No

Giao An Tieng Anh 11
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Ph©n phèi ch¬ng tr×nh tiÕng

Anh 11 c¬ b¶n
Tuần Bài số Tiết thứ Nội dung bài dạy lớp 11
Tuần 1 Introduction+Review lesson 1
Review lesson 2
Unit one : Friendship 3 Reading
Tuần 2 Unit one: Friendship 4 Speaking
Unit one: Friendship 5 Listening
Unit one: Friendship 6 Writing
Tuần 3 Unit one: Friendship 7 Language focus
Unit two: Personal experience 8 Reading
Unit two: Personal experience 9 Speaking
Tuần 4 Unit two: Personal experience 10 Listening
Unit two: Personal experience 11 Writing
Unit two: Personal experience 12 Language focus
Tuần 5 Unit three: A party 13 Reading
Unit three: A party 14 Speaking
Unit three: A party 15 Listening
Tuần 6 Unit three: A party 16 Writing
Unit three: A party 17 Language focus
Test yourself A 18
Tuần 7 45–minute- test 19
Test correction 20
Unit four: Volunteer work 21 Reading
Tuần 8 Unit four: Volunteer work 22 Speaking
Unit four: Volunteer work 23 Listening
Unit four: Volunteer work 24 Writing
Tuần 9 Unit four: Volunteer work 25 Language focus
Unit six: Competitions 26 Reading
Unit six: Competitions 27 Speaking
Tuần 10 Unit six: Competitions 28 Listening
Unit six: Competitions 29 Writing
Unit six: Competitions 30 Language focus
Tuần 11 Test yourself B 31
Unit seven: World population 32 Reading
Unit seven: World population 33 Speaking
Tuần 12 Unit seven: World population 34 Listening
Unit seven: World population 35 Writing
Unit seven: World population 36 Language focus
Tuần 13 45–minute- test 37
Test correction 38
Unit eight: Celebrations 39 Reading
Tuần 14 Unit eight: Celebrations 40 Speaking
Unit eight: Celebrations 41 Listening
Unit eight: Celebrations 42 Writing
Tuần 15 Unit eight: Celebrations 43 Language focus
Test yourself C 44
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-Nguyen Thi Mai Huong - Phan Boi Chau High school
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Review lesson 45
Tuần 16 Review lesson 46
Review lesson 47
Review lesson 48
1st term test 50
Test correction 51
Tuần 18 Unit nine: The post offfice 52 Reading
Unit nine: The post offfice 53 Speaking
Unit nine: The post offfice 54 Listening
Tuần 19 Unit nine: The post offfice 55 Writing
Unit nine: The post offfice 56 Language focus
Unit ten: Nature in danger 57 Reading
Tuần 20 Unit ten: Nature in danger 58 Speaking
Unit ten: Nature in danger 59 Listening
Unit ten: Nature in danger 60 Writing
Tuần 21 Unit ten: Nature in danger 61 Language focus
Unit eleven: Sources of energy 62 Reading
Unit eleven: Sources of energy 63 Speaking
Tuần 22 Unit eleven: Sources of energy 64 Listening
Unit eleven: Sources of energy 65 Writing
Unit eleven: Sources of energy 66 Language focus
Tuần 23 Test yourself D 67
45–minute- test 68
Test correction 69
Tuần 24 Unit twelve: The Asian Games 70 Reading
Unit twelve: The Asian Games 71 Speaking
Unit twelve: The Asian Games 72 Listening
Tuần 25 Unit twelve: The Asian Games 73 Writing
Unit twelve: The Asian Games 74 Language focus
Unit thirteen: Hobbies 75 Reading
Tuần 26 Unit thirteen: Hobbies 76 Speaking
Unit thirteen: Hobbies 77 Listening
Unit thirteen: Hobbies 78 Writing
Tuần 27 Unit thirteen: Hobbies 79 Language focus
Test yourself E 80
45–minute- test 81
Test correction
Tuần 28 Test correction 82
Unit fifteen: Space conquest 83 Reading
Unit fifteen: Space conquest 84 Speaking
Tuần 29 Unit fifteen: Space conquest 85 Listening
Unit fifteen: Space conquest 86 Writing
Unit fifteen: Space conquest 87 Language focus
Tuần 30 Unit sixteen: The wonders of the world 88 Reading
Unit sixteen: The wonders of the world 89 Speaking
Unit sixteen: The wonders of the world 90 Listening
Tuần 31 Unit sixteen: The wonders of the world 91 Writing
Unit sixteen: The wonders of the world 92 Language focus
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Test yourself F 93
Review lesson 95
Review lesson 96
Review lesson 98
Review lesson 99
Review lesson 101
Review lesson 102
2nd term test 104
Test corection 105
Vinh, ngày 10/ 08 / 2018

DUYỆT CỦA BAN GIÁM HIỆU P.TỔ TRƯỞNG
Nguyễn Thị Hải
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Period 1 Review lesson one

I.Objectives: Helping Ss review tenses, infinitive and gerund
II. Materials: Textbook, handouts
III. Anticipated problems:
Ss may need to practise furthermore, so the teacher should be ready to provide them as many exercises as possible
IV. Procedure:
Time Steps Interaction
22ms A.Presentation: I.Tenses: Whole class
Have Ss review the forms,meanings and uses of the present simple, present perfect, and Individual work
present continuous, past simple, past continuous and past perfect by doing the following Pair work
exercises:
Complete the sentences by putting the verbs in bracket:
1.When I (arrive) home last night, I discovered that Jane (prepare) a beautiful candle-lit
dinner.
2.Since I began acting, I (perform) in two plays, a television commercial and a T.V
drama.However I (speak/never /even) public before I came to Hollywood in 1985
3.Everyone read ) quietly when suddenly the door (burst) open and a complete stranger
(rush) in
4.How much she(owe) you now?
I (not/ know).I (not /keep) an account.Anyway she (leave) next week, she(get) married.I (try)
(think) of a suitable wedding present
5. Peter (be) a junior clerk for 3 years.Lately, he (look) for a better post but so far he
(not/find) anything
6.I (visit) so many beautiful places since I (come) to Utah before moving here, I (hear/never)
of Bryce, Canyon, Zion,Arches or Canyonlands.
Answers: 1.arived/had prepare
2.have performed/had never ever spoken
3.was reading /burst/rushed
4.does…owe/don’t; know/don’t keep/is leaving/is getting/am trying/to think
5.has been/has been looking/hasn’t found
6.have visited/came/had never heard
20ms II.Infinitive and gerund: Whole class
Have Ss review verbs go with infinitive and gerund, the forms of passive infinitive and Individual work
gerund Pair work
Have Ss supply the verbs with the corerct form:
1.Your front door needs (clean) , you had better have it (do) this week.
2.My mother doesn’t allow (enter) the garden to prevent the fruits from (steal)
3.Martin denied (see) the accused man on the day of the crime.
4.Mary said “ I regret (not/meet) him earlier in my life”.
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5.The man (walk) along the corridor is our boss.

6.Everyone likes (congratulate) when they have got some success.
7.But after (think) it over, I decided to laugh at myself and just join anyway.
8.After (fall) from the horse back, he was taken to hospital and had an operation.
Answers: 1.to be cleaned/done 4.having met 7.having thought
2.entering /being stolen 5.walking 8.having fallen
3.having seen 6.being congratulated
Complete the sentences with the gerund form of the verbs in parentheses:
a. I can’t help (feel) worried about the situation in the middle East.
b. I think most people prefer (ride) in comfortable cars to (walk)
c.She (love) (swim) in the lake.
d.Don’t keep on (shout) like that, you will wake up your mother.
e.I enjoy (rest) in the afternoon after (try) (finish) (do) my English homework.
Answers: a. feeling d.shouting
b.riding/walking e.resting/trying/to finishdoing
c.loves/swimming
3ms B.Wrapping up: Whole class
Summarize the main points of the lesson
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Period 2 Review lesson two

I.Objectives: Helping Ss review reported speech and conditional sentences
IV. Procedure:
A.Presentation: Whole class
20ms I.Conditional sentences: Individual work
Have Ss review the forms and usage of conditional type 1,2,3 Pair work
Get Ss to rewrite the following sentences:
1. We couldn’t have managed without my father’s money
 If it
2.He din’t take more photographs because he didn’t have more films
 If
3.Unless you learn hard, you’ll fail your exam.
 If
4.He didn’t take my advice, so he lost his way
 If
5.He had spent his money carelessly and bacame broke
 If
6.Women can delay having children due to effective birth control methods
 If
7.He can’t find a good job because he doesn’t know how to use a computer
 If
Answers:1.If it hadn’t been for my father’s money, we couldn’t …..
2.If he had had more films, he’d have taken more photographs
3.If you don’t learn hard, you’ll fail your exam
4.If he had taken my advice, he’d not have lost his way
5. If he had not spent his money carelessly, he’d not have become broke
6.If there were not effective birth control methods, women could not delay having children
7.If he knew how to use a computer, he could find a good job
II. Indefinite pronouns:Have Ss review the use of indefinite pronouns
22ms
Get Ss to complete the following sentences using one(s), somebody, everyone, anyone or no
Whole class
one:
Individual work
1.He left the room quietly without saying goodbye to …………
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2.Is ………. ready to go? Pair work

3.If I were you , I’d throw away that old table and buy a new ……………
4.There is ………….. in the house, it’s empty
5………… has taken my umbrella
6.My children aren’t singers wearing the red shirts.They are the ………….. wearing the blue
………
7………….. can play tennis better than An. He’s the best player in the club.
Answers: 1.anyone 2.everyone 7.noone
3ms 3.one 4.noone
5.someone 6.ones/ones
B.Wrapping up:Summarize the main points of the lesson Whole class
For homework, ask Ss to make 5 sentences using conditional sentences, then
change them into reported speech
Period 3 Unit one: FRIENDSHIP

Lesson A: Reading
I.Objectives: By the end of the lesson, Ss will be able to:

develop such reading –micro skills as scanning for specific ideas, skimming for general information and
guessing meaning in context.
use the information they have read to discuss the topic.
Students need help with the discussion task, so the teacher should be ready to help them
IV. Procedure:

6ms A.Warm up: Group work
Have Ss play competition game – Network: Prepare a handout with a network of the
word “Friendship”:
friendship
Divide the class into 8 groups and gives each group a handout. Ask Ss complete the
network.The winner will be the group completing the network in the shortest period of
time.
10ms B.Pre-reading:
Ask Ss t look at the picture on page 12 and ask them some questions: Whole class
1.What are the girls and boys doing in the picture? Pair work
2. How do they feel?
3. What does the picture tell you?
Keys: 1. One boy is playing the guitar and the other girls and boys are singing.
2. They seem very happy because I can see their smile.
3. The picture tells me that friends can happily do many things together/Friendship is a
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nice thing that brings happiness to us.

Have Ss work in pairs to read the short poem on page 13 and answer the question:
“What do you think of the friend in the poem?”
Give some comments on suggestion:The friend in the poem is very dedicated and
thoughtful.He/She is willing to help his/her friends in any circumstances.
17ms C.While- reading:
Have Ss listen to the tape and then present some newwords: Whole class
lasting ['lɑ:stiη] Individual work
trust [trʌst] Pair work
constant ['kɔnstənt](adj) - constancy(n)
pursuit [pə'sju:t](n)
to be concerned [kən'sə:nd] with
rumour ['ru:mə] (n)
gossip ['gɔsip] (n)
sorrow ['sɔrou] (n)
Task 1:
Have Ss fill each blank with one of the words in the box.
Have Ss work in pairs and give the correct answer:
1.matual 5.give and take
2.incapable of 6.loyal to
3.unselfish 7. suspicious
4. acquaitance/friend
Task 2:
Have Ss do the task individually and then find a peer to compare their answer with
Give feedback and the correct answer: B
Task 3:
Instruct: You are required to answer the six questions in the textbook.
Have Ss work individually to do the task then discuss.
Call some Ss to write their answers on the board and ask them to explain their choices.
Give the correct asnwer:
1. The first quality for true friendship is unselfishness.It tells us that a person who is
concerned only with his/her own interests and feelings can’t be a true friend.
2. Because they take up an interest with enthusiasm, but they are soon tired of it , and
they feel the attraction of some new objects.
3. The third quality for the true friendship is loyalty. It tells us that the two friends must
be loyal to each other, and they must know each other so well that they can be no
suspicious between them.
4. Because if not people can not feel safe when telling the other their secrets.
5. Because they can not keep a secret, either of their own or others’.
6. The last quality is sympathy. It tells us that to be a true firend, one must sympathize
with his/her friend. Where there is no matual sympathy between friends, there is no true
friendship.
10ms D.Post –reading: Pair work
Have Ss work in pairs to discuss the question in the textbook Group work
Go around to help Ss when necessary Whole class
Ask every two pairs to share their ideas
Call on some Ss to report their ideas to the class
Give feedback
2ms E.Wrapping up: Whole class
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Ask Ss to learn by heart all of the new words and do tasks in the notebook then do
extra exercises in the workbook.

Lesson B: Speaking
I.Objectives: By the end of the lesson, Ss will be able to describe the physical characteristics and personalities of their
friends, using appropriate adjectives.
III. Anticipated problems: Students may not have enough vocabulary to talk about the topic, so the teacher should be
ready to provide help.
IV. Procedure:
Have Ss play the game: Word Search
Divide the class into small groups of 3-4 students.Then distribute the following puzzle
handout for Ss to do in their own groups. Which group finishes first and has all the correct
answers will be the winner.
Draw or prepare two big copies of the word search and hang them on the board.Call two
pairs of Ss to go to the board and ask them to find the quickest and most correct answers will
be the winner.
The adjectives in the box below are hiden in the puzzle.Find them as quickly as possible:
tall medium handsome humourous
beautiful honest sincere caring understanding
H O N E S T S I G N S A D
U I U H R N O I N U B O C
M T N G G F T E R U E G A
O U H D E A N H B T A E R
R T A L L D M E D I U M I
O O N G R A B H O L T N N
U N D E R S T A N D I N G
S S I N C E R E K G M E A
S M O U G E N E R O U S O
R I M F A U D A A R L I D
E E D U U N O U H R H M H
I A M A S A U L R B L M A
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N E C U N T E N S E D M S
B.Pre-speaking:
12ms Task 1:
Introduce:You are going to look at the picture of four people on page 15 and describe them Whole class
in pairs. Pair work
Ask Ss to read “Useful Language” on page 16 and guess the meanings of the adjectives
provided.
Teach some words: forehead (n)
crooked (adj)
Have Ss provide some adjectives/expressions used to describe people’s
apppearance, or give Ss a handout of these adjectives and expressions:
Describing people’s appearance
1.Height Tall,medium,short
2.Build Slim,plump,overweight,obese,thin,athletic muscular,stocky,well-built,of
medium/average/normal build
Length: long, short, shoulder-length
Style: straight, wavy, curly, crew-cut
3.Hair Colour: black, grey, red, brown
Others: a fringe, a bun, plait(s), receding, bald
4.Face Oval,round,large,square,skinny,chubby,long,with high cheekbones.
5.Eye Small,big,black,brown,blue
6.Nose Straight,crooked,turned-up,big,small,flat
7.Chin Pointed chin, double chin,no chin
8.Lips Thin ,full,narrow,heart-shaped
9.forehead Broad,high
White, pale,suntanned
10.Skin Oriental,dark,brown,coffee-coloured, black
A smooth, complexion, pale-complexion, dark complexion,clear
skin,greasy skin.
11.apperanc Beautiful(woman),handsome(man),pretty,goodlooking,plain
e
She is in her late teens
He is in his early twenties(21-23)
He is about twenty years old.
His twelve-year-old son/ a middle-aged woman/a man in his is sixties.
Have Ss work in pairs to describe the people in the picture and then call on some Ss to
present their answer.
Give feedback:
1. The boy is about 16 years old. He may be short-sighted because he is wearing a pair of
glasses.He has short black hair, a round face with a broad forehead, a small nose, thin lips
and a small chin.He’s quite good-looking.
2. The girl is about 14. She’s also wearing a pair of glasses.She has a shoulder-length black
hair and she’s wearing a ribbon.She has an oval face with a straight nose, full lips and a
pointed chin.She’s quite pretty.
3. The man is in his forties.He’s tall and well built. He has short brown hair and a square
face with a broad forehead small eyes, a crooked nose and thin lips.He’s quite goodlooking.
4. The woman in her twenties. She’s quite tall and skin. She has long curly brown hair and an
oval face with a broad forehead, big eyes, a straight nose,heart-shaped lips and a small chin.
She’s very beautiful.
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10ms C.While- speaking: Whole class

Task 2: Group work
Instruct:You are going to dsicuss and number the personalities in order of importance in
friendship and then report the results
Present some new words:
caring sincere
modest understanding
Divide the class into groups of six with a group leader.They discuss and the leader will take
notes of the ideas, and then one representative will report the result to the whole
class.Remind Ss that they have to explain their choice as well.
Elicit feedback from the class and give final comments.
13ms D.Post –speaking: Whole class
Task3: Instruct: Imagine that you have a pair who has just won the first prize in Maths.A Pair work
journalist is going to interview you about friend. Act out the interview in pairs.
Have Ss look at their roles on page 16 and the suggestions on page 17.
Elicit some questions:
What does he/she look like?
What does he/she like doing in his/her free time?
= What are his/her hobbies?
How is he/she? Is he/she friendly?
Present some new adjectives:
Quick-witted(adj): thong minh, nhanh tri
Good-natured: tot bung, don hau
Have Ss to work in pairs
Elicit feedback from the class and give final comments
Ask Ss to do the extra exercise as homework: “Tell about your best friend”
(about 100-120 words)
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Lesson C: Listening
I.Objectives: By the end of the lesson, Ss will be able to develop such listening – micro skills as intensive listening for
specific information and taking notes while listening
II. Materials: Textbook, cassette tapes,handouts
III. Anticipated problems: Ss may not bbe familiar with the note taking task, so the teacher should provide them some
tips to deal with the task
IV. Procedure:

8ms A.Warm up: Whole calss
Have Ss play the game: Crossword Group work
Divide the class into small groups of 3-4 students.Then distribute the following crossword
handout for Ss to do in their own groups. Which group finishes first and has the correct
answers will be the winner.
1
2
3
4
6 7
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9
Cross:1. kind,friendly,patient when dealing with people
4.showing kindness, making you feel relaxed and as though you are among friends
5.able to think quickly, intelligent
6.pleased to welcome guests, generous and friendly to visitors
8.able to wait for a long time or accept annoying behaviour or difficulties without becoming
angry
9.always telling the truth and never stealing or cheating
Down: 1. giving or willing to give freely
2. willing to help somebody
3.not talking much about your own abilities or possessions
7.spending a lot of time studying or reading
KEY: Cross:1. goodnatured 6.hospitable
4. friendly 8.patient
5.quicked-witted 9.honest
Down: 1.generous 3.modest
2.helpful 7.studious
10ms B.Pre-listening:* talking about your best friend: Whole class
Ask Ss to discuss the questions on page 17 in pairs
Call on some Ss to give their answers and comments on the answers
Get Ss guess what they are going to listen about
* Vocabulary pre-teaching: Teach some new words / phrases:
Apartment building
Sense of humour
Give s.b a ring
Go through a rough time
Have Ss give some examples and give corrective feedback
Have Ss read all the words or phrases given in the textbook
C.While- listening:
Task 1: Have Ss read the statements to understand them and underline key words. Individual work
15ms Have Ss listen to the tape, pay attention to the key words to decide whether the statements Group work
are true or false Whole class
Have Ss work in groups of 4 to compare their answer
Check Ss’ answers and give the correct answers:
Lan’s talk:1.F(they used to live in the same building there)
2.F (It is what people think) 3.T
4.F(Lan went to DS first and then called Hoa, so Ha rode on her motorbike to DS to meet
Lan)
5.T 6.F (They’ve been friends since Lan’s trip to DS)
Long’s talk: 1.F ( They went in college) 3.T 5.T
2.F (Minh was a guitarist) 4.T
Task 2: Instruct:You are going to listen to the tape again and fill the table in the book with
notes
Ask Ss to try to fill the table with the things theu remember from the previous times of
listening
Have Ss listen to the tape , get Ss to work in pairs and check their answers
Suggested asnewer:
How and where did they meet What do they like about their friends
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They used to live in the same apartment He’s very friendly and helpful
building in HN Ha’s sociable.She’s got many friends in
Lan went on a holiday in DS and Ha went DS and she introduced Lan around
there to help her
They met in college Minh has a sense of humour
Minh played the guitar and Long was a Minh likes to go to plays and movies
singer Minh is a good listener
They worked together Minh is friendly and helpful
D.Post –listening:
10ms Get Ss to work in pairs to talk about how Ha as been Lan’s best friend and how Minh has Whole calss
been Long’s best friend Pair work
Go round to offer any help and collect Ss’ mistakes.
Have Ss present their answers
E.Wrapping up:
2ms Summarize the main points of the lesson Whole calss
Ask Ss to learn by heart all new words and do the extra exercise as homework:
“You class is organizing a writing contest with yuyr teacher of English being the
examiner.You are given the following statement and required to write a
short paragraph explaining how you understand its meaning: A friend is one who
knows us, but loves us anyway”

Lesson D: Writing

Write about a friend, real or imaginary, using the words and expressions that they have learned in previous lessons.
II. Materials: Textbook,handouts
Ss may not have sufficient vocabulary to write about the topic, so the teacher should be ready to assist them
IV. Procedure:

Have Ss play the guessing game: One student goes to the board and T gives him/her a piece
of paper with the name of a student in the class. Other students have to ask Yes/No questions
to find out who the student is. Ss should ask about the appearance, personalities or clothes…
Ss may ask questions such as:
Is the person a girl/a boy?
Is she/he tall?
Is she/he short-sighted?
Is she/he friendly?
13ms B.Pre-writing:
Set the scene:You are going to write about a friend, real or imaginary,using the provided Whole class
guidelines
Get Ss to read the task and the guidelines silently and work out what they are required to
write about
Elicit / revise the adjectives and expressions Ss can use to describe their friend’s appearance
and personalities
Have Ss prepare an outline for their writing and exchange it with their peer.
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Go sround to offer helkp and give correctinve feddback

15ms C.While- writing:
Have Ss write about their friend in 15 minutes
Go around to observe and offer help Individual work
Give sample writing
8ms D.Post –writing:
Ask Ss to exchange their writing with another student for peer correction Pair work
Collect some writings for quick feedback Whole class
Provide general comments on the writings
2ms E.Wrapping up:
Summarize the main points of the lesson Whole class
Have Ss write a short paragraph about their mother/father

Lesson E: Language focus
distinguish sounds /dʒ/ and /t∫/
pronounce the words and sentences containing these sounds correctly
use some structures containing infinitives with and without “to” appropriately
II. Materials:Textbook,handouts
Ss may find difficult to pronounce the two sounds, so the teacher should prepare a lot of practice
IV. Procedure:

12ms A.Pronunciation: Whole class
Model the two sounds /dʒ/ and /t∫/ for a few times and explain the differences in Individual work
producing them: Pair work
+ The phonetic sound /dʒ/ is a voiced palatal
Voiced= vocal cords vibrate while making this sound
Palatal = put your tongue behind your top teeth, push air as you drop your
tongue away from the roof of your mouth
+ The phonetic sound /t∫/is an unvoiced fricative palatal:unvoiced= vocal cords do not
vibrate while making this sound fricative palatal=touch your tongue to the back of your
upper teeth and pull your tongue away as you push air out of your mouth
Play the tape( or read) (once) and have Ss read after the tape(or T)
* Pronouncing words containing the sounds:
Read the words in each column all at once
Read the words and ask Ss to repeat
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Have Ss practise pronouncing the words in pairs

* Practising sentences containing the target sounds:
Read the sentences and ask Ss underline the words with the sounds /dʒ/ and /t∫/ and write
under them
Ask Ss to read the sentences and give feedback
B.Grammar: 1. To-infinitive: a. Presentation: Whole class
15ms Write some sentences on the board and underline the to-infinitive: Group work
I have letters to write
Does he get anything to eat?
There’s plenty to do
Ask Ss to comment on the use of to-infinitive in these examples
Review the form and use of to-infinitive in the examples
Give Ss the following handout:
In the example above the infinitives are used to replace relative clauses
1.The infinitive can be placed after nouns / pronouns to show how they can be used or
what is to be done with them
I have letters to write = I have letter that I must write
Does he get anything to eat? = Does he get anything that he can eat?
Similarly with to-infinitives + preposition:
Someone to talk to cushions to sit in a table to write on a tool to open
it with a case tp keep my records in.
2. Use of passive to-infinitive:
There is plenty to do = plenty of things we can do (a)
= plenty of work we must do (b)
In the “there + be + noun / pronoun + to-inf” construction, when there is an idea of duty,
as in (b) above, a passive to-infinitive is possible: There is a lot to be done. But the active
to-infinitive is more usual.
Write some othere sentences on the board and ask Ss to comment:
I am sorry to trouble you
It’s easy to please that customer
The pie is too hot to eat
Have Ss give other examples
b. Practice: Exercise 1:
Have Ss do exercise 1 individually and then compare their answer with another S
Call on some Ss to read out their answers
Give correct answers:
1.Who wants something to eat?
2.I have some letters to write
3.I am/was delighted to host the news
4.My mother has some shopping to do
5.You always have too much to talk about
6.It’s lovely to see you again
7.It is /was too cold to go out
8.I’m hapy to know that you have passed the exams
2. Infinitve without to(bare infinitive)
15ms a.Presentation:Call on some Ss to give out some verbs that are followed by bare infinitive Whole class
Give the answer: Pair work
+ We can use a noun or pronoun object + bare inf after verbs of perceptions such as:
feel,hear,watch,see,notice,observe,perceive,smell… .The bare infinitive generally refers to
the complete action.
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+ We use the bare infinitive after “let” and make”, let sb do st = allow sb to do st, make sb
do st = force sb to do st
b.Practice: Exercise 2: Have Ss do exercise 2 in pairs
Call on some Ss to go to the board to write their answers
1.The police watched them get out of the car
2.They let him write a letter to his wife
3.I heard them talk in the next room
4.The custom officer made him open the briefcase
5.The boy saw the cat jump through the window
6.Do you think the company will make him pay some extra money?
7.I felt the animal move towards me
8.Do you think her parents will let heer go on a picninc?
Have Ss tell a story:
Prepare a handout with six pictures in the right order, ask Ss to work in groups of 5 to tell
the story about the crow in the pictures
Get across to Ss that they should use as many sentences with to-infinitive and bare infinitive
as possible.The group which produces the most logical story with the most appropriate
sentences using to/bare infinitive will be the winner
Call on some groups to tell their story and elicit feedback from the class
Give final comments and provide correction if necessary
E.Wrapping up:
3ms Have Ss rewrite the story in their notebooks Whole class
Period 8 Unit two: PERSONAL EXPERIENCE

Lesson A: Reading

develop such reading –micro skills as scanning for specific ideas, identifying the sequence of events and guessing
meaning in context
use the information they have read to discuss the story
Ss may need help with the discussion task, so the teacher should be ready to help them
IV. Procedure:

Divide the class into small groups of 3-4 students, then dustributethe following crossword Whole class
puzzle handouts for Ss to do in their own groups.Which groups finishes fist and has the
correct answrs will be the winner.
Crossword:
1. My dad works in a factory where he produces cars and tractors.He’s an …………
2.An …………that protects you form rain or sun
3.He saved5 people in the fire.He is such a ………… person
4.We have a big …………for our cars and a lovely garden at home
5. This is a beautiful song.I like both music and the …………
6. Tran Hung Dao is a national ………… . He saved the VNese people from Chinese
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invaders.
7. He won several chess championships at a young age.Actually, he was the country’s
youngest ………….
8. In her glorious singing carreer Celine Dion has earned various music awards.She is the
most ………… Canadian singers
9. Only a little boy saw the car hit and run. He was the only ………… of the accident.
10. Washington DC is the …………city of the United States
11. My flat is quite ………… It is located in Hoan Kiem district, the city center
12. My mother always ………… me to go ahead, and realize my dreams
Have Ss find out the key word, then explain the word “embrassing” and introduce the topic:
An embrassing situation
5ms B.Pre-reading: Whole class
Have Ss work in oairs and try to make sense of the pictures on page 22, then get them to put Pair work
the pictures in the order (that they think is most appropriate)
Have some present their ideas
C.While- reading: Whole class
Get the scene:You are going to read a story in which a girl’s telling about her most Individual work
embarassing situation.Then you do the rask that follow Pair work
8ms Task 1: Have Ss read the passage silently and do task 1
Give the correct answer:
1.glanced 3.embarassing 5.sneaky
2.making a fuss 4.idols
5ms Task 2:
Get Ss to read the passage silently again and then with a peer work out the sequence of the
pictures given on page 22 again
Have some Ss give and explain her/his answer
Give correct feedback:
1.picture d 2.picture b 3.picture f
4.picture e 5.picture a 6.picture c
10ms Task 3:
Have Ss do the task without looking at books
Call on some to write their answers on the board and ask them to explain their choices
Give correct answer:
1.A floppy cotton hat (line 2-3,par1)
2.to buy a floppy cotton hat
3.A wad of dollar notes that look exactly like those her father had given her
4.She thought that was her own money and the boy had stolen it from her.She wanted to take
it back without making a fuss.
5.She thought the hat of her dream
D.Post –reading:
10ms Have Ss work on groups, discuss the questions Group work
Teach some structures and adjectives Whole class
Perhaps she could
She might want to
Confused
Embrassed
Call om some groups to tell and explain their choices
Give correct feeback:
1.She might feel embrassed and guilty /ashamed because that was not her money
2.Perhaps the girl could place a notice on a local newspaper to apologize the boy and
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contact him to give him the money back

= Perhaps the girl might want to tell her father the truth and ask him for help
-Perhaps the girl could come to the police station, tell the police the truth and ask them for
help
-May be the girl could get on same bus the next day and look for the boy to return him the
money
For homework, ask Ss to learn by heart the new vocabulary and make sentences
with them

Lesson B: Speaking
I.Objectives: By the end of the lesson, Ss will be able to identify structure that are used to talk about past experiences and
their influences in one’s life, i.e: present perfect and past simple, strucutre with “make” and use those structures to talk
about a past experience and how it affects their life
Ss may have problem using present perfect tense and past simple when talking about the past so the teacher should be
ready to help them
IV. Procedure:

Have Ss play the “Have you ever” game:This is the game for Ss to practise making “Have
you ever” questions, and responding to them.The teacher cuts out and shuffles the given
“Tell the truth” or “tell a lie” cards
Divide the class into groups of 3-4 , then place the cards in one pile at the centre of the table
Model “have you ever + PII” for Ss as well as ways to respond to “Have you ever” questions
e.g: Have you ever sung in the public?
Yes, I have/ No, I haven’t
If the answer is “yes” one might ask a follow-up question, using the past simple, e.g: When
was it? Where did you sung?
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10ms B.Pre-speaking: Whole class

Task 1: Introduce the task and get Ss to do it individually, then compare the answer with a Individual work
peer Pair work
Call on some to read out their answers
Give the corrective answer:
1.d 3.a 5.e
2.c 4.d
Task 2: Introduce the task Individual work
Call on some Ss to read out the answer Pair work
Give correct feedback
3.h 5.e 7.c
4.a 6.g 8.f
Task 3: Introduce the task:You are going to ask and answer questions about your past Pair work
experiences, using the suggested questions on page 26
Have Ss work in pairs
Go around to check and offer help
Call on some pairs to perform their conversations in front of the class
Have Ss write a short paragraph about a past event that has had an influence on
him/her.

Lesson C: Listening
II. Materials: Textbook, cassette tapes, handouts
Ss may not have sufficient vocabulary to talk about the topic, so the teacher should be ready to assist them.Ss may not
familiar with the note taking task so T should provide them some tips to deal with the task
IV. Procedure:
5ms A.Warm up: A matching game Group work
Divide the class into small groups of 3-4 Ss, distribute the following handouts for Ss to do Whole class
the matching task.Which group finishes first and have the correct answer will be the winner
Match the words in column A with their definitions in column B
A B
1.fire fighter a.A metal stairway outside to help people
2.fire alarm get out of a building on fire
3.Fire door b.A pipe that draws water for putting out a
4.fire escape fire
5.fire hydrant c.A person who fights fire
6.fire extinguisher d.What comes out of a fire
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7.smoke e.A fire – resistant door that can be closed

8.fire truck to stop the spread of a fire
f. A large truck that carries fiure fighters
and equipment to the side of a fire
g.A tube that contains special chemicals for
putting out a fire
h.A bell that tells you a fire has started
Give the key: 1.c 3.e 5.b 7.c
2.h 4.a 6.g 8.f
10ms B.Pre-listening:
Have Ss work in pairs to describe the picture in page 27 of the textbook Whole class
Call on some Ss to describe the picture Pair work
Have Ss guess what they are going to listen about
memorable(adj) terrified(adj)
scream embrace
replace escape
gas stove protect
Have Ss read out
23ms C.While- listening:
Task 1: Ins truct:You are going to listen to a girl telling about her most unforgetable Whole class
experience.Listen and answer T or F questions Individual work
Have Ss read through the statements and underline the key words Pair work
Have Ss listen to the tape three times and then give the answer
Check the answer:
1.T 3.F(in the kitchen) 5.T
2.F(13 years old 4.F(she was sleeping)
Task 2: Instruct:You are going to listen to the story again and fill in the gap with the
information you hear
Have Ss read the text carefully and guess the answers
Have Ss listen to the tape and check
1.small 3.family 5.took
2.everything 4.replaced 6.appreciate
7ms D.Post –listening:
Give some useful expressions of asking for and giving opinions Group work
1. Asking for opinions: What do you think about….? Whole class
What’s your opinion about …………..?
What’s your feeling about………………..?
What’s oyur point of view about……………..?
How do you feel about …………………?
Do you have any opinions about ………………?
2.
Expressing opinions Expressing egreements Expressing disagreements
I think I agree Wll, may be, but
Personally, I think so, too That might be true, but
I believe That’s true, and Well, my feeling is that …
I feel That’s right, and Well, I don’t think so.I think
In my opinion ……
From my point of view
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Divide the class into 3 or 4 groups and have them discuss the questions in textbook
Provide correct feedback after that
E.Wrapping up:
2ms Summarize the main points of the lesson Whole class
Have Ss write a summary of the story they listened in class

Lesson D: Writing
I.Objectives: By the end of the lesson, Ss will be able to write a personal leter telling about a past experience,using the
structures and vocabulary that they have learnt in previous lessons
Ss may not have sufficient vocabulary to write about the topic, so the teacher should be ready to help them
IV. Procedure:

5ms A.Warm up: Whole class
Have Ss complete the following sentences, using the adjectives in the box:
proud jealous embarassed angry sad frightened
1.He was very …………when his father appeared on T.V with the Prime Minister.
2.He was very …………when his best friend went out with the girl he really liked.
3.He was very…………when he sent her a birthday present on the wrong day.
4.He was very ………… when someone stole his money.
5.He was very …………when he heard that his aunt died.
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6.He was very …………when he saw those big dogs running toward him.
Give the answer: 1. proud 3.embarassed 5.sad
2.jealous 4.angry 6.frightened
Ask Ss: When did you last feel, angry?
surprised?
12ms B.Pre-writing: Individual work
Set the scene: You are going to write a friendly letter to a pen friend telling him/her about Pair work
one of your most memorable past experiences Whole class
Get Ss to read the task and give the answer
Draw a network of ideas on the board for Ss to follow
What
happened? Where it
When it happened?
happened?
Most unforgetable experience
Who was
involved?
How it
How it affected happened?
you?
Elicit the verb tense that can be used for describing a past event(past
simple/perfect/continuous)
Get Ss to plan their stories according to the questions on the board, then compare and check
with a peer
e.g: A sample outline

What happened? I nearly drowned
When it happened? A year ago, my last simmer vocation
Where it happened? A river near my grandparents’ house
How it happened? When I was swimming I suddenly caught a cold, I felt dizzy and
I was too weak to wim
Who was involved? Some of my friend were also swimming at this time, one tired to
save me
How it affected you? I learned that life is so important
Go around to check and offer any help
C.While- writing:
17ms Get Ss to write their own letters in 10 minutes Individual work
Ask Ss to get in pairs, exchange their letters and correct each other Pair work
Go around to offer help
D.Post –writing:
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8ms Choose one letter and read it to the class Whole class
Elicit corrective feedback from the class and give final comments afterwards
E.Wrapping up:
2ms Summarize the main points of the lesson
Have Ss rearrange these events to make a story: Whole class
a.Immediately I picked up a heavy stick and ran to see what was wrong.
b.As I looked around I saw more and more people and to my horror, I spotted two
film cameras and a T.V van.
c.When I got home, I told my brother the story and he laughed uncontrollably
d.One day, I went jogging in the park near my home.
e.”Run” I screamed at the girl, but to my surprised, she just stood there staring at
me and then she started to shout “Stop it!Please stop it”.
f.I got up, feeling very stupid and apologized.
g.Suddenly, I heard cries of “help!help!” coming from behind some trees.
h.Without a second thought I crashed at the man and started hitting them with my stick
i.Then the young girl gave me a strange look and said:“thank you very much for trying to
help me, but you see, we’re making a T.V program”.
j.As I came nearer the bush where I heard the noise coming from, I saw two men
attaching a young girl.
k.I learned an important lesson “ Look before you leap”.
l.Then from behind some more trees three more men appeared, jumped on me, and
pulled me away and out me to the ground.
Give the answer: 1.d 4.j 7.l 10.f
2.g 5.h 8.b 11.c
3.a 6.e 9.i 12.k


distinguish sounds /m/ , /n/ and /η/
distinguish the uses of different verb tenses:present simple for indicating the past, simple past, past continuous
and past perfect
use these verb tenses to solve communicative tasks
Ss might have difficulty distinguishing and using different verb tenses correctly.Therefore, teacher should be ready to help
them
IV. Procedure:
7ms A.Pronunciation: Individual work
1.Distinguishing sounds: Pair work
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Model these sounds /m/ , /n/ and /η/ for a few times and explain the differences in Whole class
producing them:When producing /m/, close the lips, when producing /n/, Ss’ tongues touch
the roof of their mouths, when producing /η/ , their tongue touch their soft palates.For all
these sounds, the air goes through the nose
Have Ss listen to the words and repeat
Have Ss read out
2. Practising sentences containing the target sounds:
Have Ss listen to the sentences and repeat
Have some read out
B.Grammar:
13ms Exercise 1: a.Presentation: Individual work
If necessary, T reviews the forms, meanings and uses of the present simple, present perfect Pair work
and present continuous Whole class
b.Practice:
Have Ss do exercise 1 individually and then check the answer with a partner
1.invites 4.waves 7.contains 10.is shining
2.sets 5.promises 8.has baked 11.are singing
3.gets 6.carries 9.is 12.is
10ms Exercise 2: Individual work
a.Presentation: Pair work
Have Ss review the forms, meanings and uses of the past simple and past continuous Whole class
b.Practice:
Give the corrective feedback:
1.broke/was playing 4.started/were walking 7.phined/didn’t answe/were doing
2.wrote/was 5.told/were having 8.didn’t wear/didn’t notice/was driving
3.was working/broke 6.didn’t listen/was thinking
a.Presentation:Have Ss review the forms, meanings and uses of the past perfect and Pair work
compare it with other past tenses Whole class
b.Practice:
Have Ss do exercise individually
Get Ss to check the answer with a partner
1.had eaten/arrived 4.got/has left 7.went/said/had not arrived
2.found/had taken 5.got/had arrived 8.had looked/asked/cost
3.got/had closed 6.paid/had phoned
E.Wrapping up:
3ms Have Ss put verbs into the correct form: Whole class
dinner.
2.Since I began acting, I ( perform) in two plays, a television commercial and a T.V
drama.However I (speak)/never/even) publicly before I came to Hollywood in 1985.
3.By the time I got to the office, the meeting (begin/already) without me.My boss (be)
furious with me and I ( be) fired.
4.When I (turn) the radio on yesterday, I (hear) a song that was popular when I
was in high school. I(not/hear) the song in years, and it (bring) back some great
memories.
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Give the anser:

1.arrived/had prepared 2.had performed/had never even spoken
3.had already begun/was/was 4.turned/heard/had not heard/brought
Period 13 Unit three: A PARTY

Lesson A: Reading
I.Objectives: By the end of the lesson, Ss will be able to develop such reading –micro skills as scanning for specific
ideas, and identifying and correcting false statements and use the information they have read to discuss celebrations in
their culture.
Ss may need to be provided vocabulary related to celebrations in their culture.
IV. Procedure:
A matching game: Whole class
Divide the class into small groups of 3-4 students, distribute the following handouts for Ss to
do the matching task in their own groups:
Matching the celebrations with the correct images below:
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Christmas Easter Graduation

Halloween Thanksgiving Mother’s day
Wedding Valentine’s day Birthday
Give some details about these celebrations
8ms B.Pre-reading: Pair work
Have Ss work in pairs to make sense of the picture, get them to answer the questions Whole class
Give suggested answer:
1.The people in the first picture might belong to a family.The young woman and the young
man might be the parents and the three kids might be their children
The people in the second picture might belong to a family,too.The old lady and the old man
who are standing might be the parents.The woman and the man who are sitting in front might
be their son and daughter in law.The girl and the boy might be their grand children
2. The people in the first picute are celebrating a birthday (the little girl is blowing out the
candles).And the people in the second picture are celebrating a wedding unniversary
Preteach vocabulary:
mark golden anniversary
milestone silver anniversary
lasting diamond anniversary
golden
Have Ss read out and give examples
17ms C.While- reading: Individual work
Set the scene:You are going to read about how American people celebrate birthdays and Whole class
wedding anniversaries.Then you do the tasks that follow
Task 1:
Have Ss read the passage silently and do task 1 themselves
Have Ss check their answer with a peer
Call on some Ss to write the answer on the board
Check the answers:
birthda wedding
y
1.People sing a song 
2.People eat cakes 
3.People receive cards and gifts from friends and relatives 
4.People joke about their ages 
5.People remember their wedding days
6.People go out to dinner 
7.People blow out candles one for each year  
Task 2:
Call on some Ss to present and explain their answers
Give feedback and correct answers:
1.eighth  sevenths 5.months  years
2.makes  eats 6.5th 50th
3.foods presents 7.silver golden
10ms 4.anniversary ages Group work
D.Post –reading: Whole class
Divide the class into four groups and have them discuss the questions
Call on some groups to tell and explain their choice
3ms Give corrective feedback Whole class
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E.Wrapping up:
Have Ss write a short paragraph about how VNese people celebrate their birthdays
or wedding anniversaries

Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to:
use appropriate language to talk about parties and negotiate how to plan them
use appropriate language to invite people to come to parties
Ss may have problem experience negotiating in English, so the teacher should be ready to provide them with appropriate
language to do so
IV. Procedure:
Give handouts to Ss:
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Complete the word map with the words from the box and add two more words to each category
Coloured lights dancing dress milk pizzas
Decoration Activities
PARTIES
Special food clothes

& drinks
Have Ss work in groups to give correct answer

Suggested answer:
Decoration:flowers,balloons,coloured lights
Activities:singing,playing games,dancing
Clothes:suit,skirt,shirt,jeans,T.shirt,dress
Special food/drinks:fruit juice, mineral water, coke, hot dog, bread, milk, pizzas, meat….
B.Pre-speaking:
7ms Task 1: Individual
Introduce the task and go over the questions with the class work
Have Ss do task 1
Give correct asnwer
C.While- speaking:
Task 2: Pair work
7ms Have some pairs to perform their conversations Whole class
Elicit feedback from the class
Give final comment
Task 3:
12ms Give some usseful expressions for negotiating, suggesting and stating preferences, Group work
expressing (di)agreements Whole class
Asking for Giving Expressing Expressing Stating Suggest-
opinions opinions agreement disagreement preferences ing
What do you I think may I agree… Well, may be,but Perhaps/I’ May be we
think be…. I think so, That might be d prefer/ could/let’s/pe
about….? I feel….. too… true,but… I’d rather/ rhaps we
What’s your In my That’s true, Well, my feeling May be can/why
opinion opinion…. and… is that… could be a don’t we/how
about…..? I am That’s right Well, I don’t better about/should
How do you considering. and… think so, I choice/ we/would it
feel . think…. I would go be a good
about…? I am for….. idea if….?
Do you have thinking
opinions about….
about…?
Divide the class into four groups and get them to do task 3
Go around to check and offer help
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Provide corrective feedback when necessary

D.Post –speaking:
10ms Task 4: Group work
Elicit the verb tenses and structures Ss might want to use when informing the class about their Whole class
coming parties
Have Ss present their ideas
Listen and take notes of Ss’ errors
Provide corrective feedback after that
2ms E.Wrapping up:
Have Ss write a shoprt paragraph about a party they have ever been to (about 100-120
words)

Lesson C: Listening
I. Objectives: By the end of the lesson, Ss will be able to develop such listening – micro skills as intensive listening for
specific information
II. Materials: Textbook, cassette tapes, handouts,picture
Ss may not have sufficient vocabulary to talk about the topic, so the teacher should be ready to assist them.
IV. Procedure:
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Divide the class into groups of ten and have them generate as many words related to Whole class
birthdays, birthday party as possible in 3 minutes
Give suggested words: age, balloon, birthday, blow out, cake, candle, cards,candy,
cookies,chocolate, confetti, decorations, gift, present, icing, flowers,fun,party,song…
Take out a picture and have Ss guess what they are going to listen about
Give feedback and get them to open their books
Have Ss work in pairs to ask and answer the questions on page 36
Have some answer and explain the reasons
icing(n)= sweet, creamy spread for covering cakes
clap(v) + (n)
Have Ss pronounce the words correctly
20ms C.While- listening: Individual work
Task 1: Pair work
Instruct: You are going to listen to a girl telling about a birthday party that she has been Whole class
to.Listen and answer T or F
Have Ss read through the statements and underline the key words
Ask Ss to guess the answer
Have Ss listen to the tape and check
1.F (the party began at 3 in the afternoon)
2.F (over 20)
3.F(at 4.30 they cut the cake)
4.T
5.F (other kids left,only one stayed to help)
Task 2:
Instruct: You are going to listen to the story again and answer comprehension questions
Have Ss read through all the questions, identify the information in each question and predict
the answers
Ask Ss to listen to the tape and answer the questions
Check the answer:
1.16
2.Becasue it’s noisy and expensive
3.Soft drink and biscuits
4.At About 4:30
5.It was beautifully decorated with white and pink icing and 16 colourful candles in the
middle
6.They clapped their hands eagerly and sang “Happy birthday”
7.At about 6
D.Post –listening: Pair work
8ms Introduce the task Whole class
Distribute the following cards/handouts for Ss to do the role play:
Card A Card B
Ask your friend about Mai’s birthday.Ask Telling your friend about Mai’s birthday
about: party.Use the following information:
- Place where the party was held - It was held at Mai’s place
- When it began and ended - It lasted about 3 hours(3-6 p.m)
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- Who came - About 20 guests came

- What you did there - Mai opened gifts, you played chess
Add more information as you like when Mai cut the cake
Add more information as you like
E.Wrapping up:
Have Ss write a paragraph about their own birthday party for homework (bout
120 words)

Lesson D: Writing

Define the format and structure of an informal letter of invitation
Write an informal letter of invitation
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Ss may not have sufficient vocabulary to write a detail letter of invitation, so the teacher should be ready to help them
IV. Procedure:

Competition game: Whole class
Prepare handouts of a jumpled letter in advance and divide the class into groups of 4. Then
distribute the handouts and introduce the task: Ss are goingto reorder the sentences into a
letter of invitation:
The jumpled letter:
1.This is my address:150 A Au Co Road.
2.It’s a beautiful house and it looks over the West Lake and the Water Park.
3.Dear Patrica,
4.Guess what! I’ve just moved to a new house in Tay Ho district.
5.Would you like to come?
6.Please let me know your answer as soon as possible.
7.See you.
8.My parents are giving a house-warming party this Saturday evening, around 6:30 p.m.
9.Hoa.
10.I think Chris and Kim are coming, too.
11.We’ll have “Pho” and some other special dishes.
Give the correct answer: 3 – 4 – 2 – 8 – 11 – 5 – 10 – 1 – 6 – 7 – 9.
Have Ss read the letter again and elicit the features of an informal invitation letter
Tell Ss that an invitation letter normally include:
+ The event (what you invite your friends to): a wedding party, a birthday party…
+ The place: my parents’place, my school..
+ The time and date:2:30p.m, May 20, 2007…
+ The invitation itself(Would you like to come? How about ..?
B.Pre-writing:
10ms Task 1:
Set the scene:You are going to write a friendly letter to invite your classmates to a party that Individual work
you hold Whole class
Have Ss answer the questions in task 1
Write some information on the board:
Occasions for Birthday, graduation,wedding anniversary,moving to a new house, family
giving parties gathering, Christmas, New Year…
Dressing Formal: dresses, high-heel shoes for women, suits and ties for men
codes Informal:anything can do: jeans,T-shirt,skirts…
Presents to Anything can do: books, CDs, flowers,scarves,ties, paperweights, pens,
give bags, hats… .Sometimes people might want to bring wine as gift.
Task 2:
Get Ss to do the task individually and then compare their answer with a peer Individual work
Call on some Ss to give the answer and write them on the board: Pair work
1.at my house 4.to cook Whole class
2.to come 5.winners
3.refreshments 6.by Monday
20ms C.While- writing:
Task 3: Individual work
Have Ss answer the questions and then write their letters in 10 minutes based on the outlines Pair work
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they’ve produced
5ms D.Post –writing:
Ask Ss to work in pairs, exchange their letters and correct each other Whole class
Choose one letter and read it to the class
Elicit corrective feedback from the class and give the final comments afterwards
Draw Ss’ attention to the format of the letter, the organization of ideas and language use
E.Wrapping up:
For homework, ask Ss to revise their letters according to their peer’s suggestions Whole class
and submit for making in the next lesson

distinguish sounds /l/ , /r/ and /h/
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distinguish the uses of infinitive and gerund in active and passive voices
use the structures to solve communicative tasks
Ss might have difficulty distinguishing and using infinitives and gerunds.Therefore the teacher should be ready to help
them
IV. Procedure:
Model the three sounds /l/ , /r/ and /h/ for a few times and explain the differences in Whole class
producing them:When producing /r/, we curl the tongue more backward when we
produce /l/.When producing /h/, we move our vocal folds from wide apart to close together
Have Ss listen to the sounds and repeat after
Ask Ss to work in pairs and take turn to read about the given sentences
Provide corrective feedback
B.Grammar:
Exercise 1:
12ms a.Presentation: Individual work
Have Ss review the verbs that are followed by an infinitive, a gerund and both Pair work
Infinitive only Gerund only Both Whole class
agree,arange,ask,choose,decide,ask Admit,enjoy,keep, Begin = start, continue,
demand,deserve,expect,fail,hesitate, avoid,deny stop,like,love,hate,
hope,intend,learn,manage,offer,plan Verb + prep, adj remember,forget,
refuse,seem,wait,advice,tell,beg….. + prep… try,regret….
Have Ss point out which verbs have different meanings when are used with an infinitve or
gerund (such as: stop,hate,regret,try,remember)
b.Practice:
Check with the whole class and provide corrective feedback:
1.having 4.practising
2.getting 5.to see
3.to tell
Exercise 2:
a.Presentation:
10ms Have Ss review the forms of passive infinitive nad gerund and emphasize their uses: Individual work
Form: Passive infinitive: to be + past participle Pair work
Passive gerund: being + past participle Whole class
Use: to emphasize the action / event rather than the agent
b.Practice:Have Ss do exercise 2 individually and then check the answer with a partner
1.B 3.B 5.A
2.A 4.B
Exercise 3:
10ms Have Ss do exercise 3 individually and then check the answer with a partner Individual work
Give the correct answer: Pair work
1.D 3.B 5.C Whole class
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2.C 4.B
Communicative practice:
Divide the class into small groups of 4, then introduce the task “ A Celebrity Interview” : “
You are going to work in groups of 4.Two of you will act as a celebrity and his/her
manager.The other two will act as reporters for a local paper.Discuss among yourselves
which celebrity you’d like to act and interview, basing on the questions in the worksheet.The
reporter will work out the interview questions that they want to ask about the celebrity. After
5 minutes you are going to do the interview in your own groups”
Worksheet for the celebrity
Name
Likes
Dislikes
Future plan
Worksheet for the reporters
Likes
Dislike
Future plan
Model questions:
What do you like/love doing?
What do you hate doing?
What do you plan to do in the future?
What award do oyu have to achieve in this year’s competition?
What do you think you need to do to achieve your objectives/make your dream
come true?
……………………
3ms
E.Wrapping up:
Whole class
For homework, Ss review the uses of different verb tenses that have been covered in
the lesson
Period 18 Test yourself A
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I.Objectives: Helping Ss consolidate the knowledge and improve listening, reading skills and giving them language
practice
II. Materials: Textbook,picture
Ss may not have enough time to finish their work, so the teacher should be ready to help them
IV. Procedure:
10ms A.Listening: Whole class
Ask Ss some questions about their friends Individual work
Have Ss listen to the tape and give the answer Pair work
Give corrective answer:
1.A 3.B
2.D 4.A
10ms B.Reading: Whole class
Take out the picture and have Ss describe it Individual work
Have Ss give some information about their birthday party they like best Pair work
Have Ss read the passage and answer the questions
Check the answer:
1.Because they had been childless for 10 years after they were married
2.To make some photographs of the happy family
3.The boy was dressed in a smart, brand-new outfit and looked like a little prince
4.Because he was interested in the toys
5.He felt that it was delighted and looked forward to the next day to have the films developed
10ms C.Pronunciation and grammar:
Have Ss listen and put a tick (V) in the right box Individual work
Give the corrective answer: Pair work
Have Ss complete the sentences:
1.to see 3.to phone 5.to be met
2.to be 4.pay 6.to be appointed
12ms D.Writing:
Have Ss write an outline about their birthday party.Then correct some Whole class
Have Ss write draft and one or two student(s) read out Individual work
Elicit corrective feedback form the class and give final comments afterwards
3ms E.Wrapping up:
Have Ss write a paragraph about the birthday party of their friend’s
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Period 19 45 -MINUTE -TEST

Number I
I. Choose the word whose underlined part is differently from the others in each group.
I.A. occupation B. college C. comfortable D. knowledge
2.A. determined B. researched C. obtained D. harboured
3.A. mingling B. simplicity C. variety D. difficulty
4.A. insect B. apes C. seal D. whales
5.A. forest B. resort C. reason D. visit
II. Choose the best answer:
1. When my friends left, they ....three tickets for the next recording.
A.book B.has booked C.had booked D.was booking
2.My sister and I watched Remember after I .......... your view on the Internet.
A.read B.reading C.has read D.was reading
3. Remember is one of the most interesting films I .........in years.
A.see B.saw C.have seen D.had seen
4..................... do you think of the new Jake Watson movie? It’s quite good.
A.What B.How much C.Which D.How often
5.Her jewellery .................... very expensive.
A.look B.looks C.is looking D.are looking
6.Do you know that Gary’s new car ................in Italy.
A.made B.was made C.was making D.had made
7. I ....................like cheese, but I like it now.
A.used to B.was used to C.wasn’t used to D.didn’t use to
8.Could you tell me ...........the show starts?
A.when B.which C.what D.how
9. Colin told me about his job, ……………….. very much.
A.that he’s enjoying B.which he’s enjoying C. he’s enjoying D. he’s enjoying it
10. He often …………….his bicycle to the countryside at weekends.
A.drives B.rides C.guides D.carries
III. Give the correct forms of the verbs in parentheses:
1. If we are home early tonight, we (go) shopping with you
→ ……………………………………..…………………………………………………………….………………………………………
2.Mr Brown couldn’t see anything clearly if they (not/have) glasses.
→ ……………………………………..…………………………………………………………….………………………………………
3.Whenever John (drink) beer, he gets a headache.
→ ……………..………………………………..…………………………………………………………….……………………………
4. This year my sons(spend) Christmas in Australia.They’ve already booked their flight
→ ……………………………………..…………………………………………………………….………………………………………
5. They(give) her a present when she left.
→ ……………………………………..…………………………………………………………….………………………………………
VI. Choose the best sentence that has the same meaning as the given one:
1. This is the first time I have met such a nice teacher.
A.This is the most nice teacher I have ever met B. This is the nicest teacher I have ever met
C. This is the nicest teacher I have ever meet D. This is the nicest teacher I met
2.I came here two hours ago and have been waiting for my friends since then.
A.I have waited for my friends here for two hours B. I have waited for my friends here since two hours
C. I have waited for my friends here two hours ago D. I have waited for my friends here for two hours ago
3. Remember to send this letter for me.
A.Not forget to send this letter for me B. Don’t forget to send this letter for me
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C. Remember sending this letter for me D. Don’t forget sending this letter for me
4. I have never had a bigger problem.
A.It’s the biggest problem I have never had B. It’s the biggest problem I have ever had
C. I have never had a big problem D. I have never had such a big problem
5.We will send you the results as soon as they are ready.
A.You will be sent the results as soon as they are ready B. You will send the results as soon as they are ready
C. The results will be sent you as soon as they are ready D. The results will send you as soon as they are ready
V. Give the correct form of the words in the parentheses:
1. The children told us about the (perform) they liked best.
2. He has a large (collect) of picture books.
3.Books is said to (wide) our (know)
4. Many foreigners love the peaceful (beautiful) of Vietnamese coutryside.
5.The New Year (celebrate) has been considered a great holiday in our country.
VI. Choose the item (A,B,C ,D) that best answers the question about the passage :
An Unfortunate Misunderstanding
Last year we couldn’t afford to have an expensive holiday, so we (1) to visit some friends, Brian and Ann,
who(2) to live by the sea.They (3) to put us up for two weeks, and as we always enjoyed seeing them, it (4)
to be a good idea. They asked us if we (5) sleeping on the sofa, and said that they would try to make us
comfortable.We (6) to get there by bus, and when we arrived we could see Brian and Ann sitting in the
garden. They (7) to be glad to see us, but it was obvious that they hadn’t (8) to see us. They said that we
had (9) to tell them when we were arriving, and they kept asking us how long we were going to stay.We
(10) feeling embarrassed , so the next day we went home.
1. A.fancied B.tried C.wished D.decided
2.A.meant B.kept C.hoped D.happened
3.A.offered B.admitted C.enjoyed D.intended
4.A.began B.seemed C.imagined D.expected
5.A.minded B.suggested C.wanted D.remembered
6. A.suggested B.tried C.managed D.started
7.A.intended B.pretended C.expected D.suggested
8.A.preferred B.forgotten C.promised D.expected
9.A.forgotten B.denied C.seemed D.chosen
10.A.amagined B.minded C.couldn’t help D.seemed
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Number II
I.A. occupation B. college C. comfortable D. knowledge
2.A. determined B. researched C. obtained D. harboured
3.A. mingling B. simplicity C. variety D. difficulty
4.A. insect B. apes C. seal D. whales
5.A. forest B. resort C. reason D. visit
1. When my friends left, they ....three tickets for the next recording.
A.book B.has booked C.had booked D.was booking
2.My sister and I watched Remember after I .......... your view on the Internet.
A.read B.reading C.has read D.was reading
3. Remember is one of the most interesting films I .........in years.
A.see B.saw C.have seen D.had seen
4..................... do you think of the new Jake Watson movie? It’s quite good.
A.What B.How much C.Which D.How often
5.Her jewellery .................... very expensive.
A.look B.looks C.is looking D.are looking
6.Do you know that Gary’s new car ................in Italy.
A.made B.was made C.was making D.had made
7. We take……………. in most activities of our school.
A.duty B.part C.task D.role
8. My uncle thinks gardening is the best way of …………….
A.games B.recreation C.holidays D.trips
9. They usually ………….. on the beach in the morning.
A.ride B.climb C.promise D.sunbathe
10. Do you know the woman…………… lives next door?
A.she B.who C.her D.whom
1.If you drink coffee so much, it (take) you ages to get to sleep.
→ ……………………………………..…………………………………………………………….………………………………………
2.You’d better be quick.The train (leave) in five minutes.
→ ……………………………………..…………………………………………………………….………………………………………
3. She upset because she (not/invite) to the meeting yesterday.
→ ……………………………………..…………………………………………………………….………………………………………
4. When I was fifteen. I usually (go) to school by bus.
→ ……………………………………..…………………………………………………………….………………………………………
5. I am really annoyed with Hellen. He is always (criticize) me.
→ ……………………………………..…………………………………………………………….………………………………………
IV. Choose the best sentence that has the same meaning as the given one:
1. This is the first time I have met such a nice teacher.
A.This is the most nice teacher I have ever met B. This is the nicest teacher I have ever met
C. This is the nicest teacher I have ever meet D. This is the nicest teacher I met
2.I came here two hours ago and have been waiting for my friends since then.
A.I have waited for my friends here for two hours B. I have waited for my friends here since two hours
C. I have waited for my friends here two hours ago D. I have waited for my friends here for two hours ago
3. Remember to send this letter for me.
A.Not forget to send this letter for me B. Don’t forget to send this letter for me
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C. Remember sending this letter for me D. Don’t forget sending this letter for me
4. I have never had a bigger problem.
A.It’s the biggest problem I have never had B. It’s the biggest problem I have ever had
C. I have never had a big problem D. I have never had such a big problem
5.We will send you the results as soon as they are ready.
A.You will be sent the results as soon as they are ready B. You will send the results as soon as they are ready
C. The results will be sent you as soon as they are ready D. The results will send you as soon as they are ready
1.You can’t pass an exam without ………………… ……… .(prepare)
2.You should practise your English more………………… ……… (regular)
3. You should . …………..… ………. to your teacher when you are late for school.(apology)
4.The …… ……………….. of my mother in buying books helps me a lot.(choose)
5. There will be a talk on …………… …….art at our club tonight.(music)
An Unfortunate Misunderstanding
Last year we couldn’t afford to have an expensive holiday, so we (1) to visit some friends, Brian and Ann,
who(2) to live by the sea.They (3) to put us up for two weeks, and as we always enjoyed seeing them, it (4)
to be a good idea. They asked us if we (5) sleeping on the sofa, and said that they would try to make us
comfortable.We (6) to get there by bus, and when we arrived we could see Brian and Ann sitting in the
garden. They (7) to be glad to see us, but it was obvious that they hadn’t (8) to see us. They said that we
had (9) to tell them when we were arriving, and they kept asking us how long we were going to stay.We
(10) feeling embarrassed , so the next day we went home.
1. A.fancied B.tried C.wished D.decided
2.A.meant B.kept C.hoped D.happened
3.A.offered B.admitted C.enjoyed D.intended
4.A.began B.seemed C.imagined D.expected
5.A.minded B.suggested C.wanted D.remembered
6. A.suggested B.tried C.managed D.started
7.A.intended B.pretended C.expected D.suggested
8.A.preferred B.forgotten C.promised D.expected
9.A.forgotten B.denied C.seemed D.chosen
10.A.imagined B.minded C.couldn’t help D.seemed
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Period 20 TEST CORRECTION

I.General comments:
II.Some tipucal mistakes and notes:
1. Phonetics: ‘s’ ending can be pronounced /s/ or /z/
‘ed’ ending can be pronounced /d/,/t/ or /id/
2. Grammar:
-Mistakes: her jewwellery look very expensive
drive bicycle
How/What the show starts
-Notes: her jewwwellery look very expensive looks
drive bicycle ride a bike/horse - drive a car
How/What the show starts When
-Mistakes: didn’t invite
are giving
-Notes: didn’t invite  wasn’t invited
are giving  gave
-Mistakes: 3.D. Don’t forget sending this letter for me
5.C.The results will be sent you as soon as they are ready
-Notes: 3.D. Don’t forget sending this letter for me  forget to do sth and forget doing sth
5.C.The results will be sent you as soon as they are ready send sb sth = send sth to sb
-Some other notes: happen to do sth
couldn’t help +V.ing
manage to do sth
III. Key to the written tests:
1.C. comfortable 2. B. researched 3. C. variety
4. D. whales 5.A. forest
1. C.had booked 2. A.read 3. C.have seen 4.A.What
5. B.looks 6. B.was made 7. D.didn’t use to
8. A.when 9. B.which he’s enjoying 10. B.rides
1. will go 2. didn’t have 3. drinks
4. .are spending 5. gave
VI. Choose the best sentence that has the same meaning as the given one:
1. B. This is the nicest teacher I have ever met
2. A.I have waited for my friends here for two hours
3. B. Don’t forget to send this letter for me
4. B. It’s the biggest problem I have ever had
5. A.You will be sent the results as soon as they are ready
1.performance 2.collection 3.widen/knowledge
4.beauty 5. celebration
1. D.decided 2. D.happened 3.A.offered
4. B.seemed 5.A.minded 6. C.managed
7.B.pretended(gia vo) 8. D.expected 9.A.forgotten
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10. C.couldn’t help

Total mark: 40 sentences * 0.25 = 10 points
NUMBER II:II. Choose the best answer:

7. B.part 8. B.recreation
9. D.sunbathe 10. B.who
1. will take 2.leaves 3. was not invited
4. went 5. criticizing
1. preparation 2. regularly 3. apologize
4.choice 5. musical
IV. Evaluation of Ss’ levels:
Excellent (mark 9-10): 16 em (50%) Good( mark 8-8.5): 12 em(37,5%)
Fair: (7-7.5):4 em (12,5%)
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Period 21 Unit four: VOLUNTEER WORK

Lesson A: Reading

Develop such reading –micro skills as scanning for specific ideas, and skimming for general information
Use the information they have read to discuss the topic.
II. Materials:
- Textbook, picture
Ss may need help with the discussion task, so the teacher should be ready to help them
IV. Procedure:

6ms A.Warm up: Competition game: Hangman Group work
Divide the class into two groups and raw each of them a gallows on the board:
Team A Team B
Tell the rules to Ss:T gives a secret word and the groups will take turn to guess it by telling
what letters they think there are in this word. If Ss choose a letter that appears one or more
times in the secret word, the letters and their positions will be revealed and Ss can keep on
guessing the next letter.On the other hand, if Ss guess a letter that is not in the secret word,
then a piece of the man being hanged will be added to the gallows and they will lose their
turn to other group. Ss’ll get one point for each letter they can guess correctly.When the
game is over, T will count how many points each groups has collected and the group with
more points will win the game
Draw the number of dashes as the number of letters in the secret word:VOLUNTEER
- - - - - - - - -
10ms B.Pre-reading:
Have Ss look at the picture on page 46 and answer the questions: Pair work
What is the old woman doing in the picture? Whole class
What does this mean by “ Little Moments Big Magic” ?
What does the picture tell you?
The old man is teaching the boy to read
The phrase means that your little contribution and hep may lead to significant results /
may greatly change a person’ s life
The picture tells me that everybody, no matter what they are young or old can do
volunteer work
Have Ss work in pairs to discuss the meaning of short poem
Give the answer:The saying means that if you help somebody by giving them some money,
it’s just a temperory solution. It’s better to instruct them how to make money legally by
teaching them necessary working skills
to volunteer- volunteer (n)
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voluntary(adj)- voluntarily (adv)

The aged - the old
orphanage
overcome
participate in
suffer from
remote = far away
C.While- reading:
5ms Task 1: Whole class
Have Ss work individually to fill each blank with one part of speech of the word Individual work
“ volunteer”, then exchange the answers with others Pair work
Call on some Ss to write the answer on the board
Check the answers:
1.voluntary 3.volunteers
2.voluntarily 4.volunteered
8ms Task 2:
Ask Ss to work individually to do the task, then discuss the answers with their peers
Call on some Ss to give their answers
Give feedback and correct answers:
1.A 2.D 3.B 4.D 5.B
6ms Task 3:
Instruct Ss how to do the task
Ask Ss to work individually to do the task, then discuss their answers with their partners
Call on some Ss to write the answer on the board and ask them to explain their choices
1.They read books to the people there,play games with them or listen to their problem
2.They give care and comfort to them and help them to overcome their difficulties
3.They volunteer to work in remote or mountainous areas
8ms D.Post –reading: Whole class
Instruct: You are required to work in pairs to discuss the questions in the textbook Pair work
Ask Ss to work in pairs to discuss the questions
Ask every pair to share ideas
Give feedback
Ask Ss to learn by heart all of the new words and summarize the reading passage
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Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to talk about differnet kinds of activities related to volunteer work
II. Materials:
- Textbook, handouts, pictures
Ss may not have enough vocabulary to talk about the topic, so the teacher should be ready to provide help
IV. Procedure:

8ms A.Warm up: Competition game: Describing the pictures Group work
Divide the class into small gorups of 3 - 4 students and give each group a set of pictures.Ss
are required to describe the activity in each picture in one sentence only.Which group
finishes first and has the most correct and meaningful sentences will be the winner.
B.Pre-speaking:
Ask Ss to work in pairs to decide which of the activities in the book are volunteer works, Pair work
explain why a certain activity is not volunteer work.
Call some Ss to give the answers and ask for comments from others
1.The activities which are not volunteer works: taking part in an excursion and participating
in an English speaking club
Reason: You take part in these activities for yourself, not to help other people
2.Some other volunteer activities: taking part in environmental conservation activities,
donating blood, directing traffic, guiding foreign sports teams around when they go to
Vietnam to compete…..
C.While- speaking:
Have Ss read the model conversation on pagae 50 and the list of volunteer activities and the Pair work
exact things related to them
Explain some new words:
War valid: th¬ng binh
Matyr: liÖt sü
Intersection: ng· ba
Get across to Ss that one activity in the first column can go with several activities in the
second column
Give the suggested answers:
Helping people in Teaching the children to read and write
mountainous areas Giving them money
Helping old and sick Cleaning up their houses
people Doing their shopping
Cooking meals
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Helping Teaching the children to read and write

disadvantaged or Listening to their problems
handicapped children Playing games with them
Taking them to places of interest
Taking care of war Listening to their problems
invalids and the Cleaning up their houses
families of matyrs Doing their shopping
Cooking meals
Taking part in Directing vehicles at the intersections
directing the traffic Helping old people and young children to cross the road
Have Ss choose one or more activities to talk about
Task 3: Group work
Have Ss read through the example in the text book, encourage Ss to use transition signal such
as also, besides, moreover.. to make their talk more coherent
Have Ss work in groups to talk about the activity they take part in
Elicit feedback from the caalss and give final comments
E.Wrapping up:
Ask Ss to write a short paragraph about a volunteer work they usually do to help Whole class
people
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Lesson C: Listening
Develop such listening – micro skills as intensive listening for specific information and taking notes while listening
Ss may not familiar with the note taking task so T should provide them some tips to deal with the task
IV. Procedure:
Have Ss play the game: Odd one out: Write six words on the board.Ss read and point out
which word does not belong to the other and give explanation
CHARITY BADGET PROJECT
DONATIONS FUNDRAISING CANDLES
Give the correct asnwer:Candles because the other words relating to volunteer work
Present some new words and introduce new lesson
10ms B.Pre-listening: Whole class
* Discussing the questions: Individual work
Have Ss read through the questions and choices on page 51, and make sure Ss understand all Pair work
of them
Ask Ss to discuss the questions in pairs
Call on some Ss to report on their partner’s answers
* Vocabulary preteaching:
Preteach some new words:
Organization for Educational Development: TC ph¸t triÓn gi¸o dôc
Co-operate(v)= work together
Disadvantaged children: trÎ em thiÖt thßi
Co-ordinate(v) : phèi hîp
Sponsor (n): nhµ tµi trî
Get Ss to make sentences with the words and give corrective feedback
Have Ss read aloud or play the tape and ask Ss to repeat in chorus and individually
Set the scene: Now you are going to listen to a passage about Spring school,a special school
in Ho Chi Minh city
C.While- listening:
10ms Task 1: Have Ss listen to the passage three times and fill in the missing information in each Individual work
sentence Group work
Call on some Ss to present their answers Whole class
Give the correct answers:
1. informal 4.1998
2. 30 street children 5.Volunteers, June
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3. 250 children
Task 2:
9ms Have Ss read the questions carefully , then listen to the tape to answer the questions
Call on some Ss to give the answers and elicit feedback from other Ss
1.It provides classes to disadvantaged children in HCM city
2.Dance, theatre, singing and circus classes were set up in 1999
3.Because they need money to continue their English and Performance Arts classes
4.They dance, sing and play music at one of the largest hotels in HCM city
5.Because they need help to contact sponsors and expand the school activities
8ms Have Ss work in groups to summarize the story about Spring school, using the Whole class
suggestions.Each group member has to take notes of the discussion Group work
Go round to offer help and collect Ss’ mistakes
Call on some Ss to present their summary
3ms E.Wrapping up: Summarize the main points of the lesson
Ask Ss learn by heart all new words and write some information about Spring Whole class
school on their notebooks
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Lesson D: Writing
I.Objectives: By the end of the lesson, Ss will be able to write a thank-you letter to a donor to ackowledge the donor’s
contribution.
IV. Procedure:
Have Ss play the game:Quiz- a formal letter
Give handouts with a quiz about writing formal letter in English.The quiz consists of several
incomplete statements. Ss work in groups to complete these statements as quickly as
possible.The group with the quickest and most correct answers will be the winner:
Quiz:
1.You write your address in ……………. of the letter
2.The address of the receiver should be written on…………., starting below our address.
3.You can write ……………. on the right or the left on the line after the address you are
writing to.
4.When the letter starts “Dear Sir / Madam,” you end it with ……….
5.When the letter starts “ Dear Dr Smith,” you end with …………
6.It is not a good idea to use …………. such as I am or can’t.
1.the top left hand corner 4.Your sincerely
2.the left 5.Your sincerely
3.the date 6.contractions
13ms B.Pre-writing: Whole class
Ask Ss to read the sample letter on page 52 and discuss the purpose of the letter in pairs Individual work
Call on some Ss to give the answers & give suggested answers: Pair work
+ The sample letter is written to thank a donor for donating money
+ Thank-you letters to donors serve two important purposes: they acknowledge the donor’s
contribution and help cultivate a relationship making it more likely for the individual
/organization to donate again and they serve as proof of the donation for income tax
purposes
Ask Ss to read the letter again and do task 1 individually
Get Ss to give the answers
Elicit corrective feedback from other Ss and give the correct answers when necessary:
+ The opening of the letter
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+ The donating amount sentence 1

+ The way the money is used: sentence 2
+ The way the receipt is issued: sentence 3
+ The gratitude to the donor: sentence 4
+ The closing of the letter: Your faithfully
Introduce some other expressions that can be used in this kind of letter:
+ On behalf of …, I would like to thank you for your generous donation of $.... Your
contribution makes it possible for us to …
+ Thank you very much for your generous donation of $ …...,in support of ………
+ As a result of your gift, we will be able to continue the care for the new orphans we have
taken in since the …
+ I would like to take this opportunity to thank you for your generosity in denoting…
16ms C.While- writing:Have Ss read the instruction carefully Individual work
Get Ss to write the letter in 15 minutes
Go around to observe and offer help
8ms D.Post –writing: Ask Ss to exchange their writing with another student for peer correction Pair work
Go round and collect mistakes and errors Whole class
Provide general comments on the letter
2ms E.Wrapping up: Summarize the main points of the lesson
Have Ss write a thank – you letter to a donor to acknowledge the donor’s Whole class
contribution in their notebooks for homework
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distinguish sounds /w/ and /j/
use gerunds, present participles, perfect gerunds amd perfect participles
II. Materials:
- Textbook,handouts
Ss may find it difficult to differentiate between gerunds and present participles, so the teacher should be ready to help them
IV. Procedure:

1.Pronouncing the two sounds seperately: Individual work
Model the two sounds /w/ and /j/ for a few times and explain the differences in poroducing Pair work
them:
+ The phonetic sound /w/ is a voiced labial-velar approximant.It’s articulated with the back
part of the tongue raised toward the soft palate and the lips rounded
+ The phonetic sound /j/ is a voiced palatal approximant.It is articulated with the middle or
back part of the tongue raised against the hard palate
Have Ss listen to the tape (or read) to help them hear the words containing these sounds and
ask them to repeat after the tape (or T)
Have some read out
Read the sentences and ask Ss to underline the words with the sounds and write /w/ and /j/
under them
Ask Ss to practise sentences in pairs, then read out
12ms B.Grammar: 1.Gerund: Whole class
a.Presentation: Individual work
Have Ss review the form and uses of gerund: Pair work
A gerund is a noun made from a verb by adding “ing”.The gerund always has the same
function as a noun, so it can be used:
* as the subject of the sentence: e.g: Teaching is useful work
* as the complement of the verb “to be” : His favourite sport is sky-diving
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* After prepositions: She is good at learning English

There’s no point in typing the assignment
In spite of missing the train, we arrived on time
* after number of “phraseal verbs” which are composed of a verb +prep/adv: to look forward
to, to give up, to be for/against, to take to, to put off, to keep on….
* in compound nouns: a driving lesson, a swimming pool, bird watching, train –spotting
* after the expressions: can’t help, can’t stand,it’s no good/use, it’s worth
e.g: It’s no good/use trying to persuade him
I can’t stand being stuck in traffic jams
b.Practice: Exercise 1:
Elicit peer correction and give the correct answers:
1.hearing 3.behaving 5.spending 7.starting
2.bending 4.meeting 6.waiting
2. Present participle:
12ms a.Presentation: Whole class
Have Ss review the form and uses of present participle: Pair work
The present participle of most verbs has the form: V + ing and is used in the following ways: Group work
* as part of the continuous form of a verb
e.g: I am working/She is dancing
* after verb of movement/position in the pattern: V + present participle
e.g: My mohter used to go shopping
He came running towards me
* after verbs of peception in the pattern: V + O + present participle
e.g: I heard someone playing the guitar
I can smell something burning
Note: There is a difference in meaning when such a sentence contains a bare infinitive rather
than a participle.The infinitive refers to a complete action, but the participle refers to an
incomplete action or part of action
e.g: I heard Mai playing the piano (she has started before I heard her and probably
went on afterwards)
I heard Mai play the piano( = I heard her complete performance)
* as an adjective: It was an interesting film
* with the verb spend, waste in the pattern: V + time/money + present participle
e.g: I spend two hours a day travelling to work
Don’t waste time playing computer games!
* with the verb catch/find in the pattern: V+O+present participle
e.g: If I catch you stealing my apples again, I’ll tell your parents.
We found our dog lying in the bathroom
* to replace a sentence or part of sentence:
+ When two actions at the same time and are done by the same person or thing, we can use a
present participle to describe one of them
e.g: He sang to himself.He walked down to the road
= Singing to himself, he ……..
+ When an action follows very quickly after another done by the same person/thing, we can
express the first action with a present participle
e.g: He put on his coat and left the house
= Putting on his coat, he left……..
* The present participle can be used instead of a phrase starting as, since, because and it
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explains the cause or reason for an action:

e.g: Feeling tired, he went to bed early (= because he felt tired, …………..)
Have Ss do exercise 2 in pairs
Ask Ss to feedback and give correct answers:
1.burning/rising 3.lying 5.preparing 7.modernizing
2.reading 4.shopping 6.trying
3. Perfect gerunds amd perfect participles:
a.Presentation:
9ms Have Ss review the form and uses of perfect gerund and perfect participle: Whole class
* Perfect gerund: Individual work
Form: having + PII Pair work
Use: The perfect gerund can be used instead of the present form of the gerund when we are
referring to a past action: He was accused of having deserted his ship
However the perfect gerund is used to emphasize completion in both the past and future
e.g: The retired teacher recalled having taught
* Perfect participle:
Form: having +PII
Use: + The perfect participle can be used instead of the present participle when one action is
immediately followed by another with the same subject
e.g: Switching off the lights, we went to bed
= Having switched off……………..
+ The perfect participle emphasizes that the first action is complete before the second one
starts
e.g: She bought a bike and cycled home
= Having bought a bike, she ……….
The perfect participles, however, necessary when there is an interval of time between the two
actions
e.g: Having failed twice, he didn’t want to try again
+ It is also used when the first action covered a period of time
e.g: He had been living there for such a oing time that he didn’t want to move to
another town
= Having lived there……………., he didn’t ………….
Call on some to read out their answers
Elicit peer correction and give the correct answers:
1.having 4.having tied
2.having been 5.having read
3.having been 6.having taken
2ms E.Wrapping up:
Have Ss rewrite the sentences replacing the underlined part with a present Whole class
participle or a perfect participle:
1. She was talking to her friend and forgot everything around her
2.Since we watch the news everyday we know what’s going on in the world
3.They are vegetarians and don’t eat meat
4.The boy asked his mother’s permission and then went out to play
5.As he had drunk too much, he didn’t drive home himself
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Answer:
1.Talking to her friend, she forgot ……………
2.Watching the news everyday, we know ……………
3.Being begetarians, they ……………
4.Hainvg asked her mother’s permission, the boy ……………
5.Having drunk too much , he didn’t ……………
Period 26 Unit five: ILLITERACY

Lesson A: Reading
Develop such reading –micro skills as scanning for specific ideas, identifying main ideas and meaning in context.
Use the information they have read to discuss the illiteracy issues.
II. Materials:
- Textbook
so the teacher should be ready to help them
IV. Procedure:

Have Ss match the adjective from column A with the right word they modify in column B: Pair work
A B
effective region
relevant way
illiterate people
mountainous material
sucessful campaign
honourable job
Give the correct answer: effective way, illiterate people, mountainous region, relevant
material, successful campaign, honorable job
7ms B.Pre-reading:
Have Ss describe the picture by asking them some questions, then have them report: Pair work
What can you see in the picture? Whole class
Who is the teacher?
What about the students?
Where do you think the class is taking place?
Have Ss guess what they are going to read about
Give the suggested answer: This is a class for ethnic minority children in a mountainous
area.Perhaps the class takes place in the morning because I can see the sunlight outside.The
children are listening very attentively to their teacher, who is wearing a soldier’s
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uniform.Maybe he’s a border soldier and works as a volunteer teacher.There is only one
textbook for each desk.It seems that this is a very poor area because the class is poorly
equipped and the children are wearing old clothes.
Introduce the topic of the lesson: Illiteracy
C.While- reading:
7ms Task 1: Individual work
Have Ss find the VNese equivalent to the expressions Pair work
Check the answers with the whole class and give corrective feedback Whole class
Get Ss to make sentences with important vocab items
Keys: 1.phæ cËp gi¸o dôc tiÓu häc 4.Kû thuËt canh t¸c
2.Héi khuyÕn häc ViÖt Nam 5. KÕ ho¹ch ho¸ gia
®×nh
5ms 3.Xo¸ mï ch÷
Task 2:
Have Ss read the passage silently and do task 2 themselves
Have Ss check their answer with a peer
Give the correct answer: D
8ms (Option A is too general. B, C are too specific)
Task 3:
Have Ss skim the five questions to understand them, then answer the questions
Call on some Ss to write the answer on the board and ask them to explain their choices
1.94% of the population (line1 , paragraph 1)
2.The campaign for illiteracy eradication (lines 1-2, para 2)
3.600 in 2000 (line3 , paragraph 2) and 800 in 2001 (lines 5-6 , paragraph 2)
4.They willingly / voluntarily spent their vacations teaching ethnic minority illiterate people
to read and write (lines 3-4 , paragraph 3)
5.Illiteracy will soon be eradicated (lines 5-7 , paragraph 4)
10ms D.Post –reading: Group work
Have Ss work in groups and discuss the question: “ How to help illiterate people in the Whole class
disadvantaged areas to read and write?”
Go round to check and offer help
Call on the groups to tell and explain their answers.Then give corrective feedback
Suggeted answers: Many people in disadvantaged areas do not have chance to go to
school.To help them participate in the society, along with other things(e.g, improving their
knowledge of their rights and responsibility), we need to teach them how to read and
write.We could do this by:
+ Opening schools/upgrading schools in these areas
+ Sending teachers/volunteer teachers there
+ Buying books for Ss
+ Providing individual assistance to Ss
+ Giving financial rewards to families that send their children to school
+ Training local people to be teachers who will help their own people…
Have Ss summarize the reading passage for homework
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Lesson B: Speaking

talk about schooling and literacy related problems
suggest solutions to these problems
II. Materials:
- Textbook, handouts
Ss may have problem limited linguistic resources for discussion, so the teacher should be ready to help them
IV. Procedure:

Divide the class into groups then distribute the following handouts for Ss to do the matching Whole class
task in their own groups.Which group finishes first and has appropriate asnwers will be the
winner
Problems:
1.Many ethnic minority children do not speak fluent VNese so they have problems when
doing their studies in this language
2.Many children form low-income families drop out of school to earn their living
3.Many children live too far away from school and they walk miles to class and back home
everyday
4.Classes are large, so Ss are not given enough individual attention
5.Some Ss cheat in exams.For examples, they sit next to a friend who knows the subject well
and copy this person’s answers
6.Many schools do not have good library facilities and they rely on book donations from
patrons
7.Many schools do not have spacious playgrounds for children, so when some gorups are
playing, there is little room for other groups
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Introduce the topic of the lesson:Talking about school problems

7ms B.Pre-speaking: Pair work
Task 1: Whole class
Have Ss guess the meanings of some words
Have Ss work in pairs to match each problem with its appropriate solutions
Call on some Ss to read out the answers
1.b-g 2.a-e 3.d-f 4.c-h 5.i-j
13ms C.While- speaking: Pair work
Task 2: Group work
Guide Ss how to do the task Whole class
Write these structures on the board and get Ss to do some practice before putting them in
groups and do the task
Asking for opinions:
What do you think we need to/could/should/might want to do?
What do you think about?
What’s your opinion about?
What do you have in mind?
Giving suggestions: Maybe we can
We might want to
Probably we should
We could
Have Ss work in groups to define the problems of their own school ansd suggest as many
solutions as possible
Call on some groups to present the problems and solutions they’ve identified
Write these ideas on the board, then elicit comments from the class anmd provide feedback
17ms D.Post –speaking: Group work
Have Ss look at the given cues, elaborate on them and elicit some more problems Whole class
Write the ideas on the board:
* Class size: large class(over 36), so Ss don’t get enough individual attention from
teachers.Ss do not feel close because they often work in their own gorups rather than work
with the whole class
Desks: not enough desks, so 4-5 share one and there is hardly enough space for everyone
* Poorly equipped: few electric fans, no learning facilities such as T.V, overhead, projectors,
computers….
Have Ss work in groups to add more problems if they can and work out the solutions
Call on some groups to report their ideas and elicit comments from the class
Give corrective feedback and final comments
Suggested answers: 1. Class size: an ideal class size is 20-25 Ss, so the school should recruit
more teachers and open new classes.T should encocurage Ss to work with different groups,
not with the same group all the time
2.Desks: buy large desks…..
3.Equipment:buy/hire facilities such as computers…, upgrade the classroom
Have Ss write a paragraph about school problems and its solutions to it for homework
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Lesson C: Listening

Develop intensive listening skills
Use the information they have listened to for other communicative tasks
II. Materials:
- Textbook, cassette tapes, handouts
IV. Procedure:

7ms A.Warm up: Mingling
Prepare a small survey and copy it on the board, get Ss to copy it down in their own activity and
notebooks, explain the new words and how to do the task Whole class
Have Ss move around and collect their friends’opinions
Call on some to report the result of their survey
School survey
Do you agree with the following statements?
In an effective school Yes No

The teacher treats Ss as individuals with both their strengths and
weaknesses
The teacher encourages Ss to set realistic goals for their own learning
The teacher encourages Ss to have positive attitudes towards themselves
and others
The teacher is motivating and interested in what Ss do
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Learning is centred on important life skills such as communication,

building self-respect and self-confidence learning from failure and time
management
The social side of the school is considered as important as accademic
activities
Ss are involved in making decisions which have a direct effect on
themselves
New words: set realistic goals: ®Æt ra môc tiªu cã kh¶ n¨ng ®¹t ®îc
be centred on = concentrate on
self-respect: lßng tù träng
B.Pre-listening:
5ms Pre teach some vocabulary: Individual work
Maturity(n): sù trëng thµnh Pair work
Accademic(adj): cã tÝnh häc thuËt Whole class
Performance(n): sù thùc hiÖn
Have Ss listen to these words and repeat, then make sentences for some
Have Ss answer two questions in the textbook
Give corrective feedback
C.While- listening:
20ms Task 1: Get Ss to guess the answer to each question Individual work
Have Ss listen to the tape (three times) and check the answers Pair work
Give correct answers: Whole class
1.D 2.B 3.B 4.C
Task 2:
Have Ss try to answer the questions
Play the tape again for Ss to listen and answer the questions correctly
Get Ss to check their answers with a partner, then with the whole class
1. In Perth, Western Australi
2. 80%
3. They felt that they should be allowed to have a say in the school decision making
10ms Divide the class into groups and get them to discuss the question in the textbook Group work
Call on some groups to report their peers’ ideas Whole class
Listen and take note of their errors, then provide corrective feedback
Suggested asnwers:
adequate knowledge
important skills and practice
Good
textbook
help Ss study effectively
guide Ss how to learn on their own
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replace the textbook

motivate Ss to learn
turn a poor quality textbook
into interesting & stimulating one
Good teacher
help Ss take responsibility

for their own learning
train Ss to use
self-study skills

For homework have Ss write a short paragraph about “Which do you think is
more essential for better learning: good teachers or good textbooks?”
October 19th 2012

Period 29 Unit five: LITERACY
Lesson D: Writing

Interpret information presented in tables
Identify language to be used for describing tables
Write descriptions of tables
II. Materials:
- Textbook,handouts
Ss may not have sufficient linguistic resources to write a description of a table, so the teacher should be ready to help
them
IV. Procedure:

5ms A.Warm up:Divide the class into groups, then distribute the following handouts for Ss to do Group work
the matching task in their own groups: Whole class
Match these expressions with the correct graphs.Add more expressions if you can
1.fluctuate 4.remain the same
2.gradually decrease 5.drop sharply
3.slightly increase 6.rise considerably
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Answer: 1.D 2.F 3.E 4.B 5.C 6.A

Elicit more expressions, sum up and write them on the board:
Verb Noun
10ms Increase slightly remain the same a slight increase fluctuation Pair work
Rise gradually fluctuate gradual rise no/little change Whole class
Decrease sharply sharp decrease
Fall/drop considerably considerable reduction/fall/drop
Introduce the topic of the lesson:Writing a description of tables
B.Pre-writing: Task 1:
Get Ss to read the task requirements and work on the task with a peer
Call on some Ss to read out their answers and check with the class
Elicit the features of a table description, including:
1.The organization:
a. Topic sentence: tells what the table is about, that is the time, the locations and what is
being described in it
e.g: The table describes the literacy rates of population … 1998 to 2007
b. Supporting ideas/sentences: + a sentence that sums up the general trend
e.g: The literacy rates of population varied considerably between….
+ Sentences that describe the table in detail
c. Conccluding sentence: summarizes the main points or draws a relevant conclusion
e.g: These data may help the researches….. .. of the country
2. The language use:
+ Verb tenses:When the table shows the present situation, use the present simple tense.When
it shows the past events, use the past simple tense.However the simple present verb tense is
often used in the topic sentence
20ms e.g: The table shows that …/The table describes/presents….. Individual work
+ Describing trends and changes:T might want to remind Ss of the expressions of changes Pair work
that they covered in the Warm up activity Whole class
Answer to task 1: 1. varied 3. declined 5. went up
2. rise 4. different 6.dramatically
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C.While- writing:
Help Ss analyze the table and organize information in the most logical order by asking these
questions:
1. What is the topic of the table?Does it describe the past/present or the future?
2.What patterns are shown?How are the pieces of information related?
a. Which region had the highest rate of literacy in 1998? 2002? 2004? 2007?
b. Which region had the lowest rate in each year?
c. Did the rate of literacy in the lowlands increase or decrease between 1998 and 2007?
d. What about that rate for Midlands and Highlands?
Have Ss write up a description individually
Go round to check and offer help& ask Ss to work in pairs and correct each other’s writing
Sample writing: The table describes the literacy rates in different regions of the Shunshine
country from 1998 to 2007. Generally, except for Highlands, where the rates slightly
decreased between these years.Lowlands abnd Midlands both witnessed a rise.In lowlanbds,
for example, the rates were 50% , 53% and 56 % in 1998, 2002 and 2004. In 2007, the rate
7ms sharply rose to 95%, which was a remarkable progress.Midlands saw a less dramatic Whole class
change, however.The rate went up gradually from 70% and 75% in 1998 and in 2002 to 80%
in 2004 and 2007.Unlike these two regions, Highlands witnessed a gradual decrease in the
rate of literacy of its population. In 1997, the rate was 50%, however it decreased by 5% in
2002 and continued to go down in the following years, reaching only 30 % in
3ms 2007.Obviously, this region needs to improve its literacy rate. Whole class
D.Post –writing:
Choose on or two description(s) and read to the class
Elicit corrective feedback from the class and give final comments afterwards(T should draw
Ss’ attention to the organization of the description and the language use, especially the verb
tenses, expressions of changes
E.Wrapping up:
For homework have Ss write their descriptions based on T’s nad Ss’ suggestions and
corrections
October 20th 2012

Period 30 Unit five: LITERACY

distinguish sounds /pl/, /bl/, /pr/,/br/ and pronounce the words and sentences containing these
sounds correctly
understand reported speech with infinitives and use those structures to solve communicative tasks
II. Materials:
- Textbook,handouts
Ss might have difficulty with the clusters because they don’t exist in VNese.
IV. Procedure:

Model the four clusters /pl/, /bl/, /pr/,/br/ and explain how to produce them: When Whole class
producing / pl/, Ss should produce /p/ first and then quickly switch to /l/ and so on
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Have Ss read out
Ask Ss to work in pairs and take turn to read aloud the given sentences
Call on sosme Ss to read again and provide corrective feedback
B.Grammar: a.Presentation: Individual work
10ms Have Ss review reported speech with infinititves: Pair work
Form: V + O + (not) inf Whole class
Meaning and use: We usually use an infinitive structure to report orders, requests, advice ,
suggestions, threats, warning, promises, agreements, disagreements and so on.We don’t use
“say” in this structure
Remind Ss the time and place references often have to change in reported speech
e.g: now-then this-that
today-that day this week-that week
here-theretomorrow –the following day/the next day/ the day after
yesterday- the previous day/the day before
next week – the following week/the next week/the week after
last week - the previous week/the week before
b.Practice:
Exercise 1:
Get Ss to do exercise 1 individually and then check the answer with a partner
Check with the whole class and provide corrective feedback
1. They promised to come back again
2.The lifeguard advised us not to swim too far from the shore
3.John asked Peter to close the window
4.The teacher encouraged Eric to join the football team
5.John promised to give it to him the next day
6.My mum wanted Lan to become a doctor
7.My sister reminded me to lock the door before going to school
8.His boss advised him to go home and rest for a while
Have Ss do exercise 2 individually and then check the answer with a partner Pair work
Check with the whole class and provide corrective feedback Whole class
1. He advised me not to drink too much beer
2.She invited me to come and see her whenever I want
3.John wanted me not to smoke in his car
4.He told Sue to give him her phone number
5.He reminded me to give the book back to Joe
6.He promised not to do it again
7.He agreed to wait for me
8.John asked me to lend him some money
15ms C. Communicative practice:
Prepare the following sentences and give one sentence to each student: Individual work
Student A reads out his/ her sentence to the whole class, others write it down Whole class
Student B reads out his/ her sentence to the whole class, others write it down and this
continues until all of the sentences have been read out
Sentences:
You should go to see Paris, that’s a beautiful city
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We’ve having a party t night, would you like to come?

We have a class this Monday, don’t forget.
I can buy you a drink if you like
Please see me at 6 o’clock
Don’t leave your bag unattended, it might be stolen
Let’s play tennis this weekend
I will email you as soon as I get there
3ms E.Wrapping up:
For homework have Ss to revise reported speech with infinitives and do the following
exercise:
Choose the best answer to each question by circling A,B,C or D:
1. “ Would you like to spend the weekend with us?.They ………. her to spend
the weekend with them
A.advised B.ordered C.invited D.begged
2. “ Could you open the window please?” She ………. him to open the window.
A.reminded B.ordered C.asked D.warned
3.“ Go to bed immediately!” Mary’s mother ..…. her to go to bed immediately.
A.advised B.begged C.asked D.ordered
4. “Don’t forget to post the letter!” He ……… me too post the letter
A.reminded B.ordered C.begged D.asked
5.“Park the car behind the van”. The instructor..…him to park the car behind the van
A.said B.say C.told D.tell
Answer: 1.C 2.C 3.D 4.A 5.C
October 24th 2012

Period 31 Unit six: COMPETITIONS
Lesson A: Reading
Develop such reading –micro skills as scanning for specific ideas, identifying meaning in context.
Use the information they have read to discuss the related topic.
II. Materials: - Textbook
Ss may need to be provided appropriate linguistic resources so that they can complete various learning tasks
IV. Procedure:
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5ms A.Warm up: Matching Group work

Take out 6 pictures and have Ss work in groups, matching the six given competitions with the
correct pictures
Check the answer with the whole class
Lead in: Have you ever taken part in any competition?…
And today’s lesson we are going to know more about a competition
7ms B.Pre-reading: Pair work
Pre-teaching vocab: Whole class
1.judge ['dʒʌdʒ] (picture of Vietnam idol)
2.representative [,repri'zentətiv] (n) :®¹i diÖn
representative of sb/sth
3.stimulate ['stimjuleit] = make/encourage sth more active
4.recite [ri'sait] (v) kể lại, thuật lại
Checking:
Complete each of the following sentences with an appropriate form of the word:
1. John ………… an interesting poem to the class yesterday.
2. Many …….. of the older generation were there.
3. The exhibition ………... interest in the artist’s work.
Key: 1. recited 2. representatives 3. stimulated
Task 1:Give the following handouts to Ss Individual work
Read and decide whether the statements are true or false: Whole class
Pre-reading Post
Statements -reading
T F
T F
1.The aim of the competition was to stimulate the
spirit of learning English among teachers
2. English teachers of the writer’s school sponsored
the competition
3. The winner will be awarded a set of CDs in
English and an Oxford dictionary
4. In activity 5, Hung was able to recite the poem
5.Having achieved the highetst score, Group B
become the winner Pair work
Ask Ss look at statements and guess whether they are true or false (underline key words)
Get Ss to read the passage silently and check the answers
Check the answers with the whole class
10ms Give correct answer Group work
Task 2:Divide the class into 2 groups and asked Ss to complete the following table
1. Name of competition
2. Participants
3. Organized by
4. Aim
5. Sponsored by
6. Competition’s rules
7. Awards for winner
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8. Results
Have Ss close their books and work in groups
Get Ss to stick the posters on the BB
Check the answer with the class
Suggestions:
1. Name of competition Annual Final English competition
2. Participants Representatives of three classes
3. Organized by English teachers
4. Aim to stimulate the spirit of learning English among Ss
5. Sponsored by The Ss’ Parents society
6. Competition’s rules Work in groups of three to complete 5 activities.Answer the
Qs within 2ms.Which group gets the highest score will win
12ms 7. Awards for winner a set of CDs in English and an Oxford dictionary
8. Results Group B got 70 points, Group A got 65, Group C got 60 Individual work
Whole class
D.Post –reading:
Have Ss look at the table and retell this competition
2ms Whole class
Feedback to the class
E.Wrapping up:
For homework, ask Ss to practise reciting the poem and then translate it into VNese
October 25th 2012

Lesson B: Speaking
ask fo and give information about types of competitions
talk about a competition or contest
Ss may have limited linguistic resources for discussion, so the teacher should be ready to assist them
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IV. Procedure:
5ms A.Warm up: Group work Whole class
Take out a picture of “SAO MAI DIEM HEN” Group work
Ss choose the number to answer three questions (a lucky number).Who guesses what
program on the picture is first will be the winner
1. Do you like singing contest?
2. Which TV channel is “Who’s millionaire” on?
3. Have you ever met Anh Tuan?
Lead in :Today we’ ll talk about competitions or contests Whole class
8ms B.Pre-speaking: Group work
Task 1:
Prepare a small survey and copy it on the board, get Ss to copy it down in their own
notebooks, explain how to do the task
Have Ss move around and collect their friends’opinions
Call on some to report the result of their survey
e.g:All of us like/dislike……
Five of us like/dislike……
Lots of us like/dislike……
Nearly all of us like/dislike……
Competition/contest survey
Do you like or dislike following Competition/contest ?
Type of competition/contest Like Dislike
General knowledge
English Competition
Art Competition (painting, drawing, sculpture…)
Poetry Reading/Reciting Competition
Singing Contest
Athletics Meeting (running, jumping..)
15ms C.While- speaking:
Task 2: Whole class
Give the following handouts to Ss: Group work
Fill in the column with sentences which are asking for opinions, and sentences which
are giving opinions:
It’s an opportunity to test my knowledge
What do you think about …?
It’s dull
It’s good/wonderful/extremely interesting/perfect/stimulating/amusing
What’s your opinion about …?
It’s the best way to practise my English
I feel bored
How do you feel about ... ?
It’s silly
It’s an opportunity for my creative activities
Do you like …?
I feel disappointed
It’s boring
It makes me feel sleepy
It makes me cheerful/feel happy
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Giving opinions
Asking for opinions
Agree Disagree
………………………………………. ……………….……………………………….
………………………………………. ……………….……………………………….
………………………………………. ……………….……………………………….
………………………………………. ……………….……………………………….
………………………………………. ……………….……………………………….
………………………………………. ……………….……………………………….
………………………………………. ……………….……………………………….
……………….……………………… ……………….……………………………….
……………….……………………… ……………….……………………………….
Ask Ss to work in groups

Feedback and give some comments
Giving opinions
Asking for opinions
Agree Disagree
It’s an opportunity to It’s dull
What do you think about …? test my knowledge I feel bored
What’s your opinion about …? It’sgood/wonderful/ It’s silly
How do you feel about ... ? extremely interesting/ I feel disappointed
Do you like …? perfect/stimulating/ It’s boring
amusing It makes me
It’s the best way to feel sleepy
practise my English
It’s an opportunity for
my creative activities
It makes me cheerful/
feel happy
Put Ss into pairs and use those to work in pairs:

A: What do you think of…?
B: It’s …..
Call on different pairs to perform their conversations
Elicit comments from the class and provide feedback Group work
Put Ss into groups of 3-4, tell each group to choose a famous T.V game/talent show or
competition/contest and work out details about it, then other groups will guess what game
/contest it is:
- TV channel
- Type of competition/contest
- MC(e.g; handsome man/boy/beautifl women/girl/shouldn’t mention his/her name..)
- Participants……..…
Call on some groups to come to the front.The whole class will ask questions about the
game/contest and guess what game/contest it is
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For homework, have Ss write a paragraph about a game show /contest they like,
using task 3 as guiding questions (about 8-10 lines)
November 8th 2012

Lesson C: Listening
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develop intensive listening skills
use the information they have listened to for other communicative tasks
II. Materials: Textbook, cassette tapes, handouts, picture
IV. Procedure:

5ms A.Warm up: GUESSING Individual work
Give three cues.If student guess what the competition is after the first cue will get mark 10.
If student guess what the competition is after the second cue will get mark 9. And if student
guess what the competition is after the this cue will get mark 8.
1. It’s sports competition
2. It’s held every year
3. Only runners can take part in the race.
 It’s Boston marathon
Lead in: Boston marathon is one of the most important race held in the USA every year.And
in today’s listening lesson , you’ll hear about it
7ms B.Pre-listening: Pre-teaching vocab:
formally ['fɔ:mlli] = officially (adv) chính thức Whole class
e.g: This method has not been formally admitted Individual work
clock [klɔk](v): bÊm giê
athletics [æθ'letiks](n) - athletic [æθ'letik](adJ)
e.g: Running, high jump, long jump are famous athletics
association [ə,sousi'ei∫n]
e.g:He is the chairman of the Amateur Sports Association
(chñ tÞch héi thÓ thao nghiÖp d)
Checking: ROR
C.While- listening:
10ms Task 1:
Give the following handouts to Ss: Pair work
Read and decide whether the statements are true or false: Whole class
Pre-listening Post-listening
Statements
T F T F
1.The Boston Marathon is held every year in the USA.
2. It began in 1897.
3. John Mc Dermott clocked 2 hours 15 minutes and
10 seconds.
4. Women were formally accepted to take part in the
race in 1957.
5.In 1984, 34 countries took part in the marathon.
6. According to the race’s rules, runners have to go
through 15 towns.
Ask Ss look at statements and guess whether they are true or false (underline key words)
Get Ss to listen twice and then check the answers with their partners
Check the answers with the whole class
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1.T 2.T 3.F (2 hours, 50 minutes)
4.F (1967) 5.T
6.F (go through 13 towns)
7ms Task 2: Gap -filling
Give the following handouts to Ss:
Listen to the tape again and fill in the gap with a suitable word:
Boston Marathon is an important event of sport in the USA. It began in 1897 and is held
every year.In the history of Boston Marathon, Mc Dermott was the first man to (1)
……………the first Boston Marathon.He clocked 2 hours 50 minutes and 10
seconds.Women were (2) …………… accepted to take part in the races in 1967. Every year
many (3) …………… from different countries join the Boston Marathon. According to its
rules, the Boston race is (4)…………… 26 miles or 42 kilometers. Runners have to go
through 15 towns and (5) …………… in the center of Boston.It’s quite a long distance but
it’s an interesting (6) ……………for all people.
Have Ss read and try to fill words in the gaps

Get Ss listen again and check the asnwers
Get Ss to check their answers with a partner, then with the whole class
1.win 3. runners 5. end
2. formally 4. about 6. sport
10ms D.Post –listening: Group work Group work
Call on 5 students of each group to come to the BB.They in turns answer the following
questions. Who answers the question correctly will get one point.Which group gets more
points will win.
1.How often is the Boston Marathon held?
2. When did it begin?
3.When could women take part in the race?
4.What do runners have to do?
5. Do you like to take part in the Boston Marathon?
3ms E.Wrapping up:
For homework have Ss write a short paragraph about a famous VNese runner that they
like
November 12th 2012

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Lesson D: Writing
I.Objectives: By the end of the lesson, Ss will be able to write a letter to reply to the request of information
II. Materials:
- Textbook,handouts
Ss may have little experience writing such letter type, so the teacher should be ready to assist them
IV. Procedure:

5ms A.Warm up: A hang man game Group owrk
10ms B.Pre-writing: Individual work

Task 1: Whole class
Ask Ss if they want to participate in a competition/contest, what information about the
competition/contest they would like to know and would look for.Write the answers on the
board:
e.g: When? (the date and the time?
Where? (the venue)
Who ( Who can participate, who are the hosts/ judges, who to contact…)
How? ( How to apply to participate , how the contest proceeds, how the candidates’
performance is assesses….)
What ? ( What is expected of the candidates, what the award is)
Get Ss to read the letter in task 1 individually
Ask Ss to identify who wrote the letter, for what purpose, what information she requested
and compare their answers with the ideas on the board
20ms C.While- writing: Individual work
Task 2: Pair work
Get Ss to read the requirements of task 2 and work out with a peer what they need to include
in the reply letter ansd what kind of language they need to use
Get Ss to write their own letters in 10 minutes
Ask Ss to work in pairs, exchange their letters and correct each other
Go orund to offer any help
7ms D.Post –writing: Whole class
Choose one or two letter(s) and read it/them to the class
Elicit corrective feedback from the class and give final comments afterwards.T should draw
Ss’attention to the format of the letter, the organization of ideas and language use
E.Wrapping up:
For homework, ask Ss to revise their letters according to the peer’s suggestions
and submit for making in the next lesson
November 15th 2012

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distinguish sounds /tr/,/dr/,/tw/ and pronounce the words and sentences containing them correctly
use understand reported speech with gerund and use these structures to solve communicative tasks
II. Materials:
- Textbook,handouts
Ss might have difficuly with the clusters because they don’t exist in VNese
IV. Procedure:

1.Distinguishing sounds: Individual work
Model the three clusters for a few times and explain how to produce them Pair work
Have Ss read out
Ask S sto work in pais and take turn to read aloud the given sentences
Call on some Ss to read the sentences again and provide corrective feedback
B.Grammar: Whole class
10ms a.Presentation: Individual work
Have Ss review reported speech with gerund: Pair work
Form: Verb + (object) + prep+ (not) Ving
Meaning and use: We usually use a gerund strucuture to report thanking,
apologies,accusations… We don’t use “say” in this structure
e.g: I apologize the teacher for submitting my assignmanet late.We thank you for
having helped us generously
20ms b.Practice: Exercise 1:
Check with the whole class and provide corrective feedback:
1. John congratulated us on passing our exam
2.Mary apologized for not phoning me earlier
3.Peter insisted on driving Linda to the station
4.The teacher accused the boy of not paying attention to what he had said
5.Bob has always dreamed of being rich
6.I warned Ann against staying at the hotel near the airport
7.Her mother prevented Jane from going to out that night
8.Miss White thanked Jack for writing her
Exercise 2:
1.Ton insisted on paying for the meal
2.Mr and Mrs Smith looked forward to meeting their children soon
3.The boy denied breaking the window of the woman’s house
4.The policeman stopped the customer from leaving the shop
5.The thief admitted stealing Mrs Brown’s car
6.Ann suggested having a party the next Sunday
7.John and his wife were thinking of buying the house
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10ms Further practice Pair work

Have Ss read this report of a conversation, then write the dialogue between the husband and Whole class
wife:
I had a row with my wife last night .We don’t usually row about anything, but when we do,
it’s usually about money.It was all about the gas bill.You see, I thought she paid it. But I went
home there was a letter saying the gas would be cut off.She thought I’d paid it so the bill had
just been there for a month.I tried to explain that she usually pay the bills because I pay the
rent, which is a lot, of course, but she just accused me of spending my money on things for
me while she had to spend all her money on things for the house.Anyway, we sorted it and in
the end I paid it
Suggested answer:
Husband:There’s a letter saying the gas will be cut off. Did you pay the bill?
Wife: No, I didn’t.I thought you’d paid it
Husband:So the bill has been here for a month and you haven’t paid it.Usually you pay the
bills because I pay the rent, which is a lot
Wife: Why do I have to ? You only spend money on things for yourself while I have to spend
all my money on things for the house and that’s not a fair.
Husband:But we don’t want to have the gas cut off, do we?
Wife: I won’t pay
Husband: Ok, I’ll do then
For homeowrk have Ss revise reported speech with infinitive and do exercises in the
workbook
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Period 36 November 20th 2012

Test yourself B
I.Objectives:
Helping Ss review the usage of relative clause and improve listening, reading skills and giving them language practice
II. Materials: Textbook
IV. Procedure:

Ask SS some questions about the Olympic Gmaes Individual work
Get Ss to oepn their books and read the statements , then guess the best answers Pair work
Get Ss to listen to the tape and check the answers
Ask Ss to exchange the answers with their partner
Call on some Ss to answer
1.A 2.B 3.C 4.C 5.B
Take out a picture and introduce the reading passage Individual work
Have Ss give some more information about the Women’s World Cup Pair work
Have Ss read the passage silently and answer the questions by circling A,B,C or D
Present newwords when necessary
Ask Ss to exchange the answer with their partners and call on some to present
1.D 2.B 3.B 4.C 5.C Whole class
10ms C.Pronunciation and grammar: Individual work
1.Pronunciation: Pair work
Have Ss listen to a nd put a tick (v) in the right box
Give correct answer, then ask some to read out
2.Grammar:
Have Ss review the ue of gerund, present /perfect participle
Have Ss complete the text with the correct form of the verb in brackets
Get Ss to exchange the answer with their partners
Give correct answers: 1.taking 3.smoking 5.do 7.to make
2.to go 4.saying 6.going
13ms D.Writing: Whole class
Have Ss discuss the guidelines in the textbook about writing one competitions for secondary Individual work
school students on T.V Pair work
Get Ss to write one competition for secondary school students
Get Ss to exchange their writing with their partner
Call on one or two student(s) to read out and elicit corrective feedback from the class
Give final comments and a sample when necessary:
I enjoy watching television and often spend one or two hours watching it everyday.I
sometimes spend more time watching it at wekends.One of my favourite programs is “The
way to Olympic Peak” .It is always on from 9 o’clock on VTV on Sundays.I like watching it
because the three competitors on each show are very intelligent.They are all advanced
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students from different schools.They have to answer several questions about general
knowledge of natural and social sciences. Many questions are very challenging for me.I am
interested in watching it but I don’t think I am able to take part in the programme.
E.Wrapping up:
Have s do exercises in the workbook for homework
Unit seven: POPULATION

Lesson A: Reading
Develop such reading –micro skills as scanning for specific ideas, and guessing meaning in context
Ss may not have enough vocabulary to talk about the topic, so the teacher should be ready to help them
IV.Procedure: 1.an area of public land in a town
Time Steps or a city where people go to walk, Interaction
5ms A.Warm up: Competition game- Crossword puzzleplay or relax Group work
2.the noun
Divide the class into small grouops of 3-4 Ss, then distribute theof poor crossword puzzle
following
handouts for Ss to do in their own groups 3.attractive without being very
beautiful
1.an area of public land in a town
or a city
4.withoutpeople
where go to walk,able to
a job although
play or relax
work
2.the
5.a nounofofSs
group poor
who are taught together
6.(of men) attactive being very
3.attractive without
beautiful
7.feeling htat you’d like to sleep or rest
4.without a job although able to
8.not
workknowing how to read and write
5.a group ofyoung
9.not Ss who are taught together
6.(of 10.the synonym of “country”
men) attactive
Answer: 7.feeling htat you’d like to sleep or rest
8.not knowing how to read and write
9.not young
10.the synonym of “country”
Answer:
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10ms Pair work

Whole class
P A R K
P O V E R T Y
P R E T T Y
U N E M P L O Y E D
C L A S S
Whole class
9ms H A N D S O M E Individual work
Pair work
T I R E D
I L L I T E R A T E
O L D
8ms
N A T I O N
B.Pre-reading:
Discussing the picture:
Get Ss to work in pairs to look at the two pictures on page 80 and discuss the questions on
page 81
Call on some Ss to give the answers to the questions and elicit comments from other Ss
Give some suggested answers:
Preteach vocabulary
10ms to double it’s time sb did st Pair work
average to continue to do st Whole class
birth-control methods
C.While- reading:
Task 1:
Have Ss read the words in the box and then fill each blank with a suitable word
Ask Ss for their answers and tell them to explain their choices
Give the corecct answers:
1.Although 4.resources 7.international
3ms 2.method 5.figures 8.control Whole class
3.increases 6.limit
Task 2:
Have Ss work in pairs to answer the questions in the textbook
Call on each pair to ask and answer each question
Elicit feedback from other Ss and give the correct answer:
1.The population of the world in 10,000 BC was 10 million, in 1750 it was 685 million,in
1850 it was 1300 million, in 1950 it was 2510 million, in 1985 it was 1760 million, in 2000 it
was 66 billion
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2.By the year 2015, the population of the world is expected to be over 7 billion
3.Some scientists say it can, but others say it can’t
4.No, they don’t
5.Because they know of no safe way to have fewer children
D.Post –reading:
Write the names of 10 countries on the board and ask Ss to work in pairs to order these
countries according to the population.Then have Ss work out where these countries are and
which is the richest, which is the poorest of them
Indonesia Pakistan United States Japan Bamgladesh
China Brazil Russia Nigeria India
Answers: 1.China 2.India 3.USA 4.Indonesia 5.Brazil
6.Pakistan 7.Bangladesh 8.Russia 9.Nigeria 10.Japan
The richest country is the USA, the poorest country is Nigeria
E.Wrapping up:
For homework, ask Ss to learn by heart all of the new words and do task 1, 2 in the
notebooks
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Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to talk about the causes of population explosion, problems of
population booms and solutions to these problems
II. Materials: Textbook, handouts , picture
ready to help them
IV. Procedure:
6ms A.Warm up: Picture description Whole class
10ms Show Ss the picture and ask them to answer the two questions:
7ms What can you see in the picture?
9ms What does the picture tell you? Whole class
10ms Elicit answers from Ss and comment Pair work
3ms Give suggested answers:
1.In the picture, the earth looks like an old, tired man with too many people on his head, Whole class
shoulders and arms Pair work
2. The picture tells us that the earth may not properly accommodation too many people.We
are facing overpopulation Whole class
Introduce the topic of the lesson: Overpopulation/Population explosion Group work
B.Pre-speaking: Task 1:
Ask Ss to read through the causes provided on page 83 and make sure that Ss understand Whole class
these statements
Get Ss to work in pairs to order the causes and remind them to explain their order
Call on some pairs to present their order and ask other pairs if they agree or dsiagree with
their friends’ answers
C.While- speaking: Task 2:
Have Ss work in pairs to list the problems of poor and overpopulated countries
Call on some Ss to report their answers and ask others to feedback
Comment and give corrective feedback
Give suggested answers: unemployment natural sources end
social evils illiteracy
Task 3:
Get Ss to read useful language, then elicit some words/phrases:
reward and punishment policy: chÝnh s¸ch thëng ph¹t
to exercise: thùc thi, ¸p dông
to carry out: tiÕn hµnh
Ask Ss to work in groups to do the task
Call on some Ss to present their group’s ideas
D.Post –speaking: Task 4:
Have Ss work in groups to talk about the problems of overpopulation and offer solutions
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Encourage Ss to use transition signals to make their presentation coherent

Elicit the list of signals from Ss:
+ fristly/first/second/next
+ also/besides/moreover/in addition/furthermore
+ the first problem is that/the next solution is that……….
+ on the one hand/on the other hand/however/but….
Call on some group reprentatives to present and ask others to comment
Give feedback on Ss’ presentations and correct the mistakes and errors he/she has collected
E.Wrapping up: Summarize the main points of the lesson
Ask Ss to do the extra activity as homework:
Complete the following network to summarize the main points of the lesson
causes
proble
overpopulati ms
on
solution
s
Period 39 December 1st 2012

Lesson C: Listening
specific information and and listening for general information
Ss may not also be familiar with the note-taking task, so the teacher should be ready to provide them some tips with the
task
IV. Procedure:

7ms A.Warm up: Competition game: Word Search Group work
Divide the class into small groups of 3-4 Ss, then distribute the following puzzle handout for
Ss to do on their own groups.Which group finishes first and has all the correct answers will
be the winner
Prepare the big copies pf the word search and hang them on the board.Call Ss to go to the
board and ask them to find all the words as quickly as possible
Overpopulation
P P C P R L E A E N E E P
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O U P L O I Y I O I I M W
T N E M Y O L P M E N U S
S I E E C O P E L S N E E
N S X X A W A R E N E S S
O H I P R L R N O U W P I
I M P L E M E N T B I L R
T E T O T D L L E X L L E
U N E S I C R E X E E E L
L T Y I L Y M A L T O E M
O L N O L B D S W M S B E
S R M N I L R N T E O T Y
N O L R R R L M E R R I N
Answer: illiteracy unemployment reward

punishment exercise implement
explosion solution problem
B.Pre-listening:
10ms Whole class
1.Discussing the questions:
Ask Ss to discuss the questions on page 17 in pairs
Call on some Ss to give their answers and comment on the answers
Get Ss to guess what they are going to listen about
Give suggested answers:
a.Yes, our world will ovepopulated because it has more than 6 billion people
b.Asia has the largest population with China the most populated country in the world and
India the second
2. Vocabulary pre-teaching:
Teach some of these words:
Latin America
rate of population growth:
develoment country
to rank (v)- rank (n)
fall (n) = decrease (n)
generation (n)
Have Ss pronounce the words given in the textbook
Individual work
C.While- listening:
Group work
Task 1:
10ms Whole class
Have Ss read the statements and questions carefully
Get Ss to read the options in each question and guess the answer
Play the tape and have Ss do the task
Get Ss to give correct answers:
1.A 2.D 3.C 4.D 5.A 6.C
7ms
Task 2:
Have Ss listen to the tape again and answer the questions in the textbook
Have Ss work in pairs to answer the questions
Give corrective feedback:
1.It will be over 7 billion
2.The population growth rates in some parts of the world are not the same
3.The reason is the improvement of public health services and medical care
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4.They are shortage of foods, lack of hospitals and schools, illiteracy and poor living
conditions
8ms 5.The experts offered four solutions……. Whole class
D.Post –listening: Group work
Get Ss to work in groups to orally summarize the main ideas of listening passage, using some
cues below:World population today/World population by 2010/main cause of population
explosion/problems caused by population explosion/solutions to the problems
For homework,have Ss write a summary of the main ideas of the listening passage .
Period 40 December 5th 2012

Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to write descriptions of pie charts, using appropriate language
IV. Procedure:

Prepare a handout with a table of information, divide the class into small groups of 4 Ss and
ask Ss to work in groups to transfer the table into a pie chart. The group with the quickest
and most correct answer will be the winner
The table shows the number of Ss in a class who achieved each grade:
Grade Number of Ss
Distinction 5
Ment 8
Pass 9
Fail 2
13ms B.Pre-writing: Pair work
Prepare a handout with a description of a pie chart, ask Ss to work in pairs to discuss the Whole class
organization and other characteristics of the description
Write the questions on the board:
1.How many parts are there in the description?What are they?
2.What does the first part tell you?
3.What information does the second part give you?
4.What language items should you pay attention to in the second part?Underline them
5.What does the last part tell you?
The graph shows the chief uses of apple crop in the US. Overall, the bulk of the harvest is
either eaten fresh or made into juice.
The biggest slice of the pie chart is taken up by fresh fruit. About 60 % of the crop is eaten
fresh.The is three times as much as the next use, which is for juice. Less than 20% of apples
in the US are turned into apple juice.A further 12% is canned and a total of 5% either frozen
or dried.Other remaining uses, such as apple vinegar, account for just 5% of the crop.
It’s clear that although a small amount of apples are processed into frozen, dried or canned
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products, most of the crop is sold straight from the tree.

C.While- writing:
15ms Ask Ss to work in pairs to analyse the chart, focusing on the following questions: Whole class
What does the pie chart show? Individual work
What is the general trend of the chart? Pair work
Which region has the largest population?Which comes second?
Which region has the smallest population?
Where does most of the world population live?
Ask Ss to work individually to write the description of the pie chart, using the sentences
given in the book to begin their description
Give sample writing:
The pie chart shows the distribution of the world population by region.Overall, more than
half of the world population lives in South and East Asia.
South Asia is the biggest region, making up 32 % of the world population.The second largest
area is East Asia with 6% less than South Asia.Europe ranks third with 15%.Coming next is
Africa with 11%.Together, Latin America and N.A have14 % of the world population.Finally,
Oceania is the least populated region with the smallest percentage of 2 %.
As can be seen, the largest concentration of the world popupation is in Asia, with Europe far
behind.
D.Post –writing:
8ms Ask Ss to exchange their writing with another student for peer correction Pair work
Go round and collect mistkaes and errors Whole class
Collect some writings for quick feedback
Write Ss’ typical errors on the board and elicit self and peer correction
E.Wrapping up:
As homework, have Ss writing exercise in the notebook


distinguish sounds /kl/,/gl/,/gr/ and /kw/
use conditional senteces (type 1,2,3) and conditional sentences in reported speech appropriately
II. Materials: Textbook,handouts, picture
Ss may find it difficult to pronounce the clusters, so the teacher should be ready to help them
IV. Procedure:

Model the clusters for a few times and explain how to produce them.E.g: When producing Pair work
/kl/, Ss should produce /k/ first and then quickly switch to /l/
Play the tape (or read) for Ss to hear the words containing the clusters andf have them repeat
after
Call on some Ss to read the words out
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Ask Ss to work in pairs and take turn to read out the given dialogue on page 87
Call on some pairs to read the dialogue again and provide corrective feedback
B.Grammar:
15ms 1. Revision of conditional sentences(type 1,2,3) Whole class
Elicit the form and use of conditional sentences from Ss Pair work
Give Ss the following handout if necessary:
Type Form Use
1 If + S + simple present + S + In these sentences, the time is the present or
will/shall… future and the situation is real.They refer to a
possible condition and its probable result
e.g: If I find her address, I’ll send her an
invitation
If I run, I’ll get there in time
2 If+S+Ved+S+would/should… Expresses an unreal action in the present

e.g: If I were you, I’d meet her
3 If+S+had+PII+S+would/should Expresses an unreal action in the past
have PII e.g: If I had found her address last week, I
would have sent her an invitation
1 .would drive 4.will take
2.could 5.closed
3.is 6.will come
Exercise 2:
Ask Ss to do exercise 2 in pairs and then check the answer with another pair
Ask other Ss to feedback and give correct answers:
1.had been told 4.would have bought
2.had realized 5.had studied
3.wouldn’t have been
2. Conditional sentences in reported spaeech:
15ms a.Presentation:Write some conditional sentences in reported speech on the board and ask Ss Whole class
to comment on the changes of the verbs, pronouns and adverbs of time and places: Individual work
“ If I had a permit, I could get a job,”he said. Pair work
 He said that if he had a permit, he could get a job.
“ If you had followed my advice, you’d have been the winner”, said her mother
Her mother said iof she had followed her advice, she’d have been the winner
Elicit the comments form Ss and make clear that:
Conditional type1: we apply all the necessary changes as usual(changes of verb tenses,
pronouns, adverbs of time and place…….)
Conditional type 2 and 3: We do not change the verb tenses, but we follow the rules to
change pronouns, adverbs of time, place….)
b.Practice:Exercise 3:
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Ask other Ss to feedback and give correct answers:

1. The man said to her that he would come to see her if he had time
2. He asked her what she would say if someone stepped on her feet
3. They said to me if it didn’t rain they would go out with me
4.The man asked the woman what she would do if she were a billionaire
5.The man said to me if I had asked him he would have lent me his motorbike
6.The man said to his daughter they would be very disappointed if she did not come
7. The boy said to the girl he was sure they would understand if she explained the situation
to them
E.Wrapping up:
3ms For homework, have Ss change the following conditional sentences into reported Whole class
speech:
1. “ If he had dropped the vase, it would have broken”, her grandmother said to him
2. “ If I don’t have to do the washing up, I’ll help you” , her husband said to her
3. “ I wouldn’t run away if I saw a spider”, the girl said
4. “ We’d have given you a lift if you hadn’t had your bike with you”, my friends said
to me
5. “ If we don’t get tickets for the concert, we’ll stay at home”, they said to me
6. “ We’d go by bus if we didn’t have a car”, my cousins said to their parents

Unit eight: CELEBRATIONS
Lesson A: Reading

develop such reading –micro skills as scanning for specific ideas, and giessing meaning in context
IV. Procedure:

10ms Prepare a handout with a crossword puzzle of some festivals and celebrations in VN and in Group work
6ms the world
5ms Divide the class into small groups of 3-4 Ss and ask them to do the crossword as quickly as Pair work
6ms possible.Which group finishes first and has all the correct answers will be the winner Whole class
10ms Handout:
2ms Across:1. The purpose of this VNese festival is to celebrate the largets full moon in the year
3.It is the day when Christians celebrate the birth of Christ Whole class
5.In this festival, men give their mothers, wives, girlfriends… flowers and gifts Individual work
7.It is the day in each year which is the same date as the one on which you were born Pair work
8.A public holiday in the US (on the fourth Thursday in November) and in Canada (on the
second Monday in October), orginally to give thanks to God for the havest and for health Whole class
Down: 2. This festival is the most important celebration of the year and marks the beginning Individual work
of the spring Pair work
4.It is a holiday celebrated on the night of October 31, usually by children dressing in
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costumes and going door to door collecting candies Whole class

6.It is a Sunday in March or April when Christmas remember the death of Christ and his Individual work
return to life Pair work
Introduce the topic of the lesson
Group work
12345678 Whole class
Whole class
Answers: 1.Mid-autumn 5.Women’s day

2.Tet 6. Easter
3.Christmas 7.birthday
4.Halloween 8.thanksgiving
B.Pre-reading:
Discussing Tet holiday:
Ask the whole class to look at the picture on page 90 and discuss the three questions in pairs
Call on some Ss to present their answers and elicit comments form other Ss, then give
feedback if necessary
Suggested answers:
1.It is spring and it should be Tet holiday because we can see the apricot blossom and a
Kumquat tree full of ripe fruits
2.The people in the picture may be a family.The grandmother is giving her niece and
newphew some lucky money.The girl, the boy and their parents may be wishing their
grandparents good health and happiness
3.In the picture we can also see a five – fruit tray on the ancestral alter and a dish of fruits, a
tray of candied fruits and a banh chung on the table
Pre-teaching vocabulary:
Note: teach the words which do not appear in task 1:
Lunar New Year
To fall between ….. and ……..
To spread
To be full of: having or containing a large number or amount of st
Candied fruit
Positive comment
C.While- reading:
Task 1:
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Have Ss guess the meaning of the words based on the contexts in the sentences
1. grand: impressive and large
2.banner: along piece of cloth with a message on it that it carried between two poles or
hung in a public place to show support for st
3. sugared apples: t¸o dÇm ®êng
4.agarian: connected with farming and the use of land for farming
5.pray: to speak to God, especially to give thanks or ask for help
6.excitement: the state of feeling excited
Task 2:
Have Ss read the statements and decide whether they are true or false
Call on some Ss to give their answers and ask them to explain their choices
1. F ( it falls between 19th January and 20th february)
2. F ( it’s just for agrarian people)
3. T
4. F (according to the passage, lucky money tends to be given to children)
5.T
6.T
Task 3:
Ask Ss to work individually to do the task, then discuss their answres with their peers
Call on some Ss to write their answes on the board and ask them to explain their choices
1. It sometimes between 19th January and 20th February
2.Tet’s preparations and celebrations used to be spread over months
3.They are decorated with coloured lights and red banners
4.They buy gifts, clean and decorate theirh ouses and cook traditional foods
5.It is made from sticky rice, grean beans, fatty pork
6. Mut is candied fruit
7.Visiting friends and other family members, exchanging wishes, going to the pogoda,
playing games…..
D.Post –reading:
Ask Ss to work in groups to tell each other abou thier last Teet holiday
Call on some Ss to report their ideas to the class, then elicit corrective feedback
E.Wrapping up:
For homework, ask Ss to learn by heart all of the new words and write a paragraph
about their last Tet holiday
Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to talk about the celebrations of Tet and other festivals’ activities
II. Materials:
Ss may not have enough vocabulary to talk about the topic, so the teacher should be ready toprovide help
IV. Procedure:

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Divide the class into small groups of 3-4 Ss, distribute the following handout for Ss to do in
their own groups:have Ss match the pictures on the left with the words on the right.Which
group finishes first and has all the correct answers will be the winner:
PICTURE FALSE
* Star *holly
Tree gift
*angel *star
Santa tree
*candy cane *angel
Stocking Santa
*geinger bread *candy
reindeer
Task 1: Pair work
Ask the whole class to read the dialogue silently and ask them what points are mentioned in
the dialogue
Have Ss practise the dialogue in pairs
Encourage Ss to remember the dialogue so that they can act it out more naturally, then call
on some pairs to act out the dialogue and give comments
Task 2: Pair work
Ask Ss to look at the three pictures on page 93 and work out the name of each holiday.Ss
may be asked to give the VNese equivalent to each holiday.
Check with the whole class and give out the correct answer:
Picture 1: Mid-Autumn festival
Picture 2: Thanksgiving
Picture 3: Valentine’s day
Have Ss match the holiday with its main purpose and activities
Call on some Ss to give the answers and ask other Ss to feedback
1.c - C 2.a - A 3.b - B
15ms D.Post –speaking:
Task 3:
Get Ss to work in pairs to ask and answer about the holidays in task 2, ask Ss to add any Whole class
information about the holiday they know to make the dialogue more interesting Pair work
Give Ss some background knowledge of the holidays or provide Ss with some vocabulary
items
Call on some pairs to act the conversation and other Ss to comment, correct some typical
errors in the end
For homework, ask Ss to do the following exercise:
Give the correct form of the words given in the parentheses:
The Easter bunny has its origin in pre-Christian fertility lore.The Hare and the
Rabbit were the most fertile animals (know) (1) and they served as symbols of the
new life during the Spring Season.The bunny as an Easter symbol seems to have (it)
(2) origins in Germany, where it was first mentioned in German writings in the
1500s.The (one) (3) edible Easter bunnies were (make) (4) in Germany during the
early 1800s and were made of pastry and sugar.The Easter bunny was introduced to
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(America) (5) folklore by the German settlers who arrived in the Pennsyvania
Dutch country during the 1700s.The (arrive) (6) of the “Oschter Haws” was
considered “ childhood’ s great pleasure next to a visit from Chirist- kindel on
Christmas Eve.The children believed that if they were good the “Oschter Haws”
would lay a nest of colored eggs.
Answers: 1.known 4.made 7.greatest
2.its 5.American
3.first 6.arrival

Lesson C: Listening
Ss may have difficulty doing the first task, so the teacher should be ready to give them some strategies
IV. Procedure:

7ms A.Warm up: Competition game- Guessing game Whole class
Divide the class into 2 groups A,B Group work
Tell the rule of the game: One member from each group will go and stand in front of the
class with their back facing the board.T will write a word phrase which was learnt from the
previous lesson on the board.Other Ss from each group have to explain the word without
mentioning it or translating it into VNese so that their reprentative can guess the word.The
student with the quickest and correct answer will get 1 point for their group.Ss take turn to
be the representative.After some turns, the group with more points will be the winner
Write the words on the board: Thanksgiving, Mid-Autumn festival, grand pray, agrarian,
lucky money
B.Pre-listening:
10ms 1.Guessing: Introduce the listening passage Whole class
Ask Ss to work in pairs to guess which of the activities on page 94 the Japanese often do on Pair work
their NewYear’s day
Call on some Ss to give their answers and write them on the board
2. Pre-teaching vocabulary:
Elicit some of the words taken from the listening passage:
shrine [∫rain]:a place where people come to worship because it is connected with
a holy person or event
longevity [lɔn'dʒeviti]: longlife
pine tree: c©y th«ng
constancy ['kɔnstənsi]: sù bÒn lßng
represent [,repri'zent] (v): tîng trng cho
C.While- listening:
Task 1:
10ms Have Ss read through the statemenrts and then listen and tick (v) the things they hear Individual work
Play the tape three times for Ss to do the task Pair work
Ask Ss to work in pairs to compare their answer Whole class
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They put on special clothes They drink (a lot of ) rice wine

Housewives prepare special foods They watch T.V
They go to a shrine They eat a special meal
Task 2:
8ms Have Ss listen to the tape again and answer the questions
Ask Ss to work in pairs to answer the questions Individual work
Call on some pairs of Ss to ask and answer Pair work
Give correct answer: Whole class
1.Because they wanted to get rid of the dirt of the old year and welcome the new year
2.From television or the radio
3.Kimonos or special dress
4.No. New Year mostly celebrated among family only
8ms Get Ss to work in pairs to compare the aspects of the Vnese new year with those of the Whole class
Japanese one Pair work
Elicit the transition signals/phrases to talk about the similarities and differences between two
things
Give Ss the following handout:
1.to show similarities: similarly whereas
likewise like
2.To show differences: a different view is nevertheless on the contrary unlike
conversary on the other hand however in contrast
alternative but yet differ from
Go round to offer help and collect Ss’ mistakes
Call on some pairs to present their answers
E.Wrapping up:
For homework,have Ss learn by heart all new words and give some information about
Santa Claus

Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to write a description of a popular celebration
IV. Procedure:

Divide the class into small groups of 3 - 4 Ss, then distribute the following handout for
Ss to do in their own groups.Ss have to fill each blank in the passage with one
suitable word from the box.Which group finishes first ansd has all the correct
answers will be the winner
followed marks holiday sing baked
cards turkey spirit peaceful presents
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lights merry family decorate
Christmas is an annual holiday that (1) …… the birth of Jesus of Nazareth.Christmas Day
falls on December 25. It’s preceded by Christmas Eve on December 24, and in some
countries it is (2) ….. by Boxing Day on December 26, when many people go shopping for
sales.It is a (3) …… when people get together with (4) …….. People give (5)….. to each
other or send (6) ……. wishing each other a (7) …… Christians. At Chirstmas trees and put
up (11) …… around the house. A common Christmas dinner is (12)…….. . There are also
lots of (13) ………goodies for the kids. People love Christmas because it is the time when
they can share (14) ………. moments with their family.
Answers: 1. marks 6. cards 11. lights
2. followed 7. merry 12. turkey
3. holiday 8. sing 13. baked
13ms 4. family 9. spirit 14. peaceful Whole class
5. presents 10. decorate Pair work
B.Preparing Ss to write:
Have Ss raed the passage in the Warm up and discuss the main points included in the passage
in pairs
Ask Ss to give the answer
Give suggested answer:The discription includes 6 main points:
+ Name of the festival
+ Purpose of the festival
+ Time of the festival
+ Main ideas of the festival /What people do in the festival
+ Food eaten
+ People’s feeling about the festival (like/dislike/reason)
15ms Have Ss work individually to write an outline for their description
Go round and provide help when necessary Individual work
C.Writing:
8ms Get Ss to describe the festival they have chosen in 15ms
Go round to observe and offer help with vocab or structures Pair work
D.Feedbak on Ss’ writing: Whole class
Ask Ss to exchange their writing with another student for peer correction
Go round and collect mistakes and errors
2ms Choose one or two description(s) and read it/them to the class Whole class
Elicit corrective feedback form the class and give final comments afterwards
E.Wrapping up:
For homework, have Ss do writing task in the notebook
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distinguish sounds /fl/, /fr/ and /θr/
use one(s),someone,none…. appropriately
use vocab about holidays and celelbrations appropriately
II. Materials:
- Textbook,handouts
Ss may find it difficult to pronounce the three clusters, so the teacher should prepare a lot of practice
IV. Procedure:

Model the clusters /fl/, /fr/ and /θr/, explain how to produce them Pair work
Play the tape twice, have Ss listen and repeat after
Ask Ss to read the words out
Ask Ss to work in pairs and take turn to read aloud the dialogue
Call on some pairs to read out
B.Grammar:
6ms a.Presentation: Whole class
Write some sentences on the board and ask Ss to comment on the use of one(s), someone, Pair work
anyone and everyone:
I don’t like the red shirt, I prefer the blue one
There’s someone waiting for the director in the office
10ms b.Practice:Exercise 1: Individual work
Ask Ss to do exercise 1 individually and then compare their answers with another student Pair work
Call on some Ss to read out their answers Whole class
1.anyone 4.someone 7.no one
2.someone 5.no one
3.anyone 6.everyone
Exercise 2:
5ms Have Ss do exercise 2 in pairs Pair work
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Call on some Ss to go to the board to write their answers Whole class

Ask others to feedback and give correct answers:
1. Of the three bags, I like the blue one
2.Mai is making a fruit cake.Huong is making one,too
3.I like reading books, especially the ones about…….…
4.I don’t have a computer, and my father doesn’t ………… one
5.They let me choose a pencil, nad I took the red one
6.There are …….. in VN, but perhaps the most meaningful one is Tet holiday
7.We told ……… and sad ones about our lives
C. Production: Role play
10ms Ask Ss to work in pairs and give each student a role card, get Ss act the conversation, using Pair work
as many one(s), someone,everyone…. as possible Whole class
Card A:You are a student and living in a rented flat near the University.Last night you came
home from the library and found out that your flat had been broken out.All of the money you
put under your cushion was stolen.You kept the flat in that situation and took a picture of it
this morning.Now you are at the police station to report the thief.You show the police officer
the picture.Answer any questions from him
Card B: You are a police officer.Student A comes to the police station to report a thief.Ask
him/her questions to find out more information that helps you find out the thief.
Go around to observe Ss work and provide help when necessary
Call on some pairs to act the conversation and elicit feedback from other Ss
Give final comments and corrective feedback
E.Wrapping up:
2ms Have Ss do exercises in the workbook for homework Whole class
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Review lesson
Period one: Reading
I.Objectives: Helping Ss review reading skills by doing the passage comprehension on some topics such as: population,
friendhsip, competitions, celebrations, etc
Ss may not have enough vocabulary to understand the topic, so the teacher should be ready to help them
IV. Procedure:

43ms A.Presentation: Whole class
Give the following handout to Ss: Individual work
Fill in each numered blank with one suitable word or phrase: Pair work
When we were working on the tenth (1) of the building, suddenly we heard a terrible fire
alarm.We (2) rushed out of the room and scrambled to the lifts, (3) were stuck.So we ran
down-stairs in horror.It (4) me approximately 30-40 minutes to get out of the building that
day and came out on the street.When I turned (5) and looked, the building was burning and
thin back smoke was (6) .I was shocked and relieved that I made it out (7). I phoned my wife
at once.She was 5 months pregnant at the time, and my first son was about to celebrate his 2 nd
birthday.By the time I got through her, almost two hours had gone(8).The building was
completely down.I recalled her answering the phone saying “hello….” I said “ I am alive, I
am OK”, then we both broke down in tears. It took me quite a long time to (9) from the
panic.Now almost two years afterwards, I still have every momnet, every image frozen in my
mind.I’ll never forget the (10) of those innocent people that day.
1. A.ground B.floor C.step D.stairs
2.A.immediately B.slowly C.sneakily D.carefully
3.A.which B.that C.whose D.whom
4.A.lost B.got C.took D.attained
5.A.on B.off C.round D.down
6.A.raising B.rising C.lifting D.turning
7.A.life B.live C.living D.alive
8.A.off B.on C.ahead D.by
9.A.feel health B.survive C.make sure D.recover
10.A.die B.death C.dead D.dying
Have Ss work individually and then exchange the answers with their partners
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Call on some Ss to give correct answers

1.B 3.A 5.C 7.D 9.D
2.A 4.C 6.B 8.D 10.B
Take the following handout to Ss:
Read the passage carefully and choose the correct answer:
We are already at 6.3 billion in population and that may have something to do with our
inability to eradicate hunger and poverty in the world.The world’s population continues to
expand every year, even as the political leaders give a lot of other reasons.The more
populous the world is, the more problems we have to suffer.In other words, need more
money to pay for the fixes.All of the social problems of the world would be much easier to
solve with a declining population and better to accomplish this through enlightened policies
than through plagues and wars.Although with progress in science and technology, food
resources are increased, the world’s population expands to overwhelm the increased
productivity.We need healthy ecosystems, but in our pursuit of progress, we have destroyed
good parts of our rural landscapes and wildlife.Our whole experience shows that we can run
out of our resources in the future.We, the human beings of the modern world, have always
been able to invent ourselves out of problems.We tend to see only the good side of science
nad technology.We are enjoying our comfortable material life without any attention to the
natural resources.We really do not care much about the environment
1. Population growth …………
A.has nothing to do with poverty B.is not related to hunger
C.has a relationship with starve and poverty D.can be eradicated soon
2. Which sentence is not true?
A.Political leaders are not concerned about population growth
B.Political leaders are not interested in population growth
C.Overpopulation causes a lot of problems
D.Overpopulation causes no problems
3. If we can decline the world’s population…………..
A.we will have to suffer poverty B.we can solve a lot of social problems
C.we’ll have to encounter hunger D.we will declare wars
4.According to the writer, …………
A.thanks to progress of science and technology, we can supply enough food for everybody
all over the owrld
B.the progress of science and technology causes no harm to our environment
C.resources will be used up in some day
D.human beings can never run out of resources
5.We ………..
A.are very interested in our environmnet
B.do not appreciate our material life
C.can solve the problems of overpopulation and environment soon
D.tend to see the good side of science and technology
Present some new words: populous
plague
overwhelm
1.C 2.D 3.B 4.C 5.D
Give the following handout to Ss:
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Fill in each numered blank with one suitable word or phrase:

The FIFA Women’s World Cup is the (1) important international competition in women’s
football. It is (2) by the women’s national football teams of the member states of the
federation Internationale de Football Association (FIFA), the sport’s largest global governing
(3). Contested (4) four years, the first Women’s World Cup tournament, (5) the women’s
World Championship, was held in 1991, sixty one years after the men’s first FIFA World Cup
tournament in 1930. The current format has sixteen teams (6) every four years for the
winner’s trophy. Of the first four tournaments held, the United Satets has own the
championship (7), Norway once and Germany most recently in the 2003 edition.
Since its frist (8), the Women’s World Cup has continued to grow (9) popularity.FIFA
estimates that there are currently forty million girls and women playing football around the
world, and the number of women will equal to the number of men by 2010.Planning for the
2007 Women’s World Cup in China reflects the (10).
1. A.more B.most C.mostly D.almost
2.A.confirmed B.contested C.governed D.establsihed
3.A.heard B.forehead C.hand D.body
4.A.every B.even C.event D.none
5.A.name B.naming C.named D.namely
6.A.struggle B.scramble C.compete D.hosted
7.A.twice B.two C.pair D.couple
8.A.show B.stage C.round D.tournament
9.A.for B.in C.with D.from
10.A.grow B.growth C.grew D.grown
1.B 3.D 5.C 7.A 9.B
2.B 4.A 6.C 8.D 10.B
B.Wrapping up:
2ms Whole class
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Review lesson
Period two: Writing
I.Objectives: Helping Ss review types of writing letters and description

II. Materials:Textbook, handouts
Ss may not have sufficient vocabulary to write about he topic, so the teacher should be ready to help them
IV. Procedure:

Give the following handouts to Ss and have them give main points of writing about a party:
Last Saturday was my 17th birthday.My parents helped me to hold a birthday party at home.I
invited a lot of friends and we had a great time.
The party began at 7 a.m.We had pizzas and some special dishes that my mom cooked.Then
mom brought out a beautiful cake, decorated with fruit, and 17 colorful candles in the
middle.As I blew out the candles, my friends and my family sang the “happy birthday”
song.They clapped their hands happily as I could blow out all the candles.Then mom cut the
cake and we had it, together with cheese cake, fruit juice, and fruit salad.Dad played guitar
and sang me a beautiful song.My friends also sang along and danced.
The party ended at 8:30 because some of my friends live in the suburb and they need to catch
the 8:45 bus.Some otehrs who live nearby stayed to help me clean up the room.I felt very
happy because the party went well and we had a wonderful time together.
Give the suggested answer: Whose birthday party was it? / name
Where and when was it held? / time and place
What did you do there? / main activities
How did you enjoy it? /your feeling
19ms B.Presentation: Whole class
Have Ss do the following writing tasks: Individual work
I. Your class has conducted research on the drop-out rates among children aged between 10- Pair work
15 in some mountainous areas of VN in the last few years.Write a report to your teacher
describing the table below.You should:
1.Analyze the table –decide what it shows, the general trend, and the differences in detail
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2.Write your report.Remember to organize your information in a logical way.Make sure your
report has a clear structure: a topic sentence, supporting sentences and a concluding sentence
3.Check what you have written.Make sure the report used a variety of vocab and structures
Drop-out rates among children aged between 10-15 in 2000-2006
2000 2003 2006
Province A 50 40 30
Province B 80 60 40
Province C 75 74 76
Province D 53 67 87
Ask Ss to write a description, then exchange their writings and correct each other
Go round to offer help
19ms II.Write a description of teacher’s day(at least 120-150 words).Your description shoold
include the following main points:
Name of the celebration
Time of the celebration
Purpose of the celebration
Main activites of the celebration
Your feeling about the celebration
Get Ss to exchange their writings and correct each other
Go round to offer help
Elicit feedback form the class and give final comments after two essays.T should draw Ss’
attention to the format of the description, the organization of ideas and language use Whole class
2ms C.Wrapping up:
For homework, ask Ss to write about World population( about 150-200 words)
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Review lesson
Period three: Language focus
I.Objectives: Helping Ss review tenses, infinitive and gerund, passive infinitive and gerund, gerund and present
participle, perfect gerund and pferfect participle
IV. Procedure:

7ms A.Presentation: I.Tenses: Whole class
Have Ss review the forms,meanings and uses of the present simple, present perfect, and Individual work
present continuous, past simple, past continuous and past perfect by doing the following Pair work
exercises:
Complete the sentences by putting the verbs in bracket:
dinner.
2.Since I began acting, I (perform) in two plays, a television commercial and a T.V
drama.However I (speak/never /even) public before I came to Hollywood in 1985
3.Everyone read ) quietly when suddenly the door (burst) open and a complete stranger
(rush) in
4.How much she(owe) you now?
I (not/ know).I (not /keep) an account.Anyway she (leave) next week, she(get) married.I (try)
(think) of a suitable wedding present
5. Peter (be) a junior clerk for 3 years.Lately, he (look) for a better post but so far he
(not/find) anything
6.I (visit) so many beautiful places since I (come) to Utah before moving here, I (hear/never)
of Bryce, Canyon, Zion,Arches or Canyonlands.
Answers: 1.arived/had prepare
2.have performed/had never ever spoken
3.was reading /burst/rushed
4.does…owe/don’t; know/don’t keep/is leaving/is getting/am trying/to think
5.has been/has been looking/hasn’t found
6.have visited/came/had never heard
17ms II.Infinitive and gerund, passive infinitive and gerund:
Have Ss review verbs go with infinitive and gerund, the forms of passive infinitive and
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gerund
Have Ss supply the verbs with the corerct form:
1.Your front door needs (clean) , you had better have it (do) this week.
2.My mother doesn’t allow (enter) the garden to prevent the fruits from (steal)
3.Martin denied (see) the accused man on the day of the crime.
4.Mary said “ I regret (not/meet) him earlier in my life”.
5.The man (walk) along the corridor is our boss.
6.Everyone likes (congratulate) when they have got some success.
7.But after (think) it over, I decided to laugh at myself and just join anyway.
8.After (fall) from the horse back, he was taken to hospital and had an operation.
Answers: 1.to be cleaned/done 4.having met 7.having thought
2.entering /being stolen 5.walking 8.having fallen
3.having seen 6.being congratulated
18ms III. Gerund and present participle, perfect gerund and perfect participle:
Have Ss review the form and uses of gerund, present participle, perfect gerund and perfect
participle by doing the following exercises:
1.Complete the sentences with the gerund form of the verbs in parentheses:
a. I can’t help (feel) worried about the situation in the middle East.
b. I think most people prefer (ride) in comfortable cars to (walk)
c.She (love) (swim) in the lake.
d.Don’t keep on (shout) like that, you will wake up your mother.
e.I enjoy (rest) in the afternoon after (try) (finish) (do) my English homework.
Answers: a. feeling d.shouting
b.riding/walking e.resting/trying/to finishdoing
c.loves/swimming
2.Rewrite the sentences replacing the italic part with a present participle or a perfect
participle:
a.She was talking to her friend and forgot everything around her.
b.Since we watch the news everyday we know what’s going on in the world
c.They are vegetarians and don’t eat meat
d.The boy asked his mother’s permission and then went out to play
e.As he had drunk too much, he didn’t drive home himself.
Answers: a.Talking to her friend, she…………..
b.Watching the news everyday, we know…………….
c.Being vegetarians, the don’t eat meat.
d.Having asked his mother’s permission, the boy ……………
e.Having drunk too much, he didn’t ……………..
3ms B.Wrapping up: Whole class

Review lesson
Period four: Language focus
I.Objectives: Helping Ss review reported speech with infinitive and gerund

IV. Procedure:
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A.Presentation: Whole class
20ms I.. Reported speech with infinitive: Individual work
Call on some Ss to tell the meanings and uses of repoerted speech with infinitive Pair work
Have Ss choose the best answer to each question by circling A,B,C, or D:
1. “ Please, please, turn down the radio! ”Mark’s sister ………… him to turn down.
A.reminded B.ordered C.asked D.begged
2.“ Don’t play with matches.They are very dangerous.”The teacher …………..the children
not to play with the match.
A.ordered B.asked C.warned D.begged
3.“ I’ll give you a lift to the airport”, Michelle ………… to give her husband a lift to the
airport.
A.refused B.offered C.asked D.begged
4.“ I won’t lend you any more money”, Matthew …… to lend me any more money.
A.offered B.asked C.refused D.invited
5.The teacher said to her student: “ You need to study harder”, she ……… him to study
harder.
A.asked B.advised C.ordered D.begged
Answers: 1.D 2.C 3.B 4.C 5.B
22ms II. Reported speech with gerund: Whole class
Have Ss review the meanings and uses of reported speech with gerund Individual work
Get Ss to change the following sentences into indirect sentence/reported speech: Pair work
1.Jane said “Let’s go to the cinema, shall we?”
2.“Please give me some money, Mum ”, Daisy said
3.“Grreat! You are well-dressed today, Mary ”, Tommy complimented
4.“You have just got a promotion, haven’t you?Congratulations!”, Peter said to his friend
5.“No, I won’t let you go out”, my mum said
6.Mary said “It is you that stole my money”
7.“Thank you very much for your help, John”, said Daisy
8.“Don’t come near the barrier” the police said
Answers:1. Jane suggected going to the cinema
2.Daisy insisted her mother on giving her some money
3.Tommy complimented Mary on being well-dressed
4.Peter congratulated his friend on getting a promotion
5.My mum prevented me from going out
6.Mary accused Peter of stealing her money
7. Daisy thanked John for helping her
8.The police warned me against coming near the barrier
Have Ss rewrite the sentences using the words given in the parentheses:
1. “Do go to a dentist, Tom, before your toothache gets any worse”, I said (URGED)
2.“Could I have some more pudding, please?”, said the boy. (ASKED)
3.“Would you please fill in this form and then join the queue by the door”, said the clerk.
(ASKED)
4.“Please,please don’t tell my mother”,said the boy.(BEGGED)
5.“Keep an eye on your luggage”, he said “This place is full of thieves” (WARNED)
6.“Why not light a fire on the bank and cook the fish at once?” said the fisherman.
(SUGGESTED)
7.“Let show that we are united”, urged the shop steward, “ by voting unanimously to
continue the strike” (URGED)
Answers:1. I urged Tom to go to a dentist before his toothache got anyworse
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2.He asked for some more pudding

3.The clerk asked me to fill in this form and then join the queue by the door
4.The boy begged me not to tell his mother
5.He warned me to keep an eye on my luggage as the place was full of thieves
6.The fisherman suggested lighting a fire on the bank and cooking the fish at once
7.The shop steward urged the strikers to show that they were united by voting unanimously to
continue the strike
B.Wrapping up:
For homework, ask Ss to write a paragraph using reported speech with infinitive and
gerund

Review lesson
Period five: Language focus
I.Objectives: Helping Ss review conditional sentences, conditional in reported speech, indefinite pronouns
IV. Procedure:
A.Presentation:
15ms I.Conditional sentences: Whole class
Have Ss review the forms and usage of conditional type 1,2,3 Individual work
Get Ss to rewrite the following sentences: Pair work
1. We couldn’t have managed without my father’s money
 If it
2.He din’t take more photographs because he didn’t have more films
 If
3.Unless you learn hard, you’ll fail your exam.
 If
4.He didn’t take my advice, so he lost his way
 If
5.He had spent his money carelessly and bacame broke
 If
6.Women can delay having children due to effective birth control methods
 If
7.He can’t find a good job because he doesn’t know how to use a computer
 If
Answers:1.If it hadn’t been for my father’s money, we couldn’t …..
2.If he had had more films, he’d have taken more photographs
3.If you don’t learn hard, you’ll fail your exam
4.If he had taken my advice, he’d not have lost his way
5. If he had not spent his money carelessly, he’d not have become broke
6.If there were not effective birth control methods, women could not delay having children
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7.If he knew how to use a computer, he could find a good job

II. Conditional in reported speech:
Have Ss review how to change conditional into reported speech
15ms Get Ss to change the following sentences into reported speech: Whole class
1. “If I were you I would not buy that house”, he said to Mary Individual work
2.“If I had known the address, I would have gone there”, my friend said to me Pair work
3.“The world population will increase if we don’t try to reudce it”, they said
4.“You would be seriously ill if you didn’t stop smoking and drinking”, the docotr said to his
patient
5.“If I have much money, I’ll travel around the world”, John said
6.“If you had tried harder, you would not have been sacked”, the boss said to her
Answers:1. He said to Mary if he were her, he would not buy that house
= He advised Mary not to buy that house
2.My friend said to me that if he had known the address, he would have gone there
3.They said the world population would increase if we didn’t try to reudce it
4.The doctor said to his patient that he’d be seriously ill if he didn’t stop smoking and
drinking
5.John said if he had much money, I’d travel around the world
6. The boss said to her that if she had tried harder, she would not have been sacked
Divide the class into two groups and have the group A make sentences with “if” and the
group B complete the sentences.
III. Indefinite pronouns:
Have Ss review the use of indefinite pronouns
12ms Get Ss to complete the following sentences using one(s), somebody, everyone, anyone or no Whole class
one: Individual work
1.He left the room quietly without saying goodbye to ………… Pair work
2.Is ………. ready to go?
3.If I were you , I’d throw away that old table and buy a new ……………
4.There is ………….. in the house, it’s empty
5………… has taken my umbrella
6.My children aren’t singers wearing the red shirts.They are the ………….. wearing the blue
………
7………….. can play tennis better than An. He’s the best player in the club.
Answers: 1.anyone 2.everyone 7.noone
3.one 4.noone
5.someone 6.ones/ones
B.Wrapping up:
3ms For homework, ask Ss to make 5 sentences using conditional sentences, then Whole class
change them into reported speech

Unit nine:THE POST OFFICE
Period one: Reading

develop such reading –micro skills as scanning for specific ideas, skimming for general
information and supporting the statements.
II. Materials: Textbook, pictures, handouts
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Ss may ned help with the discussion task, so the teacher should be ready to help them
IV. Procedure:

Take out some pictures/photos of a post office and ask Ss: Pair work
1. What do you see in the pictures/photos?
2.How far is it from your home to the nearest post office?
3.Have you ever been there?
4.How often do you go to the post office?
5.What services do you think the post office offer?
Introduce new lesosn: THE POST OFFICE
Take out some pictures and have Ss look at them and list post office services Individual work
Have Ss list some more services Pair work
Give Ss some services such as: Mail and Parcel Service, Express Mail service, Money
transfer, phone calls and faxes, flower telegram service, press dsitribution,, phone cards and
internet cards, Postal savings……….
Have Ss work in pairs to write P (postal services) or T (telecommunication services) next to
each service below
1.Mail and parcel service 6.Messenger Call service
2.Express Mail service 7.Facsimile service
3.Phone calls and faxes 8.Flower telegram service
4.Express money transfer 9.Banking service
5.Phone calls and faxes 10.Information telecommunication service
Give correct answers: 1.P 3.T 5.P 7.T 9.P
2.P 4.P 6.T 8.P 10.T
Get Ss to work in pairs:You are in the post office.Which service will you choose if you want
to ………….?
1.send a parcel 2.send your relatives some money
3.make a phone call 5.subscribe to a newspapaer
4.send a document
Answers: 1.Mail and parcel service 4.Facsimile service
2.Express money transfer 5.Press dsitribution service
3.Phone calls and faxes
15ms C.While- reading: Whole class
Have Ss read the passage silently and do task 1 Individual work
Ask Ss to exchange their answers with their partner Pair work
Ask Ss for their answers and tell them to explain their choices
1.c 2.b 3.d 4.c
Give the handouts to Ss:
Read the text in silence and pick out:
1.three things people send:…………….……………
…………….……………
…………….……………
2. three things the post office offers: …………….……………
…………….……………
…………….……………
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Have Ss work individually and then exchange the answers to their partners
Go round to offer help and have Ss answer
Give the correct answers:1.send letters
send money
send a document
2.offer the best services
offer a very competitive rate
offer a speedy and secure service
Ask Ss to work in pairs to do task 2
Get some pairs to ask and answer
1.Thanh Ba post office is equipped with advanced technology and a spacious pretty place
for transaction
2.Mail and Parcel services, Express money transfer service,Phone calls and faxes, Press
distribution service
3.They are air mail , surface mail and the Express Mail service(EMS)
4.It is used for notifying the recipient of the time and the place to receive the call
5.You will have subscribe to your favourite newspapers and magazines
Get Ss to work in pairs to do task 3
Ask them to give their answers
1.The post office opens daily from 7a.m to 9p.m
2.We offer a very competitive rate for parcels of under 15 kg
3.We also have the Express Mail Service and your EMS mail will be delivered in the shortest
possible time
4.We offer a speedy and secure service of transfering money in less htan 24 hours
12ms D.Post –reading: Group work
Have Ss work in groups to answer the two questions in the textbook Whole class
Call on some representatives of their groups to report their ideas
Elicit corrective feedback
For homework, ask Ss to write a paragraph about a post office service you like most
Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to use appropriate language to talk about post office services
basing on given situations
II. Materials: Textbook, picture
IV. Procedure:

Take out a picture and get Ss to guess how the girl and man greet each other Pair work
Give correct answer and introduce new lesson:
The man: Excuse me!
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The girl: Yes.What can I do for you, Sir?

Get Ss to act out the dialogue and tell the service the customer is taking in the dialogue Pair work
Have Ss exchange their ideas with their partners
Give correct answer: facsimile service
C.While- speaking:
Get Ss to work in pairs to make a conversation from the suggestion Pair work
Call on some pairs to make conversations
Give corretc feedback if necessary
Clerk: Good morning.Can I help you?
Customer:Yes, I’s like to have a telephone line installed at home.
Clerk:OK.Where do you live?
Customer:I live in Ngoc Ha street.When can you install it?/When will the installation take
place?
Clerk: We can install it one week after your registation/ The installation will take place one
week after you register
Customer:Can you come on Friday?
Clerk:Yes, that’s fine.Have you got a telephone yet?
Customer:Yeah.I have a telephone already.How much is the installation fee and monthly fee?
Clerk:The installation fee is 600 thousand Dong anf the monthly fee is 30 thousand Dong
including VAT.Could you please fill in this form?
D.Post –speaking:
Have Ss work in pairs to make a dialogue for each of the situations given in the textbook
15ms Go round and offer help Whole class
Call on some pairs to present, then elicit feedback from the class Pair work
Give sample to Ss:
Situation1: A: Good morning.Can I help you?
B:Yes, I’d like to subscribe to Lao Dong daily newspaper
A:Yes.How long would you like to get the newspaper?
B:For a year please
A:Where would you like to get the newspaper?
B:At home.I live at 67 Ngoc Ha street.
A:OK. 67 Ngoc Ha street
B: Oh, can I get the newspaper every morning before 6.30?
A:Before 6.30? Well, it might be a little bit too early.How about before 7.30?
B:OK.That’s fine.Thank you!
A:All right.Could you fill in this form please?
Situation2: A: Goodmorning.What can I do for you?
B:Yes.I’d like to send a greetings card and some flowers to my friend on her birthday
A:All right.When is your friend’s birthday?
B:It’s on May 16th
A: What kind of flowers would you like to send?
B:Roses.A bunch of red roses,please
A:Would you like to have the card and the flowers delivered on May 16 th or a day before?
B:On May 16th . It’s best to deliver in the early morning.
A:OK.I’ll make a note for that.Could you fill in this form?And don’t forget to write the
recipient’s address clearly
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E.Wrapping up:
For homework, ask Ss to make a dialogue for the following situation:“You want to
use Express Mail service to send some documents (as quickly as possible) to
3ms your office in HaNoi” Whole class
Period 55 January 3rd 2013

Lesson C: Listening

Develop such listening – micro skills as intensive listening for specific information about the development of VN’s
telephone system over the past few years, and general information to summarize the listening passage
II. Materials: Textbook, cassette tapes, pictures
Ss may not also be familiar with the topic of the listening passage, so the teacher should be ready to assist them.
IV. Procedure:

Get Ss to answer the question:Which is the quickest, a phone call , a fax , an email or a Pair work
letter?
Give suggested answer: a phone call
Take out soem pictures and have Ss match the names of the objects in the picture with the
things(in the picture)
Give correct answers: 1.pay phone 3.phone box 5.telephone
2.mobile phone 4.fax
1. Discussing the questions: Pair work
Ask Ss to work in pairs to ask and answer the questions in the textbook
Call on some pairs to present
Elicit corrective feedback, then give suggested answer:
1. Yes, we have a phone at home.Our phone number is ………….
No, we don’t use phone
2.Yes, we have a SAMSUNG/NOKIA cell phone
No, we don’t have a cell phone
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3.With a mobile phone, you can contact other people easily.You always feel close to your
family even when you are away from home.However you don’t have much
privacy.Sometimes it’s irritating to get a call when you are sleeping or in a meeting.
2. Vocabulary preteaching:
Teach some of these words and have Ss read out:
commune ['kɔmju:n] digit subscriber ['didʒit səb'skraibə]
rural network [ ['ruərəl 'netwə:k] capacity [kə'pæsiti]
communal growth ['kɔmjunl grouθ]
15ms C.While- listening: Whole class
Get Ss to read the statements carefully and guess the answers Pair work
Have Ss listen to the passage and check the answers
Have Ss exchange their ideas/answers with their partners
Call on some Ss to give the answers
Give correct answers:1.B 2.D 3.C 4.D 5.C
Task 2:
Have Ss read the questions and try to answer them
Get Ss to listen again and answer the questions
Get Ss to exchange their answer with their partners
Call on some Ss to answer the questions, then give correct answers:
1.China has the best growth in telephone numbers
2.there were only 140.000 telephones
3.The fixed telephone numbers were changed from six to seven digits in HaNoi and HCM as
well as five to six digits in other provinces.
4.In 2001
5.There are 6014 communal post offices in VN
12ms D.Post –listening: Whole class
Ask Ss to work in groups to summarize the main ideas of the listening passage using the Group work
suggestions in the textbook
Get some representatives of groups to report
Elicit corrective feedback from the class, then give some comments
For homework,have Ss write a paragraph about the development of VN’s telephone
system over the past few years
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Period 56 January 12th 2013

Lesson D: Writing

understand content and structure of a letter expressing your satisfaction or dissatisfaction with the
services in Thanh Ba post office
write a letter describing the quality of the services
IV. Procedure:

Give the following handout to Ss: Pair work
Read the following adjectives and underline those can make poeple /things satisfied:
polite rude cold helpful spacious
cramped large small good bad reasonable
expensive cheap arrogant punctual reliable
Get Ss work in pairs then call on some to give the answers
polite, helpful ,spacious, large, good, reasonable, cheap, punctual, reliable
B.Pre-writing:
12ms Get Ss to read the reading passage about Thanh Ba post office again and answer the Whole class
following questions: Pair work
1.What time does Thanh Ba post office open and close?
2.What is Thanh Ba post office equipped with?
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3.What services are offered at Thanh Ba post office?

4.What are the attitudes of the staff?
1.Thanh Ba post office opens daily at 7a.m and closes at 9p.m
2.It is equipped with advanced technology and a spacious pretty for transaction
3.They are Mail and parcel Services, EMS, express money trasfer, phone calls, faxes,
messenger call services, press distribution
4.The staff are always thoughtful and courteous to the customers
Get Ss to discuss the things that may make the customers satisfied or dissatisfied with the
services in Thanh Ba post office (work in pairs)
Go round to offer any help
Call on some Ss to present their ideas
1. The opening hours of the post office :It is too early when closing at 9p.m.It’d be much
better if the post office opened until 11p.m so that customers can have more access to the
services
2.The quality of the equipment:Thanh Ba Post office is a well-equipped and reliable address
for the postal and telecommunication needs
3.The secure conditions of the post office:The parking area of Thanh Ba post office is not a
good and secure place/Although the parking area is large, it has no security guards
4.The attitudes of the staff: The staff are always helpful and polite to the customers/The
attitude of the staff sometimes seems a bit cold and not very helpful
C.While- writing:
Get Ss to write a letter to the director of Thanh Ba post office describing the quality of the
15ms services they have received Whole class
Have Ss exchange their writing/letter with their partner and correct each other Individual work
Go round to offer any help Pair work
D.Post –writing:
Choose one or two letter(s) and read to the class
10ms Elicit corrective feedback from the class and give final comments afterwards Whole class
E.Wrapping up:
3ms For homework, have Ss write a letter to the director about the things you don’t satisfy/ Whole class
like in the post office near your house


distinguish sounds /sp/,/st/,sk/
use the relative clauses appropriately
II. Materials: Textbook,pictures
Ss may find it difficult to pronounce the three clusters and distinguish the differences between definite and indefinite
relative clauses,so the teacher should be ready to help them
IV. Procedure:
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Take out pictures and have Ss give the names of things in the picture Pair work
Call on some Ss to give the answer
Give correct answers: 1.statue 3.spoon
2.stamp 4.disk
Have Ss read these words out
Introduce new lesson
Get Ss to read the clusters /sp/,/st/,sk/ and the words in the textbook
Have Ss listen to the dialogue and repeat
Have Ss work in pairs to read out the dialogue and list the words pronounced /sp/,/st/,sk/
B.Grammar:
30ms Get Ss to arrange the following words into a meaningful sentence: Whole class
Post office/which/is/Thanh Ba/with/equipped/ advanced/technology/ is/address/for/ reliable/ Individual work
customers/a. Pair work
Thanh Ba post office, which is equipped with advanced technology, is a reliable address for
customers
Ask Ss: How many clauses are there in the sentence?
Introduce new lesson:Relative clauses
Help Ss review the use of relative clauses and distinguish the differences between definite
relative clauses and indefinite ones
Call on Ss to answer
1.A burgalar is someone who breaks into the house to steal things
2.A customer is someone who buys st from the shop
3.A shoplifter is somenone who steals from a shop
4.A coward is someone who is not brave
5.A tenant is someone who pays rent to live in a house or a flat
Exercise 2:
Get Ss to work individually to do exercise 2
Have Ss exchange their answers with their partners
Call on some Ss to present
1.who 2.whose 5.whom
3.whose 4.whose
Exercise 3:
1.The man hwo answered the phone told me you were away
2.The waitress who served us was very ……….
3.The building which was destroyed in the fire has ………..
4.The people who were arrested have now been …………..
5.The bus which goes to the airport runs …………..
Exercise 4:
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1.Peter, who has never …………….., is studying …………..
2.You’ve all met Michael Wood, who is visiting …………
3.We are moving to Manchester, which is ……………
4.I’ll be staying with Andrian, whose ……………
5.John Bridge, who has just ……….., is one …………..
E.Wrapping up:
For homework, have Ss complete the senteces:
1. My friend knows a man who………….
2.I have a friend whose …………….
3.I returned the book that …………..
4.The people whose ………………….
5.Do you know Mr Hung, who …………….?

Test yourself C
I.Objectives:
By the end of the lesson, Ss will be able to develop reading, listening and writing skills, use indefinite and definite relative
clauses correctly and conditional sentences appropriately
The lesson is too long, so the teacher has to distribute the time properly to help Ss understand the lesson
IV. Procedure:
Get Ss to read the expressions in the textbook carefully Individual work
Have Ss listen to the tape and put the telephone expressions in the order Pair work
Have Ss exchange their ideas with their partners
g-b-e-f-d-j-h-k-c-a-i
Ask Ss to read the passage and answer the questions Individual work
Get Ss to exchange the answers with their partners
1. They gather before midnight and select twelve grapes from a large bunch
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2.Because the twelve grapes are symbols of the twelve months of the year
3.In Iran
4. It lasts for thirteen days
5.They read from the Koran, then all embrace each other and say,“May you live 100 years”
C.Pronunciation and grammar:
10ms 1.Pronunciation: Whole class
Get Ss to listen and put a tick (v) in the right box Individual work
Have Ss exchange their answers with their partners Pair work
Give correct feedback from the class and correct answers
2.Grammar:
Ask Ss to join the sentences using who or which
1. Earth is a planet which can suppport life
2.The book is about a girl who runs away from home
3.A dictionary is abook which gives you the meaning of words
Get Ss to match the clause in column A with the one in column B to make a complete
conditional sentence
Give correct answers: 1.b 2.c 3.a
D.Writing:
15ms Have Ss write a paragraph on what they like and don’t like about Tet holidays basing on Whole class
given suggestions Individual work
Gte Ss to exchange their writing with other partners Pair work
Go round to offer any help and give corrective feedback
E.Wrapping up:
For homework have Ss make 6 sentences using relative clauses and conditional
sentences
Period 59 January 22nd 2013

Unit ten: NATURE IN DANGER
Lesson A: Reading

Know serious consequence caused by people to the environment
Use the information they have read to discuss things should be done to protect the environment and endagered animals
II. Materials: Textbook,handouts,pictures
IV. Procedure:

10ms Take out some pictures and ask Ss: Pair work
14ms 1.What animals can you see in the pictures?
12ms 2.Where do these animals often live? Whole class
2ms 3.What would happen if their habitats were destroyed? Pair work
1. It’s a tiger/an elephant/a bear/a lion Whole class
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2.They often live in the forests, zoos,or national parks Individual work
3.If their habitats were destroyed,animals would die/the environment would be Pair work
polluted/nature would be in danger.
Introduce new lesson: NATURE IN DANGER Whole class
B.Pre-reading: Group work
Get Ss to work in pairs to answer the two questions in the textbook
Gice suggested answers: Whole class
1.The fact above shows that the numbers of some wild or rare animals such as cheetahs,
pandas and Siberian tigers become small or extinct
2.The numbers of these animals become small because they are killed for food, medicines ,
fur or skin
Take out the following handout to Ss:
Put the verbs given into the right column:
Establish-kill-destroy-save-protect-prohibit-set up-cut down-plant-ban-burn-hunt
Verbs of positive impacts Verbs of negative impacts

e.g: protect destroy
……………….. ……………..
Give suggest answers:
Verbs of positive impacts Verbs of negative impacts
establish=set up detroy
save kill
protect cut down
prohibit=ban burn
plant hunt
Ask Ss to find out causes danger to environment (work in pairs)
Give correst answers:
1. Wastes from factories and hospitals
2.Smoke from vehicles
3.Oil spills from ship
4.Forest fires
5.People’s carelessness
C.While- reading:Task 1:
Get Ss read the passage quickly and find the words in the passage that best suits with each of
the following difinitions:
1…………………: a substance that causes pollution
2.…………………:natural conditions, e.g: water,air in which we live
3…………………: no longer existence
4.…………………:to be in danger
5.…………………: become smaller or fewer
1.pollutant 3.extinct 5.decrease
2.environment 4.endanger
Fill suitable words in the gaps:
1.Farmers should …………. the use of herbicides and pesticides in farming.The number
of rare animals …... so quickly that they are in danger of becoming extinct
2.Giant panda is a/an ……………… species.
3.The chemical ………from cars and factories make the air , water and soil dirty
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4.Many people are concerned about the pollution of our ………

Ask Ss to work in pairs to answer
1.is decreasing 3. pollutants
2.endangered 4.environment
Task 2:
Have Ss do task 2 individually
Get Ss to exchange their answers with their partners
1.C 2.B 3.A 4.C
Ask Ss to work in groups to summarize each paragraph filling in the blanks with missing
information:
1. Ways that people are changing the world:
changing …………………….. by …………………..
People are affecting …………………….. by …………………..
changing…………………….. by …………………..
destroying…………………….. by …………………..
2.Serious consequences caused by people to the environment
Many kinds of ……………………..
Consequences The environment ……………………..
The number of rare animals……………………..
3. Things should be done to protect these animals
Many organizations……………………..
Protection Thousands of national parks……………………..
Laws have been……………………..
1. + changing the environment by building cities and villages where forest once stood
+ effecting the water supply using water for industry and agriculture
+ changing the weather conditions by cutting down trees in the forests
+ destroying the air by adding pollutant to it
2.+ many kinds of rare animals are killed
+ the environment where these animals are living is badly destroyed
+ The number of rare animals is decreasing so rapidly that they are in danger of becoming
extinct
3.+ many organizations have been set up and funds have been raised
+ thousands of national parks have been established to protect endangered
+ law have been introduced to prohibit
D.Post –reading:
Get Ss to work in groups to answer the following questions:
1.What are four ways that human beings are changing the world?
2.What are the serious consequences of people’s interference with the environment?
3.What has been done to protect endagered nature?
Give fedback from the class and some comments
E.Wrapping up:
For homework, ask Ss to find out the parts of speech of these words:
verb noun adjective adverb
1. exist
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2. peace
3. natural
4. actively

Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to give reasons why nature is threatened and possible measures
for protecting the environment/nature.
Ss may need help with the discussion tasks, so the teacher should be ready to help them
IV. Procedure:

Ask Ss to close their books and answer the following questions: Pair work
1.Why do we call some animals such as tigers, bears, elephants, whales endangered
animals?
2.What should we do to protect and save them?
Call on some Ss to answer the questions
1.We call these animals endangered animals because they are hunted or killed in
a large number that they are endanger of becoming extinct
2.As a student you should stop eating and killing wild animals
Government have to stop hunters from hunting these animals for their needs
Task 1: Pair work
Have Ss put the reasons why nature is threatened in order of importance
Work in pair with some students:
T: In your opinion which reason is the most important?
S1:I think burning the forests is the most important.Because animals and plants will die,
which cause the air polluted
S2: I think using fertilizers and pesticides for cultivation is the most important.Because these
are chemicals that causes the air polluted and affects the water supply and people’s health
S3: As for me, I think cutting down trees for wood is the most important because without
trees and plants, most water run off and cause not only erosion but also floods
Get Ss to work in pairs to discuss and give the reasons
Elicit correct feedback from the class
C.While- speaking:
Task 2:
15ms Set a model and have Ss work in pairs to match the reasons with possible measures for
protecting the environment Whole class
A:It is said that people are killing animals for fur, skin and food Pair work
B: I think killing animals for fur, skin and food should be banned
Go orund to offer any help
Call on some pairs to give the answers
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REASONS MEASURES
1.killing animasl for fur, skin and food -……. Should be banned
2.keeping animals as pets -keeping anmals as pets should be
3.hunting or capturing for recreation and discouraged
entertainment -animals should not be captured for
4.Cutting down trees for wood and burning recreation and entertainment
the forests -cutting down…… should be banned and
5.Using fertilizers and pesticides for planting trees should be encouraged
cultivation -decreasing the use of fertilizers and
6.discharging chemicals pollutants into the pesticides for farming cultivation
environment -discharging chemicals…… should be
prohibited
D.Post –speaking:
Set a model and have Ss work in pairs to state the negative impacts made by people on the
13ms environment and suggest measures to protect it: Whole class
A: It is said in the newspaper that people arte buring forests and cutting down trees for wood. Pair work
B: That’ s why the forests are destroyed
B: I think burning forests and cutting down trees should be banned and planting trees should
be encouraged
Remind Ss to use passive voice of “ should”
E.Wrapping up:
For homework, ask Ss to find out three reasons why nature is threatened and three
2ms measures to protect
Whole class

Lesson C: Listening

Develop such listening – micro skills as intensive listening for specific information to identify and correct false
statements, summarize the listening passage and answer the questions
II. Materials: Textbook, cassette tapes, pictures
Ss may have difficulty doing the second task, so the teacher should be ready to give them some strategies
IV. Procedure:

Take out a picture and ask Ss: Individual work
1.What’s the picture about?
2.What can you see in this picture?
3.Why do government set up these places?
Have Ss work individually and call on some Ss to answer
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1. It’s about a national park

2.We can see trees, plants and animals
3.They set up national parks to protect and save endangered animals
Get Ss name some national parks in VN Individual work
Give correct answers: They are Cuc Phuong national park, Cat Ba national park national
park, Bach Ma national park, Phong Nha national park, Cat Tien national park, Ba Be
national park
Preteach some of these words:
scenic features maintenance
approximately completely
devasting vehicles
Get Ss to read out
Ask Ss to guess what the listening passage is about
Have Ss listen to the tape and decide if the statements are true or false Pair work
1.T 3.F (many. ……(not all)) 5.T
2.T 4.T
Task 2:
Get Ss to read the questions in the textbook carefully
Ask Ss to listen ans answer the questions
1.There are 52 national parks in the United States
2.Millions of people visit national parks every year
3.Rare animals are killed or hunted for fur, skin or other parts
Trees are cut down for wood
Large areas of national parks experience devasting fires caused by careless people
The increasing number of visitors is harming the parks due to the pollution from
their vehicles
4.Rare animals and trees should be protected
Fires caused by careless people should be limited
Pollution from visitors’ vehicles should be decreased and many should be raised
for the parks’s staff maintenance of their resources
Get Ss work in groups to summarize the passage using the information in task 1 and Group work
task 2
Ask Ss to report their summary
For homework,have Ss write the summary of the passage on their notebooks

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Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to write a description of Cat Ba national park using the facts and
figures given
II. Materials:Textbook,picture
IV. Procedure:

Take out a picture and have Ss answer the following questions: Pair work
1.Look at this picture and guess which national park it is
2.What are the special features of this national park?
Give correct answer
Get Ss to read the passage carefully and fill in each blank with one suitable word or phrase: Individual work
Cuc Phuong national park is located 160 km (1) of HaNoi.It’s the first of VN’s nine national Pair work
parks to be (2) and it contains over 200 km 2 of (3).Tourists go there to study butterflies, visit
(4) , hike mountains and look at (5) tree.According to scientists, there are about (6) different
species of flora and 450 species of (7).Many visitors come to Cuc Phuong to see the work
being done to protect (8).
Have Ss work individually, then exchange their answers with their partners
1.South West 5.1000 years old
2.established 6.2000
3.rain forest 7.fauna
4.caves 8.endangered species
Give some necessary phrases to Ss:
It’s located on/in………
It’s famous for ………
It covers/contains………
Its total area is
There are ………species/kinds of/sorts of
We can find………
Something is found in ………
C.While- writing:
20ms Have Ss read some information about Cat Ba national park in the textbook Whole class
Write the following questions on the board and get Ss to work in pairs to answer: Individual work
1.Where is Cat Ba national park located?
2.What are the features of Cat Ba national park?
3.How large is it?
4.What do you know about the animals and plants in Cat Ba park?
5.What are some of historic features of the parks?
Have Ss write a description of Cat Ba national park basing on the following main points and
information in the textbook
Special features
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total area
location
Description of
an
National park
historic features animals and plants
Call on two Ss to write their description on the board
D.Post –writing:
Get Ss to exchange their writing with their partners
8ms Have Ss correct the two descriptions on the board Whole class
Give some comments and common mistakes Ss often make Pair work
E.Wrapping up:
2ms For homework, have Ss write a description about a national park you have visited Whole class
recently (about 120-150 words)
Period 63 January 31st 2013


distinguish sounds /sl/, /sm/, /sn/and /sw/
use relative pronouns with preposition
Ss may find it difficult to pronounce the three clusters,so the teacher should be ready to help them
IV. Procedure:

1.Introduction: Individual work
Have Ss arrange the following words into meaningful sentences: Pair work
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1.a/swims/lake/in/Snow/small
2.loudly/can’t/he/that/the/sleep/snores/baby/so
1. Snow of swims in a small lake
2.He snores so loudly that the baby can’t sleep
Have Ss look at the pictures and tell what they are
1.a pair of slippers 3.some sweets
2.a snail 4.a blacksmith
Get Ss to read out the sentences and phrases and introduce new lesson
2.Distinguishing sounds:
Model the three clusters and explain how to produce them
Play the tape (or read) for Ss to hear the words containing these clusters and have them
repeat after
Call on some Ss to read out aloud
Ask Ss to work in pairs and take turn to read aloud the given dialogue on page 121
Call on some pairs to read the dialogue again and provide corrective feedback
32ms B.Grammar: Whole class
Get Ss to combine the pairs of the sentence using relative pronoun: Individual work
The man is living near your house.I talked to him on the phone last night Pair work
Call on a student to give the answer:
The man whom I talked on the phone last night is living near your house
= The man to whom I talked on the phone last night is living near your house
Get Ss to give remark
Have Ss review use of relative clauses with prepositions
1.whom 3.whim 5.which 7.which
2.which 4.who 6.whom
Get Ss to list prepositions go with whom /which
3.The man to whom I talked yesterday was being kind
4.The man about whom I told you works in the hospital
5.The woman about whom I am telling teaches me English
6.The movie about which they are talking is fantastic
7.The picture at which she was looking was beautiful
8.I’ll give you the address to which you should write
1.that 3.who 5.which/that 7.who
2.which 4.whom 6.which 8.whom
For homework, have Ss do the following exercises:
Exercise 1:Combine he following sentences using relative pronouns with
prepositions:
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1.He fell in love with the girl.The girl left him after a few weeks
The girl ……………………………….……………………………….
2.The bed wasn’t very comfortable. I slept in it last night
The bed ……………………………….……………………………….
3.Do you know the man? The teacher is talking to him
Do you ……………………………….……………………………….
4.Mary is looking at a cat.It’s very lovely
The cat ……………………………….……………………………….
Exercise 2: Complete the folloing sentences:
1.The strong to which ……………………………….
2.Lan is the girl about whom……………………………….
3.I thank my friend from whom……………………………….
4.The book about which………………………………
Period 64 February 8th 2013

Unit eleven: SOURCES OF ENERGY
Lesson A: Reading
ideas, skimming for general information and identifying meaning in context, filling in the gaps
II. Materials: Textbook, pictures, handout
Ss may need help with the task 2, so the teacher should be ready to help them
IV. Procedure:

Get Ss to complete the sentences: Individual work
1.We use ……………… to cook
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2.We use …………… to run machines, cars, motorbikes

1.Oil, coal, wood, natural gas
2.gas
Ask Ss to answer the following questions: Pair work
Which word is used to describe the group of coal, oil and natural gas
What do you call the group of coal, oil , gas and natural gas
 Fossil fuels
What do you think about fossil fuels?
Are they always available?/ Can future generations continue to use them in the future?
What should we do to preserve them?
We should find new sources of energy which can replace them
What are they?
 Geothermal heat, wind energy, water energy, nuclear power, solar energy
What is a term for all these new resources?
 alternative sources of energy
Take out the pictures and ask Ss to guess what source of energy in each picture is.
1.wind power
2.solar panels, solar energy
3. hydroelectric power station, dam, reservoir
C.While- reading:
Get Ss to fill each blank with a suitable word Individual work
Present some words when necessary Pair work
1.released 4.limited
2.alternative 5.exhausted
3.energy
Task 2:
Have Ss do task 2 individually, then exchange the answer with their partners
Get two Ss to go to the board and fill in the table
Sourcees of energy Advantages Disadvantages We use it to
Nuclear energy unlimited Can be dangerous Provide electricity
Geothermal heat available Only possible Make energy
in some places
Solar energy Plentiful, clean Only possible Provide electricity
infinite, safe during the day time heat and cool the
entire house
Wind power Clean and No wind, no energy Turn windmills and
unlimited move sailboats
Water power Clean, unlimited expensive Create electricity
Task 3:
Get Ss to work in pairs to answer the questions in the textbook
1.Becuae they are not only unlimited, available, but also clean and safe to
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the environment
2. I thnk solar energy is the most potential because it can be produced at most houses in
all parts of the world/can be popular to many households
Task 4:
Reorder the words in the following sentences so that they agree with what mentioned in
the passage
1.people/on/machines/heat/run/fossil/houses/cool/their/fuels/and/depend/to
2.Fossil/the/will/to/be/due/rapid/of/increase/power/fuels/demand/exhausted
3.to/them/start/using/save/alternative/people/sources/should/of/energy
4.nuclear/are/electricity/water/and/solar/useful/because/energy/they/power/can/
energy/create
1.People depend on fossil fuels to run machines, heat and cool their houses
2.Fossils fuels will be exhausted due to the rapid increase of power demand
3.To save them people should start using alternative sources of energy
4.Nuclear energy, water power and solar energy are useful because they can create
electricity
D.Post –reading:
Have Ss complete the summary of the reading passage by filling each blank with a suitable
10ms word from the box Whole class
Get Ss to exchange their answer with their partners Individual work
Give suggested answer: Pair work
1.energy 3.fuels 5.alternative 7.unlimited
2.one 4.limited 6.sources 8.environment
E.Wrapping up:
2ms For homework, ask Ss to do the close test page 115 in the Ss’ book Whole class

Lesson B: Speaking

know reasons of using alternative sources of energy
talk about the advantages and disadvantages of using alternative sources of energy
II. Materials:Textbook, handout
Ss may have not have sufficient vocabulary to discuss the task, so the teacher should be ready to help them
IV. Procedure:

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Get Ss to write down the sources of fuels they know Individual work
Give suggested answers: Pair work
Oil, coal, natural gas, gas
Nuclear power
Wind energy
Water energy
Geothermal heat
Solar energy
Ask Ss some questions to introduce new lesson:
Which source of energy is the most popular in our country?
Is it limited or unlimited?
What should we do to be sure that we can continue to use it in the future?
Get ss to do task 1 individually and then exchange their answers with their partners Pair work
Call on some Ss to do task 1
Give correct answers:1.D 3.D 5.D 7.D
2.D 4.A 6.A
Give some useful expressions to Ss: Pair work
I think/believe that …………
Why do you think/believe so?
It is …………..? However, …………….?
Give a model:
T: More and more people worry about the shortage of fossil fuels
S:That’s true and I think that wind power can be an alternative source of energy
T:Why do you think so?
S:Because our major source of energy is sunning out while the wind is abundant and
unlimited
T:I know it is also clean and safe to the environment.However, it is not available when there
is no wind.
Get Ss to work in pairs to talk about the advantages and disadvantages of using each
alternative source of energy
Set a model: Group work
A: I think that more and more people will use the solar energy
B:Why do you think so?
A:Because it’s available,unlimited and easy to use
B:But it’s expensive and we can only have it at a specific time of the year
A:I hope that the process of science and technology will help overcome this problem
B:That’s right and then we don’t have to worry about the shortage of energy
C: And our lifie will be more comfortable with cheap, simple devices run on the solar energy
Get Ss to work in groups
Call on some groups present
Give some comments
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E.Wrapping up:
For homework, ask Ss to write a paragraph about the advantages and disadvantages
of using solar energy as an altarnative source of energy

Lesson C: Listening
specific information to identify correct answers and fill in the gap and know the importance of some vital natural
resources
II. Materials:Textbook, cassette tapes, picture
IV. Procedure:
Gte Ss to oick out the odd one from the following words and explain why Individual work
The air, the sun, the land, the ocean, the house Pair work
Give suggested answer: The house: the other words can be sources of energy
Ask Ss: What kind of energy can be taken from each of these resources?
The air  wind power
The sun  solar energy
The land  geothermal heat
The ocean  water power
Have Ss list some of the things they use energy in their house Individual work
Get Ss to guess what the listening text is about Pair work
Call on one student to answer
Say in short: It’s about the sources of energy.Some ecologists can give us some information
about fossil fuels.They may warn us that some sources are limited and which one is
renewable
Preteach some of these words:
ecologist fossil fuels fertilized
renewable unlimited resources
Get Ss to listen to a monologue about the importance of some vital natural resources and Pair work
circle the letter A, B,C or D
1.D 2.C 3.D 4.A 5.C
Task 2:Get Ss to listen again and fill in each gap with a suitable word, then exchange the
answers with their partners
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10ms 1.unlimited 2.atmosphere 3.may 4.gases 5.amount Whole class
D.Post –listening: Group work
Gt Ss to work in groups to decide which groups these sources of energy belong to- renewable
or nonrenewable sources of energy
2ms Give feedback from the class and some comments
E.Wrapping up: Whole class
For homework,have Ss name five renewable and five nonrenewable sources of energy

Lesson D: Writing

interpret information presented in the chart
identify language to be used for describing charts
write descriptions of charts
III. Anticipated problems: Ss may not have sufficient linguistic resources to write a description of a chart, so the
teacher should be ready to help them
IV. Procedure:

Get Ss to answer the following questions: Individual work
What kind of energy is consumed the most in VN?
Which one ranks next?Why?
1.petroleum
2.coal
3.nuclear and hydroelectricity
8ms B.Pre-writing:
Task 1: Whole class
Get Ss to do task 1 individually Individual work
Give correct answers: 1. 117 million tons 2.coal 3.smallest
Task 2: Whole class
Get Ss to work in groups to take the exact figure in 2005 Group work
Call on some representatives report
2005: Nuclear and hydroelectricity - 75 million tons
Petroleum - 50 million tons
Coal - 45 million tons
Total: 170 million tons
18ms C.While- writing: Whole class
Get Ss to describe the chart using the information from task 1 and 2 Individual work
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Call on two Ss to write their descriptions on the board

Get Ss to exchange their writing with their friends Pair work
Have Ss look at the blackboard and correct the mistakes
Give some comments and marks
For homework, have Ss compare the consumption of nuclear and hydroelectricity
petroleum and coal between 1995 and 2000.

distinguish the clusters /∫r/, /spl/ and /spr/
use relative clauses replaced by participles and to-infinitive
Ss may find it difficult to understand the use of relative clauses replaced by participles and to-infinitive, so the teacher
should be ready to help them
IV. Procedure:
ime Steps Interaction
GetSs to listen to the following words and write out the odd ones: Individual work
1.shred shrank splash shram
2.shrine splice spline splay
3.splint spring split spleeny
4.shrimp sprint sprinkle spring
5.sprain spray splendid spread
Give correct answer: 1.splash 3.spring 5.splendid
2.shrine 4.shrimp
Have Ss read the following sentences out aloud:
1. Today is a splendid spring day
2.Shrimp is my favourite seafood
3.In spring, people often go to the shrine
8ms B.Pronunciation: Whole class
Model the three clusters and explain how to produce them
Have Ss listen to the words and repeat Whole class
Have Ss read out Individual work
Have Ss listen to the sentences and read in chorus
Call on some Ss to repeat
Provide corrective feedback
30ms C.Grammar: Relative clause replaced by past participle phrase or to-infinitive: Whole class
Get Ss to study these pairs of sentences and say if they are the same or different in meanings: Individual work
1.The man who spoke to John is my brother
The man speaking to John is my brother
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2.The Sport Games, which held in India in 1951, were the first Asian games.
The Sport Games, held in India in 1951, were the first Asian games
3.Yuri Gagarin was the first man who flew into space
Yuri Gagarin was the first man to fly into space
Give some remarks: - the same in meanings
- different in structures
- active  Ving phrase
- passive  past participle
- the first/the last ……. to inf-phrase
Exercise 1:
Have Ss do exercise 1 individually and then check the answer with a partner Whole class
Call on some Ss to do exercise 1 Individual work
1.The boy playing the piano is Bend
2.The woman coming toward us……..
3.The people waiting for the bus ……..
4.The scientists researching the causes of cancer are making progress
5.The fence surrounding our house……..
6.An apartment overlooking the park ……..
Exercise 2:
Have some Ss do exercise 2 Individual work
Give the corrective feedback: Pair work
1.The ideas presented in that book are interesing
2.a city located in the southern part of the country
3.a house built in 1890
4.The photographs published in the newspaper were extraordinary
5.The experiment conducted at the University of Chicago was sucsessful
6.A hospital sponsored by the government
Exercise 3:
Call on some ss to give their answers Individual work
1.the last man to reach the top
2.the last person to leave the room
3.the first person to see is Mr Smith
4.the second to be killed in that way
5.the first person to catch
E.Wrapping up:
For homework, have Ss do execise 3, 4 page 72,73 in the workbook

Test yourself D
I.Objectives: Helping Ss review to-infinitive and participle and improve listening, reading skills and giving them
language practice
Ss may not have enough time to do the test, so the teacher should be ready to help them
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IV. Procedure:
Get Ss to listen to the water conservation and complete the sentences Individual work
Have Ss work individually and then exchange their answers with their partners Pair work
1.Without water, people and other living things can not live
2. If there were no plants, water would run off after it rains
3.Water can be held on the land by planting vegetation
4. Dams are built across the rivers to help hold back the water
5.Water is stored in reservation during wet seasons for use in dry seasons
Get Ss to read the passage silently and then discuss the topic of the reading passage Individual work
Have Ss work in pairs to answer the questions Pair work
Call on some pairs to answer
Give correct answer
1. Air, water and soil are necessary to the survival of all living things
2. Badly polluted air can cause illness and even death. Polluted water kills fish and other
marine life. Pollution of soil reduces the amount of land that is available for growing food
3. Because much pollution is caused by things that benefit people. For example, exhaust from
automobiles provides transportation for millions of people
4. They would have to stop using many things that benefit them
5. Government can pass and enforce laws that reuire business and individuals to stop or cut
down on certain polluting activities
Have Ss listen to the words and put a tick in the right box Individual work
Call on some Ss to present and then give correct answer Pair work
2.Grammar:
Gets Ss to do the exercise individually and then exchange the answer with their partners
Call on some Ss to present and then give correct answers:
1.living 3.to leave 5.invited
2. ringing 4. to drink 6. blown
D.Writing:
Get Ss to write a paragraph, then exchange their writing with their partners
15ms Call on some Ss to write on the board Whole class
Have Ss correct mistakes and give some comments Individual work
E.Wrapping up: Pair work
2ms For homework have Ss do exercises in the workbook Whole class
Period 70 February 23rd 2013

Unit twelve: THE ASIAN GAMES
Lesson A: Reading
ideas, skimming for general information and use the information they have read to discuss the topic.
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II. Materials: Textbook, pictures and handouts

Ss may need help with the dicussion task, so the teacher should be ready to help them
IV. Procedure:

Take out some pictures and ask Ss to answer the following questions: Pair work
1.What sports do you see in the photos?
2.Which one do you like to play?Why?
3.In which sport events are these sports competed?
Get Ss to work in pairs
1.They are volleyball, basketball, table tennis, rugby, hockey, tennis,football, wushu,
bodybuilding
2.I like to play ……………. Because it makes me healthy
3.In SeaGames and Asian Games
Take out some pictures and get Ss to tell kinds of the sports in the picture and answer the Pair work
questions in the textbook
Give corect answers:
I. 1.tennis 2.Wushu 3.Fencing 4.Football
II. 1. every four years 2. 42 3. Wushu, bodybuilding
Give the following handout to Ss
Choose the words or groups of words closest in meaning to the words underlined in
theses sentences:
1. In this multi-sport event, young people from all over Asia gather together to compete
A.event with many different sports
B.event with some sports
C.event with few sports
2.The Asian Games event is an occasion when friendship and solidarity are built and
deepened
A.unity and agreement resulting from shared interests, feelings
B.unity and agreement resulting from shared actions and sympathies
C. All A and B
3.During their five-decade the Asian Games have been advancing in all aspects
A.period of 100 years
B.period of 50 years
C.period of 10 years
4.The quality of athletes, official , sports facilities ahs also been developed through time
A. persons who join the football match
B.persons who teach gymnastics
C.persons who train to compete in physical exercises and sportrs
5.The VNese participants efforts were much appreciated when they are won 2 gold medals
in bodybuilding and billiards
A.high valued B.developed C increased
Get Ss to work in pairs, then call on some Ss to answer

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1.A 2.C 3.C 4.C 5.A
C.While- reading:
Get Ss to read the passage silently and choose the most suitable main idea for each paragraph
16ms from the followings: Whole class
A. The spirit of the 14th Asian Games Individual work
B.The purpose of Asian Games Pair work
C.The five –decade history of the Asian Games
Give correct asnwer:
Paragraph 1 - B
Paragraph 2 - C
Paragraph 3 – A
Have Ss do task 2 individually and then exchange their answers with their partners
1.1951
2.The 2nd Asian Games in Manila, the Philippines in 1954
3. 1958
4.Squash, rugby, fencing and mountain biking
5. 2002
Give the floowing handout to Ss:
Find out some information about the purpose and advance of the Asian Games to
complete the following sentences:
1.The purpose of Asian Games:
To develop………………………
To gather………………………
To test………………………
To build and deepen………………………
2.The improvements of the 14 Asian Games:
The number of participants………………………
The quality of athletes………………………
New sports and traditional sports……………………..
Get Ss to work in pairs then call on some Ss to report
1.To develop intercultural knowledge and friendship within Asia
To gather young Asian people together to compete
To test strength and sports skills
To build and deepen friendship and solidarity
2.The number of participants has been increasing
The quality of athletes, officials and sports facilities have been developing through
time
New sports and traditional sports have been introduced
Get Ss to do task 3 in pairs
1.The purpose of the Asian Games is to develop intercultural knowledge and friendship
within Asia. In this multi-sport event, young people from all over Asia gather together to
compete. It is an occasion when strength and sport skills are tested, friendship and solidarity
are built and developed
2. 9919 participants took part in the 14 the Asian games
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3. They won the gold medals in bodybuilding, billiards and women’s Karatedo at the Games
in Busan, Korea
Get Ss to talk about the events mentioned in the passage using the following figures as Group work
cues:1951, 1954, 1958, 1998, 2002
Call on some representatives to report
Elicit from the class and give some comments
For homework, ask Ss to write a summary of the Asian Games

Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to talk about the Asian Games and the sports results of the VNese
athletes at 14thAsina Games using the information given
II. Materials:Textbook, handouts
Ss may not have enough vocabulary to talk about the topic,so the teacher should be ready to help them
IV. Procedure:
Get Ss to arrange the following words into a meaningful sentence: Individual work
1.14th /were/the/where/Asian/held/Games/when/and? Pair work
2.countries/in/how/the/part/many/took/Games?
3.were/at /Games/sports/many/competed/how/the?
1.When and where were the 14th Asian Games held?
2.How many countries took part in the Games?
3.How many sports were competed at the Games?
Ask Ss to answer those questions
Give correct answers: 1. The 14th Asian Games were held in Busan, Korea
2.42 countries
3.38 sports
Introduce new lesson: The Asian Games
B.Pre-speaking:Set a model: Whole class
10ms A: When and where were the 1st Asian Games held? Pair work
B:in 1951 in India
A:How many countries took part in the Games?
B: 11
A:How many sports were competed at the Games?
B: 6
Give the following handouts to Ss and get them to work in pairs to get missing information:
Handout A
Games Host countries Year Number of Number of
No countries sports
1. India 11
2. 1954 8
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3. Japan 20
4. 1962 13
5. Thailand 18
6. 1970 13
7. 1974 25
8. Thailand 19
9. 1982 33
10. Korea 25
Handout B
Games Host countries Year Number of Number of
No countries sports
1. 1951 6
2. Philippines 18
3. 20
4. Indonesia 1962 13
5. 17
6. Thailand 18
7. Iran 16
8. 1978 25
9. India 21
10. 1986 27
C.While- speaking:
Set a model:
10ms A: In which sports did VNese athletes won medals? Whole class
B: Body building, billiards, karatedo, shooting, wushu Pair work
A:How many medals did they win?
B: 10
A:In which sport did VNese athletes win 2 gold and 1 broze medals?
B:Karatedo
Get Ss to work in pairs using information given in task 2
Give some remarks
D.Post –speaking:Get Ss to work in groups to talk about the Asian Games and the sports
results of the VNese athletes at 14th aAsian Games basing on the following questions:
15ms When and where were……………………? Whole class
How many countries……………………? Group work
How many sports ……………………?
Which sports did……………………?
How many medals ……………………?
Elicit feedback from the class and give some comments
For homework, ask Ss to write about athletes or sports you like best

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Lesson C: Listening
specific information about activities of the Asian Games and talk about famous athletes they know well
II. Materials:Textbook, cassette tapes, pictures
III.Anticipated problems
Ss may not familiar with the topic of the listening passage, so T should give the some help
IV. Procedure:

Get Ss to name some gymnastics they know or see and then answer the following question: Pair work
What do you call a person who displays in gymnastics?
Have Ss work in pairs and then call on some Ss to answer
weighlifting
swimming
marathon
Gymnastics
sports
pole vaulting
jumping
javelin
2. We call him/her a gymnast

B.Pre-listening:
10ms Have Ss work in pairs to answer the three questions in the textbook Whole class
Give suggested answers Pair work
Preteach some of the following words and have Ss read out
coming live freestyle gymnasium LeeBong Ju
land bar gymnast Vichai
C.While- listening:
Get Ss to read the sentences carefully Individual work
Have Ss listen to the tape (three times) and choose the best answer A,B,C, or D Pair work
Call on some s to present
1.C 2.A 3.B 4.B 5.D
Task 2:
Have Ss read the questions in the textbook
Ask Ss to exchange their answers with their partners and call on some Ss to answer
1.It was at 10.15 p.m
2.They have won 6 gold medals
3.He has participated in long jump 2 times
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4.High Jump (was the last sports event mentioned in the report)
5.He look very disappointed
12ms Get Ss to work in groups to name some of the famous Vietnamese gymnasts who won Whole class
medals they know and what sports they won, then give some information about them Group work
Call on some representatives to report and the whole class listen to and guess who she/he is
Give some comments
E.Wrapping up:
For homework,have Ss write a short paragraph about a famous athlete they know
2ms clearly/well. Whole class
Period 73 March 2nd 2013

Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to write a paragraph to describe the preparation for the Asian
Games organized in VN
IV. Procedure:

Get Ss to arrange the letters into a meaningful word: Individual work
DULIB QPEIU GEURPAD TESARIDVE Pair work
DNEWI CRTIEUR DOHL
Give suggested answers: build equip upgrade advertise
widen recruit hold
Give the following handouts to Ss: Individual work
Match the verbs in column A with the noun phrases in collumn B: Pair work
A B
1. build a. the training areas
2.upgrade b.one more National Stadium
3.widen c.people to serve the Games
4.equip d.the National Sports Centres
5.advertise e.hotel with modern facilities
6.recruit f.a competition to choose an official song
7.hold g.sports-place, dates and time
Get Ss to exchange their answer with their partners
Give correct answer: 1.b 3.a 5.g 7.f
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2.d 4.e 6.c

Give the situation to Ss: Suppose VN is going to hold the Asian Games?
Ask Ss to answer the following questions:
1. What will you/your country do first?
2.Why will we have to upgrade the National Sports Centres and stadiums?
3.What about the training areas and the roads?
4.What will we have to equip the hotels and guest houses with?What for?
5.Which form of mass media will be used to advertise all the preparations for the Games?
6.Who will you recruit to serve the games?
7. What competition will we have to hold?
1. We’ll have to build one more national stadium and some sports buildings and car parks.
2.Because they are not in good condition
3. We’ll widen the training areas the roads and the sports bulding
4.We’ll have to equip all the hotels and guest houses with modern facilities-to welcome
foreign athletes and visitors
5.The radio and T.V will be used for advertising
6.We should recruit University teachers and Ss with good English
15ms 7.We should hold a competition to choose an official song for the coming Asian Games Whole class
C.While- writing: Individual work
Get Ss write a paragraph of 100-120 words about the preparations for the Asian Gmaes
Have two Ss write on the BB
10ms Go round to offer any help Whole class
D.Post –writing: Pair work
Have Ss exchange their writings with their friends to correct mistakes
Get the whole class correct the two writings on the BB
2ms Give final comments
For homework, have Ss do exercises in the workbook for homework
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Period 74 March 7th 2013


distinguish sounds /str/,/skr/ and/skw/ carefully
use relative clauses and omission of relative pronouns
II. Materials: Textbook, pictures
Ss may find it difficult to pronounce the clusters /str/,/skr/ and/skw/ so the teacher should be ready to help them
IV. Procedure:

5ms A. Warm up: Whole class
Get Ss to look at the pictures and tell what they are Individual work
Give correct answers: 1. It’s a string
2. It’s a screw, an ice-cream
3. It’s a squid
Introduce new lesson: Today we learn consonants /str/,/skr/ and/skw/
10ms B.Pronunciation: Whole class
Give the following handout to Ss: Pair work
Listen carefully and make a cross (X) at the sound you hear:
/str/ /skr/ /skw/
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Have Ss read the words in turns:
1.squire 3.squeak 5.scroll 7.squire 9.scrunch
2.scram 4.straight 6.strict 8.stress 10.straw
Give correct answer
Model the clusters /str/,/skr/ and/skw/ and explain how to produce them correctly
Play the tape for Ss to hear the words containing the clusters and have them repeat after
Call on some Ss to read out
Ask Ss to work in pairs to take turn to read aloud the given sentences
Call on some Ss to read out and provide corrective feedback
Get Ss to close their books, listen to the sentences and pick out the words pronounced
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/str/,/skr/ or /skw/
Give correct ansers:
/str/: strong, street, strange
/skr/ : ice-cream,screaming
/skw/ : squeezing, squeaking, square
28ms C.Grammar: Relative clauses: Whole class
Give the situation: Individual work
T:Do you know the man?
S:Which man?
T: The man whom you met in the street yesterday
S: Oh, yes.He’s my cousin
T: So the man you met yesterday is your cousin
Write down the two sentences on the BB and get Ss to give remarks
a. Ralative clauses
b. Omission of relative pronouns
Exercise 1: Whole class
Have Ss complete the sentences to make a relative without a pronoun, using a suitable Individual work
sentencce in the box Pair work
1.Have you found the bike you lost?
2. Most of the classmates he invited to the party couldn’t come
3.The short stories John told were very funny
4. The dictionary I bought yesterday is expensive but very interesting
5.I didn’t like the man we met this morning
6.The beef we had for lunch was really delicious
Exercise 2:
Get Ss to complete each of the sentences using a suitable sentence in the box to make a Whole class
relative clause with a preposition Individual work
Have Ss check the answers with a partner Pair work
1.I enjoy my job because I like the people I work with
2.The dinner party we went to wasn’t vey enjoyable
3.The house we’re living in is not in good condition
4.I wasn’t interested in the things they were talking about
5.He didn’t get the job he applied for
6.The bed I slept in was very modern
Exercise 3: Have Ss tick (v) the sentences in which the relative pronouns can be imitted
Get Ss to exchange the answers with a partner Whole class
Call on some Ss to answer Individual work
1.who(v) 4.that
2.that 5.who(v)
2ms 3.who(v) 6.that(v)
E.Wrapping up: Summarize the main points of the lesson Whole class
For homework, have Ss do the following exercise:
Complete the sentences with relative clauses:
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1.Do you like the book …………………….?

2.That was the lady…………………….
3.I’ll tell you a story…………………….
4.Tom’s friend,…………………….

Unit thirteen: HOBBIES
Lesson A: Reading
develop such reading –micro skills as scanning for specific ideasto answer the questions and
identify meaning in context
talk about their hobbies.
II. Materials: Textbook, handouts, pictures
Ss may not have sufficient vocab to talk about the topic, so the teacher should be ready to help them
IV. Procedure:

Get Ss to write down that those people in the clip/picture are doing Individual work
Call on some Ss to present Pair work
going shopping singing swimming
playing the guitar taking care of the plants keeping fish
collecting stamps playing chess
Ask Ss to answer the questions to lead into new lesson:
When do people do these kinds of things?
Do they help to make more money?
What is your way of spending youir free time?
What do you call things you do in your free time?
 HOBBIES
Get Ss to work in pairs to ask about their own hobbies Pair work
S1: What do you do in your free time?
S2: I play football.And you?
Write down hobbies on the board:
reading
playing the singing keeping stamps
guitar
gardening
Keeping fish
HOBBIES fishing
playing computers games
playing football
collecting coins cooking
swimming
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Task 1: Whole class

a. Playig the guitar: Individual work
Take out two pictures and get Ss to fill in the blank with a word or phrase from the first Pair work
passage:
It’s Hanh in the clip/picture.He is playing the guitar.Two years ago he could only play some
(1) but now he can play the guitar to (2) people’s singing.He is very good at playing the
guitar.He is an (3) of our class.
1.simple tunes 2. accompay 3. accomplished guitarist
Task 2: Whole class
b. Keeping fish: Individual work
Have Ss watch the clip/picture and fill in the blank with a word or phrase from the second Pair work
passage:
Her house is small so she keeps fish in (1) in which there are (2)
1. a modest little glass fish tank 2. a variety of little fishes
Explain two phrases:
a modest little glass fish tank : not a big glass container to keep fish
a variety of little fishes: many kinds of little fishes
Task 3: Whole class
c. Keeping stamps: Individual work
Have Ss watch the three stamps and pick out words from the third paragraph which words or Pair work
groups of words can be used to describe things they see
stamps local stamps international stapms discarded envelope
* Get Ss to read the third paragraph again and find verbs in the passage that go with stamps
to collect to throw
to keep to get
* Or give the following handout to Ss:
Match A with B to make meaningful sentences:
A B
1.An accomplished guitarist is someone a.Which is used to keep fish
2.A fish is a glass container b.are our local stamps
3.Discarded envelopes are envelopes c. who is very good at playing the guitar
4.Stamps made and chiefly used in VN d. which are no longer kept for use
Give correct answers: 1.c 2.a 3.d 4.b
Task 4:
Give the fofllowing handout to Ss: Whole class
Individual work
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Find evidence in the text to support these statements: Pair work

1.The writer is not an accomplished guitarist
2.The writer doesn’t spend much money for his fish
3.He is not really an avid stamp collector
1. I have not been to successful at this
2.Some of the other were collected from the rice field
3.He just collectd the stamps from discarded envelopes
Task 5: Whole class
Have Ss work in pairs to answer the following questions: Pair work
1. Why does the writer admire his uncle?
2.How does the writer collect stamps?
3.Does he keep all stamps he has?Why?Why not?
1. Because his uncle is an accomplished guitarist
2.From discarded envelopes
3.No, he gives to others or throw them away.If not his ulbum will be full and not valuable
D.Post –reading:
Get Ss to work in pairs to talk sbout their hobbies
Call on some Ss to talk about their hobbies Pair work
Give final comments
E.Wrapping up:
2ms For homework, ask Ss to write a paragraph about their hobbies Whole class

Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to use appropriate language to talk about their hobbies basing on
the given situation
Ss may not have sufficient vocabulary to talk about the topic,so the teacher should be ready to assist them
IV. Procedure:

Have Ss close their books and give the verbs that go with STAMPS Individual work
Get Ss to exchange their answers with their partners Pair work
to collect
to keep
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to get
Stamps to buy
to throw
to classify
to organize
to exchange
Ask Ss : T: Who often does these things?
S: A stamp collector
Set a model and get Ss to work in pairs: Individual work
A: Which of the hobbies would you like to do? Pair work
B: Swimming.I like it best because I find it interesting to swim in the swimming pool with my
friend.It’s also good for my health and helps me to stay fit
A: And which one wouldn’t you like to do?
B: Fishing.I am not patient enough
Give the situation to Ss: Two friends talking about their collection of books Individual work
Get Ss to read the dialogue in pairs Pair work
D.Post –speaking: Whole class
15ms Have Ss go through the suggestions in the textbook and make a dialogue about collecting Individual work
stamps Pair work
Give a sample/model:
A: What is your hobby?
B:Well, I like collecting stamps.I have been collecting them for more than five years
A:Wow! You must have a lot of stamps now.Could you tell me how you collect your stamps?
B:I get them from old envelopes and sometimes my relatives or my friends give me some.If I
have money, I can go to the post office and buy some valuable ones
A:Where do you keep your stamps?
B:In albums, of course. I’ve had three albums so far
A:Do you put them all in one album or do you put them in categories?
B: In categories, of course. I put local stamps in one and foreign stamps in another, then I
classify them into categories like plants, birds, landscape……..
A:I see. What do you plan to do next?
B:I’ll attend stamp exhibitions to learn more from experienced collectors to make my
collection more valuable
A:I wish you every success.I’d love to see your albums someday
B:Sure.See you!
A:Bye.
E.Wrapping up:
For homework, ask Ss to write how a person collects stamps
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Lesson C: Listening
specific information to identify and correct false statements, fill in the blanks with missing information, talk abut
advantages and disadvantages of a hobby.
Ss may find it difficult to talk about disadvantages of over-reading from the listening passage, so the teacher should be
ready to assist them.
IV. Procedure:

Have Ss make as many sentences as possible with the words provided: Group work
Stamps-fish- books-swimming
Get Ss to work in groups of 3 or 4
1.I like stamps/I have a lot of stamps/Give me some stamps
2.We usually have fish for meals /What kind of fish would you like to eat?
3.I like reading books/I read any kinds of books
4.We go swimming everyday/Do you like swimming?
Lead into new lesson
Get Ss to write down three benefits from reading books Individual work
Give some suggetsed answers:
Books help to widen our knowledge
Books give us valuable experience
Books are good sources of information
Books make our life better
Ask Ss to listen to the following words and read after aloud:
magazines otherwise profitably bygone
continually gigantic available ignorantly
Task 1: Whole class
Get Ss to listen to a student talking about his hobby, and decide if the statements given are Individual work
true or false Pair work
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Have Ss read the statements in the textbook and guess the answers
Present new words when necessary
Have Ss listen to the tape
Give correct asnwers:
1.T 3.F 5.T 7.T
2.F 4.F 6.T 8.F
Task 2: Whole class
Have Ss read the passage carefully and try to fill in the gaps Individual work
Get Ss to listen again and check the answers Pair work
Ask Ss to exchange their answer with their partners
1.wonderful 3.jungle 5.ignorantly
2.disease 4.certainly
Gte Ss to work in groups to discuss about the disadvantages of over-reading Group work
Elicit feedback form the class and give final comments
weak body(not move too nuch)
near-sighted
Disadvantage
s
not have time for not have much time
other activities
of over for studying
reading
For homework,have Ss write a short paragraph about the disadvantages of over-reading

Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to write about a collection of their or someone using the guidelines
IV. Procedure:
Have Ss find words going with “ collect ” Group work
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key rings
stamps
stickers
Collect dolls
toy cars
old money/coins
stuffed animals
pens/pencils/bottle caps……..
Have Ss discuss the guidelines in the textbook and write detailed outline Individual work
1.Name of your collection: Stamp collection
2.When :6 years ago
3.How to collect them: both local stamps and foreign stamps from the letters of friends and
ralatives
4.How to classify them: into categories/put stamps of animals, flowers, birds,
landscape,heroes on different pages
5.How to keep them: in 2 albums,one for local, the other for foreign ones
6.Why to collect them: keep beautiful pictures on the stamps
broaden knowledge about the world
an effective way to be good at geography….
7.Plan for the future: join the stamp exhibition to learn form experienced stamp collectors
expose collection at an exhibition in the future
Have Ss give some remarks
C.While- writing:
17ms Have Ss erite a short paragraph about their or sb’s collection Individual work
Go round to offer any help with vocabulary and structures
D. Post – writing:
10ms Ask Ss to exchange their writing with their partners for peer correction Whole class
Go round to offer any help and collect mistakes or errors Pair work
Choose one or two descriptions and read it/them to the class
Elicit corrective feedback from the class and give final comments afterward
E.Wrapping up:
For homework, have Ss do the writing task page 69 –students’ workbook


distinguish the cluster/pt/,/bd/,/ps/ and /bz/
pronounce the words and sentences containing these clusters correctly
use cleft sentences appropriately
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Ss may find it difficult to understand cleft sentences, so the teacher should be ready to help them
IV. Procedure:

Get Ss to listen and out the right word in the right category: maps, rubs, robbed, hopes, shops Individual work
/pt/ /bd/ /ps/ /bz/
1
2
3
4
5
Call on some Ss to give anwers
Give correct answers
Take out the following sentences and get Ss to practise:
1. Those shops don’t sell maps
2.Mr Brown usually stops work at noon and sleeps for an hour
3.They stopped in Chicago and slept
4.This book describes Washington D.C
5.This criminal robbed a bank
B.Pronunciation:
1.Distinguishing sounds: Whole class
10ms Model the clusters , explain how to produce them Individual work
Play the tape twice, have Ss listen to and repeat after Pair work
Ask Ss to read the words out
Have some read out
C.Grammar: CLEFT SENTENCES:
1.Subject focus: Whole class
28ms Set the situation: T: Who’s on duty today? Individual work
S: Lan is Pair work
T: I thought Minh.I saw his name in the assignment list
S: They have changed shift
T: Oh, so it’s Lan who’s on duty today
Give remark: Subject focus is used to make clear the doer of an action
Exercise 1:
Have Ss write the sentences after the model, paying attention to the subject of the sentence
Get Ss to exchange their answer with a partner
1. It was the boy who visited his uncle last month
2.It was my mother who bought me a present on my birthday
3.It was Huong and Sandra who sang together at the party
4.It was the boys who played football all day long
5.It was Nam’s father who got angry with him
6.It was the girl who recieves a letter from her friend
7.It was his presence at the meeting that frightened the children
2. Object focus:
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e.g: It is my mother that I love

It was his doll that I always kept besides me
It is/was + O+that +S+V…..
Exercise 2:
1.It is Englsih that the man is learning
2.It was the book that the woman gave him
3.It was the postcard that she sent her friend
4.It was the book that Hoa borrowed from Long
5.It was his grandfather who(m) the little boy greeted in a strange language
6.It was the policeman who(m) the pedestrian asked a lot of questions
7.It was the stranger that/who(m) the dog barked at
3. Adverbial focus:
e.g: It was in this house that I was born
It is in this house that we often gather for dinner
It is/was+adverbial of place+that+S+V+O……
Exercise 3:
1.It was in the garden that the boy hit the dog
2.It was for tea that she made the cake
3.It was for him that his father repaired the bicycle
4.It was on his birthday that she presented him a book
5.It was in Britain that he met his wife
6.It was from the shop that she bought the present
7.It was at 8.00 a.m that the meeting started
E.Wrapping up:
2ms For homework, have Ss do exercie 4 page 100-workbook Whole class
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Unit fourteen:RECREATION
Lesson A: Reading
Develop such reading – micro skills as scanning for specific ideas, skimming for general information
Understand the British leisure activities and use the information they’ve read to discuss the topic
Ss need help with the discussion task, so the teacher should be ready to help them
IV. Procedure:
7ms A.Warm up: Game Whole class
Rules: One member of the group will come to the blackboard and look at the picture. She/he Group work
has to do action without saying any words. The other members of the groups have to guess
what activity he/she usually does in free time
Pictures: Going shopping
Reading books
Singing
Listening to music
Playing the piano
Walking
Lead in: Ask Ss to answer: T: what do we do these things for?
S: to entertain
Introduce new lesson: activities of recreation in Britain
B.Pre-reading:
8ms Teaching vocabulary: Whole class
pursuit [pə'sju:t]= an activity that you spend time doing in free time
snooker ['snu:kə] (n)
pool [pu:l] (n)
dart [dɑ:t](n)
on offer = to be available
sophisticated [sə'fistikeitid] >< simple (adj)
entry qualification ['entri ,kwɔlifi'kei∫n] (n): ®iÒu kiÖn nh©p häc
Checking
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C.While- reading:
5ms Task 1:
Get Ss to read the passage quickly and then circle the correct answer Whole class
Get Ss to exchange their answers with their partners Pair work
Give correct answers: 1.A 4.A
2.B 5.B
3.B 6.A
10ms Task 2:Deliver posters to Ss and ask them to write down the answers of the questions in the Whole class
textbook Group work
Get Ss to exchange their answers with other group
Call on some members of each group to answer
1. They can become dull/bored without recreation and entertainment
2. They like watching football and rugby in winter and cricket and athletics in
summer
3. They like to take part in walking and swimming
4. These courses give them pleasant, help them relax and improve their minds
13ms D.Post –reading: Interview Whole class

Give the following handouts to Ss: Pair work
Interview your friend using the sample questions below and then report :
Activities Why? With whom? Where? When?
1. playing sports
2.reading books/newspapers
3. listening to music
4. swimming
5. going shopping
What do you like doing in free time?

Why do you like ……….?
Who do you often …………. with?
Call on some repsentatives to report

E.Wrapping up:
For homework, ask Ss to complete the following sentences:
1. She/play/sports/her friends/ afternoon
2. You /often/read/books/newspapers/free time?
3. They/go/swim/their parents/ summer.
4. Most common activity/ watch T.V/listen to music/read/garden/Britain.
5. We /take/lot/ weekend course/last few years/Britain.
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Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to express their agreement or disagreement when discussing
something
II. Materials:Textbook, pictures
Ss may find it difficult when expressing the agreement or disagreement,so the teacher should be ready to help them
IV. Procedure:

Take out some pictures and have Ss answer the following questions: Pair work
1.What leisure activities do you see in these pictures?
2.Do you think English people often do them in their spare time?
3.How about VNese people?Do theylike these activities?
Introduce new lesson: Expressing agreement and disagreement
Task 1: Pair work
Get Ss to give expressions to show agreement and disagreement
Have them work in pairs
Agreement expressions Disagreement expressions
I quite agree with you I don’t agree/I can’t agree with you more
I agree with what you say I am afraid I disagree
That’s right That’s wrong
That’s a good idea I don’t think that’s a good idea
Yes, let’s do that That’s a good idea but ……
Great!
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Task 2:
Say the situation
Get Ss to read the conversation in pairs
Give some comments
15ms C.While- speaking:
Task 3: Whole class
Say the situation Group work
Have Ss work in groups to discuss
Call on some groups to present
Task 4: Group work
Get Ss to do task 4 in groups basing on suggestions in task 2,3
Call on osme representatives report
Elicit corrective feedback from the class
Give final comments
Give some examples:
* We have decided to go camping because all of us can get close to nature.We can have a lot
of outdoor activities and can become more active
* We have decided not to go camping because if we go camping for 2 days we’ll have to hire
a bus, which is expensive.Moreover, we’ll have to sleep in the tent, which makes us sick and
can’t go to school the next day
For homework, ask Ss to make a dialogue to discuss about they agree or disagree to go
for a picnic this weekend
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Unit fourteen: RECREATION

Lesson C: Listening

Talk about advantages and disadvantages of having a camping holiday
II. Materials: Textbook, cassette tapes, handouts, pictures
Ss may not have sufficient vocabulary to talk about the topic from the listening passage, so the teacher should be ready to
assist them.
IV. Procedure:

7ms A.Warm up: Game: Guessing word Whole class
Rules: I have a word including 7 letters.You have to chose the number and answer my Group work
question.If you answer correctly, you’ll get two points and I’ll open the letter. If your answer
is incorrect, you’ll get no point. If the number you choose is a lucky number, you’ll get 2
points and don’t have to answer my question. If the number you choose is an unlucky
number, you will get no point and don’t have right to answer my question
Are you clear? OK. Now let’s begin the game. Which group’s frist?
- - - - - - -
(1) (2) (3) (4) (5) (6) (7)
Questions: 1. Have you ever slept in a tent? (C)
2. Do you like natural places?(A)
4. Are there many beautiful parks and forests in your country?(P)
5. Who do you often spend your summer holiday with?(I)
6. Did you like your last holiday?(N)
Key word: CAMPING
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Lead in: Have you ever gone camping?

Where / When did you go?
How was the holiday?
Today, we’ll listen to three American students talking about their summer holiday. First of
all, there are some new words in the listening passage
Preteach the following words: Whole class
campground [kæmpgraund] (n) Individual work
wilderness ['wildənis] (n)
waterfall ['wɔ:təfɔ:l] (n)
dirt bike [də:t baik] (n)
trash [træ∫] = rubbish (n)
giant ['dʒaiənt] = very big
depressed [di'prest] = disappointed (adj)
solitude ['sɔlitju:d] = loneliness (n)
Checking: Look at the pictures and write down the words
C.While- listening:
Task 1: Instruct: These Ss are talking about how they would like to spend their holiday.
8ms Listen and decide whether the statements are true or false: Pairwork
Now look at the statements and guess they are true or false
Guessing Key
Statements
T F T F
1. Anna doesn’t like summer weather.
2. Anna usually spends two weeks in a natural park every
year.
3. Terry has never been to the mountains or the desert in
summer.
4. Terry is attracted to the beauty of nature.
5. Marry wants to live in nature and enjoys it because of the
solitude of the wilderness.
6. Marry enjoys the comfortable life in the city.
Have Ss listen to the tape twice, then ask Ss to exchange the answers with their partners
1.T 2.T 3.F(he used to)
4.T 6.T
5.F(she doesn’t want to live in nature and enjoy it because of the solitude of the
wilderness)
Task 2: Gap filling
10ms Give the following handouts to Ss: Group work
Listen again and choose a suitable word/phrase from the box to fill in each space of the
following paragraph:
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places trash wilderness making a fire cities

make a fire city sleeping bags natural places waterfalls
In July and August, Anna often goes out of the city to the West with her friends. The
activities they enjoy doing most are riding their bike in the desert, taking showers in (1)
………..and swimming in lakes and rivers. At night they sleep in their (2) ………..or tents
and cook on their gas stove.
According to Terry, the (3) ………..aren’t as beautiful as they used to be because now more
and more people are going to these places. They leave (4) ……….. in the forests, take rocks
and plants with them.
Marry spends most of her summer holidays in (5) ………... She doesn’t like camping
because she can’t put an umbrella in the wind, (6) ………..in the rain or carry a heavy
backpack.
Divide the class into two groups, ask them to go to the board and write the missing words
Check Ss’ answers
1. waterfalls 2. sleeping bags
3. natural places 4. trash
5. cities 6. make a fire
Divide the class into two groups. Get Get group A to talk about advantages of a camping
11ms Groupwork
holiday and group B to talk about disadvantages of a camping holiday
Call on Ss to discuss
Give final comments
E.Wrapping up:
2ms Whole class
For homework,have Ss write a short paragraph about advantages and disadvantages of
having a camping holiday
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Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to wirte a paragraph about their camping holiday
II. Materials:Textbook,pictures
IV. Procedure:
Take out the picture and ask Ss Pair work
1.What activity do you see in the picture?
2.How often do you take part in this activity?
3.When did you last do it?
Give suggested answers: 1. It’s a camping day
2.Sometimes
3. Last year
Lead into new lesson: Today we a are going to practise writing about a camping holiday
B.Pre-writing:
8ms Task 1: Get Ss to match activities with the correct pictures Whole class
Have Ss exchange their answer with their partners Individual work
Call on some Ss to answer Pair work
Give correct answers: Picture a: 2 Picture d: 6 Picture g:1
Picture b:3 Picture e:9 Picture h:7
Picture c:6 Picture f:5 Picture i:8
C.While- writing:
18ms Get Ss to answer the following questions: Whole class
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1.When did the Ss in class 11 A2 go camping? Pair work

2.Where did they go to? Group work
3.What time did the bus leave school?
4.What did they do after putting up the umbrella tent?
5.What did they do around the campfire?
6.What time did they leave the campsite?
1.They went camping last weekend
2.in BaVi
3.The bus left their school at 5 p.m
4.After putting up the umbrella tent, they watched wildlife in the forest .Some went fishing
and swimming in the lake.After that they cooked food over an open fire
5.They sang and danced arround the campfire and played a quiz game
6.They left the campsite at 4p.m the next day
Have Ss imagine they are one of the Ss in class 11A2.Write a passage about class’s camping
holiday using the information in task 1 and the questions given
Have Ss discuss in groups
D.Post –writing:
10ms Get Ss to exchange their writing with the other groups’ to correct mistakes Whole class
Go round to offer any help Group work
Have one or two Ss/representatives read out their writing
Give final comments
E.Wrapping up:
For homework, have Ss write a paragraph about their camping holiday .


distinguish the clusters /ts/, /dz/. / t∫t/ and /dʒd/
use conjunction and cleft sentences in the passive appropriately
Ss may fnd it difficult to understand the cleft sentences in passive, so the teacher should be ready to help them
IV. Procedure:

Give the following handout to Ss: Individual work
Pick out the odd one in each group of words: Pair work
1.a.sweets b.weets c.needs d.seats
2.a.lends b.sends c.friends d.rents Whole class
3.a.watched b.wished c.finished d.washed Individual work
Pair work
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4.a.intended b.arranged c.protected d.provided

Get Ss to work individually and then exchange their answers with their partners Whole class
Give correct answers: Pair work
1.c 2.d 3.a 4.b
Ask Ss the following question to lead into new lesson: Whole class
T: What sounds are we going to learn today? Individual work
S: The sounds /ts/, /dz/. / t∫t/ and /dʒd/ Pair work
B.Pronunciation:
Moddel the clusters /ts/, /dz/. / t∫t/ and /dʒd/ and expalin how to produce them
Play the tape twice and have Ss listen and repeat after
Ask Ss to read out the words
Have some read out
C.Grammar: 1.Conjunctions:
Set the situation and explain the usage of these conjunctions
e.g: 1. Both Tom and Ann were late
They were both tired and hungry
2.Neither Tom nor Ann came to the party
He said he would contact me but he neither wrote nor phoned
3.Either you apologize or I’ll never speak to you
I am not sure where he is from.He’s either Spanish or Italian
Exercise 1:
Call on osme Ss to answer
1.Both Jim and Carol are on holidays
2.George neither smokes nor drinks
3.Neither Jim nor Carol has got a car
4.The film was both long and boring
5.That man’s name is either Richard or Robert
6.I’ve got neither the time nor the money to go on holiday
7.We can leave either today or tomorrow
8.Helen lost both her passport and her wallet at the airport
9.They are both clean and easy to park
10.On Friday evening I either go to the cinema or stay at home and watch T.V
2.Cleft sentences:
Set the situation:
Ask Ss the follwing questions/Make a dialogue with a sutdent:
T: Where is Lan?
S:May be she’s in the kitchen
T:What is she doing there?
S:She is helping her mother prepare dinner
T: In other words I can sat that: It is her mother who is being helped prepare dinner
T: What do you call this sentence?
S:Cleft sentences in the pasive  It is/was +S+that/who+BE+PII
Exercise 2:Have Ss do exercise 2 individually and then check the answer with a partner
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1. It was Christina who was given lots of flowers by fans
2.It was the policeman who was asked for direction to the post office
3.It was his house that was talked a lot about
4.It was a bicycle that was bought for his birthday
5.It was his hometown that was described in his novel
6.It was the children who were frightened
7.It was her glasses that were broken
8.It was my younger sister who was kissed at the party by the Prince
9.It was this story book that was given to me for the birthday present by my father
10.It is Tet htat is celebrated as the grandest occasion in a year by the VNese people
E.Wrapping up:
For homework, have Ss rewrite the sentences beginning with the words given :
1.Jane likes singing and she likes dancing
Jane
2.Peter doesn’t know how to use this machine and his friend doesn’t either
Neither
3.Van gave her friend beautiful flowers
It was
4.I bought my dictionary in the bookshop
It was
5.Tom asked his brother to help him to do his exerciseIt was
Test yourself E
I.Objectives:
Helping Ss review the usage of relative clause and improve listening, reading skills and giving them language practice
IV. Procedure:

Have Ss read the sentences in the textbook Individual work
Get Ss to listen to the tape and complete the sentences Pair work
Ask Ss to exchange the answers
1.pictures and sounds 2.watch the president 3.people, places and things
4.plays or dramas,light comedies, sporting events and motion pictures
5.home than to go out
B.Reading:
13ms Have s read the passage silently and find out any new words Whole class
Present newwords when necessary Individual work
Get Ss to work individually to decide if the statements are true or false Pair work
Ask Ss to exchange the answers with their partner and call on some to present
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1.T 2.F 3.T 4.T 5.F

Have Ss listen to and put a tick (v) in the right box Individual work
Give correct asnwer
2.Grammar:
Have Ss complete the sentences with that or who
Give correct answers: 1.who 3.that 5.who
2.that 4.who 6.that
15ms D.Writing: Whole class
Have Ss write a paragraph of 120 words about one of their hobbies Individual work
Get Ss to exchange their writing with their partner Pair work
Elicit corrective feedback from class
Have s do exercises in the workbook for homework

Unit fifteen:SPACE CONQUEST
Lesson A: Reading
Develop such reading –micro skills as scanning for specific ideas, skimming for general information to answer the
questions and fill in the gaps with suitable words
Use the information they have read to talk about the first human to fly into space.
II. Materials:
- Textbook, pictures, handouts
Ss may find it difficult to talk about the first human to fly into space without looking at the books, so the teacher should
be ready to help them
IV. Procedure:
Take out the pictures and ask Ss : Individual work
1.Look at the pictures and tell me what you see in pictures 1 and 2 Pair work
2.What do you call a person who flies a plane/a spaceship?
3.Between them which job do you prefer? Give a reasom for your answer/Why do you
like it?
1. Picture 1:It’s a plane
2:It’s a spacecraft/spaceship
2. A person who flies a plane is called a pilot and a person who flies a spacecraft is called an
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astronaut
3. I like pilot because I want to travel everywhere
I like to be an astronaut because I want to go to the moon/fly into the space
10ms Listen into new lesson: SPACE CONQUEST
B.Pre-reading: Whole class
Activity 1: Give the following handout to Ss Individual work
Look at the pictures and match them with the descriptions Pair work
Descriptions: a.The first VNese astronaut
b.Yuri Alekseyevich Gagarin- a cosmonaut
c.The orbit and a satellite
Have Ss look at the pictures and match, then exchange the answers with their partners
Picture 1- b Picture 2 – c Picture 3-a
Activity 2: Get Ss to answer the questions in the textbook
1.The first human to fly into space is Yuri Alekseyevich Gagarin
2.The first human to set on the moon are Neil Amstrong and Buzz Aldrin
3.The first VNese to fly into space is Pham Tuan
Activity 3: Give the following handout to Ss
Answer the following questions:Have you ever heard of Gagarin?
What do you want to know about him?
What you already know about him What you want to know about him
1. 1.
2. 2.
3. 3.
Have Ss answer the questions, then exchange the answers with their partners
What you already know about him What you want to know about him
1.Gagarin-astronaut 1.Why did he become famous?
2.Russian 2.What made him become famous?
3.The first human to fly into space ………….
Activity 1: Get Ss to skim the reading passage to take some notes about Gagarin Whole class
Have Ss exchange the answers with their partners Individual work
Call on some Ss to present Pair work
He was the first person in the orbit around the Earth
He became the first person to eat and drink in weightlessness
The success of his flight attracted worldwide attention and made him a hero
Activity 2: Give the follwing handout to Ss:
Find the owrds in the passage that best suit each of the following definition:
1. ………………: to rise from the launching site
2.………………: to wathc something carefully
3.………………: state of being uncertain
4.………………: to tell someone htat one is pleased about his achievements
5.………………: causing great sadness
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Get Ss to work individually and then exchange the answers with their partner
1.to lift off 4.to congratulate
2.to view 5.tragic
3.uncertainty
Activity 3: Get Ss to match the headings to the paragraphs
Have Ss exchange the answers with their partners
Paragraph 1-B Paragraph 4-C
Paragraph 2-E Paragraph 5-A
Paragraph 3-D
Activity 4: Give the following handout to Ss:
Complete the sentences by using the information from the text:
1.People didn’t know ………… what would happen to him in space
2.American people ………… Gagarin on his safe flight
3.There were still ………… uncertainties before Gagarin’s flight
4.Gagarin’s flight attracted ………… of many people all over the world
5.Gagarin couldn’t make a new space flight because he died in a ………… in March
1968
Have Ss work individuallly and exchange the answers with their partners
1.precisely 4.attention
2.congratulated 5.plane crash
3.enormous
Activity 5: Get Ss to answer the questions in the textbook
1.He was 27 then
2.He was in space for 108 minutes
3.They were “What’d happen to human being in space or how the body would react to the
extreme changes in temperature or how the mind would deal with the spychological
tension?”
4.It was more than 17,000 miles per hour
5.Because he died in a plane crash on a routine training flight in March 1968
6.After his death his hometown of Gzahatsk was renamed Gagarin, and the Cosmonaut
Training Centre at Star City Russia, was given the name of this national hero
D.Post –reading:
10ms Get Ss close their books and work in groups to complete the summary of the reading passage Whole class
Call on some Ss to give their answers
1.comonaut 3.lasted 5.gravity 7.impossible
3.in space 4.success 6.view 8.named after
E.Wrapping up:
2ms For homework, ask Ss to write a sort paragraph about the first human into the
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space- Yuri Gagarin (about 10-12 lines)

Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to know some information about the launch of China’s first
manned spacecraft into space and talk about the important events in space explorations
II. Materials:Textbook, pictures
Ss may find it difficult to discuss about the events in space exploration, so the teacher should be ready to help them
IV. Procedure:

Have Ss close their books and look at the pictures and answer: Pair work
Who are they?
What are their nationalities?
Picture 1: He’s Pham Tuan-VNese astronaut
Picture 2: He’s Yuri Gagarin-Russian cosmonaut
Picture 3:He’s Amstrong- American astronaut
Picture 4: He’s Buzz Aldrin-American astronaut
Picture 5: SH’e Valentina Tereshkova-Russian cosmonaut
Picture 6: He’s Liwei-Chinese astronaut
Have Ss read the piece of news, then make questions with: Pair work
What…………………..?
What…………………..?
How old…………………..?
How important…………………..?
How many…………………..?
Call on some pairs to ask and answer
A:When did China launch its first manned spacecraft into space?
B:On October15, 2003
A:What is the name of China first manned spacecraft?
B:Its name’s Shenzhou 5
A:What is the name of the astronaut?
B:His name is Yang Liwei
A:How old was he when flew into space?
B:He was 38 years old
A:How important was the successful flight to China?
B:T he successful flight marked a milestones on China’s space project
A:How many countries in the world have been able to carry out independently manned space
activities?What are they?
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B:There have been three.They are Russia, the United States and China
Get Ss to work in pairs to ask and answer about the important events in spcae conquest Pair work
Set A model :
A: When did Russian launch its first artificial satellite?
B:On October 4, 1957
A:What is the name of Russia’s fisrt artificial satellite?
B:Sputnic
A:How important was the artificial satellite to Russia?
B:The first artificial satellite marked the beginning of space Age
Give final comments
D.Post –speaking:
12ms Get Ss to close their books and work in groups to talk about important events in the space Whole class
conquest Group work
E.Wrapping up:
For homework, ask Ss to write short paragraph about the one important event in space
conquest

Lesson C: Listening
I. Objectives: By the end of the lesson, Ss will be able to talk about the first human moon landing, one of the most
important historical events in the 20th century
II. Materials:Textbook, cassette tapes, pictures
Ss may find it difficult to discuss the topic, so the teacher should be ready to assist them.
IV. Procedure:

Have Ss answer the following questions: Individual work
1.Can you name the first men to set foot on the moon? Pair work
2.What are their nationalities?
3.When did they set foot on the moon?
1.They are Neil Amstrong and Buzz Aldrin
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2.They are American

3.On July 20,1969
Take out the pictures and get Ss to match the pictures with the captions in the textbook Individual work
Have Ss work individually and then exchange the answers with their partners Pair work
Call on some Ss to go to the BB and match
Give correct answers: picture a-2 picture d-1
picture b-5 picture e-4
picture c-3
Present some of the following words:
congress challenge NASA mission
experiment reminder achievement
Have Ss listen to the words and read after
Get Ss to guess the listening passage is about
 the first human moon landing
Task 1:Have Ss go through the statements and vocabulary in task 1 Individual work
Explain the word: VD: Suitcase with oxygen, in a speech to the press Pair work
Get Ss to listen to the tape and decide whether the statements are true or false
1.F( in a speech to the Congress)
2.F(three)
3.F( They landed at different time)
4.F( They had to carry a suitcase with a portable life support system)
5.T
Task 2:
Get Ss to read the questions in the textbook carefully
Have Ss guess the answers
Ask Ss to listen again and check the answers, then exchange the answers with their partners
1.NASA’s Apollo Programme was developed to meet President Kennedy’s challenge
2.The Apollo 11 launched on July 16, 1969
3.The portable life support system was used for controlling the oxygen , the temperature and
pressure inside the spacesuit
4.They stayed on the surface of the moon for two and a half hours
5.While they were staying on the surface of the moon they performed a variety of
experiments and collected soil and rock samples to return to Earth
6.The returned to Earth on July 24, 1969
Get Ss to work in groups to discuss the two questions in the textbook Individual work
1.I think human being like adventures
We think they want to find out possibilities of life outside the Earth
They may find some precious things there
They have trips to another planets for tourist purposes
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2.I/We’d take a camera with me/us, a tent and some food….

2ms E.Wrapping up:
For homework,have Ss write a paragraph of more than 50 words about the first
human moon landing

Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to write a biography of Neil Amstrong from the information given
and biography of a famous person or someone they know well
Ss may find it difficult to write a biography, so the teacher should be ready to help them
IV. Procedure:

Take out a picture and ask Ss: Pair work
1. Look at this picture and say who he is
2. Is he a Russian or an American astronaut
3. Who did he set foot on the moon with?
1.He is Neil Amstrong
2.He is an American astronaut
3.He set foot on the moon with Buzz Aldrin
Get Ss to close their books and find out necessary information to write a biography Individual work
Have Ss work individually and then exchange the answer with their partner Pair work
Call on osme Ss to present
Lead into new lesson:Writing about Neil Amstrong’s biography Whole class
Have Ss read some information about Neil Amstrong, then put each of the headings in the
box in the appropriate blank
Get Ss to work individually and then exchange the answer with their partners
Give correct answers: 1.birth 2.place of birth
3.klnown as 5.Quote
4.career
Have Ss write a biography of Neil Amstrong from the information given Pair work
Go round to collect mistakes and errors
Choose one or two descripition(s) and read it/them to the class
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2ms E.Wrapping up:
For homework, have Ss write a paragraph pf a famous person or someone else they know
well


distinguish the clusters /nt/,/nd/,nθ/,/ns/ and /nz/
use could, be able to, tag questions appropriately
IV. Procedure:

Write two following sentences on the BB, have Ss guess what sounds they are going to learn Individual work
today
1.Kent is my friend.He learns very hard and ranks tenth in my class
2.He went away yesterday so we had no chance to see him again
Introduce new lesson: Today we are going to learn the sounds /nt/,/nd/,nθ/,/ns/ and /nz/
B.Pronunciation:
12ms Activity 1:Give the following handout to Ss:
Listen carefully and make a cross (x) at the sound you hear : Whole class
/nt/ /nd/ /nθ/ /ns/ /nz/ Pair work
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Read the words containing the sound /nt/,/nd/,nθ/,/ns/ and /nz/:
1.president 3.fifteenth 5.returns 7.since 9.eleventh
2.fence 4.kind 6.second 8.Russians 10.lent
Heve Ss work individually, then exchange the answer with their partner
Call on some present
Activity 2: Have Ss open the textbooks and listen to the words and read after Individual work
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Elicit feedback from the class Pair work

Activity 3: Have Ss work in pairs to read the dialogue
Get Ss to find out the words pronounced /nt/,/nd/,nθ/,/ns/ or /nz/
Give correct asners:
/nt/: haven’t,rent,tenant,went,don’t
/nd/: warned,remind,friend,end
/nθ/: month,seventh,thirteenth
/ns/: florence,chance,tense
28ms /nz/: Barnes,phones
C.Grammar: Whole class
Activity 1: Individual work
Set the situation by giving two examples: Pair work
He could run very fast when he was a boy
We were able to get tickets for the match yesterday
Have Ss distinguish the difference between the two sentences
Check the answer and explain:
1. “could” is used to express an ability in the past
2.“was /were able to” is used to express any complete success in the past Whole class
Exercise 1: Individual work
1. couldn’t/wasn’t able to 4.was able to
2.was able to 5.could/was able to
3.was ale to/could 6.couldn’t/wasn’t able to
Activity 2: Whole class
Set the situation by making a dialogue with a student: Pair work
T: You haven’t had lunch/breakfast, have you?
S: No, I haven’t
T: Is the sentences a question?
S:Yes, it is.It contains a tag question
Lead into new part: Today we do exercise with tag questions Whole class
1.It is expensive, isn’t it? 2.The film was great,wasn’ it?
3.She has a lovely voice,doesn’t she? 4.It doesn’t look very good, does it?
5.You have had your hair cut, haven’t you? Whole class
1.doesn’t she 4.didn’t we 7.mustn’t it
2.haven’t you 5.won’t you
2ms 3.wasn’t it 6.can’t you Whole class
E.Wrapping up:
For homework, have Ss do the following exercises:
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I.Complete the sentences with could, couldn’t or (be) able to:

1.The fire spread quickly but everyone………….. escape.
2.I can’t sing bow but I …………..sing very well when I was young.
3.This room was so dark that we ………….. see anything.
II.Put a tag question at the end of each sentence:
1.Tom won’t be able to go class…………..?
2.There are a lot of people here, …………..?
3.They had to go home early,…………..?
4.Sue doesn’t like onions,…………..?

Unit sixteen:THE WONDERS OF THE WORLD
Lesson A: Reading
I.Objectives: By the end of the lesson, Ss will be able to know the great pyramid of giza and wonders of the world
perfectly
Ss may find it difficult to discuss the topic because they have no enough vocabulary and information, so the teacher should
be ready to help them
IV. Procedure:
Take out some pictures of wonders of the world and ask Ss: Individual work
What are they? Pair work
Wher’ re they located?
Write names and locations/places of wonders of the world on BB, then have Ss
match:
Names Places
1.The Taj Mahal a. Egypt
2.The great Wall b.Greek
3.The light house of Alexander c.Irag
4.The Hanging garden of the Babylon d.China
5.The temple of Diana e.India
6.The statue of Zeus
7.The Great pyramid
8.The Colossus of Rhodes
Have Ss work individually and then exchange the answer with their partner
Give correct anser:
Names Places
1.The Taj Mahal e.India
2.The great Wall d.China
3.The light house of Alexander a.Egypt
4.The Hanging Garden of the Babylon c.Irag
5.The temple of Diana b.Greek
6.The statue of Zeus a.Egypt
7.The Great pyramid b.Greek
8.The Colossus of Rhodes b.Greek
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10ms Introduce new lesson: The wonders of the world - The Great Pyramid of Giza
B.Pre-reading: Whole class
Activity 1: Take out the pictures and ask Ss to work in pairs to answer the following Pair work
questions:
1. Who built the Great pyramid?
2.When was it built?
3.Where is it located?
4.How long did it take them to build it?
5.Why was it built?
1. Pharaoh Khufu
2.It was built around the year 2560 BC
3.It is located in Egypt
4.It took them over 20 years
5.To serve as a tomb and protect burial chamber form the weather and thieves Whole class
Activity 2: Preteach vocab: Individual work
Get Ss to look at the pictures and match the right words to the right pictures: Pair work
a.ramp b.tomb c.spiral d.treasures e.burial chamber
Have Ss work individually and then exchange the answer with their partner
Call on some Ss to match
Picture 1: tomb Picture 4: spiral
Picture 2: treasures Picture 5: ramp
Picture 3: burial chamber
Ask Ss to answer the questions: Among these words which words are used to tell about the
purpose and which are used to tell about the construction?
Check the answer
+ Burial chamber, tomb and treasures are used to tell about the purpose
17ms + Spiral and ramp are used to tell about the construction
C.While- reading: Whole class
Have Ss read the passage quickly and do task 1 Pair work
Get Ss to work individually ansd then check the answer with their partner
Give corect answers: 1.tomb 3.ramp 5.mysterious
2.wonder 4.chamber 6.spiral Whole class
Get Ss to answer the qustons in the textbook Pair work
Have Ss exchange the answers with their partner
1.It is situated on the west bank of the river Nile and it was built around the year 2560 BC
2.It was about 147 high on a base of 230 meters square
3.The purpose of this huge stone pyramid was to serve as a tomb when he died and to protect
the burial chamber from the weather and from the thieves who might try to steal the
treasures and belongings there
4.It is thought that the ancient Egyptians used straight or spiral ramps or huge weight arms
to lift and place the blocks of stone
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5.The boat is believed to have been used to carry the body of Khufu in his last journey on
earth before being buried iniside the pyramid
Task 3:
Get Ss to scan the passage and do task 3 individually Whole class
Exchange the answers with their partner Individual work
Call on some Ss to give the answers Pair work
1.who(line 4) refers to thieves
2.It (line7) refers to the Great Pyramid
3.It(line8) refers to the Great Pyramid
4. Each (line 10) refers to a block of stone
Have S work in groups to fill in the chart with the right information found in the reading test Group work
The Great pyramid
A B
1.The purpose of the Great pyramid - to serve as a tomb where (a)
2.The construction of the Great Pyramid - to protect the (b) from the (c) and (d)
3.The special features of the Great Pyramid -It was built around the year (e)
-It took over (f) to complete the pyramid
-The height of the great pyramid was (g)
-It was built on a base of (h)
-The ancient Egyptians used two million (i)
Call on some Ss to report

a.Khufu died d.thieves g. 147 meters
b. burial chamber e. 2560 BC h.230 m2
c. weather f.20 years i.blocks of stone
E.Wrapping up:
For homework, ask Ss to talk about the Great pyramid by answering the following questions:
2ms 1.Why was the great pyramid built?/What was the purpose of the Great pyramid? Whole class
2. Where was it built?
3.How long was it built?
4.What were the special features of the Great Pyramid?

Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to tall about some facts opinions of the Great pyramid
Ss may find it difficult to discuss the topic, so the teacher should be ready to help them
IV. Procedure:

13ms Get Ss to give some information about the Great Pyramid from the numbers provided: Individual work
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10ms 1. 20 years 3. 230 m2 Pair work

12ms 2. 147 meters 4. 2 million
2ms Ask Ss to work individually and then exchange the answer with their partner Whole class
1.It took them over 20 years to complete the Great pyramid Whole class
(or The great pyramid was built in over 20 years) Pair work
2.The Great pyramid was 147 m high
3.The Great pyramid was built on base of 230m2 Whole class
4.The constructure consisted of 2 milllion blocks of stone Group work
Lead into new lesson: Today we practise speaking about the Great pyramid
B.Pre-speaking: Whole class
Task 1:
Set a model and have Ss work in pairs to discuss which sentence expresses a fact and which
one expresses an opinion
1.A: It is said that the Great pyramid was 147 meters high.It is a fact or an opinion?
B: I think it is a fact because it tells a truth/it is true all the time
2.A: The Great pyramid is believed to have been over a 20 year period.It is a fact or an
opinion?
B: I think it’s an opinion
A:Why do you think so?
B: Because there are different ideas about this
Fact: 2-3-4 Opinions:1-5-6-7
B.While- speaking:
Give the following useful language to Ss:
I think/I am sure….……………
It is said that……………
The pyramid is said/believed/thought to have been……………
Probably they ……………
They must /can/might have……………
Set a model:
1.T:Who built the Great pyramid of Giza
S: I think the great pyramid of Giza was built by the Egyptian Paraoh Khufu/I am sure that
the Egyptian Paraoh Khufu built the Great pyramid of Giza
2.S: How long did it take them to build it?
T: Probably they spent over 20 years to complete it/It is said to have been built in 20 years
3.S: Where did the builders find the stones?
T:As for me, they might have found them on the bank of the Nile River
D.Post –speaking:
Get Ss to work groups/pairs to discuss about the Great pyramid answering the following
questions:
1.Who built the Great pyramid of Giza?
2.How long did it take to build it?
3.Where did the builders find the stones?
4.How did they transport them?
5.How could they build the pyramid so high?
Elicit feedback form the class and give final comments
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E.Wrapping up:
For homework, ask Ss to write a paragraph of more than 50 words about the
construction of the Great pyramid

Lesson C: Listening
I. Objectives: By the end of the lesson, Ss will be able to know some information about the Great Wall of China-one
of the greatest wonsders in the world
II. Materials:Textbook, cassette tapes, object, picture
IV. Procedure:

Take out a toy and ask Ss the following questions: Pair work
1.Look at this toy and say where it is made from?
2.Have you ever gone to this country?
3.Do you know where this country is?
4.Can you name some famous places in this country?
1.This toy is made in China
2.No, I haven’t gone there but I’‘ve seen it on T.V
3.Yes, I do.It’s bordered on the North of Viet Nam
4.China’s famous places are the Great Wall, Thien An Gate,Tan Thuy Hoang
tomb.....
T : Can you guess what topic you are going to listen to today?
S: It’s about the Great Wall
Take out the picture of the Great Wall and ask Ss: Pair work
1. What can you see in the picture?
2.Where is it located?
3.When was it built?
Give correct answers: 1.It’s the Great Wall of China
2.It’s located in China
3. It was built around 1368
Preteach some of the following words and phrases:
Man-made wonder Ming dynasty
Magnificence and significance
World heritage stone roadway
Beijing ancient
Get Ss to listen and read after and call on two Ss to read out
Task 1: Whole class
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Get Ss to read the information carefully then listen to the passage about the Great Wall of Individual work
China and fill in the missing words Pair work
Have Ss work individually and then exchange the answers with their partner
1.the moon 3.The Ming Dynasty 5. 500 BC 7. 11meters
2.1987 4. 200 6. 6000 km 8. stones
Task 2: Whole class
Get Ss to read the questions in the textbook Individual work
Have Ss listen again and answer the questions Pair work
Ask Ss to exchange the answers with their partner
1.They started building the Great Wall in 1368
2.The wall covers 5 provinces
3.Because it can be seen from the moon
4.The part in the North West of Beijing is the best choice for visit.Because it is still in its
orginal state
Have Ss work in groups to talk about the Great Wall and tell the reason why it is considered Group work
one of the greatest wonders in the world and how it was built
Give some final comments
For homework,have Ss write a paragraph about the Great Wall of China (about 8-10 lines)

Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to write a report on their visit to somewhere (they like most)
II. Materials:Textbook,pictures
IV. Procedure:

Take out some pictures and ask Ss: Pair work
1.Where do you often spend your summer vacation?
2.Why do you often go there?
3.Look at these pictures, name some beautiful places in the world and the places where they
are located
1.I often spend my summer vacation in HCM city/Nha Trang/Vung Tau…..
2.Because I want to visit my relatives
some beautiful places
to go swimming or sunbathing
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3.They are: a.The one pillar Pagoda(in HaNoi)

b.Thien Mu pagoda(in Hue)
c.Non Nuoc pagoda(in DaNang)
d.Ponagar Cham Towers (in Nha Trang)
Have Ss read some information about the Ponagar Cham Towers and answer the following Pair work
questions:
1.Where are they located?
2.Are they examples of Viet Architechture?
3.How many towers are there?
4.Where are they located?
5.When were they built?
6.To whom was each tower dedicated?
7.What was the largest tower built for?
8.How many hands does the statue of lady Thien Y have? And what are they holding?
9.What does the 22,5 m high tower contain?
10.How long did the tour last and how did they feel after the tour?
1.They are in Nha Trang
2.No, it is one of the most beautiful examples of Cham architecture in Central VN
3.There are four towers
4.They are located on Cu Lao Marble Hill, 2 km north of Nha Trang
5.They were built between the 8th and 13th centuries
6.Each tower was dedicated to different Gods
7.The largets tower was built in honor of lady Thien Y
8.The 2,6 m high statue has 10 hands.They are holding specific objects
9.The 22,5 m high tower contains her sandstone statue
10.The tour lasted 5 hours.They felt tired but the tour was enjoyable , memorable and
informative
Get Ss to review parts of writing a report:
I.Introduction:
Last year I visited……………….
My visit to ……………….
II.Development:
The Ponagar Cham Towers……………….
III.Conclusion:
The tour to ……………….
My visit to……………….
Have Ss write a report on the visit individually
Get Ss to exchange their writing with their partner Pair work
Choose one or two report(s) and read it/them to the class
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For homework, have Ss write a report on their last visit


distinguish th eclusters /ft/,/vd/,/fs/ and /vz/
use the structures “It is said…:, “he is said …….” “ people say that …..”appropriately
IV. Procedure:

Get Ss to write the sentences from jumbled words: Individual work
1.my/money/to/I/buy/mother’s/saved/gift/for/a/birthday Pair work
2.laughs/this/when/boy/happily/arrives/friend/his
Have Ss work individually and then exchange the answer with their partner Whole class
Call on two Ss to answer Individual work
1.I saved money to buy a gift for my mother’s birthday
2.When this boy arrives, his friend laughs happily Whole class
Have Ss guess the sounds they are going to lean today Individual work
 /ft/,/vd/,/fs/ and /vz/ Pair work
B.Pronunciation:
Model tge clusters /ft/,/vd/,/fs/ and /vz/ and explain how to produce them Individual work
Play the tape twice, have Ss lsiten to and repeat after Pair work
Have Ss read out
Give the following handout to Ss: Whole class
Listen and decide if the words belonging to group 1,2,3 or 4
1./ft/ 2./vd/ 3./fs/ 4./vz/ 1./ft/ 2./vd/ 3./fs/ 4./vz/
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Read the follwing words in turns:
1.left 6.loved
2.photographs 7.spacecraft
3.scarves 8.thieves
4.proved 9.laughs
5.ploughs 10.swift
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Call on osme Ss to resd out
Give feedback
Have Ss lsit the words pronounced /ft/,/vd/,/fs/ or /vz/
C.Grammar:
1. Have Ss write this sentence beginning with the word provided
It is said that Dalat was discovered by Alexandre Yersin
Dalat……………………………………………….
Call on a Student to answer
Dalat is said to have been discovered by Alexandre Yersin
Exercise 1:
1…… to be homeless after the floods
2………is thought to have escaped by climbing over the wall
3.He is believed to have driven through the town at … 90 km an hour
4.Two people are reported to have been seriously injured in the accident
5.Three men are said to have been arrested after the explosion
6.The strike is expected to begin tomorrow
7.He is said to speak English very well
2.Setting the situation
e.g: People suppose that you study very hard
You are supposed to study very hard
Explain to help Ss understand clearly
Exercise 2:
1.He is thought to be clever
2.The wanted man is believed to be living in NewYork
3.He is known to be very rich
4.The film is supposed to be very good
5.Many people are thought to have been killed in the accident
6.About a million puppies are thought to be born every year
7.The factories are said to be much worse
8.Those dogs are said to be dangerous
E.Wrapping up:
For homework, have Ss to rewrite the following sentences:
1.People say that this woman has three children
It is said
= This woman is said
2.They consider that he drove his car carefully
It is considered
= He is considered
3.People think that many families are homeless after the flood
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It
= Many families
Test yourself F
I.Objectives:
Helping Ss review passive voice and improve listening, reading skills and giving them language practice
II. Materials: Textbook, picture
IV. Procedure:

Get Ss close their books and talk about the men in space they know well Individual work
Have Ss listen to the passage and decide whether the statements are true or false, then have Pair work
Ss exchange the answers with their partner
Give feedback and correct answer:
1.T 2.F 3.F 4.T 5.T
Take out a picture and have Ss guess what the reading passage is about Individual work
Have Ss read the pasage and answer the questions in the textbook in pairs Pair work
1.They /Many very important discoveries were made in medicine in the 19 th and 20th centuries
2.A German doctor named Roentgen developed X ray machine in 1895
3.It was discovered in 1928
4.Doctors can save people’s lives by giving them a new heart or a new kidney.Hospitals have
large computers and machines that help sick people live better lives
5.It is a very old method of treating sickness and pain.It uses needles to help human body
fight pain and disease
1.Pronunciation:
10ms Get Ss to listen and out a tick (v) in the right box, then have them exchange the answers with Whole class
their partners Individual work
Elicit corrective feedback from the class
2.Grammar:
a.Tag-question:
Ask Ss to review the use of tag question and then complete the sentences in the textbook
1.isn’t it 2.didn’t he
b. Special passive voice:
Have Ss give the structure of the following active sentences/structure:
S + V + clause (S + V + O)
Get Ss to do the exercise in the textbook
Call on osme Ss to give their answers
Elicit corrective feedback for the class
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1. Jane is thought to be rich

2.She is said to have won a special prize
3.He is said to know five foreign languages
4.The thief is thought to have got in through the kitchen window
D.Writing:
Get Ss to work individually to write a paragraph pf Mark Twain using the given information
Have Ss exchange their writing with other Ss’
Call on one or two S(s) to read out their writing(s) Individual work
Elicit correcttive feedback from the class Pair work
Give final remarks and mark
E.Wrapping up:
For homeowrk have Ss review the lesson for their 2nd term test
3ms Whole class
Review lesson
Period one:
I.Objectives: Helping Ss review defining anmd nondefining relative clauses, relative pronouns with prepositions, relative
clauses replaced by participles and omission of relative pronouns
II. Materials:Textbook, lesson plan, handouts
IV. Procedure:

5ms A.Presentations: Whole class
I. Defining and non defining relative clauses: Individual work
Get Ss to tell the differences between defining and non defining relative clauses from the two Pair work
following sentences
The travellers , who had known about the flood, took another road Whole class
The travellers who had known about the flood, took another road Individual work
Call on some Ss to answer and give feedback from the class Pair work
Have Ss fill in gaps with the suuitable relative pronouns.Add commas where necessary
1.I can’t find the book …which.. you lent me last week. Whole class
2. We managed to sell our old car …whose… rusty han ridoors were hard to open. Individual work
3.He wrote a book …which….. the critics dislikes. Pair work
4.The management didn’t consider my application……,which….I thought was rather unfair.
5.Kevin Slob ……,who……. used to be a plumber thợ ống nước , is now a movie star. Whole class
6.His second film …,which…… was released last week , is called Big Frank. Individual work
Pair work
Get Ss to combine the pairs if sentences using relative pronouns:
1.The top floor of the building has been bought by a computer company.It had Whole class
been empty for a year.
The top floor of the building, which had been empty …, has been ….
2. My uncle Tom is coming to visit me. He lives in Manchester.
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My uncle Tom, who lives in M, is ocming to visit us.

3. Peter’s sister is a very nice person. I’ve known her for years.
Peter’s sister, whom I’ve known for years, is very nice person.
4. Sydney is Australia’s largest city. It has a population of more than 3 million.
Sydney, which has population … , is Australia’s largest city.
5 . I took my children to the park near my house.They were feeling bored.
I took my children, who were feling bored, to the park ….
6. This is the man. I talked to you about him last night.
This is the man whom I talked to you about last night.
6.The dog is Mr Thompson’s. It is very savage
- The dog which is Mr Thompson’s is very savage.
II. Relative pronouns with prepositions:
Have Ss choose the best answers:
1.Do you know that environmentaltist …….?
A.with who I used to work B.with that I used to work
C.with I used to work D.with whom I used to work
2………. many species of animals have become extinct.
A.There are many reasons for which B.Many reasons for which
C.The reasons for that D.For which reasons
3.Did you listen to the lecture on the environment by Dr Pike, …………?
A.about that I have ever told you B.whom I have ever told you about
C. I have ever told you D.that I have ever told you
4.By cutting down trees, people destroy the ecosystem of the rain forest ……..
A.on which they depend B.where they depend on
C. which they depend D.where they depend
5.The authority gathered those villagers ……… they explained the importance of forests.
A.who B.whom C.to whom D.to that
Call on some Ss to answer, then give feedback and correct answers:
1.D 2.A 3.B 4.A 5.C
III. Relative clauses replaced by participles:
Get Ss to review
Give the following handouts to Ss:
1.Choose the best answer
a.The textbook …… to my teacher has just been stolen
A.belongedB.belongingC.belongsD.belong
b. Nearly all of the reporters …………... the press conference had questions …………
A.attend/asked B.attended/to ask C.attending/to ask D.would attend/to be asked
c.The student ……….. the highest score will be awarded a scholarship.
A.to receive B.receives C.received D.receiving
d.What a pity we didn’t know about the show! I would like ………….
A.to go B.going C.having gone D.to have gone
e.Monkeys belong to the group of animals ……………. as primates(động vật có vú)
A.know B.known C.knowing D.to know
2. Change the relative clauses into participle phrases:
1. The man who is sitting at the corner table seems familiar to me.
2.The students who wanted to postpone the exam were eventually able to persuade the teacher.
3.Roots, which was written by Alex Haley, is the history of one black family.
4. We all expected to see pictures that showed the pieces of comet crashing into Jupiter, but couldn’t 5.
Blue Whales, which are known as the largest species on Earth, will become extinc
unless very strict measures are taken to save them.
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6.His first book, which was published in 1979, didn’t get as much praise/preiz] sự tán
dương; sự ca ngợi as he expected.
IV. Omissions of relative pronouns:
Have Ss review cases of omissons of relative pronouns
Ask Ss to do the following exercise:
E.Wrapping up:
For homework, ask Ss to
Review lesson
Period one: Relative clauses
I.Objectives: Helping Ss review defining anmd nondefining relative clauses, relative pronouns with prepositions, relative
clauses replaced by participles and omission of relative pronouns
IV. Procedure:

Individual work
Pair work
Whole class
Individual work
Pair work
E.Wrapping up:
For homework, ask Ss to Individual work
Pair work
Whole class
Individual work
Pair work
Whole class
Review lesson
Period two: cleft sentences,conjunctions,special passive
I.Objectives: Helping Ss review cleft sentencees, conjunctions and special passive
IV. Procedure:
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Individual work
Pair work
Whole class
Individual work
Pair work
E.Wrapping up:
Pair work
Whole class
Individual work
Pair work
Whole class

Lesson A: Reading
Develop such reading –micro skills as scanning for specific ideas, skimming for general information and guessing
meaning in context.
II. Materials:
- Textbook
IV. Procedure:

Individual work
Pair work
B.Pre-reading:
Whole class
Individual work
C.While- reading: Pair work
Task 1:
Task 1: Whole class
Individual work
Pair work
D.Post –reading:
Whole class
Individual work
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Pair work


Lesson B: Speaking

identify structure that are used to talk about past experiences and their influences in one’s life, i.e: present perfect and past
simple, strucutre with “make”
use those structures to talk about a past experience and how it affects their life
II. Materials:
ready to help them
IV. Procedure:

Individual work
Pair work
B.Pre-speaking:
Task 1: Whole class
Individual work
Pair work
C.While- speaking:
Task 1: Whole class
Individual work
Pair work
D.Post –speaking:
Whole class
Individual work
Pair work


Lesson C: Listening

II. Materials:
- Textbook, cassette tapes, handouts
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IV. Procedure:

Individual work
Pair work
B.Pre-listening:
Whole class
Individual work
C.While- listening: Pair work
Task 1:
Task 2: Whole class
Individual work
Pair work
Whole class
Individual work
Pair work

For homework,have Ss

Lesson D: Writing

II. Materials:
- Textbook,handouts
IV. Procedure:

Individual work
Pair work
B.Pre-writing:
Task 1: Whole class
Individual work
Pair work
C.While- writing:
Task 1: Whole class
Individual work
Pair work
D.Post –writing:
Whole class
Individual work
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Pair work
E.Wrapping up:
For homework, have Ss


II. Materials:
- Textbook,handouts
IV. Procedure:

Pair work
Have Ss read out Whole class
2. Practising sentences containing the target sounds: Individual work
Have Ss listen to the sentences and repeat Pair work
Have some read out
B.Grammar:Exercise 1: Whole class
b.Practice: Pair work
Give the correct answer: Whole class
1.4.7.10. Individual work
25.8.11. Pair work
3.6.9.12.
Exercise 2: Whole class
a.Presentation:
b.Practice:Have Ss do exercise 2 individually and then check the answer with a partner
1.4.7.10.
25.8.11.
3.6.9.12.
Exercise 3:
a.Presentation:
b.Practice:
1.4.7.10.
25.8.11.
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3.6.9.12.
E.Wrapping up:
Test yourself F
I.Objectives:
Helping Ss consolidate the knowledge and improve listening, reading skills and giving them language practice
II. Materials:
- Textbook
IV. Procedure:

10ms Individual work
10ms Pair work
12ms B.Reading:
3ms Whole class
Individual work
C.Pronunciation and grammar: Pair work
Whole class
D.Writing: Individual work
Pair work

Summarize the main points of the lesson Individual work
Pair work
Whole class
Review lesson
Period one: Relative clauses
I. Objectives: Helping Ss review cleft sentences, conjunctions and special passive
II. Materials: Textbook, lesson plan, handouts
IV. Procedure:
10ms A. Presentations: Whole class
10ms Pair work
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12ms
3ms Whole class
Individual work
Pair work
E.Wrapping up:
Pair work
Whole class
Individual work
Pair work
Whole class
Review lesson
Period two: cleft sentences, conjunctions, special passive
I. Objectives: Helping Ss review cleft sentences, conjunctions and special passive
IV. Procedure:
10ms A. Presentations: Whole class
10ms Pair work
12ms
Summarize the main points of the lesson Individual work
For homework, ask Ss to Pair work
Whole class
Individual work
Pair work
Whole class
Individual work
Pair work
Whole class
Unit one: A DAY IN THE LIFE OF …

Lesson A: Reading
I. Objectives: By the end of the lesson, Ss will be able to develop such reading –micro skills as scanning for specific
ideas, skimming for general information and guessing meaning in context; use the information they have read to
discuss the topic.
II. Materials: Textbook, lesson plan, picture
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Ss may find it difficult to discuss the topic because they have no enough vocabulary and information, so the teacher
IV. Procedure:

Take out some pictures and have Ss guess what she/he does. Then ask Ss some Pair work
questions:
Where does she/he work?
Is her/his job interesting?
Introduce the new lesson: To understand more about the daily life of a farmer, today
we will learn Unit one
10ms B. Pre-reading: Whole class
Take out some pictures and present some new words / phrases. Pair work
peasant = farmer Group work
leading buffalo to the field
repairing the banks of the plot of land
pumping water
transplanting
plough
harrow
Give handout and have Ss pick out some activities which Vietnamese farmers usually
do everyday.
Handout 1: getting up early, cooking meals, doing homework, chatting with neighbours
or friends, leading buffalo to the field, learning lesson, taking care of children,
repairing the banks of the plot of land, going to school, teaching, pumping water,
ploughing and harrowing, correcting exercises, drinking tea or coffee, listening to
music, transplanting, giving exercises to Ss.
Have Ss work in groups to find out some information about some activities which
farmers do everyday.
Give the answer: getting up early, cooking meals, chatting…, leading buffalo …,
taking care of children, repairing …, pumping water, ploughing and harrowing,
drinking, transplanting.
Have Ss close their books and guess what Mr Vy does and what Mrs Tuyet does.
Have Ss read the chart and tick (X) into the right column:
Their activities Mr Vy Mrs Tuyet
1. boiling water
2. preparing meals
3.leading buffalo to the field
4.taking care of children
5.transplanting
6.ploughing and harrowing the plot of land
7.drinking tea and chatting with friends
Check and then say: to check information, read the text
C. While- reading:
Get Ss to work individually and then check the answer with their partner Individual work
1.C 2.C 3.A 4.A
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Task 2:
Get Ss to work individually and then check the answer with their partner
1.He’s a peasant / farmer.
2.He gets up at 4.30 and then he goes down the kitchen to boil some water for his
morning tea.
3. In the morning, he ploughs on his plot of land, drinks tea and smokes tobacco during
his break.
4.In the afternoon, they repairing the banks of their plot of land. Mr Vy pumps water
into it and his wife does the transplanting.
5.Yes, they are. Because they love their working and their children.
Task 3:
Have Ss work in groups (three ones)
Elicit feedback from the class and then give suggested answer:
4.30: alarm goes off, Mr Vy gets up, goes down the kitchen, boils
water for tea, drinks tea, has quick breakfast, leads the buffalo to
the field.
In 5.15: leaves house
the 5.30: arrives in the field, ploughs and harrows
morning 7.45: takes a break
10.30: goes home
11.30: has lunch with family
2.30: Mr Vy and Mrs Tuyet go to the field again, repairing the
In banks of the plot of land. He pumps water into the plot of land.
the She does the transplanting.
afternoon 6.30: finish work
7.00: have dinner
After Watch T.V, go to bed
dinner Sometimes visit neighbors, chat with them
D. Post –reading:
12ms * Have Ss close their books and work in pairs: Look at the picture and tell about Mr Vy Whole class
and Mrs Tuyet’s daily routines. Group work
* Have Ss work in groups to tell about your parents ’routines
E. Wrapping up:
For homework, ask Ss to write a short paragraph about VN farmer’s daily
routines
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Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to ask for and give information about daily routines and talk
about their or someone’s daily routines
II. Materials: Textbook, lesson plan, a table, handout, picture
IV. Procedure:

Have Ss play the game: Bingo Individual work
+ List three subjects learnt in school and then ask Ss list three subjects, too
+ Check
Lead in new lesson
12ms B. Pre-speaking: Whole class
Ask Ss close their books then give the following handout and have Ss match a number Individual work
in A with a suitable phrase in B: Pair work
A B
1. 7.15 a. a quarter to ten
2. 8.05 b. five past eight
3. 9.45 c. half past eleven
4. 10.40 d. two o’clock
5. 11.30 e. ten to eight
6. 2.00 f. a quarter past seven
7. 19.50 g. twenty to eleven
Task 1: Ask a student some questions, then write on the board:
What time does Quan have a Civic education lesson on Monday?
What lesson does Quan have at a quarter past seven on Monday?
Take out the chart and have Ss work in pairs
10ms C. While- speaking:
Task 2: Whole class
Take out the picture and have Ss work in groups to talk about Quan’s activities Group work
Have Ss close their books and fill some information in the gaps:
At 2.00 o’clock p.m, Quan (1) after taking a short nap. He studies his (2) at 14.15. He
(3) T.V at 16.30.Then he goes to the (4) by bicycle at 17.00.There he plays football
with his (5). He comes back home at (6) , takes a (7) at 18.45. He (8) with his family at
19.00. At 20.00 he (9) his lesson. This is a (10) of Quan
1.gets up 3.watches 5.friends 7.shower 9.reviews
2.lesson 4.stadium 6.18.30 8.has dinner 10.typical day
15ms D. Post –speaking: Whole class
Have Ss work in pairs to talk about their daily routines Pair work
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Elicit feedback from the class, then give some final comments
3ms E. Wrapping up: Whole class
For homework, ask Ss to write a paragraph about their daily routines
Lesson C: Listening
I. Objectives: By the end of the lesson, Ss will be able to develop such listening – micro skills as intensive listening
for specific information and taking notes while listening.
Ss may not have sufficient vocabulary to talk about the topic, so the teacher should be ready to assist them
IV. Procedure:

Give some information about someone and have Ss guess who he is Pair work
1.He drives passengers everyday
2. He carries a lot of goods
3.He has a cyclo
Lead in new lesson: You’ll listen to some activities in a day of a cyclo driver
8ms B. Pre-listening: Whole class
Ask Ss some questions: Pair work
Have you ever traveled by cyclo?
When was it?
Is it interesting to travel by cyclo?
Which do you prefer, going by cyclo or bicycle? Why?
Have Ss listen to and read out the following words:
district pedal
routine purchase
office drop
passenger food stall
ride park
14ms C. While- listening: Whole class
Take out the pictures and ask Ss to describe them Pair work
Call on some Ss to answer and give correct answers:
Can see a cyclo driver, he is riding his cyclo. Some people are eating something in
picture b. A cyclo driver is riding his cyclo with some children in picture c. In picture
d, a man is sleeping in his cyclo under a big tree. A man is in his bed in picture e and a
cyclo is riding an old man in the picture f.
Ask Ss try to number the pictures in the correct order
1.picture e 3.picture a 5. picture b
2.picture f 4.picture c 6.picture d
Task 2:
Have Ss try to decide the statements are true or false, then listen to the tape and check
Get Ss to exchange the answer with their partner
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1.F (in district 5)
2.T
3.F (he gives an old man a ride from district 5 to district 1)
4.F ( Mr Lam’s passenger is an old man)
5.F ( Mr Lam has lunch at a food stall near Ben Thanh market)
6.F ( After lunch time he parks his cyclo under a tree and takes a short rest)
D. Post –listening:
14ms Have Ss work in groups to talk about Mr Lam’s activities using the following cues: Whole class
name start work lunch Group work
occupation passengers rest
Elicit feedback from the class and give some final comments
E.Wrapping up:
For homework, have Ss write a short paragraph about Mr Lam – a cyclo
2ms driver (about 50 words) Whole class

Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to write a narrative essay about a fire in a hotel using cues
words
II. Materials: Textbook, lesson plan, copies of a mixed set of instructions, picture
IV. Procedure:

Ask Ss to close their books and ask then some questions: Pair work
1. Have you ever heard a frightening story/an interesting story?
2. When did it happen?
3. Where did it happen?
4. How did you feel about that?
Call on some Ss to answer and give suggested answers:
1. yes, I have / No I haven’t
2.It happened when I was young / in the 8thform
3.It happened in my house/in my school/in my neighbor
4.It made me frightened/happy/bored
Lead in new lesson
B. Pre-writing:
Have Ss read the passage once and present some new words Individual work
stare be due to Pair work
air-hostess serve
dip be in danger
scream to give up
announce land-take off
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safely fasten
Have Ss read the passage again and find all the verbs used in the past simple and the
connectors, then exchange the answer with their partner
stared/was/arrived/got/took/began/felt/announced/were/screamed/realized/landed/at
first/then
Task 2:
Have Ss work in groups to identify the events, the climax and the conclusion of the story
Elicit feedback from the class and give suggested answers:
* The events: got the plane, plane took off, air-hostesses were just beginning to serve
lunch when the plane began to shake, plane seemed to dip, people screamed in panic
* The climax: We thought we had only minutes to live
* Conclusion: The pilot announced everything was all right , we landed safely.
C. While- writing:
Ask Ss some questions:
Did you see a fire?
When/ Where did it happen?
15ms How did you feel? Whole class
Ask Ss to write the events, the climax and the conclusion about a fire Pair work
Have Ss build up a narrative about a hotel fire using the prompts individually Individual work
D. Post –writing:
Choose one or two writing(s) and read it/them to the class
10ms Elicit corrective feedback from the class and give final comments afterwards Whole class
Last year, I spent my summer holidays at a seaside hotel. The hotel was modern and Pair work
comfortable. I had a wonderful holiday until the fire.
It was Saturday evening and everybody was sitting in the discotheque on the ground floor.
It was crowded with people. They were dancing and singing happily. Suddenly we smelt
smoke. The black smoke began to fill in the room. Everybody started to scream in panic.
People ran toward the fire exits. One door was blocked. Many people began coughing and
choking.
Then, just as we thought we had only minutes to live the fire brigade arrived. Firemen
fought their way into the room and soon everyone was safely out of the building. Luckily
no one was seriously hurt. It was the most frightening experience in my life.
E.Wrapping up:
For homework, have Ss write about their unforgettable experience in their life
(about 150 words)
3ms Whole class

distinguish sounds / i / and / i: /
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use the simple present and the simple past tense and adverbs of frequency appropriately
Ss may find it difficult to distinguish the sounds, so the teacher should be ready to help them
IV. Procedure:

Take out a picture drawing a sheep on the ship, ask Ss to look at the picture and make Individual work
sentence
I saw a sheep on the ship
Ask Ss to notice when pronouncing the words “sheep” and “ship”
12ms B. Pronunciation: Whole class
Guide Ss how to pronounce / i / and / i: / correctly:
/ i: /: open your mouth very little to make the sound / i: /. / i: / is a long sound
/ i / : First practice the sound / i: /, then open your mouth a little more. / i / is a short
sound
Have Ss listen to minimal sounds in the textbook and repeat
Take out a picture and have Ss read out:
Sound 1 Sound 2
sheep ship
bean bin
seat sit
eat it
cheeks chicks
Have Ss listen to the tape and tick the words they recognize in the sentences they hear:
1. a. sheep b. ship
2. a. bean b. bin
3. a. cheeks b. chicks
4. a. eat b. it
5. a. heel b. hill
2. Practicing sentences containing the target sounds:
Have some read out
Give feedback
C. Grammar:
25ms 1. The simple present tense and the past simple tense: Whole class
a. Presentation: Individual work
Take out the pictures (a school boy goes to school by bike and walks to school) to Pair work
present the simple tense and the simple past tense:
He’s a school boy. He usually goes to school by bike every day but yesterday he
went to school on foot/walked to school
Get Ss to review the structure and usage of the simple present and past tenses
b. Practice:
Exercise 1:
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1.is 4.are 7.catch 10.says
2.fish 5.catch 8.go 11.realize
3.worry 6.am 9.give up 12.am
Exercise 3:
1.was done 6.sang 11.slept 16.found
2.cooked 7.began 12.woke 17.wound
3.were 8.felt 13.was 18.flowed
4.smelt 9.put out 14.leapt
5.told 10.crept 15.hurried
2. Adverbs of frequency:
a. Presentation: Have Ss review the usage of adverbs of frequency and give examples
Call on some Ss to answer and give suggested answers
b. Practice:
Exercise 2:
Have Ss do exercise 2 individually and then exchange the answer with a partner
Elicit feedback from the class and give correct answers
E.Wrapping up:
3ms For homework, have Ss do exercises in the workbook Whole class
Unit two: SCHOOL TALKS

Lesson A: Reading
discuss the topic.
II. Materials: Textbook, lesson plan, handouts, picture
IV. Procedure:
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Have Ss find out the key word: Pair work
H I S T O R Y
C L A S S M A T E
P H Y S I C S
B O O K
S P O R T
F I L M
S T U D Y
G A M E
H E A L T H
W O R K
Give the key word: SCHOOL TALK

8ms Lead in new lesson Whole class
B. Pre-reading: Pair work
Take out a picture (Ss are having a short rest, some are in school yard, some are in
class) and ask them some questions:
1. Where are they?
2. Can you guess what they are talking about?
3. Which topics do students /you often talk about?
Give some suggestions:
1.I think they are in the school yard and classroom
2. I think they are talking about sports and games, entertainment, health problems,
hobbies, holidays, films, the weather, work and study, their teachers, friends,
schools……….
18ms 3. They/ We often talk about………. Whole class
C. While- reading: Individual work
Task 1: Pair work
1.enjoy 3.worry 5.language
2. traffic 4.crowded
Task 2:
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Get Ss to work individually and then exchange the answer with their partner
Task 3:
Get Ss to work in pairs to ask and answer the questions
1.he studies at Chu Van An High school
2.he studies Math, physics, chemistry, biology, literature, history, geography, English
and so on
3. Because it’s an international language
4.It’s hard work but she enjoys it because she loves working with children
5. Because his son has to ride his bike in narrow and crowded streets to get to school
12ms D. Post –reading: Whole class
Have Ss work in three groups: Group work
Group 1: talk about subjects you like best and why
Group 2: talk about your likes and dislike at school
Group 3: talk about what you worry about at school
Give some final comments and suggestions:
Group 1: I like learning math because it’s useful, interesting, important, necessary….
Group 2:Doing a lot of homework, taking part in social activities, talking with my
friends, joking with my friends, playing football/games….…
Group 3: I worry that many students cheat in exams, many Ss live far from the school,
many Ss leave the school before completing it, many Ss have difficulty in speaking
English/learning English……..
E.Wrapping up:
For homework, ask Ss to write about the subject(s) they like best

Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to make a conversations having starting and closing sentences
themselves
IV. Procedure:
Give the situation and have Ss complete the dialogue: Suppose that you meet a friend Pair work
at the supermarket. You are very busy. What will you say to open and end the
conversation:
A: ………….(1) ………………
B: Hi, Lan. How are you?
A: I am fine. Thanks . And d you?
B: I am very well. Thank you. I haven’t seen you for a long time. Let’s go somewhere
for a drink.
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B: Sorry, …………..(2) …………….

1.Hello Mai/Hi, Mai
2.I am very busy now. I really must go now. Perhaps another time
Get Ss to work individually and then check the answer with their partner Pair work
* Starting a conversation: Good morning
How’s everything at school?
Hello. How are you?
Hello. What are you doing?
Hi. How is school?
* Closing a conversation: Sorry. I’ve got to go. Talk to you later
Well, It’s been nice talking to you
Good bye. See you later
Great. I’ll see you tomorrow
Catch up with you later
15ms C. While- speaking: Whole class
Get Ss to rearrange the sentences to make a conversation individually and then Pair work
exchange the answer with their partner
D–F–B–H–E–C–G-A
Have some pairs to read out
Task 3:
Call on some pairs to complete the conversation with suitable words, phrases or
sentences given in the box
Task 4: Have Ss work in pairs to make small talks on the following topics using the Pair work
starting and closing of a conversation:
Group 1: The weather
Group 2: Last night’s T. programs
Group 3: Football
Group 4: Plans for next weekend
For homework, ask Ss to arrange the following sentences to make a conversation last night’s T.V
programs:
a. Oh, there was an International football match on T.V at 9 p.m. And a good film at 11 p.m. Did you
watch T.V last night?
b. Hello, Ba. You don’t look very happy. What’s the matter with you?
c. Yes, That’s a great idea. Let’s go.
d. No, I didn’t. I did my homework until 11 p.m. I feel happy now. What about going to the canteen?
e. Hi, Nam. I feel tired because I stayed up late to watch T.V last night
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f. What was on T.V last night?

Lesson C: Listening
II. Materials: Textbook, lesson plan, pictures
Ss may not have sufficient vocabulary to talk about the topic, so the teacher should be ready to assist them. IV.
Procedure:

Have Ss make questions for the following answers: Individual work
1. I really like it
2. I am learning English
3. For a week
4. No. I am traveling alone
5. That’s great
1. Do you like traveling/football…?
2. What subjects arte you learning this semester?
3. How long are you staying there?
4. Are you traveling with your friends/parents?
5. Would you like to go somewhere for a drink?
Have Ss read and match a question in A with a response in B Individual work
1.c 2.e 3.a 4.b 5.d
Take out pictures and have Ss answer the questions: Pair work
What can you see in the picture?
Where are they standing?
Can you guess what they are talking about?
Picture a: I can see some people standing in front of the hotel
I think they are talking about their hotel room…
Picture b: I can see some students and classroom
They are in school
I think they are talking about their teachers, friends, studying…
Picture c: I can see a birthday cake, candles, gifts, etc. They are at the party
I think they are talking about their food, drinks, friends …….
Picture d: I can see sea, ship, sun and two people.
They are standing on a beach
I think they are talking about their holiday
Have Ss listen to the conversations and match them with the pictures, then exchange
the answers with their partner
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Picture a: conversation 4 Picture c: conversation 2

Picture b: conversation 1 Picture d: conversation 3
Task 2:
Have Ss try to answer the questions in the textbook
Get Ss to listen again and check the answer
1. She takes English
2.She is in Miss Lan Phuong’s class
3.He is at a party now
4.He stays there for a week
5.no, she doesn’t. She travel alone
Task 3:
Have Ss complete the conversation themselves, then listen again and check the
answers
Elicit feedback from the class and give correct answers:
1. it here 4. comfortable 7. alone
2. very nice 5. traveling 8. for a drink
3. big 6. No
15ms D. Post –listening: Whole class
Have Ss look at the pictures again and retell the conversation they’ve already listened Pair work
in pairs Group work
Have Ss brainstorm:
Problems at
school

living far from school
cheating in exams
learning English
leaving school
before completing it
Problems at
school
learning so many subjects

Get Ss to work in groups to talk about one of those problems
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E.Wrapping up:
3ms For homework, have Ss write a paragraph about the problems they have Whole class
experienced at school

Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to fill in a form

II. Materials: Textbook, lesson plan, tables, picture
Ss may not have sufficient vocabulary to complete the form, so the teacher should be ready to help them
IV. Procedure:

Take out some forms and ask Ss to answer the following questions to lead in new Pair work
lesson:
1. What are they?
2. When to fill in a from?
3.What short of information do you often have to provide when you fill in a form?
1. They are forms
2.apply for jobs, open accounts, send or receive money at the post offices or banks
3. First name, surname, address, age, occupation, marital status …….
B. Pre-writing:
Task 2:
8ms Get Ss to work individually and then check the answer with their partner Whole class
1.d 4.g 7.a
2.f 5.b
3.e 6.c
C. While- writing:
Task 3:
10ms Have Ss fill in the form individually Whole class
Go round to offer any help Individual work
D. Post –writing:
Task 4:
14ms Take out the form and have Ss work in groups: Group A ask some questions and group Whole class
B answer and vice verse. One member of group A and group B will go to the BB and Group work
write the answer on the form
E.Wrapping up:
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3ms For homework, have Ss write a form to apply a job in a company Whole class


distinguish sounds /ʌ / and / ɑ:/
use gerund and to- infinitive appropriately
IV. Procedure:

Have Ss arrange the sentences into a suitable dialogue: Pair work
1. Ah! Let’s take a photograph of Martha and Charles
2. They are dancing under the stars
3. In the garden? What a laugh?
4. We can’t. It’s too dark
5. Barbara! Margaret! Come into the garden! Martha and Charles are dancing in the
dark
6. So they are! They are dancing on the grass!
7. Look at Charles! What a marvelous dancer!
Give correct answers: 5-3-6-2-7-1-4
Get Ss to give remark about the conversation and then lead in new lesson: Today we’ll
practice pronouncing the two sounds /ʌ / and / ɑ:/
10ms B. Pronunciation: /ʌ / and / ɑ:/ Whole class
Explain how to pronounce the two sounds and give some examples Pair work
Have Ss read out
Have some read out, then list words are pronounced /ʌ/ and words are pronounced / ɑ:/
/ʌ / / ɑ:/
love, much, cousin, lovely stars, last, dancing, are
month, Sunny, lunch, under Martha, Charles, dark, garden
C. Grammar: 1. WH questions:
25ms a. Presentation: Whole class
Have Ss list WH words Individual work
Give correct answers: what, where, when, how, why, which, whose, who …..
Ask Ss to work in pairs (one makes a WH question and the another answers)
b. Practice:
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Exercise 1:
Elicit feedback from the class and give suggested answers
2. Gerund and to-infinitive:
a. Presentation:
Have Ss review the functions and positions of gerund and to- infinitive by filling in the
table (Divide the class into two groups, one group write the functions and positions of
gerund, and the another write the functions and positions of to- infinitive)
Gerund To- infinitive

Functions ……………………. ……………………….
Positions ……………………. ………………………..
Gerund To- infinitive

Functions 1.as subjects of sentence 1. as subject
e.g. Teaching is hard work e.g. To get money is his ambition
2. as object 2.as object
e.g. Children love reading e.g. I don’t know what to do
fairy tales 3.as complement:
3. as complement: e.g. His job was to teach handicapped
e.g. My favorite sport is children
swimming 4. as adverb:
d. as object for prep e.g. She went to the seaside to enjoy
e.g. She is interested in fresh air
reading novels 5. as adjective:
e.g. They’ve nothing that they can
do/to do
Positions *stand after some verbs: * stand after verb: decide, want plan,
enjoy, like, love, keep, mind, hope, agree, demand, manage, agree,
finish, postpone, practice, learn ………
suggest …. * stand after object:
* stand after prep: be ask, advise, beg, warn , order, request
interested in/be bored ……….
with/be tired of ….
* in compound nouns:
Dinning room, wrapping
paper……..
b. Practice:
Exercise 2:
Present some words and phrases:
have trouble guy
improve consider
memory pay attention to
1. to hear 4. doing 7. to go 10. hearing
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2. going 5. worrying 8. visiting

3. remembering 6. to pay 9. seeing
Exercise 3:
1. to go 4. to find 7. to call 10. to post
2. waiting 5. living 8. to lend
3. having 6. making 9. talking
E.Wrapping up:
For homework, have Ss learn verbs go with gerund and to –infinitive by heart Whole class
Unit three: PEOPLE’S BACKGROUND

Lesson A: Reading
discuss the topic.
IV. Procedure:

Have Ss listen to the following information and find out who she is: Pair work
1. She was a scientist
2. She was the first woman in France to be a University professor
3.She was born on November 7th 1867, in Warsaw
Lead in new lesson
Ask Ss to close their books and ask them some questions: Individual work
Have you ever heard about Marie Curie?
Do you think she was a famous scientist?
What do you know about her?
Have Ss work in pairs to fill some information in the following table:
What you already know about Marie What you want to know about Marie
Curie? Curie?
……………………………….. ………………………………..
…………….………………… …..……………………………
15ms C. While- reading: Whole class
Have Ss scan the passage and get some important/main/necessary information about Individual work
Marie Curie Pair work
mature ease
brilliant take up
harbor obtain
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private tutor determine

interrupt atomic
humanitarian radium
founding
Task 1:
1.c 2.e 3.a 4.d 5.b
Task 2:
1. T 2. F (Her dream was to become a scientist)
3. T 4. F ( She married Pierre Curie in 1895)
5. T
Task 3:
Get Ss to work in pairs to ask and answer the questions in the textbook
1. She was born in Warsaw on November 7th 1867
2.She was a brilliant and mature student
3.Because she wanted to save money for a study tour abroad
4. She was awarded a Nobel Prize in Chemistry for determining the atomic weight of
radium
10ms 5. No, it wasn’t. Her real joy was “easing human suffering” Whole class
D. Post –reading: Group work
Have Ss work in groups to find the evidence from the passage to prove that Marie
Curie was:
a. strong-willed
b. ambitious
c. hard-working
d. intelligent
e. humane
a. harbored the dream of a scientific career-impossible for a woman at that time
b. kept moving up in her career
c. * despite difficult living conditions, she worked extremely hard
* to save money for her study your abroad, she had to work as a private tutor
d. * she earned a physics degree with flying colors and went on to take another degree
in Math
* she became the first woman to receive a PhD from the Subornne
* won the Nobel Prize in Chemistry
e. her real joy was “easing human suffering”
For homework, ask Ss to give some information about Marie Curie
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Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to make an interview to get someone’s background
IV. Procedure:
Give cues words and have Ss make sentences: Individual work
1. born/Marie Curie/November 7th 1867/Warsaw.
2. awarded/Nobel/She/chemistry/Prize.
Call on two Ss to answer and then give correct answers:
1. Marie Curie was born on November 7th 1867 in Warsaw
2. She was awarded a Nobel Prize in Chemistry
Ask Ss a question:
Where can you get information about one famous person?
Lead in new lesson: Today we’ll know how to conduct an interview
Task 1: Pair work
Take out a picture and have Ss answer the following questions:
1. What do you see in the picture?
2. What are they doing?
3. How do you know they are conducting an interview?
1. I can see some students. They are in class. They are talking
2. They are interviewing
3. They are holding pad of paper/writing paper, pens in hand and taking some notes
Ask Ss to decide which of the items below can tell them about somebody’s
background: family, hobby, education, dislikes, appearance, experience
Have Ss discuss what questions they can ask when they want to know about someone’s
background
C. While- speaking:
16ms Present some special expressions to help Ss make a dialogue more easily: Whole class
Hello, I am Individual work
Hello, Nice to meet you! How do you do? Pair work
How nice to see you!
Since when have you studied at this school?
Could you tell me something about tour parents?
Let me see
Oh. Good! / Oh, yes / Oh, come on
I think it’s time to stop. Thanks a lot
Than you for giving me time
Thank you very much. That is very interesting
Have Ss make questions using the following cues in the textbook
1. Good morning/Hi/Hello….
2. What’s your birthday? / When were you born?
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3. Where were you born?

4. Where do you live?
5. Could you tell me about your parents?/What do your parents do?
6. How many brothers and sisters do you have? What do they do?
7. What primary/secondary school did you attend?
8. How did you work at school?/What did you do at school? Did you join all school
activities?
9. What are your favorite subjects? What subjects do you like best?
Have Ss work in pairs: imagine you are a journalist and interview your classmate about
her/his background
D. Post –speaking:
12ms Have Ss talk about the person they have interviewed Whole class
Call on some Ss to report Individual work
E.Wrapping up:
For homework, ask Ss to write a paragraph about someone they know well

Lesson C: Listening
Ss may not have sufficient vocabulary to talk about the topic, so the teacher should be ready to assist them. Ss
may not familiar with the note taking task so T should provide them some tips to deal with the task
IV. Procedure:

Have Ss list three field events in a piece of paper Individual work
Read three events and find out who is bingo
Give some field events: javelin, pole vault, high jump, long jump, football,
gymnastics ……..
Lead in new lesson
Take out a picture and ask Ss to guess who she is and give some information about her Individual work
Ask Ss to name some Olympic champions
Give some information about Olympic games:
The first Games were held at the foot of mountain Olympus in 776 BC to honor the
Greek’s chief God Zeus and once for every four years later on
Outdoor activities – competitive sports contests were held as games pf friendship
During any wars in progress were halted to allow the Games to take place
Only aristocracy and military could participate at first. Later the games were open to
all free Greek males who had no criminal records
Winners were greatly honored by having olive wreaths placed on their head and
having poems sung about your deed
Present some words in listening lesson:
Olympic Champion
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Love story
Sports teacher
Romantic
Teacher’s diploma
C. While- listening:
Task 1:
16ms Get Ss to work individually and then check the answer with their partner Whole class
1. T 2. T 3. F
4. T 5. F
Task 2:
1. a general education 2. lives/family
3. different/swimming 4. love stories
5. teacher’s diploma
Have Ss work in groups to talk about Sally
12ms Call on some representatives to report Whole class
Elicit feedback from the class Group work
Get Ss to close their books and fill in the gaps:
Sally was born in (1) . She(2) a general education at local schools and when she was
15, she (3) the star sports Club near her (4) . It’s in (5) . She lives with her (6) and two Individual work
(7) .She doesn’t have (8) free time but she likes (9) sports-basketball and (10) for Pair work
examples and just (11) at home and (12) .She ;loves reading love stories-romantic
books. In the future, she wants to be a (13) . She is a student at (14) .She wants to get
her teacher’s (15).
1. 1980 6. parents 11. sitting
2. got 7. brothers 12. reading
3. joined 8. much 13. sports teacher
4. home 9. different 14. college
5. Manchester 10. swimming 15. diploma
E.Wrapping up:
2ms For homework, have Ss write a paragraph about a famous Olympic champion Whole class
they know well

Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to write about someone’s background
II. Materials: Textbook, lesson plan, table
IV. Procedure:
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Have Ss match A with B: Individual work
A B
1. Name a. Boston
2. Date of birth b. Kensington High school
3. Place of birth c. English, French, math
4. Schools attended d. Tourist guide
5. Exams passed e. David Brown
6. Previous job f. November 12th 1969
7. Interests g. Music and dancing
1.e 2.f 3.a 4.b 5.c 6.d 7.g
15ms B. Pre-writing: Whole class
Present some new words: Pair work
c.v.: curriculum vitae: a form with details about someone’s past education and jobs
travel agency
hotel telephonist
Take out the table and have Ss work in groups: Write a paragraph about Mr Brown
using the cues given in the textbook
Have Ss close their books and fill a suitable word in each gap:
David Brown was (1) on November 12 th 1969 in Boston. He (2) Kensington High
school and passed (3) in English , French and Math. He worked (4) a tourist (5) form
June 1991 to December 1998 and (6) he was a hotel (7) fro March 1999 to May 2002.
He (8) music and dancing.
1. born 3.exams 5. guide 7. telephonist
2. attended 4. as 6. then 8. likes
Task 2:
Take out the tables and ask Ss t o fill some information in them:
Group A Group B
1. Name ……………………… ………………………
2. Date of birth ……………………… ………………………
3. Place of birth ……………………… ………………………
4. Schools attended ……………………… ………………………
5. Exams passed ……………………… ………………………
6. Previous job ……………………… ………………………
7. Interests ……………………… ………………………
Guide Ss how to make questions about:
* Education: Which school did you go to?
When did you start to study there?
When did you graduate?
When did you finish school?
* Language: How many languages can you speak?
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How much do you know English?

Are you good at speaking English?
* Hobbies: What’s your hobby?
What did you do in your free time?
* Sports: Do you often play sports?
What is your favorite sport?
Have two Ss of two groups go to the BB to write the answers in the table
C. While- writing:
13ms Have Ss look at the table and write a short paragraph about him/her Whole class
D. Post –writing:
10ms Get each group to read out Whole class
Elicit corrective feedback from the class and give final comments afterwards Group work
E.Wrapping up:


distinguish sounds /æ/ and /e/
use past perfect and simple past appropriately
IV. Procedure:

5ms A. Warm up: Jumbled sentence Whole class
Give some words and have Ss rearrange to make a meaningful sentence: Individual work
Can /can/ canner /cant /a /can/ he/
A canner can’t can a can, can he?
Lead in new lesson
12ms B. Pronunciation: /æ/ and /e/ Whole class
Guide Ss know how to pronounce /æ/ and /e/ Pair work
Have Ss read out
Have some read out
Get Ss to list words which are pronounced /æ/ and words which are pronounced /e/
C. Grammar: The past perfect and the simple past tenses:
26ms Have Ss review the form and usage of past perfect: Whole class
Marie Curie took up the position which her husband obtained at the Subornne Individual work
Took up: simple past Pair work
Had obtained: past perfect
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Exercise 1:
1. had broken 4. had not returned 7.had left 10. had broken
2. had done 5. had ever seen 8. had moved
3. had met 6. had been 9. had not seen
Take out a picture and ask Ss:
How did she feel?
Have Ss complete the sentences:
She felt happy because ……………
They played volleyball after……………
She felt happy
She felt happy because she had got a good mark
They played volleyball after they had come back from work
Have Ss distinguish the differences between the past simple and past perfect
Exercise 2:
1. had just finished/came 2. had seldom traveled/went
3. went/had already taken 4. Did…. manage/had gone
5. had just got/phoned/had been
What are they?
What can they do?
Explain the new word: What’s up= What happens?
Exercise 3:
1.had climbed  climbed 2. had turned turned
3. had called called 4.had heard heard
5.already went  had already gone
E.Wrapping up:
For homework, have Ss do exercises in the workbook
Test yourself A
I. Objectives: Helping Ss consolidate the knowledge and improve listening, reading skills and giving them language
practice
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IV. Procedure:

10ms A. Listening: Whole class
Present some new words: Individual work
minister freedom Pair work
movement speech
gunshot wound
Have Ss listen to the tape three times and complete the table, then check the answer
with a partner
1.On 15th January 1929 6.a minister at a
2. in 1951 7.the black freedom movement
3. for four years 8.wwalked to Washington to hear his famous speech at the
4. he met 9.in 1964
5. they got married 10. On 4th April 1968
10ms B. Reading: Whole class
Present new words: Individual work
chairman fair field Education Committee Pair work
essay earn sb’s living
economic principal
technical public Health Council
Have Ss read the passage and choose one appropriate phrase in the box for each blank,
then exchange the answer with a partner
1.F 2.C 3.A 4.D 5.B
10ms C. Grammar: Whole class
apply for certificate Pair work
junior look forward to + V-ing
faithfully
Have Ss read the passage and use the correct form of verbs in brackets to complete the
letter of application and then check the answer with a partner
1. to apply 3. attended 5. got 7. reading 9. am able
2. am 4. passed 6. can 8. know 10. hearing
12ms D. Writing: Whole class
Pen-friend Pair work
sincerely
Have Ss read the letter and then write a reply
Get one or two S(s) to read out
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Unit four: SPECIAL EDUCATION

Lesson A: Reading
discuss the topic.
IV. Procedure:

10ms Have Ss see a movie about the special education for disable children and ask them: Individual work
10ms Who are they? Pair work
12ms Where arte they?
3ms What are they doing? Whole class
Lead in new lesson Individual work
B. Pre-reading: Pair work
Have Ss close their books and do exercise 1:
Look at Braille Alphabet in the textbook and guess the words which are written in a, b, Whole class
c: Individual work
Pair work
Whole class
Individual work
Pair work
Whole class

a. mute b. deaf c. blind
Have Ss do exercise 2:Look at the activities. Which ones do you think would be
difficult for blind, deaf and mute children:
Activities Deaf Mute Blind
Listen to teachers
Pronounce words
Raise arms
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Close and open fingers

Phone friends
Look at black board
Have S do exercise 3:Lookat the requirement. Are they necessary for teachers in
teaching disable children
Requirements Yes No
Determination
Demonstration
Aid instruments
Opposition
Support
Impatient
Time
C. While- reading:
Have Ss listen to the tape and read silently
Have Ss read the passage again and [pick out the sentences which express the
following words:
demonstration
time-consuming
support
Task 1:
Give correct answers: 1.c 2.e 3.a 4.b 5.d
Task 2:
Give correct answers: 1.d 2.b 3.a 4.c 5.d
Task 3:
1. disabled 3. write 5. opposition 7.math 9.fingers
2. read 4. efforts 6.time-consuming 8.arms 10. proud
D. Post –reading:
Have Ss work in groups to talk about special education
E.Wrapping up:
For homework, ask Ss to write a short paragraph about Mrs Thuy’s special class

Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to talk about someone’s studying
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IV. Procedure:
Have Ss match the subjects in the left column with the topics on the right one: Pair work
1. Mathematics a. plants and animals
2.Physics b. gymnastics
3. History c.25 x2 – 3x +10 = 0
4. Geography d. e = mc2
5. physical education e.H20
6.Englisih f. the countries of the world
7.Chemistry g. the 2nd world war
8. biology h. computer and their applications
9. information technology i. reading, writing and spelling
1.c 2.d 3.g 4.f 5.b 6.i 7.e 8.a 9.h
Ask Ss some questions:
What are your favorite subjects?
Which one don’t you like?
How much time do you prepare for your lesson everyday?
Lead in new lesson
A. 4 C.2 E.3 G.7
B.1 D.6 F.5
Task 2: Pair work
Get Ss to work in pairs to interview their friend about her/his studying using the
questions in task 1
Call on some Ss to ask and answer
Elicit feedback form the class and give some comments Whole class
12ms D. Post –speaking: Individual work
Have Ss tall about their friend’s studying using the information they have interviewed
E.Wrapping up:
For homework, ask Ss to write a short paragraph about their studying or
someone’s they know well

Lesson C: Listening
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IV. Procedure:

Have Ss write words which can be derived from the word “photo” Individual work
photographer photography
photographic photogenic
Explain the meaning s of these words
Have Ss fill each of the blanks with one suitable word given in the textbook Individual work
1. photographic 4. photograph
2. photography 5. photogenic
3. photographer
Have Ss read the following words”
surroundings deaf
sorrow mute
passion exhibition
laborer stimulate
Get Ss to listen to the passage and decide whether the statements are true or false, then Pair work
check the answer with their partner
1.T 2.F 3.T 4.F 5.T
Task 2:
Get Ss to listen again and fill suitable words in the gaps, then check the answer with
their partner
1.photographic 5. beauty 9. stimulate
2. 19 6. simple 10. escape
3. exhibition 7. peaceful
4. 50 8. chickens
Have Ss answer the following questions: Pair work
1. Who are the members of the club? Group work
2.What are their doing in Hanoi?
3.How many photographs are on display?
Have Ss work in groups to retell the story about the Vang Trang Khuyet photography
club
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For homework, have Ss summarize the listening passage

Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to write a letter of complaint
IV. Procedure:

Have Ss look at the pictures and answer the questions: Pair work
How do they feel?
Why do they feel happy/angry/sad…?
Ask Ss :
What kind of letter do you write if you feel angry about something or unhappy with
something?
Will you write a letter pf complaint or a thank-you letter?
Lead in new lesson: A letter of complaint
Ask Ss some more questions:
What is a complaint letter?
Have you ever written a complaint letter?
Do you know how to write a complaint letter?
Have Ss read the letter and get information to fill in the blanks: Individual work
77 Ngoc Ha Street, Ha Noi
Sunshine holidays
137 Thuong Thanh street
Ha Noi June, 18 th 2004
Dear Sir,
I am writing to complain about the inconveniences we had to suffer during the holiday
to Cua Lo beach from June 3 rd to June 18thorganized by your company. What we have
experiences in the holiday was quite different form the advertisement. The journey to
Cua Lo was a disaster as the coach was old and not air-conditioned. When we arrived
our room was not ready and we had to wait in the lobby for half an hour. It took us
nearly an hour to go swimming because the hotel nearly three kilometers form the
beach. This was a package holiday and we expected to pay no further charges but we
had to pay one hundred thousand Dong for the laundry service. We complained to the
guide but she could not do anything about it
In short, we think that you need to apologize for the poor service of the tour and
something must be done to improve it
Your faithfully
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Tran Phu
1. Address of sender 2.Date
3.Address of receiver 4.Salutation
5.Reason for writing 6.Complaints
7.Solution for the problem 8.Closing
9.Signature
1. 77 Ngoc Ha Street, Ha Noi
2. June, 18th 2004
3. Sunshine holidays 137 Thuong Thanh street Ha Noi
4. Dear Sir
5. I am writing to complain….
6. The journey about it
7. I short, improve it
8. Your faithfully
9. Tran Phu
Task 1:
Have Ss give the answer using the information in the table:
What were advertised Hat happened to you
* Narrative teachers only * Only one native teacher
* No more than 20 students per class *About 40 students in class
* Free books and cassettes tapes * Paid 80.000 Dong for books and
* All air-conditioned rooms cassettes
* 5.30 p.m – 8.30 p.m * The classroom was very hot
* Waited for half an hour because the
room was bit ready or the teacher arrived
late
C. While- writing:
15ms Have Ss complete the letter of complaint using the information from the dialogue in Whole class
task 1 Individual work
D. Post –writing:
12ms Ask Ss to exchange their writing with another student for peer correction Whole class
Collect some writings for quick feedback Pair work
Provide general comments on the writings and give an sample:
You say that there are only native teachers but my class has two Vietnamese teachers
and only one native teacher. You also say that each class has no more then 20 students,
but there are about 40 ones in my class. This is not ideal for a language class at all. In
the advertisement, you say we can have books and cassettes tapes free of charge, but in
reality, we had to pay for them. To make the matter worse, the classroom is not air-
conditioned. This is not quite acceptable. Finally what I do not like most about your
centre is the time. The class is not the same as what the advertisement says. Classes not
only start late but also finish early.
E.Wrapping up:
2ms For homework, have Ss write a letter of complaint Whole class

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distinguish sounds /ɔ/ and /ɔ:/
use the + adjective, the structure “used to”, which as a connector appropriately
IV. Procedure:

Have one Student read his/her letter of complaint, then correct his/her mistakes and Individual work
give him/her a mark
12ms B. Pronunciation: /ɔ/ and /ɔ:/ Whole class
Have Ss read the two following sentences:
1. Laura’s daughter bought a horse and call it Laura
2. John wants to watch Walter wash the dog
Introduce the two vowels /ɔ/ and /ɔ:/, then read out and have Ss tell the differences
between the two vowels
Have Ss read out
Have some read out
1. Formation of noun: Individual work
a. Presentation: Pair work
Give two sentences and have Ss remark:
* Mai’s sister is young
* The young have the future their hands
Retell: The + adjective = noun
e.g.: The old
The poor
The rich
b. Practice:
Exercise 1:
1. the young 4. the sick
2. the injured 5.the rich /the poor
3. the employed
2. Used to:
a. Presentation:
Ask Ss:
What did you use to do when you were a child?
Reintroduce the structure “used to” : It is used to indicate a habit in the past
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Have Ss give some examples

b. Practice:
Exercise 2:
1. used to smoke 5.used to be
2.used to ride/have 6.used to take
3. used to live 7.used to be
4. used to like/eat 8.used to go
3. Which as a connector;
a. Presentation:
Tell how to use which: Which us used to replace a clause standing before it
e.g.: She can’t speak English. It’s a disadvantage
She can’t speak English, which is a disadvantage
Have Ss give more examples
b. Practice:
Exercise 3:
1. She couldn’t come tit eh party, which was a pity
2.Jill isn’t on the phone, which makes it difficult to contact her
3.Neil has passed his exams, which is good news
4.Our flight was delayed, which meant we had to wait…
5. Ann offered to let me stay in her house, which was very nice of her
6.The street I live on is very noisy, which makes it difficult to sleep
7.Our car has broken down, which means we can’t go away tomorrow
Unit five: TECHNOLOGY AND YOU

Lesson A: Reading
I. Objectives: By the end of the lesson, Ss will be able to know the importance of the computer in the daily life and
discuss the uses of the computer
IV. Procedure:

Have Ss answer the following questions: Pair work
What machine is used to type, watch a film, listen to music, do the calculations and
play games?
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Do you know how to use this machine?

Lead in new lesson: Learn about the importance and uses of the computer in daily
life
Take out a picture and some key words, have Ss match each number with one of the Individual work
words or phrases given Pair work
1. D (visual display unit) 5. A (CPU) Pair work
2. E (mouse) 6. F (floppy disks)
3. G (Printer) 7. B (CD ROMS)
4. C (keyboard) 8. H (speakers)
Have Ss work in groups to answer the following questions: Group work
What do people use computers for?
What can be other purposes of using computers in the future?
Write some notes down:
To get information
To send or receive mails
To type and print documents
To store files/documents
To entertain
To tech and study
To design houses, bridge, buildings ….
Future: to do the shopping
To give advice in different aspects/subjects
To cure diseases
To replace human
Pre-teach some new words:
Place of scenic beauty
Miraculous
Device = appliance
Electronic
Interact with
Get Ss to work individually and then check the answers with their partner Pair work
1.c 2.e 3.a 4.b 5.d
Task 2:
Give correct answers: C
Give the following handout and have Ss work in pairs:
Do you agree or disagree with these statements about computers. Tick
( ) for your answer:
Agree Disagree
1. Computers are used in many fields in our daily lives
2. People can use computers to solve personal problems
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with sympathy
3. Computers can be used to replaced human in the future
4. People have not got any trouble or problems when
using computers
5. Computers are used for working , studying,
entertainment and other daily activities
Have Ss work in groups to answer the following questions using the cues given in the
textbook
Elicit feedback from the class, then give suggested answers:
1. Computers can help us send and receive mails in a very short time, visit shops,
offices and places of interest, pay all kinds of bills, read newspapers and magazines.
We learn not only languages but also other subjects like biology, geography, history
and so on
2. Because it’s capable of doing anything you ask. It can speed up calculations,
manage large/collection of data. It allows you to type and print
D. Post –reading:
12ms Have Ss brainstorm: Whole class
Group work
buying many things paying bills
teachers
designers
students shopping
work
Uses of computer
writers
businessmen reading news
operation
getting information
healt
internet
h
cure diseases using power point

Have Ss work in groups to talk about other advantages of using a computer using
the above suggestions
E.Wrapping up:
For homework, ask Ss to find out some problems that people encounter
when using computers

Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to talk about the uses of modern inventions such as radio,
T.V… and the uses of information technology in the daily life
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IV. Procedure:
Have Ss match names of electric devices with the pictures: Pair work
electric cooker computer
refrigeration cassette player
television air conditioner
washing machine fax machine
Lead in new lesson
Task 1: The uses of modern inventions Pair work
A: Can /Could you tell me what a cell phone is used for?
B: It’s used to talk to people when you are away from your home
Present some new words: Pair work
store transmit
process long distance meeting
participant
1. store 4. send 7. send
2. transmit 5. hold 8. receive
3. process 6. made 9. design
Task 3:
Have Ss work in pairs to rank the sentences in task 2 in order of importance
Have Ss work in groups to talk about the uses of information technology using the Group work
following gist:
For entertainment for work
Information
technology
for study
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E.Wrapping up:
For homework, ask Ss to write a paragraph about the uses of information
technology

Lesson C: Listening
IV. Procedure:

Take out some picture and ask Ss: Pair work
1. Name some electrical appliances they know
2. What are they used for?
1. refrigerator, radio, T.V, washing machine, telephone
2. A refrigerator is used t keep food and vegetables fresh
A washing machine is used to wash dirty clothes
A telephone is used to exchange information
Have Ss look at the table and answer the questions: Pair work
How many electrical appliances are there in the table? Individual work
What are they?
Have you got a T.V/a fax machine?
Do you often watch T.V
Do you know how to use a fax machine?
Get Ss to work in pairs to ask their friends how often he/she use these electrical
appliances .The say again
E.g.: Minh listens to radio, watches T.V very often and sometimes uses a computer and
camcorder but he never use a fax machine
What is it?
What is it used for?
Do you know how to use a computer?
Do you think computing lessons are difficult?
Introduce: Some say that the computing lessons are difficult but some say that they are
easy. Today we’ll listen to s story about an old company director talking about his
experience pf learning how to use a computer. First of all, I have some new words
you’ll listen to in the listening lesson:
worried VDU
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memory refuse
excuse
Have Ss read the statements in the textbook and decide whether they are true or false Pair work
Get Ss to listen to the tape and give the answers and then check the answer with their
partner
1.F(he wasn’t worried) 2.T
3.T 4.F (understood about…)
5.F (didn’t understand well) 6.F (stopped learning)
Task 2:
Have Ss guess the missing words and listen again to check the answers
1. invited 3. refused 5. anything
2. still 4. excuse
12ms Have Ss work in pairs to answer the following questions: Whole class
1. Was the man worried when his son bought a computer? Pair work
2. When did he really become worried?
3. Who taught him computing lessons?
4. Did he understand the computing lessons well?
5.What did he suggest at last?
Have Ss retell the story basing on the questions given above
Call on some Ss to retell
Give some final comments and suggestions:
He wasn’t worried when his son bought a computer but he became really worried
when his secretary asked him to buy one in the office. So he decided to have his son
teach him some computing lessons. But he didn’t understand them well. Therefore,
after some lessons, he made his excuse and stopped learning how to use the computer
E.Wrapping up:
2ms For homework, have Ss write the story in their notebooks Whole class

Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to write a set of instructions on how to operate a T.V with a
remote control
II. Materials: Textbook, lesson plan, visual objects, picture
IV. Procedure:

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Ask Ss the following questions: Pair work
1. Have you ever used a public telephone?
2. Is it easy or difficult to use it?
3.Can you chow me how to use it?
Lead in new lesson
Have Ss read the set of instruction on how to use a picture telephone in the Pair work
textbook then answer the questions:
1. What is this? (take out a phone card)
2. What is it used for?
3. What are the steps in using a public telephone?
4. What should you do if you want to get help?
5. What should you do if you want to call fire service/the police/or an ambulance?
1. It’s a phone card
2.It’sused to make a call
3. They are : First lift …………
Second insect …………
Then, press …………
Wait until …………
4. To obtain help dial 116
5.To call fire services dial 114.
To call the police, dial 113.
To call an ambulance, dial 115
Have Ss find out the connectors and the imperative form of the verbs from the
instructions
Connectors: first, then, next, until.
Imperative form of the verbs: lift, insect, press, wait ….
Take out a remote control and have Ss answer the questions in the textbook
1. If we want to operate a T.V with a remote control, we have to make sure that the
cord is plugged in and the main is turned on
2. ….press the power button
3.press the program button
4. press number 1,2,3, 4
5. press the volume button up and down
6.pree the mute button
C. While- writing:
12ms Have Ss write a set of instructions on how to operate a T.V with a remote control Whole class
individually Individual work
D. Post –writing:
10ms Ask Ss to exchange their writing with another student for peer correction Whole class
If you want to operate a T.V with a remote control you must make sure that the cord is
plugged in and the main is turned on. First, .press the power button to turn on T.V.
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Next, select the channel by pressing number 1,2,3, 4. Then press the program button
to select the program you like. Finally press the volume button up and down to select
the volume and if you want to turn off, press the power button again
E.Wrapping up:
3ms For homework, have Ss write a set of instructions on how to use an ATM card Whole class


distinguish sounds /u:/ and /u/
use the present perfect, present perfect passive and who, which, that appropriately
IV. Procedure:

12ms Have Ss read and distinguish the differences between the words: Individual work
26ms hit heat
3ms for four
B. Pronunciation: /u:/ and /u/ Whole class
Model the two vowels /u:/ and /u/ and explain how to pronounce them Pair work
Have Ss read out
Have some read out
C. Grammar: Whole class
1. The present perfect tense: Individual work
Take out two pictures and have Ss tell the differences:
E.g.: In the first picture (now) : two birds have appeared
Have s give form and usage
Form: S + have/has + PII + O
Usage: describe a past action with the present result
b. Practice:
Exercise 1:
1. Tom has opened the door 2. He has turned on the T.V
3. He has tidied the house 4.He has cleaned the floor
5.He has turned on the lights 6.He has laid two bottles of water
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2. The present perfect passive:

a. Presentation:
Give two examples and have Ss distinguish:
They have just built a new bridge
A new bridge has just been built by them
Have Ss give form of the present perfect passive
S + have /has been + PII + by agent
b. Practice:
Exercise 2:
Call on some Ss to answer and then give correct answers:
1. A new hospital for children has been built in our city
2. Another man –made satellite has been sent into space
3.More and more trees have been cut down for wool by farmers
4. Thousands of animals have been killed in the forest fire
6.About one hundred buildings and houses have been destroyed in the earthquake
7. Their hands have been washed and dried on a towel
8. Another book has been read by the students
9. Some ink has been spilled on the carpet
10.She has been shown how to do it
3. Relative clause:
a. Presentation:
Have Ss review the usage of who , which and that and give some examples
b. Practice:
Exercise 3:
1. which 4. who 7. who(m) 10. who
2. which 5. who 8. which/that
3. which 6. who 9. which
E.Wrapping up:
For homework, have Ss write a paragraph about important event on their life
(using present perfect active and passive and relative clause)
Unit six: AN EXCURSION

Lesson A: Reading
discuss the topic.
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IV. Procedure:

10ms Have Ss work in groups and discuss: Group work
10ms What activities do you like doing when you have a few days off?
12ms Call on some Ss to answer, then give some prompts:
3ms Going abroad/visiting a foreign country
Traveling to cities/traveling through our own country by car/train
Visiting friends/relatives
Taking a bicycle tour, cruise, going camping, hiking, fishing, relaxing at the beach
Staying at home, catching up on reading a book, fishing up or redecorating the house
B. Pre-reading:
Take out a picture ad have Ss guess the places
Call on some Ss to answer and give correct answers: Whole class
1. Thien Mu pagoda 2. Ha Long bay Individual work
3. One pillar pagoda 4. Da Lat
Get Ss to match the photos with the information ion the textbook
a.3 b.2 c.4 d.1
Have Ss tell which of places they like to visit most and give reasons
Pre- teach some new words:
pine forest water fall
lotus persuade
permit -permission
C. While- reading:
Task 1:
Get Ss to read the passage and choose the best answer and then check the answer with Whole class
their partner Individual work
1.C 2.D 3.A
Task 2:
Have Ss play the game Lucky number to do task 2
1. after the first term ends Group work
2. because they have just studied rock formations and they have never been inside a
cave
3. 20 kilometers away
4. have a two-day – trip and spend a night together by a campfire
5. Her parents’ permission. They are so protective and don’t want to let her stay the
night away from home
D. Post –reading:
Have Ss work in pairs to fill each blank with a suitable words given
Call on some Ss to answer and give correct answers: Whole class
1. is going to make 5. relax themselves Individual work
2. some caves 6. problem is
3. want to see 7. to persuade them
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4. have learnt 8. her classmates

Have Ss tell about their excursion
E.Wrapping up:
For homework, ask Ss to write a paragraph about the excursion they like most Whole class

Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to plan the best seat for each person basing on their likes and
dislikes
IV. Procedure:

10ms Have Ss correct homework Individual work
10ms Elicit feedback form the class and give him/her a mark
3ms Take out a picture and give situation: Tim’s class is going on a boat trip on Lake Individual work
Michigan Chicago. Please read some information about some of participants
get sun burnt
travel sickness
be by myself
Have Ss list all seats that are suitable for the following requirement:
1. seats which aren’t in the sun desk, can help see all the students (Mr Andrew)
2. Seats which have plenty of fresh air (Mary)
3. Seats which aren’t air-conditioned, suitable for taking photographs (John)
4. Seats which are in the sun desk (Tim)
5.Seats which can help give a good view
1. seats 46, 43, 40, 34, 45 2. seats 31,37 19, 20, 26, 32
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3. seats 10, 11, 12 4. seats 1,6

5.seats 16, 29, 34
C. While- speaking:
Give some useful expressions to help Ss make dialogue: Whole class
What do you think? Pair work
What’s your idea?
I think Mary should
She’d better
It’s not a good idea because
Seat 30 would be better
May be you are right but I still think that
Ask Ss work in pairs basing on the following sample:
A: Now, let’s begin with Mr. Andrew. Which seat seems suitable for her?
B: I think she should sit in seat 12. Form here she can see all her students
A: But look! It’s in the sun desk and she doesn’t like it. What about seat 34?
B: OK. I think she will like it , so seat 34 is for Mrs. Andrew
Have Ss work in pairs to tell the seat which is suitable for them and give the reasons. Whole class
Then one reports Pair work
Call on some representatives to report Individual work
E.Wrapping up:
For homework, ask Ss to choose the best seat suitable for them and explain why

Lesson C: Listening
I. Objectives: By the end of the lesson, Ss will be able to listen to the botanical garden and master main ideas of the
lesson and tell about their plan for a picnic at the weekend
II. Materials: Textbook, lesson plan, handouts, pictures
Ss may not have sufficient vocabulary to talk about the topic, so the teacher should be ready to assist them. Ss may not
IV. Procedure:

10ms Give the first and last letter of a word and have Ss guess what the word is: Individual work
10ms P- - - - C
12ms Lead in new lesson
Have Ss work in pairs: Ask and answer the following questions: Pair work
Do you often go for a picnic?
Where do you often go for a picnic?
When is the best time for a picnic?
What do you often do at a picnic?
Give some suggestions to help Ss make conversations easier:
Where When Activities
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1. park/zoo 1.Sunday 1. play games

2. valley 2.weekends 2.go sightseeing
3. beach 3. weekends/holidays 3.games/ go swimming
4. hill/mountain 4.weekends/holidays 4.go hiking / climbing / singing/
playing games
Have Ss read the words:
glorious left-over
destination botanic Garden
tour guitar
delicious spacious
C. While- listening: Whole class
Take out the pictures and have Ss describe using the following cues: Pair work
Picture a: trees/sunny/beautiful sight
Picture b: on the bus/on the way
Picture c: taking pictures/having fun/in the Botanic garden
Picture d: having meal/gathering at groups
Picture e: coming to school/gathering at school gate/ready to depart
Picture f: playing games/singing/playing the guitar
Have Ss look at the picture and number the pictures ion the order
Get Ss to listen to the tape and then check the answer with their partner
1.A 2.E 3.B 4.C 5.F 6.D
Task 2:
Have Ss read the sentences and complete, then listen again and check the answers
1. was just a few 4. a short tour
2. to pay a visit 5. playing some more
3. at the school gate
Task 3:
Have Ss read the questions and try to answer
Have them listen again and check
1. It was very nice
2. Yes it was
3. It was beautiful
4. It was so peaceful and quiet in the Garden
5. They took pictures, played games, laughed, talked, sang songs and danced
Have Ss work in groups to discuss: Talk about your plan if your class could go for a Whole class
picnic this weekend Group work
E.Wrapping up:
For homework, have Ss do task 3 in the notebook
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Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to write a confirmation letter responding to each of the
situation given
IV. Procedure:

10ms Have Ss find out the words which go with the word “letter” Individual work
10ms Give suggested answer: Pair work
12ms
3ms Business Whole class
Friendly Individual work
Invitation Pair work
Apology
LETTER Thank you Whole class
Complaint Individual work
Love Pair work
Confirmation
Get-well Whole class
Lead in new lesson Individual work
B. Pre-writing: Pair work
Have Ss work in pairs: Answer the questions:
1. Have you ever written a confirmation letter? Whole class
2.Do you know how to write a conformation letter?
3. For what do we write a confirmation letter?
Retell to help Ss understand more clearly
Task 1:
Have Ss read two letter in the textbook and find out which is a request letter and which
us a confirmation letter .Then find the requests and the conformation in each letter
Present some phrases:
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Pick sb up
Be convenient for
Let sb do st
As soon as possible
C. While- writing:
Have Ss read the situations
Divide the class into two groups, have groups A write a conformation letter responding
to the situation one and group B write a conformation letter responding to the situation
two
D. Post –writing:
Ask two groups to report
Give samples when necessary:
* The first letter:
Dear Lan,
I am glad to join your birthday party next Sunday. I have no lesson on that day so I’ll
be glad to g o shopping for you. You can be sure that I will bring bananas, oranges and
mangoes to your house at 7.00 on that day
Let me know if you need more help
I look forward to seeing you then
Yours,
Nga
* The second letter:
Dear Minh,
I have just got your letter this morning in which you asked me to lend you a book
about wild life. Of course, you can get it as long as you need. The only problem is that
I am going to the market with my mother this Saturday so I can’t be back home at that
time. Why don’t we meet at 2 in the afternoon?
I’ll be waiting for you then
Yours,
Nga
E.Wrapping up:
For homework, have Ss write a conformation letter


distinguish sounds / ə:/ and / ə/
use the present progressive and near future tense appropriately
Ss may find it difficult to distinguish the sounds, so the teacher should be ready to help them
IV. Procedure:

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10ms Have Ss find the word which is pronounced differently from the others: Individual work
10ms 1. earn bird fir other
12ms 2.today nurse about of
3ms Have Ss read again and lead in new lesson
A. Pronunciation: /ə:/ and / ə/ Whole class
Explain how to pronounce the two vowels / ə:/ and / ə/ Pair work
Have Ss read out
Have some read out
B. Grammar: Whole class
The present progressive tense (with a future meaning) and be going to: Individual work
Give the situations and have Ss choose the best answer:
1. Tom: I hear Mary is in hospital now
Jim: Really? I am going to see her tomorrow/I will see her tomorrow/ I am seeing
her tomorrow
2. Mary: Let’s go to the cinema tonight
Jack: Sorry, I am helping my mother with her housework/I am going to help my
mother with her housework
3. Look! It’s windy and cloudy. Run and look for a shelter. It is going to rain hard/ It
will rain hard
1. I will see her tomorrow
2.I am helping my mother with her housework
3.It is going to rain hard
Have Ss distinguish the differences between the simple future and the near future,
between the near future and the present continuous with a future meaning
Say again to help them understand more clearly:
* be going to + bare infinitive: talking about something planned before the moment of
speaking or something which is surely to happen soon
*Will/Shall + bare infinitive: talking about something coming out the moment of
speaking
* Be +V.ing +adv denoting the future: talking about plans as in agenda
b. Practice:
Exercise 1:
1. are doing 2. is getting married
3.Are you going to watch 4. is Tom going to/is going to
5. is going to
Exercise 2:
1. are going 2.are having 3.is going to catch
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4. are you putting 5. is not going to give

Exercise 3:
1. Are you going to see it? I am doing my homework
2. but we are visiting our grandparents
3.What is he going to do with the money?
4. It’s going to rain soon
5.I am going to clean it later
E.Wrapping up:
For homework, have Ss write a short paragraph about their plans in the future
(using present continuous and be going to)
Test yourself B
practice
IV. Procedure:

Have Ss look at the table, listen to the tape and then complete it Individual work
Get Ss to exchange the answer with a partner Pair work
1. 50 miles to the west of London 6. in central England
2. 120,000 inhabitants/people 7. 90,000 people
3. market town 8. university
4. biscuit factory 9. car factory
5. computer industry 10. Cowley road
10ms B. Reading: Whole class
Have Ss read the passage and decide whether the statements are true or false Individual work
1.F 2.F 3.T 4.F 5.T
Have Ss read the paragraph and out a stroke (/) where the word has been omitted and Individual work
write the missing word in the space provided Pair work
1. out by 2. opportunities for
3. In Britain, there 4.program which/that
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5.all the 6.organizing the

7. invention a /per 8. developed by
9. However, it 10.Will it be
12ms D. Writing:
Ask Ss some questions: Whole class
Have you ever been to a computer factory? Individual work
Do you plan to visit a computer factory? Pair work
What will you have to prepare?
Have Ss read the suggestions in the textbook and write to ask their uncle for
permission to visit
For homework have Ss write a letter to ask the director for permission to
visit his/her computer factory
Unit seven: THE MASS MEDIA

Lesson A: Reading
discuss the topic.
II. Materials: Textbook, lesson plan, table
IV. Procedure:

Ask Ss to close their books, divide the class on to 6 groups , deliver each group letters Group work
of words and have them arrange the letters into a meaningful word. Which group finish
first will be the winner
Have them give correct answers
1. INTERNET 4. BOOK
2. TELEVISION 5. MAGAZINE
3. RADIO 6. NEWSPAPER
Have Ss find a word phrase expressing these words
Call on some Ss to answer and give correct answers: MASS MEDIA
Lead in new lesson
1. Have Ss listen to music of some programs and ask them to find out its name: Pair work
1. Film 4. Weather forecast
2. Cartoon 5. Football
3. News headline
Ask Ss some questions about these programs
2. Have Ss match A with B:
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A B
1. Cartoon a. Road to Olympia Peak
2. Drama b. Tom and Jerry
3. Comedy c Gala Cuoi
4. Documentary d. Hon Truong Ba Da Hang Thit
5. Quiz show e. Journey along the Mekong
1.b 2.d 3.c 4.e 5.a
Have Ss match the words in A with their definitions in B, then check the answer with Pair work
their partner
1.c 2.a 3.d 4.b
Task 2:
Have Ss read some popular T.V programs and decide whether the statements are true
or false. If they are false, correct them
1.T 2. T
3.F (… on VTV 3) 4.T
5.F( and the last program starts at 23.30/ends after 23.30)
Task 3:
Have Ss work in pairs to ask and answer the questions in the textbook
Elicit feedback from the class and give correct answers:
1. five films are on 2. The news can be watched at 9,12,19
3. VTV2 4. The quiz show is
5. VTV1 6. The football
D. Post –reading:
12ms Have Ss work in pairs to talk about their one of the T.V programs they like watching Whole class
best and explain the reasons Pair work
E.Wrapping up:
For homework, ask Ss to write a short paragraph about he program on T.V they
like best and give the reasons

Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to talk about main features of the mass media
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IV. Procedure:
Have Ss listen to the following information and guess what it is and find out the key Pair work
word:
1. It was invented in 1925
2.We can listen to the news but we can’t see it
3.It contains information and pictures
4. We use it to find information quickly, chat with friends and send email
1. television 3. newspaper
2. radio 4. internet
Key word: MASS MEDIA
Lead in new lesson
Have Ss look at the table and point out features of each of mass media by ticking ( ). Pair work
The mass media

Features
T.V radio books internet
1.provide information and
entertainment orally
2.receive information aurally
3.present information and
entertainment visually
4.receive information visually
5.present information and
entertainment orally and visually
6.get information aurally and visually
7.provide/deliver information and
entertainment
C. While- speaking:
14ms Have Ss look at the table and tell about those types of the mass media Whole class
e.g.: T.V presents information and entertainment visually and we receive them through Pair work
eyes
Have Ss work in pairs to do task 3
A: What are different types of the mass media?
B: T.V, radio, books, magazines, newspapers, internet….
A: What features do they have on common?
B: Provide /deliver information and entertainment
A: What are their own features?
B: T.V present information and entertainment orally and visually
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12ms Have Ss work in groups to talk about some features of any types of the mass media Whole class
they like Group work
E.Wrapping up:
For homework, ask Ss to write about features of the mass media

Lesson C: Listening
IV. Procedure:

Take out a picture and ask Ss to look at it and answer the following questions: Pair work
1. What is it?
2. What is it used for?
3. How often do you listen to radio
4. How many hours per week do you listen to it
5. What topics do you like listening to and why?
Lead in new lesson??
Have Ss try to remember the answers of their friends and then report Individual work
Have Ss listen to the two radio news stories and tick the words they hear in the right Pair work
column under new story 1 and news story 2, then check the answer with their partner
News story 1 News story 2

healthy 
strong 
young 
cloudy 
highest 
wonderful 
Task 2:
Have Ss listen again and fill in the missing words, then exchange the answer with their
partner
I. 1. has caused floods 2. have left their homes 7. strong wind
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3.have risen 4. two meters

5. has stopped 6. cloudy
II. 1. twenty third 3. California 5. young and healthy
2. 4,418 4. wonderful
Task 3:
then exchange the answer with their partner
1. heavy rain did 2. because rivers have risen
3. twenty three times 4. because it keeps her young and healthy
Divide the class into two groups: Group A tell about the news story 1 and group B tell Group work
about the news story 2
For homework, have Ss write a short paragraph about the program on the
radio they like most or they often listen to

Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to write advantages and disadvantages of some types of the
mass media
IV. Procedure:

Have Ss play the game: Lucky number Group work
Choose the number and answer the following questions:
1.What are some kinds if the mass media?
2. Which one is the most popular?
3. What are the advantages of T.V?
4. What are the disadvantages of T.V?
Task 1: Pair work
Have Ss close their books and arrange the following information into two columns:
Advantages and disadvantages of T.V
1. interfere with family life and communication
2. make things ,more memorable because it presents information in an effective way
3. make people violent
4. encourage us to buy things that we don’t need
5. increase the popularity of sports and games
6. make us passive
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7. entertain us
8. take much time away form activities such as chatting and games
9. learn more about eh world and to know and see many new things
Advantages: 2–5–7–9
Disadvantages: 1 – 3 – 4 – 6 – 8
Task 2:
Divide the class into six groups to tell about Advantages and disadvantages of: Whole class
Listening to radio Group work
Reading newspapers
Using the Internet
Elicit feedback from the class and give some suggestions:
Advantages Disadvantages
* make people happy, life easier *waste time
Listening * relax *make people passive
to * get / enlarge / broaden knowledge
radio and understanding
* share opinions and experiences
* make people happy, life easier * harm people’s eyes: be short
Reading * get in formation on many fields: sighted
news- culture, art, business… * cost time and money
papers * relax and entertain * make people passive
* get information quickly and
exactly
* make people happy, life easier * cost lots of time and money
* provide quick and daily access to * harm people’s eyes: be short
Using information and entertainment sighted
the * get information on many fields: * make people passive, violent
Internet culture, art, business... and lazy
* relax and entertain * influence on the way people
think/affect people’s life
* take time away from other
activities: sports, games
C. While- writing:
Have Ss write a paragraph about advantages and disadvantages of one of the mass
12ms media discussed in task 2 Whole class
Go round to offer any help Individual work
D. Post –writing:
10ms Collect some writings for quick feedback Whole class
Provide general comments on the writings Pair work
E.Wrapping up:
2ms For homework, have Ss write a paragraph about Advantages and disadvantages Whole class
of radio

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distinguish sounds /ei/, /ɔi/ and /ai/
use present perfect tense, adverb phrase of reason ( because of) and concession
(in spite of) appropriately
IV. Procedure:

Have Ss write a short paragraph (about 4-5 sentences) using the following words: Individual work
Today – play – enjoy – buy
Lead in new lesson
B. Pronunciation: /ei /, /ɔi/ and /ai/
10ms 1.Distinguishing sounds: Whole class
Have Ss practicing pronouncing /ei/, /ɔi/ and /ai/ Individual work
Have Ss listen to the words and repeat Pair work
Have Ss read out
Have some read out
Get Ss to list the words which are pronounced /ei/, /ɔi/ and /ai/
/ei/: afraid, made, mistake, changed, timetable, April, Friday, changing
/ɔi/: noisiest, Royce, boy, oil
/ai/: I, timetable, ninety-nine, types, by, Friday, like, ride, while, my
C. Grammar:
28ms 1. The present perfect tense: Whole class
Write down some examples and have Ss say the tense is used and its usage: Pair work
I have just cleaned the floor
My brother has just read “Gone with the wind” three times
He has worked for him since 1980
* The present perfect tense is used to express:
a. an action has just happened
b. an action repeated many times in the past
c. an action began in the past, happens in present and may be in the future
* Some prepositions and adverbs are used: since for, never, ever, so far, already,
recently …….
b. Practice:
Exercise 1:
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1.have been 4. have done 7. have watched

2. has lived 5. has had
3. have met 6. have taken
Exercise 2:
Have Ss complete the sentences using for, since or ago individually and then exchange
the answer with a partner
1.b 2.c 3.f 4.a
5.h 6.g 7.e 8.d
2. Phrases or clauses of reason and concession:
a. Presentation:
Have Ss match A with B:
A B
1. They did the test well a. because of her injured leg
2. He couldn’t solve the problem b. though it was difficult
3.The train was late c. although he is good at math
4.She walked slowly d. though it got dark
5. I went to school on time e. because he worked hard and
6. I was happy methodically
7. John succeeded in his exam f. because of the thick fog
8.They continued to work g. because I passed the exam
h. in spite of the heavy rain
Have Ss look at sentences in column B, distinguish the differences between because
and because of , although and in spite of and then give the structure
* Phrase and clause of reason:
Because + clause
Because of +Noun/noun phrase/ Ving
* Phrase and clause of concession:
although /though + clause
in spite of /despite+ Noun/noun phrase/ Ving
b. Practice:
Exercise 3:
1. c/f 3. a/e 5. i/g
2. b/d 4. h/j
E.Wrapping up:
For homework, have Ss combine the following pairs of sentences using phrases
or clauses of reason and concession:
1. The teacher is sick. We’ll have no lesson tomorrow
2. Mary looks happy. She has just got good marks
3. He is very wealthy. He is not happy
4.The flight was delayed. The weather was bad
5.He couldn’t solve the problem. He was good at math
Correct answers:
1.We’ll have no lesson tomorrow because the teacher is sick
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because of the teacher’s sickness

2. Mary looks happy because she has just got good marks
because of her good marks
3.He is not happy although/though he is very wealthy
in spite of /despite his wealth
4. The flight was delayed because the weather was bad
because of the bad weather
5.He couldn’t solve the problem although/though he was good at math
in spite of /despite being good at math
Unit eight: THE STORY OF MY VILLAGE

Lesson A: Reading
discuss the topic.
II. Materials: Textbook, lesson plan, picture and table
IV. Procedure:

Ask Ss find out he key word: Pair work
V E

V I L L A G E
Whole class
8ms B. Pre-reading: Pair work
Take out 6 pictures about the countryside now and before. Have Ss look at them and
arrange the pictures about the country now and the pictures about the country before
Have Ss work in pairs to ask and answer the following questions:
1. Where are people doing?
2. How are they working?
3. What do you think of crop?
4. What helps produce good crops?
C. While- reading: Whole class
17ms Task 1: Individual work
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1.b 2.d 3.a 4.e 5.c
Task 2:
Take out the table and have Ss read the passage again and complete it individually and
then exchange the answer with their partner
Before Now
1. made of straw and mud 1. made of brick
2. few 2. many
3. buffalo, plough 3. machine
4. enough to eat 4. more to sell
5. foot, bicycle 5. motorbike
Have Ss close their books and look at the table retell areas of change
Task 3:
Have Ss work in pairs to answer the questions in the textbook
1. In the author’s village many years ago, the life was simple and the people were in
need of many things
2. Because they hoped that with an education of science and technology their children
could find a way of bettering their lives
3. They introduced new farming methods which resulted in bumper crops
4. He said that their lives had changed a lot thanks to the knowledge their children had
brought home
5.He told his grandchildren to study harder so that they could do even more for their
village than their parents had done
D. Post –reading: Whole class
12ms Have Ss work in groups: Discuss the changes of the village and the reasons Group work
For homework, ask Ss to write a paragraph about the changes of their
hometown

Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to discuss about the plans to improve their life in the village
and their results
IV. Procedure:
Divide the class into two groups and have one member of each group got o the BB and Group work
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do the teacher’s request. Look at the words given by the teacher, explain the meaning
or do any action for each group guess the word is:
roads
medical centre
crop
bridge
school
Lead in new lesson
10ms B. Pre-speaking: Task 1: Whole class
Present some new words: Individual work
Cash crop Pair work
Canal
Muddy
Flooded
Have Ss match each of the plans with its possible result by asking and answering
questions:
e.g.: A: Why should we widen the roads?
B: We should widen them so that cars and lorries can get to the village
Task 2: Pair work
Have Ss read the conversation and give them some notes: You should pay attention on
the words:
I know what we should do first. We should …….
That’s s good idea
Can get…….
We won’t have to …….
And we should also…….
Will be bale to…….
Have Ss work in pairs of three and make other conversations
Have Ss work in groups to talk give some more plans to improve the life in the village Group work
and their possible results
For homework, ask Ss to write a short paragraph about plans to improve
the life in their village

Lesson C: Listening
Ss may not have sufficient vocabulary to talk about the topic, so the teacher should be ready to assist them. Ss may not
IV. Procedure:
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Have one student talk about his/her hometown in the past and now Individual work
Elicit feedback from the class and give him/her a mark
Take out two pictures and have Ss discuss the differences between them Pair work
* In the past there weren’t any hotels, but now there is one in the town
* In the past the town used to have only small houses
* In the past there were cows grazing on the field
* In the past the road was narrow
* In the past there were a lot of trees
Have Ss read the statements and guess they are true or false, then listen to the tape and Pair work
check the answers
1. F ( Popffero is a small town on the south coast of England)
2. F ( it used to be a small quiet town)
3.T
4. F( A lot of trees have been cut down for wider streets)
5. F( some people don’t like the changes they miss the quiet and peaceful life)
Task 2:
Get Ss to read the passage and fill in the gaps with suitable words, then listen again and
check the answer
Get Ss to exchange the answers with their partner
1. houses 5. car
2. hotel 6. shop
3. widened 7. department
4. cut 8. expensive
Have Ss work in groups to discuss the changes in their own hometown or home village Group work
E.Wrapping up:
For homework, have Ss write a paragraph about the changes in their own
hometown

Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to write a letter giving directions to somewhere
II. Materials: Textbook, lesson plan, a map
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IV. Procedure:

Have Ss work in pairs to ask and answer the following questions: Pair work
Where do you live/ What’s your address?
Do you know the place where I live? Do you know how to get there?
Lead in new lesson
Introduce the situation Pair work
Present some new words and emphasize the way of telling the way to somewhere:
Come/get out of
Turn left/right
Keep walking
Go over
Walk past
Take the first /second turning on the left/right
It’s the one with
Have Ss read the letter and find out Ann’s house on the map
Task 2:
Have Ss read the letter again and underline the words and phrases used to give
directions
Give others words and phrases:
Go ahead Go along
Go straight ahead Go up/down
Keep straight It’s on the left /right
You can’t miss it
Take out the map and have Ss give other directions to Ann’s house
Have Ss tell the way to their house using the words or phrases given in task 1 and 2
C. While- writing:
Have Ss look at the map and write a letter to Jim telling him the way to their house (in
15ms A) form Roston Railway Station Whole class
Remind Ss to write the opening/ beginning and closing /conclusion of the letter Individual work
D. Post –writing:
Choose one or two report(s) and read it/them to the class Pair work
Elicit corrective feedback from the class and give final comments afterwards and
sample:
Dear Jim,
I am very pleased to hear that you have decided to spend your next weekend with us.
You are coming here by train so I am writing this letter to tell you how to get to my
house form
When you get out of the station, turn right. Keep walking for about 5 minutes, you will
see a small bridge ahead. Go over the bridge, walk along Bridge Street. Turn left into
Bright Street. My house if the third on the right opposite the corner of Bright street and
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Parker Avenue. You can’t miss it

I enclose the map so that you can follow my direction easily
Looking forward to seeing you soon
Love,
Mai
E.Wrapping up:
2ms For homework, have Ss write a letter to their friend telling the way to their house Whole class


distinguish sounds /au/ and /ou/
use reported speech and conditional type 1 appropriately
II. Materials: Textbook, lesson plan
IV. Procedure:

Give jumbled sentences and have Ss rearrange the words into meaningful sentences: Individual work
1. counted/coming/cows/mountain/the/Kr/Brown/down Pair work
2. knows/Joe/Rose/phones/Sophie/Sophie and Joe/but/don’t know/knows/Rose
1. Call on some Ss to answer
Mr. Brown counted cows coming down the mountain
2.Rose knows Joe phones Sophie, but Sophie and Joe don’t know Rose knows
Have Ss read out the two sentences and lead on new lesson
B. Pronunciation: /au/ and /ou/
10ms 1.Distinguishing sounds: Whole class
Explain to Ss how to pronounce the two sounds /au/ and /ou/ Individual work
Have Ss listen to the words and repeat Pair work
Have Ss read out
Get Ss to find out the word whose underlined part is pronounced differently from the
others:
1. A. drove B. love C. woke D. hole
2. A. snow B. low C. cow D. show
3. A. owl B. loud C. allow D. flow
4. A. foul B. group C. shout D. mouse
Have some read out
C. Grammar:
27ms 1. Reported speech: Whole class
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Ask Ss: I can drive a car. What about you? What can you do? Pair work
Report Ss’ answer:
He/She said he/she could swim /sing
Have Ss review reported speech by filling in the table:
Direct speech Reported speech
* Present: “I love you” He said ……………
* Present: “ We’ve made before” She said……………
* Past simple: “We met in 1987” He said……………
* Will: “ I’ll mend it for you” She said……………
* Can:“ I can swim” She said……………
b. Practice:
Exercise 1:
1. An old farmer said their lives had changed a lot thanks to the knowledge the
children had brought home
2. She said she was going to HCM City soon
3. I thought the film would be interesting
4. She said she couldn’t help you/him/her because she had too much to do
5. Rich told me that Anne had written Jim a letter
6.He told me it took him three hours to get there because the roads were flooded
7.She said she thought it was crazy idea and that it wouldn’t work
8. He announced that breakfast was served between 7.00 and 9.00
Exercise 2:
1. told 2.said 3. said 4. told 5. talked
2. Conditional sentence type 1:
a. Presentation:
Ask Ss : What will you do if you have much money?
Have Ss review the conditional sentence type 1 by asking some questions:
How many clauses are there?
What tense is used in if clause and main clause?
What is its use?
Have Ss say the form
b. Practice:
Exercise 3:
If I don’t go out so much, I’ll do more homework. If I do more homework, I’ll pass my
exam. I f I pass my exam, I’ll go to University. If I go to university, I’ll study medicine.
If I study medicine, I’ll become a doctor. If I become a doctor, I’ll be able to cure
diseases and help sick people.
Exercise 4:
Have Ss distinguish the difference between if and when, then do exercise 4
individually and then check the answer with a partner
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1.if 2.when 3.if 4.if 5.when
E.Wrapping up:
2ms For homework, have Ss do exercises in the workbook Whole class
Test yourself C
practice
IV. Procedure:

Have Ss listen to what Sheila Brooks says about her village and decide whether the Individual work
statements are true or false, the n listen to the passage and check the answers Pair work
1.F 2.F 3.T 4.F 5.T
Get Ss to listen again and fill each blank with the a suitable word
1. aren’t 4. theatres
2. evenings 5. knows
3. cinemas
B. Reading:
12ms 1. Pre-reading: Whole class
Have Ss work in groups: brainstorm advantages and disadvantages of television Group work
current
dominate
argument
2. While- reading:
Have Ss read the passage and answer the questions in the textbook
1. T.V is a convenient and rather cheap source of entertainment because people can sit
comfortable at home to see plays, films of every kind, and they don’t have to pay for
expensive seats at the theatre or in the cinema
2. People can see plays, films of every kind, and the latest exciting football matches
3. The T.V viewer is complete passive because he needs to do nothing and he doesn’t
even use his legs
4. If we get to like watching T.V too much it will dominate our lives and we won’t
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-
have time to talk to each other and do other things

5. That T.V is good or bad depends on people
3. Post –reading:
Have Ss work in groups to tell about advantages and disadvantages of television using
the main points in pre-reading
Call on some representatives to report Group work
C. Grammar:
Have Ss fill each blank with the correct form of a verb in the box individually and then
check the answer with a partner
10ms Call on some Ss to answer Whole class
Give correct answers: Individual work
1. have been/haven’t had 4.had taken Pair work
2. haven’t given /have paid 5.thought/would come
3. said 6. told/have got
D. Writing:
Have Ss review verbs and phrases used to give the directions to someone’s house
Have Ss look at the map and use the cues to write the directions for their friend, who
10ms will come to the area by bus, to meet them at the Indian Restaurant Whole class
Ask Ss to exchange their writing with another student for peer correction Individual work
E.Wrapping up:
Have Ss do exercises in the workbook for homework
3ms Whole class
Unit nine: UNDERSEA WORLD

Lesson A: Reading
discuss the topic.
II. Materials: Textbook, lesson plan, pictures
IV. Procedure:

Have Ss name some sea animals Pair work
dolphin
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turtle
shark seal
Sea animals
shark whale
Lead in new lesson

Take out the pictures and have Ss look at the pictures and name the sea animal in each Pair work
picture
seal jellyfish
turtle shark
Ask s a question:
Where do they live?
Present some new words (have Ss look at the map and guess)
Arctic Ocean Asia
Pacific Ocean Africa
Indian Ocean Europe
Antarctic Ocean
Atlantic Ocean
Have Ss read the passage silently and find out the following words and underline: Individual work
gulf oversized biodiversity investigate Pair work
tiny samples challenges provide
Task 1:
1.tiny 3. gulf 5.samples
2.investigate 4. biodiversity
Task 2:
Have Ss read the passage again and answer the questions in the textbook, then
exchange the answer with their partner
1. 75%
2. By using more sophisticated tools
3. To investigate the seabed and bring samples of the marine life back to the surface
for the further study
4. Provide a wide range of information including water temperature , depth, and the
undersea populations
5. G1: live on or depend on ht e bottom like the starfish
G2: Swimming animals such as fishes, sharks, that more independently of water
currents
G3: Tine organisms that are carried along by the currents like the jellyfish
6. If the sea biodiversity was not maintained, the marine life would be at stake
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D. Post –reading:
12ms Have Ss work in groups to summarize the passage by filling in the blanks with ht Whole class
missing words, then report (close their books) Group work
Give some final comments and correct answers:
1. three –quarters 5. biodiversity
2. mysterious 6. huge
3. modern 7. plants and animals
4. discoveries 8. closely connected
For homework, ask Ss to write a paragraph about a sea animal they like

Lesson B: Speaking
I. Objectives: By the end of the lesson, Ss will be able to talk about the oceans protection
II. Materials: Textbook, lesson plan, table, picture
IV. Procedure:
Have Ss work in pairs: Pair work
What will you do if your class have much rubbish?
Would you mind telling me how the environment will be if the class are full of rubbish?
What should(not) you do?
We will place it in dustbins/sweep it
It look s dirty. The environment is polluted….
We shouldn’t throw rubbish
We should place rubbish in the dustbins
Task 1: Pair work
Take out the sentences and have Ss put them in the order of importance to protect our
oceans and give the reason why:
e.g.: I think that action f is the most important because if we learn all we can know about
the oceans we will understand their values and try to protect them
Have Ss work in pairs to say what we should do or shouldn’t do to protect the oceans
A: What do you think of using herbicides?
How do you feel about being a smart shopper?
What’s your opinion of fishing for species?
B: Well, I think we should/shouldn’t
In my opinion
As far as I am concerned
C. While- speaking: Whole class
12ms Task 2: Group work
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-
Have Ss discuss about some threats to the health of the oceans

Have Ss read the threats in the textbooks and discuss the consequences that might occur
and offer some possible solutions(Divide the class into groups and fill in the table)
Threats Consequences Solutions
1.Beaches filled with plastic Polluted water Place plastic bags in proper
bags dustbins
2. Whales hunted for food Extinct/disappear (Government) Don’t let people
sell whale products
3. Explosives used to catch A lot of fish died Be banned
fish
4. Oil spilled from tankers Polluted water Punish captain
5. Pesticides blown off the Polluted water Clean up the water before
fields into the sea running into the sea
Have Ss work in groups to retell how to protect the oceans using the information given in
17ms the table and their own ideas Whole class
Call on some representatives to report Group work
E.Wrapping up:
2ms For homework, ask Ss to write a paragraph about the threats to the health of the Whole class
oceans, give some consequences and possible solutions to protect them

Lesson C: Listening
IV. Procedure:

10ms Pair work
12ms B. Pre-listening:
3ms Whole class
Individual work
C. While- listening: Pair work
Task 1:
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-
Get Ss to work individually and then check the answer with their partner Whole class
Task 2:
D. Post –listening: Whole class
Have Ss work in groups to talk about the Great Wall and tell the reason why it is
considered one of the greatest wonders in the world and how it was built
E.Wrapping up:

Lesson D: Writing
I. Objectives: By the end of the lesson, Ss will be able to

IV. Procedure:

10ms Pair work
12ms B. Pre-writing:
Whole class
C. While- writing: Individual work
Have Ss write a report on the visit individually Pair work
D. Post –writing: Whole class
Get Ss to exchange their writing with their partner Individual work
Elicit corrective feedback from the class and give final comments afterwards Whole class
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-
E.Wrapping up:


IV. Procedure:

10ms A. Pronunciation: Whole class
10ms 1.Distinguishing sounds: Individual work
10ms Pair work
12ms Have Ss listen to the words and repeat
3ms Have Ss read out Whole class
Have some read out
B. Grammar:Exercise 1: Whole class
b. Practice: Pair work
Call on some Ss to answer Whole class
1.4.7.10. Pair work
25.8.11.
3.6.9.12. Whole class
Exercise 2:
a. Presentation:
b. Practice: Have Ss do exercise 1 individually and then check the answer with a
partner
1.4.7.10.
25.8.11.
3.6.9.12.
Exercise 3:
a.Presentation:
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-
b.Practice:
1.4.7.10.
25.8.11.
3.6.9.12.
E.Wrapping up:
Test yourself F
practice
IV. Procedure:

10ms Have Ss do exercise 1 individually and then check the answer with a partner Pair work
12ms Call on some Ss to answer
3ms Give correct answers: Whole class
Individual work
B.Reading: Pair work
Pair work
C.Pronunciation and grammar: Whole class

Have Ss do exercise 1 individually and then check the answer with a partner Individual work
Whole class
D.Writing:
E.Wrapping up:
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-

Lesson A: Reading
discuss the topic.
IV. Procedure:

12ms
D.Post –reading: Individual work
Have Ss work in groups to talk about the Great Wall and tell the reason why it is Pair work
Call on some representatives to report Whole class
E.Wrapping up:

Lesson B: Speaking
I.Objectives: By the end of the lesson, Ss will be able to identify structure that are used to talk about past experiences
and their influences in one’s life, i.e: present perfect and past simple, strucutre with “make”; and use those structures
to talk about a past experience and how it affects their life
II. Materials:Textbook, lesson plan, handouts, picture
IV. Procedure:
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-

10ms Pair work
12ms B.Pre-speaking:
Get Ss to work individually ansd then check the answer with their partner Individual work
Whole class
C.While- speaking: Individual work
Task 1: Pair work
Pair work
D.Post –speaking:
Have Ss work in groups to talk about the Great Wall and tell the reason why it is Whole class
E.Wrapping up:

Lesson C: Listening
I.Objectives: By the end of the lesson, Ss will be able to develop such listening – micro skills as intensive listening
IV. Procedure:

10ms Pair work
3ms Whole class
Individual work
Task 1:
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-

Task 2:
D.Post –listening: Whole class
E.Wrapping up:

Lesson D: Writing
I.Objectives: By the end of the lesson, Ss will be able to

IV. Procedure:

10ms Pair work
12ms B.Pre-writing:
Whole class
D.Post –writing: Whole class
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-

E.Wrapping up:


IV. Procedure:

10ms Pair work
Have some read out
1.4.7.10. Pair work
25.8.11.
Exercise 2:
a.Presentation:
b.Practice:Have Ss do exercise 1 individually and then check the answer with a
partner
1.4.7.10.
25.8.11.
3.6.9.12.
Exercise 3:
a.Presentation:
b.Practice:
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-
1.4.7.10.
25.8.11.
3.6.9.12.
E.Wrapping up:
Test yourself F
practice
IV. Procedure:

Individual work
Pair work

Whole class
D.Writing:
E.Wrapping up:
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-

Lesson A: Reading
discuss the topic.
IV. Procedure:

12ms
E.Wrapping up:

Lesson B: Speaking
IV. Procedure:
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10ms Pair work

Whole class
Task 1: Pair work
Pair work
D.Post –speaking:
E.Wrapping up:

Lesson C: Listening
IV. Procedure:

10ms Pair work
3ms Whole class
Individual work
Task 1:
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-

Task 2:
E.Wrapping up:

Lesson D: Writing

IV. Procedure:

10ms Pair work
12ms B.Pre-writing:
Whole class
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-
E.Wrapping up:


IV. Procedure:

10ms Pair work
Have some read out
1.4.7.10. Pair work
25.8.11.
Exercise 2:
a.Presentation:
partner
1.4.7.10.
25.8.11.
3.6.9.12.
Exercise 3:
a.Presentation:
b.Practice:
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-

1.4.7.10.
25.8.11.
3.6.9.12.
E.Wrapping up:
Test yourself F
practice
IV. Procedure:

Individual work
Pair work

Whole class
D.Writing:
E.Wrapping up:
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-

Lesson A: Reading
discuss the topic.
IV. Procedure:

12ms
E.Wrapping up:

Lesson B: Speaking
IV. Procedure:
10ms Pair work
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-
Whole class
Task 1: Pair work
Pair work
D.Post –speaking:
E.Wrapping up:

Lesson C: Listening
IV. Procedure:

10ms Pair work
3ms Whole class
Individual work
Task 1:
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-
Task 2:
E.Wrapping up:

Lesson D: Writing

IV. Procedure:

10ms Pair work
12ms B.Pre-writing:
Whole class
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-
E.Wrapping up:


IV. Procedure:

10ms Pair work
Have some read out
1.4.7.10. Pair work
25.8.11.
Exercise 2:
a.Presentation:
partner
1.4.7.10.
25.8.11.
3.6.9.12.
Exercise 3:
a.Presentation:
b.Practice:
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-

1.4.7.10.
25.8.11.
3.6.9.12.
E.Wrapping up:
Test yourself F
practice
IV. Procedure:

Individual work
Pair work

Whole class
D.Writing:
E.Wrapping up:

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-
Lesson A: Reading
discuss the topic.
IV. Procedure:

12ms
E.Wrapping up:

Lesson B: Speaking
IV. Procedure:
10ms Pair work
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-

Whole class
Task 1: Pair work
Pair work
D.Post –speaking:
E.Wrapping up:

Lesson C: Listening
IV. Procedure:

10ms Pair work
3ms Whole class
Individual work
Task 1:
Task 2:
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-
E.Wrapping up:

Lesson D: Writing

IV. Procedure:

10ms Pair work
12ms B.Pre-writing:
Whole class
E.Wrapping up:
----------------------------------------------------------------------------------------------------------------------------------------
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-


IV. Procedure:

10ms Pair work
Have some read out
1.4.7.10. Pair work
25.8.11.
Exercise 2:
a.Presentation:
partner
1.4.7.10.
25.8.11.
3.6.9.12.
Exercise 3:
a.Presentation:
b.Practice:
1.4.7.10.
25.8.11.
3.6.9.12.
E.Wrapping up:
----------------------------------------------------------------------------------------------------------------------------------------
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-

Test yourself F
practice
IV. Procedure:

Individual work
Pair work

Whole class
D.Writing:
E.Wrapping up:
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Giao An Tieng Anh 11

Ph©n phèi ch¬ng tr×nh tiÕng

Vinh, ngày 10/ 08 / 2018

Nguyễn Thị Hải

Period 1 Review lesson one

5.The man (walk) along the corridor is our boss.

Period 2 Review lesson two

2.Is ………. ready to go? Pair work

Period 3 Unit one: FRIENDSHIP

I.Objectives: By the end of the lesson, Ss will be able to:

Time Steps Interaction

nice thing that brings happiness to us.

Period 4 Unit one: FRIENDSHIP

10ms C.While- speaking: Whole class

Period 5 Unit one: FRIENDSHIP

Time Steps Interaction

Period 6 Unit one: FRIENDSHIP

I.Objectives: By the end of the lesson, Ss will be able to:

Time Steps Interaction

Go sround to offer helkp and give correctinve feddback

Period 7 Unit one: FRIENDSHIP

Time Steps Interaction

Have Ss practise pronouncing the words in pairs

Period 8 Unit two: PERSONAL EXPERIENCE

I.Objectives: By the end of the lesson, Ss will be able to:

Time Steps Interaction

contact him to give him the money back

Period 9 Unit two: PERSONAL EXPERIENCE

Time Steps Interaction

10ms B.Pre-speaking: Whole class

Period 10 Unit two: PERSONAL EXPERIENCE

7.smoke e.A fire – resistant door that can be closed

Period 11 Unit two: PERSONAL EXPERIENCE

Time Steps Interaction

Most unforgetable experience

e.g: A sample outline

Period 12 Unit two: PERSONAL EXPERIENCE

I.Objectives: By the end of the lesson, Ss will be able to:

Give the anser:

Period 13 Unit three: A PARTY

Christmas Easter Graduation

Period 14 Unit three: A PARTY

Special food clothes

Have Ss work in groups to give correct answer

Provide corrective feedback when necessary

Period 15 Unit three: A PARTY

Time Steps Interaction

- Who came - About 20 guests came

Period 16 Unit three: A PARTY

I.Objectives: By the end of the lesson, Ss will be able to:

III. Anticipated problems:

Time Steps Interaction

Period 17 Unit three: A PARTY

Period 18 Test yourself A

Period 19 45 -MINUTE -TEST

Period 20 TEST CORRECTION

10. C.couldn’t help