:
- asks Ss to listen to the recording and underline the
words that have the consonant blends /kl/, /pl/, /gr/ or /pr/.
- aks individual Ss to write the words with the
consonant blends on the board and has them read
those words several times.
- plays the recording again, pausing after each S-S
sentence for Ss to repeat. T-S
- puts Ss in pairs and has them practise reading the
sentences together.
** Ss do as instructed.
**** Teacher goes round to offer help and collect
common mistakes if Ss have to correct as a class.
Key:
1. The professor is proud of the results of our project.
2. Grass is growing on the ground.
3. Those toy planes are made of plastic.
4. Click the button to become a member of the club.
To help VOCABULARY 5 mins
students revise Complete the sentences. Use the words and
words and phrases in the box. (p.26) T-S
phrases related * Teacher asks Ss to complete the sentences by using
to human the words and phrases in the box individually. S
activities and ** Ss do as instructed. S-S
the *** Ss compare their answers with a partner. T-S
environment, **** Teacher checks the answers by asking individual
which they Ss to write the missing words/ phrases on the board.
have learnt in Key:
the unit. 1. green lifestyle
2. carbon footprint
3. eco-friendly
4. appliances
To help Ss GRAMMAR 6mins
revise will and Choose the best answers. (p.26)
be going to and * Teacher asks Ss to choose the answers that best T-S
the passive complete the sentences individually.
voice ** Ss do as instructed. S
*** Ss compare their answers with a partner. S-S
**** Teacher: T-S
- checks the answers by asking individual Ss to write
the sentences on the board
- has Ss explain what grammatical form they have used
and why.
- has Ss read aloud the sentences.
Key:
1. is used
2. are planted
3. will pass
4. will
5. are going to travel
6. is going to rain
PROJECT To provide an * Teacher: T-S 21
opportunity for - gives Ss a checklist for peer and self-assessment and mins
students to explains that they will have to tick the appropriate items
develop their while listening to their classmates’ presentations and
research and write comments if they have any. (The presenters
collaboration should complete their self-assessment checklist after

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skills, and to completing their presentation).

practise giving - goes through the criteria for assessing their talk to
an oral make sure Ss are familiar with them.
presentation. - invites two or three groups to give their presentations
and encourages the rest of the class to ask questions S-S
at the end. S-S
** Ss do as instructed. T-S
*** Ss make questions after each presentation.
**** Teacher:
- gives praises and feedback after each presentation
and gives marks for their presentation as part of their
continuous assessment.
- asks Ss to complete the self-assessment table,
identifies any difficulties and weak areas and suggests
further practice for individual Ss.
CONSOLIDAT - To WRAP-UP T-S 2 mins
ION consolidate Teacher asks: What have you learnt today?
what students - Revise the consonant blends /kl/, /pl/, /gr/ and /pr/.
have learnt in - Revise words/ phrases related to the topic Humans
the lesson. and the environment.
- To prepare for - Revise will and be going to and passive voice.
the next lesson Homework:
- Exercises in the workbook
- prepare for Unit 3 lesson 1

APPENDIXES
Suggested checklist for peer assessment:
Comments
Tick where
appropriate (in English or
Vietnamese)
DELIVERY
- The presenters greeted the audience.
- The presenters spoke clearly and naturally.
- The presenters cooperated when delivering their talk.
- The presenters interacted with the audience.
- The presenters used some photos /pictures to illustrate their ideas.
- The presenters concluded their talk appropriately
CONTENT: The presentation includes the following information about their
plan Go Green Weekend
- activity
- time
- place
- reason
- expected result
Suggested checklist for self-assessment:
Comments
Tick where
appropriate (in English or
Vietnamese)
DELIVERY

- I greeted the audience.

- I spoke clearly and naturally.
- I cooperated with my group members when delivering the talk.
- I interacted with the audience.
- I used some photos / pictures to illustrate my ideas.
- I concluded my part of the talk appropriately
CONTENT: Our presentation includes the following information about our
plan for Go Green Weekend
- activity
- time
- place
- reason
- expected result

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PERIOD 18
PRACTICE FOR MIDTERM TEST (01)

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review words related to family life, humans and environment.
- Review the pronunciation of the consonant blends /br/, /kr/, /tr/, /gr/, /pr/;
- Apply the knowledge of grammar points learnt in the previous units to do the tasks;
(to-infinitive, bare infinitive, the present simple, the present continuous, the future with will and be going to)
- Use the passive voice;
- Use the coordinating conjunctions (and, or, but, so).
2. Core competence
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills;

II. MATERIALS
- Grade 10 textbook
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- Handouts
Anticipated difficulties Solutions
- Students may find the lesson boring due to a - Encourage students to work in pairs, in groups so that they
large number of language exercises. can help each other.
- Design as many exercises as games as possible.
- Provide feedback and help if necessary.
- Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks (before
every activity).
REVISION 1
A. PHONETICS
I. Choose the word whose underlined part is pronounced differently from that of the others.
1. A. Tamil B. Islam C. reaction D. gather
2. A. official B. mosque C. optional D. tropical
3. A. collection B. necessary C. explanation D. reputation
4. A. casual B. occasion C. impression D. usually
5. A. compulsory B. adult C. publish D. campus
II. Choose the word whose stress pattern is different from that of the others.
1. A. deny B. remote C. income D. unique
2. A. nature B. subject C. scenery D. tuition
3. A. admire B. Internet C. violent D. website
4. A. government B. linguistics C. territory D. journalism
5. A. mausoleum B. vegetarian C. intermediate D. informative
B. VOCABULARY AND GRAMMAR
I. Choose the best answer from the four options marked A, B, C or D to complete each sentence below.
1. If Hoa ____ rich, she would travel around the world.
A. is B. was C. were D. been
2. Ba ____ a new bicycle recently.
A. bought B. buying C. buy D. has bought
3. Nam ____ speaks Chinese but also speaks Japanese.
A. not only B. so C. only D. can
4. It is raining very hard, ____ we can't go camping.
A. so B. so that C. more over D. however
5. Mrs. Hoa ____ sings very well is Nam's mother.
A. which B. whom C. who D. where
6. Hung enjoys ____ fishing and boating.
A. to go B. go C. going D. went
7. We must finish our project ____.
A. on time B. in time C. yesterday D. time
8. ____ a kind of everlasting energy, solar energy may be the solution to our crisis.

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A. Because B. Since C. As D. With

9. Students ____universities may have many difficulties in finding good study methods.
A. enter B. entering C. that enter D. who enter
10. ____ tired, I went to bed early.
A. To feel B. Felt C. Feeling D. Having
11. Either John or his brothers ____ the money.
A. has stolen B. have stolen C. has been stolen D. have been stolen
12. My dog as well as my cats ____ twice a day.
A. eat B. eats C. has eaten D. have eaten
13. Do it right now, ____?
A. do you B. aren't you C. will you D. don't you
14. The teacher advised the children ____ and see the dentist regularly.
A. went B. going C. go D. to go
15. I wish you ____ to the theater last night, but you didn't.
A. would come B. had come C. was coming D. came
II. Choose the underlined words or phrases (A, B, C or D) that are incorrect in standard English.
1. My father prefers watching films at home than going to the cinema.
A B C D
2. Women nowadays have more free to participate in social activities.
A B C D
3. She had the gardener to plant some trees.
A B C D
4. The church where we are going to visit isn't far from here.
A B C D
5. Come up to my place and we will discuss it.
A B C D
III. Give the correct form of the words in CAPITAL to complete the sentences.
1. He treated them with __________________________________. (GENEROUS)
2. There are many people living in _________________________ now in the world. (POOR)
3. My new car is more __________________________ than the one I had before. (ECONOMY)
4. How many _________________________________ entered the race? (COMPETE)
5. Housework has _____________________________ been regarded as women's work. (TRADITION)
IV. Give the correct form of the verbs in brackets.
1. I was tired when I got home. I (work) ______________________________ all day.
2. I want to get married, but I (not meet) ________________________________ the right person yet.
3. Why John (not/ want) _____________________________ to play soccer last Sunday?
4. The astronaut's clothes (make) ______________________________ from special materials.
5. We would have caught the last bus if we (leave) _______________________ the cinema five minutes earlier.
C. READING
I. Read the following passage and mark the letter A, B, C, or Don your answer sheet to indicate the correct
word or phrase for each of the blanks.
The popular image of student life is of young people with few responsibilities enjoying themselves and (1)
____ very little work. This is often not true. Many older people now study at college or university, sometimes (2) ____
a part-time basis while having a job and looking after a family. These students are often (3) ____ motivated and work
very hard.
Younger students are often thought to be lazy and careless about money but this (4) ____ is changing. In
Britain reduced government support for higher education means that students can no longer rely on having their
expenses (5) ____ for them. Formerly, students received a grant towards their living expenses. Now most can only
get a loan (6) ____ has to be paid back. Since 1999 they have paid over £1 000 towards tuition (7) ____
and this amount will increase up to a maximum of £3 000. In the US students already (8) ____ pay for tuition and
room and board. Many get a financial aid package which may (9) ____ grants, scholarships and loans. The fear of
having large debts places (10) ____ pressure on students and many take part-time jobs during the term and work
full-time in the vacations.
1. A. producing B. carrying C. doing D. making
2. A. for B. with C . on D. at
3. A. highly B. mainly C. absolutely D. adequately
4. A. position B. state C. situation D. condition
5. A. paying B. paid C. pay D. to pay
6. A. whether B. what C. which D. who
7. A. money B. fees C. allowances D. charge
8. A. had better B. should C. may D. have to
9. A. include B. consist C. compose D. belong
10. A. large B. generous C. considerate D. considerable
II. Fill in each of the numbered blanks with ONE suitable word to complete the following passages.
For more than six million American children, coming home after school means coming back to an empty
house. Some deal with the situation by (1) ________________ TV. Some may hide. But all of them have something

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in (2) ____________________. They spend part of each day alone. They are called “latchkey children”. They are
children who (3) _________________ after themselves while their parents work. And their bad condition has become
a subject of concern.
Lynette Long was once the principal of an elementary school. She said, “We had a school rule against (4)
_____________________ jewelry. A lot of kids had chains around their necks with keys attached. I was constantly
telling them (5) _____________________ put the keys inside shirts. There were so many keys; it never came to my
mind what they meant.” Slowly, she learned (6) __________________ they were house keys.
She and her husband began (7) ________________________ to the children who had keys. They learned of
the effect working couples and single parents were having on their children. Fear was the biggest problem faced by
children at home alone. One in three latchkey children the Longs talked to reported being frightened. Many had
nightmares and were worried (8) ___________________________ their own safety.
The most common way latchkey children deal with their fears (9) __________________ by hiding. They may
hide in a shower stall, under a bed or in a closet. The second is TV. They often (10) __________________
the volume up. It's hard to get statistics on latchkey children, the Longs have learned. Most parents are slow to admit
that they leave their children alone.
III. Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to
indicate the correct answer to each of the questions.
Most journeys in Britain and the US are made by road. Some of these are made on public transport but most
are by private car.
In Britain many people rely on their cars for daily local activities, e.g. getting to work, doing the shopping, and
visiting friends. People living in urban areas may use buses, trains or, in London, the Underground, to get to city
centers, mainly because traffic is often heavy and it is difficult to find anywhere to park a car. Some places in the
country may have a bus only two or three times a week so people living there have no choice but to rely on their
cars.
In the US, large cities have good public transportation systems. The El railroad in Chicago and the
underground systems of New York, Boston, San Francisco and Washington, DC are heavily used. Elsewhere, most
Americans prefer to use their cars. Families often have two cars and, outside major cities, have to drive fairly long
distances to schools, offices, shops, banks, etc. Many college and even high-school students have their own cars.
Long-distance travel in Britain is also mainly by road, though railways link most towns and cities. Most places
are linked by motorways or other last roads and many people prefer to drive at their own convenience rather than
use a train, even though they may get stuck in a traffic jam. Long- distance coach/bus services are usually a cheaper
alternative to trains, but they take longer and may be less comfortable. Some long distance travel, especially that
undertaken for business reasons, may be by air. There are regular flights between regional airports, as well as to and
from London. A lot of freight is also distributed by road, though heavier items and raw materials often go by rail.
In the US much long-distance travel is by air. America has two main long-distance bus companies,
Greyhound and Trailways. Amtrak, the national network, provides rail services for passengers. Private railway
companies such as Union Pacific now carry only freight, though in fact over 70% of freight goes by road.
The main problems associated with road transport in both Britain and the US are traffic congestion and
pollution. It is predicted that the number of cars on British roads will increase by a third within a few years, making
both these problems worse. The British government would like more people to use public transport, but so far they
have had little success in persuading people to give up their cars or to share rides with neighbors. Most people say
that public transport is simply not good enough. Americans too have resisted government requests to share cars
because it is less convenient and restricts their freedom. Petrol/gasoline is relatively cheap in the US and outside the
major cities public transport is bad, so they see no reason to use their cars less.
1. In Britain and the US most people travel by ____.
A. road B. rail C. air D. sea
2. According to the passage, people in London may prefer the Underground to their own cars due to ____.
A. long distances B. heavy traffic C. air pollution D. cheap tickets
3. It is mentioned in paragraph 3 that the public transportation systems in the US are good in ____.
A. some states B. large cities C. all cities D. large states
4. Which of the following is NOT true according to the passage?
A. Few college students in the US have their own cars.
B. Families in the US often have more than one car.
C. Most Americans prefer to drive their cars outside large cities.
D. The underground systems are popular in some major US cities.
5. The phrase “at their own convenience” in paragraph 4 is closest in meaning to ____.
A. at the latest time and nearest place B. at the fastest time and nearest place
C. at an appropriate time and place D. at an early time and nearby place
6. Which of the following is true about transport in Britain?
A. Trains are usually cheaper than long-distance coach services.
B. There are no regular flights between regional airports.
C. Heavier items and raw materials are often transported by train.
D. Long-distance travel in Britain is only by road.
7. According to the information in paragraph 5, long-distance travellers in the US can choose from ____ mode(s) of
transport.
A. four B. three C. two D. one

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8. It is stated in the passage that the major problems of road transport in Britain and the US are ____.
A. accidents and pollution B. speeding and bad roads
C. drink-driving and traffic jams D. traffic jams and pollution
9. According to the passage, people in Britain refuse public transport because ____.
A. they see no reason to use their cars less B. petrol is relatively cheap in Britain
C. they like to share rides with neighbors D. they think it is not good enough
10. The word “they” in the last sentence of the passage can best be replaced by ____.
A. neighbors B. major cities C. the government D. Americans
D. WRITING
I. Write the sentence so that it has a similar meaning to the original one.
1. I now regret spending too much money on clothes.
→ I wish _____________________________________________________________________
2. People say football is the best game to play.
→ Football ___________________________________________________________________
3. “It was nice of you to help me. Thank you very muchTom said to yo
→ Tom thanked _______________________________________________________________
4. It takes three hours to drive from Hai Phong to Ha Noi.
→ It is a _____________________________________________________________________
5. John has never been so rude to anybody.
→ Never _____________________________________________________________________
II. Reorder the following sets of words to make meaningful sentences.
1. air/ am/ that/ afraid/ the/ city/ pollution/ in/ our/ getting/ worse/ and/ is/ worse/ I/.
______________________________________________________________________________________
2. the/ way/ Internet/ we/ as/ can/ for/ use/ an/ effective/ self-study/.
______________________________________________________________________________________
3. shouldn't/ river/ we/ is/ swim/in/ because/ this/ water/ polluted/ highly/ its/.
_____________________________________________________________________________________
4. in/ relax / there/ much / noise / was/ time/ to/ no / so / there/ and/ traffic/ city/ the/ was / and/.
______________________________________________________________________________________
5. leave/ now/ train/ miss/ unless/ I / the / will / I/.
______________________________________________________________________________________

KEY TO REVISION 1
A. PHONETICS
I. Choose the word whose underlined part is pronounced differently from that of the others.
1. A. Tamil B. Islam C. reaction D. gather
2. A. official B. mosque C. optional D. tropical
3. A. collection B. necessary C. explanation D. reputation
4. A. casual B. occasion C. impression D. usually
5. A. compulsory B. adult C. publish D. campus
II. Choose the word whose stress pattern is different from that of the others.
1. A. deny B. remote C. income D. unique
2. A. nature B. subject C. scenery D. tuition
3. A. admire B. Internet C. violent D. website
4. A. government B. linguistics C. territory D. journalism
5. A. mausoleum B. vegetarian C. intermediate D. informative
B. VOCABULARY AND GRAMMAR
I. Choose the best answer from the four options marked A, B, C or D to complete each sentence below.
1. If Hoa ____ rich, she would travel around the world.
A. is B. was C. were D. been
2. Ba ____ a new bicycle recently.
A. bought B. buying C. buy D. has bought
3. Nam ____ speaks Chinese but also speaks Japanese.
A. not only B. so C. only D. can
4. It is raining very hard, ____ we can't go camping.
A. so B. so that C. more over D. however
5. Mrs. Hoa ____ sings very well is Nam's mother.
A. which B. whom C. who D. where
6. Hung enjoys ____ fishing and boating.
A. to go B. go C. going D. went
7. We must finish our project ____.
A. on time B. in time C. yesterday D. time
8. ____ a kind of everlasting energy, solar energy may be the solution to our crisis.
A. Because B. Since C. As D. With
9. Students ____universities may have many difficulties in finding good study methods.
A. enter B. entering C. that enter D. who enter

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10. ____ tired, I went to bed early.

A. To feel B. Felt C. Feeling D. Having
11. Either John or his brothers ____ the money.
A. has stolen B. have stolen C. has been stolen D. have been stolen
12. My dog as well as my cats ____ twice a day.
A. eat B. eats C. has eaten D. have eaten
13. Do it right now, ____?
A. do you B. aren't you C. will you D. don't you
14. The teacher advised the children ____ and see the dentist regularly.
A. went B. going C. go D. to go
15. I wish you ____ to the theater last night, but you didn't.
A. would come B. had come C. was coming D. came
II. Choose the underlined words or phrases (A, B, C or D) that are incorrect in standard English.
1. My father prefers watching films at home than going to the cinema.
A B C D
2. Women nowadays have more free to participate in social activities.
A B C D
3. She had the gardener to plant some trees.
A B C D
4. The church where we are going to visit isn't far from here.
A B C D
5. Come up to my place and we will discuss it.
A B C D
III. Give the correct form of the words in CAPITAL to complete the sentences.
1. He treated them with ______generosity_______. (GENEROUS)
2. There are many people living in ____poverty_____ now in the world. (POOR)
3. My new car is more ____economical______ than the one I had before. (ECONOMY)
4. How many _____competitors________ entered the race? (COMPETE)
5. Housework has ____traditionally_______ been regarded as women's work. (TRADITION)
IV. Give the correct form of the verbs in brackets.
1. I was tired when I got home. I (work) ______had been working____ all day.
2. I want to get married, but I (not meet) ______haven’t met_______ the right person yet.
3. Why John (not/ want) _____didn’t John want_____ to play soccer last Sunday?
4. The astronaut's clothes (make) _____are made______ from special materials.
5. We would have caught the last bus if we (leave) _____had left____ the cinema five minutes earlier.
C. READING
I. Read the following passage and mark the letter A, B, C, or Don your answer sheet to indicate the correct
word or phrase for each of the blanks.
The popular image of student life is of young people with few responsibilities enjoying themselves and (1)
____ very little work. This is often not true. Many older people now study at college or university, sometimes (2) ____
a part-time basis while having a job and looking after a family. These students are often (3) ____ motivated and work
very hard.
Younger students are often thought to be lazy and careless about money but this (4) ____ is changing. In
Britain reduced government support for higher education means that students can no longer rely on having their
expenses (5) ____ for them. Formerly, students received a grant towards their living expenses. Now most can only
get a loan (6) ____ has to be paid back. Since 1999 they have paid over £1 000 towards tuition (7) ____
and this amount will increase up to a maximum of £3 000. In the US students already (8) ____ pay for tuition and
room and board. Many get a financial aid package which may (9) ____ grants, scholarships and loans. The fear of
having large debts places (10) ____ pressure on students and many take part-time jobs during the term and work
full-time in the vacations.
1. A. producing B. carrying C. doing D. making
2. A. for B. with C . on D. at
3. A. highly B. mainly C. absolutely D. adequately
4. A. position B. state C. situation D. condition
5. A. paying B. paid C. pay D. to pay
6. A. whether B. what C. which D. who
7. A. money B. fees C. allowances D. charge
8. A. had better B. should C. may D. have to

Giáo viên : Nhóm TA 10 pg. 70

THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

9. A. include B. consist C. compose D. belong

10. A. large B. generous C. considerate D. considerable
II. Fill in each of the numbered blanks with ONE suitable word to complete the following passages.
For more than six million American children, coming home after school means coming back to an empty
house. Some deal with the situation by (1) ___watching___ TV. Some may hide. But all of them have something in
(2) ___common____. They spend part of each day alone. They are called “latchkey children”. They are children who
(3) ____look___ after themselves while their parents work. And their bad condition has become a subject of
concern.
Lynette Long was once the principal of an elementary school. She said, “We had a school rule against (4)
_____wearing______ jewelry. A lot of kids had chains around their necks with keys attached. I was constantly telling
them (5) ______to______ put the keys inside shirts. There were so many keys; it never came to my mind what they
meant.” Slowly, she learned (6) ____that____ they were house keys.
She and her husband began (7) _____talking_____ to the children who had keys. They learned of the effect
working couples and single parents were having on their children. Fear was the biggest problem faced by children at
home alone. One in three latchkey children the Longs talked to reported being frightened. Many had nightmares and
were worried (8) ______about_____ their own safety.
The most common way latchkey children deal with their fears (9) _____is____ by hiding. They may hide in a
shower stall, under a bed or in a closet. The second is TV. They often (10) ____turn____ the volume up. It's hard to
get statistics on latchkey children, the Longs have learned. Most parents are slow to admit that they leave their
children alone.
III. Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to
indicate the correct answer to each of the questions.
Most journeys in Britain and the US are made by road. Some of these are made on public transport but most
are by private car.
In Britain many people rely on their cars for daily local activities, e.g. getting to work, doing the shopping, and
visiting friends. People living in urban areas may use buses, trains or, in London, the Underground, to get to city
centers, mainly because traffic is often heavy and it is difficult to find anywhere to park a car. Some places in the
country may have a bus only two or three times a week so people living there have no choice but to rely on their
cars.
In the US, large cities have good public transportation systems. The El railroad in Chicago and the
underground systems of New York, Boston, San Francisco and Washington, DC are heavily used. Elsewhere, most
Americans prefer to use their cars. Families often have two cars and, outside major cities, have to drive fairly long
distances to schools, offices, shops, banks, etc. Many college and even high-school students have their own cars.
Long-distance travel in Britain is also mainly by road, though railways link most towns and cities. Most places
are linked by motorways or other last roads and many people prefer to drive at their own convenience rather than
use a train, even though they may get stuck in a traffic jam. Long- distance coach/bus services are usually a cheaper
alternative to trains, but they take longer and may be less comfortable. Some long distance travel, especially that
undertaken for business reasons, may be by air. There are regular flights between regional airports, as well as to and
from London. A lot of freight is also distributed by road, though heavier items and raw materials often go by rail.
In the US much long-distance travel is by air. America has two main long-distance bus companies,
Greyhound and Trailways. Amtrak, the national network, provides rail services for passengers. Private railway
companies such as Union Pacific now carry only freight, though in fact over 70% of freight goes by road.
The main problems associated with road transport in both Britain and the US are traffic congestion and
pollution. It is predicted that the number of cars on British roads will increase by a third within a few years, making
both these problems worse. The British government would like more people to use public transport, but so far they
have had little success in persuading people to give up their cars or to share rides with neighbors. Most people say
that public transport is simply not good enough. Americans too have resisted government requests to share cars
because it is less convenient and restricts their freedom. Petrol/gasoline is relatively cheap in the US and outside the
major cities public transport is bad, so they see no reason to use their cars less.
1. In Britain and the US most people travel by ____.
A. road B. rail C. air D. sea
2. According to the passage, people in London may prefer the Underground to their own cars due to ____.
A. long distances B. heavy traffic C. air pollution D. cheap tickets
3. It is mentioned in paragraph 3 that the public transportation systems in the US are good in ____.
A. some states B. large cities C. all cities D. large states
4. Which of the following is NOT true according to the passage?
A. Few college students in the US have their own cars.
B. Families in the US often have more than one car.
Giáo viên : Nhóm TA 10 pg. 71
THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

C. Most Americans prefer to drive their cars outside large cities.

D. The underground systems are popular in some major US cities.
5. The phrase “at their own convenience” in paragraph 4 is closest in meaning to ____.
A. at the latest time and nearest place B. at the fastest time and nearest place
C. at an appropriate time and place D. at an early time and nearby place
6. Which of the following is true about transport in Britain?
A. Trains are usually cheaper than long-distance coach services.
B. There are no regular flights between regional airports.
C. Heavier items and raw materials are often transported by train.
D. Long-distance travel in Britain is only by road.
7. According to the information in paragraph 5, long-distance travellers in the US can choose from ____ mode(s) of
transport.
A. four B. three C. two D. one
8. It is stated in the passage that the major problems of road transport in Britain and the US are ____.
A. accidents and pollution B. speeding and bad roads
C. drink-driving and traffic jams D. traffic jams and pollution
9. According to the passage, people in Britain refuse public transport because ____.
A. they see no reason to use their cars less B. petrol is relatively cheap in Britain
C. they like to share rides with neighbors D. they think it is not good enough
10. The word “they” in the last sentence of the passage can best be replaced by ____.
A. neighbors B. major cities C. the government D. Americans
D. WRITING
I. Write the sentence so that it has a similar meaning to the original one.
1. I now regret spending too much money on clothes.
→ I wish ______I hadn’t spent too much money on clothes ________
2. People say football is the best game to play.
→ Football ______is said to be the best game to play________
3. “It was nice of you to help me. Thank you very muchTom said to you.
→ Tom thanked ______me for helping him_______
4. It takes three hours to drive from Hai Phong to Ha Noi.
→ It is a ________three-hour drive from Hai Phong to Ha Noi_______
5. John has never been so rude to anybody.
→ Never ________before has John been so rude to anybody_________
II. Reorder the following sets of words to make meaningful sentences.
1. air/ am/ that/ afraid/ the/ city/ pollution/ in/ our/ getting/ worse/ and/ is/ worse/ I/.
I am afraid that the air pollution in our city is getting worse and worse.
2. the/ way/ Internet/ we/ as/ can/ for/ use/ an/ effective/ self-study/.
We can use the Internet as an effective way for self-study.
3. shouldn't/ river/ we/ is/ swim/in/ because/ this/ water/ polluted/ highly/ its/.
We shouldn’t swim in this river because its water is highly polluted.
4. in/ relax / there/ much / noise / was/ time/ to/ no / so / there/ and/ traffic/ city/ the/ was / and/.
In the city there was so much traffic and noise and there was no time to relax.
5. leave/ now/ train/ miss/ unless/ I / the / will / I/.
I will miss the train unless I leave now.

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

PERIOD 19
PRACTICE FOR MIDTERM TEST (02)

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review words related to family life, humans and environment.
- Review the pronunciation of the consonant blends /br/, /kr/, /tr/, /gr/, /pr/;
- Apply the knowledge of grammar points learnt in the previous units to do the tasks;
(to-infinitive, bare infinitive, the present simple, the present continuous, the future with will and be going to)
- Use the passive voice;
- Use the coordinating conjunctions (and, or, but, so).
2. Core competence
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills;

REVISION 1
A. PHONETICS
I. Choose the word whose underlined part is pronounced differently from that of the others.
1. A. Tamil B. Islam C. reaction D. gather
2. A. official B. mosque C. optional D. tropical
3. A. collection B. necessary C. explanation D. reputation
4. A. casual B. occasion C. impression D. usually
5. A. compulsory B. adult C. publish D. campus
II. Choose the word whose stress pattern is different from that of the others.
1. A. deny B. remote C. income D. unique
2. A. nature B. subject C. scenery D. tuition
3. A. admire B. Internet C. violent D. website
4. A. government B. linguistics C. territory D. journalism
5. A. mausoleum B. vegetarian C. intermediate D. informative
B. VOCABULARY AND GRAMMAR
I. Choose the best answer from the four options marked A, B, C or D to complete each sentence below.
1. If Hoa ____ rich, she would travel around the world.
A. is B. was C. were D. been
2. Ba ____ a new bicycle recently.
A. bought B. buying C. buy D. has bought
3. Nam ____ speaks Chinese but also speaks Japanese.
A. not only B. so C. only D. can
4. It is raining very hard, ____ we can't go camping.
A. so B. so that C. more over D. however
5. Mrs. Hoa ____ sings very well is Nam's mother.
A. which B. whom C. who D. where
6. Hung enjoys ____ fishing and boating.
A. to go B. go C. going D. went
7. We must finish our project ____.
A. on time B. in time C. yesterday D. time
8. ____ a kind of everlasting energy, solar energy may be the solution to our crisis.
A. Because B. Since C. As D. With
9. Students ____universities may have many difficulties in finding good study methods.
A. enter B. entering C. that enter D. who enter
10. ____ tired, I went to bed early.
A. To feel B. Felt C. Feeling D. Having
11. Either John or his brothers ____ the money.
A. has stolen B. have stolen C. has been stolen D. have been stolen
12. My dog as well as my cats ____ twice a day.
A. eat B. eats C. has eaten D. have eaten
13. Do it right now, ____?
A. do you B. aren't you C. will you D. don't you
14. The teacher advised the children ____ and see the dentist regularly.
A. went B. going C. go D. to go
15. I wish you ____ to the theater last night, but you didn't.
A. would come B. had come C. was coming D. came
II. Choose the underlined words or phrases (A, B, C or D) that are incorrect in standard English.
Giáo viên : Nhóm TA 10 pg. 73
THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

1. My father prefers watching films at home than going to the cinema.

A B C D
2. Women nowadays have more free to participate in social activities.
A B C D
3. She had the gardener to plant some trees.
A B C D
4. The church where we are going to visit isn't far from here.
A B C D
5. Come up to my place and we will discuss it.
A B C D
III. Give the correct form of the words in CAPITAL to complete the sentences.
1. He treated them with __________________________________. (GENEROUS)
2. There are many people living in _________________________ now in the world. (POOR)
3. My new car is more __________________________ than the one I had before. (ECONOMY)
4. How many _________________________________ entered the race? (COMPETE)
5. Housework has _____________________________ been regarded as women's work. (TRADITION)
IV. Give the correct form of the verbs in brackets.
1. I was tired when I got home. I (work) ______________________________ all day.
2. I want to get married, but I (not meet) ________________________________ the right person yet.
3. Why John (not/ want) _____________________________ to play soccer last Sunday?
4. The astronaut's clothes (make) ______________________________ from special materials.
5. We would have caught the last bus if we (leave) _______________________ the cinema five minutes earlier.
C. READING
I. Read the following passage and mark the letter A, B, C, or Don your answer sheet to indicate the correct
word or phrase for each of the blanks.
The popular image of student life is of young people with few responsibilities enjoying themselves and (1)
____ very little work. This is often not true. Many older people now study at college or university, sometimes (2) ____
a part-time basis while having a job and looking after a family. These students are often (3) ____ motivated and work
very hard.
Younger students are often thought to be lazy and careless about money but this (4) ____ is changing. In
Britain reduced government support for higher education means that students can no longer rely on having their
expenses (5) ____ for them. Formerly, students received a grant towards their living expenses. Now most can only
get a loan (6) ____ has to be paid back. Since 1999 they have paid over £1 000 towards tuition (7) ____
and this amount will increase up to a maximum of £3 000. In the US students already (8) ____ pay for tuition and
room and board. Many get a financial aid package which may (9) ____ grants, scholarships and loans. The fear of
having large debts places (10) ____ pressure on students and many take part-time jobs during the term and work
full-time in the vacations.
1. A. producing B. carrying C. doing D. making
2. A. for B. with C . on D. at
3. A. highly B. mainly C. absolutely D. adequately
4. A. position B. state C. situation D. condition
5. A. paying B. paid C. pay D. to pay
6. A. whether B. what C. which D. who
7. A. money B. fees C. allowances D. charge
8. A. had better B. should C. may D. have to
9. A. include B. consist C. compose D. belong
10. A. large B. generous C. considerate D. considerable
II. Fill in each of the numbered blanks with ONE suitable word to complete the following passages.
For more than six million American children, coming home after school means coming back to an empty
house. Some deal with the situation by (1) ________________ TV. Some may hide. But all of them have something
in (2) ____________________. They spend part of each day alone. They are called “latchkey children”. They are
children who (3) _________________ after themselves while their parents work. And their bad condition has become
a subject of concern.
Lynette Long was once the principal of an elementary school. She said, “We had a school rule against (4)
_____________________ jewelry. A lot of kids had chains around their necks with keys attached. I was constantly
telling them (5) _____________________ put the keys inside shirts. There were so many keys; it never came to my
mind what they meant.” Slowly, she learned (6) __________________ they were house keys.
She and her husband began (7) ________________________ to the children who had keys. They learned of
the effect working couples and single parents were having on their children. Fear was the biggest problem faced by
children at home alone. One in three latchkey children the Longs talked to reported being frightened. Many had
nightmares and were worried (8) ___________________________ their own safety.
The most common way latchkey children deal with their fears (9) __________________ by hiding. They may
hide in a shower stall, under a bed or in a closet. The second is TV. They often (10) __________________
the volume up. It's hard to get statistics on latchkey children, the Longs have learned. Most parents are slow to admit
that they leave their children alone.

Giáo viên : Nhóm TA 10 pg. 74

THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

III. Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to
indicate the correct answer to each of the questions.
Most journeys in Britain and the US are made by road. Some of these are made on public transport but most
are by private car.
In Britain many people rely on their cars for daily local activities, e.g. getting to work, doing the shopping, and
visiting friends. People living in urban areas may use buses, trains or, in London, the Underground, to get to city
centers, mainly because traffic is often heavy and it is difficult to find anywhere to park a car. Some places in the
country may have a bus only two or three times a week so people living there have no choice but to rely on their
cars.
In the US, large cities have good public transportation systems. The El railroad in Chicago and the
underground systems of New York, Boston, San Francisco and Washington, DC are heavily used. Elsewhere, most
Americans prefer to use their cars. Families often have two cars and, outside major cities, have to drive fairly long
distances to schools, offices, shops, banks, etc. Many college and even high-school students have their own cars.
Long-distance travel in Britain is also mainly by road, though railways link most towns and cities. Most places
are linked by motorways or other last roads and many people prefer to drive at their own convenience rather than
use a train, even though they may get stuck in a traffic jam. Long- distance coach/bus services are usually a cheaper
alternative to trains, but they take longer and may be less comfortable. Some long distance travel, especially that
undertaken for business reasons, may be by air. There are regular flights between regional airports, as well as to and
from London. A lot of freight is also distributed by road, though heavier items and raw materials often go by rail.
In the US much long-distance travel is by air. America has two main long-distance bus companies,
Greyhound and Trailways. Amtrak, the national network, provides rail services for passengers. Private railway
companies such as Union Pacific now carry only freight, though in fact over 70% of freight goes by road.
The main problems associated with road transport in both Britain and the US are traffic congestion and
pollution. It is predicted that the number of cars on British roads will increase by a third within a few years, making
both these problems worse. The British government would like more people to use public transport, but so far they
have had little success in persuading people to give up their cars or to share rides with neighbors. Most people say
that public transport is simply not good enough. Americans too have resisted government requests to share cars
because it is less convenient and restricts their freedom. Petrol/gasoline is relatively cheap in the US and outside the
major cities public transport is bad, so they see no reason to use their cars less.
1. In Britain and the US most people travel by ____.
A. road B. rail C. air D. sea
2. According to the passage, people in London may prefer the Underground to their own cars due to ____.
A. long distances B. heavy traffic C. air pollution D. cheap tickets
3. It is mentioned in paragraph 3 that the public transportation systems in the US are good in ____.
A. some states B. large cities C. all cities D. large states
4. Which of the following is NOT true according to the passage?
A. Few college students in the US have their own cars.
B. Families in the US often have more than one car.
C. Most Americans prefer to drive their cars outside large cities.
D. The underground systems are popular in some major US cities.
5. The phrase “at their own convenience” in paragraph 4 is closest in meaning to ____.
A. at the latest time and nearest place B. at the fastest time and nearest place
C. at an appropriate time and place D. at an early time and nearby place
6. Which of the following is true about transport in Britain?
A. Trains are usually cheaper than long-distance coach services.
B. There are no regular flights between regional airports.
C. Heavier items and raw materials are often transported by train.
D. Long-distance travel in Britain is only by road.
7. According to the information in paragraph 5, long-distance travellers in the US can choose from ____ mode(s) of
transport.
A. four B. three C. two D. one
8. It is stated in the passage that the major problems of road transport in Britain and the US are ____.
A. accidents and pollution B. speeding and bad roads
C. drink-driving and traffic jams D. traffic jams and pollution
9. According to the passage, people in Britain refuse public transport because ____.
A. they see no reason to use their cars less B. petrol is relatively cheap in Britain
C. they like to share rides with neighbors D. they think it is not good enough
10. The word “they” in the last sentence of the passage can best be replaced by ____.
A. neighbors B. major cities C. the government D. Americans
D. WRITING
I. Write the sentence so that it has a similar meaning to the original one.
1. I now regret spending too much money on clothes.
→ I wish _____________________________________________________________________
2. People say football is the best game to play.
→ Football ___________________________________________________________________
3. “It was nice of you to help me. Thank you very muchTom said to yo

Giáo viên : Nhóm TA 10 pg. 75

THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

→ Tom thanked _______________________________________________________________

4. It takes three hours to drive from Hai Phong to Ha Noi.
→ It is a _____________________________________________________________________
5. John has never been so rude to anybody.
→ Never _____________________________________________________________________
II. Reorder the following sets of words to make meaningful sentences.
1. air/ am/ that/ afraid/ the/ city/ pollution/ in/ our/ getting/ worse/ and/ is/ worse/ I/.
______________________________________________________________________________________
2. the/ way/ Internet/ we/ as/ can/ for/ use/ an/ effective/ self-study/.
______________________________________________________________________________________
3. shouldn't/ river/ we/ is/ swim/in/ because/ this/ water/ polluted/ highly/ its/.
_____________________________________________________________________________________
4. in/ relax / there/ much / noise / was/ time/ to/ no / so / there/ and/ traffic/ city/ the/ was / and/.
______________________________________________________________________________________
5. leave/ now/ train/ miss/ unless/ I / the / will / I/.
______________________________________________________________________________________

KEY TO REVISION 1
A. PHONETICS
I. Choose the word whose underlined part is pronounced differently from that of the others.
1. A. Tamil B. Islam C. reaction D. gather
2. A. official B. mosque C. optional D. tropical
3. A. collection B. necessary C. explanation D. reputation
4. A. casual B. occasion C. impression D. usually
5. A. compulsory B. adult C. publish D. campus
II. Choose the word whose stress pattern is different from that of the others.
1. A. deny B. remote C. income D. unique
2. A. nature B. subject C. scenery D. tuition
3. A. admire B. Internet C. violent D. website
4. A. government B. linguistics C. territory D. journalism
5. A. mausoleum B. vegetarian C. intermediate D. informative
B. VOCABULARY AND GRAMMAR
I. Choose the best answer from the four options marked A, B, C or D to complete each sentence below.
1. If Hoa ____ rich, she would travel around the world.
A. is B. was C. were D. been
2. Ba ____ a new bicycle recently.
A. bought B. buying C. buy D. has bought
3. Nam ____ speaks Chinese but also speaks Japanese.
A. not only B. so C. only D. can
4. It is raining very hard, ____ we can't go camping.
A. so B. so that C. more over D. however
5. Mrs. Hoa ____ sings very well is Nam's mother.
A. which B. whom C. who D. where
6. Hung enjoys ____ fishing and boating.
A. to go B. go C. going D. went
7. We must finish our project ____.
A. on time B. in time C. yesterday D. time
8. ____ a kind of everlasting energy, solar energy may be the solution to our crisis.
A. Because B. Since C. As D. With
9. Students ____universities may have many difficulties in finding good study methods.
A. enter B. entering C. that enter D. who enter
10. ____ tired, I went to bed early.
A. To feel B. Felt C. Feeling D. Having
11. Either John or his brothers ____ the money.
A. has stolen B. have stolen C. has been stolen D. have been stolen
12. My dog as well as my cats ____ twice a day.
A. eat B. eats C. has eaten D. have eaten
13. Do it right now, ____?
A. do you B. aren't you C. will you D. don't you
14. The teacher advised the children ____ and see the dentist regularly.
A. went B. going C. go D. to go
15. I wish you ____ to the theater last night, but you didn't.
A. would come B. had come C. was coming D. came
II. Choose the underlined words or phrases (A, B, C or D) that are incorrect in standard English.
1. My father prefers watching films at home than going to the cinema.
A B C D

Giáo viên : Nhóm TA 10 pg. 76

THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

2. Women nowadays have more free to participate in social activities.

A B C D
3. She had the gardener to plant some trees.
A B C D
4. The church where we are going to visit isn't far from here.
A B C D
5. Come up to my place and we will discuss it.
A B C D
III. Give the correct form of the words in CAPITAL to complete the sentences.
1. He treated them with ______generosity_______. (GENEROUS)
2. There are many people living in ____poverty_____ now in the world. (POOR)
3. My new car is more ____economical______ than the one I had before. (ECONOMY)
4. How many _____competitors________ entered the race? (COMPETE)
5. Housework has ____traditionally_______ been regarded as women's work. (TRADITION)
IV. Give the correct form of the verbs in brackets.
1. I was tired when I got home. I (work) ______had been working____ all day.
2. I want to get married, but I (not meet) ______haven’t met_______ the right person yet.
3. Why John (not/ want) _____didn’t John want_____ to play soccer last Sunday?
4. The astronaut's clothes (make) _____are made______ from special materials.
5. We would have caught the last bus if we (leave) _____had left____ the cinema five minutes earlier.
C. READING
I. Read the following passage and mark the letter A, B, C, or Don your answer sheet to indicate the correct
word or phrase for each of the blanks.
The popular image of student life is of young people with few responsibilities enjoying themselves and (1)
____ very little work. This is often not true. Many older people now study at college or university, sometimes (2) ____
a part-time basis while having a job and looking after a family. These students are often (3) ____ motivated and work
very hard.
Younger students are often thought to be lazy and careless about money but this (4) ____ is changing. In
Britain reduced government support for higher education means that students can no longer rely on having their
expenses (5) ____ for them. Formerly, students received a grant towards their living expenses. Now most can only
get a loan (6) ____ has to be paid back. Since 1999 they have paid over £1 000 towards tuition (7) ____
and this amount will increase up to a maximum of £3 000. In the US students already (8) ____ pay for tuition and
room and board. Many get a financial aid package which may (9) ____ grants, scholarships and loans. The fear of
having large debts places (10) ____ pressure on students and many take part-time jobs during the term and work
full-time in the vacations.
1. A. producing B. carrying C. doing D. making
2. A. for B. with C . on D. at
3. A. highly B. mainly C. absolutely D. adequately
4. A. position B. state C. situation D. condition
5. A. paying B. paid C. pay D. to pay
6. A. whether B. what C. which D. who
7. A. money B. fees C. allowances D. charge
8. A. had better B. should C. may D. have to
9. A. include B. consist C. compose D. belong
10. A. large B. generous C. considerate D. considerable
II. Fill in each of the numbered blanks with ONE suitable word to complete the following passages.
For more than six million American children, coming home after school means coming back to an empty
house. Some deal with the situation by (1) ___watching___ TV. Some may hide. But all of them have something in
(2) ___common____. They spend part of each day alone. They are called “latchkey children”. They are children who
(3) ____look___ after themselves while their parents work. And their bad condition has become a subject of
concern.
Lynette Long was once the principal of an elementary school. She said, “We had a school rule against (4)
_____wearing______ jewelry. A lot of kids had chains around their necks with keys attached. I was constantly telling
them (5) ______to______ put the keys inside shirts. There were so many keys; it never came to my mind what they
meant.” Slowly, she learned (6) ____that____ they were house keys.
She and her husband began (7) _____talking_____ to the children who had keys. They learned of the effect
working couples and single parents were having on their children. Fear was the biggest problem faced by children at
home alone. One in three latchkey children the Longs talked to reported being frightened. Many had nightmares and
were worried (8) ______about_____ their own safety.
The most common way latchkey children deal with their fears (9) _____is____ by hiding. They may hide in a
shower stall, under a bed or in a closet. The second is TV. They often (10) ____turn____ the volume up. It's hard to
get statistics on latchkey children, the Longs have learned. Most parents are slow to admit that they leave their
children alone.

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III. Read the following passage on transport, and mark the letter A, B, C, or D on your answer sheet to
indicate the correct answer to each of the questions.
Most journeys in Britain and the US are made by road. Some of these are made on public transport but most
are by private car.
In Britain many people rely on their cars for daily local activities, e.g. getting to work, doing the shopping, and
visiting friends. People living in urban areas may use buses, trains or, in London, the Underground, to get to city
centers, mainly because traffic is often heavy and it is difficult to find anywhere to park a car. Some places in the
country may have a bus only two or three times a week so people living there have no choice but to rely on their
cars.
In the US, large cities have good public transportation systems. The El railroad in Chicago and the
underground systems of New York, Boston, San Francisco and Washington, DC are heavily used. Elsewhere, most
Americans prefer to use their cars. Families often have two cars and, outside major cities, have to drive fairly long
distances to schools, offices, shops, banks, etc. Many college and even high-school students have their own cars.
Long-distance travel in Britain is also mainly by road, though railways link most towns and cities. Most places
are linked by motorways or other last roads and many people prefer to drive at their own convenience rather than
use a train, even though they may get stuck in a traffic jam. Long- distance coach/bus services are usually a cheaper
alternative to trains, but they take longer and may be less comfortable. Some long distance travel, especially that
undertaken for business reasons, may be by air. There are regular flights between regional airports, as well as to and
from London. A lot of freight is also distributed by road, though heavier items and raw materials often go by rail.
In the US much long-distance travel is by air. America has two main long-distance bus companies,
Greyhound and Trailways. Amtrak, the national network, provides rail services for passengers. Private railway
companies such as Union Pacific now carry only freight, though in fact over 70% of freight goes by road.
The main problems associated with road transport in both Britain and the US are traffic congestion and
pollution. It is predicted that the number of cars on British roads will increase by a third within a few years, making
both these problems worse. The British government would like more people to use public transport, but so far they
have had little success in persuading people to give up their cars or to share rides with neighbors. Most people say
that public transport is simply not good enough. Americans too have resisted government requests to share cars
because it is less convenient and restricts their freedom. Petrol/gasoline is relatively cheap in the US and outside the
major cities public transport is bad, so they see no reason to use their cars less.
1. In Britain and the US most people travel by ____.
A. road B. rail C. air D. sea
2. According to the passage, people in London may prefer the Underground to their own cars due to ____.
A. long distances B. heavy traffic C. air pollution D. cheap tickets
3. It is mentioned in paragraph 3 that the public transportation systems in the US are good in ____.
A. some states B. large cities C. all cities D. large states
4. Which of the following is NOT true according to the passage?
A. Few college students in the US have their own cars.
B. Families in the US often have more than one car.
C. Most Americans prefer to drive their cars outside large cities.
D. The underground systems are popular in some major US cities.
5. The phrase “at their own convenience” in paragraph 4 is closest in meaning to ____.
A. at the latest time and nearest place B. at the fastest time and nearest place
C. at an appropriate time and place D. at an early time and nearby place
6. Which of the following is true about transport in Britain?
A. Trains are usually cheaper than long-distance coach services.
B. There are no regular flights between regional airports.
C. Heavier items and raw materials are often transported by train.
D. Long-distance travel in Britain is only by road.

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7. According to the information in paragraph 5, long-distance travellers in the US can choose from ____ mode(s) of
transport.
A. four B. three C. two D. one
8. It is stated in the passage that the major problems of road transport in Britain and the US are ____.
A. accidents and pollution B. speeding and bad roads
C. drink-driving and traffic jams D. traffic jams and pollution
9. According to the passage, people in Britain refuse public transport because ____.
A. they see no reason to use their cars less B. petrol is relatively cheap in Britain
C. they like to share rides with neighbors D. they think it is not good enough
10. The word “they” in the last sentence of the passage can best be replaced by ____.
A. neighbors B. major cities C. the government D. Americans
D. WRITING
I. Write the sentence so that it has a similar meaning to the original one.
1. I now regret spending too much money on clothes.
→ I wish ______I hadn’t spent too much money on clothes ________
2. People say football is the best game to play.
→ Football ______is said to be the best game to play________
3. “It was nice of you to help me. Thank you very muchTom said to you.
→ Tom thanked ______me for helping him_______
4. It takes three hours to drive from Hai Phong to Ha Noi.
→ It is a ________three-hour drive from Hai Phong to Ha Noi_______
5. John has never been so rude to anybody.
→ Never ________before has John been so rude to anybody_________
II. Reorder the following sets of words to make meaningful sentences.
1. air/ am/ that/ afraid/ the/ city/ pollution/ in/ our/ getting/ worse/ and/ is/ worse/ I/.
I am afraid that the air pollution in our city is getting worse and worse.
2. the/ way/ Internet/ we/ as/ can/ for/ use/ an/ effective/ self-study/.
We can use the Internet as an effective way for self-study.
3. shouldn't/ river/ we/ is/ swim/in/ because/ this/ water/ polluted/ highly/ its/.
We shouldn’t swim in this river because its water is highly polluted.
4. in/ relax / there/ much / noise / was/ time/ to/ no / so / there/ and/ traffic/ city/ the/ was / and/.
In the city there was so much traffic and noise and there was no time to relax.
5. leave/ now/ train/ miss/ unless/ I / the / will / I/.
I will miss the train unless I leave now.

PERIOD 20: MID-TERM TEST ( đề chung cho toàn khối 10 toàn trường )

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PERIOD 21: UNIT 3: MUSIC

Lesson 1: Getting started – A talented artist
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- gain an overview about the vocabulary related to the topic Music and main grammatical points taught in this
unit;
- gain vocabulary to talk about their musical idols.
2. Core competence
- develop communication skills;
- be collaborative and supportive in pair work and teamwork;
- actively join in class activities.
3. Personal qualities
- develop a positive attitude towards music;
- be aware of the important role of music in our life.
II. MATERIALS
- Grade 10 textbook, Unit 3, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Form Pronunciation Meaning Vietnamese equivalent

1. talented (adj) /ˈtæləntɪd/ having a natural ability to do something well có tài năng

2. musical /ˌmjuːzɪkl an object used for producing musical sounds, nhạc cụ

instrument ˈɪnstrəmənt/ for example a piano or a drum
(n)

3. trumpet (n) /ˈtrʌmpɪt/ a brass musical instrument made of a curved kèn trumpet
metal tube that you blow into, with three valves
for changing the note

4. perform (v) /pəˈfɔːm/ entertain an audience by playing a piece of biểu diễn

music, acting in a play, etc.

Assumptions
Anticipated difficulties Solutions
- Students may not understand the meaning of - Pre-teach these new words, using pictures and have them
some words and may mispronounce them listen to the sounds of these words and repeat.
- Students may become bored with easy - Challenge them with a harder task.
exercises.

Board Plan
Date of teaching
UNIT 3: MUSIC
Lesson 1: Getting started – A talented artist
* Warm-up: Listen to some pieces of music and guess the name of the songs
I. Presentation: Vocabulary
1. talented (adj): có tài năng
2. musical instrument (n): nhạc cụ
3. trumpet (n): kèn trumpet
4. perform (v): biểu diễn
II. Practice
Task 1: Listen and read.
Task 2: Read the conversation again and answer the questions.
Task 3: Find words or phrases in the conversation which refer to:
Task 4: Match to make complete sentences.
III. Production:
Talk about your musical idol.
* Homework

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III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback

Stage Stage aim Procedure Interac Time

tion
WARM- - To create a Listen to some pieces of music and guess the name of the songs. T-S 5
UP friendly and * Teacher gives instructions, plays the recordings. mins
lively ** Ss listen and guess the names of the songs. S-S
atmospher *** Students may discuss with other members in their teams. S-S
e in the **** Teacher: T-S
classroom - confirms the correct answers
- To lead into Song 1: Love yourself
the new unit Song 2: Sorry
Song 3: What do you mean?
Song 4: Where are you now?
Song 5: Stuck in the moment
- asks Ss some questions and leads in the lesson.
+ Whose songs are these? (They are Justin Bieber’s.)
+ Is he a talented singer? (Yes, he is considered the Prince of Pop.)
PRESE To help Vocabulary 5
NTATIO students use * Teacher asks Ss to look at the explanation and the photos to guess T-S mins
N key language the
more
appropriately
before they
read and
listen.

meaning of new words.

** Ss say the Vietnamese meanings of the words.
1. talented (adj) /ˈtæləntɪd/: having a natural ability to do something well
2. musical instrument (n) /ˌmjuːzɪkl ˈɪnstrəmənt/: an object used for
producing musical

sounds, e.g. a piano or a drum

3. trumpet (n) /ˈtrʌmpɪt/: a brass musical instrument made of a curved
metal tube that
you blow into, with three valves for changing the note

4. perform (v) /pəˈfɔːm/: entertain an audience by playing a piece of

music,
acting in a play, etc.
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*** Other Ss correct if the previous answers are incorrect.

**** Teacher shows the Vietnamese meaning, plays the recordings and
asks Ss to
repeat them.
PRACTI - To get TASK 1. LISTEN AND READ. (Ex.1, p.28) 7
CE students * Teacher: - sets the context for listening by having Ss look at the T-S mins
interested in picture (p.28) and
the topic. answer the questions
- To
introduce
vocabulary
and grammar
points to be
learnt in the
unit.

+ Where are they? (at home/ in the living room)

+ Who is the boy? (a singer)
+ What are they doing? (The boy is singing on the stage. The girls
are watching a live
programme and cheering.)
- focuses Ss’ attention on the conversation and elicits the names of the
two speakers. S-S
- explains that Mai and Ann are watching a music programme and this S-S
is their conversation T-S
when watching it. T-S
- plays the recording twice and asks Ss to read along while listening to S-S
it. S-S
- has Ss underline the words/ phrases that are related to music while T-S
they are listening
and reading.
** Ss do as instructed.
*** Ss share their underlined words/ phrases with a peer.
**** Teacher checks as a class.
* Teacher has the Ss read the conversation in pairs.
** Ss read the conversation.
*** One pair reads aloud.
**** Teacher collects common mistakes and gives comments.
- To practise TASK 2. READ THE CONVERSATION AGAIN AND ANSWER THE 6
reading for QUESTIONS. mins
specific (Ex.2, p.29) T-S
information * Teacher asks Ss to work individually to read the questions and
- To develop underline the S-S
Ss' key words, then share their ideas with a partner who sits next to them. S-S
vocabulary of ** Ss do Task 2 individually first. T-S
the topic *** Ss share and discuss with their partners about the key words.
Music **** Teacher corrects their answers as a class.
- To check 1. Who are Ann and Mai talking about?
Ss’ 2. What is he good at? T-S

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comprehensi 3. What made him popular?

on of the * Teacher asks Ss to scan the conversation for keywords, locate the S-S
conversation part that T-S
contains information for each question.
** Ss do the task in pairs.
**** Teacher calls out each question and has different pairs provide
their answers.

Key:
1. They are talking about a young pop singer.
2. He is good at writing music and playing many musical instruments.
3. His cover song videos made him popular.

To revise TASK 3. FIND WORDS OR PHRASES IN THE CONVERSATION 5

words and WHICH REFERS TO... mins
phrases - asks Ss to read the four categories and brainstorm words or phrases
related to to check their T-S
music prior knowledge, e.g. types of music: Rock and roll, Jazz, Pop,
Classical.
- has Ss read the conversation quickly again, and find the words or
phrases that
refer to the categories. S-S
** Ss do as instructed. S-S
*** Ss share their answers with a partner. T-S
**** Teacher checks the answers by calling out each category or writing
it on the board,
and asks individual Ss to write the relevant words / phrases.
Key:
1. pop
2. Grammy, Billboard Music and Teen Choice Awards
3. piano, drums, guitar, and trumpet
4. social media

To help Ss TASK 4: MATCH THE TWO PARTS TO MAKE COMPLETE 5

identify SENTENCES. mins
compound (Ex. 4, p. 29) T-S
sentences, * Teacher has Ss read the two parts of each of the four sentences and
to-infinitives checks S-S
and bare comprehension.
infinitives. ** Ss do the matching individually. In weaker classes, they may refer S-S
back to
the conversation. T-S
*** Ss share the answers with a partner.
**** Teacher:
- checks the answers by calling on individual Ss to read the complete
sentences
and writes them on the board.
- goes through each sentence and elicits the target grammar point(s),
e.g.
1. compound sentence, to-infinitive; 2. bare infinitive; 3. to-infinitive;
4. compound sentence.
Key: 1. d; 2. c; 3. b; 4. a
PRODU - To help Ss TASK 5: TALK ABOUT YOUR FAVOURITE SINGER OR MUSICAL 8
CTION practise BAND. mins
talking You should mention who she/he is, what she/he is good at, what
about their makes T-S
musical her/ him famous.
idol. * Teacher gives Ss clear instructions in order to make sure they can S
- To give understand T-S-S
students what they have to do.
authentic ** Ss prepares their talk in two minutes.
practice in **** Teacher instructs Ss to play a guessing game: Ss take turns to talk
using target about their
language. idols without mentioning the name of their idols. The others listen and
guess who she/he is.

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CONSO - To help Ss Wrap-up T-S 4

LIDATI memorise * Teacher asks Ss: What have you learnt today? mins
ON the target - Some lexical items about Music
language - Talking about musical idols.
and skills
that they Homework
have 1. Exercises in the workbook
learned. 2. Project preparation
- To inform - Ask Ss to open their books at the last page of Unit 3, the Project
Ss what the section, look at the
final pictures and say what the topic of the Project is (a form of traditional
product of music).
the Project - Tell Ss about the Project requirements:
should be Ss will have to:
like and + do research on a form of traditional music in Viet Nam or another
how Ss can country
prepare for + include information related to the points stated on the Project page
it. or
prepare a poster (drawing, pictures) presenting the research results.
+ give an oral presentation of the research results in the last lesson of
the unit.
- Explain to Ss how they can get the information (search the Internet,
read newspapers,
go to the library, talk to experts, etc.).
- Encourage them to start with doing research on traditional music in
Viet Nam.
- Put Ss into groups and have them choose their group leader. Ask
them to assign
tasks for each member, making sure that all group members
contribute to the project work.
- Help Ss set deadlines for each task.

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PERIOD 22: UNIT 3: MUSIC

Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- pronounce two-syllable words with correct stress;
- understand and use words and phrases related to music;
- use conjunctions to make compound sentences;
- use to-infinitives and bare infinitives after some verbs.
2. Core competence
- be collaborative and supportive in pair work and team work
- access and consolidate information from a variety of sources
- actively join in class activities
3. Personal qualities
- be willing to learn new language points
- be aware of the important role of music in life.
II. MATERIALS
- Grade 10 textbook, Unit 3, Language
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis

Stress in two-syllable words

1. Most two-syllable nouns and adjectives have stress on the first syllable except for the ones
2. ending with oo, oon
E.g. + table /ˈteɪbl/, climate /ˈklaɪmət/, happy /ˈhæpi/, clever /ˈklevə(r)/
+ bamboo /ˌbæmˈbuː/, balloon/bəˈluːn/
3. Most two-syllable verbs have stress on the second syllable except for the ones ending with
4. ow, en, er, le, el, ish, y.
E.g. + appear /əˈpɪə(r)/, explain /ɪkˈspleɪn/
+ finish /ˈfɪnɪʃ/, harden /ˈhɑːdn/, suffer /ˈsʌfə(r)/, follow /ˈfɒləʊ/, carry /ˈkæri/,
struggle /ˈstrʌɡl/, travel /ˈtrævl/

Verbs followed by Verbs followed by Bare infinitive (V)

to-infinitive (to + V)

1- agree 1. Modal verbs:

2- afford can, may, must, would, should, could, may, might…
3- arrange E.g. I can dance gracefully.
4- decide He should stop smoking.
5- demand 2. would rather/ would sooner, had better
6- expect E.g. I would rather stay at home than go out on such a rainy night.
7- fail You had better tell him the truth.
8- happen 3. make, let, see, hear, feel, watch, notice + Object
9- hesitate E.g. I saw her get off the bus.
10- hope The police made the thief raise his hands.
11- intend But: In the passive voice, these verbs are followed by a to-infinitive except let.
12- learn E.g. The thief was made to raise his hands.
13- manage 4. have sb
14- offer E.g. I am going to have someone repaint my house.
15- plan
16- pretend
17- promise
18- refuse
19- seem
20- tend
21- threaten
22- want

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Assumptions
Anticipated difficulties Solutions
- Students may be confused when using to-infinitive and - Give short and clear explanations
bare infinitive - with legible examples for each case.
- Students may be confused about the position of the main
stress in two syllable words.

Board Plan
Date of teaching
UNIT 3: MUSIC
Lesson 2: Language

* Warm-up:
Game: Board race
I. Pronunciation
Task 1: Listen and repeat. Pay attention to the stressed syllable in each word.
Task 2: Listen and mark the stressed syllables in the words in bold.
Task 3: Write down words with the same stress pattern.
II. Vocabulary
Task 1: Match the words with their meanings.
Task 2: Complete the sentences using the words in 1.
III. Grammar
* Compound sentences
Make compound sentences using the correct conjunctions.
* To-infinitives and bare infinitive
Complete the sentences, using the to-infinitive or bare infinitive of the verbs.
IV. Production
Make compound sentences.
* Homework

II. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
Stag Stage aim Procedure Interac Time
e tion
WAR - To arouse Game: Board race T-S 5 mins
M-UP the (The topic word is: MUSIC)
classroom * Teacher gives instructions of how to play the game, and gives S-S
atmosphe an example. S-S
re ** Ss discuss in their teams and write down the words.
- To lead in *** Ss in each team take turns to write their words on the board. T-S
the lesson **** Teacher confirms the correct words, decides the winner and
leads in the lesson.

Rules and an example of the game Board race:

The class is divided into teams. In one or two minutes (depending
on the number of the letters in the topic words), Ss have to find the
words which are related to the topic and have one letter in the
topic word. If the word begins with a letter in the topic word,
the team gets one point, if the letter of the topic word appears in
the middle position, the team gets two points and if the letter of
the topic word is at the end of the word they have found, the team
gets three points. For example, if the topic word is FILMS and with
the words found in the table below, a team gets 9 points in total.

F A M O U S (1 point)

M O V I E (2 points)

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

L O V E (1 point)

C I N E M A (2 points)

A C T R E S S (3 points)

9 points

PRO To give Ss Presentation 6 mins

NUN practice in TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO THE
CIATI identifying STRESSED
ON the SYLLABLE IN EACH WORD. (Ex.1, p.29) T-S
stressed * Teacher:
syllables in - has Ss read the words individually and check comprehension.
two- - plays the recording and ask Ss to listen to the words and repeat and S-S
syllable pay
words and attention to the stressed syllables. T-S
pronouncin ** Ss do as instructed.
g these *** Teacher:
words. - checks whether Ss can say the words using the correct stress patterns
by calling some Ss to read them aloud.
- has Ss find out the rule of marking stress on the two-syllable words,
and
elicits other examples of nouns, verbs, and adjectives.

Stress on the first syllable Stress on the second syllable

singer relax
programme perform
common attract
careful decide

Practice 4 mins
To help
TASK 2: LISTEN AND MARK THE STRESSED SYLLABLES IN THE
Ss
WORDS IN BOLD. (Ex.2, p.29) T-S
identify
* Teacher:
stressed
- asks Ss to read the sentences individually and pay attention to the bold
syllables
words and checks their comprehension.
in two-
- plays the recording for Ss to listen and mark the stressed syllables in S-S
syllable
the S-S
words in
words in bold. T-S
sentenc
** Ss do as instructed.
es and
*** Ss work in pairs to compare their answers.
pronoun
**** Teacher:
ce these
- confirms the correct answers.
words
- plays the recording again, pausing after each sentence, for Ss to
correctly
repeat.
.
To help Production 4 mins
Ss TASK 3: WRITE DOWN WORDS WITH THE SAME STRESS
memoris PATTERN. T-S
e the * Teacher:
rules to - divides Ss into two teams or more teams in big classes.
mark - writes two two-syllable words on the board, one with stress on the first S-S
stress syllable, the other with the stress on the second syllable and has each S-S
on the team write as many words with the same stress pattern as they can on a T-S
two- piece of paper in two minutes.
syllable ** Ss do as instructed.
words *** Ss put down their pens and read their words out when the time is up.
**** Teacher writes the correct ones on the board and decides the
winners.

VOC To make TASK 1: MATCH THE WORDS WITH THEIR MEANINGS. (Ex.1, p.30) 4 mins
ABU sure that
LAR sts
Y understand

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the
meaning of
some
lexical
items about
humans
and the perform judge
environmen
t.

audience talented single

* Teacher gives clear instructions, reads the words on the left and makes
T-S
sure Ss understand the abbreviation in brackets (v, n, adj)
S-S
** Ss work in pairs to discuss and do the matching.
S-S
*** Ss share the answers with the whole class: one student reads aloud
T-S
the
word and another reads its definition.
**** Teacher confirms the correct answer.

Key: 1. c 2. d 3. e 4. a 5. b
To give Ss TASK 2: COMPLETE THE SENTENCES USING THE WORDS IN 1. 4 mins
practice in (Ex.2, p.30) T-S
using the * Teacher:
words in - has Ss read the sentences carefully to decide which word in 1 can be
meaningful used to complete each of the sentences.
contexts. - reminds them to use context clues to decide on the word. S-S
** Ss discuss with a partner. T-S
**** Teacher:
- checks answers as a class by having individual Ss call out the word
they
have used for each sentence first and explain why they have chosen
that
word (the clues in the context), e.g. The first sentence needs an
adjective
and the only one on the list is ‘talented’. The second sentence needs a
noun, and the words ‘TV show’ and ‘attract’ suggest that ‘audience’ is
the
best choice.
- confirms the correct answers.
- asks individual Ss to read the complete sentences.

Key: 1. talented 2. audience 3. single 4. judge 5. perform

GRA - To give Ss GRAMMAR: COMPOUND SENTENCES 6 mins
MMA the Make compound sentences using the correct conjunctions in T-S
R opportunity brackets.
(Pres to revise * Teacher:
entati how to form - tells Ss to look at the compound sentences in 4 in Getting Started
on compound and asks questions to check whether Ss understand their structure,
and sentences. e.g. What do they consist of? Can you split them into independent
Contr sentences? What are the clauses joined by?
olled - give more explanation and examples for Ss to understand what a
Pract simple
ice) sentence is and what a compound sentence is.
+ A simple sentence consists of one independent clause.
Ex: The cat chased the mouse.
+ A compound sentence consists of two or more independent clauses S-S
joined by a coordinating conjunction (e.g. for, and, nor, but, or, and yet,
so) S-S
. (Hint: The conjunctions spell FANBOYS.) T-S
Ex: The cat chased the mouse, and the mouse ran into the

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hole.
** Ss work in pairs or individually to choose the appropriate
conjunctions
to combine the sentences.
- *** Individual Ss write their sentences on the board.
**** Teacher checks answers as a class.
Key:
1. I am a jazz fan, and my favourite style is from the late 1960s.
2. Jackson wants to go to the music festival on Saturday, but he
3. has a maths exam on that day.
4. You can book the tickets online, or you can buy them at the 6 mins
5. stadium ticket office.
To give Ss 6. The concert didn’t happen, so we stayed at home. T-S
the
opportunity TO-INFINITIVES AND BARE INFINITIVES
to revise Complete the following sentences, using the to-infinitive or bare
to-infinitives infinitive of the verbs in brackets.
and bare * Teacher:
infinitives - writes the following sentences on the board and elicits the words to-
infinitive and bare infinitive.
E.g. - When he was 12, his mother started to upload his cover song
videos on social media.
- His beautiful songs have helped bring more love into people’s
lives. S-S
- has Ss read the explanation in the Remember! box, checks S-S
understanding and provides some examples of the verbs used in T-S
sentences, e.g. I decided to watch my favourite TV show. My mum let
me watch the TV show.
- asks Ss to read the sentences and identify the main verbs of the
sentences. This will help them decide whether they need to fill in a
to-infinitive or bare infinitive after that main verb.
** Ss do the exercise individually.
*** Ss compare answers in pairs.
**** Teacher checks answers with the whole class.

Key: 1. to send 2. fall 3. to delay 4. watch

GRA To help Ss Make compound sentences in which there is a to-infinitive or 4 mins
MMA further bare infinitive. T-S
R practise the * Teacher: S-S
(Prod - explains the rules of the task (Make compound sentences. One T-S
uctio to-infinitive, correct sentence gets one point. If you can use to-infinitive or bare
n) infinitive and a word in the Vocabulary part, your points will triple.)
bare - gives an example: + The cat chases, and the mouse runs (1 point)
infinitive, + The singer started to sing, but many audiences were still
compound talking.
sentences (3 points)
and ** Ss do the task in groups of 3 or 4 in two minutes.
vocabulary *** The groups with the most sentences write their answers on the
related to board.
the topic **** Teacher praises Ss for interesting ideas and decides the winner.
music.

CON To help Ss Wrap-up T-S 2 mins

SOLI memorise * Teacher asks: What have you learnt today?
DATI the target - stress in two-syllable words;
ON language - words and phrases related to music;
and skills - conjunctions to make compound sentences;
that they - to-infinitives and bare infinitives after some verbs.
have Homework:
learned - Exercises in the workbook
- Prepare for lesson 3 Unit 3.
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PERIOD 23: UNIT 3: MUSIC

Lesson 3: Reading
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- read for specific information in a text about a famous TV music show;
- guess the meaning of words/phrases in context;
- talk about reasons why they want or don’t want to participate in a music competition.
2. Core competence
- be collaborative and supportive in pair work and team work;
- access and consolidate information from a variety of sources;
- develop presentation skill;
- actively join in class activities.
3. Personal qualities
- recognise different musical shows;
- be eager to get more information about music shows.

II. MATERIALS
- Grade 10 textbook, Unit 3, Reading
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis

Vietnames
Pronunciat
Form Meaning e
ion
equivalent

reality (n) /riˈæləti/ using real people (not actors) in real situations, presented as thực tế
entertainment

stage (n) /steɪdʒ/ a period or state that something/somebody passes through while giai đoạn
developing or making progress

semi-final (n) /ˌsemi one of the two games or parts of a sports competition that are held bán kết
ˈfaɪnl/ to decide who will compete in the last part (the final)

play a role in /pleɪ ə rəʊl be involved in or have an effect on đóng vai trò
(idiom) ɪn /

ordinary (a) /ˈɔːdnri/ not unusual or different in any way bình

Readers of the magazine said they  wanted  more stories about thường
ordinary people  and fewer stories about the  rich and  famous.

Assumptions
Solutions
Anticipated difficulties
- Ss may lack knowledge about some lexical items. - Provide them with the meaning and
- Ss may not have ideas to talk about whether they want pronunciation of words.
to participate in Vietnam Idol - Give some suggestions.

Board Plan
Date of teaching
UNIT 3: MUSIC
Lesson 3: Reading
* Warm-up: Crosswords
New words
Task 1: Work in pairs. Look at the pictures and discuss the questions.
Task 2: Read a text about a famous music show. Match the highlighted

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words and phrases with the meanings.

Task 3: Read the text again and choose the best answers.
Task 4: Discussion
* Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback

Stage Stage aim Procedure Interaction Time

WARM - To arouse Crossword 6 mins
-UP the * Teacher divides the class into two teams, has Ss in each T-S
classroom team take
atmosphere turns to choose a random number, and shows the clues on the
. screen
- To lead in for the Ss to guess the words. Teacher also reminds Ss that S-S
the lesson they don’t T-S
need to answer all the across words to find the key word.
** Ss discuss in their teams and say the words out.
**** Teacher confirms, shows the answers on the screen,
decides the
winner and leads in the lesson.
Clues:
1. a brass musical instrument
made of a
curved metal tube that you
blow into, with three valves for
changing the note (trumpet)

2. a person who decides on the results of a competition (judge)

3. a person who is a professional singer, dancer, actor, etc.
(artist)
4. a person or thing that is loved and admired very much (idol)
5. the person who watch, read or listen to the same thing
(audience)
6. a music recording that has one song (single)
7. an attempt to find somebody/something, especially by
looking
carefully for them/it (search)
8. to dance, sing or play music in order to interest or please
people (perform)
9. an occasion when a video is watched online (view)

T R U M P E T

J U D G E

A R T I S T

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I D O L

A U D I E N C E

S I N G L E

S E A R C H

P E R F O R M

V E I W

PRE- - To help Vocabulary 6 mins

READI students * Teacher asks Ss to look at the explanation and the photos to T-S
NG use key guess
language the meaning of new words. S-S
more ** Ss say the Vietnamese meaning of the word.
aappropriat 1. reality (n): using real people (not actors) in real situations,
ely before presented as entertainment
they read

2. stage (n): a period or state that something/ somebody

passes
through while developing or making progress

3. semi-final (n): one of the two games or parts of a sports

competition
that are held to decide who will compete in the last part (the
final)

4. play a role in (idiom): be involved in or have an effect on

Ex: Deciding to travel instead of going straight to college after S-S
high school played a major role in my life T-S
5. ordinary (adj): not unusual or different in any way

*** Other Ss correct if the previous answers are incorrect. 4 mins

**** Teacher shows the Vietnamese meaning, says the words
aloud
and asks Ss to repeat them.
- To
introduce TASK 1: WORK IN PAIRS. LOOK AT THE PICTURES AND
the topic of DISCUSS THE FOLLOWING QUESTIONS. (Ex.1, p.31)
the reading What are these shows? What do you know about them?
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and get Ss
involved in
the lesson.

T-S

S-S
S-S
T-S

* Teacher:
- asks Ss to work in pairs to look at the pictures and discuss
the
questions.
- focuses their attention on the logos and the names of the
shows.
** Ss do as instructed.
*** Some pairs of Ss share the answers with the whole class.
**** Teacher gives comments and leads in.
Suggested answers:
- American Idol: a famous TV music show.
- The X Factor: a television singing competition originated in
the United Kingdom. Competitors go through weeks of
auditions
before judges until the winner is decided by a public vote.
The prize is usually a recording contract. In addition to giving
comments on the contestants’ performance, the judges help
them
choose the songs and style of their songs. The format of the
X Factor has been adopted in many countries around the
world.
WHILE - To help TASK 2: READ A TEXT ABOUT A FAMOUS MUSIC SHOW. 5 mins
- Ss practise MATCH
READI guessing THE HIGHLIGHTED WORDS AND PHRASES IN THE TEXT T-S
NG the TO
meanings THE MEANINGS BELOW. (Ex.2, p.31)
of words in * Teacher: S-S
context. - asks Ss to read the whole text once to get an overall idea. T-S
- has Ss read it again, paying attention to the context of each
highlighted word / phrase and looking for clues that they can
use
to guess the meaning, e.g. 1. there were many movies and
TV series -> programmes on TV.
** Ss discuss the clues and do the matching in groups.
**** Teacher checks the answers as a class.

Key: 1. b 2. a 3. d 4. c

- To help TASK 3: READ THE TEXT AGAIN AND CHOOSE THE BEST 15 mins
Ss practise ANSWERS. (Ex.3, p.32) T-S
reading for * Teacher:
specific - asks Ss to read the questions and underline the key words in
information. each of them.
- checks the key words Ss have underlined, e.g. 1. What,
American Idol;
2. Which, statements, correct; 3. Who, wins; 4. Which, S-S
statements
, judges, NOT mentioned; 5. What, inferred, competition, Viet S-S
Nam. T-S
- asks Ss to read the questions and try to answer them before
reviewing
the options.

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** Ss read the answer options and eliminate the wrong ones,

then they search the text to find evidences to support the right
answers.
*** Ss work in pairs or groups to compare answers.
**** Teacher checks the answers as a class, and asks Ss to
give
reasons for their answers.

Key: 1. B 2. A 3. A 4. C 5. C
T-S
Extra questions:
Question 6: When was American Idol shown for the first time
on
television?
A. twenty-four years ago
B. in 2002 S-S
C. in 2007 T-S
Question 7: Who can vote for their preferred singers in
American Idol?
A. People who are over thirteen
B. People who live in the US, Puerto Rico or the Virgin Islands
C. People living in the US, Puerto Rico or the Virgin Islands
and over
thirteen

To make the activity more engaging, T may let Ss to play the

game
Give or Take while doing this task.
Game rules: Students are divided into 2 teams. Ss from each
team
take turns to answer the questions. After each correct answer,
the teacher asks Give or Take. If they say Take, they will get
the
points, if they say Give, the points will be given to the other
team.
The point may be both minus like -3, -5 and positive like + 2, +
6…

Extension: Make questions

* Teacher:
- divide the class into two teams.
- asks each team to prepare 6 - 8 quiz questions based on the
reading
text and write them on a piece of paper, e.g. When was
American
Idol first shown? (January 2002), What kind of people are the
participants? (Ordinary people).
- goes round to check and make sure each team knows the
correct
answer to each of their questions.
** Ss close their books, and Ss from each team take turns to
ask other
teams their questions.
*** Teacher gives a point for each correct answer and decides
the winner.

POST- To help Ss TASK 4: WORK IN PAIRS. DISCUSS WHETHER YOU WANT 7 mins
READI use the TO PARTICIPATE IN VIETNAM IDOL. GIVE YOUR
NG ideas and REASONS. T-S
language in * Teacher:
the reading - asks Ss to read the text again and make notes of things they
to talk like
about and things they don’t like about the show.
whether - tells Ss that there are no right or wrong answers, and S-S
they want encourages T-S
to take part them to think of as many reasons as they can to support their

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in Vietnam opinions,
Idol and e.g. what benefits it offers to individuals (audiences and
give participants)
reasons. and to society.
** Ss work in pairs to decide whether they want to participate in
the
show in Viet Nam and state their reasons.
**** Teacher invites Ss from different pairs to present a
summary of
their discussion.
CONS - To Wrap-up T-S 2 mins
OLIDA consolidate Teacher asks: What have you learnt today?
TION what - a text about a famous music show: American Idol
students Homework:
have learnt - Search for more music shows on the Internet, take note the
in the regulations
lesson. and the prizes and post them on the Facebook/Zalo group of
- To your
prepare for class
the next - Prepare for Speaking lesson
lesson.

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PERIOD 24: UNIT 3: MUSIC

Lesson 4: Speaking

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- talk about a music show.
2. Core competence
- be collaborative and supportive in pair work and team work;
- develop presentation skill;
- actively join in class activities;
- be creative;
- be critical in thinking.
3. Personal qualities
- be eager to create a new musical show;
- be ready to share their ideas with the whole class;
- be able to self-study.

II. MATERIALS
- Grade 10 textbook, Unit 2, speaking
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis

Pronunciat
Form Meaning Vietnamese equivalent
ion

dress up /dres ʌp/ wear clothes that are more formal than those you ăn mặc đẹp, lịch sự
(ph.v) usually wear

runner-up /ˌrʌnər ˈʌp/ a person or team that finishes second in a race or á quân
(n) competition

cash (n) /kæʃ/ money in the form of coins or notes tiền mặt

come up /kʌm ʌp suggest or think of an idea or plan nảy ra, nghĩ ra

with (ph.v) wɪð/ (1 ý tưởng, kế hoạch…)

Assumptions
Anticipated difficulties Solutions

- Ss may lack ideas to create a - Remind them to use the ideas which they search on
music show the Internet for homework in the reading lesson and
show them some music shows in warm-up activities
- Ss may lack lexical items to so that they can recall the names of the shows and
express their ideas. their regulations.
- Be ready to help them with English terms.

Board Plan
Date of teaching
UNIT 3: MUSIC
Lesson 3: Speaking
* Warm-up: Video watching
Vocabulary
Task 1: Read about a TV music show and complete the notes below.
Task 2: Work in groups. Make up a new music show. Use the points in 1 to organise your ideas.
Task 3: Present your show to the whole class. Use your ideas in 2 and the expressions below. Vote for the
best show.
* Homework
III. PROCEDURES
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Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback

Stage Stage aim Procedure Interacti Time

on
WARM - To arouse Video watching: Watch the video and write down the names of the T-S 6 mins
-UP the music shows.
classroom * Teacher gives the instructions and plays the recording. S-S
atmospher ** Ss watch the video and write down the name the the music S-S
e shows T-S
- To lead in *** Ss share their answers with a partner.
the lesson **** Teacher checks by having some Ss to call out the answers

Suggested answers: America’s Got Talent, Pop Idol,

Vietnam’s Got Talent, Perfect Edition (Cover Star), X Factor

PRES - To pre- Vocabulary 5 mins

ENTA teach some * Teacher: T-S
TION vocabulary - shows the words one by one, plays the recording and has Ss
so that Ss repeat
can the sound of the words
understand has Ss guess the meaning of the words based on pictures,
the meaning explanations
and use them or examples.
correctly in 1. dress up (ph.v): wear clothes that are more formal than
main those
speaking you usually wear
tasks.

2. runner-up (n): a person or team that finishes second in a

race
or competition

3. cash (n): money in the form of coins or notes

S-S
T-S

4. come up with (ph.v): suggest or think of an idea or plan

10
T-S mins

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- To
introduce
more ideas S-S
for the main S-S
speaking T-S
tasks and get
Ss involved
in the lesson ** Ss do as instructed.
**** Teacher confirms the meaning, calls on some individual Ss to
make sentences with each word.

TASK 1: READ ABOUT A TV MUSIC SHOW AND COMPLETE

THE NOTES BELOW.
* Teacher:
- asks Ss to look at notes first and try to guess the type of
information
they need to fill in and then has Ss call out their guesses, but does
not
tell them if they are correct or wrong.
- tells Ss to read the TV show description and find the information
to
complete the note individually in two minutes.
** Ss do as instructed.
*** Ss compare their answers in pairs.
**** Teacher checks answers as a class.

Key:
1. Name: I know your face
2. People who give their scores: two main judges and a guest artist
3. Number of participants: six
4. What participants have to do: dress up and perform as famous
international or local artists in a live show every week
5. How participants win the show:
– 3 participants with the highest scores after 5 weeks go to the final
night.
– TV audiences vote and decide on the winner and two runners-up.
6. Prize(s): cash

Extension: Brainstorm some popular TV shows or competitions.

* Teacher:
- has Ss call out some popular TV shows or competitions and write
their names in English on the board.
- puts Ss into pairs and has each pair choose one of the TV shows
or competitions.
** Some pairs take turns to come to the front of the class while the
rest of the class ask them Yes / No questions to guess their TV
show
or competition. They can only answer with `Yes' or ‘No’. Each pair
has
three minutes to answer.
**** Teacher gives comments and praises Ss for having exciting
questions.

CONT To help Ss TASK 2: WORK IN GROUPS. MAKE UP A NEW MUSIC SHOW. 7 mins
ROLL brainstorm USE THE POINTS IN 1 TO ORGANISE YOUR IDEAS.
ED ideas for the * Teacher: T-S
PRAC speaking - asks Ss to refer back to their notes in 1;
TICE activity. - puts Ss into groups, and asks them to brainstorm ideas for their
new
show, using the suggested points in 1 and the information they
searched
on the Internet for the homework in the Reading lesson .
- gives Ss 6 minutes so that they can come up with interesting S-S

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ideas. T-S
- asks Ss to take notes of the decisions they make.
** Ss do as instructed.
**** Teacher walks round the class and offers help if necessary.

FREE TASK 3: PRESENT YOUR SHOW TO THE WHOLE CLASS. 15

PRAC To give Ss USE YOUR IDEAS IN 2 AND THE EXPRESSIONS BELOW. mins
TICE the VOTE FOR THE BEST SHOW. T-S
opportunity * Teacher:
to present - has Ss work in the same groups as in 2 in 3 minutes to prepare
their music for their presentation using the ideas in 2.
shows to the - reminds them to use the expressions provided in the box and
class. makes S-S
sure that each student in the group is responsible for presenting a S-S
different aspect of the show. T-S
- reminds them to pay attention to body language (smile, make eye
contact), speech (speak clearly and not too quickly)
** Some groups talk about their show. The rest of the class listen,
ask questions at the end of the presentation, and take notes of
the things they like or don’t like about the proposed music show.
*** Teacher:
- asks Ss to vote for the most interesting show.
- gives comments and praise Ss for good effort, interesting ideas
and,
teamwork.
CONS To help Ss Wrap-up T-S 2 mins
OLIDA memorise the Teacher asks: What have you learnt today?
TION content of the - talk about music shows
lesson Homework
- Exercises in the workbook
- Search the Internet for some information about music festivals.

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PERIOD 25: UNIT 3: MUSIC

Lesson 5: Listening

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- listen for gist and specific information in an interview about a music festival;
- talk about the reasons why they want/ don’t want to go to a music festival.
2. Core competence
- be collaborative and supportive in pair work and team work;
- actively join in class activities;
- develop presentation skills;
- be critical in thinking.
3. Personal qualities
- be more interested in music and music events.

II. MATERIALS
- Grade 10 textbook, Unit 3, Listening
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis

Pronunciati Vietnamese
Form Meaning
on equivalent

background / sounds that can be heard behind other sounds that are hậu cảnh
(n) ˈbæk.ɡraʊnd/ louder

stage (n) /steɪdʒ/ a raised area, usually in a theatre, etc. where actors, sân khấu
dancers, etc. perform

free of /ˌfriː əv without having to pay miễn phí

charge (n) ˈtʃɑːdʒ/

overcrowdin /ˌəʊvə the situation when there are too many people or things in quá đông
g (adj) ˈkraʊdɪŋ/ one place

in advance /in ədˈvɑːns/ before the time that is expected; before something happens trước
(idiom) If you're going to come, please let me know in advance.

Assumptions
Anticipated difficulties Solutions

- Ss may lack knowledge about some - Provide them with the meaning and
lexical items. pronunciation of words.
- Ss may not catch the ideas to decide - Remind them to pay attention to the
the statements are true or false. key words in each sentence.

Board Plan
Date of teaching
Unit 3: MUSIC
Lesson 5: Listening
* Warm-up: Video watching
Vocabulary
Task 1: Look at the picture and answer the questions.
Task 2: Listen to an interview. Tick the information that you hear in the recording.
Task 3: Listen again and decide whether the following statements are true (T) or false (F).
Task 4: Discussion
* Homework

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III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback

Stage Stage aim Procedure Interac Time

tion
WARM - To arouse Video watching: Watch the video and write down the name 6 mins
-UP the of the music festivals. T-S
classroom * Teacher gives the instructions and plays the recording. Ss
atmosphe ** Ss watch the video and write down the name of the music festivals. S-S
re. *** Ss share their answers with a partner. T-S
- To get Ss **** Teacher:
be - checks by having some Ss to call out the answers.
actively - asks Ss if they know anything about these music festivals.
involved
in the Suggested answers: Yamaha Revolution Music Festival: an EDM party;
lesson Asia Artist Award: honors outstanding achievements and international
contributions of Asian artists in television, film and music;
Monsoon Music Festival: a program of which amateurs as well as the
audience can jam on stage with professional artists from all
over the world, Coachella: an annual music and arts festival held
at the Empire Polo Club in Indio, California, in the Coachella Valley
in the Colorado Desert; genre: Rock, pop, indie,
hip hop, electronic dance music, Epizode: a unique music and
art festival held in Viet Nam’s biggest and most blissful
island - Phu Quoc, bringing the latest electronic music trends
to Asia and showcasing the best regional talents in the same time,
Tomorrow Land: a Belgian electronic dance music festival held in Boom,
Flanders, Belgium since 2005.

PRE- - To pre- Vocabulary 6 mins

LISTE teach the * Teacher: T-S
NING pronunciati - shows the words one by one, plays the recording and has Ss repeat
on and the the sound of the words.
meaning of - has Ss guess the meaning of the words based on pictures,
some explanations and examples.
vocabulary 1. background (n): sounds that can be heard behind other
so that Ss sounds that are louder
can
understand
the content
of the
listening.

2. stage (n): a raised area, usually in a theatre, etc. where actors,

dancers, etc. perform

3. free of charge (adv): without having to pay

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4. overcrowding (adj): the situation when there are too many

people or things in one place

5. in advance (idiom): before the time that is expected;

before something happens

S-S
T-S

6 mins

** Ss do as instructed
**** Teacher confirms the meaning, calls on some individual Ss
to make sentences with each word.

- To TASK 1: LOOK AT THE PICTURE AND ANSWER THE FOLLOWING

introduce QUESTIONS.
the topic of (Ex.1, p.33)
the listening
and get Ss 1. What kind of event is it?
involved in 2. Where does the event usually take place?
the lesson.
T-S

S-S
T-S

* Teacher asks Ss to work in pairs to look at the picture and discuss

the questions.
** Ss discuss in pairs.
**** Teacher:
- calls on some pairs to share their answers.
- brainstorms more ideas about the picture in a whole-class discussion.
- asks Ss what they know about this type of event or if they have been
to a music festival or an outdoor concert.

Suggested answers:
1. a music festival / an outdoor concert
2. outdoors: on a farm / at a stadium / a park / a beach
WHILE To help Ss TASK 2: LISTEN TO AN INTERVIEW ABOUT PREPARATIONS 5 mins
- practise FOR AN INTERNATIONAL YOUTH MUSIC FESTIVAL. TICK THE
LISTE listening for INFORMATION THAT YOU HEAR IN THE RECORDING. (Ex.2, p.33) T-S
NING gist. * Teacher:
- asks Ss to look through the list of topics and guess what they are S-S
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going to hear in the recording. T-S

** Ss do as instructed.
**** Teacher:
- calls on individual Ss to talk about their predictions.
- asks Ss to listen and check if their guesses are correct.
- checks answers as a class and asks Ss to support their answers with
clues from the recording, e.g. A: on the beach, country park;
D: sold the tickets in advance.
- plays the recording a second time, pausing after the clues in
weaker
classes. 9 mins
Key: A, D
T-S
TASK 3: LISTEN AGAIN AND DECIDE WHETHER THE FOLLOWING
STATEMENTS ARE TRUE (T) OR FALSE (F). (Ex.3, p.33)
* Teacher:
- To help
- ask Ss to read the sentences and underline the key words.
Ss practise
- has Ss identify the True / False statements based on what they have
listening for Ss
remembered from the first listening in 2.
specific S-S
- plays the recording and encourages Ss to note down key words or
information.
phrases.
T-S
** Ss do as instructed.
*** Ss work in pairs or groups to compare answers.
**** Teacher:
- checks answers as a class and plays the recording again, pausing
at the sentences that contain the clues in weaker classes.
- has Ss correct the false sentences.

Key: 1. F (first -> second); 2. F (They are still setting up the main stage
and there’s still a lot to do.); 3. T; 4. F (They have sold the tickets
in advance.); 5. T

POST- To give Ss TASK 4: WORK IN GROUPS. DISCUSS THE FOLLOWING 10

LISTE an QUESTIONS. (Ex.4, p.33) mins
NING opportunity Do you want to go to a music festival? Why or why not? T-S
to * Teacher: - asks some lead-in questions to see whether Ss have
personalise taken part in any music festivals, and how much experience they
the have, e.g. Have you ever taken part in a music festival? How many
language times have you participated in such events? What did you do there?
and ideas How did you feel?
from the - put Ss in groups to discuss the two questions.
listening in - reminds them that they can use the ideas from the warm-up activity S-S
a speaking and the ideas in their homework in the speaking lesson. S-S
task. ** Ss do as instructed T-S
*** Ss share their ideas with the rest of the class.
**** Teacher invites some individuals to share their ideas to the
whole class, and give comments.

CONS To help Ss Wrap-up T-S 2mins

OLIDA memorise Teacher asks: What have you learnt today?
TION the content - We have listened to an interview about preparations for a music
of the festival.
lesson Homework:
- Exercises in the workbook
- Prepare for Writing lesson

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PERIOD 26: UNIT 3: MUSIC

Lesson 6: Writing

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- use lexical items related to the topic Music;
- write a blog about experiences at a music event.
2. Core competence
- be collaborative and supportive in pair work and team work;
- actively join in class activities;
- be imaginative and creative;
- develop presentation skills.
3. Personal qualities
- be inspired to learn more about music and music events;

II. MATERIALS
- Grade 10 textbook, Unit 2, writing
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis

Pronunciat
Form Meaning Vietnamese equivalent
ion

hit (n) /hɪt/ a song that is very popular bài hát nổi tiếng

take /teɪk pleɪs/ happen, especially after previously being arranged or diễn ra
place planned
(phr.v) The music festival will take place on February 5th.

art /ɑːt ˌeksɪ a collection of works of art, that are shown to the public bộ sưu tập các tác
exhibitio ˈbɪʃn/ phẩm nghệ thuật
n (n)

Assumptions
Anticipated difficulties Solutions
- Ss may lack ideas to write a blog because - help Ss brainstorm the ideas based on
they haven’t participated in real music Ann’s notes and have Ss play a chain game
events. to practise describing an experience.

Board Plan
Date of teaching
Unit 3: MUSIC
Lesson 6: Writing
* Warm-up:
Game: Guess the mystery words.
Vocabulary
Task 1: Read Ann’s blog and complete the notes.
Task 2: Work in groups. Put the words and phrases in the box into the appropriate columns.
Task 3: Write a blog (about 120 words) to share your experience of a music event.
Peer correction
Class correction
* Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
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*** Discuss
**** Giving comments or feedback

Stage Stage Procedure Interaction Time

aim
WAR - To Game: Guess the mystery words. T-S 5 mins
M-UP arouse * Teacher:
the - divides the class into two teams, and explains the game rules.
classro + Ss look at the pairs of pictures and guess the mystery words
om + One point for each earliest correct answer.
atmosp - shows one or two examples:
here
- To get
Ss be
actively
involved
in the
lesson + queen bee

+ waterfall
** Ss do as instructed. S-S
*** Ss in each team think, discuss and guess the words. S-S
**** Teacher confirms the correct words, decides the winner and leads T-S
in the lesson.

Suggested words:

come back

music event

blog writing

experience sharing

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music website

PRE- - To pre- * Teacher: T-S 5 mins

WRITI teach the - shows the words one by one, plays the recording and has Ss repeat
NG pronunciat the sounds of the words.
ion and - has Ss guess the meaning of the words based on pictures,
the explanations and examples.
meaning
of some
vocabular
y so that
Ss can
understan
d the
content of
the 1. hit (n): a song that is very popular
reading. 2. take place (phr.v): happen, especially after previously being arranged

or planned

The music festival will take place on February 5th.

3. art exhibition (n): a collection of works of art, that are shown to
the
public

S-S
T-S

** Ss do as instructed.
**** Teacher confirms the meaning, calls on some individual Ss to make
sentences with each word.
- To TASK 1: COMPLETE THE NOTES. (Ex.1, p.33) 6 mins
provide an Ann has just come back from a music event and shared her
example experience on a music website. Read her blog and complete the
blog on a notes below. T-S
music * Teacher introduces the context of the blog, elicits the meaning of the
website, word blog and why people write blogs and asks Ss if they read blogs. S
which Ss ** Ss read the blog individually and complete the notes in 3 minutes. S-S
can use *** Ss work in groups to compare their answers.

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as a **** Teacher checks the answers as a class. ( In weaker classes, T-S

model for ask questions, e.g. Which event did Ann go to? and have individual
their Ss answer. In stronger classes, invite Ss to formulate and ask the
writing. questions.)

Key: Ann’s notes

● Event: International Youth Music Festival
● When: last Saturday
● Where: in a big country park
● Who with: some friends
● Atmosphere: party
● What we did:
– saw favourite idols perform live on stage and listened to
their greatest hits
– tasted yummy food from different countries
– made new friends
● How we felt: excited
- To TASK 2: PUT THE WORDS & PHRASES INTO THE APPROPRIATE 8 mins
provide COLUMNS. (Ex.2, p.34)
Ss with Work in groups. Put the words and phrases in the box below into
some the appropriate columns. Some words and phrases can go into
useful more than one column. T-S
words * Teacher asks Ss to look at the words and phrases in the box and
and elicits the meanings of any words or phrases Ss don’t understand. S-S
phrases ** Ss work into groups to put the words and phrases into suitable
to columns. T-S
describe **** Teacher:
experienc - calls on some groups to write their answers on the board and has the
es; rest of the class comment on the way they have sorted the words and
- To help phrases.
Ss
develop Extention: has Ss play a chain game to practise describing an
ideas for experience: Put Ss into teams and have each team sit in a circle.
their One student in each team starts the game by saying what kind of
writing in event they went to, e.g. We went to a Pop Music Festival. The next
3. student adds another detail, e.g. The event took place in the
country park. This continues until someone in the team gets mixed up,
repeats information or can’t think of anything to add. The winner is the
team that continues their chain for the longest time.

Key:

Location Atmosphe Activities Feeling

re

beach amazing watch fireworks amazing

stadium friendly play games excited
relaxed take photos relaxed
wonderful see art exhibitions wonderful
fun play musical
instruments

WHIL - To help TASK 3: WRITE A BLOG. (Ex.3, p.34) 14

E- Ss Imagine you went to a music event. Write a blog (about 120 words) mins
WRITI practise to share your experience. Use the notes in 1 and words and
NG developin phrases in 2 to help you. T-S
g ideas * Teacher:
and an - has Ss work in groups to make an outline based on Ann’s notes and
outline for the words and phrases in 2 .
their - explains that if they have been to a music event, they can make use
writing. of their experiences; if they haven’t, they can write about an event they

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- To help know about and imagine they have been to it, or make up an event.
Ss - has Ss write a blog, using their group outline.
practise - tells Ss that they can refer to Ann’s blog in 1 as a model and asks
writing a them to pay attention to punctuation, structures, word choice, S-S
blog linking words, etc. S-S
about ** Ss do as instructed. T-S
their *** Ss share their answers with their group members.
personal **** Teacher walks around the class to monitor, make a note of some
experienc common mistakes.
e at a
music
event.
POST To give Peer Correction 5 mins
- Ss an * Teacher: - explains the marking symbols in the following table. T-S
WRITI opportunit
NG y to
recognise
the
common
mistakes
so that
they can
avoid in
writing

- asks two Ss sitting in different rows to exchange their writing, read

their
- partner’s blog and write the symbols next to their partner’s mistakes
like
- the ones in the table above.
- asks Ss to return their partner’s writing and lets them correct
themselves.
- reminds them that they can ask for their partner’s help.
** Ss do as instructed
*** Ss share their ideas with a partner.
**** Teacher goes round to offer help.

Class Correction
* Teacher: S-S
- writes Ss’ common mistakes on the board, asks Ss to check whether S-S
they T-S
make the same mistakes in their writing.
- calls on some Ss to correct those mistakes as a class.
** Ss do as instructed.
**** Teacher: -
collects Ss’ writing and provides written feedback in the next lesson.
- in weaker classes, provides some suggested answers if necessary.

Sample answer:
My sister and I attended the F5 tour at the National Stadium last
night.
I could sum up the concert in one word, INCREDIBLE. We found
our
way up to our seats after having a light meal and stood in a
queue at the
gate of the stadium for 45 minutes. When the curtain was raised
to revea
l the F5 band, the entire stadium went absolutely crazy. I was
thrilled by
every of their performances. There was so much emotion in
many of their
songs, and the way they performed was so terrific. This was such

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a
wonderful experience, a night that I’ll never forget. I’m so grateful
to have
been able to have that experience.

CONS To help Wrap-up T-S 2 mins

OLIDA Ss Teacher asks: What have you learnt today?
TION memorise - We have practised writing a blog about experiences at a music event.
the Homework:
content of - Search the Internet for music blogs, choose one that you like most and
the post
lesson it on your class’ Facebook or Zalo group, the blog which gets the most
likes
will be rewarded.
- prepare for Communication and Culture lesson.

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PERIOD 27: UNIT 3: MUSIC

Lesson 7: Communication and Culture/ CLIL
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- make and respond to suggestions;
- identify chau van singing and other types of traditional music in Viet Nam.
2. Core competence
- be collaborative and supportive in pair work and team work;
- access and consolidate information from a variety of sources;
- be creative and imaginative in making conversations
- actively join in class activities.
3. Personal qualities
- be willing to learn about national folk music;
- be responsible for maintaining national folk music and national culture.

II. MATERIALS
- Grade 10 textbook, Unit 3, Communication and Culture/ CLIL
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Pronun
Form Meaning Vietnamese equivalent
ciation

praise /preɪz/ say that you approve of and admire somebody/something ca ngợi
(v)

chantin / the activity of singing a prayer or song to a simple tune, or vịnh xướng,
g (n) ˈtʃɑːntɪŋ/ repeating or singing a word or phrase continuously lời cầu khấn

psychic /ˈsaɪkɪk/ a person who claims to have strange mental powers so that bà đồng, ông đồng
(n) they can do things that are not possible according to natural
laws, such as predicting the future and speaking to dead
people

saint /seɪnt/ a person that the Christian Church recognizes as being vị thánh, vị thần,
(n) very holy, because of the way they have lived or died thần linh

Assumptions
Anticipated difficulties Solutions
- Students may lack information about places of culture - Have Ss brainstorm some culture
centres in Viet Nam. centres around Viet Nam.
- Students may lack knowledge about some lexical items.
- Provide them with the meaning
and pronunciation of words/ phrases.

Board Plan
Date of teaching
Unit 3: MUSIC
Lesson 7: Communication and Culture/ CLIL
* Warm-up: Video watching
I. Everyday English
Task 1: Listen and complete the conversation. Then practise it in pairs.
Task 2: Work in pairs. Have similar conversations making and responding to suggestions about going to a music
show.
II. Culture
Vocabulary
Task 1: Read a passage about chau van singing and complete the mind map.
Task 2: Match each word with its suitable definitions.
Task 3: Work in pairs. Tell your partner what you find most interesting about chau van singing.
* Homework

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III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback

Stage Stage aim Procedure Interacti Time

on
WARM - To arouse Video watching: Watch the video and say the names of 4 mins
-UP the some
classroom types of traditional music in Viet Nam. T-S
atmosphere. * Teacher divides the class into two teams and plays the S
- To help Ss recording.
revise some ** Ss watch the video and say the names of some types of T-S
genres of traditional music in Viet Nam.
folk music in **** Teacher:
Viet Nam. - calls the team members who raise their hand first and confirms
the correct answers.
- asks Ss if they know anything about these types of music.
- decides the winner.
Suggested answers: Tuong, Cai luong, Cheo, Ca tru, Xam,
Quan ho, Chau van
EVER - To review TASK 1: LISTEN AND COMPLETE THE FOLLOWING 6mins
YDAY expressions for CONVERSATION WITH THE EXPRESSIONS FROM THE
ENGLI making and BOX. T-S
SH responding to THEN PRACTISE IT IN PAIRS. (Ex.1, p.34)
suggestions. * Teacher:
- To provide Ss - has Ss look at the four options A - D and checks if they
with an understand their meanings and use: phrases to make
example suggestions
conversation in (How about ..., Shall ...) and respond to suggestions
which people (I’d love to ..., Let’s ...).
make and - explains the task, asks Ss to read the conversation and find Ss
respond to clues T-S
suggestions for the missing expressions, then has them complete the gaps.
about going to - plays the recording for Ss to listen and complete the
a music show. conversation
between Ann and Mai at the same time.
** Ss do as instructed.
**** Teacher:
- plays the recording again and confirms the correct answers.
- has Ss read the expressions the speakers use to make and
respond to suggestions.
- puts Ss into pairs to practise the conversation.
- invites some pairs to role-play the conversation in front of the
class.
Key: 1. C 2. B 3. A 4. D
To help Ss TASK 2: WORK IN PAIRS. HAVE SIMILAR CONVERSATION 8 mins
practise MAKING AND RESPONDING TO SUGGESTIONS ABOUT
making and GOING TO A MUSIC SHOW. T-S
responding to * Teacher:
suggestions. - has Ss brainstorms some ideas about what kind of music show
they want to go to, where and when it happens and who
performs;
e.g. + music shows: a traditional music performance, a pop
music
show, a jazz music show, a rock music show, an IDM music
show…
+ locations: Hanoi opera house, Thang Long art
performance
centre, Viet Xo palace, Performing arts theatre Ho Chi Minh city,
Ho Chi Minh city opera house, …
- asks Ss to work in pairs to make similar conversations about S-S

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going to a music show, using the expressions for making and T-S
responding to suggestions and the ideas above.
- in stronger classes, encourages Ss to use the expressions for
declining a suggestion first, then they can make a new
suggestion.
** Ss do as instructed and practise their conversations.
**** Teacher:
- invites some pairs to role-play their conversations to the class.
- praises for good effort, clear pronunciation, fluent delivery,
and interesting
CULT Vocabulary 5 mins
URE * Teacher: T-S
- shows the words one by one, plays the recording and has Ss
repeat the sounds of the words.
- has Ss guess the meaning of the words based on pictures,
explanations and examples.
1. praise (v): say that you approve of and admire

somebody/something
2. chanting (n): the activity of singing a prayer or song to a

- To pre-teach
the meaning
and
pronunciation simple tune
of some 3. psychic (n): a person who claims to have strange mental
words/phrases powers so that they can do things that are not possible
, so that Ss according
can use them to natural laws, such as predicting the future and speaking to
in their dead people
presentation
later and can
understand the
reading
passage.

4. saint (n): a person that the Christian Church recognizes as

being very holy, because of the way they have lived or
died
S
T-S

** Ss do as instructed.
**** Teacher confirms the meaning, calls on some individual Ss
to
make sentences with each word.
- To introduce TASK 1: READ A PASSAGE ABOUT CHAU VAN SINGING 8 mins
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a type of AND
traditional COMPLETE THE MIND MAP BELOW. (Ex.1, p.35) T-S
music in Viet * Teacher:
Nam; - asks Ss if they like traditional music and what types they are
- To help Ss familiar with.
practise - has them look at the picture and describe it, e.g. how many
summarising people
the main are performing, what musical instruments the musicians are
points of a playing, S
passage using what they are wearing. T-S
a mind map. - introduces the type of music they are going to read about in this
section.
- asks Ss to read the text and complete the mind map
individually.
** Ss do as instructed.
*** Teacher: - draws the mind map on the board and has
individual
Ss complete the different branches.

- confirms the correct answers.

Extension: Ask Ss to close their books and remove any
answers
from the board. Divide Ss into two teams and have them quiz
each
other on what they have learnt about chau van singing. Set
some
rules for the quiz, e.g. each team has 30 seconds to formulate
a question and 30 seconds to answer one. Keep a tally of the
number of correct answers for each team. The winner is the
team
with more correct answers.

Key:

- To TASK 2: MATCH EACH OF THE FOLLOWING WORDS IN A 5mins

consolidate WITH
students’ ITS SUITABLE DEFINITION IN B.
understanding
of the
A B
vocabulary
1. ancient a. be known by, or be used by more and more
people

2. spread b. having the usual qualities or features of a

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particular type of person, thing or group

3. typical c. very old; having existed for a very long time

4. rank d. a being or spirit who is believed to have

power over a particular part of nature or who
is believed to represent a particular quality

5. gods e. the position that somebody has in a particular

organisation, society, etc. T-S

* Teacher has Ss read the passage again, locate the words in A S

in S-S
the passage, guess their meaning based on the context and do T-S
the matching.
** Ss do as instructed.
*** Ss share their answers with a peer.
**** Teacher invites some individual Ss to give their answers and
explanations.

Key: 1. c 2. a 3. b 4. e 5. d

PROD To help Ss TASK 3: WORK IN PAIRS. TELL YOUR PARTNER WHAT 7 mins
UCTIO practise YOU FIND MOST INTERESTING ABOUT CHAU VAN
N expressing SINGING. T-S
opinions about * Teacher:
a traditional - asks Ss to work in pairs and share what they find most
type of music. interesting
about chau van singing.
- suggests that they can talk about chau van’s performance, S-S
types, T-S
musical instruments, costumes, psychics and its importance.
** Ss do as instructed.
**** Teacher calls on some pairs to share their ideas with the
whole
class.

Suggested answer: What I find most fantastic about chau van

is
that the psychic’s costumes are very colourful and the style of
clothes, hats and belts depend on the rank of the gods or saints
the performers worship.

CONS To help Ss Wrap-up T-S 2 mins

OLIDA memorise the Teacher asks: What have you learnt today?
TION content of the - making and responding to suggestions;
lesson that - identifying chau van singing.
they have
learned Homework
- Exercises in the workbook
- Prepare for Looking back and Project lesson

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PERIOD 28: UNIT 3: MUSIC

Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- pronounce two-syllable words with correct stress;
- understand and use words and phrases related to music;
- use conjunctions to make compound sentences correctly;
- use to-infinitives and bare infinitives after some verbs correctly;
- do research on traditional music in Viet Nam or another country and give a group presentation about it.
2. 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.
3. Personal qualities
- be more creative when doing the project;
- develop self-study skills.

II. MATERIALS
- Grade 10 textbook, Unit 3, Looking back and project
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- Pictures, A0 paper
- Sachmem.vn

Assumptions
Anticipated difficulties Solutions
- Students may have - Give them a suggested checklist for
underdeveloped presentation peer assessment and ask them to read
skills. carefully and try to practise in advance
and apply those techniques in their
presentation.

Board Plan
Date of teaching
Unit 3: MUSIC
Lesson 8: Looking back and Project
* Warm-up: Game: The last man standing
I. Looking back
Pronunciation: Listen and mark the stressed syllables in the following words. Then read them out.
Vocabulary: Complete the text using the words and phrases in the box.
Grammar:
1. Match the two parts to make complete sentences.
2. There is a mistake in each sentence below. Find the mistake and correct it.
II. Project
Traditional music
* Homework

Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback

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Stage Stage Procedure Interaction Time

aim
WARM - To Game: The last man standing 5 mins
-UP arouse Rules: Have ten Ss form a circle and stand at a center with a ball.
the Ss take turns to speak out a word related to the topic Music and
classr pass the ball to one student. Let them toss it to another student as
oom they name the word related to the theme. If they repeat a word or
atmos can’t say any more words, they need to sit down. The last student
phere. standing wins the game.
- To * Teacher: - invites ten Ss to form a circle and stand at a center T-S
help with a ball.
Ss - explains the game rules to Ss S-S
revise ** Ss do as instructed T-S
words/ **** Teacher praises the Ss with the most words and the most
phrase interesting words/ phrases.
s
related
to the
topic
LOOKI PRONUNCIATION 5 mins
NG To help Listen and mark the stressed syllables in the following words.
BACK Ss Then read them out.
revise * Teacher: T-S
stress in - has Ss do this activity individually, then compare their answers in
two- pairs.
syllable - plays the recording, pausing after each word for Ss to check their
words. answers.
- writes the correct answers on the board if necessary. S
- plays the recording again for Ss to repeat the words. S-S
** Ss do as instructed. T-S
*** Ss compare their answers with a partner.
**** Teacher has Ss practise saying the words in pairs and checks
their pronunciation.

Key + Audio script – Track 24:

per'form 'concert 'final 'singer 'famous en'joy

To help VOCABULARY 5 mins

Ss Complete the text using the words and phrases in the box. T-S
revise * Teacher:
vocabul - asks Ss to read the paragraph quickly and check if they don’t
ary know any words.
items - has Ss do this activity individually and write their answers in their S
they notebooks. T-S
have ** Ss do as instructed.
learnt in **** Teacher calls on individual Ss to write their answers on the
the unit. board, and checks answers as a class.

Key: 1. music 2. fans 3. artists 4. instrument

5. concerts

GRAMMAR T-S 4mins

- To 1. Match the two parts to make complete sentences.
help Ss * Teacher asks Ss to read the two parts carefully and find out the S
revise clues to do the matching, e.g. He in 2 with his in d; We can in S-S
compou 3 and a… T-S
nd ** Ss do the matching individually.
sentenc *** Ss compare their answers with a partner.
es. **** Teacher checks the answers as a class.
Key: 1.c 2. d 3. a 4. b 4 mins

3. There is a mistake in each sentence below. Find the T-S

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

Mistake and correct it.

* Teacher:
- asks Ss to read the sentences, then recall verbs that go with
To help to-infinitives or bare infinitives. S
Ss - has them underline the mistakes in the sentences and correct T-S
revise them individually.
verbs ** Ss do as instructed.
followed **** Teacher:
by to- - calls on some Ss to read their answers.
infinitive - checks the answers as a class.
s and Key:
bare- 1. attend -> to attend 2. to go -> go
infinitive 3. buy -> to buy 4. to sing -> sing
s.

PROJ To * Teacher: T-S 20 mins

ECT provide - gives Ss a checklist for peer and self-assessment and explains
an that they will have to tick the appropriate items while listening to their
opportu classmates’ presentations and write comments if they have any.
nity for (The presenters should complete their self-assessment checklist
Ss to after completing their presentation).
develop - goes through the criteria for assessing their talk to make sure
their Ss are familiar with them.
researc - invites two or three groups to give their presentations and
h and encourages the rest of the class to ask questions at the end.
collabor ** Ss do as instructed. S-S
ation *** Ss make questions after each presentation. S-S
skills, **** Teacher: gives praise and feedback after each presentation T-S
and to and gives marks for their presentation as part of their continuous
practise assessment.
giving - asks Ss to complete the self-assessment table, identifies any
an oral difficulties and weak areas and suggests further practice for
present individual Ss.
ation.
CONS - To Wrap-up T-S 2mins
OLIDA consolid Teacher asks: What have you learnt today?
TION ate what - revise how to pronounce stress in two-syllable words correctly;
students - revise the use of words/ phrases related to the topic Music;
have - revise how to use conjunctions to make compound sentences
learnt in correctly;
the - revise some verbs followed by to-infinitives and bare-infinitives.
lesson. Homework
- To - Exercises in the workbook
prepare - prepare for Unit 4 lesson1
for the
next
lesson

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APPENDIXES
Suggested checklist for peer assessment:
Tick where Comments
appropriate (in English or
Vietnamese)

DELIVERY

- The presenters greeted the audience.

– The presenters spoke clearly and naturally.

- The presenters cooperated when delivering their talk.
- The presenters interacted with the audience.
- The presenters used some photos / pictures to illustrate their ideas.
- The presenters concluded their talk appropriately
CONTENT: The presentation includes the following information about a form
of traditional music
- when / where it started
- instrument(s)
- types
- artists / performers
- costumes

Suggested checklist for self-assessment:

Tick where Comments
appropriate (in English or
Vietnamese)

DELIVERY

- I greeted the audience.

- I spoke clearly and naturally.
- I cooperated with my group members when delivering the talk.
- I interacted with the audience.
- I used some photos / pictures to illustrate my ideas.
- I concluded my part of the talk appropriately.
CONTENT: Our presentation includes the following information about a
form of traditional music
- when / where it started
- instrument(s)
- types
- artists / performers
- costumes

PERIOD 29: CORRECTION OF THE MID-TERM TEST

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PERIOD 30: REVIEW 1

Lesson 1: Language

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review words related to family life, humans and environment, and music;
- Review the pronunciation of the consonant blends /br/, /kr/, /tr/, /gr/, /pr/;
- Apply the knowledge of grammar points learnt in the previous units to do the tasks;
(to-infinitive, bare infinitive, the present simple, the present continuous, the future with will and be going to)
- Use the passive voice;
- Use the coordinating conjunctions (and, or, but, so).
2. Core competence
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills;

II. MATERIALS
- Grade 10 textbook, Review 1 - Language
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Assumptions
Anticipated difficulties Solutions
- Students may find the lesson boring - Encourage students to work in pairs, in groups so that
due to a large number of language they can help each other.
exercises. - Design as many exercises as games as possible.
- Provide feedback and help if necessary.

- Some students will excessively talk in - Define expectation in explicit detail.

the class. - Have excessively talkative students practise.
- Continue to define expectations in small chunks (before
every activity).

Board Plan

Date of teaching
REVIEW 1
Lesson 1: Language
* WARM-UP: Finding keywords
Pronunciation
Task 1: Listen and write the words in the correct columns.
Vocabulary
Task 1: Match the two parts to make complete sentences.
Task 2: Complete the sentences.
Grammar
Task 1: Complete the sentences.
Task 2: Complete the sentences.
Task 3: Match the two parts to make complete sentences.
* CONSOLIDATION

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback

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Stage Stage Procedure Interaction Time

aim
WAR To lead in GAME: FINDING KEYWORDS 3 mins
M-UP the * Teacher shows 3 sets of pictures (taken from Project lessons of T-S
lesson. Unit 1-2-3) and asks students to find a keyword for each set of
pictures. S
** Students raise hands to answer. T-S
*** Teacher and students discuss the answers. T-S
**** Teacher checks the answers as a class.

Set 1: Family life/family

Set 2: Humans and the environment/ go green/

green lifestyle/ living green

Set 3: Traditional music/music

PRON To check TASK 1: LISTEN AND WRITE THE WORDS IN THE 5 mins
UNCI if students CORRECT
ATIO can COLUMNS. THEN PRACTISE SAYING THE WORDS. (p. 38) T-S
N identify * Teacher writes /br/, /gr/, /kr/, /pr/ and /tr/ on the board.
consonant - Teacher writes one word containing the consonant blend below
blends each of them.
and - Teacher asks students to listen and write down the words S
provide containing the sound blends. T-S
further ** Students do the task by writing the words in a suitable column. T-S
pronunciat *** Teacher can invite some pairs of students to read aloud.
ion **** Teacher checks students’ pronunciation and gives feedback.
practice.
Key:
/br/ /gr/ /kr/ /pr/ /tr/
brain green crash practise train
Giáo viên : Nhóm TA 10 pg. 120
THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

breakf grow create protect treat

ast
breadw great cream product tree
inner
VOCA To check TASK 1: MATCH THE TWO PARTS TO MAKE COMPLETE 5 mins
BULA if students SENTENCES. T-S
RY remember (p. 38)
collocatio * Teacher tells students to read the given parts of the sentences Ss
ns they carefully
have and make sure they understand their meanings. Pair work
learnt in ** Students do this exercise individually by matching the halves
the to T-S
previous complete the sentences
units. *** Teacher allows students to share their answers before
discussing as
a class and encourages them to pronounce the sentences
correctly.
**** Teacher checks the answers as a class and gives feedback.
Key:
1. e
2. d
3. a
4. b
5. c
To check TASK 2: COMPLETE THE FOLLOWING SENTENCES USING 7 mins
if students THE
can use WORDS FROM THE BOX. (p. 38) T-S
words * Teacher asks students to work individually to complete the
they have sentences S
learnt in with the given words and phrases. T-S
the ** Students work individually to complete the task. T-S
previous *** Teacher allows students to share answers before discussing
units. as a class.
**** Teacher asks students to say the sentences aloud and
makes sure
they pronounce the words and phrases correctly. Teacher can
ask for
translation to check their understanding.
Key:
1. laundry
2. groceries
3. perform
4. audience
5. eco-friendly
GRA To check TASK 1: COMPLETE THE SENTENCES WITH THE CORRECT 7 mins
MMA if students FORMS OF THE VERBS IN BRACKETS. (p. 39)
R can use * Teacher asks students to work independently to fill in the T-S
the blanks with the
grammar correct forms of the verbs in brackets. S
points ** Students read the sentences first and underline the clues that
learnt in help them T-S
the decide the correct forms of the verbs in brackets.
previous *** Teacher reminds students to use the correct forms of the T-S
units in verbs as
sentences requested in each sentence then allows them to share answers
. before
discussing as a class.
**** Teacher can ask students to read aloud the full sentences
and correct
their pronunciation if needed.
Key:
1. cleans – is helping
2. to improve – take
3. practise – are practising
4. am going to watch – will win
To check Task 2: Complete the sentences. Make sure they mean the 8 mins
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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

if Ss can
same as
use the the sentences above them. (p.39) T-S
passive * Teacher asks students to read the sentences first. S
voice. ** Students do the task individually. T-S
*** Teacher reminds students to pay attention to the passive and
active T-S
forms of the sentences then allows them to share answers
before
discussing as a class.
**** Teacher can ask students to read aloud the full sentences
and
correct their pronunciation if needed.
Key:
1. The rubbish in the neighbourhood is collected three times a
week.
2. All the electrical devices in the house were turned off.
3. His music videos will be watched online (by millions of
people).
To check TASK 3: MATCH THE TWO PARTS TO MAKE COMPLETE 5 mins
if Ss can SENTENCES. T-S
use (p. 39) S
coordinati * Teacher asks students to read the two halves given of the T-S
ng sentence.
conjunctio ** Students do the task individually.
ns (and, *** Teacher reminds students to pay attention to the coordinating
or, but, conjunctions (and, or, but, so) then allows them to share
so) to answers
make before discussing as a class.
compound **** Teacher can ask students to read aloud the full sentences
sentences and correct
. their pronunciation if needed.
Key:
1. b
2. c
3. d
4. a
CONS - To WRAP-UP 2 mins
OLID consolidat Teacher asks students to talk about what they have learnt in the T-S
ATIO e what lesson.
N students - Review on how to pronounce consonant blends, grammar
have points
learnt in (to-infinitive, bare infinitive, the present simple, the present
the lesson continuous,
- To the future with will and be going to) and vocabulary of Unit 1, 2,
prepare and 3.
vocabular HOMEWORK
y for the Prepare for Review 1 – Skills 1: Listening and speaking.
next
lesson

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PERIOD 31: REVIEW 1

Lesson 2: Skills (Listening & Speaking)
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practice listening for general and specific information about music;
- Practice talking about a favorite singer or musician.
2. Core competence
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills;

II. MATERIALS
- Grade 10 textbook, Review 1 – Skills 1 (Listening and speaking)
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Assumptions
Anticipated difficulties Solutions
Students may find the - Encourage students to work in pairs, in groups so that
lesson boring due to a they can help each other.
large number of language - Design as many exercises as games as possible.
exercises. - Provide feedback and help if necessary.
Some students will - Define expectation in explicit detail.
excessively talk in the - Have excessively talkative students practise.
class. - Continue to define expectations in small chunks (before
every activity).

Board Plan

Date of teaching
REVIEW 1
Lesson 2: Skills (Listening & Speaking)
* Warm-up
Name the pictures: Traditional music
Listening
Task 1: Listen and choose the best title for the talk.
Task 2: Listen and fill in the gaps.
Speaking
Talk about your favourite singer or musician.
* Consolidation

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 Procedure Interac Time

aim tion
WARM To NAME THE PICTURES: TRADITIONAL MUSIC 5 mins
-UP lead in * T shows pictures and asks Ss to name the traditional music in T-S
the the pictures. S
lesson. ** Ss raise hands to answer. T-S
*** T and Ss discuss the answers more. T-S
**** T checks the answers as a class.

Key:

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

Xoan singing Chau van singing

Quan ho singing
LISTE To TASK 1: LISTEN AND CHOOSE THE BEST TITLE FOR THE
NING help TALK. 10 mins
student (p. 40) T-S
s * T focuses Ss’ attention on the three options and asks ‘What do
practis you think the listening text will be about?’ to elicit Elvis Presley and S
e check what Ss know about him. T-S
listenin ** Ss look at three options, read and underline key words. T-S
g for *** T plays the recording once for Ss to listen and choose the best
main answer.
ideas. **** T confirms the answers as a class.
Key: C
To TASK 2: LISTEN AGAIN AND FILL IN EACH GAP IN THE QUICK 10 mins
help FACTS WITH A NUMBER. (p. 40)
student * T asks Ss to read through the Quick facts first, and elicit what the T-S
s missing numbers refer to, e.g. year, age, how many awards.
practis - T plays the recording and has Ss fill in each gap with a number.
e ** Ss listen and do the task individually. S
listenin *** T calls on some Ss to report their answers for the class. T-S
g for **** T checks the answers and add more information if necessary. T-S
specifi Key:
c 1. 1935
inform 2. 21
ation. 3. 3
4. 42
Audio script:
Elvis Presley was an American singer, musician and actor born in
1935. His single Heartbreak Hotel, released when he was 21,
became a number-one hit in the United States. Starting with
the film Love Me Tender, Presley also made 31 films. His single
of the same name sold more than a million 67 copies even
before the film was released. During his life, he received many
awards, including three Grammys. Presley died of a heart attack
at the age of 42. Many years after his death, Presley is still one
of the best-selling singers of all time.
SPEA To WORK IN PAIRS. TALK ABOUT YOUR FAVOURITE SINGER 15 mins
KING help OR MUSICIAN. USE THE EXPRESSIONS BELOW TO HELP YOU.
student (p. 40) T-S
s * T asks Ss to read through the expressions in the box. Pair
practis ** Ss work in pairs to exchange their ideas about their favorite work
e singer or musician.
speaki *** T calls on some Ss to report their answers for the class. T-S
ng **** T checks the answers and add more information if necessary.
about Useful expressions:
a - My favourite singer / musician is ...

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

favourit - His / Her (most famous) single / song / album / work is ...
e - His / Her single became a (number 1) hit in ...
singer - (During his / her life), he / she has received (many / some …)
or awards, including ...
musici
an.
CONS To WRAP-UP 5 mins
OLIDA consoli T asks Ss to talk about what they have learnt in the lesson. T-S
TION date - Practice listening for general and specific information about music;
what - Practice talking about a favourite singer or musician.
student HOMEWORK
s have - Prepare for Review 1 – Skills 2 (Reading and Writing).
learnt
in the
lesson.

REVIEW 1
Lesson 2: Skills (Reading & Writing)

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practise reading for general and specific information about how to live a green life;
- Practise writing a short paragraph about ways of living green.
2. Core competence
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 10 textbook, Review 1 – Skills (Reading and Writing)
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Assumptions
Anticipated difficulties Solutions
Students may find the - Encourage students to work in pairs, in groups so that they can help each other.
lesson boring due to a - Design as many exercises as games as possible.
large number of - Provide feedback and help if necessary.
language exercises.
Some students will - Define expectation in explicit detail.
excessively talk in the - Have excessively talkative students practise.
class. - Continue to define expectations in small chunks (before every activity).

Board Plan

Date of teaching
REVIEW 1
Lesson 2: Skills (Reading & Writing)
* Check-up
Talk about your favourite singer or musician
Reading
Task 1: Crossword.
Task 2: Read and answer the questions.
Writing
Complete the paragraph.
* Consolidation

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback

Stag Stage aim Procedure Interaction Time

e
CHE To check the TALK ABOUT YOUR FAVOURITE SINGER OR 5 mins
CK- knowledge in the MUSICIAN T-S
UP previous lesson * T elicits the requirement of talking about Ss’ favourite S
and give singer or T-S
students more musician T-S
chance to ** Ss raise hands to answer.
practice *** T listens to Ss‘ answers and takes notes for comments.
speaking **** T provides comments and feedback.

REA To help students TASK 1: READ THE TEXT BELOW. THEN WORK IN
DING practise PAIRS TO 10 mins
understanding COMPLETE THE CROSSWORD WITH FIVE WORDS T-S
word meanings FROM
in context. THE TEXT. (p. 40) S
* T has Ss read through the text and the crossword clues. T-S
T focuses on the crossword grid and reminds them that the T-S
number
of letters should match the number of squares.
** Ss work individually to work out the words.
*** T puts them into pairs to compare their answers and
asks
individual Ss to write the words on the board.
**** T confirms the answers as a class.
Key:
1. environment
2. water
3. air
4. energy
5. green
To help students TASK 2: READ THE TEXT AGAIN AND GIVE SHORT 10 mins
practise reading ANSWERS
for specific TO THE FOLLOWING QUESTIONS. (p. 41) T-S
information. * T asks Ss to read through the questions and check
understanding S
of the vocabulary. T-S
** Ss read the text again and look for the answers to the T-S
questions.
*** T calls on some Ss to report their answers for the class.
**** T checks the answers and add more information if
necessary.
Key:
1. The methods of collecting water (are).
2. Rainwater is collected from a roof and sent to a
container.
3. Tiny drops of water in the air are turned into drinking
water.
WRI To help students THINK ABOUT WAYS OF LIVING A GREEN LIFESTYLE. 15 mins
TING practise writing a COMPLETE THE PARAGRAPH. USE WHAT YOU HAVE
short paragraph LEARNT AND THE IDEAS BELOW TO HELP YOU. (p.
about ways of 41) T-S
living green. * T asks Ss to think about what they have learnt about
different S
ways of living green.
** Ss read through the ideas in the box, work in groups and
brainstorm more ideas. Group work
*** T gives Ss enough time to complete the paragraph. Set

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

a time T-S
limit depending on the Ss’ ability level.
**** T asks individual Ss to read their paragraphs or collect
them
to check after class and provide written feedback.
Sample answer:
There are many ways you can make your life greener. First,
make
your area green by planting more trees and plants.
Second, make
your area clean by organising regular clean-up activities,
collecting
litter and setting up more recycling bins. Finally, turn off
electrical
devices when not in use and use energy from the sun, wind
and water. Living a green lifestyle is not difficult, but these
small
changes will make a big difference.
CON To consolidate WRAP-UP T-S 5 mins
SOLI what students T asks Ss to talk about what they have learnt in the lesson.
DATI have learnt in - Practise reading for general and specific information about
ON the lesson. how to
live a green life.
- Practise writing a short paragraph about ways of living
green.
HOMEWORK
Prepare for Unit 4 – Getting started.

PERIOD 32: UNIT 4: FOR A BETTER COMMUNITY

Lesson 1: Getting started – Volunteering in the community

I. OBJECTIVES
By the end of this lesson, students will be able to gain:
1. Knowledge
- An overview about the topic For a better community
- Vocabulary to talk about volunteering in the community
2. Core competence
- Develop communication skills and awareness of voluntary work
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop a sense of helping the community and awareness of voluntary work
- Be responsible to the community

II. MATERIALS
- Grade 10 textbook, Unit 4, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Form Pronunciation Meaning Vietnamese equivalent

a person who does a job without

volunteer (n) /ˌvɒlənˈtɪə(r)/ tình nguyện viên
being paid for it

advertisement a notice, picture or film telling people

/ədˈvɜːtɪsmənt/ quảng cáo
(n) about a product, job or service

all the people who live in a particular

community (n) /kəˈmjuːnəti/ area, country, etc. when talked about cộng đồng
as a group

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

to make something increase, or

boost (v) /buːst/ tăng thêm, thúc đẩy
become better or more successful

a home for children whose parents

orphanage (n) /ˈɔːfənɪdʒ/ trại trẻ mồ côi
are dead

Assumptions
Anticipated difficulties Solutions
- Students may not know some words in the - Provide students with some lexical items before listening
conversation. and reading the conversation.
- Students may not know how to work in teams. - Give short, clear instructions and help if necessary.

Board Plan

Date of teaching
UNIT 4: FOR A BETTER COMMUNITY
Lesson 1: Getting started – Volunteering in the community
* Warm-up: Clip watching
I. Vocabulary
1. volunteer (n)
2. advertisement (n)
3. community (n)
4. boost (v)
5. orphanage (n)
II. Practice
Task 1: Listen and read.
Task 2: Read the conversation and answer the questions.
Task 3: Find the adjectives.
Task 4: Complete the sentences.
* Consolidation

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback

Stag Stage Procedure Interac Time

e aim tion
WAR - To CLIP WATCHING 5 mins
M-UP activate * T gives instructions T-S
students’ ** Ss watch the clip and take notes individually. S
knowledg Link: https://www.youtube.com/watch?v=Ho5b-CfKTpo
e on the *** Ss working in 4 groups, share their words/ phrases about the S-S
topic of voluntary activities, then take turns to write the words/ phrases on the
the unit. board. T-S
- To **** T checks and corrects if Ss spell or pronounce the words/ phrases
create a incorrectly.
lively Suggested answers:
atmosphe + Read books for children in orphanages
re in the + Visit and play games with them or listen to their problems
classroom + Work at home of sick and old people
. + Volunteer to work in remote or mountainous areas
- To lead T leads in the lesson: Doing voluntary work to help the community is a
into the way for you to contribute to make our community a better one. There
new unit. are many activities you can do to help other people and in today’s
lesson we will find out more about these activities.
PRE To help VOCABULARY 4 mins
SEN students * T asks Ss to look at the explanation and the photos to guess the T-S
TATI use key meanings of new words.
ON language ** Ss say the Vietnamese meaning of the word. S
more 1. volunteer (n) /ˌvɒlənˈtɪə(r)/: a person who does a job without

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

appropriat being paid for it

ely before 2. advertisement (n) /ədˈvɜːtɪsmənt/: a notice, picture or film telling
they read people about a product, job or service
and listen. 3. community (n) /kəˈmjuːnəti/: all the people who live in a
particular area, country, etc. when talked about as a group
4. boost (v) /buːst/: to make something increase, or become better
or more successful
5. orphanage (n) /ˈɔːfənɪdʒ/: a home for children whose parents
are dead T-S
*** Other Ss correct if the previous answers are incorrect.
**** T shows the Vietnamese meaning, says the words aloud and asks
Ss to repeat them.
PRA - To get TASK 1: LISTEN AND READ (p.42) 7 mins
CTIC students * T asks Ss to look at the picture (p.42) and answer the questions: T-S
E interested
+ Where are they?
in the
(They are in a park.)
topic.
+ Who are they?
- To get
(They may be volunteers of
students
the centre.)
to learn
+ What are they doing?
some
(They are cleaning up the park /
vocabular
the playground.)
y to be
learnt in * T plays the recording twice, has Ss listen to the conversation, read T-S
the unit. along and underline the voluntary activities in the conversation.
** Ss do the task individually S
*** Ss share their answers with a partner. S-S
**** T checks their answers with the whole class. T-S
Suggested answers: join a local environmental group to clean up the
park, volunteer at an orphanage.
* T has the Ss read the conversation in pairs. T-S
** Ss read the conversation S-S
*** One pair read aloud. T-S
**** T collects common pronunciation mistakes and gives comments.
- To TASK 2: READ THE CONVERSATION AGAIN AND ANSWER THE 10 mins
practise QUESTIONS. (p.43) T-S
reading * T asks Ss to work individually to read the questions and underline the
for key words, then share their ideas with a partner who sits next to them.
specific ** Ss do Task 2 individually first. S-S
informatio *** Ss share and discuss with their partners about the key words. T-S
n **** T corrects their answers as a class.
- To Key:
practise 1. What was Tam doing when Kim went to her house?
scanning 2. What are some regular activities at the centre for community
- To development?
develop 3. How can Kim apply for volunteer work at the centre? T-S
students * T asks Ss to scan the conversation, locate the key words to find the
knowledg answer for each the question with the partner who sits behind them. S-S
e of ** Ss do the task in pairs. T-
vocabular **** T divides the class into two big teams, has Ss in each team take S
y for turns to choose a number in the game Lucky number to check the
voluntary answers.
activities 1. She was working as a volunteer at the local centre for
community development.
2. Cleaning up the park or volunteering at the orphanage.
3. She needs to fill in the form, then send it in.
- To help TASK 3: FIND ADJECTIVES WITH THE FOLLOWING SUFFIXES IN 4 mins
students THE CONVERSATION AND WRITE THEM BELOW. (p.43)
revise * T has Ss scan the conversation and write down the adjectives ending T-S
adjectives in these suffixes.
ending in ** Ss work individually. S
the *** Ss share their answers with a partner. S-S
suffixes - **** T checks and gives the correct answers with the whole class, has T-S
ed and them to say the meaning of the words.
-ing; -ful Key:
and -less. -ed: excited

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- To -ing: interesting
practise -ful: useful, successful
scanning -less: endless
To help TASK 4: FIND A VERB OR VERB PHRASE IN THE 4 mins
students CONVERSATION TO COMPLETE EACH SENTENCE. (p.43)
identify * T has Ss read each sentence, try to complete it with an appropriate T-S
the past verb phrase without referring to the conversation.
simple ** Ss do the task individually. S
and past *** Ss share the answers with a peer. S-S
continuou **** T asks the whole class the call out the verb forms first, then call on T-S
s with individual students to read the complete sentences.
when and Key:
while. 1. was working
2. saw
PRO To help SELF-REFLECTION 6 mins
DUC students Talk about activities you are going to do to make your community
TION practising a better one (for a minute).
talking * Teacher:
about - gives Ss clear instructions in order to make sure Ss can do effectively.
activities - encourages Ss to talk about some activities including following
which information:
help + How many activities are you going to talk about?
protect + Where do you do those activities?
the + Who do you do with?
environme + How often do you do those activities?
nt. - observes Ss while they are talking, note their language errors.
** Ss do as instructed.
**** Teacher:
- gives Ss feedback.
- chooses some useful or excellent words/ phrases/ expressions/ word
choices Ss have used to give suggestions to other students.
- chooses some typical errors and correct as a whole class without
nominating the Ss’ names.
CON To help WRAP-UP T-S 5 mins
SOLI students - Some lexical items about volunteering in the community
DATI memorise - Reading for specific information
ON the target - Scanning
language HOMEWORK
and skills - Exercises in the workbook
that they - Prepare for the next lesson
have
learnt PROJECT PREPARATION T-S
* T asks Ss open their books at page 51, look at the pictures and say
what the topic of the Project is (A Volunteer Project).
Teacher:
To inform - Tells Ss about the Project requirements:
Ss what + Ss will have to find information about a volunteer project in the
the final community.
product of + Ss give an oral presentation about that volunteer project in the
the Project last lesson of the unit. Their presentation should include
should be information related to the guiding questions.
like and + Ss can choose different ways to present their findings (PPT
how presentation, Poster presentation, recording a video about the
students project).
can - Encourages Ss to use photos and / or pictures to illustrate their ideas.
prepare for - Explains to Ss how they can get the information, e.g: search the
it. Internet, read newspapers, go to their local community centre and talk
to people there.
- Puts Ss into groups and have them choose their group leader. Then
ask them to assign tasks (e.g. who will collect information, who will S-S
prepare the slides / record the video, who will write the report, and who T-S
will present) for each group member, making sure that all group
members contribute to the group work.
** Ss do as instructed.
**** T helps Ss set deadlines for each task and supports them
throughout the process.

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PERIOD 33: UNIT 4: FOR A BETTER COMMUNITY

Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic For a better community;
- Pronounce correctly stress in two-syllable words with the same spelling;
- Use the past simple vs. the past continuous.
2. Core competence
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
- Actively join in class activities
3. Personal qualities
- Develop a sense of helping the community and awareness of voluntary work
- Be responsible to the community

II. MATERIALS
- Grade 10 textbook, Unit 4, Language
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Verb Form Use
tense
S + V-ed + … . The past simple shows us that an action
was in the past, not at the present.
Past S + didn’t + V-inf + … .
simple Did + S + V-inf + … ?
Wh + did + S + V-inf + … ?
S + was/were + V-ing + … The past continuous shows us that the
action was already in progress at a certain
Past S + wasn’t/weren’t + V-ing + …
time in the past.
contin
Was/Were + S + V-ing + …? The past continuous can also show that an
uous
activity was in progress for some time, not
Wh + was/were + S + V-ing + …? just for a moment.

Assumptions
Anticipated difficulties Solutions
- Students may be confused when using - Give short and clear explanations with legible examples for each
the present simple tense and the present case.
continuous tense.
- Give clear instructions, give examples before letting students
- Students may have underdeveloped work in groups.
speaking and - Provide feedback and help if necessary.
co-operating skills.

Board Plan

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Date of teaching
UNIT 4: FOR A BETTER COMMUNITY
Lesson 2: Language

* Warm-up: Name some activities you can do to help the community

I. Pronunciation
Task 1: Listen and circle.
Task 2: Listen and practice saying.
II. Vocabulary
Task 1: Match the words with their meanings.
Task 2: Complete the sentences.
Task 3: Choose the correct word.
III. Grammar
Task 1: Choose the correct verb form.
Task 2: Combine the two sentences.
Extra activity
Game: Who is faster?
* Consolidation

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback

Stag Stage aim Procedure Interac Time

e tion
WAR - To activate NAME SOME ACTIVITIES YOU CAN DO TO HELP THE T-S 5 mins
M-UP students’ prior COMMUNITY.
knowledge and * T divides Ss into 2 teams. Each team will take turns to name an
vocabulary activity they can do to help the community. The team with more
related to the correct answers will be the winner. S-S
topic. ** Ss listen to the instructions.
- To enhance *** Ss work in 2 teams and take turns to give the answers. T-S
students’ skills **** T checks and corrects if Ss spell or pronounce the words/
of cooperating phrases incorrectly.
with teammates. Suggested answer:
- To lead into the + Read books for children in orphanages
new unit + Visit and play games with them or listen to their problems
+ Work at home of sick and old people
+ Volunteer to work in remote or mountainous areas
* T leads in the new lesson of Language.
PRO To help students TASK 1: LISTEN TO THE SENTENCES AND CIRCLE THE T-S 5 mins
NUN recognize and WORD WITH THE STRESS YOU HEAR (p.43)
CIATI understand the * Teacher:
ON difference of - introduces the difference of stress in two-syllable words with
stress in two- the same spelling.
syllable words - asks Ss to give some two-syllable words with the same spelling
with the same but different stress they know.
spelling. - plays the recording and asks Ss to listen.
** Ss do as instructed.
*** Other Ss correct if the previous answers are incorrect.
**** T checks as a class.
Key:
1. a 2. b 3. a 4. b 5. a 6. b
To help students TASK 2: LISTEN AGAIN AND PRACTISE SAYING THE T-Ss 5 mins
practise saying SENTENCES IN 1. (p.43)
sentences * Teacher:
containing two- - ask Ss to listen to each sentence again
syllable words - tells them to pay attention to the stress on the words in italic.
with the same ** Ss listen and repeat. Pair
spelling but *** Ss work in pairs and have them practise the sentences. work
different stress **** T walks round the class, praising good pronunciation and

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patterns. correcting wrong stress placement.

VOC To enrich TASK 1. MATCH THE WORDS WITH THEIR MEANINGS. 4 mins
ABU students’ (p.44) Pair
LAR vocabulary. * Teacher asks students to match in pairs. work
Y ** Ss do the task in pairs.
*** Some pairs share their answers with the whole class. T-Ss
**** T gives feedback and corrections (if necessary).
Key:
1. c 2. e 3. a 4. b 5. d
To give students TASK 2: COMPLETE THE FOLLOWING SENTENCES USING 10
practice in using THE CORRECT FORMS OF THE WORDS IN 1. (p.44) mins
the words in * T asks Ss to work independently and put a suitable word or T-S
meaningful phrase in each blank.
contexts. ** Ss work independently and put a suitable word or phrase in S-S
each blank.
*** Ss share their answers before discussing as a class. T-S
**** T asks some Ss to share the answers and gives feedback.
Key:
1. generous
2. remote
3. donate
4. benefit
5. volunteers
To give students TASK 3: CHOOSE THE CORRECT WORD TO COMPLETE
practice in using EACH OF THE FOLLOWING SENTENCES. (p.44) T-S
adjectives * T tells Ss to look at each sentence and choose the adjective
ending in that best fits the context.
-ed, -ing, -ful, ** Ss work independently to do the task. Pair
and *** Ss compare the answers in pairs. work
-less. **** T confirms the correct answers. T asks Ss to give reasons
why they have chosen a particular adjective for each sentence, T-
e.g. In the first sentence, the phrase record the donations S
requires an adjective with a positive meaning. That is why
careful is the right choice here.
Key:
1. careful
2. interested
3. exciting
4. hopeless
GRA - To have TASK 1: CHOOSE THE CORRECT VERB FORM IN EACH OF 6 mins
MMA students revise THE FOLLOWING SENTENCES. (p.44)
R the past simple * T has Ss read the sentences individually once, asks them to T- S
and the past pay attention to the conjunctions when and while.
continuous. ** Ss work in pairs to compare their answers. Pair
- To help *** Some Ss share their answers with the whole class. work
students **** Teacher gives feedback and corrections (if necessary). T-S
understand the Key: T-S
use of the past 1. was working
simple and the 2. told
past continuous. 3. were helping
4. realised
* T lets Ss recall the form of the present simple and the present
continuous and elicits the rules of using these two verb forms
from Ss.
The past simple
Positive
S + V-ed + … .
Negative
S + didn’t + V-inf + … .
Interrogative
Did + S + V-inf + … ?
Answer
Yes, S + did.
No, S + didn’t.
Wh-questions

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Wh + did + S + V-inf + … ?
🡪 The past simple shows us that an action was in the past, not in
the present.
The past continuous
Positive
S + was/were + V-ing….
Negative
S + wasn’t/weren’t+ V-ing + …
Interrogative
Was/were + S + V-ing + …?
Answer
Yes, S + was/were.
No, S + wasn’t/weren’t.
Wh-questions
Wh + was/were + S + V-ing + …?

🡪 The past continuous shows us that the action was already in

progress at a certain time in the past.
The past continuous can also show that an activity was in
progress for some time, not just for a moment.
Past simple vs. past continuous with when and while
We use:
● The past continuous for a past action in progress (longer
action)
● The past simple for an action which interrupted it
(shorter action)
Example:
I was reading an article when she called.
While I was reading an article, she called.
To give students TASK 2: COMBINE THE TWO SENTENCES USING WHEN OR 5 mins
more practice in WHILE WHERE APPROPRIATE. (p.44)
using the past * T has Ss read the sentences individually once, asks them to T-S
simple and the pay attention to the conjunctions when and while.
past continuous ** Ss work individually to compare their answers. Ss
with when and *** 2 students to write their answers on the board.
while. **** T gives feedback and corrections (if necessary). T-S
Key:
1. While they were cleaning the streets, it started to rain. / They
were cleaning the streets when it started to rain.
2. While I was watching TV, I saw the floods and landslides in
the area. / I was watching TV when I saw the floods and
landslides in the area.
3. While Tim was searching for employment opportunities, he
found a job advert from a non-governmental organisation. / Tim
was searching for employment opportunities when he found a
job advert from a non-governmental organisation.
4. They decided to help build a community centre for young
people while they were visiting some poor villages. / They were
visiting some poor villages when they decided to help build a
community centre for young people.
To give students GAME: WHO IS FASTER? 4 mins
EXT a chance to * T divides Ss into groups of four, gives each group a piece of Group
RA apply what they paper, and asks them to write sentences including 3 features: work
ACTI have learnt. + two-syllable words with the same spelling but different stress
VITY mentioned in Task 1, Pronunciation
+ when/ while
+ the past simple/ the past continuous
e.g. When I was wrapping the present, my mom knocked the
door.
** T asks each group to hand in their paper and checks. The T-S
group with more correct sentences is the winner.
*** T invites the winner to read aloud their sentences. T-S
**** T gives feedback. T-S
CON To help students WRAP-UP T-S 1 min
SOLI memorise what - Use the lexical items related to the topic For a better

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DATI they have community;

ON learned - Pronounce correctly stress in two-syllable words with the same
spelling;
- Understand the past simple vs. the past continuous.
HOMEWORK
- Prepare for the next lesson: Unit 4, Reading
- Exercises in the workbook

PERIOD 34: UNIT 4: FOR A BETTER COMMUNITY

Lesson 3: Reading

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Develop reading skills for specific information about teenagers and voluntary work.
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skills
- Actively join in class activities
3. Personal qualities
- Develop a sense of helping the community and awareness of voluntary work
- Develop self-study skills

II. MATERIALS
- Grade 10 textbook, Unit 4, Reading
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Pronu
Form nciati Meaning Vietnamese equivalent
on

something that is given to a person or an organization

/dəʊ
1. donation (n) such as a charity, in order to help them; the act of sự quyên góp, ủng hộ
ˈneɪʃn/
giving something in this way

/dɪ to take goods, letters, etc. to the person or people they

2. deliver (v) ˈlɪvə(r) have been sent to phân phát
/

/ a situation that is difficult and unpleasant because you

3. hardship (n) ˈhɑːdʃɪ do not have enough money, food, clothes, etc. sự gian khổ
p/

Assumptions
Anticipated difficulties Solutions
- Students may lack knowledge - Provide students with the meaning and pronunciation of words.
about some lexical items. - Let students read the text again (if necessary).
- Create a comfortable and encouraging environment for students to
- Students may have speak.
underdeveloped reading, speaking - Encourage students to work in pairs, in groups so that they can help
and co-operating skills. each other.
- Provide feedback and help if necessary.

Board Plan

Date of teaching
UNIT 4: FOR A BETTER COMMUNITY
Lesson 3: Reading
* Warm-up
Game: Lucky number

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Task 1: Complete the mind map.

Vocabulary
1. donation (n): sự quyên góp, ủng hộ
2. deliver (v): phân phát
3. hardship (n): sự gian khổ
Task 2: Read the text and choose the main idea.
Task 3: Match the highlighted words in the text with their meanings.
Task 4: True or false.
Task 5: Discussion
* 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 - To GAME: LUCKY NUMBER 5 mins
-UP introduce * T divides class into 2 teams. T prepares 6 numbers which T-S
the topic of include 5 questions about the present simple, the present
reading. continuous and volunteering activites, and 1 lucky number.
- To ** Each team takes turns to choose a number and answer the S-S
enhance question behind the number. If the team answers the question
students’ correctly, they will get 1 point. If the team chooses the lucky
skills of number, they get 1 point without answering the question.
cooperating *** Ss do as instructed. S-S
with **** T gives further explanation (if needed). T-S
teammates. Suggested questions:
1. When do we use the past simple?
2. When do we use the past continuous?
3. Name 3 words/phrases used as signals of the past simple.
4. Give the correct form of the verbs in brackets:
While I (listen) _______to music, my sister (knock) _______the
door.
5. Name 2 volunteering activities.
PRE- - To lead in TASK 1: COMPLETE THE MIND MAP WITH POPULAR 7 mins
READI the reading VOLUNTEERING ACTIVITIES FOR TEENAGERS. (p.46)
NG skills. * Teacher:
- To - asks Ss to work in pairs T-S
provide - gives each pair a sheet of paper
students - ask them to draw the mind map and complete it with
with some volunteering activities suitable for teenagers.
lexical - encourages Ss to use the pictures as suggested ideas.
items - tells Ss that there are no right or wrong answers and they can
before make the guesses freely.
reading the ** Ss listen to the instructions and do the task individually. S-S
text. *** Some Ss show their mind map on the paper and share the S-S
answers with the whole class.
**** T gives feedback. T-S
Suggested answers:
Helping at a charity event where people can donate items or
money
Helping old people (e.g. cook meals, shop for food)
Helping old people with technology (e.g. how to send emails,
use the Internet, or install apps)
Helping out at an animal shelter

VOCABULARY T-S
* T provides Ss with the meaning and pronunciation of some SS
new words. S-S
** Ss listen and repeat the words. T-S
*** Ss practice the words in pairs and two students read the

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words out loud in front of the class.

**** T corrects (if necessary)
1. donation (n) /dəʊˈneɪʃn/: sự quyên góp, ủng hộ
2. deliver (v) /dɪˈlɪvə(r)/: phân phát
3. hardship (n) /ˈhɑːdʃɪp/: sự gian khổ
WHILE To help TASK 2: READ THE TEXT AND CHOOSE THE MAIN IDEA. 9 mins
- students (p.46) T-S
READI practise * T elicits from Ss strategies they can use to read texts for main
NG reading for ideas, e.g. paying attention to the topic sentence in each
main ideas. paragraph, highlighting key information, or searching for T-S
conclusions.
** T asks Ss to read the whole text once and choose the main
idea. In weaker classes, T has Ss read through the three Pair work
options first and checks understanding. T-S
*** Ss work in pairs to compare their answers.
**** T checks answers as a class. In stronger classes, T asks
Ss to explain why the other options do not summarise the main
idea.
e.g. A: This is not mentioned in the text.
B: Helping teens gain work experience is not the aim of
the club.
Key: C
To help TASK 3: MATCH THE HIGHLIGHTED WORDS IN THE TEXT 5 mins
students WITH THEIR MEANINGS. (p.46)
practise * T has Ss read the text again paying attention to the context of S
guessing each highlighted word, and looking for clues that they can use
the to guess the meaning, e.g. The first word ‘various’ in this
meaning of context must be an adjective to modify ‘volunteering activity’.
words from Among the given options, ‘several different’ is the best match
context. for this word. S-S
** Ss work in groups to discuss the clues and compare T-S
answers. T-S
*** Some Ss share the answers.
**** T checks answers as a class.
Key:
1. c 2. d 3. a 4. e 5. b
To help TASK 4: DECIDE WHETHER THE FOLLOWING 6 mins
students STATEMENTS ARE TRUE (T) OR FALSE (F). (p.46)
practise * T asks Ss to read the questions and underline the key words T-S
reading for in each of them.
specific e.g.
information. 1. Volunteer Club, set up, long after, school, opened;
2. All students, join, different, activities;
3. Money, selling handmade items, build, local centre, orphans,
homeless old people;
4. Club members, help, cook, free meals, poor families;
5. Students, volunteer, orphanage, community centre.
- T reminds Ss that the statements may include paraphrased or
opposite information so they should look for synonyms or
antonyms in the text. T-S
** T tells Ss to read through the text looking for the key words
they underlined in the statements or words with the same or
similar meaning, e.g. was set up (was formed), first opened Pair work
(was set up), or words with the opposite meaning, e.g. long T-S
after (shortly after).
*** Ss work in pairs to compare answers.
**** T checks answers. In stronger classes, T asks them to give
reasons for their answers.
Key:
1. F (shortly after)
2. T
3. F (to raise money for the local orphanage and homeless old
people)
4. T
5. F (deliver free meals)
POST - To help TASK 5: DISCUSS THE QUESTION (p.46) 10

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- students * T lets Ss work in pairs and discuss the question: Pair work mins
READI improve If you were a member of the Volunteer Club, what could you do
NG next time. to help? T-S
- Check ** T calls some Ss to present their answers in front of the whole S-S
students’ class.
understandi *** Ss give comments for their friends and vote for the most T-S
ng about interesting and informative presentation.
the reading **** T gives feedback and comments.
passage.
-To help
some
students
enhance
presentatio
n skills
CONS To help WRAP-UP T-S 3 mins
OLIDA students - Some lexical items about volunteering in the community
TION memorise - Reading for general and specific information about teenagers
the target and voluntary work.
language HOMEWORK
and skills - Prepare for the next lesson: Unit 4: Speaking
that they - Exercises in the workbook
have
learned

PERIOD 35: UNIT 4: FOR A BETTER COMMUNITY

Lesson 4: Speaking

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Talk about the benefits of volunteering activities
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skills
- Actively join in class activities
3. Personal qualities
- Develop a sense of helping the community and awareness of voluntary work
- Develop self-study skills

II. MATERIALS
- Grade 10 textbook, Unit 4, Listening
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Functions Useful expressions

First of all, …
Second, …
Order points and expressions
Third, …
Finally, …

For example, …
Giving examples For instance, …
…such as…

Assumptions
Anticipated difficulties Solutions
- Students may lack knowledge about some - Provide students with the form and use of some useful
useful structures. structures in their talk.

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- Students may have underdeveloped - Create a comfortable and encouraging environment for
speaking and students to speak.
co-operating skills. - Encourage students to work in pairs, in groups so that they can
help each other.
- Provide feedback and help if necessary.
- Some students will excessively talk in the - Explain expectations for each task in detail.
class. - Have excessive talking students practise.
- Continue to clarify task expectations in small chunks (before
every activity).

Board Plan

Date of teaching
UNIT 4: FOR A BETTER COMMUNITY
Lesson 4: Speaking
* Warm-up
Game: Jumbled words
Task 1: Choose the THREE most important benefits of volunteering activities.
Task 2: Complete the diagram.
Task 3: Presentation
Useful expressions
* Consolidation

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 Interac Time

tion
WARM - To introduce * GAME: JUMBLED WORDS 5 mins
-UP the topic of * T divides class into 2 teams. T prepares about 5 jumbled words T-S
reading. related to the topic.
- To enhance ** The teams raise hands to answer. The team that has the higher S-S
students’ skills number of correct answers and is the faster will be the winner.
of cooperating *** Ss do as instructed.
with **** T gives further explanation (if needed). T-S
teammates. Suggested questions:
1. anitondo (donation)
2. revloetun (volunteer)
3. dnuf (fund)
4. temero (remote)
5. tbosot (boost)
PRE- To introduce TASK 1: LOOK AT THE FOLLOWING BENEFITS OF 10
SPEA more ideas for VOLUNTEERING ACTIVITIES. CHOOSE THE THREE MOST mins
KING the main IMPORTANT BENEFITS. (p.46) T-S
speaking task * T asks Ss to read the list of benefits individually. T checks
and get comprehension and explains any phrases Ss may find hard.
students e.g. coming into contact, essential life skills, management skills,
involved in the appreciate, be positive, a sense of purpose in life. Ss
lesson. ** Ss choose the three most important benefits. S-S
*** Some Ss share the answers with the whole class. T-S
**** T gives feedback and checks if Ss have come up with any
new benefits and write best ideas on the board.
To help TASK 2: COMPLETE THE DIAGRAM WITH EXAMPLES AND 10
students DETAILS THAT EXPLAIN THE BENEFITS OF VOLUNTEERING mins
structure their ACTIVITIES. (p.46) T-S
presentation. * T asks Ss to study examples in the diagram and see how each
benefit of volunteering activities is explained with examples and Pair
details. work

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

** Ss work in pairs to complete their diagrams. S-S

*** Some Ss share the answer with the whole class. T-S
**** T walks round the class and offer help. T makes sure Ss have
completed at least the first two benefits before moving on to the
next activity.
Answers:

WHILE To help TASK 3: GIVE A PRESENTATION ABOUT THE BENEFITS OF 17

- students VOLUNTEERING ACTIVITIES. (p.46) mins
SPEA enhance * Teacher: T-
KING presentation - Explains the task and focuses Ss’ attention on the expressions. S
skills - Elicits how we use them in presentations and reports, e.g. We
use the expressions on top to order points and the expressions on
the bottom to give examples.

Functions Useful expressions

First of all, …
Order points and Second, …
expressions Third, …
Finally, …

For example, …
Giving examples For instance, …
…such as…

** Ss work in groups and decide how they will present the Group
information in their diagrams, who is going to introduce and end work
the presentation, and how to divide the different points among
group members.
*** Ss practise their presentations in a time limit of 8 - 10 minutes
while teacher walks round the class to monitor Ss’ preparation and
makes sure that shy Ss also have the opportunity to contribute. T-S
*** T invites some groups of Ss to give their presentations in front
of the whole class. When Ss finish their presentations, T lets them
reflect on their performance.
e.g. Say what they think they did well and how they can improve
on the content or delivery.
**** Teacher:
- asks other Ss to give further comments.
- praises for good effort, highlights the presenters’ strong points
and makes suggestions for better organisation and presentation of
their ideas.
CONS To help WRAP-UP T-S 3 mins
OLIDA students - Some lexical items about volunteering in the community
TION memorise the - Reading for general and specific information about teenagers

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target language and voluntary work.

and skills that HOMEWORK
they have - Prepare for the next lesson, Listening
learned - Exercises in the workbook

PERIOD 36: UNIT 4: FOR A BETTER COMMUNITY

Lesson 5: Listening

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Use the lexical items related to the topic For a better community
- Listen for specific information about volunteering activities
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Develop a sense of helping the community and awareness of voluntary work
- Develop self-study skills

II. MATERIALS
- Grade 10 textbook, Unit 4, Listening
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Assumptions
Anticipated difficulties Solutions
- Students may have - Play the recording many times if necessary.
underdeveloped listening skills. - Encourage students to work in pairs, in groups so that they can help each
other.
- Provide feedback and help if necessary.
- Some students will excessively - Explain expectations for each task in details. Have students practice excessive
talk in the class. talking.
- Continue to explain task expectations in small chunks (before every activity).

Board Plan

Date of teaching
UNIT 4: FOR A BETTER COMMUNITY
Lesson 5: Listening
* Warm-up: Answer the questions
Task 1: Read the job advert and answer the questions.
Task 2: Listen and choose the best answer.
Task 3: True or false.
Task 4: Discussion
* 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 Interac Time

tion
WARM - To introduce ANSWER THE QUESTIONS. T-S 5 mins
-UP the topic of * T asks Ss some questions about job adverts.
reading. What is a job advert?
- To enhance What information is included?
students’ skills Where can you see job adverts?

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of cooperating ** Ss spend some time thinking about the answers for the S-S
with teammates. questions.
*** Some Ss share the answers with the whole class. T-S
**** T confirms the answers and leads in the new lesson.
PRE- TASK 1: READ THE JOB ADVERT AND ANSWER THE 7 mins
LISTE QUESTIONS. (p.47) T-S
NING To set the * T asks Ss to look at the job advert and asks questions to see
context of the how much Ss know about job adverts.
listening text 1. Who needs volunteers?
and activate 2. Who can apply for the job? Ss
students’ prior ** Ss read the job advert and find the information to answer them. S-S
knowledge. *** Two Ss share the answers with the whole class. T-S
**** T checks answers as a class. Then ask other questions, e.g.
Does the job advert mention what qualities are required for this
job? Will people get paid? Where will they work?
Key:
1. The City Centre for Community Development
2. People who are interested in community development projects
and have a couple of hours to spare at the weekend.
WHILE To help students TASK 2: LISTEN TO AN ANNOUNCEMENT AND CHOOSE THE 10
- practise listening BEST ANSWER TO COMPLETE EACH SENTENCE. (p.47) mins
LISTE for specific * T asks Ss to look at the format of this activity and makes sure Ss T-S
NING information. know how they must answer the multiple choice questions. Then T
has them read through the questions carefully and checks if they
understand all the vocabulary.
** Ss listen and choose the best answer to complete each Ss
sentence. Pair
*** Some Ss compare their answers in pairs / groups. work
**** T checks answers by playing the recording again and pausing T-S
after the parts of the announcement containing the information.
Key:
1. B 2. B 3. C 4. A 5. C
To help students TASK 3: LISTEN AGAIN AND DECIDE WHETHER THE 10
practise listening STATEMENTS ARE TRUE (T) OR FALSE (F). (p.47) mins
for specific * T asks Ss to read through the statements carefully and checks if T-S
information. they understand all the vocabulary.
** Ss underline the key words / phrases in each statement, decide Ss
whether these statements are true or false.
Key words/ phrases:
1. helps people in the area;
2. Only poor people, get support;
3. looking for volunteers now;
4. new volunteers, only become members; local community
development network;
5. deadline, application letter, 1st January.
*** Some Ss compare their answers in pairs / groups. Pair
**** T checks answers as a class by playing the recording again work
and pausing after the parts of the announcement containing the T-S
information.
Key:
1. T
2. F (Teenagers, lonely old people and others also get support
from this centre)
3. T
4. F (local and national)
5. T
POST To give students TASK 4: WORK IN GROUPS. DISCUSS THE FOLLOWING 10
- an opportunity to QUESTION. (p.47) T- mins
LISTE personalise the * T asks Ss to list the activities for community development S
NING language and mentioned in the recording (building houses for poor people,
ideas from the helping lonely old people, creating facilities such as children’s
listening in a playgrounds). Group
speaking task. ** Ss work in groups and brainstorm other activities for community work
development.
*** Some groups discuss the question and take notes of their
ideas. T-S

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****T invites some groups of Ss to give their presentations in front

of the whole class.
CONS To help students WRAP-UP 3 mins
OLIDA memorise the - Some lexical items related to the topic For a better community
TION target language - Listen for specific information about volunteering activities
and skills that HOMEWORK
they have - Prepare for the next lesson, Writing
learned - Exercises in the workbook

PERIOD 37: UNIT 4: FOR A BETTER COMMUNITY

Lesson 6: Writing

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Use the lexical items related to the topic For a better community
- Write an application letter for volunteer work
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Develop a sense of helping the community and awareness of voluntary work
- Develop self-study skills

II. MATERIALS
- Grade 10 textbook, Unit 4, Writing
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Assumptions
Anticipated difficulties Solutions
Students may have - Guide students to make an outline of the letter.
underdeveloped writing - Encourage students to work in pairs and in groups so that they can help each other.
skills. - Provide feedback and help if necessary.

Board Plan

Date of teaching
UNIT 4: FOR A BETTER COMMUNITY
Lesson 6: Writing
* Warm-up
Game: Hangman
* Writing
Task 1: Match the paragraphs with their aims.
Task 2: Read and answer the questions.
Task 3: Complete the application letter.
* 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 Interac Time

tion
WARM - To introduce the GAME: HANGMAN 5 mins

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-UP topic of writing. * T divides the class into 2 teams and gives suggestion: This is a T-S
- To set the kind of letter you need to write when you apply for a job.
context for the ** Ss spend some time thinking about the answer. S-S
writing part. *** Each team takes turns to guess a letter. T reveals the correct T-S
letter as the Ss speak. The team who can speak out the correct
word/ phrase will be the winner.
**** T draws Ss’ attention to the phrase APPLICATION LETTER
and lets them know they are going to learn about. T-S
Key: APPLICATION LETTER
PRE- To provide an TASK 1: READ THE APPLICATION LETTER FOR A 7 mins
WRITI example job VOLUNTEER POSITION. MATCH THE PARAGRAPHS WITH
NG application letter, THEIR AIMS. (p.48) T-S
which students * T asks Ss to look at the application letter for a volunteer Pair
can use as a position. work
model for their ** Ss pay close attention to how the letter is organised (sender’s
writing. address, date, receiver's address, opening, closing). T-S
*** Ss work in pairs, study the three paragraphs of the letter and
match each one with one of the aims and underline words and
phrases that support the aims.
**** T checks answers as a class.
Key:
Paragraph 1: C
Paragraph 2: A
Paragraph 3: B
To introduce the TASK 2: READ THE JOB ADVERT AND ANSWER THE 8 mins
context of the QUESTIONS. (p.48) T-S
writing task and * T asks Ss to read the job advertisement and underline
help students important information, e.g. the job, who can apply, job duties. T
develop ideas for elicits or explains the meaning of words and phrases Ss may not
their writing. know, e.g. Heart to Heart, charitable, reliable, head office. Ss
** Ss focus attention on the two questions. Pair
*** Ss work in pairs and answer the questions. work
**** T checks answers as a class. T-S
Key:
1. Reliable and hardworking.
2. Welcoming guests and visitors, and receiving and sorting
donations.
WHILE To help students TASK 3: COMPLETE THE APPLICATION LETTER FOR THE 15
- practise writing an JOB. (p.48) T-S mins
WRITI application letter * T asks Ss to look at the outline of the application letter and
NG for a volunteer identify the information they will need to complete it. Individ
job. ** Ss work individually to write a draft. ual
*** Ss check their draft for the first time. work
**** T goes around and offers help if needed. T-S

Sample answer:
877 Kim Ma Street
Ba Dinh, Ha Noi
12 March 2022

Heart to Heart Charitable Organisation

100 Ha Thanh Street, Ha Noi

Dear Sir or Madam,

I am writing to apply for a volunteer position at the head office of
Heart to Heart Charitable Organisation. I saw the job advert on
our school notice board.
I am interested in volunteer work and projects to help people in
our community. I am polite, reliable and hardworking. I also have
great people skills, which I believe are important for this position.
I am available for an interview on any weekday after 4.30 p.m. or
at weekends. If my application is successful, I can start next
month.
I look forward to hearing from you.
Yours faithfully,
Nguyen Ha Anh

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POST To do a cross- * T has the groups swap and give feedback on each other’s T-S 7 mins
- check and final writing. Pair
WRITI check on ** Ss work in pairs and swap their draft letters for peer review. work
NG students’ writing. *** T then gives feedback on one writing as a model. T-S
**** T collects Ss’ writings to mark and provides written feedback
in the next lesson.
CONS To help students WRAP-UP T-S 3 mins
OLIDA memorise the - Some lexical items related to the topic For a better community
TION target language - Write an application letter for volunteer work.
and skills that they HOMEWORK
have learned - Rewrite the paragraph in the notebooks.
- Prepare for the next lesson: Communication and culture/ CLIL
- Exercises in the workbook

PERIOD 38: UNIT 4: FOR A BETTER COMMUNITY

Lesson 7: Communication and Culture/CLIL

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Use the lexical items related to the topic For a better community
- Revise how to describe feelings
- Know more information about Save the Children and what it has contributed to the development of Viet Nam
2. Core competence
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
- Actively join in class activities
3. Personal qualities
- Develop a sense of helping the community and awareness of voluntary work
- Understand more about Save the Children and what it has contributed to the development of Viet Nam

II. MATERIALS
- Grade 10 textbook, Unit 4, Communication and culture/ CLIL
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Useful expressions

I feel / felt / am / was excited / confused /confident/ pleased …

To be honest, I'm / I was a little bit stressed / disappointed / upset ...

Volunteering / Helping people made me feel happy / grateful / appreciated ...

Assumptions

Anticipated difficulties Solutions

Students may have - Encourage students to work in pairs and in groups so that they
underdeveloped speaking and co- can help each other.
operating skills. - Provide feedback and help if necessary.

Some students will excessively talk - Explain expectations for each task in detail.
in the class. - Have excessive talking students practise.
- Continue to explain task expectations in small chunks (before
every activity).

Board Plan

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

Date of teaching
UNIT 4: FOR A BETTER COMMUNITY
Lesson 7: Communication and Culture/ CLIL
* Warm-up
Game: Who remembers more?
I. Everyday English
Task 1: Listen and complete the conversation.
Task 2: Role-play
II. Culture
Task 1: Read and complete the diagram.
Task 2: Talk about Save the Children.
* 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 Interac Time

tion
WARM- - To introduce GAME: WHO REMEMBERS MORE? 5 mins
UP the topic. * T divides Ss into 2 teams, lets Ss watch a video clip about T-S
- To enhance volunteering and asks them to remember information about:
students’ skills Three principles of volunteering and places of volunteering.
of cooperating (Link: https://www.youtube.com/watch?v=tYmvsrkN8po)
with ** Ss work in 2 teams and write the answers on the given paper S-S
teammates. sheets. T-S
**** T plays the video clip again on the screen and checks the
answers with the whole class.
Suggested answer:
Three principles of volunteering:
+ Free will
+ Not paid
+ Making a difference
Places of volunteering:
+ Beaches
+ Fields
+ Streets
+ Hospitals
+ Schools
+ Prisons
EVERY To review TASK 1: LISTEN AND COMPLETE THE CONVERSATION 7 mins
DAY expressions WITH THE WORDS FROM THE BOX. THEN PRACTISE IT IN
ENGLIS for describing PAIRS. (p.49) T-S
H feelings. * T asks Ss to read through the incomplete conversation and
checks comprehension by asking questions.
+ Who are the speakers?
+ What are they talking about?
+ How is Lan feeling now? Ss
** Ss listen and complete the conversation with the words from S-S
the box.
*** 2 Ss to read out the conversation and underline expressions
used to ask for feelings (How was it? Was everything OK?) and
express feelings (You look very cheerful, I’m so happy and T-S
relaxed, I was confused, I felt a little bit worried, I’m so excited
about it.).
**** T puts Ss in pairs and have them practise the conversation.
Key:
1. C 2. D 3. B 4. A
To help TASK 2: ROLE-PLAY (p.49) 10 mins

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THPT Yên Viên Giáo Án Tiếng Anh 10 ( Global Success )

students Imagine you are back from a volunteer trip. Work in pairs.
practise Take on a role and act out a conversation like the one in 1.
expressing Use the expressions below to help you.
feelings in * Teacher: T-S
their own - asks Ss to work in pairs and explains the context.
conversations - in weaker classes, underlines the words and phrases in the
about a conversation that Ss can replace with their own ideas. T can also
volunteer trip. write some prompts on the board.
- in stronger classes, encourages them to be more creative and
use different sentence structures.
Useful expressions
I feel / felt / am / was excited / confused /confident/ pleased
…
To be honest, I'm / I was a little bit stressed / disappointed /
upset ...
Volunteering / Helping people made me feel happy / grateful
/ appreciated ...
Pair
** Ss practise their conversation in pairs. work
*** Some pairs act out their conversations in front of the class.
**** T praises for good effort, clear pronunciation, fluent delivery T-S
and interesting ideas.
CULTU To help TASK 1: READ THE TEXT BELOW AND COMPLETE THE 10 mins
RE students learn DIAGRAM ABOUT SAVE THE CHILDREN. (p.49-50)
about Save * T asks Ss some questions to find out what they already know T-S
the Children about Save the Children.
and what it + What do you know about this organisation?
has + When was it formed?
contributed to + What is the main aim of this organisation?
the + When did it start working in Viet Nam?
development ** Ss work in pairs and read the text about Save the Children Pair
of Viet Nam. and complete the diagram. work
*** Some Ss write their missing words on the board.
**** T checks answers as a class. S-S
Key: T-S
1. 120
2. improve (their) teaching skills and use digital technology
3. to go to school
4. life-saving skills
To help TASK 2: WORK IN GROUPS. USE THE DIAGRAM TO TALK 10 mins
students ABOUT SAVE THE CHILDREN. (p.50)
practise talking * T asks Ss to form small groups and has each student in the Group
about Save group prepare a brief talk about Save the Children based on their work
the Children completed diagram.
using the ** Ss prepare the talk in 2-3 minutes and practice in 5-6 minutes.
completed *** Ss talk about the organisation in front of the whole class. S-S
diagram. **** T gives feedback. T-S
CONSO To help WRAP-UP 3 mins
LIDATIO students - Use the lexical items related to the topic For a better
N memorise what community
they have - Revise how to describe feelings
learned - Know more information about Save the Children and what it
has contributed to the development of Viet Nam
Homework:
- Prepare for the next lesson: Looking back and project
- Exercises in the workbook

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PERIOD 39: UNIT 4: FOR A BETTER COMMUNITY

Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 4
- 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 4, Looking back and project
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Assumptions

Anticipated difficulties Solutions

Students may have - Encourage students to work in pairs and in groups so that they can help
underdeveloped speaking and each other.
co-operating skills. - Provide feedback and help if necessary.

Some students will excessively - Explain expectations for each task in detail.
talk in the class. - Have excessive talking students practise.
- Continue to explain task expectations in small chunks (before every
activity).

Board Plan

Date of teaching
UNIT 4: FOR A BETTER COMMUNITY
Lesson 8: Looking back and project
* Warm-up: Brainstorming
I. Looking back
Pronunciation: Listen and mark the stressed syllables.
Vocabulary: Fill in the gaps.
Grammar: Complete the sentences.
II. Project
A volunteer project
* 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 - To revise BRAINSTORMING T-S 5 mins
-UP the * T divides the board and divides the class into 2 teams.
two-syllable ** Ss listen to the instructions. Team work

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words with *** Members of each team take turns and write as many two-
the same syllable words with the same spelling as possible in 2 T-S
spelling and minutes.
lead in the **** The group having more correct answers is the winner.
next part of Suggested answer:
the lesson. increase
- To enhance record
students’ present
skills of import
cooperating perfect
with rebel
teammates. …
LOOKI To help PRONUNCIATION 5 mins
NG students Listen and mark the stressed syllables in the words in
BACK revise the bold. Then practise saying the sentences. (p.50)
stress * T asks Ss to listen and mark the stressed syllables in the T-S
pattern in words in bold in each sentence.
two-syllable ** Ss practise saying these sentences out loud in pairs / Group work
words with groups, paying close attention to the stress pattern of the
the same words in bold. S-S
spelling. *** Some Ss say these sentences out loud in front of the class. T-S
**** T corrects Ss if necessary and praises for good
pronunciation and fluent delivery.
Key:
1. We hope that the number of volunteers will in'crease this
year.
2. When will you pre'sent your report about the volunteer
project?
3. I always keep a 'record of visitors’ donations.
4. We still im'port too many products that can be made in our
country.
To help VOCABULARY 5 mins
students Fill in the gaps with the correct forms of the words in
revise brackets. T-S
adjectives * T asks Ss to read each sentence and checks
ending in - comprehension. Then T focuses Ss’ attention on the words in Ss
ed, -ing, brackets.
-ful, and - ** Ss brainstorm words that can be formed from the words in
less and brackets, e.g. ending, endless, excited, exciting, helpful, helpless, Ss
words related volunteer (v-n), voluntary, volunteering, donation, donors.
to the topic of *** Ss study the context carefully and decide on the T-S
community adjectives to fill in these gaps.
development. **** T checks answers as a class by asking individual Ss to
read the sentences.
Key:
1. endless
2. excited
3. helpful
4. volunteers
5. donations
To help GRAMMAR 7 mins
students Complete the sentences using the correct forms of the
revise the verbs in brackets. Use the past simple or past
use of the continuous. T-S
past simple * T asks Ss to read each sentence and put the verb in
and past brackets in the correct form. Ss
continuous ** Ss study the context carefully and decide which action is
with when the longer one. Pay attention to the use of the connectives Group work
and while. when and while. T-S
*** Ss check their answers in pairs / groups.
**** T checks answers as a class by asking individual Ss to
read the sentences.
Key:
1. met, were working
2. were walking, saw
3. noticed, was delivering

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4. arrived, was giving

PROJ To allow A VOLUNTEER PROJECT 20 mins
ECT students to As Ss have prepared for the project throughout the unit, the
apply what focus of this lesson should be on the final product, which is
they have an oral presentation. T-S
learnt * T has Ss work in their groups. Give them a few minutes to Group work
(vocabulary get ready for the presentation. T-S
and ** T gives Ss a checklist for peer and self-assessment. T
grammar) explains that they will have to tick appropriate items while
into practice listening to their classmates’ presentations and write
through comments if they have any. The presenters should complete
a project. their self-assessment checklist after completing their S-S
presentation.
***Two or three groups give their presentations. T T-S
encourages the rest of the class to ask questions at the end.
****T gives praise and feedback after each presentation.
CONS To help WRAP-UP T-S 3 mins
OLIDA students - Review the vocabulary and grammar of Unit 4
TION memorise - Apply what they have learnt (vocabulary and grammar) into
what they practice through a project
have learned HOMEWORK
- Prepare for the next lesson: Unit 5 – Lesson: Getting started
- Exercises in the workbook

PERIOD 40: UNIT 5: INVENTIONS

Lesson 1: Getting started

I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- An overview about the topic: inventions for education.
- Vocabulary to talk about inventions for education.
2. Core competence
- Develop communication skills and awareness of inventions for education.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Develop flexibility and creativity in learning.
- Be responsible for studying, using educational apps.
II. MATERIALS
- Grade 10 textbook, Unit 5, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent

to produce or design something that has not

1. invent (v) /ɪnˈvent/ phát minh, sáng chế
existed before

to become better than before; to make cải thiện, trở nên tốt
2. improve (v) /ɪmˈpruːv/
something/somebody better than before hơn

right or appropriate for a particular purpose

3. suitable (adj) /ˈsuːtəbl/ or /ˈsjuːtəbl/ phù hợp
or occasion

a piece of software that you can download to

4. app (n) /æp/ ứng dụng
a device such as a smartphone or tablet

5. convenient useful, easy or quick to do; not causing

/kənˈviːniənt/ tiện lợi, thuận lợi
(adj) problems

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Assumptions
Anticipated difficulties Solutions
- Students may not know the meanings of some - Provide students with some lexical items before listening
words in the conversation. and reading the conversation.
- Students may not know how to work in teams. - Give short, clear instructions and help if necessary.

Board Plan

Date of teaching
UNIT 5: INVENTIONS
Lesson 1: Getting started
* Warm-up: Guessing game
I. Vocabulary
1. invent (v): phát minh, sáng chế
2. improve (v): cải thiện, trở nên tốt hơn
3. suitable (adj): phù hợp
4. app (n): ứng dụng
5. convenient (adj): tiện lợi, thuận lợi
II. Practice
Task 1: Listen and read.
Task 2: Read and answer the questions.
Task 3: Find three nouns and three adjectives.
Task 4: Fill in the gaps.
* 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 Interac Time

tion
WARM - To GUESSING GAME 5 mins
-UP activate * T gives instructions: T-S
students’ - T brings 3-5 pictures of technological inventions made in the past few
knowledge centuries such as computers, laptops, smartphones, and calculators.
on the topic - T folds each picture in half (or as many times as necessary), then
of the unit. shows each folded picture to the class and asks the class to guess
- To create what it is.
a lively - If no one can guess correctly, T unfolds part of the picture in front of
atmosphere the class until someone can guess the name of the invention. S-S
in the ** Ss look at each of the folded pictures and guess what it is.
classroom. *** Ss work in 4 groups, look at each of the folded pictures from the
- To lead teacher, quickly discuss with each other, and guess what it is. T-S
into the new **** T checks and corrects if Ss spell or pronounce the words/ phrases
unit. incorrectly.
- T asks: What is common between these pictures?
Suggested answer: They are all the result of advances in modern
technology.
- T leads in the lesson: Technological inventions have brought a lot of
benefits to our lives. We are going to find out more about these
inventions: what they are and how they facilitate your studies.
VOCA To help * T asks Ss to look at the explanation and the photos to guess the T-S 5 mins
BULA students meaning of new words.
RY use key ** Ss say the Vietnamese meaning of the word.
language 1. invent (v) /ɪnˈvent/: phát minh, sáng chế
more 2. improve (v) /ɪmˈpruːv/: cải thiện, trở nên tốt hơn
appropriatel 3. suitable (adj) /ˈsuːtəbl/ or /ˈsjuːtəbl/: phù hợp
y before 4. app (n) /æp/: ứng dụng
they read 5. convenient (adj) /kənˈviːniənt/: tiện lợi, thuận lợi

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and listen. *** Other Ss correct if the previous answers are incorrect.
**** T shows the Vietnamese meaning, says the words aloud and asks
Ss to repeat them.
PRAC - To get TASK 1. LISTEN AND READ (p.52) 8 mins
TICE students * T asks Ss to look at the picture (p.52) and answer the questions: T-S
interested
- What’s the
in the topic.
relationship
- To get
between the
students to
speakers?
learn some
- What do you
vocabulary
think they are
to be learnt
talking about?
in the unit. T-
* T plays the recording twice, has Ss listen to the conversation, read S
along and underline the words and phrases describing inventions for
education. S
** Ss do the task individually. S-S
*** Ss share their answers with a partner. T-S
**** T checks their answers with the whole class.
Suggested answer:
Laptops: useful, allowed us to study better and work faster, completely
changed our lives in the last 20 years.
Smartphones: improved the way we work and study, suitable for
learning, a lot of fun to learn with educational apps, convenient for
learners to use, allow us to communicate and learn at the same time. T-S
* T has the Ss read the conversation in pairs. S-S
** Ss read the conversation. S-S
*** One pair reads aloud. T-S
**** T collects common mistakes and gives comments.
- To TASK 2. READ THE CONVERSATION AGAIN AND ANSWER THE 10
practise FOLLOWING QUESTIONS. (p.53) mins
reading for * T asks Ss to work individually to read the questions and underline the T-S
specific key words, then share their ideas with a partner sitting next to them.
information ** Ss do task 2 individually first. S-
- To *** Ss share and discuss with their partners about the key words. S
practise **** T corrects their answers as a class.
scanning Suggested answer: T-S
- To 1. What inventions are Phong and his dad talking about?
develop 2. How useful are laptops?
students’ 3. Why is it fun and convenient to learn with educational apps on
knowledge smartphones?
of * T asks Ss to scan the conversation, locate the key words to find the
inventions answer for each question with the partner sitting behind them. T-S
for ** Ss do the task in pairs.
education. **** T divides the class into two big teams, has Ss in each team take S-S
turns to choose a number in the game Lucky number to check the T-S
answers.
Key:
1. They are (talking about) laptops/ computers and smartphones.
2. (Since they were invented,) Laptops have allowed us to study better
and work faster.
3. Because you can use educational apps that allow you to
communicate and learn at the same time.
- To help Ss TASK 3: FIND THREE NOUNS AND THREE ADJECTIVES IN THE 4 mins
revise CONVERSATION IN 1 TO TALK ABOUT INVENTIONS. FOLLOW
some THE EXAMPLE. (p.53)
collocatio * T has Ss find three nouns and three adjectives from the conversation T-S
ns for in task 1.
inventions ** Ss work individually. S
so that *** Ss share their answers with a partner. S-S
they can **** T checks and gives the correct answers with the whole class, elicits T-S
use them the meaning of any words Ss don’t know or find hard to understand.
in the
following
lessons.
- To

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practise
Key:
scanning.
1. useful
(example)
2. smartphone
3. suitable
4. laptop
5. apps
6. valuable

To help TASK 4. FILL IN THE GAP IN THE SUMMARY OF THE 6 mins

students CONVERSATION WITH ONE WORD FROM 1. (p.53)
identify * T has Ss read a summary of the conversation, fill in each gap in the T-S
some future summary with ONE word from task 1.
structures ** Ss do the task individually. S
with the *** Ss share the answers with a peer. S-S
present **** T checks answers as a class, asks individual students to read out T-S
perfect the sentences, and writes the missing words on the board.
tense, Answers:
gerunds, to- 1. for
infinitives, 2. have
and how 3. improved
they are 4. to
used in 5. to
sentences. 6. learn
CONS - To help WRAP-UP T-S 7 mins
OLIDA students T asks Ss: what have we learnt today?
TION memorise - Some lexical items about Inventions.
the target - Reading for specific information.
language - Scanning.
and skills HOMEWORK
that they - Talk about one invention for education and its usefulness (for a
have minute).
learned. - Do exercises in the workbook.
- Project Preparation
- Ask Ss to open their books at the last page of Unit 5, the Project
section, look at the picture and say what the topic of the Project is
- To (Inventions for the classroom).
prepare for - Tell Ss about the project requirements: Ss will have to think of a
the unit useful invention for the classroom and then give an oral presentation of
project their ideas in the last lesson of the unit. The invention can be either real
or imaginary.
- alternatively, asks Ss to prepare a poster presenting their ideas. In a
poster presentation, Ss will display their inventions on posters and
hang them around the classroom. One representative from each group
will stand next to the poster. The rest will walk around, study the
posters and talk to any representative of a group if they want to learn
more about an invention. Then the class will sit down and vote for the
best invention.
- Suggest the steps Ss should follow:
1. Collecting information (searching the Internet, reading newspapers,
etc.)
2. Illustrate their inventions on computer or on posters, etc.
3. Rehearse for the oral or poster presentation.
- Put Ss into groups and have them choose their group leader. Then
ask them to assign tasks for each group member, making sure that all
group members contribute to the project work.
- Help Ss set a deadline for each task.

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PERIOD 41: UNIT 5: INVENTIONS

Lesson 2 – Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Inventions.
- Pronounce stress in three-syllable nouns correctly.
- Understand the present perfect, gerunds and to-infinitives.
2. Core competence
- Be collaborative and supportive in pair work and teamwork.
- Access and consolidate information from a variety of sources.
- Actively join in class activities.
3. Personal qualities
- Develop flexibility and creativity in learning.
- Be responsible for studying, using educational apps.
II. MATERIALS
- Grade 10 textbook, Unit 5, Language.
- Computers connected to the Internet.
- Projector/ TV/ pictures and cards.
- sachmem.vn

Language analysis
Verb Form Use
tense
We use the present perfect to talk about:
(+) S + have/ has
- Something that happened in the past, but is still true or important now.
+ PII + …
Example: I have lost my key. Now I can’t open the door.
- Something that started in the past, and is still happening now (often use with
Present since or for).
(-) S + haven’t/
perfect Example: They have lived here for a year.
hasn’t + PII + …
- Something that was completed in the very recent past (often used with just or
(+) Have/ has + S recently).
+ PII+ … ? Example: He has just finished his homework.

We use gerunds:
- after verbs such as avoid, enjoy, finish …
Gerunds: Verb + -
Example: I enjoy cooking.
ing
- as subjects of sentences.
Example: Learning English is fun.
We use to-infinitives:
Gerunds - after verbs such as want, decide, allow …
and Example: My parents don’t allow me to use a smartphone.
infinitives - after adjectives to give opinions, starting with it’s …
To-infinitives: to + Example: It’s fun to learn English.
verb - as subjects of sentences.
Example: To learn English is fun.
Note: Some verbs such as like, love, and hate can be followed by either gerunds
or to-infinitives.
Example: I like playing/ to play computer games.

Assumptions
Anticipated difficulties Solutions
- Students may be confused when using - Give clear explanations with examples for each case.
gerunds and to-infinitives. - Give clear instructions, give examples before letting students work in
- Students may have underdeveloped groups.
speaking and co-operating skills. - Provide feedback and help if necessary.

Board Plan

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Date of teaching
UNIT 5: INVENTIONS
Lesson 2 – Language
* WARM-UP: Guessing the years of inventions.
I. Pronunciation
- Task 1: Listen and repeat.
- Task 2: Cross the river.
II. Vocabulary
Experiment
Devices
Laboratory
Hardware
Software
Equipment
III. Grammar
- Present perfect: Circle the correct answers.
- Gerunds and to-infinitives: Complete the sentences.
- Game: Running dictation
* 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 Interac Time

tion
WARM- - To activate GUESSING THE YEARS OF INVENTIONS. 5 mins
UP students’ prior * T puts Ss into groups of 5. T gives each group a list of 5 T-S
knowledge and important inventions (refrigerator, the Internet, telephone, paper,
vocabulary light bulb), (checks that everybody knows what each word
related to the means), and asks Ss to compile a list of the inventions in
topic. chronological order (the most recent invention must be the first in
- To enhance the list). The group having the largest number of correct answers
students’ skills is the winner. S-S
of cooperating ** Ss listen to the instructions.
with *** Ss work in teams, discuss, and compile a list of the inventions
teammates. in chronological order. T-S
- To lead into **** T checks and corrects if Ss spell or pronounce the words/
the new unit. phrases incorrectly.
Key:
The Internet (1983)
Refrigerator (1899)
Light bulb (1879)
Telephone (1876)
Paper (105)
- T leads in the lesson of Language.
PRONUN - To help TASK 1: LISTEN AND REPEAT. 5 mins
CIATION students Pay attention to the stressed syllable in each word. (p.53)
understand the * T introduces the rules of stress in three-syllable nouns, then T-S
stress patterns gives Ss relevant examples.
in some - T asks Ss to give some examples of three-syllable nouns and
common asks them to put stress on each word.
three-syllable ** Ss give some examples and put stress on each word. S
nouns. *** Other Ss correct if the previous answers are incorrect. S
- To help **** T draws Ss’ attention to the stress patterns in some common T- S
students three-syllable nouns.
recognise the * T asks Ss to look at the words, explains what the big and small T-S
stress patterns dots mean, then asks Ss to listen and repeat after the recording.
in some ** Ss listen and repeat after the recording; pay attention to the S
common stressed syllable in each word.

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three-syllable *** Some Ss say the words after playing the recording. S
nouns. **** T checks their pronunciation. T- S
To help TASK 2: CROSS THE RIVER 10
students Connect all the words with the stress pattern to cross the mins
recognise the river. Then listen and check your answers. Practise saying
stress patterns these words in pairs. (p.53) T-S
in some * T tells the Ss that they are going to play a game called “Cross
common the river”. They work in pairs and need to connect all the words
three-syllable with the stress pattern to cross the river. S
nouns and ** Ss listen to the instructions. S
pronounce *** Ss work in pairs and do as required. T walks round the class
them correctly. and offers help if Ss find it difficult to pronounce the words. T-S
**** T plays the recording and has Ss check their answers. T
then puts Ss in pairs and has them practise saying all the words.
Key:

VOCABU To introduce TASK 1. UNSCRAMBLE THE UNDERLINED LETTERS IN 4 mins

LARY more topic- THESE WORDS.
related words. Use the pictures and the glossary (page 127) to help you. T-S
(p.54)
* T asks Ss to unscramble the underlined letters in the given S
words, using pictures and the glossary if they need help. S
** Ss work independently and unscramble the underlined letters. T-S
*** Ss share their answers in pairs before discussing as a class.
**** T checks answers as a class by asking individual Ss to call
out and write the words on the board, then gives feedback.
Key:
1. experiment
2. devices
3. laboratory
4. hardware
5. software
6. equipment
To give TASK 2. MATCH THE WORDS IN TASK 1 WITH THEIR 5 mins
students MEANINGS. T-S
practice in * T asks Ss to match the words with their meanings in pairs.
identifying the 1. device a. the machines and electronic parts in a
words. computer or other electronic system
2. laboratory b. a scientific test that is done in order to study
what happens and to gain new knowledge
3. c. the programs used by a computer for doing
experiment particular jobs
4. d. a room or building used for scientific
equipment research, experiments, testing, etc.
5. software e. the things that are needed for a particular
purpose or activity
6. hardware f. a piece of computer equipment, especially a
small one such as a smartphone
S-S
** Ss do the task in pairs. S-S
*** Some pairs share their answers with the whole class. T-S
**** T gives feedback and corrections (if necessary).
Key:
1. f 2.d 3. b 4. e 5. c 6. a
GRAMMA - To have GRAMMAR: RECALL 6 mins
R students * T lets Ss recall the form of the present perfect and elicits from T-S
revise the Ss the rules of using the present perfect.
present - T asks Ss to revise the use of gerunds and to-infinitives.
perfect, ** Ss do as required and give some examples of the present S

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gerunds and perfect, gerunds and to-infinitives.

to-infinitives. *** Ss discuss in pairs to check their answers. S
- To help **** T draws Ss’ attention to the present perfect, gerunds and to- T- S
students infinitives.
understand the CIRCLE THE CORRECT ANSWERS. (page 54) T-S
use of the * T has Ss read the sentences individually, and asks them to
present choose the correct answers. S
perfect, ** Ss work individually as required. S
gerunds and *** 2 Ss write their answers on the board. T-S
to-infinitives. ****T gives feedback and corrections (if necessary). T goes
through each sentence and asks Ss to explain why they have
selected that form.
Key:
1. have just found
2. invented, have created
3. has lost
To give COMPLETE THE SENTENCES USING THE GERUND OR THE 5 mins
students TO-INFINITIVE OF THE VERBS IN BRACKETS. SOMETIMES
practice in BOTH FORMS ARE POSSIBLE. T-S
using the * T has Ss read the sentences individually, asks them to
present complete the sentences using the gerund, the to-infinitive, or
perfect, both forms of the verbs in brackets. S
gerunds and ** Ss work individually as required. S
to-infinitives. *** 2 students write their answers on the board. T-S
**** T gives feedback and corrections (if necessary). T goes
through each sentence and asks Ss to explain why they have
selected that particular form.
Key:
1. using
2. to study
3. Playing/ To play
4. to study
EXTRA To give GAME: RUNNING DICTATION 4 mins
ACTIVITY students a * T prepares 3 sentences unrelated to each other, one sentence T- S
chance to per strip, using the vocabulary and grammar from the lesson. T
apply what sticks the sentence strips on the walls.
they have - T divides Ss into groups of 5. Each group has 1 secretary (to sit
learnt. and write) and runners (they can only dictate, they cannot write
for the secretary).
- The runners will find the sentence strips on the walls and
memorize as much as they can. Then, they will run back to their
teams, whisper to their partners, and dictate what they
remember to the secretary. They will repeat running and S
dictating until they have correctly dictated sentences. T-S
** Ss work in groups and do as required. T
*** T invites the winner to read aloud their sentences.
**** T gives feedback.
CONSOLI To help WRAP-UP T-S 1 min
DATION students Teacher asks: What have we learnt today?
memorise what - Pronounce correctly stress in three-syllable nouns
they have - Vocabulary related to the topic
learned. - Understand the present perfect, gerunds and to-infinitives
HOMEWORK
- Prepare for the next lesson: Unit 5 – Reading
- Do exercises in the workbook

PERIOD 42: UNIT 5: INVENTIONS

Lesson 3: Reading
I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- Develop reading skills for main ideas and specific information about artificial intelligence.
2. Core competence
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and team work.

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- Develop presentation skills.

- Actively join in class activities.
3. Personal qualities
- Develop flexibility and creativity in learning.
- Be responsible for studying and using educational apps.
II. MATERIALS
- Grade 10 textbook, Unit 5, Reading
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Pronunciati Vietnamese
Form Meaning
on equivalent

1. robot (n) /ˈrəʊbɒt/ a machine that can perform a complicated series of tasks rô bốt
by itself

2. communicate /kə to share or exchange information, news, ideas, feelings, giao tiếp
(v) ˈmjuːnɪkeɪt/ etc.

3. emotion (n) /ɪˈməʊʃn/ a strong feeling such as love, fear or anger; the part of a cảm xúc
person’s character that consists of feelings

4. artificial /ˌɑːtɪfɪʃl ɪn the study and development of computer systems that can trí tuệ nhân tạo
intelligence (AI) ˈtelɪdʒəns/ copy intelligent human behaviour
(n)

5. measure (v) /ˈmeʒə(r)/ to find the size, quantity, etc. of something in standard đo lường
units

Assumptions
Anticipated difficulties Solutions
- Students may lack knowledge - Provide students with the meaning and pronunciation of words.
about some lexical items. - Let students read the text again (if necessary).
- Students may have - Create a comfortable and encouraging environment for students to speak.
underdeveloped reading, speaking - Encourage students to work in pairs, in groups so that they can help each
and co-operating skills. other.
- Provide feedback and help if necessary.

Board Plan

Date of teaching
UNIT 5: INVENTIONS
Lesson 3: Reading
* Warm-up: Video watching
Task 1: Discuss the questions.
Vocabulary
1. robot (n): rô bốt
2. communicate (v): giao tiếp
3. emotion (n): cảm xúc
4. artificial intelligence (AI) (n): trí tuệ nhân tạo
5. measure (v): đo lường
Task 2: Choose the best title.
Task 3: Match the pictures with the uses of AI.
Task 4: True or false.
Task 5: Discussion
* Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following
* Deliver the task

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** Implement the task

*** Discuss
**** Give comments or feedback

Stage Stage aim Procedure Interac Time

tion
WARM- - To introduce VIDEO WATCHING 5 mins
UP the topic of https://www.youtube.com/watch?v=UdE-W30oOXo
reading. * T lets Ss watch a video and asks them to take notes. T-S
- To enhance ** Ss watch the clip and take notes individually. S-S
students’ skills *** Ss working in groups of 4, answer some questions related S-S
of cooperating to the content of the video, using their notes.
with **** T checks the answers with the whole class. T-S
teammates. Suggested answer:
1. What is artificial intelligence?
- AI is the development of computer systems that performs
tasks requiring human intelligence such as recognizing
images, making decisions, or engaging in dialogues.
2. What are some real-life cases in which we have probably
dealt with AI?
- When we watch films, listen to music, shop online, AI gives
us recommendations about what we might like.
- AI is capable of converting spoken language into text and
translating it into other languages.
3. What benefits do robots/ AI bring to us?
- Robots make our everyday lives easier or take on strenuous
activities.
- Self-driving vehicles recognize their environment through AI
and can react to it.
- In medicine, AI supports doctors when diagnosing diseases.
- In education, AI helps to individualize learning activities.
4. Can AI replace human?
No, when we would rather make our own decisions, AI will
not replace humans. It is just getting better and better at
supporting us.

- T leads in the lesson: Artificial intelligence (AI) is truly a

revolutionary achievement of computer science, set to
become a core component of almost all modern software
pieces over the coming years and decades. It is going to
change the world more than anything else in the history of
mankind. In today's lesson, we will find out more about AI.
PRE- - To lead in the TASK 1: LOOK AT THE PICTURES OF ASIMO AND 7 mins
READING reading SOPHIA AND DISCUSS THE QUESTIONS BELOW IN
exercises. PAIRS. (p.55) T-S
- To provide * T draws Ss’ attention to the pictures of two robots (p.55)
students with - T asks Ss to work in pairs and discuss the questions: What
some lexical are they? What do you think they can do? S
items before ** Ss listen to the instructions and do the task in pairs. S
reading the *** Some pairs share the answers with the whole class. T- S
text. **** T gives feedback.
Suggested answers:
1. They are robots.
2. They can walk, talk, show emotions, and do household
chores.
T-S
VOCABULARY S
* T provides Ss with the meaning and pronunciation of some S
new words.
** Ss listen and repeat the words. T-S
*** Ss practice the words in pairs and two students read the
words out loud in front of the class.
**** T corrects if necessary.
1. robot (n) /ˈrəʊbɒt/: rô bốt
2. communicate (v) /kəˈmjuːnɪkeɪt/: giao tiếp
3. emotion (n) /ɪˈməʊʃn/: cảm xúc

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4. artificial intelligence (AI) (n)/ˌɑːtɪfɪʃl ɪnˈtelɪdʒəns/: trí

tuệ nhân tạo
5. measure (v) /ˈmeʒə(r)/: đo lường
WHILE- To help Ss TASK 2: READ THE TEXT AND CHOOSE THE BEST 7 mins
READING practise TITLE FOR IT (p.55). T-S
reading for * T elicits from Ss strategies they can use to read texts for
main ideas. main ideas
E.g. paying attention to the topic sentence in each paragraph, T-S
highlighting key information, or searching for conclusions. S
** T asks Ss to read the whole text once to get an overall T-S
idea.
*** Ss work in pairs to compare their answers.
**** T checks answers as a class. In stronger classes, ask Ss
to explain why the other options can not be used as titles for
the text.
E.g. A: The text doesn’t focus on the development of AI.
B: The text doesn’t only mention robots, but other types
of AI.
D: The text doesn’t mention how AI is used in education.

Key: C
To help Ss TASK 3: READ THE TEXT AGAIN AND MATCH THE 7 mins
practise PICTURES WITH THE USES OF AI. (p.55)
reading for * T has Ss read the text again and match the pictures with the T-S
specific uses of AI. S
information. ** Ss work in pairs to discuss the clues and compare S
answers. T-S
*** Some Ss share the answers.
**** T checks answers as a class, having Ss explain their
answers by providing the clues from the text.
Key:
1. c 2. a 3. b
To help Ss TASK 4: DECIDE WHETHER THE FOLLOWING 6 mins
practise STATEMENTS ARE TRUE (T) OR FALSE (F). (p.55)
reading for * T asks Ss to read the questions and underline the key T-S
specific words in each of them.
information. e.g. 1. Sophia can show emotions when talking to humans.
2. AI helps to make machines that think and act like
humans.
3. AI is one of the most important inventions of the 20th
century.
- T reminds Ss that the statements may include paraphrased S-S
or opposite information so they should look for synonyms or
antonyms in the text. S-S
** Ss read through the text, looking for the key words they T-S
underlined in the statements or words with the same or
similar meaning.
*** Ss work in pairs to compare answers.
**** T checks answers. In stronger classes, ask them to give
reasons for their answers.
Key:
1. T (Sophia can even communicate with people by using
human language and expressing emotions.)
2. T (AI – the study and development of machines that can
copy human intelligence.)
3. F (AI is one of the most important inventions of the 21 st
century.)
POST- - To help ACTIVITY 5: WORK IN GROUPS AND DISCUSS HOW AI 10
READING students use CAN BE USED IN SCHOOLS. THEN SHARE YOUR IDEAS mins
the ideas and WITH THE WHOLE CLASS. (p.55) T-S
language from * T lets Ss work in groups and discuss how AI can be used in T-S
the reading to schools.
talk about ** Ss work in groups and brainstorm possible uses of AI in
possible uses schools. T-S
of AI in - T walks round the class and monitors, offers help with new
schools. vocabulary and makes sure everyone in the groups takes part

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-To help some in the group discussion. T-S

students *** T calls some Ss to present their answers in front of the
enhance whole class.
presentation - Ss give comments to their friends and vote for the most
skills. interesting and informative presentation.
**** T gives feedback and comments.
CONSOLI To help Ss WRAP-UP T-S 3 mins
DATION memorise the - Some lexical items about artificial intelligence.
target language - Reading for general and specific information about artificial
and skills that intelligence.
they have HOMEWORK
learned. - Prepare for the next lesson: Unit 5 – Speaking.
- Do exercises in the workbook.

PERIOD 43: UNIT 5: INVENTIONS

Lesson 4: Speaking

I. OBJECTIVES
By the end of this lesson, Ss will be able ton:
1. Knowledge
- Talk about inventions and how they are used.
2. Core competence
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and team work.
- Develop presentation skills.
- Actively join in class activities.
3. Personal qualities
- Develop flexibility and creativity in learning.
- Be responsible for studying, using educational apps.
II. MATERIALS
- Grade 10 textbook, Unit 5, Speaking.
- Computers connected to the Internet.
- Projector/ TV/ pictures and cards.
- sachmem.vn

Language analysis
Functions Useful expressions

Uses of - … help(s)/ allow(s) us to do st.

inventions Example: The internet helps us to communicate over long distances.
- We/ People (can) use st to do/ for st.
Example: People can use the Internet to communicate over long distances.
- … is/ are used for st/ doing st.
Example: The internet is used for communication/ communicating over long distances.

Assumptions
Anticipated difficulties Solutions
Students may lack knowledge Provide students with the form and use of some useful structures before they
about some useful structures. speak.

- Create a comfortable and encouraging environment for students to speak.

Students may have
- Encourage students to work in pairs, in groups so that they can help each
underdeveloped speaking and co-
other.
operating skills.
- Provide feedback and help if necessary.

- Explain expectations for each task in detail.

Some students will excessively
- Have excessive talking students practise.
talk in the class.
- Continue to clarify task expectations in small chunks (before every activity).

Board Plan

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Date of teaching
UNIT 5: INVENTIONS
Lesson 4: Speaking
* Warm-up
Guessing game
Useful expressions
Task 1: Talk about the uses of these inventions.
Task 2: Talk more about one of the inventions in task 1.
Task 3: Present your ideas to the whole class.
* 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 Interac Time

tion
WARM - To GUESSING GAME 5 mins
-UP introduce the * T writes the names of 5 inventions (the internet, e-readers, robots, T-S
topic of 3D printing, driverless cars) on cards and places them on a table face
speaking. down.
- To enhance - T has Ss take turns picking a card and explaining it to the class
students’ without showing the word. The rest of the class guesses its name.
skills of E.g: This invention is a device which helps us to communicate over
cooperating long distances. What is it? (answer: telephone) S-S
with ** Ss take turns picking a card and give short descriptions of S-S
teammates. inventions. T-S
*** Ss guess the names of the inventions.
**** T check the answers.
CONT To help Ss USEFUL EXPRESSIONS 10
ROLL practice * T elicits some useful expressions to talk about the uses of T-S mins
ED useful inventions and asks Ss to give examples.
PRAC expressions ** Ss listen to the teacher and give examples. S
TICE and structure *** Some students share the answers with the whole class. S
their **** T gives feedback and checks if Ss have come up with any other T-S
presentation. phrases and write their ideas on the board.

Functions Useful expressions

Uses of - … help(s)/ allow(s) us to do st.

invention Example: The internet helps us to communicate
s over long distances.
- We/ People (can) use st to do/ for st.
Example: People can use the Internet to
communicate over long distances.
- … is/ are used for st/ doing st.
Example: The Internet is used for communication/
communicating over long distances.
TASK 1: WORK IN PAIRS. TALK ABOUT THE USES OF THESE 5 mins
INVENTIONS. USE THE EXPRESSIONS BELOW TO HELP YOU
(p.56) T-S
* T asks Ss to skim through the list of inventions and their uses. Then
T asks Ss to work in pairs, talk about the uses of these inventions,
using the expressions in the pre-speaking part. S
** Ss work in pairs and do as required.
- T walks round the class to offer help. T makes sure Ss swap their
roles so that each has a chance to ask and answer the questions. S

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*** Some Ss share the answer with the whole class. T-S
**** T gives feedback, checks Ss’ ideas, pronunciation, and language
used.
LESS To help TASK 2: WORK IN GROUPS. TALK MORE ABOUT ONE OF THE 7 mins
CONT students INVENTIONS IN TASK 1. USE THE OUTLINE BELOW TO HELP
ROLL enhance YOU PREPARE A GROUP PRESENTATION.
ED presentation * T puts Ss into groups and has them choose one of the inventions in T-S
PRAC skills. activity 1 to talk more about it.
TICE ** Ss study the suggested outline. S
*** Ss discuss their inventions in groups, and take notes of their ideas S
on pieces of paper which can be used for their presentation.
**** T walks round the class and offers help with language or T-S
organisation of the presentations. T makes sure that each student in
the group contributes to the discussion and has part of the
presentation assigned to him/ her.
TASK 3: PRESENT YOUR IDEAS TO THE WHOLE CLASS. THEN 15
VOTE FOR THE MOST INTERESTING GROUP PRESENTATION. mins
* T asks Ss to remain in the groups they formed in activity 2. T T-S
explains that groups will have 3 minutes to present their ideas to the
class.
- T encourages the rest of the class to listen and take notes of the
points they like. Alternatively, T has Ss give each group a mark out of
6 based on some simple criteria of assessment (such as content,
language, and delivery. Maximum 2 points for each criterion). S
** Ss work in groups and decide how they will present the information,
who is going to introduce and end the presentation, and how to divide
the tasks among group members. S
*** Groups present their ideas in front of class. T-S
**** T asks the rest of the class to give feedback after each
presentation. T also lets Ss reflect on their performance. Then T
praises groups for their efforts and makes suggestions for better
organisation and presentation of Ss’ ideas.
CONS To help Ss WRAP-UP T-S 3 mins
OLIDA memorise the - Some useful expressions about uses of inventions.
TION target - Speaking about inventions and how they are used.
language and HOMEWORK
skills that - Prepare for the next lesson: Unit 5 – Listening.
they have - Do exercises in the workbook.
learned.

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PERIOD 44: UNIT 5: INVENTIONS

Lesson 5 – Listening

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Inventions.
- Listen for specific information about how to use an invention.
2. Core competence
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and team work.
- Actively join in class activities.
3. Personal qualities
- Develop awareness and flexibility in using an invention.
II. MATERIALS
- Grade 10 textbook, Unit 5 – Listening
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Pronunciatio Vietnamese
Form Meaning
n equivalent

1. button (n) /ˈbʌtn/ a small part of a machine that you press to make it work. nút bấm

2. charge (v) /tʃɑːdʒ/ to pass electricity through something so that it is stored nạp, sạc (điện)
there; to take in electricity so that it is stored and ready for
use.

3. stain (n) /steɪn/ a dirty mark on something which is difficult to remove. vết bẩn

Assumptions
Anticipated difficulties Solutions
Students may have - Play the recording many times if necessary.
underdeveloped - Encourage students to work in pairs, in groups so that they can help each other.
listening skills - Provide feedback and help if necessary.
Some students will - Explain expectations for each task in detail. Have excessive talking students practice.
excessively talk in the - Continue to explain task expectations in small chunks (before every activity).
class.

Board Plan

Date of teaching
UNIT 5: INVENTIONS
Lesson 5 – Listening
* Warm-up
Guessing game
Task 1: Complete the sentences.
Task 2: Fill in each gap of the diagram.
Task 3: Tick or cross.
Task 4: What other buttons do you want RoboVacuum to have?
* 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
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Stage Stage aim Procedure Interac Time

tion
WARM- - To GUESSING GAME 5 mins
UP introduce the * T shows 3 clues about the targeted word in turn and asks Ss to T-S
topic of guess the word.
reading. It is a household appliance.
- To enhance It has wheels.
students’ It sucks up dirt and dust.
skills of ** Ss guess the words based on clues given by the T. S-S
guessing. *** If Ss can’t get the word with the 1st clue, the T gives them the T-S
2nd clue.
If Ss can’t get the word with the 2nd clue, then T gives them the T-S
3rd clue.
**** T confirms the answers and leads in the new lesson.
Key: RoboVacuum
PRE- To set the VOCABULARY 7 mins
LISTENI context for * T asks Ss to look at the explanation and the photos to guess T-S
NG the listening the meaning of new words.
and activate ** Ss say the Vietnamese meaning of the word. S
Ss’ prior 1. button (n) /ˈbʌtn/: nút bấm
knowledge. 2. charge (v) /tʃɑːdʒ/: nạp, sạc (điện)
3. stain (n) /steɪn/: vết bẩn
*** Other Ss correct if the previous answers are incorrect. S-S
**** T shows the Vietnamese meaning, says the words aloud and T-S
asks Ss to repeat them.

TASK 1: COMPLETE THE SENTENCES WITH THE WORDS

IN THE BOX. (p.57) T-S
* T asks Ss to complete the sentences with the words in the box. S
** Ss read and complete the sentences. S-S
*** Ss share the answers with the whole class. T-S
**** T checks answers as a class.
Key:
1. button
2. stain
3. charge
WHILE- To help Ss TASK 2: LISTEN TO A CONVERSATION ABOUT 10 mins
LISTENI practise ROBOVACUUM. FILL IN EACH GAP IN THE DIAGRAM
NG listening for BELOW WITH ONE WORD. (p.57) T-S
key words. * T tells Ss that they are going to listen to a conversation about a
robot vacuum cleaner, called RoboVacuum, between a woman
and a salesman. While listening, Ss should fill in the gaps in the
diagram.
- T asks Ss to study the diagram first.
E.g. T has Ss look at the first item and asks them to predict the S
kind of information needed and if it is a noun, a verb or an Pair
adjective … work
** Ss listen and fill in the gaps in the diagram with one word. T-S
*** Ss compare their answers in pairs.
**** T checks answers by playing the recording again and
pausing after each answer.
Key:
1. room
2. stains
3. stop
To help Ss TASK 3: LISTEN AGAIN. PUT A TICK NEXT TO THE 10 mins
practise CORRECT WAY AND A CROSS NEXT TO THE WRONG WAY
listening for TO USE ROBOVACUUM. (p.57) T-S
instructions. * T tells Ss that they are going to listen to the conversation again.
While listening, they should put a tick or a cross next to each
picture that shows the right or wrong way of using RoboVacuum. T-S
** T put Ss in pairs to study the pictures first and describe what
they can see.
E.g. RoboVacuum is on a puddle of water. It is also next to an

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electric socket. - T encourages them to guess if that is the right

or the wrong way to use RoboVacuum.
- Ss listen, put a tick or a cross next to each picture that shows
the right or wrong way of using RoboVacuum. Pair
*** Ss compare their answers in pairs. work
**** T checks answers by playing the recording again, pausing at T-S
the places where they can hear the correct information.
Key:
1.🗶 2.✔ 3.✔
POST- To give Ss an TASK 4: WHAT OTHER BUTTONS DO YOU WANT 10 mins
LISTENI opportunity to ROBOVACUUM TO HAVE? ADD THEM TO THE PICTURE
NG personalise BELOW AND TELL YOUR FRIENDS ABOUT THEM. (p.57)
the language *T asks Ss to add to the picture other buttons that they want T-S
and ideas RoboVacuum to have.
from the ** T models the task by drawing a picture of RoboVacuum and T-S
listening in a adding a timing button. T labels it and reads the example to
speaking illustrate how it will be used: I want my RoboVacuum to have a
task. Timer button on the top. First, you press it. Then, you set the
time by pressing the minute and second buttons on the right.
- Ss work individually to personalise their RoboVacuum by
drawing and labelling their buttons.
- T walks around the class and offers help with the vocabulary.
*** T puts Ss in groups to show their drawings to each other and T-S
share their ideas.
**** T invites some Ss to present their improved RoboVacuum in T-S
front of the class. T praises for interesting ideas and delivery.
CONSO To help Ss WRAP-UP T-S 3 mins
LIDATIO memorise the - Some lexical items related to the topic Inventions
N target - Listen for specific information about RoboVacuum.
language and HOMEWORK
skills that - Prepare for the next lesson: Unit 5 – Writing
they have - Do exercises in the workbook
learned

PERIOD 45: UNIT 5: INVENTIONS

Lesson 6: Writing

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Inventions.
- Write about the benefits of an invention.
2. Core competence
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and team work.
- Actively join in class activities.
3. Personal qualities
- Develop flexibility and creativity in learning.
- Develop self-study skills.
II. MATERIALS
- Grade 10 textbook, Unit 5 – Writing
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Assumptions

Anticipated difficulties Solutions

Students may have - Guide students to make an outline of the letter.

underdeveloped writing - Encourage students to work in pairs and in groups so that they can help each
skills. other.
- Provide feedback and help if necessary.

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Board Plan

Date of teaching
UNIT 5: INVENTIONS
Lesson 6: Writing

* Warm-up
Game: Hot seat
Task 1: Draw a diagram.
Task 2: Rewrite the sentences.
Task 3: Write a paragraph to describe benefits of the invention.
* 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 Interac Time

tion
WARM To introduce the GAME: HOT SEAT 5 mins
-UP topic of writing. * T divides the class into different groups and shows pictures T-S
about different types of inventions on the slides.
** Representative of each group sits on a chair, facing the class. S-S
*** Others from each group look at the picture shown on the slide S-S
and describe the picture/ give hints about the picture.
**** Representative of each group says the word out loud. S
The group with the largest number of correct answers is the
winner.
Key:
1. Electric light
2. Airplane
3. Automobile
PRE- To provide Ss TASK 1: CHOOSE AN INVENTION IN THIS UNIT. DRAW A 7 mins
WRITI chances to list DIAGRAM TO SHOW HOW IT IS USED. THEN WORK IN
NG some benefits GROUPS TO GUESS ONE ANOTHER'S INVENTIONS. (p.58)
or uses of their * T asks each student to choose an invention from the unit and T-S
invention. keep it secret. T asks them to draw a diagram in their notebooks
or on a piece of paper, listing some benefits or uses of their
invention. Group
** T puts Ss into groups of four or five, and asks them to swap work
their diagrams with other Ss in the group.
- Ss take turns reading the diagrams and guessing the inventions.
*** Ss work in groups to perform the task given. S
**** T checks answers as a class. T-S
To help Ss TASK 2: REWRITE THE SECOND SENTENCE SO THAT IT 8 mins
revise useful HAS A SIMILAR MEANING TO THE FIRST. USE THE
expressions and EXPRESSIONS AND THE PROMPTS BELOW TO HELP YOU. T-S
structures which (p.58)
they can use in * T asks Ss to study the useful expressions in the box.
their writing
task.

T- S
** T focuses Ss’ attention on the sentences and checks
comprehension. T asks Ss to rewrite them, using the suggested
words and the structures in the box.
S
*** Ss work individually to rewrite the sentences.

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- T walks round the class to offer help if necessary and uses

coloured chalk to underline the structures in the answers.
**** T checks answers as a class. T-S
Key:
1. Helping drivers to find the best routes is one of the benefits of
AI in transport.
2. Vacuum cleaners are useful for cleaning / in cleaning the house
quickly.
3. Smartphones help us to learn languages.
4. Telephones are used to communicate / for communication / for
communicating over long distances.
WHILE To help Ss TASK 3: WRITE A PARAGRAPH (120 - 150 WORDS) TO 15
- practise DESCRIBE TWO OR THREE BENEFITS OF THE INVENTION mins
WRITI developing ideas YOU CHOSE IN 1. USE THE OUTLINE BELOW TO HELP YOU.
NG and writing a (p.58.) T-S
paragraph. * T tells Ss that they are going to write a paragraph of 120 - 150
words about the benefits of an invention of their choice.
- T asks them to study the suggested outline.
- T reminds them to use the structures they have practised in task S
2. S
** Ss work individually to write a draft. T-S
*** Ss check their draft for the first time.
**** T walks round the class to offer help if necessary.
Sample answer:
Electricity is one of the great inventions of the past, because it has
brought many benefits for people. First, electricity can be used to
light our houses and streets. Without it, the world will be dark and
dangerous. Second, electricity is also useful in heating. For
example, in cold areas, electric heaters can keep us warm and
healthy in long winters. Finally, the most important use of
electricity is to run machines. Without electricity, factories, schools
and hospitals cannot run normally. Everyone and everything will
stop working. Other inventions, such as TVs, computers and
robots will become useless without electricity. In conclusion,
electricity plays a very important part in our life today and we
cannot live without it.
POST To do a cross- PEER CHECK 7 mins
- check and final * T has Ss swap their paragraphs with a partner and comment on T-S
WRITI check on each other’s ideas, vocabulary and grammar.
NG students’ writing. ** Ss work in pairs and swap their 1st drafts for peer review. Pair
*** T then gives feedback on one writing as a model. work
**** T collects Ss’ writings to mark and provide written feedback in T-S
the next lesson. T-S

CONS To help Ss WRAP-UP T-S 3 mins

OLIDA memorise the - Some lexical items related to the topic Inventions
TION target language - Write about the benefits of an invention.
and skills that HOMEWORK
they have - Rewrite the paragraph in the notebooks.
learned. - Prepare for the next lesson: Unit 5 – Communication and culture/
CLIL.
- Do exercises in the workbook.

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PERIOD 46: UNIT 5: INVENTIONS

Lesson 7: Communication and Culture/ CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- Use the lexical items related to the topic Inventions;
- Revise how to make and respond to requests.
- Know more information about computer hardware.
2. Core competence
- Be collaborative and supportive in pair work and teamwork.
- Access and consolidate information from a variety of sources.
- Actively join in class activities.
3. Personal qualities
- Develop a sense of problem-solving when deciding suitable computers.
- Understand more about computer hardware.
II. MATERIALS
- Grade 10 textbook, Unit 5, Communication and culture/ CLIL
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

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

Board Plan

Date of teaching
UNIT 5: INVENTIONS
Lesson 7: Communication and Culture/ CLIL
* Warm-up
Card game
I. Everyday English
Task 1: Listen and complete the conversation.
Task 2: Role-play
II. CLIL
Task 1: Match the highlighted words with their meanings.
Task 2: Decide which one is most suitable.
* 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 Interac Time

tion
WARM - To introduce CARD GAME 5 mins
-UP the topic. * T divides the Ss into different groups. T gives each group a set T-S
- To enhance of word cards and 1 sheet of A1 paper. Then T asks the groups
students’ skills to select as many words as possible related to computer, stick
of cooperating the word cards on the sheets of A1 paper, and then stick the
with teammates. sheets of A1 paper on the walls/ the board. S-S

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** Ss listen to the instructions and do as required. S-S

*** Ss work in groups and finish their sheets of A1 paper. T-S
**** The group with the largest number of correct answers is the
winner.
Suggested answer:
Laptop
Screen
Hardware
Software
Speed
Document
Display
Battery
Light
Weight
Size
Brand
Program
Memory
Data
EVER - To provide Ss TASK 1: LISTEN AND COMPLETE A CONVERSATION AT A 7 mins
YDAY with an example COMPUTER STORE WITH THE EXPRESSIONS IN THE BOX.
ENGLI conversation in THEN PRACTISE IT IN PAIRS. (p. 58) T-S
SH which people * T tells Ss that they are going to listen to a conversation
make and between a customer and a shop assistant at a computer store.
respond to While listening, they should complete the conversation using the
requests. expressions in the box.
- To review - T gives Ss a few minutes to read the expressions in the box S
expressions for and the conversation.
describing ** Ss listen and complete the conversation with the expressions T-S
feelings. from the box.
*** T checks answers by asking individual Ss to read the
conversation.
**** T puts Ss in pairs and has them practise the conversation.
Key:
1. B 2. C 3. A 4. E 5. D
To help Ss TASK 2: ROLE-PLAY 10
practise making Work in pairs. Role-play similar conversations about other mins
and responding devices you want to buy. Use the example in task 1 and the
to requests. expressions below to help you. (p. 59)
* T explains the context. Ask Ss to brainstorm more expressions T-S
that they may use in the conversations, e.g. Can you help me,
please? I’m looking for … Would you mind (bringing) …? I was
wondering if you could … Sure, no problem.
- T puts Ss in pairs to role-play similar conversations pretending
they are buying another electronic device; makes sure Ss plan
their conversations before they start practising it.
** Ss practise their conversation in pairs.
- T walks around the class and offers help if necessary.
*** Some pairs act out their conversations in front of the class. Pair
**** T praises for good effort, clear pronunciation, fluent delivery, work
and interesting ideas.
CLIL To help Ss learn TASK 1: READ THE TEXT BELOW. MATCH THE 10
about computer HIGHLIGHTED WORDS AND PHRASES WITH THEIR mins
hardware and MEANINGS. (p. 59-60) T-S
learn some * T writes three words: “processor”, “RAM” and “storage” on the
content board. T asks Ss if they know what “processor”, “RAM” and
vocabulary. “storage” are and why they are important when buying a
computer; also elicits that they are different parts of computer
hardware (or the electronic parts of a computer).
- T explains they are going to read a text to learn more about
these terms, and their importance.
- T has Ss read the text, match the highlighted words and
phrases with their meanings. T asks Ss to pay attention to the
context of each highlighted word, and look for clues that can help S-S
confirm the meaning of each word.

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** Ss work individually, read the text, match the highlighted S-S

words and phrases with their meanings. T-S
*** Ss check their answers with their partners.
**** T checks answers as a class, further explains or translates
any new words or phrases, e.g. processor speed, gigahertz,
gigabytes, battery
Key:
1. c 2. d 3. a 4. e 5. b
To help Ss TASK 2: LOOK AT THE ADVERTISEMENTS. DECIDE WHICH 10
relate what they ONE IS MOST SUITABLE FOR EACH PERSON BELOW. mins
have learnt to a (p.60) T-S
problem-solving * T tells Ss that two people, Anne and Bob, need their help to
task and make decide which computer is best for them.
connections. - T asks Ss to use the information from the text in task 1 and the
information in the table to help Anne and Bob decide.
- T goes through the table and elicits the meaning of the
abbreviations of data measurements.
- T asks Ss to discuss their answers in pairs. S
** Ss discuss their answers in pairs. S
*** Ss say which computers Anne and Bob should buy and why
in front of class. T-S
**** T checks answers and gives feedback.
Answers:

CONS To help Ss WRAP-UP T-S 3 mins

OLIDA memorise what - Use the lexical items related to the topic Inventions.
TION they have - Revise how to make and respond to requests.
learned. - Know more information about computer hardware.
HOMEWORK
- Prepare for the next lesson: Unit 5 – Looking back and project.
- Do exercises in the workbook.

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PERIOD 47: UNIT 5: INVENTIONS

Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- Review the vocabulary and grammar of Unit 5.
- 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 5, Looking back and project.
- Computers connected to the Internet.
- Projector/ TV/ pictures and cards.
- sachmem.vn.

Assumptions
Anticipated difficulties Solutions
- Students may have - Encourage students to work in pairs and in groups so that they can help each
underdeveloped speaking and other.
co-operating skills. - Provide feedback and help if necessary.

- Some students will - Explain expectations for each task in detail.

excessively talk in the class. - Have excessive talking students practise.
- Continue to explain task expectations in small chunks (before every activity).

Board Plan

Date of teaching
UNIT 5: INVENTIONS
Lesson 8: Looking back and project
* Warm-up
Brainstorming
I. Looking back
Pronunciation and vocabulary
Solve the crossword.
Grammar
Circle the correct answers.
II. Project
Inventions for the classroom
* 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 Interac Time

tion
WARM - To revise BRAINSTORMING T-S 5 mins

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-UP the three- * T divides the board, and divides the class into 2 teams.
syllable ** Ss listen to the instructions.
nouns and *** Members of each team take turns and write as many three-syllable Team
lead in the nouns about topic Inventions as possible in 2 minutes. work
next part of **** The group having more correct answers is the winner.
the lesson. Suggested answer: T-S
- To Inventor
enhance Invention
students’ Computer
skills of Telephone
cooperating Beverage
with Camera
teammates. Submarine
Telegraph
Telescope
Typewriter
LOOKI - To revise PRONUNCIATION AND VOCABULARY 7 mins
NG words they Solve the crossword. use the three syllable nouns in this unit.
BACK have learnt Read out the correct answers in pairs when you finish. (p. 60)
in the unit. * T explains that Ss are going to review some of the words they have T-S
- To revise learnt in this unit in a crossword puzzle. Remind them that all the words
stress must be three-syllable nouns.
placement - T puts Ss in pairs to solve the crossword.
on common ** Ss work in pairs to solve the crossword. Pair
three- *** T checks answers as a class by asking individual Ss to write the work
syllable words on the board. T-S
nouns. **** T has Ss practise saying the words with the correct stress
placement. T walks round the class and monitors by correcting any T-S
pronunciation mistakes.
Key:

To revise GRAMMAR 5 mins

the present Circle the correct answers. (p. 60)
perfect, * T explains to Ss that they are going to review the use of the present T-S
gerunds perfect tense, gerunds and to-infinitives.
and to- - T asks Ss to read the sentences and circle the correct forms. In
infinitives. weaker classes, T recalls the forms and uses of the present perfect,
and the uses of gerunds and to-infinitives.
** Ss read the sentences and circle the correct forms. S
*** Ss check their answers in pairs. S
**** T checks answers as a class by asking individual Ss to write the T-S
words on the board.
Key:
1. have just installed, using
2. to send, To learn
3. was invented, have changed
PROJ - To allow INVENTIONS FOR THE CLASSROOM 25
ECT students to As Ss have prepared for the project throughout the unit, the focus of mins
apply what this lesson should be on the final product, which is an oral presentation.
they have * T has Ss work in their groups, gives them a few minutes to get ready T-S
learnt into for the presentation.
practice ** T gives Ss a checklist for peer and self-assessment. T explains that Group
through a they will have to tick appropriate items while listening to their work
project. classmates’ presentations and write comments if they have any. The

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- To presenters should complete their self-assessment checklist after

provide an completing their presentation.
opportunity *** Two or three groups give their presentations. T encourages the rest
for students of the class to ask questions at the end. S
to develop **** T gives praise and feedback after each presentation.
their T-S
research
and
collaboratio
n skills, and
to practise
giving an
oral
presentatio
n.
CONS To help WRAP-UP T-S 3 mins
OLIDA students - Review the vocabulary, pronunciation and grammar of Unit 5.
TION memorise - Apply what they have learnt into practice through a project.
what they HOMEWORK
have - Prepare for the next lesson: Unit 6 – Getting started.
learned. - Do exercises in the workbook.

PERIOD 48: REVIEW 2

Lesson 1: Language

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the language they have learnt in Unit 4-5.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 10 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- sachmem.vn

Assumptions

Anticipated difficulties Solutions

Students may find the lesson - Encourage students to work in pairs and in groups so that they can help
boring due to a large number of each other.
language exercises. - Provide feedback and help if necessary.

Some students will excessively - Explain expectations for each task in detail. Have excessive talking
talk in the class. students practise.
- Continue to explain task expectations in small chunks (before every
activity).

Board Plan

Date of teaching
Review 2
Lesson 1: Language
* Warm-up: Miming game

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Pronunciation
Task 1: Escape the maze.
Task 2: Pair the cards.
Vocabulary
Task 1: Find the missing letters.
Task 2: Complete the sentences.
Grammar
Task 1: Read and circle the correct answers.
Task 2: Recall the information.
* 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 Intera Time

ction
WAR To revise the MIMING GAME 5 mins
M-UP vocabulary * Teacher: T-S
related to the - lists out some key words of Unit 4 and Unit 5, e.g. generous,
topic of Unit benefit, community, application, invention, laptop, smartphone,
4 and Unit 5. experiment, hardware, software, laboratory, equipment.
- has a volunteer come to the front then whispers one of the words
into his/her ears.
** Ss have to draw or mime the word. The rest of the class makes S
guesses. The first student who correctly calls out the word gets a
point. S-S
*** The class plays the game together. T-S
**** T checks if the answers are correct or incorrect and leads in the
lesson.
PRON To check if TASK 1. ESCAPE THE MAZE (p.62) 6 mins
UNCIA students can Escape the maze by connecting all words with the stress on the
TION identify the first syllable. Follow the examples and then listen to check your
correct stress answers. Practise saying the words.
placement * T explains the activity. T-S
and provide ** Ss try to escape the maze by connecting all words with the stress
further on the first syllable. T tells them to study the examples. T asks them
pronunciation to say these words aloud (increase, memory) with stress on the first
practice. syllable. S-S
*** Ss work in pairs. T-S
**** T gives feedback and discusses with the class. T plays the audio
file for students to listen and repeat.
Key:

To further TASK 2: PAIR THE CARDS. T-S 6 mins

practise * T explains the activity.
putting stress - Put Ss in pairs and give each pair 10 cards.
on three- - Write 20 familiar three-syllable words on the board:
syllable + 10 words with stress on the 1st syllable
words + 10 words with stress on the 2nd syllable.

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- Ask Ss to copy words on their cards then shuffle the cards and
spread them in front of them.
** Ss take turns to open any two cards. If the stress pattern of the S-S
words on the cards match, they read the words and keep both cards.
If the stress patterns don’t match or they can’t pronounce correctly,
put them face down in the same position. The winner is the player
with the most cards. S-S
*** Ss work in pairs. T-S
**** T gives feedback and discusses with the class.

VOCA To check if TASK 1: FIND THE MISSING LETTER. 6 mins

BULA students can What are the missing letters? Complete the sentences using the
RY use words pictures to help you. (p.62) T-S
and phrases * T explains the activity. T demonstrates with the example by asking
related to Ss to guess what the picture shows and elicits the answer from the S-S
volunteering Ss.
and ** Ss work out the missing letters of the item by using the pictures. T
inventions reminds them that these are the words they learnt in Unit 4 and 5. S-S
*** Ss work in pairs. T-S
**** T gives feedback and discusses with the class.
Key:
1. devices, communicate
2. donate, volunteer

To check if TASK 2. COMPLETE THE SENTENCES USING THESE WORDS. 6 mins

students THERE ARE SOME EXTRA ONES. (p.63)
recognize the * T quickly reviews the differences between -ing and -ed, -ful and - T-S
differences less adjectives. Then T explains the activity. T asks Ss to fill in the
between -ing gaps with words from the box and reminds them that there are some
and -ed, -ful extra words that they might not need.
and -less ** Ss do the task as required. S
adjectives *** Ss exchange the answers. S-S
**** T gives feedback and discusses with the class. T-S
Key:
1. interesting / useful, careful
2. useless, interested
GRAM To check if TASK 1: READ THE TEXT AND CIRCLE THE CORRECT 6 mins
MAR students can ANSWERS. (p.63) T-S
use the past * T explains the context of the text.
simple, past - T tells Ss that new ideas are usually the result of careful planning
continuous, and analysis, but sometimes there are accidents which lead to useful
present inventions. S
perfect, - T asks them to look at the pictures and guess what these inventions S-S
gerunds, and are. T-S
to-infinitives. ** Ss read the passage and choose the correct answers as they read.
*** Ss exchange the answers with their partner.
**** T gives feedback and discusses with the class.
Key:
1. find
2. Discovering
3. was sitting
4. fell
5. was cleaning
6. discovered
7. have used
8. to make
9. making

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- To TASK 2: RECALL THE INFORMATION 7 mins

memorise * T divides the class into groups of three. T has each student in the T-S
information groups choose a different invention from the text and pretend he/she
about the is the person who has invented or discovered the thing.
origin of ** Each student should try to explain how they did it using the S-S
some famous information from the text. E.g. I’m Isaac Newton and I discovered the
inventions. law of gravity. I was sitting under the apple tree when an apple fell on
- To practise my head. I realized that something made apples fall straight to the
the use of ground. That’s how I discovered gravity. S-S
past tenses. *** Ss work in groups and then report to the whole class. T-S
**** T gives feedback.

WRAP To T asks Ss to talk about what they have learnt in the lesson. T-S 2 mins
-UP consolidate
what
students
have learnt in
the lesson.
HOME To prepare Prepare for the next lesson: Review 2, Lesson 2 – Skills (1). T-S 1 min
WORK for the next
lesson.

PERIOD 49: REVIEW 2

Lesson 2: Skills

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the Listening and Speaking skills they have learnt in Unit 4-5.
2. Core competence
- Develop critical thinking skill;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 10 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- sachmem.vn

Assumptions

Anticipated difficulties Solutions

Students may find the lesson - Encourage students to work in pairs and in groups so that they can help
boring due to a large number of each other.
language exercises. - Provide feedback and help if necessary.
Some students will excessively - Explain expectations for each task in detail. Have excessive talking
talk in the class. students practise.
- Continue to explain task expectations in small chunks (before every
activity).
Board Plan

Date of teaching
Review 2
Lesson 2: Skills
* Warm-up. Game: Hangman
Listening
Task 1: Listen and choose the best title.

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Task 2: Listen and fill in the blanks.

Task 3: Complete the sentences.
Speaking
What other features should a smart home have? How will they help us?
Task 1: Brainstorming and mind mapping
Task 2: Presentation
Reading
Task 1: Match the highlighted words with their meanings.
Task 2: Read and choose the best answers.
Task 3: Play with cards.
Writing
Task 1: Brainstorm.
Task 2: Complete the application letter.
* 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 Intera Time

ction
WAR To give GAME: HANGMAN 5 mins
M-UP excitement * T writes 9 blank letters on the board. T-S
to students _____ ____
and lead in ** Ss guess the letters in turn. S
the lesson. *** The class plays the game together. The first student to get the
correct answer is the winner. S-S
**** T checks if the answers are correct or incorrect and leads in the
lesson. T-S
LISTE To practise TASK 1. LISTEN AND CHOOSE THE BEST TITLE FOR THE TALK. 7 mins
NING listening for (p.64)
main ideas * T explains the activity. T asks Ss if they know what a smart home T-S
is.
** Ss read the titles, listen and choose the best one for the talk as S-S
they listen.
*** Ss work individually and then compare their answers with their
friends.
**** T gives feedback and discusses with the class.
Key: A
To practise TASK 2: LISTEN AGAIN AND FILL IN EACH BLANK WITH ONE 7 mins
listening for WORD. (p.64) T-S
specific * T explains the activity.
information - T asks Ss to listen again. This time they are filling in notes, using
one word for each blank.
- Before having Ss do the task, T reviews the techniques for this type
of exercise, e.g. skimming through the note, predicting parts of
speech and answers based on context clues.
- T gives Ss some time to skim through the note and try to work out
the answers before they listen. S-S
** Ss do as instructions. S-S
*** Ss work individually and then compare their answer with the T-S
friend’s.
**** T gives feedback and discusses with the class.
Key:
1. voice
2. Lights
3. alarm
4. devices
To further TASK 3. WORK IN GROUPS. COMPLETE THE SENTENCES WITH 7 mins

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practise AS MANY WORDS AS POSSIBLE.

listening for* T puts Ss in groups and explains the task. T-S
specific ** T gives each group a handout with 4 sentences. Each sentence
information has only 3 words given. T plays the audio (track 43). T can pause
longer between sentences or play the audio several times if S-S
necessary.
*** Ss listen to the audio and complete each sentence with as many
words as they can. S-S
**** T gives feedback and discusses with the class.
1. ……………………………….. everything is controlled ……… T-S
2. ………….. turn on when ……………………………………….
3. ……………. your house temperature …………………….
4. …… that’s how technology …………………………………
Key:
1. Imagine living in a house where everything is controlled from a
distance.
2. The lights turn on when you enter the room, and then turn off as
you leave.
3. You can even control your house temperature, lights and devices
from a mobile phone when you are far from home.
4. And that’s how technology can make your life more enjoyable and
comfortable than ever.
SPEA To practise WORK IN GROUPS. WHAT OTHER FEATURES SHOULD A 7 mins
KING speaking SMART HOME HAVE? HOW WILL THEY HELP US? USE THE
about smart EXPRESSIONS YOU LEARNT IN UNIT 5 TO HELP YOU. (p.64)
homes Task 1: Brainstorming and mind mapping
* T explains the activity. T tells Ss that now they will be talking about T-S
smart homes and suggesting new features. T gives each group a
piece of A0 paper.
** Ss work in groups, try to brainstorm and make a mind map on the S-S
paper given. Ss can draw and colour the mind map.
*** T walks round the class and gives support if necessary. S-S
**** T gives feedback to each group before they present their work in T-S
front of theclass.
Task 2: Presentation 9 mins
* T asks Ss to look at the expressions in the box and reminds them to T-S
use them in their discussion.
** Ss work in groups, use the mind map to prepare for a short
presentation about smart homes and suggesting new features. S-S
*** T walks round the class and gives support if necessary. T
encourages them to use the expressions provided. S-S
**** T asks some groups to share their ideas with the rest of the class.
T gives feedback and discusses with the class. T praises for T-S
interesting ideas and good delivery.

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Stage Stage aim Procedure Interaction Time

READIN To practice TASK 1. READ THE TEXT. MATCH THE 5 mins
G understanding HIGHLIGHTED WORDS WITH THEIR MEANINGS
words from (p.64-65) T-S
context. * T explains the context of the text.
- T writes down the words ‘community service’ and
‘volunteering’ on the board. - T asks if Ss know the
difference between them and tells them that they will S
find the answer in the reading text.
** Ss complete the matching exercise by focusing on S-S
the highlighted words in the text. T-S
*** Ss check the answers as a class.
**** T gives feedback and discusses with the class
and elicits the difference between ‘community
service’ and ‘volunteering’, e.g. Community service
can be either voluntary or compulsory, so
volunteering is just one type of community service.
Key:
1. c
2. b
3. a
To practice TASK 2. READ THE TEXT AGAIN AND CHOOSE 6 mins
reading for THE BEST ANSWERS. (p.65) T-S
main ideas * T asks Ss to read the text again and complete the S
and specific exercises. S-S
information ** Ss do the task as required. T-S
*** T checks the answers as a class.
**** T gives feedback.
1. B
2. C (Clue: For example, they may volunteer to meet
new people, to develop social skills, or to ‘find
themselves’ (learn what they truly want in life)
3. A (Clue: In general, people may volunteer not just
to have others, but to help themselves)
To further TASK 3. PLAY WITH CARDS. 6 mins
practice * T puts Ss into pairs. Ask each pair to prepare two T-S
reading for quiz questions based on the reading text and write
main ideas them on cards or pieces of paper, e.g. How many
and specific types of community service are there? Why does the
information writer think volunteering isn’t always selfless? S-S
** T collects the cards, shuffles them and spreads
them (face down), on a table in front of the class.
Invite pairs to take turns to come to the table and turn
over a card.
*** Ss read the question and answer it. Ss get one T-S
point for a correct answer. If the answer is wrong,
they should put the card face down in the same
position.
**** T checks the answers and gives feedback.
WRITIN To practice COMPLETE THIS APPLICATION LETTER FOR A 10 mins
G writing a job VOLUNTEER JOB BY WRITING A SHORT
application PARAGRAPH. YOU MAY USE THE IDEAS BELOW
letter TO HELP YOU. (p.65) T-S
Task 1: Brainstorm
* T asks Ss to work in groups and brainstorm ideas to
answer the question: Which skills and qualities are
needed to be a volunteer for an organization S
collecting books for children?
** T asks Ss to share their ideas and write them on
the board. Ss can use the ideas in students’ book T-S
page 65.
*** Ss contribute to the discussion and note down the
important points in their notebooks.
**** T checks the answers and gives feedback.
Suggested ideas:

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- Fond of reading
- Love helping others
- Love meeting new people
- Good interpersonal skills
- Be enthusiastic and helpful
- Develop social skills
Task 2: Complete the application letter. 10 mins
* T explains the task: Ss must finish an application T-S
letter for a volunteer job. Specifically, they need to
write the reasons why they are interested in the job.
They should write 50 - 70 words. T draws their
attention to the suggested ideas and tells Ss they can S
incorporate them in their letters. T-S
** Ss complete the application letter.
*** T gives Ss enough time to write their letters. T T-S
walks round the class and offers help.
**** T collects some or all Ss’ writings to give written
feedback.
Sample answer:
I am very interested in the job because I am very
fond of reading and I can sort books very well. I also
love helping others and meeting new people,
especially children. In fact, reading books to children
is my favourite hobby. I am also interested in this job
because it will help me to develop my social skills,
such as communication and teamwork skills.
WRAP- To consolidate T asks Ss to talk about what they have learnt in the T-S 2 mins
UP what students lesson.
have learnt in
the lesson.
HOME To prepare for Prepare for the next lesson: Unit 6, Lesson 1 – T-S 1 min
WORK the next Getting Started.
lesson.

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