GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS LỚP 10 HỌC KÌ 1 THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2022-2023

GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS LỚP 10 HỌC KÌ 1 THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2022-2023 (Đang cập nhật) WORD VERSION | 2023 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM GIÁO ÁN TIẾNG ANH THEO CÔNG VĂN 5512 Ths Nguyễn Thanh Tú eBook Collection Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594 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 vectorstock com/31086119

1. Knowledge:

-Actively join in class activities

3.Qualities: To teach Ss the love of English; The awareness about importance of learning English. Developing self-study skills.

* Outcome: Having a chance to speak English and focus on the topic of the lesson..

INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS

-Tell students something about Great Britain; England and English. Students learn how to study English well and know the way to learn English.

- To lead into the unit

Students (Ss) listen and learn how to introduce themselves.Introducethemselves (name; age; address; likes; dislikes ….friends… )

DẠYKÈMQUYNHƠNOFFICIAL

* Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class.

* Organisation: Teacher’s instructions…

I. OBJECTIVES: By the end of the lesson students will be able to gain the following things:

*Vocabulary: Use lexical items related to text book, and the way to learn English in class; at home... some classroom languages.

III. PROCEDURE:

-Aims:Tocreate a friendly and atmosphere in the class before the lesson; To give T and Ss a chance to introduce themselves;

Date of teaching: …/… / 2022 WEEK : 1

* Grammar : to be; present simple tense; present continuous…

-To introduce new Tieng Anh 10 textbooks. Student’s book and Workbook

Period 1: INTRODUCTION

Teacher’s & Student’s activities Content + Greeting + Chatting Teacher (T) introduces himself/ herself

Date of planning: …/… / 2022

II. TEACHING AIDS:

T may introduce some warm-up activities to creata friendly and relaxed atmosphere to inspire Ss to warm up to the new class… Have Ss to introduce themselves.

ENGLISH 10

+ Greeting + Chatting. T_Ss

-Teacher: Grade 10 textbook, laptop, projector / TV/ pictures and cards.....

+ Students (Ss) listen and learn how to do the tasks.

1. WARM UP & INTRODUCTION ( 3’-5’)

-Students : Text books, studying equipment…. -Computer connected to the Internet. -Sach mem.vn

2. Competence: Students will be able to know how to study English effectively and how to use new Tieng Anh 7 textbooks and know the methods to study new Tieng Anh 10 textbooks. -Be collaborative and supportive in pair work and teamwork.

Aims: -To set the context for the introductory; To introduce the topic of the unit, the vocabulary, and the grammar points to be learned.

3/ English 10 has 10 Units.

Fulfill teacher’s requirements

T_Ss

Ask Ss to open their book and introduce what they are going to study….

Give the answers

SECTION 7: COMMUNICATION AND CULTURE

There are 10 main units in the Student's Book. Each unit has 8 sections and provides language input for seven classroom lessons of 45 minutes each...At the beginning of each unit, there are explicit learning objectives that clearly state the main language points andskills to be taught in the unit.

Answer the teacher’s questions

the first unit of the new school year.

1. T. asks sts some questions about England. What do you know about England?

- ListenT_Ss

2. NEW LESSON (12’ 15’)

2. English:

Ss answer if possible

Section 2: LANGUAGE FOCUS .

- Each unit has 8 lessons.

- How many units are there in English 7 text book?

It begins with a conversation followed by activities which introduce the topic of the unit. It then presents the vocabulary and the grammar items to be learned and practised through the skills and activities of the unit.

ThisWritingsection focuses on developing students'writing skills. It normally involves one of the text types required for students' skill development.

How many people speak English as their mother tongue?Howmany people speak English as their first -language?Howmany people speak English as their second language or first foreign language?

carefully and read aloud.

- SECTION 5: LISTENING

Listen carefully and read aloud. Find out the words related to the topic.

What are they about?

This section aims to provide further practice to support students in their spoken English....

Why do you learn English?

- There are many interesting things of England and you’ll gradually know about them in the progress of learning English.

The listening activity follows the oral practice in the Speaking section. It provides students with an opportunity to listen to the language that they have practised orally, and trains them to listen for general and specific information

2/ Introduction: English is an international language. Hundreds of million people speak English in the world. 400 million people speak English as their first language, 600 million people speak English as their second language or first foreign language. 4/5 of the world’s computers use program in English. ¾ of all international correspondence is in English.

3/ New English 10 text book:

SECTION 6: WRITING.

- Open their book and write .

DẠYKÈMQUYNHƠNOFFICIAL

* Content: Some brief notes; Something about England, English. Introduce New ENGLISH 10 * Outcome: Ss learn something about England, English; Learn how to use New ENGLISH 10 * Organisation: Teacher’s instructions….

Section 1 : GETTING STARTED.

T encourages Ss to talk in English as much as +possibleLeadto

Teacher’s & Student’s activities Content

- It’s official name is the UK

Each part has its own flag of UK.

- Write the unit title on the board and ask Ss guest what they are going to learn this unit …

Is it important? Difficult? Useful? Interesting? => It’s very important, useful, interesting. It is the means of communication to one another.

T. gives stssomething about England and English. It located in North-west coast of Europe with very mild weather not too hot but not too cold.

It consists of four parts: England, Wales, Scotland and Ireland.

- SECTION 3: READING.

Aims: To help Ss understand the lesson. Class room language

This section presents and practises the grammar, vocabulary and pronunciation of the unit. The active vocabulary of the unit is given in an interesting and illustrated way so that it is easy for students to memorise. Two sounds, which appear frequently in the unit, are given and practised in isolation and in context. Stress pattern of two-syllable words, threesyllable words, and rising and falling intonation for questions are also dealt with in the last units of the book. There are different exercises focusing on intensive practice of vocabulary and pronunciation.

Who is absent today?

* Content: Some brief notes; Something about England, English. Classroom language…

-

Listen to the teacher carefully, learn E. from many sources, always enrich your vocabulary, do exercises carefully, practice speaking, listening, writing, reading everyday. …

DẠYKÈMQUYNHƠNOFFICIAL

It also gives students opportunities to learn and apply the cultural aspects of the language learnt to their lives and provides cultural information about Viet Nam and other Everydaycountries.English in this section gives students the skills to communicate effectively in various everyday situations...

* Organisation: Teacher’s instructions….

* Some useful classroom languages:

Looking Back recycles the language from the previous sections and links it with the unit topic. Its activities and exercises are designed to help students consolidate and apply what they have learnt in the unit. Teachers can use this section to evaluate their students' performance and provide further practice if necessary. The Project activity helps students improve their ability to work independently and in a team. It extends their imagination in a field related to the unit topic. * English is not too difficult but it requires you hard working.

SECTION 4: SPEAKING

This section is designed to help students inprove reading skill, use vocabulary in the situations, Reading and this section aims to develop students' reading abilities. The reading text is often based on the vocabulary and structures that students have previously acquired to make the activity achievable. Speaking

Tell us how you learn best?

May I go out?

This section deals with the main grammar point(s) of the unit. The new language point(s) taught in this section is / are already introduced in Getting Started. The exercises are well illustrated to help students remember and use the grammar items effectively. The Remember! boxes appear wherever necessary to give the rules or explanations and help students avoid common errors.

3. PRACTICE (15’)

* Outcome: Ss learn something about England, English; Classroom languages…

SECTION 8: LOOKING BACK

Tell us how you can learn English best?

This section is designed to help students use functional language in real life contexts and consolidate what they have learnt in the previous sections.

- Who is the monitor?

How to improve your English:

- Practice saying classroom languages.

3. How to learn English best?

May I come in?.......

Who is on duty today?

ListenT_Ss carefully

Ss need learn by heart all vocabulary and their usage. Review the lesson everyday. Learn English everyday.

Work in groups; in pairs; present the projects….

Teacher’s & Student’s activities Content

-Prepare textbook, workbook, exercise book, * HOME WORK -Learn classroom languages. -Prepare new lesson Unit one MY FAMILY ==============================

4. PRODUCTION/ FURTHER PRACTICE (8’)

We can say “May I go out” You can say “Stand up, please. - Listen, please Read after me Repeat please…..

The greetings : -Goodmorning-Goodafternoon-Goodmorning-Goodbye….

Aims: To revise / teach classroom languages.

Ss should work hard everyday to improve their English.“Hard work is the key to success”

- Call on some pairs to practice in front of the class.

DẠYKÈMQUYNHƠNOFFICIAL

* Content: Some brief notes; Something about England, English . Classroom languages… * Outcome: Ss know something about England, English; Classroom languages… * Organisation: Teacher’s instructions….. Teacher’s & Student’s activities Content

TT_Ssgives some questions to introduce the class

expressions.HaveSslisten and repeat. Teacher says “ go out, please” Go out Teacher says “No” Don’t go out

5. WRAP-UP & HOME WORK (2’)

* Instruct/ guide students to do their homework.

* Give comments or feedback.

* Content: Tohave somewarm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Outcome: Introducing themselves to make more new friends.

*** Ss work in pairs to discuss the answer after watching the clip, then one representative from each group writes the answer on the board. **** T confirms the correct answers.

2. Competence: -develop communication skills; -be collaborative and supportive in pair work and teamwork; -actively join in class activities.

3. Qualities:

-be aware of responsibilities towards family,love family, help parents…

GAME: LET’S RACE!

-Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.... -Students: Text books, studying equipment…. -Computer connected to the Internet.

Period 2 UNIT 1: MY FAMILY LESSON 1. GETTING STARTED

Suggested answer

4. Work in pairs. Discuss the question. What benefits do you think you can get from sharing housework? (Những lợi ích mà em nghĩ có thể nhận được từ việc chia sẻ việc nhà?)

Date of planning: …/… / 2022

HOMEWORK

I think the benefits we can get from sharing housework are that: -sharing housework can connect family members. -sharing housework makes us feel less tired and -doingequal. housework brings knowledge organization of things, especially children. -we will feel responsible for our family.

5. WRAP-UP & HOME WORK (2’)

TASK 4: WORK IN PAIRS. DISCUSS THE QUESTION. (p.12)

3. Qualities:

-Do the reading exercises in the Workbook -Prepare for the Speaking lesson

WARM-UP: Matching time

the answers from the fastest -recapsteam. the vocabulary and leads in the lesson.

-To lead into the new unit

DẠYKÈMQUYNHƠNOFFICIAL

2. PRESENTATION/ NEW LESSON ( 12’ 15’)

* Outcome: lead in the lesson

* T divides the class into groups of four. There are ten pictures of household chores on the slides. T asks Ss to match the pictures with the corresponding names of chores. T throws the ball to the team which raise hands the fastest. If the answers are correct, the round ends. If not, the round continues until there is a winner.

Teacher’s Student’s activities Content

* Content: TASK 1: BELOW ARE REASONS WHY CHILDREN SHOULD OR SHOULDN'T DO HOUSEWORK. PUT THEM IN THE CORRECT COLUMN. ADD SOME MORE IF YOU CAN. (p.12)

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Content: Tohave somewarm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

-Recognisethe benefits of doing housework for children; -Understand why children should or shouldn’t do housework; -Sharing housework with their families. II. TEACHING AIDS: -Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards..... -Students : Text books, studying equipment…. -Computer connected to the Internet. -Sach mem.vn III.

-ToAims:create an active atmosphere in the class before the lesson;

Key:1

Aims: To help students recall reasons from the reading text why people think children should or shouldn’t do housework and provide them with some more ideas.

* Discuss.

* Outcome: recalls lexical items from previous lessons by asking Ss to call out the meaning of some

Notes:InPROCEDURE:eachactivity, each step will be represented as following: * Deliver the task.

* Implement the task.

** Ss discuss in their teams and match the pictures with the name of chores. Ss raise their hands when they -confirms,****finish.Teacher:checks

* Give comments or feedback.

* Organisation : Teacher’s instructions …

e. cook

3. Kids should be given plenty of young.whenplaytimetheyare

Key: SHOULD SHOULDN’T

-recalls*Teacher:lexical items from previous lessons by asking Ss to call out the meaning of some words -has Ss work in pairs / groups -asks Ss if they can think of any reasons why children shouldn’t do housework.

-encourages Ss to add their own reasons

*** -checkTeacher:Ss’answers with the whole class

** Ss do the task in groups and then write their answers on the board. Others Ss check their friends’ answer

** Ss read the text again and try to define the highlighted words. (Ss can do this activity in pairs)

1. routine /ruːˈtiːn/(n): sinh hoạt thường 2.ngày cheer someone up /tʃɪə(r) ˈsʌmwʌn ʌp /(v.phr): cổ vũ

2. teacheshouseworkDoingthem to responsibility.take

5. familystrengthenhelpshouseworkDoingbonds.

** Ss brainstorm in group and raise their ideas

TASK 1: BELOW ARE REASONS WHY CHILDREN SHOULD OR SHOULDN'T DO HOUSEWORK. PUT THEM IN THE CORRECT COLUMN. ADD SOME MORE IF YOU CAN. (p.12)

1. skills.develophelpshouseworkDoingthemlife

6. They need more time to study and homework.do

3. trust /trʌst/(n): niềm tin 4. carry on (phr.v): tiếp tục

4. They may break housework.whendamageorthingsdoing

5. achieve success /əˈtʃiːv səkˈses/(v.phr): đạt thành tựu

* T asks Ss to read the task carefully and discuss in which column each sentence from task 1 should go.

*** T confirms, shows the items and their meanings on the screen; asks Ss to note down the vocabulary.

3. PRACTICE ( 15’)

Aim: To provide students with an example conversation in which people express their opinions about whether children should or shouldn't do housework.

*. Content: Listen and read the conversation.True/ False activity.

DẠYKÈMQUYNHƠNOFFICIAL words * Organisation

* T has Ss read the text again, and pay attention to the highlighted words. T asks Ss to define the word based on the context and give the Vietnamese meaning of each word.

Teacher’s: Student’s activities Content

** Ss explain the words in front of the class. T asks other Ss to give comments.

Vocabulary in LISTENING part

* Outcome: Know more new words. Understanding the conversation; topic of the lesson, vocab.

Teacher’s: Student’s activities Content

1. Doing housework helps them develop life skills.

-has*Teacher:Ssread through the conversation once to get some general ideas about it Suggested questions: How many people are talking? What are they talking about?

TASK 2: LISTEN AND COMPLETE THE CONVERSATION. (p.12)

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

TASK 3: HAVE CONVERSATIONS

Key:

2. They should be given plenty of playtime when they are young.

Anna: It’s true. Being responsible for the things we do is really necessary when we grow up.

Student’s activities Content

Minh: I think kids are kids. They should be given plenty of playtime when they are young.

Anna: It’s true. Life skills such as cooking, cleaning or taking care of others are really fornecessarykidswhen they grow up.

* -hasTeacher:students work in groups of three.

DẠYKÈMQUYNHƠNOFFICIAL * Organisation

* Organisation:Teacher’s

Nam: Yes, we should all have these basic life skills to be Anna:adults.NowMinh, why do you think children shouldn’t do housework?

Nam: I don’t agree with you. I’m afraid too much playtime is not good for children.

*** Ss practise making their own conversation in groups of three.

** Ss practise the conversation in groups and present in front of the class.

Audio script –Track 5: Anna: Nam, why do you think children should do Nam:housework?Because doing housework helps them develop life skills.

Anna: Nam, why do you think children should do housework?

* Outcome they can express their opinions about why children should or shouldn’t do housework.

Anna: Well, thank you both for sharing your ideas. They are very useful for my project.

TASK 2: LISTEN AND COMPLETE THE CONVERSATION. (p.12)

-divides Ss into pairs; has Ss read the conversation again, this time more carefully and think of a suitable phrase / sentence to fill in each gap in the **conversation.Ssdothetask in pairs and discuss the answers

* Content: students practise having conversations in which they can express their opinions about why children should or shouldn’t do housework.

Aim: To help students practisehaving conversations in which they can express their opinions about why children should or shouldn’t do housework.

-reminds Ss to swap roles and role-play their conversations two more times to make sure each student has the opportunity to play the three roles. -asks some groups to act them out in front of the class after 6-7 minutes of preparation

Nam: Because doing housework teaches them to take responsibilities.

*** T plays the recording again and checks Ss’ answers; confirms the correct answers.

* T asks Ss to read the conversation in groups of three, each taking turns to be Anna, Nam, and Minh.

SIMILAR TO THE ONE IN TASK 2. (p.12) Suggested answer

*together.Tplays the recording for Ss to listen

Anna: Now Minh, why do you think children shouldn’t dohousework?

-How to explain why children should or shouldn’t do housework

**** T asks other Ss to give comments and then give feedback to Ss’ performance.

=========================

5. WRAP UP & HOME WORK (2’)

Teacher asks: What have you learnt today?

HOMEWORK

-Prepare for the Listening lesson

Period 5

I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things: 1. Knowledge:

By the end of this lesson, Ss will be able to: -Listen for details and specific information in a talk show about family life;

Date of teaching: …/… / 2022

Anna: Well, thank you both forsharing your ideas. They are very useful for my project.

-To prepare for the next lesson.

DẠYKÈMQUYNHƠNOFFICIAL

Nam: I don’t agree with you. Some of the kids are even more careful than adults, for example my three-year-old nephew.

-Practice discussing the topic with your friends

Date of planning: …/… / 2022

UNIT 1: MY FAMILY LESSON LISTENING

Nam: Yes, we should all take responsibilities for everything from the smallest one.

To consolidate what students have learnt in the lesson.

WEEK : 2

Minh: I think kids are careless. They may break or damage things when doing housework.

WRAP-UP

T goes round the class to offer help when necessary while noting down Ss’ participation in the activity and any difficulties they may have. Some groups act out their conversation in front of the whole class.

III.

II. TEACHING AIDS:

Aims: To introduce the topic of the listening extract and activate students’ prior knowledge.

2.Competence: Be collaborative and supportive in pair work and team work; -Access and consolidate information from a variety of sources; -Actively join in class activities.

* Outcome: -Arousethe classroom atmosphere and lead in the lesson

* Outcome:

* Content: Tohave somewarm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* T divides the class into groups of four, has Ss discuss in groups and match the housework with the roles of women or men. The fastest group will raise their hands and write the answer on the board.

* Organisation : Teacher’s instructions …

1. WARM UP & INTRODUCTION ( 3’- 5’)

-To lead into the new unit

* Content:

-Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards..... -Students : Text books, studying equipment…. -Computer connected to the Internet.

* Deliver the task.

3. Qualities:

-Sach mem.vn

** Ss discuss in their teams and list down the housework. One representative from each group comes and writes on board.

* Implement the task.

**** T confirms, checks the answers on the board, decides the winner and leads in the lesson.

* Give comments or feedback.

DẠYKÈMQUYNHƠNOFFICIAL

-Apply the language they have learnt in the listening in a speaking task about their own experiences.

-Recognise how our families have helped us achieve success in our lives; -Show gratitude towards our families.

Notes:InPROCEDURE:eachactivity, each step will be represented as following:

GAME: Web completion Suggested answers:

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

-ToAims:create an active atmosphere in the class before the lesson;

Teacher’s Student’s activities Content

* Discuss.

DẠYKÈMQUYNHƠNOFFICIAL * Organisation

AKey:student and the host of a talk show In a Namestudioofthe show: Family Life Talking; The host is interviewing the student. A gold medal

TASK 1: LOOK AT THE PICTURE AND ANSWER THE QUESTIONS. (p. 13)

3. PRACTICE ( 15’)

To help students practise listening for details.

Key:

*** T confirms, shows the answers on the screen.

VOCABULARY

TASK 1: LOOK AT THE PICTURE AND ANSWER THE QUESTIONS

* -tellsTeachers:Ssthat they are going to listen to part of the talk show and decide whether their guesses are correct.

To help students practise listening for keywords.

VOCABULARY IN LISTENING PART

* Outcome: answers key

*** T confirms, shows the items and their meanings on the screen; asks Ss to note down the Tvocabulary.helpsstudents to pronounce the words Students listen and repeat

Suggested questions: Who are the people? Where are they? What is in the background? What are they doing? What’s the boy wearing around his neck?

* Organisation:Teacher’s Student’s activities Content

2.ngày cheer someone up /tʃɪə(r) ˈsʌmwʌn ʌp /(v.phr): cổ vũ

3. trust /trʌst/(n): niềm tin

* -hasTeacher:Sslook at the picture and describe it. -asks Ss to work in pairs, look at the picture and answer the questions. -tells Ss that there are no right or wrong answers and they should feel free to make any guesses. ** Ss answer the questions.

4. carry on (phr.v): tiếp tục

5. achieve success /əˈtʃiːv səkˈses/(v.phr): đạt thành tựu

Aim: To help students practiselistening for specific information in an extract of a talk show and comparing their predictions with what they hear

* Content: task 2,3,4

TASK 2: LISTEN TO THE INTRODUCTION TO THE TALK SHOW AND CHECK WHETHER YOUR ANSWER TO QUESTION 2 ABOVE IS CORRECT OR NOT. (p.13)

1. routine /ruːˈtiːn/(n): sinh hoạt thường

Teacher’s: Student’s activities Content

Hieu: Yes. My parents have created some family routines so that every week we can spend some time together although we’re all very busy. Host: Family routines? Can you tell us more about that?

Audio script –Track6: Welcome to our talk show. Tonight, our topic is Family Life and our guest speaker is Le Minh Hieu. Hieuis a twelfth-grader. He’s just won a gold medal at the International Physics Olympiad. He’ll tell us about his family life and how his family have helped him achieve success in his studies.

Key: 1. difficulties 2. love 3. sad Audio script –Tracks 7: Hieu: Good evening. Well, I live with my parents and my brother. And I must say that all my achievements are the result of their support. Host: Do your parents help you with your studies? Hieu: My parents are farmers. They know little about physics. But they believe in me. They always listen to me and cheer me up whenever I have difficulties.

** T plays the recording twice. Ss do the task and correct the false statements. *** T checks answers.

* -explainsTeacher the task and asks Ss to read the sentences before they listen to the recording again. -checks comprehension of words / phrases that may be new to them -tells Ss to underline the key words while they read the sentences

Host: You’re so lucky to have a supportive family. Do you spend a lot of timetogether?

** T plays the recording. Ss listen and check their ***answer.Tconfirms, shows the answers on the screen and asks Ss to make correction if they made a wrong answer.

TASK 3: TRUE OR FALSE. (p.13)

He’s talking about his family life and how his family have helped him achieve success in his studies.

Hieu: My brother is my best friend. He shares his happy and sad moments with me, and is always there for me when I need help.

DẠYKÈMQUYNHƠNOFFICIAL

* -asksTeacherSsto read through the statements once and underline the key words in them. -checks Ss’ understanding. -asks Ss to listen and then compare their answers in pairs before listen to the recording the second -askstime. Ss to correct the false statements.

** T plays the recordingtwice. Ss do the task. Ss can compare their answers in pairs before listening to the recording the second ***time.T checks answers as a class.

Key: 1. F 2. F 3. T 4. T

Hieu: Well, family routines are ...

Host: So they encourage you to try harder? Hieu: That’s right. Their love and trust give me strength to carry on. Host: How about your brother?

TASK 4: LISTEN AND COMPLETE THE SENTENCES. (p.13)

-To consolidate what students have learnt in the lesson

Ben: Well, I think that parents should help their children’s homework. While their child does homework, be available to interpret assignment instructions, offer guidance, answer questions, and review the completed work.

“How can parents help their children achieve success in their studies?”

-How can parents help their children achieve success in their studies

Work in groups. Discuss the following question.

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

HOMEWORK

-Prepare for the Writing lesson

5. WRAP UP & HOME WORK (2’)

* -hasTeacher:Sswork in groups of three and tells them to think about their own family to answer the **question.Ssprepare their presentation in groups. Each group chooses a representative to share the group’s ideas with the class.

-Do the Listening exercises in the Workbook

*** T gives feedback

ACTIVITY 5:

“How can parents help their children achieve success in their studies?”

Anna: That’s right. Supporting the children in their homework is an effective way that parents can do to help their children achieve success in their studies. What do you think, Cody?

WRAP-UP

Aim: To help students apply the language they have learnt in the listening in a speaking task about their own experiences.

Anna: That’s what I just thought. When kids are organized, they can stay focused instead of spending time hunting thingsdown and getting sidetracked. Therefore, their study’s outcome will be surely good.

Cody: I totally agree with Ben’s opinion. Besides, parents should teach their children organizational skills to help them become successful in their studies.

Teacher asks: What have you learnt today?

-To prepare for the next lessons

* Outcome: students apply the language they have learnt in the listening in a speaking task about their own experiences.

Student’s activities Content

DẠYKÈMQUYNHƠNOFFICIAL

TASK 5: DISCUSSION (p.13)

* OrganisationTeacher’s:

SampleAnna:Hey Ben, how can parents help their children achieve success in their studies in your opinion?

* Content: discussion

=========================

DẠYKÈMQUYNHƠNOFFICIAL

3. Qualities:.

* Organisation : Teacher’s instructions …

I. OBJECTIVES:* By the end of this unit, students will be able to gain the following

-Develop presentation skills.

1.things:Knowledge:

DẠYKÈMQUYNHƠNOFFICIAL

TASK 1: WHICH OF THE FOLLOWING ACTIVITIES IN THE PICTURES DO YOU THINK CAN BE FAMILY ROUTINES? The six pictures with six activities:

* Content: Tohave somewarm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

-Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards..... -Students : Text books, studying equipment…. -Computer connected to the Internet. -Sach mem.vn

II. TEACHING AIDS:

III.

Teacher’s Student’s activities Content

* Implement the task.

Notes:InPROCEDURE:eachactivity, each step will be represented as following: * Deliver the task.

-To lead into thenew unit

-To introduce the concept of family routines and activities that can become part of them.

* Discuss.

2. Competence:

* Outcome: To get students be actively involved in the lesson

Date of planning: …/… / 2022

-Be able and willing to sharing houseworkin the family.

* Give comments or feedback.

-ToAims:create an active atmosphere in the class before the lesson;

-Use lexical items related to thetopic “Family life”; -Write about family routines.

WEEK: 3

Period 7 UNIT 1: MY LESSON6:WritingFAMILY

* -TakesTeacher:the 6 pictures in Task 1, prints them out and puts each picture on different tables.

-Asks Ss to stand around the table with the activity they do most with their family.

-Be collaborative and supportive in pair work and team work; -Actively join in class activities;

1. WARM UP & INTRODUCTION ( 3’-5’)

Date of teaching: …/… / 2022

KEY

(p.14)

** Ss do as instructed.

Ss go to the table with the activity they do most with their family.

2. PRESENTATION/ NEW LESSON ( 12’-15’)

-Ask Ss to read the email and underline the relevant information.

* Outcome: Complete the table with the information from it

DẠYKÈMQUYNHƠNOFFICIAL

*** Ss in each group share with the group how often they do that activity

* Content: Task 2: read joey’s email about his family routines and complete the table with the information from it

**** T asks randomly some Ss to share with the class how often they do the activity and leads in the lesson of “Family routines”: Each of the activities can become a family routine if a family decides to do together and regularly.

Aims: To provide an example email about family routines, which students’ can use as a model for their writing

* Organisation:Teacher’s Student’s activities Content

* -AsksTeacher:Ssto read the table headings to find out what information they need to focus on when they read the email. (routines, when / how often things to do to strengthen family bonds).

TASK 2: READ JOEY’S EMAIL ABOUT HIS FAMILY ROUTINES AND COMPLETE THE TABLE WITH THE INFORMATION FROM IT. (p.14)

3. experience /ɪkˈspɪəriəns/(n): trải nghiệm

*Aim:Content:

*** T confirms, shows the items and their meanings on the screen; asks Ss to note down the Tvocabulary.helpsstudents to pronounce the words

Student’s activities Content

* Outcome: write part of an email about family routines using given ideas

*

WRITING

5. exchange opinions /ɪksˈtʃeɪndʒ əˈpɪnjən/(v.phr): trao đổi ý kiến

+ A paragraph usually consists of three parts: a topic sentence, supporting sentences and a concluding sentence.

-Has Ss compare their answers with a partner before they complete the table. ** Ss do as instructed.

**** T asks individual Ss to call out their answers and confirms the correct ones.

-TellsTeacher:Ssthat they are going to write a paragraph about family routines. They don’t have to write a whole email, and the opening and ending have been

3. PRACTICE ( 15’)

+ A paragraph is a group of sentences that develop ONE main idea.

Asks Ss read the information in the table and check comprehension.

+ Two important qualities of a goodparagraph are unity (i.e. one main idea is developed) and coherence (i.e. all the sentences and ideas flows smoothly to make clear and logical points about the topic)

+ A paragraph usually consists of three parts: a topic sentence, supporting sentences and a concluding sentence.

-Givesprovided.Sssome

2. celebrate /ˈselɪbreɪt/(v): tổ chức, kỉ niệm

Gives Ss some basic information about the structure of a paragraph:

* Organisation:Teacher’s

TASK 3: COMPLETE THE EMAIL ABOUT DONG’S FAMILY ROUTINES USING THE INFORMATION IN THE BOX. (p.15)

VOCABULARY

4. spotlessly /ˈspɒtləsli/(adv): không tì vết

Students listen and repeat

To help students practise writing part of an email about family routines using given ideas. -To help students practise developing ideas and writing a paragraph

DẠYKÈMQUYNHƠNOFFICIAL

+ A paragraph is a group of sentences that develop ONE main idea.

Key:

basic information about the structure of a paragraph:

+ Two important qualities of a good paragraph are unity (i.e. one main idea is developed) and coherence (i.e. all the sentences and ideas flows smoothly to make clear and logical points about the topic)

1. have a picnic /hæv ə ˈpɪknɪk/(v.phr): đi dã ngoại

To: j oey@webmail.com

CLASS CORRECTION

Hi HowJoey,are you? We’re all doing fine here. You asked me about my family routines. Well, we have

+ To conclude: In conclusion, In brief, In short.

* Outcome: correct writing

-Asks Ss to write the middle paragraph of the email individually, sets a limited time for this task and walks round the class to give further support if

****members.Twalks round the class to monitor, makes a note of some common mistakes.

*** Ss share their ideas with a partner.

* -ExplainsTeacher: the marking symbols in the following

two Ss sitting next to each other to exchange their writing, read their partner’s writing and write the symbols next to their partner’s mistakes like the ones in the table above.

-Reminds them that they can ask for their partner’s help.**Ss do as instructed.

Subject: My family routines

DẠYKÈMQUYNHƠNOFFICIAL

-Askstable.

**** T goes round to offer help.

they write, reminds them to use some connectors to link the ideas:

+ To list ideas: First, Second, In addition, Additionally, Moreover, Furthermore, Another idea worth noting is that, Finally,

-Beforeneeded.

Student’s activities Content

* Content: Peer correction

PEER CORRECTION

* -WritesTeacher:Ss’ common mistakes on the board, asks Ss to check whether they make the same mistakes in their writing.

** Ss do as instructed.

Aim: To give students an opportunity to recognise the common mistakes sothat they can avoid in writing

+ To give an example: For example/ For instance, To illustrate.

*** Ss share their answers with their group

* Organisation:Teacher’s

-Asks Ss to return their partner’s writing and lets them correct themselves.

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

Best Dongwishes,

DẠYKÈMQUYNHƠNOFFICIAL

WRAP-UP

-We have practised writing a paragraph about family routines. HOMEWORK -Exercises in the workbook -Prepare for Communication and Culture lesson =========================

5. WRAP-UP & HOME WORK (2’)

-Calls on some Ss to correct those mistakes as a **class.Ss do as instructed. **** -FurtherTeacher:explains the paragraph structure if Ss are not able to develop the three elements in their -Collectswriting. Ss’ writing and provides written feedback in the next lesson. In weaker classes, T provides some suggested answers if necessary.

a number of routines to help us learn life skills as well as build family bonds. Here are three main First,ones. my family always have breakfast together. We often eat bread or noodles and share our plan for the day while eating. Second, we watch our favourite film on TV together every Saturday evening. We watch a film and share snacks. Then, we exchange opinions after the film. Third, on the second Sunday of the month, we visit our grandparents. When coming to our grandparents’ house, we usually do some housework for them and have lunch with them. They look really happy when talking and eating with us. What do you think about my family routines? Please, write back soon and let me know.

T asks: What have you learnt today?

WEEK: 3

-be more respectful of Vietnamese and British family values; -be able and willing to embrace those family values.

Period 8

-be collaborative and supportive in pair work and team work; -access and consolidate information from a variety of sources; -actively join in class activities.

I. OBJECTIVES:* By the end of this unit, students will be able to gain the following

* Outcome:Students revise words/ phrases related to the topic

Date of teaching: …/… / 2022

1. WARM UP & INTRODUCTION ( 3’-5’)

-express their opinions in a conversation about whether family members should spend time -understandtogether; British family values.

UNIT 1: MY FAMILY

* Discuss.

-Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards..... -Students : Text books, studying equipment…. -Computer connected to the Internet. -Sach mem.vn

Notes:InPROCEDURE:eachactivity, each step will be represented as following: * Deliver the task.

DẠYKÈMQUYNHƠNOFFICIAL

-ToAims:create an active atmosphere in the class before the lesson; -To lead into the new unit

* Content: Tohave somewarm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

1.things:Knowledge:

* Give comments or feedback.

III.

Date of planning: …/… / 2022

Lesson 7: Communication and Culture / CLIL

2. Competence:

II. TEACHING AIDS:

* Implement the task.

Teacher’s Student’s activities Content + Greeting + Asking question:

* T divides the class into two teams, has Ss in The class into two teams, has Ss in each team take

* Organisation : Teacher’s instructions …

3. Qualities:

Disadvantages: Children may become too dependent

DẠYKÈMQUYNHƠNOFFICIAL

* Organisation:Teacher’s Student’s activities Content

TASK 2: HAVE SIMILAR CONVERSATIONS EXCHANGING OPINIONS ABOUT WHETHER FAMILY MEMBERS SHOULD SPEND TIME TOGETHER. (p.15)

****

3.2.1.AKey:CB

each team take turns to run to the board and write a word/ phrase about the advantages or disadvantages of sharing housework.

-ChecksTeacher:theanswers by asking individual Ss to read out the complete conversation.

*Content: task 1,2

* -AsksTeacher:Ssto brainstorm some advantages and disadvantages of spending time together as a family. Give some suggestions, if necessary.

(e.g.Advantages: It strengthens family bonds; It makes children happy, develops their selfconfidence; Children can learn life skills and how to behave from their parents.

TASK 1:LISTEN AND COMPLETE THE CONVERSATION. (p.15)

-AsksTeacher:Sstoread through the expressions in the box and the incomplete conversation, checks comprehension and encourages them to complete the gaps based on the clues in the -Playsconversation.therecording once or twice.

To help Ss practise expressing their opinions in a conversation about whether family members should spend time together

**** T confirms the correct word/ phrase and decides the winner (the team with most correct words/ phrases).

2. PRESENTATION/ NEW LESSON (12’-15’)

Give some suggestions, if necessary.

(e.g.Advantages: It strengthens family bonds; It makes children happy, develops their selfconfidence; Children can learn life skills and how to behave from their parents.

** Ss do as instructed.

Aims: To provide students with an example conversation in which people exchange opinions about teenagers doing housework.

* Outcome: Complete the gaps based on the clues in the conversation. Brainstorm some advantages and disadvantages of spending time together as a family.

** Ss do as instructed.

*

-Asks Ss to practise the conversation in groups of -Inthree.stronger classes, writes some prompts on the board and asks Ss to role-play the conversation based on the prompts only.

Disadvantages: Children may become too dependent on their parents, do not have enough

turns to run to the board and write a word/ phrase about the advantages or disadvantages of sharing housework.

time for friends or other relationships, etc.)

DẠYKÈMQUYNHƠNOFFICIAL

* -ShowsTeacher:the words one by one and has Ss repeat the sound of the words -Has Ss guess the meaning of the words based on pictures, explanations and examples.

1. get into top university /ɡet ˈɪntuː tɒp ˌjuːnɪˈvɜːsəti/(v.phr) đỗ vào trường đại học hàng đầu

2. family value /ˈfæməli ˈvæljuː/(n.phr): giá trị gia đình

7. table manners /ˈteɪbl mænəz/(n.phr): quy tắc ứng xử trên bàn ăn

-Revises common expressions used to express -Hasopinions.Sswork in groups of three exchanging their opinions using the conversation in Task 1 as a model. Go round to monitor and offer help when necessary.

COMMUNICATION & CULTURE

5. respect /rɪˈspekt/(n, v): sự tôn trọng / tôn trọng

3. PRACTICE ( 15’)

on theirparents, do not have enough time for friends or other relationships, etc.)

** Ss work in groups of 3 to practise their ***conversations.Somegroups act out their conversations to the ****class.Tpraises Ss for good effort, clean pronunciation, fluent delivery and interesting ideas.

Aim:CultureTo help students learn about British family values and practise reading for specific information * Content: Read the text and list the five family values of British people in the 21st century in the table below * Outcome: Read for specific information * Organisation:Teacher’s Student’s activities Content * -AsksTeacher:Ssread the text about British family values and complete the table.

VOCABULARY

6. wealth of something /welθ/(n) sự giàu có / nhiều

3. pass on /pɑːs ɒn/(phr.v): lưu truyền

8. respectively /rɪˈspektɪvli/(adv): lần lượt là

TASK 1: READ THE TEXT AND COMPLETE THE TABLE. (p.16) the text and list the five of

family values

4. traditional /trəˈdɪʃənl/(adv): truyền thống

Read

** Ss do as instructed.

1. Being truthful and honest (trung thực và thành thật)

2. Respecting older people (tôn trọng người lớn tuổi)

*** Ss share their answers with a partner.

GIÁ TRỊ GIA ĐÌNH NGƯỜI ANH Giá trị gia đình là những ý tưởng về cách mọi người muốn sống cuộc sống gia đình của họ và được truyền từ cha mẹ sang con cái. Các giá trị gia đình vững chắc có thể chuẩn bị cho trẻ em một cuộc sống hạnh phúc. Kết quả của một cuộc khảo sát gần đây ở Anh cho thấy mặc dù cuộc sống gia đình hiện đại đã có nhiều thay đổi, nhưng một số giá trị gia đình truyền thống vẫn còn quan trọng ở Anh hiện nay. Đứng đầu danh sách là các giá trị của việc trung thực và ngay thật, và tôn trọng người lớn tuổi. Trẻ em được dạy để nói sự thật ngay từ khi còn nhỏ. Các em học cách bày tỏ sự tôn trọng với những người lớn tuổi hơn, những người có nhiều trải nghiệm sống. Có cách cư xử tốt trên bàn ăn là giá trị gia đình quan trọng thứ ba. Đứng ở vị trí thứ tư và thứ năm trong danh sách theo thứ tự là các giá trị của việc nhớ nói làm ơn, cảm ơn và giúp đỡ công việc gia đình. Rõ ràng làtrong thế kỷ 21, người Anh vẫn tuân theo một số giá trị gia đình truyền thống.

**** T checks the answers as a class by calling on pairs to write their missing words on the board.

Traditional British family values (Những giá trị của gia đình người Anh truyền thống)

3. Having good table manners (có cách cư xử tốt trên bàn ăn)

-Walks round the class to offer help, explaining unfamiliar words and answering questions.

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

Key

5. Helping with family chores (giúp đỡ công việc gia đình)

British people in the 21st century in the table below.

4. Remembering to say please and thank you (nhớ nói làm ơn, cảm ơn)

DẠYKÈMQUYNHƠNOFFICIAL

* Outcome:Students’s talks

T asks: What have you learnt today?

Vietnamese families also have some similar values to British’s. Being honest and respecting older people are values that on top of the list. Children have been taught not to tell lies since they were small. They learn to show respect to older people as well. Having good table manners is also an important family value in Vietnam.

* OrganisationTeacher’s: Student’s activities Content

TASK 2: DISCUSSION (p.16)

Sample

-Ask Ss to work in pairs to discuss each of the British family values in the table and decide whether Vietnamese people follow those values

Ss to write YES in the Vietnamese column if the value is also followed in Viet Nam, NO if it is not, NOT SURE if Ss are not sure whether it is YES or NO.

Aim: To help students relate what they have learnt in the reading text to their own culture.

WRAP-UP

** Ss work in pairs to discuss and take notes. **** T calls on some Ss to report back their answers to the class.

Do exercises in the part Looking back -Exercises in the workbook

* -HasTeacher:Ssdraw the completed table in 1 in the notebooks and add one more column to the right which is Traditional Vietnamese family values

-Prepare for Looking back and Project lesson

=========================

-HOMEWORK

-Tellstoo.

-Asks Ss to think of more family values observed in Viet Nam (e.g. family unity and harmony, respect for the elders, etc.)

* Content: Discussion

5. WRAP-UP & HOME WORK (2’)

-The ways to express opinions -British and Vietnamese family values

DẠYKÈMQUYNHƠNOFFICIAL

Date of planning: …/… / 2022

WEEK: 3

-review pronouncing consonant blends /br/, /kr/, /tr/ -review the vocabulary and grammar of Unit 1 -do research on Family Day in Viet Nam or other countries in the world and give a group presentation about it.

II. TEACHING AIDS:

1.things:Knowledge:

-Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards..... -Students : Text books, studying equipment…. -Computer connected to the Internet. -Sach mem.vn

Date of teaching: …/… / 2022

I. OBJECTIVES:* By the end of this unit, students will be able to gain the following

* Give comments or feedback.

DẠYKÈMQUYNHƠNOFFICIAL

-develop communication skills and creativity; -develop presentation skills; -develop critical thinking skills; -be collaborative and supportive in pair work and team work; -actively join in class activities.

* Organisation : Teacher’s instructions …

1. WARM UP & INTRODUCTION ( 3’-5’)

III. Notes:InPROCEDURE:eachactivity, each step will be represented as following: * Deliver the task. * Implement the task. * Discuss.

* Content: Tohave somewarm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

-ToAims:create an active atmosphere in the class beforethe lesson; -To lead into the new unit

2. Competence:

3. Qualities:. -be more creative when doing the project; -develop self-study skills.

Period 9

UNIT 1: MY FAMILY Lesson 8: Looking back & Project

* Outcome:

-Asks/tr/.individual Ss to write the words with the consonant blends on the board and has them read those words several times.

PRONUNCIATION: LISTEN AND WRITE /BR/, /KR/ OR /TR/. (p.16)

Listen and write /br/, /kr/, or /tr/ above the word that has the corresponding consonant blends. Then practise reading the sentences.

VOCABULARY: COMPLETE THE TEXT. (p.16)

DẠYKÈMQUYNHƠNOFFICIAL

* -DividesTeacher:Ss into 4 groups.

Aims: To help students revise the consonant blends /br/, /kr/, and /tr/.

* T asks Ss to complete the text by using the correct form of the word and phrases in the box

* -AsksTeacher:Ssto listen to the recording and underline the words that have the consonant blends /br/, /kr/, and

Divides Ss into 4 groups. Each group to write down as many words as they can think of about the topic “Household chores”.

/tr/ /br/

laundryIn Thanh's family, everybody shares the housework. His mother (1) ______. Thanh really

1. I like ice cream, but my brother likes bread pudding./tr//kr/

Teacher’s Student’s activities Content + Greeting + Asking question:

Student’s activities Content

Complete the text. Use the correct forms of the word and phrases in the box. do the washing-up do the heavy lifting do the cooking clean the house

2. PRESENTATION/ NEW LESSON ( 12’-15’)

**** T checks the answers by asking individual Ss to write the missing words/ phrases on the board

-Plays the recording again, pausing after each sentence for Ss to repeat.

Key: /kr/ /br/ /br/

**** T goes round to offer help and collect common mistakes if Ss have to correct as a class.

*****individually.Ssdoasinstructed.Sscomparetheiranswers with a partner.

2. Tracy crashed her car into a tree and broke her leg.

To help students revise words and phrases related to the topic of household chores, which they have learnt in the unit.

* Content: Pronunciation and vocabulary

/kr/ /br/

** Ss do as instructed.

-Asks each group to write down as many words as they can think of about the topic “Household **chores”.Ssdo as instructed.

**** T praises the Ss with the most words and the most interesting words/ phrases.

Complete the text. Use the correct form of the word and phrases in the box.

3. They often have crab soup for breakfast.

* Outcome: Revise words and phrases related to the topic of household chores, which they have learnt in the unit. pronounce the consonant blends /br/, /kr/, and /tr/ correctly

* Organisation:Teacher’s

-Puts Ss in pairs and has them practise reading the sentences together.

3. be away on business /bi əˈweɪ ɒnˈbɪznəs/(phrase): đi công tác xa

2. regularly /ˈreɡjələli/(adv): một cách thường xuyên

3. PRACTICE ( 15’) : Aim: To help students revise the Present simple and Present continuous. * Content: grammar points * Outcome:understand and use grammar points correctly * Organisation:Teacher’s Student’s activities Content

VOCABULARY

enjoys the food she cooks. Thanh's father is a strong man, so he (2) ______. Thanh helps with the (3) ______. He feels proud that he knows how to run a washing machine. Thanh's sister helps with (4) ______. She does it regularly, so their house is never dirty. She also (5) ______ after each meal. do the washing-up: rửa bát do the heavy lifting: bê đồ nặng do the cooking: nấuăn clean the house: dọn dẹp nhà laundry (n): sự giặt giũ S (singular) + V-s/es S (plural) + V-infinitive help with something/doing sth: giúp đỡ làm gì Key

In Thanh's family, everybody shares the housework. His mother (1) does the cooking. Thanh really enjoys the food she cooks. Thanh's father is a strong man, so he (2) does the heavy lifting. Thanh helps with the (3) laundry. He feels proud that he knows how to run a washing machine. Thanh's sister helps with (4) cleaning the house. She does it regularly,so their house is never dirty. She also (5) does the washingup after each meal.

* -ShowsTeacher:the words one by one and has Ss repeat the sound of the words -Has Ss guess the meaning of the words based on pictures, explanations and examples.

LOOKING BACK

1. run a washing machine /rʌn ə ˈwɒʃɪŋ məʃiːn/(v.phr) vận hành máy giặt

DẠYKÈMQUYNHƠNOFFICIAL

** Ss do as instructed.

DẠYKÈMQUYNHƠNOFFICIAL

*** Ss compare their answers with a partner.

6. are your family doing => do your family do What do your family do in the evenings?

**** T checks the answers by asking individual Ss to write the answers on the board and has them explain why.

3. Nam's often looking => Nam often looks Nam often looks untidy. 4. cooks => is cooking She can't answer the phone now. She is cooking dinner.

(2. look => am looking Jack is away on business, so now I am looking after his dog.

Explain -Chúng ta sử dụng thì hiện tại đơn để nói về thói quen hoặc những việc chúng ta làm thường xuyên. Ví dụ: My mother cooks every day.

5.dinner.Excuse me, do you read the newspaper? Could I borrow it?

6. What are your family doing in the evenings?

2. Jack is away on business, so now I look after his dog.

3. Nam's often looking untidy.

4. She can't answer the phone now. She cooks

wanting => I want I'm writing to you to tell you how much I want to see you.

5. do you read => are you reading Excuse me, are you reading the newspaper? Could I borrow it?

1.KeyI'm

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

Chú ý: Chúng ta không sử dụng thì hiện tại tiếp diễn với những động từ tình thái như like, love, need, want know, agree, etc.

To

provide an opportunity for students to develop their research and collaboration skills and to practise giving an oral presentation. * Content: * Outcome: Develop their research and collaboration skills and to practise giving an oral presentation. * Organisation :

Aim:Project

GRAMMAR: THERE IS A MISTAKE IN EACH SENTENCE BELOW. FIND THE MISTAKE AND CORRECT IT. (p.16)

* T asks Ss to find the mistake in each sentence and correct it individually.

1. I'm writing to you to tell you how much I'm wanting to see you.

There is a mistake in each sentence below. Find the mistake and correct it.

-Asks Ss to complete the self-assessment table, identifies any difficulties and weak areas and suggests further practice for individual Ss.

1.where it is celebrated 2.when it is celebrated 3.when it was first celebrated 4.why it is celebrated sample what people often do to celebrate the We’re going to present some findings of our research on Family Dayin Canada. Family Dayis celebrated on the 3rd Monday of Februaryand in this year 2022, Family Day is February 21st.First held in Alberta in 1990, Family Day was proposed by the province's former premier, Don Getty, after his son was arrested for dealing drugs. As we all know, family is not an important thing; it’s everything. Therefore, Family Day is supposed toreflect the values of family and homethat were important to the pioneers who founded Alberta, and to give workers the opportunity to spend more time with their families. On Family Day, many peopleplan and take part in activities aimed at the whole family. These include visiting art exhibitions, watching movies, skating on outdoor ice rinks, playing board games, and taking part in craft activities. Some communities plan special public events, and art galleries and museums may have reduced price or free entry. These are all of our findings.

Happy Family Day! Work in groups. Do a research on Family Day in Viet Nam or other countries in the world. Present your findings to the class. Your presentation should include:

*** Ss make questions after each presentation.

** Ss do as instructed.

-Invites two or three groups to give their presentations and encourages the rest of the class to ask questions at the end.

Teacher’s Student’s activities Content

DẠYKÈMQUYNHƠNOFFICIAL

**** -GivesTeacher:praise and feedback after each presentation and gives marks for their presentation as part of their continuous assessment.

* -GivesTeacher:Ssa checklist for peer and self-assessment and explains that they will have to tick the appropriate items while listening to their classmates’ presentations and write comments if they have any. (The presenters should complete their self-assessment checklist after completing their -Goespresentation).throughthe criteria for assessing their talk to make sure Ss are familiar with them.

DẠYKÈMQUYNHƠNOFFICIAL

5.WRAP-UP & HOME WORK (2’)

-RevisePresent simple and Present continuous.

HOMEWORK

-Prepare for Unit 2 lesson 1

-Exercises in the workbook

-Revise the consonant blends /br/, /kr/, and /tr/.

T asks: What have you learnt today?

=========================

-Revise words/ phrases related to the topic Household chores.

WRAP-UP

2. Competence:

Develop a greener lifestyle and awareness of environmental issues; Be responsible tothe environment.

* Discuss.

Teacher’s Student’s activities Content + Greeting + Asking question:

Period 10

Teacher: Grade10 text book, laptop, projector / TV/ pictures and cards.....

* Outcome: Get knowledgeon thetopic of theunit. and create a lively atmosphere in the

- Sach mem.vn

- Students: Text books, studyingequipment….

1. Knowledge:

Uhttps://www.youtube.com/watch?v=WfGMYdalCllink:

I. OBJECTIVES:*By the end of this unit, students will be able to gain the following things:

DẠYKÈMQUYNHƠNOFFICIAL

Date of teaching: …/… / 2022

Notes:PROCEDURE:Ineachactivity, each step will be represented as following:

* Organisation: Teacher’s instructions …

*** Ss work in 4 groups, share their words/ phrases they have noted downwiththeothers, then take turns towrite the words/ phrases on theboard.

CLIPWATCHING Video

* Give comments or feedback.

** Ss doas instructed.

-Aims:Tocreate an active atmosphere in the class before the lesson; - To lead into the new unit

Develop communication skills and environmental awareness; Be collaborative and supportive in pair work and teamwork; Actively join in class activities.

* T gives instructions: Watch theclip and take notes what theman has done.

- Computer connected to theInternet.

* Deliver the task.

Date of planning: …/… / 2022

An overview about the topic Human and theEnvironment; Vocabulary totalk about activities toadopt a greener lifestyle.

* Content: To have some warm up activities tocreate a friendlyand relaxed atmosphere to inspire Ss to warm up to thesubject and new lesson.

WEEK:4

II. TEACHING AIDS:

* Implement the task.

UNIT 2: HUMANS AND THE ENVIRONMENT Lesson 1: Getting started Go GreenClub

****checksTeacher:andcorrects if there are any spelling

1. WARMUP & INTRODUCTION (3’- 5’)

III.

3. Qualities:

GETTING STARTED

:

8. organise /ˈɔːgənaɪz/ (v): tổ chức

5. encourage /ɪnˈkʌrɪdʒ/ (v): khuyến khích

2. improve /ɪmˈpruːv/ (v): cải thiện

To practise scanning.

12. achieve /əˈtʃiːv/(v) (v): đạt được

3. PRACTICE (15’)

Teacher’s Student’s activities Content

To help studentsrevive some collocations for the environment so that theycan use them in the

1. adopt (v) /əˈdɒpt/: start to use a particular 2.methodawareness (of) (n) /əˈweənəs/: interest in and concern about a particular situation or area of 3.interestcarbon footprint (n) /ˌkɑːbən ˈfʊtprɪnt/: a measure of theamount of carbon dioxidethat is produced by theactivities of a person or company

3. attend /əˈtend/(v): tham dự

** Ss say the Vietnamese meanings of the words.

To get studentstouse some vocabulary tobe learnt in the unit.

14. adopt /əˈdɒpt/ (v): áp dụng

Aim: To get studentsinterested in thetopic.

* Content: Vcabulary

*** OtherSs correct if theprevious answers are ****incorrect.Tshows themeanings, says the wordsaloud and asks Ss torepeat them.

13. raise /reɪz/ (v): nâng cao

To practise reading for specific information.

mistakesconfirms

Vocabulary

* Outcome: studentsare interested in the topic. studentstolearn some vocabulary tobe learnt in the unit use key language more appropriately before they read and listen

6. clean up / kli:n ʌp / (phr.v): dọndẹp

1. green living /griːn ˈlɪvɪŋ/ (n.phr): sống xanh

* Organisation:

the winner.

* T asks Ss to look at the explanation and the photos toguess themeaning of new words.

DẠYKÈMQUYNHƠNOFFICIAL

11. text /tekst/ (v): nhắn tin

7. planned event / plænd ɪˈvɛnt / (n.phr): sự kiện đã đượclên kế hoạch

9. carbon footprint /ˌkɑːbən ˈfʊtprɪnt/ (n.phr): khí thải carbon

Leadsin thelesson: Our environment is being seriously destroyed,at your age you can take some simple actions tohelp save the environment. One of them is taking part in Go Green clubs.

Aims: To help studentsuse key language more appropriately before they read and listen

2. PRESENTATION/NEWLESSON ( 12’- 15’)

To develop students'knowledgeof vocabulary for humans and the environment.

4. set up/set ʌp/ (phr.v): thànhlập

10. be able to do something / biː ˈeɪbl tuː duː ˈsʌmθɪŋ/ (v.phr): có thể làm

* Outcome: studentstouse some vocabulary tobe learnt in the unit.

Key:

2. What does the club want to achieve?

TASK 1. LISTEN AND READ (p.18)

*** One pair readsaloud.

** Ss doTask 2 individually first.

** Ss dothe task in pairs.

2. The club wants to improve the environment and encourage people to adopt a greener lifestyle.

The Youth Union in Nam’s school set it up.

5. What is Mike keen to do?

DẠYKÈMQUYNHƠNOFFICIAL

**** T collects common mistakes and gives comments

*** Ss share and discuss with their partners about the key words.

Read the conversation again and answer the following questions.

**** T dividesthe class into twobig teams, and has Ss in each team take turns tochoose a number in the game Lucky number to check the answers.

To help studentspractise scanning.

3. What does Nam think the club will do in the future?

6. What do they decide at the end of the conversation?

5. He is keen to reduce his carbon footprint. Nam will tell Mike the time and the place of the club meeting.

Read the conversation again and answer the following questions.

1. Who set up the Go Green Club?

* T has the Ss read the conversation in pairs.

+ Is cleaning up theschool/ thestreet/ public places a way toadopt a green lifestyle?

TASK 2: READ AND ANSWER THE QUESTIONS.(p.19)

To help studentsidentifysome future structures with will and be going to, the passive voice and how they are used in sentences.

following lessons.

**** T corrects their answers as a class.

4. It is cleaning up the school right after the ceremony

* Content: Task 1 Listen and Read

Key:1.

* T asks Ss to work individually to read the questions and underline the key words,thenshare their ideas with a partner who sits next tothem.

4. What is the first activity of the club?

*** Ss share their answers witha partner.

3. He thinks the club will organize more activities to raise people’s awareness of environmental issues.

** Ss read theconversation.

* T asks Ss to scan the conversation, locate the key wordsto find theanswer for each the question with the partner whosits behind them.

+ What are the studentsdoing?

+ What are you going tolisten to?

TASK 2: READ AND ANSWER THE QUESTIONS.(p.19)

**** T checks their answers with thewhole class.

* T has Ss locate the verbs or phrasal verbs in the TASK 3: MATCHTHE VERBSOR

Teacher’s Student’s activities Content

* T asks Ss to look at the picture (p.18) and answer the following questions:

* Organisation :

Suggested answers: adopting a greener lifestyle, raising local people’s awareness of environmental issues, reducing my carbon footprint

* T plays therecording twice, has Ss listen to the conversation, read along and underline the activities in the conversation which are good for the **environment.Ssdothetask individually.

5 a. set up a club: thành lập câu lạc bộ

conversation, find thenouns or noun phrases after each verb/ phrasal verb todothe matching.

clear instructions in order tomake sure Ss can role play effectively.

* Organisation :

+ Club chairmen think of,discuss and list as many questions to ask the candidates (e.g: the reasons why the candidates want to become a club member, experiences in the past to protect the environment and the intentions in the future).

T chooses some useful or excellent words/ phrases/ expressions/ word choices Ss have used to give suggestions to other students.

3 e: clean up the school: vệ sinh trường học

*** Ss share their answers witha partner.

To give studentsauthenticpractice in using target language

PHRASAL VERBSIN A WITH SUITABLE NOUNSOR NOUN PHRASESIN B.(p.19)

**** T checks and gives the correct answers with the whole class, and has them say themeaning of each collocation.

*GivesTeacher:Ss

Divides Ss into 2 main groups consisting of Candidatesand Club Chairmen.

* Content: TASK 5: INTERVIEW

To become a member of our school, Go Green Club, you must participate in aninterview with the club chairman. Thinkabout activities which you can do at school and in your community to help protect the environment.

Observes Ss while theyare role playing, notes their language errors.

4 b: adopt a greener lifestyle: áp dụng lối sống xanh hơn

1.Key:was set up 2. are / ‘re going to 3. will / ‘ll

Aim: To help studentspractising talking about activities which help protect theenvironment.

**** T asks the whole class to call out the verb forms first, then calls on individual Ss to read the complete sentences.

TASK 4: COMPLETE THE FOLLOWING SENTENCESBASED ON THE CONVERSATION IN TASK 1. (p.19)

** Ss doas instructed.

To practise team working.

+ Candidatesthinkof the reasons why theywant to become club members and activities theydid in the past and are going todoin thefuture tohelp protect thePairsenvironment.thechairmen with thecandidatesand asks them torole play.

* T has Ss read each sentences, try to think of a verb or an auxiliary verb that will complete thegap.

4. PRODUCTION/FURTHER PRACTICE (8’)

1Answers:c:raise awareness: nâng cao nhận thức

** Ss dothe task individually.

TASK 5: INTERVIEW

* Outcome: talk about activities which help protect the environment.

DẠYKÈMQUYNHƠNOFFICIAL

*** Ss share theanswers with a peer.

2 d: reduce your carbon footprint: giảm lượng khí thải cacbon của bạn

**** T gives Ss feedback.

** Ss work individually.

Teacher’s Student’s activities Content

* T asks Ss: What have you learnt today?

- Reading forspecific information

2. Competence:

HOMEWORK

=========================

5. WRAP-UP& HOME WORK (2’)

WRAP-UP

3. Qualities:

- Adopt greener lifestyle and awareness of environmental issues;

1. Exercises in theworkbook

Reminds Ss that beside brainstorming Go Green Weekend activities, they: + can search for ideas on theInternet,in the newspapers, etc.for reference. + should use photos/pictures toillustrate their ideas.

Period 11 UNIT 2: HUMANS AND THE ENVIRONMENT Lesson 2: Language

Pronounce theconsonant blends /kl/, /pl/, /gr/, and /pr/ correctly in isolation and in sentences; Understand and use some lexical items about humans and the environment; Distinguish and use will and be going to totalk about thefuture; Use the passive voice correctly.

Be collaborative and supportive in pair work and team work; Access and consolidate information from a variety of sources; Actively join in class activities.

II. TEACHING AIDS:

Students: Text books, studyingequipment…. Computer connected to theInternet.

T chooses some typical errors and correct as a wholeclass withoutnominating thestudents’names.

Teacher: Grade10 text book, laptop, projector / TV/ pictures and cards.....

- Scanning

DẠYKÈMQUYNHƠNOFFICIAL

- Some lexical items about humans and theenvironment

*HasTeacher:Sslook at the last page of Unit 2, the Project lesson and asks them what topic of the project is. Tells them the project requirements: Ss will have tomake a plan for a Go Green Weekend in which they+will:suggest activities for theevent, provide thereasons and expected results of the activities; + include information as stated in thetable on page 27 in the Student’sBook. + present their plans in thelast lesson of the unit.

Puts Ss into groups and has them choose their group leader; Asks them toassign tasks for each member, making sure that all group members contribute to theproject work.

2. Project preparation

Date of planning: …/… / 2022 Date of teaching: …/… / 2022 WEEK:4

I. OBJECTIVES:*By the end of this unit, students will be able to gain the following things:

1. Knowledge:

- Be responsible for environment protection.

Teacher’s Student’s activities Content

**** T gives comments, decidesthe winner, asks some more questions to leads in the lesson.

-Aims:Tocreate an active atmosphere in the class before the lesson;

T shows thefollowing pictures, and asks Ss to describe each picture with a word.

- To lead into the new unit

Notes:PROCEDURE:Ineachactivity, each step will be represented as following:

Aims: To help studentsrecognize and practise theconsonant blends /kl/, /pl/, /gr/, and /pr/ in individual Towords.help studentsrecognise the consonant blends/kl/, /pl/, /gr/, and /pr/ in sentences and pronounce them Tocorrectly.makesure that studentsunderstand themeaning of some lexical items about humans and the Toenvironment.givestudentspractice in using thewords/phrases in meaningful contexts.

* Implement the task.

* Organisation: Teacher’s instructions …

* Organisation:

*PRONUNCATION

* Outcome: studentsrecognize and practise the consonant blends/kl/, /pl/, /gr/, and /pr/ in individual studentswords.understand themeaning of some lexical items about humans and the environment.

Teacher’s Student’s activities Content

To help studentsmemorize thewords/phrases they have learnt.

* Deliver the task.

* Discuss.

TASKPRONUNCATION1:LISTENAND REPEAT. Pay attention to the consonant blends /kl/, /pl/, /gr/, and /pr/. (p.19)

III.

+ Greeting + Asking question:

* T gives instructions, draws lines or shapes one by one and has Ss guess what T is going to draw after drawingone line or one shape.

* Content: Pronunciation and vocabulary part

T has Ss workin pairs to categorize those **pictures.Ssdoas instructed.

2. PRESENTATION/NEWLESSON ( 12’ 15’)

** Ss in twobig teams take turns to guess what the T is going todoby answering: Youare going to draw a/an …

GUESSING GAME:WHAT AMI GOING TO DRAW?

DẠYKÈMQUYNHƠNOFFICIAL Sach mem.vn

* Outcome: Arouse theclassroom atmosphere. and lead in the lesson.

+ Is using these vehicles good forthe +environment?Whyisusing them not good for the environment?

* Give comments or feedback.

* Content: To have some warm up activities tocreate a friendlyand relaxed atmosphere to inspire Ss to warm up to thesubject and new lesson.

1. WARMUP & INTRODUCTION (3’- 5’)

**** T goes round to offerhelp and collects common mistakes tocorrect as a class.

protect

TASK 1: MATCHTHE WORDS AND PHRASESTO THEIR MEANINGS. (p.20)

class ground giftplay

* Teacher:

**** T confirms thecorrect answers and leads in the task.

*** Ss share their ideas with a partner.

*** Ss practise reading thesentences in pairs.

- plays the recording and asks Ss tolisten tothe wordsand repeat; tells them to pay attentionto the consonant blends. (Teacher can play the recording as many times as necessary) makes sure Ss know themeaning of each word. ** Ss doas instructed.

**** T checks whether Ss have improved their pronunciation by randomly calling on individual Ss toread the wordsaloud.

green placeclean

** Ss doas instructed.

TASK 2: LISTEN AND PRACTISE SAYING THE FOLLOWING SENTENCES.(p.19)

3. Our group will make theplayground green 4.again.The studentsare practicing their presentation on environmental protection.

* Teacher: checks Ss’ comprehension of the sentences. plays the recording, has Ss focus on the words containing theconsonant blends and asks them to circle thesewords. plays the recording again, pausing after each sentence, for Ss torepeat.

1. The club members will clean up all the 2.classrooms.Wearepleased that wecreated an interesting plot for theschool play.

DẠYKÈMQUYNHƠNOFFICIAL

VOCABULARY

* T gives clear instructions.

** Ss work in pairs todiscuss and dothe matching.

3.

2. household appliances

* T dividesthe class into teams, asks Ss towrite as many sentences as they can in 2 minutes, using the words/phrases in 1. T reminds them to make at least one sentence witheach word/ phrase. ** Ss works in small teams and doas instructed. *** The teams with themost sentences taketurns toread aloud their sentences.

1. household appliances 2. energy carbon footprint

**** T gives comments, collects common mistakes tocorrect.

explains that theyshould use the context clues to decideon theword/ phrase, e.g. in the first sentence, the gapped word is an adjective(eco **friendly)Sswork in pairs todiscuss and find the answers. *** Ss share theanswers with thewhole class. **** T confirms thecorrect answers and asks Ss to give thereasons why theyhave chosen the word/phrase for each sentence.

DẠYKÈMQUYNHƠNOFFICIAL

5.

1.Key:Eco friendly

TASK 3: MAKE SENTENCES,USING THE WORDS/PHRASESIN TASK 1.

TASK 2: COMPLETE THE SENTENCES USING THE WORDSOR PHRASESIN 1 (p.20)

3. carbon footprint 4. energy 5. litter

**** T confirms thecorrect answer.

e

4. litter eco friendly

Key: 1. d 2. 3. a 4. b 5. c

To give studentsanopportunity torevise theuse of will and be going to totalk about futureactions. To give studentsanopportunity torevise thepassive voice.

*hasTeacher:Ssread the sentences carefully to decide which word/phrase in 1 can be used to complete each of thesentences.

*** Ss share theanswers with thewhole class.

Aim:

3. PRACTICE (15’)

*** Ss share their answers witha partner. **** T check Ss’ answers and asks them to explain their choices (using the clues above).

Giải thích: Nói về một suy đoán có cơ sở “Look at the sun.”

asks Ss to work independently and rewrite the sentences using the passive voice. reminds Ss of the correct verb forms in different tenses; of the use of the preposition by to mention the doerof the action.

* Content: revise theuse of will and be going to to talk about futureactions

PASSIVE VOICE

+ Can we use both structures for predictions? Chúng tadùng will để nói về: kế hoạch đượcxây dựngở thời điểm nói. dự đoán dựatrên những gì chúng ta nghĩ hoặc chúng ta tin về tươnglai. Cấu trúc: S + will + V nguyên thể Chúng tadùng be going to để nói về: kế hoạch đã đượcxây dựngtrướcthờiđiểm nói. dự đoán dựatrên những gì chúng ta nhìn thấy hoặc dựavào hiểu biết.

Cấu trúc: S (singular) + am/is + going to + V nguyên thể S (plural) + are + going to+ V nguyên thể Lời giải chi tiết:

2. We have already madethe decision. We are going to buy a new house next month. (Chúng tôi đã đưa ra quyết định rồi. Chúng tôi sẽ mua một ngôi nhà mới vào tháng tới.)

(Tôi quên gọi điện cho bố rồi. Tôi sẽ gọi ngay sau bữa trưa.)

+ Can we use both structures for predictions? in weaker classes, T gives more examples to make sure Ss understand theuse of will and be going to; in stronger classes, has Ss come up with their own example sentences. asks Sstoworkin pairs orindividually tochoose will or thecorrect form of be going to tocomplete eachremindssentence.them to use some clues in the sentence to decideonthe correct tense form. e.g. 1: I don’t think; 2: have already made the decision; 3: I’m sure; 4: Look at; 5: I forgot to phone Dad ** Ss doas instructed.

Rewrite the following sentences using the passive voice. Begin each sentence as shown. *asksTeacher:Sstoread the explanation in theRemember! box on page 21 and asks Ss questions tocheck their understandingof the grammar point, for example:

+ Which auxiliary do we use to talk about plans made at the moment of speaking / before the moment of speaking?

+ What do we focus on?

the following sentences with will or the correct forms of be going to. (p.20)

3. I’m sure she will pass thefinal exam. (Tôi chắc chắn cô ấy sẽ vượt qua kỳ thi cuối kỳ.)

1. I don’t think she will come tonight.She has to revise for her exam tomorrow.

+ Which auxiliary do we use to talk about plans made at the moment of speaking / before the moment of speaking?

(Nhìn mặt trời kìa. Nó sẽ là một ngày đẹp trời.)

Giải thích: Nói về suy nghĩ của một người ta dùngcấu trúc “S1 + be sure + S2 + will V”.

+ How do we form the passive voice? (the verb be and the past participle of the main verb). in weaker classes, gives more examples to make sure Ss understand theuse and forms of the passive voice in different tenses; in stronger classes, has Ss come up withtheir own example sentences in both passive and active structures.

+ Do both structures talk about the future?

Key:

+ Do both structures talk about the future?

* Organisation: Teacher’s Student’s activities Content

+ When do we use the passive voice?

4. Look at the sun. It is going to be a beautiful day.

Giải thích: Nói về một quyết định hành động tức thờikhông có dự định trướcdùng“will”.

Giải thích: Nói về suy đoán của một người ta dùngcấu trúc “S1 + think + S2 + will V”.

THE FUTURE WITHWILL AND BE GOING CompleteTO

DẠYKÈMQUYNHƠNOFFICIAL

* Outcome: studentscantalk about futureactions and use passive voice form correctly.

* Teacher:tellsSs to read the explanations in the Remember! box on page 20 and asks Ss questions toelicit the differencesbetween will and be going to, for example:

5. I forgot to phone Dad.I will doit right after lunch.

Giải thích: Nói về kế hoạch đã đượcquyết định trướcdùng“be going to”.

+ When do we use the passive voice?

Rewrite the following sentences using the passive voice. Begin each sentence as shown.

+ What do we focus on?

+ How do we form the passive voice? (the verb be and the past participle of the main verb).

(Lối sống xanh ngày càng được nhiều người lựa chọn sống theo.)

*** Ss work in pairs tocompare their answers.

Passive voice (Câu bị động) Rewrite the following sentences using the passive voice. Begin each sentence as shown. Cấu trúc câu bị động:

Thì hiện tại đơn: S + am/is/are + V pp

3. More trees will be planted in the neighbourhood. (Nhiều cây xanh hơn sẽ được trồng trong khu xóm.)

PASSIVE VOICE

Giải thích: Cấu trúc câu bị động thì hiện tại đơn: S + am/is/are + V-pp + by O

Giải thích: Cấu trúc câu bị động thì quá khứ đơn: S + were/was + V pp + by O + trạng từ thờigian

4. A lot of clean up activities are going tobe organised by our club this weekend. (Rất nhiều hoạt động dọn dẹp sẽ được tổ chức bởi câu lạc bộ của chúng tôi vào cuối tuần này.)

Giải thích: Cấu trúc câu bị động thì tươnglai đơn: S + will be + V pp (+ by O)

Vị trí trạng từ: trạng từ chỉ nơi chốn + by O + trạng từ chỉ thờigian Lời giải

elicits that if the subject in the active voice is they or we, Ss don’t need to indicate the doer in the passive voice.

** Ss doas instructed.

1. will 2. are going to 3. will 4. is going to 5. will

5. Important environmental issues were discussed at themeeting.

**** T checks the answers as a class by having individual Ss read out the sentences or write them on the board.

Giải thích: Cấu trúc câu bị động thì tươnglai gần: S + am/is/are + going to be + V pp + by O + trạng từ thờigian

DẠYKÈMQUYNHƠNOFFICIAL

1. A green lifestyle is adopted bymore and more people.

2. The rubbish wasn’t put in thebins by the studentsaftertheparty yesterday. (Rác không được học sinh bỏ vào thùng rác sau bữa tiệc ngày hôm qua.)

Thì quá khứ đơn: S + were/was + V pp Thì tươnglai đơn: S + will be + V pp Thì tươnglai gần: S + am/is/are + going tobe + V pp

* Outcome: studentscantalk about futureactions and use passive voice form correctly

5. WRAP-UP& HOME WORK (2’)

Exercises in the workbook. Prepare for Lesson 3, Unit 2.

Date of teaching: …/… / 2022

WEEK:4

- Consonant blends /kl/, /pl/, /gr/, and /pr/

- Will and be going to to talk about the future; Passive voice.

**** T praises Ss for interesting ideas and having a good memory and decidesthewinner.

WRAP-UP

* Content: Game: chain memory

Teacher’s Student’s activities Content

* Organisation :

T explains toSs that thesentences don’t havetobe true. T continues until a student can’t remember the previous sentences. Inbigger classes, T has Ss play the game in teams. The winner is the team that continues the chain forthe longest time.

Rules:Thas

HOMEWORK

* Teacher asks: What have you learnt today?

* T explains the rules of the game.

=========================

GAME:CHAIN MEMORY

4. PRODUCTION/FURTHER PRACTICE (8’)

- Some lexical items about humans and theenvironment;

Aim: To help studentsfurtherpractise thefuture tense forms

Rules:Thas

Ss sit in a circle and has one student say a sentence about what he/she is going toor will do, for example:

Date of planning: …/… / 2022

DẠYKÈMQUYNHƠNOFFICIAL (Các vấn đề môi trường quan trọng đã được thảo luận tại cuộc họp.)

Ss sit in a circle and has one student say a sentence about what he/she is going toor will do,for example:

After this lesson, I’m going to play volleyball in the playground. The next student repeats it and addsanother sentence, e.g. After this lesson, I’m going to play volleyball in the playground and I’m going to meet some friends.

** Ss doas instructed.

After this lesson, I’m going to play volleyball in the playground. The next student repeats it and adds another sentence, e.g. After this lesson, I’m going to play volleyball in the playground and I’m going to meet some friends.

7. The time of life when a person is young, especially the time before a child becomes an adult

Teacher: Grade10 text book, laptop, projector / TV/ pictures and cards.....

* Implement the task.

1. Knowledge:

Aims:Tocreate an active atmosphere in the class before the lesson; To lead into the new unit

Lesson 3: Reading

DẠYKÈMQUYNHƠNOFFICIAL

3. The amount of carbon dioxideproduced bythe activities of a person or an organisation

CROSSWORD

Recognise what activities are related toa green lifestyle and be readyto adopt themin their lives; Be responsible for environment protection.

I. OBJECTIVES:*By the end of this unit, students will be able to gain the following things:

* Give comments or feedback.

1. WARMUP & INTRODUCTION (3’- 5’)

Students:Text books, studyingequipment…. Computer connected to theInternet. Sach mem.vn

* Deliver the task.

* Outcome: Createa friendly and relaxed atmosphere to inspire Ss to warm up to thesubject and new lesson.

** Ss discuss in their teams and say the wordsout. ****confirms,Teacher:shows the answers on the screen and decidesthe winner. leads in thelesson.

UNIT 2: HUMANS AND THE ENVIRONMENT

II. TEACHING AIDS:

2. Causing no harm to theenvironment

5. All the people living together in a house or flat

4. Power used for driving machines, providing heat and light, etc

12

- Read for main ideas and specific information in a text about green living; Guess the meaning of words/phrases in context; Talk about ways to live green.

6. Start to use a particular method

III.

Teacher’s Student’s activities Content + Greeting + Asking question:

* Content: To have some warm up activities tocreate a friendlyand relaxed atmosphere to inspire Ss to warm up to thesubject and new lesson.

* Organisation : Teacher’s instructions …

1.Clues:Rubbish lying in an open or public place

Be collaborative and supportive in pair work and team work; Access and consolidate information from a variety of sources; Develop presentation skills; Actively join in class activities.

3. Qualities:

*dividesTeacher:theclass into twoteams, has Ss in each team take turns tochoose a random number, and shows the clues on the screen for theSs to guess thealsowords.reminds Ss that they don’t need to answer all the across wordstofind thekey word.

* Discuss.

Notes:PROCEDURE:Ineachactivity, each step will be represented as following:

Period

2. Competence:

* Outcome: use key language more appropriately before theyread

* Organisation:

Aims: To help studentsuse key language more appropriately before they read To introducethe topic of the reading and get studentsinvolved in the lesson.

DẠYKÈMQUYNHƠNOFFICIAL 8. Put plants, seeds,etc. in the ground to grow 9. Interest in and concern about a particular situation or area of interest

Key: I T T E R

* T asks Ss to look at the explanation and the photos toguess themeanings of new words.

** Ss say the Vietnamese meanings of the words.

1. explosion (n): a violent burst, oftenwitha loud noise

READING

5. chemical /ˈkemɪkl/ (n): chất độc hại

6. cut down / kʌt daʊn/ (phr.v): cắt giảm

7. break down /breɪk daʊn/(phr.v): phân hủy

2. PRESENTATION/NEWLESSON ( 12’- 15’)

*** OtherSs correct if theprevious answers are ****incorrect.Teacher shows theVietnamese meaning, says the wordsaloud and asks Ss to repeat them.

9. recycle /ˌriːˈsaɪkl/ (v): tái chế

3. prevent /prɪˈvent/ (v): ngăn ngừa

L

* Content: vocabulary

1. lifestyle /ˈlaɪfstaɪl/ (n): lối sống

Down word: LIFESTYLE

10. raw material /rɔː məˈtɪərɪəl/ (n.phr): nguyên liệu thô

E C O F R I E N D L Y C A R B O N F O O T P R I N T E N E R G Y H O U S E H O L D A D O P YT O U T H P L A N T A W A R E N E S S

….

4. natural and organic /ˈnæʧrəl ænd ɔːˈgænɪk/ (adj): tự nhiên và hữu cơ

* Teacher:

2. sustainable /səˈsteɪnəbl/ (adj): bền vững

Teacher’s Student’s activities Content VOCABULARY

8. refillable /ˌriːˈfɪləbl/ (adj): có thểđổ đầy

In Picture d, the sign advises people to turn off lights when they are not in use. This can save electricity and shows a green lifestyle.

Which pictures show a green lifestyle? Why? a b

Suggested answers:

In Picture b, we can see fresh food, which looks organic and is better for our health. It shows a green lifestyle.

*** Ss share theanswers with thewhole class.

TASK 1: WORK IN GROUPS.LOOK AT THE PICTURESAND ANSWER THE QUESTIONS.(p.21)

DẠYKÈMQUYNHƠNOFFICIAL

11. throw away/θrəʊ əˈweɪ/ (phr.v): vứt

3. PRACTICE (15’)

12. compulsory /kəmˈpʌlsəri/ (adj): bắt buộc

13. electrical appliance /ɪˈlektrɪkl əˈplaɪəns/ (n.phr): thiết bị điện

*hasTeacher:Sswork in groups of three or four to discuss theencouragequestions.Ss to describe the pictures using their own language and focusing on how each object is related toa green lifestyle, e.g. single use plastic bags: plastic waste, pollution, difficult to recycle, can end up in the ocean; fresh vegetables: green lifestyle.

** Ss doas instructed.

In Picture a, a man goes shopping with lots of plastic bags. It doesn’t show a green lifestyle. Plastic bags pollute the environment since they take time to decay.

c d

**** T confirms and leads in.

In Picture c, we can see a lot of litter on the ground. Dropping litter makes the streets very dirty and pollutes the air and water. It doesn’t show a green lifestyle.

TASK 4: READ THE TEXT AGAIN AND DECIDE WHETHER THE FOLLOWING STATEMENTSARE TRUE (T)OR FALSE (F). (p.22)

TASK 2: READ THE FOLLOWING TEXT AND CHOOSE THE BEST TITLE FOR IT. (p.22)

Aim: To help studentspractise skimming a text to choose the best title forit

*** Ss work in groups to discuss thebest option and compare answers.

1. F (compulsory > a choice) 2. T

* Organisation:

* Content: Task 2,3,4

Key: A

**idea.Ss doas instructed individually.

To help studentspractise reading forspecific information

* Outcome: Practise skimming a text to choose the best title forit, guessing the meanings of words/phrases in contextb,practise reading for specific information

e.g. (B) This only refers to environmental problems while the text mentions some solutions as well. (C) The text mentions a couple of green products such as organic food and refillable bottles, but they are not the focus here.

TASK 3: CIRCLE THE CORRECT MEANINGSOFTHE HIGHLIGHTED WORDSAND PHRASESIN THE TEXT.(p.22)

* Teacher has Ss read thetext again, pay attention tothe context of each highlighted word/phrase and look for clues explaining themeaning of it, e.g. 1. sustainable: greener, lifestyle, can do, eco friendly.

Suggested answers:

To help studentspractise guessing themeanings of words/phrases in context

TASK 3: CIRCLE THE CORRECT MEANINGSOF THE HIGHLIGHTED WORDSAND PHRASESIN THE TEXT. (p.22)

**** Teacher confirms the correct one; in stronger class, asks Ss toexplain why the otheroptions cannot be used as titles forthe text, e.g. (B) This only refers to environmental problems while the text mentions some solutions as well. (C) The text mentions a couple of green products such as organic food and refillable bottles, but they are not the focus here.

** Ss work in groups to discuss theclues for each option and compare the answers. *** Ss share theanswers with thewhole class. **** Teacher confirms the answers by having individual Ss call out thecorrect options.

Key: A

* Outcome: Talk about ways to live green

**** Teacher confirms the correct answers and asks Ss tocorrect thefalse statements. T

DẠYKÈMQUYNHƠNOFFICIAL

3.

*** Some pairs present a summary of their discussion withthe whole class.

* Content: Discuss the following question.

*asksTeacher:Sstoread the text again and note downthe four ways tolive green. encourages them to explain their answers using as many reasons as possible.

*** Ss share theanswers with thewhole class.

WRAP UP

** Ss work in pairs and discuss which of the suggestions is the easiest todo.

- Prepare for Speaking lesson.

4. PRODUCTION/FURTHER PRACTICE (8’)

4. F (not encouraged > encouraged)

Teacher asks: What have you learnt today? The ways to live green HOMEWORK

Aim: To help studentsuse theideas and language in thereading to talk about ways to live green.

TASK 5: WORK IN PAIRS.DISCUSSTHE FOLLOWING QUESTION. (p.22)

**** T gives comments, collects common mistakes tocorrect.

5. WRAP UP& HOME WORK (2’)

Teacher’s Student’s activities Content

Suggested answers: In my/ our opinion, turning off household appliances when they are not in use is the easiest way to live green because we can do this right at home. We don’t need any equipment or training for this.

** Ss work in pairs tocompare the information in each statement withinformation from thetext.

* Organisation:

In your opinion, which of the suggestions in the text is the easiest way to live green?

- Search for more ways to live green on the Internet,takenote some and post them on theFacebook/Zalo of your class.

=========================

* Organisation: Teacher’s instructions …

DẠYKÈMQUYNHƠNOFFICIAL

-In one or two minutes (depending on the number of the letters in the topic words), Ss have to find the words which are related to the topic and have one letter in the topic word.

* Teacher gives instructions of how to play the game, and gives an example.

WEEK: 5

I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things: 1. Knowledge: -Talk about ways to live green.

Notes:InPROCEDURE:eachactivity, each step will be represented as following: * Deliver the task.

UNIT 2: HUMANS AND THE ENVIRONMENT LESSON 4: SPEAKING

Date of teaching: …/… / 2022

-Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards..... -Students : Text books, studying equipment…. -Computer connected to the Internet.

3. Qualities:.

2. Competence:

-If the word begins with a letter in the topic word, the team gets 1 point.

* Content: Tohave somewarm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Implement the task. * Discuss.

-Sach mem.vn

III.

GAME: Board race (The topic word is green living) Rules and an example of the ‘board race game’: -The class is divided into teams.

-If the letter of the topic word appears in the

* Outcome:

1. WARM UP & INTRODUCTION ( 3’-5’)

* Give comments or feedback.

Period 13

Teacher’s Student’s activities Content + Greeting + Asking question:

***words.Ss in each team take turns to write their words on the board.

**** Teacher confirms the correct words, decides the winner and leads in the lesson.

** Ss discuss in their teams and write down the

-ToAims:create an active atmosphere in the class before the lesson; -To lead into the new unit

-Recognise what activities teenagers should do to live green; -Be aware of the importance of a green lifestyle.

II. TEACHING AIDS:

Date of planning: …/… / 2022

-Be collaborative and supportive in pair work and team work; -Develop presentation skills; -Actively join in class activities; -Be critical thinking.

Student’s activities Content

**** T confirms the meanings, calls on some individual Ss to make sentences with each word.

M OV I E points)(2

** Ss do as instructed.

F A M OUS(1 point)

L O V E (1 point) CINE M A points)(2

A CTRE S S points)(3

* -showsTeacher:the words one by one, plays the recording and has Ss repeat the sounds of the words.

* Outcome: Understand the meanings and use them correctly in main speaking tasks. get students involved in the lesson

middle position, the team gets 2 points. -If the letter of the topic word is at the end of the word they have found, the team gets 3 points. For example, if the topic word is FILMS and with the words found in the table below, a team gets 9 points in total.

VOCABULARY

2. PRESENTATION/ NEW LESSON ( 12’-15’)

Total 9 points

Aims: To pre-teach some vocabulary so that students can understand the meanings and use them correctly in main speaking tasks.

To introduce more ideas for the main speaking tasks and get students involved in the lesson

DẠYKÈMQUYNHƠNOFFICIAL

* Organisation:Teacher’s

VOCABULARY

1. leave st on (idioms): choose to keep something operational or switched to an "on" position. Ex: Someone left the lights on the whole time we were gone. Our electricity bill is going to be 2.enormous.chemical (n): a substance obtained by or used in a chemical process

-has Ss guess the meanings of the words based on pictures, explanations or examples.

* Content: Vocabulary so that students can understand the meanings and use them correctly in main speaking tasks.

* T has Ss work in pairs, read the activities, discuss their meanings and decide which activities they should/ shouldn’t do to go green by putting a tick in the appropriate column.

3. waste

4. shade /ʃeɪd/(n): bóng râm

appliances

DẠYKÈMQUYNHƠNOFFICIAL 3. shade (n): slightdarknesscausedby something blockingthe directlightfrom the sun

**** T confirms the correct answers.

TASK 1: which of the following activities do you think teenagers should or shouldn’t do to live green? put a tick in the appropriate column. (p.23)

1. teenager

✔ 2. yourRecyclinguseditems ✔ 3. Using plastic bags shoppingwhen ✔ 4. organicBuyingfood ✔ 5. Dropping ✔

niên 2. dirty

TASK 1: which of the following activities do you think teenagers should or shouldn’t do to live green? put a tick in the appropriate column. (p.23)

SPEAKING /ˈtiːneɪdʒə(r)/(n): thanh thiếu /ˈdɜːti/(adj): bẩn thỉu /weɪst/(v,n): gây, chất thải

Activities ShouldShouldn’t your on when not in use

1. Leaving

** Ss do as instructed.

*** Some individual Ss share their answers with the whole class.

TASK 2: the table below presents the reasons why teenagers should or shouldn’t do the activities in 1. work in pairs and match them with the activities. (p.23)

DẠYKÈMQUYNHƠNOFFICIAL

TASK 3: work in groups. Discuss and present your ideas about what you should or shouldn't do to live green. (p.23)

*** Ss share their ideas with the rest of the class by playing the game: PASSING THE BALL. Rules: A song is played while Ss are passing a ball one by one. When the music stops, the student who keeps the ball will make a presentation.

Student A:Since this protects natural resources.

* Outcome: students’talks

TASK 2: the table below presents the reasons why teenagers should or shouldn’t do the activities in 1. Work in pairs and match them with the activities. (p.23)

** Ss do as instructed.

Student A:Why shouldn’t you leave your appliances on when not inuse?

* -hasTeacher:Ssread the reasons, and discuss with a peer to do the -remindsmatching.themthat besides using because, they can use since/ as/ due to the fact that/ on the ground that to express reasons and encourages them to give more reasons and make small exchanges after doing the matching, e.g.

**** Teacher confirms the correct answers and calls on some pairs to make small exchanges like the one above.

Student A:Why shouldn’t you leave your appliances on when not in use?

Student B:Because this wastes electricity and creates dangerous situations. Why should you recycle your used items?

*** Ss share the answers with the whole class.

Student A:Since this protects natural resources. Suggested answers: a -5; b -1; c -3; d -4; e -2; f -6

* T has Ss work in groups, discussing what they should or shouldn’t do to live green. In weaker classes, T reminds them to use the ideas given in 1 and 2 in their discussion. In stronger classes, T encourages them to think of other activities and reasons.

Student’s activities Content

** Ss do as instructed.

3. PRACTICE ( 15’)

* Content: Discuss and present your ideas about what you should or shouldn't do to live green

* Organisation:Teacher’s

TASK3: work in groups. Discuss and present your ideas about what you should or shouldn't do to live green. (p.23)

Example: There are many things that we should or shouldn’t do to live green. We should recycle our used items so that we can protect natural resources. We shouldn’t drop litter in the street because this will make the street dirty and pollute the environment.

litter in the

Student B:Because this wastes electricity and creates dangerous situations. Why should you recycle your used items?

6.streetPlanting trees ✔

Aim: To give students an opportunity to discuss ideas in groups and share with the rest of the class.

* Content: Talk about living green

-Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards..... -Students : Text books, studying equipment…. -Computer connected to the Internet. -Sach mem.vn

-Activities and the reasons why we should or shouldn’t do to live green.

II. TEACHING AIDS:

-Be more responsible for the environment and be able to propose plans to solve environmental issues in their residential areas; -Be ready to make a plan to organize a green event in their area.

Aim: To give students an opportunity to discuss ideas in groups and share with the rest of the class.

DẠYKÈMQUYNHƠNOFFICIAL

* Organisation:Teacher’s Student’s activities Content

share their ideas with the rest of the class

5. WRAP-UP & HOME WORK (2’)

Date of planning: …/… / 2022

1. Knowledge:

WRAP-UP

3. Qualities:

I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things:

-Listen for specific information in a text about green living; -Talk about a plan to organise a green event in their area.

T encourages them to talk freely about how to live

**** Teacher praises Ss for interesting and imaginative ideas, and for providing wellformulated reasons.

Date of teaching: …/… / 2022 WEEK: 5

Talk freely about howto live green

2. Competence:

-Be collaborative and supportive in pair work and team work; -Actively join in class activities; -Develop presentation skills.

***greenSs

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

Teacher asks: What have you learnt today?

Period 14 UNIT 2: HUMANS AND THE ENVIRONMENT Lesson 5: Listening

-Exercises in the workbook -Prepare for Listening lesson =========================

HOMEWORK

* Outcome: students’talks

Student’s activities Content

* Organisation:Teacher’s

** Ss do as instructed.

* Give comments or feedback.

* Content: The pronunciation and the meaning of some vocabulary

-ToAims:create an active atmosphere in the class before the lesson; -To lead into the new unit

* Content: Tohave somewarm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Discuss.

* -showsTeacher:the words one by one, plays the recording andhas Ss repeat the sound of the words. -has Ss guess the meanings of the words based on pictures, explanations and examples.

*Deliver the task.

To introduce the topic of the listening and activate Ss’ prior knowledge

III.

Suggested words:

1. WARM UP & INTRODUCTION ( 3’-5’)

** Ss do as instructed.

1. schedule (n): a plan that lists all the work that you have to do and when you must do each thing. E.g. They have a very flexible work schedule.

**** Teacher confirms the correct words, decides the winner. The winners are the ones whose team can guess the most words.

Set 1: adopt, carbon footprint, litter, method, ecoSetfriendly2:sort, awareness, organic, household appliances, cut down on

2. PRESENTATION/ NEW LESSON ( 12’-15’)

VOCABULARY

* Implement the task.

GAME: TABOO

* Outcome:

* -dividesTeacher:the class into 2 teams, lets each team choose 5 -preparesrepresentatives.inadvance2sets of words (maybe written on a sheet of paper), and gives them to the -asksrepresentatives.therepresentatives to try to get their teammates to guess words using verbal clues or actions without using the words in their sets and without using their mother tongue in two minutes.

* Outcome: know the topic of the listening and activate Ss’ prior knowledge

* Organisation : Teacher’s instructions …

VOCABULARY

Notes:InPROCEDURE:eachactivity, each step will be represented as following:

DẠYKÈMQUYNHƠNOFFICIAL

Teacher’s Student’s activities Content + Greeting + Asking question:

*** Ss in each team take turns to describe and guess the words.

Aims: To pre-teach the pronunciation and the meaning of some vocabulary so that students can understand the content of the listening.

**** Teacher confirms the meanings, calls on some individual Ss to make sentences with each word.

4. shade /ʃeɪd/(n): bóng râm

-encourages them to use the vocabulary they have learnt to describe the picture, e.g. The students are picking up rubbish, bottles and plastic bags; They are watering plants and trees.

E.g. The money was collected for a specific purpose.

*** Some pairs share their answers with the class.

1. teenager /ˈtiːneɪdʒə(r)/(n): thanh thiếu niên

TASK 1: WORK IN PAIRS. LOOK AT THE PICTURE AND ANSWER THE QUESTIONS. (p.24)

3. donation (n): moneyor goodsthat are given to helpa personor organization, or the actof giving

2. dirty /ˈdɜːti/(adj): bẩn thỉu

+ What day of the week do you think it is?

+ What kind of event is it?

in pairs, look at the picture and tell their partner what they see in the picture.

2. specific (adj): connected with one particular thing only.

** Ss do as instructed.

**** Teacher praises the pairs with interesting ideas and asks the class some more questions to elicit the topic of the listening:

WHAT ARE THEY DOING? WHY?

-hasTeacher:Sswork

+ Are the students wearing school uniforms?

Go Green Weekend event such as:

+ Are they at school?

+ Do you think this is an organised event?

4.them.delivery

DẠYKÈMQUYNHƠNOFFICIAL

(n): the actof taking goods, letters, parcels, etc. to people's housesor placesof work.

SPEAKING

3. waste /weɪst/(v,n): gây, chất thải

Task 3:Listen Again And Complete Each Gap In The Table With One Word From The Recording. (p.24)

* Content: Listen to an Announcement About A Go Green Weekend Event And Decide Whether The Following Statements Are True (T) Or False (F).

DẠYKÈMQUYNHƠNOFFICIAL

Student’s activities Content

1.Key:T; 2. F (central market -> central park); 3. T; 4. T

* Outcome: *

-tells*24)Teacher:Ssthat

Aim: To help Ss practise listening for specific information, to help studentspractise listening for specific information

they are going to listen to an announcement about a Go Green Weekend event. -has them read the statements, underline the key -checkswords. the key words with the whole class. -plays the recording and has Ss do the activity, paying attention to the key words to catch the ideas. ** Ss do as instructed. *** Ss share their answers with a peer. **** -checksTeacher:theanswers as a class, asks SS to explain why they are true or false. -plays the recording again if many Ss have incorrect answers, pausing at the places wherethey can get the correct information.

3. PRACTICE ( 15’)

Task 3: Listen Again And Complete Each Gap In The Table With One Word From The Recording. (p.24)

Complete Each Gap In The Table With One Word From The Recording

Organisation:Teacher’s

Task 2: Listen To An Announcement About A Go Green Weekend Event And Decide Whether The Following Statements Are True (T) Or False (F). (p. 24)

Task 2: listen to an announcement about a go green weekend event and decide whether the following statements are true (t) or false (f). (p.

* -hasTeacher:Ssread the instruction and focus their attention on the word ‘ONE’ -has them read the incomplete text and try to have a guess at what part of speech might fit each gap, e.g. 1. noun; 2. adjective -plays the recording once for Ss to complete the

5.4.3.2.1.Key:parkplasticSortPostsuggestions

+ How many times have you participated in such activities or events?

Task 4: work in groups. Discuss the following question. (p.24)

-We have listened to a plan to organize a green event and talked about our future plans to hold such events.

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

+ How did you feel?

*** Ss share their ideas with the rest of the class.

*** Ss share their answers with a peer.

Teacher asks: What have you learnt today?

**table.Ss do as instructed.

-Exercises in the workbook. -Prepare for writing lesson.

Aim: To give students an opportunity to personalise the language and ideas from the listening in a speaking task

+ What did you do there?

-put Ss in groups in which there are both not or less experienced Ss and Ss who have taken part in such eco-friendly events.

+ What did you do there?

+ How many times have you participated in such activities or events?

+ How did you feel?

+ Have you evertaken part in an environmental activity or event?

-eeminds them that they can use the ideas from the listening and in stronger classes, T encourages them to come up with their own green activities. ** Ss do as instructed.

+ Have you ever taken part in an environmental activity or event?

HOMEWORK

Task 4: work in groups. Discuss the following question. (p.24)

DẠYKÈMQUYNHƠNOFFICIAL

**** T invites some groups to present their ideas to the whole class, and praises the groups for interesting and imaginative ideas.

**** -checksTeacher:theanswers by calling on some Ss to write their answers on the board or read them aloud. -plays the recording again if many Ss have incorrect answers, pausing at the places where they can get the correct information.

Student’s activities Content

5. WRAP-UP & HOME WORK (2’)

WRAP-UP

* -asksTeacher:some lead-in questions to see whether Ss have taken part in any environmental activities or events, and how much experience they have, e.g.

* OrganisationTeacher’s:

* Outcome:

* Content: Discussion

=========================

* Implement the task.

Teacher’s Student’s activities Content + Greeting + Asking question:

-It is not necessary for the Ss to guess all the individual letters. They can guess the whole word at any time.

2. Competence:

* Give comments or feedback.

DẠYKÈMQUYNHƠNOFFICIAL

GAME: THE WHEEL OF FORTUNE

Date of teaching: …/… / 2022 WEEK: 5

1. Knowledge:

* Discuss.

3. Qualities:

-Students:Text books, studying equipment…. -Computer connected to the Internet. -Sach mem.vn

-Be collaborative and supportive in pair work and team work; -Actively join in class activities; -Develop presentation skills.

* T divides the class into two teams, and explains the game rules:

-Be more responsible for protecting the surrounding;

Date of planning: …/… / 2022

-Be able and willing to persuade other people to take actions to make a nice and clean environment.

-Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....

* Content: Tohave somewarm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Deliver the task.

+ Clue: make something or somebody better

UNIT 2: HUMANS AND THE ENVIRONMENT Lesson 6: Listening

+ Clue: the conditions in which a person, animal or plant lives or operates or in which an activity takes place

III.

Round 1:

+ Key: ENVIRONMENT

Round 2:

-Ss in each team read the clues,take turns to spin the wheel, guess the individual letters until they can guess the whole word.

1. WARM UP & INTRODUCTION ( 3’-5’)

I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things:

Notes:InPROCEDURE:eachactivity, each step will be represented as following:

** Ss do as instructed.

-Use lexical items related to the topic “Humans and the environment”; -Write about ways to improve the environment.

-ToAims:create an active atmosphere in the class before the lesson; -To lead into the new unit

* Organisation : Teacher’s instructions …

* Outcome: Leadto the subject and new lesson.

Period 15

II. TEACHING AIDS:

Suggested words

Aims: To help students recall some suggestions for improving the environment

* Content: Read the incomplete paragraph about ways to improve the environment. fill in the blanks with the words and phrases

Student’s activities Content

3.b2.a1.cKey:

2. PRESENTATION/ NEW LESSON ( 12’-15’)

* Outcome:

*** Ss in each team discuss and guess the words. **** T confirms the correct words, decides the winner and leads in the lesson.

+ Key: SUGGESTION

+ Clue: an idea or a plan that you mention for somebody else to think about

* Organisation:Teacher’s Student’s activities Content

+ Do you have any ideas about how to improve the environment in our school?

Ss to call out their answers and confirms the correct ones.

+ What are they?

* Organisation:Teacher’s

* Outcome: correct answers

******comprehension.Ssdoasinstructed.Teacherasksindividual

+ A paragraph usually consists of three parts: a topic sentence, supporting sentences and a

:

Task 2: read the incomplete paragraph about ways to improve the environment. fill in the blanks with the words and phrases from the box. (p.25)

* -asksTeacher:Sssome questions to elicit the topic of the writing as well as some suggestions. e.g.

TASK 1: WORK IN PAIRS. MATCH THE SUGGESTIONS FOR IMPROVING THE ENVIRONMENT WITH THEIR EXPECTED RESULTS. (p.25) some suggestions. e.g.

+ Key: IMPROVE Round 3:

+ What are they?

* Content:

+ Do you have any ideas about how to improve the environment in our school?

than before

3. PRACTICE ( 15’)

DẠYKÈMQUYNHƠNOFFICIAL

* -tellsTeacher:Ssthat they are going to write a paragraph about ways to improve the environment in their school. First, they will be provided with an incomplete example as a model for their writing. -recall the information about the structure of a paragraph:+Aparagraph is a group of sentences that develop ONE main idea.

Aim: To provide students with a model of a well-structured paragraph and practice in using connectors to link sentences.To help students practise developing ideas and writing a paragraph

-has them work in pairs and asks them to do the matching. In weaker classes, go through the suggestions and expected results to check

TASK 3: ADD TWO MORE SUGGESTIONS TO IMPROVE THE ENVIRONMENT IN YOUR SCHOOL TO THE PARAGRAPH IN 2. USE THE IDEAS IN 1 TO HELP YOU

* -explainsTeacher:the writing task.

+ Two important qualities of a goodparagraph are unity (i.e. one main idea is developed) and coherence (i.e. all the sentences and ideas flow smoothly to make clear and logical points about the topic)

concluding sentence.

-asks some groups to call out their ideas and write them on the board for other Ss’ reference.

DẠYKÈMQUYNHƠNOFFICIAL

-asks Ss to read the incomplete paragraph and fill in each numbered blank with a word/ phrase in the box.**Ss do as instructed.

-has Ss brainstorm more suggestions in groups. -walks round the class to offer help and encourages Ss to take notes of their ideas.

*** Ss share their answers with their group

****members.Twalks round the class to monitor and make a note of some common mistakes.

**** Teacher checks the answers by calling on some Ss to read their answers to the class.

-asks Ss to write their suggestions to complete the paragraph individually, sets a limited time for this task and walks round the class to give further support if needed.

ThereSampleare

TASK 3: ADD TWO MORE SUGGESTIONS TO IMPROVE THE ENVIRONMENT IN YOUR SCHOOL TO THE PARAGRAPH IN 2. USE THE IDEAS IN 1 TO HELP YOU. (p.25)

-reminds them to use some connectors to link the ideas before they write: + To list ideas: First, Second, In addition, Additionally, Moreover, Furthermore, Another idea worth noting is that, Finally, … + To give an example: For example / For instance, To illustrate, … + To conclude: In conclusion, In brief, In short, To sum up, … ** Ss do as instructed.

Use some connectors to link the ideas before they write:+To list ideas: First, Second, In addition, Additionally, Moreover, Furthermore, Another idea worth noting is that, Finally, … + To give an example: For example / For instance, To illustrate, … + To conclude: In conclusion, In brief, In short, To sum up, …

3.2.1.Key:FirstForexampleInconclusion

*** Ss discuss and share their answers with a peer.

three things we can do to improve the environment in our school. First, we should clean up all areas regularly. For example, we can organise clean-up activities at weekends. By doing this, we can keep our environment clean, beautiful, and safe for everyone. Second, we ought to set up more rubbish bins. For instance, we can put more rubbish bins in the school gate, in front of each building, or in the playground. Thereby, we can make the waste collection easier.In addition, we should plant more trees. To give an example, we can encourage students to plant trees or flowers in our school because this reduces CO2 and

-reminds them that they can ask for their partner’s **help.Ss do as instructed.

* -explainsTeacher:the marking symbols in the following

5. WRAP-UP & HOME WORK (2’)

**** Teacher goes around to offer help.

PEER CORRECTION

makes the air clean. In conclusion, we can improve the environment in our school in many ways and even small actions can make a big difference.

* -writesTeacher:Ss’ common mistakes on the board, asks Ss to check whether they make the same mistakes in their -callswriting.onsome Ss to correct those mistakes as a **class.Ss do as instructed.

* WRAP-UP

-in weaker classes, provides some suggested answers if necessary.

Teacher asks: What have you learnt today?

*** Ss share their ideas with a partner.

Aim: To give students an opportunity to recognise the common mistakes so that they can avoid in writing

-We have practised writing a paragraph about suggestions to improve the environment.

HOMEWORK

-askstable.

CLASS CORRECTION

* Content: Recognise the common mistakes so that they can avoid inwriting

* Outcome: Students’ writing

* Organisation:Teacher’s Student’s activities Content

DẠYKÈMQUYNHƠNOFFICIAL

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

two Ss sitting next to each other to exchange their writing, read their partner’s writing and write the symbols next to mistakes that they can find like the ones in the table above.

**** -furtherTeacher:explains the paragraph structure if Ss are not able to develop the three elements in their -collectswriting. Ss’ writing and provides written feedback in the next lesson.

Sample Anotheranswer:waywould be to plant more trees. For example, we can plant more green trees around the school and in the schoolyard. It reduces CO2 and makes the air we breathe in cleaner. Finally, we can set up more rubbish bins. For instance, we can put more bins in public places such as parks or bus stations. This makes the waste collection easier

-Exercises in the workbook

-asks Ss to return their partner’s writing and lets them correct themselves.

DẠYKÈMQUYNHƠNOFFICIAL -Prepare for Communication and Culture lesson =========================

Date of planning: …/… / 2022

* Content: Tohave somewarm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

-Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards..... -Students: Text books, studying equipment…. -Computer connected to the Internet. -Sach mem.vn

* Outcome: Lead to the subject and new lesson.

* Organisation : Teacher’s instructions …

* Deliver the task.

* Give comments or feedback.

-Be willing to take practical actions to help reduce their own carbon footprint and their family’s as well; -Be responsible for environment protection.

Date of teaching: …/… / 2022 WEEK: 6

-ToAims:create an active atmosphere in the class before the lesson; -To lead into the new unit

3. Qualities:.

Period 16

I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things:

* Implement the task.

* Teacher divides the class into two teams, has Ss in each team take turns to run to the board and write a word/ phrase related to the topic Humans and the Environment on the board in two minutes.

2. Competence:

* Discuss.

DẠYKÈMQUYNHƠNOFFICIAL

-Be collaborative and supportive in pair work and team work; -Access and consolidate information from a variety of sources; -Actively join in class activities.

Teacher’s Student’s activities Content + Greeting + Asking question:

II. TEACHING AIDS:

Notes:InPROCEDURE:eachactivity, each step will be represented as following:

III.

** Ss do as instructed.

GAME: RUNNING MAN

Suggested answers: -Green -Carbon-Zero-Plastic-Eco-friendlylifestylebagswastefootprint

**** Teacher confirms the correct word/ phrase and decides the winner (the team with most correct words/ phrases)

1. WARM UP & INTRODUCTION ( 3’-5’)

UNIT 2: HUMANS AND THE ENVIRONMENT Lesson 7: Communication and Culture/ CLIL

1. Knowledge: -Ask for and give advice; -Understand what a carbon footprint is.

1. advise /ədˈvaɪz/(v): khuyên

2. PRESENTATION/ NEW LESSON ( 12’-15’)

* Organisation:Teacher’s

Ss 2: I advise you to go to a shop selling organic food.

6.

Ss 1: You should search on the Internet. Ss 2: I advise you to go to a shop selling organic food.

7.

10.

* -ShowsTeacher:the words one by one and has Ss repeat the sound of the words -Has Ss guess the meaning of the words based on pictures, explanations and examples.

5.

Teacher: I don’t know anything about organic food.

* Outcome: ways to find information for the presentation.

TASK 1:LISTEN AND COMPLETE THE CONVERSATION WITH THE EXPRESSIONS IN THE BOX. THEN PRACTISE IT IN PAIRS. (p.25)

-checksTeacher:theanswers by asking individual Ss to read out the complete conversation. -asks Ss to practise the conversation in pairs then read aloud.

-asks Ss to read through the expressions in the box and the incomplete conversation, checks comprehension and encourages them to complete the gaps based on the clues in the -playsconversation.therecording once (in stronger classes) or twice (in weaker classes)

8.

-in stronger classes, writes some prompts on the board and asks Ss to role-play the conversation based on the prompts only.

****

9.

DẠYKÈMQUYNHƠNOFFICIAL

* -elicitsTeacher:expressions

4.3.2.1.Key:BADC

** Ss do as instructed.

Ss already know related to asking for and giving advice by saying some situations and has Ss give advice, e.g. Teacher: I don’t know anything about Ssorganicfood.1:Youshould search on the Internet.

2. climate change /ˈklaɪmət tʃeɪndʒ/(n.phr): biến đổi khí hậu

4. emissions /ɪˈmɪʃənz/(n): phát thải calculate /ˈkælkjuleɪt/(v): tính toán global temperatures /ˈgləʊbəl ˈtɛmprɪʧəz/(n.phr): nhiệt độ toàn cầu heat /hiːt/(v): làm nóng public transport ˈtrænspɔːt/(n.phr):/ˈpʌblɪkphương tiện công cộng impact /ˈɪmpækt/(n): sự tác động take shower /teɪk ˈʃaʊə/(v.phr): tắm destroy /di'strɔi/(v): hủy hoại

* Content: : Listen and complete the conversation with the expressions in the box. then practise it in pairs

VOCABULARY

COMMUNICATION AND CULTURE

Student’s activities Content

3. collect information ˌɪnfəˈmeɪʃən/(v.phr):/kəˈlɛktthuthập thông tin

Aims: To provide Ss with an example conversation in which people ask for and give advice about ways to find information for the presentation.

11.

* Outcome: askingfor and giving advice about green living

* Organisation:Teacher’s

-revises common expressions used to ask for and give advice or asks Ss to read through the expressions in the table and checks their understanding if they are weaker students. -puts Ss into pairs, gives them some minutes to think about specific green issues that they want to include in their conversation. -in weaker classes, walks around the class and suggests situations to Ss, e.g. advice about reducing plastic waste, keeping the environment clean, or making homes or schools eco-friendly.

TASK 2: WORK IN PAIRS. MAKE A SIMILAR CONVERSATION ASKING FOR AND GIVING ADVICE ABOUT GREEN LIVING. USE THE EXPRESSIONS BELOW TO HELP YOU. (p.25)

Mai: Great idea. If I were you, I would collect information from different sources. Then I could

TASK 2: WORK IN PAIRS. DISCUSS THINGS YOU CAN DO TO REDUCE YOUR CARBON FOOTPRINT. (p.26)

Lan: I was asked to give a presentation on Carbon Footprint next week. Do you have any suggestions for me, Mai?

** Ss work in pairs to practise their ***conversations.Somepairs act out their conversations to the ****class.Teacher praises Ss for good effort, clean pronunciation, fluent delivery and interesting ideas.

Mai: How about searching for information about the topic on the internet?

* -brainstormsTeacher: green living ideas and writes them on the board for Ss’ reference.

To help students learn about carbon footprint and ways to reduce it (through CLIL)

3. PRACTICE ( 15’)

Lan: Sounds good. Should I also read books in the library?

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

Aim: To help Ss practise ways of asking for and giving advice about green living

* Content: Discuss things you can do to reduce your carbon footprint.

* Content: Work in pairs. make a similar conversation asking for and giving advice about green living. use the expressions below to help you.

DẠYKÈMQUYNHƠNOFFICIAL

* Outcome: students’s talks.

* OrganisationTeacher’s:

Aim: To give students an opportunity to personalise the CLIL topic (ways to reduce their carbon footprint)

Student’s activities Content

* -hasTeacher:Sswork in pairs to discuss things they can do to reduce their carbon footprint. -in weaker classes, has Ss underline the ideas in the text so that they can use them in their discussion; and in stronger classes, encourages Ss to come up withtheir own ideas to reduce their carbon footprint. -reminds them to take notes of their partner’s ways to reduce his/ her carbon footprint

Lan thinks that her carbon footprint is not very big, but she’ll try to reduce it to further help the environment. First, she’ll start cycling to school instead of asking her dad to drive her. Second, she’ll stop using plastic bags for groceries. Finally, she'll start drinking filtered tap water instead of buying bottled water.

TASK 2: WORK IN PAIRS. DISCUSS THINGS YOU CAN DO TO REDUCE YOUR CARBON FOOTPRINT. (p.26)

Student’s activities Content

III. Notes:InPROCEDURE:eachactivity, each step will be represented as following: * Deliver the task. * Implement the task. * Discuss.

WRAP-UP

I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things:

=========================

1. Knowledge:

** Ss work in pairs to discuss and take notes.

DẠYKÈMQUYNHƠNOFFICIAL

UNIT 2: HUMANS AND THE ENVIRONMENT

Period 17

2. Competence:

**** T calls on some Ss to report their partner’s ideas to the class.

WEEK: 6

-revise the consonant blends /kl/, /pl/, /gr/, /pr/ correctly; -revise words and phrases related to humans and the environment learnt in the unit; -revise how to use will and be going to, and passive voice correctly; -Plan activities for a Go Green Weekend and give a group presentation about the event.

3. Qualities:. -Be more creative when doing the project; -Develop self-study skills.

-Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards..... -Students : Text books, studying equipment…. -Computer connected to the Internet. -Sach mem.vn

5. WRAP-UP & HOME WORK (2’)

* Give comments or feedback.

1. WARM UP & INTRODUCTION ( 3’-5’)

-Prepare for Looking back and Project lesson

Teacher asks: What have you learnt today? -The ways to ask for and give advice -What carbon footprint is and the ways to reduce it in our lives. HOMEWORK

-Develop communication skills and creativity; -Develop presentation skills; -Develop critical thinking skills; -Be collaborative and supportive in pair work and team work; -Actively join in class activities.

Date of planning: …/… / 2022

II. TEACHING AIDS:

-Do exercises in the part Looking back and answer the rest questions in Task 1 -Exercises in the workbook

Lesson 8: Looking back and project

Aims:

Date of teaching: …/… / 2022

-If Ss repeat a word or can’t say any more words, they need to sit down.

Teacher’s Student’s activities Content + Greeting + Asking question:

* -InvitesTeacher:10 Ss to form a circle and stand at a center with a ball.

DẠYKÈMQUYNHƠNOFFICIAL

1.Key:Theprofessoris

* -asksTeacher:Ssto

-The last student standing wins the game.

-aks individual Ss to write the words with the consonant blends on the board and has them read those words several times. -plays the recording again, pausing after each sentence for Ss to repeat. -puts Ss in pairs and has them practise reading the sentences together. ** Ss do as instructed.

-T has 10 Ss form a circle and stands at a center with a ball.

T has 10 Ss form a circle and stands at a center with a ball.

* Organisation : Teacher’s instructions …

-T speaks out a word related to the topic Humans and the environment and pass the ball to one student. Let him/her toss it to another student as he/she names theword related to the theme.

* Content:Pronunciation, vocabulary

To help students revise words and phrases related to human activities and the environment, which they have learnt in the unit

-To create an active atmosphere in the class before the lesson; -To lead into the new unit

**** Teacher praises the Ss with the most words and the most interesting words/ phrases.

* Outcome:

-T speaks out a word relatedto the topic Humans and the environment and pass the ball to one student. Let him/her toss it to another student as he/she names the word related to the theme.

-If Ss repeat a word or can’t say any more words, they need to sit down.

GAME: THE LAST MAN STANDING Rules:

Aims: To help students revise /kl/, /pl/, /gr/ and /pr/

* Outcome: use words and phrases related to human activities and the environment, which they have learnt in the unit, students revise /kl/, /pl/, /gr/ and /pr/

proudof the results of our project.

4. Clickthe button to become a member of the club.

-Explains the game rules to Ss ** Ss do as instructed.

* Content: Tohave somewarm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

Student’s activities Content

-The last student standing wins the game.

3. Those toy planesare made of plastic.

2. PRESENTATION/ NEW LESSON ( 12’-15’)

ListenPRONUNCIATIONandunderline the words with the consonant blends /kl/, /pl/, /gr/ or /pr/. Then practise reading the sentences. (p.26)

listen to the recording and underline the words that have the consonant blends /kl/, /pl/, /gr/ or /pr/.

* Organisation:Teacher’s

**** Teacher goes round to offer help and collect common mistakes if Ss have to correct

2. Grassis growingon the ground.

* Outcome: students’ talks

CompleteVOCABULARYthesentences. Use the words and phrases in the box. (p.26)

1.Key:is used

DẠYKÈMQUYNHƠNOFFICIAL

3. eco-friendly

as a class.

*** Ss compare their answers with a partner.

Aim: To provide an opportunity for students to develop their research and collaboration skills, and to practise giving an oral presentation.

Aim: To help Ss revise will and be going to and the passive voice

*****individually.Ssdoasinstructed.Sscomparetheiranswers with a partner.

I’m going to present my plan for a Go Green Weekend event. There will be 4 activities in this event. The first activity is picking up litter in the city park. People will take part in this activity on Sunday morning. The park is dirty because many people drop litter on the paths. Therefore, picking up litter will make

Student’s activities Content

* Outcome:

CompleteVOCABULARYthesentences. Use the words and phrases in the box. (p.26)

1.Key:green lifestyle

2. carbon footprint

3. PRACTICE ( 15’)

* OrganisationTeacher’s:

* Teacher asks Ss to choose the answers that best complete the sentences individually. ** Ss do as instructed.

****

-checksTeacher:theanswers by asking individual Ss to write the sentences on the board -has Ss explain what grammatical form they have used and why. -has Ss read aloud the sentences.

* -givesTeacher:Ss a checklist for peer and selfassessment and explains that they will have to tick the appropriateitems while listening to their classmates’ presentations and write comments if they have any. (The presenters should complete their self-assessment checklist after completing their presentation). -goes through the criteria for assessing their

Sample

* Content:

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

* OrganisationTeacher’s:

Student’s activities Content

2. are planted 3. will pass 4. will 5. are going to travel 6. is going to rain

* Content: Project

4. appliances

ChooseGRAMMARthebest answers. (p.26)

**** Teacher checks the answers by asking individualSs to write the missing words/ phrases on the board.

* Teacher asks Ss to complete the sentences by using the words and phrases in the box

-Revise the consonant blends /kl/, /pl/, /gr/ and /pr/. -Revise words/ phrases related to the topic Humans and the environment. -Revise will and be going to and passive voice.

Period 18

UNIT 3: MUSIC

Lesson 1: Getting started –A talented artist

Homework: -Exercises in the workbook -prepare for Unit 3 lesson 1 =========================

5. WRAP-UP & HOME WORK (2’)

I. OBJECTIVES: * By the end of this unit, students will be able to gain the following things:

WRAP-UP

DẠYKÈMQUYNHƠNOFFICIAL

talk to make sure Ss are familiar with them. -invites two or three groups to give their presentations and encourages the rest of the class to ask questions at the end. ** Ss do as instructed. *** Ss make questions after each -gives****presentation.Teacher:praises and feedback after each presentation and gives marks for their presentation as part of their continuous -asksassessment.Ssto complete the self-assessment table, identifies any difficulties and weak areas and suggests further practice for individualSs.

Date of planning: …/… / 2022

1. Knowledge: -gain an overview about the vocabulary related to the topic Music and main grammatical points taught in this -gainunit;vocabulary to talk about their musical idols.

the park cleaner and more beautiful. The second activity is planting trees on Sunday morning. A lot of big trees in the city park died in the last storm, so there is a need for planting more trees. Besides, it will provide shade and make the air fresh. The third activity that is organised in this event is exchanging organic food in the city hall. On Sunday afternoon, all families that have extra organic food will bring them to the hall and exchange food with the others. This will avoid waste from food and help them save money. The last activity is opening a secondhand market on Sunday afternoon. The reason for organising this activity is that people need new clothes and their old ones are still good for others. This will reduce waste that is harmful to the environment. Those are all of my activities for the Go Green Weekend event.

2. Competence: -develop communication skills;

WEEK: 6

Date of teaching: …/… / 2022

Teacher asks: What have you learnt today?

**** -confirmsTeacher:the correct answers

Listen to some pieces of music and guess the name of the songs.

Song 5: Stuck in the moment

DẠYKÈMQUYNHƠNOFFICIAL

Song 1: Love yourself Song 2: Sorry Song 3: What do you mean? Song 4: Where are you now? Song 5: Stuck in the moment

2. PRESENTATION/ NEW LESSON (12’-15’)

* Organisation : Teacher’s instructions …

+ Greeting + Asking question:

-Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards..... -Students : Text books, studying equipment…. -Computer connected to the Internet. -Sach mem.vn III.

-asks Ss some questions and leads in the +lesson.Whose songs are these? (They are Justin +Bieber’s.)Isheatalented singer? (Yes, he is considered the Prince of Pop.)

-ToAims:create an active atmosphere in the class before the lesson; -To lead into the new unit

Song 1: Love yourself

* Content: Tohave somewarm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Outcome: Listen to some pieces of music and guess the name of the songs.

Teacher’s Student’s activities Content

II. TEACHING AIDS:

* Teacher gives instructions, plays the **recordings.Sslisten and guess the names of the songs. *** Students may discuss with other members in their teams.

Song 4: Where are you now?

Aims: To help students use key language more appropriately before they read and listen. To get students interested in the topic.

3. Qualities: -develop a positive attitude towards music; -be aware of the important role of music in our life.

* Give comments or feedback.

* Implement the task.

Notes:InPROCEDURE:eachactivity, each step will be represented as following: * Deliver the task.

* Discuss.

1. WARM UP & INTRODUCTION ( 3’-5’)

-To introduce vocabulary and grammar points to be learnt in the unit.

Listen to some pieces of music and guess the name of the songs.

Song 2: Sorry Song 3: What do you mean?

-be collaborative and supportive in pair work and teamwork; -actively join in class activities.

* Organisation:Teacher’s

Student’s activities Content

* -ShowsTeacher:the words one by one and has Ss repeat the sound of the words -Has Ss guess the meaning of the words based on pictures, explanations and examples.

Vocabulary

2. musical instrument (n) /ˌmjuːzɪkl ˈɪnstrəmənt/: an object used for producing musical sounds, e.g. a piano or a drum

* Outcome:

4. perform (v) /pəˈfɔːm/: entertain an audience by playing a piece of music, acting in a play, etc.

DẠYKÈMQUYNHƠNOFFICIAL

* Teacher asks Ss to look at the explanation and the photos to guess the meaning of new **words.Sssay the Vietnamese meanings of the ***words.Other Ss correct if the previous answers are ****incorrect.Teachershows the Vietnamese meaning, plays the recordings and asks Ss to repeat them.

VOCABULARY

GETTING STARTED

* Content:

3. trumpet (n) /ˈtrʌmpɪt/: a brassmusical instrument made of a curved metal tube that you blow into, with three valvesfor changing the note

1. talented (adj) /ˈtæləntɪd/: having a natural ability to do something well

* Teacher: -sets the context for listening by having Ss look at the picture (p.28) and answer the questions -focuses Ss’ attention on the conversation and elicits the names of the two speakers. -explains that Mai and Ann are watching a music programme and this is their conversation when watching it.

2. traditional music /trəˈdɪʃənl ˈmjuːzɪk/(n.phr): âm nhạc truyền thống talented /ˈtæləntɪd/(adj): tài năng pop singer /pɒp ˈsɪŋə/(n.phr): ca sĩ nhạc pop fan /fæn/(n): fan hâm mộ award /əˈwɔːrd/(n): giải thưởng trumpet /ˈtrʌmpɪt/(n): kèn teenager /ˈtiːneɪdʒə(r)/(n): thiếu niên upload /ˌʌpˈləʊd/(v): đăng tải 10. reach /riːtʃ/(v): đạt mốc 11. be good at something /biː gʊd æt ˈsʌmθɪŋ/(v.phr): giỏi về việc gì đó musical instrument / ˈmjuː.zɪ.kəl ˈɪn.strə.mənt/(n.phr): nhạc cụ perform /pəˈfɔːm/(v): biểu diễn

* Teacher has the Ss read the conversation in

3.

TASK 1. LISTEN AND READ. (Ex.1, p.28)

-has Ss underline the words/ phrases that are related to music while they are listening and reading.

9.

12.

DẠYKÈMQUYNHƠNOFFICIAL

3. PRACTICE ( 15’)

Aim

To help Ss identify compound sentences, to-infinitives and bare infinitives.

8.

**** Teacher checks as a class.

6.

*** Ss share their underlined words/ phrases with a peer.

* Outcome:Students’answers

To revise words and phrases related to music

+ Where are they? (at home/ in the living room)

1. famous /ˈfeɪməs/(adj): nổi tiếng

-To practise reading for specific information

13.

-plays the recording twice and asks Ss to read along while listening to it.

5.

* Content: task 1,2,3,4

* Organisation:Teacher’sStudent’s activities Content

7.

-To develop Ss' vocabulary of the topic Music

-To check Ss’ comprehension of the conversation

4.

TASK 1. LISTEN AND READ. (Ex.1, p.28)

** Ss do as instructed.

2.What is he goodat?

2. He is good at writing music and playing many musical instruments.

3. His cover song videos made him popular.

**pairs.Ss read the conversation.

**** Teacher calls out each question and has different pairs provide their answers.

read the four categories and brainstorm words or phrases to check their prior knowledge, e.g. types of music: Rock and roll, Jazz, Pop, Classical. -has Ss read the conversation quickly again, and find the words or phrases that refer to the **categories.Ssdoas instructed.

TASK 3. FIND WORDS OR PHRASES IN THE CONVERSATION WHICH REFERS TO... (Ex.3, p.29)

*** One pair reads aloud.

Key:

**** Teacher collects common mistakes and gives comments.

TASK 2. READ THE CONVERSATION AGAIN AND ANSWER THE QUESTIONS. (Ex.2, p.29)

3.What made him popular?

Key:

DẠYKÈMQUYNHƠNOFFICIAL

**** Teacher checks the answers by calling out each category or writing it on the board, and asks individual Ss to write the relevant words / phrases.

+ Who is the boy? (a singer)

** Ss do the task in pairs.

1.Who are Ann and Mai talking about?

1. pop

Key:

+ What are they doing? (The boy is singing on the stage. The girls are watching a live programme and cheering.)

4. social media

** Ss do Task 2 individually first.

**** Teacher corrects their answers as a class.14.Who are Ann and Mai talking about?

1. They are talking about a young pop

2.singer.Heis good at writing music and playing many musical instruments.

TASK 2. READ THE CONVERSATION AGAIN AND ANSWER THE QUESTIONS. (Ex.2, p.29)

3. His cover song videos made him popular.

TASK 3. FIND WORDS OR PHRASES IN THE CONVERSATION WHICH REFERS TO... (Ex.3, p.29)

*** Ss share their answers with a partner.

1. They are talking about a young pop singer.

* Teacher asks Ss to scan the conversation for keywords, locate the part that contains information for each question.

3. piano, drums, guitar, and trumpet

* Teacher asks Ss to work individually to read the questions and underline the key words, then share their ideas with a partner who sitsnext to them.

*** Ss share and discuss with their partners about the key words.

2. Grammy, Billboard Music and Teen Choice Awards

15.What is he good at?

16.What made him popular?

* -asksTeacher:Ssto

DẠYKÈMQUYNHƠNOFFICIAL

TASK 4: MATCH THE TWO PARTS TO MAKE COMPLETE SENTENCES.

-checksTeacher:theanswers by calling on individual Ss to read the complete sentences and writes them on the board.

(Ex. 4, p. 29)

1. compound sentence, to -infinitive; 2. bare infinitive; 3. to-infinitive; 4. compound sentence. Key: 1. d; 2. c; 3. b; 4. a

****

* Outcome: Students’talks

* Content: Talk about your favourite singer or musical band.

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

**** Teacher instructs Ss to play a guessing game: Ss take turns to talk about their idols without mentioning the name of their idols. The others listen and guess who she/he is.

** Ss prepares their talk in two minutes.

TASK 5: TALKABOUT YOUR FAVOURITE SINGER OR MUSICAL YouBAND.should mention who she/he is, what she/he is good at, what makes her/ him famous.

Student’s activities Content

* Teacher has Ss read the two parts of each of the four sentences and checks **comprehension.Ssdothematching individually. In weaker classes, they may refer back to the ***conversation.Sssharethe answers with a partner.

* Teacher gives Ss clear instructions in order to make sure they can understand what they have to do.

-To inform Ss what the final product of the Project should be like and how Ss can prepare for it.

-goes through each sentence and elicits the target grammar point(s), e.g.

TASK 4: MATCH THE TWO PARTS TO MAKE COMPLETE SENTENCES.

* OrganisationTeacher’s:

Aim: To help Ss memorise the target language and skills that they have learned.

TASK 5: TALK ABOUT YOUR FAVOURITE SINGER OR MUSICAL YouBAND.should mention who she/he is, what she/he is good at, what makes her/ him famous.

5. WRAP-UP & HOME WORK (2’)

-Tell Ss about the Project requirements:

2. Project preparation

+ do research on a form of traditional music in Viet Nam or another country

-Explain to Ss how they can get the information (search the Internet, read newspapers, go to the library, talk to experts, etc.).

-Talking about musical idols.

Wrap-up

+ give an oral presentation of the research results in the last lesson of the unit.

* Teacher asks Ss: What have you learnt today?

+ include information related to the points stated on the Project page or prepare a poster (drawing, pictures) presenting the research results.

DẠYKÈMQUYNHƠNOFFICIAL

1. Exercises in the workbook

-Put Ss into groups and have them choose their group leader. Ask them to assign tasks for each member, making sure that all group members contribute to the project work.

=========================

-Ask Ss to open their books at the last page of Unit 3, the Project section, look at the pictures and say what the topic of the Project is (a form of traditional music).

-Encourage them to start withdoing research on traditional music in Viet Nam.

-Some lexical items about Music

-Help Ss set deadlines for each task.

Ss will have to:

Homework

I. OBJECTIVES:* By the end of this unit, students will be able to gain the following

Teacher’s Student’s activities Content + Greeting + Asking question: (The topic word is: MUSIC)

-ToAims:create an active atmosphere in the class before the lesson; -To lead into the new unit

1. WARM UP & INTRODUCTION ( 3’-5’)

2. Competence:

-be willing to learn new language points -be aware of the important role of music in life.

-Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards..... -Students : Text books, studying equipment…. -Computer connected to the Internet. -Sach mem.vn

II. TEACHING AIDS:

Period 19 UNIT 3: MUSIC LESSON 2: LANGUAGE

Date of planning: …/… / 2022 Date of teaching: …/… / 2022 WEEK: 7

* Content: Tohave somewarm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

Game: Board race

DẠYKÈMQUYNHƠNOFFICIAL

III. Notes:InPROCEDURE:eachactivity, each step will be represented as following: * Deliver the task. * Implement the task. * Discuss. * Give comments or feedback.

* Outcome:

1.things:Knowledge:

-pronounce two-syllable words with correct stress; -understand and use words and phrases related to music; -use conjunctions to make compound sentences; -use to-infinitives and bare infinitives after some verbs.

* Organisation : Teacher’s instructions …

-be collaborative and supportive in pair work and team work -access and consolidate information from a variety of sources -actively join in class activities

3. Qualities:

* Teacher gives instructions of how to play the game, and gives an example.

Rules and an example of the game Board race: The class is divided into teams. In one or two minutes (depending on the number of the letters in the topic words), Ss have to find the words which are related to the topic and have one letter in the topic word. If the word begins with a letter in the topic word, the team gets one point, if the letter of the topic word appears in the middle position, the team gets two points and if the letter of the topic word is at theend of the word they have found, the team gets three points. For example, if the topic word is FILMS and with the words found in the table below, a team gets 9 points in total. I OVE N E S

)point(1 CI

2. PRESENTATION/ NEW LESSON ( 12’-15’)

**** Teacher confirms the correct words, decides the winner and leads in the lesson.

F AMOUS(1point) MOV

To help Ss identify stressed syllables in two-syllable words in sentences and pronounce these words correctly

MA s)point(2 ACTRE

** Ss discuss in their teams and write down the ***words.Ss in each team take turns to write their words on the board.

Aims: To give Ss practice in identifying the stressed syllables in two-syllable words and pronouncing these words.

DẠYKÈMQUYNHƠNOFFICIAL

E s)point(2 L

S spoint9s)point(3

* Outcome: identifying the stressed syllables in two-syllable words and pronouncing these words. Use vocabulary, and some points of grammar

To give Ss practice in using the words in meaningful contexts.

TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO THE STRESSED SYLLABLE IN EACH WORD. (Ex.1, p.29)

* -hasTeacher:Ssread the words individually and check -playscomprehension.therecording and ask Ss to listen to the words and repeat and pay attention to the stressed **syllables.Ssdoas instructed.

To help Ss memorise the rules to mark stress on the two-syllable words

-checksTeacher:whether Ss can say the words using the correct stress patterns by calling some Ss to read them aloud.

** Ss do as instructed.

1. She is a famous artist.

TASK 3: WRITE DOWN WORDS WITH THE SAME STRESS PATTERN.

* dividesTeacher:Ss into two teams or more teams in big -writesclasses. two two-syllable words on the board, one with stress on the first syllable, the other with the

* asksTeacher:Ssto read the sentences individually and pay attention to the bold words and checks their -playscomprehension.therecording for Ss to listen and mark the stressed syllables in the words in bold.

To make sure that sts understand the meaning of some lexical items about humans and the environment

-plays the recording again, pausing after each sentence, for Ss to repeat

TASK 2: LISTEN AND MARK THE STRESSED SYLLABLES IN THE WORDS IN BOLD. (Ex.2, p.29)

-has Ss find out the rule of marking stress on the two-syllable words, and elicits other examples of nouns, verbs, and adjectives.

***

2. I enjoy his song about friendship.

3. Their latest show received a lot of good comments

* Content: Pronunciation, vocaburay and grammar

Student’s activities Content

TASKPronunciation1:LISTEN AND REPEAT. PAY ATTENTION TO THE STRESSED SYLLABLE IN EACH WORD. (Ex.1, p.29)

**** -confirmsTeacher:the correct answers.

TASK 3: WRITE DOWN WORDS WITH THE SAME STRESS PAT -writes two two-syllable words on the board, one with stress on the first syllable, the other with the stress on the second syllable and has each team write as many words with the same stress pattern as they can on a piece of paper in two minutes.

*** Ss work in pairs to compare their answers.

* Organisation:Teacher’s

Stress on the first syllable Stress on the second syllable programmesingercommoncareful performrelaxattractdecide

DẠYKÈMQUYNHƠNOFFICIAL

Vocabulary

* Teacher gives clear instructions, reads the words on the left and makes sure Ss understand the abbreviation in brackets (v, n, adj)

stress on the second syllable and has each team write as many words with the same stress pattern as they can on a piece of paper in two minutes.

DẠYKÈMQUYNHƠNOFFICIAL

** Ss do as instructed.

TASK 1: MATCH THE WORDS WITH THEIR MEANINGS. (Ex.1, p.30)

talentedjudgeperformaudience single Key: 1. c 2. d 3. e 4. a 5. b * Teacher: TASK 2: COMPLETE THE SENTENCES

**** Teacher writes the correct ones on the board and decides the winners.

** Ss work in pairs to discuss and do the matching.

*** Ss share the answers with the whole class: one student reads aloud the word and another reads its ****definition.Teacher confirms the correct answer.

*** Ss put down their pens and read their words out when the time is up.

e.g. The first sentence needs an adjective and the only one on the list is ‘talented’. The second sentence needs a noun, and the words ‘TV show’ and ‘attract’ suggest that ‘audience’ is the best choice.

Make compound sentences using the correct conjunctions in brackets.

GRAMMAR: COMPOUND SENTENCES

Make compound sentences using the correct conjunctions

-tellsTeacher:Ssto look at the compound sentences in 4 in Getting Started and asks questions to check whether Ss understand their structure, e.g. What do they consist of? Can you split them into independent sentences? What are the clauses joined by?

To give Ss the opportunity to revise to-infinitives and bare infinitives

Key: 1. talented 2. audience 3. single 4. judge 5. perform

Ex: The cat chased the mouse, and the mouse ran into the hole.

* OrganisationTeacher’s:

-confirms the correct answers. -asks individual Ss to read the complete sentences.

**** -checksTeacher:answers as a class by having individual Ss call out the word they have used for each sentence first and explain why they have chosen that word (the clues in the context),

* Content: COMPOUND SENTENCES

+ A simple sentence consists of one independent clause.

Student’s activities Content

Aim: To give Ss the opportunity to revise how to form compound sentences.

Ex: The cat chased the mouse.

Jackson wants to go to the music festival on Saturday, but he has amaths exam on that day.

You can book the tickets online, or you can buy them at the stadium ticket office.

DẠYKÈMQUYNHƠNOFFICIAL

:

*

-give more explanation and examples for Ss to understand what a simple sentence is and what a compound sentence is.

Key: I am a jazz fan, and my favourite style is from the late 1960s.

3. PRACTICE ( 15’)

Make compound sentences using the correct conjunctions in brackets.

* Outcome:use correctly conjunctions, infinitives

has Ss read the sentences carefully to decide which word in 1 can be used to complete each of the -remindssentences.them to use context clues to decide on the **word.Ss discuss with a partner.

USING THE WORDS IN 1. (Ex.2, p.30)

** Ss work in pairs or individually to choose the

GRAMMAR: COMPOUND SENTENCES

The concert didn’t happen, so we stayed at home

+ A compound sentence consists of two or more independent clauses joined by a coordinating conjunction (e.g. for, and, nor, but, or , and yet, so). (Hint: The conjunctions spell FANBOYS.)

*** Ss compare answers in pairs.

Aim: To help Ss further practise the tobareinfinitive,infinitive, compound sentences and vocabularyrelated to the topic music.

* Content: Make compound sentences in which there is a to-infinitive or bare infinitive.

* OrganisationTeacher’s:

Key: 1. to send 2. fall 3. to delay 4. watch

Make compound sentences in which there is a to-infinitive or bare infinitive. The rules of the task (Make compound sentences. One correct sentence gets one point. If you can use to-infinitive or bare infinitive and a word in

TO-INFINITIVES AND BARE INFINITIVES

-writesTeacher:the following sentences on the board and elicits the words to-infinitive and bare infinitive. E.g. -When he was 12, his mother started to upload his cover song videos on social media.

Complete the following sentences, using the toinfinitive or bare infinitive of the verbs in *brackets.

Student’s activities Content

**** Teacher checks answers as a class.

appropriate conjunctions to combine the ***sentences.Individual Ss write their sentences on the board.

-asks Ss to read the sentences and identify the main verbs of the sentences. This will help them decide whether they need to fill in a to-infinitive or bare infinitive after that main verb. ** Ss do the exercise individually.

-His beautiful songs have helped bring more love into people’s lives.

**** Teacher checks answers with the whole class.

* Outcome: students’answers

* -explainsTeacher:the rules of the task (Make compound sentences. One correct sentence gets one point. If

DẠYKÈMQUYNHƠNOFFICIAL

Complete the following sentences, using the toinfinitive or bare infinitive of the verbs in brackets.

TO-INFINITIVES AND BARE INFINITIVES

Make compound sentences in which there is a to-infinitive or bare infinitive.

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

-has Ss read the explanation in the Remember! box, checks understanding and provides some examples of the verbs used in sentences, e.g. I decided to watch my favourite TV show. My mum let me watch the TV show.

3. Qualities:

-be collaborative and supportive in pair work and team work; -access and consolidate information from a variety of sources; -develop presentation skill; -actively join in class activities.

** Ss do the task in groups of 3 or 4 in two ***minutes.The groups with the most sentences write their answers on theboard.

-Prepare for lesson 3 Unit 3.

Date of planning: …/… / 2022

5. WRAP-UP & HOME WORK (2’)

Date of teaching: …/… / 2022 WEEK: 7

I. OBJECTIVES:* By the end of this unit, students will be able to gain the following

-Exercises in the workbook

the Vocabulary part, your points will triple.) -gives an example: + The cat chases, and the mouse runs (1 point) The singer started to sing, but many audiences were still talking. (3 points

Homework:

=========================

+The singer started to sing, but many audiences were still talking. (3 points)

you can use to-infinitive or bare infinitive and a word in the Vocabulary part, your points will triple. -gives) an example: + The cat chases, and the mouse runs (1 point)

DẠYKÈMQUYNHƠNOFFICIAL

**** Teacher praises Ss for interesting ideas and decides the winner.

Wrap-up

* Teacher asks: What have you learnt today? - stress in two-syllable words; -words and phrases related to music; -conjunctions to make compound sentences; to-infinitives and bare infinitives after some verbs.

Period 20 UNIT 3: MUSIC LESSON 3: READING

1.things:Knowledge:

-read for specific information in a text about a famous TV music show; -guess the meaning of words/phrases in context; -talk about reasons why they want or don’t want to participate in a music competition.

2. Competence:

DẠYKÈMQUYNHƠNOFFICIAL

6. a music recording that has one song (single)

II. TEACHING AIDS:

III.

** Ss discuss in their teams and say the words out.

* Implement the task.

-recognise different musical shows; -be eager to get more information about music shows.

3. a person who is a professional singer, dancer, actor, etc. (artist)

5. the person who watch, read or listen to the same thing (audience)

* Discuss.

* Give comments or feedback.

-Computer connected to the Internet.

Notes:InPROCEDURE:eachactivity, each step will be represented as following:

2. a person who decides on the results of a competition (judge)

* Outcome: Lead to the subject and new lesson.

-Students:Text books, studying equipment….

-Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....

4. a person or thing that is loved and admired very much (idol)

1. WARM UP & INTRODUCTION ( 3’-5’)

-To lead into the new unit

**** Teacher confirms, shows the answers on the screen, decides the winner and leads in the lesson.

* Content: Tohave somewarm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Organisation : Teacher’s instructions …

* Teacher divides the class into two teams, has Ss in each team take turns to choose a random number, and shows the clues on the screen for the Ss to guess the words. Teacher also reminds Ss that they don’t need to answer all the across words to find the key word.

Clues:Crossword

-Sach mem.vn

1. a brass musical instrument made of a curved metal tube that you blow into, with three valves for changing the note (trumpet)

7. an attempt to find somebody/something, especially by looking carefully for them/it (search)

* Deliver the task.

-ToAims:create an active atmosphere in the class before the lesson;

Teacher’s Student’s activities Content + Greeting + Asking question: Crossword

Aims: To help students use key language more aappropriately before they read

* Teacher asks Ss to look at the explanation and the photos to guess the meaning of new words.

** Ss say the Vietnamese meaning of the word.

A

8. to dance, sing or play music in order to interest or please people (perform)

9. an occasion when a video is watched online (view)

-To introduce the topic of the reading and get Ss involved in the lesson.

1. reality (n): using real people (not actors) in real situations, presented as entertainment

Vocabulary

T R U M P E J U D G A R T I S T I D O U D I E N C E S I N E A R C H P E R F O R M E I W

S

V

Student’s activities Content

* Organisation:Teacher’s

2. PRESENTATION/ NEW LESSON ( 12’-15’)

DẠYKÈMQUYNHƠNOFFICIAL

* Outcome: use key language more aappropriately before they read

* Content: vocabulary

3.

4. play a role in (idiom):be involved in or have an effect on Ex: Deciding to travel instead of going straight to college after high school played a major role in my life 5. ordinary (adj): not unusual or different in any way

4. semi-final /ˌsemi ˈfaɪnl/(n.phr): bán kết

5. eliminate /ɪˈlɪmɪneɪt/(v): loại = remove / rɪˈmuːv/

6. play an important role /pleɪ ən ɪmˈpɔːtənt rəʊl/(v.phr): đóng vai trò quan trọng

2. stage (n): a period or state that something/ somebody passes through while developing or making progress

3. semi-final (n): one of the two games or parts of a sports competition that are held to decide who will compete in the last part (the final)

READING

2.

*** Other Ss correct if the previous answers are ****incorrect.Teacher shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them.

1. competition /kɑːm.pəˈtɪʃ.ən/(n): cuộc thi identify /aɪˈdentɪfaɪ/(v): nhận ra stage /steɪdʒ/(n): giai đoạn

DẠYKÈMQUYNHƠNOFFICIAL

7. argument /ˈɑːɡjumənt/(n): tranh luận

DẠYKÈMQUYNHƠNOFFICIAL

** Ss do as instructed.

work in pairs to look at the pictures and discuss the questions.

What are these shows? What do you know about them?

:

-American Idol: a famous TV music show.

Aim: -To help Ss practise guessing the meanings of words in context.

10. develop /dɪˈveləp/(v): phát triển

Suggested answers:

-focuses their attention on the logos and the names of the shows.

8. vote /vout/(v): bình chọn

3. PRACTICE ( 15’)

* Content: Read a text about a famous music show. match the highlighted words and phrases in the text to the meanings

* Outcome: Students’s Answers

* -asksTeacher:Ssto

-The X Factor: a television singing competition originated in the United Kingdom. Competitors go through weeks of auditions before judges until the winner is decided by a public vote. The prize is usually a recording contract. In addition to giving comments on the contestants’ performance, the judges help them choose the songs and style of their songs. The format of the X Factor has been adopted in many countries around the world.

**** Teacher gives comments and leads in.

-To help Ss practise reading for specific information.

TASK 1: WORK IN PAIRS. LOOK AT THE PICTURES AND DISCUSS THE FOLLOWING QUESTIONS. (Ex.1, p.31)

* Organisation:

*** Some pairs of Ss share the answers with the whole class.

9. be not in favour of /biː nɒt ɪn ˈfeɪvər ɒv/(v.phr): không ủng hộ

TASK 1: WORK IN PAIRS. LOOK AT THE PICTURES AND DISCUSS THE FOLLOWING QUESTIONS. (Ex.1, p.31)

Extra questions:

Key: 1. B 2. A 3. A 4. C 5. C

2. Which of the following statements is correct?

B. The singer with the highest number of votes and highest score from the judges.

C. in 2007

** Ss discuss the clues and do the matching in ****groups.Teacher checks the answers as a class.

*** Ss work in pairs or groups to compare answers.

-asks Ss to read the questionsand try to answer them before reviewing the options.

DẠYKÈMQUYNHƠNOFFICIAL

C. The singer with the highest score from the judges.

Key: 1. B 2. A 3. A 4. C 5. C

Teacher’s Student’s activities Content

4. Which of the following statements about the judges is NOT mentioned?

* -asksTeacher:Ssto read the whole text once to get an overall idea.

-has Ss read it again, paying attention to the context of each highlighted word / phrase and looking for clues that they can use to guess the meaning, e.g. 1. there were many movies and TV series -> programmes on TV.

A. From the semi-final, singers who can go to the next stage are decided by the audience vote.

1. What is American Idol?

C. People around the world can vote for the songs they like.

* -asksTeacher:Ssto read the questions and underline the key words in each of them.

A. The singer with the highest number of votes on the final night.

** Ss read the answer options and eliminate the wrong ones, then they search the text to find evidences to support the right answers.

Question 6: When was American Idol shown for the first time on television?

A. A game show on TV

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

B. A TV singing competition

TASK 2: READ A TEXT ABOUT A FAMOUS MUSIC SHOW. MATCH THE HIGHLIGHTED WORDS AND PHRASES IN THE TEXT TO THE MEANINGS BELOW. (Ex.2, p.31)

C. A live dancing competition

A. They give comments after each live

-checks the key words Ss have underlined, e.g. 1. What, American Idol; 2. Which, statements, correct; 3. Who, wins; 4. Which, statements, judges, NOT mentioned; 5. What, inferred, competition, Viet Nam.

3. Who wins American Idol?

TASK 2: READ A TEXT ABOUT A FAMOUS MUSIC SHOW. MATCH THE HIGHLIGHTED WORDS AND PHRASES IN THE TEXT TO THE MEANINGS BELOW. (Ex.2, p.31)

**** Teacher checks the answers as a class, and asks Ss to give reasons for their answers.

A. twenty-four years ago B. in 2002

TASK 3: READ THE TEXT AGAIN AND CHOOSE THE BEST ANSWERS. (Ex.3, p.32)

B. The judges choose as many singers as they can.

B. in 2002

C. They are not in favour of choosing ordinary people.

B. They have different views about singers’ performances.

C. in Question20077: Who can vote for their preferred singers in American Idol?

Question 7: Who can vote for their preferred singers in American Idol?

C. People living in the US, Puerto Rico or the Virgin Islands and over thirteen

rules: Students are divided into 2 teams. Ss from each team take turns to answer the questions. After each correct answer, the teacher asks Give or Take. If they say Take, they will get the points, if they say Give, the points will be given to the other team. The point may be both minus like -3, -5 and positive like + 2, + 6…

*** Teacher gives a point for each correct answer performance.

To make the activity more engaging, T may let Ss to play the game Give or Take while doing this Gametask.

** Ss close their books, and Ss from each team take turns to ask other teams their questions.

* -divideTeacher:the class into two teams.

A. People who are over thirteen

DẠYKÈMQUYNHƠNOFFICIAL

B. People who live in the US, Puerto Rico or the Virgin Islands

-asks each team to prepare 6 -8 quiz questions based on the reading text and write them on a piece of paper, e.g. When was American Idol first shown? (January 2002), What kind of people are the participants? (Ordinary people).

Extension: Make questions

5. What can be inferred about the competition in Viet Nam?

Extra questions: Question 6: When was American Idol shown for the first time on television?

-goes round to check and make sure each team knows the correct answer to each of their questions.

A. twenty-four years ago

B. People who live in the US, Puerto Rico or the Virgin Islands

B. All the singers will be famous.

C. People living in the US, Puerto Rico or the Virgin Islands and over thirteen

rules: Students are divided into 2 teams. Ss from each team take turns to answer the questions. After each correct answer, the teacher asks Give or Take. If they say Take, they will get the points, if they say Give, the points will be given to the other team. The point may be both minus like -3,5 and positive like + 2, + Extension: Make questions

C. It can help develop participant’s singing careers.

A. People who are over thirteen

To make the activity more engaging, T may let Ss to play the game Give or Take while doing this Gametask.

A. The audience decides who makes it to the final stage.

** Ss work in pairs to decide whether they want to participate in the show in Viet Nam and state their

* Outcome: srudents’ talks

Teacher asks: What have you learnt today?

-Prepare for Speaking lesson

-Search for more music shows on the Internet, take note the regulations and the prizes and post them on the Facebook/Zalo group of your class

* Organisation:Teacher’s

TASK 4: WORK IN PAIRS. DISCUSS WHETHER YOU WANT TO PARTICIPATE IN VIETNAM IDOL. GIVE YOUR REASONS.

Student’s activities Content

DẠYKÈMQUYNHƠNOFFICIAL

=========================

TASK 4: WORK IN PAIRS. DISCUSS WHETHER YOU WANT TO PARTICIPATE IN VIETNAM IDOL. GIVE YOUR REASONS.

****reasons.Teacher invites Ss from different pairs to present a summary of their discussion.

*

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

* Content: Discuss whether you want to participate in vietnam idol. give your reasons.

Wrap-up

Ss that there are no right or wrong answers, and encourages them to think of as many reasons as they can to support their opinions, e.g. what benefits it offers to individuals (audiences and participants) and to society.

and decides the winner.

5. WRAP-UP & HOME WORK (2’)

Aim: To help Ss use the ideas and language in the reading to talk about whether they want to take part in Vietnam Idol and give reasons.

-asksTeacher:Ssto read the text again and make notes of things they like and things they don’t like about the -tellsshow.

there are no right or wrong answers, and encourages them to think of as many reasons as they can to support their opinions, e.g. what benefits it offers to individuals (audiences and participants)and to society.

-a text about a famous music show: American Idol Homework:

* Give comments or feedback.

* Content: Tohave somewarm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

Teacher’s Student’s activities Content + Greeting + Asking question:

* Teacher gives the instructions and plays the recording.

I. OBJECTIVES: * By the end of this unit, students will be able to gain the following

Period 21 UNIT 3: MUSIC LESSON 4: SPEAKING

-be eager to create a new musical show; -be ready to share their ideas with the whole class; -be able to self-study.

Video watching: Watch the video and write down the names ofthe music shows.

Notes:InPROCEDURE:eachactivity, each step will be represented as following:

1.things:Knowledge: talk about a music show.

Date of planning: …/… / 2022 Date of teaching: …/… / 2022 WEEK: 7

-ToAims:create an active atmosphere in the class before the lesson;

* Discuss.

2. Competence:

-Students : Text books, studying equipment…. -Computer connected to the Internet. -Sach mem.vn

III.

-To lead into the new unit

* Outcome: Lead to the subject and new lesson.

* Organisation : Teacher’s instructions …

1. WARM UP & INTRODUCTION ( 3’-5’)

3. Qualities:

-be collaborative and supportive in pair work and team work; -develop presentation skill; -actively join in class activities; -be creative; -be critical in thinking.

-Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....

* Deliver the task.

II. TEACHING AIDS:

* Implement the task.

DẠYKÈMQUYNHƠNOFFICIAL

1. dress up (ph.v): wear clothes that are more formal than those you usually wear

* Organisation:Teacher’s

2. PRESENTATION/ NEW LESSON ( 12’-15’)

** Ss do as instructed.

** Ss watch the video and write down the name the the music shows

-To pre-teach some vocabulary so that Ss can understand themeaning and use them correctly in main speaking tasks.

2. runner-up (n): a person or team that finishes second in a race or competition

* -showsTeacher:the words one by one, plays the recording and has Ss repeat the sound of the words has Ss guess the meaning of the words based on pictures, explanations or examples.

3. cash (n): money in the form of coins or notes

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**** Teacher checks by having some Ss to call out the answers

Suggested answers: America’s Got Talent, Pop Idol, Vietnam’s Got Talent, Perfect Edition (Cover Star), X Factor

*** Ss share their answers with a partner.

Vocabulary

-To introduce more ideas for the main speaking tasks and get Ss involved in the lesson

*Aims:Content:

* Outcome: Ss can understand the meaning and use them correctly in main speaking tasks and get Ss involved in the lesson.

**** Teacher confirms the meaning, calls on some individual Ss to make sentences with each word.

Student’s activities Content

look at notes first and try to guess the type of information they need to fill in and then has Ss call out their guesses, but does not tell them if they are correct or wrong.

**** Teacher gives comments and praises Ss for

* -asksTeacher:Ssto

-has*competitions.Teacher:Sscallout some popular TV shows or competitions and write their names in English on the -putsboard.Ssinto pairs and has each pair choose one of the TV shows or competitions.

TASK 1: READ ABOUT A TV MUSIC SHOW AND COMPLETE THE NOTES BELOW.

1. Name: I know your face

6. Prize(s): cash

4. come up with (ph.v): suggestor thinkof an ideaor plan

**** Teacher checks answers as a class.

DẠYKÈMQUYNHƠNOFFICIAL

Extension: Brainstorm some popular TV shows or

** Ss do as instructed.

3. Number of participants: six

4. What participants have to do: dress up and perform as famous international or local artists in a live show every week

*** Ss compare their answers in pairs.

** Some pairs take turns to come to the front of the class while the rest of the class ask them Yes / No questions to guess their TV showor competition. They can only answer with `Yes' or ‘No’. Each pair has three minutes to answer.

2. People who give their scores: two main judges and a guest artist

–TV audiences vote and decide on the winner and two runners-up.

-tells Ss to read the TV show description and find the information to complete the note individually in two minutes.

Key:

5. How participants win the show: 3 participants with the highest scores after 5 weeks go to the final night.

Extension: Brainstorm some popular TV shows or competitions.

TASK 3: PRESENT YOUR SHOW TO THE WHOLE CLASS. USE YOUR IDEAS IN 2 AND THE EXPRESSIONS BELOW. VOTE FOR THE BEST SHOW.

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

3. PRACTICE ( 15’)

* Content:

6. Prize(s): cash and a trip to America

Aim: To help Ss brainstorm ideas for the speaking activity.

**** Teacher walks round the class and offers help if necessary.

4. What participants have to do: take turns to sing a song whose rhythm is changed from the original one

* Outcome:.

Useful expressions:

TASK 2: WORK IN GROUPS. MAKE UP A NEW MUSIC SHOW. USE THE POINTS IN 1 TO ORGANISE YOUR IDEAS.

Aim: To give Ss the opportunity to present their music shows to the class

Teacher’s:

TASK 2: WORK IN GROUPS. MAKE UP A NEW MUSIC SHOW. USE THE POINTS IN 1 TO ORGANISE YOUR IDEAS.

5. How participants win the show: sing correctly and the most beautifully

* Content: * Outcome: Organisation

* Teacher:

*

DẠYKÈMQUYNHƠNOFFICIAL

having exciting questions.

- has Ss work in the same groups as in 2 in 3 minutes to prepare for their presentation using the ideas in 2 -reminds them to use the expressions provided in the box and makes sure that each student in the group is responsible for presenting a different aspect of the show.

Student’s activities Content

-asks Ss to take notes of the decisions they make. ** Ss do as instructed.

TASK 3: PRESENT YOUR SHOW TO THE WHOLE CLASS. USE YOUR IDEAS IN 2 AND THE EXPRESSIONS BELOW. VOTE FOR THE BEST SHOW.

3. Number of participants: 5

:

2. People who give their scores: 3 main judges and a famous local artist

* OrganisationTeacher’s:

*-asksTeacher:Ssto refer back to their notes in 1; puts Ss into groups, and asks them to brainstorm ideas for their new show, using the suggested points in 1 and the information they searched on the Internet for the homework in the Reading lesson. -gives Ss 6 minutes so that they can come up with interesting ideas.

1. Name: I've got the rhythm

-We came up with an idea about a TV music show which is … -Let us give you an example. -In our show, there will be … -The participants have to … -The winner will receive … We came up with an idea about a TV music show

Student’s activities Content

** Some groups talk about their show. The rest of the class listen, ask questions at the end of the presentation, and take notes of the things they like or don’t likeabout the proposed music show.

-Search the Internet for some information about music festivals.

***

Wrap-up

which is I've got the rhythm. Let us give you an example. In our show, there will be 5 participants, 3 main judges and a famous local artist. The judges and the artist will give their score. The 5 participants have to take turns to sing a song whose rhythm is changed from the original one. The winner is the one that sings correctly and the most beautifully and he/ she will receive a cash prize and a trip to America.

-Exercises in the workbook

5. WRAP-UP & HOME WORK (2’)

-talk about music shows

Homework

-gives comments and praise Ss for good effort, interesting ideas and, teamwork.

DẠYKÈMQUYNHƠNOFFICIAL

-asksTeacher:Sstovote for the most interesting show.

-reminds them to pay attention to body language (smile, make eye contact), speech (speak clearly and not too quickly)

=========================

Teacher asks: What have you learnt today?

WEEK:8

Teacher: Grade10 text book, laptop, projector / TV/ pictures and cards.....

1. WARMUP & INTRODUCTION (3’- 5’)

* Outcome: Lead tothe subject and new lesson.

3. Qualities:. be more interested in music and music events.

Date of planning: …/… / 2022

* Discuss.

Period 22 UNIT 3: MUSIC Lesson 5: Listening

I. OBJECTIVES:*By the end of this unit, students will be able to gain the following

- To lead into the new unit

1.things:Knowledge:.Knowledge

* Content: To have some warm up activities tocreate a friendlyand relaxed atmosphere to inspire Ss to warm up to thesubject and new lesson.

* Implement the task.

III. Notes:PROCEDURE:Ineachactivity, each step will be represented as following:

2. Competence:

Date of teaching: …/… / 2022

* Organisation: Teacher’s instructions …

- actively join in class activities; develop presentation skills; be critical in thinking.

* Teacher gives the instructions and plays the recording.

* Deliver the task.

-Aims:Tocreate an active atmosphere in the class before the lesson;

- talk about thereasons why they want/don’t want to go toa music festival.

Teacher’s Student’s activities Content + Greeting + Asking question:

- be collaborative and supportive in pair work and team work;

Students: Text books, studyingequipment…. Computer connected to theInternet. Sach mem.vn

* Give comments or feedback.

Video watching: Watchthe video and write down the name of themusic festivals.

listen for gist and specific information in an interview about a music festival;

DẠYKÈMQUYNHƠNOFFICIAL

II. TEACHING AIDS:

Teacher’s Student’s activities Content Vocabulary

* Outcome: Ss can understand thecontent of the listening.

*showsTeacher:the wordsone by one, plays the recording and has Ss repeat thesound of thewords. has Ss guess the meaning of the wordsbased on pictures, explanations and examples.

* Content: Vocabulary

*** Ss share their answers witha partner.

*showsTeacher:the wordsone by one, plays the recording and has Ss repeat thesound of thewords. has Ss guess the meaning of the wordsbased on pictures, explanations and examples.

Suggested answers: Yamaha Revolution Music Festival: an EDM party; Asia Artist Award: honors outstanding achievements and international contributions of Asian artists in television, film and music; Monsoon Music Festival: a program of which amateurs as well as the audience can jam on stage with professional artists from all over the world, Coachella: an annual music and arts festival held at the Empire Polo Club in Indio, California, in the Coachella Valley in the Colorado Desert; genre: Rock, pop, indie, hip hop, electronic dance music, Epizode: a unique music and art festival held in Viet Nam’s biggest and most blissful island Phu Quoc, bringing the latest electronic music trends to Asia and showcasing the best regional talents in the same time, Tomorrow Land: a Belgian electronic dance music festival held in Boom, Flanders, Belgium since 2005

Aims: To pre-teach the pronunciation and themeaning of some vocabulary so that Ss can understand the content of the listening.

Vocabulary

** Ss watchthe videoand write downthename of the music festivals.

1. background (n): soundsthat can be heard behind othersounds that are louder

DẠYKÈMQUYNHƠNOFFICIAL

****checksTeacher:byhaving some Ss to call out the answers. asks Ss if theyknow anything about thesemusic festivals.

* Organisation:

2. PRESENTATION/NEWLESSON ( 12’- 15’)

**** Teacher confirms the meaning, calls on some individual Ss to make sentences witheach word.

TASK 1: LOOK AT THE PICTURE AND ANSWER THE FOLLOWING QUESTIONS. (Ex.1, p.33)

****callsTeacher:onsome pairs toshare their answers.

2. stage (n): a raised area, usually in a theatre, etc. where actors, dancers, etc. perform

5. in advance (idiom): before the time that is expected;before something happens

brainstorms more ideas about the picture in a whole class discussion.

4. overcrowding (adj): thesituation when there are toomany people or things in one place

* Teacher asks Ss to work in pairs to look at the picture and discuss thequestions.

1. What kind of event is it?

2. Where doesthe event usually take place?

** Ss discuss in pairs.

DẠYKÈMQUYNHƠNOFFICIAL

** Ss doas instructed

3. free of charge (adv): without having topay

TASK 1: LOOK AT THE PICTURE AND ANSWER THE FOLLOWING QUESTIONS. (Ex.1, p.33)

1. a music festival / an outdoor concert

TASK 3: LISTEN AGAIN AND DECIDE WHETHER THE FOLLOWING STATEMENTSARE TRUE (T)OR FALSE (F). (Ex.3, p.33)

Key: A, D

DẠYKÈMQUYNHƠNOFFICIAL

3. PRACTICE (15’)

2. outdoors: on a farm / at a stadium / a park / a beach

asks Ss what they know about this type of event or if they have been to a music festival or an outdoorconcert.

* Content: Listen to an interview about preparations for an international youthmusic festival, listen again and decidewhetherthe following statementsare true (t) or false (f). (ex.3, p.33)

* Outcome: students’answers

Aim: To help Ss practise listening for gist To help Ss practise listening forspecific information.

****callsTeacher:onindividual Ss totalk about their predictions.asksSstolisten and check if their guesses are correct.checks

* Teacher:

TASK 2: LISTEN TO AN INTERVIEW ABOUT PREPARATIONSFOR AN INTERNATIONAL YOUTHMUSIC FESTIVAL.TICK THE INFORMATION THAT YOU HEAR IN THE RECORDING. (Ex.2, p.33)

Key: A, D

Key: 1. F (first > second); 2. F (They are still setting up the main stage and there’s still a lot to

:

Suggested answers:

TASK 2: LISTEN TO AN INTERVIEW ABOUT PREPARATIONSFOR AN INTERNATIONAL YOUTHMUSIC FESTIVAL.TICK THE INFORMATION THAT YOU HEAR IN THE RECORDING. (Ex.2, p.33)

answers as a class and asks Ss to support their answers withclues from the recording, e.g. A: on the beach, country park; D: sold the tickets in advance. plays the recording a second time, pausing afterthe clues in weaker classes.

Teacher’s Student’s activities Content

*asksTeacher:Sstolook through thelist of topics and guess what theyare going to hear in therecording. ** Ss doas instructed.

TASK 3: LISTEN AGAIN AND DECIDE WHETHER THE FOLLOWING STATEMENTSARE TRUE (T)OR FALSE

* Organisation:

* Content:

5. WRAP-UP& HOME WORK (2’)

4. PRODUCTION/FURTHER PRACTICE (8’)

Do you want to go to a music festival? Why or why not?

How many times have you participated in such events? What did you do there? How did you feel?

* Outcome:

Aim: To give Ss an opportunity topersonalise the language and ideas from thelistening in a speaking task.

ask Ss toread thesentences and underline the key words.hasSs identifytheTrue / False statementsbased on what they have remembered from the first listening in 2 plays the recording and encourages Ss to note downkey wordsor phrases.

*** Ss work in pairs or groups tocompare answers.

* Organisation :

put Ss in groups todiscuss thetwoquestions. reminds them that theycan use the ideasfrom the warm up activity and theideas in their homework in the speaking lesson.

Teacher’s Student’s activities Content

Work in groups. Discuss the following questions. Do you want to go to a music festival? Why or why not?

** Ss doas instructed

AlthoughI’m a big fanof music, I don’t want togo to a music festival. As you may know, there are a big number of people going to this kind of event. Asa result, social problems like theft and accidents will easily happen. One more important reason is I have a fearof crowds,so I prefer listening to music at home to going toa music festival.

** Ss doas instructed.

do.); 3. T; 4. F (They have sold the tickets in advance.); 5. T

* Teacher: asks some lead in questions tosee whether Ss have taken part in any music festivals, and how much experience theyhave, e.g. Have you ever taken part in a music festival?

*** Ss share their ideas with therest of theclass.

**** Teacher invites some individuals toshare their ideas tothe whole class, and give comments.

Teacher asks: What have you learnt today?

Wrap-up

DẠYKÈMQUYNHƠNOFFICIAL

**** Teacher: - checks answers as a class and plays therecording again, pausing at the sentences that contain the clues in weaker classes. has Ss correct the false sentences.

TASK 4: WORK IN GROUPS.DISCUSSTHE FOLLOWING QUESTIONS. (Ex.4, p.33)

* Content: To have some warm up activities tocreate a friendlyand relaxed atmosphere to inspire Ss to warm up to thesubject and new lesson.

I. OBJECTIVES:*By the end of this unit, students will be able to gain the following

Date of planning: …/… / 2022

3. Qualities: be inspired tolearn more about music and music events;

=========================

II. TEACHING AIDS:

use lexical items related tothe topic Music; write a blog about experiences at a music event.

III. Notes:PROCEDURE:Ineachactivity, each step will be represented as following:

-Aims:Tocreate an active atmosphere in the class before the lesson; - To lead into the new unit

1.things:Knowledge:

* Organisation : Teacher’s instructions …

Teacher’s Student’s activities Content + Greeting + Asking question:

* Give comments or feedback.

We have listened toan interview about preparations for a music festival. Homework: Exercises in the workbook Prepare for Writing lesson

* Outcome: Lead tothe subject and new lesson.

Period 23

be collaborative and supportive in pair work and team work; actively join in class activities; be imaginative and creative; develop presentation skills.

* Implement the task.

1. WARMUP & INTRODUCTION (3’- 5’)

Date of teaching: …/… / 2022

DẠYKÈMQUYNHƠNOFFICIAL

WEEK:8

UNIT 3: MUSIC Lesson 6: Writing

Teacher: Grade10 text book, laptop, projector / TV/ pictures and cards..... Students:Text books, studyingequipment…. Computer connected to theInternet. Sach mem.vn

* Deliver the task.

2. Competence:

* Discuss.

*** Ss in each team think, discuss and guess the ****words.Teacher confirms the correct words, decides the winner and leads in the lesson.

*dividesTeacher:theclass into twoteams, and explains the game rules.

+ queen bee

+ waterfall

** Ss doas instructed.

*** Ss in each team think, discuss and guess the ****words.Teacher confirms the correct words, decides the winner and leads in the lesson.

Game: Guess the mystery words.

+ waterfall

Suggested words: come back

+ queen bee

+ Ss look at the pairs of pictures and guess the mystery words

Game: Guess the mystery words.

+ One point foreach earliest correct answer. shows one or twoexamples:

+ Ss look at the pairs of pictures and guess the mystery words

+ One point foreach earliest correct answer. shows one or twoexamples:

DẠYKÈMQUYNHƠNOFFICIAL

*dividesTeacher:theclass into twoteams, and explains the game rules.

** Ss doas instructed.

DẠYKÈMQUYNHƠNOFFICIAL music event blog experiencewritingsharing

1. hit (n): a song that is very popular

* Organisation:

DẠYKÈMQUYNHƠNOFFICIAL music website

* Outcome: students’ answers

3. art exhibition (n): a collection of works of art, that are shownto thepublic

*showsTeacher:the wordsone by one, plays the recording and has Ss repeat thesounds of the words. has Ss guess the meaning of the wordsbased on pictures, explanations and examples.

Teacher’s Student’s activities Content

** Ss doas instructed.

**** Teacher confirms the meaning, calls on some individual Ss to make sentences witheach word.

To provide an example blog on a music website, which Ss can use as a model for their writing. To provide Ss with some useful wordsand phrases todescribe experiences; To help Ss developideas for their writing in 3.

Aims: 1To pre teach the pronunciation and themeaning of some vocabulary so that Ss can understand the content of the reading.

The music festival will take place on February 5th .

* Content: task 1,2,3

2. PRESENTATION/NEWLESSON ( 12’ 15’)

2. take place (phr.v): happen, especially after previously being arranged or planned

(n): ca 3. hits /hɪts/ (n): ca

Annhas just come back from a music event and shared her experience on a music website. Read her blog and complete the notes below.

7. watch fireworks /wɒʧ ˈfaɪəwɜːks/ (v.phr): xem pháo hoa

8. take photos /teɪk ˈfəʊtəʊz/ (v.phr): chụp

How we felt: excited

● What we did: saw favourite idols perform live on stage and listened to their greatest hits tasted yummy food from different countriesmadenew friends

1. share

● When: last Saturday

● Atmosphere: party

ảnh

TASK 1: COMPLETE THE NOTES. (Ex.1, p.33)

* Teacher introducesthe context of the blog, elicits the meaning of the word blog and why people write blogs and asks Ss if they read blogs.

** Ss read theblog individually and complete the notes in 3 minutes.

(v): nếm

*** Ss work in groups to compare their answers.

(v): chia sẻ 2. performance

TASK 1: COMPLETE THE NOTES. (Ex.1, p.33)

● Event: International Youth Music Festival

DẠYKÈMQUYNHƠNOFFICIAL

● Where: in a big country park

WRITING /ʃeə(r)/ /pəˈfɔːməns/ khúc hay /teɪst/ thử atmosphere /ˈpɑːti (n.phr): không khí tiệc tùng exhibitions /ɑːt ˌɛksɪˈbɪʃənz/ (n.phr): lãm nghệ thuật

**** Teacher checks the answers as a class. ( In weaker classes, ask questions,

nhất 4. taste

triển

5. party

Key: Ann’s notes

● Who with: some friends

6. art

Annhas just come back from a music event and shared her experience on a music website. Read her blog and complete the notes below. e.g. Which event did Ann go to? and have individual Ss answer. In stronger classes, invite Ss toformulate and ask the questions.)

ˈætməsfɪə/

Work in groups. Put the words andphrases in the box below into the appropriate columns. Some words and phrases can go into more than one column

* Organisation :

TASK 3: WRITE A BLOG. (Ex.3, p.34)

Work in groups. Put the words andphrases in the box below into the appropriate columns. Some words and phrases can go into more than one column Key: Location Atmosphere Activities Feeling

* Content: Write blog

stadiumbeach funfulwonderrelaxedfriendlygamazin sinstrumentmusicalplayexhibitionsseetakeplayfireworkswatchgamesphotosart

Imagine you went to a music event. Write a blog (about 120 words) to share your experience. Use the notes in 1 and words and phrases in 2 to help you.

Extention: has Ss play a chain game topractise describing an experience: Put Ss into teams and have each team sit in a circle. One student ineach team starts thegame by saying what kind of event they went to,e.g. We went to a Pop Music Festival. The next student addsanotherdetail,e.g. The event took place in the country park. This continues until someone in the team gets mixed up, repeats information or can’t think of anything toadd.The winner is theteam that continues their chain forthe longest time.

* Teacher asks Ss to look at thewordsand phrases in the box and elicits the meanings of any wordsor phrases Ss don’t understand.

TASK 2: PUT THE WORDS& PHRASES INTO THE APPROPRIATE COLUMNS. (Ex.2, p.34)

3. Imagine you went to a music event. Write a blog (about 120 words) to share your experience. Use the notes in 1 and the words and phrases in 2 to help you.

3. PRACTICE (15’)

wonderrelaxedexcitedamazingful

I had a chance to go to a music event under the MADE tour in Seoul by my Korean idol BIGBANG. It was one of the most wonderful

** Ss work into groups toput the wordsand phrases into suitable columns.

:

* Outcome: Writing a blog about their personal experience at a music event.

TASK 2: PUT THE WORDS& PHRASES INTO THE APPROPRIATE COLUMNS. (Ex.2, p.34)

****callsTeacher:onsome groups to writetheir answers on the board and has the rest of the class comment on the waythey have sorted the wordsand phrases.

Aim To help Ss practise developing ideas and an outline fortheir writing. To help Ss practise writing a blog about their personal experience at a music event.

DẠYKÈMQUYNHƠNOFFICIAL

Teacher’s Student’s activities Content

*hasTeacher:Sswork in groups tomake an outline based on Ann’s notes and the wordsand phrases in 2

Turn static files into dynamic content formats.

Create a flipbook

Articles inside

GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS LỚP 10 HỌC KÌ 1 THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2022-2023

Articles inside

do the laundry /duː ðə ˈlɔːndri/(v.phr): làm công việc giặt giũ

equally /ˈiːkwəli/(adv): một cách công bằng, bình đẳng

breadwinner /ˈbredwɪnə(r)/(n): trụ cột gia đình

do the washing-up /duː ðə ˌwɒʃɪŋ ˈʌp/(v.phr): rửa chén / bát

homemaker /ˈhəʊmmeɪkə(r)/(n): nội trợ