GIAOAN

Lesson Plan – Grade 10 – Global Success
INTRODUCTION TO ENGLISH 10 Period 1
OBJECTIVES:
1. Knowledge: Students know:
- The English book grade 10 in general. (Including themes, units, lessons etc.)
- How to do English tests
- How to use student’s book and workbook
2. Skills: have a right view about 4 skills:
- Reading - Speaking
- Listening - Writing
Teaching aids: Handouts, textbook
PROCEDURES:
T CONTENT ACTIVITIES
10’ * WARM-UP: Game: Lucky Number
1. Lucky Number -T divides the whole class
2. How many girls are there in your class? into two groups and plays
3. Do you know what your English teacher’s name is? the game.
4. Lucky Number - The leader of each group
5. What do you prepare for this semester? chooses a number for their
6. Do you like studying English? Why or why not? own group and does the
7. How do you learn English well? following requirement in
8. Do you speak English fluently? each question. If the answer
is correct, they will get 10
 T leads Ss in the lesson. marks.
* NEW LESSON:
18’ A. INTRODUCTION TO ENGLISH 10: - T introduces the themes
I. Content: and topics.
Including 4 themes:
1. Our life 2. Our society
3. Our future 4. Our environment - T asks Ss to find out the
topic through the unit’s
--> Four themes are divided into ten topics. name.
II. The design of each unit in textbook: T gives an overview of

1. Getting started: Introducing the overall topic of the unit. English 10
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 2 units, Ss have one period for test themselves. It helps them
Teacher: Võ Thị Bích Tiên

test themselves about what they’ve learnt.
III. Tests:
1. Oral Test
2. Periodical tests (3 times for each semester)
3. Mid-term test (Once for each semester)
4. Semester test (Once for each semester)
IV. 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.
17’ - Learner - centered approach.
B. REVISION: Handouts T revises some grammatical
points in English 9
1’
* HOMEWORK:
- Prepare Unit 1: Family life: Getting started
REVISION
I. Choose the word with different pronunciation from the others.
1. A. hour B. house C. hot D. head
2. A. worked B. wanted C. stopped D. asked
3. A.walks B. cups C.students D. pens
II.Choose the word whose stress pattern is different from that of the others.
1. A. sewage B. simple C. hobby D. describe
2. A. dancer B. cycling C. balloon D. traffic
III. Choose the best answer.
1. Solar energy doesn’t cause………..
A. pollution B. polluted C. pollute D. pollutant
2. Tet is a festival………… occurs in late January or early February.
A. whom B. when C. where D. which
3. It’s raining. …………….., Mr. Nam has to go to work.
A. Although B. So C. Therefore D. However
4. If I ………….rich, I ……………………….around the world.
A. will be - travel B. am - will travel
C. were - would travel D. would be - traveled
5. The girl wishes she………………… in Hue for the festival next week.
A. had stayed B. was staying C. stay D. could stay
6. You don’t like watching this film, …………………?
A. don’t you B. are you C. do you D. did you
7. When he lived in the city, he …………… to the theater twice a week.
A. uses to go B. has gone C. used to go D. was going
8. My house………….. in 1999
A. is built B. was building C. was built D. has been built
9. The entrance examination will be held………………….June 22nd 2012.
A. in B. on C. at D. to
10. Hoa: I suggest going camping next Sunday. Lan: ………………………………………………..
A. That’s a fine day B. That’s a good idea
C. That’s a reason D. That’s a good trip
IV. Put the verbs in the brackets into the correct tense or form.
1. The weather is terrible today. If the weather (be) …………. good, I (go)............for a walk.
2. Yesterday, when we (visit)……………. them, they (have)……….…dinner.

3. I (write )..........…. to my pen pal 2 months ago, but I (not receive) …….......….. his reply since
then.
4. We would rather (stay)...........................at home than go out on rainy days.
5. I enjoy (teach).................., but I don't want (do)................... all my life.
6. My house (build)…………………………..at present.
V. Supply the correct form of the words in brackets to complete the following sentences.
1. The accident happened because he drove …………………………... (care)
2. Air …………..……is one of the problems that people have deal to with. (pollute)
3. Traditional ……………... are a good source of fun and entertainment. (celebrate)
4. You should buy this book . It’s very…………………………….. (inform)
5. (Tradition)……............……., people eat sticky rice cakes at Tet.
VI. Complete the second sentences without changing the meaning of the first sentences.
1. He has never been late for work.
……………………………………………………………………………………….
2. The man is my new boss. He is talking to the lady over there.
……………………………………………………………………………………….
3. “Does Mr. Pike live here?” the postman asked the boy.
……………………………………………………………………………………….
4. They will build a new school next month.
……………………………………………………………………………………….
5. Finding an apartment in a big city is not easy.
……………………………………………………………………………………….
VII. Write complete sentences.
1. We /not/ see/ each other/ for/ 5 years.
……………………………………………………………………………………….
2. Mr Bill/ used/ go /swimming/ when/ he/ young.
……………………………………………………………………………………….
3. She / be / best / student / class.
……………………………………………………………………………………….
4. How long / it / take / you / go / school / everyday?
……………………………………………………………………………………….
Answers:
I. 1. A. hour 2. B. wanted 3. D. pens

II. 1. D. describe 2. C. balloon
III. 1. A. pollution 2. D. which 3. D. However
4. C. were - would travel 5. D. could stay 6. C. do you
7. C. used to go 8. C. was built 9. B. on
10. B. That’s a good idea
IV. 1. Were, would go 2. visited, were having
3. wrote, haven’t received 4. stay
5. teaching, to do
6. is being built,
V. 1. carelessly
2. pollution
3. celebrations
4. informative
5. Traditionally
VI.
1. Never has he been late for work.
2. The man who is talking to the lady over there is my new boss.
3. The postman asked the boy if Mr Pike lived there

4. A new school will be built next month.
5. It is not easy to find an apartment in a big city
VII.
1. We haven’t seen each other for 5 years.
2. Mr Bill used to go swimming when he was young.
3. She is the best student in her class.
4. How long does it take you to go to school everyday?
4. Consolidation:
- Summarize the main points: Getting to know the content of English 10, tests….
5. Homework:
- prepare for the next lesson: Unit 1- Getting started
Self-evaluation:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

UNIT 1: FAMILY LIFE Period 2

Lesson 1: Getting started – Household chores
I/ Learning outcomes:
By the end of this lesson, Ss will be able to:
1. Knowledge:
- have an overview about the topic Family life;
- gain vocabulary to talk about household chores.
2. Competences:
- develop communication skills;
- be collaborative and supportive in pair work and teamwork;
- actively join in class activities.
3. Attributes:
- be aware of responsibilities towards family
II/ Teaching and learning resources:
Tape (CD), Tivi, speakers, textbook, teacher's book, copies of pictures, handouts, laptop, posters
III/ PROCEDURE:
Aims Contents Outcomes Steps
ACTIVITY 1: INTRODUCTION & ENGAGE/ WARM UP (5’)
1. Guessing picture(2’) Students’ oral Elicit
- Introduce the unit What is the picture about? prediction about Show the picture
topic (Family life); the topic to elicit the topic
- Introduce some Suggested answer:

vocabulary to be Family life/ doing
learnt in the unit. household chores
2.Vocabulary: (3’) Lists of some List

List the household chores that household chores Work in groups
you see in the picture (3’) Expected answers: of two to list the
Clean the house household chores
Wash the dishes on the board
Iron clothes
Do the cooking
ACTIVITY 2: STUDY/ PRESENTATION (15’)
- Understand the 1. Vocabulary: (10’) A list of words in Elicit
related words in the Look at the photos to guess the notebook Give synonym/
conversation meaning of new words Vietnamese
- Introduce the - household (n) /ˈhaʊs.həʊld/ equivalent/
grammar points to be - chore (n) /tʃɔːr/ example to elicit
learnt in the unit. - breadwinner /ˈbredwɪnə(r)/ (n) vocabulary from
- heavy lifting /ˌhevi ˈlɪftɪŋ/ (np): Ss
- homemaker /ˈhəʊmmeɪkə(r)/ (n):
- laundry /ˈlɔːndri/ (n):
* Check vocabulary: The missing words on Rub out and
the board remember
2. Listen & read (5’) Ss’prediction about Set the context
look at the picture (p.8 - 9) and the picture for listening and

answer the questions: Suggested answers: reading the
● Who are they? They are Nam and conversation
● Where are they? Minh. They are at
● What are they doing? Nam’s home. Nam is
cooking.
ACTIVITY 3: ACTIVATE/ PRACTICE (20’)

Practise reading for 1/ True/False (7’) - Ss’ oral prediciton Predict then
specific information Read the conversation again and - Statements listen and read
decide whether the following identified as true or the conversation
statements are true (T) or false false - Work in pairs
(F). (p.9) Key: - Peer correction
. 1.F → Nam is - Teacher’s
cooking now. feedback
2.T 3.T
- Practise scanning 2/ Fill in the table (7’) Some collocations for Filling in the
- Develop students' Write the verbs/verb phrases that household chores table
knowledge of are used with the words or phrases 1.put out the rubbish - Work in pairs
vocabulary for in the conversation in 1. (p.9) 2.do the laundry - Peer correction
household chores 3.shop for groceries -Teacher’s
4.do the heavy lifting feedback
do the washing-up
- Identify the present 3/ Sentence completion (6’) Completed verbs - Do the task
simple and the Complete the sentences from the using th present individually
present continuous, conversation with the correct forms simple or the present - share the
and how they are of the verbs in brackets. (p.9) continuous answers with a
used in sentences 1.I’d love to, but I’m afraid I Answers: peer.
can’t. I (prepare) ______ dinner. 1.‘m preparing - Teacher’s
2. My mum usually (do) 2. does – ‘s working feedback
________ the cooking, but she
(work) _________ late today.
ACTIVITY 4: CONSOLIDATION/ PRODUCTION (5’)
Help students 1. Wrap up (3’) - Ss’ list of household Watching and
memorise the target Watch the video clip and list all chores on the poster listening
language and skills the household chores done in the Suggested answers: -Work in 4
that they have video  Clean the toilet groups
learned  Wash the clothes - Peer correction
 Vacuum the carpet - Teacher’s
 Feed the chicken feedback
Inform students what 2. Homework (2’)
the final product of a/ Exercises in the workbook
the project should be b/ Project preparation
and how students can - Tell Ss the project requirements: Ss’ oral presentation Groupwork
prepare for it. Do research on Family Day in Viet of the research results
Nam or other countries in the world
(related information:time, place,

history and reason to celebrate;
food, activities)
- Ask Ss to present their plans in
the last lesson of the unit.

Lesson 2: Language
1. Knowledge:
- Pronounce the consonant blends /br/, /kr/, and /tr/ correctly in individual words and in
sentences.
- Understand and use some lexical items about family life.
- Distinguish and use present simple and present continuous.
2. Competences:
- Be collaborative and supportive in pair work and team work.
- Access and consolidate information from a variety of sources.
- Actively join in class activities.
3. Attributes:
- Be aware of responsibilities towards family
Tape (CD), T.V, speakers, textbook, teacher's book, copies of pictures, handouts, laptop, posters…..
III/ PROCEDURE:
Aims Content Outcomes Steps
ACTIVITY 1: PRONUNCIATION/ WARM UP (10’)
- To help 1. GAME: Guess the words Students’ oral Elicit
students * T gives instructions: prediction about the Show the pictures to
recognise • There are 3 pictures related to the pictures. elicit the three
and consonant blends /br/, /kr/, and /tr/ Suggested answers: consonants.
practise • Ss have 5 seconds to think, then 1. tree
the guess the word corresponding to the 2. bread
consonant pictures. 3. cream
blends
/br/, /kr/,
and /tr/ in
words.
2. TASK 1: LISTEN AND REPEAT. Repeated words with Listen to the
Pay attention to the consonant the consonant blends recording/
blends /br/, /kr/, and /tr/ (p.9) teacher & repeat in
* Teacher: chorus then
- plays the recording and asks Ss to listen individually
to the words and repeat; tell them to pay
attention to the consonant blends.
- makes sure Ss know the meaning of
each word.
TASK 2: LISTEN TO THE Circled words. Listen to the
SENTENCES AND CIRCLE THE Suggested answers: recording/
WORDS YOU HEAR. (p.9) 1. b, 2. c , 3. a teacher and circle the
* Teacher gives the instruction clearly correct words
individually.
ACTIVITY 2: VOCABULARY (10’)
To make TASK 1: MATCH THE WORDS Marched words with - Work in pairs.
sure that WITH THEIR MEANINGS. (p.10) their meaning - Peer correction.
students * T gives clear instructions. Key: -Teacher’s feedback.
understand 1. b, 2. d, 3. e, 4. a, 5.
the c
meaning
of some
lexical
items
about
household
chores.
TASK 2: COMPLETE THE Completed sentences - Work in pairs.

SENTENCES USING THE WORDS with the words - Peer correction.
IN TASK 1. (p.10) provided - Teacher’s feedback.
* T gives clear instructions. Key:
1. homemaker
2. groceries
3. heavy lifting
4. housework
5. breadwinner
ACTIVITY 3: GRAMMAR (12’)
To give TASK 1: CHOOSE THE CORRECT Completed sentences - Work in pairs.
students FORM OF THE VERB IN EACH using the correct form - Peer correction.
an SENTENCE. (p.10) of the verbs -Teacher’s feedback.
opportunit * Teacher: Key:
y to revise - tells Ss to read the sentences in 4 in 1. does
the use of Getting Started. T asks them what 2.is putting
present tense(s) is / are used in each of them. out
simple and 3. cleans
present 4. is studying
continuous 5. does
- Practise TASK 2: COMPLETE THE Completed paragraph - Work in pairs.

scanning PARAGRAPH. using the simple - Peer correction.
- Develop - T asks Ss to look at Remember! box present or present -Teacher’s feedback.
students' again to master the differences ontinuous
knowledge between Present simple and Present Key:
of continuous. 1. does
vocabular - T asks Ss to work in pairs. 2. is not/isn’t doing
y for 3. is watching
household 4. are doing
chores. 5. is tidying up
6. is trying
ACTIVITY 4: EXTRA ACTIVITY (8’)
To help Extra exercise : 10 questions Completed - Give the handouts.
students Put the verbs into the correct forms: sentences using the - Work in pairs.
further present simple or present continuous. present simple or - Peer correction.
practise 1. Listen! My sister (sing)______a song. present continuous -Teacher’s feedback.
the present 2. Every night, we (go)___to bed at * Key:
tenses 11p.m. 1. is singing 2.
forms. 3. Now, they (stay)______ in Ha Noi . go
4. My grandfather often (read) ________ 3. are staying 4.
a newspaper in the morning. reads
5. Look! Hoa (run)____________. 5. is running
6. Thuy usually (listen)_____ to the 6. listens/ isn’t
teacher in the class, but she (not listen) listening
____now. 7. doesn’t go
7.Everyday, Mr. Hoang (not go) 8. goes/ goes
______to work by car. 9. am writing
8. In the autumn, he rarely (go)_______ 10. have / go
sailing and (go)________ to school.
9. I (write)____________ a letter to my
best friend now.
10. At 11 a.m every day, I (have)_______
lunch and (go)________ to bed.
ACTIVITY 5: CONSOLIDATION: (5’)

To help WRAP-UP * Students’ list of * Ss work
students - the consonant blends /br/, /kr/, and /tr/ what they have learnt. individually.
memorize - present simple or present continuous.
the target - consonant blends
language HOMEWORK: /br/, /kr/, and /tr/.
and skills - Exercises in the workbook. - some lexical items
that they - Prepare for lesson 3 Unit 1. about household
have chores.
learnt - present simple vs.
present continuous.
Hand – out:
Language analysis
Present simple Present continuous
1. Form (+) S + V(s/es). (+) S + am/is/are + Ving.
(-) S + do not/ does not (don't / doesn't) +
(-) S + am/is/ are + not (‘m not/ isn’t/ aren’t)
V. + Ving.
(?) Do/Does + S + V? (?) Am/ Is/ Are + S + Ving?
2. Uses We use present simple to talk about We use present continuous to talk about
habits or things we do regularly. things which are happening at the moment of
Example: My mother cooks every day. speaking.
Example: My mother isn’t cooking now. She’s
working in her office.
3. Time usually, always, every day, often, never, now, at the moment, at present, presently, …
expressions seldom…
🡪 adverbs of frequency
Put the verbs into the correct forms: present simple or present continuous.
1. Listen! My sister (sing)______a song.
2. Every night, we (go)___to bed at 11p.m.
3. Now, they (stay)______ in Ha Noi .
4. My grandfather often (read) ________ a newspaper in the morning.
5. Look! Hoa (run)____________.
6. Thuy usually (listen)_____ to the teacher in the class, but she (not listen) ____now.
7.Everyday, Mr. Hoang (not go) ______to work by car.
8. In the autumn, he rarely (go)_______ sailing and (go)________ to school.
9. I (write)____________ a letter to my best friend now.
10. At 11 a.m every day, I (have)_______ lunch and (go)________ to bed.

Lesson 3: Reading – Benefits of doing housework
1. Knowledge:
- have an overview about “Benefits of doing housework”
- gain vocabulary to talk about household chores
2. Competences:
- develop reading skills for specific information
- provide Ss with more language and ideas about “Benefits of doing housework”
3. Attributes:
- be aware of responsibilities towards household chore sharing in the family
Tape (CD), TV, speakers, textbook, teacher's book, copies of pictures, handouts, laptop,
posters, Wifi connection
III/ PROCEDURE:
ENGAGE/ WARM UP (5’)
- To create a Introduction: (5’) Ss’s chance to get Introduce

friendly and lively to know each other
atmosphere in the
classroom
- To familiarize Ss Asking questions using picture: (5’) Ss’s oral prediction - T raises
with the topic of about the topic questions
the reading text - Sts answer
Suggested
answers:
1. Mother/ Father/
Children, etc.
2. Equally/
unequally
1. Who does the housework in your 3. Clean the floor/

family? Wash the dishes/…

2. How is the housework shared in your
family?
- To lead in the
reading lesson 3. What is your duty?
STUDY/ PRESENTATION (15’)
Vocabulary: Elicit
- To understand + responsible /rɪˈspɒnsəbəl/ (adj): có - A list of words in Give

the new words in trách nhiệm. Ss’ notebook synonym/
the reading. Vietnamese
→ (be) responsible for
equivalent/
→ responsibility (n)
example/pict
→ take responsibility for ures to elicit
+ gratitude /ˈɡrætɪtʃuːd/ (n): lòng biết ơn vocabulary

from Ss
→ express one’s gratitude to SB
+ strengthen /ˈstreŋθən/ (v): củng cố
+ bond /bɒnd/ (n) = strong connection
+ character /ˈkærəktər/ (n): tính cách
* Listen & repeat Sts’ pronunciation Listen to the

of the words audio/teacher
& repeat in
chorus then
individually
* Check vocabulary: The missing words Rub out and

on the board remember
- To help Ss Task 2: Read the text and tick (✔) the Some words or Asks Ss to
practise guessing appropriate meaning of the highlighted phrases ticked read and
the meanings of words. (ex.2, p.11) (8’) match the
Suggested
words in context. highlighted
answers:
words and
1. a 2. b
phrases in the
3. a 4. a text to their
5. b meanings.
ACTIVATE/ PRACTICE (20’)
- To practise TASK 3: Read the text again and - Ss’ answers of the - Work in
reading for specific answer the answers. (Ex.3, p.12) (10’) questions pairs

information 1. Most people think that housework is - Read the
boring and the responsibility of wives and text &
mothers only. questions
then
2. They want to give their children more
underline the
time to play and study.
key words.
3. These are doing the laundry, cleaning
- Find the
the house, and taking care of others.
answers.
4. They learn that they have to try to
- Peer
finish their task even though they do not
correction
enjoy doing them.
- Teacher’s
5. Because children learn to appreciate all
feedback
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.
To help Ss use the TASK 4: Work in groups. Discuss the Ss’ ideas and oral - Ss find out
ideas and language question “What benefits do you think presentation about the benefits
in the reading or in you can get from sharing housework?” benefits of sharing of sharing
their own ideas to (‘10’) household chores. housework
talk about the → Some hints: both in the
benefits they can passage and
- Learning to take responsibility Suggested
get from sharing in their own
answers
housework - Developing gratitude to their parents ideas.
- Strengthen family bonds → There are some
- Ss make a
huge benefits of
- Reduce family stress mindmap and
sharing
present what
housework.
they have
Firstly,...
discussed.
-Teacher’s
feedback
CONSOLIDATION/ PRODUCTION (5’)
- To help students 1.WRAP-UP (3’) Ss’ reflection about - Class work

memorise the the content of the
The teacher asks: - Teacher’s
target language lesson. feedback
- What have you learnt today?
and skills that
they have learned - What are the benefits of doing
housework?
- To guide students 2. HOMEWORK (2’)

to prepare for the a/ Do exercises in the workbook. Ss’ oral Ss do
next lesson. presentation of the individually
b/ Learn the new words by heart.
research results.
c/ Ask sts to summarize the passage.
d/ Prepare for Speaking lesson.


Lesson 4: SPEAKING
4. Knowledge:
- Explain why children should or shouldn’t do housework;
- Discuss and express their opinions about why children should or shouldn’t do the housework.
5. Competences:
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities;
- Be critical thinking.
6. Attributes:
- Recognise the benefits of doing housework for children;
- Understand why children should or shouldn’t do housework;
- Sharing housework with their families.
Tape (CD), Tivi, speakers, textbook, teacher's book, handouts, laptop, posters
III/ PROCEDURE:
ACTIVITY 1: WARM UP (5’)
- Create a friendly 1. Game: Miming Students’ oral Elicit
and lively atmosphere - Clean the house prediction about Give some
in the classroom - Wash the dishes the topic phrases related to
- Lead to the new - Water the plants household chores
lesson - Do the cooking
- Review some words - Put out the rubbish
& phrases related to - Shop for groceries
household chores
- Recall reasons from TASK 1: Below are reasons why Students’ oral Elicit
the reading text why children should or shouldn’t do presentation Give some
people think children housework. Put them in the phrases related to
should or shouldn’t correct column. Add some more KEY: family life
do housework and if you can. - phát triển kỹ năng
provide them with - Recall lexical items from mềm/ cuộc sống
more ideas. previous lessons by asking Ss to - chịu trách nhiệm
call out the meaning of some - làm vỡ/ bể và làm
words: hư hỏng đồ đạc
- develop life skills - thắt chặt sự gắn bó
- take responsibility gia đình Teacher’s
- break and damage things feedback
- strengthen family bonds
- Ask Ss to read the reasons Students’ oral

carefully and put them in the presentation - Work in pairs
correct column KEY:
SHOULDN’ SHOULD - Peer correction
SHOULD
T 1. Doing - Teacher’s
housework helps feedback
them develop life
skills.
2. Doing
housework
teaches them to
take
responsibility.
5. Doing
housework helps
strengthen family
bonds.
SHOULDN’T
3. Kids should be
given plenty of
playtime when
they are young.
4. They may break
or damage things
when doing
housework.
List
6. They need more
- Encourage Ss to raise their ideas Work in pairs to
time to study and
list some more
do homework.
reasons
List some more
reasons
Expected answers:
- Chores teach time
management.
- Completing chores
can make children - Teacher’s
more confident. feedback
- Most chores are
not really for the
children and can be
dangerous
- Children won’t
have time to take
part in after-school
activities
To provide students TASK 2: Complete & Listen the - Completed Listen the
with an example conversation conversation with conversation &
conversation in which - Complete the conversation the ideas provided check
people express their between Anna, Nam and Minh Key: - Work in pairs

opinions about using some ideas from Task 1 1.Doing housework - Peer correction
whether children (p.12) helps them develop - Teacher’s
should or shouldn't do life skills. feedback
housework. 2. They should be
given plenty of
playtime when they
are young.
Practise the conversation - Ss’ oral practice - Work in groups
of three
- Teacher’s
feedback
To help students MAKE CONVERSATIONS
practise having SIMILAR TO THE ONE IN - Work in groups
conversations in TASK 2. (p.12) - Ss’ role-play/ of three
which they can conversation -Peer correction
express their opinions - Remind Ss to swap roles and - Teacher’s
about why children role-play their conversations feedback
should or shouldn’t
do housework.
- To consolidate what 1.WRAP-UP -Work in groups
students have learnt Teacher asks: “ What are the Students’ oral of three
in the lesson. benefits of doing household presentation -Peer correction
chores?” - Teacher’s
feedback
- To prepare for the 2. HOMEWORK
next lesson. - Do exercises in the workbook
- Practice more conversation at Ss’ oral presentation Groupwork
home
-Prepare for the Listening lesson


Lesson 1: Listening – Household chores
7. Knowledge:
- Listen for details and specific information in a talk show about family life;
- Apply the language they have learnt in the listening in a speaking task about their own
experiences.
8. Competences:
9. Attributes:
- Recognise how our families have helped us achieve success in our lives;
- Show gratitude towards our families.
III/ PROCEDURE:
ACTIVITY 1: IN TRODUCTION & ENGAGE/ WARM UP (5’)
What are the roles of men and Lists of the roles of men Elicit
- To lead in the women in the family? (5) and women in the family Show the picture to
lesson Suggested answer: elicit the topic
- doing household chores
- Earning money
- Protecting family
ACTIVITY 2: PRE-LISTENING {15’)

To introduce the 1. look at the photos to guess A list of words in Elicit
topic of the the meaning of new words notebook Give synonym/
listening extract (10’) Vietnamese
and activate - Support (n): equivalent/ example
students’ prior - Cheer S.O up (v) to elicit vocabulary
knowledge. - Routine (n) from Ss

- Achievement (n):
* Listen & repeat Sts’ pronunciation of the Listen to the

words audio/teacher &
repeat in chorus
then individually

the board remember
Ss’prediction about the Set the context for
picture listening.
Suggested answers: - asks Ss to work in
A student and the host of pairs, look at the
a talk show picture and answer
In a studio the questions.
Name of the show: - tells Ss that there
2 TASK 1: LOOK AT THE Family Life are no right or
PICTURE AND ANSWER Talking; The host is wrong answers and
THE QUESTIONS. interviewing the student. they should feel
(p. 13) A gold medal free to make any
Suggested questions: guesses.
Who are the people? ** Ss answer the
Where are they? questions.
What is in the background? *** T confirms,
What are they doing? shows the answers
What’s the boy wearing on the screen.
around his neck?
ACTIVITY 3: WHILE- LISTENING (20’)
To help students TASK 2: LISTEN TO THE Ss’ prediction Predict then listen
practise listening INTRODUCTION TO THE T-S and read the
for specific TALK SHOW AND CHECK T – S conversation
information in an WHETHER YOUR S-T - Work in pairs
extract of a talk ANSWER TO QUESTION 2 - Peer correction
show and ABOVE IS CORRECT OR - Teacher’s
comparing their NOT. (p.13) feedback
predictions with * Teachers: ** T plays the
what they hear - tells Ss that they are going to recording.
listen to part of the talk show *** T confirms,
and decide whether their shows the answers
guesses are correct. on the screen and
. asks Ss to make
correction if they
made a wrong
answer.
To help students TASK 3: TRUE OR FALSE. Statements identified as Ss listen and check
practise listening (p.13) true or false their answer.
for details. . Key: 1. F 2. F 3. T - asks Ss to read
4. T through the
statements once
and underline the
key words in them.
** T plays the
recording twice. Ss
do the task and
correct the false
statements.
*** T checks
answers
To help students 4 TASK 4: LISTEN AND Completed sentences - Do the task

practise listening COMPLETE THE with the words provided individually
for keywords. SENTENCES. (p.13) Key: 1. difficulties 2. - share the answers
. love 3. sad with a peer.
- Teacher’s
feedback
ACTIVITY 4: POST-LISTENING (10’)

To help students TASK 5: DISCUSSION T-S - having Ss work in
apply the language (p.13) groups of three and
they have learnt in Work in groups. Discuss the tells them to think
the listening in a following question. S-T-S about their own
speaking task “How can parents help their family to answer
about their own children achieve success in T - S the question.
experiences. their studies?” ** Ss prepare their
. presentation in
groups. Each group
chooses a
representative to
share the group’s
ideas with the class.
*** T gives
feedback
- To consolidate 1. WRAP-UP (3’) - Ss’ list - Peer correction
what students have - How can parents help their - Teacher’s
learnt in the lesson children achieve success in feedback
- To prepare for their studies
the next lessons
- To prepare for 2. HOMEWORK (2’)
the next lessons - Do the Listening exercises in Ss’ oral presentation of Groupwork
the Workbook the research results
- Prepare for the Writing lesson


Lesson 6: Writing – Writing about family routines
10. Knowledge:
- Use lexical items related to the topic “Family life”;
- Write an email to a friend about family routines.
11. Competences:
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
12. Attributes:
- Be able and willing to share housework in the family.
- Grade 10 textbook, Unit 1, writing
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
III/ PROCEDURE:
- To introduce Which pictures can be - Ss’ ideas about family - To show the pictures
the concept of family routines? (7’) routines. and tell them to say what
family routines they depict.
and activities
that can become
part of them.


-To provide an - Read Joey’s email - Useful expressions of an - To explain the task
example email about his family routines email. - To have Ss read the
about family and complete the table Suggested answers: table headings.
routines, which with the information - To read the email and
Ss can use as a from it. (10’) underline the relevant
model for their information, then
writing. Routine When/ Things complete the table.
s How to do to
often strengt
hen
family
bonds
1. have
dinner
together
2. every
Friday
evening
3. - make
a list of
chores
-
choose
tasks
- To help 1. Instruct how to write - Some basic information - To tell Ss that they are
students practise the middle paragraph of about the structure of a going to write a
writing part of the email. paragraph paragraph about family
an email about + A paragraph is a group . routines. They don’t
family routines of sentences that develop have to write a whole
using given ONE main idea. email, and the opening
ideas. + A paragraph usually and ending have been
consists of three parts: a provided.
topic sentence, supporting - To give Ss some basic
sentences and a concluding information about the
sentence. structure of a paragraph.
+ Two important qualities
of a good paragraph are
unity and coherence
- To practise 2. Complete the email - Completion of the middle - To explain the task.
writing part of about Dong’s family of an email. - To have Ss read the
an email about routines using the Sample: information in the table
family routines information in the box. First, my family always and check
by using given . have breakfast together. comprehension.
ideas. We often eat bread or - To ask Ss to write the
- To help noodles and share our middle paragraph of the
students practise plan for the day while email.
developing ideas eating. Second, we watch - To offer support when
and writing a our favourite film on TV necessary.
paragraph. together every Saturday
evening. We watch a film
and share snacks. Then,
we exchange opinions
after the film. Third, on
the second Sunday of the
month, we visit our
grandparents. When
coming to our
grandparents’ house, we
usually do some
housework for them and
have lunch with them.
They look really happy
when talking and eating
with us.
- To give 3. Peer correction - Ss’ sharing the writing - To ask two Ss sitting
students an and giving comments. next to each other to
opportunity to exchange their writing,
recognise the read their partner’s
common writing and write the
mistakes so that symbols next to their
they can avoid partner’s mistakes like
in writing the ones in the table
above.
- To ask Ss to return their
partner’s writing and lets
them correct themselves.
- To remind them that
they can ask for their
partner’s help.
- To help 1. WRAP-UP Ss’ oral presentation of pairwork
students - We have practised writing an email about

memorise the writing a paragraph about daily routines.
target family routines.
language and
skills that they
have learned.
- To help 2. HOMEWORK
students a/ Exercises in the Groupwork
memorise the workbook
content of the b/ Prepare for
lesson and how Communication and
students can Culture lesson
prepare for new
lesson.

Lesson 7: Communication and culture/ CLIL
13. Knowledge:
- express their opinions in a conversation about whether family members should spend time
together;
- understand British family values.
14. Competences:
- be collaborative and supportive in pair work and team work;
- access and consolidate information from a variety of sources;
15. Attributes:
- be more respectful of Vietnamese and British family values;
- be able and willing to embrace those family values.
- Grade 10 textbook, Unit 1, Communication and Culture/ CLIL

III/ PROCEDURE:
- To arouse the List the advantages or List of advantages or List
classroom disadvantages of sharing disadvantages of - Work in groups to
atmosphere. housework. sharing housework list the advantages or
- To help students disadvantages of
revise words/ phrases sharing housework.
related to the topic.
EVERYDAY ENGLISH - ACTIVITY 2: PRESENTATION (12’)
- To provide students 1. Listen and complete the Completed - Listen to the
with an example conversation with the conversation with the audio/teacher &
conversation in which expressions in the box. expressions provided complete the
people exchange Key: conversation.
opinions about 1.A
teenagers doing 2. C
housework. 3. B
2. Practise the - Sts’ role play - Work in groups of

conversation. three to practise the
conversation.
EVERYDAY ENGLISH - ACTIVITY 3: PRACTICE (6’)
- To help Ss practise - Have similar - Ss’ oral presentation Making a
expressing their conversations exchanging of expressing opinions. conversation
opinions in a opinions about whether (e.g. Advantages: It - Work in groups
conversation about family members should strengthens family - Peer correction
whether family spend time together. bonds; It makes - Teacher’s feedback
members should children happy,
spend time together. 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.)
CULTURE - ACTIVITY 4: STUDY/ PRESENTATION (12’)
- To pre-teach the 1. Vocabulary List of words/ phrases Elicit
meaning and 1. pass on sth (phr.v): give in Ss’ notebook - Give synonym/
pronunciation of something to someone who Vietnamese equivalent/
some words/ phrases, lives after you die, usually a example to elicit
so that students can person in your family vocabulary from Ss
use them in their
presentation later and
can understand the
reading passage.

2. truthful (a): honest and not

containing or telling any lies
3. respectively (adv): with

each relating to something
previously mentioned, in the
same order as first
mentioned
- To help students 2. Read the text and - Table completion Filling in the table
learn about British complete the table. Keys: - Work in pairs
family values and Read the text and list the - Peer correction
practise reading for five family values of -Teacher’s feedback
specific information. British people in the 21st
century in the table below.
CULTURE - ACTIVITY 5: PRODUCTION (5’)

- To compare Discussion - Ss’ oral presentation Making a
traditional British Work in groups. Discuss comparison
family values with whether Vietnamese people - Work in 4 groups
traditional have similar family values. - Peer correction
Vietnamese family - Teacher’s feedback
values.

ACTIVITY 6: CONSOLIDATION (3’)

- To help students 1. WRAP-UP - Ss’ oral presentation
memorise the target - The ways to express of expressing their
language and skills opinions opinions in a
that they have - British and Vietnamese conversation about
learned. family values whether family
members should spend
time together and
British and Vietnamese
family values
2. HOMEWORK
- Do exercises in the part Groupwork
Looking back
- Exercises in the workbook
- Prepare for Looking back
and Project lesson

Lesson 8: Looking back & Project
I. OBJECTIVES
By the end of this lesson, Ss will be able to :
1. Knowledge
- review pronouncing consonant blends /br/, /kr/, /tr/
- review the vocabulary and grammar of Unit 1
- do research on Family Day in Viet Nam or other countries in the world and give a group
presentation about it.
2. Core competence
- develop communication skills and creativity;
- develop presentation skills;
- develop critical thinking skills;
3. Personal qualities
- be more creative when doing the project;
- develop self-study skills.
II/ TEACHING AND LEARNING RESOURCES:

- Textbook
- Laptop connected to the Internet
- TV/ pictures and cards
- Pictures, A0 paper
III/ PROCEDURE:
ACTIVITY 1: WARM-UP (5mins)
- To arouse the Brainstorming List of words about the List

classroom topic “Household Write
atmosphere. down as
- To help chores” many words as
students revise they can think of
Househol
words/ phrases about the topic
d chores
related to the “Household
topic chores”.
ACTIVITY 2: LOOKING BACK (17 mins)
To help 1. PRONUNCIATION: LISTEN Ss’ practice reading

students revise AND WRITE /BR/, /KR/ OR /TR/. the corresponding - Do the task
the consonant (p.16) consonant blends individually
blends /br/, (6 mins) /kr/ - share the
/kr/, and /tr/.
Listen and write /br/, /kr/, or /tr/ 1. I like ice cream, but answers with a
above the word that has the my brother likes bread peer.
corresponding consonant blends.
Then practise reading the sentences. pudding - Teacher’s
feedback
/br/ /br/
/tr/ /kr/
2. Tracy crashed her

car into a tree and
broke her leg./br/
/kr/
3. They often have crab

- To help 2. VOCABULARY: COMPLETE
soup for breakfast.
students revise THE TEXT. (p.16) 5 mins
(/br/)
words and - Do the task in
Completed text with
phrases related groups of four.
Complete the text. Use the correct words and phrases
to the topic of
form of the word and phrases in the provided - Write the
household
box. missing words/
chores, which 1. does the cooking
phrases on the
they have 2. does the heavy lifting board.
learnt in the
3. laundry
unit. - Teacher’s
4. cleaning the house feedback
- To help
students revise 5. does the washing-up
the Present
simple and 3. GRAMMAR: THERE IS A
Corrected sentences - Do the task in
Present MISTAKE IN EACH SENTENCE
pairs.
continuous. BELOW. FIND THE MISTAKE Key:
1. I’m wanting to see - Share the
AND CORRECT IT. (p.16) 6 mins
answers with
you. → want
another pair.
2. I look after his dog.
- Teacher’s
→ ’m / am looking
feedback
3. Nam’s often looking
untidy. → (often) looks
4. 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
ACTIVITY 3: PROJECT (21 mins)
- To provide an Do research on Family Day in Viet * Teacher:

opportunity for Nam or other countries in the world Ss’ oral presentation - Gives Ss a
students to checklist for peer
develop their and self-
research and assessment
collaboration
- Invites two or
skills and to
three groups to
practise giving Present your findings to the class.
give their
an oral Your presentation should include:
presentations and
presentation.
- Where it is celebrated encourages the
- When it is celebrated rest of the class to
- When it was first celebrated
- Why it is celebrated ask questions at
- What people often do to celebrate the end.
the day
** Ss do as
instructed.
*** Ss make
questions after
each presentation.
**** Teacher:
- Gives feedback
after each
presentation and
gives marks
- Asks Ss to
complete the self-
assessment table,
identifies any
difficulties and
weak areas and
suggests further
practice for
individual Ss.

ACTIVITY 4: CONSOLIDATION (2 mins)
- To 1. WRAP-UP
consolidate - Revise the consonant blends /br/, * T instructs
what students /kr/, and /tr/. * Ss take notes
have learnt in
- Revise words/ phrases related to the
the lesson.
topic Household chores.
- To prepare
- Revise Present simple and Present
for the next
continuous.
lesson.
2. HOMEWORK
- Prepare for Unit 2 lesson 1
APPENDIXES
Suggested checklist for peer assessment:
Comments
Tick where
(in English or
appropriate
Vietnamese)
DELIVERY
- The presenters greeted the audience.
- The presenters spoke clearly and naturally.
- The presenters cooperated when delivering their talk.
- The presenters interacted with the audience.
- The presenters used some photos /pictures to illustrate their

ideas.
- The presenters concluded their talk appropriately
CONTENT: The presentation includes the following information

about Family Day in Viet Nam or other countries.
- where it is celebrated
- when it is celebrated
- when it was first celebrated

- why it is celebrated
- what people often do to celebrate the day
Suggested checklist for self-assessment:
Comments
Tick where
(in English or
appropriate
Vietnamese)
DELIVERY
- I greeted the audience.
- I spoke clearly and naturally.
- I cooperated with my group members when delivering the talk.
- I interacted with the audience.
- I used some photos / pictures to illustrate my ideas.
- I concluded my part of the talk appropriately.
CONTENT: The presentation includes the following information

about Family Day in Viet Nam or other countries.
- where it is celebrated
- when it is celebrated
- when it was first celebrated
- why it is celebrated
- what people often do to celebrate the day

UNIT 2: HUMANS AND THE ENVIRONMENT Period 10

Lesson 1: Getting started – Go Green Club
1. Knowledge:
- Have an overview about the topic Human and the Environment.
- Gain vocabulary to talk about activities to adopt a greener lifestyle.
2. Competences:
- Develop communication skills and environmental awareness.
- Be collaborative and supportive in pair work and teamwork.
3. Attributes:
- Develop a greener lifestyle and awareness of environmental issues;
- Be responsible to the environment.
- Tivi, speakers, textbook, teacher's book, copies of pictures, handouts, laptop, and posters
III/ PROCEDURE:
ACTIVITY 1: IN TRODUCTION & ENGAGE/ WARM UP (5’)
1a. What are they doing? Students’ oral
- Introduce 1b. What for? (2’) prediction about the Elicit
the unit topic
topic Show the picture
(Humans Suggested answer: to elicit the topic
and the 2a. collecting garbage
environmen on the beach./ cleaning
t); up the beach.
2b. to protect the
- Introduce environment.
some List of the work to
vocabulary 2. List the work that you do to protect the environment Work in pairs to
to be learnt protect the environment (3’) list some of the
in the unit. Expected answers: work that you do
T gives some cues to help students - planting trees. to protect the
if they can’t do the task. - collecting garbage. environment on
- sweeping school yard/ the board
classrooms.
- Saving water, energy.
- watering flowers,
plants
- taking out garbage.
- ………………….
- 1. Vocabulary A list of words in Elicit
Understand 1. adopt (v) /əˈdɒpt/: start to notebook Give synonym/
the related use a particular method Vietnamese
words in the 2. awareness (of) (n) /ə equivalent/ example

environmen ˈweənəs/: interest in and to elicit vocabulary
t. concern about a particular from Ss
- Introduce situation or area of interest
the
grammar
points to be
learnt in the
unit.
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
4. set up (v) /set ʌp/: = establish

(synonym)
5. reduce (v) /rɪˈdʒuːs/ >< increase
( antonym)
* Listen & repeat Sts’ pronunciation of the Listen to the
words audio/teacher &
repeat in chorus
then individually
* Check vocabulary: - The missing words on Rub out and
the board. remember
- Do the task 3.
2. Listen & read (5’)

Ss’prediction about the Set the context for
picture listening and
reading the
conversation
look at the picture (p.18 - 19) and Suggested answers:

answer the questions: - They are students.
● Who are they? - They are at school.
● Where are they? - They are cleaning up
● What are they doing? the school and planting
● Is cleaning up the school/ trees.
the street/ public places a - Yes, it is.
way to adopt a green Suggested answers:
lifestyle? - adopting a greener
* T leads to the new lesson. lifestyle.
* T plays the recording twice, has - raising local people’s
Ss listen to the conversation, read awareness of
along and underline the activities in environmental issues.
the conversation which are good for - reducing my carbon
the environment. footprint
** Ss do the task individually.
*** Ss share their answers with a
partner.
**** T checks their answers with
the whole class.
* T has the Ss read the conversation
in pairs.
** Ss read the conversation.
*** One or two pairs read aloud.
Practise TASK 2: READ AND ANSWER - Ss’ oral prediciton Predict then
reading for THE QUESTIONS. (p.19) - Ss’ answers listen and read
specific Read the conversation again and Key: the conversation
information answer the following questions. 1. The Youth Union in - Work in pairs
* T asks Ss to work individually to Nam’s school set it - Peer correction
read the questions and underline the up. - Teacher’s
key words, then share their ideas 2. The club wants to feedback
with a partner who sits next to improve the
them. environment and
** Ss do Task 2 individually first. encourage people to
*** Ss share and discuss with their adopt a greener
partners about the key words. lifestyle.
**** T corrects their answers as a 3. He thinks the club
class. will organize more
1. Who set up the Go Green Club? activities to raise
2. What does the club want to people’s awareness of
achieve? environmental issues.
3. What does Nam think the club 4. It is cleaning up the
will do in the future? school right after the
4. What is the first activity of the ceremony
club? 5. He is keen to reduce
5. What is Mike keen to do? his carbon footprint.
6. What do they decide at the end
of the conversation?
* T asks Ss to scan the
conversation, locate the key words
to find the answer for each the
question with the partner who sits
behind them.
** Ss do the task in pairs.
**** T divides the class into two
big teams, and has Ss in each team
take turns to choose a number in
the game Lucky number to check
the answers.
Nam will tell Mike the time and the
place of the club meeting.
.
- Identify TASK 4: COMPLETE THE Completed sentences
the present FOLLOWING SENTENCES using the present simple - Do the task
simple and BASED ON THE and the present individually
the present CONVERSATION IN TASK 1. continuous
continuous, (p.19) - share the
and how Key: answers with a
they are 1. was set up peer.
used in 2. are / ‘re going to
sentences 3. will / ‘ll - Teacher’s
feedback
* T has Ss read each sentences, try

to think of a verb or an auxiliary
verb that will complete the gap.
*** Ss share the answers with a
peer.
**** T asks the whole class to call
out the verb forms first, then calls
on individual Ss to read the
complete sentences.

- Help 1.WRAP-UP (3’) - Ss’ list of household Watching and
students Watch the video clip and list all the chores on the poster listening
memorise work done to protect the Suggested answers: -Work in 4 groups
the target environment in the video - planting trees. -Peer correction
language - collecting garbage. - Teacher’s
and skills - sweeping school yard/ feedback
that they classrooms.
have - Saving water, energy.
learned - watering flowers,
plants
- taking out garbage.
- Inform 2. HOMEWORK (2’)

students 1. Exercises in the workbook
what the 2. Project preparation
final * Teacher: Ss’ oral presentation of Groupwork
product of - Has Ss look at the last page of the research results
the project Unit 2, the Project lesson and asks
should be them what topic of the project is.
and how - Tells them the project
students can requirements: Ss will have to make
prepare for a plan for a Go Green Weekend in
it. 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 contribute to the project
work.
- Helps Ss set deadlines for each
task.


Lesson 2: Language
By the end of this lesson, Ss will be able to :
1. Knowledge
- Pronounce the consonant blends /kl/, /pl/, /gr/, and /pr/ correctly in isolation and in sentences;
- Understand and use some lexical items about humans and the environment;
- Distinguish and use will and be going to to talk about the future;
- Use the passive voice correctly.
2. Competence
- Access and consolidate information from a variety of sources;
3. Attributes:
- Adopt greener lifestyle and awareness of environmental issues;
- Be responsible for environment protection.
- Grade 10 textbook, Unit 2, Language
III/ PROCEDURE:
ACTIVITY 1: PRONUNCIATION/ WARM UP (10’)
- To help GUESSING GAME: WHAT AM I - Ss answers Elicit

students GOING TO DRAW? Suggested answers: Show the pictures to
recognise and - T shows the picture of dark clouds elicit the three
- It is going to rain
practise the and asks ss “What’s going to happen ?” consonants.
consonant - Yes, it is
+ Is using these vehicles good for the
/kl/, /pl/, /gr/, - Because ……
environment?
and /pr/ in
individual + Why is using them not good for the
words. environment?
- To lead in
the lesson.
- To help 2. TASK 1: LISTEN AND REPEAT. Repeated words with Listen to the
students Pay attention to the consonant blends the consonant blends recording/
recognize and /kl/, /pl/, /gr/, and /pr/ (p.19) teacher & repeat in
practise the chorus then
* Teacher:
consonant individually
blends - plays the recording and asks Ss to
listen to the words and repeat; tell them
to pay attention to the consonant blends.
- makes sure Ss know the meaning of

each word.
TASK 2: LISTEN TO THE Circled words. Listen to the

SENTENCES AND CIRCLE THE recording/
WORDS YOU HEAR. (p.19) teacher and circle the
* Teacher gives the instruction clearly correct words
individually.
To make sure TASK 1: MATCH THE WORDS Marched words with - Work in pairs.
that students WITH THEIR MEANINGS. (p.10) their meaning - Peer correction.
understand * T gives clear instructions. Key: - Teacher’s
the meaning
1. d, 2. e, 3. a, 4. b, 5. c feedback.
of some
lexical items
about humans
and the
environment
- Practise TASK 2: COMPLETE THE Completed sentences - Work in pairs.

scanning SENTENCES USING THE with the words - Peer correction.
WORDS IN TASK 1. (p.20) provided
- Develop - Teacher’s feedback.
students' * T gives clear instructions. Key:
knowledge of 1. Eco-friendly
vocabulary
2. household
humans and
appliances
the
environment 3. carbon footprint
4. energy

5. litter
- To give THE FUTURE WITH WILL AND

students an BE GOING TO
opportunity * Teacher:
to revise the
- tells Ss to read the explanations in the - Sts’ answers
use of will - Work in pairs.
Remember! box on page 20 and asks Ss
and be going - Peer correction.
questions to elicit the differences
to to talk
between will and be going to, for - Teacher’s feedback.
about future
example:
actions.
+ Do both structures talk about the
- To give
future?
students an + Yes, they are.
opportunity + Which auxiliary do we use to talk
+ ………..
to revise the about plans made at the moment of
passive speaking / before the moment of + ………..
voice. speaking?
+ Can we use both structures for

predictions?
- asks Ss to work in pairs or individually

to choose will or the correct form of be
going to to complete each sentence.
- reminds them to use some clues in the

sentence to decide on the correct tense
form: e.g. 1: I don’t think; 2: have
- Ss do as instructed.
already made the decision; 3: I’m sure;
4: Look at; 5: I forgot to phone Dad. - Ss share their answers
with a partner.
Complete the following sentences
with will or the correct forms of be - T check Ss’ answers
going to. (p.20) and asks them to
explain their choices
(using the clues above).
Key:
1. will
PASSIVE VOICE
2. are going to
Rewrite the following sentences using
3. will
the passive voice. Begin each sentence
as shown. 4. is going to
* Teacher: 5. will
- 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?

- Sts’ answers
+ What do we focus on?
+ How do we form the passive voice?

(the verb be and the past participle of
the main verb).
- Ss work
independently and
rewrite the sentences
using the passive voice.
(work in pairs)
ACTIVITY 5: CONSOLIDATION: (5’)
- To help WRAP-UP * Students’ list of what * Ss work

students they have learnt. individually.
- the consonant blends kl/, /pl/, /gr/,
memorize the and /pr/
target - passive voice
- consonant blends
language and
/br/, /kr/, and /tr/.
skills that HOMEWORK:
they have - Exercises in the workbook. - some lexical items
learnt about humans and the
- Prepare for lesson 3 Unit 2.
environment
- passive voice


Lesson 3: Reading
4. Knowledge:
- Read for main ideas and specific information in a text about green living;
- Guess the meaning of words/phrases in context;
- Talk about ways to live green.
5. Competences:
6. Attributes:
- Recognise what activities are related to a green lifestyle and be ready to adopt them in their
lives;
Tape (CD), TV, speakers, textbook, teacher's book, copies of pictures, handouts, laptop,
posters,
Wifi connection.
III/ PROCEDURE:
- To create a Introduction. (2’) Ss’s chance to get Introduce

friendly and lively to know each other
atmosphere in the
classroom
- To arouse the Warm-up. (5’) Ss choose a - T shows the

classroom random number,
Complete the crossword. What is the clues
atmosphere. mystery word? (5’) read the clue and - Ss answer
- To lead in the guess the word.
reading lesson
Suggested
answers:
1. energy (n)
2. eco – friendly (a)
3. green living
4. lifestyle (n
5. awareness (n)
6. protect (v)
7. carbon footprint
(n)
8. harmful (a)
9. reduce (v)
10. appliance (n)
11. adopt (v)
Mystery word:
ENVIRONMENT
Vocabulary: Elicit
- To understand + sustainable /səˈsteɪnəbl/ (a) - A list of words in Give

the new words in Ss’ notebook explanation/
(explanation)
the reading. Vietnamese
+ explosion /ɪkˈspləʊʒn/ (n) (picture)
equivalent/
+ organic /ɔːˈɡænɪk/ (a) example/pict
= produced or practised without using ures to elicit

vocabulary
artificial chemicals
from Ss
+ to cut down on sth = to reduce the
size, amount or number of something
+ refillable /ˌriːˈfɪləbl/ (a) = that can be
filled again after being empty
+ raw material /rɔː məˈtɪəriəl/ (picture)
+ natural resource /ˈnætʃrəl /rɪˈsɔːs/

(example)
+ to sort /sɔːt/ (v) = put a number of
things in an order or to separate them
into groups
* Listen & repeat Sts’ pronunciation Listen to the

of the words audio/teacher
& repeat in
chorus then
individually
* Check vocabulary: The missing words Rub out and

on the board remember
- To introduce the Activity 1. Pre-reading Suggested Look at the

topic of the Work in groups. Look at the pictures answers: pictures,
reading and get Ss work in
and answer the questions. Which - In picture a, a
involved in the groups of 4 to
pictures show a green lifestyle? Why? man goes shopping
lesson. discuss the
with lots of plastic
question
bags. It doesn’t
show a green
lifestyle. Plastic
bags pollute the
environment.
- 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.
- To help Ss Activity 2. While - reading (5’) - Ss choose the best - Have Ss

practise skimming Read the following text and choose the title for the text read through
a text to choose the best title for it. the Tips and
Key: A
best tittle for it check
A. Green living
understandin
B. Green issues
C. Green products g
- Ask Ss to
read the
whole text
once to ger
an overall
idea.
- Ss work in
groups to
discuss the
best option
- Teacher’s
feedback
To help Ss practise Activity 3. While - reading (5’) Ss work in pairs to - Ss read the
guessing the Circle the correct meanings of the discuss the clues text again,
meaning of words/ highlighted words and phrases in the and circle the pay attention
phrases in context correct meanings to the context
text.
of the
Suggested
highlighted

answers word/ phrase
and look for
1. a
clues
2. b
explaining
3. a the meaning
4. a of it.
- Teacher’s
feedback
- To help Ss Activity 3. While - reading (10’) Ss work in pairs to - Ss read the

practise reading for Read the text again and decide whether compare the statement and
specific the following statements are true (T) or information in each decide they
information statement with the are true or
false (F).
information from false
the text.
Suggested
answers
1. F
2. T
3. T
4. F

memorise the the content of the
The teacher asks: - Teacher’s
target language lesson.
WHAT HAVE WE LEARNT TODAY? feedback
and skills that
they have learned The ways to live green.
- To guide students 2. HOMEWORK (1’)

to prepare for the - Search for more ways to live green on Ss’ oral Ss do
next lesson. the Internet, take note some and post presentation of the individually
them on the Facebook/Zalo of your class. research results.
- Prepare for Speaking lesson.


Lesson 4: Speaking
16. Knowledge:
- gain vocabulary to talk about ways to live green
17. Competences:
18. Attributes:
- be aware of the importance of a green lifestyle.
III/ PROCEDURE:
What are the pictures about? Students’ oral Elicit
- Introduce the prediction Show the
unit topic about the pictures to
(Humans and the topic elicit the
environment); Suggested topic
answer:
- Introduce some Living green/
vocabulary to be green lifestyle
learnt in the unit.

ACTIVITY 2: PRE-SPEAKING (20’)

To pre-teach VOCABULARY (6’) A list of words in Elicit
some vocabulary * Teacher: notebook Give idioms,
so that students - shows the words one by one, models and has Ss pictures
can understand repeat the words. definitions,
the meanings and - has Ss guess the meanings of the words based on examples to
use them pictures, explanations or examples. elicit
correctly in main 1. leave st on (idioms): choose to keep something vocabulary
speaking tasks. operational or switched to an "on" position. from Ss
Ex: Someone left the lights on the whole time we
were gone. Our electricity bill is going to be
enormous.
2. chemical (n) /ˈkemɪkəl/: a substance obtained
by or used in a chemical process
3. shade (n) /ʃeɪd/: slight darkness caused by

something blocking the direct light from the sun
4. break down (phv) /breɪk daʊn/:

to divide something into smaller parts
T confirms the meanings, calls on some individual
Ss to make sentences with each word.

To introduce TASK 1: WHICH OF THE FOLLOWING Ss’prediction Set the
more ideas for the ACTIVITIES DO YOU THINK TEENAGERS about the context for
main speaking SHOULD OR SHOULDN’T DO TO LIVE activitives speaking
tasks and get GREEN? PUT A TICK IN THE Suggested
students involved APPROPRIATE COLUMN. (p.23) (6’) answers:
in the lesson * T has Ss work in pairs, read the activities, 1. shouldn’t
discuss their meanings and decide which activities 2. should
they should/ shouldn’t do to go green by putting a 3. shouldn’t
tick in the appropriate column. 4. should
** Ss do as instructed. 5. shouldn’t
*** Some individual Ss share their answers with 6. should
the whole class.
**** T confirms the correct answers.

Activities Should Shouldn’t
1. Leaving your ✔
appliances on when
not in use
2. Recycling your used ✔
items
3. Using plastic bags ✔
when shopping
4. Buying organic ✔
food
5. Dropping litter in ✔
the street
6. Planting trees ✔
To introduce TASK 2: THE TABLE BELOW PRESENTS Matched reason Set the
more ideas for the THE REASONS WHY TEENAGERS with the activities context for
main speaking SHOULD OR SHOULDN’T DO THE speaking
task and get ACTIVITIES IN 1. WORK IN PAIRS AND
students involved MATCH THEM WITH THE ACTIVITIES. Suggested
in the lesson (p.23) (8’) answers:
* Teacher: a - 5; b - 1; c - 3;
- has Ss read the reasons, and discuss with a peer d - 4; e - 2; f - 6
to do the 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 makes 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 do as instructed.
*** Ss share the answers with the whole class.
**** Teacher confirms the correct answers and
calls on some pairs to make small exchanges like
the one above.

ACTIVITY 3: WHILE-SPEAKING (15’)
To give students TASK 3: WORK IN GROUPS. DISCUSS AND Ss’ oral -Groupwork
an opportunity to PRESENT YOUR IDEAS ABOUT WHAT presentation - Teacher’s
discuss ideas in YOU SHOULD OR SHOULDN'T DO TO Example: There feedback
groups and share LIVE GREEN. (p.23) are many things
with the rest of * T has Ss work in groups of 4, discuss what they that we should or
the class. should or shouldn’t do to live green. shouldn’t do to
In weaker classes, T reminds them to use the ideas live green. We
given in 1 and 2 in their discussion. In stronger should recycle
classes, T encourages them to think of other our used items so
activities and reasons. that we can
** Ss do as instructed. protect natural
*** T invites 3 groups to share their ideas with the resources. We
rest of the class, other groups can put questions. shouldn’t drop
** Teacher praises Ss for interesting and litter in the street
imaginative ideas, and for providing well- because this will
formulated reasons. make the street
dirty and pollute
the environment.
ACTIVITY 4: POST-SPEAKING (7’)

Help students 1.WRAP-UP (5’) Ss’ answers - Pair work
memorise the T asks Ss to close the books and answer the Suggested - Peer
target language questions: answers: correction
and skills that What should you do to live green? - Use renewable - Teacher’s
they have learnt What shouldn’t you do to live green? energy feedback
- Stop throwing
out food
- Use compost
- Save water
- Use public
transportation
2. HOMEWORK (2’)
- Learn the vocabulary by heart
- Prepare for the next lesson: Unit 2- Lesson 5:
Listening


Lesson 5: Listening
19. Knowledge:
- Listen for specific information in a text about green living;
- Talk about a plan to organise a green event in their area.
20. Competences:
- Develop presentation skills.
21. Attributes:
- 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.
Tape (CD), Tivi, speakers, textbook, teacher's book, handouts, cell phones, pictures, laptop.
III/ PROCEDURE:
- To arouse Game: GUESSING WORDS List of words - T divides class
the classroom related to the topic into 2 teams.
atmosphere. Set 1: adopt, - T introduces the
- To get litter, eco-friendly rule of game:

students be Set 2: sort, - T leads into the
actively awareness, new lesson.
involved in household
the lesson. appliances
ACTIVITY 2: PRE-LISTENING (10’)
To pre-teach * Teaching Vocabulary List of words in T uses some
the 1. schedule (n): a plan that lists all the Ss’notebook techniques in
pronunciation work that you have to do and when you teaching Vocab:
and the must do each thing. picture, example,
meaning of explanation,
some
vocabulary so
that students
can
understand the
content of the
listening.
2. specific (adj): connected with one

particular thing only.
E.g. The money was collected for a
specific purpose.
3. donation (n): money or goods that are
given to help a person or organization, or
the act of giving them.
4. delivery (n): the act of taking goods,
letters, parcels, etc. to people's houses or
places of work.
* Checking Vocabulary: Slap the board

To introduce Task 1: Look at the picture and answer Ss’ answers about - T has Ss work in
the topic of the question: What are they doing? the picture. pairs and and tell
the listening Why? Suggested their partner
and activate answer: about what they
Ss’ prior The students are see in the picture.
knowledge picking up - Ss discuss with
rubbish, bottles their friends.
and plastic bags; - T invites some
They are watering pairs to share
plants and trees. their ideas.
- T gives
feedback.
ACTIVITY 3: WHILE-LISTENING (15’)
- To help Ss Listen to an announcement about a Go Completed - T gives
practise Green Weekend event and do the sentences . handouts to Ss,
listening for following tasks. Suggested answer: asks them to work
specific Task 2: Multiple choice: Choose the Task 2: in groups of four,
information. best answer 1-C look at the
1/ A Go Green Weekend event is being 2- B handouts and

organized ……………. 3-A have an overview
A. the upcoming Friday 4-A of the two tasks.
B. the upcoming Saturday 5-D - T asks Ss to
C. the upcoming Sunday Task 3: listen to the
D. the upcoming Thursday 1-C recording 3 times
2/ How many teams will be at a Go Green 2-A and do two tasks.
Weekend event? 3–B - T lets Ss play
A. 2 B. 3 C. 4 D. 5 the game on
3/ The Clean-up team will take the KAHOOT and
responsibility for cleaning ……………. has Ss check the
A. the central park answer by
B. the central museum listening again.
C. the central market - Teams having
D. the central pub the highest marks
4/ Items from local residents will be will be the
collected by ……………. winner.
A. the Donation Team - T gives
B. the Media Team feedback.
C. the Clean-up Team
D. None of the above Teams
5/ The Media Team will be responsible
for …………….
A. picking up rubbish, bottles and plastic
bags
B. sorting used items and putting them
into the correct bags
C. watering small trees and flowers
D. posting pictures of the event on the
club’s website
Task 3: Matching: Match the activities Matched activities

below with the corresponding team. with the
A B corresponding
1. The Media A. Watering small team
Team trees and flowers
2. The Clean-up B. Putting used items
Team into the correct bags
3. The Donation C. Making
Team suggestions for the
club’s future
activities
ACTIVITY 4: POST-LISTENING (10’)

To give DISCUSSION: Ss’ oral - T asks Ss to
students an “If you have to organize a green event presentation. work in groups of
opportunity to in your area, what will you do?” four and discuss
personalise Cues: the question.
the language + Have you ever taken part in an - T gives Ss some
and ideas environmental activity or event? cues/ questions to
from the + How many times have you participated answer.
listening in a in such activities or events? - T invites some
speaking task. + What did you do there? Ss to present and
+ How did you feel? lets other Ss give
feedback.
- T comments.
To help WRAP UP: PICKING UP 4 new words. - T shows the
students What have just been mentioned in the Suggested answer: screen about the
memorise the lesson? Pick them up. : schedule, content of the
content of the - 4 new words: schedule, specific, specific, donation, lesson and asks Ss
lesson donation, delivery delivery to pick up the
- Green products - Green living right content of
- Go Green Club - Holding a green the lesson.
- Green living event in the area. - T invites some
- Holding a green event in the area. Ss to answer and
lets the others
give feedback.
- T comments.
HOMEWORK (2’)
Inform Work in individual to talk about the Ss’ video clip on T gives Ss
students what ways to hold a green event in your area. the link of Flipgrid homework to do.
the final Then, post your video clip on the link:
product of the https://flip.com/e234a15f
speaking
topic.
UNIT 2: HUMAN AND THE ENVIRONMENT Period 15

Lesson 6: Writing
22. Knowledge:
- Use lexical items related to the topic “Humans and the environment”;
- Write about ways to improve the environment.
23. Competences:
- Develop presentation skills.
24. Attributes:
- 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.
- Grade 10 textbook, Unit 2, writing
- Projector/ TV/ sub-board
III/ PROCEDURE:
List of some ways to List
- To arouse the protect the Work in groups to
classroom environment list the ways to
atmosphere. GAME: RUNNING MAN (6’) Expected answers: protect the
- To get students be Buying organic environment on the
actively involved in foods board
the lesson. Not using plastic
bags
Planting trees
ACTIVITY 2: PRE - WRITING (6’)
- To help students Ss’ oral presentation Match
recall some MATCH (6’) Key: Work in pairs to
suggestions for Match the suggestions for 1.c match the
improving the improving the environment with 2.a suggestions for
environment their expected results. (p.25) 3.b improving the
environment with
expected results
ACTIVITY 3: WHILE-WRITING (18’)
To provide students 1/ FILL IN THE BLANKS (8’) Completed - be provided with
with a model of a Read the incomplete paragraph paragraph with the an incomplete
well-structured about ways to improve the words and phrases example as a model
paragraph and environment. Fill in the blanks provided for their writing.
practice in using with the words and phrases from Key: - recall the
connectors to link the box. (p.25). 1. First information about
sentences. 2. For example the structure of a
3. In conclusion paragraph
- Work in pairs
- Teacher’s
feedback
To help students 2. COMPLETE THE A completed - Work in groups of
practise developing PARAGRAPH (10’) paragraph using four
ideas and writing a Add two more suggestions to more suggestions
paragraph improve the environment in your
school to the paragraph in 2. Use
the ideas in 1 to help you. (p.25)
ACTIVITY 4: POST-WRITING (14’)
To give students an 1. CORRECTION (12’) Ss’ recognition of - exchange their
opportunity to a. PEER CORRECTION mistakes writing, read their
- T explains the marking symbols Sample answer: partner’s writing
recognize the in the following table. Another way would and write the
common mistakes so be to plant more symbols next to
that they can avoid in trees. For example, mistakes that they
writing we can plant more can find like the
green trees around ones (following the
the school and in the table provided).
schoolyard. It
reduces CO2 and
makes the air we
breathe in cleaner.
Finally, we can set
up more rubbish
bins. For instance,
we can put more
bins in public places
such as parks or bus - Correct those
b. CLASS CORRECTION stations. This makes mistakes as a
the waste collection class.
- T writes Ss’ common mistakes easier.
on the board, asks Ss to check - Teacher’s
whether they make the same feedback
mistakes in their writing.
To help students 2. WRAP-UP (1’)

memorise the content We have practised writing a
of the lesson paragraph about suggestions to
improve the environment. Ss’ oral presentation Individually
3. HOMEWORK (1’)
- Prepare for Communication and
Culture lesson

Lesson 7: Communication and Culture/ CLIL
25. Knowledge:
- Ask for and give advice;
- Understand what a carbon footprint is.
26. Competences:
27. Attributes:
- Be willing to take practical actions to help reduce their own carbon footprint and their
family’s as well;
Tivi, speakers, textbook, teacher's book, copies of pictures, handouts, laptop
III/ PROCEDURE:
- To arouse the 1. Game: RUNNING MAN List of words/ phrases - Team work
classroom atmosphere. - words / phrases related to related to the topic
- Each team takes
- To help students the topic Humans and the Suggested answers:
turns to run to the
revise words/ phrases Environment - Green lifestyle
board and write a
related to the topic - Eco-friendlyword/ phrase related
- Plastic bagsto the topic Humans
- Zero waste and the Environment
- Carbon footprint
- confirms the correct
word/ phrase
EVERYDAY ENGLISH - ACTIVITY 2: STUDY/ PRACTICE (8’)
- To provide Ss with Task 1: Completed - asks Ss to read
an example Listen and complete the conversation with the through the
conversation in which conversation with the expressions provided expressions in the box
people ask for and expressions in the box. Then Suggested answers: and the incomplete
give advice about practise it in pairs. (p.25) 1. B conversation
ways to find 2. A - plays the recording
information for the 3. D once or twice
presentation. 4. C - Ss do
- checks the answers
Practice Ss’ practice - asks Ss to practise
the conversation in
pairs then read aloud.
EVERYDAY ENGLISH - ACTIVITY 3: PRODUCTION (10’)
To help Ss practise Task 2: Ss’ conversation - brainstorms green
ways of asking for Work in pairs. Make a asking for and giving living ideas and writes
and giving advice similar conversation asking advice about green them on the board
about green living for and giving advice about living. - revises common
green living. Use the expressions used to
expressions below to help ask for and give
you. (p.25) advice
. - asks Ss to work in
pairs
- gives them some
minutes to think about
specific green issues
that they want to
include in their
conversation.
- act out their
conversations
- Feedback
CLIL - ACTIVITY 4: PRACTICE (10’)
To help Ss to know Vocabulary List of some words/ - shows the words one
the meanings and 1. emission /ɪˈmɪʃn/ (n): khí phrases in Ss; by one, plays the
pronunciation of thải notebook recording and has Ss
some words/ phrases, 2. estimate /ˈestɪmeɪt/ (v): repeat the sound of the
so that Ss can use ước tính words
them in their 3. average /ˈævərɪdʒ/ (adj):
presentation later and trung bình
can understand the 4. atmosphere /ˈætməsfɪə(r)/
reading passage. (n): bầu khí quyển
To help students learn Task 1: Completed table - asks Ss read the text
about carbon Read the text and complete Suggested answers: and complete the
footprint and ways to the table. (p.26) 1. CO2 table.
reduce it (through 2. global - Ss do
CLIL) temperatures - Ss share their
3. showers answers with a
4. public transport partner.
- Feedback
CLIL - ACTIVITY 5: PRODUCTION (8’)
- To give students an Task 2: - Students’ oral - work in pairs to
opportunity to Work in pairs. Discuss presentation discuss things they
personalise the things you can do to Suggested answers: can do to reduce their
CLIL topic (ways to reduce your carbon We thinks that our carbon footprint.
reduce their carbon footprint. (p.26) carbon footprint is - underline the ideas
footprint) not very big, but we’ll in the text so that Ss
try to reduce it to can use them in their
further help the discussion
environment. First, - calls on some pairs
we’ll start cycling to to report their ideas to
school instead of the class
asking our parents to
drive us. Second,
we’ll stop using
plastic bags for
groceries. Finally,
we'll start drinking
filtered tap water
instead of buying
bottled water.
- To help students Wrap-up . - Individual work
memorise the content - The ways to ask for and
of the lesson that they give advice
have learned - the ways to reduce carbon
footprint in our lives
- To inform what Homework
students do at home - Exercises in the workbook
and Project lesson


Lesson 8: Looking back and project
1. Knowledge:
- revise the consonant blends /kl/, /pl/, /gr/, /pr/ correctly;
- revise words and phrases related to humans and the environment learnt in the unit;
- revise how to use will and be going to, and passive voice correctly;
- plan activities for a Go Green Weekend and give a group presentation about the event.
2. Competences:
- develop communication skills and creativity, presentation skills; critical thinking skills;
3. Attributes:
III/ PROCEDURE
ACTIVITY 1: WARM-UP (5’)
- To arouse the WARM-UP List of words/ phrases -T explains the game

classroom The last man standing related to the topic rules to Ss
atmosphere. - Ss do as instructed.
- To help students
revise words/
phrases related to the
topic
ACTIVITY 2: LOOKING BACK (20’)
To help students 1. PRONUNCIATION Pronounced words with the *T asks Ss to listen to

revise /kl/, /pl/, /gr/ Listen and underline consonant blends /kl/, the recording and
and /pr/ the words with the /pl/, /gr/ and /pr/ underline the words
consonant blends 1. The professor is proud of that have the
/kl/, /pl/, /gr/ or /pr/. the results of our project. consonant blends
Then practise reading 2. Grass is growing on the /kl/, /pl/, /gr/ or /pr/.
the sentences. (p.26) ground. - T asks individual Ss
3. Those toy planes are to write the words
made of plastic. with the consonant
4. Click the button to blends on the board
become a member of the and has them read
club. those words several
times.
- T plays the recording
again, pausing after
each sentence for Ss to
repeat.
- T puts Ss in pairs
and has them practise
reading the sentences
together.
*Ss do as instructed.

- To help students 2. VOCABULARY Completed sentences with * Teacher asks Ss to
revise words and Complete the the words and phrases complete the
phrases related to sentences. Use the provided sentences by using the
human activities and words and phrases in Key: words and phrases in
the environment, the box. (p.26) 1. green lifestyle the box individually.
which they have 2. carbon footprint *Ss do as instructed.
learnt in the unit. 3. eco-friendly
4. appliances
- To help Ss revise 3. GRAMMAR Completed sentences using *Teacher asks Ss to

will and be going to Choose the best will and be going to and the choose the answers
and the passive voice answers. (p.26) passive voice. that best complete the
sentences individually.
ACTIVITY 3: PROJECT (15’)
- To provide an GO GREEN * Ss’ oral presentation about * T gives Ss a

opportunity for WEEKEND the research checklist for peer and
students to develop Make a plan for a Go self-assessment.
their research and Green Weekend event. - T goes through the
collaboration skills, (P.27) criteria for assessing
and to practise their talk.
giving an oral - T invites two or three
presentation. groups to give their
presentations and
encourages the rest of
the class to ask
questions at the end.
- To consolidate 1.WRAP-UP (3’) - Ss’ list of what they have *Teacher asks: What
what students have List of what Sts have learnt today have you learnt
learnt in the lesson. learnt. today?
*Sts answer
-To prepare for the 2. HOMEWORK (2’) *T instructs

next lesson - Exercises in the *Ss take notes
workbook
- Preparation for Unit 3-
lesson 1

UNIT 3: MUSIC Period 18

Lesson 1: Getting started – A talented artist
I. LEARNING OUTCOMES:
1. Knowledge
- gain an overview about the vocabulary related to the topic Music and main grammatical
points taught in this unit;
- gain vocabulary to talk about their musical idols.
2. Core competence
3. Attributes
- develop a positive attitude towards music;
- be aware of the important role of music in our life.
II. MATERIALS
- Grade 10 textbook, Unit 3, Getting started
III/ PROCEDURE:
Listen to some pieces of music Ss’ prediction about Elicit
- To create a friendly and guess the name of the songs. the topic ‘Music’ Turn on music to
and lively - Divide class into 4 groups elicit the topic
atmosphere in the Song 1: How long
classroom by Song 2: we don’t talk any more
listening some Song 3: Attention
English song then Song 4: Let her go
guess these names. Song 5: See you again
- To lead into the - asks Ss some questions and leads
new unit in the lesson.
+ Whose songs are these?
(They are Charlie Puth .)
+ What is his kind of music?
(Pop music)
+ Is he a talented singer? (Yes,
he is)

- Understand the 2.1 Vocabulary A list of words in Elicit
related words in the 1. talented (adj) /ˈtæləntɪd/: notebook Give pictures to
conversation having a natural ability to do elicit vocabulary
- Introduce the something well from Ss
grammar points to be
learnt in the unit.

2. musical instrument (n)

/ˌmjuːzɪkl ˈɪnstrəmənt/: an object
used for producing musical
sounds, e.g. a piano or a drum
3. trumpet (n) /ˈtrʌmpɪt/: a brass

musical instrument made of a
curved metal tube that you blow
into, with three valves for
changing the note
4. perform (v) /pəˈfɔːm/:

entertain an audience by playing
a piece of music, acting in a
play, etc.
- Shows the Vietnamese meaning,

plays the recordings and asks Ss to
repeat them.
- Checking vocabulary: Matching
* Check vocabulary: - Ss’ pronunciation of Matching
the words

- The words related
to the pictures
To get students 2.2 LISTEN AND READ. (Ex.1, Ss’ prediction about Set the context
interested in the p.28) the picture for listening and
- Sets the context for listening by reading the
topic. having Ss look at the picture (p.28) conversation
and answer the questions
- To introduce
vocabulary and
grammar points to be
learnt in the unit.
+ Where are they? (at home/ in

the living room)
+ Who is the boy? (a singer)
+ What are they doing? (The boy
is singing on the stage. The girls
are watching a live programme
and cheering.)
To practise reading TASK 2. READ THE Questions answered Reading for
for specific CONVERSATION AGAIN Key: specific
information 1. They are talking information
AND ANSWER THE about a young pop - Work
QUESTIONS. (Ex.2, p.29) singer. individually
2. He is good at
1. Who are Ann and Mai writing music and
talking about? playing many musical
2. What is he good at? instruments.
3. What made him popular? 3. His cover song
videos made him
popular.
- To develop Ss' 3.2 FIND WORDS OR Words or phrases Find out words
vocabulary of the PHRASES IN THE related to music and phrases
CONVERSATION WHICH Key: related to music
topic Music REFERS TO... (Ex.3, p.29) 1. pop Work in groups
- Read the four categories and 2. Grammy, of four
- to revise words and
brainstorm words or phrases to Billboard Music
phrases related to check their prior knowledge, e.g. and Teen Choice
music types of music: Rock and roll, Awards
Jazz, Pop, Classical. 3. piano, drums,
- Read the conversation quickly guitar, and

again, and find the words or trumpet
phrases that refer to the categories. 4. social media
- To help Ss identify 3/ 3.3 MATCH THE TWO Completed - Matching

compound sentences, PARTS TO MAKE sentences Work in pairs
COMPLETE SENTENCES. - share the
to-infinitives and bare (Ex. 4, p. 29) answers with
infinitives. -Read the two parts of each of the Key: 1. d; 2. c; 3. b; other pairs
four sentences and checks 4. a - Teacher’s
comprehension. feedback
3. - Elicits the target grammar
point(s), e.g.
1. compound sentence, to-
infinitive; 2. bare infinitive; 3.
to-infinitive;
4. compound sentence.
ACTIVITY 4: PRODUCTION (5’)
To help Ss practise LK ABOUT YOUR - Ss ‘ oral Speaking
talking about their FAVOURITE SINGER OR presentation Work in pair
musical idol. MUSICAL BAND.
- To give students You should mention :
authentic practice in +Name: She/He is….
using target language. +Type of music: Her/His type of
music is….
+Hobby: She/He likes…..
+ Her/his famous song you like
best: I like…..
- To help Ss Wrap-up -Ss’ list of type of
memorize the target - “ What have you learnt today?” music/ musical
language and skills - Some lexical items about Music instrument
that they have - Talking about musical idols. -Ss’s oral Groupwork
learned. presentation of
- To inform Ss what Homework musical idols
the final product of 1. Exercises in the workbook
the Project should be 2. Project preparation
like and how Ss can - Ask Ss to open their books at the
prepare for it last page of Unit 3, the Project
section, look at the pictures and
say what the topic of the Project is Ss’ oral presentation
(a form of traditional music). of the research results
- Tell Ss about the Project
requirements:
Ss will have to:
+ do research on a form of
traditional music in Viet Nam or
another country
+ include information related to
the points stated on the Project
page or prepare a poster (drawing,
pictures) presenting the research
results.
+ give an oral presentation of the
research results in the last lesson
of the unit.
- how they can get the
information (search the Internet,
read newspapers, go to the library,
talk to experts, etc.).

Lesson 2: Language
28. Knowledge:
- pronounce two-syllable words with correct stress;
- understand and use words and phrases related to music;
- use conjunctions to make compound sentences;
- use to-infinitives and bare infinitives after some verbs.
29. Competences:
- be collaborative and supportive in pair work and team work
- access and consolidate information from a variety of sources
- actively join in class activities
30. Attributes:
- be willing to learn new language points
- be aware of the important role of music in life.
Tivi, speakers, textbook, teacher's book, handouts, laptop, sachmem.vn
III/ PROCEDURE:
 To arouse the 1. Board game: (5’) Ss’s chance to get to Lead-in
classroom S I N G E R know some two-
atmosphere F A M O U S syllable words related
 To lead in the A T T R A C T to the topic Music
lesson A R T I S T
P E R F O R M
PRONUNCIATION
2. LISTEN AND REPEAT. PAY Some pronounced Elicit
To give Ss ATTENTION TO THE two-syllable words Elicit the rule of
practice in STRESSED SYLLABLE IN Rules: the two-syllable
identifying the EACH WORD. (Ex.1, p.29) - Most two- words.
stressed syllables syllable nouns
Stress on the Stress on the
in two-syllable and adjectives
first syllable second syllable
words and have the stress
pronouncing singer relax on the first
these words. programme perform syllable.
common attract - Most two-
syllable verbs
have the stress
careful decide
on the second
syllable.
ACTIVITY 3: PRACTICE (5’)
To help Ss 1. LISTEN AND MARK THE Stressed syllables in Practice
identify stressed STRESSED SYLLABLES IN two-syllable words - Do the task
syllables in two- THE WORDS IN BOLD. (Ex.2, individually and
syllable words in p.29) work in pairs to
sentences and compare the
pronounce these answers.
words correctly. - Ask some
students to read
the sentences
aloud and give
feedback.
VOCABULARY
ACTIVITY 4: PRESENTATION (5’)
To make sure 1/ MATCH THE WORDS WITH Matched words with Elicit
that sts THEIR MEANINGS. (Ex.1, p.30). their meaning - Work in pairs
understand the Key: - Peer correction
meaning of some 1.c, 2d, 3e, 4a, 5b - Teacher’s
lexical items feedback
about MUSIC.
To give Ss 1. COMPLETE THE Completed the - Work in pairs
practice in using SENTENCES USING THE sentences with words - Peer correction
the words in WORDS IN 1. (Ex.2, p.30) provided -Teacher’s
meaningful Keys: 1. Talented, 2. feedback
contexts. audience, 3. single, 4.
judge, 5. perform
GRAMMAR
ACTIVITY 6: PRESENTATION 1 (COMPOUND SENTENCES)(5’)
- To give Ss the 1. Revise the compound Some notes on Elicit
opportunity to sentences compound sentences - Answer
revise how to + A simple sentence consists of teacher’s
form compound one independent clause. questions
sentences. Ex: The cat chased the mouse. - Give
+ A compound sentence consists feedback
of two or more independent clauses
joined by a coordinating
conjunction (e.g. for, and, nor, but,
or, and yet, so). (Hint: The
conjunctions spell FANBOYS.)
Ex: The cat chased the mouse,
and the mouse ran into the hole.
_to give Ss 1. Make compound sentences Completed compound Practice
chance to use using the correct sentences - work in
conjunctions to conjunctions in brackets. Key: pairs
make a 1. I am a jazz fan, and - peer
compound my favourite style is corrections
sentence. from the late 1960s. - Teacher’s
2. Jackson wants to go feedback
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.
ACTIVITY 8: PRESENTATION 2 (TO-INFINITIVES AND BARE INFINITIVES)(5’)
To give Ss the 1. Revise to-infinitives and Some verbs followed Elicit
opportunity to bare infinitive To infinitive or bare Elicit some verbs
revise Some verbs are followed by infinitive usage followed by to-
to-infinitives to-infinitives: decide, expect, infinitive and
and bare plan, want, promise, agree, some verbs
infinitives hope, hesitate, … followed by bare
- Some verbs are followed by infinitive from
bare infinitives: make, help, students
let, hear, notice,….
To give Ss chance 1. Complete the following Completed sentences Practice
to use sentences, using the to- Key: 1. to send 2. - work in pairs
to-infinitives and infinitive or bare infinitive fall 3. to delay 4. - peer corrections
bare infinitives in of the verbs in brackets. watch -Teacher’s
contexts. feedback
ACTIVITY 10: PRODUCTION (5’)
To use compound 1. Make a sentence using Students’ sentences Uncontrolled
sentences, to- compound sentences or to- using compound practice
infinitive or infinitive or bare infinitive sentences or to- - Work in
bare infinitive infinitive or bare groups
to make a infinitive - Teacher’s
sentence. feedback.
To help Ss 1.WRAP-UP Suggested answers: Elicit
memorise the - stress in two-syllable - Elicit the
target language words; answers from
that they have - words and phrases students
learned related to music; - Teacher’s
- conjunctions to feedback
make compound
sentences;
- to-infinitives and bare
infinitives after some
verbs.
Inform students 2. HOMEWORK
what they have to - Exercises in the workbook
do at home - Prepare for lesson 3 Unit 3.


Lesson 3: Reading – American Idol
31. Knowledge:
- read for specific information in a text about a famous TV music show;
- guess the meaning of words/phrases in context;
- talk about reasons why they want or don’t want to participate in a music competition.
32. Competences:
- develop presentation skill;
33. Attributes:
- recognise different musical shows;
- be eager to get more information about music shows.
Tape (CD), Tivi, speakers, textbook, teacher's book, copies of pictures, handouts, laptop, posters.
III/ PROCEDURE:
- To create a friendly 1. What is the picture about? (2’) Students’ oral Elicit
and lively atmosphere prediction about Show the picture
in the classroom; the topic to elicit the topic
- To introduce the Suggested answer:

unit topic (Music Music show
show);
- To lead in the lesson 2. List more music shows you List of some music List
know (3’) shows Work in groups
Expected answers: of two to list
The voice kids some music
American idol shows
Rap Viet
- To understand the 1. Vocabulary (7’) A list of words in Ss’ Elicit

related words in the 1. compete (v) = contest notebook Give synonym/
reading competitive (a) Vietnamese
competitor(n)= contestant equivalent/
competition (n)= contest example/pictures
to elicit vocabulary
from Ss
2. participate(v) in = take part in

 participant (n)
3.audience (n) the group of people
who have gathered to watch or
listen to something (a play,
concert, somebody speaking, etc.)
4. play a role in (idiom): be

involved in or have an effect on
Ex: Water plays an important
role in our life.
5. judge (n): someone who
decides on the result of a
competition
* Listen & repeat Sts’ pronunciation of

Listen to the
the words audio/teacher &
repeat in chorus
then
individually
the board remember
- To help Ss practise Task 2: Read a text about a Matched words and Asks Ss to read
guessing the famous music show. Match the phrases with the and match the
meanings of words in highlighted words and phrases meaning highlighted
context. in the text to the meanings Suggested answers: words and
below. (ex.2, p.31) (8’) 1. b 2. a phrases in the
3. d 4. c text to the
meanings.
- To practise reading TASK 3: Read the text again Completed sentences - Work in pairs
for specific and choose the best answers. Key: 1. B 2. A - Read the
information (Ex.3, p.32) (10’) 3. A 4. C questions and
5. C underline the key
words

- Choose the
correct options
- Peer correction
- Teacher’s
feedback
To help Ss use the TASK 4: Work in pairs. Discuss Ss’ ideas and oral - Ss work in
ideas and language in whether you want to participate presentation about the pairs to make
the reading to talk in Vietnam idol. Give your reasons Ss like or notes of things
about whether they reasons. (10’) dislike Vietnam idol. they like and
want to take part in dislike about the
Vietnam Idol and give Suggested answers show to support
reasons. Like: 1,3,5,6 their opinions
Dislike:2,4, - T has Ss
present a
summary of their
discussion
-Teacher’s
Reasons like dislike feedback
1.lifting your
mood
2.leading to
stress and
anxiety
3.reducing
stress
4.be prepared
for
disappointme
nt
5.enhancing
social and
emotional
learning
6.creating
sense of
camaraderie
and
community
Model:
I like/dislike participating in
Vietnam idol because I
think…………
memorise the target List the content Ss have learnt the content of the - Teacher’s
language and skills lesson. feedback
that they have
learned
- To inform students 2. HOMEWORK (2’)
what the final product a/ Exercises in the workbook
of the project should b/ - Search for more music shows
be and how students on the Internet, take note the Ss’ oral presentation Groupwork

can prepare for it. regulations and the prizes and post of the research results
them on the Facebook/Zalo group
of your class
- Prepare for Speaking lesson

Lesson 4: Speaking – Talking about a TV music show
34. Knowledge:
- talk about a music show.
35. Competences:
- actively join in class activities;
- be creative;
- be critical in thinking.
36. Attributes:
- be eager to create a new musical show;
- be ready to share their ideas with the whole class;
- be able to self-study.
Television, laptop, textbook, teacher's book, handouts.
III/ PROCEDURE:
WARM UP (5’)
- To arouse the Warm-up: (5’) Picture guessing Ss know the names of Warm-up
classroom music shows. - Ss look at the
atmosphere. pictures and
- To lead in the Suggested answer: write down the
lesson. - The voice kids names of the
- RapViet music shows.
- Vietnam Idol Kids - Ss share their
answers with a
partner.
- T checks by
having some Ss

to call out the
answers.
- T leads in the
new lesson.
PRESENTATION (10’)
- To pre-teach some Activity 1. Vocabulary (5’) A list of words in ss’ Elicit
vocabulary so that Ss - dress up (ph.v): /dres ʌp/ wear notebook - T shows pictures/
can understand the clothes that are more formal than gives explanations
meaning and use those you usually wear to elicit vocabulary
them correctly in from Ss.
main speaking tasks.
- runner-up (n): /ˌrʌnər ˈʌp/

a person or team that finishes
second in a race or competition
- cash (n): /kæʃ/ money in the

form of coins or notes
- come up with (ph.v): suggest or

think of an idea or plan
* Listen & repeat Sts’ pronunciation ofListen to the

repeat in chorus
then
individually.
the board remember
- To introduce more 2. Task 1: Read about a TV Ss’ complete notes Individually
ideas for the main music show and complete the about the TV music - Ss look at notes
speaking tasks and notes below. (5’) show. first and try to
get Ss involved in the 1. Name: I know your face Suggested answers: guess the
lesson 2. People who give their scores: … 2. two main judges information.
3. Number of participants: … and a guest artist - T tells Ss to
4. What participants have to do: 3. six read the TV
… 4. dress up and show description
5. How participants win the show: perform as famous and complete the
… international or local note.
6. Prize(s): … artists in a live show - Ss compare
every week their answers in
5. pairs.
– 3 participants with - T checks
the highest scores answers as a
after 5 weeks go to class.
the final night.
– TV audiences vote
and decide on the
winner and two
runners-up.
6. cash
PRACTICE (25’)
1/ Match the information in - Ss’ complete notes - Ss work in
column A with details in column about the TV music groups of four to
To help Ss brainstorm B (3’) show. match the
ideas for the speaking information in
activity. Key: the handouts.
1.d - Peer correction
2. b - Teacher’s
3. e feedback
4. c
5. f
6. a
2/ Task 2: Make up a new music Ss’ ideas about a TV Brainstorming

show. Use the points in Task 1 and music show. - T asks Ss to
the activity Matching to organise refer back to
your ideas. (7’) Suggested answer: their notes in
- Your face sounds Task 1 &
familiar Matching;
- Hidden voices - T has Ss work
- X-factor in groups to
… brainstorm ideas
for their new
show and take
notes.
To give Ss the 3/ Present your show to the whole class. Ss’ presentation - Ss work in
opportunity to present Use your ideas in Task 2 and the given about a TV music groups to prepare
their music shows to expressions. Vote for the best show. (15’) show. for the
the class. presentation,

using the given
expressions.
- Some groups
talk about their
show.
- Class feedback
- T asks Ss to
vote for the most
interesting show.
- T gives
feedback.
To help Ss memorise 1.WRAP-UP (3’) - Ss’ reflection about - T asks and Ss
the content of the Teacher asks: the content of the answer.
lesson - What information should be lesson.
included in a presentation about a
TV music show?
- Can you talk something about
your favourite TV music show?
To help Ss prepare 2. HOMEWORK (2’)
for the project a/ Exercises in the workbook Ss’ report of
b/ Project preparation information about a
- Search the Internet for some form of traditional Groupwork
information about a form of music in Vietnam or
traditional music in Vietnam or another country.
another country.


Lesson 5: Listening
1. Knowledge.
- Listen for gist and specific information in an interview about a music festival;
- Talk about the reasons why they want/ don’t want to go to a music festival.
2. Competences.
- Be critical in thinking.
3. Attributes.
- Be more interested in music and music events.

- Grade 10 textbook, Unit 3, Listening
- sachmem.vn
III/ PROCEDURE:
WARM UP (6’)

- Arouse the 1. Videos: (2’) - Students’ oral Watch videos
classroom prediction about the
atmosphere. music festival
- Get Ss be actively
involved in the lesson
2. Match the videos with their Suggested answer: Elicit

titles of the events (2’) music festival Stop the videos to
1.Advertisment elicit the titles
(Yamaha)
2. Football
3. Mid Autumn
3. Where do the events Expected answers: List

usually take place? (2’) On a farm/ at a Work individually
stadium/ a park/ a
beach
ACTIVITY 1: PRESENTATION (6’)
- Understand and use New words A list of words in Elicit

the words related to look at the photos to guess Ss’notebook Give synonym/
the music events the meaning of new words Vietnamese
equivalent/ example
1. background (n): sounds that
to elicit vocabulary
can be heard behind other
from Ss
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
* Listen & repeat Sts’ pronunciation of Listen to the

repeat in chorus
then individually

the board remember
Practise listening for Today, we’ll listen to the - Ss’ oral prediciton Predict then listen
specific information music festival. Listen and do - Ss’ answers and give answer
the tasks
Key:A, D
- Work individually
- Peer correction
- Teacher’s
feedback
TASK 2 (4’): Listen to an

Statements identified
interview about preparations for as true or false
an international youth music Key: 1. F (first ->
festival. Tick the information second); 2. F (They
that you hear in the recording. are still setting up the
(Ex.2, p.33) main stage and there’s
still a lot to do.); 3. T; - Ss work in pairs
4. F (They have sold or groups and
TASK 3 (8’): Listen again and
in compare answers
decide whether the following the tickets
statements are true (T) or false advance.); 5. T

(F). (Ex.3, p.33)
ACTIVITY 3: Production(10’)
Give Ss an Task 4 (10’) - Ss’ oral -SS talk about

opportunity to Tell your friends about your presentation about their music
the music festival festival.
personalise the experience on a music festival - T gives
language and ideas using the cues given: feedback
from the listening in a
- What is the name of the
speaking task.
festival? - When did you
attend?
- Where did the festival take

place?
- Who did you go with?
- How do you feel about this

festival?
ACTIVITY 4: Consolidation (5’)

Help Ss memorise the 1.Wrap-up - The vocabulary - work individually
content of the lesson - We have listened to an related to music
interview about preparations for festival and the

content of the
a music festival
listening
2. Homework
- Prepare for Writing lesson


Lesson 6: Writing
I. OBJECTIVES
1. Knowledge:
- use lexical items related to the topic Music;
- write a blog about experiences at a music event.
2. Core competence:
- actively join in class activities;- be imaginative and creative;- develop presentation skills.
3. Personal qualities:
- be inspired to learn more about music and music events;
III/ PROCEDURE:
-To arouse the 1.Introduction: (5’) Ss’s chance to know how to play Introduce
classroom Game: Guess the mystery the games The game
atmosphere words.
- To get Ss be :
actively
involved in the
lesson
2. What is the picture about? (2’) Suggested answer: Elicit
- Introduce Music

some
vocabulary to
be learnt in the Music
unit. event
blog
writing
music
website
- To pre-teach VOCABULARY: Elicit
the 1. hit (n): a song that is very A list of words in notebook Give
pronunciation popular explanation/
and the meaning 2. take place (phr.v): happen, Vietnamese
of some especially after previously being equivalent/
vocabulary so arranged or planned example to
that Ss can The music festival will take place elicit
understand the on February 5th. vocabulary
content of the 3.art exhibition (n): a collection of from Ss
reading. works of art, that are shown to the
public
* Listen & repeat Sts’ pronunciation of the words Listen to
the
audio/teac
her &
repeat in
chorus
then
individuall
y
* Check vocabulary: The missing words on the board Rub out
and
remember

- To provide an TASK 1: COMPLETE THE Notes completed Work in
example blog NOTES. (Ex.1, p.33) Key: Ann’s notes pairs and
on a music Ann has just come back from a Event: International Youth Music note down
website, which music event and shared her Festival
Ss can use as a experience on a music website. When: last Saturday
model for their Read her blog and complete the Where: in a big country park Copy in
writing. notes below. Who with: some friends their
e.g. Which event did Ann go to? Atmosphere: party notebooks
What we did:
saw favourite idols perform live
on stage and listened to their
greatest hits
– tasted yummy food from
different countries
– made new friends
How we felt: excited
- To provide Ss TASK 2: PUT THE WORDS & Competed column with the words Work in
with some PHRASES INTO THE and phrases provided groups of
useful words APPROPRIATE COLUMNS. 4
and phrases to (Ex.2, p.34)
describe Key:
experiences;
Location Atmosphere Activities Feeling
- To help Ss
develop ideas beach amazing watch amazing
for their writing stadium friendly fireworks excited
in 3. relaxed play games relaxed
wonderful take photos wonderful
fun see art
exhibitions
play musical
instruments
ACTIVITY 3:
ACTIVATE\PRACTICE (17’)
- To help Ss TASK3: WRITE A BLOG. Blog written Work in
practise (Ex.3, p.34) teams
developing Imagine you went to a music
ideas and an event. Write a blog (about 120
outline for their words) to share
writing. your experience. Use the notes
- To help Ss in 1 and words and phrases in 2
practise writing to help you.
a blog about 1. Instruct how to write the
their personal middle paragraph of the email.
experience at a 2.Write a blog
music event. 3 Peer Correction
-Sample answer:
My sister and I attended the F5
tour at the National Stadium last
night. I could sum up the concert
in one word, INCREDIBLE. We

found our way up to our seats after
having a light meal and stood in a
queue at the gate of the stadium
for 45 minutes. When the curtain
was raised to reveal the F5 band,
the entire stadium went absolutely
crazy. I was thrilled by every of
their performances. There was so
much emotion in many of their
songs, and the way they
performed was so terrific. This
was such a wonderful experience,
a night that I’ll never forget. I’m
so grateful to have been able to
have that experience.
ACTIVITY 4: CONSOLIDATION/PRODUCTION (6’)
1.WRAP-UP (3’) Teacher’s
To help Ss - We have practised writing a blog feedback
memorise the about experiences at a music
content of the event.
lesson 2 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.

Lesson 7: COMMUNICATION & CULTURE
1. Knowledge:
- make and respond to suggestions
- identify chau van singing and other types of traditional music in Viet Nam.
2. Competences:
- be creative and imaginative in making conversations

3. Attributes:
- be willing to learn about national folk music;
- be responsible for maintaining national folk music and national culture.
Tape (CD), Tivi, textbook, teacher's book, Laptop,
III/ PROCEDURE:

ACTIVITY 1:WARM UP (5’)
- To arouse the Video watching: Watch * Ss’ individual * Teacher divides the class
classroom the video and say the presentation into two teams and plays the
atmosphere. names of some types of Suggested answers: recording.
- To help Ss revise traditional music in Tuong, Cai luong, - asks Ss to give their
some types of Viet Nam. Cheo, Ca tru, Xam, answers.
traditional music in Quan ho, Chau van
Viet Nam.
EVERY DAY ENGLISH - ACTIVITY 2: (7’) ACTIVATE/PRACTISE
- To review Listen and complete the Completed * Teacher:
expressions for following conversation conversation - has Ss look at the four
making and with the expressions Key: options A - D and checks if
responding to from the box. then 1. C they understand their
suggestions. practise it in pairs. 2. B meanings and use: phrases
- To provide Ss with (ex.1, p.34) 3. A to make suggestions
an example 4. D - asks Ss to read the
conversation in which conversation and find clues
people make and for the missing expressions,
respond to then has them complete the
suggestions about gaps.
going to a music - plays the recording for Ss
show. to listen and complete the
conversation
- puts Ss into pairs to
practise the conversation.
EVERY DAY ENGLISH - ACTIVITY 3: (10’) PRODUCTION

-To help Ss practise Have similar ** Ss’ making * Teacher:
making and conversation making conversation - has Ss brainstorm some
responding to and responding to Expected answers: ideas about what kind of
suggestions. suggestions about going + music shows: music show they want to
to a music show. a traditional music go to, where and when it
performance, a pop happens and who
music show, ……. performs;
+ locations: - asks Ss to work in pairs
Hanoi opera house, to make similar
Thang Long art conversations ,using the
performance centre, expressions for making
** conversations and responding to
performed by Ss suggestions
CULTURE : ACTIVITY 4:VOCABULARY PRETEACHING (5’)
- To pre-teach the Vocabulary A list of words in * Teacher:
meaning of some 1. praise (v) notebook - has Ss guess the meaning
words/phrases, so that of the words based on
Ss can use them in pictures,
their presentation
later and can
understand the
reading passage. 2. chanting (n):
3. psychic (n):
4. saint (n):
CULTURE – ACTIVITY 5 ( ACTIVATE) ( 10’)

- To introduce a Read a passage Completed mind map * Teacher:
type of traditional about chau van - asks Ss if they like
music in Viet singing and traditional music and what
Nam; complete the mind types they are familiar
- To help Ss map below. (ex.1, with.
practise p.35) - has them look at the
summarising the picture and describe it,
main points of a - introduces the type of
passage using a music they are going to
mind map. read about in this section.
- asks Ss to read the text
and complete the mind
map individually.
CULTURE – ACTIVITY 6 ( PRODUCTION) (5’)

To help Ss practise Tell your partner what ** Ss’ oral * Teacher:
expressing opinions you find most interesting performance - asks Ss to work in pairs
about a traditional about chau van singing. Suggested answer: and share what they find
type of music. What I find most most interesting about
fantastic about chau van singing.
chau van is that the *Teacher calls on some

psychic’s costumes pairs to share their ideas
are very colourful with the whole class.
and the style of
clothes, hats and
belts depend on the
rank of the gods or
saints the
performers
worship.
CONSOLIDATION & HOMEWORK (3’)
-To help Ss memorise Wrap-up Suggested answer:
the content of the -making and
lesson that they have responding to
learned suggestions;
Homework -identifying chau
- Exercises in the van singing.
workbook
and Project lesson
ENGLISH 10- UNIT 3: MUSIC Period 25

Lesson 8: LOOKING BACK AND PROJECT
37. Knowledge:
- pronounce two-syllable words with correct stress;
- understand and use words and phrases related to music;
- use conjunctions to make compound sentences correctly;
- use to-infinitives and bare infinitives after some verbs correctly;
- do research on traditional music in Viet Nam or another country and give a group
presentation about it.
38. Competences:
- develop communication skills and creativity;
- develop critical thinking skill;
39. Attributes:


III/ PROCEDURE:
- To arouse the 1. WARM-UP: Lists of some Game
classroom (5’) words/ phrases Game: The last man standing
atmosphere. related to the Rules: Have ten Ss form a circle and stand at a
- To help Ss topic center with a ball. Ss take turns to speak out a
revise words/ word related to the topic Music and pass the ball
phrases related to one student. Let them toss it to another student
to the topic as they name the 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
** Ss do as instructed
**** Teacher praises the Ss with the most words
and the most interesting words/ phrases.
ACTIVITY 2: . LOOKING BACK (25’)
1. A list of two- Listen and mark the stressed syllables in the
To help Ss PRONUNCIA syllable words following words. Then read them out.
revise stress in TION * Teacher:
two-syllable - has Ss do this activity individually, then
words. Key + Audio compare their answers in pairs.
script – Track - plays the recording, pausing after each word for
24: Ss to check their answers.
per'form - writes the correct answers on the board if
'concert necessary.
'final 'singer - plays the recording again for Ss to repeat the
'famous words.
en'joy ** Ss do as instructed.
*** Ss compare their answers with a partner.
**** Teacher has Ss practise saying the words in
pairs and checks their pronunciation.
- To help Ss 2. Completed text Complete the text using the words and
revise VOCABULA with words phrases in the box.
vocabulary RY provided * Teacher:
items they have - asks Ss to read the paragraph quickly and check
learnt in the unit if they don’t know any words.
Key: - has Ss do this activity individually and write
1. music their answers in their notebooks.
2. fans ** Ss do as instructed.
3. artists **** Teacher calls on individual Ss to write their
4. instrument answers on the board, and checks answers as a
5. Concerts class.
- To help Ss 3. - Matched GRAMMAR

revise GRAMMAR sentences 1. Match the two parts to make complete
compound Key: 1.c 2. d sentences.
sentences. 3. a 4. b * 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 and a…
** Ss do the matching individually.
*** Ss compare their answers with a partner.
**** Teacher checks the answers as a class.
To help Ss 2. There is a mistake in each sentence below.

revise verbs Find the mistake and correct it.
followed by to- * Teacher:
infinitives and - asks Ss to read the sentences, then recall verbs
bare-infinitives. that go with to-infinitives or bare infinitives.
- has them underline the mistakes in the
Corrected sentences and correct them individually.
sentences ** Ss do as instructed.
using to **** Teacher:
infinitive or - calls on some Ss to read their answers.
bare infinitive - checks the answers as a class.
Key:
1. attend -> to
attend
2. to go -> go
3. buy -> to
buy
4. to sing ->
sing
To provide an PROJECT Development * Teacher:
opportunity for of Ss’ research - gives Ss a checklist for peer and self-
Ss to develop assessment and explains that they will have to
their research tick the appropriate items while listening to their
and classmates’ presentations and write comments if
collaboration they have any. (The presenters should complete
skills, and to their self-assessment checklist after completing
practise giving their presentation).
an oral - goes through the criteria for assessing their talk
presentation. 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.
*** Ss make questions after each presentation.
**** Teacher: gives praise and feedback after
each presentation and gives marks for their
presentation as part of their continuous
assessment.
- asks Ss to complete the self-assessment table,
identifies any difficulties and weak areas and
suggests further practice for individual Ss.

- To consolidate CONSOLIDA Wrap-up
what students TION Teacher asks: What have you learnt today?
have learnt in - revise how to pronounce stress in two-syllable

the lesson. words correctly;
- To prepare for - revise the use of words/ phrases related to the
the next lesson topic Music;
- revise how to use conjunctions to make
compound sentences correctly;
- revise some verbs followed by to-infinitives
and bare-infinitives.
Homework
- prepare for Unit 4 lesson 1
REVIEW 1 Period 26
Lesson 1: Language
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review words related to family life, humans and environment, and music;
- Review the pronunciation of the consonant blends /br/, /kr/, /tr/, /gr/, /pr/;
- Apply the knowledge of grammar points learnt in the previous units to do the tasks;
(to-infinitive, bare infinitive, the present simple, the present continuous, the future with will
and be going to)
- Use the passive voice;
- Use the coordinating conjunctions (and, or, but, so).
2. Core competence
- Develop communication skills and cultural awareness;
- Develop self-study skills;
II. MATERIALS
- Grade 10 textbook, Review 1 - Language
- Computer connected to the internet
- sachmem.vn
Assumptions
Anticipated difficulties Solutions
- Students may find the lesson boring due to a - Encourage students to work in pairs, in
large number of language exercises. groups so that they can help each other.
- Design as many exercises as games as
possible.
- Provide feedback and help if necessary.
- Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small
chunks (before every activity).
III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
Stage Stage aim Procedure Interacti Time

on
WARM- To lead in GAME: FINDING KEYWORDS 3 mins
UP the lesson. * Teacher shows 3 sets of pictures (taken from Project T-S
lessons of Unit 1-2-3) and asks students to find a keyword
for each set of pictures. S
** Students raise hands to answer. T-S
*** Teacher and students discuss the answers. T-S
**** Teacher checks the answers as a class.
Set 1: Family life/family
Set 2: Humans and the environment/ go green/ green lifestyle/ living green

Set 3: Traditional music/music
PRONUN To check if TASK 1: LISTEN AND WRITE THE WORDS IN THE 5 mins
CIATION students can CORRECT COLUMNS. THEN PRACTISE SAYING
identify THE WORDS. (p. 38) T-S
consonant * Teacher writes /br/, /gr/, /kr/, /pr/ and /tr/ on the board.
blends and - Teacher writes one word containing the consonant blend
provide below each of them.
further - Teacher asks students to listen and write down the words S
pronunciatio containing the sound blends. T-S
n practice. ** Students do the task by writing the words in a suitable T-S
column.
*** Teacher can invite some pairs of students to read
aloud.
**** Teacher checks students’ pronunciation and gives
feedback.
Key:
/br/ /gr/ /kr/ /pr/
brain green crash practise
breakfast grow create protect
breadwinner great cream product
VOCAB To check if TASK 1: MATCH THE TWO PARTS TO MAKE 5 mins
ULARY students COMPLETE SENTENCES. (p. 38) T-S
remember * Teacher tells students to read the given parts of the
collocations sentences carefully and make sure they understand their Ss
they have meanings.
learnt in the ** Students do this exercise individually by matching the Pair work
previous halves to complete the sentences
units. *** Teacher allows students to share their answers before T-S
discussing as a class and encourages them to pronounce the
sentences correctly.
**** Teacher checks the answers as a class and gives
feedback.
Key:
1. e
2. d
3. a
4. b
5. c
To check if TASK 2: COMPLETE THE FOLLOWING 7 mins
students can SENTENCES USING THE WORDS FROM THE
use words BOX. (p. 38) T-S
they have * Teacher asks students to work individually to complete
learnt in the the sentences with the given words and phrases. S
previous ** Students work individually to complete the task. T-S
units. *** Teacher allows students to share answers before T-S
discussing as a class.
**** Teacher asks students to say the sentences aloud and
makes sure they pronounce the words and phrases
correctly. Teacher can ask for translation to check their
understanding.
Key:
1. laundry
2. groceries
3. perform
4. audience
5. eco-friendly
GRAMM To check if TASK 1: COMPLETE THE SENTENCES WITH THE 7 mins
AR students can CORRECT FORMS OF THE VERBS IN BRACKETS.
use the (p. 39) T-S
grammar * Teacher asks students to work independently to fill in the
points learnt blanks with the correct forms of the verbs in brackets. S
in the ** Students read the sentences first and underline the clues
previous that help them decide the correct forms of the verbs in T-S
units in brackets.
sentences. *** Teacher reminds students to use the correct forms of T-S
the verbs as requested in each sentence then allows them to
share answers before discussing as a class.
**** Teacher can ask students to read aloud the full
sentences and correct their pronunciation if needed.
Key:
1. cleans – is helping
2. to improve – take
3. practise – are practising
4. am going to watch – will win
To check if Task 2: Complete the sentences. Make sure they mean 8 mins
Ss can use the same as the sentences above them. (p.39)
the passive * Teacher asks students to read the sentences first. T-S
voice. ** Students do the task individually. S
*** Teacher reminds students to pay attention to the T-S
passive and active forms of the sentences then allows them
to share answers before discussing as a class. T-S
**** Teacher can ask students to read aloud the full
Key:
1. The rubbish in the neighbourhood is collected three
times a week.
2. All the electrical devices in the house were turned off.
3. His music videos will be watched online (by millions of
people).
To check if TASK 3: MATCH THE TWO PARTS TO MAKE 5 mins
Ss can use COMPLETE SENTENCES. (p. 39) T-S
coordinating * Teacher asks students to read the two halves given of the S
conjunction sentence. T-S
s (and, or, ** Students do the task individually.
but, so) to *** Teacher reminds students to pay attention to the
make coordinating conjunctions (and, or, but, so) then allows
compound them to share answers before discussing as a class.
sentences. **** Teacher can ask students to read aloud the full
Key:
1. b
2. c
3. d
4. a
CONSOL - To WRAP-UP 2 mins
IDATION consolidate Teacher asks students to talk about what they have learnt in T-S
what the lesson.
students - Review on how to pronounce consonant blends, grammar
have learnt points (to-infinitive, bare infinitive, the present simple, the
in the lesson present continuous, the future with will and be going to)
- To prepare and vocabulary of Unit 1, 2, and 3.
vocabulary HOMEWORK
for the next Prepare for Review 1 – Skills 1: Listening and speaking.
lesson

REVIEW 1 Period 27
Lesson 2: Skills (Listening & Speaking)
I. OBJECTIVES
1. Knowledge
- Practice listening for general and specific information about music;
- Practice talking about a favorite singer or musician.
2. Core competence
- Develop self-study skills;
II. MATERIALS
- Grade 10 textbook, Review 1 – Skills 1 (Listening and speaking)
- sachmem.vn
Assumptions
Students may find the lesson boring due to a large - Encourage students to work in pairs, in groups so
number of language exercises. that they can help each other.
- Design as many exercises as games as possible.
Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks
(before every activity).
III. PROCEDURES
Notes:
* Deliver the task
*** Discuss
Stage Stage aim Procedure Interaction Time

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

Xoan singing Chau van singing
Quan ho singing
LISTENI To help TASK 1: LISTEN AND CHOOSE THE BEST
NG students TITLE FOR THE TALK. (p. 40) 10 mins
practise * T focuses Ss’ attention on the three options and T-S
listening for asks ‘What do you think the listening text will be
main ideas. about?’ to elicit Elvis Presley and check what Ss S
know about him. T-S
** Ss look at three options, read and underline key T-S
words.
*** T plays the recording once for Ss to listen and
choose the best answer.
**** T confirms the answers as a class.
Key: C
To help TASK 2: LISTEN AGAIN AND FILL IN EACH 10 mins
students GAP IN THE QUICK FACTS WITH A
practise NUMBER. (p. 40) T-S
listening for * T asks Ss to read through the Quick facts first, and
specific elicit what the missing numbers refer to, e.g. year,
information. age, how many awards. S
- T plays the recording and has Ss fill in each gap T-S
with a number. T-S
** 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.
Key:
1. 1935
2. 21
3. 3
4. 42
Audio script:
Elvis Presley was an American singer, musician and
actor born in 1935. His single Heartbreak Hotel,
released when he was 21, became a number-one hit

in the United States. Starting with the film Love Me
Tender, Presley also made 31 films. His single of the
same name sold more than a million 67 copies even
before the film was released. During his life, he
received many awards, including three Grammys.
Presley died of a heart attack at the age of 42. Many
years after his death, Presley is still one of the best-
selling singers of all time.
SPEAKIN To help WORK IN PAIRS. TALK ABOUT YOUR 15 mins
G students FAVOURITE SINGER OR MUSICIAN. USE
practise THE EXPRESSIONS BELOW TO HELP YOU. T-S
speaking (p. 40) Pair work
about a * T asks Ss to read through the expressions in the
favourite box. T-S
singer or ** Ss work in pairs to exchange their ideas about
musician. their favorite singer or musician.
*** T calls on some Ss to report their answers for the
class.
**** T checks the answers and add more information
if 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 ...
CONSOLI To WRAP-UP 5 mins
DATION consolidate T asks Ss to talk about what they have learnt in the T-S
what students lesson.
have learnt in - Practice listening for general and specific
the lesson. information about music;
- Practice talking about a favourite singer or
musician.
HOMEWORK
- Prepare for Review 1 – Skills 2 (Reading and
Writing).

REVIEW 1 Period 28
Lesson 2: Skills (Reading & Writing)
I. OBJECTIVES
1. Knowledge
- Practise reading for general and specific information about how to live a green life;
- Practise writing a short paragraph about ways of living green.
2. Core competence
- Develop self-study skills.
II. MATERIALS
- Grade 10 textbook, Review 1 – Skills (Reading and Writing)
- sachmem.vn
Assumptions
Students may find the lesson boring due to a - Encourage students to work in pairs, in groups so that
large number of language exercises. they can help each other.
- Design as many exercises as games as possible.
Some students will excessively talk in the - Define expectation in explicit detail.
class. - Have excessively talkative students practise.
- Continue to define expectations in small chunks (before
every activity).
III. PROCEDURES
Notes:
* Deliver the task
*** Discuss
Stage Stage aim Procedure Interaction Time

CHECK-UP To check the TALK ABOUT YOUR FAVOURITE 5
knowledge in the SINGER OR MUSICIAN T-S mins
previous lesson * T elicits the requirement of talking about Ss’ S
and give students favourite singer or musician T-S
more chance to ** Ss raise hands to answer. T-S
practice speaking *** T listens to Ss‘ answers and takes notes for
comments.
**** T provides comments and feedback.
READING To help students TASK 1: READ THE TEXT BELOW. THEN
practise WORK IN PAIRS TO COMPLETE THE 10
understanding CROSSWORD WITH FIVE WORDS FROM T-S mins
word meanings in THE TEXT. (p. 40)
context. * T has Ss read through the text and the S
crossword clues. T focuses on the crossword grid T-S
and reminds them that the number of letters T-S
should match the number of squares.
** Ss work individually to work out the words.
*** T puts them into pairs to compare their
answers and asks individual Ss to write the
words on the board.
**** T confirms the answers as a class.
Key:
1. environment
2. water
3. air
4. energy
5. green
To help students TASK 2: READ THE TEXT AGAIN AND 10
practise reading GIVE SHORT ANSWERS TO THE mins
for specific FOLLOWING QUESTIONS. (p. 41) T-S
information. * T asks Ss to read through the questions and
check understanding of the vocabulary. S
** Ss read the text again and look for the T-S
answers to the questions. T-S
*** T calls on some Ss to report their answers
for the class.
**** T checks the answers and add more
information if necessary.
Key:
1. The methods of collecting water (are).
2. Rainwater is collected from a roof and sent to
a container.
3. Tiny drops of water in the air are turned into
drinking water.
WRITING To help students THINK ABOUT WAYS OF LIVING A 15
practise writing a GREEN LIFESTYLE. COMPLETE THE mins
short paragraph PARAGRAPH. USE WHAT YOU HAVE
about ways of LEARNT AND THE IDEAS BELOW TO T-S
living green. HELP YOU. (p. 41)
* T asks Ss to think about what they have learnt S
about different ways of living green.
** Ss read through the ideas in the box, work in
groups and brainstorm more ideas. Group work
*** T gives Ss enough time to complete the
paragraph. Set a time limit depending on the Ss’ T-S
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.
CONSOLID To consolidate WRAP-UP T-S 5
ATION what students T asks Ss to talk about what they have learnt in mins
have learnt in the the lesson.
lesson. - 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
Prepare for Unit 4 – Getting started.
SỞ GD & ĐT QUẢNG NAM KIỂM TRA GIỮA HỌC KÌ I Period 29

TRƯỜNG THPT NGUYỄN DUY HIỆU NĂM HỌC 2022-2023
Môn: TIẾNG ANH 10
ĐỀ CHÍNH THỨC Thời gian: 60 phút (tính cả thời gian giao đề)
Ngày KT: 02/11/2022
(Đề có 03 trang) MÃ ĐỀ: 201
Họ và tên thí sinh: ……………………………..………………………………..….

Số báo danh: ……….………………
I. LISTENING: (2.5 pts)
PART 1: Listen to the conversation between Helen and Mai. Mark the letter A, B, or C on
your answer sheet to indicate the correct answer to each of the questions. You will listen
TWICE.
Question 1. What did Mai do on her weekend?
A. She went to the beach with her family.
B. She went swimming with her classmates at the beach.
C. She carried out a community project at the beach.
Question 2. How long did it take Mai’s class to collect all the litter?
A. A half of day
B. All day
C. Three and a half hours
Question 3. How much rubbish did they pick up?
A. A ton of rubbish
B. 12 kilograms
C. A lot of rubbish
Question 4. What did Mai’s group do after finishing collecting rubbish?
A. They assisted the other groups.
B. They had some free time to relax on the beach.
C. They took photos of their achievement.
Question 5. What is the purpose of the project?
A. To help students relax after studying
B. To improve the marine environment as well as public engagement and awareness
C. To do charity by selling plastic rubbish collected
PART 2: Listen to a talk about music and complete the note. Mark the letter A, B, or C on
your answer sheet to indicate the best option to fit each numbered blank from 6 to 10. You
will listen TWICE.
SOME BENEFITS OF MUSIC
(6) _______________ anxiety and cheer people up.
Shorten the boring time when people are doing (7) _______________ chores.
Help to (8) _______________ better on study or work.
Improve children’s (9) _______________ and health.
Note:
Some may find music a (10) _______________ when they are trying to study.
Question 6. A. reduce B. affect C. relax

Question 7. A. favorite B. enjoyable C. domestic
Question 8. A. concentrate B. do C. improve
Question 9. A. spirit B. development C. studying
Question 10. A. role B. aspect C. problem
II. LANGUAGE: (2.5 pts)

PART 1: Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs
from the other three in the position of primary stress in each of the following questions.
Question 11. A. laundry B. famous C. common D. decide

Question 12. A. friendship B. perform C. carbon D. comment
PART 2: Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to
each of the following questions.
Question 13. We buy _____ food at the farmers' market. It costs a little bit more, but we think it's
better for our health.
A. organic B. non-organic C. healthy D. wealthy
Question 14. You should cut down _____ electricity usage to reduce your carbon footprint.
A. in B. on C. to D. for
Question 15. I'm lucky to have such a(n) _____ brother who always gives me help when I need it.
A. support B. supporting C. supported D. supportive
Question 16. Our music teacher has been invited to be a_____ in many music competitions and
talent shows.
A. singer B. competitor C. contestant D. judge
Question 17. Sustainable energy is energy that _____ the needs of the present generations.
A. meets B. takes C. makes D. picks
Question 18. Her fans planned _____ her a surprise present on her birthday.
A. to send B. send C. sending D. sent
Question 19. Perhaps I _____ New York one day.
A. am visiting B. am going to visit C. visit D. will visit
Mark the letter A, B, C, or D to indicate the word CLOSEST in meaning to the underlined
word in the following question.
Question 20. He’s an accomplished artist who can write music and play many musical
instruments.
A. talented B. uncommon C. normal D. unskilled
III. READING: (2.5 pts)

PART 1: Read the following passage carefully and mark the letter A, B, C, or D on your
answer sheet to indicate the best option to fit each numbered blank from 21 to 25.
The three Rs
Everyone needs to learn about and practise the three Rs - reduce, reuse, and recycle - to make our
world safe and environmentally-friendly place. First, we must buy and use less and we should
choose items (21) _____ minimal packaging. Second, we should reuse things as much as possible
and pass items on to others who can use them (22) _____ they are no longer of use to us. Finally,
we should recycle everything once its (23) _____ is over so they can be made into new items.
Making new items from recycled ones takes less energy and fewer (24) _____ than making
products from brand-new materials. Just about anything that cannot be reused can be recycled into
something more. You’d be amazed what can be done with a recycled product! A recycled plastic
bottle can be made into hundreds of other plastic goods (25) _____ can be used for many years.
Question 21. A. with B. on C. by D. for
Question 22. A. unless B. so C. when D. although
Question 23. A. usage B. usefulness C. useful D. useless
Question 24. A. pollution B. emissions C. activities D. resources
Question 25. A. that B. who C. where D. whose
PART 2: Read the following passage and mark the letter A, B, C, or D on your answer sheet
to indicate the correct answer to each of the questions from 26 to 30.
Family types vary in different countries and among different cultures. In Western,
industrialized societies, the nuclear family ranks as the most common family type. It consists of a
father, a mother and their children. But nuclear families exist together with many other types of
family units. In the single-parent family, for example, a mother or a father heads the family alone. A
blended family is formed when a divorced or widowed parent remarries. As divorce rates have
risen, the number of single-parent and blended families has increased.

In many parts of the world, parents and children live together with other family members
under the same roof. These complex families usually contain several generations of family
members, including grandparents, parents and children. They may also include brothers or sisters
and their families, uncles, aunts and cousins. Even when relatives do not live together, they still
consider themselves members of the same extended family includes grandparents, uncles, aunts and
cousins.
Question 26. The nuclear family ranks as the most common family type _____.
A. an many industrialized countries B. in countries with nuclear weapons
C. that consists of more than two generations D. that leads to the divorce of parents
Question 27. In the single-parent family, _____.
A. there are often no children
B. only one parent lives with his or her child or children
C. the number of blended children has increased
D. children live with their grandparents
Question 28. Grandparents, parents and children are mentioned as _____.
A. the three typical generations of an extended family B. three branches of a family
tree
C. the closest and happiest relatives in family units D. a complex combination
Question 29. The second paragraph is about _____.
A. American culture B. relatives and family members
C. the relationship between family members D. the extended family
Question 30. The word “blended” in paragraph 1 is closest in meaning to _____.
A. complex B. married C. mixed D. formed
IV. WRITING: (2.5 pts)

PART 1: Choose the letter A, B, C, or D to indicate the underlined part that needs correction.
(0.5 pt)
Question 31. I often ride a bike to school every day but today I went to school by bus.
A. often ride B. to C. but D. went
Question 32. Our teacher encourages us use a dictionary whenever we are unsure of the meaning of
a word.
A. of B. use C. meaning of a word D. whenever
PART 2: Finish each of the following sentences in such a way that it means the same as the
sentence printed before it. (0.5 pt)
Question 33. Her parents won’t let her watch such TV shows.
 Her parents won’t allow
__________________________________________________________.
Question 34. The students are cleaning the school playground this morning.
 The school playground
___________________________________________________________.
Combine each pair of sentences using the words given in brackets. (0.5 pt)
Question 35. Lisa went shopping yesterday. She didn't buy anything. (BUT)

______________________________________________________________________________.
Question 36. They want to visit their parents at the weekend. They have already made a plan about
the trip. (ARE GOING TO)
à
______________________________________________________________________________.
PART 3: In about 80 - 100 words, write a paragraph about your daily routines, following the
guidelines below. (1pt)

To be honest, a great daily routine will help you much in deciding what to do to start your day and
what should be the next moves. Here are some good habits and activities in a typical day in my life.
________________________________________________________________________________
________________________________________________________________________________
__________________________________________________________________________
I am quite pleased with my own daily schedule now as I have been making improvements on that
list to make the most of my day.
+ What time you get up?

+ What you do in the morning?
+ What you do in the afternoon?
+ What you do in the evening?
+ What time you go to bed?
+ .......

UNIT 4: FOR A BETTER COMMUNITY Period 30

Lesson 1: Getting started – Volunteering in the community
4. Knowledge:
- Have an overview about the topic “ For a better community ”.
- Gain vocabulary to talk about activities to adopt volunteering in the community.
- understand meanings of the adjective suffixes: ful, less, ing and ed
5. Competences:
- Develop communication skills and awareness of voluntary work.
- Be collaborative and supportive in pairwork and teamwork.
6. Attributes:
- Develop a sense of helping community and awareness of voluntary work.
- Be responsible to community.
- Tivi, speakers, textbook, teacher's book, copies of pictures, handouts, laptop, and posters
III/ PROCEDURE:
- create a friendly 1. Introduction: (5’) Students’ oral
and lively CLIP WATCHING prediction about the Elicit
atmosphere in the -T gives instructions (watch video and clip Watch the clip
classroom take notes individually) List of volunteer to elicit the
Link: activities topic
- Introduce the unit https://www.youtube.com/watch? + Read books for Work in group
topic ( Humans and v=Ho5b-CfKTpo children in orphanages
the environment); QUESTION + Visit and play games
- To lead into the What volunteer activities do young with them or listen to
new unit people do in the video clip ? their problems
- T divides the class into four groups. + Work at home of sick
Four groups will take turns to write the and old people (clean
their words/ phrases about the up their houses, do
voluntary activities as much as their shopping or mow
possible on the board. If the group their law)
write more words, they will be + Volunteer to work in
winners.) remote or mountainous
T leads into the lesson: Doing areas
voluntary work to help the community + help disadvantaged
is a way for you to contribute to make or handicapped
our community a better one. There are children
many activities you can do to help + help people who
other people and in today’s lesson we have suffered badly in
will find out more about these the war or natural
activities. disaster

- Understand the 1. Vocabulary Elicit
words related to 1. volunteer (n/v) /ˌvɒlənˈtɪə(r)/: List of vocabulary Give synonym/
volunteer work (picture) Vietnamese
Introduce the 2. advertisement (n) /ədˈvɜːtɪsmənt/: equivalent/
grammar points to (picture/ explanation) example to elicit
be learnt in the unit. 3.community (n) /kəˈmjuːnəti/: vocabulary
(explanation) from Ss
4. boost (v) /buːst/: (synonym)
5.orphanage (n) /ˈɔːfənɪdʒ/:
(explanation)
* Listen & repeat Sts’ pronunciation of the Listen &

words repeat in
chorus then
individually
* Check vocabulary: - The missing words on Rub out and
the board. remember
2. Listen & read (5’)
Ss’ prediction about the Set the context
picture for listening
and reading
Suggested answers: the
+ They are at school/ in conversation
look at the picture (p.42) and answer the park. Answer the
the questions: + They are students questions
+ Where are they? (They may be volunteers individulally
+ Who are they? of the centre.).
+ What are they doing? - They are cleaning up
the school and
planting trees.
* T leads into the new lesson. The activities in the
* T plays the recording twice, has Ss conversation which are Work in
listen to the conversation, read along good for the individually
and underline the activities in the volunteering in the and in pairs
conversation which are good for the community
volunteering in the community -benefit the local area
* One or two pairs read aloud. -boost our confidence
-help us learn many
useful skills
-join a local
environmental group to
clean up the park
Practise reading TASK 2: READ AND ANSWER - Answered questions - read the
for specific THE QUESTIONS. (p.43) Suggested answers conversation
information Read the conversation again and 1. She was working as a - Work in
answer the following questions. volunteer at the local pairs
1. What was Tam doing when Kim centre for community - Peer
went to her house? development. correction
2. What are some regular activities 2. Cleaning up the park - Teacher’s
at the centre for community or volunteering at the feedback
development? orphanage.
3. How can Kim apply for volunteer 3. She needs to fill in the
work at the centre? form, then send it in.
* T asks Ss to scan the conversation,
locate the key words to find the
answer for each question with the
partner who sits behind them.
** Ss do the task in pairs.
- To help students TASK 3: FIND ADJECTIVES

revise adjectives WITH THE FOLLOWING
ending in the SUFFIXES IN THE
suffixes -ed and CONVERSATION AND WRITE List of the adjectives
-ing; -ful and -less. THEM BELOW. (p.43) ending with the suffixes
- To practise * T has Ss scan the conversation and -ed: excited
scanning write down the adjectives ending -ing: interesting
with these suffixes : ed, ing, ful, less. -ful: useful, successful
*Ss work individually. -less: endless
*** Ss share their answers with a Meaning of Adjective
partner. suffixes:
**** T checks and gives the correct -Ful: full or having the
answers with the whole class qualities of
-Have st them say the meaning of -Less: without or lacking
those adjective suffixes. -Ed : describing how
people are made to feel
-Ving: describing things
or people causing the
feeling
To help students TASK 4: FIND A VERB OR
identify the past VERB PHRASE IN THE The completed - Do the task
simple and past CONVERSATION TO sentences with the verb individually
continuous with COMPLETE EACH SENTENCE. or verb phrase
when and while (p.43) 1. was working - share the
* T has Ss say the usage of the past 2. saw answers with a
simple and past continuous with peer.
when and while - Teacher’s
feedback
* T has Ss read each sentence, try to
complete it with an appropriate
verb phrase without referring to the
conversation.
*** Ss share the answers with a
peer.
**** T asks the whole class the call
out the verb forms first, then call on
individual students to read the
complete sentences.
To help students SELF-REFLECTION -Work in 4
practising talking Talk about activities you are going groups
about activities to do to make your community a -Peer
which help protect better one (for a minute). correction
the environment. * Teacher: - Teacher’s

- gives Ss clear instructions in order feedback
to make sure Ss can do effectively.
- encourages Ss to talk about some
activities including following - Ss’ list of voluntary
information: activities
+ How many activities are you - place to do the
going to talk about? activities
+ Where do you do those - Person they do with
activities? - Always, usually,
+ Who do you do with? sometimes, never….
+ How often do you do those
activities?
- observes Ss while they are talking,
note their language errors.
To help students WRAP-UP

memorise the target - Some lexical items about
language and skills volunteering in the community
that they have learnt - Reading for specific information
- Scanning
HOMEWORK
- Prepare for the next lesson
To inform Ss what Ss’ oral presentation of
the final product of PROJECT PREPARATION the research results
the Project should * T asks Ss open their books at page Groupwork
be like and how 51, look at the pictures and say what
students can the topic of the Project is (A
prepare for it. Volunteer Project).
Teacher:
- Tells Ss about the Project
requirements:
+ Ss will have to find
information about a volunteer
project in the community.
+ Ss give an oral presentation
about that volunteer project in
the last lesson of the unit. Their
presentation should include
information related to the
guiding questions.
+ Ss can choose different ways
to present their findings (PPT
presentation, Poster
presentation, recording a video
about the project).
- Encourages Ss to use photos and /
or pictures to illustrate their ideas.
- Explains to Ss how they can get the
information, e.g: surf the Internet,
read newspapers, go to their local
community centre and talk to people
there.

- Puts Ss into groups and have them
choose their group leader. Then ask
them to assign tasks (e.g. who will
collect information, who will
prepare the slides / record the video,
who will write the report, and who
will present) for each group
member, making sure that all group
members contribute to the group
work.
**** T helps Ss set deadlines for
each task and supports them
throughout the process.
.

Lesson 2: Language
40. Knowledge:
- Use the lexical items related to the topic For a better community;
- Pronounce correctly stress in two-syllable words with the same spelling;
- Use the past simple vs. the past continuous.
41. Competences:
- be collaborative and supportive in pair work and team work
- access and consolidate information from a variety of sources
- actively join in class activities
42. Attributes:
- be willing to learn new language points
- develop a sense of helping the community and awareness of voluntary work

- be responsible to the community
TV, speakers, textbook, teacher's book, handouts, laptop, sachmem.vn
III/ PROCEDURE:
WARM UP
 To arouse the 1. Brain storming: (5’) Ss’ oral answers about Lead-in
classroom NAME SOME the activities Ss can do
atmosphere ACTIVITIES YOU CAN to help the community.
 To lead in the lesson DO TO HELP THE
COMMUNITY.
I. PRONUNCIATION Ss’ pronunciation of Elicit

To help students TASK 1: LISTEN TO THE the words. Elicit the rule of the
recognize and SENTENCES AND CIRCLE two-syllable words.
understand the THE WORD WITH THE - Pair work
difference of stress STRESS YOU HEAR (p.43) - Peer correction
in two-syllable Rules: + Marked stressed - Teacher’s feedback
words with the - Most two-syllable nouns and syllables in Ss’ book.
same spelling. adjectives have the stress on the + Ss’ pronunciation of
first syllable. the sentences.
- Most two-syllable verbs have
To help students the stress on the second syllable.
practise saying
sentences TASK 2: LISTEN AGAIN AND + Sts’ oral sentences
containing two- PRACTISE SAYING THE
syllable words with SENTENCES IN 1. (p.43)
the same spelling
but different stress II. VOCABULARY
patterns. TASK 1. MATCH THE WORDS + Matched items in
To enrich students’ WITH THEIR MEANINGS. Ss’ books.
vocabulary. (p.44) Key: Elicit
To give students TASK 2: COMPLETE THE 1. c 2. e - Pair work
practice in using the FOLLOWING SENTENCES 3. a 4. b - Peer correction
words in USING THE CORRECT 5. d - Teacher’s feedback
meaningful FORMS OF THE WORDS IN 1.
contexts. (p.44) + A list of the missing
TASK 3: CHOOSE THE words in the exercise
To give students CORRECT WORD TO 2 in Ss’ notebook.
practice in using COMPLETE EACH OF THE
adjectives ending in FOLLOWING SENTENCES. Key:
-ed, -ing, -ful, and (p.44) 1. generous - Work in pairs
-less. 2. remote - Peer correction
- To have students III. GRAMMAR 3. donate - Teacher’s feedback
revise the past Activity 1: PRESENTATION 4. benefit - T’s elicitation &
simple and the past 5. volunteers explanation.
continuous. The past simple - Ss answer teacher’s
- To help students Positive questions
understand the use S + V-ed + … . - Teacher’s feedback
of the past simple Negative as a class.
and the past S + didn’t + V-inf + … . Completed sentences - T’s elicitation &

continuous. Interrogative with the correct explanation.
Did + S + V-inf + … ? adjectives - Ss answer teacher’s
Answer Key: questions
Yes, S + did. 1. careful - Teacher’s feedback
No, S + didn’t. 2. interested as a class.
Wh-questions 3. exciting
Wh + did + S + V-inf + … ? 4. hopeless lets Ss recall the
The past continuous form of the present
Positive Forms and usage of the simple and the
S + was/were + V-ing…. past simple and the past present continuous
Negative continuous and elicits the rules
S + wasn’t/weren’t+ V-ing + … of using these two
verb forms from Ss.
Interrogative
Was/were + S + V-ing + …?
Answer
Yes, S + was/were.
No, S + wasn’t/weren’t.
Wh-questions
Wh + was/were + S + V-ing + …?
Past simple vs. past continuous
with when and while
To give students Activity 2: PRACTISE + correct formsof - T’s instruction

more practice in TASK 1: CHOOSE THE words - Work in pairs or
using the past CORRECT VERB FORM IN individually
simple and the past EACH OF THE FOLLOWING - peer correction
continuous with SENTENCES. (p.44) - Teacher’s feedback
when and while. TASK 2: COMBINE THE TWO + combined sentences Pair work
SENTENCES USING WHEN OR - peer correction
WHILE WHERE - Teacher’s feedback
APPROPRIATE. (p.44)
To give students a Activity 3 PRODUCTION Students’ sentences on - Groupwork
chance to apply GAME: WHO IS FASTER? the verb tenses (past - Teacher’s
what they have * T divides Ss into groups of four, simple and past feedback.
learnt gives each group a piece of paper, continuous tense)
and asks them to write sentences
including 2 features:
+ when/ while
+ the past simple/ the past
continuous
e.g. When I was wrapping the
present, my mom knocked the door.
** T asks each group to hand in
their paper and checks. The group
with more correct sentences is the
winner.
*** T invites the winner to read
aloud their sentences.
Inform students 2. HOMEWORK

what they have to - Exercises in the workbook
do at home - Prepare for lesson 3 Unit 4


Lesson 3: Reading
43. Knowledge:
- read for main ideas and specific information in a text about a volunteer club.
- gain vocabulary about voluntering activity.
44. Competences:

- develop reading skills;
45. Attributes:
- be aware of responsibilities towards community.
III/ PROCEDURE:

- get students to - List volunteering activities Students’ oral Elicit
know the topic of the for teenagers, using the prediction about the Show the picture
lesson through the pictures on page 45 Textbook topic to elicit the topic
pictures.
Suggested answer: List
- Helping at a Work in pairs to
footbank list volunteering
- Selling handmade activities for
items teenagers
- Raising money for
charity
- Helping old
people
- Helping out at an
animal shelter
- Cleaning up
beaches
- Collecting litter
- …….
Vocabulary: A list of words Elicit
- Set up = establish Give synonym/
- Hand-made (a) Vietnamese
- Hardship (n) equivalent/
- Suffering (n) example to elicit
vocabulary from
Ss
- help students Read the text and choose the Chosen main idea of the - Work
practice reading for main idea. text individually and
main idea
in pairs
Key: C

Help Ss practice 1/ Match the highlighted - Ss’ oral guessing Have Ss read the
guessing the words in the text with their - matched words with text again,
meaning of the meanings. their meaning paying attention
words from context A B Key: the context of
1.various a.objects or 1c 2d 3a 4e 5b each highlighted
things word, and
2.participate b.takings looking for clues
things to s.o they can use to
3.items c.several guess the
different meaning.
4.raised d.to take part - Work in groups
in an activity - Teacher’s
5.delivering e.collected feedback
money
.
Practise reading for 2/ True/False - statements identified as - Do the task
specific information Read the text again and T/ F individually
decide whether the following KEY: - share the
statements are true (T) or 1F answers with a
false (F). (p.46) 2T peer.
3F - Teacher’s
4T feedback

Help Ss use the Discuss the question: - Sts’ oral presentation of -Work in groups
ideas and language volunteering activities of four
in the reading to “If you were a member of the Suggested answers: - Teacher’s
disuss a related Volunteer Club, what would  Clean up the beaches feedback
question. you do to help?”  Help the old and the
homeless
 Direct traffic
 Donate blood
 Raise money for the
poor
 Provide education for
the people in remote
and mountainous
areas
Have Ss some 2. Homework (2’)
volunteering a/ Review the Reading lesson Ss preparation for the Work
activities b/ Prepare for the Speaking Speaking lesson individually
lesson
CORRECTION Period 33
MULTIPLE CHOICE:
(Mỗi câu đúng được tính 0,25 điểm)
Câu Đáp án
1 C
2 A
3 C
4 A
5 B
6 A
7 C
8 A
9 B
10 C
11 D
12 B
13 A
14 B
15 D
16 D
17 A
18 A
19 D
20 A
21 A
22 C
23 B
24 D
25 A
26 A
27 B
28 A
29 D
30 C
31 D
32 B
WRITING:
PART 2: (Mỗi câu đúng hoàn toàn được tính 0,25 điểm)
Finish each of the following sentences in such a way that it means the same as the sentence
printed before it. (0.5 pt)
Question 33. Her parents won’t allow her to watch such TV shows.
Question 34. The school playground is being cleaned by the students this morning.
Combine each pair of sentences using the words given in brackets. (0.5 pt)
Question 35. Lisa went shopping yesterday, but she didn't buy anything.
Question 36. They are going to visit their parents at the weekend.
PART 3: In about 80 - 100 words, write a paragraph about your daily routines, following the
guidelines below. (1pt)
The mark given to part 3 is based on the following criteria:
1. Task achievement: (0.2 pt)
a. All requirements of the task are sufficiently addressed.
b. Ideas are adequately supported and elaborated with relevant and reliable explanations, examples,
evidence, personal experience, etc.

2. Organization: (0.6 pt)
a. Ideas are well-organized and presented with coherence, cohesion, and unity. The paragraph is
well-structured.
b. Supporting sentences are written with unity, coherence, and cohesion.
3. Language use, punctuation and spelling (0.2 pt)
a. Demonstration of a variety of topic-related vocabulary.
b. Excellent use and control of grammatical structures.
c. Correct punctuation and no spelling mistakes.

Lesson 4: Speaking
46. Knowledge:
- Talk about the benefits of volunteering activities.
47. Competences:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skills
- Actively join in class activities
48. Attributes:
- be aware of the benefits of volunteering activities and responsibilities towards community
- Develop self-study skills
Tivi, textbook, teacher's book, copies of pictures, handouts, laptop, posters
III/ PROCEDURE:

- To introduce the * GAME: JUMBLED WORDS List of words relating - Teamwork.
topic of reading. --Divide class into 2 teams. to volunteering
- To enhance -The team that has the higher activities.
students’ skills of number of correct answers and is Suggested questions:
cooperating with the faster will be the winner. 1. donation
teammates. POSTER 2. volunteer
1. anitondo 3. fund
2. revloetun 4. remote
3. dnuf 5. boost
4. temero
5. tbosot
ACTIVITY 2: PRE- SPEAKING (15’)
To introduce more TASK 1: LOOK AT THE A list the three most - Read the list of
ideas for the main FOLLOWING BENEFITS OF important benefits benefits
speaking task and get VOLUNTEERING Suggested questions: individually.
students involved in ACTIVITIES. CHOOSE THE coming into contact,
the lesson. THREE MOST IMPORTANT essential life skills, - work in pair
BENEFITS. (p.46) management skills, - share the
appreciate, be answers with a
positive, a sense of peer.
purpose in life. - Teacher’s
feedback
TASK 2: COMPLETE THE
DIAGRAM WITH EXAMPLES -work in pairs to
AND DETAILS THAT complete their
EXPLAIN THE BENEFITS OF diagrams.
VOLUNTEERING - Peer correction
ACTIVITIES. (p.46) -Teacher’s
- Ask Ss to study examples in the feedback
diagram and see how each benefit
of volunteering activities is
explained with examples and
details.
-Have Ss share the answer with the
whole class.

ACTIVITY 3: WHILE- SPEAKING (18’)

To help students TASK 3: GIVE A Ss’ oral presentation -work in groups
enhance presentation PRESENTATION ABOUT THE about the benefits of
skills volunteering -Teacher’s
BENEFITS OF actitivites feedback
VOLUNTEERING
ACTIVITIES. (p.46)
We use the expressions on top to

order points and the expressions
on the bottom to give examples.
Useful
Functions
expressions
First of all,
…
Order
points and Second, …
expressions Third, …
Finally, …
For
example,
…
Giving
examples For instance,
…
…such as…

Help students 1. Wrap up (3’) - Ss’ list of lexical -Work in 4
memorise the target - Ask Ss to remember and list items about groups
language and skills some lexical items about volunteering in the -Peer correction
that they have volunteering in the community community on the - Teacher’s
learned poster feedback
Help Ss prepare for 2. Homework (2’) - Answers in

the next lesson and - Prepare for the next lesson, notebook
have further practice Listening
in the workbook. Whole class


Lesson 5: Listening
I. LEARNING OUTCOMES
1. Knowledge
- Use the lexical items related to the topic For a better community
- Listen for specific information about volunteering activities
2. Core competence
3. Attributes
- Develop a sense of helping the community and awareness of voluntary work
II. TEACHING AND LEARNING RESOURCES
- Grade 10 textbook, Unit 4, Listening
- sachmem.vn
III. PROCEDURES
ACTIVITY 1: Warm-up (5’)
- To introduce 1. Guessing pictures about volunteer work (2’) Ss’s chance Elicit
the topic of to get to Show
reading. know each the
- To enhance other. pictures

students’ skills Suggested to elicit
of cooperating answers: the
with a, The City topic
teammates. center for List
- To set the Community Work in
context of the development. pairs
listening text b, People
and activate 2. Read and answer the questions (3’) who are
students’ prior
- T asks Ss some questions about an announcement for interested in
knowledge.
volunteer positions. community
development
a,Who needs volunteers?
projects and
b, Who can apply for the job? have a couple

- Ss spend some time thinking about the answers for of hours to
the questions. spare at the
- Some Ss share the answers with the whole class.
weekend.
- T confirms the answers and leads in the new
lesson.
- T checks answers as a class. Then ask other
questions.
ACTIVITY 2: Study (15’)
To help LISTEN TO AN ANNOUNCEMENT AND CHOOSE Completed List

students THE BEST ANSWER TO COMPLETE EACH sentences -Work
practise SENTENCE. (p.47) with
words in pairs/
listening for - T asks Ss to look at the format of this activity and makes listened. groups
specific sure Ss know how they must answer the multiple choice Suggested -Share
information. questions. Then T has them read through the questions answers: the
carefully and checks if they understand all the vocabulary. 1. B answers
- Ss listen and choose the best answer to complete each 2. B with
sentence. 3. C others.
4. A
- Some Ss compare their answers in pairs / groups.
5. C
- T checks answers by playing the recording again and
pausing after the parts of the announcement containing
the information.
ACTIVITY 3: Practices (15’)
To help LISTEN AGAIN AND DECIDE WHETHER THE Statements List

students STATEMENTS ARE TRUE (T) OR FALSE (F). identified as -Work
practise (p.47) true or false in pairs/
listening for - T asks Ss to read through the statements carefully and Suggested groups
specific checks if they understand all the vocabulary. answers: -
information.
- Ss underline the key words / phrases in each statement, 1. T Teacher
decide whether these statements are true or false. 2. F ’s
feedbac
Key words/ phrases: (Teenagers,
lonely old ks
1. helps people in the area;
people and
2. Only poor people, get support;
others also
3. looking for volunteers now; get support
4. new volunteers, only become members; local from this
community development network; centre)
5. deadline, application letter, 1st January. 3. T

- Some Ss compare their answers in pairs / groups. 4. F (local
- T checks answers as a class by playing the recording and national)

again and pausing after the parts of the announcement 5. T
containing the information.
ACTIVITY 4: Production (5)
To give WORK IN GROUPS. DISCUSS THE FOLLOWING Ss’s oral List

students an QUESTION. (p.47) presentation Group
opportunity to - T asks Ss to list the activities for community Suggested work
personalise the development mentioned in the recording answers:
language and
-- Ss work in groups and brainstorm other activities for - building
ideas from the
community development. houses for
listening in a
poor people
speaking task. --- Some groups discuss the question and take notes of
their ideas. - helping
-T invites some groups of Ss to give their presentations in lonely old

people
front of the whole class.
- creating
facilities such
as children’s
playgrounds
To help WRAP-UP
students - Some lexical items related to the topic For a better
memorise the community
target language
- Listen for specific information about volunteering
and skills that
activities
they have
learned HOMEWORK
- Prepare for the next lesson, Writing


Lesson 6: Writing
I. By the end of this lesson, students will be able to:

1. Knowledge
- Write an application letter for volunteer work
2. Competences:
3. Attributes:
II. Teaching and learning resources:
III. PROCEDURE:
ACTIVITY 1: WARM UP (3’) GAME: HANGMAN
To introduce the Students’ oral Team work.
topic of writing. T gives suggestion: prediction about the - Ss spend some time
To set the context - This is a kind of letter you topic of writing thinking about the
for the writing need to write when you Suggested answer: answer.
part. apply for a job. APPLICATION LETTER T draws Ss’ attention
to the phrase
APPLICATION
LETTER and lets
them know they are
going to learn about.
- To set the context READ THE Ss’ answers and -Ss work in pairs.
for the writing APPLICATION LETTER explanation -Peer correction
part. FOR A VOLUNTEER -Share with other
- To provide an POSITION. MATCH Key: pairs.
example job THE PARAGRAPHS Paragraph 1: C -Teacher’s feedback
application letter, WITH THEIR AIMS. Paragraph 2: A
which students can (p.48) Paragraph 3: B
use as a model for -Ss study the three
their writing. paragraphs of the letter and
match each one with one of
the aims and underline
words and phrases that
support the aims.
-Ss pay close attention to
how the letter is organised
(sender’s address, date,
receiver's address, opening,
closing).

A. Saying why you want to
do the job.
B. Saying when you are
available for an interview
and can start work.
C. Mentioning the job you
are applying for and where
you got the information
from.

READ THE JOB
To introduce the ADVERT AND ANSWER T’s explanation of some
context of the THE QUESTIONS. (p.48) new words - Ss work in pairs
writing task and -Read the job advertisement e.g. Heart to Heart, - T checks answers
help students and underline important charitable, reliable, head as a class.
develop ideas for information office.
their writing. -Answer two questions: -Ss’ suggested answers.
1/ What qualities are needed Key:
for the job? 1.Reliable and
2/ What are the job duties? hardworking.
2. Welcoming guests and
visitors, and receiving and
sorting donations.
To help students COMPLETE THE Work in group of 4
practise writing an APPLICATION LETTER T goes around and
application letter FOR THE JOB. (p.48) offers help if needed.
for a volunteer job. -Ss look at the outline of the
application letter and
identify the information
they will need to complete Ss’s writing/ products
it.
……………. Street
……………………….
1 January 20…
Heart to Heart Charitable
Organisation
100 Ha Thanh Street, Ha
Noi
Dear Sir or Madam,

I am writing to apply for a
volunteer position ………….
I am interested in …………..
………………………………
I am available for an
interview……………………
…………… if my
application is successful, I
can start
………………………………
………………………………

I look forward to hearing
from you.
Yours faithfully,
Nguyen Ha Anh
ACTIVITY 5: CORRECTION (10’)
To do a cross- Ss’s products (Their -Peer correction.
check and final writing) -Exchange with
check on students’ T collects Ss’ writings to other group to
writing. hang on the board. correct mistakes
Sample answer: -Give comments and
877 Kim Ma Street correct them.
Ba Dinh, Ha Noi
12 March 2022 T then gives
Heart to Heart Charitable feedback on one
Organisation writing as a model.
100 Ha Thanh Street, Ha T also collects Ss’
Noi other writings to
Dear Sir or Madam, mark at home and
I am writing to apply for a provides written
volunteer position at the feedback in the sheet
head office of Heart to paper of that group.
Heart Charitable
Organisation. I saw the
job advert on our school
notice board.
I am interested in
volunteer work and
projects to help people in
our community. I am
polite, reliable and
hardworking. I also have
great people skills, which I
believe are important for
this position.
I am available for an
interview on any weekday
after 4.30 p.m. or at
weekends. If my
application is successful, I
can start next month.
I look forward to hearing
from you.
Yours faithfully,
Nguyen Ha Anh
ACTIVITY 6: CONSOLIDATION: (2)
WRAP-UP
To help students Ss’ knowledge and -Work individually.
memorize the - Some lexical items related understanding of the
target language to the topic For a better lesson.
and skills that they
community
have learned.
- Some structures used to
write an application letter.
HOMEWORK:
-Do exercises in the
workbook.
-Rewrite an application
letter in the notebooks.
-Prepare for the next lesson.

Lesson 7: Communication and Culture/CLIL
49. Knowledge:
- Revise how to describe feelings
- Know more information about Save the Children and what it has contributed to the
development of Viet Nam
50. Competences:
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
51. Attributes:
- Understand more about Save the Children and what it has contributed to the development
of Viet Nam
Tape (CD), Tivi, speakers, textbook, teacher's book, laptop, paper sheets, posters
III/ PROCEDURE:
WARM UP (7’)
- Introduce the topic 1. GAME: WHO REMEMBERS Remembered Work in groups
for the better MORE? information about - watch a video
community (Link: principles of clip about
https://www.youtube.com/watch? volunteering and volunteering
v=tYmvsrkN8po) places of - write the
volunteering. answers on the
given paper
sheets.
EVERYDAY ENGLISH (15’)
Review expressions TASK 1: Listen and complete Completed
for describing the conversation with the words conversation with the - Do the task
feelings. from the box. Then practise it in words provided individually
. pairs. (p.49) Suggested answer: - Share the
1. C 2. D answers with a
3. B 4. A peer.
- Teacher’s
feedback

Help students TASK 2: Role-play. Imagine you Made and practiced Work in pairs
practise expressing are back from a volunteer trip. conversation - Peer correction
feelings in their own Work in pairs. Take on a role - Teacher’s
conversations about a and act out a conversation like feedback
volunteer trip. the one in 1. Use the expressions
below to help you.
CULTURE (15’)
Help students learn TASK 1: Read the text below Completed diagram. Pair work
about Save the and complete the diagram about Suggested answer: - write their
Children and what Save the children. 1. 120 missing words
it has contributed to 2. improve (their) - Peer correction
the development of teaching skills and Teacher’s
Viet Nam. use digital feedback
technology
3. to go to school
4. life-saving skills
Help students practise TASK 2: Work in groups. Use Ss’ oral presentaion Group work
talking about Save the diagram to talk about Save about Save the Prepare and
the Children using the children. Children present in front
the completed of the whole
diagram. class
CONSOLIDATION (8’)
Help students 1. Wrap up (5’) - Ss’ list some -Work in 4
memorise what they List volunteer works to groups
have learned - some volunteer works to help help the children on -Peer correction
the children. the poster - Teacher’s
Suggested answer: feedback
-Help disabled/
street
/disadvantaged…
children
-teach poor children
…
Inform students what 2. Homework (3’)

the final product of - Exercises in the workbook - Use the lexical
the project should be - Prepare for the next lesson: items related to the
and how students can Looking back and project topic For a better Individually
prepare for it. community work
- Revise how to
describe feelings
- Know more
information about
Save the Children and
what it has
contributed to the
development of Viet
Nam


Lesson 8: Looking back and project
52. Knowledge:
- Review the vocabulary , the stress pattern in two-syllable words and grammar of Unit 4
- Apply what they have learnt (vocabulary and grammar) into practice through a project
53. Competences:
- Develop presentation skills
54. Attributes:
- Be aware of responsibilities towards community.
Tape (CD), Tivi, speakers, textbook, teacher's book, laptop, posters
III/ PROCEDURE:

- Create a friendly BRAINSTORMING (5’)
and lively atmosphere - T divides the class into 2 teams. - The two-syllable - List
in the classroom - Members of each team take turns words with the same -Team work
and write as many two-syllable spelling.
words with the same spelling as Suggested answer:
possible in 2 minutes. increase
- The group having more correct record
answers is the winner. present
import…
ACTIVITY 2: PRONUNCIATION(5’)
-Help students revise Listen and mark the stressed Stressed syllable
the stress pattern in syllables in the words in bold. words
two-syllable words Then practise saying the Key:
with the same sentences. (p.50) 1. We hope that the -Work
spelling. -T asks Ss to listen and mark the number of volunteers individually
stressed syllables in the words in will in'crease this
bold in each sentence. year.
- Ss practise saying these 2. When will you
sentences individually. pre'sent your report
- Some Ss say these sentences out about the volunteer
loud in front of the class. project?
- T corrects 3. I always keep a
'record of visitors’
donations.
4. We still im'port
too many products
that can be made in
our country.
- Help students Fill in the gaps with the correct -Correct forms of
revise word forms forms of the words in brackets. words provided.
- Ss brainstorm words that can be e.g. ending, endless, - Work in pairs
- Use the adjectives formed from the words in brackets excited, exciting, - Teacher’s
helpful, helpless, feedback
ending in -ed, -ful, -
volunteer (v-n),
less voluntary,
volunteering,
donation, donors.
- Ss study the context carefully - Correct forms of
and decide on the adjectives to fill the word.
in these gaps. Key:
- T checks answers 1. endless
2. excited
3. helpful
4. volunteers
5. donations
- Help students Complete the sentences using the Completed sentences
revise the use of the correct forms of the verbs in with verbs using the - Work in pairs
past simple and past brackets. Use the past simple or past simple or past - Teacher’s
continuous with past continuous. continuous feedback
when and while. - Ss study the context carefully Key:
and decide which action is the 1. met, were working
longer one. Pay attention to the use 2. were walking, saw
of the connectives when and while. 3. noticed, was
- Ss check their answers in pairs delivering
- T checks answers 4. arrived, was giving

- Allow students to A VOLUNTEER PROJECT - Presentation of
apply what they have - T has Ss work in their groups. their final product - Work in
Give them a few minutes to get about a volunteer groups.
learnt (vocabulary ready for the presentation. work. - Presentation
and grammar) into - Four groups give their - Peer correction
practice through presentations. T encourages the - Teacher’s
rest of the class to ask questions at feedback
a project. the end.
-T gives praise and feedback.

- Help students 1. WRAP-UP(3)
memorize what they - - Review the vocabulary , the Ss’ oral presentation - Work
stress pattern in two-syllable individually.
have learned words and grammar of Unit 4
- Apply what they have learnt
(vocabulary and grammar) into
practice through a project.
2. HOMEWORK (2)
- Prepare for the next lesson: Unit
5 – Lesson: Getting started

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Lesson Plan – Grade 10 – Global Success

INTRODUCTION TO ENGLISH 10 Period 1

II. The design of each unit in textbook: T gives an overview of

Teacher: Võ Thị Bích Tiên

Teacher: Võ Thị Bích Tiên

I. 1. A. hour 2. B. wanted 3. D. pens

Teacher: Võ Thị Bích Tiên

Teacher: Võ Thị Bích Tiên

UNIT 1: FAMILY LIFE Period 2

- Introduce some Suggested answer:

2.Vocabulary: (3’) Lists of some List

Teacher: Võ Thị Bích Tiên

ACTIVITY 3: ACTIVATE/ PRACTICE (20’)

Teacher: Võ Thị Bích Tiên

UNIT 1: FAMILY LIFE Period 3

TASK 2: COMPLETE THE Completed sentences - Work in pairs.

- Practise TASK 2: COMPLETE THE Completed paragraph - Work in pairs.

ACTIVITY 5: CONSOLIDATION: (5’)

UNIT 1: FAMILY LIFE Period 4

ENGAGE/ WARM UP (5’)

- To create a Introduction: (5’) Ss’s chance to get Introduce

1. Who does the housework in your 3. Clean the floor/

Teacher: Võ Thị Bích Tiên

STUDY/ PRESENTATION (15’)

- To understand + responsible /rɪˈspɒnsəbəl/ (adj): có - A list of words in Give

+ gratitude /ˈɡrætɪtʃuːd/ (n): lòng biết ơn vocabulary

+ strengthen /ˈstreŋθən/ (v): củng cố

+ bond /bɒnd/ (n) = strong connection

+ character /ˈkærəktər/ (n): tính cách

* Listen & repeat Sts’ pronunciation Listen to the

* Check vocabulary: The missing words Rub out and

ACTIVATE/ PRACTICE (20’)

Teacher: Võ Thị Bích Tiên

CONSOLIDATION/ PRODUCTION (5’)

- To help students 1.WRAP-UP (3’) Ss’ reflection about - Class work

- To guide students 2. HOMEWORK (2’)

d/ Prepare for Speaking lesson.

Teacher: Võ Thị Bích Tiên

UNIT 1: FAMILY LIFE Period 5

Teacher: Võ Thị Bích Tiên

Teacher: Võ Thị Bích Tiên

Teacher: Võ Thị Bích Tiên

UNIT 1: FAMILY LIFE Period 6

ACTIVITY 2: PRE-LISTENING {15’)

Teacher: Võ Thị Bích Tiên

* Listen & repeat Sts’ pronunciation of the Listen to the

* Check vocabulary: The missing words on Rub out and

To help students 4 TASK 4: LISTEN AND Completed sentences - Do the task

ACTIVITY 4: POST-LISTENING (10’)

Teacher: Võ Thị Bích Tiên

UNIT 1: FAMILY LIFE Period 7

Teacher: Võ Thị Bích Tiên

ACTIVITY 2: STUDY/ PRESENTATION (15’)

Teacher: Võ Thị Bích Tiên

UNIT 1: FAMILY LIFE Period 8

Teacher: Võ Thị Bích Tiên

2. Practise the - Sts’ role play - Work in groups of

Teacher: Võ Thị Bích Tiên

2. truthful (a): honest and not

3. respectively (adv): with

CULTURE - ACTIVITY 5: PRODUCTION (5’)

Teacher: Võ Thị Bích Tiên

ACTIVITY 6: CONSOLIDATION (3’)

UNIT 1: FAMILY LIFE Period 9