GIAO AN 10 - in Từ 1 Đến Trang 21

SỞ GIÁO DỤC VÀ ĐÀO TẠO THÁI BÌNH
TRƯỜNG THPT BẮC ĐÔNG QUAN
KẾ HOẠCH BÀI DẠY

MÔN: TIẾNG ANH 1O
Giáo viên: Bùi Thị Tình

Tổ: Ngoại ngữ – GDTC
Năm học: 2023-2024
Composing day: ………………….

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 an oral test, a fifteen - minute test and a written test.
- Some requirements of students to study English well.
- To help Ss have the opportunities to develop their oral fluency.
- 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. Procedure:
Teacher’s activities Students’ activities Notes
ACTIVITY 1: WARM – UP (9mins)
Aim: The teacher and students get acquainted with
each other and with the subject
- Introduces herself to the students
- Ask some students to introduce themselves: - Listen
+ What’s your name? - Introduce themselves
+ Do you like English?
+ Do you find English easy or difficult?
+ Which is the easiest, the most difficult? reading,
speaking,
listening, or writing?
+ Why do you learn English?
+ How long have you learned English?
+ Are you good or bad at English?
- Lead Ss in the lesson.
ACTIVITY 2: PRESENTATION (32mins)

Aim: To introduce the subject
A. Content: Including 4 themes
- There are ten topics studied in 10 units. - Listen
- T asks Ss to find out the topic through the unit’s - Ask any questions if
name. they want
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.
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 3 units, Ss have one period for test themselves.
It helps them test themselves about what they’ve
learnt.
C. Tests:
1- Checking - knowledge frequently for the previous
lesson.
2- Fifteen- minute test (2 times for each semester)
3- Forty- minute test (1 time 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: reviews after
some units, glossary
F. Some requirements of students
- Read the lesson before studying in class.
- Do all exercises at home.
- find the meaning and the pronunciation of the new
words in the dictionary at at home.
-Listen to the teacher attentively and take part in the
lesson actively and creatively.
- Take part in the activities that the teacher requires
such as pairs work, group work or individual.
- Each S has a notebook and book (student book and
work book)
ACTIVITY 3: CONSOLIDATION (4 mins)
- Ask Ss to consolidate the main contents.
- Give feedback. - Answer
- Prepare the new words in Unit 1: FAMILY LIFE - - Note down
Lesson1: Getting started
Period: 2
Composing date: ………………..
Unit 1: FAMILY LIFE
Lesson 1: Getting started
I. Class level/Students’ level: Intermediate/Mix-ability class
II. Objectives:
1. Main skill focus: Reading skill
2. Integrated skills: Listening, speaking and writing skills
3. Educational objectives:
a. Language skills: At the end of the lesson, students will be able to:
- 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.
b. Attitudes:
- Recognizing the benefits of doing housework for children;
- Sharing housework with their families.
4. Social skills: Students will be able to:
- 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.
III. Teaching aids:
- Grade 10 textbook, Unit 1: getting stated;
- Computer connected to the Internet;
- Projector;
- PowerPoint.
IV. Procedures:
I. Activity 1: Warm - up (5 minutes)
Aims:
 To introduce the unit topic (Family life);
To introduce some vocabulary and the grammar points to
be learnt in the unit.
GAME: LET’S RACE!
- Ss do as instructed.
* T divides Ss into 4 groups and gives instructions: - Ss work in pairs to discuss the
Watch the video clip and try to remember all the answer after watching the clip, then
household chores Mr. Bean did in the video. One person one representative from each group
from each group then goes to the board and writes the writes the answer on the board.
names of the chores.
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
**** T confirms the correct answers.
II. Activity 2: PRESENTATION (4 minutes)

Aims:
To help students use key language more appropriately
before they read and listen.
VOCABULARY
* T asks Ss to look at the photos to guess the meaning of
new words. *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.
* Ss listen and repeat.
* T shows the Vietnamese meaning, says the words aloud
and asks Ss to repeat them.
III. Activity 3: PRACTICE (24 minutes)
Aim:
- To get students interested in the topic.
- To get students to learn some vocabulary in the unit.
-To practise reading for specific information
- To practise scanning
- To develop students' knowledge of vocabulary for
household chores
- To help students revive some collocations for the
household chores so that they can use them in the
following lessons.
- To help students practise scanning.
-To help students identify present simple and present
continuous and how they are used in sentences
TASK 1. LISTEN AND READ (p.8)
* T asks Ss to look at the picture (p.8 - 9) and answer the * Ss do the task individually
questions: * Ss share their answers with a
• Who are they? partner.
• Where are they?
• What are they doing?
*T checks their answers with the whole class. Suggested answers:

Nam and Minh are two friends. They
are at Nam’s home. Nam is cooking.
* T has the Ss read the conversation in pairs. * Ss read the conversation
* One pair reads aloud.
* T collects common mistakes and gives comments.
TASK 2: TRUE OR FALSE
Read the conversation again and decide whether the
following statements are true (T) or false (F). (p.9)
* T asks Ss to work individually to read the statements * Ss do Task 2 individually first.
and underline the key words, then share their ideas with a
partner who sits next to them. * Ss share and discuss with their
*T corrects their answers as a class. partners about the key words
Suggested answers:
1. Nam’s mother is cooking now.
2. Everybody in Nam’s family
does some of the housework.
3. The children in Minh’s family
* T asks Ss to scan the conversation, locate the key words don’t have to do any housework.
to find the answer for each the question with the partner * Ss do the task in pairs.
who sits behind them Key:
* T has Ss share their answers with the class. T confirms 1. F → Nam is cooking now.
the correct answers and have Ss correct the false 2. T
statement. T writes the correct sentence on the board. 3. T
TASK 3: FILL IN THE TABLE

Write the verbs/verb phrases that are used with the words
or phrases in the conversation in 1. (p.9)
- T has Ss locate the verbs or phrasal verbs in the
conversation, find the nouns or noun phrases after each Ss work individually
verb/ phrasal verb to do the matching. 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. put out the rubbish
2. do the laundry
3. shop for groceries
4. do the heavy lifting
TASK 4: COMPLETE THE SENTENCES. 5. do the washing-up
Complete the sentences from the conversation with the
correct forms of the verbs in brackets. (p.9)
-T has Ss read each sentences, try to think of a verb or an
auxiliary verb that will complete the gap.
-T asks the whole class to call out the verb forms first, - Ss do the task individually
then calls on individual students to read the complete - Ss share the answers with a peer.
sentences. Answers:
1. ‘m preparing
2. does – ‘s working
IV. Activity 4: PRODUCTION (8 minutes) -
Aim: Medioc
- To help students practise talking about activities which re
raise students’ awareness of their responsibilities. students
- To practise teamworking. :
- To give students authentic practice in using target 1. Do
language. you
TASK 5: MAKE A POSTER! often
Think about activities which you can do to raise other share
students' awareness of their responsibilities towards their housew
family. ork with
* T gives Ss clear instructions in order to make sure Ss - Ss do as instructed your
can do effectively. parents?
- Divide Ss into 4 main groups . What
- Ask Ss to work in groups to discuss and make a poster can you
of activities to raise Ss' awareness of their responsibilities do to
towards their family. help
- Observer Ss while they are discussing, note their your
language errors parents?
- T gives Ss feedback. 2. How
- Choose some useful or excellent words/ phrases/ do you
expressions/ word choices Ss have used to give feel
suggestions to other students. after
- Choose some typical errors and correct as a whole class sharing
without nominating the Ss’ names. housew
ork?
HOMEWORK (4 minutes)
1. Exercises in the workbook
2. Project preparation
- Have Ss look at the last page of Unit 1, the Project -Ss take notes
lesson and ask them what topic of the project is.
- 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.
* Self-evaluation :
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
………….………..
Period: 3
Composing date: ………………………

Unit 1: FAMILY LIFE
Lesson 2: LANGUAGE

II. Objectives:
4. Main skill focus: Pronunciation – Vocabulary - Grammar
5. Integrated skills: Listening, speaking, reading and writing skills
- 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.
b. Attitudes:
III. Teaching aids:
- Grade 10 textbook, Unit 1, Reading;
- Projector;
- PowerPoint.
IV. Procedures:
I. Activity 1: Warm – up (5 minutes)
Aims:
+ To arouse the classroom’s atmosphere
+ To lead in the lesson
GAME: Guess the words
* T gives instructions:
• There are 8 pictures related to the topic “Family life”. - Ss discuss in their teams and
• Ss have 5 seconds to think, then guess the word guess the word corresponding
corresponding to the picture. to the picture.
+ Correct answer: +1
+ Wrong answer: -1
**** T counts the points, decides the winner, asks some
more questions and leads in the lesson.
II. Activity 2: PRONUNCIATION (10 minutes)

Aims:
+ To help students recognise and practise the consonant
blends /br/, /kr/, and /tr/ in words
TASK 1. LISTEN AND REPEAT. (5 minutes)
Pay attention to the consonant blends /br/, /kr/, and /tr/
(p.9) - Ss do as instructed.
* Teacher:
- plays the recording and asks Ss to listen to the words and
repeat; tell them to pay attention to the consonant blends.
(T can play the recording as many times as necessary)
- makes sure Ss know the meaning of each word.
* *Teacher checks whether Ss have improved their
pronunciation by randomly calling on individual Ss to read
the words aloud.
(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 WORDS YOU HEAR. (p.9) (5 minutes) *Ss do as instructed.
* Teacher: * Ss practise reading the
- asks Ss to read all the words once, paying attention to the sentences in pairs
different consonant blends in the words in each group; Key
checks that Ss understand what the words mean. :
- plays the recording for Ss to listen and circle the words 1. b
with the consonant blends they hear. 2. c
- has Ss work in pairs to compare their answers; checks 3. a
answers by asking individual Ss to read out the words they
have circled.
- plays the recording again, pausing after each sentence,
for Ss to repeat.
* T goes round to offer help and collect common mistakes
to correct as a class.
III. Activity 3: VOCABULARY (9 minutes)
TASK 1: MATCH THE WORDS WITH THEIR
MEANINGS. (p.10) ( 4 minutes)
+ Aims: To make sure that students understand the *Ss work in pairs to discuss
meaning of some lexical items about household chores. and do the matching
* T gives clear instructions *Ss share the answers with the
* T confirms the correct answer whole class.
TASK 2: COMPLETE THE SENTENCES USING Key:
THE WORDS IN TASK 1. (p.10) ( 5 minutes) 1. b 2. d 3. e 4. a 5. c
+ Aims: To give students practice in using the
words/phrases in meaningful contexts.
* Teacher:
- has Ss work in pairs; tells them to read the sentences
carefully and decides which word in task 1 can be used to * Ss work in pairs to discuss
complete each of the sentences. T explains that they should and find the answers
use the context clues to decide on the word / phrase, e.g. *Ss share the answers with the
‘my mother’ in sentence 1 refers to a person. whole class
- checks answers as a class, then has Ss call out the word Key:
they have used in each sentence first. 1. homemaker
- confirms the correct answers. T asks Ss to give reasons 2. groceries
why they have chosen the word for each sentence, e.g. 3. heavy lifting
what context clues they have used. 4. housework
- asks some Ss to read the complete sentences.
* T confirms the correct answers and asks Ss to give the
reasons why they have chosen the word/phrase for each
sentence.
IV. Activity 4: GRAMMAR (15 mins)

TASK 1: CHOOSE THE CORRECT FORM OF THE
VERB IN EACH SENTENCE. (p.10)
+ Aim: To give students an opportunity to revise the use
of present simple and present continuous
* Teacher:
- tells Ss to read the sentences in 4 in Getting Started. T
asks them what tense(s) is / are used in each of them.
For example, What does Nam say? Why is he using that * Ss do as instructed
tense? (Nam says, ‘I’m preparing dinner’. He uses the * Ss share their answers
present continuous tense because he is talking about with a partner
what he is doing at the moment of speaking.) Key:
- in weaker classes, has Ss read through the Remember! 1. does
box and checks understanding of the grammar points. T 2. is putting out
asks some questions to elicit more examples from Ss, 3. cleans
e.g. What are you doing now? (I’m sitting at my desk. 4. is studying
I’m learning about … I’m taking notes.) What do you do 5. does
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).
* Teacher check Ss’ answers and asks them to
explain their choices (using the clues above).
TASK 2: COMPLETE THE PARAGRAPH. * Ss do as instructed.

Read the text and put the verbs in brackets in the * Ss share their answers with a
present simple or present continuous. partner.
+ Aim: To give students a further opportunity to revise the Key:
use of present simple and present continuous. 1. does 2. is
* Teacher: not/isn’t doing
- T asks Ss to look at Remember! box again to master the 3. is watching 4. are doing
differences between Present simple and Present
continuous.
- T asks Ss to work individually.
* T check Ss’ answers and asks them to explain their
choices (using the clues above).
V. Activity 5: EXTRA ACTIVITY (4 minutes)
+ Aim: To help students further practise the present tenses
forms. * Ss do as instructed
GAME: 20 questions
* T explains the rules of the game.
* T praises Ss for interesting ideas and having a good
memory and decides the winner.
Rules:
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?
HOMEWORK (2 minutes)
T asks Ss to:
- Do the exercises in the Workbook
- Prepare for the Reading lesson
* Self-evaluation :
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
………….……………………………
Period: 4 Unit 1: FAMILY LIFE
Composing date: Lesson 3: READING
………………………..

II. Objectives:
- Read for specific information in a text about the benefits of doing housework for children;
b. Attitudes:
III. Teaching aids:
- Grade 10 textbook, Unit 1, Reading;
- Projector;
- PowerPoint.
IV. Procedures:
I. Activity 1: Warm – up (7 mins)
Aims:
GAME: Who’s in charge?
- T divides the class into groups of four, has Ss - Ss discuss in their groups and list
discuss in groups and list down (as much as down the housework. One
possible) the housework that they think mom, representative from each group comes
dad and kids usually do in 3 minutes. T explains and writes on the board.
that after Ss finish their discussion, one Suggested answers:
representative from each group comes and writes Mom: cook, do laundry, wash dishes,
their lists on the board. T reminds Ss that the 1st clean the house, …
group to finish will say “STOP THE BUS” and Dad: do heavy lifting, fix the roof, cook,
the others have to stop writing. wash dishes, …
- T confirms, checks the answers on the board, Kids: take out trash, tidy their room,
decides the winner and leads in the lesson. fold the clothes, …
II. Activity 2: Pre-reading (5 mins)

Aims:
+ To introduce the topic of the reading and get
students involved in the lesson
Task 1. LOOK AT THE PICTURE AND
ANSWER THE QUESTIONS. (p.11)
- T sets the context for the reading tasks, asks - Ss do as directed.
some questions about the picture and has Ss call - Ss answer the questions.
out the answers as a class. Suggested answers:
Suggested questions: 1. The mother is cooking; the father is
Is this a family? laying the table; the son is (vacuuming)
Who do you think they are? cleaning the floor; the daughter is
Where do you think they are? washing vegetables.
- T asks Ss to work in pairs, look at the picture 2. The people are happy because they
and answer the questions. are doing housework together, and all
- T tells Ss that there are no right or wrong the family members are sharing the
answers and they should feel free to make any household chores.
guesses.
-Teacher confirms, shows the answers on the
screen.
III. Activity 3: While – reading (21 mins)
TASK 2:
Aim: To help students practise guessing the
meanings of words in context
* Teacher:
- asks Ss to read the whole text once to get an - Ss discuss in groups to find out the
overall idea; asks Ss to go through the two answers and raise their hands to give
options for each word and check understanding; the answers.
has Ss read the text again; tells them to pay
attention to the context of each highlighted word,
and look for context clues conveying the
meaning of the word.
- asks Ss to work in groups to discuss the clues
for each correct option and compare their
answers. Key:
- T confirms, shows the answers on the screen 1. a 2. b 3. a 4. a 5. b
and asks Ss to make corrections if they choose
the wrong answers.
TASK 3:
Aim: To help students practise reading for
specific information
- T asks Ss to read the questions and underline - Ss underline the key words in each
the key words in each of them. question. T checks which words Ss
- T tells Ss to go through the text to find the have underlined.
answers and has Ss work in pairs to compare - Ss discuss in pairs to find out the
their answers. answer. T checks answers by asking
- T confirms, shows the answers on the screen pairs or groups to give their answers
and asks Ss to make corrections if they are and provide reason for their opinions.
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.
IV. Activity 4: Post – reading (10 mins) - Mediocre
Aim: To help students use the ideas and students:
language in the reading to talk about themselves. 1. Do you
TASK 4: What benefits do you think you can often share
get from sharing housework? housework
* Teacher: with your
- asks Ss to read the text again and underline the parents?
benefits of doing housework. - Ss discuss in pairs and prepare for What can you
- has Ss work in pairs to make a mind map of the their presentation. T invites Ss from do to help
benefits and use it to talk about which of the different pairs to present a summary of your parents?
benefits of doing housework they can get. their discussion to the whole class. 2. How do
- gives feedback you feel after
sharing
housework?
HOMEWORK
T asks Ss to:
- Do the reading exercises in the Workbook Ss take notes.
- Prepare for the Speaking lesson
* Self-evaluation :
……………………………………………………………………………………………………………………
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……………………………………………………………………………………………………………………
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Period: 5
Composing date: ………………… Unit 1: FAMILY LIFE
Lesson 4: Speaking

II. Objectives:
7. Main skill focus: Speaking skill
- Explain why children should or shouldn’t do housework;
- Discuss and express their opinions about why children should or shouldn’t do the housework.
b. Attitudes:
- Recognise the benefits of doing housework for children;
- Understand why children should or shouldn’t do housework;
- Develop presentation skills;
- Actively join in class activities;
- Be critical thinking.
III. Teaching aids:
- Grade 10 textbook, Unit 1, Speaking
- Computer connected to the Internet
- Projector
- PowerPoint
- Sticky balls
IV. Procedures:

Aims:
GAME: Matching Time
* T divides the class into groups of four.
There are ten pictures of household chores
on the slides. T asks Ss to match the
pictures with the corresponding names of
chores. T throws the ball to the team which
raise hands the fastest. If the answers are * Ss discuss in their teams and match the
correct, the round ends. If not, the round pictures with the name of chores. Ss raise their
continues until there is a winner. hands when they finish.
Suggested answers
- T confirms, checks the answers from the
fastest team.
1 e. cook
- T recaps the vocabulary and leads in the
lesson.
2 c. do the laundry
a. do the washing-up
4 d. do the heavy lifting

5 b. shop for groceries
6 g. feed pets
7 h. water the plants
II. Activity 2: Pre-speaking
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. (p.12)
(5 mins)
Aims:
To help students recall reasons from the
reading text why people think children
should or shouldn’t do housework and
provide them with some more ideas.
*Teacher:
- recalls lexical items from previous lessons * Ss brainstorm in group and raise their ideas
by asking Ss to call out the meaning of
some words * Ss do the task in groups and then write their
- has Ss work in pairs / groups answers on the board. Others Ss check their
- asks Ss if they can think of any reasons friends’ answer
why children shouldn’t do housework.
* T asks Ss to read the task carefully and Key:
discuss in which column each sentence from SHOULD SHOULDN’T
task 1 should go.
* Teacher: 1. Doing housework helps 3. Kids should be given
- check Ss’ answers with the whole class them develop life skills. plenty of playtime when
- encourages Ss to add their own reasons they are
young.
2. Doing housework teaches 4. They may break or
them to take responsibility. damage
TASK 2: LISTEN AND COMPLETE
things when doing
THE CONVERSATION. (p.12) (8 mins)
housework.
Aims:
To provide students with an example 5. Doing housework helps 6. They need more time to
conversation in which people express their strengthen family bonds. study and do homework.
opinions about whether children should or
shouldn't do housework.
*Teacher:
- has Ss read through the conversation once
to get some general ideas about it
Suggested questions:
How many people are talking?
What are they talking about?
- divides Ss into pairs; has Ss read the
conversation again, this time more
carefully and think of a suitable phrase /
sentence to fill in each gap in the
conversation.
* T plays the recording for Ss to listen

* T plays the recording again and checks
Ss’ answers; confirms the correct answers.
* T asks Ss to read the conversation in

groups of three, each taking turns to be
Anna, Nam, and Minh. * Ss do the task in pairs and discuss the answers
together.
Key:
1. Doing housework helps them develop life
skills.
2. They should be given plenty of playtime
when they are young.
* Ss practise the conversation in groups and
present in front of the class.
Audio script – Track 5:
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.
III. Activity 3: While – speaking (15
mins)
TASK 3: HAVE CONVERSATIONS
SIMILAR TO THE ONE IN TASK 2.
(p.12)
Aims:
To help students practise having
conversations in which they can express
their opinions about why children should or
shouldn’t do housework.
* Teacher:
- has students work in groups of three. * Ss practise making their own conversation in
- reminds Ss to swap roles and role-play groups of three.
their conversations two more times to make
sure each student has the opportunity to play
the three roles. Some groups act out their conversation in front
- asks some groups to act them out in front of the whole class.
of the class after 6-7 minutes of preparation
*T goes round the class to offer help when

necessary while noting down Ss’
participation in the activity and any
difficulties they may have.
*T asks other Ss to give comments and then
give feedback to Ss’ performance.
IV. Activity 4: (5mins)
WRAP-UP
Teacher asks: What have you learnt today? - Ss discuss in pairs and prepare for their
- How to explain why children should or presentation. T invites Ss from different pairs to
shouldn’t do housework present a summary of their discussion to the
Aim: whole class.
- To consolidate what students have learnt
in the lesson.
- To prepare for the next lesson.
HOMEWORK (2 mins)
T asks Ss to:
- Do the reading exercises in the Workbook
- Prepare for the listening lesson
* Self-evaluaion :
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Composing date: …………………… Lesson 5: Listening

II. Objectives:
10. Main skill focus: Listening skill
a. Language skills: At the end of the lesson, students will be able to :
- 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.
b. Attitudes:
- Students are aware of responsibilities towards family.
III. Teaching aids:
Flashcards, text book, recording, laptop, T.V, sachmem.vn……
IV. Procedures:
Warm - up
Aims: Lower
- To arouse the classroom atmosphere. level class:
- To lead in the lesson . omission
GAME: Web completion
- T divides the class into groups of four, has - Ss discuss in their teams and list down the
Ss discuss in groups and match the housework. One representative from each
housework with the roles of women or men. group comes and writes on board.
The fastest group will raise their hands and Suggested answers:
write the answer on the board.
- T confirms, checks the answers on the
board, decides the winner and leads in the
lesson.
PRE-LISTENING
To introduce the topic of the listening extract
and activate students’ prior knowledge. - T
shows the Vietnamese meaning, says the
words aloud and asks Ss to repeat them.
- Ss answer the questions.
- T confirms, shows the answers on the
screen.
TASK 1: LOOK AT THE PICTURE AND

ANSWER THE QUESTIONS.
(p. 13)
* 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?
Key:
A student and the host of a talk show
In a studio
Name of the show: Family Life
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.
WHILE-LISTENING
TASK 2: LISTEN TO THE - Ss listen and check their answerS.
INTRODUCTION TO THE TALK SHOW
AND CHECK WHETHER YOUR
ANSWER TO QUESTION 2 ABOVE IS Key:
CORRECT OR NOT. (p.13) He’s talking about his family life and how
- Tells Ss that they are going to listen to part his family have helped him achieve success
of the talk show and decide whether their in his studies.
guesses are correct. Audio script – Track 6:
** T plays the recording. Ss listen and check Welcome to our talk show. Tonight, our
their answer. topic is Family Life and our guest speaker is
*** T confirms, shows the answers on the Le Minh Hieu. Hieu is a twelfth-grader.
screen and asks Ss to make correction if they He’s just won a gold medal at the
made a wrong answer. International Physics Olympiad. He’ll tell us
about his family life and how his family have
helped him achieve success in his studies.
TASK 3: TRUE OR FALSE. (p.13)

* Teacher
- Asks Ss to read through the statements once
and underline the key words in them.
- 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.
** T plays the recording twice. Ss do the task Key: 1. F 2. F 3. T 4. T
and correct the false statements.
*** T checks answers.
TASK 4: LISTEN AND COMPLETE THE
SENTENCES. (p.13)
* Teacher
- Explains the task and asks Ss to read the Ss do the task. Ss can compare their answers
sentences before they listen to the recording in pairs before listening to the recording the
again. second time.
- Checks comprehension of words / phrases
that may be new to them Key: 1. difficulties 2. love 3. sad
- Tells Ss to underline the key words while Audio script – Tracks 7:
they read the sentences Hieu: Good evening. Well, I live with my
** T plays the recording twice. parents and my brother. And I must say that
*** T checks answers as a class. 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-LISTENING Mediorce
To help students apply the language they have students:
learnt in the listening in a speaking task about replace
their own experiences. task 5 by
TASK 5: DISCUSSION (p.13) an easier
Work in groups. Discuss the following actitivy
question.
“How can parents help their children achieve - Ss prepare their presentation in groups.
success in their studies?” Each group chooses a representative to share
- Has Ss work in groups of three and tells the group’s ideas with the class.
them to think about their own family to
answer the question.
- T gives feedback.
CONSOLIDATION
“How can parents help their children achieve
success in their studies?”
* Teacher:
- Has Ss work in groups of three and tells -Listen and answer the questions
them to think about their own family to
answer the question.
- To consolidate what students have learnt in
the lesson
- To prepare for the next lessons
WRAP-UP - Listen and answer the questions
Teacher asks: What have you learnt today?
- How can parents help their children achieve
success in their studies
HOMEWORK
- Do the Listening exercises in the Workbook - Listen and take notes.
- Prepare for the Writing lesson
* Self-evaluation :
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Đông Hưng, ngày …….tháng ………….năm 2023
Phê duyệt của tổ/ nhóm trưởng Phê duyệt của ban giám hiệu
Composing date: ………………… Lesson 6: Writing

II. Objectives:
13. Main skill focus: Writing skill
a. Language skills: At the end of the lesson, students will be able to gain:
- Be able and willing to sharing housework in the family.
b. Attitudes:
- Students are aware of responsibilities towards family.
- develop communication skills;
- be collaborative and supportive in pair work and teamwork;
- actively join in class activities.
III. Teaching aids:
IV. Procedures:
I. Activity 1: Warm - up (5 mins)
Aims: Lower
- To arouse the classroom atmosphere. level
- To get students be actively involved in the lesson class:
- To introduce the concept of family routines and activities omission
that can become part of them.
TASK 1: WHICH OF THE FOLLOWING ACTIVITIES
IN THE PICTURES DO YOU THINK CAN BE
FAMILY ROUTINES? (p.14)
- Take the 6 pictures in Task 1, prints them out and puts each
picture on different tables. ** Ss do as instructed.
- Ask Ss to stand around the table with the activity they do *** Ss in each group share
most with their family. with the group how often they
- T ask randomly some Ss to share with the class how often do that activity
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:
II. Activity 2: PRE-WRITING(4 mins)
TASK 2: READ JOEY’S EMAIL ABOUT HIS FAMILY
ROUTINES AND COMPLETE THE TABLE WITH
THE INFORMATION FROM IT. (p.14)
Aims: ** Ss do as instructed.
- To provide an example email about family routines, which
students’ can use as a model for their writing.
- Ask Ss to read the table headings to find out what
information they need to focus on when they read the email.
(routines, when / how often things to do to strengthen family
bonds).
- Ask Ss to read the email and underline the relevant
information.
- Have Ss compare their answers with a partner before they
complete the table.
- Ask individual Ss to call out their answers and confirms the
correct ones.
III. Activity 3: WHILE WRITING (24 mins)
TASK 3: COMPLETE THE EMAIL ABOUT DONG’S
FAMILY ROUTINES USING THE INFORMATION IN
THE BOX. (p.15)
Aims:
+To help students practise writing part of an email about
family routines using given ideas.
+To help students practise developing ideas and writing a
paragraph.
- Tell Ss that they are going to write a paragraph about ** Ss do as instructed.

family routines. They don’t have to write a whole email, and
the opening and ending have been provided.
- Give Ss some basic information about the structure of a
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)
- Ask Ss read the information in the table and check ** Ss do as instructed.
comprehension. *** Ss share their answers
- Ask Ss to write the middle paragraph of the email with their group members.
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.
IV. Activity 4: POST-WRITING (8 mins)
Aim:
+To give students an opportunity to recognise the common
mistakes so that they can avoid in writing ** Ss do as instructed.
PEER CORRECTION *** Ss share their ideas with a
- Explain the marking symbols in the following table. partner.
- Ask two Ss sitting next to each other to 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.
- Ask Ss to return their partner’s writing and lets them
correct themselves.
- Remind them that they can ask for their partner’s help.
- Go round to offer help.
CLASS CORRECTION
- Write Ss’ common mistakes on the board, asks Ss to check
whether they make the same mistakes in their writing.
- Call on some Ss to correct those mistakes as a class.
- Further explain the paragraph structure if Ss are not able to
develop the three elements in their writing.
- Collect Ss’ writing and provides written feedback in the ** Ss do as instructed.
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.
HOMEWORK
- Exercises in the workbook
- Prepare for Communication and Culture lesson
* Self-evaluation :
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Unit 1: FAMILY LIFE

Period: 8 Lesson 7: Communication and culture/CLIL
Composing date: …………………..

II. Objectives:
16. Main skill focus: Reading and speaking skills
17. Integrated skills: Listening and writing skills
- express their opinions in a conversation about whether family members should spend time together;
- understand British family values.
b. Attitudes:
- be more respectful of Vietnamese and British family values;
- be able and willing to embrace those family values.
- be collaborative and supportive in pair work and team work;
- access and consolidate information from a variety of sources;
III. Teaching aids:
- Grade 10 textbook, Unit 1, Communication and Culture/ CLIL
- Projector/ TV/ pictures and cards
- sachmem.vn
IV. Procedures:
I. Activity 1: WARM - UP (5 mins) Lower
Aims: level
- To arouse the classroom atmosphere. class:
- To help students revise words/ phrases related to the omission
topic
GAME - Ss do as instructed.
- T divides the class into two teams, has Ss in each team Suggested answers:
take turns to run to the board and write a word/ phrase 1. strength family bonds
about the advantages or disadvantages of sharing 2. learn life skills
housework. 3. develop their self - confident
- T confirms the correct word/ phrase and decides the 4. break things
winner (the team with most correct words/ phrases). 5. don’t have plenty of playtime
II. Activity 2: EVERYDAY ENGLISH
TASK 1: Listen and complete the conversation.
(7mins)
Aim: To provide students with an example conversation
in which people exchange opinions about teenagers doing - Ss do as instructed.
housework. Key:
- T asks Ss to read through the expressions in the box and 1.A
the incomplete conversation, checks comprehension and 2. C
encourages them to complete the gaps based on the clues 3. B
in the conversation.
- T plays the recording once or twice. - Ss act out the conversation
- T checks the answers by asking individual Ss to read
out the complete conversation. - Ss do as instructed.
- T asks Ss to practise the conversation in groups of three. - Ss work in groups of 3 to
- In stronger classes, writes some prompts on the board practise their conversations.
and asks Ss to role-play the conversation based on the - Some groups act out their
prompts only. conversations to the class.
TASK 2: Have similar conversations exchanging
opinions about whether family members should spend
time together (8mins)
Aim: To help Ss practise expressing their opinions in a
conversation about whether family members should
spend time together
- T 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 have enough time for friends or
other relationships, etc.)
- Revises common expressions used to express opinions.
- T 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
- Praises Ss for good effort, clean pronunciation, fluent
delivery and interesting ideas.
III. Activity 3: CULTURE
Aim: To To help students learn about British family
values and practise reading for specific information
Vocabulary (4mins)
Aim: To pre-teach the meaning and pronunciation of
some words/ phrases, so that students can use them in
their presentation later and can understand the reading
passage. - Ss do as instructed.
- T shows the words one by one and has Ss repeat the
sound of the words
- T has Ss guess the meaning of the words based on
pictures, explanations and examples.
1. pass on sth (phr.v): give something to someone who
lives after you die, usually a person in your family
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.
TASK 1: Read the text and list the five family values
of British people in the 21st century in the table below. - Ss do as instructed.
(9mins) - Ss share their answers with a
Aim: To help students learn about British family values partner.
and practise reading for specific information Keys:
- T asks Ss read the text about British family values and
complete the table.
- T walks round the class to offer help, explaining
unfamiliar words and answering questions.
- T checks the answers as a class by calling on pairs to
write their missing words on the board.
TASK 2: Discussion whether Vietnamese people have

similar family values (9mins)
Aim: To help students relate what they have learnt in the - Ss do as instructed.
reading text to their own culture.
- T has Ss draw the completed table in 1 in the notebooks
and add one more column to the right which is
Traditional Vietnamese family values.
- Ss work in pairs to discuss and

- T ask Ss to work in pairs to discuss each of the British take notes.
family values in the table and decide whether Vietnamese
people follow those values too.
- T 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.
- T asks Ss to think of more family values observed in
Viet Nam (e.g. family unity and harmony, respect for the
elders, etc.)
- T calls on some Ss to report back their answers to the
class.
IV. Activity 4: CONSOLIDATION (3mins)
Aims:
To help students memorise the content of the lesson that - Ss answer the teacher’s
they have learned question
WRAP-UP Key:
- T asks: What have you learnt today - The ways to express opinions
- British and Vietnamese family
- T assigns homework values
+ Do exercises in the part Looking back
+ Exercises in the workbook - Ss take notes
+ Prepare for Looking back and Project lesson
* Self-evaluation :
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Unit 1: FAMILY LIFE
Period: 9 Lesson 8: Looking back & Project
Composing date:……………….

II. 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;
3. Personal qualities
- be more creative when doing the project;
- develop self-study skills.
III. Teaching aids:
- Grade 10 textbook, Unit 1, Language
- sachmem.vn
IV. Procedures:
Aims:
+ To arouse the classroom atmosphere.
+ To help students revise words/ phrases related to
the topic
Divides Ss into 4 groups. Ss do as instructed.
- Asks each group to write down as many words as - Ss discuss in their teams and
they can think of about the topic “Household answer the teacher’s question.
chores”. -The representatives of each group
give their answers.
Suggested answers:
Sweeping, vacuuming, washing,
doing laundary, preparing meals,
**** T praises the Ss with the most words and the cleaning bathroom, dusting, washing
most interesting words/ phrases. beddng, mopping floor, taking out
the trash, mowing the lawn,………
LOOKING BACK
II. Activity 2: Pronunciation
Task 1. LISTEN AND WRITE /br/, /kr/ OR /tr/.
(6 mins)
Listen and write /br/, /kr/, or /tr/ above the word
that has the corresponding consonant blends.
Then practise reading the sentences.
Aims:
- To help students revise the consonant blends /br/,
/kr/, and /tr/.
- To help students revise words and phrases related
to the topic of household chores, which they have
learnt in the unit.
- To help students revise the Present simple and
Present continuous.
- Asks Ss to listen to the recording and underline the
words that have the consonant blends /br/, /kr/, and - Ss do as directed
/tr/. - Ss listen and repeat.
- Asks individual Ss to write the words with the - Ss pronounce the sounds.
consonant blends on the board and has them read - Ss compare their answers with a
those words several times. partner.
- Plays the recording again, pausing after each
sentence for Ss to repeat. -Ss guess the meaning.
- Puts Ss in pairs and has them practise reading the - Some students read the words aloud
sentences together. individually.
- T goes round to offer help and collect common
mistakes if Ss have to correct as a class.
Key:
/kr/ /br/ /br/
1. I like ice cream, but my brother likes bread
pudding.
/tr/ /kr/ /tr/ /br/
2. Tracy crashed her car into a tree and broke her
leg.
/kr/ /br/
3. They often have crab soup for breakfast.
III. Activity 3: VOCABULARY: COMPLETE

THE TEXT.
( 5mins)
Complete the text. Use the correct form of the
word and phrases in the box.
* T asks Ss to complete the text by using the correct ** Ss do as instructed.
form of the word and phrases in the box individually. *** Ss compare their answers with a
**** T checks the answers by asking individual Ss partner.
to write the missing words/ phrases on the board
Key:
1. does the cooking
2. does the heavy lifting
3. laundry
4. cleaning the house
5. does the washing-up
IV. Activity 4: GRAMMAR: THERE IS A
MISTAKE IN EACH SENTENCE BELOW.
FIND THE MISTAKE AND CORRECT IT.
( 6mins )
* T asks Ss to find the mistake in each sentence and
correct it individually.
**** T checks the answers by asking individual Ss
to write the answers on the board and has them ** Ss do as instructed.
explain why.
Key:
1. I’m writing to you to tell you how much I’m
wanting to see you. → want *** Ss compare their answers with a
2. Jack is away on business, so now I look after his partner.
dog. → ’m / am looking
3. Nam’s often looking untidy. → (often) looks
4. She can’t answer the phone now. She cooks
dinner. → ’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 (21 mins)
I. Activity 5
Aims:
- To provide an opportunity for students to develop
their research and collaboration skills and to practise
giving an oral presentation.
* T gives Ss a checklist for peer and self-assessment - Ss do as instructed.

and explains that they will have to tick the
appropriate items while listening to their classmates’
presentations and write comments if they have any.
(The presenters should complete their self-
assessment checklist after completing their
presentation).
- Goes through the criteria for assessing their talk to
make sure Ss are familiar with them. - Ss make questions after each
- Invites two or three groups to give their presentation.
presentations and encourages the rest of the class to
ask questions at the end.
**** 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.
IV. Activity 6: CONSOLIDATION (2mins) -
* Aims:
- To consolidate what students have learnt in the
lesson.
WRAP-UP - Ss do as instructed.
T asks: What have you learnt today? - Take notes: Summary of the lesson.
- Revise the consonant blends /br/, /kr/, and /tr/. - Consonant blends /br/, /kr/,
- Revise words/ phrases related to the topic or /tr/
Household chores. - Some lexical items about household
- Revise Present simple and Present continuous. chores
- The Present simple and Present
HOMEWORK continuous
- Prepare for Unit 2 lesson 1
* Self-evaluation :
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Period: 10 UNIT 2: HUMANS AND THE ENVIRONMENT

Composing date: ……………. Lesson 1: Getting started

II. Objectives:
- An overview about the topic Human and the Environment;
- Vocabulary to talk about activities to adopt a greener lifestyle.
b. Attitudes:
- Students are aware of environmental issues & responsibilities towards the Environment.
III. Teaching aids:
IV. Procedures:
Aims: Lower
- To activate students’ knowledge on the topic of the unit. level
- To create a lively atmosphere in the classroom. class:
- To lead into the new unit (HUMANS AND THE omission
ENVIRONMENT).
CLIP WATCHING
- T gives instructions: Watch the clip and take notes what the man has
done.
- T asks Ss to work in groups, share their words/ phrases they have - Ss do as instructed.
noted down with the others, then take turns to write the words/ phrases
on the board. - Ss work in groups as
- T checks and corrects if there are any spelling mistakes instructed
- T 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. One of them is taking part in Go Green clubs.
(Video link:https://www.youtube.com/watch?v=WfGMYdalClU)
II. Activity 2: PRESENTATION (4 mins)
Aim: To help students use key language more appropriately before
they read and listen.
VOCABULARY
- T asks Ss to look at the explanation and the photos to guess the - Ss say the Vietnamese
meaning of new words. meaning of the words.
- 1. adopt (v) /əˈdɒpt/: start to use a particular method
- 2. awareness (of) (n) /əˈweənəs/: interest in and concern about a
particular situation or area of interest
- 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
- T gets other Ss to correct if the previous answers are incorrect. - Other Ss correct
- T shows the meanings, says the words aloud and asks Ss to repeat if the previous
them. answers are
incorrect.
- Ss listen & repeat.
III. Activity 3: PRACTICE (24 mins)
Aims:
+ To get students interested in the topic.
+ To get students to learn some vocabulary to be learnt in the unit.
- T asks Ss to look at the picture (p.18) and answer the following
questions: - Ss do the task
individually
* What are the students doing?
* Is cleaning up the school/ the street/ public places a way to
adopt a green lifestyle?
* What are you going to listen to?
- T plays the recording twice, has Ss listen to the conversation, read
along and underline the activities in the conversation which are good
for the environment.
- T gets Ss to share their answers with a partner.
- T checks their answers with the whole class.
- T has Ss read the conversation in pairs. - Ss share their answers
- T calls on one pair to read aloud. with a partner.
- T collects common mistakes and gives comments.
- Ss read the
TASK 2: READ AND ANSWER THE QUESTIONS. (p.19) conversation
Read the conversation again and answer the following questions. - One pair read aloud.
Aims:
- To practise reading for specific information.
- To practise scanning.
- To develop students' knowledge of vocabulary for humans and the
environment.
- T asks Ss to work individually to read the questions and underline
the key words, then share their ideas with a partner who sits next to
them.
- T gets Ss to do Task 2 individually first. After that T asks Ss to share
& discuss with their partners.
1. Who set up the Go Green Club?
2. What does the club want to achieve?
3. What does Nam think the club will do in the future?
4. What is the first activity of the club? - Ss scan the conversation,
5. What is Mike keen to do? locate the key words to
- T divides the class into two big teams, and has Ss in each team take find the answer for each
turns to choose a number in the game Lucky number to check the the question individually
answers. first.
- Ss share and discuss with
Answers: their partners.
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 - Ss play the game
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.
TASK 3: MATCH THE VERBS OR PHRASAL VERBS IN A
WITH SUITABLE NOUNS OR NOUN PHRASES IN B. (p.19)
Aims:
- To help students revive some collocations for the environment so
that they can use them in the following lessons.
- To help students practise scanning.
- T has Ss locate the verbs or phrasal verbs in the conversation, find the
nouns or noun phrases after each verb/ phrasal verb to do the matching.
- T asks Ss to work individually.
- T has 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: giảm lượng khí thải cacbon của
bạn - Ss do the task as
3 - e: clean up the school: vệ sinh trường học instructed.
4 - b: adopt a greener lifestyle: áp dụng lối sống xanh hơn
5 - a. set up a club: thành lập câu lạc bộ
TASK 4: COMPLETE THE SENTENCES.

Complete the following sentences based on the conversation in 1.
(p.19)
Aims:
+ To help students identify some future structures with will and be
going to, the passive voice and how they are used in sentences.
- T has Ss read each sentences, try to think of a verb or an auxiliary
verb that will complete the gap.
- T get Ss to do the task individually.
- T asks Ss to 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.
Answers:
1. was set up
2. are / ‘re going to
3. will / ‘ll
IV. Activity 4: PRODUCTION (8 mins)
Aims:
- To help students practising talking about activities which help protect
the environment.
- To practise team working.
- To give students authentic practice in using target language.
TASK 5: INTERVIEW
To become a member of our school Go Green Club, you must
participate in an interview with the club chairman. Think about
activities which you can do at school and in your community to
help protect the environment.
- T gives Ss clear instructions in order to make sure Ss can role-play - Ss do as instructed
effectively. + Club chairmen think of,
- T divides Ss into 2 main groups consisting of Candidates and Club discuss and list as many
Chairmen. questions to ask the
- T pairs the chairmen with the candidates and asks them to role play. candidates (e.g: the
- T observes Ss while they are role playing, notes their language errors. reasons why the
T gives Ss feedback. candidates want to
- T chooses some useful or excellent words/ phrases/ expressions/ word become a club member,
choices Ss have used to give suggestions to other students. experiences in the past to
- T chooses some typical errors and correct as a whole class without protect the environment
nominating the students’ names. 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.
HOMEWORK(4 mins)
* 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.
* Self-evaluation :
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Unit 2: HUMANS AND THE ENVIRONMENT
Period: 11 Lesson 2: Language
Composing date: ………………..

II. Objectives:
1. Main skill focus: Speaking and writing skills
2. Integrated skills: Listening and reading skills
- 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.
b. Attitudes:
- Adopt greener lifestyle and awareness of environmental issues;
- Be responsible for environment protection.
III. Teaching aids:
- Grade 10 textbook, Unit 2, Language
- sachmem.vn
IV. Procedures:
Aims:
GAME: Who’s the quickest?
- T divides the class into groups of four or three.
- T has Ss discuss in groups and answer the question: “What - Ss discuss in their teams
should we do to protect our school and our environment?” in and answer the teacher’s
2 minutes. question.
-T explains that Ss can use some suggestions in Lesson 1-
Getting Started.
- After Ss finish their discussion, one representative from -The representatives of each
each group stand up and give the answer. At that time another group give their answers.
student can write the answer on the board. Suggested answers:
- T confirms, checks the answers on the board, decides the To protect our school and
winner and leads in the lesson. environment, we should
adopt greener lifestyle.
We should clean up the
school and playground.
We had better plant more
trees.
…………..
II. Activity 2: Pronunciation (8 mins)
Task 1. LISTEN AND REPEAT
Aims:
+ To give students practice in pronouncing the consonant
blends /kl/, /pl/, /gr/, and /pr/ in individual words.
- T underlines the words containing the consonants blends in
the sentences on the board.
- T asks Ss to pay attention to the underlined parts. - Ss do as directed.
- T calls on some Ss to pronounce the sounds to find out what - Ss pronounce the sounds.
difficulties Ss may have.
- T plays the recording and asks Ss to listen and repeat. ( play -Ss listen and repeat.
the recording as many times as necessary)
- T makes sure Ss know the meaning of each word. -Ss guess the meaning.
- T checks whether Ss have improved their pronunciation by - Some students read the
randomly calling on individual Ss to read the words aloud. words aloud individually.
TASK 2: LISTEN AND PRACTISE SAYING THE
FOLLOWING SENTENCES
Aim: To help students recognize the consonant blends /kl/,
/pl/, /gr/, and /pr/ in sentences and pronounce them correctly.
- T plays the recording, has Ss focus on the words containing - Ss do as instructed.
the consonant blends and asks them to circle these words.
- T plays the recording again, pausing after each sentence, for -Ss listen and repeat.
Ss to repeat.
- T gets Ss to practice reading in pairs. - Ss practise reading the
- T calls on some Ss to read aloud individually. sentences in pairs.
- T collects common mistakes to correct as a class. -Some Ss stand up and read
III. Activity 3: VOCABULARY (10 mins) the sentences individually.
TASK 1: Match the words and phrases with their
meanings.
Aim: To make sure that students understand the meaning of
some lexical items about humans and the environment.
-T gives clear instructions. - Ss listen.
- T has Ss work in pairs to discuss and do the matching. - Ss discuss and do the
- T asks Ss to share the answers with the whole class. matching in pairs.
- T confirms the correct answer. - Ss share their answers with
- T calls on one student to read a word/ phrase aloud and the whole class.
another student to read its meaning. - Listen and correct
TASK 2: Complete the sentences using the words and mistakes.
phrases in 1. Key: 1. d - 2. e - 3. a - 4. b -
Aim: To give students practice in using the words/phrases in 5. c
meaningful contexts.
- T has Ss work in pairs to read the sentences carefully to
decide which word/phrase in 1 can be used to complete each
of the sentences.
-T explains that they should use the context clues to decide on
the word/ phrase, e.g. in the first sentence, the gapped word is - Ss work in pairs to discuss
an adjective (eco-friendly). and find the
- T asks Ss to exchange their answers. answers.
- T gets Ss to call out the word/ phrase they have used for
each sentence and give the reasons for their answers. -Listen and do as directed.
- T confirms the correct answers - Ss share the answers with
the whole class.
- Ss give their answers and
explanations
Key:
1. Eco-friendly
2. household appliances
3. carbon footprint
4. energy
5. litter
IV. Activity 4: GRAMMAR (10 mins) -
1. THE FUTURE WITH WILL AND BE GOING TO
⃰ Aim: To give students an opportunity to revise the use of
will and be going to to talk about future actions.
-T tells Ss to read the explanations in the Remember! box - Ss do as
on page 20 and asks Ss questions to elicit the differences instructed.
between will and be going to, for example:
+ Do both structures talk about the future?
+ Which auxiliary do we use to talk about plans made at
the moment of speaking / before the moment of speaking?
+ Can we use both structures for predictions?
- T asks Ss to work in pairs or individually to choose will or -Ss make a choice
the correct form of be going to to complete each sentence. - Ss share their
- T reminds them to use some clues in the sentence to answers with a
decide on the correct tense form. e.g. 1: I don’t think; 2: partner.
have already made the decision; 3: I’m sure; 4: Look at; 5: - Ss give their answers and
I forgot to phone Dad. explain their choices.
- T check Ss’ answers and asks them to explain their choices Key:
(using the clues above). 1. will
2. are going to
3. will
4. is going to
5. will
2. PASSIVE VOICE (10 mins): Rewrite the following

sentences using the passive voice. Begin each sentence as
shown.
* Aim: To give students an opportunity to revise the passive -Ss do as instructed
voice.
- T 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? -Ss complete the sentences
+ How do we form the passive voice? (the verb be and the individually.
past participle of the main verb).
- T asks Ss to work independently and rewrite the sentences
using the passive voice.
-T reminds Ss of the correct verb forms in different tenses; of
the use of the preposition by to mention the doer of the
action.
-T 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 work in pairs to
- T has Ss work in pairs to compare their answers. compare their answers.
-T checks the answers as a class by having individual Ss read - Ss give their answers.
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.
V. WRAP-UP (2 mins)
Aim: To help students memorise the target language and -Ss answer the questions.
skills that they have learnt. Summary of the lesson.
-T asks: What have you learnt today? - Consonant blends /kl/, /pl/,
- T sums up the main points of the lesson. /gr/, and /pr/
- Some lexical items about
humans and the
HOMEWORK environment;
T asks Ss to: - Will and be going to to talk
- Do exercises in the workbook. about the future;
- Prepare for Lesson 3, Unit 2. - Passive voice.
* Self-evaluation :
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Period: 12 Unit 2: Humans and the environment

Composing date: …………………. Lesson 3: Reading

II. Objectives:
- 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.
b. Attitudes:
- Recognise what activities are related to a green lifestyle and be ready to adopt them in their lives;
III. Teaching aids:
- Grade 10 textbook, Unit 2: Reading
- Projector
- PowerPoint
IV. Procedures:
Teacher’s activities Students’ activities
Aims:
- To arouse the classroom atmosphere.
- To lead in the lesson.
CROSSWORD
- T divides the class into two teams, has Ss in each team - Ss discuss in their teams and
take turns to choose a random number, and shows the say the words out.
clues on the screen for the Ss to guess the words.
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 Suggested answers:
9. Interest in and concern about a particular situation or L
area of interest
- T also reminds Ss that they don’t need to answer all the
across words to find the key word. E C O F R I
- T confirms, shows the answers on the screen and
decides the winner.
C A R B O N F
- T leads in the lesson.
E N E
H O U S
A D O P T
P L
A W A R E
Down word: LIFESTYLE

II. Activity 2: Pre-reading (7 mins)
Aims:
+ To help students use key language more appropriately
before they read.
- T asks Ss to look at the explanation and the photos to - Ss say the Vietnamese meanings
guess the meanings of new words. of the words.
1. explosion (n): a violent burst, often with a loud noise - Other Ss correct if the previous
answers are incorrect
1. sự nổ bùng
2. method (n): a way of doing st
2. phương pháp
3. có thể dùng lại
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
4. nguyên liệu thô
5. sort (v): put a number of things in an order or to

separate them into groups
5. phân loại
- T shows the Vietnamese meaning, says the words

aloud and asks Ss to repeat them.
TASK 1: WORK IN GROUPS. LOOK AT THE
PICTURES AND ANSWER THE QUESTIONS.
(p.21)
+ To introduce the topic of the reading and get students
involved in the lesson.
Suggested question:
Which pictures show a green lifestyle? Why?
+ T has Ss work in groups of three or four to discuss the
questions. - Ss do as instructed.
- T encourages Ss to describe the pictures using their
own language and focusing on how each object is - Ss share the answers with the
related to a green lifestyle, whole class.
e.g. single-use plastic bags: plastic waste, pollution, Suggested answers:
difficult to recycle, can end up in the ocean; fresh - In Picture a, a man goes shopping
vegetables: green lifestyle. with lots of plastic bags. It doesn’t
show a green lifestyle. Plastic bags
pollute the environment since they take
time to decay.
- In Picture b, we can see fresh food,
which looks organic and is better for
our health. It shows a green 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.
III. Activity 3: While – reading (21 mins)
TASK 2: READ THE FOLLOWING TEXT AND
CHOOSE THE BEST TITLE FOR IT. (p.22)
Aim: To help students practise skimming a text to
choose the best title for it.
- T draws Ss’ attention to the Tips box, has them read
through the tips and checks their understanding. - Ss do as instructed individually.
- T has Ss read the whole text once to get an overall - Ss work in groups to discuss the best
idea. option and compare answers
- T 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 Key: A
not the focus here.
TASK 3: CIRCLE THE CORRECT MEANINGS OF
THE HIGHLIGHTED WORDS AND PHRASES IN
THE TEXT. (p.22)
Aim: To help students practise guessing the meanings of
words/phrases in context -Ss work in groups to discuss the
- T has Ss read the text again, pay attention to the clues for each option and compare the
context of each highlighted word/phrase and look for answers.
clues explaining the meaning of it, e.g. -Ss share the answers with the whole
1. sustainable: greener, lifestyle, can do, eco-friendly. class.
- T confirms the answers by having individual Ss call Suggested answers:
out the correct options. 1. a
2. b
TASK 4: READ THE TEXT AGAIN AND DECIDE 3. a
WHETHER THE FOLLOWING STATEMENTS 4. a
ARE TRUE (T) OR FALSE (F). (p.22)
Aim: To help students practise reading for specific
information.
- T has Ss read the statements and underline the key -Ss work in pairs to compare the
words, read through the text to locate the answers, and information in each statement with
then read again paying attention only to the parts of the information from the text.
text that contain the answers. - Ss share the answers with the whole
- T explains that the information in the statements is class.
paraphrased and asks if they understand some difficult
words such as compulsory, plastic waste and break
down.
- T confirms the correct answers and asks Ss to correct Suggested answers:
the false statements. 1. F (compulsory -> a choice)
2. T
3. T
4. F (not encouraged -> encouraged)
IV. Activity 4: Post – reading (9 mins)
Aim: To help students use the ideas and language in
the reading to talk about ways to live green.
TASK 5: WORK IN PAIRS. DISCUSS THE
FOLLOWING QUESTION. (p.22)
In your opinion, which of the suggestions in the text is
the easiest way to live green?
- T asks Ss to read the text again and note down the four
ways to live green. - Ss work in pairs and discuss which of
-T encourages them to explain their answers using as the suggestions is the easiest to do.
many reasons as possible. - Some pairs present a summary of
- T gives comments, collects common mistakes to their discussion with the whole class.
correct.
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.
HOMEWORK(2 mins)
T asks Ss to:
- Prepare for the Speaking lesson
* Self-evaluation :
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Đông Hưng, ngày …….tháng ….. năm 2023
Phê duyệt của tổ trưởng Phê duyệt của ban giám hiệu
Period: 13 Lesson 4: Speaking
Composing date: ………………

II. Objectives:
- Talk about ways to live green.
b. Attitudes:
- Recognise what activities teenagers should do to live green;
- Be aware of the importance of a green lifestyle.
- Be critical thinking.
III. Teaching aids:
IV. Procedures:
I. Activity 1: WARM - UP ( 6 mins)
Aims:
- To arouse the classroom atmosphere.
- To lead in the lesson.
GAME: Board race (The topic word is green living)
- Teacher gives instructions of how to play the game, and - Ss discuss in their teams and
gives an example. write down the words.
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 S (1 point)
M O V I E (2 points)
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
Ss in each team take turns to
Total
write their words on the board.
- Teacher confirms the correct words, decides the winner

and leads in the lesson.
II. Activity 2: PRE-SPEAKING ( 6 mins)

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

the direct light from the sun
- T confirms the meanings, calls on some individual

Ss to make sentences with each word.
III. Activity 3: WHILE-SPEAKING
TASK 1: ( 8 mins)
WHICH OF THE FOLLOWING ACTIVITIES DO
YOU THINK TEENAGERS SHOULD OR
SHOULDN’T DO TO LIVE GREEN? PUT A TICK IN
THE APPROPRIATE COLUMN. (p.23)
To introduce more ideas for the main speaking tasks and get
students involved in the lesson.
-T has Ss work in pairs, read the activities, discuss their - Ss work in pairs.
meanings and decide which activities they should/ shouldn’t - Ss do as instructed
do to go green by putting a tick in the appropriate column.
- T has some individual Ss share their answers with the - Ss share their answers with a
whole class. partner.
Suggested answers:
activities should
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
- T confirms the correct answers.
TASK 2 ( 8 mins)
THE TABLE BELOW PRESENTS THE REASONS
WHY TEENAGERS SHOULD OR SHOULDN’T DO
THE ACTIVITIES IN 1. WORK IN PAIRS AND
MATCH THEM WITH THE ACTIVITIES. (p.23)
To introduce more ideas for the main speaking task and get
students involved in the lesson.
- has Ss read the reasons, and discuss with a peer to do the - Ss do as instructed.
matching.
- 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
when not in use?
Student B: Because this wastes electricity and creates
dangerous situations. Why should you recycle your used
items?
Student A: Since this protects natural resources. - Ss share the answers with the
whole class.
- Teacher confirms the correct answers and calls on some - Suggested answers:
pairs to make small exchanges like the one above. a - 5; b - 1; c - 3; d - 4; e - 2; f
–6
IV. Activity 4: POST - SPEAKING
TASK 3: (15 mins)
WORK IN GROUPS. DISCUSS AND PRESENT
YOUR IDEAS ABOUT WHAT YOU SHOULD OR
SHOULDN'T DO TO LIVE GREEN. (p.23)
To give students an opportunity to discuss ideas in groups - Ss do as instructed.
and share with the rest of the class.
-T has Ss work in groups, discussing what they should or - Ss work in groups.
shouldn’t do to live green.
In weaker classes, T reminds them to use the ideas given in
1 and 2 in their discussion. In stronger classes, T encourages
them to think of other activities and reasons.
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. - Ss share their ideas with
the rest of the class by
-Teacher praises Ss for interesting and imaginative ideas, playing the game:
and for providing well-formulated reasons. PASSING THE BALL.
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.
HOMEWORK (2 mins)
- Prepare for Listening lesson
* Self-evaluation :
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Period: 14 Lesson 5: Listening
Composing date: ……………………..

II. Objectives:
5. Integrated skills: Reading, speaking and writing skills
- Listen for specific information in a text about green living;
- Talk about a plan to organise a green event in their area.
b. Attitudes:
- 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.
- Develop presentation skills.
III. Teaching aids:
- Grade 10 textbook, Unit 2, Listening;
- Projector;
- PowerPoint.
IV. Procedures:
Aims:
+ To arouse the classroom atmosphere.
+ To get students be actively involved in the lesson.
GAME: TABOO
- T divides the class into 2 teams, lets each team choose 5 - Ss do as instructed.
representatives.
- T prepares in advance 2 sets of words (maybe written on a
sheet of paper), and gives them to the representatives.
- T asks the representatives to try to get their teammates to - Ss in each team take turns
guess words using verbal clues or actions without using the to describe and guess the
words in their sets and without using their mother tongue in words.
two minutes. Suggested words:
- T confirms the correct words, decides the winner. The Set 1: adopt, carbon
winners are the ones whose team can guess the most words. footprint, litter, method,
eco-friendly
Set 2: sort, awareness,
organic, household
appliances, cut down on
II. Activity 2: Pre-listening (12 mins)
VOCABULARY (6 mins)
Aims:
+ To pre-teach the pronunciation and the meaning of some
vocabulary so that students can understand the content of
the listening.
- T shows the words one by one, plays the recording and - Ss do as instructed.
has Ss repeat the sound of the words.
- T has Ss guess the meanings of the words based on
1. schedule (n): a plan that lists all the work that you have
to do and when you must do each thing. E.g. They have a
very flexible work schedule.
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.
- Ss do as instructed.
- Some pairs share their
answers with the class.
- T confirms the meanings, calls on some individual Ss to

make sentences with each word.
TASK 1: (6 mins)
Aim:
+ To introduce the topic of the listening and activate Ss’
prior knowledge
TASK 1: WORK IN PAIRS. LOOK AT THE

PICTURE AND ANSWER THE QUESTIONS. (p.24)
- T has Ss work in pairs, look at the picture and tell their
partner what they see in the picture.
WHAT ARE THEY DOING? WHY?
- T encourages them to use the vocabulary they have learnt

to describe the picture
e.g. The students are picking up rubbish, bottles and plastic
bags; They are watering plants and trees.
- T 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?
III. Activity 3: While – Listening (16 mins)
TASK 2: (8 mins)
Aim:
+ To help Ss practise listening for specific information.
TASK 2: LISTEN TO AN ANNOUNCEMENT ABOUT

A GO GREEN WEEKEND EVENT AND DECIDE
WHETHER THE FOLLOWING STATEMENTS ARE
TRUE (T) OR FALSE (F). (p. 24)
- T tells Ss that they are going to listen to an announcement - Ss do as instructed.
about a Go Green Weekend event. - Ss share their answers
- T has them read the statements, underline the key words. with a peer.
- T checks the key words with the whole class. Key:
- T plays the recording and has Ss do the activity, paying 1. T ; 2. F (central market -
attention to the key words to catch the ideas. > central park); 3. T; 4. T
- T checks the answers as a class, asks SS to explain why
they are true or false.
- T plays the recording again if many Ss have incorrect
answers, pausing at the places where they can get the
correct information.
TASK 3: (8 mins)
Aim:
+ To help students practise listening for specific
information
TASK 3: LISTEN AGAIN AND COMPLETE EACH

GAP IN THE TABLE WITH ONE WORD FROM THE
RECORDING. (p.24)
- T has Ss read the instruction and focus their attention on - Ss do as instructed.
the word ‘ONE’ - Ss share their answers
- T has them read the incomplete text and try to have a with a peer.
guess at what part of speech might fit each gap, Key:
e.g. 1. noun; 2. adjective 1. park
- T plays the recording once for Ss to complete the table. 2. plastic
- T checks the answers by calling on some Ss to write their 3. Sort
answers on the board or read them aloud. 4. Post
- T plays the recording again if many Ss have incorrect 5. suggestions
answers, pausing at the places where they can get the
correct information.
IV. Activity 4: Post – listening (10 mins)

TASK 4:
Aim:
+ To give students an opportunity to personalise the
language and ideas from the listening in a speaking task.
TASK 4: WORK IN GROUPS. DISCUSS THE

FOLLOWING QUESTION. (p.24) - Ss do as instructed.
- T asks some lead-in questions to see whether Ss have
taken part in any environmental activities or events, and
how much experience they have, e.g.
+ Have you ever taken part in an environmental activity or
event?
+ How many times have you participated in such activities
or events?
+ What did you do there?
+ How did you feel?
- T put Ss in groups in which there are both not or less
experienced Ss and Ss who have taken part in such eco-
friendly events.
- T reminds 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 share their ideas with
- T invites some groups to present their ideas to the whole the rest of the class.
class, and praises the groups for interesting and imaginative
ideas.
HOMEWORK (1 min)
T asks Ss to:
- Prepare for the Writing lesson
* Self-evaluation :
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Period: 15 Lesson 6: Writing
Composing date: …………………….

II. Objectives:
7. Main skill focus: writing skill
8. Integrated skills: Listening, speaking and reading skills
- Write about ways to improve the environment in their school;
b. Attitudes:
- Recognizing the benefits of protecting the environment;
- 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.
III. Teaching aids:
- Grade 10 textbook, Unit 2, Writing;
- Projector;
- PowerPoint.
IV. Procedures:
I. Activity 1: Warm – up ( 6’)
Aims:
GAME: THE WHEEL OF FORTUNE
- T divides the class into two teams, and explains the game rules: - Ss discuss in their teams and
- Ss in each team read the clues, take turns to spin the wheel, guess the words. One
guess the individual letters until they can guess the whole word. representative from each
- It is not necessary for the Ss to guess all the individual letters. group comes and writes on
They can guess the whole word at any time. the board.
- T confirms the correct words, decides the winner and leads in Suggested words
the lesson. 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
II. Activity 2: Pre-writing (6’)
Aims:
+ To help students recall some suggestions for improving the
environment
Task 1. WORK IN PAIRS. MATCH THE SUGGESTIONS
FOR IMPROVING THE ENVIRONMENT WITH THEIR
EXPECTED RESULTS. (p.25)
- T asks Ss some questions to elicit the topic of the writing as
well as some suggestions. e.g. - Ss do as directed.
+ Do you have any ideas about how to improve the environment - Ss answer the questions.
in our school? Key:
+ What are they? 1.c
-T has them work in pairs and asks them to do the matching. In 2.a
weaker classes, go through the suggestions and expected results 3.b
to check comprehension.
- T asks individual Ss to call out their answers and confirms the
correct ones.
III. Activity 3: While – Writing (20’)
TASK 2: READ THE INCOMPLETE PARAGRAPH
ABOUT WAYS TO IMPROVE THE ENVIRONMENT.
FILL IN THE BLANKS WITH THE WORDS AND
PHRASES FROM THE BOX.
Aim: To provide students with a model of a well-structured
paragraph and practice in using connectors to link sentences.
* Teacher: - Ss do as instructed.
- tells Ss that they are going to write a paragraph about ways to - Ss discuss and share their
improve the environment in their school. First, they will be answers with a peer.
provided with an incomplete example as a model for their Key:
writing. 1. First
- recall the information about the structure of a paragraph: 2. For example
+ A paragraph is a group of sentences that develop ONE main 3. In conclusion
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)
- T checks the answers by calling on some Ss to read their
answers to the class.
- T asks Ss to read the incomplete paragraph and fill in each
numbered blank with a word/ phrase in the box.
TASK 3: ADD TWO MORE SUGGESTIONS TO
IMPROVE THE ENVIRONMENT IN YOUR SCHOOL TO
THE PARAGRAPH IN 2. USE THE IDEAS IN 1 TO HELP
YOU. (p.25)
Aim: To help students practise developing ideas and writing a
paragraph
* Teacher:
- explains the writing task. - Ss do as instructed.
- has Ss brainstorm more suggestions in groups. - Ss share their answers with
- walks round the class to offer help and encourages Ss to take their group members.
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:
+ 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, To sum up, …
- walks round the class to monitor and make a note of some
common mistakes.
IV. Activity 4: Post – Writing (11’)
Aim: To give students an opportunity to recognise the common
mistakes so that they can avoid in writing
PEER CORRECTION
* Teacher: - Ss do as instructed.
- explains the marking symbols in the following table. - Ss share their ideas with a
partner.
- 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.
- T goes around to offer help. Sample answer:
CLASS CORRECTION Another way would be to plant
* Teacher: more trees. For example, we
- writes Ss’ common mistakes on the board, asks Ss to check can plant more green trees
whether they make the same mistakes in their writing. around the school and in the
- calls on some Ss to correct those mistakes as a class. schoolyard. It reduces CO2 and
*Teacher: makes the air we breathe in
- further explains the paragraph structure if Ss are not able to cleaner. Finally, we can set up
develop the three elements in their writing. more rubbish bins. For instance,
- collects Ss’ writing and provides written feedback in the next we can put more bins in public
lesson. places such as parks or bus
- in weaker classes, provides some suggested answers if stations. This makes the waste
necessary. collection easier.
HOMEWORK (2’)
T asks Ss to: - Listen and take notes
- Prepare for Communication and Culture lesson
* Self-evaluation :
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
………….………..
Period: 16 UNIT 2: HUMANS AND THE ENVIRONMENT

Composing date: ………………. Lesson 7: Communication and Culture / CLIL
II. Objectives:
1. Main skill focus: reading and speaking skills
2. Integrated skills: Reading, listening, and speaking skills
- Ask for and give advice;
- Understand what a carbon footprint is.
b. Attitudes:
- Be willing to take practical actions to help reduce their own carbon footprint and their family’s as well;
III. Teaching aids:
- Grade 10 textbook, Unit 2, Communication and Culture / CLIL;
- Projector;
- PowerPoint.
IV. Procedures:
Aims:
GAME: RUNNING MAN - Ss do as instructed
* Teacher divides the class into two teams, has Ss in each - Ss discuss in their teams
team take turns to run to the board and write a word/ phrase and list down a word/
related to the topic Humans and the Environment on the board phrase related to the topic
in two minutes. Humans and the
* Teacher asks Ss to do as instructed. Environment . One
* Teacher confirms the correct word/ phrase and decides the representative from each
winner (the team with most correct words/ phrases) group comes and writes on
* (T) leads in the lesson. the board.
Suggested answers:
- Green lifestyle
- Eco-friendly
- Plastic bags
- Zero waste
- Carbon footprint
II. Activity 2: Everyday English (12ms)
CONVERSATION WITH THE EXPRESSIONS IN THE
BOX. THEN PRACTISE IT IN PAIRS. (p.25)
Aims:
+ To provide Ss with an example conversation in which
people ask for and give advice about ways to find information - Ss do as instructed.
for the presentation. - Ss answer the questions.
* Teacher: Key:
- elicits expressions Ss already know related to asking for and 1. B
giving advice by saying some situations and has Ss give 2. A
advice, e.g. 3. D
Teacher: I don’t know anything about organic food. 4. C
Ss 1: You should search on the Internet.
Ss 2: I advise you to go to a shop selling organic food.
- asks Ss to read through the expressions in the box and the
incomplete conversation, checks comprehension and
encourages them to complete the gaps based on the clues in
the conversation.
- plays the recording once (in stronger classes) or twice (in
weaker classes)
* Teacher asks Ss to 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.
TASK 2: WORK IN PAIRS. MAKE A SIMILAR
CONVERSATION ASKING FOR AND GIVING
ADVICE ABOUT GREEN LIVING. USE THE
EXPRESSIONS BELOW TO HELP YOU. (p.25)
Aims:
To help Ss practise ways of asking for and giving advice
about green living
* Teacher:
- brainstorms green living ideas and writes them on the board * Ss work in pairs to
for Ss’ reference. practise their conversations.
- revises common expressions used to ask for and give advice * Some pairs act out their
or asks Ss to read through the expressions in the table and conversations to the class.
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.
* (T) asks Ss to work in pairs to practise their conversations.
* (T) asks some pairs to act out their conversations to the
class.
* Teacher praises Ss for good effort, clean pronunciation,
fluent delivery and interesting ideas.
III. Activity 3: CLIL (25ms)
VOCABULARY
Aims: * Ss to do as instructed
To pre-teach the meanings and pronunciation of some words/ * write down some new
phrases, so that Ss can use them in their presentation later and words
can understand the reading passage
* Teacher:
- shows the words one by one, plays the recording and has Ss
repeat the sound of the words
- has Ss guess the meanings of the words based on pictures,
explanations and examples.
1. emission (n): an amount of something, especially a gas that
harms the environment, that is sent out into the air
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
4. atmosphere (n): the mixture of gases that surrounds the

earth
* Asks Ss to do as
* (T) Ss to do as instructed. instructed.
* Teacher confirms the meaning, calls on some individual Ss * Asks Ss to share their
to make sentences with each word. answers with a partner.
TASK 1: READ THE TEXT AND COMPLETE THE Key:
TABLE. (p.26) 1. CO2
Aims: 2. global temperatures
To help students learn about carbon footprint and ways to 3. showers
reduce it (through CLIL) 4. public transport
* Teacher:
- asks Ss some questions to find out what they already know
about the topic, e.g.
+ What is the carbon footprint?
+ How do you measure it?
+ Why is it bad to have a large carbon footprint?
+ 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 complete the
table.
- walks around the class to offer help, explaining unfamiliar
words and answering questions.
* (T) asks Ss to do as instructed.
* (T) asks Ss to 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.
TASK 2: WORK IN PAIRS. DISCUSS THINGS YOU
CAN DO TO REDUCE YOUR CARBON FOOTPRINT.
(p.26)
Aims:
To give students an opportunity to personalise the CLIL topic
(ways to reduce their carbon footprint)
* Teacher: * work in pairs to
- has Ss work in pairs to discuss things they can do to reduce discuss and take notes
their carbon footprint. * some Ss to report their
- in weaker classes, has Ss underline the ideas in the text so partner’s ideas to the class,
that they can use them in their discussion; and in stronger e.g. Lan thinks that her
classes, encourages Ss to come up with their own ideas to carbon footprint is not very
reduce their carbon footprint. big, but she’ll try to reduce
- reminds them to take notes of their partner’s ways to reduce it to further help the
his/ her carbon footprint environment. First, she’ll
* (T) asks Ss to work in pairs to discuss and take notes. start cycling to school
* T calls on some Ss to report their partner’s ideas to the class instead of asking her dad to
* T gives feedback. drive her. Second, she’ll
stop using plastic bags for
groceries. Finally, she'll
start drinking filtered tap
water instead of buying
bottled water.
IV. Activity 4: (3ms)
Aims: * Ss answer:
To help students memorise the content of the lesson that they - The ways to ask for and
have learned give advice
CONSOLIDATION - What carbon footprint is
Teacher asks: What have you learnt today? and the ways to reduce it in
HOMEWORK our lives.
T asks Ss to:
- Finish the exercises in the Workbook in unit 2 - Finish the exercises in the
- Prepare for the next lesson Workbook in unit 2
- Prepare for the next lesson
* Self-evaluation :
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Period: 17 Unit 2: Humans and the Environment

Composing date:…………… Lesson 8: Looking back and project

II. Objectives:
1. Main skill focus: Communication skills
2. Integrated skills: Reading skill, Listening, speaking and writing skills; critical thinking skills
- 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.
b. Attitudes:
- Students are aware of responsibilities towards the environment.
- Students be more creative when doing the project;
- Students develop self-study skills.
- Develop communication skills and creativity;
- Develop critical thinking skills;
III. Teaching aids:
IV. Procedures:
Aims: Lower level
- To arouse the classroom atmosphere. - Ss do as instructed. class:
- To help students revise words/ phrases - Ss work individually to speak out omission
related to the topic the words/phrases related to the
GAME: THE LAST MAN STANDING topic Humans and the
Rules: environment.
- T has 10 Ss form a circle and stands at a center Suggested answers:
with a ball. 1. Preservation
- T speaks out a word related to the topic Humans 2. Deforestation
and the environment and pass the ball to one 3. Forest fire
student. Let him/her toss it to another student as 4. Destruction
he/she names the word related to the theme. 5. Extinction
- If Ss repeat a word or can’t say any more words, 6. ....
they need to sit down.
- The last student standing wins the game.
* Teacher:
- Invites 10 Ss to form a circle and stand at a
center 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.
II. Activity 2: LOOKING BACK
PRONUNCIATION (6 mins) PRONUNCIATION
Aim: To help students revise /kl/, /pl/, /gr/ and - Ss do as instructed.
/pr/. Key:
Listen and underline the words with the 1. The professor is proud of the
consonant blends /kl/, /pl/, /gr/ or /pr/. Then results of our project.
practise reading the sentences. (p.26) 2. Grass is growing on the ground.
- asks Ss to listen to the recording and underline 3. Those toy planes are made of
the words that have the consonant blends /kl/, /pl/,
plastic.
/gr/ or /pr/. 4. Click the button to become a
- aks individual Ss to write the words with the member of the club.
consonant blends on the board and has them read - Other Ss correct if the previous
those words several times. answers are incorrect.
- plays the recording again, pausing after each
sentence for Ss to repeat. VOCABULARY
- puts Ss in pairs and has them practise reading - Ss compare their answers with a
the sentences together. partner.
- Teacher goes round to offer help and collect - Ss do as instructed.
common mistakes if Ss have to correct as a class. Key:
1. green lifestyle
2. carbon footprint
VOCABULARY (5 mins) 3. eco-friendly
Aim: To help students revise words and phrases 4. appliances
related to human activities and the environment,
which they have learnt in the unit. GRAMMAR
Ss do as instructed.
Complete the sentences. Use the words and Ss compare their answers with a
phrases in the box. (p.26) partner.
* Teacher asks Ss to complete the sentences by Key:
using the words and phrases in the box 1. is used
individually. 2. are planted
Teacher checks the answers by asking individual 3. will pass
Ss to write the missing words/ phrases on the 4. will
board. 5. are going to travel
GRAMMAR (6 mins) 6. is going to rain
Choose the best answers. (p.26)
Teacher asks Ss to choose the answers that best
complete the sentences individually.
Teacher:
- 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.
III. Activity 3: PROJECT

Aim:
- To provide an opportunity for students to
develop their research and collaboration skills,
and to practise giving an oral presentation.
Teacher: - Ss do as instructed.
- gives Ss a checklist for peer and self-assessment - Ss make questions after
and explains that they will have to tick the each presentation.
appropriate items while listening to their
classmates’ presentations and write comments if
they have any. (The presenters should complete
their self-assessment checklist after completing
their presentation).
- goes through the criteria for assessing their talk
to make sure Ss are familiar with them.
- invites two or three groups to give their
presentations and encourages the rest of the class
to ask questions at the end.
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.
IV. Activity 4: CONSOLIDATION
Aims: - Ss listen to T and do as instructed
- To consolidate what students have learnt in the
lesson.
- To prepare for the next lesson
WRAP-UP
- Revise the consonant blends /kl/, /pl/, /gr/ and
/pr/.
- Revise words/ phrases related to the topic
Humans and the environment.
- Revise will and be going to and passive voice.
Homework:
- prepare for Unit 3 lesson 1
* Self-evaluation :
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
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.……
Period: 18 Unit 3: MUSIC
Composing date:………………….. Lesson 1: Getting started

II. Objectives:
- an overview about the topic Music;
- vocabulary to talk about music.
b. Attitudes:
- Students gain vocabulary to talk about their musical idols.
III. Teaching aids:
IV. Procedures:
Aims: Lower level
- To introduce the unit topic: Music - Ss do as instructed. class:
- To introduce some vocabulary and the omission
grammar points to be learnt in the unit.
MINI - GAME:
- T plays parts of some popular songs and asks - Ss give the name of some popular
if Ss know the title of those songs. songs after listening the short clip
- T provides the answers in cases Ss are not Suggested answers:

familiar with them. 1. Titanic
2. Trouble is friend
- T asks Ss to guess what they are going to 3. National anthem
learn in this unit. 4. Ai yêu Bác Hồ Chí Minh
- T writes the topic Music on the board.
Aim: To help students use key language more
appropriately before they read and listen.
VOCABULARY
- T asks Ss to look at the photos to guess the - Ss say the Vietnamese meaning of
meaning of new words. the word.
1. concert
2. musical instruments: Guitar, violin,
trumpet, drum ….
- Other Ss correct if the previous
answers are incorrect.
- T shows the Vietnamese meaning, says the
words aloud and asks Ss to repeat them.
- Then T asks Ss to open their books at page
28.
III. Activity 3: PRACTICE (26 mins)
Aims:
+ To get students interested in the topic. - Ss do the task individually
+ To get students to learn some vocabulary in - Ss share their answers with a partner.
the unit. Suggested answers:
- T asks Ss to look at the picture (p.28) and + They are at home or in the living
answer the questions: room
● Where are they? (at home/in the living + He is a singer
room) + The boy is singing on stage. The
● Who is the boy? (a singer) girls are watching a live program and
 What are they doing? cheering.
- Ss read the conversation

- T encourages Ss to give imaginative answers,
and then explain that Mai and Ann are
watching a music program and this is their
conversation when they watch it.
- T focuses Ss's attention on the conservation
and elicits the names of the two speakers, and
what they are talking about a talented artist. T
asks Ss to listen to the recording (two times)
and underline the words/phrases that are related
to music while they are listening and reading.
- T has the Ss read the conversation in pairs and - Some pairs read aloud.
have them compare the words/phrases they
have underlined and discuss their meanings.
Then check comprehension as a class.
- Call on two or three pairs of Ss to read the
conversation aloud - Ss do Task 2 individually first.
- T collects common mistakes and gives - Ss share and discuss with their
comments. partners about the key words
1. Who are Ann and Mai are
TASK 2: TRUE OR FALSE talking about?
Read the conversation again answer the 2. What is he good at?
following questions (P. 29) 3. What made him popular?
Aims: Key:
+ To practise reading for specific information 1. They are talking about a young
+ To practise scanning pop singer
+ To develop students' knowledge of 2. He is good at writing music
vocabulary for music and playing many musical
- T asks Ss to work in pairs and read each instruments
question carefully. Ask them to identify and 3. His cover song videos made
underline the key words in the questions first. him popular.
Then have them read the conversation again
and locate the part that contains the information - Ss work individually
for each question - Ss share their answers with a
- Call out each question and have different partner
pairs provide their answers Answers:
- Confirm the correct answers 1. pop
2. Gammy, Billboard Music and
Teen Awards
3. piano, drums, guitar and
TASK 3: Find words or phrases in the trumpet
conservation which refer to (p. 29) 4. uploading on social media
Aim: To revise the words and phrases related
to music
- T asks Ss to read the four categories and
brainstorm any words/phrases to check Ss' prior
knowledge.
- T has Ss read the conservation quickly again,
and find the words/phrases that refer to the
categories. - Ss do the task individually
- Check answers. Call out each category or - Ss share the answers with a peer.
write it on the board, and ask individual Ss to Answers:
write the relevant words/phrases. Alternatively, 1. d
ask one student to read a category and another 2. c
student to say words/phrases that fall into that 3. b
category. 4. a
TASK 4: Match the two parts to make

complete sentences. (p.29)
Aims:
+ To help students identify compound
sentences, to - infinitive and bare infinitives
- Have Ss read the two parts of each of the four
sentences and check comprehension.
- Ask Ss to do the matching individually. In
weaker classes, encourage them to refer back
them on the board.
- Check answers by calling on individual Ss to
read the complete sentences and write them on
the board.
- Go through each sentence and elicit the target
grammar points
IV. Activity 4: PRODUCTION (8 mins) Mediocre
Aims: Think about activities which you can students:
do to help Ss use new words/phrases replace task 5
+ To help students practise talking about by an easier
activities related to the music activity
+ To practise teamworking.
+ To give students authentic practice in using
target language.
- Ask Ss some additional comprehension

questions to check understanding of other parts - Ss do as instructed
of the conversation
E.g:
+ Who is the fan of the pop singer?
+ Did he go to a music school?
+ What musical instruments can he play?
+ How many people have watched his videos?
…………………………………………
HOMEWORK (3)
- Have Ss look at the last page of Unit 3, the
Project lesson and ask them what topic of the
project is.
- Tell them the project requirements: Do
research on a form of traditional music in
Vietnam or another country.
+ 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.
* Self-evaluation :
……………………………………………………………………………………………………………………
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Period: 19
Composing date: …………………..
UNIT 3: MUSIC
Lesson 2: Language
II. Objectives:
1. Main skill focus: Language skill
2.Integrated skills:
- 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.
3.Educational objectives:
- an overview about the topic Music;
- vocabulary to talk about music.
b. Attitudes: - be collaborative and supportive in pair work and team work
- access and consolidate information from a variety of sources
- actively join in class activities
4. Social skills: - be willing to learn new language points
- be aware of the important role of music in life.
III. Teaching aids:
IV. Procedures:
Activity 1:WARM-UP( 5 mins)

Game: Board race To arouse the classroom
atmosphere
- To lead in the lesson
(The topic word is: MUSIC)
* Teacher gives instructions of how to play the
game, and gives an example. ** Ss discuss in their teams
**** Teacher confirms the correct words, decides and write down the words.
the winner and leads in the lesson. *** Ss in each team take turns
Rules and an example of the game Board race: to write their words on the
The class is divided into teams. In one or two board.
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.
Activity 2-PRONUNCIATION(6 mins)

Presentation To give Ss practice in identifying the
stressed syllables in two-syllable words and
pronouncing these words.
TASK 1: LISTEN AND REPEAT. PAY
ATTENTION TO THE STRESSED SYLLABLE
IN EACH WORD. (Ex.1, p.29)
* Teacher:
- has Ss read the words individually and check ** Ss do as instructed.
comprehension.
- plays the recording and ask Ss to listen to the
words and repeat and pay attention to the stressed
syllables.
*** Teacher:
- 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 Stress on the second
syllable syllable
singer relax
programme perform
common attract
careful decide
Activity 3-Practice (4 mins)

To help Ss identify stressed syllables in two-
syllable words in sentences and pronounce these
words correctly.
TASK 2: LISTEN AND MARK THE

STRESSED SYLLABLES IN THE WORDS IN ** Ss do as instructed.
BOLD. (Ex.2, p.29) *** Ss work in pairs to
* Teacher: compare their answers.
- asks Ss to read the sentences individually and pay
attention to the bold words and checks their
comprehension
- plays the recording for Ss to listen and mark the
stressed syllables in the words in bold.
**** Teacher:
- confirms the correct answers.
- plays the recording again, pausing after each
sentence, for Ss to repeat.
Activity 4-Production (4 mins)

To help Ss memorise the rules to mark stress on the
two-syllable words
TASK 3: WRITE DOWN WORDS WITH THE
SAME STRESS PATTERN.
* Teacher:
- divides Ss into two teams or more teams in big ** Ss do as instructed.
classes.
- writes two two-syllable words on the board, one
with stress on the first syllable, the other with the
stress on the second syllable and has each team
write as many words with the same stress pattern as
they can on a piece of paper in two minutes.
**** Teacher writes the correct ones on the *** Ss put down their
board and decides the winners. pens and read their words
out when the time is up.
Activity 5-VOCABULARY (4 mins)
To make sure that sts understand the meaning of
some lexical items about humans and the
environment.
TASK 1: MATCH THE WORDS WITH THEIR

MEANINGS. (Ex.1, p.30)
perform judge
audience talented single
* Teacher gives clear instructions, reads the words ** Ss work in pairs to
on the left and makes sure Ss understand the discuss and do the
abbreviation in brackets (v, n, adj) matching.
**** Teacher confirms the correct answer. *** Ss share the answers
key: 1. c 2. d 3. e 4. a 5. b with the whole class:
one student reads aloud
the word and another
reads its definition.
To give Ss practice in using the words in

meaningful contexts.
TASK 2: 4 mins COMPLETE THE

SENTENCES USING THE WORDS IN 1. (Ex.2,
p.30)
* Teacher:
- has Ss read the sentences carefully to decide
which word in 1 can be used to complete each of the
sentences. ** Ss discuss with a partner.
- reminds them to use context clues to decide on the
word.
**** 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.
- asks individual Ss to read the
complete sentences.
Key: 1. talented 2. audience 3. single 4.

judge 5. Perform
Activity 6-GRAMMAR(6 mins)
(Presentation and Controlled Practice)- To give Ss the

opportunity to revise how to form compound
sentences.
GRAMMAR: COMPOUND SENTENCES
Make compound sentences using the correct
conjunctions in brackets.
* Teacher:
- tells Ss to look at the compound sentences in 4 in
Getting Started and asks questions to check whether **- Ss work in pairs or
Ss understand their structure, e.g. What do they individually
consist of? Can you split them into independent to choose the appropriate
sentences? What are the clauses joined by? conjunctions to combine the
- give more explanation and examples for Ss to sentences.
understand what a simple sentence is and what a
compound sentence is. ***
+ A simple sentence consists of one independent Individual
clause. Ss write
Ex: The cat chased the mouse. their
+ A compound sentence consists of two or more sentences
independent clauses joined by a coordinating on the
conjunction (e.g. for, and, nor, but, or, and yet, so). board.
(Hint: The conjunctions spell FANBOYS.)
To give Ss the opportunity to revise
to-infinitives and bare infinitives
Ex: The cat chased the mouse, and the mouse ran
into the hole.
**** 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 has a maths exam on that day.
3. You can book the tickets online, or you can buy
them at the stadium ticket office.
4. The concert didn’t happen, so we stayed at
home.
TO-INFINITIVES AND BARE INFINITIVES(6

mins)
Complete the following sentences, using the to-

infinitive or bare infinitive of the verbs in brackets.
* Teacher:
- 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.
- has Ss read the explanation in the Remember! box,** Ss do the exercise individually.
checks understanding and provides some examples*** Ss compare answers in pairs.
of the verbs used in 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.
**** Teacher checks answers with the whole class.
Key: 1. to send 2. fall 3. to delay 4. Watch

GRAMMAR(4 mins)
(Production)To help Ss further practise the
to-infinitive,
bare infinitive, compound sentences and vocabulary
related to the topic music.
Make compound sentences in which there is a to-
infinitive or bare infinitive.
* Teacher:
- explains the rules of the task (Make compound
sentences. One correct sentence gets one point. If you
can use to-infinitive or bare infinitive and a word in the
Vocabulary part, your points will triple.) ** Ss do the task in groups of 3
- gives an example: + The cat chases, and the mouse or 4 in two minutes.
runs (1 point) *** The groups with the most
+ The singer started to sing, but many sentences write their answers on
audiences were still talking. (3 points) the board.
**** Teacher praises Ss for interesting ideas and
decides the winner.
CONSOLIDATION Wrap-up(2 mins)
* Teacher asks: What have you learnt today?
- stress in two-syllable words;
- words and phrases related to music;
- conjunctions to make compound sentences;
- to-infinitives and bare infinitives after some
verbs.
Homework:
- Prepare for lesson 3 Unit 3.
* Self-evaluation :
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
………………………….……………………………..

Composing date: …………………. Lesson 3: Reading

II. Objectives:
a. Language skills:
- 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.
- Know the vocabulary about music show.
b. Attitudes:
- recognise different musical shows;
- be eager to get more information about music shows.
- develop presentation skill;
- actively join in class activities
III. Teaching aids:
IV. Procedures:
Task 1. WORK IN PAIRS. LOOK AT Lower level class:
THE PICTURES AND DISCUSS THE - Ss do as instructed. omission
FOLLOWING QUESTIONS. (Ex.1, p.31)
Aims:
To introduce the unit topic (Family life);
To introduce some vocabulary and the
grammar points to be learnt in the unit.
- Pairwork
- Asks Ss to work in pair. - Do after the teacher.
- Asks Ss to look at the pictures and Suggested answers:
discuss the questions. + American idol:
What are these shows? a famous TV music show.
What do you know about them? + The X factor:
Help Ss to do: focus their attention on the a television singing competition
logos and the name of the shows. 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
conact. In addition to giving
comments on the
conants’performance, the judges
help them with choosing the songs
and style of their songs. The
format of the X Factor has been
adopted in many countries.
II. Activity 2: While-reading (27 mins)
Aim: To help Ss practise guessing the
meanings of words in context.
1. TASK 2: READ A TEXT ABOUT A
FAMOUS MUSIC SHOW. MATCH THE
HIGHLIGHTED WORDS AND
PHRASES IN THE TEXT TO THE
MEANINGS BELOW. (Ex.2, p.31) (10
mins)
* Teacher:
- Asks Ss to read the whole text once to get - Read the text
an overall idea.
- Have Ss read it again: Remind them to pay - Discuss the clues and do the
attention to the context of each highlighted matching.
word/phrase and look for clues that they can
use to guess the meaning. - Correct the answers
Ex. There were many movies and TV series
-> programmes on TV.
-Put Ss into groups to discuss the clues and
do the matching.
- Check answers as a class.
Key. 1b 2a 3d 4c
2. TASK 2: READ THE TEXT AGAIN
AND CHOOSE THE BEST ANSWERS.
(Ex.3, p.32)
Aim: To help Ss practise reading for specific
information.
* Teacher:
- asks Ss to read the questions and underline - Do after the teacher
the key words in each of them.
- checks the key words Ss have underlined, - Underline the key words.
e.g. 1. What, American Idol; 2. Which, - Check the key
statements, correct; 3. Who, wins; 4. Which, - Correct the answers
statements, judges, NOT mentioned; 5. - Do extra questions
What, inferred, competition, Viet Nam. - Listen and do after the teacher
- asks Ss to read the questions and try to
answer them before reviewing the options.
** 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 - Ss work in pairs to decide
answers. whether they want to participate in
**** Teacher checks the answers as a class, the show in Viet Nam and state
and asks Ss to give reasons for their answers. their reasons.
Key: 1. B 2. A 3. A
4. C 5. C - Answer question
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.
III. Activity 3: Post-reading ( 8mins)
TASK 4: WORK IN PAIRS. DISCUSS
WHETHER YOU WANT TO
PARTICIPATE IN VIETNAM IDOL.
GIVE YOUR REASONS.
Aim: To give Ss the opportunity to present
their music shows to the class.
* Teacher:
- asks Ss to read the text again and make
notes of things they like and things they
don’t like about the show.
- tells Ss that there are no right or wrong
answers, and encourages them to think of as
many reasons as they can to support their
opinions, e.g. what benefits it offers to
individuals (audiences and participants) and
to society.
CONSOLIDATION: ( 5 mins)
- To consolidate what students have learnt in
the lesson.
Wrap-up
- a text about a famous music show:
American Idol
Homework:
- Search for more music shows on the
Internet, take note the regulations and the
prizes and post them on the Facebook/Zalo
group of your class
- Prepare for Speaking lesson
* Self-evaluation :
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
………………….……………………………..
Composing date: Lesson 4: Speaking
………………………….

II. Objectives:
6. Integrated skills: Reading, listening, and writing skills
a. Language skills: At the end of the lesson, students will be able to talk about a music show.
b. Attitudes:
- be eager to create a new musical show;
- be ready to share their ideas with the whole class;
- be able to self-study.
- actively join in class activities;
- be creative;
- be critical in thinking.
III. Teaching aids:
IV. Procedures:

Aims: Lower
- To arouse the classroom atmosphere. level
- To lead in the lesson. class:
Video watching: Watch the video and write down the - Ss watch the video omission
names of the music shows. and write down the
- Teacher gives the instructions and plays the name the the music
recording. shows.
- Teacher checks by having some Ss to call out the - Ss share their
answers. answers with a
partner.
Suggested answers:
America’s Got Talent,
Pop Idol, Vietnam’s
Got Talent, Perfect
Edition (Cover Star),
X Factor
Aim: To pre-teach some vocabulary so that Ss can
understand the meaning and use them correctly in
main speaking tasks.
Vocabulary * Ss do as instructed.
* Teacher:
- shows the words one by one, plays the recording and
has Ss repeat the sound of the words
has Ss guess the meaning of the words based on
pictures, explanations or examples.
1. dress up (ph.v): wear clothes that are more
formal than those you usually wear
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
4. come up with (ph.v): suggest or think of an

idea or plan
* Teacher confirms the meaning, calls on some

individual Ss to make sentences with each word.
III. Activity 3: PRACTICE

TASK 1: READ ABOUT A TV MUSIC SHOW
AND COMPLETE THE NOTES BELOW. (10
mins)
Aim: To introduce more ideas for the main speaking
tasks and get Ss involved in the lesson
* Teacher: * Ss do as instructed.
- asks Ss to look at notes first and try to guess the type * Ss compare their answers in pairs.
of information they need to fill in and then has Ss call Key:
out their guesses, but does not tell them if they are 1. Name: I know your face
correct or wrong. 2. People who give their scores: two main
- tells Ss to read the TV show description and find the judges and a guest artist
information to complete the note individually in two 3. Number of participants: six
minutes. 4. What participants have to do: dress up
* Teacher checks answers as a class. 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
* Some pairs take turns to come to the

front of the class while the rest of the
class ask them Yes / No questions to
Extension: Brainstorm some popular TV shows or guess their TV show or competition.
competitions. They can only answer with `Yes' or ‘No’.
* Teacher: Each pair has three minutes to answer.
- 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.
* Teacher gives comments and praises Ss for having
exciting questions.
* Ss do as instructed.
TASK 2: WORK IN GROUPS. MAKE UP A NEW
MUSIC SHOW. USE THE POINTS IN 1 TO
ORGANISE YOUR IDEAS.
(7 mins)
Aim: To help Ss brainstorm ideas for the speaking
activity.
* Teacher:
- asks Ss to refer back to their notes in 1.
- 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 ideas.
- asks Ss to take notes of the decisions they make.
* Teacher walks round the class and offers help if
necessary.
IV. Activity 4: PRODUCTION (15 mins)

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

Composing date: …………………….. Lesson 5: Listening

II. Objectives:
- 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.
b. Attitudes:
- Students are more interested in music and music events.
- develop presentation skills;
- be critical in thinking.
III. Teaching aids:
IV. Procedures:

Aims: * Ss watch the video and write Lower
- To arouse the classroom atmosphere. down the name of the music level class:
- To get Ss be actively involved in the lesson festivals. omission
Video watching: Watch the video and write down the name * Ss share their answers with a
of the music festivals. partner.
* Teacher gives the instructions and plays the recording. Suggested answers: Yamaha
* Teacher: Revolution Music Festival: an
- checks by having some Ss to call out the answers. EDM party;
- asks Ss if they know anything about these music festivals. 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.
II. Activity 2: PRE- LISTENING

PRESENTATION (6 mins)
Aim:
- To pre-teach the pronunciation and the meaning of some
vocabulary so that Ss can understand the content of the
listening.
Vocabulary
* Teacher: * Ss do as instructed
- shows the words one by one, plays the recording and has
Ss repeat the sound of the words.
- has Ss guess the meaning of the words based on pictures,
explanations and examples.
1. background (n): sounds that can be heard behind
other sounds that are louder
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
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
* Teacher confirms the meaning, calls on some individual Ss

to make sentences with each word.
TASK 1: LOOK AT THE PICTURE AND ANSWER
THE FOLLOWING QUESTIONS. (6 mins)
(Ex.1, p.33)
Aim: - To introduce the topic of the listening and get Ss
involved in the lesson
1. What kind of event is it?
2. Where does the event usually take place?
* Teacher asks Ss to work in pairs to look at the picture and

* Ss discuss in pairs.
discuss the questions.
* Teacher:
Suggested answers:
- calls on some pairs to share their answers.
1. a music festival / an outdoor
- brainstorms more ideas about the picture in a whole-class
concert
discussion.
- asks Ss what they know about this type of event or if they 2. outdoors: on a farm / at a
have been to a music festival or an outdoor concert. stadium / a park / a beach
III. Activity 3: WHILE-LISTENING

TASK 2: LISTEN TO AN INTERVIEW ABOUT
PREPARATIONS FOR AN INTERNATIONAL
YOUTH MUSIC FESTIVAL. TICK THE
INFORMATION THAT YOU HEAR IN THE
RECORDING. (Ex.2, p.33) (5 mins)
Aim: To help Ss practise listening for gist.
* Teacher: * Ss do as instructed.
- asks Ss to look through the list of topics and guess what Key: A, D
they are going to hear in the recording.
* 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.
TASK 3: LISTEN AGAIN AND DECIDE WHETHER

THE FOLLOWING STATEMENTS ARE TRUE (T)
OR FALSE (F). (Ex.3, p.33) (9 mins) * Ss do as instructed.
Aim: - To help Ss practise listening for specific information. * Ss work in pairs or groups to
* Teacher: compare answers.
- ask Ss to read the sentences and underline the key words. Key: 1. F (first -> second); 2. F
- has Ss identify the True / False statements based on what (They are still setting up the main
they have remembered from the first listening in 2. stage and there is still a lot to do.);
- plays the recording and encourages Ss to note down key 3. T; 4. F (They have sold the tickets
words or phrases. in advance.); 5. T
* 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.
IV. Activity 4: POST- LISTENING (10 mins)

Aim: To give Ss an opportunity to personalise the language
and ideas from the listening in a speaking task.
TASK 4: WORK IN GROUPS. DISCUSS THE
FOLLOWING QUESTIONS. (Ex.4, p.33)
Do you want to go to a music festival? Why or why not?
* Teacher: - asks some lead-in questions to see whether Ss * Ss do as instructed
have taken part in any music festivals, and how much * Ss share their ideas with the rest of
experience they have, e.g. Have you ever taken part in a the class.
music festival? How many times have you participated in
such events? What did you do there? How did you feel?
- put Ss in groups to discuss the two questions.
- reminds them that they can use the ideas from the warm-up
activity and the ideas in their homework in the speaking
lesson.
* Teacher invites some individuals to share their ideas to the
whole class, and give comments.
HOMEWORK (2 mins)
Aim: To help Ss memorise the content of the lesson.
Wrap-up
- We have listened to an interview about preparations for a * Ss do as instructed
music festival.
Homework:
- Prepare for Writing lesson
* Self-evaluation :
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Composing date: …………………… Lesson 6: Writing
I.Class level/Students’ level: Intermediate/Mix-ability class

II. Objectives:
11. Main skill focus:Writing skill
12. Integrated skills: Listening, reading and writing skills
a. Language skills:At the end of the lesson, students will be able to:
-- be collaborative and supportive in pair work and team work;
- be imaginative and creative;
- develop presentation skills.
b. Attitudes:
- be eager to create a new musical show;
- be ready to share their ideas with the whole class;
- be able to self-study.
4. Social skills:Students will be able to:
III. Teaching aids:
- Grade 10 textbook, Unit 3, Writing
- Projector;
- PowerPoint.
IV. Procedures:
I. Activity 1:Warm – up (5 mins)
Aims: Ss look at the pairs of pictures and
- To arouse the classroom atmosphere guess the mystery words
-To get Ss be actively involved in the lesson Game: Guess
the mystery words.
* Teacher:
- divides the class into two teams, and explains the game ** Ss do as instructed
rules. *** Ss in each team think, discuss and
+ One point for each earliest correct answer. guess the words.
- shows one or two examples:
+ queenbee
+waterfall
.
**** Teacher confirms the correct words, decides the winner
and leads in the lesson.
Suggested words:
come back
II. Activity 2: PRE-WRITING (5minutes)
Aims:
+ To pre-teach the pronunciation and the meaning of some
vocabulary so that Ss can understand the content of the reading.
* Teacher:
- shows the words one by one, plays the recording and has Ss repeat
the sounds of the words. +Ss do as directed.
- has Ss guess the meaning of the words based on pictures, ** Ss do as instructed.
explanations and examples. .
1. hit (n): a song that is very popular

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
**** Teacher confirms the meaning, calls on some individual Ss to

make sentences
TASK 1: COMPLETE THE NOTES. (6 mins)
Aim: - To provide an example blog on a music website, which Ss can
use as a model for their writing
Ann has just come back from a music event and shared her
experience on a music website. Read her blog and complete the
notes below.
** Ss read the blog individually
* Teacher introduces the context of the blog, elicits the meaning of
and complete the notes in 3
the word blog and why people write blogs and asks Ss if they read
minutes.
blogs.
*** Ss work in groups to
**** Teacher checks the answers as a class. ( In weaker classes, ask
compare their answers.
questions, e.g. Which event did Ann go to? and have individual Ss
answer. In stronger classes, invite Ss to formulate and ask the
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
TASK 2: PUT THE WORDS & PHRASES INTO THE
APPROPRIATE COLUMNS.(8mins)
Aim: - To provide Ss with some useful words and phrases to
describe experiences;
- To help Ss develop ideas for their writing in 3.
Work in groups. Put the words and phrases in the box below into
the appropriate columns. Some words and phrases can go into
more than one column.
* Teacher asks Ss to look at the words and phrases in the box and
elicits the meanings of any words or phrases Ss don’t understand.
**** Teacher: ** Ss work into groups to
- calls on some groups to write their answers on the board and has put the words and phrases
the rest of the class comment on the way they have sorted the words into suitable columns.
and phrases.
Extention: has Ss play a chain game to practise describing an

experience: Put Ss into teams and have each team sit in a circle. One
student in each team starts the game by saying what kind of event
they went to, e.g. We went to a Pop Music Festival. The next 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 Atmosphere Activities Feeling
beach amazing watch fireworks amazing

stadium friendly play games excited
relaxed take photos relaxed
wonderful see art exhibitions wonderful
fun play musical
instruments
III. Activity 3: WHILE-WRITING( 14 mins)
Aim:- To help Ss practise developing ideas and an outline for their

writing.
- To help Ss practise writing a blog about their personal experience at
a music event.
TASK 3: WRITE A BLOG. (Ex.3, p.34)
Imagine you went to a music event. Write a blog (about 120
words) to share your experience. Use the notes in 1 and words
and phrases in 2 to help you.
* Teacher:
- has Ss work in groups to make an outline based on Ann’s notes and ** Ss do as instructed.
the words and phrases in 2 . *** Ss share their answers
- explains that if they have been to a music event, they can make use with their group members.
of their experiences; if they haven’t, they can write about an event
they know about and imagine they have been to it, or make up an
event.
- has Ss write a blog, using their group outline.
- tells Ss that they can refer to Ann’s blog in 1 as a model and asks
them to pay attention to punctuation, structures, word choice, linking
words, etc.
**** Teacher walks around the class to monitor, make a note of
some common mistakes.
IV. Activity 4: post- wriitng(5 mins).
Aim: To give Ss an opportunity to recognise the common mistakes
so that they can avoid in writing
Peer Correction ** Ss do as instructed.
* Teacher: - explains the marking symbols in the following table.
** Ss do as instructed
- 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.
*** Ss share their ideas
- asks Ss to return their partner’s writing and lets them correct
with a partner.
themselves.
- reminds them that they can ask for their partner’s help.
**** Teacher 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.
*
**** Teacher: -
collects Ss’ writing and provides written feedback
WRAP-UP and HOMEWORK (2mins)
-To help Ss memorise the content of the lesson
Wrap-up
- We have practised writing a blog about experiences at a music
event. ** Ss do as instructed
Homework:
- Search the Internet for music blogs, choose one that you like most
and post it on your class’ Facebook or Zalo group, the blog which
gets the most likes will be rewarded.
- prepare for Communication and Culture lesson.
* Self-evaluation :
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Composing date: …………………. Lesson 7: COMMUNICATION AND CULTURE

II. Objectives:
- make and respond to suggestions;
- identify chau van singing and other types of traditional music in Viet Nam.
b. Attitudes: Students will be able to:
- be willing to learn about national folk music;
- be responsible for maintaining national folk music and national culture.
- be creative and imaginative in making conversations
III. Teaching aids:
IV. Procedures:
Aims: Lower
- To arouse the classroom atmosphere. - Ss watch the video and say the names of level
- To help Ss revise some genres of folk music in some types of traditional music in Viet class:
Viet Nam. Nam. omission
Video watching: Watch the video and say the Suggested answers: Tuong, Cai luong,
names of some types of traditional music in Viet Cheo, Ca tru, Xam, Quan ho, Chau van.
Nam.
- Teacher divides the class into two teams and plays
the recording.
- Teacher:
- 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.
II. Activity 2: COMMUNICATION
FOLLOWING CONVERSATION WITH THE
EXPRESSIONS FROM THE BOX. THEN
PRACTISE IT IN PAIRS. (Ex.1, p.34) (6 mins)
* Aim:
- To review expressions for making and responding
to suggestions.
- To provide Ss with an example conversation in
which people make and respond to suggestions
about going to a music show. * Ss do as instructed.
* Teacher:
+ has Ss look at the four options A - D and checks Key: 1. C 2. B 3. A 4. D
if they understand their meanings and use: phrases
to make suggestions (How about ..., Shall ...) and
respond to suggestions.
+ explains the task, asks Ss to read the
conversation and find clues for the missing
expressions, then has them complete the gaps.
+ plays the recording for Ss to listen and complete
the conversation between Ann and Mai at the same
time.
* 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.
TASK 2: WORK IN PAIRS. HAVE SIMILAR
CONVERSATION MAKING AND
RESPONDING TO SUGGESTIONS ABOUT
GOING TO A MUSIC SHOW. (8 mins)
* Aim: To help Ss practise making and responding
to suggestions.
* Teacher:
- has Ss brainstorms some ideas about what kind of * Ss do as instructed and practise their
music show they want to go to, where and when it conversations.
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 going to a music show, using
the expressions for making and 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.
* Teacher:
- invites some pairs to role-play their
conversations to the class.
- praises for good effort, clear pronunciation, fluent
delivery, and interesting
III. Activity 3: CULTURE
Vocabulary (5 mins)
* Aim: To pre-teach the meaning and
pronunciation of some words/phrases, so that Ss
can use them in their presentation later and can
understand the reading passage. * Ss do as instructed.
* Teacher:
- 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
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 simple tune
3. psychic (n): a person who claims to have strange

mental powers so that they can do things that are
not possible according to natural laws, such as
predicting the future and speaking to dead people
4. saint (n): a person that the Christian Church

recognizes as being very holy, because of the way
they have lived or died
Key:
* Teacher confirms the meaning, calls on some

individual Ss to make sentences with each word.
TASK 1: READ A PASSAGE ABOUT CHAU
VAN SINGING AND COMPLETE THE MIND
MAP BELOW. (Ex.1, p.35) (8mins)
Aim:
- To introduce a type of traditional music in Viet
Nam;
- To help Ss practise summarising the main points
of a passage using a mind map.
* Teacher:
- asks Ss if they like traditional music and what
types they are familiar with.
- has them look at the picture and describe it, e.g.
how many people are performing, what musical
instruments the musicians are playing, what they
are wearing.
- 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.
* Teacher: - draws the mind map on the board and
has individual Ss complete the different branches.
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.
TASK 2: MATCH EACH OF THE
FOLLOWING WORDS IN A WITH ITS
SUITABLE DEFINITION IN B. (5 mins)
* Aim: To consolidate students’ understanding of
the vocabulary.
A B
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 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.
* Teacher has Ss read the passage again, locate the
words in A in the passage, guess their meaning
based on the context and do the matching.
* Teacher invites some individual Ss to give their
answers and explanations.
TASK 3: WORK IN PAIRS. TELL YOUR
PARTNER WHAT YOU FIND MOST * Ss do as instructed.
INTERESTING ABOUT CHAU VAN * Ss share their answers with a peer.
SINGING.
(7 mins) Key: 1. c 2. a 3. b 4. e 5. d
* Aim: To help Ss practise expressing opinions
about a traditional type of music.
* Teacher:
- asks Ss to work in pairs and share what they find
most interesting about chau van singing.
- suggests that they can talk about chau van’s
performance, types, musical instruments, costumes, * Ss do as instructed.
psychics and its importance. Suggested answer: What I find most
fantastic about chau van is that the
* Teacher calls on some pairs to share their ideas psychics costumes are very colourful and
with the whole class. the style of clothes, hats and belts depend
on the rank of the gods or saints the
performers worship.
HOMEWORK (2 mins)
* Aim: To help Ss memorise the content of the
lesson that they have learned
* Wrap-up * Ss do as instructed.
- making and responding to suggestions;
- identifying chau van singing.
* Homework
- Prepare for Looking back and Project lesson
* Self-evaluation :
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Composing date: Lesson 8: Looking back and project
…………………………

II. Objectives:
17. Main skill focus: Listening, speaking skills
18. Intergrated skills: Reading and writing skills
- 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.
b. Attitudes: Students will be able to:
- be more creative when doing the project;
- develop self-study skills.
- develop communication skills and creativity;
- develop critical thinking skill;
III. Teaching aids:
IV. Procedures:
Aims: Lower level
- To arouse the classroom atmosphere. class:
- To help Ss revise words/ phrases related to the topic omission
Game: The last man standing
Rules: Have ten Ss form a circle and stand at a center with a ball. Ss
take turns to speak out a word related to the topic Music and pass the
ball to one student. Let them toss it to another student as they name the * Ss do as instructed.
word related to the theme. If they repeat a word or can’t say any more
words, they need to sit down. The last student standing wins the game.
* Teacher:
- invites ten Ss to form a circle and stand at a center with a ball.
- explains the game rules to Ss
* Teacher praises the Ss with the most words and the most interesting
words/ phrases.
II. Activity 2: LOOKING BACK
PRONUNCIATION (5 mins)
Aim: To help Ss revise stress in two-syllable words.
Listen and mark the stressed syllables in the following words. * Ss do as

Then read them out. instructed.
* Teacher: * Ss compare
- has Ss do this activity individually, then compare their answers their answers
in pairs. with a partner.
- plays the recording, pausing after each word for Ss to check their
answers. Key + Audio
- writes the correct answers on the board if necessary. script - Track
- plays the recording again for Ss to repeat the words. 24:
* Teacher has Ss practise saying the words in pairs and checks per'form
their pronunciation. 'concert 'final
VOCABULARY (5 mins) 'singer
Aim: To help Ss revise vocabulary items they have learnt in the 'famous en'joy
unit.
Complete the text using the words and phrases in the box.
* Teacher:
- asks Ss to read the paragraph quickly and check if they don’t * Ss do as instructed.
know any words.
- has Ss do this activity individually and write their answers in Key: 1. music 2.
their notebooks. fans 3. artists
* Teacher calls on individual Ss to write their answers on the 4. instrument
board, and checks answers as a class. 5. concerts
GRAMMAR (8 mins)
- To help Ss revise compound sentences.
- To help Ss revise verbs followed by to-infinitives and bare-
infinitives.
1. Match the two parts to make complete sentences.

* Teacher asks Ss to read the two parts carefully and find out the
clues to do the matching, e.g. He in 2 with his in d; We can in 3 * Ss do the
and a… matching
* Teacher checks the answers as a class. individually.
* Ss compare
2. There is a mistake in each sentence below. Find the mistake their answers
and correct it. with a partner.
* Teacher: Key: 1.c 2. d
- asks Ss to read the sentences, then recall verbs that go with to- 3. a 4. b
infinitives or bare infinitives.
- has them underline the mistakes in the sentences and correct
them individually.
* Teacher:
- calls on some Ss to read their answers.
- checks the answers as a class. * Ss do as
instructed.
Key:
1. attend -> to
attend
2. to go -> go
3. buy -> to buy
4. to sing ->
sing
III. Activity 3: PROJECT (20 mins)
Aim: To provide an opportunity for Ss to develop their research
and collaboration skills, and to practise giving an oral presentation.
* Teacher:
- gives Ss a checklist for peer and self-assessment and explains * Ss do as
that they will have to tick the appropriate items while listening to instructed.
their classmates’ presentations and write comments if they have * Ss make
any. (The presenters should complete their self-assessment questions after
checklist after completing their presentation). each
- goes through the criteria for assessing their talk to make sure Ss presentation.
are familiar with them.
- invites two or three groups to give their presentations and
encourages the rest of the class to ask questions at the end.
* 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.
HOMEWORK (2 mins)
Aim:
- To consolidate what students have learnt in the lesson.
Wrap-up
Teacher asks: What have you learnt today? * Ss do as
- revise how to pronounce stress in two-syllable words correctly; instructed.
- revise the use of words/ phrases related to the topic Music;
- revise how to use conjunctions to make compound sentences
correctly;
- revise some verbs followed by to-infinitives and bare-
infinitives.
Homework
- Exercises in the workbook.
- prepare for Unit 4 lesson1.
* Self-evaluation :
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REVIEW 1
Period: 26 Lesson 1: LANGUAGE
Composing date:
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II. Objectives:
21. Intergrated skills: Reading, speaking and writing skills
- 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).
b. Attitudes:
- Students are aware of responsibilities towards family, humans and environment, and music
III. Teaching aids:
Flashcards, text book, recording, laptop, T.V, sachmem.vn, hoclieu.vn, ……
IV. Procedures:
Teacher’s activities Students’ Notes
activities
Aims: To lead in the lesson Lower
GAME: FINDING KEYWORDS level
- Teacher shows 3 sets of pictures (taken from Project lessons - Ss do as class:
of Unit 1-2-3) and asks students to find a keyword for each set instructed. omissi
of pictures. - Students on
- Teacher checks the answers as a class. raise hands to
Set 1 answer.
Suggested
answers:
Set 1: Family
life/family
Set 2: Humans
and the
environment/
go green/
green lifestyle/
living green
Set 3: Traditional
music/music
Set 2
Set 3
II. Activity 2 PRONUNCIATION (5 mins)

LISTEN AND WRITE THE WORDS IN THE CORRECT
COLUMNS. THEN PRACTISE SAYING THE WORDS.
(p. 38)
Aim: To check if students can identify consonant blends and
provide further pronunciation practice. - Students do
- Teacher writes /br/, /gr/, /kr/, /pr/ and /tr/ on the board. the task by
- Teacher writes one word containing the consonant blend writing the
below each of them. words in a
- Teacher asks students to listen and write down the words suitable
containing the sound blends. column.
- Teacher can invite some pairs of students to read aloud.
- Teacher checks students’ pronunciation and gives feedback.
- Ss listen to
the teacher
Suggested
answers:
/br/ /
g
r
/
brai g
n r
e
e
n
bre g
akfa r
st o
w
bre g
adw r
inne e
r a
t
III. Activity 3: VOCABULARY (5 mins)

TASK 1: MATCH THE TWO PARTS TO MAKE
COMPLETE SENTENCES. (p. 38)
Aims: To check if students remember collocations they have
learnt in the previous
- Teacher tells students to read the given parts of the sentences - Students do
carefully and make sure they understand their meanings. the task
- Teacher allows students to share their answers before individually by
discussing as a class and encourages them to pronounce the matching the
sentences correctly. halves to
-Teacher checks the answers as a class and gives feedback. complete the
sentences
Suggested
answers:
1. e 2. d
3. a 4. b
5. c
TASK 2: COMPLETE THE FOLLOWING SENTENCES

USING THE WORDS FROM THE BOX. (p. 38) (7 mins)
Aims: To check if students can use words they have learnt in
the previous units. Students work
- Teacher asks students to work individually to complete the individually to
sentences with the given words and phrases. complete the task.
- Teacher allows students to share answers before discussing as Ss give and check
a class. the answers
-Teacher asks students to say the sentences aloud and makes
sure they pronounce the words and phrases correctly. Teacher Read the sentences
can ask for translation to check their understanding. aloud
Suggested answers:
1. laundry
2. groceries
3. perform
4. audience
5. eco-friendly
IV. Activity 4: GRAMMAR
TASK 3: COMPLETE THE SENTENCES WITH THE
CORRECT FORMS OF THE VERBS IN BRACKETS. (p.
39) (7 mins)
Aims: To check if students can use the grammar points learnt
in the previous units in sentences.
- Teacher asks students to work independently to fill in the - Students read the
blanks with the correct forms of the verbs in brackets. sentences first and
-Teacher reminds students to use the correct forms of the verbs underline the clues
as requested in each sentence then allows them to share answers that help them
before discussing as a class. decide the correct
- Teacher can ask students to read aloud the full sentences and forms of the verbs
correct their pronunciation if needed. in brackets.
Suggested answers:
1. cleans – is
helping
2. to improve – take
TASK 4: COMPLETE THE SENTENCES. MAKE SURE 3. practise – are
THEY MEAN THE SAME AS THE SENTENCES ABOVE practising
THEM. (p.39) (8 mins) 4. am going to
Aims:To check if Ss can use the passive voice. watch – will win
- Teacher asks students to read the sentences first.
-Teacher reminds students to pay attention to the passive and active
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.
TASK 5: MATCH THE TWO PARTS TO MAKE

COMPLETE SENTENCES. (p. 39) (5mins) - Students do the
Aims: To check if Ss can use coordinating conjunctions (and, or, task individually.
but, so) to make compound sentences - Ss give and check
- Teacher asks students to read the two halves given of the sentence. the answers
- Teacher reminds students to pay attention to the coordinating Suggested answers:
conjunctions (and, or, but, so) then allows them to share answers 1. The rubbish in
before discussing as a class. the neighbourhood
- Teacher can ask students to read aloud the full sentences and is collected three
correct their pronunciation if needed. 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).
- Students do the
task individually.
- Ss give and check
the answers
Suggested answers:
1. b 2. c
3. d 4. a
HOMEWORK (2mins)
2. Preparing for Review 1 – Skills
* Self-evaluation :
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Period: 27 REVIEW 1
Composing date: …………………… Lesson 2: Skills
II. Objectives:
1.Main skill focus: Listening, speaking, reading and writing skills
2.Intergrated skills: Listening, speaking, reading and writing skills
3.Educational objectives:
- Practise reading for general and specific information about how to live a green life;
- Practise writing a short paragraph about ways of living green.
- Talk about your favourite singer or musician
b. Attitudes:
III. Teaching aids:
- Grade 10 textbook, Review 1 -Skills
- Projector;
- PowerPoint.
IV. Procedures:
Aims:
GAME: NAME THE PICTURES: TRADITIONAL MUSIC
* T shows pictures and asks Ss to name the traditional music in - ** Ss raise hands to
the pictures. answer
.
*** T and Ss discuss the answers more. Expected answer:
**** T checks the answers as a class. A: Xoan singing
A. B: Chau van singing
C: Quan ho singing
B:
C:
II. Activity 2: LISTENING (5 minutes)

Aims:
-To help students practise listening for main ideas.
1. TASK 1: LISTEN AND CHOOSE THE BEST TITLE
FOR THE TALK. (p. 40)
* T focuses Ss’ attention on the three options and asks ‘What do
you think the listening text will be about?’ to elicit Elvis Presley - Ss do as directed.
and check what Ss know about him. - Ss look at three options,
. read and underline key
*** T plays the recording once for Ss to listen and choose the words
best answer. - Ss answer the questions.
**** T confirms the answers as a class. Suggested answers:C
Key: C
2. TASK 2
Aim: To help students practise listening for specific
information.
-LISTEN AGAIN AND FILL IN EACH GAP IN THE
QUICK FACTS WITH A NUMBER.
* T asks Ss to read through the Quick facts first, and elicit what
the missing numbers refer to, e.g. year, age, how many awards.
- T plays the recording and has Ss fill in each gap with a number. ** Ss listen and do the task
*** T calls on some Ss to report their answers for the class. individually.
**** T checks the answers and add more information if
necessary.
Key: Expected answer:
1. 1935 1. 1935
2. 21 2. 21
3. 3 3. 3
4. 42 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.
III. Activity 3: SPEAKING (10 minutes)

Aim: To help students practise speaking about a favourite ** Ss work in pairs to exchange
singer or musician. their ideas about their favorite
WORK IN PAIRS. TALK ABOUT YOUR FAVOURITE singer or musician
SINGER OR MUSICIAN. USE THE EXPRESSIONS - Ss practise their
BELOW TO HELP YOU. (p. 40) answers
* T asks Ss to read through the expressions in the box.
.
*** T calls on some Ss to report their answers for the class.
necessary.
Useful expressions:
- My favourite singer / musician is ...
- His / Her (most famous) single / song / album / work is ...
- His / Her single became a (number 1) hit in ...
- (During his / her life), he / she has received (many / some …)
awards, including ...
IV. Activity 4: READING (10 minutes)
Aims:
- To help students practise understanding word meanings in
context
TASK 1: READ THE TEXT BELOW. THEN WORK IN
PAIRS TO COMPLETE THE CROSSWORD WITH FIVE
WORDS FROM THE TEXT. ** Ss work individually to
* T has Ss read through the text and the crossword clues. T work out the words.
focuses on the crossword grid and reminds them that the number - Ss answer the questions.
of letters should match the number of squares. Expected answer:
*** T puts them into pairs to compare their answers and asks 1. environment
individual Ss to write the words on the board. 2. water
**** T confirms the answers as a class. 3. air
Key: 4. energy
1. environment 2. Water 3. air 5. green
4. energy 5. green
TASK 2:
READ THE TEXT AGAIN AND GIVE SHORT ANSWERS
TO THE FOLLOWING QUESTIONS.
Aims:
To help students practise reading for specific information.
* T asks Ss to read through the questions and check ** Ss read the text again and
understanding of the vocabulary. look for the answers to the
questions.
*** T calls on some Ss to report their answers for the class.
necessary.
Key: Expected answer:
1. The methods of collecting water (are). 1. The methods of collecting
2. Rainwater is collected from a roof and sent to a container. water (are).
3. Tiny drops of water in the air are turned into drinking water. 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.
V. Activity 5: WRITING (10 minutes)
Aim: To help students practise writing a short paragraph about
ways of living green ** Ss listen and do the task
THINK ABOUT WAYS OF LIVING A GREEN ** Ss read through the ideas
LIFESTYLE. COMPLETE THE PARAGRAPH. USE in the box, work in groups
WHAT YOU HAVE LEARNT AND THE IDEAS BELOW and brainstorm more ideas.
TO HELP YOU. (p. 41)
* T asks Ss to think about what they have learnt about different
ways of living green.
*** T gives Ss enough time to complete the paragraph. Set a
time 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.
VI. Activity 6: WRAP-UP (5 minutes)
Aims: -To consolidate what students have learnt in the lesson. - Listen to the teacher
T asks Ss to talk about what they have learnt in the lesson.
- Practice listening for general and specific information about
music;
- Practice talking about a favourite singer or musician.
- Practise reading for general and specific information about how
to live a green life.
- Practise writing a short paragraph about ways of living green.
HOMEWORK(1minute)
Prepare for Unit 4 – Getting started
* Self-evaluation :
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
………………….………..
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SỞ GIÁO DỤC VÀ ĐÀO TẠO THÁI BÌNH

TRƯỜNG THPT BẮC ĐÔNG QUAN

KẾ HOẠCH BÀI DẠY

Giáo viên: Bùi Thị Tình

Năm học: 2023-2024

Composing day: ………………….

ACTIVITY 2: PRESENTATION (32mins)

**** T confirms the correct answers.

II. Activity 2: PRESENTATION (4 minutes)

*T checks their answers with the whole class. Suggested answers:

TASK 3: FILL IN THE TABLE

Composing date: ………………………

I. Class level/Students’ level: Intermediate/Mix-ability class

II. Activity 2: PRONUNCIATION (10 minutes)

IV. Activity 4: GRAMMAR (15 mins)

TASK 2: COMPLETE THE PARAGRAPH. * Ss do as instructed.

I. Class level/Students’ level: Intermediate/Mix-ability class

II. Activity 2: Pre-reading (5 mins)

I. Class level/Students’ level: Intermediate/Mix-ability class

Teacher’s activities Students’ activities Notes

4 d. do the heavy lifting

7 h. water the plants

II. Activity 2: Pre-speaking

TASK 1: BELOW ARE REASONS

* T plays the recording for Ss to listen

* T asks Ss to read the conversation in

*T goes round the class to offer help when

I. Class level/Students’ level: Intermediate/Mix-ability class

TASK 1: LOOK AT THE PICTURE AND

TASK 3: TRUE OR FALSE. (p.13)

Đông Hưng, ngày …….tháng ………….năm 2023

I. Class level/Students’ level: Intermediate/Mix-ability class

- Tell Ss that they are going to write a paragraph about ** Ss do as instructed.

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

Unit 1: FAMILY LIFE

I. Class level/Students’ level: Intermediate/Mix-ability class

2. truthful (a): honest and not containing or telling any

- T confirms the meaning, calls on some individual Ss to

TASK 2: Discussion whether Vietnamese people have

- Ss work in pairs to discuss and

I. Class level/Students’ level: Intermediate/Mix-ability class

III. Activity 3: VOCABULARY: COMPLETE

* T gives Ss a checklist for peer and self-assessment - Ss do as instructed.

Period: 10 UNIT 2: HUMANS AND THE ENVIRONMENT

I. Class level/Students’ level: Intermediate/Mix-ability class

TASK 4: COMPLETE THE SENTENCES.

I. Class level/Students’ level: Intermediate/Mix-ability class

2. PASSIVE VOICE (10 mins): Rewrite the following

Period: 12 Unit 2: Humans and the environment

I. Class level/Students’ level: Intermediate/Mix-ability class

Down word: LIFESTYLE

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

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

4. nguyên liệu thô

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

- T shows the Vietnamese meaning, says the words

I. Class level/Students’ level: Intermediate/Mix-ability class

- Teacher confirms the correct words, decides the winner

II. Activity 2: PRE-SPEAKING ( 6 mins)