INTRODUCTION TIENG ANH 10 is the first level of a three-level English language course - Global Success - for Vietnamese students in upper secondary schools. It follows the systematic, cyclical and theme-based curriculum issued by the Ministry of Education and Training accompanying Circular No 32/2018/TT-8GDBT, on 26th December 2018. The aim of this series of textbooks is to develop students’ language skills (listening, speaking, reading, and writing) as well as communicative competence so that on completion of upper secondary school, students will achieve level three of the Vietnamese Foreign Language Competence Framework (equivalent to level B1 in the Common European Framework of Reference for Languages). COMPONENTS OF TIENG ANH 10 ‘The course consists of a STUDENT'S BOOK, a TEACHER'S BOOK, a WORKBOOK, anda CD. STUDENT'S BOOK The Student's Book contains: + a book map which provides information about the structure of the textbook and the sections of each unit; + ten topic-based units, each comprising eight sections to be taught in eight 45-minute lessons, + two review lessons, each providing revision and further practice of the language and skills learnt in preceding units, to be taught in three 45-minute lessons, + glossary providing phonetic transcription of key words related to the unit topics and their Vietnamese equivalents. TEACHER’S BOOK ‘The Teacher's Book gives full procedural notes for teaching every part of each unit and suggestions for teaching techniques, which teachers can use depending on their teaching contexts. It also provides the answer keys to the activities in the Student's Book, sample answers for speaking and writing activities and the audio scripts forthe listening tasks in the Student's Book. WoRKBOOK ‘The Workbook mirrors and reinforces the content of the Student's Book. It offers further practice of the language and skills taught in class, and two additional tests for students’ self-assessment. <> The CD includes the audio for the listening activities and the recordings of the reading texts. ‘THE STRUCTURE OF EACH UNIT Student's Book consists of 10 units. Each unit starts with an overview of the language points and skills, culture / CLIL topics, and project, and includes eight sections providing input for eight 45-minute lessons. These theme-based units are designed to provide students with memorable lessons and enjoyable learning experience.SECTION 1: GETTING STARTED Getting started is the first section of the unit It begins with a conversation or another text which Introduces the unit topic, some target vocabulary and the grammar items. This is followed by a number of activities for checking students’ comprehension and helping them identify and / or practise the vocabulary and grammatical structures presented in this section. SECTION 2: LANGUAGE ‘The Language section comprises of three subsections: Pronunciation, Vocabulary and Grammar. Inthe Vocabulary and Grammar subsections, some of the vocabularyand grammar points presented in Getting Started are now practised in more depth. In addition, some new ones are taught so that students can expand their vocabulary and grammar knowledge, and have more language items at their disposal later in the unit. in the Pronunciation subsection, students are given the opportunity to practise sounds, sound clusters, word and sentence stress, and intonation patterns, which are considered to be aspects of pronunciation difficult to master by leamers. When teaching these subsections, it is advisable that you focus students’ attention on the three aspects ofa new language point - form, meaning, and use. The three aspects of the grammar points are summarised in the Remember! boxes and extra examples are provided. In the Vocabulary subsection, a special emphasis is also given to collocations or words that are often used together, which students need to lear to sound more natural and idiomatic. In some Pronunciation subsection, there are also Tips boxes, which provide useful explanations and more examples related to the pronunciation point. SECTION 3: READING This section is designed to help students develop their reading skills. Reading for main ideas and for specific information is practised and reinforced throughout the textbook. The reading text also provides students with more language and ideas about the topic, which they can use later in the Speaking or Writing lessons. Although the division between the stages is not explicit, the Reading section follows a three-stage teaching approach: pre-reading, while-reading and post-reading. There are four or five activities in each Reading lesson. ‘The first one is always a pre-reading activity. It introduces the topic of the reading text, providing students with an opportunity to brainstorm ideas about the topic and activate their prior knowledge about it. It also helps to get students involved in the reading lesson. The next two or three activities are the while-reading stage. The most useful reading skills of understanding word meanings from context, identifying main ideas, finding specific information, etc. are practised through avariety of task types such as ‘deciding the besttitle for the text, multiple choice, true /false, comprehension questions and gap-fils. ‘The last activity in the Reading section is the post-reading stage. It is usually a pair or group discussion activity, which asks students to express their own ideas or opinions, or share their own experiences about the issue presented in or related to the reading text. This helps students both gain a deeper understanding of the text and practise the language used there. This activity also provides opportunities for developing students’critical and creative thinking.SECTION 4: SPEAKING ‘The Speaking section follows the Reading one, so students can use the ideas and apply the language they have learnt in the speaking activities. There are three or four activities in this section. Although many of the vocabulary items and grammatical structures needed for the speaking tasks are presented and practised in Sections 1 and 2, the speaking activities are organised and sequenced in such a way that they are closely linked with the last activity in the Reading section, so that the ideas and language in the reading text can be used for the speaking practice. ‘The activities become less and less controlled in the flow of the lesson. The language and ideas are built up through engaging activities and examples are given when necessary, so that in the last activity students are fully prepared for free production of the topic language. In all speaking activities, students are encouraged to apply their knowledge to the situation and share their own experiences when discussing the topic; therefore, the output is highly personalised. SECTIONS: LISTENING Like Reading, the Listening section consists of four or five activities representing the three stages ofthe lesson: pre-listening, while-listening, and post-listening. The aim of the first activity isto draw students’ attention tothe topic of the lesson, making them interested in the content of the listening text. This is also a chance for students to share with their peers what they already know about the topic. The next two activities are the while-listening stage of the lesson and provide students with practice of listening for gist, main ideas and / or listening for specific information. They also include tasks that help students learn new vocabulary or other meanings of previously encountered words and phrases in meaningful contexts. The most common task types are true / false, multiple choice, comprehension questions, ete. ‘The last activity, which is also the post-listening stage, aims to provide more opportunities for students to demonstrate understanding of the listening text and help them connect what they have heard with their own ideas and experience. Like the post-reading activity, this activity also provides opportunities for developing students critical and creative thinking. SECTION6: WRITING When students learn to write in English, the biggest problems they usually experience are lack of ideas and lack of appropriate language to express ideas. in the Writing section, students are prepared to overcome both problems before they produce their own piece of writing. The section often begins with a pre-writing activity that presents the topic and gives students the opportunity to brainstorm more ideas related to it In the second activity, useful expressions are usually presented and practised in meaningful contexts so that students can use them later. In some units, a model is also included for students to study and follow its structure and format before producing their own text. This approach to writing provides learners with useful guidance so that they feel more confident and are better equipped to deal with the challenges of the writing task. ‘SECTION7: COMMUNICATION AND CULTURE/ CLIL This section is divided into two subsections: Everyday English and Culture / CLIL. ‘The Everyday English subsection gives students the opportunity to practise common language functions used in daily life.The Culture / CLIL subsection provides students with cultural knowledge about the ASEAN countries and English-speaking countries around the world. It also develops Content and Language Integrated Learning (CLIL), featuring engaging content from a range of different subject areas such as history, geography or science related to the topics of the units. Through reading interesting texts, students get information about cultural aspects of the unit topic and learn about how others live and learn. By comparing features of Vietnamese culture with those of other countries, students also broaden their knowledge about the world and develop a deeper understanding of their own culture SECTION 8: LOOKING BACK & PROJECT This section consists of two subsections: Looking Back and Project. ‘The Looking Back subsection is designed for revision and consolidation of the unit language. It begins with a pronunciation activity which aims at checking students’ ability to recognise the sounds, stress patterns or intonation patterns they have learnt. The words or phrases in this activity are often those that students have encountered in other parts of the unit or taken from the reading orlistening texts. The vocabulary and grammar activities focus on themain vocabularyand grammar points leamt in the unit and are aimed at checking students’ understanding of the meaning, form and use of these words or structures in meaningful contexts. ‘The exercises in this section can be assigned as homework. Then, in class, the teacher only checks the students’ answers and gives explanations when / where necessary. This will save some more time for the Project part of the lesson. In the Project subsection, students are asked to do a survey or research to obtain real information about their family or friends, their neighbourhood or to broaden their knowledge about the real world. Since the project tasks usually involve teamwork, students also develop collaborative skills and build team spirit. Much of the work for the Project is to be done outside the classroom, at home or during break time. The teacher can also set aside some class time for students to share the results of their project work. NOTES ON TEACHING METHODOLOGY + The teaching of both the language skills and language elements involves a three-stage process. ‘The pre-, while-, and post-stages are recommended for the reading and listening lessons. In the language lessons, the process mirrors the presentation-practice-production (PPP) structure, The three-stage process is also applied in the speaking and writinglessons, in which the first and second stages are for Ss to prepare the language and / or ideas they will need to perform the speaking or writing task in the third stage. When applying the three-stage approach or the PPP method, the teacher should show understanding of the prior knowledge, beliefs and expectations that students bring to class, and the need todevelopseff-awareness, self-reflection, critical thinking, and learning strategies. + Students'talking time should be maximised andinteractions between students shouldbe facilitated ‘The teacher can use different question types to elicit ideas from students and guide them in the process of practising the language. + Vocabulary and grammatical items should be presented and practised in meaningful contexts. Focus should be on use as well as on form and meaning,The use of pairwork and groupwork should be used appropriately so that students have more opportunities to practise the language in class. However, input should be provided with clear instruction and demonstration before students are asked to work in pairs or groups. The use of groupwork should also be used to help develop students’ team spirit and teamwork skills, Due attention should be paid to both cooperation and competition when students are asked toworkin pairs or groups. Problems of mixed-ability classes should be dealt with by using multi-tiered tasks so that students are assigned tasks suitable for their levels. In this way, both the weaker and the stronger students are encouraged to contribute to the lesson. Although the Project is at the end of the unit, preparations for it should start right after the first lesson, when the topic and core language points have been introduced. At the end of the Getting Started lesson, the teacher informs students what the final product of the Project should be and how students can prepare for it. There are mainly three types of projects in this book: 1) research projects: students collect information to organise and present; 2) surveys: students do a survey and collect numerical data, which they need to collate, analyse, and present in a different way, ea. graphs, charts, etc,; 3) design or invent something, and present it to the class. However, the focus of project teaching is not only on the final product but also on the process of doing it. Based on the type of project in each unit, the teacher can divide the preparations into phases so that he / she can monitor students work and provide timely support. Students’ project presentation should beassessedby themselves, their peersand the teacher. Peer-assessment and self-assessment sheets should be given to students beforehand so that they can prepare for their projects better. Note: It is required that students take notes in their notebooks, not in their textbooks