Cultural Diversity Review

Date of preparation: 18/1/ 2017
Period 70:Unit 7 :cultural diversity

LOOKING BACK AND PROJECT
I. Aims
- To help Ss pronounce correctly two-syllable words of different parts of speech but
the same spelling
in isolation and in context.
- To teach Ss some lexical items related to the traditions, cultural characteristics and
superstitions.
- By the end of the lesson Ss are able to:
+ Pronounce correctly two-syllable words related to the topic Cultural
diversity.
+ Use some key words of the topic Cultural diversity.
+ Do the exercises on comparative and superlative adjectives as well as
articles.
1. Knowledge:
- By the end of the lesson, students will be able to review the stress and vocab
2. Skills: Speaking
3. Attitude: Students are interested in English.
4. Competence approach: doing ex related to the stress and the vocab.
II. Methods and techniques: The whole lesson: Integrated, mainly communicative.
III. Preparations:
- Teacher: Handouts, textbook.
- Students: Textbook
IV. Procedure:
1. Class organization:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
-Call some sts to do homework and give the comments.
3. New lesson:
Time/Stage Teacher’s Activities Students’ activities.

s
* Checking
1. - Ask students to recall what they have -Listen to the teacher.
Homework learnt in Unit 6.
5 - Speak out their ideas and opinions,
minutes knowledge that they have learnt in Unit 7.
2. New Pronunciation:
lesson Activity 1: -Listen to the tape and repeat
- Ask Ss to tell the differences in stress -Put the stress in the words.
17 minutes patterns of the words that have the same -Give the answers.
spelling, but belong to different parts of -Take down
speech
- Play the CD once and ask S to put the
mark before the stressed syllable in the
words given.
- Let them listen again if necessary
- Ask Ss to check their answer with other
classmates
- Elicit answers from the whole class
- Let Ss listen again and pause to help them
to notice the stress of the target words
*Key: 1. ex’port 2. ‘protest
3. ‘contrast
4. im’port 5. ob’ject
20 minutes
Vocabulary:
Activity 1:
1.Giaó viên chuyển giao nhiệm vụ
- Ask sts to work individually: read the 2. Học sinh nhận nhiệm vụ:
passage, define the part of the speech and -Sts work individuals: read the
use the phrases to complete the passage. passage, define the part of the speech
- Then ask Ss to compare answers with a and use the phrases to complete the
partner to see if they have the same answer passage
-Compare their keys with the
4.Đánh giá kết quả thực hiện nhiệm vụ: partner’s.
-Ask sts to present the answers -3.Học sinh báo cáo và thảo luận
.-Ask sts to give the comments. -Give the answers in front of the
-T give the feedback and give the answer class.
-Others give comments.
*Key: 1. wife 2. get married -Take down.
3. engaged
4. reception 5. honeymoon. 6.
wedding
7. bridegroom 8. best man 9.
bride 10. bridesmaids
Grammar:
Activity 1: Fill in the gaps with the
correct form of the adjective in brackets.
Add any other words if necessary.
1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận nhiệm vụ:
- Ask sts to work individually: give the -Sts work individuals:read the
correct form of the adjectives. sentences carefully and give the
- Then ask Ss to compare answers with a correct form of the adjectives.
partner to see if they have the same answer -Compare their keys with the
partner’s.
4.Đánh giá kết quả thực hiện nhiệm vụ: -3.Học sinh báo cáo và thảo luận
-Ask sts to present the answers -Give the answers in front of the
.-Ask sts to give the comments. class.
-T give the feedback and give the answer -Others give comments.
*Key: 1. harder, easier 2. more/less -Take down.
dangerous
3. the most famous 4. more polluted
5. the most delicious
Activity 2 Correct the sentences, adding

articles when necessary
- Ask correct the sentences and add the -Work in pairs: read the sentences and
articles if necessary. correct and add the article if
- Check the answers with the whole class necessary.
and explain any points if necessary -Report the results to the Teacher.
* Key: 1. We are having a great time in -Others give comments.
Hanoi -Take down.
2. Let’s go to Nha Trang for a week next
summer
3. Where’s the money I gave you on the
first of this month?
4. For my birthday, I got a book, a DVD,
and the latest CD by my favourite band.
5. On the radio, I heard a/the song that I
really liked.
Project:
Students do the survey in PROJECT at
home and hand in next week: the things
people should and should not in the
Vietnamese culture.
4. Consolidation(2ms)
- Summarize what they have learnt
5. Homework(2ms)
- T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.
Period 71: revision

I. Aims
-To help Ss to review the grammar
+ Do the exercises on comparative and superlative adjectives as well as articles.
1. Knowledge:
- By the end of the lesson, students will be able to review the stress and vocab
The passive voice with modals
Comparative and superlative adjectives.
2. Skills: writing
+ Do the exercises on comparative and superlative adjectives as well as articles.
4. Competence approach: doing ex related to the stress and the vocab.
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson:
Time/Stages Teacher’sActivities Students’

activities
1. Warm-up - Greeting and checking attendance.
- Teacher asks Ss to do the homework. -Greeting
( 6 minutes) I. Grammar:
1. The passive voice with modals -Review the
2. New lesson S + modals + be + PII + (by O) grammar.
E.g She can answer the question. -Listen to the
(17 minutes) The question can be answered. teacher.
 Note : Mét sè ®éng tõ kh¸c cã thÓ bÞ ®éng chia gièng nh- -Give more
modals. examples .
-Other give
S + will/ have to/ be going to + be V-edpII + (by O) comments.
-Take down.
2. Comparative and superlative adjectives
a. So sánh hơn.
 Đối với tính từ ngắn.
*Form: adj + ER + than
* e.g: Mr Brown is older than Mr Peter.
 Đối với tính từ dài.
* Form: more + adj + than
*e.g: A car is more expensive than a bicycle.
b. So sánh hơn nhất.
 Đối với tính từ ngắn.
* Form: the + adv/adj + EST
* e.g: Ha is the tallest in the class.
 Đối với tính từ dài
* Form: the + most + adv/adj
* e.g: This is the most difficult lesson in the book
* Các trường hợp ngoại lệ
So sánh hơn So sánh hơn nhất

Good better best
Bad worse worst
Many/ more most
much
20 minutes Little less least
Far far her/further farthest/furthest
Near nearer nearest/next
II. Exercises:
Exercise 1: Change the following sentences into passive
sentences.
1. You should open the wine about three hours before you use it.
2. You must not hammer nails into the walls without permission.
3. Someone will serve refreshments.
4. No one can do anything unless someone gives us more
information.
5. We will not admit children under sixteen.
6. They suggested making the tests easier. (Use should)
7. Children couldn’t have done all this damage
- T has Ss work in pairs: change the sentences into the passive
voice.
4.Đánh giá kết quả thực hiện nhiệm vụ:
-Ask sts to give the answers..
-Ask sts to give the comments.
-T give the feedback and give the answer
Key:
.1.The wine should opened about three hours before you use it.
2. nails must not be hammered into the walls without permission.
3. Refreshments will be served.
4.Anything can not be done . 2. Học sinh nhận
5. Children will not be admitted. nhiệm vụ:
6. Making the tests easier should be suggested. -Sts work in
Exercise 2: Give the correct form of the adjectives in pairs: show how
brackets. to transfer into
1. It was an awful day. It was the (bad)_____________ day of my the passive
life. voice.
2. He was a bit depressed yesterday, but he looks -3.Học sinh báo
(happy)____________today cáo và thảo luận
3. John’s car is (well)________________ than Mary’s. -Show how to
4. That’s the (far)_______________ way to the city center. transfer into the
5. I feel (good)_________________ today than I did last week. passive voice.
6. HCM City is the (big)______________ city in Viet Nam. -Others give
7. Marjorie has (many)_______________ books than Sue. comments.
8. He is (bad)______________ than ever before. -Take down.
9. This bottle has (little)______________ water than my bottle.
10. Nam is (nice)_______________ than Minh.
1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận

- T has Ss work in individuals: Give the correct form of the nhiệm vụ:
adjectives in brackets -Sts work in
4.Đánh giá kết quả thực hiện nhiệm vụ: individuals:
-Ask sts to give the answers.. show how to
-Ask sts to give the comments. transfer into the
-T give the feedback and give the answer passive voice.
Key: -3.Học sinh báo
1.The best cáo và thảo luận
1.happier. -Show how to
3.better transfer into the
4.further passive voice.
5.better -Others give
6.biggest comments.
7.more -Take down.
8.worse
9.less
10.nicer
5. Homework(2ms)
Ngày 24/1/2017
Tổ trưởng ký duyệt:
Đặng Minh Trang

Period 72:Unit 8 : NEW WAYS TO LEARN

GETTING
STARTED
I. Aims
- To teach Ss to listen and read a conversation about personal electronic devices and do
tasks: Questions & answers and true/ false exercises.
1. Knowledge:
. - To teach some lexical items related to:
+ Electronic devices that can help us learn
+ Using the Internet to learn English
- By the end of the lesson, students will be able to:
+ Use some lexical items related to personal electronic devices.
+ Make simple dialogues using the given expressions.
+ Master some vocabularies about personal electronic devices.
+ Get to know one grammar point.
2. Skills: Speaking, reading
4. Competence approach: Practise listening, reading, T/F and answer the questions.
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson:
Time/Stage Teacher’s activities Student’s activities

s
1. Warm up Ask Ss these questions: -Answer the quétions
8 1. Have you ever owned any personal
minutes electronic devices?
2. What are they used for?
- Leads in the new lesson
2. New - Introduce the topic of the lesson:
lesson New ways to learn
15 minutes Activity 1: Listen and read
- Ask As look at the pictures and guess -Looking at the picture about the
the topic of the conversation. computer and guess the topic of the
- Have Ss predict what they are talking lesson.
about -Listen to the tape and read in pairs.
- Encourage all kinds of predictions -Perform in front of the class.
- Tell Ss not to worry about new words
or grammar points because these will be
dealt with later.
- Play the recording
-Ask some sts to read in individuals.
-Give the feedback.
9 minutes
Activity 2: True/ False 2. Học sinh nhận nhiệm vụ:
What is the conversation about? - Ss work in individuals: :read the
1.Giaó viên chuyển giao nhiệm vụ statements , underline the key words and
- T has Ss work in individuals:read the read the conversation to choose T/F
statements , underline the key words and
read the conversation to choose T/F -3.Học sinh báo cáo và thảo luận
4.Đánh giá kết quả thực hiện nhiệm vụ: -Present the answers orally in front of the
-Ask sts to give the answers.. class...
-Ask sts to give the comments. -Others give comments.
-T give the feedback and give the answer -Take down.
Key:
- Go through the statements to make
senses quickly.
- Ask Ss do it individually in 5 minutes
- Encourage Ss to compare the answers
with a partner.
- Invite some Ss to give the answer and
then explain their choices.
- Give feedback to Ss’ work.
Answers:
1. F 2.F 3. NG 4. T 5.
10 minutes
F 6. T
Activity 3:
- Have Ss work in pairs to find the -Work in pairs:Refer back th the
adjectives which describe the devices conversation to find the adjectives which
used as learning tool then discuss the describes the devices used as learning
meaning in five minutes tools.
- Invite some Ss to give the words and -Present the answers orally in front of the
the meaning. class...
- Give feedback on Ss’ presentations -Others give comments.
* Suggested answer: -Take down.
1. personal: your own
2. electronic: having many small parts
that control and direct a small electric
current
3. modern: relating to the present time or
recent time
4. excellent: exceptionally good
5. useful: being of practical use
6. mobile: able to be moved easily
7. digital: showing information by using
figures
8. perfect: being complete & without
weaknesses
9. great: superior in quality or degree
Activity 4: Read the conservation
again, and give answers to the
following questions.
- Tell Ss to focus on the instructions
- Checks Ss' understanding of the
questions
- Set time for this activity, base on Ss’
level proficiency
- Get Ss to work in pairs or groups to
discuss the answers. -
- Call on different Ss to answer these
questions
Key:
1. They are talking about smartphones, -Work individually:read the questions,
laptops and tablet computers. underline the key words, locate the
2. They have changed the way we learn. information and get the answers.
3. They use them to take photos or - -Present the answers orally in front of
record their work, which can be later the class...
shared with the class. -Others give comments.
4. because they can be used to store -Take down.
information, take notes, write essays and
do calculations.
5. He does his assignments and projects,
and studies English.
5. Homework(2ms)
PERIOD 74: UNIT8: NEW WAYS TO LEARN

LANGUAGE
I. Aims
- To teach Ss to pronounce correctly three –syllable adjectives and verbs in isolation and
in context.
- To teach Ss to use relative clauses: Defining and non-defining relative clauses with
“who, that and whose”
+ Understand use relative pronouns and relative clauses.
+ Pronounce correctly three –syllable adjectives and verbs in isolation and in
context.
+ Use some lexical items related to the topic New ways to learn in context.
1. Knowledge:
-Improve the stress in 3- syllable adjs and verbs, relative clause and vocab
2. Skills: Speaking, reading
4. Competence approach: doing ex.
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson:
Time/Stage Teacher’s activities Student’s activities

s
1. Lead-in - T informs the class of the lesson
3 objectives: Getting to know relative
minutes pronouns and relative clauses.
2. New 1. Vocabulary:
lesson Activity 1: Matching
10 minutes 1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận nhiệm vụ:
- T has Ss work in pairs: look at the phrases - Ss work in pairs: : look at the
and match with their explanation phrases and match with their
explanation
-Ask sts to give the answers.. -3.Học sinh báo cáo và thảo luận
-Ask sts to give the comments. -Present the answers orally in front of
-T give the feedback and give the answer the class...
* Key: -Others give comments.
1. a 2. d 3. b 4. c 5. a -Take down.
10 minutes
Activity 2:
- T has Ss work in pairs: look at the - Ss work in pairs: : look at the
pictures, read the conversation again and pictures, read the conversation again
match the pictures with their uses. and match the pictures with their uses.
-Ask sts to give the answers.. -Present the answers orally in front of
-Ask sts to give the comments. the class...
* Key: -Take down
1. A,B,C 2. A, C 3. A, C
14 minutes 4. B 5. B 6. A,B, C
2. Pronunciation
Activity 1: Listen and repeat
- Play the recording for Ss to listen. -Listen to the tape and repeat in
- play it again with pauses for Ss to listen chorus.
and repeat. -Repeat in individuals.
- Ask some Ss to read the words again and
give comment on Ss’ pronunciation
- Invite individuals Ss at random to read the
words. Correct them, if necessary
Activity 2:
-Ask sts to work
individually.
- Focus on the stress patterns of three- -Work individually.
syllable adjectives and verbs. -Put a mark before the the stress
- Ask Ss to listen and practice saying them syllable.
correctly -Present the answers orally in front of
- Play the tape again. Ask Ss to put a mark the class...
before the stress syllable in each word. -Others give comments.
- Check with the whole class to make sure -Take down
that every student has done this exercise
correctly.
* Key:
‘concentrate ‘similar con’tribute
‘digital intro’duce ‘excellent
‘recognise Vietna’mese under’stand
‘personal ‘interest sym’bolic
3. Grammar: Defining and non-defining

relative clauses
Activity 1:
- Ask Ss to read the sentences taken from -Work individually: read the sentences
Getting started underlined the relative taken from Getting started underlined
pronouns and their functions. the relative pronouns and their
- Revise the uses of the relative pronouns functions.
through these sentences. -Present the answers orally in front of
- Help Ss to distinguish defining relative the class...
clause vs non-defining relative clause. -Others give comments.
- Check Ss’ work and comment. -Take down
* Key:
1. that 2. which 3. That
4. which 5. whose
- These pronouns are used to define or
identify or give more information about the
the nouns preceding them.
+ Defining relative clauses: 1,3,5
+ Non- defining R.Cs: 2,4
Activity 2: -Work individually: to match sentence

- Have Ss work in pairs to match sentence part in A with a suitable one in B in 4
part in A with a suitable one in B in 4 minutes
minutes. -Present the answers orally in front of
- Check some Ss’ answer and comment. the class...
- Ask Ss to read watch out, check for -Others give comments.
comprehension. -Take down
* Key:
1. e 2.d 3. a 4. f 5. c 6. b
Activity 3: -Work individually: choose the
-Ask sts to work individually: choose the suitable relative clause to complete.
suitable relative pronoun to complete. -Present the answers orally in front of
- Let Ss do this exercise in 4 minutes. the class...
- Call some Ss at random to give the -Others give comments.
answer and then give feedback to Ss’ -Take down
work.
Answers:
1. which/ that 2. whose 3. which
4. who/ that 5. whose 6. who
5. Homework(2ms)
PERIOD 75: UNIT8: NEW WAYS TO LEARN

READING
I. Aims
- To teach Ss to read for general ideas and for specific information about new ways to
learn English and do tasks and Answer the questions and discuss.
- To teach Ss some words and phrases related to new ways to learn English.
- By the end of the lesson, students will be able to
1. Knowledge:
+ Read for general ideas and for specific information about new ways to learn English
and answer the questions.
2. Skills: Read for general ideas
4. Competence approach:choose the best title, match, answer the questions..
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson:
Time/Stages Teacher’s activities Students’ activities
- Do the exercises with relative
1. Homework - Ask two Ss to do the exercises with clauses and then give comment and
8 minutes relative clauses and then give comment and marks.
marks.
New lesson Activity 1:

2.Pre-reading -Let Ss look at the pictures and answer the -Answer the questions.
12 minutes questions. -Give the answers.
1. What are students doing? -Take down
2. What is the reading text about?
1. They are using smartphones, and tablets
to study in the classroom.
2. We are going to read about electronic
devices which help us learn knowledge.
3.While-reading Activity 2:
- T has Ss work in pairs: match the words - Ss work in pairs: match the words
with their meaning with their meaning
-Ask sts to give the answers.. -Present the answers orally in front
-Ask sts to give the comments. of the class...
Key: -Take down.
1. c 2.d 3. a 4. e
5. f 6.b
8 minutes Activity 3:
-Make sense of the three options. -Work individually: choose the best
-Ask Ss to read the text silently in 5 minute. title.
-Have Ss choose the best title and give their --Present the answers orally in front
explanation for their choice. of the class...
- Call one or two Ss to check the answer -Others give comments.
* Key: b. New ways to learn English -Take down.
- Work in pairs to do this activity.
-Take turns asking and answering
8minutes Activity 4:
- Ask Ss to scan the text to find the answer -Read the questions , underline the
for the question. key words , locate the information to
- Have Ss in pairs ask and answer find the answers.
- Check some pairs, give feedback to Ss’ Present the answers orally in front of
answer. the class...
* Key: -Others give comments.
1. We can download them in mobile -Take down.
devices and study anywhere.
2. We can see words on the screen and hear
them spoken.
3. We can choose to practice with native
speakers of different accents and genders.
4. We can use them to record real life
English speech, lessons, songs or English
language films.
5. Because it will make learning English
easier, faster, more effective and more
enjoyable.
Activity 5:
- Divide class into groups of 4 or 5 Ss and -Work in groups.
let them discuss the question. - Present the answers orally in front
- Walk round to monitor the class and offer of the class...
help. -Others give comments.
- Invite two or three groups to report what -Take down.
they have talked.
- Give comment to Ss’ talks.
* Suggested answers:
Some Ss in my groups have smartphones
and laptop. We use these devices to look up
new words, download and store digital
lessons and practice. These devices help us
improve our pronunciation, vocabulary and
skills as well.
5. Homework(2ms)
PERIOD 77: UNIT 8: NEW WAYS TO LEARN

SPEAKING
I. Aims
- To teach Ss to talk about how electronic can help us learn.
- To teach Ss to practise sharing and giving responses to new information.
+ Express their opinion about how electronic can help us learn.
+ Give a report about how their classmates use the devices to learn school subjects.
+ Perform their viewpoints to other people in real life
1. Knowledge:
+ Know about the electronic devices
2. Skills: Read for general ideas
4. Competence approach:talking in pairs: ask and answer: give their opinions about the
most effective ways of using electronic devices...
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson:
Time/Stage Activities Interactions

s
Show several images of electronic
1. Warm up devices on the screen, ask sts to write -Look at the pictures and write the
8 the names and how do they help you names.
minutes learn at school? -Present the answers.
* Suggested answer:
Personal computer, laptop, smartphone,
tablet, speakers

2.Pre- 1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận nhiệm vụ:
speaking -Ask sts to work individually. -Sts work individuals: read through the
8 minutes - Give Ss time to read through the arguments in favour of using electronic
arguments in favour of using electronic devices in learning and match arguments
devices in learning and match arguments 1-4 with explanations a-d
1-4 with explanations a-d
Ask sts to exchange their answers with -Compare their keys with the partner’s.
others’ -3.Học sinh báo cáo và thảo luận
4.Đánh giá kết quả thực hiện nhiệm vụ: -Give the answers in front of the class.
-Ask sts to present the answers -Others give comments.
.-Ask sts to give the comments. -Take down.
* Answer:
1.d 2. b 3. c 4. A
9 minutes
Activity 2:
- Guide Ss to understand the -Know how to express their opinions
requirement of this activity. about how electronic devices can help
- Give Ss several ways to express their them to learn.
ideas about the most effective ways of -Practise talking in pairs
using electronic devices. -Perform in front of the class.
- Present a model
E.g: In my opinion, making learning and
teaching faster, easier and better is an
effective way of using electronics
because teachers can use these devices
to prepare for the lesson, and students
can look for information on electronics.
- Have Ss, in pairs, to express their
ideas.
-Call on some Ss to check.
7 minutes
Activity 3:
-Ask sts to discuss how useful electronic -Discuss in groups of 4: discuss how
devices are in learning , using the useful electronic devices are in learning ,
arguments above. using the arguments above.
- Call on some Ss to check. -Give their opinion and explanation.
- Ask two Ss to model the example -Perform in front of the class.
- Have Ss discuss in pairs in 5 minutes.
-Walk round and offer help if necessary
- Check two pairs and comment.
Example:
St1: I think electronics make school life
easier and more enjoyable.
St2: Exactly, ….
St1: And when they type on the tablet
they can change…
8 minutes
Activity 4:
- Divide class into groups of 3 to 4 -Discuss in groups of 4: answer the
students, ask Ss to focus on getting questions
answer to the questions and note down -Give their opinion and explanation.
their group’s discussion in 4 minutes. -Perform in front of the class.
- Ask the representatives from some
groups to report the results of their
group work to the class.
-Give the feedback
3. - Summarize what they have learnt by
Consolidatio asking Ss some questions:
n What have you learnt today? What can
2 minutes you do now?
- Suggested answers:
+ I can talk about how electronic devices
can help us learn.
+ I can give a report about how their
classmates use the devices to learn
school subjects.
4. - Ask students to learn by heart the
Homework expressions.
1 minute - Prepare for the next lesson.
- Summarize what they have learnt :
What have you learnt today? What can you do now?
- Suggested answers:
+ I can talk about how electronic devices can help us learn.
+ I can give a report about how their classmates use the devices to learn school subjects.
5. Homework(2ms)

LISTENING
I. Aims
- To teach Ss to talk about how electronic can help us learn.
+ Express their opinion about how electronic can help us learn.
+ Give a report about how their classmates use the devices to learn school subjects.
+ Perform their viewpoints to other people in real life
1. Knowledge:
2. Skills: T/F and fill in the blanks.
4. Competence approach: T/F and fill in the blanks
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson
Time/Stages Activities Interactions

- Have students look at the pictures and
1. Warm up elicit their answers to the questions in
7 minutes the instructions.
Ex: What are the students doing?
What do you think you are going to
listen about?
- Ask them to use the caption to help
them guess.
Suggested answers:
The students are learning English with
computers. Maybe they are searching
the Internet for information or using a
webpage to study.
We guess we are going to listen to
some new ways to learn using the
Internet and electronic devices.
- After all, inform students of the
lesson objective: listening for specific
information about using electronic
devices to study English.
New lesson * Pre-teaching vocabulary
2.Pre-listening - get tired of : -Read the new words in chorus.
6 minutes - search engine: -Read the new words in individuals.
- level: -Take down
- record:
- native speaker:
- effectively:
- success:
- Teacher may give more explanation
on the use of these words and phrases.
-Read as a model and ask sts to repeat.
3.While-listening
9 minutes Task 1: True or False?
-Have sts work in individuals: read the -Sts work in individuals: : read the
statements, underline the key words. statements, underline the key words.
-Ask sts to guess the answers. - guess the answers.
-Listen to the tape twice. -Listen to the tape twice
-Give the answers . -3.Học sinh báo cáo và thảo luận
4.Đánh giá kết quả thực hiện nhiệm vụ: - Write the answers on the board.
-Ask sts to give the answers on the -Others give comments.
board. -Take down
-Show the cues give and give
explanation if necessary
.-Ask sts to give the comments.
-T give the feedback and give the
answer
- Play the recording again if many
students in the class have incorrect
answers, pausing at the places where
they can get the correct information
Expected answers:
.
*Key: 1. F 2. T 3. T 4.
10 minutes F 5. T
Task 2: Listen again and complete

the following sentences by writing no
more than three words.
- Teacher asks students to read the -Work individually
instructions and the sentences 1-5. -Read the sentences carefully.
Make sure that they understand the -Guess the missing words.
sentences. Provide help with the new -Listen and fill in
vocabulary if necessary. -Report the answers.
- Play the recording once or twice -Others give comments.
again -Take down.
- Ask students to work with a partner
to compare their answers.
- Invite representatives from some
pairs to report their answers to the
class. Give feedback and correct any
wrong answers.
Keys:
1. easily and effectively
2. access and take
3. learning vocabulary
4.Post-listening 4. native speakers
10 minutes 5. chance of success.
Task 3: Discussion
- Inform students that this is a post- -Work in groups of 4: ask and answer
listening activity. the questions
- Ask students to work in groups of 3 --Report the answers.
or 4 and discuss the questions. -Others give comments.
Students note down their group -Take down.
members' answers and get ready to
report. Have some students present
their reports to the class.
- Check and give feedback.
- Call on some Ss at random and have
them express their opinions to the
whole class.
- Ask Ss: What have you learnt today?
What can you do now?
Expected answer:
+ I’ve learnt to instructions on how to access and use online English language materials.
+ I can talk about how to use electronic devices to study English online.
5. Homework(2ms)
-Review the lesson
- Prepare for the lesson.

WRITING
I. Aims
-To teach Ss to write about the advantages and disadvantages of electronic devices as
learning tools.
-To teach Ss to talk about electronic devices used among children in the USA
1. Knowledge:
2. Skills:
+ Write about the advantages and disadvantages of electronic devices as learning tools.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
+ Talk about electronic devices used among children in the USA.
4. Competence approach: writing a paragraph about the advantages of using the
electronic devices.
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson
Time/Stages Teacher’sActivities Students’ activities

- Write the phrase Using electronic
1. Warm up devices in learning on the board. Focus -Look at the pictures and talk about
5 minutes on the pictures and the instructions. the advantages and disadvatages
- Elicit students' ideas about the -Report the answers.
pictures. Give suggestions by asking -Take down
some questions to help students think
and talk about the advantages and
disadvantages of using electronic
devices in learning.
2.Pre-writing - Give students time to read the -Work in pairs: look at the pictures
12 minutes sentences about some advantages and and talk about the advantages and
disadvantages of using electronic disadvatages of using the electronic
devices in learning. devices.
- Give the explanation and meaning of -Report the answers.
some new words and phrases -Take down
mentioned in the texts.
- Have them compare their answers
with a partner first, and then ask some
students to read out loud their answers
to check as a class.
Activity 2:
-Have sts work in individuals: Get sts -Sts work in individuals: write the
to write the linking words linking words
-Ask sts to give the answers on the - Write the answers on the board.
board. -Others give comments.
-Show the cues give and give -Take down
answer
Expected answers:
Linking words:
First of all, Second, Last but not least,
In conclusion.
3.While-
writing Activity 3:
10 minutes - Ask students to read the sample -Sts make a draft before writing.
writing again. Remind them of the -Sts work in groups of 4: practice
structure of a short text that starts with writing a paragraph about the
a topic sentences, followed by advantages of using the electronic
supporting ideas 1,2,3 and ends with a devices.
concluding sentence.
- Tell students to write a draft first, then
write a short text about the advantages
of electronic devices as learning tools.
- Students write the text in class. When
they finish, ask them to exchange it
with a partner for peer
comments/correction.
- Walk around and offer help if
necessary.
- Alternatively, have students write the
text at home.
- Collect students' papers in the next
lesson. Give feedback on some papers
in class.
4-Post- writing - Ask Ss to present their writing in front -Present their writing
of the class. -Other sts give comments.
-Other sts give comments.
-Give the feedback.
- I can write about the advantages and disadvantages of electronic devices as learning

Expected answer:
- I’ve learnt how to write a short text with supporting ideas and detailed explanations.
tools.
5. Homework(2ms)
-Review the lesson
PERIOD 80: UNIT 8: NEW WAYS TO

LEARN
COMMUNICATION AND CULTURE
I. Aims
- To teach Ss to talk about the electronic devices used among children in the USA.
+ Understand and communicate about electronic devices used among children in
the USA.
+ Talk about the electronic devices used among children in the USA.
+ Talk and express their ideas and opinions about the effects of personal electronic
devices.
1. Knowledge:
2. Skills:
-Speaking and reading
4. Competence approach: Giving the opinions and answer the questions.
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson

- Hang some pictures of the electronic - Look at the pictures and talk about
1. Warm up devices and ask sts to talk about the the advantages and disadvantages.
5 minutes advantages and disadvantages.
2. New lesson 1. Communication:
Activity 1:
19 minutes -Ask sts to work in pairs: -Work in pairs: read the comments on
- Ask students to read the comments on personal electronic devices and decide
personal electronic devices and decide the most reasonable comment, and to
the most reasonable comment, and to provide reasons for their choice.
provide reasons for their choice. -Give the answers.
- Encourage students to express their -Others give comments.
own opinions. -Take down.
Answers: optional answers.
- Have students read the instructions -Sts work in pairs: exchanging their
carefully. Ask a pair of students to model opinions on using the electronic
devices.
the example. Have all students work in --Give the answers.
pairs (and use their own arguments if -Others give comments.
they can). -Take down.
- Go around the class to offer help if
necessary.
- T may provide students new words,
phrases, and structures that they may
need to express their opinions.
Example:
Student A: What do you think could be
the disadvantage of electronic devices?
Student B: Some people think that
electronics are bad for your eyes, and
radiation from them could harm your
body.
Student A: Oh, really? I cannot believe
that I think they are harmless to users.
2. Culture:
Activity 1:
* Pre teach the key words
- Teacher teaches students the meaning
of some new words and phrases in the
text.
- modern technology: (np)
- do assignments: (vp)
- promote: (v)
- ability: (n)
- critical thinking :(np)
- bad effect (np);
-Have sts work in individuals: Get sts to -Sts work in individuals: read the text
to read the text about how electronic about how electronic devices are used
devices are used among children in the among children in the United States.
United States. - Read and answer the questions in
- Have students read and answer the pairs. Then check students' answers as
questions in pairs. Then check students' a class.
answers as a class.
-3.Học sinh báo cáo và thảo luận
-Ask sts to give the answers on the -Others give comments.
board. -Take down
-Show the cues give and give
Expected answers:
*Key:
1. They use them to look up and store
information, do assignments and
projects, do calculations and play
games.
2. About 2 out of 5 have.
3. They may help promote listening and
speaking ability.
4. They may help improve their critical
thinking, reading, writing, and maths
skills.
5. They can be great educational tools,
but the wrong use may cause very bad
effects.
Activity 2: - Students work in groups of 4 or 5 to
- Teacher has students in groups of 4 or talk about how children in Vietnam
5, and talk about how children in their use mobile electronic devices.
area/Vietnam use mobile/ electronic --Give the answers.
devices. -Others give comments.
- Students work in groups of 4 or 5 to -Take down.
talk about how children in Vietnam use
mobile electronic devices.
5. Homework(2ms)
-Review the lesson
- Prepare for the lesson

LOOKING BACK AND PROJECT
I. Aims
- To help Ss pronounce correctly three -syllable adjectives and verbs in isolation and in
context.
- To teach Ss some lexical items related to new ways to learn.
- By the end of the lesson Ss are able to:
+ Pronounce correctly three -syllable adjectives and verbs related to the
topic new ways to learn.
+ Use some key words of the topic new ways to learn.
+ Do the exercises on relative clauses.
2. Skills:
-Speaking and reading, listening, writing
4. Competence approach: review the vocab and grammar..
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson
Time/Stages Teacher’sActivities Students’ activities

* Checking
1. Warm-up - Ask students to recall what they have learnt -Remember what they learn.
5ms in Unit 7.
- Speak out their ideas and opinions,
knowledge that they have learnt in Unit 7.
2. New lesson Pronunciation:
Activity 1:
18 minutes - Teacher plays the recording. Have students
listen and repeat after the recording. -Listen to the tape and repeat in
- Teacher helps students to review the stress chorus.
-Some sts repeat in individuals.
patterns of three-syllable adjectives and
verbs.
Activity 2:
-Put a mark before the stressed
- Teacher plays the recording again. Students syllable.
listen and put a mark (') before the stressed
syllable. -Report the answers.
-Take down
‘adjective, e’lectric, e’ffective, ‘wonderful,
con’venient, ‘similar, ‘graduate, de;velop,
con’tinue, con’sider, ‘dedicate, recom’mend
19 minutes
Vocabulary: 2. Học sinh nhận nhiệm vụ:
Activity 1: -Sts work in individuals: choose the
1.Giaó viên chuyển giao nhiệm vụ suitable word to complete.
- Teacher informs students that the words in -3.Học sinh báo cáo và thảo luận
the box are among the most commonly used - Write the answers on the board.
in the unit. Students decide which words best -Others give comments.
complete the sentences. -Take down
- Teacher may help to remind the meaning
and use of the words given.
Alternatively, extend this activity by asking
students to make their own sentences with
each of the words.
-Have sts work in individuals: Get sts to
complete.
-Ask sts to give the answers on the board.
-Show the cues give and give explanation if
necessary
Expected answers:
*Key: 1. D 2. E 3. B 4. C 5. F 6.
A
Activity 2:Answer the questions:

-Work individually: read the questions
-Ask sts to work individually: read the carefully, underline the key words and
questions carefully, underline the key words locate the information in the passage
and locate the information in the passage and and then find out the answers.
then find out the answers. - Write the answers on the board.
-Ask sts to report the answers. -Others give comments.
-Give the feedback. -Take down
Grammar:
Activity 1: -Work individually: read the sentences
- Teacher sets the time limit and gets students and complete the sentences with
to do the activity individually, then call on relative pronouns
some students to tell their answers and write -- Write the answers on the board.
the correct answers on the board.
-Take down
- Ask Ss to work individually and then
exchange with others
-Ask sts to report tha answers.
-Give the feedback.
*Key: 1. which/ that 2. who 3. which
4. whose
5. who/ that 6. whose
Activity 2: -Work individually: read the sentences

and combine them using the relative
-Ask sts to work individually: : read the pronouns
sentences and combine them using the - Write the answers on the board.
relative pronouns -Others give comments.
- Teacher asks students to pay attention to the -Take down
instructions. Set a time limit and have
students do the activity individually.
- Call on six students to write their answers
on the board. Underline any mistakes and ask
other students to correct them. Provide help,
if necessary.
KEY:
1. Shakespear, whose birthday was Stranford
, was a…..
2.His grandmother, who was…., had….
3.Tom has …books, which….
Project: -Complete the project at home.

Students do the survey in PROJECT in
groups at break time. Teacher design the form
and students hand in the results in written
form as assignment.
Expected answer:
+ I can pronounce correctly three -syllable adjectives and verbs.
+ I can use relative pronouns “which, that, who and whose.”
5. Homework(2ms)
-Review the lesson
PERIOD 82: REVIEW 3

I. Aims
- To revise the language and skills Ss have learnt and practiced in unit 6-8.
+ Pronounce correctly two- syllable words and three -syllable adjectives and
verbs
+ Understand and use the language and skills Ss have learnt and practiced in unit
6-8.
2. Skills:
4. Competence approach: review the vocab and grammar..
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson
Time/Stages Teacher’sActivities Interactions

- Teacher may introduce the review by -Remember what they learned.
1. Warm up asking Ss if they remember what they
have learnt so far in terms of language. T
5 minutes then summarises Ss’ answers and adds
some more information, if necessary.
2. New lesson
A. Vocabulary:
12 minutes Task 1:
-Have sts work in individuals: Get sts to -Sts work in individuals complete the
complete the sentences with the sentences with the suitablewords.:
suitablewords. -3.Học sinh báo cáo và thảo luận
-Ask sts to give the answers on the board. -Others give comments.
-Show the cues give and give explanation -Take down
if necessary
Expected answers:
- Ask Ss to do this activity individually,

and then compare their answers with a
partner’s.
- Write the correct answers on the board.
Ask students to raise hands if their
answers match.
Answers: 1. pay 2. discrimination
3. right
10 minutes 4. gender 5. inequality
Task 2: choose the correct words

- Ask Ss to do this activity individually. -Work individually: choose the correct
- Ask a student to write his/ her answers words to complete the sentences.
on the board. Read each one and ask the - Write the answers on the board.
class if they agree or not, then confirm the -Others give comments.
correct one. -Take down
Answers: 1. electronic 2. player
3. television shows 4. tablet
5. software
15 minutes 2. Pronunciation
Task 3: Sort out the words
- Ask Ss to do this activity individually, - Ss do this activity individually: sort out
sort out the words according to the stress. the words according to the stress
- Show the correct answers on the board. - - Write the answers on the board.
Answer: -Others give comments.
OO OO OOO -Take down
actor relax indicate-Sts read the words aloud.
lovely forget organise
artist enjoy modernise
famous remove difficult
- T asks Ss to read these words.
2. Grammar
Task 4:
- Ask Ss to do this activity individually -Ask st to do individually:rewrite the
- Elicit the form and use of the passive sentences using the passive voice.
voice, and the meaning of the modals: - Write the answers on the board.
must, will, should, may. -Others give comments.
- Ask a student to write his/ her answers -Take down
on the board while other Ss do this -Sts read the words aloud.
activity individually.
- Check answers as a class.
Answers: 1. This door must be kept shut.
2. Refreshments will be served (by
someone).
3. Bicycles must not be left in the hall.
4. Milk should be shaken before it is used.
5. Books may be kept for two weeks.
Task 5:
- Elicit the form and use of comparative -Ask sts to work individually: complete
and superlative of adjectives. Ask Ss to do the sentences using the comparative or
this activity individually, and then superlative.
compare their answers with a partner’s. - Write the answers on the board.
- Ask a student to write his/ her answers -Others give comments.
on the board. -Take down
- Check answers as a class. -Sts read the words aloud.
Answers: 1. more simple (or simpler)
than 2. the oldest
3. more important than
4. the most beautiful
5. heathier (or more healthy) than
Task 6: Matching
-Ask sts to work individually. --Ask sts to work individually: combone
- Elicit the use of relative clauses the sentences using the relative pronoun.
(defining and non-defining). Ask Ss to do - Write the answers on the board.
this activity individually, and then -Others give comments.
compare their answers with a partner’s. -Take down
- Write the correct answers on the board. -Sts read the words aloud.
Answers:
1. Tom works for a company that/ which
makes electronic devices.
2. Linda told me her e-mail address, which
I wrote on a piece of paper.
3. I don’t like people who/ that are never
on time.
4. What was the name of girl whose
mobile phone was stolen?
5. Mr Brown, who has worked for the
same university all his life, is retiring next
month.
5. Homework(2ms)
-Review the lesson
PERIOD 83: REVIEW 3-P2

I. Aims
By the end of the lesson, students will be able to:
- Listen for gist and specific information
- Use the words and phrases related to words related to new ways to learn.
- Read for general ideas and specific information about an interactive white
board.
- To talk about different customs in Vietnam and in the world.
- Write about what each person’s daily life is like.
2. Skills:
4. Competence approach: improve all skills...
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson
Time/Stages Teacher’s Activities Student’s activities

- Teacher may introduce the review by -Remember what they learned.
1. Warm up asking Ss if they remember what they -Report in front of the class.
5 minutes have learnt so far in terms of language. T
then summarises Ss’ answers and adds
some more information, if necessary.
2. New lesson 1.Giaó viên chuyển giao nhiệm vụ 1.Giaó viên chuyển giao nhiệm vụ
-Have sts work in individuals: Get sts to -Have sts work in individuals: match
37 minutes match the words with their definition.. the words with their definition..
-T give the feedback and give the answer -
Expected answers:.
Keys:
1b: 1.d 2.c 3. b 4. a
Task 2: answer the questions

Key:
-Ask sts to work individually: -Sts work individually: read the
read the questions carefully, underline questions carefully, underline the key
the key words and locate the information words and locate the information in
in the passage and then find out the the passage and then find out the
answers. answers.
-Ask sts to report the answers. - Write the answers on the board.
-Give the feedback. -Others give comments.
Key: -Take down
1. It helps students learn English in a
more stimulating way.
2. Because it can engage students and
provide them with interactive
opportunities.
3. Because with it teachers can make
grammar or vocabulary presentations and
save them for using again.
4. They can download gap-fill exercises,
multiple-choice quizzes or games.
5. They can drag and drop their answers
into the gaps with their fingers.
II. Speaking
- Ask Ss to work in groups, reading -Work in groups, reading about
about different customs in four countries. different customs in four countries.
Then ask Ss to discuss the three Then ask Ss to discuss the three
questions that follow. questions that follow.
- Ask Ss to share their opinions with - Share their opinions with their
their partners. partners.
- Present in front of the class.
III. Listening:T/F
-Ask sts to work individually: -Work individually: read the
read the questions carefully, underline questions carefully, underline the key
the key words and listen to decide T/F words and listen to decide T/F
- Play the recording once for Ss to listen - Write the answers on the board.
and choose their answers. -Others give comments.
- Play the recording again for Ss to check -Take down
their answers. Then give the correct
answers.
- Alternatively, play one or more times
for Ss to choose the correct answers.
Key: 1. F 2. T 3.F 4.F
5.T 6. F
IV. Writing
- Ask Ss to use the points given in Dos -Sts work in groups: use the points
and Don’t (of their own ideas) to write given in Dos and Don’t (of their own
about what customs a visitor to Viet Nam ideas) to write about what customs a
should know. Ask Ss to write the draft visitor to Viet Nam.
first in class, and then they may write - write the draft first in class, and
their final versions at home. then they may write their final
versions at home.
5. Homework(2ms)
-Review the lesson
PERIOD 84: UNIT 9: PRESERVING THE

ENVIRONMENT
GETTING STARTED
I. Aims
- To teach Ss to listen and read a conversation about environment impacts and ways to
protect the environment and do tasks: Questions & answers and matching exercises.
- To teach some lexical items related to preserve the environment.
+ Use some lexical items related to environment impacts and ways to protect the
environment.
+ Master some vocabularies about environment impacts and ways to protect the
environment.
+ Get to know one grammar point: Reported speech
2. Skills:
-Speaking and reading, listening.
4. Competence approach: Matching, general idea.
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson
Time/Stages Teacher’s Activities Students’ activities
Ask Ss these questions:
1. Warm up -Answer the questions
1. Have you been aware of
7 minutes -Report the answers.
environmental problems?
2. What have you done for the
environment?
- Leads in the new lesson
2. New lesson - Introduce the topic of the lesson:
15 minutes Preserving the environment
Activity 1: Listen and read
- Ask As look at the pictures and guess -Guess the topic of the dialogue.
the topic of the conversation. -Present the answer
- Have Ss predict what they are talking -Others give comments.
about -Take down.
- Encourage all kinds of predictions
- Tell Ss not to worry about new words
or grammar points because these will be
dealt with later.
- Play the recording -Listen to the tape.
-Ask sts to listen to the tape and ask sts -Practise reading in pairs.
to read in read in silent in pairs. -Perform in front of the class.
-Call some pair to read aloud.
Activity 2: Matching
20 minutes 1.Giaó viên chuyển giao nhiệm vụ -2. Học sinh nhận nhiệm vụ:
-Have sts work in individuals: Get sts to -Sts work in individuals : label the
label the photos with the words and photos with the words and phrases..
phrases..
Expected answers:
Answers:
a. greenhouse effect
b. pollution
c. deforestation
d. polar ice melting
e. fossil fuels
Activity 3: Questions and answers
-Ask sts to work individually : read the -Work individually: read the
questions and underline the key words to questions and underline the key
find the information in the dialogue for words to find the information in the
the answers. dialogue for the answers.
- Ask Ss to read the conversation again -Read the conversation again and
and think of the answers to the think of the answers to the questions.
questions. - Write the answers on the board.
- Ask Ss to work individually. Allow -Others give comments.
enough time for them to check the -Take down
information. Remind Ss to underline the
key words in the questions, and use them
to scan for the relevant information in
the
conversation.
- Elicit answers from different Ss.
* Suggested answer:
1. He is writing a letter for the school
newsletter.
2. The editor asked Nam to write some
practical advice on environmental
preservation.
3. It means the negative influence or
effect on the environment.
4. Because he thinks if we can see the
impacts on the natural environment, we
will know how to protect it.
5. They are deforestation, pollution,
global warning, fuel depletion, polar ice
melting and the rise of sea levels.
6. Answers will vary.
5. Homework(2ms)
-Review the lesson

ENVIRONMENT
LANGUAGE
I. Aims
- To teach Ss to pronounce correctly three –syllable nouns in isolation and in context.
- To teach Ss to use reported speech to report what was said previous.
+ Use reported speech to report what was said previous
+ Pronounce correctly three –syllable nouns in isolation and in context.
+ Use some lexical items related to the topic Preserving the environment in
context.
1.Knowledge:Vocab, pronunciation, reported speech
2. Skills:
-Speaking and reading, listening.
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson

1. Lead-in - T informs the class of the lesson
3 minutes objectives: Getting to know indirect T <--> Ss
speech.
2. New lesson 1. Vocabulary:
Activity 1:
10 minutes 1.Giaó viên chuyển giao nhiệm vụ
-Have sts work in individuals: Get sts to
complete the sentences with the suitable
words.
-Show the cues give and give explanation -Sts work in individuals : find the
if necessary correct forms of noun, adjective, adv.
.-Ask sts to give the comments. -3.Học sinh báo cáo và thảo luận
-T give the feedback and give the answer - Write the answers on the board.
Expected answers: -Others give comments.
-Take down
* Key: 1. preserve 2. Deforestation
3. Fossil fuels
4. greenhouse effect 6. Global warming
7. depletion 8. Damage
10 minutes Activity 2: Part of speech

- Read the information in Do you know…?
and go through the nouns and verbs with
the class. -Work individually: complete the
- Elicit or explain the meaning of the sentences with the nouns or verbs in
words. 2.
- Ask Ss to work individually. - Write the answers on the board.
- Check answer as a class. -Others give comments.
* Key: 1. protect 2. -Take down
preservation 3. contaminate
4. consumption 5. deforest 6.
pollute 7. deplete
- Ask Ss to read the sentences first for
comprehension, and then underline the
key words and phrases. These words are
often used together as collocations, and
can be used to figure out the missing
words.
- Check answers as a class or have Ss
compare their completed sentences.
Key:
1. consumption 2. consume 3.
preserve
4. preservation 5. polluted 6.
pollution
7. contamination 8. contaminate
2. Pronunciation
- Focus Ss’ attention on the instructions
and the word box. Play the recording and
pause after each word for Ss to repeat
chorally and individually.
- Elicit the meaning of the words and help
Ss identify the syllable in each word.
- Ask Ss to to read quickly the sentences
in the VOCABULAY section 3, and
underline three-syllable nouns. Ask Ss to
add two of them to the word box.
Suggested answers: energy, atmosphere
Activity 2:
- Focus Ss’ attention on the instruction.
Have Ss read through Do you know…?
Check understanding of the activity.
- Play the recording once through for Ss to
listen.
- Play the recording again for Ss to do the
activity.
- Check answer as a class.
* Key:
’article ’influence ’energy
so’lution
’newsleter po’llution pro’tection
’atmosphere
’editor con’fusion ’scientist
’chemical
3. Grammar: Reported speech -Work in pairs: read the conversation
Activity 1: between Nam and his father and write
- Focus Ss’ attention on the instructions the names of the speaker.
and ask them to read Do you know…? - Write the answers on the board.
Check understanding. -Others give comments.
- Ask Ss to read the conversation in -Take down
GETTING STARTED again and find the
speakers’ names to fill the gaps..
-Ask sts to report the answers.
-T corrects the answers.
* Key:
1,3,5: Nam 2: the editor 4,6:
Nam’s father
Activity 2:
- Read the instructions and analyse the -Work in pairs: change the direct
first sentence as example. Remind Ss of speech statements into reported
the changes to the verb form and pronoun. speech.
* Key: - Write the answers on the board.
1. Nam said (that) pollution was one of the -Others give comments.
problems in his neighbourhood. -Take down
2. The editor said (that) more people were
aware of the preservation of natural
resources.
3. The students told their teacher (that)
they were discussing the protection of the
natural environment.
4. Nam’s father told him to use the web
search engine to find the information that
he need.
5. Nam said (that) air pollution was one
of the causes of the greenhouse effect.
5. Homework(2ms)
-Review the lesson

ENVIRONMENT
READING
I. Aims
- To teach Ss to read for general ideas and for specific information about threats to
natural environment and do tasks: Matching and true/false exercise and discuss.
- To teach Ss some words and phrases related to preserving the environment.
+ Read for general ideas and for specific information about threats to natural
environment and do tasks.
1.Knowledge:New words related to the environment
2. Skills:
-Reading for the general information and specific information..
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson

1. Warm-up(5ms)
- Let sts listen to the English song -Listen to the song.
New lesson
2.Pre-reading Activity 1: Prediction
-Ask sts to work in pairs -Pair work: answer the question
12 minutes - Let Ss look at the photos and the -Report the answers.
instructions. Ask what can you see in
the photos? What is the environmental
impact in each photos?
- Elicit the answers and put and put
them on the board.
- Give feedback.
Key: a. noise pollution
b. water pollution
c. air pollution
d. soil pollution
Activity 2:
-Have sts work in individuals: Get sts to -Sts work in individuals : read the
read the text carefully and select the text carefully and select the best
best title. title
answer
Expected answers:
* Answer: c
Activity 3:
8 minutes -Ask sts to work individually -Sts work in individually: read the
- Focus Ss attention on the instruction. words and match with their
Write all the highlighted words from the definitions.
reading text on the board. - Write the answers on the board.
-Match with their definitions. -Others give comments.
- Go over the definitions with the whole -Take down
class.
-Get sts to report the answers.
-Give the feedback.
Key
1. ecosystem
2. pesticides
3. inorganic
4. vegetation
5. fertilizer
6. pollutants
Activity 4:T/F
-Ask sts to work individually -Sts work in individually: read the
instructions carefully, and underline
- Ask Ss to read the instructions the key words in the sentences
carefully, and underline the key words provided.
in the sentences provided. -Choose T/F
- Encourage Ss to underline the parts of - Write the answers on the board.
the reading text relevant to the -Others give comments.
statements. -Take down
- Go over the definitions with the whole
class.
-Get sts to report the answers.
- Check answer as a class, and
encourage Ss to justify their choices by
referring to the relevant information in
the reading text.
-Give the feedback.
* Key:
1. T 2. F 3. T 4. T 5. T
6. T
1. Environmental pollution is one of the
impacts of human activities.
2. The greenhouse effect is a result of
air pollution.
4.Post-reading Activity 5:
5ms - Ask Ss some guiding questions before -Work in groups of 4: discuss the
their discussion: What type of pollution questions.
is there in your neighbourhood? What -Present the answers.
are the causes and effects? How can -Others give comments.
you help reduce this type of pollution? -Take down
- Arrange Ss into group of 3 or 4 and let
them discuss the question.
5. Homework(2ms)
-Review the lesson

ENVIRONMENT
SPEAKING
I. Aims
- To teach Ss to talk about the environment impacts of human activities.
+ Express their opinion about the environment impacts of human activities.
+ Give a report about the environment impacts of human activities.
+ Perform their viewpoints to other people in real life.
1.Knowledge:New words related to the environment: The causes, consequences and
solutions to the environments.
2. Skills:
-Talking about the environmental impacts...
4. Competence approach: Talking about the environmental impacts
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson
Time/Stag Teacher’s Activities Sts’ activities

es
- Ask Ss to make sentences using some words in context: -Make the sentences
1. Warm- Vegetation, fertilizers, pesticides, pollutants with these words.
up(5ms) - Feedback -Report the answers.
-Take down.
2. New Activity 1:
lesson 2. Học sinh nhận nhiệm vụ: - Ask Ss to label the photos with the -Have sts work in
types of pollution. individuals: Get sts to
16 -Sts work in individuals: label the photos with the
minutes -3.Học sinh báo cáo và thảo luận types of pollution.
- Write the answers on the board.
-Others give comments. 4.Đánh giá kết quả thực
-Take down hiện nhiệm vụ:
-Ask sts to work individually: -Ask sts to give the
- Check the answers and have different Ss write them on the answers on the board.
board. -Show the cues give and
* Answer: give explanation if
a. soil pollution b. water pollution necessary
c. air pollution c. noise pollution .-Ask sts to give the
comments.
-T give the feedback and
16 give the answer
minutes Expected answers:
Activity 2:
-Ask sts to work in pairs
- Guide Ss to understand the requirement of this activity. -Work in pairs:complete
- Focus Ss’ attention on the instructions and the table. the table and add some
- Ask Ss to work in pairs and read the text carefully before they more ideas.
complete the table. Remind them to refer back to the reading - Report the answers.
text to get the necessary information. -Others give the
- Encourage Ss to share their ideas with a partner. Check comments.
answers as a class and write them on the board. -Take down
-Give the feedback.
Human activity Type of

Consequence
pollution
fossil fuel burning a series of environmental
by motor vehicles, problems such as acid
air
factories, aircrafts rain, greenhouse effect,
pollution
and rockets globe warming and health
problem
fertilizers and contaminated vegetation
pesticide sprays, and the decrease of soil
harmful rubbish soil fertility leading to the
and chemicals pollution negative utilization of
thrown in the land
rivers
loud and annoying human psychological and
sounds from health problems such as
factory stress, the increase of
noise
machinery, motor health rate and hearing
pollution
vehicles, aircraft, damage
and musical
instruments
Activity 3:
This activity focuses on speaking about environmental impacts. -Practise the
- Give enough time for Ss to read the conversation individually. conversation in pairs.
Check comprehension as a class. -Some pairs perform in
- Have Ss practise the conversation in pairs. front of the class.
- Monitor the activity and select some pairs to role-play the
conversation in front of the class.
Activity 4:
Focus Ss attention on the instructions.
- Divide the class into groups of 3 – 4 students. -Work in pairs: make the
- Allow Ss enough time to select the type of pollution and similar conversation
prepare their conversation. -Use the structures
- Encourage Ss to write the main points or ideas expressed by above to make the
each speaker. Help Ss with any problems and remind them that conversation
they can add their own ideas while discussing. -Some pairs perform in
-Ask sts to perfoerm the conversation front of the class.
-Give the feedback.
Activity 5:
- Have Ss act out their conversations in front of the class. -Sts act out the
Discuss their performance as a class. conversation.
- Alternatively, have Ss discuss and act out their conversations -Some pairs perform in
in groups. front of the class.
5. Homework(2ms)
-Review the lesson
- Prepare for the lesson: listening skill
Ngày 28/2/2017
Date of preparation:
PERIOD 88 : UNIT 9:preserving the

environment
Listening
I. Aims
- To teach Ss listen to a student’s talk on environmental impacts.
- Check comprehension and ask Ss to brainstorm ideas on what to do to preserve
the natural
environment. Write their ideas on the board to avoid repeating the same
information.
+ Listen and do the tasks.
+ Develop the listening skills for gist and specific details.
+Talk about environmental impacts.
2. Skills:
-Listening for gist and specific information in a st’s talk on environmental impacts.
4. Competence approach: Gap filling, answer the questions.
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson

- Have students look at the pictures and -Answer the questions.
I. Warm up elicit their answers to the questions in the -Report the answers.
5 minutes instructions. -Others give comments.
Ex: What are the students doing? -Take down.
What do you think you are going to listen
about?
- Ask them to use the caption to help them
guess.
Suggested answers:
The people are planting a tree.
- After all, inform students of the lesson
objective: listening for gist and specific
information about environment impacts.
II. New lesson * Pre-teaching vocabulary -Read after the T in chorus.
1.Pre-listening - natural disaster(n) - erosion -Some sts repeat .
(6 minutes) -sewage - civilization -Take down.
- aquatic - mass media
- extinct /extinction
- Elicit, model 3 times, ask Ss to repeat in
chorus then individual, write on the board,
check meaning, stress and get Ss to copy
2.While- down.
listening - Teacher may give more explanation on
(19 minutes) the use of these words and phrases.
Task 2:
This activity focuses listening for gist.
1. Giao vien giao nhiệm vụ: - Ask them to 2. Học sinh nhận nhiệm vụ:
read the instructions and the titles. Make -Sts work in individuals : Read a,b,c,d
sure that Ss understand the task and and listen to choose the answers.
vocabulary. -3.Học sinh báo cáo và thảo luận
- Check comprehension and explain - Write the answers on the board.
degradation (loss or decrease of quality). -Others give comments.
- Play the recording twice, pausing before -Take down
and after the second listening for Ss to
read and check their answers.
- Tell Ss to go through the answer
opinions and select the most appropriate
one.
-Sts work in individuals:
- Write the answers on the board.
-Take down
-Ask sts to work individually:
12 minutes - Check the answers and have different Ss
write them on the board.
Keys: c. Environmental Degradation
Task 3: Discussion
This activity focuses on listening for
specific information.
1.Giaó viên chuyển giao nhiệm vụ: 2. Học sinh nhận nhiệm vụ:
-Have sts work in individuals: to read the -Sts work in individuals : read the
the words provided individually and listen words and listen to tick the words they
to tick the words they have heard. heard.
- Play the recording again for Ss to do the -3.Học sinh báo cáo và thảo luận
task. Allow 2 minutes for Ss to discuss the - Write the words on the board.
meaning of the words in pairs or to look -Others give comments.
them up in a dictionary. -Take down
-Present the meaning.
-Show the cues give and give explanation
if necessary
Expected answers
Key
1. degraded (lower in quality); resulted
(cause at outcome); erosion (condition in
which the earth’s surface in worn away by
the action of water or wind); sewage
(waste matter from home, carried away in
a system of pipes); aquatic (of water or
living in water); awareness (knowledge of
something)
Task 4:
This activity focuses on listening for
specific information.
- Focus Ss’ attention on the instructions. -Work individually.
Allow enough time for Ss to read the -Read through the sentences and guess
sentences. Check comprehension. the missing words.
- Ask Ss to guess the word(s) and -Listen and fill in the blanks,
complete the sentences. Then play the -- Write the words on the board.
recording again for Ss to check. -Others give comments.
- Alternatively, play the recording all the -Take down
way through for Ss to listen and complete -Present the meaning.
the sentences.
Key
1. affected
2. global warming
3. Ecosystem
4. health problems
5. control
6. friendly materials
Task 5:
Allow time for Ss to read the instruction -Read the sentences carefully.
and the questions. remind them to -Underline the key words
underline the key words and phrases in -Listen to have the answers.
each question. Check comprehension. -Listen again to complete.
- Play the recording again, pausing at - Write answres on the board.
times. Tell Ss to note down the answers -Others give comments.
during the pauses. -Take down
- Check answers as a class. -Present the meaning.
Key
1. The natural world in which people,
animals and plants live.
2. The burning of fossil fuels by factories
and motor vehicles.
3. the use of harmful chemicals in
agriculture.
4 The extinction of rare animals and
extreme floods and land erosion.
5. We should dump harmful rubbish and
3.Post- chemicals at appropriate places.
listening 6. We should replace deforestation with
(3ms) forestation.
7. We should make every effort to
preserve the environment for the next
generations.
-Discuss the the content of the

conversation in the listening part. -Discuss in groups.
-Report the answers.
5. Homework(2ms)
-Review the lesson
PERIOD 89 : UNIT 9:preserving the

environment
WRITING
I. Aims
- To teach Ss to write about environmental problems and give some practical advice
to preserve the environment.
- To teach Ss to talk about environmental problems.
+ Write about environmental problems and give some practical advice to
preserve the environment.
+ Develop the writing skills in general. Build up vocabulary supported for
writing.
+ Give some practical advice to preserve the environment.

2. Skills:
4. Competence approach: writng about the environmental practical advice on how to
preserve the environments.
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson
Time/Stages Teacher’s Activities Students’s activities

I. Warm up - Focus Ss’ attention on the topic of the
5 minutes writing. Ask different Ss about their -Answer the questions.
monthly water/ electricity bills of their -Report the answers.
homes by asking: How much does your -Others give comments.
family pay for water/ electricity? Ask -Take down.
different Ss to give some practical advice
on reducing their bills, and write the
information on the board.
II. New lesson Activity 1:
1.Pre-writing - Ask Ss to look at the picture and read the -Answer the questions.
3 minutes caption. -Report the answers.
- Elicit answers from different Ss. Write -Others give comments.
their answers on the board. -Take down.
Activity 2:
-Have sts work in individuals: Get sts to -Sts work in individuals : read the
read the text and match the heading text carefully match the heading.
-Ask sts to give the answers on the board. - Write the answers on the board.
-Show the cues give and give explanation -Others give comments.
if necessary -Take down
Expected answers:
- Focus Ss’ attention on the instructions

and the text. Remind them to underline
key words and phrases. Check
comprehension.
- Allow enough time for Ss to read
through the text and do the matching
individually. Give vocabulary
explanations or offer help if necessary.
- Ask Ss to share their answers with their
partners.
Notes
Natural resources: all the land, forests,
minerals, etc. existing naturally in a place
that can be used by people.
Key
1. d 2. c 3. b 4. a
Ask Ss to focus on the instructions and -Sts match the sentences with the
underline the key words. Check paragraph 1- 4
comprehension. --Report the answers.
- Allow Ss enough time to read the -Others give comments.
information and do the matching -Take down.
individually.
Key
a. 3 b. 1 c. 4 d.2
2.While-writing
Focus Ss’ attention on the instructions and
the table. Check understanding. Explain
the structure of the model to make sure Ss
can use it.
- Ask Ss to work in groups of 3 or 4 to
select one of the natural resources and
discuss the information in the table.
Encourage the groups to choose one of the
limited natural resources wo write 3
paragraphs.
- Go round and offer help with any
vocabulary or grammar question.
3.Post-writing
(5ms) - Ask representatives of different groups -Present their writings.
to read their drafts to the class. Correct the -Others give comments.
errors, if necessary. -Take down.
- Ask Ss to use the group drafts and write
their own texts individually. If there is not
enough time, assign the task for home
work.
- Ask different Ss to write selected
paragraphs on the board for the class to
give comments
5. Homework(2ms)
-Review the lesson
PERIOD 90: UNIT 9:preserving the

environment
COMMUNICATION AND CULTURE
I. Aims
- To teach Ss to talk about the organisation “World Wide Fund for Nature”.
+ Understand about “World Wide Fund for Nature”.
+ Discuss environmental problems and solutions.
+ Talk and express their ideas and opinions about environmental problems and
solutions.
1.Knowledge:know some the environmental threats.
2. Skills:
-Reading skill: answer the questions.
4. Competence approach:
-Reading skill: answer the questions.
III. Preparations:
IV. Procedure:
Class 10D1
Teaching date
Absentee
2. Oral test(3ms)
3. New lesson

1. Warm up - Inform the class of the lesson objective:
5 minutes Further develop Ss’ communication skills
and their ability to discuss environmental
problems and solutions.
2. New lesson 1. Communication:
Activity 1:
-Have sts work in individuals: to work in -Sts work in individuals : to work
pairs. in pairs.
-Ask sts to label the photos. -Label the photos.
- Focus Ss attention on the instructions and -Describe how the action will
the photos. Check comprehension. affect the environment in each
- Ask different Ss to describe how the photo. Put the information in two
action will affect the environment in each columns on the board.
photo. Put the information in two columns
on the board.
-Ask sts to give the answers on the board. - Write the answers on the board.
-Show the cues give and give explanation -Others give comments.
if necessary -Take down
Expected answers:
Key: Photo a: A man is spraying

pesticides.
This can cause soil
pollution.
Photo b: Forest trees were cut down.
This is deforestation and it will result in
climate change, global warming, extreme
floods and erosion.
18 minutes
Activity 2:
- Tell Ss that they are going to listen to -Read the questions , underline the
two speakers talking about one of the key words.
photos in 1. Focus Ss’ attention to the -Listen to the tape twice to choose
instructions and questions, and remind the answers.
them to underline the key words in the -Report the answers.
questions. Check comprehension. -Others give comments.
-Take down
- Play the recording twice, pausing before
the second listening for Ss to note down
the answers.
Key: 1. Photo b. 2.
Deforestation.
3. Climate change, global warming, and
extreme floods.
5 minutes 4. Control deforestation and have proper
forestation plans.
2. Culture:
Activity 1:
Focus on the picture of the animal and the
abbreviation. Check comprehension. -Answer the questions.
- Have Ss make their predictions -Report the answers.
individually. -Give comments.
- Check as a class.
Key: A panda. It comes from China.
5 minutes
WWF is for World Wide Fund for Nature
(formerly World Wildlife Fund)
Activity 2:
- Allow enough time for Ss to read the -Work in individually.
questions and underline the key words --Read the questions , underline
individually. Then ask them to read the the key words.
text and underline information. Monitor -Read carefully to to choose the
the activity and offer help with vocabulary, answers.
if necessary. -Report the answers.
- Encourage Ss to share their answers in -Others give comments.
pairs or groups. -Take down
- Call on different Ss to report their
answers to the class.
5. Homework(2ms)
-Review the lesson
Date of preparation: 8/3/2017
PERIOD 93: UNIT 10: ECOTOURISM

GETTING STARTED.
A. Aims
1.Educational aims:
- To teach Ss to listen and read a conversation about ecotourism and do tasks:
Questions & answers and matching exercises.
- To teach some lexical items related to the importance, benefits and principles of
ecotourism.
2.Knowledge:
+ Use some lexical items related to the importance, benefits and principles of
ecotourism.
+ Master some vocabularies about the importance, benefits and principles of
ecotourism.
+ Get to know one grammar point: Conditional sentences
3.Skil:
-Listening skill, reading skill.
4.Competence approach:
-Answer the questions.
II. Methods and techniques:
- Integrated, mainly communicative.
III.Preparation:
- T:Text book, handouts, pictures, chalk and boards
-Sts: textbook
IV. Procedure:
1. Class organization: (2ms)
Class Teaching date Attendance
10D1 ......./ ......./ 2017
2. Checking for the previous lesson and sts' preperation for the new lesson.( 2ms)
- Call sts to do ex on the board.
-Give comments and marks.
3. New lesson
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities’ activities Student’s activities
1. Warm up - Inform the class of the lesson

7 minutes objectives: getting to know how the
topic, some vocabulary related to
ecotourism, and the use of conditional
sentences Types 1 and 2.
2. New lesson
15 minutes -Present the new words:
Ecotourism:
Discount
Safari -Read after the teacher.
-Read as a model. -Some sts read individually.
-Ask sts to read after in chorus. -Take down.
-Call some sts to read individually.
Activity 1: Listen and read -Listen and read silently.
- Ask Ss to look at the map of Australia -Some sts read aloud.
and the pictures, and guess what tourists
can do there.
- Tell Ss that they are going to listen to
a conversation at a travel agent’s.
- Play the recording. Ask Ss to listen as
they read silently.
10 minutes Activity 2: Answer the questions.

This activity focuses on comprehension. 2. Học sinh nhận nhiệm vụ:
1.Giaó viên chuyển giao nhiệm vụ - Ss work in pairs: answer the
- T has Ss work in pairs: practise asking questions: underline the key words
and answering the questions. and read for the information to
have the answers.
-Ask sts to perform -Give the answers in front of the
-Ask sts to give the comments. class..
-T give the feedback and give the -Others give comments.
answer -Take down.
Answers: 1. Because both Mr and Mrs
Collin love nature.
2. Ecotourism means travel to areas of
natural or ecological interest to observe
wildlife and learn about the
environment.
3. Tourists can see different kinds of
animals like crocodiles, snakes, frogs,
birds, butterflies and other rare animals;
go scuba-diving to see coral reefs; of go
camping.
4. They would have to pay 6,000 dollars
for two people.
5. A two per cent discount.
10 minutes Activity 3: -Sts underline the conditional

This activity introduces the grammar sentences and read aloud in front
point: conditional sentences. of the class.
- Ask Ss to find the conditional - Others give comments.
sentences used in the conversation and -Take down.
write them in the space provided.
* Suggested answer:
- If you also want to go on a camping
safari, you’ll need another three days.
- But if we could take the seven-day
tour, how much would it be per person.
- … if you book early and pay two
months before departure, you’ll get a
two per cent discount.
Activity 4:
This activity helps Ss to review the verb
forms in conditional sentences that they -Look at the sentences and define
have learnt previously. which sentence is the conditional
- Have Ss work in pairs and underline type 1, 2,3.
the verbs in both the main clauses and -Show how to use the conditional
if-clauses. sentence.
Key: - If you also want to go on a -Others give comments.
camping safari, you’ll need another -Take down.
three days. (Type 1)
- But if we could take the seven-day
tour, how much would it be per person.
(Type 2)
- … if you book early and pay two
months before departure, you’ll get a
two per cent discount. (Type 1)
4.Consolidation(2ms)
-Summarize the lesson again.
5.Homework(2ms)
-Review the lesson again and prepare for the new lesson.
Ngày 14/ 3/ 2017
Đặng Minh Trang
Date of preparation: 21 /3/2017

LANGUAGE
A. Aims
1.Educational aims:
- To teach Ss to pronounce correctly words of more than syllables in isolation and in
context.
- To teach Ss to use conditional sentences type 1 and 2.
+ Use conditional sentences type 1 and 2.
+ Pronounce correctly words of more than syllables in isolation and in context.
+ Use some lexical items related to the topic Ecotourism in context.
2.Knowledge:
-Grammar:
+ Use conditional sentences type 1 and 2.
+ Pronounce correctly words of more than syllables in isolation and in context.
+ Use some lexical items related to the topic Ecotourism in context.
+ Improve the vocabulary
3.Skil:
-Practise writing.
III.Preparation:
-Sts: textbook
IV. Procedure:
10D1 ......./ ......./ 2017
3. New lesson
Time/Stages Student’s activities Teacher’s activities

1. Lead-in - T lets sts to play games -Play games.
3 minutes
2. New lesson 1. Vocabulary:
Activity 1: Form adjective from nouns or verbs
10 minutes 1.Giaó viên chuyển giao nhiệm vụ
- T has Ss work in pairs: indicate how we form adj from 2. Học sinh nhận nhiệm
nouns or verbs. vụ:
From nouns or verbs - Ss work in pairs:
4.Đánh giá kết quả thực hiện nhiệm vụ: answer the questions:
-Ask sts to show how we form adj from nouns or verbs. indicate how we form adj
-Ask sts to give the comments. from nouns or verbs.
-T give the feedback and give the answer -Give some examples.
Explain to Ss that some suffixes can be added to verbs -3.Học sinh báo cáo và
(V + ing, -ed, -able) or nouns (N + -al, -ial, -ical) to form thảo luận
adjectives. -Give the answers in
- Have Ss use a dictionary to look for the adjective form front of the class..
of the given words. -Others give
Key: comments.
Nouns/verbs + suffixes Adjective -Take down.
1.culture (n) + -al cultural
2. nature (n) + -al natural
3. environment + -al environmental
(n)
4. ecology (n) + -(i)al ecological
interesting,
5. interest (v) +-ing/-ed
interested
6. sustain (v) +-able sustainable
7. relax (v) +-ing/ -ed relaxing, relaxed
Activity 2:Complete the sentences using the adjectives

10 minutes above.
1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận nhiệm
- T has Ss work in pairs: : Complete the sentences using vụ:
the adjectives above. -Ss work in pairs:
- Ask Ss to read the sentences and pay attention to the Complete the sentences
context, that is, the words surrounding the missing using the adjectives
adjectives. For examples, for sentences 1,3,4 and 5, they above.
should consider which adjectives can go with the nouns -3.Học sinh báo cáo và
that follow. For sentences 2 and 6, they should decide thảo luận
whether to use the adjectives ending in –ing or -ed. -Give the answers in
front of the class..
4.Đánh giá kết quả thực hiện nhiệm vụ: -Others give
-Ask sts to write the answers on the board. comments.
-Ask sts to give the comments. -Take down.
* Key:
1. sustainable
2. relaxing/ interesting
3. cultural; natural
4. ecological
5. environmental
6. interested
14 minutes 2. Pronunciation
- Activities 1 and 2 focus on the stress patterns of words
of more than three syllables.
- Have Ss listen and put a mark (’) before the syllable
with the primary stress. Explain to them that when an -Listen to the tape and
affix is added to a word, the primary stress may shift to put a mark ‘ before the
another syllable syllable with the
Suggested answers: primary stress.
a. su’stainable -Report the answers.
b. preser’vation -Others give
c. en’vironment comments.
d. inviron’mental -Take down.
e. e’cology
f. eco’logical
g. rela’xation
h. ’scuba-diving
i. ’ecotourism
j. eco-’friendly
Activity 2:
- Play the recording for Ss to repeat chorally and
individually. -Listen to the tape
- Check answers as a class. again.
-The whole class
repeats in chorus.
-Some sts repeat.
20 minutes 3. Grammar: Conditional sentences
a. Conditional sentence Type 1
Exercise 1:
Explain to Ss that conditional sentences Type 1 are used
to describe present/ future activities or events that are -Ask sts to work
real/ very likely to happen. In the main clause, different individually: read the
modal verbs (can, may, might, will) can be used, which sentences and
can modify the meaning of the main verb. determine what kind of
- Have Ss first choose a suitable verb for each sentence conditional sentences
from the word box, and then use the correct form of this and complete the
verb (present tense in the if-clause or modal verb in the sentence.
main clause to complete sentence). - Report the answers.
-Ask sts to report the answers. -Others give
-Ask others give comments comments.
-Give the feedbacks. -Take down.
* Key:
1. leaves
2. will/ may/ might not get
3. fail
4. will/ may/ might get
5. Pay
6. will/ may/ might eat
7. will call
8. can/ may/ might go
- Have Ss discuss the meaning of sentences 2,4,6 and 8,
and explain the difference between the modals.
Exercise 2:
-Ask sts to work individually.
- Ask Ss to read the sentences carefully, identify the if--Work individually.
clauses and use the correct forms of the verbs in brackets.
-Read the sentences
-Ask sts to report the answers. and determine what
-Ask others give comments kind of conditional
-Give the feedbacks. sentences and complete
the sentence.
* Key: 1. will be; fail 2. will/ may/ might - Report the answers.
help; have -Others give
3. will/ may/ might feel; comes 4. need; will you lend comments.
5. throw; may/ might eat; die 6. will/ may/ might -Take down.
cause; make; leave
7. will/ may/ might be; fly; make 8. will take; do not
know
- Ask Ss to read Watch out! and discuss with a partner.
Check for comprehension. Elicit explanations from Ss
about the two examples.
b. Conditional sentence Type 2
Explain to Ss that conditional sentences Type 2 are used
to describe present of future activities or events that are -Sts work in
unreal or unlikely to happen. individuals.
- Ask Ss to join the first part and second part together - Match the first part
and make a meaningful sentence. Then have them decide with the second part.
on the correct verb form in each case. - Report the answers.
Exercise 3: -Others give
- Explain to Ss that conditional sentences Type 2 are used comments.
to describe present of future activities or events that are -Take down.
unreal or unlikely to happen.
- Ask Ss to join the first part and second part together
and make a meaningful sentence. Then have them decide
on the correct verb form in each case.
Key: 1. d lived; would/ could work 2. a were;
would tell
3. f didn’t start; would be 4. b used;
would be
5. g Would you change; had 6. c were;
would/ could travel
7. h would / could go; was/ were 8. e would be;
stopped
- Have Ss discuss the meaning of each sentence, and
explain the difference between would and could.
Exercise 4:
- Ask Ss to read each situation carefully and decide
which statement is the cause, and which is the effect. -Sts read the situations
- Explain that ‘effect’ should be the main clause of the and make conditional
conditional sentence. sentences.
For example, in sentence 1, he can’t get a job is the - Report the answers.
effect, so it is the main clause. -Others give
Key: 2. If Nancy lived near the park, she would/ could go comments.
running three every morning. -Take down.
3. If Nam could swim, he would/could go to swimming
pool alone.
4. If tom had a passport, he would/ could travel abroad.
5. If there weren’t so many tourists visiting the national
parks, the environment there would not be badly
damaged.
6. If tourists didn’t throw litter in the river, the water
would not be polluted.
7. If these students worked hard, they would/ could pass
the exam.
8. If Hoa didn’t have so much homework, she would/
could go out with her friends tonight.
5.Homework(2ms)

READING
A. Aims
1.Educational aims:
- To teach Ss to read for general ideas and for specific information about Ecotourism and
do tasks: Questions and answers and discuss.
- To teach Ss some words and phrases related to the topic Ecotourism.
+ Read for general ideas and for specific information about Ecotourism and do
tasks: Questions and answers and discuss.
+ Use words and phrases related to the topic Ecotourism
2.Knowledge:
-New words and phrases related to the topic Ecotourism.
+ Read for general ideas and for specific information about Ecotourism and do tasks:
Questions and answers and discuss.
3.Skill:
-Choose the best title, matching..
III.Preparation:
-Sts: textbook
IV. Procedure:
10D1 ......./ ......./ 2017
3. New lesson
Time/Stages Teacher’s activities Teacher’s activities.

1. Homework
3 minutes - Inform the class of the lesson -Listen to the aims of the lesson
objectives: skimming and scanning a text
for main ideas and specific information.
2. New lesson Activity 1: Prediction

- Ask Ss to look at the tourist map of -Look the the map and answer the
12 minutes Costa Rica and the details given in the questions.
legend (in the bottom left corner of the - Report the answers.
map). -Others give comments.
- Have Ss work in pairs and guess what -Take down.
tourists can do or see in Costa Rica
Suggested answers: Tourists can swim
in the sea, visit marine national parks,
see the volcanoes, watch the monkeys in
national parks, etc.
12 minutes Activity 2: Choose the best title. 2. Học sinh nhận nhiệm vụ:
1.Giaó viên chuyển giao nhiệm vụ -Ss work in pairs: read the passage and
- T has Ss work in individuals: read the choose the best title.
passage and choose the best title.. -3.Học sinh báo cáo và thảo luận
-Give the answers in front of the class..
4.Đánh giá kết quả thực hiện nhiệm vụ: -Others give comments.
-Ask sts to write the answers on the -Take down.
board.
Key: b (Pros and cons of Ecotourism)
15 minutes Activity 3: Matching the words with

their meanings
- Ask Ss to read the text again and -Work individually.
underline the five words from activity 3. - Read the text and understand the
- Encourage Ss to guess the meaning of meaning of words and match.
these words from the text and match - Report the answers.
them with the correct definitions in the -Others give comments.
table. -Take down.
Key: 1. e 2.c 3.a 4. b 5.d
Activity 4:
5minutes - Have Ss work in pair and list the -Work in pairs
positive and negative effects of - List the positive and negative effects
ecotourism mentioned by the two of ecotourism mentioned by the two
speakers. speakers.
Key: - Positive effects: more money for - Report the answers.
the local government to preserve nature ; -Others give comments.
tourists’ awareness of how to protect the -Take down.
environment ; more jobs and higher
income for local people.
- Negative effect: changing local
people’s way of life
Activity 5:
5 minutes -Ask sts to work individually. -Work individually: read the passage
- Explain Ss how to do the Activity 5: and determine Who say these things.
Read each statement, underline key - Report the answers.
words and then scan Marco’s and -Others give comments.
Pablo’s opinions to find similar ideas or -Take down.
synonyms.
-Give the feedback.
Key: 1. Marco and Pablo (Marco: They
[Tourists] stay with local families; Pablo:
There are more jobs for us…)
2. Marco (I think ecotourism can help to
solve this problem…)
3. Pablo (To entertain tourists, we have
to change our usual foods to suit their
tastes and adapt dances and traditions to
suit their needs.)
4. Marco (More and more hotels are built
while forests and beaches are destroyed.)
5. Marco (Tour guides and travel
brochures educate tourists about the
protection of the environment.)
6. Pablo (I don’t really know what it is.)
7. Marco (Marco gave examples of
sustainable ecotourism and its benefits)
Activity 6: Discussing
- Have Ss discuss in group of 3 or 4. Ask -Discuss in groups: What do tourists
them some guiding questions before they need when they visit a place? What do
start their discussion: What do tourists local people do to provide good
need when they visit a place? What do services for tourists (such as food,
local people do to provide good services water and vehicles)?.
for tourists (such as food, water and - Report the answers.
vehicles)?. -Others give comments.
Suggested answers: To some extent, the -Take down.
answer is yes. The money from
ecotourists may be used to preserve
nature. However, the local people have
to use up their resource (such as energy
sources, food and water) to provide good
service for tourist. More tourists mean
more vehicles, more water and food
consumption, and more waste. Even
though the discharge of waste and
consumption of nature resources by
tourists are minimised, air, water and
noise pollution is unavoidable.
5.Homework(2ms)

SPEAKING
A. Aims
1.Educational aims:
- Widen the knowledge about the ecotourism
2.Knowledge:
-New words and phrases related to the topic Ecotourism.
+ Read for general ideas and for specific information about Ecotourism and do tasks:
Questions and answers and discuss.
3.Skill:
-Talking about What tourists can do on an eco tour.
- Talking about What tourists can do on an eco tour..
III.Preparation:
-Sts: textbook
IV. Procedure:
10D1 ......./ ......./ 2017
3. New lesson

I. Warm-up - Inform the class of the lesson objectives: Talking -Listen to the aims of the
3 minutes about ecotourism activities. lesson.
II. New lesson Activity 1:

1.Pre- speaking - Ask Ss what they think the heading of the speaking -Sts read the
12 minutes section (‘Travel and enjoy’) means and guess the conversation and
topic. practice with their
Suggested answer: partner.
Tourism and what activities tourists can enjoy doing -Perform in front of the
while travelling. class.
- Ss practise the conversation in pairs.
-Call sts to perform .
-Give the feedback.
2.While- speaking
- Have Ss identify the main ideas in the dialogue. Ask -Sts work in pairs:
them to complete the table with the information from practice making a similar
the conversation. conversation.
--Perform in front of the
Where Peter will go Bach Ma National Park class.
explore the forests, -Others give comments.
What he will do and watch the birds, look at
see the plants, spend a night
at an old villa.
What else he will do if visit Hue, enjoy the local
he has more time food
Where else he may Lang Co beach
visit
- Explain to Ss that when making their own
conversations about the three tourists destinations,
they should use the four questions in the table.
3. Post- speaking Activity 3:

12 minutes 1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận nhiệm
- T has Ss work in groups: choose the destination and vụ:
prepare a presentation about what tourists can see and -Ss work in groups:
do there- Divide the class into groups of 4 – 5 choose the destination
students. Have each group choose one ecotourism and prepare a
destination in Viet Nam, find information about it, presentation about what
and introduce this place to other groups. Their tourists can see and do
presentation should include interesting information there.
about the destination and ecotourism activities there. -3.Học sinh báo cáo và
- For more able classes, ask Ss to choose destinations thảo luận
in other countries for their presentations. -Give the answers in
4.Đánh giá kết quả thực hiện nhiệm vụ: front of the class..
-Ask sts to perform. -Others give comments.
-Ask sts to give the comments. -Take down.
5.Homework(2ms)

LISTENING
A. Aims
1.Educational aims:
- To teach Ss listen to a news report about ecotourism for gist and specific
information.
- Check comprehension and ask Ss to brainstorm ideas on ecotourism.
+ Listen and do the tasks.
+ Develop the listening skills for gist and specific details.
+ Talk about ecotourism.
2.Knowledge:
-Listening for gist and specific information about ecotourism
3.Skill:
.-Listening for gist and specific information about ecotourism
- Listening for the main idea, answer the questions..
III.Preparation:
-Sts: textbook
IV. Procedure:

10D1 ......./ ......./ 2017
-Call sts to do ex on the board.
3. New lesson
I. Warm up - Inform Ss of the lesson objectives: listening -Listen to the aims of the
5 minutes for gist and specific information about lesson.
ecotourism.
II. New lesson * Pre-teaching vocabulary

1.Pre- listening - attract = appeal
6 minutes - release fish
- ride an ostrich
- local specialities
- Elicit, model 3 times, ask Ss to repeat in -Read after the T in chorus.
chorus then individual, write on the board, -Some sts repeat
check meaning, stress and get Ss to copy individually.
down -Take down
- Ask Ss some questions about the Mekong
Delta: -Answer the questions.
Where is the Mekong Delta? What is it famous
for?
Name some provinces in the MeKong Delta?
Suggested answers:
The Mekong Delta is in south of Viet Nam. It
is famous for its fertile land, vast rice fields
and fruits orchards. This area includes 12
provinces and one city: Cần Thơ city, Tiển
Giang, Hậu Giang, Vình Long, Sóc Trăng, An
Giang, Đồng Tháp, Long An, Bến Tre, Trà
Vinh, Cà Mau, Bạc Liêu, and Kiên Giang.
8 minutes Task 1:
- T has Ss work in individuals: Ss look at the -Ss work in individuals: Ss
pictures showing different activities for look at the pictures showing
tourists and discuss with a partner which different activities for
activities tourists usually do when they go on a tourists and discuss with a
tour to the Mekong Delta. partner which activities
tourists usually do when
4.Đánh giá kết quả thực hiện nhiệm vụ: they go on a tour to the
-Ask sts to perform. Mekong Delta.
-T give the feedback and give the answer -3.Học sinh báo cáo và thảo
Suggested answer: luận
Tourists can do all these activities, but the -Give the answers in front
most common ones are listening to traditional of the class..
2.While-listening music, eating local food and catching fish. -Others give comments.
10 minutes -Take down.
Task 2:
This activity focuses on listening for gist in a news -Sts read the statements and
reports. listen to a new reports to
- Play the recording without pauses. Have Ss choose the best answer.
listen and choose the caption that best -Report the answers in front
summarises the main idea. of the class..
Key -Others give comments.
a. (How the MeKong Delta became an -Take down.
ecotourism destination)
12 minutes Task 3:
-Work individually. -Workindividually:
- Have Ss underline key words in the underline key words in the
questions and focus on these words while questions and focus on these
listening. words while listening.
- Let Ss listen again and answer the questions. -Report the answers in front
Then ask Ss to compare their answers with a of the class..
partner. -Others give comments.
-Ask sts to report the answers. -Take down.
-Ask sts to give comments.
-Give the feedback.
Key:
1.Tourists did not have many interesting activities
to do.
2. 100
3. 2005
4. They released small fish back into the pond.
5. 300
10 minutes Task 4: Complete the notes.

This activity focuses on listening for specific
information in the news report about the two -Guess the information
farmers’ ecotourism places. before listening.
- Ask Ss to guess what kind of information -Listen to the tape.
they may -Report the answers in front
need to write in the gaps. of the class..
-Ask sts to work in individuals: read the -Others give comments.
information, listen and complete the notes. -Take down.
- Have Ss listen and complete the gaps.
Key: 1. Ba Đức
- garden area: 2.5 hectares
- activities for a. visiting the old hous
tourists:
b. catching fish
c. enjoy ome – made
meals
d. cooking
l c food/learning
how to cook local food
2. Tư Bình
-fish pond area: 2.1 hectares
-activities fo a. catching fish
to ri ts:
b. watching birds
c. riding ostriches
3.Post-listening Task 5:
3minutes Have Ss discuss in pairs which activities -Discuss in pairs: which
mentioned in 4 they would enjoy doing the activities mentioned in 4
most and give reasons. they would enjoy doing the
most and give reasons.
-Report the answers in front
of the class..
-Take down.
5.Homework(2ms)

WRITING
A. Aims
1.Educational aims:
- To teach Ss to write a travel brochure promoting an eco tour.
- To teach Ss to talk about ecotourism.
+ Write a travel brochure promoting an eco tour.
+ Develop the writing skills in general. Build up vocabulary supported for
writing.
+ Give some practical advice to an eco tour.
2.Knowledge:
-Writing a travel brochure promoting an eco tour
3.Skill:
III.Preparation:
-Sts: textbook
IV. Procedure:
10D1 ......./ ......./ 2017
-Call sts to do ex on the board.
3. New lesson
---33-3-
Time/Stages Teacher’s activities Student’s activities
1. Warm up
5 - Inform Ss of the lesson objectives:
minutes preparing a travel brochure promoting
an eco tour.
2. New Activity 1: Vocabulary
lesson - elicit, model 3 times, ask Ss to repeat
in chorus then individual, write on the
15 minutes board, check meaning, stress and get Ss
to copy down
+ sunrise#sunset
+ take aboat to
+ hunt for food
+ litter
+ cause a fire
+ brochure
Activity 2:
4.Đánh giá kết quả thực hiện nhiệm vụ: 2. Học sinh nhận nhiệm vụ:
-Ask sts to perform. -Ss work in groups:
-Ask sts to give the comments. choose the destination and prepare a
10 minutes -T give the feedback and give the presentation about what tourists can
answer see and do there.
-Give the answers in front of the
class..
- Explain to Ss that a travel brochure -Others give comments.
provides tourists with information -Take down.
about a destination. It could be a small
booklet or just one page.
12 minutes - Ask Ss to read through the different
sections in the brochure and match the
numbered parts (1-6) with the content
definitions (a-f)
Key:
1.c 2.e 3. d 4.a 5.f
6.b
Activity 3:
The focus of this activity is on
designing a brochure. Ss can make a
brochure by hand or with the help of
some software available in their
computer (such as Microsoft Word or
Microsoft Publisher).
- Put Ss into groups of 4 or 5. Ask them
to choose one destination (Sa Pa or
Central Highlands) and design a travel
brochure for it.
- Encourage Ss to look for some other
travel information (prices, duration of
stay, departure times) and pictures
about the chosen destination to make
their brochure information and
attractive.
Activity 4:
- Have each group show their brochure
and give a brief report on their eco tour.
- Ask the whole class to give comments
and votes for the best brochure.
3. - Ask Ss to consolidate the main
Consolidation contents.
2 minutes - Focus on the form of a biography
- Ask Ss to complete the writing at
home and collect
Expected answer:
- Now I have learnt how to design and
make a brochure for an eco tour.

Cultural Diversity Review

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Date of preparation: 18/1/ 2017

Period 70:Unit 7 :cultural diversity

Time/Stage Teacher’s Activities Students’ activities.

Activity 2 Correct the sentences, adding

Date of preparation: 18/1/ 2017

Period 71: revision

Time/Stages Teacher’sActivities Students’

So sánh hơn So sánh hơn nhất

1.Giaó viên chuyển giao nhiệm vụ 2. Học sinh nhận

Đặng Minh Trang

Period 72:Unit 8 : NEW WAYS TO LEARN

Time/Stage Teacher’s activities Student’s activities

Date of preparation: 2/2/ 2017

PERIOD 74: UNIT8: NEW WAYS TO LEARN

Time/Stage Teacher’s activities Student’s activities

3. Grammar: Defining and non-defining

Activity 2: -Work individually: to match sentence

PERIOD 75: UNIT8: NEW WAYS TO LEARN

New lesson Activity 1:

PERIOD 77: UNIT 8: NEW WAYS TO LEARN

Time/Stage Activities Interactions

New lesson Activity 1:

Date of preparation: 5/2/ 2017

PERIOD 78: UNIT 8: NEW WAYS TO LEARN

Time/Stages Activities Interactions

Task 2: Listen again and complete

Date of preparation: 5/2/ 2017

PERIOD 79: UNIT 8: NEW WAYS TO LEARN

Time/Stages Teacher’sActivities Students’ activities

- Ask Ss: What have you learnt today?

PERIOD 80: UNIT 8: NEW WAYS TO

Time/Stages Activities Interactions

Date of preparation: 5/2/ 2017

PERIOD 81: UNIT 8: NEW WAYS TO LEARN

Time/Stages Teacher’sActivities Students’ activities

Activity 2:Answer the questions:

Activity 2: -Work individually: read the sentences

Project: -Complete the project at home.

Date of preparation: 22/2/ 2017

PERIOD 82: REVIEW 3

Time/Stages Teacher’sActivities Interactions

- Ask Ss to do this activity individually,

Task 2: choose the correct words

Date of preparation: 22/2/ 2017

PERIOD 83: REVIEW 3-P2

Time/Stages Teacher’s Activities Student’s activities

Task 2: answer the questions

PERIOD 84: UNIT 9: PRESERVING THE

PERIOD 85: UNIT 9: PRESERVING THE

Time/Stages Teacher’s Activities Students’ activities

10 minutes Activity 2: Part of speech

Date of preparation: 22/2/ 2017

PERIOD 86: UNIT 9: PRESERVING THE

Time/Stages Activities Interactions

Date of preparation: 22/2/ 2017

PERIOD 87: UNIT 9: PRESERVING THE

Time/Stag Teacher’s Activities Sts’ activities

Human activity Type of

PERIOD 88 : UNIT 9:preserving the

Time/Stages Teacher’s activities Students’ activities

-Discuss the the content of the

PERIOD 89 : UNIT 9:preserving the

1.Knowledge:New words related to the environment: The causes, consequences and