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The first semester

The 1st week

PERIOD 1

Review and check
Preparing date: 22/8/2019

Teaching date: 26/8/2019
I. Objectives: By the end of the lesson, Students will be able to:
- Review all main what they have studied in the 7th form

- Practice doing some exercises

II. Teaching aid: Textbook, chalk, paper test...
III. Procedures

Steps+ time Learning activities Language focus Modes

1,Warm up (3 )’
2, Language 
review ( 40 )’
a, The tenses

b, The passive
voice

c, Other
structures

3, Homework

(2 )’

Greetings and introducing
Tell the uses of some tenses
Give some examples

Do the exercise (Give the correct
form of the verbs)

Give the result in front of the
class

Tell the uses of the passive voice
Give some examples

Tell the ways of changing the
sentences into passive voice
Do the exercise(change the
sentences into passive voice)
Give the result in front of the
class

Tell the uses of some other
structures

Give some examples

Do the exercise ( Choose the best
answer)

Give the result in front of the
class

Prepare for the next lesson: Unit
1-Getting started +Listen and
Read

The tenses :
-Present Simple
-Present Progressive
-Future Simple
-Past Simple
- Past Progressive
- Present Perfect
The passive voice:
-The form: be + V(p.p)
- The ways of changing
the sentences into passive
voice (5steps)

The reported speech
- The conjuctions
- The comparisons of
adjectives

Whole
class

Whole
class
Unit 1: LEISURE Activities

I, Aims 
1, Knowledge

By the end of the unit, Students will be able to:

- Pronounce words containing the clusters: /br/ and /pr/ correctly in isolation and in context
- Use the lexical items related to the topic" leisure activities".

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- Read for general and specific information about the effects of spending too much time on
the computer

- Listen for specific information about ways of spedning time with friends
- Talk about ‘good’ and ‘bad’ sides of leisure activities

- Write to discuss an opinion about leisure activities
2, Language focus

- Verb of liking+ gerunds
- Verb of liking+ to -infinnitive

- Clusters: /br/ and /pr/
3, Skills

- Read for general and specific information about the effects of spending too much time on
the computer

- Listen for specific information about ways of spedning time with friends
- Talk about ‘good’ and ‘bad’ sides of leisure activities

- Write to discuss an opinion about leisure activities
4, Competencies

- Ability to use information technology and communications
- Self- learning capacity

- Communicative competence
- Ability to use the language
- Capacity to cooperate
- Problem-solving capacity

II, Teaching methods: Communicative approach, audio-lingual method, ESA, lexical 
approach

III, Teaching aids: stereo, CD, picture, English book and others
IV, Anticipated problems:

the differences between verb of liking+ gerunds and verb of liking+ to -infinnitive
PERIOD 2

Unit 1: LEISURE Activities
Lesson 1: Getting started

Preparing date: 22/8/2019
Teaching date: 27/8/2019
I. Objectives: By the end of the lesson, Ss will be able to:
- use the lexical items related to the topic" leisure activities"

- Listen and read for specific information about different leisure activities
- Practice listening and speaking with the lexical items related to the topic
II. Teaching aid: Textbook, stereo, CD...

III. Procedures

Steps + Time Learning activities Language focus Modes

1, Warm up(7 )’ Look at the pictures of popular 
leisure activities including those
they often do in their spare time.
ask them to guess which

activities they enjoy doing. One
student writes a short list of
activities on the board and the
other guesses.

a. Circle the correct
answer

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2,

Presentation 
(10 )’

3,

Practice (15 )’

4, Production
(10 )’

5,Homework 
(3 )’

Look at the picture on page 6 and
answer some questions

1. Where are the people in the 
picture?

2. What are they holding in 
their hands?

3. What are they talking about?
Read the exercise 1b and guess
the answer

Listen to the tape

Learn how to use some
vocabulary

Do the exercises 1a,b

Know the use of some phrases:
'Check out this book'

'it's right up your street!'
Give some examples

Listen to the tape and find the
words or phrases in the exercise
2 to describe the photos

Give the result and check
Read the sentences in the
exercise 3

Choose the words to copmlete
the sentences

Give the result and check

GAME: CHANGING 
PARTNERS

- Sit or stand in two lines facing
each other. Each pair will talk
about

- one activity for one minute.
When the time is up and T calls
ọut 'Change!', they will move

one step to the left/right to meet
a new partner and talk about
another activity.

- Do the exercises in the
workbook.

- Prepare Unit1: A closer look 1

1. bookstore 2. book
3. dog 4. craft kit
5. folk music

6. Vietnamese
b. Tick the boxes the
leisure activities Mai,
Phuc & Nick have

Phuc Mai Nick
1 X

2 X

3 X x

4 X

5 X x

6 x x

7 x

Exe 2.Matching:
1. playing computer
games

2. playing beach games
3. doing DIY 4. texting
5. visiting museum
6. making crafts

Exe 3. Complete the
sentences …

1. satisfied 2. relaxing/
exciting 3. fun
4. boring 5. good

Example:

P1: Last weekend we
learnt to make car models.
I love to do this. It's so
much fun...And I have
finished it for a day. I
mean it doesn’t take long
time to fulfill. How about
you, Nam?

P2: I played chess with
my brother. I tried my
best, but never won him.

Whole
class

Indivi
-dual
work
Pair
work

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PERIOD 3

Unit 1: LEISURE Activities
Lesson 2: A closer look 1

Preparing date: 22/8/2019
Teaching date: 30/8/2019
I. Objectives: By the end of the lesson, Ss will be able to:
- Use the lexical items related to the topic" leisure activities"
- Use verbs of liking that are followed by gerunds/ to –infinitives

- Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and in context
II. Teaching aid: Textbook, chalks and others

III. Procedures

Steps + time Learning activities Language Focus Modes

1, Warm up 
(7 )’

2,

Presentation 
(10 )’

3, Practice 
(15 )’

Play a game ‘Network’ with
the activities that they often
do in their leisure time.
Study the pie chart then
answer some questions:

What is the pie chart about?
Where can you find the 
information? What do the 
different colors sections of 
the chart refer to? How are 
these sections calculated? 
What does the note tell you?
What are the source tell 
you? …

Know the use of some
vocabulary

Read the questions in
exercise 1

Look at the pie chart and
answer the questions
Give the result and check
Complete the table in the
exercise 2 with the

information from the pie
chart

Give the result and check
Read the words and the
catergory labels in the
exercise 3

Match the words and the
catergory labels

Give the result and check

Complete the words in the
exercise 5 with /br/ and /pr/

Give the result

Listen to the tape and check

The key of exercise 1

1. In 2012, people in the USA
spent 5.1 hours a day on sport &
leisure activities.

2. The main activities they did
include watching TV, socializing
& communicating, reading
participating in sports, exercise
& recreation, using computer for
leisure and thinking.

3. The 3 most common activities
were watching TV, socializing &
communicating and using

computer for leisure.
The key of exercise 2

Name of activity Verb
Relaxing relax

Using Use

Thinking think
socializing Socialize
communicating C

communicate

Watching watch

… ….

The key of exercise 3

1 2 3 4

e 1 f a

5 6 7 8

d h c g

The key of exercise 5

1. apricot 2. bridge 3. bracelet
4. bread 5. princess 6. president

Group
work

Whole
class

Pair
work

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4, Production

(10 )’

5, Homework 
(3 )’

the answer

Listen to the sentences in
the exercise 6

Repeat the sentences in the
exercise 6

Discuss in groups to draw a
pie chart about the leisure
activities using the

questions in the exercise 4
Some students show the pie
chart in front of the class
and explain the chart
Do the exercises in the
workbook.

PrepareUnit1A closer look 2

7. present 8. broccoli class

Group
work

Ký duyệt ngày: ……….………..….

………...

The 2nd week

PERIOD 4

Unit 1: LEISURE Activities
Lesson 3: A closer look 2

Preparing date: 29/8/2019
Teaching date: 2/9/2019
I. Objectives: By the end of the lesson, Ss will be able to:
- Use the lexical items related to the topic" leisure activities"

- Use verbs of liking that are followed by gerunds/ to –infinitives
- Practice doing exercises with verbs of liking

II. Teaching aid: Textbook, stereo, CD...
III. Procedures

Steps + time Learning Activities Language focus Modes

1,Warm up 
(7 )’

2,

Presentation
(10 )’

3. Practice 
(15 )’

Play a game “Chain game” with
the activities they like doing in
their leisure time

Know the use of some verbs of
liking followed by a gerund and
full infinitve

Read the conversation in

Getting started and find out the
verbs followed by a gerund
Give the result and check
Look at the table in exercise 2
and tick the box

Listen to the box and check
Read the sentences in the
exercise 3

Write the correct form of the
verbs

Give the result and check

Write sentences about what
they like and don’t like doing

Some verbs of liking can be
followed by a gerund and full
infinitve: -adore

love, like , enjoy, fancy,
dislike, hate, detest

The key of exercise 2

a. Followed by gerund only:
enjoy,detest, fancy

b. Followed by both gerund
and to-infinitive: love, prefer
The key of exercise 3

1...making ....

2...to watch or watchimg...

Group
work

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4,

Production
(10 )’

5,Homework
(3 )’

in their free time beginning
with the given phrases in
exercise 4

Exchange the sentences with
their partner

Give the result and check
Read the email in the exercise
5

Find out the mistakes in the
email

Give the result and check
Answer the questions in the
exercise 5b

Give the result and check
Write a similar email to tell
their friend about their free
ttime, using some verbs of
liking followed by a gerund and
the full infinitve

Exchange the sentences with

their partner

Give the result and check
Do the exercises in the
workbook

Prepare for the next lesson
Unit1: Communication

3....skateboarding ....
4...learning ...
5....sitting ...

The key of exercise 5a

1. like do -> like to do / doing
2.enjoy do -> enjoy doing
3.don’t like have ->don’t like
to have / don’t like having
4.don’t mind to do -> don’t
mind doing

5.hate spend -> hate spending
6.love eat out -> love to eat
out/ love eating out

The key of exercise 5b

1.Duc mentions 7 activities in
his e-mail

2.The two activities he enjoys
the most are playing football
with his friends and eating out
with his family

Pair
work

Whole
class

Pair
work

PERIOD 5

Unit 1: LEISURE Activities
Lesson 4: Communication

Preparing date: 29/ 8/ 2019
Teaching date: 3/ 9/ 2019
I. Objectives: By the end of the lesson, Ss will be able to: 
- Talking about good and bad sides of leisure activities.

- Practice reading a forum for friends around the world to share how they spend their free
time

II. Teaching aid: Textbook, stereo, CD...
III. Procedures

Steps+ time Learning activities Language Focus Modes

1, Warm up 
(7 )’

2,

Presentation 
(10 ) ’

Chatting

Answer the questions

+What do you kike doing in
your free time?

+Do you like reading ?
+What do you like reading 
best ?

+Have you read articles on

the magazine ? Extra Vocabulary- window shopping = hang out

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3,

Practice(15 )’

4,

Production
(10 ) ’

5,

Homework 
(3 )’

Know the use of some extra
vocabulary

Look at picture of the
website and name the
people in the picture

Read the table in exercise 3
and guess the result

Skim the article on the
website

Close the books and play a
memory game to tell how
much information they can
remember from the text
Read the ‘netlingo’

dictionary in exercise 2
Add some other

abbreviations used for
online chatting that they
know.

Give a result and check
Read the article again.

Fill in the table in exercise 3
Give the result and check
Work in pairs to put the
leisure activities in the text
in order from the most
interesting to the most
boring

Give opinions and negotate
with other pairs in order to
agree on a mutual list
Do the exercise in the
workbook

Prepare the next lesson.
Unit 1: Skill 1

- to be hooked on sth
- to be addicted to sth

- to sound + adj ( weird / strange /
challenging…)

The key of exercise 3

Who What activity… What
does …

Emily - Hanging out with friends
(window shopping)

- working as a volunteer She
loves it.

Hang Cloud watching She
adores it. It is easy.

Linn Going to the community
center, painting, dancing and

doing drama She

loves it.

Minh - Playing football

- Helping his aunt in running
cooking classes He
likes it. It’s fun.

Man-uel -Playing computer
games

- doing judo He’s addicted to it.
It’s ok.

Group
work

Pair
work

Group
work

Whole
class

PERIOD 6

Unit 1: LEISURE Activities
Lesson 5: Skill 1

Preparing date: 29/8/2019
Teaching date: 6/9/ 2019
I. Objectives: By the end of the lesson, Ss will be able to:

- Reading for general and specific information about the positive and negative effects of
using computers. (Scanning, skimming).

- Practice speaking by giving fact or opinion about using computers and mobile phone for
leisure activities.

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Steps + time Learing Activities Language focus Modes
1, Warm up

(7 )’

2, Reading 
(15 )’

3, Speaking 
(20 )’

4,Homework
(3 )’

Play a game “Network” with
the things they are using a
computer or a mobile phone
for

Know the use of some
vocabulary

Read the vocabulary
Play a game to check the
vocabulary

Work in pairs to discuss the

questions in the exercise 1.
Look at the title and the
picture and predict what they
the text is about

Read the text and choose the
best option for the sentences
in exercise 2. They need to be
able to explain their choise as
well

Give the result and check
Read the answers given in the
exercise 3

Write the questions for the
answers

Give the result and check
Know the use of some ways
of asking and giving opinion
Give some examples

Read the sentences given in
exercise 4

Decide which sentence is
from Quang ang which are
from his parents

Give the result and check
Discuss the impacts of
Quang’s using computer in
group of three.

Play a role in front of the
class

Write down the benefits and
the harmful thing of using a
computer or a mobile phone
Exchange the result with their
partner

Give the result and check

Vocabulary:

Generation,rely, ban, gaming,
virtual exist,get out

The key of exercise 2
1. B 2. C

The key of exercise 3

1. Is Quang ‘s garden real ?
2. What is problem with
using technology in your free
time ?

3.What leisure activities do
teenagers do these days ?
4.What are the benefits of
using the computer?

-Language notes :
-Giving an opinion :
+ I think that ...
+ In my opinion...
-Asking for an opinion :
+ What do you think ?

+ How do you feel about
that?

-Agreeing :

+ I agree with you
+ That so true
+ Exactly
-Disagreeing :

+I’m afraid I don’t agree
+ I don’t think so

Group
work

Whole

class

Pair work

Individual
work

Whole
class

Group
work

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Do the exercise in the
workbook

Prepare for the next lesson
Unit 1: Skill 2

Ký duyệt ngày: ……….………..….

………...

The 3rd week

PERIOD 7

Unit 1: LEISURE Activities
Lesson 1: Skill 2

Preparing date: 5/9/ 2019
Teaching date: 9/9/ 2019
I. Objectives: By the end of the lesson, Ss will be able to: 
- Practice writing to discuss an opinion about leisure activities.

- Practice listening for specific information about way of spending time with friends.
II. Teaching aid: Textbook, chalks, stereo, CD...

III. Procedures

Steps+ time Learning activities Language focus Modes

1, Warm up 
(7 )’

2, Listening 
(15 )’

3, Writing 
(20 )’

Play a game “ Network”
about the bad affects on
students while using a
computer for a long time
Answer the question:
What do you usually do 
with your friends in your 
free time ?

Read the questions in the
exercise 2

Listen to the tape and
find out the answers
Give the result and check
Read the table in the
exercise and guess the
result.

Listen to the tape again
and complete the table
Give the result and check
Tell what they like doing
with their best friends
and explain the result
Give the result and check
Know the use of some
ways of giving an opinion
Read the paragraph in the
exercise 4

Fill in the blank with the
words and phrases given

The key of exercise 2
1. The topic of this week’s
programme is hanging out with
your friends

2.There are 2 main ways :

hanging out indoors or outdoors
The key of exercise 3

1.movies 2.cinema
3. crafts 4. sports

5. physical health 6.people
7. cultural centres

Organising your ideas

- Introducing your opinion
 In my opinion,

Group
work

Whole
class

Pair
work

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4,Homework 
(3 )’

in Organising your ideas
Give the result and check

Write a similar paragraph
to tell about the best
leisure activity for
teenagers.

Give the result and check
Do the exercise in the
workbook

Prepare for the next
lesson Unit1: Looking
back + Project

I believe

- Explain your opinion

Firstly, secondly, thirdly, finally
besides, also, in addition

- Concluding/summarising your
opinion

For these reasons/ In short / 
 As I have noted….

The key of exercise 4

1. In my opinion / I believe
2. Firstly

3. Secondly

4. Besides/Also/ln addition
5. For these reasons/ In short/ As
I have noted ...

Individual
work

Whole
class

PERIOD 8

Unit 1: LEISURE Activities

Lesson 7: Looking Back and project
Preparing date: 5/9/2019

Teaching date: 10/9/ 2019
I. Objectives: By the end of the lesson, Ss will be able to:

- Revise and make the use of all the target knowledge in unit 1.
- Plan a poster advertising a leisure activity.

II. Teaching aid: Textbook, chalks, stereo, CD...
III. Procedures

Steps + Time Learning activities Language Focus Modes

1, Warm up 
(5 )’

2,

Presetation 
(10 )’

3, Practice 
(17 )’

Act out some leisure activities
in front of the class. The class
makes a guess.

Read the word given in the
exercise 1

Odd the words out

Give the result and check
(should explain the reason)
Look at the picture and the
words in the exercise 2
Rearrange the letters to find
the name of the activities
Give the result and check
Read the sentences in the
exercise 3

Fill in the gap with the correct
form of the verbs

Give the result and check
Complete the sentences in the
exercise 4

The key of exercise 1
1.DIY 2.hanging out
3. hospital 4. detest
5.boring 6.computer
The key of exercise 2
1.socialising with friends
2.relaxing

3.communicating with friends
4. doing DIY 5. using

computers 6.making crafts
The key of exercise 3

1.working 2.learning/to learn

Whole
class

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4,

Production

(10 )’

5,Homework
(3 )’

Give the result and check
Read the paragraph in the
exercise 5

Fill in the gap with the most
suitable words or phrases
Give the result and check
Read the activities given in the
exercise 6

Choose the activities and
exchange the list with their
partner

Give the result and check
Tick the things that they can
do after having learned the
unit

Give the result to the teacher
Work in groups of six with a
leader, make a poster about a
leisure activity tht they want to
take part in. The poster must
-Explain the activity and

include some pictures 
-Explain why this activity is 
fun/exciting/interesting 
-Give information about the 
meeting time and place
-Tell classmates what they 
should bring to do the activity
The project can be done at
home(if there isn’t enough
time)

Make a project mentioned
above ( if it isn’t finished)
Prepare for the next lesson
Unit 2: Getting started

3. seeing 4.doing

5. meeting 6. playing/to play
The key of exercise 5

1. Firstly 2. Secondly
3. Thirdly 4. In addition

5. In short Pair work

Individal
work
Group
work

UNIT 2. LIFE IN THE COUNTRYSIDE
I, Aims

1, Knowledge

By the end of the unit, Students will be able to:

- Pronounce words containing the clusters: /bl/ and /cl/ correctly in isolation and in context
- Use the lexical items related to the topic of life in the countryside

- Use comparative forms of adverbs of manner

- Read for specific information about an unusual lifestyle in the countryside
- Listen for specific information about the changes in the countryside

- Talk about the what they like or dislike about life in the countryside.
- Write a short paragraph about the changes in the countryside

2, Language focus

- Comparative forms of adjectives and adverbs
- Clusters: /bl/ and /cl/

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- Read for specific information about an unusual lifestyle in the countryside
- Listen for specific information about the changes in the countryside

- Talk about the what they like or dislike about life in the countryside.
- Write a short paragraph about the changes in the countryside

4, Competencies

- Ability to use information technology and communications
- Self- learning capacity

- Communicative competence
- Ability to use the language
- Capacity to cooperate
- Problem-solving capacity

II, Teaching methods: Communicative approach, audio-lingual method, ESA, lexical 
approach

III, Teaching aids: stereo, CD, picture, English book and others

IV, Anticipated problems: The comparative forms of adverbs of manner
PERIOD 9

UNIT 2. LIFE IN THE COUNTRYSIDE
 LESSON 1. GETTING STARTED

Preparing date: 5/ 9/ 2019
Teaching date: 13/9/ 2019
I. Objectives: By the end of the lesson, Ss will be able to:

- Use the lexical items related to the topic of life in the countryside

- Listen and read for specific information about a conversation about life in the countryside
(Scanning, skimming) & talk about the things that children do in the countryside.

- Practice listening and speaking with the lexical items related to the topic
II. Teaching aid: Textbook, stereo, CD...

III. Procedures

Steps + Time Learning activities Language focus Modes

1, Warm up(7 )’

2,

Presentation 
(5 )’

3,

Practice (20 )’

Play the game “ Crossword” with
the word “Countryside”.

Brainstorm words and phrases
describing activities which take
place in the countryside

Look at the picture on page 16
and answer some questions

1, How many people are there 
in the picture?

2, What are the people doing?
3, Where are the boys in the 
small picture?

3, What are they doing?

Read the exercise 1a and guess
the result

Listen to the tape

Learn how to use some
vocabulary

The key of exercise 1a
1. T 2. F (sometimes)
3. F (on buffalo – drawn
carts)

4. T 5. T .

The key of exercise 1b
1. He’s in the countryside.

Group
work

Whole
class

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4, Production
(10 )’

5, Homework 
(3 )’

Give some examples
Do the exercises 1a
Give the result and check
Read the questions in the
exercise 1b

Answer the questions in pairs
Give the result and check
Read the sentences and the
words in the exercise 1c
Complete the sentences
Give the result and check

Discuss to find out how Nguyen
feels about his stay in the

countryside.

Give the result and check
(Sudetnts must use some
expressions from the

conversation to support their

idea)

Match the activities with the
pictures in the exercise 2
Give the result and check
Make a list of the things that
children in the coontry often do
Exchange the result with their
parner

Give the result and check

GAME: Countryside charades
Play charades in two teams using
the class list of the countryside
activities from 3 The teacher
whispers an activitiy to one
person in one team. This person
mimes the activity for their team
to guess. If the team guesses
incorrectly, the other team can
try. The team takes turn until all
the activities have been mimed .
the team with the most points
wins

Do the exercises in the
workbook.

Prepare : Unit2-A closer look 1

2. Right on the first day
there.

3. It’s big and colourful.
4. His grandfather.

5. He means that he
wishes he were in the
countryside too.

The key of exercise 1c
1.colourful 2.move slowly
3. harvest time 4. paddy
field 5. herding

6. buffalo-drawn cart
The key of exercise 1d
He likes it because he says
it’s more exciting than he
expected. He lives more
happily there

The key of exercise 2
1.e 2.f 3.a
4.c 5.d 6.b

-dual
work
Pair

work

Group
work

Indivi-dual
work

Group
work

Ký duyệt ngày: ……….………..….

………...

The 4th week

PERIOD 10

UNIT 2: LIFE IN THE COUNTRYSIDE
 LESSON 2: A closer look 1

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Teaching date: 16/9/2019
I. Objectives: By the end of the lesson, Ss will be able to:

- Use Adjective to describe people, life and scenery in the countryside/ talk about life in the
countryside

- Listen and repeat the words and mark stress/ to pronounce the words with the correct stress

patterns

- Revise Comparison, present simple
II. Teaching aid: Textbook, stereo, CD...
III. Procedures

Steps + time Learning activities Language Focus Modes

1, Warm up 
(7 )’

2, Presentaion
(10 )’

3, Practice 
(15 )’

Chatting‘ ’

Answer the questions

- Which do you prefer: city 
life or country life? Why? 
- How about life and people in
the country?

What about scenery? …..

Know the use of some
vocabulary

Listen and repeat the words in
the exercise 1

Put the words in the exercise 1
into the appropriate

catergoryin the exercise 2
Give the result and check
Read the words in the exercise
3

Match the verbs and the nouns
Give the result and check
Read the sentences in the
exercise 4

Use the words in exercise 1
and 3 to complete the

sentences. Remember to use
the correct form of the verbs
Give the result and check
Know how to pronounce the
sound /bl/ and /cl/

Listen to the tape and repeat
the words

Pronounce the words in front

of the class

Listen to the words in the
exercise 6 and circle the words
they hear

Give the result and check
Listen to the sentences in the
exercise 7

Repeat the sentences in the
exercise 7

Repeat the sentences in front

Vocabulary:

- vast (a): - nomadic (a):
- brave (a): - blackberry (n):
- running water(n): - block (v)
The key of exercise 2

1 Friendly, brave, boring,
nomadic, colourful

Hospitable, honest,
hard-working,

2 Hard, slow, boring,
inconvenient, peaceful,

nomadic, colourful, miserable
= unhappy

3 Vast, colourful, peaceful,
natural, imposing

The key of exercise 3
-ride : a horse , a camel
-put up : a tent , a pole
-collect : hay , water

-herd : the buffalloes, the cattle
-pick : wild flowers , apples
The key of exercise 4

1.picking

2.inconvenient/collect

3.herd 4.ridden/ brave
5.peaceful 6.nomadic

7.vast 8.put up/ hard
The key of exercise 7
1.blame

Whole
class

Individ
ual
work

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4, Production
(10 )’

5, Homework 
(3 )’

of the class

Discuss in groups to tell about
what they think of the

countrylife

Give the result in front of the
class

Do the exercise in the
workbook.

Prepare Unit2-A closer look 2

2.blast
3.blue
4.clock

5.close Group work

PERIOD 11

UNIT 2: LIFE IN THE COUNTRYSIDE
 LESSON 3. A CLOSER LOOK 2

Preparing date: 12/9/2019
Teaching date: 17/9/2019
I. Objectives: By the end of the lesson, Ss will be able to:

- Review comparative of adj./ adv. & use comparative form of adv. of manner
- Practice doing exercises with adjectives/ adverbs of manner

- Attitude: pay more attention to the lesson
II. Teaching aid: Textbook, stereo, CD...
III. Procedures

Steps + time Learning Activities Language focus Modes

1,Warm-up 
(3’)

2,

Presentation
(10’)

3, Practice
(18’)

Play a game “Tic tac toe” with
some adjectives about the
countryside

Retell the use and the form of
the comparisons of adjectives
Give some examples

Read the passage in the exercise
1

Complete the passage with a
suitable comparative form of the
adjectives provided

Give the result and check
Know the use and the form of
the comparisons of adverbs
Give some examples

Read the sentences in the
exercise 2

Complete the sentences with a
suitable comparative form of the
adverbs provided

Give the result and check
Read the sentences in the
exercise 3

Complete the sentences with a
suitable comparative form of the
adverbs provided

The key of exercise 1

1.higher 2. easier 3.better
4. more exciting 5.more
convenient 6. happier
7. more friendly 8.fast
9.safer 10. Best

The key of exercise 2
1. more slowly
2.more soundly
3.less traditionally
4. more generously
5. more healthily
The key of exercise 3
1. better 2. faster 3.later
4. harder 5.worse 6.earlier

Group
work

Whole
class

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4,

Production
(7’)

5,Homework
(2’)

Give the result and check
Read the sentences in the
exercise 4

Underline the correct

comparative forms to complete
the sentences

Give the result and check
Read the questions in the
exercise 5

Answer the questions in pairs
Give the result and check
Discuss about the differences
between the country life and the
city life

Give the result and check
- Do the exercise in the
workbook

- Prepare for the next lesson
Unit 2: Skill 1

The key of exercise
1. more optimistically
2. more popularly

3. less densely populated
4. more quickly

5. more easily 6. better
The key of exercise 5
1. The countryside is more
peaceful (than the city).
2. A computer works faster
at calculus (than a human
being).

3. Life in a remote area is
harder (than that in a modern
town).

4.Ho Chi Minh City is more
expensive (than Hue).

5.Animals can smell better
than human beings.

work

Pair
work
Group
work
Whole
class
PERIOD 12

UNIT 2: LIFE IN THE COUNTRYSIDE
 LESSON 4: COMMUNICATON

Preparing date: 12/9/ 2019
Teaching date: 20/9/2019
I. Objectives:

By the end of the lesson, Ss will be able to:
- Discuss and share their replies with friends.
- Read the posts on “holidays in the countryside.”
II. Teaching aid: Textbook, chalks...

III. Procedures

Steps+ time Learning activities Language Focus Modes

1, Warm up (3 )’

2, Presentation 
(5 ) ’

Chatting

Answer the questions
+ Do you often use the 
Internet?

+Have you posted any 
thing on it?

+ What do you often 
post about?

Look at the pictures and
know how to use some

Some extra vocabulary:
-disturb (v)

-beehives (n)
-dig hole (n)

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3, Practice(10 )’

4,

Production
(7 ) ’

5,

Homework

(3 )’

6,

Written test 
(15 )’

extra vocabulary
Read the posts on

‘Holiday in the country’
in the exercise 1

Decide the attitudes of
the people towards their
experiences

Give the result and
check.

(Student must show the
expession that tell the
reason)

Have the group write the
name of each post at the
top eg Bob from London
- One student write a
short reply to a post and
then passes the paper to

the person on their left.
Others read the reply and
then add their own in
turns.

-Then each group to read
out their reply chains to a
post in front of the class.
Do the exercise in the
workbook

Prepare the next lesson.
Unit 2: Skill 1

Do the written test

-unforgetable (adv)

The key of exercise 2

Pos Neu Neg
Dennis x

Julie x

Phirun x

Yumi x

Emi x

Lan x

Bob x

Pair work

Group work

Whole class

Individual
work

Written test (15’)
I, Choose the best answer to complete the sentences

1. I am hooked ………. flying kites in the field with my friends. ( in / on/ at / of)
2. Quang’s garden is a ………….. one on the Internet. ( real/ easy/ virtual / exciting)
3. In my …., using computer too much is very harmful.(short/ addition/ think/ opinion)
4. Mai dislikes ……….. crafts, especially bracelets.( making/ make/ to make/ made)
5. Lan prefer ………... outdoor games to indoor games. (play/ plays/ to play/

6. When a thing has lots of bright colors, It is ….... ( coloring/ colored/ colorful/ colorless)
7. Have you ever ………. horse in the field? ( picked/ ridden/ collected/ put up)

8. On Sunday, we can get up …. than usual. ( late/ later/ lately/ more lately)

9. The life in the countryside is ….... than I expected. ( exciting/ excitinger/ more exciting/
most exciting)

10. Last week his family went ……….a trip to the countryside. ( in/ at/ to/ on)
II, Complete the sentence so that it has the same meaning as the given one:
1, We like to talk to him about our hobbies

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2, The boys are interested in playing computer games.

The boys fancy ………..
3, Our pens are more expensive than their pens.

Their pens are ………...……….
4, Nam speaks English very fluently, but Ba doesn’t.

Nam speaks ………
5, Lan is the most careful driver in that group.

Noone in that group drives ………
Ký duyệt ngày: ……….………..….

………...

The 5th week

PERIOD 13

UNIT 2. LIFE IN THE COUNTRYSIDE
 LESSON 5. SKILL 1

Preparing date: 19/9/ 2019
Teaching date: 23/9/2019

I. Objectives: By the end of the lesson, Ss will be able to:

- read for spesific information about an unusual lifestyle in the countryside Mongolian
nomadic life

- talk about what they like or dislike about life in the countryside
II. Teaching aid: Textbook, teacher’s book, chalks….

III. Procedures

Steps + time Learing Activities Language focus Modes

1, Warm up
(7 )’

2, Reading 
(15 )’

Brainstorm what they know
about the Gobi highlands and
Mongolia

Know the use of some
vocabulary

Read the vocabulary
Play a game to check the
vocabulary

Read the text in the exercise 1

and choose the best heading for
each paragraph. They need to
be able to explain their choise
as well

Give the result and check
Read the words and their
discription given in the
exercise 2

Match the words and their
discription

Give the result and check
Read the sentences given in
exercise 3

Vocabulary:

- nomad/ nomadic (n/adj)
- ger (n)

- pasture (n)
- castle (n)

The key of exercise 1

1.The importance of cattle
to the nomads

2.The nomads’ home
3.Nomadic children’s lives
The key of exercise 2

1-b 4-a
2-d 5-c
3-e

The key of exercise 3
1-A 4-B

2-C 5-B
3-A 6-D

Whole
class

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3, Speaking 
(20 )’

4,Homework
(3 )’

Read the passage again
and choose the best option
Give the result and check
Tell about the nomadic life in
Gobi highlands in Mongolia
Give the result and check
Refer to the passage and

underline at least one thing
they like about Mongolian
nomadic life and one thing they
don’t like about it.

Ask and answer about what
they like and don’t like about
the life of the nomads

Give the result and check
Ask and answer about what
they like and don’t like about
the life in the country side
Give the result and check
Report the result in

front of the class

Do the exercise in the
workbook

Prepare for the next lesson
Unit 2: Skill 2

The example of exercise 1
A;What do you like about
their nomadic like ?

B;Well, the children learn to
ride a horse

A;And what don’t you like
about it ?

B;they can’t live
permanently in one place
The example of exercise 3
Both of us love picking fruit
in the summer .It can be
hard work but very
satisfying

Pair work

PERIOD 14

UNIT 2. LIFE IN THE COUNTRYSIDE
 LESSON 6. SKILL 2

Preparing date: 19/9/2019
Teaching date: 24/9/2019
I. Objectives: By the end of the lesson, Ss will be able to:

- listen for specific information about changes in the countryside
- write a short paragraph about changes in the countryside

II. Teaching aid: Textbook, chalks, stereo, CD...
III. Procedures

Steps+ time Learning activities Language focus Modes

1, Warm up 
(7 )’

2, Listening 
(15 )’

Play a game “ Network”
about what they don’t
like about the country life
Read the phrases given
in the exercise 1

Listen to the tape and tick
the change the boy

mentioned

Give the result and check
Read the sentences in the
exercise 2 and guess the

The key of exercise 1

B.Electrical appliances in the homes
C.Means of transport

E.School
F.Visitors

The key of exercise 2
1.F 4.T

Group
work

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3, Writing 
(20 )’

4,Homework 
(3 )’

result.

Listen to the tape again
and decide the sentences
are True or False

Give the result and check
Read the questions in the
exercise 3

Listen to the tape again
and answer the questions
in no more than four
words

Give the result and check
Write about the changes
mentioned in the tape

Decide which changes
mentioned in the tape are
possitive and which are
negative

Write down the reason of
their choice

Give the result and check
Discuss to find some
changes in a rural area.
Make note of the changes
Give the result and check
Write a short paragraph
about the changes

Give the result and check
Do the exercise in the
workbook

Prepare for the next
lesson Unit2: Looking
back + Project

2.T 5.T
3.F

The key of exercise 3
1.His parents

2.life outside their village
3.Nearby/ Near the village
4.The way of life

The suggested writing

I live in a small village in Ba Vi, a
mountainous district, about 120 km
far from Ha Noi. My parents often
tell me stories about their life in the
past. It’s not much like the village I
can see nowadays.

Some villagers now live in brick
houses instead of earthen ones. Our
houses are better equipped with
electric fans and TVs. Thanks to the
TV, we now know more about life
outside our village. We have
electric lights which are much
brighter than oil lamps. More
villagers are using motorcycles for
transport instead of riding a bike or
walking. We no longer have to walk
a long way to school, which is
dangerous in the rainy season.

Pair
work

Whole
class

Group
work

Individ
ual
work

PERIOD 15

Unit 2: In the country side

Lesson 7: Looking Back and project
Preparing date: 19/9/2019

Teaching date: 27/9/ 2019
I. Objectives: By the end of the lesson, Ss will be able to: 
By the end of the lesson students will be able to:

- Revise and make the use of all the target knowledge in unit 2.

- Do a project about a place where they like to live in the countryside.
II. Teaching aid: Textbook, chalks, stereo, CD...

III. Procedures

Steps + Time Learning activities Language Focus Modes

1, Warm up 
(5 )’

2,

Presetation

Play a game ‘Chain game’
about the changes in the
countryside.

Look at the pictures in the
exercise 1

Use the words and phrases to

The key of exercise 1

Picture a: peaceful,vast,quiet,

Group
work

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(10 )’

3, Practice 
(17 )’

4,

Production 
(10 )’

5,Homework
(3 )’

describe the pictures
Give the result and check
Look at the picture and the
words in the exercise 2
Write a sentence describing
what each person is doing
Give the result and check
Look at the pictures in the
exercise 3

Complete the sentences using
suitable comparative forms of
the adverbs in brackets

Give the result and check
Read the situations in the
exercise 4

Complete the sentences with
suitable forms of the adverbs
in brackets

Give the result and check
Read the question in the

exercise 5

Ask and answer the questions
in groups and write the result
in the table

Report the result in front of
the class

Tick the things that they can
do after having learned the
unit

Give the result to the teacher
Work in groups of five with a
leader, draw a picture of a
place they would like to live
in the countrysideand make a
list of the thing they have in
their picture and the activities
they can do there.

The project can be done at
home(if there isn’t enough
time)

Make a project mentioned
above ( if it isn’t finished)
Prepare for the next lesson
Written test 1

pasture,paddy field

Picture b: quiet ,paddy 
field,harvest time ,rice

Picture c: peaceful,vast,quiet,
nomadiclife, inconvenient 
,pasture,cattle,horses

The key of exercise 2
1.A boy is riding a horse
2.A man is herding his
cattle/sheep

3.A girl is picking apples
(fromn apple tree )

4.A boy is flying a kite

5.The children are around in
the fields /countryside

6.A woman is collecting water
from the river

The key of exercise 3
1.faster than

2.earlier than

3.better than

4.more skillfully than
5.more beautifully than
The key of exercise 4
1, ...faster than a camel

2, ...more happily than those in
the city

3, ...more heavily on the
weather than people in many
other jobs

4, …worse than I do

Group
work

Ký duyệt ngày: ……….………..….

………...

The 6th week

PERIOD 16

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Teaching date: 30/9/2019
I, The objectives:

By the end of the lesson, students will be able to review the language content of the Unit1,
2 and practice the skills of using them in suitable situations

II, Teaching aids: coppied tests and others
III, The content

-The matrix

Knowledge Comprehension Application applicationHigh

Sum

Obj test Self-ex Objtest Self-ex Obj test Self-ex Obj test Self-ex

Listening

No of question:
No of point:
Percentage

4
1
10 %

4

1
10 %

8
2
20 %

Vocabulary

and structure Underline the best option

Supply the correct form of
the word

No of question:
No of point:
Percentage %

4
1
10 %

12
3
30 %

Reading Fill in the blanks Answer the
questions

No of question:
No of point:
Percentage %

4
1
10 %

2
1
10 %

1
0.5
5 %

7
2,5
25 %

Writting Write sentences... Paragraphwriting

No of question:

No of point:
Percentage %

3
1,5
15 %

1
1
10 %

4
2,5
25 %
No of question:

No of point:
Percentage %

12
3
30 %

4
1
10 %

6
2
20 %

1
0.5
5 %

3
1,5
15 %

1
1
10 %

31
10
100 %
-The test

A. LISTENING

I, Listen and circle A, B or C to answer each question. You will listen TWICE.
1. Where is Sam living now?

A. in England B. in Japan C. in Europe

2. What does he like about the village?

A. the mountains B. the ocean C. the pollution
3. How does he feel about the people in the village?

A. difficult B. friendly C. easy

4. Which among these is true about Sam's attitude towards the weather in the village?
A. He likes it very much. B. He thinks it is comfortable. C. He hates it.

2. Listen to a talk about teenagers and technology. Fill the gaps with no more than TWO
words. You will listen TWICE.

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4. The teenagers’ parents are finding ways to ... their children’s interest in technology.
B. VOCABULARY AND STRUCTURE

I, Underline the best option to complete the sentence

1, My dad doesn’t mind……up me from work every day.(pick / picks / picked / picking)
2.People in the village live ...than those in the city.(happy/happier/ more happily/happilier)
3. My children are .… on cartoon. They watch it all the time. (bored/ hooked/ tired/ fond )
4.Today young people rely ………… technology more than on the past. ( in / at / of/ on)
5. Loading the rice is ... than I expected.( easier/ much difficult/ more easily/ easiest)
6.The boy runs to the shop … than his mom.( quicker/ more quick/ quickly/ more quickly)
7.Some people in the north Vietnam still have a ….life (nomad/ nomadic/ nomadical/vast)
8. Nga often helps her parents ……… water from the river.(collect/ herd/ pick / ride)
II. Supply the correct tense form of the words in the brackets.

1, The boy detests ……… the same thing everyday. (do)

2, In ……..., if you play games much you won’t have time for your study. (add)

3, You should work on English ……….………….. than this. (hard)

4, Students have to read the test ……….…………before doing it ( careful)
C. READING

I. Fill the gaps with the words/ phrases in the bold type

Firstly In short In my opinion Besides

(1)………., there are many benefits of living in the country that we can easily find out. (2)
……...., living in the country can bring you a clean evironment. The air is fresher and there
are lots of trees, rice fields and rivers, so you can enjoy the clean and fresh air there. (3)
…...that, living in the countryside is cheaper than in the city because people there have
lower income. Finally, people there are more friendly than people in the city. (4)………….,
living in the countryside is really good for us.

II Read the passage carefully and answer the questions

My name is Nam and I live in a village by Mekong River. Every day, like most of my
friends, I walk to school which is three kilometres away from my house. After class, I often
help my mother to collect water from the river and feed the chickens. At the weekend, the
villagers often gather at the community hall where there is a TV. The adults watch TV, but
more often they talk about their farm work and exchange news. The children run around,
playing games and shouting happily. My father sometimes takes me to the market town
nearby where he sells our home products like vegetables, fruits, eggs… He takes me to the
town square and lets me ride on the electric train there. I love to do this very much. On starry
nights, we often lie on the grass, looking at the sky and daring each other to find the Milky
Way. We dream of far away places.

1. What is the best tittle of the passage ?

A. Nam’s dreams. B. Nam’ life in his village. C. Nam’s school. D. Nam’s trips to town.
2. How long is it from Nam’s house to school?

………
3, Does Nam enjoy riding on the electric train in the town square?

………
D. WRITING

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No student ………..………
2. Minh really loves to hang out with friends.

Minh really enjoys...
3, Mai’s team didn’t perform as successfully as Lan’s team.

Lan’s team performed…….……….……….……….……….………..
II,

Write a paragraph giving your opinion about life in the countryside
You may use the following cues:

- people ( friendly…). - life ( slow, simple , …)
- Food ( fresh / cheap, …) - traditional activities
- The key

A. LISTENING

1. Listen and circle A, B or C to answer the questions. You will listen TWICE.
(each correct answer is 0. 25p)

1. B 2. A 3. B 4. C

2. Listen to a talk about teenagers and technology. Fill each of the gaps with no more than
TWO words. You will listen TWICE. (each correct answer is 0. 25p)

1. 'technology' generation 2. making 3. forget 4. reduce
B. VOCABULARY AND STRUCTURE

I, Underline the best option to complete the sentence (each correct answer is 0. 25p)
1. picking 2. more happily 3. hooked 4. on

5. easier 6. more quickly 7. nomadic 8. collect

II. Supply the correct tense form of the words in the brackets. (each correct answer is 0. 25p)
1, doing 2, addition 3. harder 4, carefully

C. READING

I.Fill the gaps with the words/ phrases in the bold type(each correct answer is 0. 25p)
1. In my opinion 2. Firstly 3. Besides 4. In short

II. Read the passage carefully and answer the questions(each correct answer is 0. 5p)
1. B. 2. It is three kilometres (from Nam’s house to school). 3, Yes, he does.

D. WRITING

I, Complete the second sentence so that it has a similar meaning to the first. (each correct
answer is 0. 5p)

1.No student in the class is more intelligent than this (student).
2. Minh really enjoys hanging out with friends.

3. Lan’s team performed more successfully than Mai’s team.
II,

Write a paragraph about 80 words about your opinion of using computer for leisure.
- Content. (0.5 point): a provision of main ideas and details as appropriate to support the idea.
- Language. (0.3 point): a variety of vocabulary and structures appropriate to the level of the
8th grade students

- Presentation. (0.2 point): coherence, cohesion, and style appropriate to the level of 8th
grade students.

PERIOD 17

Feedback on test 1 and projects
Preparing date: 26/9/2019

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By the end of the lesson students will be able to know what they have achieved in the unit 1,
2 and set their next goal for their study.

II, Teaching aids

+ Teacher: the marked test

+ Students: The projects in the unit 1, 2
III, Class procedures

A, The test (see period 16)

1, Comments

a, Good points

.
………

.
………
b, Bad points

+ Language knowledge:

.
………

.
………
+ Language skill:

.
………

2, Correcting the test

+ Correct the test with the key in period 16
a, Common mistakes

.
………

.
………
b, Particular mistakes

.
………

3, Result

Class No of

Students NumberSatisfactory paperPercentage 9 +10Mark Mark7+8 Mark5+6 Mark3+4 Mark1+2 Mark0
8A

8B
8C
Sum
4, Comment

.
………

5, Measures for improving

.
………

………

.
………

.
………
B. The projects

- Give each groups some time to present their project and promote their activity to the rest of
the class. Once every group has presented, ask for a show of hands to select the best project.
( each student can only vote once)

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Unit 3: Peoples of Vietnam
I, Aims

1, Knowledge

By the end of the unit, Students will be able to:

- Pronounce words containing the clusters: /sk/, /sp/ and /st/ correctly in isolation and in
context

- Use the lexical items related to the topic of cultural groups of Viet Nam
- Ask and answer different questions types

- Use the articles( a, an, the )

- Read a passage about the life of an ethnic group

- Listen for specific information about a traditional dish.
- Talk about the life of ethnic groups

- Write the recipe a traditional dish
2, Language focus

- Questions( review)
- Articles( a, an, the )

- Clusters: /sk/, /sp/ and /st/
3, Skills

- Read a passage about the life of an ethnic group

- Listen for specific information about a traditional dish.
- Talk about the life of ethnic groups

- Write about how to cook a traditional dish
4, Competencies

- Ability to use information technology and communications
- Self- learning capacity

- Communicative competence
- Ability to use the language
- Capacity to cooperate
- Problem-solving capacity

II, Teaching methods: Communicative approach, audio-lingual method, ESA, lexical 
approach

III, Teaching aids: stereo, CD, picture, English book and others
IV, Anticipated problems: The use of the articles

PERIOD 18

Unit 3: Peoples of Vietnam
Lesson 1: Getting started

Preparing date: 26/9/2019
Teaching date: 4/10/2019
I. Objectives:

By the end of the lesson, Ss will be able to:

- Use the lexical items related to the topic of cultural groups of Viet Nam

- Listen and read for specific information about a conversation about 54 ethnic groups in Viet
Nam (Scanning, skimming) & talk about the difference ethnic in VN

- Practice listening and speaking with the lexical items related to the topic
- Have better understanding of cultural groups of Viet Nam.

II. Teaching aid: Textbook, stereo, CD...
III. Procedures

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1, Warm up

(7 )’

2,

Presentation
(8 )’

3, Practice
(20 )’

4,

Production
(7 )’

5,

Homework
(3 )’

Play the game “ Crossword”
with the word “Ethnic”.
Read the questions in exercise
1 b

Guess the result
Know the use of the
vocabulary

Read aloud

Give some examples

Play a game‘What and where’
to check the vocabulary

Do the exercise 1b

Give the the result and check
Find the opposite of the word
in the exercise 1a

Give the the result and check
Find the expressions in the
exercise 1a in the coversation
Try to express what they mean
Give the the result and check
Make short conversations
using the epressions in the
exercise 1c

Give the the result and check
Look at the pictures in the
exercise 2

Match the given words or
phrases with the pictures
Give the the result and check
Read the sentences in the
exercise 3

Complete the sentences with
the words and phrases in the
box

Give the the result and check
Game quiz

Ask and answer about the
people of Viet nam, using the
cues given tin the exercise 4
Some pairs practice in front of
the class

- Do the exercise in the
workbook

- Prepare for the next lesson
Unit3: A closer look 1

Vocabulary:

Ethnic, majority, minority,
curious (about), custom,
costume

The key of exercise 1a
1, interesting 2, largest
3, minority 4, southern
The key of exercise 1b

1, They are in the Museum of
Ethnology

2.They want to know about the
ethnic groups of VN

3. There are 54 ethnic groups
4. The Viet ( Kinh) have the
largest population

5. Yes, they do.

The example of exercise 1d
P1: She has just got mark 10 for
English test.

P2: That’s awesome!
P1: This lesson is very

interesting. We will understand
more about ethnic people in
VN.

P2: Exactly.

The key of exercise 2
1.five- colored sticky rice
2.terraced fields

3.festivals 4.folk dance
5.open – air market
6.musical instrument
7.costume 8.stilt house
The key of exercise 3
1, ethnic 2, heritage site
3, stilt houses 4, festivals
5, member 6, terraced fields

Group-
work
Whole
class
Individual
work

Pair work

Ký duyệt ngày: ……….………..….

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The 7th week

PERIOD 19

UNIT 3. PEOPLES OF VIETNAM
 LESSON 2. A CLOSER LOOK 1

Preparing date: 3/10/2019

Teaching date: 7/10/2019
I. Objectives:

By the end of the lesson, Ss will be able to:

- Talk about the names of the ethnic groups they know, where they live, their costumes, their
way of life, culture, folk songs …

- Pronunciation: listening & pronouncing words containing clusters /sk/ , /sp/ , and /st/
correctly in isolation and in context

II. Teaching aid: Textbook, chalks, stereo, CD...
III. Procedures

Steps + time Learning activities Language Focus Modes

1, Warm up 
(7 )’

2, Presentaion
(10 )’

3, Practice 
(15 )’

Play a game “ Guessing 
game” about the ethnic
minorities in Vietnam
Know the use of some
vocabulary

Read aloud

Give some examples
Play a game ‘Rub out and
Remember’ to check the
vocabulary

Match the words in the
exercise 1

Give the result and check
Put the words in the exercise 1
into the sentences in the
exercise 2

Give the result and check
Look at the pictures in the
exercise 3

Give the words to describe the
picture

Give the result and check
Know how to pronounce the
sound /sk/, /sp/ and /st/

Listen to the tape and repeat
the words

Pronounce the words in front
of the class

Listen to the words in the
exercise 4 and put them in the
right column

Give the result and check
Listen to the sentences in the
exercise 6

Vocabulary:

Vocabulary: (in)significant,
minor, complicated, major
Ceremony, Shawl, waterwheel,
hunt, crisp,…..

The key of exercise 1
1. d 2.c 3.g

4.a 5.f 6. e 7.b
The key of exercise 2
1. written 2.traditional
3.important 4. simple, basic
5.rich

The key of exercise 3
1. ceremony 2.pagoda
3. temple (Ly Son)

4. waterwheel (in the north)
5.shawl (of the Thai women)
6.basket (of the Sedang)

The key of exercise 5

sk/ state board, school, basket,
task

/sp/: speech, display, crisp,

Group
work

Whole
class

Individ
ual
work

Pair
work

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4, Production
(10 )’

5, Homework 
(3 )’

Repeat the sentences in the
exercise 6

Underline the words with the
sounds /sk/, /sp/ and /st/

Give the result and check
Discuss in groups to tell about
the life of ethnic minorities in
Vietnam

Give the result in front of the
class

Do the exercise in the
workbook.

Prepare: Unit3-A closer look 2

space

/st/: stamp, first, station,
instead

The key of exercise 6

1.The Hmong people I met in

SaPa speak English very well.

2.You should go out to play

instead of staying here.

3.This local speciality is not

very spicy.

4.Many ethnic minority

students are studying at
boarding schools.

5. Most children in far-away
villages can get some

schooling.

Group
work

PERIOD 20

UNIT 3: PEOPLES OF VIETNAM
 LESSON 3: A CLOSER LOOK 2

Preparing date: 3/10/2019
Teaching date: 8/10/2019
I. Objectives:

By the end of the lesson, Ss will be able to:

- Review about Questions with question words and different types of questions
- Revise the use of the articles “a, an, the”

- Use the lexical items related to cultural groups of Viet Nam
II. Teaching aid: Textbook, chalks, stereo, CD...

III. Procedures

Steps + time Learning Activities Language focus Modes

1,Warm-up 
(7’)

2,

Presentation
(10’)

Play a game “Tic tac toe” with
some wh-question words

Retell the use and the form of
some wh-question words
Give some examples

Retell the use of the articles “a,
an, the”

Give some examples

Read the passage in the exercise
1

Answer some questions to check
Read the sentences in the

The suggested questions of
exercise 2

1. Who is living in the
house?

2. How many children do
they have?

3. Do the grandparents stay
at home?

4. How often does Mrs. Pha
go shopping?

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3, Practice
(18’)

4,

Production

(7’)

5,Homework
(2’)

exercise 2

Make questions for the sentences
Give the result and check

Read the questions in the
exercise 3

Complete the questions with a
suitable question words

Give the result and check
Read the give words in the
exercise 4

Make questions with the given
words and answer them

Give the result and check
Read the sentences in the
exercise 5

Choose the correct option
Give the result and check

Read the passage in the exercise
6

Complete the passage with the
the articles “a, an, the”

Give the result and check

Play a game “ Who is faster?” to
review the use of some question
words and the articles “a, an,
the”

- Do the exercise in the
workbook

- Prepare for the next lesson
Unit 3: Communication

5. How far is Vang’s
boarding school?
6. When does Vang go
home?

7. How do they live?

8. Would they like to live in
the city?

The key of exercise 3

1. Who 2. Which
3. Which 4. Which
5. What

The key of exercise 4

1. Who does the shopping in
your family?

2. Who is the principal of
our school?

3. Which subject do you like
better, English or Math?
4. What is the most
important festival in VN?
( The Lunar New Year)
5. Which ethnic group has a
larger population, the Khmer
or the Cham? (The Khmer:
1,260,600. The Cham:
161,700)

The key of exercise 5
1. a 2. the 3. The
4. the 5. the 6. a
The key of exercise 6

1. a 2. a/the 3. The

4. An/the 5. The 6. an

Individ-ual
work

Pair
work

Individu-al

work

Group
work

PERIOD 21

UNIT 3. PEOPLES OF VIETNAM
 LESSON 4. COMMUNICATION

Preparing date: 3/10/2019
Teaching date: 11/10/2019
I. Objectives:

By the end of the lesson, Ss will be able to:
- Talk about some ethnic groups in Vietnam

- Use the lexical items related to cultural groups of Viet Nam

II. Teaching aid: Textbook, chalks, stereo, CD...

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Steps+ time Learning activities Language Focus Modes
1, Warm up (7 )’

2, Presentation 
(8 ) ’

3, Practice (17 )’

4,

Production
(10 ) ’

5,

Homework 
(3 )’

Play a game ‘Network’
about the ethnic

minorities in Vietnam
Read the questions in the
exercise 1

Choose the best answer
in pairs

Give the result in front of
the class

Read the names of the
ethnic groups in the
exercise 2

Work in groups and
write down the names of
the ethnic groups in the
correct boxes

(Students can add more
names of the ethnic
groups)

Give the result and check
Choose one ethnic group
in Vietnam and talk
about it

( The topics should
include:

+ Location + lifestyle 
+ costume + Foods 
+ festivals/ ceremonies 
+ marriage/ weddings
…)

Write a short passage to
describe the ethnic group
above

A student from each
group give the result in
front of the class

Do the exercise in the
workbook

Prepare the next lesson.
Unit 3: Skill 1

The key of exercise 1
1. B 2. A 3. C
4. B 5. C 6. A

The key of exercise 2

Northwest region: Viet, H
mong, Lao

Northeast region: Viet,
Hmong, Nung, Tay

Red River Delta: Viet

The Central Highlands: Viet,
Bahnar, Brau, Ede, Giarai,

Sedang

Mekong River Delta: Viet,
Cham, Khmer

Group work

Pair work

Group work

Ký duyệt ngày: ……….………..….

………...

The 8th week

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UNIT 3: PEOPLES OF VIETNAM
 LESSON 5. SKILLS 1

Preparing date: 10/10/ 2019
Teaching date: 14/10/2019
I. Objectives:

By the end of the lesson, Ss will be able to:

- read for spesific information about the life of an ethnic group
- talk about the life of ethnic groups

II. Teaching aid: Textbook, teacher’s book, chalks….
III. Procedures

Steps + time Learing Activities Language focus Modes

1, Warm up
(7 )’

2, Reading 
(20 )’

3, Speaking 
(15 )’

4,Homework
(3 )’

Look at the pictures in exercise
1 and guess which ethnic group
is ->Thai group

Tell what they know about
Thai group.

Know the use of some
vocabulary

Read the vocabulary
Play a game to check the
vocabulary

Read the sentences in the
exercise 1

Read the text and answer the
questions

Give the result and check
Read the stentences given in
the exercise 2

Complete the sentences, using
the words from the text

Give the result and check
Read the questions given in
exercise 3

Read the passage again
and answer the questions
Give the result and check

Read some facts about the Bru-
Van Kieu people and the

Khmer people

Choose one of these people and
talk about their life

Write a short paragraph to tell
about the Bru- Van Kieu people
or the Khmer people

Give the result and check
Talk about their own group
(Kinh)

Write down the result

Vocabulary:

dig (v), canal (n), poultry
(n), weave (v), costume (n)
ornament (n) worship (v)
ancestor (n), terraced field
(n), sow (v)

The key of exercise 1

1. They live in the provinces
of Lai Chau, Son La, Yen
Bai, Hoa Binh, Thanh Hoa
and Nghe An.

2. The Thai have population
of one and a half million

people.

The key of exercise 2

1. Farmers 2. Bamboo
3. Stilt 4. Songs
5. Ceremonies

The key of exercise 3
1. Yes, they do.

2. Their main food is rice.
3. It is well-known for being
unique, colourful and

strong.

4. Thai women do.
5. They worship their
ancestors.

Whole
class

Individual
work

Pair work

Group
work

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Report the result in
front of the class

Do the exercise in the
workbook

Prepare for the next lesson
Unit 3: Skill 2

PERIOD 23

UNIT3 : PEOPLES OF VIETNAM
 LESSON 6: SKILLS 2

Preparing date: 10/10/2019
Teaching date: 15/10/2019
I. Objectives: By the end of the lesson, Ss will be able to:
- Listen for specific information about a traditional dish
- Write the principle for a traditional dish

II. Teaching aid: Textbook, chalks...
III. Procedures

Steps+ time Learning activities Language focus Modes

1, Warm up 
(7 )’

2, Listening 
(15 )’

3, Writing 
(20 )’

Chatting

Answer the questions

Do you like sticky rice? 
When do we traditionally 
have sticky rice?

Do you know how to make 
it? Name colors we often 
have for sticky rice...

Read the sentences in the
exercise 2 and guess the
result.

Listen to the tape again and
decide the sentences are
True or False

Give the result and check

Read the sentences in the
exercise 3

Listen to the tape again and
complete the sentences
Give the result and check
Read the note on how to
make yellow sticky rice
Read the sentences and
phrases that should be used
in their writing

Change the notes in to
cooking steps to show how
to make yellow sticky rice
Give the result and check

The key of exercise 2

1. T 2. F (trees roots &
leaves)

3. T 4. F (heaven & earth)
5. F (at TeT, festivals,

ceremonies …)

The key of exercise 3

1. Mountainous 2. Purple

3. Natural 4. Plants
5. ceremonies

The suggested writing

This delicious dish is really easy
to make. First, you need to soak
rice in water for at least five
hours. Then, rinse the rice and
drain it well. Next, add the
turmeric extract and mix it well.
Then wait for ten minutes. After
that, add the coconut and salt.
Remember to mix it well.

Finally, steam the rice for about

Whole
class

Individ
ual
work

Whole
class

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4,Homework 
(3 )’

Do the exercise in the
workbook

Prepare for the next lesson
Unit 3: Looking back +
Project

30 minutes. Check that it is fully
cooked. You can serve this dish
with chicken or fried onions.

PERIOD 24

UNIT 3. PEOPLES OF VIETNAM
 LESSON 7. LOOKING BACK + PROJECT

Preparing date: 10/10/2019
Teaching date: 18/10/2019
I. Objectives:

By the end of the lesson, Ss will be able to:
- use action verbs to talk about ethnic peoples
- ask and answer different question types
- use articles: a, an, the

- pronounce the words containing cluters/ sk/ , / sp/ , and / st/
- write a paragraph about how to cook a traditional dish
II. Teaching aid: Textbook, chalks...

III. Procedures

Steps + Time Learning activities Language Focus Modes

1, Warm up 
(5 )’

2,

Presetation 
(10 )’

3, Practice 
(17 )’

Play a game ‘Brainstorming’
about the ethnic groups in
Vietnam

Read the sentences and the given
words and phrases in the exercise
1

Use the words and phrases to
complete the sentences

Give the result and check
Read the sentences and the
words in the exercise 2

Complete the sentences with the

correct form of the words

Give the result and check
Look at the picture in the
exercise 3 and answer some
questions

Read the passage and make
questions for the underlined parts
in the passage.

Give the result and check
Read the sentences in the
exercise 4

Correct the errors in the
sentences

Give the result and check

Read the passage in the exercise
5

The key of exercise 1
1. cultural groups
2. communal, activities
3. costumes, diverse
4. ethnic 5. unique
The key of exercise 2

1. cultural 2. peaceful
3. richness 4. diversity
5. traditional

The key of exercise 3
1. What are these houses
built on?

2. Where is the entrance?
3. Which house is the
largest, tallest and most
elaborate building in the
village?

4. What is it used for?
5. Who can sleep in this
house?

Group
work

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4,

Production 
(10 )’

5,Homework
(3 )’

Complete the passage with a. an

and the

Give the result in front of the
class and check

Ask and answer about the
cultural groups of Viet nam in
turns. The first person to get five
correct answers first is the

winner

Tick the things that they can do
after having learned the unit
Give the result to the teacher
Look at the different customes of
some ethnic groups and answer
the question: Which custome do 
you like best ? Why?

Design a custome based on an
ethnic style they like , using
cardboad, paper or cloth and
colors

Organize an exhibition of the
custome designs they have make
among the group or class

members. Talk a bout them
The project can be done at
home(if there isn’t enough time)
Make a project mentioned above
( if it isn’t finished)

Prepare for the next lesson
Review

The key of exercise 4
1. a àthe 2. aàthe
3. anàthe

4. the semi-nomadic life
à a semi- nomadic life
5. anàthe

The key of exercise 5

1. An 2. A 3. The
4. The 5. The 6. The
The example of exercise 6
A: Are you ready.

B: Yes.

A: What is the population 
of the largest ethnic group?
B: About 74 million. It is 
the Viet or Kinh.

A: Good. Your turn.

B: What is the population 
of the smallest ethnic
group?

A: I think it’s the Odu 
group.

B: Exactly.

Pair work

Individual
work

Group
work

Ký duyệt ngày: ……….………..….

………...

The 9th week

PERIOD 25

REVIEW 1 - LANGUAGE
Preparing date: 17/10/2019

Teaching date: 21/10/2019

I. Objectives: By the end of the lesson, Ss will be able to review all the language they have 
studied from unit 1 to unit 3

- Pronunciation: /sk/, /sp/, /st/, /br/, /pr/, /bl/, and /cl/
- Vocabulary: From unit 1 to unit 3.

- Grammar: Comparative, article, gerund and infinitive after some verbs
II. Teaching aid: Textbook, chalks...

III. Procedures

Step+ time Learning activities Language focus Mode

1, Warm up

(3 )’ ChattingAnswer the questions about what
they have learnt in the three

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2,

Review(40 )’

3,Homework
(2 )’

lessons

Read and underline the letter
/sk/, /sp/, /st/, /br/, /pr/, /bl/,
and /cl/ in the words in the
exercise 1

Listen and repeat the words
Read the words in front of the
class.

Read and underline the letter
/sk/, /sp/, /st/, /br/, /pr/, /bl/,
and /cl/ in the sentences in the
exercise 2

Listen and repeat the sentences
Read the sentences in front of
the class.

Read the words and phrases in
the exercise 3

Organise the words into pairs of
opposties

Give the result in front of the
class.

Read the sentences in the
exercise 4

Put the verbs in the correct form
to complete the sentences

Give the result and check
Read the sentences in the
exercise 5

Put the adverbs in the correct
compartive form to complete the
sentences

Give the result and check

Read the passage in the exercise
6

Put the articles( a, an and the) to
complete the sentences

Give the result and check
Read the sentences in the
exercise 7

Match the sentences in A with
those in B

Give the result and check

Practice the sentences with their
partner

II. Vocabulary
The key of exercise 3
Peaceful-noisy
Forget-remember
Love-hate
Hard-easy

Traditional-modern
Majority-minority

Boring-exciting
Country life-city life
The key of exercise 4
1. like/enjoy, listening,
visiting

2. more
3. flying/to fly
4. mind, to do/doing
5. playing / to play
III. Grammar:
The key of exercise 5
1. later 2. More
3. More fluenttly

4. better 5. More simply
6. faster 7. more

carefully

The key of exercise 6
1. a 2. an 3. the
4. The 5. the 6. a
IV. Everyday English:
The key of exercise 7
1. B 2. A 3. A
4. C 5. B

Individual
work

Pair -work

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Do the exercise in the workbook
Prepare for the next lesson
Review 1: Skills

PERIOD 26
REVIEW 1 - SKILLS
Preparing date: 17/10/2019

Teaching date: 22/10/2019

I. Objectives: By the end of the lesson, Ss will be able to review all the language they have 
studied from unit 1 to unit 3 and parctise their skills

II. Teaching aid: Textbook, chalks...
III. Procedures

Step+ time Learning activities Language focus Mode

1, Warm up
(3 )’

2,

Review(40 )’

3,Homework

Chatting

Answer the questions about
what they have learnt in the
three lessons

Read the letter from Kim to
her pen friend, Jon in the
exercise 1

Decide if the sentence is
true or false and tick it
Give the result and check
Write questions for the
underlined phrases in the
letter

Give the result and check
Talk about their family

members like to do in their
free time

Practise in front of the class
Read the sentences in the
exercise 3

Listen to the passage and
choose the correct answer
Give the result and check
Read the cues given in the
exercise 4

Write a paragraph giving
their opinion about life in

The key of exercise 1
a, 1. T 2. T 3. F 4. T 5. F
b,

1. Which museum does Kim
love to visit an Saturday
afternoon?

2. How many (clay and stone)
objects are display at the
museum?

3. What can you learn in this
museum/ Da Nang Museum?

The key of exercise 3

1. B 2. A 3. A 4. C 5. B
The suggested writing:
Iny opinion, life in the
countryside has many good
points. Firstly, country folk are
friendlier than city folk.

Secondly, life as slower and
simpler than in the city. The
food is fresher and the air is
cleaner. Finally, there are lots
of traditional activities that we
can do in the countryside such

Whole
class

Individual
work

Pair -work

Individual
work

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(2 )’ the country side. They may 
use the cues given in the
exercise 4

Read the passage in front of
the class.

Do the exercise in the
workbook

Prepare for the next lesson
Written test 1

as horse - riding, swimming in
the river or kite - flying. For
these reasons, I like country
life.

Whole
class

Unit 4: Our customs and traditions
I, Aims

1, Knowledge

By the end of the unit, Students will be able to:

- Pronounce words containing the clusters: /spr/ and /str/ correctly in isolation and in
context

- Use the lexical items related to the topic ‘customs and traditions’.
- Use should and shouldn’t correctly and appropriately to give advice.

- Express obligation and necessity using the correct form of have to

- Read for specific information about family customs and traditions

- Listen to get specific information about a traditional dance of an ethnic group in Vietnam.
- Ask about and describe different customs and traditions

- Write a description of a traditional Japanese dance
2, Language focus

- should and have to

- Clusters: /spr/ and /str/
3, Skills

- Read for specific information about family customs and traditions

- Listen to get specific information about a traditional dance of an ethnic group in Vietnam.
- Ask about and describe different customs and traditions

- Write a description of a traditional Japanese dance
4, Competencies

- Ability to use information technology and communications
- Self- learning capacity

- Communicative competence
- Ability to use the language
- Capacity to cooperate
- Problem-solving capacity

II, Teaching methods: Communicative approach, audio-lingual method, ESA, lexical 
approach

III, Teaching aids: stereo, CD, picture, English book and others

IV, Anticipated problems: The students’ lack of knowledge about customs and traditions

PERIOD 27

Unit 4: Our customs and traditions
Lesson 1: Getting started

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I. Objectives:

By the end of the lesson, Ss will be able to:

- Use the lexical items related to their customs and traditions.

- Listen and read for specific information about a conversation about their customs and
traditions.

- Practice listening and speaking with the lexical items related to the topic
- Have better understanding of customs and traditions.of Viet Nam.

II. Teaching aid: Textbook, stereo, CD...
III. Procedures

Step+ time Learning activities Language focus Mode

1, Warm up
(7 )’

2,

Presentation
(8 )’

3, Practice
(20 )’

Play the game “Network” with the
the name of the ethnic groups in
Vietnam.

Find the words to complete the
sentence: Every ethnic group has 
its own ….. and ….

Call out some customs and
traditions they know

Look at the picture and answer the
questions:

Who can you see in the picture?
What are they talking about?

Listen to the tape and compare
their answer with the information

in the dialogue.

Read the words and phrases in
exercise 1a and find out the word
and phrases in the dialogue that
has the same meaning

Exchange the result with their
patner

Give the result and check

Know the use of the vocabulary
Read aloud

Give some examples

Play a game‘What and where’ to
check the vocabulary

Read the statements in the exercise
1b

Guess the result

Listen to the tape again
Give the the result and check
Read the questions in the exercise
1c

Read the text again and answer the
questions

Give the the result and check
Find the sentence in the

conversation and fill in the missing
words

Give the meaning of the sentences

Vocabulary:

customs, tradition, accept,
to pass down, generation,
table manner

The key of exercise 1a
1.accepted 2. generations
3.spot on 4.sharp
5.social 6.table manners
The key of exercise 1b
1. T 2. F

3. T 4. F

The key of exercise 1c

1. It’s eating dinner at p.m.
sharp.

2. He’s surprised.

3. They both refer to doing
something that develops
over time.

4. A custom is something
accepted. A tradition is
something special and is
passed down through the
generations.

5. They should find

information about a custom
or tradition.

The key of exercise 1d
1.have to: It’s an
obligation-you have no choice.

2.should: It’s a suggestion
or advice-it would be best to
follow it.

Group
work

Whole

class

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4,

Production
(7 )’

5,

Homework
(3 )’

Look at the pictures in the exercise
2a

Match the given customs and
traditions with the pictures
Give the the result and check
Read the sentences in the exercise
2b

Write the letter C or T under each
picture in 2b

Give the the result and check
Game: Customs and traditions 
experts

Write down as many local customs
and traditions as posible

Present the list to other groups
The group with the most ideas are
the experts

- Do the exercise in the workbook
- Prepare for the next lesson
Unit 4: A closer look 1

The key of exercise 2a

1. g 2. c 3. f 4. h
5. e 6. a 7. b 8. d

The key of exercise 2b

1. C 2. C/ T 3. C 4. T
5. C 6. C 7. T 8. C/
T

Pair
work

Group
work

Ký duyệt ngày: ……….………..….

………...

The 10th week

PERIOD 28

UNIT 4. OUR CUSTOMS AND TRADITIONS
 LESSON 2. A CLOSER LOOK 1

Preparing date: 24/10/2019
Teaching date: 28/10/2019
I. Objectives:

By the end of the lesson, Ss will be able to:

- Use some expressions with the words “custom” and ‘tradition’. These will help them vary
their language when talking about customs and traditions.

- Pronunciation: listening & pronouncing words containing clusters /spr/ and /str/ correctly in
isolation and in context

II. Teaching aid: Textbook, chalks, stereo, CD...
III. Procedures

Steps + time Learning activities Language Focus Modes

1, Warm up 
(7 )’

2,

Presentation

(10 )’

Call out some customs and traditions
they remember from the previous
lesson. Know about the aim of the
lesson

Read the first halves of sentences in
column A them with the second

The key of exercise 1
1.e 2.d 3.a 4.g
5.b 6.c 7.f

Group
work

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3, Practice 
(15 )’

4, Production
(10 )’

5, Homework 
(3 )’

halves in column B of the exercise 1
Match the halves in the exercise 1
Give the result and check

Read the full sentences in the
exercise 1 again

Decide the word custom and

tradition in the sentence is countable
(C) or uncoutable(U)

Give the result and check

Read the sentences in 1 again and
complete the expressions

Compare their answers with a
partner.

Give the result and check

Read the customs and traditions in
the exercise 3

Make sentences to say if students
have customs and traditions in their
place, use any of the expression in
the exercise 2 (Remember to change
the verb tense if necessary)

Give the result and check
Read the given phrases in the
exercise 4

Complete the sentence individually
Give the result and check

Complete the words under the
pictures in the exercise 5 with spr

and str

Know how to pronounce the sound

spr and str

Listen to the tape and repeat the
words

Pronounce the words in front of the
class

Give the result and check
Listen to the sentences in the
exercise 6

Circle the words with the sounds

/sk/, /sp/ and /st/

Repeat the sentences in the exercise
6

Give the result and check

Discuss in groups to tell about the
customs and traditions in Vietnam
Give the result in front of the class
Do the exercise in the workbook.
Prepare: Unit4-A closer look 2

-> 1.C 2. C 3.U
4.C 5.U 6.C
7. C

The key of exercise 2
1.custom 2.tradition
3.according

4.tradition 5.with
6.of 7.doing

The key of exercise 5
1- straw 2- street
3- spring 4- spray
5- astronaut

6- frustrated
7- espresso
8- newsprint

The key of exercise 6
1.strictly

2.strangers,spread
3.streets

4.filmstrip
5.offspring

Pair
work

Group
work

Individu-al work

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PERIOD 29

UNIT 4: OUR CUSTOMS AND TRADITIONS
 LESSON 3. A CLOSER LOOK 2

Preparing date: 24/10/2019
Teaching date: 29/10/2019
I. Objectives:

By the end of the lesson, Ss will be able to:

Review Should and Shouldn’t to express advice and Have to to express obligation or
necessity.

- Use the lexical items related to their customs and traditions
II. Teaching aid: Textbook, chalks, stereo, CD...

III. Procedures

Steps + time Learning Activities Language focus Modes

1,Warm-up 
(7’)

2,

Presentation
(8’)

3, Practice
(17’)

Play a game “Network” with the
modal verbs

Review the uses of some modal
verbs, especially with should and

must/ have to

Give examples

Look at the pictures and quickly
describe what they see in the

exercise 1

Complete the sentences with

should and shouldn t’
Give the result and check
]Read the sentences in the
exercise 2

Match the situations in A with
the advice in B.

Give the result and check
Read the sentences in the
exercise 3

Pay attention to the Remember

box first

Complete the sentences with the
correct form of have to

Give the result and check
Read the give sentences in the
exercise 4

Choose the options A or B to
convey the meaning of the first

The key of exercise 1
1.should 2.shouldn’t
3.should 4.shouldn’t
5.should

The key of exercise 2
1.b 2.c 3.e 4.d 5.a

The key of exercise 3

1. have to 2. have to
3. has to

4. had to/ don’t have to
5.does…have to 6.didn’t
have to

The key of exercise 4
1.B 2.A 3.A 4.B

Group
work

Whole
class

Individ-ual

work

Pair
work

Individu
-al

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4,

Production
(7’)

5,Homework
(2’)

sentence

Give the result and check

Read the email in the exercise 5
Correct the mistakes in the email
( should explain the reason as
well)

Give the result and check
List three pieces of advice and
three obligations foreigners
should follow when coming to
Viet Nam

Give the result and check
- Do the exercise in the
workbook

- Prepare for the next lesson
Unit 4: Communication

The key of exercise 5

1. Shouldn’t give-> should
give

2. Has to->have to

3. Shouldn’t wear->should
wear

4. Didn’t have to-> don’t
have to

5. Have use-> have to use
6. Should worry->shouldn’t

worry

Individu
-al

work

Individu
-al

work

Pair
work

PERIOD 30

UNIT 4. OUR CUSTOMS AND TRADITIONS
 LESSON 4. COMMUNICATION

Preparing date: 24/10/2019
Teaching date: 1/11/2019
I. Objectives:

By the end of the lesson, Ss will be able to know more about table manners in the UK and
compare them with those in Viet Nam.

II. Teaching aid: Textbook, chalks, stereo, CD...
III. Procedures

Steps+ time Learning activities Language Focus Modes

1, Warm up (7 )’

2, Presentation 
(8 ) ’

Play a game ‘Kim’s game’
about some table manners in
VN and UK ( students have a
quick look ans then write
down them on the board
Know the use of some
vocabulary about table
manners

Read the vocabulary in
chorus and individually
Play a game Rub out and

Vocabulary about table
manners.

+ prong(n)
+ tray (n)
+ mat (n)
+ cutlery (n)
+ palm (n)

Group
work

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3, Practice (17 )’

4,

Production

(10 ) ’

5,

Homework 
(3 )’

remember to check the
vocabulary

Look at the pictures in the
exercise 1 and discuss the
different between them in
pairs.

Give the result in front of the
class

Read the sentences in the
exercise 2

Work in pairs and dicide the
statement is true (T) or (F)
Give the result in front of the
class

Listen to the tape and check
Read the table manners in the
exercise 4 first

Discuss if they follow the
same table manners in their
family in pairs

Give the result in front of the
class

Ask more table manners
( with good students)

Work in pairs and role-play,
continue the conversation in
the book or make up their
own.

Give the result in front of the
class and comment the

other’s

Do the exercise in the
workbook

Prepare the next lesson.
Unit 4: Skill 1

+ host (n)
+ hostess (n)

The suggestion of exercise

-In the first picture, people
are sitting on the mat to
have the meal. In the
second picture, they sitting
around the dining table
-In the first picture, people
are using rive bowls and
chopsticks. In the second
picture, they are suing
cultery

The key of exercise 2
1.F ( You hold the folk in
the left and the knife in the
right

2.T

3.F ( There is also a spoon
and a forl for dessert)
4.T

5.F ( You should never
use your own cultery to
take more food from the
serving dish – use the
serving spoon)

6.F ( You should break off
the bread with your hands)
7.F ( Guests have to wait
until the host or hostess
starts eating)

Pair work

Individual
work

Pair work

Ký duyệt ngày: ……….………..….

………...

The 11 weekth

PERIOD 28

UNIT 4: OUR CUSTOMS AND TRADITIONS
 LESSON 5. SKILLS 1

Preparing date: 31/10/ 2019
Teaching date: 4/11/2019

I. Objectives:

By the end of the lesson, Ss will be able to:

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- Ask about and describing different customs and traditions.
II. Teaching aid: Textbook, teacher’s book, chalks….

III. Procedures

Steps + time Learing Activities Language focus Modes

1, Warm up
(5 )’

2, Reading 
(22 )’

3, Speaking 
(15 )’

4,Homework
(3 )’

Answer some questions about
their families’ customs and
traditions.

Look at the pictures in the
exercise 1

Read the questions and answer
them

Give the result and check
Read Mi’s presentation on
customs and traditions quickly
and tell if Mi is writing about
her family or her society.
Give the result and check
Read the phrases given in
exercise 3

Read the passage again

and match the phrases with the
part of the text

Give the result and check

Read the questions given in the
exercise 4

Answer the questions
Give the result and check
Answer some questions about
customs and tradition.

Take turns to ask each other the
three questions about their own
family customs and traditions

Two pairs of students join
together. One pair interviews
the other. One student

interviews and the other notes
down the answers in the table,
then the second pair interviews
the first pair

Present what they’ve fount out
to the whole class.

Do the exercise in the
workbook

Prepare for the next lesson
Unit 4: Skill 2

The key of exercise 1
Picture 1: A family is
celebrating a birthday
- Picture 2: People are
making Chung cake

- Picture 3: A family is at an
amusement park

The key of exercise 2
She’s writing about her
family

The key of exercise 3
1- C 2- A 3- C
4- B 5- A 6- B
The key of exercise 4
1/ They are: having lunch
together on the second day
of Tt, spending Sunday
together, and celebrating her
grandparents’ wedding
anniversary on the first
Sunday of October.

2/ They usually go to the
cinema or go for a picnic
together

3/ They don’t remember
4/ They made five- colored
sticky rice served with
grilled chicken

5/ They love family customs
and traditions because they
provide a sense of

belonging.

Whole
class

Individual
work

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PERIOD 32

UNIT 4 : OUR CUSTOMS AND TRADITIONS
 LESSON 6: SKILLS 2

Preparing date: 31/10/2019
Teaching date: 5/11/2019
I. Objectives:

By the end of the lesson, Ss will be able to:

- Listen to get specific information about a traditional dance of an ethnic group in VN
- Write a paragraph about a traditional dance

II. Teaching aid: Textbook, chalks...
III. Procedures

Steps+ time Learning activities Language focus Modes

1, Warm up 
(5 )’

2, Listening 
(20 )’

3, Writing 
(15 )’

Chatting

Answer the questions asks
about some ethnic groups
and their customs and
traditions they know.
Look at the picture in the
exercise 1 and share what
they know about the
tradition (The xoe dance)
with a partner

Give the result and check
Read the table in the
exercise 2 and guess the
result.

Listen to the tape again and
complete the table

Give the result and check
Read the sentences in the
exercise 3

Decide the sentence is true
or false

Listen to the tape again and
check

Give the result in front of the
class

Read the table in the
exercise 4

Make complete sentences ,
using the information given
Give the result and check
Write the description
individually based on the

The key of exercise 2
1. happy and wealthy
2. private gatherings 3. 30
4. the circle dance 5. Social
6. fire 7. The music
8. culture and lifestyle
The key of exercise 3

1- T 2- F 3- F 4- T 5- T
The suggested writing

There is a tradition in Japan
that people perform the Obon
dance during the Obon festival.
The Obon dance expresses
people’ honouring their
ancestors. It is performed in
mid-August in many regions of
Japan and in mid-July in other
regions.The Obon dance has
different forms in different
regions. The most popular form
is circle dance. People make a
circle around a yagura, a high
wooden stage and dance. Some
dancers move clockwise and
some dance

counter-clockwise.This is one of the
most important traditions. Lots

Whole
class

Individ-
ual work

Individ-

ual work

Individ-
ual work

Pair
work

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4,Homework 
(3 )’

sentences they have made
beginning with the given
sentence.

Change the writing with
their partner to find anything
different and correct the
mistakes in the writing

Give the result in front of the
class

Do the exercise in the
workbook

Prepare for the next lesson
Unit 4: Looking back +
Project

of people come back to reunite
with their families during the
Obon festival

Pair
work

PERIOD 33

UNIT 4 : OUR CUSTOMS AND TRADITIONS
 LESSON 7: LOOKING BACK + PROJECT

Preparing date: 31/10/2019
Teaching date: 8/11/2019
I. Objectives:

By the end of the lesson, Ss will be able to:

- Use action verbs to talk about a traditional dance
- Use : should and shouldn’t , have to

II. Teaching aid: Textbook, chalks...
III. Procedures

Steps + Time Learning activities Language Focus Modes

1, Warm up 
(5 )’

2,

Presetation 
(8 )’

3, Practice 
(17 )’

Play a game ‘Brainstorming’
about customs and traditions

Read the given words in the
exercise 1

Use the words to complete the
sentences

Give the result and check
Read the expressions in the
exercise 2

Complete the sentences with the
expressions

Give the result and check
Look at the wordwebs in the
exercise 3

Complete the wordwebs with the
the customs and traditions they
know

Give the result and check
Read the sentences in the

The key of exercise 1
1. respect 2. worshipping
3, wrap 4. host

5, cutlery 6. generations
The suggestions for

exercise 2

1. We have the custom of
not sweeping their house on
the first day of the Lunar
New Year.

2. We decided to break
with tradition by having
fish for Thanksgiving
dinner.

Group
work

Individual
work

Individual

work

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4,

Production 
(7 )’

5, Project 
(5 )’

6,Homework
(3 )’

exercise 4

Complete the sentences with the
verbs from the box, using should

and shouldn t’

Give the result and check
Read the sentences in the
exercise 5

Correct the mistakes in each
sentence

Give the result in front of the
class and check

Take turn to choose one of the
scenarios for each other.

The secretary writes down the
advice each member gives
The group votes for the person
giving the best advice

Tick the things that they can do
after having learned the unit
Give the result to the teacher
Listen to the teacher on how to
carry out the project

Do the exercise in the workbook
Prepare for the next lesson Unit
5: Getting started

3. There is a tradition 
that the eldest son inherits 
the property

4. According to tradition,
the goddess lies sleeping
beneath the mountain.
5. She follows her family
tradition of becoming
teachers.

The key of exercise 4

1. should wait

2. Shouldn’ use

3. shouldn’t break
4. Should follow
5. shouldn’t touch
The key of exercise 5
1.has to → have to
2. should → shouldn’t
3. have to has → have to
have

4. should to → should
5. have avoid → have to
avoid

Individual
work

Group
work

Whole
class

Ký duyệt ngày: ……….………..….

………...

The 12th week

PERIOD 34
Written test (45 )’

Preparing date: 7/11/2019
 Teaching date: 11/11/2019
I, The objectives:

By the end of the lesson, students will be able to review the language content of the Unit3,
4 and practice the skills of using them in suitable situations

II, Teaching aids: coppied tests and others
III, The content

The matrix

Knowledge Comprehension Application applicationHigh

Sum
Obj

test

Self-ex

Obj
test

Self-ex

Obj

test Self-ex

Obj
test

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No of
question:
No of point:
Percentage

4
1
10 %

8
2
20 %
Vocabulary

and structure

Underline the best
option

Find out and correct the
mistake s

No of
question:
No of point:
Percentage %

4
1
10 %

12
3
30 %

Reading True/ False

statements

Answer the
questions
No of

question:
No of point:
Percentage %

4
1
10 %

2
1
10 %

1
0.5
5 %

7
2,5
25 %

Writting sentences...Write Paragraphwriting

No of
question:
No of point:
Percentage %

3
1,5
15 %

1
1
10 %

4
2,5
25 %
No of

question:
No of point:
Percentage %

12
3
30 %

4
1
10 %

6
2
20 %

1
0.5
5 %

3
1,5
15 %

1
1
10 %

31
10
100
%
The test

A. LISTENING

I, Listen and decide if the following sentences are true (T) or false (F)

1. The Xoe dance is a spiritual tradition of Thai ethnic people. ……….
2. There are 16 ancient forms of Xoe. ……….
3. Only young people perform the circle dance. ……….
4. Dances with conical hats, paper fans or scarves are some forms of Xoe. ……….
II, Listen and complete the sentences with the words in the tape

1, Five-colored sticky rice is made by ethnic minorities in the northern ………. regions
2, The dish has five colors: red, yellow, green , …………..….., and white.

3, It is made using ……….……. roots and leaves.
4, The green colour symbolises ………

B. VOCABULARY AND STRUCTURE
I, Underline the best option to complete the sentence

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4. Noone is able to explain the ………of the old customs. ( beginning/ origin/ reason/ start)
5. You …….... wear shorts when you go into a pagoda. (should/ shouldn’t/ have to/ needn’t)
6. You must take …….. your shoes when you come into this house. ( in/ on/ of/ off)

7. Vietnamse people often …..….children some lucky money at Tet (give/ take/ bring/ have)
8.A tradition is something special that is passed...through generations.(up/to/down/after)
II. Find out and correct the mistake in each sentence below.

1, What place would you like to visit, the mountain or the sea? ………..………
2, There is the colurful picture on the wall. ……….
3, People should wear shorts and tank tops in a pagoda or temple ………
4, In my family, children has to get permission before leaving the table. ………

C. READING

I. Read the passage and decide the following sentences are True(T) or False (F)

In Japan, there are some customs that visitors have to carefully remember. When you go
there, you must take off your shoes at the entrance to all homes and most offices and hotels.
Many Japanese wear a pair of slippers instead of shoes in these places, but never wear
slippers when you need to step on a tatami mat and be careful to remove the toilet slippers in
the bathroom. Unlike in western countries, the Japanese bath is used after you have washed
and rinsed and feel like soaking in extra hot water. If you are guests there, you will be given
the honor of using the bath first, but you mustn’t dirty the water in any way because the bath
is very important to their life.

1, You must only take your shoes when you enter a Japanese house. ………..……….
2, You mustn’t wear slippers stepping onto a tatami mat. ………..……….
3, The Japanese bath is only used for washing and rinsing. ………..……….
4, The bath plays an important part in the Japanese life. ………..……….
II Read the passage carefully and answer the questions

The Tay live mainly in the Northeastern part of Viet Nam. They live in houses built on
stilts in crowded villages with hundreds of houses. Most of the Tay are farmers and they
grow rice on terraced fields. They also raise cattles and poultry for their own use. The Tay
eat mainly sticky rice and on special occasions, they make many kinds of cakes. The Tay
traditional dress is made from cotton. There is usually not much embroidery or other
decorations. Women wear skirts or trousers, with short shirts inside and long one on the
outside. The Tay have many festivals in a year. The Lunar New Year and the mid-July
festivals are the most important ones. During festivals, people in many places
play con throwing and dragon dancing.

1, Are most of the Tay people farmers?

...

2, What are the most important festivals with the Tay in a year?

...
3, Which of the following sentences is NOT true about the Tay?

A. They live on stilt houses. B. They grow rice on terraced fields.
C. They wear clothes with much embroidery. D. They eat sticky rice.

D. WRITING

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Five five-colored sticky rice ………..………..
2. The girl is obliged to look after her sister in the afternoon.

The girl has to ………..……….………...
3, You are advised not to play computer games much.

You should not ………..………
II, Write a short paragraph (80-100 words) to express your opinion on the following idea " All
ethnic groups in Vietnam should learn the Viet’s language."

The following ideas may help you:

- Because the Viet is the most populated group in Vietnam, other ethnic minority groups 
should learn the Viet’s language.

- They really need a common language.If all speak the Viet, they can talk to others more 
easily

- They can improve their knowledge via the Viet's language. Most of books in Vietnam are 
written in the Viet language.

The key

A. LISTENING

I, Listen and decide if the following sentences are true (T) or false (F)
(each correct answer is 0. 25p)

1. T 2. F 3. F 4. T
2. II, Listen and complete the sentences with the words in the tape
(each correct answer is 0. 25p)

1. mountainous 2. purple 3. natural 4. plants
B. VOCABULARY AND STRUCTURE

I, Underline the best option to complete the sentence (each correct answer is 0. 25p)
1. Which 2. the 3. are made 4. origin

5. shouldn’t 6. off 7. give 8. down

II.Find out and correct the mistake in each sentence below.(each correct answer is 0. 25p)
1, What-> Which 2, the colorful -> a colorful 3. should -> shouldn’t 4, has to -> have to

C. READING

I. Read the passage and decide the following sentences are True(T) or False (F) (each correct
answer is 0. 25p)

1. F 2. T 3. F 4. T

II. Read the passage carefully and answer the questions(each correct answer is 0. 5p)
1. Yes, they are. / Yes.

2. The Lunar New Year and the mid-July festivals (are the most important festivals)
3, C

D. WRITING

I, Complete the second sentence so that it has a similar meaning to the first.
(each correct answer is 0. 5p)

1. Five five-colored sticky rice is made on special occasions.
2. The girl has to look after her sister in the afternoon

3, You should not play computer games much.
II,

Write a short paragraph (80-100 words) to express your opinion on the following idea:" 
All ethnic groups in Vietnam should learn the Viet s language."’

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- Have each idea with no mistake : 0.25p. If there is a mistake of preposition, punctuation, …
in each idea, give 0,125p. If If there is a mistake of grammar … in each idea, don’t give any
point for the idea.

PERIOD 35

Feedback on test 2 and Projects
Preparing date: 7/11/2019

Teaching date: 12/11/2019

I, The objectives

By the end of the lesson students will be able to know what they have achieved in the unit 3,
4 and set their next goal for their study.

II, Teaching aids

+ Teacher: the marked test

+ Students: The projects in the unit 3, 4
III, Class procedures

A, The test (see period 34)

1, Comments

a, Good points

.
………

.
………
b, Bad points

+ Language knowledge:

.
………

.
………
+ Language skill:

.
………

2, Correcting the test

+ Correct the test with the key in period 34
a, Common mistakes

.
………

.
………
b, Particular mistakes

.
………

3, Result
Number of

Students (Above M5)Satisfactory Satisfactorypercentage 9 +10Mark Mark7+8 Mark5+6 Mark3+4 Mark1+2 Mark0
8A

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.
………

5, Measures for improving

.
………

.
………
B. The projects

-Comment and give mark to the projects

Unit 5: festivals in Vietnam
I, Aims

1, Knowledge

By the end of the unit, Students will be able to:

- Stress correctly multi-syllable words with -ion and -ian endings
- Use the lexical items related to the topic ‘Festivals in Vietnam’.

- Write compound sentences using conjunctions (and, but, or, yet,so) and conjunctive
adverbs (however, nevertheless, moreover, therefore, otherwise)

- Write complex sentences using subordintors (because, if, when, while, although, even
though)

- Read for specific information about festivals
- Listen to get specific information about a festival.
- Talk about a festival

- Write about a festival they like or have been to
2, Language focus

- simple sentences and compound sentences (review)
- Complex sentences

- Stress of words ending in -ion and -ian
3, Skills

- Read for specific information about festivals
- Listen to get specific information about a festival.
- Talk about a festival

- Write about a festival they like or have been to
4, Competencies

- Ability to use information technology and communications
- Self- learning capacity

- Communicative competence
- Ability to use the language
- Capacity to cooperate
- Problem-solving capacity

II, Teaching methods: Communicative approach, audio-lingual method, ESA, lexical 
approach

III, Teaching aids: stereo, CD, picture, English book and others

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PERIOD 36

Unit 5: festivals in Vietnam
Lesson 1: Getting started

Preparing date: 7/11/2019
Teaching date: 15/11/2019
I. Objectives:

By the end of the lesson, Ss will be able to:

- Use the lexical items related to some festivals in Vietnam’

- Listen and read for specific information about a conversation about a festivals in Vietnam
- Practice listening and speaking with the lexical items related to the topic .

II. Teaching aid: Textbook, stereo, CD...
III. Procedures

Step+ time Learning activities Language focus Mode

1, Warm up
(7 )’

2,

Presentation
(8 )’

3, Practice
(20 )’

Play the game “Network” with
what they should do and

shouldn’t do during Tet Nguyen
Dan festival

Read the sentences given in the
exercise 1a and guess the result
Listen to the recording and
decide the sentence is True or
False

Exchange the result with their
patner

Give the result and check

Know the use of the vocabulary
Read aloud

Give some examples

Play a game‘What and where’
to check the vocabulary

Read the questions in the
exercise 1c

Read the text again and answer
the questions

Give the the result and check
Read the expressions in the
exercise 1c

Explain the meaning of the
expressions

Give the the result and check
Make short conversations with
the expressions

Give the the result and check
Look at the pictures in the

exercise 2

Match the given words with the
pictures

Give the the result and check
Match the words and the

Vocabulary:

oriental, reunion, regret,
bamboo swings, wristling,
dragon boat.

The key of exercise 1a
1. T 2. T 3. F 4. F 5. T
The key of exercise 1b
1. In April. They can see a
grand opening ceremony, ao
dai festion show, Dem Phuong
Dong or oriental night show,
royal court music

performances...and sport
activities.

2. Duong's family prepare a
five-fruit tray and chung cake.
3. Because there are many
interesting things to see and

enjoy, it would take too long to
describe them.

4. In Bac Ninh, on 12th of the
first lunar month.

5. Because it is near Ha Noi, it
takes place right after Tet
holiday and is full

The example of exercise 1c
1. Used as sugestion or give

Group
work

Whole
class

Indivi-
ual
work

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4,

Production
(7 )’

5,

Homework
(3 )’

pictures of festivals in the
exercise 3

Give the the result and check
Match the festivals and their
descriptions in the exercise 4
Give the the result and check
Game: Festivals in Vietnam
Play the game “Network” with
the name of the festivals in
Vietnam

The group with the most ideas
are the winner

Show what they know about
one of the festivals

Listen and comment
- Do the exercise in the
workbook

- Prepare for the next lesson
Unit 5: A closer look 1

advice.

2. Sounds +adj: used to give
your first impression of what
you hear

3. To stress that it is worth
spending time or money doing
something

4. To show surprise and to
check that something is really
ok to do.

The key of exercise 2
a. ceremony

b.anniversary
c. reunion
d. procession
e. carnval
f. performance

The key of exercise 3
1.d 2.a 3.c 4.b 5.e
The key of exercise 4
1.c 2.b 3.e 4.d 5.a

Indivi-
ual
work
Pair

work

Group
work

Ký duyệt ngày: ……….………..….

………...

The 13th week

PERIOD 37

UNIT 5. festivals in Vietnam
 LESSON 2. A CLOSER LOOK 1

Preparing date: 14/11/2019
Teaching date: 17/11/2019
I. Objectives:

By the end of the lesson, Ss will be able to:

-Pronouce correctly the stress of words ending in “-ion” and “-ian” in isolation and in
context.

- Use the lexical items related to the topic “Festivals in Viet Nam”.
II. Teaching aid: Textbook, chalks, stereo, CD...

III. Procedures

Steps + time Learning activities Language Focus Modes

1, Warm up

(7 )’ Play a game. Two teams of four students come to the front of the
class and write nouns and verbs
related to festival on the board ( one
column for nouns and another for

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2,

Presentation 
(10 )’

3, Practice 
(15 )’

4, Production
(10 )’

5, Homework 
(3 )’

verbs)

Sum up the game and comment
Tell the meaning of the words

Know the meaning and the use of the
vocabulary

Read aloud

Give some examples

Play a game‘What and where’ to
check the vocabulary

Read the words in column A with
their meaning in column B of the
exercise 1

Match the words and their meaning
in the exercise 1

Give the result and check

Read the sentences in exercise 2 and
complete them

Compare their answers with a
partner.

Give the result and check

Read the nouns given in the exercise
3

Match the nouns ant the verbs in
pairs( one verb can go with more

than one verb)

Give the result and check
Look at the given words in the
exercise 4 and tell about the
character of the words

Listen to the tape and repeat the
words

Pronounce the words in front of the
class

Listen and stress the words in the
exercise 5

Pronounce the words in front of the
class

Listen to the sentences in the
exercise 6

Repeat the sentences in the exercise
6

Give the result and check

Discuss in groups to tell about one of
the festivals in Vietnam

Give the result in front of the class

1. Vocabulary
- preserve (v)
- worship (v)
- ritual (adj):

- commemorate (v)
- incense (n)

- procession (n)
- confusion (n)

The key of exercise 1
1. c 2.e 3. a 4. b
5.d

The key of exercise 2
1.commemorate
2. Worship

3. preserve
4. Ritual
5. preformance

The key of exercise 3
1. Watch: ....a

ceremony, a show
2. Have... (all can fit)

3. Worship: ... a god,
a hero

4. Perform: ... a ritual,
a ceremony, a show.
The key of exercise 4
They are all words with
more than two

syllables. They end
with the suffix -ion and
-ian

The key of exercise 5
1. pro'cession

2. com'panion
3. pro'duction
4. compe'tition
5. poli'tician
6. mu'sician
7. his'torian

Individ-ual work

Pair
work

Group

work

Individu-al work

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Do the exercise in the workbook.

Prepare: Unit 5-A closer look 2 8. lib'rarian

PERIOD 38

UNIT 5: festivals in Vietnam
 LESSON 3. A CLOSER LOOK 2

Preparing date: 14/11/2019
Teaching date: 19/11/2019
I. Objectives:

By the end of the lesson, Ss will be able to:

- Know the use of complex sentences using subordintors (because, if, when, while, although,
even though)

- Review simple sentences and compound sentences.
- Use the lexical items related to the festivals in Vietnam
II. Teaching aid: Textbook, chalks, stereo, CD...

III. Procedures

Steps + time Learning Activities Language focus Modes

1,Warm-up 
(7’)

2,

Presentation
(5’)

3, Practice
(25’)

Talk about the differences between
simple sentences and compound
sentences.

Give examples

Know the use of complex sentences
using subordintors (because, if, when,
while, although, even though)

- Give examples

Read the sentences in the exercise 1
Decide the sentence is simple or
compound

Give the result and check

Read the sentences in the exercise 2
Connect the sentences with ‘and, but, or,
so yet’

Give the result and check

Read the sentences in the exercise 3
Connect the sentences with ‘however,
nevertheless, moreover, therefore,
otherwise’ Give the result and check
Read the given clauses in the exercise 4
Match the dependent clauses and

independent clauses
Give the result and check

The key of exercise
1

1- S 2- C 3- C
4- S 5- S

The key of exercise
2

1. so

2. and 3. but
4. or 5. yet

The key of exercise
3

1. however/
neverthless
2. therefore
3. moreover

Whole
class

Pair
work

Individ-ual

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4,

Production
(7’)

5,

Homework
(1’)

Read the passage in the exercise 5
Fill in the blanks with the most suitable
subordintors (because, if, when, while,

although, even though)

Give the result and check

Read the clauses given in the exercise 6
Use their own idea to complete the
sentences

Give the result and check

Play a game ‘Matching”. Each student
writes one clause. Two teams of five
students go front of the class. Students in
each group say their clause in turns. The
pair has a meaningful sentence is

awarded

- Do the exercise in the workbook
- Prepare for the next lesson
Unit 5: Communication

4. otherwise
5. neverthless/
however

The key of exercise
4

1. b 2. d 3. e

4. f 5. a 6. c
The key of exercise
5

1. because
2. if

3. when
4. while
5. when

6. although/even

though. workGroup

PERIOD 39

UNIT 5: festivals in Vietnam
 LESSON 4. COMMUNICATION

Preparing date: 17/11/2019
Teaching date: 22/11/2019
I. Objectives:

By the end of the lesson, Ss will be able to describe and give opinions about festivals in
Vietnam

II. Teaching aid: Textbook, chalks, stereo, CD...
III. Procedures

Steps+ time Learning activities Language Focus Modes

1, Warm up (7 )’

2, Presentation 
(8 ) ’

Chatting

Answer some questions about
some festivals in Vietnam
especially the ones held by
the Khmer

Know the use of some
vocabulary about table
manners

Read the vocabulary in

Vocabulary

bamboo archway,

coconut , green rice flakes,
clasped hands, floating

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3, Practice (17 )’

4,

Production
(10 ) ’

5,

Homework 
(3 )’

chorus and individually
Play a game Rub out and 
remember to check the
vocabulary

Match the words and look at
the pictures given in the
exercise 1

Write the right words under
the pictures

Give the result in front of the
class

Listen to the tape and check
the result of the exercise 1
Look at the table in the
exercise 3

Listen to the tape again and

complete the table

Give the result and check
Read the example in the
exercise 4

Work in groups of three and
role-play with the similar
interview about a local
festival

Give the result in front of the
class and comment the

other’s

Do the exercise in the
workbook

Prepare the next lesson.
Unit 5: Skill 1

lantern

The key of exercise 1
1.bamboo archway
2. Green rice flakes
3. Potatoes

4. Coconuts

5. pia cake

6. Clasped hands
7. Lanterns

8. Dragon boat race
The key of exercise 3
1. Soc Trang

2. 14th, 15th evenings of the
10th lunar month

3. Moon God.

4. have a worshipping
ceremony

5. float paper lanterns
6. hold dragon boat races

Group
work

Ký duyệt ngày: ……….………..….

………...

The 13th week

PERIOD 40

UNIT 5: festivals in Vietnam
 LESSON 5. SKILLS 1

Preparing date: 21/11/ 2019
Teaching date: 25/11/2019
I. Objectives:

By the end of the lesson, Ss will be able to:
- Read for specific information about festivals
- Talk about a festival

II. Teaching aid: Textbook, teacher’s book, chalks….
III. Procedures

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1, Warm 
up

(5 )’

2, Reading 
(22 )’

3, Speaking
(15 )’

4,Homewor
k (3 )’

Chatting

Answer some questions about the
festivals in Vietnam

Look at the pictures in the exercise 1
Read the questions and answer them
in groups of three or four

Give the result in front of the class
Read the passages in the exercise 2
and check the answers of the

exercise1

Give the result and check

Read the phrases given in exercise 3
Read the passage again

and find the words or phrases in the
passages with the same meaning
Give the result and check

Read the questions given in the
exercise 4

Answer the questions
Give the result and check

Choose one of the two places: Huong

pagoda or Hung King Temple

( students must give a reason for their
choice)

Talk to find out what they will take
with them if they go to the place.
(students should use the suggestions
in the pictures and they must give a
reason for their choice)

Report their decisions in front of the
class and explain the reasons

Do the exercise in the workbook
Prepare for the next lesson
Unit 5: Skill 2

The key of exercise 3
1.emperors
2.features
3.joyful

4.from overseas
5.hiking

6.scenery

The key of exercise 4
1. The Hung King

Temple festival takes
place from the 8th to the
11th day of the third 
lunar month.

2. Incense, specialities
such as chung cakes,
day cakes and five-fruit
trays.

3. Because there are
many joyful activities
including bamboo
swings, lion dances,
wrestling and xoan
singing performances.
4. People join the
procession and make
offerings of incense,
flowers, fruit and
candles.

Whole
class

Group
work

Individual
work

Pair work

PERIOD 41

UNIT 5 : festivals in Vietnam
 LESSON 6: SKILLS 2

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By the end of the lesson, Ss will be able to:

- Listen to get specific information about a festival.
- Write about a festival they like or have been to
II. Teaching aid: Textbook, chalks...

III. Procedures

Steps+ time Learning activities Language focus Modes

1, Warm up 
(3 )’

2, Listening 
(15 )’

3, Writing 
(22 )’

4,Homework 
(2 )’

Come up and add any words or
phrases to the word-web connected
with the topic of ‘heroes’

Look at the picture in the exercise 1
and share what they know about the
Saint Giong with a partner

Give the result and check

Read the sentences in the exercise 2
and guess the result.

Listen to the tape and choose the best
options

Give the result and check
Read the questions in the
exercise 3

Listen to the tape again and answer the
questions

Give the result in front of the class
Read the word web in the exercise 4
Complete the word web with the
festival in Vietnam they like best.
Exchange the result with their partner
Read the passages in part Reading of
Skill 1 for useful language and ideas

( if necessary)

Write an article about the festival for
the school website in 15 minutes
Remember to use the connectors in
the article.

Hand out the writing as a fifteen-
minute written test

Do the exercise in the workbook
Prepare for the next lesson Unit 5:
Looking back + Project

The key of exercise 2

1. B 2. A

3. C

The key of exercise 3
1. He is a mythical
hero, who grew from
a three-year-old child
into a giant overnight.
2. The preparations
begin one month
before the festival.
3. A religious
ceremony

4. There is cheo play
performance.

5. This festival shows
the love for our
motherland and the
preservation of our
cultural heritage.

Whole
class

Pair
work

Individ-
ual work

Pair
work

Individu
al work

PERIOD 42

UNIT 5 : festivals in Vietnam
 LESSON 7: LOOKING BACK + PROJECT

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By the end of the lesson, Ss will be able to:

- Use lexical items related to the topic “ Festivals in VN”.

- Use some conjunctions ( and, but, or, yet, so) and conjunctive adverbs. (however,
nevertheless, moreover, therefore, otherwise).

II. Teaching aid: Textbook, chalks...
III. Procedures

Steps + Time Learning activities Language Focus Modes

1, Warm up 
(5 )’

3, Practice 
(15 )’

4,

Production 
(5 )’

5, Project 
(4 )’

6,Homework

(1 )’

Play a game ‘Brainstorming’
about the festivals in Vietnam
Look at the pictures in the
exercise 1

Rearrange the letters to label
the pictures

Give the result and check
Read the text about Kate
festival in the exercise 2
Complete the text with the
words in the box

Give the result and check
Read the sentences in the
exercise 3

Choose the best options to
complete the sentences
Give the result and check
Read the sentences in the
exercise 4

Complete the sentences with
their own ideas

Give the result and check

Read the activities and things
in the exercise 5

Put them into the correct
column

Give the result in front of the
class and check

Interview each other about the
3 activities that like best and
give reasons.

Give the result in front of the
class and check

Tick the things that they can
do after having learned the
unit

Give the result to the teacher
Ask and answer the questions
in small groups

Work in four groups to
choose a song that is often
performed in a festival

Listen to the teacher on how
to carry out the project

The key of exercise 1
1. incense 2. offerings
3. pray 4. Lantern
5. crowds 6. cheering
The key for exercise 2
1. ethnic 2. commemorates
3. respect 4. ritual

5. ancient 6. procession
7. perform 8. performances
The key of exercise 3

1. if 2. Even though 3. Because
4. While 5. When

The suggested answers of
exercise 4

1. When the Lim festival begins,
people come to see the quan ho

singing performance.
2. Because we have many

festivals in January, we call it the
month of fun and joy.

3. If you go to the Hue festival,
you can enjoy an ao dai fashion

show.

4. Even though/ Although sticky
rice is very tasty, it’s hard to eatit
every day.

5. While/ When we are boiling

chung cakes, we often listen to
our grandparents’ stories.

The key of exercise 5
New Year Festival
family reunion
the first-footer
firework displays
kumquat
visiting relatives
Mid-Autumn Festival
mooncakes

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Do the exercise in the
workbook

Prepare for the next lesson

floating lanterns
lion dance

written test : 15’

I, Choose the best answer to complete the sentences

1. People burn incense to show respect to their ….. (relatives/ ancestors /friends/neighbors)
2.Tet is an occasion for family ……… in Viet Nam.(visiting/ meeting/ reunions/ seeing)
3. You .…. take off your shoes at the entrance of this house.( should/ ought /must to/ has to)
4. This festival … the founding of the village.(worships/commemorates/ performs/preserves)
5. In 2010, Hanoi ……its 1000th aniversary.

(celebrated/commemorated/worshipped/played)

6. According … tradition,the first person come to our house at Tet should be a man.(in/ on/to/at)
7. Saint Giong was unable to talk or walk …….he was 3 years old. (if/because/while/though)
8. He lives near Nha trang City, …, he has never been there.(because/ although/however/ so)
9. They ……. with tradition by getting married quietly. (ended/ disconnected/ broke/ took)
10. ... spring comes,we often prepare for our festival season. (While /When /But/ Though)
II, Complete the sentence so that it has the same meaning as the given one:

1. You are not allowed to go out alone at midnight.

You mustn’t...
2. There is a tradition in my family that we make sticky square cake before Tet.
My family follows the ...
3. I failed the exam; therefore, I have to study harder.

Because I ………
4. All the students love the teacher because he is very kind.

The teacher …...
6. Though Tet is considered a holiday, people become busier than on ordinary day.

Tet is ………...
Ký duyệt ngày: ……….………..….

………...

The 15th week

Unit 6: Folk Tales
I, Aims

1, Knowledge

By the end of the unit, Students will be able to:

- Use an exclamatory sentence with the correct intonation.
- Use the lexical items related to the topic “ Folk tales”.
- Use the past continuous tense correctly.

- Distinguish between the past continuous tense and the simple past tense.
- Talk about a legend/ folk tale/ fairy tale/ fable( its plot, main character….).
- Listen to get specific information in a fairy tale.

- Read for specific information in a fairy tale.

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2, Language focus
- Past simple (review)

- Past continuous

- Intonation in exclamatory sentences
3, Skills

- Talk about a legend/ folk tale/ fairy tale/ fable( its plot, main character….).
- Listen to get specific information in a fairy tale.

- Read for specific information in a fairy tale.

- Write a narrative of a legend/ folk tale/ fairy tale/ fable.
4, Competencies

- Ability to use information technology and communications
- Self- learning capacity

- Communicative competence
- Ability to use the language
- Capacity to cooperate
- Problem-solving capacity

II, Teaching methods: Communicative approach, audio-lingual method, ESA, lexical 
approach

III, Teaching aids: stereo, CD, picture, English book and others

IV, Anticipated problems: The difference between the past continuous and the simple 
past

PERIOD 43
Unit 6: Folk Tales

Lesson 1: Getting started 
Preparing date: 28/11/2019

Teaching date: 2/12/2019
I. Objectives:

By the end of the lesson, Ss will be able to:
- Use the lexical items related to folk tales

- Listen and read for specific information about a conversation about a folk tale
- Practice listening and speaking with the lexical items related to the topic .
II. Teaching aid: Textbook, stereo, CD...

III. Procedures

Step+ time Learning activities Language focus Mode

1, Warm up
(7 )’

2,

Presentation
(8 )’

Play the game ‘ Crossword”
with the word ‘Folk tales’
Answer the questions about
what they know about folk tales
and their favorite folk tales

Know the use of the vocabulary
Read aloud

Give some examples

Play a game‘What and where’
to check the vocabulary

Read the sentences given in the
exercise 1a and guess the result
Listen to the recording and
choose the best answer

Exchange the result with their

Vocabulary:

legend, folk tale, fairy tale,
fable, title, genre, character
plot

The key of exercise 1a

1B 2C 3A 4C
5A

The key of exercise 1b

Group
work

Whole
class

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3, Practice
(20 )’

4,

Production
(7 )’

5,

Homework
(3 )’

patner

Give the result and check

Match the words in exercise 1b
with the meaning

Give the the result and check
Read the table in the exercise
1c

Read the text again and
complete the table

Give the the result and check
Know the model and use of
exclamatory sentences.
Make some examples

Look at the words and their
definitions in the exercise 2
Listen to the recording and
match the words and their
definitions

Give the the result and check
Game: Guess the story
Fill in the table with

information of the legend, folk
tale, fable, or fairy tale they
know.

Interview each other and try to
guess the title of the story.
Some pairs practice in front of
the class

- Do the exercise in the
workbook

- Prepare for the next lesson
Unit 6: A closer look 1

1c 2d 3a 4b
The key of exercise 1c

+ Title: Lac Long Quan and Au
Co

+ Genre: Legend

+ Main characters: Lac Long
Quan, Au Co and their sons.
+ Plot:

- Lac Long Quan married Au
co

- Au Co gave birth to 100 baby
boys

- Lac Long Quan missed the
sea

- LLQ took 50 of their sons to
the sea.

- Au Co tok the others to the
mountain

The key of exercise 2

1C 2D 3B 4A

Pair
work
Indivi-
ual
work

Pair
work

PERIOD 44
Unit 6: Folk Tales

LESSON 2. A CLOSER LOOK 1
Preparing date: 28/11/2019

Teaching date: 3/12/2019
I. Objectives:

By the end of the lesson, Ss will be able to:

- Use an exclamatory sentence with the correct intonation.
- Use the lexical items related to the topic “ Folk tales”.
II. Teaching aid: Textbook, chalks, stereo, CD...

III. Procedures

Steps + time Learning activities Language Focus Modes

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(7 )’

2,

Presentation 
(7 )’

3, Practice 
(20 )’

4, Production
(8 )’

5, Homework 
(3 )’

the folk tales they have learned in the
previous lesson

Lead to the new lesson

Know the meaning and the use of the
vocabulary

Read aloud

Give some examples

Play a game‘What and where’ to check
the vocabulary

Look at the pictures and read the words in
the exercise 1

Match the words and the given pictures in
the exercise 1

Give the result and check

Read the words in exercise 2 and match
them with the given pictures

Compare their answers with a partner.
Give the result and check

Read the adjectives given in the exercise
3

Put the adjectives in the box into the
correct columns

Give the result and check

Use the adjectives to describe some
characters in the folk tales

Look at the given given sentences in the
exercise 4

Listen to the tape and repeat the sentences

Say if the sentences have rising or falling
intonation

Say the sentences in front of the class
Listen and repeat the sentences in the
exercise 5

Say the sentences in front of the class
Play game ‘Slap the board’ with the
vocabulary they have just learnt
Do the exercise in the workbook.
Prepare: Unit 6: A closer look 2

1. Vocabulary
Buddha (n), knight
(n)

witch (n), ogre (n)
wolf (n), eagle (n)
cunning (adj),
wicked (adj),
fierce (adj)
The key of
exercise 1

1. G 2. C
3. E 4. B
5. H 6. A
7. D 8. F
The key of

exercise 2

1. G 2. F
3. A 4. E
5. B 6. C
7. H 8. D

class

Individ-ual work

Group
work

PERIOD 45

UNIT 6: folk tales
 LESSON 3. A CLOSER LOOK 2

Preparing date: 28/11/2019
Teaching date: 6/12/2019
I. Objectives:

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- Use the lexical items related to folk tales

II. Teaching aid: Textbook, chalks, stereo, CD...
III. Procedures

Steps + time Learning Activities Language focus Modes

1,Warm-up 
(5’)

2,

Presentation
(7’)

3, Practice
(25’)

Play a game “Shark attack”
with the word ‘Folk tales’
Tell the name of some folk tales
they know

Know the form of the past
continuous tenses

Give examples

Know the use of the past
continuous tenses

Give examples

Read the sentences in the
exercise 2

Give the correct form of the
verb in brackets

Give the result and check
Look at the pictures in the
exercise 3a

Use the past continuous and the
suggested words to write

sentences to describe what was
happening in each picture
Give the result and check
Look at the pictures in the
exercise 3a again

Ask and answer questions
about the pictures in the
exercise 3a

Give the result and check

Read the given sentences in the
exercise 4

Give the correct form of the
verb in brackets

Give the result and check
Read the fable in the exercise 5

Give the correct form of the
verb in brackets

Give the result and check
Give the moral of the fable
Give the result and check

The key of exercise 2
1. was wearing
2. were you going
3. was going
4. ran

5. was not waiting
The key of exercise 3a
1. The servant was spinning
in the wood.

2. The girl was picking flowers
by the side of the road.

3. The knights were riding their
horses to the castle.

4. Ciderella was dancing with
the prince.

5. Sait Giong was flying to
the heaven.

6. The ogre was roaring with
anger.

The key of exercise 3 b
2. What was the girl doing?
The girl was picking flowers by
the side of the road.

3. What were the knights
doing?

They were riding their horses
to the castle.

Group
work

Whole
class

Individ-ual

work

Individ-ual

work

Pair
work

Individ-ual

work

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4,

Production
(6’)

5,

Homework
(2’)

Look at the times in the
exercise 6a

Guess what their partner was
doing at that time

Ask and answer with their
partner to check the guess
Give the result and check
Play a game ‘Matching”. Each
student writes one clause (in
past simple or continuous tense.

Two teams of five students go
front of the class. Students in
each group say their clause in
turns. The pair has a

meaningful sentence is awarded
- Do the exercise in the

workbook

- Prepare for the next lesson
Unit 6: Communication

4. What was Ciderella doing?
She was dancing with the
prince.

5. What was Sait Giong
doing?

He was flying to the heaven.
6. What was the ogre doing?
It was roaring with anger.
The key of exercise 4

1. was walking, stopped, had
2. was lying, heard, needed
3. heard, was following,
started

4. dropped, ate
5. were dancing, left
6. was missing/missed,
decided

The key of exercise 5
1. was shining
2. was sleeping

3. went 4. were flying
5. opened 6. fell

work

Pair
work

Group
work

Ký duyệt ngày: ……….………..….

………...

The 16th week

PERIOD 46

UNIT 6: folk tales
 LESSON 4. COMMUNICATION

Preparing date: 5/12/2019
Teaching date: 9/12/2019
I. Objectives:

By the end of the lesson, Ss will be able to retell the story “Little Red Riding Hood” and
some folk tales in English.

II. Teaching aid: Textbook, chalks, stereo, CD...
III. Procedures

Steps+ time Learning activities Language

Focus

Modes

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2, Presentation 
(8 ) ’

3, Practice (17 )’

4,

Production
(10 ) ’

5,

Homework

(3 )’

Answer some questions about some folktales
especially the story “Little Red Riding Hood”
Know the use of some vocabular

Read the vocabulary in chorus and individually
Read the sentences given in the exercise 1a
Look at the pictures and

put the sentences in to the correct order (may
base on the pictures)

Compare the result with their partner

Give the result in front of the class and check
Work in groups of six, in turn retelling the fairy
tale to the group member in their own words.
choose the best storyteller in their group.

The best students in the groups telle the stor in
front of the class

Work in groups, discussing and writing an
ending for the fairy tale.

A student from each group reads the ending to
the whole class.

Vote for the best fairy tale ending.

Do the exercise in the workbook
Prepare the next lesson.

Unit 6: Skill 1

Vocabulary
- granny (n)
- scream (v)
-swallow (v)
The key of
exercise 1
1.h 2. a
3.e 4.f
5.d 6.c
7.b 8.g

class

Individ
-ual
work
Group
work

Group
work

PERIOD 47

UNIT 6: Folk tales

LESSON 5. SKILLS 1
Preparing date: 5/12/ 2019
Teaching date: 10/12/2019
I. Objectives:

By the end of the lesson, Ss will be able to:

- Talk about a legend/ folk tale/ fairy tale/ fable( its plot, main character….).
- Read for specific information in a fairy tale.

II. Teaching aid: Textbook, teacher’s book, chalks….
III. Procedures

Steps+ time Learing Activities Language focus Modes

1, Warm up
(5 )’

2, Reading 
(22 )’

Guessing Game:
What story is it?

These words related to the story:
two brothers, fruit, bag, eager, gold,
sea

-> The Starfruit Tree

Read the fable in the exercise 1

Scan the passage to find the words in

Vocabulary:
-fortune: a large
amount of money.

Whole
class

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3, Speaking 
(15 )’

4,Homework
(3 )’

the box

Give the result and check

Read the questions given in the
exercise 2

Read the passage again and answer
the questions

Exchange the result with their partner
Give the result in front of the class
and check

Complete details of the fable.

Exchange the result with their partner
Give the result in front of the class
and check

Read the story summaries and decide
which story they would like to read
Ask and answer questions about the
stories

Example

A: I want to read Saint Giong.
B: What kind of story it is?
A: It’s a legend.

B: Who are the main characters…?
A:….

Play a game. Who am I? in groups of
five.

- One member choose a character in
any of the stories in 4.

- The others ask Yes/No questions to
discover who that person is.

Do the exercise in the workbook
Prepare for the next lesson
Unit 6: Skill 2

-Starfruit Tree: tree
with green fruit shaped
like a star.

-ripe:ready to be eaten.
-filled: put gold into
the gab until there is 
no more space.

-repay: pay back

-load: something that is
being carried.

The key of exercise 2
1. only a starfruit tree
2. The eagle promised
to repay him in gold.
3. He offered to swap
his fortune for his
brother’s starfruit tree.
4. He filled a very large
bag and all his pockets
with gold.

5. He was dropped into

the sea.

The key of exercise 3
1.greedy 2.time
3.fortune 4.gold
5.swapped
6.dropped

Pair work

Group
work

PERIOD 48

UNIT 6. FOLK TALES
 LESSON 6: SKILLS 2
Preparing date: 5/12/2019
Teaching date: 13/12/2019
I. Objectives:

By the end of the lesson, Ss will be able to:
- Listen to get specific information in a fairy tale.

- Write a narrative of a legend/ folk tale/ fairy tale/ fable.
II. Teaching aid: Textbook, chalks...

III. Procedures

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1, Warm up 
(5 )’

2, Listening 
(20 )’

3, Writing 
(15 )’

4,Homework 
(3 )’

Come up and add any words or
phrases to the word-web connected
with the topic of ‘fairy tales’

Look at the pictures and make some
guesses about the fairy tale:

? What/ who do you thimk the main 
characters in the fairy tale?

? What may happen in the fairy tale?
Read the sentences in the exercise 1
and guess the result.

Listen to the tape and correct the false
sentences

Give the result and check

Read the fairy tales again and guess
the result

Listen to the tape and fill in the mising
words

Give the result and check
Read the notes in the
exercise 3

Make notes about one of their favorite
fairy tale or invent their own fairy
tale.

Give the result in front of the class
Write the fairy tale with the notes they
have made ( Remember some

expressions normally used in a fairy
tale)

Exchange the fairy tale with their
partner

Read their fairy tale in front of the
class and check

Do the exercise in the workbook

Prepare for the next lesson Unit 6:
Looking back + Project

The key of exercise 1
1. Once upon a time,
there was a king, a
queen, and a

princess.

2. One night an ogre
captured the princess
and put her in his
tower.

3. One day a dragon
heard the princess cry
for help.

4. At the end of the
story, the dragon
married the princess.
The key of exercise 2
1. castle

2. give gold
3. with anger
4. breath
5. strong back

Whole
class

Pair
work

Individ-
ual work

Ký duyệt ngày: ……….………..….

………...

The 17th week

PERIOD 49

UNIT 5 : Folk Tales

LESSON 7: LOOKING BACK + PROJECT
Preparing date: 12/12/2019

Teaching date: 16/12/2019
I. Objectives:

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- Use lexical items related to the topic “ fairy tales”
- Use the past continuous tenses

II. Teaching aid: Textbook, chalks...
III. Procedures

Steps + Time Learning activities Language Focus Modes

1, Warm up 
(5 )’

2,

Presetation 
(8 )’

3, Practice 
(17 )’

4,

Production 
(5 )’

5, Project 
(7 )’

6,Homework

Play a game ‘Brainstorming’ about the
fairy tales

Look at the types of story in the
exercise 1

Give example of each type of story
Give the result and check

Look at the pictures in the exercise 2
Write the correct words under the
pictures

Give the result and check

Read the words in the exercise 3
Put the words in to the correct column
Give the result and check

Look at the pictures in the exercise 4
Ask and answer about that the people
were doing in each picture using the
given suggestions

Some pairs practice in front of the class
and check

Read the given points of time in the
exercise 5

Ask and answer about that they were
doing at the given point of time

Some pairs practice in front of the class
and check

Make exclamatory sentences about
their partner or other classmates
Give the result and check

Read the lines of dialogue in the
exercise 7

Put the lines of dialogue in to the
correct order

Give the result and check

Tick the things that they can do after
having learned the unit

Give the result to the teacher

Read the fairy tale Sleeping Beauty

Imagine they are a character in the

Sleeping Beauty. Write two more entries
in a diary from the point of view of
their characterand draw a picture to
describe what was happeing on that day
Read the entries in front of the class
and check

The key for exercise 2
1, witch 2, hare 3,
knight 4, ogre 5, fairy
6, tortoise

7, giant 8, dragon
The key of exercise 3
Characters:

woodcutter, witch,
dragon, fairy, giant,
hare, emperor, tortoise,
knight, ogre, eagle,
Buddha

The suggested answers
of exercise 4

2. A: Was Mrs Lan
doing the gardening?
B: No , she wasn’t. She
was cooking.

3, A: Was Mr Hung
writing a letter?
B: No, he wasn’t. He
was reading a

newspaper.

4. A: Were Hoa and
Hai playing table
tennis?

B: Yes, they were.
5, A: Was Duong
listening to music?
B: No, he wasn’t. He
was watching TV.
6, A: Was Mai doing
her homework?

B: No, she wasn’t. She
was sweeping the floor.
The key of exercise 7
1.D 2. I 3. A 4. C 5.
F 6. H 7. J 8. B 9. G
10. E

Group
work

Indivi-dual
work

Pair
work

Indivi-dual
work

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(3 )’

Do the exercise in the workbook
Prepare for the next lesson

PERIOD 50

REVIEW 2 - LANGUAGE
Preparing date: 12/12/2019

Teaching date: 17/12/2019
I. Objectives:

By the end of the lesson, Ss will be able to review all the language they have studied from
unit 4 to unit 6

- Pronunciation: /spr/and/str/ and the correct intonation with an exclamatory sentence.
- Vocabulary: From unit 4 to unit 6.

- Grammar: conjunctive adverbs (however, moreover, otherwise), subordintors (while,
although) and past continuous tense

II. Teaching aid: Textbook, chalks...
III. Procedures

Step+ time Learning activities Language focus Mode

1, Warm up
(3 )’

2,

Review(40 )’

Chatting

Answer the questions about what they
have learnt in the three lessons

Read and underline the letter with /spr/
and circle the letter with /spr/ in the
sentence in the exercise 1

Read the sentences, paying attention to
the intonation

Read the sentences in front of the class.
Circle the word with a different stress
from the others in the exercise 2
Listen and repeat the words
Check the result

Read the sentences in the exercise 3
Choose the best answer to complete the
sentences

Give the result in front of the class.
Read the sentences in the exercise 4
Put the words in the box to complete
the sentences

Give the result and check

Read the notices and sentences in the
exercise 5

Match the notices and sentences
Give the result and check

The key of exercise 2
1. A. bam’boo
2. B. ‘cultural
3. A. compe’tition
4. C. present’tation
5.D. ‘heritage

The key of exercise 3
1. A 2. B 3. C
4. D 5. B 6. B

The key of exercise 4
1. legend

2. cunning
3. ever

4. generous
5. kind

The key of exercise 5
1. B 2. A 3. E
4. D 5. C

The key of exercise 6
1. although

2. otherwhile

3. while 4. moreover

Whole
class

Indivi-dual
work
Pair
work

Indivi-dual
work

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3,Homework
(2 )’

Read the sentences in the exercise 6
Put the conjunctive adverbs (however,
moreover, otherwise), subordintors
(while, although) to complete the
sentences

Give the result and check

Read the conversation in the exercise 7
Put the verb in the brackets in to the
correct verb form

Give the result and check

Read the conversation in the exercise 8
Complete the conversation with the
most appropriate response

Give the result and check

Do the exercise in the workbook
Prepare for the next lesson
Review 2: Skills

5. however

The key of exercise 7
1. were you doing
2. was watching
3. was telling
4. happened
5. were having
6. were setting off
The key of exercise 8
1. C 2. A 3. B
4. D 5. E

Pair
-work

PERIOD 51
REVIEW 2 - SKILLS
Preparing date: 12/12/2019

Teaching date: 20/12/2019

I. Objectives: By the end of the lesson, Ss will be able to review all the language they have 
studied from unit 4 to unit 6 and parctise their skills

II. Teaching aid: Textbook, chalks, stereo, CD, …..
III. Procedures

Step+ time Learning activities Language

focus Mode

1, Warm up
(3 )’

2,

Review(40 )’

Chatting

Answer the questions about what they have
learnt in the three lessons

Read the passage in the exercise 1

Decide if the sentence is true or false and
tick it

Give the result and check

Read the idea given in the exercise 2
Make notes of six notes about the social
customs in their country

Exchange the result with their partner
Give the result and check

Read the sentences in the exercise 3

Listen to the passage and choose the correct

The key of
exercise 1
1. T 2. F3. F 4.
T 5. T

Whole
class

Individual
work

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3,Homework
(2 )’

answer

Give the result and check

Read the letter given in the exercise 4 and
know the scene

Write a letter to tell about the social customs
in Vietnam. They may use the idea in the
speaking section

Read the letter in front of the class.
Do the exercise in the workbook
Prepare for the next lesson

The key of

exercise 3
1. A 2. B
3. A 4. C

Individual
work

Ký duyệt ngày: ……….………..….

………...

The 18th week

PERIOD 52
Review

Preparing date: 19/12/2019
Teaching date: 23/12/2019
I. Objectives: By the end of the lesson, Students will be able to:
- Review the language content in the first term

- Practice doing some kind of exercises
II. Teaching aid: Textbook, chalk,...
III. Procedures

Steps+ time Learning

activities Language focus Modes

1,Warm up

(3 )’

2,

Language 
review 
( 40 )’

Chatting
Tell about what
they have
learnt in the
first semester
Do the exercise
(Give the
correct form of
the verbs)
Give the result
in front of the
class

Do the exercise
(Choose the
best answer to
complete the
sentences)
Give the result
in front of the
class

I, Give the correct form of the verbs

1. The Lim festival ( hold) in the first lunar mont
2. While he (go) to the cinema, he met his friend
3. I didn’t like (talk) to him after what happened.
4. If you (not leave) me alone, I will call them.
5. What they (study) at 9 p.m yesterday?

II, Choose the best answer to complete the
sentences

1. We were attracted by her graceful …
( performer/ performing/ performed/
performance)

2. The family was sleeping ………. the thief
came in to the house. (when/ while/ if/ during)
3. My brother was searching … some information

on the Internet at that time( to/ with/ for/ of)

Whole
class

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3,

Homework

(2 )’

Do the exercise
(Read the
passage and do
as directed)
Give the result
in front of the
class

Do the
exercise.
(Rewrite the
sentences with
the same
meaning)
Give the result
in front of the
class

Prepare for the
next lesson:
Written test 45’

4. “….. a beautiful girl she is!” the man said to
me. ( Who/ What/ Where/ Which)

5. You should take off your hat when going … a
worship place.(about/ from/ into /out of)

6. It’s a rule, so everyone …….strictly follow it.
(doesn’t have to/ shouldn’t/has to/should)

7. My parents enjoy ... in the garden by himself
on Sundays.(work/ working/ worked/ works)
8. If you write…than this,you will get good
marks(careful/more careful/carefully/more
carefully)

IV, Rewrite the sentences with the same meaning
1, Although the girl worked hard, her stepmother
wasn’t happy. ->The girl …

2, His team’s performance was more successful
than her team.-> His team performed...
3, He doesn’t like to play basketball in the
afternoon.-> He doesn’t enjoy ...

4. You are not allowed to leave the room without
permisson.->You mustn’t

Whole
class

PERIOD 53
Written test (45 )’

Preparing date: 19/12/2019
 Teaching date: 24/12/2019
I, The objectives:

By the end of the lesson, students will be able to review the language content of the first
term and practice the skills of using them in suitable situations

II, Teaching aids: coppied tests and others
III, The content

-The matrix

Knowle
dge

Compr
ehensio

n

Applica
tion

High
applica

tion

Sum

Obj test Self-ex Obj test Self-ex Obj test Self-ex Obj test Self-ex

Listeni
ng

No of
questio

n:
No of
point:
Percent

age

4
1
10 %

8
2
20 %

Vocabu
lary
and

structu

Underli
ne the

best
option

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re

the
berbs

in
bracket

s.

No of
questio

n:
No of
point:
Percent

age %

4
1

10 %

4
1
10 %

12
3
30 %

Readin

g True orFalse

Answer
the
questio

ns

No of
questio

n:
No of
point:

Percent

age %

4
1
10 %

2
1
10 %

1
0.5
5 %

7
2,5
25 %

Writtin
g

Write
sentenc

es...

Make
sentenc

es
...

No of
questio

n:
No of
point:
Percent

age %

3
1,5
15 %

4
1
10 %

7
2,5
25 %
No of

questio
n:
No of

point:
Percent

age %

12
3
30 %

4
1
10 %

6
2
20 %

1
0.5
5 %

3
1,5
15 %

4

1
10 %

-The test

A. LISTENING

I, Listen and decide whether these statements are True (T) or False (F)

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1. In the UK, people follow a lot of ………manners.
2. They hold the knife in the ………..hand.

3. You should put your knife and fork ……… your plate when you finish eating.
4. Guests have to ……….. untill the host or hostess start eating.

B. VOCABULARY AND STRUCTURE
I, Underline the best option to complete the sentence

1. My mother enjoys... special food at Tet holiday. (cook/to cook/cooking /cooked)
2.There is a custom in Vietnam that Chung cakes …at Tet(make/made/are making/are made)
3.The girl was crying when a fairy ...( appears/ appeared /is appearing/ was appearing)
4. Lan is a beautiful girl; ..., she’s very kind.( moreover / although/ however/ because)
5. While eating in India, you... use the right hand. ( have to /should to/ has to/ must to)
6.According …tradition,the first person come into our house at Tet should be a man.(in/on/to/at)
7.The main … of the fable “the Starfruit tree” are brothers.( plots/ characters/ titles/ names)
8. It is an important rule, so we have to follow it……… (strict/ stricted/strictness /strictly)
II. Supply the correct form of the berbs in brackets.

1.If you go to Soc Son district, you should (visit) ……… Giong temple there.
2.My children adore (stay) ... up late when there is an interesting film on TV.

3.The girls (cook) ………... dinner when their father arrived home.

4.The Hung temple festival (celebrate) ……….. every year .

C. READING

I. Read the passage and decide the following sentences are True(T) or False (F)

The Hung Temple is on the top of Nghia Linh mountain in Phu Tho province. The Festival
makes it possible for Vietnamese people to visit their land of origin.A day before the

festival, you can see ancient and modern flags along the road fromViet Tri to Hung

mountain. On the day before the festival, people let 100 sky lanterns fly into the sky. The
main worship service is held the following morning. A flower ceremony starts the festival.
In the upper Temple, there is a ceremony of offering a five-fruit tray, Chung cakes and Day
cakes to the Hung Kings. Also, there is an elephant march followed by the cross- bow
shooting, rice- cooking, swinging contests, cockfights and dragon dances.

1. The Hung Temple is at the bottom of Nghia Linh mountain. ...

2. About 100 sky lanterns fly into the sky on the day before the festival. ...

3. There is a buffalo march during the festival. ...

4. A flower ceremony starts the Festival. ...

II Read the passage carefully and answer the questions

The Kate festival is held by the Cham ethnic group in Ninh Thuan province for three days at

the beginning of October. The main purpose of the festival is to commenmorate the Cham
heroes like Po Klong Garai and Po Rome and show respect to them. Moreover, the festival is
a chance for the local people to relax, to meet and wish one another lucky in the future. At
the festival, the Cham people have to do a ritual to welcome the customes from the Raglai
and then people take part in a procession to the nearby temple. During the ceremony, the
people call their ancestors and gods with the help of a shaman, and then pray for health and
prosperity.

1, When is The Kate festival held?

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2, Who does the festival commemorate?

………
3, Which of the following do the Cham people welcome at the Kate festival?

A. their heroes. B. the local people C. the customes from the Raglai. D. their ancestors
D. WRITING

I, Complete the second sentence so that it has a similar meaning to the first.
1. The girls don’t speak English as fluently as the boys.

The boys ………...
2. Although I like the Lim festival very much, I have never been there

I like………...
3, The boy isn’t allowed to come into that house.

The boy must ...
II. Make sentences using the words and phrases given :

1. Our house/ decorate/ beautifully/ Tet/ than/ other days/.

………
2. My family/ have/ custom/ eat/ dinner/ 7 p.m/ everyday/.

………
3. Tet/ be/ most important/ festival/ Viet Nam/ so/ most Vietnamese / return home/ Tet/.
………
4. While/ Cinderella / dance/ the prince, / she/ leave/ the hall quickly/.

………
- The key

A. LISTENING

1. Listen and decide whether these statements are True (T) or False (F)
(each correct answer is 0. 25p)

1. T 2. F 3. T 4. F
2. Listen to the conversation and fill each of the gaps with a word you hear
(each correct answer is 0. 25p)

1. table 2. right 3. on 4. wait
B. VOCABULARY AND STRUCTURE

I, Underline the best option to complete the sentence (each correct answer is 0. 25p)
1. cooking 2. are made 3. appeared 4. moreover

5. have to 6. to 7. characters 8. strictly

II. Supply the correct form of the berbs in brackets..(each correct answer is 0. 25p)
1, visit 2, staying 3. were cooking 4, is celebrated

C. READING

I. Read the passage and decide the following sentences are True(T) or False (F) (each correct
answer is 0. 25p)

1. F 2. T 3. F 4. T

II. Read the passage carefully and answer the questions(each correct answer is 0. 5p)
1. (The Kate festival / It is held ) at the beginning of October.

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I, Complete the second sentence so that it has a similar meaning to the first. (each correct
answer is 0. 5p)

1. The boys speak English more fluently than the girls.

2. I like the Lim festival very much, but/ yet/ however,/nevertheness, I have never been there.
3, The boy must not come into that house

II. Make sentences using the words and phrases given. (each correct answer is 0.25p)
1. Our house is decorated beautifully at Tet than on other days/.

2. My family have/ has the custom of eating dinner at 7 p.m everyday.

3. Tet is the most important festival in/ of Viet Nam, so most Vietnamese (people) return
home for / at Tet.

4. While Cinderella was dancing with the prince, she left the hall quickly/.

Ký duyệt ngày: ……….………..….

………...

The 19th week

PERIOD 54

Feedback on test 3 and Projects
Preparing date: 26/11/2019

Teaching date: 30/12/2019
I, The objectives

By the end of the lesson students will be able to know what they have achieved in the first
term and set their next goal for their study.

II, Teaching aids

+ Teacher: the marked test

+ Students: The projects in the unit 5, 6
III, Class procedures

A, Feed back on the test
1. The test (see period 53)

2, Comments

a, Good points

- Most of students know how to do different types of exercise, especially with exercises in
listening and vocabulary + structure part

- Some of students do the test well. They have the correct answer for most of questions.
b, Bad points

+ Language knowledge:

- Most of students have mistakes in different structures.

- Some students are not used to doing the writing and listening exercises. They don’t write
any answer for the questions on the testpaper.

+ Language skill:

- Some students don’t have enough skills of doing exercise. They don’t answer the multiple
-choice questions correctly.

- A small number of students have bad writing.

3, Correcting the test

+ Correct the test with the key in period 53
a, Common mistakes

- Most students have mistakes in the writing exercise, especially with the last exercise.
- Many students don’t know how to answer the questions correctly. They only write the
sentences with the related information in the passage.

b, Particular mistakes

- Some students have mistakes in chooing the best answer to complete the sentence.

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Number of
Students

Satisfactory
(Above M5)

Satisfactory
percentage

Mark
9 +10

Mark
7+8

Mark
5+6

Mark
3+4

Mark
1+2

Mark

0
8A

8B
8C
Sum
5, Comment

- Most students have tried their best to study English.

- A small number of studets are bad at at English. They also don’t have enough skill of doing
exercises

6, Measures for improving

- Revise the language content in system.

- Help students improve their skills of doing exercises.

- Classify the sudents into small groups and take more care of each groups, especially with
under-average students.

B.Feed back on the projects.

-Comment and give mark to the projects

The second semester

Unit 7: Pollution

I, Aims 
1, Knowledge

By the end of the unit, Students will be able to:

- Pronounce the words endings in -ic and -al in isolation and in context.

- Use the lexical items related to the topic “Pollution” to talk about types of pollution.

- Use words and phrases showing cause/ effect relationships to describe the causes and
effects of pollution

- Use the conditional sentence type 1 and 2 correctly and apropriciately to describe pollution.
- Talk about the causes and effects of water pollution as well as ways to reduce it.

- Listen to get specific information about thermal pollution

- Read for general and specific information about water pollution.
- Write about the causes and effects of a pollution type

2, Language focus

- conditional sentence type 1 (review)
- conditional sentence type 2

- Pronunciation: stress in word ending in -ic and -al

3, Skills

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- Listen to get specific information about thermal pollution

- Read for general and specific information about water pollution.
- Write about the causes and effects of a pollution type

4, Competencies

- Ability to use information technology and communications
- Self- learning capacity

- Communicative competence
- Ability to use the language
- Capacity to cooperate
- Problem-solving capacity

II, Teaching methods: Communicative approach, audio-lingual method, ESA, lexical 
approach

III, Teaching aids: stereo, CD, picture, English book and others

IV, Anticipated problems: The difference between the conditional sentence type 1 and 2
The 20th week

PERIOD 55
Unit 7: Pollution

Lesson 1: Getting started 
Preparing date: 2/1/2020

Teaching date: 6/1/2020
I. Objectives:

By the end of the lesson, Ss will be able to:
- Use the lexical items related to pollution

- Listen and read for specific information about a conversation about pollution
- Practice listening and speaking with the lexical items related to the topic .
II. Teaching aid: Textbook, stereo, CD...

III. Procedures

Step+ time Learning activities Language focus Mode

1, Warm up
(7 )’

2,

Presentation
(8 )’

3, Practice
(20 )’

Play the game ‘ Crossword”
with the word “pollution”
Answer the questions about
what may cause pollution

Know the use of the vocabulary
Read aloud

Give some examples

Play a game‘What and where’
to check the vocabulary

Read the sentences given in the
exercise 1a and guess the result
Listen to the recording and
choose the find the words or
phrases

Exchange the result with their
patner

Give the result and check
Read the conversation again
and answer the questions in
exercise 1b

Vocabulary:
1. Dead (adj)
2.Aquatic(adj)
3.Dump(v/n)
4.Poison(v/n)
5. Polluted(adj)
6. To come up with

The key of exercise 1a
1. Dead 2. Aquatic
3. Dump 4. Poison

5. Polluted 6. To come up with
The key of exercise 1b

1. They are in Mi’s home
village.

3. She’s surprised because she
sees the fish are dead.

4. It’s dumping poison into the

Group
work

Whole
class

Indivi-
ual
work

Pair
work

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4,

Production
(7 )’

5,

Homework
(3 )’

Give the the result and check
Read the sentences in the
exercise 1c

Read the text again and tick the
correct box

Give the the result and check
Look at the words and the
pictures in the exercise 2
Give the the result and check
Use the types of pollutions
above to complete the
sentences in the exercise 3
Give the the result and check
Work in groups of six. In five
minutes, students write down
the pollution types their
neighbourhood faces and rank
them in order of seriousness.
They also have to give reasons
for their order. Some group

representatives present their
group’s order and reasons. And
the class vote for the group
with the best reasons.

- Do the exercise in the
workbook

- Prepare for the next lesson
Unit 7: A closer look 1

lake.

5. He’s sneezing so much
because the air is not clean.
The key of exercise 1c

1. F 2. T 3. NI 4. T 5. T
The key of exercise 2

A. Radioactive pollution
B. noise pollution
C. visual pollution
D. Thermal pollution

E. Water pollution
F. land/ soil pollution
G. Light pollution
H. air pollution

The key of exercise 3
1. thermal pollution
2. Air pollution
3. radioactive pollution
4. light pollution

5. Water pollution
6. Land/ Soil pollution
7. Noise pollution
8. visual pollution

Group
work

Whole
class

PERIOD 56
Unit 7: Pollution

LESSON 2. A CLOSER LOOK 1
Preparing date: 2/1/2020
Teaching date: 7/1/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- Pronounce the words endings in -ic and -al in isolation and in context.
- Use the lexical items related to the topic “ Pollution”.

II. Teaching aid: Textbook, chalks, stereo, CD...
III. Procedures

Steps + time Learning activities Language Focus Modes

1, Warm up 
(7 )’

2,

Presentation

Play the game “ Network” about
the types of pollution that they
learnt in Getting started

Lead to the new lesson

The key of exercise 1

Group
work

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(7 )’

3, Practice 
(20 )’

4, Production
(8 )’

5, Homework 
(3 )’

Look at the tables and read the
words in the exercise 1

Complete the table with appropiate
verbs, nouns and adjectives

Give the result and check

Read the stentences in exercise 2
and complate them with the verbs,
nouns and adjectives in exerrcise 1
Compare their answers with a
partner.

Give the result and check

Know about the clauses of reason
and clauses of result and the words
and phrases to signal them

Give some examples

Read the sentences in the exercise
3 and decide which clause is a
cause and which is and effect
Write the letter C or E for the

clauses

Give the result and check

Combine the clauses in the exercise
3 in to a new sentence that show a
cause/ effect relationship

Listen and stress the words in the
exercise 5

Pronounce the words in front of the
class

Listen to the sentences in the
exercise 6

Repeat the sentences in the
exercise 6

Give the result and check

Play a game in small groups who
work with the same pair of pictures
in 2, 3 or 4. In three minutes, each
group has to write down as many
sentences based on the given
picture pair as possible on a sheet
of paper. When time is up, the
group with the most sentences is

the winner. Other groups can add
any sentences they have.

Do the exercise in the workbook.
Prepare: Unit 7: A closer look 2

1. Poison 2. Contaminate
3. Pollution 4. Polluted

5. Death 6. Damaged

The key of exercise 2
1. Poisonous 2. Pollutants
3. Dead 4. Contaminated
5. Damage 6. Pollute
The key of exercise 3b
2. Oil spills from ships in
oceans and rivers lead to
the death of many aquatic
animals and plants.

3.Households dump
waste into the river so it is
polluted.

4. Since the parents were
exposed to radiation their
children have birth
defects.

5. We can’t see the stars
at night due to the light
pollution.

The key of exercise 5
1. ar’tistic 6. ’physical
2. ath’letic 7. he’roic
3. his’toric 8. po’etic
4. his’torical 9. bo’tanic
5. ’logical 10. Bo’tanical
The key of exercise 6
1. scien’tific 2. ’national
3. ’madical 4. ’chemical
5. dra’matic

Suggested answers:

2. The soil is polluted, so
plants can’t grow.

3. We won’t have fresh
water to drink because of
water pollution.

4. We plant trees, so we
can have frest air.

work

Whole

class

Pair
work

Individ
-ual
work

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PERIOD 57
UNIT 7: Pollution
 LESSON 3. A CLOSER LOOK 2

Preparing date: 2/1/2020
Teaching date: 10/1/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- Use the conditional sentence type 1 and 2 correctly and apropriciately to describe pollution.
- Use the lexical items related to folk tales

II. Teaching aid: Textbook, chalks, stereo, CD...
III. Procedures

Steps + time Learning Activities Language focus Modes

1,Warm-up 
(5’)

2,

Presentation
(7’)

3, Practice
(25’)

Play a game “Matching ” with
the clauses of the conditional
sentence type 1 ( one group
give if - clause, the other give
main clause)

Review the use and the
structure of the conditional
sentence type 1

Give examples

Know the use and the structure
of the conditional sentence type
2

Give examples

Read the sentences in the
exercise 1

Give the correct form of the

verb in brackets

Give the result and check
Read the pairs of sentence in
the exercise 2

Combine them using the
conditional sentence type 1
Give the result and check
Read the if-clauses and main
clauses in the exercise 3
Combine them using the
conditional sentence type 2
Give the result and check

Read the given sentences in the
exercise 4

Give the correct form of the
verb in brackets

Give the result and check

The key of exercise 1
1. recycle; will help
2. won’t dump; fines
3. travel; will be

4. will save; don’t waste
5. use; will have

The key of exercise 2
1, Students will be …

environment if teachers teach
school.

…

2, Then light pollution
happens, animals will …
patterns

3, The level …decrease if we
switch… sources.

4, if the water temperatures
increases, some … reproduce.
5, People will get more
diseases if the water is
contaminated.

The key of exercise 3
1. b 2. c. 3. d 4. e 5. a
The key of exercise 4
1. were- would do
2. exercised- would be
3. had - would build
4. tidied- wouldn’t be
5. were - would grow

Group
work

Whole
class

Individ-ual

work

Individ-ual

work

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4,

Production
(6’)

5,

Homework
(2’)

Read the sentences in the
exercise 5

Combine them using the
conditional sentence type 2
CHAIN GAME

Work in groups. Student A
begins with a conditional
sentence type 1 or type 2.
Student B uses the end of
student A’s sentence to begin
his/ her own sentence. Student
C does the same. Continue the
game until the teacher tells you
to stop.

- Do the exercise in the
workbook

- Prepare for the next lesson
Unit 7: Communication

The key of exercise 5

2. If there weren’t so many
billboards in our city, people
could enjoy the view.

3. If there wasn’t/ weren’t so
much light in the city at night,
we could see the stars clearly.
4. If we didn’t turn on the

heater all the time, we
wouldn’t have to pay three
million dong for electricity a
month.

5. If the karaoke bar didn’t
make so much noise almost
every night, the residents
wouldn’t complain to its
owner.

6. She wouldn’t have a
headache after work every
day if she didn’t work in a
noisy office.

work

Individ-ual

work

Group
work

Ký duyệt ngày: ……….………..….

………...

The 21st week

PERIOD 58
UNIT 7: Pollution

LESSON 4. COMMUNICATION
Preparing date: 9/1/2020

Teaching date: 13/1/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- Use the lexical items related to the topic “Pollution” to talk about types of noise pollution.
- Listen to get specific information about noise pollution

II. Teaching aid: Textbook, chalks, stereo, CD...
III. Procedures:

Steps+ time Learning activities Language

Focus Modes

1, Warm up (7 )’ Chatting

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2, Presentation 
(8 ) ’

3, Practice (17 )’

4,

Production
(10 ) ’

5,

Homework 
(3 )’

pollution, especially the noise pollution
Know the use of some vocabulary

Read the vocabulary in chorus and individually
Read the questionaire in the exercise 1

Choose the correct answer in the exercise

Work in pairs to compare their answers ans see
if they have any different answers. They do not
have to reach an agreement at this stage.

Give the result in front of the class and check
Listen to the tape and check the result

Audio script:

Noise is constant an loud sound. To measure 
the loudness, or volume of sounds, people use a
unit called a decibel. When a sound is louder 
than 70 decibels, it can cause noise pollution.

Do you know that the noise from a vacuum 
cleaner or a motorcycle can result in

permanent hearing loss after eight hours? The 
sounds of a concert are even more serious. 
They can reach as high as 130 decibels and 
may cause immediate and permanent hearing 
loss. Noise pollution can also lead to

headaches and high blood pressure. If you are 
listening to music through headphones, and 
other people can hear it, it means the music is 
too loud and unsafe. If there seems to be a 
ringing or buzzing in your ears, it means the 
noise is effecting you and damaging your 
hearing. Wearing earplugs when you go to 
concerts or other loud events, and listening to 
music through headphones or headsets at safe 
levels can help you reduce the effects of noise 
pollution.

Give the result in front of the class and check
Work in groups, discuss other ways to prevent
noise pollution

Play a game to find out which group in five
minutes can come up with the most ways. The
winning group then presents the answers to the
whole class. Other groups add more if they
have any different ways.

Do the exercise in the workbook
Prepare the next lesson.

Unit 7: Skill 1

Vocabulary
-permanent
(adj)

- earplug (n)
- affect(v)
- hearing
loss( n)
- blood
pressure (n)
The key of
exercise 1
1. B 2. C
3. A 4. B
5. C 6. A
7. A

Individ
-ual
work
Pair
work

Individ

-ual
work

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PERIOD 59
UNIT 7: Pollution
 LESSON 5. SKILLS 1
Preparing date: 9/1/ 2020
Teaching date: 14/1/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- Talk about the causes and effects of water pollution as well as ways to reduce it.
- Read for general and specific information about water pollution.

- Use the lexical items related to the topic “Pollution”
II. Teaching aid: Textbook, teacher’s book, chalks….
III. Procedures

Steps+ time Learing Activities Language focus Modes

1, Warm up
(3 )’

2, Reading 
(20 )’

3, Speaking 
(20 )’

Chatting

Answer some questions about some
types of pollution, especially the
noise pollution

Know the use of some vocabulary
Read the vocabulary in chorus and
individually

One student looks at the picture A
on page 12 while the other looks at
picture B on page 15. They ask each
other Yes/ No questions to find out
the differences between the two
pictures.

Report the differences and tell the
reason of them (water pollution).
Read the questions given in the
exercise 2

Read the passage again and answer
the questions

Exchange the result with their
partner

Give the result in front of the class
and check

Read the text again and complete
the given sentences in exercise 3.
Exchange the result with their
partner

Give the result in front of the class
and check

Work in groups to discuss the
solutions to water pollution.

They can then give through each
cause in the presentation and think
of the solutions. For example:

Factories dump industrial waste.
- Solution 1: Give heavy fines to
companies that are found doing this.

Vocabulary:
+ groudwater: the
water beneath the
earth’s surface.
+ Pesticide(n):
+ Herbicide(n)
+ “point sourse”
pollution:

+ “ non- point sourse”

pollution:

The key of exercise 2
1. The second

paragraph tells about
the causes of water
pollution.

2. The third paragraph
tells about the effects
of water pollution.
3. It’s the water
beneath the Earth’s
surface..

4. They are industrial
waste, sewage,

pesticides, and
herbicides.

5. They are pollutants
from storm water and
the atmosphere.

6. They use herbicides
to kill weeds.

The key of exercise 3

1. cholera 2. die
3. polluted water
4. dead 5. aquatic

Whole
class

Pair work

Individual
work

Pair work

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4,Homework
(2 )’

- Solution 2: Educate companies
about the environment.

- Solution 3: Give tax breaks to
companies that find “clean” ways to
dispose of their waste.

They make notes of the answers on
a piece of paper. Invite one group to
quickly present their solutions.
Other groups add any ideas if
necessary.

Complete the diagram of water
pollution using the information from
the text for the causes and effects
and your groups’ ideas for the
solutution.

Give a presentation about water
pollution. Other groups listen and
give comments. The class may vote
for the best presentation

Do the exercise in the workbook
Prepare for the next lesson
Unit 7: Skill 2

pants

Whole
class

PERIOD 60
UNIT 7. Pollution
 LESSON 6: SKILLS 2
Preparing date: 9/1/2020
Teaching date: 17/1/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- Listen to get specific information about thermal pollution

- Write about the causes and effects of a pollution type
II. Teaching aid: Textbook, chalks...

III. Procedures

Steps+ time Learning activities Language focus Modes

1, Warm up 
(7 )’

2, Listening 
(15 )’

Chatting

Answer some questions about
some types of pollution,

especially the thermal pollution
Look at the pictures and descibe
the relationship between them.
Listen to the tape and check
Give the result and check

Read the diagram and identify the
from of the word/ phrase to

befilled in each blank.

The key of exercise 2

1. hotter

2. cooler
3. cool
4.warm rivers
5. warmer water
6. fish population

Whole
class

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3, Writing 
(20 )’

4,Homework 
(3 )’

Listen to the tape and fill in the
mising words

Give the result and check

Read the diagrams in the exercise
3

Decide which pollution type in
their area they are going to
discuss.

Take notes of the causes and

effects. Give the result in front of
the class

One writes about the causes and
the other writes about the effects
based on their notes from the
exercise 3. Remember to use
markets like firstly, secondly, 
finally to navigate through their
points.

Share their work with each other
and combine it to make a

complete article.

Give out their writing in front of
the class and check

Do the exercise in the workbook
Prepare for the next lesson Unit
7: Looking back + Project

7. Harmful
8. colour
9. Poison
10. Cool down

Pair work

Whole
class

Ký duyệt ngày: ……….………..….

………...

The 22nd week

PERIOD 61

UNIT 7 : Pollution

LESSON 7: LOOKING BACK + PROJECT
Preparing date: 16/1/2020

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I. Objectives:

By the end of the lesson, Ss will be able to:

- Use the lexical items related to the topic “Pollution”.

- Review the grammar of the unit: Conditional sentence type 1 and 2
II. Teaching aid: Textbook, chalks...

III. Procedures

Steps + Time Learning activities Language Focus Modes

1, Warm up

(5 )’

2,

Vocabulary 
(15 )’

3, Grammar 
(10 )’

4,

Production 
(5 )’

5, Project 
(7 )’

6,Homework

Play a game ‘Brainstorming’ about
the types of pollution

Read the passage in the exercise 1
Complete the passage with the correct
form of the word in the blankets
Give the result and check

Look at the word web in the exercise
2

Complete the word web with the types
of pollution

Give the result and check

Read the sentences in the exercise 3
Rewrite the sentences, using the
words in the brackets

Give the result and check

Read the sentences in the exercise 4
Complete the sentences with the
correct form of the verb in the
brackets

Give the result and check

Read the given if- clauses in the
exercise 5

Complete the sentences with their
own main clauses

Give the result and check

Read the example in the exercise 6.
Discuss what they would do or say in
each situation. They may not need to

discuss all the situations.

Give the result and check

Tick the things that they can do after
having learned the unit

Give the result to the teacher
Read the information about the
project.

Remind what a collage is (a picture
made by sticking photographs,
pictures or drawings onto a surface.)
Do the project following the

instructions in the book.

Present the project infront of the class

The key for exercise 1
1. pollution

2. contaminated
3. death

4. poisonous
5. pollutions

The key of exercise 2

1. radioactive pollution
2. noise pollution
3. visual pollution
4. thermal pollution
5. water pollution
6. land/ soil pollution
7. light pollution
8. air pollution.

The key of exercise 3
1. The residents of the
street cannot sleep

because of the loud noise
from the music club.
2. Vy had stomachache
since she eat a big
dinner.

3. The road in from of
my house was flooded
due to the heavy rain.
4. His mother is unhappy
because his room is
untidy.

5. Too much carbon
dioxide (CO2) in the
atmosphere causes
global warming.

The suggested answers
of exercise 4

1.Won’t be;don’t take
2. Continue; will be3.
Were/ was; would wear
4. do; will see

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(3 )’

Do the exercise in the workbook
Prepare for the next lesson

6. Wouldn’t be; didn’t
take care

Unit 8 : English-speaking countries
I, Aims

1, Knowledge

By the end of the unit, Students will be able to:

- pronounce the words ending in – ese and - ee correctly in isolation and in context.

- use the lexical items related to the topic of people and places in English speaking countries
- use the present simple to talk about future activities

- talk about interesting facts of a country

- listen for specific information about a day trip to an amazing town
- read for specific information about the attractions of a country
- write a description of a schedule for a visit or a tour

2, Language focus

- present tenses (review)
- present simple for future

- Pronunciation: stress in word ending in -ese and -ee

3, Skills

- talk about interesting facts of a country

- listen for specific information about a day trip to an amazing town
- read for specific information about the attractions of a country
- write a description of a schedule for a visit or a tour

4, Competencies

- Ability to use information technology and communications
- Self- learning capacity

- Communicative competence
- Ability to use the language
- Capacity to cooperate
- Problem-solving capacity

II, Teaching methods: Communicative approach, audio-lingual method, ESA, lexical 
approach

III, Teaching aids: stereo, CD, picture, English book and others
IV, Anticipated problems: the present simple for future

PERIOD 62

Unit 8 : English-speaking countries
Lesson 1: Getting started

Preparing date: 16/1/2020
Teaching date: …../…../2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- Use the lexical items related to the topic of people and places in English speaking countries
- Practice listening and speaking with the lexical items related to the topic .

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Step+ time Learning activities Language focus Mode
1, Warm up

(7 )’

2,

Presentation
(8 )’

3, Practice
(20 )’

4,

Production
(7 )’

5,

Homework
(3 )’

Look at some photos or
magazine cut-outs of some
famous monuments or items
from English speaking
countries and guess what
country each monument/item is
from.

Call out names of English
speaking countries and their
main cities.

Know the use of some
vocabulary

Read the vocabulary in chorus
and individually

Read the words given in the
exercise 1a and guess the result
Listen to the recording and
choose the words or phrases
Exchange the result with their
patner

Give the result and check
Read the conversation again
and answer the questions in
exercise 1b

Give the the result and check
Read the sentences in the
exercise 2

Complete the sentences with
the words or phrases from the
box

Give the the result and check
Look at the flags in the exercise
2

Put the name of the countries
under the flags

Give the the result and check
GAME: Where are they?

Work in groups of six .The first
group to find all the countries
wins. Student to go to the board
and mark the six countries
- Do the exercise in the
workbook

- Prepare for the next lesson
Unit 8: A closer look 1

The key of exercise 1a
1. Awesome, just awesome
2. Any of the following:
Absolutely/ Right.

3. It’s hard to say
4. Perhaps

The key of exercise 1b
1. He’s at an international
summer camp (in Singapore).

2. They come from different
countries/ from all over the
world.

3. He has made new friends,
visited places, (and taken part
in different activities.)

4. Because he uses English
every day with people from
different countries.

5. Two boys from Australia
and a girl from the USA.

6. After July 15th.
The key of exercise 2

1. summer camp 2. native
English speaking countries
3. native speakers 4. the USA
5. accents 6. official language
The key of exercise 3

1. the USA

2. The United Kingdom
3. Singapore

4. Australia
5. Canada
6. New Zealand

Whole
class

Indivi-
ual
work

Pair
work

Indivi-
ual
work

Group
work

PERIOD 63

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LESSON 2. A CLOSER LOOK 1
Preparing date: 16/1/2020
Teaching date: 31/1/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- pronounce the words ending in – ese and - ee correctly in isolation and in context.

- use the lexical items related to the topic of people and places in English speaking countries
II. Teaching aid: Textbook, chalks, stereo, CD...

III. Procedures

Steps + time Learning activities Language Focus Modes

1, Warm up 
(4 )’

2,

Presentation 
(7 )’

3, Practice 
(20 )’

4, Production
(11 )’

Play the game “ Network” about
the the names of some English
speaking countries they learnt in
the previous lesson.

Lead to the new lesson

Look at the tables and read the
words in the exercise 1

Complete the table with the
peoples

Give the result and check
Listen to the tape and repeat
Read the words in exercise 2
Change them into the suitable
verbs, nouns or adjectives
Compare their answers with a
partner.

Give the result and check

Read the sentences in the exercise
3

Complete the sentences with the
words in the box

Give the result and check

Look at the pictures in the exercise
4

Match the pictures with the words
in the box

Give the result and check

Listen and stress the words in the
exercise 5

Pronounce the words in front of the

class

Listen to the sentences in the
exercise 6

Mark the stress in the underlined
words

Repeat the sentences in the
exercise 6

The key of exercise 1
1. the Americans
2. The English

3. The Scottish/ the Scots
4. The Welsh

5. the Irish

6. The Canadians
7. The Australians
8. The New Zelanders
The key of exercise 2
1. N = history

2. V = symbolize
3. A = legendary
4. N = icon

5. A = spectacular
6. N = festival
7. A = scenic
8. V = attract

The key of exercise 3
1. icon 2. symbolizes
3. scenic 4. unique
5. attracts

The key of exercise 4
1. castle 2. loch

3. parade 4. monument
5. state 6. cattle station
The key of exercise 5
Conto’nese, Taiwa’nese,
Japa’nese, Portu’guese
Employ’ee, adop’tee,
addre’ssee, interview’ee
The key of exercise 6

Group
work

Individ
-ual
work

Individ

-ual
work

Whole
class

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5, Homework 
(3 )’

Give the result and check

Play a game in small groups . Look
at the given words and give the
correct form of the words
(especially the words ending in
-ese and -ee). The group with the 
most correct words is the winner.
Teacher encourages students to do
the part Vocabulary in the

LOOKING BACK

Do the exercise in the workbook.
Prepare: Unit 8: A closer look 2

1. Chi’nese 2. refu’gee
3. trai’nee 4. Japa’nese
5. guaran’tee

Ký duyệt ngày: ……….………..….

………...

The 23rd week

PERIOD 64

Unit 8 : English-speaking countries
 LESSON 3. A CLOSER LOOK 2

Preparing date: 30/4/2020
Teaching date: 4/5/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- Use the tenses of verbs, especially the simple tense with future meaning correctly.
- Use the lexical items related to English speaking countries

II. Teaching aid: Textbook, chalks, stereo, CD...
III. Procedures

Steps + time Learning Activities Language focus Modes

1,Warm-up 
(5’)

2,

Presentation

(7’)

3, Practice

Play a game “Matching ” with
the some famous cities and
their country

Review the use of some tenses
of verb, especially the simple
tenses

Give examples

Read the sentences in the
exercise 1

Give the correct form of the
verb in brackets

Give the result and check
Read the passage in the
exercise 2

Find out and correct the

The key of exercise 1

1. has served 2. is increasing
3. symbolizes 4.form

5. has celebrated 6. is

The key of exercise 2
2. visit->ave visited

3. increases->is ancreasing
5. has celebrated-> celebrates
7. are dancing->dance

Group
work
Whole
class

Individ-ual

work

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Individ-(20’)

4,

Production
(11’)

5,

Homework

(2’)

mistakes in the passage
Give the result and check
Read the schedul e in the
exercise 3a

Underline the verbs in the
sentences

Give the result and check
Discuss the given questions in
the exercise 3b

Give the result and check

Read the given sentences in the
exercise 4

Complete the sentences with the
correct verbs in the box in the
simple present tense

Give the result and check

Make notes of some activities
their school has planned for
next week. Write five sentences
about the activities, using the
simple present with a future

meaning.

Give the result and check

Teacher encourages students to
do the part Grammar in the
LOOKING BACK

- Do the exercise in the
workbook

- Prepare for the next lesson
Unit 8: Listening+Reading

The key of exercise 3a

1. The Debating Competition
takes place in the Main Hall
on April 3 rd.

2. The bus for the excursion
to the chocolate factory
leaves at 8.00 a.m os April
14th.

The key of exercise 3b
1. The future

2. The present simple

The key of exercise 4
1. starts – finishes
2. taken place
3. holds
4. hosts
5. Lasts

ual
work

Group
work

Individ-ual

work

Individ-ual

work

I, Choose the best answer to complete the sentences

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II, Read the passage and answer the questions.

Pollution is one of the most important problems facing us today. There are some types of
pollution: air pollution, water pollution, and noise pollution and the others. Air, which is the
most important element of our environment, can be polluted in many ways. This leads to
health problems like asthma and lung diseases. China and the USA are the world leaders in

air pollution emissions. Water is polluted by industrial waste from factories. Sewage from
households is another cause of water pollution. The long noise of vehicles, loud music and
factories can causes headaches and hearing loss. People hearing much noise can become
sick, as they cannot sleep or relax.

1. How many types of pollution are mentioned in the passage?

...
2.Which is the most important element of our environment?

...
3.Are China and the USA the world leaders in air pollution emissions?

...
4.What cause water pollution?

...
5.Why can people hearing much noise become sick?

...
PERIOD 65

Unit 8 : English-speaking countries
 LESSON 4. SKILLS ( LISTENING+ READING)

Preparing date: 30/4/ 2020
Teaching date: 5/5/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- listen for specific information about a day trip to an amazing town
- read for specific information about the attractions of a country

- Use the lexical items related to the topic “English speaking country”
II. Teaching aid: Textbook, teacher’s book, chalks….

III. Procedures

Steps+ time Learing Activities Language focus Modes

1, Warm up
(3 )’

2, Reading 
(20 )’

Chatting

Answer some questions about some
what they know about Scotland
Know the use of some vocabulary
Read the vocabulary in chorus and
individually

Read the given questions in the
exercise1

Read the passage and answer the
questions

Give the result in front of the class

Vocabulary:
+ haunt (v)
+ piping (n)
+ fire brigade (n)
The key of exercise 1
1. It’s in the north of
Great Britain.

Whole
class

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3, Listening 
(20 )’

4,Homework
(2 )’

and check

Read the places and events in the
exercise 2

Match the places and the events
Give the result in front of the class

and check

Read the text again and complete the
given sentences in exercise 3.

Exchange the result with their partner
Give the result in front of the class
and check

Look at the pictures and read the
schedule of events

Listen to the tape and fill in the
schedule

Give the result and check

Read give sentences and the given
options

Listen to the tape and choose the
correct options

Give the result and check

Do the exercise in the workbook
Prepare for the next lesson
Written test

2. It’s famous for its

rich and unique culture
as well as its amazing
natural beauty, its
historic castles, its
traditional festivals,
and its whisky.It is also
famous for various
inventions.

The key of exercise 2
1. Edinburgh: d, f
2. Castles: a, c

3. Highland Game: b, h
4. Lochs: e, g

The key of exercise 1
1. 9.30 2. 12. 30
3. 4.00 4. 4.15
The key of exercise 2
1. B 2. C 3. C
4. B 5. A

The key of exercise 3
1. Yes, it is.

2. A ghost

3. Piping, drumming,
dancing

4. the telephone,
television, penicillin,
the rain coat

5. In 1824

Individual
work

PERIOD 66
Written test (45 )’

Preparing date: 30/4/2020
 Teaching date: 8/5/2020
I, The objectives:

By the end of the lesson, students will be able to review the language content of the
preiod(Unit 7, 8) and practice the skills of using them in suitable situations

II, Teaching aids: coppied tests and others
III, The content

-The matrix 
Knowl

edge

Comp

rehen-sion

Applic
ation

High
applic

ation

Sum
Obj

test Self-ex

Obj

test Self-ex

Obj

test Self-ex

Obj

test Self-ex

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No of
questi
on:

No of
point:
Percen

tage 
4
1
10 %

4
1
10 %

8
2
20 %

Vocab
ulary

and
struct

ure

Underl
ine the
best
option

Supply
the
correct

form
of the
berbs

in
bracket

s.
No of

questi
on:
No of
point:
Percen
tage %

4
1
10 %

1
10 %

12
3
30 %

Readi
ng

True
or
False

Answe
r the
questio

ns
No of

questi
on:
No of
point:
Percen
tage %

4
1

10 %

2
1
10 %

1
0.5
5 %

7
2,5
25 %

Writti
ng

Write
senten

ces...

Paragr
aph
writing
No of

questi
on:
No of

point:
Percen
tage %

3
1,5
15 %

1
1
10 %

</div>
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No of
questi
on:
No of
point:
Percen
tage %

12
3
30 %

4
1
10 %

4
1

10 %

6
2
20 %

1
0.5
5 %

3
1,5
15 %

1
1
10 %

31
10
100%
The test

A. LISTENING
I. Listen and choose the right answer A, B , or C.

1.The first thing you see in Puzzling World is ...

A. Lake Wanaka. B. the Learning Tower. C. the spacious café
2. ... is possibly the most photographed attraction in New Zealand.

A. The Leaning Tower. B. The Illusion Room. C. Puzzling World.
3. Lake Wanaka is called ...

A. a natural attraction. B. a natural paradise. C. a beauty spot.
4. At Lake Wanaka you can ...

A. bike and walk. B. drive. C. climb a mountain.
II, Listen and fill in the blanks with the information you hear.

1, When a sound is louder than ………decibels, it can cause pollution.
2, The sound of a ……… …. . can reach to 130 decibels.

3, Noise pollution can lead to ………and high blood pressure.
4, We should wear ………….when going to the concert.

B. VOCABULARY AND STRUCTURE
I, Underline the best option to complete the sentence

1. If we ...water carefully, more people will have fresh water.(will use/would use/used/ use)
2. Don’t drink that water in this lake. It’s ………. (contaminated / pure/ damaged/ cleaned)
3. We can’t see the stars at night …… to much light pollution. ( causes/ lead/ because/ due)
4. Too much CO2 in the air results ……..… the global warming. ( on/ to/ in/ at)

5. ……they dump waste into the river, it is polluted.(because/ because of/therefore/although)
6. The capital of New Zealand is …… (Canberra/ Washington/ Wellington/ Ottawa)

7.The Statue of Liberty is a monument which …freedom(attracts/symbolises/decides/knows)
8. The bus to the city center ……... in five minutes. ( leaves/ has left/ is leave/ will leaves)
II. Supply the correct form of the berbs in brackets.

5.The fumes from cars makes people ( cough) ……….. much.

2. The Big Ben in London ( attract) …………. many tourists from all over the world.
3. What (happen)……….... if there were no car in the world?

4. New Zealand ( divide)……….. into the North island and the South island.
C. READING

I. Read the passage and decide the following sentences are True(T) or False (F)

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whisky with the local people. Driving through vast green pastures, or boating on scenic
lakes- or lochs- are othere attractions that Scotland offers.

1. Scotland is famous for its rich culture and amazing natural beauty ………..

2. Visitors can’t explore the history of old catles in this land. ………..

3. You can see unique Scottish activities in the Highland. ……….

4. Tourists aren’t allow to drink wine with the local people. ………..
II Read the passage carefully and answer the questions

The environment is everything around us, both natural and made by man and it is now
being seriously polluted. We burn fuel, and this causes air pollution. We throw away plastic
bags, and they stay in the environment for a long time. Factories that make or use chemicals
always have chemical wastes. These wastes are often poisonous and they lead to water
pollution, Nuclear power plants that make electricity also produce dangerous wastes and
when they have accidents, they result in radioactive pollution that kills animals and people
and cause abnormal growth.

1. What does burning fuel cause?

...
2. How are the chemical wastes from factories?

...
3. How many types of pollution are mentioned in the passage?

A. One B. Two C. Three D. Four
D. WRITING

I, Complete the second sentence so that it has a similar meaning to the first.
1. Because acid rain is dangerous, trees’ leaves are damaged.

Because of………...
2. The water is polluted, so people get more diseases.

If.…… ……… ………….. . ...…
3, Water pollution happens when there is much chemical waste in water.

Much chemicals waste in water...
II,

Write an article (90 words) about the most serious type of pollution in your area.
The following questions may help you: - What is the name of the type of pollution?
- What is its cause? - How does it affect to the area?

The key

A. LISTENING
1.

I. Listen and choose the right answer A, B , or C. (each correct answer is 0. 25p)
1. B 2. C 3. B 4. A

2. Listen to the conversation and fill each of the gaps with a word you hear
(each correct answer is 0. 25p)

1. 70 2. concert 3. headaches 4. earplugs
B. VOCABULARY AND STRUCTURE

I, Underline the best option to complete the sentence (each correct answer is 0. 25p)
1. use 2. contaminated 3. due 4. in

5. because 6. Wellington 7. symbolises 8. leaves

II. Supply the correct form of the berbs in brackets..(each correct answer is 0. 25p)
1, cough 2, attracts 3. would happen 4, is divied

C. READING

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1. T 2. F 3. T 4. F

II. Read the passage carefully and answer the questions(each correct answer is 0. 5p)
1. (Burning fuel / It causes) air pollution

2. The chemical wastes from factories/ They are often poisonous
3, C

D. WRITING

I, Complete the second sentence so that it has a similar meaning to the first. (each correct
answer is 0. 5p)

1. Because of acid dangerous rain, trees’ leaves are damaged.

2. If the water weren t/ wasn t’ ’ polluted, people wouldn’t get more diseases.
3, Much chemicals waste in water leads to/ causes/ results in water pollution
II,

Write a paragraph (about 80 words) about one of the folktales you like best

- Content. (0.5 point): a provision of main ideas and details as appropriate to support the idea.
- Language. (0.3 point): a variety of vocabulary and structures appropriate to the level of
the 8th grade students

- Presentation. (0.2 point): coherence, cohesion, and style appropriate to the level of 8th
grade students.

Ký duyệt ngày: ……….………..….

………...

The 24th week

Unit 9 : Natural disasters
I, Aims

1, Knowledge

By the end of the unit, Students will be able to:

- pronounce the words ending in – logy and -graphy correctly in isolation and in context.
- use the lexical items related to the topic of natural disasters

- use the past perfect to talk about an action before a stated time or another action in the past.
- read for specific information about a natual disaster in a news report

- talk about a natual disaster and what to do when it happens

- listen for specific information about a natual disaster in a news report.
- write a news report on a natual disaster.

2, Language focus
- passive voice (review)

- the past perfect tense

- Pronunciation: stress in word ending in – logy and -graphy

3, Skills

- read for specific information about a natual disaster in a news report
- talk about a natual disaster and what to do when it happens

- listen for specific information about a natual disaster in a news report.
- write a news report on a natual disaster.

4, Competencies

- Capacity to cooperate
- Problem-solving capacity
- Self- learning capacity
- Communicative competence
- Ability to use the language

II, Teaching methods: Communicative approach, audio-lingual method, ESA, lexical 
approach

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PERIOD 67

Unit 9 : Natural disasters
Lesson 1: Getting started

Preparing date: 7/5/2020
Teaching date: 11/5/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- Use the lexical items related to the topic of natural disasters

- Practice listening and speaking with the lexical items related to the topic .
II. Teaching aid: Textbook, stereo, CD...

III. Procedures

Step+ time Learning activities Language focus Mode

1, Warm up
(7 )’

2,

Presentation
(8 )’

3, Practice
(20 )’

4,

Production
(7 )’

Chatting

Answer some questions about
natural disasters

Example:

- What is the name of the
natural disaster?

- When did it happen?

- Was there any damage to
people or property?

Know the use of some
vocabulary

Read the vocabulary in chorus
and individually

Read the sentences given in the
exercise 1a and guess the result
Listen to the recording and fill
in the blanks

Give the result and check
Read the conversation again
and find out the expressions
Give the the result and check
Read the responses in the
exercise 2

Put the responses into the
correct column

Give the the result and check
Read the sentences and the
responses in the exercise 2b
match the sentences and the
responses

Give the the result and check
Look at the pictures in the

exercise 3

Match the natural disasters with
the pictures

Give the the result in front of
the class

Listen to the tape and check

The vocabulary
- volcano (n)
- tornado (n)
- flood (n)
- forest fire (n)
- earthquake (n)
- tsunami (n)
- mudslide (n)
- drought (n)
- debris (n)
- trap (v)

The key of exercise 1a

1. tropical storm 2. Injured
3. damage 4. trapped
5. medical supplies

6. temporary accommodation
The key of exercise 1b

- Oh no!

- That’s a relief!
- That’s awful!

The key of exercise 2a
Responding to good news 
Wow! That’s great!

That’s a relief!
How wonderful!
That’s awesome!

Responding to bad news 
How terrible! Oh dear! Oh no!
That’s shocking! That’s awful!

Whole
class

Indivi-
ual
work

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5,

Homework
(3 )’

Read the example in the
exercise 4

Ask and answer about common
natural disasters in some areas
in Vietnam

Some pairs practice infront of
the class

- Do the exercise in the
workbook

- Prepare for the next lesson
Unit 9: A closer look 1

The key of exercise 2b

1. b 2. d 3. f

4. c 5. a 6.e

The key of exercise 3

1. C 2. D 3. F

4. B 5. G 6.A

7. H 8. E

Pair
work

PERIOD 68

Unit 9 : Natural disasters
 LESSON 2. A CLOSER LOOK 1

Preparing date: 7/5/2020
Teaching date: 12/5/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- pronounce the words ending in – logy and -graphy correctly in isolation and in context.
- use the lexical items related to the topic of natural disasters

II. Teaching aid: Textbook, chalks, stereo, CD...
III. Procedures

Steps + time Learning activities Language Focus Modes

1, Warm up 
(7 )’

2, Vocabulary
(20 )’

3,

Play the game “ Network”
about the the names of natural
disasters

Lead to the new lesson
Know the use of some
vocabulary

Read the vocabulary in chorus
and individually

Look at the box and read the
sentences in the exercise 1
Complete the table with the
words in the box

Give the result infront of the
class

Listen to the tape and check
Read the words in exercise 2
Match the verbs and the nouns
Give the result in front of the
class

Listen to the tape and check
Repeat the phrases in chorus

Read the sentences in the
exercise 3

The vocabulary

erupt(v), strike(v), rage(n/v)
collapse(v), shake(v),
scatter(v), evacuate(v),
put out (v), bury (v),
rush into(v), debris (n),
shelter (n)

The key of exercise 1
1. struck 2. erupted
3. shook 4. buried
5. raged 6. collapsed:
The key of exercise 2
1. b 2. d 3. a
4. e 5. c

The key of exercise 3
1. Provide aid

2. Put out the forest fire
3. Took shelter

4. Scattered debris
5. Evacuate the village.

Group

work

Whole
class

Individ
-ual
work

Whole
class
Individ
-ual
work

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Pronunciation 
(15 )’

4, Homework 
(3 )’

Complete the sentences with
the phrases in the exercise 2
Give the result and check
Listen and repeat the words in
the exercise 4

Pronounce the words in front of
the class

Listen and mark the stress on
the correct syllable in the
exercise 5

Give the result in front of the
class

Listen to the sentences in the
exercise 6

Mark the stress in the
underlined words

Repeat the sentences in the
exercise 6

Give the result and check
Teacher encourage students to
do the part Vocabulary in the
LOOKING BACK

Do the exercise in the
workbook.

Prepare: Unit 9: A closer look 2

The key of exercise 5
1. soci’ology

2. zo’ology

3. bibli’ography
4. clima’tology
5. as’trology
6. de’mography
The key of exercise 6
1, ge’ography

2, bi’ology
3, pho’tography.
4, bi’ography
5, Zo’ology

class

PERIOD 69

Unit 9 : Natural disasters
 LESSON 3: A CLOSER LOOK 2

Preparing date: 7/5/2020
Teaching date: 15/5/2020
I. Objectives:

By the end of the lesson, Ss will be able to:
- Use the passive voive correctly

- Use the past perfect to talk about an action before a stated time or another action in the past.
- Use the lexical items related to natural disasters

II. Teaching aid: Textbook, chalks, stereo, CD...

III. Procedures

Steps + time Learning Activities Language focus Modes

1,Warm-up 
(5’)

Read the conversation in
GETTING STARTED again
and underline all instances of
the passive voice that they can
find. Then, share their findings
with one or more partners
before checking with the whole

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2,

Presentation
(7’)

3, Practice
(20’)

4,

Production
(11’)

5,

Homework

class.

Retell the uses of the passive
voice

Give examples

Know the use of the past perfect
tenses

Give examples

Read the sentences in the
exercise 2

Give the correct form in the
passive voice of the verb in
brackets

Give the result and check
Read the sentences in the
exercise 3

Rewrite the sentences in the
passive voice

Give the result and check
Read the sentences in the

exercise 5

Put the verbs in the simple past
or past perfect tenses

Give the result and check

Read the given questions in the
exercise 6

Ask and answer the questions
in pairs

Some pairs practice in front of
the class

Work in two teams. Take turns
to give reasons why they were
pleased/ upset/ happy/ angry,
etc. Use the past perfect for the
event that had happened. Each
correct sentence gets one point.
The team with the most points
wins.

Teacher encourage students to
do the part Grammar in the
LOOKING BACK

- Do the exercise in the

workbook

- Prepare for the next lesson

The key of exercise 2
1. was scattered
2. Are built
3. Were taken
4. will be predicted
5. Will be delivered/ are
going to be delivered
The key of exercise 3
1. Food and blankets have
been given out to homeless
people (by volunteers)
2. Ten people trapped in
collapsed buildings have been
freed by the rescue workers
so far.

3. Was the whole village
destroyed by the storm?
4. If the area is hit by the
storm, a lot of damage will be
caused.

5. A garden party is going to
be organized to raise money

for the victims of the flood.
The key of exercise 5
1. had left, erupted
2. arrived, had stopped
3. had spent, arrived
4. got, hadn’t taken
5. Found, had bought

Whole
class

Individ-ual

work

Pair
work

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(2’)

Ký duyệt ngày: ……….………..….

………...

The 25th week

PERIOD 70

Unit 9 : Natural disasters

LESSON 4. SKILLS 1
Preparing date: 14/5/ 2020

Teaching date: 18/5/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- read for specific information about a natual disaster in a news report
- talk about a natual disaster and what to do when it happens

- Use the lexical items related to the topic natural disasters
II. Teaching aid: Textbook, teacher’s book, chalks….
III. Procedures

Steps+ time Learing Activities Language focus Modes

1, Warm up
(3 )’

2, Reading 
(20 )’

3, Speaking 
(20 )’

Chatting

Answer the question: ‘What can we do
to prepare for a natural disaster?’

Lead in the lesson

Know the use of some vocabulary
Read the vocabulary in chorus and
individually

Scan the article to find where the
words/phrases wreak havoc, essential,
destructive, guidelines, and emergency 
are in the article.

Give the result in front of the class and
check

Read the questions in the exercise 2
read the article again and answer the
questions.

Compare answers before discussing
them as a class.

Give the result in front of the class
Read each news report.

Match each news report to the correct
picture.

Give the result in front of the class and
check

Read the examples in the exercise 3b

Vocabulary:

wreak havoc, essential,
destructive, guidelines
The key of exercise 2
1, Because they can
wreak havoc across
large areas and cause
loss of life or damage
to property.

2, Learn about the risk
in your area and read
the information about
natural disasters on
local government sites.
3, Enter all the

emergency contact
numbers in your
mobile phone so you
can call the rescue and
emergency workers if
necessary.

4, Your emergency
supply kit should

Whole
class

Whole
class

Indivi-dual
work

Pair
work

Indivi-dual
work

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4,Homework
(2 )’

Remember the responses they practised
in GETTING STARTED, e.g., That’s
shocking!;

Work in pairs and role-play telling each
other about one of the news reports in
3a.

Some pairs do the role-play in front of
the class.

Tell what disasters often happen in their
area.

Choose two disasters that happen the
most.

Work in pairs to discuss and write
down what to do before, during and
after this disaster.

Give the result in front of the class and
check

Read the examples in the exercise 4b
Ask and answer questions about the
things they should do in the event of
each disaster they have discussed

Some pairs practice in front of the class
and comment

Do the exercise in the workbook
Prepare for the next lesson
Unit 9: Skill 2

include food, water,
medication, personal
hygiene items, copies
of personal documents
and some money.

5, We need to know the
evacuation routes and
shelters.

The key of exercise 3a
1. C 2.B 3. A

Pair
work

PERIOD 71

REVIEW 3 - LANGUAGE
Preparing date: 14/5/2020

Teaching date: 19/5/2020

I. Objectives: By the end of the lesson, Ss will be able to review all the language they have 
studied from unit 1 to unit 3

- Pronunciation: word stress in the words ending in -ic, - al, - ese, - ee, – logy and -graphy

- Vocabulary: From unit 7 to unit 9.

- Grammar: conditional sentence type 2 and past perpect tense
II. Teaching aid: Textbook, chalks...

III. Procedures

Step+ time Learning activities Language focus Mode

1, Warm up
(3 )’

Chatting

Answer the questions about what they
have learnt in the three lessons

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2,

Review(40 )’

3,Homework
(2 )’

Review the rules of stress in words
ending in –ic, -al, -ee, -ese, -logy, and
–graphy

Mark the stress independently.
Listen to the tape and correct their
answers.

Give the result in front of the class.
Read the sentences in the exercise 2
Decide what kind of word is needed for
each sentence (a noun? a verb? an
adjective? ...).

Complete the sentences with the
suitable form of the word

Give the result in front of the class.
Read the word and its definition in the
exercise 3

Match the words and its definition
Give the result in front of the class.
Read the sentences in the exercise 4
Choose the best answer to complete the
sentences

Give the result in front of the class.
Read the sentences in the exercise 5
Put the verbs in the correct form to
complete the sentences

Give the result and check

Read the sentences in the exercise 6
Choose the correct voice to complete
the sentences

Give the result and check

Read the sentences and their replies in
the exercise 7

Match the sentences and its replies
Give the result and check

Know some vocabularies in the
exercise 1 page 37 ( Review 2- Skills:
READING) in the student book

Read the passage in the exercise 1 page
37

Choose the best answer to complete the
sentences

Give the result and check

Do the exercise in the workbook
Prepare for the next lesson

The key of exercise 2
1. predict 2. iconic
3. natural 4.culture
5. flooded 6.polluted
The key of exercise 3
1. c 2. a 3. f

4. b 5. d 6. e

The key of exercise 4
1. A 2. B 3. C
4. A 5. C 6.B

The key of exercise 5
1. get; will grow

2. was/were; would not
have to work

3. could choose; would
go

4. don’t act; will lose
5. was/ were; would be
6. used; would be
The key of exercise 6
1. have been sent
2. organised
3. is made up
4. is caused
5. was chosen
6. have replaced
The key of exercise 7
1. e 2. a 3. g
4. b 5. d 6. f
The key of exercise 1
page 37 (SB)

1. B 2. D 3. A 4. B 5.
C

Indivi-dual

work
Pair
work

Indivi-dual
work

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Unit 10: Communication
I, Aims

1, Knowledge

By the end of the unit, Students will be able to:

- pronounce the words ending in –ity and – itive correctly in isolation and in context.
- use lexical items related to the topic ‘Communication’

- use some verbs that are followed by to –infinitive, tenses.
- talk about communication now and in the future.

- listen for general and specific information about netiquette.

- read for general and specific information about communication in the future.
- write an email using netiquette.

2, Language focus

- furure continuous (review)
- the verbs + to - infinitive

- Pronunciation: stress in word ending in –ity and – itive
3, Skills

- talk about communication now and in the future.

- listen for general and specific information about netiquette.

- read for general and specific information about communication in the future.
- write an email using netiquette.

4, Competencies

- Self- learning capacity
- Ability to use the language
- Capacity to cooperate

- Ability to use IT and communications
-Communicative competence

II, Teaching methods: Communicative approach, audio-lingual method, ESA, lexical 
approach

III, Teaching aids: stereo, CD, picture, English book and others
IV, Anticipated problems: verbs + to -infinitive and verbs+ gerund

PERIOD 72

Unit 10: Communication
Lesson 1: Getting started

Preparing date: 14/5/2020
Teaching date: 22/5/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- Use the lexical items related to the topic of communication.

- Practice listening and speaking with the lexical items related to the topic .
II. Teaching aid: Textbook, stereo, CD...

III. Procedures

Step+ time Learning activities Language focus Mode

1, Warm up

(7 )’ ChattingTalk about the functions that a
smart phone has and decide
which is for communicating

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2,

Presentation
(8 )’

3, Practice
(20 )’

4,

Production
(7 )’

5,

Homework
(3 )’

and which isn’t

Know the use of some
vocabulary

Read the vocabulary in chorus
and individually

Read the sentences given in the
exercise 1b and guess the result
Listen to the recording and
decide the sentence is T or F

Give the result and check
Listen to the the conversation
again and find out the

expressions in the exercise 1a
Give the the result and check
Answer the question i the
exercise 1c

Give the the result and check
Read the phrases in the
exercise 2

Match the phrases with the
correct picture

Give the the result

Listen to the tape and check
Read the sentences in the
exercise 3

Complete the sentences with
the phrases in the exercise 2
Give the the result and check
Bainstorm all the ways they
have communicated so far
today

Give the result in front of the

class

- Do the exercise in the
workbook

- Prepare for the next lesson
Unit 10: A closer look 1

The key of exercise 1a
1 wait for ages

2. Show up
3. Get through

4. “My battery was flat.”
5. “Are you kidding”.
6. “We can try again.”
The key of exercise 1b

1. T 2. T

3.F (Nick was waiting outside
the wrong cinema.)

4. T 5. T 6. T

The key of exercise 2

1. having a video conference
2. Emailing 3.Video chatting

4. Meeting face-to-face

5. using social media
6. Using telepathy

7. Sending letters (snail mail)
The key of exercise 2b

1. b 2. d 3. f

4. c 5. a 6.e

The key of exercise 3
1. Using social media
2. meet face – to face

3. email; sending letters/ snail
mail

4. Using telepathy
5. video chatting

6. have a video conference

Ký duyệt ngày: ………

……….…….

Whole
class

Indivi-
ual
work

Pair-
work

Indivi-
ual
work

Group-work

The 26th week

PERIOD 73

Unit 10: Communication
 LESSON 2. A CLOSER LOOK 1

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Teaching date: 25/5/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- pronounce the words ending in –ity and – itive correctly in isolation and in context.
- use the lexical items related to the topic of communication

II. Teaching aid: Textbook, chalks, stereo, CD...
III. Procedures

Steps + time Learning activities Language Focus Modes

1, Warm up 
(7 )’

2, Vocabulary
(20 )’

3,

Pronunciation 
(15 )’

Play the game “ Network”
about the ways of

communicating.

Lead to the new lesson
Look at the box and the
pictures in the exercise 1
Match the pictures with the
words in the box

Give the result in front of the
class

Read the words and the
definitions in exercise 2
Match the words and the
definitions

Give the result in front of the
class

Look at the diagrams of the
exercise 3

Complete the diagram with the
forms of communication

Give the result and check
Look at the pairs of ways of
communicating in the exercise
4

choose one pairs and discuss
which one is better

Give the result in front of the
class

Listen and mark the stress on
the correct syllable in the
exercise 5

Give the result in front of the

class

Read the sentences in the
exercise 6

Complete the sentences with
the words in the exercise 5
Practise saying the sentences
Give the result in frontbof the

The key of exercise 1
1. using music

2. using signs
3. leaving a note
4 painting a picture

5. communication
non-verbally with animals

6. using codes
7. sending flowers
8. using body language
The key of exercise 2

1. d 2. e 3. b

4. c 5. a

The key of exercise 5

1. com'petitive 2. in’finitive
3. re’petitive 4. ‘positive
5. a’bility 6.possi’bility
7. curi’osity 8. natio’nality
The key of exercise 6

Group
work

Individ
-ual
work

Group
work

Individ
-ual
work

Individ
-ual

work

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4, Homework 
(3 )’

class

Listen to the tape and check
Teacher encourage students to
do the part Vocabulary in the
LOOKING BACK

Do the exercise in the
workbook.

Prepare: Unit 10: A closer look
2

1. nationality
2. repetitive
3. competitive
4. possibility
5. Ability

class

PERIOD 74

Unit 10: Communication
 LESSON 3. A CLOSER LOOK 2

Preparing date: 21/5/2020
Teaching date: 26/5/2020
I. Objectives:

By the end of the lesson, Ss will be able to:
- Use the future contiuous tenses correctly
- Use the verbs +to-infinitive correctly.

- Use the lexical items related to the topic communication
II. Teaching aid: Textbook, chalks, stereo, CD...

III. Procedures

Steps + time Learning Activities Language focus Modes

1,Warm-up 
(5’)

2,

Presentation
(7’)

3, Practice
(20’)

Chatting about the form of
communication they often use
Lead in the lesson

Retell the uses of the future
continuous tense

Give examples

Know the use of the verbs + to
-infinitive

Give examples

Listen to the part of the

conversation in Getting Started
and find out the sentences using
the future continuous tense
Answer the questions in the
exercise 1

Read the sentences in the
exercise 2

Give the correct form in the
future continuous tense of the
verb in brackets

Give the result and check
Read the sentences in the
exercise 3

The key of exercise 1

1. He will be having his
Vietnamese class

2. They will be watching a
film at the cinema.

The key of exercise 2

1. will he still be sleeping;
will be studying

Whole
class
Whole
class

Individ-ual work

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4,

Production
(11’)

5,

Homework
(2’)

Predict when the things may
happen in the future.

Give the result and check

Look at the the conversation in
Getting Started and write out 
the verbs that are followed by a
full infinitive

Give the result infront of the
class

Read the sentences in the
exercise 5

Choose the best answer to
complete the sentences
Give the result and check
Select three ways of

communication that they think
will be most common in the
year 2050. Then make the list
longer by sharing theirideas
with another pair using full
sentences.

Teacher encourage students to
do the part Grammar in the
LOOKING BACK

- Do the exercise in the
workbook

- Prepare for the next lesson
Unit 10: Communication

2. will be having
3. will be eating

4. Will she be staying; will be
writing

5. Will be playing
6. Will be learning
.

The key of exercise 5

1. c 2. b 3. a

4. c 5. a

Group
work

Individ-ual work

Pair
work

PERIOD 75

Unit 10: Communication

LESSON 4. SKILLS(READING+WRITING)
Preparing date: 21/5/2020

Teaching date: 29/5/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- talk about communication now and in the future.

- read for general and specific information about communication in the future.
- Use the lexical items related to the topic communication

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Steps+ time Learing Activities Language focus Modes
1, Warm up

(3 )’

2, Reading 
(20 )’

3, Writing 
(20 )’

4,Homework
(2 )’

Chatting

Answer the question: What do you
think of communication in the future?’
Lead in the lesson

Know the use of some vocabulary
Read the vocabulary in chorus and
individually

Look at the pictures in exercise 1 and
answer the question

Give the result and check

Scan the text in the exercise 2 and
match the highlighted words with their
meaning

Give the result in front of the class and
check

Read the questions in the exercise 3
Read the text again and answer the
questions.

Give the result in front of the class
Look at the REMEMBER! box
Read the sentences in the exercise 5
Put the sentences in their correct place
to make an email.

Give the result and check
Discuss in groups about what

information they would include in the
mail.

Write a short email to the teacher to
submit their group homework for this
week

Swap the writing with their partner to
check

Give the result and check

Do the exercise in the workbook
Prepare for the next lesson

Vocabulary:

interact, cyber, network
three- dimensional
images

The key of exercise 2
1. in real time

2. interact

3. three - dimensional
images

4. cyber world
5. network

The key of exercise 3
1. They love to write
and real letters. One
student likes to send
sweets with the letters
as well.

2. They are telepathy
and holography.
Telepathy uses a device
in our head to
communicate by
thought over the
network. Holography

gives

three-dimensional images
and we will be able to
interact with each other
in real time.

3. She prefers to use
real, face-to-face
communication

because she thinks this
makes life more
interesting.

Whole
class

Whole
class

Indivi-dual
work

Indivi-dual
work
Pair
work

Group
work

The 27th week

PERIOD 76
Written test (45 )’

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Teaching date: 1/6/2020
I, The objectives:

By the end of the lesson, students will be able to review the language content of the
preiod(Unit 7, 8) and practice the skills of using them in suitable situations

II, Teaching aids: coppied tests and others
III, The content

A. The matrix

Knowledge Compre-hension Application applicationHigh Sum
Obj
test

Self-ex
Obj
test

Self-ex
Obj

test

Self-ex
Obj
test

Self-ex
Listening
No of
question:
No of point:
Percentage 
4
1
10 %
4
1
10 %
8
2
20 %
Vocabulary
and structure

Underline the best
option

Supply the correct form
of the verbs
No of

question:
No of point:
Percentage %
4
1
10 %
4
1
10 %
4
1
10 %
12
3
30 %
Reading Fill each

blanks with ...

Answer the
questions
No of

question:
No of point:
Percentage %
4
1
10 %

2
1
10 %
1
0.5
5 %
7
2,5
25 %
Writting Rewrite thesentence... sentence...write the

No of
question:
No of point:
Percentage %
3
1,5
15 %
4
1
10 %
7
2,5
25 %
No of
question:
No of point:
Percentage %
12
3

30 %
4
1
10 %
4
1
10 %
6
2
20 %
1
0.5
5 %
3
1,5
15 %
4
1
10 %
34
10
100%
B. The test

A. LISTENING

I, Listen and decide if the statements are true (T) or false (F).

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4. Annie spends little time on the Internet. ……….
II, Listen and answer the questions with no more than THREE words.

1. What was Michael doing when the tornado came? ...
2. Was he warned about the tornado before? ...
3. What was his feeling at that time?...
4. What was the bed made of? ...

B. VOCABULARY AND STRUCTURE
I, Underline the best option to complete the sentence

1. My mother ……. our breakfast before we got up.(cooked/ has cooked/ had cooked/cooks)
2. The heavy rain caused … in many parts of the country.( storm/ flood/ drought/earthquake)
3. The museum ... completely after the tornado.(rebuilt/ has rebuilt/ was rebuild/ was rebuilt)
4. Their teams are still cleaning the ……….. from the plane crash.(debris/ dust/ piece/ waste)
5. I tried … you many times yesterday but couldn’t get through.( call/ to call/ called/ calling)
6. Ba ……. at 9 o’clock next Sunday. (is sleeping/ will sleep/ will be sleeping/ will be sleep)
7. ……… helps us to watch and listen to each other at the same time while we have meeting.
(Video conferencing/ Chatting/ Emailing/ Texting)

8. If today …… Sunday, we wouldn’t have to work hard like this. (is/were/ will be/has been)
II. Supply the correct form of the berbs in brackets.

6. His family (eat) ……….dinner at 8p.m tomorrow.

2. By the time we arrived at the canyon, it (stop) ……….…….snowing.
3. Ten new houses ( build) ………..…………in the town every year.

4. Do you want (have) ……… a mobile phone battery that uses solar energy?
C. READING

I.Read the paragraph below and fill each blank with a suitable word in the bold type

dry danger rainstorm raging

A forest fire happened in the west of Quang Binh Province last week. How it started is
unknown, but three days later it was still (1)……….... out of control. The weather
was (2)…………...….… and windy, so it spread quickly and many surrounding district were
in (3)…………..….. Fortunately, on the fourth day, there was a (4)……….. which
helped to put it out.

II. Read the passage carefully and answer the questions

The word “telepathy” has been derived from the words “tele” meaning “distance” and
“pathy” meaning “feeling”. So “telepathy” actually means getting feelings through a
distance. Telepathy is the communication between two minds, separated over a distance,
without the using of the five known senses. At some points of time or the other,we all have
experienced telepathy. Maybe you were thinking of someone you haven’t talked to for

months and you suddenly get a call from them. Or when two people are together, they might
say the same thing at the same time. These are mind-to-mind communications that tend to
occur frequently between closely related individuals.

1, What does the word “telephathy” mean?

……….
2, Have we all experienced telephathy?

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A. talk to someone for months. B. get a phone call.

C. use the five known senses . D. communicate between two minds.
D. WRITING

I, Complete the second sentence so that it has a similar meaning to the first.
1. My mother cooked dinner after cleaning the house.

My mother had ………..……….………...………...
2. The rescuers took the victims of the flood to a safe place.

The victims of the flood...
3. Will it be her lunch time at 11 a.m tomorrow?

Will she ……..……..……….……...
VIII, Write the completed sentences, using the suggested words.

1. Our car/going/ repair/ a mechanic/ tomorrow morning/.

……….
2. what/ happen/ the time/ you/ arrive/ school/ yesterday/?

……….
3. I / play games/ my friends/ 3 p.m / next Sunday/.

……….
4. The girl/ decided/ stay/ Hue / three days/ during/ trip/

……….
C. The key

A. LISTENING

1. Listen and decide whether these statements are True (T) or False (F)
(each correct answer is 0. 25p)

1. T 2. F 3. T 4. F

2. Listen to the conversation and fill each of the gaps with a word you hear
(each correct answer is 0. 25p)

1. He was cooking./Cooking dinner.
2. No, he wasn’t./No.

3. He felt terrified./Terrified.
4. (very) hard wood

B. VOCABULARY AND STRUCTURE

I, Underline the best option to complete the sentence (each correct answer is 0. 25p)
1. had cooked 2. flood 3. was rebuilt 4. debris
5. to call 6. will be sleeping 7. Video conferencing 8. were
II. Supply the correct form of the berbs in brackets.(each correct answer is 0. 25p)
1, will be eating 2, had stopped 3. are built 4, to have

C. READING
I.

I.Read the paragraph below and fill each blank with a suitable word in the bold type
(each correct answer is 0. 25p)

1. raging 2. dry 3. danger 4. rainstorm
II. Read the passage carefully and answer the questions(each correct answer is 0. 5p)
1. Telepathy/ It means getting feelings through a distance

2. Yes, we have./ Yes.

3, D

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I, Complete the second sentence so that it has a similar meaning to the first. (each correct
answer is 0. 5p)

1. My mother had cleaned the house before/ by the time/ when she cooked dinner.
2. The victims of the flood were taken to a safe place by the rescuers.

3, Will she be having lunch at 11 a.m tomorrow?

II, Write the completed sentences, using the suggested words. (each correct answer is 0. 25p)
1. Our car is going to be repaired by a mechanic tomorrow morning/.

2. what had happened by the time you arrived at school yesterday/?
3. I will be playing games with my friends at 3 p.m next Sunday/.
4. The girl decided to stay in Hue for three days during her trip.

Unit 11: Science and technology
I, Aims

1, Knowledge

By the end of the unit, Students will be able to:

- pronounce the words ending with the prefix un- and im- correctly in isolation and in
context.

- use lexical items related to the topic “ science and technology”.

- use the future simple and future continuous to talk about science and technology in the
future.

- use the direct speech and indirect speech to report what people say or tell.
- talk about the role of science and technology.

- listen to specific information about how science and technology solve some problems in the
future.

- read for specific information about the role of science and technology.

- write to express agreement and disagreement about the role of science and technology.
2, Language focus

- future tenses (review)
- reported speech: statements

- Pronunciation: stress in word starting with un– and im–

3, Skills

- talk about the role of science and technology.

- listen to specific information about how science and technology solve some problems in the
future.

- read for specific information about the role of science and technology.

- write to express agreement and disagreement about the role of science and technology.

4, Competencies

- Self- learning capacity
- Ability to use the language
- Capacity to cooperate

- Ability to use IT and communications
-Communicative competence

II, Teaching methods: Communicative approach, audio-lingual method, ESA, lexical 
approach

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PERIOD 77

Unit 11: Science and technology
Lesson 1: Getting started

Preparing date: 28/5/2020
Teaching date: 2/6/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- Use the lexical items related to the topic of science and technology.

- Practice listening and speaking with the lexical items related to the topic .
II. Teaching aid: Textbook, stereo, CD...

III. Procedures

Step+ time Learning activities Language focus Mode

1, Warm up
(7 )’

2,

Presentation
(5 )’

3, Practice
(23 )’

4,

Brainstorm about what they
think of science and technology
Lead in the lesson

Know the use of some
vocabulary

Read the vocabulary in chorus
and individually

Check the vocabulary with a
game

Listen to the the conversation
Read the words given in the

exercise 1a

Match the words in column A
and B

Give the result and check
Read the questions in the
exercise 1b

Listen to the the conversation
again and find out the answers
Give the the result and check
Answer the questions the
exercise 1c

Give the the result and check
Read the words and sentences
in the exercise 1d

Complete the sentence with the
given words

Give the the result and check
Read the words and sentences
in the exercise 2

Complete the sentence with the
given words

Give the the result and check

Read the sentences in the
exercise 3

Give the opposite of the words
in brackets using the prefix

un-or

im-Vocabulary
development
enormous
benefit
science

The key of exercise 1a
1. c 2.b 3. d
4.e 5.a 6. f
The key of exercise 1b

1. They are at the Science Club.
2. It is the roles of science and
technology in the 21st century.

3. Science and technology are
greatly changing everything.

4. He told Nick that only robots
would work in factories and
clean our homes in the future.

5. He/ She said that there would
be no more schools: they’d just
stay at home and learn on the
internet.

The key of exercise 1c
1, the economy (economic
development)

2, the workplace (robots in
factories)

3, the home (robots cleaning
our homes)

4. travel (traffic jams)

5. education (school via the
internet)

The key of exercise 1d
1, field 2. space 3. the key
4. economic development
5. flying cars

The key of exercise 2

Whole
class

Indivi-
ual
work

Pair-
work

Pair
-work

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Production
(7 )’

5,

Homework
(3 )’

Give the the result and check
Move around with pens and
paper/ notebooks to ask
questions and take notes.
Once a student has a name in
each box they should sit back

down.

The first student who fills all
his/her box is the winner. The
winner must show the result to
the class.

- Do the exercise in the
workbook

- Prepare for the next lesson
Unit 11: A closer look 1

1. science subjects
2. technology
3. researchers
4. machines

5. scientific progress
The key of exercise 3
1. unknown 2. unrealistic
3. impossible 4. unimportant
5. unpolluted

Whole
class

PERIOD 78

Unit 11: Science and technology

LESSON 2: A CLOSER LOOK 1

Preparing date: 28/5/2020
Teaching date: 5/6/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- pronounce the words starting in un–and im–correctly in isolation and in context.

- use the lexical items related to the topic of science and technology
II. Teaching aid: Textbook, chalks, stereo, CD...

III. Procedures

Steps + time Learning activities Language Focus Modes

1, Warm up 
(7 )’

2, Vocabulary
(20 )’

Play a game Pelmanism with
the words in verbs and nouns
indicating people

Lead in the lesson

Look at the pictures in the

exercise 1

Complete the sentences with
nouns indicating people

Give the result in front of the
class

Read the words in exercise 2
Match the words and the
pictures

Give the result in front of the
class

The key of exercise 1
1. adviser/ advisor
2. chemist

3. designer
4 programmer
5. biologist
6. using codes
7. sending flowers
8. using body language
The key of exercise 2
1. chemist 2.software

Group
work

Pair
work

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3,

Pronunciation 
(15 )’

4, Homework 
(3 )’

Read the sentences in the
exercise 3

Give the correct form of the
words in brackets

Give the result and check
Listen and mark the stress on
the correct syllable in the
exercise 5

Give the result in front of the
class

Put the words in the exercise 4

into the correct columns

Give the result in front of the
class and check.

Read the sentences in the
exercise 6

Complete the sentences with
the words in the exercise 5
Practise saying the sentences
Give the result in front of the
class

Listen to the tape and check
Teacher encourages students to
do the part Vocabulary in the
LOOKING BACK

Do the exercise in the
workbook.

Prepare: Unit 11: A closer look
2

developer 3. engineer
4. physicist 5. doctor
6. conservationist

7. explorer 8. archeologist

The key of exercise 3

1, development 2, scientists
3, exploration 4, medical
5. economic

The key of exercise 5

oO: un’wise, un’hurt,
im’pure

oOo: un’lucky, un’healthy,
im’patient

ooO: unfore’seen,

imma’ture, impo’lite

oOoo: un’limited,

im’possible, un’natural
The key of exercise 6
1. impure

2. unhealthy
3. impossible
4. unlimited
5. impatient

Individ

-ual
wor

Individ
-ual
work

Whole
class

Duyệt ngày; ………
………..
The 28th week

PERIOD 79

Unit 11: Science and technology
 LESSON 3. A CLOSER LOOK 2

Preparing date: 4/6/2020
Teaching date: 8/6/2020
I. Objectives:

By the end of the lesson, Ss will be able to:
- Use the future tenses correctly

- Use the reported speech

- Use the lexical items related to the topic of science and technology
II. Teaching aid: Textbook, chalks, stereo, CD...

III. Procedures

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1,Warm-up 
(5’)

2,

Presentation
(10’)

3, Practice
(22’)

4,

Production
(6’)

Chatting

Talk about how they live in the
future

Lead in the lesson

Retell the uses of the future
tenses

Give examples

Know the use of the reported
speech

Give examples

Read the sentences in the
exercise 1

Give the correct form if the
verbs in the future tenses
Give the result and check
Read the sentences in the
exercise 2

Predict when the things may
happen in the future or not .
Give the result and check

Look at the the conversation in
Getting Started and find out the
sentences in reported speech
Give the result infront of the
class

Read the sentences in the
exercise 4

Complete sentence b in each
pair so that it means the same

as sentence a, using reported
speech.

Give the result and check
Read the sentences in the
exercise 5

Complete sentence b in each
pair so that it means the same
as sentence a, using reported
speech.

Give the result and check
Play a game: My friend said
Each student stands up and says
a sentence about himself/

herself. Other report to the class
Teacher encourages students to
do the part Grammar in the
LOOKING BACK

- Do the exercise in the

The key of exercise 1
1. will have

2. will be working

3. will she be 4. won’t pass

5. decide; will support
The key of exercise 4
1. Nick said that he came
from a small town in
England.

2. My friend said that Brazil
would win The World Cup.
3. Olive told Chau that she
was leaving Viet Nam the
next day/ the following day.
4. David told Catherine that
he was unable to read her
writing.

5. Minh said that he had
overslept that morning.
The key of exercise 5
1. He said (that) he hadn’t
said anything at the meeting
the week beofre/ the previous
week.

2. She told me that letter had
been opened.

3. Tom said that in 50 years’
time we would probably be
living on Mars.

4. Mi said she hoped they
would build a city out at sea.
5. Son told us that his wish

Whole
class
Whole
class

Individ-ual work

Pair
work

Individ-ual work

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5,

Homework
(2’)

workbook

- Prepare for the next lesson was to become a young inventor.

PERIOD 80

Unit 11: Science and technology
 LESSON 4: SKILLS 1

Preparing date: 4/6/2020
Teaching date: 9/6/2020
I. Objectives:

By the end of the lesson, Ss will be able to:
- talk about the role of science and technology.

- read for specific information about the role of science and technology.
- use the lexical items related to the topic of science and technology.
II. Teaching aid: Textbook, teacher’s book, chalks….

III. Procedures

Steps+ time Learing Activities Language focus Modes

1, Warm up
(3 )’

2, Reading 
(20 )’

3, Speaking 
(20 )’

Chatting

Brainstorm with some
predictions for future

developments in the three fields
(Travel, Health and Homes)
Lead in the lesson

Read the headings in exercise 1
Read the passage quicly and
match the passages with the
headings

Give the result and check

Scan the passages in the exercise
1 and underline the words

Match the words with their
explanation

Give the result and check
Read the questions in the
exercise 3

Read the text again and answer
the questions.

Give the result in front of the
class

The key of exercise 1
1. B 2. A 3. C
The key of exercise 2

1. D 2. A

3. E 4. B

5. F 6. C
The key of exercise 3

1. To explore Mars/ To find
out if there is, or ever has
been, life there/ To explore
the possibility of being able to
live there.

2. They help people live
longer.

3. 70 or 75 years.

4. Solar panels and solar
windows.

5. They can do chose such as
cleaning, cooking, washing,
and organizing things.

The suggested ideas of
exercise 4

Nuclear energy:

- convenient, clean,
- expensive, unsafe, ..

Whole
class

Indivi-dual
work

Pair
work

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4,Homework
(2 )’

Think about scientist advances in
some fields. Each of them has
both advantages and

disadvantages.

Complete the table in the
exercise 4

Give the result in front of the
class and check

Work in groups. Each group
choose one scientific advance.
Express their agreement and
disagreement about how

scientific advances can help us
solve problems in the future.
Give the result in front of the
class and other group can add
more if they want

Do the exercise in the workbook
Prepare for the next lesson
Unit 11: Skill 2

Nutrition pills:

- people can live longer,
convenient,…

- expensive, create an ageing
population,

Smart phones:

-convenient, entertaining
- environmentally unfriendly,
discourage face-to-face
communication,

Space travel:

- exciting, adventurous
-expensive, dangerous

Group
work

Unit 12: Life on other planets
I, Aims

1, Knowledge

By the end of the unit, Students will be able to:

- pronounce correctly the words ending in -ful and -less in isolation and in context
- use the lexical items related to the topic ‘Life on other planets’

- use may and might correctly
- report questions

- talk about what life may be like on other planets
- listen for specific information about liens

- read for general and specific information about life on other planets
- describe an alien

2, Language focus

- may and might (review)
- reported speech (questions)

- Pronunciation: stress in word ending in –ful and –less
3, Skills

- talk about what life may be like on other planets
- listen for specific information about liens

- read for general and specific information about life on other planets
- describe an alien

4, Competencies

- Self- learning capacity
- Ability to use the language
- Capacity to cooperate

-Communicative competence

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III, Teaching aids: stereo, CD, picture, English book and others
IV, Anticipated problems: the reported speech with questions

PERIOD 81

Unit 12: Life on other planets
Lesson 1: Getting started

Preparing date: 4/6/2020
Teaching date: 12/6/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- Use the lexical items related to the topic of life on other planets.

- Practice listening and speaking with the lexical items related to the topic .
II. Teaching aid: Textbook, stereo, CD...

III. Procedures

Step+ time Learning activities Language focus Mode

1, Warm up
(7 )’

2,

Presentation
(8 )’

3, Practice
(20 )’

List the future technologies
they expect to see in the field:

transportation in groups of five
Tell where and how fast they
think we can travel with new
technology and we can travel to
other planets with those means
of transport that they have
listed.

Lead to the new lesson
Know the use of some
vocabulary

Read the vocabulary in chorus
and individually

Read the sentences given in the
exercise 1a

Guess the result

Give the guess in front of the
class

Listen to the the conversation
Decide the sentence if T or F
Give the result and check
Read the questions in the

exercise 1b

Listen to the the conversation
again and find out the answers
Give the the result and check
Underline the sentences in
reported speech in the
conversation

Give the the result and check
Look at the pictures in the
exercise 2

Match the pictures with the
given words

Give the the result and check
Read the sentences in the

Vocabulary
Adventure
Trek
Terrorist
Alien

The key of exercise 1a
1. F 2. T

3. F 4. T 5. F
The key of exercise 1b

1. James Kirk is the captain of
the spaceship.

2. They went to Nibiru planet.
3. It happens in 2259.

4. It’s the name of the
spaceship that the crew travels
on.

5. He wants to destroy Earth.
The key of exercise 1c

1. That’s funny, Trang also
asked me what I thought would
happen to Earth in the future?
2. I said I didn’t know but that
Earth moght be run by aliens!

Group
work

Whole
class

Indivi-
ual
work

Pair-
work

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4,

Production
(7 )’

5,

Homework
(3 )’

exercise 3

Complete the sentnces with the
phrases in the exercise 2

Give the the result and check
Play a game “ Rub out and
remember” with the words of
the topic ‘life on other planets’
- Do the exercise in the

workbook

- Prepare for the next lesson
Unit 12: A closer look 1

The key of exercise 2

1. aliens 2. Space buggy
3. UFO 4. Weightless
5. galaxy 6. Spaceship
7. Solar system 8. planet
The key of exercise 3

1. aliens 2. UFO
3. Space buggy 4. Planet;planet
5. weightless 6. Solar system
7. Galaxy 8. spaceship

ual
work

Group
work

Duyệt ngày; ………
………..
The 29th week

PERIOD 82

Unit 12: Life on other planets
 LESSON 2. A CLOSER LOOK 1

Preparing date: 11/6/2020
Teaching date: 15/6/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- pronounce correctly the words ending in -ful and -less in isolation and in context
- use the lexical items related to the topic ‘Life on other planets’

II. Teaching aid: Textbook, chalks, stereo, CD...
III. Procedures

Steps + time Learning activities Language Focus Modes

1, Warm up 
(7 )’

2, Vocabulary
(20 )’

Play a game ‘Net work’ with
the name of the planets in the
solar system

Lead in the lesson

Look at the picture in the
exercise 1

Use the manes of the planets in
the box to label the diagram of
the solar system

Give the result in front of the
class

Read the passage in exercise 2
and check

Write the names of the planets
that match the Roman Gods.
Give the result and check
Read the words in the box of

The key of exercise 1
A. Mercury B. Venus
C. Mars D. Jupiter
E. Saturn F. Neptune

The key of exercise 3
1. Neptune 2. Saturn
3. Mars 4. Jupiter
5. Venus

The suggested answers og
exercise 4

Weightless waterless

Group
work

Individ

-ual
work

Individ
-ual
work

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3,

Pronunciation 
(15 )’

4, Homework 
(3 )’

the exercise 4

Add suffixes -ful or -less to the
words

Give the result and check
Put the stress in the correct
place in the words in the
exercise 5

Give the result in front of the
class

Listen to the tape and check
Read the sentences in the

exercise 6

Mark the stressed syllable on
the words in italics.

Give the result and check
Listen to the tape and repeat
Teacher encourages students to
do the part Vocabulary in the
LOOKING BACK

Do the exercise in the
workbook.

Prepare: Unit 12: A closer look
2

resourceful/resourceless
airless beautiful
wonderful

The key of exercise 5

‘thoughtless ‘meaningful
‘helpless ‘meaningless
‘helpful ‘thoughtful
‘useless ‘plentiful
‘useful

Whole

class

Whole
class

PERIOD 83

Unit 12: Life on other planets
 LESSON 3. A CLOSER LOOK 2

Preparing date: 11/6/2020
Teaching date: 16/6/2020
I. Objectives:

By the end of the lesson, Ss will be able to:
- use the modal verbs may and might correctly
- report questions

- Use the lexical items related to the topic of ‘Life on other planets’
II. Teaching aid: Textbook, chalks, stereo, CD...

III. Procedures

Steps + time Learning Activities Language focus Modes

1,Warm-up 
(5’)

2,

Presentation
(10’)

Play a game “Network’ about
modal verbs

Lead in the lesson

Retell the uses of the modal
verbs may and might

Give some examples

Know the use of the reported
speech in questions

Give some examples The key of exercise 11. may/ might 2. may/ might
3. may/ might 4. may

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3, Practice
(22’)

4,

Production
(6’)

5,

Homework

(2’)

Read the sentences in the
exercise 1

Complete the sentences with the
modal verbs may and might

Give the result and check
Read the sentences in the
exercise 2

Complete the sentences with the
information in the interview
Give the result and check
Read the sentences in the
exercise 3

Choose the best answer.
Give the result and check
Read the sentences in the
exercise 4

Change the questions into
reported speech.

Give the result and check

Work in groups of three. One is
Nick and the others are Nick’s

friends. Ask and answer
questions about what Nick saw.
Then report the friends’
questions and Nick’s answers
to the whole class.

Teacher encourages students to
do the part Grammar in the
LOOKING BACK

- Do the exercise in the
workbook

- Prepare for the next lesson
Unit 12: Communication

5. may/ might 6. may/ might
7. may/ might 8. may

The key of exercise 2
1. what

2. Had seen; had landed
3. What 4. Had been going
5. had looked

6. Had been; had looked like
7. Had seen 8. Had hidden
The key of exercise 3

1. ask 2. if

3. before 4. different

The key of exercise 4

1. The interviewer asked if he
went for a walk every day.
2. He asked how Nick had left
when he had seen the alien.
3. He asked what the alien
had looked like.

4. He asked why Nick hadn’t
taken a photo of the alien.
5. The interviewer asked how
long the UFO had stayed
there.

6. The interviewer asked if
Nick had seen any UFOs
since then.

Individ-ual work

Pair
work

Individ-ual work

Individ-ual work

Group
work

PERIOD 84

Unit 12: Life on other planets
 LESSON 4: SKILLS (READING+ LISTENING)

Preparing date: 11/6/2020
Teaching date: 19/6/2020
I. Objectives:

By the end of the lesson, Ss will be able to:

- use the lexical items related to the topic ‘Life on other planets’
- talk about what life may be like on other planets

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III. Procedures

Steps+ time Learing Activities Language focus Modes

1, Warm up
(3 )’

2, Reading 
(20 )’

3, Listening
(20 )’

4,Homework
(2 )’

Chatting

Look at the pictures of the two
planets in the exercise 1 and
answer the questions. Ask them:

What else can you infer from the
picture?

Read the passage in exercise 1b
quicly and check their answers
Read the meanings given in the
exercise 2

Match the words in the passage
with their meaning

Give the result and check

Read the headings in the exercise
3

Read the text again and match
the headings with the paragraphs

(1-3)

Give the result in front of the
class

Read the questions in the
exercise 4

Read the passage again and
answer the questions

Give the result and check

Read the questions in the
exercise 1

Describe the pictures and
answers the questions.

Give the result and check

Read the information in the table
carefully and try to predict the
answers.

Listen to the tape and fill in the
blanks

Give the result and check
Read the sentences in the

exercise 3

Listen to the tape and tick (v)
true (t), false (F) or not given
(NG).

Give the result and check

The key of exercise 2
1. poisonous 2. twice
3. experiences 4. traces
5. surface 6. climate
7. accommodate

The key of exercise 3
1. C 2. B 3. A
The key of exercise 4

1. It is also called the Red
Planet

2. The lowest temperature is
-87 degrees Celsius and the
highest may be a bit higher
then zero.

3. Because 95% of the
atmosphere is carbon dioxide.
4. A day on Mars is a bit
longer.

5. It is twice as long as a year
on Earth.

The key of exercise 2

1. Jupiter 2. Much bigger
3. More powerful

4. Lots of hair

5. Thick skin 6. four eyes
7. Happiness 8. Fear
9. Energy 10. rocks

The key of exercise 3

1. F 2. NG

3. T 4. F

5. F 6. F

Whole
class

Indivi-dual
work

Pair
work

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Do the exercise in the workbook
Prepare for the next lesson

Duyệt ngày; ………
………..
The 30th week

PERIOD 85

REVIEW 4 - LANGUAGE+ READING
Preparing date: 18/6/2020

Teaching date: 22/6/2020
I. Objectives:

By the end of the lesson, Ss will be able to review all the language they have studied from
unit 1 to unit 3

- Pronunciation: word stress in the words ending in - less, - ful, –itive and -ity and the
words starting in un- and

im-- Vocabulary: From unit 10 to unit 2.

- Grammar: reported speech and verbs + to-infinitive
II. Teaching aid: Textbook, chalks...

III. Procedures

Step+ time Learning activities Language focus Mode

1, Warm up
(3 )’

2,

Review(40 )’

Chatting

Answer the questions about what
they have learnt in the three
lessons

Review the rules of stress in words
ending in - less, - ful, –itive and
-ity and the words starting in un-

and

im-Mark the stress independently.
Listen to the tape and correct their
answers.

Give the result in front of the
class.

Read the sentences in the exercise
2

Complete the sentences with the
words in the exercise 1

Give the result in front of the
class.

Read the verbs and the phrases in
the exercise 3

Match the words and the phrases

The key of exercise 2
1. colorless 2. unidentifed
3. interactive 4.capability
5. meaningful 6. impossible
The key of exercise 3

1. meet face-to-face
2. make inventions
3. exchange information
4. fly into space

5. move around the sun
6. benefits from science and

technology

The key of exercise 4

1. scientist 2. chemistry
3. inventor 4. ambitious
5. unhappy 6. invention

Whole
class

Indivi-dual
work

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3,Homework
(2 )’

Give the result in front of the
class.

Read the passage in the exercise 4

Give the correct form of the words
to complete the passage

Give the result in front of the
class.

Read the passage in the exercise 5
Put the verbs in the correct form to
complete the passage

Give the result and check

Read the sentences in the exercise
6

Rewrite the sentences in reported
speech

Give the result and check
Read the questions and their
answers in the exercise 7
Match the questions and their
answers

Give the result and check

Read the passage in the exercise 1
page 69 in the student book

Decide the sentences is True or

False

Give the result and check

Do the exercise in the workbook
Prepare for the next lesson
Review 3: Skills

The key of exercise 5
1, will …be? 2, to buy
3, to read 4, look

5, will be 6, will appear
7, to read 8, will appear
The key of exercise 6

1, Lena said she enjoyed
chatting …with her friends.
2, The teacher said thet a …
may happen …differences.
3, Duong asked me what the
inhabitants of Jupiter might
look like.

4, Chau asked me if we
would still have traffic …
5. Phuc told me he had read
a book about …

The key of exercise 7

1. D 2. F 3. E 4. G
5. A 6. C 7. H 8. B
The key of exercise 1

1. T 2. T 3. F 4. F 5. F 6.T

work

Indivi-dual
work

PERIOD 86
Written test (45 )’

Preparing date: 18/6/2020
 Teaching date: 23/6/2020
I, The objectives:

By the end of the lesson, students will be able to review the language content of the second
semester and practice the skills of using them in suitable situations.

II, Teaching aids: coppied tests and others 
III, The content

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Knowledge Compre-hension Application applicationHigh Sum
Obj

test Self-ex

Obj
test

Self-ex

Obj
test

Self-ex

Obj
test

Self-ex
Listening

No of question:
No of point:

Percentage

5
1.25
12.5%

10
2.5
25 %
Vocabulary

and structure Underline the best option
No of question:

No of point:
Percentage %

5
1.25
12.5%

5
1.25
12.5
%

10
2.5
25 %

Reading True or False Answer the

questions
No of question:

No of point:
Percentage %

4
1
10 %

3
0.75
7.5 %

10
2,5
25 %

Writting Rewrite thesentence... Arrange the words...

No of question:
No of point:
Percentage %

3
1,5
15 %

4
1
10 %

7
2,5
25 %
No of question:

No of point:
Percentage %

14
3.5
35 %

5
1.25
12.5%

5
1.25

12.5
%

3
0.75
7.5 %

3
1,5
15 %

4
1
10 %

37
10
100%
B. The test

A. LISTENING

I, Listen and decide the following statements are True (T) or False (F)

1, Phong was told of some environmental rules before he started his tour. ……….
2. People would be fine if they littered. ……….

3. Officers on duty can easily be recognised. ……….
4. You would have to pay $500 if you spat out chewing gum in the street. ……….
5. Singapore uses the radio to tell people what they shouldn’t do in public. ………..
III. Listen and fill each of the gaps with no more than TWO words.

CANADA

Number of provinces: (1)... Capital city: (2)...
Canada has (3)... president Population: (4) >...
Canada Day: (5)...

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I, Underline the best option to complete the sentence

1. If we recycle more bottles and cans, we…. the earth.(help/ will help/ helped/ would help)
2. Scientists haven’t found out what has led... the river’s pollution. ( in/ on/ to/ of)
3. Don’t drink the water in this river. It’s …… (damage /dumped/ contaminated/ destroyed )
4. Look at our schedule. Our trip … next Friday( is starting/ starts/ had started/ has started)
5. English is an………... language in Singapore and many countries.

(office/official/officer/officially)

6. The victims of the storm ...…….to a safe place last night.(took/were took/were taken/have
taken)

7. By the time we came to the city,it ….… raining.(stopped/has stopped/had stopped/was
stopped)

8. He has decided …….in Ho Chi Minh city for three more days.(stay/stays/ staying/ to stay)
9. I hope you ……when I arrive. (didn’t work/ won’t be working/ don’t work/ isn’t working)
10. She asked me … I preferred video chatting to face-to-face meetings.(that/what/weather/

if)

C. READING

I. Read the text and decide if the question is True (T) or False (F)

Texting is a new way of exchanging information, and it is becoming more and more
popular among the young. In fact, texting is clearly affecting language. There are no rules
for it. We are creating a new aspect of vocabulary and opening up a new kind of playful and
direct communication. Naturally, texting is fun and that’s fine, but some people are worried
about the effects it might have on a child’s ability to read and write. But not everyone is so
worried. An expert says, “Every time a new medium comes along it has an effect on

language. But this doesn’t destroy the existing language, it adds to it.”
1.There are no rules for texting. ……....
2.Texting is always affecting language in a bad way. ……….
3.Everyone is worried about texting. …….…
4.Texting is said to enrich the language. ………
II. Read the passage carefully and answer the questions

THE GREAT HANSHIN EARTHQUAKE

The Great Hanshin earthquake,or the Kobe earthquake as it is more commonly known
‘overseas’, was an earthquake in Japan that measured 7.3 on the Japan Meteorological

Agency magnitude scale. It occurred on January 17th, 1995 in the southern part of Hyogo
Prefecture, and lasted for approximately 20 seconds. The epicentre of the earthquake was on
the northern end of Awaji Island near Kobe, a cosmopolitan city of over 1.5 million people.
A total of 6,434 people, mainly in the city of Kobe, lost their lives. Additionally, it caused
approximately ten trillion yen in damage. It was the worst earthquake in Japan since the

Great Kanto earthquake in 1923, which claimed 140,000 lives.

1. The word ‘overseas’ in the text is closest in meaning to ...

A. abroad B. at sea C. by sea D. under the sea

2. The word ‘occurred’ in the text is closest in meaning to ...

A. ended B. began C. happened D. started

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A. was bigger than that of the Great Kanto. B. was not as high as that of the Great
Kanto.

C.was bigger than that of any other earthquake. D.was smaller than that of any other
earthquake

4. When did the Great Hashin earthquake occur?

...
5. Where was the epicentre of the earthquake ?

...
6. Was it the worst earthquake in Japan since the Great Kanto earthquake in 1923 ?

...
D. WRITING

I, Complete the second sentence so that it has a similar meaning to the first.
1, We have to go to school because today isn’t Sunday.

If ……….………...
2. By the time I played games, I had finished all my homework.

After……….………...
3. Volunteers have given out food and blankets to homeless people.
Food and blankets………...
II, Put the words or phrases in the correct order to make a meaningful sentence

1. next Monday / What/ at/ the girl / be / doing / this time/ will/ ?

………..……….
2. / would do/ asked me/ I / an alien/ how/ if/ He/ I saw/.

………..……….
3. happily/ there/ people / live/ no war/ more/ were/ If/ would/.

………..……….
4. the village /were / when / destroyed/ Many houses/ struck/ the storm / seriously/

………..……….
C. The key

A. LISTENING

I, Listen and decide the following statements are True (T) or False (F)
(each correct answer is 0. 25p)

1, T 2. T 3. F 4. F 5. F
III. Listen and fill each of the gaps with no more than TWO words.
(each correct answer is 0. 25p)

1. 10 2. Ottawa 3. no 4. 30 million 5. July 1st
B. VOCABULARY AND STRUCTURE

I, Underline the best option to complete the sentence
(each correct answer is 0. 25p)

1. will help 2. to 3. contaminated 4. starts 5. official
6. were taken 7. had stopped 8. to stay 9. won’t be working 10. if

C. READING

I. Read the text and decide if the question is True (T) or False (F)
(each correct answer is 0. 25p)

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(each correct answer is 0. 25p)
1. A. 2 C. 3 . B

4. (It occurred ) on January 17th, 1995

5. (The epicentre of the earthquake was) on the northern end of Awaji Island near Kobe
6. Yes, it was. / Yes.

D. WRITING

I, Complete the second sentence so that it has a similar meaning to the first.
(each correct answer is 0.5p)

1, If today were Sunday, we wouldn’t have to go to school.
2. After I had finished all my homework, I played games

3. Food and blankets have been given out to homeless people by volunteers
II, Put the words or phrases in the correct order to make a meaningful sentence
(each correct answer is 0. 25p)

1. What will the girl be / doing at this time next Monday?
2. He asked me how I would do ifI saw an alien .

3. If there were no war , people would live more happily .

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