PART 3

3_1.
Make a lesson plan to teach “Present simple” and “Present continuous” With deductive
approach in the following material (4 points)

English 10 (Global success) – Unit 1: Family life

LESSON PLAN
UNIT 1: FAMILY LIFE
Grammar: The present simple and the present continuous

I. Description
- This lesson is designed for 10th grade students.
- 30 students
- Level: A1 – A2/ Elementary
II. Time
- Duration: 45 minutes
III. Main content:
- To provide Ss with the revision of present simple and present continuous
IV. Objective:
After the lesson, Ss will be able to:
- Recall the forms, the uses, and signal words of present simple and present continuous.
- Distinguish the similarities and differences between present simple and present
continuous.
- Apply the theories of present simple and present continuous to complete the exercises and
use them in daily conversations.
V. Assumed knowledge:
- Ss may know the forms, the uses, and signal words of present simple and present
continuous.
- Ss may know some vocabulary related to the topic “Family life”.
VI. Anticipated problems:
- Ss may make mistakes with subject-verb agreement in present simple.
- Ss may be confused with identifying which verbs are corrected in present simple or
present continuous.
VII. Teaching aids:
- Teacher: Textbook, laptop, handout, lesson plan, projector.

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 - Students: Textbook, pen, workbook.
VIII. Procedures:
Stage Tim Content Teacher’s activities Student’s
e activities
1. 1’ - Greeting - T greets Ss. - Ss greet T
Salutation - Ss checks the attendance - The
monitor
reports.
2. 5’ Warm – up: - T divides the class into 5 - Ss work in
Lead – in Activity: Bingo game groups of 6 Ss. groups of 6.
Look at the photos on the - T shows photo on the slide. - Ss look at
slides, speak out the - T asks Ss to say “Bingo” if the photos
whole sentence. they can speak out the whole on the slide.
Purposes: Ss practice sentence of that photo. - Ss say
distinguishing present - T calls that Ss to give “Bingo” if
simple and present answer. they know
continuous. - T corrects and gives 10 the whole
Q: Make a sentence based marks for each correct sentence.
on the given picture. answer.
Suggested answers: - T claims the winner group
1. She is reading a book with highest scores. - Ss give
right now. - From the correct answers answer for
2. He goes to work with present simple and that photo.
everyday present continuous, T leads - Ss listen to
3. I am cooking dinner at
Ss to distinguish the 2 verb T’s
the moment.
4. The sun rises in the tenses. correction
east. and get
5. They are playing marks.
football in the park. - Ss listen to
T

- Ss listen to
T
3. New lesson: The present simple and the present continuous (Deductive approach)
Presentat 10’ Purposes: - T shows - Ss look at
ion - Remind Ss of how to use the tenses. forms, uses, the slides
- To set the content for the lesson: The signal words about forms,
present simple and the present continuous of present usages, and

2
 - Engage Ss with quick examples. simple and signal words
1. Forms: present of 2 tenses.
Present Present continuous
simple continuous on the slide. - Ss listen to
S + V(s/es) S + tobe + - T gives T’s
Ving explanations. explanations.
S + do/ S + tobe - T asks Ss to - Ss write
does not + not + Ving write down down the
V the similarities
Do/ does + Tobe + S + similarities and
S + V? Ving? and differences
differences of of the 2
the 2 tenses tenses into
2. Uses:
into their their
Present Present
notebooks. notebooks.
simple continuous
- T calls - Ss make
Talk about Talk about
some Ss to examples for
habits or things
loudly read each tense
things we which are
their example and loudly
do happening
in class and read their
regularly. at the
corrects if examples
moment of
necessary. and listen to
Ex: speaking.
T’s
Ex:
correction
feedback.
3. Signal words:
Present Present
simple continuou
s
Always, Now, right
usually, now, at
often, the
sometimes moment,
… currently
…
Practice 10 Task 1: Choose the correct form of the - T sends the - Ss read the
verb in each sentence. link Quizz to text and
Purposes: Ss practice distinguishing the Ss and choose the
present simple and present continuous. asks them to correct verb
(Extract English 10 (Global success) – log in game forms.

3
 Unit 1: Family life) to correct the
verb forms. - Ss ask T
Suggested answers: - T checks if for help if
1. Does all the Ss necessary.
entered the
2. Is putting out
platform. - Ss work in
3. Cleans
- T starts the pairs.
4. Is studying game and
5. Does limits 3
minutes for
the Ss to
complete all
the questions -Ss give
in the game. answers and
- T corrects listen to T’s
the answer correction.
and finds out
who is
winner.
6 Task 2: Read the text and put the verbs in - T asks Ss to - Ss read the
brackets in the present simple or present read the text text and
continuous. and choose choose the
the correct correct verb
Purposes: Ss practice distinguishing verb forms forms
present simple and present continuous. individually individually
in 3 minutes. 3 minutes.
(Extract English 10 (Global success) – - T goes - Ss ask T
Unit 1: Family life) around the for help if
Suggested answers: class and necessary.
1. Does support Ss if
necessary. - Ss work in
2. Is not doing
- T asks Ss to pairs to
3. Is watching
work in pairs exchange
4. Are doing to exchange their
5. Is tidying up their answers. answers.
6. Is trying - T calls -Ss give
some Ss to answers and
give answers listen to T’s
and correct. correction.
Producti 6 Task: Ss use the present simple and - T asks ss to - Ss listen to

4
 on present continuous tense to role-play as work in pairs T’s
family members having a conversation and explain instructions.
about their daily family life. the activity - Ss take on
Purposes: Ss practice distinguishing goals: to use a role in
present simple and present continuous. the present family
Suggested answers: simple and (father,
- Father: “I usually go to work at 8 am. the present mother,
Right now, I am meeting with my continuous. sister…).
director”. - T asks Ss to
- Mother: I am making breakfast. We discuss and
often eat eggs and toast”. prepare a
short - Ss speak
dialogue the dialogue
about their about their
daily family family’s
life. daily life.
- T calls - Ss listen to
some Ss to T and
speak receive
dialogue point.
about their
family’s daily
life and gives
feedbacks.
- T gives Ss
the point If
Ss speak
confidently
and clearly.
4. 4 Summary of the content of the lesson -T - Ss listen to
Consolid about distinguishing the present simple summarizes the T
ation and present continuous. the content of
the lesson on
the present
simple and
present
continuous. - Ss ask T
- T asks Ss if and listen to
they have T’s
anything that explanation.

5
 they don’t
understand,
and T
explains what
Ss ask.
5. Home 3 - Write a short paragraph about your - T reminds - Ss
assignme daily family life and use the present Ss to review complete the
nt simple and present continuous. and prepare task T
- Do the task again. new lessons. assigned.
- Prepare new lessons in advance.

IX. Evaluations:

3_2. Make a lesson plan to teach “Will vs Be going to” with inductive approach in the
following material (4 points)

LESSON PLAN
UNIT 2: HUMAN AND THE ENVIRONMENT
Grammar: The future with will and be going to

I. Description
- This lesson is designed for 10th grade students.
- 30 students
- Level: A1 – A2/ Elementary
II. Time
- Duration: 45 minutes
III. Main content:
- To give Ss an opportunity to revise the use of “will” and “be going to” to talk about future
actions.

6
 IV. Objective:
After the lesson, Ss will be able to:
- Recall the forms, the uses, and signal words of the future with “will” and “be going to”.
- Distinguish the similarities and differences between the future with “will” and “be going
to”.
- Apply the theories of the future with “will” and “be going to” to complete the exercises
and use them in daily conversations.
V. Assumed knowledge:
- Ss may know the forms, the uses, and signal words of the future with “will” and “be going
to”.
- Ss may know some vocabulary related to the topic “Humans and the environment”.
VI. Anticipated problems:
- Ss may be confused the 2 structures and may not understand when to use “will”
versus “be going to”.
- Ss may be forgot to use the base form of the verb after “will”.
- Ss may make incorrect use of present tense for “be going to”.
VII. Teaching aids:
- Teacher: Textbook, laptop, handout, lesson plan, projector.
- Students: Textbook, pen, workbook.
VIII. Procedures:
Stage Time Content Teacher’s Students’s
activities activities
1. 1’ - Greeting - T greets - Ss greet T
Salutation Ss - The
- T checks monitor
the reports.
attendance.
2. Lead-in 5 Warm – up: - T divides - Ss work in
the class groups of 6.
Activity: Bingo game
into 5 - Ss look at
Look at the photos on the slides, groups of 6 the photos
speak out the whole sentence. Ss. on the slide.
Purposes: Ss practice - T shows - Ss say
photo on “Bingo” if
distinguishing the future with the slide. they know
“will” and “be going to”. - T asks Ss the whole
Q: Make a sentence based on the to say sentence.
given picture. “Bingo” if
Suggested answers: they can
speak out - Ss give

7
 1. I will visit my grandparents the whole answer for
sentence of that photo.
this weekend.
that photo. - Ss listen to
2. We are going to have a picnic - T calls T’s
if the weather is nice. that Ss to correction
3. She will call you as soon as she give and get
answer. marks.
finishes her work.
4. They will help us with the - T corrects - Ss listen to
project tomorrow. and gives T
5. He is going to study abroad 10 marks
for each
next year. correct
answer. - Ss listen to
T
- T claims
the winner
group with
highest
scores.
- From the
correct
answers, T
leads Ss to
the lesson:
the future
“will” and
“be going
to”.
3. New lesson: The future with will and be going to
Presentation 10 Purposes: To set the content for the Inductive approach
- T shows a - Ss look at on the
lesson: the future tenses (will and be
series of slides.
going to); Engage Ss with quick images with
examples. full
1. Form transcription - Ss look at the
will Be going to on the slides. slides and provide
+) S + will +) S + be - T asks Ss to the structure of
+ Vo going to + look at slides “will” or “be
-) S + will Vo and figure out going to” is used
not + Vo -) S + be the structures in each case.
?) will + S not going of “will” and - Ss explain why
+ Vo? to+ Vo “be going to”. “will” or “be
?) Be going - T asks Q and going to” is used
to + S + requires Ss to in each case.
Vo? explain why
“will” or “be
2. Uses going to” is - Ss listen to T.

8
 Will Be going to used in each
- Plans - Plans case.
which are which are - T listens to
made at the made before the Ss then - Ss listen to T and
moment of the moment provides the write down in
speaking. of speaking. most accurate their notebooks.
explanation.
- - - T gives the
Predictions Predictions correct
based on based on structure and
what we what we see asks Ss write
think or or know. down in their
believe notebooks.
about the
future.

3. Signal word
Tomorrow, Tomorrow,
next/month/year tonight,
…
Practice 10 Task: Complete the following sentences - T asks Ss to - Ss read the text
with will or the correct forms of the be
read the text and complete the
going to.
Purposes: Ss practice distinguishing
and complete correct verb
the future with “will” and “be going the correct forms
to”. verb forms individually 3
1. I don’t think she ________ come individually minutes.
tonight. She has to revise for her exam in 3 minutes. - Ss ask T for
tomorrow. - T goes help if necessary.
2. We have already made the decision.
We ________ buy a new house next around the
month. class and - Ss work in
3. I’m sure she ________ pass the final support Ss if pairs to
exam. necessary. exchange their
4. Look at the sun. It ________ be a
beautiful day. - T asks Ss to answers.
5. I forgot to phone Dad. I ________ work in pairs -Ss give answers
do it right after lunch. to exchange and listen to T’s
correction.
their answers.
Suggested answer:
- T calls some
1. will
2, are going to Ss to give
3. will answers and
4. is going to correct.
5. will

6 Task: Complete the - T asks Ss to read the - Ss read the text

following sentences using
text and complete the and complete the
either will or be going to.
correct verb forms correct verb

9
 Purposes: Ss practice individually in 3 forms
distinguishing the future minutes. individually 3
with “will” and “be going - T goes around the class minutes.
to”. and support Ss if - Ss ask T for
1. She __________ (visit) necessary. help if necessary.
her grandparents this - T asks Ss to work in
weekend. pairs to exchange their - Ss work in
2. I think it __________ answers. pairs to
(rain) later, so take an - T calls some Ss to give exchange their
umbrella. answers and correct.
3. Look at those dark answers.
clouds! It __________ -Ss give answers
(storm) soon. and listen to T’s
4. They __________ (help) correction.
you move to your new
house tomorrow.
5. We __________ (not
buy) that car because it’s
too expensive.
Suggested answers:
1. is going to visit.
2. will rain.
3. is going to storm.
4. will help.
5. are not going to buy.
Production 6 Group Discussion - Human - T divides class into 3 - Ss listen to T’s
and the Environment groups of 10 Ss and instruction and
Discuss ideas about how explain the activity goals: discuss the
humans will protect the to use the future with will following
environment in the future and be going to. questions about
using the future tenses with - T asks each group to music using will
will and be going to. discuss the following and be going to in
Purposes: Ss practice using questions about music group of 10 in 5
will and be going to to talk using will and be going to mins.
about Human and the in 5 mins.
Environment.
Q:
1. What actions will humans - Ss share their
take to reduce pollution in answers with the
the future? - T calls some Ss to share class, listen to T’s
2. How are governments their answers with the class correction and
going to help protect forests and corrects. receive points.
and wildlife? - T gives Ss the point If Ss
3. How are individuals speak confidently and
going to change their daily clearly.
habits to save the planet?
Suggesten answers:
1. People will use more
renewable energy to reduce

10
 air pollution.
2. Governments are going to
create more national parks
to protect endangered
species.
3. People are going to
recycle more and use less
plastic.
4. 4 Summary of the content of the lesson - T - Ss listen to the
Consolidation about distinguishing the future with summarizes T
“will” and “be going to”
the content of
the lesson on
the future
with “will”
and “be going - Ss ask T and
listen to T’s
to”
explanation.
- T asks Ss if
they have
anything that
they don’t
understand,
and T
explains what
Ss ask.
5. Home 3 - Do the task again. - T reminds - Ss complete the
assignment - Prepare new lessons in advance. Ss to review task T assigned.
and prepare
new lessons.

3_3.
Make a lesson plan to teach “Compound sentences” with PPP teaching method in the
following material (4 points)

LESSON PLAN
Unit 3. Music
Grammar: Compound sentences
I. Description

11
 - This lesson is designed for 10th grade students.
- 30 students
- Level: A1 – A2/ Elementary
II. Time
- Duration: 45 minutes
III. Main content:
- To provide Ss with the revision of compound sentences.
IV. Objective:
After the lesson, Ss will be able to:
- Recall the structure and usage of compound sentences (by making conjuction).
- Use compound sentences as accurately as possible.
- Apply compound sentences in daily conversations.
V. Assumed knowledge:
- Ss may know the structure and usage of compond sentences.
- Ss may know some vocabulary related to the topic “Music”.
VI. Anticipated problems:
- Ss may make mistakes when creating compound sentences.
- Ss may lack of understanding of the meaning and usage of each conjunction.
VII. Teaching aids:
- Teacher: Textbook, laptop, handout, lesson plan, projector.
- Students: Textbook, pen, workbook.
VIII. Procedures:
Stage Time Content Teacher’s activities Student’s
activities
1. 1’ - Greeting - T greets Ss. - Ss greet T
Salutation - Ss checks the attendance - The monitor
reports.
2. 5’ Warm – up: - T divides the class into 5 - Ss work in
Lead - in Activity: Bingo groups of 6 Ss. groups of 6.
game - T shows photo on the - Ss look at
Look at the slide. the photos on
photos on the the slide.
slides, speak out - T asks Ss to say “Bingo” - Ss say
the whole if they can speak out the “Bingo” if
sentence. whole sentence of that they know
Purposes: Ss photo. the whole
practice sentence.
compound - T calls that Ss to give - Ss give
sentence. answer. answer for
Q: Make a that photo.
sentence based - T corrects and gives 10 - Ss listen to
on the given marks for each correct T’s
picture. answer. correction
Suggested and get
answers: marks.
1. I wanted to go - T claims the winner - Ss listen to
to the park, but it group with highest scores. T

12
 started raining. - From the correct - Ss listen to
2. She enjoys answers, T leads Ss to the T
reading books, lesson: compound
and her brother sentences.
loves playing
video games.
3. He studied
hard for the test,
so he got a good
grade.
4. I cooked
dinner, and my
sister set the
table.
5. The dog
barked loudly,
but the cat stayed
calm.
3. New lesson: Compound sentences (Deductive)
Presentation 10’ Purposes: - T shows - Ss look at
- Remind Ss of how definition, forms the
and uses of definition,
to use the compound compound sentence forms and
sentence. on the slide. uses of
- To set the content - T gives compound
for the lesson: the explanations. sentence.
compound sentence - T asks Ss to write
- Engage Ss with down the lesson - Ss listen to
their notebooks. T’s
quick examples. - T calls some Ss to explanations.
1. Definition: loudly read their - Ss write
A compound sentence example in class down the
consists of 2 or more and corrects if lesson into
independent clauses necessary. their
joined by coordinating notebooks.
conjunctions such as - Ss make
“and, but, or, for, so, examples for
yet, nor” each tense
2. Form: and loudly
S + V + coordinating read their
conjunction + S + V examples and
Ex: I wanted to go listen to T’s
swimming, but it correction
started to rain. feedback.
3. Usage:
Used to combine
related ideas, or actions
in a single sentence,
making the statement
clear and coherent.
Practice 10 Task 1: Make - T sends the link - Ss read the

13
 compound sentences Quizz to the Ss and text and
using the correct asks them to log in choose the
conjunctions in the game to correct the correct verb
blanket. verb forms. forms.
Q: - T checks if all the - Ss ask T
1. I am a jazz fan. Ss entered the for help if
My favorite platform. necessary.
style is from - T starts the game - Ss work in
the late 1960s. and limits 3 pairs.
(and/but) minutes for the Ss
2. Jackson wants to complete all the
to go to the questions in the
music festival game.
on Saturday. - T corrects the -Ss give
He has a math answer and finds answers and
exam on that out who is winner. listen to T’s
day. (but/so) correction.
3. You can book
the tickets
online. You
can buy them
at the stadium
ticket office.
(but/or)
4. The concert
didn’t happen.
We stayed at
home. (or/so)
Suggested answers:
1. And
2. But
3. Or
4. So
6 Task 2: Complete each - T asks Ss to read - Ss read the
sentence with the the text and choose text and
correct conjunction the correct choose the
(and, but, or, so, yet) conjunction correct
1. I wanted to go to the individually in 3 conjunction
park, _______ it started minutes. individually 3
raining. - T goes around the minutes.
2. She enjoys reading class and support Ss - Ss ask T for
books, _______ her if necessary. help if
brother loves playing - T asks Ss to work necessary.
games. in pairs to exchange
3. You can take the their answers. - Ss work in
bus, _______ you can - T calls some Ss to pairs to
walk to the station. give answers and exchange
4. He forgot to set an correct. their answers.
alarm, _______ he -Ss give
missed the train. answers and
listen to T’s

14
 5. The team played correction.
well, _______ they
didn’t win the match.
Suggested answers:
1. But
2. And
3. Or
4. So
5. Yet
Production 6 Group Discussion - - T divides class - Ss listen to
Music and Its Impact into 3 groups of 10 T’s
Discuss opinions Ss and and explain instruction
related to music using the activity goals: and discuss
compound sentences to use compound the following
with conjunctions like sentences questions
“and, but, or, so, yet” - T asks each group about music
to answer. to use the using
Purposes: Ss practice compound sentence compound
using compound with conjunctions sentences
sentences to talk about in 5 mins. with
music. conjunctions
Q: in group of
1. What kinds of 10 in 5 mins.
music do you
enjoy, and - T calls some Ss to
why? share their answers
2. How does with the class and - Ss share
music affect corrects. their answers
your mood or - T gives Ss the with the
daily point If Ss speak class, listen
activities? confidently and to T’s
3. Is music more clearly. correction
important for and receive
entertainment points.
or education?
Suggested answers:
1. I love pop
music, but I
also enjoy
classical music
when I study.
2. Music helps
me relax, so I
listen to it
before bed.
3. Music is great
for
entertainment,
but it also
teaches us

15
 about history
and culture.
4. Consolidation 4 Summary of the - T summarizes the - Ss listen to
content of the lesson content of the the T
about compound lesson about
sentences. compound
sentences
- T asks Ss if they
have anything that
they don’t - Ss ask T
understand, and T and listen to
explains what Ss T’s
ask. explanation.
5. Home assignment 3 - Do the task again. - T reminds Ss tp - Ss complete
- Prepare new lessons review and prepare the task T
in advance. new lessons. assigned.

3_4. Make a lesson plan to teach “Stress in two-syllable words” in the following material (4
points)

English 10 (Global success)– Unit 3: Music

Lesson plan
Unit 3: Music
Pronunciation: Stress in two-syllable words

I. Description
- This lesson is designed for 10th grade students.
- 30 students
- Level: A1 – A2/ Elementary
II. Time
- Duration: 45 minutes
III. Main content:
- To help Ss pronounce stress in two-syllable words correctly.
IV. Objective:
After the lesson, Ss will be able to:
- Identify some tips to put stress in two-syllable words.
- Apply pronunciation correctly to two-syllable words.

16
 - Pronounce more accurately and fluently in daily conversation.
V. Assumed knowledge:
- Ss may know some tips of two-syllable words.
- Ss may distinguish the similarities and differences of two-syllable words.
VI. Anticipated problems:
- Ss may be confused when pronouncing two-syllable words.
- Ss may have difficultly remembering how to pronounce two-syllable words.
VII. Teaching aids:
- Teacher: Textbook, laptop, handout, lesson plan, projector.
- Students: Textbook, pen, workbook.
VIII. Procedures:
Stage Time Content Teacher’s activities Student
’s
activitie
s
1. Salutation 1’ - Greeting - T greets Ss. - Ss greet
- Ss checks the attendance T
- The
monitor
reports.
2. Lead - in 5’ Warm – up: - T divides the class into 3 - Ss work
Activity: Stress Guess groups of 10 Ss. in groups
Look at the photos on - T shows photos related to of 10.
the slides, speak out each word on the slide. - Ss look
the words and identify - T asks Ss to say raise hand at the
the stress is on the if they can speak out the photos on
first or the second word of that photo and asks the slide.
syllable. if the word fall on the first or - Ss raise
Purposes: Ss practice second syllable. hand if
pronunciation and they
stress patterns in two- - T calls that Ss to give know the
syllable words. answer. whole
Q: sentence.
Look at the photo and - T corrects and gives 10 - Ss give
the word, who know marks for each correct answer
the stress is on the answer. for that
first or the second photo.
syllable? - Ss listen
Purposes: Help Ss - T claims the winner group to T’s
identify the stress of with highest scores. correctio
two-syllable nouns - From the correct answers, n and get
Suggested answer: T leads Ss to the lesson: marks.
1. Rhythm/ˈrɪðəm/ - stress in two syllable words. - Ss listen
first to T
2. Singer/ˈsɪŋər/ - first - Ss listen
3. Guitar/ɡɪˈtɑːr/ - to T
second
4. Drummer/ˈdrʌmər/

17
 - second
5. Playlist/ˈpleɪlɪst/ -
first
3. New lesson: Stress in two syllable words
Pre-teaching 10’
- Remind Ss of how to use the - T shows some - Ss look
Purposes: Identify some tips to put stress in two- tips of stress in at the
syllable words, engage Ss with quick two-syllable slides.
words on the
examples. slides.
Tips: - T gives - Ss listen
- Most two-syllable nouns and adjectives have explanation in to T’s
stress on the first syllable. each tip. explanati
Example: - T asks Ss to ons.
- Most two-syllable verbs have stress on the write down
second syllable. some tips in - Ss write
Example: their notebooks. down the
- T asks Ss if lesson
they have into their
anything that notebook
they don’t s.
understand.
- T explains for - Ss ask T
Ss if they have if they
any questions. have
anything
that they
don’t
understan
d.

- Ss listen
to T’s
explanati
on.
While-teaching 10 Task 1: Listen and repeat. Pay attention to the - T reads the - Ss listen
stressed syllable in each word. words and asks and
Purposes: Ss know how to emphasiz content Ss to listen and repeat
words in speech. repeat. after
- T asks Ss to hearing
Stress on the Stress on the work in pairs to the
first syllable second syllable practice these words.
Singer Relax words together - Ss work
Programme Perform in 3 mins in pairs
Common Attract - T invites some and
Careful Decide Ss to stand up practice
and speak out these
loud and words
corrects their together
stress or in 3 mins

18
 pronunciation if - Ss stand
necessary. up and
speak out
loud and
listen to
T’s
correctio
n.
6 Task 2: Listen and mark the stressed syllables in - T plays the - Ss
the words in bold. audio and asks listen and
Purposes: Ss know how to emphasiz content Ss to listen and mark the
words in speech. mark the stress stress
1. she is a famous artist. syllable in the syllable
2. I enjoy his songs about friendship. words in bold. in the
3. Their latest show received a lot of good comments. - T asks Ss to words in
work in pairs to bold.
exchange - Ss work
answers in 3 in pairs
mins and
- T invites some exchange
Ss to stand up answers
and speak out in 3 mins
loud and - Ss stand
corrects their up and
stress or speak out
pronunciation if loud and
necessary. listen to
T’s
correctio
n.

Post-teaching 6 Task: Listen to a short clip and choose words - T shows a - Ss look
that appear in the audio. slide with a list at the
of 10 of two- slide and
Purposes: Ss practice and produce correct stress syllable words listen to
patterns in two-syllable words related to music. and explain the T’s
Q: What is this instrument called? Who is she called? activity goals: instructio
Suggested answers: guitar (gi-TAR), piano (PI-a-no), to practice n
singer (SING-er), concert (CON-cert), drummer stress in two- - Ss work
(DRUM-mer). syllable words. in group
- T divides class of 10
into 3 groups of - Ss listen
10 Ss to the
- T plays the audio and
audio and asks choose
questions to the
spark ideas words.
- T calls each - Ss share
group to come their
to the board to answers

19
 share answers with the
and give class and
feedbacks. listen to
T’s
feedback
s.
4. Consolidation 4 Summary of the content of the lesson about stress - T summarizes - Ss listen
in two-syllable words the content of to the T
the lesson about
stress in two-
syllable words
- T asks Ss if
they have
anything that - Ss ask T
they don’t and listen
understand, and to T’s
T explains what explanati
Ss ask. on.
5. Home 3 - Practice saying the two-syllable words from the - T reminds Ss - Ss
assignment lesson at home to practice and complete
- Find more examples of two-syllable words and find more the task T
identify the stress syllable. examples of assigned.
- Prepare new lessons in advance. two-syllable
words and
prepare new
lessons.

3_5. Make a lesson plan to teach “Stress in three-syllable adjectives and verbs” in the
following material (4 points)

English 10 (Global success) – Unit 6: Gender equality

Lesson plan
Unit 6: Gender equality
Pronunciation: Stress in thee-syllable adjectives and verbs

I. Description

20
 - This lesson is designed for 10th grade students.
- 30 students
- Level: A1 – A2/ Elementary
II. Time
- Duration: 45 minutes
III. Main content:
- To help Ss pronounce stress in three-syllable adjectives and verbs correctly.
IV. Objective:
After the lesson, Ss will be able to:
- Identify some tips to put stress in three-syllable adjectives and verbs.
- Apply pronunciation correctly to three-syllable adjectives and verbs.
- Pronounce more accurately and fluently in daily conversation.
V. Assumed knowledge:
- Ss may know some tips of three-syllable adjectives and verb.
- Ss may distinguish the similarities and differences of two-syllable words.
VI. Anticipated problems:
- Ss may be confused when pronouncing three-syllable adjectives and verbs.
- Ss may have difficultly remembering how to pronounce three-syllable adjectives and
verbs.
VII. Teaching aids:
- Teacher: Textbook, laptop, handout, lesson plan, projector.
- Students: Textbook, pen, workbook.
VIII. Procedures:
Stage Time Content Teacher’s activities Student’s
activities
2. Salutation 1’ - Greeting - T greets Ss. - Ss greet T
- Ss checks the - The monitor
attendance reports.
2. Lead - in 5’ Warm – up: - T divides the class - Ss work in
Activity: Stress into 3 groups of 10 Ss. groups of 10.
Guess - T shows photos - Ss look at the
related to each word on photos on the
the slide. slide.
- T asks Ss to say raise - Ss raise hand if
hand if they can speak they know the
out the word of that whole sentence.
photo and asks if the - Ss give answer
word fall on the first or for that photo.
second syllable. - Ss listen to T’s
correction and
- T calls that Ss to give get marks.
answer. - Ss listen to T
- Ss listen to T
- T corrects and gives
10 marks for each

21
 correct answer.

- T claims the winner

group with highest
scores.
- From the correct
answers with the stress
in two syllable word, T
leads Ss to use
3. New lesson: Pronunciation: stress in two-syllble words
Presentation 10’ Deductive
- T shows some - Ss look at the
tips of stress in slides.
two-syllable
words on the
slides. - Ss listen to T’s
- T gives explanations.
explanation in
each tip. - Ss write down
- T asks Ss to the lesson into
write down their notebooks.
some tips in
their notebooks. - Ss ask T if they
- T asks Ss if have anything
they have that they don’t
anything that understand.
they don’t
understand. - Ss listen to T’s
- T explains for explanation.
Ss if they have
any questions.

Practice 10 Task 1: Listen and repeat. Pay

attention to the stressed syllable
in each word.

Three- Three-
syllable syllable verbs
adjectives
Ex'pensive ‘Organise
Fan'tastic ‘Benefit
‘Medical De'velop
’Opposite En’courage

6 Task 2: Listen and mark the

stressed syllables in the words in

22
 bold.
1. We’ll celebrate her success
with a party.
2. They hope to discover new ways
to promote gender equality.
3. The job requires both physical
and mental strength.
4. Equal opportunities in education
bring important changes in society.
Production 6

4. Consolidation 4 Summary of the content of the - T summarizes - Ss listen to the

lesson about stress in two- the content of T
syllable words the lesson about
stress in two-
syllable words
- T asks Ss if
they have
anything that - Ss ask T and
they don’t listen to T’s
understand, and explanation.
T explains what
Ss ask.
5. Home assignment 3 - Practice saying the two-syllable - T reminds Ss - Ss complete
words from the lesson at home to practice and the task T
- Find more examples of two- find more assigned.
syllable words and identify the examples of
stress syllable. two-syllable
- Prepare new lessons in advance. words and
prepare new
lessons.

IX. Evaluations:
3_6.
Make a lesson plan to teach “Passive voice with Modals” with TTT teaching method in the
following material (4 points)

English 10 (Global success) – Unit 6: Gender equality

I. Description
- This lesson is designed for 10th grade students.
- 30 students
- Level: A1 – A2/ Elementary
II. Time
- Duration: 45 minutes

23
 III. Main content:
- To help Ss with the revision of passive voice with modals.
IV. Objectives:
After the lesson, Ss will be able to:
- Understand and distinguish the difference between the passive modals and active
modals.
- Recall modal verbs
- Practice the theories of passive with modals in real context.
V.Assumed knowledge:
- Ss may know the forms of passive modals and active modals.
- Ss may know the theories related to modal verbs
- Ss may distinguish the difference between modals in passive voice and modals in active
voice.
VI.Anticipated problems:
- Ss may not avoid irregular verbs mistakes.
- Ss may not identify which voice should be used in each context.
VII.Teaching aids:
- Teacher: Textbook, laptop, handout, lesson plan, projector.
- Students: Textbook, pen, workbook.
VIII.Procedures:

Stage Time Content Teacher’s Student’s

activities activities
3. Salutation 1’ · Greeting - T greets Ss. - Ss greet T
- Ss checks the - The monitor
attendance reports.
2. Lead - in 5’ Warm – up: - T divides the - Ss work in
Activity: class into 3 groups of 10.
Look at the blanks on groups of 10 Ss. - Ss look at the
the slides, speak out - T shows the blanks on the
the answers. blanks on the slide.
Purposes: To check slides . - Ss raise hand
the background - T asks Ss to say if they know
knowledge of regular raise hand if they the ansers.
and irregular verbs. know the
1.take - took – ___ answers. - Ss give
2. cut –cut – - T calls that Ss answers .
3. eat – __ – ___ to give answer. - Ss listen to
Suggested answer: T’s correction
1. take - took – taken - T corrects and and get marks.
2. cut –cut – cut gives 10 marks
3. eat – ate – eaten for each correct
- Ss listen to T

24
 answer.

- T claims the - Ss listen to T

winner group
with highest
scores.
- From the
correct answers
with the stress in
two syllable
word, T leads Ss
to use
3. New lesson:
Work in pairs: -Aks Ss to - Work in pairs
Look at the sentences and work in pairs in 4mins to
complete it with the given and complete complete the
words.Using passive modals or the task in task
active modals 4mins
Purposes: To distingish the -Give answers
differences between passive -Invite SS to
modals and active modals give answer s -Listen to T’s
1. People ___ (should/plant) -Correct the correction
TEST 7’ more trees in the Thống answers
Nhất park - Form the _ Nghe cô
2. More trees ___ correct
(should/plant) in the answers, lead
Thống Nhất park SS to passive
and active
3. The brigde _ modals
(might/build) in 1968
…
-Suggested answers:
TEACH 10 Give 2 Lpok at the
Active: examples slide.
1.People should plant about active
more trees in the TN park voice and
passive voice
S + modals + V + O on the silde
Passive:
2. More trees should be planted in -Ask Ss to -Identify the
the TN park. identify the S/v/O of 2
S + modals + be +Ved/p2 + O S/V/O of 2 examples
-Questions for eliciting the examples
forms: - Ask Ss to -Answer
Based on the background answer questions
knowledge of passive voice. Can questions in
you tell me which part of the order to elicit -Listen tô T
structure “performs” the action in the correct - work in pairs
active voice/ which part of the forms then give the
structure “receives” the action in

25
 passive voice? -Claim the list of modal
-Do the positions of the Subject forms verbs
and the Object change?Does the -Ask Ss to
verb change its structure? work in pairs
- the =n give -nhìn silde
the list of
modal verbs
- hoit học sinh
trl
- claim the
modal verbs
on the slide
TEST 6 2 BÀI SGK + 1 BÀI NHƯ
PRODUCTION (tự nghĩ đi ha ) CÔ ĐI
QUANH LỚP
VÀ QUIZZ +
TRÔNG NÓ
NHƯ LÀY: -Work in group
-Divide the of 10
class into 3
groups of 10 -Look at the
students questions on
-Show the the slides
questions on - raise their
the slide s hands as soon
-Ask Ss to as possible to
raise their answer
hands as soon questions
as possible to individually in
answer 5seconds, then
questions give reasons to
individually in choose it
5seconds, then
give reasons -Give answers
to choose it
- Invite Ss to - If both the
answer. answers and the
-If both the reasons are
answers and correct,receive
the reasons 10 marks for
are each questions
correct,give and invite
10 marks for someone from
each other teams to
questions./ If answer the next
the answers or questions./ If
the reasons the answers or
are wrong, the reasons are
choose wrong, that
another team cant gain
student from any points and

26
 other teams other teams can
take turn to
answer and get
marks
4. Consolidation 4 Summary of the content of the -T - Ss listen to the
lesson about PASSIVE …. summarizes T
the content of
the lesson
about stress in
two-syllable
words
- T asks Ss if - Ss ask T and
they have listen to T’s
anything that explanation.
they don’t
understand,
and T explains
what Ss ask.
5. Home assignment 3 - …. - ….and - Ss complete
- Prepare new lessons in advance. prepare new the task T
lessons. assigned.

3_8.
Make a lesson plan to teach “Relative clauses” with Task-based language teaching in the
following material (4 points) following material (4 points)

Lesson plan
Unit 8: New ways to learn
Grammar: Relative clauses
I. Description:
- This lesson is designed for 10th grade students
- 30 students
- Level: A1-A2/ Elementary
II. Time
- Duration: 45 minutes
III. Main content:
- To provide Ss with the revision of relative clauses: defining and non-defining relative clauses with who,
that, which, whose.

27
IV. Objective
After this lesson, Ss will be able to:
- Recall the definition, form, uses of relative clauses.
- Distinguishing defining and non-defining relative clauses
- Apply the theories of relative clauses to complete exerciecs and in daily conversations.
V. Assumed knowledge
- Ss may know the definition, form, and uses of relative clauses
VI. Anticipated problems:
- Ss might struggle to understand the differences between defining and non-defining relative clauses,
especially with punctuation.
- Ss might have difficulty understanding which relative pronoun to use.
VII. Teaching aids:
- Teacher: laptop, lesson plan, projector, handout, textbook.
- Students: textbook, workbook, pen.
VIII. Procedures
Stage Time Content Teacher’s Student’s
activities activities
1. Salutation 1 - Greeting - T greets Ss - Ss greet T
- T checks - The
the monitor
attendance. reports.
2. Lead-in 5 Warm-up: Bingo game - T divides - Ss work in
Activity: Look at the photos on the class groups of 6.
the slides, speak out the whole into 5 - Ss look at
sentence. groups of 6 the photos
Purposes: Encourage Ss to Ss. on the slide.
practice using relative clauses. - T shows - Ss say
Q: Make a sentence based on photo on the “Bingo” if
the given picture. slide. they know
Suggested answer: - T asks Ss the whole
1. The teacher who helped me to say sentence.
with my homework is very “Bingo” if
kind. they can - Ss give
2. I have a book which speak out answer for
explains how to learn English the whole that photo.
effectively. sentence of - Ss listen to
3. This is the house that my that photo. T’s
grandparents built many years - T calls that correction
ago. Ss to give and get
4. She is the girl whose dog answer. marks.

28
 won the competition. - T corrects - Ss listen to
5. The lady, who saved you and gives 10 T
yesterday, is my mom marks for
each correct
answer. - Ss listen to
- T claims T
the winner
group with
highest
scores.
- From the
correct
answers, T
leads Ss to
the lesson:
relative
clauses.
3. New lesson: Relative clauses
Pre-task 5 Task: Complete the sentences with the correct
relative pronoun (who, which, that, whose). - T shows Ss a - Ss look at
Purposes: Ss practice using of relative clauses. task and ask the slides
1. The teacher __________ teaches us English students to and
is very kind. complete complete
2. This is the book __________ I borrowed individually individually
from the library. the sentences the sentences
3. The man __________ car was parked in 3 minutes. in 3 minutes.
outside helped us find the way. - T goes - Ss ask T
4. The movie __________ we watched last around the for help if
night was really interesting. class and necessary.
5. She has a friend __________ father works support Ss if
as a doctor. necessary. - Ss work in
- T asks Ss to pairs to
Suggested answer: work in pairs exchange
1. who to exchange their
2. which/that their answers. answers.
3. whose - T calls some -Ss give
4. which/that Ss to give answers and
5. whose answers and listen to T’s
correct. correction.

29
 - T gives - Ss listen to
explanations. T’s
explanations
.

While-task 10 Task 1: Match the two parts to make complete - T sends the - Ss read the
sentences. link Quizz to text and
Purposes: Ss practice using and distinguishing the Ss and choose the
between defining and non-defining relative asks them to correct verb
clauses log in game to forms.
Extract English 10 (Global success) – Unit 8: correct the
New ways to learn verb forms. - Ss ask T
- T checks if for help if
Suggested answer: all the Ss necessary.
1. d entered the
2. e platform. - Ss work in
3. b - T starts the pairs.
4. c game and
5. a limits 3
minutes for -Ss give
the Ss to answers and
complete all listen to T’s
the questions correction.
in the game.
- T corrects
the answer
and finds out
who is
winner.
Task 2: Join the following sentences. Use who, - T asks Ss to - Ss read the
that, which or whose. Add commas where read the text text and
necessary. and complete complete
Purposes: Ss practice using and distinguishing individually individually
between defining and non-defining relative the sentences 3 minutes.
clauses. in 3 minutes.
Extract English 10 (Global success) – Unit 8: - T goes - Ss ask T
New ways to learn around the for help if
class and necessary.
Suggested answer: support Ss if
1. My brother, who is good at computers, necessary. - Ss work in

30
 teaches me how to use a laptop. - T asks Ss to pairs to
work in pairs exchange
2. Peter, whose sister is taking an online maths to exchange their
course, is a friend of mine. their answers. answers.
- T calls some -Ss give
3. Lan has read the book which / that I lent her. Ss to give answers and
answers and listen to T’s
4. The boy who has designed this invention is correct. correction.
only 10 years old.

5. That app, which can help improve your

English pronunciation, is easy to use.

Post-task 19 Purposes: - T shows the - Ss look at

- Remind Ss of how to use the Relative definition, the slides.
clause. form, uses of
- To set the content for the lesson: Relative relative clause
clause. on the slides.
- Engage Ss with quick examples. - T asks Ss to
1. Definition write down - Ss write
A relative clause gives more information about a this lesson down this
person or thing by defining the noun before. It into their lesson into
usually begins with a relative pronoun: who, notebooks. their
that, which, or whose. - T asks Ss if notebooks.
they have - Ss ask T if
2. Uses: anything that they have
Defining Non-defining they don’t anything that
Gives Gives extra understand. they don’t
essential information - T explains understand.
information about the for Ss if they - Ss listen to
about the person or thing have any T’s
person or mentioned. It questions. explanation
thing is often placed
mentioned. between
commas.

3. Form:

31
 defining Non-defining
The man who My uncle,
visited us who visited us
yesterday is a yesterday, is a
famous doctor famous doctor
=> S + => S +,
relative clause relative
+ V2+O2 clause,
- Relative V2+O2
pronoun: - Relative
“who” pronoun: who
- Relative - Relative
clause: “who clause: who
visited us”. visited us.
=> essential => not
information. essential.

Task: Creating a mind map about relative

clauses.
Purposes: Ss practice using and distinguishing
relative clauses
- T divides the
Suggested answer: class into 5
groups of 6 ss
Center Node: Relative Clauses and explain
the activity
Branch 1: Definition goals: to use - Ss listen
relative to T’s
 Adds information about a noun or clauses. instructions
pronoun. - T asks Ss to and work in
 Starts with a relative pronoun (who, make a mind groups of 6.
which, that, whose, etc.). map in 3
 Connects two ideas into one sentence. minutes. - Ss ask T
- T goes for help if
Branch 2: Form around the necessary.
class and
 Subject Clause: Relative pronoun + support Ss if - Ss work in
verb (The boy who runs fast won.). necessary. pairs to
 Object Clause: Relative pronoun + - T calls some exchange

32
 subject + verb (The book that I read Ss to give their
was great.). answers and answers.
 Possessive Clause: Whose + noun (The correct. -Ss give
girl whose dog barked is kind.). answers and
 Reduced Clause: Omit relative listen to T’s
pronoun and verb (The man standing correction
there is my teacher.).

Branch 3: Uses

 Identify/Define (Restrictive):
Essential information (The car that is
red is mine.).
 Add Extra Info (Non-restrictive):
Non-essential, with commas (My cat,
which is fluffy, loves fish.).
 Combine Sentences: Link ideas (She
met a man who works in IT.).
 Show Possession: (The boy whose bike
is broken needs help.).
4. 3 Summary of the content of the lesson about -T - Ss listen to
Consolidation using relative clauses and distinguishing summarizes the T
defining and non-defining relative clauses. the content of
the lesson - Ss ask T
about using and listen to
relative T’s
clauses and explanation.
distinguishing
defining and
non-defining
relative
clauses.
- T asks Ss if
they don’t
understand,
and T
explains what
Ss ask
5. home 2 - Do the task again. - T reminds Ss - Ss
assignment - Prepare new lessons in advance. tp review and complete the

33
 prepare new task T
lessons. assigned.

IX. Evaluation.

3_9. Make a lesson plan to teach vocabulary in the following material (4 points)

English 10 (Global success) – Unit 8: New ways to learn

Lesson plan
Unit 8: New ways to learn
Vocabulary: Different ways of learning
I. Description:
- This lesson is designed for 10th grade students.
- 30 students
- Level: A1-A2/ Elementary
II. Time:
- Duration: 45m
III.Main content:
- Introducing and practing new vocabulary.
IV. Objective:
After this lesson, Ss will be able to:
- Learn new vocabulary related to the lesson “different ways of learning”: face-to-
face, prepare (for), strategy, online learning, blended learning.
- Apply the words to use in daily life.
V. Assumed knowledge:
- Ss may know some vocabulary related to the topic “different ways of learning”.
- Ss may know the meaning, uses in daily content.
VI. Anticipated problems:
- Ss may struggle to pronounce or use complex words “strategy” or “blended
learning” correctly
- Ss might have difficulty distinguishing between closely related terms.
- Ss may be shy to express opinions during discussion.

34
VII. Teaching aids:
- Teacher: laptop, lesson plan, projector, handout, textbook.
- Students: textbook, workbook, pen.
VIII. Procedures
Stage Time Content Teacher’s Student’s
activities activities
1. 1 - Greeting - T greets Ss - Ss greet T.
Salutation - T checks the - The monitor
attendance. reports.
2. 5 Warm up - -
Lead-in
3. New lesson: Protecting the Enviroment (Inductive)
Pre- 10 Purpose(s): - T shows new - Ss look at
teaching - to activate Ss prior vocabulary on slides.
knowledge about the
the slides
different ways of
learning and become - T calls some - Ss read loudly
curious about the new Ss and asks Ss new vocabulary.
vocabulary. read loudly
new
Vocabulary vocabulary.
1. Face to face - T corrects and - Ss listen to T’s
/ˌfeɪs.təˈfeɪs/
asks Ss to write correction and
(v)directly, meeting
someone in the same place down new write down new
words or words or
2. Prepare phrases in their phrases in their
/prɪˈpeər/ (v) to expect that notebooks. notebooks
something will happen and
to be ready for it

3. Strategy
/ˈstræt.ə.dʒi/ (n) a way of
doing something or
dealing with something

4. Online learning
/ˈɒn.laɪn ˈlɜː.nɪŋ/
Learning conducted via
the internet, where
students and teachers
interact in a virtual
environment
5. Blended learning
/ˈblen.dɪd ˈlɜː.nɪŋ/ A
method of education that
combines online learning

35
 with traditional face-to-face
classroom instruction.
While- 1. Match the words or - T asks Ss to - Ss read the
teaching phrases to their meaning read the text text match the
and match the words in
Purpose(s): Ss prcatice
the vocabulary through words in the meaning
exercise to discover the meaning individually 3
meaning and usage of individually in minutes.
new vocabulary. 3 minutes.
Extract English 10 - T goes around - Ss ask T for
(Global success) – Unit the class and help if
9: Protecting the support Ss if necessary.
environment necessary.
- T asks Ss to - Ss work in
Suggested answer: work in pairs to pairs to
1.A 2.D 3.E 4.B 5.C
exchange their exchange their
answers. answers.
- T calls 3 Ss -Ss come to the
come to the board and write
board and write their answers.
their answers.
- T corrects Ss - Ss listen to T’s
answers. explanation.
2. Complete the - T asks Ss to - Ss read the
sentences using the read the text text and
correct form of the
and complete complete the
words and phrases in 1.
Purposes: Ss prcatice the the sentences sentences
vocabulary through individually in individually 3
exercise to discover the 3 minutes. minutes.
meaning and usage of - T goes around
new vocabulary. the class and - Ss ask T for
Extract English 10 support Ss if help if
(Global success) – Unit
9: Protecting the necessary. necessary.
environment - T calls some
Ss to give -Ss share
Suggested answer: answer and answer with
corrects. class and listen
1. Biodiversity
to T’s
2. Wildlife correction.
3. Habitats
4. Climate change
5. Ecosystem

36
 Post- Speaking activity:
teaching Discuss what is the most
important action to
protect the enviroment
by giving specific
solution using the new
vocabulary.

4. Con
solid
atio
n
5. Ho
me
assi
gnm
ent

3_11. Make a lesson plan to Vocabulary in the following material (4 points)

Lesson plan
Unit 9: Protecting the environment
Vocabulary: Words and phrases related to the environment and ways to protect it
VII. Description:
- This lesson is designed for 10th grade students.
- 30 students
- Level: A1-A2/ Elementary
VIII. Time:
- Duration: 45m

37
 IX. Main content:
- Introducing and practing new vocabulary.
X. Objective:
After this lesson, Ss will be able to:
- Learn new vocabulary related to the lesson “words and phrases related to the
environment and ways to protect it”: biodiversity, habitat, ecosystem, wildlife,
climate change.
- Apply the words to use in daily life.
XI. Assumed knowledge:
- Ss may know some vocabulary related to the topic “the environment and ways to
protect it”.
- Ss may know the meaning, uses in daily content.
XII. Anticipated problems:
- Ss may struggle to pronounce or use complex words “biodivesity” or
“ecosystem” correctly
- Ss might have difficulty distinguishing between closely related terms.
- Ss may be shy to express opinions during discussion.

XIII. Teaching aids:

- Teacher: textbook, laptop, lesson plan, handout, projector
- Student: textbook, workbook, pen.
XIV. Procedures
Stage Time Content Teacher’s Student’s
activities activities
6. 1 - Greeting - T greets Ss - Ss greet T.
Salutation - T checks the - The monitor
attendance. reports.
7. 5 Warm up - -
Lead-in
8. New lesson: Protecting the Enviroment (Inductive)
Pre- 10 Purpose(s): - T shows new - Ss look at
teaching - to activate Ss prior vocabulary on slides.
knowledge about the
the slides
environment and
become curious about - T calls some - Ss read loudly
the new vocabulary. Ss and asks Ss new vocabulary.
read loudly
Vocabulary new
6. Biodiversity vocabulary.

38
 /ˌbaɪ.əʊ.daɪˈvɜː.sə.ti/ - T corrects and - Ss listen to T’s
(n) the process of different
species in a specific area asks Ss to write correction and
down new write down new
7. Habitat words or words or
/ˈhæb.ɪ.tæt/ (n) a place phrases in their phrases in their
where species naturally live
and grown. notebooks. notebooks

8. Ecosystem
/ˈiː.kəʊˌsɪs.təm/ (n) a
system where living things
interact with each other and
with is surroundings.

9. Wildlife
/ˈwaɪld.laɪf/ animals and
plants in their natural
environments
10. Climate change
/ˈklaɪ.mət ˌtʃeɪndʒ/ a change
in global on regional
climate patterns due to
natural or human activities.
While- 1. Match the words or - T asks Ss to - Ss read the
teaching phrases to their meaning read the text text match the
and match the words in
Purpose(s): Ss prcatice
the vocabulary through words in the meaning
exercise to discover the meaning individually 3
meaning and usage of individually in minutes.
new vocabulary. 3 minutes.
Extract English 10 - T goes around - Ss ask T for
(Global success) – Unit the class and help if
9: Protecting the support Ss if necessary.
environment necessary.
- T asks Ss to - Ss work in
Suggested answer: work in pairs to pairs to
1.A 2.D 3.E 4.B 5.C
exchange their exchange their
answers. answers.
- T calls 3 Ss -Ss come to the
come to the board and write
board and write their answers.
their answers.
- T corrects Ss - Ss listen to T’s
answers. explanation.
2. Complete the - T asks Ss to - Ss read the

39
 sentences using the read the text text and
correct form of the and complete complete the
words and phrases in 1.
the sentences sentences
Purposes: Ss prcatice the
vocabulary through individually in individually 3
exercise to discover the 3 minutes. minutes.
meaning and usage of - T goes around
new vocabulary. the class and - Ss ask T for
Extract English 10 support Ss if help if
(Global success) – Unit necessary. necessary.
9: Protecting the - T calls some
environment Ss to give -Ss share
answer and answer with
Suggested answer: corrects. class and listen
6. Biodiversity to T’s
7. Wildlife correction.
8. Habitats
9. Climate change
10. Ecosystem
Post- Speaking activity:
teaching Discuss what is the most
important action to
protect the enviroment
by giving specific 2-3
solutions using the new
vocabulary.

9. Con
solid
atio
n
10. Ho
me
assi
gnm
ent

3_12.
Make a lesson plan to teach “Conditional sentences type 1 and 2” with PPP teaching
method in the following material (4 points)

40
 LESSON PLAN
UNIT 10: Ecotourism
Grammar: Conditional sentences Type 1 and Type 2.

I. Description:
 This lesson is designed for 10th-grade students.
 40 students,
 Level: A1-A2/ Elementary
II. Time:
 Duration: 45 minutes
III. Main content: Provide students with understanding and practice of conditional sentences Type 1 and
Type 2.
IV. Objectives/aims:
After the lesson, Ss will be able to:
 Identify and correctly form Conditional sentences Type 1 and 2.
 Understand the difference in meaning between Conditional sentences Type 1 and 2.
 Use Conditional sentences Type 1 and 2 appropriately in real-life contexts.
V. Assumed knowledge:
 Ss may know the basic structure of English sentences.
 Ss may have some prior knowledge of verb tenses, particularly past simple and future simple.
 Ss may know some basic vocabulary related to the topic: Ecotourism
VI. Anticipated problems:
 Ss may confuse the verb tenses used in each type of conditional sentence.
 Ss may have difficulty understanding the hypothetical nature of Conditional sentences Type 2.
 Ss may make grammatical errors in the formation of the sentences.
VII. Teaching aids:
 Teacher: whiteboard/projector, markers/pens, handouts with exercises
 Students: textbooks, notebooks, pens

Stages Time Content Teacher’s Students’ activities

activities
1. SALUTATION 1’ Greeting - T greets Ss - Ss greet T.
- T checks the - The monitor reports.
attendance.

41
 2. LEAD-IN 4’ Warm – up - T divides the - Ss Work in groups
Activity – Quick class into 4 -Ss guess, and complete
Guess Game groups. the sentences.
Rule: Groups - T shows slide - Ss listen to T and get
guess and with incomplete points
complete the sentences.
sentences aloud. Example:
Award points for  If I
correct answers. study
-Purpose: help hard, I
Ss to find the will
difference ____.
between real and  If I
imaginary were
situations. rich, I
-Suggested would
answer: tự nghĩ ____.
-T give
correction and
points for the
winning group
3. NEW LESSON: 15’ 1.Presentation - T shows - Ss look at the slides
Conditional Type 1 forms, usages about forms, usages of
sentences Type 1 +Form: If + of Conditional Conditional sentences
and 2 present simple, sentences Type Type 1 and 2.
will + base verb 1 and 2 on the
(real situations). slides.
Type 2 - T gives - Ss listen to T’s
+Form: If + past explanations. explanations.
simple, would + - T asks Ss to - Ss write down in their
base verb write down the notebook
(imaginary similarities and
situations). differences of
+Use: the two types
- Conditional into their
sentences Type 1 notebooks.
talk about real - T asks Ss to - Ss make examples
situations in the make examples
present or future for each tense
that we believe - T calls some - Ss read loudly their
are possible or Ss to read examples and listen to
likely to happen. loudly their T’s correction/ feedback.
- Conditional examples in
sentences Type 2 class and
talk about corrects if
imaginary necessary.

42
 situations that are
impossible or
unlikely to
happen.

English 10 (Global success) – Unit 10: Ecotourism

3_16.
Make a lesson plan to teach “Past simple vs Past continuous with When and While” with
TTT teaching method in the following material (4 points)

English 10 (Global success) – Unit 4: For a better community

I/ Description
This lesson is designed for 10th grade students
40 students
Level: A1 - A2 / Elementary
II/ Time
Duration: 45 minutes
III/ Main content:
To provide Ss with the revision of Past Simple and Past Continuous with When and While.
IV/ Objectives/ Aims
By the end of the lesson, Ss will be able to:
Recall the form, the usage and signal words of Past Simple tense and Past Continuous tense with
When and While
Distiguish the similarities and differences between Past Simple and Past Continuous
Know how and when using When and While in Past Continuous tense
V/ Assumed Knowledge
Ss may know the forms, the usage and signal words of Past Simple tense and Past Continious
tense
Ss may know the positions and functions of When and While in Past Continous tense
Ss may know the vocabularies related to the topic: For a better community”
VI/ Anticipated problems
Ss may be confused when using “when” and ‘while” in Past continuous tense
Ss may be confused about Verbs in Past Simple and Past Continuous tense
VII/ Teaching Aids:
Teacher: Hand out, text book, lesson plan, projector

43
Students: text book, workbook, pen, notebook
VIII/ Procedures

WARM UP:
Ac1: Look at the screens, find out the correct forms of the verb at Past Simple and V-ing

Purposes: to encourage Ss to review and practice using the correct forms of the verb at Past
Simple and Ving

Suggested ideas: do => Did => Doing …. ( Tự nghĩ V ha )

Teacher’s activities: T introduces the warm-up activity and explains the rule to Ss => T shows
Verbs in bare-infinitive form on the screens => asks Ss to raise hands to answer => correct the
mistakes and give points.
=> Ss’activities ….
TEST:
Purposes: to check Ss’ foundational knowledge of Past simple and Past Continuous.
Questions + suggested answers ( Tự nghĩ )
Teacher’s activities: T sends the link to join Quizzizz and asks Ss to do the test => checks if all
Ss entered the platform => starts the test and set time at 3 minutes to complete all the sentences
in the test. => corrects answers and find out who has the highest point.
=> Ss’ activities
TEACH:
Past simple and Past Continuous:
Purposes: Ss are led to distinguish the differences between PS and PC tense + Recall the forms,
usages, signal words of 2 tenses
Forms => Tự nhớ
Usage:
PS tense:
Describes a completed actions or events in the past
Indicates a specificpoint in time when the action occurred
PC tense:
Shows that the action was already in progress at a certain time in the past
An activity was in progress for some time, not just for a moment.
Signal words ( Tự nhớ )
Examples: Tự bịbịa
Teacher’s activities: (Deductive approach) T shows forms, usages, signal words of 2 tenses on
the slide => gives explanation => asks Ss to write down the theories on their notebooks => calls
some Ss to make examples and read loudly in class and correct if necessary.
=> Ss’ activities….
2. When and while

44
Purposes: To help Ss to show how two past actions or situations are connected, using When and
While.
The Usage:
When we use Past Simple and Past Continuous together, it shows us that the simple action
happened in the middle of the Past Continuous action, while it was in progress.
Example: While I was studying, I suddenly felt sleepy
Use these tenses to show an action interrupting another action.
Example: I brobe my leg while I was skiing.

END.

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