Giáo án tiếng anh lớp 12 cả năm đầy đủ

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Tiết 1 + 2 Lesson 1 + 2: INTRODUCTION
Planning date: AUG 18
TH
Teaching date: AUG 22
ND
- AUG 23
RD

I. Objectives
1. Knowledge:
Student know: - How to learn English in grade 12
- How to do English tests
- How to use student’s book and workbook
2. Skills : have a right view about 4 skills:
- Reading/
- Speaking
- Listening
- Writing
II. Teaching aids: Student’s book, student’s workbook.
III. Procedure:
Teacher’s activities Students’ activities
Warm-up :(5 minutes)
- Introduce to students about the teacher
- Ask students about their names and English
knowledge etc.
Guiding: (30 minutes)
1. Guiding student’s book and workbook:
* Introduce to students how to use their book and
workbook
* Introduce to students how to learn reading,

speaking, listening, writing, language focus in their
books and how to do the exercises in their books
2. Guiding English tests in grade 12:
* Introduce to students about oral tests, 15 minute
tests, 45 minute tests, etc. and how to do them
* The tests in grade 12 include:
reading : 25%
listening: 25%
writing: 25%
language focus: 25%
3. Guiding other books and tape, disc, etc.
Go through the textbook (8’)
Ask Ss to go through the textbook and analyze
according to the themes.
Homework: 2 minutes
- Ask students to prepare textbook, notebooks and the
things for learning and prepare lesson reading - Unit
1
- Listen to the teacher
- Answer the teacher’s questions
- put the student’s book and workbook
on the table
- listen to the teacher and look through
the books
- Listen to the teacher
- listen to the teacher and write down
the things which will be prepared at
home

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Unit 1: HOMELIFE
Tiết 3 +4 Unit 1 - Lesson 1: A. READING
Planning date: AUG 24
TH
Teaching date: AUG 26
TH
- AUG 29
TH

I. Aims: By the end of the lesson, students will be able to:
- understand more about home life
- develop reading skills: reading for main ideas and specific information, guessing the
meaning of the words
II. Language content: vocabulary about home life
III. Skills: Reading + Listening/Writing/Speaking
IV. Teaching aids: pictures, textbook, workbook, cards…
V. Procedure:
Teacher’s activities Students’ activities
Warm up (5’)
- Write the sentence on the board:
“Men build the house and women make it home.”
- Give question:
What does the statement mean?
- Ask students to work in pairs to discuss the question.
- Collect students’ answers and give correct answer:
The statement means that men’s responsibility is to work and
support the family and women’s job is to look after the family.
- Introduce the lesson:

Today we will understand more about the responsibility and
contribution of each member to have a happy family.
Warm up (5’)
- Listen
- Discuss the question in pairs.
- Listen and write down
- Listen
Pre – reading (7')
- Ask students to work in pairs, describe the picture.
- Give questions as cues:
1. Who do you think they are
2. Where is the family?
3. What is each member of the family doing?
4. Is the family happy? Why (not)?
- Ask students to answer
- Give feedback and suggested answers
1. parents and children
2. at home
3. The mother is helping the daughter with her study, the
father is playing with the son.
4. They are happy, because they love and support each
other.
- Introduce the reading text:
Now we will read a passage about a typical family to see how
Pre – reading (7')
- Work in pairs, look at the
pictures in the text book, and tell
what these pictures are about by
answering the questions.

- Answer the questions
- Listen to the teacher
- Write down
- Listen
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they contribute to make their home life happy.
While reading (20')
- Ask students to read the passage silently to understand the
main ideas.
Task 1 (p14): Choose the sentence A, B or C that is nearest
in meaning to the sentence given.
- Ask students to do Task 1
- Ask students to compare the answers with a partner.
- Ask some students to read the answers
- Checks and gives correct answers:
1 2 3 4 5
B C A B A
Task 2: Answer the questions
- Ask students to read the passage again and answer the
questions
- Ask students to compare the answers with a partner
- Checks and gives correct answers:
1. Very busy. They have to work long hours and sometimes
they have to work at night.
2. She is always the first one to get up in the morning to make
sure that her children leave home for school having eaten
breakfast and dressed in suitable clothes. She always makes

dinner ready before her husband comes home.
3. The daughter helps with household chores: she washes the
dishes and takes out the garbage. She also looks after the
boys/ her younger brothers. The father sometimes cooks/ does
some cooking or mends things around the house at weekends.
4. She attempts to win a place at university
5. Because they are very close-knit and supportive of one
another. They often share their feelings and whenever
problems come up, they discus them frankly and find solutions
quickly.
While reading (20')
- Read the text silently once or two
times.
Task 1 (p14):
- Work individually to do task 1
- Compare the answers
- Read aloud their answers
- Write down the correct answers
Task 2:
- Work in pairs to do the task
- Compare the answers
- Read aloud their answers
- Write down the correct answers
Post – reading (10')
- Ask students to work in groups, discuss the questions:
Compare the family in the text with your own family.
- Ask some students to present their discussion in front of the
class.
- Give feedback
Post – reading (10')

- Work in groups, discuss the
questions
- Report their discussion
- Listen
Homework (3')
- Summarize main points
- Assign homework
Homework (3')
- Listen and note down
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Tiết 5 Unit 1 - Lesson 2: B. SPEAKING
Planning date: AUG 25
TH
Teaching date: AUG 31
ST

I. Aims: By the end of the lesson, students will be able to:
- Understand more about home life, the relationship, responsibilities of family's members.
- Skills: discuss home life, the relationship and responsibilities of family's members.
II. Language content: vocabulary about home life
III. Skills: Speaking + Listening/Writing/Reading
IV. Teaching aids: pictures, textbook, workbook, cards…
V. Procedure:
Teacher’s activities Students’ activities
Warm – up (5’)
- Give question:
o In your family, who often does housework?
o Is it fair or not?

- Lead to the lesson:
Today we will discuss the responsibility of each member in a
family in doing housework as well as supporting the family.
Warm – up (5’)
- Students’ answers may vary
- Listen
Pre – speaking (7')
Task 1: Read the following statements and tick the ones
that apply to you and your family.
- Ask students to read the statements and tick the ones that
apply to their families.
- Ask students to work in pairs, exchange the ideas.
- Ask some students talk about their families in front of the
class
- Give feedback
Pre – speaking (7')
Task 1:

- Listen and do the task
- Work in pairs
- Present in front of the class
- Listen
While speaking (20')
Task 2: Prepare a list of questions to ask another student
to find out whether his/her family is like yours
- Ask students to prepare a list of questions to understand the
family life, focusing on:
o who works in the family
o who does household chores
o responsibility in the family

o the interest the family members share closely
o the person you share secrets with
o the person you talk before making an important
decision.
- Give an example:
Who works in your family?
Task 3: Ask your partner about his/her family life
While speaking (20')
Task 2:

- Do the task individually
- Listen and write down
Task 3
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- Ask students to use the questions to ask a partner about his/
her family life. Note down the answers.
Task 4: Tell each other the information you have collected
- Ask students to work in pairs to tell each other the
information collected
- Go around the class to check
- Give feedback
- Do the task
- Note down the answers
Task 4
- Work in pairs to do the task.
- Listen
Post - speaking (10')
- Ask some students to present their collected information in

front of the class
- Give feedback
Post - speaking (10')
- Present in front of the class
- Listen and note down
Homework (3')
- Summarize main points
- Assign homework
Homework (3')
- Listen and note down
Tiết 6 Unit 1 - Lesson 3: C. LISTENING
Planning date: AUG 30
TH
Teaching date: SEP 3
RD

I. Aims: By the end of the lesson, students will be able to:
- understand more about home life
- develop listening skills: listening for main ideas and specific information
II. Language content: vocabulary about home life
III. Skills: Listening + Reading/Writing/Speaking
IV. Teaching aids: cassette, pictures, textbook, workbook, cards…
V. Procedure:
Teacher’s activities Students’ activities
Warm – up (5’)
- Ask students to work in pairs, look at and describe the picture
(p16), using the cues:
1. What is happening in the picture?
2. How many pictures are there?/ who are they?
3. How are they feeling? / How do they look?

- Call some students to answers
- Give suggested answers:
1. A family is having a big meal.
2. There are 9 people.
3. They are very happy.
- Give feedback and introduce the topic of the lesson:
Now we will listen to a conversation in a family reunion.
Warm – up (5’)
- Describe the picture by
answering the questions
- Answer
- Listen and write down
- Listen
Pre – listening (7')
- Play the tape, ask students to listen and repeat the words
flight reserved coach rarely
Pre – listening (7')
- Listen
- Repeat each of the words
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close-knit spread out leftovers crowded
- Correct students' pronunciation and explain the meaning of the
words
- Introduce the situation:
Listen to Paul and Andrea talking about their family life and do
the task below.
- Listen and note down
- Listen

While - listening(20')
Task 1: Decide whether the statements are True or False
- Ask students to read through the questions
- Play the tape two times
- Ask students to do Task 1 then compare the answer with a
partner.
- Play the tape again, have students listen and check the answers
- Ask some students to read the answers
- Checks and gives correct answers:
1 2 3 4 5
F F F T T
Task 2: Note down two things that are different about Paul’s
and Andrea’s families.
- Ask students to read through the questions
- Play the tape two times
- Ask students to do Task 2 then compare the answer with a
partner.
- Play the tape again, have students listen and check the answers
- Ask some students to read the answers
- Checks and gives correct answers:
Paul Andrea
His family members are not
very close.
His family is a close - knit
one.
The family often eat the
meal the mother cooks at
home.
The family often go out to
eat when they get together.

While - listening (20')
Task 1:
- Read through the questions
- Work individually to do the
task
- Compare the answers
- Listen again and check the
answers
- Read aloud their answers
- Write down the correct
answers
Task 2:
- Read through the questions
- Work individually to do the
task
- Compare the answers
- Listen again and check the
answers
- Read aloud their answers
- Write down the correct
answers
Post – listening (10')
- Ask students to work in groups, discuss the questions:
Discuss the importance of family in a person's life
- Ask some students to present their discussion in front of the
class.
- Give feedback
Post – listening (10')
- Work in groups, discuss the
questions

- Report their discussion
- Listen
Homework (3')
- Summarize main points
Homework (3')
- Listen and note down
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- Assign homework
Tiết 7 Unit 1 - Lesson 4: D. WRITING
Planning date: AUG 30
TH
Teaching date: AUG 6
TH

I. Aims: By the end of the lesson, students will be able to:
- understand more about home life
- develop writing skill: Writing about family rules
II. Language content: vocabulary about home life
III. Skills: Writing + Reading/Listening/Speaking
IV. Teaching aids: cassette, pictures, textbook, workbook, cards…
V. Procedure:
Teacher’s activities Students’ activities
Warm – up (5’)
- Give question:
Do your family have any rules? What are they?
- Give feedback and lead to the lesson:
Today we will learn how to write about family rules.
Warm – up (5’)

- Students’ answers may vary
- Listen
Pre – writing (7')
Task 1: What rules do you have in your family?
- Have students revise the verbs
o let sb + V
o allow sb + to V
o have to + V (obligation)
o permit sb + to V
- Give example:
1. During the school year I'm not allowed to watch TV
until I have finished my homework.
2. In my family, everybody has to do their share of
household chores.
- Have the whole class brainstorm the rules of their
family. Write on the board
- Have students work in pairs to discuss the main ideas in
their writing, using the structures
o I have to
o My parents want me to
o They allow me to
- Check and give feedback for the whole class.
Pre – writing (7')
Task 1:
- Revise the knowledge
- Study the example
- Think of the family rules

- Discuss the main ideas
- Listen and note down

While- writing (20')
Task 2: Write a letter to a pen pal about your family
rules.
- Have students write a paragraph about their family rules,
begin as follows:
While - writing (20')
Task 2:
- Do the task
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Every family has its own rules. Mine has a few. First,….
- Have students exchange their writings and find each
other’s mistakes
- Have students write the second draft
- Exchange and correct mistakes for their
partners
- Correct mistakes and write the second
draft
Post – writing (10')
- Ask two students to write on the board
- Correct mistakes and give feedback for the whole class
- Collect student’s papers, give comment and correct some
serious mistakes
Post – writing (10')
- Write on the board
- Listen and note down
- Listen and note down
Homework (3')
- Summarize main points

- Assign homework
Homework (3')
- Listen and note down
Tiết 8 Unit 1 - Lesson 5: E - LANGUAGE FOCUS
Planning date: SEP 6
TH
Teaching date: SEP 8
TH

I. Objectives:
1. Education aims: The ending ‘s’. Tenses revision.
2. Skills: Master the ending ‘s’ and tenses revision.
Know how to use tenses.
II. Anticipated problems:
+ Problems: Students may have difficulty in pronunciation.
+ Solutions: Explain carefully the ending ‘s’.
III. Teaching aids: board, chalk, textbook.
IV. Procedures:
Teacher's activities Students' activities
1. Pronunciation:( 15 mins)
- Explain the way to use ending ‘s’- Help
students to know the pronunciation.
- Practice:
+ I saw some bats flying from the bags.
+ He often speaks at different speeds.
+ She tore the photographs in to halves.
+ I always have dates on rainy days.
+ The kids are playing with their toys kits.
2. Grammar and vocabulary:( 28 mins)
- Explain once again the formations and the

usages of :
+ The past simple tense.
+ The past progressive tense.
+ The present perfect tense.
- Guide the students how to do the
exercises.
- Divide the class into groups, ask them to
do the exercises.
- Walk round to give help if necessary.
- Correct the students’ work if necessary.
3. Homework: (1 min)
At home, revise the pronunciation, the tenses,
redo all the exercises and prepare unit 2.
- Get the teacher’s explanation.
+ /z/ follow voiced consonants except /z/, /dƷ/,
/ Ʒ /.
+ /s/ follow voiceless consonants except /s/,
/∫/, / t∫ /.
+ /iz/ follow the ending sound of: /z/, /dƷ/, /Ʒ/,
/s/, /∫/, /t∫/.
- Practice reading in chorus or individually.
Exercise1:
1. Have you seen
2. Did you enjoy
3. was
4. Did you give… saw
5. didn’t listen
6. Have you two met
7. Did you meet
Exercise 2:

1. B 9. B
2. C 10. C
3. A 11. B
4. A 12. C
5. B 13. C
6. B 14. A
7. B 15. B
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8. C
UNIT 2: cultural diversity
Tiết 9 Unit 2 - Lesson 1: A. READING
Planning date: SEP 7
TH
Teaching date: SEP 10
TH

I. Objectives:
1. Aims: - Students read and guess the meaning of words in contexts.
- They read and answer questions about the texts.
- They practice scanning for specific information in the texts.
2. Knowledge:
- General knowledge: the changes brought about by the economic reforms
- Language: + Words related to the topic (economic, medical and agricultural terms).
+ Common knowledge of education, healthcare, agriculture,…
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 :( 3 mins )
Aims: to introduce the topic of the lesson and to
raise students' interest.
- Tell the class the the differences between
schools (hospitals, houses) now and the past ten
years.
- How do farmers transport their farming
products now and how did they do ten years
ago?
- What make all of these changes?
2. Before you read:( 5 mins)
- Ask students (to work in pairs) to open their
books, look at the pictures, and do the tasks that
follow.
+ What can you see ?
+ Do you think…?
+ What, in your opinion, should…?
- Ask them to work in 3 minutes, meanwhile T
moves round to help if necessary.
- Ask some pairs to report .
- Give some remark if necessary
3. While you read:( 25 mins)
+ Task 1:
- Ask students to read through the text once to
find out some new words, guess the main idea.
- Explain new words (give the Vietnamese
equivalents), guide the students to get the main
contents of the reading text.
- Ask students to work individually in 5 minutes

to do this task.
- Guide students to read through the passage ,
then focus on only the sentences surrounding the
suggested words to do the task effectively.
- Give students some more words that may be
new/ unfamiliar to them.
- Guide the students to read the word in chorus
- now: beautiful buildings, good facilities,
- past: ….
- now: tractors, motorbikes, …
- past: human’s force or animal’s force.
- the development of economic.
- Things seen: a village, farmers, a buffalo,
some huts,…
- A poor village, of course the farmers lead a
poor life.
- Build a new road, change the cultivation
methods, …
- Read through the text find the new words, try
to guess the meanings of those words in
contexts:
+ National Congresses: §¹i héi toµn quèc
+ renovation (n): ®æi míi
+ under-developed (pp):¸chËm ph¸t triÓn
+ inflation (n): l¹m ph¸t
+ stagnant (adj): tr× trÖ
+ government subsidies (n): sù bao cÊp cña
chÝnh phñ
+ government commitment (n): cam kÕt cña
chÝnh phñ

+ dissolve (v): tan r·
+ substantial (adj): lín lao, ®¸ng kÓ
- Get the meaning of some more words:
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and individually.
+ Task 2:
- Ask students to read the passage again and
choose whether the statements given are true (T)
or false (F).
- Ask them to work individually to do the task
and give the evidence to prove the keys.
- Move round to make sure that all students are
working and to help them if necessary.
- Ask some students to report and give
feedback.
+ Task 3:
- Ask students to read the passage again then
work in pairs to ask and answer the suggested
questions.
- Walk round the class to give help if necessary.
- Give suggested words, phrases or useful
suggestions.
- Correct the students’ work.
4. After you read:( 10 mins)
- Ask students to work in group to scan the text
again.
- Ask them to work in small groups of three or
four to talk about the text based on the

suggested points.
- Encourage them to use their own words.
- Ask one or two pairs to report.
5. Homework:( 1 min)
Write a passage to say what changes you’ve
seen in your village since the year 1986.
compare to the past.
+ eliminate (v):….
+ intervention (n):…
+ Vietnamese Communist Party
+ measure (n):……
+ promote (v):…
+ economic reforms (n):…
+ Land Law
- Work individually to read the text then choose
whether the statements given are true (T) or
false (F).
- Share the key with other students.
1. F 2. F 3. T 4. F 5. T
- Find in the text the evidence to prove the
keys.
- Do the task in pairs:
A: When and by whom was …?
B: in 1986 by the Vietnamese Communist Party
A: What was the aim…?
B: to restructure the economy of Vietnam, to
Raise the living standard of the people.
A: Name the renovation measures…?
B: eliminated government subsidies.
shifted economic priority… of export.

reduced state intervention in business.
open trade relation… the world.
encourage foreign……investment.
A: How has Vietnam changed…?
B: productivity and agricultural export…
farmers have enjoyed…
workers have worked harder.
children, especially from …, … training.
A: What do we believe?
B: We believe that with the …
• VN before DM: economy under-developed
– country and poor people – production
stagnant – shortage of schools, hospitals –
inflation.
• Renovation measures:
eliminated government subsidies - shifted
economic priority… of export - reduced state
intervention in business - open trade
relation… the world - encourage foreign……
investment.
• VN since DM: productivity and
agricultural export -farmers have
enjoyed… workers have worked harder.
children, especially from …, … training.
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Tiết 10 Unit 2 - Lesson 2: B. SPEAKING
Planning date: SEP 10
TH

Teaching date: SEP 12
TH

I. Objectives:
1. Aims: - Students work in pairs to describe the pictures.
- Students talk about measures and effects of the economic reforms in Fantasia.
2. Knowledge:
- General knowledge: economic reforms.
- Language: + Words related to economic reforms.
+ The way to make suggestions or predictions.
+ The tenses.
II. Methods: integrated, mainly communicative.
III. Anticipated problems:
- Problems: Students may face difficulty using economic terms .
- Solutions: teacher can give useful suggestions.
IV. Teaching aids: - picture, board, chalks, textbook, handouts
V. Procedures:
Teacher's activities Students' activities
1. Warm-up:( 5 mins)
Tell a short story to prove that the renovation
measures has apparently changed the social and
people’s lives positively.
2. Pre-speaking:( 9 mins)
+ Task1:
- Explain the requirements clearly in English
“in your textbook, there are four pictures. Now,
what I would like you to do is to look at them
carefully and say what they are about”
- Ask students to work in pairs to discus the
three questions and find the answers.

- Correct the students’s work and give remark.
3. While-speaking:( 20 mins)
+ Task 2:
- Explain the requirements “The country of
Fantasia started its overall reforms…”.
- Divide the class into groups, asks each groups
to discus a section: Education
Health care
Agriculture
- Guide the students how to speak by giving
them useful suggestions:
+ They have………… so ……
+ Due to the ………
+ Thanks to the………
+ By applying……….
- Walk round from group to group to give help
if necessary.
Listen and give one’s own ideas or story if
being asked.
- Work in pairs to discus the three questions and
find the answers.
A: What does each pair of picture tell you?
B: It tells us the contrast between the present
and past situations.
A: What changes can you see in each pair of…?
B: The new school and factory are much bigger
and more beautiful than the old ones.
A: What do you think … to achieve these…?
B: They must have taken some renovation
measures.

- Correct the answers oneself.
Group 1: Education
S1: The government of Fantasia has changed
the curriculum and textbooks.
S2: They also provided schools with more
equipment and facilities.
S3: They build more schools and raised the
teachers’ salaries.
S1: It is obvious that they……
Group 2: Health care
S1: Many hospitals have been built as well as
the doctors’ and nurses’ salaries have been
raised.
S2: Due to the government’s policy, many more
highly qualified doctors have worked to
improve the people’s health.
Group 3: Agriculture
S1: Fantasia has applied appropriate policy to
encourage farmers to work more efficiently,
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- Encourage students to speak out what they
think even a phrase or a singular word.
4. Post-speaking:( 10 mins)
+ Task 3 :
- Ask students to work individually to
summarize what they’ve discussed in their own
words.
- Move round to check the activities and to

make sure that students are working effectively.
- Ask one or two students to report in front of
the whole class.
- Check and give remarks.
5. Homework: ( 1 min)
Name some measures we’ve made to promote
our economic system.
and they have built more dykes and damps,
irrigation and drainage systems.
S2: They’ve also applied new and advanced
farming techniques, more facilities and
equipment.
S3: They use fertilizers, pesticides and
insecticides to protect their crops.
S1: The government of Fantasia has changed
the curriculum and textbooks. They also
provided schools with more equipment and
facilities. They build more schools and raised
the teachers’ salaries…
S2: Fantasia has applied appropriate policy to
encourage farmers to work more efficiently,
and they have built more dykes and damps,
irrigation and drainage systems. They’ve also
applied new and advanced farming techniques,
more facilities and equipment. They use
fertilizers, pesticides and insecticides to protect
their crops.
Tiết 11 Unit 2 - Lesson 3: C. LISTENING
Planning date: SEP 10
TH

Teaching date: SEP 14
TH

I. Objectives:
1. Education aims: Students know the harm of taking drug.
2. Knowledge: a. General knowledge: Listen for specific information.
b. Language: - The present simple tense.
- Words related to the topic.
3. Skills: Listening comprehension.
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. Warm up:( 5 mins)
A story about an addict.
2. Before you listen:( 10 mins)
- Ask students to work in pairs to ask and answer
the given questions.
- Guide the students to answer if necessary.
- Give further information.
- Explain the words that will appear in the
listening text.
- Ask students to read in chorus then individually.
- Work in pairs:

S1: Should drug-taking be banned?
S2: Yes, because it brings the users many
harm on not only their physical but also
mental health.
S1: Drug-taking is totally a social evil.
- Listen and repeat:
Tango discourage
Drug-taker rationally
Ruin solution
Unfortunately measures
islanders
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3. While you listen:( 20 mins)
+ Task 1:
- Ask students to read the statement at least
once first.
- Ask them to guess the answers
- Play the tape once then check how many
answers can students find.
- Play the tape again.
- Check and give remarks.
- Call some students to say out their answers
and the evidences they get to prove their
answers.
+ Task 2:
- Ask students to read the questions.
- Ask them to guess the answers.
- Play the tape once then check how many

answers can students find.
- Play the tape again.
- Check and give remarks.
- Call some students to say out their answers
and the evidences they get to prove their answers
4 . After you listen:( 9 mins)
- In group, ask students to discus the guided
question, find the answer.
- Move around to help if necessary.
- Give remarks or even suggestions.
5. Homework: ( 1min)
Imagine you are an MP of Tango what would
you do to solve the problem.
- Read the statement once to get the main
contents.
- Listen to the tape and do the task.
- Find evidences to each of the answers.
- Represent if being asked.
Keys: 1. F 2.F 3. T
4. T 5. F 6. F
7. T 8. T 9. F
- Listen to the teacher’s explanation then
correct the answers oneself.
- Read the questions once to get the main
contents.
- Listen to the tape and do the task.
- Find evidences to each of the answers.
- Represent if being asked.
1. They discovered a plant containing a
powerful drug.

2. They grew it all over the island.
3. The negative effects: people become lazy
– children did not go to school – the
shortage of food.
4. Measures: introduced a law to make the
drug illegal – put drug-takers into prison –
export the drug to other countries.
- Listen to the teacher’s explanation then
correct the answers oneself.
- In groups, ask and answer the question.
S1: Do you think that the Government of
Tango……?
S2: I don’t agree with that solution because
when they export the drug to other
countries the other peoples will suffer from
the drug-taking problems, and other
government will face the same problems as
theirs.
Listen to the teacher’s guide to correct
oneself.
Tiết 12 Unit 2 - Lesson 4: D. WRITING
Planning date: SEP 14
TH
Teaching date: SEP 16
TH

I. Objectives:
1. Education aims: Students write a report.
2. Knowledge: a. General knowledge: Writing a report on the economic development.
b. Language: +The tenses.

+ Connectors (time expressions)
3. Skills: Writing a report.
II. Anticipated problems:
+ Problems: Students may not know new words and the structure.
+ Solutions: Explain these words/ structures in advance.
III. Teaching aids: A picture, board, chalk, textbook.
IV. Procedures:
Teacher's activities Students' activities
1. Warm- up:( 5 mins)
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Free talk about the changes in one’s home
village during the renovation process.
2. Before you write:( 15 mins)
- Explain as clearly as possible the
requirements “The table below presents the
results the Government… ”.
- Give clear task to students.
+ Task 1:
- Ask students to look at Task 1.
- In pairs, ask students to ask and answer
the questions.
- Move around to give help.
- Check and give remarks.
3. While you write:( 15 mins)
+ Task 2:
- Explain the requirements: Writing a report
+ The economic situation of Tango before
1980.

+ The measures taken by the Government and
the people of Tango overcome the problems.
+ The achievement ( as presented in the table)
they have made as a result of the reform.
- Ask students to work in groups to write
report.
- Walk round to give help if necessary.
4. After you write:(9 mins)
- Ask some groups to represent their work,
ask other to give remark.
- Choose some good writing to read in class
and give remark.
5. Homework( 1min)
Rewrite the task at home.
Do as required.
Exchange the ideas with others.
- Listen to the teacher.
- Get the task.
- Work in pairs to do the task.
S1: What was the economic situation in Tango
before 1980?
S2: It was really bad. The country was under-
developed.
S1: What can you say about the economic
situation in Tango from 1980 to 200?
S2: Many positive changes has made. The
economic situation in 2000 is much better than
the one in 1980.
S1: What do you think the ….?
S: They have taken positive measures….

- Listen to the teacher to correct oneself.
- Work in groups to do the task.
The Government and the people of Tango
started their overall economic reform in the
mid 1970s. Before that time the economy of the
country was in ruins………. . The Government
of Tango has taken a lot of measures in order
to promote the national economy such as……. .
Despite all difficulties, the people of Tango
… . After all, they have received greater and
greater achievements….
- Compare the result to the other groups.
- Listen to the teacher’s explanations.
- Exchange the writing to other groups to
check and give remarks.
- Represent the task on board if being asked.
- Read the writing to get others’ remarks.
The Government and the people of Tango
started their overall economic reform in the
mid 1970s. Before that time the economy of the
country was in ruins………. . The Government
of Tango has taken a lot of measures in order
to promote the national economy such as……. .
Despite all difficulties, the people of Tango .
After all, they have received greater and
greater achievements….
- Do as the teacher asked.
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Tiết 13 Unit 2 - Lesson 5: E. LANGUAGE FOCUS
Planning date: SEP 16
TH
Teaching date: SEP 22
ND

I. Objectives:
1. Education aims: Strong form and weak form of auxiliaries; adverbial clauses.
2. Skills: Master the strong form and weak form of auxiliaries.
Know how to use and make adverbial clauses of concession.
II. Anticipated problems:
+ Problems: Students may have difficulty in pronunciation.
+ Solutions: Explain carefully the strong form and weak form of auxiliaries.
III. Teaching aids: board, chalk, textbook.
IV. Procedures:
Teacher's activities Students' activities
1. Pronunciation:( 15 mins)
- Explain the way to use strong form
(emphasis, positive, stressed cases ), weak
form (interrogative, unstressed cases)
- Help students to know the pronunciation.
- Practice:
A: Can you speak English?
B: Yes, I can.
A: Must we go now?
B: I think we must.
A: Have you met Quang?
B: Yes, I have
A: Has she gone?
B: Yes, she has.

A: Shall we go now?
B: I think we ought to.
A: Will you come tomorrow?
B: Yes, I will.
A: Do you really have time for it?
B: Yes, I do.
2. Grammar and vocabulary:( 28 mins)
- Explain once again the “Clause of
concession”.
Though
Although S + V, S + V
Even though
- Guide the students how to do the
exercises.
- Divide the class into groups, ask them to
do the exercises.
- Walk round to give help if necessary.
- Correct the students’ work if necessary.
3. Homework: (1 min)
At home, revise the strong form and weak
form of auxiliaries, the use of clause of
concession, redo all the exercises and prepare
- Get the teacher’s explanation.
Can /kæn/ (str) /kәn/ (w)
Could /kud/
Must /mΛst/ (str) /mәst/
Have /hæv/
Has /hæs/
Do /du/
Does /dΛz/

Is /iz/
Am /æm/
Will /wil/
Shall /sæl/
- Practice reading in chorus or individually.
Exercise1:
1. Although it rained a lot, we enjoyed our
vacation.
2. Although we had planned everything
carefully, a lot of things went wrong.
3. Even though/ Although the doctor has
advised him to quit, Bob (still)….
4. Although it was cold and rainy, we
managed to go to class in time.
5. Although Luong has studied English only
for six months, he can …….
6. I didn’t go to bed early although I was …
Exercise 2:
1. Although I was very tired
2. Although I had never seen her before
3. although it was pretty cold
4. although we don’t like them very much
5. Although I didn’t speak the language
6. Although the heat was on
7. although I’d met her twice before
8. although we have known ……
Exercise 2:
9. we forget many things
10. they were very happy
11. he could speak/ read the language…

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unit 8. 12. Although he had revised everything…
it is pretty cold/ there hasn’t been….
Un it 3 : W AY S O F S OCIA LI ZI NG
Tiết 14 +15 Unit 3 - Lesson 1 : A. READING
Planning date: SEP 20
TH
Teaching date: SEP 28
TH
- SEP 30
TH

I. Objectives:
1. The aim: After the lesson, students are able to know how to communicate
politely , some new words related communication.
2. Lexical items: Words related to ways of socializing
3.Teaching aids: cassette, tape, picture
4.Skills: reading for gist
II. Method: Intergraded, mainly communicative
III. Procedure
Teacher’s activities
I. Warm-up
Ts asks students to look at the picture
in their book carefully and answer the
questions
II. Pre-reading
Matching the words
Asks students to match these words

Read these words & pronounce them
Teacher gives some more new words
if necessary
T plays the tape once
III . While reading
Task3.
T asks students to read the questions
carefully
Pay attention to key words
Like: What do to attract
someone’s attention
Asks them to work in pairs
let them practice
give feedback
Task 2.
Ask students to work in groups
Call on some groups to answer the
question.
Post reading
Asks students to work in groups
Homework
Write a passage to tell about one of your
most embarrassing experiences
Students’ activities
Questions:
1. What are the people in the pictures doing?
2. What will you do if you want to ask your teacher
a question , but he is talking to your classmate?
A
1. non-verbal / 2. verbal

3. impolite
4. attract someone’s attention / 5. rude
B
a. Kh«ng lÞch sù
b. thu hót sù chó ý cña ai
c. b»ng lêi, h÷u ng«n
d. th« tôc, th« b¹o
e. kh«ng b»ng lêi, phi ng«n
eg. a slight nod will do
formal (a ) - formality (n)
listen to the passage
Task 3.
Read the passage by skimming skill
Answer the questions in the book.
practice
Suggested answers:
1. we can use both verbal and non-verbal
communication.
2. They are strong actions that can easily be seen.
3. we can wait until he passes near us, catch his eyes,
nod slightly to let him know we would like him to
come to our table. Or we can raise your hand
slightly to show that we need assistance.
4. you can use a small friendly wave to attract his
or her attention.
5. Because pointing at someone is usually considered
rude
Task 2.
Which options is the best tile for the passage
A Attracting Attention: Non-verbal Cues

Discuss the meaning of whishing and hand-clapping in
Vietnamese culture.
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Encourage – despise
Tiết 16 Unit 3 - Lesson 2: B. SPEAKING
Planning date: SEP 20
TH
Teaching date: OCT 4
TH

I. Objectives:
1. Aims: students should know how to give and respond to compliments in different situations.
2. Skills: fluency in talking about compliments
II. Method: Integrated, mainly communicative
III. Teaching aids text books
IV. Procedure
Teacher’s activities
Warm up
Require students to list adjectives ,
adverbs which are often used when people
give and respond to compliment
Introduce the title of the lesson
Pre-speaking
Task 1.
Ask students to work in pair to practice
reading the dialogues, paying attention to
how people give and respond to
compliments in each situation.

Explain some new words if necessary
Students’ activities
Warm up
Beautiful (ly)
nice
wonderful
terrific
good/well/better
thank
Pre-speaking
Task 1.
Practice reading and pay attention how people give
and respond to compliments
While – speaking
Task 2
Explain the task requirement.
Ask students to practice speaking
Go around and help students if necessary
Ask some students to speak in front of the
class.
Correct their answers
Task 3.
Explains the task requirement
Ask students to practice responding
compliments.
Help students if necessary
Ask some students to speak in front of the
class.
Correct their answers
Post- speaking

Task4.
Explain the task requirement
Ask students to practice in pairs( each
pair can choose two situations to speak)
Ask students to speak in front of the class.
While – speaking
Task 2
Practice giving compliments to suit the responses.
Suggested answers
David: What a beautiful dress you are wearing,
Kathy.
Hung: You have a decent motorbike, Hien.
Michael: You played badminton very well today,
Colin.
Task 3:
practice responding compliments
Suggested answer
You: Thank, Phil . I think that’s because I have
practiced a lot with the help of my dancing teacher
You: I’m glad you like listening to me playing the
guitar.
You: That’s kind of you to say so, Tom.
Actually, my English is influenced by an American
teacher.
Post- speaking
Task 4.
practice giving and responding to compliments
Suggested answers:
The pair of glasses you are wearing are so nice, Lan.
Thanks, Nga. My friend gave them to me on my

birthday.
What a new and expensive watch you have , Tam
I’m glad you like it. I bought it yesterday.
V. Homework
Practice giving and responding to compliments for
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the situations of task 4 again.
Tiết 17 Unit 3 - Lesson 3: C. LISTENING
Planning date: OCT 1
ST
Teaching date: OCT 6
TH

1. Objectives: After the lesson students will be able to improve such listening skills as listening
for gist and listening for specific information by doing true/ false and gap-filling exercises.
2. Time: 45 minutes
3. Teaching aids: textbook, cassette player, tape, blackboard.
4. Procedure:
Time Teacher’s activities Students’ activities
(10ms)
(13ms)
(12ms)
*Before you listen:
+ Activities 1: work with a partner:
-ask Ss to work in pairs to study the pictures
and answer the questions in textbook:
1.What are they doing?
2. What do you think each of them would say

to each other?
3. What do you think they would talk about?
4. How long do you think it would take them to
finish their call and why?
- call on some Ss to present their answers
( these questions require open answers)
+ Activities 2 : listen and repeat
-teach Ss the pronunciation and meaning of
some key words:
Marvelous (a): = great.
Arguments (n) = disagreement
Regulations (n) = rules
Object (v) = not allow somebody to do
something.
Startling (a) = make somebody shocked
-ask Ss to listen to the tape and repeat these
words.
- call on some Ss to read aloud these words.
- introduce listening passage: a social worker
will advises young people on how to use the
telephone in their family.
*While you listen:
+Task 1:
-explain task requirements
- ask Ss to read through all the statements to
find out what they might hear.
- ask Ss to guess the answers in pairs.
- play the tape twice.
- asks Ss to compare answers in pairs.
- ask Ss to present answers and check them.

1.T 2.F 3.T 4.F 5.F 6.T
+Task 2:
-ask Ss to read through the passages to guess
the missing words.
- play the tape once or twice.
- ask Ss to compare answers in pairs
- play the tape for Ss to check their answers
-look at picture and answer questions
-present their answers
-take notes new words
-listen and repeat words
-read aloud these words
-read the statements and guess the
answers
-listen to the tape
-compare answers in pairs and
presents
-read and guess missing words
-listen to the tape
-compare answers and present
answers.
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(7ms)
(3ms)
- call on some Ss to present answers on board.
- check Ss’ answers:
1.agreed 5.waking
2.to avoid 6.heart

3.particular 7.kindness
4.adults 8.to stick
*After you listen:
-ask Ss to work in groups to summarize the
talk, basing on some main points:
Length of time for each call
Time for calling
Calling late at night
Calling at weekend
-call on some Ss to present their ideas orally.
*Homework: ask Ss to take notes some ways
to give advice on something.
-work in groups to summarize the talk.
-present their ideas.
-take notes homework.
Tiết 18 Unit 3 - Lesson 4: D. WRITING
Planning date: OCT 1
ST
Teaching date: OCT 8
TH

I. Objectives:
1. Aims: After the lesson, the students should be able to:
+ build complete sentences from the given words.
+ put the jumbled sentences in their correct order and write the complete paragraphs.
2. Knowledge:
- General knowledge : Ways of socializing
- Language: + Words concerning apologies./ + The present simple tense.
II. Methods: integrated, mainly communicative.
III. Teaching aids: textbook, handouts

IV. Procedures:
Teacher's activities Students' activities
1. Warm- up :( 5 mins)
- Ask students to close their books
- Deliver handouts, and ask students to match
the words in column A with its suitable meaning
in column B.
A B
1. observe a. tạm biệt
2. abruptly b. sự bỏ đi
3. farewell c.(1cách)cộc lốc, đột
ngột
4. discourtesy d. mất lịch sự
5. omission e. tuân theo
- Ask students to match quickly in one minute,
then give their answers
- Teach students to pronounce 5 words above
- T introduces the new lesson: Today, in this
writing hour, you have two main tasks. task 1 is
concerned with using the words to build
complete sentences and Task 2 is concerned
with putting the jumbled sentences in their
correct order and then rearrange them to write
the complete paragraphs.
2. Task 1 (15 mins)
1. Warm- up :( 5 mins)
- close their books
- match two columns
- work in groups
Answer keys:

1- e
2- c
3- a
4- d
5- b
2. Task 1 (15 mins)
- Work in groups of two or four to discuss and
write complete sentences.
Answer keys:
1. There are many ways to tell someone
goodbye, and most of them depend on the
situation at hand.
2. However, there is on rule that all situations
observe: We seldom say goodbye abruptly.
3. In English it is necessary to prepare a person
for our departure.
4. We lead into the farewell by saying
something pleasant and thoughtful like “I’ve
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- Ask students to open their books and look at
Task 1
- Ask students to read task 1
- Which tense do you use to make the sentences
in Task 1?
- Ask students to work in pairs - Ask them to
work in 3 minutes, meanwhile T moves round to
help if necessary.
- Ask some pairs to report . Correct students’

mistakes if necessary.

3. Task 2(20 mins)
- Ask students to read requiring of Task 2
- Ask students to read two paragraphs and
discuss the right order
- Ask students to work individually in 5 minutes
to do this task.
- Ask them to share their ideas with their
partners.
- Ask 4 students to stand up to answer , then
give their answers.
- Ask students to write the re-ordered
paragraphs.
- Ask 2 students to go to the blackboard to write
2 paragraphs
- Correct students’ mistakes if necessary.
Ask one member of their groups to report if
possible.
- Remind students that they should use the
present simple to write the sentences.
4. Homework:( 5 mins)
- Find expressions of apologizing
- Prepare language focus of unit 3
really enjoyed talking to you”.
5. We might also say something relating to the
time like “Gosh, I can’t believe how late it is! I
really must be going!”
3. Task 2(20 mins)
- Work in groups of two or four

- Discuss each paragraph and translate each
sentence into Vietnamese.
Answer keys:
*Paragraph 1: 1 - C; 2 - E; 3 - A; 4 - B; 5 – D
1. It is difficult to write rules that tell exactly
when you should apologize, but it is not
difficult to learn how.
2. If we have done something to hurt someone’s
feeling, we apologize.
3. An apology indicates that we realize we’ve
made a mistake, and we’re sorry for it.
4. It’s a way of expressing our regret or sorrow
for something.
5. When we apologize, we admit our
wrongdoing or discourtesy, usually a reason for
it, and express regret.
* Paragraph 2: 1 - C; 2 - E; 3 - B; 4 - A; 5 - D
1. The simplest way to apologize is to say “I’m
sorry”.
2. Let’s take a common situation. Tom is late
for class and enters the classroom.
3. What does he do? The most polite action is
usually to take a seat as quietly as possible and
apologize later.
4. But if the teacher stops and waits for him to
say something, he could apologize simply “I’m
sorry I’m late”, ask permission to take his seat
and sit down.
5. Naturally, more than this is needed, but it is
not the time for it because it has already caused

some interruption and doesn’t need to make it
any longer.
Tiết 19 Unit 3 - Lesson 5: E. LANGUAGE FOCUS
Planning date: OCT 1
ST
Teaching date: OCT 10
TH

I. Objectives:
1. Education aims: Stress in two-syllable words. Reported speech
2. Skills: Master the strong form and weak form of auxiliaries.
Know how to use and make reported speeches.
II. Anticipated problems:
+ Problems: Students may have difficulty in pronunciation.
+ Solutions: Explain carefully the formations and the usages.
III. Teaching aids: board, chalk, textbook.
IV. Procedures:
Teacher's activities Students' activities
1. Pronunciation:( 15 mins)
- Explain the way to read and mark stresses - Get the teacher’s explanation.
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for words with two syllables.
- Help students to know the pronunciation.
- Practice:
attract waving Signal polite
discuss walking instance police
suppose pointing Student between
2. Grammar and vocabulary:( 28 mins)

- Explain once again the way to make a
reported speech.
+ changes: verb-tense, adverbials, genders
+ statements: that clauses
+ questions: general, WH-questions
+ special: tell, ask, order, advise, suggest
- Guide the students how to do the
exercises.
- Divide the class into groups, ask them to
do the exercises.
- Walk round to give help if necessary.
- Correct the students’ work if necessary.
3. Homework: (1 min)
At home, revise the strong form and weak
form of auxiliaries, the use of clause of
concession, redo all the exercises and prepare
unit 8.
+ Stresses syllables are those which have long
vowels, compound vowels or ending in more than
one consonants.
+ Usually the second syllable has stress if it is verb
whereas it is the first syllable stressed for a noun,
an adjective, or others.
- Practice reading in chorus or individually.
+ Linda Couple is a social worker in …
+ W. M. Thackeray was a famous ….
+ D. Warren is Linda’s teacher’s doctor.
+ Janet is having a number of problems.
+ Michael is sailing across the river.
+ Jenny is waiting for Michael to return.

Exercise1:
1. Thuan said he worked for a big company.
2. Thuan said he was their marketing manager.
3. Thuan said the company had opened an office
in Ho Chi Minh city.
4. Thuan said it had been very successful.
5. Thuan said he had been chosen to run an office
in District 5.
6. Thuan asked me how long I had been learning
English.
7. Thuan said he didn’t have much time to enjoy
himself.
8. Thuan hoped I would come and visit him…
9. Thuan hoped he would be successful in Ho Chi
Minh city.
Exercise 2:
2. was upset
3. was not interested
4. had promised to go to the cinema
5. hadn’t turned up
6. didn’t want to see you
7. she didn’t believed you had tried
8. she would talk to you later
9. she had to go otherwise she would be late
for school.
Tiết 20 TEST YOURSELF A
Planning date: OCT 1
ST
Teaching date: OCT 12
TH

I. Objectives:
1. Educational aim: - According to the TEST students can revise all the language skills and
grammatical points which they have studied and used in the three units: 1,2 and 3.
- Students can improve their techniques of doing the simple tests.
2. Knowledge: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself
- Language: Students can improve their techniques of doing the simple tests
3. Skill: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself
II. Method: Integrated, mainly communicative
CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - /
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III. Teaching aids: Textbook, board, hand-outs, cassette tape and player.
IV. Procedures:
Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Greeting
- Ask students something about the test yourself A
* Have you prepared it at home?
* Have you got any difficulties?
Test yourself
I. Listening(2.5 points) (10 minutes)
- Ask students to read all the sentences first
- Ask students to listen to the tape once.
- Ask students to listen again and speak out the
statements are true or false .

- Ask students to listen in the third time, the work in
groups to compare and discuss the answers with each
others to find the correct answers.
II. Reading (2.5 points) (10 minutes)
- Present the task:
- Ask pupils to work in groups to compare the answers
they have already done to find the correct ones.
- Give the correct answers to the class:
1. We can communicate not only through words but
also through body laguage.
2. They are our posture, facial expression, gestures.
3. If your posture is slumped and your head is down ,
this could mean that you are sad or lack cofidence.
5, Because that person might be angry at you or feel
superior to you.
III. Grammar(2.5 points) (8 minutes)
- Present the task:
A, Practise circlingthe correct anwer (A,B,C or D) to
complete the letter.
- Ask students to work in groups to give the correct form
of verbs in the passage.
* Give the correct form of verbs.
1, C: have been./ 2, D : will be/ 3,B : are having
4,A : could have put off
5,B : will have finished
6,D :have seen
B, Let students finish each of of the following sentences
in such a way that it has the same meaning as the
original sentence.
IV. Writing (7 minutes)

- Present the task:
- Call the students to read the suggested sentences in
front of the class.
+ Give the number of your family members, their
names, ages and jobs.
+ How do they share the housework?
+ How do they behave?
+What are their hobbies?
+ What do you like about each of them?
- Check their writings and help them correct the
mistakes if they’ve made.
Homework (5 minutes)
- Ask students:
+ to study all the lessons again
- Greeting
- Answer teacher’s questions
- Look at the book and listen to the task
- understand the task
- Read the questions
- Listen to the tape
- Listen again and say the statements are
true or false.
- Listen and discuss in groups to find the
correct answers:
1-T, 2-F, 3-F, 4-T, 5-T.
- Look at the textbook and listen to the
teacher
- Work in groups to discuss about the
passage
- Finish the task

- Compare their results with the other
groups, and then with the keys
- Write the answers on the board
- Listen to the teacher and correct the
answers
- Listen to the teacher
- Work in groups
- Compare the results with the other groups
- Show the answers in front of the class.
- Observe the keys and correct their
answers.
*Work in groups and practise writing the
sentences given in reported speech.
1, Lan asked John what he had done before
working for that company.
2,Bill promised to come to see me the next
Sunday.
3, Tom apologized for not ringing me
earlier.
4,Miss White thanked Peter for giving her
present.
- Students work in groups and practise
writing about their families.
- Two students go to the board and write.
A : There are four people in my family, my
father’s name is Tuan, he is forty-five years
old and he is a doctor. My mother is Lan,
she is forty years old and she is a teacher ,
my sister is Huong and she is a student in
Hanoi, I am Hoang, sixteen years old and I

am a pupil of grade 12. We are a close- knit
family, we often share the household.
- Give the writings by reading aloud.
- Read the letter carefully
- In groups or in pairs, write her a letter
- Compare the results with the other groups
- Correct mistakes
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+ to get ready for the 45 minute-test in the next period - Get the knowledge ready for the coming
test
Tiết 21 WRITTEN TEST 1
Planning date: OCT 12
TH
Teaching date: OCT 14
TH

NỘI DUNG ĐỀ SỐ 121
I. Choose one word whose underlined part is pronounced differently. Identify your answer by circling the
corresponding letter A, B, C, or D.
01.A. sandy B. handy C. many D. candy
02.A. rough B. cough C. tough D. enough
03.A. learning B. searching C. clearing D. earning
04.A. given B. whiten C. ridden D. risen
05.A. pays B. says C. stays D. plays
II. Choose one word whose stress pattern is different. Identify your answer by circling the corresponding
letter A, B, C, or D.
06.A. employment B. surprising C. important D. comfortable
07.A. colorful B. vegetable C. equality D. dictionary

08.A. industrial B. irrational C. variety D. characterize
09.A. noisy B. quiet C. hundred D. abroad
10.A. important B. elegant C. regional D. musical
III. Choose from the alternatives given (marked A, B, C, and D) one best to complete each sentence. Identify
your answers by circling the corresponding letter A, B, C, or D.
11. Jan didn’t check she had enough petrol before she left, ____ was careless of her.
A. that B. it C. what D. which
12. Have you live here____ life?
A. all your B. your all C. all the D. the whole
13. All the boys are good at cooking, but_____ is as good as the girls.
A. every B. none C. either D. neither
14. I’m really looking forward ____to university.
A. going B. go C. to go D. to going
15. Are there enough apples for us to have one_____?
A. individually B. each C. self D. every
16. We arrived home safe and ____________.
A. warmly B. sound C. soundly D. warm
17. Please do not talk_____ the orchestra is playing.
A. while B. otherwise C. that D. during
18. They left the room_____ they had finished the exam.
A. while B. although C. before D. once
19. If you____ a crime, you must expect to suffer the consequences.
A. commit B. do C. perform D. make
20. Anyone who lives alone has to look after_____.
A. self B. one self C. itself D. himself
21. Do you bring __________with you? No, we are going to sleep in a rented house.
A. sleeping bags B. drinks C. foods D. umbrellas
22. The room was_____ of strangers
A. crowded B. filled C. full D. complete
23. They had lunch together in the school_____.

A. cafe B. restaurant C. bar D. canteen
24. Some animals are now ____________. We need to find ways to protect them.
A. in danger B. dangerous C. danger D. dangerously
25. We took a short ___________ for thirty minutes in the middle of the afternoon.
A. rest B. talk C. time D. meal
IV. Read the following passage and decide which word ( marked A, B, C, and D) best fits each of the blanks
by circling its corresponding letter A, B, C, and D:
There is now increasing concern about the world’s energy resources, particularly about those involving
fossil__(26)__. In less than a hundred years, we shall probably __(27)__ all the present__(28)__of oil and gas. The
world’s coal__(29)__should last longer but, once used, these cannot be___(30)__.
CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - /
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It is important, therefore, that we should develop such__(31)___sources of energy as solar energy and nuclear
energy as well as water and wind__(32)__(classed as ___(33)__energy). Until these energy__(34)___are widely
used, it is important for the developed countries to reduce energy__(35)__as much as possible.
26. A. fuels B. energies C. powers D. forms
27. A. complete B. end C. exhaust D. total
28. A. findings B. productions C. amounts D. sources
29. A. reserves B. contents C. stores D. mines
30. A. updated B. produced C. renewed D. repeated
31. A. surprising B. traditional C. alternative D. revolutionary
32. A. power B. strength C. force D. motion
33. A. repeatable B. continuous C. renewable D. continual
34. A. goods B. materials C. supplies D. provisions
35. A. consumption B. exhaustion C. waste D. destruction
V. Find out ONE mistake in each sentence that needs correcting .
36. The rain came sudden and everybody got wet because nobody had an umbrella.
A B C D
37. When I came in, my father was talking to anyone so I went out quietly.

A B C D
38. I want to try on the blue skirt over there. Can you showing me the changing room?
A B C D
39. Ha Anh can now speak English more well than the last time I met him.
A B C D
40. There are many ways to do this exercise but mine is the best good one.
A B C D
Tiết 22 WRITTEN TEST 1 - KEY
Planning date: OCT 14
TH
Teaching date: OCT 17
TH

0
1
- - } - 11 - | - - 21 { - - - 31 { - - -
0
2
- | - - 12 { - - - 22 - - } - 32 - - - ~
0
3
- - } - 13 - | - - 23 - - - ~ 33 - - } -
0
4
{ - - - 14 - - - ~ 24 { - - - 34 - - } -
0
5
- | - - 15 - | - - 25 { - - - 35 { - - -
0
6

- - - ~ 16 - - - ~ 26 - - } - 36 { - - -
0
7
- - } - 17 { - - - 27 { - - - 37 - - } -
0
8
- - - ~ 18 - - - ~ 28 - - } - 38 - - - ~
0
9
- - - ~ 19 { - - - 29 { - - - 39 - - } -
1
0
{ - - - 20 - - - ~ 30 - - } - 40 - - - ~
CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - /
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Un it 4: SC HO OL E DUCA TI ON SY STE M
Tiết 23 + 24 Unit 4 - Lesson 1: A. READING
Planning date: OCT 16
TH
Teaching date: OCT 19
TH

I. Objectives:
1. Aims: - Students read and guess the meaning of words in contexts.
- They read and answer questions about the texts.
- They practice scanning for specific information in the texts.
2. Knowledge:
- General knowledge: the changes brought about by the economic reforms
- Language: + Words related to the topic (economic, medical and agricultural terms).

+ Common knowledge of education, healthcare, agriculture,…
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 :( 3 mins )
Aims: to introduce the topic of the lesson and to
raise students' interest.
- Tell the class the the differences between
schools (hospitals, houses) now and the past ten
years.
- How do farmers transport their farming
products now and how did they do ten years
ago?
- What make all of these changes?
2. Before you read:( 5 mins)
- Ask students (to work in pairs) to open their
books, look at the pictures, and do the tasks that
follow.
+ What can you see ?
+ Do you think…?
+ What, in your opinion, should…?
- Ask them to work in 3 minutes, meanwhile T
moves round to help if necessary.
- Ask some pairs to report .
- Give some remark if necessary
3. While you read:( 25 mins)
+ Task 1:
- Ask students to read through the text once to

find out some new words, guess the main idea.
- now: beautiful buildings, good facilities,
- past: ….
- now: tractors, motorbikes, …
- past: human’s force or animal’s force.
- the development of economic.
- Things seen: a village, farmers, a buffalo,
some huts,…
- A poor village, of course the farmers lead a
poor life.
- Build a new road, change the cultivation
methods, …
- Read through the text find the new words, try
to guess the meanings of those words in
contexts:
CREATED BY DO QUOC BINH – TEACHER OF ENGLISH - /
25