giao an co ban lop 10

Period: 55 UNIT 9: UNDERSEA WORLD
Date: 04/01/2009 LESSON 1: READING
I. Objectives:
By the end of the lesson, sts will be able to:
- read and understand the text in detail
- enlarge vocabulary about undersea world.
II. Teaching aids: textbook, pictures in textbook, chalk and board.
III. Teaching method: integrated
IV. Anticipated problems:
- Problems: Students may lack vocabulary on undersea world.
- Solutions: Teacher introduce more new words about undersea world.
V. Procedures:
Teachers activities Students activities
1. Warm-up:( 3 mins)
- Ask sts to work in pairs and tell some oceans they
know in Vietnamese or in English.
- Gets sts answers.
- Give equivalent meaning in English if sts dont
know and show them on the map.
- Introduces the new lesson.
2. Before you read( 12 mins)
- Ask sts to look at the 4 pictures in the textbook and
name the sea animal.
- Ask some sts to report.
- Listen and give remarks.
+ Vocabulary:
- Provide sts with new words/phrases:
+ bay(n):
+ over come (v):
+ satellite photograph(n):
+ exist(v):

+ subma'rine(n): Tàu ngầm
+ 'organism(n): cá thể
+ unless = ifnot
+ be at stake(phr) : Có nguy cơ tuyệt chủng = in
danger
- Read each word/phrase twice and ask sts to repeat.
- Leave the sts 1 minute to self- practise reading the
words.
- Call on some sts to read aloud and correct.
3. While you read:( 20 mins)
+ Set the scene:
- You are going to read a passage about undersea
world. Read it and then do the tasks that follow.
+ Task 1:
- Explain the task.
- Ask sts to read the passage, try to find the meaning
of these words in the context and do task 1
individually.
- Tell sts to compare their results with their partners.
- Call on 5 sts to do the task orally in front of the
class.
- Listen and correct.
+ Task 2:
- Elicits the task from sts.
- Asks sts to read the 6 questions and understand their
meaning.
- Ask sts to work in pairs to read the passage again
and answer the questions in task 2.
- Require sts to underline the information that
supports the answers.

- Have sts compare their answers with another pair.
- Work in pairs and tell the oceans they know.
- Read out the answers:
+ Pa'cific ocean: Thái bình dơng
+ At'lantic ocean: Đại tây dơng
+ 'Indian ocean: ấn độ dơng
+ 'Arctic ocean: Bắc băng dơng
+ An'tarctic ocean (southern ocean): Biển nam
cực.
- Look at the 4 pictures and name them.
- Answers:
+ Picture1: Seal + Picture2: Jellyfish
+ Picture3: Turtle + Picture4: Shark
- Self- correct
- Listen , guess their meaning and then copy down
- Listen and repeat.
- Read these words silently.
- Soms sts read these words aloud and others listen.
- Look at the book and listen to the teacher.
- Read the passage to find the words meaning and
do task 1 individually.
- Share their answer with their partners.
- Some sts report.
1. tiny 2. investigate
3. gulf 4. biodiversity
5. samples
- Read and explain the task.
- Read the 6 questions and understand their
meaning.
- Work in pairs to ask and answer.

- Compare their answer with other pairs.
1
- Ask 6 pairs to ask and answer aloud in front of the
class.
- Give correct answers.
4. After you read:( 7 mins)
- Explain the task.
- Sts are required to work in pairs to fill in each
numbered space with a word/phrase in the box.
- 8 sts represent by reading aloud the answers.
- Listen and check.
5. Consolidation: (2 mins)
- Summarize the main points of the lesson.
6. Homework:( 1 min)
- Learn by heart all the new words and make
sentences with them.
- Do exercises in the workbook.
- Prepare for the new lesson.
- Some pairs report.
1. 75%
2. They do that by using modern devices
3. They bring samples to the scientists to study
4. We can learn about the temperature, depth, and
the marine population
5. + Group 1: some live on or depend….
+ Group 2: Some are swimming animals…
+ Group 3: Tiny organism that are carried
6. If the sea biodiversity were not maintained,
marine life would be at stake.
- Look at the book and listen to the teacher.

- Work in pairs to do the task.
- sts report.
1. three- quarters 2. mysterious
3. modern 4. discovery
5. plants and animals 6. huge
7. biodiversity 8. closely connected
- Others listen
Period: 56 Unit 9: LESSON 2: SPEAKING
Date: 04/01/2009
I. Objectives:
By the end of the lesson, sts will be able to:
- offer solutions to sea problems using should or shouldn’t.
- talk about causes and consequences of sea problems.
- Report on discussion results.
II. Teaching aids: textbook, chalk and board.
III. Teaching methods: integrated, mainly communicative.
IV. Anticipated problems:
- Problems: Students may have difficulty in giving consequences and solutions for some threats to
the health of the oceans.
- Solutions: Teacher can give some suggestions about them.
V. Procedure:
Teacher’s activities Students’ activities
1. Warm-up: (5mins)
- Asks sts some questions:
1. What should you do if there is so much rubbish in
our class?
2. What should you do if our oceans are polluted?
- Answer the teacher’s questions:
1. I should put them in dustbin.
2. We should protect our oceans:

2
- Introduce the new lesson.
2. Before you speak: (13mins)
+ Task 1:
- Explain the task.
- Ask sts to look through all the statements and give
sts some new words:
- pollute (v): g©y « nhiÔm
- dispose (v) of sth: vøt bá
- 'herbicides (n): thuèc diÖt cá
- 'pesticide (n): thuèc trõ s©u
- fertilizer (n): ph‘ .bon
- Ask sts to read the new words aloud.
- Ast sts to work in pairs and talk about what we
should or should not do by answering the 2 questions:
1. Which actions shouldn’t or should you do to
protect our oceans?
2. In you opinion, which action should you do to
protect our oceans at first?
- Go around to help sts if necessary.
- Ask some sts to give their opinions.
3. While you speak( 15mins)
+ Task2:
- Introduce the task.
- Have sts read the sentences and understand them.
- Explain some new words:
hunt (v )
explosive ( n)
spill ( v )
tanker ( n )

- Ask sts to work in pairs to discuss the consequences
of the threat to our oceans listed in Task 2 and offer
some solutions.
- Give sts some suggestions by handouts:
Threats Consequences Solutions
1. Beaches are
filled with
plastic bags.
- polluted water - place plastic
bags in
proper
dustbins
2. Whales are
hunted for
food.
- disappear - not hunt or
sell whale
products
3. Explosives
are used to
catch fish.
- a lot of fish
died
- be banned.
4. Oil is filled
from tanks
- polluted water - clean the
sea
+ Clean beaches
+ Learn all you can about the oceans.

…
- Look at the book and listen to the T.
- Write down the new words and practise reading
them.
- Work in pairs and discuss the 2 questions.
- Sts may answer: I think that/ In my opinion
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.
- Look at the book and listen to the teacher.
- read the sentences and understand them.
- Listen and take notes.
- Work in pairs and discuss some consequences and
possible solutions.
3
water/punish
captain.
- Go around to help sts if necessary.
- Call on some pairs to report in front of the class.
- Give comments.
4. After you speak: ( 9mins)
+ Task 3: Report to the class what your group has
discussed.
- Ask some representatives to report their pairs’
opinions in front of the class.
- Listen and ask others to listen to give their opinions.
5. Consolidation: (2mins)
- Summarize the main points of the lessons.
6. Homework: (1min)
- Write a passage about the threats to our oceans and

the solutions.
- Some sts report their opinions in front of the class.
- Others listen and give remarks.
Handout:
Threats Consequences Solutions
2. Whales are hunted for food. - disappear - not hunt or sell whale products
3. Explosives are used to catch fish. - a lot of fish died - be banned.
4. Oil is filled from tanks - polluted water - clean the sea water/punish captain.
Period: 57 Unit 9: LESSON 3: LISTENING
Date: 04/01/2009
I. Objectives:
By the end of the lesson, sts will be able to:
- listen to get specific information about whales.
- answer comprehension questions.
II. Teaching aids: textbook, cassette, CD, pictures of whales, chalk and board.
III. Teaching methods: integrated, mainly communicative.
IV. Anticipated problems:
- Problems: sts may have difficulty in listening to answer the questions.
- Solutions: teacher introduces ss some difficult words in the listening passage.
V. Procedures:
Teacher’s activities Students’ activities
1. Homework checking:(5mins)
- Call on one student to talk about what people
should do to protect the oceans.
2. Before you listen:(10mins)
a. Focus sts on the picture of a whale and ask sts to
answer the following questions:
1. What is it?
2. Do you think whales are fish? Why (not)?
3. Is it the largest animal on the world?

4. Why do people keep hunting whales?
b. Introduces some new words
- 'mammal (n): the animal that raise the young
- One student presents. Others listen and give
remarks.
- Look at the picture and answer the teacher’s
questions.
1. It is a whale.
2. They are not fish because they raise their young
on milk.
3. Yes, it is.
4. They want to catch whales for food, oil, leather
and other products.
- Look at the board, listen to the teacher and guess
4
on milk
- whaling (n): hunting whales
- krill(n): tiny shellfish found in the seas (whales
feed on krill)
- mig'rate(v): to move from one place to another
according to season
- conser'vation(n): taking care of sth, the
prevention of loss, damage
- feeding / bearing ground (n): the place where a
species of animal find food/ give birth.
- an/a/the increase/ decrease in stphr):
- International whaling Commission: an
organization responsible for the number of whales
hunted.
- measure(n): an action taken to achieve a

purpose
- heavy hunting pressure(phr):
- Read the words and ask sts to repeat twice.
- Ask sts to read the words in pairs.
- Ask some sts to read the words aloud.
- Ask sts to refer to the map of the world in the
textbook (p. 94) and revise parts of the world, the
oceans and discuss where there are cold waters.
3. While you listen:( 17mins)
+ Task 1:
- Tell sts that they are going to listen to a talk about
whales.
- Ask sts to work in pairs, look at the statements
given, underline the key words and guess if they are
true or false.
- Ask sts to listen to the talk and do the task.
- Plays the cassette twice.
- Ask sts to compare their answer in pairs.
- Check sts’ answer.
- Play the cassette once again, have a pause where
necessary and conduct the correction.
+ Task 2:
- Ask sts to have a look at the questions in the
textbook, read them in pairs, underline the key
words and make sure they understand them.
- Encourages sts to guess the answer to the
questions.
- Ask sts to listen to the cassette once or twice again
to answer the questions. Sts can note down
important information

- Ask sts to compare their answer in pairs.
- Check sts’ answer.
- Play the cassette once again, stop where necessary
and conduct the correction.
4. After you listen:(10mins)
- Ask sts to work in pairs and tell each other about
the whales using the following information:
largest- 30 -200 -most intelligent - cold water -
their meaning.
- Listen and repeat.
- Read the words in pairs and correct each other’s
mistakes.
- Some individuals read the words aloud.
- Look at the map, recall parts of the world, the
oceans and discuss where there are cold waters.
- Listen to the T.
- Work in pairs to underline the key words and guess
if the statements are true or false.
- Listen to the cassette and do the task
- Compare their answer in pairs.
- Give their answer.
1. F. It's the largest animal on earth.
2. T 3. T
4. F. They are in danger because of heavy hunting
pressure.
5. T
- Check their answer and then correct their work if
they have the wrong answer.
- Work in pairs to read the questions, underline the
key words and try to understand them.

- Try to guess the answer.
- Listen and do the task.
- Gives their answer.
1. It is about 30 metres in length and over 200 tons
in weight.
2. It is because there is a lot of krill - their
favourite food
3. They are the cold waters in the North and the
South of the Pacific Ocean and the Atlantic Ocean.
4. Heavy hunting.
5. They have asked the International Waling
Commission to stop most whaling.
6. If we didn't take any measures to protect whales,
they would disappear forever
- Check their answer, and then correct their work if
they have the wrong answer.
- Work in pairs to talk about whales.
5
North - South- Pacific - Atlantic - krill - in danger -
hunting - not protect - disappear.
- Move round to check the activities and to make
sure that sts are working effectively.
- Ask two sts to present in front of the whole class.
- Check and give remarks.
5. Consolidation:(2mins):
- Summarize the main points of the lesson.
6. Homework:(1 min)
- Write a short paragraph about the whale
- Prepare for the new lesson.
- Two sts present.

Period: 58 Unit 9: LESSON 4: WRITING
Date: 15/01/07 Describe information from a table
I. Objectives:
By the end of the lesson, sts will be able to write a passage using the information in the table.
II. Teaching aids: textbook, chalk and board.
III. Teaching methods: integrated.
IV. Anticipated problems:
- Problems: Students may have difficulty in using the information to write a full paragraph.
- Solutions: teacher should be ready to help.
V. Procedure:
Teacher's activities Students' activities
1. Warm- up: (5 mins)
- Ask sts to close their books and answer the
teacher’s questions about whales.
1. Is the whale the largest animal that has ever lived
on the Earth?
2. Are they the most intelligent animals in the
ocean?
3. Are they in danger? Why?
- Introduce the new lesson.
2. Before you write:( 20 mins)
+ Task 1 :
- Introduce the situation.
- Explain some new words:
+ sperm whale (n): a kind of whale that is hunted
for an oily substance in its head.
+ 'carnivore (n): an animal that eats meat
+ squid (n): mùc èng
+ ges'tation period (n): the process of carrying the
young baby inside the mother's body.

+ life span (n): the period from birth to death
+ en'trapment (n): sù m¾c bÉy
+ 'offspring (n): con c¸i
- Ask sts to listen to the teacher and repeat
- Ask sts to work in pairs to read the paragraph and
then complete the table that follows.
- Move round to help if necessary.
- Ask sts to compare their ideas with other pairs.
- Draw a table on the board and ask some sts to go
to the board and complete the table.
- Close the book and answer the teacher’s questions
1. Yes, it is.
2. Yes, they are.
3. Yes, because of the heavy hunting pressure.
- Listen to the teacher carefully.
- Guess their meaning and copy them into theit
notebooks.
- Listen to the teacher and then read these words in
chorus and individually.
- Read the paragraph in pairs and do the task.
- Share their answer with their friends.
- Present their ideas.
+ Range and habitat: all oceans. Prefer the waters
with high squid populations.
+ Size:
Male: 18 m in length, 54,000 kg in weight
Female: 12 m in length, 17,000 kg in weight.
+ Feeding habits: carnivors, eat mainly squid. Eat
up 1.500 kg of food daily.
+ Offspring: give borth to one calf every 5-7 years.

Gestation period: 14- 19 months.
+ Life span: up to 60- 70 years.
6
- Look at the board and give remarks.
+ Task 2:
- Ask sts to work in pairs in 3 minutes to read the
second table with some information about the
dolphin.
- Move round to help if necessary.
3. While you write:( 10 mins)
- Ask sts to use the information in the table and
write a paragraph about the dolphin basing on the
information in the table.
- Let sts write in 10 minutes.
- Move around to conduct the activity.
- Can call 1 student to write down on the board.
4. After you write:( 9 mins)
- Has sts exchange their writing and correct each
other’s mistakes.
- Get feedback by asking some sts to read their
work aloud.
- Ask some other sts to give remarks.
- Check and give necessary correction on the board.
5. Consolidation: (2 mins)
- Summarise the main points of the lesson.
6. Homework: ( 1min)
- Do exercises in workbook.
- Prepare for the new lesson.
+ Special features: biggest anilmals that have teeth
on Earth. Have the largest brain of allmammals.

+ Conservation concern: at risk due to hunting and
accidental fishing net entrapment.
- Listen to the teacher.
- Work in pairs to read the table and try to
understand the information.
- Do the writing task.
- Exchange their writing and correct ech other’s
mistakes.
- Some sts read their writing aloud.
- Give remartks on their friend’s writing.
- Suggested writing:
Dolphins are not fish. They are mamals that live in
the water. Dolphins among the most intelligent on
Earth. Although they can be found in all oceans in
the world, dolphins prefer coastal waters and bays.
The size of dolphins varies greatly. The smallest
dolphin is just about 50kg in weight and 1.2 metres
in length while the largest o9ne can weigh up to
8,200 kg and is 10 metres long. Dolphins are
carnivores and they eat mostly fish. A female
dolphin gives birth to one calf every two years after
a gestation period of eleven to twelve months
Period 59 Unit 9 : LESSON 5: LANGUAGE FOCUS
Date: 16/01/07
I. Objectives:
By the end of the lesson, sts will be able to :
- distinguish the sounds /i , /e / and /u /
- pronounce the words and the sentences containning these words correctly.
7
- learn the form and the use of “should” and the conditional sentence type 2 and be able to do the exerc

II. Teaching aids: textbook, cassatte, CD, chalk and board.
III. Teaching methods: integrated.
IV. Anticipated problems:
- Problems: Students may confuse these sounds with some sounds in Vietnamese.
- Solutions: teacher lets sts listen to the cassette carefully and calls more sts to practise reading.
V. Procedure:
Teacher's activities Students' activities
1. Pronunciation:( 10 mins)
Pre:
- Ask sts to find the sound in these sounds:
1. here, dear, idea ->
2. care, air, their ->
3. poor, tour, during ->
- Pronounce the sounds clearly twice, then ask sts to
repeat.
- Tell sts how to pronounce these sounds accurately.
While:
- Ask sts to look at the textbook, listen and repeat.
- Then ask sts to work in pairs to read the words again
so that they can check for each other.
- Move around to help .
- Ask two sts to read again and give remarks.
- Ask sts to look at sentences in page 101 in the book.
- Ask them to listen to the cassette twice and then find
out the words containing sound /ɪə/, sound /eə/ and
sound /ʊə/ .
- Ask some sts to read these sentences aloud.
- Listen and give remarks.
Post:
- Calls on sts find more words containing these

sounds.
3. Grammar: ( 32 mins)
a. Should:
- Ask sts to tell the T the use of "should"
- Ask sts to give examples with "should" and
"shouldn't".
- Ask sts to do EX1.
+ Exercise 1:
- Ask sts to do the exercise individually and then
compare their answers in pairs.
- Move round to conduct the activity.
- Check the exercise sentence by sentence.
- Listen and give remarks.
- Introduce the use of " I think/ I don't think
should "by using some examples:
eg: Joana and Andrew are planning to go skiing this
weekend. You think it's a bad idea.
You; I think you should stay at home.
I don't think you should go skiing thid weekend.
- Explain why " I don't think should " is
preferred to " I think shouldn't ".
- Ask sts to do EX2.
+ Exercise 2:
- Ask sts to do Ex 2 individually and then share the
answers with their friends.
- Move round to help if necessary.
- Ask two sts to do this exercise on the board.
- Ask one st to give remarks.
- Check and give remarks.
b. Conditional sentence type 2:

- Look at the board and find the sounds.
1. /i /
2. /e /
3. /u /
- Listen to the teacher and repeat.
- Look at the book , listen and repeat.
- Read these words in pairs and check for their
partners.
- Look at the book and work in pairs.
- Listen to the cassette and find out the words
containning these sounds.
- Read the sentences aloud.
- Find more words containning these sounds.
- " Should " is a modal verb that is used to give
advice.
- Some sts give examples:
eg: You should get up early in the morning.
People shouldn't hunt whales.
- Do the exercise individually and then compare
with their partners.
- Some sts sts report their work sentence by
sentence.
2. You should look for another job.
3. He shouldn't go to bed so late.
4. You should take a photograph.
5. She shouldn't use her car so much.
6. He should put some pictures on the wall.
- Look at the examples and listen to the teacher.
- Listen to the teacher.
- Do this EX individually.

- Write the answers on the board.
2. I think smoking should be banned, especially in
restaurants.
3. I don't think you should go out this evening.
4. I think he should resign.
8
- Review the form and the use of conditional sentence
type 2 by giving some examples:
eg: If my grandfather were still alive, he would be
100 today.
If I had a lot of money, I would lend you some.
- Ask sts to read the examples and point out the form
as well as the use of conditional sentence type 2.
+ Note: " were" is used with all persons.
- Ask some sts to give examples.
- Ask sts to do EX3.
+ Exercise 3:
- Ask sts to do the task in pairs.
- Go round to conduct the activity.
- Ask some pairs to read sentence by sentence.
- Listen and give remarks.
5. Consolidation: (2 mins)
- Summarise the main points of the lesson.
6. Homework: ( 1 min)
- Do Part B in workbook
- Prepare for the new lesson.
- Read the examples and point out the form and
the use of conditional sentence type 2:
+ Form:
If- clause , main clause

S + V( P.S) , S + would + V
+ Use: an unreal situation at present or in the
future.
- Do Ex 3 in pairs.
- Some sts report.
3. would take 8. wouldn't be
4. refused 9. didn't come
5. wouldn't get 10. borrowed
6. closed down 11. Walked
7. pressed 12. would understand
Period: 60 UNIT 10: CONSERVATION
Date: 17/01/07 LESSON 1: READING
I. Objectives:
By the end of the lesson, sts will be able to:
- use vocabulary items related to the issue of conservation.
- guess the meaning of words based on contexts and components of the words.
- scan for specific information about conservaton.
- Skim for general ideas about conservation.
II. Teaching aids: textbook, chalk and boars.
III. Teaching methods: integrated
IV. Anticipated problems:
- Problems: Students may not have enough words, and knowledge about conservation.
- Solutions: Teacher should be ready to help.
IV. Procedure:
Teacher’s activities Students’ activities
1. Warm-up:( 3 mins)
- Asks sts to answer the 3 questions:
1. Have you ever visited a zoo or a forest?
2. What animals are you interested in? Why?
3. Do we need to protect animals and forests?

- Introduce the new lesson.
2. Before you read:( 10 mins)
+ Vocabulary:
- Provide the students with some new words/phrases:
+ dam (n):
+ hold back:
+ play an important part in:
+ take away:
+Variety(n): a large number of different kinds.
+ Species(n): = kind, type.
- Answer the questions:
1. Yes, I have. No, I haven’t.
2. Up to sts
3. Yes, because they are a part of our earth.
- Copy down these words into their notebooks.
9
+ Overnight(adv, adj): in a very short period of time
+ pass law:
- Read each word/phrase 3 times and ask sts to repeat
it.
- Leave sts 1 minute to self-practise.
- Ask 4-5 sts to read all the word/phrases aloud in
front of the class
- Listen and help sts to read the words/phrases
correctly.
3. While you read:( 20 mins)
+ Task 1: Matching.
- Ask sts to read the passage independently and match
the words or phrases in A with their meaning in B.
- Tell sts to try to guess the meanings of the words in

the context of the reading.
- Call on some sts to read and explain their answers
aloud in front of the class.
- Get feedback and give correct answers.
+ Task 2: True or False.
- Ask sts to read the passage more carefully and
decide whether the statements are true(T) or false(F).
Correct the false information.
- Ask sts to highlight or underline the information in
the passage that help sts to find the correct answers.
- Calls on some sts to read and explain the answers in
front of the class
- Listen and give feedback.
+ Task 3: Main ideas.
- Ask sts to work in pairs to choose the most suitable
idea for each paragraph.
- Call on some representatives to read their choice for
each paragraph in front of the class.
- Get feedback and give correct answers.
4. After you read:( 9 mins)
- Ask sts to work in pairs to to ask and answer.
- Go round to help the students with their work.
- Calls some pairs to ask and answer the questions in
front of the class if there is time left.
5. Consolidation: (2mins)
- Summarise the main points of the lesson.
6. Homework:( 1 min)
- Ask sts to write a paragraph of about 60 words on
the sequence of losing forest, how important water is,
and what we should do for the future of our planet.

- Prepare for the new lesson.
- Listen and repeat
- Practise reading these words by themselves.
- Some sts read these words again aloud
- Work individually.
- Try their best to do the task.
- Some sts to report.
1.c 2.a 3.d 4.b
-Listen and self-correct the exercise.
- Sts do the task individually
- Highlight or underline the important information.
- Read and explain the anser in front of the class.
1. T(line 2/A)
2. T(lines 3-5/A)
3. T(lines 5-6/B)
4. T(lines 1-2/ C)
5. F(line 7/B)
6. F(lines 5-6/C)
- Self-correct the work
- Work in pairs orally
- Some sts report.
A.3 B. 4 C. 2
- Work in pairs to ask and answer orally.
- Some pairs ask and answer in front on the class.
1. We wouldn't be able to use many plants to treat
various dangerous diseases. Animals wouldn't have a
place to live in
2. Mankind and most plants and animals can't
survive without water
3. We should stop polluting the environment and

destroying plants and animals
10
Period: 61 Unit 10: LESSON 2: SPEAKING
Date: 16/01/09
I. Objectives:
By the end of the lesson, sts will be able to:
- ask for someones opinions, show their agreement of disagreement about the new kind of zoo.
- talk about the disadvantages and advantages of the new kind of zoo.
- Report on discussion results.
II. Teaching aids: textbook, chalk and board.
III. Teaching methods: integrated, maily communicative.
IV. Anticipated problems:
- Problems: students may not know some new words in this topic.
- Solutions: teacher should be ready to help sts.
V. Procedure:
Teachers activities Students activities
1. Warm-up ( 5 minutes )
- Ask sts some questions:
Have you ever visited the zoo?
What did you see there?
Where are all the animals in the zoo?
- Introduce the new lesson: We are going to discuss the
new kind of zoo where wild animals can live in their
natural habitat.
2.Before you speak:( 10 minutes)
+ Task 1:
- Read aloud two paragraphs and explain some new
words.
- Give sts some new words:
+ be sensitive about sth (adj): be affected by slight

changes, influences: nhạy cảm về vấn đề gì đó.
+ imprison (v): put or keep in prison: bỏ tù
+ reconstruct (v): build again
+ breed (v) : gây giống , nhân giống.
+ reintroduce sb/sth into sth (v): put a species of
animal or plant back into a former habitat: đa ai, cái gì
trở về đâu đó.
+ be risky: đầy rủi ro.
- Ask sts to read the new words orally
- Ask sts to work in pairs to discuss the questions in two
paragraphs.
- Go around to help sts .
- Ask some sts to present their answers.
- Get feedback and give remarks.
3. While you speak: ( 18 mins)
+ Task 2 :
- Before sts do the task T elicits some structures for
- Listen to the teacher and answer:
Yes, I have/ No, never
I saw many animals there
They are in the cages.
- Listen to the teacher.
- Listen and take notes.
- Practise reading the new words .
- Work in pairs and discuss the questions.
- Some sts present in front of the class.
1. They are opened to help endangered species
develop.
2. The animals are not kept in cages. They can
live in their natural environment.

- Listen to the T.
11
asking opinions and giving the opinions
Asking for opinions Giving opinions
What do you think
of ?
Do you think ?
Do you agree with ?
I think
I don t think ’
In my opinion
Showing agreement Showing disagreement
I agree with
Yes , I think you are
right.
Exactly.
I don t really think so.’
Yes, but

- Ask sts to work individually to tick in the right box.
- Ask sts to work in pairs to share their ideas.
- Go around to observe and help sts
- Ask some pairs to share their ideas in front of the
class.
- Listen and give feedback.
+ Task 3 :
- Ask sts to work in pairs to discuss the advantages and
disadvantages of the new kind of zoo.
- Can give some suggested questions:
1. Do you think in the new kind of the zoo, animals

have better environment and safer?
2. Is it cheap to reconstruct animals natural’
environment?
3. What animals are people can visit?
4. What dangers may keppers have?
- Go around to help sts if necessary.
- Calls on some sts to report.
- Take notes of Ss’ mistakes for later correction.
4. After you speak:( 8 mins )
+ Task 4 :
- Call on one representative from each group to report
what his/her group have discussed.
- Ask other sts to take notes and compare with their
groups’ ideas.
- Give remarks on Ss’ answers.
5. Consolidation (2 mins):
- Summarise the main points of the lesson.
6. Homework ( 1 min ):
- Write a paragraph of the report that they have
discussed in the class.
- Prepare for the new lesson.
- Work individually and tick.
- Work in pairs to share the ideas .
- Share the ideas with partners.
A: Do you think in the zoo of the new kind
animals may have better food?
B: Exactly. And I think they may suffer from
dangerous diseases.
A: I don…t really think so….
- Listen to the teacher.

- Work in pairs to discuss the advantages and
disadvantages of the new kind of zo
- Some sts present in front of the class:
"There are some advantages of the new kind of
zoo. Firstly, the animals can live in a better
environment and are safer than when they are
in nature "
- Listen to their friends as well as to the teacher.
- Some representatives report what his/ her pairs
have discussed.
12
Period: 62 Unit 10: LESSON 3: LISTENING
Date: 16/01/09
I. Objectives:
By the end of the lesson, sts will be able to:
- listen to get specific information about forest fire.
- talk about the causes of forest fire and ways to prevent them.
II. Teaching aids: textbook, cassette, CD, chalk and bosrd.
III. Teaching methods: integrated.
IV. Anticipated problems:
- Problems: Sts may have difficulty in numbering the events in the order .
- Solution: teacher introsduces sts some tips.
V. Procedure:
Teacher’s activities Students’ activities
1Warm-up (5mins):
- Has sts close their books and answer the teacher’s
questions:
1. Have you ever seen a forest fire?
2. What may cause a forest fire?
- Introduce the new lesson.

2. Before you listen:(8 mins)
- Read all the words in the book.
- Introduce some new words/ expressions
- campfire (n): the fire made on at camping trip.
- forester (n): the person whose job is to take cares
of the forest.
- a heap of (n): a lot of thing on top of one another.
- spread (v): to move to other places very quickly]
- Read the words again and ask sts to repeat.
- Ask some sts to read the words again and give
remarks
3. While you listen:( 26 mins)
+ Task 1:
- Introduce sts that they are going to listen to the tape
about forest fires and they have to number the given
statements in the order they hear.
- Ask sts to read the statements in pairs and make
sure that they understand them.
- Play the CD twice and ask sts to put the number in
the right box to indicate the order of the events
- Ask sts to compare their answer in pairs.
- Check sts’ answer.
- Play the CD once again, stop the CD where
necessary and conduct the correction.
+ Task 2:
- Elicits the task from sts.
- Ask sts to read the statements and underline the
keywords.
- Play the CD twice and ask sts to tick to the box to
indicate T/ F statement and underline the false

information
- Ask sts to compare their answer in pairs.
- Check sts’ answer.
- Play the CD once again, stop the tape where
necessary and conduct the correction.
+ Task 3:
- Ask sts to have a look at the sentences given to see
if they understand them and compare the sentences in
each pair to see the difference between them.
- Ask sts lo listen to the CD again and tick in the box
to indicate the sentences they hear.
- Play the CD once.
- Check sts’ answer.
- Listen and answer.
1. Yes/ No.
2. When it is hot and dry.
- When someone starts a fire in the forest without
putting it out completely before leaving.
- Follow the teacher.
- Copy down the words and phrases into their
notebooks.
- Listen and repeat.
- Some individuals read the words aloud.
- Listen to the T.
- Read the statements in pairs and try to guess the
order of the events.
- Listen to the CD and do the task
- Compare their answer.
- Give their answer.
Key: 3 - 2 - 5 - 1 - 4

- Check their answer, and then correct their work
if they have the wrong answer.
- Read and explain the task
- Read the statements in pairs and try to do the
task.
- Listen to the CD and do the task
- Compare their answer.
- Give their answer.
1. F (It spreads quickly.)
2. F(In late summer…)
3. T 4. T
5. F (It is the duty of every camper…)
- Check their answer say it aloud, and then correct
their work if they have the wrong answer.
- Read the sentences and find out the difference
between sentences in each pair.
- Listen to the CD and do the task.

- Give their answer.
13
- Play the CD once again, stop the tape where
necessary and conduct the correction.
4 . After you listen:(8 mins)
- Ask sts to work in groups and use the information in
Task 1 and 2 to discuss the following questions:
- How can a forest fire start?
- What does every camper have to remember not
to cause a forest fire?
- Move round to check the activities and to make sure
that sts are working effectively.

- Ask one or two sts to retell the story in front of the
whole class.
- Check and give remarks.
5. Consolidation (2 mins):
- Summarise the main points of the lesson.
6. Homework(1 min):
- Write a short paragraph about what people can do to
protect forest from fires.
- Prepare for the new lesson.
Key: 1. B 2. A 3. A
- Check their answer and then correct their work
if they have the wrong answer.
- Work in groups to discuss.
- One/ two sts present.
Period: 63 Unit 10: LESSON 4: WRITING
Date: 31/01/09
I. Objectives:
By the end of the lesson, sts will be able to write a letter of invitation using the cues provided.
II. Teaching methods: integrated
III. Teaching aids: textbook, chalk and board.
IV. Anticipated problems:
- Problems: sts may have difficulty making complete sentences basing on the cues provoded.
- Solutions: teacher should be ready to help.
V. Procedure:
Teacher's activities Students' activities
1. Warm ’up:(5 mins):
- Ask sts some questions using structures which will
appear in the lesson:
1. Are you free to go out with your friend tonight?
2. Would you like to have a cup of tea now?

3. Can you give me some money?
4. Do you feel like having good marks?
- Listen to the teacher and answer:
1. Yes. / No.
2. Yes, I’d like./ No, thanks.
3. Yes, I can./ No, I can’t.
4. Yes, I do.
14
- Introduce the new lesson.
2. Before you write:( 18 mins).
+ Task 1 :
- Elicit the task from sts.
- Ask sts to pay attention to the meaning as well as
the structure of the two halves.
- Recall some structures so that sts can do the task
more easily.
Shall we/ Can you/ Why don't you + V- inf ?
Let's + V-inf.
Would you like/ Are you free + to-V ?
Do you feel like/ How about + V-ing ?
- Ask sts to do the task in pairs.
- Get feedback and give remarks.
+ Task 2:
- Ask sts to work in pairs to read the letters in pairs
and to use the above expression to fill each blank.
- Introduce some new words/phrases:
+ for a while: for a period of time
+ 'disco (n): a club or party where people dance
with pop music
+ 'afterwards (adv): at a later time

- Get sts to do the task in 5 minutes.
- Get feedback letter by letter.
- Listen and give remarks
3. While you write:( 10 mins)
- Ask sts to play the role of Nam's and to write a
letter to Lam, inviting him to spend a weekend with
him.
- Let sts write in 8 minutes.
- Move around to conduct the activity.
- Can call one student to write down on the board.
4. After you write:( 9 mins)
- Collect some writing and give remarks.
- Ask some other sts to give remarks on their
friend’s writing on the board.
- Correct some typical mistakes.
5. Consolidation:( 2 mins):
- Summarise the main points of the lesson.
6. Homework: ( 1min)
- Do exercises in workbook.
- Prepare for the new leson.
- Read and explain the task.
- Listen to the teacher carefully.
- Copy the structures into theit notebooks.
- Do the task in pairs.
- Present their ideas.
1.c 2. f/h 3. a 4. g/d 5. h/f
6. d/g 7. e 8.b
- Listen to the teacher.
- Work in pairs to read the letters and try to
understand the content of the letters.

- Report their answer:
1. 3/8 2. 3/8 - 4/6 3. 2/5- 7
- Listen to the teacher.
- Do the writing task.
- Give remarks on their friend’s writing.
- Suggested writing:
"Dear Lam,
We haven't met since you moved. I miss you a lot.
We are both having some days- off between the two
terms soon. So if you haven't made any other plans
why don't we spend a weekend together?
Do you feel like visiting the forest near my
grandparents' home again?It looks quite different
now because very many young trees have been
planted at the Tree Planting Festivals.
Do come if you find it possible and I'll make all the
preparations then.
Please give my love to your parents.
Your friend,
15
Period : 64 Unit 10 : LESSON 5: LANGUAGE FOCUS
Date : 31/01/09
I. Objectives:
By the end of the lesson, sts will be able to :
- distinguish the sounds /b/ and /p/.
- pronoun the words and sentences containing these sounds correctly.
- use the passive voice appropriately.
II. Teaching methods: integrated
III. Teaching aids: textbook, cassatte, CD, chalk and board.
IV. Anticipated problems:

- Problems: sts may confuse between the active and passive voice.
- Soltions: teacher gives more examples to distinguish between them.
V. Procedure:
Teacher's activities Students' activities
2. Pronunciation:( 10 mins)
Pre:
- Write 1 sentence on the board and ask sts to find the
sound in underlined words.
1. I will buy you some paper bags.
- Write two sounds on the board and pronounce them
clearly twice, then ask sts to repeat.
- Tell sts how to pronounce these sounds accurately.
/ b / : a voiced sound
/ p / : a voiceless sound
While:
- Ask them to look at the textbook, listen and repeat.
- Then ask sts to work in pairs to read the words again
so that they can check for each other.
- Calls on some sts to read aloud.
- Ask them to listen to the radio and then find out the
words containing sound / b / and sound / p / .
- Ask some sts to read these sentences aloud.
- Listen and give remarks.
Post:
- Ask sts to make sentences with the words in listen
and repeat part.
3. Grammar: ( 17 mins)
+ The passive voice:
- Recall the form of the passive by giving an
example:

Eg: Active: We clean this window every day.
Passive: This window is cleaned every day.
- Look at the sentence and find.
/b/: buy, bags
/p/: paper
- Listen to the teacher and repeat.
- Look at the book , listen and repeat.
- Read these words in pairs and check for their
partners.
- Listen to the radio and find out.
- Read the sentences.
- Listen to the teacher , read the example and tell
the whole class their ideas.
+ In the passive, the object of an active verb
16
- Ask sts to pay attention to the sentence elements and
to tell the T the difference between the active
sentence and the passive sentence.
- Ask sts to tell the T the form of the passive.
+ Note: Only transitive verbs are used in the passive.
It is impossible to use verbs such as happen, sleep,
stand ( intransitive verbs) or seem, feel ( intensive
verbs) in the passive.
- Ask sts to give some examples.
+ Exercise 1:
- Ask sts to look at Ex1 and to do the task.
- Ask sts to do the exercise individually and then
compare their answers in pairs.
- Move round to conduct the activity.
- Check the exercise sentence by sentence.

- Listen and give remarks.
+ Exercise 2:
- Ask sts to do Ex 2 individually and then share the
answers with their friends.
- Move round to help if necessary.
- Ask two sts to do this exercise on the board.
- Check and give remarks.
+ Exercise 3:
- Ask sts to read the requirement of Ex3 and then do
the task in pairs.
- Go round to conduct the activity.
- Ask some sts to read their answers aloud.
- Listen and give remarks.
* Ask sts to do ex 2, 3 at home if time is not allowed.
5. Consolidation; ( 2 mins)
- Sunnarise the main points of the lesson.
6. Homework ( 1 min)
- Do exercises in the workbook.
- Prepare for the new lesson.
7. Test 15:
becomes the subject of the passive verb.
+ Form:
S + V ( be + p.p )
- Listen to the teacher and take note.
- Give examples.
- Do the task individually and compare with their
friends.
- Some sts report.
1. were reported 2. are grown
3. be spoken 4. am not invited

5. are being built
- Do the Ex individually and then compare in
pairs.
- Go to the board and write down their ansers.
1. came had ( been) started were
2. is standing is being photographed
3. Have the students been told
4. was being laid decided
5. will be planted
- Listen to the teacher.
- Read the requirement carefully and do the task
in pairs.
- Read the answers aloud.
1. was organized 2. arrived
3. were met 4. taken
5. had been cleaned 6. had been put
7. was excellent 8. prepared
9. made 10. were served
17
Period: 65 UNIT 11: NATIONAL PARKS
Date: 01/02/09 Lesson 1: Reading
I. Objectives:
By the end of the lesson, sts will be able to:
- use vocabulary related to national paks.
- guess the word meaning based on the context.
- scan for specific information about national parks.
II. Teaching methods: integrated.
III. Teaching aids: textbook, pictures in textbook, chalk and board.
IV. Anticipated problems:
- Problems: Students may have difficulty in guessing the word meaning based on the context.

- Solutions: Teacher can give sts some tips.
V. Procedure:

Teacher’s activities Students’ activities
1. Warm-up: (5 mins)
- Ask sts to close their book and answer the teacher’s
questions:
1. Have you ever been to a natioal park?
2. Can you name some of th enational parks in Vietnam?
3. What trees and animals can you see in a national park?
- Introduce the new lesson.
2. Before you read:( 9 mins)
- Ask sts to look at the pictures in the textbook and
answer the teacher’s questions:
1. What national parks are described in the pictures?
2. Can you guess what we are going to read today?
- Introduce the reading text and provide sts with new
words/phrases.
+ lo'cate(v): = to place (cã vÞ trÝ)
+ rainforest (n):
+ 'butterfly(n): an insect with very big wings that can
fly(con bím)
+ hike(v): to walk for health
+ be dependent upon: phô thuéc vµo
+ 'orphan(v): to be made parentless(må c«i)
orphanage(n)
+ abandon (v): tõ bá, bá r¬i
+ 'wilderness(n): = wild place( n¬i/ sù hoang d·)
+ temperate (adj): «n hoµ
+toxic (adj): ®éc

- Read each word/phrase 3 times and ask sts to repeat it.
- Ask 4-5 sts to read all the word/phrases aloud in front of
the class
- Listen and help sts to read the words/phrases correctly.
3. While you read:(15 mins)
+ Set the scene:
- You are going to read the passages about The National
Parks. Read them and then do the tasks that follow.
+ Task 1:Fill in each space with a suitable from the
passages.
- Ask sts to read the passages and do task 1.
- Explain more about the definitions if necessary.
- Sts are required to compare their results with their
partners.
- Call on some sts to do the task orally in front of the
class.
- Listen and help sts to do the task correctly.
+ Task 2: Answering Questions:
- Ask sts to work in pairs to read the passages again and
answer the questions in task 2.
- Require sts to underline the information from the
passages that supports the answers.
- Required sts to compare their answers with another pair.
- Close the book and answer the teacher’s
questions:
1. Yes./ No.
2. Up to sts.
3. Old big trees and endangered species.
- Listen to the teacher and answer:
1. Cuc Phuong National Park

Bach Ma national Park.
Nairobi National Park.
Alaska National Park.
- Listen, guess their meaning and then copy
down
- Listen and repeat.
- Some sts read these words aloud and others
listen.
- Self-correct.
- Read the passages and do the task.
- Compare their results with their parners.
- Present their answer:
2. contain 3. species 4. survival
5. sub-tropical 6. contamination
- Listen to the T and correct if necessary.
- Work in pairs to read the passages again and
to ask and answer.
- Underline the information from the
passages.
18
- Ask some sts to write down the answers on the board
and some to read their answers aloud in front of the class.
- Listen and give remarks.
4. After you read:( 5 min)
- Sts are required to work in groups to give reasons for
their choice from one of the three national parks in the
reading passages.
- One representative is required to give their talk orally in
front of the class
- Listen and help the students to do their task well.

5. Consolidation: (2 mins)
- Summarise the main points of the lesson.
6. Homework:( 1 min)
- Complete the talk in written form.
- Learn by heart the new words and make sentences with
them.
- Prepare for the new lesson.
- Share their answer with other sts.
- Answers:
1. 200 square km:
2. Because the rainy season is over.
3. They can learn how to recognise the
different species of animals and plants, about
the habits of animals and how one species is
dependent upon another for survival.
4. In the orphanage, orphaned or abandoned
animals are taken care of.
5. Everglades National Park is endangered
because of the toxic levels of chemicals in the
water
6. If more chemicals are released into the
water, plans and animals will die/ be killed.
- Work in groups to talk about their choice.
- Present his/her ideas.
- Others listen
Period: 66 LESSON 2: SPEAKING
Date: 07/02/09
I. Objectives:
By the end of the lesson, sts will be able to:
- use conditional sentence type 3 to express regrets.

- talk about the excursion to Huong Pagoda.
II. Teaching aids: textbook, chalk and board.
III. Teaching methods: integrated, mainly communicative
IV. Anticipated problems:
- Problems: Sts may confuse between conditional sentence type 2 and 3.
- Solutions: teacher explains examples carefully to sts.
V. Procedure:
Teacher’s activities Students’ activities
1. Warm-up:( 3 mins)
- Ask sts the questions:
- Some sts answer:
19
- Have you have ever had a camping trip?
- Tell me what you prepared for that trip?
- Ask one or two sts. to answer.
- Introduce the new lesson.
2. Before you speak:( 12 mins)
+ Task 1:
- Sets the cene.
- Ask sts to read through the sentences in the two
columns.
- Explain some new words or expressions:
+ food poisoning: ngé ®éc thøc ¨n
+ fine (n ): cash paid as punishment (tiÒn ph¹t)
+ get lost: unable to find way( l¹c ®êng )
+ carsick (adj ): feeling sick because of a car’s
movement ( say « t« )
+ get a cold: have a cold (bÞ c¶m l¹nh)
- Ask sts to work in pairs to do the task.
- Go around to observe sts working.

- Check sts ‘s answers by calling on some sts to read
out things in A and some others to read out the
corresponding consequences in B.
- Listen and give remarks.
3. While you speak:( 14 mins)
+ Task 2:
- Explain the task.
- Before sts do the task, T asks sts to read the examples
in the textbook and recall what grammatical structure
is used in the example.
Eg: They went to Huong Pagoda by coach and most of
(+)
them got carsick.
(+)
-> If we hadn’t gone by coach, we wouldn’t have got
carsick. (-) (-)
- Ask sts to look at the example and tell the T the form
as well as the form of the conditional sentence type 3.
- Ask sts to work in groups to do the task.
- Go around to help sts.
- Ask sts to compare their answers with another group.
- Call on some sts to speak out their answers in front of
the class.
Yes, we have.
We prepared food, drinks, tents, cameras …
- Listen to the T.
- Read the sentences and find some new words.
- Listen, guess their meaning and copy down
them into their notebooks.
- Work in pairs.

- Read the answers aloud.
1- f 2- e 3- h 4- g
5- b 6- c 7- a 8- d
- Look at the book and listen to the teacher.
- Read the examples and listen to the T.
- Look at the example and tell the whole class
the form and the use:
+ Form:
If + S + past perfect, S + would/ could +have +
P II.
+ Use: The third conditional is used to talk
unreal situations in the past.
- Work in groups to do the task.
- Compare the answers with others.
- Answers:
2. If we had brought enough food and drinks we
wouldn t have spent a lot of money eating in’
expensive restaurants.
3. If some of us hadn t had food poisoning we’
could have enjoyed our visit.
4. If we had had rain coats, we wouldn t have’
got wet and have got a cold.
5. If some of us hadn t left our luggage on the’
coach when we arrived, we could have had
clothes and money with us.
6. If we had been careful when walking in
Huong Pagoda, we wouldn t have got lost.’
7. If we hadn t thrown wast in the forest, we’
wouldn t have got a fine.’
8. If we had stayed there more than one day, we

could have visited all the pagodas.
20
- Listen to sts and give remarks.
4. After you speak:( 13 mins)
+ Task 3:
- Explain the task.
- Ask sts to work in pairs using the third conditional to
do the task.
A: We went to Huong Pagoda by coach and most of us
got carsick.
B: If we hadn’t gone by coach, we wouldn’t have got
carsick.
- Go around to observe, offering help and collecting
mistakes.
- Ask one or more sts to tell about their excursion in
front of the class and give remarks.
5. Consolidation: (2 mins)
- Summarize the main points of the lesson.
6. Homework:( 1 min)
- Write down what they have discussed in task 3.
- Prepare for the new lesson.
- Listen to the T.
- Work in pairs.
- Some sts tell about their excursion in front of
the class.
Period: 67 Unit 11- LESSON 3: LISTENING
Date: 07/02/09
I. Objectives:
By the end of the lesson, sts will be able to listen to get specific information about Cuc Phuong National Park
II. Teaching aids: CD, cassette, textbook, chalk, board.

III. Teaching methods: integrated.
IV. Anticipated problems:
- Sts may have difficulty in listening and answering the questions.
- Solutions: teacher gives sts some tips.
V. Procedure:
Teacher’s activities Students’ activities
1. Warm- up:(5 mins)
- Ask sts to answer the questions:
a. Where is Cuc Phuong National Park?
b. What is the area of the rainforest in Cuc
Phuong National Park?
c. When is the best time to visit Cuc Phuong
National Park?
d. What can be seen in Cuc Phuong National
- Listen to the teacher and answer the teacher’s
questions.
21
Park?
- Introduce the new lesson.
2. Before you listen:(8 mins)
- Introduce some new words/ expressions
- o'fficially (adv): formally
- span (v): connect.
- 'fauna (n): all the animals of an area.
- f'lora (v): all the plants of a particular area
- a'ttack(n): a violent attempt to hurt sb
- de'feat(v): win sb
- in'vader: (n) The French and Americans were
invaders.
- 'ethnic mi'nority (n): The Tay, Nung, Dao

- bee keeping (n):
- Read the words again and asks sts to repeat.
- Ask sts to read the words in pairs.
- Ask some sts to read the words again.
3. While you listen:(20 mins)
+ Task 1:
- Introduce sts that they are going to listen to the
tape about Cuc Phuong National Park and they have
to fill in the gaps in each sentence given
- Ask sts to read the sentences in pairs and make
sure that they understand them. Sts try to guess the
missing information.
- Play the CD twice and ask sts to fill in the gaps.
- Ask sts to compare their answer in pairs.
- Checks sts’ answer.
- Play the CD once again, stop the tape where
necessary and conduct the correction.
+ Task 2
- Ask sts to listen to the CD again and answer the
given questions.
- Ask sts to read the questions to see if they
understand them.
- Play the CD twice and ask sts note down the
neccessary information.
- Ask sts to compare their answer in pairs.
- Check sts’ answer.
- Play the CD once again, stop the tape where
necessary and conduct the correction.
4. After you listen:(8 mins)
- Ask sts to work in groups and use the information

in Task 1 and 2 and the reading text to discuss the
following problems:
- Time founded
- Area, location
- Numbers of visitors
- Historical event
- Local people.
-Move round to check the activities and to make
sure that sts are working effectively.
- Ask one or two sts to present in front of the whole
class.
- Check and give remarks.
5. Consolidation: (2 mins)
- Summarize the main points of the lesson.
- Guess the word meaning and copy down the words
and phrases into their notebooks.
- Listen and repeat.
- Read the words in pairs and correct each other’s
mistakes.
- Some individuals read the words aloud.
- Listen to the T.
- Read the statements in pairs and try to guess the
missing information.
- Listen to the CD and do the task
- Compare their answer.
- Give their answer.
1. 1960 2. 160 km south west of
3. 100,000 visitors 4. about 2,000; 450
5. surprise attack
- Check their answer say it aloud, and then correct

their work if they have the wrong answer.
- Listen to the T.
- Read the questions in pairs and try to do the task.
- Listen to the CD and do the task.
- Compare their answer.
- Give their answer.
1. It belongs to 3 provinces: Ninh Binh, Hoa Binh,
and Thanh Hoa.
2. It is about 160 km.
3. They come to see the work being done to protect
endangered species.
4. In the spring of 1789
5. They live mainly on bee keeping and farming.
- Check their answer say it aloud, and then correct
their work if they have the wrong answer.
-Work in groups to discuss.
- One/ two sts present.
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6. Homework:(1 min)
- Write a short paragraph about Cuc Phuong
National Park.
- Prepare for the new lesson.
Period: 68 Unit 11: LESSON 4: WRITING
Date: 08/02/09 Writing a letter of acceptance or refusal
I. Objectives:
By the end of the lesson, sts will be able to write a letter of acceptance or refusal.
II. Teaching aids: board, textbook, chalk
III. Teaching methods: integrated
IV. Anticipated problems:
- Problems: Students may find it difficult to get ideas as well as to choose suitable expressions to

write a letter of their own.
- Solutions: teacher should be ready to help if necessary.
V. Procedure:
Teacher's activities Students' activities
1. Warm- up: ( 5 mins)
- Ask sts some questions:
1. Would you like a cup of tea?
2. Do you feel like going out now?
3. Can you sing us a Vietnamese song?
- Introduce the new lesson.
2. Before you write:( 17 mins)
+ Task 1 :
- Introduce the topic of the lesson: Write a letter of
acceptance or refusal.
- Introduce some new words:
+ a'cceptance (n): the noun of "accept"
+re'fusal (n) : the noun of " refuse"
+ dec'line (v) : refuse sth offered ( politely)
- Ask sts to listen and repeat and then copy down
these words into their notebooks.
- Ask sts to read the expressions in the table in 2
minutes .
- Remind sts of three invitation letters that they
have already read in Unit 10 and ask them to work
in pairs to complete three reply letters by using the
expressions in the table.
- Ask sts to do in 3 minutes in pairs.
- Get feedback and give remarks.
+ Task 2:
- Remind sts of the letter Nam wrote to Lam to

invite Lam to spend a weekend with him. And now
Lam write a letter accepting Nam's invitation.
- Listen to the teacher and answer.
1. Yes, I’d like/ love to.
2. I’d love to but I have to learn now.
3. I’m sorry I can’t.
- Listen to the teacher carefully.
- Copy down the words into theit notebooks.
- Do the task in pairs and share their answer with
their friends.
- Present their ideas.
1. Accepting: Yes, I'd like/love to.
2. Refusing: I'm afraid I can't come because
3. Accepting: I'd be delighted to.
- Listen to the teacher.
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- Ask sts to work in pairs to rearrange the sentences
into a letter.
- Move round to help if necessary.
- Get feedback and give remarks.
+ Task 3:
- Ask sts to read the requirement of task 3.
- Ask them to write a letter accepting or declining
his/ her friend's invitation.
- Ask them to pay attention to the structure of a
letter: greeting, organisation ( introduction, body )
- Suggest that they use letters in task 1 and task 2 as
sample letters.
3. While you write:( 12 mins)
- Let sts write in 12 minutes.

- Move around to conduct the activity.
- Can call on 1 student to write down on the board.
4. After you write:( 8 mins)
- Can collect some writing to give feedback and
marks.
- Ask some other sts to give remarks for their
writing on the board.
- Corrects the typical mistakes.
5. Consolidation: (2mins)
- Summarize the main points of the lesson.
6. Homework: ( 1min)
- Do Part D (page 68- workbook).
- Prepare for the new lesson.
- Listen to the teacher.
- Work in pairs to rearrange the sentences into a
letter.
- Present their ideas:
1.d 2. e 3. c 4. a 5. f 6. b
- Listen to the teacher.
- Read the requirement.
- Listen to the teacher.
- Do the writing task.
- Suggested writing:
"Dear Binh,
It's lovely to hear that you are going for a picnic
to Cuc Phuong National Park next weekend. Thank
you for inviting me to join you but I'm afraid I can't
come.
My English friend, Maria, is coming to Vietnam
next weekend and I have promised to cook her

some of our traditional dishes on Saturday
morning. After that, I'm going to take her to some
famous places in Hai Duong.
I hope that you will have a wonderful day in Cuc
Phuong. Remember to show me the photos you take
in Cuc Phuong when you get home.
Your friend,
24
Period : 69 Unit 11 : LESSON 5: LANGUAGE FOCUS
Date : 14/02/09
I. Objectives:
By the end of the lesson, sts will be able to :
- distinguish the sounds /t/ and /d/.
- pronounce the words and sentences containing these sounds correctly.
- use conditional sentence type 3 appropriately.
II. Teaching aids: textbook, CD, cassette, chalk and board.
III. Teaching methods: integrated
IV. Anticipated problems:
- Problems: Students may confuse the use and the form of conditional sentence type 2 and 3.
- Solutions: teacher gives more examples and explains them carefully.
V. Procedure:
Teacher's activities Students' activities
1. Pronunciation:( 10 mins)
Pre:
- Write two sentences on the board and ask sts to find
the consonants in the underlined words.
1. Open the door, please.
2. Let him go.
- Tell sts how to pronounce these sounds accurately.
/ d / : a voiced sound

/ t / : a voiceless sound
While:
- Ask sts to look at all the words in the textbook,
listen to the cassette and repeat.
- Then ask sts to work in pairs to read the words again
so that they can check for each other.
- Ask two sts to read again and give remarks.
- Ask sts to look at sentences in page 119 in the
textbook and listen to the CD then find out the words
containing sound /t/ and sound /d/ .
- Ask some sts to read these sentences aloud.
- Listen and give remarks.
Post:
- Asks sts to make sentences with the words in part
listen and repeat.
2. Grammar: ( 32 mins)
a. Presentation: Conditional sentence type 3:
- Revise conditional sentence type 3 by giving an
example.
Eg: Tom didn't study hard so he fail the exam.
=> I can say: " If Tom had studied hard, he wouldn t ’
have failed the exam."
- Ask sts to tell the T the form and the use of
conditional sentence type 3.
Note:
- We can use could/might/should instead of would in
main clause.
- We can also use the past perfect continuous in If -
clause.
- Ask sts to give some examples.

b. Practice:
+ Exercise 1:
- Elicit the task from sts.
- Write down sentence 3 as example on the board and
explain it.
- Ask sts to do the exercise individually and then
compare their answers in pairs sentences 1, 4, 7.
- Look at the board and find the 2 consonants.
-> /t/ and /d/
- Listen to the teacher and repeat.
- Look at the book , listen and repeat.
- Read these words in pairs and check for their
partners.
- Listen to the CD and find out the words
containing the sounds /t/ and /d/.
- Read the sentences aloud.
- Read the example and tell the whole class their
ideas.
+ Form:
If - clause , main clause
If + S + V( past perfect), S + would +have
+ P
II

+ Use: to express the hypothetical conditions in
the past.
- Listen to the teacher and take note.
- Give examples.
- Read and explain the task.
- Look at the board and listen to the teacher.

- Answers:
25