giao án 10 hk 2

GV: Ngô Thị Duy Anh- English 10
Date of preparation:
Period: 54
UNIT 6: GENDER EQUALITY

LESSON 1: Getting started
I. Objectives:
-To introduce the unit topic (Family life).
- To introduce some vocabulary and the grammar points to be learnt in the unit.
-To create a lively atmosphere in the classroom.
1. Language contents:
a) Vocabulary: kindergarten (n), surgeon (n), medical school (n.phr), pilot (n).
b) Grammar:Passive voice with modals.
2. Knowledge: By the end of the lesson, students will be able to :
- Gain an overview of the topic Gender equality;
- Identify and use words and phrases related to the topic Gender equality;
- Identify and use the passive voice with modals.
3. Skills: - Main skills: listening, reading
- Sub-skills: speaking, writing
4. Attitude:
- Develop an awareness of gender equality in job choices and opportunities;
- Be respectful towards all genders.
5. Competence:
-Develop communication skills and problem-solving skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
II. Teacher and students’ preparations:
1. Teacher: textbook, pictures.
2. Students: books, notebooks, pictures.
III. Techniques: pair work, groupwork, explanation, translation, example, scanning, games, gap fill.
IV. Procedures:
STAGE/ TIME/ AIMS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

WARM - UP GAME: CHARADES
(5ms) -T divides Ss into 2 large groups. Every round a representative from - listen to the teacher
each team goes to the board, facing the class. After T shows a word
- To activate Ss’ describing a job, the rest of the class uses their gestures to hint at that - do as instructed.
knowledge on the word without saying it out loud. The team whose representative
topic of the unit. guesses the word faster wins one point. -discuss and share other words/ phrases about
- To create a lively -T checks and corrects if Ss spell or pronounce the words/ phrases jobs that they know, then take turns to write the
atmosphere in the incorrectly. words/ phrases on the board.
classroom.
PRESENTATION - T leads in the lesson: Which jobs are usually done by men or women? - listen to the teacher
(7ms) Although there are traditionally male and female jobs, do you think all
-To help Ss use key jobs can be performed by both men and women? In this lesson we will
language more find out how young people these days discuss gender equality in
appropriately before choosing their jobs.
they listen and read. I. Vocabulary
1. kindergarten (n) /ˈkɪndəɡɑː(r)tn/: a school for children between
the ages of about two and five
2. surgeon (n) /ˈsɜː(r)dʒən/: a doctor who is trained to perform - listen, take notes
surgery - write the vocab
3. medical school (n) /ˈmedɪkl skuːl/: a college or a department of
a university where students study to obtain a degree in medicine -look at the explanation and the photos to guess
4. pilot (n) /ˈpaɪlət/: a person who operates the controls of an the meaning of new words.
aircraft, especially as a job -tell the meaning of the new words
- T asks Ss to look at the explanation and the photos to guess the 1. kindergarten (n) /ˈkɪndəɡɑː(r)tn/: trường mẫu
meaning of new words. giáo
2. surgeon (n) /ˈsɜː(r)dʒən/: bác sĩ phẫu thuật
3. medical school (n.phr) /ˈmedɪkl skuːl/: trường
y
4. pilot (n) /ˈpaɪlət/: phi công
Other Ss correct if the previous answers are
incorrect.
PRACTICE TASK 1. LISTEN AND READ. (p.66) - look at the pictures and answer the questions:
- T asks Ss to look at the pictures and answer the questions: What are their jobs? Are these jobs traditionally
(7ms) What are their jobs? Are these jobs traditionally done by men or done by men or women?
women? - pay attention to the conversation and guess
- T focuses Ss’ attention on the conversation, and elicits who the what they are talking about.
speakers are and what Ss think they are talking about.
- T plays the recording twice for Ss to listen and read along. -listen and read
-T asks Ss to underline words and phrases describing gender equality
while they are listening and reading.
- T checks their answers with the whole class.
- underline words and phrases describing gender
equality while they are listening and reading.
- T has the Ss read the conversation in pairs. - do the task individually.
- T asks one pair to read aloud to the class. - share their answers with a partner.
- T collects common mistakes and gives comments. Suggested answers: treated equally, same job
opportunities
- read the conversation and practice with their
partner.
TASK 2 TASK 2: READ THE CONVERSATION AGAIN. DECIDE -work individually first and decide whether the
(10ms) WHETHER THE FOLLOWING STATEMENTS ARE TRUE (T) statements are true or false.
OR FALSE (F). (p.67) -work in pairs to compare their answers.
-T asks Ss to work individually first and decide whether the statements
are true or false. -listen to the teacher.
- T puts Ss into pairs to compare their answers. - Suggested answers:
1. F
-T checks the answers with the class. 2. F
- T asks Ss to provide evidence from the conversation and corrects the 3. T
false statements.
TASK 3 TASK 3: MATCH THE WORDS TO MAKE MEANINGFUL -work individually.

(5ms) PHRASES IN 1. (p.67) - share their answers with a partner.
-To help Ss revise job- - T asks Ss to locate the phrases in the conversation to do the matching.
related words and - T checks and shares the correct answers with the whole class, asking Suggested answers:
phrases them to say the meaning of each phrase. 1. c
2. a
3. b
TASK 4 TASK 4: COMPLETE THE SUMMARY. USE THE VERB -do the task individually and find the verb
(6 ms) PHRASES FROM THE CONVERSATION IN 1. (p.67) phrases in the conversation to complete the
- To help Ss identify the - T has Ss to read the incomplete text and predict what to fill in the summary.
use of passive voice blanks. - share the answers with a peer.
with modals.
T checks answers by having individual Ss read the sentences.
-read the sentences.
Suggested answers:
1. may not be allowed
2. mustn’t be kept
3. should be treated
CONSOLIDATION - T asks Ss if they can identify the grammar structure, i.e. the passive - listen to the teacher.
(4ms) voice with modals. If necessary, T explains what a modal verb is, e.g.
an auxiliary verb usually used with another verb to express possibility,
-To help Ss memorise necessity or permission.
the target language and
skills that they have PROJECT PREPARATION – JOB CHOICE SURVEY
learned - Ask Ss to open their books at the last page of Unit 6, the project
- To inform Ss of the section, and read the task given.
details for the Project - Tell Ss about the Project requirements: Ss will have to choose a class
and how Ss can prepare at school and do a survey to find out how many boys and how many
for it. girls would like to work as surgeons, airline pilots, nurses, shop - open their books at the last page of Unit 6, the
assistants (or do other jobs) in the future. Then Ss give an oral project section, and read the task given.
presentation of their survey in the last lesson of the unit.
- Ss pick their own group members to make a group of 4-5 and choose
their group leader. Then the group leader assigns tasks for each group
member, making sure that all group members contribute to the group
work, e.g. decide which class / age group to survey, prepare the survey
forms, create a spreadsheet to consolidate, and find some photos or
other visuals to illustrate each job, prepare a brief description of each
job, think about the structure of the presentation, decide how the results
will be presented: raw data in a table, bar graphs, pie charts or
infographics.
HOMEWORK - Exercises in the workbook - prepare for the project in one week.
- Project preparation The groups discuss and decide on the class they
(1m) want to survey, so that there is no overlap.
Self –evaluation:
Period: 55
LESSON 2: Language
I. Objectives:
- To help Ss recognize and practise stress patterns in three-syllable adjectives and verbs in sentences.
- To make sure that Ss understand the meaning of some topic-related words introduced in Getting started.
- To give Ss an opportunity to revise and practise the use of the passive voice with modals.
a) Vocabulary:
b) Grammar: passive voice
2. Knowledge: By the end of the lesson, students will be able to:
-Use lexical items related to the topic Gender Equality.
- Pronounce three-syllable adjectives and verbs with correct stress.
- Use the passive voice with modals.
3. Skills: Integrated skill
4. Attitude: -. To help sts to know to use the language briefly and exactly
5. Competence:
-Access and consolidate information from a variety of sources.
- Be collaborative and supportive in pair work and teamwork.
1.Teacher: Worksheets, pictures, handouts, textbook, posters, and cassette.
2. Students: books, notebooks, pictures and cards
III. Techniques: Pictures, gap- filling, questions –answers, discussing, pair work, groupwork.
IV. Procedures:

WARM-UP
(5ms) GAME: TAG TEAM
- To activate Ss’ - T divides the class into two teams. - work in teams
knowledge on the -Each round, both teams have 2 minutes to write on the board as - discuss how the written words are pronounced,
topic of the unit. many three-syllable words of a given topic as possible. The team emphasizing the stress position of each word.
- To create a lively that could write more words wins that round.
atmosphere in the Round 1 topic: Adjectives
classroom. Round 2 topic: Verbs
-T calls some Ss to pronounce the words, gives feedback if
necessary, then introduces the lesson. -pronounce the words
LEAD-IN
-T introduces the stress in three-syllable adjectives and verbs to - listen to the teacher
Ss and lets them watch a video about how to pronounce these
words.
Link: https://www.youtube.com/watch?v=nh3GZHf1GuA
PRONUNCIATION - T helps Ss understand the concept and identify the stress in
(5ms) three-syllable words. - watch the video and repeat after the speaker.
- T asks Ss to give some three-syllable words and point out their
To help Ss understand stress.
the concept and identify -T gives feedback and comments if necessary. -give some three-syllable words and point out their
the stress in three- stress. - discuss the questions
syllable words
- do as told
TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO

THE STRESSED SYLLABLE IN EACH WORD. (p.67)
- T focuses Ss’ attention on the words in the table and asks Ss if
they know the words and elicit their meanings if necessary.
- T plays the recording and has Ss listen and pay attention to the
stress patterns. - listen
- T plays it again pausing after each word for Ss to repeat
chorally. - listen to the tape
TASK 1 - T elicits that some are stressed on the first syllable while others - focus on the stress patterns.
(4ms) on the second syllable.
-T asks Ss to work in pairs and take turns to read the words. T - read the words
To help Ss recognise calls on some Ss to read them out loud.
and practise stress - T observes and corrects Ss’ pronunciation. -listen to the teacher
patterns in three- TASK 2: LISTEN AND MARK THE STRESSED
syllable adjectives and SYLLABLES IN THE WORDS IN BOLD. (p.67) - do as required
verbs in isolation -T helps Ss recognise and practise stress patterns in three-syllable
adjectives and verbs in sentences.
- T asks Ss to read quickly through the sentences and mark the - read the words out loud
stressed syllables in the words in bold.
- T plays the recording for Ss to check if they have correctly -read quickly through the sentences and mark the
marked the stressed syllables. If necessary, T makes sure Ss can stressed syllables in the words in bold.
categorize the words based on stress in syllables. -- listen to the tape
- T checks answers with the class.
- T plays the recording again, pausing after each sentence for Ss
to repeat. -work in pairs and take turns to practise reading the
- T asks Ss to work in pairs and take turns to practise reading the sentences.
sentences. Suggested answers:
-T observes and gives feedback. 1. We'll 'celebrate her success with a party.
2. They hope to dis'cover new ways to promote
TASK 2 gender equality.
(5ms) TASK 1: MATCH THE WORDS WITH THEIR 3. The job requires both 'physical and mental
MEANINGS. (p.67) strength.
-T makes sure that Ss understand the meanings of some topic- 4. Equal opportunities in education bring im'portant
related words introduced in Getting Started. changes in society.
- To help Ss recognise -T asks Ss to match the words with their suitable meanings. - listen
and practise stress -T puts Ss in pairs to compare their answers and discuss the
patterns in three- meaning of each word.
syllable adjectives and - T encourages Ss to find the words in the conversation and use - listen, take notes
verbs in sentences. the context clues there to work out their meanings.
-T checks answers with the class.
TASK 2: COMPLETE THE FOLLOWING SENTENCES
WITH THE WORDS IN TASK 1. (p.68)
-T gives Ss practice in using the words in meaningful contexts.
- T reminds Ss to use the context clues to help them decide on
each word, e.g. The word teachers in sentence 1 suggests that the
answer is related to schools (1. kindergarten). - match the words with their suitable meanings.
-T checks answers with the class. -works on the exercise individually.
-pairwork
Suggested answers:
1. e
VOCABULARY TASK 1: CHOOSE THE BEST ANSWERS. 2. a
(5ms) - T has Ss revise the passive voice with modal verbs. 3. b
- T helps Ss understand the use of the passive voice with modal 4. c
verbs. 5. d
- to make sure that Ss - T has Ss recall the passive voice . Elicit when we use it, e.g.
understand the when we do not want to indicate the person who does the action.
meanings of some topic- - We can also use the passive voice with modal verbs (with
related words examples in the conversation in Getting Started.)
introduced in Getting - T elicits the meanings of the modal verbs in the Remember! -work individually to complete the sentences.
Started. box, e.g. to express ability, advice, duty, permission, possibility, -Ss work in pairs to compare their answers with a
prohibition or request. partner.
- T reminds Ss that modal verbs are special auxiliary verbs that - Ss may look up the words in the glossary if
behave differently from other verbs and are usually used with necessary.
TASK 2 other verbs. Suggested answers:
(5ms) 1. kindergarten
ability can, could
2. surgeon
advice or duty should, ought to 3. treat
4. gender
To give Ss practice in duty must 5. equal
using the words in
meaningful contexts. permission can, could, may
-listen to the teacher.
possibility can, could, may, might
prohibition can’t, mustn’t, may not
request may, will, would
GRAMMAR - T focuses Ss’ attention on the structures and examples in

(5ms) Remember! box and gives more examples if necessary.
-T explains that some sentences are in active voice, some in
passive voice. T asks Ss to pay attention to who does the action
To have Ss revise the in each sentence.
passive voice with - T encourages Ss to choose the answers and compare their
modal verbs answers with a partner.
-T checks answers with the class. T invites individual Ss to read
the sentences aloud.
TASK 2: REWRITE THE FOLLOWING SENTENCES -take notes

USING THE PASSIVE VOICE. (p.68)
* T asks Ss to read the sentences and checks their understanding.
- T reminds Ss of the use of the preposition by mentioning the
doer of the action. If the subject in the active voice is they or we,
they don’t need to indicate who does the action in the passive
voice.
- T checks answers with the class.
- listen and write

- study the sentences individually or in pairs.
(5ms)
To give Ss more
practice in using the
passive voice with -choose the answers and compare their answers with
modals. a partner.
-read the sentences aloud individually.
Suggested answers:
1. shouldn’t be allowed
2. can work
CONSOLIDATION 3. may be offered
CONSOLIDATION -T revises what they have learnt and prepare for the next lesson: 4. could join
(5ms) Reading. 5. must be prepared
To consolidate what Ss -T asks Ss to talk about what they have learnt in the lesson. - read the sentences.
have learnt in the -work individually first.
lesson. HOMEWORK - work in pairs and have them compare their answers.
- Workbook exercises - Suggested answers:
HOMEWORK - Project preparation 1. The report on gender equality may be completed
(1m) by April.
To revise what they 2. More jobs for girls and women can be created (by
have learnt businesses).
3. All girls must be provided with access to
education.
4. Education in rural areas should be improved (by
governments).
5. Men and women ought to be given equal rights.
-talk about what they have learnt in the lesson.
-take notes.
Self –evaluation:
Period: 56
LESSON 3: Reading
I. Objectives:
- To introduce the topic of the reading and gets Ss involved in the lesson.
- To help Ss practise guessing the meanings f words in context and reading for specific information.
- To help Ss use the language and ideas in the text to talk about possible solutions to a problem.
a) Vocabulary: be forced (to do st), domestic violence, uneducated (adj ), low-paying (adj)
b) Grammar:
2. Knowledge: - By the end of the lesson, students will be able to read for specific information about gender equality in employment.
3. Skills: - Main skill: Reading
- Sub-skills: Listening, Speaking, Writing
4. Attitude:
- Understand more about the gender equality and existing problems;
- Develop a self-reliant attitude.
5. Competence:
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills.
1.Teacher: textbook, pictures.
III. Techniques: Questions –answers, pair work, groupwork, work individually
IV. Procedures:
STAGE/ TIME/
AIMS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
WARM-UP SMALL TALK: GENDER PRIVILEGES
(5ms) -T divides the class into two groups and draws 2 columns on the board.
-To introduce the T asks the boys in the class to come up with things that girls are allowed
topic of reading to do but boys are not. On the other hand, the girls in the class come up
- To activate Ss’ with things that boys are allowed to do but girls can.
knowledge of the - T writes the ideas on the board and asks Ss if such advantages/ - work in groups to do the task.
topic. privileges are fair or not.
-T gives comments and introduces the lesson.
TASK 1: MATCH THE SENTENCES WITH THE PICTURES.
(p.69)
PRE-READING - T focuses Ss’ attention on the heading and the pictures. - listen to the teacher
- T asks some guiding questions:
(5ms) 1. Do the pictures show an equal world?
-To introduce the 2. Do you think the girl in picture a is able to read and write?
topic of the reading 3. How old do you think the girl is in picture b?
and get Ss involved 4. Why is the man happier in picture c?
in the lesson. -T invites individual Ss to describe each picture and explain why it
matches a particular statement. -work in pairs to discuss the sentences and the
-T checks answers and gives comments. pictures, and do the matching.
TASK 2: READ THE TEXT AND CIRCLE THE CORRECT - answer the questions
MEANING OF THE HIGHLIGHTED WORDS AND PHRASES.
(p.69)
WHILE-READING -T asks Ss read the whole text quickly to get an overall idea.
(18ms) - T asks Ss to read it again, pay attention to the context of the - describe each picture and explain why it
highlighted words and look for clues explaining their meanings. matches a particular statement individually.
TASK 2 -T checks answers with the class. - Suggested answers:
-To help Ss practise TASK 3: READ THE TEXT AGAIN AND DECIDE WHETHER 1. c
guessing the THE FOLLOWING STATEMENTS ARE TRUE (T), FALSE (F), 2. b
meanings of word in NOT GIVEN (NG). (p.70) 3. a
context. -T has Ss read the statements in the table and underline the key words in
each of them.
- T checks the key words and Ss’ understanding. - work in groups
TASK 3 - T explains to Ss what ‘Not given’ means, i.e. they can’t find all the -read the whole text quickly to get an overall
information in the text or the text doesn’t contain sufficient information idea.
to know if it is true or false. - do as told
-To help Ss practise or not given. -work individually to guess the meaning of
reading for specific -T checks answers with the class. T calls some Ss to explain the answers each of the words, based on the context.
information. by providing evidence from the text. - compare their choices with a partner.
Self –evaluation
Period: 57
LESSON 4: Speaking
I. Objectives:
- To introduce more ideas for the main speaking task and get Ss involved in the lesson.
- To help Ss talk about their career choices and share their ideas with the rest of the class.
a) Vocabulary: firefighter, flexible, under pressure, persuasion skills….
b) Grammar: useful expressions: I think/ I believe (that)…..; There are many more male (surgeons) than female (surgeons); Men/ Women
traditionally work as (firefighters)….
- Understand how to express opinions;
- Apply useful expressions to talk about career choices.
3. Skills: Main skill: Speaking
Sub-skills: Listening, Reading, Writing
4. Attitude:
-Understand more about their preference of career;
- Develop self-study skills.
5. Competence:
1.Teacher: pictures, flashcards.
III. Techniques: - Pair work, group work, asking- answering, role-play
IV. Procedures:
STAGE/ TIME/
AIMS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
WARM-UP
(5ms) PERSONALITY QUIZ - do the quiz individually for up to 4 minutes.
-T lets Ss do a small personality quiz that reveals their -Do as told
- To introduce the suitable career based on their MBTI characteristics:
topic of the lesson Link: https://www.opencolleges.edu.au/careers/career-quiz -discuss their results and whether they found a suitable
- To get Ss interested -T introduces the topic of the lesson: Career choices. career option.
in suitable career
options
- T introduce more ideas for the main speaking task and get Ss
involved in the lesson.
TASK 1: WORK IN PAIRS. DECIDE WHICH JOBS
ARE TRADITIONALLY DONE BY MEN OR WOMEN.
USE THE EXPRESSIONS GIVEN TO HELP YOU.
(p.70)
CONTROLLED
PRACTICE - T asks Ss to read through the jobs and makes sure they know
all the job titles. T introduces some useful expressions to
(10ms) discuss the jobs in the box. -work individually to decide which jobs are traditionally
done by men or women and tick the corresponding
- T checks answers with the class. columns.
To introduce more -discuss in pairs and use the expressions given to express
ideas for the main TASK 2: WORK IN PAIRS. DISCUSS WHY THE JOBS their opinions.
speaking task and get IN TASK 1 ARE TRADITIONALLY DONE BY MEN Suggested answers:
Ss involved in the OR WOMEN. USE THE IDEAS BELOW TO HELP - Traditionally male jobs: 1, 4, 5, 7
lesson. YOU. (p.70) - Traditionally female jobs: 2, 3, 6, 8
- T gives Ss time to read the suggested ideas in the box and -Compare the answers
the example.
- T has one student read the example aloud, and asks if Ss -work in pairs and discuss each job
agree with it and why / why not.
-T walks round the class and offers help when necessary. -present their opinions in front of the whole class. The rest
-T asks some pairs of Ss to present their opinions in front of of the class is encouraged to ask questions.
the whole class. The rest of the class is encouraged to ask
questions.
(10ms) -T helps Ss talk about their career choices and share their
ideas with the rest of the class. -Do as told
To introduce more TASK 3: WORK IN GROUPS OF THREE. TALK
ideas for the main ABOUT YOUR CAREER CHOICE(S). (p.71) -discuss their career choices and note down each group
speaking task and get - T asks Ss to work in groups of three and has one group role- member’s future job and the reasons why he or she has
Ss involved in the play the example. chosen it.
lesson. -T invite some Ss from different groups to report the career
choices in their groups and give the reasons to the class.
FREE PRACTICE - T observes and gives feedback to the groups and individuals.
(15ms) - To consolidate what Ss have learnt in the lesson.
To help Ss talk about - T asks Ss to talk about what they have learnt in the lesson.
their career choices - T shows a video to remind Ss about gender equality in job
and share their ideas choices: https://www.youtube.com/watch?v=G3Aweo-74kY
with the rest of the
class. - Workbook exercises
- Prepare the presentation for the Project lesson
-listen to the teacher.
CONSOLIDATION
(5ms)
To consolidate what
Ss have learnt in the
lesson. - Take notes.
HOMEWORK
(1m)
To review the lesson
they have learnt and
prepare for the next
lesson
Self –evaluation:
Period: 58 UNIT 6: GENDER EQUALITY
LESSON 5: Listening
I. Objectives: To help Ss practise listening for specific information.
1. Language Contents:
a) Vocabulary: cosmonaut (n) , space (n) parachutist (n) instructor (n) , technical (adj)
b) Grammar:
- Listen for specific information in a talk about the first woman in space.
- Identify and use lexical items related to gender equality.
3.Skills: Main skill: Listening
Sub-skills: Reading, Speaking, Writing
4. Attitude: - Develop an awareness of women’s achievements in their jobs;
5. Competence:
-Develop communication skills and problem-solving skills;
III. Techniques: Pair work, group work, asking- answering, role-play
IV. Procedures:

WARM-UP VIDEO WATCHING
(5ms) - T shows Ss a video about the history of women in space.
Link: https://www.youtube.com/watch?v=HIEach7rmDg
- To activate Ss’ -asks the question: Which names have you already known and
knowledge on the topic which names have you never heard of? -watch the video and take notes of as many names that
of the unit. - T checks and corrects if Ss spell or pronounce the names they can hear as possible.
- To lead into the new incorrectly. -share their notes and discuss T’s question: Which
unit. - T leads in the lesson: Although they were not acknowledged names have you already known and which names have
as much as their male colleagues, many women made great you never heard of?
achievements in the space and science field. In this lesson we Expected answer: Male names are more well-known
will listen to the story of the first woman to go to space. than female names.
TASK 1: WORK IN PAIRS. LOOK AT THE PICTURE - Ss work in pairs, look at the chart and discuss
AND TELL YOUR PARTNER WHAT THIS WOMAN'S
JOB IS. (p.71) -say the Vietnamese meaning of the words.
- T introduces the topic of the listening and set the context.
-T asks Ss to look at the explanation and the photos to guess
the meaning of new words. - Other Ss correct if the previous answers are incorrect.
1. cosmonaut (n) /ˈkɒzmənɔːt/: phi hành gia (Xô Viết/Nga) The whole class discuss the job of the woman’s picture
PRE-LISTENING 2. space (n) /speɪs/: không gian ngoài vũ trụ in the textbook.
(7ms) 3. parachutist (n) /ˈpærəʃuːtɪst/: người nhảy dù
4. instructor (n) /ɪnˈstrʌktə(r)/: người hướng dẫn/huấn luyện
- To provide Ss with 5. technical (adj) /ˈteknɪkl/: thuộc về kĩ thuật
relevant vocabulary -T shows the Vietnamese meaning, says the words aloud and
before they listen asks Ss to repeat them.
Key: She’s a cosmonaut.
TASK 2: LISTEN TO A TALK ABOUT VALENTINA
TERESHKOVA. CHOOSE THE BEST ANSWER TO
COMPLETE EACH SENTENCE. (p.71)
-T tells Ss they are going to listen to a talk about Valentina
Tereshkova, the first woman in space. -listen to the teacher
- T reminds Ss to read through the five incomplete sentences
and the choices before they listen to the talk. -read through the five incomplete sentences and the
-T elicits or explains any unfamiliar or difficult words if choices before they listen to the talk.
necessary.
-T plays the recording. -work individually to do the activity.
-T checks the answers with the class. -discuss their answers in pairs.
- T plays the recording again, pausing at the parts where they Suggested answers
can get the correct information. 1. A 2. B 3. A 4. B 5 B
WHILE-LISTENING TASK 3: LISTEN AGAIN AND GIVE SHORT

ANSWERS TO THE FOLLOWING QUESTIONS. (p.71)
(10ms) - T gives Ss some time to read through the questions and
To help Ss practise underline key words to help them work out the answers.
listening for specific - T focuses Ss’ attention on the instruction ‘give short
information. answers’, and elicits from Ss what information they have to - read through the questions and underline key words
listen for (mostly a number). to help them work out the answers.
** Game: Fast and furious
- The class plays in two teams.
- Before playing the recording for each question, T calls two
Ss to the board to prepare and write their answer. The one
writing the correct answer faster wins one point for their team. -work in teams
-T plays the recording, pausing at the parts where Ss can hear - discuss the answer and give points to the winners.
the answers. - Suggested answers
- T checks the answer as a class. If time allows, T asks more 1. 1937
questions such as Where was Tereshkova born? What talent 2. 16
did she have as a young girl? How many women joined the 3. 1962
first Soviet space program? 4. 26
(15m 5. Three days / 3 days
POST-LISTENING TASK 4: WORK IN GROUPS. DISCUSS THE
(6ms) FOLLOWING QUESTIONS:
-T gives Ss opportunities to give their opinions about the
To give Ss an cosmonaut’s job and give reason(s).
opportunity to give their Do you want to be a cosmonaut? Why or why not?
opinions about the - T has Ss work in groups.
cosmonaut’s job and -T invites some from each group to present a summary of their
give reason(s). discussions to the class.
- T helps Ss memorise the target language and skills that they
have learned.
- Some lexical items about women in space. -work in groups.
CONSOLIDATION - Listening for specific information. - decide if they want to be a cosmonaut and give
(1m) reason(s) for their answers.
- discuss in groups of four and note down their
To help Ss memorise the partners’ ideas.
target language and - Exercises in the workbook .
skills that they have - Project preparation.
learne
- listen to the teacher.
HOMEWORK
(1m)
-take notes.
Self -evaluation:
Period: 59

LESSON 6: Writing
I. Objectives: -To help Ss practise writing a paragraph about the surgeon’s job.
a) Vocabulary:
b) Grammar:structures used to express ideas in the piece of writing
- Use lexical items related to the topic Gender Equality;
- Write about jobs for men and women.
3.Skills: Main skill: Writing
Sub-skills: Reading, Speaking, Listening
4. Attitude: - Develop an awareness of gender equality in the workforce;
5. Competence:
- Access and consolidate information from a variety of sources;
IV. Procedures:
STAGE/TIME/AIMS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
WARM-UP VIDEO WATCHING
(5ms) * T plays a funny video on operation.
Link: https://youtu.be/vFDSWuffBcA?t=91 (only the first half).
- To get Ss interested ** Ss watch the video and note down the tasks that a surgeon has to
in the topic do.
-To activate Ss’ *** Ss discuss what Mr. Bean did correctly and incorrectly.
knowledge of the **** T gives feedback, if necessary, then introduces the lesson. - Ss continue discuss how the saying applies in
lesson their family.
TASK 1: CHOOSE SUITABLE INFORMATION FROM THE
BOX BELOW TO COMPLETE THE TABLE. (p. 72)
- T tells Ss to look at the table and read the information below the
PRE-WRITING table.
(5ms) -T explains any new words if necessary.
Based on what they have watched from the video and their own
To help Ss develop knowledge,
ideas for their writing. -T may play the rest of the video to give more hints.
-T checks the answer with the whole class, and asks some Ss to
explain their choice.
TASK 2: WORK IN PAIRS. DO YOU THINK BOTH MEN -look at the table and read the information below
AND WOMEN CAN DO THE SURGEON’S JOB WELL? the table.
GIVE REASONS. USE THE IDEAS BELOW TO HELP YOU. -work individually to fill in the table with given
(p.72) suitable information.
- T asks Ss to study the ideas in the box and think about if they -discuss and check their answers with a partner.
agree or disagree with them.
-T encourages them to write down their opinions and any new ideas -explain their choice.
they have come up with, preferably at least one reason/example for
each idea. Suggested answer:
TASK 2 - T invites pairs of Ss to summarise their discussions in front of the - Main responsibilities: A, D, F
(10ms) class. - Main qualities: B, C, E, G, H
-T encourages the rest of the class to ask the pairs questions and
comment on their ideas.
To help Ss develop -T walks round the class to provide help if necessary.
ideas for their writing. -T gives feedback and summarizes the pairs’ ideas.
Suggested answers: -study the ideas in the box and think about if they
agree or disagree with them.
- Women can do the surgeon’s job well because they can be as
physically and mentally strong as men.
- Women can make great surgeons because they can also perform -write down their opinions and any new ideas they
Self -Evaluation:
Date of preparation
Period: 60
LESSON 7: Communication and culture
I. Objectives: To help sts understand cultural values of family in different countries how the roles of men and women in families have changed.
a) Vocabulary:
b) Grammar: Useful expressions- You’re right. - That’s not true.
-I couldn’t agree more. - I’m afraid I disagree.
-Absolutely. - I’m sorry, but …
- Use lexical items related to the topic Gender equality;
- Express agreement and disagreement;
- Learn about women's football.
3.Skills: Main skill: Speaking
Sub-skills: Reading, Writing, Listening
4. Attitude:
- Understand more about the gender equality in sports;
- Be respectful towards all genders and cultures.
5. Competence:
IV. Procedures:
STAGE/ TIME/ TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

AIMS
WARM-UP
(5ms) VIDEO WATCHING
-T plays a video of two people having a small debate.
To activate Ss’ Link: https://www.youtube.com/watch?v=yEmgU9oX7ns - watch the video and note down the language that the
knowledge of the speakers use to agree/ disagree.
topic - T gives feedback, if necessary, then introduces the lesson.
-T provides Ss with an example conversation in which people -discuss what else they could say to express their
express agreement and disagreement. views more clearly.
EVERYDAY TASK 1: LISTEN AND COMPLETE A CONVERSATION
ENGLISH WITH THE EXPRESSIONS FROM THE BOX. THEN
PRACTISE IT IN PAIRS. (p.7.3)
(5ms) - T tells Ss that they will learn more expressions of agreement -listen to the teacher
and disagreement.
To provide Ss with an - T asks Ss to look at the four expressions (A – D) in the box -look at the four expressions (A – D) in the box and
example conversation and elicits their meaning and use, e.g. A and D – to express elicits their meaning and use, e.g. A and D – to express
in which people disagreement; B and C – to express agreement. disagreement; B and C – to express agreement.
express agreement read the conversation between Mai and her mother and look -read the conversation between Mai and her mother
and disagreement. for context clues for the missing phrases or sentences, then and look for context clues for the missing phrases or
predict the answer before listening. sentences, then predict the answer before listening.
- T checks answers as a class. -listen to the recording and complete the conversation
- T goes around the class and corrects if necessary. with the expressions from the box.
-practise the conversation in pairs.
Suggested answers:
TASK 2: WORK IN PAIRS. HAVE SIMILAR 1. D 2. A 3. C 4. B
CONVERSATIONS EXPRESSING AGREEMENT AND
(15ms) DISAGREEMENT ABOUT OTHER JOBS. USE THE
EXPRESSIONS BELOW TO HELP YOU. (p.73)
Role-playing: Asian parents and childor
- T puts Ss into pairs and has them brainstorm different jobs and
To help Ss practise reasons why parents may object to their children doing these Work in pairs and brainstorm different jobs and
expressing agreement jobs. reasons why parents may object to their children doing
and disagreement. - T asks some pairs to share their ideas and write them on the these jobs.
board. - share their ideas and write them on the board.
- T asks Ss to look at the list of expressions and encourages Ss - look at the list of expressions
to add more to the table, e.g. That’s exactly how I feel. You have - plan their conversation first by deciding on who is
a point here. I totally disagree. I beg to differ... going to be the parent (mum or dad), what job the son
- T walks round the class and provides help when necessary. or daughter has chosen, why the parent doesn’t agree
-T invites some pairs to role play their conversations in front of and how the child will try to persuade her / him.
the class. The others listen and give comments on their peers’ -practise their conversations in pairs.
performance.
- T gives feedback and adds bonus points for good effort and
fluent delivery.
TASK 1: READ THE TEXT AND FILL THE TIMELINE
ABOUT WOMEN’S FOOTBALL. (p.73)
-T shows some images of women playing football or displays
them on the board electronically. - look at the pictures and answer questions about them,
- T asks Ss to look at the pictures and answer questions about e.g. Who are the women in the pictures? What sport
them, e.g. Who are the women in the pictures? What sport do do they play?
they play?
- T elicits that Ss are going to read a text about women's - work individually to read through the text quickly
CLIL football and fill the timeline using the information given in the and complete the timeline with the information
text. mentioned in the text.
(7ms) - T explains or elicits any new or difficult words, if necessary, -check their answers with a partner.
e.g. Which organisation do people join together for a particular Suggested answers:
purpose? (association); What rule says that something is not 1. 1890s; 2. 1921 ;3. 1971
allowed? (ban) 4. 1971 ; 5. 1991
To help Ss learn about - Ss check their answers with a partner.
women's football -T checks the answer with the class.
through CLIL TASK 2: WORK IN GROUPS. FILL THE TIMELINE
ABOUT WOMEN’S FOOTBALL IN VIET NAM. (p.74)
-T shows a video about Vietnamese women’s football team to
show how women’s football in Vietnam has developed.
- T has Ss look for information on the Internet to fill in the
timeline about women’s football in Vietnam, then make a - watch a video
mindmap using the information. Ss can add more information if
they want to.
(11ms) Link: https://www.youtube.com/watch?v=9A-O_6A80a8
- T calls some groups to go to the board and present their mind -look for information on the Internet to fill in the
To help Ss relate what maps. timeline about women’s football in Vietnam
they have learnt about -T asks Ss what they have learned in this lesson. -work in groups of four to do the task
women's football to
Viet Nam - Project preparation -give feedback to other groups’ mind maps and T gives
the final comments.
CONSOLIDATION
(1m)
To review the lesson

Ss have learnt
HOMEWORK
(1m)
Self -Evaluation:
Period: 61
LESSON 8: Looking Back & Project
I. Objectives:
-To help Ss revise stress in three –syllable adjectives and verbs.
- To help Ss revise the use of the passive voice with modals.
a) Vocabulary: candidate (n), domestic violence…
b) Grammar: structures which is important to get the meanings in the typescripts.
- Review the vocabulary and grammar of Unit 6;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
3.Skills: speaking, listening, reading, writing
4. Attitude: - Understand more about students’ career choices;
5. Competence: abilities to speak English naturally
IV. Procedures:

WARM-UP GAME: LAST MAN STANDING
(5ms) - T announces that Ss will compete individually.
-T writes the word on the board. Ss will be eliminated from -take turns saying one word/ grammar point they have
To revise the vocabulary the game if they repeat what was said or cannot remember learned so far in Unit 6
related to the topic and anything else.
lead in the next part of - After the whole class has finished, T goes back to the first -Ss will be eliminated from the game if they repeat what
the lesson. student until there is only one student left. T announces the was said or cannot remember anything else.
winner.
-T reviews everything and gives comments. -discuss the vocabulary and grammar points on the board
LISTEN AND MARK THE STRESSED SYLLABLES and add more if necessary.
IN THE WORDS IN BOLD. (p.74)
-T tells Ss to review the stress patterns of three-syllable
PRONUNCIATION: adjectives and verbs they have learnt in this unit.
(5ms) - T plays the recording, pausing after each word in bold so
that Ss can listen and check if they have marked the stress -listen to the teacher
To help Ss revise stress correctly. -work individually by reading the sentences silently and
in three-syllable - T checks answers as a class by asking individual Ss to marking the stressed syllables in the words in bold before
adjectives and verbs write the words on the board and mark the stress. T plays the recording.
-T plays the recording again for Ss to repeat each sentence
chorally. -listen to the recording
DO THE CROSSWORD. USE THE WORDS YOU Suggested answers:
HAVE LEARNT IN THIS UNIT. (p.74) 1. The surgeon’s job is quite 'difficult.
- T asks Ss to do the crossword, using the words they have 2. Soviet cosmonauts learnt how to 'parachute to safety.
learnt in the unit. 3. I’m proud of my sister. She’s studying at a 'medical
- T reminds Ss that they should also refer to the number of school.
letters of each word in the crossword. 4. We need to con'tinue fighting for equal rights.
-T checks the answers as a class.
-T helps Ss revise the use of the passive voice with modals. - read each sentence and guess the word that best
EACH OF THE FOLLOWING SENTENCES HAS A completes it.
VOCABULARY: MISTAKE. UNDERLINE IT AND WRITE THE
CORRECT WORD(S) IN THE SPACE GIVEN. - compare their answers with a partner.
(5ms) - T asks Ss to read each sentence and decide on the mistake Suggested answers
and correct it. 1. kindergarten
To help Ss revise topic- -T walks round the class to provide help if necessary. 2. gender
related words. -If time allows, T asks Ss to work in pairs to compare 3. surgeon
answers. 4. equal
- T checks answers as a class and has Ss explain why each 5. treat
sentence is wrong.
-read each sentence and decide on the mistake and correct
it.
- work individually to find the mistakes and correct them.
-do as told
GRAMMAR:
Suggested answers
(5ms) 1. One paragraph about gender equality ought to write
by each student.
To help Ss revise the use - T has Ss work in their groups and gives them a few → ought to be written
of the passive voice with minutes to get ready for the presentation. 2. Action to stop domestic violence must take
modals. - T gives Ss a checklist for peer and self-assessment, and immediately.
explains that they will have to tick (√) the appropriate items → must be taken
while listening to their classmates’ presentations and write 3. Should all people be provide with equal access to
comments if they have any. The presenters should complete information?
their self-assessment checklist after completing their → be provided
presentation. 4. Young girls mustn’t force into marriage.
- T invites two or three groups to give their presentations. → mustn’t be forced
-T gives praise after each presentation, and encourages the 5. Can men and women given equal opportunities in the
rest of the class to ask questions at the end. workplace?
- T asks Ss to give peer comments and fill in the self-
PROJECT: assessment checklist, then T gives the final feedback.
PRESENTATION -work in their groups and get ready for the presentation.
(23ms) T asks Ss what they have learned from the unit.
-Review all the vocabulary and grammar point of the whole
To provide an unit. -Participate in the activity
opportunity for Ss to
develop their
communication and
collaboration skills, and
to practise reporting -answer
survey results in an oral
presentation. - Ss take note in their notebooks.
CONSOLIDATION
(1m) -listen, take notes
To review the lesson -listen to do

they have learnt
HOMEWORK
(1m)
Self –evaluation:
Period:62
UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS
Lesson 1: Getting started
Viet Nam and international organisations
I. Objectives: By the end of the lesson, Ss will be able to:
a. Vocabulary: peacekeeping, harm, expert, investor
b. Grammar: comparative and superlative adjectives
2. Knowledge:
- Gain an overview of the topic “Viet Nam and international organisations”;
- Identify and use words and phrases related to the topic “Viet Nam and international organisations”;
- Identify and use comparative and superlative adjectives.
- Sub skills: writing, speaking,
4. Attitude: - Develop an awareness of activities of international organisations;
- Be respectful towards all nations.
5. Competence:
- Develop communication skills and problem-solving skills;
II. Teacher and Students’ Preparations
1. Teacher: textbook, power point, laptop, TV
2. Students: books, notebooks
III. Techniques: pairwork, group work, explanation, translation, example, scanning, MCQ, gap filling
IV. Procedures:
TIMING/ STAGES/AIMS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

WARM UP: TRIVIA – GUESS THE LOGO
(5ms) - T shows Ss some logos of international organisations. - Ss play in two teams and guess which
- To activate Ss’ knowledge - T asks Ss to guess which organisations have those logos. organisations have those logos.
on the topic of the unit. - T has Ss discuss what they know about those organisations.
- To create a lively e.g. What do you know about …? What is its goal or role? Is Viet Nam a - Ss discuss what they know about those
atmosphere in the member of it? organisations.
classroom - T leads in the lesson and tells Ss that the answers will be announced
- To lead into the new unit later when they read the texts.
PRESENTATION PRE-TEACH VOCABULARY:

(4ms) - T asks Ss to look at the explanation to guess the meaning of new - Ss say the Vietnamese meaning of the word.
- To help students use key words. - Other Ss correct if the previous answers are
language more appropriately - T shows the Vietnamese meaning, says the words aloud and asks Ss to incorrect.
before they read and listen. repeat them.
Vocabulary
1. peacekeeping (adj): gìn giữ hòa bình
2. harm (n): tổn hại
3. expert (adj): thuộc về chuyên môn
4. investor (n): nhà đầu tư
PRACTICE TASK 1: LISTEN AND READ

TASK 1 (7ms) -T plays the recording twice for Ss to listen and read along. -Ss listen and read
- To introduce the unit topic - T asks Ss to underline the information related to international
(Viet Nam and international organisations while they are listening and reading. -Ss do the task individually
organisations); - T has Ss work in pairs and compare the words and phrases they have
- To introduce some underlined and discuss their meanings. -Ss share their answers with a partner.
vocabulary and the grammar - T checks comprehension as a class and calls on some Ss to read the
points to be learnt in the unit. paragraphs aloud.
- Ss read the paragraphs aloud
TASK 2: READ THE TEXTS AGAIN AND CHOOSE THE
CORRECT ANSWERS.
- T asks Ss to work in pairs.
TASK 2 (6ms) - T gets Ss to read each question carefully to choose the best answer, - Ss read each question carefully to choose the best
then find evidence to support the answers. answer
- To check Ss’ - T asks Ss to share their answers with the class.
comprehension of the texts. - T confirms the correct answers. - Ss give the answers
- Ss listen
1. A
2. B
TASK 3: FIND WORDS IN THE TEXTS (A, B, C, OR D) THAT 3. C
MEAN THE FOLLOWING.
- T asks Ss to scan the four texts (A, B, C and D) to find the words
matching the meanings given.
TASK 3 (5ms) - If necessary, T goes through the definitions and elicits the parts of
- To introduce or revise speech Ss need to look for in the texts.
words related to activities of - T lets Ss compare their answers in pairs.
international organisations. - T confirms the correct words - Ss scan the four texts (A, B, C and D) to find the
words.
TASK 4: COMPLETE THE SENTENCES WITH THE WORDS
AND PHRASES FROM TASK 1. -Ss compare the answers with their partners.
- T has Ss read each sentence and try to recall the comparative or 1. peacekeeping
superlative adjective used in the texts. 2. harm
- T lets Ss work individually to read through the texts and find the 3. expert
TASK 4 (7ms) correct words / phrases. 4. investor
- T asks the class to call out the comparative or superlative adjectives
- To help Ss recognise only, then calls on individual Ss to read the complete sentences.
comparative and superlative - T checks the answers - Ss do the task individually
adjectives
- Ss give the answers
EA.
1. more active
2. the most disadvantaged
3. better
4. largest
5. more attractive
PRODUCTION (6ms) TASK 5: DISCUSS THE QUESTION.

- To help students practise “Which of the international organizations above do you think has -Ss do as directed
speaking about the the noblest mission? Why?”
international organizations - T asks Ss to work in groups to discuss the question.
- T goes around and gives help if necessary.
- T calls on some Ss to present their ideas.
- T gives comments.
CONSOLIDATION (1m) - T summarizes the main points of the lesson

- To help students memorise - T asks Ss: What have you learnt today? - Ss tell what they have learnt
the target language and + Some lexical items about International organisations
skills that they have + Reading for specific information - Ss listen to teacher
learned + Comparative and superlative adjectives
HOMEWORK (4ms) PROJECT PREPARATION
- To inform Ss of the details - T asks Ss to open their books at the last page of Unit 7, the project
for the Project and how Ss section, and asks what the topic of the project is. - Ss listen and take notes.
can prepare for it - T tells Ss about the Project requirements: Ss will have to do research
on an international organisation.
Their presentation should include information as specified by the
guiding questions. Ss can choose different ways to present their findings
(e.g. PPT presentation, Poster presentation, record a video about the
project).
- T explains to Ss how they can get the information, (e.g. search the
Internet, read newspapers, go to the library).
- T puts Ss into groups and lets them choose their group leader. Then the
group leader assigns tasks for each group member, making sure that all
group members contribute to the group work.
- T helps Ss set a deadline for each task.
Reflection:....................................................................................................................................................................................................................................
.................................................................................................................................................................................................................................................
.................................................................................................................................................................................................................................................
Period: 63
Lesson 2: Language

a. Vocabulary: words and phrases related to international organisations
b. Grammar: comparative and superlative adjectives
2. Knowledge
- Pronounce words with more than three syllables with correct stress;
- Understand and use words and phrases related to international organisations;
- Use comparative and superlative adjectives.
3. Skills: Integrated skills
4. Attitude: - Develop an awareness of international organisations;
- Be respectful towards all nations.
5. Competence:
- Be collaborative and supportive in pair work and team work
- Access and consolidate information from a variety of sources
- Actively join in class activities
1. Teacher: pictures, textbook, power point, laptop, TV
III. Techniques: pairwork, matching, explanation, translation, games, gap filling, transformation
IV. Procedures:
TIMING/ TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

STAGES/AIMS
WARM UP GAME: I DARE YOU!
(4ms) - T asks Ss to split into two teams. -SS guess the word corresponding to the picture
- To get Ss interested in - Each round a representative from one team (e.g. Team 1) rolls a dice
the topic. and gets a number (1-6). The opposing team (e.g. Team 2) will find a
- To activate Ss’ word with that number of syllables (in the dictionary, on the Internet…)
knowledge of the lesson. and “dare” Team 1 to guess the correct stress position. Each correct
answer equals 1 point.
- T declares the winner.
STAGES/AIMS
- T asks Ss whether there is a rule for the position of word stress.
- T comments and leads in the lesson.
STAGES/AIMS
PRONUNCIATION *STRESS IN WORDS WITH MORE THAN THREE
PRESENTATION SYLLABLES
(5ms) - T asks Ss to read the Tips box in the textbook and explains more if - Ss read the Tips box.
- To help Ss understand necessary. Some long words have a secondary stress which is much - Ss listen to the T.
the concept and identify weaker than the primary stress. Example: ˌecoˈnomic
the stress in words with In dictionaries, primary stress is marked with a raised vertical line and
more than three secondary stress is marked with a lowered vertical line at the beginning
syllables. of the stressed syllable.
- T has Ss watch a tutorial video and repeat after the speaker.
Link: https://www.youtube.com/watch?
v=ieeJhVM4C6c&list=PL8_ETpRL2xNa6yKTFH47dDogixNFdQlRk&i -Ss watch the video.
ndex=7
- T lets Ss discuss more tips to identify the stress in words with more
than three syllables.
TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO THE
SYLLABLE WITH THE PRIMARY STRESS.
- T plays the recording and asks Ss to listen and repeat. -Ss discuss more tips.
- T gets Ss to pay attention to the syllable with the primary stress.
TASK 1 - T lets Ss practice pronouncing the words in pairs. T plays the
(4ms) recording as many times as necessary.
- To help Ss recognise - T checks whether Ss can pronounce these words correctly by
and practise stress randomly calling on some Ss to read the words aloud. - Ss do as instructed.
patterns in words with
more than three syllables. TASK 2: LISTEN AND MARK THE PRIMARY STRESS IN THE
WORDS IN BOLD. THEN PRACTISE SAYING THE
SENTENCES. -Ss practice pronouncing the words in pairs.
- T plays the recording for Ss to listen and put a mark (') before the
syllable with the primary stress in the words in bold.
- T explains that Ss are only required to mark the primary stress.
- T asks Ss to compare the answers with their partners’.
- T asks individual Ss to write the words on the board and mark the -Ss listen and mark the primary stress
TASK 2 stress.
(4ms) - T checks the answer by playing the recording again pausing after each
To help Ss recognise sentence.
stress in words with more - T has Ss repeat and practice speaking the sentences in pairs. -Ss compare the answers with their partners’.
than three syllables and - Ss give the answers.
STAGES/AIMS
practise saying sentences
containing such words. -Ss practise reading the sentences in pairs.
VOCABULARY TASK 1: MATCH THE WORDS IN BOLD WITH THEIR

TASK 1 MEANINGS IN THE BOX.
(4ms) - T asks Ss to work in pairs. - Ss work in pairs to discuss and do the matching
To revise new - T has Ss study and discuss the context clues in the sentences, and work
vocabulary items related out the meanings of the words. - Ss share the answers with the whole class.
to international - T calls on one student to read a word aloud and another student to read
organisations its meaning.
- T checks the answer.
TASK 2 TASK 2: COMPLETE THE FOLLOWING SENTENCES WITH

(4ms) THE CORRECT FORMS OF THE WORDS IN BOLD IN TASK 1.
To give Ss practice in - T has Ss work in pairs.
using the words in - T asks Ss to read the sentences carefully and decide which of the - Ss work in pairs to discuss and find the answers
meaningful contexts. words in bold in Task 1 can be used to complete each of the sentences.
T reminds Ss to use the context clues to help them decide on the word. - Ss share the answers with the whole class
- T asks individual Ss to call out the words they have used in each
sentence first.
- T confirms the correct answers. T asks Ss to give reasons why they
have chosen the word for each sentence.
e.g. In sentence 1, economic growth is a positive result, so the word to
fill in here must be ‘promote’.
GRAMMAR COMPARATIVE & SUPERLATIVE ADJECTIVES

PRESENTATION - Ss do as directed
(4ms) - T tells Ss to look at the sentences in 4 in Getting Started and asks them
To help Ss to revise how comparative and superlative adjectives are used in these sentences.
comparative and - T asks Ss to look at the Remember! box and carefully study the rules
superlative adjectives. for using comparative and superlative adjectives.
- T explains more if necessary.
- Ss listen and take notes.
STAGES/AIMS
TASK 1: CHOOSE THE BEST ANSWERS.

- T has Ss work in pairs or individually to choose the correct form of the
TASK 1 adjective in each sentence.
(4ms) - T asks Ss to give the answers and explain their choices, e.g. In - Ss choose the correct form of the adjective
To give Ss an sentence 1, the context clues (WTO rules, smaller member countries)
opportunity to revise suggest the correct choice here must be a comparative form (easier). - Ss give the answers
comparative and -T checks the answer with the class.
superlative adjectives. Key:
1. easier
2. more attractive
3. less competitive
4. the most popular
TASK 2: WRITE ANOTHER SENTENCE USING THE WORD(S)

IN BRACKETS. MAKE SURE IT HAS THE SAME MEANING
AS THE PREVIOUS ONE. (p.78)
TASK 2 - T has Ss read the instruction carefully and checks to make sure they all
(5ms) understand what the activity involves.
To give Ss more - T lets Ss work in pairs to write the sentences.
practice in using - T asks some Ss to write the sentences on the board.
comparative and - T comments and confirms the correct answers. - Ss read the instruction.
superlative adjectives. Key:
1. This city is the most popular place for foreign visitors.
2. In many supermarkets, imported goods are cheaper than locally - Ss write the sentences.
produced goods.
3. The United Nations is the largest international organisation.
4. Our country is more active on the international stage today than it
was in the past.
STAGES/AIMS
PRODUCTION GAME: 20 QUESTIONS
(5ms) - T gives each S a piece of paper with the name of a - Ss with the sticker on the head ask their partner 20
To give Ss opportunities country/international organisation on it. Ss form pairs and stick their questions (maximum) as clues to find out which
to produce learned piece of paper on their partner’s head. country/international organisation name is written on
language by themselves. . the paper.
- T reveals all the country names and international organisation names -Ss must use comparative/superlative adjectives, and
at the end of the game. are encouraged to use learned vocabulary about
- T summarizes the game results and gives a prize for the student who international organisations
can guess correctly the fastest.
CONSOLIDATION WRAP-UP - Ss tell what they have learnt in the lesson.

(1m) -T asks: What have you learnt today?
To consolidate what they
have learnt
HOMEWORK
(1m) - T assigns homework. - Ss take notes.
To draw Ss’ self-learning
at home and prepare for
the next lesson.
Reflection:
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Period: 64

Lesson 3: Reading
UNICEF’s support for Viet Nam’s education

a. Vocabulary: create (v), essential (adj), respect (v/n), practical (adj)
b. Grammar: the present simple
2. Knowledge
- Read for specific information in a text about UNICEF’s support for Viet Nam’s education;
- Apply reading strategies to guess the meanings of words from context.
3. Skills: Main skill: Reading
Sub-skills: Listening, Speaking, Writing
4. Attitude:
- Understand more about the UNICEF programmes and UNICEF’s support for Viet Nam’s education;
- Develop a respectful and appreciative attitude.
5. Competence:
1. Teacher: textbook, power point, laptop, TV, Web: sachmem.vn,..
III. Techniques: Reading comprehension, multiple choice, asking and answering
IV. Procedures:

WARM UP: ABBREVIATION GAME
(5ms) - T shows a list of international organisation names in abbreviations from
- To introduce the topic Getting started (UN, WTO, UNDP, UNICEF). - Ss guess the full names of those organisations.
of reading. - T gives bonus points for any team that could state what these
- To activate Ss’ organisations do and asks which organisation is related to Ss the most,
knowledge of the topic. drawing attention to UNICEF. - Ss listen
- T gives comments and introduces the lesson.
PRE-READING TASK 1: WORK IN PAIRS. WHICH OF THE FOLLOWING DO
(5ms) YOU THINK UNICEF DOES TO SUPPORT VIET NAM’S
To introduce the topic of EDUCATION? (p. 79) - Ss look at the activities, and work in pairs to discuss
the reading and get - T shows some pictures of UNICEF’s activities in the book and asks and choose the ones that UNICEF does to support
students involved in the questions for Ss to engage with the topic. Viet Nam’s education
lesson E.g. What do you know about UNICEF’s activities in Viet Nam? Look at
the picture. What does UNICEF do to support children here? (Expected - Ss work in pairs then answer the questions.
answer: The children in the picture may face difficulties in their lives:
some of them are disabled,... but they all look very happy. They may have
some help from UNICEF.)
- T checks answers as a class and asks Ss to explain why b is not the
correct answer.
E.g. UNICEF provides opportunities for children to attend school and
learn skills for the job market, but it doesn't find jobs for children.
- T confirms the correct answer.
Key: a, c, d
WHILE-READING TASK 2: READ THE TEXT AND CIRCLE THE CORRECT

TASK 2 (10ms) MEANINGS OF THE HIGHLIGHTED WORDS. (p.79) - Ss do as directed
- T tells Ss to pay attention to the context of each highlighted word, then - Ss guess the meaning of each of the words
To help students practise look at the multiple-choice exercise. individually
guessing the meanings of - T checks answers by having individual Ss call out the correct option. - Ss discuss in groups to find out the correct answers
words in context - Ss give the answers
TASK 3: READ THE TEXT AGAIN AND ANSWER THE
FOLLOWING QUESTIONS. (p.80)
- T asks Ss to read the questions and underline the key words in each of
them.
- T checks the key words Ss have underlined, e.g.
1. UNICEF, particularly, aim to do, children, Viet Nam;
2. programme, helps, disadvantaged teenagers, continue, education;
3. programme, supports, disabled teenagers;
4. aim, Improving Learning Achievements programme. - Ss underline the key words in each question.
TASK 3 (10ms) - T checks answers as a class. - Ss find out the answers.
To help students practise
reading for specific - Ss discuss in pairs to compare the answers.
information - Ss listen and take notes.
POST-READING TASK 4: WORK IN GROUPS. DISCUSS THE FOLLOWING
(13ms) QUESTIONS. (p.80) - Ss work in groups to discuss which of these
To help Ss use the ideas Which of the UNICEF’s education programmes mentioned in the text do programmes can be the most useful for people in
and language in the you think can be the most useful for your local community? Why? their local area and explain why.
reading to talk about Discussion forum: - Ss vote on the most useful programmes and discuss
their own community. - T asks Ss to read the text again and focus on the UNICEF’s programmes as a class. T tells Ss that there are no right or wrong
mentioned in the text. answers and encourage them to freely express their
- T then gives the final comments on the discussion. opinions. T invites Ss from different groups to
present a summary of their discussions to the class.
CONSOLIDATION WRAP-UP
(1m) T asks: What have you learnt today? - Ss say what they have learnt
- To review what Ss have
learnt
HOMEWORK
(1m) - T assigns homework. - Ss take notes.
To draw Ss’ self learning
at home
Reflection:
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Period: 65

Lesson 4: Speaking

a. Vocabulary: job market, focus on, life-saving vaccine, drop out of school
2. Knowledge
- Understand how to express opinions;
- Discuss and express opinions about a project or a programme that can benefit their local area.
Sub-skills:Listening, Reading, Writing
4. Attitude:
- Understand more about programmes for communities;
5. Competence:
III. Techniques: - Pair work, group work, asking- answering, table completing, role-play
IV. Procedures:

STAGES/AIMS
WARM UP QUIZ: INTRO TO CHILD RIGHTS - Ss play the game and find out something new
(5’) - T lets Ss do a small quiz by UNICEF about child rights. about child rights, as well as what can be done to
- To introduce the topic Link:https://create.kahoot.it/pages/32c22a99-b815-4a16-8bf1- help children.
of the lesson. ec2915c82986?_=1571351723
- To activate Ss’ - T lets Ss do the quiz individually for up to 4 minutes. If there is no Internet
knowledge of the topic. connection, T prints out the quiz questions beforehand.
- Ss discuss their results and whether they found something new about child
rights, as well as what can be done to help children.
- T introduces the topic of the lesson.
PRE-SPEAKING TASK 1: Complete the conversation about a UNICEF programme with

TASK 1 the sentences in the box. Then practise it in pairs.
(7ms) - T asks Ss what they have learnt so far about international organisations, and
To help Ss recall their programmes or projects in Viet Nam. T encourages Ss to name the
information from the programmes that they have learnt about in the Reading lesson.
reading text and - T goes through the questions and answers to check understanding. - Ss say what they have learnt
introduce expressions - T gets Ss to work individually to match them.
for the speaking tasks. - T asks one student to read the question and another the correct answer.
- T confirms the answer and has Ss practise the conversation in pairs.
-Ss do the matching and then give the answers.

STAGES/AIMS
SPEAKING TASK 2: Work in pairs. Student A looks at the table below. Student B
TASK 2 looks at the table on page 85. Ask each other the questions in 1 to
(13ms) complete your table.
To introduce more - T asks Ss to look at the instructions and makes sure they understand this is - Ss work in pairs to do their conversations and
ideas for the main an information gap activity. T demonstrates using the example exchange about complete the missing information in their table
speaking task through the first piece of information. without looking at their partner’s table.
an information gap - T puts Ss in pairs and each student gets a role (A or B) to complete their
activity table by asking each other questions.
-T gives Ss some time to prepare the questions for their partners. T reminds Ss
B to look at their tables on page 85.
- T invites several pairs to role-play their conversations in front of the class,
then have them read the information in their tables.
- T confirms the answer.
POST-SPEAKING TASK 3: Work in groups. Discuss and decide which programme or

(18ms) project in 1 and 2 will bring more benefits to people in your local area.
To give Ss an Then share your ideas with the whole class.
opportunity to Debate:
personalise the topic and - T asks Ss to read the instructions and the example discussion to make sure
express their own they understand what to do. - Ss listen.
opinions about the - T introduces some useful expressions for Ss to use in their speaking. - Ss have five minutes to prepare their arguments
benefits of a programme - T asks Ss to think about the programme or project in task 2, and discuss in and assign roles to team members, e.g. who to open
or project. groups to decide which one will benefit their local area more. and close the debate, when to speak and what
- T puts one group that has chosen the UNICEF programme into one team and arguments to present.
one group that has chosen the UNDP project into another team. The two
teams debate which one is better for their local area, and the rest of the class - Ss discuss in groups to decide which programme
vote for the most convincing team. will benefit their local area more.
- If time allows, T calls two other groups to debate in front of the class.
- T asks the class for peer feedback then gives comments.
- Ss share their ideas with the whole class; the rest
listen and give feedback.
STAGES/AIMS
CONSOLIDATION
(1m) T asks: What have you learnt today? - Ss tell what they have learnt
To review what they
have learnt
HOMEWORK
(1m) T assigns homework. - Ss take notes.
To draw Ss’ self
learning at home
Reflection:
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Date of preparation:16 /1/2023
Period: 66

Lesson 5: Listening
Viet Nam’s participation in international organisations
a. Vocabulary: willing to, non-governmental organisation, select, gain
b. Grammar:
2. Knowledge
- Listen for specific information in a conversation about Viet Nam’s foreign relations
- Identify and use lexical items related to international relations
3. Skills: - Main skill: listening
- Sub skills: speaking, writing, reading
4. Attitude:
- Develop an awareness of Viet Nam’s foreign relations
- Be respectful towards all organizations
5. Competence:
- Develop communication skills and problem-solving skills
- Be collaborative and supportive in pair work and teamwork
III. Techniques: T/F statements, gap filling, discussing ...
IV. Procedures:

WARM UP: GAME: TO BE OR NOT TO BE
(4ms) - T shows a list of international organizations, one by one.
- To activate Ss’ - Ss get eliminated if they have one answer wrong. The Ss who have - Ss stand up if they think Vietnam is a member of that
knowledge on the topic the most correct answers win the game. organization, or stay seated if they think Vietnam isn’t.
of the lesson. - After the game, T shows all the answers again.. -Ss discuss the function of each organization and list
- To lead into the new - T give comments and introduces the lesson. more international organizations that Viet Nam is a
lesson. Key: member of, e.g. UN, WHO, WTO, APEC, ASEAN
United Nations Organization (UN): yes
World Trade Organization (WTO): yes
International Monetary Fund (IMF): yes - Ss discuss the function of each organization and list
The World Bank: yes more international organizations that Viet Nam is a
South Asian Association for Regional Cooperation (SAARC): no member of.
Association of South East Nations (ASEAN): yes
Organization for Economic Cooperation & Development (OECD): no
Asian Infrastructure Investment Bank (AIIB): yes
New Development Bank (BRICS Development Bank): no
G-77 – Group of 77: yes
PRE-LISTENING TASK 1: Work in pairs. Discuss which of the following statements
(7ms) are true about Viet Nam’s foreign relations.
To introduce the topic of - T asks Ss to name the international organizations that they learnt
the listening and get Ss about in this lesson or know about (United Nations (UN), World - Ss name the international organizations.
involved in the lesson. Health Organization (WHO), World Trade Organization (WTO), Asia-
Pacific Economic Cooperation (APEC), Association of SouthEast
Asian Nations (ASEAN)).
- T elicits or explains the concept of foreign or international relations,
e.g. relations or interactions between independent states or nations.
- T has Ss work in pairs to discuss and decide which of the statements
in the book are true about Viet Nam’s foreign relations.
- T asks some individual Ss to explain or provide evidence why their - Ss discuss and decide which of the statements are true
chosen statement is not true. about Viet Nam’s foreign relations.
- T checks answers as a class.
TASK 2: LISTEN TO A CONVERSATION ABOUT VIET - Ss read each of the statements and underline key words,
NAM’S FOREIGN RELATIONS. DECIDE WHETHER THE e.g. (1. member, more than, 60; 2. 650, non-
WHILE- LISTENING FOLLOWING STATEMENTS ARE TRUE (T) OR FALSE (F). governmental; 3. more active, international, regional; 4.
(p.81) selected, first training center, peacekeeping activities,
TASK 2(10ms) - T tells Ss to pay more attention to these words and phrases, and the Southeast Asia).
To help Ss practice context around them. T reminds Ss that the statements may include -Ss work individually to listen and decide whether each
listening for specific paraphrased or different information from what they hear in the statement is true or false.
information. recording so they should listen for synonyms, antonyms or phrases -Ss compare their answers in pairs / groups.
with similar meanings. -Ss listen again and complete the missing information
- T checks answers as a class and confirms the correct ones. T invites individually.
individual Ss to explain why each statement is true or false, and -Ss compare their answers in pairs or groups.
corrects the false sentences.
- T lets Ss listen again, pausing at the places where Ss can find the
information.
TASK 3: LISTEN TO THE CONVERSATION AGAIN AND - Ss do the task. Ss can compare their answers in pairs
COMPLETE EACH SENTENCE WITH NO MORE THAN TWO before listening to the recording the second time.
WORDS FROM THE RECORDING. (p.81)
TASK 3 (15ms) -T asks Ss to read the instructions and makes sure they understand that
they only need to write no more than two words on each blank.
To help students practise - T has Ss look at each sentence and make predictions, e.g. part of
listening for details speech, one or two words, meanings of the missing words. T explains
that Ss may hear a different sentence structure, but the word/phrase
needs to be the same as the one on the recording.
-T checks answers as a class by asking Ss to call out the missing
words/phrases or write them on the board.
- T lets Ss listen again, pausing the recording at the relevant parts.
POST-LISTENING TASK 4: WORK IN GROUPS. DISCUSS THE FOLLOWING - Ss work in groups. Each group chooses one
TASK 4(7ms) QUESTIONS. (p.82) international organization and makes a mind map to
To help students apply Which of the following are the benefits for Viet Nam as a member of identify the benefits that Viet Nam has gained as a
the language they have international organizations? Can you add more? member of that international organization. Ss can use the
learnt in the listening in a -T asks Ss to list the key information from the recording about Viet ideas mentioned in the recording (e.g. gaining many
speaking task about their Nam’s international relations. economic benefits, position in the world has improved) or
own experiences. E.g. Viet Nam is open to foreign relations. It is a friend and a reliable come up with their own ideas, e.g. selling Vietnamese
partner in the international community. It has become more active in products in many foreign markets.
international and regional activities. Viet Nam is also a member of -Ss put up their mind map as an exhibition around the
different trade organizations. This helps to increase trade with other classroom. If time allows, T asks some groups to present
countries and attract more foreign investors. Vietnam's position in the their mind maps to other classmates.
world has improved.
-T gives feedback on the groups’ performance.
CONSOLIDATION Teacher asks: What have you learnt today? - Listen to the T
(1m) - How can parents help their children achieve success in their studies
- To consolidate what
students have learnt in
the lesson
HOMEWORK -T asks to do the Listening exercises in the Workbook and prepare for
(1m) the Writing lesson. - Take notes.
at home
Reflection:
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Period: 67
UNIT 7: VIETNAM AND INTERNATIONAL ORGANIZATIONS

Lesson 6: Writing
Writing about Viet Nam’s participation in international organisations

a. Vocabulary:
b. Grammar: structures used to express ideas in the piece of writing
2. Knowledge
- Use lexical items related to the topic International organisations;
- Write a paragraph about the benefits for Viet Nam as a member of international organisations.
3. Skills: Main skill:Writing
Sub-skills:Reading, Speaking, Listening
4. Attitude:
- Develop an awareness of Viet Nam's participation in international organisations;
- Be respectful towards all international organisations.
5. Competence:
III. Techniques: pairwork, group work, explanation,…
IV. Procedures:
STAGES/AIMS
WARM UP: VIDEO WATCHING
(5ms) -T plays a video on Viet Nam’s development thanks to the help -Ss watch the video and note down the benefits that Viet Nam
- To get Ss interested from IMF (Link: https://www.youtube.com/watch? gained from joining IMF.
in the topic v=sHheWtXGLk4). -Ss discuss their notes and add what other benefits Vietnam
- To activate Ss’ - T gives feedback, if necessary, then introduces the lesson. has been able to gain.
STAGES/AIMS
knowledge of the
lesson
PRE-WRITING TASK 1: COMPLETE THE FOLLOWING SENTENCES.
TASK 1(5ms) USE THE WORDS IN THE BOX. (p.82) - Ss complete the activity individually.
To help Ss develop -T asks Ss to read the words in the word box and the sentences, - Ss compare their answers in pairs / groups
ideas for their writing and checks understanding. T elicits the meanings of any words
and provide more they don’t know.
useful words and - T checks answers by asking individual Ss to read the complete
phrases. sentences.
TASK 2: COMPLETE THE FOLLOWING DIAGRAM. .
TASK 2(7ms) USE THE IDEAS IN TASK 1 AND YOUR OWN IDEAS.
To help Ss develop (p.82) - Ss refer back to the previous activity and choose suitable
more ideas for their -T asks Ss to look at the diagram about the benefits that information (examples / details) to complete this diagram.
writing and organize membership of international organizations brought to Viet Nam. - Ss compare their answers in pairs or groups
them in a diagram. T tells Ss to study the three main benefits carefully and think
about any examples or details to support each one.
.
-T checks answers as a class. T draws the diagram on the board
and invites individual Ss to complete it.
WHILE-WRITING TASK 3: WRITE A PARAGRAPH (120 - 150 WORDS)

(20ms) ABOUT THE BENEFITS FOR VIETNAM AS A
MEMBER OF INTERNATIONAL ORGANIZATIONS. -Ss work in pairs and swap their paragraphs for peer review.
To help Ss practise USE THE INFORMATION IN THE DIAGRAM IN TASK Then Ss revise their paragraphs and correct any mistakes in
writing a paragraph 2. (p.82) their final draft.
about benefits for -T asks Ss to write a paragraph (120 - 150 words), based on the
Viet Nam as a information in the completed diagram from the previous
member of activity.
international - T reminds Ss to pay attention to the criteria: Task
organisations. achievement, Coherence and Cohesion, Vocabulary, and
Grammar.
-T sets a time limit for the task and walks round the class to give
further support if needed.
- When Ss finish writing, T spares some time for Ss to check
their paragraph.
STAGES/AIMS
POST-WRITING . PEER CORRECTION
(6ms) - T asks two Ss sitting next to each other to exchange their
To give students an writing, read their partner’s writing and write the symbols next - Ss do as instructed.
opportunity to to their partner’s mistakes like the ones in the table above. - Ss share their ideas with a partner
recognise the - T asks Ss to return their partner’s writing and lets them correct
common mistakes so themselves.
that they can avoid in - T reminds them that they can ask for their partner’s help.
writing -T goes round to offer help.
CLASS CORRECTION
-T writes Ss’ common mistakes on the board, and asks Ss to
check whether they make the same mistakes in their writing.
- T calls on some Ss to correct those mistakes as a class.
- T collects Ss’ writing and provides written feedback in the
next lesson.
CONSOLIDATION WRAP-UP
(1m) T asks Ss to talk about what they have learnt in the lesson.
To help students
memorise the content
of the lesson
HOMEWORK T asks SS to do exercises in the workbook and prepare for
(1m) Communication and Culture/CLIL lesson
To draw Ss’ self - Take notes.
learning at home
Reflection:
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Period: 68
UNIT 7: VIETNAM AND INTERNATIONAL ORGANISATIONS

Lesson 7: Communication and Culture/ CLIL

a. Vocabulary:
b. Grammar:
2. Knowledge:
- Make and respond to invitations;
- Learn about FAO and its activities to support Viet Nam.
4. Attitude:
- Understand more about the relationship between Viet Nam and FAO;
- Be respectful towards all international organizations
5. Competence:
III. Techniques: pairwork, group work, explanation, translation, example, role play…
IV. Procedures:

STAGES/AIMS
WARM-UP(3ms) GAME: YOU’RE INVITED!
To activate Ss’ -T shows some funny pictures of invitation cards on the board. E.g. - Ss look at the pictures and guess which event the
knowledge of the cards are referring to.
topic - Ss comment on the cards and discuss more ideas
to make an invitation creative but appropriate
.
-T gives feedback, if necessary, then introduces the lesson.
STAGES/AIMS
EVERYDAY TASK 1: LISTEN AND COMPLETE THE CONVERSATIONS WITH THE
ENGLISH EXPRESSIONS IN THE BOX. THEN PRACTISE THEM IN PAIRS. (p.83)
-T asks Ss to read the incomplete conversations and checks comprehension by asking -Ss work individually to listen and complete each
TASK 1(5ms) questions, e.g. Who are the speakers? Are the two conversations happening at the gap of the conversations with a suitable expression
To review same time? What are they talking about? from the box.
expressions for - T checks answers by asking two pairs of Ss to read the conversations. T elicits the
making and meaning and use of the expressions in the word box, e.g. C and D – to make an
responding to invitation; A – to accept an invitation and B – to reject an invitation. Ss practise the
invitations. conversation in pairs.
- T goes around the class and gives feedback.
TASK 2: YOU WANT TO INVITE A FRIEND TO JOIN YOU IN AN

ACTIVITY. WORK IN PAIRS. MAKE SIMILAR CONVERSATIONS LIKE
THE ONES IN 1. USE THE USEFUL EXPRESSIONS BELOW TO HELP
YOU. (p.83)
Game: Social butterfly
-T asks each student to take out a piece of paper, create an event they like and write
TASK 2(15ms) down the place and time of that event in their paper. Ss draw a table of guest list
To help Ss practice below the event info. -Ss stand up, walk around the class and invite as
making and many people to go with them to their event as
responding to -T gives feedback on Ss’ language use. possible. Ss only accept an invitation if they really
invitations. want to go and are free at that time. If not,
students decline the invitation and give an excuse.
- When a student accepts a classmate's invitation,
that student writes the event name in their
schedule and the classmate writes the student's
name in their guest list.
- After 10 minutes, Ss discuss who accepted their
invitations and what plans they have in their
schedule
STAGES/AIMS
TASK 1: READ THE TEXT BELOW AND COMPLETE THE DIAGRAM.
CULTURE (p.84)
TASK 1 (7ms) -T asks Ss some questions to find out what they already know about FAO, e.g. What - Ss work in pairs to read the text and complete the
does FAO stand for? (the Food and Agriculture Organization), What do you know diagram
To help Ss learn about about it? What are FAO’s main activities? (running projects to help developing
FAO and what it has countries).
contributed to the - T walks round the class and offers help, explaining unfamiliar words or answering
development of Viet questions if necessary.
Nam. -T goes back to the questions about FAO and asks which of the questions they can
answer now and cross them out.
- T checks answer by calling some pairs.
TASK 2: WORK IN PAIRS. USE THE DIAGRAM IN 1 TO TALK ABOUT

FAO AND ITS ACTIVITIES IN VIET NAM. (p.84) -Ss work in pairs to decide how they are going to
TASK 2 (14ms) -T assigns pairs and gives Ss a few minutes to study the diagram about FAO and its split the talk and practise for a few minutes
To help Ss practise activities in Viet Nam and plan their talk.
talking about FAO -T invites some pairs to give their talks in front of the class. The rest of the class ask
and its activities in questions or give feedback after the talks.
Viet Nam using the - T gives final comments on the talks
completed
diagram.
CONSOLIDATION WRAP-UP - listen to teacher

(1m) -T asks: What have you learnt today?
To help students
memorise the content
of the lesson that they
have learned
HOMEWORK - T asks SS to do exercises in the part Looking back and prepare for Looking back
(1m) and Project lesson
To draw Ss’ self - Take notes.
learning at home
Reflection:
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Period: 69
UNIT 7: VIETNAM AND INTERNATIONAL ORGANISATIONS

Lesson 8: Looking back & Project

a. Vocabulary:
b. Grammar:
2. Knowledge:
3. Skills: integrated skills,
4. Attitude:
- Understand more about international organizations;
5. Competence:
- Develop critical thinking skill;
III. Techniques: pairwork, group work, explanation, translation, example, scanning, games, gap fill..
IV. Procedures:
STAGES/AIMS
WARM UP:(5ms) . GAME: OUTLAST
- To arouse the -T asks Ss compete in two teams. Both teams have 3 “life points”. - Ss discuss the international organizations on the board
classroom atmosphere. - Every round, one team shouts the name of an international and add more information if necessary
To help students revise organization they have learned so far in Unit 7, then T writes it on
words/ phrases related to the board, then the opposing team has to respond by saying the
the topic function of that organization. The team that repeats what was said,
cannot remember anything else, or fails to respond will lose 1 life
STAGES/AIMS
point.
- T gives comments and introduces the lesson.
LOOKING BACK PRONUNCIATION
Listen and mark the primary stress in the words in bold. Then -Ss listen and mark the primary stress of the words in bold.
practise saying the sentences. (p.84) Ss with advanced English level may try marking the
PRONUNCIATION -T asks Ss to read the sentences and checks understanding. secondary stress as well.
(5ms) - T checks answers as a class by inviting individual Ss to say and - Ss check their answers with a partner
write the words, then mark the stress on the board.
- Ss practise saying the sentences out loud in pairs/ groups,
To help Ss revise stress in paying close attention to the stress pattern of the words in
words with more than bold.
three syllables.
VOCABULARY:
Complete the text with the correct forms of the verbs in the box. -Ss work individually to study the context carefully and
(p.84) decide on the words to fill in the gaps. T reminds Ss to
-T asks Ss to read the words in the box and the incomplete text. modify the forms of these verbs if needed.
- T checks answers as a class. - Ss compare their answers in pairs/groups.
GRAMMAR
Write another sentence using the word(s) in brackets. Make sure - Ss do the task as required.
VOCABULARY it has the same meaning as the previous one. (p.84) - Ss compare their answers in pairs/groups.
(5ms) -T asks Ss to do the activity individually and gives them enough time
To help Ss revise topic- to write the sentences.
related words. - T checks answers by inviting individual Ss to write the correct ones
on the board.
GRAMMAR (5ms)
To help Ss revise
comparative and
superlative adjectives
PROJECT (23ms) PRESENTATION
To provide an -T has Ss work in their groups and gives them a few minutes to get
opportunity for Ss to ready for the presentation.
develop their - T gives Ss a checklist for peer and self-assessment, and explains
STAGES/AIMS
communication and that they will have to tick the appropriate items while listening to
collaboration skills, and their classmates’ presentations and write comments if they have any.
to practice reporting The presenters should complete their self-assessment checklist after
survey results in an oral completing their presentation.
presentation. - If necessary, T goes through the criteria for assessing their talk to
make sure Ss are familiar with them.
-T invites two or three groups to give their presentations.
-T gives praise after each presentation, and encourages the rest of the
class to ask questions at the end.
- T asks Ss to give peer comments and fill in the self-assessment
checklist, then T gives the final feedback
CONSOLIDATION WRAP-UP - Listen to teacher
(1m) T asks: What have you learnt today?
- To consolidate what - Revise the consonant blends /br/, /kr/, and /tr/.
students have learnt in - Revise words/ phrases related to the topic Household chores.
the lesson. - Revise Present simple and Present continuous.
- To prepare for the next
lesson.
HOMEWORK (1m) -T asks SS to do Exercises in the workbook - Take notes.
at home
Reflection: ........................................................................................................................................................................................................................................
.........
.................................................................................................................................................................................................................................................
...........................................................................................................................................................................................................................................
Preparation date: Unit 8: NEW WAYS TO LEARN

Period: 70 GETTING STARTED
I. OBJECTIVES: By the end of the lesson, students will be able to:
a. Vocabulary: digital, exchange, high-speech, online learning
b. Grammar: relative clauses
2. Knowledge
- Be aware of the new learning activities and their importance
- Build up vocabulary with topic new learning activities and practice them
- Get to know the language aspects: relative pronouns
- Sub skills: writing, speaking,
4. Attitude:
- Familiarize with new learning activities
- Develop self-study skills
5. Competence
- Develop listening and reading skills
- Be collaborative and supportive in pair work and teamwork
1. Teacher: textbook, power point, laptop, TV
III. Techniques: pairwork, group work, explanation, translation, example, scanning, MCQ, gap filling
IV. Procedures:
STAGES/ TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

TIMING/ FOCUS
1.Warm up and - T stirs up the atmosphere and activate students’ knowledge on - Ss do as instructed.
Lead- in the topic new learning activities. - Ss work individuals.
(5 mins) - T sets the context for the listening and reading part.
T-Ss - T enhances students’ skills of cooperating with teammates. (https://create.kahoot.it/share/new-learning-activities/e8e880dc-
- T asks Ss to log into the game and answer the 6 questions in the 82c5-49f2-b944-747e2451e166)
game. The student with the most correct answers wins the game.
GAME: Kahoot!
**Link to the game: https://create.kahoot.it/share/new-learning-
activities/e8e880dc-82c5-49f2-b944-747e2451e166
- T declares the winner of the game.
- T shows on the slide again 6 words and lets students guess the
theme of lesson today: NEW LEARNING ACTIVITIES Answers:
- T gives relevant comments on the students’ answers. 1. Group work
Lead-in: “These days, we have experienced a number of new 2. Pairwork
learning activities and apply them in studying. Our lesson today is 3. Presentation
about New learning activities. 4. Debate
5. Projects
6. Experiment
2. Pre- (the - T asks Ss to look at the explanation and the photos to guess the - Ss say the Vietnamese meanings of the words.
dialogue) meaning of new words. - Other Ss correct if the previous answers are incorrect.
(10 mins) 1. Watch a video
T – Ss - Ss 2. Prepare materials
3. Do a project
4. Search information
5. Take notes
6. Discuss a topic
- T shows the meanings, says the words aloud and asks Ss to
repeat them.
3.While- TASK 1: LISTEN AND READ. (Activity 1, p.86) TASK 1. LISTEN AND READ (Activity 1, p.86)
(Vocabulary & - T asks Ss to listen to a conversation between Nick and Long and - Ss do the task individually.
functions) guess what they are talking about. - Ss share their answers with a partner.
(20mins) - T lets Ss listen.
T – Ss – Ss - T calls 2 Ss to answer the question. Suggested answers:
- T gives corrections. - They are talking about their learning activities.
- They are talking about their homework.
TASK 2: TRUE OR FALSE (Activity 2, p.87)
- T asks Ss to read the conversation again and decide if the TASK 2: TRUE OR FALSE (Activity 2, p.87)
statement is T (True) or F (False). - Ss do Task 2 individually first.
- T shows 3 statements on the slide and introduces the task. - Ss do the task in pairs.
1. Nick is preparing for his next geography class. Answers:
2. Nick’s note taking skills are quite good. 1. T
3. Nick’s class is working on many projects now. 2. F
- T pre-teaches reading skills: T shows 4 steps to do a ‘True or 3. T
False’ task in a random order on the slide and asks Ss to order
them into the correct order.
Step 1: Identify KEY WORDS (nouns, verbs, adjectives) in the
statement
Step 2: Find SIMILAR WORDS in the text
Step 3: Compare these SIMILAR WORDS with the KEY
WORDS to see if they are similar or opposite in content.
Step 4: Decide if the statement is true or false.
- Ss work in pairs and apply these 4 steps to do the task and correct
the false statements.
- T calls each student to give their answer and show the text on the
slide and highlight key words/correct information.
- T provides the explanations or asks for the explanations for false
statements.
Answers:
1. T
2. F
3. T
TASK 3: MATCH THE VERBS WITH THE NOUNS TO
MAKE PHRASES. (Activity 3, p. 87)
- T divides the class into 2 groups. Each group receives a pack of 6
cards, on which verbs are written.
- T sticks 6 phrases on the board. One representative of each group
goes to the board as fast as possible to stick their verb cards next
to the phrases on the board to make correct phrases.
Each correct phrase gets 1 point.
The winner is the group with more correct phrases.
WORD(S) ON THE VERBS ON
BOARD CARDS
a video watch TASK 3: MATCH THE VERBS WITH THE NOUNS TO
information prepare MAKE PHRASES. (Activity 3, p. 87)
a topic do - Ss work individually.
notes take - Ss share their answers with a partner.
materials discuss Answers:
a project search Watch a video
Prepare materials
- T gives correction Do a project
- T asks Ss to copy these phrases into their notebooks Search information
Answers: Take notes
Watch a video Discuss a topic
Prepare materials
Do a project
Search information
Take notes
Discuss a topic
TASK 4: COMPLETE EACH OF THE FOLLOWING
SENTENCES WITH ONE WORD FROM THE
CONVERSATION. (p.87)
- T asks Ss to read the conversation again, and find ONE suitable
word to complete sentences.
1. Nick is watching the video _______ his geography teacher
uploaded on Eclass.
2. This way of learning gives him a chance to discuss with his
classmates, _______ may have original ideas on the topic.
3. They are doing a lot of projects _______ help them understand
the lessons better.
4. That way of studying, _______ gives them more control over
their own learning, is quite useful.
- T calls one Ss to write their answer on the board.
- T corrects his/her work.
- T asks Ss: “What are these words : ‘that’, ‘who’, ‘which’
called?”
- T shows the correct answer on the slide and informs Ss that they
will learn more about relative pronouns and relative clauses in the
next lessons. TASK 4: COMPLETE EACH OF THE FOLLOWING
Answers: SENTENCES WITH ONE WORD FROM THE
1. that 2. who 3. that 4. which CONVERSATION. (p.87)
- Ss do the task individually.
- Ss share the answers with a peer.
Answers:
1. that
2. who
3. that
4. which
4. Post- (Game) TASK 5: QUIZIZZ TASK 5: QUIZIZZ
(8mins) - T asks Ss to log into the survey and answer 5 questions in the - Ss do as instructed.
S-Ss survey. Link to the survey: - Ss do the task individually.
T-S-Ss https://quizizz.com/admin/presentation/61cf36470bdae7001f0059e
0
- T asks Ss to go to the link and give their votes on Quizizz
1. What activities have you experienced before?
2. What are your favorite activities?
3. What activities do you dislike?
4. What activity do you think is the most difficult?
5. What activities will you join more in the future?
- Based on the votes, T calls some Ss and asks them the
following questions:
With the results of Question 3: Why don’t you like them?
With the results of Question 4: Why is it difficult? Can the
teacher do anything to make it easier?
- T emphasizes the activities with the highest/lowest votes one
more time and gives comments.
5. Summary WRAP-UP WRAP-UP
(1min) - T asks Ss: What have you learnt today? - Some lexical items about new wasy to learn
- Reading for specific information
- Scanning
6. Homework HOMEWORK HOMEWORK
assignment 1. Exercises in the workbook - Take note
(1min) 2. Project preparation 1. Exercises in the workbook
- T has Ss look at the last page of Unit 8, the Project lesson and 2. Project preparation
asks them what topic of the project is.
- T tells them the project requirements: Ss will have to do a survey
to find out 15 students to interview in which they will ask about
the following:
+ names of students using electronic devices in learning;
+ types of electronic devices (e.g. desktop computers, laptops,
tablets, smartphones);
+ how often they use them (e.g. every day, twice a week);
+ purposes for using them (e.g. to read articiles, to use
educational apps, to take online courses).
- T reminds Ss to present their group’s findings to the class. Their
presentation should include:
+ How many students use each device?
+ Which electronic devices do students use for study/
relaxation/ social interaction?
+ How often do they use these devices? Give possible reasons.
- Puts Ss into groups and has them choose their group leader; Asks
them to assign tasks for each member, making sure that all group
members contributes to the project work.
- Helps Ss set deadlines for each task.
Reflexions:
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………
Period: 71 LANGUAGE
I. OBJECTIVES: By the end of this lesson, students will be able to:
a. Vocabulary: words and phrases related to new ways to learn
b. Grammar: relative clauses
2. Knowledge
- Use the lexical items related to the topic New ways to learn;
- Put the stress in the correct words in the sentence;
- Review the use of relative pronouns and relative clauses.
4. Attitude:
- Be ready to use different ways to study;
5. Competence
1. Teacher: pictures, textbook, power point, laptop, TV
III. Techniques: pairwork, matching, explanation, translation, games, gap filling, transformation
IV. Procedures:
STAGES/
FOCUSES
1. Warm -up: GAME: NAME TEN GAME: NAME TEN
(5 mins) - T gives instructions. - Ss work in 4 groups, discuss and take notes of the name of
T-Ss - T asks Ss to write down the names of 10 items related to online 10 items as quickly as possible, then take turns to write the
Ss-Ss learning. words/ phrases on the board.
- T checks if the words are suitable and corrects if Ss spell or
pronounce the words/ phrases incorrectly.
Suggested answers: laptop, smartphone, headphones, tablet, Suggested answers: laptop, smartphone, headphones, tablet,
touch pen, earphones, microphone, webcam, Internet, wifi. touch pen, earphones, microphone, webcam, Internet, wifi.
Lead-in: Due to the situation of Covid-19, all of us are familiar
with new ways of learning, one of which is Online learning. And
STAGES/
FOCUSES
that’s why “New ways of learning” is chosen as the general
theme of Unit 8. In the lesson today, we are going to learn more
about this topic. First of all, let’s come to the first part:
Pronunciation.
2. - T introduces the rules of sentence stress by letting Ss listen to a - Ss listen, find the stressed words and their word form.
Pronunciation sentence.
presentation We should finish the project for our history class.
T-Ss - T asks Ss to say the words that are stressed in the sentence and - Ss exchange their answers with their partner.
(8mins) find out their word forms.
Suggested answers:
Stressed words in the sentence include:
FINISH: verbs
PROJECT, HISTORY, CLASS: nouns
- T corrects the answers, gives feedback and draws Ss’ attention
to the rules of sentence stress.
Sentence stress is what gives English its rhythm or "beat".
Sentence stress is accent on certain words within a sentence.
Most sentences have two basic types of word:
Content words:
Content words are the key words of a sentence. They are the
important words that carry the meaning or sense—the real
content. often stressed in a sentence.
Structure words:
Structure words are not very important words. They are small,
simple words that make the sentence correct grammatically.
They give the sentence its correct form—its structure. often
unstressed in a sentence.
TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO
THE STRESSED WORDS IN THE SENTENCES. (p.87)
- T plays the recording and asks Ss to listen and repeat. T also
asks Ss to quickly note down the word form of stressed words in
the sentences.
- T checks if the answers are correct or incorrect.
Suggested answers: TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO
1. We should ‘finish the ‘project for our THE STRESSED WORDS IN THE SENTENCES. (p.87)
STAGES/
FOCUSES
(v) (n) ‘history ‘class. - Ss listen and do as required.
(n) (n) - Ss compare the answers with their partner.
2. ‘Peter is re’vising for his e’xam ‘next
(n) (v) (n) (adj) ‘week.
(n)
3. ‘Students will ‘spend more ‘time ‘working
(n) (v) (n) (v) with ‘other
‘classmates. Suggested answers:
(adj) (n) 1. We should ‘finish the ‘project for our
4. I ‘like to ‘watch ‘videos that ‘help me ‘learn (v) (n) ‘history ‘class.
(v) (v) (n) (v) (v) (n) (n)
‘new ‘things. 2. ‘Peter is re’vising for his e’xam ‘next
(adj) (n) (n) (v) (n) (adj) ‘week.
5. I have in’stalled some ‘apps on my ‘phone. (n)
(v) (v) (n) 3. ‘Students will ‘spend more ‘time ‘working
(n) (v) (n) (v) with
‘other ‘classmates.
(adj) (n)
4. I ‘like to ‘watch ‘videos that ‘help me ‘learn
(v) (v) (n) (v) (v)
‘new ‘things.
(adj) (n)
5. I have in’stalled some ‘apps on my ‘phone.
(v) (v) (n)
3. Practice TASK 2: READ AND UNDERLINE THE STRESSED TASK 2: READ AND UNDERLINE THE STRESSED
(5mins) WORDS IN THE SENTENCES. (p.87) WORDS IN THE SENTENCES. (p.87)
T-Ss - T asks Ss to underline the stressed words in the sentences. - Ss go to the board to stick a symbol (i.e: a flower) under the
Before reading and doing the task, T lets Ss review the rules in stressed word.
pairs. - Ss discuss the answers.
- T prepares a big piece of paper for the sentences and sticks it
S-S on the board.
T gives corrections and feedback. Suggested answer:
Suggested answer: 1. Our teacher often gives us videos to watch at home.
STAGES/
FOCUSES
1. Our teacher often gives us videos to watch at home. 2. I never read books on my tablet at night.
2. I never read books on my tablet at night. 3. It is a new way of learning and students really like it.
3. It is a new way of learning and students really like it. 4. You can find a lot of useful tips on this website.
4. You can find a lot of useful tips on this website. 5. They should make an outline for their presentation.
5. They should make an outline for their presentation.
4. Grammar TASK 1: MATCH THE WORDS AND PHRASES WITH TASK 1: MATCH THE WORDS AND PHRASES WITH
&Vocab. THEIR MEANINGS. (p.88) THEIR MEANINGS. (p.88)
(4mins) - T asks Ss to match in pairs. - Ss do the task as required.
- T calls some pairs to share their answers with the whole class. Answers:
T-Ss 1.c 2.d 3.a 4.e 5.b
S-S - T gives feedback and corrections (if necessary).
Answers:
1.c 4.e
2.d 5.b
3.a
TASK 2: COMPLETE THE SENTENCES WITH THE
WORDS OR PHRASES IN TASK 1. (p.88) TASK 2: COMPLETE THE SENTENCES WITH THE
- T asks Ss to work independently and put a suitable word or WORDS OR PHRASES IN TASK 1. (p.88)
phrase in each blank. - Ss do the task as required.
- T allows Ss to share their answers before discussing it as a Answers:
class. 1. face-to-face
- T corrects the answers and gives feedback. 2. online learning
Answers: 3. prepare for
1. face-to-face 4. Strategy
T-Ss 2. online learning 5. blended learning
S-S 3. prepare for
(5mins) 4. Strategy
5. blended learning
5. Practice RELATIVE CLAUSES RELATIVE CLAUSES

T- S-Ss - T lets Ss recall the knowledge of relative pronouns. - Ss do as instructed.
(6mins) - A relative clause gives more information about a person or
thing by defining the noun before it. It usually begins with a
relative pronoun: who, whom, which, that or whose.
STAGES/
FOCUSES
TASK 3: MATCH THE TWO PARTS TO MAKE

COMPLETE SENTENCES. (p.88)
- T has Ss read the sentences individually once and asks them to TASK 3: MATCH THE TWO PARTS TO MAKE
pay attention to relative pronouns (who, which, that, whose) to COMPLETE SENTENCES. (p.88)
find the correct nouns before them. - Ss match the information in the left column and the right
- T asks Ss to work in pairs to compare their answers. T calls one.
some Ss to share their answers with the whole class. Answers:
- T gives feedback and corrections (if necessary). 1. d 2. e 3. B 4. c 5. a
Answers:
1. d 2. e 3. b 4. c 5. a
- T lets Ss recall the knowledge of defining and non-defining

relative clauses.
- There are 2 types of relative clauses: Defining relative clause
and Non-defining relative clause.
+ Defining relative clause is used to give essential information - Ss do as instructed.
about someone or something – information that we need in order - Ss listen to the T and take notes.
to understand what or who is being referred to.
T- Ss + Non-defining relative clause is used to give extra information
(5mins) about the person or thing. It is not necessary information. We
don’t need it to understand who or what is being referred to.
TASK 4: JOIN THE FOLLOWING SENTENCES. USE
WHO, THAT, WHICH OR WHOSE (p.88) TASK 4: JOIN THE FOLLOWING SENTENCES. USE
STAGES/
FOCUSES
- T asks Ss to work independently. WHO, THAT, WHICH OR WHOSE (p.88)
- T calls 1 or 2 Ss to write their answers on the board. - Ss do the task as required.
- T checks their answers sentence by sentence. Answers:
Answers: 1. My brother, who is good at computers, teaches me how to
1. My brother, who is good at computers, teaches me how to use use a laptop.
a laptop. 2. Peter, whose sister is taking an online Maths course, is a
2. Peter, whose sister is taking an online Maths course, is a friend of mine.
friend of mine. 3. Lan has read the book which/that I lent her.
3. Lan has read the book which/that I lent her. 4. The boy who had designed this invention is only 10 years
4. The boy who had designed this invention is only 10 years old. old.
5. That app, which can help improve your pronunciation, is easy 5. That app, which can help improve your pronunciation, is
to use. easy to use.
6. EXTRA GAME: WHO IS FASTER? GAME: WHO IS FASTER?
ACTIVITY - T divides Ss into groups of four, gives each group a piece of - Ss work in groups and write the sentences.
(5mins) paper, and asks them to write 2 sentences: one with a defining
T-S relative clause and one with a non-defining relative clause.
S-S Another requirement is that the sentences must include
T-S vocabulary about different ways to learn (such as: online
learning, blended learning, face-to-face learning, etc)
(e.g.: Blended learning is a new way to learn that is used
commonly in Vietnam nowadays.)
- T asks each group to hand in their paper. The fastest group with
all correct sentences is the winner.
- T checks all the answers. T asks the winner to read aloud their
sentences with correct stress in each sentence.
7. WRAP-UP WRAP-UP
Consolidation - Teacher asks: What have you learnt today? - Stress sentence
(1min) - Some lexical items about new ways to learn
- Relative clauses
8. Homework HOMEWORK Copy down

T-Ss - Exercises in the workbook.
(1min) - Practice grammar and vocabulary by completing a worksheet
given by the teacher.
Reflexions:
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………
Period: 72 READING
a. Vocabulary: distraction (n), strategy (n), (to) exchange (v)
2. Knowledge
- Develop reading skills for general ideas and for specific information about online and face-to-face learning.
3. Skills: Main skill: Reading
Sub-skills: Listening, Speaking, Writing
4. Attitude:
- Understand more about advantages and disadvantages of online and face-to-face learning, therefore, students can make use of the strong points of each
method;
5. Competence
- Develop presentation skills;
III. Techniques: Reading comprehension, multiple choice, asking and answering
IV. Procedures:
Stages/
Focuses/ Teacher’s activities Students’ activities
Timing
1. Warm up GAME: GUESSING GAME GAME: GUESSING GAME
T-Ss - T divides class into 2 teams and explains the rules of the games: - Ss work in groups and guess the key words.
Ss-Ss - There are 3 sets of pictures (3 pictures/set) which are about different ways of - Ss share their answers with the whole class.
(5mins) learning.
- T shows each set of pictures, one by one.
- If one team:
+ gets the correct answer after the 1st picture  they get 3 points.
+ gets the correct answer after the 2nd picture  they get 2 points.
+ gets the correct answer after the 3rd picture  they get 1 point.
- The team with more points will be the winner.
- T checks if the answers are correct or incorrect.
Set 1:
Key: Online learning

Set 2:
Key: Self study

Set 3:
Key: face-to-face learning

Lead-in: We can see that there are many different ways to learn such as online
learning, self-study or face-to-face learning and it’s also what we are going to
learn in the Reading lesson today.
2. Pre- reading TASK 1: LOOK AT THE PHOTOS AND ANSWER THE QUESTIONS.
T-Ss (p.89) - Ss answer the questions
Ss-T - T leads Ss into the lesson by showing the pictures p.89 and asks them some
(10mins) questions: Suggested answers:
1. at home, in front of a computer
2. teacher/tutor
3. online
4. in the classroom
5. yes
6. face-to-face learning
1. Where is the girl in the picture a?

2. What can you see on her computer screen?
3. How is she learning?
4. Where are students in picture b?
5. Are they facing the teacher? /Are they taught in person?
6. What do we call this traditional type of learning?
7. Have you experienced both ways of learning?
- T calls some Ss to share the answers with the whole class.
- T checks and corrects if Ss spell or pronounce the words/ phrases incorrectly.
Suggested answers:
1. at home, in front of a computer
2. teacher/tutor
3. online
4. in the classroom
5. yes
6. face-to-face learning
Lead-in: In reality, we have been familiar with both types of learning: face-to-
face and online learning. In the lesson today, we are going to read about some VOCABULARY
opinions of the two most popular types of learning. - Ss say the Vietnamese meaning of the word.
VOCABULARY
- T asks Ss to look at the explanation and the photos to guess the meaning of new
words. T asks Ss to get the meaning of the in context.
1. distraction (n) /dɪˈstrækʃən/: something that prevents someone from
giving their attention to something else
2. strategy (n) /ˈstrætədʒi/: a way of doing something or dealing with something
3. (to) exchange (v) /ɪksˈtʃeɪndʒ/: to give something to someone - Other Ss correct if the previous answers are
and receive something from that person incorrect.
-T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat
them.
3. While- TASK 2: READ THE TEXTS. WHAT ARE THE TWO STUDENTS TASK 2: READ THE TEXTS. WHAT ARE
reading TALKING ABOUT? CHOOSE THE CORRECT ANSWER. (p.89) THE TWO STUDENTS TALKING ABOUT?
(17mins) - T asks Ss to open the book, read through the texts quickly and tell the main idea CHOOSE THE CORRECT ANSWER. (p.89)
S-S of the texts. - Ss do the task as required.
Ss-Ss - T calls some Ss to give the answer and explain which sentence gives them the Answer:
T-Ss information. B. Ways of learning
- T checks if the answer is correct or incorrect.
A. Ways of helping students
S-S B. Ways of learning
Ss-Ss C. How to enjoy learning
T-Ss Answer:
B. Ways of learning TASK 3: READ THE TEXTS AGAIN AND
TASK 3: READ THE TEXTS AGAIN AND DECIDE WHO MENTIONS DECIDE WHO MENTIONS THE
THE FOLLOWING BY PUTTING A TICK IN THE CORRECT BOX. FOLLOWING BY PUTTING A TICK IN
(p.90) THE CORRECT BOX. (p.90)
- T asks Ss to read through the sentences and underline or highlight the keywords - Ss do as required.
in each sentence. - Ss work independently.
- T lets Ss work independently and find the correct answer. Answers:
- T lets Ss compare their answers in pairs before checking with the whole class. This person:
- T checks the answers by the game “Magic box” 1. thinks that online learning is not as good as
- There is a ‘magic box’ with 6 cards in which 6 sentences are written. face-to-face learning (Kim)
- T divides class into 2 groups, each group sends a member to pick a card and 2. gains the same knowledge in both ways of
answer a question. learning (Laura)
- The group gaining more points is the winner. 3. has more direct conversations and discussions
Answers: (Kim)
This person: 4. uses e-mail to contact classmates (Laura)
1. thinks that online learning is not as good as face-to-face learning (Kim) 5. can pay more attention in class (Kim)
2. gains the same knowledge in both ways of learning (Laura) 6. needs to have access to high-speed internet
3. has more direct conversations and discussions (Kim) (Laura
4. uses e-mail to contact classmates (Laura)
5. can pay more attention in class (Kim)
6. needs to have access to high-speed internet (Laura)
4. Post- TASK 4: WHICH WAY OF LEARNING IS BETTER? WHY? (p.90)
reading - T sets the scene and gives instruction.
Ss-Ss/ S-Ss You are students who are taking part in a forum about educational innovations. - Ss listen to the T and do as instructed.
(8mins) The topic of the forum this year is: face-to-face learning or online learning?
Raise your voice and express your personal viewpoint.
- T lets Ss work in groups, discuss the question and give explanation.
- T calls some Ss to present their answers in front of the whole class.
- T allows Ss to give comments for their friends and vote for the most interesting
and informative presentation.
- T gives feedback and comments.
Consolidation WRAP-UP WRAP-UP
T-Ss (1min) Teacher asks: What have you learnt today? - Ways of learning
Homework HOMEWORK Copy down

T-Ss (1min) - T asks Ss to write down their opinion about the way of learning they prefer.
- T asks Ss to search for the pros and cons of online learning.
Teacher’s reflection:
…………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
..
………………………………………………………………………………………………………………………………………………………………………
..

Period: 73 SPEAKING

a. Vocabulary: earphones, headset, wifi router
b. Grammar: the present simple, relative clauses
2. Knowledge
- Gain an overview about the topic Online learning
- Memorize vocabulary to talk about online learning.
Sub-skills:Listening, Reading, Writing
4. Attitude:
- Familiarize with online learning and ready to adapt this new way of learning.
5. Competence
- Gain some language expressions to talk about advantages and disadvantages
- Talk about the advantages and disadvantages of online learning and give reason for their ideas
III. Techniques: - Pair work, group work, asking- answering, table completing, role-play
IV. Procedures:
STAGES/
FOCUSES/ TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
TIMING
Warm up Game: Jigsaw puzzle Game: Jigsaw puzzle
Ss-T - T asks Ss to guess the name of each device in each puzzle and guess the key picture - Ss do as told.
(5mins) behind after each puzzle is opened. Answer:
Picture 1: Picture 2: Picture 1: earphones Picture 2: headset
Picture 3: laptop Picture 4: wifi router
Picture 5: Zoom
Key picture: Online learning T leads into the

topic of today lesson: Online learning
Picture 3: Picture 4:
Picture 5:
STAGES/
TIMING
Key picture:
Answer:
Picture 1: earphones Picture 2: headset
Picture 3: laptop Picture 4: wifi router
Picture 5: Zoom
Key picture: Online learning T leads into the topic of today lesson: Online learning
Pre- speaking TASK 1: FILL IN THE TABLE TASK 1: FILL IN THE TABLE
- T shows on the screen the following table. - Ss do as told.
S-Ss - T asks Ss to refer to the advantages and disadvantages of online learning when
(7mins) compared to face-to-face learning from the Reading lesson and fill in the table.
-………………… -………………
- T asks 2 Ss to give their answers.
- T gives feedbacks and shows the correct answers on the slide.
Suggested answers:
STAGES/
TIMING
While- TASK 2: FILL IN THE CHART (p.90) TASK 2: FILL IN THE CHART (p.90)
speaking Put the advantages and disadvantages of online learning from the box into Put the advantages and disadvantages of
S-S suitable categories. You may add more to each category. online learning from the box into suitable
(21mins) - T asks Ss to open the book, work in pairs and put the following 6 statements into 2 categories. You may add more to each
columns: Advantages and disadvantages of online learning category.
- T asks 2 pairs of Ss to give their answers. - Ss work in pairs and fill in the chart.
- T gives correction on the slide.
Answers:
Advantages: a, d, e
Disadvantages: b, c, f
TASK 3: FILL IN THE TABLE (p.90)
Work in groups. Each group chooses to be either For or Against online learning. TASK 3: FILL IN THE TABLE (p.90)
Discuss and provide explanations to support your side. Use the table below to Work in groups. Each group chooses to be
note your ideas. either For or Against online learning.
Discuss and provide explanations to support
your side. Use the table below to note your
ideas.
- T asks Ss to give
examples/evidence for each advantage and disadvantage mentioned in Task 2 by
filling in the table. - Ss work in groups and fill in the chart.
- T asks one group to give their answers and asks if other groups want to add anything Suggested answers:
else. FOR
- T gives correction on the slide. – We can learn anytime and anywhere with an
Suggested answers: Internet connection. (We don’t have to go to
FOR school and we can save a lot of time
– We can learn anytime and anywhere with an Internet connection. (We don’t have to travelling. We can do assignments when we
go to school and we can save a lot of time travelling. We can do assignments when have free time as they are uploaded online.)
we have free time as they are uploaded online.) – We can organise our own study schedule.
STAGES/
TIMING
– We can organise our own study schedule. (We choose to attend the courses that are (We choose to attend the courses that are
suitable for our schedule. The timetable may not be fixed.) suitable for our schedule. The timetable may
AGAINST not be fixed.)
– This can harm our health. (If we sit in front of a computer for a long time, it can AGAINST
cause shortsightedness or backache.) – This can harm our health. (If we sit in front
– We may have technical problems. (We can't follow the teacher's lesson or submit of a computer for a long time, it can cause
homework.) shortsightedness or backache.)
– We may have technical problems. (We can't
follow the teacher's lesson or submit
homework.)
Post- speaking TASK 4: ROLE-PLAY (p.90) TASK 4: ROLE-PLAY (p.90)
S-Ss Discuss your opinions about online learning. Use your notes in Task 1,2,3 Discuss your opinions about online learning.
(10mins) - T divides the class in 4 groups and play different roles as described below: Use your notes in Task 1,2,3
- Group 1: Zoom CEO - Ss have to use the ideas provided in Task
- Group 2: Students 1,2,3 and useful languages on the slides.
- Group 3: Teachers
- Group 4: Parents
- T explains the context of the role-play: It’s an educational talk show where each
member will take turns talking about the advantages and disadvantages of online
learning from their point of view.
USEFUL LANGUAGES:
Advantages:
-A positive aspect of …….
-A benefit of ……. is …..

-A good point about… is …
-An argument in favor of .. is …
Disadvantages:
A negative aspect of…. is ……
An argument against …. is …..
A drawback of .… is ….
-T shows the marking criteria on the slides. - Ss discuss in 7 minutes to prepare Ss work in
Marking criteria: ….. / 40 - Each group send 1 member to the board to
Useful expressions: …/10 deliver the talk shows.
Ideas (from task 1,2,3): …/10
STAGES/
TIMING
Pronunciation: …/10
Fluency: …./ 10
- T gives feedback and marks each group’s performance based on the marking
criteria.
Consolidation WRAP-UP WRAP-UP
T-Ss (1min) Teacher asks: What have you learnt today? - Activities and opinions about online learning.
Homework HOMEWORK
T-Ss (1min) - Exercises in the workbook Copy down
- Prepare for Listening lesson
Reflexions:
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
Date of preparing: Period: 74

UNIT 8: NEW WAYS TO LEARN Lesson: LISTENING
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Blended-learning class
- Memorize vocabulary to talk about blended learning.
2. Core competence
- Develop listening skills: listen for specific details
3. Personal qualities
- Familiarize with blended-learning class and identify the differences between traditional and blended-learning class.
II. TEACHING AIDS AND MATERIALS

- Grade 10 textbook, Unit 8, Listening
- Computer connected to the internet, projector
III. PROCEDURES
Stages/Focus Teacher’s activities Students’ activities

on/Timing
1. Warm up 1. Warm up: -
(T-Ss-5’) a. Objectives/ Stage : To activate students’ knowledge on the topic -
of the unit
To set the context for the listening part
b. Content: A video about “ blended learning”
c. Expected outcomes: get involved in the topic of the lesson
d. Organization: In each activity, each step will be represented as
following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
-Watch the clip, take notes and then answer the questions
Watch a video
-Shows a video about “Blended learning” from Youtube: (from
0:00 - 1:28)
https://www.youtube.com/watch?v=-bwhR1ZKGRE
-Asks Ss to watch the video then name 3 components of blended
learning.
-Asks 2 Ss to give their answers and gives corrections.
Answers:
3 components are
- face-to face learning activities
- digital learning objects
- independent study time
2. Before 2. Presentation/ Pre-listening:
(T-Ss-S-7’) a. Objectives/ Stage aim: To provide students with vocabulary for
the following listening task
b. Content: Vocabulary related to “ Blended learning” -Look at the slides and raise hands to answer.
c. Expected outcomes: Learn more about Vocabulary related to “
Blended learning”
d. Organization:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
VOCAB GAME: GUESS THE WORD(S)
-Asks Ss to look at the slides and guess the word(s) as instructed.

UNIT 8: NEW WAYS TO LEARN Lesson: WRITING
I. OBJECTIVES:
1. Knowledge:
- Use the lexical items related to the topic New ways to learn.
- Write a paragraph about the benefits of blended learning.
2. Core competence:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and team work.
3. Personal qualities:
- Recognize the benefits of blended learning so that students can make use of their time in class to study better;
- Be more active in blended learning classrooms.
II. TEACHING AIDS AND MATERIALS:
- Grade 10 textbook, Unit 8 - Writing.
- Computer connected to the internet.
- Projector/ TV/ pictures and cards.
- Sachmem.vn.
III. PROCEDURES:
Stages/Focus TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
on/Timing
1. Warm up 1. Warm up:
(T-Ss-5’)
a. Objectives/ Stage:
- To introduce the topic of writing.
- To set the context for the writing part.
b. Content: Watching video related to blended learning.
c. Expected outcomes: Identify the definition of “ blended learning”.
d. Organization: Individually.
WATCHING VIDEO CLIP:
https://www.youtube.com/watch?v=NPvreKWaKjY
- Asks Ss to watch the video clip and write down all types of learning - Watch the video clip.
that they have learnt. - Write down all types of learning that they have learnt.
- Checks if the answers are correct or incorrect, and reviews the - Share the answers with each other.
meaning of the learning methods. - Listen.
- Draws Ss’ attention to the phrase BLENDED LEARNING and lets
them know they are going to learn about this topic.
- Lead-in: Blended learning is an approach to education that combines
online educational materials and opportunities for interaction online
with traditional place-based classroom methods. Today we are going
to learn how to write a paragraph about the benefits of it.
2. Presentation/ Pre-writing:
2. Before
(T-Ss-S-7’) a. Objectives/ Stage aim:
- To provide students with some ideas about the benefits of blended
learning.
- To help students get some more ideas to prepare for the writing task.
b. Content: Discuss and tick the benefits of blended learning.
Use the benefits in 1 and their ideas to complete the
following outline.
c. Expected outcomes: Develop and organize ideas for their writing.
d. Organization: pair work, group work.
TASK 1: DISCUSS AND TICK THE BENEFITS OF BLENDED
LEARNING. (p.92)
- Gives instruction.
- Asks Ss to work in pairs.
- Calls some pairs to present their answers in front of the whole class.
- Checks if the answers are correct or incorrect and gives feedback.
Suggested answers:
1. It helps Ss have more control of their own learning.
2. It is easier to get access to lesson materials. - Listen.
4. Ss can develop better communication and teamwork skills. - Work in pairs to discuss and agree on the answers.
BRAINSTORMING - Present their ideas.
- Asks Ss to work in groups to find some other benefits of blended
learning. - Listen.
- Asks groups to stick the A0 paper on the board.
- Gives feedback.
Suggested answers:
- Ss are more interested in the lessons by getting access to various
types of tasks and assignments.
- The connection between T and Ss is easier via different channels. - Do as asked and take notes in A0 paper.
- Ss remember knowledge easier and longer.
- Ss have more space and time to express their viewpoints. - Stick the A0 paper on the board.
TASK 2: USE THE BENEFITS IN TASK 1 AND YOUR OWN - Listen and take notes.
IDEAS TO COMPLETE THE FOLLOWING OUTLINE. (p.92)
- Gives instruction.
- Calls some Ss to present their answers in front of the whole class.
- Gives feedback.
Suggested answers:
- Second, Ss can develop better communication and teamwork skills.
- Explanation 1: We can use different ways to communicate in class.
- Concluding sentence: I think we should have more blended learning
classes at school because they keep us engaged and help us learn - Listen and do as asked.
useful skills. - Work individually to complete the blanks in the outline by
3. While
(T-Ss-25’) 3. Practice/ While –Writing: using the ideas that they have just brainstormed.
Control – Semi
a. Objectives/ Stage aim: To let students learn how to write a - Listen and take notes.
practice
paragraph about the benefits of blended learning.
b. Content: Discuss and express opinions about online learning.
c. Expected outcomes: Write a paragraph (120-150 words) about the
benefits of blended learning.
d. Organization: individually, group work.
TASK 3: USE THE OUTLINE IN TASK 2 AND WRITE A
PARAGRAPH ABOUT THE BENEFITS OF BLENDED
LEARNING. (p.92)
Useful expressions:
- Asks Ss for some useful phrases or expressions that can be used in
the writing.
- Gives feedback, adds more if necessary and shows the table
containing all the useful expressions to help Ss with their writing task.
Suggested answers:
+ The first/second benefit is … N/V-ing
+ Firstly, Secondly, Finally …
+ First, Second,…
+ To conclude, In conclusion, In brief, …
+ We will be able to …
+ This enables + O + to-V - Listen.
WRITING: - Speak out the expressions.
- Asks Ss to work in groups, gives them a large piece of paper and asks - Discuss whether the expressions are appropriate or not.
them to write the full paragraph into the paper in 6 minutes. - Listen.
- Asks Ss to pay attention to punctuation, structures, word choice,
linking words, etc.
- Reminds Ss to use some linking words to list out the ideas as well as
some expressions to talk about the benefits of blended learning.
- Walks around the class and manages the process, provides more
guidance if necessary.
4. After 4. Production/ Post - writing:
(T-Ss-S-7’)
a. Objectives/ Stage aim:
Semi practice
– Free practice - To do a cross-check and final check on students’ writing.
- To consolidate what students have learnt in the lesson. - Work in groups, do the task as required.
b. Content: vocabulary, grammar, ideas ( the benefits of blended
learning). - Discuss while writing.
c. Expected outcomes: write a paragraph about the benefits of blended
learning. - Listen and take notes.
d. Organization: face-to-face, group work.
CROSS-CHECKING
- Has the groups swap and give feedback on each other’s writing.
- Shows a writing rubric to help Ss do the peer review.
1. Topic sentence: …/10
2. Supporting detail sentences: …/10
3. Elaborating detail sentences: …/10
4. Legibility: …/10
5. Spelling and grammar: …/10
TOTAL: …/50
- Gives feedback on one writing as a model.
- Choose some useful or excellent words/ phrases/ expressions/ word - Listen and take notes.
choices Ss have used to give suggestions to other Ss. - Do the task as required.
- Choose some typical errors and correct as a whole class without - Discuss in groups to complete the cross-checking.
nominating the Ss’ names.
- T asks Ss to talk about what they have learnt in the lesson.
5. Homework
* HOMEWORK: - Listen and take notes.
(T-Ss-1’)
- To allow students to finalize their versions after being checked by
friends and teacher.
- Asks Ss to: + Rewrite the paragraph in the notebooks.
+ Prepare for the Communication and Culture/CLIL.

UNIT 8: NEW WAYS TO LEARN Lesson: COMMUNICATION ADN CULTURE
I. OBJECTIVES:
By the end of the lesson, students will be able to:
1. Knowledge
- Expand vocabulary with topic modern schools
- Share opinions about the learning activities at school
2. Core competence
- Give instructions to download a learning app into their smartphone
- Be collaborative and supportive in class discussion
- Be ready to give instructions and share opinions
- Understand the main features of modern schools
- Grade 10 textbook, Unit 8, Communication and Culture/CLIL
- Computer connected to the internet
- Projector/ TV/ pictures
- sachmem.vn
III. PROCEDURES:

on/Timing
(T-Ss-5’) a. Objectives/ Stage:
- To introduce the topic of communication and culture..
- To set the context for the lesson.
- To enhance students’ skills of cooperating with teammates
b. Content: Playing game.
c. Expected outcomes: Identify the number of steps to download an app on the
phone.
GAME: Which learning app?
- T introduces to the Ss about the Kahoot! Game: getting to know about 6
popular English learning apps.
- Ss choose the right answer as quickly as possible by touching the option - Listen.
shown on their smartphone. The 3 students with the most correct answers will
get a reward. - Choose the right answer.
Link to the game:
https://create.kahoot.it/share/which-app/d237562c-85d3-4f10-9ca7-
30facb238f4a
**** T announces the winner of the game
Answers:
1. A
2. A
3. D
4. C
5. B
6. A
- To lead in the targeted vocabulary.
Q&A
- T asks the whole class: “How many steps are there to download an app on - Listen.
your phone?”
- T leads in the context of the listening activity. - Ss raise hand to give answer.
2. Before EVERYDAY ENGLISH
(T-Ss-S-7’) 2. Presentation/ Pre-practice: - Listen.
- To prepare students with vocabulary
- To introduce some expressions to give instructions for later practice
b. Content: Listen and complete the conversation with the words in the box
and practice it in pairs.
c. Expected outcomes: Identify some expressions to give instructions for later
practice.
d. Organization: Individually, pair-work.
TASK 1: COMPLETE THE CONVERSATION
Listen and complete the conversation with the words in the box. Then
practise it in pairs. (p. 93)
- Introduces the context: You are going to listen to Tam and Mai talking about
how to install I-speak app on a smartphone.
- Has Ss look at the four options A - D. Elicit what part of speech they are
(verbs) and what they describe (acion). - Listen
- Asks Ss to read the conversation and find clues for the missing verbs.
- Listen and elicit.
- Find clues:
- Asks Ss to predict the answers. (1) a verb that goes with the preposition to.
- Plays the recording for Ss to listen and check their answers. (2) a verb that goes with an object (a name).
- T asks 1 student to write his/her answers first on the board based on the (3) a verb that completes the phrase the ‘Search’ button.
context. (4) a verb that goes with a clause of time.
- Teacher calls another S to give comment. - Predict. Ss fill in the conversation with ONE verb only.
- T gives corrections. - Listen and check.
Answers: - Write the answers.
1. A. go
2. D. type - Give comment.
3 C. click - Listen.
4. B. wait
- Asks Ss to pay attention to the imperative sentences.
- T asks the class to find words/phrases used to give instructions in the
conversation (linking words and instruction verbs).
- Reminds Ss that if they want to sound more polite, they should use ‘please’.
- Introduces some more structures about the ways to give in structions.
Asking for Instructions: - First, Second, Then ...
How do I…?
Can you show me how to…?
Do you know how to…?
How do I go about…? - Listen and take notes.
What do you suggest?
What is the first step?
What is the best way to…?
Giving instructions:
First, you…
Then, you…
Next, you…
Lastly, you…
Starting out:
The first thing you do is…
Before you begin, (you should…)
The best place to begin is…
I would start by…
Continuing:
After that,
The next step is to…
The next thing you do is…
Once you’ve done that, then…
When you finish that, then…
Finishing:
The last step is…
The last thing you do is…
In the end,…
When you’ve finished,…
When you’ve completed all the steps,…
- Puts Ss in to pairs to practice the conversation.
- Invites some pairs to role- play the conversation in front of the class.
3. While 3. Practice/ While –Practice:
(T-Ss-25’) a. Objectives/ Stage aim: To help Ss practise giving instructions.
Control – Semi b. Content: Make a similar conversation about how to download a learning
practice app on a smartphone.
c. Expected outcomes: Make a similar conversation. - Practice the conversation in pairs.
d. Organization: individually, pair work. - Present.
TASK 2: MAKE A CONVERSATION
Make a similar conversation about how to download a learning app on a
smartphone. (p.93)
- Asks Ss to make a similar conversation based on the conversation in Task 1,
pick 1 from 6 learning apps from the Warm-up section.
- Encourages Ss to write some notes or draw a flow chart of the steps.
- Makes sure Ss swap roles and have a chance to both ask and the questions
and explain the steps using imperatives.
- Walk around the class to monitor and provide help if needed.
- Calls 2 pairs to make a conversation in front of the whole class
- Gives feedback and corrections - Listen.
Suggested answer:
A: Can you show me how to install the Zalo app on my smartphone? I want to
text or make video calls with my friends.
B: Of course. First, go to the Apple store or Google play. Second, type ‘Zalo’ - Ss work in pairs.
in the search box at
the top of the screen, then click the ‘Search’ button.
A: Let me try. OK, I can see the app Zalo. What do I do next? - Present.
B: Now, click ‘Get’ next to the ‘Zalo’ icon and wait until the download is - Listen
complete.
CULTURE
2. Presentation/ Pre-practice:
- To prepare students with vocabulary
- To introduce the topic of the reading.
b. Content: Some words or phrases related to the topic of reading.
c. Expected outcomes: Know the meanings of some key words.
- Writes ‘Modern schools’ on the board and has Ss call out words and phrases
assosiated with it.
- Writes some more key words/ phrases in the text on the board and asks Ss to
find out their meanings. - Suggested answer: successful students, good facilities,
+ lifelong learning innovation, latest technology, experienced teachers...
+ class discussion - Listen and take note.
+ group learning
+ personal opinion
+ digital learning resources
+ audio - visual materials
+ field trips
3. Practice/ While –Practice:
+ To get to know main features of modern schools.
+ To help Ss practice reading for specific information in a text.
b. Content: Read the text and answer the questions.
c. Expected outcomes: Understand the main points of the text.
d. Organization: Pair work.
TASK 1: READ A TEXT ABOUT MODERN SCHOOLS AND ANSWER
THE QUESTIONS (p. 93)
- Askes Ss to read the text in pairs and answer the questions.
- Calls one student to answer each question and give reasons for their answer. - Read the text in pairs.
- Shows evidence for each answer on the slide - Present.
Answers:
1. Teachers play the role of a guide for students. - Look and listen.
2. Two common features of modern schools are class discussion and group
learning.
3. They use them to access digital learning resources.
4. They participate in field trips and school camps.type ‘Zalo’ in the search - Do the task as required.
box at the top of the screen, then click the ‘Search’ button.
A: Let me try. OK, I can see the app Zalo. What do I do next?
B: Now, click ‘Get’ next to the ‘Zalo’ icon and wait until the download is - Ss go to this link and vote in 1 minute.
complete. https://www.mentimeter.com/s/fe6c01ee75718dbc538aa
4. Production/ Post - practice: a0665509af6/22db24998c7f/edit
- To apply the knowledge they have learnt in this lesson
- To consolidate what students have learnt in the lesson.
b. Content: Discuss whether your school has similar feartures and learning
activities.
c. Expected outcomes: Ss can relate what they have learnt to their own school.
d. Organization: face-to-face, group work, individually.
4. After TASK 2: VOTE AND DISCUSS (p. 93)
(T-Ss-S-7’) Part 1. VOTE
Semi practice - Asks Ss to give their votes for the question “DOES YOUR SCHOOL HAVE
– Free practice SIMILAR FEATURES AND LEARNING ACTIVITIES” on Menti.com. - Listen.
- Asks Ss to choose as many options as they want.
Questions: DOES YOUR SCHOOL HAVE THESE FOLLOWING
FEATURES and LEARNING ACTIVITIES? - Discuss in groups.
9 options to choose from:
- Class discussions - Share their answers and give explanations for their
- Group learning choices.
- Express personal opinions
- Ask questions
- Work in small groups
- Access digital learning resources
- Use audio-visual materials
- Participate in field trips
- Attend school camps
- Reports the results to the whole class (the highest voting, the lowest voting,
…)
Part 2. DISCUSS
- Informs Ss that now they will have a discussion based on their votes.
- Shows the following questions on the slides:
- For the highest-voting activities:
Do you like this feature/learning activities?
In which subjects are they used?
- For the lowest-voting activities:
Do you want to have more learning activities like these? Why/Why not?
- Allows Ss to give comments for their friends and gives feedback.
5. Homework - T asks Ss to talk about what they have learnt in the lesson.
(T-Ss-1’) * HOMEWORK:
- To allow students to finalize their versions after being checked by friends
and teacher.
- Asks Ss to: + Write about your dream schools with selective learning
activities. Explain them in specific subjects and examples.
+ Prepare for the Looking back and project.
Date of preparing:
Period: 77
UNIT 8: NEW WAYS TO LEARN Lesson: LOOKING BACK AND PROJECT
I. OBJECTIVES:
By the end of this lesson, students will be able to:
1. Knowledge
2. Core competence
- Develop presentation skills;
- Develop critical thinking skills;
- Be more creative when doing the project;
- Grade 10 textbook, Unit 8, Looking back & Project
- Pictures, A0 paper
- Projector/ TV
- sachmem.vn
III. PROCEDURES:

on/Timing
(T-Ss-5’) a. Objectives/ Stage:
- To revise the vocabulary related to the topic and lead in the next
part of the lesson
- To enhance students’ skills of cooperating with teammates
b. Content: Brainstorming.
c. Expected outcomes: Student can remember some words or
phrases related to online learning.
d. Organization: Team-work.
Brainstorming
- Divides the class into 2 teams and gives instructions. - Listen and do as required.
Members of each team take turns and write as many electronic
devices that can be used in online learning in two minutes.
- Checks if the answers are correct or incorrect. The group having - Listen and discuss the answers.
more correct answers is the winner.
Suggested answers: desktop computer, laptop, tablet, smartphone,
headphones, microphones, touch pen, electronic dictionary, etc.
2. Before 2. Presentation/ Pre-practice:
- To help students revise the words that are stressed in the
sentences, vocabulary related to different ways of learning and
relative clauses and relative pronouns.
b. Content: the knowledge related to pronunciation, vocabulary and
grammar in Unit 8.
c. Expected outcomes: Ss can remember all the main points they
have learnt in Unit 8. .
d. Organization: Individually, pair-work, group work.
- Reminds Ss of the pronunciation, the grammar points and - Listen.
vocabulary area that have been learnt in the unit.
+ Pronunciation: Sentence stress.
Sentence stress is the emphasis on certain words in a sentence. We
usually stress content words such as main verbs, nouns, adjectives
and adverbs.
. Content words (nouns, verbs, adjectives, adverbs) 🡺 often stressed
in a sentence.
. Structure words (determiners, pronouns, prepositions,
conjunctions, auxiliary verbs) often unstressed in a sentence.
Ex: I’ll ‘go to the ‘cinema on ‘Friday.
+ Vocabulary:
Words and phrases related to different ways of learning.
+ Grammar: Relative clauses
A relative clause gives more information about a person or thing by
defining the noun before it.
It usually begins with a relative pronoun: who, whom, which, that
or whose.
There are 2 types of relative clauses: Defining relative clause and
Non-defining relative clause
Defining relative clause: to give essential information about
someone or something – information that we need in order to
understand what or who is being referred to.
Non-defining relative clause: to give extra information about the
person or thing. It is not necessary information. We don’t need it to
understand who or what is being referred to.
3. While 3. Practice/ While –Practice:
(T-Ss-25’) a. Objectives/ Stage aim:
Control – Semi - To help students revise the words that are stressed in the
practice sentences.
- To help students revise vocabulary related to different ways of
learning.
- To help students revise the relative clauses and relative pronouns.
b. Content: Exercises related to pronunciation, vocabulary and
grammar in Unit 8.
c. Expected outcomes: Ss can remember all the main points they
have learnt in Unit 8. .
d. Organization: Individually, pair-work.
TASK 1: LISTEN AND UNDERLINE THE STRESSED
WORDS IN THE SENTENCES. THEN PRACTICE
READING THEM. (p.94)
- Encourages Ss to complete the task individually. Tells the Ss to - Do the task as required.
underline the stressed words in each sentence, then compare their - Exchange their textbooks with their partners.
answers in pairs.
- Plays the recording for Ss to check their answers. - Listen.
- Gives feedback and discusses with the class.
- Plays the audio file again for Ss to listen and repeat. - Listen and repeat.
Answers:
1. Many students bring smartphones to school nowadays.
2. You can download the app to study English.
3. Thanks to technology, students can learn anywhere.
4. My sister is looking for information for her presentation
tomorrow.
TASK 2: COMPLETE THE SENTENCES USING THE
WORDS IN THE BOX (p.94)
- Encourages Ss to complete the task individually. - Do the task as required.
- Gives feedback and discusses with the class. - Exchange their textbooks with their partners.
Answers:
1. online
2. traditional
3. connection
4. blended
5. teamwork
TASK 3: COMPLETE THE SENTENCES WITH WHO,

WHICH, THAT OR WHOSE. (p.94)
- Gives instructions and has Ss complete the task individually. - Do the task as required.
- Tells Ss to elicit the kind of relative clause in each sentence and
the use of each relative pronoun.
- Asks Ss to check their answers in pair before discussing the - Exchange their textbooks and give feedback to each other.
answers as a class.
- Gives feedback and discusses with the class.
Answers:
1. who/that
2. which/that
3. which
4. whose
5. which/that
6. who
4. After 4. Production/ Post - practice:
Semi practice - To allow students to apply what they have learnt (vocabulary and
– Free practice grammar) into practice through a project.
- To provide an opportunity for Ss develop their communication and
collaboration skills, and to practise reporting survey results in an
oral presentation.
b. Content: Doing a project on technology for learning.
c. Expected outcomes: Ss can know how to do a survey and report
the results.
d. Organization: Group - work.
PROJECT
Technology for learning
- Assigns the project one week in advance of the lesson. T divides - Work in groups and conduct a survey about how Ss use
class into 4 groups. electronic devices to learn as required in the textbook (p.95).
- Listen and do as required.
- Encourages Ss to interview as many people as possible (maybe
more than 15 Ss and they can be from other classes) - Summarize the data collected and visualize them to make big
- Guides Ss to use different tools to collect data (face-to-face posters around the classroom.
interviews, questionnaires, online surveys) - Have peer assessment by taking notes on a checklist and then
- Asks the class to listen to the reports and ask questions if they vote for the most attractive poster and the most interesting
would like to. presentation.
- Listen.
- Gives comments and feedback to all posters and presentations, and
awards a prize to the group which has the most votes.
- Teacher can also give Ss marks for their presentation as part of
their continuous assessment.
- T asks Ss to talk about what they have learnt in the lesson.
5. Homework * HOMEWORK: 3 minutes
(T-Ss-1’) - To allow students to finalize their versions after being checked by
friends and teacher.
- Asks Ss to: + Review all the main points in Unit 8 at home.
+ Prepare for the next lesson: Unit 9 – Lesson 1.
Getting started.
Period: 78
REVIEW 3 (UNIT 6,7,8)

Lesson 1: Language+ listening
I. Objectives: By the end of the lesson, Ss will be able to gain:

a. Vocabulary: vocabulary of units 6,7,8
b. Grammar: grammar points of units 6,7,8
2. Knowledge:
- Review words related to gender equality, Viet nam and International Organization & New ways to learn ;
- Review the pronunciation of stress in three .
- Apply the knowledge of grammar points learnt in the previous units to do the tasks;
(passive voice with modal, comparative and superlative, relative clause)
3. Skills: - Main skills: reading
- Sub skills: writing, speaking, listening
4. Attitude: Develop self-study skills
5. Competence:
- Develop communication skills and cultural awareness;
III. Techniques: pairwork, group work, explanation, translation, example, matching………..
IV. Procedures:
Stage Teacher’s activities Student’s activities
WARM-UP To GAME: BOARD RACE
lead in the lesson. * T splits the class into teams and gives each team a colored marker. ** Ss work in groups, write as many words as possible
T creates 3 columns on the board and writes 3 topics at the top of related to the topics in the form of a relay race.
each column. T asks Ss to write as many words as possible related to
the 3 topics.
*** T and Ss discuss the answers.
**** T checks the answers as a class. (Each team wins one point for
each correct word. Any words that are unreadable or misspelled are
not counted.)
PRONUNCIATI READ THE FOLLOWING SENTENCES. UNDERLINE THE

ON STRESSED WORDS IN EACH SENTENCE, THEN MARK
To give Ss an THE STRESSED SYLLABLES IN THESE WORDS. LISTEN
opportunity to AND CHECK. (p. 96)
review word and * T asks Ss to read the sentences, underline the stressed words, and
sentence stress. then mark the stressed syllables. ** Ss work in pairs and do as instructed.
*** T plays the recording, pausing after each sentence for Ss to check
their answers. -Ss to write the sentences, underline the stressed words and
**** T checks answers as a class by asking individual mark the stressed syllables.
VOCABULARY TASK 1: MATCH THE WORDS THAT GO TOGETHER. (p.
To help Ss review 96)
the collocations * T asks Ss to work individually to match the words. T elicits the unit
they have learnt in each phrase comes from or the topic it is related to. ** Ss do this exercise individually by matching the words
the previous units. E.g. 1. equal opportunities (Unit 6: Gender equality). that go together.
. *** Ss compares their answers with their deskmates
**** T checks answers as a class. T calls on one student to read an
adjective aloud and another student to read the noun that goes with it.
TASK 2: COMPLETE THE SENTENCES WITH THE

CORRECT FORM OF THE WORDS IN BRACKETS. (p. 96)
* T asks Ss to work individually to complete the sentences with the
correct forms of the words. T tells them to read the sentences, focus
To help Ss on the words around the gaps and decide on the part of speech that
practise using the they need to use to complete them. T explains that they have to use
words in the context clues to decide on the word form. ** Ss work individually to complete the task.
meaningful *** T allows Ss to share answers before discussing as a class.
contexts. **** T checks answers as a class. T has Ss call out the word they
have used for each sentence first, asks some Ss to read the complete
sentences. T confirms the correct answers.
GRAMMAR TASK 1: CHOOSE THE BEST RELATIVE PRONOUN TO

To help Ss revise COMPLETE EACH SENTENCE. (p. 97)
the relative * T asks Ss to work independently to choose the correct relative
pronouns who, pronouns to complete the sentences.
that, which and ** Ss read the sentences first and decide the best relative
whose. **** T checks answers as a class. T can ask Ss to read aloud the full pronouns to complete the sentences.
sentences and corrects their pronunciation if needed. *** Ss compare the answers with their deskmates.
TASK 2: REWRITE THE SENTENCES USING .

COMPARATIVE AND SUPERLATIVE ADJECTIVES OR THE
PASSIVE VOICE WITHOUT CHANGING THEIR
To help Ss revise MEANINGS. (p. 97)
comparative and * T has Ss work in pairs, rewriting the sentences using comparative
superlative and superlative adjectives or the passive voice without changing their ** Ss do the task in pairs.
adjectives, and the meanings. T tells them to read each sentence carefully and decide
passive voice with which structure they should use
modal verbs. *** T calls on individual Ss to read their completed sentences
**** T checks as a class and confirms the correct answers.
Key:
LISTENING TASK 1: LISTEN AND CHOOSE THE BEST TITLE FOR THE
To help Ss TALK. (p. 97)
practise listening * T asks Ss to look through the list of titles.
for gist. *** T plays the recording once for Ss to listen and choose the best ** Ss look at three options, read, and underline key words.
answer.
**** T checks the answers as a class. T asks Ss to explain why A and
C are not suitable titles.
To help Ss TASK 2: LISTEN AGAIN AND COMPLETE EACH
practise listening SENTENCE WITH ONE WORD. (p. 97)
for specific * T asks Ss to look at the sentences, underline the key words and *** Ss work in pairs to compare their answers.
information and decide what part of speech they need to fill in each blank (e.g. 1: adj;
key words. 2: adj; 3: noun; 4: noun).
** T plays the recording again and has Ss write down their answers in
their notebooks.
**** T checks the answers as a class.
WRAP-UP . WRAP-UP HOMEWORK

HOME- T asks Ss to talk about what they have learnt in the lesson. Prepare for Review 3 – Skills (Listening and speaking).
-To consolidate
what students
have learnt in the
lesson.
- To prepare
vocabulary for the
next lesson
WORK
Reflection:...............................................................................................................................................................................................................................
.................................................................................................................................................................................................................................................
………………………………………………………………………………………………………………………………………………………………..
Period: 79
REVIEW 3 (UNIT 6,7,8)
Lesson 2: Skills (speaking+ reading+writing)

a. Vocabulary: vocabulary of units 6,7,8
b. Grammar:
2. Knowledge
- Practice listening for gist and specific information about online learning;
- Practice talking about advantages of online learning.
- Practice reading for general specific information about gender equality in sports;
- Practice writing a short paragraph about an international organisation.
3. Skills: integrated skills
4. Attitude: - Develop self-study skills.
5. Competence:
1. Teacher: pictures, textbook, power point, laptop, TV, Web: sachmem.vn,..
III. Techniques: pairwork, explanation, translation, example……….
IV. Procedures:
Stage Teacher’s activities Student’s activities
WARM-UP THE A TO Z GAME
To lead in the lesson. * T gives Ss a theme “Devices which are helpful for online learning”. T
writes the letters A to Z (in columns) on the board. T asks Ss to write an
appropriate word next to each letter on the board (For example:
Computer, Television, Mobile phone ...)
** Teams of Ss must race to write an appropriate word next to each letter
on the board. -Ss discuss the answers
*** T and.
SPEAKING WORK IN PAIRS. SHARE YOUR OPINIONS ABOUT THE
To provide an opportunity ADVANTAGES OF LEARNING ENGLISH AND OTHER
for Ss to practice SUBJECTS ONLINE. USE THE IDEAS IN LISTENING AND THE
expressing opinions about EXPRESSIONS BELOW TO HELP YOU. (p. 97)
the advantages of learning * T asks Ss to work in pairs to share their opinions about the advantages
English and other subjects of learning English and other subjects online. T asks Ss to read through
online. the useful expressions and the example. T checks Ss’ understanding. ** Ss work in pairs, expressing opinions about the
*** T calls on two or three pairs to share their opinions with the class. advantages of learning English and other subjects
**** T comments Ss’ answers, praises for interesting ideas and fluent online.
delivery.
READING TASK 1: READ THE TEXT AND MATCH THE HIGHLIGHTED
To help Ss practise WORDS WITH THEIR MEANINGS. (p. 98)
understanding word * T asks Ss to read the whole text once to get an overall idea. T has Ss
meanings from context. read the text again. T tells them to pay attention to the context of each
highlighted word, then look at the three definitions.
*** T puts Ss into pairs to compare their answers and asks individual Ss
to write the words on the board. ** Ss work individually to work out the words.
To help Ss practise TASK 2: READ THE TEXT AGAIN AND DECIDE WHETHER
reading for specific THE STATEMENTS ARE TRUE (T) OR FALSE (F). (p. 98)
information. * T asks Ss to read the statements and underline the key words. T checks
what key words they have underlined, e.g. 1. male, trained, become,
rugby coaches, Fiji; 2. Kitiana, working, primary school; 3. Kitiana, ** Ss read through the text to locate the answers,
qualified coach, rugby programme; 4. rugby, other sports, can’t, change, and decide which statements are true or false.
behaviour, males and females.
*** T calls on some Ss to write their answers on the board.
WRITING WRITE A PARAGRAPH (120 - 150 WORDS) ABOUT AN

To help Ss practise writing INTERNATIONAL ORGANISATION YOU HAVE LEARNT
a paragraph about an ABOUT (E.G. UN, UNICEF, WTO). USE THE OUTLINE BELOW
international organisation TO HELP YOU. (p. 99)
* T tells Ss they are going to write a paragraph (120 – 150 words) about
an international organization that they have learnt in Unit 7.
- T asks Ss to read through the questions and brainstorm some ideas for
their writing in groups.
- T asks Ss to use the given outline. They should pay attention to ** Ss work individually and write the paragraph
punctuation, structures, word choice, linking words, etc.
.
*** T gives Ss enough time to complete the paragraph. T walks round
the class and offers help.
**** T asks individual Ss to read their paragraphs or collects them to
check after class and provides written feedback.
HOMEWORK WRAP-UP HOMEWORK

-To consolidate what Teacher asks students to talk about what they have learnt in the lesson. - Do exercises in the workbook
students have learnt in the - Prepare for Review 3 – Skills: Reading and
lesson. writing.
- To prepare vocabulary
for the next lesson.
Period: 80
SECOND-MIDTERM REVISION
(Revision for the 1st Term test)

a. Vocabulary: vocabulary of units 6.7.8
b. Grammar: grammar points of units 6.7.8
2. Knowledge: Ss will be able to:
- apply the knowledge of grammar points learnt in the previous units to do the tasks;
-review words related to gender equality, Viet nam and International Organization & New ways to learn ;
- practise reading for general and specific information .
5. Competence:
1. Teacher: pictures, handout , power point, laptop, TV, Web: sachmem.vn,..
III. Techniques: pairwork, matching, explanation, translation, example , gap fill..
IV. Procedures:
STAGES/AIMS
WARM UP (5ms)
-To check the TALK ABOUT YOUR FAVOURITE SINGER OR MUSICIAN - Ss raise hands to answer.
knowledge in the -T elicits the requirement of talking about Ss’ favourite singer or musician
previous lesson - T listens to Ss‘ answers and takes notes for comments.
-To arouse the - T provides comments and feedback.
classroom atmosphere
-T delivers hands-out
LISTENING (10ms) TASK 1: Listen to the conversation between Helen and Mai. Circle
TASK 1 the best answer A, B, or C. You will listen TWICE.
To help students
practise listening for - T plays the recording once for Ss to listen and choose the best answer.
details - T confirms the answers as a class.
- Ss listen and do the task individually

.
READING (8 ms) Read the passage. Circle the best answer A, B, C, or D to each of the
To help students questions. - Ss work individually
practise reading for -T has Ss read through the text. T focuses on the key words
specific information. -T asks Ss to read through the questions and check understanding of the
vocabulary. - Ss read the text again and choose the best answer.
-T calls on some Ss to report their answers for the class.
-T checks the answers and add more information if necessary.
STAGES/AIMS
LANGUAGE (20ms) TASK 1:a. Choose the word with a different way of pronunciation in the
underlined part. Circle A, B, C, or D.
b. Choose the word which has a different stress pattern from that of the
others
-to apply the -Teacher checks students’ pronunciation and gives feedback - Ss work individually
knowledge of grammar
points & vocabulary TASK 2: Choose the best option to complete each sentence. Circle A, B, -Ss give the answers
learnt in the previous or C.
units to do the tasks - Teacher observes the whole class
- Teacher gives help if necessary
- Teacher gives correction if necessary
TASK 3: Complete each sentence with the correct form of the verb in - Ss work individually, then compare with their partners.
brackets.
-Teacher calls two students to go to the board to do the exercise , and asks - Ss go to the board to write their answers.
the others to do it on their papers.
-Teacher collects the papers of 10 ss.
-Teacher gives feedback.
CONSOLIDATION T asks Ss to talk about what they have learnt in the lesson.
(1m)
To help students
memorise the target
language and skills that
they have learnt
HOMEWORK
(1m) Aks Ss to prepare for the 1st mid-term test
To draw Ss’ self
learning at home
Reflection:
.................................................................................................................................................................................................................................................
................................................................................................................................................................................................................................................
HANDOUT
PRACTICE TEST (MID-TERM TEST 1 )
I. LISTENING
Listen to an announcement about a Go Green Weekend event and decide A, B, C and D. (Unit 6 - 047)
1. Valentina Tereshkova was born in ________ in Russia.
A. 1973 B. 1937 C. 1975 D. 1913
2. Together, they began intensive _______to become cosmonauts.
A. training B. learning C. teaching D. flying
3. In 1963, at the age of _____, Tereshkova became the first woman to travel in space
A. 24 B. 25 C. 26 D. 28
4. She also completed a degree in_______ sciences.
A. traditional B. technical C. flight D. space
II. READING
Read the following passage and mark the letter A, B, C, or D to indicate the correct answer.
In the late 19th century, the women’s movement occurred in many developed countries. It is said to begin in
Western societies and then quickly spread over the world. During the movement, women fought against
inequality in education, employment, reproductive rights, etc. Their uprising was the inevitable result of
such a long period of being subdued. The victims of the temporarily old society were not only women from
poor families but also from all the social classes not permitted to express their own ideas. To these people,
life seemed to last endlessly without freedom and joyfulness. Therefore, their reaction was considered as the
revolution in recognising their contributions and narrowing the huge gender gap between males and females.
The victory of the feminist movement gave birth for the new era of independence, liberty, and happiness for
all women globally. Since then, women have legally gone to school, chosen their career, and been admitted
to most social institutions and organisations, which had been considered extremely luxurious things for them.
Although gender inequality has been substantially reduced over the past decades, there are still a few places
where women do not have their entitlement, young girl children are completely illiterate and mature ones
cannot work and receive payment as equally as men. How to help them to be released from the culturally
regional oppression is a very tricky situation. However, it is believed that this issue is going to be resolved
soon.
1. What is the passage mainly about?
A. The violent war happened in the late 19th century to gain independence.
B. Women are maltreated in the world.
C. Women life has changed since their feminist movement.
D. Women were the victims of violent behaviour.
2. Who were often repressed when expressing their own perspective?
A. Women from the lower, middle, and upper social status. B. Women from poor rural families.
C. Women working in social groups. D. Women in Western countries only.
3. In the past, working for social groups or organisations was ___________.
A. an honour for those having luxurious life B. severely limited for women
C. women’s regular choice D. encouraged by the wealthy
4. The gender inequality problems in a few nations will be ___________.
A. not solvable B. defined in a short time
C. eliminated in the near future D. considered by feminists soon
III. LANGUAGE FOCUS

TASK 1
Choose the word which has the underlined part pronounced differently from the rest 1. A. fear B. realize C. pear D. near
2. A. prevent B. education C. dependent
D. eliminate
Choose the word which is stressed differently from the rest. 3. A. study B. reply C. apply D. rely
4. A. reduction B. popular C. financial D. romantic
TASK 2 Choose the best option to complete each sentence. Circle A, B, C, or D.

Choose the underlined part among A, B, C or D that needs correcting:
5. Cultural diversity makes the United States a ____ interesting place in which to live for all of its inhabitants.
A. much better B. more C. many more D. much more
6. There are some things Americans would change, and __ thing people would change is their education.
A. the biggest B. a big C. the D. a bigger
7. In our tradition, when people mention "matter of betel and areca” they are talking about ____ issue.
A. unmarried B. married C. marry D. marriage
8. All forms of discrimination against all women and girls ____ immediately everywhere.
A. must be taken away B. must be ended C. must be allowed D. must be followed
9. Gender equality is also a part of the ____ to the challenges facing society.
A. solution B. solute C. solves D. solve
10. UNICEF is now ____ schools and families with educational supplies to help lower costs.
A. providing B. improving C. contributing D. making
11. Today, Australia is one of ____ diverse countries in the world.
A. the more culturally B. the most culturally C. most cultural D. the most cultural
12. Nam: “Which gender, do you think, works harder: male or female? Lan: “____”
A. I think it depends on individuals rather than gender. B. Males like high position jobs more than females.
C. Females prefer to have a stable job. D. Both males and females are responsible for
childcare
TASK 3 Fill each blank with the correct form of the verb in brackets.
Question 1. No one in the class is taller than John.

 John ..................................................................................................................................................
Question 2. Minh is not as hard-working as Nga.
 Nga ...................................................................................................................................................
Question 3. We might not achieve monthly sales target.
 Monthly sales target.........................................................................................................................
Question 4. Students should clean the classroom every day.
The classroom ..................................................................................................................................
Question 5. The way of studying is quite useful. It gives them more control over their own language. (using relative pronoun)
 The way of studying ……………………………………………………………………
Period: 81
SECOND-MIDTERM REVISION
(Revision for the 1st Term test)

a. Vocabulary: vocabulary of units 6.7.8
b. Grammar: grammar points of units 6.7.8
2. Knowledge: Ss will be able to:
- apply the knowledge of grammar points learnt in the previous units to do the tasks;
-review words related to gender equality, Viet nam and International Organization & New ways to learn ;
- practise reading for general and specific information .
5. Competence:
1. Teacher: pictures, handout , power point, laptop, TV, Web: sachmem.vn,..
III. Techniques: pairwork, matching, explanation, translation, example , gap fill..
IV. Procedures:
Stages/ Timing Teacher's activities Students' activities
1. Warm up Actitivity 1: game
This activity helps revise the vocabulary related to the five topic - Ss have to draw or mime the word.
4ms - Teacher lists out some key words of five units The rest of the class makes guesses.
- Teacher has a volunteer come to the front then whispers one of the words into his/her ears. The first student who correctly calls
- T checks if the answers are correct or incorrect and leads in the lesson. out the word gets a point.
- The class plays the game together.
- Listen
2. While Control This activity help Ss review what they have leanrt in five units - Listen
– Semi practice T deliver handouts
40ms Asks Ss to do the exercise
- give feedback
Ss do the exercise
No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1 17 18 19 20
6 Individual Ss share their answers with
Ke the class.
C C A B A B D D D B C B C C D C A C B C
y
* Phần đáp án câu tự luận:
A. LISTENING: (2pts) (Mỗi câu đúng được 0,25 điểm)

PART 1: Listen and fill in the blanks with the missing information.
1. 1946
2. most disadvantaged
3. economic
4. investors
PART 2: Listen and write down whether the statements are true or false.
5. T
6. F
7. F
8. T
B. WRITING: (3PTS)
PART 1: Finish each of the following sentences in such a way that it means the same as
the sentence printed before it. (2pts) (Mỗi câu đúng được 0,5 điểm)
Question 1. No river in the world is longer than the Nile
 The Nile is the longest river in the world.
Question 30. Teachers should encourage students to take part in extracurricular activities.
Students should be encouraged to take part in extracurricular activities.
Question 31. Mrs Lan is a good teacher. Her daughter is taking an online English course.
Mrs Lan, whose daughter is taking an online English course, is a good teacher.
Question 32. I have never read such an interesting book before.
à This is the most interesting book ( that) I have ever read.
3. Consolidation T asks Ss to talk about what they have learnt in the lesson. - Write down
and Homework - Write the homework on the board
(T-Ss-1’)
HANDOUT
Mark the letter A, B, C, or D to indicate the word that differs from the other three in the position of the primary stress in each of the following
questions.
Question 1: A. population B. application C. equality D. electronic
Question 2: A. organize B. medical C. fantastic D. vaccinate
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct answer for each of the questions
At the beginning of the nineteenth century, the American educational system was desperately in need of reform. Private schools existed, but only for the very
rich. There were very few public schools because of the strong sentiment that children who would grow up to be laborers should not “waste” their time on
education but should instead prepare themselves for their life’s work. It was in the face of this public sentiment that educational reformers set about their
task. Horace Mann, probably the most famous of the reformers, felt that there was no excuse in a republic for any citizen to be uneducated. As Manager of
Education in the state of Massachusetts from 1837 to 1848, he initiated various changes, which were soon matched in other school districts around the
country. He extended the school year from five to six months and improved the quality of teachers by instituting teacher education and raising teacher
salaries. Although these changes did not bring about a sudden improvement in the educational system, they at least increased public awareness as to the
need for a further strengthening of the system.
Question 3: The best title for the passage could be ________________ .
A. The Beginning of Reform in American Education B. Nineteenth-the Century of Reform D. American Education in the Beginning
of the 19th Century C. A Flight for Change
Question 4: The word “salaries” is closest in meaning to ______.
A. cost B. wages C. money D. school fee
Question 5: The word “they” in the passage refers to ______.
A. these changes B. sudden improvement C. public awareness D. educational system
Question 6: According to the passage, which sentence is NOT TRUE? A. Horace Mann brought about changes in
many schools in the US.
B. Horace Mann suggested schools prepare children for their life’s work.
C. Horace Mann began raising teachers’ salaries.
D. Horace Mann was a famous US educational reformer.
Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 7: Jobs that are traditionally done by women are normally ___________ jobs.
A. high-paying B. well-paid C. well-paying D. low-paying
Question 8: This job offer is _____________ than the previous one.
A. the most attractive B. most attractive C. as attractive D. more attractive
Question 9: – Lucy: “Men and women have the same abilities to learn and apply medical knowledge, so both can be good surgeons.”
- Peter: “_____________________”
A. I’m sorry, but I don’t want to. B. I don’t agree that women cannot be surgeons.
C. Let me ask my teacher about it. D. Absolutely.
Question 10: Our teachers always encourages us to __________lessons before class.
A. think B. prepare C. find D. take
Question 11: Women ________the same salaries as men for doing the same jobs.
A. should be giving B. should give C. should be given D. should have given Question 12: Mark the letter A, B, C or D to indicate the
word OPPOSITE in meaning to the underlined word in the following question.
Disadvantaged children are also taught essential skills for the job market.
A. key B. unnecessary C. reliable D. unreasonable
Question 13: What are the ________benefits for our country as a member of this international organization?
A. economically B. economical C. economic D. economy
Question 14: This programme gives children with disabilities with a chance to get access to and benefit _________ a quality education.
A. to B. for C. from D. of
Question 15: Mark the letter A, B, C or D to indicate the word CLOSEST in meaning to the underlined word in the following question.
The organization particularly aims to create opportunities for all children in Viet Nam.
A. increase something B. reduce something C. refuse something D. make something happen Question 16: We should ________ advantage of using the
internet to find more useful websites for us to improve our English because it’s very necessary for our future jobs.
A. make B. do C. take D. cause
Read the following passage carefully and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits
each of the numbered blanks.
UNDP supports partners to eliminate gender (17) _________ through targeted, gender-focused programmes and by working to ensure that all development
efforts take into account the experiences, needs, and contributions of women. By removing structural barriers to gender equality and promoting women’s
participation (18) _________ the decisions that affect their lives, success in (19)_________poverty and inequality, building resilience to disasters, climate
change and conflict, and driving sustainable development can be achieved. UNDP believes that the gender inequalities and discriminatory attitudes and
practices (20) _________ hold women back must be confronted and eliminated if we are to leave no one behind. In these efforts, UNDP works with
governments and key UN partners, as well as with civil society organizations, foundations, academia and the private sector.
Question 17: A. inequalities B. equal C. unequal D. equalities
Question 18: A. for B. with C. in D. into
Question 19: A. promoting B. eradicating C. increasing D. developing
Question 20: A. whose B. who C. that D. whom
PART 1: Listen and fill in the blanks with the missing information.
Do You Know…?
A.
B. UNICEF was formed in (1) _________. It works in over 190 countries to help improve health and education of children. It particularly aims to support
the (2) __________ children all over the world. UNICEF’s aim in Viet Nam is to protect children and make sure they are healthy, educated and safe from
harm. C.
D. The WTO was formed in 1995. It is the world’s largest international (3) _________ organisation. Viet Nam became a WTO member in 2007. Since then,
our economy has achieved a high growth level. Viet Nam has also become more attractive to foreign (4) _________.
PART 2: Listen and write down whether the statements are true or false.
Statements T or F
5 Nearly two-thirds of all working hours, the work is done by women.
6 The average woman earns more than the average man.
7 A typical woman in a developing country spends 1 hour and a half
collecting firewood daily.
8 A typical African woman works on the fields until 3 p.m.
B. WRITING: (3pts)
PART 1: Finish each of the following sentences in such a way that it means the same as the sentence printed before it. (2pts)
Question 1. No river in the world is longer than the Nile
→ The Nile__________________________________________________.
Question 2. Teachers should encourage students to take part in extracurricular activities.
→Students _____________________________________________________
Question 3. Mrs Lan is a good teacher. Her daughter is taking an online English course.
→ Mrs Lan, _______________________________________________.
Question 4. I have never read such an interesting book before.
→ This is _____________________________________________________.
Date of preparing:
Period: 83
UNIT 9: PROTECTING THE EVIRONMENT Lesson: Getting Started
I. OBJECTIVES
- Get to know the topic Protecting the Environment and vocabulary related to the natural environment impacts, and the use of indirect speech to
report what was said through the conversation.
- Be educated to protect the environment.
1. Knowledge :
-To introduce Ss the overall topic of the unit: environment impacts and ways to protect the environment
-To help Ss to revise the grammar point: Reported speech .
2. Competences:
- To make Ss be aware of the importance of learning from environment impacts and ways to protect the environment
- To enable Ss to use the language for practice correctly in order to develop students’ language competence, collaborative competence.
3. Personal qualities/ Attributes
- Grade 10 textbook, Unit 9, Getting started
- Computers connected to the Internet
- Sachmem.vn.
III. PROCEDURES
on/Timing
(T-Ss-5’) a. Objectives/ Stage : To introduce the topic to students.
b. Content: - Shows some pictures about environment and ask some
questions
1.How important is the environment to the people living in it?

2.What will happen if the environment is damaged or destroyed?
3.What are some of negative effects to the environment of human
activities ?
c. Expected outcomes:
1. The environment plays an integral part in our life
- The environment is very important to the people living in it
2. if the environment is damaged or destroyed, all of creature living
in the world will die.
3. Natural disasters, environmental pollution.
- Students may work in pair to give answer. They may answer the
questions in short or full answers,
d. Organization:
- Ask Ss to look at the pictures and guess the topic of the lesson:
- Have Ss answer some questions:
leads into the new lesson.
2. Presentation/ Pre-Practice:
- To introduce the unit topic ( Protecting the environment )
- To introduce some vocabulary and the grammar points to be learnt
2. Before
in the unit.
(T-Ss-S-7’) - Give possible answers to the questions.
b. Content:
THE TOPIC: ENVIRONMENT
- Listen and read
- Vocabularies related to the lesson
- protect ( v)
- come up with sth (v)
- global warming (n)
- deforestation (n)
- effort (n)
d. Organization:

UNIT 9: PROTECTING THE EVIRONMENT Lesson: LANGUAGE
I. OBJECTIVES
- know more vocabulary about the natural environment impacts.
- pronounce correctly three-syllable nouns, undertand that the position of a word in a sentence or its formation can tell about its class.
- understand and use Reported speech to repeat what people have previously said.
- be educated to protect the environment.
1. Knowledge :
+ To provide Ss with words and phrases related to the natural environment impacts.
+ To help the Ss know how to:
-pronounce correctly three-syllable nouns, understand that the position of a word in a sentence or its formation can tell about its class.
- understand and use Reported speech to repeat what people have previously said.
2. Competences:
- To enable students to use the language for practice correctly in order to develop students’ language competence, collaborative competence.
3. Personal qualities/ Attributes

- Grade 10 textbook, Unit 9, Language
- Computers connected to the Internet
- Sachmem.vn.
III. PROCEDURES

on/Timing
(T-Ss-5’) a. Objectives/ Stage : - To get Ss to know the topic
b. Content: Game: Hot seat
- Write the words one by one on the board so that the members of each group
can explain the word and the representative will guess the word and say it - Answer may vary.
(Newsletter, preservation, impact, threat, deforestation, depletion) - Listen to the teacher and answer
d. Organization:
- Ask two Ss from two groups to go to the board and take part in the game.
leads into the new lesson.
2. Before 2. Presentation/ Pre-Practice:
(T-Ss-S-7’) PRONUNCIATION
Activity 1
- To help Ss revise sentence stress and become aware of rhythm while speaking
b. Content:
- Listen and repeat. Pay attention to the stressed words in the sentences.
1. ‘Don’t ‘pick the ‘flowers when you ‘go to the ‘park.
2. The ‘students ‘clean the ‘school ‘playground ‘every ‘weekend.
3. ‘What’s ‘happening with the ‘polar ‘bears?
4. Did you ‘watch the docu‘mentary about ‘air pol‘lution?
https://img.loigiaihay.com/picture/2022/0809/067_1.mp3
d. Organization:
-Play the recording and ask Ss to listen and repeat after each sentence, paying
attention to the stressed words in the sentences. Play the recording as many times as
necessary.
- Focus attention on the way the words are grouped in the sentences and the pauses
after between groups. Ask Ss to mark the pauses.
- Put Ss into pairs and have them practice reading the sentences to each others as
naturally as they can.
Activity 2
a. Objectives/ Stage aim: -Listen the recording and repeat after each sentence,
- To help Ss practice speaking with a natural rhythm pay attention to the stressed words in the sentences.
b. Content: - Work in pairs and practice reading the sentences to
- Mark the stressed syllables in the words in bold. Then practise saying the each others .
sentences with a natural rhythm.
1. Don’t feed the animals in the zoo while they are resting.

UNIT 9: PROTECTING THE ENVIRONMENT Lesson: Reading
I. OBJECTIVES
1. Knowledge
- Practise reading for the main idea and specific information in a text about Environmental problems
2. Competences
- Develop communication skills and creativity
- Develop presentation skill
- Understand more about benefits of protecting the environment and raise Ss’ awareness of taking part in environmental activities
- Grade 10 textbook, Unit 1, Reading
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES

on/Timing
1. Warm up A. COMMUNICATION
(T-Ss-5’) 1. Warm up:
a. Objectives :
- To introduce the topic of reading.
b. Content: Game: Slap the board
c. Expected outcomes: Students can cooperate with teammates..
d. Organization:
- divides the class into 2 teams, 2 leaders of 2 teams will play the
game, the others support and cheer. - Listen and do the teacher’s requirements.
- prepares 12 pictures of environmental issues. * Expected answers:
- says the name of one environmental issues and students will have to 1. Global warming
slap their hands on the appropriate picture. 2. Acid rain
- Gives feedback 3. Air pollution
4. Deforestation
5. Rubbish
6. Water pollution
7. Endangered animals 8. Ozone layer depletion 9. Noise
pollution
10. Urban sprawl
11. Pesticide
2. Presentation: 12. Ocean acidification
a. Objectives: To introduce the topic of the reading and get Ss
2. Before involved in the lesson.
(T-Ss-S-7’) b. Content: Task 1: Look at the picture and answer the question
What environmental problems do you see in the
pictures?
c. Expected outcomes: Students can answer the question.
d. Organization:
- leads students into the lesson by showing 4 pictures on P.103 and
asks them the question in Task 1: What environmental problems do
you see in the pictures?
- shows each picture on the screen, names the problems and asks Ss - work in groups of four and identify the environmental
to get ready for the first reading task. problems in the pictures.
- discuss what they see in each picture before they come up with
the environmental problems.
Expecteted answers:
a. Cutting of forests
b. Global warming
3. While 3. Practice: c. Air pollution
(T-Ss-25’) a. Objectives: d. Endangered animals
Control – To help Ss practise reading for the main idea.
Semi practice To provide students with some lexical items
To develop reading skill for specific information.
b. Content:
Task 2: Read the text and choose the best title for it. -Do the teacher’s requirements
Task 3: Read the text again and decide which paragraph contains
the following information - share their answer in pairs
Task 4: Complete the sentences with information from the text. Expected answer:
Use no more than TWO words for each answer a. Environmental problems: what are they?
Students can read the text and do the teacher’s requirements
d. Organization: - find these words in the reading passage and tell their meaning.
Task 2: Read the text and choose the best title for it. - share their answers in pairs.
- asks students to open the book, read through the text quickly and
choose the best title for it.
- calls some students to give the answer, finalizes the answer and
explains which sentence gives the information.
VOCABULARY
- asks students to get the meaning of the following words in context.
- Identify key words in the information first. they may include
1.Consequence (n)
paraphrased information so when they read the text they should
2.Respiratory (a)
also look for synonyms or words with similar
3.Upset (v)
meaning.
- corrects if necessary
- work in pairs
Expected answer:
Task 3: Read the text again and decide which paragraph contains
1. C
the following information
2. B
- asks students to read the whole text again and decide which 3. A
paragraph contains the information in the table. 4. D
- asks students to work in pairs to discuss and compare their answers.

- checks with the whole class.
- read through the text to locate the answers, then read again, but
Task 4: Complete the sentences with information from the text. this time paying attention only to the parts of the text that contain
Use no more than TWO words for each answer the answers.
- asks Ss to read the text again and complete the sentences using the - work in pairs or groups
information in the text. Expected answer:
1. weather events
2. habitats
- Has Ss work in pairs or groups to compare answers. 3. waste gases
- Check answers 4. ecosystem
4. After
(T-Ss-S-7’) 4. Production:
Semi practice a. Objectives:
– Free practice - To help Ss use the ideas and language in the reading to talk about
the most serious environmental
problem in Viet Nam.
- Check Ss’ understanding of the reading passage.
- To help some Ss enhance presentation skills.
b. Content:
Task 5: Discuss the question
Which of the problems mentioned in the text do you think is the
most serious in Vietnam?
c. Expected outcomes: Students have communicative competence and
team-work skills to discuss the question
d. Organization:
- lets students work in groups and discuss the question:
Which of the problems mentioned in the text do you think is the
most serious in Vietnam? - work in groups and decide which is the most serious one in Viet
1. Global warming Nam.
2. Cutting of forests
3. Air pollution
4. Endangered animals - present their answers in front of the whole class.
- calls some students to present their answers in front of the whole - give comments for their friends and vote for the most
class. interesting and informative presentation.
- allows students to give comments for their friends and vote for the
most interesting and informative presentation.
- gives feedback and comments.
5. Homework
(T-Ss-1’) * HOMEWORK:
Teacher asks students :
- review the lesson they have learnt and prepare for the next lesson:
Speaking.
- to write down their opinion about benefits of protecting the
environment.
- Do exercises in Workbook.
Date of preparing:
Period: 86
FEEDBACK FOR SECOND- MIDTERM TEST
I. OBJECTIVES
By the end of this lesson, Ss will be able to remind once again what they have learnt, the mistakes they made in the test.
1. Knowledge
- remind once again what they have learnt, the mistakes they made in the test
2. Competences
remind once again what they have learnt, the mistakes they made in the test
Test paper
III. PROCEDURES
Stages/focus on/ TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
timing
1. Warm-up - greets Ss - Answer
(T-Ss- 5’) - checks the previous lessons - Receive handouts
- delivers the papers - do as directed
2. Correct - Ask Ss Đề\câu 101 102 103 104 to redo the - Work in pairs
misteake on the test 1 A C A A - listen and take notes
test - Gives 2 D B C C feedback
(T-Ss- 39’) to each 3 D D A D part
A. TRẮC 4 A B C A NGHIỆM
(0,2 đ/câu):
5 D C A C
6 A A B D
7 C D A B
8 C A B A
9 A C A D
B. TỰ LUẬN (0,4 /câu)

II. WRITING: DO AS DIRECTED. (2.0 MS)
Part A. Complete the second sentence with the same meaning to the first one.
Question 31. Tony is the most intelligent in my class.
=> No one in my class is more intelligent than Tony.
Question 32. The Nile is longer than any other river in the world.
=> The Nine is the longest river in the world.
Question 33. Each student must write an essay on gender equality.
=> An essay on gender equality must be written by each student.
Part B. Rewrite each pair of sentences as one sentence using relative pronouns.
Question 34. That bike was too expensive. He wanted to buy it.
That bike, which he wanted to buy, was too expensive.
Question 35. I talked to a woman. Her car had broken on the way to the party.
I talked to a woman whose car had broken on the way to the party.
1. Homework: - Assign the homework - Listen & take notes

(T-Ss-1’)
ĐỀ KIỂM TRA GIỮA KÌ 2, NĂM HỌC 2023 – 2024
MÔN: TIẾNG ANH LỚP: 10
(Thời gian làm bài 45 phút, không kể thời gian giao đề)
Họ tên học sinh:...........................................................SBD:................./P:........Lớp:........Mã đề: 101
I. MULTIPLE- CHOICE (6.0 MS):

Mark the letter A, B, C, or D to indicate the word whose underlined part differs from the three in pronunciation in each of the following questions.
Question 1. A. woman B. promote C. commit D. effort
Question 2. A. distract B. tablet C. backache D. debate
Mark the letter A, B, C, or D on your answer sheet to indicate the word which differs from the other three in the position of the primary stress in each of
the following questions.
Question 3. A. education B. information C. population D. communication
Question 4. A. victim B. promote C. equality D. organic
Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
Question 5. The afternoon meeting_________ because three of the five commitee members are unable to attend.
A. might postpone B. might postponed C. might be postpone D. might be postponed
Question 6. The Korean are_________ than the American in addressing their bosses.
A. more formal B. formal C. most formal D. the most formal
Question 7. This is_________ wedding party I’ve ever attended.
A. the more memorable B. more memorable
C. the most memorable D. most memorable
Question 8. Teachers can use some __________ to get students more interested in the lessons.
A. plans B. tips C. strategies D. marks
Question 9. What are the _______ benefits for our country as a member of this international organisation?
A. economic B. economy C. economies D. economically
Question 10. This charity organization was ____to protect children and women in war-torn areas.
A. put off B. get up C. take off D. set up
Question 11. A tablet is perfect for people ____ work is to draw and write.
A. who B. Ø C. which D. whose
Question 12. It is interesting to know that army women and men earn _________ pay.
A. equally B. equal C. equality D. unequal
Question 13. My teacher, ___________ has been teaching for 25 years, finds it hard to make use of electronic devices in her teaching.
A. that B. who she C. who D. whose
Question 14. UNICEF has helped many _________ teenagers continue their education by offering them job training advice.
A. active B. advantaged C. disadvantaged D. talented
Mark the letter A, B, C, or D on your answer sheet to indicate the word CLOSEST in meaning to the underlined word in each of the following questions.
Question 15. For very young children, electronic devices may help promote listening and
speaking skills.
A. advertise B. popularize C. discourage D. improve
Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.
Question 16. This wine can be serve with seafood.
A. This B. be C. serve D. seafood
Question 17. No one is the happiest than the bride and groom on the day of their wedding.
A. the happiest B. the C. on D. their
Mark the letter A, B, C, or D on your answer sheet to indicate the word OPPOSITE in meaning to the underlined word(s) in each of the following
questions.
Question 18. Much has to be done to achieve gender equality in employment opportunities.
A. attain B. obtain C. reach D. abandon
Mark the letter A, B, C, or D on your answer sheet to indicate the most suitable response to complete each of the following exchanges.
Question 19.
- Tung: “Men and women have the same abilities to learn and apply medical knowledge, so both can be good surgeons.” - Nga: “___________”
A. I don't agree that women cannot be surgeons. B. I'm sorry but I don't want to.
C. Absolutely. D. Let me ask my teacher about it.
Question 20.
- Thom: Mai, there's an exhibition showing UNICEF's activities. Do you feel like seeing it?
- Mai: Yes,________. Where shall we meet?
A. I'd love to B. I love it C. I like it D. I'd like it
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions.
Some Russian women became well-known fighter pilots during the Second World War. Yekaterina Budanova was one of them. She joined the Soviet
Army and became a lighter pilot after working as a non-military pilot. At first, Budanova's officer didn't believe in her ability. But in a short time Budanova
became famous for her talent and remarkable flying skills. Unfortunately, she died at the age of 26 in air-to-air fighting against German planes although she
already shot down one plane and hit a second before being shot down herself. Interested in flying at an early age, Lydia Ultvyak joined a flying club and
performed her first solo flight at the age of 15. She became a fight instructor after graduating from the military flying school. After the German attack on the
Soviet Union in 1941. Utvyak joined the Soviet Air Force and soon achieved great success. Like Budanova, she was killed (at the age of 21) in fighting
against German planes. And along with Yekaterina Budanova Lydia Utvyak is often considered one of the world's most famous female fighter pilots.
Question 21. Which of the following best serves as the title of the passage?
A. Women during the Second World War B. Female Fighter Pilots Who Made History
C. Russian Female Fighter Pilots D. Fighting the Germans
Question 22. The word “them” in the passage refers to:
A. fighter pilots B. pilots
C. some Russian women D. women
Question 23. What did Budanova do before she become a fighter pilot?
A. She shot down German planes. B. She was a Russian officer.
C. She worked at a flying club. D. She worked as a non-military pilot.
Question 24. The word “solo” in the passage means ________.
A. many B. done by more than one person
C. done by one person alone D. successful
Question 25. Which of the following is NOT true about Budanova and Uitvyak, according to the passage?
A. They are considered two of the world's most famous female fighter pilots.
B. They were talented and successful female fighter pilots in the Soviet Air Force.
C. They died when the Second World War was over.
D. They died in their twenties.
Read the following passage and mark the letter A, B, C or D on your answer sheet to choose the word or phrase that best fits each other numbered
blanks.
United Nations Peacekeeping aims to help countries that are seriously affected by war create the conditions for lasting peace. Peacekeepers protect
peace processes (26) ________ the areas after the war. They (27) ________sure the countries stick to the peace agreements and ordinary people feel safe.
They also assist in their economic and (28) ________ development. (29) ________, UN peacekeepers can include soldiers, police officers, and even non-
military people.
As a member of the United Nations. Viet Nam is becoming more active in global events. Since 2014, Viet Nam (30) ________hundreds of military
officers and staff to join the UN peacekeeping activities in the Central African Republic, South Sudan and the Department of Peacekeeping Operations at the
United Nations Headquarters in New York, USA Through peacekeeping activities, Viet Nam has helped achieve peace in the global community. In addition,
this duty has been an opportunity for Viet Nam to promote its image as well as cultural values to the world.
Question 26. A. of B. with C. in D. at
Question 27. A. put B. make C. get D. take
Question 28. A. society B. sociable C. social D. socially
Question 29. A. However B. But C. Although D. Therefore
Question 30. A. has sent B. sent C. was sent D. to send
II. WRITING: DO AS DIRECTED. (2.0 MS)

Part A. Complete the second sentence with the same meaning to the first one.
Question 31. Tony is the most intelligent in my class.
=> No one____________________________________________________________________
Question 32. The Nile is longer than any other river in the world.
=> The Nile____________________________________________________________________
Question 33. Each student must write an essay on gender equality.
=> An essay ___________________________________________________________________
Part B. Rewrite each pair of sentences as one sentence using relative pronouns.
Question 34. That bike was too expensive. He wanted to buy it.
______________________________________________________________________________
Question 35. I talked to a woman. Her car had broken on the way to the party.
______________________________________________________________________________
------ THE END ------

Date of preparing:
Period: 87
UNIT 9: PROTECTING THE ENVIRONMENT Lesson: Speaking
I. OBJECTIVES
1. Knowledge
- Identify environmental problems and relevant solutions.
- Gain an overview about the outline and useful expressions for making oral presentations on solutions to an environmental problem.
2. Competences
- Develop communication skills and creativity
- Develop presentation skill
- Understand more about Protecting the environment
- Grade 10 textbook, Unit 9, speaking
- sachmem.vn
III. PROCEDURES

on/Timing
(T-Ss-5’) a. Objectives :
- To introduce the topic of speaking.
- To enhance students’ skills of cooperating with teammates.
b. Content: Game: Lucky wheel
c. Expected outcomes: Students play the game happily and enthusiastically.
d. Organization:
- chooses 9 volunteer student players, gives instructions to play: Each players choose
a question and gives his/ her answer. If answers correctly, the player can join the
wheel of fortune and enjoy a random gift. - Listen and play the game
- checks their answers, gives feedback and starts their wheels of fortune.
2. Presentation:
a. Objectives:
- To introduce more ideas for the main speaking task.
- To introduce a model for a presentation on solutions to an environmental problem.
b. Content:
Task 1: Match the environmental problems to the suggested solutions
Task 2: Complete the presentation outline below with the information in the box
Students can understand the environmental problems and do the teacher’s
requirements enthusiastically
d. Organization:
Task 1: Match the environmental problems to the suggested solutions
- asks students to work in pairs
- goes around and offers help if needed.
- asks students to check in pairs.
- calls some students to share their answers and gives feedback.
2. Before Vocabulary
(T-Ss-S-7’) 1.Recycle(v)
2. illegal(a)
3. emission(n)
- shows some words with their relevant pictures.
- calls some to read again and corrects if necessary

Task 2: Complete the presentation outline below with the information in the box - Work in pairs and do the teacher’s
- tells students to work in pairs to complete the presentation outline using using requirements.
information in the right box. Expected Answer :
- tells Ss to read the information carefully before deciding on their answers. 1. c - e 2. a - f 3. b – 4.d
- calls on some Ss to share their answers with the class and checks answers as a class.
3. While 3. Practice:
(T-Ss-25’) a. Objectives:
Control – - To give Ss an opportunity to discuss in groups, create a creative mind map/ diagram
Semi practice and deliver a group presentation on solutions to an environmental problem.
- To Check students’ understanding about the topic.
- To help some students enhance communication skill - guess the meaning and practise reading them
b. Content: Task 3: Work in groups: Chooses an environmental problem in 1. aloud.
c. Expected outcomes: - practice reading aloud in pairs.
- Students can discuss in groups, create a creative mind map/ diagram.
- Students can understand about the topic
d. Organization:
Task 3: Work in groups.
- asks Ss work in groups. - work in pairs to complete the presentation
Each group: outline using using information in the right
- Chooses an environmental problem in 1. box.
- Designs a creative mind map / diagram on your environmental problem. - read the information carefully before
- Prepares a 3-5 minute presentation on the solutions to it. Use the suggested deciding on their answers.
organization and expressions to help you. - exchange their answers with their partners.
- A suggested organization and expressions for an effective presentation: Key: 1. D 2. A 3. C 4. B
I. INTRODUCTION: Welcoming
the audience and introducing
the topic
- Hi everyone.
- Good morning/ afternoon.
- I’m here today to talk to you
about/ discuss …
- I’d like to talk about ...
- Today, I’d like to share with
you ....
II.1 BODY – MAIN PART 1:

Introduce the first point/ idea
- Firstly, the problem can be
solved by …
- The first solution is to ...
- Work in groups
II.2. BODY – MAIN PART 2:
Introduce the second point/idea - Join the contest: WHO’S THE BEST
- My next point is … PRESENTER?
- Another solution is to …
III. CONCLUSION: Finishing the
presentation and thanking the
audience
- That concludes our
presentation.
- That’s the end of our
presentation today.
- Thank you for listening.
- Thank you for your attention.
- gives each member of the BOARD OF JUDGES a marking sheet to give marks for
all the presenters.
- collects marking sheets, add up the marks of each presenter, gives feedback,
comments, decide the winner and gives a reward for the best presenter.
4. After 4. Production:
(T-Ss-S-7’) a. Objectives: To consolidate what students have learnt in the lesson.
Semi practice b. Content: talk about what they have learnt in the lesson.
– Free practice c. Expected outcomes: Students can do the teacher’s requirements
d. Organization: - work in groups to prepare their oral
presentations.
Teacher’s activities Students’ activities Presenters join “Who’s the best presenter”
Teacher asks students to talk about what they - talk about what they have learnt in the take turns giving their oral
contest,
have learnt in the lesson. lesson. presentations as required.
5. Homework * HOMEWORK:
(T-Ss-1’) Teacher asks students :
- To review the lesson they have learnt and prepare for the next lesson: Listening.
- To do exercises in the workbook
Date of preparing:
Period: 88
UNIT 9: PROTECTING THE ENVIRONMENT Lesson: LISTENING
I. OBJECTIVES
1. Knowledge
- Use the lexical items related to the topic Protecting the environment
- Listen for specific information in a conversation about ways to protect endangered animals.
2. Competences
- Develop listening skill and creativity
- Be well aware of saving endangered animals
- Be encouraged to attend activities organized to protect endangered animals
- Grade 10 textbook, Unit 9, Listening
- sachmem.vn
III. PROCEDURES

on/Timing
(T-Ss-5’) a. Objectives/ Stage : To create a motivation for sts to take part in the
lesson happily
b. Content: Students look at the pictures and read the questions to find
out the answers
c. Expected outcomes: Students can give the answers to questions in the
game
d. Organization:
Game: Ocean rescue
-Divides class into 2 teams.
-Guides sts to play the game
-Gives comments or feedback.
Ocean rescue game-questions: *2 team leaders compete by raising his/ her hand to be the
first to give answers to the questions.
*Competitors may discuss with his/ her team members to
find out the answers.
1. It is a large heavy animal with very thick skin and either one or
two horns on its nose.
A. An elephant - Listen and give the key
B. A crocodile
C. A hippo KEY: 1.D 2.B 3.A 4.C 5.C
D. A rhino
2. Rhinos are large animals found in rivers and lakes in …...........
A. America
B. South Africa
C. Europe
D. Australia
3. Rhinos are threatened by illegal hunting and loss of …............
A. habitat
B. water
C. river
D. ocean
4. The tiger is the largest living …........., and lives in forest habitats.
A. Panda
B. Lion
C. cat
D. pangolin
5. Tigers are endangered animals and there are not more than ….........tigers
in the wild now.
A. 35
B. 350
C. 3500
D. 35000
- Listens and observes.

- Gives comments.
2. Before - Leads to the new lesson.
(T-Ss-S-7’) 2. Presentation:
a. Objectives: To help students brainstorm and have an overview about
what they are going to listen to.
- To introduce some new words relating Mai’s project on ways to save
endangered animals .
- To set the context for the listening and get Sts involved in the lesson
b. Content: -Students practise asking and answering the question “What is
happening to the animals in the pictures ?”
- Introduce some new words
c. Expected outcomes: Students can say something about tigers and rhinos
- get some new words relating Mai’s project on ways to save
endangered animals .
d. Organization:
- Asks sts work in pairs and answer the questions
- What can you see in the pictures ?
- What is happening to the animals in the pictures ?
-work in pairs
- Possible Answers:
+ Picture a: The rhino is being hunted.
+ Picture b: The wild tiger is being kept in a cage. / The
wild tiger is being held in captivity.
- Calls sts to practice

- Gives comments.
T introduces the vocabulary by:
- giving explanation
- showing the pictures illustrating the words.
1. suffering (n) – explanation
3. While 2. ban (v) - visual
-Listen , guess and write down
(T-Ss-25’) 3. Practice:
Control – Semi a. Objectives/ Stage aim: -To help sts practise listening to a conversation
practice about saving endangered animals for specific information
-Read the statements, underline the key words, and
b. Content: - To practise listening to a conversation about saving
reminds them to pay attention to keywords while
endangered animals for specific information
listening.
c. Expected outcomes: Sts can hear and do two exercises : True –False
and Filling the gaps
d. Organization: -listen
TASK 2 : Listen and decide whether the statements are True (T) or (F)
- Asks sts to read and find the key words
-Asks students to read the statements, underline the key words, and reminds
them to pay attention to keywords while listening. -compare
* Listen and decide whether the statements are true (T) or false (F) Answer key:
*Teacher plays the recording. 1.T
-Asks students to listen and decide whether the statements are true (T) or 2.T
false (F). 3.F
-Asks students to compare their answers with their partner. 4.T
-Calls on some students to present their answers, then play the recording
once again and check with the class.
Task 3: Listen to the conversation again and complete the notes. Use
ONE word for each gap.
3.1. Read and identify the part of speech (word class) of the missing word. - Read the note and identify the part of speech (word
-Asks students to read the note and identify the part of speech (word class) of class) of the missing word
the missing word
-Calls on one student to write their answers on the board, then read the notes - Read the notes, do as required.
and check with the class. -one student writes the answers on the board
(1) – a noun
(2) – a noun
(3) – a noun
(4) – a noun or an adjective
-Listen and complete each blank number with ONE word
3.2. Listen and complete the notes with ONE word from the listening text from the listening text.
-Plays the recording and asks students to listen and complete each blank Ss do as required
number with ONE word from the listening text. -Some students write their answers on the board
-Asks students to compare their answers with their partner. Answer key:
4. After -Calls on some students to write their answers on the board, then play the 1.important
(T-Ss-S-7’) recording once again and check with the class. 2.laws
Semi practice – 4. Production: 3.trade
Free practice a. Objectives/ Stage aim:To give Sts an opportunity to express their opinions 4. animal
on the most effective way to save endangered animals
b. Content: Students work in groups of four and answer the question:
Which is the most effective way to save endangered
animals?
c. Expected outcomes: Each group present a summary of their discussions
about “the most effective way to save endangered animals”
d. Organization:
Each group prepares a 3-min summary on the most effective way to save -Prepares a 3-min summary on the most effective way to
endangered animals. Then some group leaders take turns presenting the save endangered animals.
summary of their discussions to the whole class. - Some group leaders take turns presenting the summary
-Asks students to discuss the question and reminds them to refer to the ideas of their discussions to the whole class.
of the listening part.Teacher helps if necessary.
-Calls some groups to present their summary in front of the whole class.
-Allows students to give comments for their friends and vote for the best
5. Homework summary. -Some groups present their summary in front of the
(T-Ss-1’) -Gives feedback and comments. whole class.
* HOMEWORK: - Students give comments for their friends and vote for
- Asks sts to write a paragraph (80-100 words) about effective ways to save the best summary.
endangered animals.
- Guides sts to prepare the next lesson.
Date of preparing:
Period: 89
UNIT 9: PROTECTING THE ENVIRONMENT Lesson: WRITING
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Write about a wildlife organization
2. Competence
- Develop writing skills and creativity
- Develop more positive feelings towards animals
- Be encouraged to attend an organization

- Grade 10 textbook, Unit 9, Writing
- sachmem.vn
II. Materials
- Grade 10 textbook, Unit 9, Writing
- sachmem.vn
III. PROCEDURES

on/Timing
(T-Ss-5’) a. Objectives/ Stage : To create a motivation for sts to take
part in the lesson happily
To introduce the topic of writing.
b. Content: Sts practise playing and answering three

questions about WWF
c. Expected outcomes: Students can give the answers about
WWF
d. Organization:
Guessing game- Which organization is it?
* Divides the class into 2 teams and asks Ss to close the textbooks.
There are two wildlife organizations. Thus, each team takes turns
choosing the hints and give their answers to the questions. The answers
are also the hints/ clues from which Ss can guess the names of two *Two teams try to find out the answers the hint questions and
wildlife organizations. guess the 2 wildlife organizations based on the very hints.
- The team gains 10 points for each correct hint answer, and 50 points Answer key:
for each correct organization. The team with the highest point will be (1) THE WORLD WIDE FUND FOR NATURE (WWF)
the winner. (2) SAVE THE ELEPHANTS
-Leads sts to the new lesson
2. Before 2. Presentation:
(T-Ss-S-7’) a. Objectives: To help students have an overview about
what they are going to write
- To introduce some new words relating the
text about WWF
- - To activate Ss’ prior knowledge about a
wildlife organization.
b. Content: -Students practise asking and answering the

questions in task 1
- Introduce some new words
c. Expected outcomes: Students can say something about
WWF organization
- get some new words relating relating the text
about WWF
d. Organization:
Task 1: Work in pairs. Look at the picture and answer the
questions.
*Asks students to work in groups of four to answer the questions:
-work in groups of four to answer the questions:

(1) Do you recognize the animal?
(2) Where does it come from?
(3) What do the letters WWF stand for?
*Calls some groups to give their answers in front of the whole class
and gives the final answers:
VOCABULARY
Introduces the vocabulary by:
- giving explanation
- showing the pictures illustrating the words. -do as required individually first
1. originally (adv) – explanation -share their answers in groups
2. non-governmental (a) – visual
3. organization (n) – explanation and visual (1) A panda.
3. While 3. Practice: (2) It comes from China.
(T-Ss-25’) a. Objectives/ Stage aim: - To provide further information about a (3) WWF stands for WORLD WIDE FUND FOR
Control – wildlife organization and a model for the writing task. NATURE (formally The World Wildlife Fund).
Semi practice
-To help Ss practise developing ideas and writing about a
wildlife organisation
b. Content: - To practise reading the text about WWF and complete
the table and write a paragraph (120-150 words ) about Save the
Elephants, using the information in the table
c. Expected outcomes: Sts can do Filling- gap exercise
basing on the text and write a paragraph about Save the
Elephants basing the cues
d. Organization:
Task 2: Read the text about WWF and complete the table
*Asks students to work independently to read the text about WWF and
complete the table with the information from it.
*Lets students share their answers in pairs.

*Invites one or two students to share their answers and checks the
answers with the whole class.
Task 3: Write a paragraph (120-150 words )

about Save the Elephants, using the information in the table
*Explains the writing task: Ss use the information about another a
wildlife organisation
*Sets a time limit for the task and remind Ss to refer to the text about
WWF and use the sentence and paragraph structures as models for
their writing *Work independently to read the text about WWF and complete
*Lets Ss discuss in pairs if needed. the table with the information from it.
* Calls one Student to write his/her writing on the board, checks and -Do as required
gives feedbacks. *Students share their answers in pairs.
4. After *Two students share their answers
(T-Ss-S-7’) 4. Production:
Semi practice a. Objectives/ Stage aim: To do a cross-check and final Answer key:
– Free practice check on students’ writing. 1. Non-governmental organisation
b. Content: Students work with the teacher do a cross-check 2. 1961
and final check on their writing. 3. to stop the process of destroying the planet’s natural
c. Expected outcomes: Sts recognize their mistakes and try environment
to avoid in other writings 4. the survival of endangered animals and the protection of their
d. Organization: natural habitats
- Has the groups swap and give feedback on each other’s writing. 5. 1,300
- Gives feedback on one writing as a model.
- Gives a sample answer: *Use the information about another wildlife organisation
Save the Elephants (STE) is a non-profit organisation. It was set up in *Refer to the text about WWF and use the sentence and
1993 by Iain Douglas-Hamilton, and today it is one of the world’s paragraph structures as models for their writing.
largest organisations to save elephants worldwide. It aims to make *Do as required
sure elephants do not die out and protect the habitats in which *Discuss in pairs if needed.
5. Homework elephants are found. *One Student writes his/her writing on the board
(T-Ss-1’) * HOMEWORK: Swap and give feedback on each other’s writing
- Asks sts to write a paragraph (80-100 words) about Save some animal -Listen
,using the outline similarly Exercise 3 .
- Guides sts to prepare the next lesson.
Date of preparing:
Period: 90
UNIT 9: PROTECTING THE ENVIRONMENT Lesson: Communication and Culture
I. OBJECTIVES
1. Knowledge
- Know how to make and respond to apologies
- Know what Earth Hour is and what people do in that hour.
2. Competences
- Develop creativity and communication skills
- Be ready to make and respond to apologies.
- Understand more about Earth Hour and actively take part in this lights-out event in Vietnam.
- Grade 10 textbook, Unit 9, Communication and Culture/CLIL
- sachmem.vn
III. PROCEDURES
A. COMMUNICATION

on/Timing
(T-Ss-5’) a. Objectives : To motivate sts to take part in the activity.
b. Content: Students look at the picture and play roles.
c. Expected outcomes: Students can play roles and make
expressions relating to apologies.
d. Organization:
- Shows the picture and tells students to play roles. - Listen and look at the picture.
- Calls two students to play roles.

- Listens and observes. - Play roles.
- Gives comments.
- Leads to the new lesson. - Listen.
2. Before 2. Presentation:
(T-Ss-S-7’) a. Objectives: To review expressions for making and
responding to apologies.
b. Content: Students listen and use the expressions in the
box to complete the conversation.
c. Expected outcomes: Students can hear the expressions
and give the correct answes.
d. Organization:
- Asks sts read the conversation carefully and guess possible answers.
- Plays the recording twice.
- Calls sts to give ansswers.
- Gives comments.
3. While 3. Practice: - Read the conversation carefully and guess possible answers.
(T-Ss-25’) a. Objectives/ Stage aim: To help Ss practice making and - Listen.
Control – Semi responding to apologies. - Give answers.
practice b. Content: Students make conversations making and - Listen.
responding to apologies.
c. Expected outcomes: Students can make conversations

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GV: Ngô Thị Duy Anh- English 10

UNIT 6: GENDER EQUALITY

STAGE/ TIME/ AIMS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

TASK 3 TASK 3: MATCH THE WORDS TO MAKE MEANINGFUL -work individually.

STAGE/ TIME/ AIMS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO

prohibition can’t, mustn’t, may not

request may, will, would

GRAMMAR - T focuses Ss’ attention on the structures and examples in

TASK 2: REWRITE THE FOLLOWING SENTENCES -take notes

- listen and write

-listen to the teacher.

STAGE/ TIME/ AIMS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

WHILE-LISTENING TASK 3: LISTEN AGAIN AND GIVE SHORT

UNIT 6: GENDER EQUALITY

STAGE/ TIME/ TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

To review the lesson

STAGE/ TIME/ AIMS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

To review the lesson -listen to do

TIMING/ STAGES/AIMS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

PRESENTATION PRE-TEACH VOCABULARY:

PRACTICE TASK 1: LISTEN AND READ

PRODUCTION (6ms) TASK 5: DISCUSS THE QUESTION.

CONSOLIDATION (1m) - T summarizes the main points of the lesson

I. Objectives: By the end of the lesson, Ss will be able to:

TIMING/ TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

VOCABULARY TASK 1: MATCH THE WORDS IN BOLD WITH THEIR

TASK 2 TASK 2: COMPLETE THE FOLLOWING SENTENCES WITH

GRAMMAR COMPARATIVE & SUPERLATIVE ADJECTIVES

TASK 1: CHOOSE THE BEST ANSWERS.

TASK 2: WRITE ANOTHER SENTENCE USING THE WORD(S)

CONSOLIDATION WRAP-UP - Ss tell what they have learnt in the lesson.

UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS

I. Objectives: By the end of the lesson, Ss will be able to:

TIMING/ STAGES/AIMS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

WHILE-READING TASK 2: READ THE TEXT AND CIRCLE THE CORRECT

UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS

I. Objectives: By the end of the lesson, Ss will be able to:

TIMING/ TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

PRE-SPEAKING TASK 1: Complete the conversation about a UNICEF programme with

-Ss do the matching and then give the answers.

POST-SPEAKING TASK 3: Work in groups. Discuss and decide which programme or

UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS

TIMING/ STAGES/AIMS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

UNIT 7: VIETNAM AND INTERNATIONAL ORGANIZATIONS

I. Objectives: By the end of the lesson, Ss will be able to:

WHILE-WRITING TASK 3: WRITE A PARAGRAPH (120 - 150 WORDS)

UNIT 7: VIETNAM AND INTERNATIONAL ORGANISATIONS

I. Objectives: By the end of the lesson, Ss will be able to:

TIMING/ TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

TASK 2: YOU WANT TO INVITE A FRIEND TO JOIN YOU IN AN

TASK 2: WORK IN PAIRS. USE THE DIAGRAM IN 1 TO TALK ABOUT

CONSOLIDATION WRAP-UP - listen to teacher

UNIT 7: VIETNAM AND INTERNATIONAL ORGANISATIONS

I. Objectives: By the end of the lesson, Ss will be able to:

Preparation date: Unit 8: NEW WAYS TO LEARN

STAGES/ TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

5. Practice RELATIVE CLAUSES RELATIVE CLAUSES

TASK 3: MATCH THE TWO PARTS TO MAKE

- T lets Ss recall the knowledge of defining and non-defining

8. Homework HOMEWORK Copy down

Key: Online learning

Key: Self study

Key: face-to-face learning