Giáo án môn tiếng anh lớp 10 đầy đủ

Vinh phuc’s education & training station
- doi can HIGH SCHOOL -
LESSON PLAN
GRADE: 10
Teacher: DO THI LIEN
2009 -2010
Period:01 Introduction
Date of planning
Date of teaching:
* Objective
1. Aims of the lesson:
- To introduce the textbook- English 10
- To introduce the way of testing.
- To set up some class regulations.
- To give a fifteen- minute test.
2. Lexical items:
3. Teaching aids: handouts, textbook
4. Skills:
* Method: Intergrated , mainly communicative.
Procedure
A fifteen- minute test.
I. Complete the following sentences with the correct form of the verbs in brackets
1. The sun always (rise) in the east. Look, it (rise)
2. I don't think I (go) tonight. I'm too tired.
3. Where you ( spend) your summer holiday last year, Tam?
4. Mai ( be ) very happy when she (receive) a letter from her sister this morning.
5. Would you like (join) my class next Sunday? We ( visit) the local museum.
II Complete the second setence so that it has a similar meaning to the first one.
1. I haven't been to Portugal since 1990. I last
2. When did you start your course? How long have
4. I know it belongs to them , because there's a label on it. I know it's

5. I recognized him at once. At once I knew
8. The phone call interrupted my breakfast. I was
III. Choose the best answer
1. The boys like ( playing/ play) games but hate ( doing/ do) lessons.
2. Please stop( talking/ to talk/ talk); I'm trying ( to finish/ finishing/ finish) a letter to the Y& Y
Green Group.
3. His doctor advised him( to give/giving) up ( to smoke/ smoking).
4. By (working/ to work) day and night he succeeded in ( finishing / to finish) the job in time.
5. After filling in the form . please (bring/take) it back to me.
6. The tourist needs (finding/ to find) the police station because he has lost money.
7. Is he able (can join/ to join) the Y & Y Green Group?
8. He doesn't enjoy ( playing/ to play) basketball.
9. Let him (does/ do) what he wants.
10. My mother is busy ( to cook/ cooking)
-0-
Period:02
Date of planning
Date of teaching:
Unit 1: A day in the life of
Lesson 1: Reading
I. Objectives:
1. Aims: - Students read and guess the meaning of words in contexts.
- They read and answer questions about the texts.
- They practise scanning specific information in the texts
2. Knowledge:
- General knowledge : A day in the life of a farmer.
- Language: - Words concerning farming.
- The present simple tense.
II. Methods: integrated, mainly communicative.
III. Anticipated problems: no problems

IV. Teaching aids: - picture, board, chalks, textbook, handouts
V. Procedures:
Teacher's activities Students' activities
1. Warm- up :( 5 mins)
+ Aims: to introduce the topic of the lesson and
to raise sts' interest.
- Ask sts to close their books
- Deliver handouts, and ask sts to match a noun in
column A with a phrase in column B.
A B
1. a teacher a. does homework
2. a doctor b. works in the field
3. a student c. delivers letters
4. a postman d. looks after patients
5. a farmer e. gives lessons
- Ask sts to match quickly in one minute, then ask
some sts to stand up to answer T's quetions.
- close their books
- match two columns
T : What does a teacher do?
S1 : He gives lessons
2
- After the last question, T introduces the new
lesson.
2. Before you read:( 10 mins)
- Aims: to revise the present simple and to
provide sts with some new words.
- Ask sts to open their books and look at "Before
you read" , explain what they are going to do.
- Do the first example.

T: What time do you often get up?
- Ask sts to work in pairs to ask and answer about
their daily routine, using the cues in the textbook.
- Ask them to work in 3 minutes, meanwhile T
moves round to help if necessary.
- Ask some pairs to report .
- Ask sts to look at the picture in the textbook
and guess the man's job.
- Introduce the topic of the reading passage: " A
day in the life of a farmer"
- Introduce some new words:
- plough (v) ( the action of the man in the
picture)
- 'harrow (v) : bõa
- a plot of land (n) ( point at the picture)
- 'peasant (n) : a poor farmer
- pump(v) : b¬m
- trans'plant (v)( use 2 words"plant" and "trans-"
to explain).
do the transplanting
- Ask sts to listen and repeat these words twice,
then ask some sts to read again.
3. While you read:( 20 mins)
- Aims: Sts practise reading
+ Task 1:
- Ask sts to read the passage about a farmer, Mr.
Vy and his wife, Mrs. Tuyet. and do Task1.
- Ask sts to work individually in 5 minutes to do
this task.
- Guide sts to read through the passage , then

focus on only the sentences surrounding the
italicised words to do the task effectively.
- Ask them to share their ideas with their parners.
- Ask 4 sts to stand up to answer , then give
remarks.
- Translate number 4 into Vietnamese in case sts
do not know the word " contented with" and
three options.
+ Task 2:
- Ask sts to read the passage again and answer the
questions about Mr. Vy and Mrs. Tuyet.
- Ask them to work in pairs , one asks and one
answers.
- Move round to make sure that all sts are
working and to help them if necessary.
- Ask some sts to report and give feedback.
T : What does a doctor do?
S2 : He looks after patients.

T : What does a farmer do?
S5 : He works in the field.
S: I often get up at six
S1: What time do you often go to school?
S2: I often go to school at 6.30
S3: What time do you often have breakfast?
S4: I often have breakfast at 6.15.

S11: What do you often do in the evening?
S12: I often do my homework.
S: I think he is a farmer.

- Listen and repeat.
- plough - peasant
- harrow - pump
- a plot of land - transplant
1. C
2. C
3. A
4. A
S1: What is Mr. Vy's occupation?
S2: He is a farmer.
S3: What time does he get up and what does
he do after that?
S4: He gets up at 4.30, then he goes down to
the kitchen to boil some water for his morning
tea.
S5: What does he do in the morning?
S6: In the morning he ploughs and harrows
his plot of land, drinks tea and smokes local
tobacco during his break.
S7: What do Mr. Vy and his wife do in the
3
+ Task 3:
- Ask sts to read the passage again , and explain
what they are going to do.
- Ask them to complete the note in 7 minutes,
then discuss their answers with their partners.
- Ask three sts to report their answers aloud.
- Check and give remarks.
- Work in groups to discuss.
- Ask one member of their groups to report if

possible.
4. After you read:( 9 mins)
- Aims: to help sts to consolidate what they have
read.
- Ask sts to close their books.
- Ask them to work in small groups of three or
four to talk about Mr. Vy and Mrs. Tuyet's daily
routines basing on their note in Task 3.
- Encourage them to use their own words.
- Ask one or two pairs to report.
5. Homework:( 1 min)
- Ask sts to write full passage about Mr. Vy and
Mrs. Tuyet basing on what they have discussed in
Post- Reading.
afternoon?
S8: They repair the banks of their plot of land.
Mr. Vy pumps water into it while his wife
does the transplanting.
S9: Are they happy with their lives or not?
Why?
S10: Yes, they are. Because they love working
and they love their children.
- In the morning:
+ 4.30: The alrm goes off and Mr. Vy gets up,
goes down to the kitchen, boil water for tea,
has a quick breakfast, leads the buffalo to the
field.
+ 5.15: he leaves the house
+ 5.30: he arrives in the field, ploughs and
harrows his plot of land.

+7.45: He takes a rest
+ 10.30: he gose home
+ 11.30: he has lunch with his family.
- In the afternoon:
+ 2.30: they go to the field again, repair the
bank of the plot of land. He pumps water into
it, she does the transplanting.
+ 6.00: they finish work.
+ 7.00: they have dinner.
- After dinner:
+ They watch TV, sometimes they see their
neighbours for a cup of tea and chat with
them.
+10.00: they go to bed.
-0-
Period:03
Date of planning
Date of teaching: :
Unit 1: A day in the life of
Lesson 2: Speaking
I. Objectives:
1. Aims: - Students work in pairs to ask and answer about one's daily activities using a timetable or
pictures
- They can talk about their daily routines.
2. Knowledge:
- General knowledge: A day in the life of a student.
- Language: - Words concerning school subjects.
- The way to tell clock time.
- The present simple tense.
II. Methods: integrated, mainly communicative.

III. Anticipated problems:
- Problems: Students may forget the names of school subjects and the way to tell clock time.
- Solutions: teacher should recall these words before they practise speaking.
IV. Teaching aids: - picture, board, chalks, textbook, handouts
V. Procedures:
Teacher's activities Students' activities
4
1. Warm-up:( 5 mins)
- Aims: to revise the names of school subjects .
- Ask sts to close their books.
- Deliver the first handout.
A B
1. Civic education a. to¸n häc
2. Technology b. vËt lý
3. Maths c. tin häc
4. Literature d. thÓ dôc
5. Physics e. ®Þa lý
6. Biology f. gi¸o dôc c«ng d©n
7. Chemistry g. v©n häc
8. Physical education h. lÞch sö
9. Geography i. C«ng nghÖ
10. History j. sinh häc
11. Informatics k. ho¸ häc
- Ask them to match one item in column A with
one item in column B.
- Ask them to work in groups in 2 minutes, then
check this exercise in chorus.
- Ask sts to read aloud the names of these
subjects in chorus.
2. Presentation:( 9 mins)

- Aims: to introduce the verb tense and the way
to tell clock time.
- Introduce briefly what sts are going to do in
this lesson.
- Ask sts about the verb tense to use in talking
about daily routines.
- Remind sts of some rules of the present simple
tense.
- Recall the way of telling time.
T: ( write on the board) 7.30 ans ask a st to read
it aloud.
- Write some more examples and ask sts to read
aloud.
- Ask sts about the question :
- Ask sts to make question for the following
sentence:
" Mai goes to school at 6.30 a.m"
- Ask sts to give more examples.
3. Controlled- practice:( 20 mins)
- Aims: Sts practise speaking in pairs
+ Task 1:
- Ask sts to open their books.
- Introduce the requirement of the task.
- Ask sts to look at the timetable in the textbook
and read through it.
- Do the first example with a student.
T: What time does Quan have a Civic Education
lesson on Monday?
T: What lesson does Quan have at 7.15 a.m on
Monday?

- Ask the whole class to read these sentences
again.
- ask two pairs to read again.
- Ask sts to work in pairs in 10 minutes to ask
and answer about Quan basing on the timetable.
- Move round to hepl sts and to correct any
mistakes if there are.
- Ask five pairs to report because of the time
limit.
- Listen and give remarks.
- Close their books.
- Work in groups of three or four to match as
quickly as possible.
- Speak aloud their answers:
1-f ; 2-i ; 3 - a; 4 - g; 5 - b; 6 - j;
7 - k; 8 - d; 9 - e; 10 - h; 11 - c.
- The present simple tense.
S: seven thirty or half past seven.
S: The question begins with " What
time ?"
S: What time does Mai go to school?
- Open the textbook.
- Listen to the teacher.
- Look at the timetable and try to understand
it.
S: He has a Civic Education lesson at
7.15a.m
S: At 7.15 on Monday he has a Civic
Education lesson.
S1: What time does Quan have a Literature

lesson on Tuesday?
S2: He has a literature lesson at 8.05 a.m
S3: What lesson dose Quan have at 10.40 a.m
on Thursday?
S4: he has a Chemistry lesson.
S5: What time does Quan have a Physics
lesson on Wednesday?
S6: He has a Physics lesson at 9.55 a.m
S7: What lesson does Quan have at 8.55 on
Friday?
S8: He has an English lesson.
S9: What time does Quan have a Class
Meeting on Sarturday?
S10: He has a class meeting at 10.40 a.m.
5
+ Task 2:
- " Quan is at school in the morning, and what
does he do in the afternoon? Please look at
pictures in task 2"
- Ask sts to work in pairs to ask and answer
about Quan's activities.
- do the first example:
T: ( look at picture 1) What does Quan do at
2.00 p.m?
- Ask sts to work in the same way, remind sts to
use the present simple tense with the third
person.
- Move round to control the activity and to help
sts if necessary.
- After sts have discussed, T can aks a student to

talk about all Quan's activities in the afternoon.
4. Free practice:( 10 mins)
- Aims: sts practise speaking freely, they can
express their own ideas.
+ Task 3:
- Ask sts to think about themselves, and then
work in small groups to tell their friends about
their daily routines. - Remind sts that they are
using the present simple with the first person.
- Move round to check the activities and to
make sure that sts are working effectively.
- Ask one or two sts to report in front of the
whole class.
- check and give remarks.
5. Homework: ( 1 min)
- Write a paragraph ( about 80 words) about
their daily routines in your workbook.
- look at pitures in task 2 and think of the
phrases to talk about Quan's activities.(eg: do
his homework, get up,etc)
S: He gets up at 2.00 p.m
" At 2.00 p.m Quan gets up, he starts to study
at 2.15 p.m. he studies until 4.30 and then he
watches T.V. At 5.00 he rides to the football
yard. At 5.15 he begins playing football. He
goes home at about 6.30 p.m "
- Think about theit daily activities and talk to
their friends.
- Try to use English to talk.
Period:04

Date of planning
Date of teaching:
Unit 1: A day in the life of
Lesson 3: listening
I. Objectives:
1. Education aims: Students know how hard manual labourer in Vietnam work and appreciate
them.
2. Knowledge:
a. General knowledge: A day in the life of a cyclo-driver.
b. Language: - The present simple tense.
- Words concerning the cyclo- driver's work.
3. Skills: + Listening comprehension.
- Students listen and number the pictures in their correct order.
- Students listen and decide whether the staments are true or false.
+ Speaking: - Students work in pairs to ask and answer about the information in the listening text.
II. Anticipated problems:
+ Problems:
- Students may do not know some works in the listening text.
- They do not know where to focus on the listening text.
+ Solutions:
- Teach new words in advance.
- Guide students to guess the answers before they listen.
III. Teaching aids: - Tape, board, chalk, textbook.
IV. Procedures:
Teacher’s activities Students’ activities
1. Homework checking:( 5 mins)
Two sts tell the whole class about their daily
routines
2. Before you listen:( 10 mins)
Aims: focus sts on the topic and review/ introduce

6
the words and phrases used to describe a cyclo
driver s daily activities.’
a. T asks sts to work in groups and make a list of
vehicles and the people who operate them, then
compare their list with other groups’

- Introduce the topic of the listening text: ‘A day
in the life of a cyclo driver’ and asks sts to open
their books.
- Ask sts to work in pairs to ask and answer the
questions in the textbook
Have you ever traveled by cyclo?
When was it?
Is it interesting to travel by cyclo?
Which do you prefer, going by bicycle or by
cyclo? Give reasons.
- Move around to help sts then ask some pairs to
report.
- Give remarks.
b. T asks S to look at the words in the book and
read after T .
- Introduce some new words
- 'passenger (n): (in the pictures)
- 'district (n): e.g.: Ba Dinh district, Thanh
Mien district
- drop (v): when the passenger gets off the
cyclo.
- 'pedal (v) = cycle (v)
- 'purchases (n) = the shopping: The things

someone has bought
- food stall (n) : (In the picture)
- Read the words aloud and asks sts to repeat.
- Ask some sts to read the words again.
3. While you listen:( 20 mins)
+ Task 1:
Aims: Practise listening and ordering pictures.
- Ask sts to work in pairs, look at the pictures in
the textbook and describe each picture.
- Do the first example:
In the first picture, a cyclo driver is cycling his
cyclo and taking a woman to somewhere.
- Introduce the situation about Mr. Lam, a cyclo
driver in Hochiminh city talking about his daily
routines. T asks sts to listen to the tape/ teacher
and number the pictures in the correct order.
- play the tape/ read the text twice.
- Ask sts to share their answers in pairs.
- Get sts’ answers.
- play the tape once again, stop where necessary
and conduct the correction.
+ Task 2:
Aims: Practice listening for specific information
by deciding if the given statements are true or
false.
- ask sts to have a look at the statements and read
them in pairs and make sure they understand the
statements.
-Ask sts to listen to the tape/T again and tick the
box to indicate if the statements are true or false.

- Ask sts to compare their answer in pairs.
- Checks sts’ answers.
- Play the tape once again, stop where necessary
and conduct the correction.
4 . After you listen:( 9 mins)
- Ask sts to work in pairs and use the suggested
words to ask and answer about the cyclo driver.
- Move round to check the activities and to make
sure that sts are working effectively.
- work in groups and recall the vehicles and
their operators then make a list on a sheet of
paper
- compare theirs notes.
- listen to the T and open their books
- Work in pairs to ask and answer.
- Some pairs stand up and report.
S1: Have you ever traveled by cyclo?
S2: Yes, I have.
S3: When was it?
S4: Last summer holiday
S5: Is it interesting to travel by cycle?
S6: Yes, it is.
S7: Which do you prefer, going by bicycle
or by cyclo?
S8: I prefer traveling by cyclo because I
have time to look around and I m not tired’ .
- look at the words and read after T .
- copy the words and phrases.
- listen and repeat.
- Some individuals read the words aloud

- look at the pictures and listen to the T.
- describe the other pictures in pairs.
- listen to the teacher.
- listen to the tape / the teacher and do the
task
- Share their answers.
- give feedback.
- check their answers , and then correct
their work if they have any wrong answers.
Key: 5 – 6 – 1 – 3 – 2 – 4
- Read the statements , underline the key
words in each sentence.
- Try to guess whether each sentence is true
or false.
- Listen and do the task.
- Share their answers with their partners.
- Give answers.
- Listen again and check.
Key: 1F; 2T; 3F; 4F; 5F.
7
- Ask one or two sts to retell the cyclo driver’s
routines in front of the whole class.
- Check and give remarks.
5. Homework: ( 1min)
-Write a short paragraph about Mr. Lam's routines
- Work in pairs to ask and answer questions
such as:
" What is the man's name?"
" What does he do?"

-0-
Period:05
Date of planning
Date of teaching:
Unit 1: A day in the life of
Lesson 4: Writing
I. Objectives:
1. Education aims: Students write a narrative.
2. Knowledge:
a. General knowledge: - Writing about a hotel fire.
b. Language: - The past simple tense.
- Connectors (time expressions)
3. Skills: + Reading: Students read a passage to find the verbs in the past simple and the
connectors.
+ Writing a narrative using the prompts.
+ Speaking: - Students discuss in groups to share their answers.
II. Anticipated problems:
+ Problems:
- Students may not know some expressions in the tasks.
+ Solutions:
- Explain these words/ expresssions in advance.
III. Teaching aids: - A picture, board, chalk, textbook.
IV. Procedures:
Teacher's activities Students' activities
1. Warm- up:( 5 mins)
Aims: To raise students' interest.
-Show a picture that teacher prepared in
advance about the explosion in Twin Towers
in 2001.
- Ask some questions:

T: What is happening ?
T: Do you know where it happened?
T: When did it happen?
T: How did it happen?
- Tell sts that they are going to write a
narrative of past events.
2. Before you write:( 20 mins)
- Aims: to provide sts with the materials
( vocabulary, grammar, form) to write.
+ Task 1:
- Ask sts to look at Task 1 .
- Ask them to read through the passage in two
minutes to get the main idea.
- Ask one student to report.
- Explain some new words/ phrases in the
passage:
+ stare death in the face ( explain the
meaning of each word ,then let sts guess the
meaning of the whole phrase)
+ 'fasten(v)( demonstrate)
+ dip (v) : move to a lower level.
- Ask sts to listen and read these words again.
- Ask them to read the passage again more
carefully and do task 1 in 5 minutes.
- Move round to make sure that all sts are
working.
- Ask them to share their answers with their
partners.
- Check the task by asking two sts to report.
- Give remarks.

+ Task 2:
- Ask sts to read the passage again and in
- Look at the picture.
S: The buildings are on fire.
S: It happened in the U.S.A
S: It happened on September 11th , 2001
S: Two planes carrying bombs crashed into two
buildings and killed a lot of people.
- Look at Task 1.
- Read through the passage individually .
- S: The most frightening experience of the
writer's life when he(she) travelled on a plane
on 14th July 1995.
- Listen and repeat:
+ stare death in the face
+ fasten
+ dip
- Read the passage again and do task 1.
+ Verbs used in the past simple: stared, was,
arrived, got, took off, began,thought, were told,
seemed, realised, were, screamed, thought,
had, felt, gained, announced, landed.
+ Connectors( expressions of time): on that
day, at first, then, a few minutes later.
- work in groups.
8
groups to do task 2.
- Divide the class into three regions: one
identifies the events, one identifies the climax
and the rest identifies the conclusion.

- Ask sts to work in only 2 minutes.
- Ask three representatives of three groups to
report.
- Draw the conclusion about writing a
narrative.
+ Form: 3 parts: - introduction.
- body: events, climax
- conclusion
+ Verb tense: the past simple tense.
+ Connectors: at that time, on that day,then,
after that, a few minutes later, until, etc.
- Ask sts to do task 3 but before that explain
some new words:
+ 'discotheque (n) : disco
+ choke (v): to be unable to breath
- Ask sts to listen and read these words again.
3. While you write:( 10 mins)
- Aims: students practise cotrolled- writing.
+ Task 3:
- Ask sts to build up a narrative about a hotel
fire using the prompts.
- Ask them to work individually.
- Move round to conduct the activity and to
note down sts' mistakes.
- Ask sts to share their answers with their
partners.
4. After you write:(9 mins)
-Aims: to get feedback.
- Ask sts to report their work sentence by
sentence.

- Remind sts that they should use the past
simple to write.
5. Homework( 1min)
- Ex 1, 2 (page 9)
- Report the answers:
+ The events: people got on plane, plane took
off, hostesses were just beginning to serve
lunch when plane began to shake, plane
seemed to dip, people screamed in panic.
+ The climax: We thought we had only minutes
to live.
+ The conclusion: the pilot that everything was
all right, we landed safely, it was the most
frightening experience of my life.
- Listen and repeat these words.
- Write the passage into their notebooks.
Last year I spent my summer holidays at a
seaside town. The hotel was modern and
comfortable. I had a wonderful holiday until
the fire.
It was Saturday evening and everyone was
sitting in the discothequeon the ground floor.
It was crowded with people. They were
dancing and singing happily. Suddenly we
smelt smoke. Then black smoke began to fill
the room. Everybody started to scream in
panic. People ran away toward the fire exits.
One door was blocked. Many people began to
cough and to choke.
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, nobody was
seriously hurt. It was the most frioghtening
experience of my life.
-0-
Period:05
Date of planning:
9
Date of teaching:
Unit 1: A day in the life of
Lesson 5: language focus
I. Objectives:
1. Education aims: - Students can distinguish the sound / i / and the sound /i:/ and pronounce
them correctly.
- Students revise the present simple tense and the past simple tense.
2. Knowledge:
1. General knowledge: - a person's hobby and the narrative of a camping trip.
2. Language: - Pronunciation: / i / and /i:/
- The present simple tense.
- Adverbs of frequency
- The past simple tense.
3. Skills: + Reading: - Read sentences aloud.
-Read the passages silently to do the exercises.
II. Anticipated problems:
+ Problems: - Students may have difficulty in pronounce / i / and /i:/ correctly.
+ Solutions: - Explain carefully the diference between two sounds .
III. Teaching aids: - board, chalk, textbook.
IV. Procedures:
Teacher's activities Students' activities

1. Homework checking.( 7 mins)
- Ask one student to do exercise 1 (page 9) on
the board.
- Check Ex 2 with the whole class. Check this
exercise sentence by sentence.
- Give remarks and marks.
2. Pronunciation:( 17 mins)
- Aims: to introduce the two sounds and to
help sts to read these sounds correctly.
- Introduce two sounds / i / and /i:/.
- Read each sound twice and then ask sts to
listen and repeat.
- Ask sts to look at the book, then listen and
repeat.
- Ask sts to practise reading these words in
groups.
- Ask some sts to read aloud and give
remarks.
- Ask sts to look at part 2 and tell sts what
they are going to do.
- Do the first example:( read the sentence
aloud and underline the sounds)
1. Is he coming to the cinema ?
/ɪ/ /ɪ/ /ɪ/ /ɪ/
- Ask sts to work in pairs to practise reading
and to find the sounds in the rest sentences.
- Remind them of the intonation of the
questions.
- move round to help if necessary.
- Ask some sts to read these sentences aloud.

- Give remarks.
3. Grammar and vocabulary:( 20 mins)
- Aims: to revise the present simple tense and
the past simple tense.
- Ask sts to think about the present simple
tense and ask some to tell the whole class
Exercise1:
1. I first went to school when I was six years
old.
2. My father held my hand firmly and took me
to the school gate.
3. I was frightened by all the strange faces and
the large buildings.
4. I quickly found another gate on the other
side of the playground.

Exercise 2:
1. Last summer 5. so
2. In the morning 6. At first
3. Once in a while 7. in the end
4. However 8. On the whole
- Look at the board.
- Listen to the teacher and then listen and
repeat / / and /i:/
- Listen and repeat.
/ɪ/ / i:/
hit kick heat repeat
bit click beat read
little interested meat eaten
2. We 'll miss the begining of the film.

3. Is it an interesting film, Jim?
( sound /ɪ/)
4. The beans and the meat were quite cheap.
5. He's going to leave here for the Green
Mountains.
6. Would you like to have meat, peas and
cheese?
( sound / i:/)
+ Form: (+) S + V/ Vs/ Ves +
(- ) S + don't/ doesn't + V +
10
about the form and the use of the tense.
- Ask sts about the position of adverbs of
frequency.
- Ask sts to do Ex 1 individually in 5 minutes,
then share their answers with their partners.
- Explain any new words if necessary.
- Ask some sts to report and give remarks.
- Ask sts to do Ex 2 orally in pairs in 2
minutes.
- Move round to conduct the activity.
- Ask 2 sts to report.
- Present the past simple tense.
- Ask some students to tell the whole class
about the form and the use of this tense.
- Ask sts to look at Ex 3 and explain what sts
are going to do.
- Ask sts to do this exercise in 5 minutes ,
then share their answers with their partners.
- Ask them to pay attention to the past form of

irregular verbs and some verbs are put in
passive voice.
- Ask 2 sts to do this exercise on the board.
- Move round to help sts if necessary.
- Check and give remarks.
4. Homework ( 1 min)
-Ex 1, 2 ( page 6)
(?) Do/ Does + S + V + ?
+ Use: to talk about present habits or present
states.
+ Position:
- after " to be" but before other verbs.
- " As a rule" is placed at the beginning of a
sentence.
1. is 7. catch
2. fish 8. go
3. worry 9. give up
4. are 10. say
5. catch 11. realise
6. am 12. am
Sample answers:
He always get up early.
She is sometimes late for school.
Lan normally practises speaking English.
As a rule, Thao is a hard- working student.
+ Form: (+ ) S + V-ed/ V( irregular) +
( - ) S + didn't + V +
( ? ) Did + S + V + ?
+ Use: to indicate that somthing happen in the
past.

1. was done 7. began 13. was
2. cooked 8. felt 14. leapt
3. were 9 put out 15. hurried
4. smelt 10. crept 16. found
5. told 11. slept 17. wound
6. sang 12. woke 18. flowed
-0-
Date of planning
Date of teaching:
Period:07
Unit 2: school talks
Lesson 1: reading
I. Objectives:
1. Education aims: - Students know more about school and related problems.
2. Knowledge:
a. General knowledge: - Knowledge about school.
b. Language: - The present simple tense.
- V-ing and To-infinitive.
3. Skills: - Speaking : talk in pairs and in groups.
- Reading comprehension: to fill in the blanks and to answer the questions
II. Anticipated problems:
- Students may have difficulty in understanding some of the topics like health problems or
hobbies.
III. Teaching aids: board, textbook, chalk.
IV. Procedures:
Teacher’s activities Students’ activities
1. Warm-up: ( 5 mins)
- Aims: to raise sts' interest and to introduce
the topic.
-Ask students to work in pairs and discuss this

11
question:
"When you meet your friends, which of the
following topics do you often talk about?"
- Ask sts to look at the cues in the textbook.
- Encourage them to think of other topics.
- Ask them to work in 2 minutes then ask some
pairs to report.
- Check and give remarks.
- Introduce the topic of this lesson.
2. Before you read:( 10mins)
- Aims: to introduce vocabulary and the
grammatical item relating to the reading text.
a. Vocabulary pre-teach:
- Provide the students with these new
words/phrases in this way:
+ Read and write each word/phrase on the
blackboard then give the meaning of the
word/phrase
+ corner shop(NP): a shop at the corner of a
street
+ pro'fession(n): = job, occupation .
+ stuck(adj): bÞ t¾c, bÞ kÑt
+ 'attitude(n): what you think about or behave
toward something.
+ mall (n): an area containing a lot of shops .
eg: a shopping mall
- Ask sts to listen and repeat, then practise with
their partners.
- Ask some sts read all the word/phrases aloud,

listen and help the students to read the
words/phrases correctly.
b. Gerund and to- infinitive introduction:
-Recall the usages of gerund and to-infinitive to
the students.
- Ask sts to tell the teacher the cases to use
gerund and to-infinitive.
- Ask sts to discuss quickly in 1 minute, then
one of them stand up to report.
- Listen and give remarks.
3. While you read:( 20 mins)
- Aims: sts practise reading and then do the
tasks relating to the text.
- Introduce briefly the content of the reading
text.
"You are going to read three talks given by a
student, a teacher and a student s father about ’
school. You read them and do the tasks
assigned."
- Ask sts to read through three talks and tell
teacher the main ideas of these talks.
Task 1: Gap-filling.
- Ask the students to read again these talks, then
work independently and fill each blank with
one of the words in the box. There are more
words than the blanks.
- Have sts compare the answer with a partner.
- Get feedback and give correct answers.
Task 2: Finding who ’
- Ask students to work in pairs. Read the small

talks again and find out who
- Move round to check sts'work.
- Ask sts to share their answers with other pairs'.
- 9-10 pairs are required to give answers in front
of the class(1 pair/ 1 time/ 1 answer).
- Listen and check.
Task 3: Answering questions.
- Ask students to keep on working in pairs.
- Work in pairs orally.
- some sts report.
S1: When I meet my friends, I often talk about
films, our study, and other students.
S2: I often talk about my favourite singers,
some film stars, or my hobbies.
S3: I usually talk sports and games .
- Copy down
- Listen to the teacher then repeat.
- Practise reading these words with their
partners.
- Some sts read these words aloud.
like hope
love + V- ing want + to- V
enjoy decide


- Listen to the teacher.
- Read through the talks, then discuss their
contents.
- Read the text again and do the task.
- Share their ideas with their partners.

- Some sts read their answers aloud.
1. enjoy 2. traffic 3. worry
4. crowded 5. language
- Work in pairs to discuss.
- Share their ideas with other pairs'.
- Some pairs stand up and report.
- S1: enjoys teaching S2: Miss phuong
- S3: has to get up early S4: Phong
- S5: lives far from school S6: Phong
- S7: loves working with children
- S8: Miss Phuong

12
Read the talks more carefully and answer the
questions.
- Move round to check the activity.
- Ask some pairs to report in front of the class.
- Get feedback and give correct answers.
4. After you read:( 9 mins)
- Aims; to give sts a chance to talk about
themselves.
- Tell students to work in groups: Choose one of
the following topics and talk about it for about 5
minutes.
a.What subjects you like learning best and why.
b. What you like and dislike doing at school .
c. What you worry about at school .
- Go round to help students with their work.
- Ask some sts to talk about their topic in front
of the class.

- check and give remarks.
5. Homework:( 1 min)
- Part A ( page 10- workbook)
- Discuss in pairs.
- Some pairs report .
P1: He studies at Chu Van An high school
P2: He studies many subjects such as Math,
Physics, Chemistry
P3: Because it is an international language.
P4: She says that teaching is hard work, but
she enjoys it because she loves working with
children.
P5: Because his son has to ride his bike in
narrow and crowded streets on the way to
school
- Discuss in groups of three or four one of
three topics.
- Assign one member of each group to be the
secretary to take notes their group's ideas.
- Some sts stand up to present their ideas.
-0-
Period:08
Date of planning
Date of teaching:
Unit 2: school talks
Lesson 2: Speaking
I.Objectives:
1. Education aims:
- Sts can make small talks in daily situations
2. Knowledge:

a.General knowledge:
-Sts make a conversation and practise with their classmates
b.Language: - The simple past tense.
- Wh- questions
3. Skills:
- Speaking: - Asking and answering in small talks
- Starting and closing a conversations.
- Reading: - Reading the sentences and then rearranging them into a conversation.
II. Anticipated problems:
- Sts may not be familiar with some expressions such as "How is everything at school? Catch
you later "
III. Teaching aids:
- board, chalk, textbook.
IV. Procedures:
Teacher’s activities Students’ activities
1-Warm - up: ( 5 mins)
- Aims: to focus sts on the topic of the lesson and
to raise their interest.
- Introduce the situation and write a short
dialogue on board:
"Suppose that you meet a friend 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 m fine. Thank you. And you?’
B: I m very well. Thanks. I haven t seen you for’ ’
a long time. Let s go somewhere for a drink’
A: Sorry, ( 2)
- Look at the board and listen.

- Work in pairs to ask and answer.
- Some pairs stand up to report.
13
- Ask sts to complete the dialogue in pairs.
- Ask some pairs to report.
"Today we will practice speaking conversation
having starting and closing sentences."
2.Before you speak( 12 mins)
Aims: Introduce phrases used to start or to close
a conversation.
+ Task 1:
- Ask sts to look at the phrases in the book and to
work in pairs to put the expressions in starting and
closing a conversation
- Make sure that sts understand all the expressions
= + How s everything at school?= How 's your’
studying?
+ Catch you later = See you later.
- Move round to conduct the activity.
- Ask two sts to give answers.
- Get feedback and give remarks.
- Ask sts to read all the expressions aloud in
chorus.
3. While you speak:( 12 mins)
Aims: Sts can practise making a conversation
using the suggested words.
+ Task 2:
- Ask sts to read through all the sentences and
rearrange them into an appropriate conversation.
- Ask sts to do the task individually and then

discuss with their partners.
- Go around to help sts
- Get feedback and give correct answers.
- Ask sts practise reading this dialogue in pairs.
- Ask some pairs to read aloud.
+ Task 3:
- Ask sts to read all the given expressions and the
incomplete dialogue.
- Ask sts to complete the conversation with
suitable words, phrases or sentences in the box.
- Ask sts to work individually first and then work
in pairs
- Get feedback and give correct answers.
- Ask some pairs to practise in front of the class.
- Listen and help sts if necessary.
4- After you speak:( 15 mins)
Aims: Sts can make small talk on suggested
topics.
+ Task 4:
- Introduce the topics:
The weather
Last night s TV programmes’
Football
Plans for the next weekend
- Divide the class in to four groups. Each group
gets one topic and use the starting and ending of a
conversation to practise.
- Ask sts to work in pairs to make small talks
about the topic they are assigned.
- Go round to help sts.

- Call on some pairs to act out the dialogues in
front of the class.
- Ask others sts to comment on their
conversations.
- Get feedback and correct any mistakes if there
(1) Hello, Mai/ Hi Mai
(2) I m very busy now .’
I really must go now, Perhaps another
time.
- Work in pairs to put the phrases into the
correct columns.
- Ask two sts to give feedback.
Starting a
conversation
Closing a
conversation
Good morning Goodbye. See you
later
How s everything?’ Well, it s been nice’
talking to you.
Hello. How are
you?
Sorry. I ve got to’
go. Talk to you
later.
Hi. How is school? Great. I ll see you’
tomorrow.
Hello. What are
you doing?
Catch up with you

later.
- Read and rearrange the sentences into a
conversation.
- Share their ideas with their partners.
Answers : D - F - B - H - E - C - G - A.
- Practise reading in pairs.
- Some pairs stand up to read the dialogue
aloud.
- Read all the words and phrases as well as
the dialogue.
- Work individually ,then work in pairs.
- Some pairs read the dialogue aloud.
A: What s the matter with’
you?
B: I feel tired .I ve got a headache’
A: You d better go home and’
have a rest
- Listen to the teacher and try to brainstorm
about the topics.
- Listen to the teacher.
- Work in pairs to make small talks.
- Some of sts act out in front of the class.
1. The weather:
A: Hi, Lan. How was your trip to Vung
Tau?
B: Hi Hung. It was wonderful|. I really
enjoyed it.
A: What did you like most in Vung Tau?
14
are

5- Homework:( 1 min)
- Write down what they have discussed.
B: The weather.
A: What was the weather like in Vung Tau?
B: It was warm. I prefer the weather in
Vung Tau to Nha Trang.
A: Oh, really? I love it, too.
B: By the way, do you want to see my
photos?
A: Sure
-0-
Period:09
Date of planning
Date of teaching:
Unit 2: school talks
Lesson 3: listening
I. Objectives:
1. Education aims:
- Sts are able to make mini conversations about daily topics such as study at school, wheather
and travelling
2. Knowledge:
a. General knowledge:
- Sts understand small talks about everyday life.
b. Language: Sts recall and learn more about:
- The present continuous tense
- Verbs to describe everyday activities
- Vocabulary on school, friends,
3. Skills: Sts develop the following skills:
- Listening and numbering the pictures in the correct order.
- Listening and answering given questions

- Listening and filling in the gaps.
- Speaking : describe the pictures and talk about their problems at school.
II. Anticipated problems:
- Sts have difficulty listen to the dialogues read aloud by one people.
- Sts cannot take notes to answer the questions while listening.
III. Teaching aids:
- textbook, chalk, board.
IV. Procedures:
Teacher’s activities Students’ activities
1 Homework checking:( 5 mins)
Two pairs of sts make small talks about their
daily life
2. Before you listen:( 10 mins)
Aims: focus sts on the topic and review/ introduce
the words and sentence models used in small
talks.
- Ask sts to read the questions and answers in the
book and work in pairs to match the question with
the appropriate answer, and then compare their
list with other pairs’.
- Check sts’ work
- Ask sts to work in pairs to ask and answer.
- Move around to help sts.
- Ask some pairs to present and gives remarks
- Introduce some new words/ phrases
+ semester (n): e.g.: Semester 1: 5 Sept -> Jan.
Semester2: January -> May
+ enjoy oneself (n): somebody does something
and likes it.
+ go for a swim (v): e.g.: go for a walk/ a drive

- Read the words sts to repeat.
- Ask sts to read the words in pairs.
- Ask some sts to read the words again.
-Work in pairs and do the matching.
1-c; 2-e; 3-a; 4-b; 5-d.
- Work in pairs to ask and answer:
- Some pairs stand up and present.
S1:What subjects are you taking this
semester?
S2: I m taking maths.’
S1: How do you like the class?
S2: I really like it

- Copy the words and phrases.
- Listen and repeat.
- Read the words in pairs and correct each
other’s mistakes.
- Some individuals read the words aloud
15
3. While you listen:( 20 mins)
- Aims: Sts practise listening and numbering
pictures, listenning for specific information by
answering questions and by filling in the blanks
with missing words.
+ Task 1:
- Ask sts to work in pairs, look at the pictures in
the textbook and use the following suggestions to
ask and answer about each picture.
What/ who/ see?
Who/ they?

Where/ they?
What / think / talk about?
- Give one example:
T: What can you see in picture a?
T: Who do you see?
T: What do you think they are talking about?
- Ask sts to do the same.
- Move around to help sts.
- Introduce that sts will listen to four short
conversations and ask sts to look at the pictures
and listen to the T.
- Play the tape/ read the conversations once.
- Ask sts to compare their answer in pairs.
- Check sts’ answers.
- Play the tape once again, stop the tape after each
conversation and conduct the correction.
+ Task 2:
- Ask sts to read the questions in pairs and make
sure they understand the statements and know
what information they need to answer the
questions.
- Ask sts to listen to the tape/T twice and take
short notes to answer the questions.
- Ask sts to compare their answer in pairs.
- Ask some sts to report the answers.
- Play the tape once again, stop the tape where
necessary and conduct the correction.
+ Task 3:
- Ask sts to read the conversation in pairs and see
what information they need to fill in the gaps.

They may guess the answers in some gaps.
- Ask sts to listen to the tape/T once and fill in the
gaps.
- Ask sts to compare their answer in pairs.
- Ask some sts to report their answers.
- Play the tape once again, stop the tape where
necessary and conduct the correction.
4. After you listen:( 9mins)
- Ask sts to work in groups and talk about the
problems they have experienced at school
(difficulties in learning, having bad marks, being
late for school, disobeying the regulations ) Sts
may use the following suggested questions to ask
and answer.
+What problems have you experienced at
school?
+ What are the reasons?
+ What have you done to solve them?
- Move round to check the activities and to make
sure that sts are working effectively.
- Ask one or two pair to retell theirs problems in
front of the whole class.
- Look at the pictures and listen to the T.
S: A hotel
S: Two people
S: Maybe they are talking about the hotel or
the holiday.
- Ask and answer about the pictures in pairs.
- Listen to the teacher.
- Listen to the tape / the teacher and do the

task
- Compare their answers and then correct
their work if they have wrong answers.
- Report their answers.
Key: b c d a– – –
- Work in pairs to read the questions.
- Listen and do the task.
- Compare their notes.
- Report their answers.
1. (She is taking) English;
2. (She is) in Miss Lan Phuong s Class; ’
3. (He is) at a party;
4. (He plans to stay there) for a week.
5. No, she doesn t. She travels alone.’
- Work in pairs to read the conversation and
try to fill in the gaps before they listen.
- Listen and do the task.
- Compare their answer in pairs.
- Report the answers.
1: it here 5: travelling
2: very nice 6: No
3: big 7: alone
4: comfortable 8: for a drink
- Listen to the teacher.
-Ask and answer in groups.
- One/ two pairs present.
16
- Check and give remarks
5. Homework( 1min)
Write a short paragraph about their problems at

school .
-0-
Period:10
Date of planning
Date of teaching:
Unit 2: school talks
Lesson 4: Wrting
I. Objectives:
1. Education Aims: - Students know how to fill in an English form.
2. Knowledge:
a. General knowledge: - The structure of an English form.
b. Language: - Wh- questions.
- Words/expressions used in a form.
3. Skills: - Speaking: discuss in pairs.
- Writing: fill in a form.
II. Anticipated problems:
- Students may not know some expressions in a form so teacher should teach them in advance.
III. Teaching Aids: - board, textbook, chalk.
IV. Procedures:
Teacher's activities Students' activities
1. Homework checking( 5mins)
- Ask one st to tell the whole class about his or her
problems at school in front of the whole class.
- Check and give marks.
2. Before you write:( 20 mins)
- Aims: To introduce the topic of this lesson, and to
guide sts to fill in a form.
- Introduce the topic of this lesson:" Filling in a
form" and ask sts to look at the textbook.
+ Task 1:

- Ask sts to work in pairs to discuss two questions
in 2 minutes.
1. On what occasions do you have to fill in a form?
2. What sort of information do you often have to
provide when you fill in a form?
- Move round to help sts if necessary.
- Ask some pairs to stand up to report their ideas.
- Add some more ideas.
- Give remarks.
+ Task 2:
- Ask sts to look at the introduction in task 2 and
explain more clearly.
- Ask them to look through column A and column
B.
- Explain the phrase: "'marital 'status"= Are you
married or single?
- Ask sts to listen and repeat this phrase.
- Ask sts to match a line in A with a question in B
individually 2 minutes.
- Ask them to share their answers with their
partners after completing the task.
- Get feedback and check.
- Ask sts to work in pairs to ask and answer about
the questions in column B.
- Ask them to give short answers.
- Move round to conduct the activity.
- Ask some pairs to report.
- Give remarks.
- Listen to their friend attentively.
- Open their books and look at the tasks.

- Pair 1:
1. When you want to send some money/
parcels at a post office.
2. Your surname, your first name, your age.
- Pair 2:
1. When you apply for a job or attend an
examination to a high school/ a university.
2. Your address, your job, your date of
birth
- Look at task 2 and listen to the teacher.
- Read through the task .
- Write this phrase in their notebooks.
- listen and repeat.
- Do the task individually.
- discuss in pairs.
- Give feedback.
1- d; 2 - f; 3 - e; 4 - g; 5 - b; 6 - c; 7 - a.
S1: What do you do?
S2: I'm a student.
S3: Where are you living at the moment?
S4: At 32 Tran Hung Dao Street.
S5: Are you married or single?
S6: Single.
S7: What 's your first name?
S8: Binh.
17
+ Task 3:
- Tell sts that forms ask them to do certain things so
they should follow the requirements.
- Ask sts to read through five points , then explain

some new words:
- de'lete( v) : to omit something.
- 'applicable (adj): suitable.
- Ask sts to listen and read these words again.
- Ask sts to read the task again and fill in the blanks
as they are required.
- Ask them to work individually in 2 minutes and
then compare their answers with their partners.
- Move round to check the activity.
- Ask 2 two sts to write their answers on the board.
- Check and give remarks.
- Ask sts to look at Task 4 and read through this
task.
- Explain some new words:
- en'rol (v): to become a member/ a student in a
course.
en'rolment( n)
- natio'nality( n): eg: Vietnamese, French, etc
- 'specify (v): tell clearly.
- Ask sts to listen and read these words again.
3. While you write: ( 10 mins)
- Aims: Sts practse filling in a form.
- Ask sts to read the form again and fill in it.
- Ask them to work individually in 8 minutes .
- Copy the form on the board.
- Go round the classroom to make sure that all sts
are writing and they know how to do.
- Ask them to share their answers with their
partners.
4. After you write: ( 9 minutes)

- Aims: to get feedback.
- Ask one st to fill in the form on the board.
- Ask another st to give remarks.
- Check and correct any mistakes.
- Ask sts to read their forms again and correct the
mistakes if there are.
5. Homework: ( 1 min)
- Part D ( page 27- textbook)
- Listen to the teacher.
- write these words into their notebooks.
- Read thes e words again.
- Do the task silently and the share their
answers with their partners.
1. NGUYEN THI NHUNG.
2. Nhung
3. I am a student. (Delete other choices)
4.
5. ∨
- Write these words in their notebooks.
- Listen and repeat.
- Fill in the form.
- Discuss in pairs .
+ Sample :
Mr/ Mrs/ miss
Surname: PHAM
First name: VAN TUNG
Date of birth: FEBRUARY 20th, 1991.
Nationality: VIETNAMESE.

- Self- correct.

-0-
Period:11
Date of planning
Date of teaching:
Unit 2: school talks
Lesson 5: language focus
I. Objectives:
1. Education Aims:- Students can distinguish the sound / ∧ / from the sound /a:/ and pronounce
them correctly.
- Students revise Wh-questions and V-ing and to infinitive.
2. Knowledge:
a. General knowledge: - informal letters.
b. Language: - Pronunciation: / ∧ / and /a:/
- Wh- questions
- V-ing and to infinitive.
3. Skills: + Speaking: - work in pairs to ask and answer Wh- questions.
+ Reading: - Read words and sentences aloud.
-Read the passages and sentences silently to do the exercises.
18
II. Anticipated problems:
+ Problems: - Students may have difficulty in pronounce / ∧ / and /a:/ correctly.
+ Solutions: - Explain carefully the diference between two sounds .
III. Teaching aids: - board, chalk, textbook.
IV. Procedures:
Teacher's activities Students' activities
1. Warm-up: ( 3mins)
- Aims: to introduce the topic and to raise sts'
interest.
- Write on the boards two sentences:
eg: My cousin is my uncle's son.

I want to read this example.
- Ask one st to read the examples aloud.
- Check whether they pronounce correctly, then
ask the whole class to read the sentences again.
- Point at underlined words and introduce the
topic;" Today we will practise pronouncing two
sounds / ∧ / and /a:/.
2. Pronunciation:( 15 mins)
- Aims: to introduce two sounds /
∧
/ and /a:/ and
help sts to practise these sounds.
a. Write two sounds on the board and pronounce
them clearly twice, then ask sts to repeat.
- Tell sts the difference between two sounds.
- 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.
- Move around to help .
- Ask two sts to read again and give remarks.
b. Ask sts to look at sentences in page 29 in the
book.
- Ask the to work in pairs to read the sentences
and then find out the words containing sound /∧/
and the words containing sound /a:/.
- Ask them to work in 4 minutes.
- Move around to conduct the activity.
- Ask one st to report and other sts to give
remarks.

- Check and give remarks.
3. Grammar and vocabulary:( 25 mins)
- Aims: to revise Wh- questions and the use of
gerund and To- infinitive as well as give sts a
chance to practise these grammar issues by doing
some exercises.
a. Wh- questions:
- T: What are Wh- questions?
- Ask sts to give examples.
- Ask some sts to say aloud.
- Ask sts to look at Ex 1 in page 29, then make
questions for the answers.
- Ask them to work individually , then work in
pairs to ask and answer.
- Let them work in 4 minutes and then ask some
pairs to report.
- Check and give remarks.
b. V-ing and To infinitive:
- Ask some sts to tell the whole class the cases to
use V-ing:
- Look at the board.
- One st read the sentences aloud.
- Listen to the teacher and repeat.
- Write down two sounds.
- Listen to the teacher and repeat.
- Look at the book , listen and repeat.
study far
subject father
cousin marvellous

- Read these words in pairs and check for
their partners.
- Look at the book and work in pairs
Answers:
/ ∧/ /a:/
love dancing
much stars
cousin Martha, Charles
month dark
lunch garden
- S: They are questions beginning with
" what, who, where, how,etc".
- S1: What 's his job?
- S2: How do you go to school?
- S3: Who teach you maths?

- Look at the textbook.
- make questions then ask and answer with
their partners.
S1: When did you come?
S2: Just a few days ago.
S3: How long did you stay in Quang Ninh?
S4: For a few days.
S5: Who did you come with?
S6: I came with a friend.

V-ing:
- After some verbs:
admit, avoid,admit,give up, like, love, enjoy,
19

- Ask them about the cases to use to infinitive.
- Check and add any information if necessary.
- Ask sts to read the letter in Ex 2 and then give
the correct form of the verbs in brackets.
- Ask them to work alone in 5 minutes and then
check it with their partners.
- Ask two sts to write the answers on the board.
- Check and give remarks.
- Ask sts to do Ex 3 in 3 minutes .
- Ask 2 sts to do this exercise on the board.
- Tell sts to work individually , then share their
answers with their parters.
- Ask one st to give remarks on their friends ' task.
- Check and give remarks.
4. Homework: (1 min)
- Part B ( page 11- workbook)
finish, keep, mind, postpone, practise,
suggest, consider, etc.
- Go + V-ing: go camping
go dancing, go shopping, go swimming, etc.
- After prepositions.
To infinitive:
- after some verbs: afford, arrange,
choose, manage, refuse, promise, want,
need, hope, agree, plan, decide, etc.
- V + O + to infinitive:
want, advise, tell, request, order, etc.
EX 2:
1. to hear 6. to pay
2. going 7. to go

3. remembering 8. visiting
4. doing 9. seeing
5. worrying 10. hearing.
EX 3:
1. to go 6. making
2. waiting 7. to call
3. having 8. to lend
4. to find 9. talking
5. living 10. to post.
-0-
Period:12
Date of planning
Date of teaching:
Unit 3: people’s background
Lesson 1: reading
I. Objectives:
1. Education aims:
- Students know more about famous scientists especially about Marie Curie, and admire her.
2. Knowledge:
a. General knowledge: - Background knowledge about Marie Curie.
b. Language: - the past simple tense.
- vocabulary concerning study.
3. Skills: - Reading: read the text and do Matching and True or False exercise and answer the
questions.
- Speaking: discuss in pairs and in groups.
II. Anticipated problems:
- Students may lack of information about Marie Curie.
III. Teaching Aids: textbook, chalk, board.
IV. Procedures:
Teacher’s activities Students’ activities

1. Warm-up: Network ( 5 mins)
+ Aims: to raise sts' interest in the reading text.
- Ask students to work in groups of 3-4 students .
- Ask the students to give a list of famous
scientists and their inventions.
- Move round to check the activity.
- Ask them to work in 4 minutes and then get
feedback. The group which has the longest list
will be the winner
2. Before you read:( 10 mins)
- Aims; to introduce the content of the text and
provide sts with some new words.
- Students are required to work in pairs to answer
the following questions:
- Work in groups
- Some Students report orally.
- Discuss in pairs and then answer the
questions.
20
+ Have you ever heard of Marie Curie?
+ What do you know about her?
- give the correct information.
- Read and write new words on the board.
+ background (n): lai lịch
+ ease (v): làm dịu
+ mature (adj): full-grown
+ interrupt (v): Đứt quãng
+ humanitarian (adj): Nhân đạo
humane (adj): Nhân đức
+ tragic(adj): bi thơng

+ ambitious(adj): tham vọng
+ atomic(adj): thuộc về nguyên tử
- Read each word 3 times and ask the sts to repeat
it.
- Leave sts 1 minute to self-practice.
- Ask 4-5 sts to read all the words aloud in front
of the class
- Listen and help the sts to read the words
correctly.
3. While you read:( 20 mins)
- Aims: Sts practise reading and do the tasks
+ Task 1: Matching.
- Ask the students to read the passage
independently and match the words or phrases in
A with their meaning in B.
- Tell sts to refer to Vocabulary for help and
encourage them try to guess the meanings of the
words in the context of the reading.
- Ask them to compare the answers with their
friends.
- Call on some sts to read and explain their
answers aloud in front of the class.
- Give feedback and correct answers:
+ Task 2: True or False.
- Ask the sts to read the passage more carefully
and decide whether the statements are true(T) or
false(F). Correct the false information.
- Ask the sts to highlight or underline the
information in the passage that helps the students
to find the correct answers.

- Move round to help sts if necessary, then ask
them to share their answers with their partners.
- Ask some sts to give answers.
- Listen and help the students to do the exercise
correctly
+ Task 3: Answering questions.
- Ask students to work in pairs to answer the
questions.
- Tell the students to compare their answers with
other pairs. Let them discuss and correct for one
another.
- Call some pairs of students to read aloud the
questions and answers in front of the class.
- Feedback and give correct answers.
4. After you read:( 9 mins)
- Aims: to check sts' understanding and to
summarize the text.
- Make sure students understand all the adjectives
given in this part.
- Ask sts to describe Marie Curie, basing on these
adjectives . Find the evidence from the passage to
- Some sts stand up to answer.
- Listen to the teacher and Copy down
- Repeat the words.
- Work in pairs to check for each other.
- 1 student/ 1 time
- Work individually.
- Discuss in pairs to share their ideas.
-Listen and self-correct the exercise.
- Copy down

* Key:
1.c 2. e 3. a 4. d 5. b
- listen to the teacher.
- Students do the work individually.
- Discuss the answers with their partners.
- some sts do orally while others watch
+ Key:
1. T
2. F( Her dream was to become a scientist)
3. T
4. F (She married Pierre Curie in 1895)
5. T
- Self-correct the work
- Work in pairs orally
- Share their ideas.
- 9-10 pairs work orally in front of the class.
Key:
1.Marie Curie was born in Warsaw on
November 7,1867
2.She was a brilliant and mature students .
3. She work as a tutor to save money for a
study tour abroad.
4.She was awarded a Nobel Prize in
Chemistry for determining the atomic
weight of radium.
5. No it wasn t. her real joy was easing
human suffering
- work in groups orally and try to find the
evidence in the reading text.
21

prove each of them.
- Ask the students to work in groups and highlight
or underline the evidence that they find in the
passage.
- Go round to help students with their work.
- Ask presentatives of some groups to report in
front of the whole class.
- Listen andgive remarks.
5. Homework:( 1 min)
- Ask students to write a passage of about 60
words about a famous scientist.
- Some sts report in front of the ckass.
- Others listen to their friends and give
remarks.
- Listen to the teacher.
-0-
Period:13
Date of planning
Date of teaching:
Unit 3: people’s background
Lesson 2: speaking
I.Objectives:
1. Education aims:
- Sts know how to interview a person and talk about a person's background.
2. Knowledge:
a.General knowledge:
- A person's background.
b.Language: - The simple past tense.
- Wh- questions
3. Skills:

- Speaking: - Asking about another person's background.
- Talking about a person's background basing on what they have interviewed.
II. Anticipated problems:
- Sts may not know what is included in the term "background".
III. Teaching aids:
- board, chalk, textbook.
IV. Procedures:
WRITTEN TEST
Time allowed: 15 minutes
I. Choose the right answers about Marie Curie.
1. Where was Marie Curie born?
A. In the capital city of France. B. In the capital city of Poland C. In Sorbonne
2. Where did Marie Curie go to school?
A. At the Sorbonne B. In Paris C. In Warsaw
3. Why did Marie Curie go to Paris?
A. To get university educationB. To find work for her living C. To meet Pierre Curie.
4. When did Marie Curie get married?
A. In 1891 B. In 1894 C. In 1895
5. What did Marie Curie do in 1914?
A. She became a university professor. B. She was awarded a Nobel Prize in Chemistry
C. She founded the Radium Institute.
II. Choose the suitable words/ phrases to fill in the blanks.
was appointed when he was 16 years old was born entered
not far from became interested in before his son's birth
was more of had already made at the age of 21
The great English scientist Issac Newton, whose theory of gravitation( ®Þnh luËt v¹n vËt hÊp
dÉn) is well-known throughout the world. (1) in the Woolthorpe village, (2) the
town of Cambridge, on December 25
th
,1642. His father was a farmer who died (3) . His mother,

uncle and grandmother took care of him.
When still young, Newton (4) a mechanic than a scholar. His neighbours thought he
would probably become a well-known clockmaker, because he (5) a clock his neighbours
had never heard of before. It worked by water. When he grew older, he (6) mathematics and
physics. His first physics experiment was carried out in 1658, (7) On June 5
th
, Newton
(8) the University of Cambridge where he sudied maths and soon became famous
(9)
When Newton was 22 years old, he began stidying the theory of gravitation. In 1669, he
(10) professor and began giving lectures on maths at Cambridge. He died in 1727 at the
age of 85.
22

Teacher’s activities Students’ activities
2.Before you speak( 10 mins)
Aims: to guide sts how to do and to provide
them with needed vocabulary and grammar.
+ Task 1:
- Ask sts to think about people's background,
and then read the cues in this task.
- Ask them to discuss in pairs to choose which
items to tell about someone's background.
- Get feedback and give the correct answers.
- Ask sts to continue working in pairs to discuss
what questions they can ask when they want to
know about these things.
- Move round to conduct the activity.
- Ask some pairs to give answers.
- Write the questions on the board and give

remarks.
3. While you speak:( 20 mins)
Aims: Sts can practise making an interwiew
and then talking about the person they have
interwiewed.
+ Task 2:
- Ask sts to imagine they are journalists and ask
them to work in pairs to interview their partners
about his/her background or that of a person he/
she knows well.
- Ask them to follow the stages in the textbook.
- Go around to suggest the questions if
necessary.
- Ask one pair to report.
- Give remarks so that other pairs can correct
their mistakes.
+ Task 3:
- Ask sts to work in small groups to talk about
the person they have learnt about from the
interview.
- Ask them to work in 7 minutes.
- Move around to conduct the activity.
4- After you speak:( 9 mins)
Aims: Sts present what they have discussed in
the previous stage.
- Ask two sts to tell the whole class about the
people they interviewed about.
- Listen to them attentively and correct the
mistakes.
- Give remarks on the whole activity.

5- Homework:( 1 min)
- Write about the people they have interviewed
about.
- Think about people's background.
- Work in pairs to choose the correct items.
+ family + education
+ experience
- Work in pairs to discuss the questions.
- Some pairs stand up to give answers.
Family:
- How many people are there in your family?
- What does your father/ mother do?
Education:
- Where did you study at primary school/ junior
secondary school?
- What subject do you like best?
- What degree do you have?
Experience:
- How long have you been a member of our
school's speaking club?
- Have you ever won any prizes?
- Work in pairs to ask and answer.
- One pair stand up and report:
S1: Hello. Can you tell me something about
yorself?
S2: Oh, of course. What do you want to know?
S1: When and where were you born?
S2: I was born on September 11
th
, 1991 in Hai

Duong.
S1: How many people are there in your family?
S2: There are four: my parents, my sister and I.
S1: What do your parents do?
S2: my dad is a doctor and my mum is a nurse.

- Discuss in groups using the information they
have got from the interview.
- Sample answer:
" Quan's cousin, Minh, was born on November
2
nd
, 1985 in Hai Duong City. He is the only child
in his family. His father is an engineer and his
mother is a teacher. As a brilliant student, he
always got good marks when he was a student at
To Hieu Primary School and then at Le Quy
Don Secondary School. When he was fifteen , he
passed the exam to Nguyen Trai High School.
He said he liked all subjects at school but
among them he liked English best. He has
attended the English Speaking Contest twice and
won the fisrt prize in 2003. At the moment he is
studying at a university in Australia and he is
very successful "
23
-0-
Period:14
Date of planning
Date of teaching:

Unit 3: people’s background
Lesson 3: Listening
I. Objectives:
1. General knowledge:
- Sts know about the background of a famous person.
2. Language: Sts recall and learn more about:
- The simple past tense
- Verbs to express opinion
- Vocabulary on sports.
3. Skills: Sts develop the following skills:
- Listening and marking True/False
- Listening and filling in gaps
- Asking and answering about sb’s background.
II. Anticipated problems:
- Sts do not know some new words.
- Sts have trouble listening to a conversation read by a teacher.
III. Teaching aids:
- Handouts
IV. Procedures:
Teacher’s activities Students’ activities
1. Homework checking:( 5 mins)
- Two sts tell the whole class about two people's
background.
- Listen and give remarks and marks.
2. Before you listen:( 10 mins)
Aims: focus sts on the topic and review/ introduce
the words and phrases used to describe the
background of a sports star.
+ Ask sts to work in groups and make a list of sports
and the names of the sports competitions, then

compare their list with other groups’

- Introduce the topic of the listening text: ‘A
conversation between a reporter and an Olympic
Champion’ and ask sts to open their books.
T asks sts to work in pairs to ask and answer the
questions in the textbook
Can you name any Olympic champions?
What would you like to know about these
people?
- Move around to help sts.
- Ask some pairs to present and gives remarks
- Ask sts to work in pairs and recall the forms of
question used to get the information.
- Ask some sts to speak aloud.
+ Ask sts to look at the words in the book and read
after T / the tape.
- Introduce some new words
- Olympic champion (n): (in the picture)
- di'ploma (n): sb receive this when he finishes a
course /graduates from college or university.
- ro'mantic (adj): Romeo and Juliet is a romantic
play.
- Read the words and ask sts to repeat.
- Two sts stand in front of the class to speak.
- Work in groups and recall the names of
sports and the names of the sports
competitions then make a list on a sheet of
paper
- Compare theirs notes.

- Listen to the T and open the book
- Work in pairs.
- Some pairs stand up and report.
S1: Can you name any Olympic champions?
S2: Tran Hieu Ngan, Sergey Bubka…
S3: What would you like to know about
these people?
S4: Date and place of birth, study, family,
achievements, hobbies…
- Note down the forms of questions:
When/where were you born?
Where did you get a general education?
What achievement have you got?
What do you like doing in your free time?
- Look at the words and read after T /the
tape.
- Copy the words and phrases.
- Listen and repeat.
- Read the words in pairs and correct each
other’s mistakes.
24
- Ask sts to read the words in pairs.
3. While you listen:( 20 mins)
+ Task 1:
Aims: Practice listening for specific information by
deciding whether the given statements are true or
false.
- Introduce the conversation between a reporter and
an Olympic champion then ask sts to listen to the
conversation and tick on the box to indicate True or

False statements.
- Ask sts to have a look at the statements and read
them in pairs and make sure they understand the
statements.
- Ask sts to listen to the tape/T and tick the box to
indicate if the statements are true or false.
- Read/ play the tape twice.
- Ask sts to compare their answer in pairs.
- Check sts’ answers.
- Read/play the tape once again, stop the tape where
necessary and conduct the correction.
+ Task 2:
- Aims: sts listen for specific information to fill in the
blanks.
- Ask sts to listen to the conversation again and fill in
the gaps with the suitable words/ phrases.
- Read the conversation twice.
- Ask sts to compare their answer in pairs.
- Check sts’ answers.
- Read/play the tape once again, stop the tape where
necessary and conduct the correction.
4. After you listen:( 9 mins)
- Aims: to check sts'comprehension in the previous
stage.
- Ask sts to work in pairs and use the information in
Task 1 and 2 to ask and answer about the Olympic
champion.
- Move round to check the activities and to make
sure that sts are working effectively.
- Check and give remarks.

- T can ask sts to ask and answer about the sports
star(s) they like
5. Homework:( 1 min)
- Write a short paragraph about the Olympic
champion .
- Some individuals read the words aloud.
- Work in pairs to read the statements.
- Listen and do the task.
- discuss their answers in pairs.
- Gives their answers:
1T; 2T; 3F; 4T; 5F.
- Say their answers aloud, and then correct
their work if they have the wrong answer.
- Listen to the tape / the teacher and do the
task
- compare their answers.
- Give their answers.
1. a general education 4. love stories
2. lives; family 5. teacher's
diploma
3. different; swimming
- Check their answers, and then correct their
work if they have the wrong answers.
- Ask and answer in pairs.
- One/ two sts present.
-0-
Period:15
Date of planning
Date of teaching:
Unit 3: people’s background

Lesson 4: writing
I. Objectives:
1. Education Aims: - Students can write a simple C. V( curriculum vitae)
- They can write about a person's background basing on a C. V
2. Knowledge:
a. General knowledge: - A curriculum vitae in English.
b. Language: - The past simple tense.
- Words/expressions used in a curriculum vitae.
3. Skills: - Reading: read a model curriculum vitae.
- Speaking: discuss in pairs.
- Writing: fill in a curriculum, write about a person's background.
II. Anticipated problems:
- Students may not know some expressions in a curriculum vitae so teacher should teach them
in advance.
III. Teaching Aids: - board, textbook, chalk.
IV. Procedures:
25