Giáo án Tiếng Anh 10 (chương trình mới) HK1 CV 5512 theo các hoạt động, 4 bước (1 cột) by Dạy Kèm Quy Nhơn Official

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Giáo án Tiếng Anh 10 (chương trình mới) HK1 CV 5512 theo các hoạt động, 4 bước (Chuyển giao, Thực hiện nhiệm vụ, Báo cáo, Kết luận) (1 cột) Năm học 2021-2022 WORD VERSION | 2022 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

Date of preparation: Period 1: Introduction I. OBJECTIVES 1. Knowledge - Master the content of English 10 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills & creativeness. 3. Qualifications - Be confident in learning, using English and improve all the skills in the use of English. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Greeting

b) Content

- Asks students: + Do you like English? + Why / Why not? - Leads to the lesson: Introduction. Suggested answers + Yes/ No. + Because… Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

c) Products

d) Organization

a) Objectives b) Content

- Introduce the English 10 textbook - To help students know what they are going to learn + Sách Học Sinh Tiếng Anh 10 được chuẩn hóa theo khung chương

c) Products

trình của Bộ Giáo Dục. giúp các em rèn luyện các kĩ năng cơ bản nghe, nói, đọc viết bằng giọng phát âm chuẩn và các bài tập giúp các em rèn luyện để nâng cao các kĩ năng … Mục lục Sách Giáo Khoa Tiếng Anh Lớp 10: Unit 1: Family life Unit 2: Your body and you Unit 3: Music Unit 4: For a better community Unit 5: Inventions Unit 6: Gender equality Unit 7: Cultural diversity Unit 8: New ways to learn Unit 9: Preserving the environment Unit 10: Ecotourism Curriculum: a. Semester I: - 54 periods - 5 units: Unit 1 – 5 (each unit including 8 periods) - 8 periods for reviewing, testing and correcting - 5 periods for the end-of-semester revision, test and correction b. Semester II: - 54 periods - 5 units: Unit 6 – 10 (each unit including 8 periods) - 8 periods for reviewing, testing and correcting (after unit 8 and unit 10) - 3 periods for the end-of-semester revision, test and correction Ways of checking: In each semester: - 2 forty-five-minute tests and 2 periods for correction - 3 fifteen-minute tests - 1 oral test (or more) - 1 end-of-semester test Rules/ Principles At home: - Prepare for the new lessons: content, structures, words and phrases, pronunciation… - Revise the old lessons + do all the homework At class: - Participate in all activities - Keep the discipline Suggested answers Students remember the uses and the form of the language

d) Organization

Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

Doing exersises to practice the language

b) Content

1. Jane_________ her raincoat on when it__________ raining. A. put/start B. puts/started C. put/starting D. put/started 2. The man got out of the car, ________ round to the back and opened the boot. A. was walking B. walked C. walks D. had walked 3. He will take the dog out for a walk as soon as he _______ dinner. A. finish B. finishes C. will finish D. shall have finished 4. When I last ________ Jane, she ________ to find a job. A. see/was trying B. saw/was trying C. have seen/tried D. saw/tried 5. I have never played badminton before. This is the first time I _______ to play. A. try B. tried C. have tried D. am trying Suggested answers 1. Đáp án D. Giải thích: Hai hành động xảy ra liên tiếp trong quá khứ, động từ “start” (bắt đầu) xảy ra tại một thời điểm nhất định và không tiếp diễn hay kéo dài, động từ chia quá khứ đơn. Dịch nghĩa: Jane mặc áo mưa khi trời bắt đầu mưa. 2. Đáp án B. Giải thích: Ba hành động diễn ra liên tiếp trong quá khứ, cùng chia ở thì quá khứ. Dịch nghĩa: Người đàn ông ra khỏi xe, đi vòng ra phía sau và mở ngăn để hành lý sau xe. 3. Đáp án B. Giải thích: cấu trúc: tương lai đơn + as soon as + hiện tại đơn/ hiện tại hoàn thành Dịch nghĩa: Anh ta sẽ dắt chó đi dạo ngay khi ăn tối xong. 4. Đáp án B.

c) Products

d) Organization

Giải thích: Một hành động đang xảy ra thì một hành động khác xen vào. Một vế ta chia thì quá khứ đơn, một vế ta chia thì quá khứ tiếp diễn. Dịch nghĩa: Lần cuối cùng tôi nhìn thấy Jane là lúc cô ấy đang tìm việc. 5. Đáp án C. Giải thích: Cấu trúc: This is the first/second… time + hiện tại hoàn thành. Dịch nghĩa: Tôi chưa bao giờ chơi cầu lông trước đó. Đây là lần đầu tiên tôi chơi. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION

a) Objectives

Doing extra - exersises to practice the language

b) Content

6. We ___________ all our school work by tomorrow. A. finish B. finishing C. be finishing D. will have finishing 7. She ______ the living room when she heard a strange noise in the kitchen. A. has cleaned B. has been C. cleaning D. was cleaning 8. I envy you. At five tomorrow, you _________ some tan on the beach at the seaside. A. will get B. will be getting C. will have gotten D. will have been getting 9. I went to Belgium last month. I _________ there before. It’s a

c) Products

d) Organization

beautiful country. A. have never been B. had never been C. never was D. never been 10. Almost everyone_______ for home by the time we arrived. A. leave B. left C. leaves D. had left Suggested answers 6. D. Giải thích: Câu sử dụng thì tương lai, chỉ có Đáp án D là phù hợp. Dịch nghĩa: Chúng tôi phải hoàn thành bài tập ở trường trước ngày mai. 7. D. Giải thích: Một hành động đang xảy ra thì một hành động khác xen vào. Vế hành động đang xảy ra chia thì quá khứ tiếp diễn, về hành động xen vào chia thì quá khứ đơn. Dịch nghĩa: Cô ấy đang lau dọn phòng khách thì nghe thấy một tiếng ồn lạ ở nhà bếp. 8. D. Giải thích: Chung ta chia thì tương lai tiếp diễn dâu hiện nhân biết: “At five tomorrow”. Dịch nghĩa: Tôi ghen tỵ với bạn. Vào 5 giờ sáng mai, bạn sẽ có màu da sạm nắng trên bãi biển phía bên kia. 9. B. Giải thích: Chúng ta chia thì hoàn thành, do các câu ở đây đều ở dạng quá khứ nên ta sử dụng QKHT. Dấu hiệu nhân biết: từ “before” ở cuối câu. Dịch nghĩa: Tôi đã đến Belgium tháng trước. Tôi chưa bao giờ đến đây trước đó. Đây là mộ quốc gia tuyệt đẹp. 10. D. Giải thích: Câu trúc: By the time + quá khứ đơn, quá khứ hoàn thành Dịch nghĩa: Hầu hết mọi người đã rời khỏi nhà trước khi chúng ta đến. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if

Date of preparation: Unit 1: FAMILY LIFE Period 2 - Lesson 1: Getting started I. OBJECTIVES 1. Knowledge - Words and phrases about household chores and duties in the family - Students understand the importance of sharing housework in family and the role of men and women, family in other countries and Vietnam 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson: ACTIVITY 1: INTRODUCTION a) Objectives b) Content

c) Products

d) Organization

Introduce the topic of the lesson and to raise students' interest Leads in the lesson today by asking some questions: + Who are the people in the pictures? + What are they doing? Suggested answers - They are a family - The father is vacuuming the floor. The mother is cooking. The son is washing dishes and the daughter is doing the laundry. → HOUSEHOLD CHORES. Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

1. Listen and read

c) Products

Suggested answers Từ vựng 1. afraid /əˈfreɪd/ lo sợ, e sợ 2. duty /ˈdjuːti/ nhiệm vụ 3. equal /ˈiːkwəl/ công bằng 4. grocery /ˈɡrəʊsəri/ tạp hóa 5. laundry /ˈlɔːndri/ giặt giũ 6. rubbish /ˈrʌbɪʃ/ rác 7. finance /ˈfaɪnæns/ tài chính Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 3: PRACTICE

d) Organization

a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

2. Decide whether the following sentsnces are true (T), false (F), or not given (NG), and tick the correct Suggested answers 1. Nam’s father is going out to play tennis with Mr Long. (F) (Bố của Nam sắp ra ngoài chơi tennies với chú Long. (Sai vì bố của Nam đang chuẩn bị bữa tối thay cho mẹ đi làm về muộn.)) 2. Nam’s mother is a busy woman. (NG) (Mẹ của Nam là người phụ nữ bận rộn. (Không đề cập đến)) 3. Nam’s sister is cooking dinner. (F) (Chị gái của Nam đang nấu ăn tối. (Sai vì bố của Nam đang nấu ăn tối, không phải chị gái.)) 4. Sometimes Nam’s father cooks. (T) (Đôi khi bố của Nam nấu ăn. (Đúng, vì thỉnh thoảng mẹ bận bố của Nam sẽ nấu ăn.)) 5. Everybody in Nam’s family does some of the housework. (T)

c) Products

d) Organization

a) Objectives b) Content

c) Products

d) Organization

(Mọi người trong nhà Nam đều làm một phần công việc. (Đúng, vì gia đình Nam phân chia công việc một cách công bằng.)) 6. Mr Long never does any household chores.(NG) (Chú Long không bao giờ làm làm việc nhà. (Không đề cập đến) ) - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations 3. a) Listen and repeat the words/phrases. b) Write the verbs / verb phrases that are used with the words/phrases in the conversation. Suggested answers 3. a) Verbs/ verb phrases Split, divide, handle Take out

Words/ phrases (Household) chores Rubbish

Do Shop for Do Do Be responsible for

Laundry Groceries Heavy lifting Washing up Household finances

b) Listen and repeat - Step 1- Assigning State the requirements for each activity for the students. Make sure

Date of preparation: Unit 1: FAMILY LIFE Period 3 - Lesson 2: Language I. OBJECTIVES 1. Knowledge - Words and phrases about household chores - Consonant clusters /tr/ /kr/ /br/ - Present simple and present continuous 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives b) Content

c) Products

Checking vocabulary Game: Jumbled words - Ask sts to rearrange the letters to make meaningful words. 1. OSCERH 2. RYDNUAL 3. CEIRSEORG 4. SAIHWGN PU 5. NASECINF 6. ILPTS 7. NREINWAEDRB 8. REKMOHAME Suggested answers 1. CHORES

d) Organization

2. LAUNDRY 3. GROCERIES 4. WASHING UP 5. FINANCES 6. SPLIT 7. BREADWINNER 8. HOMEMAKER Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

Vocabulary 1. Match the words and phrases with their meaning 2. Work in pairs. Discuss the questions below Pronunciation 1. Listen and repeat 2. Listen to the sentences and circle the word you hear Vocabulary Suggested answers 1. Match 1 – f. chore - a routine task, especially a household one (một nhiệm vụ thường nhật, đặc biệt là việc nhà.) 2 – e. homemaker - a person who manages the home and often raises children instead of earning money from a job (một người mà lo liệu hết việc trong nhà và thường nuôi dạy con thay vì kiếm tiền từ công việc.) 3 – a. breadwinner - a member of a family who earns the money that family needs (thành viên của gia đình mà kiếm số tiền mà gia đình cần.) 4 – h. groceries - food and other goods sold at a shop or a supermarket (thức ăn và những vật dụng khác bán tại cửa hàng hay siêu thị.) 5 – b. split - divide (phân chia.) 6 – g. laundry - clothes washing (giặt quần áo.) 7 – d. heavy lifting - an action that requires physical strength (một hành động cần nhiều sức khỏe thể chất.

c) Products

8 – c. washing -up - the act of washing the dishes after a meal. (hành động rửa bát sau bữa ăn.) 2. Discuss 1. What household chores do you usually do? 2. How do you divide household duties in your family? Suggested answers 1. What household chores do you usually do? (Công việc nhà nào bạn thường làm?) => I’m in charge of washing-up after the dinner. Because I have to be at school all day. And actually, washing-up seems to be the easiest task that I can do. (Tôi chịu trách nhiệm rửa bát sau bữa tối. Bởi vì tôi phải ở trường cả ngày. Thực tế thì rửa chén bát có vẻ là công việc nhẹ nhàng nhất đối với tôi.) 2. How do you divide household duties in your family? (Bạn phân chia công việc nhà trong gia đình như thế nào?) => My family usually shares the household duties. My mother cooks meals, My father does the heavy works, my sister takes out the rubbish and does the laundry. I wash up after dinner. (Gia đình tôi thường chia sẻ công việc nhà với nhau. Mẹ tôi nấu nướng, bố làm những việc nặng, chị tôi thì đi đổ rác và giặt quần áo. Tôi thì rửa bát.) Pronunciation 2. Listen to the sentences and circle the word you hear Suggested answers

d) Organization

1. b 2. b 3. c Assign tasks; explain. Monitor; help; tutorial Review; Commendation Reported results ACTIVITY 3: PRACTICE

4. a

a) Objectives

Grammar

b) Content

1. Read the text and choose the correct verb form 2. Use the verbs in brackets in their correct form to complete the sentences Suggested answers 1. Read the text and choose the correct verb form REVIEW THE USE OF TENSE + The present simple is used to talk about daily habits and

c) Products

routines + The present continuous tense is used to talk about something that is happening or not happening now; at the moment of speaking 1. does 5. is doing 2.cooks 6. is doing 3.cleans 7. is tidying up 4.is watching 8.is trying 2. Use the verbs in brackets in their correct form to complete the sentences Suggested answers 1. does, is not cooking, is working 4. Is preparing 2. is taking out 5. Looks after, works 3. cleans, is cleaning 6. Is watching, watches 1. Mrs Lan usually does the cooking for the family, but she is not cooking now. She is working on an urgent report at the moment. - Dấu hiệu: + usually: thì hiện tại đơn + now và at the moment: thì hiện tại tiếp diễn - Tạm dịch: Cô Lan thường nấu ăn cho gia đình, nhưng bây giờ cô không nấu ăn. Cô ấy đang làm một báo cáo khẩn cấp vào lúc này. 2. I'm afraid you can't talk to him now. He is taking out the rubbish. - Dấu hiệu: now => hiện tại tiếp diễn (diễn tả hành động đang diễn ra) - Tạm dịch: Tôi e rằng bạn không thể nói chuyện với anh ấy ngay bây giờ. Anh ấy đang đi vứt rác. 3. He cleans the house every day. He is cleaning it now. - Dấu hiệu: now => hiện tại tiếp diễn - Tạm dịch: Anh ta làm sạch nhà mỗi ngày. Anh ấy đang làm sạch nó ngay bây giờ. 4. My sister can't do any housework today. She is preparing for her exams. - Dấu hiệu: diễn tả sự việc đang diễn ra xung quanh thời điểm nói => hiện tại tiếp diễn - Tạm dịch: Chị gái tôi không thể làm bất cứ việc nhà nào ngày hôm nay. Chị ấy đang chuẩn bị cho kỳ thi của mình. 5. They divide the duties in the family. She looks after the children, and her husband works to earn money. - Dấu hiệu: Nói về thói quen diễn ra ở hiện tại => hiện tại đơn - Tạm dịch: Họ chia công việc trong gia đình. Cô ấy chăm sóc

d) Organization

a) Objectives b) Content

c) Products

những đứa trẻ, và chồng cô ấy làm việc kiếm tiền. 6. It’s 7.30 p.m. now and my father is watching the Evening News on TV. He watches it every evening. - Dấu hiệu: It's 7.30 now => hiện tại tiếp diễn - Tạm dịch: Bây giờ là 7 giờ 30 phút và bố tôi đang xem Tin tức buổi tối trên TV. Bố xem nó mỗi tối. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations Complete the sentences. Put the verb into the correct form 1. Trees …………………more quickly in summer than in winter (grow) 2. We ……………………………at about 7.00. Couldn’t you come an hour late? (usually/ get up) 3. Now he ……………………his last great work in Vienna. (write) 4. Alice …………………….. her mother in London most weekends. (see) 5. “Shall I phone at 6.00?” “No, I ……………….. dinner at that time. (cook) Suggested answers 1. Grow 2. Usually get up 3. Is writing 4. Sees 5. Am cooking

d) Organization

Date of preparation: Unit 1: FAMILY LIFE Period 4 - Lesson 3: Reading I. OBJECTIVES 1. Knowledge - Reading for general ideas about household chores and duties, understanding the references 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

1. What are the people in the picture doing? 2. Do you think they are happy? Why / Why not? Suggested answers 1. What are the people in the picture doing? (Những người trong tranh đang làm gì?) => They are doing housework. (Họ đang làm việc nhà) 2. Do you think they are happy? Why / Why not? (Bạn có nghĩ họ đang hạnh phúc không? Tại sao?)

c) Products

d) Organization

=> Yes, they are. Because they do the housework together. (Có, vì họ làm việc nhà cùng nhau.) Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

2. Read the text below and decide which of the following is the best title for it. 3. Read the text again. Do you understand the words from the context? Tick the appropriate meaning for each word from the text. Suggested answers Từ vựng + enormous ( adj) /i'nɔ:məs/ khổng lồ, to lớn + sociable (adj) /'səu∫əbl/ dễ hòa đồng + vulnerable (adj) /'vʌlnərəbl/ dễ bị tổn thương + critical (adj) /'kritikəl/ hay chỉ trích

c) Products

2. C. Sharing Housework Makes the Family Happier (Chọn C vì đó là câu có nghĩa bao hàm cả a và b. Làm việc nhà giúp ích cho tất cả các thành viên trong gia đình (bao gồm cả bố, mẹ và trẻ em), và đây cũng là ý chủ đạo của bài văn trên.) 3 1. a 2. b 3. b 4. b 5. a 1. sociable (dễ gần, hòa đồng) a. friendly (thân thiện) b. unfriendly (không thân thiện) 2. vulnerable (dễ tổn thương) a. able to be well protected (có khả năng tự bảo vệ mình tốt) b. able to be easily physically, emotionally, or mentally hurt (dễ dàng bị tổn thương về thể chất, cảm xúc hoặc tinh thần) 3. critical (phê phán, chỉ trích) a. saying that something is good (nói những điều tốt) b. saying that something is bad (nói những điều xấu) 4. enormous (cực kỳ lớn) a. not very large (không lớn lắm) b. very very large (rất rất lớn) 5. tend (có xu hướng)

d) Organization

a. likely to behave in a particular way (có khả năng hành xử theo một cách cụ thể) b. unlikely to behave in a particular way (không hành xử theo một cách cụ thể) Assign tasks; explain. Monitor; help; tutorial Review; Commendation Reported results ACTIVITY 3: PRACTICE

a) Objectives

- Improve reading skills

b) Content

4. a. What does “it” in line 11 mean…? b. What does “it” in line 14 mean...? 5. Answer the questions Suggested answers 4. a. What does "it" in line 11 mean ...? (Từ "it" có ý nghĩa gì trong dòng 11?) A. women feeling happy (người phụ nữ cảm thấy hạnh phúc) B. women seeing their husbands doing housework (người phụ nữ nhìn thấy chồng họ làm việc nhà) C. the husbands doing housework (những người chồng làm việc nhà) (Giải thích: Thông tin câu trả lời nằm ở ngay phía trước đó, vế trước từ because) b. What does ‘it’ in line 14 mean ...? (Từ 'it' ở dòng 14 nghĩa là gì?) A. a good example for children (một tấm gương tốt cho những đứa trẻ) B. everyone working together in the house (mọi người cùng làm việc với nhau trong một nhà) C. a positive family atmosphere. (một bầu không khí tích cực trong gia đình) (Giải thích: Thông tin câu trả lời nằm ở ngay phía trước: When everyone works together on household chores.) 5, Lời giải chi tiết: 1. How do children benefit from sharing housework? (Trẻ em hưởng lợi ích như thế nào từ việc chia sẻ việc nhà?) => They did better at school, became more sociable and have better relationships with their teachers and friends. (Chúng học tốt hơn ở trường, trở nền dễ gần và có mối quan hệ tốt hơn với thầy cô, bạn bè.) 2. Why do men tend to have better relationships with their wives

c) Products

d) Organization

a) Objectives b) Content c) Products

when they share housework? (Tại sao đàn ông có xu hướng có mối quan hệ tốt hơn với vợ khi họ chia sẻ việc nhà?) => Because it shows that they care about their wives and this makes their wives happy. (Bởi vì nó chứng tỏ rằng họ quan tâm đến vợ và điều này làm các bà vợ hạnh phúc.) 3. What may happen to women whose husbands do not contribute to the household chores? (Cái gì có thể xảy ra với phụ nữ nếu chồng họ không tham gia làm việc nhà?) => They may fall ill easily or may think about divorce. (Họ dễ bị bệnh hoặc nghi đến việc ly hôn.) 4. How does the family benefit when everyone works together on household chores? (Gia đình có lợi gì khi mọi người làm việc nhà cùng nhau?) => There is a positive atmostpere for the family. (Bầu không khí tích cực cho gia đình.) - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations 6. Discuss with a partner Suggested answers 1. Do you have any problems with sharing housework?

(Bạn có gặp khó khăn gì khi chia sẻ việc nhà?) => No, I don’t. I am very happy when doing housework with my family. (Không, tôi rất vui khi được làm việc nhà với gia đình.) 2. What benefits do you get when sharing housework? (Lợi ích mà bạn đạt được khi chia sẻ việc nhà là gì?) => I become sociable, happier and love my family more. (Tôi trở nên dễ gần, hạnh phúc hơn và yêu gia đình mình hơn.) d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the lesson, esp about household chores and duties V. HOMEWORK - Learn the new words by heart, read and translate the text, do the tasks again. - Prepare for Unit 1- Family life: Speaking

Date of preparation: Unit 1: FAMILY LIFE Period 5 - Lesson 4: Speaking I. OBJECTIVES 1. Knowledge - Speaking expressing opinions about housework 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

Brainstorming: Household chores H. C

c) Products

Suggested answers - cook meals - do the washing up - clean the floor - take care of baby - wash the dishes

d) Organization

- do the laundry - water the plants - lay the table for meals Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

1. Which household chores do you like and which do you dislike? Give the reasons. Suggested answers

c) Products

Likes Name of chores cooking (nấu ăn) feeding our cat(cho mèo ăn) sweeping the house(quét nhà)

Reason I like eating. (Tôi thích ăn uống.) I love our cat and seeing him eating cheerfully makes me happy. (Tôi yêu chú mèo nhà mình và nhìn chú ta ăn uống một cách vui vẻ cũng khiến tôi vui lây.) I feel happy to see my house clean. (Tôi thấy vui khi thấy nhà mình sạch sẽ.) Dislikes

d) Organization

cleaning the It's dirty. bathroom(lau (Nó bẩn.) dọn nhà tắm) taking out the It’s dirty and smells bad. rubbish(đổ (Nó dơ và hôi hám.) rác) washing the I often break things when I do the washing-up. dishes(rửa (Tôi hay làm vỡ đồ khi rửa bát.) bát) doing the I often get wet when I wash clothes by hand. laundry(giặt (Tôi hay bị ướt khi giặt quần áo bằng tay.) quần áo) Elicit students’ answers. Give feedback.

ACTIVITY 3: PRACTICE a) Objectives

- Improve speaking skills

b) Content

2. Below is part of Anna's interview with Mai. They are talking about the household chores Mai likes and dislikes. Match Mai's answers with Anna's questions. Then practise the conversation. Suggested answers 1. C 2. A 3. D 4. B Audio Script: Anna: What household chores do you do every day? Mai: I do the laundry, wash the dishes, and sweep the house. I sometimes do the cooking when my mum is busy. Anna: Which of the chores do you like doing the most? Mai: Well, I think I like sweeping the house. Anna: What do you like about it? Mai: It's not too hard, and I like seeing the house clean after I sweep it. Anna: Which of the chores do you dislike doing the most? Mai: Washing the dishes, because I often break things when I do the washing-up. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.. ACTIVITY 4: APPLICATION

c) Products

d) Organization

a) Objectives b) Content

Students apply the knowledge they have just learned into communicative and practical situations 3. Have a similar conversation with a partner. Find out which chores

she / he likes or dislikes the most and why. Report your findings to the class. c) Products Suggested answers A: What household chores do you do every day? B: I do the cooking, take out the rubbish, and feed the cat. I sometimes do the laundry when my mum is busy. A: Which of the chores do you dislike doing the most? B: Taking out the rubbish because it’s dirty and smells bad. A: Which of the chores do you like doing the most? B: Well, I think I like cooking. A: What do you like about it? B: It's lots of fun, and I'm a big fan of eating. What's more, I think home-cooked food is better. We know what ingredients we are using. Report your findings to the class. (Trình bày những gì bạn tìm hiểu được trước lớp.) Hello everyone! After talking to B, I learn that she has to do some daily household chores such as doing the cooking, taking out the rubbish, feeding the cat, and sometimes doing the laundry. Out of those chores, she hates taking out the rubbish the most because it's dirty and smelly. As cooking is fun, and she greatly loves eating, doing the cooking is her favourite chore. That's all I have found out about B's household chores. Thank you for listening! d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the lesson: expressing opinions about housework V. HOMEWORK - Write a short paragraph about your family life.

- Prepare for Unit 1- Family life: Listening Date of preparation: Unit 1- FAMILY LIFE Period 6 - Lesson 5: Listening I. OBJECTIVES 1. Knowledge - Listening for specific information about the roles in the family are changing 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives b) Content

Introduce the topic of the lesson and to raise students' interest Game: Collocation - Put students into 4 groups. - Each group is given a set of word cards as follows:

rubbish

groceries

lay

split

- Here are the cards to stick on the board:

Shop for

The heavy lifting 26

Take out

c) Products

d) Organization

Household chores

The table for meals Suggested answers

- Shop for groceries - Split household chores - Lay the table for meals - Do the heavy lifting - Take out rubbish => Leads to the new lesson: “Today, let’s listen to the tape about changing roles in the family.” Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

1: Looking at the chart and discuss the changes in weekly hours of basic household by married men and married women in the USA between 1976 and 2012. Guess the reasons for the changes Suggested answers The chart illustrates the average hours of housework per week done by married women in comparison with married men. In general, married women do more housework than married men. The numbers of weekly housework hours that men and women do is 29 and 6.8 respectively. it takes marrien women …. hours to do housework whereas married men spends … hours doing housework. Elicit students’ answers. Give feedback. ACTIVITY 3: PRACTICE

c) Products

d) Organization

a) Objectives

- Improve listening skills

b) Content

2. Listen to a family expert talking about how the roles of men and women in families have changed. Decide whether the following statements are True (T) or False (F) * Vocabulary + Contribute to(v) make a great contribution to + Recreation(n) (formal) fun, relax after work + entertainment(n) fun for film, TV… + amusement(n) something you like

c) Products

3. Work in pairs. Match the word/phrase with its appropriate meaning Suggested answers 1. T

2. T

3. T

4. F

5. T

Task 2: 1 – T. Men's and woman's roles in the family have become similar. (Vai trò của đàn ông và phụ nữ trong gia đình đã trở nên tương tự nhau.) Thông tin: Changes in family life have made men's and women's roles more alike than ever... (Những thay đổi trong cuộc sống gia đình đã làm cho vai trò của nam giới và phụ nữ giống nhau hơn bao giờ hết). 2 – T. Both men and women now work to contribute to the family finances. (Hiện nay cả đàn ông và phụ nữ đều làm việc để đóng góp vào tài chính gia đình.) Thông tin: Changes in family life have made men's and women's roles more alike than ever as the wives are also responsible for the family finances. (Những thay đổi trong cuộc sống gia đình đã làm cho vai trò của nam giới và phụ nữ giống nhau hơn bao giờ hết vì những người vợ cũng chịu trách nhiệm về tài chính gia đình.) 3 – T. According to 'equally shared parenting', both men and women have equal chances for recreation. (Theo quy tắc “chia sẻ đều công việc chăm sóc con cái”, cả nam và nữ đều có cơ hội công bằng trong hoạt động giải trí.) Thông tin: Recreation: Both partners have an equal chance and time for their own interests, and of course, to be with each other. (Giải trí: Cả hai đều có cơ hội và thời gian như nhau cho những sở thích, mối quan tâm của bản thân, và dĩ nhiên là cùng với nhau.) 4 – F. According to 'equally shared parenting', the husband's career is less important than the wife's. (Theo quy tắc “chia sẻ đều công việc chăm sóc con cái” thì sự nghiệp của người chồng ít quan trọng hơn sự nghiệp của người vợ.) Thông tin: Breadwinning: Husband's and wife's careers are equally important. (Trụ cột: Sự nghiệp của chồng và vợ đều quan trọng như nhau.) 5 – T. Families following 'equally shared parenting' are happier. (Gia đình hướng theo tiêu chí “chia sẻ đều công việc chăm sóc con

cái” thì hạnh phúc hơn.) Thông tin: Experts have found out that families that can keep to those four principles of 'equally shared parenting' become happier and the divorce rate is the lowest amongst them. (Các chuyên gia đã phát hiện ra rằng các gia đình có thể giữ được bốn nguyên tắc 'chia sẻ việc nuôi dạy con cái' trở nên hạnh phúc hơn và tỉ lệ ly dị là thấp nhất trong số họ.) Task 3: 1. e 2. b 3. c 4. d 5. a

d) Organization

1. balance - a state where things are of equal weight or force (cân bằng: một trạng thái mà mọi thứ đều cân bằng về khối lượng hay lực.) 2. nurture - to care for and protect somebody/ something while they are growing and developing (nuôi dưỡng: quan tâm và baỏ vệ ai/cái gì trong khi chúng đang lớn lên và phát triển.) 3. equally shared parenting - sharing housework and childcare evenly (cha mẹ chia sẻ: chia sẻ việc nhà và chăm sóc con cái công bằng.) 4. traditional - existing for a long time (truyền thống: đã tồn tại từ lâu) 5. solution - a way of solving a problem or dealing with a difficult situation (giải quyết: một cách giải quyết vấn đề hay đối mặt với tình thế khó khăn.) - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION

a) Objectives b) Content

Students apply the knowledge they have just learned into communicative and practical situations 4. Listen again and answer the questions

c) Products

Suggested answers

d) Organization

Task 2: 1. Mr Pham Hoang: c, e 2. Ms Mai Lan: a, f 3. Mr Nguyen Nam: b,d Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results ACTIVITY 3: PRACTICE

a) Objectives

Culture

b) Content

Read the two texts about family life in Singapore and in Viet Nam then answer the questions. Suggested answers

c) Products

In Singapore In Vietnam 1 Nuclear family Extended family 2 Nursery school or childNursery school or childminder minder 3 Nursing homes Their children 4 They take part in the They take part in the activities of the Parent activities of the Parent Support Group or Parent Support Group or Parent Teacher Association. Teacher Association. 1. What type of family is popular in the country? (Loại gia đình nào phổ biến ở quốc gia?) => In Singapore: nuclear family, In Viet Nam: extended family (Ở Singapore: gia đình nhỏ chỉ gồm có bố mẹ và con cái chung sống, Ở Việt Nam: Gia đình lớn gồm nhiều thế hệ chung sống) 2. Who takes care of young children when their parents are at work? (Ai chăm sóc trẻ nhỏ khi bố mẹ chúng đi làm?) => In Singapore: Nursery school or childminder, In Viet Nam: Grandparents or great grandparents (Ở Singapore: Nhà trẻ hoặc người giữ trẻ, Ở Việt Nam: Ông bà nội/ngoại hoặc ông bà cố) 3. Who looks after elderly parents? (Ai chăm sóc bố mẹ già?)

d) Organization

a) Objectives b) Content c) Products

=> In Singapore: Nursing homes, In Viet Nam: Their children (Ở Singapore: Viện dưỡng lão, Ở Việt Nam: Con cái họ) 4. How do the parents contribute to educating their children? (Ba mẹ đã góp phần giáo dục con cái như thế nào?) => In Singapore: They take part in the activities of the Parent Support Group or Parent Teacher Association. In Viet Nam: They help their children with their homework or give them advice on behaviour. (Ở Singapore: Họ tham gia các hoạt động của Hội hỗ trợ phụ huynh hoặc Hiệp hội giáo viên phụ huynh. Ở Việt Nam: Họ giúp con cái làm bài tập về nhà, hoặc cho chúng lời khuyên về cách ứng xử.) - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding. Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations 3. Work in groups. Discuss the questions. Then, report your group's opinions to the class. Suggested answers Task 3: 1. Whose opinion do you agree with? (Bạn đồng ý với ý kiến của ai?) => I agree with Ms Mai Lan’s opinion. (Tôi đồng ý với ý kiến của cô Lan.) 2. What do you think the roles of the wife and the husband should be? Give reason(s) for your opinion.

(Bạn nghĩ vai trò của vợ và chồng trong gia đình nên là gì? Nêu lý do cho ý kiến của bạn.) => We think in modern society women and men are equal. They both can take the responsibilities of the financial burden and share household duties with each one. (Chúng tôi nghĩ trong xã hội hiện đại thì đàn ông hay phụ nữ đều như nhau. Họ đều chịu trách nhiệm về tài chính và chia sẻ công việc nhà với nhau.) 3. What roles do your mother and father perform in your family? (Vai trò của ba và mẹ bạn được thể hiện trong gia đình bạn là gì?) => My parents both work to share the financial burden and do the household duties together. (Ba mẹ tôi cùng làm việc để chia sẻ gánh nặng tài chính và cùng làm việc nhà với nhau.) 4. Are your mother and father happy about their roles? Why? or Why not? (Mẹ và ba bạn có hạnh phúc với vai trò của họ không? Tại sao có? Tại sao không?) => Yes, they are. Because they are not stressed with only one duty. (Có. Vì không phải cảm thấy áp lực, căng thẳng khi chỉ làm nguyên 1 công việc.) d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the lesson: about family life in Singapore and in Vietnam. V. HOMEWORK - Practice talking about family life in Singapore and in Vietnam. - Prepare for Unit 1- Family life: Looking back and project

Date of preparation: Unit 1- FAMILY LIFE Period 9 - Lesson 8: Looking back and project I. OBJECTIVES 1. Knowledge By the end of the lesson, sts are able to: - review words/phrases about household chores. - consolidate the grammar points of the unit: the present simple and the present continuous - exchange opinions about household chores - write about doing household chores in their family. 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3

10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Check Pronunciation

b) Content

1. Listen and underline the words that have the consonant cluster sounds / tr/, / br/, and / kr/. Write /tr/, / br/ or / kr/ above the word that has the corresponding consonant cluster sound. Then practise reading the sentences. Suggested answers /tr/ /kr/ /br/ treasure crab brave tractor crown bride trunk creature bracelet trampoline crazy bring Elicit students’ answers. Give feedback.

c) Products

d) Organization

ACTIVITY 2: KNOWLEDGE ACQUISITION a) Objectives

Vocabulary & Grammar

b) Content

Vocabulary: - What are the people doing? Write the name of the chores under the pictures. -Use the words / phrases in the box in their correct form to complete the text. Grammar:

c) Products

- Finish the sentences with either the present simple or the present continuous. Suggested answers Vocabulary: Task 1: 1. cooking 2. shopping for groceries 3. doing the laundry/washing clothes 4. taking out the rubbish 5. cleaning the toilet 6. washing up/ washing the dishes 7. ironing 8. sweeping the house 9. watering house plants/ flowers

10. feeding the cat/pets Task 2: 1. Does the cooking 2. Shops for groceries 3. Does the heavy lifting 4. Laundry 5. Ironing 6. Takes out the rubbish 7. Sweeping the house/floor 8. Lays the table 9. Does the washing up Grammar 1. Am writing/ miss 2. Am looking after 3. Looks/ is wearing 4. Am cooking 5. Are you reading 6. Do people in the family do 1. I am writing to you to tell you how much I miss you. (Tôi viết bức thư này cho bạn để nói với bạn rằng tôi nhớ bạn nhiều lắm.) Giải thích: Hành động xảy ra tại thời điểm nói nên dùng hiện tại tiếp diễn với 'write', và đi sau dùng hiện tại đơn vì 'miss' là động từ tình thái chỉ trạng thái cảm xúc. 2. Jack is away on business, so I am looking after his dog. (Jack đi công tác, vì vậy tôi chăm sóc con chó của anh ấy.) Giải thích: hành động đang xảy ra tại thời điểm nói. 3. Nam always looks untidy. He is wearing dirty jeans now. (Nam luôn trông luộm thuộm. Bây giờ anh ấy đang mặc cái quần jean bẩn.) Giải thích: Dựa vào dấu hiệu nhận biết 'always' để chia hiện tại đơn, và 'now' để chia hiện tại tiếp diễn. 4. I can’t answer the phone now. I am cooking the dinner. (Tôi không thể trả lời điện thoại lúc này. Tôi đang nấu bữa tối.) Giải thích: Dựa vào dấu hiệu nhận biết 'now' ở câu trước để chia hiện tại tiếp diễn. 5. Excuse me, you are you reading your newspaper? Could I borrow it? (Xin lỗi, bạn đang đọc báo của bạn à? Tôi có thể mượn không?) Giải thích: Hành động đang xảy ra tại thời điểm nói nên chia ở thì hiện tại tiếp diễn. 6. What do people in your family do in the evening?

d) Organization

(Mọi người trong gia đình bạn làm gì vào buổi tối?) Giải thích: Hành động lặp đi lặp lại như thói quen nên chia hiện tại đơn. Elicit students’ answers. Give feedback. ACTIVITY 3: PRACTICE

a) Objectives

Project

b) Content

Do a survey. Find out...

c) Products

Suggested answers 1. How many classmates live in a nuclear family and how many live in an extended family; (Bao nhiêu bạn trong lớp sống trong một gia đình nhỏ gồm ba mẹ và con cái cùng sống và bao nhiêu bạn sống trong gia đình lớn gồm nhiều thế hệ chung sống;) => 23 students live in a nuclear family and 19 students live in an extended family. (23 học sinh sống trong gia đình nhỏ gồm ba mẹ và con cái chung sống và 19 học sinh sống trong gia đình lớn gồm nhiều thế hệ chung sống.) 2. How many classmates have both parents working; (Bao nhiêu bạn trong lớp có cả ba mẹ đều đi làm;) => 30 students have both parents working. (30 học sinh có cả ba mẹ đều đi làm.) 3. How many classmates spend at least one hour a day doing housework; (Bao nhiêu bạn trong lớp bỏ ra ít nhất 1 giờ mỗi ngày để làm việc nhà;) => 35 students spend at least one hour a day doing housework. (35 học sinh bỏ ra ít nhất 1 giờ mỗi ngày dể làm việc nhà.) 4. How many classmates have parents who spend at least one hour a day helping them with their homework; (Bao nhiêu bạn trong lớp có ba mẹ bỏ ra ít nhất 1 giờ mỗi ngày để giúp họ làm bài tập về nhà;) => 15 students have parents who spend at least one hour a day helping them with their homework. (15 học sinh lớp có ba mẹ bỏ ra ít nhất 1 giờ mỗi ngày để giúp họ làm bài tập về nhà.) 5. What your classmates think the ideal family is like;

d) Organization

a) Objectives b) Content c) Products

(Các bạn trong lớp nghĩ gia đình lý tưởng là giống thế nào;) => My classmates think an ideal family is that all members of the family do the household duties together. (Bạn cùng lớp tôi cho rằng gia đình lý tưởng là tất cả các thành viên trong gia đình cùng làm việc nhà.) - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations 3. Work in groups. Discuss the following questions. Then report the results to the class. Suggested answers Task 3: 1. Should young people like you share the housework? Why? Why not? (Những người trẻ như bạn có nên chia sẻ công việc nhà? Tại sao có? Tại sao không?) => Yes, we should. Because it helps us become more sociable and responsible. And we also learn a lot of good skills from it. (Có, vì nó giúp chúng tôi trở nên gần gũi và có trách nhiệm hơn. Và chúng tôi có thể học được nhiều kĩ năng hay từ hoạt động làm việc nhà.) 2. What household chores are suitable for young people like you? (Những công việc nhà nào thích hợp với những người trẻ như bạn?) => Any household chores. But generally, we should do the

chores that are suitable for our physical health or perhaps to our own interests. For example, as a small girl, I prefer doing light chores such as doing the washing-up to heavy ones like mowing the lawn. I am also fond of eating, so I like to be responsible for cooking. (Bất kỳ công việc nào. Tuy nhiên, thường thì chúng tôi nên làm các việc nhà phù hợp với sức khỏe thể chất của bản thân hoặc có thể là dựa vào sở thích cá nhân nữa. Ví dụ, tôi là một cô gái nhỏ vì thế tôi thích làm các công việc nhẹ nhàng như là rửa bát hơn là các công việc nặng như cắt cỏ. Tôi cũng đam mê ăn uống, vì thế tôi thích được chịu trách nhiệm việc nấu nướng.) 3. What do you actually do to help with the housework in your family? (Chính xác bạn thường làm gì để giúp đỡ việc nhà trong gia đình?) => I do the laundry, wash the dishes, and take out the rubbish. Sometimes, I help mum with the cooking when she is busy. (Tôi giặt giũ, rửa bát và đổ rác. Thỉnh thoảng tôi giúp mẹ nấu nướng khi bà bận việc.) d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the lesson all about family life V. HOMEWORK - Review (vocabulary, grammar and pronunciation) - Do the rest in Vocabulary and Grammar - Prepare for Unit 2: Your body and you

Date of preparation: Unit 2: YOUR BODY AND YOU Period 10 - Lesson 1: Getting started I. OBJECTIVES 1. Knowledge - Know / recall words and phrases related to topic health and medicine, know how to have a good health and prevent diseases. 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION

a) Objectives b) Content

Introduce the topic of the lesson and to raise students' interest 1. Listen and read.

c) Products

d) Organization

Suggested answers Từ vựng 1. bone /bəʊn/ xương 2. prevent /prɪˈvent/ tránh, ngăn chặn 3. disease /dɪˈziːz/ bệnh 4. cancer /ˈkænsə(r)/ ung thư 5. incredible /ɪnˈkredəbl/ đáng kinh ngạc 6. resistance /rɪˈzɪstəns/ sức đề kháng 7. balance /ˈbæləns/ cân bằng 8. skeleton /ˈskelɪtn/ bộ xương 9. exhausted /ɪɡˈzɔːstɪd/ mệt mỏi 10. embarrassed /ɪmˈbærəst/ bối rối Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

2. Work in pairs. Read the conversation again and answer the following questions. Suggested answers 1. What does 'An apple a day keeps the doctor away' mean? (Câu 'Một quả táo mỗi ngày thì không cần đi gặp bác sĩ' có nghĩa là gì?) => It means when you eat an apple a day, you will get better health/good body condition/stronger resistance to illnesses. (Nghĩa là khi bạn ăn một quả táo mỗi ngày, bạn sẽ có sức khỏe tốt hơn / cơ thể khỏe mạnh / sức đề kháng với bệnh tật mạnh hơn.) 2. Name three health benefits of eating apples or drinking apple juice. (Hãy kể tên 3 lợi ích sức khỏe của việc ăn táo và uống nước táo

c) Products

d) Organization

ép.) => Lose weight, build healthy bones and prevent diseases like cancer. (Giảm cân, tạo hệ cơ xương vững chắc và ngăn ngừa bệnh như ung thư.) 3. Which part of the body does Alzheimer's disease affect? (Phần nào của cơ thể mà căn bệnh Alzheimer ảnh hưởng đến?) => Memory or (the) brain. (Trí nhớ hay não bộ.) 4. How does Scott feel about drinking apple juice? (Scott cảm thấy thế nào về việc uống nước táo ép?) => He feels uncertain about the benefits of apple juice. (Anh ấy không chắc lắm về lợi ích của nước táo ép.) Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

3. Listen and repeat the words. Then answer the questions below. a. Which words did you hear in the conversation? Circle them. b. Put the words into categories as in the table. Suggested answers a.

c) Products

prevent disease bones brain

boost

weight

healthy

d) Organization

Noun (Danh từ)

Adjective (Tính từ)

Verb (Động từ)

disease, balance, skeleton, system, bones, weight, brain, lungs

nervous, healthy

prevent, balance, boost, weight

c) Products

d) Organization

Students apply the knowledge they have just learned into communicative and practical situations 4. WISE WORDS: 'Laughter is the best medicine'. Read the common saying above. Do you agree? Can you think of a time when laughter was the best medicine for you? Suggested answers I totally agree. Laughter was the best medicine for me when I felt tired, stressful, sick or embarrassed, etc. During the time I prepared for the entrance exam to high school, I was very stressful and tired. I spent a lot of sleepless nights studying for the exam. Sometimes, I felt exhausted and lost appetite. Luckily, my best friend who has a great sense of humour helped me out. He made me laugh happily through his funny jokes. This helped relieve my stress and I felt more relaxed as well as positive. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4- Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Prepare for Unit 2: Your body and you: Language

Date of preparation: Unit 2: YOUR BODY AND YOU Period 11 - Lesson 2: Language I. OBJECTIVES 1. Knowledge - Improve the use of will and be going to - Be confident in the use of will and be going to +V - Consonant clusters: /pl/, /pr/, /gl/, /gr/ 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson

ACTIVITY 1: INTRODUCTION a) Objectives

Vocabulary

b) Content

1. Your body (Cơ thể của bạn) a. Look at the phrases below and match each with its definition. b. With a partner, practise saying the names of the systems. Suggested answers

c) Products

Circulatory System - c Digestive System - d Respiratory System - b Skeletal System - e Nervous System - a

d) Organization

a) Objectives

+ Circulatory System: This system of the body is made up of the heart and blood vessels. The heart pumps blood through the blood vessels to bring oxygen to all parts of the body. (Hệ tuần hoàn: Hệ thống này của cơ thể được cấu tạo bởi tim và các mạch máu. Tim bơm máu xuyên suốt các mạch máu để mang ôxy đến tất cả các bộ phận của cơ thể.) + Digestive System: This system of the body lets us break down the food we eat and turn it into energy. (Hệ tiêu hóa: Hệ thống này của cơ thể giúp chúng ta chuyển hóa thức ăn và chuyển nó thành năng lượng.) + Respiratory System: This system of the body lets us breathe in oxygen with our lungs and breathe out carbon dioxide. (Hệ hô hấp: Hệ thống này của cơ thể giúp chúng ta hít khí ôxy vào phổi và thở ra khí các-bô-níc.) + Skeletal System: This system of the body is made up of our bones. It supports our body and protects our organs. (Hệ xương: Hệ thống này của cơ thể được tạo nên bởi xương của chúng ta. Nó nâng đỡ cơ thể và bảo vệ nội tạng của chúng ta.) + Nervous System: This system is the controller of the body. Led by the brain and nerves, it allows us to move, talk and feel emotions. (Hệ thần kinh: Hệ thống này điều khiển cơ thể. Được điều khiển bởi não và các dây thần kinh, nó cho phép chúng ta di chuyển, nói chuyện và có cảm xúc.) Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION Introduce new lexical and grammatical structures related to the lesson

b) Content

c) Products

d) Organization

2. Which system do the followings belong to? Use a dictionary to look up any words you don't know. Pronunciations 1. Listen and repeat. 2. Read these sentences aloud. Suggested answers 2) Circulatory System: heart; blood; pump (Hệ tuần hoàn: tim; máu; van bơm) Digestive System: stomach; intestine (Hệ tiêu hóa: dạ dày; ruột) Respiratory System: breath; air; lung (Hệ hô hấp: thở; khí; phổi) Skeletal System: spine; bone; skull (Hệ xương: xương sống; khúc xương; sọ) Nervous System: brain; nerves; thinking (Hệ thần kinh: não; dây thần kinh; suy nghĩ) Pronunciations 1) 1. presentation, print, press, proud, preview (thuyết trình, in, ấn, tự hào, xem trước) 2. play, please, place, plum, plough (chơi, xin vui lòng, địa điểm, mận, cày) 3. group, gradual, ground, grey, grand (nhóm, dần dần, đất, xám, lớn) 4. glad, glance, glue, glow, glass (vui vẻ, liếc qua, keo, ánh sáng, kính) 2) 1. The press came to the presentation with a view to collecting information. (Báo chí đã đến thuyết trình để thu thập thông tin.) 2. The play normally takes place in the school playground. (Trò chơi thông thường diễn ra trong sân chơi của trường học.) 3. The group gradually increased as more people joined in. (Nhóm dần dần gia tăng khi có nhiều người tham gia.) 4. I am glad that you have glanced through the glass to see the glow. (Tôi mừng là bạn đã nhìn qua kính để nhìn thấy ánh sáng rực rỡ.) Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives b) Content

c) Products

Grammar 1. Read the following about will and be going to 2. Identify the use of 'will' and 'be going to' in the sentences below. Write the type of use presented in 1 (1-6) next to each sentence. 3. Read the following sentences. Put a tick (✓) if it is appropriate, put a cross (x) if it isn't. Give explanations for your choice. 4. Complete the following sentences with the right form of ‘will’ or 'be going to'. Sometimes both are correct. Suggested answers 1) 2) 1. She will give me a book when I finish cleaning the floor. (1) (Cô ấy sẽ cho tôi một quyển sách khi tôi lau xong sàn nhà.) Giải thích: Lời hứa => will 2. The screw is stuck. It won't loosen. (3) (Cái đinh ốc bị kẹt. Nó sẽ không xoáy lỏng ra được.) Giải thích: Sự từ chối, phủ nhận của cái gì => will 3. I am going to travel around the world. (5) (Tôi dự định đi du lịch vòng quanh thế giới.) Giải thích: Kế hoạch, dự định => be going to 4. Viet Nam is going to become a new industrialised country in the 21st century. (6) (Việt nam sẽ trở thành một nước công nghiệp mới vào thế kỉ 21.) Giải thích: Đưa ra dự đoán => be going to 5. Nam (seeing an elderly lady with heavy bags): Don't worry, I will carry it for you. (2) (Nam (thấy một bà cụ xách những cái túi nặng): Đừng lo, cháu sẽ xách chúng giúp bà ạ.) Giải thích: Đưa ra nhã ý giúp đỡ => will 3) 1. x 2. ✓ 3. ✓ 4. ✓ 5. x 6. ✓ 7. ✓ 8. ✓ 1. I need to fix the broken window. Are you going to help me?

(Tôi cần sửa cửa sổ bị vỡ. Bạn sẽ giúp tôi chứ?) Giải thích: Đưa ra yêu cầu sự giúp đỡ từ người khác => vì thế cần dùng 'Will you....' thay vì 'Are you going to...' 2. The forecast says it will be raining tomorrow. (Dự báo nói rằng trời sẽ mưa vào ngày mai.) Giải thích: Dự đoán trong tương lai được đưa ra bởi dự báo thời tiết => will 3. Can you hear that noise? Someone is going to enter the room. (Bạn có nghe thấy tiếng ồn không? Có ai đó chuẩn bị đi vào phòng.) Giải thích: Dự đoán về tương lai dựa trên cơ sở, dấu hiệu thực tế ở thời điểm hiện tại => be going to 4. It's been decided that we are going to the seaside tomorrow. (Quyết định là chúng ta sẽ ra bờ biển vào ngày mai.) Giải thích: Kế hoạch, dự định => be going to 5. We've booked the tickets so we will fly to Bangkok next month. (Chúng tôi vừa đặt vé, vì vậy chúng tôi sẽ bay đến Băng Cốc vào tháng sau.) 6. I think men will live on the Moon some time in the near future. (Tôi nghĩ một lúc nào đó loài người sẽ sống trên mặt trăng trong tương lai gần.) Giải thích: Đưa ra dự đoán không đưa ra cơ sở căn cứ => will 7. I am going to translate the email, so my boss can read it. (Tôi định dịch email này để ông chủ tôi có thể đọc nó.) Giải thích: Dự định chắc chắn => be going to 8. Don't worry, I'll be careful. (Đừng lo, tôi sẽ cẩn thận.) Giải thích: Lời hứa => will 4)

d) Organization

1. will / is going to 2. won't

3. will / is go ng to

4. are going to

5. will

6. Are ... going to

7. will

8. am not going to

Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION a) Objectives b) Content c) Products

Students apply the knowledge they have just learned into communicative and practical situations 5. Read the surprising facts about your body and complete the following sentences using the passive. Suggested answers 1. The same amount of power as a 10-watt light bulb is consumed by the brain. (Cùng một lượng năng lượng tương tự như một bóng đèn 10 watt được tiêu thụ bởi bộ não.) 2. The blood vessels are damaged by a simple, moderately severe sunburn / are damaged extensively by a simple, moderately severe sunburn. (Các mạch máu bị tổn thương do bị cháy nắng nghiêm trọng nhẹ, đơn giản hoặc bị tổn thương triệt để do bị cháy nắng nhẹ.) 3. Your body is made up of around 7 octillion atoms / is made up of around 7,000,000,000,000,000,000,000,000,000 atoms. (Cơ thể của bạn được tạo thành từ khoảng 7 octillion nguyên tử / được tạo thành từ khoảng 7,000,000,000,000,000,000,000,000,000 nguyên tử.) 4. 2,000 gallons (around 7570 litres) of blood is pumped through our body every day (by the heart). (2.000 galông (khoảng 7570 lít) máu được bơm qua cơ thể của chúng ta mỗi ngày (bằng trái tim).) 5. 17 muscles are used to smile and 43 are used to frown / used to frown. (17 cơ được sử dụng để mỉm cười và 43 cơ được sử dụng để cau mày.) 6. 32 million bacteria are estimated to live on one square inch of our skin. (32 triệu vi khuẩn được ước tính sống trên một inch vuông trên da của chúng ta.) 7. Emotional tears are produced by only humans. (Nước mắt cảm xúc chỉ được sản xuất bởi con người.)

d) Organization

Date of preparation: Unit 2: YOUR BODY AND YOU Period 12 - Lesson 3: Reading I. OBJECTIVES 1. Knowledge - Reading for specific information about acupuncture 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos.

III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

1. Look at the picture, do you know anything about acupuncture?

c) Products

d) Organization

Suggested answers Acupuncture is a form of alternative medicine and a key component of traditional Chinese medicine (TCM) in which thin needles are inserted into the body. (Châm cứu là một hình thức khác của thuốc và là một phương pháp điều trị chủ yếu trong ý học truyền thống của Trung Quốc bằng cách sử dụng đầu nhọn đâm vào cơ thể.) Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

2. Read the passage below. In pairs, or groups, choose the three most interesting things you learnt about acupuncture from the passage and report to the class. Suggested answers The three most interesting things I learnt about acupuncture from the passage: - Originally, there were 365 acupoints, but this has increased to more than 2000 nowadays. - The practice of acupuncture is rooted in the idea of promoting harmony between humans and the world around them and a balance between yin and yang. - According to a U.S. 2002 survey, an estimated 8.2 million American adults had tried acupuncture.

c) Products

d) Organization

Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

- Improve reading skills

b) Content

3. Read the text quickly and find words which are closest in meaning to the following. 4. Read the text again and answer the following questions. Suggested answers Task 3.

c) Products

1. diseases (n)

ailments (ốm đau, bệnh tật)

2. stop (v)

ease (dừng, làm giảm, xoa dịu)

3. pressure points acupoints (huyệt) 4. care (n)

precaution (sự thận trọng, phòng ngừa)

5. choice (n)

alternative (lựa chọn, sự thay thế)

6. cure (n)

treatment (chữa trị)

7. proof (n)

evidence (bằng chứng)

8. enhance (v)

promote (đẩy mạnh)

Task 4. 1. What is the basic idea of acupuncture? (Ý tưởng cơ bản/cốt lõi của châm cứu là gì?) => (It's) promoting harmony between humans and the world around them and a balance between yin and yang. (Gia tăng sự hài hòa giữa con người và thế giới xung quanh họ và sự cân bằng giữa âm và dương.) 2. Why is acupuncture believed to be effective? (Tại sao người ta tin rằng châm cứu rất hiệu quả?) => It is believed to promote the body's natural healing capabilities and enhance its functions. (Người ta tin rằng châm cứu sẽ gia tăng khả năng chữa lành tự nhiên của cơ thể và cải thiện các chức năng của cơ thể.) 3. How many acupoints are there nowadays? (Hiện nay có bao nhiêu điểm huyệt?) =>There are more than 2000 nowadays.

d) Organization

a) Objectives b) Content

c) Products

(Hiện nay có hơn 2000 huyệt.) 4. What are the most common side effects with acupuncture? (Những tác dụng phụ thường gặp nhất của châm cứu là gì?) => They are soreness, slight bleeding, or discomfort. (Đó là cơn đau, chảy máu nhẹ hoặc cảm giác khó chịu.) 5. Who should not take acupuncture? (Ai không nên sử dụng phương pháp châm cứu?) => Those who have electronic medical devices inside their bodies. (Những người có cấy thiết bị y tế điện tử bên trong cơ thể họ.) 6. Why do more and more people turn to acupuncture? (Tại sao ngày càng nhiều người tìm đến phương pháp châm cứu?) => Acupuncture is considered as a reliable alternative to modern medicine. (Châm cứu được coi là một phương pháp thay thế đáng tin cậy thay cho y học hiện đại.) - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations 5. Do you know any other alternative therapies like yoga, acupressure, head massage or aromatherapy? Work in pairs or groups to share information and then report to the class. Suggested answers Hi everyone, if you are finding a therapy to rebalance your life, yoga is a good idea. Yoga stems from India and spreads around the

world due to a wide variety of benefits. The first one is relaxing. Yoga helps you concentrate and feel better after a hard-working day. Secondly, it can prevent you from some diseases like sleeplessness, stress or cancer. Furthermore, all people of any ages can do yoga because it's easy to start. After a short period of time, you will realize the positive changes inside you. You will be stronger, healthier and more active. As a result, everything you do will have better effects. d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Prepare for Unit 2: Your body and you: Speaking

Date of preparation: Unit 2: YOUR BODY AND YOU Period 13 - Lesson 4: Speaking I. OBJECTIVES 1. Knowledge - Talking about how to get rid of bad habits 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

1. Which of the following habits are good and which are bad for you?

c) Products

Suggested answers Good habits (Các thói quen tốt): - being thankful (thể hiện lòng biết ơn) - keeping a routine (duy trì đều đặn những công việc thường làm

d) Organization

mỗi ngày) - doing regular exercise (tập thể dục đều đặn) - never giving up (không bao giờ từ bỏ) - saving money (tiết kiệm tiền) - reading regularly (chăm đọc sách) Bad habits (Các thói quen xấu): - leaving things until the last minute (để mặc mọi thứ/ trì hoãn đến phút chót) - eating what you like (ăn những gì mà bạn thích) - watching TV all day (xem ti vi cả ngày) - staying up late (thức khuya) - littering (vứt rác bừa bãi) - arriving just in time (đến vừa kịp giờ/ đến sát giờ) Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

2. Work in pairs or groups and discuss why some of the habits above are good for you and why some are bad for you. Suggested answers 1. I think doing regular exercise is good because it will keep your body healthy. (Tôi nghĩ việc tập thể dục thường xuyên là tốt vì nó sẽ giữ cơ thể bạn khỏe mạnh.) 2. I think reading regularly is good because it helps you gain knowledge. (Tôi nghĩ việc đọc sách thường xuyên là tốt vì nó sẽ giúp bạn biết thêm kiến thức.) 3. I think littering is not good because it will destroy the environment. (Tôi nghĩ xả rác bừa bãi là không tốt vì điều đó sẽ hủy hoại môi trường.) 4. I think watching TV all day is not good because it makes you feel tired and lazy. (Tôi nghĩ việc xem ti vi cả ngày là không tốt vì nó sẽ khiến bạn cảm thấy mệt mỏi và lười biếng.) Assign tasks; explain Monitor; help; tutorial

c) Products

d) Organization

Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

3. Look at the following text and read the advice. Do you think you could follow it? Why or why not? Suggested answers Yes, I think I can follow all these things if I try my best. Not many people have really succeeded in this. But it doesn’t mean that we can’t do it. I’ll give it a try. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION

c) Products

d) Organization

a) Objectives b) Content

c) Products

Students apply the knowledge they have just learned into communicative and practical situations 4. Work in pairs or groups to choose one bad habit. Make a list of Dos and Don'ts in order to kick that habit. Share the list with others and report to the class. Suggested answers Dos (Nên làm)

Don'ts (Không nên làm)

Plan things carefully; (Lập kế hoạch cẩn thận)

Watch horror films or frightening TV programmes; (Xem phim kinh dị hoặc các chương trình truyền hình đáng sợ)

Finish work early; (Hoàn thành công việc sớm)

Drink coffee or strong tea; (Uống cà phê hoặc trà đặc)

Eat just enough at dinner; (Chỉ ăn vừa đủ vào buổi tối)

Take naps during the day; (Ngủ ngày)

Wake up early; (Thức dậy sớm)

Get up late; (Dậy trễ)

Do exercise (Tập thể dục)

Being lazy (Lười biếng)

d) Organization

Date of preparation: Unit 2: YOUR BODY AND YOU Period 14 - Lesson 5: Listening I. OBJECTIVES 1. Knowledge - Listening for gist about choosing a healthy diet. 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

1. What do you usually have for lunch or dinner? Do you care about the nutritional value of the things you eat? Suggested answers Task 1. What do you usually have for lunch or dinner? Do you care about the nutritional value of the things you eat? (Bạn thường ăn gì vào bữa trưa hoặc bữa tối? Bạn có quan tâm đến giá trị dinh dưỡng của thức ăn bạn ăn không?) => I often eat rice with meat, fish, or eggs, and some kinds of vegetables.

c) Products

d) Organization

(Tôi thường ăn cơm với thịt, cá hoặc trứng và một số loại rau.) - Yes, I care much about the nutritional value of the things I eat. I believe in the saying 'You are what you eat' so I always choose good food and avoid fast food to keep healthy. (Có, tôi quan tâm nhiều đến giá trị dinh dưỡng của những thức ăn tôi ăn. Tôi tin vào câu nói 'Bạn là những gì bạn ăn vào', vì thế tôi luôn chọn thức ăn tốt và tránh xa đồ ăn nhanh để được khỏe mạnh.) Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

2. Look at the picture below. What do you think the listening is about? 1. What do you usually have for lunch or dinner? 2. Do you care about the nutritional value of the things you eat? 3. What kind of food do you avoid eating? 4. What kind of food do you think we should have more? Suggested answers Task 2. I see that it's the food/ healthy eating Pyramid. So I think the listening is about a guide to choosing a diet relying on the pyramid. (Tôi thấy rằng đó là 1 tháp thực phẩm/ dinh dưỡng. Vì thế, tôi nghĩ bài nghe nói về hướng dẫn chọn chế độ ăn dựa vào tháp này.) Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

c) Products

d) Organization

a) Objectives

- Improve listening skills

b) Content

3. Listen to the recording and decide if the following statements are true (T) or false (F). Suggested answers

c) Products

1. F 2. T 3. F 4. T 5. F 1 – F. The Healthy Eating Pyramid is a complex guide to choosing your diet.

d) Organization

(Tháp ăn uống dinh dưỡng là một hướng dẫn phức tạp cho sự lựa chọn chế độ ăn của bạn.) Thông tin: The Healthy Eating Pyramid is a simple, reliable guide to choosing a healthy diet. (Tháp dinh dưỡng lành mạnh là một hướng dẫn đơn giản, đáng tin cậy để chọn chế độ ăn uống lành mạnh.) 2 – T. Daily exercise and weight control are key to staying healthy according to the Pyramid. (Tập thể dục hằng ngày và kiểm soát cân nặng là chìa khóa để duy trì sự khỏe mạnh theo Tháp.) Thông tin: Its foundation is daily exercise and weight control, since these two related elements strongly influence your chances of staying healthy. (Nền tảng của nó là tập thể dục hàng ngày và kiểm soát cân nặng, vì hai yếu tố liên quan này ảnh hưởng mạnh mẽ đến cơ hội để được khỏe mạnh của bạn.) 3 – F. You are advised to eat more things on the top of the Pyramid. (Bạn được khuyên nên ăn nhiều thực phẩm trên đỉnh Tháp.) Thông tin: The Healthy Eating Pyramid builds from there, showing that you should eat more foods from the bottom part of the pyramid (vegetables, whole grains) and fewer from the top (red meat, refined grains, potatoes, sugary drinks, and salt). (Tháp dinh dưỡng lành mạnh được xây dựng từ đó, cho thấy bạn nên ăn nhiều thức ăn từ phần dưới cùng của tháp (rau, ngũ cốc nguyên hạt) và ít hơn từ trên cùng (thịt đỏ, ngũ cốc tinh chế, khoai tây, đồ uống có đường và muối). 4 – T. It's suggested that half of your plate consists of vegetables and fruit. (Người ta đề nghị rằng phân nửa khẩu phần ăn của bạn nên bao gồm rau củ và trái cây.) Thông tin: Fill half our plate with vegetables...and fruits. 5 – F. Fish, poultry, beans, or nuts make up the other half of the dinner plate. (Cá, thịt gia cầm, đậu hoặc hạt tạo nên nửa còn lại của khẩu phần ăn của bạn.) Thông tin: Dựa theo thông tin trong bài, rau củ quả chiếm 1/2 khẩu phần, ngũ cốc nguyên hạt chiếm 1/4, còn cá, thịt gia cầm, đậu, hạt chiếm nốt phần còn lại. Ta suy ra cá, thịt gia cầm, đậu, hạt chiếm 1/4. Do đó thông tin ở câu trên là chiếm 1 nửa là sai. - Step 1- Assigning State the requirements for each activity for the students. Make sure

c) Products

d) Organization

Students apply the knowledge they have just learned into communicative and practical situations 4. Listen again, divide the plate into sections and label which food should be in each section. 5. Write some sentences to describe the plate you have just made in 4. Suggested answers Half the plate is filled with fruits and vegetables because they're good for our health. Grains make up a quarter. And the rest is fish, poultry, beans, or nuts (Một nửa là hoa quả và rau vì chúng tốt cho sức khỏe của chúng ta. Ngũ cốc chiếm 1/4. Và phần còn lại là cá, thịt gia cầm, đậu hoặc hạt.) - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must

Date of preparation:

Unit 2: YOUR BODY AND YOU Period 15 - Lesson 6: Writing I. OBJECTIVES 1. Knowledge - Writing about what to eat and not to eat 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

1. Build a list of foods from your own experience that may give you allergies, bad breath, stress, sleeplessness or sleepiness. Then share and compare your list with your friends'. Suggested answers Task 1. - allergies: milk, egg, nuts, soya, fish, shrimp, crab, ... (Dị ứng: sữa, trứng, các loại hạt, đậu nành, cá, tôm, cua, ...) - bad breath: garlic, onion, spicy food, alcohol, ... (Hơi thở có mùi: tỏi, hành, đồ ăn cay, cồn, ...) - stress: coffee, strong tea, ... (Căng thẳng: cà phê, trà đặc, ...) - sleeplessness: coffee, cheese, spicy food, strong tea, ... (Mất ngủ: cà phê, pho mát, đồ ăn cay, trà đặc, ...) - sleepiness: beans, cherry, banana, milk, honey, fish, ...

c) Products

d) Organization

(Buồn ngủ: đậu xanh, quả anh đào, chuối, sữa, mật ong, cá,...) Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

2. Now, read the facts below. Do you have some of these foods on your list? Which ones? Suggested answers Task 2. 1. Allergies (Dị ứng) - On my list: milk, eggs, soya, fish, shrimp, crab (sữa, trứng, đậu nành, cá, tôm, cua) 2. Bad breath (Hơi thở có mùi) - On my list: onion, garlic (hành tây, tỏi) 3. Stress (Căng thẳng) - On my list: coffee, tea (cà phê, trà) 4. Sleeplessness (Mất ngủ) - On my list: spicy food, coffee (đồ ăn cay, cà phê) 5. Sleepiness (Buồn ngủ) - On my list: beans, banana, milk, honey (hạt đậu, chuối, sữa, mật ong) Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

c) Products

d) Organization

a) Objectives

- Improve writing skills

b) Content

3. Some people have written in for advice on their diets as they are going to do important things. Work in pairs or groups and write at least one similar inquiry. Suggested answers Dear Expert, I have been very stressful for the past few months. I tried to unwind by doing some activities but the stress still hasn't disappreared. I have also heard that what I eat may have some effect on my body. I was wondering if you could advise me what to eat in

c) Products

d) Organization

a) Objectives b) Content

c) Products

d) Organization

order to improve my situation. Min - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations 4. You are the food specialist and you are working on the newsletter's next edition. Read the reply to Scott's enquiry. Then write your own by responding to one of the other texts from 3 or from your friends'. Suggested answers Dear Scott, Taking an important exam is like running a marathon so it is advisable to take good care of things you eat. On the day before the exam, have high-carbonate foods like pasta as the slow breaking down of the carbonates will provide necessary energy for the next day's event. Eat a breakfast of mainly proteins (beef, eggs, poultry...) on the day of the exam as the proteins are another quick source of energy. Drink a lot of water and fruit juice. Avoid caffeine drinks as they may help you feel good at first but there is a side effect that leaves you feel tired and stressful later, dangerously while you are still taking the exam. Hope you will do your best. Regards, - Step 1- Assigning State the requirements for each activity for the students. Make sure

Date of preparation: Unit 2: YOUR BODY AND YOU

Period 16 - Lesson 7: Communication and Culture I. OBJECTIVES 1. Knowledge - To help students understand more health beliefs and practices in Indo and in Vietnam. - To give students a chance to talk about health beliefs and traditional therapy. 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Communication

b) Content

1. Look at the pictures. Which parts / systems of the body does each activity possibly benefit? Suggested answers 1. Sunbathing in the early morning is good for bones because Sunlight triggers the synthesis of vitamin D within the body. (Phơi nắng vào sáng sớm tốt cho xương vì ánh nắng mặt trời kích thích tổng hợp vitamin D dưới da.) 2. Doing aerobics improves the health and strengthen the body. (Tập thể dục nhịp điệu tăng cường sức khỏe và săn chắc cơ thể.) 3. Swimming is good for muscles and bones (Bơi lội tốt cho cơ và xương.) Elicit students’ answers. Give feedback.

c) Products

d) Organization

Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION a) Objectives

Communication

b) Content

2. In pairs or groups, discuss the activities in the pictures and say why they are healthy. 3. Work in pairs or groups, choose a system of the body and make a list of all the possible activities that are good for it. Suggested answers 2) Picture 1: * She has a sunbath. Sunbathing helps them healthy, because: Sunbathing is to get enough vitamin D, reduce blood pressure, cut down the risk of heart attack, regulate the production of hormones ... Picture 2: * They are doing exercise in the morning. Doing exercise helps them healthy because it helps: Control your weight reduce your risk of cardiovascular disease, strengthen your bones and muscles, increase your chances of living longer ... Picture 3 * They are swimming. Swimming helps them healthy, because it keeps your heart rate up but takes some of the impact stress off your body builds endurance, muscle strength. 3) * Cardiovascular System (Hệ tuần hoàn) Activities: Walking, Running, Swimming, doing Gym, Doing Yoga, etc. * Skeletal system (Hệ xương khớp): Activities: playing sports, jogging, yoga, swimming, gym, etc. (Hoạt động: chơi các loại thể thao, chạy bộ, yoga, bơi lội, gym, v..v.) Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

c) Products

d) Organization

a) Objectives

Culture

b) Content

c) Products

d) Organization

1. Read about some traditional health beliefs and practices in Viet Nam and Indonesia. 2. With a partner, discuss the similarities and differences in health beliefs and practices between the two countries. Suggested answers * Similarities (Giống nhau): In both countries, traditional treatments, and herbs are used to treat the sick. (Ở cả 2 nước, phương pháp chữa bệnh truyền thống, và thảo mộc được sử dụng để chữa bệnh.) * Differences (Khác nhau): - In Indonesia, people believe illnesses are caused either naturally or personally while Vietnamese folks think that the imbalance of yin and yang is to blame. (Ở Indonesia, mọi người tin rằng bệnh tật là do tự nhiên hoặc do con người trong khi đó người Việt Nam nghĩ là do sự mất cân bằng âm dương.) - The treatments aim to restore the yin/yang balance in Viet Nam. Meanwhile, Indonesian ones aim for the restoration of a normal, proper and comfortable condition. (Các phương pháp điều trị nhằm thiết lập lại sự cân bằng âm dương ở Việt Nam. Trong khi đó, các phương pháp điều trị của người Indonesia hướng tới việc khôi phục lại trạng thái bình thường, đúng chuẩn và thoải mái.) - Indonesian traditional health practices prove benefits more clearly than Vietnamese ones. While Vietnamese folks only believe in these types of practices in recent times, Indonesian ones have relied on them for a long time. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved /

explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations b) Content 3. Do you know any traditional therapy (treatment without medicine)? If yes, please share the basic idea of that therapy. c) Products Suggested answers Traditional therapy for the cough: Lemon and honey. - Step 1: Take a lemon then cut thin slices and add two spoons of honey. - Step 2: Steam about 15 minutes. - Step 3: Keep in your throat. d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Choose a system of the body and talk about some activities that are good for it. For example: SKELETAL - doing exercise, - playing sports - taking part in outdoor activities + Choose a good therapy you have known and write about it in a paragraph of about 60 words. a) Objectives

Date of preparation: Unit 2: YOUR BODY AND YOU

Period 17 - Lesson 8: Looking back and Project I. OBJECTIVES 1. Knowledge By the end of the lesson, sts are able to: - review words/phrases about your body and you - consolidate the grammar points of the unit: will and be going to - exchange opinions about some habits 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Looking back

b) Content

Pronunciation: Listen and repeat the following sentences. Suggested answers AUDIO SCRIPT 1. The prince plays a prime role in producing the special food. 2. Alice glances through the window and prays for magic. 3. The Grimm brothers' fairy tales have their grounding in the fairy world. 4. The growth of the grass in the ground is carefully monitored. Elicit students’ answers. Give feedback. Lead into new lesson.

c) Products

d) Organization

ACTIVITY 2: KNOWLEDGE ACQUISITION a) Objectives

Vocabulary

b) Content

Complete the following sentences with a word or phrase about the body. Suggested answers

c) Products

1. brain

2. lung/heart

3. digestive

4. skeletal 5. respiratory (system) 6. stomach 7. nervous

d) Organization

1. The part that leads the controlling of the body is the brain. (Phần dẫn dắt sự kiểm soát của cơ thể là bộ não.) 2. Blood is pumped through the lung/heart to bring oxygen to all parts of the body. (Máu được bơm qua phổi / tim để mang oxy tới tất cả các bộ phận của cơ thể.) 3. Food is broken down and converted into energy in the digestive system. (Thức ăn bị phá vỡ và biến thành năng lượng trong hệ thống tiêu hóa.) 4. The bones inthe skeletal system help support our body and protect the organs. (Các xương trong hệ thống xương hỗ trợ cơ thể của chúng tôi và bảo vệ các cơ quan.) 5. The system that takes in oxygen and releases carbon dioxide is called respiratory (system). (Hệ thống có trong oxy và giải phóng carbon dioxide được gọi là hệ hô hấp.) 6. The place that food is first stored in the body is the stomach. (Nơi mà thức ăn được lưu trữ lần đầu tiên trong cơ thể là dạ dày.) 7. The system which works as the control panel of the body is the nervous system. (Hệ thống hoạt động như bảng điều khiển của cơ thể là hệ thống thần kinh.) Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

Grammar

b) Content

Underline the word in italics that best completes the sentence.

c) Products

d) Organization

Suggested answers Phương pháp giải: - will + V: thì tương lai đơn dùng để chỉ về những việc có khả năng xảy ra trong tương lai nhưng không có gì là chắc chắn và suy nghĩ đó vừa mới xuất hiện - be going to + V: chỉ 1 sự việc/hành động đã được lên kế hoạch từ trước. - Cấu trúc câu bị động: S + to be + VpII Lời giải chi tiết: 1. I will become an engineer one day if I can. (Một ngày nào đó tôi sẽ trở thành một kỹ sư.) 2. Foods are broken down and converted into energy in the digestive system. (Thức ăn bị phá vỡ và chuyển hóa thành năng lượng trong hệ thống tiêu hóa.) 3. Jane is going to the dentist's tomorrow as planned. (Jane sẽ đến nha sĩ vào ngày mai theo kế hoạch.) 4. The acupoints are stimulated to enhance the healing capability of the body itself. (Châm cứu để kích thích để tăng cường khả năng chữa bệnh của cơ thể.) 5. Besides acupuncture, acupressure is used to help treat ailments without any medicine. (Bên cạnh châm cứu, bấm huyệt được sử dụng để giúp điều trị bệnh không dùng thuốc.) 6. Although I have taken some aspirin, the headache won't go away. (Mặc dù tôi đã dùng một ít thuốc kháng viêm, nhưng cơn đau đầu sẽ không biến mất.) 7. All the body organs are supported by the bones in the skeletal system. (Tất cả các cơ quan đều được xương hỗ trợ trong hệ thống xương.) 8. Look at the dark clouds. I’m sure it is going to rain soon. (Nhìn đám mây đen. Tôi chắc chắn rằng trời sắp mưa sớm.) - Step 1- Assigning State the requirements for each activity for the students. Make sure

Project

b) Content

1. Your doctor would like some information about your usual food habits to help plan the best possible health care for you and your friends. Conduct the survey, using the questions below and compile the findings into a report. 2. Present your findings to the class. Suggested answers All of my family's food is bought by my mother. She is also the one who prepares almost all of our meals every day. On weekdays, I always drink two liters of pure water and milk as it is good for my body. I love eating pork but sometimes, I have some chicken and fish for lunch. Normally, I don't have many vegetables for lunch although they are good for my health. I always have 3 meals a day and all of my meals are added salt. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

c) Products

d) Organization

- Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Prepare for Unit 2: Your body and you: Looking back and Project Date of preparation: Unit 2: YOUR BODY AND YOU Period 18 - Lesson 9: Looking back and Project I. OBJECTIVES 1. Knowledge - Doing a survey on the importance of categories in staying healthy. 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

Vocabulary checking

c) Products

Suggested answers Từ vựng

d) Organization

1. digestive system /dɪˈʤɛstɪv/ /ˈsɪstɪm/ hệ tiêu hóa 2. skeletal system /ˈskɛlɪtəl/ /ˈsɪstɪm/ hệ xương khớp 3. respiratory system /rɪˈspɪrət(ə)ri/ /ˈsɪstɪm/ hệ tuần hoàn 4. nervous system /ˈnɜːvəs/ /ˈsɪstɪm/ hệ thần kinh 5. stimulate /ˈstɪmjuleɪt/ kích thích 6. acupuncture /ˈækjupʌŋktʃə(r)/ châm cứu 7. acupressure /ˈækjupreʃə(r)/ bấm huyệt 8. ailment /ˈeɪlmənt/ bệnh tất, ốm đau 9. organ /ˈɔːɡən/ bộ phận 10. aspirin /ˈæsprɪn/ thuốc kháng viêm Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

I. Review: The future simple (Ôn tập: Thì tương lai đơn) 1. Cấu trúc Suggested answers

c) Products

Thể

Chủ ngữ

be/V

Khẳng He/She/lt/Danh từ số ít will + be/V định (nguyên thể) I/You/We/They/ Danh từ số nhiều

Ví dụ She will help you to do it. I will be on holiday next month.

Thể

Chủ ngữ

Phủ định

He/She/lt/Danh từ số ít will not (won’t) + be/V I/You/We/ They/Danh (nguyên thể) từ số nhiều

She won’t help you to do it.

He/She/lt/Danh từ số ít be/V (nguyên thể)...? I/You/We/ They/Danh - Yes, s +

Will she help you to do it? - Yes, she will.

Nghi vấn

be/V

Ví dụ

I won’t be on holiday next month.

từ số nhiều

will. - No, s + won’t.

- No, she won’t. Will 1 be on holiday next month? - Yes, I will. - No, I won’t.

d) Organization

Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

PRACTICE EXERCISES

b) Content

Mark the letter A, B, C or D to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions. Suggested answers 1. A. chore B. work C. more D. divorce 2. A. trashed B. talked C. reached D. loved 3. A. prepare B. help C. tennis D. tell 4. A. husband B. mum C. contribute D. vulnerable 5. A. cleaned B. shared C. called D. visited 6. A. skill B. split C. children D. finance 7. A. breadwinner B. clean C. each D. lead 8. A. balance B. challenge C. career D. happy 9. A. share B. alike C. tradition D. equal 10. A. generation B. grateful C. educate D. grandparents - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must

c) Products

d) Organization

complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION a) Objectives b) Content c) Products

d) Organization

Students apply the knowledge they have just learned into communicative and practical situations Mark the letter A, B, C or D to indicate the correct answer to each of the following questions Suggested answers 11. Linh can’t go out with us to see a movie now because she’s ____ meal. A. preparing B. making C. arranging D. keeping 12 I’m responsible for cooking dinner as my mother usually works ____. A. lately B. early C. later D. late 13. I usually ____ my younger sisters when my parents are away on business. A. pick up B. take care of C. look for D. take charge of 14. Ms. Mai asked me how she could ____ household chores equally in her family. A. make B. divide C. give D. contribute 15. In my family, my father always takes charge of doing the ____ lifting. A. strong B. hard C. heavy D. huge 16. My mother told me to do the ____ yesterday but I forgot about it since I had much homework to finish. A. wash-up B. laundry C. childcare D. exercises 17. ____ the rubbish in the early morning is a part of my daily routine. A. Taking out B. Coming out C. Pulling out D. Bringing out 18. My wife is going on her business next week so I have to ____ most of the chores around the house. A. distribute B. hold C. take D. handle 19. Mr. Hoang found it difficult to be in charge of the household ____. A. financial B. financially C. finances D. financier 20. ____ is a person who works at home and takes care of the house and family. A. Breadwinner B. Homemaker C. Servant D. Houseman - Step 1- Assigning

State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Prepare the next lesson Date of preparation: Period 19: REVIEW FOR MID TERM 1 I. OBJECTIVES 1. Knowledge - Recall and use words and grammatical structures, phrases related to topics your body and you; household chores and duties, - Use the present simple, the present continuous tense, understand and use the passive voice with modals. - Improve reading, speaking, listening and writing skills. 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills & creativeness. 3. Qualifications - Students have a passion of learning English and develop English skills. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3

10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

Exercise 1. Mark the letter A, B, C or D to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions. Suggested answers 1. A. chore B. work C. more D. divorce 2. A. trashed B. talked C. reached D. loved 3. A. prepare B. help C. tennis D. tell 4. A. husband B. mum C. contribute D. vulnerable 5. A. cleaned B. shared C. called D. visited 6. A. skill B. split C. children D. finance 7. A. breadwinner B. clean C. each D. lead 8. A. balance B. challenge C. career D. happy 9. A. share B. alike C. tradition D. equal 10. A. generation B. grateful C. educate D. grandparents Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

c) Products

d) Organization

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

Exercise 2. Mark the letter A, B, C or D to indicate the correct answer to each of the following questions. Suggested answers 11. Linh can’t go out with us to see a movie now because she’s ____ meal. A. preparing B. making C. arranging D. keeping 12. I’m responsible for cooking dinner as my mother usually works ____. A. lately B. early C. later D. late 13. I usually ____ my younger sisters when my parents are away on business.

c) Products

d) Organization

A. pick up B. take care of C. look for D. take charge of 14. Ms. Mai asked me how she could ____ household chores equally in her family. A. make B. divide C. give D. contribute 15. In my family, my father always takes charge of doing the ____ lifting. A. strong B. hard C. heavy D. huge 16. My mother told me to do the ____ yesterday but I forgot about it since I had much homework to finish. A. wash-up B. laundry C. childcare D. exercises 17. ____ the rubbish in the early morning is a part of my daily routine. A. Taking out B. Coming out C. Pulling out D. Bringing out 18. My wife is going on her business next week so I have to ____ most of the chores around the house. A. distribute B. hol C. take D. handle 19. Mr. Hoang found it difficult to be in charge of the household ____. A. financial B. financially C. finances D. financier 20. ____ is a person who works at home and takes care of the house and family. A. Breadwinner B. Homemaker C. Servant D. Houseman Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

Improve reading, speaking, listening, writing skills

b) Content

Exercise 6. Mark the letter A, B, C or D to indicate the underlined part that needs correction in each of the following questions. Suggested answers 71. I look for Daniel. He isn’t in the company. A B C D 72. Mommy, someone are calling me from unknown number. I won’t answer it. A B C D 73. My alarm rings at 6 o’clock every morning. Therefore, I always went to school on time. A B C D

c) Products

d) Organization

a) Objectives b) Content c) Products

74. What are you search for, Lan? You look so nervous. A B C D 75. We can’t play golf. It rains outside. A B C D 76. Bats usually sleep during the day and they play and eating at night. A B C D 77. She suggests that a coffee is tasting good after a meal. A B C D 78. I am not mind if you turn on the air-conditioner. A B C D 79. Quiet, my baby sleeps. Don’t wake her up. A B C D 80. Bach is funny right now. He keep telling me jokes. A B C D - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations Exercise 7. Mark the letter A, B, C or D to indicate the correct response to each of the following exchanges. Suggested answers 1. “How fashionable a pair of trainers you have!” - “_____ A. Do you want to know where I bought them? B. Thanks for your compliment. C. I know it’s fashionable.

D. Yes, of course. 2. “What can I do for you?” - “_____” A. No need to help. B. Thank you. C. Thanks, I’m just looking. D. Sorry for not buying anything. 3. “How was the game show last night?” - “____” A. It showed at 8 o'clock. B. Just talking about it. C. I think it wasn't a good game. D. Great. I gained more knowledge about biology. 4. “What did the meeting discuss? I didn’t attend it because of traffic jam.” - “ ____” A. I didn’t, either. B. That was great. C. You missed the meeting. D. I’m sorry, I can’t. 5. “I've called many times but the plumber hasn’t come yet.” - “ ____” A. Wait a minute, please. B. We do apologise for this matter. We’ll fix it soon. C. He's maybe busy now. D. The problem has been fixed already. d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Prepare the next lesson Date of preparation: Period 20: MID TERM TEST 1

I. OBJECTIVES 1. Knowledge - Recall pronunciation with words ending in -s, -ed and stress patterns. - Use words and phrases related to topics from Unit 1 to 2 - Use present simple, present continuous, simple future, be going to - Check their reading, listening and writing skills. 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills & creativeness. 3. Qualifications - Students have a passion of learning English and develop English skills. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Prepare for next lesson Date of preparation: Unit 3: MUSIC Period 21 -Lesson 1: Getting started I. OBJECTIVES 1. Knowledge - Get familiar to topic music, know / recall words and phrases related to the topic music 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.

c) Products d) Organization

Introduce the topic of the lesson and to raise students' interest - Has students listen to the recording and give the name of three songs. - Tells the aim of the lesson. Suggested answers Students are motivated to learn the new lesson. Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

1. Listen and read

c) Products

Suggested answers Từ vựng 1. shy /ʃaɪ/ nhút nhát 2. passionate /ˈpæʃənət/ đam mê 3. talented /ˈtæləntɪd/ tài năng, có tài 4. popular /ˈpɒpjələ(r)/ phổ biến 5. well - known /wɛl/ - /nəʊn/ nổi tiếng 6. biography /baɪˈɒɡrəfi/ tiểu sử 7. incredible /ɪnˈkredəbl/ đáng kinh ngạc 8. debut /ˈdeɪbjuː/ sự ra mắt 9. release /rɪˈliːs/ phát hành 10. homemade /həʊm/- /meɪd/ tự làm

d) Organization

Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

2. Read the conversation again. Then tick true (T) or false (F). 3. Read the conversation again, and give answers to the following questions. 4. Find the adjectives which describe the teen idol and write them down. Then discuss their meanings. Suggested answers Task 1

c) Products

1. T 2. F 3. F 4. F 5. T 1 – T. The pop star has a lot of female fans around the world. (Ngôi sao nhạc pop có rất nhiều fan nữ trên khắp thế giới.) Thông tin: Yeah. He's the teen idol who is exciting female fans around the world. (Ừ. Anh ấy là thần tượng tuổi teen người đã làm say mê người hâm mộ nữ trên toàn thế giới đấy.) 2 – F. His platinum album was The world. (Album bạch kim của anh là The World.) Thông tin: Theo thông tin bài ra, thì album bạch kim của ca sĩ được nói đến là My World, chứ không phải là The World: I bought his platinum album My world a few years ago. (Mình đã mua album bạch kim của anh ấy là “My World” vài năm trước.) 3 – F. It took him more than two years to become a superstar. (Anh ấy mất hơn 2 năm để trở thành siêu sao.) Thông tin: Thông tin câu đã cho sai ở thông tin 'more than two years', vì theo đoạn hội thoại thì: He became a superstar within two years. (Anh ấy trở thành một siêu sao trong vòng 2 năm.) 4 – F. His home country is the USA. (Quê nhà anh ấy ở Mỹ.) Thông tin: I read his biography on the Internet and found out that he won second place in the Idol contest in his home country, Canada.

(Mình đọc tiểu sử của anh ấy trên mạng Internet và biết được rằng anh ấy đã giành vị trí Á quân trong cuộc thi “Thần tượng âm nhạc” ở quê nhà của anh ấy, Canada.) 5 – T. His clips on the Internet received over 10,000,000 views. (Các đoạn ghi hình của anh ấy trên Internet thu hút hơn 10,000,000 lượt xem.) Thông tin: His videos got over 10,000,000 views, so he became well-known. (Đoạn ghi hình của anh ấy thu hút hơn 10.000.000 lượt xem, vì vậy anh ấy đã trở nên nổi tiếng.) Task 3 1. Who are the speakers talking about? (Những người trong đoạn hội thoại đang nói về ai?) => They are talking about a young pop star. (Họ đang nói về một ngôi sao nhạc pop trẻ tuổi.) 2. How did the teen pop star look on stage? (Ngôi sao nhạc pop thiếu niên trông như thế nào trên sân khấu?) => He looked shy and passionate. (Anh ấy trông bẽn lẽn và đầy say mê.) 3. What was his first achievement in his home country? (Thành tựu đầu tiên của cậu ta ở nước nhà là gì?) => He won second place in the Idol contest. (Anh ấy giành giải Á quân trong cuộc thi Thần tượng âm nhạc.) 4. Who decided to post his homemade videos on the Internet? (Ai quyết định đăng tải những video tự quay ở nhà của cậu ta lên mạng?) => His morther (Mẹ anh ấy.) 5. How many views did the superstar's videos gain on the Internet? (Những video được đăng tải lên mạng của siêu sao này đạt bao nhiêu lượt xem?) => They gained over 10,000,000 views. (Chúng nhận được hơn 10.000.000 lượt xem.) 6. What is one of his most important achievements? Why? (Một trong những thành tựu quan trọng nhất của cậu ta là gì? Tại sao?) => He had four singles enter Top 40 before his first album. (Anh ấy có 4 bài hát đơn lọt vào Top 40 trước khi phát hành album đầu tay.) Task 4 - shy: not at ease with other people (nhút nhát: không thoải mái với người khác) - passionate: having a keen enthusiasm or intense desire for

d) Organization

a) Objectives b) Content c) Products

d) Organization

something (đam mê: có nhiệt tình hoặc mong muốn mãnh liệt về điều gì đó) - talented: a person with good natural ability (tài năng: một người có khả năng tự nhiên tốt) - popular: widely liked or appreciated (phổ biến: yêu thích rộng rãi hoặc đánh giá cao) - well-known: famous (nổi tiếng: nổi tiếng) - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations 5. Reread the conversation. Circle the verbs which are followed by to-infinitives. Suggested answers - decided to buy - began to post - the first solo artist to have four singles - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.

Date of preparation: Unit 3: MUSIC Period 22 + 23 - Lesson 2: Language I. OBJECTIVES 1. Knowledge - Recall pronunciation of /est/, /eit/, /∂nt/ - Recall to- infinitive and bare infinitive; use compound sentences - Remembering some vocabulary about music 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5

2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Vocabulary

b) Content

1. Use the words in the box to complete the definitions 2. Give the Vietnamese equivalents to the words from a-g. Then match each of them with the appropriate meaning Suggested answers Task 1

c) Products

1. talent

2. pop 3. idol

4. contest 5. fan 6. clip 1. talent: an exceptional ability (tài năng: một khả năng đặc biệt) 2. pop: a type of music popular with teenagers, with strong rhythm, harmony, and an emphasis on romantic love (nhạc pop: một loại âm nhạc phổ biến với thanh thiếu niên, với nhịp điệu mạnh mẽ, hài hòa, và nhấn mạnh vào tình yêu lãng mạn) 3. idol: one that is adored, often blindly or excessively (thần tượng: một trong những người được ngưỡng mộ, thường xuyên mù quáng hoặc quá mức) 4. contest: a competition, especially one in which entrants are rated by judges (cuộc thi: một cuộc thi, đặc biệt là một trong đó các thí sinh được đánh giá bởi giám khảo) 5. fan: an ardent devotee; an enthusiast (Người hâm mộ: một người hâm mộ nhiệt tình; một người đam mê) 6. clip: a short extract from a movie or television programme (clip: một trích đoạn ngắn từ một chương trình truyền hình hoặc phim) Task 2 a. 2 b. 3 c. 1 d. 4 e. 6 f. 5 g. 7 a. debut album - the first appearance of a set of musical recordings stored together in jackets under one binding (album đầu tay - sự xuất hiện đầu tiên của một tập hợp các bản ghi âm được lưu trữ cùng nhau trong một đĩa)

d) Organization

b. post - to display on the Internet (bài đăng - hiển thị trên Internet) c. single - a song, often from a full-length album or compact disc (bài hát - một bài hát, thường là từ một album dài đầy đủ hoặc đĩa compact) d. release - to make a song or album available to the public (tung ra - đưa bài hát hoặc album có sẵn tới công chúng) e. Top 40 - the forty best-selling audio recordings for a given period (top 40 - 40 bài hát bán chạy nhất trong khoảng thời gian xác định) f. platinum - a record awarded to a singer or group whose album has sold at least one million copies (bạch kim - một kỷ lục được trao cho một ca sĩ hay một nhóm có album bán được ít nhất 1 triệu bản.) g. solo - a performance by a single singer (solo - một buổi biểu diễn ca sĩ) Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Vocabulary and Pronunciation

b) Content

Vocabulary 3. Use these words to make sentences about the music or singers you know. 4. Expand your vocabulary. Add more related words. Pronunciation 1. Read again the conversation in GETTING STARTED. Circle the words that have the ending sounds /est/, /ant/, and / eit/. 2a. Listen and repeat: 2b. Listen and write down the words you hear. 3. Can you write down one more word for each ending above? Suggested answers Task 3 - Taylor Swift is the self-titled debut album by American singersongwriter Taylor Swift, released on October 24, 2006. ("Taylor Swift" là album đầu tay tự đặt tên bởi nhạc sĩ-ca sĩ người Mỹ Taylor Swift đặt, phát hành vào 24 tháng 10 năm 2006.) - Have you heard Lady Gaga's new single?

c) Products

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(Bạn đã nghe bài hát mới của Lady Gaga chưa?) Task 4

d) Organization

Pronunciation Task 1 Mai: He also looks passionate on stage. Anna: Of course, I’m one of his biggest fans. I read his biography on the Internet and found out that he won second place in the Idol contest in his home country, Canada. Mai: Every country’s got talent! + passionate /eit/ (đam mê) + talent /ənt/ (tài năng) + contest /est/ (cuộc thi) Task 2 2a. Listen and repeat. /est/: tốt, bài thi, khách mời, tủ, kiểm tra, nghỉ ngơi, đỉnh /ənt/: tài năng, hiện tại, đạt được, khác nhau, bố mẹ, hiện tại, dòng /eɪt/: giáo dục, muộn, tỷ lệ, ngày, tiểu bang, kỉ niệm, tranh luận 2b. Listen and write down the words you hear. (Nghe và viết lại những từ bạn nghe được.) commemorate | best talent | different | guest | date | test | achievement | parent (kỷ niệm | tài năng nhất | khác | khách | ngày | kiểm tra | đạt được | cha mẹ) Task 3 /ent/: request (yêu cầu) /eit/: penetrate (xuyên qua) /ənt/: development (sự phát triển) Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

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a) Objectives

Grammar

b) Content

1. Match the conjunctions 'and', 'or', 'but' and 'so' with their meanings.

c) Products

Suggested answers 1. d 2. c 3. a 4. b 1. and (và)

d. an addition of equal importance (phần bổ sung thêm có tầm quan trọng ngang ngửa)

2. or (hoặc)

c. choice (sự lựa chọn)

3. but (nhưng)

a. contrast (sự đối lập)

4. so (cho nên)

b. result (kết quả)

d) Organization

a) Objectives

Students apply the knowledge they have just learned into communicative and practical situations Infinitives Use to-infinitives or bare infinitives (infinitives without to) to complete the following sentences. - To –infinitives and bare infinitives - Review: Giving some sentences containing verbs which are

b) Content

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c) Products

followed by To –infinitives or bare infinitives. - Students recall the rules. (+promise/decide + To –infinitive (+ ……Enough/ too….+ To –infinitive) (force sb + To –infinitive) (make/see/hear/let/feel + sb/sth + bare infinitive) Suggested answers 1. to sing 2. to make 3. to do 4. fall

d) Organization

5. ride

6. to buy

1. One day he promised to sing a song. He had such a beautiful voice! - promise to V: hứa làm gì (Một ngày anh ấy hứa sẽ hát cho cô một bài hát. Anh ấy có một giọng hát tuyệt vời!) 2. The teen singer is old enough to make up his own mind. - be adj enough + to V: đủ ... để làm gì (Ca sĩ thiếu niên này đã đủ tuổi để có suy nghĩ riêng.) 3. Nobody can force the teen singer to do anything that her mother does not agree with. - force sb to do sth: ép buộc ai làm gì (Không ai có thể ép buộc ca sĩ tuổi teen làm bất cứ điều gì mà mẹ cô ấy không đồng ý.) 4. His performance was so boring that it made me fall asleep. make sb V/adj: làm ai đó bị sao (Màn trình diễn của anh ấy rất nhàm chán khiến tôi buồn ngủ.) 5. This morning many of his fans saw him ride with his girlfriend on an expensive motorcycle. - see sb V: nhìn ai đó làm gì (Sáng nay nhiều fan của anh đã thấy anh ấy đi cùng bạn gái của mình trên một chiếc xe máy đắt tiền.) 6. I can't decide whether to buy a ticket online or at the box office. (Tôi không thể quyết định mua một vé trực tuyến hay tại phòng vé.) - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if

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necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Prepare the next lesson: Reading Date of preparation: Unit 3: MUSIC Period 24 - Lesson 3: Reading I. OBJECTIVES 1. Knowledge - Reading for general ideas and specific information about TV shows 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION

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a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

- T asks Ss some questions related to these logos: +Are you familiar with them? + What do you know about them? + Who was MC of “Who wants to be a millionaire?” + Who won “ Vietnam Idol 2016”? Suggested answers + Yes, I am. + Pop Idol was the first “Idol” in 2001 in the UK. + Mr. Lai Van Sam + Janice Phuong won “Vietnam Idol 2016” a. Pop Idol, created by the British entertainment executive Simon Fuller, is a music competition which began on British ITV on October 6, 2001 to select the best new young pop singer in the UK based on viewer voting and participation. (Pop Idol, người điều hành giải trí Anh quốc, sáng tạo ra bởi Simon Fuller, là một cuộc thi âm nhạc bắt đầu trên ITV của Anh vào ngày 6 tháng 10 năm 2001 để chọn ca sĩ nhạc pop trẻ mới tốt nhất tại Anh dựa trên việc bỏ phiếu và sự tham gia của người xem.) b. Who Wants to be a Millionaire or informally called Millionaire is an American television quiz show based upon the British programme of the same title, which offers a maximum prize of $ 1,000,000 for correctly answering a series of consecutive multiple choice questions. (Ai Muốn được một Triệu phú hoặc Triệu phú không chính thức là một chương trình giải trí về truyền hình Mỹ dựa trên chương trình Anh của cùng một tựa đề, đưa ra giải thưởng tối đa 1.000.000 đô la cho việc trả lời một loạt các câu hỏi trắc nghiệm liên tiếp.) c. Vietnam Idol is part of the Idol franchise of the original reality programme Pop Idol by Simon Fuller. The first season of Vietnam Idol aired on May 23, 2007 on HTV9, and the fourth season aired on August 17, 2012. (Việt Nam Idol là một phần của chương trình nhượng quyền thần tượng của chương trình Pop Idol đầu tiên của Simon Fuller. Mùa giải đầu tiên của Vietnam Idol phát sóng vào ngày 23 tháng 5 năm 2007 trên HTV9 và mùa thứ tư phát sóng vào ngày 17 tháng 8 năm 2012.) Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

c) Products

d) Organization

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a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

2. Read the text and discuss the significance of these years: 2001, 2002, 2007, and 2012. Suggested answers -format = structure - phenomenon = event -version = account ; description - a global smash hit : một thành công vang dội -franchise : /frænt∫aiz/= authorize - air = lên sóng -contestant = competitor - audition = test of singing - semi-final =bán kết -final= closing, ending - vote = election - judge =examiner - to be rated = to be valued + 2001: the year that Pop Idol was first launched in the UK (2001: Năm thần tượng Pop ra mắt đầu tiên ở Anh) + 2002: the beginning of American Idol (2002: Mùa đầu tiên của Thần tượng Mỹ) + 2007: the first season of Vietnam Idol (2007: Mùa đầu tiên của Việt Nam Idol) + 2012: the fourth season of Vietnam Idol (2012: Mùa thứ 4 của Việt Nam Idol) Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

c) Products

d) Organization

a) Objectives

- Improve reading skills

b) Content

3. Circle the appropriate meaning for each word from the text.

c) Products

Suggested answers 1-b 2–a 3–a 4–a 5–b Tạm dịch: 1. lên sóng, phát sóng

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d) Organization

a) Objectives b) Content c) Products

2. hiện tượng 3. khán giả, thính giả 4. mùa - phần được chiếu 5. quá trình - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations 4. Ask and answer the following questions. Suggested answers 1. What entertainment format is a global smash hit? (Hình thức giải trí nào là trào lưu phổ biến trên toàn cầu?) => The Idol format. (Chương trình thần tượng) 2. Where did the Idol format come from? (Chương trình Thần tượng xuất phát từ đâu?) => It came from the UK. (Nó đến từ Anh.) 3. How long has the Idol format lasted? (Chương trình Thần tượng diễn ra trong thời gian bao lâu rồi?) => 12 years. (12 năm.) 4. Is Vietnam Idol an original programme or a franchised one? (Thần tượng Âm nhạc Việt Nam là một chương trình gốc hay chương trình được nhượng quyền?) => It's a franchised programme. (Đó là chương trình được nhượng quyền) 5. What do you think of the Vietnam Idol shows?

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(Bạn nghĩ gì về chương trình Thần tượng Âm nhạc Việt Nam?) => I think this is an interesting programme because it helps me relaxed after hours studying. (Tôi nghĩ đây là một chương trình thú vị bởi vì nó giúp tôi giải trí sau những giờ học.) d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Prepare the next lesson: Speaking

Date of preparation: Unit 3: MUSIC Period 25 - Lesson 4: Speaking I. OBJECTIVES 1. Knowledge: - Talking about TV shows 2. Competence

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- Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

- Asks Ss some questions: 1. What are your favorite shows? 2. What do you think about Vietnam Idol and Who Wants to be a Millionaire? - Shows some photos of TV shows (Handout 1) Suggested answers Lời giải chi tiết: TV Vietnam Idol shows The price is right

c) Products

d) Organization

a) Objectives

Vietnam Next Top model Who Wants to be a Millionaire Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION Introduce new lexical and grammatical structures related to the lesson

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b) Content c) Products

1. Read the following TV blurbs. Complete the table with the notes from each show. Then compare and contrast the shows with a partner. Suggested answers Vietnam Idol (Thần tượng âm nhạc Việt Nam)

Who wants to be a millionaire (Ai là triệu phú)

- To find a pop star (Tìm kiếm ngôi sao nhạc pop)

- To find a winner who will get a big sum of money (Tìm kiếm người chiến thắng mà sẽ nhận được số tiền thật lớn)

- The winner will be chosen by a celebrity panel and home viewers (Người thắng cuộc sẽ được bình chọn bởi ban giám khảo và người xem tại nhà)

- The winner will answer a series of general knowledge questions. (Người thắng cuộc sẽ trả lời một chuỗi các câu hỏi kiến thức tổng quát)

- The winner will get a recording contract with VNR Records (Người thắng cuộc sẽ nhận được hợp đồng thu âm với Phòng thu VNR)

- The amount of prize-money increases with the number of questions. (Số lượng tiền thưởng tăng tương ứng với số lượng câu hỏi)

d) Organization

Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

Make a list of details about the show. Share ideas with a partner and present the show Suggested answers - Make a list of details about their shows. 1. Show name: 2. Show type: 3. Time: 4. Channel:

c) Products

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d) Organization

a) Objectives b) Content

5. Benefits: Tips for presentations + smile, make eye contact + speak clearly, not too quickly + keep notes on small note cards - Share their ideas with a partner, combine them into one show to present it to the class. - Present their talks - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations Talk about TV shows you like best.

c) Products

d) Organization

Suggested answers - Make their own talks - Ask their teacher and friends for any comments on their voice, speed or pronunciation so as to improve for the next time. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.

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Date of preparation: Unit 3: MUSIC Period 26 - Lesson 5: Listening I. OBJECTIVES 1. Knowledge: - Listening to a conversation for specific information about music 2. Competence

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c) Products

d) Organization

Introduce the topic of the lesson and to raise students' interest - Play a song “Tien Quan Ca” and ask Ss: + What is the name of this song? + How do you feel when you hear this song? + Who composed it? + What do you think about the song lyrics? - Write “inspirational music” on the board and check sts’ understanding of the phrase. - Lead to the lesson: “Today we are listening for gist and specific information to a conversation about music.” Suggested answers + Tien Quan Ca. + I feel proud of our country and solemn. + Van Cao did. + It’s rousing. - Expected products: it means music that makes people feel uplifted with hope and love. Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

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a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

Pre-teaches some words 1. Do you know these artists? What are their names? Suggested answers + Some words - inspire /ɪn'spaɪə(r)/ (v): Truyền cảm hứng → inspirational /ɪnspə'reɪʃənl/ (adj): - patriotism / 'peɪtriətɪzəm/ (n): love of your country and willingness to defend it : lòng yêu nước - compose /kəm'pəʊz/ (v): to write music: sáng tác → composer /kəm'pəʊzə(r)/ (n): a person who writes music: người sáng tác - charity /'tʃærəti/ (n): lòng nhân hậu + Show the photos of Trinh Cong Son, Luu Huu Phuoc, Michael Jackson and Elton John. - Trinh Cong Son: a famous Vietnamese, musician, songwriter, painter and poet. - Luu Huu Phuoc: a Vietnamese composer, a member of the National Assembly, and Chairman of the Committee of Culture and Education of the National Assembly of the Socialist Republic of Vietnam. - Michael Jackson: the King of Pop - Elton John: a British singer, pianist and composer. A multiple Grammy-winning legend and flamboyant superstar. Some of his chart-topping hits include "Crocodile Rock," "Philadelphia Freedom" and "Candle in the Wind. Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

c) Products

d) Organization

a) Objectives

- Improve listening skills

b) Content

3. Now, listen to the conversation between Anna and Nam. What are the speakers talking about? Circle the best answer. 4. Listen to the recording again. Give short answers to the following questions. Suggested answers

c) Products

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d) Organization

Task 3 a. Vietnamese composers (Các nhạc sĩ Việt Nam) b. Michael Jackson c. Favourite songs (những bài hát yêu thích) d. American teenagers (thanh thiếu niên Mỹ) => Đáp án C Task 4 1. What song is Nam listening to? (Nam đang nghe bài hát gì?) => 'I have a dream' by ABBA. ('Tôi có một giấc mơ' của ABBA.) 2. What is his favourite kind of music? (Thể loại nhạc yêu thích của anh ấy là gì?) => Inspirational songs. (Các bài hát truyền cảm hứng.) 3. How do Nam's favourite songs affect him? (Các bài hát yêu thích của Nam ảnh hưởng đến anh ấy như thế nào?) => His favourite songs inspire him, and he can learn lessons from them. (Các bài hát yêu thích truyền cảm hứng cho anh ấy và anh ấy có thể học được những bài học từ chúng.) 4. What is Anna's favourite kind of song? (Thể loại nhạc yêu thích của Anna là gì?) => Rap or hip-hop (Nhạc rap hoặc hip-hop.) - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

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ACTIVITY 4: APPLICATION a) Objectives b) Content c) Products

d) Organization

Students apply the knowledge they have just learned into communicative and practical situations 5. Work with a partner. Tell him / her about your favourite music. Give reasons. Suggested answers There are many kinds of music in the word but my favourite is country music. First, this type of music is traditional and very popular in Vietnam. People can listen to it on radio, TV, CDs or on the Internet. Second, country music helps me relax. For example, when I feel stressed or tired, I always listen to my favourite songs. It makes me feel more comfortable. Third, country music can connect people together. In a party, especially in the countryside, people often get together and sing a popular song of this type. Generally, I think more and more people will like listening to country music in the future - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Learn by heart the vocabulary. - Practise talking about their taste of music. - Prepare the next lesson: Writing Date of preparation: Unit 3: MUSIC

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Period 27 - Lesson 6: Writing I. OBJECTIVES 1. Knowledge - Writing a biography 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives b) Content

c) Products

d) Organization

a) Objectives

Introduce the topic of the lesson and to raise students' interest - Play some songs by Van Cao - Ask some questions to introduce the lesson 1. Who wrote the songs you have heard? 2. What do you know about him? Suggested answers 1. Van Cao 2. He wrote the Vietnam national anthem. He was born in Hai Phong. ect … Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION Introduce new lexical and grammatical structures related to the lesson

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b) Content c) Products

Read the paragraphs and match each of them with the corresponding heading Suggested answers Từ vựng + biography(n) = profile: an account of sb’s life written by sb else: tiểu sử + composer(n): a person who writes music: người sáng tác + achievement (n), a thing done successfully with effort, skill or courage: thành tích + typical works (n phr.), tác phẩm tiêu biểu + renowned (a) = noted=prominent= famous: nổi tiếng + prodigy(n), a young person with exceptional qualities or abilities: người kỳ diệu, phi thường + innovation(n) a new idea or method: sự đổi mới, cách tân + patriot (n) (examples: Nguyen Ai Quoc, Ly Tu Trong are the people who fight for the cause of the country) -> patriotic(a): người yêu nước 1. b 2. c 3. d 4. a

d) Organization

Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

- Improve reading, writing skills

b) Content

2. Work with a partner to ask and answer the following questions in your own words. Suggested answers Task 2 1. When was Van Cao born? (Văn Cao được sinh ra khi nào?) => He was born in 1923. (Ông sinh năm 1923.) 2. Where was he born? (Văn Cao được sinh ra ở đâu?) => He was born in Hai Phong. (Ông sinh ra ở Hải Phòng.) 3. Which of his works was the most important? (Tác phẩm nào của ông là quan trọng nhất?) => It was 'Tien Quan Ca'. (Đó là 'Tiến Quân Ca'.) 4. When did he die? Where? (Ông mất khi nào? Ở đâu?)

c) Products

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d) Organization

a) Objectives b) Content

=> He died in 1995 in Ha Noi. (Ông mất vào năm 1995 ở Hà Nội.) 5. What do you think about Van Cao. (Bạn nghĩ gì về Văn Cao? - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations 3. Write a biography, using one of the Fact Files on this page.

c) Products

Suggested answers Lời giải chi tiết: * Luu Huu Phuoc Luu Huu Phuoc (1921-1989) is one of the great composers in Viet Nam. He was born in Hau Giang, Can Tho. He was famous for composing many lively patriotic wartime songs, children songs and occasional opera, which express the country’s fight against French and America. Some of his famous works are Bach Dang Giang, Tieng Goi Thanh nien, Giai phong mien Nam, … Luu Huu Phuoc was a member of National Assembly, Chairman of the committee of Culture and Education. After his death in 1989, he was awarded Ho Chi Minh Prize. To sum up, Luu Huu Phuoc was one of the most prominent cultural figures during national liberations movements. On June 26, 1989, he passed away in Ho Chi Minh city. * Frédéric François Chopin Frédéric François Chopin (1810 - 1849), born in Warsaw, was

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a poetic genius. He grew up and completed his music education and composed his early works in Warsaw before moving to Paris in 1830, at the age of 20, a month before the November 1930 uprising. For most of his life, Chopin was in poor health. His masterpieces included 59 mazurkas, 27 Études, 27Preludes, 21 Nocturnes, 20 Waltzes, 18 Polonaises, 4 ballades, 3 piano sonatas. His biggest achievement was the invention of the instrumental ballade. He also made major innovations to the piano sonata, waltz, and Preludes. In conclusion, he is one of the greatest romantic piano composers. His piano works are loved by many people in the world and often technically demanding. Unfortunately, he died when he was only 39, made lots of people in mourning. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

d) Organization

IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Write a biography of a famous writer/ artist you like - Prepare the next lesson: Communication and culture

Date of preparation: Unit 3: MUSIC Period 28 - Lesson 7: Communication and culture I. OBJECTIVES 1. Knowledge:

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- To let students practice talking about music such as the names of some famous artists in Viet Nam and in the world - To help students to know more about folk music of Indonesia and Viet Nam - To enable students to use some motivation, communication samples and cultural items in practice 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Communication

b) Content

1. Match the names with the pictures. - Do you know anyone from these people? - Who are they? Suggested answers a. Chopin b. Elvis Presley c. Michael Jackson d. Tchaikovsky e. Johann Strauss f. Van Cao Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

c) Products

d) Organization

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a) Objectives

Communication

b) Content

2. Read and complete the sentences using the names above. 3. Listen to the recording. Ask and answer the questions. Suggested answers Task 2

c) Products

1. Johann Strauss 2. Tchaikovsky 3. Elvis Presley 4. Van Cao

d) Organization

5. Chopin

6. Michael Jackson

Task 3 1. How many speakers are there? (Có bao nhiêu người nói trong đó?) => There are three speakers. (Có 3 người nói.) 2. What are they talking about? (Họ đang nói về cái gì?) => They are talking about a local entertainment programme. (Họ đang nói về một chương trình giải trí địa phương.) 3. Where does the event take place? (Sự kiện diễn ra ở đâu?) => It is going to take place in the City Opera. (Nó sẽ diễn ra ở Nhà hát Thành phố.) 4. Who will buy the tickets? (Ai sẽ mua vé?) => Mai will buy the tickets. (Mai sẽ mua vé.) Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

Culture

b) Content

1. Listen and say the name of the song. Then read the texts and do the tasks that follow. + Asks Ss some questions about the pictures. - Do you know these people? - Who are they? - Where do you think they come from? 2. Work with a partner. Complete the table.

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c) Products

Suggested answers Task 1 - Yes, I do - They are artists. - They come from Vietnam and Indonesia.

Quan Ho Singing Dangdut Music - Students listen and identify the name of the song => The name of the song is 'Den Hen Lai Len' (Tên bài hát là 'Đến Hẹn Lại Lên' - Quan Họ Bắc Ninh) Task 2

d) Organization

Quan Ho singing (Hát Quan Họ)

Dangdut music (nhạc Dangdut)

Country (Quốc gia)

Viet Nam (Việt Nam)

Indonesia (In-đô-nê-xi-a)

Kind of music (Thể loại)

Folk music (Nhạc dân ca)

pop music (Nhạc pop)

Number of singers (Số ca sĩ)

Four (4)

Eight (8)

Musical instruments (Nhạc cụ)

Bamboo flute and a 36-stringed musical instrument (Sáo trúc và một đàn tam thập lục)

Drums or flutes from a variety of Asian or Middle East countries and modern instruments like electric guitars or organs (Trống hoặc sáo từ các nước châu Á hoặc Trung Đông và nhạc cụ hiện đại như ghi-ta điện hoặc organ)

- Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task.

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- Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION a) Objectives b) Content c) Products

d) Organization

Students apply the knowledge they have just learned into communicative and practical situations 3. Listen to the music. Ask and answer the following questions. Suggested answers 1. Do you know the name of this song? What is it? (Bạn có biết tên của bài hát này không? Tên nó là gì?) => Như có Bác trong ngày đại thắng. 2. Who is the composer? (Ai là người sáng tác?) => Pham Tuyen is the composer. (Phạm Tuyên là người sáng tác.) 3. Do you like the song? Why? (Bạn có thích bài hát không? Vì sao?) => Yes, I do. I like the song because it is really a great and meaningful song. (Có. Tôi có thích bài hát. Tôi thích nó vì nó thực sự là một bài hát hay và ý nghĩa.) - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers.

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Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Rewrite a short paragraph about the differences between Quan Ho singing and Dangdut music. - Prepare the next lesson: Looking back and project

Date of preparation: Unit 3: MUSIC Period 29 - Lesson 8: Looking back and project I. OBJECTIVES 1. Knowledge: -To help students revise what they have learned in unit 3 - Pronounce and recognize the words having the sound clusters /est/, /ǝnt /and /eɪt/ - Use adjectives of attitude, words and phrases related to topic “Music" - Use the coordinating conjunctions - Give the correct verb form: to infinitive and bare infinitive - To do a small project about a song of Quan Ho singing or a Dangdut song. 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE

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1. Class organization Class Date of teaching 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson

Attendance

ACTIVITY 1: INTRODUCTION a) Objectives b) Content c) Products

d) Organization

Looking back 1. Listen and repeat the following sentences 2. Listen and write down the words Suggested answers 1. commemorate /kəˈmeməreɪt/: kỷ niệm 2. late /leɪt/: muộn 3. moment /ˈməʊmənt/: khoảnh khắc 4. contest /ˈkɒntest/: cuộc thi 5. debate: /dɪˈbeɪt/: tranh luận 6. guest /ɡest/: khách 7. different: /ˈdɪfrənt/: khác 8. rest /rest/: nghỉ ngơi 9. achievement /əˈtʃiːvmənt/: thành tích 10. rate /reɪt/: tỉ lệ, đánh giá Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Vocabulary

b) Content

1. Complete the text with the appropriate words from the box. 2. In pairs, ask and answer the following questions. 3a. Describe Quan Ho singing in one sentence 3b. Describe Dangdut music in one sentence Suggested answers Task 1

c) Products

1. passionate 2. talented 3. confident

4. modest

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d) Organization

a) Objectives

Task 2 1. Where did Quan Ho singing come from? When did it start? (Lối hát Quan Họ đến từ đâu? Nó bắt đầu từ khi nào?) => It came from Bac Ninh in the 13th century. (Nó đến từ Bắc Ninh vào thế kỉ 13.) 2. How is Quan Ho singing performed? (Hát Quan Họ được trình diễn như thế nào?) => A pair of female singers sing a challenging phrase, and a pair of male singers respond by singing a matching phrase. The order is reversed in the next round with a different melody. (Một đôi liền chị hát một câu ra, một đôi liền anh đối lại bằng một câu đối. Thứ tự hát được đảo ngược trong vòng tiếp theo với một giai điệu khác.) 3. Do you think you can create a Quan Ho performance in English? Try! (Bạn nghĩ rằng bạn có thể tạo ra một bài biểu diễn hát Quan Họ bằng tiếng Anh không? Hãy thử xem!) => I will try my best. (Tôi sẽ cố gắng hết sức.) Task 3 3a. Quan Ho singing is a kind of Vietnamese folk music which originated in the 13th century and was recognized by UNESCO in 2009. (Hát QUan Họ là một loại nhạc dân gian cái mà có nguồn gốc từ thế kỉ 13 và được UNESCO công nhận vào năm 2009.) 3b. Dangdut music is a kind of exciting Indonesian pop music which is played with a combination of traditional and modern musical instruments such as drums, flutes, electrical guitars and organs. (Dangdut là một loại nhạc Pop thú vị ở Indonesia, được chơi với sự kết hợp giữa các nhạc cụ truyền thống và hiện đại như trống, sáo, guitar điện và organs.) Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE Grammar

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b) Content

c) Products

1. Complete the following compound sentences. 2. Read the following sentences. Underline the incorrect form of the verbs. 3. Rewrite the incorrect sentences in 2, using the correct forms of the verbs. Suggested answers Task 1 1. We can go to the City Opera for a live concert, or we can go to the cinema for a movie. (Chúng ta có thể đến nhà hát Opera Thành phố để xem hòa nhạc hoặc chúng ta có thể đến rạp chiếu phim để xem phim.) 2. Elvis Presley received the Grammy Lifetime Achievement Award at age 36, but he died in 1977 at the age of 42. (Elvis Presley nhận giải thưởng Grammy vào năm 36 tuổi nhưng anh ấy mất vào năm 1977 khi 42 tuổi.) 3. Her vocals are inspirational and professional, so he Quickly becomes a popular singer. (Giọng anh ấy rất truyền cảm và chuyên nghiệp vì vậy anh ấy nhanh chóng trở thành ca sĩ nổi tiếng.) 4. The reality TV programme has been watched by hundreds of million viewers, and it quickly becomes the most popular entertainment series. (Chương trình ti vi thực tế nhận được hàng trăm triệu lượt xem và nhanh chóng trở thành chương trình giải trí phổ biến nhất.) Task 2 1. I will not be able go to the concert tomorrow night. (Tôi có khả năng đến buổi hòa nhạc tối mai.) 2. Let me to explain what the music excerpt means. (Hãy để tôi giải thích ý nghĩa của đoạn nhạc.) 3. He asked me sing a few songs by Van Cao. (Anh ấy bảo tôi hát một vài bài hát của Văn Cao.) 4. His performance makes me to fall asleep. (Bài biểu diễn của anh ấy khiến tôi ngủ thiếp đi.) 5. My sister never agrees to let me to go to the rap show. (Chị gái tôi không bao giờ đồng ý cho tôi xem các chương trình rap.) Task 3 1. I will not be able to go to the concert tomorrow night. 2. Let me explain what the music excerpt means. 3. He asked me to sing a few songs by Van Cao. 4. His performance makes me fall asleep. 5. My sister never agrees to let me go to the rap show.

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d) Organization

a) Objectives

Students apply the knowledge they have just learned into communicative and practical situations Project: Research a song of Quan Ho singing or a Dangdut song. Think about the following questions. - Where did it originate? (Nó bắt nguồn từ đâu?) - How long has it been popular? (Nó phổ biến đã bao lâu rồi?) - What are its influences? (Sự ảnh hưởng của nó là gì?) - Do you like it? (Bạn có thích nó không?) Suggested answers Hello everyone, I am going to show you a famous song of Quan Ho singing. The name of the song is “Làng Quan họ quê tôi”. Have you ever listened to the song? I’m sure lots of people here know it. The song originated in Bac Ninh Province. It has been popular for about 20 years and it’s also broadcast widely on TV. It is not a traditional Quan Ho song but it’s one of the most common songs to describe the beauty of Quan Ho singing. I do like the song and I usually sing the song with my friends. How about you? Do you like it? Thanks for listening! - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing

b) Content

c) Products

d) Organization

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Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMWORK - Review (grammar) - Do the rest sentences. - Instructs ss the way to prepare the lesson. Date of preparation: Period 30: TEST CORRECTION Date of preparation: Period 31: REVIEW 1 I. OBJECTIVES 1. Knowledge - Recall and use words and grammatical structures, phrases related to topic of Music. - Identify and make compound sentences, and the verbs followed by the to-infinitive and bare infinitive 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills & creativeness. 3. Qualifications - Students have a passion of learning English and develop English skills. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance

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10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Vocabulary

b) Content

1. Match the phrases in A with their continuations in B.

c) Products

Suggested answers 1. c 2. d 3. e 4. a 5. b

d) Organization

1. Mr Brown’s family members share the household duties. (Gia đình Ông Brown chia sẻ việc dọn dẹp nhà cửa.) 2. Mrs Brown cooks meals and does the shopping. (Bà Brown nấu ăn và mua sắm.) 3. Mr Brown does the heavy lifting. (Ông Brown nhấc các đồ dụng nặng.) 4. Tom takes out the rubbish and cleans the house. (Tom vứt rác và dọn dẹp nhà cửa.) 5. Linda does the laundry. (Linda giặt quần áo.) Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Vocabulary and Pronunciation

b) Content

2. Complete the conversation, using the words from the box. 3. Write the words in the correct columms and read them aloud. Suggested answers Task 2

c) Products

1. lift weights

3. exercise 5. watch TV

2. go rollerblading 4. exercise Laura: You’re really fit, Peter. Do you exercise very much?

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d) Organization

Peter: Well, I always get up very early, and I lift weights for an hour. Laura: You’re joking! Peter: No. And then I go rollerblading round the lake near my house. Laura: How often do you exercise like that? Peter: About five times a week. What about you, Laura? Laura: Oh, I hardly ever exercise. I usually just watch TV in my free time. Peter: Really?... 3) Lời giải chi tiết: + /tr/: train, traffic, travel, treat, trash (xe lửa, giao thông, du lịch, đối đãi, rác) + /kr/: create, credit, critical, cream, crime (tạo nên, tín dụng, chỉ trích, kem, tội phạm) + /pl/: play, plum, please, plough, place (chơi, mận, vui lòng, cày ruộng, địa điểm) + /gl/: glide, glass, glue, glow, globe (trượt, kính, keo dán, phát sáng, địa cầu) + /ent/: statement, different, talent, movement, present (lời tuyên bố, khác nhau, tài năng, sự di chuyển, hiện tại) + /eit/: date, fortunate, passionate, debate, late (ngày, may mắn, đam mê, tranh luận, muộn) Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

Grammar

b) Content

4. Use the verbs in the correct form, the present simple, the present continuous or the future simple, to complete the sentences. 5. Write the sentences beginning with the words / phrases given without changing the meaning of the given sentences. Task 4

c) Products

1. is coming - don't want

2. don't make - am studying

3. speaks - is speaking

4. am - I'll / will bring

5. isn't working/doesn't work - I'll / will

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fix

d) Organization

Task 5 Sử dụng cấu trúc câu bị động: chuyển tân ngữ lên làm chủ ngữ + to be (chia theo thì của câu đã cho) + VpII 1. People don't use this road very often. (Mọi người thường không sử dụng con đường này.) => This road isn't used very often. (Con đường này không được sử dụng thường xuyên.) 2. They do not often invite David to parties. (Họ không thường xuyên mời David đến dự tiệc.) => David is not often invited to parties. (David thường xuyên không được mời đến các bữa tiệc.) 3. The menu includes fruit juice. (Thực đơn bao gồm nước trái cây.) => Fruit juice is included in the menu. (Nước ép trái cây được bao gồm trong thực đơn.) 4. They clean Mr Miller's room every day. (Họ dọn dẹp phòng của Mr Miller mỗi ngày.) => Mr Miller's room is cleaned every day. (Phòng của Mr Miller được dọn dẹp hàng ngày.) 5. People can hear the music from far away. (Mọi người có thể nghe nhạc từ xa.) => The music can be heard from far away. (Âm nhạc có thể được nghe từ rất xa.) - Step 1- Transfer the tasks State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Perform tasks Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Report, discussion Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Conclusion, judgment Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION

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a) Objectives b) Content

Students apply the knowledge they have just learned into communicative and practical situations 6. Match the beginnings in A with the endings.

c) Products

Suggested answers 1. c 2. d 3. e 4. a 5. b

1. I always enjoy visiting New York, but I wouldn’t like to live there because it’s too noisy. (Tôi luôn luôn thích đến New York chơi, nhưng tôi không thích sống ở đó vì nó quá ồn ào.) 2. We stayed at home and watched television. (Chúng tôi ở nhà và xem ti vi.) 3. Do you want to play tennis or are you too tired? (Bạn muốn chơi quần vợt hay bạn quá mệt rồi?) 4. The water wasn’t clean, so I didn’t go swimming. (Nước không sạch vì vậy tôi đã không đi bơi.) 5. It’s a nice house, but it hasn’t got a garden. (Đó là một ngôi nhà đẹp nhưng nó không có vườn.) d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Ask Ss to do Task 1 and Task 6 on page 36 and 37. - Give Ss some instructions for these Tasks.

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Date of preparation: Period 32: REVIEW 1 I. OBJECTIVES 1. Knowledge - Improve reading, speaking, listening and writing skills. 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills & creativeness. 3. Qualifications - Students have a passion of learning English and develop English skills. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION

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a) Objectives

Reading

b) Content

1a. Read the text 1b. Match the words in A with their definitions in B.

c) Products

Suggested answers Task 1 1.b. 1. c 2. d 3. b 4. e 5. a

d) Organization

1. complicated: difficult to understand or explain (phức tạp: khó hiểu hoặc khó giải thích) 2. ordinary: normal or usual, not different or special (bình thường: bình thường hoặc thông thường, không khác biệt hoặc đặc biệt) 3. cowboy: a person who rides a horse and takes care of cattle (cao bồi: một người cưỡi ngựa và chăn gia súc) 4. traditional: being part of the customs or way of life of a group of people (truyền thống: là một phần của phong tục hay lối sống của một nhóm người) 5. station: a place that sends out radio broadcasts (trạm, đài phát : một nơi gửi phát sóng radio) Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

To enable the Ss to read for specific information.

b) Content

2. Give short answers to the following quest.

c) Products

Suggested answers Task 2 1. What kind of music is very popular in America? (Loại nhạc nào rất phổ biến ở Mỹ?) => Country music. (Nhạc đồng quê.) 2. When do people enjoy listening to country music? (Khi nào mọi người thích nghe nhạc đồng quê?)

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d) Organization

=> When life becomes more complicated and difficult. (Khi cuộc sống trở nên phức tạp và khó khăn hơn.) 3. What area does traditional cowboy music come from? (Nhạc cao bồi truyền thống đến từ khu vực nào?) => From the American West. (Từ phía tây nước Mỹ.) 4. How often do the radio stations in America and Canada broadcast country music? (Những trạm phát thanh ở Mỹ và Canada phát nhạc đồng quê thường xuyên như thế nào?) => Twenty-four hours a day. (24 tiếng một ngày.) 1. Assign tasks; explain 2. Monitor; help; tutorial 3. Review; Commendation Reported results 4. Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

3. Work in groups. Interview your friends about the chores they share with their families, using the cues in the table. Then note down the findings. 4. Now report the interview results to the class. 5. Listen to Kate talking about the lifestyles of her father and her uncle. Decide whether the following statements are true (T) or false (F). Suggested answers Task 3

c) Products

Find someone who... (Tìm ai đó mà...)

Name (Tên)

• cooks meals and washes the dishes (nấu ăn và rửa chén đĩa)

Mai

• does the shopping (đi mua sắm)

Lan's mother (Mẹ của Lan)

• cleans and tidies up the house (lau chùi và dọn dẹp nhà cửa)

Nam

• does the laundry (giặt giũ)

Ngoc

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• empties the rubbish (đổ rác)

Tuan

• repairs the furniture or fixes appliances Huong's father (sửa chữa nội thất hoặc sửa đồ gia dụng) (Bố của Hương) Task 4 1. Mai usually cooks meals and washes the dishes for her family. 2. Lan's mother often shops for groceries. 3. Nam takes responsibility for cleaning and tidying up the house. 4. Ngoc often does all the laundry for the family. 5. Tuan empties the rubbish every day. 6. Huong's father often repairs the furniture and fixes appliances. Task 5 1. T 2. F 3. F 4. T 5. F 6. T

d) Organization

1. Kate's father usually gets home late from work. (Ba của Kate thường đi làm về trễ.) 2. Kate's father plays sports or exercises twice a week. (Ba của Kate chơi thể thao hoặc tập thể dục 2 lần một tuần.) Giải thích: Theo bài nói là '5 lần/tuần' chứ không phải là '2 lần/ tuần': He plays sports and exercises five times a week. (Ông chơi thể thao và tập thể dục năm lần một tuần.) 3. Last week Kate's father stayed up late to do his master's course assignment. (Tuần rồi ba Kate thức khuya để hoàn thành đồ án thạc sĩ của ông ấy.) Giải thích: Theo bài nói là 'tháng trước', chứ không phải là 'tuần trước': Last month, he worked late and studied past midnight for his master's course assignment. (Tháng trước, ông đã làm việc muộn và học đến nửa đêm cho đồ án thạc sĩ của mình.) 4. Kate's uncle is easygoing and relaxed. (Chú của Kate thì thoải mái và cởi mở.) 5. Kate's uncle never watches TV or surfs the Internet. (Chú của Kate không bao giờ xem TV hay lướt web.) Giải thích: Thông tin câu trên hoàn toàn trái ngược với thông tin trong bài nói: He spends his free time watching TV or surfing the Internet. (Chú dành thời gian rảnh để xem TV hoặc lướt Internet.) 6. Kate's uncle likes listening to pop music. (Chú của Kate thích nghe nhạc pop.) - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity

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before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations b) Content 6. Think about two types of people who have very different lifestyles and write about what each person's daily life is like. c) Products Suggested answers My father and my mother have very different lifestyles. My father is usually quick-tempered and fast-paced. He works hard but he never does exercise. He loves watching TV especially Sports channel. My mother has quite different from my father. She is funny and relaxed. She spends her free time singing Karaoke or hanging out with us. d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. a) Objectives

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V. HOMEWORK - Asks the Ss to finish the exercises at home and prepare the new unit. Unit 4: FOR A BETTER COMMUNITY, Lesson 1: Getting started.

Date of preparation: Unit 4: FOR A BETTER COMMUNITY Period 33 - Lesson 1: Getting started I. OBJECTIVES 1. Knowledge - Get familiar to topic for a better community, master words, grammatical structures and phrases related to the topic - Know / recall words and phrases related to the topic 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

- Shows the video clip about volunteer activities and asks sts to answer two questions:

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c) Products

d) Organization

1/ What volunteer activities does the man do in the video clip ? 2/ What does he do volunteer works for ? Suggested answers 1/fund raising activities aid children with special needs organized several charity works donation: clothes, food planting activities school works, tutor 2/ Poor people ... People, children in special needs. Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

1. Listen and read.

c) Products

Từ vựng 1. disadvantaged /ˌdɪsədˈvɑːntɪdʒd/ thiệt thòi 2. apply /əˈplaɪ/ đăng kí

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d) Organization

3. introduce /ˌɪntrəˈdjuːs/ giới thiệu 4. volunteer /ˌvɒlənˈtɪə(r)/ tình nguyện 5. participate /pɑːˈtɪsɪpeɪt/ tham gia 6. helpful /ˈhelpfl/ có ý nghĩa 7. slum /slʌm/ khu ổ chuột Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

2. Read the conversation again and answer the questions.

c) Products

Suggested answers 1. When did Quan call Hieu? => He called Hieu at 2 p.m. yesterday afternoon. 2. What was Hieu doing when Quan called? => Hieu was teaching chirdren at the Happy Mind Charity Centre. 3. Was Hieu successful as a volunteer teacher there? => Yes, he was. At first, many of his students couldn't read or write. Now all of them can read and write. 4. What do you think about Hieu's volunteer work? => I think Hieu's volunteer work is meaningful and really helpful for our society. 5. Have you ever done anything to help other people? if yes, what did you do to help them? => I have participated in a volunteer organization that helps provide the meals to the poor in a slum. They all are old and have poor living conditions. I find my work a little bit helpful and I am going to continue this kind of work, surely. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.

d) Organization

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d) Organization

Students apply the knowledge they have just learned into communicative and practical situations 3. With a partner, make dialogues using the expressions in the box. Suggested answers Huy: Daddy, I've got a surprise for you. Daddy: Really? What's that? Huy: Well, I was chosen to be a volunteer this summer in Bac Kan Province. Daddy: That sounds great! Did your teacher offer you the job? Huy: Not really. I got it by chance. I saw an advertisement online, I applied and they accepted me. Daddy: What will you do to help people there? Huy: I think I can help them to harvest crops and help children to learn. Daddy: Good! I'm sure you will have a meaningful summer! Huy: Thanks, dad! - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

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IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Asks the sts to learn new words and structures by heart. - Add some more volunteer works that you have taken part in your community. - Guides the sts to prepare for the next lesson: Language Date of preparation: Unit 4: FOR A BETTER COMMUNITY Period 34 - Lesson 2: Language I. OBJECTIVES 1. Knowledge - Recall and use adjective suffixes –ed, -ing, -ful, -less; recall pronunciation of /nd/, /ɳ/, /nt/; recall and use past simple and past continuous - Adjective suffi xes: -ed vs. -ing; -ful vs. -less - Consonant and consonant clusters: /nd/, /ŋ/, /nt/ 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Vocabulary

b) Content

1. Read the conversation in GETTING STARTED again. Find the adjectives ending with the following suffixes: Suggested answers

c) Products

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d) Organization

- ed: disadvantaged, interested, excited - ing: interesting - ful: useful, helpful, meaningful - less: hopeless Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

2. Use the words in brackets with appropriate endings from 1 to complete the following sentences. Suggested answers

c) Products

1. meaningless 2. interested 4. useful

d) Organization

3. hopeless

5. excited, meaningful 6. exciting

1. If people spend most of their time doing nothing, they will find their lives meaningless. (mean) - meaningless (adj): vô nghĩa - find sth + adj: thấy cái gì làm sao. 2. l am interested in doing charity work. (interest) - be interested in: hứng thú, quan tâm tới cái gì 3. Last year, she was really hopeless at English. She couldn't even say a word in English. Now her English is much better. (hope) - hopeless (adj): không còn hi vọng 4. The new teacher’s advice was very useful. His students could learn English vocabulary faster. (use) - useful (adj): hữu dụng 5. They were excited to know that their contributions were meaningful to the poor people in that area. (excite, mean) - excited (adj): hào hứng - meaningful (adj): có ý nghĩa 6. Our school volunteer activities are very exciting. (excite) exciting (adj): thú vị Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

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a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

Pronunciation 1. Listen and repeat. 2. Practise saying the following sentences. Pay attention to the pronunciation of the ending sounds /nd/, /ŋ/, and /nt/. Grammar Irregular past tense verbs 1. Form: V-ed/ V-2 + The past simple: Irregular verbs eat ate, leave  left, speak  spoke, see  saw 2. Uses: a. An action that occurred at a single point of the past time. (Yesterday, last year, last month...) Eg: + Students came to see me yesterday + I returned home at 9 o’clock last evening. Suggested answers

c) Products

1. wear => wore

2. buy => bought 3. read => read

4. make => made 5. write => wrote

d) Organization

1. I hardly ever wear jeans to school. (yesterday) => I wore jeans to school yesterday. 2. My sister and I buy a lot of clothes in the summer. (last summer) => My sister and I bought a lot of clothes last summer. 3. My father sometimes reads newspapers in bed. (last night) => My father read newspapers in bed last night. 4. My mother makes my bed on weekends. (last Sunday) => My mother made my bed last Sunday. 5. I write letters to my grandparents at the weekend. (yesterday afternoon) => I wrote letters to my grandparents yesterday afternoon. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if

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c) Products

Students apply the knowledge they have just learned into communicative and practical situations 2. Match 1-5 with a-e and complete the sentences in the past simple or the past continuous. a. Form: Was /were + V-ing b. Uses: + It can indicate gradual development + It expresses an action that was actually going on at some particular point of past time or while another took place. e.g.: + He was singing in this room at 7 o’clock last evening + While I was walking on the street, I met my friend. Suggested answers Phương pháp giải: Một hành động đang diễn ra thì có một hành động khác đột ngột chen vào => Hành động đang diễn ra chia ở thì quá khứ tiếp diễn, hành động đột ngột chen vào chia ở quá khứ đơn. 1-d 2-c 3-e 4-b 5-a 1 – d. We were walking in the park when it started to rain. (Chúng tôi đang đi bộ trong công viên thì trời bắt đầu mưa.) Giải thích: Một hành động đang diễn ra thì có một hành động khác đột ngột chen vào => Hành động đang diễn ra chia ở thì quá khứ tiếp diễn, hành động đột ngột chen vào chia ở quá khứ đơn. 2 – c. While 1 was talking to a friend, the teacher asked me a question. (Khi 1 đang nói chuyện với một người bạn, giáo viên hỏi tôi một câu hỏi.) Giải thích: Một hành động đang diễn ra thì có một hành động khác đột ngột chen vào => Hành động đang diễn ra chia ở thì quá khứ tiếp diễn, hành động đột ngột chen vào chia ở quá khứ đơn. 3 – e. We lost the keys while we were playing in the garden. (Chúng tôi bị mất chìa khóa khi chúng tôi đang chơi trong vườn.)

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Tạm dịch: Một hành động đang diễn ra thì có một hành động khác đột ngột chen vào => Hành động đang diễn ra chia ở thì quá khứ tiếp diễn, hành động đột ngột chen vào chia ở quá khứ đơn. 4 – b. We were sitting on a bench in the park when someone took our school bags. (Chúng tôi đang ngồi trên một chiếc ghế dài trong công viên thì có ai đó lấy cặp đi học của chúng tôi.) Tạm dịch: Một hành động đang diễn ra thì có một hành động khác đột ngột chen vào => Hành động đang diễn ra chia ở thì quá khứ tiếp diễn, hành động đột ngột chen vào chia ở quá khứ đơn. 5 – a. When the phone rang, I was having a bath. (Khi điện thoại reo, tôi đang tắm.) Tạm dịch: Một hành động đang diễn ra thì có một hành động khác đột ngột chen vào => Hành động đang diễn ra chia ở thì quá khứ tiếp diễn, hành động đột ngột chen vào chia ở quá khứ đơn. d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Do exercises again at home - Complete Exercises in workbook - Prepare the next lesson

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Date of preparation: Unit 4: FOR A BETTER COMMUNITY Period 35 - Lesson 3: Reading I. OBJECTIVES 1. Knowledge - Reading for specific information about why people do volunteer work 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

1. You are going to read a text about the reasons why people volunteer. Before you read, tick the reasons you think you may find in the text. Suggested answers

c) Products

a. ✓ b. x c. ✓ d. x e. ✓ f. ✓ a. They want to do something good for others. (Họ muốn làm điều gì đó tốt cho người khác.) b. Volunteers have a chance to interact with new cultures, try new food, meet new people, and speak new languages. (Các tình nguyện viên có cơ hội tương tác với các nền văn hóa mới, ăn thức ăn mới, gặp gỡ những người mới và nói những ngôn ngữ mới.)

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d) Organization

c. Volunteers become more concerned and aware of the problems facing the world. (Các tình nguyện viên trở nên quan tâm hơn và nhận thức được những vấn đề đang phải đối mặt với thế giới.) d. Volunteers feel the pride that comes from completing something. (Các tình nguyện viên cảm thấy niềm tự hào đến từ việc hoàn thành một cái gì đó.) e. Volunteer work is a great way to gain experience in a broad range of fields. (Công việc tình nguyện là một cách tuyệt vời để có được kinh nghiệm trong một loạt các lĩnh vực.) f. Volunteer work can often lead to a paid job. (Công việc tình nguyện thường có thể dẫn đến một công việc được trả lương.) Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

2. Read the text and check if your predictions in 1 are correct.

c) Products

Suggested answers a. ✓ b. x c. ✓ d. x e. ✓ f. ✓

d) Organization

Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

3. Read the text. Complete the text by matching sentences a-e with gaps 1-4. There is one extra sentence you do not need. 4. Look at the highlighted word in the text and choose the correct meaning. Suggested answers Task 3

c) Products

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1-d 2-a 3-b 4-c 1 - d People who volunteer in their community have a personal attachment to the area and want to make it a better place for themselves and for others. (Những người tình nguyện trong cộng đồng của họ có sự gắn bó với nơi họ sống và muốn làm cho nó trở thành một nơi tốt hơn cho bản thân và cho người khác.) 2 - a Indeed, a volunteer often says that the experience has made him or her a better person. (Thật vậy, một tình nguyện viên thường nói rằng kinh nghiệm đã khiến họ trở thành một người tốt hơn.) 3 - b You can gain experience in education, social work, health care, marketing, and web design… The opportunities are endless. (Bạn có thể có được kinh nghiệm trong giáo dục, công tác xã hội, chăm sóc sức khỏe, tiếp thị và thiết kế web… Các cơ hội là vô tận.) 4 - c English teaching is a great example of a volunteer job that often turns into a career. (Giảng dạy tiếng Anh là một ví dụ tuyệt vời về công việc tình nguyện thường biến thành nghề nghiệp.) Task 4 1. A 2. B 3. C 4. B 5. A d) Organization

a) Objectives

Students apply the knowledge they have just learned into communicative and practical situations

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b) Content

5. In pairs, discuss the following statements.

c) Products

Suggested answers 1. There’s no need to volunteer as very few people can benefit from volunteer work. => I don’t agree with this point of view. Indeed, volunteer work brings a lot of benefits to not only people in need but also the volunteers themselves. The people in need can receive what they need to be helped out. The volunteers feel happy and proud whenever they do a good deed. Volunteer work helps all of us believe in a better world. 2. The best way to volunteer is to give people money when they need it. => I absolutely disagree with this. There are many other different great ways to do volunteer work apart from giving money. We can donate old clothes and books. We can also donate time and work at a charity organization. For example, we can teach English to children in an orphanage. d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Asks Ss to record their presentation about their opinions on the topic: “The best way to volunteer is to give people money when they need it.” and send the recording to their partner for feedback. Date of preparation: Unit 4: FOR A BETTER COMMUNITY

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Period 36 - Lesson 4: Speaking I. OBJECTIVES 1. Knowledge - Talking about local community development 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

Brainstorming - T shows Sts some pictures and asks Ss to name the activities in these pictures - T asks Ss if these activities are useful to the community or not - Ss comment

c) Products

Suggested answers - Suggested answer: Picture 1: He is helping the street children to read and write. Picture 2: The students are playing games with the handicapped. Picture 3: These students are repairing road.

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d) Organization

Picture 4: He is looking after a war invalid Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

1. Look at some activities for community development. Match them with the reasons why they are important. 2. Work in pairs. Discuss why the activities above are important for community development. Suggested answers Task 1

c) Products

1. c 2. d 3. e 4. a 5. b 1. Building houses for low-income people - When people have a place to live, they can develop other parts of their lives. 2. Building facilities like kindergartens, schools, and parks - These are necessary facilities for daily living. 3. Widening roads, fixing running water, providing electricity in rural and remote areas - Without these basic things, these areas cannot develop. 4. Training young people for jobs - They are prepared for the job market and find better employment. 5. Protecting the environment and ensuring healthy lifestyles - This is important because we need the Earth for life. Task 2 A: I think job training for young people is very important. B: I agree. Young people are the future of a country, so training them in the right way is very important. Protecting the environment is important, too. A: That’s true. We all need a healthy environment. B: Yeah. And what do you think about building houses for lowincome people? A: I think it is necessary. When people have a place to live, they can develop other parts of their lives. B: I couldn't agree more. We should also build facilities like kindergartens, schools and parks. A: Absolutely. These facilities are necessary for daily living. Besides, we also need to widen roads, fix running water and provide electricity in rural and remote areas.

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d) Organization

B: That's exactly how I feel. Without these basic things, these areas cannot develop. A: Yeah. No doubt about it. Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

3. Work in groups. Look again at the activities in 1. Discuss and decide on the three most urgent / important things to do in your local area and explain why. Suggested answers Our top priority is widening roads, fixing the running water, providing electricity in rural and remote areas. Because these are necessary facilities for daily life. The second most urgent thing to do is protecting the environment and ensuring a healthy lifestyle. You know, the environment is an alarming issue around the world. The third priority is training young people for jobs because many young people are unemployed. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION

c) Products

d) Organization

a) Objectives

Students apply the knowledge they have just learned into communicative and practical situations

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4. Present your group's decisions to the whole class. The class votes for the group with the best decisions. c) Products Suggested answers Hello everyone. Now I'm going to present our decisions on the three most urgent things to do do in our local area. Our top priority is widening roads, fixing the running water, providing electricity in rural and remote areas. Because these are necessary facilities for daily life. The second most urgent thing to do is protecting the environment and ensuring the healthy lifestyle. You know, environment is an alarming issue around the world. Third priority most urgent thing to do is training young people for jobs, including job orientation and soft skills. Many young people in our hometown are unemployed after graduating from college. d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Prepare the next lesson (Listening). b) Content

Date of preparation: Unit 4: FOR A BETTER COMMUNITY Period 37 - Lesson 5: Listening I. OBJECTIVES

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1. Knowledge - Listening to an announcement for volunteers for specific information 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

1. Discuss the following questions with a partner.

c) Products

Suggested answers - Yes, there are many people who need help in our local community. - They are elderly people, homeless children and poor people. The elderly need to be taken care of. Homeless children need food, clothing and shelter. The poor need financial help. - There are some different ways that people can help out in their community. For instance, they can donate food, clothes and money directly to the people in need. They can also raise fund to build houses and schools for homeless children. They can donate their time and work by volunteering at a charity organization. Elicit students’ answers. Give feedback. Lead into new lesson ACTIVITY 2: KNOWLEDGE ACQUISITION

d) Organization

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a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

2. Match the words with their definitions. What are the parts of speech of these words? Suggested answers

c) Products

1-B 2-C 3-A

d) Organization

1. donate (v)- give something, especially money, to people who need it (quyên góp (động từ) – cho một cái gì đó, đặc biệt là tiền, chô những người cần nó) 2. non-profit (adj) - not for profit purposes (phi lợi nhuận (tính từ) – không vì mục đích lợi nhuận) 3. public service announcement (noun phrase) - a special advertisement for the public, normally about health or safety matters Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

3. Listen to the announcement by the director of Heart to Heart Charity and decide whether the following statements are true (T) or false (F). 4. Listen to the announcement again and choose the best answer. Suggested answers Task 3

c) Products

1. T 2. F 3. F 4. F 5. T 1 – T. Heart to Heart Charity is a non-profit organisation. Thông tin: This is a public service announcement for the Heart to Heart Charity. We are a non-profit organisation that helps people in need. 2 – F. Few children or adults in our community are hungry, cold, or sick nowadays. Thông tin: Many children and adults are hungry, cold and sick every day. 3 – F. You can donate food but not clothes. 4 – F. You can’t donate money.

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5 – T. You can donate time and work in the office of this organisation. Task 4 1. C 2. A 3. B

d) Organization

a) Objectives b) Content c) Products

1. First, you can donate food and clothes 2. Second, you can donate money 3. Third, you can donate time and work - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations 5. Work in groups. Ask and answer the following questions. Suggested answers * Have you ever volunteered or done community service? => Yes, I have. / No, I haven't. * If yes, what did you do? => I used to do volunteer work at our local SOS Children's Village. I helped to teach English to children in the Village. I also called for donations such as old clothes, old books and money from other people in my hometown. * If no, what is your plan to help people in your community? => I am planning to hold a campaign on the occasion of 'Environment Day' to protect the environment. I want to call for volunteers to join me in cleaning the streets and picking up litters around our neighbourhood.

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d) Organization

- Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.Teacher presents specific learning products that the student must complete as required and clarify the problem to IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Learn the new words by heart, do the tasks again. - Prepare the next lesson (Writing).

Date of preparation: Unit 4: FOR A BETTER COMMUNITY

Period 38 - Lesson 6: Writing I. OBJECTIVES 1. Knowledge - Writing an application letter for volunteer work 2. Competence

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- Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

1. Read the letter. Why did Quan write it?

c) Products d) Organization

Suggested answers He wanted to apply for the volunteer teaching job. Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

2. Read the letter and answer the questions.

c) Products

Suggested answers 1. How did Quan find out about the job? => He saw the advertisement in the Youth Newspaper on February 22nd. Giải thích: Thông tin câu trả lời nằm ở đoạn 1: I saw the advertisement in the Youth Newspaper on February 22nd. 2. Who did Quan teach last summer?

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d) Organization

=> He taught a group of primary students in his area. Giải thích: Thông tin câu trả lời nằm ở đoạn 2: Actually, last summer, I spent two months being a tutor for a group of primary students in my area. 3. How long did he teach them? => He taught them for two months. 4. How does Quan describe himself? => He is creative, patient, and has great love for children. 5. How many references can Quan give? => He can give four references. 6. When can Quan start teaching? => He can start teaching from next month. Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

3. Read the letter again. Match each paragraph in the letter with is purpose. 4. Read the job advertisement. Answer the questions about it. Suggested answers Task 3

c) Products

Paragraph 1 - b Paragraph 2 - c Paragraph 3 - d Paragraph 4 - a Paragraph 1- b. Mentioning the job you are applying for and where you saw the advert. (Đoạn 1 - b. Đề cập đến công việc bạn đang ứng tuyển và nơi bạn thấy quảng cáo.) Paragraph 2- c. Telling why you are right for the job, mentioning your personal expriences and responsibilities. (Đoạn 2- c. Trình bày tại sao bạn phù hợp với công việc, đề cập kinh nghiệm và trách nhiệm của bản thân.) Paragraph 3- d. Listing your personal qualities and offering the references. (Đoạn 3 - d. Liệt kê các phẩm chất và cung cấp thư giới thiệu.) Paragraph 4- a. Saying you are available for an interview and when you could start work. (Đoạn 4 - a. Cho biết bạn sẵn sàng phỏng vấn và khi nào bạn có thể bắt đầu công việc.)

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d) Organization

a) Objectives b) Content

c) Products

Task 4 1. What qualities are needed for the job? => Reliable and hard-working 2. What are the job’s duties? => Welcoming guests and receiving donations for the organisation. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations 5. You would like to volunteer at the Heart to Heart Charity Office. Write a formal letter of 140-160 words applying for the job. Follow the writing plan in 3. Suggested answers 25 Giai Phong street, Hoang Mai District, Ha Noi 29 July 2017 Director Heart to Heart Charity Office 15 Ha Thanh Street Dear Sir or Madam, I am writing to apply for the job of a volunteer at your Heart to Heart Charity Office. I saw the advertisement on our school notice board last Monday. I have experience of doing office work. Last summer, I had a chance to volunteer at the Happy Mind Charity Centre as a front office worker. There, I received visiting donors and volunteers as well. I am reliable, honest, hard-working, and good at

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communication. If necessary, I can send you a reference from the Director of the Happy Mind Charity Centre. I am available for an interview any day after school or at weekends. If my application is successful, I can start working from next week in the afternoon and at weekends. I look forward to hearing from you. Yours faithfully, d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Learn the new words by heart, do the tasks again, write your own story or the story of a person who has overcome hardship to become successful. - Prepare the next lesson (Language). Date of preparation: Unit 4: FOR A BETTER COMMUNITY Period 39 - Lesson 7: Communication and Culture I. OBJECTIVES 1. Knowledge - By the end of the lesson, students will be able to: + practice speaking about local and global activities for community development + know some information about Mahatma Gandi, who contributed to the development of India and coloured people + talk about a famous person who contributed to the development of their local areas 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills.

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3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Communication

b) Content

1. Look at the list of activities. Which of them are necessary for community development in your area? Put them in the order of importance with 1 being the most important and 5 the least important. 2. Work in groups. Exchange your opinions. Suggested answers

c) Products

Volunteer activities (Những hoạt động tình nguyện)

Order of importance

Helping old or sick people (Giúp đỡ người già hoặc người bệnh tật)

Helping disadvantaged or handicapped children. (Giúp đỡ trẻ em có hoàn cảnh khó khăn hoặc khuyết tật)

Helping old and childless people (Giúp đỡ người già và không có con cái)

Taking part in directing the traffic (Tham gia điều tiết giao thông)

Taking care of war invalids and the families of

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martyrs (Chăm sóc thương binh và gia đình liệt sĩ)

d) Organization

2) Lời giải chi tiết: A: What is the most important volunteer activity in our area? B: I think taking part in directing the traffic is the most important. C: Really? I think our top priority is helping disadvantaged or handicapped children. A: I agree with C. Many of them are living in bad conditions and cannot afford to go to school. Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Culture

b) Content

1. What do you know about this man? What do you think the quote means? Suggested answers - He is Mahatma Gandhi, who always fought for the rights of poor people and women in India and became a hero for millions of people. (Ông ấy là Mahatma Gandhi, người luôn đấu tranh vì quyền lợi của người nghèo và phụ nữ ở Ấn Độ và trở thành người anh hùng của hàng triệu con người.) - 'Be the change you wish to see in the world.' In other words, if we want others to become better, we ourselves must become better fisrt. Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

c) Products

d) Organization

a) Objectives

Culture

b) Content

2. Read the text about Mahatma Gandhi and answer the questions.

c) Products

Suggested answers 1. When and where was Mahatma Gandhi born? => He was born in 1869 in India. 2. What did he do to help coloured people in South Africa? Why? => He fought for the rights of coloured people in general and

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d) Organization

a) Objectives b) Content

c) Products

d) Organization

the Indians in particular. Because at that time they were not treated equally. 3. What were his contributions to India? => He helped to make the British leave India so that India became independent in 1947. He also fought for the rights of poor people and women in India. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations 3. Work in groups. Talk about a person who contributed to the development of your local area / your country. Share your ideas with your groups. Suggested answers Vo Nguyen Giap was born on 25 August 1911 in Quảng Bình Province. He was the legendary General of Viet Nam. General Giap is also considered to be one of the greatest military strategists of the 20th century. He was a crucial military commander in two wars: the First Indochina War of 1946–1954, and the Vietnam War of 1955–1975 He took part in several historically significant battles, especially Điện Biên Phủ in 1954, and Ho Chi Minh Campaign of 1975. During his revolutionary life spanning over 80 years, the General rendered significant services to the Party and the nation. He was loved and respected by the people and international friends. - Step 1- Assigning State the requirements for each activity for the students. Make sure the

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students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Find more information about Mahatma Gandhi - Prepare the section Looking back and Project. Date of preparation: Unit 4: FOR A BETTER COMMUNITY Period 40 - Lesson 8: Looking back and Project I. OBJECTIVES 1. Knowledge: - Review what they have learnt in the unit - Use words and phrases about volunteer work and community development - Use the past simple and the past continuous to talk about past experiences. 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4

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10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

LOOKINGBACK

b) Content

Pronunciation. Listen and circle the words you hear in the sentences.

c) Products

Suggested answers 1. B 2. A 3. B 4. B 5. B 6. B

d) Organization

Audio Script: 1. Look at that ant. 2. He didn't mend that. 3. They have just built a new ice rink in the area. 4. The houses in this area stink of carbon dioxide gas. 5. The banks lent money to the poor people in the village. 6. We spent our last summer holiday doing volunteer work in a mountainous province of Vietnam. Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Vocabulary

b) Content

Choose the words from the box to complete the following sentences.

c) Products

Suggested answers 1. meaningless 2. excited 3. meaningful 4. interesting

5. donate 6. disadvantaged

1. Before he joined our volunteer team, he felt his life was boring. Sometimes he thought it was meaningless. (Trước khi gia nhập đội tình nguyện của chúng tôi, anh ấy cảm thấy cuộc sống của mình thật nhàm chán. Đôi khi anh ấy nghĩ nó vô nghĩa.)

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d) Organization

a) Objectives b) Content

c) Products

2. They all got excited about the trip to Ha Long Bay, so they had a sleepless night. (Tất cả họ đều hào hứng về chuyến đi đến Vịnh Hạ Long, nên họ đã có một đêm không ngủ.) 3. The donation of warm clothes from the donors last winter was really meaningful to those poor children. (Việc tặng quần áo ấm từ các nhà tài trợ mùa đông năm ngoái thực sự có ý nghĩa đối với những trẻ em nghèo khổ đó.) 4. The charity music night was interesting. All the audience thought it was interesting. (Đêm nhạc từ thiện thật thú vị. Tất cả khán giả nghĩ rằng điều đó thật thú vị.) 5. The public service announcement called for volunteers to donate time to look after sick people in the local hospital. (Thông báo dịch vụ công cộng kêu gọi các tình nguyện viên quyên góp thời gian chăm sóc người bệnh tại bệnh viện địa phương.) 6. Those volunteers spent a sleepless night preparing gifts for disadvantaged children in Cao Bang. (Những tình nguyện viên đã trải qua một đêm không ngủ chuẩn bị quà cho những đứa trẻ thiệt thòi ở Cao Bằng.) Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE GRAMMAR 1. Write the sentences. Use the past simple or the past continuous form of the verbs. 2. Read the text about Tilly Smith and put the verbs in brackets in the past simple or the past continuous. 3. Read the text again and answer the following questions. Suggested answers Task 1: Phương pháp giải: - Cấu trúc: S + V-ed while/When S + be + V-ing: đang làm gì (quá khứ tiếp diễn) thì có 1 việc khác chen ngang (quá khứ đơn) 1. The telephone / ring / while / we / have dinner => The telephone rang while we were having dinner. (Điện thoại reo khi chúng tôi đang ăn tối.) 2. I/ wait / at the bus stop / when / I / receive / his text message

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=> I was waiting at the bus stop when I received his text message. (Tôi đã chờ ở trạm xe buýt khi tôi nhận được tin nhắn của anh ấy.) 3. It/ start / to rain / while / we / walk home / from school => It started to rain while we were walking home from school. (Trời bắt đầu mưa khi chúng tôi đang đi bộ về nhà từ trường.) 4. You / listen / when / the teacher / call / your name? => Were you listening when the teacher called your name? (Bạn có nghe khi giáo viên gọi tên bạn không?) 5. He / walk along / the corridor / he see / a job advertisement / on the notice board => He was walking along the corridor when he saw a job advertisement on the notice board. (Anh đang đi dọc theo hành lang khi anh nhìn thấy một quảng cáo việc làm trên bảng thông báo.) Task 2 1. was having 2. realised 3. was sitting 4. recognised 5. wanted 6. was happening 7. told

8. ran

9. was

10. didn't kill Task 3 1. Who was Tilly Smith? => She was a school girl from Surrey, England. 2. Which school subject was she interested in? => She was interested in Geography. 3. What happened when Tilly was sitting on Maikhao Beach? => The sea water suddenly receded from the shoreline, which is a symptom of a tsunami. 4. What did she do to help people on Maikhao Beach at that time? => She told her parents about a possible tsunami, and her father warned other people on the beach and the staff at the hotel where they were staying about it. 5. Do you know anyone in your community who saved others’ lives? Talk about that person. => Yes, I do. Tuan is a school boy in my village. He often goes swimming in the river after school. One day, when he was swimming, he saw a little girl fall into the river. He quickly swam towards her and tried to rescue the drowning girl. Luckily, both of them were safe.

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d) Organization

a) Objectives

Students apply the knowledge they have just learned into communicative and practical situations - Find someone / a place in your community that needs help. What are the problems of this person / this place? - What do you think you can do to help? Make a plan. Present your ideas to the whole class. Suggested answers * Problems: I know a handicapped girl who has to take care of a mother with mental illness. - They live in poor housing conditions. Their house may collapse at any time. - The girl lost her legs when she was 10 in an accident. Her father died three years ago. A year later, her mother became mentally ill. She has to both take care of her mother and earn a living by selling toothpicks on the streets. She wants to continue going to school but she can't afford it. * Solutions: - Raise fund to build a better house for them. - Call for donations like food or clothes. - Persuade some education organizations to grand her scholarships so that she can return school. - Organize free classes, especially English ones for her. - Step 1- Assigning State the requirements for each activity for the students. Make sure

b) Content

c) Products

d) Organization

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the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Ask Ss to review and reuse the lexical items, pronunciation, and the grammar the T presented in this lesson. Date of preparation: Unit 5: INVENTIONS Period 41 - Lesson 1: Getting started I. OBJECTIVES 1. Knowledge - Get familiar to topic for inventions, master words, grammatical structures and phrases related to the topic 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5

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2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

- Asks the sts to introduce some new inventions - What are they used for?

c) Products

d) Organization

Suggested answers They are laptop, video game, e-book reader, smartphone + Smartphone: call, play game + e- book reader: read book online + video game: play game... + Laptop: chat, listen to music, study Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

1. Listen and read.

c) Products

Suggested answers Từ vựng 1. reward /rɪˈwɔːd/ trao thưởng 2. generous /ˈdʒenərəs/ hào phóng 3. wise /waɪz/ khôn ngoan, thông minh 4. portable /ˈpɔːtəbl/ di động, dễ mang theo 5. economical /ˌiːkəˈnɒmɪkl/ tiết kiệm 6. versatile /ˈvɜːsətaɪl/ đa năng, nhiều công dụng Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results

d) Organization

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Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

2. Work in pairs. Ask and answer the questions.

c) Products

Suggested answers 1. What did Phong’s father promise Phong? => He promised to reward Phong if Phong passed the English test. 2. Why doesn’t Phong choose a smartphone as a reward? => Because his old mobile phone is still good. 3. Give evidence to support Phong’s father’s idea that computers have changed people’s lives. => Computers have changed our lives in many ways: faster communication (emails), free entertainment (online games), convenient shopping (online shopping), etc. 4. What will Phong use his laptop for? => He will use his laptop for listening to music, chatting with friends, playing games, researching topics on the Web and typing his assignments. 5. Do you agree with Phong’s father that Phong has made a wise choice? Why or why not? => Yes, I agree with his father. Because a laptop is more useful than a smartphone. Phong can use it for many different purposes, including for his study. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved /

d) Organization

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a) Objectives b) Content

explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION (Hoạt động 4: Vận dụng Students apply the knowledge they have just learned into communicative and practical situations 3. Match each word with its definition.

c) Products

Suggested answers 1-c 2-a 3-d 4-b

1. generous - kind and ready to give more (hào phóng - (of something) than expected (tốt bụng và sẵn sàng cho đi (cái gì đó) nhiều hơn mong đợi) 2. portable - easy to carry around (dễ mang theo - dễ dàng mang theo) 3. economical - giving good value for money (tiết kiệm - mang giá trị tốt về mặt tiền nong) 4. versatile - having many different uses (đa năng, nhiều tác dụng - có nhiều cách sử dụng khác nhau) d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Asks sts to do some exercises - Prepare the next lesson: Unit 5: Inventions- Language Date of preparation: Unit 5: INVENTIONS

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Period 42 - Lesson 2: Language I. OBJECTIVES 1. Knowledge: - Know / recall words and phrases related to topic; recall stress position of compound nouns and noun groups - Recall and use present perfect, gerund and infinitive for description 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives b) Content

c) Products

Vocabulary 1.a. Use a dictionary to find the meanings of the following compound nouns and their parts. Write them in the appropriate columns. 1.b. Discuss your findings with a partner. Is the meaning of each compound noun a combination of the meanings of its parts? Suggested answers 1b. No, not always e.g - smartphone (điện thoại thông minh) - video game (trò chơi điện tử) - laptop (máy tính xách tay) => Không phải lúc nào nghĩa của từ nối là tổ hợp nghĩa của 2 từ ghép lại

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d) Organization

Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

Vocabulary 2. Below are parts of some other compound words. Match the first parts of the words with the second ones. Pronunciation 1. Listen and repeat these words or phrases. Pay attention to their stressed syllables. 2. Listen and tick (✓) the words you hear. Suggested answers Vocabulary:

c) Products

1-d 2-e 3-a 4-c 5-b 1-d pencil case (túi đựng bút) 2-e blackboard (bảng đen) 3-a washing machine (máy giặt) 4-c headphones (tai nghe chụp đầu) 5-b food processor (máy xay thực phẩm) Pronunciation 1. b 2. a 3. a 4. b 5. a Trọng âm rơi vào âm tiết 2 Trọng âm rơi vào âm tiết 1 green HOUSE (ngôi nhà màu xanh)

GREENhouse (nhà kính)

soft WARE (các đồ dùng mềm mại)

SOFTware (phần mềm máy tính)

gold BRICK (viên gạch làm từ vàng)

GOLDbrick (1 người lười biếng, cố gắng tránh làm việc)

moving VAN (chiếc xe ô tô bán tải đang chạy)

MOVING van (xe tải chuyển nhà chuyên dụng)

tall BOY (1 cậu bé cao lớn) TALLboy ( tủ ngăn kéo cao để đựng quần áo)

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d) Organization

a) Objectives b) Content

c) Products

Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE Grammar Gerunds and infinitives 1. Complete the definitions or uses of the inventions using the correct forms of the verbs given (V-ing or to-infinitive). 2. Think of an item in your classroom or house. Describe it to a partner, using a gerund or an infinitive. See if your partner can guess what it is. The present perfect (Thì hiện tại hoàn thành) 1. Label the timelines below with the words from the box. 2. Match the beginnings in A with the ends in B. Put the verbs within brackets in the present simple or the present perfect. Suggested answers Gerunds and infinitives Task 1 1. getting, sending

3. to read 5. chopping, mixing

2. to create, to contact/contact 4. to play 6. to store 1. A laptop or a smartphone can be used for getting access to the Internet or sending messages. - for + V-ing và động từ sending phải đồng dạng với getting vì có từ nối "or" (Máy tính xách tay hoặc điện thoại thông minh có thể được sử dụng để truy cập vào Internet hoặc gửi tin nhắn.) 2. You can use social networking sites to create your personal profile and to contact/contact other people. - use sth to do: sử dụng cái gì để làm gì - contact phải đồng dạng với to create (Bạn có thể sử dụng các trang mạng xã hội để tạo hồ sơ cá nhân và để liên lạc / liên hệ với người khác.) 3. When you're tired of carrying lots of books or novels when you travel, an e-book reader may help - it is used to read electronic books, newspapers or magazines. - be used to V: được sử dụng làm gì

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4. If you want to relax without using a smartphone with a small screen or a bulky laptop, you can use a handheld video game device to play computer games. - use sth to do: dùng cái gì làm gì 5. A food processor is used for chopping up or mixing food. - be used for + V-ing: dùng làm gì 6. We can use a USB stick to store a lot of music or video files. Task 2 A: This is used for making clothes clean. B: Is it a washing machine? A: That's right. B: We can use it to cook rice. A: Is it a rice cooker? B: Correct! A: This is used for keeping food cold and fresh. B: Is it a fridge? A: That's right. B: This is used to draw straight lines. A: Is it a ruler? B: That's right. The present perfect 1. b has broken 2. d looks; has lost / lost

3. e Do you know; have forgotten / forget

4. a have asked 5. c left; have disappeared d) Organization

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a) Objectives b) Content c) Products

Students apply the knowledge they have just learned into communicative and practical situations 3. The following paragraph is about the importance of computers. Choose the correct verb tense. Suggested answers 1. seems

2. have affected 3. were

5. has aided 6. have killed d) Organization

4. have encouraged

7. prefer

- Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Do exercises again at home. - Complete handout 1 - Prepare for next lesson: Unit 5: Inventions - Reading HANDOUT 1 Mark the letter A, B, C, or D to indicate the correct to each of the following questions. 1. A correction pen is used for ____ your writing mistakes. A. cover B. covered C. covering D. to cover 2. It's no good ____ him the truth now. A. not to tell B. tell C. telling D. to tell 3. It's important ____ too much about your failure. A. not to worry B. not worry C. not worrying to D. don’t worry3 4. 3-D printing ____ complex tools and components. A. is used for produce B. is used to produce

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C. uses for producing D. uses to produce 5. My computer is used for ____ music and video. A. having played B. play C. playing D. to play 6. My father uses a calculator to ____. A. be calculated B. being calculated C. calculate D. calculating 7. Facebook is used ____ among the young. A. communicate B. communicating C. to communicate D. to communicating 8. Mary often watches YouTube videos to study how ____ a dish or make a cake. A. cook B. cooking C. to cook D. to cooking 9. We can use USB ____ information. A. for being store B. for store C. to store D. to storing 10. He ____ for the Google since 2014. A. has worked B. is working C. was working D. worked 11. Her children ____ their homework yet. They arc still working on it. A. hasn’t finished B. hasn’t finishing C. haven’t finished D. haven’t finishing 12. I have never ____ to Paris A. been B. go C. was D. went 13. We ____ a contract two years ago and it is still valid. A. have sign B. have signed C. haven't signed D. signed 14. I have lost my mobile phone. Someone ____ it. A. has steal B. has stole C. has stolen D. have stole 15. Brian ____ to the travel agents and he hasn’t come back. A. has been B. has been going C. had gone D. has gone

Date of preparation: Unit 5: INVENTIONS Period 43 - Lesson 3: Reading I. OBJECTIVES

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1. Knowledge - Reading for the main idea and specific information about inventions based on nature 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

Wonderful nature Task 1. What can the animals or the leaves in the pictures do that people can't? Name some things people have invented to make up for what they cannot do. Discuss your ideas with a partner and then read the text. Suggested answers People often use the natural world as inspiration for their inventions. By observing animals and plants, they design new products to serve humans. Here are some examples. Animals can do many things humans cannot, like flying or staying underwater for a long time. The aeroplane, with its swings and shape imitating those of a bird, is one of the greatest inventions in our history. Thanks to it, people can travel long distances in the air. This has helped to develop trade and tourism. The submarine, which can travel underwater, imitates a dolphin's shape. Submarines are very useful for scientists to learn about the undersea world. Plants around us are also great sources of ideas for other wonderful inventions. The self-

c) Products

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d) Organization

cleaning glass window and the fabric used to make umbrellas are both inspired by the smooth leaves of a lotus plant, with their ability to wash away dirt in the rain. Another product is Velcro. This hookand-loop fastener was invented after a Swiss engineer observed how the seeds of a plant clung to his clothing. He then made two fabrics stick together thanks to the hooks on one surface and the loops on the other. Since then, Velcro has gradually become a familiar fastener for shoes, jackets, and even spacesuits. It is definitely true that nature has inspired numerous inventions and technologies. Scientists and inventors have tried to imitate something in nature in an effort to create better, stronger, safer tools and devices for our everyday life. Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

Task 2. What is the most suitable title of the text?

c) Products

d) Organization

a) Objectives

Suggested answers Từ vựng - inspire: (v) /ɪnˈspaɪr/ tạo cảm hứng - fastener: (n)/ˈfæs.ən.ɚ/ cái khóa - fabric: (n) /ˈfæb.rɪk/ vải - hook: (n) /hʊk/ móc, cái móc - loop (n) /luːp/ vòng - spacesuit (n) /ˈspeɪs.suːt /đồ du hành vũ trụ a. Mother Nature (Mẹ Thiên nhiên) b. Imitating Nature (Bắt chước tự nhiên) c. Greatest Inventions (Sáng chế vĩ đại nhất) Đáp án: b. Imitating Nature Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE - Improve reading, speaking, listening, writing skills

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b) Content

Task 3. Match the words with their meanings. Task 4. Answer the questions about the text. - Uses the lucky wheel to turn and choose the question

c) Products

Suggested answers 1.b 2.e 3.a 4.c 5.f 6.d 1. inspire: give someone a desire to do something well (tạo cảm hứng: tạo cho ai đó điều gì tốt) 2. fastener: device used to close a piece of clothing (khóa: thiết bị được sử dụng để làm một phần quần áo) 3. fabric: cloth or material for making clothing, curtains, etc. (vải: nguyên liệu để làm quần áo, rèm cửa...) 4. hook: thread or fibre with a curved end (móc: sợi có đầu cong) 5. loop: thin thread or fibre in the shape of a circle (vòng: dụng cụ mỏng hoặc ở dạng vòng tròn) 6. spacesuit: special clothing for an astronaut (đồ du hành vũ trụ: quần áo đặc biệt cho một phi hành gia) Task 4 1. What are the inventions that imitate animals? => The inventions that imitate animals are the aeroplane and the submarine. 2. What are the inventions that imitate plants? => The inventions that imitate plants are Velcro, the selfcleaning glass window and umbrella fabric. 3. Why is the aeroplane considered one of the greatest inventions in our history? => Because it helps us to travel long distances in the air and encourages the development of tourism and trading. 4. What can help scientists to learn about life under the sea? => A submarine can help scientists to learn about life under the sea. 5. How can a glass window clean itself? => The material that makes up the glass window has the ability to wash away the dirt in the rain.

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d) Organization

a) Objectives b) Content c) Products

d) Organization

6. Find the words or phrases in the text that can describe an aeroplane, a submarine, and Velcro. => An aeroplane: ‘its wings and shape imitating those of a bird’. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations Task 5. Which of the four inventions mentioned in the text is the best imitation of nature? State your reasons. Suggested answers I think an aeroplane is the best imitation of nature because it exactly imitates not only the shape but also the ability of a bird. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must

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complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Asks Ss to do some more exercise (hand out 1) - Making sentences by using some vocabulary in the text - Prepare for next lesson: Unit 5: Inventions – Speaking Hand out 1 MOBILE PHONES When Scotsman Alexander Graham Bell (1) ____ the telephone in 1876, it was a revolution in communication. (2) ____ the first time, people could talk to each other over great distances almost as clearly as if they were in the same room. Nowadays, though, we (3) ____ use Bell’s invention for taking photographs, (4) ____ the Internet or watching video clips rather than talking. Over the last two decades a new (5) _____ of spoken communication has emerged: the mobile phone. 1. A. has been invented B. is invented C. invented D. was invented 2. A. As B. By C. For D. Since 3. A. increase B. increased C. increasing D. increasingly 4. A. accessing B. contacting C. entering D. searching 5. A. aids B. means C. tools D. ways

Date of preparation: Unit 5: INVENTIONS Period 44 – Lesson 4: Speaking I. OBJECTIVES 1. Knowledge - Talking about inventions, their uses and their benefits 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos.

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III. TEACHING PROCEDURE 1. Class organization Class Date of teaching 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson

Attendance

ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

Unique inventions (Sáng chế độc đáo) 1. Practise the conversation with a partner. Suggested answers Mai: What’s that machine, John? It looks like a printer but a bit bigger and heavier. John: It’s a 3-D printer. I’ve just bought it. Mai: 3-D printer? What’s it used for? John: Well … It’s used for producing solid objects similar to the originals. Mai: Really? For example? John: You can make things like a cup, a spoon, or even a toy car. Mai: Fantastic. Does that mean I can make my own things at home and save lots of money? John: That’s right. Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

c) Products

d) Organization

a) Objectives b) Content c) Products

Introduce new lexical and grammatical structures related to the lesson 2. Complete the table with the information about the invention mentioned in the conversation above. Suggested answers a. Name of invention

3-D printer

b. Characteristics

bigger and heavier than a normal printer

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c. Use

to produce solid objects similar to the originals

d. Benefits

economical (saving lots of money)

d) Organization

Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

3. Discuss two more inventions with a partner. Complete the table below with the phrases in the box 4. Work with a partner. Choose one invention mentioned in 3 and make a similar conversation as in Activity. You can use the information in the table or your own ideas. Suggested answers Task 3

c) Products

a. Name of Invention (Tên phát minh)

portable solar USB stick (chiếc charger (sạc pin cầm tay USB) năng lượng mặt trời)

b. small, portable (nhỏ, dễ Characteristics (đặc mang theo) tính)

small, portable (nhỏ, dễ mang theo)

c. Use (Công dụng)

charge mobile devices (mobile phones, cameras, and laptop) (sạc pin cho các thiết bị di động như điện thoại di động, máy ảnh và máy tính xách tay)

store data (audio or video files) (lưu trữ dữ liệu như tệp âm thanh hoặc video)

d. Benefits (Lợi ích)

- not dependent on electricity (không phụ thuộc vào điện) - environmentallyfriendly (thân thiện với môi trường) - easy to carry, not

- not costly (không đắt) - easy to use (dễ sử dụng) - easy to transport

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costly (dễ mang theo, không đắt)

d) Organization

a) Objectives b) Content c) Products

files (dễ truyền tệp tin)

Task 4 A: What's that? I haven't seen it before. B: It's a portable solar charger. I've just bought it. A: What's it used for? B: It is used for charging mobile devices such as smartphones and laptops. A: Oh, it looks small and easy to carry. Maybe I should buy one. B: Sure. It's also very environmentally-friendly because it uses solar energy. A: Wow, great! Is it expensive? B: No, it's not costly at all. It's worth buying. A: OK. I'll buy one. Let's go. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations 5. Work in groups. Choose one of the inventions below and prepare a talk to introduce it to other group members. Suggested answers A food processor is a helpful electric appliance that is used in kitchens everywhere. It was not invented by a scientist, but by a French salesman called Pierre Verdon in the late 20th century. He saw his customers slice vegetables, grind spices, and blend dressings by hand. This inspired him to invent a machine that would do these

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jobs. Nowadays, the device is used for a variety of functions including kneading, chopping, blending, and pulverizing different types of ingredients needed for a meal. It really makes food preparation much easier and faster for the cooks. d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Asks sts to: + Practice the conversations and write about E-book reader or food processor. + Find some information about flying car - Prepare for next lesson: Unit 5: Inventions - Listening Date of preparation: Unit 5: INVENTIONS Period 45 - Lesson 5: Listening I. OBJECTIVES 1. Knowledge - Listening to an interview for specific information 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector.

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2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

Flying cars (Ô tô bay) 1. Look at the picture and discuss with a partner what this flying car (or aerocar) can and cannot do. Suggested answers I think it can move both in the air and on the road. I think it can The vehicle can carry up to 2 people because it looks so small. Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

c) Products

d) Organization

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

2. Listen to an interview with Mr Brown, a spectator at a test flight of a flying car. Tick the words or phrases that you hear. 3. Listen and answer these questions. Suggested answers Từ vựng + traffic congestion (n) /træfik kən'dʒest∫n/ sự ùng tắc giao thông + collapse (v) / kə'læps / sụp đổ + collapsible (a) / kə'læpsəbl / có thể sụp đổ + gallon (n) / 'gælən / (đơn vị đo lường) galon Task 2

c) Products

traffic jams (tắc đường)

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collapsible (có thể gập lại được)

traffic congestion (ùn tắc giao thông) collapse (gập lại) gallon (Galông - đơn vị đo lường chất lỏng)

runaway (bỏ trốn)

garage (gara, nhà để xe)

runway (đường băng)

Đáp án: traffic jams; collapse; garage; gallon; runway

d) Organization

Task 3 1. Where is the test flight taking place? => In New York City 2. What does Mr Brown do? => He’s a businessman. 3. Why is he interested in the test flight? => He’s considering owning a flying car to deal with the traffic problem. 4. What does Mr Brown like about the flying car? => It’s not too big, so it can be put in a garage. 5. What is the biggest problem with this flying car? => This flying car cannot take off without a runway. Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

4. Listen again and complete the information about the flying car. Write one word or number in each gap. Suggested answers 1. size: a little bit bigger than a normal car (kích thước: lớn hơn một chút so với một chiếc xe bình thường) 2. petrol consumption: 5 (in the air) gallon(s) per hour in the air 1 (on the ground) gallon(s) per 50 km on the ground (xăng tiêu thụ: 5 (trong không khí) gallon (s) mỗi giờ trong không khí 1 (trên mặt đất) gallon (s) mỗi 50 km trên mặt đất) 3. speed: 200 (in the air) km per hour in the air 120 (on the ground) km per hour on the ground (tốc độ: 200 (trong không khí) km mỗi giờ trong không khí 120 (trên mặt đất) km mỗi giờ trên mặt đất) - Step 1- Assigning

c) Products

d) Organization

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c) Products

d) Organization

Students apply the knowledge they have just learned into communicative and practical situations 5. Do you want to own a flying car like Mr Brown? Why or why not? Is there a way to solve the problem with the car that Mr Brown discusses? Suggested answers - Yes, of course. I want to own a flying car like Mr Brown. Because I can avoid being stuck in the traffic jams during rush hour. (Tất nhiên là có. Tôi muốn sở hữu 1 chiếc xe ô tô bay giống như ông Brown. Tôi có thể tránh bị tắc đường vào giờ cao điểm.) - That it needs a runway is a big problem, but I think engineers will find a way to deal with it soon. Maybe, they will make it leave the ground like a helicopter. (Việc nó cần đường băng là 1 vấn đề lớn, nhưng tôi nghĩ các kĩ sư sẽ sớm tìm ra cách để giải quyết vấn đề này thôi. Có lẽ, họ sẽ làm nó rời mặt đất giống như chiếc máy bay trực thăng.) - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary.

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- Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Learn vocabulary by heart - Make 3 sentences to present ideas about Flying cars, using the following structures: + I think ….. + I believe that … + In my opinion, we should…. - Prepare for the next lesson: Unit 5: Inventions - Writing Date of preparation: Unit 5: INVENTIONS Period 46 - Lesson 6: Writing I. OBJECTIVES 1. Knowledge - Writing about the benefi ts of an invention 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson

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ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

How good is it? (Nó tốt thế nào?) 1. Which of these audio devices do you have or want to have? Discuss with a partner.

c) Products

Suggested answers I want to own headphones and earbuds because headphones and earbuds do not disturb other people when you listen to music Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

d) Organization

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

2. The following text is about earbuds and their three benefits. Below it are the details supporting each benefit. Put the details in the appropriate gaps. Suggested answers

c) Products

1. c

2. a

3. b

Most young people have a pair of earbuds with them when they go out. When connected to a portable media player or a mobile phone, earbuds help you listen to music or audio lessons. What are their benefits? First, a pair of earbuds is small and light, so it is portable. 1. Earbuds are not bulky. You can put them in your bag or even your pocket. Second, earbuds are not costly. They are not as expensive as a set

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d) Organization

of speakers. 2. With about 100,000 VND, you can get a pair. Of course, you have to pay more for those of higher quality. Finally, you can use earbuds to listen to music or your listening lessons anywhere, even in public places. 3. Only you can hear the sounds from the media player or mobile phone. Nobody is disturbed. Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

- Improve reading, speaking, listening, writing skills

b) Content

3. Complete the following outline for the paragraph on earbuds in 2.

c) Products

Suggested answers a. Topic: The benefits of earbuds b. Thesis sentence (Topic sentence): What are its benefits? c. Supporting idea 1 and further explanation: small, light, portable => put in a bag or pocket Supporting idea 2 and further explanation: not costly —> about 100,000 VND Supporting idea 3 and further explanation: used anywhere => will not disturb anybody - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next.

d) Organization

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ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations b) Content 4. Choose one invention and write a similar paragraph about its benefits. c) Products Suggested answers Nowadays, most people have a smartphone (even two) with them. We can use it to listen to music, surf the Web, play games... What are its benefits? First, anyway it is a phone, so it is used to communicate. You can use it to make phone rails, send & receive messages as a normal phone. Second, it also has functions as a game machine or a media player. It means that you can play games or listen to music on it. Finally, you can use it to surf the Web and use maps to look for places. It’s really useful when you need information right now or when you are lost. d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Write a paragraph about the invention you don’t choose at the class. T: Asks Ss to write another paragraph based on the outline: 1. Topic: The benefits of earbuds 2. Thesis sentence (Topic sentence): What are its benefits? 3. Supporting idea 1 and further explanation: Supporting idea 2 and further explanation: Supporting idea 3 and further explanation: a) Objectives

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Date of preparation: Unit 5: INVENTIONS Period 47 - Lesson 7: Communication and culture I. OBJECTIVES 1. Knowledge - To teach Ss about inventions in Asian countries. - To teach Ss to talk and read about inventions in Asian countries. 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

Communication Discussion (Thảo luận) 1. In groups, vote for the best invention among those in the list below. The best invention needs to meet the four criteria listed in the voting sheet. Tick (✓) the appropriate boxes. Suggested answers

c) Products

useful to a lot of people

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not easy available/easy expensive to to buy use

1. solar charger (sạc năng lượng mặt trời)

✓

2. digital camera (máy quay phim kỹ thuật số)

✓

3. 3-D printer (máy in 3D)

✓

4. laptop (máy tính xách tay)

✓

5. smartphone (điện ✓ thoại thông minh) 6. television (ti vi)

✓

7. Washing machine (máy giặt)

✓

d) Organization

Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Introduce new lexical and grammatical structures related to the lesson

b) Content

2. Report and explain your group's results to the whole class.

c) Products

Suggested answers We vote for digital cameras because they are very useful. We use them to take pictures of people we spend time with or beautiful places we visit. What's more, a digital camera does not cost too much, and we don't have to buy rolls of film for it... Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

d) Organization

a) Objectives

- Improve reading, speaking, listening, writing skills

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b) Content c) Products

1. Do you know which countries these inventions are from? Match the country names with inventions. Suggested answers 1-c

2-d

3-b

4-a

Countries (Quốc gia)

Inventions (Phát minh)

1. China (Trung Quốc)

C. chopsticks (đôi đũa)

2. Japan (Nhật Bản)

D. instant noodles (mì ăn liền)

3. Singapore (Singapore)

B. PC sound card (cạc âm thanh máy tính)

4. The Philippines (Philippines)

A. medical incubator (Lồng ấp y tế)

d) Organization

a) Objectives

Students apply the knowledge they have just learned into communicative and practical situations 2. Read the text and answer the questions.

b) Content a) Products

Suggested answers 1. What are the main issues of many Southeast Asian countries? => The two main issues are agriculture development and

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environmental protection. 2. Write the names of the inventions under the pictures. => a. rain-making technique; b. biodiesel; c. Chaipattana Aerator 3. Which inventions have directly benefited farmers? => Chaipattana Aerator and rain-making techniques. 4. Which inventions have helped to protect the environment? Pick out information from the text to support your answer. => All three inventions have helped to protect the environment: Chaipattana Aerator → cleans wastewater; rainmaking techniques → improves forest conditions; biodiesel → reduces the use of fossil energy 5. In your opinion, which of the three inventions from Thailand mentioned in the text is the most important? Why? => I think all the three inventions are equally important and they bring us, especially farmers a lot of benefits. Each of them has its own part in developing argriculture and protecting the environment. d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. - Ask Ss: What have you learnt today? (→ I have improved my speaking ans reading skills. I have discovered more about some inventions in Asia) V. HOMEWORK - Do exercises again at home. - Prepare for next lesson (review the present simple, the present perfect and gerund, infinitives)

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Date of preparation: Unit 5: INVENTIONS Period 48 - Looking back and Project I. OBJECTIVES 1. Knowledge: - To help Ss pronounce correctly compound nouns and noun groups with stress on the first or second word in isolation and in context. - To teach Ss some lexical items related to the topic Inventions. - To instruct Ss to do the tense exercises (the present simple and present perfect) and exercises on gerunds and to infinitives. 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Pronunciation

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b) Content

c) Products

d) Organization

1. These words below are compound nouns or noun phrases. Put them in the correct columns according to their stress patterns. The first one in each column is an example. 2. Listen and repeat these words. Suggested answers Trọng âm rơi vào phần đầu

Trọng âm rơi vào phần thứ 2

- food processor (máy xay thực phẩm đa năng) - smartphone (điện thoại thông minh) - laptop (máy tính xách tay) - washing machine (máy giặt) - earbuds (tai nghe nhét tai) - runway (đường băng)

- solar charger (sạc năng lượng mặt trời) - correction pen (bút xoá) - digital camera (máy ảnh kĩ thuật số)

Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Vocabulary

b) Content

Complete these sentences using the words given in the box. Make changes where necessary. Suggested answers

c) Products

1. economical 2. inventions 3. portable 4. benefits 5. expensive 1. A digital camera is more economical than a film camera: You don't have to buy rolls of films. - economical (adj): tiết kiệm (Máy ảnh kỹ thuật số tiết kiệm hơn máy quay phim: Bạn không phải mua cuộn phim.) 2. Our teacher gave us an assignment on modern inventions of the 21st century. - invention (n): sự phát minh (Giáo viên của chúng tôi đã cho chúng tôi một bài tập về những phát minh hiện đại của thế kỷ 21.)

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d) Organization

3. Modern inventions tend to be small and portable, 80 they can be taken along and used everywhere. - portable (adj): di động (Những phát minh hiện đại có xu hướng nhỏ và di động, vì vậy chúng có thể được sử dụng ở khắp mọi nơi.) 4. Even the best invention may have both benefits and drawbacks. - benefits (n): ích lợi (Ngay cả sáng chế tốt nhất cũng có thể có cả lợi ích và nhược điểm.) 5. It's difficult to look for products of high quality which are not expensive. - expensive (adj): đắt Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

Grammar

b) Content

1. Read the following short exchange. Fill in the gaps with the present perfect or the present simple forms of the verbs in brackets. 2. Answer these questions, using the gerund or infinitive forms of verbs to describe functions or purposes. Suggested answers Task 1.

c) Products

1. is

2. haven't planned 3. have wasted

4. don't have 5. haven't started

6. says

Kim: Help me, Eric. My party is next week and I haven't planned the menu yet. I have wasted three days worrying, and | still don't have any ideas. What should I do? Eric: Don't panic. Your guests haven't started arriving yet, so ask everyone to bring something. Then you can order some pizzas or buy spring rolls from a Vietnamese takeaway. Nobody says no to pizzas or spring rolls, I’m sure. Task 2. 1. What is a washing machine used for? => A washing machine is used for washing clothes. 2. What can a solar charger be used for? => A solar charger can be used for charging mobile devices.

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d) Organization

a) Objectives b) Content

c) Products

3. What do you use to listen to music and watch videos? => I use a laptop (smartphone, ipad, …) to listen to music and watch videos. 4. What is a correction pen used for? => A correction pen is used for covering a writing error. 5. What do you use a 3-D printer for? => I use a 3-D printer for producing solid objects such as a cup and a spoon. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION Students apply the knowledge they have just learned into communicative and practical situations Project 1. Think about an imaginary invention that may be useful to you or other people. Consider these questions: 2. Work in groups. Describe your invention to your group members. Which invention is the best in your group? 3. Your group is going to take part in the contest ‘Best Invention of the Year’ organised by your school. To get ready for this contest, design a poster about the best invention from Activity 2. Suggested answers Task 1 1. What is it used for? => It enables users to speak and understand foreign languages instantly. 2. Who can use it?

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=> Anyone can use it. 3. Where may it be used? => It may be used anywhere. 4. Is it expensive? => No, it isn't. 5. Is it easy to use? => Yes, it is. Task 2 I'm going to talk about my imaginary invention called Translation Gummy. In real life, we often find it difficult to communicate with foreigners well. This invention is a good solution, and it is also easy to use. One only needs to eat it and he/she will be able to speak and understand any foreign language instantly. This edible gadget can also be used to communicate with animals as well. It is small and portable so everyone can put it in their pocket or bag and use it anywhere. Surprisingly, it is not expensive, so everyone can afford it. d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Asks Ss to discuss which invention is the best in their group. - Asks them to design a poster about the best invention. - Instructs them to design the from of the poster, gives an example

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Date of preparation: Period 49: REVIEW 2 I. OBJECTIVES 1. Knowledge - Ask Ss to review the present perfect; past simple; past continuous tense; to V or V-ing. - Recognize stress pattern: Compound nouns and noun groups. - Understand and use the present perfect; past simple; past continuous tense; to V or Ving. 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson ACTIVITY 1: INTRODUCTION a) Objectives

Vocabulary

b) Content

1. Complete the sentences using the endings: -ing, -ed, -ful, or -less of the words in brackets.

208

c) Products

2. Complete the following sentences with suitable words or phrases from the box. Suggested answers Task 1 1. bored - boring 2. interested 3. parentless - homeless interesting 4. useful

5.disappointed hopeful

1. Kate is bored because her job is boring. (bore) - V-ed =adj: cảm xúc của con người - V-ing = adj: tính chất của sự việc (Kate chán công việc bởi vì công việc của cô ấy nhàm chán.) 2. Jane is interested in volunteer work. She finds it interesting. (interest) - be interested in: có hứng thú với - find th adj: thấy điều gì làm sao (Jane rất thích làm tình nguyện. Cô tìm thấy ở nó sự thú vị.) 3. Those children look miserable! They're parentless and homeless. (parent, home) - parentless (adj): mồ côi - homeless (adj): không có nhà (Những đứa trẻ đó rất đáng thương. Chúng mồ côi và không có nhà.) 4. These clothes are useful to the street children in my town. (use) - useful (adj): hữu ích (Những bộ quần áo này rất hữu ích đối với trẻ em đường phố ở thị trấn của tôi.) 5. Mark is disappointed with the volunteer work in this charity organisation. He is not very hopeful about getting a paid job next time. (disappoint, hope) - disappointed (adj): thất vọng - hopeful (adj): đầy hy vọng (Mark thất vọng về công việc tình nguyện ở tổ chức từ thiện. Anh ấy đã không hy vọng để tìm được một công việc được trả công vào thời gian tới.) Task 2 1. smartphone

2. e-books

209

3. online games

4. laptop

d) Organization

5. mobile phones

1. A smartphone is used for making a phone call, getting access to the Internet, or listening to music. (Điện thoại thông minh được sử dụng để thực hiện cuộc gọi, truy cập mạng Internet, hoặc nghe nhạc.) 2. It is convenient for you to read e-books when you travel. (Khi đi du lịch, đọc sách điộn tử là thuận tiện cho bạn.) 3. Today young people are very much interested in playing online games. (Ngày nay, giới trẻ rất thích chơi game trực tuyến.) 4. Can I borrow your for a while? My desktop doesn’t work. (Bạn có thể cho tòi mượn máy tính xách tay của bạn một lát được không? Máy tính để bàn của tôi không hoạt động.) 5. Students are not allowed to mobile phones in classes. (Học sinh không được sử dụng điện thoại di động trong lớp. ) Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Pronunciation

b) Content

3. Group the words or phrases according to their stress patterns and read them aloud. The first ones have been done as examples. Suggested answers

c) Products

Trọng âm ở thành phần 1 washing machine (máy giặt) food processor (máy xay thực phẩm đa năng) immune system (hệ miễn dịch) laptop (máy tính xách tay) hearing aid (thiết bị trợ thính) d) Organization

Trọng âm ở thành phần 2 electronic book (sách điện tử) solar charger (sạc pin năng lượng mặt trời) medical mirror (gương y tế) mobile phone (điện thoại di động) online game (trò chơi trực tuyến)

Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

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a) Objectives

Grammar

b) Content

4. Complete the sentences using the correct form of each verb, the past simple or the past continuous, with ‘when’ or ‘while’. 5. Put the verb into the correct form, the present perfect, the simple past, or the past continuous. Suggested answers Task 4 1.When l (arrive) arrived home, my brother was talking (talk) to someone in the living room. (Khi tôi về đến nhà, anh trai tôi đang nói chuyện với ai đó trong phòng khách.) 2.Linda (make) was making lunch when the phone rang (ring). (Linda đang nấu bữa trưa thì điện thoại reo.) 3. Whilewe were playing (play) football on the beach, it suddenly began (begin) to rain. (Trong khi chúng tôi đang chơi bóng ở bãi biển thì trời bất ngờ đổ mưa.) 4. Whenl saw (see) the newcomer, he was standing (stand) outside the classroom. (Khi tôi nhìn thấy người mới đến, anh ta đang đứng bên ngoài lớp học.) 5. Someone stole (steal)her purse while she was getting on (get on) the bus. (Ai đó đã đánh cắp ví của cô ấy khi cô ấy trên xe buýt.) Task 5 Peter: Have you visited the Sydney Opera House? Mary: Yes. It’s very beautiful! Peter: When did you see it? Mary: Last year. I saw it while I was spending my summer holiday in Sydney. Peter: What about the Great Barrier Reef in Queensland? Mary: No. I have never been there. I’ll go to see it some day. - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if

c) Products

d) Organization

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d) Organization

Students apply the knowledge they have just learned into communicative and practical situations 6. Complete the following sentences using the correct form of the verb (V-ing or to-infinitive). Suggested answers 1. This roomis only for conducting (conduct) experiments. - for + V-ing (Căn phòng này chỉ dùng để tiến hành các thí nghiệm.) 2. You can use a smartphone to surf (surf) the Net. - use sth to do (Bạn có thể sử dụng điện thoại thông minh để lướt Net.) 3. This ink isused for printing (print) books and newspapers. (Mực này dùng để in sách và báo.) 4. l went out to buy (buy) some batteries for my alarm clock. - to V: mục đích (Tôi ra ngoài để mua pin cho đồng hồ báo thức.) 5. Hurry up! Why don’t you use the microwave oven to defrost (defrost) the chicken before cooking? (Nhanh lên! Tại sao bạn không dùng lò vi sóng để rã đông gà trước khi nấu?) - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments.

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Date of preparation: Period 50: REVIEW 2 I. OBJECTIVES 1. Knowledge - Recall and use words and phrases related to the topics of U4,5 - Listen for specific information - Use the words and phrases related to words related to Inventions. - Read for general ideas and specific information about Inventions. 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson

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ACTIVITY 1: INTRODUCTION a) Objectives b) Content

c) Products

d) Organization

Reading 1.a. Read the text 1.b. Find the definitions of the words below in the text and write them next to the words. Suggested answers 1b 1. aviator: a person who flies an aircraft (phi công: người lái máy bay) 2. glider: a light aircraft that fliess without engine (tàu lượn: loại máy bay nhẹ, bay được mà không cần động cơ) 3. soaring: flying fast and high in the air (bay vút lên: bay nhanh và cao lên không trung) 4. centenary: the 100th aniversary of an event (lễ kỉ niệm 100 năm: lễ kỉ niệm 100 năm của 1 sự kiện) 5. replica: an exact copy of something (Bản sao y chang: bản sao giống y đúc với cái gì) Elicit students’ answers. Give feedback. Lead into new lesson. ACTIVITY 2: KNOWLEDGE ACQUISITION

a) Objectives

Improve reading skills

b) Content

2. Read the text again and decide whether the following statements are true (T) or false (F). Suggested answers

c) Products

Task 2: 1. T

2. F

3. F

4. T

5. F

1 – T. Percy Pilcher built and flew a Hawk glider in 1890s. (Percy Pilcher đã chế tạo và lái chiếc tàu lượn Hawk vào những năm 1890.) Thông tin ở nhận định giống với thông tin trong bài, cụ thể ở đoạn 2: In the 1890s, Pilcher built and flew a glider, a light aircraft that flies without an engine, called the Hawk. 2 – F. He made the first test flight with his soaring machine in

214

d) Organization

1899. (Ông đã thực hiện chuyến bay thử đầu tiên của mình với chiếc máy bay có động cơ vào năm 1899. ) Thông tin ở câu trên không đúng với thông tin trong bài khoá, cụ thể ở đoạn 3: Vào năm 1899 ông không lái thử được chiếc máy bay có động cơ do nó bị hỏng. Thay vào đó, ông đã lái chiếc tàu lượn Hawk. 3 – F. He crashed and died because his new plane’s engine broke. (Máy bay bị rơi và ông đã qua đời vì động cơ của chiếc máy bay mới của ông bị hỏng.) 4 – T. The Wright brothers were successful in their first powered flight in 1903. (Anh em nhà Wright đã thành công trong chuyến bay có động cơ đầu tiên của mình vào năm 1903.) 5 – F. The Wright brothers achieved a controlled flight, which was longer than the flight, a replica of Pilcher’s soaring machine made in 2003. (Anh em nhà Wright đã thực hiện thành công chuyến bay có người lái, với thời gian bay lâu hơn chuyến bay thực hiện bởi bản sao y chang máy bay có động cơ của Pilcher được tạo ra vào năm 2003.) Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE

a) Objectives

Improve speaking, listening skills

b) Content

3. Work in pairs. Put the following activities in order (1-5) from the most important to the least important for your community. Discuss why you have chosen this order 4. Listen to the recording about the volunteer work for children in Viet Nam and choose the correct answer A, B, or C. Suggested answers Task 3 2 building one or two more school(s) for children (xây thêm 1 hoặc 2 trường học cho trẻ em) 5 setting up one new hospital (xây dựng 1 bệnh viện mới) 4 upgrading the roads in your area (nâng cấp đường xá trong khu em ở) 3 providing vocational training for young people (đào tạo

c) Products

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nghề cho người trẻ tuổi) 1 cleaning up the polluted enviroment (làm sạch môi trường bị ô nhiễm) Task 4 1. A 2. B 3. C 4. C 5. B

d) Organization

1. There are some kinds of volunteers who work for disadvantaged children in Viet Nam. (Có một số kiểu tình nguyện viên làm công việc giúp đỡ trẻ em chịu thiệt thòi ở Việt Nam.) 2. Many children are parentless (Nhiều em không có bố mẹ) 3. The role of the volunteer is to provide love, education and life skills for these children. (Vai trò của tình nguyện viên là cung cấp tình yêu thương, giáo dục và kỹ năng sống cho các em này.) 4. Volunteers can help children by teaching them music, sports, and other life skills, Vietnamese, arts and crafts (Tình nguyện viên có thể giúp trẻ em bằng việc dạy chúng âm nhạc, thể thao, các kỹ năng sống, tiếng Việt, vẽ và thủ công) 5. Volunteers with the proper qualifications can support children with mental and physical disabilities (Tình nguyện viên có bằng cấp phù hợp có thể giúp các trẻ em bị khuyết tật về tinh thần và thể chất) - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. ACTIVITY 4: APPLICATION

216

a) Objectives

Writing

6. Write about the benefits of a handheld device like the one in the photo below. Use the following prompts or your own ideas. c) Products Suggested answers Nowadays, most people have tablet computer with them. We can use it to listen to music, surf the Web, play games... What are their benefits? First, you can use it to make voice calls, chat with friends. Secondly, it also has functions as a game machine or a media player. It means that you can play games or listen to music on it. Finally, you can use it to surf the Web and use maps to look for places. It’s really useful when you need information right now or when you are lost. d) Organization - Step 1- Assigning State the requirements for each activity for the students. Make sure the students have a clear understanding of the task for each activity before performing the task. - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks. Teachers do general observations and help if necessary. - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers. Other groups comment. Teacher general comments. - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next. IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK - Do exercises in the notebooks. - Study the structures carefully. b) Content

Date of preparation: Period 51: REVISION FOR TEST TERM 1 I. OBJECTIVES 1. Knowledge - Use the adjectives ending with -ed, -ing, -ful and -less in context.

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- Use irregular past tense verbs, the past simple and past continuous tenses in combination. - Use the verbs followed by the to-infinitive and bare infinitive - Use the present perfect tense and use the gerunds and infinitives to talk about the uses or purposes of something. 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK

Date of preparation: Period 52: REVISION FOR TEST TERM 1 I. OBJECTIVES 1. Knowledge - Recall and use words and phrases related to topics of unit 3,4,5. - Improve 4 skills 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.

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II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK Date of preparation: Period 53: FIRST TERM TEST I. OBJECTIVES 1. Knowledge - Use words and phrases related to topics family life, health, music volunteer work and inventions - Use present simple, present continuous, simple future, be going to, past simple and past continuous, present perfect, gerund and infinitive for description - Use adjectives to describe idols, adjective suffixes –ed, - ing, - ful, -less; recall stress patterns in compound nouns and noun groups - Check their reading, listening and writing skills - Check their knowledge, improve linguistic and communicative competences 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3

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10A4 10A5 2. Checking: During the lesson 3. New lesson IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK Date of preparation: Period 54: TEST CORRECTION I. OBJECTIVES 1. Knowledge - Develop sts’ ability to correct mistakes and errors - Vocabulary, pronunciation and grammar points in unit 1,2,3,4,5 - Recognize their achievements and shortcomings in doing the test - Recognize their achievements and shortcomings in doing the test 2. Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills. 3. Qualifications - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency. II. TEACHING AIDS 1. Equipments: computer, projector. 2. Learning materials: textbook, pictures, videos. III. TEACHING PROCEDURE 1. Class organization Class Date of teaching Attendance 10A3 10A4 10A5 2. Checking: During the lesson 3. New lesson IV. CONSOLIDATION - Summarize the main point of the lesson. V. HOMEWORK

220