REVIEW 4 (Unit 9+10)

Lesson 1: Language
Class Date of teaching Attendance
10C
10C

I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary: Understand the meaning of the key words or word collocations below: ecotour,
ecosystem, eco-friendly, user-friedly, mass tourism, biodiversity
- Pronunciation: Review how to pronounce the sentences with suitable rhythm and intonation
- Grammar: Apply the knowledge of grammar points learnt in the previous units (reported speech and
conditional sentences type 1 and 2) to do the tasks.
2. Competencies:
a. General competencies:
- Form and improve competencies such as: collaboration, pairworks, communication, problem-
solving skill.
b. Specific competencies:
- Improve competencies: use of language skill
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Qualities:
- Raise students’ awareness of the need to protect the environment and develop tourism.
II. PREPARATIONS
- Teacher: handouts, projector, laptop, posters, pictures, handouts.
- Students: pencils, pictures, blank papers.
III. PROCEDURE
ACTIVITY 1: WARM-UP (5’-GW)
1. Aim:
- To raise students’ interest in the lesson.
- To help Ss to identify the topic of the lesson .
2. Content:
- T asks Ss to watch the video about tourism.
3. Products:
- Ss write down main ideas.
4. Implementation:
- Play the game
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering
- T divides Ss into 4 groups and gives instructions. Answer the question: What is ecotourism?
- T asks Ss to watch the video clip and try to
remember all things in the the video. One person
from each group then goes to the board and writes
the main ideas.
Step 2: Task performance
- Ss work in groups to discuss the content of the
video after watching .
Step 3: Report and discussion
- Ss writes the answers on the board.
Step 4: Judgement
- T confirms the correct answers and leads to the
new lesson.
PRACTICE
ACTIVITY 2: PRACTICE
PRONUNCIATION: (5’- IW)
* Pronunciation:
1. Aim:
- To help students review sentence stress and practice speaking with a natural rhythm.
2. Content:
- Ss can understand the rule of sentence stress, rhythm and pronounce them fluently.
3. Products:
- Ss practise reading sentences with right stress and a natural rhythm.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Step 1: Task delivering Key:

- T asks Ss to read the sentences and mark the 1. I 'like 'trekking in the 'mountains.
stressed syllables in the words in bold. 2. The 'children are 'looking 'forward to the 'boat
- T plays the recording again, pausing after each 'trip.
sentence for Ss to repeat as naturally as possible. 3. Are you going to 'visit the mu'seum to'morrow?
Step 2: Task performance 4. 'Don’t 'litter while you are on the 'ecotour
- Ss listen to the recording and check the answers
Step 3: Report and discussion
- Ss give the answers and read sentences aloud.
Step 4: Judgement
- T checks students’ pronunciation and gives
feedback.

VOCABULARY (10’- PW)

Task 1: Complete the following sentences using the phrases from the box. (p. 120)
1. Aim: To help Ss review phrases related to environment and tourism.
2. Content: T asks Ss to complete sentences using the phrases from the box.
3. Products: Ss complete and practice sentences.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering. Task 1: Complete the following sentences using
- T tells Ss to read the sentences carefully and the phrases from the box. (p. 120)
makes sure they understand their meanings. 1. c
- T asks Ss to do this exercise individually. 2. e
- T allows Ss to share their answers before 3. b
discussing as a class and encourages them to 4. d
pronounce the sentences correctly. 5. a
Step 2: Task performance
- Ss do and share the answers with a partner.
Step 3: Report and discussion
- Ss go to the board to write their answers.
- T calls some Ss to read aloud.
Step 4: Judgement
- T checks the answers as a class and gives
feedback.

Task 2: Choose the correct word or phrase to complete each of the following sentences. (p. 120)
1. Aim: To help Ss further practice the use of the words related to environment and tourism.
2. Content: T asks Ss to choose the correct word or phrase to complete each sentence.
3. Products: Ss do the task and read sentences aloud.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Step 1: Task delivering Task 2: Choose the correct word or phrase to

- T asks Ss to work in pairs to complete the complete each of the following sentences. (p.
sentences with the given words and phrases. 120)
- T allows Ss to share answers before discussing as Answer:
a class. 1. ecosystem
- T encourages Ss to provide reasons for their 2. eco-friendly
answers. 3. litter
- T asks Ss to say the sentences aloud and makes 4. Ecotourism
sure they pronounce the words and phrases 5. biodiversity
correctly. T can ask for translation to check their
understanding..
Step 2: Task performance
- Ss work in pairs to complete the task
Step 3: Report and discussion
- Ss show their choices.
- Ss read sentences aloud.
Step 4: Judgement
- T checks with the whole class and gives
feedback.
GRAMMAR (15’-IW)
Task 1: Change these sentences into reported speech. (p. 121)
1. Aim: To help Ss review the use of reported speech.
2. Content: T asks Ss to work in pairs to change the sentences into reported speech.
3. Products: Ss write the reported speech.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Step 1: Task delivering : Task 1: Change these sentences into reported

- T elicits when we use reported speech and what speech. (p. 121)
changes we make when we convert direct speech Answer:
to reported and asks Ss to do the activity 1. My brother said he was doing research into
individually. sustainable tourism.
- T allows Ss to share answers before discussing as 2. Minh asked Nam if / whether he liked watching
a class. programmes about wildlife and nature.
- T can ask Ss to read aloud the full sentences and 3. Hoa asked Mr Smith what they could / can do to
correct their pronunciation if needed. reduce the impact of global warming on the
Step 2: Task performance environment.
- Ss work individually. 4. The club’s secretary said they were going to
- Ss exchange the answers with their partner. organise a lot of activities during Earth Hour that
Step 3: Report and discussion year.
- Ss write the sentences on the board. 5. The teacher explained that the animals would /
Step 4: Judgement will not survive extreme cold weather in the North.
- T gives feedback.

Task 2: Match the two parts to make complete sentences. (p. 121)
1. Aim: To help Ss review conditional sentences Types 1 and 2.
2. Content: match the two parts to make complete sentences.
3. Products: identify conditional sentences by matching the two parts.
4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

 Task 2: Match the two parts to make complete
Step 1: Task delivering sentences. (p. 121)
- T elicits the structure and use of conditional Answers:
sentences Types 1 and 2 and asks Ss to do the task. 1. d 2. a 3. c 4. e 5. b
-T asks Ss to do the task individually and compare
their answers in pairs.
- T can ask Ss to read aloud the full sentences and
correct their pronunciation if needed.
Step 2: Task performance
- Ss do the task individually
- Ss share the answers with a peer.
Step 3:Report and discussion
- Ss give the answers
- T calls on individual students to read the
complete sentences.
Step 4: Judgment
- T gives feedback

ACTIVITY 3: APPLICATION (5’- IW) DISCUSSION

Think about activities which you can do to raise other students' awareness of their responsibilities
towards environment by using vocabulary and grammar learnt in unit 9 & 10
1. Aim:
- To talk about activities which raise students’ awareness of the environment.
2. Content:
- Ss make a poster of activities to raise Ss' awareness of the environment.
3. Products:
- Ss make a poster.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering List activities to raise other students'
- T gives Ss clear instructions in order to make sure awareness of their responsibilities towards the
Ss can do effectively. environment.
- T divides Ss into 4 main groups .
- T asks Ss to work in groups to discuss and make
a poster of activities to raise Ss' awareness of their
responsibilities towards the environment.
- T observes Ss while they are discussing, note
their language errors
Step 2: Task performance
- Ss do as instructed
Step 3: Report and discussion
- Ss give their posters and talk about their activities
shown in their posters.
Step 4: Judgement
- T gives Ss feedback.
-T chooses some useful or excellent words/
phrases/ expressions/ word choices Ss have used to
give suggestions to other students.
- T chooses some typical errors and correct as a
whole class without nominating the Ss’ names.

WRAPPING – UP: (4’ – PW)

Aim: To help students memorise the target language and skills that they have learned
MCQ: Mark the letter A, B, C or D to indicate the correct answer to each of the following questions.
 Choose the best answer.
1. The negative impact of ecotourism on the local environment is ……………
A. huge B. large C. high D. low
[Link] help produce clean water and air and they provide people
…………jobs.
A. about B. with C. to D. of
[Link] children are getting ready………… the fieldtrip to the wildlife park tomorrow morning.
A. with B. for C. of D. about
4.………….. his trip, he stayed with local people and leant about their culture and enjoyed local food.
A. In B. During C. With D. Over
5. They learn ………….. to help save wild animals in the local research centre.
A. which B. where C. how D. who
[Link] thing every citizen should do is to ………… littering on the beach or the street.
A. increase B. punish C. promise D. avoid
HOME ASSIGNMENT: (1’ – IW)
Aim: To inform students what the final product of the project should be and how students can prepare
for it.
- Do exercise in workbooks.
- Make five sentences about protecting the environment.
IV. FEED-BACK:
With class 10C: ………………………………………………………………………………………..
………………………………………………………………………………………..
With class 10C: ………………………………………………………………………………………..
………………………………………………………………………………………..

REVIEW 4 (Unit 9+10)

Lesson 2: Skills: Listening- Speaking
Class Date of teaching Attendance
10C
10C

I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary: review the words and phrases related to the topics: attraction, impressive, take photos
- Pronunciation: Pronounce the following words, words clusters correctly: attraction, impressive, take
photos
- Grammar: Apply the simple future to talk about their trip

2. Competencies:
a. General competencies:
- Form and improve such competencies as: collaboration, communication, presentation, critical thinking
b. Specific competencies:
- Improve listening, writing and speaking skills
- Actively join in class activities.
3. Qualities:
-Raise students’ awareness of the need to protect the environment and develop tourism.
II. PREPARATIONS
- Teacher: handouts, projector, laptop, posters, pictures, handouts.
- Students: pencils, pictures, blank papers.
III. PROCEDURE
ACTIVITY 1: WARM-UP (5’-GW)
1. Aim:
- To check the knowledge in the previous lesson and give students more chance to practice speaking.
2. Content:
- T asks ss to talk about your plan for a day trip.
3. Products:
- Ss talks about their plans naturally.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering
-T elicits the requirement of talking about your TALK ABOUT YOUR PLAN FOR A DAY
plan for a day trip. TRIP
- T listens to student‘s answers and takes notes for
comments.
Step 2: Task performance
- Ss work in groups to discuss the answer about
their plans.
Step 3: Report and discussion
- Ss raise hands to answer.
Step 4: Judgement
- T provides comments and feedback
ACTIVITY 2: PRACTICE
LISTENING (15’-IW)
Task 1: Listen and choose the best title for the talk. (p. 122)
1. Aim: To help Ss practise listening for gist.
2. Content: T asks Ss to listen the talk and choose the best title.
3. Products: Ss give the best title.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering : Task 1: Listen and choose the best title for the
- T has Ss read the three options for the title of the talk. (p. 122)
talk. Answer: A
- T plays the recording once for Ss to listen and
choose the best answer.
Step 2: Task performance
- Ss look at three options, read and underline key
words.
- Ss work individually.
- Ss exchange the answers with their partner.
Step 3: Report and discussion
- Ss give the answers and explanation.
Step 4: Judgement
- T confirms the answers as a class.

Task 2: Listen again and complete the notes with no more than two words. (p. 122)
1. Aim: To help Ss practise listening for specific information and keywords
2. Content: Ss listen to the talk and fill the missing words with no more than two words.
3. Products: complete the notes
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering Task 2: Listen again and complete the notes
- T asks Ss to look at the notes, underline the key with no more than two words. (p. 122)
words and decide what kind of information they Answers:
need to fill in each blank, e.g. 1: number; 2: noun 1. 8
(phrase); 3: noun (phrase); 4: noun (phrase); 5: 2. house
noun (phrase). 3. local family
- T calls on some students to report their answers 4. pagoda
for the class. 5. litter
Step 2: Task performance
- Ss listen and do the task individually.
Step 3:Report and discussion
- Ss go to the board to write the answers.
Step 4: Judgment
- T checks the answers and adds more information
if necessary.

SPEAKING (15’-PW).
Imagine that you are going on a day trip. Work in pairs. Discuss and plan your trip. Use the
following points to help you. (p. 122)
1. Aim: To help Ss practise discussing and planning about a day trip.
2. Content: T asks Ss to imagine about their trips and plan their trips.
3. Products: Ss give the plan.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering : SPEAKING.
-T asks Ss to read through the suggestions and take Imagine that you are going on a day trip. work
notes of the ideas. in pairs. discuss and plan your trip. Use the
-T calls on some students to report their answers following points to help you. (p. 122)
for the class.
Step 2: Task performance
-Ss work in pairs to exchange their ideas about
their day trip plan.
Step 3:Report and discussion
- Ss present their plans for a day trip in front of the
class.
- T praises for interesting ideas and fluent delivery.
Step 4: Judgment
- T checks the answers and adds more information
if necessary.

ACTIVITY 3: APPLICATION (5’-GW)

Draw a plan to launch a campaign to raise people’s awareness of protecting the environment
1. Aim:
- To launch a campaign to raise people’s awareness of protecting the environment.
2. Content:
- Ss draw a plan on a sub-board to launch a caimpaign to protect the environment.
3. Products:
- Ss draw a plan.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering Draw a plan to launch a campaign to raise
- T gives Ss clear instructions in order to make people’s awareness of protecting the
sure Ss can do effectively. environment
- T divides Ss into 4 main groups .
- T asks Ss to work in groups to discuss and draw a
plan to launch a caimpaign to raise Ss' awareness
 of protecting the environment.
- T observes Ss while they are discussing
Step 2: Task performance
- Ss do as instructed
Step 3: Report and discussion
- Ss show their products.
Step 4: Judgement
- T gives Ss feedback.
-T chooses some useful or excellent words/
phrases/ expressions/ word choices Ss have used to
give suggestions to other students.
- T chooses some typical errors and correct as a
whole class without nominating the Ss’ names.
WRAPPING – UP: (4’ – PW)
Aim: To help students memorise the target language and skills that they have learned
- T asks Ss: What have you learnt today? What can you do now?
- T summarizes the main points of the lesson ( talk about the trip plan you want to go)
HOME ASSIGNMENT: (1’ – IW)
Aim: To inform students what the final product of the project should be and how students can prepare
for it.
- Do exercise in the workbook.
- Prepare to talk about an interesting trip with your family or your classmate.
IV. FEED-BACK:
With class 10C: ………………………………………………………………………………………..
………………………………………………………………………………………..
With class 10C: ………………………………………………………………………………………..
………………………………………………………………………………………..

REVIEW 4 (Unit 9+10)

Lesson 2: Skills: Reading-Writing
Class Date of teaching Attendance
10C
10C

I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary: revise the words related to the topic: benefit, interact, disturb
- Pronunciation: Pronounce the following words correctly: benefit, interact, disturb
-Grammar: apply the structure “should + V”, “shouldn’t+ V” and the simple future to write the ways
to protect the environment
2. Competencies:
a. General competencies:
- Form and improve such competencies as: collaboration, communication, presentation, critical thinking
b. Specific competencies:
- Improve reading,writing and speaking skills
- Actively join in class activities.
3. Qualities:
-Raise students’ awareness of the need to protect the environment and develop tourism.
II. PREPARATIONS
- Teacher: handouts, projector, laptop, posters, pictures, handouts.
- Students: pencils, pictures, blank papers.
III. PROCEDURE

ACTIVITY 1: WARM-UP (5’-GW)

1. Aim:
- To check the knowledge in the previous lesson and give students more chance to practice speaking.
2. Content:
- T asks ss to write down the main ideas after watching the video of travel plans.
3. Products:
- Ss talks about the contents of the video naturally.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering
-T elicits the requirement of talking about the main TAKE NOTE THE MAIN IDEAS OF THE
ideas of the video about travel plans. VIDEO.
- T listens to student‘s answers and takes notes for
comments.
Step 2: Task performance
- Ss work in groups to discuss the answer about the
video.
Step 3: Report and discussion
- Ss raise hands to answer.
Step 4: Judgement
- T provides comments and feedback
ACTIVITY 2: PRACTICE
READING (15’-IW).
Task 1: Read the text. match the highlighted words in the text with their meanings. (p.123)
1. Aim: To help Ss practise understanding word meanings from context
2. Content: T asks Ss to match the words with their meanings.
3. Products: Ss match and pronounce the words correctly.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering. Task 1: Read the text. match the highlighted
- T asks Ss to read the whole text once to get an words in the text with their meanings. (p.123)
overall idea. 1. b
- T tells Ss to work in groups to discuss the context 2. a
clue for each word and compare answers. 3. c
Step 2: Task performance
- Ss read the text again, paying attention to the
context of each highlighted word, then look at the
three definitions.
- Ss complete the task.
Step 3: Report and discussion
- Ss give the answers.
- T calls some Ss to read the words and their
meanings.
Step 4: Judgement
- T confirms the answers as a class.

Task 2: Read the text again and choose the best answers.
1. Aim: To help Ss practise reading for main ideas and specific information.
2. Content: T asks Ss to work in pairs to read the text and choose the best answer.
3. Products: Ss do the task in pairs and give their answers.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering Task 2: Read the text again and choose the best
- T asks Ss to read through the questions and answers.
checks understanding of the vocabulary. Answer:
- T calls on some students to report their answers 1. A
for the class. 2. B
- T checks the answers and adds more information 3. C
if necessary
- T encourages Ss to provide reasons for their
answers.
Step 2: Task performance
- Ss read the text again and look for the answers to
the questions.
Step 3: Report and discussion
- Ss show their choices and give explanation.
Step 4: Judgement
-T checks the answers and adds more information
if necessary
WRITING (15’-GW)
Write a paragraph (120 - 150 words) about things you should or shouldn’t do to reduce the
negative impact of travelling on the environment. You may use the ideas in the reading to help
you. (p. 123)
1. Aim:
- To help Ss practise writing a paragraph about things they should or shouldn’t do to reduce the negative
impact of travelling on the environment.
2. Content:
- Ss write a paragraph about we should or shouldn’t do to reduce the negative impact of travelling on the
environment.
3. Products:
- Ss write a paragraph.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering WRITING
- T asks Ss to read the text again and extract some
ideas for their writing, e.g. walk, cycle or use Write a paragraph (120 - 150 words) about
public transport. things you should or shouldn’t do to reduce the
- T gives Ss enough time to complete the negative impact of travelling on the
paragraph. T sets a time limit depending on the Ss’ environment. You may use the ideas in the
ability level. reading to help you. (p. 123)
Step 2: Task performance Sample answer:
- Ss complete the task individually and write a There are several things that we should do to
paragraph (120 – 150 words), then swap their reduce the negative impact of travelling on the
paragraphs for peer review with a partner. environment. Firstly, we should reduce our carbon
Step 3: Report and discussion footprint during the trip. We should only fly when
- T asks individual Ss to read their paragraphs or the trip is long and choose environmentally-
collects them to check after class . friendly means of transport such as cycling or
Step 4: Judgement public transport. Secondly, wherever we go, we
- T gives Ss feedback and the sample paragraph. should always protect our environment. By
Sample answer: keeping it clean and safe, we can reduce the
There are several things that we should do to negative impact of travelling on the environment.
reduce the negative impact of travelling on the
environment. Firstly, we should reduce our carbon
footprint during the trip. We should only fly when
the trip is long and choose environmentally-
friendly means of transport such as cycling or
public transport. Secondly, wherever we go, we
should always protect our environment. By keeping
it clean and safe, we can reduce the negative
impact of travelling on the environment.

ACTIVITY 3: APPLICATION (7’-GW)

Give some solutions to protect the environment
1. Aim:
- To give some solutions to protect the environment.
2. Content:
- Ss give some solutions to protect the environment.
3. Products:
- Ss write down some solutions on the sub-boards.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering Give some solutions to protect the environment
- T gives Ss clear instructions in order to make
sure Ss can do effectively.
- T divides Ss into 8 main groups .
- T asks Ss to work in groups to discuss and give
some solutions to protect the environment.
- T observes Ss while they are discussing
Step 2: Task performance
- Ss do as instructed
Step 3: Report and discussion
- Ss show their products.
Step 4: Judgement
- T gives Ss feedback.
-T chooses some sub-boards with useful or
excellent words/ phrases/ expressions/ word
choices Ss have used to give suggestions to other
students.
- T chooses some typical errors and correct as a
whole class without nominating the Ss’ names.
WRAPPING – UP: (2’ – PW)
Aim: To help students memorise the target language and skills that they have learned
- T asks Ss: What have you learnt today? What can you do now?
- T summarizes the main points of the lesson ( talk about the positive and negative impacts of tourism
on the environment)
HOME ASSIGNMENT: (1’ – IW)
Aim: To inform students what the final product of the project should be and how students can prepare
for it.
- Do exercise in the workbook.
- Write the final draft for the paragraph about things they should or shouldn’t do to reduce the negative
impact of travelling on the environment..
IV. FEED-BACK:
With class 10C: ………………………………………………………………………………………..
………………………………………………………………………………………..
With class 10C: ………………………………………………………………………………………..
………………………………………………………………………………………..