Giáo án Tiếng Anh 10 Sách Global Success - Học kì I

Date preparing:. 	 
Date teaching: .. 
Period: 1 
INTRODUCING THE PROGRAMS OF ENGLISH 10
I. Objectives
1. Knowledge : By the end of the lesson, students will be able to:
- Know how to learn English 10 effectively.
- Have some supporting sources.
- Review knowledge about some tenses in English.
2. Competences: 
- Ss know the requirement of different tests within English 10. Students know how to learn English 10 effectively. Students can find some useful sources to learn English10
3. Qualities: 
- Help Ss to be aware of importance of learning English and self – study.
- Develop collaborative, problem-solving and communicative competences.
II. Teaching aids/ instructional resources
1. Teacher: English books 10 and handouts.
2. Pupils: English books 10.
III. procedures
Time/Stages
Aims
Learning activities/ Content/ Procedure
Product/ Outcome

1. Warm-up
 9 minutes 
* Game: Lucky Number
-T divides the whole class into two groups and plays the game.
- The leader of each group chooses a number for their own group and does the following requirement in each question. If the answer is correct, they will get 10 marks.
* Game: Lucky Number
-T divides the whole class into two groups and plays the game.

they will get 10 marks.
1. Lucky Number
2. How many girls are there in your class?
3. Do you know what your English teacher’s name is?
4. Lucky Number
5. What do you prepare for this semester?
6. Do you like studying English? Why or Why not?
7. How do you learn English well?
8. Do you speak English fluently?
- T leads Ss in the lesson.

2. Contents
32 minutes 
A. Content: Including 6 topics
- T introduces the topics.
B. The design of each unit in textbook:
what they’ve learnt.
- T introduces the topics.
1. You and me 2. Education
3. Community 4. Recreation
5. Nature and Environment 6. People and places
--> Six topics are divided into ten units.
- T asks Ss to find out the topic through the unit’s name.

1. Getting started: Introducing the overall topic of the unit
2. Language: Learning vocabulary, grammar and pronunciation
3. Reading: Developing reading skills and providing Ss with language and ideas about the topic
4. Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge
5. Listening: Developing listening skills
6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language
7. Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit.
8. Looking back and project: 
 - Revising and consolidating of the language in the unit
 - Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation
- After 2 units, Ss have one period for test themselves. It helps them test themselves about what they’ve learnt.


C. Tests:
D. The new point in learning English 10
E. Introduce the English book grade 10
- Ask Ss to look through the book then tell class how many units it has.
- Introduce some more information.
F. Some requires of students
-- Each S has a notebook and book (student book and work book)
1- Checking frequency knowledge for the previous lesson.
2- Fifteen minutes test (3 times for each semester)
3- Forty minutes test (2 times for each semester)
4- Semester test (Once for each semester)
- Ask Ss to look through the book then tell class how many units it has.
- Introduce some more information.
- Communicative method /approach.
- Task - based method /teaching.
- The book is designed with 4 skills.
- Complete and various tests.
- Learner - centered approach.
- There are 6 themes including You and Me; Education; Community; Nature and Environment; National Parks; Recreation and People and Places.
- There are 8 periods in each unit. They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back
- Read the lesson before studying in class.
- Do all exercises at home.
- It is good to find the meaning and the pronunciation of the new words in the dictionary at home.
-Listen to the teacher attentively and take part in the lesson actively and creatively.
- Take part in the activities that the teacher required such as pairs work, group work or individual
- Each S has a notebook and book (student book and work book)
3. Homework
4 minutes 
- Prepare the new words in Unit 1: Family life

Prepare the new words in Unit 1: Family life Lesson1: Getting started

E. Experience:
This lesson was efficient, students studied excitedly and actively.
Date preparing:  	 
Date teaching: .. 
Period: 2 
UNIT 1: FAMILY LIFE
LESSON 1. Getting started
I. Objectives:
Knowledge: 
By the end of the lesson, students will/should be able to:
- Have an overview about the topic of Family life;
- Identify the words and phrases used to describe the household chores basing on the ...verbs. Alternatively, ask students to read out the answers again.
• A SMALL GAME:
 “Saying the five household chores ”
- Put Ss in groups of five. Each student in the group is assigned a number with a household chore , which she/ he has to memorise.
- Give Ss one minute to memorize .
- Ask Ss to close their books and call out numbers 1 to 5 randomly. Any student with that number has to say out the household chores. The group that has the most points is the winner.

Some collocations for household chores
1.put out the rubbish
2. do  the laundry
3. shop for groceries
4. do the heavy lifting
5. do the washing-up

Activity 4
6’
To help Ss identify the present simple and the present continuous, and how they are used  in sentences. 

Activity 4
- Have Ss read each sentence and encourage them to try to complete it with the correct form of the  verb in brackets. Tell Ss to find them in the conversation if they don’t remember them.
-  Check answers by first asking the whole class to call out the verb forms only, then calling on  individual Ss to read the complete sentences.  
Key: 1. ’m preparing      2. does; ’s working 

Students can understand the use of the present simple and the present continuous,
Production 
7’
To help Ss know how the present simple and the present continuous are used accurately
  in sentences. 

Task 1: T has Ss work individually and make up the sentences using the conjunctions ‘because’. or “but”
Ex: + I can’t play football now because I am cooking .( or: My mum usually does the cooking but today she is working late .)
Task 2: T has Ss work in pairs to make up dialogues.
Ex: Nam: Would you like to play football with us now ? 
 Viet: I’d love to , but I can’t. I am doing my homework.
Meaningful sentences used in the present simple and the present continuous

Homework
1’

To help Ss memorize what they have learnt in the lesson.
Have students write down 5 sentences with “because / but today” in the present simple and the present continuous (according to Task 1) and prepare for the next lesson

Students’ products at home
FEEDBACK 
Date preparing: .................. 	 
Date teaching:  
Period: 3
UNIT 1: FAMILY LIFE
Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Pronounce the consonant blends /br/, /kr/, and /tr/ correctly in isolation and in content.
- use words and phrases related to family life.
- Distinguish and use present simple and present continuous.
2. Competences
- Be collaborative and supportive in pair work and team work
- Access and consolidate information from a variety of sources
- Actively join in class activities
3. Personal qualities
- Be aware of responsibilities towards family
II. TEACHING AIDS / INSTRUCTIONAL RESOURCES:
1. Materials:
- Grade 10 textbook, Unit 1, Language, board, chalks. 
- sachmem.vn
2. Equipments:
- Computer connected to the Internet
- Smart TV/ pictures and cards	
III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* 	Deliver the task
** 	Implement the task
*** 	Discuss
**** 	Give comments or feedback
Stage + Time
Aims
Learning activities/ content/ procedure
Product
WARM-UP
5 mins

To arouse the classroom atmosphere.
To lead in the lesson
GAME: Guess the words
* T gives instructions:
There are 8 pictures related to the topic “Family life”. 
Ss have 5 seconds to think, then guess the word corresponding to the picture.
+ Correct answer 🡪 +1 
+ Wrong answer 🡪 -1
**** T counts the points, decides the winner, asks some more questions and leads in the lesson.
Vocabulary:
the words corresponding to the pictures.
Split (v)
Chore (n)
Groceries (n)
Washing-up (n)
Breadwinner (n)
Heavy lifting (n) Homemaker (n) 
PRONUNCIATION
Activity 1
 5 mins
2. Activity 2
5 mins
To help students recognise and practise the consonant blends /br/, /kr/, and /tr/ in words 
1. Activity 1. LISTEN AND REPEAT. 
Pay attention to the consonant blends /br/, /kr/, and /tr/ (p.9)
* Teacher: 
- plays the recording and asks Ss to listen to the words and repeat; tell them to pay attention to the consonant blends. (T can play the recording as many times as necessary)
- makes sure Ss know the meaning of each word.
** Ss do as instructed.
**** Teacher checks whether Ss have improved their pronunciation by randomly calling on individual Ss to read the words aloud.
(Teacher can also play the pronunciation video lesson of this Unit for students to watch before they do the task.)

Ss listen to the words and repeat
Ss know the meaning of each word.
Ss have improved their pronunciation
To help students practise identifying the consonant blends /br/, /kr/, and /tr/ in sentences.
2. Activity 2 LISTEN TO THE SENTENCES AND CIRCLE THE WORDS YOU HEAR. (p.9)
* Teacher: 
- asks Ss to read all the words once, paying attention to the different consonant blends in the words in each group; checks that Ss understand what the words mean.
- pla... Present Simple and Present Continuous Yes/No questions until they guess which of the words their partner chose.

*Possible questions include “Are you doing this now?”, “Is anyone in this class doing this now?”, “Are many people in this city doing this now?”, “Do you do this every day?” and “Do you do this more than twice a week?”
CONSOLIDATION
2 mins
HOMEWORK

To help students memorise the target language and skills that they have learnt
WRAP-UP
* T asks: What have you learnt today?
- consonant blends /br/, /kr/, and /tr/
- some lexical items about household chores;
- present simple vs. present continuous
HOMEWORK
- Exercises in the workbook 
- Prepare for lesson 3 Unit 1.
An overview about the lesson
Ss’product at home
FEED BACK:
...................................................................................................................................................................................................................................................................................................................................................................................................................
 Ngàytháng..năm 2022
 Ký duyệt
Date preparing: .. 	 
Date teaching:  
Period: 4
 UNIT 1: FAMILY LIFE
 PERIOD 3: READING: BENEFITS OF DOING HOUSEWORK
I. OBJECTIVES: 
1. Knowledge (language focus): By the end of the lesson, students will/should be able to:
use lexical items related to the topic “Doing housework”
guess the meaning of the words from the context
read for specific information about the benefits of sharing housework 
use the present simple and the present continuous.
2. Competences: By the end of the lesson, students will/should be able to improve their following competences: individual work, cooperation, presentation, language use, communication, problem solving, critical thinking, etc.
3. Qualities: By the end of the lesson, Students should be able to improve the following qualities: responsibility (sharing housework) and hard work.
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES 
1. Materials: text book, handout
2. Equipment: Computer, projector.
III. PROCEDURE:
Steps + time
 Aims
Learning activities/ Content/ Procedure
 Product
1.Activity 1:
Warm-up
(5 minutes)

To motivate students and lead-in the lesson.
To elicit students’ vocabulary source about housework. 

Game: 
- Rules: 
 - Divide class in to four groups.
 - Each group writes as many words and phrases about housework as possible in 5 minutes in a poster .
 - Teacher collects,corrects, and gives marks. 
 - The winner is the group with the most correct words. 

Vocabulary about housework.
Prepare breakfast/ lunch/dinner.
Do the cooking
Cook
Shop for groceries
Clean the house
Do the heavy lifting
Do the laundry
Do the washing up
Put out the garbage/rubbish
Help with the cooking
2. Activity 2:
Pre-reading
(6 mins)

- To improve students’ cooperation and language use.
- To practise using the present simple and the present continuous.

- Students look at the pictures and answer the questions in pairs.
Suggested questions: 
1. Is this a family? 
2. Who do you think they are?
3. Where do you think they are? 
4. What is each person in the picture doing?
5. you think that they are happy? Why or why not?
- Students give their answers.
- Students listen to the teacher’s feedback.

- Vocabulary about housework.
Suggested answers:
1. Yes.
2. They are mother, father, sister and brother.
3. They are at home
4. The mother is cooking; the father is laying the table; the son is (vacuuming) cleaning the floor; the daughter is washing vegetables.
5. The people are happy because they are doing housework together, and all the family members are sharing the household chores.
3. Activity 3:
while-reading
(10mins)

- To improve students’ analytical thinking by guessing the lexical meaning of the words in context

- Students read the highlighted words and option a and b and underline key words.
- Students locate the highlighted words: responsibility, gratitude, strengthen, bonds, character in the passage and read the information around them to guess their meanings.
- Students choose the appropriate answer for each word from the text.
1. responsibility
a. duty
b. hobby
2. gratitude
a. the feeling of being great
b. the feeling of being grateful
3. strengthen
a. make something stranger
b. make something more difficult
4. bonds
a. close connections
b. common interests
5. character
a. Qualities that make a person the same as others.
b. Qualities that make a person different from others.
- Students give their answers.
- Students listen to the teacher’s feedback.

- Vocabulary about housework (lexical meaning in context)
The meaning of the words:
+Responsibility/rɪˌspɒnsəˈbɪləti/ (n) trách nhiệm
+ gratitude/ˈɡrætɪtʃuːd/ lòng biết ơn 
+strengthen/ˈstreŋθn/ củng cố, làm mạnh
 +bonds/bɒnd/ mối liên kết
+character/ˈkærəktər/ tính cách
1.a 2.b 3a 4.a 5b...s in which column each sentence from task 1 should go.
- Ss do the task in groups and then write their answers on the board. Others Ss check their friends’ answer
- Teacher:
+check Ss’ answers with the whole class
+encourages Ss to add their own reasons
Key:
Should: 1, 2, 5
Shouldn’t: 3, 4, 6
To provide students with an example conversation in which people express their opinions about whether children should or shouldn't do housework.

TASK 2: LISTEN AND COMPLETE THE CONVERSATION. (p.12)
-Teacher:
+ has Ss read through the conversation once to get some general ideas about it
Suggested questions:
How many people are talking?
What are they talking about?
+divides Ss into pairs; has Ss read the conversation again, this time more carefully and think of a suitable phrase / sentence to fill in each gap in the conversation. 
- Ss do the task in pairs and discuss the answers together. 
- T plays the recording for Ss to listen 
- T plays the recording again and checks Ss’ answers; confirms the correct answers.
-T asks Ss to read the conversation in groups of three, each taking turns to be Anna, Nam, and Minh. 
- Ss practise the conversation in groups and present in front of the class. 

Key: 
Doing housework helps them develop life skills.
They should be given plenty of playtime when they are young
 Activity 3 (While speaking)
20 mins
To help students practise having conversations in which they can express their opinions about why children should or shouldn’t do housework.

TASK 3: HAVE CONVERSATIONS SIMILAR TO THE ONE IN TASK 2. (p.12)
-Teacher: 
+ has students work in groups of three. 
+reminds Ss to swap roles and role-play their conversations two more times to make sure each student has the opportunity to play the three roles.
+asks some groups to act them out in front of the class after 6-7 minutes of preparation
- Ss practise making their own conversation in groups of three. 
T goes round the class to offer help when necessary while noting down Ss’ participation in the activity and any difficulties they may have. 
Some groups act out their conversation in front of the whole class.
A completed conversation about why children should or shouldn’t do housework.
 
Activity 4 (Post speaking)
7 mins
To help students recognize the mistakes they’ve made while speaking and correct themselves
T asks other Ss to give comments and then give feedback to Ss’ performance.
Pronunciation mistakes and intonation
5. Activity 5 (Consolidation & Homework)
5 mins
- To consolidate what students have learnt in the lesson.
- To prepare for the next lesson.
WRAP-UP
Teacher asks: What have you learnt today?
- How to explain why children should or shouldn’t do housework
HOMEWORK
- Practice discussing the topic with your friends
- Prepare for the Listening lesson


Date preparing:  	 
Date teaching: .. 
Period:6
UNIT 1: FAMILY LIFE
 Lesson 5: Listening: Family support
I. Objectives: 
1. Knowledge : By the end of the lesson, students will/should be able to:
Use the present simple to talk about family support from their family members 
Apply words and phrases related to the topic “family life” effectively to share their family routines
2. Competences: By the end of the lesson, students will/should be able to:
Develop listening and speaking skill 
Be collaborative in pair work and group work.
Be creative when talking about how parents can help their children achieve success in their studies.
3. Qualities: By the end of the lesson, students will/should be able to:
Recognize how their families help them achieve success in their lives.
Express their gratitude to the support from their family members.
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES 
Materials: 
Textbook, pictures, tape, cassette player, handouts.
Equipment: 
Computer, projector, speaker. 
III. PROCEDURE:
Steps + time
Aims
Learning activities/ Content/ Procedure
Product
Activity 1:
Warm-up
(5 minutes)
To elicit students’ vocabulary source about housework
To create a lively atmosphere in the classroom
To motivate students and lead-in the lesson.
Game: Who can remember?
- Rules: Students look at the screen with a picture of many household chores in 30 seconds. Try to remember as many of them as possible without writing them down while watching. 
- Students receive posters from the teacher.
- Students work in groups of 6 and share their words. Students write the words of the topic on the posters. The winner is the group with the most correct words. 
List of words about household chores:
Cooking, cleaning the house, doing the washing up, doing the washing, taking out the garbage, preparing the dinner, do the heavy lifting, go shopping, feed the cat/ dog 
2.Activity 2
Pre-listening
(5 minutes)
To introduce the topic “family support” and activate Ss’ prior knowledge 
Answering the questions:
- Ss ask and answer the questions in pairs
-Tell the Ss that there are no right or wrong answers and they feel free to make any g...e and supportive in pair work and team work;
Actively join in class activities;
Develop writing skills.
Qualities: By the end of the lesson, students will/should be able to:
 Be responsible for their families and ready to participate in family routines that strengthen family bonds..
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES 
Materials:
Grade 10 textbook, handouts
2. Equipment: 
Computer connected to the Internet
Projector/ TV/ pictures and cards	
III. PROCEDURE:
Steps + time
Aims
Learning activities/ Content/ Procedure
Product
1. Warm - up
(5 minutes)
- To motivate students and lead-in the lesson.
- To elicit students’ vocabulary source about family life 
Brainstorming:
- T introduces the new lesson by writing the word “Family routine” on the board and asks Ss to say as many things connected to it as they can 
- T gets Ss to discuss with their friends in pairs 
- T gets Ss to speak out their answers
- T gives comments and leads-in the new lesson 
Vocabulary about family routines
- watching TV
- shopping together
- cleaning the house 

2.pre-
Writing
Task 1: 
(4 minutes)
Task 2: 
(6 minutes)
- To introduce the concept of family routines and activities that can become part of them.
Task 1: Which of the following activities in the pictures do you think can be family routines? (p.14)
- T asks Ss to close their book and work in 4 groups
- T shows the 6 pictures in Task 1 on the screen, asks Ss to give the name of each picture. 
- Ss do as instructed.
- T asks randomly some Ss: Which of the following activities in the pictures do you think can be family routines?
Note: Each of the activities can become a family routine if a family decides to do together and regularly.
- Ss share with the class how often they do the activity.
- T gives some comments.
Vocabulary about family life
- having dinner
- having a picnic
- watching a gameshow
- visiting grandparents
- celebrating birthday
- cleaning the house

To provide an example email about family routines, which students’ can use as a model for their writing.
TASK 2: Read Joey’s email about his family routines and complete the table with the information from it. (p.14)
- T asks Ss to work individually, read the table headings to find out what information they need to focus on when they read the email. (routines, when / how often things to do to strengthen family bonds).
- T ask Ss to read the email and underline the relevant information.
- Ss do as instructed.
- T asks Ss to work in pairs and compare their answers with a partner before they complete the table.
- Ss discuss and share their ideas with the partner.
- T calls out some Ss to give the answers and gives feedback.
A completed table 
3.while-writing
Task 3: 
(15 minutes)
- To help students practice writing part of an email about family routines using given ideas.
- To help students practice developing ideas and writing a paragraph.
Task 3: Complete the email about dong’s family routines using the information in the box. (p.15)
- T tells Ss that they are going to write a paragraph about family routines. They don’t have to write a whole email, and the opening and ending have been provided. 
- T gives Ss some basic information about the structure of a paragraph: A paragraph usually consists of three parts: a topic sentence, supporting sentences and a concluding sentence.
- T asks Ss read the information in the table and check comprehension.
- T asks Ss to write the middle paragraph of the email individually, sets a limited time for this task and walks round the class to give further support if needed.
- Before they write, reminds them to use some connectors to link the ideas: 
+ To list ideas: First, Second, In addition, Additionally, Moreover, Furthermore, Another idea worth noting is that, Finally, 
+ To give an example: For example/ For instance, To illustrate.
+ To conclude: In conclusion, In brief, In short.
- Ss do as instructed.
- T walks round the class to monitor, makes a note of some common mistakes. 
A completed email about dong’s family routines using the information
** Sample answer: 
First, my family always have breakfast together. Breakfast is a quick meal with just bread or noodles because both my parents work and we, kids, have morning classes. But the most important thing is that we can sit down together, eat healthy food, and share our plans for the day. Second, we spend Saturday evenings as a family. We often watch a film, share snacks, and then exchange our opinions after the film. I can even argue and defend my ideas about the film with my parents or brother. Third, on the second Sunday of the month, we visit our grandparents. We come to my grandparents’ home quite early in the morning to help them do some housework such as cleaning the house or washing clothes. Then, we have a big lunch with them. My parents are very happy when we come to see them. The visits make me feel closer to my grandparents.
3.Post-
Writing
(10 minutes)
... etc.)
- Revises common expressions used to express opinions.
- Has Ss work in groups of three exchanging their opinions using the conversation in Task 1 as a model. Go round to monitor and offer help when necessary.
** Ss work in groups of 3 to practise their conversations.
*** Some groups act out their conversations to the class.
**** T praises Ss for good effort, clear pronunciation, fluent delivery and interesting ideas.

Similar conversations exchanging opinions about whether family member should spend time together.
A: Do you guys think that family members should spend time together?
B: Yes, I strongly believe that spending time together may bring some certain advantages.
A: Do you mean everybody in the family had better do the things together?
B: That’s right. I have no doubt about that It not only strengthens family bonds but also makes children happy, develops their self-confidence. Besides, children can learn life skills and how to behave from their parents.
A: Well, I’m not sure about that. Children may become too dependent on their parents, do not have enough time for friends or other relationships, etc.
Activity 4:
(5 minutes)
To pre-teach the meaning and pronunciation of some words/ phrases, so that students can use them in their presentation later and can understand the reading passage. 

* Teacher:
- Shows the words one by one and has Ss repeat the sound of the words
- Has Ss guess the meaning of the words based on pictures, explanations and examples.
**** T confirms the meaning, calls on some individual Ss to make sentences with each word.
Vocabulary 
1.pass on sth (phr.v): give something to someone who lives after you die, usually a person in your family.
2. truthful (a): honest and not containing or telling any lies.
3. respectively (adv): with each relating to something previously mentioned, in the same order as first mentioned.

Activity 5: (9minutes)
To help students learn about British family values and practise reading for specific information. 

TASK 1: READ THE TEXT AND COMPLETE THE TABLE. (p.16)
* Teacher: 
- Asks Ss read the text about British family values and complete the table.
- Walks round the class to offer help, explaining unfamiliar words and answering questions.
** Ss do as instructed.
*** Ss share their answers with a partner.
**** T checks the answers as a class by calling on pairs to write their missing words on the board.

Knowledge about five family values of British people in the 21st century 
Keys: 

Activity 6: ( 8 minutes)

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

TASK 2: DISCUSSION (p.16) 
* Teacher: 
- Has Ss draw the completed table in 1 in the notebooks and add one more column to the right which is Traditional Vietnamese family values.
Ask Ss to work in pairs to discuss each of the British family values in the table and decide whether Vietnamese people follow those values too. 
- Tells Ss to write YES in the Vietnamese column if the value is also followed in Viet Nam, NO if it is not, NOT SURE if Ss are not sure whether it is YES or NO. 
- Asks Ss to think of more family values observed in Viet Nam (e.g. family unity and harmony, respect for the elders, etc.)
** Ss work in pairs to discuss and take notes.
**** T calls on some Ss to report back their answers to the class.
Knowledge about some family values observed in Viet Nam.

Activity 7: (2 minutes)

To sum up what students have learnt
- Review the knowledge Ss have just learnt:
+ Useful expressions to exchange ideas.
+ Family values.

- Vocabulary and phrases about family life.
- Presentation
Activity 8:
Homework
(2minutes)
Remind students about their task.
- Students study vocabulary and phrases.
- Students redo exercises in their workbook.
- Students prepare for the next lesson: Looking back and project.


Feedback:
.
Date preparing: . 	 
Date teaching:  
Period: 9
UNIT 1: FAMILY LIFE
LOOKING BACK AND PROJECT
I. Objectives: 
1. Knowledge (language focus): By the end of the lesson, students will/should be able to: 
- pronounce consonant blends /br/, /kr/, /tr/correctly in isolation and in sentences
- use some words and phrases related to the topic “household chores”
- identify the present simple tense and the present continuous tense.
2. Competences: By the end of the lesson, students will/should be able to: 
- talk about Family Day in Vietnam or other countries in the world.
- develop presentation skills when presenting the findings on Family Day.
3. Qualities: By the end of the lesson, students will/should be able to:
- identify family values and love their family.
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES 
1. Materials: 
- Grade 10 textbook, Unit 1, Looking back & Project.
- CD including listening files
2. Equipment: Computer, projector. 
III. PROCEDURE 
Steps + time
Aims
Learning activities/ content/procedure
Outcome/ product
1. Activity 1:
Warm-up
(5 minutes)
- To motivate stud...phere in the classroom and lead in the new lesson
QUICK NOTES
Rules: + Students work in 4 groups, look at pictures and take notes some ways to protect our environment. 
+ Groups share their words/ phrases they have noted down with the others by basing on keys teacher gives
+ Teacher confirms the winner.
+Teacher leads in the lesson.

Vocabulary about some ways to protect our environment.
Plant more trees
Save water 
Switch off the lights when not in use
Use cloth bags for shopping.
Don’t waste papers
Stop using plastic bags.
Recycle the trash 
Reuse the bottles 
Activity 2:
PRESENTATION
( 2 minutes)
- To make students interested in the topic.

 Students look at the picture (p.18) and answer the following questions:
+ What are the students doing?
+ Is cleaning up the school/ the street/ public places a way to adopt a green lifestyle?
An overview about the conversation: Speakers; content, new vocabulary, pronunciation, intonation
+ They are collecting the rubbish.
+ They are planting trees.
+ Yes, it is

Activity 3:
PRACTICE
TASK 1.
10 minutes 
TASK 2:
10 minutes 
TASK 3
4 minutes 
TASK 4
4 minutes 

- To get students to learn some words in the unit.

LISTEN AND READ 
+ Students listen to the conversation, read along and underline the activities in the conversation which are good for the environment.
+ Look at the explanation and the photos to guess the meaning of new words. 
+ Say the Vietnamese meanings of the words.
1. adopt (v) /əˈdɒpt/: start to use a particular method
2. awareness (of) (n) /əˈweənəs/: interest in and concern about a particular situation or area of interest
3. carbon footprint (n) /ˌkɑːbən ˈfʊtprɪnt/: a measure of the amount of carbon dioxide that is produced by the activities of a person or company
+ T shows the meanings, says the words aloud and asks Ss to repeat them.
+ Ss read the conversation in pairs. 
+ T collects common mistakes and gives comments.

Vocabularies relating to the topic
+ adopting a greener lifestyle, 
+ raising local people’s awareness of environmental issues,
+ reducing my carbon footprint

- To practise reading for specific information.
- To practise scanning. 
- To develop students' knowledge of vocabulary for humans and the environment.
READ AND ANSWER THE QUESTIONS. 
Read the conversation again and answer the following questions.
Questions : 
Who set up the Go Green Club?
What does the club want to achieve?
What does Nam think the club will do in the future?
What is the first activity of the club?
What is Mike keen to do?
+ Students work individually to read the questions and underline the key words, then share their ideas with a partner who sits next to them. 
+ Teacher divides the class into 4 groups to take part in the game Lucky number
+ T check students’ answers 
Specific information about the topic +
1. The Youth Union
 in Nam’s school set it up.
The club wants to improve the environment and encourage people to adopt a greener lifestyle.
He thinks the club will organize more activities to raise people’s awareness of environmental issues.
It is cleaning up the school right after the ceremony
He is keen to reduce his carbon footprint.
- - To help students revive some collocations for the environment so that they can use them in the following lessons. 
- - To help students practise scanning.
MATCH THE VERBS OR PHRASAL VERBS IN A WITH SUITABLE NOUNS OR NOUN PHRASES IN B. (p.19)
+ Students work individually to locate the verbs or phrasal verbs in the conversation, find the nouns or noun phrases after each verb/ phrasal verb to do the matching.
+ Students share their answers with a partner.
+ Teacher checks and gives the correct answers with the whole class, and has them say the meaning of each collocation. 
Vocabulary meanings
1 - c: raise awareness: nâng cao nhận thức
2 - d: reduce your carbon footprint: giảm lượng khí thải cacbon của bạn
3 - e: clean up the school: vệ sinh trường học
4 - b: adopt a greener lifestyle: áp dụng lối sống xanh hơn
5 - a. set up a club: thành lập câu lạc bộ

To help students identify some future structures with will and be going to, the passive voice and how they are used in sentences.
COMPLETE THE FOLLOWING SENTENCES BASED ON THE CONVERSATION IN TASK 1. (p.19)
+ Teacher has Students read each sentences, try to think of a verb or an auxiliary verb that will complete the gap.
+ Students do the task individually.
+ Students share the answers with a peer.
+ Teacher asks the whole class to call out the verb forms first, then calls on individual Ss to read the complete sentences.
+ Teacher helps students identify the future “will” and “be going to”, the passive voice and how they are used in sentences.

Some grammatical points:
. Will/ be going to
. Pasive voice
1. was set up
2. are / ‘re going to
3. will / ‘ll

Activity 4: PRODUCTION
7 minutes 
- To help students practising talking about activities which help protect the environment.
- To pra...p and collects common mistakes to correct as a class.
VOCABULARY
Activity 1
(6 minutes)
Activity 2
(5 minutes)

To make sure that students understand the meaning of some lexical items about humans and the environment.
 
MATCH THE WORDS AND PHRASES TO THEIR MEANINGS
-T gives clear instructions.
- Ss work in pairs to discuss and do the matching.
- Ss share the answers with the whole class.
- T confirms the correct answer.

Vocabulary related to environment
Key: 1. d - 2. e - 3. a - 4. b - 5. C
To give students practice in using the words/phrases in meaningful contexts.
COMPLETE THE SENTENCES USING THE WORDS OR PHRASES IN 1.
-T gives handout to Ss
- T explains that they should use the context clues to decide on the word/ phrase, e.g. in the first sentence, the gapped word is an adjective (eco-friendly)
- Ss work in group of 2 tables read the sentences carefully to decide which word/phrase in 1 can be used to complete each of the sentences. When they finish, stick their answers on the board. 3 fastest group will be checked the answers 
- T confirms the correct answers and asks Ss to give the reasons why they have chosen the word/phrase for each sentence.

Vocabulary related to environment 
1. Eco-friendly 2. household appliances
3. carbon footprint 4. energy 
5. litter
GRAMMAR
1. Activity 1
THE FUTURE WITH WILL AND BE GOING TO
(7 minutes)
2. Activity 2
PASSIVE VOICE
(6 minutes)

- To give students an opportunity to revise the use of will and be going to to talk about future actions.
- To give students an opportunity to revise the passive voice.
Complete the following sentences with will or the correct forms of be going to. (p.20)
* Teacher: 
- tells Ss to read the explanations in the Remember! box on page 20 and asks Ss questions to elicit the differences between will and be going to, for example:
+ Do both structures talk about the future? 
+ Which auxiliary do we use to talk about plans made at the moment of speaking / before the moment of speaking? 
+ Can we use both structures for predictions?
- in weaker classes, T gives more examples to make sure Ss understand the use of will and be going to; in stronger classes, has Ss come up with their own example sentences.
- asks Ss to work in pairs or individually to choose will or the correct form of be going to to complete each sentence. 
- reminds them to use some clues in the sentence to decide on the correct tense form. e.g. 1: I don’t think; 2: have already made the decision; 3: I’m sure; 4: Look at; 5: I forgot to phone Dad.
** Ss do as instructed.
*** Ss share their answers with a partner.
**** T check Ss’ answers and asks them to explain their choices (using the clues above).
Rewrite the following sentences using the passive voice. Begin each sentence as shown.
* Teacher: 
- asks Ss to read the explanation in the Remember! box on page 21 and asks Ss questions to check their understanding of the grammar point, for example: 
+ When do we use the passive voice? 
+ What do we focus on? 
+ How do we form the passive voice? (the verb be and the past participle of the main verb).
- in weaker classes, gives more examples to make sure Ss understand the use and forms of the passive voice in different tenses; in stronger classes, has Ss come up with their own example sentences in both passive and active structures.
- asks Ss to work independently and rewrite the sentences using the passive voice. 
- reminds Ss of the correct verb forms in different tenses; of the use of the preposition by to mention the doer of the action. 
- elicits that if the subject in the active voice is they or we, Ss don’t need to indicate the doer in the passive voice.
- Ss do as instructed.
- Ss work in pairs to compare their answers.
- T checks the answers as a class by having individual Ss read out the sentences or write them on the board. 

Students’ answers
Key: 
1. will 	
2. are going to 
3. will 
4. is going to 
5. will
Key:
1. A green lifestyle is adopted by more and more people.
2. The rubbish was not put in the bins after the party yesterday by the students.
3. More trees will be planted in the neighbourhood.
4. A lot of clean-up activities are going to be organised by our club this weekend .
5. Important environmental issues were discussed at the meeting.
Consolidation
(2 minutes)
To help students memorize the target language and skills that they have learned
WRAP-UP
* Teacher asks: What have you learnt today?
- Consonant blends /kl/, /pl/, /gr/, and /pr/ 
- Some lexical items about humans and the environment
- Will and be going to to talk about the future;
- Passive voice.

An overview about the lesson
HOMEWORK
(2 minutes)
- To give Ss homework
- T gives Ss what to do at home.
- Exercises in the workbook.
- Prepare for Lesson 3, Unit 2.
Ss’ product at home

FEEDBACK
Date preparing:  	 
Date teaching:  
Period: 12
 UNIT 2: HUMANS AND THE ENVIRONMENT
 PERIOD 3: READING: 
I. OBJECTIVES: 
1. Knowledge ...ave learnt
-Students watch a video about Living green 
https://www.youtube.com/watch?v=y1xm4Bl-VmE
-Students give some ways to live green and some benefits of living green.
- T asks Ss to adopt some ways to live green
- Vocabulary and phrases about how to live green
- Presentation
8. Activity 8:
Homework
(2mins)
To revise the lesson and remind students about their task
- Students study vocabulary and phrases
- Students do exercises in their workbook
- Students prepare for the next lesson


Feedback:
..
 Ngàytháng..năm 2022
 Ký duyệt
Date preparing:  	 
Date teaching: .. 
Period: 13
 UNIT 2: HUMANS AND THE ENVIRONMENT
Lesson 4: Speaking 
I. OBJECTIVES 
1. Knowledge: By the end of the lesson, students will/should be able to:
- Use some vocabulary related to the topic Human and the Environment to talk about how to live green.
2. Competences: By the end of the lesson, students will/should be able to:
- Develop presentation skills 
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities. 
- Be critical thinking 
3. Qualities: By the end of the lesson, students will/should be able to:
- Develop a greener lifestyle and awareness of environmental issues;
- Be responsible to the environment. 
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES 
1. Materials
- Grade 10 textbook, Unit 2: Speaking, Teacher’s book, sachmem.vn
2. Equipment
- Computer connected to the Internet
- Smart TV/ pictures and cards	
III. PROCEDURE
Steps + Time
Aim
Content/ Procedure
Product/ Outcomes
WARM-UP
(6 minutes)
- To activate students’ knowledge on the topic of the unit. 
- To create a lively atmosphere in the classroom.
- To lead into the new unit.

CLIP WATCHING
- T gives instructions: Watch the clip and take notes as many activities which should or should not be done to live green as possible 
- Ss do as instructed.
- Ss work in 8 groups, share their words/ phrases they have noted down with the others, then take turns to write the words/ phrases on the board.
- T checks and corrects if there are any spelling mistakes & confirms the winner.
- T leads in the lesson.
(Video link: https://www.youtube.com/watch?v=glqbtAy-UOM)
 * Activities which should or should not be done to live green 
1. Not leave your appliances on when not in use
2. Recycle old phones and batteries ...
3. Use plastic bags when shopping 
4. Buy organic food
5. Recycle used Aluminium and glass cans
6. Not drop litter in the street 
7. Take shorter showers
8. Use LED bulbs
9. plant trees 
10. Maintain your car
PRESENTATION
(6 minutes)
-To pre-teach some vocabulary so that students can understand the meanings and use them correctly in main speaking tasks.
- T asks Ss to listen to the explanation and look at the photos to guess the meaning of new words. 
- Ss say the Vietnamese meanings of the words.
1. leave st on choose to keep something operational or switched to an "on" position.
Ex: Someone left the lights on the whole time we were gone. Our electricity bill is going to be enormous.
2. chemical (n): a substance obtained by or used in a chemical process
3. shade (n): slight darkness caused by something blocking the direct light from the sun
- Other Ss correct if the previous answers are incorrect.
- T shows the meaningsthe words aloud and asks Ss to repeat them.

- Some vocabulary
+ leave st on (idioms)
+ chemical (n)
+ shade (n)
PRACTICE
Activity 1
(8 minutes)
Activity 2
(8 minutes)
Activity 3
(12 minutes)

To introduce more ideas for the main speaking tasks and get students involved in the lesson 
Task 1: Which of the following activities do you think teenagers should or shouldnot do to live green. Put a tick in the appropriate column.
+T has Ss work in pairs, read the activities, discuss their meanings and decide which activities they should/ shouldn’t do to go green by putting a tick in the appropriate column.
+ Ss do as instructed.
+ SS share their answers with the whole class.
- T confirms the correct answers.
Suggested answers: 
*SHOULD
+ Recycling your used items
+ Buying organic food
+ Planting trees
*SHOULDNOT 
+ Leaving your appliances on when not in use
+ Using plastic bags when shopping
+ Dropping litter in the street

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

Task 2.
The table below presents the reasons why teenagers should or shouldn’t do the activities in 1. Work in pairs and match them with the activities 
+ Teacher has Ss read the reasons, and discuss with a peer to do the matching.
+ T reminds them that besides using because, they can use since/ as/ due to the fact that/ on the ground that to express reasons and encourages them to give more reasons and make small exchanges after doing the matching, e.g.
Student A: Why shouldn’t you leave your appliances on when not in use?
Student B: Because this wastes electricity and creates dangerous situations. Why should you recycle your...uniforms? 
2. Are they at school? 
3. What day of the week do you think it is? 
4. Do you think this is an organised event? 
 5. What kind of event is it?
 6. What activities should we do to protect the environment?
- T leads into the content of listening.
-Vocabulary:
1. schedule (n)
2. donation (n)
3. pick St up
4. take part in
-Expected Answers:
- They are picking up 
rubbish, bottles, plastic bags in the park, may be.
- Some students are watering plants and trees.
-Expected Answers:
1. Yes, of course.
2. No, may be they are at the public places.
3. Perhaps they are at the weekend: on Saturday and Sunday.
4.Yes. It is a well- organized event.
5.It is voluntary.
6.We should save energy, save fresh water, raise people’s awareness of not making the environment polluted.

While- Listening
Activity 2
5 minutes
Activity 3
5 minutes
-To help Ss practise listening for specific information
-To help students practice listening for specific information

Activity 2: Listen to an announcement about a Go Green Weekend event and decide whether the following statement are true ( T) or false (F) ( p. 24
-T tells Ss that they are going to listen to an announcement about a Go Green Weekend event.
- T has them read the statements, underline the key words.
- T checks the key words with the whole class.
-T plays the recording and has Ss do the activity, paying attention to the key words to catch the ideas individually
- Ss do as instructed 
- Ss share their answers with a peer.
- T checks the answers as a class, asks Ss to explain why they are true or false.
-T plays the recording again if many Ss have incorrect answers, pausing at the places where they can get the correct information.
Activity 3: Listen again and complete each gap in the table with ONE word from the recording. ( p. 24)
- T has Ss read the instruction and focus their attention on the word ‘ONE’
- T asked Ss to read the incomplete text and try to have a guess at what part of speech might fit each gap.
- Ss do as instructed 
- T plays the recording twice for Ss to complete the table individually. 
- Ss listen carefully and do the task
- Ss share their answer with a peer
- T check the answer by calling on some Ss to write them on the board and read them aloud.
- T replays the recording again to check, and pauses at the place where they can get the correct information.

-Keys: 
1. T 
2. F (central market -> central park)
3. T
4. T
-Keys: 
1. park
2. plastic 
3. Sort 
4. Post 
5. suggestions
Post- Listening
Activity 4
14 minutes
- To give students an opportunity to personalise the language and ideas from the listening in a speaking task.
Activity 4: Work in groups. Discuss the following question. ( P. 24 )
- T asks some lead-in questions to see whether Ss have taken part in any environmental activities or events, and how much experience they have, e.g. 
+ Have you ever taken part in an environmental activity or event?
+ How many times have you participated in such activities or events? 
+ What did you do there? 
+ How did you feel?
- T put Ss in groups of 6 to 8 in which there are both not or less experienced Ss and Ss who have taken part in such eco-friendly events.
- T hands out each group a board card and a pen, ask Ss to assign a secretary to take note the ideas. 
- T encourages Ss to write up in mind maps.
- T suggests some questions for students:
+ How may teams does your groups have?
+ What activities will each group do?
+ When and where do you plan to start the activity and when do you plan to finish it?
+ What are the tools you need to bring along to do the activity?
- T reminds them that they can use the ideas from the listening and in stronger classes, T encourages them to come up with their own green activities.
- Ss do as instructed in groups. 
- Ss share their ideas with the rest of the class.
- T invites some groups to present their ideas to the whole class, and praises the groups for interesting and imaginative ideas.

-Expected Answers:
Group 1: 
+ Teams: 4
+ Activities: 
 - collecting rubbish along the roads in our village
 - plating trees at school or in the village
 - taking part in sweeping the public places
 -
+ When and where: at the weekend, in our surroundings
+ Tools: rubbish bin, rubber gloves, pickaxe, bucket
Group 2:
Group 3:
Consolidation
 2 minutes
- To sum up and consolidate what Ss have learnt.
- T asks Ss to recall what they have learnt
- Ss recall all the knowledge they have gained
- T focuses on some important information
- An overview of the lesson.
Homework
 2 minutes
- To make Ss remember deeply and broaden their knowledge. 
- T gives Ss some assignment to do at home.
- Ss take note and do the exercises at home.
 + Write a short paragraph to talk about the steps to organize a green event in your area.
 + Prepare for the next lesson.
- A short paragraph of each student at home.
- Preparation for the next lesson
 
FEEDBACK: 
Date