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Unit 9 Nature in danger
Lesson 1,2 Reading
Outcomes - By the end of the lesson, the students are able to skim for general ideas.
- By the end of the lesson, the students are able to scan for specific information.
- By the end of the lesson, the students are more aware of the need to protect nature.
Type of lesson - Skill- based (reading)
Key vocabulary - explode -hallucinate
- summit - deposit
Key structures - Climbers also bring with them canisters containing fuel to cook their meals.
Anticipated problems - Some students may not be very willing to express themselves and share ideas.
Materials - Textbook, Chalk and board, handouts.
.
Stage/
Timin
g
Procedure Aims Focus Material
s
1.
Warm-
up &
lead-in
( 6-7’)
2. Pre-
readin
Game: World knowledge Quiz
- Divide the class into two groups, A and B.
- Tell the groups to take turns to choose a number and answer the
question. With a correct answer, the group wins one point. If the
group cannot answer it, the other group has a chance to give the
answer and get the point. The group more points will win the game.
- Check sts’ understanding of instructions and have them start the

game.
- Keep a running total of points for each group on the board.
- Declare the winner.
These are the questions used in the quiz:
1. What is the highest mountain in the world?
( Expected: Mount Everest)
2. What is the name of the famous mountain in Japan?
( Expected: Mount Fuji)
3. Name at least three famous national parks around the world?
( Expected: Yellowstone, Everglades, Cat Ba, Bach Ma, Nairobi,
….)
4. What is the most famous tourist attraction in Quang Binh?
( Expected: Phong Nha Cave)
5. What is the smallest continent in the World?
( Expected: Australia)
6. What is the biggest land mammal?
( Expected: The elephant)
- Ask sts : - What is the common topic of these things?
( Expected: Nature)
- What is happening to the nature?
( Expected: It’s in danger./ Human being are destroying it./)

- Transition : - yes, : Nature ’s in danger because of human actions
and activities. In Unit 9, we’ll study this problem and find solution
to it.
Matching pictures with tourist attractions
To raise
sts’
interest
and to lead

to the new
topic
To engage
sts, and
led sts
express
their
opinions
-To help
sts
associate
names
with real
Group
s
T-
class
T-
class
T-
class
T-
class
Handout
s
- Chalk
& board
g (8-
9)
(8-19)

(5-6)
3.
While

readin
g
(10-
12)
Tell sts to look at the pictures (page 126) , they are: Mount Everest,
the famous Ayers Rock of Australia, Yellowstone national parks
Mount Euji national park, Cham Chim national park , and Phong
Nha Cave; tell sts to match them with their names.
- Tell sts these famous places are being destroyed because of
tourism.
- Elicit how tourism do harm to them. Tell sts to check the activities
done by tourists that can be harmful and list more.( Task b, page
127)
Teaching Vocabulary
Elicit meanings from sts or give explanations or synonyms yourself.
+ explode(v)
: increase quickly ( bùng
nổ)
+ explosion(n) !
+ attempt "# (v): try, make effort (cố gắng, nỗ lực)
+ junkyard (n) : bãi phế liệu
+ summit $ (n) : peak, top (of a mountain):đỉnh
+ hallucinate %"&# (v): see or hear something when no
such thing is present : bị ảo giác
+ hallucination %"&#' (n):
+ survival "(( (n): state of continuing to live or exist

+ survive "(( (v):sống sót
+ deposit )* (n/v): sum of money that somebody pays in
advance in case he damages or lose something he is renting: tiền
đặt cọc
+ Read the words one by one and ask sts to repeat.
Checking Vocabulary: Gap-filling
- Give sts handouts and ask them to complete the sentences using
the words just learned.
1. Living in the wild, animals have to struggle for..
2. Dave said he would .to break the world record this time.
3. A few minutes after taking the drug, he began to..
4. You have to pay a $ 50.. before you can move into the
flat.
5. Together with the development of economy, world population
. and reached 6 billion in the 20
th
century.
6. Lots people have tried to climb to the .. of this mountain
but not many have reached it.
- Tell sts to compare answer in pairs then check with the class.
Expected answers : 1. survival 2. attempt
3. hallucinate 4. deposit 5. exploded 6. summit
Activity 1: Identifying the best title ( Task a, page 128)
- Ask sts to read the passage and then choose the best title for the
text.
- Call on sts to say what they choose and give explanations.
- Go over the answer with the class.
( Tell sts pars. 2 and 3 are about the problems caused by tourists,
and par. 4 is about how the problem is solved.)
Activity 2: Questions and answers( Task b, page 128)

- Tell sts to read the text again and find answers to the questions,
things
- To
provide
backgroun
d
knowledge
for the
reading
- To
provide sts
with some
language
to help
understand
the text.
- To see if
sts have
learned the
words and
know how
to use
them in
the new
context.
Individ
uals
Individ
uals
Pair

(14-
15’)
4.
Post-
readin
g
(14-
15’)
5.
Home-
work
and then work with a partner to ask and answer the questions.
- Go round to monitor and give help if necessary.
- Call on pairs of sts to ask and answer, and check with the class.
Activity 3: True- False Statements.
- Give sts handouts with Statements about Mt. Everest and tell them
to decide if they are True, False or Not given according to the text.
- Ask sts to work with a partner and compare answers.
- Call on sts to read the statements and say their choice.
-Go over the answers with the class.
These are the statements in the handouts:
1. Tourism in Nepal has increased quickly because lots of people
want to visit Mount Everest .
2. The Southeast Ridge is the summit of Mount Everest.
3. Lots of climbers hallucinate because of lack of oxygen.
4. Sherpas are native Himalayan guides or porters in the mountains.
5. According to the law, climbers have to pay a $ 5,000 deposit
before living the country.
Expected answers : 1. T 2. F( No, it’s the most famous route to
the summit, not the summit itself) 3. NG 4. T 5. F( before

climbing the mountains
Discussion
- Ask sts to work in groups of 4 or 5, and discuss the problem in
Viet Nam’s National parks and famous tourist attractions, and then
suggest solutions to the problems.
- Go round to control and give help if necessary.
- Call on sts to report about their group’s ideas and encourage sts to
argue for and against their friends’ ideas.
-Give feedback and comments on what sts have.
Summary the reading at home
Unit 9 Nature in danger
Lesson No 3 Listening
Outcomes - By the end of the lesson, the students are able to listen and understand general ideas.
- By the end of the lesson, the students are able to listen for specific details.
Type of lesson - Skill- based listening)
Key vocabulary - environment-friendly - disturb
- intension - wash away
Key structures -So ecotourism is environment friendly, isn’t it?
Anticipated problems - Some students at the back may have difficulty listening to the CD player.
Materials - Textbook, Chalk and board, handouts, CD player, poster, cards.
Teacher’s activities Students’ activities
1. Warm-up & lead-in( 6-7’)
Game: Word grid - Work in groups.
Aim: To create interest, check up vocabulary and introduce the
topic.
- Prepare a poster of a word grid with 10 rows.
1. A verb that means “ increase quickly”
2. A verb that means “see sth that is not present”
3. A sum of money paid in advance for sth rented.
4. A verb that means “ try, or make an effort”

5. A noun that means “ the way to somewhere”.
6. Mt. Everest is called a ………because of garbage.
7. A verb that means “continuing to live or exist”.
8. A person who leads an expedition and show them the way.
9. A verb that means “ write your name in a list ”.
10. The peak or top of a mountain.
- Ask sts to work in two groups, A and B.
- Tell sts to take turns to choose a numbered.
- Read the explanation for the word in that row, and the word in that
row, and the group try to say what the word is. If the group get it
right, they score 1 point. If they get it wrong, the other group have
the chance to say the word and score the point.
- After 5 rows have been revealed, the groups are allowed to guess
the key word in the column. If they get it right, they win 5 points.
- The group that has more points will win the game.
- Check sts’s understanding of instructions and have them start the
game.
- Keep a running total of point for each group on the board.
- Declare the winner.
2. Pre-listening (5-6’)
- Brainstorming
Aim: To engage sts, and elicit ideas.
- Ask sts to write down things they know about ecotourism.
Ecosystem
environment-friendly
- Note down sts’s ideas on the board.
Talking about the pictures. . (Task a, page 129)
Aim: To prepare sts for the listening.
- Tell sts the tourists in the pictures are taking an eco-tour.
- Ask sts to say what these people might be doing, and then ask

them if what these eco-tourists do any harm to the environment.

3. While –listening (5-8’)
Activity 1: True- False Statements(Task b, page 130)
Aim: To give practice in listening for details.
- Tell sts they are going to listen to a talk by an environmentalist
about the effects of eco-tourism.
- Ask sts to listen to the first part of the talk and decide if the
statements in task b are True(T) or False (F).
- Ask sts to listen for the 2
nd
time if necessary.
- Go over the answers with the class.
- Play the game.
-Suggested answers:
1. explode survival 2. attempt
3. hallucinate 4. deposit 5.
exploded 6. summit

-Listen.
- Discuss in pairs.
- Report the answers.
-Work in pairs
-Suggested answers:
a. Some eco-tourists are watching birds
with binoculars.
b. Two tourists are riding an elephant.
c. A lot of tourists are taking a board trip
along the canal ( or a river)
d. Tourists are hiking/ walking in the

forest.
d. Some tourists are making a campfire.
e. A lot of tourists are watching a whale
swimming in the sea.
-Listen for general ideas.
-Suggested answers:
1. T 2. F 3. T 4. F
Activity 2: Listen and Complete the table. (Task c, page 131)
Aim: To focus sts on specific details.
- Ask sts to listen to the 2nd part and complete the table about the
activities done by eco-tourists and their effects on the environment.
-Call on sts to read the activities and their effects and check with
the class.
4. Post-listening (8-9’) Speaking: Discussion
Aim: For sts to express themselves and share ideas
- Ask sts to discuss the possible effects of eco-tour activities, both
positive and negative ones.
- Move around to control and give help if necessary.
-Call on sts to report about their groups’ discussion.
- Give comments and feedback.
5. Home-work (1’)
Review the content of the text at home.
- Work individually then compare the
answers with a partner.
-Suggested answers:
1. ( Watching) whales or dolphins.
2. ( Noise from boats) disturbs whales
and dolphins, which can become stressed
and eat less.
3. ( Watching) birds.

4. ( The strong lights from the flashes)
might frightened the birds.
5. ( Walking) on the grass and plants.
6. ( The vegetation) might be harmed,
which causes soil erosion when there are
heavy rains.
- Work in groups.
-Suggested answers:
Buying objects made from endangered
species ( ivory, coral, seashells, etc) may
encourage illegal hunting or killing of
these species.
…………………………..
Unit 9 Nature in danger
Lesson No 4 Speaking
Outcomes - By the end of the lesson, the students are able to ask for
-By the end of the lesson, the students know how to give explanations for actions.
Type of lesson - Skill- based ( speaking).
Key vocabulary : - life jacket - canal - binoculars - get lost
Key structures - Why should tourists wear sunglasses?
- Wee, the thing is, the sunlight there is very strong.
Anticipated problems - Some students may not be confident enough to express themselves in
English.
Materials - Textbook, Chalk and board, handouts, , poster, cards.
Teacher’s activities Students’ activities
1. Warm-up & lead-in( 6-7’)
Game: Cut-up Sentences
Aim: To create interest and introduce the topic.
- Divide sts into small groups.
Give each group a set of cards with phases of sentences cut

up.
- Shuffle the cards and tell sts to work in their groups and put
the phrases into sentences of a short exchange between A and
B. Then stick the exchange on the board.
- These are the sentences and how they are cut:
People say that / ecotourism/ is environment-friendly/ Why do/
you think/ it does/ harm to the environment?
- Work in groups.
- Play the game.
-Suggested answers:
A. People say that ecotourism is
environment-friendly. Why do you think it
does harm to the environment?.
B. The thing is the activities done by
ecotourists indirectly cause harm to the
The thing / is/ the activities/ done by ecotourists / indirectly
cause/ harm/ to the environment / and they don’t even/ realize
this.
- The first group to finish and get it all correct will win the
game.
- Check sts’s understanding of instructions and have them
start the game.
- Declare the winner.
- Lead to the new lesson.
2. Pre-speaking (4-5’)
- Eliciting and introduce useful language.
Aim: To challenge sts to generate key structures and to
facilitate speaking activities later.
- Elicit from sts the structures used to ask for reasons for
actions and those used to give explanations of actions.

Useful expressions
Asking for explanation Giving an explanation
+ Why should....? + Because
+ Why shouldn’t...? + The thing is + a clause
+ What....for? + If I could explain
+ ...so that
+ ...so as to/ so as not to + inf
+...in order to/ in order not to
- Task a : Completing the brochures.(4-5’)
Aim: To prepare sts for the next task.
- Tell sts to complete the brochures for tourists in task a using
the information in the box and the tour guide’s note.
- Go over the answers with the class.
3. While – speaking (13-14’)
Role play (Task b, page 134)
Aim: To provide some controlled practices.
- Work in groups of 4, one is the tourist guide, the others are
tourists.
- Give the model.
e.g. Tourist 1: Why should we bring warm clothes when we
visit Phong Nha cave?
Tour guide: Because it’s rather cold inside the cave.
Tourist 1: And why shouldn’t we smoke?
Tour guide: Well, the thing is, smoking could pollute the air.
- Tell sts to change roles for different tourist attractions.
- Call on some sts to act out in front of the class.
- Go over the answers with the class.
4. Post- Speaking (13-14’) : Listen and responding
Aim: To integrate some listening and to give some
consolidation.

environment and they don’t even realize this.

- Listen and take note.
- Read the example exchange.
- - Work individually then compare the
answers with a partner.
-Suggested answers:
+ Phong Nha cave:
Do/ Don’t(brochure) Why?/(tourist’s
notes)
Do
- bring warm clothes
- bring a flashlight
- wear a light jacket
Don’t
-throw plastic bags or
cans into the water
- leave a group
without notice
- smoke
- It’s rather cold
inside.
- It’s dark inside.
-fall into the water
- pollute the water
- get lost
- pollute the air.
......................................................
- Work in groups.
- Act out the conservation between the

tourists.
Read the explanations one by one and sts to say what actions
are mentioned.
- Check with the whole class.
- Give comments and feedback.
These are the explanations:
1. Well, because it might be very cold underground.
2. The thing is, the strong sunlight there can be harmful to
your skin.
3. ....in order to avoid cuts on rough rock surfaces.
5. The thing is, cigarette buds cause fires.
5. Home-work (1’)
- Give sts a situation in which their relative is going to visit
Mt. Everest.
- Tell sts to write a note to their relative to tell what they
should or shouldn’t do their, plus explanation.
- Work individually then compare the answers
with a partner.
-Suggested answers:
1. should bring warm clothes
2. should wear sunscreen.
3. should sports/ walking shoes
4. shouldn’t leave the group
5. shouldn’t smoke
Unit 9 Nature in danger
Lesson No 5 Writing
Outcomes - By the end of the lesson, the students are able to compare trends and figures in a
table.
-By the end of the lesson, the students are able to write a description of information in a table.
Type of lesson - Skill- based ( writing).

Key vocabulary : - nearly - almost
Key structures - There was a different of 320 kg of used batteries collected.
- More oxygen bottles were collected in 1998 than in 1995.
Anticipated problems - Some students seem not to be confident enough to express themselves in
English.
Materials - Textbook, Chalk and board, handouts, , poster, cards.
Teacher’s activities Students’ activities
1. Warm-up & lead-in( 6-7’)
Game: More or less?
Aim: To create interest and introduce the topic
- Hang a poster with 9 number-red boxes on the board.
- Divide sts into two groups, A and B.
- Tell the group to take turns to choose a number 1-9, except 5.
- Tell sts each box contains a phrase with a number; number 5
has the same unit of measure as in any box. Sts will have to
make a sentence about the phrase and compare it with number
5.
- With a logical sentence, the group wins one point. Otherwise,
the group has the chance to make a sentence and score the
point.
- The group with more points correct will win the game.
1 2 3
4 5 6
- Work in groups.
- Play the game.
-Suggested answers:
2 tons
of
garbag
e

7
visitor
3 fires
US $ 5 5 4.6 kg
of rice
10
acres of
land
1 liter
of
water
5
people
7 8 9
- Expected structures and sample sentences:
1. less/ smaller amount
2. more/ bigger number
3. fewer:
4. the same:
6. almost the same/ similar:
7. more
- Declare the winner.
- Lead to the new lesson.
2. Pre- writing (6-7’)
- Eliciting and introduce useful language.
Aim: To provide sts with an outline of the description.
- To write a report about changes of information in tables, sts
need to include the following:
a. An introduction sentence (what the table is about)
b. The kind of change (increase or decrease).

c. The period of time involved.
d. A comparison of different sets of information.
- Elicit and introduce to sts the way we can talk about these
things:
Aim: To give some useful language to facilitate writing tasks
later.
a. Some verbs often used in the introduction sentences:
Useful expressions
Describes/ shows/ represents/ illustrates/ indicates/ reveals
e.g: The table describes the amount of garbage collected….
b. Some phrases used to describe changes:
Verb + adv. Adj + Noun
Rise slightly slight rise
Increase steadily steady increase
Go up sharply sharp decrease
Decrease gradually gradual decline
Decline dramatically dramatic fall
Go down significantly significant drop
Fall/ drop
Some other phrases: remain the same, remain unchanged,
remain stable, fluctuate between…and.. ., experience some
fluctuations.
c. Expressions of time:
Between 1995 and 1998…
In 1999…/ Since 2005…
d. Expressions of comparison:
compared with…/ in comparison with…/ similar to…/ the
same (as)…/ more/ fewer/ less…than…/ a difference of….
- Review the use some words:
More + plural countable nouns/ uncountable nouns

Less + uncountable nouns
Fewer + plural countable nouns
A large number of + plural countable nouns

1. There was a smaller amount of garbage./
There was less garbage.
2. There were more visitors to the place./
There were a bigger number of visitors to the
place.
3. There were fewer fires last year.
4. It costs the same. /The same amount of
money was paid.
- Listen and take note
- Listen and take note
- Listen and take note
An amount of + uncountable nouns
(Task 1, page 134)
Reading and recognizing (2-3’)
- Have sts to study the table and read the description on page
134 then underline the expressions of comparison used in the
description.
- Call on some sts to read the phrases and check with the class.
3. While – writing (6-7’)
Aim: To provide some controlled practices and provide more
samples .
Activity 1: Gap- filling
- Work in pairs, give each pair a handout of a gapped
description of the information in Table 1.
- Tell sts to study the table and complete the description with
suitable information.

- Call on some sts to report the answer in front of the class.
- Go over the answers with the class.
Handout
Table 1 show that the (1)….situation in three Southeast Asian
…(2)….., Cambodia, Indonesia, and Laos between 1990 …(3)
….2005. As can be seen, Indonesia had…(4)……forest cover,
with 116,5…(5)……in 1990, very much large than Laos’ and
Cambodia’s, which was only 17.3 and 12.9 million hectares
respectively. The figures also indicates that within …(6)…..,
from 1990 and 2005, Indonesia had the highest percentage of
forest loss, at …(7)….., while…(8)…..at 19.3 percent and Laos
the …(9)…at only…..(10)…
Activity 2: (Task 2, page 135) Writing a description
Aim: To make the writing task easier for sts.
_ Write on the board a list of questions about the information in
Table 2, and ask sts to study the table and find the answers to
the questions.
1. What does the table 2 show? (where and when)
2. Were there more or fewer fires in 1990 than in 1980?
3. What about the acres burned in 1990 compared with 1980?
4. Compare the number of fires in 1990 and 2000.
5. Compare the number of acres burned in these two years.
6. Say how different they were in two years.
- Tell sts to use conjunctions and connectors to make a complete
description from the answers.
-Go round to control and help if necessary.
4. Post- writing (3-4’) : Peer correction
Aim: To give sts a chance to correct and learn from one other.
- When sts have finished, call on some sts to write their
descriptions on the board.

- Tell the class to read together and give correction if necessary.
- Ask sts to give comments on their friends, writing.
- Give comments and feedback.
5. Home-work (1’)
- Tell sts to review the language used to describe changes and to
make comparison.
- Work individually then compare the
answers with a partner.
-Suggested answers:
More oxygen bottles…than…, there
Was a difference of… , nearly the same…
- Work in pairs then discuss in groups.
-Suggested answers:
1. deforestation 2. countries
3. and 4. the largest
5. million hectares 6. 15 years
7. 24 percent 8. Cambodia
9. lowest 10. 6.7 percent
- Work individually then compare the
answers with a partner.
1. The number of total fires acres burned in
the USA between 1980 and 2000.
2. Yes, there were.
3. …………………………
- Work individually
Unit 9 Nature in danger
Lesson No 6, 7 Language focus
Outcomes - By the end of the lesson, the students are able to use the suffix -al
-By the end of the lesson, the students are able to use to- infinitive phrases or participle phrases in
stead of relative clauses.

Type of lesson - Grammar- based (suffix –al, reduced relative clauses).
Key vocabulary : -round the clock, compulsory, search for, poacher
Key structures - Who was the first man to land on the Moon?
- The man talking to the manager is my new flat mate.
Anticipated problems - Some students may be too shy to share ideas with others.
Materials - Textbook, Chalk and board, handouts, , poster, cards.
Teacher’s activities Students’ activities
1. Word study ( 8- 10’)
Aim: For sts to recognize the form and use of the suffix.
- Elicit the sts the function of the suffix –al in a word.
+ The suffix –al change the word-class of the word.
- Tell sts the suffix –al can help recognize the word-class, that
is, noun or adjective.
* verb + al = noun
E.g survive + al = survival
*noun+ al = adjective
E.g option + al = optional
Activity 1: noun or adjective? ( Task a, page 135)
Aim: To focus sts on the word-class
- Ask sts to read the words and decide if they are noun or
adjective, write N or A next to the words.
- Go over the answers with the class and check if they know the
meaning of these words.
Activity 2: Gap- filling (Task b, page 136)
- Tell sts to read the exchanges and complete each space with a
suitable noun or adjective from the list .
- Call on some pairs to read the exchanges and check the
answers with the class.
2. Grammar
Reduced relative clauses

- Aim:To review the grammar point and introduce a new one .
- Write on the board some sentences with relative clauses.
a. Louis Armstrong was the first man who landed on the moon.
b. The man who is talking to the manager is my new flat mate.
c. The house which was built over 100 years ago is still in good
shape.
- Tell sts to rewrite the sentences in other possible ways.
- Tell sts to pay attention to the underline phrases.
+ To + infinitive phrase , present participle and past participle
phrase are reduced from relative clauses.
* When relative clauses followed by the first/ second, etc, the
next , last, only and the superlatives. We can leave the noun
(except after only) if the meaning is clear.
+ To + infinitive can also be used to replace relative clauses
- Listen and take note.
- Work individually then compare the
answers with a partner.
-Suggested answers:
1. refusal - N 2. educational - A
3. remedial - A 4. proposal - N
5. postal - A 6. rental - A/N
7. disposal - N 8. optional - A
- Work in pairs
-Suggested answers:
1. rental 2. postal 3. disposal
4. optional 5. remedial
-Take note.
- Work individually then compare the
answers with a partner.
-Suggested answers:

a. Louis Armstrong was the first man to land
on the moon.
b. The man talking to the manager is my new
flat mate.
c. The house built over 100 years ago is still
in good shape.
when there is an idea of purpose or permission.
e.g Jane had a few letters that he had to type.
Jane had a few letters to type.
* Present participle can be used to replace relative clauses
when the verb in the clause is active. (relative pro + active verb
= Present participle)
- This structure is often used when the verb in the clause is in
the progressive tense, expresses a habitual or continuous action
, or expresses a wish (e.g: wish, desire, want, hope)
e.g The boy waiting outside is her classmate
Past participle can be used to replace relative clauses when the
verb in the clause is passive. (relative pro + passive verb = past
participle)
Activity 1: Answering questions(page 136-137)
Aim: To provide some controlled practices.
-Tell sts to answer the questions using a to- infinitive phrase as
the reduced form of the relative clauses.
- Call on some pairs to act out the conversation.
- Go over the answers with the class.
Activity 2: Sentence Transformation
Aim: To give less controlled practice.
- Read the examples and ask sts why a certain phrase is used.
-Tell sts to rewrite the sentences using a to- infinitive phrase
present participle and past participle phrase as the reduced form

of the relative clauses.
- Check sts’understanding of instruction and let them do the
task.
- Call on sts to read their sentences and check with the class.
- Give feedback and comments.
3. Home-work (1’)
Make some sentences at home containing reduced relative
clauses of different types
- Listen and take note.
- Listen and take note.
- Work individually then compare the
answers with a partner.
-Suggested answers:
1. Yes, I’m usually the first guest to come to
the party
2. Louis Armstrong was the first man who
landed on the moon.
3. Yes, it’s the most popular route to lead to
the summit of Mt. Everest.
…………………………………..
- Answer the question.
- Work individually then compare the
answers with a partner.
-Suggested answers:
1. In the year to come, all the trees in this
forest will disappear if nothing is done to
protect them.
2. They couldn’t find a way to help clean the
polluted water.
3. Animals born in the zoos know nothing

about the life in the forest.
………………………………………
Unit 10 Sources of energy
Lesson No 1,2 Reading
Outcomes - By the end of the lesson, the students are able to skim for general ideas.
- By the end of the lesson, the students are able to scan for specific information.
- By the end of the lesson, the students are able to understand the content of the text.
Type of lesson - Skill- based (reading)
Key vocabulary -dim, urgent, respiratory, grind, arduous, carry out, expose, generate
Key structures - One-third of humanity does not have modern energy supplies, with which their life could
be improved.
Anticipated problems - Some students may not be very willing to express themselves and share ideas.
Materials - Textbook, Chalk and board, handouts.
.
Teacher’s activities Students’ activities
1. Warm-up & lead-in( 6-7’)
Game: “ Stop the bus”
Aim: To raise sts’ interest and to lead to the new topic
- Divide sts into 5 groups.
-Give each group a sheet of paper and a handout..
Handout
1. Three things you can feel but cannot see.
2. Three things you can use to cook.
3. Three planets you can see clearly from the Earth.
4. Three kinds of liquid.
- Have sts write down three certain things each time. They will
listen and do what they are asked to as quickly as possible.
When they have the words, they must shout “ Stop the bus!”
and hold their group’s sheet of paper in the air to win.
- Read the words and check with the class before awarding

points to the group. The group with more points correct will win
the game.
- Check sts’s understanding of instructions and have them start
the game.
- Declare the winner.
- Lead to the new lesson.
2. Pre-reading
- Task a: (4-5’) Matching pictures with sources of energy.
Aim: To provide sts with some idea what each sources is.
- Match pictures with the words or phrases for the sources of
energy.
- Check with the whole class.
- Ask sts which the sources of energy they use for home
cooking and heating and why.
- Task b(4-5’)Categorizing :(Renewable or non-renewable)
Aim: For sts to distinguish the two types.
- Ask SS to read the descriptions of two kinds of energy sources
and then put the names in Task a in the correct category.
3. Teaching vocabulary
- Aim: To provide background knowledge and some language
for the reading
- To see if sts have learned the words and know how to use
them in the new context.
- Introduce some new vocabulary.
• Fundamental/ +$"#/ (a.) = basic; essential (cơ bản,
thiết yếu)
• dim/ / (a.) = not bright (mờ mờ)
• arduous/ ,&-", US ,&-"/ (a.) = needing much effort
or energy, laborious (khó khăn, gian nan)
- Work in groups.

- Play the game.
-Suggested answers:
1. wind, heat, cold,…
2. gas, electricity, wood,…
3. Sun, Moon, Mercury
4. water, oil, petrol,…

- Listen and take note.
- Work individually then compare the
answers with a partner.
-Suggested answers:
1. f 2. a 3. e 4. b
5. c 6. g 7. d 8. h
- Work in groups.
- Listen and take note.
• urgent/ "&!"/ (a.) = needing immediate attention or
action (khản, khẩn cấp)
• carry sth out/ k.ri / (v.) = fulfill; perform (thực hiện)
• respiratory/ /"/"//#/"// (a.) = of breathing
air (thuộc về hô hấp)
• expose/ */ (v.) leave sb/ sth unprotected (để cho ai
tiếp súc với)
•generate/ !#"/#/ (v.) = produce; cause sth to exist (phát
sinh)
• grind/ // (v.) = crush sth to powder (nghiền, xay)
- Read the words one by one and ask SS to repeat.
5. Check in vocabulary: Rub out and remember
- Aim: To check sts knowledge of new vocabulary.
- Rub out one and then some of the words, and ask SS to read
them all out in order.

- Continue until every word is rubbed out and SS still can read
them out.
3. While –reading (10-12’)
Activity 1: Choosing the Best Title the Text (Task a, p. 141)
- Ask SS to read the text quickly and choose among the phrases
given the best title for the passage.
- Call on SS to give their ideas and explanations and then go
over the answer with the class.
Activity 2: Which Information, Which Paragraph? (Task b,
p. 142)
- Tell SS to work in pairs.
- Ask them to scan the text and find out which paragraph
discusses each of the ideas provided in the list.
- Ask SS to compare answer in small groups.
- Call on SS to say their choice. Encourage them to say where
(which phrase) in the paragraph helps them to decide and make
their choice.
- Go over the answers with the class.
Activity 3: Questions and Answer (Task c, p. 142)
- Tell SS to read the text again and fund the answer to the
question.
- When they have finished, ask SS to work with a partner and
act out the exchanges.
- Call on pairs to ask and answer the question and check with
the class.
4. Post- reading (14-15’): Discussion
- Put sts into small groups of 4 or 5.
- Ask them to express their opinions on the following questions:
a. Which energy sources are people in different areas in Viet
Nam currently using for home cooking?

b. The advantages and disadvantages of renewable sources of
energy?
-Go round to control and help if necessary.
- Give feedback and comments on what sts have.
5. Home-work (1’)
- Tell sts to review the new vocabulary learned in the text.
- Listen and take note.
- Work individually then compare the
answers with a partner.
-Suggested answers:
3. Sources of energy for the poor.
- Work in pairs.
-Suggested answers:
1. C, D 2. E
3. D 4. C, D
5. C 6. D
7. E 8. A, B
- Work in pairs.
-Suggested answers:
1. Because they supply people with
electricity to improve their life.
2. Wood for cooking kerosene for lighting,
and batteries for the radios and flashlights.
3. Saving human energy; solving the
problem of air pollution; providing better
health care and education.
4. Pollution-free/ smoke-free and cheep.
Unit 10 Sources of energy
Lesson No 3 Listening
Outcomes - By the end of the lesson, the students are able to listen and understand general ideas.

- By the end of the lesson, the students are able to listen for specific details.
Type of lesson - Skill- based listening)
Key vocabulary - biomass - used up

Key structures - Cars using ethanol may give out carbon dioxide, which pollutes the air.
Anticipated problems - Some students at the back may have difficulty listening to the CD player.
Materials - Textbook, Chalk and board, handouts, CD player, poster, cards.
Teacher’s activities Students’ activities
1. Warm-up & lead-in( 6-7’)
Game: “ Hot seat”
Aim: To create interest, check up vocabulary and introduce the
topic.
- Ask for one representative to the seat in front of the class.
- Ask sts to work in two groups, A and B.
- Tell sts to take turns to choose a numbered.
- Show the representative one word each time and ask him/ her to
describe it to the groups so that they can call out the word. Remind
sts that they can’t use words of the same family.
The first group to call out the word score 1 point.
- The group that has more points will win the game.
- Check sts’s understanding of instructions and have them start the
game.
- Keep a running total of point for each group on the board.
- Declare the winner.
The words used in the game
wood Straw
gas Oil
Dry leaves Saw dust
2. Pre-listening (5-6’)
- Aim: To have sts express themselves freely.

Eliciting ideas ( Task a, page 142)
-Have sts look at the pictures of some kind of biomass, and discuss
how each kind can be used as a source of energy and if they would
like to use it as an energy source.
- Go round to control and encourage sts.
- Invite sts to give comments.
- Give feedback and comments.
- Work in groups.
- Play the game.
-Suggested answers:
1. explode survival 2. attempt
3. hallucinate 4. deposit 5.
exploded 6. summit

- Work in groups.
-Suggested answers:
*Wood_ being burned to cook foods,
heat buildings, or run engines
* Garbage_ being burned to produce
steam for making electricity or to
provide heat for industries and homes.
* Biogas_ being burned to cook foods,
heat buildings, or generate electricity
* crop ( from corn , sugar cane, sugar
3. While –listening (5-8’)
Activity 1: Listen and check (Task b, page 130)
Aim: To give practice in listening for details.
- Tell sts they are going to listen to a talk by Mr John Jackson about
the advantage and disadvantage of sources of energy.
- Ask sts to listen and check the ideas that are unmentioned in the

listening.
- Go over the answers with the class.
Activity 2: Listen and Complete the diagram. (Task c, page 131)
Aim: To focus sts on specific details.
- Ask sts to listen to the 2nd part and complete the diagram of the
biomass cycle.
-Call on sts to read the answers and check with the class.
4. Post-listening (8-9’) Speaking: Discussion
Aim: For sts to express themselves and share ideas
- Ask sts to discuss the sources of energy their family used for
cooking foods, heat buildings, and lighting the houses.
- Move around to control and give help if necessary.
-Call on sts to report about their groups’ discussion.
- Give comments and feedback.
5. Home-work (1’)
beet, potato skin, sorghum)_ making
ethanol or transportation fuel.
- Work individually then compare the
answers with a partner.
- Report the answers.
2, 3, 4, 6, 7
- Work individually then compare the
answers with a partner.
-Suggested answers:
1.e 2.c 3.b 4.d 5.a 6.f
- Work in pairs.
-Suggested answers:
-
Unit 10 Sources of energy
Lesson No 5 Writing

Outcomes - By the end of the lesson, the students know more about different places in the
world.
-By the end of the lesson, the students are able to write about a certain place
Type of lesson - Skill- based ( writing).
Key vocabulary : - nearly - almost
Key structures - There was a different of 320 kg of used batteries collected.
- More oxygen bottles were collected in 1998 than in 1995.
Anticipated problems - Some students seem not to be confident enough to express themselves in
English.
Materials - Textbook, Chalk and board, handouts, , poster, cards.
Teacher’s activities Students’ activities
1. Warm-up & lead-in( 6-7’)
Aim: To create interest and introduce the topic
Brainstorming
- Ask sts what kind of information they would like to know
about a place in order to elicit essential features for the writing.
- Note down sts ideas on the board.
population

- Work in groups.
- Play the game.
-Suggested answers:
Important information
about a place
- Lead to the new lesson.
area


2. Pre- writing (6-7’)
1. Fill in a table (Task a page 146)

Aim: To provide sts with a sample of writing.
- Ask sts to read the paragraph about The Kingdom of Thailand
and complete the table with correct information.
-Go round to control and help if necessary.
- Call on some sts to report the answer in front of the class.
- Go over the answers with the class.
2. Outline of the paragraph (Task b page 146)
Aim: To give some useful language to facilitate writing tasks
later.
- Ask sts to skim the paragraph again and complete the brief
outline of the description
- Move around to control and give help if necessary.
- Ask sts to compare answers in small groups and then check
with the whole class.
- Give comments and feedback.
The paragraph includes 3 main parts:
- 1. Geography and general feature
2. Exports and imports
3. Electricity production.
3. While – writing (6-7’)
Activity 1: Gap- filling
Aim: To further familiarize sts with such a writing
-Give each pair a handout of the description of Sweden
- Ask sts to study the information about the Kingdom of
Sweden and complete the paragraph about the country.
- Move around to control and give help if necessary.
- Call on some sts to report the answer in front of the class.
- Go over the answers with the class.
Handout
The Kingdom of Sweden is (1)…………in area. It (2)………

more than 9 million. Stockholm, its capital, has (3)….of about
761,721 people . Sweden exports (4)…….., electronic sound
equipment, and (5)…….. It(6)…….petroleum, and (7)……Its
main source of electricity come from(8)…….., which account
for 48,59 percent. (9)…..station generate the second largest
source (41 %), while thermal, (10)……. Source produce only
over 10%.
Activity 2: (Task 2, page 135) Writing it yourself
Aim: To give sts practice in writing.
- Ask sts to write a paragraph about either Venezuela or Brunei,
referring to the previous tasks as examples.
-Go round to control and help if necessary.
- When sts have finished, ask them to share with a partner.
4. Post- writing (3-4’) : Peer correction
Aim: To give sts a chance to correct and learn from one other.

- Work individually then compare the
answers with a partner.
-Suggested answers:
- Work individually then compare the
answers with a partner.
-Suggested answers:
- Listen and take note
- Work in pairs.
-Suggested answers:
1. 1.449,964 square kms
2. has a population of
3. a population
4. transportation equipment
5. power- generating equipment

6. imports
7. petroleum products
8. nuclear stations
9. Hydroelectric
10. win and solar

- Work individually then compare the
answers with a partner.
-Suggested answers:
- When sts have finished, call on some sts to write their
descriptions on the board.
- Tell the class to read together and give correction if necessary.
- Ask sts to give comments on their friends’ writing.
- Give comments and feedback.
5. Home-work (1’) Writing about Vietnam.
Socialist Republic of Vietnam
Area 331,690 sq.km
population 84,402,966
Capital Hanoi
population of capital 3,734,000
Export Petroleum, rice, unprocessed
agricultural and marine
products, coal, garments,
ceramics, gemstones, silk
Imports Petroleum products, steel
products, railroad
equipment, chemicals,
medicines, fertilizer
Percentage of electricity
from traditional thermal

sources
47,7%
Percentage of electricity
from hydroelectric sources
52.3%
Percentage of electricity
from nuclear sources
0%
Percentage of electricity
from solar and win sources
0%
- Listen and take note

Unit 10 Sources of energy
Lesson No 6, 7 Language focus
Outcomes - By the end of the lesson, the students are able to use words formed with bio-
-By the end of the lesson, the students are able to use relative clauses with prepositions.
Type of lesson - Grammar- based (relative clauses with prepositions ).
Key vocabulary : - words with bio- - nerve - baby-sit - rely on
Key structures - Did you like the hotel you stayed at?
Anticipated problems - Some students may be too shy to get involved.
Materials - Textbook, Chalk and board, handouts, , poster, cards.
Teacher’s activities Students’ activities
1. Word study ( 8- 10’)
Aim: To focus sts on the meaning of the form
- Elicit the sts the meaning of bio- .
bio- : of living things, of life
- Tell sts to look at the network with bio- for words that often
go with it.
- Listen and take note.

Activity 1: Matching words with definitions( Task a, page
148)
Aim: For sts to know the meaning of these words.
- Ask sts to read the words and match the words in column A
with their meanings in column B.
-Go round to control and help if necessary.
- Go over the answers with the class and check if they know the
meaning of these words.
Activity 2: Gap- filling (Task b, page 149)
- Aim: For sts to better the words in context.
- Tell sts to read the sentences and complete each space with a
suitable words from the box in Task a.
-Go round to control and help if necessary.
- Call on some pairs to read the complete sentences and check
the answers with the class.
2. Grammar
Relative clauses with prepositions
- Have sts read the examples in the textbooks.
- Present the grammar point in detail.
 Relative pronouns as an object of a preposition in
defining relative clauses can follow the preposition :
Prep + whom/ which. In this case only whom ( for
persons) or which ( for things) is possible.
e.g The room in which the meeting was held was very small.
-It is more usual to move the preposition to the end of the
relative clause, using Who(m), which or that or omitting the
relative pronoun altogether.
 e.g The room which/that the meeting was held in was
very small.
 The room the meeting was held in was very small.

- Relative pronouns as an object of a preposition in non-defining
relative clauses can only be Who(m) for persons and , which
for things. We don’t use that after a comma.
e.g John, who Ann go out with, is a nice person.
Activity 1: Sentence Completion ( Task a page 149)
Aim: To provide some practices with sentence making.
-Tell sts to read the paragraph about Mary and then complete
the sentences about her.
-Go round to control and help if necessary.
- Call on some to read the complete sentences and check the
answers with the class.
- Go over the answers with the class.
Activity 2: Completing questions ( Task b page 150)
Aim: To make the task meaningful and natural.
-Tell sts to read the situation and complete the questions
- When sts have finished, ask sts to work in pairs to act out the
exchange
- Call on sts to read their sentences and check with the class.
- Give feedback and comments.
- Work individually then compare the
answers with a partner.
-Suggested answers:
1. d 2. f 3. e 4. g 5. a
6. c 7. b
- Work individually then compare the
answers with a partner.
-Suggested answers:
1. biodata 2. biology 3. biotech
4. biography 5. biogas
-Take note.

- Listen and take note.
- Listen and take note.
- Work individually then compare the
answers with a partner.
-Suggested answers:
1. Ann is the roommate Mary live with.
2. Mr. Eric Wilson is the man she is working
for in Chicago.
3. Mina is the colleague she plays badminton
with on weekends.
…………………………………….
- Work individually then compare the
answers with a partner.
-Suggested answers:
2.What’s the name of the coffee shop you
had lunch at?
3. Do you like the town you live in?
4. How big is the water power station you
work in?
Activity 1: Sentence Combination ( Task c page 150)
-Tell sts to read the pairs of sentences and then combine them
using relative clauses.
-Tell sts more than one way is possible, write all the
alternatives.
- Call on sts to read their sentences and check with the class.
- Give feedback and comments.
3. Home-work (1’)
Make some sentences at home containing relative clauses with
prepositions
………………………………………

- Work individually then compare the
answers with a partner.
-Suggested answers:
1. Here’s the address (that) you should write
to.
2. They finally found the most beautiful
church, in front of which stood a statue.
3. Renewable energy sources are difficult
topics ( that) I’m not familiar with.
………………………………
Unit 11 The Asian Games
Lesson No 1,2 Reading
Outcomes - By the end of the lesson, the students are able to scan for specific information.
- By the end of the lesson, the students are able to express their ideas about The Asian Games .
Type of lesson - Skill- based (reading)
Key vocabulary - attendee - symbolic - build up - represent
- competitive - venue - host
Key structures - More than 10, 000 athletes, who represented 45 countries and regions, took part in...
- The 15
th
Asian Games was organized at 34 sporting venues, including Khalifa Stadium,
which hosted...
Anticipated problems - Some students may not be very willing to express themselves and share ideas.
Materials - Textbook, Chalk and board, handouts, pictures.
Teacher’s activities Students’ activities
1. Warm-up & lead-in( 6-7’)
Game: Sport silhouettes
Aim: To create interest and introduce the topic
- Stick 15 circles ( different courlors) which are marked from 1
to 15 corresponding to 12 sports and 3 lucky numbers ( 4, 7, 15)

at 5 the back on the board.
- Divide sts into two groups, Hand and Foot.
- Tell the group to take turns to choose a circle and the sport
based on the picture. With one correct answer, the group wins
one point.If the number isa lucky number, the group wins two
bonus points only to choose again.
- Play continues untill all the numbers are chosen.
- Keep a running total of point for each group on the board.
- The group with more points correct will win the game.
- Declare the winner.
- Lead to the new lesson.
2. Pre-reading (4-5’)
- Task a : Completing the brochures.(4-5’)
Aim: To prepare sts for the reading task.
- Work in groups.
- Play the game.
-Suggested answers:
1. baseball 2. cycling 3. skiing
4. lucky number 5. ice-skating
6. horse riding 7. lucky number 8. table
tennis 9. baseketball 10. boxing
11. gymnastics 12. volleyball 13. judo
14. rugby 15. lucky number

Teaching Vocabulary
Elicit meanings from sts or give explanations or synonyms
yourself.
+ build up sth (v): develope sth; make sth higher or stronger
than before (ph¸t triÓn, vun ®¾p)
+ attend (v): be present at an event (tham dù)

+ attendee (n) : attender (ngêi tham dù )
+ symbolic (adj) : biÓu trng, tù¬ng trng)
+ competitive (adj) :c¹nh tranh. tranh ®ua
+ venue(n): n¬i gÆp gì, ®iÓm thi ®Êu
+ host (ddaausddawng cai
+ represent (v): ®¹i diÖn
- Read the words one by one and ask sts to repeat.
Checking Vocabulary: Gap-filling
- Give sts handouts and ask them to complete the sentences
using the words just learned.
1.The competition attracted over 500 contestants ……………10
different countries.
2. The band will be playing at 20 different …………on their UK
tour.
3. The meeting was …………by 90 shareholders.
4.The doveis…………of peace.
5. The sprit of the Asian Games have been………. and reached
6 billion in the 20
th
century.
6. Lots people have tried to climb to the …………up over a long
period of time.
7. These graduates have to fight for jobs in a
hihgly.........market.
- Tell sts to compare answer in pairs then check with the class.
Expected answers : 1. survival 2. attempt
3. hallucinate 4. deposit 5. exploded 6. summit
3. While –reading (13-14’)
Aim: To provide some controlled practices.
Activity 1: Table completion ( Task a, page 135)

- Ask sts to read through the notes in the table to get an ideas of
what to look for.
- Call on sts to say what they choose.
- Go over the answer with the class.
Activity 2: Answering questions.
- Tell sts to read the passage and answer the questions..
- Call on some sts to act out in front of the class.
- Go over the answers with the class.
4. Post- reading (13-14’) : Discussion( Task c, page 153)
- Ask sts to work in groups of 4 or 5, and discuss the two
- Work in groups.
- Act out the conservation between the
tourists.
- Work individually then compare the
answers with a partner.
-Suggested answers:
1. representing
2. venues
3. attended.
4. symbolic
5. built
6. competitive
- Work individually then compare the
answers with a partner.
- Work individually then compare the
answers with a partner.
-Suggested answers:
1. From the Arabian sea, move toward the
northwest and you can se Qatar.
2. Viet Nam took part in such sports as

bodybilding, karate, judo, taewondoo,
shooting and weightlifting.
- Work in groups.
-Suggested answers:
questions in the text book
- Go round to control and give help if necessary.
- Call on sts to report about their groups ideas and encourage
sts to argue for and against their friendss ideas.
-Give feedback and comments on what sts have.
5. Home-work (1)
Summary the reading at home
- Venue of openining
- Venue of closing ceremony.
- Number of countries/ athletes
- Main stadium and its capacity
- Big cities
- New sports
Unit 11 The Asian Games
Lesson No 3 Listening
Outcomes - By the end of the lesson, the students are able to listen for specific details.
- By the end of the lesson, the students are able to understand some sport news.
Type of lesson - Skill- based listening)
Key vocabulary - sell out - boost - walkout
- dispute - suspention - be rained out
Key structures - A judging dispute caused a walkout that delayed the mens team final between....
- The champion game was also rained out
Anticipated problems - Some students at the back may have difficulty listening to the CD player.
Materials - Textbook, Chalk and board, handouts, CD player, poster, cards.
Teachers activities Students activities
1. Warm-up & lead-in( 6-7)

Game: Word grid
Aim: To create interest, and introduce the topic.
- Ask sts to work in groups of 5.
- Give each group a copy of the pictures.
- Ask sts to work out a compound noun or a phrase verb for each
pair of pictures (a, b, c, d)
- The 1
st
group to come up with all correct words/ phrase is the
winner.
- Refer back to the pictures and go over the answer with the class.
- Keep a running total of point for each group on the board.
- Declare the winner.
2. Pre-listening (5-6)
- Teaching vocabulary
Aim: To engage sts, and elicit ideas.
- Teach the words through explainations in English and Viet
Namese.
+
sell ou (v)t: bán hết
+ boost(v): thúc đẩy
- walkout(n): bỏ đi
- dispute(n): cuộc canh cãi , sự tranh cãi
- suspention (n): sự đình chỉ
- be rained out (idm): bị huỷ hoặc dừng lại do trời ma.
- Read the word one by one and ask sts to repeat.
3. While listening (5-8)
Talking about the pictures. . (Task a, page 129)
Aim: To prepare sts for the listening.
- Work in groups.

- Play the game.
-Suggested answers:
a. walkout
b. sell out
c. be rained out
d. bodybuilding/ bodybuilder

- Take note
- Listen and repeat.
- Work individually then compare the
answers with a partner.
- Tell sts the tourists in the pictures are talking about them.
- Ask sts to say what these people might be doing
- Feedback.
Activity 1: Matching .
Aim: To give practice in listening for details.
- Tell sts they are going to listen to 4 talks and match them with the
suitable picture.
- Ask sts to listen and match the recording on sport news.
- Go over the answers with the class.
Activity 2:. (Task b, page 154- 155)
Aim: To enable sts to listen for details.
- Ask sts to read through the questions to know what they need to
look for.
- Have sts listen to the recordings and do the exercise
-Call on sts to read the their answers.
- Elicit class opinions.
- Have sts listen again and check with the class.
4. Post-listening (8-9’) Speaking: Role play
Aim: For sts to express themselves and share ideas

- Put sts into pairs, A: a journalist, B: one member of the organizing
commmitee.
- Ask sts to conduct an interview on what have happened, based on
the information from the recordings.
- Move around to control and give help if necessary.
-Call on some pairs to cat out their interviews.
- Give comments and feedback.
5. Home-work (1’)
Review the content of the text at home.
-Suggested answers:
Picture a: rain
Picture b: a bodyboder
Picture c: badminton
Picture d: a ticket box
1. d 2. c 3. b 4. a
- Work individually then compare the
answers with a partner.
-Suggested answers:
1. d 2. c 3. b 4. a
- Work individually then compare the
answers with a partner.
-Suggested answers:
1. C 2. B 3. A 4. B 5. C
6. C 7. C 8. A 9. B 10. A
-Listen for general ideas.
-Suggested answers:
1. T 2. F 3. T 4. F
-
- Work in pairs.
-Suggested answers:

Buying objects made from endangered
species ( ivory, coral, seashells, etc) may
encourage illegal hunting or killing of
these species.
…………………………..
Unit 11 The Asian Games
Lesson No 4 Speaking
Outcomes - By the end of the lesson, the students are able to report information from a
schedule.
-By the end of the lesson, the students express likes or dislikes.
Type of lesson - Skill- based ( speaking).
Key vocabulary : - schedule - supposed - final
Key structures - The finals are supposed to take place from December 5 through December
10.
- I enjoy watching wushu because............
Anticipated problems - Some students may not be confident enough to express themselves in
English.
Materials - Textbook, Chalk and board, handouts, poster, cards.
Teacher’s activities Students’ activities
1. Warm-up & lead-in( 6-7’)
Game: Puzzle.
Aim: To create interest and introduce the topic.
- Divide sts into groups.
Give each sts a copy of exercise.
- Within groups, sts fill in the gaps and work out the hiden
word.
- Draw sts attention to the letters in circles because they will
spell out yhe hiden words.
- As the time is up, get groups to hand in their results.
- Each correct word wins one point and 5 point for the hiden

word
- The first group to fininh and get it all correct will win the
game.
- Declare the winner.
- Lead to the new lesson.
1. ........is a sport in which two people fight by holding each
other and trying to throw or force the other one to the ground.
X
2. Opera fans want to go there...it is the world’s most famous
theatre
X
X
X
X
X
X
X
2. Pre-speaking (4-5’)
- Eliciting and introduce useful language.
Reporting information based on a schedule.
Aim: To challenge sts to generate key structures and to
facilitate speaking activities later.
+ take place= happen= occur: x ra
+ According to the schedule,/ As the schedule show/ As you can
see from the schedule....
+ be due to/ supposed/ expected to do something
+ e.g The judo final are be due to/ supposed/ expected to take
place from December 2 through December 5.
- Work in groups.
- Play the game.

-Suggested answers:
1.wrestling 2. because 3. match 4.
been
5. deadline 6. out 7. illness 8.
approve
The hiden word: schedule

-
Listen and take note.
- Listen and take note.
Task a: Talking about likes and dislikes.
• Which game wouldyou like to watch/ would you enjoy
watching?Why?
• I enjoy/ like/ love + v-ing
• I prefer+ to verb
• I don’t like/ I don’t mind/ I can’t stand + v-ing
- Give some practice on the pronunciation of the words and
phrases
3. While – speaking (13-14’)
Talking about the schedule (Task b, page 156)
Aim: To provide some controlled practices.
- Explain some new words.
+ Weightlifting(n):
+ wrestling(n):
+ fencing(n):
-Have sts ask and answer questions about due dates of games
based on the schedule provided.
- Put an example in front of the whole class.
T: Whem will the karate final take place?
S1: They are supposed to take place from December 11 through

December 12.
T: What about the competition dates for trianthlon?
S2: O.k. let me see. From November 28 through December 7...
- Go round to control the class and give help.
- Call on some sts to act out in front of the class.
- Go over the answers with the class.
Activity 2: Talking about soccer results (Task c).
-Have sts work in pairs, talking about soccer results games
provided.
- Call on sts to act out in front of the class.
- Invite class opinions and give feedback.
4. Post- Speaking (13-14’) : Talking about favvorite sports.
Aim: To personalize the task.
- Put sts into groups of 4.
_ Get sts to discuss their favorite sport.
- Check with the whole class.
- Give comments and feedback.
5. Home-work (1’)
Review the lesson at home and prepare the new lesson.
- Work in groups.
-Suggested answers:
- - Read the example exchange.
- Work in groups.
-Suggested answers:
S1:
Unit 11 The Asian Games
Lesson No 5 Writing
Outcomes - By the end of the lesson, the students are able to write a report on preparations for a
event..
Type of lesson - Skill- based ( writing).

Key vocabulary : -range - surprisingly - in good/ bad condition - On the whole
Key structures - In order to prepare this report, I visited a number of venues, and attended
quite a lot of games.
- I would remember that the Organization Committee set up additional ticket
boxes at... .
Anticipated problems - Some students seem not to be confident enough to express themselves in
English.
Materials - Textbook, Chalk and board, handouts, , poster, cards.
Teacher’s activities Students’ activities
1. Warm-up & lead-in( 6-7’)
Game:
Aim: To create interest and introduce the tc
- Declare the winner.
- Lead to the new lesson.
2. Pre- writing (4-5’)
- Eliciting and introduce useful language.
Aim: To facinate sts’ understanding of the sample writing.
- Elicit and explain of the meanings of the following words.
• range(n): variety of things of a particular type
• condition(n): phycisal state of something
surprisingly
Read the words one by one and ask sts to repeat.
- Task a : (4-5’) Re-arranging
Aim: for sts to learn and imitate.
- Ask sts to read the paragraphs and rearrange them to make a
good report.
- Assign two sts to write the sequence of the report on the
board,.
- Go over the answers with the class.
- Draw sts’ attention to the tenses used in the report.

• Present tenses are used for describing things.
• Past tenses are used to describe actions that happened in
the past.
How to write a report
Aim: Toprovide sts with some usefull language & facinate
subsequent writing activities.
1. Providing some guidelines
- Go through the guidelines in the book and give explanations
one by one to the class by refering back to the corresponding
paragraphs of the report
Make sure sts understand these guidelines
2. Providing useful expressions.
Introduction
• This report aims to.../ The aims of report is ...
• In order to prepare this report, i visited/ interviewed/
studied/ carried out/ conducted.....
Reporting impresion and findings
• It seems /appears that.../ it strikse me that.../ it strikes
me as a little bit odd that...
• It is interesting/ surprising/ strange that...
• In general/Gennerally/ On the whole,...
Quoting
• According to X,...
• B said/ felt/ mentioned that...
Summing up
• In conclusion/ In short? To conclude/ In summary/ To
- Work in groups.
- Play the game.
-Suggested answers:

- Take note.
- Listen and repeat.
Work in pairs.
-Suggested answers:
4-3-1-5-2
- Listen and take note.
- Read the example exchange.
- Listen and take note.
- Take note.