Preparation date: ….……………………….……..

Teaching date(s): Class 10: ……………………….

Distributive period: 46
REVIEW 2
LESSON 1: LANGUAGE
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary: Understand and use words related to For a better community and Inventions
- Pronunciation:
+ stress in two syllable words with the same spelling
+ stress in three syllable nouns
- Grammar: Understand and use the grammar:
+ Past simple and past continuous
+ Present perfect
+ Gerunds and to-inf.
2. Competencies:
a. General competencies:
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
b. Specific competencies:
- Students are expected to pronounce, know the meaning of the key words and understand the main
grammatical points, then do the tasks that follow.
3. Qualities:
- Develop self-study skills;
II. PREPARATIONS
- Teacher: Handouts, OHP, CD, laptop, pictures
- Students: blank papers, dictionaries.
III. PROCEDURE
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
WARM-UP (6’-GW) REVIEW 1
Aim: To revise the vocabulary related to the topic of Unit 4 LESSON 1: LANGUAGE
and Unit 5. GAME: MIMING GAME
MIMING GAME
* Teacher:
- lists out some key words of Unit 4 and Unit 5, e.g. generous,
benefit, community, application, invention, laptop, smartphone,
experiment, hardware, software, laboratory, equipment.
- has a volunteer come to the front then whispers one of the
words into his/her ears.
* Ss have to draw or mime the word. The rest of the class
makes guesses. The first student who correctly calls out the
word gets a point.
* The class plays the game together.
* T checks if the answers are correct or incorrect and leads in
the lesson.
PRONUNCIATION PRONUNCIATION
Activity 1 (7’-IW) Activity 1: ESCAPE THE MAZE
Aim: To check if Ss can identify the correct stress placement Escape the maze by connecting all words with the
and provide further pronunciation practice. stress on the first syllable. Follow the examples
• Explain the activity. Ss try to escape the maze by connecting and then listen to check your answers. Practise
all words with the stress on the FIRST syllable. saying the words.
• Tell them to study the example. Ask them to say these words
aloud (increase (n), memory) with stress on the first syllable. In
weaker classes, help Ss recall the common rules for stress
placement on two syllable words with the same spelling
in Unit4 before they start.
• Ask Ss to work individually (in stronger classes) or in pairs (in
weaker classes).
• When they finish, play the recording . Ask Ss to check their
answers and repeat each word with clear stress placement.

VOCABULARY VOCABULARY
Activity 1 (5’-IW) Activity 1: FIND THE MISSING LETTER.
Aim: To check if Ss can use words and phrases related to Key:
volunteering and inventions. 1. devices, communicate
• Explain the activity. Ss work out the missing letters in each 2. donate, volunteer
item by using the pictures.
• Demonstrate with the example (i.e. smartphones) by asking
Ss to guess what the picture shows. Elicit the
answer (smartphones) from Ss.
• Remind them that these are words they learnt
in Unit4 and Unit 5.
• In weaker classes, put Ss in pairs to work on the activity.
• Check answers. Elicit the meanings of the words again.
Extension: Play a game to revise other key words Ss have
learnt in Unit 4 and Unit 5, e.g. generous, benefit, community,
application, invention, laptop, experiment, hardware, software,
laboratory, equipment. Have a volunteer come to the front.
Whisper one of the words into his/ her ear and have the
student draw a picture illustrating the word on the board or
mime it. In stronger classes, ask the student to write the first
two or three letters. Ask the rest of the class to make
guesses. Give a point to the first student who correctly calls
out the word. Continue with other words until all Ss have a
go . The winner is the student with most points.
Activity 2 (6’-IW) Activity 2: COMPLETE THE SENTENCES USING
Aim: To check if Ss recognise the differences between - THESE WORDS. THERE ARE SOME EXTRA ONES
ing and -ed;-ful and -less adjectives. Key:
• Quickly review the differences between -ing and -ed; - 1. interesting / useful, careful
ful and -less adjectives. In weaker classes, explain the 2. useless, interested
differences first, or ask them to turn to page 43 in Unit 4
I Getting Started to review this part. In stronger classes, elicit
the differences from Ss and ask them to give you some
examples.
• Ask Ss to fill in the gaps with words given. Remind them that
there are some extra words they might not need.
• Check answers as a class and provide explanation if
necessary.
GRAMMAR (6’-IW) GRAMMAR
Aim: To check if Ss can use the past simple, past continuous, READ THE TEXT AND CIRCLE THE CORRECT
present perfect, gerunds, and to-infinitives. ANSWERS
• Explain the context of the text. Tell Ss that new ideas are Key:
usually the results of careful planning and analysis, but 1. cleans – is helping
sometimes accidents lead to useful inventions. Ask them to 2. to improve – take
look at the pictures and guess what these inventions are. 3. practise – are practising
• Tell Ss to read the passage and choose the correct answers 4. am going to watch – will win
as they read.
• In weaker classes, quickly review the uses of the past simple,
past continuous, present perfect, gerunds, and to-infinitives on
the board, or by asking Ss to go back to the
corresponding Language sections in Unit 4 and Unit 5.
• Check answers and provide explanation if necessary.
Activity 2 (8’- IW) Activity 2: RECALL THE INFORMATION
- To memorise information about the origin of some famous
inventions.
- To practise the use of past tenses.
* T divides the class into groups of three. T has each student
in the groups choose a different invention from the text and
pretend he/she is the person who has invented or discovered
the thing.
* Each student should try to explain how they did it using the
information from the text. E.g. I’m Isaac Newton and I
discovered the law of gravity. I was sitting under the apple tree
when an apple fell on my head. I realized that something made
apples fall straight to the ground. That’s how I discovered
gravity.
* Ss work in groups and then report to the whole class.
* T gives feedback.
WRAPPING-UP: (6 mins. - G.W)
Aims: to check students’ acquisition of the language items and
the lesson content.
- Ask Ss: What have you learnt today? What can you do
now?
- Summarize the main points of the lesson
- T gives a handout, asks students to work in group to do the
task
- Ss exchange their answers
- Teacher has Ss give their answers
- T gives feedback and correction
HOME ASSIGNMENT: (1 min. – I.W)

Wrapping-up:
Choose the best answers to complete the sentences.
1. Many people have________ clothes and money to people in flooded areas.
A. helped B. donated C. taken D. shared
2. Our trip to Ha Long Bay was very________. We took a lot of photos.
A. excite B. excited C. excitement
D. exciting
3. A ________ is a small computer that we can carry to work or school easily.
A. smartphone
B. laptop
C. hardware
D. software
4. Many inventions are a result of careful________.
A. experiences
B. experiments
C. exercises
D. explorations
5. He is so________ that he has lost his phone twice this week.
A. care
B. careful
C. careless
D. caring

FEED-BACK
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 REVIEW 2
LESSON 2: SKILLS

I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary:
- Understand and use expressions:
+ ... (will) help(s) / allow(s) / enable(s) us to do sth.
+ ... is / are used to do sth / for sth / for doing sth.
- Understand the meaning of the key words below: voluntary, willing, selfless
- Pronunciation: Pronounce the following words, word clusters correctly: voluntary, willing, selfless 2. -
2. Competencies:
a. General competencies:
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
b. Specific competencies:
- Practice listening for general and specific information about smart homes
- Practice talking about smart homes.
3. Qualities:
- Develop self-study skills;
II. PREPARATIONS
- Teacher: Handouts, OHP, laptop, PowerPoint Presentation
- Students: blank papers, dictionaries.
III. PROCEDURE
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
WARM-UP (-IW) REVIEW 2
Aim: To give excitement to students and lead in the LESSON 2: SKILLS
lesson. GAME: HANGMAN
GAME: HANGMAN
* T writes 9 blank letters on the board.
_____ ____
* Ss guess the letters in turn.
* The class plays the game together. The first student to
get the correct answer is the winner.
* T checks if the answers are correct or incorrect and
leads in the lesson.
LISTENING LISTENING
Activity 1 (-IW) Activity 1: LISTEN AND CHOOSE THE BEST TITLE
Aim: To practise listening for the main idea. FOR THE TALK.
• Ask Ss if they know what a smart home is. Tell them that Key: A
they are going to listen to a recording about smart homes.
• Ask Ss to read the titles and choose the best one for the
talk as they listen.
- Ss look at three options, read and underline key words.
- T plays the recording once for Ss to listen and choose
the best answer.
- T confirms the answers as a class.
Activity 2 (-IW) Activity 2: LISTEN AGAIN AND FILL IN EACH
Aim: To practise listening for specific information. BLANK WITH ONE WORD Key:
• Ask Ss to listen again. This time they are filling in notes, 1. voice
using one word for each blank. 2. Lights
• In weaker classes, review the techniques for this type of 3. alarm
exercise, e.g. skimming through the notes, predicting the 4. devices
parts of speech and answers based on context clues. Give
them some time to skim through the notes and try to work
out the answers before playing the recording .
- T plays the recording and has Ss fill in each gap with a
number.
- Ss listen and do the task individually.
- T calls on some Ss to report their answers for the class.
- T checks the answers and add more information if
necessary.

SPEAKING (-PW) WORK IN GROUPS. WHAT OTHER FEATURES

Aim: To help students practise speaking smart homes. SHOULD A SMART HOME HAVE? HOW WILL
- T asks Ss to read through the expressions in the box. THEY HELP US? USE THE EXPRESSIONS YOU
- Ss work in pairs to exchange their ideas about smart LEARNT IN UNIT 5 TO HELP YOU
homes. Useful expressions:
- T calls on some Ss to report their answers for the class. - ... (will) help(s) / allow(s) / enable(s) us to do sth.
- T checks the answers and add more information if - ... is / are used to do sth / for sth / for doing sth.
necessary.
READING Activity 1: READ THE TEXT. MATCH THE
Activity 1 (-IW) HIGHLIGHTED WORDS WITH THEIR MEANINGS
Aim: To practise understanding word meanings from Key:
context. 1. c
• Write down the words 'community service' and 2. b
'volunteering' on the board. Ask if Ss know the difference 3. a
between them. Tell them that they will find the answer in
the reading text.
• Ask Ss to complete the matching exercise by focusing on
the highlighted words in the text.
• Check answers as a class.
• Elicit the difference between 'community service' and
'volunteering', e.g. Community service can be either
voluntary or compulsory, so volunteering is just one type
of community service.

Activity 2 (-IW) Activity 2: READ THE TEXT AGAIN AND CHOOSE

Aim: To help students practise reading for main ideas and THE BEST ANSWERS
specific information. Key:
- T asks Ss to read through the questions and check 1. B
understanding of the vocabulary. 2. C (Clue: For example, they may volunteer to meet
- Ss read the text again and look for the answers to the new people, to develop social skills, or to ‘find
themselves’ (learn what they truly want in life)
questions.
3. A (Clue: In general, people may volunteer not just
- T calls on some Ss to report their answers for the class. to have others, but to help themselves)
- T checks the answers and add more information if
necessary.
WRITING (-GW) COMPLETE THIS APPLICATION LETTER FOR A
Aim: To practise writing a job application letter. VOLUNTEER JOB BY WRITING A SHORT
• Explain the task: Ss must finish an application letter for a PARAGRAPH. YOU MAY USE THE IDEAS BELOW
volunteer job. Specifically, they need to write the reasons TO HELP YOU
why they are interested in the job. They should write 50 -
Sample answer:
70 words.
(I am very interested in the job because) I am very
• Focus Ss' attention on the suggested ideas and tell Ss
fond of reading, and I can sort books very well. I also
they can incorporate them in their letters. In stronger love helping others and meeting new people,
classes, encourage them to use their own ideas. In especially children. In fact, reading books to children
weaker classes, read the sample answer below or display is my favourite hobby. I am also interested in this job
it on the board. because it will help me to develop my social skills,
• Give Ss enough time to write their letters. Walk round the such as communication and teamwork skills.
class and offer help.
• Collect some or all Ss'writing to give written feedback.

WRAPPING-UP: (G.W) - talk about smart homes

Aims: To consolidate what students have learnt in the
 lesson
- Ask Ss: What have you learnt today? What can you do
now?
- Summarize the main points of the lesson
- T gives a handout, asks students to work in group to do
the task
- Ss exchange their answers
- Teacher has Ss give their answers
- T gives feedback and correction

FEED-BACK
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