Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

• Ask students what they think about when they see or hear the words “gender”, “equality” and “gender equality”. Elicit students’ answers.
• Elicit sts’ answers.
• Listen to the sts and give feedback.
• Lead sts into new lesson.

WARM UP

• Visualize what they think of when they hear or see such words as: gender, equality or gender equality.
• Possible answers:

+ I think of men and women.

+ I think of the word same.

+ I think that men and women should be treated in the same way and given the same opportunities.

PRE - TEACHING

Activity 1

- Ask students to look at the picture and answer the

PRE - TEACHING

Activity 1

- Look at the picture and answer the

questions about it: Suggested questions:

+ Who do you see in the picture?

+ Where do you think they are?

+ What are they doing?

• Play the recording.
• Ask students to listen and read.
• Explain new words if necessary.

questions about it.

• Give the answers.
• Listen to the recording and read silently after the recording.

WHILE TEACHING

Activity 2

• Ask students to work individually first and then in pairs to decide if the statements are true (T), false (F) or not given.
• Encourage students to provide reasons for their answers.
• Ask them to refer back to the conversation to get the necessary information.
• Check students’ answers and give explanations.
• Suggested answer:

1. F 2. F 3. T 4. NG 5. T

WHILE TEACHING

Activity 2

• Work individually first and then in pairs to decide if the statements are true (T), false (F) or not given.
• Provide reasons for their answers.
• Give the answers.
• Check and correct.

POST TEACHING

• Ask students to read the conversation again and think of the answers to the questions.
• Have them work with a partner and switch roles to ask and answer.
• Check the answers and provide the correct ones if necessary.
• Suggested answers:

1. Only 82 girls enrolled per 100 boys in secondary school.
2. Because they might be forced to work at home and in the fields.
3. There are slightly more boys than girls in both primary and secondary schools.
4. Women do.
5. Gender discrimination should be eliminated so that everyone has equal opportunities in education.

POST TEACHING

- Read the conversation again and answer to the questions.

• Work in pairs to do the task.
• Give the answers.
• Check and correct.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

VOCABULARY

Activity 1

• Ask students to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-f).
• If students need support, ask them to use the context of the conversation to help them choose the correct meaning for each word.
• Check answers as a class.
• Suggested answers:

1. D 2. F 3. E 4. A 5. C 6. B

VOCABULARY

Activity 1

• Work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-f).
• Give the answers.
• Check and correct.

Activity 2

• Ask students to work individually first, and then check with a partner.
• Make sure that student have the right answers by going over all the answers in class.
• Allow students to look up the words in the glossary, if necessary.
• Suggested answers:

1. Enroll 2. Force 3. Eliminate

4. Discrimination 5. Equal 6. Gender

Activity 2

• Work individually first, and then check with a partner.
• Give the answers.
• Check and correct.

PRONUNCIATION

Activity 1

• Play the recording and let students listen and follow.
• Play it again with pauses for students to repeat each word chorally.
• Give the meaning of the words if necessary. Help students distinguish two-syllable words with stress on the first or second syllable.
• Ask students to work in pairs and take turns reading the words.

Activity 2

• Play the recording again.
• Ask students to put a mark ‘ before the stressed syllable in each word.

Activity 3

• Have students work individually to put the words in the right box according to their stress patterns.
• Check as a class.

GRAMMAR

Activity 1

• Explain to students that modal verbs are special verbs that behave differently from other verbs.

+ They are used to express ability, advice, duty, permission, possibility, prohibition or request.

• Let students read the sentences individually and ask them to pay attention to all modal verbs used in the sentences.
• Have them choose the answers and discuss the meaning of each modal with a partner.
• Go over all the answers in class.
• Expected answers:

1. Shouldn’t – advice 2. Must - duty

3. May - permission 4. Might - possibility

5. Will – request 6. Mustn’t - prohibition

7. Can - ability

Activity 2

• Ask students to read the sentences.
• Have them underline the passive voice with modals.
• Let them work with a partner before checking answers as a class.
• Expected answers:

1. May be kept 2. Might be forced

3. Shouldn’t be allowed 4. Should be eliminated

Activity 3

GRAMMAR

Activity 1

- Listen to the T

- Read the sentences individually and ask them to pay attention to all modal verbs used in the sentences.

- Give the answers.

• Check and correct.

Activity 2

• Read the sentences.
• Underline the passive voice with modals.
• Check the answers in pairs.
• Give the answers.
• Check and correct.

Activity 3

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

• Show some pictures of some famous women in some aspects like politic, economic…: Hillary Clinton, Teresa May, Nguyen Thi Kim Tien…
• Have sts name these women.
• Lead sts into new lesson.

WARM UP

• Look at the pictures.
• Name the women.
• Listen to the T

PRE – READING

Activity 1

- Have students look at the symbols and answer the questions.

Activity 2

PRE – READING

Activity 1

- Look at the symbols and give the answers.

- Possible answers:

“They are the symbols of genders, gender equality and gender discrimination.” Activity 2

• Have students match each of the words with its meaning.
• Encourage them to work individually first, and then check with a partner. Let students use a dictionary, if necessary.
• Go over all the answers to make sure they have the correct answers.
• Expected answers:

1. C 2. E 3. D 4. B 4. A

- Firstly, work individually to do the task, then work in pairs to compare the answers.

• Give the answers.
• Check and correct.

WHILE READING

Activity 3: Quickly read the text and choose the best title for it

• Let Ss read the three heading a, b, c first and make sure they understand all of them
• Ask Ss to read through the text once without stopping at the words that they don't know the meaning
• Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text
• Help them eliminate the choice that is only one aspect of the text.
• Elicit the answers from the sts.
• Check and correct.
• Expected answers:

The best title of the text is "A woman who did a man's job.

Activity 4: Read the statements, decide whether it is T, F or NG

• Ask Ss to work in pairs and do the task.
• Elicit the answers from the sts.
• Check and correct.
• Expected answers:

1. F 2. NG 3. F 4. T 5. T 6. F

Activity 5: Answer the questions

• Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words

-Let Ss read the text again and locate the parts of the text where they can get the answers.

• Elicit the answers from the sts.
• Check and correct.
• Expected answers:

1. She wanted to become a firefighter
2. She sued New York City and the DNY for gender discrimination and won
3. They were unwelcomed at meals, faced loneliness and even violence

WHILE READING

Activity 3: Quickly read the text and choose the best title for it

- Firstly, work individually to do the task, then work in pairs to compare the answers.

• Give the answers.
• Check and correct.

Activity 4: Read the statements, decide whether it is T, F or NG

• Wor in pairs to do the task.
• Give the answers.
• Check and correct.

Activity 5: Answer the questions

• Work in groyps of 3 to do the task.
• Give the answers.
• Check and correct.

POST READING

Discus with a partner: should a woman do a man's job?

• Put Ss in groups of four and let them discuss the questions freely.
• Useful languages:

+ I think/ In my opinion….

+ Woman should be strongly encouraged to….

POST READING

Discus with a partner: should a woman do a man's job?

- Work in groups of 4 to discuss the question.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

• Give some pictures of some women.
• Ask sts to tell who these women are and what their jobs are.
• Introduce the topic by asking questions such as Whose parents both work? Which of them is more qualified? Which of them earns more money? Which of them does more housework? And Do you think they should have equal opportunities for jobs?
• Lead sts into new lesson.

WARM UP

- Look at the pictures and answers to the T’s questions.

PRE – SPEAKING

Activity 1

• Write Equal job opportunities on the board.
• Give students time to read through the useful expressions.

PRE – SPEAKING

Activity 1

• Read the phrase on the board.
• Study the useful expressions.
• Discuss in pairs.

• Let them work in pairs.
• Check students’ answers as a class.

WHILE SPEAKING

Activity 2

• Have a student read the example, and then ask all students to share their opinions in pairs.
• Walk around and offer help if necessary.

WHILE SPEAKING

Activity 2

• Some sts share their ideas in class.
• Others give comments.

POST SPEAKING

Activity 3

• Ask one student to read aloud the opinion “Married women should not pursue a career” and explain the activity to the class.
• Divide students into groups of three/ four students.
• Ask one group to model the activity using the example conversation.
• Get all students to discuss and note down their group’s discussion.
• After 3-4 minutes, have some students from different groups report the results of their group work back to the class.

POST SPEAKING

Activity 3

• 1 st reads aloud the opinion “Married women should not pursue a career”.
• Give the requirement.
• Work in groups of 3-4.
• Some students from different groups report the results of their group work back to the class.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

WARM UP

- Ask Ss to answer some questions:

1. How does your family share the household chores?
2. Is your mother a homemaker?
3. Is your father a breadwinner?
4. Do you think that both parents now should work to contribute the family finances?

• Listen to the sts’ answers.
• Give feedback.
• lead sts into the new lesson

WARM UP

- Answer to the T’s questions. POSSIBLE ANSWERS:

1. Everybody in my family share the housework equally.

2+3. Both my parents go to work to suppot the family, and they join hand to make us a happy family.

4. I think that both parents should work to contribute the family finances.

- Listen to the T.

PRE – LISTENING

Activity 1:

• Let students look at the picture and elicit their answers to the question.
• Ask them to use the caption as suggestion.
• Expected answer: The man looks happy but the woman looks sad because she gets less pay/

PRE – LISTENING

Activity 1:

• Work in pairs.
• Do as T’s guide.
• Some sts present their ideas.
• Other sts listen and give additions.
• Listen to the T’s feedback.

money.

- Preteach new words.

- Practice new words

WHILE LISTENING

Activity 3:

• Explain the task’s requirement.
• Get sts to read through the 6 statements to make sure they understand.
• Ask sts to work in pairs and identify the key works in each statement.
• Explain the new words if needed.
• Play the recording 2 times for sts to listen to and do the task.
• Invite sts to give their anwers.
• Play the recording again and pause at the answers to check the sts’ answers.
• Possible answers:

1. F 2. T 3. F 4. T 5. F 6.T

Activity 4:

• Have Ss work in pairs to match the words/ phrases with its appropriate meaning
• Ask them to guess the part of speech of the word given
• Ask some of them to tell the answer
• Give comments

Answers:

1. Discrimination happens
2. Paid more
3. Perform 60%
4. Own 1%
5. Encourage women
6. Like nursing

WHILE LISTENING

Activity 3:

• Listen to the T’s explaination.
• Read through the 6 statements to make sure they understand.
• Work in pairs and identify the key works in each statement.
• Listen to the recording.
• Finish the task.
• Give the answers.
• Check the answers with the T

Activity 4:

• Work in pairs to match the words/ phrases with its appropriate meaning
• Guess the part of speech of the word given
• Give the answers.
• Check the answers.

POST LISTENING

Activity 5:

• Explain the task’s requirement.
• Get sts to read the 3 questions carefully to make sure they understand.
• Ask sts to work in pairs and identify the key works in each statement.
• Explain the new words if needed.
• Play the recording 2 times for sts to listen to and do the task.
• Invite sts to give their anwers.
• Play the recording again and pause at the answers to check the sts’ answers.

POST LISTENING

Activity 5:

• Listen to the T’s explaination.
• Read the 3 questions carefully to make sure they understand.
• Work in pairs and identify the key works in each statement.
• Listen to the recording.
• Finish the task.
• Give the answers.
• Check the answers with the T

Class

Date of teaching

Attendance

10A3

……/ ……/ ……..

……/…….

10A5

……/ ……/ ……..

……/…….

10A6

……/ ……/ ……..

……/…….

10A8

……/ ……/ ……..

……/…….

2. Old lesson checking(Omitted)

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

WARM UP

Matching game

A B C D

1. Washing the clothes
2. Cleaning the house
3. Cooking the meal
4. Going to the supermarket

* Keys: 1.D 2.B 3.A 4. C

-Lead sts into new lesson.

WARM UP

Matching game

- Work in pairs to play the game.

PRE – WRITING

Activity 1

• Write the phrase Working mothers on the board.
• Focus on the pictures and the instructions.
• Elicit students’ opinions about the pictures.

PRE – WRITING

Activity 1

- Work in pairs to do the task.

- Students can talk about the good sides/ advantages as well as the bad sides/

• Give suggestions if necessary by asking questions like Who are these people in the pictures? What are the women doing? Are they housewives? Do they work? Etc.
• Explain that writers often provide/give detailed explanations to support ideas in a text.
• Give students time to read the sample writing about the advantages of a working mother and put the detailed explanations in the appropriate blanks.
• Expected answers: 1. B 2. C 3. A

Activity 2

• Ask students to read the sample writing again and complete the outline.
• Help students analyse the structure of the text.
• Expected answers:

1. 2. Life is getting expensive, so women’s salaries are becoming important.
2. 2. They discover strengthens and weaknesses, become more knowledgeable and look for good ways to educate children.
3. 1. Children see parents work hard and share domestic responsibilities, and they learn from them.

Activity 3

• Give students some time to read the text again and discuss the words in pairs.
• Offer help if students cannot give the answer.

E.g. These words are used to link/ connect or sequence the ideas in writing.

disadvantages of being a working mother.

• Give the answers.
• Check and correct the answers.

Activity 2

• Work in groups of 3
• Read the sample writing again and complete the outline.
• Give the answers.
• Check and correct the answers.

Activity 3

- Discuss in pairs.

WHILE WRITING

Activity 4

• Focus on the instructions and the pictures.
• Give students time to read the suggestions.
• Call on some students to say what they will write as the topic sentence, supporting ideas 1,2, 3 and concluding sentence.
• Tell students to write a draft first, then write a short text (of about 150 words) about the disadvantages of being a working mother.
• Have students write the text in class.

WHILE WRITING

Activity 4

• Listen to the T
• Read the suggestions.

- Write a draft first, then write a short text (of about 150 words) about the disadvantages of being a working mother.

POST WRITING

• When they finish, ask them to exchange it with a partner for peer comments/ correction.
• Walk around and offer help if necessary.
• Alternatively, have students write the text at home. T collects students’ papers in the next lesson.
• Give feedback in class.

POST WRITING

- Exchange it with a partner for peer comments/ correction.

Class

Date of teaching

Attendance

10A3

……/ ……/ ……..

……/…….

10A5

……/ ……/ ……..

……/…….

10A6

……/ ……/ ……..

……/…….

10A8

……/ ……/ ……..

……/…….

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

COMMUNICATION

Gender equality in Vietnam

Lead-in: Inform the class of the lesson objectives: further skill development.

Activity 1

Focus on the instructions and the pictures. Inform students that they will have more chances to practice speaking.

• Give them some time to read about the achievements Vietnam had made in addressing gender equality.
• Give students more freedom by allowing them to add more achievements from reliable sources.

Activity 2

• Have two students model the example.
• Ask students to work in pairs to talk about achievements in addressing gender equality in Vietnam, using the information given in Activity 1 and from the other available sources.
• Invite some pairs to practice their dialogues in the class.
• Elicit comments from the other sts.

COMMUNICATION

• Listen to the T

Activity 1

• Work individually.
• Read about the achievements Vietnam had made in addressing gender equality.
• Add some more achievements that sts may know.

Activity 2

• Work in pairs using the given information in Act 1 to talk about achievements in addressing gender equality in Vietnam.
• Some pairs practice their dialogues in the class.
• Others give comments.

- Give fina feedback.

- Listen to the t

CULTURE

• Focus on the instructions and the pictures.
• Elicit answers from students by asking the class questions like

1, Who do you see in the pictures? 2, What is the man doing?

3, Are there many men teaching young kids? 4, What is the woman doing?

5, Is her job popular with women?

• Give students time to read the text.
• Pre-teach some words that might be new to students (e.g. high-income, remarkable, undergraduate courses).
• Walk round to monitor the class and offer help, if necessary.
• Have students check their answers with a partner first, then check as a class.
• Expected answers:

1. Girls perform better than boys at all levels of education in United Kingdom.
2. Women make up 47 percent of the British workforce.
3. Millions of women and girls still experience domestic violence, and the gap in full-time wage between men and women is 10 percent and most of the people in low-paid jobs are women.

CULTURE

- Listen to the T.

• Answer to the T’s qs.
• Firstly, work individually to do the task, then work in pairs to check the answers.

Stress on the 1st syllable

Stress on the 2nd syllable

Symbol, letter, healthcare Challenge, income Workforce, army

Complete Infect, suggest

Improve, become

Class

Date of teaching

Attendance

10A3

……/ ……/ ……..

……/…….

10A5

……/ ……/ ……..

……/…….

10A6

……/ ……/ ……..

……/…….

10A8

……/ ……/ ……..

……/…….

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

PRONUNCIATION

Activity1

• Ask students to put the two-syllable words in the box in the correct columns according to their stress patterns.
• Help them review the stress patterns of two-syllable words.
• Expected answers:

Activity 2

• Play the recording
• Ask students to listen and repeat the words.

PRONUNCIATION

Activity1

• Work individually first to do the task then work in pairs to give the answers.
• Give the answers.
• Check and correct the answers.

Activity 2

• Listen to the recording.
• Repeat the words.

VOCABULARY

-The word in italics are among the most commonly used in the unit. Have students decide which words best complete the sentences.

• Alternatively, extend this activity by asking students to make their own sentences with each of the words.
• Expected answers:

1. Gender equality 2. Preference

3. Eliminated 4. Rights

5. Access 6. Caretaker

VOCABULARY

• Work individually first to do the task then work in pairs to give the answers.
• Give the answers.
• Check and correct the answers.

7. Discrimination 7. Progress

GRAMMAR

Activity 1

• Give time for the students to make their own choice.
• Have them check in pairs, then with the whole class to make sure they all have correct answers.
• Expected answers:

1. C 2. F 3. E 4. D 5. A 6. B

Activity 2

• Ask students to do this activity orally first, and then write down their answers.
• Expected answers:

1. An essay on gender equality must be written (by each student).
2. This exist door can be opened in case of emergency.
3. Men and women should be given equal pay for equal work.
4. My mother might be given an award.

GRAMMAR

Activity 1

• Work individually first to do the task then work in pairs to give the answers.
• Give the answers.
• Check and correct the answers.

Activity 2

• Work individually first to do the task then work in pairs to give the answers.
• Give the answers.
• Check and correct the answers.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

• Introduce the topic by asking Ss to compare the two pictures of a traditional wedding and a modern one in Viet Nam.
• Elicit any topic- related words that Ss may know : rituals, costumes, decorations,…

WARM UP

Traditional wedding :

• was celebrated at home
• the bride and the groom wear Ao Dai
• pray ancester to ask for permission to get married.

Modern wedding :

• was celebrated at the restaurant/ church,…
• the bride and the groom wear modern costumes

……..

ACTIVITY 1 LISTEN AND READ

- Ask Ss listen to the recording and read the conversation

ACTIVITY 1 LISTEN AND READ

• Work individually.
• Listen to the recording.

- Elicit the new words

ACTIVITY 2

• Ask Ss to work in pairs and do the task
• Asks Ss to give the reasons for their answers.
• Expected answer: a

ACTIVITY 2

• Work in pairs to do the task.
• Give the answer.
• Check and correct the answer.

ACTIVITY 3

• Ask Ss to do the task in pairs.
• Asks Ss to give the reasons for their answers.
• Expected answer:

1. Because he is preparing for his presentation about the simolarities and differences between a traditional Vietnamses wedding and a modern one.
2. They follow the same core procedure which consists of the proposal ceremony, the engagement ceremony and the wedding ceremony.
3. The modern wedding are less complicated.
4. Yes, they get some help from their parents and the attending guests.

5.Students’answers.

ACTIVITY 3

• Work in pairs to do the task.
• Give the answer.
• Check and correct the answer.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

- Ask students to list out the factors that create a happy life

- Let students work in pairs

- Ask students questions

WARM UP

• Work in pairs.
• Discuss the T’s question.
• Give the answers.

VOCABULARY

Activity 1

• Ask Ss to work individually first to do the tasks then work in pairs to compare the results with their partner.
• Asks Ss to give the reasons for their answers.
• Expected answer:

1.g 2. e 3. d 4. b 5.a 6. g 7.c 8. f

Activity 2

• Ask Ss to work in pair ,read the sentences again and do the task
• Encourage Ss to exchange their answers with a partner to see if they understand the contexts ang mening of each sentence.
• Asks Ss to give the reasons for their answers.
• Expected answer:

1.wedding 2. Groom 3. bride

4. reception 5.guests 6.before 7.engaged

VOCABULARY

Activity 1

- Firstly, work individually first to do the tasks then work in pairs to compare the results with their partner.

• Give the answer.
• Check and correct the answer.

Activity 2

- Firstly, work individually first to do the tasks then work in pairs to compare the results with their partner.

• Give the answer.
• Check and correct the answer.

PRONUNCIATION

1. Listen and repeat

• Play the recording and let Ss listen
• Play it again with pauses for them to repeat each word

2. Listen to the sentences and practise saying them loudly.

• Ask Ss to read the word in rows paying attention to the difference between the sound clusters
• Play the recording and let Ss listen to the sentences and circle the word they hear.

PRONUNCIATION

1. Listen and repeat

• Listen to the recording.
• Listen and repeat.

2. Listen to the sentences and practise saying them loudly.

- Read word in rows paying attention to the difference between the sound clusters

- Listen to the sentences and circle the word they hear

GRAMMAR

Activity 1

• Ask Ss to read through the six statements.
• Help them to understand the meaning of these statements.
• Explain any words that Ss don’t know.
• Let sts express their ideas.
• Have sts focus on the ilatic words.
• Explain the grammar point: Comparative and superlative adjective.

Activity 2

• Exlain the task requirement.
• Have sts study the table.
• Expalin new words if necessary.
• Let Ss work in pairs to give the answers
• Asks Ss to give the reasons for their answers.
• Expected answer:

Ask them to give clues for their answers

1. Mr Smith’s wedding reception was more expensive than Mr Long’s
2. Mr Smith was older than Mr Long when he got married
3. Mr Long’s engagement period was longer than Mr Smith’s
4. The service at Mr Smith’s wedding was better than at Mr Long’s wedding.

Activity 3

• Help sts revise the differences in usage of the articles: a/ an and the.
• Get sts to do the task in pairs.
• Asks Ss to give the reasons for their answers.
• Expected answer:

1. the 2. a 3. the 4. The 5. the

6. the 7. a 8. the 9. the

GRAMMAR

Activity 1

• Work individually, read through the 6 statements.
• Say whether they agree or disagree.

Activity 2

• Listen to the T’s explaination.
• Study the table individually.
• Work in pairs to do the task.
• Give the answer.
• Check and correct the answer.

Activity 3

• Revise the use of : a/ an and the.
• Work in pairs to do the task.
• Give the answer.
• Check and correct the answer.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

- Ask students to list out the factors that create a happy life

- Let students work in pairs

- Ask students questions

WARM UP

• Work in pairs.
• Discuss the T’s question.
• Give the answers.

BEFORE YOU READ

Activity 1

• Ask sts to look at the picture and describe it.
• Ask some guiding questions to help sts.

1. Is this an altar?
2. How do you know that?
3. Can you see what kind of flower it is?Is it peach blossom?
4. What is laid on the altar?

• Ask sts to read the statements and help them understand the meaning.
• Get sts to work in groups of 4 and exchange their ideas.
• Encourage sts to give explainations for their behaviour.
• Elicit answers from the whole class.

BEFORE YOU READ

Activity 1

• Work individually, look at the picture and describe it.
• Read the statements.
• Work in groups of 4 and exchange their ideas.
• Try to give explainations for their behaviour.
• Give the answers.

- Lead sts to the topic of the reading passage.

WHILE YOU READ

Activity 2

• Have students read the questions and the options.
• Encourage them to predict the answersbases on the answer options given and sts’ background knowledge.
• Set a time limit for sts to read the text and answer the qs.
• Have sts work individually first, and then check with a partner.
• Go over all the answers to make sure they have the correct answers.
• Expected answers: 1. C 2. B 3. D 4. A

WHILE YOU READ

Activity 2

- Read the questions and the options.

- Predict the answersbases on the answer options given and sts’ background knowledge.

- Read the text and answer the qs.

• Work individually first to do the task, then work in pairs to check the answers.
• Give the answers.
• Check and correct.

AFTER YOU READ

Activity 3

• Get sts to work in pairs.
• Have sts read the question and practise asking and answering them.

Encourage sts to give reasons to support their opinions.

• Asl several sts to report what they learn about their partners from their discussions in pairs.

AFTER YOU READ

Activity 3

• Work in pairs.
• Read the question and practise asking and answering them.
• Give reasons to support their opinions.
• Some sts report what they learn about their partners from their discussions in pairs.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

- Ask Ss the following Qs:

1.How many people are there in your famiy ? 2.How many generations are there in your famiy ? 3.Do you think you are very happy to live in such a family ?

4. Do you think there are two or more generations in a family in America ?

-Ask Ss to work in pairs to ask and answer the Qs

-Call on one pair to present in front of the class

-Listen and feedback

-Lead in the lesson by saying :

“ Today we are going to talk about differences among cultures”

WARM UP

-Work in pairs asking and answering the Qs

-one pair present in front of the class

-Listen to the T

PRE – SPEAKING

Activity 1

• Ask sts to look at the pictures and elicit any words related to the topic: superstitions abt black cats, fish and chips – a traditional food, figure skating- a national sport, samovar- a traditional way of making tea.
• Tell sts that they will do a quiz abt 2 countries: the

PRE – SPEAKING

Activity 1

- Look at the pictures.

• Give any words related to the topic.
• Do a quiz abt 2 countries: the UK and

UK and Russia.

• Elicit any background knowledge abt cultural aspects of these two countries.
• Ask sts to do the quiz individually and then check their answers in pairs.
• Encourage sts to give explainations for their choices.
• Expected answers: 1. B 2. A 3. B 4. A

Russia.

• Work individually first to do the task, then work in pairs to check the answers.
• Give the answers.
• Check and correct.

WHILE SPEAKING

Activity 2

• Explain the activity and instruct sts to do it.
• Divide class into 2 big teams: Team A and team B. Each team then further divide into smaller groups will read abt one country, either the Uk or Russia.
• Set a limit time for this activity and walk around the classroom to monitor, facilitate and assist sts when neseccary.
• Encourage sts to use superlative adjectives to share their ideas with other members of their groups.
• Ask several groups at random to report their views.

Activity 3

• Explain the activity and instruct sts to do it.
• Have sts study the example carefully.
• Get one member of Team A to work with one from team B, talk about the traditions and customs of either the Uk or Russia.
• Move around to assist or listen to different pairs to detect errors/ problems.
• Call on some sts at random and have them tell the whole class what they learn abt the other country from their conversation with their parners.
• Give feedback on sts’ performance.

WHILE SPEAKING

Activity 2

• Listen to the T
• Work in 2 big teams: Team A and team

B. Each team then further divide into smaller groups will read abt one country, either the Uk or Russia.

• Note down the most interesting thongs abt the country that they read and then share the information with other members of their groups.
• Try to use superlative adjectives to share their ideas with other members of their groups.
• Each group sends a member to take notes of the opinions.
• Several groups at random to report their views.

Activity 3

• Listen to the T
• Study the example carefully.
• One member of Team A to work with one from team B, talk about the traditions and customs of either the Uk or Russia.
• Some sts at random and have them tell the whole class what they learn abt the other country from their conversation with their parners.

POST SPEAKING

Activity 4

• Have sts read the constructions and explain what they are supposed to do.
• Get sts to work in 4 groups. Each group will cover one of the four categories: Food, Drinks, Sports, and festivals.
• Call on several groups to report their group’s ideas and ranking, and then give feedback.

POST SPEAKING

Activity 4

• Read the constructions and listen to the T’s expaination.
• Work in 4 groups to brainstorm ideas and vocabulary and then ranking things in order of popularity.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Warm up

- T asks Ss these Qs :

1.Have you ever attended a wedding ceremony ? 2.Do you like it ?

Now I have some pictures for you

► Picture of people in the groom’s family:

+ Now, look at this picture. Who can tell me what is it about?

+ How do you know that?

+. This picture is about an engagement ceremony, and these people are in groom’s family. They are bringing trays of gift to proffer the bride’s family

► Picture of trays of gift:

+ And what is this picture?

+ In English, we call: a tray of gift for the bride’s family.

+ Who can tell me what do the trays of gift include?

+ Yes. They are: betel leaves and areca nut fruits, husband, wife cake, tea, a roasted pig, biscuit (you see the label Chocopie here?), and some other food.

►Picture of bride & groom before the altar:

+ Who are they?

Warm up

• Answer th Qs

+ Listen to T and wait eagerly for the pictures

• Look at the picture: and then answer the questions:

+ It’s about an engagement ceremony.

+ Because I see many boys bringing a tray with red paper on it.

• Look at the picture. đưng lễ của nhà trai mang hà gái

+ Trầu cau, bánh phu thê

+ Where are they?

+ Yes. This is the altar (point at the altar in the picture)

+ What are they doing?

+ They are praying for approval from their ancestor. Do you know “ancestor”?

+ Now who can tell me what ceremony is after the engagement ceremony?

- Look at the picture.

+ They are bride & groom.

+ They are in front of the altar.

+ They are praying

+ Tổ tiên

+ Wedding ceremony.

BEFORE YOU LISTEN

Activity 1

• Ask sts to look at the photo of an Amish wedding and elicit sts’ impressions abt this community.
• Have sts read a number of statements about the Amish community.
• Help sts understand these statements if necessary.
• Ask sts to work in pairs to exchange their predictions.
• Elicit sts’ predictions abt this community, accepting different opinions.
• Preteach some new words.

BEFORE YOU LISTEN

Activity 1

• Look at the photo of an Amish wedding and elicit sts’ impressions abt this community.
• Read a number of statements about the Amish community.
• Work in pairs to exchange their predictions.
• Present their predictions abt this community.
• Practise some new words.

WHILE YOU LISTEN

Activity 2

• In this acitivity, sts listen and check their predictions in the previous act.
• Have sts listen to the CD for the 1st time and try to

note down the informationtht helps them check their answers.

• Ask sts to share with their friends to see whether they have the same answers or not.
• Let sts listen to the CD for the 2nd time and try to note down the information they did not understand the 1st time.
• Elicit sts’ answers.
• Check and correct the answers.
• Expected answers: 1. F 2. F 3. T 4. T 5. T

Activity 3

• Ask sts to skim the given text, paying to the context around the gaps, and predict the information needed for each gap.
• Ask sts to share with their friends to see whether they have the same answers or not.
• Elicit sts’ predictions.
• Let sts listen and fill in the gaps.
• Elicit sts’ answers.
• Check and correct the answers.
• Expected answers:

1, December 4, wedding meal

2, two or three 5, visiting relatives 3, approval

WHILE YOU LISTEN

Activity 2

- In this acitivity, sts listen and check their predictions in the previous act.

• Listen to the CD for the 1st time and try

to note down the informationtht helps them check their answers.

• Share with their friends to see whether they have the same answers or not.
• Listen to the CD for the 2nd time and try to note down the information they did not understand the 1st time.
• Give the answers.
• Check and correct the answers.

Activity 3

• Skim the given text, paying to the context around the gaps, and predict the information needed for each gap.
• Share with their friends to see whether they have the same answers or not.

- Listen to the CD and do the task.

• Give the answers.
• Check and correct the answers.

AFTER YOU LISTEN

Activity 4

- In this activity, let sts reflect orally on the

AFTER YOU LISTEN

Activity 4

- Reflect orally on the information they

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

• Get sts to list some typical characteristics of Vietnamese people based on their background knowledge.
• Elicit sts’ ideas.
• Give feedback and lead into the new lesson.

WARM UP

- List some typical characteristics of Vietnamese people based on their background knowledge.

PRE- WRITING

Activity 1

- In this activity, help sts reinforce and develop their ability to think in a logical way when rearranging set of jumbled paragraphs to form a well-structured text.

• Ask Ss to do the task individually
• Set a time limit for this activity and assist ss if necessary.
• Ask ss to compare their answers with a partner and explain why
• Elicit answers from the whole class and correct them if necessary.
• Expected answers: 1b 2d 3f 4c 5e 6a

PRE- WRITING

Activity 1

- Reinforce and develop their ability to think in a logical way when rearranging set of jumbled paragraphs to form a well- structured text.

• Work individually to do the task.
• Compare their answers with a partner and explain why
• Give the answers.
• Check and correct the answers.

WHILE WRITING

Activity 2

- Ask Ss to do the task in groups and read the text and study the outline sketch

WHILE WRITING

Activity 2

- Discuss in groups and complete the outline on the big size paper.

• Get sts to discuss and complete the outline on the big size paper.
• Ask the groups to put their outline on the board or around the classroom.
• Give feedback.

Sample outline:

Introduction: A typical Vnamese woman is hard- working skillful, and devoted to her family.

Characteristic 1: hard-working

Evidence: working both at work nd at home. Characteristic 2: skillful

Evidence: householdchores like cooking, sewing, or decorating the house.

Characteristic 3: devoted to family

Evidence: her biggest concerns are husband and children and family.

Conclusion: The above mentioned characteristics are typical of the majority of Vnamese women.

POST WRITING

Activity 3

• Ask sts to work in groups to develop an outline.
• Walk around and assist, if necessary.
• Ask sts to write their drafts individually and then exchange them with their group members for peer feedback.
• Collect sts’ writing for further comments or marking.

Sample writing :

A typical Vietnamese woman is hardworking , skillfull, and devoted to her family.The most prominent characteristic of most Woman in Vietnam is that they work really hard.In fact, in addition to the eight working hours at a job, they still spend at least four ro five hours on different household chores.Moreover, a typical Vietnamese woman is also known for her many skills.She can cook tasty meals and decorate her house.A visit to a family in Vietnam will be a good chance to experience how good she is at all these tasks.Finally, she is really devoted to her family .Her biggest concerns are always about family matters like jobs, hobbies and health of her family members.That is why the majority of Vietnamese woman immediately rush home after work to be with their children and take care of them and the other people in the family.

In short, the above mentioned characteristics are typical of the majority of Vietnamese women.

POST WRITING

Activity 3

- Work in groups to develop an outline.

- Write their drafts individually and then exchange them with their group members for peer feedback.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

• Get sts to list some typical characteristics of Vietnamese people based on their background knowledge.
• Elicit sts’ ideas.
• Give feedback and lead into the new lesson.

WARM UP

- List some typical characteristics of Vietnamese people based on their background knowledge.

COMMUNICATION

Activity 1

• Ask the sts to read the text individually, and, for each occasion, highlight the similarities and differences with the customs in VN.
• Have sts study the the sample conversation, assisting them if necessary.
• Ask sts to work in pairs and role play a conversation, using the information they have highlighted.
• Call on some pairs at random to perform their conversations in front of the whole class.
• Give feedback.

Activity 2

• Ask Ss to work individually to put the jumbled-up words and phrases to make questions about giving and receiving presents.
• Ask sts to work in pairs to compare the questions and

COMMUNICATION

Activity 1

- Work individually o read the text and, for each occasion, highlight the similarities and differences with the customs in VN.

• Study the the sample conversation
• Work in pairs and role play a conversation, using the information they have highlighted.
• Some pairs at random to perform their conversations in front of the whole class.
• Listen to the T

Activity 2

• Work individually to put the jumbled-up words and phrases to make questions about giving and receiving presents.
• Work in pairs to compare the questions

discuss or explain if they have different word orders.

• Ask ss to read aloud or write on the board those questions and correct any mistakes.

Expected answers:

1. Who do you often buy presents for? 2.On what occasions do you buy presents ?

1. Which shop do you usually go to when you are shopping for presents?
2. What ‘s the most expensive present you’ve given? 5.On what occasions do you receive presents?
3. What presents do you normally get?
4. What is the best present you’ve ever received?

- Write their answers on the board.

CULTURE

• Divide the class into 2 big groups.Each group will read one reading passage to get the main idea.
• Ask one st from group A to work with one student from group B to form a pair and exchange the information that they have just read.
• Call on some pairs at random to perform their findings.
• Give feedback.
• Expected answers:

1. for American success means providing their family a decent standard of living and ending their career in a higher and more prosperous position than when they began it .Success is also the result of hard work and self relience.
2. For Vietnamese, success goes along with a high status job with good income and respect at work. 3.Both American and Vietnamese associate success with earning a lot of money.

CULTURE

• Firstly, work in two big group.
• Each group will read one reading passage to get the main idea.
• Then, one st from group A to work with one student from group B to form a pair and exchange the information that they have just read.
• Report their findings.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

PRONUNCIATION

1. Listen and repeat

• Play the recording and let Ss listen
• Play it again with pauses for them to repeat each word
• Expected answers: Ex’port Pro’test ‘contrast

Im’port Ob’ject

2. Listen to the sentences and practise saying them loudly.

• Ask Ss to read the word in rows paying attention to the difference between the sound clusters
• Play the recording and let Ss listen to the sentences and circle the word they hear.

PRONUNCIATION

1. Listen and repeat

• Listen to the recording.
• Listen and repeat.

. Listen to the sentences and practise saying them loudly.

• Read word in rows paying attention to the difference between the sound clusters

- Listen to the sentences and circle the word they hear

VOCABULARY

• Ask Ss to work in pair ,read the sentences again and do the task
• Encourage Ss to exchange their answers with a partner to see if they understand the contexts ang mening of each sentence.
• Asks Ss to give the reasons for their answers.
• Expected answer:

VOCABULARY

- Firstly, work individually first to do the tasks then work in pairs to compare the results with their partner.

• Give the answer.
• Check and correct the answer.

1. wife 2. get married 3.engaged 4.reception 5.honeymoon 6.wedding 7.bridegroom 8.Best man 9.Bride 10.bridesmaids

GRAMMAR

Activity 1

• Give time for the students to do the task individually.
• Have them check in pairs, then with the whole class to make sure they all have correct answers.
• Expected answers:

1.harder 2.more/ less dangerous 3.the most famous 4.more polluted

5. the most delicious

Activity 2

• Ask students to do this activity orally first, and then write down their answers.
• Expected answers:

1. we are having a great time in Ha Noi.
2. Let’s go to Nha Trang for a week next summer 3.Where the money I gave you on the first of this month?
3. For my birthday , I got a book , a DVD, and the latest CD by my favourite band.
4. On the radio , I heard a/the song that I really liked.

GRAMMAR

Activity 1

• Work individually first to do the task then work in pairs to give the answers.
• Give the answers.
• Check and correct the answers.

Activity 2

• Work individually first to do the task then work in pairs to give the answers.
• Give the answers.
• Check and correct the answers.

PROJECT

Do a survey

Ask Ss to do the survey

1. Work in groups, compare your findings and reports to the class

Let the groups have some time together the assemble the results of their survey

PROJECT

- Do as appointed

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

• Ask ss if they have ever seen or own an electronic device and how the electronic device can be used.
• Listen to the sts.
• Give feedback.
• Lead into new lesson.

WARM UP

- Work individually, answer to the T’s question.

PRE-TEACHING

Activity 1:

• Ask ss to look at the picture and talk about them. ‘What electronic device do you see in the picture? What are the people doing with the device?
• Get the answers from the sts.
• Expected answers: laptop, books, and cell phone.
• Play the recording.
• Explain some new words if necessary.
• Have sts listen to the recording and read in silent at the same time.
• Get sts to work in groups of 3 to practice the

PRE-TEACHING

Activity 1:

• Look at the picture.
• Listen to the T and answer to the questions.
• Work individually, listen to the recording and read in silent at the same time.

- Work in groups of 3 to practice the

conversation.

conversation.

WHILE TEACHING

Activity 2

• Ask ss to work individually first then in pairs to decide if the statements are true(T) or false (F), or not given (NG).
• Encourage ss to provide reason for their answers
• Check ss’ answers as a class and give explanations if necessary
• Expected answers:

1. F 2.F 3. NG 4. T 5. F 6. T

Activity 3

• Ask ss to refer back to the conversation to find the adjectives which describe the devices used as learning tool
• Have ss discuss their meaning with a partner.
• Check ss’ answers as a class and give explanations if necessary
• Expected answers:

+ Personal : your own

+ Electronic: having many small parts controling and diretcing a small electric current

+ Modern: relating to the present time

+ Excellent: exceptional good

+ Useful: being of practical use

+ Mobile: able to move easily

+ Digital: showing information by using figures

+ Perfect: being complete

+ Great: superior in quality or degree

WHILE TEACHING

Activity 2

• Work individually first then in pairs to decide whether the tatements are true, false, or not given.
• Give the answers.
• Check and correct the answers.

Activity 3

• Work individually first then in pairs to find the adjectives which describe the devices used as learning tool

- Discuss their meaning.

• Give the answers.
• Check and correct the answers.

POST TEACHING

Activity 4

• Ask Ss to do the task in pairs.
• Asks Ss to give the reasons for their answers.
• Expected answer:

1.They are: smart phones, laptops and tablets. 2.They have changed the way we learn.

1. They use them to take photos or record their work, which can be later shared with the class.
2. Because thwy can be used to store information, take notes, write essays and do calculations.
3. He does his asignments and projects, and studies English.

POST TEACHING

Activity 4

• Work in pairs to do the task.
• Give the answer.
• Check and correct the answer.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

VOCABULARY

Activity 1

• Ask Ss to do the tasks and compare the results with their partner
• Provide support if necessary by guiding ss to use the context of the conversation to choose the correct meaning for each phrase
• Check answers as a class to make sure Ss have all correct answers.
• Expected answers:

1.e 2. D 3. B 4. C 5.a

Activity 2

• Get sst work individually first then in pairs to do the task.
• Check answers as a class to make sure Ss have all correct answers.
• Expected answers:

VOCABULARY

Activity 1

- Work individually first then in pairs to do the task.

• Give the answers.
• Check and correct the answers.

Activity 2

- Work individually first then in pairs to do the task.

• Give the answers.
• Check and correct the answers.

1.A,B,C, 2. A,C, 3.A,C 4.B 5.B 6.A,B,C

PRONUNCIATION

• Introduce the rules to put stress on three syllable verbs and adjectives.
• Get sts to work individually put stress on three syllable verbs and adjectives on page 28, then work in pairs for peer correction.
• Play the recording, get sts to listen and pay attention the the stress pattern of the words.
• Have sts check themselves whether they put stress correctly or not.
• Check the answers with the whole class.

- Expected answers:

‘concentrate ‘similar con’tribute ‘digital Intro’duce ‘excellent ‘recognise Vietna’mese Under’stand ‘personal ‘interest sym’bolic

• Play the recording again, have sts read after the recording in chorus for 2 times.
• Call 4 sts at random to read outloud the words.

PRONUNCIATION

• Listen to the T
• Work individually to practice putting stress on three syllable verbs and adjectives on page 28, then work in pairs for peer correction.
• Listen to the recording and pay attention the the stress pattern of the words.
• Check themselves whether they put stress correctly or not.
• Check the answers with the T.
• Listen to the recording again, practice reading in chorus for 2 times.
• 4 sts at random read outloud the words.

GRAMMAR

• Have sts study the explanation “Do you know..?” on page 28.
• Give further explaination if necessary.
• Get sts to practice the exercises.

Acitvity 1

• Get sts to work in pairs to do the task.
• Ask some sts at random to give explaination.
• Listen to the sts and give comments.
• Expected answers:

1.that 2. which 3. that 4. which 5. whose

These words are relative pronouns. They are used in relative clauses to define or identify the nouns preceeeding them /to introduce information about the nouns before them

Defining relative clauses: 1,3,5 Non-defining relative clauses: 2,4 Activity 2

• Get sts to work in individually to do the task, then work in pairs to compare the answers.
• Check the answers with the whole class.
• Expected answers: 1.e 2.d .3.a 4.f 5.c 6.b

Activity 3

• Get sts to work in individually to do the task, then work in pairs to compare the answers.
• Check the answers with the whole class.
• Expected answers:

1. which/that 2. whose 3. which

4. who/that 5. whose 6. Who

GRAMMAR

- Listen to the T

- Study the explanation “Do you know..?” on page 28.

Acitvity 1

- Work in pairs to do the task.

• Give the answers.
• Check and correct the answers.

Activity 2

- Work individually first then in pairs to do the task.

• Give the answers.
• Check and correct the answers.

Activity 3

- Work individually first then in pairs to do the task.

• Give the answers.
• Check and correct the answers.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

- Show the sts 2 pictures.

- Ask them to look at the pictures and answer to the two questions:

1. What are the sts doing?
2. What do you think you are going to read about?

- Elicit the answers from students.

• Give feedback and lead into the new lesson.
• Expected answers:

1. The sts are using smartphones and tablets to studying English in the classroom.
2. Probably, we are going to read about electronic devices helping us learn English.

WARM UP

• Look at the 2 pictures introduced by the T.
• Discuss the T’s question.
• Give the answers.

BEFORE YOU READ

Activity 2

• Have ss match each of the words with its meaning .
• Let ss usse a dictionary if necessary .
• Go over the answers to make sure they have matched them correctly.
• Expected answers:

1. c 2. d 3. a 4. e 5. f 6. B

• Preteach some newwords.

BEFORE YOU READ

Activity 2

- Work individually first then in pairs to do the task.

• Give the answers.
• Check and correct the answers.
• Practice some new words.

WHILE YOU READ

Activity 3

• Ask sts to read the text quickly and find repeated words and their collations.
• Explain to the ss that repeated words in a text may imply its main idea or title
• Have ss skim the text to choose the best title.
• Expected answer: b- New ways to learn English.

Activity 4

• Ask ss to scan the text to find the answers to the questions.
• Have them highlight the key words in both the questions and the text
• Ask Ss to take turns asking and answering in pairs
• Check ss’ anwer to make sure they are correct.
• Expected answers:

1. We can download them in mobile devices
2. We can see words on the screen and hear them spoken
3. we can choose to practise with native English speakers of different accents and genders.
4. They can use them to record real-life English speechs, lessons, or song of English languagefilms from television or the internet .
5. Because it will make learning English easiser, faster, more effective and more enjoyable.

WHILE YOU READ

Activity 3

- Work individually read the text quickly and find repeated words and their collations.

• Listen to the T
• Do the task individually then compare the answer with a partner.
• Give the answer.
• Check and correct the answer.

Activity 4

• Work in pairs scan the text to find the answers.
• Take turns asking and answering in pairs.
• Give the answer.
• Check and correct the answer.

AFTER YOU READ

• Arrange sts into groups of 4 and let them discuss the question.
• Walk around to monitor the class and offer help if necessary.
• Give enough time for one or two groups to report the results of their discussion to the class.
• Listen to the sts and elicit comments from other sts.
• Give final feedback.

AFTER YOU READ

• Work in groups of 4, discuss the question.
• At random, one or two groups report the results of their discussion to the class.
• Other sts from the other groups may give comments.
• Listen to the T

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

1.

B

2.

C

3.

C

4.

A

5.

B

6.

HALF THE SKY

7.

TO WALK

8.

9.30 PM

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

• Show some pictures of some electronic devices.
• Ask sts to name these devices.
• Ask whether the sts own any of them and how they use it/ them for their learning.
• Lead sts into new lesson.

WARM UP

• Look at the T’s pictures.
• Work in pairs, name the devices.
• At random, answer to the T whether they own any of them and how they use it/ them for their learning.
• Listen to the T.

PRE – SPEAKING

Activity 1

• Write “go digital” on the board, explain the task requirement.
• Give ss time to read through the arguments in favor of using electronic devices in learning and match arguments 1-4 with explanation 1-d.
• Explain the new words if necessary.
• Let them work with a partner if they neeed more help.
• Elicit the sts’ answers.
• Check and correct the answers.
• Expected answers: 1.d 2.b 3.c 4.a

Activity 2

• Explain the task requirement.
• Ask ss to read the arguments and explanations in part

PRE – SPEAKING

Activity 1

• Read through the arguments in favor of using electronic devices in learning and match arguments 1-4 with explanation 1-d
• Work with a partner to do the task.
• Give the answers.
• Check and correct the answers.

Activity 2

• Listen to the T.
• Read the arguments and explanations in

1 again and work in pairs.

• Explain the new words if necessary.
• Walk round to monitor and provide help.
• Call some pairs at random to act out their discussion.
• Give comments.

part 1 again and work in pairs.

• At random, some pairs act out their discussion.
• Listen to the T

WHILE SPEAKING

Activity 3

• Explain the task requirement.
• Ask ss to model the the sample discussion
• Have ss dicuss in pairs
• Walk round to monitor and provide help.
• Sample dialogue:

Student A : I think electronics make school life easier and more enjoyable.

Student B : Exactly. Students who hate homework can have fun doing it on tablets

Student A :and when they type on tablets they can change or add more things any time they want.

WHILE SPEAKING

Activity 3

• Listen to the T
• Ask sts to work in pairs to do the task.
• Some pairs at random present their conversation in class.

POST SPEAKING

Activity 4

• Ask Ss to do the task in groups of 4.
• Walk around to offer help if necessary
• Have ss report their group’s discussion to the class.
• Listen and give feedback

POST SPEAKING

Activity 4

• Listen to the T
• Work in groups of 4 to do the task.
• At random, some sts present their group’s discussion to the class.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

• Write “triple E at the fingertips” on the board and ask ss to guess what it means
• Show the picture and ask elicit their answers to the questions in the instruction.
• Lead sts into new lesson.

WARM UP

• Look at the board.
• Work individually and guess the meaning of the phrase: Triple E at the fingers.
• Share their ideas with a partner.
• Some sts at random, present their ideas.
• Listen to the T

BEFORE YOU LISTEN

Activity 1

• Explain the task.
• Ask ss to read the statements and guess if they are true or false
• Explain if there are any new words .
• Give Vietnamese equivalents if necessary.
• Play the recordinsg and have ss do the activity
• Check the answwers.
• Play the recording again if many ss in the class have incorrect answers, pausing at the place where they can get the correct information.
• Expected answers: 1. F 2. T 3. T 4. F 5. T

BEFORE YOU LISTEN

Activity 1

- Listen to the T.

• Read the statements and guess if they are true or false
• Listen to the recording twice and do the task.
• Do the task individually, then work in pairs to compare the answers.
• Give the answers.
• Check and correct the answers.

WHILE YOU LISTEN

Activity 2

- Ask ss to read the instructions carefully and the

WHILE YOU LISTEN

Activity 2

- Work individually, read the instructions

sentences 1-5.

• Make sure that they understand the sentences.
• Provide help with the new words if necessary
• Play the recording twice again for ss to fill in the gaps
• Ask ss to work with a partner to compare the answers.
• Invite representatives from some pairs to report their answers to the class.
• Give feeedback and correct any wrong answers.
• Expected answers:

1. easily and efective
2. accesss and take
3. learning vocabulary 4.native speakers 5.chance of seccess

carefully and the sentences 1-5.

• Listen to the recording twice and do the task.
• Do the task individually, then work in pairs to compare the answers.
• Give the answers.
• Check and correct the answers.

AFTER YOU LISTEN

Activity 3

• Have ss work in groups of 3 or 4 and discuss the questions.
• Move around the class to control the activity.
• Call on some ss at random to present their opinions to the whole class.
• Listen to the sts and give final feedback.

AFTER YOU LISTEN

Activity 3

• Work in groups of 3-4 and discuss the questions.
• Some sts, at random, present their opinions to the whole class.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

• Inform ss of the lesson objective: writing a short text with detailed explanations as supporting ideas:
• Write the phrase “Using electronic devices” on the board. Focus on the pictures and the instructions
• Elicit ss’ ideas about the pictures by asking “Who are these people in the pictures? What are they doing?

What devices are they using? what are they using them for?

WARM UP

• Listen to the T.
• Do the task as T’s instructions.

PRE – WRITING

Activity 1

• Explain the task.
• Give ss time to read the sentences about some advantages and disadvantages of using electronic devices.
• Get sts to work individually to do the task, then work in pairs to compare the answers.
• Call some sts, at random, to give the answers.
• Check and correct the answers.
• Expected answers: A: 2,4,6 D:1,3,5

Activity 2

• Explain the task.

PRE – WRITING

Activity 1

• Listen to the T.
• Read the sentences about some advantages and disadvantages of using electronic devices.
• Work individually to do the task, then work in pairs to compare the answers.
• Give the answers.
• Check and correct the answers.

Activity 2

• Listen to the T.

• Give ss time to read the text about the advantages of using electronic devices in class.
• Get sts to read the text and learn the way of writing about advantages/disadvantages:
• Have sts underline words/phrases the writer use to link the ideas:

First of all Second

Last but not least In conclusion

• Elicit their answers about the use of linking words.
• Listen to the T and give feedback.

• Work individually to do the task, then work in pairs to compare the answers.
• Give the answers.
• Check and correct the answers.

WHILE WRITING

• Ask ss to read the sample again.
• Tell ss to write a draft first , then write a short text about the advantages of electronic devices in learning.
• Ask ss to exchange their writing with a partner for peer comments after having finished their work.
• Walk around and offer help if necessary

WHILE WRITING

• Read the sample again.
• First, work individually to write the draft, then write a short text about the advantages of electronic devices in learning.
• Work in pairs for peer correction.

POST WRITING

- Collect at random some sts’written work to correct in the class.

+ The organization.

+ The word choices and grammar.

…….

- Give final feedback.

POST WRITING

• Pay attention to the T’s corrections.
• Take notes the common errors and the T’s corrections.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/ 38

10A5

……/ ……/ 2019

……/ 39

10A6

……/ ……/ 2019

……/ 40

10A7

……/ ……/ 2019

……/ 32

10A8

……/ ……/ 2019

……/ 40

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

- Ask sts some questions.

1. What electronic devices do you have?
2. Do you bring your smartphone to school?
3. Are you allowed to use smartphone at school?

• At random, call some sts to give the answers.
• Listen to the sts and give comments.
• Lead sts into new lesson.

WARM UP

• Listen and answer to the T’s questions individually.
• Listen to the T

COMMUNICATION

Activity 1

• Explain to ss that they need to read comments on personal electronic devices and decide on the most reasonable comment
• Ask ss to work in pairs, providing reason for their choices.
• Encourage ss to express their own opinions.the

Activity 2

• Explain the task.
• Get sts to work in pairs, read instructions carefully.
• At random, invite one pair of students to model the example.

COMMUNICATION

Activity 1

• Listen tot the T.
• Work in pairs, do the task.

Activity 2

• Listen to the T.
• Read the instruction carefully.
• At random, one pair models the example.

• Ask the pairs to do the same job to make their conversation.
• Remind the sts to use their explainations in Act 1.
• Go around to observe and give necessary assistance.
• At random, invite some pair of students to present their dialogue in class.
• Listen to the sts and give comments.

Activity 3

• Explain the task.
• Get sts to work in groups of 4 and share their own opinions.
• Depend on the sts’ levels, ask sts to take notes their group members’opinions and report to the class.
• Make comments on sts’ performance during the group discussion and on their reports back to the class.

• Work in pairs, do the task.
• Some pairs, at random, present their dialogue in class.

Activity 3

• Listen to the T
• Work in groups of 4, do the task.
• Report the groups’ discussion.

CULTURE

Activity 1

• Have ss read and answer questions in pairs
• Check ss’ answers as a class.
• Expected answers:

1. They use them to look up and store information
2. About 2 out of 5 have
3. They may help promote listening and speaking abilityp improve their critical thinking, reading, writing, and maths skills

5. They can be great educationl tools, but the wrong use may cause very bad effects

Activity 2

- Have ss work in group of 4 or 5, talk about how childen in Vietnam use their electronic devices.

+ Possitive side: store information, access to the Internet to make full use of the online materials, do projects or assignments.

+ Negative side:access to inappropriate information, chat and cheat in the exams, take embarassing pictures of their friends/ surrounding people, spend most of their time on playing games/ unreal world.

CULTURE

Activity 1

• Work in pairs, do the task.
• Give the answers.
• Check the answers.

Activity 2

• Work in groups of 4 or 5.
• Do as appointed.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A7

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

PRONUNCIATION

1. Listen and repeat

• Play the recording and let Ss listen
• Play it again with pauses for them to repeat each word
• Expected answers:

Adjective, electric, effective, wonderful, convenient Similar

Graduate, develop, contibue, consider, dedicate, recommend

2. Listen to the sentences and practise saying them loudly.

• Ask Ss to read the word in rows paying attention to the difference between the sound clusters
• Play the recording and let Ss listen to the sentences and circle the word they hear.

PRONUNCIATION

1. Listen and repeat

• Listen to the recording.
• Listen and repeat.

2. Listen to the sentences and practise saying them loudly.

- Read word in rows paying attention to the difference between the sound clusters

- Listen to the sentences and circle the word they hear

VOCABULARY

Activity 1

VOCABULARY

Activity 1

• Ask Ss to work in pair ,read the sentences again and do the task
• Encourage Ss to exchange their answers with a partner to see if they understand the contexts ang mening of each sentence.
• Asks Ss to give the reasons for their answers.
• Expected answer:

1.d 2.e 3.b 4.c 5.f 6. a

Activity 2

• Ask sts to work in pairs to do the task.
• Elicit the answers from the sts.
• Check and correct the answers.
• Expected answers:

1. We can easily download them into our personal electronic device we carry with us everywhere
2. Because learning new vocabulary by translating slows down the learning process
3. we need to think how to use them effectively

- Firstly, work individually first to do the tasks then work in pairs to compare the results with their partner.

• Give the answer.
• Check and correct the answer.

Activity 2

- Work in pairs to do the task.

• Give the answer.
• Check and correct the answer.

GRAMMAR

Activity 1

• Give time for the students to do the task individually.
• Have them check in pairs, then with the whole class to make sure they all have correct answers.
• Expected answers:

1. which/that 2.who

3.which 4.whose

5.who/that 6. whose

Activity 2

• Ask students to do this activity orally first, and then write down their answers.
• Expected answers:

1. Shakespears, whose birthplace was…., was a …
2. His grand mother,who was …., had a…..
3. Tom has…books which are all in …
4. Lan…physics which I don’t like.
5. I will….teacher who taught ….write.
6. The girl whose electronic ..down looked very upset.

GRAMMAR

Activity 1

• Work individually first to do the task then work in pairs to give the answers.
• Give the answers.
• Check and correct the answers.

Activity 2

• Work individually first to do the task then work in pairs to give the answers.
• Give the answers.
• Check and correct the answers.

PROJECT

• Invite the representatives of the 4 groups to present their ideas.
• Elicit comments from sts.
• Give final feedback.

PROJECT

- 4 representatives of the 4 groups do their presentation on the given topic.

Class

Date of teaching

Attendance

10A4

……/ ……/ 2019

……/ 38

10A5

……/ ……/ 2019

……/ 39

10A6

……/ ……/ 2019

……/ 32

10A7

……/ ……/ 2019

……/ 40

10A8

……/ ……/ 2019

……/ 40

2. Old lesson checking(Omitted)

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

LANGUAGE

Vocabulary Activity 1

• Explain the task requirement.
• Get sts to work individually first to do the task, then work in pairs to compare the answers.
• Ask sts to give the answers.
• Check and correct the answers.
• Expected answers.

1. pay 2. Discrimination 3. Right

4. gender 5. inequality

Activity 2

• Explain the task requirement.
• Get sts to work individually first to do the task, then work in pairs to compare the answers.
• Ask sts to give the answers.
• Check and correct the answers.
• Expected answers.

1. electronic 2. player

3. TV shows 4. tablet 5. software

Pronunciation

LANGUAGE

Vocabulary Activity 1

- Listen to the T

• Firstly, work individually first to do the task, then work in pairs to compare the answers.
• Give the answers.
• Check and correct the answers.

ctivity 2

- Listen to the T

• Firstly, work individually first to do the task, then work in pairs to compare the answers.
• Give the answers.
• Check and correct the answers.

Pronunciation

• Play the recording and let Ss write down the words that they hear.
• Ask sts to write down the words on the board.
• Check and correct.

+ 1st syllable: Actor, lovely, artist, famous.

+ 2nd syllable: relax, forget, enjoy, remove.

+ 1st syllable: indicate, organise, modernise, difficult

• Listen to the recording, and write down the words that they hear.
• Ask sts to read aloud the words.

GRAMMAR

Activity 1

• Explain the task requirement.
• Get sts to work individually first to do the task, then work in pairs to compare the answers.
• Ask sts to give the answers.
• Check and correct the answers.
• Expected answers.

1. This door must be kept shut.
2. Refreshment will be served.
3. Bicycles must not be left in the hall.
4. Milk should be shaken before it is used.
5. Books must be kept for 2 weeks.

Activity 2

• Explain the task requirement.
• Get sts to work individually first to do the task, then work in pairs to compare the answers.
• Ask sts to give the answers.
• Check and correct the answers.
• Expected answers.
  1. More simple ( simpler) than
  2. The oldest
  3. More important than
  4. The most beautiful
  5. Healthier ( or more healthy ), more peaceful

Activity 3

• Explain the task requirement.
• Get sts to work individually first to do the task, then work in pairs to compare the answers.
• Ask sts to give the answers.
• Check and correct the answers.
• Expected answers.

1. Tom works for a company which makes….
2. Linda told me her e-mail address, which I wrote….
3. I do not like people who are never on time.
4. What was the name of the girl whose mobile phone was stolen.
5. Mr Brown, who has worked for the same.., is retiring…

GRAMMAR

Activity 1

- Listen to the T

• Firstly, work individually first to do the task, then work in pairs to compare the answers.
• Give the answers.
• Check and correct the answers.

Activity 2

- Listen to the T

• Firstly, work individually first to do the task, then work in pairs to compare the answers.
• Give the answers.
• Check and correct the answers.

Activity 3

- Listen to the T

• Firstly, work individually first to do the task, then work in pairs to compare the answers.
• Give the answers.
• Check and correct the answers.

Class

Date of teaching

Attendance

10A4

……/ ……/ 2019

……/ 38

10A5

……/ ……/ 2019

……/ 39

10A6

……/ ……/ 2019

……/ 32

10A7

……/ ……/ 2019

……/ 40

10A8

……/ ……/ 2019

……/ 40

2. Old lesson checking(Omitted)

TEACHER’S ACTIVITIES

STUDENTS’ACTIVITIES

SKILLS

Reading

• Ask sts to do the activities 1 and 2 individually first, then work in pairs to compare the answers.
• Ask sts to give the answers.
• Check and correct the answers.
• Expected answers.

1b: 1. D 2. C 3. B 4. A

2:

1. It helps sts learn Engish in a more stimulating way.
2. Because it can engage sts and provide them with interactive oppotunities.
3. Because with it teachers can make grammar and vocabulary presentations and save them for using again.
4. They can down loas gap-fill exrcises, multiple choice quizzes or games.
5. They can drag and drop their answers into the gaps with their fingers.

Speaking

- Get sts to work in groups of 4, take turns asking and answering questions about different customs in 4

SKILLS

Reading

- Firstly, work individually first to do the task, then work in pairs to compare the answers.

• Give the answers.
• Check and correct the answers.

Speaking

• Work in groups of 4, take turns asking and answering questions about different customs in 4 countries.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A7

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

+ Network..

- Ask sts to work in groups of 3 or 4.

• Ask sts to give a list of the animals which are in danger of extinction.
• After 3 minutes, the group which has the longest list will be the winner.

-Lead into the lesson.

+ Ask ss some questions related to environment:

“ What will happen if our environment destroyed?”

+ Inform the class of the lesson objectives: getting to know the topic preserving the environment.

WARM UP

• Work in groups of 3 or 4.
• List the animals which are in danger of extinction.
• Give the answers.
• Listen to the T.

ACTIVITY 1

- Tell the class that they are going to listen to a conversation between Nam and his father.

-Ask Ss to predict what they are going to talk about.

ACTIVITY 1

• Listen to the T
• Give predicion.

-Playing the recording for Ss to listen and read the conversation at the same time.

-Remind Ss not to worry about the unknown words or grammar points, but try to work out the general idea of the conversation.

- Listen to the recording and read the conversation quitely.

ACTIVITY 2

• Ask sts to work individually first to see the pictures and words then in pairs to label the photos.
• Allow two minutes for the pairs to look up the words and phrases in a dictionary to confirm their meaning.
• Check ss’ answers as a class and give explanations if necessary.
• Have sts note down the words in their notebooks.
• Expected answers:

a, greenhouse effect d, polar ice melting

b, pollution e, fossil fuels. c, deforestation

ACTIVITY 2

- Work individually first to see the pictures and words then in pairs to label the photos.

• Look up the words and phrases in a dictionary to confirm their meaning.
• Gve the answers.
• Check and correct the answers.
• Note down the words in their notebooks.

ACTIVITY 3

• Ask sts to work individually to check the information, underline the key words in the questions, and use them to scan for the relevant information in the conversation.
• Get sts to work in pairs to compare the answers.
• Invite 3 sts, at random, to go to the board to write down the answers.
• Check and correct the answers with the whole class.
• Expected answers:

1. He is writing a letter for the school newsletter.
2. The editor asked nam to write some practical advice on enviromental preservation.
3. It means the negative influence or effect on the enviroment.
4. Because he thinks if we can see the impacts on natural enviroment, we will know how to protect it.
5. They are deforestation, pollution, global warming, fuel depletion, polar ice melting and the rise of sea levels.
6. It depends on sts.

ACTIVITY 3

• Work individually to check the information, underline the key words in the questions, and use them to scan for the relevant information in the conversation.
• Work in pairs to compare the answers.
• Gve the answers.
• Check and correct the answers.
• Note down the words in their notebooks.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/…….

10A5

……/ ……/ 2019

……/…….

10A6

……/ ……/ 2019

……/…….

10A8

……/ ……/ 2019

……/…….

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

- Ask students to list out the factors that pollute the envoroment.

- Let students work in pairs

- Ask students questions

WARM UP

• Work in pairs.
• Discuss the T’s question.
• Give the answers.

VOCABULARY

Activity 1

• Ask Ss to work individually first to do the tasks then work in pairs to compare the results with their partner.
• Asks Ss to give the reasons for their answers.
• Expected answer:

1. preserve 5. Greenhouse effect
2. deforestation 6. Global warming
3. fossil fuels 7. depletion
4. pollute 8. damage

Activity 2

• Ask Ss to work in pair ,read the sentences again and do the task
• Encourage Ss to exchange their answers with a partner to see if they understand the contexts an and the meaning of each sentence.
• Asks Ss to give the reasons for their answers.

VOCABULARY

Activity 1

- Firstly, work individually first to do the tasks then work in pairs to compare the results with their partner.

• Give the answer.
• Check and correct the answer.

Activity 2

- Firstly, work individually first to do the tasks then work in pairs to compare the results with their partner.

• Give the answer.
• Check and correct the answer.

- Expected answer:

1.protect 2. preservation 3. contaminate

4. consumption 5.deforest 6.pollute 7.deplete

Activity 3

• Ask Ss to work individually first to do the tasks then work in pairs to compare the results with their partner.
• Asks Ss to give the reasons for their answers.
• Expected answer:

1. consumption 5. polluted
2. consume 6. pollution
3. preserve 7. contamination
4. preservation 8. contaminate

Activity 3

• Ask Ss to work individually first to do the tasks then work in pairs to compare the results with their partner.
• Asks Ss to give the reasons for their answers.
• Expected answer:

PRONUNCIATION

1. Listen and repeat

• Play the recording and let Ss listen
• Play it again with pauses for them to repeat each word

2. Listen to the sentences and practise saying them loudly.

• Ask Ss to read the word in rows paying attention to the difference between the sound clusters
• Play the recording and let Ss listen to the sentences and circle the word they hear.

PRONUNCIATION

1. Listen and repeat

• Listen to the recording.
• Listen and repeat.

2. Listen to the sentences and practise saying them loudly.

- Read word in rows paying attention to the difference between the sound clusters

- Listen to the sentences and circle the word they hear

GRAMMAR

Activity 1

• Ask Ss to read through the six statements.
• Let sts go back to the Getting started to check the information.
• Have sts compare the answers with their partner.
• Check and correct the answers orally with some sts at random.
• Expected answers:

Nam: 1,3,5 The editor:2 Nam’s father: 4,6

• Explain the grammar point; Reported speech

+ The opening(‘) and closing (‘) quotation marks are needed for writing reported speech.

+ Verbs in reported speech usually go back one tense, and impertaive verbs change to infinitive.

+ Say/ Tell can be used in reported speech, Say does not need an object, but Tell does.

Activity 2

• Explain the task requirement.
• Get sts to work individually first to do the task, then work in pairs to compare the answers.
• Ask sts to give the answers.
• Check and correct the answers.
• Expected answers.

Ask them to give clues for their answers

1. Nam said that pollution was one of the problems in his neighborhood.

GRAMMAR

Activity 1

• Work individually, read through the 6 statements.
• Go back to the Getting started to check the information.
• Compare the answers with their partner.
• Check and correct the answers orally with the T.
• Listen to the T.
• Take notes.

Activity 2

• Listen to the T’s explaination.
• Work individually first to do the task then work in pairs to compare the answers.
• Give the answer.
• Check and correct the answer.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/ 38

10A5

……/ ……/ 2019

……/ 39

10A6

……/ ……/ 2019

……/ 40

10A7

……/ ……/ 2019

……/ 32

10A8

……/ ……/ 2019

……/ 40

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

- Ask sts to name the types of pollutions that they know, encourage them to present the causes of the pollutions.

• Call some sts, at random, to give the ideas.
• Listen to the sts.
• Give feedback.
• Lead sts into new lesson.

WARM UP

• Work individually.
• List the types of pollution that they know.
• Present the causes of the pollutions if possible.
• Listen to the T

BEFORE YOU READ

Activity 1

• Show some pictures on the board/ the screen.
• Get sts to work in pairs and describe the pictures.
• Give suggesting questions:

1. What can you see in each picture?
2. What is the enviromental impact in each photo?

• Elicit the answers from the sts and put them on the board/ screen.
• Give feedback.
• Suggeted answers:

a. noise pollution b. water pollution

c. air pollution d. soil pollution

BEFORE YOU READ

Activity 1

• Look at some pictures on the board/ the screen.
• Work in pairs and describe the pictures.
• Give the answers.
• Check and correct the answers.

WHILE YOU READ

Activity 2

• Ask sts to read the text quickly and find repeated words and their collocations
• Explain to the sts that repeated words in a text may imply its main idea or title
• Have sts skim the text to choose the best title.
• Have sts work individually first to do the task, then work in pairs to gie the answer.
• Suggested answer: c

Activity 3

• Have sts match each of the highlighted words with the correct definition, ask them to work individually first , then check with a partner.
• Let ss use a dictionary if necessary. Go over the answers to make sure they have matched them correctly.
• Suggested answers: 1.ecosystem /’I:kəʊsistəm/ 2.pesticides //

3.inorganic /inɔ:’gǣnik/: vo co 4.vegetation /vedƷə’teiʃn/: thuc vat 5.fertilizer /fɜ:təlaizə/

6.pollutants

Activity 4

• Ask ss to scan the text and read the instructions carefully.
• Have them highlight the key words in both the sentences provided and the text.
• Encourage ss to underline the parts of the reading text relevant to the statements.
• Check ss’ anwer to make sure they are correct.
• Suggested answers:

1. F (Environmental pollution is one of the impacts of human activities)
2. F (the greenhouse……….air pollution) 3. T 4. T 5. T 6. T

WHILE YOU READ

Activity 2

• Listen to the T.
• Work individually first to do the task, then work in pairs to gie the answer.
• Give the answers.
• Check and correct the answers.

Activity 3

• Listen to the T.
• Work individually first to do the task, then work in pairs to gie the answer.
• Give the answers.
• Check and correct the answers.

Activity 4

• Listen to the T.
• Work individually first to do the task, then work in pairs to gie the answer.
• Give the answers.
• Check and correct the answers.

AFTER YOU READ

Activity 5

- Have sts discuss in group of 3 or 4. Ask them some guiding questions before their discussion:

1. What type of pollution is there in your neighborhood?

1. What are the causes and effects?
2. How can you help reduce this type of pollution?

- Let sts discuss the questions freely

AFTER YOU READ

Activity 5

• Work in groups of 3-4.
• Discuss the questions.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/ 38

10A5

……/ ……/ 2019

……/ 39

10A6

……/ ……/ 2019

……/ 40

10A7

……/ ……/ 2019

……/ 32

10A8

……/ ……/ 2019

……/ 40

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

- Write down the sources of fuels you know

- Offer to help and check

The questions

1. Which source of energy is the most popular in our country?
2. Is it limited or unlimited? What should we do to be sure that we can continue to use it in the future?

• Elicit the sts’answers.
• Give feedback.
• Lead into new lesson.

WARM UP

• Answer to the T’s question.

+ Possible answers: petrol, oil, coal, natural gas.

• Give the answers.
• Listen to the T

PRE-SPEAKING

Activity 1

-Introduce the topic by asking such questions as: 1, What are the types of environmental pollution caused by human activities?

2, Can you label the photos with specific types of pollution?

• Elicit the sts’answers.
• Give feedback.

- Expected answers:

a. Soil pollution

PRE-SPEAKING

Activity 1

• Listen to the T.
• Give the answers.
• Check and correct the answers.

1. water pollution
2. air pollution
3. noise pollution

Activity 2

• Focus Ss’ attention on the instruction and the table.
• Ask them to work individually and read the text carefully before they complete the table.
• Remind them to refer back to the reading text to get the necessary information.
• Let them work with a partner if they need more help
• Elicit the sts’answers.
• Give feedback.

- Expected answers:

Types of pollution consequence

Soil pollution Contaminated vegetation and the decrease of soil fertility leading to the negative utilization of land

Noise pollution Human psychological and

health problems such as stress, the increase of heart rate and hearing damage.

Activity 2

• Listen to the T
• Work individually and read the text carefully before they complete the table.
• Give the answers.
• Check and correct the answers.

WHILE SPEAKING

• Get sts to work in pairs and use the information in the table to talk about different types of pollution.

Example: Air pollution results from fossil fuel burning by motor vehicles, factories, aircraffs and rockets. Air pollution can lead to a series of environmental problems…..

• Go around the class to observe and control the activities.

WHILE SPEAKING

- Work in pairs, take turns talking about different types of pollution.

POST SPEAKING

Activity 3

• Have sts continue working in pairs, making conversation basing the information they talked in While speaking.
• Give enough time for Ss to read the conversation individually.
• Check comprehension as a class.
• Have ss practice the conversation in pairs
• Walk round to monitor and provide help.
• Select some pairs to role-play the conversation in front of the class.

POST SPEAKING

Activity 3

• Work in pairs, making conversation basing the information they talked in While speaking.
• Some pairs present in front of the class

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/ 38

10A5

……/ ……/ 2019

……/ 39

10A6

……/ ……/ 2019

……/ 40

10A7

……/ ……/ 2019

……/ 32

10A8

……/ ……/ 2019

……/ 40

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

- Have sts listen to a song and answer the question “: What have human beings done to the environment?”

• Expected answer: We, human beings, have been destroying the environment.
• Show a picture and ask sts what the people are doing.
• Expected answer: They are planting trees
• Lead into new lesson.

WARM UP

• Answer to the T’s question.
• Give the answers.
• Listen to the T

BEFORE YOU LISTEN

Activity 1

• Ask ss to read the instructions and the titles.
• Ensure that they understand the task and vocabulary.
• Explain if there are any new words. Give Vietnamese equivalents if necessary.
• Play the recordings and have ss do the activity
• Check the answers.
• Play the recording again if many ss in the class have incorrect answers, pausing at the place where they can get the correct information.
• Expected answers: C

+ degraded + aquatic

BEFORE YOU LISTEN

Activity 1

• Read the instructions and the titles
• Listen to the T
• Listen to the recording and do the task individually first, then compare the answer with a partner.
• Give the answers.
• Check and correct the answer.

+ resulted + awareness

+ sewage

WHILE YOU LISTEN

Activity 2

• Ask ss to read the words and instructions carefully individually.
• Ensure that they understand the task and vocabulary
• Play the recording once or twice again for ss to do the task.
• Ask ss to work with a partner about two minutes to discuss the meaning of the words.
• Check answers as a class.
• Expected answers:

+ degraded + aquatic

+ resulted + awareness

+ sewage

Activity 3

• Ask ss to read the instructions carefully and the sentences 1-6.
• Make sure that they understand the sentences.
• Provide help with the new words if necessary
• Play the recording once or twice again for ss to fill in the gaps
• Ask ss to work with a partner to compare the answers.
• Invite representatives from some pairs to report their answers to the class.
• Give feedback and correct any wrong answers.
• Expected answers:

1.affected 2.global warming

1. ecosystem
2. health problem
3. control
4. friendly materials

WHILE YOU LISTEN

Activity 2

- Read the words and instructions carefully individually.

• Listen to the recording and do the task individually first, then compare the answer with a partner.
• Give the answers.
• Check and correct the answer.

Activity 3

- Read the instructions carefully and the sentences 1-6.

• Listen to the recording and do the task individually first, then compare the answer with a partner.
• Give the answers.
• Check and correct the answer.

AFTER YOU LISTEN

Activity 4

• Have ss work in 4 groups discuss the questions
• Call on some ss at random to present their opinions to the whole class.
• Play the recording again, pausing at times. Tell Ss to note down the answers during the pauses.
• Check the answer as a class.
• Expected answers:

1. The natural world in which people, animals and plants live.
2. The burning of fossil fuels by factories and motor vehicles.
3. The use of harmful chemicals in agriculture.
4. The extinction of rare animals and extreme floods and land erosion.
5. We should dump harmful rubbish and chemicals at appropriate places.
6. We should replace deforestation with forestation.

AFTER YOU LISTEN

Activity 4

- Work in 4 groups discuss the questions

• At random, give the answers.
• Check and correct the answer.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/ 38

10A5

……/ ……/ 2019

……/ 39

10A6

……/ ……/ 2019

……/ 40

10A7

……/ ……/ 2019

……/ 32

10A8

……/ ……/ 2019

……/ 40

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

- Show a picture and ask sts some questions:

1. What do you see in the picture?
2. What does the text in the picture mean?
3. Do you turn off the tap while you are brushing your teeth?

- Lead into new lesson.

WARM UP

• Answer to the T’s question.
• Give the answers.
• Listen to the T

PRE – WRITING

Activity 1

• Give ss time to read the instructions and the text.
• Remind them to underline key words and phrases.
• Check comprehension.
• Give vocabulary explanations if necessary.
• Ask ss to compare the answers with a partner first then ask some ss to read out loud their answers to check as a class.
• Expected answers:

1.d 2.c 3.b 4.a

Activity 2

• Give ss time to read the information and do the

PRE – WRITING

Activity 1

• Read the instructions and the text.
• Give the answers.
• Check and correct the answers.

Activity 1

• Read the instructions and the task.

matching individually.

• Ask ss to compare the answers with a partner first then ask some ss to read out loud their answers to check as a class
• Expected answers:

1.D 2. C 3. B 4. A

• Help sst to review the organization of a paragraph and connectors use to connect the ideas.

• Give the answers.
• Check and correct the answers.
• Recall the organization of a paragraph and connectors use to connect the ideas.

WHILE YOU WRITE

Activity 3

• Give ss time to read the instructions and the structure of the model to make sure Ss can use it.
• Ask Ss to work in groups of 3 or 4 to select one of the natural resources and discuss the information in the table.
• Encourage the groups to write complete sentences using the information provided.
• Go round and offer help with any vocabulary or grammar question.
• Ask ss to exchange their writing with a partner for peer comments
• Walk around and offer help if necessary

WHILE YOU WRITE

Activity 3

- Read the instructions and the structure of the model.

- Work in groups of 3 or 4 to select one of the natural resources and discuss the information in the table.

- write complete sentences using the information provided.

- Exchange their writing with a partner for peer comments

AFTER YOU WRITE

- Select one st’s writing to make model correction in class.

AFTER YOU WRITE

- Pay attention to the T’s correction.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/ 38

10A5

……/ ……/ 2019

……/ 39

10A6

……/ ……/ 2019

……/ 40

10A7

……/ ……/ 2019

……/ 32

10A8

……/ ……/ 2019

……/ 40

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

• Ask sts to label the pictures shown on the board.
• Invite sts to give the answers.
• Listen to the sts and give correction if needed.
• Lead sts into new lesson.

WARM UP

• Work individually, look at the pictures, then label them.
• Give the answers.

COMMUNICATION

Activity 1: discussion

• Focus Ss’attention on the instructions and the photos.
• Check comprehension.
• Ask ss to describe how the action will affect the environment in each photo.
• Put the information in two columns on the board.
• Check ss’ answers as a class
• Expected answers:

Photo a: A man is spraying pesticides. This can cause soil pollution.

Photo b: Forest trees were cut down. This is deforestation and it will result in climate change, global warming, extreme floods and erosion.

COMMUNICATION

Activity 1: discussion

• Listen to the T
• Look at the pictures then describe those pictures.
• Give the answers.
• Check and corect the answers.

Activity 2:

• Tell Ss that they are going to listen to two speakers talking about one of the photos in activity 1.
• Focus Ss’attention on the instructions and the questions.
• Have them underline the key words in the questions.
• Check comprehension.
• Play the recording twice, pausing before the second listening for ss to note down the answers.
• Check the answers as a class.
• Expected answers:

1. photo b
2. deforestation
3. Climate change, global warming and extreme floods.
4. Control deforestation and have proper forestation plans.

Activity 3

• Have ss read the instructions carefully.
• Ask ss to work in groups of 3 or 4, share their opinions
• Ask ss to take notes of their group members’ opinions and report to the class
• Make comments on ss’ performance during the group discussion and on their reports back to
• Call on representatives of different groups to report their ideas to the class.
• Listen to the sts ang give feedback.

Activity 2:

• Listen to the T
• Underline the key words individually.
• listen to the recording twice to do the task individually.
• Check the answers in pairs.
• Gve the answers.
• Check and correct.

Activity 3

• Listen to the T
• Work in groups of 3-4, share their opinions.
• Take notes of their group members’ opinions.
• Representatives of some groups report the groups’ discussion

CULTURE

Activity 1

- Have Ss make predictions individually.

• Check as a class
• Expected answers:

+ a panda

+ It comes from China

+ WWF is for World Wide Fund for nature (Formerly World Wildlife Fund)

Activity 2

- Have ss read and answer questions in pairs

• Check ss’ answers as a class
• Expected answers: 1.in 1961

2.A none-government organization

1. Because it was the only giant panda, an endangered species, in the Western world at the same time as the organization is established.
2. “stop the degradation of the planet’s natural environment and build a future in which humans live in harmony with nature, by:

• conserving the world biological diversity
• ensuring that the use of renewable natural resources is sustainable.
• promoting the reduction of pollution and wasteful

CULTURE

Activity 1

• Do as appointed
• Answer the questions:

Activity 2

• Do as appointed
• Answer the questions:

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/ 38

10A5

……/ ……/ 2019

……/ 39

10A6

……/ ……/ 2019

……/ 40

10A7

……/ ……/ 2019

……/ 32

10A8

……/ ……/ 2019

……/ 40

2. Old lesson checking (Omitting )

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

WARM UP

• Ask sts to label the pictures shown on the board.
• Invite sts to give the answers.
• Listen to the sts and give correction if needed.
• Lead sts into new lesson.

WARM UP

• Work individually, look at the pictures, then label them.
• Give the answers.

PRONUNCIATION

Activity 1

• Ask ss to listen and reapeat

Activity 2

• Help ss review stress patterns of three-syllable nouns
• Play the recording again, ask ss to listen and underline stress syllables
• Check ss’ answers
• Suggested answers:

1. po’llution 6. A’wareness
2. e’rosion 7. ‘poverty
3. .’energy 8. De’pletion
4. .’animal 9. So’lution

5.con’sumption 10. Pro’tection

PRONUNCIATION

Activity 1

- Listen and reapeat

Activity 2

- Review stress patterns of three-syllable nouns.

• Listen again and underline stress syllables.
• Give the answers.
• Check and correct.

VOCABULARY

Vocabulary Activity 1

- Have Ss read the instructions and the words in the box.

• Tell them that these words are nouns or verbs.
• Encourage Ss to re-read Do you know…? On page 40 to help them identify the class of the words
• Check answers as a class.
• Expected answers:

Verbs: preserve, protect, consume, emit, deplete, erode

Nouns: animal, disposal, threat, energy…..

Activity 2

- Ask ss to work individually to do the task, then compare the answers in pairs.

• Check ss’ answers.
• Expected answers: 1.preserve 2.pollution 3.awareness 4.protect 5.consumption

VOCABULARY

Vocabulary Activity 1

• Listen to the T.
• Work individually to do the task, then compare the answers in pairs.
• Give the answers.
• Check and correct.

Activity 2

• Listen to the T.
• Work individually to do the task, then compare the answers in pairs.
• Give the answers.
• Check and correct.

GRAMMAR

Activity 1

- Set ss a time limit and get ss to do the activity individually

• Call on some ss to tell their answers
• Check ss’ answers.
• Expected answers:

“All rubbish is killing fish and other sea creatures” “We can clean the beach together”

“I will ask our friends and neighbors to come and help us”

“I’m so happy to hear that, children” “Protect yourselves from germs” Activity 2:

- Set ss a time limit and get ss to do the activity individually

• Call on some ss to write the answers on the board
• Correct the mistakes
• Expected answers:

1. Mr. Jones was very sad and said that all that rubbish was killing fish and other sea creatures.
2. Nick said that they could clean the beach together.
3. Mary told them she would ask their friends and neighbors to come and help them.
4. Mr. Jones told his children he was so happy to hear that.
5. Mr. Jones gave the people gloves and told them to protect themselves from germs.

GRAMMAR

Activity 1

• Listen to the T.
• Work individually to do the task, then compare the answers in pairs.
• Give the answers.
• Check and correct.

Activity 2

• Listen to the T.
• Work individually to do the task, then compare the answers in pairs.
• Give the answers.
• Check and correct.

Class

Date of teaching

Attendance

10A3

……/ ……/ 2019

……/ 38

10A5

……/ ……/ 2019

……/ 39