giao an tieng anh-lop 10

Period: 89 45-minute WRITTEN TEST 4
Full name
Class:10
Choose the word whose underlined part is pronounced differently .
1. A. champion B. which C. headache D. chairman
2. A. wife B. of C. life D. leaf
3. A. game B. organize C. group D. enough
4. A. music B. seafood C. sense D. sleep
5. A. famous B. sound C. about D. count
Choose the correct answers to complete the sentences
1. The "Spy Return" is a very film about a wealthy man who visits Italy
A. exciting B. excited C. excitement D. excite
2. I wish I had enough money a computer.
A. buying B. for buying C. to buy D. to buying
3. Look out! The tree
A. will fall B. will be falling C. is going to fall D. falls
4. It was not until the thirty strock the bell stopped.
A. so that B. that C. before D. when
5. There were over 3,000 at the match.
A. spectators B. audiences C. witnesses D. watchers
6. That suitcase looks heavy, I help you with it.
A. will B. must C. can D. should
7. I saw horrible car accident on the way to work yessterday.
A. one B. the C. a D. an
8. Our football team defeated Singapore 3 to 2
A. with B. to C. for D. by
9. He six hours aday watching television.
A. takes B. uses C. spends D. last
10. I was sitting in a cafe' afternoon when I saw the President pass by
A. the B. one C. a D. an
Choose the underlined part among A, B, C, or d that needs correcting

1. If you told me about the importance of the meeting, I wouldn't have been late
A B C D
2 It is extremely important for an engineer to know to use a computer.
A B C D
3. The students were interested in take a field trip to the museum, but they were not able to
raise enough money. A B C D
4. When I saw Janet, she hurried to her next class on other side of the cumpus.
A B C D
5. He is one of the most bored students I've ever met.
A B C D
Read the following paragraph and answer the questions.
Motion Pictures
Motion pictures - also called movies, films, or the cinema - are one of the most popular
forms of entertainment. They enable people to enter an imaginagy world for a short period of
time. Millions of people around the world go to the movies every day. However, movies should
not be seen only as a form of entertainment. Movies are also considered a major art form, and
those who make motion pictures take great pride in their creative work. Like artists who
express themselves by painting, moviemakers express their ideas by making movies. The cost
of the creating a movie that is an art as well as a business is generally greater than the money
needed to create any other work of art like a piece of music or a painting. Although the movies
only date back to the late 1800s, the motion picture industry now a gigantic one. A movie can
cost several millions dollars and require the skills of hundred workers and a few years of hard
work before it is completed.
1. What can motion pictures be called?

2. How many people around the world go to the cinema every day?

3. Which of the following is NOT true about movies
A. They are a form of entertainment. C. Making movies doesn't cost much
B. They have a short histoty D. They are a form of business

4. The word express in line 5 means
A. tell B. show C. watch D. see
5.When were the first films made?

Write an announcement for a friendly volleyball match to celebrate the 10th birthday of
your school .
Announcer: The head of Son La Specialized High School Ho Chi Minh
Communist Youth Union
Event: The friendly volleyball match between grade 10 and grade 11 to celebrate
the school 10th birthday.
Place: School stadium
Time: 8:00 a.m, Sunday 21st April









Read the passage and choose suitable word A, B, C, or D to fill in each blank.
Pop music
Most people agree that pop music started in the US (1.) the 1950s and that is developed
(2) black American music . When it started, it (3) especially for young people. In
many countries they like (4) to it and (5) to it because it was
(6) and it was a way of rebelling (7) their parents generation.
Many parents strongly disapproved of it. They dislike the (8) many pop stars looked and
acted. They thought the music was rubbish and the group couldn’t sing or play their
instruments properly. They said that pop music wouldn’t last (9) long. Today ,

attitudes are different. Many of today’s parents are people (10) loved pop music when
they were young and still do.
1 A. on B.at C. in D. from
2. A. at B. of C. off D. from
3. A. is B was C. were D. is being
4. A. hearing B. knowing C. are listening D. listening
5. A. dancing B. jumping C. lifting D. rising
6. A. exciting B. interested C. boring D. terifying
7. A. against B at C. to D. onto
8. A. way B . method C. kind D. style
9. A. in B. at C. for D. by
10. A. whom B. that C. who D. whose
Period: 90 UNIT 15:
Part A: READING
1. OBJECTIVES: By the end of the lesson, students will be able to:
- Develop such reading micro- skills as scanning for specific informatiom, intensive reading
for detailes and guess the meaning of words base on contexts and components of the words.
- Use vocabulary items related to cities and the information they have read to talk about
New York City.
- Language: Words related to cities and their character.
2. MATERIALS: Textbook , handouts, poster, lesson plan.
3. PROCEDURE.
Teacher’s activities Students’ activities
* Warm up: Stick some pictures which have special
features of some cities such as: HA NOI, LONDON,
PARIS, NEW YORK, SYDNEY.
- Ask Ss to tell the names of these cities and the
names of their countries.
- Check and give mark if possible.
- Possible answers:

HA NOI is in Viet Nam.
Paris is in France.
New York is in America.
- Lead to the new lesson.
Among beautiful cities in the world, New York is one of
the most famous cities. We will learn more about this
city in the lesson today.
Whole class.
Study the pictures and tell the name
of each city and the name of the
country which has this city.
Compare the answers with a partner.
Give the answers in front of the
class.
Eg:
Ha noi is a city. It is in Viet nam. It
is the capital of Viet nam
.
* New lesson
I. Before you read
- Get Ss to work in groups of 3 or 4 and write down as
much information about New York that they know as
possble.
- Use the following network to help Ss generate ideas.
Weather
State location Population
New york
History Famous places
Area
-Work group and whole class.

- Use the network to write sentences
about it New York.
- Study all the words of the network
and write sentences about it.
- Give the answers in front of the
class.
+ Location: Southeastern part of
New York State.
+ Weather : humid continental
climate
- Call on some groups to present their information.
- Give some suggested answers:
+ Location.
+ Weather
+ Population
+ Area
+ Famous places
+ History.
- Ask Ss to use all the suggested words to complete
these answers to talk about New York
Pre- teach vocabulary.
- Present the meaning of some important words .
+ (to) be located in/ at/ on nằm ở
+ (to) found th nh là ập
+ global finance t i chÝnh thà ế giới
+ (to) be characterised by cã đặc điểm là
- Give Ss some examples to show the use of these
words.
Eg:
My school is located in a quiet street.

The school was founded in 1995.
* Match the names to the pictures.
Picture 1: The Empire State Building
Picture 2: The United Nations Headquarters.
Picture 3: Central Park
Picture 4: Times Square.
+ Population: 7 million people
live in the city and 19 million live
in the whole metropolitan area.
+ Area: 946 km2, the largest city
in USA and one of the largest
urban areas in the world.
+ Famous places: Statue of liberty,
Wall Street, Broadway district,
Gound Zero.
+ History: Founded by the Dutch
in 1624 and has had serveral
names before like Fort
Amsterdam and New Amsterdam.
- Copy all the new words.
- Read all the new words.
- Make up sentences with these new
words.
* Individual work.
Match the names to the pictures.
Give the answers in front of the
class.
II. While you read
& Task 1: Matching
- Get Ss to read the passage silently and then do task 1.

- Write the words found in column A of task 1 on the
board.
1. metropolitan region
2. take over
3. unusual
4. ice- free
5. mingle with
- Ask Ss to go back to the passage to locater and read
around these words so that they can guess their
meanings.
- Check that Ss understand all these words correctly by
calling on some Ss to tell the meaning of the words in
Vietnamese.
- Ask Ss to go back to the task and study the phrases in
column B.
- Ask Ss to use both their knowledge of the words in
column A and their guess- work with the phrases in
column B to match them correctly.
Individual work, whole class.
- Read the passage silently and
match the words in column A with
their definitions in column B.
Eg:
“ Metropolitan region” found in line
11 may have to do with both “ a city
and the area around it”.
Students can understand this
meaning thank to the words : the
whole” and “ the total area”.
- Give the meaning of the words in

Vietnamese in front of the class.
- Guess which part of speech they
might deal with in each case.
- Check the answers with the whole class.
Answers:
1.d 2. c 3. e 4. a 5. b
& Task 2: Mark true or false.
- Check if Ss can answer the T/ F question in task 2 after
their first reading of the passage. If they can’t , get Ss to
read through all the 5 questions in task 2 and identify
the key words in each question.
- Instruct Ss to go back to the passage and locate these
words.Ss should read around these words carefully to
find the answers to the questions.
- Get Ss to check their answers with a friend.
- Call on some Ss to present and explain their answers.
- Give feedback and correct answers.
1. T 2. F 3. T 4. T 5. T
- Call some Ss to read all the sentences again.
& Task 3: Answer the questions
- Check if Ss can answer the comprehension questions
in task 3 without having to read the passage again. If Ss
can not, get them to read the questions carefully and
instruct them some tips to do the task.
+ First , Ss should skim the five questions to understand
them.
+ Then they should go back to the passage and locate
the key words in the passage.
+ Then they should read around the key words carefully
to find the answer.

- Get Ss to check the answers with a partner.
- Call on some Ss to write their answers on the board
and ask them to explain their choices.
Questions:
1. Where is New York city?
2. What is its population?
3. Why was New York originally called New
Amsterdam?
4. What makes New York an unusual city?
5. What places in New York are visitor attracted to?
- Give correct answers.
- Give the answers in front of the
class.
* Individual work.
- Read all the sentences and
underline the key words.
1. the key words are name, state,
city.
2. habour, ice, winter.
- Go back to the passage and locate
these words.Ss should read around
these words carefully to find the
answers to the questions.
- Give and explain the answer.
1. T ( line 1-2)
2. F ( is ice – free all seasons.
Line 7)
3. T ( it’s on the Hudson and
Passaic rivers, line 3-5)
4. T ( it’s is the home of the UN,

lines
18-19)
5. T ( it was founded by the Dutch
in 1624 and taken over by the
English in 1664, line 15-17)
* Individual work, pair work and
whole class.
- Answer the questions base on the
content of the passage.
- Underline the key words to decide
what information they need to find
in the text.
- Look for questions words like why
which indicates Ss should read for
specific thing like a reason.
- Give the answers in front of the
class.
1. It is in the southeatern part of
New York State , (line 1-2.)
2. 7 million people in the city and
19 million people in the
metropolitan region ( line 9- 11).
3. Because it was founded by the
Dutch and the capital of the
Netherlands was Amsterdam
( lines 15-16).
4. It is the home of the UN and
the centre of global finance,
communications, and business
( lines 18- 19)

5. The Statue of Liberty, the
Empire State Building, the Wall
Street, and the broadway theatre
district ( lines 23- 25).
III. After you read .
- Introduce the task: Ss work in small groups of 3 or 4
and discuss the following question: If you could visit
New York, which place(s) of interest there would you
like to see? Why?
- Ask Ss to understand some information about some
places which are presented in the text.
- Base on the information of the reading passage, Ss can
choose the place of interest they woul like to see.
Go around , checking and offering help.
- Call on the groups to tell and explain their choice.
- Students can give their own answer for their
choice.
Give correct feedback.
Group work
- Students’ answers may vary .
- Students can say the place
they want to visit and the
reason why.
Eg: I would like to see the Empire
State Building because I want to
become a real explorer . I want to
visit the Tsatue of Liberty
*. Assign homework
Summarise the main points of the lesson.
Ask students to learn by heart the new vocabulary and

make sentences with them.
Whole class.
Period: 91
Part B: SPEAKING
1. OBJECTIVES: By the end of the lesson, students will be able to:
Describe a city, using the vocabulary and structures that they have learned in the lesson.
Compare different cities, using the comparative structures that they have learned in the
lesson.
State their preferences and explain the reasons.
Students learn about the character of some cities in the world.
Language: Words related to the chacter of the city.
2. MATERIALS: Textbook , handouts and some pictures about the city.
3. PROCEDURE
Teacher’s activities Student’s activities
* Warm up: Distribute handouts to students, and tell
them what to do.
Match a question in A with its suitable answer in B.
A: 1. When was the city founded?
2. What is the main of trasportation like?
3. What are the people like?
4. How many parks are there?
5. What is the population of the city?
6. What is the area of the city?
7. What is the name of the city?
B: a. convenient
Individual work.
- Study all the questions in A and
answers in B
- Match the question in A with
suitable answer in B.

- Compare the answers with a
partner.
- Give the answers in front of the
class.
b. one big park
c. 1624.
d. Friendly, open
e. New York
f. 7 million
g. 946 square km.
- Ask Ss to work individually then compare the answers
with a partner.
- Call some Ss to give the answers in front of the class.
- Lead to the new lesson.
Answers:
1. C 2. A 3. D 4. B
5. F 6. G 7. E
* New lesson
I. Before you speak
& Task 1: Matching
- Stick the white board and write some information on it.
- Complete the questions of the conversation below with
suitable words from the box.
People, area, population, parks, founded, transport.
A: When was the New York city ?
B: It was founded in 1642.
A: What are the like?
B: They are friendly and open.
A: What is the like?
B: It is convenient.

A: How many are there?
B: One big park.
A: What is the of the city?
B: 7 million
A: What is its ?
B: 946 square km.
- Ask Ss to do the task individually.
- Call on some Ss to go and write their answer on the
board.
- Give corrective feedback.
Founded, people, transport, parks, population, area.
- Ask Ss to practice this dialogue again.
Read out loud all the complete questions and help them
to revise the questions to ask about the area, the
population, and other characteristics of a city.
& Task 2: Ask and answer questions
- Prepare two sets of cards and make sufficient
copies for use with the class.
Card 1 A
New york
Founded: 1642
Population: 7 million
Area: 946 km2
National holidays: 7
Many high buildings
Card 1B
New york
Founded:
Population:
Area:

National holidays: Many
high buildings: Parks:
Individual work and whole class.
- Study the board and find suitable
words to fill in each blank.
- Compare the answer with a
partner.
- Read the answer aloud in front of
the class, and give the explaination.
Eg:
The answer is: It was founded in
1642.
The question must be:
When founded?
- Students do like this continue.
- Give the answers in front of the
class.
A: When was the New York city
founded?
B: It was founded in 1642.
A: What are the people like?
B: They are friendly and open.
A: What is the transport like?
B: It is convenient.
A: How many parks are there?
B: One big park.
A: What is the population of the
city?
B: 7 million
A: What is its area?

Pair work
One big park
People: Friendly, open
Transport: convenient
People:
Transport:

Card 2 A
Lon don
Founded: 43 AD
Population: 7 million
Area: 1610 km2
National holidays: 14
Few high buildings
Five big parks
People: formal,
reserved
Transport: convenient
Card 2B
Lon don
Founded:
Population:
Area:
National holidays: High
buildings:
Parks:
People:
Transport:
- Tell Ss to close their text book and introduce the task.
- Distribute each pair the two sets of cards above. In

each pair, give one student card 1A and card 2B and the
other card 1B and card
2 A. the purpose of this task is to creat an information
gap so that Ss have a reason to communicate. Ask Ss not
to look at each other’s cards.
- Ask Ss to work in pairs: Ask and answer about
Newyork and London.
- Go around and give help if necessary.
- Call on some pairs to perform in front of the class and
provides corrective feedback.
- Ask Ss to ask and answer about New York and Lon
don: practice wh- questions.
Eg:
S1: Do you know when New York was founded?
S2: in 1624. And what about London? Do you know?
S1: in 43 AD. And what is the population of New York?
S2: 7 million. What about London?
S1: 7 million too. What is the area of New York?
S2: It covers an area of 946 square kilometres . and how
large is London?
S1: It is 1610square km
- Ss are going to work in pairs to ask
and answer questions about the two
cities New York and London.
- Ss wil take their turn to ask and
answer about New York and
London.the student who holds card
B will have to ask questions so that
the student with the coresponding
card A answers. Then the student

with card B will need to fill in the
missing information in their card.
Eg:
S1: Do you know when New York
was founded?
S2: in 1624. And what about
London? Do you know?
S1: in 43 AD. And what is the
population of New York?
S2: 7 million. What about London?
S1: 7 million too. What is the area
of New York?
S2: It covers an area of 946 square
kilometres . and how large is
London?
S1: It is 1610square km. How many
national holidays are there in New
York?
What is New York like?Are there
many high buildings and parks?
What about people in New York ?
What are they like?
What is transport like in New York?
& Task 3: making similar comparisons
- Introduce the task: Ask Ss to work in pairs again and
compare the two cities they have just asked and
answered questions about.
- Call some pairs to read aloud the model conversation
on page 160.
- Draw Ss’ attention to the words and phrases printed in

bold and help them to review the comparative forms of
adjectives and nouns.
Notes:
Adj/ Adv: as + A + as
Short adj/ dv: A- er + than
Long adj/ adv: more + A + than
Irregular : bad => worse good => better
Nouns:
as many/ few + countable noun + as
as much/ little + noncountable noun + as
more/ fewer + countable nouns
more / less + noncountable nouns
- Get Ss to go back to the information biven in task 2
and compare the two cities, basing themselves on the
model conversation in task 3.
- Go around to check and offer help.
- Call some Ss to perform in front of the class and
provide corrective feedback.
Pair work.
- Read the dialogue in the text book.
- Revise the use of comparative
form of adjective and nouns.
- Take these notes on their
notebooks.
* Make similar comparisons
between London and NewYork.Use
these cues:
- Lon don has longer history than
NewYork.
- The population of London is as big

as New York.
- London is much much larger than
New York/ London is nearly twice
as big as Newyork.
- Londoners have more national
holidays than New Yorkers.
- New York has more high buildings
than London.
- There are more parks in London
than in New York.
- People in New York are friendlier
and opener than those in London.
- Transport in London is as
convenient as the one in Newyork.
& Task 4
- Introduce the task: Ss are going to ask and answer
questions about their preferences as regards to where to
live and give reasons to back up their opinions.
- Present the structure with “ prefer”.
* Form: Prefer smt to smt
Prefer doing smt to doing smt
Prefer to do smt
Prefer doing smt.
* Meaning: to compare two different things, people or
activities.
- Ask Ss to answer these questions:
Which city do you prefer?
Why do you like it?
- Ask Ss to work individually , tell your friends which of
the two cities you prefer and give the reason then give

the answer in front of the class.
- Casll on some Ss to give their answers in front of the
class.
Eg:
I prefer Ha noi to Ho Chi Minh City because Ha noi is
the place I was born and grew up
Group work and pair work.
- Revise the form of “ prefer”.
- Make sentences with this form.
Eg: I prefer milk to tea.
I prefer going to market to cooking
I prefer to play volleyball
I prefer waching TV.
Answer these questions.
I prefer New York to London
because people are friendlier and
opener.
I prefer living in New York to living
in London because there are more
high buildings but I prefer working
in London because there are more
holidays.
* Assign homeworkSummarise the main points of the
lesson.
Students write a paragraph to compare NewYork and
Lon don and state which city they prefer and why?
Whole class.
Period: 92
Part C: LISTENING
1. OBJECTIVES: By the end of the lesson, students will be able to:

Develop such listening micro- skills as intensive listening for specific information and
taking notes while listening.
Language: Words related to describing the Statue of Liberty.
2. MATERIALS: Textbook , cassette tapes, hand out, lesson plan.
3. PROCEDURE.
Teacher’s activities Student’s activities
* Warm up: Brainstorming.
Raise some questions and ask Ss to answer all the
questions.
Use the picture on page 160 of the textbook to ask some
questions about the Statue of Liberty.
1. What is it?
2. Where is it?
Individual work and whole class.
Study the picture and answer these
questions.
Answer:
1. It is the Statue of Liberty
3. What do you know about it?
- Ask Ss to answers these questions.
- Call on some Ss to give the answers in front of the
class.
- Give correct answer if possible.
Lead to the new lesson: If you want to know more about
the statue of Liberty, today I’ll help you know more
about it.
2. It is on island in New Yok
Habour/ in New York state/ in the
USA.
3. It’s tall/ big/ beautiful/ famous.

* New lsson
I. Before you listen
- Ask Ss to work in pairs to describe the picture on page
160 of the textbook. Ask Ss to use the questions on this
page to help them.
- Call on some Ss to describe the picture. If Ss have
difficulty doing this task teacher may want to elicit
answers from the whole class by asking questions like:
1. What can you see in the picture?
2. Do you know where it is located?
3. What does it look like?
4. What has it got on its head?
5. What has it got on its left hand?
6. What is it holding in its right hand?
7. What is it wearing?
- Call on some Ss to give answrs in front of the class.
- Check and give correct answers.
Preteach vocabulary:
+ image (n) h×nh ảnh
+ symbol (n) biểu tượng
+ tablet (n) phiến đá hoặc phiến gỗ để viết lªn
+ iron frame (n) khung sắt
- Ask Ss to make sentences to describe the Statue of
Liberty with these new words.
- Ask some students to give the answers in front of the
class.
Eg:
The Statue of Liberty is the symbol of freedom.
Pair work and whole class.
- Study the picture and all the

questions on page 160 of the text
book and decribe the picture.
- Work in pairs.
- Compare the answers with other
pair.
- Give the answers in front of the
class.
1. I can see the statue of Liberty.
2. It is located in the USA.
3. It’s a statue of a woman.
4. It’s got a crown on its head.
5. It’s got a tablet in its left hand.
6. It’s holding a burning torch in its
right hand.
7. It’s wearing a robe.
- Copy all the new words.
- Make sentences with some active
words.
- Read out the answers in front of
the class.
II. While you listen
& Task 1: Choose the correct answers
- Ask Ss to read the questions carefully and work out
what information they need to concentrate on while
listening.
- Call on some Ss to give the answer in front of the
class.
- Ask Ss to read the options in each question carefully
and underline the words that make them different .
- Check with the whole class .

Eg: In question 1 these words are “ centre” , “ habour”
Whole class, individual work and
group work.
- Students need to find out where
exactly in New York City the statue
is situated, who made the statue, in
what year it was completed, why it
was built, and when tourists can
visit it.
and “ suburbs” , in question 2 they are “French” , “
American” and “ British”.
- Get Ss to get the answer to each question and then tell
them they need to listen attentively to check if their
guess are confirmed.
- Play the tape once for students to listen and do the
task.
- Get Ss to find a partner to check their answers with.
- Check the answers with the whole class.If many
students can not answer the questions, play the tape one
or two more times and pause at the answers for them to
catch.
& Task 2: Filling in the missing information
- Check if Ss can do the task without listening one more
time. If they can not, play the tape again. Before doing it
, ask Ss to study the table carefully for the missing
information they need to fill and guess the answers.
- Remind Ss that while listening they need to focus on
this information and the answers down in note forms,
not full sentences.
- After playing the tape, get Ss to work in pairs and

check their answers.
- Call on some Ss to give the answers. Provide correct
answers if necessary. If many students can not complete
the task, let Ss listen one more time and pause at the
answers for them to catch.
- Check and give correct answers.
- Read all the options carefully and
find the best option for each
sentence.
- Listen to the tape carefully and
choose the best answer for each
sentence.
- Read out the answer in front of the
class.
Answers:
1. B 2. A 3. B 4. A 5. C
* Listen to the tape again and fill in
the missing informatio in the table.
- Take note when they listen.
- Compare the answer with a
partner.
Formal
name
Liberty Enlightment
the World
Height
93 m ( the statue is 46
m high and the base
and pedestrial are
totally 47 m high)

Weight
205 tons
Material
Cooper, iron frame
The base
Stone and concrete
Opening
time
9:30 am- 5: 00 p.m
daily but Christmas
Day.
- Give the answers in front of the
class.
III. After you listen
- Divide the class into small groups of 3 or 4 and set up
this situation: with each group , one student will play the
role of a tourist guide who is working at the Statue of
Liberty and the rest will play the role of the tourist in
New York . Students will ask and answer questions
about the Statue of liberty, basing themselves on the
information they have acquired from the listening tasks
( they can add more informatin if they want).
- Give some words and figure, turn this task into game.
Ask Ss to use these words and information in the
passage to complete the sentences.
On Island/ In New York habour
A loose robe
205 ton
Group work
One student will play the role of a

tourist guide who is working at the
Statue of Liberty and the rest will
play the role of the tourist in New
York.
- Use the suggested words to
complete the sentences.
- It’s on an Island in New York
habour.
- She is wearing a loose robe
- The Statue weighs 205 tons
A crown
46 m
The hight of the monument
From 9.30 am to 5 p.m daily.
- Go around and checking and offering help.
- Call on some groups to perform in front of the
class.Listen and take notes of their errors.Provide
corrective feedback after that.
- There is a crown on her head
- She is wearing a crown on her
head.
- It is 46 m height.
- The height of the monument is 93
m.
- Tourists/ visitors/ people can visit
the statue of Liberty from 9.30 to 5
pm daily except Christmas Day.
* Assign homework
Summarise the main points of the lesson.
Students write a short paragraph about the Statue of

Liberty, using the information in the listening passage.
( about 80 words).
Whole class.
Eg: The Statue of Liberty is the
symbol of New York City in
America. The formal name of the
statue is Liberty Enlightening the
World. The Statue is 46 m high and
it weighs 205 tons. The outside is
made of copper. Inside, it has an
iron frame. It is placed on a base,
which is made of stone and
concrete

Period: 93
Part D: WRITING
1. OBJECTIVES: By the end of the lesson, students will be able to:
Describe a city of their choice, using the structures and vocabulary they have learned in the
lesson.
Students learn about the form and structure of describing.
Language: Words related to city.
2. MATERIALS: Text book, work book, lesson plan and handout.
3. PROCEDURE.
Teacher’s activities Student’s activities
* Warm up: Brainstorming: Ask Ss to close textbook
and match a city in A with a country in B.
A B
1. Paris
2. London
3. New York

4. Ha noi
5. Beijing
6. Moscow
a. Russia
b. China
c. Viet nam
d. England
e. France
f. America
- Go around and give help if necessary.
- Call on students to give the answers in front of the
class.
Individual work and whole class.
Study all the words in A and match
them with words in B.
- Compare the answer with a
partner.
- Give the answers in front of the
class.
1 - e 2 - d
3 - f 4 – c
5 – b 6 - a
* New lesson
I. Before you write
- Get Ss to work in groups of 3 or 4 and brainstorm
what they would like to tell people about a city, for
example, the location of the city, the famous place, the
people, etc.
Group work , individual work and
whole class.

Use the sugeested words to
describe about a city.
Describe about the weather/
- Call some groups to present their ideas. Teacher might
sum up the class’ ideas by using this net work:
Weather
Location population
City
History famous places
Area
location/ population/ history/
famous places/ area.
Eg:
Ha noi is a capital city.
It is in the south of Viet nam.
Its population is about
The Huc bridge, Ngoc son temple,
One pillar pogoda are famous
places
II. While you write
& Task 1: working with the model
- Ask Ss to read the model text about London and
answer the questions in task 1.
- Ask Ss to comment on the way the information is
organised in the model text. Raise some questions:
What does the first paragraph describe?
What does the second paragraph describe?
What does the third paragraph describe?
- Get across to Ss that when they describe a city, there
are many ways to organise their information.

A commond way is to combine “ location”, “ weather”,
“ population”, “ areas” , and “ history” into one
paragraph as general information and then make famous
places and the most outstanding characteristics of the
city a separate paragraph because these have to do with
more “ specific information”
+ Paragraph 1: General information:
Location/ area/ weather/ populatin/ history.
+ Paragraph 3: specific information:
Famous places/ most outstanding feature.
- Draw Ss’ attention to the languaege that is used to
describe the above information.
Eg: (to) be situated/ located
+ (to) be founded by in
+ (to) covers an area of
+ (to) have a population of
+ (to) be famous for
+ the best thing about is
- Ask Ss to give the answers in front of the class.
- Feedback and give correct answers.
& Task 2: write a description
- Get Ss to read the task carefully and prepare ideas for
writing.
- Write a description of a city or a town in Viet nam you
know well or describe about your home town.
Provide them the following table to help them while
Group work , individual and whole
class.
-Read the model text and answer
the questions base on its content.

Answers:
The first paragraph describes
location,
Weather, population, areas, and
history.
The second paragraph describes
about the characteristic of London.
The third paragraph describes the
specific information about
London.
- Give the answers in fornt of the
class.
1. It is situated in southern
England,on the river Thames.
2. It covers an area of 1610 km2.
3. It has a population of 7 million
4. It is the capital city of the UK.
5. It was founded by the Romans
in 43 AD.
6. It is famous for its historic
buildings, theatres, museums, and
shops.
7. The parks cover a large area of
the city and are ideal places for
people to get away from the noisy
and busy city life and relax.
* Individual work, pair work and
whole class.
- Ss write an outline and
compare with the other.

brainstormingideas and making an outline.
Paragraph 1:
General
information
Location
Area
Weather
Population
History
Paragraph 3
specific
information
Famous places
Most outstanding
feature
- Ask Ss to exchange their outline with a partner.
- Go around checking and offering help.
- Collect some outlines and provides corrective
feedback.Provide some vocabulary and structures if
necessary.
- Ask Ss to write up their desciption individually in 10
minutes.
- Get Ss to work in pairs and correct each other’s
writing.
- Go around to offer help.
- Describe their hometown.
Eg: Dalat which is s tourist city of
Viet nam was founded by Dr
Yersin in 1893. it has a population
of about 191,644.

Situated on Lam Vien highland,
the city covers an area of 391,06
square km.
Da Lat is famous for many things,
visitors from other provinces in
Viet nam and all over the world
come and visitits history buildings,
such as Palace I, Palace II and
Palace III. They are also attacted
by natural landscapes such as The
Valley of Love, Than Tho Lake,
Langbiang mountain etc. the best
thing about Dalat is the weather .
It’s cool all year round. Every
year, thousands of tourists come to
Dalat in summer and after Tet
holidays to relax and enjoy the
wonderful climate of this beautiful
city
III. After you write
- Call on some Ss to go and copy their writing on
the board.
- Elicit or provide corrective feedback.
- Draw attention to both idea organisation and
language use.
Whole class.
- One student copy their writing on
the board.
* Assign homework
Summarise the main points of the lesson.

Students correct their writing according to T’s and
peers’ suggestions and write a paragraph to describe a
city you know well.
Whole class.
Period: 94 Part E: LANGUAGE FOCUS
1. OBJECTIVES: By the end of the lesson, students will be able to:
Distinguish the sounds / / and / /
Pronounce the words and sentences containing these sounds correctly.
Distinguish non- defining and defining relative clauses with “ which” and use them
correctly to connect sentences when speaking and writing.
Use structure with “ although” to contrast ideas
Students learn about the form and structure of an announcement.
Language: Words related to announcement.
2. MATERIALS: Textbook , handouts, lesson plan, work book.
3. PROCEDURE.
Teacher’s activities Students’ activities
* Warm up: Jumbled sentence:
- Ask Ss to rearrange these jumbled words into
meaningful sentence.
Hats are there three together on the madam wall.
- Go around the class and give help if necesaary.
- Call on some Ss to give the answers in front of the
class.
Answer:
There are three hats together on the wall, madam
Ask Ss to pay attention to the bold words and lead to
the new lesson.
These words are pronounce . / / and / /.
Today I’ll help you understand more about them.
Whole class.

- Read these words and put them in
right order to make meaningful
sentence.
- Compare the answers with a
partner.
- Read aloud the answer in front of
the class.
Answer:
There are three hats together on
the wall, madam.
* New lesson
I. Pronunciation: Distinguishing sounds.
- Model the two sounds / / and / / for a few times and
explain the differences in producing them.
- Play the tape once for Ss to hear the words containing
these two sounds. Play the tape again and this time ask
Ss to repeat after the tape.
- Ask Ss to read the words in each column out loud in
chorus for a few more times.
- Call on some Ss to read the words out loud.
- Listen and correct if Ss pronounce the target words
incorrectly.
Practising sentences containing the target sounds.
- Ask Ss to work in pairs and take turn to read aloud the
given sentences.
- Go around to listen and take notes of the typical
errors.
- Call on some Ss to read the sentences again and
provide corrective feedback.
Whole class and individual work.

- Listen to the tape carefully and
pronounce two sounds / / and / /.
- Read these words in chorus.
- Read these words out loud in front
of the class.
- Practise these sentences in front
of the class.
- Find more words which has two
sounds .eg: This is the blue pen and
the black pen.
II. Grammar and vocabulary.
& Exercise 1: Non- defining relative clauses with ’
which’.
a. Presentation.
- Get Ss to read the example in the textbook:
NewYork Habour, which is ice- free in all seasons, is
one of the largest and finest habours in the world.
- Present the form, meaning and use of non- defining
and defining relative clauses with
“ which”
+ Form: - The relative pronoun “ which” can function
as a subject or an object in non- defining and defining
relative clauses.
Eg:
Subject:
Hanoi, which is the capital city of Viet nam , is located
on the Red river.
Whole class, individual work, pair
work and group work.
Read the example in the text book .

- Study the example carefully and
know the function of relative
pronoun.
- Write down the form :
The relative pronoun “ which” can
function as a subject or an object in
non- defining and defining relative
clauses.
Eg: Subject:
The school, which was built in
1960, is very old.
Vietnam is the coutry which hosted APEC 2006.
Object:
Hanoi, which I love so much, is my hometown
- We need to place a comma to separate a non- defing
relative clause from the main clause if it comes at the
end of the sentence and two commas if it is inserted
within the sentence. We don’t need a comma in the
case of defining relative clauses.
+ Meaning: A clause introduced by a relative pronoun
+ Use: We use defining relative clauses to give
essential information to define or identify the thing we
are talking about. Obviously, this is only necessary if
there is more than one thing involved.
We use non- defining relative clauses not to define or
identify things but to add more information to the
things we are talking about. Without this additional
information, the sentence still makes sense because it is
already clear what things we are talking about.
- Ask Ss to practice making sentences with both non-

defining and defining relative clause.
B. Practice:
- Get Ss to do exercise 1 individually.
- Check with the whole class and provide corrective
feedback.
- Give more extra exercise to practice defining and non-
defining relative.
c. Production:
- Ask Ss to make more sentences with defining relative
clauses and non- defining relative .
- Go around and give offer if necessary.
- Call on some students to give the answers in front of
the class.
- Check and give correct answers.
Eg: Ha noi city, which is in the North of Viet nam, is
the capital of Viet nam.
Object:
Do you like the present which I
gave you yesterday?
- Listen to the teacher’s explaining
and take note the use and meaning
of relative pronoun.
+ Meaning: A clause introduced by
a relative pronoun
+ Use: We use defining relative
clauses to give essential
information to define or identify
the thing we are talking about. .
We use non- defining relative
clauses not to define or identify

things but to add more information
to the things we are talking about.
* Do exercise 1:
1. Washington DC, which is located
on the East Coast of the USA, has
many interesting and historical
places to visit.
2. Brasilia, which is located on
Granada River, became the capital
of Brazil in 1960.
3. Mexico City, which has a
population of nearly 20,000,000, is
the largest metropolitan area in the
world.
4. Seoul, which hosted the 1988
Summer Olympics, is well- known
for its shopping centres.
5. There are many temples in
Kyoto, which used to be the capital
of Japan.
* Individual work.
Make sentences with Non- defining
relative clauses with “ which”.
Eg: Son la , which has many
mountains , is famous for peach
blossom.
& Exercise 2:
* Presentation:
- Ask Ss to read the example in the textbook , then elicit
the form and meaning and the use of structure with “

although”.
+ Form: The subordinate clause with “ although” can
Individual work and pair work.
- Read the example in the text
book.
Newyork is not the capital of the
USA. It is the home of the United
Nations.
come either before or after the main clause. Don’t use “
although “ together with “ but”.
Eg: Although it rained , we wnt out for dinner instead
of having our dinner delivered.
+ Meaning: inspite of the fact that .
+ Use: We use this conjuntion to contrast ideas.
* Practice:
- Get Ss to do exercise 2 individually and then find a
partner to check their answers with.
- Check the answer with the whole class and provide
corrective feedback.
Eg:
Although there is not much to do in the countryside, I
prefer living in there.
* Production:
+ Talking about the city life.
- Ask Ss to work in pairs and talk about the advantages
and disadvantages of living in the city. Use “ although ”
to connect their sentences.
- Call on some Ss to go and write their sentences on the
board.
- Give correct feedback.

Although Newyork is not the
capital of the USA, it is the home of
the United Nations.
- Study the form , use and meaning
of “ although”.
+ Form: The subordinate clause
with “ although” can come either
before or after the main clause.
Don’t use “ although “ together
with “ but”.
+ Meaning: inspite of the fact that .
+ Use: We use this conjuntion to
contrast ideas .
- Do exercise 2 and compare their
answers with a partner.
- Give the answers out in front of
the class.
1. Although there is not much to do
in the countryside, I prefer living in
there.
2. Although there is much pollution
in Los Angles, it is an ideal place to
live.
3. Although the shops are crowded,
people are not buying much.
4. Although the city is a favourite
tourist destination for many people,
it has its problems.
5. Although it is a safe
neibourhood, it is best to be careful.

* Talk about the advantages and
disadvantages of living in the city.
Eg:
Although it is difficult to find a
good job in the countryside, I prefer
living in there.
Although it is very polluted in the
city, I prefer living in there
V.Assign homework
Summarise the main points of the lesson.
Students use the structure “ although” to talk about the
advantages and disadvantages of living in the city and
countryside.
Do all the exercises of language focus in workbook.
Whole class.
Period 95 FEEDBACK FOR 45-minute WRITTEN TEST 4
Question I:
Most of the students failed to give the correct answers to the items. Among the items
number 1, 4 and 5 are the most difficult. Only 10% of the students had the correct answers so
it should be made easier for the later use.
Question II:
Items 1, 2, 7 are not too difficult but few students can answer correctly. It can be seen
that students are not good at vocabulary.
Question III:
Nearly half of the students can give the correct answers to the items so they are quite
reasonable but some students need improvement on using verb forms.
Question IV:
Item 2 is quite difficult with only 20% correct answers. In general students are weak at
making questions.
Question V:

More than 80% of the students can give the correct answers. It's quite reasonable for
students.
Question VI:
This kind of exercise is quite difficult so most of the students have difficulty in writing
full sentences. Writing skill should be paid more attention while teaching.
III. Answer key:
IV. Homework:
- Do the test again.