REVIEW 1

Lesson 1: Language
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Use words related to family life, humans and environment, and music;
- Pronounce the consonant blends /br/, /kr/, /tr/, /gr/, /pr/ correctly;
- Apply the knowledge of grammar points learnt in the previous units to do the task;
(to-infinitive, bare infinitive, the present simple, the present continuous, the future with will and be going to)
- Use the passive voice;
- Use the coordinating conjunctions (and, or, but, so).
2. Core competence
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills;
- Raise students’ awareness of the need to keep their neighbourhood green.
II. MATERIALS
- Grade 10 textbook, Review 1 - Language
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

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

Board Plan

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

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

Stage Stage aim Procedure Interactio Time

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

Set 1: Family life/family

Set 2: Humans and the environment/ go green/ green lifestyles/ living

green
 Set 3: Traditional music/music

PRONUNCIATIO To check if TASK 1: LISTEN AND WRITE THE WORDS IN THE CORRECT COLUMNS. THEN 5 mins
 N students can PRACTISE SAYING THE WORDS. (p. 38)
identify * Teacher writes /br/, /gr/, /kr/, /pr/ and /tr/ on the board. T-S
consonant - Teacher writes one word containing the consonant blend below each of them.
blends and - Teacher asks students to listen and write down the words containing the sound
provide further blends.
pronunciation ** Students do the task by writing the words in suitable column. S
practice. *** Teacher can invite some pairs of students to read aloud. T-S
**** Teacher checks students’ pronunciation and give feedback. T-S

Key:
/br/ /gr/ /kr/ /pr/ /tr/
brain green crash practise train
breakfast grow create protect treat
breadwinner great cream product tree
VOCABULARY To check if TASK 1: MATCH THE TWO PARTS TO MAKE COMPLETE SENTENCES. (p. 38) 5 mins
students * Teacher tells students to read the given parts of the sentences carefully and make T-S
remember sure they understand their meanings.
collocations ** Students do this exercise individually by matching the halves to complete the Ss
they have learnt sentences
in the previous *** Teacher allows students to share their answers before discussing as a class and Pair work
units. encourages them to pronounce the sentences correctly.
**** Teacher checks the answers as a class and gives feedback. T-S
Key:
1. e
2. d
3. a
4. b
5. c
To check if TASK 2: COMPLETE THE FOLLOWING SENTENCES USING THE WORDS FROM THE 7 mins
students can use BOX. (p. 38)
words they have * Teacher asks students to work individually to complete the sentences with the T-S
 learnt in the given words and phrases.
previous units. ** Students work individually to complete the task. S
*** Teacher allows students to share answers before discussing as a class. Pair work
**** Teacher asks students to say the sentences aloud and makes sure they T-S
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
GRAMMAR To check if TASK 1: COMPLETE THE SENTENCES WITH THE CORRECT FORMS OF THE VERBS IN 7 mins
students can use BRACKETS. (p. 39)
the grammar * Teacher asks students to work independently to fill in the blanks with the correct T-S
points learnt in forms of the verbs in brackets.
the previous ** Students read the sentences first and underline the clues that help them decide S
units in the correct forms of the verbs in brackets.
sentences. *** Teacher reminds students to use the correct forms of the verbs as requested in T-S
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 T-S
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 Ss Task 2: Complete the sentences. Make sure they mean the same as the sentences. 8 mins
can use the (p.39)
passive voice. * Teacher asks students to read the sentences first. T-S
** Students do the task individually. S
 *** Teacher reminds students to pay attention to the passive and active forms of the T-S
sentences then allows them to share answers before discussing as a class.
**** Teacher can ask students to read aloud the full sentences and correct their T-S
pronunciation if needed.
Key:
1. The rubbish in the neighbourhood is collected three times a week.
2. All the electrical devices in the house were turned off.
3. His music videos will be watched online (by millions of people).
To check if Ss TASK 3: MATCH THE TWO PARTS TO MAKE COMPLETE SENTENCES. (p. 39) 5 mins
can use * Teacher asks students to read the two halves given of the sentence T-S
coordinating ** Students do the task individually. S
conjunctions *** Teacher reminds students to pay attention to the coordinating conjunctions T-S
(and, or, but, so) (and, or, but, so) then allows them to share answers before discussing as a class.
to make **** Teacher can ask students to read aloud the full sentences and correct their
compound pronunciation if needed.
sentences. Key:
1. b
2. c
3. d
4. a
CONSOLIDATIO - To consolidate WRAP-UP 2 mins
N what students Teacher asks students to talk about what they have learnt in the lesson. T-S
have learnt in - Review on how to pronounce consonant blends, grammar points (to-infinitive, bare
the lesson infinitive, the present simple, the present continuous, the future with will and be
- To prepare going to) and vocabulary of Unit 1, 2, and 3.
vocabulary for HOMEWORK
the next lesson Prepare for Review 1 – Skills 1: Listening and speaking.
 REVIEW 1 (Unit 1+2+3)
Lesson 2: Skills 1_ Listening and speaking
I. Objectives
By the end of this lesson, Ss will be able to:
1. Knowledge
- practice listening for general and specific information about music;
- practice talking about favorite singer or musician.
2. Core competence
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
- Raise students’ awareness of the need to keep their neighbourhood green.

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

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

Date of teaching
REVIEW 1 (Unit 1+2+3)
Lesson 2: Skills 1_ Listening and speaking
* Warm-up
Name the pictures: Traditional music

I. Practice
* Listening
Task 1: Listen and choose the best title for the talk. (p. 40)
Task 2: Listen again and fill in each gap in the Quick facts with a number. (p. 40)

* Speaking
Task 1: Work in pairs. Talk about your favourite singer or musician. Use the expressions
below to help you. (p. 40)

* Homework

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

Stage Stage aim Procedure Interaction Time

Warm-up To lead in the lesson. Name the pictures: Traditional music 5 mins
 * Teacher shows pictures and asks students to name the traditional music in T-S
the picture
** Students raise hands to answer. Ss
*** Teacher and students discuss more the answers. T-Ss
**** Teacher checks the answers as a class. T-Ss

Xoan singing Chau van singing

Quan ho singing
Practice LISTENING
To help Ss practise Task 1: Listen and choose the best title for the talk. (p. 40)
listening for main ideas. * Teacher focuses Ss’ attention on the three options and asks “What do you T-Ss 10 mins
think the listening text will be about?” to elicit Elvis Presley and check what
Ss know about him. Ss
** Students look at three options, read and underline key words. T-Ss
*** Teacher plays the recording once for Ss to listen and choose the best T-Ss
 answer.
**** Teacher confirms the answers as a class.
Answer key:
C
To help Ss practise Task 2: Listen again and fill in each gap in the Quick facts with a number.
listening for specific (p. 40)
information. * Teacher asks students to read through the Quick facts first, and elicit what 10 mins
the missing numbers refer to, e.g. year, age, how many awards.
- Teacher plays the recording and have Ss fill in each gap with a number. T-Ss
** Students listen and do the task individually. Individual
*** Teacher calls on some students to report their answers for the class. work
**** Teacher checks the answers and add more information if necessary. T-Ss

Answer key: T-Ss

1. 1935
2. 21
3. 3
4. 42
Audio script – Track 26 + 27:
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.

To help Ss practise SPEAKING

speaking about a favourite Task 1: Work in pairs. Talk about your favourite singer or musician. Use
singer or musician. the expressions below to help you. (p. 40) T-Ss 15 mins
 * Teacher asks students to read through the expressions in the box. Ss
** Students work in pairs to exchange their ideas about their favorite singer Pair work
or musician. T-Ss
*** Teacher calls on some students to report their answers for the class..
**** Teacher 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 ...

Wrap-up To consolidate what Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins
students have learnt in
the lesson.

Homework To prepare vocabulary for Prepare for Review 1 – Skills 2_ Reading and writing. T-Ss 2
the next lesson. min
 REVIEW 1 (Unit 1+2+3)
Lesson 2: Skills 2_ Reading and writing
I. Objectives
By the end of this lesson, Ss will be able to:
1. Knowledge
- practice reading for general and specific information about how to live a green life;
- practice writing a short paragraph about ways of living green.
2. Core competence
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
- Raise students’ awareness of the need to keep their neighbourhood green.

II. Materials
- Grade 10 textbook, Review 1 – Skills 2_ Reading and writing
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

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

Board Plan

Date of teaching
REVIEW 1 (Unit 1+2+3)
Lesson 2: Skills 2_ Reading and writing
* Check-up
Talk about your favorite singer or musician

I. Practice
* Reading
Task 1: Read the text below. Then work in pairs to complete the crossword with five words
from the text. (p. 40)
Task 2: Read the text again and give short answers to the following questions. (p. 41)

* Writing
Task 1: Think about ways of living a green lifestyle. Complete the paragraph. Use what
you have learnt and the ideas below to help you. (p. 41)

* Homework

Procedures
Notes
In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
 Stage Stage aim Procedure Interaction Time
Warm-up To check the knowledge in Talk about your favorite singer or musician 5 mins
the previous lesson and * Teacher elicits the requirement of talking about students’ favorite singer T-S
give students more or musician
chance to practice ** Students raise hands to answer. Ss
speaking *** Teacher listens to students ‘s answers and takes notes for comments. T-Ss
**** Teacher provides comments and feedback. T-Ss

Practice READING
To help Ss practise Task 1: Read the text below. Then work in pairs to complete the crossword 10 mins
understanding word with five words from the text. (p. 40) T-Ss
meanings in context. * Teacher have students read through the text and the crossword clues.
Focus on the crossword grid and remind them that the number of letters Ss
should match the number of squares. T-Ss
** Students work individually to work out the words. T-Ss
*** Teacher puts them into pairs to compare their answers and asks
individual Ss to write the words on the board.
**** Teacher confirms the answers as a class.
Answer key:
1. environment
2. water
3. air
4. energy
To help Ss practise reading 5. green 10 mins
for specific information.
Task 2: Read the text again and give short answers to the following T-Ss
questions. (p. 41) Individual
* Teacher asks students to read through the questions and check work
understanding of the vocabulary. T-Ss
 ** Students read the text again and look for the answers to the questions.
*** Teacher calls on some students to report their answers for the class. T-Ss
**** Teacher checks the answers and add more information if necessary.

Answer 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 are turned into drinking water.
To help Ss practise writing 15 mins
a short paragraph about WRITING
ways of living green. Task 1: Think about ways of living a green lifestyle. Complete the
paragraph. Use what you have learnt and the ideas below to help you. (p. T-Ss
41) Ss
* Teacher asks students to think about what they have learnt about Group work
different ways of living green.
** Students read through the ideas in the box and work in groups and
brainstorm more ideas. T-Ss
*** Teacher gives Ss enough time to complete the paragraph. Set a time
limit depending on the Ss’ ability level.
**** Teacher 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.
Wrap-up To consolidate what Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins
students have learnt in
the lesson.

Homework To prepare vocabulary for Prepare for Unit 4_ Getting started T-Ss 2
the next lesson. min