TRUNG TÂM GDNN-GDTX PHÙ MỸ NGUYỄN THỊ NGÂN

Date of preparation: January 1st, 2023

UNIT 6: GENDER EQUALITY

Total number of periods: 8 (from 55 to 62)
Lesson: GETTING STARTED - Period: 55
I. OBJECTIVES
By the end of this lesson, Ss will be able to acquire all the knowledge, competency and qualities stated in the
following areas.
1. Knowledge
- Gain an overview of the topic Gender Equality
- Identify and use words and phrases related to the topic Gender Equality
- Identify and use the passive voice with modals
2. Competences
- Develop communication skills and problem-solving skills
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities/ Attributes
- Develop an awareness of gender equality in job choices and opportunities
- Be respectful towards all genders
II. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 6, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Warm up: 5 minutes
a. Objectives:
- To activate Ss’ knowledge on the topic of the unit.
- To create a lively atmosphere in the classroom
- To lead into the new unit
b. Content: Play a game and find out jobs for male, female and both and guess how young people
these days discuss gender equality in choosing their jobs.
c. Expected outcomes:
Jobs for males: pilot, astronaut, firefighter …
Jobs for females: nurse, governess =kindegartener, …
Jobs for both: doctor, teacher, ..
d. Organization:
Game: Charades
- Give instructions: Players are divided into two teams. Players are forbiden anything except physically
acting out the answer, Players are not allowed to play people or actors etc. A notebook or scraps of
paper, used for one team to write the answer(s) to be performed by a member of the other side. A clock,
timer, hourglass, etc. to limit the teams' guesses.
- Ask Ss to play in two large groups. Every round a representative from each team goes to the board,
facing the class. After T shows a word or a picture describing a job, the rest of the class uses their
gestures to hint at that word without saying it out loud. The team whose representative guesses the
word faster wins one point.
(HANDOUT 1)
- Have Ss discuss and share other words/ phrases about jobs that they know, then take turns to write the
words/ phrases on the board.
- Check and correct if Ss spell or pronounce the words/ phrases incorrectly.

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- Lead in the lesson: Which jobs are usually done by men or women? Although there are traditionally
male and female jobs, do you think all jobs can be performed by both men and women? In this lesson
we will find out how young people these days discuss gender equality in choosing their jobs.

2. Presentation: 7 minutes
a. Objectives:
- To help Ss use key language more appropriately before they listen and read.
- To get Ss interested in the unit topic: Gender equality
- To get Ss to learn some vocabulary to be learnt in the unit
b. Content:
Activity 1: Be familiar with the unit topic and vocabulary related to the topic “Gender equality”
Activity 2: Listen and read.
c. Expected outcomes:
- Ss can be familiar with some new words to help them more understand about the conversation:
1. kindergarten (n) /ˈkɪndəɡɑː(r)tn/ : a school for children between the ages of about two and five
2. surgeon (n) /ˈsɜː(r)dʒən/ : a doctor who is trained to perform surgery
3. medical school (n) /ˈmedɪkl skuːl/ : a college or a department of a university where Ss study to
obtain a degree in medicine
4. pilot (n) /ˈpaɪlət/ : a person who operates the controls of an aircraft, especially as a job
- Task 1: Ss listen and read and they can understand that everyone has a fair chance of applying for a
job as well as fair treatment in the workplace (page 66-TB)
d. Organization:
Activity 1:
- AsksSs to look at the heading “ Equal job opputurnity” and lets them guess the its meaning
e.g. giving everyone a fair chance in applying for a job as well as fair treatment in the workplace.
- HaveSs look at the pictures and asks questions about them
e.g. What are their jobs? Are these jobs traditionally done by men or women?

- Focus Ss' attention on the conversation, and elicit who the speakers are and what Ss think they are
talking about.
- Ask Ss to look at the photos to guess the meaning of new words.
? What’s the man’s job in picture 3 ? -> a kindergarten teacher
? in picture 1 ? -> a surgeon
? in picture 2 ? -> a pilot

? -> a medical school

- Let Ss say the Vietnamese meaning of the words.
1. kindergarten (n) /ˈkɪndəɡɑː(r)tn/: a school for children between the ages of about two and five
2. surgeon (n) /ˈsɜː(r)dʒən/ : a doctor who is trained to perform surgery
3. medical school (n) /ˈmedɪkl skuːl/: a college or a department of a university where Ss study to
obtain a degree in medicine
4. pilot (n) /ˈpaɪlət/ : a person who operates the controls of an aircraft, especially as a job
- Call on other Ss correct if the previous answers are incorrect.
- Show the Vietnamese meaning, say the words aloud and ask Ss to repeat them.
Activity 2:
Task 1. (p.66) Listen and read:

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- Play the recording twice for Ss to listen and read along.
- Have Ss underline words and phrases describing gender equality while they are listening and reading.
E.g. In some countries girls may not be allowed to be pilots.
Boys and girls are encouraged to do the jobs they want.
Girls mustn’t be kept home in today’s world
Boys and girls should be treated equally and given the same job opportunities.
Treated equally, same job opportunities
- Put Ss in pairs and has them compare the words and phrases they have underlined and discuss their
meanings. Then check comprehension as a class.
- In stronger classes, ask Ss to workout how many jobs are mentioned in the conversation, and give
their answers after the first time you play the recording.
- Call on two or three groups of ss to read the conversation aloud.
- Collect common mistakes and gives comments.
- Give marks to 2 students practicing the dialogue well, naturally and fluently.
3. Practice: 23 minutes
a. Objectives:
- To practise reading for specific information
- To practise scanning
- To check Ss’ comprehension of the conversation
- To help Ss revise job-related words and phrases
- To help Ss identify the use of passive voice with modals
b. Content:
Task 2: (p.67) Read the conversation again. Decide whether the following statements are true (T) or false
(F):
Task 3: (p.67) Match the words to make meaningful phrases in 1.
Task 4: (p.67) Complete the summary using the verb phrases from the conversation in 1.
c. Expected outcomes:
Task 2: (p.67) Decide whether the statements are true or false. 1. F 2. F 3. T
Task 3: (p.67) 1. c 2. A 3. b
Task 4: (p.67) 1. may not be allowed 2. mustn’t be kept 3. should be treated
d. Organization:
Task 2: (p.67) Read the conversation again. Decide whether the following statements are true (T) or
false (F):
- Ask Ss to work individually first and decide whether the statements are true or false.
- Have Ss do Task 2 individually.
- Put them into pairs to compare their answers.
- Let Ss work in pairs and compare their answer.
- Check the answers with the class.
- Ask Ss to provide evidence from the conversation and correct the false statements.
Extension: Ask Ss some additional comprehension questions to check understanding of other parts of the
conversation, e.g. Who are the speakers? Does Lan agree with Mark? Why does Lan say she's lucky?
Who says that boys and girls should be treated equally and given the same job opportunities? Accept all
reasonable answers and opinions.

Task 3: (p.67) Match the words to make meaningful phrases in 1.

- Ask Ss to locate the phrases in the conversation to do the matching.
e.g. What does Linda want to be in the future? Where will she go? (surgeon, medical school)
- Have Ss work individually first and then check their answers in pairs.
- Let Ss work individually. Ss share their answers with a partner.
- Check and shares the correct answers with the whole class, asking them to say the meaning of each
phrase.
Task 4: (p.67) Complete the summary using the verb phrases from the conversation in 1.
- Have Ss to read the incomplete text and predict what to fill in the blanks.
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The students are talking about future jobs. While Mark wants to work as a kindergarten teacher, Linda
wants to be a surgeon. Lan dreams to be an airline pilot. Linda says that in some countries girls (1)
______ to be pilots. Mark thinks girls (2) ______ home in today’s world. He says that boys and girls (3)
_______ equally and given the same job opportunities.
- Let Ss work individually.
- Encourage them to find the verb phrases in the conversation.
- Ask them if they can identify the grammar structure, e.g. the passive voice with modals. Makes sure Ss
know what a modal verb is, e.g. an auxiliary verb usually used with another verb to express possibility,
necessity or permission.
- Let Ss do the task individually and find the verb phrases in the conversation to complete the summary.
- Ask Ss to share the answers with a peer.
- Have Ss rewrite the passive sentences using the active voice
e.g. Linda says that in some countries they may not allow girls to be pilots
- Check answers by having individual Ss read the sentences.
4. Production: 5 minutes
a. Objectives:
- To inform Ss of the details for the Project and how Ss can prepare for it
- To give Ss opportunities for authentic practice in using target language
b. Content: Task 5: Project preparation – Job choice survey
c. Expected outcomes: T gives Ss duties to prepare for a Project at page 75- TB
d. Organization:
Task 5: Project preparation – Job choice survey
- Ask Ss to open their books at the last page of Unit 6, the project section, and read the task given.
- Tell Ss about the Project requirements: Ss will have to choose a class in school and do a survey to find
out how many boys and how many girls would like to work as surgeons, airline pilots, nurses, shop
assistants (or do other jobs) in the future. Then Ss give an oral presentation of their survey in the last
lesson of the unit.
- Have Ss pick their own group members to make a group of 4-5 and choose their group leader. Then the
group leader assigns tasks for each group member, making sure that all group members contribute to the
group work, e.g. decide which class / age group to survey, prepare the survey forms, create a spreadsheet
to consolidate, and find some photos or other visuals to illustrate each job, prepare a brief description of
each job, think about the structure of the presentation, decide how the results will be presented: raw data
in a table, bar graphs, pie charts or infographics.
- Call the group representatives to report their plans.
- Let the groups discuss and decide on the class they want to survey, so that there is no overlap.
- Give feedback on the groups’ plans and help Ss set deadlines for each task.
* HOMEWORK (5 minutes)
- Ask Ss to:
- Talk about what they have learnt in the lesson.
- Revise what they have learnt and prepare for the next lesson: LANGUAGE
- Do the exercises in the workbook
- Project preparation
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………
APLENDIX:
HANDOUT 1

Pilot nurse teacher firefighter journalist astronaut

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Date of preparation: January 2nd, 2023

UNIT 6: GENDER EQUALITY

Total number of periods: 8 (from 55 to 62)
Lesson: LANGUAGE - Period: 56
I. OBJECTIVES
By the end of this lesson, Ss will be able to acquire all the knowledge, competences and qualities stated
in the following areas.
1. Knowledge
- Use lexical items related to the topic Gender Equality
- Pronounce three-syllable adjectives and verbs with correct stress
- Use the passive voice with modals
2. Competences
- Access and consolidate information from a variety of sources
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities/ Attributes
- Develop an awareness of gender equality
- Be respectful towards all genders
II. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 6, Language
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Warm up: 5 minutes
a. Objectives :
- To get Ss interested in the topic
- To activate Ss’ knowledge of the lesson
b. Content: Game: Tag team
c. Expected outcomes:
three-syllable adjectives
three-syllable verbs
d. Organization:

- Divide the class into two teams. Each round, both teams have 1 minute to write on the board as
many three-syllable words of a given topic as possible. The team that could write more words
wins that round.
Round 1 topic: Adjectives
Round 2 topic: Verbs
- Ask Ss to discuss how the written words are pronounced, emphasizing the stress position of
each word.
- Call some Ss to pronounce the words
- Give feedback if necessary, then introducesthe lesson.

PRONUNCIATION
2. Presentation: 5 minutes
a. Objectives: To help Ss understand the concept and identify the stress in three-syllable words
b. Content: the stress in three-syllable adjectives and verbs
c. Expected outcomes: understand the concept and identify the stress in three-syllable words
d. Organization:

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- Introduce the stress in three-syllable adjectives and verbs to Ss
- Let Ss watch a video about how to pronounce these words.
https://www.youtube.com/watch?v=nh3GZHf1GuA
- Ask Ss to give some three-syllable words and point out their stress.
- Give feedback and comment if necessary.

3. Practice: 5 minutes
a. Objectives:
To help Ss recognise and practise stress patterns in three-syllable adjectives and verbs in isolation.
To help Ss recognise and practise stress patterns in three-syllable adjectives and verbs in sentences.
b. Content:
Task 1: Listen and repeat. Pay attention to the stressed syllable in each word
+ Audio script – Track 46:
1. We'll 'celebrate her success with a party.
2. They hope to dis'cover new ways to promote gender equality.
3. The job requires both 'physical and mental strength.
4. Equal opportunities in education bring im'portant changes in society.
Task 2: Listen and mark the stressed syllables in the words in bold
c. Expected outcomes:
Three-syllable adjectives Three-syllable verbs

ex'pensive 'organise
fan'tastic 'benefit
'medical de'velop
'opposite en'courage

d. Organization:

Task 1: Listen and repeat. Pay attention to the stressed syllable in each word
- Focus Ss’ attention on the words in the table
- Ask Ss if they know the words and elicit their meanings if necessary.
- Play the recording and have Ss listen and pay attention to the stress patterns.
- Play it again pausing after each word for Ss to repeat chorally.
- Have Ss focus on the stress patterns and elicit that some are stressed on the first syllable while
others on the second syllable.
- Ask Ss to work in pairs and take turns to read the words.
- Call on some Ss to read them out loud.
- Observe and correct Ss’ pronunciation.
Task 2: Listen and mark the stressed syllables in the words in bold
- Ask Ss to read quickly through the sentences and mark the stressed syllables in the words in bold.
- Play the recording for Ss to check if they have correctly marked the stressed syllables. If
necessary, make sure Ss can divide the words into syllables.
- Check answers with the class.
- Play the recording again, pausing after each sentence for Ss to repeat.
- Ask Ss to work in pairs and take turns to practise reading the sentences.
- Observe and give feedback.

VOCABULARY: Gender equality

2. Presentation: 5 minutes
a. Objectives: To make sure that Ss understand the meanings of some topic-related words introduced
in Getting Started.
b. Content:
Task 1: Match the words with their meanings.
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c. Expected outcomes:
KEY: 1. e 2. a 3. b 4. c 5. d
d. Organization:

- Ask Ss to match the words with their suitable meanings.

- Have Ss first works on the exercise individually.
- Put Ss in pairs to compare their answers and discuss the meaning of each word.
- Encourage Ss to find the words in the conversation and use the context clues there to work out
their meanings.
- Check answers with the class.

3. Practice: 6 minutes
a. Objectives: To give Ss practice in using the words in meaningful contexts.
b. Content: Task 2: Complete the following sentences with the words in Task 1.
c. Expected outcomes:
Key: 1. kindergarten 2. surgeon
3. treat 4. gender
5. equal
d. Organization:

- Remind Ss to use the context clues to help them decide on each word, e.g. The word teachers in
sentence 1 suggests that the answer is related to schools (1. kindergarten).
- Ask Ss to work individually to complete the sentences.
- Have Ss work in pairs to compare their answers with a partner.
- Let Ss may look up the words in the glossary if necessary.
- Check answers with the class.

GRAMMAR: Passive voice with modals

2. Presentation: 5 minutes
a. Objectives: To have Ss revise the passive voice with modal verbs
To give Ss more practice in using the passive voice with modals.
b. Content:
Passive voice with modals
Rule Modal verbs Use

can, could Express ability

should, ought to Express advice or duty

must Express duty

Modal + be + past participle can, could, may Express permission

can, could, may, might Express possibility

can’t, mustn’t, may not Express prohibition

may, will, would Express request

c. Expected outcomes:
ability can, could

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advice or duty should, ought to

duty must

permission can, could, may

possibility can, could, may, might

prohibition can’t, mustn’t, may not

request may, will, would

d. Organization:

- Have Ss recall the passive voice from Unit 2.

+ When we use it, e.g. when we do not want to indicate the person who does the action.
+ We can also use the passive voice with modal verbs (with examples in the conversation in
Getting Started.)
- Elicit the meanings of the modal verbs in the Remember! box, e.g. to express ability, advice,
duty,permission, possibility, prohibition or request.
- Remind Ss that modal verbs are special auxiliary verbs that behave differently from other verbs
and are usually used with other verbs.
- Focus Ss’ attention on the structures and examples in Remember! box and give more examples if
necessary.

3. Practice: 8 minutes
a. Objective:To help Ss understand the use of the passive voice with modal verbs
b. Content:
Task 1: Choose the best answers.
Task 2: Rewrite the following sentences using the passive voice
c. Expected outcomes:
Task 1: Choose the best answers.
Key: 1. shouldn’t be allowed
2. can work
3. may be offered
4. could join
5. must be prepared
Task 2: Rewrite the following sentences using the passive voice
Key: 1. The report on gender equality may be completed by April.
2. More jobs for girls and women can be created (by businesses).
3. All girls must be provided with access to education.
4. Education in rural areas should be improved (by governments).
5. Men and women ought to be given equal rights.
d. Organization:
Task 1: Choose the best answers.
- Ask Ss to study the sentences individually or in pairs.
- Explain that some sentences are in active voice, some in passive voice.
- Ask Ss to pay attention to who does the action in each sentence.
- Encourage Ss to choose the answers and compare their answers with a partner.
- Check answers with the class.
- Invite individual Ss to read the sentences aloud.
Task 2: Rewrite the following sentences using the passive voice

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- Asks Ss to read the sentences and check their understanding.
- Remind Ss of the use of the preposition by mentioning the doer of the action. If the subject in the
active voice is they or we, they don’t need to indicate who does the action in the passive voice.
- Have Ss work individually first then work in pairs and have them compare their answers.
- Check answers with the class.

4. Production: 6 minutes
a. Objective: To give Ss opportunities to produce learned language by themselves.
b. Content: Game: Jack of all trades
c. Expected outcomes: sentences that include three features: gender equality topic, three-syllable
words, and passive voice with modal verbs.
d. Organization:

- Divide Ss into groups of four, gives each group a piece of paper, and asks them to write sentences
that include three features: gender equality topic, three-syllable words, and passive voice with modal
verbs.
(e.g.: Gender discrimination must be eliminated.)
- Have Ss work in groups for 3 minutes.
- Ask each group to hand in their paper and checks. The group with more correct sentences is the
winner.
- Ask some Ss to read the sentences out loud
- Give feedback on their pronunciation.

* HOMEWORK: 5 minutes
Ask Ss to :
+ Talk about what they have learnt in the lesson to consolidate what Ss have learnt in the lesson.
+ Revise what they have learnt and prepare for the next lesson: Reading.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: January 3rd, 2023

UNIT 6: GENDER EQALITY

Total number of periods: 3 (from 55 to 62)
Lesson: READING Period: 57

I. OBJECTIVES:
By the end of this lesson, Ss will be able to achieve all the goals set in the following areas.
1. Knowledge
- Read for specific information about gender equality in employment
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skills
3. Personal qualities
- Understand more about the gender equality and existing problems
- Develop a self-reliant attitude
II. MATERIALS
- Grade 10 textbook, Unit 6, Reading
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Warm up: Small talk: Gender privileges (5 minutes)
a. Objectives:
- To introduce the topic of reading.
- To activate Ss’ knowledge of the topic
b. Content: To brainstorm what boys and girls are (not) allowed to do
c. Expected outcomes: Girls/ Boys are not allowed to …………
d. Organization:
- Draw the board into two columns.
- Ask the boys in the class to come up with things that girls are allowed to do but boys are not. On the
other hand, the girls in the class come up with things that boys are allowed to do but girls can.
- Write the ideas on the board and asks Ss if such advantages/privileges are fair or not.
- Give comments and introduce the lesson.

2. Presentation: (10 minutes)

a. Objectives: To introduce the topic of the reading and get Ss involved in the lesson.
b. Content: Task 1: Match the sentences with the pictures
c. Expected outcomes:
1. c 2. b 3. a
d. Organization:
- Focus Ss’ attention on the heading and the pictures.
- Ask some guiding questions:
1. Do the pictures show an equal world?
2. Do you think the girl in picture a is able to read and write
3. How old do you think the girl is in picture b?
4. Why is the man happier in picture c?
- Have Ss work in pairs to discuss the sentences and the pictures, and do the matching.
- Invite individual Ss to describe each picture and explain why it matches a particular statement.
- Check answers and give comments.

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3. Practice: (15 minutes)
a. Objectives:
-To help Ss practise guessing the meanings of word in context.
-To help Ss practise reading for specific information.
b. Content:
Task 2: Read the text and circle the correct meaning of the highlighted words and phrases:
Task 3: Read the text again and decide whether the following statements are True (T), False (F), Not given
(NG)
c. Expected outcomes:
KEY:
1. a 2. b 3. a 4. b
KEY:
1. T 2. F 3. NG 4. T 5. F
d. Organization:
Task 2: Read the text and circle the correct meaning of the highlighted words and phrases:
- Ask Ss to read the whole text quickly to get an overall idea.
- Ask Ss to read it again, pay attention to the context of the highlighted words and look for clues
explaining their meanings.
- Have Ss work individually to guess the meaning of each of the words, based on the context.
- Let Ss compare their choices with a partner.
- Check answers with the class.
Task 3: Read the text again and decide whether the following statements are True (T), False (F),
Not given (NG)
- Ask Ss to read the statements in the table and underline the key words in each of them.
- Check the key words and Ss’ understanding.
- Explain to Ss what ‘Not given’ means, i.e. they can’t find all the information in the text or the text
doesn’t contain sufficient information to know if it is true or false.
- Have Ss work individually to read the text again and decide if the statements are true, false
or not given.
- Ask Ss to discuss and compare their answers with a partner.
- Check answers with the class.
- Call some Ss to explain the answers by providing evidence from the text.

4. Production: (10 minutes)

a. Objectives: To help Ss use the language and ideas in the text to talk about possible solutions to a problem
b. Content:
Task 4: Work in groups. Discuss possible solutions to one of the following problems
Roleplay: President election
c. Expected outcomes:
Some solutions to child marriage:
(i) Educating girls: When girls can go to school and stay long there, they will get the knowledge and skills
necessary to support themselves and their families.
(ii) Giving girls the right to decide their future: If girls are knowledgeable and independent, they won’t
choose to get married early.
(iii) Educating parents and other adults: When parents and other adults know about the negative impact of
child marriage, they willchange their views and support girls’ rights.

Some solutions to lack of girls’ education:

(i) Keeping girls in school: Poverty can prevent or stop girls from going to school. Education should be free,
and governments and charity organizations should help poor families pay for transport, textbooks and
uniforms.
(ii) Making school safe for girls: It’s not safe for girls to travel long distances to school. Also, at school, girls
may become victims of violence and bullying.

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(iii) Reducing girls’ workload at home: In developing countries, girls may be kept home to do household
chores like carrying water,preparing food and washing clothes. Sharing housework between all members of
the family helps girls succeed in getting an education.
Some solutions to wage gap:
(i) Supporting equal pay: Companies have to commit to and provide equal pay for equal work.
(ii) Making salary information clear: Payment should be made clear to both genders so that women know if
they make less money than men for doing the same job.
(iii) Sharing housework: When couples share household chores, women can focus on their paid jobs.
d. Organization:
- Ask Ss to work in groups of three or four and role play as president candidates, making a speech about
what they would do to solve one of the following problems: child marriage, a lack of education for
girls, and low pay for women.
- Tell Ss to brainstorm and suggest some possible solutions to one of the three problems mentioned in
the text.
- Call on each group appoints a speaker (President candidate role) and a group secretary to note down
the group members’ ideas.
e.g. Girls should be allowed to go to school. They shouldn’t be forced to get married early.
- Ask representatives from different groups to share their ideas with the rest of the class. Without
voting for themselves, all groups must vote for the most persuasive group to become “President”.
- Give comments and bonus points for workable solutions and fluent delivery.
- Share some sample answers.

* HOMEWORK: (5 minutes)
- Ask Ss to :
+ Do the exercises on Workbook
+ Prepare next lesson.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: January 5th, 2023

UNIT 6: GENDER EQUALITY
Total number of periods: 8 (from 55 to 62)
Lesson: SPEAKING - Period: 58
I. OBJECTIVES
By the end of this lesson, Ss will be able to acquire all the knowledge, competences and qualities stated in
the following areas.
1. Knowledge
- Understand how to express opinions
- Apply useful expressions to talk about career choices
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skills
3. Personal qualities
- Understand more about their preference of career
- Develop self-study skills
II. MATERIALS
Grade 10 textbook, Unit 6, Speaking
Computer connected to the internet
Projector/ TV/ pictures and cards
sachmem.vn
III. PROCEDURES
1. Warm up: Personality quiz (5 minutes)
a. Objectives:
- To introduce the topic of the lesson
- To get Ss interested in suitable career options
b. Content: Join the game Pesonality quiz on website https://www.opencolleges.edu.au/careers/career-
quiz to find a job that is suitable for them.
c. Expected outcomes: Students can envisage the job which saitisfies their competence, skills and
liking, etc…
d. Organization:
- Let Ss do a small personality quiz that reveals their suitable career based on their MBTI
characteristics: https://www.opencolleges.edu.au/careers/career-quiz
- Have Ss do the quiz individually for up to 4 minutes.
- Let Ss discuss their results and whether they found a suitable career option.
- Introduce the topic of the lesson: Career choices.

2. Presentation: 10 minutes
a. Objective: To introduce more ideas for the main speaking task and get Ss involved in the lesson.
b. Content: Task 1: Work in pairs. Decide which jobs are traditionally considered male or female. Use
the expressions given to help you.
c. Expected outcomes:
Traditionally male jobs: 1, 4, 5, 7
Traditionally female jobs: 2, 3, 6, 8
d. Organization:
- Ask Ss to read through the jobs and makes sure they know all the job titles.
- Introduce some useful expressions to discuss the jobs in the box.
- Have Ss work individually to decide which jobs are traditionally done by men or women and tick the
corresponding columns.
- Ask Ss to discuss in pairs and use the expressions given to express their opinions.
- Check answers with the class.
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3. Practice : 10 minutes
a. Objectives: To introduce more ideas for the main speaking task and get Ss involved in the lesson.
b. Content: Task 2: Work in pairs. Discuss why the jobs in Task 1 are traditionally done by men or
women. Use the ideas below to help you.
c. Expected outcomes: The surgeon's job is traditionally done by men because women often can't work
long hours as they need to take care of their families.
d. Organization:
- Give Ss time to read the suggested ideas in the box and the example.
- Have one student read the example aloud, and ask if Ss agree with it and why / why not.
- Let Ss work in pairs and discuss each job.
- Walk round the class and offer help when necessary.
- Ask some pairs of Ss to present their opinions in front of the whole class. The rest of the class is
encouraged to ask questions.
- Give feedback and mark if necessary

4. Production: 15 minutes
a. Objective: To help Ss talk about their career choices and share their ideas with the rest of the class.
b. Content: Task 3: Work in groups of three. Talk about your career choice(s)
c. Expected outcomes: ( Model conversation)
A: I think I'll work as a shop assistant because people often say that I have good persuasion skills.
B: Good for you. I’d like to be a nurse because I enjoy helping people.
C: Sounds great. I'd like to be a surgeon. I believe I can work well under pressure and don't mind working
long hours.
d. Organization:
- Ask Ss to work in groups of three and has one group role-play the example.
- Have Ss discuss their career choices and note down each group member’s future job and the reasons
why he or she has chosen it.
- Invite some Ss from different groups to report the career choices in their groups and give the reasons to
the class.
- Observe and give feedback to the groups and individuals.

* HOMEWORK : 5 minutes
- Ask Ss to:
- Talk about what they have learnt in the lesson.
- Revise what they have learnt and prepare for the next lesson: Listening
- Do exercises in Workbook
- Prepare the Project
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: January 5th, 2023

UNIT 6: GENDER EQUALITY

Total number of periods: 8 (from 55 to 62)
Lesson: LISTENING - Period: 59

I. OBJECTIVES
By the end of this lesson, Students (Ss) will be able to acquire all the knowledge, competences and qualities
stated in the following areas.
1. Knowledge
- Listen for specific information in a talk about the first woman in space
- Identify and use lexical items related to gender equality
2. Core competence
- Develop communication skills and problem-solving skills
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop an awareness of women’s achievements in their jobs
- Be respectful towards all genders
II. MATERIALS
- Grade 10 textbook, Unit 6, Listening
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Warm up: 5 minutes
a. Objectives :
- To activate Ss’ knowledge on the topic of the unit.
- To lead into the new unit
b. Content: Ss watch a video about a history of women in space and answer Teacher’s question.
c. Expected outcomes: Male names are more well-known than female names.
d. Organization:
- Show Ss a video about a history of women in space.
Link:https://www.youtube.com/watch?v=HIEach7rmDg - Have Ss watch the video and take notes of
as many names that they can hear as possible. - Ask Ss to share their notes and discuss T’s question:
Which names have you already known and which names have you never heard of? - Check and
corrects if Ss spell or pronounce the names incorrectly. - Lead in the lesson: Although they were not
acknowledged as much as their male colleagues, many women made great achievements in the space
and science field. In this lesson we will listen to the story of the first woman who went to space.

2. Presentation/Pre-teach: 7 minutes
a. Objectives:
- To provide Ss with relevant vocabulary before they listen
- To introduce the topic of the listening and set the context.
b. Content: Task 1: Listen to a talk about Valentina Tereshkova. Choose the best answer to complete
each sentence
c. Expected outcomes:
- Ss can be familiar with some new words to help them understand about the listening:
1. cosmonaut (n) /ˈkɒzmənɔːt/: phi hành gia (Xô Viết/Nga)
2. space (n) /speɪs/: không gian ngoài vũ trụ
3. parachutist (n) /ˈpærəʃuːtɪst/: người nhảy dù
4. instructor (n) /ɪnˈstrʌktə(r)/: người hướng dẫn/huấn luyện
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5. technical (adj) /ˈteknɪkl/: về kĩ thuật
d. Organization:
- Ask Ss to look at the explanation and the photos to guess the meaning of new words.
- Let Ss say the Vietnamese meaning of the word.
1. cosmonaut (n) /ˈkɒzmənɔːt/: phi hành gia (Xô Viết/Nga)
2. space (n) /speɪs/: không gian ngoài vũ trụ
3. parachutist (n) /ˈpærəʃuːtɪst/: người nhảy dù
4. instructor (n) /ɪnˈstrʌktə(r)/: người hướng dẫn/huấn luyện
5. technical (adj) /ˈteknɪkl/: về kĩ thuật
- Call on other Ss correct if the previous answers are incorrect. The whole class discusses the job of the
woman’s picture in the textbook.
- Show the Vietnamese meaning
- Say the words aloud and ask Ss to repeat them.

3. Practice: 22 minutes
a. Objectives: To help Ss practise listening for specific information.
b. Content:
Task 2: Listen to a talk about Valentina Tereshkova. Choose the best answer to complete each sentence.
Task 3: Listen again and give short answers to the following questions.
c. Expected outcomes:
Key: 1. A 2. B 3. A 4. B 5. B
Key: 1. 1937 2. 16 3. 1962 4. 26 5. Three days / 3 days
d. Organization:
Task 2: Listen to a talk about Valentina Tereshkova. Choose the best answer to complete each
sentence.(10ms)
- Tell Ss they are going to listen to a talk about Valentina Tereshkova, the first woman in space.
- Remind Ss to read through the five incomplete sentences and the choices before they listen to the talk.
- Elicit or explain any unfamiliar or difficult words if necessary.
- Play the recording. Ss work individually to do the activity.
- Have Ss discuss their answers in pairs.
- Check the answer with the class.
- Play the recording again, pausing at the places where they can get the correct information.
Task 3: Listen again and give short answers to the following questions. (13ms)
- Give Ss some time to read through the questions and underline key words to help them work out the
answers.
- Focus Ss’ attention on the instruction ‘give short answers’, and elicit from Ss what information they
have to listen for (mostly a number).
Game: Fast and furious
- Ask the class to play in two teams. Before playing the recording for each question, T calls two Ss to the
board to prepare and write their answer. The one writing the correct answer faster wins one point for
their team.
- Play the recording, pausing at the places where Ss can hear the answers. Ss discuss the answer and give
points to the winners.
- Check the answer as a class. If time allows, ask more questions such as Where was Tereshkova born?
What talent did she have as a young girl? How many women joined the first Soviet space program?

4. Production: 5 minutes
a. Objective: To give Ss an opportunity to give their opinions about the cosmonaut’s job and give
reason(s).
b. Content: Yes, I do. I want to be a cosmonaut because I like exploring the universe.
d. Organization:
- Have Ss work in groups.
- Let Ss decide if they want to be a cosmonaut and give reason(s) for their answers.
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- Ask Ss to discuss in groups of four and note down their partners’ ideas.
- Invite some Ss from each group to present a summary of their discussions to the class.

* HOMEWORK: 5 minutes
Ask Ss to:
- Talk about what they have learnt in the lesson.
- Revise what they have learnt and prepare for the next lesson: Writing
- Do the exercises in the workbook
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………
APLENDIX:

HANDOUT
THE FIRST WOMAN IN SPACE
Valentina Tereshkova was born in 1937 in Russia. She started working when she was 16. She also joined
a local flying club and soon became a talented parachutist. Her talent for skydiving led her to the Soviet
space program. In 1962, while still a factory worker, she was accepted along with three other woman
parachutists and a female pilot into the program. Together, they began intensive training to become
cosmonauts. Tereshkova joined the Soviet Air Force. She became an Air Force officer after completing
her training and passing an examination. In 1963, at the age of 26, Tereshk became the first woman to
travel in space. Her spacecraft Vostok 6 was guided by an automatic control system. She travelled into
space in Vostok 6 on June 16, 1963 and successfully returned to Earth three days later. After her historic
space flight, Valentina Tereshkova received many awards, including the Hero of the Soviet Union and the
Order of Lenin. She never flew in space again, and later became a test pilot and an instructor. She also
completed a degree in technical sciences

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Date of preparation: January 8th, 2023

UNIT 6: GENDER EQUALITY

Total number of periods: 8 (from 55 to 62)
Lesson: WRITING - Period: 60

I. OBJECTIVES
By the end of this lesson, Ss will be able to acquire all the knowledge, competency and qualities stated in
the following areas.
1. Knowledge
- Use lexical items related to the topic Gender Equality
- Write about jobs for men and women.
2. Competences
- Access and consolidate information from a variety of sources
- Be collaborative and supportive in pairwork and teamwork
- Actively join in class activities
3. Personal qualities/ Attributes
- Develop an awareness of gender equality in the workforce
- Be respectful towards all genders
II. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 6, Writing
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Warm up: WATCHING A VIDEO (5 minutes)
a. Objectives :
- To get Ss interested in the topic
- To activate Ss’ knowledge of the lesson
b. Content: Watch the video, answer the question: What do you know about a surgeon?
And what do the tasks of a surgeon have to do?
c. Expected outcomes:
Students can recognize some words/ phrases:
- take care of patients
- treat/cure patients
- save people’ lives
- be careful of others’ health
- perform operations on patients
-…
d. Organization:
- Play a funny video on operation (Link: https://youtu.be/vFDSWuffBcA?t=91 – only the first
half).
- Have Ss watch the video, answer the question: What do you know about a surgeon?
- Ask Ss to discuss and note down the tasks that a surgeon has to do + And what do the tasks of
a surgeon have to do?
- Give feedback, if necessary, then introduce the lesson.

2. Presentation: 4 minutes
a. Objectives: To help Ss develop ideas for their writing.
b. Content:
Task 1: Choose suitable information from the box to complete the table at page 72- Unit 6- TB.

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Task 2: Work in pairs. Do you think both men and women can do the surgeon’s job well? Give
reasons. Use the ideas at page 72 - Unit 6 - TB to help you.
c. Expected outcomes:
Task 1: Ss can complete the table about the surgeon’s job

The surgeon’s job

Main responsibilities Main qualities
A. Performing operations on patients B. Medical knowledge
D. Welcoming and serving customers C. Physical and mental strength
F. Making important decisions about patients' E. Good persuasion skills
health and safety G. Excellent eyesight and skillful hands
H. Good teamwork and communication skills
Task 2: Work in pairs. Do you think both men and women can do the surgeon’s job well? Give
reasons.
- Women can do the surgeon’s job well because they can be as physically and mentally strong as men.
- Women can make great surgeons because they can also perform long and tiring operations.
- Women can become good surgeons because men and women have the same abilities to learn and
apply medical knowledge.
d. Organization:

Task 1:
- Tell Ss to work in pairs to look at the table and read the information below the table.
- Explain any new words if necessary.

- Ask Ss fill in the table with suitable information for the surgeon’s job
- Have Ss work in pairs to look at the table and read the information below the table and complete the
table about the surgeon’s job.
- Check the answers with the whole class, and ask some Ss to explain their choice.
- Give Ss the keys.
Task 2:
- Ask Ss to work in pairs to study the ideas in the box and think about if they agree or disagree with
them.
“Do you think both men and women can do the surgeon’s job well? Give reasons.”
- Encourage them to write down their opinions and any new ideas they have come up with, preferably
at least one reason/example for each idea.
- Walk round the class to provide help if necessary.
- Invite representatives of some groups to summarise their discussions in front of the class.
- Encourage the rest of the class to ask the pairs questions and comment on their ideas.
- Ask Ss to work in pairs to discuss the ideas and express their own opinions.
- Give feedback and summarize the pairs’ ideas

3. Practice: 23 minutes
a. Objectives: To help Ss practise writing a paragraph about the surgeon’s job.
b. Content: Task 3: Write a paragraph (120 - 150 words) about the surgeon’s job. Use these guiding
questions to help you.
c. Expected outcomes: a paragraph (120 - 150 words) about the surgeon’s job. Use these guiding
questions to help you.
d. Organization:

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- Explain the task and ask Ss to study the guiding questions.

- Provide the sample answers below as a model by reading it aloud or displaying it on the board.
- Check again to make sure Ss understand the structure of the sample and how it answers each of the
guiding questions.
- Ask them to use the ideas that they have written in Activity 1 and Activity 2, Ss work individually
(or in pairs for weaker students) to develop their paragraphs about the surgeon’s job.
- Encourage Ss to provide detailed explanations or examples to support each idea in their paragraph.
- Set a time limit for Ss to write in class (around 10-15 minutes or more based on Ss’ abilities).
- Go around the class and help if necessary.
- Ask Ss to focus on both the content and language in their comments.
- Have Ss swap their writing with a partner/other pair for peer feedback.
- Let Ss make some revisions based on their partners’ suggestions.
- Collect Ss’ paragraphs to give face-to-face feedback in private, or give them back with some
oral/written feedback.

4. Production: 2 minutes
a. Objective: To give Ss an opportunity to recognise the common mistakes so that they can avoid in
writing
b. Content: Students can recognise the common mistakes and know how to correct and avoid similar
mistakes next time.
c. Expected outcomes: Ss can avoid common mistakes and use language correctly
d. Organization:
Peer Correction:
- Ask Ss to face to face feedback in private by using these marking symbols in writing (HANDOUT
1)
- Have Ss to return their partner’s writing and let them correct themselves.
- Go round to offer help.
Class Correction:
- Collect one of Ss’s paragraphs to correct in front of the class
- Write Ss’ common mistakes on the board, ask Ss to check whether they make the same mistakes in
their writing.
- Call on some Ss to correct those mistakes as a class.
- Collect Ss’ writing and provide written feedback in the next lesson.
(In weaker classes, Provide some suggested answers if necessary)
- Give marks to some students who have the best writing.
- Supply Ss with a sample answer (HANDOUT 2)
* HOMEWORK
Ask Ss to:
- Talk about what they have learnt in the lesson.
- Revise what they have learnt and prepare for the next lesson: Communication and Culture/CLIL
- Do exercises in Workbook
- Prepare Project
* EVALUATION AND ADJUSTMENT (IF ANY)

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………………………………………………………………………………………………………
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APLENDIX:

HANDOUT 1
Sample answer:
The surgeon’s job is traditionally most common for men. Surgeons have to perform operations on patients.
They also have to make important decisions about patients’ health and safety. Besides medical knowledge,
surgeons need both physical and mental strength to perform long and tiring operations. In addition, surgeons
need to have excellent eyesight and skilful hands. A surgeon works with a team, so he / she needs good
teamwork and communication skills. Although it is traditionally seen as a male job, the number of women
surgeons is increasing now. Women are as mentally strong as men, and they can perform long operations.
In summary, women can make great surgeons, and everybody will benefit from having both male and female
surgeons.

HANDOUT 2

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Date of preparation: January 12th, 2023

UNIT 6: GENDER EQUALITY
Total number of periods: 8 (from 55 to 62)
Lesson 7: COMMUNICATION AND CULTURE/ CLIL + 15 MINUTES TEST
Period: 61

I. OBJECTIVES
By the end of this lesson, Ss will be able to acquire all the knowledge, competency and qualities stated in
the following areas.
1. Knowledge
- Use lexical items related to the topic Gender equality
- Express agreement and disagreement
- Learn about women's football
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skills
3. Personal qualities/ Attributes
- Understand more about the gender equality in sports
- Be respectful towards all genders and cultures.
II. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 6, Communication and Culture/CLIL
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Warm up: 4 minutes
a. Objective : To activate Ss’ knowledge of the topic
b. Content: the language used to agree/disagree
c. Expected outcomes: what the students could say to express their views more clearly
d. Organization:
- Play a video of two people having a small debate.
(Link: https://www.youtube.com/watch?v=yEmgU9oX7ns)
- Ask Ss to watch the video and note down the language that the speakers use to agree/disagree.
- Have Ss discuss what else they could say to express their views more clearly.
- Give feedback, if necessary, then introduce the lesson.

2. Presentation and production:

EVERYDAY ENGLISH
TASK 1. 3 minutes
a. Objective: To provide Ss with an example conversation in which people express agreement and
disagreement.
b. Content:
Task 1: Listen and complete a conversation with the expressions from the box. Then practise it in pairs.
c. Expected outcomes: Key: 1. D 2. A 3. C 4. B
d. Organization:
Task 1: Listen and complete a conversation with the expressions from the box. Then practise it in
pairs.

- Tell Ss that they will learn more expressions of agreement and disagreement.
- Ask Ss to look at the four expressions (A – D) in the box and elicits their meaning and use, e.g. A
and D – to express disagreement; B and C – to express agreement.
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- Have Ss read the conversation between Mai and her mother and look for context clues for the
missing phrases or sentences, then predict the answer before listening.
- Let Ss listen to the recording and complete the conversation with the expressions from the box.
- Check answers as a class.
- Ask Ss to practise the conversation in pairs.
- Go around the class and corrects if necessary.

TASK 2. 10 minutes
a. Objective: To help Ss practise expressing agreement and disagreement.
b. Content:
Task 2: Work in pairs. Have similar conversations expressing agreement and disagreement about other
jobs. Use the expressions below to help you.
c. Expected outcomes: expressing agreement and disagreement about jobs
d. Organization:
Task 2: Work in pairs. Have similar conversations expressing agreement and disagreement
about other jobs. Use the expressions below to help you.
Role-playing: Asian parents and child
- Put Ss into pairs and have them brainstorm different jobs and reasons why parents may object to
their children doing these jobs.
- Ask some pairs to share their ideas and write them on the board.
- Ask Ss to look at the list of expressions and encourage Ss to add more to the table, e.g. That’s
exactly how I feel. You have a point here. I totally disagree. I beg to differ...
- Have Ss plan their conversation first by deciding on who is going to be the parent (mum or dad),
what job the son or daughter has chosen, why the parent doesn’t agree and how the child will try to
persuade her / him.
- Let Ss practise their conversations in pairs.
- Walk round the class and provide help when necessary.
- Invite some pairs to role-play their conversations in front of the class. The others listen and give
comments on their peers’ performance.
- Give feedback and add bonus points for good effort and fluent delivery.

CLIL
TASK 3. 4 minutes
a. Objective: To help Ss learn about women's football through CLIL
b. Content: Task 1: Read the text and fill the timeline about women’s football.
c. Expected outcomes:
Key 1. 1890s 2. 1921 3. 1971 4. 1971 5. 1991
d. Organization:
Task 1: Read the text and fill the timeline about women’s football.
- Show some images of women playing football or display them on the board electronically.
- Ask Ss to look at the pictures and answer questions about them, e.g. Who are the women in the
pictures? What sport do they play?
- Elicit that Ss are going to read a text about women's football and fill the timeline using the
information given in the text.
- Explain or elicit any new or difficult words, if necessary, e.g. Which organisation do people join
together for a particular purpose? (association); What rule that says that something is not allowed?
(ban)
- Have Ss work individually to read through the text quickly and complete the timeline with the
information mentioned in the text.
- Ask Ss to check their answers with a partner.
- Check the answer with the class.

3. Production: 7 minutes
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a. Objective: To help Ss relate what they have learnt about women's football to Viet Nam.
b. Content: Task 2: Work in groups. Fill the timeline about women’s football in Viet Nam.
c. Expected outcomes: make a mindmap about women’s football
d. Organization:
Task 2: Work in groups. Fill the timeline about women’s football in Viet Nam.
- Show a video about Vietnamese women’s football team to show how women’s football in Vietnam
has developed: https://www.youtube.com/watch?v=9A-O_6A80a8
- Have Ss work in groups of four and look for information on the Internet to fill in the timeline about
women’s football in Vietnam, then make a mindmap using the information. They can add more
information if they want to.
- Call some groups to go to the board and present their mindmap.
- Ask Ss to give feedback to other groups’ mindmap and give the final comments.

* HOMEWORK: 2 minutes
Ask Ss to:
- Review the lesson Ss have learnt and prepare for the next lesson – Looking back and projec
- Do the exercises in workbook
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………
HANDOUT
ĐỀ KIỂM TRA 15 PHÚT NĂM HỌC 2022-2023
MÔN: TIẾNG ANH. LỚP 10
Thời gian làm bài: 15 phút

1. Choose the word which has a different stress pattern from that of the others.
A. machine B. answer C. mistake D. alone
2. Choose the word which has a different stress pattern from that of the others.
A. bulky B. handsome C. employ D. basic
3. Choose the answer which needs correcting.
Any bicycle brought onto school grounds should clearly babel with the owner’s name.
A. brough B. school C. should clearly babel D. owner's
4. Choose the answer which needs correcting.
Students enrolling for the first time will be charge 9 dollars per course.
A. enrolling B. the C. will be D. per
5. Both gender should be provided ....................equal rights to education, employment and healthcare.
A. from B. by C. with D. on
6. Choose the word which has a different stress pattern from that of the others.
A. pursue B. courage C. hobby D. standard
7. A study guide .................... by all Independent Study students.
A. must be purchase B. must purchased C. must be purchased D. must purchase
8. Choose the word which has a different stress pattern from that of the others.
A. accept B. inspire C. reveal D. workforce
9. The return of assignment, exams and final grades ................... by lecturers’ time.
A. could affected B. could be affected C. could affect D. could be affect
10. Modules ...................... in the minimum amount of time.
A. cannot always be completed B. cannot be completed always
C. can always be not completed D. can be not always completed
11. Jenny and Jim have been looking for a caretaker to look after their parents who are both old and sick
in their house.
A. test taker B. caregiver C. test giver D. checker
12. Many parents think that fast food .................. in schools.
A. should not sold B. should not be sell C. should be not sold D. should not be sold
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13. This beer can be served .................. beer steak.
A. from B. by C. with D.as
14. Dental appointments ................... so as not to conflict with school commitments.
A. should be arranged B. should not be arranged
C. should be arrange D. should not arrange
15. The afternoon meeting...................... because three of the five committee members unable to attend.
A. might postpone B. might postponed
C. might be postpone D. might be postponed
16. “The protestors couldn’t persuade the president to change the law” has the closest meaning to:
A. The president couldn’t be persuaded to change the laws.
B. The president couldn’t persuaded to change the laws.
C. The president couldn’t be persuade to change the laws.
D. The president couldn’t persuade to change the laws.
17. Taking part in social activities and interacting with different cultures widen their knowledge and
gradually .............… them.
A. nature B. mature C. future D. picture
18. In order to be .................... for this position, candidates must have not only an MA degree but also
work experience.
A. qualify B. quality C. qualified D. qualification
19. John: I suppose that worring mothers are good educators for their children - Mary:
“..................................”
A. I agree with you. They know little about educating.
B. I couldn’t agree more. They are able teach them at home.
C. That’s true. They don’t know how to teach their children.
D. Because educators are teachers.
20. Choose the word which has the same meaning as the first one.
In some companies, it is suggested that female officers should be supported by their male co-workers.
A. colleges B. colleagues C. villages D. collectors

Keys:
1. B 2. C 3. C 4. C 5. C 6. A 7. C 8. D 9. B 10. A
11. B 12. C 13. C 14. C 15. A 16. D 17. B 18. C 19. B 20. B

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Date of preparation: January 14th, 2023

UNIT 6 : GENDER EQUALITY Total number of periods: 8 (from 55 to 62)

Lesson: LOOKING BACK & PROJECT Period: 62

I. OBJECTIVES
By the end of this lesson, Ss will be able to achieve all the goals set in the following areas.
1. Knowledge
- Review the vocabulary and grammar of Unit 6
- Apply what they have learnt (vocabulary and grammar) into practice through a project
2. Core competence
- Develop communication skills and creativity
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Develop presentation skills
3. Personal qualities
- Understand more about students’ career choices
- Develop self-study skills
II. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 6, Looking back and Project
- Computer connected to the internet
- Projector/ TV/ pictures and cards, Handouts
- sachmem.vn
III. PROCEDURES
1. Warm up: Game - Last man standing (5 minutes)
a. Objective: To revise the vocabulary related to the topic and lead in the next part of the lesson.
b. Content: Major words and phrases of Unit 6
c. Expected outcomes: Words and phrases of Unit 6
d. Organization:
- Announce that Ss will compete individually.
- Ask every student to take turns saying one word/grammar point they have learned so far in Unit 6, then
write it on the board. Ss will be eliminated from the game if they repeat what was said or cannot
remember anything else.
- After the whole class has finished, go back to the first S until there is only one S left.
- Announce the winner.
- Have Ss discuss the vocabulary and grammar points on the board and add more if necessary.
- Review everything and give comments

2. Presentation & practice: ( 15 minutes)

PRONUNCIATION: Listen and mark the primary stress in the words in bold. Then practise saying the
sentences. (5 minutes)
a. Objective: To help Ss revise stress in three-syllable adjectives and verbs
b. Content: Listen and mark the primary stress in the words in bold.
c. Expected outcomes:
Key + Audio script – Track 50:
1. The surgeon’s job is quite 'difficult.
2. Soviet cosmonauts learnt how to 'parachute to safety.
3. I’m proud of my sister. She’s studying at a 'medical school.
4. We need to con'tinue fighting for equal rights.
d. Organization:
VOCABULARY: Do the crossword. Use the words you have learnt in this unit. (5 minutes)
a. Objective:To help Ss revise topic-related words.
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b. Content:
Task 2: Do the crossword. Use the words you have learnt in this unit.
c. Expected outcomes:
Key: 1. kindergarten 2. gender 3. surgeon 4. equal 5. treat
d. Organization:
- Ask Ss to do the crossword, using the words they have learnt in the unit.
- Have Ss read each sentence and guess the word that best completes it. T remind Ss that they should also
refer to the number of letters of each word in the crossword.
- Let Ss compare their answers with a partner.
- Check the answers as a class.
GRAMMAR: (5 minutes)
a. Objective: To help Ss revise the use of the passive voice with modals.
b. Content: Task 3: Each of the following sentences has a mistake. Underline it and write the correct
word(s) in the space given.
c. Expected outcomes:
Key: 1. One paragraph about gender equality ought to write by each student. → ought to be written
2. Action to stop domestic violence must take immediately. → must be taken
3. Should all people be provide with equal access to information? → be provided
4. Young girls mustn’t force into marriage. → mustn’t be forced
5. Can men and women given equal opportunities in the workplace? → be given
d. Organization:
- Ask Ss to read each sentence and decide on the mistake and correct it.
- Have Ss work individually to find the mistakes and correct them. T walks round the class to provide
help if necessary.
- If time allows, Ask Ss to work in pairs to compare answers.
- Check answers as a class and have Ss explain why each sentence is wrong.

4. Production: PROJECT (20 minutes)

a. Objective:To provide an opportunity for Ss to develop their communication and collaboration skills, and
to practice reporting survey results in an oral presentation.
b.Content:
The presentation includes the following information about students’ future jobs:
– class
– number of students surveyed (boys, girls)
– consolidated numbers of each job for each gender (boys, girls)
– other jobs (boys, girls)
– good use of charts, graphs or other diagrams to consolidate survey results
– well-formulated conclusions (e.g. most / least popular jobs for each gender and reasons)
c. Expected outcomes: Students can make a plan, develop their research and collaboration skills, and practise
giving an oral presentation.
d. Organization:
- Have Ss work in their groups and gives them a few minutes to get ready for the presentation.
- Give Ss a checklist for peer and self-assessment, and explain that they will have to tick (√) the
appropriate items while listening to their classmates’ presentations and write comments if they have any.
The presenters should complete their self-assessment checklist after completing their presentation.
- If necessary, go through the criteria for assessing their talk to make sure Ss are familiar with them.
Suggested checklist:
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 visual to show the survey results.
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- The presenters concluded their talk appropriately.
- Invite two or three groups to give their presentations.
- Give praise after each presentation, and encourage the rest of the class to ask questions at the end.
- Ask Ss to give peer comments and fill in the self-assessment checklist, then give the final feedback.

* HOMEWORK: (5 minutes)
Ask Ss to:
- Do workbook exercises
- Prepare for the next lesson: Unit 7 (Getting started)
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: January 15th , 2023

UNIT 7: VIETNAM AND INTERNATIONAL ORGANIZATIONS

Total number of periods: 8 (from 63 to 70)
Lesson 7: GETTING STARTED Period: 63

I. OBJECTIVES
By the end of this unit, Ss will be able to acquire all the knowledge, competency and qualities as
follow.
1. Knowledge
- Gain an overview of the topic Viet Nam and international organisations
- Identify and use words and phrases related to the topic Viet Nam and international organisations
- Identify and use comparative and superlative adjectives.
2. Competence
- Develop communication skills and creativity
- Develop communication skills and problem-solving skills
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop an awareness of activities of international organisations
- Be respectful towards all nations
II. TEACHING AIDS AND MATERIALS
III. PROCEDURES
1. Warm up: 7 minutes
Review some of the target words Ss have learnt in the previous unit by having them play a game: Hot
Potato or Passing the Ball.
a. Objectives : To create a friendly and lively atmosphere in the classroom
b. Content: To review previously learnt vocabulary
c. Expected outcomes: Vocab. Note: international organisation: one that includes members from more than
one nation. Some international organizations are very large, such as business corporations
d. Organization:
- Bring a ball to class. Have Ss stand in a circle or two rows facing each other and set a time limit for
the game. Throw the ball to one student and have him / her call out one target word or phrase from Unit
6.
- Lead into the topic of the unit, Viet Nam and international organisations, by preparing some quiz
questions to check Ss prior knowledge, e.g. * What is an international organisation?
Can you name some international organisations? UN (United Nations), UNICEF (United Nations
Children’s Fund), WTO (World Trade Organisation), WHO (World Health Organisation), … What are
the two types of international organisations? (governmental and non-governmental), What is the role
of international organisations? (to maintain international peace and stability, and help states cooperate)
- Ask Ss to open their books at page 76. Draw their attention to the unit overview and briefly introduce
the language and skills points, the communication and culture / CLIL topics, and the project.

2. Presentation + Practice: 36 minutes

Activity 1: Presentation (10 minutes)
a. Objectives: - To introduce the unit topic (Viet Nam and international organisations);
- To introduce some vocabulary and the grammar points to be learnt in the unit.
b. Content: Listen and read
c. Expected outcomes: Audio script - Track 51: See page 135, Teacher’s book
d. Organization:

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- Set the context for listening and reading the conversation. Have Ss look at the logos of the international
organisations and ask questions to elicit what Ss know about them, e.g. What do you know about . . . ?
What is its goal or role? Is Viet Nam a member of it?
- Encourage Ss to give answers, but do not confirm whether their answers are right or wrong.
- Play the recording twice for Ss to listen and read along. Have Ss underline the information related to
international organisations while they are listening and reading.
- Put Ss in pairs and have them compare the words and phrases they have underlined and discuss their
meanings. Then check comprehension as a class.
- Call on several Ss to read the texts aloud.

Activity 2: Practice (6 minutes)

a. Objective: To check Ss’ comprehension of the texts
b. Content: read the text again and choose the correct answer
c. Expected outcomes: Key: lA 2B 3C
d. Organization:
- Ask Ss to work in pairs. Have them read each question carefully to choose the best answer. Then ask
them to read the texts and find evidence to support the answers.
- Have Ss share their answers with the class.
- Confirm the correct answers.
* Extension: Ask Ss some additional comprehension questions to check understanding of other parts of
the texts, e.g. When was UNICEF/ UNDP/ WTO formed? Whats the UNZs main goal? When did Viet
Nam become a member ofthe UN/ UNICEF/UNDP/ WTO?

Activity 3: Practice (5 minutes)

a. Objective: To introduce or revise words related to activities of international organisations
b. Content: Find the words in the text that mean the following
c. Expected outcomes:
1. Peacekeeping 2. harm 3. expert 4. Investors
d. Organization
- Ask Ss to scan the four texts (A, B, C and D) to find the words matching the meanings given.
- In weaker classes, go through the definitions and elicit the parts of speech Ss need to look for in the
texts.
- Have Ss compare their answers in pairs. Confirm the correct words.

Activity 4: Practice (5 minutes)

a. Objective: To help Ss recognise comparative and superlative adjectives
b. Content: Complete the sentences with the words and phrases in 1
c. Expected outcomes:
l. more active 2. the most disadvantaged 3. better
4. largest 5. more attractive
d. Organization
- Have Ss read each sentence and try to recall the comparative or superlative adjectives used in the
texts.Then ask them to read through the texts and find the correct words and phrases.
- Check answers. First ask the class to call out the comparative or superlative adjectives only, then call on
individual Ss to read the complete sentences.
- Tell Ss that they will learn more about this grammar point in the following lesson.

3. Production: (10 min)

a. Objective: To help Ss recognise comparative and Superlative adjectives
b. Content: Play a game
c. Expected outcomes: Students’ work
d. Organization:
- Divide Ss into four teams and divide the board into four parts. Assign an organisation to each team.
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- Give Ss one minute to read their assigned text and try to remember as many words as possible. Then
have Ss close their books.
- Give a board pen to each group. Ask Ss of a team take turns to write as many key words related to the
assigned organisation as he/she can remember. Set a time limit.
- When the time is up, ask Ss to open their books and count their correct words. The team with the most
correct words is the winner.
- In stronger classes, have teams also explain the meanings of the words by giving simple definitions or
examples.

HOMEWORK:
- Ask Ss to review the vocabulary they’ve learnt in this lesson and practise making sentences with these
lexical items.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: January 15th , 2023

UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS

Total number of periods: 8 (from 63 to 70)
Lesson: LANGUAGE
Period: 64
I. OBJECTIVES
By the end of this lesson, Ss will be able to do things as follow.
1. Knowledge
- Pronounce words with more than three syllables with correct stress;
- Understand and use words and phrases related to international organisations;
- Use comparative and superlative adjectives
2. Competences
- Access and consolidate information from a variety of sources
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities/ Attributes
- Develop an awareness of international organisations
- Be respectful towards all nations
II. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 7, Language
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1.WARM UP: 5 minutes
ACTIVITY 1: Playing Games
a. Objectives:
- To get Ss interested in the topic.
- To activate Ss’ knowledge of the lesson.
b. Content: Game: I dare you!
c. Outcomes: Words Ss can find in the dictionary, on the Internet… inter’national, organi’sations,
application, economic, possibility, indepenent
d. Organization:
Game: I dare you!
- Ask Ss to split into two teams.
- Tell Ss the rule: Each round a representative from one team (e.g. Team 1) rolls a dice and gets a
number (1-6).
The opposing team (e.g. Team 2) will find a word with that number of syllables (in the dictionary, on
the Internet…) and “dare” Team 1 to guess the correct stress position. Each correct answer equals 1
point.
- Have Ss discuss the given words and whether there is a rule for the position of word stress.
- Comment and lead in the lesson.

2. PRESENTATION AND PRACTICE (30 minutes)

PRONUNCIATION
ACTIVITY 2: Reading Tips box
a. Objective: To help Ss understand the concept and identify the stress in words with more than three
syllables
b. Content: stress in words with more than three syllables
c. Outcomes: tips to identify the stress in words with more than three syllables.
d. Organization:
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- Ask Ss to read the Tips box in the textbook and explains more if necessary.
Some long words have a secondary stress which is much weaker than the primary stress. Example:
ˌecoˈnomic
In dictionaries, primary stress is marked with a raised vertical line and secondary stress is marked with
a lowered vertical line at the beginning of the stressed syllable.
- Let Ss watch a tutorial video and repeat after the speaker.
Link: https://www.youtube.com/watch?v=65wx9_zmuqQ
- Have Ss discuss more tips to identify the stress in words with more than three syllables.
- Give feedback and comment if necessary

ACTIVITY 3: Listening and repeating

a. Objective: To help Ss recognise and practise stress patterns in words with more than three syllables.
b. Content: Listen and repeat. Pay attention to the syllable with the primary stress.
c. Outcome: Ss can listen and repeat after each sentence in the recording, paying attention to the stressed
words in the sentences.
d. Organisation:
- Play the recording and ask Ss to listen and repeat.
- Ask Ss to pay attention to the syllable with the primary stress.
- Let Ss practice pronouncing the words in pairs.
- Play the recording as many times as necessary.
- Check whether Ss can pronounce these words correctly by randomly calling on some Ss to read the
words aloud.

ACTIVITY 4: Listening, marking the primary stress in the words in bold and then practising saying
the sentences.
a. Objective: To help Ss recognise stress in words with more than three syllables and practise saying
sentences containing such words
b. Content: Listen and mark the primary stress in the words in bold. Then practise saying the sentences.
c. Outcomes:

1. Viet Nam is a member of different inter’national organi’sations.

2. Our responsi’bility is to help the most disad’vantaged children.
3. This organi’sation aims to promote environ’mental protection.
4. UNICEF aims to create edu’cational oppor’tunities for all children.
d. Organization:
- Play the recording for Ss to listen and put a mark (') before the syllable with the primary stress in the
words in bold.
- Ask Ss to work individually.
- Explain that Ss are only required to mark the primary stress.
- Have Ss work in pairs to compare their answers.
- Ask individual Ss to write the words on the board and mark the stress. In stronger classes, challenge
Ss to mark the secondary stress as well.
- Check the answer by playing the recording again pausing after each sentence. Ss repeat and practice
speaking the sentences in pairs.

VOCABULARY
ACTIVITY 5: Revising vocabulary
a. Objective: To revise new vocabulary items related to international organisation
b. Content: Task 1: Match the words in bold with their meanings in the box.
c. Outcome: 1. C 2. D 3. A 4. E 5. B
d. Organisation:
- Ask Ss to work in pairs.
- Let Ss study and discuss the context clues in the sentences, and work out the meanings of the words.
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- Call on one student to read a word aloud and another student to read its meaning.
- Check the answer.

ACTIVITY 6: Completing the sentences.

a. Objective: To give Ss practice in using the words in meaningful contexts.
b. Content: Task 2: Complete the following sentences with the correct form of the words in Task 1.
c. Outcomes: 1. promote 2. welcomes 3. commit 4. aims 5. enter
d. Organization:
- Have Ss work in pairs.
- Ask Ss to read the sentences carefully and decide which of the words in bold in Task 1 can be used to
complete each of the sentences.
- Remind Ss to use the context clues to help them decide on the word.
- Ask individual Ss to call out the words they have used in each sentence first.
- Confirm the correct answers.
- Ask Ss to give reasons why they have chosen the word for each sentence

GRAMMAR
ACTIVITY 7: Choosing the best answers.
a. Objective: To give Ss an opportunity to revise comparative and superlative adjectives
b. Content: Task 1: Choose the best answers. (Grammar: Comparative and superlative adjectives)
c. Outcomes: 1. easier 2. more attractive 3. less competitive 4. the most popular
d. Organisation:
- Tell Ss to look at the sentences in 4 in Getting Started and asks them how comparative and
superlative adjectives are used in these sentences.
- Ask Ss to look at the Remember! box and carefully study the rules for using comparative and
superlative adjectives.
- Ask Ss to look at sentence 3 and check understanding, e.g. What are ‘less’ and ‘least’? (the irregular
comparative and superlative forms of little), How are they used? (used with long adjectives: less / least
interesting).
- Have Ss work in pairs or individually to choose the correct form of the adjective in each sentence.
- Ask Ss to explain their choices, e.g. In sentence 1, the context clues (WTO rules, smaller member
countries) suggest the correct choice here must be a comparative form (easier).
- Check the answer with the class.
- Give feedback

ACTIVITY 8: Making sentences.

a. Objective: To give Ss more practice in using comparative and superlative adjectives
b. Content: Task 2: Write another sentence using the word(s) in brackets. Make sure it has the same
meaning as the previous one.
c. Outcomes:
1. This city is the most popular place for foreign visitors.
2. In many supermarkets, imported goods are cheaper than locally produced goods.
3. The United Nations is the largest international organisation.
4. Our country is more active on the international stage today than it was in the past.
d. Organization:
- Have Ss read the instruction carefully and checks to make sure they all understand what the activity
involves.
- Ask Ss to work in pairs to write the sentences.
- Ask some Ss to write the sentences on the board.
- Comment and confirm the correct answers.

3. PRODUCTION: (7 minutes)
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ACTIVITY 9: Game: 20 questions
a. Objective: To give Ss opportunities to produce learned language by themselves.
b. Content: names of countries and international organisations
c. Outcomes: Ss’ game results
d. Organization:
- Give each S a piece of paper with the name of a country/international organisation on it. Ss form
pairs and stick their piece of paper on their partner’s head.
- Have Ss ask their partner 20 questions (maximum) as clues to find out which country/international
organisation name is written on their head.
- Let Ss use comparative/superlative adjectives, and are encouraged to use learned vocabulary about
international organisations.
- If necessary, Play a demo game with a S for the class to watch before playing.
- Reveal all the country names and international organisation names at the end of the game.
- Summarize the game results and give a prize for the S who can guess correctly the fastest.

HOMEWORK
Ask Ss to:
- Draw a mindmap to summarise what you have learnt.
- Prepare for the next lesson: Reading.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: January 25th , 2023

UNIT 7: VIETNAM AND INTERNATIONAL ORGANIZATIONS

Total number of periods: 8 (from 63 to 70)
Lesson: READING Period: 65

I. OBJECTIVES:
By the end of this lesson, Ss will be able to achieve all the goals set in the following areas.
1. Knowledge:
- Read for specific information in a text about UNICEF’s support for Viet Nam’s education
- Apply reading strategies to guess the meanings of words from context
2. Competences:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skills
3. Personal qualities/ Attributes:
- Understand more about the UNICEF programmes and UNICEF’s support for Viet Nam’s education
- Develop a respectful and appreciative attitude
II. TEACHING AIDS AND MATERIALS:
- Grade 10 textbook, Unit 7, Reading
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Warm up: Abbreviation game (5 minutes)
a. Objectives
- To introduce the topic of reading.
- To activate Ss’ knowledge of the topic
b. Content:
-The full names of some organizations.
c. Expected outcomes:
- WFF (World wild fun for nature), UNESCO (United Nations Educational Scientific and Cultural
Organization), UNICEF (United Nations International Children's Emergency Fund), WHO (World Health
Organization), UN (United Nations), FIFA (international association football federation), …
d. Organization:
- Show a list of international organization names in abbreviations from Getting started (UN, WTO, UNDP,
UNICEF).
- Ss play in two teams to guess the full names of those organisations. The team with the faster correct answer
wins one point.
- Give bonus points for any team that could state what these organisations do and ask which organisation is
related to Ss the most, drawing attention to UNICEF.
- Give comments and introduces the lesson.

2. Pre-reading: (10 minutes)

a. Objectives:
-To provide students with some lexical items before reading the text.
-To introduce the topic of the reading and get Ss involved in the lesson.
b. Content:
- Vocabulary related to the topic.
- Answers.
c. Expected outcomes:

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- Vocabulary: students can know some lexical items related to the topic of the reading before reading
the text and be involved in the lesson.
- Task 1: a, c, d
d. Organization:
*Vocabulary:
- Ask students to look at the explanation and the photos to guess the meaning of new words.
1. aim (v)
2. disadvantaged (adj.)
3. equal (adj.)
4. challenge (n)
- Have students say the Vietnamese meaning of the word.
- Call on other students correct if the previous answers are incorrect.
- Show the Vietnamese meaning, say the words aloud and ask students to repeat them.
*Task 1: Work in pairs. Which of the following do you think UNICEF does to support Viet Nam’s
education?
- Show some pictures of UNICEF’s activities in the book and ask questions for Ss to engage with the topic.
e.g. What do you know about UNICEF’s activities in Viet Nam?
Look at the picture. What does UNICEF do to support children here? (The children in the picture may
face difficulties in their lives: some of them are disabled,... but they all look very happy. They may have
some help from UNICEF.)
- Let Ss look at the activities, and work in pairs to discuss and choose the ones that UNICEF does to support
Viet Nam’s education.
- Check answers as a class and asks Ss to explain why b is not the correct answer, e.g. UNICEF provides
opportunities for children to attend school and learn skills for the job market, but it doesn't find jobs for
children.
- Confirm the correct answer.

3. While-reading: (15 minutes)

a. Objectives:
-To help Ss practise guessing the meanings of word in context.
-To help Ss practise reading for specific information.
b. Content:
-Read and circle the correct words.
-Read and answer the questions.
c. Expected outcomes:
-Task 2: 1.a, 2.b, 3.a, 4.c
-Task 3:
1. To create opportunities for them to attend school, learn and succeed.
2. Education for Disadvantaged Young People.
3. Providing Education Opportunities for Children with Disabilities.
4. To better prepare children for the challenges in the future
d. Organization:
Task 2: Read the text and circle the correct meaning of the highlighted words.
- Tell Ss to pay attention to the context of each highlighted word, then look at the multiple-choice exercise.
- Ask Ss to work individually to read the text and guess the meaning of each of the words, based on the
context.
- Have Ss work in groups to discuss the clues for each correct option and compare answers.
- Check answers by having individual Ss call out the correct option.
Task 3: Read the text again and answer the following questions.
- Ask Ss to read the questions and underline the key words in each of them.
- Check the key words Ss have underlined
e.g.
1. UNICEF, particularly, aim to do, children, Viet Nam;
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2. programme, helps, disadvantaged teenagers, continue, education;
3. programme, supports, disabled teenagers;
4. aim, Improving Learning Achievements programme.
- Let Ss work individually to read through the text to locate the information that can help them answer these
questions.
- Ask Ss to work in pairs or groups to compare answers.
- Check answers as a class.

4. Post-reading: (10 minutes)

a. Objective:
-To help Ss use the ideas and language in the reading to talk about their own community.
b. Content:
- Discuss which of these programmes can be the most useful for people in their local area and explain why.
c. Expected outcomes:
- Students’ presentation. (I am living in a pretty well-developed area, so I believe that the programme
Improving Learning Achievements can be the most useful for my local community. Young people in my
community are able to go to school, and they really need to be supported with their future. If their learning
achievements are improved and they are prepared necessary skills and knowledge to work, they will surely
succeed in a fast-changing world when leaving school.)
d. Organization:
Task 4: Work in groups. Discuss the following questions: Which of the UNICEF’s education
programmes mentioned in the text do you think can be the most useful for your local community? Why?
- Ask Ss to read the text again and focus on the UNICEF’s programmes mentioned in the text.
- Let Ss work in groups to discuss which of these programmes can be the most useful for people in their
local area and explain why.
- Have Ss vote on the most useful programmes and discuss as a class.
- Tell Ss that there are no right or wrong answers and encourage them to freely express their opinions.
- Invite Ss from different groups to present a summary of their discussions to the class.
- Give the final comments on the discussion.

* HOMEWORK: (5 minutes)
- Workbook exercises
- Project preparation.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: February 2nd, 2023

UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS

Total number of periods: 8 ( from 63 to 70)
Lesson: SPEAKING
Period: 66
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Understand how to express opinions
- Discuss and express opinions about a project or a programme that can benefit their local area
2. Core competences:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skills
3. Personal qualities/Attributes:
- Understand more about programmes for communities
- Develop self-study skills
II.TEACHING AIDS AND MATERIALS
Grade 10 textbook, Unit 7, Speaking
Computer connected to the internet
Projector/ TV/ pictures and cards
sachmem.vn
III.PROCEDURES:
1.Warm-up: Quiz (5 mins)
a.Objectives:
- To introduce the topic of the lesson
- To activate Ss’ knowledge of the topic
b.Content:
T lets Ss do a small quiz by UNICEF about child rights.
Link: https://create.kahoot.it/pages/32c22a99-b815-4a16-8bf1-ec2915c82986?_=1571351723
c.Expected outcomes:
Ss’ presentation.
d.Organization:
- Let Ss do the quiz individually for up to 4 minutes. If there is no Internet connection, T prints out the
quiz questions beforehand.
- Ask Ss to discuss their results and whether they found something new about child rights, as well as what
can be done to help children.

2. Pre- speaking: (7 mins)

a.Objective:
To help Ss recall information from the reading text and introduce expressions for the speaking tasks
b.Content:
Talk about international organisations, and their programmes or projects in Viet Nam.
c. Expected outcomes:
1. b 2. c 3. a.
d.Organization:
Task 1: Complete the conversation about a UNICEF programme with the sentences in the box.
Then practise it in pairs.
- Ask Ss what they have learnt so far about international organisations, and their programmes or projects
in Viet Nam. T encourages Ss to name the programmes that they have learnt about in the Reading lesson.
- Go through the questions and answers to check understanding.
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- Have Ss work individually to match them.
- Ask one S to read the question and another the correct answer.
- Confirm the answer and have Ss practise the conversation in pairs

3. While - speaking: (7 mins)

a.Objective:
To introduce more ideas for the main speaking task through an information gap activity
b.Content:
Complete the missing information in their table
c. Expected outcomes:
Conversation 1:
Student A: What is the name of the UNDP project?
Student B: It’s called Poverty Reduction.
Student A: What does it focus on?
Student B: It focuses on reducing poverty and developing economy in disadvantaged areas.
Student A: What are the activities of this project?
Student B: It aims to provide technical support and helps develop solutions to local issues.
Conversation 2:
Student B: What is the name of the UNICEF programme?
Student A: It’s called Vaccines for Children.
Student B: What does it focus on?
Student A: It focuses on protecting children with life-saving vaccines.
Student B: What are the activities of this programme?
Student A: Its activities include educating people about the benefits of vaccines and vaccinating as many
children as possible.
d. Organization:
Task 2: Work in pairs. Student A looks at the table below. Student B looks at the table on page 85.
Ask each other the questions in 1 to complete your table.
- Ask Ss to look at the instructions and make sure they understand this is an information gap activity. T
demonstrates using the example exchange about the first piece of information.
- Put Ss in pairs and each student gets a role (A or B) to complete their table by asking each other
questions.
- Give Ss some time to prepare the questions for their partners.
- Remind Ss B to look at their tables on page 85.
- Have Ss work in pairs to do their conversations and complete the missing information in their table
without looking at their partner’s table.
- Invite several pairs to role-play their conversations in front of the class, then have them read the
information in their tables.
- Confirm the answer

4. Post- speaking: 18 mins

a.Objective:
To give Ss an opportunity to personalise the topic and express their own opinions about the benefits
of a programme or project
b.Content:
Talk about UNICEF programme
c. Expected outcomes:
Ss’presentation
d. Organization:
Task 3: Work in groups. Discuss and decide which programme or project in Task 1 and 2 will bring
more benefits to people in your local area. Then share your ideas with the whole class.
Debate:
- Ask Ss to read the instructions and the example discussion to make sure they understand what to do.
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- Introduce some useful expressions for Ss to use in their speaking.
- Ask Ss to think about the programme or project in 2, and discuss in groups to decide which one will
benefit their local area more.
- Put one group that has chosen the UNICEF programme into one team and one group that has chosen the
UNDP project into another team.
The two teams debate which one is better for their local area, and the rest of the class vote for the most
convincing team.
- Tell Ss they have five minutes to prepare their arguments and assign roles to team members, e.g. who to
open and close the debate, when to speak and what arguments to present.
- If time allows, Call two other groups to debate in front of the class.
- Ask the class for peer feedback then gives comments.

* Homework: 5ms
To review the lesson they have learnt and prepare for the next lesson
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: February 6th, 2023

UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS

Total number of periods: 8 ( from 63 to 70)
Lesson: LISTENING Period: 67

I. OBJECTIVES
By the end of this lesson, Students (Ss) will be able to:
1. Knowledge
- Listen for specific information in a conversation about Viet Nam’s foreign relations
- Identify and use lexical items related to international relations
2. Core competence
- Develop communication skills and problem-solving skills
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities/ Attributes:
- Develop an awareness of Viet Nam’s foreign relations
- Be respectful towards all organizations
II.TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 7, Listening
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III.PROCEDURES:
1.Warm-up: Quiz (5 mins)
a.Objectives:
- To activate Ss’ knowledge on the topic of the lesson
- To lead into the new lesson
b.Content: play a game
c. Expected outcomes: Ss’presentation
d. Organization:
Game: To be or not to be
- Show a list of international organizations, one by one.
- Ask Ss to stand up if they think Vietnam is a member of that organization, or stay seated if they think
Vietnam isn’t.
- Have Ss get eliminated if they have one answer wrong. The Ss who have the most correct answers win
the game.
United Nations Organization (UN) - yes
World Trade Organization (WTO) - yes
International Monetary Fund (IMF) - yes
The World Bank - yes
South Asian Association for Regional Cooperation (SAARC) - no
Association of South East Nations (ASEAN) - yes
Organization for Economic Cooperation & Development (OECD) - no
Asian Infrastructure Investment Bank (AIIB) - yes
New Development Bank (BRICS Development Bank) - no
G-77 – Group of 77 - yes
- After the game, show all the answer again. Ss discuss the function of each organization and list more
international organizations that Viet Nam is a member of, e.g. UN, WHO, WTO, APEC, ASEAN.
- Give comments and introduce the lesson.

2.Presentation:8 mins
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a.Objective:
To introduce the topic of the listening and get Ss involved in the lesson
b.Content: statements are true about Viet Nam's foreign relations.
c. Expected outcomes:
1, 2, 4 – true
d. Organization:
Task 1: Work in pairs. Discuss which of the following statements are true about Viet Nam's foreign
relations.
- Ask Ss to name the international organizations that they learnt about in this lesson or know about
(United Nations (UN), World Health Organization (WHO), World Trade Organization (WTO), Asia-
Pacific Economic Cooperation (APEC), Association of SouthEast Asian Nations (ASEAN)).
- Elicit or explain the concept of foreign or international relations, e.g. relations or interactions between
independent states or nations.
- Have Ss work in pairs to discuss and decide which of the statements in the book are true about Viet
Nam’s foreign relations.
- Ask some individual Ss to explain or provide evidence why their chosen statement is not true.
- Check answers as a class.

2.Presentation:15 mins
a.Objective:
To help Ss practice listening for specific information
b.Content:
Listen to a conversation about Viet Nam’s foreign relations
c. Expected outcomes:
Task 2
1. T 2. F (more than 650) 3. F (more active in international and regional events as well) 4. T
Task 3:
1. international 2. reliable partner 3. participate 4. economic
d. Organization:
Task 2: Listen to a conversation about Viet Nam’s foreign relations. Decide whether the following
statements are true (T) or false (F).
- Have Ss read each of the statements and underline key words, e.g. (1. member, more than, 60; 2. 650,
non-governmental; 3. more active, international, regional; 4. selected, first training center, peacekeeping
activities, Southeast Asia).
- Tell Ss to pay more attention to these words and phrases, and the context around them. Remind Ss that
the statements may include paraphrased or different information from what they hear in the recording so
they should listen for synonyms, antonyms or phrases with similar meanings.
- Ask Ss to work individually to listen and decide whether each statement is true or false.
- Have Ss compare their answers in pairs / groups.
- Checks answers as a class and confirm the correct ones, inviting individual Ss to explain why each
statement is true or false, and correct the false sentences.
- Let Ss listen again, pausing at the places where Ss can find the information.
Task 3: Listen to the conversation again and complete each sentence with no more than TWO
words from the recording.
- Ask Ss to read the instructions and make sure they understand that they only need to write no more than
two words on each blank.
- Have Ss look at each sentence and make predictions, e.g. part of speech, one or two words, meanings of
the missing words.
Explain that Ss may hear a different sentence structure, but the word/phrase needs to be the same as the
one on the recording.
- Have Ss listen again and complete the missing information individually.
- Let Ss compare their answers in pairs or groups.
- Check answers as a class by asking Ss to call out the missing words/phrases or write them on the board.
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- Let Ss listen again, pausing the recording at the relevant parts.
4.Production: 18 mins
a.Objective:
To help Ss apply the language they have learnt in the listening in a speaking task.
b.Content:
the benefits for Viet Nam as a member of international organizations
c. Expected outcomes:
Ss’presentation
d. Organization:
Task 4: Work in groups. Discuss the following questions.
Which of the following are the benefits for Viet Nam as a member of international organizations?
Can you add more?
- Ask Ss to list the key information from the recording about Viet Nam’s international relations.
e.g. Viet Nam is open to foreign relations. It is a friend and a reliable partner in the international
community. It has become more active in international and regional activities. Viet Nam is also a member
of different trade organizations. This helps to increase trade with other countries and attract more foreign
investors. Vietnam's position in the world has improved.
- Have Ss work in groups. Each group chooses one international organization and makes a mind map to
identify the benefits that VietNam has gained as a member of that international organization. Ss can use
the ideas mentioned in the recording (e.g. gaining many economic benefits, position in the world has
improved) or come up with their own ideas, e.g. selling Vietnamese products in many foreign markets.
- Ask Ss to put up their mind map as an exhibition around the classroom. If time allows, T asks some
groups to present their mind maps to other classmates.
- Give feedback on the groups’ performance.

* Homework: 5 mins
To help Ss memorize the target language and skills that they have learned.

* EVALUATION AND ADJUSTMENT (IF ANY)

………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: February 15th, 2023

UNIT 7: VIETNAM AND INTERNATIONAL ORGANIZATIONS

Total number of periods: 8 (from 63 to 70)
Lesson 7: WRITING Period: 68

I. OBJECTIVES
By the end of this unit, Ss will be able to acquire all the knowledge, competency and qualities as
follow.
1. Knowledge
- Use lexical items related to the topic International organizations
- Write a paragraph about the benefits for Viet Nam as a member of international organisations
2. Competence
- Access and consolidate information from a variety of sources
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop an awareness of Viet Nam's participation in international organizations
- Be respectful towards all international organizations

II. TEACHING AIDS AND MATERIALS

- Grade 10 textbook, Unit 7, Writing
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Warm-up (6 minutes)
a. Objective : To help Ss develop ideas for their writing and provide more useful words and phrases
b. Content: Complete the following sentences. Use the words in the box.
c. Expected outcomes: l.popular 2. cultural 3.opento 4.easier 5. international 6.experiencing.
d. Organization:
- Ask Ss to read the words in the word box and the sentences, and check understanding. Elicit the
meanings of any words they don’t know.
- Have Ss complete the activity individually.
- Then ask them to compare their answers in pairs / groups.
- Check answers by asking individual Ss to read the complete sentences.

2. Pre- writing : 10 minutes

a. Objective
To help Ss develop more ideas for their writing and organise them in a diagram
b. Content:
Complete the following diagram. Use the ideas in 1 and your own ideas
c. Expected outcomes:
a/b: 2/6 c/d: 3/5 C: Students’ answers e/f: Students’answers
d. Organization:
- Ask Ss to read the incomplete conversations and checks comprehension by asking questions, e.g. - Ask
Ss to look at the diagram about the benefits that membership of international organisations brings to Viet
Nam. Tell Ss to study the two given benefits carefully and think about any examples or details to support
each one. Encourage Ss to think of another benefit and examples to support it.
- Have Ss refer back to the previous activity and choose suitable information (examples / details) to
complete this diagram.
- Ask Ss to compare their answers in pairs or groups.
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- Check answers as a class. Draw the diagram on the board and invite individual Ss to complete it.
* Extension: Divide Ss into four groups and assign each group one of the international organisations
they have learnt about in the unit. If Ss are familiar with other organisations, increase the number of
groups. Give each group five minutes to discuss the benefits for Viet Nam of being a member of their
organisation, e.g. WTO: cheaper imports, improved access to world markets, economic growth.
Encourage them to make notes. Have groups present them to the rest ofthe class.

3. While- writing (20 minutes)

a. Objective:
To help Ss practise writing a paragraph about benefits for Wet'Nam as a member of intemational organisations
b. Content:
Write a paragraph (120- 150 words) about the benefits for Vietnam as a member of international organization.
Use the information in the diagram in 2
c. Expected outcomes:
Sample answer: See page 147, Teacher’s book
d. Organization:
- Ask Ss to write a paragraph (120-150 words), based on the information in the completed diagram in 2.
- Set a time limit for the task. Walk round the class to give further support if needed.
- When Ss finish writing, give them time to check their paragraph.
- Put Ss in pairs and ask them to swap their paragraphs for peer review. Encourage Ss to revise their
paragraphs and correct any mistakes in their final draft.
- Collect Ss’ writing to mark and provide written feedback in the next lesson.
4. Production: 7 minutes
a. Objective: To give Ss an opportunity to recognise the common mistakes so that they can avoid in
writing
b. Content: Students can recognise the common mistakes and know how to correct and avoid similar
mistakes next time.
c. Expected outcomes: Ss can avoid common mistakes and use language correctly
d. Organization:
Peer Correction:
- Ask Ss to face to face feedback in private by using these marking symbols in writing
- Have Ss to return their partner’s writing and let them correct themselves.
- Go round to offer help.
Class Correction:
- Collect one of Ss’s paragraphs to correct in front of the class
- Write Ss’ common mistakes on the board, ask Ss to check whether they make the same mistakes in
their writing.
- Call on some Ss to correct those mistakes as a class.
- Collect Ss’ writing and provide written feedback in the next lesson.
(In weaker classes, Provide some suggested answers if necessary)
- Give marks to some students who have the best writing.

Homework: (2 minutes)
- Ask Ss to finalize their paragraphs and submit them online.
- Asks Ss to prepare communication and culture
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: February 15th, 2023

UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS

Total number of periods: 8 (from 63 to 70)
Lesson:COMMUNICATION AND CULTURE/ CLIL Period: 69

I. OBJECTIVES
By the end of this unit, Ss will be able to acquire all the knowledge, competency and qualities as
follow.
1. Knowledge
- Make and respond to invitations
- Learn about FAO and its activities to support Viet Nam
2. Competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skills
3. Personal qualities
- Understand more about the relationship between VietNam and FAO
- Be respectful towards all international organizations.
II. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 7, Communication and Culture/ CLIL
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Warm up: 3 minutes
Activity 1: Giving comments on the expressions of making and responding invitations on the cards
a. Objective :
To activate Ss’ knowledge of the topic
b. Content: expressions of making and responding invitations.
c. Expected outcomes: Ss can get the knowledge of expressions of making and responding invitations.
d. Organization:
- Show some funny pictures of invitation cards on the board. E.g.

- Let Ss look at the pictures and guess which event the cards are referring to.
- Ask Ss to comment on the cards and discuss more ideas to make an invitation creative but
appropriate.
- Give feedback, if necessary, then introduces the lesson.

2. Presentation + Practice: 30 minutes

Activity 2: Practising the conversations. (7 minutes)
a. Objective:
To review expressions for making and responding to invitations.
b. Content: Listen and complete the conversations with the expressions in the box. Then practise them in
pairs.
c. Expected outcomes:1. C 2. A 3. D 4. B
d. Organization:
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- Ask Ss to read the incomplete conversations and checks comprehension by asking questions, e.g.
Who are the speakers? Are the two conversations happening at the same time? What are they talking
about?
- Have Ss work individually to listen and complete each gap of the conversations with a suitable
expression from the box.
- Check answers by asking two pairs of Ss to read the conversations.
- Elicit the meaning and use of the expressions in the word box, e.g. C and D – to make an invitation;
A – to accept an invitation and B – to reject an invitation.
- Ask Ss to practise the conversation in pairs.
- Go around the class and gives feedback.

Activity 3: Game: Social butterfly (15 minutes)

a. Objective: To help Ss practice making and responding to invitations.
b. Content: You want to invite a friend to join you in an activity. Work in pairs. Make similar conversations
like the ones in 1. Use the useful expressions below to help you.
c. Expected outcomes: Ss’ conversations
d. Organization:
- Ask each S to take out a piece of paper, create an event they like and write down the place and time
of that event in their paper. Ss draw a table of “guest list” below the event info.
- Have Ss stand up, walk around the class and invite as many people to go with them to their event as
possible. Ss only accept an invitation if they really want to go and are free at that time. If not, students
decline the invitation and give an excuse.
- When a student accepts a classmate's invitation, that student writes the invitation in their “diary” and
the classmate writes the student's name in their “guest list”.
- After 10 minutes, Let Ss discuss who accepted their invitations and what plans they have in their
diary.
- Give feedback on Ss’ language use.

Culture
Activity 4: Completing the diagram about FAO (8 minutes)
a. Objective: To help Ss learn about FAO and what it has contributed to the development of VietNam.
b. Content: Read the text below and complete the diagram about FAO
c. Expected outcomes:
1. 1945
2. end hunger and poverty
3. 1978
4. technical support
5. food security
d. Organization
- Ask Ss some questions to find out what they already know about FAO, e.g. What does FAO stand
for? (the Food and Agriculture Organization), What do you know about it? What are FAO’s main
activities? (running projects to help developing countries).
- Have Ss work in pairs to read the text and complete the diagram.
- Walk round the class and offers help, explaining unfamiliar words or answering questions if
necessary.
- Go back to the questions about FAO and asks which of the questions they can answer now and cross
them out.
- Check answer by calling some pairs.

3. Production (10 minutes)

Activity 5: Talking about FAO and its activities in VietNam.
a. Objective: To help Ss practise talking about FAO and its activities in Viet Nam using the completed
diagram.
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b. Content: Work in pairs. Use the diagram in 1 to talk about FAO and its activities in VietNam.
c. Expected outcomes:
d. Organization:
- Assign pairs and gives Ss a few minutes to study the diagram about FAO and its activities in
Vietnam and plan their talk.
- Ask Ss to work in pairs to decide how they are going to split the talk and practise for a few minutes.
- Invite some pairs to give their talks in front of the class. The rest of the class ask questions or give
feedback after the talks.
- Give final comments on the talks.

* HOMEWORK- 2 minutes
- Ask Ss to write a short paragraph about FAO (80-100 words).
- Asks Ss to pepare Project
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: February 17th , 2023

UNIT 7 : VIETNAM AND INTERNATIONAL ORGANIZATIONS

Total number of periods: 8 (from 63 to 70)
Lesson: LOOKING BACK & PROJECT + 15 MINUTES TEST
Period: 70

I. OBJECTIVES
By the end of this lesson, Ss will be able to achieve all the goals set in the following areas.
1. Knowledge:
- Review the vocabulary and grammar of Unit 7
- Apply what they have learnt (vocabulary and grammar) into practice through a project
2. Competences:
- Develop communication skills and creativity
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Develop presentation skills
3. Personal qualities/ Attributes:
- Understand more about international organizations
- Develop self-study skills
II. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 7, Looking back and Project
-Computer connected to the internet
-Projector/ TV/ pictures and cards, Handouts
-sachmem.vn
III. PROCEDURES
1. Warm up: Game - Outlast (5 minutes)
a. Objective:
- To activate Ss’ knowledge of the topic and lead into the lesson.
b. Content:
- Discuss the international organizations and add more information if necessary.
c. Expected outcomes:
- Ss’ presentation.
d. Organization:

- Guide Ss the rules of the games.

- Have Ss compete in two teams. Both teams have 3 “life points”.
- Every round, one team shouts the name of an international organization they have learned so far in Unit
7, then T writes it on the board, then the opposing team has to respond by saying the function of that
organization. The team that repeats what was said, cannot remember anything else, or fails to respond will
lose 1 life point.
- Ask Ss to discuss the international organizations on the board and add more information if necessary.
- Give comments and introduce the lesson.

2. Presentation & practice: (minutes)

PRONUNCIATION: Listen and mark the primary stress in the words in bold. Then practise saying the
sentences. (5 minutes)
a. Objective:
- To help Ss revise stress in words with more than three syllables.
b. Content:
- Listen and mark the primary stress in the words in bold.
c. Expected outcomes:
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1. WWF is the world’s largest non-profit en,viron'mental ,organi' sation.
2. Viet Nam has become a more active par'ticipant in the ,inter'national com'munity.
3. Japan is the biggest financial provider to this ,eco'nomic ,organi'sation.
4. UNICEF helps ,disad'vantaged teenagers continue their ,edu'cation.
5. There are more ,edu'cational ,oppor'tunities for Vietnamese students now.
d. Organization:
- Ask Ss to read the sentences and check understanding.
- Let Ss listen and mark the primary stress of the words in bold. Ss with advanced English level may try
marking the secondary stress as well.
- Have Ss check their answers with a partner.
- Check answers as a class by inviting individual Ss to say and write the words, then mark the stress on
the board.
- Ask Ss to practise saying the sentences out loud in pairs/groups, paying close attention to the stress
pattern of the words in bold.

VOCABULARY: Complete the text with the correct forms of the verbs in the box. (5 minutes)
a. Objective:
-To help Ss revise topic-related words.
b. Content:
-Complete the text with the correct forms of the verbs.
c. Expected outcomes:
1. enter 2. commits 3. aims 4. welcomes 5. promote
d. Organization:
- Ask Ss to read the words in the box and the incomplete text.
- Have Ss work individually to study the context carefully and decide on the words to fill in the gaps.

- Reminds Ss to modify the forms of these verbs if needed.

- Ask Ss to compare their answers in pairs/groups.
- Check answers as a class.

GRAMMAR: Write another sentence using the word(s) in brackets. Make sure it has the same meaning
as the previous one. (5 minutes)
a. Objective:
-To help Ss revise comparative and superlative adjectives.
b. Content:
-Write another sentence using the word(s) in brackets.
c. Expected outcomes:
1. Vietnam is more attractive to foreign tourists nowadays than it was in the past.
2. No international organization is larger than the United Nations.
3. The international market now is more competitive than it was in the past.
4. Japan is the biggest financial provider to this organization.
d. Organization:

- Have Ss remind comparative and superlative adjectives.

- Ask Ss to do the activity individually and give them enough time to write the sentences.
- Tell Ss to do the task as required.
- Have Ss compare their answers in pairs/groups.
- Check answers by inviting individual Ss to write the correct ones on the board.

4. Production: PROJECT (23 minutes)- Students will be mark on their presentations

a. Objective:
-To provide an opportunity for Ss to develop their communication and collaboration skills, and to
practice reporting survey results in an oral presentation.
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b. Content:
- Do research on an international organization and present your findings to the class.
c. Expected outcomes:
- Students can make a plan, develop their research and collaboration skills, and practise giving an oral
presentation.
- Model: On behalf of our group’s members, I’m going to report our result. We did research on an
international organisation named World Health Organization (WHO). It was established on 7th April 1948 to
coordinate health affairs within the United Nations system. As of January 2021, the WHO has 194 member
states and Viet Nam has been its member since 17th May 1950. WHO’s aim is the attainment by all people of
the highest possible level of health. In 2020, the organisation helped in controlling the world wide outbreak
of coronavirus (covid-19). To Viet Nam, WHO was one of the first United Nations agencies to support the
Vietnamese health sector directly since the end of the war and reunification of the country. The mission of
WHO in Viet Nam is to support the Government to achieve universal health coverage with all people having
access to high-quality health services, within the context of the country’s needs and challenges in transitioning
to middle-income status. These are all of our findings on WHO, an international organisation.

d. Organization:
- Assign the project one week in advance of the lesson. T divides class into 4 groups.
- Have Ss work in their groups and gives them a few minutes to get ready for the presentation.
- Ask Ss to work in groups and do research on an international organization as required in the textbook
(p.85)
- Encourage Ss to find as much information as possible.
e.g:
- name of international organisation
- when and where it was formed
- number of member countries
- whether Viet Nam is a member
- organisation’s aims
- current activities / projects
- how it has helped Viet Nam
- Invite two or three groups to give their presentations.
- Give praise after each presentation, and encourages the rest of the class to ask questions at the end.
- Ask Ss to give peer comments and fill in the self-assessment checklist, then give the final feedback.
- Give Ss a checklist for peer and self-assessment, and explains that they will have to tick (√) the
appropriate items while listening to their classmates’ presentations and write comments if they have any.
The presenters should complete their self-assessment checklist after completing their presentation. - If
necessary,
- Go through the criteria for assessing their talk to make sure Ss are familiar with them.
+Suggested checklist:
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 visuals to show the survey results.
– The presenters concluded their talk appropriately.

Contents- pictures Sum of mark (6 marks )

. Introduce content exactly 2
. Express the viewpoints and ideas 2
. Creative and interesting presentation 1
. Contents are beautifully and orderly presented 1
Presentation techniques Sum of mark (2 marks )
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All members take part in presenting and responding to issues of the 1
project
. Natural, fluent presentation 1
Teamwork (2 marks)
Self-assessment of groups are based on the following criteria
. Work is shared
. Everybody tries their best because of the project of the group
. All information is shared and listened to
* HOMEWORK: (2 minutes)
- Workbook exercises
- Prepare for the next lesson: Unit 8 (Getting started) (p.86)
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: February 19th, 2023

UNIT 8: NEW WAYS TO LEARN

Total number of periods: 8 ( from 71 to 78)
Lesson 1: GETTING STARTED Period: 71

I. OBJECTIVES
By the end of this lesson, Ss will be able to acquire all the knowledge, competences and qualities stated in
the following areas.
1. Knowledge :
- Be aware of the new learning activities and their importance
- Build up vocabulary with topic new learning activities and practice them
- Get to know the language aspects: relative pronouns
2. Competences:
- Develop listening and reading skills
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities/ Attributes:
- Familiarize with new learning activities
- Develop self-study skills
II. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 8, Getting Started
- Computer, Smartphone connect to the Internet
- Projector
III. PROCEDURES
1. Warm up: 5 minutes
a. Objectives
- To stir up the atmosphere and activate students’ knowledge on the topic new learning activities
- To set the context for the listening and reading part
- To enhance students’ skills of cooperating with teammates.
b. Content: Game “Kahoot!”
c. Expected outcomes:
1. Group work 2. Pairwork 3. Presentation 4. Debate 5. Projects 6. Experiment
d. Organization:

- Ask Ss to log into the game and answer the 6 questions in the game. The student with the most correct
answers wins the game.
- Link to the game: https://create.kahoot.it/share/new-learning-activities/e8e880dc-82c5-49f2-b944-
747e2451e166
- Declare the winner of the game.
- Shows on the slide again 6 words and lets students guess the theme of lesson today: NEW LEARNING
ACTIVITIES
- Give relevant comments on the students’ answers.
Answers:
1. Group work 2. Pairwork 3. Presentation 4. Debate 5. Projects 6. Experiment
Lead-in: “These days, we have experienced a number of new learning activities and apply them in
studying. Our lesson today is about New learning activities.

2. Presentation: 10 minutes
a. Objective: To get students revise collocations related to the topic
b. Content: Match the verbs with the nouns to make phrases in Task 1
c. Expected outcomes:
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+ Watch a video + Prepare materials
+ Do a project + Search information
+ Take notes + Discuss a topic
d. Organization:
VOCABULARY: GAME “WHO IS FASTER?”
TASK 1: MATCH THE VERBS WITH THE NOUNS TO MAKE PHRASES. (Activity 3, p. 87)
- Divide the class into 2 groups. Each group receives a pack of 6 cards, on which verbs are written.
- Stick 6 phrases on the board. One representative of each group goes to the board as fast as possible to
stick their verb cards next to the phrases on the board to make correct phrases.
Each correct phrase gets 1 point.
The winner is the group with more correct phrases.
WORD(S) ON THE BOARD VERBS ON CARDS
a video watch
information prepare
a topic do
notes take
materials discuss
a project search
- Give correction
- Ask Ss to copy these phrases into their notebooks

3. Practice: 12 minutes
a. Objectives: To get students get to know the topic
b. Content: Listen to a conversation between Nick and Long and guess what they are talking about.
c. Expected outcomes:
- They are talking about their learning activities.
- They are talking about their homework.
d. Organization:
ASK 2: LISTEN AND READ. (Activity 1, p.86)
- Ask Ss to listen to a conversation between Nick and Long and guess what they are talking about.
- Let Ss listen.
- Call 2 Ss to answer the question.
- Give corrections.
Expected answer:
- They are talking about their learning activities.
- They are talking about their homework.

4. Production: 15 minutes
a. Objectives:
- To have students get specific information of the text
- To check students’ understanding of the conversation and help students use the words in context
- To get students identify relative clauses and relative pronouns
b. Content:
Task 3: True or false (p.87)
Task 4: Complete each of the following sentences with one word from the conversation. (p.87)
c. Expected outcomes:
Task 1: Answers:
1. T 2. F 3. T
Task 2: Answers:
1. that 2. Who 3. That 4. which
d. Organization:
Task 3: True or False (p.87)
- Ask Ss to read the conversation again and decide if the statement is T (True) or F (False).
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- Show 3 statements on the slide and introduces the task.
1. Nick is preparing for his next geography class.
2. Nick’s note taking skills are quite good.
3. Nick’s class is working on many projects now.
- Pre-teache reading skills: T shows 4 steps to do a ‘True or False’ task in a random order on the slide and
asks Ss to order them into the correct order.
Step 1: Identify KEY WORDS (nouns, verbs, adjectives) in the statement
Step 2: Find SIMILAR WORDS in the text
Step 3: Compare these SIMILAR WORDS with the KEY WORDS to see if they are similar or opposite
in content.
Step 4: Decide if the statement is true or false.
- Call each student to give their answer and show the text on the slide and highlight key words/correct
information.
- Provide the explanations or asks for the explanations for false statements.
Answers:
1. T
2. F
3. T
Task 4: Complete each of the following sentences with one word from the conversation. (p.87)
- Ask Ss to read the conversation again, and find ONE suitable word to complete sentences.
1. Nick is watching the video _______ his geography teacher uploaded on Eclass.
2. This way of learning gives him a chance to discuss with his classmates, _______ may have original
ideas on the topic.
3. They are doing a lot of projects _______ help them understand the lessons better.
4. That way of studying, _______ gives them more control over their own learning, is quite useful.
- Call one Ss to write their answer on the board.
- Correct his/her work.
- Ask Ss:
“What are these words : ‘that’, ‘who’, ‘which’ called?”
- Show the correct answer on the slide and informs Ss that they will learn more about relative pronouns
and relative clauses in the next lessons.
Answers:
1. that
2. who
3. that
4. which

* HOMEWORK: 3 minutes
- Ask Ss to:
+ Do the exercise in workbook
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………
+ Prepare next lesson

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Date of preparation: January 20th, 2023

UNIT 8: NEW WAYS TO LEARN Total number of periods: 8 ( from 71 to 78)

Lesson 2: LANGUAGE Period: 72

I. OBJECTIVES
By the end of this lesson, students will be able to acquire all the knowledge, competencies and qualities
stated in the following areas.
1. Knowledge
- Use the lexical items related to the topic New ways to learn;
- Put the stress in the correct words in the sentence;
- Review the use of relative pronouns and relative clauses.
2. Core competence
- 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. Personal qualities
- Be ready to use different ways to study;
- Develop self-study skills.
II. MATERIALS
- Grade 10 textbook, Unit 8, Language
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Warm up: 6 minutes
a. Objectives:
- To activate students’ prior knowledge and vocabulary related to the topic.
- To enhance students’ skills of cooperating with teammates.
b. Content: Game : Name ten
c. Expected outcomes:
Ss can write names of 10 items: laptop, smartphone, headphones, tablet, touch pen, earphones, microphone,
webcam, Internet, wifi
d. Organization:
Game: Name ten
- Give instructions.
- Ask Ss to write down the names of 10 items related to online learning.
- Let Ss work in 4 groups, discuss and take notes of the name of 10 items as quickly as possible, then take
turns to write the words/ phrases on the board.
- Check if the words are suitable and corrects if Ss spell or pronounce the words/ phrases incorrectly.
Suggested answers: laptop, smartphone, headphones, tablet, touch pen, earphones, microphone, webcam,
Internet, wifi.
Lead-in: Due to the situation of Covid-19, all of us are familiar with new ways of learning, one of which is
Online learning. And that’s why “New ways of learning” is chosen as the general theme of Unit 8. In the
lesson today, we are going to learn more about this topic. First of all, let’s come to the first part:
Pronunciation.
2. Presentation and pratice: 28 minutes
PRONUNCIATION
* Presentation:
a. Objectives:
- To help students understand how to stress words in the sentence
b. Content: the rules of sentence stress
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c. Expected outcomes:
- Find the stressed words and their word form
d. Organization:
- Introduce the rules of sentence stress by letting Ss listen to a sentence.
We should finish the project for our history class.
- Ask Ss to say the words that are stressed in the sentence and find out their word forms.
- Have Ss listen, find the stressed words and their word form.
- Let Ss exchange their answers with their partner.
Suggested answers:
Stressed words in the sentence include:
FINISH: verbs
PROJECT, HISTORY, CLASS: nouns
- Correct the answers, gives feedback and draws Ss’ attention to the rules of sentence stress.
Sentence stress is what gives English its rhythm or "beat". Sentence stress is accent on certain
words within a sentence.
Most sentences have two basic types of word:
Content words:
Content words are the key words of a sentence. They are the important words that carry the meaning or
sense—the real content. 🡺 often stressed in a sentence.
Structure words:
Structure words are not very important words. They are small, simple words that make the sentence
correct grammatically. They give the sentence its correct form—its structure. 🡺 often unstressed in a
sentence.

* Practice:
a. Objectives
- To help students identify and practice the stressed words in the sentences
- To help students practise identifying the stressed words in the sentences
b. Content: Read and underline the streesed words
c. Expected outcomes:
Ss can underline the stressed words in the sentences
d. Organization:
Task 1: Listen and repeat. Pay attention to the stressed words in the sentences. (p.87)
- Play the recording and asks Ss to listen and repeat.
- Ask Ss to quickly note down the word form of stressed words in the sentences.
- Have Ss listen and do as required.
- Let Ss compare the answers with their partner.
- Check if the answers are correct or incorrect.
Suggested answers:
1. We should ‘finish the ‘project for our ‘history ‘class.
(v) (n) (n) (n)
2. ‘Peter is re’vising for his e’xam ‘next ‘week.
(n) (v) (n) (adj) (n)
3. ‘Students will ‘spend more ‘time ‘working with ‘other ‘classmates.
(n) (v) (n) (v) (adj) (n)
4. I ‘like to ‘watch ‘videos that ‘help me ‘learn ‘new ‘things.
(v) (v) (n) (v) (v) (adj) (n)
5. I have in’stalled some ‘apps on my ‘phone.
(v) (v) (n)

Task 2: Read and underline the stressed words in the sentences. (p.87)
- Ask Ss to underline the stressed words in the sentences. Before reading and doing the task, T lets Ss
review the rules in pairs.
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- Prepare a big piece of paper for the sentences and sticks it on the board.
- Have Ss go to the board to stick a symbol (i.e: a flower) under the stressed word.
- Let Ss discuss the answers.
- Give corrections and feedback.
Suggested answer:
1. Our teacher often gives us videos to watch at home.
2. I never read books on my tablet at night.
3. It is a new way of learning and students really like it.
4. You can find a lot of useful tips on this website.
5. They should make an outline for their presentation.

VOCABULARY
* Presentation:
a. Objectives
- To enrich students’ vocabulary
b. Content: Match the words or phrases with their meaning
c. Expected outcomes:
Expected Answers:
1.c 4.e 2.d 5.b 3.a
d. Organization:
TASK 1: MATCH THE WORDS AND PHRASES WITH THEIR MEANINGS. (p.88)
- Ask Ss to match in pairs.
- Have Ss do the task as required.
- Call some pairs to share their answers with the whole class
- Give feedback and corrections (if necessary).
Answers:
1.c 4.e 2.d 5.b 3.a
* Practice: 6 minutes
a. Objective:
To help students use the vocabulary in context
b. Content: Complete the sentences
c. Expected outcomes:
Expected answer:
1. face-to-face
2. online learning
3. prepare for
4. strategy
5. blended learning
d. Organization:
TASK 2: COMPLETE THE SENTENCES WITH THE WORDS OR PHRASES IN TASK 1.(p.88)
- Ask Ss to work independently and put a suitable word or phrase in each blank.
- Have Ss do the task as required.
- Allow Ss to share their answers before discussing it as a class.
- Correct the answers and gives feedback.
Answers:
1. face-to-face
2. online learning
3. prepare for
4. strategy
5. blended learning

GRAMMAR
* Presentation:
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a. Objectives:
- To have students revise the relative clauses
b. Content: knowledge of relative pronouns.
c. Expected outcomes:
Ss can recall the knowledge of relative pronouns.
d. Organization:
RELATIVE CLAUSES
- Let Ss recall the knowledge of relative pronouns.
- A relative clause gives more information about a person or thing by defining the noun before it. It
usually begins with a relative pronoun: who, whom, which, that or whose.

TASK 3: MATCH THE TWO PARTS TO MAKE COMPLETE SENTENCES. (p.88)

* - Have Ss read the sentences individually once and asks them to pay attention to relative pronouns (who,
which, that, whose) to find the correct nouns before them.
* - Have Ss match the information in the left column and the right one.
* - Ask Ss to work in pairs to compare their answers. T calls some Ss to share their answers with the whole
class.
* - Give feedback and corrections (if necessary).
Answers: 1. d 2. e 3. b 4. c 5. a
* Practice:
a. Objective:
To help students use defining and non-defining relative clauses in context.
b. Content: Join the sentences by using WHO, THAT , WHICH, WHOSE
c. Expected outcomes:
Expected answer:
1. My brother, who is good at computers, teaches me how to use a laptop.
2. Peter, whose sister is taking an online Maths course, is a friend of mine.
3. Lan has read the book which/that I lent her.
4. The boy who had designed this invention is only 10 years old.
5. That app, which can help improve your pronunciation, is easy to use.
d. Organization:

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- Let Ss recall the knowledge of defining and non-defining relative clauses.
- There are 2 types of relative clauses: Defining relative clause and Non-defining relative clause.
+ Defining relative clause is used to give essential information about someone or something – information that we
need in order to understand what or who is being referred to.
+ Non-defining relative clause is used to give extra information about the person or thing. It is not necessary
information. We don’t need it to understand who or what is being referred to.
TASK 4: JOIN THE FOLLOWING SENTENCES. USE WHO, THAT, WHICH OR WHOSE (p.88)
- Ask Ss to work independently.
- Have Ss do the task as required.
- Call 1 or 2 Ss to write their answers on the board.
- Check their answers sentence by sentence.
Answers:
1. My brother, who is good at computers, teaches me how to use a laptop.
2. Peter, whose sister is taking an online Maths course, is a friend of mine.
3. Lan has read the book which/that I lent her.
4. The boy who had designed this invention is only 10 years old.
5. That app, which can help improve your pronunciation, is easy to use

3. Production: 7 minutes
a. Objective:
To give students a chance to apply what they have learnt
b. Content: GAME: WHO IS FASTER?
c. Expected outcomes:
Ss can the sentences must include vocabulary about different ways to learn (such as: online learning,
blended learning, face-to-face learning, etc
d. Organization:
GAME: WHO IS FASTER?
- Divide Ss into groups of four, gives each group a piece of paper, and asks them to write 2 sentences:
one with a defining relative clause and one with a non-defining relative clause. Another requirement is
that the sentences must include vocabulary about different ways to learn (such as: online learning, blended
learning, face-to-face learning, etc)
(e.g.: Blended learning is a new way to learn that is used commonly in Vietnam nowadays.)
- Have Ss work in groups and write the sentences.
- Ask each group to hand in their paper. The fastest group with all correct sentences is the winner.
- Check all the answers.
- - Ask the winner to read aloud their sentences with correct stress in each sentence.

HOMEWORK: 3 minutes
T asks Ss:
- Rewrite the sentences into notebooks.
- Practice grammar and vocabulary by completing a worksheet given by the teacher.
- Search for information about different ways to learn.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: February 22nd, 2023

UNIT 8: NEW WAYS TO LEARN Total number of periods: 8 ( from 71 to 78)

Lesson 3: READING Period: 73

I. OBJECTIVES
By the end of this unit, Ss will be able to acquire all the knowledge, competences and qualities stated in
the following areas.
1. Knowledge
- Develop reading skills for general ideas and for specific information about online and face-to-face
learning.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Understand more about advantages and disadvantages of online and face-to-face learning, therefore,
students can make use of the strong points of each method;
- Develop self-study skills.
II. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 8, Reading
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Warm up: 5 minutes
Game: Guessing game
a. Objectives:
- To introduce the topic of reading
- To enhance students’ skills of cooperating with teammates
b. Content:
- Look at the pictures and tell what ways of learning
c. Expected outcomes:
- Ss can see that there are many different ways to learn such as online learning, self-study or
face-to-face learning
d. Organization:
- Divide class into 2 teams and explains the rules of the games:
There are 3 sets of pictures (3 pictures/set) which are about different ways of learning.
- Show each set of pictures, one by one.
If one team:
+ gets the correct answer after the 1st picture 🡺 they get 3 points.
+ gets the correct answer after the 2nd picture 🡺 they get 2 points.
+ gets the correct answer after the 3rd picture 🡺 they get 1 point.
The team with more points will be the winner.
- Have Ss work in groups and guess the key words.
- Encourage Ss to share their answers with the whole class.
- Check if the answers are correct or incorrect.
Set 1:

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Key: Online learning

Set 2:

Key: Self study

Set 3:

Key: face-to-face learning

2. Pre-Reading: 15 minutes
a. Objectives:
- To lead in the reading skills
- To help students use key language more appropriately before they read
b. Content:
- Answer the questions
- Vocabulary
c. Expected outcomes:
- Ss can know the meaning and pronunciation of words.
d. Organization:
TASK 1: LOOK AT THE PHOTOS AND ANSWER THE QUESTIONS. (p.89)
- Lead Ss into the lesson by showing the pictures p.89 and asks them some questions:

1. Where is the girl in the picture a?

2. What can you see on her computer screen?
3. How is she learning?
4. Where are students in picture b?
5. Are they facing the teacher? /Are they taught in person?
6. What do we call this traditional type of learning?
7. Have you experienced both ways of learning?
** Ss answer the questions
- Call some Ss to share the answers with the whole class.
- Check and corrects if Ss spell or pronounce the words/ phrases incorrectly.
Suggested answers:
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1. at home, in front of a computer
2. teacher/tutor
3. online
4. in the classroom
5. yes
6. face-to-face learning
Lead-in: In reality, we have been familiar with both types of learning: face-to-face and online learning. In
the lesson today, we are going to read about some opinions of the two most popular types of learning.
VOCABULARY
- Ask Ss to look at the explanation and the photos to guess the meaning of new words. T asks Ss to get the
meaning of the in context.
- Encourage Ss to say the Vietnamese meaning of the word.
1. distraction (n) /dɪˈstrækʃən/: something that prevents someone from giving their attention to
something else
2. strategy (n) /ˈstrætədʒi/: a way of doing something or dealing with something
3. (to) exchange (v) /ɪksˈtʃeɪndʒ/: to give something to someone and receive something from
that person
- Other Ss correct if the previous answers are incorrect.
- Show the Vietnamese meaning, says the words aloud and asks Ss to repeat them.

3. While – reading: 13minutes

a. Objectives:
-To develop reading skills for general information
- To develop reading skills for specific information
b. Content:
- Read and choose the correct answer.
- Read and put a tick in the correct box
c. Expected outcomes:
- Ss can read and undersatnd the text
d. Organization:
TASK 2: READ THE TEXTS. WHAT ARE THE TWO STUDENTS TALKING ABOUT?
CHOOSE THE CORRECT ANSWER. (p.89)
- Ask Ss to open the book, read through the texts quickly and tell the main idea of the texts.
- Have Ss do the task as required.
- Call some Ss to give the answer and explain which sentence gives them the information.
- Check if the answer is correct or incorrect.
A. Ways of helping students
B. Ways of learning
C. How to enjoy learning
Answer:
B. Ways of learning
TASK 3: READ THE TEXTS AGAIN AND DECIDE WHO MENTIONS THE FOLLOWING BY
PUTTING A TICK IN THE CORRECT BOX. (p.90)
- Ask Ss to read through the sentences and underline or highlight the keywords in each sentence.
- Let Ss work independently and find the correct answer.
- Let Ss compare their answers in pairs before checking with the whole class.
- Check the answers by the game “Magic box”
- There is a ‘magic box’ with 6 cards in which 6 sentences are written.
- Divide class into 2 groups, each group sends a member to pick a card and answer a question.
- The group gaining more points is the winner.
Answers:
This person:
1. thinks that online learning is not as good as face-to-face learning (Kim)
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2. gains the same knowledge in both ways of learning (Laura)
3. has more direct conversations and discussions (Kim)
4. uses e-mail to contact classmates (Laura)
5. can pay more attention in class (Kim)
6. needs to have access to high-speed internet (Laura)

4. Post – reading: 10 minutes

a. Objectives:
- Check students’ understanding about the reading passage
- To help some students enhance presentation skills
- To practise team working
- To give students authentic practice in using target language
- To give students authentic practice in using target language
b. Content:
- Discuss the question and give explanation.
c. Expected outcomes:
- Students’ presentation
d. Organization:
TASK 4: WHICH WAY OF LEARNING IS BETTER? WHY? (p.90)
- Set the scene and gives instruction.
You are students who are taking part in a forum about educational innovations. The topic of the forum
this year is: face-to-face learning or online learning? Raise your voice and express your personal
viewpoint.
- Let Ss work in groups, discuss the question and give explanation.
- Call some Ss to present their answers in front of the whole class.
- Allow Ss to give comments for their friends and vote for the most interesting and informative
presentation.
- Give feedback and comment.

* Homework (2ms)
- Do exercises in the workbook.
- Prepare new lesson
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: February 24th, 2023

UNIT 8: NEW WAYS TO LEARN Total number of periods: 8 ( from 71 to 78)

Lesson 4: SPEAKING Period: 74

I. OBJECTIVES
By the end of this lesson, students will be able to acquire all the knowledge, competences and qualities
stated in the following areas.
1. Knowledge
- Gain an overview about the topic Online learning
- Memorize vocabulary to talk about online learning.
2. Competences
- Gain some language expressions to talk about advantages and disadvantages
- Talk about the advantages and disadvantages of online learning and give reason for their ideas
3. Personal qualities
- Familiarize with online learning and ready to adapt this new way of learning.
- Develop self-study skills
II. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 8, Speaking
- Computer, smart phones connected to the internet
III. PROCEDURES
1. Warm up: 5 minutes
a. Objectives :
To activate students’ knowledge on the topic of the unit.
- To set the context for the speaking part.
b. Content:
- Guess the name of the electronic devices
c. Expected outcomes:
- Ss can the name of the electronic devices
d. Organization
Game: Jigsaw puzzle
- Ask Ss to guess the name of each device in each puzzle and guess the key picture behind after each
puzzle is opened.
1 2 3 4 5

Key picture:

Answers:
Picture 1: earphones Picture 2: headset Picture 3: laptop Picture 4: wifi router Picture 5: Zoom
Key picture: Online learning T leads into the topic of today lesson: Online learning

2. Pre-speaking: 10minutes
a. Objective:
- To provide students with additional ideas for the following speaking task
b. Content:
- Tell the advantages and disadvantages of online learning when compared to face-to-face learning
c. Expected outcomes:
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- Ss can tell the advantages and disadvantages of online learning when compared to face-to-face learning
d. Organization:
TASK 1: FILL IN THE TABLE
- Show on the screen the following table.
- Ask Ss to refer to the advantages and disadvantages of online learning when compared to face-to-face
learning from the Reading lesson and fill in the table.

- ………………… - ………………
- Ask 2 Ss to give their answers
- Give feedbacks and show the correct answers on the slide
Suggested answers:

3. While –speaking: 15 minutes

a. Objectives
- To help students collect materials from the previous lesson for the following speaking tasks
b. Content:
- Put the advantages and disadvantages of online learning from the box into suitable categories.
- Work in groups. Each group chooses to be either For or Against online learning.
c. Expected outcomes:
- Students can collect materials from the previous lesson for the following speaking tasks
d. Organization:
TASK 2: FILL IN THE CHART (p.90)
Put the advantages and disadvantages of online learning from the box into suitable categories. You
may add more to each category.
- Ask Ss to open the book, work in pairs and put the following 6 statements into 2 columns: Advantages
and disadvantages of online learning
- Have Ss work in pairs and fill in the chart.
- Ask 2 pairs of Ss to give their answers.
- Gives correction on the slide.
Answers: Advantages: a, d, e Disadvantages: b, c, f
TASK 3: FILL IN THE TABLE (p.90)
Work in groups. Each group chooses to be either For or Against online learning. Discuss and
provide explanations to support your side. Use the table below to note your ideas.

- Ask Ss to give examples/evidence for each advantage and disadvantage mentioned in Task 2 by filling in
the table.
- Have Ss work in groups and fill in the chart.
- Ask one group to give their answers and ask if other groups want to add anything else.
- Give correction on the slide.
Suggested answers:
FOR
– We can learn anytime and anywhere with an Internet connection. (We don’t have to go to
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school and we can save a lot of time travelling. We can do assignments when we have free
time as they are uploaded online.)
– We can organise our own study schedule. (We choose to attend the courses that are suitable
for our schedule. The timetable may not be fixed.)
AGAINST
– This can harm our health. (If we sit in front of a computer for a long time, it can cause shortsightedness
or backache.)
– We may have technical problems. (We can't follow the teacher's lesson or submit homework.)

4. Post – speaking: 13 minutes

a. Objectives:
- To provide Ss with useful expressions for the following speaking task
b. Content:
- Discuss in groups about online learning
c. Expected outcomes:
- Ss’ presentation
d. Organization:
TASK 4: ROLE-PLAY (p.90)
Discuss your opinions about online learning. Use your notes in Task 1,2,3
- Divide the class in 4 groups and play different roles as described below:
- Group 1: Zoom CEO
- Group 2: Students
- Group 3: Teachers
- Group 4: Parents
- Explain the context of the role-play: It’s an educational talk show where each member will take turns
talking about the advantages and disadvantages of online learning from their point of view.
- Ss have to use the ideas provided in Task 1,2,3 and useful languages on the slides.
USEFUL LANGUAGES:
- Advantages:
- A positive aspect of …….
- A benefit of ……. is …..
- A good point about… is …
- An argument in favor of .. is …
- Disadvantages:
- A negative aspect of…. is ……
An argument against …. is …..
A drawback of .… is ….
- Show the marking criteria on the slides.
Marking criteria: ….. / 40
Useful expressions: …/10
Ideas (from task 1,2,3): …/10
Pronunciation: …/10
Fluency: …./ 10
- Have Ss discuss in 7 minutes to prepare Ss work in
- Each group send 1 member to the board to deliver the talk shows.
- Give feedback and marks each group’s performance based on the marking criteria.
* Homework (2ms)
- Do exercises in the workbook.
- Prepare the new lesson
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: February 25th, 2023

UNIT 8: NEW WAYS TO LEARN Total number of periods: 8 ( from 71 to 78)

Lesson 5: LISTENING Period: 75

I. OBJECTIVES
By the end of this lesson, students will be able to acquire all the knowledge, competences and qualities
stated in the following areas.
1. Knowledge
- Gain an overview about the topic Blended-learning class
- Memorize vocabulary to talk about blended learning.
2. Core competence
- Develop listening skills: listen for specific details
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Familiarize with blended-learning class and identify the differences between traditional and
blended-learning class.
- Develop self-study skills
II. TEACHING AIDS AND MATERIALS
▪ Equipment - Flashcards/ pictures, realia, worksheets, audio CD, CD
player, computer and screen, sound system
▪ Materials Tiếng Anh 10 Global Success (Student book, Teacher’s
book), handouts, online resources
III. PROCEDURES
1. Warm up: 5 minutes
a. Objectives : - To arouse the classroom atmosphere.
- To lead in the lesson.
b. Content: Remind ss some new words related the topic.
c. Expected outcomes: Studentsare motivated to learn the new lesson
d. Organization:
‘Blended learning’
Watch a video
- Show a video about “Blended learning” from Youtube: (from 0:00 - 1:28)
https://www.youtube.com/watch?v=-bwhR1ZKGRE
- Ask Ss to watch the video then name 3 components of blended learning.
- Have Ss watch the clip
- Encourage 2 Ss to give their answers and gives corrections.
Answers:
3 components are
- face-to face learning activities
- digital learning objects
- independent study time
2. Pre-listening: 10 minutes
a. Objectives: To introduce the topic of the listening and get ss involved in the lesson.
b. Content: Brainstorm with ss more ideas in a whole-class discussion. In stronger classes, ask ss
if they have experienced a blended learning class
c. Expected outcomes: Sts’ ideas about a blended learning class
d. Organization:
VOCAB GAME: GUESS THE WORD(S)
- Ask Ss to look at the slides and guess the word(s) as instructed.
- Have Ss look at the slides and raise hands to answer.
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Slide 1: Fill in the blank
You can _ _ _ _ _ _ your own videos on YouTube.
Slide 2: Another word for ‘online class’?
Slide 3: What is it?

Slide 4: What is he doing?

Slide 5: Fill in the blanks

There has been a _____ ______ from 5.3 billion to 11.2 billion.

Slide 6: Fill in the blank

To _ _ _ _ _ to your email, you need to type in your account and password.
- Give correction after each question
- Ask Ss to note these word(s) into their notebook.
Answers:
1. upload
2. e-class
3. folder
4. take notes/ taking notes
5. population growth
6. log in
TASK 1: TICK THE BOX
- Ask Ss to open the book and discuss with their friend next to them what they do to prepare for a
lesson.
- Let Ss discuss and tick the box.
- Call 1 pair to speak their answers.

3. While –listening: 20 minutes

a. Objective: To help ss practise listening for gist ,specific information and key words.
b. Content:
c. Expected outcomes:
d. Organization:
TASK 2: ANSWER THE QUESTIONS (p.91)

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Listen to the first part of the conversation between a teacher and her students, then answer the
following questions.
- Ask the class to read two questions in part 2
- Have Ss guess the answers.
- Let Ss listen and answer the questions.
- Call one student to answer each question, asks him/her how he/she gets the answer and gives
correction (if needed)
- Give correction
Answers:
1. She is talking about the homework given to the class.
2. She has uploaded videos on the E-Class.
Reorder the steps
- Show on the screen a list of 4 steps that should be done before a “fill-in-the-blank” listening task
- Let Ss work in pairs and put them in the correct order.
a. Decide what kind of
information should be filled
in the blank (noun, verb,….)
b. Predict answers
c. Read the question
carefully and underline key
words (verbs, nouns, …..)
d. Listen, take notes

- Call 2 pairs to give their answers

- Correct them if needed
Correct order: c - a - b - d
TASK 3: COMPLETE THE FLOW-CHART (p.91)
Listen to the second part of the conversation and complete the flowchart with no more than
TWO words.
- Ask Ss to work in pairs, and apply the 4 steps mentioned in Task 3 in 1 minute.
- Have some Ss answer if the blank should be a noun/verb….
- Let Ss listen and complete the flow-chart with no more than 2 words.
- Play the recording again if 1/4 of the class don’t get all the answers.
- Call 2 pairs to share their answers
- Give corrections.
Cue:
1. an adj, noun
2. a verb (infinitive)
3. a noun/noun phrase
4. a verb (infinitive)
5. a verb (infinitive)
Answers:
1. homework
2. take notes
3. information
4. discuss
5. email

4. Post -listening : 8 minutes

a. Objectives To give ss an opportunity to use the ideas and language in the listening to talk about their
opinions and give reasons.
b. Content: Sts’ ideas about a blended learning class
c. Expected outcomes:
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- Familiarize with blended-learning class and identify the differences between traditional and blended-
learning class.
d. Organization:
TASK 4: WORK IN GROUPS. DISCUSS THE QUESTIONS (p.91)
- Show this table on the screen:

- Divide the class into groups of 4 and asks each group to compare ‘Blended Learning’ and ‘Traditional
Learning’ based on 4 criteria.
- Call 2 groups to share their ideas.
- Show possible answers on the slide
- Ask 2 other groups which they prefer: blended or traditional learning and why.
Suggested answers:

* HOMEWORK(2 min)
- Do exercises in the workbook.
- Prepare the new lesson
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: February 25th, 2023

UNIT 8: NEW WAYS TO LEARN Total number of periods: 8 ( from 71 to 78)

Lesson 6: WRITING Period: 76

I. OBJECTIVES
By the end of this lesson, students will be able to acquire all the knowledge, competences and qualities
stated in the following areas.
1. Knowledge
- Use the lexical items related to the topic New ways to learn;
- Write a paragraph about the benefits of blended learning.
2. Core competence
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Recognize the benefits of blended learning so that students can make use of their time in class to
study better;
- Be more active in blended learning classrooms.

II. TEACHING AIDS AND MATERIALS

▪ Equipment - Flashcards/ pictures, realia, worksheets, audio CD, CD
player, computer and screen, sound system
▪ Materials Tiếng Anh 10 Global Success (Student book, Teacher’s
book), handouts, online resources
III. PROCEDURES
1. Warm up: 5 minutes
a. Objectives
b. Content:
c. Expected outcomes:
d. Organization:

MENTI GAME
- Provide the link to the website MENTI.COM and asks Ss to use their smart devices to get access to
the link.
- Have Ss do as required in the link: Write down all types of learning that you have learnt.
- Let Ss share the answers with each other.
- Check if the answers are correct or incorrect, and reviews the meaning of the learning methods.
- Draw Ss’ attention to the phrase BLENDED LEARNING and let them know they are going to learn
about this topic.
Lead-in:Blended learning is an approach to education that combines online educational materials
and opportunities for interaction online with traditional place-based classroom methods. Today we
are going to learn how to write a paragraph about the benefits of it.

2. Pre-writing: 10 minutes
a. Objectives: To help ss identify some of the benefits of blended learning.
b. Content: the benefits of blended learning
c. Expected outcomes: Words and phrases to the benefits of blended learning
d. Organization:
TASK 1: DISCUSS AND TICK THE BENEFITS OF BLENDED LEARNING. (p.92)
- Give instruction.
- Have Ss work in pairs to discuss and agree on the answers.
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- Call some pairs to present their answers in front of the whole class
- Check if the answers are correct or incorrect and give feedback.
Suggested answers:
1. It helps Ss have more control of their own learning.
2. It is easier to get access to lesson materials.
4. Ss can develop better communication and teamwork skills.
BRAINSTORMING
- Ask Ss to work in groups to find some other benefits of blended learning.
- Let Ss take notes in A0 paper.
- Ask groups to stick the A0 paper on the board
- Give feedback.
Suggested answers:
- Ss are more interested in the lessons by getting access to various types of tasks and assignments.
- The connection between T and Ss is easier via different channels.
- Ss remember knowledge easier and longer.
- Ss have more space and time to express their viewpoints.
TASK 2: USE THE BENEFITS IN TASK 1 AND YOUR OWN IDEAS TO COMPLETE THE
FOLLOWING OUTLINE. (p.92)
- Give instruction.
- Have Ss work individually to complete the blanks in the outline by using the ideas that they have just
brainstormed.
- Call some Ss to present their answers in front of the whole class
- Give feedback.
Suggested answers:
- Second, Ss can develop better communication and teamwork skills.
- Explanation 1: We can use different ways to communicate in class.
- Concluding sentence: I think we should have more blended learning classes at school because they
keep us engaged and help us learn useful skills.
3. While –writing : 20 minutes
a. Objective: To help ss develop and organise ideas for their writing in 3.
b. Content: the benefits of blended learning
c. Expected outcomes: the benefits of blended learning
d. Organization: Words and phrases to the benefits of blended learning

TASK 3: USE THE OUTLINE IN TASK 2 AND WRITE A PARAGRAPH ABOUT THE
BENEFITS OF BLENDED LEARNING. (p.92)

Useful expressions:
- Ask Ss for some useful phrases or expressions that can be used in the writing.
- Have Ss speak out the expressions.
- Let Ss discuss whether the expressions are appropriate or not.
- Give feedback, adds more if necessary and show the table containing all the useful expressions to
help Ss with their writing task.
Suggested answers:
+ The first/second benefit is … N/V-ing
+ Firstly, Secondly, Finally …
+ First, Second,…
+ To conclude, In conclusion, In brief, …
+ We will be able to …
+ This enables + O + to-V
Writing:
- Ask Ss to work in groups, give them a large piece of paper and ask them to write the full paragraph
into the paper in 6 minutes.
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- Ask Ss to pay attention to punctuation, structures, word choice, linking words, etc.
- Remind Ss to use some linking words to list out the ideas as well as some expressions to talk about
the benefits of blended learning.
- Have Ss work in groups, do the task as required.
- Encourage Ss to discuss while writing.
- Walk around the class and manage the process, provide more guidance if necessary.

4. Post - writing: 8 minutes

a. Objective: To help ss practise writing a paragraph about the benefits of blended learning
b. Content: Words/phrases guessed from pictures related to the benefits of blended learning
c. Expected outcomes: a paragraph about the benefits of blended learning
d. Organization:

CROSS-CHECKING
- Have the groups swap and give feedback on each other’s writing.
- Show a writing rubric to help Ss do the peer review.
1. Topic sentence: …/10
2. Supporting detail sentences: …/10
3. Elaborating detail sentences: …/10
4. Legibility: …/10
5. Spelling and grammar: …/10
TOTAL: …/50
- Have Ss do the task as required.
- Let Ss discuss in groups to complete the cross-checking.
- Give feedback on one writing as a model.
- Choose some useful or excellent words/ phrases/ expressions/ word choices Ss have used to give
suggestions to other Ss
- Choose some typical errors and correct as a whole class without nominating the Ss’ names

* HOMEWORK 2ms
- Ask Ss to Write about your dream schools with selective learning activities. Explain them in specific
subjects and examples
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: February 25th, 2023

UNIT 8: NEW WAYS TO LEARN Total number of periods: 8 ( from 71 to 78)

Lesson 8: LOOKING BACK AND PROJECT Period: 78

I. OBJECTIVES
By the end of the lesson, students will be able to acquire all the knowledge, competences and qualities stated
in the following areas.
1. Knowledge
- To revise language and skills including
+ Pronunication: Sentence Stress
+ Vocabulary: Words and phrases related to different ways of learning
+ Grammar: Relative Clauses: defining and non-defining relative clauses with who, that, which, and
whose
2. Competences
- Developing four skills of English
- Being collaborative and supportive in pair work and teamwork
- To improve Ss’ communication, collaboration, analytical and critical thinking skills
3. Personal qualities
- Familiarize with new learning activities
- Develop self-study skills and diligence
II. TEACHING AIDS AND MATERIALS
- Teacher’s aids: Student’s book and Teacher’s book, audio, digital books, projector / interactive
whiteboard /TV, PowerPoint slides
- Students’ aids: Student’s book, Workbook, Notebook
III. PROCEDURES
1. Warm-up activity: 5 minutes
a. Objectives:
To help Ss remember what they have learnt about grammar, vocabulary
b. Content: Review vocabulary
c. Expected outcomes: Ss can revise the knowledge they have learnt in the unit
d. Organization:
- Get Ss ready for the lesson
- Remind them of the grammar point and vocabulary area that have been learnt in the unit
- Ask Sts to play a game GUESSING
- Hang on the poster and asks them to complete as quickly as possible
Which letters are missing?
P_R_ _N_ _ E_ _ _T_ _ _ _C _E_ _ _ _S
Complete the sentence
____ ____ ____ ____can help us a lot in learning are now widely used among students and teachers.
- Lead into the new lesson.
* Suggested answers:
1. PERSONAL ELECTRONIC DEVICES
2. Personal electronic devices which can help us a lot in learning are now widely used among students and
teachers

2. Presentation and Practice: 26 minutes

* Pronunciation (5 minutes)
TASK: Listen and underline the stressed words in the sentences. Then practise reading the sentences.
(p. 94)
a. Objective: - To help students revise the words that are stressed in the sentences
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b. Content: Listen and underline the stressed words in the sentences. Then practise reading the sentences.
c. Expected outcomes: Students can read the sentences out
d. Organization:
- Have Ss do this activity individually, then compare their answers in pairs.
- Tell ss to underline the stressed words in each sentence. Then play the recording for them to check their
answers.
- Ask individual Ss to write the sentences on the board, read them out and underline the stressed words.
- Check and correct any mistakes.
- Play the recording again and have Ss practice reading the sentences.
Key:
• 1. Many students bring smartphones to school nowadays.
• 2. You can download the app to study English.
• 3. Thanks to technology, students can learn anywhere.
• 4. My sister is looking for information for her presentation tomorrow.

* Vocabulary: (9 minutes)
TASK. Complete the sentences. Use the words in the box. (p.94)
a. Objective: To help students revise words and phrases related to different ways to learn, which they
have learnt in the unit.
b. Content: Complete the sentence using the words in the box
c. Expected outcomes: Students can do task correctly
d. Organization:
- Have Ss do this activity individually and write their answers in their notebooks.
- Call on individual Ss to write the words on the board, then check answers as a class.
Key:
1. online
2. Traditional
3. connection
4. blended
5. teamwork

* Grammar: (12 minutes)

TASK. Choose the best answers. (p.94)
a. Objective: To help students revise the relative clauses and relative pronouns
b. Content: Students choose the best answers.
c. Expected outcomes: Students can do grammar task correctly
d. Organization:
- Give instructions and has Ss complete the task individually.
- Before Ss do the task, T helps them revise quickly about defining and non-defining relative
clauses, especially the use of ‘that’ in each type.
- A relative clause gives more information about a person or thing by defining the noun before it.
- It usually begins with a relative pronoun: who, whom, which, that or whose.
- There are 2 types of relative clauses: Defining relative clause and Non-defining relative clause
+ Defining relative clause: give essential information about someone or something – information
that we need in order to understand what or who is being referred to.
+ Non-defining relative clause: give extra information about the person or thing. It is not necessary
information. We don’t need it to understand who or what is being referred to.
- Give feedback and discuss with the class.
Answers:
1. who/that 2. which/that 3. Which 4. Whose 5. which/that 6. who

4. Production: 10 minutes
* Project: Technology for learning
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TASK. Work in groups. Do a survey to find out how students in your school use electronic devices to
learn. Try to find at least 15 students to interview. Then present your group’s findings to the class. (p.95)
a. Objective: To provide an opportunity for students to develop their research and collaboration skills,
and to practise giving an oral presentation.
b. Content: Do a survey and present findings
c. Expected outcomes: Students can make a plan, develop their research and collaboration skills, and
practise giving an oral presentation
d. Organization:
- Assign the project one week in advance of the lesson.
- Divide class into 4 groups.
- Ss work in groups and conduct a survey about how Ss use electronic devices to learn as required in
the textbook (p.95)
- Encourage Ss to interview as many people as possible.
- Guide Ss to use different tools to collect data (face-to-face interviews, questionnaires, online surveys)
- Summarize the data collected and visualize them to make big posters around the classroom.
- Ask the class to listen to the reports and ask questions if they would like to.
- Have Ss have peer assessment by taking notes on a checklist and then vote for the most attractive
poster and the most interesting presentation.
- Give comments and feedback to all posters and presentations, and award a prize to the group which
has the most votes.

* Homework:
- Exercises in the workbook
- Prepare Review 3

* EVALUATION AND ADJUSTMENT (IF ANY)

………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: March 10th, 2023

REVIEW 3
Total number of periods: 3 (from 79 to 81)
Lesson: LANGUAGE Period: 79
I. OBJECTIVES
By the end of this lesson, Ss will be able to acquire all the knowledge, competences and qualities stated in
the following areas.
1. Knowledge
- Review words related to gender equality, Vietnam and international organisations, and new ways to
learn;
- Review stressed words and stressed syllables in each sentence
- Review the passive voice;
- Review comparative and superlative adjectives;
- Review relatives clauses.
2. Competences
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities
3. Personal qualities/ Attributes
- Train students’ diligence
II. TEACHING AIDS AND MATERIALS
▪ Equipment: Flashcards/ pictures, realia, worksheets, audio CD, CD player, computer and
screen, sound system
▪ Materials: Tiếng Anh 10 Global Success (Student book, Teacher’s book), handouts,
online resources
III. PROCEDURES
1. Warm up: 05 minutes
a. Objectives :
- To raise students’ interest and get them ready for the lesson
- To help Ss to remember the overall knowledge of Unit 6,7,8
b. Content: Game: LUCKY NUMBER
c. Expected outcomes: - Ss remember the knowledge of unit 6,7,8 and have correct answers.
- Assesses Ss through the game and gives points if necessary
- Suggested answers:
1. equal - opportunities
2. traditional – method
3. face –to-face - learning
4. economic – growth
5. that 6. Which 7. Who 8. whose
d. Organization:
*Game: Lucky number
- Holds the game: Lucky number
- Uses Task 1 of 2 parts: Vocabulary and Grammar to make questions for the lucky game.
(Questions in handout )
-Divides the class into two groups, each group takes turn to choose a number in which one
number is lucky number, one number is unlucky number, and the others contain questions.
- Gives 10 marks for each correct answer
- Gives 10 marks for the group choosing lucky number.
-Takes away 10 marks from the group choosing unlucky number.
-Announces the winner at the end of the game.
-Gives feedback and lead to the lesson.

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2. Presentation and practice: 25 minutes
a. Objectives :
- To enable Ss to recall the knowledge of vocabulary, pronunciation, and grammar in units 6,7,8
- To give Students an opportunity to review word and sentence stress; using the words in
meaningful contexts; grammar points: comparative and superlative adjectives, and the passive
voice with modal verbs.
- To enhance the solidarity and collaborative skill among groups’ members
b. Content:
- Students work in groups to recall knowledge in units 6,7,8 which they have learnt
- Students practice tasks
+ Pronunciation: students read the sentences, underline the stressed words, and then mark the
stressed syllables.
+ Vocabulary: stduents complete the sentences with the correct forms of the words.
+ Grammar: Students rewrite the sentences using comparative and superlative adjectives or the
passive voice without changing their meanings.
c. Expected outcomes:
- Students can revise the knowledge of three units they have learnt
- Students can present vocabulary, pronunciation related to 3 topics: gender equality, Vietnam
and international organisations, and new ways to learn and grammar points: passive voice;
comparative and superlative adjectives; relatives clauses.
- Ss can master the knowledge of language in three units they have learnt
- Ss can complete the tasks correctly and develop students’ ability in dealing with exercises of
language
- To enhance the solidarity and collaborative skill among groups’ members
Suggested answers:
Pronunciation
1. Our responsi'bility is to help the 'children in re'mote ‘areas.
2. Viet Nam is an 'active 'member of ‘many inter'national organi'sations.
3. Our 'company has gained eco'nomic 'benefits from 'selling 'local 'products.
4. There are many new ‘learning ac’tivities at schools now.
Vocabulary:
1. equally
2. organisations
3. traditionally
4. Education
Grammar:
1. is larger than
2. can’t be accepted
3. is more active
4. the most interesting online course
5. should be provided for women
d. Organization:
Activity 1: Revision
- Divides the class into 4 groups and gives them tasks
+ Group 1: Give general information (idea, vocabulary, pronunciation) about unit 6, 7 and Stress
in two or three syllable
+ Group 2: Give general information (idea, vocabulary) about unit 8
+ Group 3: Give general knowledge of passive voice with modal and comparative forms of
adjectives (structures, usage…)
+ Group 4: Give general knowledge of superlative adjectives and relative clauses
(structures, usage…)
- Asks them give short answers in 2 minutes, using their subboard
- Has students prepare in 2 minnutes

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- Calls some representatives to report
- Gives remark
Activity 2: Practice
Pronunciation: READ THE FOLLOWING SENTENCES. UNDERLINE THE STRESSED
WORDS IN EACH SENTENCE, THEN MARK THE STRESSED SYLLABLES IN
THESE WORDS. LISTEN AND CHECK.
- Asks Ss to read the sentences, underline the stressed words, and then mark the stressed
syllables.
- Asks Ss work in pairs and do as instructed.
- Plays the recording, pauses after each sentence for Ss to check their answers.
- Checks answers as a class by asking individual Ss to write the sentences, underline the stressed
words and mark the stressed syllables.
-Gives feedback
Vocabulary: COMPLETE THE SENTENCES WITH THE CORRECT FORM OF THE
WORDS IN BRACKETS.
- Asks Ss to work individually to complete the sentences with the correct forms of the words.
- Tells them to read the sentences, focus on the words around the gaps and decide on the part of
speech that they need to use to complete them. T explains that they have to use the context clues
to decide on the word form.
- Asks Ss work individually to complete the task.
- Allows Ss to share answers before discussing as a class.
- Checks answers as a class.
- Has Ss call out the word they have used for each sentence first, asks some Ss to read the
complete sentences.
- Confirms the correct answers.
Grammar: REWRITE THE SENTENCES USING COMPARATIVE AND
SUPERLATIVE ADJECTIVES OR THE PASSIVE VOICE WITHOUT CHANGING
THEIR MEANINGS.
- Has Ss work in pairs, rewriting the sentences using comparative and superlative adjectives or the
passive voice without changing their meanings.
- Tells them to read each sentence carefully and decide which structure they should use.
- Lets Ss do the task in pairs.
- Calls on individual Ss to read their completed sentences
- Checks as a class and confirms the correct answers.
3. Production: 10 minutes
a. Objective: to give students a chance to practice Speaking and writing skills using words/ phrases and
grammar points they have learnt in Units 6,7,8
b. Content: Making sentences
c. Expected outcomes: Students can use grammar points in units 6,7,8 and given words to make correct
answers
d. Organization:
-Gives some words (online learning, organisation, promote, treat, equal…) and asks Ss to make
sentences containing these words and grammatical points (passive voice with modal, comparative,
superlative, relative clause)
- Lets students prepare in groups in 4 minutes
- Has them present in 3 minutes
-Gives points to groups making correct sentences.
-Gives feedback
* HOMEWORK (5ms)
- Asks sts to:
+ Do exercises in the notebooks.
+ Revise knowledge of language carefully.
+ Use words/ phrases and grammar points they have learnt in Units 6,7,8 to make some sentences
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+ Prepare for Review 3 – Skills (Listening and speaking).
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

Handout

QUESTIONS FOR THE GAME

Question 1: Lucky number
Question 2: Un lucky number
Question 3: Match the words that go together: “equal”
A. Opportunities B. organization C. products D. classmates
Question 4: Match the words that go together: “Traditional”
A.chance B. region C. course D. method
Question 5: Match the words that go together: “Face – to – face ”
A.computer B. learning C. nations D. school
Question 6: Match the words that go together: “Economic”
A.chance B. areas C. growth D. method
Question 7: He bought all books ……………..he needs for his English course
A. That B. who C. whose
Question 8: This computer, …………I often use to learn English, is a birthday present from my father
A. which B. that C. whose
Question 9: I like working with classmates ………….are responsible and creative
A. whose B. which C. who
Question 10: Nam, ……………father is a famous surgeon, wants to go to medical school
A. which B. whose C. who

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Date of preparation: March 12th, 2023

REVIEW 3
Total number of periods: 3 (from 79 to 81)
Lesson: SKILLS (1) Period: 80

I. OBJECTIVES
By the end of this lesson, Ss will be able to acquire all the knowledge, competences and qualities stated in
the following areas:
1. Knowledge
- Practice listening for gist and specific information about online learning;
- Practice talking about advantages of learning online.
2. Competences
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities
3. Personal qualities/ Attributes
- Raise students’ awareness of gender equality, Vietnam and international organisations, and new
ways to learn.
- Train students’ diligence
II. TEACHING AIDS AND MATERIALS
- Equipment: Flashcards/ pictures, realia, worksheets, audio CD, CD player, computer and screen,
sound system
- Materials: Tiếng Anh 10 Global Success (Student’s book, Teacher’s book), handouts, online
resources
III. PROCEDURES
1. Warm up: 05 minutes
a. Objectives :
- To raise Ss’ interest and get them ready for the lesson
- To help Ss brainstorm some vocabulary learnt in Units 6 -8
b. Content: Game: The A to Z game
Write the names of devices which are helpful for online learning
c. Expected outcomes:
- Ss remember the vocabularies of units 6,7,8 and have correct answers.
- Ss are assessesd through the game and given points if necessary
* Suggested answers: Computer, Television, Mobile phone,…
d. Organization:

Name the pictures: The A to Z game

- Give Ss a theme “Devices which are helpful for online learning”.
- Ask Ss to write an appropriate word next to each letter which is divided into column from A to Z
on the board (For example: Computer, Television, Mobile phone ... )
- Encourage Ss to discuss the answers in team and race to write an appropriate word next to each
letter on the board.
- Check the answers
- Confirm the answers and give feedback and lead to the new lesson.

2. Pre- practice and practice: 28 minutes

a. Objectives :
- To provide Ss with new opportunity to practice listening skill.
- To give Ss a chance to practice speaking skills using words and expressions they have learnt in
Units 6-8.
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- To enhance the solidarity and collaborative skill among groups’ members
b. Content:
- Task 1: Listen and choose the best title fot the talk
- Task 2: Listen again and complete each sentence with ONE word
- Task 3: Work in pairs. Share your opinions about the advantages of learning English and other
subjects online. Use the ideas in Listening and the expressions below to help you.
c. Expected outcomes:
- Ss can get the gist, specfic information and key words of the conversation and complete the task
correctly.
- Ss can communicate with their partners to express advantages of learning English and other subjects
online.
* Suggested answers:
Task 1: B. A fun way to learn English.
Task 2: 1. bored 2. useful 3. activities 4. answers
Task 3: Depend on Ss
d. Organization:
LISTENING
* Task 1: Listen and choose the best title for the talk. (p. 97)
- Ask Ss to look through the list of titles.
- Have Ss look at three options, read, and underline key words.
- Play the recording once for Ss to listen and choose the best answer.
- Check the answers as a class and ask Ss to explain why A and C are not suitable titles, e.g.
(A) The recording talks about using electronic devices to study English so this option is too general;
(C) Ways to do online exercises are not mentioned in the recording.
- Confirm the answers and give feedback
* Task 2: Listen again and complete each sentence with ONE word. (p. 97)
- Ask Ss to look at the sentences, underline the key words and decide what part of speech they
need to fill in each blank (e.g. 1: adj; 2: adj; 3: noun; 4: noun).
- Play the recording again and has Ss write down their answers in their notebooks.
- Have Ss work in pairs to compare their answers.
- Checks the answers as a class.
- Confirm the answers and give feedback.
SPEAKING
* Task 3: Work in pairs. Share your opinions about the advantages of learning English and
other subjects online. Use the ideas in Listening and the expressions below to help you. (p. 97)
– I think ... is more useful / easier / better / more effective because …
– ... give us a chance to (do sth)
– ... have easy access to learning materials / videos

- Ask Ss to work in pairs to share their opinions about the advantages of learning English
and other subjects online.
- Ask Ss to read through the useful expressions and the example.
- Check Ss’ understanding.
- Have Ss work in pairs, expressing opinions about the advantages of learning English and
other subjects online
- Call on two or three pairs to share their opinions with the class.
- Comment Ss’ answers and praise for interesting ideas and fluent delivery.
3. Production: 07 minutes
a. Objectives:
- To give Ss a chance to practice listening, speaking and writing skills by listening to the talk.
- To train Ss’ teamwork.
b. Content: Listening, discussing and writing down the key words.
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c. Expected outcomes:
- Ss can get the key information of the talk about online English learning.
- Ss are assessesd through the game and given points if necessary.
* Suggested answers:
1. materials 2. devices 3. dictionaries 4. grammar 5. pronunciation
d. Organization:
- Divide the class into 2 teams and give each team a board pen and play the recording in the listening
part and stop after key content words.
- Have Ss discuss the answer and one member from each team runs to the board, and writes the last
word heard. Continue until the end of the talk.
- Count the number of correct words on the board for each team and find out the winner.
- Give marks if necessary.
* HOMEWORK: 05 minutes
- Ask Ss to:
+ Do exercises in the notebooks.
+ Listen to more talk on the Internet
+ Practise speaking to their friends on the topics
+ Prepare for Review 3 – Skills (Reading and Writing).
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: March 12th, 2023

REVIEW 3
Total number of periods: 3 (from 79 to 81)
Lesson: SKILLS (2) Period: 81

I. OBJECTIVES
By the end of this lesson, Ss will be able to acquire all the knowledge, competences and qualities stated in
the following areas.
1. Knowledge
- Practice reading for general specific information about gender equality in sports;
- Practice writing a short paragraph about an international organisation.
2. Competences
- Develop communication and language skills
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities
3. Personal qualities/ Attributes
- Develop self-study skills
- Raise students’ awareness of gender equality and international organisations.
II. TEACHING AIDS AND MATERIALS
▪ Equipment: Flashcards/ pictures, realia, worksheets, audio CD, CD player, computer and
screen, sound system
▪ Materials: Tiếng Anh 10 Global Success (Student book, Teacher’s book), handouts,
online resources
III. PROCEDURES
1. Warm up: 05 minutes
a. Objectives :
- To raise students’ interest and get them ready for the lesson
- To check the knowledge about gender equality in sports and international organisations and
lead in new lesson.
b. Content: Game: QUIZZES
c. Expected outcomes: - Ss know the knowledge of gender equality in sports and international organisations
and have correct answers.
- Assesses Ss through the game and gives points if necessary
- Suggested answers:
1. WTO
2. UN
3. UNICEF
4. WWF
5. D
d. Organization:
*Game: QUIZZES
- Ask Ss to work in pairs and answer questions about gender equality in sports and international
organisations by playing the game : Quizzes. (Questions in handout)
- Have Ss do as instructed.
- Call Ss to give their answers to each questions.
- Check answers as a class.

2. Presentation and practice: 25 minutes

a. Objectives :
READING: - To help Ss practise understanding word meanings from context.
- To help Ss practise reading for specific information.
WRITING: - To help Ss practise writing a paragraph about an international organisation.
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- To enhance the solidarity and collaborative skill among groups’ members
b. Content:
READING: Students read the text, match the highlighted words with their meaning and decide
whether the statements are true or false
WRITING: Students write a paragraph (120 – 150 words) about an international organization
that they have learnt in Unit 7.
c. Expected outcomes:
- Students can revise the knowledge gender equality in sports and the way of writing a paragraph
about an international organisations they have learnt
- Ss can complete the tasks correctly and develop students’ ability in dealing with exercises of
reading and writing skill
- To enhance the solidarity and collaborative skill among groups’ members
Suggested answers:
READING
Task 1:
1. qualified
2. encourage
3. considered
Task 2:
1. F 2. T 3. T 4. F
WRITING
Sample answer:
UNICEF, also United Nations Children’s Fund, was formed in 1946. It works in over 190 countries
to help improve health and education of children. Its main aims is to support the most
disadvantaged children all over the world. In Viet Nam, UNICEF aims to protect children and
make sure they are safe and healthy, and have access to education. UNICEF has brought many
positive changes to Vietnamese children’s lives.
d. Organization:
READING (10ms)
TASK 1: READ THE TEXT AND MATCH THE HIGHLIGHTED WORDS WITH THEIR
MEANINGS.
- T asks Ss to read the whole text once to get an overall idea. T has Ss read the text again. T tells
them to pay attention to the context of each highlighted word, then look at the three definitions.
- Ss work individually to work out the words.
- T puts Ss into pairs to compare their answers and asks individual Ss to write the words on the board.
- T checks the answers as a class.
TASK 2: READ THE TEXT AGAIN AND DECIDE WHETHER THE STATEMENTS ARE
TRUE (T) OR FALSE (F).
- T asks Ss to read the statements and underline the key words. T checks what key words they have
underlined, e.g. 1. male, trained, become, rugby coaches, Fiji; 2. Kitiana, working, primary school;
3. Kitiana, qualified coach, rugby programme; 4. rugby, other sports, can’t, change, behaviour,
males and females.
- Ss read through the text to locate the answers, and decide which statements are true or false.
- T calls on some Ss to write their answers on the board.
- T checks the answers as a class.
WRITING (15ms)
WRITE A PARAGRAPH (120 - 150 WORDS) ABOUT AN INTERNATIONAL
ORGANISATION YOU HAVE LEARNT ABOUT (E.G. UN, UNICEF, WTO). USE THE
OUTLINE BELOW TO HELP YOU.
- T tells Ss they are going to write a paragraph (120 – 150 words) about an international organization
that they have learnt in Unit 7.
+ T asks Ss to read through the questions and brainstorm some ideas for their writing in groups.

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+ T asks Ss to use the given outline. They should pay attention to punctuation, structures, word
choice, linking words, etc.
- Ss work individually and write the paragraph.
- T gives Ss enough time to complete the paragraph. T walks round the class and offers help.
- T asks individual Ss to read their paragraphs or collects them to check after class and provides
written feedback.

3. Production: 10 minutes
a. Objectives: to give students a chance to practice Speaking skill using knowledge they have learnt in
Units 6,7,8
b. Content: Talking about gender equality or an international organization
c. Expected outcomes: Students can use knowledge they have learnt in Units 6,7,8 to express their ideas
about these topics
d. Organization:
- Ask Ss to use knowledge they have learnt in Units 6,7,8 to express their ideas about gender equality
or an international organization. T can gives some suggestions if students need
- Let students prepare in groups in 4 minutes
- Have them present in 3 minutes
- Give feedback and gives points if students give good answers

* HOMEWORK (5ms)
T asks sts to:
- Prepare for Unit 4 – Getting started.
- Do exercise in workbook.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………
Handout

QUESTIONS FOR THE GAME

Question 1: Which organization is it? Question 2: Which organization is it?

Question 3: Which organization is it? Question 4: Which organization is it?

Question 5: What sports do women like joining?

A. Football B. swim C. Basketball D. All

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Date of preparation: March 12th, 2023

THE SECOND PERIODICAL TEST

Total number of periods: 1
Period: 82

I. OBJECTIVES
By the end of this lesson, students will be able to achieve all the goals set in the following areas:
1. Knowledge
-To help students check all the vocabulary they have learnt from unit 6, unit 7 and unit 8 as well as grammatical
points such as the modal in passive,comparisons, relative clauses.
- To help students develop their skills of English in various kinds of exercises
- To make students obtain and apply naturally all the knowledge they have been taught within 3 units
2. Competences:
- Improve Ss’ communication, collaboration, analytical and critical thinking skills.
- Actively join in class activities such as pair work and teamwork.
3. Personal qualities
-To employ essential vocabulary and grammatical points so that they can establish natural communication
II. Test matrix
MA TRẬN ĐỀ KIỂM TRA GIỮA KỲ II
MÔN: TIẾNG ANH LỚP 10 – THỜI GIAN LÀM BÀI: 60 PHÚT

Mức độ nhận thức

Tổng
Nhận biết Thông hiểu Vận dụng Vận dụng cao
TT Kĩ năng Thời Thời Tỉ Thời Thời Thời
Tỉ lệ Tỉ lệ Tỉ lệ Tỉ lệ
gian gian lệ gian gian gian
(%) (%) (%) (%)
(phút) (phút) (%) (phút) (phút) (phút)
1 Nghe 10 2 10 3 20 5
2 Ngôn
34 12 4 3 2 3 40 18
ngữ
3 Đọc 6 4 6 4 8 7 20 15

4 Viết 10 10 10 12 20 22

Tổng 50 18 20 10 20 20 10 12 100 60
Tỉ lệ % 50% 20% 20% 10% 100 60
Tỉ lệ chung 70 30
100
(%)

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BẢNG ĐẶC TẢ KĨ THUẬT ĐỀ KIỂM TRA GIỮA KÌ 2
MÔN: TIẾNG ANH 10 GLOBAL SUCCESS – THỜI GIAN LÀM BÀI: 60 PHÚT

TT Kĩ năng Đơn vị kiến Mức độ kiến Số câu hỏi theo mức độ nhận thức Tổng Số
thức/kỹ năng thức, kĩ năng CH
cần kiểm tra, Nhận biết Thông Vận dụng Vận dụng
đánh giá hiểu cao

TN TL TN TL TN TL TN TL TN TL
I. LISTENING 1- Nghe cuộc trò Nhận biết: 5 5
chuyện ngắn - Nghe và chọn
• Thời lương: ~ 3 đáp án đúng
phút/ 2 lượt (A, B, C, D)
• Dạng bài: Chọn
đáp án đúng
• Chủ đề: Unit 6-
8
2. Nghe và điền từ 5 5
vào chỗ trống
(không quá 1 từ
hoặc 1 số)
- Thời lượng: 2
phút/ 2 lượt
- Dạng bài: điền từ
vào chỗ trống
- Chủ đề unit 6-8
II. 1. Ngữ âm: Nhận biết: 5 5
VOCABULAR - Phân biệt phát âm - Nhận biết các
Y AND /tʃ/ - /k/ âm /tʃ/ - /k/
GRAMMAR - Phân biệt phát âm - Nhận biết các
/i/ - /ai/ âm /i/ - /ai/
- Cách phát âm đuôi - Cách phát âm
-ed đuôi -ed
- Trọng âm của từ - Nhận biết
có hai âm tiết trọng âm của
- Trọng âm của từ từ có 2 âm
có ba âm tiết tiết
- Nhận biết
trọng âm của
từ có 3 âm
tiết

2 Từ vựng Nhận biết: 8 8

- Từ vựng theo - Câu giao tiếp
chủ đề Unit 6-8 - So sánh hơn
- Phương thức nhất
cấu tạo từ (Superlative
(Cách thành lập Adjective)
từ danh từ/ tính - Relative
từ) Pronoun
(which)
- Từ vựng Unit
7
- Cụm từ cố
định Unit 7
- Giới từ
- Từ vựng Unit
6
- Từ vựng Unit
7
Thông hiểu: 2 2

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- Từ trái nghĩa
Unit 6
- Từ đồng
nghĩa Unit 6
3. Ngữ pháp Thông hiểu: 4 4
- Chia dạng đúng
của động từ trong
ngoặc:
+ Comparative
(short adjective)
+ Superlative
(long adjective)
+ Modal verb
(passive)
+ Modal verb
Vận dụng: 1 1
+ Present
continuous tense
III READING 1. Đọc điền từ Nhận biết: 3 3
• Độ dài: 150- - Giới từ
180 từ - Từ loại
• Chủ đề: Unit 6- - Đại từ quan
8 hệ

Thông hiểu: 1 1
- Trạng từ liên
kết
Vận dụng: 1 1
- Từ vựng
trong ngữ
cảnh
2. Đọc hiểu Thông hiểu: 2 2
• Độ dài: 200- - Hiểu được
250 từ thông tin để
• Chủ đề: Unit 6- tìm được cụm
8 từ giải nghĩa
cho từ “solo”
- Hiểu được
thông tin để
tìm được cụm
từ có thể thay
thế cho
“them”
Vận dụng: 3 3
- Nắm được
thông tin
chính để tìm
ra tiêu đề cho
đoạn văn
- Hiểu được
thông tin về
hai nữ phi
công quân sự
người Nga để
tìm được
thông tin
đúng.
- Hiểu được
thông tin về
hai nhà phi
công nữ
người Nga để
chọn được
đáp án chứa
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thông tin
không đúng
trong câu hỏi.
2 WRITING Viết lại câu/ Nối Vận dụng: Viết 5 5
câu/ Xây dựng câu lại câu theo từ gợi
ý
+ Superlative
+ Comparative
+ Passive Voice
(Modal verb) (2
câu)
+ Nối câu:
Relative clause
Vận dụng cao 1 1
+ Viết đoạn
(khoảng 70 từ)
chủ để unit 6, 7, 8
Tổng 21 4 5 5 4 6 0 1 46

III. Test
UBND HUYỆN PHÙ MỸ ĐỀ KIỂM TRA GIỮA KỲ II– NĂM HỌC: 2022-2023
TRUNG TÂM GDNN-GDTX MÔN: TIẾNG ANH – Lớp: 10A1
Thời gian làm bài: 60 phút (không kể thời gian phát đề)
(Đề có 03 trang)
Họ và tên học sinh: …………………….Số báo danh:…………… Mã đề gốc

PART I: TRẮC NGHIỆM (6 pts)

Choose the word whose underlined part is pronounced differently from that of the others. (0.6 pt)
Question 1: A. technical B. charity C. chemistry D. school
Question 2: A. physical B. domestic C. kindergarten D. pilot
Question 3: A. waited B. mended C. faced D. objected

Choose the best answer A, B, C or D. (2.0 pts)

Question 4: Nga: “_________?” - Minh: “Once a week.”
A. How often do you go shopping B. How much do you want
C. Are you sure D. When will you get there
Question 5: Experiences at work help women to widen their knowledge.
The word “widen” is OPPOSITE in meaning to ______.
A. eliminate B. restrict C. broaden D. spoil
Question 6: She is the most __________ girl in our class.
A. intelligent B. intelligentest C. tall D. tallest
Question 7: That laptop, ____ I often use to search for information, is very expensive.
A. which B. that C. what D. Ø
Question 8: Joining the WTO has helped Viet Nam ____________ its economic growth.
A. provide B. prevent C. predict D. promote
Question 9: Governments, organisations and individuals must work together to win gender equality.
The word “win” is CLOSEST in meaning to ______.
A. lose B. attempt C. achieve D. respect
Question 10: Thanks to the women's liberation women can _______ social activities.
A. take part in B. takes after C. take out D. takes in
Question 11: The programme gives children with disabilities a chance to get access________ and benefit
from a quality education.
A. on B. to C. in D. with
Question 12: Both genders should be provided with equal ________to education, employment and
healthcare.
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A. incomes B. power C. rights D. energy
Question 13: The WTO is the world's largest international ______________ organisation.
A. economy B. economic C. economically D. economist

Read the following passage and choose the most suitable answer. (1.0 pt)
Some Russian women became well-known fighter pilots during the Second World War. Yekaterina
Budanova was one of them. She joined the Soviet Army and became a lighter pilot after working as a non-
military pilot. At first, Budanova's officer didn't believe in her ability. But in a short time Budanova became
famous for her talent and remarkable flying skills. Unfortunately, she died at the age of 26 in air-to-air
fighting against German planes although she already shot down one plane and hit a second before being
shot down herself. Interested in flying at an early age, Lydia Ultvyak joined a flying club and performed her
first solo flight at the age of 15. She became a fight instructor after graduating from the military flying
school. After the German attack on the Soviet Union in 1941. Utvyak joined the Soviet Air Force and soon
achieved great success. Like Budanova, she was killed (at the age of 21) in fighting against German planes.
And along with Yekaterina Budanova Lydia Utvyak is often considered one of the world's most famous
female fighter pilots.
Question 14: Which of the following is the best title of the text?
A. Fighting the Germans C. Russian Pilots
B. Women during the Second World War D. Female Fighter Pilots Who Made History
Question 15: The word “them” in paragraph 1 refers to_____.
A. women B. some Russian women C. fighter pilots D. fighters
Question 16: Budanova became a lighter pilot after working as_______.
A. a firefighter C. a non-military pilot
B. a flying club member. D. a fight instructor
Question 17: The word 'solo' in paragraph 2 means ________.
A. done by one person alone C. successful
B. done by more than one person D. frightening
Question 18: Which of the following is NOT true about Budanova and Uitvyak, according to the text?
A. They are considered two of the world's most famous female fighter pilots.
B. They died in their twenties.
C. They died when the Second World War was over.
D. They were talented and successful female fighter pilots in the Soviet Air Force.
Read the passage and choose the best answer for each of the numbered blanks. (1.0 pt)
The United Nations Educational Scientific and Cultural Organization (UNESCO) was formed
in 1945. It is an expert organization (19)____ the United Nations. It aims to (20) ____ world peace and
security through international cooperation in (21) _______, the sciences and culture. UNESCO supports
projects (22) ______ improve education quality, develop both natural and social sciences, protect
independent media and freedom of press. (23) _______, it helps protect regional and cultural history.
UNESCO aims to help countries promote their history, traditions, buildings and places of cultural and
natural importance.
Question 19: A. in B. of C. at D. to
Question 20: A. promote B. promise C. prevent D. commit
Question 21: A. educating B. educational C. educated D. education
Question 22: A. who B. whom C. that D. what
Question 23: A. However B. Moreover C. So D. Yet

Choose the word which differs from the other three in the position of the primary stress. (0.4 pt)
Question 24: A. tradition B. potential C. engineer D. promotion
Question 25: A. promote B. gender C. attract D. provide
 LISTENING
Part 1: Listen and fill in the blank with the correct answer A, B, C or D. (1.0 pt)
Question 26. Her office is ______ km away but it takes her two hours to get there by car every day.
A. seven B. seventeen C. twenty seven D. seventy
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Question 27. “Some cities have problems with ______ , crime, or bad weather – here we have traffic jams,”
she says.
A. smoke B. pollution C. accidents D. poverty
Question 28. Before going to the office, she has to take her children to school – so she sets off at _____ .
A. 4.30 am B. 5 am C. 6 am D. 7 am
Question 29. In the evening, the traffic is even ______ .
A. good B. bad C. better D. worse
Question 30. The Skytrain and metro can help a bit, but they are ________ in range and don’t cover all parts
of the city.
A. restricted B. rare C. small number D. limited

PART II. TỰ LUẬN (4 pts)

 LISTENING
Part 2: You will hear Jamie talking to his mum about his first day back at school after the summer holiday,
and write NO MORE THAN ONE WORD AND/OR NUMBER for each answer. You will hear the
conversation TWICE. (1.0 pt)
Question 1. Jamie’s mother asked her “Did you get to school at half past (6) ____________?”
Question 2. The subject Jamie had first is (7) ________________________________________.
Question 3. Jamie said that her new (8) _________________________ is difficult to remember.
Question 4. Jamie didn’t need (9) _____________________________________________ boots.
Question 5. Jamie said “But it’s (10) _________________________ to have a new classroom.”

Complete the second sentence so that it means the same as the sentence provided. (1.0 pt)
Question 1. No one in the class is taller than John.
→ John ..................................................................................................................................................
Question 2. Minh is not as hard-working as Nga.
→ Nga ...................................................................................................................................................
Question 3. We might not achieve monthly sales target.
→ Monthly sales target.........................................................................................................................
Question 4. Students should clean the classroom every day.
→The classroom ..................................................................................................................................
Question 5. The way of studying is quite useful. It gives them more control over their own language. (using
relative pronoun)
→ The way of studying ……………………………………………………………………………...

Fill each blank with the appropriate form of the words in brackets. (1 pt)
Question 1. Today it is (COLD) __________________________________________than yesterday.
Question 2. I think Ha Long Bay is (INTERESTING) ______________________ place I’ve known.
Question 3. Action to stop domestic violence must (TAKE) ______________________ immediately.
Question 4. Nam advised his younger brother that he should (DRINK) ________________ more water.
Question 5. We (WATCH) ____________________________ a film when the phone rang last night.
Write a short paragraph (about 70 words) about the job you would like to do. (1.0 pt)
Some following information should be included in your writing:
- The qualities people need for the job
- The main responsibilities of the job
- Why you would like to do the job
IV. KEYS
TRẮC NGHIỆM (6 điểm)
1 B 6 A 11 B 16 C 21 D 26 A

2 D 7 A 12 C 17 A 22 C 27 B

3 C 8 D 13 B 18 C 23 B 28 B
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4 A 9 C 14 D 19 B 24 C 29 D

5 B 10 A 15 B 20 A 25 B 30 D

TỰ LUẬN (4 điểm)
Listening (PART 2)
Question 1. 8/eight
Question 2. maths
Question 3. timetable
Question 4. football
Question 5. strange
Complete the second sentence so that it means the same as the sentence provided. (1.0 pt)
Question 1. John is the tallest (boy/student) in the class.
Question 2.Nga is more hard-working than Minh.
Question 3. Monthly sales target might not be achieved by us.
Question 4. The classroom should be cleaned by students every day.
Question 5. The way of studying which give them more control over their own is quite useful
Fill each blank with the appropriate form of the words in brackets. (1 pt)
Question 1. colder
Question 2. the most interesting
Question 3. be taken
Question 4. drink
Question 5. were watching
HƯỚNG DẪN CHẤM BÀI ĐOẠN VĂN (1,0 điểm)
Giáo viên cho điểm mỗi thành phần ứng với mức độ nhận thức học sinh đạt được.

Tổng:
Nhận biết Thông hiểu Vận dụng Vận dụng cao
1 điểm
Nội dung (0,1đ) (0,2đ) (0,3đ) (0,4đ)
(0,4 đ) - Trả lời ở mức tối - Trả lời được cơ bản - Trả lời khá đầy đủ - Trả lời đầy đủ
thiểu yêu cầu của bài. yêu cầu của bài. Bài yêu cầu của bài. yêu cầu của bài.
Bài viết có câu chủ đề viết có câu chủ đề. Bài viết có câu chủ Bài viết có câu
và các thành phần cơ Các thành phần cơ đề. Các thành phần chủ đề. Các thành
bản. bản đều được phát cơ bản được phát phần cơ bản được
- Viết được một số ý triển, đôi khi có chỗ triển tương đối kỹ, phát triển kỹ,
chính nhưng có chỗ phát triển chưa cân logic và cân xứng logic, cân xứng
diễn đạt không rõ, bị lặp xứng
ý, không liên quan,
gây khó hiểu cho người
đọc.
(0,05đ) (0.1 đ) (0.15 đ) (0,2 đ)
Tổ chức - Thông tin bị lặp và ảnh - Thông tin còn bị - Thông tin ít khi bị - Thông tin không bị
thông tin hưởng đến diễn đạt. lặp. lặp. lặp.
và tính liên - Sắp xếp ý thiếu logic, - Sắp xếp các ý có - Sắp xếp các ý có - Sắp xếp ý logic,
thiếu tính liên kết. logic, có tính liên kết, logic, mạch lạc, dễ mạch lạc cao. Bài
kết (0,2 đ)
- Ít sử dụng hoặc sử mặc dù tính mạch lạc đọc, dễ hiểu viết có tổng thể hài
dụng lặp các phương giữa các câu còn thấp - Sử dụng khá đa hòa, trôi chảy, uyển
tiện kết nối, hoặc sử hoặc máy móc dạng và chính xác các chuyển, tự nhiên.
dụng các phương tiện - Sử dụng các phương phương tiện kết nối - Sử dụng khá đa
kết nối chưa chính xác. tiện kết nối tuy còn dạng và chính xác
đơn giản nhưng đúng các phương tiện kết
nghĩa nối
Từ vựng (0,05đ) (0.1 đ) (0.15 đ) (0,2 đ)
(0,2đ) - Từ vựng tạm đủ để - Từ vựng đa dạng có - Từ vựng phong
diễn đạt thông tin liên liên quan đến chủ đề. phú liên quan đến
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- Từ vựng liên quan đến quan đến chủ đề. Một Đôi chỗ còn mắc lỗi chủ đề, diễn đạt tự
chủ đề hạn chế, lặp, số chỗ dùng từ chưa dùng từ chưa phù hợp nhiên. Dùng từ phù
hoặc không phù hợp. phù hợp hoặc viết sai hoặc viết sai dạng từ. hợp, chính xác.
- Dạng từ, chính tả còn dạng từ. - Có sử dụng từ đồng - Sử dụng đa dạng
viết sai, gây hiểu lầm - Còn mắc một số lỗi nghĩa, trái nghĩa, kết các từ đồng nghĩa,
hoặc khó chịu cho người sai về dạng từ và hợp từ, thành ngữ,... trái nghĩa, kết hợp
đọc. chính tả gây khó khăn - Ít lỗi sai về chính tả. từ, thành ngữ....
cho người đọc. - Rất ít lỗi về dạng
từ, và chính tả.
Ngữ (0,05đ) (0.1 đ) (0.15 đ) (0,2 đ)
pháp - Sử dụng cấu trúc đơn - Sử dụng các cấu - Sử dụng đa dạng - Sử dụng đa dạng,
(0,2đ) giản. trúc câu khác nhau. cấu trúc câu. linh hoạt cấu trúc
- Mắc nhiều lỗi sai về - Có khá nhiều lỗi sai - Thi thoảng còn mắc câu.
ngữ pháp và chấm câu, về ngữ pháp và chấm lỗi về ngữ pháp và - Còn một vài lỗi
gây khó hiểu cho người câu, đôi chỗ gây khó chấm câu, nhưng nhỏ về ngữ pháp và
đọc. hiểu cho người đọc. người đọc vẫn có thể chấm câu, người đọc
hiểu. vẫn thấy dễ hiểu.

V. RESULTS
KÉM YẾU TB KHÁ GIÓI TB trở lên
TT LỚP SS
0.0 đến 3.5 3.5 đến < 5.0 5.0 đến < 6.5 6.5 đến < 8.0 80 đến 10 5.0 đến 10
SL TL SL TL SL TL SL TL SL TL SL TL
1 10a1

VI. EVALUATION AND ADJUSTMENT (IF ANY)

…………………………………………………………………………………………………………

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Date of preparation: March 13th , 2023

PERIODICAL TEST CORRECTION

Total number of periods: 1 Period: 83

I. OBJECTIVES
By the end of this lesson, students will be able to achieve all the goals set in the following areas:
I. Objectives
1. Knowledge
- To help students realize their mistakes so that they can avoid those mistakes for the later tests .
- To give the students the most effective way of doing tests in Multiple Choice Questions .
- To help students gain a deeper insight into the grammar points that they studied in Units 6, 7, 8
2. Competences:
- Improve Ss’ communication, collaboration, analytical and critical thinking skills.
- Actively join in class activities such as pair work and teamwork.
3. Personal qualities
-To employ essential vocabulary and grammatical points so that they can establish natural communication
II. TEACHING AIDS AND MATERIALS
- Computer connected to the internet
- Projector/ TV/ pictures and cards
III. PROCEDURES

1. Warm-up
- Ask students some questions on the previous test.
a. What do you learn from the experience in the previous test?
b. How can you correct the mistake?
- Tell the aim of the period: correct the test.
2. Result
Class Number 8->10 6.5- >7.9 5->6.4 3.5->4.9 2->3.4 0->1.9 >5
of Ss
10A1 31
3. Ss' common mistake
-Word form.
- Tenses tranformation
- Vocabulary
4. Additional exercises
Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each question.
Question 1: Smart phones ______ have a lot of storage space can store audio books.
A. who B. whom C. which D. when
Question 2: Science teachers ______ use 3D projectors and other devices can easily explain the topics.
A. who B. why C. which D. where
Question 3: One benefit of ______ learning is that you can learn anytime and and where.
A. online B. face-to-face C. traditional D. blended
Question 4: Online courses give students the chance to work at their own __________.
A. speed B. rate C. note D. pace
Question 5: Work on your projects with classmates to share ideas and information and develop______
skills.
A. individual B. teamwork C. pair D. strategy
Question 6: You should take _______ while your teacher is explaining the materials.
A. in B. works C. notes D. at
Question 7: Teachers can create a classroom blog for students to post ideas and ________.
A. materials B. comments C. classrooms D. activities
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Question 8: Tereshkova travelled ______ space in Vostok 6 and successfully returned to Earth on 19 June,
1963
A. on B. at C. in D. into
* Ss' answers can be
1. C 2. A 3.A 4. D 5. B 6. C 7. B 8. D
Rewrite the following sentences, beginning as shown, without changing their meaning.
Question 1: He worked for a woman. She used to be an artist.
→ He worked for a woman who__________________________________________________
Question 2: I live in a city. It is in the north of Vietnam.
→ I live in a city which________________________________________________________
Question 3: That’s the man. His car is a Ferrari.
→ That’s the man whose_______________________________________________________.
Question 4: The last man has just returned from the farm. I want to talk to him at once.
→ The last man whom_________________________________________________________.
Ss' answers can be:
1. He worked for a woman who used to be an artist
2. I live in a city which is in the north of Vietnam.
3. That’s the man whose car is a Ferrari.
4. The last man whom I want to talk to at once.
5. Teacher' s comments:
- Ss : + Try to do the test in a serious way.
+ Discuss and correct the mistake with their friends
IV. HOMEWORK:
- Revise all exercises and theory.
- Do the exercise (handout)
V. APPENDIX
HANDOUT
Read the following passage and mark the letter A, B, C, or D to indicate the correct answer.
Today, more and more women are actively participating in social activities both in urban and rural
areas. Specifically, they have shined brightly in even many fields commonly regarded as the man's areas such
as business, scientific research and social management. In some areas, women even show more overwhelming
power than men. The image of contemporary Vietnamese women with creativeness, dynamism, success has
become popular.
In Vietnam's society. The fact reveals that the gender gap has been remarkably narrowed and women
enjoy many more opportunities to pursue their social careers and obtain success, contributing to national socio-
economic development. According to Ms, Le Thi Quy, Hanoi National University, gender equity in Vietnam
has reached a high level over the past decade. The rate of Vietnamese women becoming National Assembly
members from the 9th term to the 11th term increased 8.7%, bringing the proportion of Vietnamese women in
authority to 27.3%, the highest rate in Southeast Asia. There is no big gap in the level of literacy and schooling
between men and women.
The legitimate rights of women and children are ensured more than ever before with more complete
legal documents including laws, conventions and national action plans, among which the laws on "gender
equity" mark a turning-point in the empowerment of women.

Question 1. The text is about ____.

A. the changes in the status of Vietnamese women
B. the Vietnamese women's liberation
C. the Vietnamese sex discrimination
D. the discrimination that Vietnamese women have to face
Question 2. The word “brightly" in paragraph 1 is closest in meaning to ____.
A. poorly B. brilliantly C. increasingly D. decreasingly
Question 3. Which adjective is not used to describe Vietnamese women?
A. successful B. creative C. narrow D. dynamic
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Question 4. According to the data in the text, ____.
A. Vietnamese women do not take part in authority
B. the level of literacy and schooling between men and women in Vietnam is the same
C. there are more women in authority in Vietnam than those in any other countries in Southeast Asia
D. there are no female professors in Vietnam
Question 5. Vietnamese women ____.
A. have fewopportunities to develop their intellectual ability
B. have only shined brightly in doing housework
C. cannot do any scientific research
D. are ensured their rights with laws, conventions and national action plans

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Date of preparation: March 19th, 2023

Unit 9: PROTECTING THE ENVIRONMENT

Total number of periods: 8 (from 84 to 91)
Lesson 1: GETTING STARTED Period: 84
I. OBJECTIVES:
* By the end of this unit, students will be able to:
- Use the words related to the topic “ Protecting the Environment”.
- Identify sentence stress and become aware of rhythm in speaking.
- Understand the use of reported speech with statements and questions.
- Understand more about benefits of protecting the environment and raise Ss’ awareness of taking part in
environmental activities.
- Read for general and specific information about Environmental problems.
- Talk about solutions to an environmental problem.
- Listen for specific information in a conversation about ways to protect endangered animals.
- Write about a wildlife organization.
1. Knowledge:
- To introduce topic of the lesson: “Protecting the Environment”
+ Vocabulary: use the words related to the topic “Protecting the Environment”
+ Grammar: identify the reported speech with statements and questions.
2. Competence: By the end of the lesson students will be able to know the form and use the reported speech
with statements and questions to talk about the environment and ways to protect it.
3. Quality/ behavior:
+ To raise students’ awareness of environmental problems and solutions.
+ To promote environmental protection.
II. TEACHING AIDS:
- Teacher’s aids: Student’s book and Teacher’s book, Digital Book, projector / interactive whiteboard /TV,
pictures and cards, a computer.
- Students’ aids: Student’s book, Workbook, Notebook.
III. PROCEDURE:
1. WARM UP (5ms)
a. Aims:
- To activate students’ knowledge on the topic of the unit.
- To create a lively atmosphere in the classroom.
- To lead into the new unit.
b. Content: Words/phrases guessed from pictures related to the environment.
c. Outcome: Students can recognize some words/ phrases such as “Flood, dirty beach, storm, planting trees,
collecting rubbish, cycling” to get ready for learning a new topic: “Protecting the environment”
d. Organisation:
Teacher’s instructions
+ Greeting: Making greetings.
+ Chatting: Who is absent today?/ Is there anyone absent today?
- Introduce “Guessing Game” to students .
- Divide the class into four groups. Within two minutes, which group gives the most correct words/
phrases and is the quickest becomes the winner.
- Have groups write their answers on handouts.

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Expected answers: Flood, dirty beach, storm, planting trees, collecting rubbish, cycling
- Check Ss’ answer and declare the winner team
- From the pictures: planting trees, collecting rubbish, cycling, raise questions to lead into the topic:
Protecting the environment.
- Write the unit title “Protecting the environment” on the board and asks Ss to guess what they are
going to learn this unit.
- Ask Ss to open their book to page 100 and introduce what they are going to study.
- Have Ss listen and learn how to talk about Protecting the environment.

2. PRESENTATION ( 10ms)
a. Aims:
- To get students interested in the topic.
- To get students to learn some vocabulary to be learnt in the unit
b. Content: Learn some new words. Read the conversation and find out new words.
c. Outcome: Know more new words. Understanding the conversation; topic of the lesson, grammar points.
d. Organisation :
- Set the scene/ context for the listening and reading.
- Show the picture on page 100 and asks Ss questions “Who can you see in the picture? Where are
they? What do you think they are talking about?”
- Encourage Ss to give their answers, but do not confirm whether their answers right or wrong.
- Play the recording twice or more for Ss to listen and read along.
- Ask Ss to underline the new words or the word related to the topic while they are listening and
reading.
Teach vocabulary:
+ Use different techniques to teach vocabulary. (situation, realia, translation.)
+ Follows the seven steps of teaching vocabulary.
1. identify (v) /aɪˈdentɪfaɪ/: nhận biết, nhận diện
2. deforestation (n) /ˌdiːˌfɒrɪˈsteɪʃn/: sự chặt phá rừng
3. endangered (a) /ɪnˈdeɪndʒəd/: có nguy cơ tuyệt chủng
+ Check vocabulary.
+ Get students to take note.
- Call on some groups of Ss to read the conversation aloud

3. PRACTICE (20ms)
Exercise 2: Read the conversation again and answer the following questions.
a. Aim: To practise reading for specific information, practise scanning and develop Ss' knowledge of
vocabulary for the topic protecting the environment.
b. Content: Listen and read the conversation. Answer the questions.
c. Outcome: Know more new words. Understand the conversation; topic of the lesson, Vocabulary,
grammar points.
d. Organisation :
- Ask Ss to work individually to read the questions and underline the key words.
- Have Ss share their ideas with a partner who sits next to them.
- Have Ss share answers with the class and confirm the correct answers.
Exercise 3: Match the words in A with the words in B to form phrases in 1.
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a. Aims:
- To help Ss revise collocations for the environment.
- To practise scanning.
b. Content: Learn more vocabulary related to the topic.
c. Outcome: Students know more about the topic of the lesson, vocabulary.
d. Organisation: Teacher’s instructions.
- Ask Ss to locate the verbs or phrasal verbs in the conversation, find the nouns or noun phrases after
each verb/ phrasal verb to do the matching.
- Have Ss work individually.
- Ask Ss to share their answers with a partner.
- Check and give the correct answers with the whole class, has them say the meaning of each
collocation.
Exercise 4: Complete the following sentences based on the conversation. (p.101)
a. Aims:
- To help Ss identify reported speech with statements and questions.
b. Content: Learn more vocabulary related to the topic
c. Outcome: SS know more about the topic of the lesson, vocabulary.
d. Organisation :
- Have Ss read each sentence, try to think of a verb that will complete the gap
- Ask Ss to do the task individually
- Let Ss share the answers with a peer.
- Ask the whole class about the verb forms first, then the kind of verbs used in the very sentences, i.e.
reporting verbs.
- Call on individual students to read the complete sentences.

4. PRODUCTION ( 6ms)
a. Aim:
- To practise pair working and conversational skill in the form of role play.
- To give students authentic practice in using target language input of the lesson.
b. Content: Speaking
c. Outcome: Speak fluently to express what they can know through pictures
d. Organisation: Teacher’s instructions.
Role play the following situation.
- Give Ss clear instructions in order to make sure Ss can role-play effectively.
- Have Ss be to bound to follow these conversation steps and use required language they have just
acquired.
SITUATION:
- Student A: You’re Minh, a student of Thang Long High School in Hanoi. You are preparing a
presentation on Environmental Protection. You meet Greta Thunberg, a famous Swedish
environmental activist. Ask for her advice on your presentation.
- Student B: You’re Greta Thunberg, a famous Swedish environmental activist. Give your advice on
the very presentation that Minh asks you.
- Correct the grammar and pronunciation mistakes if necessary

* HOMEWORK
- Exercises in the workbook
- Project preparation
• Ask Ss to open their books at the last page of Unit 9, the Project section, say what the topic of the project is
(Environmental organisations).
• Tell Ss about the project requirements: Ss will have to do research about a local or an international
environmental organisation. They will have to find out information about the organisation such as when it
started working, its aims and activities, and prepare an oral presentation, which they deliver in the last lesson
of the unit.
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• Suggest some organisations that Ss may know or hear of. Encourage Ss to search for information from
different sources.
• To make their presentation more interesting, Ss should also prepare some visuals to illustrate the information.
• Put Ss into groups, and have them choose their group leaders. Ask groups to make a list of tasks they need
to accomplish before each lesson, and assign them to different students, making sure that all group members
contribute to the project work.
• Help Ss set deadlines for each task.
LESSON 2. LANGUAGE
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
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Date of preparation: March 20th, 2023

Unit 9: PROTECTING THE ENVIRONMENT
Total number of periods: 8 (from 84 to 91)
Lesson 2: LANGUAGE Period: 85
I. OBJECTIVES:
By the end of this lesson, Ss will be able to:
- Use the words and phrases related to the topic Protecting the environment.
- Use rhythm of speech in speaking.
- Use the reported speech with statements and questions.
1. Knowledge:
- Pronunciation: rhythm of speech
- Vocabulary: words and phrases related to the topic Protecting the environment.
- Grammar: reported speech with statements and questions.
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. Quality:
- Understand more about Protecting the environment
- Have the good attitude group work, individual work, pair-work, cooperative learning and working.
II. TEACHING AIDS AND MATERIALS:
- Teacher’s aids: Appliances for studying (textbooks, references, a computer, a power point lesson, TV,
https://sachmem.vn.)
- Students’ aids: + Textbooks, smartphones connected with the internet.
+ Vocabulary, workbooks and materials relating to the lessons.
- Method: group works; pair-work, individual work.
III. PROCEDURES:
PRONUNCIATION
1. WARM-UP (4 ms)
a. Aims:
- To activate students’ knowledge on the topic of the unit.
- To create a lively atmosphere in the classroom.
- To lead into the new unit.
b. Content: To enhance students’ skills of cooperating with teammates.
c. Outcomes: Ss will have to fill in each blank ONE word with its given initial to complete Mr. Earth story.
Students can recognize some words/ phrases such as resources, deforestation, dumped, thrown, chemical,
destroyed, energy, material, awareness, recycle to get ready for learning a Language lesson topic:
“Protecting the environment”.
1. resources 6. deforestation
2. destroyed 7. energy
3. dumped 8. material
4. thrown 9. awareness
5. Chemical 10. recycle
d. Organization:
Handout completion and video watching
- Divide Ss into 8 groups, delivers the handouts, and asks Ss to complete.
- Let Ss fill in each blank ONE word with its given initial to complete Mr. Earth story.
- Have Ss exchange their handouts to check the correct answers.
- Give relevant comments on the students’ answers and shows the key on the screen.
- Check Ss’ answer.

2. PRESENTATION (3 ms)
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a. Aims:
- To help students understand the concept and identify sentence stress.
b. Content: Rhythm of speech
c. Outcomes: Rules of rhythm of speech
d. Organization:
- Explain what rhythm of speech is and that different languages or families of languages have different
rhythm. For example, Vietnamese is a tonal language with no system of word stress and every word is
stressed. On the other hand, the rhythm of English is based on the contrast between stressed and
unstressed syllables or words in regular intervals. To sound like a native speaker and be more fluent,
Ss will also need to learn the language rhythm.
+ Sentence stress is the pattern of stressed and unstressed words across a sentence. Normally this
emphasis is on words that carry important information, although this can change significantly,
depending on the specific meaning the speaker wants to communicate.
+ Example: “She bought a new car.” has main stress on “bought”, “new” and “car”.
Further links: https://www.teachingenglish.org.uk/article/english-sentence-stress
3. PRACTICE (30ms)
Activity 1: Practice the conversation
a. Aim:
- To help Ss practice sentence stress and become aware of rhythm in speaking.
b. Content: Listen and repeat
c. Outcome: Ss can listen and repeat after each sentence the recording, paying attention to the stressed
words in the sentences.
Task 1: Listen and repeat. Pay attention to the stressed words in the sentences.
1. 'Don’t 'pick the 'flowers when you 'go to the 'park.
2. The 'students 'clean the 'school 'playground 'every week'end.
3. 'What’s 'happening with the 'polar 'bears?
4. Did you 'watch the 'documentary about 'air 'pollution?
Task 2: Mark the stressed syllables in the words in bold. Then practise saying the sentences with a
natural rhythm.
1. 'Don’t 'feed the 'animals in the 'zoo while they are 'resting.
2. The 'teacher 'asked his 'students to 'focus on their 'work.
3. 'What were you 'doing when I 'rang you up an 'hour ago?
4. Are you 'reading the 'book about en'dangered 'animals in the 'world?
d. Organisation:
Task 1: Listen and repeat. Pay attention to the stressed words in the sentences.
- Play the recording and asks Ss to listen and repeat after each sentence, paying attention to the
stressed words in the sentences.
- Hve Ss focus attention on the way the words are grouped in the sentences and the pauses after
between groups.
- Put Ss into pairs and has them practise reading the sentences to each other as naturally as they can.
- Correct mistakes if necessary.
Task 2: Mark the stressed syllables in the words in bold. Then practise saying the sentences with
a natural rhythm.
- Put Ss into pairs and has them read out the sentences to each other as naturally as possible. Teacher
reminds them to stress the correct syllables in the words in bold and pauses in appropriate places.
- Let Ss mark the stressed syllables in the words in bold individually.
- Have Ss work in pairs to compare their answers.
- Check answers as a class.
Task 3: Match the words or phrases to their meanings
- Ask Ss to work independently or in pairs and asks them to read the words and phrases carefully and
match them to their meanings.
- Have Ss look at the conversation, and find the context where the words / phrases are used, if
necessary.
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- Let Ss discuss in pairs, then teacher calls on one student to read aloud a word / phrase and another
student to read its definition.
- Check answers as a class.

Task 4: Complete the sentences using the correct form of the words and phrases in 1
- Ask Ss to work in pairs using the correct form of the words and phrases in 1.
- Let Ss read the sentences carefully to decide which word / phrase in 1 can be used to complete each
of the sentences and explain that they can use the context clues to help them decide on the word /
phrase.
- Ask Ss work in pairs. Ss call out the word / phrase they have used in each sentence first.
- Ask Ss to give the answers as well as the reasons why they have chosen the word / phrase for each
sentence.
- Check answers as a class and confirm the correct answers.

Activity 2:
a. Aims:
- To have Ss revise reported speech with statements and questions.
- To help Ss understand the use of reported speech with statements and questions.
b. Content:
c. Outcomes: Expected answers:
1. was
2. suggested
3. the following week
4. asked
5. had handed
d. Organization:
Task 1: Underline the correct word or phrase to complete each sentence.
- Tell Ss to look at Remember! on page 40 and asks them to make a list of changes when reporting a
statement or a question. In weaker classes, provide some prompts, e.g. tense, pronouns, time and place,
if necessary.
- Let Ss work individually to choose the correct word or phrase in each sentence,
- Tell them to exchange their answers in pairs.
- Check answers as a class and asks Ss to explain their choices.
- Let Ss recall the use of reported speech with statements and questions and elicits from Ss the rules of
using reported speech with statements and questions. Reported speech is when we tell someone what
we or someone else said before.
- Indirect reports of statements consist of a reporting clause and a that-clause. We often omit that,
especially in informal situations
- Indirect reports of yes-no questions consists of a reporting clause and a reported clause introduced
by if or whether. If is more common than whether. The reported clause is in statement form (subject +
verb), not question form:
She asked if I was Scottish. (original yes-no question: ‘Are you Scottish?’)
- Indirect reports of wh-questions consist of a reporting clause, and a reported clause beginning with
a wh-word (who, what, when, where, why, how). We don’t use a question mark:
He asked me what I wanted. (Not: He asked me what I wanted?)
- In indirect speech, we often use a tense which is 'further back' in the past. This is called 'backshift'.
We also may need to change other words that were used, for example pronouns and adverbs of time
and place.
Activity 3: Practice the conversation
a. Aim: - To give Ss an opportunity to practise the use of reported speech.
b. Content: - Change these sentences into reported speech.
c. Outcome: - Students can change these sentences into reported speech exactly.

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Expected answers:
1. Mrs Le explained that the burning of coal led / leads to air pollution.
2. Nam said he had to present his paper on endangered animals the following week.
3. Linda asked the speaker if human activities had / have an impact on the environment.
4. Nam asked Mai what environmental projects her school did.
5. Tom said to / told Nam that he would read more articles before writing the essay.
d. Organisation:
Task 2: Change these sentences into reported speech.
- Ask Ss to work independently and rewrite the sentences using reported speech. T also reminds Ss of
the changes needed: personal pronouns, tenses of verbs, and adverbs of time.
- Let Ss work individually.
- Have Ss work in pairs to compare answers.
- Check answers as a class. Confirm the correct answers.
4. PRODUCTION ( 4 ms)
a. Aim: To give Ss a chance to revise what they have learnt.
b. Content: Making sentences.
c. Outcomes: Ss can make their own sentences about protecting the environment.
d. Organization:
REVISION GAME
- Introduce 7 questions and shows them one by one on the screen.
- Have Ss read the questions and choose the correct answers.
- Ask Ss to share their answers in pairs.
- Check with the whole class and confirms the correct answers.
HOMEWORK: (3ms)
Asks Ss: - To review the lesson they have learnt.
- Do exercises in the workbook
- Prepare for the next lesson: Reading
* EVALUATION AND ADJUSTMENT (IF ANY)
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Date of preparation: March 24th, 2023

Unit 9: PROTECTING THE ENVIRONMENT

Total number of periods: 8 (from 84 to 91)
Lesson 3: READING Period: 86
I. OBJECTIVES:
* By the end of this lesson, students will be able to know more about our current environmental problems and
find ways to protect nature
1. Knowledge:
- Practise reading for the main idea and specific information in a text about Environmental problems
- Know more vocabulary related to the topic “ Environmental problems”
2. Competence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skill
- Actively join in class activities
3. Quality:
- Understand more about benefits of protecting the environment and raise Ss’ awareness of taking part in
environmental activities
- Develop self-study skills
II. MATERIALS
- Teacher’s aids: Student’s book and Teacher’s book, Digital Book, projector / interactive whiteboard /TV,
pictures and cards, a computer.
- Students’ aids: Student’s book, Workbook, Notebook.
III. PROCEDURE:
1. ACTIVITY 1: WARM UP AND INTRODUCTION (5ms)
a. Aims:
- To introduce the topic of reading.
- To enhance students’ skills of cooperating with teammates.
b. Content: To join in a game to create a friendly and relaxing atmostphere to inspire Ss to the subject and
new lesson.
c. Outcome: To know more environmental problems through pictures.
Expected answers:
1. Global warming
2. Acid rain
3. Air pollution
4. Deforestation
5. Rubbish
6. Water pollution
7. Endangered animals
8. Ozone layer depletion
9. Noise pollution
10. Urban sprawl
11. Pesticide
12. Ocean acidification
d. Organisation:
Game: Slap the board
- Class is divided into 2 teams, 2 leaders of 2 teams will play the game, the others support and cheer.
- Prepare 12 pictures of environmental issues.
- Say the name of one environmental issues and students will have to slap their hands on the
appropriate picture
- Encourage Ss to join the game.

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- Give feedback nd lead to the lesson.

2. PRE-READING (7ms)
Task 1: Look at the picture and answer the question.
a. Aims:
- To introduce the topic of the reading and get Ss involved in the lesson.
b. Content: Look at the picture and answer the question.
c. Outcome:
- Students can get some information about environmental problem and be ready to practice reading.
Expected answers:
a. Cutting of forests
b. Global warming
c. Air pollution
d. Endangered animals
d. Organisation:
-Lead students into the lesson by showing 4 pictures on P.103 and asks them the question in Task 1:
What environmental problems do you see in the pictures?
- Have Ss work in groups of four and identify the environmental problems in the pictures.
- Ask Ss to discuss what they see in each picture before they come up with the environmental
problems.
- Show each picture on the screen, names the problems and ask Ss to get ready for the first reading
task.
3. WHILE-READING (20ms)
Task 2: Read the text and choose the best title for it. (5ms)
a. Aims:
- To help Ss practise reading for the main idea
b. Content: Choose the best title for the text.
c. Outcome: Ss can improve their skimming skill.
Expected answers:
a. Environmental problems: what are they?
d. Organisation:
- Ask students to open the book, read through the text quickly and choose the best title for it.
- Have Ss do as required
- Let Ss share their answer in pairs.
- Call some students to give the answer, finalize the answer and explain which sentence gives the
information.
Task 3: Read the text again and decide which paragraph contains the following information. (7ms)
a. Aims:
- To provide students with some lexical items
- To develop reading skill for specific information.
b. Content: Read the text and decide which paragraph contains the information.
c. Outcome: Students can improve their scanning skill.
Expected answers:
1. C
2. B
3. A
4. D
d. Organisation:
VOCABULARY
- Ask students to get the meaning of the following words in context.
1.Consequence (n)
2.Respiratory (a)
3.Upset (v)
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- Have Ss find these words in the reading passage and tell the T their meaning.
- Let Ss sare their answers in pairs.
- Correct if necessary
- Ask students to read the whole text again and decide which paragraph contains the information in the
table.
- Let Ss identify key words in the information first. they may include paraphrased information so
when they read the text they should also look for synonyms or words with similar
meaning.
- Ask students to work in pairs to discuss and compare their answers.
- Check with the whole class.
Task 4: Complete the sentences with information from the text. Use no more than TWO words for
each answer. (8ms)
a. Aim: To help Ss practise reading for specific information.
b. Content: Complete the sentences with information from the text
c. Outcome:
- Students can practice scanning skills.
Expected answers:
1. weather events
2. habitats
3. waste gases
4. ecosystem
d. Organization:
- Ask Ss to read the text again and complete the sentences using the information in the text.
- Have Ss read through the text to locate the answers, then read again, but this time paying attention
only to the parts of the text that contain the answers.
- Have Ss work in pairs or groups to compare answers.
- Check answers as a class.

3. POST-READING (8ms)
a. Aims:
- To help Ss use the ideas and language in the reading to talk about the most serious environmental
problem in Viet Nam.
- Check Ss’ understanding of the reading passage.
- To help some Ss enhance presentation skills.
b. Content: Work in groups and discuss the question.
c. Outcome: Speak fluently to express what they can know about problems mentioned in the text.
d. Organisation:
- Let students work in groups and discuss the question:
Which of the problems mentioned in the text do you think is the most serious in Vietnam?
Global warming, Cutting of forests, Air pollution, Endangered animals
- Have Ss work in groups and decide which is the most serious one in Viet Nam.
- Call some students to present their answers in front of the whole class.
- Allow students to give comments for their friends and vote for the most interesting and informative
presentation.
- Give feedback and comment.
* HOMEWORK
- Teacher asks students to write down their opinion about benefits of protecting the environment.
- Do exercises in Workbook.
- Prepare: Lesson -SPEAKING
* EVALUATION AND ADJUSTMENT (IF ANY)
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Date of preparation: March 25th, 2023

Unit 9: PROTECTING THE ENVIRONMENT
Total number of periods: 8 (from 84 to 91)
Lesson 4: SPEAKING Period: 87

I. OBJECTIVES
By the end of this lesson, Ss will be able to talk about solutions to an environmental problem and
understand more about benefits of protecting the environment and raise Ss’ awareness of taking part in
environmental activities.
1. Knowledge
- Identify environmental problems and relevant solutions.
- Gain an overview about the outline and useful expressions for making oral presentations on solutions to an
environmental problem.
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skill
- Actively join in class activities
3. Quality
- Understand more about Protecting the environment
- Develop self-study skills
II. TEACHING AIDS AND MATERIALS
- Teacher’s aids: - Grade 10 textbook, computer connected to the internet, projector/ TV/ pictures and cards
- Students’ aids: Student’s book, Workbook, Notebook.
III. PROCEDURES
1. WARM-UP: (5 ms)
a. Aims: - To introduce the topic of speaking.
- To enhance students’ skills of cooperating with teammates.
b. Content: - To enhance students’ skills of cooperating with teammates.
c. Outcomes: - Ss will have to slap their hands on the appropriate picture. Students can recognize some
words/ phrases such as air pollution, water pollution, disappearance of endagered animals, deforestation to
get ready for learning a speaking lesson topic: “Solutions to environmental problems”
d. Organization:
+ Greeting: Making greetings.
+ Chatting: Who is absent today?/ Is there anyone absent today?
- Teacher (T) introduces “Slap the board” to students .
- Divide the class into two groups. Within two minutes, which group slaps the most correct pictures
and is the quickest becomes the winner.

Expected answers:
- T checks Ss’ answer and declares the winner team
- From the pictures,T raises questions to lead into the topic of speaking lesson: Solutions to
environmental problems
2. PRESENTATION (10 ms)
a. Aims: - To introduce more ideas for the main speaking task.
- To provide Ss with essential vocabulary
- To introduce a model for a presentation on solutions to an environmental problem.
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b. Content: Talk about environmental problems in the pictures.
c. Outcomes: Ss can know more new words, talk about environmental problems as well as solutions
Expected answers:
1. c – e; 2. a – f; 3. b - d
d. Organization:
-Teach some new words
Vocabulary:
1.Recycle(v)
2. illegal(a)
3. emission(n)
- Check the students’ understanding of vocabulary.
- Get students to take note.
- Lead to the exercise 1. Match the environmental problems to the suggested solutions
- Ask Ss to work in pairs
- Go around and offers help if needed.
- Ask Ss to check in pairs.
- Call some students to share their answers and gives feedback.
3. PRACTICE (10ms)
Exercise 2:
a. Aims: - To provide Ss with essential vocabulary
- To introduce a model for a presentation on solutions to an environmental problem.
b. Content: Learn presentation outline and more vocabulary related to the topic.
c. Outcome: Students know more about the presentation outline
Expected answers:
1. D 2. A 3. C 4. B
d. Organisation:
- Tell Ss to work in pairs to complete the presentation outline using using information in the right box.
- Ask Ss to read the information carefully before deciding on their answers.
- Let Ss exchange their answers with their partners.
- Call on some Ss to share their answers with the class and checks answers as a class.
Exercise 3:
a. Aims: - To give Ss an opportunity to discuss in groups, create a creative mind map/ diagram and deliver a
group presentation on solutions to an environmental problem.
- Check students’ understanding about the topic.
- To help some students enhance communication skillb.
b. Content: Present on solutions to an environmental problem.
c. Outcomes: Sts know how to present the solution.
d. Organization:
- Ask Ss work in groups. Each group:
+ Choose an environmental problem in task 1.
+ Design a creative mind map / diagram on your environmental problem.
+ Prepare a 3-5 minute presentation on the solutions to it. Use the suggested organization and
expressions to help you.
+ Join the contest: WHO’S THE BEST PRESENTER?
- Give each member of the BOARD OF JUDGES a marking sheet to give marks for all the
presenters.
- Ask Ss to work in groups to prepare their oral presentations.
- Let presenters join “Who’s the best presenter” contest, take turns giving their oral presentations as
required.
- Collect marking sheets, add up the marks of each presenter, gives feedback, comments, decide the
winner and gives a reward for the best presenter.
A suggested organization and expressions for an effective presentation: (SEE APPENDIX)
4. PRODUCTION (15 ms)
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a. Objectives: - To help Ss how to save endangered animals.
b. Content: -Talk about ways to save endangered animals
c. Outcomes: - To educate people about the importance of wildlife.
- To prevent people from illegal hunting.
- To help people avoid products made from endangered animal part.
Expected answers:
There are several things that we can do to save endangered animals. First, I think we should educate people
about the importance of wildlife. Once they understand it, they will not do things which may harm the animals.
Second, introducing strict laws can really help endangered animals because this will stop illegal hunting. Last
but not least, we should avoid products which are made from endangered animal parts. This will help to save
animals from being killed for commercial products.
d. Organization:
- Ask Ss to work in groups of 4 and talk about ways to save endangered animals using the following
suggested ideas.
- Give the suggested ideas.
The suggested ideas:
+ Educating people about the importance of wildlife.
+ Introducing strict laws to prevent people from illegal hunting.
+ Banning wildlife trade.
+ Avoiding products made from endangered animal part
- Go around and offers help if needed.
- Call some students to present their answers and gives feedback.
- HOMEWORK:
Asks Ss: - To review the lesson they have learnt.
- Do exercises in the workbook
- Prepare for the next lesson: Listening.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………
APPENDIX:
I. INTRODUCTION: Welcoming the audience and introducing the topic
- Hi everyone.
- Good morning/ afternoon.
- I’m here today to talk to you about/ discuss …
- I’d like to talk about ...
- Today, I’d like to share with you ....

II.1 BODY – MAIN PART 1: Introduce the first point/ idea

- Firstly, the problem can be solved by …
- The first solution is to ...

II.2. BODY – MAIN PART 2: Introduce the second point/idea

- My next point is …
- Another solution is to …
III. CONCLUSION: Finishing the presentation and thanking the audience
- That concludes our presentation.
- That’s the end of our presentation today.
- Thank you for listening.
- Thank you for your attention.

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Date of preparation: March 26th, 2023

Unit 9: PROTECTING THE ENVIRONMENT

Total number of periods: 8 (from 84 to 91)
Lesson 5: LISTENING Period: 88
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Use the lexical items related to the topic Protecting the environment
- Listen for specific information in a conversation about ways to protect endangered animals.
2. Core competence
- Develop listening skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be well aware of saving endangered animals
- Be encouraged to attend activities organized to protect endangered animals
II. TEACHING AIDS AND MATERIALS
▪ Equipment - Flashcards/ pictures, realia, worksheets, audio CD, CD
player, computer and screen, sound system
▪ Materials Tiếng Anh 10 Global Success (Student book, Teacher’s
book), handouts, online resources
III. PROCEDURES
1. Warm up: 5 minutes
a. Objectives : - To arouse the classroom atmosphere.
- To lead in the lesson.
b. Content: Vocabulary related to the topic: Protecting the environment
c. Expected outcomes: Students are motivated to learn the new lesson
Expected answers:
1.D 2.B 3.A 4.C 5.C
d. Organization:
Game: Ocean rescue
- Divide class into 2 teams.
- Have 2 team leaders compete by raising his/ her hand to be the first to give answers to the questions.
- Competitors may discuss with his/ her team members to find out the answers.
- Give comments or feedback

1. It is a large heavy animal with very thick skin and either one or two horns on its nose.
A. An elephant B. A crocodile C. A hippo D. A rhino
2. Rhinos are large animals found in rivers and lakes in …...........
A. America B. South Africa C. Europe D. Australia
3. Rhinos are threatened by illegal hunting and loss of …............
A. Habitat B. water C. river D.ocean
4. The tiger is the largest living …........., and lives in forest habitats.
A. Panda B. Lion C. cat D. pangolin
5. Tigers are endangered animals and there are not more than ….........tigers in the wild now.
A. 35 B. 350 C. 3500 D. 35000
2. PRESENTATION (10 ms)
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a. Aims: To introduce the topic of the listening and get sts involved in the lesson.
b. Content: The rhino in the world today
c. Outcomes: Sts can get general information of the rhino in the world
Expected answers:
+ Picture a: The rhino is being hunted.
+ Picture b: The wild tiger is being kept in a cage. / The wild tiger is being held in captivity.
+ Yes, of course. We should protect them from extinction.
+ There are ways to protect rhinos from extinction. (flexible)
d. Organization:

- Asks Sts to look at the picture and answer the questions:

1. What can you see in the picture?
2. What is happening to the animals in the picture?
3. Should we protect them from extinction? By what way?
- Let sts work in pairs and discuss the questions. Encourage them to speak English and feel free to make
guesses.
- Call some sts to share their guesses.
- Lead to the lesson: We’re going to listen to a conversation between Nam and Mai about Mai’s project
on ways to save endangered animals.
- Introduces the vocabulary
1. suffering (n) – explanation
2. ban (v) – visual
- Check the students’ understanding of vocabulary

3. PRACTICE (17ms)
a. Aim: To help sts understand more about Mai’s project on ways to save endangered animals.
b. Content: Ways to save endangered animals.
c. Outcomes: Sts can know some more ways to protect endangered animals.
* Task 2: Expected answers:
1.T 2.T 3.F 4.T
Task 3: Expected answers:
1.importance 2.laws 3.trade 4. animal
d. Organization:
* Task 2: Nam and Mai are talking about Mai’s project on ways to save endangered animals.
Listen to the conversation and decide whether the statements are (T) or false(F).
- Ask Ss to read the statements, underline the key words, and reminds them to pay attention to keywords
while listening.
- Play the recording.
- Ask Ss to listen and decide whether the statements are true (T) or false (F).
- Ask Ss to compare their answers with their partner.
- Call on some Ss to present their answers, then play the recording once again and check with the class.
Task 3: Listen to the conversation again and complete the notes. Use ONE word for each gap.
- Ask Ss to read the note and identify the part of speech (word class) of the missing word
- Call on one student to answer.
- Play the recording and asks Ss to listen and complete each blank number with ONE word from the
listening text.
- Ask Ss to compare their answers with their partner.

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- Call on some Ss to write their answers on the board, then play the recording once again and check with
the class.
4. PRODUCTION (10 ms)
a. Aim: To help Ss to talk about ways to save endangered animals from extinction
b. Content: discussions
c. Outcomes: SS can about ways to save endangered animals from extinction
d. Organization:
Task 4: Discuss the following question:
- Ask Ss to work in groups of four and answer the question:
Which is the most effective way to save endangered animals?
(Each group prepares a 3-min summary on the most effective way to save endangered animals. Then
some group leaders take turns presenting the summary of their discussions to the whole class)
- Ask Ss to discuss the question and reminds them to refer to the ideas of the listening part, gives helps if
necessary.
- Call some groups to present their summary in front of the whole class.
- Allow Ss to give comments for their friends and vote for the best summary.
- Give feedback and comments.
* HOMEWORK (3ms)
Asks Ss: - To review the lesson they have learnt.
- Do exercises in the workbook
- Prepare for the next lesson: Writing.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
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Date of preparation: March 27th, 2024

Unit 9: PROTECTING THE ENVIRONMENT

Total number of periods: 8 (from 84 to 91)
Lesson 6:WRITING Period: 89

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Use the lexical items related to the topic Protecting the environment
- Write about a wildlife organization
2. Core competence
- Develop writing skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Develop more positive feelings towards their families
- Be encouraged to attend family activities.
II. TEACHING AIDS AND MATERIALS
▪ Equipment - Flashcards/ pictures, realia, worksheets, audio CD, CD
player, computer and screen, sound system
▪ Materials Tiếng Anh 10 Global Success (Student book, Teacher’s
book), handouts, online resources
III. PROCEDURES
1. WARM- UP : 5 minutes
a. Objectives : - To arouse the classroom atmosphere.
- To lead in the lesson.
b. Content: Guessing game- Which organization is it?
c. Expected outcomes: Students are motivated to learn the new lesson
Expected answers:
(1) THE WORLD WIDE FUND FOR NATURE (WWF)
(2) SAVE THE ELEPHANTS
d. Organization:

Hints: to protect the habitats in which elephants are found / to build a future in
which humans respect nature / 1961/ 1993/
- Divide the class into 2 teams and asks Ss to close the textbooks. There are two wildlife organizations.
Thus, each team takes turns choosing the hints and give their answers to the questions. The answers are
also the hints/ clues from which Ss can guess the names of two wildlife organizations.
-Two teams try to find out the answers the hint questions and guess the 2 wildlife organizations based on
the hints.
- Have the team gains 10 points for each correct hint answer, and 50 points for each correct organization.
The team with the highest point will be the winner.

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- Let them know they are going to learn about how to write a paragraph about these wildlife
organizations.
- Ask Ss to open their book to page 106 and introduce what they are going to study.

2. PRE- WRITING (10ms)

A. Teach vocabulary:
a. Aims:
- To get students to remind some vocabulary to be learnt in the unit
- To activate Ss’ prior knowledge about a wildlife organization.
- To provide students with a good grap of WWF as a wildlife organization.
b. Content: Learn some new words. Originally, Non-governmental, organization
c. Outcome: Know how to pronounce and use them
d. Organisation:
Teach vocabulary:
+ Use different techniques to teach vocabulary. (translation, pictures, example)
1. Originally (adv) /əˈrɪdʒənəli/ khởi đầu
( In the beginning; when something first existed)
2. Non-governmental (a) /ˌnɒn ˌɡʌvnˈmentl/ phi chính phủ
(especially of an organization) not part of or associated with any government
3. Organisation (n) /ˈˌɔːɡənaɪˈzeɪʃn/ tổ chức
(a group of people who work together in an organized way for a shared purpose)
+ Check the students’ understanding of vocabulary.
+ Get students to take note.
B. Look at the picture and answer the questions.
a. Aims:
- To activate Ss’ prior knowledge about a wildlife organization.
- To provide students with a good grap of WWF as a wildlife organization.
b. Content: Work in pairs and answer the questions.
c. Outcome: answer the questions.
(1) A panda.
(2) It comes from China.
(3) WWF stands for WORLD WIDE FUND FOR NATURE (formally The World Wildlife Fund).
d. Organisation: Group work
Teacher asks students to work in pairs of four to answer the questions:

1) Do you recognize the animal?

(2) Where does it come from?
(3) What do the letters WWF stand for?
Ss do as required individually first
Ss share their answers in pairs
Teacher calls Ss to give their answers in front of the whole class and gives the final answers:
3. WHILE- WRITING (20ms)
Task 1: (6ms)
a. Aim: To provide further information about a wildlife organization and a model for the writing task.
b. Content: : Read the text about WWF and complete the table
c. Outcome: Complete the table with suitable words/phrases
Expected answers:
1. Non-governmental organisation
2. 1961
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3. to stop the process of destroying the planet’s natural environment
4. the survival of endangered animals and the protection of their natural habitats
5. 1,300
d. Organisation:
- Ask students to work independently to read the text about WWF and complete the table with the
information from it.
- Have Ss do as required
- Let students share their answers in pairs.
- Invite one or two students to share their answers and checks the answers with the whole class.
Task 2: (14ms)
a. Aim: To help Ss practise developing ideas and writing about a wildlife organisation.
b. Content: writing paragraph
c. Outcome: writing about a wildlife organisation.
d. Organisation:
Group work
- Explain the writing task: Ss use the information about another a wildlife organisation (Save the
Elephants) and write a paragraph (120 – 150 words) about it following the model in 2. T sets a time limit
for the task and remind Ss to refer to the text about WWF and use the sentence and paragraph structures
as models for their writing.
- Have Ss do as required
- Let Ss discuss in pairs if needed.
- Call one Student to write his/her writing on the board, checks and gives feedbacks.

4. POST- WRITING (8ms)

a. Aim: To do a cross-check and final check on students’ writing.
b. Content: check on students’ writing
c. Outcome: writing as a model.
d. Organisation:
Group work
- Have the groups swap and give feedback on each other’s writing.
- Give feedback on one writing as a model.
- Give a sample answer:
Save the Elephants (STE) is a non-profit organisation. It was set up in 1993 by Iain Douglas-Hamilton,
and today it is one of the world’s largest organisations to save elephants worldwide. It aims to make sure
elephants do not die out and protect the habitats in which elephants are found.
Much of the work of STE focuses on stopping the illegal hunting of elephants especially in Africa and Asia ,
working together with scientists and experts to conduct research on behaviours of elephants , and raising
people’s awareness through films, televisions and new media sources. So far, it has conducted 335 projects
in 40 countries and helped to protect thousands of elephants worldwide.

HOMEWORK (2ms)
- Learn new words
- Rewrite the paragraph in the notebooks.
- Prepare for the Communication and Culture/CLIL.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
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Date of preparation: March 29th, 2024

Unit 9: PROTECTING THE ENVIRONMENT

Total number of periods: 8 (from 84 to 91)
Lesson 7: COMMUNICATION AND CULTURE/ CLIL Period: 90

I. OBJECTIVES
By the end of this unit, Ss will be able to acquire all the knowledge, competency and qualities stated in the
following areas.
1. Knowledge
- Use the lexical items related to the topic Protecting the environment
- Know how to make and respond to apologies
- Know what Earth Hour is and what people do in that hour.
2. Competences
- Develop creativity and communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be ready to make and respond to apologies.
- Understand more about Earth Hour and actively take part in this lights-out event in Vietnam.
II. TEACHING AIDS AND MATERIALS
- Teacher’s aids: Student’s book and Teacher’s book, Digital Book, projector / interactive whiteboard /TV,
pictures and cards
- Students’ aids: Student’s book, Workbook, Notebook
III. PROCEDURES
1. Warm-up: (7 minutes)
a. Objectives:
- To introduce the topic.
- To activate students’ communication skills.
- To lead in the everyday English: Making and responding to apologies
b. Content: Making and responding to apologies
c. Expected outcomes: Students can fill in the words or phrases in the blanks correctly.
Answer key:
Paul: Noelia! I am so (1) sorry! Are you OK?
Noelia: I think so. That was lucky.
Paul: I'm (2) really sorry! I didn't see you!
Noelia: That's (3) all right. I shouldn't have been running.
Paul: No, no, I should have been (4) paying attention.
Noelia: And they teach you (5) not to run inside at school!
Paul: Still, it was my (6) fault and I'm sorry.
Noelia: I'm sorry (7) too. It was both of us. Honestly, (8) it's fine. I'm fine. Don't (9) worry about it. Hey, I
saved the laptop though!
Bob: Yeah, I'll be there in …
Noelia: Oh no!
Bob: Uh oh!
Paul: Ahhhh …
d. Organisation:

Video watching
- Let students watch a video clip about making and responding to apologies and ask them to:
1. Complete the conversation with the correct information.
2. Listen and repeat at the end of the clip.
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Conversation:
Paul: Noelia! I am so (1)_______! Are you OK?
Noelia: I think so. That was lucky.
Paul: I'm (2) _______sorry! I didn't see you!
Noelia: That's (3) _______. I shouldn't have been running.
Paul: No, no, I should have been (4) _______.
Noelia: And they teach you (5) _______ inside at school!
Paul: Still, it was my (6) _______ and I'm sorry.
Noelia:I'm sorry (7) _______. It was both of us. Honestly, (8) _______. I'm fine. Don't (9)
_______ about it.
Hey, I saved the laptop though!
Bob: Yeah, I'll be there in …
Noelia: Oh no!
Bob: Uh oh!
Paul: Ahhhh …
- Watch the video and individually do the task.
- Let Ss work in pairs and share the answers.
- Play the video clip again on the screen and checks the answers with the whole class.
https://learnenglish.britishcouncil.org/skills/speaking/pre-intermediate-a2/apologising
- Lead students into the lesson by introducing what they are going to learn: Making and
responding to apologies.

2. Presentation: (8 minutes)
Activity 1:
a. Objectives:
- To prepare students with vocabulary.
- To introduce some structures to express opinions.
b. Content: Listen and complete the conversations with the expressions in the box. Then practise
them in pairs.
c. Expected outcomes: Students can study some new words, make and respond to apologies
*Task 1:
Answer key: 1.B 2.C 3.D 4. A
d. Organization:
1. PRE-TEACH VOCABULARY:
- Introduce the vocabulary by:
+ giving synonyms;
+ giving explanations.
1. back up (n)
2. device (n)
3. territory (n)
2. Making and responding to apologies.
Task 1: Listen and complete the conversations with the expressions in the box. Then
practise them in pairs.
- Ask students to listen and complete the conversations with the expressions in the box.
- Have Students do the task individually.
- Let Ss share their answers.
- Call one student to share his answers and checks the answers with the whole class.
- Give more explanations and write down some common structures for making and responding
to apologies.

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3. Practice: (18 minutes)

Activity 2: (6 minutes)
a. Objective: To identify the meaning and importance of Earth Hour.
b. Content: Look at the pictures and answer the question: What do you know about Earth Hour?
c. Expected outcomes: students can answer the question
d. Organization:
- Have students work independently to look at the pictures list out their answers.
- Let students check their answers in pairs.
- Call some students to share their answers and checks with the whole class.
Activity 3: (6 minutes)
a. Objective: To help Ss learn about Earth Hour through CLIL (Environmental studies) and learn
some vocabulary.
b. Content: Read the text and complete each blank about Earth Hour with ONE word.
c. Expected outcomes: Stuents can complete each blank with a correct word.
Key:
1. Saturday 2. support 3. climate 4. activities 5. 2009
d. Organization:
- Put Ss into pairs. Ask them to read the text about Earth Hour and complete the table.
- While Ss completing the task, T walks round
the class and offers help, explains unfamiliar words.
- Check answers as a class by calling on pairs to write their missing words on the board.
Activity 4: (6 minutes)
a. Objectives: To give Ss an opportunity to personalise the CLIL topic.
b. Content: Watch a video about Earth Hour. Discuss the questions.
c. Expected outcomes: students can answer the questions
d. Organization:
- Ask Ss to work in pairs to answer the questions:
1. Do you want to take part in this lights- out event in Viet Nam? Why or why not?
2. If you have a chance to take part in the event, what would you do?
3. What can you do to prevent the Covid-19 pandemic from spreading in Vietnam?
- Have Ss underline the ideas in the text so they can use them in their discussion.
- In stronger classes, encourage Ss to come up with other ideas about what to do when having a
chance to take part in the event.
- Call on some Ss to give their answers to class.
- Give comments and feedback LESSON
4. Production: (10 minutes)
a. Objective: To apply the knowledge they have learnt in this lesson.
b. Content: Talk about Earth Hour
c. Expected outcomes: Students can speak fluently
d. Organization:

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- Ask Ss to move to places of classmates they haven’t got well acquainted with yet, form a new
group and talk about Earth Hour.
- Call some groups to model their talk in front of the class.
- Allow Ss to give comments for their friends and vote for the most interesting and informative
presentation.
- Give feedback and comment.
* HOMEWORK: 2 minutes
- Write down the discussion results of Earth Hour.
- Prepare for the next lesson: Unit 9: Looking back and project
* EVALUATION AND ADJUSTMENT (IF ANY)
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Date of preparation: April 1st, 2024

Unit 9: PROTECTING THE ENVIRONMENT

Total number of periods: 8 (from 84 to 91)
Lesson 8: LOOKING BACK AND PROJECT Period: 91

I. OBJECTIVES
By the end of this unit, Ss will be able to acquire all the knowledge, competency and qualities stated in the
following areas.
1. Knowledge
- Review the vocabulary and grammar of Unit 9
- Apply what they have learnt (vocabulary and grammar) into practice through a project
2. Competences
- Develop communication skills and creativity
- Develop presentation skill
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be more creative when doing the project
- Develop self-study skills
II. TEACHING AIDS AND MATERIALS
- Teacher’s aids: Student’s book and Teacher’s book, Digital Book, projector / interactive whiteboard /TV,
pictures and cards
- Students’ aids: Student’s book, Workbook, Notebook
III. PROCEDURES
1. Warm-up: 5 minutes
a. Objectives:
- To revise the vocabulary related to the topic and lead in the next part of the lesson.
- To enhance students’ skills of cooperating with teammates.
b. Content: Watch the video clip about saving the earth and take notes
c. Expected outcomes: Students can take notes
d. Organisation:
Video watching
- Divide the class into groups of 4.
- Members of each group watch the video clip about saving the earth and take notes
individually.
- Have Ss in each group share the notes.
- Call 1-2 Ss to give a summary of the video content based on the group’s notes, comments and
checks.

2. Looking back: (16 minutes)

Activity 1: PRONUNCIATION (5 minutes)
a. Objectives: To help Ss further revise sentence stress and practise speaking with a natural
rhythm.
b. Content: Listen and mark the stressed syllables in the words in bold. Then practise saying the
sentences with a natural rhythm.
c. Expected outcomes: Students can mark the stressed syllables and practise saying the sentences
with a natural rhythm.
Answer key:
1. 'Don’t 'buy 'products that are 'made from 'wild 'animal 'parts.
2. 'What can we 'do to 'help the 'animals in the 'wild?
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3. 'Larger 'tigers tend to 'live in 'colder 'areas while 'smaller 'tigers 'live in 'warmer 'countries.
4. 'Elephants are en'dangered because of il'legal 'hunting and 'body 'part 'trade.
5. Do you 'know why so many en'dangered 'animals are disap'pearing?
d. Organization:
- Ask Ss to listen to the recording and mark the stressed syllables in the words in bold in the
sentences and then practise saying them with a natural rhythm. T plays the recording several
times if necessary.
- Let Ss listen and mark the stressed syllables.
- Put Ss into pairs and have them read the sentences to each other. T encourages them to use
correct
sentence stress and appropriate pausing.
- Praise Ss who try to speak with a natural rhythm.
Activity 2: VOCABULARY (5 minutes)
a. Objectives: To help Ss revise the vocabulary items they have learnt in the unit.
b. Content: Choose the correct word to complete each sentence.
c. Expected outcomes: students can choose the correct word.
Answer key:
1. Many wildlife habits/ habitats will be destroyed if people keep cutting down the forests.
2. Researchers are looking for ways to reduce the environmental impact/ affect of air pollution on
the local community.
3. It is illegal to kill pandas, tigers or any other dangerous/ endangered animals.
4. Global warming/ climate is mainly caused by pollution and clearing of forests.
d. Organization:
- Ask Ss to choose the correct word to complete each sentence.
- Have Ss do this activity individually
- Have Ss compare their answers with their partners.
- Check answers as a class. Ask some Ss to write the words on the board and explain their
choices.
Activity 3: GRAMMAR (6 minutes)
a. Objectives: To help Ss revise the use of reported speech.
b. Content: Change the sentences into reported speech.
c. Expected outcomes: students can change the sentences into reported speech correctly.
Answer key:
1. The teacher explained that the rising sea level was / is a result of global warming.
2. My friend told me that she would take part in the competition the following month.
3. The speaker said the clearing and burning of forests led / lead to air pollution.
4. Tuan asked Minh whether he was interested in joining the event that weekend.
5. Nam asked Mai when she was going to deliver the presentation on the environment.
d. Organization:
- Ask Ss to change the sentences into reported speech.
- Have Ss do this activity individually.
- Let Ss ompare their answers with a partner.
- Check answers as a class. Ask some Ss to write the sentences on the board and explain the
changes they made to the original statements and questions.
3. Project: (22 minutes)
a. Objectives: To provide an opportunity for Ss to develop their research and collaboration skills and
to practise giving an oral presentation.
b. Content: Group presentations: A local or an international environmental organisation
c. Expected outcomes: Students can present their final product confidently and fluently.
d. Organization:
As Ss have prepared for the project throughout the unit, the focus of this lesson should be on the
final product, which is an oral presentation.
- Get Ss to work in their groups. Give them a few minutes to get ready for the presentation.
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- Give Ss a checklist for peer and self-assessment, explains that they will have to tick appropriate
items while listening to their classmates’ presentations and write comments if they have any. The
presenters should complete their self-assessment checklist after completing their presentation.
- If necessary, go through the criteria for assessing their talk to make sure Ss are familiar with
them.
- Have two or three groups give their presentations,
- Let The rest of the class to ask questions and may hold further discusions at the end.
- Showers praise on each presentation and gives Ss marks for their presentations as part of their
continuous assessment or T can award a special prize to the group which has the most brilliant
presentation.
* HOMEWORK: 2 minutes
- Prepare for the next lesson: Unit 10 – Lesson 1. Getting started.

* EVALUATION AND ADJUSTMENT (IF ANY)

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Date of preparation: April 2nd, 2024

UNIT 10: ECOTOURISM Total number of periods: 8 ( from 92 to 99)

Lesson 1: GETTING STARTED Period: 92

I. OBJECTIVES
By the end of this lesson, students will be able to achieve all the goals set in the following areas.
1. Knowledge
- Gain an overview about the topic: “Ecotourism”;
- Build vocabulary about ecotourism and identify Conditional sentences Type 1 and Type 2.
2. Competences:
- Develop communication skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop a sense of an ecotourist;
- Be aware of tourism, their impact on the environment and promote environmental protection.
II. TEACHING AIDS AND MATERIALS
- Teacher’s aids: Student’s book and Teacher’s book, projector / interactive whiteboard /TV, PowerPoint
slides, sachmem.vn.
- Students’ aids: Student’s book, Workbook, Notebook.
III. PROCEDURES
1. Warm-up activity: Network completion (7 minutes)
a. Objectives:
- To activate students’ knowledge on the topic of the unit;
- To create a lively atmosphere in the classroom;
- To lead into the new unit.
b. Content: Complete the network
c. Expected outcomes:
Students can recognize activities related to “field trip” such as: visit a national park, visit a community
nature center, go to the zoo, swim at a water park, visit the summer activities at the local library...
d. Organization:
- Explain to make it clear that “what a field trip is” and asks Ss to discuss in groups to complete the network
“Activities of a field trip”.
- Have Ss work in groups to complete their network in 2 minutes.
- Let groups share their answers with the whole class.
- Give comments on groups’ ideas and lead to the new lesson.
Visit a national park

Go to the zoo Activities of Swim at a water park

a field trip

Visit a community nature center

2. Presentation: Listen and read (7 minutes)
a. Objectives:
- To get students interested in the topic;
- To get students to be familiar to some vocabulary/structures to be learnt in the unit.
b. Content: Listen and read
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c. Expected outcomes: A conversation about an eco-friendly fielfship to Phong Nha Cave
d. Organization:
- Ask students to look at the photos to guess the meaning of some words.
1. stalactite (n) : nhũ đá (trong hang động 2. packaging (n): bao bì (đóng gói sản phẩm)

- Have Students say the Vietnamese meaning of the words.

- Show the Vietnamese meaning, say the words aloud and ask students to repeat them.
- Play the recording twice, have Ss listen to the conversation, read along and answers the following
questions themselves:
1. What can you see?
2. Who are the speakers?
3. What do you think they are discussing?
- Let Ss listen to the tape, read silently and get the answers themselves.
3. Practice: (18 minutes)
Activity 1: Mistake correction (7 minutes)
a. Objective: To check Ss’ comprehension of the conversation
b. Content: Correct a mistake in each sentence
c. Expected outcomes:
1. On an eco-friendly fieldtrip, tourists enjoy, explore and damage the environment.
→but not
. On an eco-friendly fieldtrip, tourists enjoy, explore and damage the environment.
→protect/learn about
2. Nam will take pieces of stalactites because they take a long time to form.
→will not / won’t
3. Mai will bring snacks with a lot of packaging on the trip.
→ less
d. Organization:
- Ask Ss to identify and underline the keywords in the sentences first. Then have them read the
conversation again and locate the part that contains the information for each sentence.
- Have them compare the information in the conversation with each sentence to know which part of the
sentence is incorrect, and how to correct it.
- Let Ss call out the part of the sentence which is incorrect first. Then ask them to give the corrections.
- Give feedback.
Activity 2: Put each phrase into the correct column (6 minutes)
a. Objective: To help Ss revise phrases related to ecotourism
b. Content: Put each phrase into the correct column
c. Expected outcomes:

d. Organization:
- Have Ss read the phrases in the box and explains that these are things that tourists should do or
shouldn’t do on an eco-friendly fieldtrip.
- Ask Ss to sort the phrases into the columns of Dos and Don’ts individually, and then pairwork.
- Let Ss compare their answers with their partner.
- Check answers as a class and elicit the meaning of any words students don’t know or find hard to
understand.
Activity 3: Sentence completion (5 minutes)
a. Objective:To help students identify conditional sentences Type 1 and Type 2.
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b. Content: Complete the sentences, using the information in the conversation.
c. Expected outcomes:
1. add, will be
2. were, wouldn’t
d. Organization:
- Ask Ss to read the two incomplete sentences and focus attention on the word ‘if’, elicits what kind of
words are missing (verbs).
- Ask Ss to complete the sentences, using words from Task 1.
- Have Ss work individually to do the task, then compare answers with their friends.
- Call Ss to give answers, then check the answers as a class.
4. Production: Project plan(10 minutes)
a. Objective:To inform students what the final product of the Project should be like and how Ss can prepare
for it.
b. Content: Project plan
c. Expected outcomes: an ecotour design
d. Organization:
- Ask Ss open their books at the last page of Unit 10, the Project section, look at the picture and say what
the topic of the Project is (Ecotours).
- Tell students about the Project requirements: design an ecotour and then give an oral presentation of
their ideas in the last lesson of the unit.
- Introduce types of project product: a poster, a video, a powerpoint. Each group can choose one type to
present their ideas. In the last period of Unit 10, groups will give their presentation in front of the class
individually or as a whole. Others will make questions, add ideas and vote for the best.
- Suggest the steps students should follow:
1. Decide the type of project product.
2. Collect information (search the Internet, read newspapers, etc.);
3. Illustrate their ecotours on computers or on posters, etc.
4. Rehearse for the oral or poster presentation.
- Decide groups, making sure that all group members contribute to the group work.
- Set the deadlines for groups ‘preparation.
* HOMEWORK ( 3 minutes)
- Prepare for the next lesson: Unit 10: Language.
- Finish all the exercises in the notebook.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

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Date of preparation: April 4th, 2024

UNIT 10: ECOTOURISM Total number of periods: 8 ( from 92 to 99)

Lesson 2: LANGUAGE Period: 93

I. OBJECTIVES
By the end of this lesson, students will be able to achieve all the goals set in the following areas.
1. Knowledge
- Use the lexical items related to the topic ecotourism;
- Identify intonation patterns and use appropriate intonation (i.e. rising or falling tone);
- Use conditional sentences Type 1 and Type 2 correctly.
2. Competences:
- Speaking: practice the conversation, discuss and share ideas;
- Talk about real and unreal situations using grammar structures;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Develop a sense of an ecotourist;
- Be aware of tourism and their impact on the environment.
II. TEACHING AIDS AND MATERIALS
- Teacher’s aids: Student’s book and Teacher’s book, class CDs, Digital Book, DCR, DHA, projector /
interactive whiteboard /TV, PowerPoint slides.
- Students’ aids: Student’s book, Workbook, Notebook.
III. PROCEDURES
1. Warm-up activity: Recognizing types of sentences and intonation patterns (5 minutes)
a. Objective: To get Ss be familiar to intonation patterns in different types of sentences.
b. Content: Video watching and recognise types of sentences and intonation patterns.
c. Expected outcomes: Ss can realize types of sentences and intonation patterns.
- Yes-No questions/Wh-questions
- Rising/Falling intonation
d. Organization:
- Show a video about intonation and asks students to recognise types of sentences and intonation patterns.
Link video: https://www.youtube.com/watch?v=uQVjLgx7VJ8
- Watch the video and get the needed information.
- Call some students to give their answers.
- Comment on Ss’s answers.
- Confirm the answers as a class and lead to Pronunciation
2. Presentation and practice
PRONUNCIATION (8 minutes)
TASK 1
a. Objective: To help students recognise the intonation patterns in different types of sentences.
b. Content: Listen to these sentences. Pay attention to the intonation and repeat.
c. Expected outcomes: Students pay attention to the intonation: a falling and rising tone at the end of two
types of sentences.
d. Organization:
- Ask students to listen to the sentences and has them pay attention to the arrows at the end.
- Ask students to listen to the sentences again, but this time have them use their hands to indicate the
falling and rising tones at the end of each sentence. Teacher then asks students to read the notes in the
Remember! Box and checks understanding by asking individual students to briefly explain the intonation
patterns in the three types of sentences: statements, Wh-questions and Yes-No questions and provide an
example for each kind.
- Have Ss give their answers

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- Play the recording again, pausing after each sentence for students to repeat. Encourage them to use their
hands to indicate the intonation pattern.
- Confirm the correct intonation.
TASK 2 (5 minutes)
a. Objective: To help students practise different intonation patterns in a conversation.
b. Content: Work in pairs and role-play this conversation. Pay attention to the intonation. Then listen and
check.
c. Expected outcomes: Students understand a falling and rising tone at the end of three types of sentences.
d. Organization:
- Ask students to read quickly through the conversation and checks understanding.
- Have students work in pairs to role play the conversation, pay attention to the intonation.
- Let Ss work in pairs to role play the conversation.
- Call some pairs to act out the conversation and give comments on Ss’ practice.
Conversation intonation:

VOCABULARY (10 minutes)

TASK 1: Matching (5 minutes)
a. Objective: To help students understand the meanings of words / phrases related to ecotourism.
b. Content: Vocabulary related to the topic
c. Expected outcomes: Ss learn some words related to the topic.
l.B 2.A 3.E 4.D 5.C
d. Organization:
- Explain the context of the activity and tell students that the statements represent things that ecotourists
do.
- Put students in pairs and asks them to do and compare their answers with others.
- Have Ss read the statements, focusing their attention on the key word highlighted in each sentence.
- Let Ss share answers with their friends
- Check answers as a class:
➢ Explain or elicit any new or difficult words (if any)
➢ Draw attention to the prepositions after some of the highlighted words
- Tell students to memorize both the words and the prepositions that go with them.
TASK 2: Sentence completion (5 minutes)
a. Objective: To help students practise these words in meaningful contexts.
b. Content: Complete these sentences with the highlighted words introduced in the previous activity.
c. Expected outcomes:
1. profit; crafts
2. awae; impact
3. responsible
d. Organization:

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- Ask students to work in pairs and decide which highlighted word in Task 1 can be used to complete each
of the sentences.
- Have Ss work in pairs to complete the task
- Ask students to peer check and give comments to their partners
- Check answers as a class:
➢ Have Ss call out the word they have used in each sentence first and give their explanation.
➢ Ask the others to give comments on Ss’answers.
- Give feedback.
GRAMMAR (12 minutes)
TASK 1 (7 minutes)
a. Objectives To help studentsdistinguish the real or unreal situations and recognise the differences between
Types 1 and Type 2 conditional sentences.
b. Content: Decide whether these statements can be real (R) or not (N).
c. Expected outcomes:
1. N 2. R 3. N 4. R
d. Organization:
- Asks students to study the sentences individually and then share with their friends.
- Let Ss decide which statement is possible or likely to happen, and which one is imaginary or unlikely to
happen.
- Check answers as a class, then
➢ Ask students to read the notes in the Remember! Box, then work out the difference between
conditional sentences Type1 and conditional sentences Type 2.
➢ Tell students to remember the form and the use of The Conditional Sentences.

TASK 2: Verb formation (7 minutes)

a. Objective: To help students practise conditional sentences Type 1 and Type 2.
b. Content: Put the verbs in brackets in the correct forms.
c. Expected outcomes:
1. will stay
2. would grow
3. were/was, would be
4. give, will reduce
d. Organization:
- Asks Ss to put the verbs in brackets in the correct forms and tells them to pay attention to the meaning
of each sentence, and whether the situation is possible (Conditional sentence Type 1) or not (Conditional
sentence Type 2).
- Encourage Ss to do the task individually.
- Asks Ss to peer check and give comments to their partners
- Check answers as a class
➢ Check answers as a class:
➢ Have individual students write the sentences on the board.
➢ Go through each sentence and ask Ss to explain why they have used that particular form.
3. Production: Game: Surprising matching (5 minutes)
a. Objective: To give students a chance to apply what they have learnt
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b. Content: Revise the grammar
c. Expected outcomes: Ss can use conditional sentences type 1 and type 2 in the real life
d. Organization:
- Divide the class into 4 groups.
➢ Group A will write If clause type 1. Group B will write Main clause type 1.
➢ Group C will write If clause type 2 Group D will write Main clause type 2.
- Have Ss work in groups to write half of sentences using conditional sentences type 1 and type 2.
- Match members of group A with ones of group B, and do the same with group C and D.
- EncourageTeacher and students discuss and give comments to the surprising results.
- Confirm the possible answers and restates the use of Conditional sentences type 1 and type 2.
* HOMEWORK ( 3 minutes)
- Write 8 conditional sentences Type 1 and Type 2
- Prepare for the next lesson: Unit 10: Reading
- Finish all the exercises in the notebook.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

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Date of preparation: April 5th, 2024

UNIT 10: ECOTOURISM Total number of periods: 8 ( from 92 to 99)

Lesson 3: READING Period: 94

I. OBJECTIVES
By the end of this lesson, students will be able to achieve all the goals set in the following areas.
1. Knowledge
Develop reading skill for specific information in a brochure about ecotours.
2. Competences:
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Develop a sense of an ecotourist;
- Be aware of tourism, their impact on the environment and promote environmental protection.
II. TEACHING AIDS AND MATERIALS
- Teacher’s aids: Student’s book and Teacher’s book, projector / interactive whiteboard /TV, PowerPoint
slides, sachmem.vn.
- Students’ aids: Student’s book, Workbook, Notebook.
III. PROCEDURES
1. Warm-up activity: Naming the tours (5 minutes)
a. Objectives:
- To arouse the classroom atmosphere.
- To lead in the lesson and introduce the topic of reading.
b. Content: Name the tours based on the pictures related to the topic.
c. Expected outcomes:
1. Reef Tour
2. Trekking Tour
3. National Park Tour
4. Whale –Watching Tour
d. Organization:
- Show the pictures and ask students to name the tours mentioned in these pictures.

- Have Ss look at the pictures and give their answers.

- Give comments on groups’ ideas and lead to the new lesson.
2. Presentation: Pre-teach vocabulary (8 minutes)
a. Objective: To provide students with some lexical items before reading the text.
b. Content: Vocabulary related to tours.
c. Expected outcomes: students can know some lexical items related to the topic of the reading before
reading the text and be involved in the lesson.
1. souvenir (n) 2. explore (v) 3. coral reef (n.phr) 4. scenery (n) 5. high-speed (a) 6. up-close (a)
d. Organization:
- Introduce new words one by one
- Ask Ss to guess the meaning by using teaching vocabulary techniques
1. souvenir (n)(picture): quà lưu niệm

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2. explore (v)(synonym= search, study or alnalyze something): khám phá

3. coral reef (n.phr)(picture): rặng san hô

4. scenery (n)(definition = the general appearance of the natural environment, especially when it is
beautiful): phong cảnh, cảnh vật
5. high-speed (a)(translation): tốc độ cao
6. up-close (a)(translation): gần, sát bên, thân mật
- Let students say the Vietnamese meaning of the words.
- Show the Vietnamese meaning, says the words aloud and asks students to repeat them.
- Ask Some Ss to practice reading new words loudly, and T may correct Ss’ pronunciation if necessary.
- Check vocabulary as a class.
3. Practice: (20 minutes)
Activity 1: Crossword (10 minutes)
a. Objective: To help students practise guessing the meaning of words from context.
b. Content: Solve the crossword using words from the brochures
c. Expected outcomes:

d. Organization:
- Point out that the part of speech (v, n, adj) as well as the brochure where they can find the words are
provided in brackets.
- Ask students to work in pairs to solve the crossword using words from the brochures.
- Ask Ss to work in pairs to complete the crossword using words from the brochures.
- Walk round the class and provide help if necessary.
- Check the answers as a class
➢ Have individual Ss write the words on the board.
➢ In weaker classes, check understanding of the words by asking students to make sentences with
them
- Give feedback and the answers.
Activity 2: Which tour does each statement below talk about? (10 minutes)
a. Objective: To help Ss practise reading for specific information.
b. Content: Which tour does each statement below talk about? Write a, b, c or d
c. Expected outcomes:
1. d (Clue: Buy local souvenirs to help the local Whale Protection Program)
2. c (Clue: Learn how you can help save wild animals in the local research centre)
3. b (Clue: Children not allowed)
4. a (Clue: Watch 3D documentaries to learn about sea animals and the coral reef, and what you can do to
protect it)
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d. Organization:
- Remind students of the scanning skills:
➢ Ask Ss to read the four statements and underline the key words in each of them.
➢ Check the key words students have underlined.
➢ Remind Ss that the statements may include paraphrased information. Tell them to read through the
brochures again looking for the key words they underlined in the statements or words with the
same or similar meaning.
- Ask students to match each statement with the correct brochure individually, and then peer check.
- Have Ss do as directed, then peer check and give comments to their partners.
- Check answers as a class.
- Give feedback
4. Production: Discussion (9 minutes)
a. Objective:To help students use the language and ideas from the unit to make suggestions for more eco-
friendly tours.
b. Content: Think of new ideas for making one of the tours better for the environment.
c. Expected outcomes: Students can use the language and ideas from the unit to make suggestions for more
eco-friendly tours.
Suggested answers:
A. If they ban swimming with fish, the Great Barrier Reef will be better protected. Tourists should not be
allowed to dive very close to the coral reefs.
B. Tourists should always follow the walking paths and trails on the Sapa Trekking Tour. The local people
with whom the tourists stay should only use local ingredients. If they only use local ingredients, their carbon
footprint will be lower.
D. The boats on the Whale-watching Tour should not get too close to the whales or make too much noise. If
the boats are environmentally friendly, they will not harm the whales or their habitats. This is because
environmentally-friendly boats use less fuel and oil, make small waves and are quiet.
d. Organization:
- Ask students if they think the four tours in Task 2 are friendly to the environment and has students read
the brochures again and underline things that make them eco-friendly.
- Put students into groups. Each group should choose a tour and brainstorm ideas for making it more eco-
friendly. Students read the example, then elicit which brochure it refers to (c) and how it will help the
environment.
- Let Ss work in groups to share ideas.
- Ask students some groups to present a summary of their ideas or just the most useful ones in front of the
class.
- Encourage the rest of the class to give comments and praises for good effort and interesting ideas.
* HOMEWORK ( 3 minutes)
- Prepare for the next lesson: Unit 10: Speaking
- Finish all the exercises in the notebook.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: April 6th, 2024

UNIT 10: ECOTOURISM Total number of periods: 8 ( from 92 to 99)

Lesson 4: SPEAKING Period: 95

I. OBJECTIVES
By the end of this lesson, students will be able to achieve all the goals set in the following areas.
1. Knowledge
Talk about how to become an ecotourist
2. Competences:
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Develop a sense of an ecotourist;
- Be aware of tourism, their impact on the environment and promote environmental protection.
II. TEACHING AIDS AND MATERIALS
- Teacher’s aids: Student’s book and Teacher’s book, projector / interactive whiteboard /TV, PowerPoint
slides, sachmem.vn.
- Students’ aids: Student’s book, Workbook, Notebook.
III. PROCEDURES
1. Warm-up activity: Matching game (7 minutes)
a. Objectives:
- To arouse the classroom atmosphere.
- To enhance students’ skills of cooperating with teammates.
- To lead to the new lesson.
b. Content: Match a picture on the left with a phrase on the right
c. Expected outcomes:
1. c (on the beach or the street) 2. d (crowded places)
3. a (walking paths and trails) 4. b (wild animals)
5. f (water and electricity) 6. e (locally made souvenirs)
d. Organization:
- Show the pictures and asks students to match a picture on the left with a phrase on the right.

1. litter 2. avoid 3. follow

4. hunt 5. waste 6. buy

- Put students work in groups of four. Each group will have to match a verb with the appropriate phrase.
The fastest groups with the correct answers will be the winner
- Have Ss play the game in groups.
- Give comments on groups’ answers and lead to the new lesson.
2. Presentation: Discuss which of the things in Task 1 we should or should not do to become ecotourists.
(8 minutes)
a. Objective: To help students brainstorm more ideas for the main speaking task.
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b. Content: Work in pairs: discuss which of the things in Task 1 people should or should not do to become
ecotourists.
c. Expected outcomes: Students can tell what people should or should not do to become ecotourists.
d. Organization:

- Introduce the task to make Ss know what to do.

- Ask students to read the useful expressions and the examples in the box

- Ask students to work in pairs and discuss which of the activities in Task 1 they should do, and which
they should not do to become ecotourists.
- Have Ss do the task as directed.
- Walk round the class and provides help and encourages pairs to try to use the structures in the box.
- Ask some pairs to present their ideas in front of the whole class and praises for interesting suggestions
and fluent delivery.
3. Practice: Group discussion: Talk about what tourists should or should not do if they are on an ecotour
to a tourist attraction in your local area. (15 minutes)
a. Objective: To give students an opportunity to discuss in groups and give suggestions to ecotourists.
b. Content: Talk about what tourists should or should not do if they are on an ecotour to a tourist attraction
in your local area, using the questions given.
c. Expected outcomes: Ss can give suggestions to ecotourists about what they should and shouldn’t do.
d. Organization:

- Ask students to study the discussion questions first and checks understanding by eliciting some responses
from the whole class.
- Tell that the good presentation will be given marks and ask Ss to pay more attention to their
pronunciation, intonation, accuracy, naturality and fluency.

- Put students into groups and asks each group to choose a tourist attraction in their local area
Tell them to talk about what tourists should or should not do if they are on an ecotour to that tourist
attraction.

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- Remind them that they are going to share their ideas with the whole class later and gives sheets of paper
form them to take notes of their ideas
- Have Ss work in groups to share ideas.
- Walk round the class and provide help when necessary.
- Give feedback
4. Production: Group presentation (12 minutes)
a. Objective: To help students present ideas in front of the class.
b. Content: Share ideas with the whole class. Vote for the best ideas
c. Expected outcomes: Students can give their ideas about what ecotourists should or shouldn’t do and
decide the best ideas.
d. Organization:
- Have each group prepare a brief presentation of their ideas.
- Allow a time limit of 3 - 4 minutes for groups’ presentation.
- Invite some groups to present in front of the class while the rest of the class give feedback and say what
they like about it. When students finish their presentations, let them reflect on their performance.
- Let Groups share their ideas and others give comments.
- Ask other students to give further comments, then praises for good effort, highlight the presenters’ strong
points and makes suggestions for better organisation and presentation of their ideas.
- Praises for good effort and interesting ideas, and give marks for groups with good presentation.
* HOMEWORK ( 3 minutes)
- Prepare for the next lesson: Unit 10: Listening
- Finish all the exercises in the notebook.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

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Date of preparation: April 8th, 2024

UNIT 10: ECOTOURISM Total number of periods: 8 ( from 92 to 99)

Lesson 5: LISTENING Period: 96

I. OBJECTIVES
By the end of this lesson, students will be able to achieve all the goals set in the following areas.
1. Knowledge
- Listen for specific information in a tour guide speech welcoming ecotourists in the Mekong Delta;
- Use the lexical items related to the topic ecotourism.
2. Competences:
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop a sense of an ecotourist;
- Be aware of tourism, their impact on the environment and promote environmental protection.
II. TEACHING AIDS AND MATERIALS
- Teacher’s aids: Student’s book and Teacher’s book, projector / interactive whiteboard /TV, PowerPoint
slides, sachmem.vn.
- Students’ aids: Student’s book, Workbook, Notebook.
III. PROCEDURES
1. Warm-up activity: Answer the questions (5 minutes)
a. Objectives:
- To arouse the classroom atmosphere.
- To set the context of the listening text and activate students’ prior knowledge.
- To lead to the new lesson.
b. Content: Answer the questions about River Deltas
c. Expected outcomes: Ss can give answers about River Deltas
1. There are 2.
2. Red River Delta and Cuu Long River Delta.
3. Mekong Delta
d. Organization:

- Ask Ss some questions about river deltas.

1. How many river deltas are there in Viet Nam?
2. Do you know the names of the 2 river deltas in Viet Nam?
3. Do you know another name for Cuu Long River Delta?
- Have Ss give their answers.
- Give comments and lead to the new lesson.
2. Presentation: Work in pairs. Look at the photos from an ecotour in the Mekong Delta. What do you
think ecotourists can do there? (10 minutes)
a. Objective: To introduce more topic-related vocabulary and activate students’ prior knowledge.
b. Content: Work in pairs: What you think ecotourist can do in the Mekong Delta.
c. Expected outcomes: Students know some words and give ideas about ecoutorism in the Mekong Delta
Suggested answers:
- floating market, host family, weaving (village)
- Visit a floating market, and buying fruits there
- Visit a weaving village, buying traditional arts and crafts
- Have a traditional meal / food (with a host family or at a local restaurant)
d. Organization:

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- Set the context:
➢ Ask students to imagine they are ‘travelling’ to Mekong Delta today.
➢ Describe or show it on the map. (It is in the far south of Viet Nam, covering 13 cities and provinces
such as Can Tho, Long An, Tien Giang, Ben Tre, Vinh Long, Tra Vinh, Hau Giang, Soc Trang,
Dong Thap, An Giang, Kien Giang, Bac Lieu and Ca Mau.)
➢ Introduce or pre-teach some words or phrases to help students describe the pictures, e.g. floating
market, host family, weaving (village).
- Put students in pairs and asks them to study the pictures and describe what they see in each one.
- Encourage students to think what ecotourists can do there based on the pictures.

- Have Ss work in pairs and describe the picture.

- Ask some students to share their ideas with the whole class.
- Teacher and students discuss the ideas.
3. Practice: (17 minutes)
Activity 1: Listen to a tour guide introducing the tour. Number the pictures in Task 1 in the order you
hear them (9 minutes)
a. Objective: To help students practise listening for specific information to order pictures.
b. Content: A tour guide introducing the tour.
c. Expected outcomes:
1. a 2. b 3. c
d. Organization:
- Tell students to listen to a tour guide introducing an eco-friendly tour in the Mekong Delta.
- Ask students to order the pictures while they are listening to the recording.
- Have students to swap their textbook for peer checking.
- Let Ss work in groups to share ideas.
- Walk around the class and provide help when necessary.
- Check the answers as a class.
Activity 2: Gap-filling (8 minutes)
a. Objective: To help students practise listening for specific information to fill in the gaps.
b. Content: A tour guide introducing the tour.
c. Expected outcomes:
1. eco-friendly 2. local 3. souvenirs 4. traditional
d. Organization:
- Tell students that they are going to listen to the recording again and fill in the gaps.
- Ask students to discuss their answers in pairs when they finish.
- Have Ss work in groups to share ideas.
- Check the answers as a class, play the recording again, pausing after each answer.
- Correct and give feedback.
4. Production: Pair work: discuss the question (10 minutes)
a. Objective: To give students the opportunity to use the ideas and language in the listening to talk about
their opinions and give reasons.
b. Content: Talking about the eco tour.
c. Expected outcomes: Ss can use the ideas and language in the listening to talk about their opinions and
give reasons.
d. Organization:

- Have students look at the brochure in 3 again and underline the activity they find most interesting.
- Put students in pairs to discuss their choices.
- Have Ss work in pairs to do as directed.
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- Invite some pairs to share their ideas in front of the class.
- Others listen, take notes of the ideas and give feedback to their friends.
- May give correction on Ss’ pronunciation, spelling….if necessary.
* HOMEWORK (3 minutes)
- Prepare for the next lesson: Unit 10: Writing
- Finish all the exercises in the notebook.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: April 10th, 2024

UNIT 10: ECOTOURISM Total number of periods: 8 ( from 92 to 99)

Lesson 6: WRITING Period: 97

I. OBJECTIVES
By the end of this lesson, students will be able to achieve all the goals set in the following areas.
1. Knowledge
- Use the lexical items related to the topic Ecotourism;
- Write a website advertisement for an ecotour.
2. Competences:
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop a sense of an ecotourist;
- Be aware of tourism, their impact on the environment and promote environmental protection.
II. TEACHING AIDS AND MATERIALS
- Teacher’s aids: Student’s book and Teacher’s book, projector / interactive whiteboard /TV, PowerPoint
slides, sachmem.vn.
- Students’ aids: Student’s book, Workbook, Notebook.
III. PROCEDURES
1. Warm-up activity: Guessing game (5 minutes)
a. Objectives:
- To arouse the classroom atmosphere.
- To set the context of writing part and activate students’ prior knowledge.
- To lead to the new lesson.
b. Content: What a video and tell Where it is
c. Expected outcomes: Hoi An Ancient Town
d. Organization:
- Play a video and asks students to guess the place in the video.
Video link: https://www.youtube.com/watch?v=ZSyoQflfkyU
- Have Ss give their answers.
- Confirm the answer as a class.and lead to the new lesson.
2. Presentation:
Activity 1: Look at the photos of an ecotour to Hoi an villages (Da Nang, Viet Nam), and complete the
notes below. Then discuss your ideas in pairs. (8 minutes)
a. Objective: To brainstorm ideas for their writing task.
b. Content: Useful information about ecotours in Hoi An villages.
c. Expected outcomes:
1. What do you think is special about Hoi An villages?
– coconut palms near Thu Bon River
– traditional crafts such as colourful paper lanterns
2. What do you think tourists can do there?
– do the gardening at a local farm
– ride bicycles through the villages
– travel on basket boats
– visit craft villages
3. What can tourists do to make their trip more eco-friendly?
– use eco-friendly transport such as bicycles
– buy traditional crafts to help local people
d. Organization:
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- Tell students that they are going to write about an ecotour in Hoi An.

- Put students in pairs to work on the notes together:

➢ Ask Ss to focus attention on the pictures on page 116 and study them.
➢ Ask each question and have students read the examples.
- Have Ss work in pairs and complete the notes.
- Ask some students to share their ideas with the whole class.
- Give feedbacks.
Activity 2: Rewrite these sentences about Hoi an villages (7 minutes)
a. Objective: To help students revise expressions and structures to use in their writing task.
b. Content: Useful expressions introduction
c. Expected outcomes: Students can grab the useful expression for writing.
1. Hoi An villages are well-known for their beautiful vegetable and herb gardens.
2. Tourists can spend the morning working on a local farm.
3. Tourists are recommended to buy handmade products to help local businesses
d. Organization:

- Ask students to study the useful expressions in the box, then focuses attention on the sentences and
checks comprehension.

- Ask students to rewrite them, using the suggested words and the structures in the box.
- Have Ss work individually as directed.
- Let students to swap their textbook for peer checking.
- Ask some students to share their ideas with the whole class.
- Check answers as a class.
3. Practice: (12 minutes)
Write a website advertisement (120 – 150 words) for an ecotour to Hoi An villages. Use what you have
learnt in Task 1 and Task 2 and the suggested outline below to help you.
a. Objective: To help students practise writing a website advertisement for an ecotour to Hoi An villages.
b. Content: Writing a website advertisement for an ecotour to Hoi An villages.
c. Expected outcomes: Ss can finish writing a website advertisement for an ecotour.
d. Organization:
- Ask students to study the suggested outline in their Student’s Book.

- Divide the class into 4 groups and ask them to do the writing task in a time limit.
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- Have Ss work in groups to do as directed.
- Walk round the class to provide help when necessary.
- Give feedback and correct
4. Production: Writing correction (10 minutes)
a. Objective: To do a cross-check and final check on students’ writing.
b. Content: feedbacks on Ss’ writings.
c. Expected outcomes:
Sample answer:
Welcome to Hoi An villages in Da Nang, Viet Nam!
Hoi An villages are famous for their beautiful vegetable and herb gardens. They are also well-known for the
coconut palms near the Thu Bon River and traditional crafts such as colorful paper lanterns.
Here is Hoi An villages, you can spend the morning gardening on the local farm. Other leisure activities
include riding bicycles through the villages, travelling on basket boats and visiting craft villages.
We offer an ecotour to Hoi An villages, and tourists are encouraged to use eco-friendly transport such as
bicycles to avoid polluting the environment. You can also buy local products and beautiful crafts to help local
businesses!
Call us at 0989624448 and book your tour today.
d. Organization:
- Have the groups swap and give feedback on each other’s writing.
- Ask Ss to correct mistakes together.
- Select Ss’ writings and hangs on the blackboard.
- Give feedback on Ss’ writings as a class.
- Give marks for groups that have good writings.
* HOMEWORK ( 3 minutes)
- Prepare for the next lesson: Unit 10: Communication and Culture/CLIL
- Finish the writing in the notebook.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: April 15th, 2024

UNIT 10: ECOTOURISM Total number of periods: 8 ( from 92 to 99)

Lesson 7: COMMUNICATION & CULTURE/CLIL Period: 98

I. OBJECTIVES
By the end of this lesson, students will be able to achieve all the goals set in the following areas.
1. Knowledge
- Use the lexical items related to the topic Ecotourism;
- Ask for and give advice
- Know more information about tourism impact on the environment.
2. Competences:
- Be collaborative and supportive in pair work and teamwork;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Develop a sense of an ecotourist;
- Be aware of tourism and their impact on the environment.
II. TEACHING AIDS AND MATERIALS
- Teacher’s aids: Student’s book and Teacher’s book, class CDs, Digital Book, DCR, DHA, projector /
interactive whiteboard /TV, PowerPoint slides.
- Students’ aids: Student’s book, Workbook, Notebook.
III. PROCEDURES
1. Warm-up activity: Brainstorming (7 minutes)
a. Objectives:
- To arouse the classroom atmosphere.
- To activate students’ knowledge on the topic of the unit.
- To lead to the new lesson.
b. Content: Ask for and give advice
c. Expected outcomes: Ask and give some advice before making a trip to somewhere.

d. Organization:

- Ask students to answer the question: “What kind of advice do you need before a tour/trip?”
- Ask students to discuss in pairs to give ideas.
- Have Ss work in pairs to share ideas.
- Call Ss to give answers.
- Confirm the answers as a class and lead to Communication part.
2. Presentation and practice: Gap-filling (15 minutes)
EVERYDAY ENGLISH
* TASK 1
a. Objective: To introduce and help Ss remember different structures to ask for and give advice.
b. Content: Listen to a conversation about asking and giving advice and fill in the gaps
c. Expected outcomes:
1. should 2. were 3. Should 4. recommend
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d. Organization:
- Tell students that they are going to listen to a conversation between a woman and a tour guide:
+ While listening, they should complete the conversation with the words they hear.
+ Give them some time to skim through the conversation. Check understanding of the words such as
surfing, surfboard and wetsuit.
+ Encourage them to guess the answers before listening.
- Have Ss read through the conversation and guess the answers, then listen to the tape and do the task.
- Ask students to swap their textbooks for peer checking.
- Check the answers as a class:
+ Play the recording again, pausing after each word to confirm the correct answers.
+ Put students into pairs and have them practise the conversation
TASK 2: Work in pairs: Make similar conversations asking for and giving advice about trips. Use the
expressions below to help you. (8 minutes)
a. Objective: To help students practise asking for and giving advice about a trip.
b. Content: Make similar conversations asking for and giving advice about trips.
c. Expected outcomes: Students can make conversations asking for and giving advice
d. Organization:
- Give the instruction of the task:
+ Tell Ss that the words they used to fill in the gaps in 1 are part of expressions for asking for and
giving advice.
+ Ask Ss to read the list of expressions and check understanding.

- Put students in pairs to role-play conversations similar to the one in 1. Ss should act out their role as a
tourist and a tour guide.
- Have Ss work in pairs to do the task in a time limit.
- Walk round the class, provides help when necessary and encourages Ss to swap their roles.
- Ask some pairs to role-play their conversations in front of the whole class, praises for good effort, clear
pronunciation and fluent delivery.
- Give feedback
CLIL (CONTENT AND LANGUAGE INTEGRATED LEARNING) (20 minutes)
* TASK 1: Pre-teach Vocabulary (5 minutes)
a. Objective: To introduce and help Ss know some new words in the reading text.
b. Content: Vocabulary about tourism
c. Expected outcomes:
1. the smokeless industry(n.phr) 2. damage (v) 3. effect (n) 4. issue (n)
5. profit (n) 6. as a whole 7. promote (v)
d. Organization:
- Introduce new words one by one, ask Ss to guess the meaning by using teaching vocabulary techniques
1. smokeless industry (a) (explanation= an industry without chimneys and is considered environmentally
friendly): ngành công nghiệp không khói
2. damage (n)(synonym = destroy): phá hủy, làm hư hại
3. effect(v)(synonym= impact): tác động, ảnh hưởng
4. issue (n)(synonym = problem): vấn đề
5. profit (n)(translation): lợi nhuận
6. as a whole (definition =all parts of sth are being considered together): tổng thể, toàn bộ
7. promote (v)(translation): thúc đẩy, tăng cường
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- Have Students say the Vietnamese meaning of the words.
- Show the Vietnamese meaning, says the words aloud and asks students to repeat them.
- Let some Ss practice reading new words loudly, and T may correct Ss’ pronunciation if necessary.
* TASK 2: Read the text below and fill in each gap in the table below with one of the highlighted
words from the text (5 minutes)
a. Objective: To help students learn about types of tourism through CLIL (Environmental studies).
b. Content: Read the text below and fill in each gap in the table below with one of the highlighted words from
the text
c. Expected outcomes:

d. Organization:
- Tell students that they are going to read about four popular types of tourism and put them into categories
in the table according to their negative or positive impact on the environment.
- Have Ss work in groups to do the task.
- Call Ss to share their ideas and explanation.
- Confrim the answers as a class.
3. Production: Group discussion (10 minutes)
a. Objective: To help students understand and distinguish the differences between four main types of tourism.
b. Content: Read the statements and decide what kind of tourism each description fits best.
c. Expected outcomes:
Mass tourism Ecotourism Sustainable tourism Responsible tourism
1,4,6 5,8 3 2,7
d. Organization:
- Divide into four columns and write the names of the four types of tourism as heading for the columns.
- Introduce the task: groups will read out statements, decide what type of tourism each statement fits best
and put them into the appropriate columns.
- Show statements on the screen and puts students in 4 groups to do the task.
1. It attracts many tourists at the same time.
2. It stresses the active role and specific actions of visitors in saving the environment.
3. It stresses the role of the whole tourist industry.
4. It has the most negative impact on the environment.
5. It asks tourists to respect local community.
6. It involves a lot of activities happening in the same place.
7. It relates to actions of individuals, businesses and communities.
8. It helps to raise people’s awareness of local environmental issues.
- Groups do the task as directed.
- Ask some groups to share their answers and explanation (if necessary)
- Check answers as a class.
* HOMEWORK (3 minutes)
- Translate the reading text into Vietnamese.
- Prepare the new lesson: Unit 10: Looking back & Project
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: April 17th, 2024

UNIT 10: ECOTOURISM Total number of periods: 8 ( from 92 to 99.)

Lesson 8: LOOKING BACK & PROJECT Period: 99

I. OBJECTIVES
By the end of this lesson, students will be able to achieve all the goals set in the following areas.
1. Knowledge
- Review the linguistic knowledge of Unit 10
- Apply what they have learnt into practice through a project.
2. Competences:
- Develop communication skills and creativity
- Develop presentation skill
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Develop a sense of an ecotourist;
- Be aware of tourism and their impact on the environment.
II. TEACHING AIDS AND MATERIALS
- Teacher’s aids: Student’s book and Teacher’s book, class CDs, Digital Book, DCR, DHA, projector /
interactive whiteboard /TV, PowerPoint slides.
- Students’ aids: Student’s book, Workbook, Notebook.
III. PROCEDURES
1. Warm-up activity: Guessing (5 minutes)
a. Objectives:
- To activate students’ knowledge on the topic of the unit;
- To create a lively atmosphere in the classroom;
- To introduce an ecotourism complex and lead in the next part of the lesson.
b. Content: Watch a video and guess the name of the place
c. Expected outcomes: Trang An Ecotourism Complex

d. Organization:
- Tell Ss that they are going to watch a video and guess where it is.
- Play the video and Ss guess.
Link video: https://www.youtube.com/watch?v=iCspAti-0T8&t=18s
- Call Ss to give answers.
- Confirm the answers as a class and lead to new lesson
2. Practice: (20 minutes)
Activity 1: Vocabulary (Choose the correct words to complete the conversation) (8 minutes)
a. Objective: To revise words students have learnt in this unit
b. Content: Choose the correct words to complete the conversation.
c. Expected outcomes:
1. sustainable 2. protect 3. profits 4. Litter 5. aware 6. ecotourism 7. impact
d. Organization:
- Ask students to read each sentence to check comprehension and asks students study the context carefully
and decide on the correct words to complete the conversation in pairs.
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- Have Ss read each sentence and do the task as directed in pairs in 2 minutes.
- Ask some pairs to exchange their textbooks for peer checking.
- Call Ss to give answers and explanation.
- Check answers as a class.
Activity 2: Pronunciation (Work in pairs. Role-play the conversation above. Try to use appropriate
intonation) (6 minutes)
a. Objective: To help students practise different intonation patterns
b. Content: Role-play the conversation above. Try to use appropriate intonation.
c. Expected outcomes: Students can role-play with good intonation.
d. Organization:
- Ask students to work in pairs to role-play the conversation above, remind Ss to pay attention to
intonation.
- Have Ss work in pairs to role-play the conversation.
- Call some pairs to role-play or read out loud the conversation in front of the class.
- Praise for good effort and natural delivery.
Activity 3: Grammar (Put the verbs in brackets in the correct forms) (6 minutes)
a. Objective: To revise conditional sentences Type 1 and Type 2.
b. Content: Put the verbs in brackets in the correct forms
c. Expected outcomes:
1. were / was; would live 2. work; will be 3. allow; will have 4. had; would go
d. Organization
- Explain to students that they are going to review the use of conditional sentences Type 1 and Type 2,
gives students a time limit to review the grammar rules in the Language lesson before doing the activity.
- May call Ss to retell the knowledge if necessary.
- Have Students complete the task individually.
- Ask students to swap their textbooks for peer checking.
- Call some Ss to give answers on the board.
- Correct the answers as a class by asking individual student to read the sentences and explain why they
used conditional sentences Type 1 or Type 2.
3. Production: Project (17 minutes)
a. Objective: To provide an opportunity for students to develop their research and collaboration skills, and
to practise giving an oral presentation.
b. Content: Groups present their project product in a time limit: design an ecotour.
c. Expected outcomes: Students give their presentations, and the rest of the class make questions for each.
d. Organization:
- Have students have prepared for the project throughout the unit, the focus of this lesson should be on
the final product, which is an oral presentation.
- Ask students work in their groups.
+ Give them a few minutes to get ready for the presentation.
+ Give Ss a checklist for peer and self-assessment. Explains that they will have to tick appropriate
items while listening to their classmates’ presentations and write comments if they have any.
+ The presenters should complete their self-assessment checklist after completing their presentation.
+ If necessary, go through the assessment criteria to make sure Ss are familiar with them.
- Invite groups to give their presentations, encourage the rest of the class to ask questions at the end of
each.
- Let groups give their presentations in a time limit and then answer questions from the listeners.
- Comment on groups’ presentation, gives praise for good effort and feedback after each presentation.
Then T gives marks for groups with good presentation.
* HOMEWORK (3 minutes)
- Finish all the exercises in the notebook.
- Prepare the new lesson: Review 4
* EVALUATION AND ADJUSTMENT (IF ANY)
…………………………………………………………………………………………………………
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Date of preparation: April 18th, 2024

REVIEW 4 Total number of periods: 3 (from 100 to 102)

Lesson: LANGUAGE Period: 100

I. OBJECTIVES
By the end of this unit, Ss will be able to acquire all the knowledge, competences and qualities stated in the
following areas.
1. Knowledge
- Review using words related to protecting the environment and ecotourism;
- Review how to pronounce the sentences with suitable rhythm and intonation;
- Apply the knowledge of grammar points learnt in the previous units (reported speech and conditional
sentences type 1 and 2) to do the tasks.
2. Competences
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities/ Attributes
- Develop self-study skills;
- Raise students’ awareness of the need to protect the environment.
II. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Review 4 – Language
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1. Warm up: 5 minutes Ss watch a video about ecotourism
a. Objectives:
- To review previously learnt words related to protecting the environment and ecotourism
- To create a friendly and lively atmosphere in the classroom- To lead in the lesson.
b. Content: Ss understand the content of the video about ecotourism
c. Expected outcomes: Ss know the content of the video about ecotourism
d. Organization:
Game: Video watching
- Play the video of ecotourism.
- Have students watch the video write down the main ideas.
- Discuss the contents of the video.
- Confirm the answer and lead in the lesson.
Link: https://www.youtube.com/watch?v=1i4ioqIaXrE

2. Practice: 32 minutes
a. Objectives:
Pronunciation: To help Ss review sentence stress and practise speaking with a natural rhythm.
Vocabulary: To help Ss review phrases related to environment and tourism.
To help Ss further practice the use of the words related to environment and tourism.
Grammar: To help Ss review the use of reported speech.
To help Ss review conditional sentences Types 1 and 2.
b. Content:
Pronunciation: Task 1: Mark the stressed syllables in the words in bold.
Vocabulary:Task 1: Complete the following sentences using the phrases from the box.
Task 2: Choose the correct word or phrase to complete each of the following sentences.
Grammar:: Task 1: Change these sentences into reported speech.
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Task 2: Match the two parts to make complete sentences.
c. Expected outcomes:
- Ss can finish the tasks
- Ss can master the knowledge of language in 2 units they have learnt
- Ss can complete the tasks correctly and develop students’ ability in dealing with exercises of language
- To enhance the solidarity and collaborative skill among groups’ members
Suggested answers:
Pronunciation:
Task 1:
1. I 'like 'trekking in the 'mountains.
2. The 'children are 'looking 'forward to the 'boat 'trip.
3. Are you going to 'visit the mu'seum to'morrow?
4. 'Don’t 'litter while you are on the 'ecotour.
Vocabulary:
Task 1:
1. c 2. e 3. b 4. d 5. a
Task 2
1. ecosystem 2. eco-friendly 3. Litter 4. Ecotourism 5. biodiversity
Grammar
Task 1:
1. My brother said he was doing research into sustainable tourism.
2. Minh asked Nam whether he liked watching programmes about wildlife and nature.
3. Hoa asked Mr Smith what they could / can do to reduce the impact of global warming on the
environment.
4. The club’s secretary said they were going to organise a lot of activities during Earth Hour that year.
5. The teacher explained that the animals would / will not survive extreme cold weather in the North.
Task 2
1. d 2. a 3. c 4. e 5. b
d. Organization:
PRONUNCIATION: 5ms
Task 1: Mark the stressed syllables in the words in bold. Listen and repeat, paying attention
to the rhythm. (p. 120)
- Ask Ss to read the sentences and mark the stressed syllables in the words in bold.
- Have Students listen to the recording and check the answers.
- Play the recording again, pausing after each sentence for Ss to repeat as naturally as possible.
- Check students’ pronunciation and give feedback.
VOCABULARY: 11 ms
Task 1: Complete the following sentences using the phrases from the box. (p. 120)
- Tell students to read the sentences carefully and make sure they understand their meanings.
- Have Students do this exercise individually.
- Allow students to share their answers before discussing as a class and encourages them to
pronounce the sentences correctly.
- Check the answers as a class and give feedback.
Task 2: Choose the correct word or phrase to complete each of the following sentences. (p.
120)
- Ask students to work in pairs to complete the sentences with the given words and phrases.
- Have Students work in pairs to complete the task.
- Allow students to share answers before discussing as a class.
- Ask 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.
GRAMMAR: 16ms
Task 1: Change these sentences into reported speech. (p. 121)

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- Elicit when we use reported speech and what changes we make when we convert direct speech to
reported and asks students to do the activity individually.
- Let Students do the task individually.
- Allow students to share answers before discussing as a class.
- Can ask students to read aloud the full sentences and correct their pronunciation if needed.
Task 2: Match the two parts to make complete sentences. (p. 121)
- Elicit the structure and use of conditional sentences Types 1 and 2 and asks students to do the
task.
- Have Students do the task individually.
- Asks students to compare their answers in pairs.
- Can ask students to read aloud the full sentences and correct their pronunciation if needed.
3. Production: 5 minutes
a. Objective: to give students a chance to practice Speaking and writing skills using words/ phrases
and grammar points they have learnt in Units 9, 10
b. Content: Making sentences
c. Expected outcomes: Students can use grammar points in units 9, 10 and given words to make
correct answers
d. Organization:
- Give some words (ecosystem, eco-friendly litter, Ecotourism, biodiversity…) and asks Ss to
make sentences containing these words and grammatical points (reported speech, conditional
sentences type 1 and 2)
- Let students prepare in groups
- Have Ss work in groups
- Give points to groups
- Ask Ss to listen to T’s feedback

* HOMEWORK: 3minutes
- Asks sts to:
+ Do exercises in the notebooks.
+ Revise knowledge of language carefully.
+ Use words/ phrases and grammar points they have learnt in Units 9, 10 to make some sentences
+ Prepare for Review 4 – Skills 1_ Listening and speaking.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: April 18th, 2024

REVIEW 4 Total number of periods: 3 (from 100 - 102)

Lesson: SKILLS (1) Period: 101

I. OBJECTIVES
By the end of this lesson, Ss will be able to acquire all the knowledge, competences and qualities stated
in the following areas.
1. Knowledge
- To help Ss revise the vocabulary relating to the topic of the unit 9 and 10.
- To help Ss revise the forms and the uses of the reported speech and the conditional sentences: types 1,2
- To help Ss revise the stress in three and more than three- syllable nouns.
2. Competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- To encourage Ss to aware of the importance of protecting environment
- To make Ss practice being a green person.
II. TEACHING AIDS AND MATERIALS
- Teacher’s aids: Student’s book and Teacher’s book, Digital Book, projector / interactive whiteboard
/TV, pictures and cards
- Students’ aids: Student’s book, Workbook, Notebook
III. PROCEDURES
1. Warm-up activity: 5 minutes
a. Objectives:
- To get Ss to revise the languages relating to the environment.
- To create a lively atmosphere in the classroom
- To lead into the new unit
b. Content: Words/phrases guessed from pictures related to the environment
c. Expected outcomes: Students can recognize some words/ phrases such as
Verbs Nouns
protect protection
pollute pollution
preserve preservation
conserve conservation
act activity
influence influence
d. Organisation:
Game: Guessing
- Divides the class into 2 groups to play a game: Asks the ss in 2 groups to go to the board to put the
correct stress on each word in the check- up part.
- Ss play the game.
- Informs the class of the lesson objectives and leads to the lesson.
2. Presentation and practice: 25 minutes
A. Listening: 10 minutes
Activity 1: Listen and choose the best title
a. Objectives: - To help ss practise listening for gist.
- To get students to learn some vocabulary to be learnt in the unit
b. Content: listen and choose the best title for the talk
c. Expected outcomes:
The suggested answer: A
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d. Organization:
- Have ss read the three options for the title of the talk.
- Play the recording. Ask ss to listen and choose the best title for the talk.
- Call on some ss to give their answers in front of the class.
- Check answers as a class.
Activity 2: Listen and complete the notes
a. Objectives:
- To help ss practise listening for specific information and key words.
- To get students to learn some vocabulary to be learnt in the unit
b. Content: listen and complete the notes with no more than 2 words
c. Expected outcomes: Key: 1.8 2. house 3. local family 4. pagoda 5. Litter
d. Organization:
- Ask ss to look at the notes, underline the key words and decide what kind of information they
need to fill in each blank, (e.g. 1: number; 2: noun (phrase); 3: noun (phrase); 4: noun (phrase);
5: noun (phrase).
- Play the recording again and have ss write down their answers in their notebooks.
- Have ss work in pairs to compare their answers.
- Check answers as a class.
- In weaker classes, play the recording again, pausing after the sentences containing the missing word.
B. Speaking: 15 minutes
Activity: discuss and plan about a day trip
a. Objectives:
- To help ss practise discussing and planning about a day trip.
- To practise scanning
- To develop Ss' knowledge of vocabulary for the topic protecting the environment
b. Content: practise discussing and planning about a day trip
c. Expected outcomes:
d. Organization:
- Have ss work in pairs and imagine they are going on a day trip and need to plan its itinerary.
- Explain that this could be a real or an imaginary place.
- Tell ss to use the list of points as guidelines for their discussion.
- Call on some ss to present their plans for a day trip in front of the class.
- Praise for interesting ideas and fluent delivery.
- Correct their answers as a class.
- Ask Ss to scan the conversation, locate the key words to find the answer for each the question
- Have Ss share answers with the class and confirm the correct answers
3. Production: 10 minutes
a. Objective: To help Ss practise speaking using the words/ phrases they have learnt to express what
they can know through pictures
b. Content: Speaking
c. Expected outcomes: Speak fluently to express what they can know through pictures
d. Organization:
- Ask a group of Ss to speak what they can see through the picture
- Let other students listen and give remarks
(Pictures: in warm-up/ add some more)
- Give feedback
- Give mark
* HOMEWORK: 5 minutes
- Practise with your partners about the trip / Tell about your trip
- Do exercises in the workbook
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………

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Date of preparation: April 18th, 2024

REVIEW 4 Total number of periods: 3 (From 100 - 102)

Lesson: SKILLS (2) Period: 102

I. OBJECTIVES
By the end of this lesson, Ss will be able to acquire all the knowledge, competency and qualities stated
in the following areas.
1. Knowledge
- To help Ss revise the vocabulary relating to the topic of the unit 9 and 10.
- To help Ss revise the forms and the uses of the reported speech and the conditional sentences: type 1,2
- To help Ss revise the stress in three and more than three- syllable nouns.
2. Competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- To encourage Ss to aware of the importance of protecting environment
- To make Ss practice being a green person.
II. TEACHING AIDS AND MATERIALS
- Teacher’s aids: Student’s book and Teacher’s book, Digital Book, projector / interactive whiteboard
/TV, pictures and cards
- Students’ aids: Student’s book, Workbook, Notebook
III. PROCEDURES
1. Warm-up activity: 5 minutes
a. Objectives:
- To get Ss to revise the languages relating to the environment.
- To create a lively atmosphere in the classroom
- To lead into the new unit
b. Content: Words/phrases guessed from pictures related to the environment
c. Expected outcomes: Students can recognize some words/ phrases such as
Environmental problems: noise pollution, global warming; acid rain, etc.
d. Organisation:
Game: Guessing
- Divide the class into 2 groups to play a game:
- Ask ss to brainstorm some environmental problems.
- Get ss to work in groups.
- Ask the ss in 2 groups to go to the board to put the correct stress on each word in the check- up part.
- Inform the class of the lesson objectives and leads to the lesson.
2. Presentation and practice: 25 minutes
A. Reading: 10 minutes
Activity 1: Read the text
a. Objectives:
- To help ss practise understanding word meanings from context.
- To get students to learn some vocabulary to be learnt in the unit
b. Content: Read and match the words
c. Expected outcomes:
1.b 2.a 3.c
d. Organization:
- Ask ss to read the whole text once to get an overall idea.
- Have ss read again paying attention to the context of each highlighted word, then look at the three
definitions.
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- Tell ss to work in groups to discuss the context clue for each word and compare answers.
- Check and share the answers.
Activity 2: Read the text again
a. Objectives:
- To help ss practise reading for main ideas and specific information.
- To get students to learn some vocabulary to be learnt in the unit
b. Content: Read and choose the best answers
c. Expected outcomes:
Key: 1.A 2.B 3.C
d. Organization:
- Ask ss to read the text again and complete the exercise.
- Check answers as a class.
- Ask ss to provide evidence from the text to support each answer.
- In weaker classes, play the recording again, pausing after the sentences containing the missing word.
B. Writing: 15 minutes
Activity: Write a paragraph
a. Objectives:
- To help ss practise writing a paragraph about things they should or shouldn’t do to reduce the negative
impact of travelling on the environment.
- To practise scanning
- To develop Ss' knowledge of vocabulary for the topic protecting the environment
b. Content: write a paragraph about things they should or shouldn’t do to reduce the negative impact of
travelling on the environment.
c. Expected outcomes:
Sample answer:
There are several things that we should do to reduce the negative impact of travelling on the
environment. Firstly, we should reduce our carbon footprint during the trip. We should only need when
the trip is long and choose environmentally-friendly means of transport such as cycling or public
transport. Secondly, wherever we go, we should always protect our environment. By keeping it clean
and safe, we can reduce the negative impact of travelling on the environment.
d. Organization:
- Tell ss to read the text again and extract some ideas for their writing, e.g. walk, cycle or use
public transport.
- In stronger classes, encourage ss to brainstorm additional ideas.
- Have ss complete the task individually and write a paragraph (120 — 150 words), then swap their
paragraphs for peer review with a partner.
- When walking round the class to monitor, make a note of common mistakes. After all ss finish the
writing task, write these up on the board, making sure they are anonymous. Ask ss to correct them as a
class.
- Collect students’ writing tasks and give them back with some written feedback.
- In weaker classes, provide some suggested answers if necessary.
- Have Ss share answers with the class and confirm the correct answers
3. Production: 10 minutes
a. Objectives: To help Ss practise speaking using the words/ phrases they have learnt to express what
they can know through reading
b. Content: Read their statements about the reading text
c. Expected outcomes: Decide True / False statements about the reading text (Students’ answer)
d. Organization:
- Divide ss into groups.
- Have groups write True / False statements about the reading text, e.g. When people travel, they don’t
affect the environment. (False) Your carbon footprintincreases when you travel by plane. (True) Then
invite each group to read their statements while the rest of the class say if they are true or false, and
correct the false ones. -- In stronger classes, ask ss to close their books.
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- Give feedback
* HOMEWORK: 5 minutes
- Collect some effective ways to protect the environment from the media
- Do exercises in the workbook
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Date of preparation: April 20th , 2024

REVISION
Total number of periods: 1 Period: 103
I. OBJECTIVES
By the end of this lesson, students will be able to achieve all the knowledge, competency and qualities
stated in the following areas.
1. Knowledge
- Vocabulary: Review words related to the topics from 6 to 10
- Pronunciation: Review the pronunciation of stress in two- three-syllable words with the same spelling,
stress in three-syllable nouns.
2. Competency:
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills, collaborative and supportive in pair work and teamwork
II. TEACHING AIDS AND MATERIALS
- Teacher’s aids: Student’s book and Teacher’s book, projector / interactive whiteboard /TV, PowerPoint
slides, sachmem.vn.
- Students’ aids: Student’s book, Workbook, Notebook.
III. PROCEDURES
1. WARM UP: (5 ms)
a. Objectives:
-To revise the vocabulary related to the topic of Unit 6 to Unit 10.
- To create a lively atmosphere in the classroom;
b. Content:
- Lists out some key words of Unit 6 to Unit 10, e.g. gender equality, domestic violence, firefighter, surgeon,
economic, poverty, relation, promote, peacekeeping, blended learning, exchange, online learning, teamwork,
biodiversity, habitat, respiratory, wildlife, ecotourism, souvenir, stalactile, weave, floating market,...
c. Expected outcomes:
Students can list out some key words of Unit 6 to Unit 10, e.g. gender equality, domestic violence,
firefighter, surgeon, economic, poverty, relation, promote, peacekeeping, blended learning, exchange, online
learning, teamwork, biodiversity, habitat, respiratory, wildlife, ecotourism, souvenir, stalactile, weave,
floating market,...
d. Organization:
- Ask Ss to write down the words relating to the topics as much as possible
- Have Ss give the vocabularies about topics Gender equality, Vietnam and international organizations,
New ways to learn, Protecting the environment, Ecotourism and pratice prouncing them.
- Give feedback and lead to the lesson.
2. Presentation (8ms)
a. Objectives:
-To revise the vocabulary related to the topic of Unit 6 to Unit 10 and their pronunciation
- To create a lively atmosphere in the classroom
b. Content:
- Lists out some key words of Unit 6 to Unit 10
c. Expected outcomes:
Students can list out vocabularies of each unit
- Unit 6: gender equality, domestic violence, firefighter, surgeon,…
- Unit 7: economic, poverty, relation, promote, peacekeeping,…
- Unit 8: blended learning, exchange, online learning, teamwork,…
- Unit 9: biodiversity, habitat, respiratory, wildlife,…

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- Unit 10: ecotourism, souvenir, stalactile, weave, floating market,...
d. Organization:
- Have Ss remind some vocabularies and their pronnciation in units 6,7,8,9,10 and say them loudly
- Have Ss review to pronounce the three-syllable and more than three-syllable sounds
- Help Ss to say the words aloud if necessary
- Gice feedback
3. Practice (20ms)
a. Objectives:
-To revise the vocabulary related to the topic of Unit 6 to Unit 10 and their pronunciation
- To help Ss do some exercises relating to vocabulary and sounds
- To create a lively atmosphere in the classroom
b. Content:
- Choose the word that differs in pronunciation from the others
- Choose the best answer to complete each of the sentences
c. Expected outcomes:
Students can do the task
Exercise 1: Mark the letter A, B, C, or D to indicate the word whose underlined part differs from the
other three in pronunciation in each of the following questions.
1. C 2. B 3. B 4. D 5. A 6. B
Exercise 2: Choose the best answer to complete each of the following sentences by cycling the
corresponding letter A, B, C or D.
1. A 2. A 3. D 4. D 5. B 6.B 7.C 8. D 9. A
10. A 11. B 12. B 13. B 14. D 15. D 16. D 17.B
d. Organization:
Activity 1:
- Has Ss work in pairs to do the task in handout 1
- Lets Ss collate their results and other pairs’ results
- Asks them to give their results
- Gives feedback
Activity 2:
- Asks Ss to work individually to choose the best answer in handout 2
- Calls on some students to give their answers
- Corrects Ss’ mistakes
4. Production: (7ms)
a. Objectives:
- To help students practising making sentences using the vocabularies
- To practise team working.
- To give students authentic practice in using target language.
b. Content: Group-work to make sentences
c. Expected outcomes: Students can take turn to make sentences on the topic
d. Organization:
- Asks Ss to work in groups of 5 to make the sentences using vocabularies within units 6,7,8,9,10
- Has these groups stick their results on the board
- Corrects Ss’ mistakes
* HOMEWORK: (4ms)
- Asks sts to:
+ Do exercises in the notebooks.
+ Study the structures carefully.
* EVALUATION AND ADJUSTMENT (IF ANY)
………………………………………………………………………………………………………
……………………………………………………………………………………………………………
APPENDIX
HANDOUT 1
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Exercise 1. Mark the letter A, B, C, or D on your answer sheet to indicate the word which
differs from the other three in the position of the primary stress in each of the following
questions.
Question 1: A. pollution B. depletion C. property D. confusion
Question 2: A. eliminate B. disadvantage C. accessible D. identify
Question 3: A. natural B. safari C. interest D. benefit
Question 4: A. ecology B. minority C. historical D. favourable
Question 5: A. butterfly B. departure C. tradition D. protection
Question 6: A. preservation B. equality C. economic D. entertainment

HANDOUT 2
Exercise 2. Choose the letter A, B, C or D sheet to indicate the correct answer to each of the
following questions
Question 1: _____ will lead to the extinction of rare animals due to the loss of their habitats, and
extreme floods and land erosion.
A. Deforestation B. Conservation C. Depletion D. Protection
Question 2: New laws have been passed to ________ wildlife in this area.
A. conserve B. establish C. endanger D. produce
Question 3: Fossil fuels which are non-renewable pollute the air and cause air ______.
A. contaminate B. Consumption C. pollution D. solution
Question 4: If government don't ____ global warming, more natural disasters will occur.
A. achieve B. promote C. discourage D. prevent
Question 5: Drinking water in this area is highly ___________ by waste.
A. pollution B. pollutant C. polluted D. pollute
Question 6: They were seeking a solution to the ________ of the rain forests.
A. destroyer B. destruction C. destroying D. destroy
Question 7: The Mekong Delta is an extraordinary place that ____ international tourists.
A. offers B. considers C. attracts D. persuades
Question 8: The gardens and islets near the Hau River are very attractive ecotourism ____ of the
region.
A. views B. scenes C. sights D. destinations
Question 9: The areas are very ____ for tourists who love to study and discover.
A. suitable B. available C. successful D. aware
Question 10: Ecotourism activities have had some negative _____ on the environment and
peoplein the area.
A. impacts B. factors C. criteria D. stimuli
Question 11: Tourists enjoy the beauty of wildlife without ________ it.
A. damage B. damaging C. damaged D. damageable
Question 12: I am very much interested in learning more about ecotourism and its ________.
A. advantaged B. advantages C. advantageous D. advantageously
Question 13: ________ is a term that refers to the existence of different kinds of animals and
plants which make a balanced environment.
A. Wildlife B. Biodiversity C. Challenge D. Investigation
Question 14: Ecotourism ____ are important to the overall sustainable energy sources.
A. drawings B. designs C. intentions D. plans
Question 15: We are facing _______ environmental pollution despite the fact that many world
organizations are working hard to reduce it.
A. heavy B. destructive C. harmful D. serious
Question 16: If government don't ____ global warming, more natural disasters will occur.
A. achieve B. promote C. discourage D. prevent
Question 17: Mining is an extractive industry, often with huge ________and social impacts.
A. environment B. environmental C. environmentalist D. environmentalism

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Date of preparation: April 20th , 2024

THE SECOND END - TERM TEST

Total number of periods: 1 Period: 104

I. OBJECTIVES
By the end of this lesson, students will be able to achieve all the goals set in the following areas:
1. Knowledge
-To help students check all the vocabulary they have learnt from unit 6 to unit 9 as well as grammatical points such
as the passive with modal, comparisons, relative clauses, conditional sentences,..
- To help students develop their skills of English in various kinds of exercises
- To make students obtain and apply naturally all the knowledge they have been taught within 5 units
2. Competences:
- Improve Ss’ communication, collaboration, analytical and critical thinking skills.
- Actively join in class activities such as pair work and teamwork.
3. Personal qualities
-To employ essential vocabulary and grammatical points so that they can establish natural communication
II. Test matrix
MA TRẬN ĐỀ KIỂM TRA CUỐI KỲ 2, TIẾNG ANH 10
– THỜI GIAN LÀM BÀI: 60 PHÚT

Mức độ nhận thức

Vận dụng
Nhận biết Thông hiểu Vận dụng cao Tổng

Kĩ Thời gian Thời gian Thời gian Thời gian Thời gian
TT Tỉ lệ Tỉ lệ Tỉ lệ Tỉ lệ Tỉ lệ
năng (phút) (phút) (phút) (phút) (phút)
(%) (%) (%) (%) (%)

1 Nghe 10 3 5 3 5 2 20 8

Ngôn
2 10
ngữ 10 3 10 7 20

3 Đọc 14
10 4 5 4 5 5 20

4 Viết 18
5 5 5 4 5 5 5 4 20

5 Nói 10
5 4 5 2 5 2 5 2 20

Tổng 60
40 19 30 20 20 14 10 6 100

Tỉ lệ (% ) 40 30 20 10 100

Tỉ lệ chung
70 30 100
(%)

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BẢNG ĐẶC TẢ KỸ THUẬT ĐỀ KIỂM TRA CUỐI KỲ 2
TIẾNG ANH 10 – THỜI GIAN LÀM BÀI: 60 PHÚT
TT Kỹ năng Đơn vị kiến thức/ Mức độ kiến thức, kỹ năng Số câu hỏi theo mức độ nhận thức Tổng Số
kỹ năng cần kiểm tra, đánh giá Nhận Thông Vận Vận CH
biết hiểu dụng dụng cao
TN TL TN TL TN TL TN TL TN TL
I LISTENING 1. Nghe một đoạn Nhận biết: 2 2
hội thoạị trong Nghe lấy thông tin chi tiết về
khoảng 1.5 phút chủ đề “Tourism”
(khoảng 160 –
180 từ) để trả lời Thông hiểu: Hiểu nội dung 1 1
các dạng câu hỏi chính của đoạn độc thoại/ hội
có liên quan đến thoại để tìm câu trả lời đúng.
các chủ đề Vận dụng: 1 1
“Tourism” - Nắm được ý chính của bài
(MCQs) nghe để đưa ra câu trả lời phù
hợp.
- Tổng hợp thông tin từ nhiều
chi tiết, loại trừ các chi tiết sai
để tìm câu trả lời đúng.
2. Nghe một đoạn Nhận biết: 1 1
độc thoại khoảng Nghe lấy thông tin chi tiết đề
1.5 phút (khoảng điền câu trả lời đúng.
160 – 180 từ) để
hoàn thành đoạn Thông hiểu: Hiểu nội dung 2 2
văn liên quan đến chính của đoạn độc thoại để
các chủ đề : điền câu trả lời đúng.
“The Vận dụng: 1 1
Environment” - Nắm được ý chính của bài
(MCQs) nghe để đưa ra câu trả lời phù
hợp.
- Tổng hợp thông tin từ nhiều
chi tiết, loại trừ các chi tiết sai
để đưa ra câu trả lời đúng.
II LANGUAGE 1. Pronunciation Nhận biết: 1 1
- Phát âm /i:/ & /e/ Nhận biết cách phát âm /i:/ &
của từ; /e/ thông qua các từ vựng theo
(MCQ) chủ đề đã học
- Trọng âm với từ Thông hiểu 1 1
có 3 âm tiết. Phân biệt được trọng âm
(MCQ) trong phần nghe.
Vận dụng
Hiểu và vận dụng vào bài
nghe/nói.
2. Vocabulary Nhận biết: 2 2
Từ vựng đã học theo - Nhận ra, nhớ lại, liệt kê được
chủ điểm: Gender các từ vựng theo chủ đề đã
Equality; Viet Nam học: Gender Equality;
and International Protecting the Environment.
Organizations; New Thông hiểu: 2 2
Ways to learn; - Hiểu và phân biệt được các
Protecting the từ vựng theo chủ đề đã học:
Environment;
Viet Nam and International
Ecotourism. Organizations; Ecotourism.
(MCQs) - Hiểu các mối liên kết và kết
hợp của từ trong bối cảnh và

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ngữ cảnh tương ứng.
Vận dụng:
- Sử dụng được từ vựng đã học
trong văn cảnh (danh từ, động
từ, tính từ và trạng từ…) trong
các kỹ năng
3. Grammar Nhận biết: 1 1
Các chủ điểm
- Nhận ra được các kiến thức
ngữ pháp đã học. ngữ pháp đã học.:
- Tenses Thông hiểu: 1 1
- Passive voice - Câu điều kiện loại 1
with modal Vận dụng: 2 2
verbs. - Sử dụng kiến thức ngữ pháp
- Comparative câu điều kiện loại 2, so sánh
and Superlative hơn.
adjectives.
- Relative clauses
- Reported
speech
- Conditional
sentences type 1
and 2
(MCQs )
III READING 1. Reading Nhận biết: 2 2
Comprehension - Nhận ra được các thành tố
Hiểu được bài đọc ngôn ngữ và liên kết về mặt văn
bản
về chủ đề có độ dài
Thông hiểu: 1 1
khoảng 200-230 từ
về chủ điểm đã học: - Phân biệt được các đặc trưng,
đặc điểm các thành tố ngôn
“New ways to learn” ngữ và liên kết về mặt văn bản.
(Cloze test MCQs) Vận dụng: 1 1
- Sử dụng các kiến thức ngôn
ngữ và kỹ năng trong các tình
huống mới.
2. Reading Nhận biết: 2 2
comprehension - Thông tin chi tiết
Hiểu được nội dung Thông hiểu: 1 1
chính và nội dung - Hiểu ý chính của bài đọc và
chI tiết đoạn văn bản chọn câu trả lời phù hợp.
có độ dài khoảng - Hiểu được nghĩa tham
200-230 từ, xoay
chiếu.
quanh chủ điểm :
“Gender Equality” - Loại trừ các chi tiết để đưa ra
(MCQs) câu trả lời phù hợp
Vận dụng: 1 1
- Đoán nghĩa của từ trong văn
cảnh.
- Hiều, phân tích, tổng hợp ý
chính của bài để chọn câu trả
lời phù hợp.

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IV WRITING 1. Controlled Nhận biết: 2 2
- Xác định lỗi sai - Xác định lỗi sai về sự hòa hợp
thì hiện tại đơn; thì tương lai
(MCQs)
đơn trong câu điều kiện loại 1.

2. Guided Thông hiểu: 2 2

Viết lại câu dùng từ - Hiểu câu gốc và sử dụng các
gợi ý hoặc từ cho từ gợi ý để viết lại câu sao cho
nghĩa không thay đổi
trước.
Vận dụng: 1 1
(Sentence
- Hiểu và sử dụng các từ gợi ý
transformation và /
để viết thành câu sao cho hoàn
hoặc Sentence
chỉnh về cú pháp và nghĩa.
building và tương
đương)
3. Freer/Free Vận dụng cao: 7 7
Viết đoạn văn. – Viết một quảng cáo ngắn, đơn
(Summary/ giản khoảng 120 – 150 từ về chủ
Passage) đề “Ecotourism”
V SPEAKING (Phần SPEAKING tổ chức thi riêng)
+ Nội dung:
- Hỏi - đáp và trình bày về các nội dung liên quan đến
các chủ điểm có trong chương trình: Gender Equality;
Viet Nam and International Organizations; New Ways
to learn; Protecting the Environment; Ecotourism.
- Sử dụng được một số chức năng giao tiếp cơ bản như
hướng dẫn, bày tỏ ý kiến, hỏi đường, hỏi thông tin và
cung cấp thông tin,…
+ Kỹ năng:
- Kỹ năng trình bày một vấn đề; sử dụng ngôn ngữ cơ
thể và các biểu đạt trên khuôn mặt phù hợp; kỹ năng
nói trước đám đông…
+ Ngôn ngữ và cấu trúc:
- Ưu tiên sử dụng những cấu trúc đã học trong
chương trình.
1. Introduction Nhận biết: 5%
- Giới thiệu các thông tin về bản
thân/ sở thích/ về thầy cô, mái
trường/ môn học yêu thích.
2. Topic speaking Thông hiểu: 5%
Gender Equality; - Sử dụng kiến thức ngôn ngữ
Viet Nam and đã học để nói theo chủ đề.
International
Organizations; Vận dụng:
New Ways to
learn; Protecting - Sử dụng từ vựng và cấu trúc
the Environment; linh hoạt, diễn tả được nội dung
Ecotourism. cần nói theo những cách khác
nhau. Phát âm tương đối chuẩn.
3. Q&A Vận dụng cao: 10
- Hiểu, đặt câu hỏi và trả lời %
được câu hỏi một cách linh
hoạt. (của giám khảo hoặc của
thành viên trong nhóm). Sử
dụng ngôn ngữ một cách tự
nhiên và thuần thục.

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III. TEST
UBND HUYỆN PHÙ MỸ ĐỀ KIỂM TRA CUỐI KÌ II – NĂM HỌC: 2023-2024
TRUNG TÂM GDNN-GDTX MÔN: TIẾNG ANH – Lớp: 10A1
Thời gian làm bài: 60 phút (không kể thời gian phát đề)
(Đề có 04 trang)
Họ và tên học sinh: …………………….Số báo danh:…………… Mã đề gốc
I. LISTENING (2pts)
TASK 1. Listen to the conversation then circle the best answer A, B, or C. You will listen TWICE.
(1p)
1. What did Karen like about Uluru in Australia?
A. its amazing culture B. its beautiful scenery C. its incredible history
2. What is Machu Picchu according to Karen?
A. an ancient Peruvian town B. an old Muslim palace C. an old Incan relic site
3. Where is the Alhambra?
A. in South America B. in Australia C. in Europe
4. Which place in Asia does Karen like best?
A. Hokkaido B. Bangkok C. Granada
TASK 2. Listen to a talk about the environment and complete the summary. Write NO MORE TWO
WORDS in each blank. You will listen TWICE. (1p)
5. The natural environment has been seriously _________ and degraded by human activities through many
decades.
6. The burning of fossil fuels by factories and motor vehicles has led to air pollution and resulted in acid
rain, greenhouse effect and _________.
7. Deforestation for land use has affected the _____and led to the extinction of rare animals, extreme floods
and land erosion.
8. They have changed and degraded the natural environment and led to various _________.

II. LANGUAGE (2pts)

Choose the word with a different way of pronunciation in the underlined part. Circle A, B, C, or D.
1. A. wheat B. heat C. heavily D. lead
Choose the word which has a different stress pattern from that of the others. Circle A, B, C, or D.
2. A. dictionary B. umbrella C. computer D. community
Choose the best option to complete each sentence. Circle A, B, or C.
3. Farmers have worked hard on their rice crops. If they _______ to work hard, they ________ good crops.
A. continued - would have B. continued – had C. continue - will have D. continue - have
4. Women are more likely to be victims of ________ violence.
A. home B. family C. domestic D. household
5. It is believed that in India, when there is death in the family, the family members don't attend any
marriages and do not ________ any festivals for a year.
A. take part B. celebrate C. like D. perform
6. Without conservation, human beings ________ survive for a long time.
A. wouldn't B. will C. won't D. would
7. International Women's Day is an occasion to make more ________ towards achieving gender equality.
A. progress B. improvement C. movement D. development
8. For years, tablets have enriched our lives at work and at home, allowing us to stay ____ and access
information with ease.
A. connecting B. connected C. connect D. connection
9. Viet Nam has abundant mineral water sources, ____ throughout the country.
A. be found B. finding C. find D. found
10. The ________ mangrove forest is home to a variety of wildlife.
A. flooded B. flood C. flooding D. floods
III. READING (2pts)
TASK 1. Read the passage. Circle the best answer A, B, C, or D to each of the questions. (1p)
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A Franklin electronic dictionary is actually a helpful gadget to possess with you all of the time. Any device
involving dictionaries is great to use for people who go on out of their country on business trips. Tourists
would also benefit very much from such a device.
Moreover, students will also find this gadget helpful especially whenever they are studying an important
foreign language in another country. There is also a great diversity of dictionaries that anybody can choose
whichever works to them best.
These dictionaries are also quite easy to use and incorporate various functions. Some of them are main
functions, besides translating a foreign word, which would be to provide spelling check-ups, find the
meaning and synonyms connected with any particular word as well as provide examples of how a word is
used in a sentence. A typical Franklin electronic dictionary is more than that. By entering the meaning of a
word of mouth, you would have the ability to pull up many words that you are researching for.
These is a comprehensive database that comprises about 1,000,000 words and phrase replacements. It also
comes with idiomatic expressions, professional medical, technical words or ones very popular for business.
It is also ideal for professionals who have to work in a country accompanied by a different language.
Franklin Electronic Marketers have been among the leading manufactures regarding handheld electronic
inventions. Its main office is situated in Burlington, New Jersey and has been around the business of
creating these electronic tools since 1981.
The word “professionals” in paragraph 4 is closest in meaning to __________.
11. A. people who often use modern electronic dictionaries C. people who are very good at
languages
B. people with a high level of education and training D. people who work in foreign countries
12. The electronic dictionary has various functions because it can ___________.
A. expand a wide range to suit various people's preferences
B. enter the meaning of a word of mouth and get so many words related
C. translate foreign words, check spelling, give meanings and synonyms, and the use of them
D. explain how a word is employed in a sentence and correct punctuation in sentences
13. The database of the dictionary includes all the following EXCEPT __________.
A. professional medical, technical words C. idiomatic expressions or ones very popular
for business
B. technical terms in various fields and internet lingo D. about 1,000,000 words and word and phrase
replacements
14. With the diversity of dictionaries, we can choose _________.
A. the one that is portable C. the one that is handy and cheap
B. the one that suits us best D. the one that has the largest vocabulary
TASK 2. Read the passage. Circle the best answer A, B, or C to each of the questions. (1p)
Years ago, in their private family role, women quite often dominate the male members of the household.
Women were quite (15) _____ to their families. However, the public role of women has changed dramatically
since the beginning of World War II. During the war, men were away from home to the battle. As a result,
women were in complete control of the home. They found themselves doing double and sometimes
triple (16) _____. They began to take over the work of their absent husbands and to work outside. They
accounted for 73% of the industrial labor force. Women were forced by economic realities to work in the
factories. The women who worked there were paid low wages, lived in crowded and small
dormitories. (17) _____, they found themselves a place as active members of society. Women, although they
were ruthlessly exploited, became the key to the country's success. The feminist movement seems to have
been an important part in the demands (18) _____ women Equal Rights.
15. A. fascinated B. worried C. dedicated D. interested
16. A. duty B. job C. requirement D. career
17. A. Because B. Therefore C. However D. So
18. A. for B. in C. with D. against
IV. WRITING (2pts)
Find one mistake in each following sentence. Circle the best answer A, B, C or D (0.4p)
19. If (A) someone came (B) into the store, smile (C) and say, “May (D) I help you?"
20. Every student who (A) majors in English are (B) ready to participate (C) in (D) this contest.

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Rewrite the sentences with suggested words..(0.6p)
21. There is no better teacher in this school than Mrs. Jackson.
=> Mrs. Jackson is ...........................................................................................................................
22. The man is a famous actor. You met him at the party last night.
=> The man whom..........................................................................................................................................
23. Tom said: “I’m going to visit my grandmother tomorrow.”
=> Tom said that...........................................................................................................................................
Write a website advisement for an ecotourism to Phu My district (120 – 150 words). (1p)
The suggested outline below to help you
* Welcome to Phu My, a small district near Quy Nhon city ( Viet Nam)
- Describe what is special about the place.
- Describe what tourists can do there.
- Describe what tourists should do on an ecotour there.
Call us at ……..and book your tour today!
V. SPEAKING (2ps)
Work in pairs
1. Introduction (0.5p)
- Name
- Age
- Class
- Hobby
- Future job
2. Topic speaking (1p)
Make a conversation to talk about any topic from the unit 6 to unit 10.
3. Q & A (0.5p)
Teacher asks 2-3 questions related to the topic chosen by students.

IV. KEYS
I. LISTENING
TASK 1.
1.B 2. C 3. C 4. A
TASK 2.
5. affected 6. global warming 7. ecosystem 8. health problems

II. LANGUAGE
1. C 2. A 3.C 4.C 5. B 6. A 7. A 8. B 9. D 10. A

III. READING
TASK 1.
11. B 12. C 13. B 14. B
TASK 2.
15. C 16. A 17. C 18. A
IV. WRITING
19. B 20. B
21. Mrs. Jackson is the best teacher in this school.
22. The man whom you met at the party last night is a famous actor.
23. Tom said that he was going to visit his grandmother the following day/ the next day.
HƯỚNG DẪN CHẤM BÀI ĐOẠN VĂN (1,0 điểm)
Giáo viên cho điểm mỗi thành phần ứng với mức độ nhận thức học sinh đạt được.
Tổng:
Nhận biết Thông hiểu Vận dụng Vận dụng cao
1 điểm

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TRUNG TÂM GDNN-GDTX PHÙ MỸ NGUYỄN THỊ NGÂN
Nội dung (0,1đ) (0,2đ) (0,3đ) (0,4đ)
(0,4 đ) - Trả lời ở mức tối thiểu - Trả lời được cơ bản - Trả lời khá đầy đủ - Trả lời đầy đủ
yêu cầu của bài. Bài viết yêu cầu của bài. Bài yêu cầu của bài. yêu cầu của bài.
có câu chủ đề và các thành viết có câu chủ đề. Bài viết có câu chủ Bài viết có câu
phần cơ Các thành phần cơ đề. Các thành phần chủ đề. Các thành
bản. bản đều được phát cơ bản được phát phần cơ bản được
- Viết được một số ý chính triển, đôi khi có chỗ triển tương đối kỹ, phát triển kỹ,
nhưng có chỗ diễn đạt phát triển chưa cân logic và cân xứng logic, cân xứng
không rõ, bị lặp ý, không xứng
liên quan,
gây khó hiểu cho người
đọc.
(0,05đ) (0.1 đ) (0.15 đ) (0,2 đ)
Tổ chức - Thông tin bị lặp và ảnh - Thông tin còn bị lặp. - Thông tin ít khi bị lặp. - Thông tin không bị
thông tin và hưởng đến diễn đạt. - Sắp xếp các ý có logic, - Sắp xếp các ý có logic, lặp.
tính liên kết - Sắp xếp ý thiếu logic, có tính liên kết, mặc dù mạch lạc, dễ đọc, dễ - Sắp xếp ý logic,
(0,2 đ) thiếu tính liên kết. tính mạch lạc giữa các hiểu mạch lạc cao. Bài viết
- Ít sử dụng hoặc sử dụng câu còn thấp hoặc máy - Sử dụng khá đa dạng có tổng thể hài hòa,
lặp các phương tiện kết móc và chính xác các trôi chảy, uyển
nối, hoặc sử dụng các - Sử dụng các phương phương tiện kết nối chuyển, tự nhiên.
phương tiện tiện kết nối tuy còn đơn - Sử dụng khá đa
kết nối chưa chính xác. giản nhưng đúng nghĩa dạng và chính xác các
phương tiện kết nối
Từ vựng (0,05đ) (0.1 đ) (0.15 đ) (0,2 đ)
(0,2đ) - Từ vựng liên quan đến - Từ vựng tạm đủ để - Từ vựng đa dạng có - Từ vựng phong phú
chủ đề hạn chế, lặp, hoặc diễn đạt thông tin liên liên quan đến chủ đề. liên quan đến chủ đề,
không phù hợp. quan đến chủ đề. Một Đôi chỗ còn mắc lỗi diễn đạt tự nhiên.
- Dạng từ, chính tả còn viết số chỗ dùng từ chưa dùng từ chưa phù hợp Dùng từ phù hợp,
sai, gây hiểu lầm hoặc khó phù hợp hoặc viết sai hoặc viết sai dạng từ. chính xác.
chịu cho người đọc. dạng từ. - Có sử dụng từ đồng - Sử dụng đa dạng các
- Còn mắc một số lỗi sai nghĩa, trái nghĩa, kết từ đồng nghĩa, trái
về dạng từ và chính tả hợp từ, thành ngữ,... nghĩa, kết hợp từ,
gây khó khăn cho người - Ít lỗi sai về chính tả. thành ngữ....
đọc. - Rất ít lỗi về dạng từ,
và chính tả.
Ngữ (0,05đ) (0.1 đ) (0.15 đ) (0,2 đ)
pháp - Sử dụng cấu trúc đơn - Sử dụng các cấu trúc - Sử dụng đa dạng cấu - Sử dụng đa dạng,
(0,2đ) giản. câu khác nhau. trúc câu. linh hoạt cấu trúc câu.
- Mắc nhiều lỗi sai về ngữ - Có khá nhiều lỗi sai về - Thi thoảng còn mắc - Còn một vài lỗi nhỏ
pháp và chấm câu, gây khó ngữ pháp và chấm câu, lỗi về ngữ pháp và về ngữ pháp và chấm
hiểu cho người đọc. đôi chỗ gây khó hiểu chấm câu, nhưng người câu, người đọc vẫn
cho người đọc. đọc vẫn có thể hiểu. thấy dễ hiểu.

V. RESUTL
YẾU TB KHÁ
KÉM GIÓI TB trở lên
TT LỚP SS 3.5 đến < 5.0 đến < 6.5 đến <
0.0 đến 3.5 80 đến 10 5.0 đến 10
5.0 6.5 8.0
SL TL SL TL SL TL SL TL SL TL SL TL
1 10a1

VI. EVALUATION AND ADJUSTMENT (IF ANY)

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

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Date of preparation: April 20th , 2024

PERIODICAL TEST CORRECTION

Total number of periods: 1 Period: 105

I. OBJECTIVES
By the end of this lesson, students will be able to achieve all the goals set in the following areas:
I. Objectives
1. Knowledge
- To help students realize their mistakes so that they can avoid those mistakes for the later tests .
- To give the students the most effective way of doing tests in Multiple Choice Questions .
- To help students gain a deeper insight into the grammar points that they studied in Units 6,7,8, 9,10
2. Competences:
- Improve Ss’ communication, collaboration, analytical and critical thinking skills.
- Actively join in class activities such as pair work and teamwork.
3. Personal qualities
-To employ essential vocabulary and grammatical points so that they can establish natural communication
II. TEACHING AIDS AND MATERIALS
- Computer connected to the internet
- Projector/ TV/ pictures and cards
III. PROCEDURES

1. Warm-up
- Ask students some questions on the previous test.
a. What do you learn from the experience in the previous test?
b. How can you correct the mistake?
- Tell the aim of the period: correct the test.
2. Result
Class Number 8->10 6.5- >7.9 5->6.4 3.5->4.9 2->3.4 0->1.9 >5
of Ss
10A1 31
3. Ss' common mistake
-Word form.
- Tenses tranformation
- Vocabulary
4. Additional exercises
Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each question.
Question 1: Smart phones ______ have a lot of storage space can store audio books.
A. who B. whom C. which D. when
Question 2: Science teachers ______ use 3D projectors and other devices can easily explain the topics.
A. who B. why C. which D. where
Question 3: One benefit of ______ learning is that you can learn anytime and and where.
A. online B. face-to-face C. traditional D. blended
Question 4: Online courses give students the chance to work at their own __________.
A. speed B. rate C. note D. pace
Question 5: Work on your projects with classmates to share ideas and information and develop______
skills.
A. individual B. teamwork C. pair D. strategy
Question 6: You should take _______ while your teacher is explaining the materials.
A. in B. works C. notes D. at
Question 7: Teachers can create a classroom blog for students to post ideas and ________.
A. materials B. comments C. classrooms D. activities
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Question 8: Tereshkova travelled ______ space in Vostok 6 and successfully returned to Earth on 19 June,
1963
A. on B. at C. in D. into
* Ss' answers can be
1. C 2. A 3.A 4. D 5. B 6. C 7. B 8. D
Rewrite the following sentences, beginning as shown, without changing their meaning.
Question 1: He worked for a woman. She used to be an artist.
→ He worked for a woman who__________________________________________________
Question 2: I live in a city. It is in the north of Vietnam.
→ I live in a city which________________________________________________________
Question 3: That’s the man. His car is a Ferrari.
→ That’s the man whose_______________________________________________________.
Question 4: The last man has just returned from the farm. I want to talk to him at once.
→ The last man whom_________________________________________________________.
Ss' answers can be:
1. He worked for a woman who used to be an artist
2. I live in a city which is in the north of Vietnam.
3. That’s the man whose car is a Ferrari.
4. The last man whom I want to talk to at once.
5. Teacher' s comments:
- Ss : + Try to do the test in a serious way.
+ Discuss and correct the mistake with their friends
IV. HOMEWORK:
- Revise all exercises and theory.
- Do the exercise (handout)
V. APPENDIX
HANDOUT
Read the following passage and mark the letter A, B, C, or D to indicate the correct answer.
Today, more and more women are actively participating in social activities both in urban and rural
areas. Specifically, they have shined brightly in even many fields commonly regarded as the man's areas such
as business, scientific research and social management. In some areas, women even show more overwhelming
power than men. The image of contemporary Vietnamese women with creativeness, dynamism, success has
become popular.
In Vietnam's society. The fact reveals that the gender gap has been remarkably narrowed and women
enjoy many more opportunities to pursue their social careers and obtain success, contributing to national socio-
economic development. According to Ms, Le Thi Quy, Hanoi National University, gender equity in Vietnam
has reached a high level over the past decade. The rate of Vietnamese women becoming National Assembly
members from the 9th term to the 11th term increased 8.7%, bringing the proportion of Vietnamese women in
authority to 27.3%, the highest rate in Southeast Asia. There is no big gap in the level of literacy and schooling
between men and women.
The legitimate rights of women and children are ensured more than ever before with more complete
legal documents including laws, conventions and national action plans, among which the laws on "gender
equity" mark a turning-point in the empowerment of women.

Question 1. The text is about ____.

A. the changes in the status of Vietnamese women
B. the Vietnamese women's liberation
C. the Vietnamese sex discrimination
D. the discrimination that Vietnamese women have to face
Question 2. The word “brightly" in paragraph 1 is closest in meaning to ____.
A. poorly B. brilliantly C. increasingly D. decreasingly
Question 3. Which adjective is not used to describe Vietnamese women?
A. successful B. creative C. narrow D. dynamic
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Question 4. According to the data in the text, ____.
A. Vietnamese women do not take part in authority
B. the level of literacy and schooling between men and women in Vietnam is the same
C. there are more women in authority in Vietnam than those in any other countries in Southeast Asia
D. there are no female professors in Vietnam
Question 5. Vietnamese women ____.
A. have fewopportunities to develop their intellectual ability
B. have only shined brightly in doing housework
C. cannot do any scientific research
D. are ensured their rights with laws, conventions and national action plans

ENGLISH 10 2023-2024