grade ten grade ten theme a day in the life of unit one period 1 lesson 1 reading time 45 minutes objectives 1 educational aim at the end of the lesson students will be able to know a day of work in

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Grade Ten

Theme : A DAY IN THE LIFE OF …
Unit one - Period 1

Lesson 1 : READING
Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to know a day of
work in the life of a peasant.

2. Knowledge

Grammar : The Present simple and Adverbs of frequency
Vocabulary : Some words about farming.

3. Skills : Reading for gist and for specific information.
* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Matching

Match the work with the related place :
1. teacher a. market

2. doctor b. school

3. worker c. hospital
4. seller d. field
5. farmer e. factory

- T asks : Where does a teacher work ?
T asks some other similar questions.
-Now to understand more about the life of
a farmer, today we learn Unit 1.

Pre-reading (7 min)
* Pre-teach Vocab :

go off (v) – lead the buffalo to the field
get ready = prepare – plough (v) – harrow
(v) – plot of land – peasant = farmer –
take a short rest –

repair the banks – pump water –
do the transplanting – contented with =
satisfied with

* Checking : Rub out and remember

Books closed

Write down the numbers 1, 2, 3, 4, 5 and
the letters a, b, c, d, e in a sheet of paper
and match them individually, then in pairs
Some Ss write their answers on the board
He / she works at a school.

Ss answer

Eliciting

Pracising reading and copy down

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Set the scene: “You are going to read the
two passages about a day in the life of two
farmers, underline the words or phrases 
just studied”

While-reading (20 min)

-Lets sts read individually for 3 min.



Task 1.

-Asking Ss to choose the option A, B or C
that best suits the meaning of the

italicised word(s) in Task 1.



Task 2.

Answer the following questions :
1. What is Mr. Vy’s occupation ?
2. What time does he get up and what
does he do after that ?

3. What does he do in the morning ?
4. What do Mr. Vy and his wife do in the

afternoon ?

5. Are they happy with their lives or not ?
Why ?

Post-reading (12 min)



Task 3.

- Scan the passage and make a brief note
about Mr. Vy and Mrs. Tuyet’s daily
routines. Then compare your note with a
partner.

In the morning

- 4:30 : alarm goes of, Mr. Vy gets up, gos
down the kitchen, boils water for tea,
drink tea, has quick breakfast, leads the
buffalo to the field.

- 5:15 : arrives in the field, ploughs and
harrows.

- 7:45 : takes a break
- 10:30 goes home.

- 11:30 has lunch with family
Homework

Teacher assigns homework.

Comments (2 min)

Sts work individually and compare with a
partner.

Sts work individually and in pairs

Sts work individually and compare with a
partner.

Answers : 1. C 2. C 3. A 4. A
Sts work individually and in pairs.
1. He’s a peasant / a farmer

2. He gets up at 4.30 and then he goes
down the kitchen to boil some water for
his morning tea.

3. In the morning, he ploughs and harrows
his plot of land, drinks tea, and smokes
tobacco during his break.

4. In the afternoon, they repair the banks
of their plot of land. Mr. Vy pumps water
into it and his wife does the transplanting.
5. Yes, they are. Because they love
working and they love their children.
Ss scan the text again and fill the box
Ss compare their notes with a friend.

In the afternoon

- 2:30 : Mr. Vy and Mrs. Tuyet go to the
field again, repair the banks of the plot of
land. He pumps water into the plot of
land. She does the transplanting.
- 6:30 : finish work

- 7:00 have dinner

After dinner :

- watch TV, go to bed

- sometimes visit neighbours, chat with
them.

Homework

Memorize the new words

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Grade Ten

A DAY IN THE LIFE OF …

Unit one - Period 2

Lesson 2 : SPEAKING
Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to talk about one’s
and others’routines

2. Knowledge

Grammar : The Present simple and Adverbs of frequency
Vocabulary : Some words about farming.

3. Skills : listening, speaking, reading writing.
* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

Kim’s game
Hanging a poster on the board
Subjects are learnt at school

1. Civic education 2. Technology
3. Maths 4. Physics
5. Literature 6. Biology
7. Chemistry 8. Geography
9. History 10. Informatics
11. Physical education

Pre-speaking (7 min)
* Pre-teach Vocab :

timetable (n) – Civic education – Physical

education – information technology –
literature – geography - biology
* Checking : Rub out and remember

While-speaking (20)

- Revising how to tell the time (poster)
- Asking to match a number in A with a
suitable phrase in B

T writes numbers and letters on the board

Books closed

Ss look at the poster for 3 min.
Work in 2 groups

Teacher puts the poster away and asks Ss
to write the subjects they remember on
the board. The group which can write
more words will win.

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

Sts match A with B.

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A B
1. 7:15

2. 8:05
3. 8:55
4. 9:45
5. 10:40
6. 17:00
7. 6:00
8. 18:30

a. a quarter to ten
b. five to nine
c. a quarter past
seven

d.twenty to eleven
e. half past six pm.
f. five past eight
g. five o’clock p.m
h. six o’clock a.m.
-Getting Ss to ask and answer questions
about their weekly timetable.



Task 1.

Teacher - A student: Modelling
T : What time do you have a Civic
Education lesson on Monday ?
St : (I have a Civic Education lesson)

at 7:00 on Monday.

T : What lesson do you have at 7:50
on Monday ?

St : (At 7:50 on Monday I have)
a Civic Education lesson.

 Task 2. Talk about Quan’s activities,
using the pictures at p. 15.

Asks Ss to work in pairs or in groups of 4.
Teacher monitors.

Post-speaking (12 min)

Tell your classmates about your daily
routine.

Asking some sts to report in front of the
class.

Homework

Teacher assigns homework
Comments (2 min)

Sts match a number in A with a suitable
phrase in B.

Work individually and then compare with
a partner.

Teacher monitors.

Some sts work on the board.

Ask and answer questions with a partner,
using the information from Ss’s timetable.
T – St  St – T

Books open p. 15

Practise in pairs : Open pairs
Closed pairs
Teacher monitors

Ss talk about Quan’s activities, based on
the pictures on p.15

At 2:00 p.m. Quan gets up after a short 
nap. He studies his lesson at 14:15. He 
watches TV 16:40. Then he goes to the 
stadium by bicycle at 15:00. There he 
plays football with his friends. He comes 
back home at 18:30, takes a shower at 
18:45. He has dinner with his family at 
19:00. At 20:00 he prepares for the new 
lesson. This is a typical day of Quan.
Sts work in groups

Some Ss go to the front and report their
daily activities.

Ss write down their homework :
Memorize new words

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Grade Ten

A DAY IN THE LIFE OF …

Unit one – Period 3

Lesson 3 : LISTENING
Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to listen and
understand a labourer’s daily routine

2. Knowledge

Grammar : The Present simple and Adverbs of frequency
Vocabulary : Some words about farming.

3. Skills : listening, speaking, reading, writing, esp. listening
* METHOD : Integrated, mainly communicative.

* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

Jumbled words

LONOGYTECH SHYPICS
OLOBIGY CHEMYSTRI
OGRAPHYOGE STORYHI

Pre-listening (7 min)
* Pre-teach Vocab :

cyclo driver – passenger (n) – drop (v)
ride (v) – pedal (v ) – district (n) – park
(v) - purchases (n) – food stall – do
shopping

* Checking : Rub out and remember

While-listening (20 min)
 Task 1.

- Asks Ss to describe the pictures in the
book p. 16

- Lets Ss guess the order of the pictures
in groups of 3 or 4

- Teacher writes the answers on the board
(no correction)

- T sets the scene and explains it.

You will hear Mr. Lam, a cyclo driver in
HCM City talking about his daily routine. 
The pictures in your textbook (on page 16)

Books closed

Technology, physics,
biology, chemistry,
Geography, history

Sts go to the board and rewrite the words
in the right order

Work individually
Eliciting

Pracising reading and copy down

Practise and rewrite on the board.
Books open

Ss look at the books and describe the
pictures.

Picture 1:A cyclo driver is riding his cyclo
Picture 2: A family are eating …

Picture 3: A cyclo driver is taking 2
passengers.

Picture 4: A man is sleeping in his cyclo
Picture 5: A man is getting up

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describe his activities. Listen to the tape. 
Then number the pictures in their correct 
order.

- Lets Ss listen the first time.

- Finds whether someone has answers
- Lets Ss listen the second time.
- T checks (Ss listen the third time,
stops at the suitable places)
 Task 2

- Lets Ss listen the first time.

- Finds whether someone has answers
- Lets Ss listen the second time.
- T checks (Ss listen the third time,
stops at the suitable places)

Post-listening (12 min)

Asks Ss to work in pairs to ask and
answer questions about Mr. Lam’s
activities by using the cues below :

Name…… start………… work………… lunch………
occupation ………… passengers…… rest
Go around the class and offer help if
necessary.

Call on some pairs to ask and answer in
front of the class.

Feedback and give suggested answers.

Homework

Teacher assigns homework

Comments (2 min)

Listen and check their guessing
Listen check again.

Answers suggested : 1  e 2  f
3  a 4  c 5  b 6  d

Listen and decide whether the statements
are true (T) or false (F).

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

6. F

Ask and answer questions, using the
below words : name, occupation, start
work, passengers, lunch, rest.

After that retell the story in front of the
class.

Suggested answers :
What is the man’s name ?
What does he do ?

What time does he start work ?
Who are his passengers ?
Who is his first passenger ?
Where does he have lunch ?
What time does he have lunch ?

Ss write down the homework.
Memorize new words

Rewrite a paragraph about Mr. Lam
(about 50 words)

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Unit one – Period 4
Lesson 4 : WRITING
Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to write a narrative
by using given prompts

2. Knowledge

Grammar : The Present simple and Adverbs of frequency
Vocabulary : Some words about farming.

3. Skills : listening, speaking, reading, esp. writing
* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Wordstorm

Gets Ss to write the new words of the
previous lessons in a sheet of paper (2m)
Divides Ss into 2 groups. Ss in each group
Compare their Vocab with each other
and choose a deputy to write on the board

Pre-writing (7 min)
* Pre-teach Vocab :

stare death in the face (sợ xanh mặt)
take off (cất cánh) – land (v) air-hostess
(n) - shake (v) – fasten seatbelt – dip (v)

– give up (n) – relieved (a): (nhẹ nhõm)
* Checking : Rub out and remember

While-writing (20 min)
 Task 1.

- Asks Ss to work in pairs, read the
passage and find all the verbs that are
used in the past simple and the connectors
(time expressions) in the story.

 Task 2. Work in groups of four.

Now identify the events, the climax, and
the conclusion of the story.

- Teacher gives the answers and explain
the development of the story.

Books closed

Sts work individually and compare with a
partner and then with each other.

Teacher monitors

A deputy writes answers on the board

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.
Suggested answers :

Verbs: started, was, arrived, got, took off,
began, thought, were, told, seemed,

realised, screamed, felt, announced, 
landed

Connectors : on that day, at first, then,
just, a few minutes later, one hour later.

The events : Got on plane, plane took off,
hostesses were just beginning to serve
lunch when plane began to shake, plane
seemed to dip, people screamed in panic.

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Post-writing (12 min)
 Task 3

- Tets Ss to use the prompts to build up a
narrative about a hotel fire.

- Go around the class and offer help if
necessary. Encourage Ss to finish the
writing.

- Tell them to pay attention to verb tense
and preposition.

- Call on some Ss to read out their writing
in front of the class.

Comment and correct necessary mistakes.

Homework

Teacher assigns homework
Comments (2 min)

minutes to live.

The conclusion : Pilot announced that
everything was all right, we landed safely
* Suggested answer :

Last year I spent my summer holidays at a
seaside town. The hotel was modern and 
comfortable. I had a wonderful holiday 
until the fire.

It was Saturday evening and everybody 
was sitting in the discotheque on the 
ground floor.

It was crowded with people. They were 
dancing and singing happily. Suddenly we

smelt smoke. Then black smoke began to 
fill the room. Everybody atarted to scream 
in panic. People ran toward the fire exits. 
One door was blocked. Many people began
to coughing and choking.

Then, just as we thought we had only 
minutes to live, the fire brigade arrive. 
Firemen fought their way into the room 
and soon everyone was safely out of the 
building. Luckily nobody was seriously 
hurt. It was the most frightening 
experience of my life.

Ss write down the homework.
Memorize new words

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Unit one
Lesson 5 : LANGUAGE FOCUS
Period : 5

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to distinguish the
sounds / I / and / i: /, and to use present and past simple with
adverbs of frequency.

2. Knowledge

Grammar : The Present simple and Adverbs of frequency
Vocabulary : Some words about farming.

3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

(about the word studied in the previous
lesson)

Presentation (7 min)
* Pre-teach Vocab :

worry (v) – catch (v) – realise (v) –
fish (v) - my favourite sport (n) – instead
of (prep) – rubbish (n) – a waste of time
* Checking : Rub out and remember

Practice (32 min)
Activity 1 :

Pronunciation (p.19) : 4min.

* Listen and repeat

T models 1 or 2 times

T calls some Ss to read again and corrects
mistakes if necessary.

* Practise these sentences
sentence by sentence
* Teacher corrects if necessary
Activity 2

Grammar and vocabulary

* Exercise 1 (pp. 19-20) : 10 min.

Complete the blanks in the passage, using

Elicit from sts

Eliciting

Pracising reading and copy down
Practise and rewrite on the board.

Ss listen and repeat chorally several
times.

Some Ss read again individually

The same method as above

Sts work individually and then compare
with a partner.

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the present simple form of the verbs in
the box.

Teacher monitors
- T & Ss check.

* Exercise 2 (p.21) : 8 min.

Put each of these adverbs of frequency in
its appropriate place in the sentences
T asks some Ss read out their sentences.
Teacher and students check

* Exercise 3 : 10min.

Supply the correct past simple form of the
verbs in brackets (p.21)

- T monitors

- T asks some sts read out their answers
- T and Ss check

Consolidation(2 min)

T asks some Ss to say the passage in
Vietnamese if there is time.

Homework

Teacher assigns homework
Comments

(1) is (2) fish (3) worry
(4) are (5) catch (6) am
(7) catch (8) go (9) give up
(10) say (11) realise (12) am

Ss work individually and then compare
with a partner.

-Some Ss read out their sentences

Sts work individually and then compare
with a partner.

Some Ss read out their answers
Ss have peer correction

Ss correct their mistakes if any

(1) was done – (2) cooked - (3) were
(4) smelt - (5) told - (6) sang
(7) began - (8) felt - (9) put out
(10) crept - (11) slept - (12) woke

(13) was - (14) leapt - (15) hurried
(16) found - (17) wound – (18) flowed

Ss write down the homework in their
notebook :

- Memorize the new words

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Unit Two : Period : 6

SCHOOL TALKS

Lesson 1 : READING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to talk about their school
and better their reading comprehension skill by doing True or False
statements and answering questions.

2. Knowledge

Pronunciation : / Λ / - / a: /
Grammar : 1. Wh-questions

2. Gerund and to + infinitive
Vocabulary : Some words about schooling
3. Skills : Four skills, especially reading

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, cassette …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Chatting

Ask Ss to work in pairs and discuss this
question: When you meet your friends,
which of the following topics do you often 
talk about?

Pre-reading (7 min)
* Pre-teach Vocab :

international (a)– have to (v) – teach (v)
– hard work (n) – corner shop (n) –
ride a bike (exp) – motorbike (n) –
narrow (a) – crowded (a)

* Checking : Rub out and remember

While-reading (20 min)
 Task 1. Work in pairs (p. 23)
Instruction : Read the following small
talks and then do the tasks that follow. 
-T asks Ss to fill each blank with one of
the words in the box below.

- T goes around to help.

- T feedbacks and gives correct answers.

* sports and games * holidays
* entertainment * films
* health problems * weather
* hobbies * work and study
Ss exchange in pairs or in groups

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

- Ss work individually and compare with a
partner.

- Ss read the text carefully and do the
task.

- Ss fill in the blanks

Soms Ss read their answers aloud
Answers :

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Task 2. Work in pairs (p. 23)
Instruction : Now read the small talks
again and find out who …

- T asks Ss to work individually and

compare their answers with a partner.
- T monitors

- T asks some Ss to read out their answers
- T feedbacks and corrects mistakes.
Task 3

T asks some Ss to answer the questions on
p.24

1. Where does Phong study ?
2. What subjects does he study ?
3. Why does he want to learn English ?
4. What does Miss Phuong say about her
teaching profession ?

5. Why does Mr. Ha worry about his son’s
safety ?

- T monitors and helps

- T feedbacks and corrects mistakes.

Post-reading (12 min):
Work in groups.

Ask Ss to choose one of the following
topics and talk about it.

* What subject(s) do you like best? Why ?

* What you like or dislike doing at school
* What you worry about at school.

Go to different groups and offer help if
necessary.

Homework

Teacher assigns homework
Comments (2 min)

4. crowded 5. language

- Ss work individually and compare with a
partner.

- Some Ss read out their answers
- Peer correction.

- Ss work individually and compare with a
partner.

- Some Ss write their answers on ð board
1. He studies at Chu Van An high school
2. He studies many subjects such as Math,
physics, chemistry …

3. Because it is an international language.
4. She says that teaching is hard work but
she enjoys it because she loves working

with children.

5. Because his son has to ride his bike in
narrow and crowded streets on the way
to school.

Ss work in pairs or in groups

optionable

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Grade Ten Nguyễn Thành Viễn
Unit two : Period : 7

SCHOOL TALKS

Lesson 2 : SPEAKING
Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to use common
expressions in making small talks, start and close a conversation.
2. Knowledge

Pronunciation : / Λ / - / a: /
Grammar : 1. Wh-questions

2. Gerund and to + infinitive
Vocabulary : Some words about schooling
3. Skills : Four skills, especially speaking.
* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

Rearranging

Have Ss work in pairs.

Ask Ss to rearrange the words to make
complete sentences.

1. has / nice / to / you / talking / been / it
2. weekend / did / nice / have / a / you?
3. school / everyting / how / at / is ?

Pre-speaking (7 min)
* Pre-teach Vocab :

stay at home (exp) – nothing special(exp)
– great (a) = wonderful – borrow (v) –
What’s the matter ? – headache (n) –
toothache (n) –had better (exp)
* Checking : Rub out and remember

While-speaking (25 min)

 Task 1 : Put the common expressions
under the appropriate heading.

T runs through the expressions and
explaining them.

T calls on some Ss to read out their
answers

* Teacher corrects if necessary

Books closed
Ss work in pairs
Answers :

1. It has been nice talking to you.
2. Did you have a nice weekend ?
3. How’s everything at school ?
Eliciting

Pracising reading and copy down

Practise and rewrite on the board.
Ss work individually and then compare
with a partner.

Some sts read out their answers.
Starting a conversation

Good morning / Hi

How’s everything at school ?
Hello. How are you ?

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 Task 2 : Work in pairs.

T gets Ss to rearrange the following
sentences to make a conversation and
then practise it with a partner.

Teacher monitors

T asks Ss to read out their sentences
- T & Ss check.

 Task 3 : Complete the following

conversation with suitable words, phrases
or sentences in the box then practise it
with a partner. Cf. p.25

-T asks Ss to work in pairs or in groups.

Post-Speaking (7min)

 Task 4 : Work in groups.

”Now make small talks on the following 
topics, using the starting and closing of a 
conversation.

* the weather

* last night’s TV programmes.
* football.

* plans for next weekend.

- T goes around to observe, gives help
and collects mistakes.

Consolidation(2 min)
Homework

Teacher assigns homework
Comment

Closing a conversation (The rest. Cf.p24)
Sts work with a partner.

1. D. Hi, Minh. Did you have a nice
weekend ?

2. F. Hello, Quan. Yes, I did. It’s great.
3. B. What did you do ?

4. H. I went to Lan’s birthday party. The
food was good and the people were
interesting. What did you do, Quan ?
5. E. Oh, I stayed at home and did my
homework. Nothing special.
6. C. Where are you going now ?
7. G. I’m going to the library to borrow

some books. Sorry, I’ve got to go.
Talk to you later.

8. A. Bye. See you later.
Ss complete the conversation.

Ss work individually and then compare
with a partner.

Practise with a partner :

A : Hello, Hoa. You don’t look very
happy. What’s the matter with you ?
B : Hi, Nam. I feel tired. I’ve got a
headache.

A : Sorry to hear that. You’d better go
home and have a rest.

B : Yes.That’s a great idea.Goodbye,Nam
A : See you later.

Suggested answers :
A : Hi. How are you ?

B : I’m fine, thanks. Did you watch TV
last night ?

A : No, Ididn’t. Was there anything
interesting ?

B : There was an exciting football match
VN vs Malaysia.

A : How was the result ? . . . .
Homework

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Grade Ten Nguyễn Thành Viễn
Unit two : Period : 8

SCHOOL TALKS

Lesson 3 : LISTENING
Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to make mini
conversations about daily topics such as study at school, weather
and travelling. . .

2. Knowledge

Pronunciation : / Λ / - / a: /
Grammar : 1. Wh-questions

2. Gerund and to + infinitive
Vocabulary : Some words about schooling
3. Skills : Four skills, especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, cassette …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Matching

- Ask Ss to work in pairs and match a
question in column A with an answer in B
- Call on some pairs to read aloud the
question and answer in front of the class.

Pre-listening (7 min)
* Pre-teach Vocab :

this semester (n) – plan to stay (v) –
comfortable (a) – alone (adv) – would
you like to go somewhere for a drink ?
That’s great = fantastic / wonderful
* Checking : Rub out and remember
Ask Ss to guess the four pictures (p.26) :
Suggested questions :

What do you see in the pictures ?
Who are they ?

What are they doing ?

While-listening (20 min)
 Task 1.

Correct answers :

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

Eliciting

Pracising reading in chorus and
individually and copy down.
Practise and rewrite on the board.

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- T asks Ss to listen to the conversations
and match them with the pictures on p. 26
- T plays the tape once for Ss to listen
- T asks for Ss’s answers and write them
on the board.

- T plays the tape the second time for Ss
to check their answers.

- T and Ss check.
 Task 2.

Instruction : Now listen to the tape again
and answer the question on p. 26

- T lets Ss listen to the tape and answer
- T asks Ss to give the answers and writes
them on the board.

- T plays the tape once more for Ss to
check their answers.

- T gives the correct answers.
 Task 3. Conversation Completion
- Ask Ss to work in pairs and study the
conversation. Encourage them to guess
the missing words.

- T lets Ss listen to the tape and fill the
missing information.

- T plays the tape once more for Ss to
check their answers.

T and Ss check.

Post-listening (12 min): Work in groups
- T asks Ss to talk about the problem(s)
they have experienced at school :
- T monitors

T can ask Ss to use these questions :
What problems have you got at school ?
What is / are the reason(s) ?

What have you done to solve it / them ?
Who helps you to solve it ?

Homework

Teacher assigns homework
Comments (2 min)

- Some Ss read out their answers.
Conservation 1 : Picture b
 Conservation 2 : Picture c
 Conservation 3 : Picture d
 Conservation 4 : Picture a

- Ss listen and answer :

Some Ss write their answers on the board
or read out their answer

Peer correction

1. She is taking English.

2. She is in Miss Lan Phuong’s class.
3. He is at a party.

4. He plans to stay there for a week.
5. No, she doesn’t. She travels alone.
Correct answers :

A: Hoa. How do you like (1) it here ?
B: It’s (2) very nice. The hotel is (3) big
 and my room is (4) comfortable.

A: Are you (5) travelling with your 
 friends ?

B: (6) No. I’m travelling (7) alone.
A: Would you like to go somewhere 
 (8) for a drink ?

B: That’s great.

Ss are divided into small groups of 3 or 4
and set up this situation:

getting bad marks, having difficulty in
making friends, coming to class late, be 
slow at learning…

Sts write down the homework in the
notebook :

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Grade Ten Nguyễn Thành Viễn
Unit two : Period : 9

SCHOOL TALKS

Lesson 4 : WRITING
Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to fill some

common forms such as enrolment form, application form, library
admission form …

2. Knowledge

Pronunciation : : / Λ / - / a: /
Grammar : 1. Wh-questions

2. Gerund and to + infinitive
Vocabulary : Some words about schooling
3. Skills : Four skills, especially writing

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, cassette …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

 Task 1. Question and Answers
Ask Ss to work in pairs and answer the
following questions:

Have you ever filled in a form? On what 
occasions?

What sort of information do you often have
to provide when you fill in a form ?

Pre-writing (7 min)
* Pre-teach Vocab :

Date of birth (n) – Place of birth –
Present address – Marital status –
married (a) – single (a) – occupation (n) –
sign (v) – delete (v) – nationality (n)
* Checking : Rub out and remember

While-writing (20 min)
 Task 2 . Matching (p. 27)

Ask Ss to match a line in A with a
question in B

- T goes around to help.

- T feedbacks and gives correct answers.

Ss work in pairs

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

- Ss work individually and compare with a
partner.

- Ss write answers on the board.
1. d 2. f 3. e 4. g
5. b 6. c 7. a

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Task 3.

Instruction : Now look at Task 3 and try to
do what you are required.

- T goes around checking and provides
relevant vocabulary and structures if
necessary.

Task 4.

Fill in the following form.

Ask Ss to study the form carefully and
fill in the form, using their personal
information.

- Call 2 Ss to fill in the form on the board
while others do the task in the textbook.
- Feedback and correct the mistakes

Post-writing (12 min)

- T asks Ss to work in pairs and carry out
the interview to fill in the form. One asks
and one answers.

- If time allowed, call on some pairs to act
out the interview in front of the class.
- T gives general comments.

- T feedbacks and corrects mistakes.

Homework

Teacher assigns homework
Comments (2 min)

- Ss work individually and compare with a
partner.

- Suggested answers :

THE OAK TREE SCHOOL

please write in capital letters
Mr./Mr./Miss*

Surname : Nguyen
First name : Thanh Vien

Date of birth : September 10, 1951
Nationality : Vietnamese

Language : Vietnamese, English, French
Address : 21 Hung Vuong Street,

Long an Hamlet, TL town
Reason for learning English : Exams
How many hours a day . . .? 2 hours
What date do you want to start :
December 22, 2007

* Homework

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Grade Ten Nguyễn Thành Viễn
Unit Two : Period : 10

SCHOOL TALKS

Lesson 5 : LANGUAGE FOCUS
Time : 45 minutes

OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to distinguish the
sounds / Λ / and / a: / ; to distinguish the use of gerund and to-infinitive
2. Knowledge

Pronunciation : / Λ / - / a: /
Grammar : 1. Wh-questions

2. Gerund and to + infinitive
Vocabulary : Some words about schooling
3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

( some new words studied in Unit 2)
T asks Ss to practise reading several times

Presentation (7 min)
* Pre-teach Vocab :

marvellous (a) = wonderful (a) – target
(n) – expect (v) – nervous (a) – have
trouble + V-ing – improve (v) – pay
attention to – consider + V-ing – lend (v)
– post (v)

* Checking : Rub out and remember

Practice (32 min)
Activity 1 :

Pronunciation (p.29) : 2min.

* Listen and repeat

T models 1 or 2 times

T calls some sts to read again and corrects
if necessary.

* Practise these sentences (p.29)
sentence by sentence
* Teacher corrects if necessary

Books closed
Elicit from Ss

Sts listen and repeat after the teacher.

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

Sts listen and repeat chorally several
times.

Some sts read again individually
Ss look at the example carefully

Sts work individually and then compare
with a partner.

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Activity 2

Grammar and Vocabulary

* Exercise 1 (pp. 29-30) : 10min.
T asks sts to make questions for the
following responses.

Teacher monitors

T asks Ss to read out their sentences
- T & Ss check.

* Exercise 2 (p.30) : 10min.

T asks Ss to fill each blank with and -ing
or to + infinitive form of the verb in
brackets the sentences, using will or
won’t and any other words that are
needed.

Teacher monitors

T asks Ss to read out their answers.
Teacher and Ss check

* Exercise 3 (p. 31) : 5 min.

”Now complete the following sentences

using an –ing or to –infinitive form of the 
verbs in the box”.

- T goes around to observe, gives help
and collects mistakes.

-T asks Ss to complete the sentences.
- T asks some sts to read out their answers
- T and sts check

Consolidation(2 min)
Homework

Teacher assigns homework
Comment

Sts work individually and then compare
with a partner.

Some sts read out their answers.
1. When did you come here ? 
2. How long did you stay there?
3.Who did you come with ?
4. Where do you live ?

5. Why do you learn English ?
6. What time is it ?

7. How many children do they have ?
* Sts work individually and then compare

with a partner.

* Some sts read out their answers.
1. to hear 2. going
3. remembering 4. doing
5. working 6. to pay
7. to go 8. visiting
9. seeing 10. hearing

* Sts work individually and then compare
with a partner.

* Some sts read out their answers :
1. to go 2. waiting
3. having 4. to find
5. living 6. making
7. to call 8. to lend
9. talking 10. to post

Homework

- Memorize the new words

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Grade Ten Nguyễn Thành Viễn
Unit Three : Period : 11

PEOPLE’S BACKGROUND

Lesson 1 : READING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to improve background
knowledge about famous scientists, especially about Marie Curie.
2. Knowledge

Pronunciation : / e / - / æ /

Grammar : 1. The past perfect

2. The past perfect vs the past simple
Vocabulary : Some words about schooling

3. Skills : Four skills, especially reading

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, cassette …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Wordstorm

Ask Ss to work groups of 4 make a list of
famous scientists.

After 3 minutes, the group with the
longest list will be the winner.

Pre-reading (7 min)
* Pre-teach Vocab :

general education (n)– brilliant (a) –
private tutor (n) – interrupt (v) – in spite
of (n) – receive (v) – tragic death (n) –
obtain (v) – determine (v) – come true
* Checking : Rub out and remember

While-reading (20 min)
 Task 1. Work in pairs (p. 33)

Instruction : Match the words or phrases
in A with their meanings in B.

-T asks Ss to match column A with
column B.

- T goes around to help.

* sports and games * holidays
* entertainment * films
* health problems * weather
* hobbies * work and study
Ss exchange in pairs or in groups

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

- Ss work individually and compare with a
partner.

- Soms Ss read their answers aloud
Answers :

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- T feedbacks and gives correct answers.
Task 2. Work in pairs (p. 33)

Instruction : Now skim over the text and
decide whether the statements are true or 
false. If false, correct the false information
- T asks Ss to work individually and
compare their answers with a partner.
- T monitors

- T asks some Ss to read out their answers
- T feedbacks and corrects mistakes.
Task 3

T asks some Ss to answer the questions on
p.34

1.When and where wasMarie Curie born?
2. What kind of student was she ?

3. Why did she work as a private tutor ?
4. For what service was she awarded a
Nobel Prize in Chemistry ?

5. Was the prize her real joy? Why not ?
- T monitors and helps

- T feedbacks and corrects mistakes.

Post-reading (12 min):
Work in groups.

- Ask Ss to say the main idea of the
reading in Vietnamese.

- Ask Ss to find the evidence from the
passage to prove five adjectives we may
use to describe Marie Curie.

- Go to different groups and offer help if
necessary.

Homework

Teacher assigns homework
Comments (2 min)

- Ss work individually and compare with a
partner.

- Some Ss read out their answers
- Peer correction.

Correct answers :

1. T

2. F :Her dream was to become a scientist
3. T

4. F : She married Pierre Curie in 1895
5. T

- Ss work individually and compare with a
partner.

- Some Ss write their answers on ð board
1. She was born in Warsaw

on November 7, 1867
2. She was a brilliant and mature student.
3. … to save money for a study tour abroad
4. … for determining the atomic weight of
radium.

5. No, it wasn’t. Her real joy was “easing
human suffering.”

Ss work in groups
Strong-willed : lines 5-6
Ambitious : lines 12 - 15

Hard-working : line 13 : she worked 
extremely hard
Intelligent : line 4 : a brilliant student

Humane : her real joy was “easing human
suffering”

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Grade Ten Nguyễn Thành Vieãn
Unit Three : Period : 12

PEOPLE’S BACKGROUND

Lesson 2 : SPEAKING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to talk about their
own background and know how to ask for other people’s background.
2. Knowledge

Pronunciation : : / e / - / æ /

Grammar : 1. The past perfect

2. The past perfect vs the past simple
Vocabulary : Some words about schooling

3. Skills : Four skills, especially speaking.
* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

Word Square

Have Ss work in two groups.

The word square contains 11 words
about Marie Curie. T asks Ss to find out
and write them out on the board.

The group which has the correct first
will be the winner :

ACROSS : brilliant, mature, radium,
 Nobel, atomic

DOWN : humanitarian, hard, chemist,
 intelligent, ambitious, tutor

Pre-speaking (7 min)
* Pre-teach Vocab :

background (n) – experience (n) –
favourite subject (n) – primary school
(n) – secondary school (n) – hobby (n)
* Checking : Rub out and remember

While-speaking (25 min)
 Task 1 : Work in pairs.

Decide which of the items below can

H B R I L L I A N T
U W H N F X Z M X U
M M A T U R E B O T
A C R E X R W I F O
N H D L W Q I T U R
I E X L R A D I U M

T M F I W R A O W R

A I Z G W Y G U D Y

R S Q E Z T H S X O

I T M N O B E L W R

A N A T O M I C Z D
Eliciting

Pracising reading and copy down
Practise and rewrite on the board.

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tell you about somebody’s background.
T runs through the words

T calls on some Ss to read out their
answers

* Teacher corrects if necessary
 Task 2 : Work in pairs.

“Imagine you are a journalist. Use the
cues below to interview a classmate 
about his/her background. Change the 
roles when you have finished.”

- Teacher monitors

- Ask Ss to carry out the interview in
pairs. Rearrange Ss’seats to make them
sit face to face.

- Go around the class and offer help if
necessary.

- T asks Ss to read out their sentences
- Ask Ss in each group to change the
roles

- Call on some Ss to give a small talk in
front of the class.

- Comment on Ss’performance and
make necessary corrections.

Post-Speaking (7min)

 Task 3 : Work individually.

To consolidate Ss’knowledge, T can get
2 Ss to go to the board : one write down

the questions and one answer the
questions. The others copy down in
their notebooks.

If there is time left, let some Ss report
the interview they carried out.

Consolidation(2 min)
Homework

Teacher assigns homework
Comment

Some sts read out their answers.
Correct answers :

* Family
* Education
* Experience

Sts work with a partner.

Ss can use the following questions :
1. Good morning

2. When were you born ?
3. Where were you born ?
4. Where do you live ?

5. Can you tell me about your parents ?

6. How many brothers and sisters do you
have ?

7. What’s the name of your primary school /
secondary school ?

8. What subjects do you like best ?
9. How do you work at school ?
10. Thank you very much.
Practise with a partner
Ss complete the conversation

Ss work individually and copy down

PEOPLE’S BACKGROUND

Lesson 3 : LISTENING
Time : 45 minutes

OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to listen for
specific information about Olympic champions and talk about
one of the Olympic champions by using the information regarding
her background and career

2. Knowledge

Pronunciation : / e / - / æ /

Grammar : 1. The past perfect

2. The past perfect vs the past simple
Vocabulary : Some words about schooling

3. Skills : Four skills, especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, cassette …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Talking
- T can ask Ss :

What do you know about Olympic Games
(When did the first Olympic start? How

often is it held? Where was the last 
Olympic held? Where will the next 
Olympic be held ? When ? . . .

- Call on some pairs to read aloud the
question and answer in front of the class.

Pre-listening (7 min)
* Pre-teach Vocab :

champion (n) – sports teacher (n) –
romantic (a) – teacher’s diploma (n) –
join (v) – free time – writer (n) -
gymnast (n) – basketball (n)

* Checking : Rub out and remember

Books closed
Elicit from Ss
In Greece

In Athens (Greece)
In Beijing (China)

Eliciting

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While-listening (20 min)
Set the scene :

Sally has been the Olympic champion. You
are going to listen to a conversation 
between her and Bob and do the tasks 
followed

 Task 1. True or False

- T asks Ss to listen to the conversation
and decide whether the statements are
true or false.

- T plays the tape once for Ss to listen
- T asks for Ss’s answers and write them
on the board.

- T plays the tape the second time for Ss
to check their answers.

- T and Ss check.
 Task 2. Gap filling

Tell Ss to read the sentences carefully
and try to guess the missing words in the
blanks

Instruction : Now listen to the tape again
and fill the blank on p. 37

- T lets Ss listen to the tape and answer
- T asks Ss to give the answers and writes

them on the board.

- T plays the tape once more for Ss to
check their answers.

- T gives the correct answers.

Post-listening (12 min): Work in groups
- T asks Ss to ask and answer questions
about Sally.

- T monitors

T can ask Ss to use these questions :
1. When was Sally born ?

2. Where did she learn when ?

3. How old was she when she joined the
Star Sports Club ?

Homework

Teacher assigns homework

- Ss can guess and answer
(no correction)

Ss work individually and then compare
with a partner.

- Some Ss read out their answers.
Correct answers :

1. T 2. T

3. F (I don’t have much free time)
4. T

5. F (I want to be a sports teacher)
- Ss listen and answer :

Some Ss write their answers on the board
or read out their answer

Peer correction
Correct answers :
1. general education

2. lives ……… family
3. different ……… swimming
4. love stories

5. teacher’s diploma

4. Where does she live ?
5. Who does she live with ?

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Comments (2 min) - Memorize the new words

- Prepare the new lesson

Grade Ten Nguyễn Thành Viễn

Unit Three : Period : 14

PEOPLE’S BACKGROUND

Lesson 4 : WRITING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to write a simple
curriculum vitae about a person’s background.

2. Knowledge

Pronunciation : / e / - / æ /

Grammar : 1. The past perfect

2. The past perfect vs the past simple
Vocabulary : Some words about schooling

3. Skills : Four skills, especially writing

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, cassette …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

(about some new words in previous lesson)

Pre-writing (7 min)
* Pre-teach Vocab :

curriculum vitae (n) – tourist guide (n) –
previous job (n) – attend (v) – pass the
exam (exp) – travel agency (n) – interest
(n)

* Checking : Rub out and remember

While-writing (20 min)
 Task 1 . (p. 37)

Ask Ss to read Mr. Brown’s C.V.
- T goes around to help.

- T feedbacks and explains

- Ask Ss to work independently and write
a paragraph about Mr. Brown, using the
cues below :

be born like go to . . . school
from . . . to pass exams in . . .

Elicit from Ss

Eliciting

Pracising reading and copy down
Practise and rewrite on the board.

- Ss work individually and compare with a
partner.

Have Ss compare their writing with a
partner.

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travel agency work as . . .
Get 1 or 2 Ss to write on the board
T and Ss correct

Ask Ss to correct their writing.
Task 2.

Ask Ss to write a paragraph about their
parent

- T goes around checking and provides

relevant vocabulary and structures if
necessary.

Task 3.

Ask Ss to ask his/her partner for the
information about his/her parent complete
the form on p. 38.

- Feedback and correct the mistakes

Post-writing (12 min)
Summarize the main points

Homework

Teacher assigns homework
Comments (2 min)

Mr. Brown was born on 12th November, 
1969 in Boston. He went to Kensinton 
High School and passed exams in English, 
French and Mathematics. He worked in a 
travel agency from June 1991 to December
1998. And from 1999 to 2002, he worked 
as a hotel telephonist. He likes music and 
dancing.

- Ss work individually and compare with a
partner.

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Grade Ten Nguyễn Thành Viễn
Unit Three : Period : 15

PEOPLE’S BACKGROUND

Lesson 5 : LANGUAGE FOCUS

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to distinguish the
sounds / e / and / æ / ; to use the past perfect tense appropriately and
distinguish it with the past simple tense.

2. Knowledge

Pronunciation : / e / - / æ /

Grammar : 1. The past perfect

2. The past perfect vs the past simple
Vocabulary : Some words about schooling

3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

( some new words studied in Unit 2)
T asks Ss to practise reading several times

Presentation (7 min)
* Pre-teach Vocab :

angry with  – break, broke, broken (v) –
turn off (v) – turn on (v) – gas stove (n) –
dry (a) – in a terrible mess – break in (v)
– drop (v) – thief (n) – parrot (n)

* Checking : Rub out and remember

Practice (32 min)
Activity 1 :

Pronunciation (p.38) : 2min.
* Listen and repeat

T models 1 or 2 times

T calls some Ss to read again and corrects
mistakes if necessary.

* Practise these sentences (p.39)

Books closed
Elicit from Ss

Sts listen and repeat after the teacher.

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

Sts listen and repeat chorally several
times.

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sentence by sentence
* Teacher corrects if necessary
Activity 2

Grammar and Vocabulary
* Exercise 1 (p. 39) : 10min.

T asks Ss to use the verbs in brackets in
the past perfect.

Teacher monitors

T asks Ss to read out their sentences
- T & Ss check.

* Exercise 2 (p.40) : 10min.

T asks Ss to put the verbs in brackets in
the past simple or the past perfect.
- Teacher monitors

T asks Ss to read out their answers.
Teacher and Ss check

* Exercise 3 (p. 40) : 5 min.

There are 5 mistakes in the use of tenses in
the following story. Find and correct them.
- T goes around to observe, gives help
and collects mistakes.

-T asks Ss to work individually.

- T asks some Ss to read out their answers
- T and Ss check

Consolidation(2 min)
Homework

Teacher assigns homework
Comment

Ss work individually and then compare
with a partner.

Some Ss read out their answers.

Ss work individually and then compare
with a partner.

Some Ss read out their answers.
1. Because he had broken . . . 
2. When I had done all my homework.
3. No, I had met them before.

4. … she had not turned off the gas stove.
5. …they had ever seen.

6. … after it had been dry for months.
7. … all his classmates had left.
8. … they had moved to the South
9. they had not seen each other for 10 yrs.
10. … because someone had broken in.
* Sts work individually and then compare
with a partner.

* Some sts read out their answers.
1. … had just finished . . . came
2. … had seldom travelled . . . went
3. … went . . . had already taken

4. Did you managed . . . had gone
5. He had just got . . . phoned.

He had been in New York.

* Sts work individually and then compare
with a partner.

* Some Ss read out their answers :

Line 1 : had climbed  climbed
Line 3 : had turned  turned

Line 5 : had called  called
Line 7 : had heard  heard

Line 9 : went  had already gone

Ss write down the homework

- Memorize the new words

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- Do test youself A
Grade Ten

Unit four SPECIAL EDUCATION
Lesson 1 : READING

Period :

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to know some
features in a special class, about the Braille Alphabet.

2. Knowledge

Grammar : the + adjective = noun showing a group of people
used to + V (a past habit)

which (linking the whole clause)
Vocabulary : Some words about schooling.

3. Skills : Reading for gist and for specific information.
* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Wordstorm

* List all daily activities in English :
Ex. Go to school, study English, play
football, play the guitar, watch TV, go
shopping, go swimming, listen to music …

 Ask sts to look at the Braille
Alphabet and change the Braille
sentence below into English.


Pre-reading (7 min)
* Pre-teach Vocab :

different from (a) – disabled (a) – blind –
deaf – dumb - mentally retarded –
prevent sb from – proper schooling –
opposition – gradually (adv) – continue (v
time-consuming – add – subtract - effort
* Checking : Rub out and remember

While-reading (20 min)

-Lets sts read individually for 3 min.

Some sts write the answers on the board.
Discuss which activities are difficult for
the blind and the deaf.

Answer : We are the world

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

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Task 1. Match the words in column A
with the phrases in column B.

* Ask some sts write their answers on the
board.

Task 2 .

Read the passage again and complete the
following sentences by circling the
corresponding letter A, B, C, or D
(pp. 45-46)

Post reading (12 min)

Asks sts to fill the blanks of the summary
below with a suitable word from the
reading passage. (p. 46)

Homework

Teacher assigns homework
Comments (2 min)

Teacher monitors

Sts work individually and compare with a
partner.

Answers : 1 - C 2 - e
3 - a 4 - b 5 - d

Answers : 1 - D 2 - B
3 - A 4 - C 5 - D

Fill in the blanks

Sts work individually and compare with a
partner.

Some sts write their answers on the board
Answers :

1. disabled 2. read
3. write 4. efforts

5. opposition 6. time-consuming
7. maths 8. arms

9. fingers 10. proud

Homework

Memorize the new words

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Grade Ten

Unit four SPECIAL EDUCATION
Lesson 2 : SPEAKING

Period :

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to ask and answer

about schooling.

2. Knowledge

Grammar : the + adjective = noun showing a group of people
used to + V (a past habit)

which (linking the whole clause)
Vocabulary : Some words about school activities.
3. Skills : Four skills especially Speaking.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Matching
Poster :

Asks sts to match the subjects on the left
column with the topics on the right one.

1. maths a.plants &animals
2. physics b. gymnastics
3. history c. 25x2-3x+10 = 0

4. geography d. e = mc2

5physicaleducation e. H2O

6. English f. the countries of
the world

7. chemistry g.the2nd world war

8. biology h. computers and
their applications
9. information

technology

i. reading, writing
and spelling
Teacher asks :

- What are your favourite subjects ?

Some sts go to the board and match a
number with a letter.

Answers :

1c ; 2d ; 3g ; 4f ; 5b ; 6i ; 7e ; 8a ; 9h

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- Which one didn’t you like ?

- How much time do you prepare for
your lesson every day ?

Pre-speaking (7 min)
* Pre-teach Vocab :
timetable (n) – kind (n)

oral test (n) – final examination (n) –
semester (n) break (n) – between (prep)
* Checking : Rub out and remember

While-speaking (20 min)
Task 1.

Asks sts to work with a partner and fill in
the blanks with the right questions.
Asks two sts to read out the complete
conversation and the whole class check
- T & sts check.

Task 2.

Asks sts to work in pairs, using the above
questions ask and answer.

Post-speaking (12 min)
Task 3.

Asks some sts to tell the whole class what
they know about their partners

Homework

Teacher assigns homework

Write a short paragraph (about 150

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

Sts work individually and compare with a
partner.

Teacher monitors

Two sts read out their answers

A) Which lower secondary school did you
go ?

B) What were your subjects then ?
C) What was your timetable ?

D) Can you tell me about the tests and
examinations at your school then ?
E) What about your homework ?

F) What part of school life didn’t you like
then ?

G) What did you like best about your
school then ?

* A student interview a partner
T & sts check :

Tell the whole class what he / she knows
about his / her partner.

Example :

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words) about your schooling.
Comments (2 min)

morning …
Grade Ten

Unit four SPECIAL EDUCATION
Lesson 3 : LISTENING

Period :

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to listen a short
conversation about photography.

2. Knowledge

Grammar : the + adjective = noun showing a group of people
used to + V (a past habit)

which (linking the whole clause)
Vocabulary : Some words about photography.
3. Skills : Four skills especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

(about the word studied in the previous
lesson)

Pre-listening (7 min)
* Pre-teach Vocab :

photograph (n) – photography (n)
photographer (n) – photogenic (a) –
photographic (a) – sorrow (n) – passion
(n) – exhibition (n) – stimulate (v) –
labourer (n)

* Checking : Rub out and remember
* asks sts to look over the paragraph on
p. 48, guess the meaning and fill in the
blanks. (Prediction)

* Listen to the cassette and check.

While-listening (20 min)
Task 1.

Elicit from st

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.
Sts work in pairs

Sts work individually and compare with a
partner.

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Asks sts to listen to some information
about a photography club and decide
whether the statements are true or false
Lets sts listen two times.

- T & sts check.
Task 2.

Asks sts to predict and complete the
paragraph.

Write number 1 to 10 on the board
Write sts’predictions on the board
(no correction)

Lets sts listen two times.

Teacher and sts check. (listen 3rd time)

Post-listening (12 min)

Asks sts to work in groups to re tell the
story about the Vang Trang Khuyet
Photography Club.

Homework

Teacher assigns homework

Write a short paragraph (about 150
words) about the Vang Trang Khuyet
Club.

Comments (2 min)

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

1) photography 2) nineteen
3) exhibition 4) fifty
5) beauty 6) simple
7) peaceful 8) chickens
9) stimulated 10) escape

Each group chooses aperson to retell the
story.

Questions suggested :

1/ Who are the members of the club ?
2/ What are they doing in Hanoi ?

3/ How many photographs are on display
4/ What are their photos about ?

5/ What does their passion of taking
photographs help them ?

Sts write down the homework in the
notebook :

- Memorize the new words

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Grade Ten

Unit four SPECIAL EDUCATION
Lesson 4 : WRITING

Period :

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to write a letter of
complaint about what they aren’t pleased with.
2. Knowledge

Grammar : the + adjective = noun showing a group of people
used to + V (a past habit)

which (linking the whole clause)
Vocabulary : Some words about photography.
3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

(about the word studied in the previous
lesson)

Pre-writing (7 min)

* Pre-teach Vocab :

complain (v) – letter of complaint (n)
resolve (v) – resolution (n) – contact (v) –
air-conditioned (a) – native (a) –

advertisement (n) – cassette tape (n)
* Checking : Rub out and remember

While-writing (20 min)
Task 1 (p.50)

Asks sts to work in pairs and complete the
dialogue. Note the difference between
the advertisement and the facts.

Elicit from sts

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

Sts work in pairs
Answers suggested :

(1) I am not happy with it at all

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* Teacher monitors

- T & sts check.
Task 2.

Teacher asks :

1. What is a complaint letter ?

2. Have you ever written a complaint
letter ?

3. Do you know how to write a
complaint letter ?

Asks sts to use the information from the
dialogue in Task 1 and complete the letter
of complaint below.

T can show the content in table :
* Native teachers only

* No more than 20 students per class
* Free books and cassette tapes
* All air-conditioned rooms
* 5:30 p.m. – 8:30 p.m.
Teacher monitors

T asks some sts write … on the board
Teacher and students check

Post-writing (12 min)
Asks sts :

1. Address of sender :
2. Date :

3. Address of receiver :
The content of the letter :

1. Salutation :

2. Reason for writing :
3. Complaints:

4. Solution for the problem :
5. Closing :

6. Signature :
Homework

Teacher assigns homework

30 students.

(4) I had to pay for them.

(5) Only some of them. Mine is not.
(6) In fact classes often start late and

finish early.

- A letter of complaint is written when
someone is unhappy or dissatisfied with
something.

- Yes or No

- I’m afraid I don’t know.

* Only one native teacher
* About 40 students in class
* had to pay for them

* My classroom is not air-conditioned
* Classes start late and finish early
Sts work in pairs and compare with
another pair.

-Some sts write their letters on the board

1. 53 Ho Xuan Huong Street, Hanoi. VN
2. 22nd February, 2006

3. 731 Van Xuan Street, Hanoi. VN
1. Dear Sir

2. writing to complain

3. not the same as the advertisement
4. give a refund

5. Yours faithfully
6. Do An Duc

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Comments (2 min) -- Memorize the new wordsWrite a complaint letter
Grade Ten

Unit four SPECIAL EDUCATION
Lesson 5 : LANGUAGE FOCUS

Period :

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to write a letter of
complaint about what they aren’t pleased with.
2. Knowledge

Grammar : the + adjective = noun showing a group of people
used to + V (a past habit)

which (linking the whole clause)
Vocabulary : Some words about photography.
3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

(about the word studied in the previous
lesson)

Presentation (7 min)
* Pre-teach Vocab :

injured (a) – unemployed (a)

ambulance (n) – the scene of the accident
(n) – rob (v) – flight (n) – delay (v) –
put sb up for the night (exp) –

break down (v)

* Checking : Rub out and remember

Practice (32 min)
Activity 1 :

Pronunciation (p.52) : 2min.
* Listen and repeat

T models 1 or 2 times

T calls some sts to read again and corrects

Elicit from sts

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

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if necessary.

* Practise these sentences
sentence by sentence
* Teacher corrects if necessary
Activity 2

Grammar and vocabulary
* Exercise 1 (p. 52) : 10min.

Complete these sentences using the + one
of the adjectives given

Teacher monitors
- T & sts check.
Teacher monitors

* Exercise 2 (p.53) : 10min.

Complete the sentences with used to + a

suitable verb

T asks some sts write … on the board
Teacher and students check

* Exercise 3 : 10min.

Join a sentence from A with one from B
to make a new sentence. Use which (p.53)
- T monitors

- T asks some sts read out their answers
- T and sts check

Consolidation(2 min)

T asks : What did you use to do when you
were a child ?

Homework

Teacher assigns homework
Comments

Some sts read again individually
The same method as above

Sts work individually and then compare
with a partner.

Some sts read out their answers

Sts work individually and then compare
with a partner.

-Some sts write their letters on the board

Sts work individually and then compare
with a partner.

Some sts read out their answers
Sts correct their mistakes if any

Sts answer using the structure “used to”

Sts write down the homework in the
notebook :

- Memorize the new words

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Grade Ten Nguyễn Thành Viễn
Unit five : TECHNOLOGY AND YOU

Lesson 1 : READING
Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to know the
importance and application of a computer in daily life.
2. Knowledge

Pronunciation : / u / - / u: /
Grammar : the present perfect

the present perfect passive
Who, Which, That

Vocabulary : Some words about a computer.

3. Skills : Reading for gist and for specific information.
* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Wordstorm

* List the different parts of a computer
in English :

T can ask sts :

1. What machine is used to type / watch a
film / listen to music / do the calculations /
play games ?

2. Do you know how to use this machine ?

Pre-reading (7 min)
* Pre-teach Vocab :

places of scenic beauty (n) – capable of
(a) – add – subtract – multiply - divide –
lightning speed – perfect accuracy –
manage (v) – data (n) – request for leave
type (v) – print (v)

* Checking : Rub out and remember

Some sts write the answers on the board.

1. the computer

2. Yes, I do / No, I don’t

Eliciting

Pracising reading and copy down

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Match each numbered item with one of
the words or phrases in the box.

While-reading (20 min)

- Lets sts read individually for 3 min.
- Teacher monitors

Task 1. Match the words in column A

with the phrases in column B.

* Ask some sts write their answers on the
board.

Task 2 .

Read the passage again and decide which
of the three options below is the best title
for the passage.

A. The Computer – A New Invention
B. The Computer Has Become Part of
Our Life

C. What Can the Computer Do ?
Task 3 . Work in pairs.

Answer these questions, using the cues
1. What can a computer do to help us

in our daily life ?

visit, pay, read, receive, send, 
learn

2. Why is a computer a miraculous
device ?

Capable of, a calculating machine, an

electronic store, a magical typewriter, 
a personal communicator, for

entertainment

Post reading (12 min)

Work in pairs. Discuss the other uses of a
computer in our daily life.

1. D 2. E 3. G 4. C
5. A 6. F 7. B 8. H

Sts work in groups to pick out information
about a computer.

Sts work individually and compare with a
partner.

Answers : 1 - C 2 - e
3 - a 4 - b 5 - d

Sts work in pairs

Answer :

C. What Can The Computer Do ?

Sts work in pairs.

Some sts write their answers on the board
Answers :

1. It can help us to visit shops and places
of interest, pay bills, read books,

newspapers, magazines, send and receive
e-mail, learn and so on.

2. because it is capable of doing anything
you ask. It’s an accurate calculating
machine, an electronic store, a magical
typewriter, a personal communicator, and
a popular means of entertainment.

* Sts work in pairs (books closed)

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Homework

Teacher assigns homework
Comments (2 min)

Memorize the new words

Prepare the new lesson : Speaking

Grade Ten Nguyễn Thành Viễn

Unit five : TECHNOLOGY AND YOU
Lesson 2 : SPEAKING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to talk about
the advantages of information technology in our daily life.
2. Knowledge

Pronunciation : / u / - / u: /
Grammar : the present perfect

the present perfect passive
Who, Which, That

Vocabulary : Some words about school activities.
3. Skills : Four skills especially Speaking.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Matching
Poster :

Asks sts to match the picture on the right
and the name on the left.

(Showing the poster)

1. Tivi a. electric cooker
2. Máy vi tính b. Refregerator
3. Máy cassette c. Television
4. Nồi cơm điện d.washingmachine
5. Máy điều hoà e. Computer
6. Tủ lạnh f. cassette player
7. Máy fax g. air conditioner
8. Máy giặt h. fax machine
Teacher asks :

- What is a washing machine used

Some sts go to the board and match a
number with a letter.

Answers :

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

Sts answer :

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for?

Pre-speaking (7 min)
* Pre-teach Vocab :

cell phone (n) – transmit (v) – make use
of – process (v) – store (v) – hold (v) –

design (v) – meat (n) – fish (n) –
vegetables (n)

* Checking : Rub out and remember

While-speaking (20 min)
Task 1. (p.56)

Asks sts to work with a partner, ask and
answer questions about the uses of
modern inventions.

* radio

A. Can / Could you tell me what a radio is
used for ?

* TV

* fax machine
* electric cooker
* air conditioner
- T monitors
Task 2.

Asks sts to work in pairs, using the words
in the box to complete the sentences

Task 3.

Look at the ideas in Task 2, then rank
them in order of importance. Explain why
* T monitors

Post-speaking (12 min)

Task 4. Work in groups. Talk about the
uses if IT. Use the information above.
T monitors

Homework

Teacher assigns homework

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

Sts work in pairs : one asks, one answers,
following the example.

Open pairs and closed pairs

B. It is used to listen to news , music…

Sts work in pairs.

Some sts read out their answers

1. store 2. transmit 3. process
4. send 5. hold 6. make
7. send 8. receive 9. design

Sts work in pairs, ask and answer
questions about the uses of IT.

A. In what way is IT the most useful to
our life ?

B. I think ………
A. Why do you think so ?

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Comments (2 min)

Homework

Memorize the new words

Find and read the uses of modern
inventions.

Grade Ten Nguyễn Thành Viễn

Unit five : TECHNOLOGY AND YOU
Lesson 3 : LISTENING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to listen correct
information to fill in the blanks.

2. Knowledge

Pronunciation : / u / - / u: /
Grammar : the present perfect

the present perfect passive
Who, Which, That

Grammar :

Vocabulary : Some words about photography.
3. Skills : Four skills especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
T asks :

1. Name some electrical appliances you
know.

2. Can you tell me what a refrigerator / a

telephone … is used for ?

Pre-listening (7 min)
* Pre-teach Vocab :

camcorder (n) – worried (a)

refuse (v) –headache (n) –helpful (a) –
shy (a) – suggest (v) – since then –
* Checking : Rub out and remember

1. I have a radio, a TV, a telephone, …
2. A refrigerator is used to keep food and
vegetables fresh.

A telephone is used to exchanges
information.

Eliciting

Pracising reading and copy down

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* How often do you use each of the items
below ? Put a tick ( ) in the right column
(p. 57)

Teacher monitors

While-listening (20 min)
Task 1.

Asks sts to listen to an old company
diredtor talking about his experience of
learning how to use a computer. Decide
whether the statements are true or false
Lets sts listen two times.

- T & sts check.
Task 2.

Asks sts to listen to the old man’s story
again and write in the missing words.
(no correction)

Lets sts listen two times.

Teacher and sts check. (listen 3rd time)

Post-listening (12 min)

Asks sts to retell the story as follows :
The story is about an old man who doesn’t
know how to use a computer ………

Homework

Teacher assigns homework

Comments (2 min)

Sts work individually and compare with a
partner.

(optionable)

1. F (He wasn’t worried)
2. T 3. T

4. F (His son knows well)
5. F (He didn’t)

6. F

1) invited 2) still
3) refused 4) excuse
5) anything
* peer correction

Sts work in groups

Each group chooses aperson to retell the
story.

Sts write down the homework in the
notebook :

- Memorize the new words

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Nguyễn Thành Viễn
Unit five : TECHNOLOGY AND YOU

Lesson 4 : WRITING
Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to know how to
use a public telephone and how to use the remote control.
2. Knowledge

Pronunciation : / u / - / u: /
Grammar : the present perfect

the present perfect passive
Who, Which, That

Vocabulary : Some words about photography.
3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
T asks :

1.Have you ever used a public telephone?
2. Is it easy or difficult to use it ?

3. Can you show me how to use it ?

Pre-writing (7 min)
* Pre-teach Vocab :

receiver (n) – insert (v) – press (v) -
dial (v) – Fire Service (n) – make sure of
(v) – select (v) – adjust (v) –

* Checking : Rub out and remember

While-writing (20 min)
Task 1 (p.58)

Sts answer (books closed)
Free answers

Eliciting

Pracising reading and copy down

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Asks sts to work in pairs and read the
following set of instructions on how to use
a public telephone.

* Teacher monitors.

* T holds a phone card and asks :
1/ What’s this ?

2/ What’s it used for ?

3/What are the steps in using a public tel?

4/ What should you do if you want to get
help ?

5/ What should you do if you want to call
Fire Service / the police / an ambulance?

- T & sts check.
Task 2.

Find out the connectors and the
imperative form of the verbs from the
instructions.

Teacher monitors

Task 3. Look at the TV and the remote
control below and answer the questions.
1/ What do you have to make sure of if …
2/ What should you do if you want to … ?
3/ What should you do if you want to … ?
4/ What should you do if you want to … ?
5/ What should you do if you want to … ?
6/ What should you do if you don’t want
to hear the sound ?

T asks some sts write … on the board

Teacher and students check

Post-writing (12 min)

Asks sts to write a set of instructions on
how to operate a TV with a remote
control. Use the picture and the questions
above as suggestions.

Sts work in pairs

Read carefully and guess the meaning of
the words in the instruction table.

Sts listen and answer :
1/ It is a phone card
2/ It is used to make a call
3/ First, lift the receiver …

Next, insert your phone card …
Then, press the number …

Wait until you hear the long pips.
4/ To obtain help, dial 116

5/ To call Fire Service, dial 114
To call the police, dial 113
To call an ambulance, dial 115

Sts read the instructions again and pick

out the connectors, the imperative forms
* Connectors : First, next, then, until
* Imperative : Lift, insert, press, wait
Sts look at the remote control and answer
the questions.

1/ If we want to operate a TV with a
remote control, we have to make sure that
the cord is plugged in and the main is
turned on.

2/ Press the power button.
3/ Press the programme button
4/ Press number 1, 2, 3, 4,…

5/ Press the volume button up or down.
6/ Press the mute button.

Sts work in pairs and compare with
another pair.

-Some sts write their letters on the board
Answer suggested :

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Homework

Teacher assigns homework
Comments (2 min)

on. First, press the power button to turn on

the TV. Next select the channel by

pressing number 1, 2, 3,…
* Homework

Sts write down the homework in the
notebook :

- Memorize the new words
- Prepare the new lesson.

Grade ten Nguyeãn Thành Viễn

Unit five : TECHNOLOGY AND YOU
Lesson 5 : LANGUAGE FOCUS

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to distinguish
2 sounds / u / and / u: / and to know the uses of the present
simple, the past simple and adverbs of frequency.

2. Knowledge

Pronunciation : / u / - / u: /
Grammar : the present perfect

the present perfect passive
Who, Which, That

Vocabulary : Some words about photography.
3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

1. Did you watch TV last night ?

2. What should you do if you want to turn
on the TV ?

3. What should you do if you want to adjust
the volume ?

……….

Presentation (7 min)
* Pre-teach Vocab :

bridge (n) – man-made satellite (n)
forest fire (n) – destroy (v) – carpet (n) –
earthquake (n) – spill (v) –

Some sts answer

Eliciting

Pracising reading and copy down

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* Checking : Rub out and remember

Practice (32 min)
Activity 1 :

Pronunciation (p.60) : 2min.
* Listen and repeat

T models 1 or 2 times

T calls some sts to read again and corrects
if necessary.

* Practise these sentences
sentence by sentence
* Teacher corrects if necessary
Activity 2

Grammar and vocabulary

* Exercise 1 (pp. 60-61) : 10min.
T asks sts to make sentences as the
example, using the present perfect
Teacher monitors

T asks sts to read out their sentences

- T & sts check.

* Exercise 2 (p.61) : 10min.

T asks sts to make sentences as the
example, using the present perfect
passive

Teacher monitors

T asks sts to read out their sentences

Teacher checks and corrects if necessary

* Exercise 3 : 10min.

T asks sts fill in the blanks with who,
which or that (p.61)

- T monitors

Sts listen and repeat chorally several
times.

Some sts read again individually

The same method as above

Sts work individually and then compare
with a partner.

Some sts read out their answers
1. Tam has opened the door.

2. He has turned / switched on the TV
3. He has tidied the house.

4. He has cleaned the floor.
5. He has turned on the lights.

6. He has laid 2 bottles of water on the
table.

Sts work individually and then compare
with a partner.

Some sts write their answers on the board
1. A new hospital for children has been
built in our city.

2. Another man-made satllite has been
sent up into space.

3. More and more trees have been cut
down for wood by farmers.

4. Thousands of animals have been killed
in the forest fire.

5. About one hundred buildings and
houses have been destroyed in the
earthquake………
Sts work individually and then compare
with a partner.

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- T asks some sts read out their answers
- T and sts check

Consolidation(2 min)
Homework

Teacher assigns homework
Comments

Sts correct their mistakes if any
Homework

Sts write down the homework in the
notebook :

- Memorize the new words

- Revise the Unit 5

Grade Ten Nguyeãn Thành Viễn

Unit six :

AN EXCURSION

Lesson 1 : READING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to know some
places of scenic beauty in Vietnam.

2. Knowledge

Pronunciation : / ə / - / З: /

Grammar : the present progressive (with a future meaning) and be going to
Vocabulary : Some words about a trip.

3. Skills : Reading for gist and for specific information.
* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Wordstorm

* List some places of scenic beauty that
sts knew and remember in English :
T can ask sts :

1. Have you ever been to Halong bay?
2. What interesting places did you visit ?

Pre-reading (7 min)
* Pre-teach Vocab :

have some days off – cave (n) – night
campfire – bring, brought, brought –
share (v) – get … parents’permission –
persuade (v) – That’s all for now
go on an excursion (exp)

* Checking : Rub out and remember
-T guides sts to look at the pictures and

Sts work in groups

Some sts write the answers on the board.
- Yes, I have / No, I haven’t

- Sts answer freely

Eliciting

Pracising reading and copy down

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guess the names of these places.

- Match the photos with the information
below.

- In what cities are they located ?

While-reading (20 min)

- Lets sts read the letter individually for 3
min. and do the tasks that follow.

- Teacher monitors

- Asks sts to underline the sentences with
the phrases just studied.

Task 1. Choose the best answer A, B, C or
D to complete each of the sentences.
* Teacher monitors.

* Ask some sts to read out their answers.
Task 2 . Answer the questions.

1. When are Lan and her classmates
going on a trip ?

2. Why are they visiting some caves ?
3. How far is Thay Pagoda from their
schhol ?

4. What are the students’plans for their
trip to Huong Pagoda ?

5. What is Lan anxious about? Why?

Post reading (12 min)

Work in pairs. Fill in the blanks, using the
phrases in the box..

1. Thien Mu Pagoda (Hue)
2. Halong Bay (Quang Ninh)
3. The One-Pillar Pagoda (Hanoi)
4. Valley of Love (Dalat)

* Answers suggested :

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

Sts work individually and compare with a
partner.

Answers : 1 - C 2 - e
3 - a 4 - b 5 - d

Sts work in pairs
Answers suggested :

1. C 2. D 3. A
Sts work in pairs.

Some sts write their answers on the board
Answers suggested :

1. When they have some days off after
the first term.

2. because they have recently studied
rock formations and many of them have
never been inside a cave.

3. It’s only over 20 kilometres away.
4. A night campfire on a two-day trip,
bringing food, sharing buses …
5. about getting her parents’permission
because they don’t want her to stay the
night away from home.

* Sts work in pairs (books closed)
Sts work in pairs.

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Homework

Teacher assigns homework
Comments (2 min)

Homework

Memorize the new words

Rewrite an excursion they made
Prepare the new lesson : Speaking

Grade Ten Nguyễn Thành Viễn

Unit six :

AN EXCURSION

Lesson 2 : SPEAKING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to know how to
express their idea about an arrangement of the seats on a ship,
and how to show agreement or disagreement.

2. Knowledge

Pronunciation : / ə / - / З: /

Grammar : the present progressive (with a future meaning) and be going to
Vocabulary : Some words about a trip.

3. Skills : Four skills especially Speaking.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Guessing
Poster on the board:

Asks sts to spot the positions A:
air-conditioned, B: non air-air-conditioned,
C: sundeck, E: exit, R: refreshments,
T:toilet

Pre-speaking (7 min)
* Pre-teach Vocab :

get sunburnt (exp) – fresh air (n) – sit in
the sun (exp) – take photographs (v) –
refreshments (n) – occupied (a) –
sundeck (n) – air-conditioned (a)
* Checking : Rub out and remember

While-speaking (20 min)

Some sts go to the board and write the
positions.

Eliciting

Pracising reading and copy down

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Task 1. (p.66)

Asks sts to check their guess with the plan
of the ship.

Asks sts to work in groups or in pairs read

and note down everyone’s idea.

Task 2.

Asks sts to work in groups. Read the seat
plan. Decide the best seat for each person
* Conduct a conversation like this :

A. What do you think about Mrs Andrew?
B. I think Mrs Andrew should sit in seat
12. From here she can see all her students
C. No, that’s not a good idea because she
doesn’t like to sit on the sundeck.
What about seat 34 ?

A. OK. Seat 34 would be better.
* T monitors

Post-speaking (12 min)
Task 3. Work in pairs.

A: Which seat do you think is the most
suitable for you ?

B: I want to sit ……
A: Why ?

B: Because I ……
T monitors
Homework

Teacher assigns homework

Comments (2 min)

Sts work in pairs : Look at the plan of the
ship (p.67) and compare with their guess
1/ Mrs. Andrew doesn’t want to sit on the
sundeck, she needs to see all the students.

* Model conversation may be :
A: What do think about Mary ?

B: I think Mary should sit in section B.
C: Yes, put her in seat 16.

A: No, that’s not a good idea beause
Susan wants to seat near her.
B: OK. Seat 37 would be better.

Sts work in groups.

Sts work in pairs, ask and answer

questions about the seats they think is the
most suitable for them.

Homework

Memorize the new words

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Grade Ten Nguyễn Thành Viễn
Unit six :

AN EXCURSION

Lesson 3 : LISTENING
Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to listen and
understand the main idea about the report of a visit to the
Botannical Garden.

2. Knowledge

Pronunciation : / ə / - / З: /

Grammar : the present progressive (with a future meaning) and be going to
Vocabulary : Some words about a trip.

3. Skills : Four skills especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

T writes the first and the last letter of a

word as :

P _ _ _ _ C

T asks sts to guess the missing letters
and fill them in the blanks to have a
meaningful word.

T introduces the new lesson.

Pre-listening (7 min)
* Pre-teach Vocab :

go for a picnic (exp) – pay a visit (to) –
glorious (a) – destination (n) – spacious
(a) – left-overs (n) – delicious (a) –
Botanical Garden (n)

* Checking : Rub out and remember

Answer : PICNIC
Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

Sts work individually and compare with a
partner.

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* Answer the questions.

1. Do you often go for a picnic ?
2. When is the best time for a picnic ?
3. What do you often do at a picnic ?
Teacher monitors

While-listening (20 min)
Task 1.

T sets the scene and lets sts describe the
pictures at p. 68, using the questions
beginning with Who, What,When,Where
Asks sts to listen and order the pictures.
Lets sts listen two times.

- T & sts check. (Listen the third time)
Task 2.

Asks sts to listen again and fill in the
blanks with the missing words.
(no correction)

Lets sts listen two times.

Teacher and sts check. (listen 3rd time)

Task 3.

Lets sts listen and answer the questions.

(two or three times)

Post-listening (12 min)

Asks sts to write a plan for a picnic next
weekend.

Homework

Teacher assigns homework

Where?
1/ park/zoo
2/ valley
3/ beach
4/ hill /
mountain /
waterfall

When?
Sunday
weekends
holidays
days off
Summer

What?
play games
go

sightseeing
go

swimming
go climbing
Picture a: trees/ sunny/ beautiful sight
Picture b: on the bus/ on the way
Picture c: taking pictures / have fun
Picture d: having meal

Picture e: gathering at the school-gate
Picture f: playing games/ singing
Answers suggested :

1 A 2 E 3 B 4 C 5 F 6 D
* Answers suggested :

1/ was just a few
2/ to pay a visit
3/ at the school gate
4/ a short tour

5/ playing some more
* Answers suggested :

1. It was a glorious Sunday
2. Yes, it was.

3. It was a beautiful place.

4. It was so peaceful and quiet there.
5. They made short tours round the
garden, took pictures, played games, sang
songs, laughed, talked and danced ….
Sts work in groups

Each group chooses aperson to write the
plan on the board.

Sts write down the homework in the
notebook :

- Memorize the new words

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Comments (2 min)

more than 50 words).

Grade ten Nguyễn Thành Viễn

Unit six :

AN EXCURSION

Lesson 4 : WRITING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to write a letter
accepting an invitation with suggestions.

2. Knowledge

Pronunciation : / ə / - / З: /

Grammar : the present progressive (with a future meaning) and be going to
Vocabulary : Some words about a trip.

3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Wordstorm

Asks sts to find out some words can be
used with the word “LETTER”

The group which writes more words
will win

Pre-writing (7 min)
* Pre-teach Vocab :

go shopping (exp) – I will pick you up –
convenient (for) – as soon as possible –
prepare (v) – fortunately (adv) – mango -

Sts write on the board (books closed)
Two groups : Orange & Banana
business

friendly
invitation
apology
thank you
complaint
love

confirmation
get-well

Eliciting

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bunches of bananas (n) – agree (v) –
accept (v)

* Checking : Rub out and remember

While-writing (20 min)
Task 1 . Work in pairs (p.69)

* Asks sts to work in pairs, read the two
letters at p. 69 and underline the words
and phrases just studied.

* T has sts discuss the requests in Nga’s
letter and the confirmation in Hoa’s.

* Teacher monitors.

- T & sts check.
Task 2.

Read the situations and write a

confirmation letter responding to each of
them.

Teacher monitors
* Suggestions :

a/ Agree to bring two bunches of bananas,
three kilos of oranges, ten mangoes to
Lan’s house at 7:00 p.m on Sunday.
b/ Agree to lend Minh a book about
wildlife at 10:00 a.m. Reason why not at
9:00 a.m (busy going to the market with
Mum)

T asks 2 sts to write their letters on the
board

Teacher and students check.

Post-writing (12 min)

Asks some sts to say the meaning of two
letters in Vietnamese.

Practise and rewrite on the board.

Sts work in pairs

Read carefully and discuss.

Sts write down the details of requests and
confirmation letter

Sts read the situations and write a
confirmation letter.

Sts work in pairs and compare with
another pair.

- Two sts write their letters on the board
Answer suggested :

The first letter :
Dear Lan,

I’m glad to join your birthday party next
Sunday. I have no lessons on that day so
I’ll be glad to go shopping for you. You
can be sure that I will bring bananas,
oranges and mangoes to your house at
7:00 on that day.

I look forward to seeing you then.

Yours,

Nga

The second letter :
Dear Minh,

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Homework

Teacher assigns homework
Comments (2 min)

I will be waiting for you then.
Yours,

Nga

* Homework

Sts rewrite the letters in the notebook
- Memorize the new words

- Prepare the new lesson.

Grade ten Nguyễn Thành Viễn

Unit six :

AN EXCURSION

Lesson 5 : LANGUAGE FOCUS

Time : 45 minutes

OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to use the present
progressive with a future meaning compared with be going to
2. Knowledge

Pronunciation : / ə / - / З: /

Grammar : the present progressive (with a future meaning) and be going to
Vocabulary : Some words about a trip.

3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

T writes two groups of words. Each group
consists of 4 words.

Teacher monitors.

Presentation (7 min)
* Pre-teach Vocab :

come to an end (exp) – be sick (a)

It is going to rain – in the sky – catch (v)
– would you like to come ? – cloudy (a) –
windy (a) – dirty (a) – take it along
* Checking : Rub out and remember

Practice (32 min)

Sts work individually and choose a word
with underlined sound different from the
others :

1/ earn, bird, fir, other (other)
2/ today, nurse, from, of (nurse)
Sts listen and repeat after the teacher.
Eliciting

Pracising reading and copy down

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Activity 1 :

Pronunciation (p.70) : 2min.
* Listen and repeat

T models 1 or 2 times

T calls some sts to read again and corrects
if necessary.

* Practise these sentences
sentence by sentence

* Teacher corrects if necessary
Activity 2

Grammar

* Exercise 1 (pp. 70-71) : 10min.

T asks sts to choose the correct option in
brackets

Teacher monitors

T asks sts to read out their sentences

- T & sts check.

* Exercise 2 (p.71) : 10min.

T asks sts to put the verbs in brackets in
the present progressive or be going to
Teacher monitors

T asks sts to read out their sentences

Teacher and sts check
* Exercise 3 : 10min.

T asks sts to complete the exchanges,
using the present progressive or be going
to (p.61)

- T monitors

- T asks some sts read out their answers

- T and sts check

Sts listen and repeat chorally several
times.

Some sts read again individually

The same method as above

Sts work individually and then compare
with a partner.

Some sts read out their answers
1. are you doing

2. is getting married
3. Are you going to
4. will be

5. is going to

Sts work individually and then compare
with a partner.

Some sts write their answers on the board
1. are going

2. are having
3. is going to
4. are you putting

5. isn’t going to give it up

Sts work individually and then compare
with a partner.

Some sts read out their answers
1. Are you going to see it ?

No, I’m busy. I’m doing my homework.
2. we are visiting our grandparents.
3. … is he going to do with the money ?
he will buy a new motorbike.
4. It is going to rain soon.

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Consolidation(2 min)
Homework

Teacher assigns homework

Comments

Homework

Sts write down the homework in the
notebook :

- Memorize the new words

- Revise the Unit 6

Grade ten

TEST YOURSELF B

(P.72)
Time : 45 minutes

OBJECTIVES

1. Educational aim : Self-test to consolidate the skills and knowledge studied in
Units 4, 5 and 6

2. Knowledge

Pronunciation : / ə / - / З: /

Grammar : the present progressive (with a future meaning) and be going to
Vocabulary : Some words about a trip.

3. Skills : Four skills

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

I. Listening (2.5 points) : 10 mins.
Listen and complete the table below.

Reading Oxfoxrd

Location (1) (6)

Population (2) (7)

Noted for (3)_______
(4)_______
(5)_______

(8)________
(9)________
(10)_______
Lets sts listen two times

Teacher monitors

Lets sts listen the third time.
Teacher and sts check

II. Reading (2.5 points) : 10 mins.

Read the passage and decide whether the
following statements are

Sts work individually
Answers suggested :

1. 50 miles to the west of London
2. 120,000 inhabitants/people
3. market town
4. biscuit factory
5. computer industry

6. in central London
7. 90,000 people
8. university
9. car factory

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true (T) or false (F).
Teacher monitors

T asks a pair to ask and answer in front of
the class.

Teacher and sts check

III. Grammar (2.5 points) : 10 mins.
Read the following paragraph. One word
is missing from each line. Put a stroke (/)
where the word has been omitted and
write the missing word.

IV. Writing (2.5 points) : 15 mins.

Write a letter to ask for permission to visit
a factory.

T calls some sts to write their letters on
the board.

Teacher and sts check.
Outline :

Introduction : plan/ visit / computer
factory (date, number of students, means
of transportation, purpose ………

Request : time staying in the factory /
places to visit / guide for the visit /
meeting with the workers ………….

Conclusion : confirm the visit / ask for a
reply letter.

One asks, one answers
Answers suggested :

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

1. out by scientists
2. opportunities for other

3. there is 4. which attempts
5. all the 6. organizing the
7. inventions a / per / every

8. developed by

9. it is 10. it be wanted
Sts work in groups

Some sts write their letters on the board.
Letter suggested :

123, Hung Vuong st., CT
20th December, 2006

Dear Uncle Thanh,

Our class are planning to have a
three-hour visit to a factory in the local area as
part of our technology lesson. I am writing
to ask for your permission to visit your
computer factory as it is near our school
so we can go by bicycle. Forty-five
members of our class will arrive at your
factory at 7:30 on Monday, 22nd

December, 2006.

Would you be so kind as to recommend
someone who can show us around ? We
would so much like to know how

computers are made and we would also

like to talk with the workers there. We
hope that you will create favourable
conditions for us to have an interesting
and useful visit to your factory.

We are looking forward to hearing from
you.

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Grade Ten Nguyễn Thành Viễn
Unit seven :

THE MASS MEDIA

Lesson 1 : READING
Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to read the
programs on TV for information.

2. Knowledge

Pronunciation : / ei / - / ai / - / oi /

Grammar : because of and in spite of
Vocabulary : Some words about mass media.

3. Skills : Reading for gist and for specific information.
* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Wordstorm

What are different types of the mass
media ?

1. When do you often watch TV ?
2. How many channels are there on our
national TV ?

3. How many hours per week do you
watch TV ?

Pre-reading (7 min)
* Pre-teach Vocab :

adventure (n) – wildlife (n) – play (n) –
drama (n) – comedy (n) – documentary
(n) – punishment (n) – recommend (v) –
around the world

* Checking : Rub out and remember

Sts work in groups

Some sts write the answers on the board.
- Yes, I have / No, I haven’t

- Sts answer freely

Eliciting

Pracising reading and copy down

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While-reading (20 min)

- Look at some popular TV programmes,
and then do the tasks that follow.

Task 1.

The words in A appear in the reading
passage. Match them with their
definitions in B.

Task 2.

Decide whether the following statements
are true (T) or false (F). Correct the false
information.

- Teacher monitors
Task 3. Work in pairs

Ask and answer the following questions.
* Teacher monitors.

* Ask some sts to write their answers on

the board.

1. How many films are on?

2. What time can you watch the news?
3. Which channel do you recommend to
someone who likes animals?

4. What programme is on on VTV3 at
7:30?

5. Which channel will you watch if you
like folk songs?

6. What is the last programme on VTV3?

Post reading (12 min)

Work in pairs. Tell your partner about one
of the TV programmes you like watching
best and explain why.

Homework

Teacher assigns homework

Sts work individually and then compare
with a partner.

* Answers suggested :

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

Sts work individually and compare with a
partner.

Answers : 1 - T 2 - T

3 - F (on VTV3) 4 - T 5 - T

Sts work in pairs.

Some sts write their answers on the board
Answers suggested :

1. Five films are on.

2. at 9:00, 12:00, 19:00 and 23:00
onVTV1 and at 19:00 on VTV3.
3. VTV2.

4. The Quiz Show: Road to Olympia Peak
5. VTV1

6. Football : Livepool vs Westham

Sts work in pairs

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Comments (2 min) Memorize the new words

Prepare the new lesson : Speaking

Grade Ten Nguyễn Thành Viễn

Unit seven :

THE MASS MEDIA

Lesson 2 : SPEAKING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to talk about the
features of some types of the mass media.

2. Knowledge

Pronunciation : / ei / - / ai / - / oi /

Grammar : because of and in spite of
Vocabulary : Some words about mass media.

3. Skills : Four skills especially Speaking.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Guessing

Poster on the board:

T divides sts into 4 groups. Each group
will choose a number. T reads

suggestions, Sts listen and guess what it is
1. It was invented in 1925.

2. We can listen to the new but we can’t
see it.

3. It contains information and pictures.
4. We use it to find information quickly,
chat with friends and send email.

Sts divided into 4 groups
Each group chooses a number
Sts listen and guess

1. television
2. radio
3. newspapers
4. the Internet
What

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Pre-speaking (7 min)
* Pre-teach Vocab :

provide (n) – present (v) – deliver (v) –
type (n) – feature (n) – in common (exp)

– dictionary (n) – receive (v)

* Checking : Rub out and remember

While-speaking (20 min)
Task 1. (p.76) Work in pairs

Which of the following are the types of
the mass media? Put a tick () next to the
words.

Task 2. Work in pairs.

Work out what feature(s) the types of the
mass media have in common and what
main feature(s) each of them has. Use the
cues below (p. 76)

1. provide information and entertainment
orally.

2. receive information aurally.

3. present information and entertainment
visually

4. receive information visually

5. present information and entertainment
orally and visually.

6. get information and entertainment
orally and visually.

7. provide / deliver information and
entertainment.

* T monitors

Post-speaking (12 min)
Task 3. Work in pairs.

Talk about different types of the mass
media. Ask and answer the following Qs.
T monitors

1. What are the different types of the
mass media?

2. What feature(s) do they have in
common?

3. What are their distinctive features?

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

Sts work in pairs :

Television, radio, nespapers, the Internet

1. TV, radio
2. TV, radio

3. TV, newspapers, Internet
4. TV, newspapers, Internet
5. TV

6. TV

7. TV, radio, newspapers, Internet

Sts work in pairs, ask and answer
questions about the mass media.

1. They are television, radio, newspapers,
the Internet.

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Homework

Teacher assigns homework
Comments (2 min)

3. TV presents information and
entertainment orally and visually.
Homework

Memorize the new words

Write a paragraph about the features of
the means of the mass media.

Grade Ten Nguyễn Thành Viễn

Unit seven :

THE MASS MEDIA

Lesson 3 : LISTENING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to listen for the
main idea.

2. Knowledge

Pronunciation : / ei / - / ai / - / oi /

Grammar : because of and in spite of
Vocabulary : Some words about mass media.

3. Skills : Four skills especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

T shows a picture of a radio and asks :
1. What is it?

2. What is it used for ?

3. How often do you listen to the radio?
4. How many hours per week do you
listen to it?

5. What programme do you like listening
to and why?

Pre-listening (7 min)
* Pre-teach Vocab :

heavy rain (n) – cause (v) – flood (n) –
river (n) – during the night (exp) – climb
(v) – all over the country (exp) –

rise, rose, risen (v) --- in spite of + N –
because of + N

* Checking : Rub out and remember

1. It’s a radio

2. It’s used to listen to news, music…………

3. Sometimes / every morning

4. About seven hours

5. I like music programme, because it
makes me happier

Eliciting

Pracising reading and copy down

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While-listening (20 min)
Task 1.

Asks sts to listen to the two news stories
and tick the words they hear in the right
column under News story 1 or 2.

Lets sts listen two times.

- T & sts check. (Listen the third time)

Task 2.

Lets sts listen to the radio news stories
again and fill in the missing word(s).
(no correction)

Lets sts listen two times.

Teacher and sts check. (listen 3rd time)

Task 3. Listen again and answer the
following questions.

1. What has happened during the night?
2. Why have people left their homes
3. Haw many times has the old woman
clmbed Mount Whitney?

4. Why does she climb it so often?

Post-listening (12 min)

In groups, aks sts to tell the content of one
of two stories.

Teacher minitors
Teacher and sts check.
Homework

Teacher assigns homework

Sts work individually and compare with a
partner.

Sts discuss and complement information
Story 1 Story 2
healthy

strong
young
cloudy
highest
wonderful









Sts work individually and compare with a
partner.

Sts discuss and complement information
* Answers suggested :

1/ has caused floods
2/ have left their homes
3/ have risen

4/ two metres
5/ has stopped
6/ cloudy
7/ strong wind

* Answers suggested :

1. Heavy rain has caused floods all over
the country during the night.

2. Because tivers have risen.
3. twenty-three times.

4. Because it has kept her young and
healthy.

Sts work in groups

Each group chooses aperson to tell to tell
the story.

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Comments (2 min) -- Memorize the new wordsDo the exercises in the
exercise-books.

Grade ten Nguyễn Thành Viễn

Unit seven :

THE MASS MEDIA

Lesson 4 : WRITING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to know how to
write about advantages and disavantages of the mass media.

2. Knowledge

Pronunciation : / ei / - / ai / - / oi /

Grammar : because of and in spite of
Vocabulary : Some words about mass media.

3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Wordstorm

Asks sts to find out some advantages and
disavantages of television.

Teacher asks some sts to write the
answers on the board.

Pre-writing (7 min)
* Pre-teach Vocab :

in an effective way (exp) – memorable
(a) – entertain (v) – relax (v) – aware of
– global responsibilities - brain (n) –
encourage (v) – violent (a) – passive (a)

– interfere with

* Checking : Rub out and remember

While-writing (20 min)
Task 1 . Work in pairs (p.78)

Sts write on the board (books closed)

Eliciting

Pracising reading and copy down

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* Asks sts to read about the advantages
and disadvantages of television in the
table below.

* T has sts underline the words or phrases
just studied and pay attention to the
structures :

- help/encourage sb to do sth
- make sb/sth + adj ………

T asks sts to tell about the advantages and
disadvantages of television, using the
above structures.

Task 2. Work in pairs.

Discuss the advantages and disavantages
of the mass media and write them down
in the right column.

 Advantages
Listening to the radio :

Make people happy / life easier / relax
Broaden knowledge and understanding
Share opinions / experiences

Reading newspapers :

Make people happy / life easier / relax
Get information on many fields: culture,
art, business

Using the Internet :

Make people happy / life easier / relax
Provide quick and daily access

information and entertainment
* Teacher monitors.

- T & sts check.

Post-writing (12 min)

Asks sts to write a paragraph about the

advantages and disadvantages of one of
the mass media.

Teacher and sts check
Homework

Teacher assigns homework
Comments (2 min)

Sts work in pairs and compare with
another pair.

- Two sts write their letters on the board
Answer suggested :

It makes people happy / lazy
It makes life easier / enjoyable

It provides information and entertainment
It enlarges/broadens people’s knowledge
and understanding.

It costs time and money.

It interrupts people’s conversations.
It makes us passive/lazy/violent …

 Disadvantages
Waste time

Make people passive

Cost time and money

Harm eyes / easy to be short-sighted
Make people passive

Cost a lot of time and money

Harm eyes / easy to be short-sighted
Make people passive / negative

Affect people’s life (good and bad things)

Sts work in pairs

Two sts write their answers on the board.
The others discuss and complement

Homework

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- Memorize the new words
- Prepare the new lesson.

Grade ten Nguyễn Thành Viễn

Unit seven :

THE MASS MEDIA

Lesson 5 : LANGUAGE FOCUS

Time : 45 minutes

OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to use the
present perfect, because of and inspite of.

2. Knowledge

Pronunciation : / ei / - / ai / - / oi /

Grammar : because of and in spite of
Vocabulary : Some words about mass media.

3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Wordstorm

(About the new words in Unit 7)
Teacher monitors.

Presentation (7 min)
* Pre-teach Vocab :

go for a ride (exp) – change the oil (v)

quarrel with – a good meal – cancel (v) –
appointment (n) – illness (n) –

shortage (n) – the bad condition
* Checking : Rub out and remember

Practice (32 min)
Activity 1 :

Pronunciation (p.79) : 2min.
* Listen and repeat

T models 1 or 2 times

T calls some sts to read again and corrects

Sts work individually
Some sts write on the board.

Sts listen and repeat after the teacher.
Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

Sts listen and repeat chorally several
times.

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if necessary.

* Practise these sentences
sentence by sentence
* Teacher corrects if necessary
Activity 2

Grammar

* Exercise 1 (p. 80) : 10min.

T asks sts to complete the letter, using the
present perfect of the verbs in the box.
Teacher monitors

T asks sts to read out their sentences

- T & sts check.

* Exercise 2 (p.80) : 10min.

T asks sts to complete the sentences using

for, since or ago.
Teacher monitors

T asks sts to read out their sentences

Teacher and sts check
* Exercise 3 : 10min.

T asks sts to complete the following
sentences, using the information in the
box (p. 81)

- T monitors

- T asks some sts read out their answers

- T and sts check

Consolidation(2 min)
Homework

Teacher assigns homework

The same method as above

Sts work individually and then compare
with a partner.

Some sts read out their answers
1. have been

2. has lived
3. have met
4. have done
5. have had
6. have taken
7. have watched

Sts work individually and then compare
with a partner.

Some sts write their answers on the board
1. since 2. ago

3. for 4. for
5. since 6. for
7. ago 8. ago
9. since 10. since

Sts work individually and then compare
with a partner.

Some sts read out their answers
1. c / f

2. b / d
3. a / e
4. h / j
5. i / g

Homework

Sts write down the homework in the
notebook :

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Comments - Revise the Unit 6

Grade Ten Compiling date :

Unit eight : Period :

THE STORY OF MY VILLAGE

Lesson 1 : READING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to read for

information and based on the context guess the meaning of phrases.
2. Knowledge

Pronunciation : / au / - / əu /

Grammar : 1. Reported speech : statements

2. Conditional sentence type 1
Vocabulary : Some words about village farming.

3. Skills : Reading for gist and for specific information.
* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Wordstorm

* Show a picture and ask”What do you
see in the picture? “ (in English) :
* T can ask sts :

1. What are the people in the picture
doing?

2. How are they working?

3. What do you think of the crop?
4. What helps produce good crops?

Pre-reading (7 min)
* Pre-teach Vocab :

make ends meet (exp) – in need of many
things – made of straw and mud – brick
better … life – farming method (n) –
bumper crop (n) – cash crop (n) –
thanks to – do some shopping
* Checking : Rub out and remember

While-reading (20 min)

Sts points at the picture and answer :
“I can see … “ rice field / people working/
tractor / threshing machine / combine
harvester / bags of rice (paddy)….

Some sts write the answers on the board.

1. They are harvesting.

2. They are working hard.
3. It’s good / It’s a bumper crop.

4. Good farming methods/ farmers’efforts
using farming machines, fertilizers …

Eliciting

Practise reading and copy down

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- Lets sts read the passage individually
for 3 min. and do the tasks that follow.
- Teacher monitors

- Asks sts to underline the sentences with
the phrases just studied.

Task 1. Match the words in A with the
definitions in B.

* Teacher monitors.

* Ask some sts to read out their answers.
Task 2 .

T guides sts to read the passage again and
find out the changes in the village.

Area of change Before

Houses made of straw and

mud

Radio and TV Few families have
a radio or a TV set
Farming method old: buffalo/plough

Crops poor, enough to eat

travel On foot / by bicycle
Task 3.

T asks sts answer the questions according
to the passage.

1. When are Lan and her classmates
going on a trip ?

2. Why are they visiting some caves ?
3. How far is Thay Pagoda from their
schhol ?

4. What are the students’plans for their
trip to Huong Pagoda ?

5. What is Lan anxious about? Why?

Post reading (12 min)

Work in pairs. Discuss the changes and
their causes.

Sts work individually and compare with a
partner.

Underline the words or phrases just
studied.

Sts match the phrases in column A with
the definitions in B.

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

Sts work individually and compare with a
partner to complete the table p. 84.

Now

made of brick

Many families have a radio or a TV set
new farming methods : machine

good / bumper, more to sell
by motorbike

Sts work individually and compare with a

partner.

Answers suggested :

1. The life was poor and simple
2. Because they hoped that with an
education of science and technology, their
children could find a way of bettering
their lives.

3. They introduced new farming methods
which resulted in bumper crops.

4.He said their lives had changed a lot
thanks to the knowledge their children
had brought home.

5. He told his grandchildren to study
harder so that they can do even more for
the village than their parents did.

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Homework

Teacher assigns homework
Comments (2 min)

Homework

Memorize the new words

Rewrite an excursion they made
Prepare the new lesson : Speaking

Grade Ten Compiling date :

Unit eight : Period :

THE STORY OF MY VILLAGE

Lesson 2 : SPEAKING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to know how to
express their idea about the plans to improve their life in
the village.

2. Knowledge

Pronunciation : / au / - / əu /

Grammar : 1. Reported speech : statements

2. Conditional sentence type 1
Vocabulary : Some words about village farming.

3. Skills : Four skills especially Speaking.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …

* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

Teacher writes somes incomplete words
and asks sts to complete them to form a
word or a phrase which is meaningful.

- RO_DS

- M_DIC_L C_NT_E

- CR_PS

- BRI_G_S

- SCH_ _L
T and sts check.

T introduces the new lesson :
To make life in the country better,
what should be done with things
mentioned above ?

Pre-speaking (7 min)
* Pre-teach Vocab :

improve (v) – widen (v) – raise (v) –

Sts go to the board to complete them
Answers suggested :

ROADS

MEDICAL CENTRE
CROPS

BRIDGES
SCHOOL

Eliciting

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resurface (v) – canal (n) – lorry (n) –
look after (v) – should (v) – result (v)
* Checking : Rub out and remember

While-speaking (20 min)
Task 1. (p.85)

Asks sts to match the plans with the
possible results.

Teacher monitors.

Asks some sts to read out their answers.

Task 2.

T models the conversation once (p. 85)
Asks sts to repeat the conversation after T
Lets sts practise the conversation in
groups of three.

Language notes : Conditional sent. type 1

If clause (with V1) to describe possible
situations.

Main clause (with modals will, may,
might) to describe possoble consequences
that are possible in the present or future.
* T monitors

Post-speaking (12 min)
Task 3. Work in groups.

Lets sts use the phrases in Tasks 1 and 2
to continue the conversation.

Asks some groups to demonstrate.
T monitors

T can suggest sts to tell about the plans to
improve the village where they live.
Homework

Teacher assigns homework

Comments (2 min)

Practise and rewrite on the board.

Sts work in pairs : Match each of the plans
with its possible result (p. 85)

Answers suggested :

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

Sts listen

Sts listen and repeat.

Sts practise in groups of three.

Sts note down.
If clause, type 1 :

Sts work in groups of three.

Sts discuss freely.

Homework

Memorize the new words

Rewrite the plans that they just have

discussed.

Prepare the new lesson.

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Grade Ten Compiling date :
Unit eight : Period :

THE STORY OF MY VILLAGE

Lesson 3 : LISTENING
Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to listen and

understand the main idea about the changes of a small town.
2. Knowledge

Pronunciation : / au / - / əu /

Grammar : 1. Reported speech : statements

2. Conditional sentence type 1
Vocabulary : Some words about popular places in town.
3. Skills : Four skills especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

T asks sts to close their books.

T shows 2 pictures and asks sts to discuss
the differences between them:

* Are these two pictures the same or
difference? Which is more beautiful?
In the past and Now
* In the past, the town used to have only
small houses,

* In the past, there were cows grazing on
the field,

* In the past, the road was narrow,
* In the past, there were a lot of trees,
T introduces the new lesson.

Pre-listening (7 min)
* Pre-teach Vocab :

coast (n) – crowded (a) – tourist resort

Sts look at the pictures and discuss.

1. In the past, there weren’t any hotels,
but now there is a hotel in the town.
but now there are some tall buildings.

but now ………

Eliciting

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(n) – pull down (v) – narrow (a) – miss
(v) – suburb (n) – department store (n)
* Checking : Rub out and remember

While-listening (20 min)
Task 1.

Introduce the situation :

“You will hear someone talking about the
changes in his town and do the tasks that
follow”.

T lets sts listen the story and decide if the
statements (p.86) are true (T) or false (F)
Lets sts listen two times.

- T & sts check. (Listen the third time)
Task 2.

Asks sts to listen the talk again and write
in the blanks with the missing words.
Lets sts listen two times.

Teacher and sts check. (listen 3rd time)

Task 3.

Lets sts listen and answer the questions.
(two or three times)

Post-listening (12 min)

Asks sts to discuss the changes in their
home village.

T monitors and corrects mistakes if
necessary.

Homework

Teacher assigns homework

Practise and rewrite on the board.

Sts work individually and compare with a
partner.

Answers suggested :

1. F (It’s on the south coast os England)
2. F ((It used to be a small quiet town)
3. T

4. F (A lot of trees have been cut down)
5. F (Some people don’t like the changes

Sts skim over the talk and guess the
missing words.

Sts listen and write the missing words.
Sts work individually and compare with a
partner.

* Answers suggested :

1. houses 2. hotel
3. widened 4. cut
5. car 6. shop
7. department 8. expensive

Sts work in pairs

Sts use some basic structures such as :
There used to be…

Now there is / there are…
They have been cut down …
They have built …

Sts write down the homework in the
notebook :

- Memorize the new words

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Comments (2 min)

Grade ten Compiling date :

Unit eight : Period :

THE STORY OF MY VILLAGE

Lesson 4 : WRITING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to write a letter
giving directions.

2. Knowledge

Pronunciation : / au / - / əu /

Grammar : 1. Reported speech : statements

2. Conditional sentence type 1
Vocabulary : Some words about giving directions.

3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where
(about the words just studied in the
previous lessons)

Pre-writing (7 min)
* Pre-teach Vocab :

giving directions (exp) – get to (v) –
railway station (n) – turn right – turn left
– go over the bridge – medical centre (n)
opposite (prep) – enclose (v) – map (n)
looking forward to seeing you soon.
* Checking : Rub out and remember

While-writing (20 min)
Task 1 . Work in pairs (p.87)

Situation: Jim has decided to come to

Elicit

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

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Ann’s place for his holiday. Ann writes
him a letter giving directions to her house.
Ask sts to read the letter and look at the

map and find Ann’s house on the map.
Teacher and sts check.

Task 2.

Read the letter and underline the words
and phrases which can be used to give
directions.

Teacher monitors

Post-writing (12 min)
Task 3.

Situation : Your house is A on the map.
Write a letter to Jim, telling him the way
to your house from Roston Railway
Station.

T can remind of the form of a letter :
Opening – Reason – Closing

T asks 2 sts to write their letters on the
board

Teacher and students check.

Asks some sts to say the meaning of two
letters in Vietnamese.

Homework

Teacher assigns homework

Read carefully and find Ann’s house on
the map (88).

Answer : H Parker Avenue

Sts work individually and compare with a
partner : underline the words or phrases
to give directions and write them down in
notebooks.

Sts read the situation and write a letter.
Before writing, sts practise telling the way
to A.

Sts work in pairs and compare with
another pair.

- Two sts write their letters on the board
Answer suggested :

The model letter :
Dear Lan,

I’m very pleased to hear that you have
decided to spend your next weekend with
us. You are coming here by train so I am

writing this letter to tell you how to get to
my house from Roston Railway station.
When you get out of the station,turn right.
Keep walking for about 5 minutes, you
will see a small bridge ahead. Go over the
bridge, walk along Bridge street. Turn left
into Bright street. My house is the third on
the right opposite the corner of Bright
street and Parker Avenue. and Parker
Avenue. You can’t miss it.

I enclose the map so that you can follow
my direction easily.

Looking forward to seeing you soon.
Love,

Nga

* Homework

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Comments (2 min)

house, giving direction from the bus
station to your house.

- Memorize the new words
- Prepare the new lesson.

Grade ten Compiling date :

Unit eight : Period :

THE STORY OF MY VILLAGE

Lesson 5 : LANGUAGE FOCUS

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to use the
conditional sentence type 1 and reported speech : statements
2. Knowledge

Pronunciation : / au / - / əu /

Grammar : 1. Reported speech : statements

2. Conditional sentence type 1
Vocabulary : Some words about giving directions.

3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

Jumbled sentences

1. counted / coming / cows / mountain /
the / Mr. Brown / down.

2. knows / Joe / Rose ? phones / Sophie /
Sophie and Joe / but / don’t know / knows /
Rose.

Teacher monitors.

Presentation (7 min)
* Pre-teach Vocab :

It took me … (exp) – slippery (a)

crazy idea – announce (v) – at least (exp)
– pass the exam – fail the exam –
study medicine – cure diseases – lend (v)
– have bath

* Checking : Rub out and remember

Practice (32 min)
Activity 1 :

Sts work individually and rearrange the
given words into meaningful sentences.
1/ earn, bird, fir, other (other)
2/ today, nurse, from, of (nurse)
Sts listen and repeat after the teacher.

Eliciting

Pracising reading and copy down

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Pronunciation (p.89) : 2min.
* Listen and repeat

T models 1 or 2 times

T calls some sts to read again and corrects
if necessary.

* Practise these sentences
sentence by sentence
* Teacher corrects if necessary
Activity 2

Grammar

* Exercise 1 (pp. 89-90) : 10min.

T asks sts to change the statements into
reported speech.

Revising some basic principles about
reported speech :

 Present  Past simple
 Past simple  Past perfect
 Present perfect  Past perfect

 Will  would
 Can  could
Teacher monitors

T asks sts to read out their sentences
- T & sts check.

* Exercise 2 (p.90) : 10min.

T asks sts to complete the sentences,
using the correct form of say, tell or talk.
Teacher monitors

T asks sts to read out their sentences
Teacher and sts check

Activity 3 : Conditional sentence type 1
* Exercise 3 : 5 min.

T asks sts to make the sentences,
using if ……, ……… will (p.80)

- T monitors

- T asks some sts read out their answers
* Exercise 4 : 5 min.

T asks sts to complete the sentences by
using when or if

- T and sts check

Sts listen and repeat chorally several
times.

Some sts read again individually
The same method as above

Pick out the words pronounced /au/ and
/ou/

Sts work individually and then compare
with a partner.

Some sts read out their answers

1. … their lives had changed a lot ………
… their children had brought home.
2. … she was going to HCM City soon.
3. … the film would be interesting.

4. … she couldn’t help me because she had
too much to do.

5. … Anne had written Jim a letter.

6. … it had taken him 3 hours … had been …
7. … she thought it was a crazy idea and
that it wouldn’t work.

8. … that breakfast was served between …

Sts work individually and then compare
with a partner.

Some sts write their answers on the board
1. told 2. said 3. said

4. told 5. talked

Sts work individually and then compare
with a partner.

Some sts read out their answers

Sts work individually and then compare
with a partner.

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Consolidation(2 min)
Homework

Teacher assigns homework
Comments

4. if 5. when
Homework

- Do the exercises 1, 2, 3, 4 (pp.49-50) in
the workwook.

- Memorize the new words

- Revise the Unit 8
Grade ten

TEST YOURSELF C

(pp. 91 - 93)

Period : Compiling date

Time : 45 minutes
OBJECTIVES

1. Educational aim : Self-test to consolidate the skills and knowledge studied in
Units 7 and 8

2. Knowledge

Pronunciation : / ei / - / ai / - / oi / and / au / - / əu /
Grammar : the present perfect, reported speech, If clause type 1
because of and in spite of

Vocabulary : Some words in Units 7 and 8.
3. Skills : Four skills

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

I. Listening (2.5 points) : 10 mins.
A. Listen and decide whether the
statements are true (T) or false (F).
Lets sts listen two times

Teacher monitors

Lets sts listen the third time.
Teacher and sts check

B. Listen again and fill each blank with
the word you hear.

Teacher monitors

T asks some sts to read out their answers.
Teacher and sts check.

II. Reading (2.5 points) : 10 mins.
Read the passage and then answer the

Sts work individually

Sts read the statements before listening.
Answers suggested :

1. F (The village is called Henfield)
2. F (never have to queue)

3. T

4. F (there’s not much heavy traffic)
5. T

Sts work individually and then compare
with a partner.

Answers suggested :

1. aren’t 2. evening 3. cinemas
4. knows 5. theatres

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questions that follow.

1. Why is TV a convenient and cheap
source of entertainment?

2. What can people see on TV ?

3. Why is the TV viewer completely
passive ?

4. What will happen if we get to like
watching TV too much ?

5. Is TV good or bad ?
Teacher monitors

T asks some sts to write the answers on

the board.

Teacher and sts check

III. Grammar (2.5 points) : 10 mins.
Fill each blank with the correct form of a
verb in the box.

Teacher monitors

T asks some sts to read out their answers.
Teacher and sts check

IV. Writing (2.5 points) : 15 mins.

Write the directions based on the map for
your friend to Indian restaurant, using the
words and phrases suggested.

T calls some sts to write their letters on
the board.

Teacher and sts check.

Some sts write their answers on the board
Answers suggested :

1. because it’s more convenient and
cheaper than going out.

2. they can see plays and films of every
kind, the latest exciting football matches,
the current events and the developments
in science and politics, etc.

3. Because he needs to do nothing and
has everything presented to him.
4. TV will dominate our lives and we
won’t have time to talk to each other
and do other things.

5. TV, in itself, is neither good nor bad. It
is as good or as bad as we make it.

Sts work individually and then compare
with a partner.

1. have been ; haven’t had
2. haven’t given ; have paid
3. said 4. had taken
5. thought ; would come
6. told ; have got

Sts work in groups

Some sts write their letters on the board.
Answers suggested :

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Grade Ten

Unit nine : Period : 52

UNDERSEA WORLD

Lesson 1 : READING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to read for

information and based on the context guess the meaning of phrases.
2. Knowledge

Pronunciation : / iə / - / eə / - / uə /
Grammar : 1. Should

2. Conditional sentence type 2

Vocabulary : Some words about environment and some sea animals.
3. Skills : Reading for gist and for specific information.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Wordstorm

* Show a world map and ask sts to tell the
names of the oceans (in English / in

Vietnamese)

* T can ask sts to tell the name of the sea
animal in each picture (p.94)

Pre-reading (7 min)
* Pre-teach Vocab :

divide into (v) – gulf / bay (n) – cover (v)
– challenge (n+v) – depth (n) – mystery
(n) – submarine (n) – satellite (n) –
bottom (n) – starfish (n) – biodiversity (n)
– maintain (v)

* Checking : Rub out and remember

Sts work with a partner. Look at the map
and give the Vietnamese/English names
for the oceans on the map.

Antarctic Ocean - Arctic Ocean
Atlantic Ocean - Indian Ocean
Pacific Ocean

Sts work with a partner :
Seal, jellyfish, turtle, shark

Eliciting

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While-reading (20 min)

- Asks sts to read the passage individually
for 3 min. and do the tasks that follow.
- Teacher monitors

- Asks sts to underline the sentences with
the phrases just studied.

Task 1. Fill in the blanks, using the words
in the box.

* Teacher monitors.

* Ask some sts to read out their answers
and say the Vietnamese meaning.

Task 2 .

T guides sts to read the passage again and
then answer the following questions.
5. They are those that live on or depend on
the bottom like starfish, those that move 
independently of water currents and those 
that are carried along by the currents.
6. Marine life would be at stake if the sea 
biodiversity were not maintained.

Post reading (12 min)
Work in pairs.

Asks sts to complete the summary of the
reading passage by filling each blank with
a word or phrase given in the box.

(p. 96)

Homework

Teacher assigns homework

Comments (2 min)

Practise and rewrite on the board.

Sts work individually and compare with a
partner.

Underline the words or phrases just
studied.

1. tiny 2. investigate 3. gulf
4. Biodiversity 5. samples
Some students

Sts work individually and compare with a
partner.

1. 75% of the earth’s surface.
2. By using modern devices.

3. They investigate the seabed and bring
samples of marine life back to the surface
for further study.

4. We can know a wide range of

information, including water temperature,
depth and the undersea populations.
Sts work individually and compare with a
partner.

Answers suggested :
1. three-quarter
2. mysterious
3. modern
4. discoveries
5. biodiversity
6. huge

7. plants and animals
8. closely connected

Homework

Memorize the new words

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Grade Ten Compiling date :
Unit nine : Period : 53

UNDERSEA WORLD

Lesson 2 : SPEAKING
Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to talk about
protecting the environment of the oceans and to use some words
or phrases related to that topic.

2. Knowledge

Pronunciation : / iə / - / eə / - / uə /
Grammar : 1. Should

2. Conditional sentence type 2

Vocabulary : Some words about environment and some sea animals.
3. Skills : Four skills especially Speaking.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Brainstorm

T can ask sts “What would you do if there
is rubbish, plastic bags in the classroom ?”

Pre-speaking (7 min)
* Pre-teach Vocab :

proper (n) – dustbin = waste basket (n) –
sparingly (adv) – dispose of (v) –

herbicide (n) – pesticide (n) – harm (v)
-release (v) – sea food (n) – net (n) –
fishing line (n)

* Checking : Rub out and remember

While-speaking (20 min)
Task 1. (p.97)

Books closed
Sts answer :
Sweep the floor

Put rubbish in the waste basket

Collect plastic bags and put them in the
dustbin.

Eliciting

Pracising reading and copy down

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Asks sts to put the actions in the order of
importance and then say what we should

or should not do.

Teacher monitors.

Asks some sts to read out their answers.
Teacher reminds of the use of should and
should not

Task 2. Work in groups.

T asks sts to discuss the threats to the
health of the oceans, the consequences
that might occur and offer some possible
solutions (p. 97)

* Threats

1. Beaches filled with plastic bags
2. Whales hunted for food, medicine and
other products.

3. Explosives used to catch fish and other
sea animals.

4. Oil spilled from tankers
Teacher monitors

Post-speaking (12 min)
Task 3. Work in groups.

Lets sts report to the class what their
group has discussed.

Asks some groups to demonstrate.
T monitors and checks if necessary

Homework

Teacher assigns homework

Comments (2 min)

One asks, one answers :

“What should we do with rubbish ?”
“ We should / we should not

What do you think about using
herbicide? / pesticide / fertilizers …
Well, I think …

In my opinion, …
As for me,

Sts work in groups

Consequences Solutions

1. polluted water Place plastic bags
in proper dustbins

2. extinct /

disappear

Ban people from
selling whale
products
3. A lot of fish

died Be banned

4. polluted water Punish captain

Representatives of some groups stand int
front of the class to tell about the content
they have discussed.

Homework

Memorize the new words

Rewrite the plans that they just have
discussed.

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Grade Ten Compiling date :
Unit nine : Period : 54

UNDERSEA WORLD

Lesson 3 : LISTENING
Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to listen and

understand the main idea about protecting sea environment.
2. Knowledge

Pronunciation : / iə / - / eə / - / uə /
Grammar : 1. Should

2. Conditional sentence type 2

Vocabulary : Some words about environment and some sea animals.
3. Skills : Four skills especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

(about some sea animals sts know)

Pre-listening (7 min)
* Pre-teach Vocab :

whale (n) – krill (n) – migrate (v) –

conservation (n) – mammal (n) – on Earth
– move (v) – give birth (n) – be in danger
- length (n) – weight (n) – feed (v)

* Checking : Rub out and remember
Work in pairs. Discuss these questions :
1. Do you think whales are fish ? Why or
why not ?

2. Why do people keep hunting whales ?

While-listening (20 min)

Elicit from sts

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

1. Whales are not fish because they raise
their young on milk.

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Task 1. (p.98)

Introduce the situation :

“You will listen to some information
about whales and do the tasks that

follow”.

T lets sts listen the story and decide if the
statements (p.98) are true (T) or false (F)
Lets sts listen two times.

- T & sts check. (Listen the third time)
Task 2.

Asks sts to listen again and then answer
the following questions.

Lets sts listen two times.

1. What is the length and weight of the
blue whale ?

2. Why do whales like to feed in the cold
oceans ?

3. According to the listening passage,
what are the good feeding grounds for
whales ?

4. What is the main reason for the
decrease in whale population ?

5. What have conservation groups asked
the International Whaling Commission
to do ?

6. What would happen if we didn’t take
any measures to protect whales.

Teacher and sts check. (listen 3rd time)

Task 3.

Lets sts listen and answer the questions.
(two or three times)

Post-listening (12 min): Work in groups.
Asks sts to talk about whales, using the
cues.

* their length and weight

* their feeding grounds and food
* the reasons for protecting whales
T monitors and corrects mistakes if
necessary.

Sts work individually and compare with a
partner.

Answers suggested :

1. F (It’s the largest animal that has ever
lived on earth.)

2. T
3. T

4. F (due to heavy hunting pressure)
5. T

Sts skim over the questions.

Sts listen and answer the questions.
Sts work individually and compare with a
partner.

* Answers suggested :

1. The blue whale grows to 30 metres in
length and over 200 tons in weight.
2. Because there is a lot of krill – their
favorite food in cold waters.

3. Cold waters in the North and South
Atlantic Ocean and the anorth and South
Pacific are their favorite feeding grounds.
4. Heavy hunting is the main reason for
the decrease in the whale population.
5. They have asked the International
Whaling Commission to stop most
whaling.

6.If we didn’t take any measures to
protect whales, they would disappear

foever.

Sts work in groups.

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Homework

Teacher assigns homework

Comments (2 min)

Sts write down the homework in the
notebook :

- Memorize the new words

- Write a short paragraph about the
features of whales.

Grade ten Compiling date :

Unit nine : Period : 55

UNDERSEA WORLD

Lesson 4 : WRITING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to know how to
express an information from some suggestions and make it into
a paragraph.

2. Knowledge

Pronunciation : / iə / - / eə / - / uə /
Grammar : 1. Should

2. Conditional sentence type 2

Vocabulary : Some words about environment and some sea animals.
3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Brainstorm

Ask sts to raise some features of whales

Pre-writing (7 min)
* Pre-teach Vocab :

sperm whale (n) – carnivore (n) – squid
(n) – male – female – weigh (v) –
weight (n) - gestation (n) – life span (n) –
entrapment (n) – fishing net (n) –

at risk = in danger (endangered)

* Checking : Rub out and remember

While-writing (20 min)
Task 1 . Work in pairs (p.87)

Ask sts to scan over the reading text and

Elicit from students

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

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underline the words just studied (3 mins)
Asks sts to fill the information in the table
(p.100)

T can ask :

1. Where are sperm whales?/ Where can
they be found ? / Which ocean do they
prefer ?

1. Range & Habitat
2. Size

3. Feeding habits
4. Offspring

5. Life span

6. Special features
7. Conservation concerns
Teacher monitors.

Task 2.

Read the information about the dolphin
in the table (p. 101) and write a paragraph
that describes the facts and figures

provided

Teacher monitors

Post-writing (12 min)

T asks 2 sts to write their paragraphs on
the board.

T asks 2 sts to write their letters on the
board

Teacher and students check.

Homework

Teacher assigns homework

Read carefully and fill the suitable
information (p.100).

1. All oceans

Prefer waters with high squid populations
2. Male:18m in length,54.000kg in weight
3. Carnivores, eat mainly squid

Eat up to 1.500kg of food daily
4. Gestation period: 14-19 months
Give birth to one calf every 5-7 years.
5. Up to 60-70 years

6. Biggest animals on Earth

have the largest brain of all animals
7. At risk due to hunting and accidental
fishing net entrapment

Answer suggested :

Dolphins are not fish. They are mammals
that live in the water. Dolphins are among
the most intelligent animals on Earth.
Although they can be found in all oceans
in the world, dolphins prefer coastal
waters and bays. The size of dolphins
varies greatly. The smallest dolphin is just
about 50 kg in weight and 1.2metres long

while the largest one can weigh up to
8.200kg and 10 metres long. Dolphins are
carnivores and they eat mainly fish. A
female dolphin gives birth to one calf
every two years after a gestation period
of 11 to 12 months. A dolphin can
normally live from 25 to 65 years and
some species of dolphins can even live
longer. Dolphins populations are at risk
due to the pollution of their habitat and
accidental entrapment in fishing nets.
* Homework

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Comments (2 min)

about a sea animal.

- Memorize the new words
- Prepare the new lesson.

Grade ten Compiling date :

Unit nine : Period : 56

UNDERSEA WORLD

Lesson 5 : LANGUAGE FOCUS

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to use the
conditional sentence type 2 and modal verb : should

2. Knowledge

Pronunciation : / iə / - / eə / - / uə /
Grammar : 1. Should

2. Conditional sentence type 2

Vocabulary : Some words about environment and some sea animals.
3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

Jumbled sentences

wahel / phinlod / fellyjish / harks / telturt /
slea / sfartish

Teacher monitors.

Ask sts to practise reading several times

Presentation (7 min)
* Pre-teach Vocab :

be fed up with … (exp) – make a mistake
– offend (v) – lend (v) – borrow (v)
-surprised (a) – refuse (v) – be out of
work – close down – disappointed (a) –
frightened (a)

* Checking : Rub out and remember

Practice (32 min)
Activity 1 :

Sts work individually and rearrange the
given letters into meaningful words.
Whale / dolphin / jellyfish / shark / turtle /
seal / starfish

Sts listen and repeat after the teacher.

Eliciting

Pracising reading and copy down

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Pronunciation (p.101) : 2min.
* Listen and repeat

T models 1 or 2 times

T calls some sts to read again and corrects
if necessary.

* Practise these sentences (p.102)
sentence by sentence
* Teacher corrects if necessary
Activity 2

Grammar and vocabulary
# SHOULD

* Exercise 1 (p. 102) : 10min.

T asks sts to complete the sentences with
should or shouldn’t + a phrase in the box.
1. (Liz needs a change)

2. (My salary is verylow)

3. (Jack always has difficulty getting up)
4. (What a beautiful view !)

5. (Sue drives everywhere. She never
walks.)

6. (Bill’s room isn’t very interesting.)
Teacher monitors

T asks sts to read out their sentences
- T & sts check.

* Exercise 2 (p.102) : 10min.

T asks sts to write sentences with I think /
I don’t think … should …

Teacher monitors

T asks sts to read out their sentences
Teacher and sts check

Activity 3 : Conditional sentence type 2
 if ……V2 , ……… would +V0

* Exercise 3 : 5 min.

T asks sts to put the verbs into the correct
form,

- T monitors

- T asks some sts read out their answers
- T and sts check

Sts listen and repeat chorally several
times.

Some sts read again individually
The same method as above

Pick out the words pronounced / iə /
-/ eə -/ - -/ uə -/

Sts work individually and then compare
with a partner.

Some sts read out their answers
1. She should go away for a few days.
2. You should look for another job.
3. He shouldn’t go to bed so late.
4. You should take a photograph.
5. She shouldn’t use her car so much.
6.He should put some pictures on the wall

Sts work individually and then compare
with a partner.

Some sts write their answers on the board
2. I think smoking should be banned,
especially in restaurants

3. I don’t think you should go out this
evening.

4. I think the boss should resign.

Sts work individually and then compare
with a partner.

Some sts read out their answers
3. would take 4. refused
5. would not get 6. closed down
7. pressed 8. would be

9. did not come 10. borrowed

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Consolidation(2 min)
Homework

Teacher assigns homework
Comments

Homework

- Make 5 conditional sentences type 2

- Memorize the new words

- Revise the Unit 9
Grade Ten

Unit ten : Period : 57

CONSERVATION

Lesson 1 : READING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to read for

information and based on the context guess the meaning of phrases.
2. Knowledge

Pronunciation : / b / - / p /
Grammar : The passive voice

Vocabulary : Some words about conservation and some wild animals.
3. Skills : Reading for gist and for specific information.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Wordstorm

* Some wild animals sts know (in
English / in Vietnamese)

* T ask sts to look at the pictures, and
then answer the questions (p.104)

1.Have you ever visited a zoo or a forest?
2. What animals are you interested in ?
Why ?

3.Do we need to protect animals & forests

Pre-reading (7 min)
* Pre-teach Vocab :

eliminate (v) – destruction (n) – damage
(n) – hydroelectric dam (n) – circulation

(n) – conserve (v) – conservation (n) –
valuable (a) – worsen (v) – search for (v)
* Checking : Rub out and remember

While-reading (20 min)

- Asks sts to read the passage individually

Elicit from sts :

Tiger, lion, elephant, monkey, horse,
zebra, crocodile, hippo, rhino, ostrich,…
Sts work with a partner. Look at the
pictures and then answer the questions.
(optional)

Eliciting

Pracising reading and copy down

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for 3 min. and do the tasks that follow.
- Teacher monitors

- Asks sts to underline the words and
phrases just studied.

Task 1. Match the word in A with a
suitable definition in B.

* Teacher monitors and helps.

* Ask some sts to read out their answers
and say the Vietnamese meaning.

Task 2 .

T guides sts to read the passage again and
then decide whether the following

statements are true(T) or false (F).
* Teacher monitors and helps.

* Ask some sts to read out their answers
* T and Sts check.

Task 3.

Choose the most suitable main idea for
each paragraph.

- Teacher asks Ss to work in pairs to do
the task.

- T goes around to offer help when
necessary.

- T calls on some Ss to give their answers
and ask other Ss to say whether they
agree or disagree.

- T gives feedback and the correct
answers.

Post reading (12 min)
Work in groups.

- T asks sts to work in groups to discuss
the questions in the textbook.

- T goes around to offer help when
necessary

- T calls on some groups to report their
ideas to the class.

- T gives feedback.
Homework

Sts work individually and compare with a
partner.

Underline the words and phrases just
studied.

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

Some sts read out their answers and say
the Vietnamese meaning.

Sts work individually and compare with a

partner.

1. T 2. T 3. T 4. T
5. F (Plants can prevent floods and
erosion)

6. F (We can stop worsening the
problem)

Sts work individually and compare with a
partner.

Answers suggested :
A. 3

B. 4
C. 2

Ss work in groups to discuss the questions
Some Ss write their answers on the board.

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Teacher assigns homework

Comments (2 min)

Memorize the new words

Rewrite an excursion they made

Prepare the new lesson : Speaking

Grade Ten Compiling date :

Unit ten : Period : 58

CONSERVATION

Lesson 2 : SPEAKING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to talk about
the advantages and disadvantages of the new kind of zoo.
2. Knowledge

Pronunciation : / b / - / p /
Grammar : The passive voice

Vocabulary : Some words about conservation and some wild animals.
3. Skills : Four skills especially Speaking.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Brainstorm

T can ask sts to write down some animals

they know, especially wild animals.
- T calls two Ss to write their answers on
board and other Ss complement.
- T asks Ss to repeat those words once or
twice.

Pre-speaking (7 min)
* Pre-teach Vocab :

sensitive (a) – imprison (v) – endangered
species – reconstruct (v) – reconstruction
(n) – natural environment (n) – gorilla (n)
– injure (v) – suffer from

* Checking : Rub out and remember

Books closed

- Ss work individually and compare with a
partner.

- Two Ss write their answers on the board
and some others can complement.

- Ss listen and repeat.

Eliciting

Pracising reading and copy down

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While-speaking (20 min)
Task 1. (p.106)

- T asks Ss to read through 2 paragraphs.
- T asks Ss to underline the words and
phrases just studied.

- Teacher monitors.

- T asks some Ss to present their answers.
- T gives feedback and correct answers.
Task 2. Work in groups.

T asks sts to put a tick () in the right box
to show agreement or disagreement.
- T asks Ss to work in pairs to share their
ideas.

- T monitors and offers help, taking notes
of Ss’s mistakes for later correction.
- T calls on some Ss to talk about their
ideas and asks other Ss to add more.
- T gives feedback.

Task 3. Work in groups.

T asks Ss to discuss the advantages and
disavantages of zoo of the new kind,
using the cues suggested.

Post-speaking (12 min)
Task 4. Work in groups.

T asks Ss to report to the class what their
groups have discussed.

- T monitors.
Homework

Teacher assigns homework

Comments (2 min)

Ss work in pairs to discuss the two
questions in the book, using the
information in paragraph A and B
One asks, one answers

1. They are opened to help
endangered species develop.
2. The animals are not kept in cages.

They can live in their natural
environment.

Ss work individually to tick the suitable
box to show their agreement or

disagreement.

Do you agree with … ?
Yes, I think you are right.
I don’t think so.

Well, I think …
In my opinion, …
As for me,

Sts work in groups

T asks Ss to discuss the advantages and
disavantages of zoo of the new kind,
using the cues suggested.

Representatives of some groups stand int
front of the class to talk about the content
they have discussed.

Homework

Memorize the new words

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Grade Ten Compiling date :
Unit ten : Period : 59

CONSERVATION

Lesson 3 : LISTENING
Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to listen to get

specific information about forest fires and their causes.
2. Knowledge

Pronunciation : / b / - / p /
Grammar : The passive voice

Vocabulary : Some words about conservation and forest fires.
3. Skills : Four skills especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, cassette …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

(about some wild animals Ss know)

Pre-listening (7 min)
* Pre-teach Vocab :

forester (n) – awful (a) = terrible –
put out (v) – spread (v) – allow (v) –
a heap of leaves – cover the place with
earth – careless ≠ careful (a) –

valuable (a)

* Checking : Rub out and remember

While-listening (20 min)

Task 1. Numbering events(p.108)

- T asks Ss to run through five sentences
in Task 1. T gives some explanations if

Elicit from sts

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

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necessary. T lets Ss underline key words.
- T asks Ss to listen and number the
events in the order they hear.

- T plays the tape once for Ss to do the
task.

- T asks for Ss’s answers and write them
on the board.

- T plays the tape the second time for Ss
to check their answers.

- T and Ss check.

Task 2. True/False statements.

Instruction : Now you listen to the tape
again and decide whether the statements 
provided are true or false. Put a tick () in

the appropriate box.

- T asks Ss to run through the five
statements to understand them and
underline key words.

- T lets Ss listen to the tape and pay
attention to the key words and decide
whether the statements are true or false.
- T asks Ss to give the answers and writes
them on the board.

- T plays the tape once more for Ss to
check their answers.

Task 3.

Asks sts to listen again and tick () the
sentences they hear.

(the same method as above)

Post-listening (12 min): Work in pairs.
Asks sts to talk about the causes of forest
fires and what every camper ought to
remember.

Homework

Teacher assigns homework

- Ss underline the key words.

- Ss work individually and compare with a
partner.

- Ss listen and number the sentences in
the right order.

- Ss answer

- Ss listen and check.
Answers suggested :
3 - 2 - 5 - 1 - 4

- Ss read through the sentences to
understand what each of them is about.
- Ss underline the key words.

- Ss work individually and compare with a
partner.

- Ss listen and number the sentences in
the right order.

- Ss answer

- The correct answers :
1. F (It spreads quickly)
2. F (In late summer)
3. T

4. T

5. F (It is the duty of everyone of us)
Sts skim over the statements.

Sts listen and tick () the statements they
hear.

Sts work individually and compare with a
partner.

* Correct answers :

1. a 2. b 3. a

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Comments (2 min)

notebook :

- Memorize the new words

- Write a short paragraph about the
features of whales.

Grade ten Compiling date :

Unit ten : Period : 60

CONSERVATION

Lesson 4 : WRITING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to write a letter of
invitation using the cues provided.

2. Knowledge

Pronunciation : / b / - / p /
Grammar : The passive voice

Vocabulary : Some words about conservation and some wild animals.
3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Brainstorm

T elicits the features of an informal
invitation letter and tells Ss that an
invitation letter usually includes :
4 items :

Pre-writing (7 min)
* Pre-teach Vocab :

play table tennis – try the cake – join us
in the trip – we have just got back from …
– spend some time – I miss you a lot –
why don’t we spend a weekend together ?
I’ll make all the preparation – Give my
love to your parents

* Checking : Rub out and remember

Elicit from students

+ the event (what you invite your friends
to: a wedding, a birthday party, a footbal
match, a death anniversary …)

+ the place (my parents’house, school … )
+ the time and date (what time, what day
+ the invitation itself (e.g. We would like

to invitew you to the wedding. Let’s go …
How about going to … )

Eliciting

Pracising reading and copy down

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While-writing (20 min)
Task 1 . Work in pairs (p.109)

Ask Ss to match the first half in column A
with the most suitable half in column B
Asks Ss to exchange their answers with
other pairs.

- T calls on one pair to give their answers
and other pairs to add any other ideas.
- T feedbacks and gives correct answers.
Task 2.

- T asks Ss to fill each blank in these
invitation letters with a suitable
expression provided in Task 1. Each
blank can have more than one answer.
Teacher monitors

- T asks Ss to work in pairs to do the same
with the other two letters.

- T asks Ss to exchange answers with

other pairs.

- T calls on one pair to give their answers
and other pairs to add any other ideas.
- T feedbacks and gives correct answers.

Post-writing (12 min)
Tasks 3. Instruction :

You are going to write an invitation in 
which Nam invites Lam to spend a 
weekend with him, using the cues 
provided.

-T asks Ss to write the letter.

- T goes around, gives help and collects
mistakes .

- T writes Ss’ typical mistakes on the
board and elicits self / peer correction.
Teacher provides correction only when Ss
are not able to correct the errors.

- T gives general comments on the letters
and gives suggested letter.

Homework

Sts work individually and compare with a

partner.

Ss read carefully and do the matching.
Ss read out their answers.

1. c 2. f/h 3. a 4. g/d
5. h/f 6. d/g 7. e 8. b
Ss look at the incomplete sentence and
pay attention to the form of the verb that
follows the blank : bare inf./ to inf./V-ing
1. Would you like to join us ?

Are you free ……… ?
2. Would you like ..

Are you free …

How about / Do you feel like … ?
3. Can you / Why don’t we / Shall we …
Letter suggested :

Dear Lam,

We haven’t met since you move. I miss
you a lot. We are both havint some days
off between the two terms soon. If you
haven’t made any other plans, why don’t
we spend a weekend together ?

Do you feel like visiting the forest near

my grandparents’ home again ? It looks
quite different now because very many
young trees have been planted at the
Tree-planting Festivals.

Do come if you find it possible, and I’ll
make all the preparations then.

Give my love to your parents.
Your friend,

Nam

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Teacher assigns homework
Comments (2 min)

- Write a paragraph (about 120 words)
about a sea animal.

- Memorize the new words
- Prepare the new lesson.

Grade ten Compiling date :

Unit ten : Period : 61

CONSERVATION

Lesson 5 : LANGUAGE FOCUS

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to use the
conditional sentence type 2 and modal verb : should
2. Knowledge

Pronunciation : / b / - / p /
Grammar : The passive voice

Vocabulary : Some words about conservation and some wild animals.
3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

Jumbled sentences (matching)
Would you like visiting the museum ?
Why don’t we to go to the park ?
How about go to school together?
Teacher monitors.

Ask sts to practise reading several times

Presentation (7 min)
* Pre-teach Vocab :

bee (n) – pick (v) – carpet (n) – grow,

grew, grown (v) – ten minutes late –
journalist (n) decide (v) – young coconut
tree – fantastic (a) = wonderful

* Checking : Rub out and remember

Practice (32 min)
Activity 1 :

Sts work individually and match the given
phrases:

Would you like to go to the park ?
Why don’t we go to school together ?
How about visiting the museum ?
Sts listen and repeat after the teacher.

Eliciting

Pracising reading and copy down

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Pronunciation (p.110) : 2min.
* Listen and repeat

T models 1 or 2 times

T calls some sts to read again and corrects
if necessary.

* Practise these sentences (p.110)

sentence by sentence
* Teacher corrects if necessary
Activity 2

Grammar and vocabulary
# The passive voice : be + V3

* Exercise 1 (p. 111) : 10min.

T asks sts to choose the right form of the
verbs in brackets.

Teacher monitors

T asks sts to read out their sentences
- T & sts check.

* Exercise 2 (p.111) : 10min.

T asks sts to put the verbs in brackets in
the correct form.

Teacher monitors

T asks sts to read out their sentences
Teacher and sts check

* Exercise 3 : 5 min.

T asks sts to fill each blank with the

correct form of a verb in the box.
- T monitors

- T asks some sts to read out their answers

- T and sts check

Consolidation(2 min)
Homework

Teacher assigns homework

Sts listen and repeat chorally several
times.

Some sts read again individually
The same method as above

Sts work individually and then compare
with a partner.

Some sts read out their answers
1. were reported

2. are grown
3. be spoken
4. am not invited
5. are being built

Sts work individually and then compare

with a partner.

Some sts write their answers on the board
1. came – had started/had been started
were

2. is standing – is being photographed
3. Have … been told

4. was being laid – decided
5. will … be planted

Answers suggested :

(1) was organized (2) arrived
(3) were met (4) taken

(5) had been cleaned (6) had been put
(7) was (8) prepared
(9) made (10) were served

Homework

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Comments - Memorize the new words

- Revise the Unit 10

Grade Ten Compiling date :

Unit eleven : Period : 62

NATIONAL PARKS

Lesson 1 : READING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to know something
about the forms of national parks in the world, animals and plants
and the benefits of national parks.

2. Knowledge

Pronunciation : / t / - / d /

Grammar : Conditional sentence type 3

Vocabulary : Some words about national parks and some wild animals.
3. Skills : Reading for gist and for specific information.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Wordstorm

* Some wild animals sts know (in
English / in Vietnamese)

Pre-reading (7 min)

* T ask sts to look at the pictures, and
then answer the questions (p.112)

1. Have you ever been to a national park?
2. Can you name some of the national
parks in VN and in the world ?

3. What trees and animals can you see in
a national park ?

* Pre-teach Vocab :

establish (v) – contain (v) – butterfly (n)
– be surprised (v) – recognise (n) – for
survival (exp) – orphan (n) – wilderness
(n) – tropical (a) – temperate zone –
contamination (n) – toxic (a)

* Checking : Rub out and remember

Elicit from sts :

Tiger, lion, elephant, monkey, horse,
zebra, crocodile, hippo, rhino, ostrich,…
Sts work with a partner. Look at the
pictures and then answer the questions.
(optional)

Eliciting

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While-reading (20 min)

- Asks sts to read the passage individually
for 3 min. and do the tasks that follow.
- Teacher monitors

- Asks sts to underline the words and
phrases just studied.

Task 1. Matching based on word
guessing. You are required to find the
word in the passage that can match with 
the definition given in Task 1.

* Teacher monitors and gives help.
* Ask some sts to read out their answers
and say the Vietnamese meaning.

Task 2 .

Answer the following questions.

“You are to read the passage again and
answer the questions in the book (p. 114)
* Teacher monitors and helps.

* Ask some sts to skim the six questions
and underline the key words.

* T calls on some Ss to write their
answers on the board and asks them to
explain their choices.

* T and Sts check.

Post reading (12 min)
Work in groups : Write-it-up

- T asks sts to work in groups to rewrite
some special features of the three
national parks

Cuc Phuong
National Park
Location In Southwest of

Hanoi - VN

Special features+ Butterflies, caves,
1000 years old
trees

- While Ss are working, T goes around to
help and collects errors to be corrected
later.

Practise and rewrite on the board.

Ss work individually and compare with a
partner.

Underline the words and phrases just
studied.

Some sts read out their answers and say
the Vietnamese meaning :

1. establish 2. contain
3. species 4. survival

5. subtropical 6. contamination
Sts work individually and discuss their
answers with a partner.

1. Over 200 square kilometres (line 4)
2.Because the rainyseason is over (line 7)
3. They can learn how to recognize … for
survival. (lines 11 – 13)

4. Orphaned or abandoned animals are
taken care of. (line 15)

5. Because of the toxic levels of
chemicals in the water (line 21)

6. Animals and plants will be destroyed.
(line 22)

Ss work in groups to rewrite special
features of the national parks.

Nairobi
National Park

Everglades
National Park

In Kenya In the

Southeastern US
Large variety of

animals and plants
Orphaned animals
are taken care of

Plants and animals
from both tropical
and temperate
zones.

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- T calls on some Ss to report their results
to the class.

- T gives feedback.
Homework

Teacher assigns homework

chemicals

Some Ss stand up to report their results to
the whole class.

Homework

Memorize the new words

Grade Ten Compiling date :

Unit eleven : Period : 63

NATIONAL PARKS

Lesson 2 : SPEAKING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to use conditional
sentences type 3 to express regrets and talk about an excursion.
2. Knowledge

Pronunciation : / t / - / d /

Grammar : Conditional sentence type 3

Vocabulary : Some words about national parks and some wild animals.
3. Skills : Four skills especially Speaking.

* METHOD : Integrated, mainly communicative.

* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Brainstorm

T can ask sts to write down some animals
they know, especially wild animals.
- T calls two Ss to write their answers on
board and other Ss complement.
- T asks Ss to repeat those words once or
twice.

Pre-speaking (7 min)
* Pre-teach Vocab :

food poisoning (exp) – fine (n) – get lost
– carsick (a) - luggage (n) – throw waste
(v) – excursion (n) – express the regrets
* Checking : Rub out and remember

While-speaking (20 min)
Task 1. (p.114)

Instruction : Last week Nga’s class went

Books closed

- Ss work individually and compare with a
partner.

- Two Ss write their answers on the board
and some others can complement.

- Ss listen and repeat.
Eliciting

Pracising reading and copy down

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on an excursion to Huong Pagoda.

Unfortunately, the excursion turned out to 
be a disaster. Most of the things they did 
went wrong. You are required to match the
things in column A with the corresponding
consequences in column B and read out 
the sentences.

- T asks Ss to read through the sentences
in the two columns.

- T asks Ss to underline the words and
phrases just studied.

- Teacher monitors.

- T asks some Ss to read out their
answers.

- T gives feedback and correct answers.
Task 2. Showing regrets.

Instruction: Imagine that you are Nga’s
classmates and you are not happy with the 
excursion to Huong Pagoda. Now you are 
talking with some friends about what you 
wish you had or hadn’t.

- T asks sts to read the examples on page
115. T elicits or revises the conditional
sentence type 3 : unreal condition in the
past / expressing regrets :

If … had + V3 , … would have + V3
- T asks Ss to work in pairs to share their
ideas.

- T monitors and offers help, taking notes
of Ss’s mistakes for later correction.
- T calls on some Ss to talk about their
ideas and asks other Ss to add some more.
- T gives feedback.

Task 3. Work in pairs.

T gets Ss to ask and answer about the
excursion.

Ex. Where did you go last Saturday ?
 Really ? Was that fun ?

Why so ?

Now tell me, how did you get there ?

One asks, one answers

3. They are opened to help
endangered species develop.
4. The animals are not kept in cages.

They can live in their natural
environment.

Ss work individually to match the
sentences and then compare with a
partner.

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

Ss work in pairs.

Ss read the examples on page 115 :
If we had gone by bike,

we wouldn’t have got carsick.
If we hadn’t gone by coach,

we wouldn’t have got carsick.
and copy down the form :

Ss continue their talk, using the idea in
Task 1.

If we had brought enough food and drinks,
we wouldn’t have spent a lot of money …
- If some of us hadn’t had food poisoning, 
we could have enjoyed our visit.

- If we had had raincoats, we wouldn’t 
have got wet and a cold.

- If some of us hadn’t left our luggage on 
the coach when we arrived, we could have 
had clothes and money with us.

One asks, one answers

- I went to Huong Pagoda with my class.
- Not so fun.

- Most of the things we did went wrong.
-We got there by coach.

- We stayed there only one day.

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How long did you stay there ?

- T monitors.

Homework

Teacher assigns homework
Comments (2 min)

Homework

Memorize the new words

Rewrite the content they have discussed.
Prepare the new lesson.

Grade Ten Compiling date :

Unit eleven : Period : 64

NATIONAL PARKS

Lesson 3 : LISTENING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to listen to get
specific information about Cuc Phuong National Park.

2. Knowledge

Pronunciation : / t / - / d /

Grammar : Conditional sentence type 3

Vocabulary : Some words about national parks and some wild animals.
3. Skills : Four skills especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, cassette …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

(about some wild animals Ss know)

Pre-listening (7 min)
* Pre-teach Vocab :

ethnic minority (n) – fauna (n) – flora (n)
– defeat (v) – the Qing invaders (n) :
quân xâm lược Nhà Thanh – enemy (n) –
army (n) – be stationed in – live on (v) -
make a surprise attack (exp)

* Checking : Rub out and remember
T sticks a poster with 7 questions on the B
1. Where is Cuc Phuong National Park?
2. What is the area of the park?

3. When is the best time to visit Cuc Ph ?

Elicit from sts

Eliciting

Pracising reading in chorus and
individually and copy down.

Practise and rewrite on the board.

- Ss read through the questions and read
out their answers.

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4. How many species of animals living …?
5. How many cpecies of plants living in…?
6. How many people visit the park every
year ?

7. What ethnic minority live in Cuc Ph ?

While-listening (20 min)

Task 1. Listening an fill in the missing
information (p.116)

- T asks Ss to run through five sentences
in Task 1. T gives some explanations if
necessary. T lets Ss underline key words.

- T asks Ss to listen and fill in the blanks.
- T plays the tape once for Ss to do the
task.

- T asks for Ss’s answers and write them
on the board.

- T plays the tape the second time for Ss
to check their answers.

- T and Ss check.

Task 2. Listening and answering.
Instruction : Now you listen to the tape
again to answer the questions.

- T asks Ss to run through the five
questions and underline key words.
- T lets Ss listen to the tape and answer
the questions.

- T asks Ss to give the answers and writes
them on the board.

- T plays the tape once more for Ss to
check their answers.

- T gives the correct answers.

Post-listening (12 min):Work individually

- T asks Ss to work individually to write
about the special features of CP National
Park in 5 minutes.

- T asks some Ss to read out their
sentences.

- T listen and feedback.

* T elicits the answers from Ss and writes
them on the board for checking later.

- Ss read the sentences carefully and
underline key words.

- Ss listen and fill in each blank.
- Some Ss write their answers on the
board.

- Ss listen and check.
Correct answers :
1. 1960

2. 160 km southwest of
3. 100,000 visitors
4. 2,000 ; 450
5. surprise attack

- Ss read through the questions and
answer them after listening to the tape.

- Ss underline the key words.

- Ss work individually and compare with a
partner.

- Ss listen and answer.
- The correct answers :

1. It covers 3 provinces: Ninh Binh,
Hoa Binh and Thanh Hoa.
2. It’s about 160 km.

3. They come there to see the work being
done to protect endangered species.
4. In the spring of 1789.

5. They live mainly on bee keeping and
farming.

Ss write in 5 minutes.

Some Ss read out their sentences. Other
Ss listen and comment.

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Homework

Teacher assigns homework

Comments (2 min)

notebook :

- Memorize the new words

- Write a short paragraph about the
features of a national park they
know.

Grade Ten Compiling date :

Unit eleven : Period : 65

NATIONAL PARKS

Lesson 4 : WRITING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to write letters
of acceptance or refusal.

2. Knowledge

Pronunciation : / t / - / d /

Grammar : Conditional sentence type 3

Vocabulary : Some words about national parks and some wild animals.
3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …

* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Brainstorm

T divides the class into 2 groups. Each
group tries to write different types of
letter they know :

Invitation / Acceptance / Refusal / love /
Thank-you / Inquiry / Reference /
Application / Rejection

Pre-writing (7 min)
* Pre-teach Vocab :

Ways of accepting

Yes, I’d like to / I’d love to
Yes, that’s great idea
Yes, I’d be delighted to

* Checking : Rub out and remember

Elicit from students

Some Ss of each group write their ideas
on the board. The group which write more

types of letter will win.

Eliciting

Pracising reading and copy down

Ways of refusing

I’m afraid I can’t come because . . .
I’d love to, but . . .

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While-writing (20 min)
Task 1 . Work in pairs (p.117)

Instruction : You are going to complete
the letters on page 117 by filling each
blank with one of the ways to accept or
refuse an invitation provided in the table.
-T calls on some Ss to write their answers
on the board.

- T feedbacks and gives correct answers.

Task 2. Ordering

Instruction : You are required to

rearrange the following sentences in the 
correct order to make a letter accepting an
invitation to spend a weekend in the

country.

Teacher monitors

- T asks Ss to work individually and
compare their answers with a partner.
- T calls on some Ss to give their answers
and other Ss listen and give feedback
- T feedbacks and gives correct answers.

Post-writing (12 min)
Tasks 3. Writing a letter

Instruction : One of your friends has
invited you to go for a picnic to CP 
national park next weekend. Write a reply 
letter accepting or declining his/her 
invitation..

-T asks Ss to write the letter individually.
- T goes around to observe, gives help
and collects mistakes .

- T writes Ss’ typical mistakes on the
board and elicits self / peer correction.
Teacher provides correction only when Ss
are not able to correct the errors.

- T gives general comments on the letters
and gives suggested letter.

Practise and rewrite on the board.

- Ss work individually and compare with a
partner.

- Ss read carefully and do the task.
- Some Ss write their answers on the
board.

- Peer correction

- Ss work individually and compare with a
partner.

- Ss read carefully and do the task.

- Some Ss give their answers and T
writes them on the board.

- Peer correction
* The correct order :

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

- Ss work individually and compare with a
partner for peer correction.

- Some Ss write their letters on the board.
The others comment.

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Homework

Teacher assigns homework
Comments (2 min)

* Homework

- Write a paragraph (about 120 words)
about a sea animal.

- Memorize the new words
- Prepare the new lesson.

Grade Ten Compiling date :

Unit eleven : Period : 66

NATIONAL PARKS

Lesson 5 : LANGUAGE FOCUS

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to distinguish and
correctly pronounce the sound / t / and / d / , and know how to use the
passive voice appropriately.

2. Knowledge

Pronunciation : / t / - / d /

Grammar : Conditional sentence type 3

Vocabulary : Some words about national parks and some wild animals.
3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

Jumbled sentences (matching)
1. If she have enough money,

2. If I were a bird,

3. If he had studied hard,

Teacher monitors.

T asks Ss to practise reading several times
T revises the form of 3 types of conditional
sentences.

Presentation (7 min)
* Pre-teach Vocab :

send



a postcart (exp) – go for a walk
(exp) – be injured in the crash (exp) –
wear a seat belt (exp) – block the road –
bull (n) – wait on = serve (v) –

Sts work individually and match the given
phrases:

a. I would be a white pigeon.
b. he would have passed the exam.
c. she will buy a new bicycle.

Sts listen and repeat after the teacher.

Eliciting

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highway (n)

* Checking : Rub out and remember

Practice (32 min)
Activity 1 :

Pronunciation (p.upload.123doc.net) :
2min.

* Listen and repeat
T models 1 or 2 times

T calls some sts to read again and corrects

if necessary.

* Practise these sentences (p.119)
sentence by sentence
* Teacher corrects if necessary
Activity 2

Grammar and vocabulary
# The passive voice : be + V3

* Exercise 1 (p. 119) : 10min.

T asks sts to complete the sentences,
using the correct form of the verbs in
brackets.

Teacher monitors

T asks Ss to read out their sentences
- T & Ss check.

* Exercise 2 (p.119) : 10min.

T asks Ss to write a sentence with If for
each situation.

Teacher monitors

T asks Ss to write their sentences on the
board.

Teacher and Ss check

5. If you had had breakfast, you wouldn’t
be hungry now.

6. If I had had some money on me, I
would have got a taxi.

* Exercise 3 : 5 min.

T asks Ss to use the given information to
make conditional sentences with if.
- T asks some sts to read out their answers
1. If I had been working at the restaurant 
last night, I would have waited on yr table

Practise and rewrite on the board.

Sts listen and repeat chorally several
times.

Some sts read again individually
The same method as above

Sts work individually and then compare
with a partner.

Some sts read out their answers
1. had known

2. had had

3. would have gone
4. would have passed
5. could have enjoyed
6. had known

7. had stopped
8. had killed

Sts work individually and then compare
with a partner.

Some sts write their answers on the board
1. If the driver in front hadn’t stopped so
suddenly, the accidents wouldn’t have
happened.

2. If I had known that Lam had to get up
early, I would have woken him up.
3. If Hoa hadn’t lent me the money, I
wouldn’t have been able to buy the car.
4.If Mary hadn’t been wearing a seat belt,
she would have been injured.

Sts work individually and then compare
with a partner.

Some sts read out their answers on the

board.

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3. Carol would have answered the phone if
she hadn’t been studying.

4. If the sun hadn’t been shining, we 
wouldn’t have gone to the beach 
yesterday.

- T and sts check

Consolidation(2 min)
Homework

Teacher assigns homework

5. If the music hadn’t been playing loudly 
at the restaurant, I would have heard 
everything Mr Lee said during dinner.
Homework

- Memorize the new words

- Revise the Unit 11

Grade Ten Compiling date :

Unit Twelve : Period : 67

MUSIC

Lesson 1 : READING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to use vocabulary
items related to music, scan for specific information about music.
2. Knowledge

Pronunciation : / s / - / z /
Grammar : 1. to + infinitive
2. Wh-question

Vocabulary : Some words about music.

3. Skills : Reading for gist and for specific information.
* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Wordstorm

* Some musical instruments Ss know (in
English / in Vietnamese)

Pre-reading (7 min)
* Pre-teach Vocab :

emotion (n) = feeling (n) – thought (n) –

exprerss (v) – anger (n) – convey (n) –
integral part (exp) – funeral (n) – solemn
(a) – mournful (a) – lull babies –
delight (v)

* Checking : Rub out and remember
T asks Ss to discuss and match each of the
descriptions to type of music.

Elicit from sts :

Guitar, mandolin, piano, organ, flute,
saxophone, violin, cello …

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

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T monitors.

T asks some Ss to read out their choices
T gives feedback and the correct answers.

While-reading (20 min)

- Asks sts to read the passage individually
for 3 min. and do the tasks that follow.
- Teacher monitors

- Asks sts to underline the words and
phrases just studied.

Task 1. Gap filling.

You are required to fill each blank with 
one of the word in the box.

* Teacher monitors and gives help.
* Ask some sts to read out their answers
and say the Vietnamese meaning.

Task 2 .

Answer the following questions.

“You are to read the passage again and
answer the questions in the book (p. 126)
* Teacher monitors and helps.

* Ask some sts to skim the five questions
and underline the key words.

* T calls on some Ss to write their
answers on the board and asks them to
explain their choices.

* T and Sts check.

Post reading (12 min)
Work in pairs :

- T asks sts to work in pairs to ask and
answer the questions in the textbook.
- While Ss are working, T goes around to
help and collects errors to be corrected
later.

- T calls on some Ss to report their ideas
to the class.

- T gives feedback.

1. How many roles of music are
mentioned in the text ?

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

Ss work individually and compare with a
partner.

Underline the words and phrases just
studied.

Some sts read out their answers and say
the Vietnamese meaning :

1. communicate 2. lull

3. delights 4. integral part
5. solemn 6. emotion
7. mournful

Sts work individually and discuss their
answers with a partner.

1. Language and music (line 2)
2. It can express ideas, thoughts and
feelings. (lines 3-6)

3. It adds joyfulness to the atmosphere of
a festival and makes a funeral more
solemn and mournful. (lines 9-11)
4. It makes people happy and excited. It
delights the senses. (line 13)

5. It is a billion-dollar industry. (line 14)

Ss work in groups to ask and answer the
questions in the textbook.

Some Ss stand up to report their results to
the whole class.

MUSIC

Lesson 2 : SPEAKING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to ask and answer
questions about music and to talk about favourite kinds of music.
2. Knowledge

Pronunciation : / s / - / z /
Grammar : 1. to + infinitive

2. Wh-question

Vocabulary : Some words about music.
3. Skills : Four skills especially Speaking.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Networks

T can ask sts to write down some types of
music they know.

Books closed

- Ss work individually and compare with a
partner.

- Some Ss write their answers on the
board and some others can complement.
- Ss listen and repeat.

Pop Folk

MUSI
C
Rock’n

Roll Jazz

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- T asks Ss to repeat those words once or
twice.

Pre-speaking (7 min)
* Pre-teach Vocab :

cheer (v) – all the time (exp) – reason (n)
– favourite (a) – classical (a) – modern
(a) – traditional (a) – band (n)

* Checking : Rub out and remember

While-speaking (20 min)

Task 1.(p.126)Ask and answer questions

Instruction : You are going to read what
Ha Anh Says about music. Work in pairs to
answer the questions.

- T asks Ss to read aloud the passage.
- T asks Ss to underline the words and
phrases just studied.

- Teacher monitors.

- T asks some Ss to present their answers.
- T gives feedback and correct answers.
Task 2.Ask and answer about music taste.
Instruction: You are going to ask two of
your classmates to get the information to 
complete the table.

- T asks Ss what questions they can ask if
they want to know information in the
table.

- T can introduce some adj and exp to talk
about music.

- T monitors and offers help, taking notes
of Ss’s mistakes for later correction.
- T calls on some Ss to talk about their
ideas and asks other Ss to add some more.
- T gives feedback.

Task 3. Reporting on the information.
Instruction: Now report what you have
found out to the whole class.

- Before Ss report, T elicits some
structures they can use :

- T call on some Ss to report what they

have found out about their partners.

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

Ss work in pairs to discuss the four
questions in the book.

One asks, one answers
1. She likes pop music.

2. Because it keeps her happy.
3. The Backstreet Boys.

4. She listens to music all the time.

Each student works with two other
friends.

Here are some suggested questions :
+ What kind of music do you like ?
+ Why do you like it ?

+ Who is your favourite singer / band?
+ What is your favourite song ?

+ When do you listen to music ?

+ make sb excited / feel relaxed
+ help sb for get troubles and worries
+ relaxing.

Ss report what they have found out about
their partners to the class.

Examples :

* Both B and C like classical music. They
like it because . . .

* B likes classical music but C prefers jazz
. . .

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- T monitors.

- T writes some typical mistakes on the
board for peer correction. T provides
correction when necessary.

Homework

Teacher assigns homework
Comments (2 min)

Others listen and discuss.

Homework

Memorize the new words

Rewrite the content they have discussed.
Prepare the new lesson.

Grade Ten Compiling date :

Unit Twelve : Period : 69

MUSIC

Lesson 3 : LISTENING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to listen to get
specific information.

2. Knowledge

Pronunciation : / s / - / z /
Grammar : 1. to + infinitive
2. Wh-question

Vocabulary : Some words about music.
3. Skills : Four skills especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, cassette …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

T can ask Ss to name some Vietnamese
or foreign musicians.

Network

Pre-listening (7 min)
* Pre-teach Vocab :

National Anthem (n) – except for (prep)

Elicit from sts

Ss say aloud or write musicians’names on
the board.

Eliciting

Pracising reading in chorus and
Musicia

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– rousing (a) – popular (a) – author (n) –
sweet (a) – gentle (a) – lyrical (a) – rural
life – welcome to – as loud as possible
(exp)

* Checking : Rub out and remember
- T asks Ss to look at the picture on page

127 and tell the class anything they know
about Vaên Cao.

- T reads the names of the songs on p.128
out loud.

While-listening (20 min)
Task 1. True / False Statements

“You are going to listen to an interview in
which Lan Huong, the interviewer, asks 
Quang Hưng, a famous actor about Văn 
Cao. Listen and decide whether the

statements are true or false. Put a tick ()

in the appropriate box.”

- T asks Ss to run through five sentences
in Task 1. T lets Ss underline key words.
- T asks Ss to listen and put a tick in the
appropriate box.

- T plays the tape once for Ss to do the
task.

- T asks for Ss’s answers and write them
on the board.

- T plays the tape the second time for Ss

to check their answers.

- T and Ss check.

Task 2. Answering questions

Instruction : Now you listen to the tape
again and answer the questions in Task 2.
- T asks Ss to run through the five
questions and underline key words.
- T lets Ss listen to the tape and answer
the questions.

- T asks Ss to give the answers and writes
them on the board.

- T plays the tape once more for Ss to
check their answers.

- T gives the correct answers.

individually and copy down.

Practise and rewrite on the board.

- Some Ss can tell something about Vaên
Cao’s biography.

- Ss say whether the song is by Vaên Cao
or not. If not, whose song it is.

- Ss read the sentences carefully and
underline key words.

- Ss listen and fill in each blank.
- Some Ss write their answers on the
board.

- Ss listen and check.
Correct answers :

1. F (The guest is Quang Hung)

2. F (He likes some Vnamese musicians.)
3. T

4. F (It was written in 1944)
5. F (He always feels proud of his
country when he hears the song)

- Ss read through the questions and
answer them after listening to the tape.
- Ss work individually and compare with a
partner.

- Ss listen and write their answers on the
board.

- Peer correction.
- The correct answers :

1. It’s y Favourite Musician”.
2. Tien Quan Ca.

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Post-listening (12 min)Find someone who
- T draws the following table on the board
and asks Ss to summarize Quang Hung’s
ideas about Vaên Cao’s music.

Quang Hung’s ideas :

1. The best Vnamese musician of all
times is Van Cao.

2. Tien Quan Ca is hard and solemn.
3. His songs about rural life in VN are
sweet, gentle and very lyrical.

- T asks each of Ss to ask some Ss around
him.

- T gives Ss 5 minutes to interview. After
that T calls on some Ss to report the
results to the whole class.

Homework

Teacher assigns homework

Comments (2 min)

Ss write in 5 minutes.

Some Ss read out their sentences. Other
Ss listen and comment.

agreement disagreement reasons
1.

2.
3.

Each of Ss go around and interview some
partners

- Some Ss report the results of the
interview to the whole class.

Sts write down the homework in the
notebook :

- Memorize the new words

- Write a short paragraph about Văn
Cao’s biography.

Notes :

1. Trịnh Cơng Sơn : born on February 28, 1939 in Lạc Giao (a highland in the
middle part of VN). Grew up in Hue. Wrote more than 990 songs including Ướt

Mi, Diễm Xưa, Nối Vòng Tay Lớn, Nhớ Mùa Thu Hà Nội …

Died on April 1, 2001 in HCM City.

2. Myõ Linh : Born on August 19, 1975 in Hanoi. Graduated from Hanoi Conservatory
in 1997.

Has received many honoura including the first prize in Hanoi’s Singing
Competition, the Gold Medal in the National Competition in 1995, the
Golden Voice of ASEAN in 1998.

Famous albums : Vẫn Hát Lời Bình n, Tóc Ngắn I & II, Made In
Vietnam, Chat Với Mozart . . .

3. Celine Dion : Born on March 30, 1968 in Charlemagne, Quebec, Canada.

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“Beauty and the Beast”.

Married Reneù Angeùlil in December 1994. Famous for songs both in
French and English “Tellement J’ai d’Amour Pour Toi” (I Have So
Much Love For You), The Power of Love, My Heart Will Go On …
4. John Lennon : Born at 6:30 p.m. on October 9, 1940 in Liverpool, England.
Married Yoko in Gibraltar March 20, 1969.

The founder and leader of the Beatles.

Famous song : Let It Be, Imagine, Yesterday …
Shot dead on December 8, 1980.

Grade Ten Compiling date :

Unit Twelve : Period : 70

MUSIC

Lesson 4 : WRITING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to write a profile
based on prompts provided.

2. Knowledge

Pronunciation : / s / - / z /
Grammar : 1. to + infinitive
2. Wh-question

Vocabulary : Some words about music. 3.

Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Brainstorm

T divides the class into 2 groups. Each

group tries to write as many singers and
musicians they know :

Pre-writing (7 min)
* Pre-teach Vocab :

compose (v) – composer (n) – tune (n) –
mixture (n) – all in all (exp) – talented (a)
– highly appreciated – as well as

* Checking : Rub out and remember

Elicit from students

Some Ss of each group write their ideas
on the board. The group which write more
types of letter will win.

Eliciting

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While-writing (20 min)
Task 1 . Work in pairs (p.129)

Instruction : You are going to make up
complete sentences about Scott Joplin, a 
famous American musician, using the 
prompts provided.

-T divides Ss into groups of six. Each
group member will write a sentence.

- T goes around to help.

- T feedbacks and gives correct answers.

Task 2. Ordering

Instruction : You are required to

rearrange the following sentences in the 
correct order to make a letter accepting an
invitation to spend a weekend in the 
country.

Teacher monitors

- T asks Ss to work individually and
compare their answers with a partner.
- T calls on some Ss to give their answers
and other Ss listen and give feedback
- T feedbacks and gives correct answers.

Post-writing (12 min)
Tasks 3. Profile writing

Instruction : You are going to write a life
story of Vaên Cao using the prompts 
provoded.

- T reminds Ss to use the right tense of
verbs and supplement articles,

prepositions, pronouns . . . when
necessary

-T asks Ss to work individually and then
in groups to discuss the answers.

- T goes around to observe, gives help
and collects mistakes .

- T writes Ss’ typical mistakes on the
board and elicits self / peer correction.
Teacher provides correction only when Ss

- Ss work individually and compare with a
partner.

- Ss read the Example carefully and do
the task.

- Some Ss write their answers on the
board.

- Peer correction

1. He learnt to play musicwhen he was
very young.

2. Scott learnt to play the works of
composers like Bach, Beethoven

and Mozart as well as to compose music.
3. He quickly became famous.

4. His tunes were wonderful mixture of
classical European and African beats
which were known as Ragtime.

5. All in all, he wrote 50 piano rags and
was called the King of Ragtime.

6. Scott died in 1917

- Ss work individually and compare with a
partner.

- Ss read carefully and do the task.
- Some Ss give their answers and T
writes them on the board.

- Peer correction

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are not able to correct the errors.
- T gives general comments.
Homework

Teacher assigns homework
Comments (2 min)

appreciated by the Vietnamese people.

* Homework

- Write a paragraph (about 50 words)
about a Vietnamese musician Ss like.

- Memorize the new words
- Prepare the new lesson.

Grade Ten Compiling date :

Unit Twelve : Period : 71

MUSIC

Lesson 5 : LANGUAGE FOCUS

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to distinguish the
sounds /s/ and /z/, use to + inf to express purposes and make
Wh-questions appropriately.

2. Knowledge

Pronunciation : / s / - / z /
Grammar : 1. to + infinitive
2. Wh-question

Vocabulary : Some words about music.
3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.

* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Odd one out

T asks Ss to choose the underlined words
pronounced differently from the others.
1. peas zoo relax prize
2. Susan spring sad solve
3. fiction listens wish mission
4. missing jazz kiss message
5. music finish option depression

Teacher monitors.

T asks Ss to practise reading several times

Presentation (7 min)

Books closed

Sts work individually and compare with a
partner.

a. I would be a white pigeon.
b. he would have passed the exam.

c. she will buy a new bicycle.

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* Pre-teach Vocab :

win the first prize (exp) – save money
(exp) – monitor (n) – celebrate …birthday
(exp) – practise singing –

* Checking : Rub out and remember

Practice (32 min)
Activity 1 :

Pronunciation (p.130) : 2min.
* Listen and repeat

T models 1 or 2 times

T calls some sts to read again and corrects
if necessary.

* Practise these sentences (p.130)
sentence by sentence
* Teacher corrects if necessary
Activity 2

Grammar and vocabulary
# to + infinitive

* Exercise 1 (p. 119) : 10min.

T asks sts to answer the questions, using
the words in brackets.

Teacher monitors

T asks Ss to read out their sentences
- T & Ss check.

* Exercise 2 (p.131) : 10min.

T asks Ss to complete each sentence with
the right form of a suitable verb.

Teacher monitors

T asks Ss to read out their answers.
Teacher and Ss check

* Exercise 3 (p. 131) : 5 min.
T asks Ss to make questions for the
underlined part.

- T asks some sts to read out their answers
- T goes around to observe, gives help
and collects mistakes.

- T and sts check

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

Sts listen and repeat chorally several
times.

Some sts read again individually
The same method as above

Ss look at the example carefully

Sts work individually and then compare
with a partner.

Some sts write their answers on the board
1. to tell her the good news

2. to buy a cassette player
3. to win the singing contest
4. to sing French songs

5. to set a good example for the class 
Sts work individually and then compare
with a partner.

Some sts read out their answers.
1. to read 2. to buy 3. to post
4. to invite 5. to learn

Ss make questions.

Sts work individually and then compare
with a partner.

Some sts read out their answers.
1. What will you do if it rains ?

2. What kind of music does your father
enjoy listening to?

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Consolidation(2 min)
Homework

Teacher assigns homework
Comment

4. Who wants to talk to you ?

5. How did you spend the evening last
night ?

6. When does the film start ?

7. Who is your favourite musician ?
8. Why do you like pop music ?
Homework

- Memorize the new words

- Revise the Unit 12

Grade Ten Compiling date :

Unit Thirteen : Period : 72

FILMS AND CINEMA

Lesson 1 : READING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to know some
information and history of cinema.

2. Knowledge

Pronunciation : / f / - / v /

Grammar : structure : It was not until . . . that . . .
Vocabulary : Some words about cinema.

3. Skills : Reading for gist and for specific information.
* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Matching

T asks Ss to match the title of film with a
kind of film.

1. Titanic a/ Cartoon

2. Mr. Bean b/ Science Fiction film
3. Tom and Jerry c/ Comedy

4. Sherlock Holmes d/ Western film
5. Stars War e/ Detective film
6. Charlie’s Angels f/ Love story film
7. Dracula g/ Horror film
8. Pearl Harbour h/ Action film
9. The Good, the Bad

and the Ugly i/ War film

Elicit from sts :

Ss work individually and discuss with a
partner.

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Pre-reading (7 min)
* Pre-teach Vocab :

set in motion (exp) - scene (n) –
character (n) – audience (n) –

spread, spread, spread (v) – replace (v) –

screen (n) – appear (v)

* Checking : Rub out and remember
T asks Ss to answer the questions. (p.132)
T asks some Ss to read out their answers

While-reading (20 min)

- Asks sts to read the passage individually
for 3 min. and do the tasks that follow.
- Teacher monitors

- Asks sts to underline the words and
phrases just studied.

Task 1. Matching.

Now, find the word in the passage that can
match with the definition on the right 
column.

* Teacher monitors and gives help.
* Ask some sts to read out their answers
and say the Vietnamese meaning.

Task 2 . Work in pairs

Answer the following questions.

“You are to read the passage again and

answer the questions in the book (p. 133)
* Teacher monitors and helps.

* Ask some sts to skim over the six
questions and underline the key words.
* T calls on some Ss to write their
answers on the board and asks them to
explain their answers.

* T and Sts check.

Task 3. Read the passage one more time
and find the most suitable title for it.
- T asks sts to work in pairs

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.
Ss work individually and discuss with a
partner.

Some Ss answer

Ss work individually and compare with a
partner.

Underline the words and phrases just
studied.

Some sts read out their answers and say
the Vietnamese meaning :

1. cinema 2. sequence
3. decade 4. rapidly
5. scene 6. character

Sts work individually and discuss their
answers with a partner.

1. In the early 19th century (line 1)

2. At that time the scientists discovered
that when a sequence of still pictures
was set in motion, they could give the
feeling of movement . (lines 2-3)
3. No, they didn’t.(it was not until the end
of the 1920s that sound was introduced
(lines 14-15)

4. In the eaerly 1910s (line 9)
5. At the end of the 1920s (line 14)
6. The musical cinema (the last line)

Answer :

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Post reading (12 min)

Work in groups, discuss about time points:

* 19th century : History of cinema began

* 1905 : Films about 5-10 minutes long
* 1910s : The first long films were made
Homework

Teacher assigns homework
Comment

Ss work in groups to ask and answer :
* 1915 : Films became longer and better
Cinemas were first built.

* 1920s : Sound was introduced

Homework

Memorize the new words
Prepare the new lesson

Grade Ten Compiling date :

Unit Thirteen : Period : 73

FILMS AND CINEMA

Lesson 2 : SPEAKING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to express their
opinions about a film based on prompts.

2. Knowledge

Pronunciation : / f / - / v /

Grammar : structure : It was not until . . . that . . .
Vocabulary : Some words about cinema.

3. Skills : Four skills especially Speaking.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Wordstorm

( about the kinds of films they remember)

- T asks Ss to repeat those words once or
twice.

Pre-speaking (7 min)
* Pre-teach Vocab :

terrifying (a) = horrifying – moving (a) –
violent (a) – exciting (a) – thriller (n) –
thrilling (a) – boring (a) – good fun (n) –

amusing (a)

* Checking : Rub out and remember

Books closed

- Ss work individually and compare with
some partners. Two Ss on behalf of 2
groups write on the board. The group that
writes more words will win.

- Ss listen and repeat.
Eliciting

Pracising reading and copy down

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While-speaking (20 min)
Task 1.(p.134)

Instruction : How much do you like each
kind of film ? put a tick () in the right

column. Then compare your answers with 
a partner’s.

- Teacher monitors.

- T asks some Ss to present their answers.
Task 2. Work in pairs or in groups.
Instruction: Now, find out what your

friends feel about each kind of film. Use 
the words in the table.

Example :

A: What do you think of horror films ?
B: Oh, I find them really terrifying.
A: I don’t quite agree with you. I find
them very interesting.

- T monitors and offers help, taking notes
of Ss’s mistakes for later correction.
- T gives feedback.

Task 3. (p.135) Work with a partner.
Instruction: Now find out his/her
preferences for films, using the cues.
Example :

A: Which do you prefer, detective films
or science fiction films ?

B: Well, it’s difficult to say. But I suppose
I Prefer science fiction films to

detective ones.
- T monitors.

- T writes some typical mistakes on the
board for peer correction. T provides

correction when necessary.

Task 4. Work in groups

“Talk about a film you have seen, using the
suggestions in the textbook.”

- T asks Ss to take notes of their friend’s
story.

- T goes around offering help.

- Finally T calls on some Ss to report their

Ss work individually and then can find out
how many friends have the same ideas.
Each student works with two, three or
four other friends.

Here are some suggested questions :

Ss practise asking and answering.
T – Whole classs

WC – T
Open pairs
Closed pairs

Ss practise asking and answering.
T – Whole classs

WC – T
Open pairs
Closed pairs

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friend’s story. While Ss speak, T takes
note of their errors if any and corrects
them later.

Homework

Teacher assigns homework
Comments (2 min)

6. Who is/are the main character(s) ?
7. How do you feel about it ?

8. Why do you prefer it to other films ?
Homework

Memorize the new words

Rewrite the content they have discussed.
Prepare the new lesson.

Grade Ten Compiling date:

Unit Thirteen : Period : 73

FILMS AND CINEMA

Lesson 3 : LISTENING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to know some
information about Lan and Huong’s next week plan.

2. Knowledge

Pronunciation : / f / - / v /

Grammar : structure : It was not until . . . that . . .
Vocabulary : Some words about cinema.

3. Skills : Four skills especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, cassette …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

T can ask Ss to write some things they
often do in their free time.

Network

Pre-listening (7 min)
* Pre-teach Vocab :

suppose (v) – guess (v) – instead (prep)

Books closed
Elicit from sts

Some Ss write on the board :

- Going shopping

- watching TV

- singing songs

- chatting on the net

- listening to music

- going swimming

- going fishing

- reading books
Eliciting

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– what about (exp) – during the day –
visit my grandparents – go on a picnic –
* Checking : Rub out and remember
- T asks Ss to look at the table on p. 136
an goes over the points together with the

whole class by asking questions such as
“How often do you go to the

cinema?”,”How often do you watch
TV?”, How about listening to the radio?”
and put a tick () in the right column.
T call on some Ss to answer.

While-listening (20 min)
Task 1.

- T asks Ss to listen to the dialogue and
answer the question : “ What are Lan and
Huong planning to do together?”

- T plays the tape once for Ss to listen
- T asks for Ss’s answers and write them
on the board.

- T plays the tape the second time for Ss
to check their answers.

- T and Ss check.
Task 2.

Instruction : Now listen to the tape again
and write Lan and Huong’s plan for the 
next week on the calendar..

- T lets Ss listen to the tape and answer

- T asks Ss to give the answers and writes
them on the board.

- T plays the tape once more for Ss to
check their answers.

- T gives the correct answers.

Task 3.

“Now compare your answers with a
partner. On what day they can meet?”

Post-listening (12 min)

- T asks Ss to work in pairs and take turn
to summarize the conversation between

Pracising reading in chorus and
individually and copy down.
Practise and rewrite on the board.

- Some Ss can tell something about Vaên
Cao’s biography.

- Ss put a tick () in the suitable column
- Some Ss read out their answers.

- Ss listen and answer :

They’re planning to go to see
the “Titanic”.

- Some Ss write their answers on the
board.

- Ss listen and check.

- Ss listen to the tape and write their plan
on the calendar in the book.

- Ss work individually and compare with a
partner.

Monday : Lan : see a play
Tuesday : Lan and Huong : free

Wednesday: Houng : work and go to the
singing club

Thursday: Lan : visit grandparents
Friday : Huong : study Chinese
Saturday: Lan : work (busy)
Sunday : Huong : go on a picnic
- The correct answers :

They can meet on Tuesday because they 
are both free.

Ss write in 5 minutes.

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the two girl, basing themselves on the
notes they have taken for Task 2.
- T monitors

- T calls on some Ss to tell the class about
Lan and Huong’s plans

Homework

Teacher assigns homework
Comments (2 min)

listen and supplement if necessary.

- Some Ss role play the conversation.

Sts write down the homework in the
notebook :

- Memorize the new words
Tapescript (Grade 10, Unit 13 : Films and cinema , Lesson 3 : Listening)

LAN : Hi, Huong. Titanic is on at Thang Tam Cinema next week. Can you go with
me on Wednesday?

HƯƠNG: Wednesday? Sorry Lan. I have lots of work to do during the day and I’m
going to the singing club at night. Can we go on Thursday, instead?
LAN : I don’t think so. I’m going to visit my grandparents on Thursday.
HƯƠNG: Well, what about Monday? I suppose you are free on Monday.

LAN : No, sorry. I’m going to see a play with Tuyet on Monday. What about
Friday?

HƯƠNG: Sorry Lan. Friday is not a good time for me. I’m taking Chinese classes on
Fridays. How does your weekend look like, Lan?

LAN : Um …, I’m busy on Saturday. But I’m free the whole day Sunday.

HƯƠNG: I’m going on a picnic to Hoa Lu with some of my friends on Sunday. I’ll be
back late at night.

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Grade Ten Compiling date:
Unit Thirteen : Period : 74

FILMS AND CINEMA

Lesson 4 : WRITING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to write a
descriptive paragraph about a film they have seen,
based on prompts provided.

2. Knowledge

Pronunciation : / f / - / v /

Grammar : structure : It was not until . . . that . . .

Vocabulary : Some words about cinema. 3.

Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Brainstorm
T asks Ss about Titanic :

“What do you know about Titanic ?”

Pre-writing (7 min)
* Pre-teach Vocab :

tragic (a) – voyage (n) – sink (v) –
sinking (n) – (be) based on – disaster (n)
– occur (v) = happen – hit (v) – generous
(a) – be engaged -- fall in love

* Checking : Rub out and remember

Books closed
Elicit from students
Option

Ss exchange in groups

Eliciting

Pracising reading and copy down

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While-writing (20 min)
Task 1 . Work in pairs (p.129)

Instruction : You are going to read the
description of the film “Titanic”, and then 
answer the questions below.

-T introduces the task and draws the table
of summary on the board.

- T goes around to help.

- T can ask 8 Qs in the textbook, calls on
some Ss to answer aloud.

- T feedbacks and gives correct answers.

Task 2.

Instruction : Now write a short paragraph
about a film you have seen, using the 
description of Titanic and the questions 
above as suggestions.

-Teacher monitors

- T asks Ss to work individually and
compare their answers with a partner.
- T asks some Ss to write their paragraph
on the board

- T feedbacks and corrects mistakes.

Post-writing (12 min)

T asks some Ss to summarizes the main
points in Vietnamese and in English.
- T gives general comments.

Homework

Teacher assigns homework

- Ss work individually and compare with a
partner.

- Ss read the text carefully and do the
task.

- Ss on the board.

Title ? (name) Titanic

Kind ? Love story film

Plot ? A tragic love story and 
the sinking of a luxury 
ship in the Atlantic 
Ocean, causing more 
than 1,000 people to 
die.

Filmingplace? America

Based on ? The true story of the 
Titanic disaster in 
1912

Main
characters ?

-Jack: young and 
generous adventurer
- Rose: was saved from
killing herself by Jack

- Ss work individually and compare with a
partner.

- Some Ss write their paragraph on the
board.

- Peer correction

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Comments (2 min)

- Write a paragraph (about 50 words)
about a Vietnamese film they like best.

- Memorize the new words
- Prepare the new lesson.

Grade Ten Compiling date:

Unit Thirteen : Period : 75

FILMS AND CINEMA

Lesson 5 : LANGUAGE FOCUS

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to distinguish the
sounds /f/ and /v/, use structure : It was not until . . . that . . .
2. Knowledge

Pronunciation : / f / - / v /

Grammar : structure : It was not until . . . that . . .
Vocabulary : Some words about cinema.

3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

-T draws 2 pictures (a face and a vase) on
the board.

-Teacher points at each of them and asks :
”What’s this ?”

”What’s the difference between the two
words ?”

T asks Ss to practise reading several times

Presentation (7 min)
* Pre-teach Vocab :

astronomy (n) – turn on/off (v) –exhaust
(v) – football match (n) – crash into (v) –
badly damaged – belong to (v)

Books closed
- A face / A vase
- /f/ and /v/

Sts listen and repeat after the teacher.
Ss read out the right answers.

Eliciting

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* Checking : Rub out and remember

Practice (32 min)
Activity 1 :

Pronunciation (p.139) : 2min.
* Listen and repeat

T models 1 or 2 times

T calls some sts to read again and corrects
if necessary.

* Practise these sentences (p.139)
sentence by sentence
* Teacher corrects if necessary
Activity 2

Grammar and vocabulary
* Exercise 1 (p. 139) : 10min.

T asks sts to write the adjectival forms of
the verbs given on p. 139.

Teacher monitors

T asks Ss to read out their sentences
- T & Ss check.

* Exercise 2 (p.140) : 10min.

T asks Ss to complete for each situation.
Use an adjective ending –ing or –ed form
of the verb in brackets to complete each
sentence.

Teacher monitors

T asks Ss to read out their answers.
Teacher and Ss check

* Exercise 3 (p. 140) : 5 min.

”Now rewrite the sentences, following the 
example”.

- T goes around to observe, gives help
and collects mistakes.

-T asks Ss to complete the sentences.
- T asks some sts to read out their answers
- T and sts check

* Exercise 4 (p. 140) : 5 min.

Practise and rewrite on the board.

Sts listen and repeat chorally several

times.

Some sts read again individually
The same method as above

Ss look at the example carefully

Sts work individually and then compare
with a partner.

Some sts read out their answers.

Sts work individually and then compare
with a partner.

Some sts read out their answers.
1. a) depressing b) depressed
2. a) interested b) interestingt
3. a) boring b) bored
4. a) excited b) exciting
5. a) exhausting b) exhausted

Sts work individually and then compare
with a partner.

Some sts read out their answers.

1. It was not until 1990 that she became a
teacher.

2. It was not until he was 30 that he knew
how to swim.

3. It was not until 1980 that they began
to learn English.

4. It was not until his father came home
that the boy did his homework.

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“Now put a(an) or the in the numbered 
blanks”.

- T reminds Ss of the use of the indefinite
article “a/an” and definite article “the”
- T asks some Ss to read out their answers

Consolidation(2 min)
Homework

Teacher assigns homework
Comment

* Sts work individually and then compare
with a partner.

* Some sts read out their answers :
1. a 2. the 3. the 4. an 5. a 6. a
7. the 8. the 9. the 10. a 11. a 12. the
13.the 14. an 15. a 16. a 17.the 18. a
Homework

- Memorize the new words

- Revise the Unit 13

Grade Ten Compiling date :

Unit Fourteen : Period : 76

THE WORLD CUP

Lesson 1 : READING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to develop such
reading micro-skills as scanning for specific information, intensive
reading for details and guessing meaning in context.
2. Knowledge

Pronunciation : / g / - / k /
Grammar : 1. Will vs be going to

2. Will : making predictions / offers
Vocabulary : Some words about football, world cup.

3. Skills : Reading for gist and for specific information.
* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Matching

T asks Ss to match the Vietnamese
meaning with a position in a football
team :

Captain tiền vệ
goalkeeper thủ môn
defender tiền đạo
midfielder hậu vệ
forward đội trưởng
Referee trọng tài

Elicit from sts :

Ss work individually and discuss with a
partner.

Some Ss draw an arrow matching English
with Vietnamese.

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Pre-reading (7 min)

”Now you work with a partner : answer
the questions on p. 142” .

- T asks some Ss to read out their answers
* Pre-teach Vocab :

tournament (n) – organize (v) – compete
(v) – take part in – witness (v)

elimination game (n) – final match (n) -
with passionate interest (exp) –

honoured title (phr)

* Checking : Rub out and remember

While-reading (20 min)

- Asks sts to read the passage individually
for 3 min. and do the tasks that follow.
- Teacher monitors

- Asks sts to underline the words and
phrases just studied.

Task 1. Matching.

Now, find the word in the passage that can
match with the definition on the right 
column.

* Teacher monitors and gives help.
* Ask some sts to read out their answers
and say the Vietnamese meaning.

Task 2 . Work in pairs

“You are to read the passage again and
complete the statements with a word or a
number.(p. 144)

* Teacher monitors and helps.
* T calls on some Ss to write their
answers on the board and asks them to
explain their answers.

* T and Sts check.

Task 3. Read the text again and decide
whether the statements on p. 144 are true
(T) or false (F). Correct the false ones.
- T asks sts to work in pairs

Post reading (12 min)

Work in groups, discuss about time points:
- T introduces the task, then writes these

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

Ss work individually and compare with a

partner.

Underline the words and phrases just
studied.

Some sts read out their answers and say
the Vietnamese meaning :

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

Sts work individually and discuss their
answers with a partner.

1. 13 (line 8)
2. 32 (line 13)

3. Argentina (line 10)
4. one (line 6)

5. 26 (lines 6 - 9)

Ss work in groups to ask and answer :
1. F (in 1930)

2. F (every four years)
3. T

4. T

5. F (has won 5 times)
* Example :

FIFA was set up in 1904

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figures on the board :

1904 13 1930 17
32 2002

- T asks Ss go back to the text and find out
the events related to the figures.

Homework

Teacher assigns homework
Comment

The first WC was held in 1930
By 2002, the world has witnessed 17
World Cup tournaments

32 teams play in the WC nowadays
In 2002 the 1st time WC was played in

Asia and hosted by two nations
Homework

Memorize the new words

Prepare the new lesson

Grade Ten Compiling date :

Unit Fourteen : Period : 77

THE WORLD CUP

Lesson 2 : SPEAKING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to use some
football vocabulary to ask and answer about the World Cup and to talk
about the World Cup winners.

2. Knowledge

Pronunciation : / g / - / k /
Grammar : 1. Will vs be going to

2. Will : making predictions / offers
Vocabulary : Some words about football, world cup.

3. Skills : Four skills especially Speaking.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

( about the new words of the previous
lesson)

- T asks Ss to repeat those words once or
twice.

Pre-speaking (7 min)
* Pre-teach Vocab :

host country (n) – score (n) – score a goal
- runner-up (n) – penalty (n) – champion

Books closed

- Ss work individually and compare with
some partners. Two Ss on behalf of 2
groups write on the board. The group that
writes more words will win.

- Ss listen and repeat.

Eliciting

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(n) – defeat (v) – hold, held, held (v)
quarter final – semi final – final –
1 -1 draw

* Checking : Rub out and remember

While-speaking (20 min)

Task 1.(p.145) : about World up 2006
Instruction : Look at the pictures in the
textbook.

- Teacher can ask :

1. How many times has Italy won the
trophy up to WC 2006 ?

2. Who was the captain of the French
National football team ?

3. What was the score of the WC 2006 ?
4. Who was the head coach of German
team?

5.Who was the captain of the English
team in the World Cup 2006 ?

Task 2. Work in pairs or in groups.
Instruction: Now, look at the table on
page 146. Ask and answer the questions.

Example :

A: Where was the 1st World Cup held?

B: It was held in Uruguay.

A:Which teams played in the final match?
B: Uruguay and Argentina.

A: Which team became the champion?
B: Uruguay.

A: What was the score of the match ?
B: 4 – 2

- T monitors and offers help, taking notes
of Ss’s mistakes for later correction.
- T gives feedback.

Task 3. (p.147) Work in groups.
Instruction: Now take turn to talk about
the World Cup winners, using the 
information in the table in Task 2.
Example :

The first World Cup was held in Uruguay
in 1930. The fianl match was between
Uruguay and Argentina. Uruguay

Practise and rewrite on the board.

Ss work individually and compare with a

partner.

Here are some suggested questions :
1. 4 times

2. Zinedine Zidane
3. 5-3 in favour of Italy
4. Jurgen Klinsmann
5. David Beckham

Ss practise asking and answering.
T – Whole classs

WC – T
Open pairs
Closed pairs :

A Student asks his/her partner some
questions as in Example (p.145) about any
World Cup and vice versa.

Ss practise asking and answering.
T – Whole classs

WC – T
Open pairs
Closed pairs

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defeated Argentina by 4 to 2 …
- T monitors.

- T writes some typical mistakes on the
board for peer correction. T provides
correction when necessary.

- Finally T calls on some Ss to talk to their
friends. While Ss speak, T takes note of
their errors if any and corrects them later.
Homework

Teacher assigns homework
Comments (2 min)

Homework

Memorize the new words

Rewrite the content they have discussed.
Prepare the new lesson.

Grade Ten Nguyễn Thành Viễn

Unit Fourteen : Period : 78

THE WORLD CUP

Lesson 3 : LISTENING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to develop such
listening micro skills as intensive listening for specific information

and taking notes while listening.

2. Knowledge

Pronunciation : / g / - / k /
Grammar : 1. Will vs be going to

2. Will : making predictions / offers
Vocabulary : Some words about football, world cup.

3. Skills : Four skills especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, cassette …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
T ask Ss :

- Name some of the most famous football
players in the world?

- Who do they like best? Why?

Pre-listening (7 min)
* Pre-teach Vocab :

hero (n) – retire (v) – ambassador (n) –
goal scorer (n) – promote (v) – control(v)
championship (n) –

Books closed
Elicit from sts

Eliciting

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* Checking : Rub out and remember
- “What do you know about Pele?”
T call on some Ss to answer.

While-listening (20 min)
Task 1.

- T asks Ss to listen to the dialogue and
complete the table on p. 148.

”You will hear some information about
Peleù, a famous Brazilian football player.
Listen and complete the table.

- T plays the tape once for Ss to listen
- T asks for Ss’s answers and write them
on the board.

- T plays the tape the second time for Ss
to check their answers.

- T and Ss check.
Task 2.

Instruction : Now listen to the tape again
and answer the questions on p. 148.
- T lets Ss listen to the tape and answer
- T asks Ss to give the answers and writes
them on the board.

- T plays the tape once more for Ss to
check their answers.

- T gives the correct answers.

Post-listening (12 min): Work in groups
- T asks Ss to work in pairs and take turn
to talk about the milestones in Peleù’s life,
using the information they have learned
in Task 1 and 2.

- T monitors

- T calls on some Ss to tell the class about
Peleù.

Homework

Teacher assigns homework
Comments (2 min)

- Some Ss answer.

* Pele is the greatest of all time.
* He was born in Brazil

* He was good at kicking and controlling
the ball.

* He was an ambassador for the sport.
* He scored 1200 goals and has become a
national hero.

- Ss work individually and compare with a
partner.

- Some Ss read out their answers.
(1) 1940

(2) joined a Brazilian club

(3) 1962 (4) 1974 (5) retired
- Ss listen and answer :

1. Peleù was famous for his powerful
kicking and controlling the ball.
2. He participated in 3 World Cup.
3. He played for an American football
club before he retired.

4. He became an international

ambassador for football. He works to
promote peace and understanding through
friendly sport activities.

Ss write in 5 minutes.

Some Ss read out their answers. Other Ss
listen and supplement if necessary :
1940? 1956? 1958? 1962?
1970? 1974?

Before 1977? 1977?

Sts write down the homework in the
notebook :

- Memorize the new words

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Tapescript :

Peleù is considered one of the greatest football players of all time. He was born in 1940
in Brazil. As a football player, Peleù was famous for his powerful kicking and

controlling the ball. He joined a Brazilian Football Club in 1956, and in 1962 he led
the team to its first world club championship. Peleù became the only player to

participate in 3 World Cups in 1958, 1962 and 1970. By 1974, Peleù had scored 1,200
goals and became a Brazilian national hero. He played for an American football club
for 2 years before he retired in 1977. Later Peleù became an international ambassador

for the sport, working to promote peace and understanding through friendly sport
activities.

Grade Ten Nguyễn Thành Viễn

Unit Fourteen : Period : 79

THE WORLD CUP

Lesson 4 : WRITING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to write a short
announcement about a sport event.

2. Knowledge

Pronunciation : / g / - / k /
Grammar : 1. Will vs be going to

2. Will : making predictions / offers
Vocabulary : Some words about football, world cup.

3. Skills : Four skills especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, cassette …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

(about the new words in the previous
lesson)

Pre-writing (7 min)
* Pre-teach Vocab :

announce (v) – announcement (n) –
committee (n) –severe weather conditions
(n) – volunteer (n) – state (v) – take place
(v) = happen (v) – contact (v) – football
field

* Checking : Rub out and remember

Books closed
Elicit from students

Eliciting

Pracising reading and copy down

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While-writing (20 min)
Task 1 . Work in pairs (p.149)

Instruction : Now you read the following
announcement and then answer the

questions that follow.

1. Who is the announcer ?

2. What is the announcement about ?
3. When will the match be played ?
4. Where will the match be played ?
- T goes around to help.

- T feedbacks and gives correct answers.

* Based on the model text, T elicits from
Ss what possible details to include in an
anouncement : Who anounce ?

What event ?
When ?
Where ?
Why ? Etc.

Task 2.

Instruction : Now choose one of the
following situations to write about. 
-Teacher monitors

- T asks Ss to work individually and
compare their answers with a partner.
- T asks some Ss to write their paragraph
on the board

Post-writing (12 min)

T asks some Ss to summarizes the main
points in Vietnamese and in English.
- T gives general comments.

- T feedbacks and corrects mistakes.

b. LP high school’s HCM Communist
 Youth Union wishes to announce that
 the school football team will play a 
friendly match LM Football club at 3 p.m. 
on Sunday, April 20th, 2007. The match 
will be played at LM stadium. Tickets will

- Ss work individually and compare with a
partner.

- Ss read the text carefully and do the
task.

- Ss on the board.

1. The national football championship
organizing committee.

2. The postponing of the match between
Nam Dinh and Binh Duong, due to the
bad weather.

3. At 3 p.m. on Sunday, April 25
4. At My Dinh National Stadium.

- Ss work individually and compare with a
partner.

- Ss read the topics individually and then
work with a partner to analyse the topics,
using the details above. E.g. :

Who anounce ?
What event ?
When ?
Where ?
Why ? Etc.
Ss write their notes on the board.
- Peer correction

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be sold at HCM Communist Youth Union’s
office from March 26th and cost 2.000 
VND each. All the money collected from 
the match will be used to help poor good 
students.

Homework

Teacher assigns homework
Comments (2 min)

12A2 or at 071.875055.

* Homework

- Write a paragraph (about 50 words)
about a Vietnamese film they like best.

- Memorize the new words
- Prepare the new lesson.

Grade Ten Nguyễn Thành Viễn

Unit Fourteen : Period : 80

THE WORLD CUP

Lesson 5 : LANGUAGE FOCUS

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to distinguish the
sounds / g / and / k / ; use structures with “will” to talk about unplanned
future intentions, to make predictions or offers; use structure “going to”
to talk about definite future plans.

2. Knowledge

Pronunciation : / g / - / k /
Grammar : 1. Will vs be going to

2. Will : making predictions / offers
Vocabulary : Some words about football, world cup.

3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

( some new words studied in Unit 14)
T asks Ss to practise reading several times

Presentation (7 min)
* Pre-teach Vocab :

fill the bucket with water (exp) – repaint
(v) – post a letter (v) – past the exam –
mean (a) – sit in the sun

* Checking : Rub out and remember

Books closed
Elicit from Ss

Sts listen and repeat after the teacher.

Eliciting

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Practice (32 min)
Activity 1 :

Pronunciation (p.150) : 2min.
* Listen and repeat

T models 1 or 2 times

T calls some sts to read again and corrects
if necessary.

* Practise these sentences (p.150)
sentence by sentence
* Teacher corrects if necessary
Activity 2

Grammar : Will vs. be going to
* Exercise 1 (p. 151) : 10min.

T asks sts to complete the sentences using

will (‘ll) or going to.
Teacher monitors

T asks Ss to read out their sentences
- T & Ss check.

* Exercise 2 (p.140) : 10min.
@ Will : making predictions

T asks Ss to complete the sentences,
using will or won’t and any other words
that are needed.

Teacher monitors

T asks Ss to read out their answers.
Teacher and Ss check

* Exercise 3 (p. 140) : 5 min.
will : Making offers

”Now make offers with I’ll for the 
following situations”.

- T goes around to observe, gives help
and collects mistakes.

-T asks Ss to complete the sentences.
- T asks some sts to read out their answers
- T and sts check

Practise and rewrite on the board.

Sts listen and repeat chorally several
times.

Some sts read again individually
The same method as above

Ss look at the example carefully

Sts work individually and then compare
with a partner.

Some sts read out their answers.

Sts work individually and then compare
with a partner.

Some sts read out their answers.
1. I’ll get

2. I’m going to wash

3. Are you going to paint it ?
4. I’m going to buy

5. I’ll show you

6. I’ll have 7. I’ll do

* Sts work individually and then compare
with a partner.

* Some sts read out their answers.
1. he will help

2. won’t lend me any money
3. it will rain today

4. will have to wear glasses
5. will have a headache
6. won’t like it.
7. I won’t pass it.

* Sts work individually and then compare
with a partner.

* Some sts read out their answers :
1. I’ll get you some water

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Consolidation(2 min)
Homework

Teacher assigns homework
Comment

3. I’ll lend you some.
4. I’ll give you a lift.
5. I’ll carry them for you.
Homework

- Memorize the new words

- Revise the Unit 14

Grade Ten Nguyễn Thành Viễn

Unit Fifteen : Period : 81

CITIES

Lesson 1 : READING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to develop such
listening micro skills as scanning for specific ideas and guessing
meaning in context, use the information they have read to talk about
New York City.

2. Knowledge

Pronunciation : /  / - / ð /

Grammar : 1. Non-defining and defining relative clauses
2. Although to connect contrasting ideas
Vocabulary : Some words about cities, building
3. Skills : Four skills especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, cassette …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)
Brainstorm

T asks Ss about the pictures in the book :
“Do you know these places ? What are
they ? Match the names to the pictures.”

Pre-reading (7 min)
* Pre-teach Vocab :

mingle with (v)– metropolitan region (n)
– found (v) – take over – unusual (a) –
museum (n) – apartment building (n) –

Books closed
Elicit from students
Optionable

Ss exchange in groups

Eliciting

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art gallery (n) – Statue of Liberty (n) – to
be characterised by : có đặc điểm laø …
* Checking : Rub out and remember

While-reading (20 min)
Task 1 . Work in pairs (p.158)

Instruction : The words in A appear in the
reading passage. Match them with the 
definations in B.

-T asks Ss read the passage, underline the
words just studied and do the task 1.
- T goes around to help.

- T feedbacks and gives correct answers.

Task 2.

Instruction : Now decide whether the
statements are true (T) or false (F)
- T asks Ss to work individually and
compare their answers with a partner.
- T monitors

- T asks some Ss to read out their answers
- T feedbacks and corrects mistakes.

Task 3

Post-reading (12 min): Answer the Qs
T asks some Ss to answer the questions on
p.158.

- T monitors and helps

- T feedbacks and corrects mistakes.

T can ask Ss : If you could visit New
York, which places of interest there

would you like to see ? Why ?
Homework

Teacher assigns homework
Comments (2 min)

Practise and rewrite on the board.

- Ss work individually and compare with a
partner.

- Ss read the text carefully and do the
task.

- Ss do the matching on the board.
Answers :

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

- Ss work individually and compare with a
partner.

- Some Ss read out their answers
- Peer correction.

1. T (lines 1-2)

2. F … is ice-free all seasons (line 7)
3. T (lines 3-5)

4. T (lines 18-19)
5. T (lines 15-17)

- Ss work individually and compare with a
partner.

- Some Ss write their answers on ð board
1. Cf. lines 1-2

2. Cf. lines 9-10
3. Cf. lines 15-16
4. Cf. lines 18-19
5. Cf. lines 24-25

Ss work in pairs or in groups

* Homework

- Write a paragraph (about 50 words)
about a Vietnamese film they like best.

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Grade Ten Nguyễn Thành Viễn
Unit Fifteen : Period : 82

CITIES

Lesson 2 : SPEAKING
Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to describe a city,
using the vocabulary and structures that they have learnt in the lesson.

2. Knowledge

Pronunciation : /  / - / ð /

Grammar : 1. Non-defining and defining relative clauses
2. Although to connect contrasting ideas
Vocabulary : Some words about cities, building
3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

A city vs. country quiz
-T divides the class into 2 groups and
introduces the quiz: T is going to read out
the questions about Hanoi and HCM city.

The quiz : comparison between Hanoi 
and HCM City.

1. Which city is larger in area – Hanoi or
HCM city ?

2. Which city has a bigger population ?
3. Which city is older ? Hanoi or HCMC?

4. Which city was known by more names
through history ?

Books closed

- Ss need to listen attentively and answer
the questions. Each time a group provides
a correct answer first, it will get 1 point.
The winner is the one with more points.
Answers :

1. HCMC (2,095 km2 but Hanoi : 921km2)

2. HCMC (6.2 million but HN : 3 million)
3. Hanoi (was founded in 1010 but HCMC
was founded in 1698).

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5. Which city has more districts ?
6. Which city is hotter ?

7. Which city is closer to the sea ?

Presentation (7 min)
* Pre-teach Vocab :

area (n) – found (v) – transport (n) –
convenient (a) – inconvenient (a) –
friendly (a) – open (a) – formal (a) -
reserved (a)

* Checking : Rub out and remember

While-speaking (25 min)

 Task 1 : Complete each question in A
with a suitable word in B

T introduces the task and gets Ss to do the
task individually.

T calls on some Ss to write their answers
on the board..

* Teacher corrects if necessary

T can ask some Ss to say Vietnamese
meaning.

 Task 2 : Work in pairs.

T gets sts to ask and answer questions
about New York and London.

Teacher monitors

T asks Ss to read out their sentences
- T & Ss check.

 Task 3 : Read and practise the dialogue
p. 160.

-T asks Ss to work in pairs or in groups.

Post-Speaking (7min)

 Task 4 : Work in groups.

”Now tell each other which of the two 
cities you prefer and give reasons.
- T goes around to observe, gives help
and collects mistakes.

Dong Do, Dong Quan, Dong Kinh)
5. HCMC (has 19 inner districts and 5
outer districts but Hanoi has only 8 inner
districts and 5 outer districts).

6. HCMC
7. HCMC
Eliciting

Pracising reading and copy down

Practise and rewrite on the board.
Sts work individually and then compare
with a partner.

Some sts read out their answers.
1. d 2. f 3. a / e
4. a / e 5. b / c 6. b / c

Sts work with a partner.

In pairs, one asks and one answers.
S1 : When was New York founded?
S2 : It was founded in 1624. And what
about London?

S1 : It was founded in 43 A.D. And what
is the population of New York?
S2 : 7 million. What about London?
S1 : 7 million, too.What’s the area of NY?
S2 : It covers an area of 946 km2. And

how large is London?

S1 : It is 1610 km2. How many national

holidays are there in New York?
S2 : Seven. And London, How many …?
S1 : Double that number – 14 days. And
how many high buildings and parks
are there in New York?

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Consolidation(2 min)
Homework

Teacher assigns homework
Comment

New York like?

S2 : I think New Yorkers are friendly and
open.And Londoners?What are they like?
S1 : Well, they are formal and reserved.
What is the transport like in New York?
S2 : Quite convenient. And transport in
London?

S1 : I think it is convenient, too.
Homework

- Memorize the new words

- Revise the Unit 13

Grade Ten Nguyễn Thành Viễn

Unit Fifteen : Period : 83

CITIES

Lesson 3 : LISTENING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to develop such
listening micro-skills as intensive listening for specific information
and taking notes while listening.

2. Knowledge

Pronunciation : /  / - / ð /

Grammar : 1. Non-defining and defining relative clauses
2. Although to connect contrasting ideas
Vocabulary : Some words about cities, building
3. Skills : Four skills especially listening

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, cassette …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

(about new words in the previous lessons)

Pre-listening (7 min)
* Pre-teach Vocab :

image (n) – island (n) – symbol of
freedom (n) – gift (n) – wear (v) – loose
robe (v) – crown (n) – torch (n) – base
(n) – pedestal (n)

Books closed
Elicit from sts

Eliciting

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* Checking : Rub out and remember
- Work in pairs. Look at the picture and
answer the questions p.160

- T call on some Ss to answer.

While-listening (20 min)
Task 1.

- T asks Ss to listen to the passage and
choose the correct answers on p. 161.
- T plays the tape once for Ss to listen
- T asks for Ss’s answers and write them
on the board.

- T plays the tape the second time for Ss
to check their answers.

- T and Ss check.
Task 2.

Instruction : Now listen to the tape again
and fill in the missing information in the 
table on p. 162.

- T lets Ss listen to the tape and answer
- T asks Ss to give the answers and writes

them on the board.

- T plays the tape once more for Ss to
check their answers.

- T gives the correct answers.

Post-listening (12 min): Work in groups
- T asks Ss to tell each other what they
have learned about the Statue of Liberty,
using the information in the table above.
- T monitors

- T calls on some Ss to tell the class about
the Statue of Liberty. Maybe, one student
plays the role of a tourist guide and the
rest will play the role of the tourists in
New York. The tourist guide may open
the conversation like this: “OK, now

Practise and rewrite on the board.

- Some Ss answer:
1. It’s the Statue of Liberty
2. It’s the ststue of a woman.
3. It has got a crown on the head.
4. It’s got a tablet in its left hand.
5. It’s holding a burning torch in its left
hand.

6. It’s wearing a robe.

- Ss work individually and compare with a
partner.

- Some Ss read out their answers.
1. B 2. A 3. B 4. A 5. C

- Ss listen and answer :

Height : 93m (the statue is 46m high and
the base and pedestrial 47m high)
Weight : 205 tons

Material : copper and iron frame
The base : Stone and concrete

Opening time : every day from 5:30 a.m. 
to 5p.m. except Xmas Day.
Some Ss write their answers on the board.
Peer correction

Ss are divided into small groups of 3 or 4
and set up this situation:

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we’re in the New York Harbour and this is
the Statue of Liberty. The statue is one of 
the most familiar images of the country 
and it’s the symbol of freedom” and then 
stops there for the tourists to ask

questions.

- T monitors and offers help
Homework

Teacher assigns homework
Comments (2 min)

Sts write down the homework in the
notebook :

- Memorize the new words

- Ss rewrite the content of the
interview.

Grade Ten Nguyễn Thành Viễn

Unit Fifteen : Period : 84

CITIES

Lesson 4 : WRITING

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to describe a city
of their choice, using the structures and vocabulary they have learned
in the lesson.

2. Knowledge

Pronunciation : /  / - / ð /

Grammar : 1. Non-defining and defining relative clauses
2. Although to connect contrasting ideas
Vocabulary : Some words about cities, building
3. Skills : Four skills especially writing

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, cassette …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

Wordsquare

R U F S C H O O L

E Z K S H O P M R

S S L B O U S U O

T T I C S D T S T

A A B X P N Y E C

U T R Q I C W U H

R I A Z T R L M O

Books closed

Ss are divided into 2 groups

Ss in each group try to find out as many
words related to the city as possible.
Winners will be the group who find out
more words.

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A O R O A P A R T

N N Y P L V P O E

T O C I N E M A L

Pre-writing (7 min)
* Pre-teach Vocab :

capital city (n) – situated in – famous for
– square kilometre (km2) – historic

building (n) – Houses of Parliament (v) –
ideal place (n) – get away from (exp) –
busy (a) – noisy (a)

* Checking : Rub out and remember

While-writing (20 min)

Task 1 . Work in pairs (p.163)

Instruction : Now you read the description
of London. Then write the answers to the 
questions on p.163.

1. Where is London situated ?
2.How big is it ?

3. What is its population ?
4. What kind of city is it ?

5. When and by whom was it founded ?
6. What is it famous for ?

7. What is best about the city ?
- T goes around to help.

- T feedbacks and gives correct answers.

Task 2.

Instruction : Now write a description of a
city or a town in VN you know well, using 
the questions above as suggestions. 
- T asks Ss to work individually and
compare their outline with a partner.
- T goes around checking and provides
relevant vocabulary and structures if
necessary.

- T gets Ss to write up their description
individually in 10 minutes.

- T asks some Ss to write their paragraph
on the board.

Across : school, shop, park, cinema
Down : restaurant, station, library,
hoapital, museum, hotel
Eliciting

Pracising reading and copy down
Practise and rewrite on the board.

- Ss work individually and compare with a
partner.

- Ss read the text carefully and do the
task.

- Ss write answers on the board.
1. It is situated in southern England, on
the river Thames.

2. It covers an area of 1610 km2

3. It has a population of 7 million.
4. It is the capital city of the UK.

5. It was founded by the Romans in 43AD
6. It is famous for its historic buildings,
theatres, museums and shops.

7. The parks cover a large area of the city
and are ideal places for people to get
away from the noisy and busy city life,
and relax.

- Ss work individually and compare with a
partner.

* Suggested ideas :
- Location

- Area
- Weather
- Population
- History

- Famous places

- The most outstanding feature
Sample writing :

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Post-writing (12 min)

T asks some Ss to summarizes the main
points in Vietnamese and in English.
- T gives general comments.

- T feedbacks and corrects mistakes.
Homework

Teacher assigns homework
Comments (2 min)

it covers an area of 921 km2.

Hanoi is famous for many things. Tourists
come from all over the world to see its
historic monuments, such as One Pillar
Pagoda, Temple of Literature, Flag
Tower of Hanoi, and especially Uncle Ho
Mausoleum . . . .

The most special thing about Hanoi is its
Old Quarter and its lakes.

* Homework

- Write a paragraph (about 50 words)
about a town they like best.

- Memorize the new words

Grade Ten Nguyễn Thành Viễn

Unit Fifteen : Period : 85

CITIES

Lesson 5 : LANGUAGE FOCUS

Time : 45 minutes
OBJECTIVES

1. Educational aim : By the end of the lesson, students will be able to distinguish the
sounds /  / and / ð / ; to distinguish non-defining and defining relative
clauses with “which” and to use structure with “although”

2. Knowledge

Pronunciation : /  / - / ð /

Grammar : 1. Non-defining and defining relative clauses
2. Although to connect contrasting ideas
Vocabulary : Some words about cities, building
3. Skills : Four skills especially writing.

* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

( some new words studied in Unit 15)
T asks Ss to practise reading several times

Presentation (7 min)
* Pre-teach Vocab :

harbour (n) – ice-free (a) – well-known
for = famous for – temple (n) – ideal

Books closed
Elicit from Ss

Sts listen and repeat after the teacher.

Eliciting

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place – crowded (a) – destination (n) –
safe (a) – safety (n) – overview (n)
* Checking : Rub out and remember

Practice (32 min)
Activity 1 :

Pronunciation (p.164) : 2min.
* Listen and repeat

T models 1 or 2 times

T calls some sts to read again and corrects
if necessary.

* Practise these sentences (p.164)

sentence by sentence
* Teacher corrects if necessary
Activity 2

Grammar : Non-defining and defining
relative clauses

* Exercise 1 (p. 165) : 10min.

T asks sts to read the example in the
textbook (p.164) :

New York Harbour, which is ice-free in all
seasons, is one of the largest and finest 
harbours in the world.

- T elicits and presents the form, meaning
and use of non-defining vs. defining
relative clauses with “which”

Teacher monitors

T asks Ss to read out their sentences
- T & Ss check.

* Exercise 2 (p.140) : 10min.
@ Will : making predictions

T asks Ss to complete the sentences,
using will or won’t and any other words

that are needed.

Teacher monitors

T asks Ss to read out their answers.
Teacher and Ss check

Practise and rewrite on the board.

Sts listen and repeat chorally several
times.

Some sts read again individually
The same method as above

Ss look at the example carefully

Sts work individually and then compare
with a partner.

Some sts read out their answers.

Sts work individually and then compare
with a partner.

Some sts read out their answers.
1. I’ll get

2. I’m going to wash

3. Are you going to paint it ?
4. I’m going to buy

5. I’ll show you

6. I’ll have 7. I’ll do

* Sts work individually and then compare
with a partner.

* Some sts read out their answers.
1. he will help

2. won’t lend me any money
3. it will rain today

4. will have to wear glasses
5. will have a headache
6. won’t like it.
7. I won’t pass it.

* Sts work individually and then compare
with a partner.

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* Exercise 3 (p. 140) : 5 min.
will : Making offers

”Now make offers with I’ll for the 
following situations”.

- T goes around to observe, gives help
and collects mistakes.

-T asks Ss to complete the sentences.
- T asks some sts to read out their answers
- T and sts check

Consolidation(2 min)
Homework

Teacher assigns homework
Comment

1. I’ll get you some water
2. I’ll answer / open the door.
3. I’ll lend you some.

4. I’ll give you a lift.
5. I’ll carry them for you.
Homework

- Memorize the new words

- Revise the Unit 14

Grade Ten (upgrade)
Theme : SCHOOL TALKS
Unit one

Lesson 2 : READING

Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to know some
activities in school and advantages of studying in groups.
2. Knowledge

Grammar : Gerund / To + Base Form of Verb
Vocabulary : Some words about school activities.
3. Skills : Reading for gist and for specific information.
* METHOD : Integrated, mainly communicative.
* TEACHING AIDS : Textbook, pictures, poster …
* PROCEDURE

Teacher’s activities Students’ activities

Warm-up (4 min)

What and Where

(the new words of the previous lesson)

Pre-reading (7 min)

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* Pre-teach Vocab :

successful (a) – suggestion (n)

attentive (a) – cooperative (a) – include –
diversity (n) – choose (v) –

allow (v) – face-to-face interaction –
value (n)

* Checking : Rub out and remember
T / F statements prediction

- Hanging a poster :

1. One of the main purposes of the text is
to encourage sts to study in groups.
from teachers.

2. Teams with both genders may be more
effective.

3. It is better to look for classmates who
attentive and passive.

4. It’s a good idea to form teams of
different interests.

5. A group of five is better than a group
of ten.

While-reading (20 min)

-Lets sts read individually for 3 min.
-Asking sts to choose the option T or F
- Compare with the previous answers.

- Let sts read the text the second time.
- T & sts check.

Post-reading (12 min)

Checking the Vietnames meaning.
Calls sts to say the meaning of the text
in Vietnamese.

Homework

Teacher assigns homework
Comments (2 min)

Eliciting

Pracising reading and copy down

Practise and rewrite on the board.

Sts work individually and compare with a
partner.

Teacher monitors

Some sts read out their answers (T / F)
T & sts check :

Sts work individually and in pairs.
Sts answers T or F

Sts correct their answers

Sts say the meaning, a student a sentence

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Grade Ten

Theme : SCHOOL TALKS
Unit one

Lesson 3 : READING
Time : 45 minutes
OBJECTIVES

1. Educational aim : At the end of the lesson, students will be able to know some
activities in school and advantages of studying in groups.
2. Knowledge

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Warm-up (4 min)

Wordsquare

V E C V A L U E

I F O R M W L R

T F M I S S U E

A E P M H U F S

R C A P A P R E

E T R R R P E A

P I E O E O W R

O V T V Y R O C

O E Y E S T P H

C H O O S E E N

Pre-reading (7 min)
* Pre-teach Vocab :

purpose (n) – encourage (v)

save time – different (a) – interest (n) –
according to … – lifestyle (n) –

describe (v) – easy (a)

* Checking : Rub out and remember

T / F statements prediction

- Hanging a poster :

1. One of the main purposes of the text is
to encourage sts to study in groups.
2. Teams with both genders may be more
effective.

3. Team learning helps you save time
doing your homework.

4. It’s a good idea to form teams of
people who have different interests.
5. A team of ten people is better than
a team of five.

While-reading (20 min)

-Lets sts read individually for 3 min.
-Asking sts to choose T / F / NI

- Compare with the previous answers.
- Let sts read the text the second time.
- T & sts check.

Books closed

* Those who find out the correct words
will go to the board and write them :

Group A and Group B

* The group which finds out more words
will win

T & Sts check

Eliciting from sts

Pracising reading and copy down

Practise and rewrite on the board.

Sts work individually and compare with a
partner (Choosing T / F / NI).

Teacher monitors

Some sts read out their answers
T writes them on the board
(no correction)

Sts work individually and in pairs.
Sts answers T or F

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b) Answer the following questions.
1. Why is it essential to share notes right
after class ?

2. How does a small group help ?

3. What makes a team successful ?
Why are some teams more successful
than others

4. Have you taken part in team learning ?

Post-reading (12 min)

Summary Mapping. Read the text again.
Then complete the map below.

Team learning : Activities
Strategies
Effects

Homework

Teacher assigns homework
Comments (2 min)

2. T
3. NI
4. F
5. F

1. to understand lessons more clearly.
2. more face-to-face interaction,
easier to get together.

3. right teammates, both genders.
Some teams are more successful
because they have effective strategies.
4. Yes, I have.

- we often share class notes,
- compare notes.
* Activities : sharing class notes
doing research
reviewing test result
* Strategies : seeking right teammates
forming teams with both
genders
keeping group size small
* Effects : learning from friends

improving learning achievement
Learn the new words by heart.

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Tapescript UNIT ONE : A DAY IN THE LIFE OF …

Hello everyone, my name is Lam. I’m a cyclo driver in HCM City. I usually have a
busy working day. I get up at five thirty in the morning. I start work at six. My first
passenger is usually an old man. I take him from District 5 to District 1. After I drop
him at a cafeù near HCM Teachers’Training College, I peddle to Thai Binh Market.
My next passenger is a lady who does shopping there every two days. I help her put
all her purchases into the cyclo and then take her to her shop in Tran Hung Dao Street.
At about ten thirty I ride off toward Nguyen Thi Minh Khai School. There I park my
cyclo, chat with some of my fellows and wait for my third passengers. They are two
school pupils, a girl and a boy. I take them home. At twelve I have lunch at a food stall

near Ben Thanh Market. After lunch, I park my cyclo under a tree, take a short rest
and then continue my afternoon’s work.

UNIT TWO SCHOOL TALKS Conversation 1

A: So, what are you taking this semester, Lan ?
B: Well, I’m taking English.

A: Me too. Whose class are you in ?
B: Miss Lan Phuong’s.

A: How do you like the class ?
B: I really enjoy it.

Conversation 2

A: Are you enjoying yourself, Nam ?
B: Yes, I am.

A: Would you like me to get you something to drink ?
B: Not right now, thanks.

Conversation 3

A: How do you like the weather in Nha Trang ?
B: Oh, it’s great.

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B: I arrived yesterday.

A: How long are you going to stay ?

B: For a week.

A: Do you want to go for a swim ?
B: Sure.

Conversation 4

A: Hoa, how do you like it here ?

B: It’s very nice. The hotel is big and my room is comfortable.
A: Are you travelling with your friend ?

B: No, I’m travelling alone.

A: Would you like to go somewhere for a drink ?
B: That’s great.

Tapescript UNIT THREE PEOPLE’S BACKGROUND
Bob : Congratulations. You are now the Olympic Champion.

Sally: Thanks. Yes, I’m very happy.

Bob : Our readers want to know all about you.

Sally: That’s nice! Well, ask me your questions.

Bob : First of all, tell me something about yourself.

Sally: Well, I was born in 1980. I got a general education at local schools and when I
was 15, I joined the Star Sports Club near my home.

Bob : Where is your home ?

Sally: In Manchester.

Bob : I see. And do you live alone ?

Sally: No, I live with my family, my parents and two brothers.

Bob : What do you like to do in your free time ?

Sally: Well, I don’t have much free time, but I like different sports – basketball and
swimming, for example and just sitting at home and reading.

Bob : What sort of books do you like ?

Sally: Oh, love steries – romantic books.

Bob : And what do you want to be in the future ?

Sally: I want to be a sports teacher. I’m a student at college. I want to get my teacher’s
diploma.

Bob : I see. Now tell me …

TEST YOURSELF A

Martin Luther King was born on 15th January 1929 in Atlanta, Georgia. In 1951, he

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had four children. In 1954, the Kings left Boston, and Martin became a minister at a

Baptist Church in Montgomery, Alabama. Then he started working for the black
freedom movement. Thousands of people walked to Washington to hear his famous
speech at the Lincoln Memorial in 1963, and he won the Nobel Peace Prize in 1964,
he died on 4th April 1968 in Memphis, Tennessee, from a gunshot wound.

UNIT 4 : SPECIAL EDUCATION

If you ask any member of the Vang Trang Khuyet Club which time of the day when
they enjoy most, and they will all agree: their photography lesson.

The Vang Trang Khuyet Club’s members come from Nhan Chinh School for Deaf
Children. Xa Dan Secondary School foe Deaf and Mute Children, and the Hanoi
Literature and Art Club for Mentally Retarded Children.

“Whenever we hold a camera, wandering around and taking in our surroundings
through a lens, we can forget the sorrow of our disabilities”? says club member
Nguyen Minh Tam.

The six-month-old photographic club, which comprises 19 deaf, mute or mentally
retarded children, is now having its first exhibition in Hanoi. More than colour photos
are on display at the exhibition room featuring the beauty of daily life seen through
the eyes of these disabled children. The subjects are simple and peaceful: old men
reading books on the banks of Hoan Kiem Lake, labourers hard at work, or chickens
looking for food.

The children’s passion for taking pictures has stimulated them and helped them
escape their sorrow.

UNIT 5 TECHNOLOGY AND YOU

Well, I wasn’t worried when my son bought a computer. After all lots of children have
parents who don’t understand computers. But when my secretary asked me for a
computer in the office, I really became worried. So I decided to take some lessons in
computing and my son became my teacher. He’s very helpful. He invited me to sit
down in front of the computer screen which I did not know what to call it.

When I asked him what it was, he said that it was a VDU. I still didn’t know what
VDU was,but I was too shy to ask him any more. From that moment my memory
refused to learn because he told me a lot of things that I really didn’t understand at all.
After a few lessons I began to feel tired. I made an excuse, saying that I was having a
headache. I suggested we should leave the lesson until another day. Since then I
haven’t said anything about the computer to my son and my secretary.

UNIT 6 AN EXCURSION

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It was a glorious Sunday. We assembled at the school gate on time and travelled to the
Botanic Garden by bus. It was a long way to our destination and we sang merrily all
the way.

The Botanic Garden was a very beautiful place. We made a short tour round the
garden and took some pictures of the whole class. Then we played a lot of games on a
spacious piece of grassland. One of the boys brought along his guitar and we sang our
favourite songs. We laughed, talked and danced, too. After a delicious meal with
various kinds of food that we brought, we all took a rest. Some of us slept very
soundly because it was so peaceful and quiet there. In the afternoon, we went on
playing some more games. Then we packed up the left-overs and started home. We
all felt happy.

TEST YOURSELF B

We start our journey in Reading. This town lies about 50 miles to the west of London
in the country of Bershire. It is a medium-sized town of about 120,000 inhabitants. In
times gone by Reading was just a market town best known for its Huntley and Palmers
biscuit factory. Now it is at the heart of the computer industry in the UK and is
expanding rapidly. Computer companies everywhere. It’s not a very pretty town, but
one which says a lot about England.

Oxford is most definitely prettier. It is located in the central England. It has a
population of about 90,000, a large number of which work in or for the university. This
is obviously what the city is famous for, but in terms of getting to know the country,
what is really of interest is the British Leyland car factory at Cowley. This is huge,
employing about 20,000 people, yet, because of the university, it is usually forgotten.
Spend a day looking round the works, seeing how they make the cars. Fascinating. Or
stroll up the Cowley Road and watch the world walk with you.

UNIT 7 THE MASS MEDIA

The time is 7 o’clock and here is the news summary.

Heavy rain during the night has caused floods all over the country today. Many people
have left their homes because rivers have risen. Some roads in the north-west are
under two metres of water. The rain has stopped at the moment, but it’s still cloudy
and there’s a strong wind. Because of the bad weather people can’t go out to work.
A ninety-year-old woman has climbed Mount Whitney in California for the
twenty-third times. At 4418 metres, Mount Whitney is the highest mountain in California. The
woman says the view from the top is wonderful. She also says that the mountain has
kept her young and healthy. In spite of her old age, the woman tries to climb the
mountain very often.

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Popffero used to be a small quiet town on the south coast of England. But it has

become a crowded and busy tourist resort now. They’ve completely destroyed its old
atmosphere. The small old houses have been pulled down, and tall buildings have
been put there instead. They’ve also built a big hotel in the middle of the town. The
narrow streets have been widened and resurfaced, so the big trees on the two sides of
the streets have been cut down. The large area of grass land in the suburbs of the town
has been turned into an ugly car park. Even the old corner shop isn’t there anymore. It
has been replaced by a big department store. And there is an expensive restaurant
where there used to be an old tea shop. Many people in Popffero are happy with the
changes as there are more jobs for them. But some people don’t like the changes :
they miss the quiet and peaceful life of the old town.

TEST YOURSELF C

I live in a small village called Henfield – there are about 500 people here. I love it
because it’s quiet and life is slow and easy. You never have to queue in shops or
banks. The village is clean – people look after it and don’t throw their rubbish in the
streets. The air is also clean because there’s not much heavy traffic. It’s much more
friendly here than in a city. Everyone knows everyone and if someone has a problem,
there are always people who can help.

There aren’t many things I don’t like about Henfield. One thing is that there’s not
much to do in the evenings – we haven’t got any cinemas or theatres. Another
problem is that people always talk about each other and everyone knows what
everyone is doing. But I still prefer village life to life in a big city.

UNIT 9 UNDERSEA WORLD

Whales are mammals that live their entire lives in the water. Some whales are huge.
The blue whale, for example, grows to 30 meters in length and over 200 tons in
weight. It is the largest animal that has ever lived on earth. Whales may also be the

most intelligent animals in the ocean.

Whales like to feed in the cold oceans where there is a lot of krill – their favourite
food. Cold water in the North and South Atlantic Ocean and the North and South
Pacific are good feeding grounds for whales. Some whales are known to migrate into
warm waters to bear their calves.

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UNIT 10 CONSERVATION

Have you ever seen a forest destroyed by fire ? A great forest fire is an awful thing to
see. Once fire has started, it spreads quickly. Foresters say that late summer is the
season when a fire is the greatest danger to woods and forests. They are very dry then.
Sometimes when the danger of fire is very great, foresters will not allow anyone to go
into the forests. If people leave a camp-fire burning near a heap of leaves, this often
causes a forest fire. Campers must always remember to put out their camp-fire and
cover the place with earth. It is the duty of every camper to take the greatest care not
to start a forest fire.

Anyone careless enough to start a forest fire has done something, which makes life
more difficult for all of us. Every fire destroys valuable wood, wildlife, and good soil.
Everyone of us must know how important it is to care for our great forests and save
them from fire.

Tapescript UNIT 11 NATIONAL PARKS

Cuc Phuong, the first national parkin Viet Nam, was officially opened in 1960. It is
located 160 km south west of Ha Noi spanning Ninh Binh, Hoa Binh and Thanh Hoa
provinces. The 200 square kilometer park attracts tourists and scientists alike. In 2002
nearly 100,000 visitors made their way to Cuc Phuong. Many come to see the work
being done to protect endangered species. Acording to scientists, there are about

2,000 different species of flora and 450 species of fauna.

Cuc Phuong National Park has many caves. Quen Voi, also park of the park, is where
Nguyen Hue’s army was stationed before it made its surprise attack on Thang Long
and defeated the Quing envaders in the spring of 1789.

Cuc Phuong is also home to the Muong ethnic minority, who live mainly on bee
keeping and farming.

TEST YOURSELF D

A national park is a large piece of land. In the park, animals are free to come and go.
Trees and plants grow everywhere. People go to a national park to enjoy nature.
Many people stay in campgrounds in national parks they sleep in tents and cook their
food over campfires. They also walk on trails or paths in the park.

Yellowstone is the world’s oldest national park. It became a national park in 1872. It
is also the world’s largest park.

Yellowstone is famous for its geysers. These holes in the ground shoot hot water into
the air. There are about 70 geysers in the park. The most famous is Old Faithful.
About every hour Old Faithful shoots hot water hundreds of feet into the air.

Two-and –a-half million people visit this beautiful park each year. Visitors are not
allowed to pick the flowers. They must not feed or hunt the animals, either.

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Lan Huong: Hello, I’m Lan Huong. Our programme is “ My Favourite Musician”.
Now, our guest tonight is Quang Hung, a well-known actor. Welcome to
the programme, Quang Hung.

Quang Hung: Thanks, Lan Huong.

Lan Huong : Now Quang Hung, can you tell us about the Vietnamese musician you
like best, please?

Quang Hung: Sure. Recently, there have been quite a few good musicians. Their
songs are very popular and easy to listen to.

Lan Huong : Do you like them?

Quang Hung : Well, I do like some of them. But I think the best Vietnamese musician
of all times is Van Cao. He’s really my favourite musician.

Lan Huong : Van Cao, the author of Tien Quan Ca? Well, can you tell us why you
like him?

Quang Hung: He’s a great musician. Just listen to Tien Quan Ca. Whenever I hear it,
I want to stand up and sing out as loud as possible. It’s hard and solemn.
And I always feel great, feel proud of my country when I hear it.

Lan Huong : That’s true. It’s very rousing. Do you know when he wrote it?

Quang Hung: In 1944.

Lan Huong : Do you like any other songs by Van Cao?

Quang Hung: Oh, yes, lots of them. Especially the songs about rural life in Viet Nam.
They are sweet and gentle and very lyrical.

Lan Huong : Well, let me see if we can play one of the songs for you…

UNT 13 FILMS AND CINEMA

LAN : Hi, Huong, Titanic is on Thang Tam Cinema next week. Can you go with
me on Wednesday?

HUONG : Wednesday? Sorry Lan. I have lots of works to do during the day and I’m
going to the singing club at night. Can we go on Thursday, instead ?
LAN : I don’t think so. I’m going to visit my grandparents on Thursday.
HUONG : Well, what about Monday ? I suppose you are free on Monday.
LAN : No, sorry. I’m going to see a play with Tuyet on Monday. What about
Friday?

HUONG : Sorry Lan. Friday is not good time for me. I’m taking Chinese classes on
Fridays. How does your weekend look like, Lan ?

LAN : Um …, I’m busy on Saturday. But I’m free the whole day Sunday.

HUONG : I’m going on a picnic to Hoa Lu with some of my friends on Sunday. I’ll be
back late at night.

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UNIT 14 THE WORLD CUP

Peleù is considered one of the greatest football players of all times. He was born in
1940 in Brazil. As a football player, Peleù was famous for his powerful kicking and
controlling the ball. He joined a Brazilian football club in 1956, and in 1962 he lead
the team to its first world club championship. Peleù became the only player to

participate in three World Cups in 1958, 1962 and 1970. By 1974, Peleù had scored
1,200 goals and became a Brazilian national hero. He played for an American football

club for two years before he retired in 1977. Later Peleù became an international
ambassador for the sport, working to promote peace and understanding through
friendly sport activities.

TEST YOURSELF E

This is a recorded announcement for the week beginning Monday October 22.
Studio One : Voyage to Jupiter – doors open at 2 p.m., programme begins 2:30, last
complete performance at 8:45. All seats bookable, adults $3, children, students and
senior citizens $1.50.

Studio Two : showing all this week and next The Marvelous Mountain, doors open
1:30, programme begins at two o’clock. Ticket prices are reduced this week only.
Studio Three : starting today the long-awaited epic Master Dragon. One showing daily
at 7:30. no advance booking but patrons are advised to queue early. Doors open : 7
p.m.

For further details and booking office phone 0342 5791 any time between 10 a.m. and
6 p.m., that’s 0342 5791.

UNIT 15 CITIES

The Statue of Liberty, one of America’s most familiar images, is on an island in New
York Harbour. It is a symbol of freedom. Its formal name is Liberty Enlightening the
World. It was a gift to American people from the French to show the friendship
between the two nations. This is a statue of a woman who is wearing a loose robe and
a crown on her head. Her right hand holds a burning torch, and her left hand holds a
tablet with the date July 4, 1776 on it. The statue weighs 205 tons and is 46 m high. It
stands on a stone and concrete base. The base and pedestal increase the height of the
monument to 93 m. the outside is made of copper. Inside, it has an iron frame. The

statue was completed in 1884 in France, and then transported to America in 1886.
tourists can visit the statue from 9:30 a.m. to 5 p.m. daily except Christmas Day.
UNIT 16 HISTORICAL PLACES

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centuries. Hoi An was also an important port for Dutch, Portuguese, Italian, Chinese,
Japanese and other merchant vessels from the Far East.

Hoi An is famous for its old temples, pagodas, small tile-roofed houses and narrow
streets. All the houses were made of wood and their pillars were carved with
ornamental designs.

One of the main attractions of Hoi An is the Japanese Covered Bridge, which was
built in the 16th century and is still well preserved. All visitors to Hoi An are

recommended a visit to the Assembly Hall of Cantonese Chinese Congregation. This
house was built in 1855 and still keeps many precious objects that belonged to the
Chinese community of Hoi An. Another attractive address to tourists is Tan Ky House,
which was constructed nearly two centuries ago as a house for a Vietnamese

merchant. The house now looks almost exactly as it did in the early 19th century.

In recent years, Hoi An has become a popular tourist destination in Vietnam. In 1999,
it was certified by UNESCO as a World Cultural Heritage Site.

TEST YOURSELF F

Well, I think that living in Bangkok is very exciting. I haven’t lived here all my life.
My family came here when I was three. But now it is my home. Nearly all my friends
live here.

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grade ten grade ten theme a day in the life of unit one period 1 lesson 1 reading time 45 minutes objectives 1 educational aim at the end of the lesson students will be able to know a day of work in







<b>A DAY IN THE LIFE OF …</b>



<b>A DAY IN THE LIFE OF …</b>

<b>SCHOOL TALKS</b>

<b>SCHOOL TALKS</b>

<b>SCHOOL TALKS</b>

<b>SCHOOL TALKS</b>

<b> SCHOOL TALKS</b>

<b>PEOPLE’S BACKGROUND</b>

<b>PEOPLE’S BACKGROUND</b>

<b>PEOPLE’S BACKGROUND</b>

<b>PEOPLE’S BACKGROUND</b>

<b>PEOPLE’S BACKGROUND</b>

<b> </b>

<b>AN EXCURSION</b>

<b>AN EXCURSION</b>

<b>AN EXCURSION</b>

<b>AN EXCURSION</b>

<b>AN EXCURSION</b>

<b>TEST YOURSELF B</b>

<b>THE MASS MEDIA</b>

<b>THE MASS MEDIA</b>

<b>THE MASS MEDIA</b>

<b>THE MASS MEDIA</b>

<b>THE MASS MEDIA</b>

<b>THE STORY OF MY VILLAGE</b>

<b>THE STORY OF MY VILLAGE</b>

<b>THE STORY OF MY VILLAGE</b>

<b>THE STORY OF MY VILLAGE</b>

<b>THE STORY OF MY VILLAGE</b>

<b>TEST YOURSELF C</b>

<b>UNDERSEA WORLD</b>

<b>UNDERSEA WORLD</b>

<b>UNDERSEA WORLD</b>

<b>UNDERSEA WORLD </b>

<b>UNDERSEA WORLD</b>

<b>CONSERVATION</b>

<b>CONSERVATION </b>

<b>CONSERVATION </b>

<b>CONSERVATION </b>

<b>CONSERVATION </b>

<b>NATIONAL PARKS</b>

<b>NATIONAL PARKS</b>

<b>NATIONAL PARKS</b>

<b>NATIONAL PARKS</b>

<b>NATIONAL PARKS</b>

<sub></sub>

<b>MUSIC</b>

<b>MUSIC</b>

<b>MUSIC</b>

<b>MUSIC</b>

<b>MUSIC</b>

<b>FILMS AND CINEMA</b>

<b>FILMS AND CINEMA</b>

<b>FILMS AND CINEMA</b>

<b>FILMS AND CINEMA</b>

<b>FILMS AND CINEMA</b>

<b>THE WORLD CUP</b>

<b>THE WORLD CUP</b>

<b>THE WORLD CUP</b>

<b>THE WORLD CUP</b>

<b>THE WORLD CUP</b>

<b>CITIES</b>

<b>CITIES</b>

<b>CITIES</b>

<b>CITIES</b>

<b> CITIES</b>

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