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

Period
REVIEW 4 (Unit 9+10)
Lesson 1: Language
LESSON I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things:
1. Knowledge:
- Review using words related to protecting the environment and ecotourism;
- Review how to pronounce the sentences with suitable rhythm and intonation;
- Apply the knowledge of grammar points learnt in the previous units (reported speech and conditional sentences type 1 and 2) to do the tasks.
2. Competence:
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Qualities:
- Develop self-study skills;
- Raise students' awareness of the need to protect the environment.
II. TEACHING AIDS:
- Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....
- Students : Text books, studying equipment….
- Computer connected to the Internet.
- Sach mem.vn
III. PROCEDURE:
Notes: In each activity, each step will be represented as following:
* Deliver the task.
* Implement the task.
* Discuss.
* Give comments or feedback.
1. WARM UP & INTRODUCTION ( 3'- 5')
Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.
* Outcome: Student's answers
* Organisation: Teacher's instructions …
Teacher's Student's activities
+ Greeting

Content

+ Asking question:

GAME: VIDEO WATCHING

* T plays the video of ecotourism.

Link: https://www.youtube.com/watch?v=1i4ioqIaXrE

** Ss watch the video and write down the main ideas.
*** T and Ss discuss the contents of the video.
**** T confirms the answers and leads in the lesson.
2. PRESENTATION/ NEW LESSON ( 12'- 15')
Aims: To help Ss review sentence stress and practise speaking with a natural rhythm
* Content: Pronunciation
* Outcome: students' talks
* Organization:
Teacher's Student's activities
* T asks Ss to read the sentences and mark the stressed syllables in the words in bold.

Content
MARK THE STRESSED SYLLABLES IN THE WORDS IN BOLD. LISTEN

** Ss listen to the recording and check the answers.

AND REPEAT, PAYING ATTENTION TO THE RHYTHM. (p. 120)

*** T plays the recording again, pausing after each sentence for Ss to repeat as naturally

Key:

as possible.

1. I 'like 'trekking in the 'mountains.

**** T checks students' pronunciation and gives feedback.

2. The 'children are 'looking 'forward to the 'boat 'trip.
3. Are you going to 'visit the mu'seum to'morrow?
4. 'Don't 'litter while you are on the 'ecotour
3. PRACTICE ( 15')

Aim: To help Ss review phrases related to environment and tourism.
To help Ss further practice the use of the words related to environment and tourism.
To help Ss review the use of reported speech.
* Content: vocabulary and grammar
* Outcome: keys
* Organisation:
Teacher's Student's activities

Content

* T tells Ss to read the sentences carefully and makes sure they understand their

TASK 1: COMPLETE THE FOLLOWING SENTENCES USING THE

meanings.

PHRASES FROM THE BOX. (p. 120)

** Ss do this exercise individually.

Key:

*** T allows Ss to share their answers before discussing as a class and encourages them

1. c

to pronounce the sentences correctly.

2. e

**** T checks the answers as a class and gives feedback.

3. b
4. d
5. a

* T asks Ss to work in pairs to complete the sentences with the given words and phrases.

TASK 2: CHOOSE THE CORRECT WORD OR PHRASE TO COMPLETE

** Ss work in pairs to complete the task.

EACH OF THE FOLLOWING SENTENCES. (p. 120)

*** T allows Ss to share answers before discussing as a class.

Key:

**** T asks Ss to say the sentences aloud and makes sure they pronounce the words and

1. ecosystem

phrases correctly. T can ask for translation to check their understanding.

2. eco-friendly
3. litter
4. Ecotourism
5. biodiversity

* T elicits when we use reported speech and what changes we make when we convert

TASK 1: CHANGE THESE SENTENCES INTO REPORTED SPEECH. (p. 121)

direct speech to reported and asks Ss to do the activity individually.

Key:

** Ss do the task individually.

1. My brother said he was doing research into sustainable tourism.

*** T allows Ss to share answers before discussing as a class.

2. Minh asked Nam if / whether he liked watching programmes about wildlife and

**** T can ask Ss to read aloud the full sentences and correct their pronunciation if

nature.

needed.

3. Hoa asked Mr Smith what they could / can do to reduce the impact of global
warming on the environment.
4. The club's secretary said they were going to organise a lot of activities during
Earth Hour that year.
5. The teacher explained that the animals would / will not survive extreme cold
weather in the North.
4. PRODUCTION/ FURTHER PRACTICE ( 8')

Aim:
To help Ss review conditional sentences Types 1 and 2.
* Content: task 2
* Outcome: key
* Organization:
Teacher's Student's activities
* T elicits the structure and use of conditional sentences Types 1 and 2 and asks Ss to do

Content
TASK 2: MATCH THE TWO PARTS TO MAKE COMPLETE SENTENCES.

the task.

(p. 121)

** Ss do the task individually.

Key:

*** T asks Ss to compare their answers in pairs.

1. d

**** T can ask Ss to read aloud the full sentences and correct their pronunciation if
needed.

2. a

3. c

4. e

5. b

5. WRAP-UP & HOME WORK (2')
WRAP-UP
T asks Ss to talk about what they have learnt in the lesson.
HOMEWORK
- Do exercise in the workbook.
- Prepare for Review 4 – Skills: Listening and Speaking.
=========================
Date of planning: …/… /
Date of teaching: …/… /
WEEK:
Period
REVIEW 4 (Unit 9 + 10)
Lesson 2: Skills – Listening and Speaking
LESSON I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things:
1. Knowledge:
- Practice listening for general and specific information about a day trip;
- Practice talking about the plan of a day trip.
2. Competence:
- Develop communication skills and cultural awareness;
- De collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Qualities:
- Develop self-study skills;
- Raise students' awareness of the need to protect the environment.
II. TEACHING AIDS:
- Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....
- Students : Text books, studying equipment….
- Computer connected to the Internet.
- Sach mem.vn
III. PROCEDURE:
Notes: In each activity, each step will be represented as following:
* Deliver the task.
* Implement the task.
* Discuss.
* Give comments or feedback.
1. WARM UP & INTRODUCTION ( 3'- 5')
Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.
* Outcome: Student's answers
* Organisation: Teacher's instructions …
Teacher's Student's activities
+ Greeting

+ Asking question:

* T plays the video of travel plans.

Content
VIDEO WATCHING: TRAVEL PLANS
Link: https://www.youtube.com/watch?v=ePtKgkMVtOc

** Ss watch the video and write down the main ideas.
*** T and Ss discuss the contents of the video.
**** T confirms the answers and leads in the lesson.
2. PRESENTATION/ NEW LESSON ( 12'- 15')
Aims: To help Ss practise listening for gist.
* Content: task 1
* Outcome: key

* Organization:
Teacher's Student's activities

Content

* T has Ss read the three options for the title of the talk.

TASK 1: LISTEN AND CHOOSE THE BEST TITLE FOR THE TALK. (p. 122)

** Ss look at three options, read and underline key words.

Key: A

*** T plays the recording once for Ss to listen and choose the best answer.
**** T confirms the answers as a class.
3. PRACTICE ( 15')
Aim: To help Ss practise listening for specific information and keywords.
* Content: Listening
* Outcome: key
* Organisation:
Teacher's Student's activities

Content

* T asks Ss to look at the notes, underline the key words and decide what kind of

TASK 2: LISTEN AGAIN AND COMPLETE THE NOTES WITH NO MORE

information they need to fill in each blank, e.g. 1: number; 2: noun (phrase); 3: noun

THAN TWO WORDS. (p. 122)

(phrase); 4: noun (phrase); 5: noun (phrase).

Key:

** Ss listen and do the task individually.

1. 8

*** T calls on some students to report their answers for the class.

2. house

**** T checks the answers and adds more information if necessary.

3. local family
4. pagoda
5. litter

4. PRODUCTION/ FURTHER PRACTICE ( 8')
Aim:
To help Ss practise discussing and planning about a day trip.
* Content: speaking
* Outcome: students' talks
* Organization:
Teacher's Student's activities

Content

* T asks Ss to read through the suggestions and take notes of the ideas.

IMAGINE THAT YOU ARE GOING ON A DAY TRIP. WORK IN PAIRS.

** Ss work in pairs to exchange their ideas about their day trip plan.

DISCUSS AND PLAN YOUR TRIP. USE THE FOLLOWING POINTS TO

*** T calls on some students to report their answers for the class.

HELP YOU. (p. 122)

**** T checks the answers and adds more information if necessary
5. WRAP-UP & HOME WORK (2')
WRAP-UP
Teacher asks students to talk about what they have learnt in the lesson.
HOMEWORK
- Do exercise in the workbook.
- Prepare for Review 1 – Skills: Reading and Writing.
=========================
Date of planning: …/… /
Date of teaching: …/… /
WEEK:
Period
REVIEW 4 (Unit 9+10)
Lesson 2: Skills 2 – Reading and Writing
LESSON I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things:
1. Knowledge:
- Practice reading for general and specific information about how to protect the environment;
- Practice writing a short paragraph about things they should or shouldn't do to reduce the negative impact of travelling on the environment.
2. Competence:
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.

3. Qualities:
- Develop self-study skills;
- Raise students' awareness of the need to protect the environment.
II. TEACHING AIDS:
- Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....
- Students : Text books, studying equipment….
- Computer connected to the Internet.
- Sach mem.vn
III. PROCEDURE:
Notes: In each activity, each step will be represented as following:
* Deliver the task.
* Implement the task.
* Discuss.
* Give comments or feedback.
1. WARM UP & INTRODUCTION ( 3'- 5')
Aims:
To check the knowledge in the previous lesson and give students more chance to practice speaking.
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.
* Outcome: Student's answers
* Organisation: Teacher's instructions …
Teacher's Student's activities
+ Greeting

Content

+ Asking question:

TALK ABOUT YOUR PLAN FOR A DAY TRIP

* T elicits the requirement of talking about your plan for a day trip.
** Ss raise hands to answer.
*** T listens to student's answers and takes notes for comments.
**** T provides comments and feedback.
2. PRESENTATION/ NEW LESSON ( 12'- 15')
Aims: To help Ss practise understanding word meanings from context.
* Content: Task 1
* Outcome: Key
* Organization:
Teacher's Student's activities

Content

* T asks Ss to read the whole text once to get an overall idea.

TASK 1: READ THE TEXT. MATCH THE HIGHLIGHTED WORDS IN THE

** Ss read the text again, paying attention to the context of each highlighted word, then

TEXT WITH THEIR MEANINGS. (p.123)

look at the three definitions.

Key:

*** T tells Ss to work in groups to discuss the context clue for each word and compare

1. b

answers.

2. a

**** T confirms the answers as a class.

3. c
3. PRACTICE ( 15')

Aim: To help Ss practise reading for main ideas and specific information.
* Content: task 2
* Outcome: key
* Organisation:
Teacher's Student's activities

Content

* T asks Ss to read through the questions and checks understanding of the vocabulary.

TASK 2: READ THE TEXT AGAIN AND CHOOSE THE BEST ANSWERS.

** Ss read the text again and look for the answers to the questions.

(p.123)

*** T calls on some students to report their answers for the class.

Key:

**** T checks the answers and adds more information if necessary.

1. A
2. B
3. C

4. PRODUCTION/ FURTHER PRACTICE ( 8')
Aim:

To help Ss practise writing a paragraph about things they should or shouldn't do to reduce the negative impact of travelling on the environment.
* Content: Writing
* Outcome: students' writings
* Organization:
Teacher's Student's activities

Content

WRITE A PARAGRAPH (120 - 150 WORDS) ABOUT THINGS YOU SHOULD

Sample answer:

OR SHOULDN'T DO TO REDUCE THE NEGATIVE IMPACT OF

There are several things that we should do to reduce the negative impact of travelling

TRAVELLING ON THE ENVIRONMENT. YOU MAY USE THE IDEAS IN

on the environment. Firstly, we should reduce our carbon footprint during the trip.

THE READING TO HELP YOU. (p. 123)

We should only fly when the trip is long and choose environmentally-friendly means

* T asks Ss to read the text again and extract some ideas for their writing, e.g. walk,

of transport such as cycling or public transport. Secondly, wherever we go, we should

cycle or use public transport.

always protect our environment. By keeping it clean and safe, we can reduce the

** Ss complete the task individually and write a paragraph (120 – 150 words), then

negative impact of travelling on the environment.

swap their paragraphs for peer review with a partner.
*** T gives Ss enough time to complete the paragraph. T sets a time limit depending on
the Ss' ability level.
**** T asks individual Ss to read their paragraphs or collects them to check after class
and provides written feedback.
5. WRAP-UP & HOME WORK (2')
WRAP-UP
Teacher asks students to talk about what they have learnt in the lesson.
HOMEWORK
- Do exercise in the workbook.
- Write the final draft for the paragraph about things they should or shouldn't do to reduce the negative impact of travelling on the environment.
=========================