3_1.

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

UNIT 1: Family life

Present simple and Present continuous
I. Description:

- This lesson is designed for 10th graders.

- 45 students

- Level: A1-A2/ Elementary

II. Time:

- Duration: 45 minutes

III. Main content:

- To provide Ss with the revision of the present simple and present continuous

IV. Objectives/aims:

After the lesson, Ss will be able to:

- recall the forms, uses, and signal words of present simple and present continuous

- distinguish the similarities and differences between present simple and present continuous

- apply theories of present simple and present continuous to complete the exercise and use them in daily
conversation

V. Assumed knowledge:

- Ss may know the forms, uses, and signal words of present simple and present continuous

- Ss may know some vocabulary related to the topic of Family life

- Ss may have prior experience with basic sentence structure and can recognize the difference between the present
simple and present continuous tense

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.

- Ss may struggle to understand when to use the present simple versus the present continuous in different contexts.

VII. Teaching aids:

- Teacher: handout, textbook, lesson plan, laptop.

- Students: - textbook, workbook, pen.

II. Procedures
 Tim Students’
Stages Content Teacher’s activities
e activities
1. SALUTATION
Greeting - Greet S - Greet T.
1’ - Check the attendance. -Monitor
reports.
2. LEAD-IN
5’ Warm-up "What’s Happening Now?" -T displays 3 sentences on the slide. - Ss Listen to T
Purpose: Engage students and help them
-T asks Ss to listen and read the
recognize the difference between the sentence. - S listens
present simple and present continuous carefully to the
tenses through a fun activity. instructions.
Example:
- T divide the class into 4 groups. One -Ss listen and
1. "What is your friend doing now?" student will stand up and act out an
work in
2. "He is talking to his friend." action they are doing (e.g., eating,
3. "I read books every day." (present reading, running). Other groups will groups
simple) guess the action using present
continuous: "You are eating," "You
 Suggested example answer: are reading," etc.

1. "I am listening to the teacher."

2. "I am writing."
3. "I am looking at the board."
- After the game, ask students about
their daily routines (present simple)
-Ss give their
and what they are doing right now
answers.
(present continuous).

- T calls on Ss to share their answers.

- T leads into the lesson

 Ss
listen
to T
3. NEW LESSON: The present simple and The present continuous: Deductive

Pre- 10’ Present Simple -T shows the forms, usages, and signal - Ss look at
words on the slide. the slide about
teachin
Form forms, usages,
g and signal
1. Affirmative: Subject + Base Verb words of the
(s/es). two tense
2. Negative: Subject + do/does not +
Base Verb. - T gives explanaions shows the forms, - Ss listen to
3. Interrogative: Do/Does + Subject usages, and signal words on the slide. T's explanation
+ Base Verb?
- Ss write
Use down the
forms, uses,
 Habitual actions. signal words in
 General truths. their
 Scheduled events. notebooks
 Permanent situations.
- Ss look at the
Signal Words slide and take
notes
 Always, usually, often, sometimes,
rarely, never.
 Every day/week/month/year, on - Ss to write
Mondays, in the morning, at night, - T ask Ss to write down the
etc. down the
similarities and differences of the two
similarities and
tense into their notebooks
differences of
Present Continuous the two tense

Form
- Ss make
1. Affirmative: Subject + am/is/are + - T asks Ss make examples for each
Verb(-ing). examples for
2. Negative: Subject + am/is/are not + tense
each tense
Verb(-ing).
3. Interrogative: Am/Is/Are +
Subject + Verb(-ing)? - Ss read their
 - T called some Ss to read loudly their example
Use
examples in class and correct them if loudly and
 Actions happening now. necessary and listened to T's listened to T's
 Temporary actions.
correction feedback correction/feed
 Future plans.
 Changes and trends. back

Signal Words

 Now, right now, at the moment, at

present, currently, this
week/month/year, today, tomorrow
(for future arrangements).

Practic 10’ Task 1: Choose the correct form of the

verb in each sentence - T explains the task and asks students - Ss do as T
e
to work individually in 2 minutes. T asks
Purposes:
- Ss practice verb conjugation according to also asks Ss to quickly note down the
tenses and contexts. word form of present simple and
Suggested answer: present continuous words in the
1. does sentences
- Ss ask T forr
2. is putting out
- T goes around the class and supports helps if
3. cleans
4. is studying Ss if necessary necessary
5. does

- T calls some Ss to give an answer - Ss stand up to

and correct them. give an answer
and listen to
T's correction
- T checks and explains the correct
- Ss listen to T
answers.
 Task 2: Read the text and put the verbs - Ss listen to T
in brackets in the present simple or -T explains the task and the difference
present continuous. between the present simple and
Purposes: The purpose of this exercise is present continuous tenses
to check and reinforce the ability to use
the present simple and present - Instruct students to understand the
continuous tenses in appropriate
contexts. context of each sentence to decide
which tense to use.
Suggested answer:
- Conjugate the verb in the correct
(1) does
(2) is not doing tense based on the context.
(3) is watching - Ss work
(4) are doing -T asks students to work individually individually
(5) is tidying up
(6) is trying in 2 minutes.
-Ss stand up
-After 2 minutes, T calls on any Ss to and give their
stand up and give the answers. answers.

-T provides feedback. - Ss listen to T

Production4’ Task 3: Quick game – make sentences -T divides the students in the class into - Ss listen and
2 groups, one group will make simple do as
and underline
sentences related to the topic” New required.
Purposes: ways to learn”, the other group will
underline the stressed words in that
- Practice the present simple or present
sentence.
continuous tenses in the main content
-T asks students to prepare within 3
words of the sentence.
minutes and sets a timer.
- Increase the ability to work in groups
-T ends the preparation time and starts
- Group 1
 Example answer: sends a
the game.
Group A: member to the
Words: I, read, every day, books. board to write
Sentence: I read books every day. (Present the prepared
Simple – habit) sentence.
Underline: read Group 2 sends
a member to
Group B: the board to
Words: She, cook, right now, dinner. underline
Sentence: She is cooking dinner right now. - T comments and gives feedback present simple
(Present Continuous – action happening or
now) Present
Underline: is cooking continuous
words

- Ss listen to
T's comments

4. CONSOLIDATION
Summary of the content of the lesson. - Call a few Ss to repeat what you just - Repeat the
Purpose: Ensure the Ss understand the
learned. lesson content
main concepts and apply them
- Summarize the content of the lesson. - Listen to the
3’ - Ask Ss if they have anything that T.
they don’t understand, and explain. - Ask T and
listen to T’s
explanation.
5. HOME ASSIGNMENTS (H.A)
2’ - Purpose: Reinforce the lesson and - T reminds Ss to review and complete Ss reviews and
prepare for the next class
the homework and prepare new completes the
- Vocabulary related to sharing the
household chores lessons in advance task
- Do the exercises again
- T asks Ss to prepare for the next Ss prepare for
- Prepare for the new lesson in advance
 lesson in advance the next lesson

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

UNIT 2: Human and the environment

The future with will and be going to

I. Description:

- This lesson is designed for 10th graders.

- 45 students

- Level: A1-A2/ Elementary

II. Time:

- Duration: 45 minutes

III. Main content:

- To provide ss with the understanding of using "will " and " be going to " for future

IV. Objectives/aims:

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 gorms, the uses, and signal words of the future with will and be going to.

- Ss may know some vocabulary related to the topic "Human and the environment”

VI. Anticipated problems:

- Ss may make mistakes with the formation y negative and question forms using "will" and " be going to"

- Ss may be confused with when use "will" vs" be going to", especially regarding predictions and planned actions.

- Ss may have diffienty with pronunciation differences between "will" contractions (eg : I'll , she'll) and" "going to "
( gonna)

VII. Teaching aids:

- Teacher: Textbook, lesson plan, laptop, projector, audio recordings...

- Students: Textbook, workbook, notebook, dictionary, pen ....

VIII. Procedures:
 Students’
Stages Time Content Teacher’s activities
activities
1. SALUTATION
Greeting - Greet S - Greet T.
1’
- Check the attendance. -Monitor reports.
2. LEAD-IN
Warm-up - T divides the class into small groups - Ss work in small
(5 – 6 Ss of the group)
Future Predictions Challenge Guess a future groups
situation from a card asking to predict using of 5 - 6 people.
"will "or " be going to " discuss in groups and
- T gives each group a situation card.
take turns making predictions. - So look at the
- T timed for Ss to start discussing in 2 situation card.
minutes.
Suggested situation:
Your sister is practicing guitar everyday. What do - Group Ss must
you think will happen? discuss and write
down their
5’
predictions for
situation using
"will" or "be
- T reports the timeout, and T calls the going to”
Ss to read their answers.

- Ss gives
answer
- From the challenge answers, T leads
ss into tenses: will and be going to.
- Ss listen
to T
3. NEW LESSON: The future with will and be going to

Presenta 10’ *. Identify example - T presents several sentences using "will" - Ss listen to T
and be going to " in different contexts
tion purpose: Expose ss to "will" and "be going to " in and read the
(predictions, promises, spontaneous,
context. decisions, planned actions) sentences
presented by the
Suggested answer : teacher
Sentences with "will " and " be going to "

- Ss my to
 understand the
Example - Underline the target structure. meaning of the
1. I forgot to phone Dad. sentences.
I will do it right after lunch.
2. I don't think she will come tonight. She has to
revise for her exam tomorrow
3. We are going to see a new movie after work
tonight.
4. I am going to go on a business trip at the
weekend.
- Ss work in pair
and conmbute to
The form
- T asks Ss to work in pairs to instruct the formation of

grammar rules based on the example of the ex the rules.

Will Be Going To in Identity. T guides a class discussion to help
S + will + V S + am/is/are +going to + V
Ss construct grammar rules based on their
S + will not (won’t) + V S + am/is/are + not + going to + V
Will + S + V? Am/Is/Are + S + going to + V?
analysis.
- Ss answer the
sample

- T asks Ss to answer the sample - Ss listen to T'

correction.

- T corrects and writes the completed forms on

the board - Ss write the
rules in their

- T asks Ss to write the nulls in their notebooks.

notebooks - Ss make a
sentence

- T asks Ss to take a sentence according to the according to the

rule. rule.
- Ss listen to the
T' correction.

- T corrects and writes the sentence on the

board
Uses:
Ss listen to T and
suggested answer :
- T guide 8s to analyse the form from (*). answer the
The similarities and differences between "will"
- T asks Ss suggested questions like: question of T
and" be going to ":
 • Similar: Both are used to talk about future actions •" Similarities and differences between a will
or events. and be going to" - Ss listen
• to T’s
• "When do we use will" explanati
• "When do we use be going 0" ) on
- T gives explanations. - Ss write
down
importan
t things
- T asks Ss to write down important things in their

- Ss listens
to T and
explains

- Ss listen
- T asks Ss when to use “will” and “be
to T’s
going to” Ss how to recognize them
correctio
n

- T listen to S's answers and correct

- Ss listen
to T and
write if
they
- T provides a few examples to help Ss
need
move to understand: “I think it will
rain tomorrow” and “Look at those
dark clouds! It’s going to rain”

Practice 10’ Task 1: Complete the following sentences with a

will or the correct forms of be going to. - T asks Ss to read the text and write down the - Ss read the text
correct verb forms individually in 3 minutes. and write down
Purposes: Ss practice distinguishing the future
with "will" and "be going 10". the correct

- Ss ask T for help

 Suggested answer:
if necessary.
1 will; 2 are going to; 3 will; 4 is going to; 5 will

- T goes around the class and supports Ss if

necessary.
- Ss work in pairs
- T ask Ss to work in pairs to exchange their to exchange their
answers. answers.

- Ss give answer
and explain the
- T calls some ss to give answer and asks them
reason for
to explain the reason or choose those answer.
choosing those
answers.

- Ss listen to T’s
explanations and
- T writes the correct answers on the board take notes.
and corrects Ss incorrect sentences.

Producti 4’ Task 2: Task 4: Create a Future Plan Poster - T introduce the task and explain its purpose. - Ss listen to the
T's instuctions.
on
Purpose : Ss apply their
understanding of " will "and - T provide materials (paper, markers, etc.) for - Ss plan and
ss to make plan poster. design a poster
"be going to" by creating a visual representation about their
of their future plans. future plans
using
"will " and " be
going to .
- T walks around the class, observes Ss
working, and monitors and Supports Ss as - Ss raise their
needed. hand or ask T if
they need
- T stops the activity after 5 minutes and asks assistance.
Ss to present their posters. - Ss present their
posters to the
class.
- T facilitate a gallery walk for Ss to present
their posters. - Ss walk around
the room to view
 and provide
feedback on their
peer's posters.

4. CONSOLIDATION
Summary of the content of the lesson - T summarizes the content of the lesson - Ss listen to T.
- T reviews forms, uses, and signal words of - Ss reflect on
purposes: Ensure ss understand the main concepts
and can apply them the future with " will " what they have
and " be going to " learned
-T asks Ss if they have anything that they don't - Ss ask questions
3’
understand or need further clarification if they have any
doubts
- T explains any points of confusion. - Ss listen to T’s
explanations and
take notes
5. HOME ASSIGNMENTS (H.A)
Purposes: Reinforce the lesson and prepare for the - Ss review
next class - T reminds Ss to review and complete and complete
- Vocabulary related to humans and the
environment. the task assigned the task
2’
- Finish homework on the workbook - - T asks Ss to prepare new lessons in - Ss prepare
- Do the task again to remember.
- prepare new lessons in advance advance for the next
lesson

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

I. Description:

- This lesson is designed for 10th graders.

- 45 students

- Level: A1-A2/ Elementary

II. Time:

- Duration: 45 minutes

III. Main content:

- To provide students with the knowledge of compound sentences, including:

Definition and structure.

The use of coordinating conjunctions (and, but, or, so).

IV. Objectives/aims:

After the lesson, Ss will be able to:

- Understand the structure and use of compound sentences.

- Identify coordinating conjunctions (e.g., and, but, or, so).
- Create compound sentences in context.

V. Assumed knowledge:

- Ss may know basic conjunctions (and, but, or, so).

- Ss may have experience creating simple sentences

VI. Anticipated problems:

- Ss might confuse coordinating conjunctions and subordinating ones.

- Ss may struggle with punctuation in compound sentences.

VII. Teaching aids:

- Teacher: handout, textbook, lesson plan, laptop.

- Students: - textbook, workbook, pen
 II. Procedures

Students’
Stages Time Content Teacher’s activities
activities
1. SALUTATION
Greeting - Greet S - Greet T.
1’
- Check the attendance. -Monitor reports.
2. LEAD-IN
Warm-up: Show the example sentence from the -T displays or writes the example sentence on - Observe the
the board
material: "It was raining, but they still went to the example sentence
outdoor show." provided by the
Purpose: To connect to their prior knowledge teacher.
about simple sentences and conjunctions. Engage - Ss Participate in
students and introduce the topic. a quick discussion
and respond to the
- T asks guiding questions
Example "It was raining, but they still went to the teacher's
outdoor show." questions based
on their current
Ask:
understanding.
 What do you notice about the sentence? - S give for
5’  How are the two parts connected? examples

- T encourages students to share their

thoughts freely, without worrying -Ss listen to T
about the correctness of their
answers.

- T introduces the topic of today’s

lesson: Compound Sentences.

3. NEW LESSON: Compound Sentences

Presenta 10’ Definition: - T write or display the definition and - Ss look at the
slide about forms,
tion structure of compound sentences on the
A compound sentence consists of two independent usages, and signal
clauses joined by a coordinating conjunction (and, board/slides. words of the two
 tense
but, or, so). - T explain each coordinating
conjunction's function (and, but, or, - Ss listen to T's
Structure: so) with examples: explanation about
the definition,
Independent clause + , + coordinating conjunction structure, and
 Example for "and": "I like jazz, and I
+ Independent clause. functions of
often listen to it in the evenings."
conjunctions.
 Example for "but": "I wanted to go to
Examples: the concert, but I had no time."
- Ss Take notes of
the examples and
Example 1: "I am a jazz fan, and my favorite style the explanation of
is from the late 1960s." the conjunction
meanings.
Suggested:  "I like jazz, and I often listen to it in
the evenings." - Ss observe the
- T presents the examples from the material. highlighted parts
Conjunction Meanings: of example
Highlight the independent clauses and sentences
And: Adds information. underline the conjunction. (independent
clauses and
But: Shows contrast. conjunctions).

Or: Presents a choice. - Ss write down in

their notebooks
- T explains punctuation rules: Place a comma
So: Shows result
before the coordinating conjunction.

- Ss answer to T's
- T provide additional sentences and ask the questions
students
- Ss read their
Question
example loudly
• "What are the two independent clauses in and listened to T's
- T called some Ss to read loudly their correction/feedba
this sentence?"
examples in class and correct them if ck
• "Which conjunction is being used here?" necessary and listened to T's correction
Answer: feedback - Ss write down in
their notebook
 Identify the two independent clauses in the
sentence.
- T asks Ss to write down in their notebooks
 State the purpose of the conjunction being
used.
Practice 10’ Task 1: Make compound sentences using the
correct conjunctions in brackets. - T explains the task and asks students to work - Ss do as T asks
individually in 3 minutes. T also asks Ss to
Purposes:
- To help students practice using coordinating note down the words quickly
conjunctions (and, but, or, so) correctly in context.
- To reinforce the meaning and function of each - Ss asks T for
conjunction (e.g., "but" for contrast, "so" for - T goes around the class and supports Ss if
results).
 Suggested answer: necessary help if necessary
1. but
2. but
3. or
4. so - T calls some Ss to give an answer and - Ss stand up to
correct them. give an answer
and listen to T's
correction

- T checks and explains the correct answers.

- Ss listen to T

Production 4’ Task 3: Write 2-3 compound sentences about your - T introduces the Task and Reminds students - Ss listen to T
to use punctuation properly.
favorite type of music or music events.
Example:
"I love listening to classical music, but my brother
-T asks Ss to prepare within 3 minutes and - Ss listen and do
prefers rock." as required.
sets a timer.
"We often listen to music together, so we can
- Ss asks T for
share our tastes."
help if necessary
Purposes: - T goes around the class and supports Ss if
necessary

-T ends the preparation time and starts - Ss stand up to

- T calls some Ss to give an answer and give an answer

correct them. and listen to T's
correction

- Ss listen to T

- T comments and gives feedback

4. CONSOLIDATION
Summarize key points: - Call a few Ss to repeat what you just learned. - Repeat the
- Summarize the content of the lesson. lesson content
Compound sentence structure.
- Ask Ss if they have anything that they don’t - Listen to the T.
3’ Usage of and, but, or, so. understand, and explain. - Ask T and listen
to T’s
Answer any remaining questions.
explanation.

5. HOME ASSIGNMENTS (H.A)

- T reminds Ss to review and complete the
- Purpose: Reinforce the lesson and prepare for the Ss reviews and
next class homework and prepare new lessons in
- Vocabulary related to sharing the household completes the task
2’ advance
chores Ss prepare for the
- Do the exercises again - T asks Ss to prepare for the next lesson in
- Prepare for the new lesson in advance next lesson
advance
3_4.

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

PRONUNCIATION: Stress in two-syllable words

I. Description: - Students: - textbook, workbook, pen, notebook

- This lesson is designed for 10th graders.

- 10 students

II. Time:

- Duration: 45 minutes

III. Main content:

- To help Ss understand the stress in two-syllable

words.

- IV. Objectives/aims:

After the lesson, Ss will be able to:

- Recognize and distinguish stress in two-syllable

words.

- Understand how stress affects the pronunciation of

such words.

- Apply correct stress when pronouncing words in

isolation and in sentences.

- Improve their pronunciation skills.

V. Assumed knowledge:

- Ss know how to pronounce basic two-syllable

words.

VI. Anticipated problems

- Ss might confuse stress rules between nouns and

verbs.

- Ss may struggle to hear the stress difference during

audio exercises.

VIII. Teaching aids:

- Teacher: chalk , textbook, lesson plan, laptop, TV

 IX. Procedures:

Students’
Stages Time Content Teacher’s activities
activities
1. SALUTATION
Greeting - Greet S - Greet T.
1’
- Check the attendance. -Monitor reports.
2. LEAD-IN
Warm – up - Teacher writes 5 two-syllable words on the - Look at on the
board. board.
Warm-up: “Quick Stress Check”
- Instructions: Teacher writes 5 two-syllable words - Explain the rules: “Raise your hand if you - Listen to the
(record, present, conduct, export, produce) on the think the stress is on the first syllable. Keep teacher’s
your hand down if it’s on the second syllable.” instructions
board. Students quickly identify whether the stress
is on the first or second syllable by raising their -Ask Ss to work individually and answer the -Work individual
hands..” question in 2 minutes to give T the
5’ answers.
Suggested answer:
1. I signed the REcord yesterday. - T calls on Ss to share their answers. -Ss give their
2. They will reCORD the concert for answers.
broadcast
3. We sell local PROduce at the market.
4. Farmers proDUCE vegetables and fruits.

3. NEW LESSON: PRONUNCIATION: Stress in two-syllable words: Visual techniques

Pre- 10’ Introduction to Stress Rules -T displays the rules clearly on slides. - Ss pay attention
teaching -Most two-syllable nouns and adjectives have stress on slides.
- T introduces examples with clear
on the first syllable. pronunciation. - Ss Listen
Example: SINGer /ˈsɪŋ.ɜː/ carefully to the
Example: CAREful /ˈkɛɹfəɫ/ T’s explanation.
- Most two-syllable verbs have stress on the second -T repeats each word and stresses pattern - Ss repeat the
syllable. slowly. words after T,
Example : RELAX /rɪ.ˈlæks/ focusing on the
stressed syllables.
- T highlights the exception with examples
like SINGer and reLAX .
-Ss answer
- T asks checking questions to ensure checking
understanding and calls on a random student
to answer. questions
 - T confirms the answer is true or false - Ss listen to T

Task 1: Identify Nouns and Adjectives -

Instructions: - T explains the task and asks Ss to work - Ss works
Listen to the words below. Mark the stressed individually individually.
syllable by writing it in capital letters. Words:
1. teacher
2. mother - Play audio recordings of the words. - Listen to the
3. happy words.
4. busy
5. Student
- Ss listen to
- T asks Ss to listen to the prepared audio clip
Audio for the first
Suggested answer: for the first time. In the first time, Ss focus on
time.
1. TEACH-er visualizing the stress.
2. MOTH-er
- Ss listen to
3. HAP-py
While- - T lets students listen to the audio again.
4. BUS-y Audio again.
10’
teac 5. STU-dent Second time: Students clearly identify the
word stress.

- T asked Ss to stand up and give the answer. -Ss stands up and

gives the answer
to T.

- T checks and explains the correct answers.

- Ss listen to T

Task 2: Choose the Stress Pattern - Instructions:

Choose the correct stress pattern for each word by - Write the exercise on the board or distribute - Ss read the word
circling 1 (stress on the first syllable) or 2 (stress on handouts. and options
the second syllable). Words:
1. begin: carefully
(a) BE-gin (b) be-GIN - Guide student to circle the correct answer for
2. present: the stress. - listen to T
(a) PRE-sent (b) pre-SENT
3. forget:
(a) FORget (b) for-GET -T asks students to work individually. - Ss work
4. happy: individually
(a) HAP-py (b) hap-PY
5. teacher:
-Ss answer the
(a) TEACH-er (b) teach-ER
question and read
 the stress aloud.
Suggested answers:
- T She invited students to volunteer and
1. B. be-GIN
2. A. PRE-sent (noun) / B. pre-SENT (verb) asked them to read the stress aloud.
3. B. for-GET
4. A. HAP-py
5. A. TEACH-er

Task 3: Stress Practice – “Pronunciation -T divides the class into pairs. - Ss Work in pairs
Production Challenge” to create
Purposes: sentences for the
- Reinforce students' understanding and stress of given words.
two-syllable words.
-T provides a list of two-syllable words.
- Practice students' pronunciation
List of words: -T Explains the rules of the task
-singer, relax, perform, attract, decide
-T calls on 1-2 pairs to present their dialogues
Task rules: to the class.
- Make 2 sentences, each using at least one word - Ss present their
from the list above.. sentences to the
- Pronounce the words with correct stress class,
Post- 4’ placement (first syllable for nouns, second syllable pronouncing the
teaching for verbs). words clearly
- Make the stressed syllables louder and clearer. with the correct
stress.
-T comments on pronunciation and accuracy
Suggested answer: of stress.
1. The SING-er performed beautifully on stage. - Ss Listen to the
2. I will per-FORM a song at the concert tomorrow. sentences of other
groups and
respond if
necessary.

- Ss listen to T's
comments

4. CONSOLIDATION
 Summary of the content of the lesson. - Call a few Ss to repeat what you just learned. - Repeat the
PRONUNCIATION: Stress in two-syllable
- Summarize the content of the lesson. lesson content
words.
- Ask Ss if they have anything that they don’t - Listen to the T.
3’ understand, and explain. - Ask T and listen
to T’s
explanation.

5. HOME ASSIGNMENTS (H.A)

- Review the rules of stress in two-syllable words.
- Give examples of two-syllable words. Remind S to review, do homework and Ss completes the
2’
- Do the exercises again prepare new lessons. task T assigned.
-Prepare for the next lesson

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

UNIT 4: For the better community

PRONUNCIATION: Stress in three-syllable words and verb

I. Description: - Teacher: chalk , textbook, lesson plan, laptop, TV

- This lesson is designed for 10th graders. - Students: - textbook, workbook, pen, notebook

- 10 students

II. Time:

- Duration: 45 minutes

III. Main content:

- To help students understand how stress in three-

syllable words can change the meaning based on
stress, focusing on nouns and verbs.

- IV. Objectives/aims:

After the lesson, students will be able to:

• Recognize and distinguish stress in three-syllable

words.

• Understand how stress changes meaning in words

(e.g., noun vs. verb).

• Apply correct stress when pronouncing words both

in isolation and in sentences.

• Improve their pronunciation.

V. Assumed knowledge:

- Ss have basic knowledge of stress in two-syllable

words from Unit 3.

- Ss know how to pronounce basic three-syllable

words.

VI. Anticipated problems

• Students may confuse stress rules between nouns

and verbs with the same spelling.

• Students may have difficulty hearing the stress

difference during audio exercises.

VIII. Teaching aids:

 IX. Procedures:

Students’
Stages Time Content Teacher’s activities
activities
1. SALUTATION
Greeting - Greet S - Greet T.
1’
- Check the attendance. -Monitor reports.
2. LEAD-IN
Warm – up - Teacher prepare 4 sentences with the target - Listen to T
words in context on slides.
“Stress Match-Up” Game
Mark the stressed syllable for each bolded word and -T displays the sentences on the slide.
identify whether it is a noun or a verb
- T explains the rules: “Mark the stressed
- To introduce words with the same spelling but syllable for each bolded word and identify - S listen carefully
different stress whether it is a noun or a verb.” to the instructions.
- To prepare students for today’s lesson focus.
- T reminds students: "Remember, in unit 3 we
learned the tips: nouns often have stress on the
first syllable, and verbs have stress on the
second syllable”
5’ I signed the record yesterday.
They will record the concert for broadcast - T plays prepared audio for each sentence.

We sell local produce at the market.

-Ask Ss to work individually and answer the
Farmers produce vegetables and fruits. -SWork
question in 2 minutes
Suggested answer: individual to give
5. I signed the REcord yesterday. T the answers.
- T calls on Ss to share their answers.
6. They will reCORD the concert for -Ss give their
broadcast answers.
- Using the correct answer, T leads into the
7. We sell local PROduce at the market.
8. Farmers proDUCE vegetables and fruits.
3. NEW LESSON: PRONUNCIATION: Stress in two-syllable words with the same spelling: Visual techniques

Pre- 10’ Introduction to Stress Rules -T displays the rules clearly on slides. - Ss pay attention
teaching In many two-syllable words with the same spelling: to the slide screen
-Nouns are usually stressed on the first syllable.
-Verbs are usually stressed on the second syllable. - T introduces examples with clear - Ss Listen
pronunciation: REcord (noun) vs. reCORD
Example: RECORD carefully to the
(verb). T repeats each word and stresses
REcord /ˈrekɔːd/: noun pattern slowly. T’s explanation
reCORD /rɪˈkɔːrd/: verb and examples.
- Another interesting example is the word - Ss repeat the
PRESENT words after T,
 PREsent / ˈpreznt /: Noun, Adj focusing on the
preSENT /prɪˈzent /: Verb stressed syllables
Note: There is not always a change of stress in (e.g., REcord vs
words that are both nouns and verbs. reCORD).
Example: ANswer /ˈɑːnsə(r)/: Noun, Verb
PIcture /ˈpɪktʃə(r)/: Noun, Verb
-Ask checking questions to ensure
- T highlights the exception with examples
understanding: like ANswer and PIcture where stress does
“What is the stress on this word? Conduct “ not change.
conDUCT /ˈkɒndʌkt/: verb: tiến hành, điều - T uses a wave chart to help students
khiển visualize syllable stress when pronouncing
words. -Ss answer
CONduct /ˈkɒndʌkt/: noun: hành vi, cách cư xử - T asks checking questions to ensure checking
understanding and calls on a random student questions
to answer.

- Ss listen to T

- T confirms the answer is true or false

While- 10’ Task 1: Listen and repeat. Pay attention to the

stress syllable in each word. - T explains the task and asks Ss to work - Ss do as T asks
teac
individually.
Purposes:
- To train students to identify stressed syllables
by listening. -Before playing the prepared audio, T asks Ss
- To improve listening and stress recognition - Ss read the
to read the sentences in the textbook and
skills. sentences before
visualize the stress in the answers and asks
Suggested answer: listening to the
them to identify the word class of the bold
(Bài này chỉ là listen and repeat, nhìn ảnh trong audio, visualize
words.
đề chép lại là dc) the stress in the
answers and
identify the word
type of the
italicized word.
 - Ss listen to
Audio for the first
time.

- T asks Ss to listen to the prepared audio clip

- Ss listen to
for the first time. In the first time, Ss focus on
Audio again.
visualizing the stress.

- T lets the Ss listen to the audio again. In the

second time: Students circle the correct stress
of the word
-Ss stands up and
gives the answer
to T.

- T asked Ss to stand up and give the answer.

- Ss listen to T

- T checks and explains the correct answers.

Task 2: Listen and mark the stressed syllables in

the words in bold. -T asks students to work individually. - Ss work
Purposes: individually
- To reinforce correct stress. -T plays an audio clip of sentences with
- To improve fluency and pronunciation.
bolded words and ask students to listen for -Ss listen
Suggested answers: stress carefully
1.celebrate (v) /ˈsel.ə.breɪt/ rơi vào âm tiết 1
celebrate falls on the first syllable because the
second and third syllables both contain the weak
vowels /ɪ/ and /ə/, so the stress falls on the first
syllable. - T plays the audio sentence by sentence, each -Ss stand up and
2.discover (v) /dɪˈskʌv.ər/ rơi vào âm tiết 2
sentence played twice so that Ss can memorize repeat loudly with
Vì The third syllable contains the weak vowels /ɪ/
and /ə/, so the stress falls on the second syllable. it for speaking practice. correct stress and
3 physical (adj) /ˈfɪz.ɪ.kəl rơi vào âm 1 intonation.
vì Three-syllable adjectives are usually stressed on
the first syllable.
3.important ( adj ) /ɪmˈpɔː.tənt/ rơi vào âm 2
vì Adjectives with 3 syllables in which the first -After each sentence, T pauses and selects
syllable contains the weak vowels /ɪ/ and /ə/ have some students to repeat to repeat aloud with - Ss listen to T
stress on the second syllable.
 correct stress and intonation.

-T provides feedback.

Task 3: Stress Practice – “Pronunciation -T divides the class into pairs. - Ss Work in pairs
Production Challenge” to create
Purposes: sentences for the
-Reinforce students' understanding and stress of given words.
three-syllable words.
-T provides a list of three-syllable words.
-Practice students' pronunciation.
List of words: -T Explains the rules of the task - Ss present their
musician, determine, entertain, encourage, develop sentences to the
-T calls on 1-2 pairs to present their dialogues
Task rules: to the class. class,
1. Make 2 sentences, each using at least one pronouncing the
word from the list above. words clearly
2. Pronounce the words with correct stress with the correct
Post- 4’ placement (typically: first syllable for stress.
teaching nouns, second syllable for verbs, and
context-dependent for adjectives). - Ss Listen to the
3. Make the stressed syllables louder and sentences of other
-T comments on pronunciation and accuracy
clearer. of stress. groups and
Suggested answer: respond if
1. The mu-SI-cian played a beautiful melody necessary.
at the concert.
2. I want to de-TER-mine the best way to - Ss listen to T's
learn this song. comments

4. CONSOLIDATION
 Summary of the content of the lesson. - Call a few Ss to repeat what you just learned. - Repeat the
PRONUNCIATION: Stress in three-syllable
- Summarize the content of the lesson. lesson content
words with the same spelling
- Ask Ss if they have anything that they don’t - Listen to the T.
3’ understand, and explain. - Ask T and listen
to T’s
explanation.

5. HOME ASSIGNMENTS (H.A)

- Review the rules of stress in three-syllable words
with the same spelling
- Give examples of three-syllable words with the Remind S to review, do homework and Ss completes the
2’
same spelling prepare new lessons. task T assigned.
- Do the exercises again
-Prepare for the next lesson
3_6. Make a lesson plan to teach “Passive voice with Modals” with TTT teaching method in
the following material (4 points)

UNIT 6: Gender success

GRAMMAR: Passive voice with modals

I. Description: - Teacher: chalk , textbook, lesson plan, laptop, TV

- This lesson is designed for 10th graders. - Students: - textbook, workbook, pen, notebook.

- 10 students

II. Time:

- Duration: 45 minutes

III. Main content:

- To help students understand the structure and use

of the passive voice with modal verbs (e.g., can,
must, should, etc.)

- IV. Objectives/aims:

After the lesson, students will be able to:

• Use passive voice with modals to describe actions

and events in the present and future.

• Understand the structure and use of passive voice

with modals (e.g., “The report must be finished by
Friday”).

• Transform active sentences into passive voice with

modals correctly.

V. Assumed knowledge:

• Students may already know the basic concept of

passive voice and modal verbs

.VI. Anticipated problems

Students might confuse the word order when

transforming active sentences to passive voice with
modals.

• Students may struggle with choosing the correct

modal verb to use in passive constructions.

VIII. Teaching aids:

 IX. Procedures:

Stages Time Content Teacher’s activities Students’ activities

1. SALUTATION
Greeting - Greet S - Greet T.
1’
- Check the attendance. -Monitor reports.
2. LEAD-IN
Warm – up - T writes on the board: What do modals - Ss think of modal
Warm-up: Brainstorming sentences using modals express? sentences based on
(can, must, should). daily activities. - Ss
- suggested answer: - T asks Ss to share sentences using share their answers
1. I must study hard. modals in active voice. with the class.
2. You can ride a bike. - Ss listen to T’s
5’ 3. He should help his parents. - T writes Ss’ responses, corrects errors, feedback and ask
and encourages simple sentences questions if needed.

- T calls on Ss to share their answers.

3. TEST: GRAMMAR: Passive voice with modals: TTT teaching method

10’ Initial test : - Identify active sentences and rewrite - T distributes the test papers to Ss. - Ss listen carefully to
T’s instructions.
them in passive voice using modals.
- T explains the instructions clearly:
Purpose: Assess Ss’ prior understanding of modals “Rewrite the sentences in passive voice - Ss work on the test
and passive voice. using modals.” individually and write
their answers.
1. Someone must follow these rules. - T monitors Ss as they complete the test
2. You should take the medicine. and provides assistance if necessary. - Ss submit their tests
to T.
3. They can repair the car.
- T collects completed tests and quickly
4. He might complete the project. reviews Ss’ answers. - Ss hand in their
- Suggested answer: completed tests to T

1. These rules must be followed. - Ss listen to T’s

2. The medicine should be taken. feedback on their
performance and
3. The car can be repaired. correct their mistakes
- T discusses common errors and
4. The project might be completed. highlights correct forms. if needed.

- Ss ask any question

or doubts the Ss may
 have about the test.
- T address any question or doubts the Ss - Ss get ready for the
may have about the test.
teaching phase by
reviewing their notes
or focusing on the
areas where they
- T transition smoothly to the teaching need improvement.
phase by summarizing the test results and
introducing the next part of the lesson.

1. Active voice: Modal + Verb

-Suggested answer: - Write the rule and examples on the - Look at the board
They must finish the project board. and take notes.
2. Passive voice : Modal + be + V3/ed
- Explain how to form the passive voice - Listen to the
Passive voice emphasizes the action or object, not
with modals. explanation carefully.
the subject.
- Examples: She can solve the problem. → The - Highlight the use of be + V3/ed after - Observe the
problem can be solved. modal verbs. examples and identify
They should clean the room. → The room should the difference
be cleaned -Provide additional examples to show the
between active and
Presenta shift in focus from subject to object.
passive voice.
10’
tion
- Ask guiding questions: What changes in
-Ss stands up and
the sentence structure?
gives the answer to T

- Explain the role of modal verbs in

- Identify the modal
passive sentences.
verbs and passive
structure in the
examples

.
 Task 1 Choose the best answers.
- Explain the exercise to students and ask - Ss liten to T,
1. Some people still think married women shouldn't them to choose the passive form with the individually or in
allow / shouldn't be allowed to work.
2. Both men and women can work / can be worked modal verbs. pairs, choose the
as surgeons. correct conjunctions
3. Cooking classes may offer / may be offered to all - T walk around the classroom to observe
students. to complete the
4. My sister could join / could be joined the air Ss as they work on the task, offering
passive form with the
force. She wants to be a fighter pilot. assistance as needed.
modal verbs.
5. All the food must prepare / must be prepared
before the guests arrive.
- After Ss complete the task, dicuss the
- Ss raise their hands
Suggested answer: answers as a class
to ask the T jor
1. Some people still think married women shouldn’t
be allowed to work. clarification or
- T provide the correct answer and
2. Both men and women can work as surgeons. assistance if they
3. Cooking classes may be offered to all students. explanattions.
encounter dificulties.
4. My sister could join the air force. She wants to
be a fighter pilot.
5. All the food must be prepared before the guests - Ss share their
arrive. answers with the lass
and explain their
choices.
- Ss listen and take
notes

TEST 4’
Final Test: Fill in the blanks with the correct -Ss take the test from
- T distribute the test to Ss and briefly
passive voice form of the verb using the modal explain the instructions the teacher and listen
provided. to the instructions.
- T walk around the classroom to supervise
Purpose: To check students’ ability to use Passive - Ss work on the test
Ss, ensuring they work independently and
Voice with Modals correctly in various contexts. do not cheat. individually, applying
knowledge of passive
- T answer any questions Ss may have
Test Content: about the instructions, but do not provide voice with modals
1. The report _____ (must / complete) and answers - Ss ask any questions
submitted by 5 PM. - After the allorted time, T collect the tests about the insmuctions
2. The project _____ (can / finish) by next week. for grading. that they do not
3. The rules _____ (should / follow) by everyone. understand.
4. Extra homework _____ (might / give) to us by - Ss turn in the
the teacher. completed test to T.
5. The package _____ (must / deliver) before the
 meeting starts.

Suggested Answers:
1. The report must be completed and submitted by
5 PM.
2. The project can be finished by next week.
3. The rules should be followed by everyone.
4. Extra homework might be given to us by the
teacher.
5. The package must be delivered before the
meeting starts.

4. CONSOLIDATION
Summary of the content of the lesson. - Call a few Ss to repeat what you just - Repeat the lesson
learned. content
Usages and structures of passive voice with modals
- Summarize the content of the lesson. - Listen to the T.
3’ - Ask Ss if they have anything that they - Ask T and listen to
don’t understand, and explain. T’s explanation.

5. HOME ASSIGNMENTS (H.A)

- purposes: Reinjorce the lesson and prepare for the
next class

- Finish home work on work book.

- Make 5 sentences using passive voice with

modals Remind S to review, do homework and Ss completes the task
2’
prepare new lessons. T assigned.
- Do the task again.

- prepare new lessons in

3_7. Make a lesson plan to teach “Sentence stress” in the following material (4 points)
UNIT 8: New ways to learn
 PRONUNCIATION: Sentence stress

I. Description:

- This lesson is designed for 10th graders.

- 45 students

- Level: A1-A2/ Elementary

II. Time:

- Duration: 45 minutes

III. Main content:

- To help Ss understand the stress in sentences.

IV. Objectives/aims:

After the lesson, Ss will be able to:

- Understand the concept of sentence stress and its importance in English pronunciation.

- Identify stressed words in a sentence.

- Apply correct stress in reading sentences aloud to enhance fluency.

V. Assumed knowledge:

- Ss may be familiar with the basic stress of each word in a sentence.

- Ss may have practiced pronouncing each word and sentence in previous lessons.

VI. Anticipated problems:

- Ss may find it difficult to identify stressed words in long sentences.

- Ss may feel shy or lack confidence when reading sentences aloud.

VII. Teaching aids:

- Teacher: handout, textbook, lesson plan, laptop.

- Students: - textbook, workbook, pen.

VIII. Procedures:
 Students’
Stages Time Content Teacher’s activities
activities
1. SALUTATION
Greeting - Greet S - Greet T.
1’
- Check the attendance. -Monitor reports.
2. LEAD-IN
Warm – up -T displays 3 sentences on the slide. - Ss Listen to T
"Spot the Stressed Word"
-T asks Ss to listen twice and underline the
Listen to the audio and underline the stressed words stressed words in the sentence. Then indicate - S listen carefully
in the sentence. what type of word they are (noun, verb, to the instructions.
adjective, etc.)

1 .Apps help students learn faster.

2. Videos improve speaking and listening.
- T plays the prepared audio for each sentence
3. How do apps make learning easier?
5’ twice.
4. Wow, learning with games is so fun!
-Ss work
- T reminds Ss to listen carefully and asks
Suggested answer: individualy.and
students to work individually for 2 minutes.
1 .Apps (n) help students learn faster (adj) listen to the Audio
2. Videos (n) improve speaking (v) and listening carefully.
(v) -Ss give their
- T calls on Ss to share their answers.
3. How do apps (n) make learning easier? (adj) answers.

- Using the correct answer, T leads into the

3. NEW LESSON: PRONUNCIATION: Sentence stress: Visual techniques

Pre- 10’ Introduction to Stress Rules -T displays the rules clearly on slides and - Ss pay attention
teaches them to students.
teaching Sentence stress to the slide screen
-Sentence stress is the emphasis on certain words in and listen to T.
a certain.
- Two basic types of words:
+Content words: nouns, verbs, adjectives, adverbs,
negation words.
+Function words: prepositions, pronouns, articles,
auxiliaries.
Example: We should finish the project for our
- T introduces an example with content words
history class. and function words. T plays the prepared
 The content words: finish, history, class
Function words: we, should, the, for, our audio for the example. -Ss repeats
Rules: - T repeats each word and emphasizes the according to T
In spoken sentences: stressed words slowly and asks students to
repeat.
+Content words are usually stressed.
+Function words are usually not stressed.
Example: I’ll ‘go to the ‘cinema on ‘Friday. - T uses a wave chart to help students
visualize stress in sentence.

-Cheking question: “Which word type in the - T asks checking questions to ensure -Ss answer
understanding and calls on a random student
sentence receives the stress?” to answer. checking
=>Answer: Content words: nouns, verbs, questions
adjectives, adverbs, negation words.

- T confirms the answer is true or false - Ss listen to T

While- 10’ Task 1: Listen and repeat. Pay attention to the

stressed words in bold in the sentences - T explains the task and asks students to work - Ss do as T asks
teac
individually in 2 minutes. T also asks Ss to
Purposes:
- To train students to identify stressed in quickly note down the word form of stressed
sentences by listening. words in the sentences khi nghe audio.
- To improve listening and stress recognition
skills.
- T asks Ss to listen to the prepared audio clip
- Ss listen to
Suggested answer: for the first time.
Audio for the first
time.

- Ss listen to
- T lets the Ss listen to the audio again.
Audio again.

- Ss mark the
- T asks Ss to mark the stressed word by stressed word by
underlining or circling it. underlining or
 circling it.

-Ss stands up and

gives the answer
- T asked Ss to stand up and give the answer.
to T.

- Ss listen to T
- T checks and explains the correct answers.

Task 2: Read and underline the stressed words

in the sentences. Then practise reading them -T prepares questions on slides and presents - Ss pay attention
to the slide
Purposes:
-To identify stressed words in sentences. screen.
-To practice correct stress by reading aloud.
-T explains the task and asks students to work
individually in 2 minutes.
Suggested answer:
- Ss work
1. Our teacher often gives us videos to watch at
individually
home.
2. I never read books on my tablet at night.
3. It is a new way of learning and students really
like it.
4. You can find a lot of useful tips on this website.
5. They should make an outline for their
presentation. -After 2 minutes, T calls on any Ss to stand up
-Ss stand up and
and give the answers.
give their
answers.

-T provides feedback.

- Ss listen to T
 Task 3: Quick game - Make sentences and -T divides the students in the class into 2 - Ss listen and do
groups, one group will make simple sentences as required.
underline
related to the topic” New ways to learn”, the
Make sentences related to the topic: New ways to other group will underline the stressed words
in that sentence.
learn. Then underline the stressed words in the
sentence. -T asks students to prepare within 3 minutes
Purposes: and sets a timer.

- Practice stressing the main content words in

-T ends the preparation time and starts the - Group 1 sends a
the sentence. game.
member to the
- Increase the ability to work in groups
board to write the
prepared
Suggested answer:
sentence. Group 2
Post- 4’ 1.I learn English with a mobile app.
sends a member
teaching 2.We watch videos to study science.
to the board to
3.My teacher uses a smart board in class.
underline the
4.I read e-books on my tablet.
stressed words

- T comments and gives feedback

- Ss listen to T's
comments

4. CONSOLIDATION
Summary of the content of the lesson. - Call a few Ss to repeat what you just learned. - Repeat the
PRONUNCIATION: Stress in two-syllable
- Summarize the content of the lesson. lesson content
words with the same spelling
- Ask Ss if they have anything that they don’t - Listen to the T.
3’ understand, and explain. - Ask T and listen
to T’s
explanation.

5. HOME ASSIGNMENTS (H.A)

2’ - Review the rules of stress in two-syllable words Remind S to review, do homework and Ss completes the
with the same spelling
prepare new lessons. task T assigned.
- Give examples of two-syllable words with the
 same spelling
- Do the exercises again
-Prepare for the next lesson

3_8.

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

UNIT 8: New ways to learn

GRAMMAR: Relative clauses

I. Description:

- This lesson is designed for 10th graders.

- 45 students

- Level: A1-A2/ Elementary

II. Time:

- Duration: 45 minutes

III. Main content:

- To help students revise and use relative clauses correctly in sentences.

IV. Objectives/aims:

After the lesson, Ss will be able to:

- Revise and identify the correct use of relative clauses.

- Use relative pronouns correctly in both defining and non-defining relative clauses.

- Correctly combine two sentences into one using relative clauses.

V. Assumed knowledge:

- Students have previously learned relative clauses (who, which, that, whose) and are familiar with their usage in
basic sentences.

VI. Anticipated problems:

- Ss may confuse relative pronouns or struggle with sentence structure.

- Ss might confuse defining and non-defining relative clauses.

VII. Teaching aids:

- Teacher: handout, textbook, lesson plan, laptop.

- Students: - textbook, workbook, pen.

VIII. Procedures:
 Students’
Stages Time Content Teacher’s activities
activities
1. SALUTATION
Greeting - Greet S - Greet T.
1’
- Check the attendance. -Monitor reports.
2. LEAD-IN
Warm-up activity: Correct the mistake. -T displays 2 sentences on the slide. - Ss Listen to T
Purpose: To remind students of common errors in - S listen carefully
-T explains the activity requirements to Ss.
relative clauses. to the instructions.
- T asks students to work individually for 2 -SWork
1. This is the boy which is my best friend. minutes. individual to give
5’
2. The car who broke down belongs to my father. T the answers.
Suggested answers: - T calls on Ss to share their answers. -Ss give their
1. Who answers.
2. Which
- Using the correct answer, T leads into the
3. NEW LESSON: PRONUNCIATION: Relative clauses: Task-based
Pre-task 10’ The rules for relative clauses -T displays the rules clearly on slides. - Ss pay attention
A relative clause gives more information about a to the slide screen
person or thing by defining the noun before it. It
usually begins with a relative pronoun: who, that, - T gives example sentences for each pronoun - Ss Listen
which or whose. carefully to the
T’s explanation
There are two types of relative clauses: and examples.
1. A defining relative clause gives essential
- T asks checking questions to ensure
information about the person or thing mentioned. understanding and calls on a random student -Ss answer
Example: The man who visited us yesterday is a to answer. checking
famous doctor. questions

- T confirms the answer is true or false

2. A non-defining relative clause gives extra - Ss listen to T
information about the person or thing mentioned. It
is often placed between commas. Example: My
uncle, who visited us yesterday, is a famous doctor.
 Examples:
1.Who: This is the student who won the prize.
2. Which: I love the book which you gave me.
3. That: That is the movie that I watched last
night.
4. Whose: She is the girl whose phone is missing.
Checking Questions:
1. "Which pronoun do we use for people?"
(who)
2. "What do we use for possession?" (whose)

Task 1: Match the two parts to make complete

sentences - T asks Ss to read each sentence and asks Ss - Ss do as T asks
to pay attention to the relative pronouns (who,
Purposes:
- To reinforce understanding of relative clauses. which, that, whose) to find the correct noun
- To improve sentence construction skills. before those sentences.

Suggested answer: (Chép cái đề ra nữa) - T asks Ss to work individually in 2 minutes.

- Ss match the
1d information in the
2e
3b left column and
4c the right one.
5a

Task 10’
- T asked Ss to stand up and give the answer. -Ss stands up and
gives the answer
to T.

- Ss listen to T
- T checks and explains the correct answers.
 Task 2: Join the following sentences. Use “who,
that, which” or “whose”. Add commas where -T prepares questions on slides and presents - Ss pay attention
necessary. to the slide
Purposes: screen.
-To help students use defining and non-defining
relative clauses in context. -T explains the task and asks students to work
- Ss work
individually in 2 minutes.
individually
Suggested answer:
1. My brother teaches me how to use a laptop. He is
good at computers.
-After 2 minutes, T calls on any Ss to stand up
2. Peter is a friend of mine. His sister is taking an -Ss stand up and
online maths course. and give the answers.
give their
3. Lan has read the book. I lent her the book.
4. The boy has designed this invention. He is only answers.
10 years old.
5. That app is easy to use. It can help improve your
English pronunciation. -T provides feedback.

- Ss listen to T

Languag 4’ Task 3: Write 2-3 sentences on the topic: New -T asks Ss to work in pairs write about 2-3 - Ss Work in pairs
e focus ways to learn. In sentences that use relative sentences about Topic: New ways to learn, to create
clauses, underline the relative clauses. using relative clauses, underline the relative sentences
clauses.
Purposes: To apply relative clauses in context.

Suggested answers:
1.The app that helps you study is great.
2.I know a teacher who uses games. -T goes around the class and support if
necessary.
3.This is the book that I like.
-T calls on 1-2 pairs to present their sentences
to the class.
- Ss present their
sentences to the
class.

- Ss Listen to the
sentences of other
groups and
respond if
necessary.
-T comments on pronunciation and accuracy
 of stress. - Ss listen to T's
comments

4. CONSOLIDATION
Summary of the content of the lesson. - Call a few Ss to repeat what you just learned. - Repeat the
GRAMMAR: Relative clauses - Summarize the content of the lesson. lesson content
- Ask Ss if they have anything that they don’t - Listen to the T.
3’ understand, and explain. - Ask T and listen
to T’s
explanation.

5. HOME ASSIGNMENTS (H.A)

- Review the rules of Relative clauses and
pronouns.
- Make 5 sentences with relative clauses and Remind S to review, do homework and Ss completes the
2’
identify the relative pronouns used. prepare new lessons. task T assigned.
- Do the exercises again
-Prepare for the next lesson
3_9. Make a lesson plan to teach vocabulary in the following material (4 points)

UNIT 8: New ways to learn

VOCAB: Word and phrases related to different ways of learning. (CLT)

I. Description:

- This lesson is designed for 10th graders.

- 45 students

- Level: A1-A2/ Elementary

II. Time:

- Duration: 45 minutes

III. Main content:

- To provide Ss vocabulary related to New ways to learn

IV. Objectives/aims:

After the lesson, Ss will be able to:

- Know the definition of new words relate to New ways to learn

-Apply to complete the exercises and in daily conversation.

V. Assumed knowledge:

-Ss may know vocabulary about the topic New ways to learn

-Ss may apply to use new words in completing the excercises and real life conversation.

VI. Anticipated problems:

- Ss may get trouble in defining the meaning of the word.

- Ss may use the word incorrectly in some situations.

VII. Teaching aids:

- Teacher: handout, textbook, lesson plan, laptop.

- Students: - textbook, workbook, pen.

VIII. Procedure:
 Students’
Stages Time Content Teacher’s activities
activities

1. SALUTATION

Greeting - Greet S - Greet T.

1’
- Check the attendance. -Monitor reports.

2. LEAD-IN

Warm – up: Discuss Question - T divides the class into 4 groups of 10 Ss. - Ss work in

groups of 10

Question: "How do you learn something new?"

- T asks Ss to work in group to answer the
Suggested answers: - Ss work in
question: "How do you learn something
- "I learn by reading books." new?" groups of 10 to
-"I watch YouTube videos to study English."
answer the
5’ -"I use apps like Duolingo to learn vocabulary."
question

- T calls on Ss to share their answers.

-Ss give their

answers.
- Using the correct answer, T leads into the

3. NEW LESSON: VOCABULARY: Words and phrases related to different ways of learning: CLT

Pre- 10’ Vocabulary -T give Ss a conversation. - Ss look at given

teaching Introduce and practice conversation conversation

- T asks to point out some new words or

Purposes: Practice right after learning new - Ss point out
phrases they think are related to different
words help Ss remember longer. ways of learning in the conversation. some words they
 think are related

1.Blended learning (n) /ˌblendɪd ˈlɜːnɪŋ/: Phương to different ways

pháp học tập kết hợp of learning in the

2.Face-to-face (adj) /ˌfeɪs tə ˈfeɪs/: Trực tiếp - T helps Ss to point out all the new words conversation.
Strategy (n) /ˈstrætədʒi/: Chiến lược phrases.
- Ss listen to the T
3.Online learning (n) /ˌɒnˈlaɪn ˈlɜːnɪŋ/: Học trực

tuyến - T explains ands ask Ss to guest the meaning

-Ss guess the
then take note.
4.Teamwork (n) /ˈtiːmwɜːk/: Hoạt động nhóm
meaning and take
5.Flow chart (n) /ˈfləʊ tʃɑːt/: Lưu đồ, sơ đồ quy
note.
trình - T calls randomly 3 Ss to play role practice - 3 Ss play role
the conversation.
practice the

conversation.

While- 10’ Task 1: Match the words and phrases with their
- T introduces the task and explains how to - Ss listen to T
meanings.
teac
combine the words.
Purposes:
-To help students understand the meanings of - T displays the appropriate exercise on the
new words.
screen, sets the timer for 2 minutes, and asks
-To reinforce vocabulary recognition through
matching. Ss to do the task individually. -Ss ask T if

necessary
Suggested answer: - T walks around the classroom, helping

1c students if necessary.
2d
3a -Ss stands up and
4e
gives the answer
5b
 - T asked Ss to stand up and give the answer. to T.

- Ss listen to T

- T checks and explains the correct answers.

Task 2: Complete the sentences with the words

-T prepares questions on slides and presents - Ss pay attention
and phrases in 1.
to the slide
Purposes:
screen.
-To enhance students’ understanding of how to
-T explains the task and asks students to work
use the words and phrases accurately in
- Ss work
sentences. individually in 2 minutes.
individually

Suggested answer:
-After 2 minutes, T calls on any Ss to stand up
1. face-to-face
-Ss stand up and
2. online learning and give the answers.
3. prepare for give their
4. strategy
answers.
5. blended learning
-T provides feedback.

- Ss listen to T
 Task 3: Write about 8-10 sentences about Topic: -T asks Ss to work individualy write about 8- - Ss do the given
10 sentences about Topic: New ways to learn,
New ways to learn, using vocabulary you have task individualy.
using vocabulary you have learned in the
learned in the lesson, then make a short speech lesson.

before class.

Purposes: To help students reinforce vocabulary

-T goes around the class and support if - Ss ask if need

and grammar, and build speaking confidence.
necessary. T’s help

Suggested answers: -T calls on 1-2 pairs to present their dialogues

Post- 4’ to the class. - Ss make a
There are many new ways to learn today, beyond
teaching speech before
traditional face-to-face classes. Online learning is

class.
becoming more popular because it’s flexible and

allows students to study at their own pace,

preparing for exams whenever they choose.

Blended learning, which combines face-to-face

and online methods, is another useful strategy that

gives students access to both in-class and digital

resources……

4. CONSOLIDATION

3’ Summary of the content of the lesson. - Call a few Ss to repeat what you just learned. - Repeat the
VOCABULARY about Topic : New ways to - Summarize the content of the lesson. lesson content
learn
- Ask Ss if they have anything that they don’t - Listen to the T.

understand, and explain. - Ask T and listen

to T’s
 explanation.

5. HOME ASSIGNMENTS (H.A)

-T remind Ss to review and prepare new

-Ss listen to T’s
lessons
-Vocabulary related to different ways of remind and

learning.
prepare new
2’ - Prepare new lessons in advanced.
-Make 3 sentences using new words lesson.

- Complete the
- T assigns home work: make sentences using
task T assigned.
new words.

3_10. Make a lesson plan to teach “Reported speech” with deductive approach in the following
material (4 points)

LESSON PLAN

Unit 9: Protecting the environment

GRAMMAR: Reported speech

I. Description:

- This lesson is designed for 10th graders.

- 45 students

- Level: A1-A2/ Elementary

II. Time:

- Duration: 45 minutes

III. Main content:

- To help Ss understand the Reported speech.

IV. Objectives/aims:

After the lesson, Ss will be able to:

- Understand and identify the changes in reported speech

- Use the correct form when transforming direct speech into reported speech.

- Apply reported speech correctly in conversations and written statements..

V. Assumed knowledge:

- Ss may be familiar with the form of reported speech

- Students may have practiced converting direct speech to reported speech

VI. Anticipated problems:

-Students may find it difficult to identify stressed words in long sentences

-Students may feel shy or lack confidence when reading sentences aloud

VII. Teaching aids:

- Teacher: handout, textbook, lesson plan, laptop, projector.

- Students: - textbook, workbook, pen, mobile devices (laptop, phone,…)

VIII. Procedures:
Stages Time Content Teacher’s activities Students’ activities
1. SALUTATION
Greeting - Greet S - Greet T.
1’
- Check the attendance. -Monitor reports.
2. LEAD-IN
Warm – up - T divides the class into 4 groups - Ss work in groups of
of 10 Ss. 10.
Bingo game
- T shows sentences on the slides - Ss look at the
Bingo Game in the reported speech sentences on the slide.
Instructions: Listen to the reported speech - T asks Ss to say “Bingo” if they - Ss say “Bingo” if they
and match it with the direct speech on your can identify the matching direct know the sentence.
bingo card. speech sentence on their bingo
Suggested Answers: card.
- T calls that S to give answer. - S gives answer for that
5’ 1. She said, "I love pizza." sentence.
2. He said, "I am going to the market." - Ss listen to T’s
3. They said, "We will travel tomorrow." - T corrects and give 10 marks correction and get
for each correct answer. marks.
4. She said, "I finished my homework."
- T claims the winner group with - Ss listen to T.
5. He asked, "Can you help me?" the highest scores.
- From the correct answers, T
explains how reported speech - Ss listen to T.
changes

3. NEW LESSON: GRAMMAR: Reported speech, Deductive approach

Present 10’ Form: - T shows forms, usages, and - Ss look at the slides
ation signal words of Reported Speech about forms, usages and
S + said + (that) + S' + V2 (or V3 if needed) on the slides. signal words of
Reported Speech
Tense Changes:
- T gives explanations about how
1. Present Simple → Past to convert direct speech into - Ss listen to T’s
Simple reported speech, highlighting explanations.
2. Present Continuous → Past common patterns and rules.
Continuous - T asks Ss to write down the
3. Past Simple → No change similarities and differences - Ss write down the
4. Present Perfect → Past between Direct Speech and similarities and
 Perfect Reported Speech in their differences between
5. Future → Would notebooks. Direct Speech and
Reported Speech in
Pronoun Changes: their notebooks.
- T asks Ss to create examples of
1. “I” → he/she Direct Speech and convert them
2. “We” → they into Reported Speech. - Ss make examples
3. “You” → he/she/they - T calls some Ss to read loudly
their examples in class and
Time Expression Changes: corrects if necessary. - Ss read loudly their
examples and listen to
1. “Now” → “Then” T’s correction/
feedback.
2. “Today” → “That day”
3. “Tomorrow” → “The next
day”
4. “Yesterday” → “The day
before”
5. “This” → “That”
6. “These” → “Those”

Task 1: Choose the correct word or phrase to - T asks Ss to read the text and - Ss read the text and
complete each sentence. choose the correct answers choose their answers
individually in 3 minutes.
Purpose: To help students practice and
reinforce their understanding of tense shifts, - T goes around the class and
signal words, and structures in reported supports Ss if necessary. - Ss ask T for help if
speech. necessary.
- T asks Ss to work in pairs to
Practice Suggested answer: exchange their answers. - Ss work in pairs to
10’ exchange….
1. was - T calls some Ss to give answers
and correct them. - Ss give answers and
2. suggested listen to T’s correction.
3. the following week.
4. asked
5. had handed
 Task 2: Change these sentences into reported - T sends the link (….) to the Ss -Ss log in the game
speech. and asks them to log in the game
to correct answers.
Purpose: To help students practice
converting direct speech into reported speech, - T checks if all the students - Ss listen to T.
focusing on changes in tense, pronouns, time entered the platform.
expressions, and question structures.
- T starts the game and limits 3
Suggested answer: minutes for the Ss to complete all
the questions in the game. - Ss complete the
1. Mrs. Le explained that the burning of questions within 3
coal leads to air pollution. - T corrects the answer and finds minutes
out who is the winner.
2. Nam said that he had to present his - Ss listen to T.
paper on endangered animals the
following week.
3. Linda asked the speaker if human
activities had an impact on the
environment.
4. Nam asked Mai what environmental
projects her school was working on.
5. Tom told Nam that he would read
more articles before writing the essay.

Produc 4’ Task 3: - Ss work in groups of

10.
tion Role-Play Reporting - T divides the class into 4 groups
of 10 Ss. - Ss listen to T and
Instructions: Listen carefully to the conversation
conversation and then transform the sentences -T explains the activity and plays
into reported speech. After that, report what the conversation aloud. - Ss ask T if needed
was said to the class.
-T goes around the class,
Purpose: To allow students to apply their providing support Ss
understanding of reported speech in a - Ss report what was
practical and interactive setting. -T calls on a few students to said in the conversation
report what was said in the
A: "I’m planning to go to the beach this conversation
weekend." - Ss listen to T.
-T provides feedback, corrects
B: "That sounds fun! I’m busy, but I might mistakes, and reinforces the
join you if I can get my work done." correct use of direct and reported
speech.
A: "Great! I’ll text you the details later."
Suggested answers:
A said that she was planning to go to the
 beach that weekend.
B said that it sounded fun and that he was
busy, but he might join her if he could get his
work done.
A said that she would text him the details later.

4. CONSOLIDATION
Summary of the content of the lesson. - T summarizes the content of the - Listen to the T.
GRAMMAR: Reported speech lesson Reported speech
- Ask Ss if they have anything that
3’ they don’t understand - Ask T if needed

- Explain -Ss listen to T’s

explanation.

5. HOME ASSIGNMENTS (H.A)

- Review the lesson
- Give examples of Reported speech Remind S to review, do
Ss completes the task T
2’ homework and prepare new
- Do the exercises again assigned.
lessons.
-Prepare for the next lesson

IX. Evaluations:

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

( English 10 (Global success) – Unit 9: Protecting the environment)
 LESSON PLAN
Unit 9: Protecting the environment
Vocabulary: Words and phrases related to Protecting the environment
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 new words related to Protecting the environment
IV. Objectives/aims:
After the lesson, Ss will be able to:
- know more about the definition of new words relate to Protecting the environment
- apply to complete the exercise and in daily conversation.
V. Assumed knowledge:
- Ss may know vocabulary about topic Protecting the environment
- Ss may apply to use new words in completing the exercise and real life conversation.
VI. Anticipated problems
- Ss may get trouble in defining the meaning of the word
- Ss may use the word incorrectly in source situation
VII. Teaching aids:
- Teacher: handout, textbook, lesson plan, laptop, projector.
- Students: - textbook, workbook, pen, mobile devices (laptop, phone,…)
VIII. Procedures:

Stages Time Content Teacher’s activities Students’ activities

1. SALUTATION
Greeting - T greets Ss. - Ss greet T.
1’
- T checks the attendance. - The monitor reports.
2. LEAD-IN
 Warm – up - T divides the class into 4 - Ss work in groups of
groups of 10 Ss. 10.
Bingo game
- T shows photos on the - Ss look at the photos
Look at the photos on the slide. on the slide.
slides, speak out the
whole sentence. - T asks Ss to say “Bingo” if - Ss say “Bingo” if
they can speak out the whole they know the whole
Suggested answers: sentence of that photo. sentence.
1. I always take empty - T calls that S to give
bottles to the bottle bank answer.
4’
- S gives answer for
2. Most families throw - T corrects and give 10 that photo.
away about 45kg of marks for each correct
plastic per year answer. - Ss listen to T’s
correction and get
3. The pollution is now - T claims the winner group marks.
happening in all over the with the highest scores.
world. - Ss listen to T.
- From the correct answers
with these type of words, T
leads in the lesson. - Ss listen to T.
3. NEW LESSON: Vocabulary: Words and phrases related to Protecting the environment
Pre-teaching 8’ Purpose: help Ss to - T shows words and - Ss look at the slides
understand the words phrases part on the slide about the lesson
meaning.
- Ss listen to T’s
1) biodiversity: explanation.
- T gives explanation and
/ˌbaɪoʊdaɪˈvɜːrsɪti/:
examples when to use the - Ss make examples
all the plants and
words. according to T’s
animals in an area
demanding.
and the way they - T asks Ss to make
affect each other and examples for themselves - Ss read loudly their
the environment examples and listen to
- T calls some Ss to reach T’s correction/
2) habitat: /ˈhæbɪˌtæt/: their examples toward the feedback.
the natural class and corrects if
environment in which necessary.
a plant or an animal
lives.
3) Ecosystem: /ˈiːkoʊ
ˌsɪstəm/: the variety
of plants and animals
in a particular area
4) Wildlife: /ˈwaɪld
ˌlaɪf/: animals and
plants that grow in a
 natural conditions
5) Climate change:
/ˈklaɪmət tʃeɪndʒ/:
changes in the
world’s weather,
especially an
increase in
temperature.

While - Task 1: Match the words

teaching or phrases to their
meanings. - T divides the class - Ss read the example
into 4 groups and let and the task is now
Purposes: Ss practice the Ss discuss about 3 showing on the
matching of meanings for minutes. screen, then discuss
each word. Each group on their groups.
will discuss about the - T goes around the
right answers for the task class and support if - Ss ask T for help if
and readily to perform it needed necessary.
7’ infront of the class. - T call representor of - After times, Ss give
Suggested answers: each group to show answers and listen to
their answers T’s correction.
1àa
2àd
3àe
4àb
5àc
8’ Task 2: Complete the - T asks Ss to read the - Ss read the
sentences using the text and chóoe the text and
correct form of the correct answers in 3 choose the
words and phrases in minutes answers in
arranged
Purposes: To structulize - T goes around the
time.
the knowledge about class and support Ss
words form if needed. - Ss ask T if
needing
Suggested answers: - T asks Ss to work in
support
pairs to exchange
1. Ecosystem
their answers. - Ss work in
2. Biodiversity pairs to
- T calls some Ss to
exchange
3. Habitat give answers and
their answers
correct.
4. Climate change - Ss give out
5. Wildlife their answers
and finish the
 tasks.

Post- 5’ Task 3: Write some - T sends the link to - Ss login to the

teaching sentences related for the Ss and login for the platform
topic with supported task
words and phrases - Ss answer all
- T checks and let all the sentences
Purpose: To give more Ss to enter the by advices
knowledge and open platform, start the
wider Ss horizons’ about - Ss listen to T
game when it ready
the topic.
- T summarize and
Suggested answers find out who is the
winner
- Biodiversity
 There is a lot of
biodiversity in
the forest.
 We need to
protect the plants
and animals.
- Habitat
 The desert is the
natural habitat of
camels.
 Cutting down
trees destroys
animal habitats.
- Ecosystem
 Every ecosystem
has animals,
plants, and
water.
 Pollution can
harm ecosystems.
- Wildlife
 Wildlife includes
deer, birds, and
fish.
 We can see
wildlife in
 national parks.
- Climate Change
 Climate change
makes the Earth
hotter.
 Planting trees
can help slow
climate change.

4. CONSOLIDATION
Summary of the content - T summarizes the content - Ss listen to the T.
of the lesson; words and of the lesson.
phrases about the lesson.
- Ask Ss if they have
….’ anything that they don’t
understand - Ask T and listen to
- Explain T’s explanation.

5. HOME ASSIGNMENTS (H.A)

- Review vocabulary
related to human
environment and
habitant.
- Write at least 5
sentences about wildlife
and environment using
words and phrases that Remind S to review and Complete the task T
……’ learnt. prepare new lessons. assigned.
Prepare new lesson by
heart.

- Do the task again

- Prepare new lessons in
advance.

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

LESSON PLAN
UNIT 2: Humans and the environment
Vocabulary: Words and phrases related to human activities and the environment
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 new words and phrases related to human activities and the
environment
IV. Objectives/aims:
After the lesson, Ss will be able to:
- know more about words and phrases about the topic
- distinguish the similarities and differences between present simple and present
continuous.
- apply the new words into real circumstances and explain ideally about them
V. Assumed knowledge:
- Ss may know the forms, the uses of words and phrases related to the topic “Human and
the environment”.
- Ss may use them into daily life conversations and study.
VI. Anticipated problems
- Ss may make mistakes with how to using these words and phrases
- Ss may be confused with identifying which would be suitable to use in
VII. Teaching aids:
- Teacher: handout, textbook, lesson plan, laptop, projector.
- Students: - textbook, workbook, pen, mobile devices (laptop, phone,…)
VIII. Procedures:
Stages Time Content Teacher’s activities Students’ activities
1. SALUTATION
Greeting - T greets Ss. - Ss greet T.
1’ - T checks the attendance. - The monitor
reports.
2. LEAD-IN
4’ Warm – up - T divides the class into 4 - Ss work in groups
Bingo game groups of 10 Ss. of 10.
Look at the photos on - T shows photos on the - Ss look at the
the slides, speak out the slide. photos on the slide.
whole sentence. - T asks Ss to say “Bingo” - Ss say “Bingo” if
Suggested answers: if they can speak out the they know the whole
 1. I always take empty whole sentence of that sentence.
bottles to the bottle photo.
bank - T calls that S to give - S gives answer for
2. Most families thow answer. that photo.
away about 45kg of - T corrects and give 10 - Ss listen to T’s
plastic per year marks for each correct correction and get
3. The pollution is now answer. marks.
happening in all over - T claims the winner - Ss listen to T.
the world. group with the highest
scores. - Ss listen to T.
- From the correct answers
with these type of words,
T leads in the lesson.
3. NEW LESSON: The present simple vs The present continuous
Pre- 8’ Purpose: help Ss to - T shows words and - Ss look at the
teaching understand the words phrases part on the slide slides about the
meaning. lesson
1) biodiversity: - T gives explanation and - Ss listen to T’s
/ˌbaɪoʊdaɪˈvɜːrsɪti/: examples when to use the explanation.
all the plants and words. - Ss make examples
animals in an area - T asks Ss to make according to T’s
and the way they examples for themselves demanding.
affect each other - T calls some Ss to reach - Ss read loudly their
and the their examples toward the examples and listen
environment class and corrects if to T’s correction/
2) habitat: /ˈhæbɪˌtæt/: necessary. feedback.
the natural
environment in
which a plant or an
animal lives.
3) Ecosystem: /ˈiːkoʊ
 ˌsɪstəm/: the variety
of plants and
animals in a
particular area
4) Wildlife: /ˈwaɪld
ˌlaɪf/: animals and
plants that grow in
a natural conditions
5) Climate change:
/ˈklaɪmət tʃeɪndʒ/:
changes in the
world’s weather,
especially an
increase in
temperature.
While - 7’ Task 1: Match the
teaching words or phrases to - T divides the class - Ss read the
their meanings. into 4 groups and example and the task
Purposes: Ss practice let Ss discuss is now showing on
the matching of about 3 minutes. the screen, then
meanings for each - T goes around the discuss on their
word. Each group will class and support groups.
discuss about the right if needed - Ss ask T for help if
answers for the task - T call representor necessary.
and readily to perform of each group to - After times, Ss
it infront of the class. show their answers give answers and
Suggested answers: listen to T’s
1a correction.
2d
3e
4b
 5c
Task 2: Complete the - T asks Ss to read - Ss read the
sentences using the the text and chóoe text and
correct form of the the correct answers choose the
words and phrases in in 3 minutes answers in
Purposes: To - T goes around the arranged
structulize the class and support time.
knowledge about words Ss if needed. - Ss ask T if
form - T asks Ss to work needing
8’ Suggested answers: in pairs to support
1. Ecosystem exchange their - Ss work in
2. Biodiversity answers. pairs to
3. Habitat - T calls some Ss to exchange
4. Climate change give answers and their answers
5. Wildlife correct. - Ss give out
their answers
and finish the
tasks.
Post- 5’ Task 3: Write some - T sends the link to
- Ss login to
teaching sentences related for Ss and login for
the platform
the topic with the task
- Ss answer all
supported words and - T checks and let
the sentences
phrases all Ss to enter the
by advices
Purpose: To give more platform, start the
- Ss listen to T
knowledge and open game when it
wider Ss horizons’ ready
about the topic. - T summarize and
Suggested answers find out who is the
- Biodiversity winner
 There is a lot of
biodiversity in
 the forest.
 We need to
protect the
plants and
animals.
- Habitat
 The desert is the
natural habitat
of camels.
 Cutting down
trees destroys
animal habitats.
- Ecosystem
 Every
ecosystem has
animals, plants,
and water.
 Pollution can
harm
ecosystems.
- Wildlife
 Wildlife
includes deer,
birds, and fish.
 We can see
wildlife in
national parks.
- Climate
Change
 Climate change
makes the Earth
 hotter.
 Planting trees
can help slow
climate change.

4. CONSOLIDATION
Summary of the - T summarizes the - Ss listen to the T.
content of the lesson;
content of the lesson.
words and phrases
about the lesson. - Ask Ss if they have
….’
anything that they don’t - Ask T and listen to
understand T’s explanation.
- Explain
5. HOME ASSIGNMENTS (H.A)
- Review vocabulary
related to human
environment and
habitant.
- Write at least 5
sentences about wildlife
and environment using
Remind S to review and Complete the task T
……’ words and phrases that
prepare new lessons. assigned.
learnt.
Prepare new lesson by
heart.

- Do the task again

- Prepare new lessons
in advance.

IX. Evaluations:
………………….
………………………………………………………………………………………………
………………………………………………………………

3_12.
Make a lesson plan to teach “Conditional sentences type 1 and 2” with PPP teaching method in the
following material (4 points)
(English 10 (Global success) – Unit 10: Ecotourism)

LESSON PLAN
UNIT 10: ECOTOURISM

Grammar: The conditional sentences type 1 and 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:
- To provide Ss with the lesson of conditional sentences type 1 and 2
IV. Objectives/aims:
After the lesson, Ss will be able to:
- recall the forms, the uses, and signal words of Conditional sentences type 1 and 2
- distinguish the similarities and differences between these two types.
- apply the theories of conditional sentences type 1 and 2 to complete the exercises and
use them in daily conversations.
V. Assumed knowledge:
- Ss may know the forms, the uses and signal words of Conditional sentences type 1 and
2
VI. Anticipated problems
- Ss may make mistakes with when to use conditional sentences type 1 and 2 in a specific
circumstance.
- Ss may be confused with identifying which verbs are corrected conditional sentences
type 1 and 2

VII. Teaching aids:

- Teacher: handout, textbook, lesson plan, laptop, projector.
- Students: - textbook, workbook, pen.
VIII. Procedures:
Stages Time Content Teacher’s activities Students’ activities
1. SALUTATION
Greeting - T greets Ss. - Ss greet T.
1’ - T checks the attendance. - The monitor
reports.
2. LEAD-IN
4’ Warm – up - T divides the class into 4 - Ss work in groups
What if...? groups of 10 Ss. of 10.
Look at the screen and - T shows photos on the - Ss look at the
guess the answers: slide. photos on the slide.
What happens if...?" - T calls that S to give out - S gives sentence
Instruction: (For Type sentence. for that photo.
1: Real, possible - T corrects and give 10 - Ss listen to T’s
situations) marks for each correct correction and get
What would you do sentence. marks.
if...?" (For Type 2: - T claims the winner - Ss listen to T.
Hypothetical, unreal group with the highest
situations) scores.
Suggested answers: - From the correct answers
Type 1: "What with the conditional
 happens if you forget sentences type 1 and 2, T
your homework?" leads Ss to distinguish the
I get in trouble / The two verb tenses.
teacher is angry.
Type 2: "What would
you do if you won
$1,000,000?"
I would buy a car / I
would travel to Paris.
3. NEW LESSON: The present simple vs The present continuous
Presentatio 8’ 1. Forms - T shows forms, usages, - Ss look at the
n 1.1 and signal words of slides about forms,
Conditional Type 1: conditional sentences type usages and signal
If + Present Simple, ... 1 and 2 on the slides. words of the two
will + base verb types.
1.2 - T gives explanations. - Ss listen to T’s
Conditional Type 2: - T asks Ss to write down explanations.
If + Past Simple, ... the similarities and - Ss write down
would + base verb. differences of the two about the similarities
2. Uses types into their notebooks. and differences on
2.1 Conditional - T asks Ss to make their notebooks
Type 1: Real or examples for each type.
possible - T calls some Ss to read
situations in the loudly their examples in - Ss make examples
present or class and corrects if for each type
future. necessary. - Ss read loudly their
2.2 Conditional examples and listen
Type 2: Unreal, to T’s correction/
hypothetical, or feedback.
imaginary
situations in the
 present or
future.
3. Signal words
3.1 Conditional
Type 1: if,
when, unless, as
long as,
provided that
3.2 Conditional
Type 2: if,
were, would,
could, might
Practice 7’ Task 1: Read the text (1)
and choose the correct - T asks Ss to read the text - Ss read the text and
verb forms. and choose the correct do the task
Purposes: Ss practice answer individually in 3 individually.
distinguishing the minutes.
conditional type 1 and - T goes around the class
2 and support Ss if - Ss ask T for help if
….. necessary. necessary.
Suggested answers: - T asks Ss to work in
1. N pairs to exchange their - Ss work in pairs to
2. R answers. exchange answers
3. N - T calls some Ss to give
4. R answers and correct. - Ss give answers
and listen to T’s
(2) correction.
- T sends the link (….) to
the Ss and asks them to
log in the game to correct
the verb form.
 - T checks if all the
students entered the
platform.
- T starts the game, and
limits 3 minutes for the Ss
to complete all the
questions in the game.
- T corrects the answer
and finds out who is the
winner.
Task 2: Put the verbs - T lets Ss to read the text - Ss look on the
in brackets in the in 3 minutes. screen and read for 3
correct forms - T gives example for Ss minutes
Purposes: To memorize at first time. - Ss listen to T’s
for Ss in using - T asks Ss to finish the instruction.
conditional sentences task. - Ss finish the task
in advance and practise - T checks and individually.
8’
vocabulary. summarizes the winner. - Ss listen to T.
Suggested answers:
1. stays
2. would grow
3. were
4. would be
5. gave / would reduce
Production 5’ Task 3:Planning a - T explains about
- Ss listen to T
party. the activity for Ss
- Ss listen to
Purpose: To let Ss - T makes an
T’s example
have a clearer view example for the
- Ss work in
about how conditional task and make sure
groups to
sentences work and Ss are understand
find as much
practice them. - T divides Ss into 4
sentences as
 groups and let Ss
they could
Suggested answer: discuss about the
and give out
Type 1: "If it rains, we task and decide
the results
will move the party who is coming to
when time
inside." the board for
comes
"If it rains, we will results.
- Ss listen to
need a tent." - T corrects and
T.
Type 2: "If I were rich, finds which team
I would hire a famous is having the best
singer for the party." performance.
"If I were a millionaire,
I would pay for
everything!"
4. CONSOLIDATION
Summary of the - T summarizes the - Ss listen to the T.
content of the lesson.
content of the lesson about
Condition sentences type
1 and 2 - Ask T and listen to
….’
- Ask Ss if they have T’s explanation.
anything that they don’t
understand
- Explain
5. HOME ASSIGNMENTS (H.A)
- Review the lesson by
heart and notice about
common mistakes. Remind S to review and Complete the task T
……’
- Do the task again prepare new lessons. assigned.
- Prepare new lessons
in advance.

IX. Evaluations:
………………….
………………………………………………………………………………………………
………………………………………………………………

3_13. Make a lesson plan to teach “Intonation” in the following material (4 points)

Unit 10: Ecotourism

PRONUNCIATION: Intonation

I. Description:

- This lesson is designed for 10th graders.

- 30 students

II. Time:

- Duration: 45 minutes

III. Main content:

- To help Ss understand and practice intonation in English sentences, focusing on:

 Statements (falling intonation).

 Yes-No questions (rising intonation).

 Wh-questions (falling intonation).

- IV. Objectives/aims:

After the lesson, Ss will be able to:

- Identify rising and falling intonation patterns in English sentences.

- Use correct intonation when speaking.

- Improve their speaking and listening skills through role-play and repetition.

V. Assumed knowledge:

- Students are familiar with basic sentence structures (statements, Yes-No questions, Wh-
questions).

- Students have basic listening and speaking skills in English.Anticipated problems

VI.

 Students may struggle to differentiate between rising and falling intonation.

 Students might lack confidence in role-playing activities.
VIII. Teaching aids:

- Teacher: textbook, lesson plan, laptop, TV,

- Students: - textbook, workbook, pen.

IX. Procedures:

Tim
Stages Content Teacher’s activities Students’ activities
e

1. SALUTATION

Greeting - Greet S - Greet T.

1’ - Check the -Monitor reports.
attendance.

2. LEAD-IN

5’ Warm – up - Tell the students: - Listen to the

"Today, we’re going teacher’s
Engage with Sounds
to play with the instructions.
- To to engage students with sound of our voice
- Watch the
the concept of intonation like riding a
teacher
through playful vocal rollercoaster!"
demonstrate the
exercises
- Demonstrate using rising and falling
- To helps students the voice by some tones.
understand the rise and fall sentences.
- Imitate the
of their voice in speech by
 mimicking the sounds - Ask students to teacher’s voice and
together. copy and do it practice the sounds
together as a class. together as a class.

2. Introduction to Visual
Cues:

name?" (↘)
- Falling: "What is your

(↗).
- Rising: "Is this your book?"

Suggested answer:

- Start low and gradually go

higher: "Wheeeee!" (rising
tone).

- Start high and go lower:

"Whoooaaa!" (falling tone).

3. NEW LESSON: PRONUNCIATION: Stress in two-syllable words with the same

spelling: Visual techniques

Pre- 10’ 1. Introduction to - Teacher writes - Ss Look at the

teaching Intonation "Intonation" on the board.
board
Ask: "What is intonation? - Answer the
Why is it important in - T asks ss about the teacher's questions.
speaking English?" intonation
- S listen carefully
- T calls on Ss to to the explaination
share their answers.
- To Introduce intonation
and its importance in - T briefly explains
speaking English. intonation
- Watch the teacher
- To prepare students for draw arrows.
today’s lesson focus.
- Observe and
listen to the
 - T Draws arrows examples.

show rising (↗)

on the board to
2. Introduction to Visual -Repeat the

and falling (↘)

Cues: examples after the

name?" (↘)
- Falling: "What is your teacher to practice
intonation.
intonation.
- T Provides

(↗).
- Rising: "Is this your book?"
examples with
sentences using
falling and rising
intonation .
Suggested answer:
- T guides ss to read
- intonation as the rise and
and asks ss to
fall of the voice in speech.
repeat

- T high lights the

intonation in
sentences and leads
to the lesson

While- 10’ Task 1: Listening and - T Plays Track 74. - Listen to Track 74
teac Repeating attentively.
-Ask students to
listen to the - Focus on the
sentences and focus intonation of each
Purposes:
on intonation. sentence.
- To helps students recognize
- Pause after each - Repeat each
and practice intonation
sentence and ask sentence after the
patterns
students to repeat it teacher, mimicking
- to enhance peaking skills together as a class. the intonation
and awareness of voice patterns.
modulation.
-Ss stands up and
gives the answer to
T.
 "I’ll also try to bring - I call some

( ↘)
snacks with less packaging." students to stand up
and read again.
- Ss listen carefully
 "What’s an eco-friendly - T checks and to T
corrects answers if
field trip?" (↘) necessary.

(↗).
 "Can we bring snacks?"
- T summarizes and
re-emphasizes to
students about
intonation.

Suggested examples:

- Statements often have a

falling tone at the end.

- wh-questions often have a

falling tone at the end.

- yes-no questions often have

a rising tone at the end.

Task 2: Role-Playing - Divide the class - Ss work Form

into pairs. pairs as instructed
- Provide the by the teacher.
Purposes: dialogue (Track 75)
- Receive and read
to each pair.
- elps students practice through the
- Play the audio of
using correct intonation in provided dialogue.
the dialogue.
real-life conversations by
- Ask students to - Listen carefully to
role-playing
role-play the the audio of the
- To improve speaking and conversation with dialogue.
listening skills. correct intonation.
- Role-play the
Mum : have you packed for conversation with
the trip tomorrow? their partner,
focusing on using
Mai : yes, I have
the correct
Mum : Why are you taking intonation.
so little food?

Mai : because I don’t want

-Ss stands up and
to leave litter behind. It’s not
reads the
 good for the enviroment. - T call some ss conversation
couples to role play loudly.
Mum : that’s a good idea.
and read loudly
conversation.
- Ss listen to T and
Suggested answes : - T provides
accept the
feedback and

the trip tomorrow?" (↗)

Mum: "Have you packed for teacher’s feedback
corrections if
and make

Mai: "Yes, I have." (↘)

necessary.
corrections as
needed.

so little food?" (↗)

Mum: "Why are you taking

Mai: "Because I don’t want

to leave litter behind. It’s not

( ↘)
good for the environment."

idea." (↘)
Mum: "That’s a good

Post- 4’ Task 3: Finish the Sentence - T Writes 5 - Look at the

teaching with Intonation sentence starters on sentence starters
the board (covering written on the
Purposes:
statements, Yes-No board.
- to Help students
questions, and Wh-
consolidate their
questions)
understanding of intonation
by applying it in real-life - Ss Work Form
communication. small groups (3–4
-Divide the class
students per
- Practice students' into small groups
group).
pronunciation (3–4 students per
group) and expalain - Take turns
the task. completing the
Sentences : sentence starter
- Walk around,
- "I think I’ll bring..." aloud within their
listen carefully to
group, ensuring to
- "Do you want to..." each group's
use the correct
sentences.
- "What time will we..." intonation.
- Provide immediate
- "It’s important to..."
feedback on their
- "Can we go..." intonation - Ss present their
sentences to the
Task rules: - If a group makes a
class.
-eaach group takes turns mistake,
completing the sentence demonstrate the - Repeat the
starter aloud, adding correct intonation sentences with the
appropriate content and and ask them to correct intonation
using the correct repeat the sentence. as demonstrated by
intonationSuggested the teacher.
- Praise students
answer:
for their efforts and
share 1–2 standout
- Ss listen to t
performances with
the whole class.
- Suggested answers :
-T provides
- I think I’ll bring... feedback and
corrections if

everyone." (↘)
 "...some snacks for
necessary.

way." (↘)
 "...a map to find our

- Do you want to...

- Remind them of

dinner?" (↗)
 "...join us for the importance of
intonation in
making their speech
 "...see a movie
 tonight?" (↗) sound natural.

- What time will we...

destination?" (↘)
 "...arrive at the

tomorrow?" (↘)
 "...start the meeting

- It’s important to...

 "...finish your

( ↘)
homework on time."

during the hike." (↘)

 "...stay hydrated

- Can we go...

weekend?" (↗)
 "...to the park this

school?" (↗)
 "...shopping after

4. CONSOLIDATION

Summary of the content of - Call a few Ss to - Repeat the lesson

the lesson. repeat what you just content
intonation in sentences. learned.
- Listen to the T.
- Summarize the
- Ask T and listen
content of the
3’ to T’s explanation.
lesson.

- Ask Ss if they have

anything that they
don’t understand,
and explain.

5. HOME ASSIGNMENTS (H.A)

 - Review the rules of
intonation

- Ask students to record Remind S to review,

themselves reading the do homework and Ss completes the
2’
dialogue and bring it to the prepare new task T assigned.
next class for review. lessons.
- Do the exercises again

-Prepare for the next lesson

3_14. Make a lesson plan to teach Vocabulary in the following material (4 points)

UNIT 10: : Ecotourism

Vocabulary: Words and Phrases related to ecotourism (CLT)

I. Description:

- This lesson is designed for 10th graders.

- 30 students

II. Time:

- Duration: 45 minutes

III. Main content:

Teaching vocabulary related to community development, including the words: donate,

volunteer, generous, remote, benefit.

- IV. Objectives/aims:

After the lesson, Ss will be able to:

- Students will understand the meaning, pronunciation, and usage of the target vocabulary.
- Students will be able to use these words in sentences and discussions about community
development.

V. Assumed knowledge:

- Students may have basic knowledge of charity and volunteering.

- Students can construct simple sentences in English.

VI. Anticipated problems

- Students may confuse similar words (e.g., "donate" vs. "volunteer").

- Pronunciation of some words like "generous" and "remote" might be difficult.

VIII. Teaching aids:

- Teacher: chalk , textbook, lesson plan, laptop, TV

- Students: - textbook, workbook, pen.

IX. Procedures:

Students’
Stages Time Content Teacher’s activities
activities

1. SALUTATION

Greeting - Greet S - Greet T.

1’ - Check the attendance. -Monitor
reports.

2. LEAD-IN

5’ Warm – up - Teacher Show pictures of - ss look at the

a charity event, a remote slide
What’s in the Picture?
area, a volunteer group, etc.
- Ss work in gr
- To introduce key
- Ask students questions of 10
vocabulary and concepts
like:
related to ecotourism. - Ss work in gr
"What are these people to answer the
- To prepare students for
doing?" question
today’s lesson focus.
 "Have you ever seen or - Ss give T
joined such events?" answer.
“what are these people
doing” -T divides the class into 4
groups of 10 ss
“have you ever seen or
joined such events” - T ask ss to work in gr to
answer the question - T
calls some ss to give the
answer and Write their
Suggested answer:
answers on the board to
- These people are introduce the topic.
participating in a charity
event to help those in
need.

- They are working

together as volunteers to
improve the community.

- Yes, I have seen such

events in our
neighborhood where
people come together to
clean public spaces.

- I once joined a
volunteer group that
planted trees in a local
park.

3. NEW LESSON: Vocabulary : New words pharase of for a better community

Pre- 10’ Task 1 : Interactive - Write the words donate, - Ss look at the
teaching Vocabulary volunteer, generous, board.
Introduction remote, benefit on the
- Observe and
board, Provide definitions
purspose : take notes and
and examples for each
Identify the
- To introduce and word.
usage of each
reinforce key vocabulary
- T underlines each word in word in context.
words related to the topic.
the example sentences.
- Work with a
 - To help students - Ask students to look at partner to match
understand and use new Activity 1 in the material, the words with
words in context. Facilitate pair work to their meanings
match words with their in Activity 1.
meanings.
-Share and
Donate (v): "To give
- T ask ss to work in pair to review the
money, food, clothes,
answer the question answers with
etc., to a charity."
the class.
- T Invite pairs to share
- We donate clothes to
their matches and explain - Provide their
help poor families.
their reasoning. own examples if
Volunteer (n): "A person asked by the
- Correct any mistakes and
who does a job without teacher.
provide additional
being paid for it."
explanations if needed.
Many volunteers help
clean the park every
weekend

Generous (adj): "Giving

or willing to give freely."

- She is generous with her

time and often helps
others.

Remote (adj): "Far away

from places where other
people live."

- The school is located in

a remote village

Benefit (v): "To be in a

better position because of
something; to be useful to
somebody."
- his project will benefit
the whole community

While- 10’ Task 1: Sentence - T shows the sentences - ss Pay

teac Completion from Activity 2 on the slide attention to the
sentences on the
- Explain that students
Purposes: must use the words donate, slide
volunteer, generous,
- Help students practice - Ss listen to T’s
remote, benefit to
using the target explain
complete the sentences.
vocabulary in context.
- Ask students to work in
- Reinforce understanding
pairs to fill in the blanks. - ss work with a
of the correct forms of
partner to fill in
the words. - Walk around the class to
the blanks.
monitor and assist.

- Call on different pairs to

 He is very ________.
share their answers with the -Share their
He is always willing to
class. matches and
give a lot of money to
reasoning with
charity. - Confirm the correct
the class.
answers and provide brief
 The school is difficult
explanations - Make
to get to because it is
corrections and
located in a ________
take notes on
area.
any additional
 If you don’t have time explanations
to volunteer, you can provided.
________ money and
food.

 This clean water

project will ________ the
people in the village.

 Our club needs more

________ to clean up the
park at the weekend.

Suggested answers :

1. Generous (adj)

2. Remote (adj)

3. Donate (v)

4. Benefit (v)
 5. Volunteers (n)

Task 2: Choose the -T show task on the slide - SS look at the

Correct Word slide
- Provide examples to show
Purposes: how each pair of words - Ss listen to T
differs:
- Strengthen students’ - Ss work
ability to differentiate Careful = paying attention, individually
between similar words in Careless = not paying
-Ss give T the
context. attention.
answer.
- Develop accuracy in Interested = how you feel,
- Ss listen to T
grammar and word usage. Interesting = how
something makes others
feel.
1. We need to be careful /
Excited = personal
careless when we record
emotion, Exciting =
the donations.
describes something
2. I am interested / causing excitement.
interesting in community
Hopeful = feeling
development activities.
optimistic,Hopeless =
3.There are excited / feeling without hope or
exciting volunteering very bad at something.
opportunities in our
community.
- T asks students to work
4. Last year, I was
individually to choose the
hopeful / hopeless at
correct word.
maths. I couldn’t even do
simple addition in my - T calls ss to answer
head.
- T Correct any mistakes
and provide additional
explanations if needed.
Suggested answers :

1.  Careful
 2.  Interested

3.  Exciting

4.  Hopeless

Task 1 : Discussion -Ask students to discuss in - Ss work in

small group small gr.
Purpose :
- T Encourage students to - Ss think about
-To promote
raise their hands and share the answer for
collaborative thinking
their thoughts. question.
and problem-solving
among students. - Guide the discussion to
ensure all students have the
- To reinforce the use of
opportunity to participate,
target vocabulary in
Prompt students to use the
practical contexts.
new vocabulary words in
- To encourage students their responses.
- Raise their
to develop and share
Post- ’ - T calls some gr share their hands to share
ideas on community
teaching answer their ideas with
support for remote areas.
the class after
- T Add additional
T’s guide.
information or correct
 "What can we do to misconceptions as
help people in remote necessary.
- Ss listen to T's
areas?"
comments
 Encourage them to use
the target vocabulary in
their responses.

4. CONSOLIDATION

3’ Summary of the content - Call a few Ss to repeat - Repeat the

of the lesson. what you just learned. lesson content
Vocabulary about topic
- Summarize the content of - Listen to the T.
for better community
the lesson.
 - Ask Ss if they have - Ask T and
anything that they don’t listen to T’s
understand, and explain. explanation.

5. HOME ASSIGNMENTS (H.A)

-vocabulary related to
topic for better
community
Remind S to review, do Ss completes
2’ - prepare new lessons in homework and prepare new the task T
advanced lessons. assigned.

- make sentences using

new words.

3_15. Make a lesson plan to teach Vocabulary in the following material (4 points)

Unit 4: For a better community

Vocabulary: Words and Phrases related to community development (CLT)

I. Description:
- This lesson is designed for 10th graders.
- 30 students
II. Time:
- Duration: 45 minutes
III. Main content:
- To help Ss understand the Vocabulary related to Ecotourism: responsible, aware, impact, profit, and
crafts.
- IV. Objectives/aims:
After the lesson, Ss will be able to:
- Understand and use vocabulary related to ecotourism.
- Match definitions to words related to environmental responsibility and ecotourism.
- Complete sentences using the correct vocabulary from the list.
- Discuss the role of ecotourism in protecting the environment and supporting local communities.
V. Assumed knowledge:
- Students are familiar with basic vocabulary related to travel and the environment.
- Students have a general understanding of tourism's impact on the environment.
VI. Anticipated problems
-Pronunciation difficulties with words like crafts and responsible.
-Confusion between meanings, e.g., profit vs. impact.
-Limited participation during discussions.

VIII. Teaching aids:

- Teacher: chalk , textbook, lesson plan, laptop, TV, flashcards, worksheet.
- Students: - textbook, workbook, pen.

IX. Procedures:
Stages Time Content Teacher’s activities Students’ activities
1. SALUTATION
Greeting - Greet S - Greet T.
1’
- Check the attendance. -Monitor reports.
2. LEAD-IN
5’ Warm – up - Teacher Show images of - ss look at the slide
nature-friendly tourism
Discuss question : activities on the slide (e.g., - Ss work in gr of
What do you think using local products, helping 10
ecotourism means? the environment). - Ss work in gr to
- To introduce key -T divides the class into 4 answer the question
vocabulary and concepts groups of 10 ss
related to ecotourism. - Ss give T answer.
- T ask ss to work in gr to
- To prepare students for answer the question: What
today’s lesson focus. do you think ecotourism
means?
 Suggested answer: - T calls some ss to give the
answer
Ecotourism means traveling
responsibly to natural areas, - from the answer of ss, T
conserving the environment, leads to new lesson.
and helping local
communities..
3. NEW LESSON: Vocabulary : New words pharase of Ecotourism
Pre- 10’ Task 1 : Interactive - T gives Ss a conversation - Ss look at the
teaching Vocabulary Introduction given
- T asks ss to point out some conversation.
- purspose : practice right new words or phrases they
after learning new words think are related to - Ss point out some
helps ss remember longer ecotourism in the words they think
conversation. are related to
Conversation : Planning an ecotourism in the
Ecotourism Trip - t helps Ss to point out all conversation.
the new words and phrases
Anna: I think we should be - Ss listen to the T
responsible for protecting - T explains and asks ss to
the environment during our guess the meaning then take - Ss guess the
trip. note meaning and take
Tom: Absolutely! We need note
to be aware of how our - T calls randomly 3 ss to
actions can have an impact play role practice the - 3 Ss play role
on nature. conversation. practice the
Anna: Yes, and we should conversation.
support local businesses by
buying handmade crafts.
Tom: Good idea! It also
helps them make a profit,
which supports their
community.
Anna: Perfect! Let’s make
sure this trip is meaningful
and eco-friendly.

1. Responsible: Having a
duty to take care of
something or do the right
thing : /rɪˈspɒn.sə.bəl/ Có
trách nhiệm
2. Aware : Knowing or
understanding
something : : /əˈweə(r)/ :
Nhận thức.
 3. Impact : The effect or
result of an action or
event : /ˈɪm.pækt/ : Tác động.
4. Profit : Money earned
after all costs are paid :
/ˈprɒf.ɪt/ : Lợi nhuận.
5. Crafts : Handmade items
made by artists or
artisans : /krɑːfts/ : Đồ thủ
công.
While- 10’ Task 1: Below is what - T shows the sentences and - ss Pay attention to
teac ecotourists do. Match each explanations from the image the sentences and
sentence on the left with its on the slide explanations
explanation on the right. written on the slide
- ask students work in pairs
to match the sentences with -Work with a
the correct explanation. partner to match
Purposes: the sentences with
- Once pairs have completed the correct
- To enhance students' the task, go over the answers
comprehension and recall by explanations.
as a class.
matching sentences with - Discuss and
their explanations. compare ideas to
- To promote collaborative come to a
learning and peer discussion. consensus.

- To verify understanding -Share their

- Invite pairs to share their matches and
and correct misconceptions
matches and explain their reasoning with the
through class review.
reasoning. class.
- Correct any mistakes and - Listen to the
Suggested answers : provide additional teacher and
explanations if needed. classmates'
1 → B: "I am responsible"
matches with "I understand feedback.
my duty to protect the - Make corrections
environment." and take notes on
2 → A: "I am aware" any additional
matches with "I know when I explanations
travel, I may damage the provided.
environment."
3 → C: "I help people"
matches with "I tell about the
impact of tourism."
4 → D: "I help local
 businesses" matches with "I
help them make a profit."
5 → E: "I buy traditional
arts and crafts" matches with
"I help the local culture."

Task 2: Complete the -T asks students to work - Ss work

Sentences individually to complete the individually
sentences using the
highlighted words in 1. -Ss give T the
answer.
Purposes: - T calls ss to answer
- Ss listen to T
- To reinforce correct stress. - T Correct any mistakes and
- To improve fluency and provide additional
pronunciation. explanations if needed.

1. we can help local artists

make a … by buying
handmade arts and…
2. many tourists are not… of
the… of their actions on the
local community.
3. both local people and
tourists should be… for
protecting the environment.

Suggested answers :
1. profit , crafts
2. aware, impact
3. responsible

Post- ’ Task 1 : Discussion -T ask Ss “ How does - Ss listen to T

teaching ecotourism benefit both the
Purpose : environment and local - Ss think about the
communities?" answer for
-To deepen students' question.
understanding of - T Encourage students to
ecotourism's benefits. raise their hands and share
 - To encourage the use of their thoughts.
new vocabulary in context.
- Guide the discussion to
- To promote active ensure all students have the
participation and critical opportunity to participate, - Raise their hands
thinking through class Prompt students to use the to share their ideas
discussion. new vocabulary words with the class after
(responsible, aware, impact, T’s guide.
profit, crafts) in their
responses.
- T calls ss share their - Ss listen to T's
answer comments

- T Add additional
information or correct
misconceptions as
necessary.

4. CONSOLIDATION
Summary of the content of - Call a few Ss to repeat - Repeat the lesson
the lesson. what you just learned. content
Vocabulary about topic
Ecotourism - Summarize the content of - Listen to the T.
3’ the lesson.
- Ask T and listen
- Ask Ss if they have to T’s explanation.
anything that they don’t
understand, and explain.
5. HOME ASSIGNMENTS (H.A)
-vocabulary related to
ecotourism
Remind S to review, do
- prepare new lessons in Ss completes the
2’ homework and prepare new
advanced task T assigned.
lessons.
- make sentences using new
words.

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)
UNIT 4: For the better community
 Grammar : Past Simple vs Past Continuous with When and While

I. Description:

- This lesson is designed for 10th graders.

- 10 students

II. Time:

- Duration: 45 minutes

III. Main content:

- To provide Ss with the revision of past simple, past

continuous with when and while.

- IV. Objectives/aims:

After the lesson, Ss will be able to:

- Understand the difference between past simple,

past continuous tenses.

- Correctly use “ When ’’ and “ While ’’ to connect

past simple and past continuous.

- Produce sentences using both tenses appropriately

in speaking and writing.

V. Assumed knowledge:

- Ss have basic structure of the past simple and past

past continuous.

- Ss know basic past tense verbs and have some

experience forming sentences about past events.

VI. Anticipated problems

- Ss might confuse when and while, using them

interchangeably.

- Ss may struggle to create longer sentences with

accurate grammar .

VIII. Teaching aids:

- Teacher: chalk , textbook, lesson plan, laptop, TV

- Students: - textbook, workbook, pen.

 IX. Procedures:

Students’
Stages Time Content Teacher’s activities
activities
1. SALUTATION
Greeting - Greet S - Greet T.
1’
- Check the attendance. -Monitor reports.
2. LEAD-IN
Warm – up - T provide a sentence on the projector. - Ss look at the
Create a short paragraph using past simple, sentence.
past continuous, when or while.
Purpose : To engage Ss and activate prior - T ask each Ss to add one sentence to the - Ss add one
knowledge about past simple and past continuous story, using either past simple or past sentence to the
with when and while continuous tense. Encourage them to use “ story, using past
Suggested answer: when ’’ and “ while ’’ in their sentences. simple or past
“ Yesterday, I saw a dog chasing a cat. ’’ continuous tense
5’ with “ when ” and
“ while ”
-T listen to the Ss’s contributions and provide -Ss give their
guidance or corrections as needed. answers and listen
to their
classmate’s
sentences and
build on the story.

3. TEST :

Initial test : Identify the past simple vs past - T distribute the test to the Ss. - Ss look at the
continuous with When & While . test.
Purpose : To distinguish between these two tenses
and use them correctly in different contexts. - T explain the instructions clearly. - Ss listen to T.
Suggested sentences :
7’ 1. When I ____ ( arrive ) at the party, everyone ___
( dance ) - T monitor the Ss as they complete the test, - Ss complete the
providing assistance if needed.
2. While she ____ ( read ) a book, her brother ____ test individually
( play ) video games. and submit it to
3. They ______ (watch) TV when the power the teacher.
- After completing the initial test, T gather the
______ (go) out.
 4. While we ______ (walk) in the park, it ______ - Ss hand in their
(start) to rain. completed tests from Ss. completed tests to
5. He ______ (fall) asleep while he ______ (study) T.
for the exam.
6. When the teacher ______ (enter) the classroom,
the students ______ (talk) loudly. - T quickly review the answer and give - Ss pay attention
7. While I ______ (cook) dinner, my phone ______ immediate feedback to Ss, highlighting to the T’s
common mistakes and correct answers.
(ring). feedback on their
8. She ______ (break) her leg when she ______ performance.
(ski) in the Alps.
Suggested answers :
1. arrived, were dancing - T address any questions or doubts the Ss - Ss ask any
may have about the test.
2. was reading, was playing question they had
3. were watching, went about the test on
4. were walking, started the grammar
5. fell, was studying points.
6. entered, were talking
7. was cooking, rang
8. broke, was skiing
- T transition smoothly to the teaching phrase - Ss get ready for
by summarizing the test results and the teaching
introducing the next part of the lesson .
phrase .

4.
TEACH
NE
 1.Form :
- T shows forms, uses, signal words of past - Ss look at the
Past simple Past continuous simple and past continuous with when and slides.
(+ S + Ved/V2 S + was/were + while on the slides.
) Ving

(-) S + didn’t / did S + was/were not + - Ss listen to T’s

not + V-inf Ving
- T give explanations. explanations.

(?) Did + ( not ) + S S + was/were +

+ V-inf ( not ) + S + V-ing - T ask Ss to write down into their notebooks. - Ss write down
into their notes.
2. Uses :

- T ask Ss to make examples for each tense

- Describe an action - Describe actions - Ss make
with when and while.
that has happened that occurred examples for each
many times in the simultanlously in the tense.

past. past.
- Describe an action - Describe the
interspersed with actions that is - T calls some Ss to read loudly their examples
- Ss readloudly
Presentation another action in the happening, there are in class and corrects if necessary.
past. another actions and
events interspersed.

3.Signal words :
Yesterday, in the At, in, at that time,
past, the day before, at this time, in the
ago, last ( week, past.
year, month, … )

4. The use of past simple and past continuous

with “ When ” and “ While ”:
- We use the past - We use the past
continuous for a past simple for an action
action in progress which interrupted it
( longer action ) ( shorter action )
 Task 1: Choose the correct verb form in each of
the following sentences. - T ask Ss to read the text and choose the - Ss work
correct verb forms individually in 3 minutes. individually
Purposes: To reinforce the correct use of past
simple and past continuous tenses in sentences.
- T goes around the class and supports Ss if -Ss ask T if
Suggested answers : necessary. needed.

1. Was working
- T asks Ss to work in pairs to exchange their - Ss work in pairs
2. Told
3. Were helping answers. to exchange their
4. Relised answers.

- T calls some Ss to give answers and correct

- Ss give answers
them .
and listen to T’s
correction.

4’ Task 2 : Combine the two sentences using when -T provides sentences and asks Ss to transform - Ss work
them using “ when ” or “ while ”
or while where appropriate individually to
transform the
Purposes: To practice combining sentences using sentences.
“ when ” and “ while ” appropriately
- T monitors and assists as needed. - Ss share their
Suggested answers : transformed
1. They were cleaning the streets when it started to sentences with a
rain. partner.
2. I was watching TV when I saw the floods and
landslides in the area.
3. While Tim was searching for employment - T calls on some Ss to share their answers - Ss listen to their
with the class
opportunities, he found a job advert from a non- peers and provide
governmental organization. feedback.
4. They decided to help build a community center
 for young people while they were visiting some - T provides feedback and correct any - Ss listen to T’s
poor villages. mistakes. feedback.

Task 3 : Write a sentence about a memorable

event using past simple and past continuous - T provides a prompt and guidelines for the - Ss brainstorm
tenses with “ When ” and “ While ” sentences. ideas for their
sentences.
Purpose : To practice using the past simple and
past continuous tenses in a creative and - T monitors and offers support as needed. - Ss write their
meaningful context. sentences
individually and
Example prompt : as T if needed.
- Write about a day when something unexpected
happened. - T ask some Ss to read their sentences aloud - Ss share their
to the class. sentences and
listen to their
peer’s sentences.

- T provides feedback and corrects any - Ss make

mistakes. corrections based
on feedback.

4. CONSOLIDATION
Summary of the content of the lesson. - Call a few Ss to repeat what you just learned. - Repeat the
GRAMMAR : Past Simple vs Past Continuous
- Summarize the content of the lesson. lesson content
with When and While
- Ask Ss if they have anything that they don’t - Listen to the T.
3’ understand, and explain. - Ask T and listen
to T’s
explanation.

5. HOME ASSIGNMENTS (H.A)

2’ - Review the difference between Past Simple vs Remind S to review, do homework and Ss completes the
Past Continuous with When and While
 - Give examples of two tense
- Do the exercises again prepare new lessons. task T assigned.
- Prepare for the next lesson

3_17 . Make a lesson plan to teach vocabulary in the following material (4 points)

UNIT 2 : Humans and the environment

VOCAB: Word and phrases related to the environment

I. Description:

- This lesson is designed for 10th graders.

- 45 students

- Level: A1-A2/ Elementary

II. Time:

- Duration: 45 minutes

III. Main content:

- To provide Ss vocabulary related to the environment

IV. Objectives/aims:

After the lesson, Ss will be able to:

- Know the definition of new words relate to the environment

-Apply to complete the exercises and in daily conversation.

V. Assumed knowledge:

-Ss may know vocabulary about the topic the environment

-Ss may apply to use new words in completing the excercises and real life conversation.

VI. Anticipated problems:

- Ss may get trouble in defining the meaning of the word.

- Ss may use the word incorrectly in some situations.

VII. Teaching aids:

- Teacher: handout, textbook, lesson plan, laptop.

- Students: - textbook, workbook, pen.

VIII. Procedure:
 Students’
Stages Time Content Teacher’s activities
activities
1. SALUTATION
Greeting - Greet S - Greet T.
1’
- Check the attendance. -Monitor reports.
2. LEAD-IN
Warm – up: Discuss Question - T divides the class into 4 groups of 10 Ss. - Ss work in
groups of 10
Question: " What can you do to help the
environment ? ” - T asks Ss to work in group to answer the - Ss work in
question: " What can you do to help the groups of 10 to
environment ? ”
Suggested answers: answer the
5’
- I can recycle paper, plastic, and glass to reduce question
waste.
- I can plant trees to help clean the air and - T calls on Ss to share their answers.
provide habitats for animals. -Ss give their
- Using the correct answer, T leads into the answers.

3. NEW LESSON: VOCABULARY: Words and phrases related to different ways of learning: CLT

Pre- 10’ Vocabulary -T give Ss a conversation. - Ss look at given

teaching Introduce and practice conversation conversation

Purposes: Practice right after learning new - T asks to point out some new words or - Ss point out
phrases they think are related to the
words help Ss remember longer. some words they
environment in the conversation.
think are related
1. Household appliances ( n ) : /ˈhaʊs.həʊld ə to the
ˈplaɪ.ənsɪz/ : Thiết bị gia dụng environment in
2. Energy ( n ) : /ˈen.ə.dʒi/ : Năng lượng the conversation.
3. Carbon footprint ( n ) : /ˌkɑː.bən ˈfʊt.prɪnt/ : - T helps Ss to point out all the new words - Ss listen to the T
phrases.
Lượng khí CO2 thải ra môi trường
4. Litter ( v ) : /ˈlɪt.ər/ : Xả rác thải -Ss guess the
- T explains ands ask Ss to guest the meaning
5. Eco-friendly ( adj ) : /ˌiː.kəʊˈfrend.li/ :Thân meaning and take
then take note.
thiện với môi trường note.
- 3 Ss play role

- T calls randomly 3 Ss to play role practice practice the

 conversation.
the conversation.

Task 1: Match the words and phrases with their

meanings. - T introduces the task and explains how to - Ss listen to T
combine the words.
Purposes:
-To help students understand the meanings of
new words. - T displays the appropriate exercise on the
-To reinforce vocabulary recognition through screen, sets the timer for 2 minutes, and asks
matching.
Ss to do the task individually.
Suggested answer: -Ss ask T if
1.d - T walks around the classroom, helping
necessary
While- 2.e students if necessary.
10’ 3.a
teac
4.b
5.c
-Ss stands up and
- T asked Ss to stand up and give the answer.
gives the answer
to T.

- Ss listen to T
- T checks and explains the correct answers.

Task 2: Complete the sentences with the words

and phrases in 1. -T prepares questions on slides and presents - Ss pay attention
to the slide
Purposes:
-To enhance students’ understanding of how to screen.
use the words and phrases accurately in
sentences. -T explains the task and asks students to work
- Ss work
individually in 2 minutes.
individually
Suggested answer:
5. Eco - friendly
6. Household appliances
7. Carbon footprint -After 2 minutes, T calls on any Ss to stand up
-Ss stand up and
8. Energy and give the answers.
5. Litter give their
answers.

-T provides feedback.

- Ss listen to T
 Task 3: Write a short paragraph (3-4 sentences) -T asks Ss to work individualy write about 8- - Ss do the given
10 sentences about Topic: the environment ,
about how you can help protect the task individualy.
using vocabulary you have learned in the
environment. Use at least two of the following lesson.
words: household appliances, energy, carbon
footprint, litter, eco-friendly

Purposes: To help students practice using new - Ss ask if need

-T goes around the class and support if
vocabulary related to the environment in a necessary. T’s help
meaningful context.
Post- 4’ -T calls on 1-2 pairs to present their dialogues
to the class. - Ss make a
teaching
Suggested answers: speech before
I always try to use eco-friendly products to reduce class.
my carbon footprint. At home, I make sure to turn
off all household appliances when they are not in
use to save energy. Additionally, I never throw
litter on the ground and always recycle whenever
possible.

4. CONSOLIDATION
Summary of the content of the lesson. - Call a few Ss to repeat what you just learned. - Repeat the
VOCABULARY about Topic : The environment
- Summarize the content of the lesson. lesson content
- Ask Ss if they have anything that they don’t - Listen to the T.
3’ understand, and explain. - Ask T and listen
to T’s
explanation.

5. HOME ASSIGNMENTS (H.A)

-T remind Ss to review and prepare new
-Ss listen to T’s
lessons
remind and
-Vocabulary related to the environment.
- Prepare new lessons in advanced. prepare new
2’
-Make 3 - 5 sentences using new words lesson.
- Complete the
- T assigns home work: make sentences using
task T assigned.
new words.
3_18. Make a lesson plan to teach vocabulary in the following material (4 points)

UNIT 5 : Inventions

VOCAB: Word and phrases related to Inventions.

I. Description:

- This lesson is designed for 10th graders.

- 45 students

- Level: A1-A2/ Elementary

II. Time:

- Duration: 45 minutes

III. Main content:

- To provide Ss vocabulary related to inventions.

IV. Objectives/aims:

After the lesson, Ss will be able to:

- Know the definition of new words relate to inventions.

-Apply to complete the exercises and in daily conversation.

V. Assumed knowledge:

-Ss may know vocabulary about the topic about inventions.

-Ss may apply to use new words in completing the excercises and real life conversation.

VI. Anticipated problems:

- Ss may get trouble in defining the meaning of the word.

- Ss may use the word incorrectly in some situations.

VII. Teaching aids:

- Teacher: handout, textbook, lesson plan, laptop.

- Students: - textbook, workbook, pen.

VIII. Procedure:
 Students’
Stages Time Content Teacher’s activities
activities
1. SALUTATION
Greeting - Greet S - Greet T.
1’
- Check the attendance. -Monitor reports.
2. LEAD-IN
Warm – up Activity : “ Favorite Invention ” - T divides the class into 4 groups of 10 Ss. - Ss work in
groups of 10
Question: "What is your favourite intention and
why ?" - T asks Ss to work in group to answer the - Ss work in
question: "What is your favourite intention
and why ? " groups of 10 to
Guilding questions : answer the
- What is the invention ? question
- Why do you like it ?
5’
- How does it help people ?

- T calls on Ss to share their answers. -Ss give their

Suggeted example : answers.
Invention : Smart phone
- Using the correct answer, T leads into the
Reason : It helps us stay connected with friends and
new words .
family

3. NEW LESSON: VOCABULARY: INVENTIONS :

Pre- 10’ Vocabulary -T give Ss a conversation. - Ss look at given

teaching Introduce and practice conversation conversation

Purposes: Practice right after learning new - T asks to point out some new words or - Ss point out
phrases they think are related to inventions in
words help Ss remember longer. some words they
the conversation.
think are related
1. EXPERIMENT ( v ) /ɪkˈspɛrɪmənt/ : Thí to inventions in
nghiệm. the conversation.
2. DEVICES ( n ) : /dɪˈvaɪsɪz/ : Thiết bị - Ss listen to the T
3. LABORATORY ( n ) : /ləˈbɒrətəri/ : phòng thí - T helps Ss to point out all the new words
phrases.
nghiệm -Ss guess the
4. HARDWARE ( n ) : /ˈhɑːdwɛər/ : phần cứng meaning and take
- T explains ands ask Ss to guest the meaning
 5. SOFTWARE ( n ) : /ˈsɒftwɛər/ : phần mềm note.
6. EQUIPMENT ( n ) : /ɪˈkwɪpmənt/ : Trang then take note. - 3 Ss play role
thiết bị practice the
conversation.
- T calls randomly 3 Ss to play role practice
the conversation.

Task 1: Unscramble the underlined letters in

these words. Use the pictures below and the - T introduces and explains the task : - Ss listen to T
glossary (page 127) to help you. unscramble the letters to form the correct
Purposes: vocabulary words.
- To help Ss understand the meaning and usage
of these words in the context of inventions and
technology.
- To
- Ss work
Suggested answer:
individually or in
1. EXIREPMENT - EXPERIMENT - T displays the appropriate exercise on the
pairs to
2. DECEVIS - DEVICES screen, sets the timer for 2 minutes, and asks
3. LOBARATORY - LABORATORY unscramble the
Ss to do the task individually.
4. HDRAWARE - HARDWARE
letters and form
5. STOFWARE - SOFTWARE
6. EPIQUMENT - EQUIPMENT the correct words
While-
10’
teac

- T walks around the classroom, helping -Ss ask T if

students if necessary. necessary

- T asked Ss to stand up and give the answer. -Ss stands up and

gives the answer
to T.

- Ss listen to T
- T checks and explains the correct answers.

Task 2: Complete the sentences using the correct

form of the following words in task 1. -T prepares questions on slides and presents - Ss pay attention
to the slide
Purpose : Ensure students understand the
meaning and usage of these words in different
contexts.
 Sentences : -T explains the task and asks students to work screen.
1. The scientist conducted an important _____ to individually in 2 minutes.
test the new theory. - Ss work
2. Modern _____ like smartphones and tablets have
changed the way we communicate. individually
3. The students visited the _____ to see the latest
scientific research. -After 2 minutes, T calls on any Ss to stand up
4. You need to install the necessary _____ to run
this program. and give the answers.
5. The IT department is responsible for maintaining -Ss stand up and
all the computer _____. give their
6. The new _____ in the gym helps athletes train
answers.
more effectively.
-T provides feedback.
Suggested answers :
1. experiment
2. devices - Ss listen to T
3. laboratory
4. software
5. hardware
6. equipment

Post- 4’ Task 3: Write a short paragraph (about 3-4 -T asks Ss to work individualy write about 3-4 - Ss do the given
sentences about Topic inventions : equipment
teaching sentences) describing a piece of equipment you task individualy.
you frequently use , using vocabulary you
frequently use. In the paragraph, use at least 2 have learned in the lesson.
of the learned words in task 1.

Purposes: To Help students practice writing

short paragraphs, using learned vocabulary in a - Ss ask if need
-T goes around the class and support if
real context. necessary. T’s help

-T calls on 1-2 pairs to present their dialogues

Suggested answers: to the class. - Ss make a
I often use my smartphone, a versatile device with speech before
powerful hardware and useful software. It helps me class.
stay organized, conduct online experiments, and
communicate efficiently. This equipment is
essential in my daily life.
4. CONSOLIDATION
Summary of the content of the lesson. - Call a few Ss to repeat what you just learned. - Repeat the
VOCABULARY about Topic : Inventions
- Summarize the content of the lesson. lesson content
- Ask Ss if they have anything that they don’t - Listen to the T.
3’ understand, and explain. - Ask T and listen
to T’s
explanation.

5. HOME ASSIGNMENTS (H.A)

-T remind Ss to review and prepare new
-Ss listen to T’s
lessons
- Vocabulary related to inventions. remind and
- Prepare new lessons in advanced. prepare new
2’ - Do the task again.
-Make 3-5 sentences using new words lesson.
- Complete the
- T assigns home work: make sentences using
task T assigned.
new words.

3_19. Make a lesson plan to teach Stress in three-syllable nouns in the following material (4
points)
UNIT 5: Inventions
 PRONUNCIATION: Stress in three-syllable nouns

I. Description:

- This lesson is designed for 10th graders.

- 40 students

II. Time:

- Duration: 45 minutes

III. Main content:

- To help Ss understand the stress in three-syllables

nouns.

- IV. Objectives/aims:

After the lesson, Ss will be able to:

- Recognize and distinguish stress in three-syllable

nouns.

- Apply correct stress when pronouncing nouns in

isolation and in sentences.

- Promote Ss pronunciation.

V. Assumed knowledge:

- Ss have basic knowledge of stress in three-syllable

nouns from Unit 5.

- Ss know how to pronounce basic three-syllable

nouns.

VI. Anticipated problems

- Students may struggle with identifying the correct

stressed syllable.

- Some students may have difficulty pronouncing

certain three-syllable nouns.

VIII. Teaching aids:

- Teacher: chalk , textbook, lesson plan, laptop, TV

- Students: - textbook, workbook, pen.

 IX. Procedures:

Students’
Stages Time Content Teacher’s activities
activities
1. SALUTATION
Greeting - Greet S - Greet T.
1’
- Check the attendance. -Monitor reports.
2. LEAD-IN
Warm – up - Teacher prepare 4 sentences with the target - Listen to T
words in context on slides.
“Stress Match-Up” Game
Distinguish between 2-syllable nouns and 3- -T displays the sentences on the slide.
syllable nouns
- T explains the rules: “Distinguish between
- To introduce 2-syllable and 3-syllable nouns - S listen carefully
2-syllable nouns and 3-syllable nouns.”
- To prepare students for today’s lesson focus. to the instructions.

-Ask Ss to work individually and answer the

1. I signed the record yesterday. -S work
question in 2 minutes
2. We sell local produce at the market. individual to give
3. I use my computer for homework. T the answers.
5’ 4. The phone is a great invention.
- T calls on Ss to share their answers.
-Ss give their
Suggested answer: answers.
1. I signed the record (2-syllable noun) yesterday.
- Using the correct answer, T leads into the
2. We sell local produce (2-syllable noun) at the
lecture
market.
3. I use my computer (3-syllable noun) for
homework.
4. The phone is a great invention (3-syllable
noun).

3. NEW LESSON: PRONUNCIATION: Stress in two-syllable words with the same spelling: Visual techniques

Pre- 10’ Rule 1: -T displays the rules clearly on slides. - Ss pay attention
teaching - In three-syllable nouns, the second syllable is a to the slide screen
weak vowel (including: /ə/, /ɪ/) => Stress falls on
the first syllable - T uses a wave chart to help students visualize - Ss Listen
syllable stress when pronouncing words.
Example: carefully to the
'family /ˈfæməli/: gia đình T’s explanation
 'pharmacy /ˈfɑːrməsi/: tiệm thuốc tây and examples.
'resident /ˈrezɪdənt/: cư dân
Rule 2: - Ss repeat the
- In three-syllable nouns, the third syllable words after T,
contains a weak vowel /ə/ or /i/ or the second - T ask SS to repeat the words after T focusing on the
focusing on the stressed syllables
syllable contains a long vowel or diphthong stressed syllables
=> The stress falls on the second syllable

-Ask checking questions to ensure

understanding: - Ss answer
“What is the stress on this word? checking
-T asks checking questions to ensure
Elephant, banana, happiness , cucumber understanding and calls on a random student questions
Suggest answer: to answer.

‘elephant, ba‘nana, ‘happiness, cu‘cumber - Ss listen to T

confirms
- T confirms the answer is true or false

While- 10’ Task 1: Listen and repeat. Pay attention to the

stressed syllable in each word. - T explains the task and asks Ss to work - Ss do as T asks
teac
individually.
Purposes:
- To train students to identify stressed syllables
by listening. -Before playing the prepared audio, T asks Ss
- To improve listening and stress recognition - Ss read the
to read the sentences in the textbook and
skills. sentences before
visualize the stress in the answers
1. invention listening to the
2. computer audio, visualize
3. holiday
the stress in the
4. century
Suggested answer: answers.
1. in‘vention
2. com‘puter - Ss listen to
3. ‘holiday Audio for the first
‘centery
time.
- T asks Ss to listen to the prepared audio clip
- SS repeat the
for the first time. In the first time, Ss focus on
 visualizing the stress. nouns in audio
clip and mark the
- T asked Ss to repeat the nouns in audio clip
stress in each
and mark the stress in each noun.
noun.

- Ss listen to
Audio again.

- T lets the Ss listen to the audio again to

check your answer
- Ss listen to T

- T checks and explains the correct answers.

Task 2: Connect all the words with the stress

pattern -.- to cross the river. Then listen and - T explains the task and asks Ss to work - Ss listen to T
check your answers. Practise saying these words individually. explains and work
in pairs.
individually
Purposes:
- To reinforce correct stress.
- To improve fluency and pronunciation. - Before playing the prepared audio, T ask Ss
to read all the sentences in the textbook and - Ss read all the
1. internet
2. family visualize the stress in the answer. sentences in the
3. advantage textbook and
4. chocolate
5. invention visualize the
6. Africa stress in the
7. computer
8. syllable answer.
9. afternoon - T asks Ss to listen to the audio clip for the
10. grandfather - Ss listen to the
11. tradition first time and connect all the words with the
audio clip for the
12. century stress pattern -.- to cross the river.
first time and
Suggested answer: connect all the
Advantage-invention-computer-tradition
words with the
 stress pattern -.-
to cross the river.

- T asks S to answer and repeat loudly with

correct stress and intonation. -S answer and
repeat loudly with
correct stress and
intonation.
- T check and correct answers.

- Ss listen to T
correct answers

- T ask Ss work in pair to practise saying these

- Ss work in pair
words.
to practise saying
these words.

- T asks some pairs to repeat aloud with - Ss repeat aloud

correct stress and intonation with correct stress
and intonation

- T provide feedback. - Ss listen to T

feedback.

Post- 4’ Task 3: Stress Practice – “Pronunciation

teaching Production Challenge” - Ss see the list of
-T provides a list of three-syllable nouns
Purposes: three – syllable
- Reinforce students' understanding and stress of nouns T provides
three-syllable nouns. - Ss listen to T
- Practice students' pronunciation explain the rules
List of words: -T Explains the rules of the task of the task
-butterfly, beautiful, chocolate, afternoon
 Task rules:
-Create a short 2–3 sentence dialogue using at least - Ss work in pairs
two words from the list. - T ask Ss work in pairs to create sentences for to create
- Pronounce the words with correct stress the given words. sentences for the
placement given words.
- Make the stressed syllables louder and clearer.
Suggested answer: - Ss present their
A: Did you see the butterfly? sentences to the
B: Yes, it’s so beautiful! -T calls on 1-2 pairs to present their dialogues class,
to the class.
A: “I love the chocolate cake! pronouncing the
B: Perfect for this afternoon! words clearly
with the correct
stress.

- Ss Listen to the
sentences of other
groups and
respond if
necessary.

- Ss listen to T's
-T comments on pronunciation and accuracy comments
of stress.

4. CONSOLIDATION
Summary of the content of the lesson. - Call a few Ss to repeat what you just learned. - Repeat the
PRONUNCIATION: Stress in three-syllable
- Summarize the content of the lesson. lesson content
nouns
- Ask Ss if they have anything that they don’t - Listen to the T.
3’ understand, and explain. - Ask T and listen
to T’s
explanation.

5. HOME ASSIGNMENTS (H.A)

2’ - Review the rules of stress in three-syllable nouns Remind S to review, do homework and Ss completes the
 - Give examples of three-syllable nouns
- Do the exercises again prepare new lessons. task T assigned.
-Prepare for the next lesson

3_20. Make a lesson plan to teach Vocabulary in the following material (4 points)
UNIT 6: Gender quality
VOCABULARY: Words to Gender quality
I. Description: - Ss may use the word incorrectly in some
situations.
- This lesson is designed for 10th graders.
VIII. Teaching aids:
- 40 students
- Teacher: textbook, lesson plan, laptop,
II. Time: project,…
- Duration: 45 minutes - Students: - textbook, workbook, pen,…
III. Main content:
- To provide Ss vocabulary related to Gender
quality

- IV. Objectives/aims:
After the lesson, Ss will be able to:
- Know the definition of new words relate to
Gender quality
- Apply to complete exercises and in daily
conversation
V. Assumed knowledge:
- Ss may know vocabulary about topic Gender
quality
- Ss may apply to use news words in completing
the exercises and real life conversation
VI. Anticipated problems
- Ss may get trouble in defining the meaning of
the word
 IX. Procedures:

Students’
Stages Time Content Teacher’s activities
activities
1. SALUTATION
Greeting - Greet S - Greet T.
1’ - Check the attendance. -Monitor
reports.
2. LEAD-IN
Warm – up - T divides the class into 4 groups of 10 Ss - Ss work in
groups of 10
Discuss question
- Ss work in
What is gender quality? - T asks Ss to work in group to answer the group to answer
question: What is gender quality? the question
Suggested answer
5’ Gender equality refers to the equal rights, - Ss give T
responsibilities, and opportunities of all - T calls some Ss to give answer answer
individuals, regardless of their gender.
- From the answer of Ss, T lead to new
lesson

3. NEW LESSON: VOCABULARY: New words of Gender quality

Task 1: Vocabulary introduction - T give Ss some new words relate to - Ss look at
Gender quality on the screen some new words
Purpose: Practice right after learning words relate to Gender
help Ss remember longer quality T give
1. equal (adj) /ˈiː.kwəl/ : bình đẳng - T explain and asks Ss to guess the on the screen
meaning then take note - Ss guess the
2. kindergarten (n) /ˈkɪn.dəˌɡɑː.tən/: mẫu
giáo meaning and
take note
Pre- 3. treat (v) /triːt/: đối xử - T ask Ss read loudly the new words
teachin 10’ Ss read loudly
g 4. surgeon (n) /ˈsɜː.dʒən/: bác sĩ phẫu thuật the new words.
5. gender (n) /ˈdʒen.dər/: giới tính - T calls randomly Ss to read loudly and
explain again the new words.
Ss read loudly
an explain again
the new words.
 Task 1: Match the words with their - T asks Ss to work in pair to match the - Ss work in pair
meanings words with their meanings to do the task
- T call Ss to give answer - Ss give T
answer
Purposes: - T check and correct answer
- Ss listen to T
- Apply new words in completing exercises correct
- Identify new words.

1. equal (adj) a) school for

children aged three
to five
2. kindergarten (n) b) to deal with
behave towards
somebody in a
certain way
3. treat (v) c) a doctor who
does operations in a
While- hospital
10’
teac
4. surgeon (n) d) the fact of being
male or female
5. gender (n) e) having the same
rights,
opportunities… as
other people

Suggested answer:
1–e
2–a
3–b
4–c
5-d

Task 2: Complete the following sentences - T asks Ss to work individually. - Ss do the given
with the words in task 1 Complete the following sentences with task individually
the words in task 1
- Ss give T the
 Purposes: answer
- review new words and practice in use.
1. Nowadays male teachers can be seen - T call Ss to answer - Ss listen to T
working at _______. correct
2. The _____ performed an eight – hour
operation on my grandpa yesterday.
3. Some parents may ___ boys differently - T check and correct answer
from girls.
4. Traditional ___ roles influenced how men
and women should behave.
5. They should promote ___ income
opportunities for men and women.
Suggested answer:
1. kindergarten
2. surgeon
3. treat
4. gender
5. equal

Task 1: Write about 8-10 sentences about - T asks Ss to work individually write - Ss do the give
Post- gender quality, using vocabulary you have about 8-10 sentences about gender task individually
teachin 4’ learned in the lesson then make a short quality, using vocabulary you have
g speech before class. learned in the lesson.
 Suggested answer: - T go around class and support if - Ss ask if need
necessary T’s help
Gender equality is a fundamental principle that
ensures individuals are treated equally,
regardless of their gender. From a young age,
such as in kindergarten, children should be - T call Ss to make a speech before class - Ss make a
taught the importance of respecting everyone, speech before
regardless of whether they are boys or girls. class
This foundational understanding helps to break
down stereotypes and encourages a culture
where everyone can pursue their dreams,
whether that means becoming a surgeon, an
engineer, or an artist.

4. CONSOLIDATION
Summary of the content of the lesson. - Call a few Ss to repeat what you just - Repeat the
VOCABULARY: Gender quality learned. lesson content
- Summarize the content of the lesson. - Listen to the T.
3’
- Ask Ss if they have anything that they - Ask T and
don’t understand, and explain. listen to T’s
explanation.

5. HOME ASSIGNMENTS (H.A)

- Review the vocabulary of topic Gender
quality
- Give examples of Gender quality Remind S to review, do homework and Ss completes the
2’
- Do the exercises again prepare new lessons. task T assigned.

-Prepare for the next lesson