Period 84

REVIEW 3 (UNIT 6, 7, 8)
Lesson 1: Language
Class Date of teaching Attendance
10C1 48
10C3 44

I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
-Vocabulary: review the words: equally, organisations, traditionally, education.
- Pronunciation: - Review stress in three-syllable adjectives and verbs, stress in words with more than
three syllables, and sentence stress;
- Grammar: Apply the knowledge of grammar points learnt in the previous units (passive voice;
comparative and superlative adjectives, relative clauses) 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 gender equality, Vietnam and international organisations, and new ways to
learn.
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 play the game: “board race”
3. Products:
- Ss write down main ideas.
4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Step 1: Task delivering
- T splits the class into teams and gives each team Play the game: “ Board race”
a colored marker.
- T creates 3 columns on the board and writes 3
topics at the top of each column.
- T asks Ss to write as many words as possible
related to the 3 topics.
Step 2: Task performance
- Ss work in groups, write as many words as
 possible related to the topics in the form of a relay
race.
Step 3: Report and discussion
- Ss discuss the answers.
Step 4: Judgement
- T checks the answers as a class. (Each team wins
one point for each correct word. Any words that
are unreadable or misspelled are not counted.
ACTIVITY 2: PRACTICE
PRONUNCIATION: (5’- IW)
* Pronunciation:
1. Aim:
- To help students review stress in three-syllable adjectives and verbs, stress in words with more than
three syllables, and sentence stress;
2. Content:
- Ss can understand the rule of stress in three-syllable adjectives and verbs, stress in words with more
than three syllables, and sentence stress and pronounce them fluently.
3. Products:
- Ss practise reading sentences with right stress.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering Key:
- T asks Ss to read the sentences, underline the stressed 1. Our responsi'bility is to help the 'children in
words, and then mark the stressed syllables. re'mote‘areas.
- T plays the recording, pausing after each sentence for Ss
to check their answers. 2. Viet Nam is an 'active' member of ‘many
Step 2: Task performance inter'national organi'sations.
- Ss work in pairs and do as instructed. 3. Our 'company has gained eco'nomic' benefits from
Step 3: Report and discussion 'selling 'local' products.
- Ss read sentences aloud.
Step 4: Judgement 4. There are many new ‘learning ac’tivities at
- T checks answers as a class by asking individual Ss to schools now.
write the sentences, underline the stressed words and mark
the stressed syllables.
- T checks students’ pronunciation and gives
feedback.

VOCABULARY (10- IW, PW)

Task 1:Match the words that go together. (p.96)

1.Aim: To help Ss review noun phrases related to gender equality, Vietnam and international
organizations, new ways to learn
2.Content: T asks Ss to match the words that go together
3. Products: Ss match the words.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering. Task 1: Match the words that go together
- T asks Ss to work individually to match the words. -
T elicits the unit each phrase comes from or the topic it
is related to. Key:
Step 2: Task performance
1. c
- Ss do this exercise individually by matching the words
that go together. 2. d
- Ss compares their answers with their deskmates. Step
3: Report and discussion 3. a
- Ss go to the board to write their answers.
4. b
- T calls on one student to read an adjective aloud and
another student to read the noun that goes with it.
Step 4: Judgement
- T checks the answers as a class and gives
feedback.

Task 2: Complete the sentences with the correct form of the words in brackets (p.96)
1.Aim: To help Ss further practice the use of the words related to environment and tourism.
2. Content: T asks Ss to use the correct form of the words in brackets to complete the sentences.
3. Products: Ss do the task and read sentences aloud.
4.Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Step 1: Task delivering Task 2: Complete the sentences with the correct
- T asks Ss to work individually to complete the form of the words in brackets (p.96)
sentences with the correct forms of the words.
- T tells them to read the sentences, focus on the words Key:
around the gaps and decide on the part of speech that 1. equally
they need to use to complete them. 2. organisations
- T explains that they have to use the context clues to 3. traditionally
decide on the word form. 4. Education
Step 2: Task performance
- Ss work individually to complete the task.
- T asks Ss to call out the word they have used for each
sentence first, T asks some Ss to read the complete
sentences.
Step 3: Report and discussion
- Ss show their choices.
- Ss read sentences aloud.
Step 4: Judgement
- T checks answers as a class and gives feedback.

GRAMMAR (15’-PW) .
Task 1: Choose the best relative pronoun to complete each sentence. (p. 97)
1.Aim: To help Ss review the use of relative pronoun
2.Content: T asks Ss to work independently to choose the best relative pronoun to complete each
sentence.
3. Products: Ss write
4. Implementation:

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Step 1: Task delivering :
- T asks Ss to work independently to choose the correct Task 1: Choose the best relative pronoun to
relative pronouns to complete the sentences. complete each sentence. (p. 97)
Step 2: Task performance Key:
- Ss read the sentences first and decide the best relative
pronouns to complete the sentences. 1. A
- Ss compare the answers with their deskmates
Step 3: Report and discussion 2. A
- Ss gives their answers. 3. C
Step 4: Judgement
- T gives feedback. 4. B

Task 2: Rewrite the sentences using comparative and superlative adjectives or the passive voice
without changing their meanings. (p.97)
1. Aim: To help Ss review comparative and superlative adjectives and the passive voice
2. Content: rewrite the sentences
3.Products: identify using comparative and superlatives, the passive voice
4.Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering Task 2: Rewrite the sentences using
- T asks Ss to work in pairs, rewriting the comparative and superlative adjectives or the
sentences using comparative and superlative passive voice without changing their meanings.
adjectives or the passive voice without changing (p.97)
their meanings.
- T tells them to read each sentence carefully and Key:
decide which structure they should use. 1. is larger than
Step 2: Task performance 2. can’t be accepted
- Ss do the task in pairs. 3. is more active
Step 3:Report and discussion 4. the most interesting online course
- Ss give the answers. 5. should be provided for women
- T calls on Ss to go to the board and write their
completed sentences.
Step 4: Judgement
- T gives feedback.
ACTIVITY 3: APPLICATION (5’- IW) DISCUSSION
Task 5: Talk about the new ways you often apply to your study.
1. Aim:
- To talk about the new ways which they apply to their study
2. Content:
- Ss talk some new ways to learn
3. Products:
- Ss’ talk.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering Task 5: Talk about the new ways you often
- T gives Ss clear instructions in order to make sure apply to your study.
Ss can do effectively.
- T divides Ss into 4 main groups .
- T asks Ss to work in groups to discuss and talk
about new ways to learn
- 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 talk about their new ways they apply to learn.
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: (5’ – PW)

Aim: To help students memorise the target language and skills that they have learned
MCQ:
Exercise 1: Choose the best answer.
1. That’s my friend,_______________ comes from Japan.
A. which B. who C. whom D. where.
2. The plants which______________ in the living room need a lot of water.
A. are B. be C. is D. was
3. She’s the woman_______________ sister looks after the baby for us.
A. who B. which C. that’s D. whose
4. That’s the doctor for________________ Cliff works.
A. that B. which C. whom D. whose
5. Marie,______________ I met at the party, called me last night.
A. that B. whom C. which D. whose
6. I remember Alice,______________ rode the bus to school with.
A. I B. whom I C. which I D. who
7. I used to enjoy the summer ______________ we had a big family picnic.
A. where B. when C. which D. that
8. Tell me about the city ______________ you grew up.
A. that B. where C. which D. ø
9. Anna found the book that ________________ wanted at the bookshop.
A. ø B. where C. she D. which
10. Please remember to take back to the library all the books ________ are due this week.
A. ø B. that C. when D. they

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.
IV. FEED-BACK:
With class 10C1: ………………………………………………………………………………………..
………………………………………………………………………………………..
With class 10C3: ………………………………………………………………………………………..
………………………………………………………………………………………..
Period 85
REVIEW 3 (UNIT 6, 7, 8)
Lesson 2: Skills
Class Date of teaching Attendance
10C1 48
10C3 44

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: electronic devices, traditional materials,
consider, encourage, qualify.
- Pronunciation: Pronounce the following words, words clusters correctly: electronic devices,
traditional materials, consider, encourage, qualify.
- Grammar: use the simple present to talk about the advantages and disadvantages of learning English
2. Competencies:
a. General competencies:
- Form and improve such competencies as: collaboration, communication, presentation, critical thinking
b. Specific competencies:
- Improve listening, speaking skills
- Actively join in class activities.
3. Qualities:
-Raise students’ awareness of learning online
II. PREPARATIONS
- Teacher: handouts, projector, laptop, posters, pictures, handouts.
- Students: pencils, pictures, blank papers.
III. PROCEDURE
ACTIVITY 1: WARM-UP (5’-GW) - THE A TO Z GAME
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 theme: “Devices which are helpful for online learning”.
3. Products:
- Ss talks about their plans naturally.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering
- T gives Ss a theme “Devices which are helpful for Talk about theme: “Devices which are helpful
online learning”. for online learning”.
- T writes the letters A to Z (in columns) on the
board.
- T asks Ss to write an appropriate word next to each
letter on the board(For example: Computer,
Television, Mobile phone ...)
Step 2: Task performance
- Teams of Ss must race to write an appropriate word next
to each letter on the board
Step 3: Report and discussion
- T and Ss discuss the answers.
Step 4: Judgement
- T checks the answers as a class.
ACTIVITY 2: PRACTICE
LISTENING (15’- IW)
Task 1: Listen and choose the best title for the talk. (p. 97)
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.97)
talk.
- T plays the recording once for Ss to listen and Answer: B
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. 97)
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. 97)
words and decide what kind of information they
need to fill in each blank, e.g. 1: adjective; 2:
adjective; 3: noun ; 4: noun Key:
- T calls on some students to report their answers 1. bored
for the class. 2. useful
Step 2: Task performance 3. activities
- Ss listen and do the task individually. 4. answers
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).
WORK IN PAIRS. SHARE YOUR OPINIONS ABOUT THE ADVANTAGES OF LEARNING ENGLISH
AND OTHER SUBJECTS ONLINE. USE THE IDEAS IN LISTENING AND THE EXPRESSIONS
BELOW TO HELP YOU.(p. 97)

1. Aim: To help Ss practise discussing and sharing their opinions about the advantages of learning
English and other subjects online
2. Content: T asks Ss to use the ideas in listening and the expressions below
3. Products: Ss give their opinions
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering: SPEAKING.
- T asks Ss to work in pairs to share their opinions
about the advantages of learning English and other WORK IN PAIRS. SHARE YOUR OPINIONS ABOUT THE
ADVANTAGES OF LEARNING ENGLISH AND OTHER
subjects online.
SUBJECTS ONLINE. USE THE IDEAS IN LISTENING AND
- T asks Ss to read through the useful expressions THE EXPRESSIONS BELOW TO HELP YOU.(p. 97)
and the example. T checks Ss’ understanding.
- T calls on two or three pairs to share their
opinions with the class.
Step 2: Task performance
- Ss work in pairs, expressing opinions about the
advantages of learning English and other subjects
online.
Step 3:Report and discussion
- Ss present their opinions.
Step 4: Judgment
- T checks the answers and adds more information
if necessary.
- T praises for interesting ideas and fluent delivery.

ACTIVITY 3: APPLICATION (5’-GW)

Work in groups. Answer the following questions. Note down your partners' answers and report
them to the class.
1. Aim:
- To help Ss to practise speaking skill more
2. Content:
- Ss work in groups then report to the class
3. Products:
- Ss exchange their opinions
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering Work in groups. Answer the following
- T asks Ss to work in groups to answer the questions. Note down your partners' answers
questions, then note down their partners’ answer and report them to the class.
and report to the class.
- T observes Ss while they are discussing 1. What electronic devices do you have?
Step 2: Task performance 2. How often do you bring them to school?
- Ss do as instructed 3. How useful are they for your learning?
Step 3: Report and discussion
- Each group reports the answers to the class.
Step 4: Judgement
- T gives Ss feedback.

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
- T asks ss to do the exercise
Handouts
Look at some arguments in favour of using electronic devices in learning. Match arguments 1-4 with
explanations a-d.

1. Electronics or electronic devices A. Students can replace the weight of

make my school life much easier and papers and textbooks with a tablet that
more enjoyable. has notes and assignments, and allows
2. Electronics make learning and access to online textbooks.
teaching faster, easier and better. B. Electronic devices help students
3. Students can relax during break time look up information, take notes, write
by listening to music, texting, chatting papers and submit them to teachers.
or playing games on their smartphones. They allow teachers to prepare
4. Electronics make students' backpacks lessons and grade papers.
lighter. C. Surveys show that ninety per cent
of people that listen to music before
working on essays or projects have
better results.
D. I dislike homework, but I have fun
when I do it on a tablet. My
handwriting is horrible, so typing
makes it easier for me and my
teacher, because I can change
anything and my teacher can read
what is written.

Keys:
1-d 2-b 3-c 4-a

-
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.
IV. FEED-BACK:
With class 10C1: ………………………………………………………………………………………..
………………………………………………………………………………………..
With class 10C3: ………………………………………………………………………………………..
………………………………………………………………………………………..

Period 86
 REVIEW 3 (UNIT 6, 7, 8)
Lesson 3: Skills
Class Date of teaching Attendance
10C1 48
10C3 44

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 below: consider, qualify, encourage, honour,
coach
- Pronunciation: Pronounce the following words, words clusters correctly: consider, qualify,
encourage, honour, coach
- Grammar: use the simple present, simple past, the passive voice to write about an international
organization
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 gender equality in sports and international organisations.
II. PREPARATIONS
- Teacher: handouts, projector, laptop, posters, pictures, handouts.
- Students: pencils, pictures, blank papers.
III. PROCEDURE

ACTIVITY 1: WARM-UP (5’-GW) - QUIZZES

1. Aim:
- To check the knowledge about rugby and international organisations and lead in new lesson
2. Content:
- T asks Ss widen their knowledge.
3. Products:
- Ss answers the questions naturally.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering
- T asks Ss to work in pairs and answer questions QUIZZES
about rugby and international organisations.
- T calls Ss to give their answers to each questions. Key:
Step 2: Task performance 1. B
- Ss do as instructed. 2. C
Step 3: Report and discussion 3. D
- Ss raise hands to answer. 4. A
Step 4: Judgement 5. C
- 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.98)
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.98)
overall idea.
- T tells Ss to work in groups to discuss the context
clue for each word and compare answers. Key:
Step 2: Task performance 1. qualified
- Ss read the text again, paying attention to the 2. encourage
context of each highlighted word, then look at the 3. considered
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 decide whether the statements are true (T) or false (F)
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 decide whether the statements are true (T) or
false (F)
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 decide whether
- T asks Ss to read the statements and underline the the statements are true (T) or false (F) (P.99)
key words.
- T checks what key words they have underlined, Answer:
e.g.1. male, trained, become, rugby coaches, Fiji; 1. F
2. Kitiana, working, primary school; 3. Kitiana, 2. T
qualified coach, rugby programme; 4. rugby, other 3. T
sports, can’t, change, behaviour, males and 4. F
females.
- - T calls on some Ss to write their answers on the
board.
Step 2: Task performance
- Ss read through the text to locate the answers,
and decide which statements are true or false.
Step 3: Report and discussion
- Ss give decision and give explanation.
Step 4: Judgement
- T checks the answers as a class.
WRITING (15’-GW)
WRITE A PARAGRAPH (120 - 150 WORDS) ABOUT AN INTERNATIONAL ORGANISATION YOU
HAVE LEARNT ABOUT (E.G. UN, UNICEF, WTO). USE THE OUTLINE BELOW TO HELP YOU.(p.
99)

1. Aim:
- To help Ss practise writing a paragraph about an international organization you have learnt about.
2. Content:
- Ss write a paragraph about an international organization you have learnt about.
3. Products:
- Ss write a paragraph.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering WRITING
- T tells Ss they are going to write a paragraph
(120 – 150 words) about an international Write a paragraph (120 - 150 words) about an
organization that they have learnt in Unit 7. international organization you have learnt
- T asks Ss to read through the questions and about. (p. 99)
brainstorm some ideas for their writing in groups.
- T asks Ss to use the given outline. They should Sample answer:
pay attention to punctuation, structures, word UNICEF, also United Nations Children’s
choice, linking words, etc. Fund, was formed in 1946. It works in over 190
Step 2: Task performance countries to help improve health and education of
- Ss complete the task individually and write a children. Its main aims is to support the most
paragraph (120 – 150 words), then swap their disadvantaged children all over the world. In Viet
paragraphs for peer review with a partner. Nam, UNICEF aims to protect children and make
Step 3: Report and discussion sure they are safe and healthy, and have access to
- T asks individual Ss to read their paragraphs or education. UNICEF has brought many positive
collects them to check after class. changes to Vietnamese children’s lives.
Step 4: Judgement
- T gives Ss feedback and the sample paragraph.
Sample answer:
UNICEF, also United Nations Children’s
Fund, was formed in 1946. It works in over 190
countries to help improve health and education of
children. Its main aims is to support the most
disadvantaged children all over the world. In Viet
Nam, UNICEF aims to protect children and make
sure they are safe and healthy, and have access to
education. UNICEF has brought many positive
changes to Vietnamese children’s lives.

ACTIVITY 3: APPLICATION (7’-GW)

Talk about achievements in addressing gender equality in Vietnam
1. Aim:
- To raise Ss’ awareness of gender equality
2. Content:
- Ss talk about achievements in gender equality in Vietnam
3. Products:
- Ss’ talk
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering Talk about achievements in addressing gender
- T asks Ss to work in pairs to Talk about equality in Viet Nam, using the suggestions
achievements in addressing gender equality in Viet below
Nam, using the suggestions below.
- T observes Ss while they are discussing. Suggestions
Step 2: Task performance 1. The gender gap in primary education has been
- Ss do as instructed eliminated.
Step 3: Report and discussion 2. More women than men earn college degrees,
- Ss ask and answer the questions. although there are slightly more boys than girls at
Step 4: Judgement primary and secondary levels.
- T gives Ss feedback. 3. Seventy-three per cent of Vietnamese women
participate in the labour force, which is one of the
highest rates in the world.
4. Seventy per cent of all public school teachers
are women.
5. Forty-nine per cent of lecturers of two-year
colleges and forty-three per cent of University
lecturers are women.

Example N0.1:
Student A: I think the Vietnamese government has
made considerable progress in gender equality.
Student B: I agree. Seventy-three per cent of
Vietnamese women participate in the labour force.
No doubt that we have one of the highest rates in
the world.

Example No.2:
Student C: And it’s the fact that more women than
men earn college degrees, although there are
slightly more boys than girls at primary and
secondary levels.
Student D: That’s true, fourty-nine percent of
lecturers of two-year colleges and fourty-three
percent of University lecturers are women.

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
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.
IV. FEED-BACK:
With class 10C1: ………………………………………………………………………………………..
………………………………………………………………………………………..
With class 10C3: ………………………………………………………………………………………..
………………………………………………………………………………………..