Giao an Tieng anh K10

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Date of preparing: 10st August 2008

Date of teaching:

Period 1.

Híng dÉn häc và kiểm tra môn Tiếng Anh

I. Cấu tạo 1 bài häc, c¸ch häc:

Mỗi bài học chia làm 5 tiết gồm 5 kỹ năng: nghe, nói, đọc, viết, ngữ âm và từ vựng.

Mỗi bàI học là 1 chủ đề riêng biệt và đợc thể hiện xuyên suốt các kỹ năng. ví dụ: chủ

đề tình bạn, kinh nghiệm bản thân, bữa tiệc, tình nguyện

…………

..

Học sinh sẽ học các tình huống liên quan đén chủ đề chung đẻ từ đó nói lên quan

điểm của mình về các vấn đề xoay quanh chủ đề đó.

Học sinh làm việc theo nhóm, theo cặp, độc lập hay cả lớp dưới sự hớng dẫn của

giáo viên.

II. Cấu tạo bài kiểm tra:

-

Kiểm tra miệng: Gv kiĨm tra ngay trªn líp, tríc bi häc, trong lóc lun tËp

hc ci tiÕt häc.

-

Gv cũng có thể dùng những bàI hoạt động theo nhóm để lấy điểm miệng.

-

Gv chọn 1 trong các kỹ năng để kiểm tra mức độ hiểu bàI của học sinh.

-

Kiểm tra 45 phút thờng gồm 4 phần: nghe, đọc, viết, ngữ pháp và từ vựng.

Nghe: 8 câu trắc nghiệm

Đọc : 6 câu trắc nghiệm + 4 câu tự luận

ViÕt: 10 c©u tù luËn

Ngữ pháp và từ vựng: 12 câu trắc nghiệm

Unit 1

I. Objectives:

Ps understand the text about daily routine.

Vocabulary, questions and answers

Aims: a daily life

Develop extensive listening skill

Use the information they have listened todo the other communicative tasks follow

- Ss will be able to write a narrative by using given prompts

- Identifying the soujnds / I / and / i : /

- Reviewing the present and past simple tense and adverbs of frequen

II. Materials:

Picture, tape, cassette,

…

.

III. Devision of the unit:

Period 2: reading

Period 3: speaking

Period 4: listening

Period 5: writing

Period 6: language focus

Date of preparing: 12th August 2008

Period 2

unit 1 : a day in a life of...

period 1-Reading

I . Aim

Reading for specific information about a day in the life of a farmer

II . Objectives

By the end of the lesson, Ss will be able to talk about their daily routines by

learning a typical day of a farmer.

III . Materials

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Time Steps arrangemenWork
t

7'

warm-up
Chatting

- Ask Ss to work in pairs then tell them to ask and answer about

their daily routines by using the cues:

E.g :

What time/ you /often/ get up?

A :

What time do you often get up?

B : I often get up at six.

.

What time/you/ go /to school / have breakfast / lunch /

dinner / go to bed.

.

What/ you/ often /do in the morning / afternoon / evening.

Pair work

10'

before you read
Vocabulary pre-teach

Plough(v)- cµy

Harrow(v)- bõa

plot of land-một miếng đất, mảnh ruộng

fellow- đồng nghiệp, cùng là nông dân

take a short rest(v)- nghỉ giải lao ngắn

transplant - cấy

Checking technique
Sentence modeling

- Ask Ss to make sentences with the above words to make sure

they understand their meanings

Whole class

5'

while you read
Set the scene

You are going to read two passages about a day in the life of

two farmers.

Task 1 - Multiple choice

Ask Ss to read the passages individually and choose the option A,B

or C that best suits the meaning of the italicized work (s).

Advise Ss to read the passages quickly and stop at the lines

that contain the word to guess the closest meaning.

Go around the class and provide help if necessary. Call on

some Ss to read their answer. Ask them to explain their choice.

Give correct answers:

1.c 2.c 3.a 4.a

Task 2 - Answering questions

- Have Ss work in pairs and answer about the passages.

- Call on some pairs to do the task in front of the class. Give

feedback and suggested answers:

1. He's a peasant / a farmer.

2. He get up at 4:30 and then goes down the kitchen to boil

some water for his morning tea.

3. In the morning, he ploughs and harrows his plot of land,

drinks tea and smokes tobacco during his break.

4. in the afternoon, they repair the banks of their plot of land.

Mr. Vy pumps water into it and his wife does the transplanting.

5. Yes, they are. because they love working and they love

their

children.

Task 3 - Note completion.

- Ask Ss to scan the passage and make a brief note about Mr.

Vy and Mrs. Tuyet's daily routines.

- Tell Ss to compare their notes with a friend.

- Give correct answers:

Individual

work

4:30: the alarm goes off and Mr.Vy gets up, goes down 
the kitchen, boil water for tea, drink tea, has 
quick breakfast, leads buffalo to field.

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5'

Pair work

10'

after you read

- Ask Ss to work in group and talk about Mr.Vy and Mrs.

Tuyet's daily routines.

- Call on some Ss to give a short talk about the daily routines of

these two farmers.

-Correct Ss' pronunciation mistakes

.

Group work

3'

wrapping

-Summarise the main points.

-Assign homework.

Whole class

Self- evaluation:

...
...

Date of preparing: August 14th 2008

Period 3

unit 1- period 2- speaking

I . Aim

Speaking about one's daily routine

II . Objectives

By the end of the lesson, Ss will be able to talk about his or her daily routines by

using given information and pictures.

III. Materials

Textbook, small cards of class timetable,...

IV. Procedure

Time Steps arrangementWork

10'

warm-up
Networks

Revision of school Subjects

- Ask Ss to work in groups of 3 to 4 and make a list of the

subjects they learn at school.

The groups with the most words with in a limited time will

be the winner.

Note that all the words with wrong spellings are not

coujnted as the correct ones.

- Feedback and further explain all the subjects mentioned

above especially the ones Ss are not familiar with.

Group work

10'

presentation
Set the scene

Quan is a tenth-grade student. He goes to school every

morning. Now, look at his weekly timetable on page 15.Ask

and answer questions

with a partner, using the information

from the timetable.

Ex:

A: What time does Quan have Civic Education lesson on Monday?

B: He has Civic Education lesson at 7:15 a.m

A: What lesson does Quan have at 7:15 a.m on Monday?

B: ( At 7:15 on Monday he has) Civic Education lesson.

- Let Ss work in pairs for about 7 to 10 minutes about

Quan's routine.

Pair work

practice

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15'

What is Quan doing in picture a)? Is he getting up...?

- Ask Ss to describe Quan's activities during the day.

- Go to different pairs and offer help if necessary.

- Feedback and give suggested answer.

Everyday Quan gets up at 14:00. then he studies for about

two hours. He watches TV at 16:30. At 17:00 he rides to the

stadium to play football with other boys in the neighborhood.

He gets back home at 18:30. After having a shower he has

dinner with his family at 19;00. He prepares for the

following day's lesson at 20;00.

Pair work

7' further practice

- Ask Ss to work in groups of 3 to 4 and talk about their daily

routines.

Note : Ss to only talk about their main / important activities.

- Call on some Ss to present in front of the class.

- Have other Ss comment on presenters' performance

regarding content and pronunciation.

Group work

3' wrapping

-Summarise the main points.

-Assign homework.

Whole class

Self- evaluation:

...
...
...
...
...

Date of preparing: August 15th 2008

Period 4

unit 1- period 3- listening

I . Aim

Listening for specific information

II . Objectives

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

- Talk about a day in the life a cyclo driver.

- Improve listening skill by doing Pictures Ordering and True or false exercises.

III . Materials

Textbook, cassette.

IV . Procedure

Time Steps arrangementWork

warm-up
Categorizing

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He works in the streets.

He works with children.

He lives in the country.

He gets people from one place to another.

He corrects homework.

He works in school.

He meet a lot of people.

He works on the farm.

He is a farmer He is a teacher He is a cyclo driver

-Feedback and give correct answers:

He is a farmer He is a teacher He is a cyclo driver

He gets up very early.
He lives in the country.

He works on the farm.

He works with children.
 He corrects
homework.

He works in school.

He works in the streets. 
He gets people from one
place to another

He meet a lot of people.

Group work

10'

before you listen
Ask and answer

-Tell Ss to work in pairs to ask and answer the following

questions:

Have you ever travelled by cyclo?

When was it?

Is it interesting to travel by cyclo?

Which do you prefer, going by bicycle or by cyclo?

Give reason(s)?

Vocabulary pre-teach

district(n) - quận, huyện

drop(v) - chở ai đó đến nơi...

passengers(n) - hành khách

Checking technique.

Guessing

- Write all the new words on the board.

- Explain each word separately then ask Ss to guess what the

meaning of word is.

Set the scene

*

Mr. Lam is a cyclo driver. He is working in Ho Chi Minh city.

Let's guess his routine. What does he do in his job?

- Encourage Ss to feel free to have guess about Mr. Lam's routine.

Pair work

and

Whole class

10'

while you listen
Task 1 - Pictures Ordering

-Play the tape several times if necessary.

-Ask Ss to listen to Mr. Lam's talk about his daily routine and

number the pictures in their correct order.

-Have Ss compare their answer with a friend.

-Feedback and give correct answers:

a . 3 b . 5 c . 4 d . 6 e . 1 f . 2

Task 2 - True or false

- Let Ss read statements carefully.

-Play the tape again and ask Ss to listen and decide whether the

statements are true or false.

- Draw ss' attention to key words when they are listening.

- Call on some Ss to explain their answers.

- Give correct answers:

1. F ( Not give)

2. T

3. F (he take his passengers from District 5 to District 1)

4. F ( His first passenger is an old man.)

5. F ( He has lunch at food stall near Ben thanh Market.)

6. F ( He takes a short rest.)

Individual

work and

Whole class

Individual

work and

Whole class

after you listen

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Mr.Lam's activities by using the cues below:

name...start...work...lunch...

....occupation...passengers...rest.

- Go around the class and offer help if necessary.

- Call on some pairs to ask and answer in front of class.

-Feedback and give Suggested answers:

What is the man's name?

What does he do?

What time does he start work?

Who are his passengers? / Is his passenger an old man?

Does he take a rest?

Pair work

wrapping

- Summarise the main points.

-Assign homework.

Whole class

Self- evaluation:

...
...

Date of preparing: August 16th 2008

Period 5

unit 1- period 4- writing

I . Aim

Writing a narrative

II . Objectives

By the end of the lesson, Ss will be able to write a narrative by using given prompts.

III . Materials

Textbook, write board markers...

IV . Procedure

Time Steps arrangementWork

10'

warm-up
Noughts and Crosses

- Draw a table containing 9 words in each cell.

- Divide class into two groups:

noughts(O)

and

Crosses(X).

- Ask Ss to choose word by word in the cells and make

sentences with each word. A correct sentence gets one

O or X . The group with 3 O or X vertically, horizontally or

even diagonally first will be the winner.

at first

before

until

then

after

as soon as

in the end

while

since then

Note : The sentences must be grammatically correct and make sense.

Group work

10'

Presentation
Vocabulary pre-teach

be due to (a) - bëi v×

Stare reath in the face ( v) - sợ xanh mặt

take off ( v) - cất cánh

ải-hostess (n) - tiếp viên hàng không

fasten seatbelt ( v) - thắt dây an toàn

be in danger (v) - gỈp nguy hiĨm

- Ask Ss to work in pairs, read the passage ( a narrative ) in the

book and find all the verbs and connectors in front of the class.

- Give suggested answer :

Verbs: start, was. arrived, got, took off, began, thought,

were, told, seemed, realied, warn, screamed, thought, felt,

announces, was, landed.

Connectors : on that day, at first, then, just, a few minutes

later, one hour later.

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- Explain to Ss the format of a narrative: the vents, the climax,

and the conclusion.

- Tell Ss to work in groups and identify the events, the climax, and the

conclusion of the story. Ask them to report the results to class.

- Give the answers and explain the development of the story.

The events : Got on plane, plane took off, hostesses were just

beginning to serve lunch when plane began to shake, plane

seemed to dip, people screamed in panic.

The climax : We thought we had only minutes to live.

The conclusion : pilot announced that everything was all

right, we landed safely.

15'

practice

- Instruct the task. tell them to work individually, use the

prompts and follow the development of writing sample in task

1 to build up a narrative about a hotel fire.

- Go around the class and offer help if necessary. Encourage

Ss to finish the writing under time pressure.

- Ask Ss to have peer correction. Tell them to pay attention to

mistakes regarding verb tenses and prepositions.

Individual

work

7'

production

- Call on some Ss to read aloud their writing in front of the class.

- Comment and correct necessary mistakes.

- Give suggested answer :

Last year, I spent my summer holiday at a seaside town. The

hotel was modern and comfortable. I had a wonderful holiday

until the fire. It was Saturday evening and everybody was

sitting in the discotheque ( which was ) on the ground floor. It

was crowded with people. They were dancing and singing

happily. Suddenly we smelt smoke. Then black smoke began to

fill the room. Everybody sten®et to scream in panic. People

ran toward the fire exits. One door was blocked. Many people

began to coughing and choking.

Then, just as we thought we had only minutes to live, the fire

bridge arrived. Firemen fought their way into the room and

soon everyone was safely out of the building. Luckily nobody

was seriously hurt, It was the most frightening experience of

my life.

Individual

work and

Whole class

3'

wrapping

-Summarize the main points.

- Assign homework.

Whole class

Self- evaluation:

...
...
...
...
...

Date of preparing: August 18th 2008

Period 6

unit 1- period 5- language focus

I . Aim

Identifying the sounds / I / and / i : /

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By the end of the lesson, ss will be able to be more confident in pronouncing the

sounds / I / and / i : / and better at using the present and past simple tense and adverbs

of frequency.

III . Materials

Textbook, whiteboard markers...

IV . Procedure

Time Steps

Work
arrangemen

t

5'

warm-up
Categorizing

_ Ask Ss to work in groups. Give out 10 to 15 words and tell

Ss to put them under appropriate heading :

Adverbs of

manner Adverbs offrequency Adverbs of time

Adverbs : tomorrow, usually, carefully, beautifully, hardly,

yesterday,...

Group work

5'

Pronunciation

presentation 1

-Demonstrate the sounds / I / and / i : / by pronouncing them

clearly and slowly.

-Help Ss to distinguish these two sounds.

-Instruct the way to pronounce :

/ i: / : is a long sound

/ I / : first practice the sound / i: /. Then open your mouth a

more.

/ I / is a short sound.

Whole class

5'

practice 1

- Play the tape and ask them to repeat.

-Call on some Ss to repeat the sounds clearly to class.

-Ask Ss to work in pairs and practice the sentences.

-Introduce peer correction.

- Go around the class and provide help if necessary.

Pair work

5'

grammar and vocabulary
presentation 2

Review the present simple tense

-Ask Ss to work in pairs and discuss the form and use of the

present simple tense.

-Call some Ss to answer some questions regarding the use

and form of the present simple tense :

When do we use this tense?

What adverbs of frequency does it go with?

...

Note : Ss have been quite familiar with this tense so Ts are

suggested not to spend too much time on this presentation.

Pair work

5'

practice 2

- Ask Ss to work individually and complete the blanks in the

passage. Use the correct simple present form of the verbs in

the box. ( There are more verbs more than once. )

- Ask Ss to compare the answers with a friend.

- Call on Ss to read the completed passage.

Give correct answers :

Fishing(1) is

my favorite sport. I often (2) fish for hours

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without catching anything, but this dose not (3) worry me.

Some fishermen (4) are unlucky. Instead of catching fish.

they (5) catch old boots and rubbish. I (6) am even less

lucky. I never (7) catch anything - not even old boots. After

having spent whole mornings on the river. I always (8) go

home with an empty bag. " you must (9) give up fisting ! ",

my friend (10) says. " It's a waste of time ". But they don't

(11) realize that I (12) am not really interested in fisting. I'm

only interested in sitting in a boat, doing nothing at all.

5'

presentation 3
Revision of adverbs of frequency

* Use

-Adverbs of frequency show how often something happens.

Always/ Usually/ Normally/ Often/ Sometime/ Never

* Position

-We put the adverbs of frequency :

- In front of normal verb:

We never go to bed late.

- Between an auxiliary verb and the main verb:

He doesn't usually read newspapers after dinner.

- After the verb to be :

I am always free on Sundays.

Note : We put as a rule at the beginning of the sentence.

Whole class

5'

practice 3

Ask Ss to do exercise 2. Put each of the adverbs in its

correct order into the sentences in the book.

Note ; this is an easy exercise. For the better classes, This

exercise can be done orally.

-Call on some Ss to read aloud their sentences to class.

Feedback and give correct answers:

He usually gets up early.

She is never late for school.

Lan sometimes practices speaking English.

Thao is always a hard-working student.

Individual

work

5'

presentation 4 
Revision of the past simple tense.

* Use

We use the past simple tense to describe:

a completed action or situation in the past.

Eg: We went to the cinema yesterday.

-Ask Ss to make more sentences with the past simple tense.

Whole class

5'

practice 4

-Ask Ss to work in pairs and supply the correct past simple

form of the verbs in the brackets.

-Remind Ss to have correct past form of some irregular

verbs.

-Call on some Ss to read the completed passage aloud in

front of the class.

-Give correct answer :

1. was done 10. crept

2. cooked 11. slept

3. were 12. woke

4. smelt 13.was

5. told 14. leapt

6.sang 15.hurried

7. began 16.found

8. felt 17. wound

9.put on 18. flowed

Pair work

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-Summarise the main points.

-Assign homework.

Whole class

Self- evaluation:

...
...
...
...
...

Date of preparing: August 20th 2008

Period 7

unit 2- School talk

period 1- Reading

I . Aim

Reading passages about schools and related problems

II . Objectives

By the end of the lesson, Ss will be able to talk about their school and better their reading

comprehension skill by doing True or False exercise and Answering question.

III . Materials

Textbook, whiteboard markets...

IV . Procedure

time steps arrangementwork

5'

warm-up
Chatting

- Ask Ss to work in pair and discuss this question:

When you meet your friends, which of following topics do
you often talk about?

Sport and games

Entertainment

Health problems

Hobbies

Holiday

Films

The weather

work and study

Note : Encourage Ss to talk about the topics which are not

mentioned in the book suck as : fashion, food, picnic, TV,

extra class,....

Pair work

7'

before you read
Vocabulary pre-teach

Matching

-Ask Ss to work in groups and match the subject in A with

the information in B

A B

1. Biology a. Poem, novel, Nguyen Du

2. Math b. Newton, Olm

3. Physics c. Chemicals, H2O
4. Chemistry d. Number, minus, Pascal
5. History e. Geology, climate
6. Geography f. Animals, plants. DNA...

7.Vietnamse Literature g. Revolution, The first world War...

Give correct answer :

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

Gerund and to - Infinitive introduction

Like

Enjoy => + V- ing

Love

* Want

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Hope => + to - infinitive

Decide

7'

while you read
Set the scene

You are going to read three talks given by a study, a teacher and a
student's father about school. You read them and do the tasks assigned.

Task 1 - Gap-filling

- Ask Ss to work independently and fill each blank with one of

the words in the box. There are more words than the blanks.

-Have Ss compare the answer with a friend.

- Feedback and give correct answer :

1. Young children enjoy helping household tasks.

2. We were stuck in heavy traffic for more than an hour.
3. I think you don't have to worry about your weight.

4. It was two weeks before Christmas and the mall was crowded

with people.

5.If two people speak the same language, they usually have the

similar attitudes and opinions.

Task 2 - Finding who...

-Ask Ss to work in pair.

+ Read the small talks again and find out who...

- Encourage Ss to discuss with their partners to get the

correct answers:

- Call on some pairs to explain their answers to class.

- Give correct answers:

enjoy teaching. Miss Phuong

has to get up early. Phong

live far from school Phong

loves working with children. Miss Phuong

loves learning English. Phong

rides a bike to school everyday. Phong

study at a high school. Phong

teaches English at a high school. Miss Phuong

worries about someone else's safety. Mr. Hong Ha

Task 3 - Answering Questions

Ask Ss to keep on working in pair. Read the talks more

carefully and answer the questions.

Call one some Ss to read aloud the question in front of the class.

Feedback and give correct answers:

1. He study at Chu van An High School.

2. He study many subject such as Math, physics, chemistry.
 3. Because it is an international language.

4. She says that teaching is hard work, but she enjoys it because
she loves working with children.

5. Because his son has to ride his bike in narrow and crowded
streets on the way to school.

Individual

work

Pair work

9'

after you read

-Tell Ss to work in groups :

Choose one of the following topics and talk about it for about 5
minutes.

What subjects you like learning best and why.

What you like or dislike doing at school.

What you worry about at school.

- Go to different groups and offer help if necessary.

Suggested answers:

I like learning English best because it is very interesting to

learn. In class, we can exchange ideas and discus various topics

in English. Besides, we play a lot of exciting and useful games.

At home, I can watchman TV programs such as film, game

shows and talk shows in English. It is very interesting to watch

TV shows and learn English at the same time.

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2’

wrapping

- Summarize the main points.

- Assign homework.

Whole class

Self- evaluation:

...
...

...
...
...

Date of preparing: August 24th 2008

Period 8

unit 2- period 2-speaking

I . Aim

Making small talks in daily situations

II . Objectives

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

- Use common expressions in making small talks.

- Start and close a conversation.

III . Materials

Textbook, small carts...

IV . Procedure

Time Steps arrangementWork

7’

Rearranging warm-up

-Have Ss work in pairs.

-Give out 5 to 7 sentences whose words are not in good order.

-Ask Ss to rearrange the words to make complete sentences.

1. has, nice, to, you, talking, been, it, very.

2. weekend, did, nice, have, a, you?

3. up, later, catch, you, with.

4. school, everything, how, at, is?

Answers:

1. It has been very nice talking to you.
2. Did you have a nice weekend?
3. Catch up with you later.
4. How's everything at school?

Pair work

10'

presentation

- Ask Ss to look at Task 1 in the book.

- Have Ss work in pair to put the expressions which are

commonly used in making small talks under appropriate

heading : Starting a conversation

and Closing a

conversation.

Note : For some Ss, this activity is easy, but it would be difficult due

to some unfamiliar structures which need explaining:

How's everything at school?

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Catch up with you later.

Have Ss practice these expressions with his/her partner.

Feedback and give correct answers:

Starting a conversation Closing a conversation

Good morning Goodbye. See you later.

How's everything at school? Well, it's been nice talking to you
Hello. how are you? Sorry. I ve got to go. Talk to you later.’
Hi. How is school? Great. I'll see you tomorrow.

Hello. What are you doing? Catch up with you later.

10'

5'

practice
Task 2 - Sentences Rearrangement

- Ask Ss to do Task 2 in pair: Rearrange the sentences to make

an appropriate conversation.

Note : Ss may study the expression in Task 1 again to have the

correct rearrangement.

- Call on some pair to practice the conversation in front of the class.

- T. should draw Ss' attention to intonation and stress beside pronunciation

- Comment on Ss' performance and give correct answers:

1 . D. 2 . F 3 .B 4 . H 
 5 . E 6 . C 7 . G 8 . A
Task 3 - conversation completion

- Ask Ss to keep on working in pair: Complete the conversation

with suitable words, phrases or sentences in the box.

- Call on some pairs to practice the completed conversation in

front of the class.

- Give suggested answers:

A: Hello, Hoa. You don't look very happy. What's the matter

with you?

B : Hi. Nam. I feel tired. I' v got a headache.

A: sorry to hear that. You'd better go home and have a rest.

B : Yes. That's a great idea. Goodbye, Nam.

A: see you later.

Pair work

10'

- Have Ss choose another partner to form a new pair and then

Further practice

make a small talk on the following topic:

The weather

Last night's TV Programs

Football

Plans for the next weekend

-Ask Ss to use the starting and ending of a conversation.

- Call on some pairs to act out the conversation in front of the class.

- Ask other Ss to comment on their conversations.

- Feedback and give suggested answers:

A : Hi. How are you today?

B : I'm fire. thank you. Did you watch TV last night.

A: It's a pity. I had to finish my homework last night. Is there

anything interesting?

B : Yes. It's the first time a contestant could answer 13 out of 15

questions in the game show Who wants to be millionaire. He is

very brilliant.

A: Really? I will try to Finis homework early tomorrow so that I

will be able to watch the repeated broadcast at 8 p.m.

B : That's a good idea. I got to go now. See you then.

A: Take care. Bye.

Pair work

3'

wrapping

-Summarize the main points.

-Assign homework.

Whole class

Self- evaluation:

...

Date of preparing: August 28th 2008

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unit 2- period 3- listening

I . Aim

Listening to mini conversations for specific information

II . Objectives

By the end of the lesson, Ss will be able to make mini conversations about daily

topics such as study at school, weather and traveling...

III . Materials

Textbook, cassette...

IV . Procedure

Time Steps arrangementWork

5'

warm-up

Conversation Build

Give out some key words from the conversation in the last period.

E.g: Hi,....How?... fine...nice weekend?...

wonderful...to ...the beach...

- Ask Ss to work in pairs and build a conversation basing on the class.

Make necessary comments before starting the new lesson.

Pair work

10'

before you listen

Matching

- Ask Ss to work in pair and match a question in A with a

response in B.

- Cal on some pair to read aloud the question and response in

front of the class.

-Feedback and give correct answers:

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

- If time allowed, encourage Ss to discuss the topics further.

Pictures description

-Keep Ss in pair and ask them to ask answer about the pictures.

T may also directly ask Ss.

- Suggested questions:

What do you see in the pictures?

Who are they?

What are they doing?

- Make sure Ss see all the details of the pictures clearly before

playing the tape.

Pair work

7'

While you listen
Task 1 - Matching

-Ask Ss to listen to the conversations and match them with the

pictures.

-Play the tape more than once if necessary.

-Tell Ss to listen for main ideas and key words, not for specific

information in the first time.

- Call on some Ss to explain their answers to class.

- Feedback and give correct answers:

Conversation 1 : Picture b

Conversation 2 : Picture c

Conversation 3 : Picture d

Conversation 4 : Picture a

Task 2 - Answering Questions

- Have Ss listen to the tape again and answer the questions.

- Let Ss listen to the tape several time if necessary and have a

pause between conversations to make it easier for Ss while they

are doing the task.

- Call on some Ss to read aloud their answers in front of the class

-Give correct answers:

1. She takes English.

2. She is in Miss Lan Phuong's class.
3. He is at a party.

Individual

work

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7

4. He stays there for a week.

5. No, she doesn't. She travels alone.

Task 3 - conversation completion

-Ask Ss to work in pair and study the conversation. Encourage

them to guess the missing words,

- Play the last conversation again.

-Ask Ss to listen to it and complete the conversation by filling

in the missing information.

Note : This task may cause difficulty to some Ss because it

requires Ss to write down the exact words in the tape.

- Call on some pairs to practice the completed conversation.

- Comment on Ss' performance and give correct answers:

A : Hoa. How do you like (1) it here?

B : It's (2) very nice. The hotel is(3 big and my room is(4) comfortable.
A: Are you (5) trevelling with your friends?

B : (6) No. I'm traveling alone.

A : Would you like to go somewhere (8) for a drink?
B : That's great.

Typescript
Conversation 1

...

Conversation 2

...

Conversation 3

...

Conversation 4

...

6'

after you listen

-Ask Ss to work in group of 3 or 4 and discuss the problems

they experienced ay school.

- Suggest the common problems at school : Getting bad marks,

having difficulty in marking friend, coming to lass late, be slow

at learning...

- During the discussion, Ss should use these questions:

What problems have you got at school?

What is / are the reasons(s)

What have you done to solve it / them?
 Who helps you to solve it?

Go around the class and offer help if necessary.

Group work

wrapping

Summarize the main points.

Assign homework.

Self- evaluation:

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Date of preparing: 30th August, 2008

Period 10

unit 2- period 4- writing

I . Aim

Filling in a form

II . Objectives

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

- Fill some common forms such as enrolment form, simple application form,

library admission form,...

- Use useful words and structures in some certain forms,

III . Materials

Textbook, whiteboard markers...

Samples of some common forms.

IV . Procedure

Time Steps arrangementWork

5'

Task 1 - Q $ A warm-up

Ask Ss to work in pair and answer the following questions:

Have you ever filled in a form? on what occasions?

What sort of information do you often have to provide when

you fill in a form...

Give examples of some commonly-used forms: application

form, entry admission form...

Pair work

10'

presentation

Vocabulary pre-teach

Country of origin : Qơª qóan

Present address : địa chỉ, chỗ ở hiện tại
Marital status: tình trạng hơn nhân
Occupation: ngh nghip

Block capitals : Chữ viết hoa
Delete ; xoá

Applicable :thích hỵp

Checking technique
 Task 2 - Matching

Ask Ss do task 2. Match a line in A with a question in B.

Have Ss compare their answers with a partner.

Explain and give correct answers:

1. First name - What's your first name?
2. Surname - What's your surname?
3. Date of birth - When were you born?
4. Country of origin - Where were you born?

5. Present address - Where are you living at the moment?

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6. Marital status - Are you married or single?
7. Occupation - What do you do?

*Note : T may introduce more questions than are used in a

form:

Place of birth : Where were you born?

Telephone number : What's your telephone number?

...

5'

practice
Set the scene

As you know, forms ask you to do certain things. And it is

important to understand what they require you to do. now look

at Task 3 and try to do what you are required to do.

Task 3 - Doing what Forms ask

Have Ss do the task individually.

Go around the class and provide help if necessary.

Further explain and translate into Vietnamese if necessary.

1. Write your name in block capitals 
2. Sign your name

3. Delete where not applicable
4. Put a cross if you are male
5. Put a tick you are female

Task 4 - Filling in the form

- Ask Ss to study the form carefully and fill in the form using

their own information.

- Call on 2 Ss to fill in the form on the board while others

doing the task in the textbook.

- Tell Ss to look at the board and comment on their

performance.

- Correct the form as the whole class.

Individual

and

Pair work

12'

production

Ask Ss to work in pairs and carry out the interview to fill in

the form. one S asks and the other answers.

- If time allowed, all on some pairs to act out the interview in

front of the class.

Pair work

3'

wrapping

- Summarize the main points.

- Assign homework.

Whole class

Self- evaluation:

...
...
...
...
...

Date of preparing: 5th September, 2008

Period 11

unit 2- period 5- language focus

I . Aim

Revision of the sound / A / and / a : /

Using gerund and to-infinitive

II . Objectives

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

- Pronounce the vowels / A / and / a: / correctly

- Distinguish the use of gerund and to-infinitive.

III . Materials

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IV . Procedure

Time Steps arrangementWork

5'

warm-up

Jumbled words

Divide the class into small groups.

- Give each group one card containing 10 words whose letters

are jumbled.

- Ask Ss to rearrange the letter to make good words.

- The group which finishes the task first with the most correct

words will be the winner.

E.g.

1. bsutcej => subject
2. skat => task
3. lmeeaf => female

4. ctarfif => traffic

Group work

5'

Pronunciation

presentation 1

- Demonstrate the sounds /A/ and /a:/ by pronouncing them

clearly and slowly.

Help Ss to distinguish these two sounds.

Instruct the way to pronounce:

+ /A/ : first practice the sound / .../ then put your tongue back a little.

+ /A/ is very short sound.

+ /a:/ first pronounce the sound / a:/ the put your tongue down

and back.

+ /a:/ is a long sound.

Whole class

5'

practice 1

- Play the tape and ask them to repeat.

- Call on some Ss to repeat the sounds clearly to in front of the

class.

- Ask Ss to work in pairs and practice the sentences.

Introduce peer correction.

- Go a round the class and provide help if necessary.

Pair work

7'

grammar and vocabulary

presentation and practice 2

-Keep ss in pair and ask them to make question for the responses.

-

Note

: This is an easy activity so it can be carried out in a

short time. There will be various acceptable questions.

call on some pair to read the question and responses aloud in

front of the class.

Give suggested answers:

1. when did you come back from ho chi minh city?
2. how long did you stay there?

3. who did you come with?
4. where did you live?

5. why do you learn English?

6. What time is it?

7. How many children have they got?

Pair work

10'

presentation 3
Distinguish the infinitive and -ing form

The base form of a verb often function as an infinitive. In is called
the bare infinitive because it is used without to. we must
distinguish it from the to-infinitive. where to is always used in front
of the base form of the verb. The -ing form of a verb sometimes
function as a gerund ( a kind of noun) and sometimes as a present

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participle. Many verbs and adjectives, and in some cases by more
than one form. Form the student's point of view, the problem is
knowing which form is appropriate. this may be because only one
form is grammatically correct, e.g: enjoy doing or fail to do. Or it
may be because only one form suits what we want to say, e.g:
remember to do or remember doing.

The following list are the verbs which can only followed by 
to-infinitive and -ing:

The verbs can only be followed by to-infinitive:

agree plan

refuse hope
 manage expect 
 fail seem 
 decide tend

...

7'

practice 3

- Ask ss to read the letter carefully and fill in each blank with

an -ing and to-infinitive form of the verb in brackets.

- Tell Ss to compare their answers with a friend.

- Call on some Ss to read the completed letter.

- Make necessary corrections.

- Give correct answers:

Dear Lisa,

I expected(1) to hear from you. I hope you are Ok. I bury but happy.
 Last night I went to a party at one of my classmates' home. I was really
nervous. You know how I usually avoid (2)going to parties because I have
trouble (3) remembering people's names. Well, last night things were
different. Before the party, I read a book about improving your memory, I
practice (4) doing some of the memory exercises. They really helped. As a
result, I stopped (5) worrying about what people would think of me, and I
tried (6) to pay attention to what people were saying. And guess what? I

had a good time! I'm even planning (7) to go dancing with this guy from
my class.

Why don't you consider ( 8 ) visiting me ? I really miss ( 9 ) seeing you.
please write I always enjoy ( 10 ) hearing from you.

Best wishes,
Sonia

Individual

work

6'

practice 4

Further practice with- ing and to- infinitive form.

- Ask ss to work in pairs and complete the sentences using

an-ing or to-infinitive form of the verb in the box.

- Call on some Ss to read their answers aloud in front of the class.

- Feedback and give correct answer:

1. It was a nice day, so we decided to go for s walk.
2. I'm not in a hurry, I don't mind waiting.

3. They were hurry, so she suggested having dinner early.
4. I'm still looking for a jib, but I hope to find something soon.

5. we must do something. We can't go on living like this.

7.Our neighbour threatened to call the police if we didn't stop the noise.
8. Lan was in a difficult situation, so I agreed to lend her some money.
9. suddenly everybody stopped talking.

10. Don't forget to post the letter I gave you.

Pair work

wrapping

Summarize the main points.

Assign homework.

Whole class

Self- evaluation:

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Date of preparing: 7th September, 2008

Unit 3- people’s background

I. Objectives:

- Develop such reading micro- skills as scanning for specific ideas, and skimming for

general information

- Improve background knowledge about famous scientists especially about Marie Curie.

- Talk about their own background and know how to ask the other people ‘s background.

- Develop such listening micro- skills to talk about one of the Olympic champions by using

the information regarding her background and her career.

- Write a simple V.C

- Get to know the format, layout and essential information or a V.C.

- Distinguish the sounds / e /, / /

- Pronounce the words and sentences containing the sounds correctly.

- Use the past perfect tense appropriately and distinguish it with the past simple tense.

II. Materials:

-

Picture, tape, cassette, text book ...

III. Division of the unit:

-

Period 12: reading

-

Period 13: speaking

-

Period 14: listening

-

Period 15: writing

-

Period 16: language focus

Date of preparing: September 7th 2008

Period 12

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I. Objectives:

By the end of this lesson, Sts will be able to:

-

Develop such reading micro- skills as scanning for specific ideas, and

skimming for general information

-

Improve background knowledge about famous scientists especially

about Marie Curie.

II. Materials:

-

Textbook , handout ,

…

.

III. Organization:

II.

Procedure:

Time Steps arrangementWork

8’

Warm- up

Brainstorming:

-Ask them to make a list of famous scientists…

- Write them in your posters, After 4 minutes the group with the

longest list will be the winner.

- T corrects the wrong words

- T asks further questions about some scientists regarding their

specializations and achievements.

Leonard de Vinci

Marie Curie

Group work

10’

1. Look at the picture :Pre- reading

- Sts try to make scene of the picture on page 32, 33.

- Answer the T’s questions:

1. Do you know who she is?

2. what do you know about her?

………

..

- T checks with the class and asks Sts to guess what they are

going to read about.

KEY:1. She is Marie Curie.

2. She is the famous French scientist

2. Vocabulary:

- scientist: (n ) nhµ khoa häc

- scientific : ( adj) thc vỊ khoa häc
- brilliant : ( adj) th«ng minh, sáng dạ
- Mature : ( adj) trởng thành

- private tutor : ( n) gia s
- flying colours: ( n) bằng đỏ

- PhD: Doctor of Philosophy: tiÕn sÜ
- tragic : (adj) thê thảm,

- Atomic weight of radium: tang lợng nguyên tử
- determine ( v)

- ease : (v) làm dịu ®i

- humanitarian : ( n) nhân đạo

Read after the teacher, tress,

T calls some Sts to read the words aloud.

T repeats the words if the Sts don’t read correctly.

Individual

work

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Using drop out and remember method to check.

T gives feedback.

5’

While- reading

1. Task 1( 33 ):

Matching the words or phrases in A with their meaning in B:

- Divide the class into 2 groups.

- Sts read the text silently then do the text 1.

- T gets Sts to match the sentences.

- Ask each st in each group to go to the board as fast as he/ she

can to writes one sentence then come to the seat. The others

continue

…

The fastest and most correct in the winner.

- T gives corrective feedback.

KEY:

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

Group work

8’

2. Task 2: ( 33 )

Sts read the text again then read the sentences in task 2

before choosing T/ F statements.

Sts check the answers with their friends.

T calls on some Sts to present and explain their answers

T gives feedback and correct answers.

KEY:

1. T 2. F ( Her dream was to become a scientist)
3. T 4. F ( in 1894) 5. F ( in France)

Individual

work and

whole class

12’

Post- reading

Retell all the class about Marie Curie.

T goes around to check and offer help.

Sts share your group’ s opinions with the others.

T calls on the groups to tell their passages.

T gives corrective feedback.

Key:

Marie Curie was a French scientist. She was born on November 7th

1867 in Warsaw. When she was a child, she was mature and brilliant
student in local school. She wanted to go abroad to study so she
worked as a private tutor to save money for her dream.

In 1891, she went to Paris to realize her dream at the Sorbonne. She
earn a degree in Physics with flying corlours, and a degree in Maths. In
1894, she met Pierre in the school of Physics and a year later, they got
married. In 1903, she was the 1st woman to receive a PhD from the

Sorbonne. In 1906, her husband died, she took up his position in
Sorbonne. Then she was the 1st woman in France to be a university

professor. She was awarded a Nobel Prize in Chemistry for determining
the atomic weight of radium. But her real joy was “ easing human

suffering” . In 1914. she founded the Radium Institute.

Group work

2’

Homework

T summarizes the main points of the lesson.

T asks Sts to do task 3 on page 34.

Key:

1. She was born on November 7th 1867 in Warsaw.

2. She was mature and brilliant student in local school.

3. She worked as a private tutor to save money for a study tour abroad.
4. She was awarded a Nobel Prize in Chemistry for determining the

atomic weight of radium.

5. No, she wasn t. Her real joy was easing human suffering’ “ ”

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………
………
………

Date of preparing: September 13th 2008

Period 13

Unit 3- Lesson 2- speaking

I. Objectives:

After the lesson, Sts will be able to:

- talk about deference kinds of activities to volunteer work.

II. Materials:

Picture, text book, handout

…

.

III. Organization:

IV. Procedure:

Time Steps arrangementWork

7’

Warm- up

Ask sts to retell about Marie Curie

- Listen then check their work in front of the class.

- T gives them marks.

- T gives more ideas if necessary.

Whole class

7’

1. Task 1: What questions do you use to ask about somebody sPre- Speaking ’

back ground:

- T asks Sts to work in group to decide what questions they

can use to ask about people’s background.

- T walks around to explain new words if necessary.

- T calls some sts to give their questions and ask for

comments from other sts.

Example:

1. What is your name?

2. When and where were you born?
3. Where do you live now?

4. What is your telephone number?
5. What and where does your father do?
6. What and where does your mother do?
7. How many brothers or sisters have you got?

8. What is the name of the primary/ secondary school did you
study in?

9. What subject do you like best? Why?

10. What do you like?

11. What do you dislike?
12. How do you go to school?

13. What date do you like to start? Why?

. ..

……… …………

Group work

and

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10’

Task 2 ( 35) While speaking

- Ask they to work in pair to ask and answer the questions

that they have found.

- Sts work as interviewers walk around to interview the

other Sts in the class.

- T calls on some pairs to read out his/ her answers

- T checks with the class and gives corrective feedback.

Whole class

and

pair work

10’

Post speaking

Sts prepare to talk about the Sts they have just interview.

T goes around to check and offer help.

T calls some Sts to talk about their topic in front of the class.

T elicits feedback from the class and gives final comments.

Example:

Mai was born on April 20th 1992 at a small house in Song Khoai.
She live with her parents and 2 other sisters in Dai Yen now. Her
father works as an engineer in Uong Bi power station. And her
mother is a farmer, she usually works hard in the field to earn money
for their study. From 1998 to May 2004 she was the good student at
Song Khoai primary school. And then her family moved to Dai Yen
and she spent her time to study at Dai Yen secondary school.

Everyday she ride her bike about 10 kilometres to school. She
likes learning English because it is an international language. She
loves her teachers and her friends very much. She usually spends her
free time to visit her friends or to stay at home to do her homework.
Sometimes she go fishing or swimming at The Old Man Pool.

.
………

Group work

3’

Wrapping up and Homework

T summarises the main points of the lesson.

- Write your group topic that you have talked in the

Post speaking

part .

Whole class

Self- evaluation:

...
...
...
...
...

Date of preparing: September 17th 2008

Period 14

Unit 3- Lesson 3- listening

A.OBJECTIVE:

I-Knowledge:

Helping students to listen for specific information about

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B.PROCEDUCE:

I-Settlement:

Greeting the class & checking students’ attendance.

II-Checking: Asking 2 students to make an interview about background

III- New lesson:

Teacher s activities’ Students activities’

WARMER:

Answering Questions

-T gives a picture about Olympic Champions

and asks Ss to work in pairs and talk about them.

Suggest the questions:

+What do you know about Olympic ?

(When did the Olympic start ?

How often is it held ?)

+ Do you know any Olympic Champions ?

+Can you name any Olympic Champions?

+ What would you like to know about these people?

PRE- LISTENING

Activity 1:Presenting Vocabulary

+Olympic Champion

+ sports teacher: a teacher who teaches sports

+ Diploma(n)

+ romantic (adj)

+ Degree:

+ Certificate:

Activity 2:Listening and repeating

WHILE -LISTENING
TASK 1:TRUE Or FALSE

-T asks Ss to listen to the conversation between

Bob and Sally. Decide whether the statements

are true or false.

-Before listening to the tape, T asks Ss to read all

statements and understand clearly.

- Encourage Ss to guess the statements if they

are T or F

-Play the tape several times if necessary

-Have Ss compare their answer with a friend

- Call on some Ss to explain their answers in

front of the class.

-Feedback and give correct answers:

TASK 2:GAP- FILLING

-Tell Ss to read the sentences carefully and try to

guess the missing words in the blanks.

- Ask Ss to listen to the conversation again and

fill the blanks.

- Play the tape once

- Feedback and give correct answers:

POST-LISTENING

Ask Ss to work in pairs :Ask and answer about Sally

Suggested questions

:

1.Who is sally?

2.When was She born?

The whole class answer T’s questions

Listen to T’s eliciting and copy down

Listen and repeat these words

-Work individually

-Read all statements and guess them

Listen to tape and give answers

- Expected answer:

1.T

2T

3F( I don’t have much free time)

4T

5F( I want to be a sports teacher)

-Work individually and then compare

their answers with a partner.

-Expected answer:

1.general education

2.lives - family

3.different - swimming

4.loves stories

5.teacher’s diploma.

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3.What has she got at local school?

4.What did she do when she was 15?

5.Where is her house?

6.How many members are there in her family ?

who are they?

7.What does she like in her family?

-Role- play :Ask and Answer about

Sally.

IV-Consolidation:- Report something what you have listened about Sally 
V-Homework

- Write a short passage about Sally in 50 minutes

- Prepare Unit 3: lesson 4: WRITING

Self- evaluation:

...
...
...
...
...

Date of preparing: September 22nd, 2008

Period 15

Unit 3 - Lesson 4- WRITING

A. OBJECTIVE.

I-Knowledge:

Helping students to write a CV about people’s background.

II-Skill : Writing skill

B. PROCEDUCE.

I-Settlement: Greeting the class & checking students’ attendance.

II-Checking: Asking 2 students to make an interview about Sally’s background

III- New lesson:

Teacher s activities’ Students activities’

WARMER:

Matching

-T asks Ss to close their textbook and match

the items in A with the information in B

A

B

1.Name

2.Date of birth
3.Place of birth
4.School attended
5.Exams passed
6.Previous jobs
7.Interests

a. Boston

b. Kengsinton High school
c.English, Maths, French

d.Tourist guide

e.David Brown
f.12/11/86

g.Music and dancing

-T checks and asks Ss where these

information are listed.

Somebody s background

’

PRESENTATION

TASK 1: How to write somebody s background

’

-T explains the elements of a C.V by asking

Work in groups and match the items in

A with their information in B

Expected answer:

1e

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Ss to read Mr. Brown’s C.V

C.V: curriculum vitae -a form with details

about somebody s past education and

’

jobs:b¶n khai sinh

C.V normally consists of following items

Personal information/data:

Education:

Previous jobs:

Interests:

-T asks Ss to work independently and write

a paragraph about Mr. Brown, using the

cues below.

Be born...like...go to...school...

from ...to...pass exams in...travel

agency...work as.

-Have Ss compare their writing with a friend.

PRACTICE:

TASK 2:

-T asks Ss to work in pairs and ask the partner

for the information about his/her parents and

complete the form.

- Go around the class and provide help by

giving suggested Qs

*Education: which school did you go to ?

when?

* Exams: which exams did you pass? When?

*Hobby: what’s your hobby ? what do you do

in your free time?

* Sports: Do you like play sports? What

sports do you like playing?

* Job: What did you work ? when?

- Call 2 students to go the blackboard and

write their writing

- Peer correction

PRODUCTION
TASK 3

Write a paragraph about your partner’s

parents. Then ask him/her to read the

paragraph and check whether the information

is correct.

Give correct answer:

Mr. Brown was born on 12th November,

1969 in Boston. He went to Kensington
High school and passed exams in English,
French, and Mathematics. He worked in a
travel agency from June 1991 to December
1998. And from 1999 to 2002, he worked
as a hotel telephonist. He likes music and

dancing.

Work in pairs

- Complete the information in a form

- Go to the blackboard and write them

Name

Mr./Ms

Date of birth

Place of birth

Education:

School attended

Exams passed:

Previous job:

Date from/ date

to

Work individually

IV-Consolidation:- Write a somebody’s background

What sort of information to write?

V-Homework : - Complete your writing

- Prepare Unit 3- lesson 5: LANGUAGE FOCUS.

Self- evaluation:

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Date of preparing: September 24th 2008

Period 16

Unit 3 - Lesson 5- LANGUAGE FOCUS

I. Objectives:

1. Educational aim: students can distinguish and pronounce two vowels /e/ and

/

„

/, know how to use the simple past tense and past perfect tense when tell about

activities in the past

2. Knowledge:

a. General knowledge:

b. Language: Through this unit students know how to pronounce two vowels/e/

and /

„

/ exactly

Words contain /e/ and /

„

/

Revise the usage and form of the past perfect tense

3. Skills:

II. Method: integrated mainly communicative
III. Teaching aids: Some handouts

IV. Procedures:

Teacher's activities Students activities’

Warm-up

- Asks students to put the words into the correct

order to make a complete sentence

can/can/canner/can't/ a/can/he?

-Asks students to read the sentence aloud

- Introduces the content of the lesson

Pronunciation

- Explains the way to pronounce two /e/ and /

„

/

- Teacher reads

- Reads the following words

- Asks students to find out the words which

contain /e/ and the words which contain/

„

/ in

the sentences

- Asks students to work in group find out more

words

which contain

/e/ and the words which

contain/

„

/

Grammar

- Asks students to look at the example in the

text book and answer the question:

In what tenses are verbs in the sentences put?

Why?

- Asks students to repeat the usage and form of

the past tense and past perfect tense

- Asks students to do the exercise 1 :

Use the verbs in brackets in the past perfect

- Students work in pairs

* Answers

A canner can't can a can, can he?

- Read aloud the sentence

- Listen

- students read after the teacher

- listen and repeat

- Read and find out in groups

- Work in groups

- Student answer

- Students answer

-Students do the exercise 1

individually

* Answers

1. had broken
2. had done
3.had met

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- Teacher checks the answers

- Ask students to do the exercise 2:

* Put the verbs in brackets in the past simple or

the past perfect

- Teacher checks the answers

- Ask students to do the exercise 3:

Find the mistakes in the following sentences

then correct them

Homework

Ask students to do the test yourself A

7. had left
8. had moved
9. had not seen
10.had broken in

- Students work individually then

check the answer with the partner

* Answers

1.had just finished -came

2.had seldom travelled-went

3.went- had already taken

4.did you manage-had...gone-got

5.had just got-phoned-was

- Students do the exercise

individually then check the answers

with the partner

* Answers

1.climed

2.turned

3.called

4.heard

5had already gone

Self- evaluation:

...
...
...

Date of preparing: September 27th 2008

Period 17

Test yourself A

I. Objectives:

- Check Sts’ understanding about the topic: people’s daily routines, school talks,

people's background, .

- Sts can uses the tense forms and the structures to do the test.

II. Materials:

Handout, text book

…

.

III. Organization:
IV. Procedure:

Time Steps arrangementWork

13 minutes

Listening

- Sts read through the listening part then listen to the tape

about the test.

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- T plays the tape again then checks the answers with the class.

- Give final feedback.

KEY: 1. 15th January 1992 2. In 1951
 3. for 4 years 4. he met

5. they got married 6. a minister at a
 7. the black freedom movement 8. heard his speech at 
the

9. in 1964 10. 4th April 1968

13 minutes

Reading

Sts read the passage then choose the correct information follow.

- Sts check the answers with the partners

- T checks and give corrections in front of the class.

KEY:

1. F 2. C 3. A 4. D 5. B

Individual

work

and

pair work

13 minutes

Pronunciation and grammar

Sts complete the sentences , using the right forms of the infinitive.

- T goes around to check their answers.

- T asks Sts to share their answers with the partners.

- T gives the final answers key.

KEY: 1. to apply 2. am 3. attended
4. passed 5. got 6. can
7. reading 8. know 9. am able
10. hearing

Individual

work

and

pair work

6 minutes

Writing

- Sts do the part at home.

- T gives them the form of a writing about the reply.

- Sts use the questions in their books to make the plan of the writing.

- Sts may ask the teacher more information or structures

before writing.

For example:

120 Ly Tu Trong street,
Mong Cai, Quang Ninh
20th November 2008
Dear Sally,

I am very happy to be your pen friend. I am sixteen years old. I am
1.65 meters tall. I have got long black hair and black eyes. I live near
Quang Ninh college of education with my family.

I am a student at Tran Phu high school. It is a big and new school in
Hung Vuong Street. There are about one thousand students and 
thirty-three teachers in my school. I study many subjects such as English,
Chemistry, Physics, Maths, History and so on. I like E most because I
like E songs. I go to school with Mai every morning and I study 5
periods from 7.00 to 11.15. After that I come back home, have lunch,
do my homework then help my parents with the housework.

I hope that you will write to me soon.

Give my best wishes to your parents and two sisters.
 Love,

Thinh

Whole class

Self- evaluation:

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...
...
...
...
...

Date of preparing: October 2nd, 2008

Period 18

The first written test
(45 minutes)

I. Aims of the test:

- Checking the Sts’ understanding about 3 topics: people’s daily routines, school

talks, people's background .

- Checking the Sts how to use the grammar : present tenses and past tenses.

- Checking the vocabularies, structures, and pronunciation.

II. Organization:

10A1:

...

10A7:

...

Tran Phu High School

Class 10A...

Name: ...

Test of English (No 1)

Time: 45 minutes

Mark Teacher’s comments

* Chú ý: Học sinh không dùng từ điển hoặc tài liệu liên quan đến Tiếng Anh./.

Choose the word with the different pronunciation of the underlined part.

1. A. stays B. says C. days D. plays

2. A. come B. computer C. some D. comfortable

3. A. account B. enough C. found D. thousand

4. A. brilliant B. live C. life D. determine

Choose the best answer

1. When her children are at school, Mrs. Smith does her usual...

A. way B. homework C. routines D. vacation

2. She lives near me and I speak to her everyday on my ...to work.

A. street B. road C. way D. travel

3. My mother often...for a walk with her friends in the park after dinner.

A. takes B. has C. goes D. wants

4. In spite of her protest, her father ...her train for the race two hours a day.

A. let B. caused C. insisted D. made

5. We drove around the city center for an hour looking a parking...

A. area B. space C. house D. stop

6. The teacher....the students the solution to the problem.

A. told B. said C. discussed D. explained

7. His parents don t ’ ...of his having parties every week.

A. agree B. support C. approve D. arrive

8. We can see many...of corn in the village.

A. farms B. lands C. places D. fields

9. The success of the ...depends on the weather.

A. bridge B. neighbour C. crop D. buffalo

10. His parents are ...with his good results in Civic Education.

A. interested B. contented C. excited D. worried

11. They ....to me since they moved to Halong city.

A. hasn’t written B. didn’t write C. haven’t written D. don’t write

12. We are really looking forward ...you again.

A. to seeing B. to see C. seeing D. see

Rewrite the following sentences without changing the meaning

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 Do you ...
2. The last time I met Johnson was 3 years ago.

 I haven’t ...
3. I ride bicycle to school in twenty minutes.

 It takes ...
4. James can swim farther than Daisy.

 Daisy can’t ...

Fill each gap in the letter with one word from the box.

A. news B. letter C. moon D. people E. weekend

F. birthday G. picnic H. wood I. able J. noise

Thank you very much for your (1)..., which arrived this morning. It was really my
turn to write, as you say, but I seem to have so little (2)...these days. I mean, life goes on as
always, and nothing special seems to happen. Last (3)...was fun, though. As you may remember,
it’s Daisy’s (4)...last Saturday, and she wanted to do something different. Instead of the
usual party at home, she decided to have a midnight(5)... in Glover Wood. We all met at a
cafeteria, had a few drinks and then went on down to the (6)... . Fortunately, there was a bright
(7)..., so we were (8)... to make way there without much trouble.

Read the passage below and then choose the correct answer A, B, C or D.

Jack London was the famous American novelist and short story writer. He was born in San
Francisco in 1876. He quit school at fourteen to become a sailor. He was a self-taught student, he finished
his high school and college education during six months. He led an adventurous but poor life. His view
point was in favour of the poor and socialism. He read a lot of books of Karl Marx. He was influenced by
Marxist Party theory and the October Revolution. In 1885, he joined the Socialist Labour Party but in the
last years of his life, he moved away from the working class and in 1916 he left the party. In 1916, he
committed suicide because of despair dream. He used an overdose of morphine and drowned himself in
the sea. He was an adventure novelist, a socialist reformer and a prominent socialist who often signed
under the line “Yours for the revolution, Jack London”

1. Jack London quit school in……

A. 1876 B. 1890 C. 1895 D. 1916
2. He had a/an…...… life.

A. rich and adventurous B. poor and quiet
C. adventurous and poor D. rich and quiet
3. He was in favour of ……

A. self teaching B. capitalism

C. the rich and the poor D. the poor and socialism
4. Why did he commit suicide?

A. Because he left the party.
B. He used to have a dream.
C. Because of socialism.

D. Because of despair of life and disillusion with American dream.
5. Jack London died at the age of ……

A. 39 B. 40 C. 41 D. 42

Listen to the talk about Alexandre Yersin carefully and fill in the gaps.

Alexandre Yersin was born in (1)...in Switzerland. In 1882, he received a
baccalaureate degree in (2)..., and in 1888, after having graduated from a medical
(3)...in Paris, he formally changed his citizenship to French. He joined Dr. Louis
Pasteur’s team at about the same (4)... . Thereafter, he became (5)...through
much of the pioneering work done by Pasteur’s team. His wanderlust brought him to
(6)... . In July 1891, his expedition to the highlands of Vietnam led to the discovery of
Da Lat, and (7)... later discoveries of (8)...sources in this region.

Self- evaluation:

...
...

...

Date of preparing: 3rd October, 2008

Period 19

unit 4 - special education
lesson 1 - reading
I. Objectives :

By the end of the lesson, Ss will be able to understand the term special education

and talk about it through Matching and Multiple Choice exercises

II. Materials:

Textbook, whiteboard markers, ...

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IV. Procedure.

Time Steps arrangementWork

10’

warm - up

Brainstorming

Ask Ss to work in groups and make a list of the activities

that blind and deaf people would have difficulty doing.

Gather ideas and introduce the topic of the lesson.

Give definition of special education and Braille :

Special education refers to the teaching of students with

a learning disability, a developmental disability or a

behavioral problem. Thus, this education is specially

aimed at the blind and deaf students or the students who

are slow at learning or the students who have other

learning difficulties.

Braille is a system of raised dots representing the letters

of the alphabet, punctuation and numbers, based on the

six patterns of device, which enables blind people to read

by touching and to write by using an embosser. It was

blinded in a childhood accident. At the age of 15 he

modified a military system for reading orders at night

without showing any light ( night writing)

Ask Ss to work in pairs : Look at the Braille Alphabet in

the book and work out the message that follows.

Note : This activity can be interesting because Ss have to

transfer the raised

dots in Braille Alphabet to English Alphabet .

Ask Ss to compare their answers with another pairs.

Feedback and give correct answers :

We Are The World

Whole class

7

Before you read

Vocabulary pre-teach

disabled(a) : tàn tật
dumb (a) : câm

proper schooling (n) : học hành đầy đủ
opposition (n) : ý kin phn i

make effort (v) : nỗ lực cố gắng
to be proud (a) tù hµo

Checking technique
Rub out and remember

Write all the new words on the board in two columns

:English and Vietnamese equivalence.

Rob out the words in English column and ask Ss to look

at the Vietnamese column to write down the rubbed ones.

Whole class

8’

While you read
Task 1 - Matching

Ask Ss to read the passage individually and do Task 1 :

The words in A appear in the reading passage. Match them

with their definition in B.

Encourage Ss to guess the meaning of the words in the

context.

Tell Ss to compare their answers with a friend.

Call on some Ss to read their answers aloud in front of

the class.

Give correct answers and explain all the words carefully

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7’

to make sure Ss understand the meaning of the words :

1. disabled- c. unable to use a part of the body in the normal way.
2. mentally retarded - e. less mentally developed than normal.
3. time-consuming - a. taking or needing a lot of time.

4. demonstration - b . an act of showing or explaining

how to do something.

5. gradually - d. slowly, over a long period of time.

Task 2 - Multiple Choice

Tell Ss to read the passage again more carefully and

complete the sentences by circling the corresponding letter

A, B, C or D.

Ask Ss to give explanation for their choice.

Feedback and give correct answers :

1. D 2 . B 3. A 4. c 5. D

Call on some Ss to read the passage aloud in front of the class.

Make necessary corrections regarding Ss' pronunciation

and intonation.

Give explanation to other words and expressions in the passage.

Individual

work

10’

after you read

Ask Ss to work in pairs and read the summary of the

passage carefully.

Encourage Ss to guess the missing words.

Have Ss complete the summary in pairs.

Note : Ss may not be familiar with this kind of exercise. T

should provide help when necessary.

Call on some Ss to read the completed summary aloud in

front of the class.

Feedback and give correct answers:

1 - disabled children have 2. read
3 . write 4 . efforts

5 . opposition 6. time - consuming
7 . maths 8 . arms

9. fingers 10 . proud

Pair work

3’

Wrapping up and homework.

Summaries the main points.

Assign homework.

Whole class

self - evaluation :

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Date of preparing : 4th October, 2008

Period 20

unit 4 - lesson 2 - speaking
I. Objectives.

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

- talk about school life a student.

- actively engage in an interview.

II. Materials.

Textbook, whiteboard markers...

III. Organization.

IV. Procedure.

Time Steps arrangementWork

10’

warm - up

* Networks

Ask Ss to work in groups and make a list of words relating to school.

The group with the longest list will be the winner.

Note : The words must be correctly spelled and related to the topic.

Subjects

( English, Literature...)

Texts

(oral, final, mid - term...)

Break

Homework

Teacher

Secondary

(lower and upper secondary)

...

Group work

7’

presentation

Have Ss study the questions in the interview carefully.

Ask Ss to work individually and fill in the blanks with the

right questions.

Give Ss tips by asking them to read the answers before

deciding the best question in the blanks.

Call on some Ss to explain their answers.

Give correct answers:

A.4 Which lower-secondary school did you go to?

B.1 What were your subjects then?

C.2 What were your timetable ?

D.6 Can you tell me about the tests and examinations at

your school then ?

E.3 What about homework ?

F.5 What part of the school life didn't you like then ?

G.7 What did you like best about your school then ?

Individual

work

15’

practice

Ask Ss to work in pair and carry out the interview, using the

question in Task 1.

Note : Ss are suggested to use his/ her own information to

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answers the questions. However, they may use the answers in

the book as samples.

Go around the class and provide help if necessary.

10’

production

Call on some Ss to use the information in the interview to

make a mini-presentation about his/ her partner.

Tell the whole class to comment on presenters' performance.

Make necessary corrections.

Individual

work and

Whole class

3’

Wrapping up and homework

Summaries the main points.

Assign homework.

Whole class

self - evaluation :

...
...
...
...

Date of preparing : 5th October, 2008

Period 21

unit 4 - lesson 3 - listening

I. Objectives.

By the end of the lesson, Ss will be able to listen better through True or False and

Gap-filling exercises

II. Materials.

Textbook, cassette,....

III. Organization.
IV. Procedure.

Time Steps arrangementWork

7’

warm - up

Word form

Ask Ss to work in groups of three to four and find the different

words that derive from the following roots :

Group

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sorry
second:
decide :
able :

The group with the longest list of correct words will be the winner.

Note : Encourage Ss to find the words they have learned.

10’

Before you listen

Explain the meaning of the words in the box.

photograph (n) : bøc ¶nh, tÊm ¶nh

photographer (n) : ngêi chơp ¶nh, nhiếp ảnh

photography (n) : môn nhiếp ảnh, nghệ thuật nhiếp ảnh.
photogenic (a) : ăn ảnh

photographic (a) : thuộc về nhiếp ¶nh.

Ask Ss to work in pairs and fill each of the blanks with one

word from the box.

Call on some ss read the answers aloud in front of the class.

Feedback and give correct answers :

1. photographic

2. photography
3. photographer
4. photograph
5. photogenic

Vocabulary Pre-teach

surroundings (n) :môi trờng xung quanh
sorrow (n) : nỗi buồn

passion (n) : niềm đam mê
labourer (n) : ngời lao động 
deaf (a) : điếc

mute (a) : c©m

exhibition (n) : triĨn l·m

Checking technique
Sentence Modeling

Ask Ss to make sentences with the above words.

Make sure Ss understand the meaning and the use of these words.

Whole

class

Individual

work

8’

10’

while you listen

Set the scene

You are going to listen to a talk about a club for disabled children.
You listen to it and do the tasks followed.

Task 1 - True or False

Let Ss read the statements carefully.

Ask Ss to listen to the tape and decide whether the statements

are true or false.

Play the tape more than once if necessary.

Tell Ss to compare their answers with a friend.

Check the answers as the whole class.

Give correct answers :

1 . T 2 . F 3 . T 4 . F 5 . T
Task 2 - Gap - filling

Ask Ss to read a part of the talk carefully and have a guess of

the missing words.

Have Ss listen to the tape and write in each blank with a

suitable word.

Call on some Ss to read the answers aloud in front of the class.

Feedback and give correct answers.:

1. photographic 2. 19
3. exhibition 4. 50

Individual

work

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5. beauty 6. simple
7. peaceful 8. chickens
9. stimulated 10. escape

Tape script.

If you ask any member of the Vang Trang Khuyet Club which time

of the day they enjoy most, and they will all agree : their
photography lesson.

The Vang Trang Khuyet club's members come from Nhan Chinh
school for Deaf Children, Xa Dan secondary School for Deaf
Children and Mute Children, and the Hanoi Literature and Art
Club for Mentally Retarded Children.

"Whenever we hold a camera, wandering around and talking in
our surroundings through a lens, we can forget the sorrow of our
disabilities "?say club member Nguyen Minh Tam.

The six-mouth-old photographic club, which comprises 19 deaf,
mute or mentally retarded children, is now having its first
exhibition in Hanoi.

More than 50 colour photos are on display at the exhibition room
featuring the beauty of daily life seen through the eyes of these
disabled children.

The subjects are simple and peaceful: old men reading books on
the blanks of Hoan Kiem lake, laborers hard at work, or chickens
looking for food.

The children's passion for taking pictures has stimulated them and
helped them escape their sorrow.

7’

after you listen

* Q&A

Tell Ss to work in group : Ask and answer about the Vang

Trang Khuyet Photographic club.

Suggest some questions :

What is the name of the club?

Who are the members of the club? Where do they come 
from?

How many are there?

How many photographs are on display?
What are their photographs about ?

What does their passion of taking photographs help them?

Note

: If time allowed, call on some Ss to retell story about the

Vang Trang Khuyet Photographic Club in front of the class.

Group

work

3’

Wrapping up and homework

Summarise the main points.

Assign homework.

Whole

class

self - evaluation :

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Date of preparing : 7th October, 2008

Period 22

unit 4 - lesson 4 - writing

I. Objectives :

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

- read and understand a simple letter of complaint.

- write a letter of complaint about the poor quality of the service at an English Centre.

II. Materials:

Textbook, whiteboard markers, ....

III. Organization:

IV. Procedure.

Time Steps Work

arrangement

7’

warm - up

Categorizing

Ask Ss to work in groups.

Give ten or more adjectives and ask Ss to put them under two

headings : compliments and complaints.

bad, helpful, expensive, lazy, hard-working, good, careful, poor,
unhappy, beautiful.

Feedback and give correct answers :

Compliments Complaints

helpful bad

hard-working expensive

good lazy

careful poor

beautiful unhappy

... ...

Give definition and format of a letter of complaint:

Complaint is a kind of formal letter used when you are not

happy with a service, a contract, a course, ... A letter of

complaint usually includes three main parts

:

1. Opening

2. Explaining the problem

3. Suggesting a resolution

Group work

10’

presentation

Ask Ss to work in pair and read the advertisement.

Explain some difficult words :

native teacher (n) : giáo viên ngời bản xứ

air-conditioned (a) : đợc trang bị điều hoà

Set the scene.

After studying for two weeks at English for Today Centre,
you notice that everything is worse than what the advertisement
says. A friend of yours wants to know about the centre and you
tell him/her the facts. Now you work in pairs and complete the
dialogue with your own ideas.

Note: The information students use to answer may vary from

one to another. Encourage them to speak naturally.

Go around the class and offer help when necessary.

Call on some Ss to read their answers aloud to class.

Feedback and give correct answers :

A : Are you happy with your study at English for Today Centre?
B : No, (1) I'm definitely not happy with it at all.

A : Are teachers native ones only ?

B : No, (2) There are only few native teachers, not all of them are
native ones.

A :The advertisement says there are no more than 20 students in a
class. Is that true ?

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B : No, (3) in fact there are more than 30 students in my class.

A :Do you get free books and cassette tapes ?
B : No, (4) I have to pay for them.

A :What about the classrooms ? Are there air-conditioned?

B : No, (5) the room is not air-conditioned. There is only one ceiling
fan in my classroom. It is very hot.

A :What don't you like most about the Centre ?

B : It's the time. They say the class time is from 5:30 p.m to 8:30 p.m,

but in fact classes often start late and finish early. Sometimes
it starts 20 minutes late.

A :Well. Everything is different from what the advertisement says
What are you going to do ?

B : I am going to write a letter of complaint to the director of the centre.

15’

practice

Have Ss read the letter of complaint in the book and complete

it basing on the dialogue in Task 1.

Ask Ss to use appropriate connectors to make the writing smoother

Tell Ss to exchange their writing with a friend.

Introduce peer correction

Pick up some writings to check the mistakes as the whole class.

Give correct answers :

53 Ho Xuan Huong Street,
 Quang Ninh, Vietnam,

22 February, 2006
 The Director

English for Today Center

731 Van Xuan Street, Hanoi, Vietnam
Dear Sir,

I am writing to complain about the quality of service at your center.
Everything seems to be worse than what you say in the advertisement.

First of all, you say that there are only native teachers, but my class has

one Vietnamese teacher and two native teachers. You also say that each class
has no more than 20 students but there are over 30 students in my class.
Furthermore, in the advertisement, you say we can have books and cassette
tapes free of charge but in fact we has to pay for them. To make the matter
worse, the classroom is not air-conditioned. That is quite different from the
advertisement .Finally, what I do not like most about your center is the time.
The class time is not 5the same as what the advertisement say. Classes not
only start late but also finish early.

To resolve the problem, I require you to give me a refund. Enclosed
is a cop of the receipt.

I look forward to hearing from you and to getting a quick resolution
of this problem.

Please contact me at the above address or by phone at (033) 886215
 Your faithfully,

Do An Duc.

Individual

work

10’

further practice

If time allowed, instruct Ss to write a reply to letters of

complaint (dealing with complaints)

Explain the general format of a reply to letter of complaint :

Opening

Explaining the mistakes
Solving the problem

Ask Ss to complete the following sentences to make a reply

to the complaint about the poor quality of the service at the

above English Centre. (Handouts)

Dear Duc

1. Thank / your letter / inform / me / poor / service / centre.
2. We / examine / the situation / and / find / what /say / true.
3. This / due / the / difficulty/ finance and / low / discipline/ teachers.
4. We / send / another / better / class / next week.

5. If you like, we / give / refund but you / get / 80 per cent / 
money / back.

6. I / beg / sympathy and / look / forward / support.
Yours truly,

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Call on some Ss to read their completed letter.

Give feedback sentence by sentence.

Dear Duc

1 . Thank you for your letter which informs me the poor service at our centre.

2. We have examined the situation and found that what you say is true.
3. This is due to the difficulty in finance and low discipline of teachers.
4. We will send you to a better class next week.

5. If you like, we will give you a refund but you will only get 80 per
cent of your money back.

6. I beg your sympathy and look forward to your on-going support.
7. Your truly,

3’

Wrapping up and homework

Summarize the main points.

Assign homework.

Whole

class.

self - evaluation :

...
...

Date of preparing : 9th October, 2008

Period 23

unit 4 - lesson 5 - language focus

I. Objectives :

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

- distinguish and pronounce the sounds /

ɔ

/ and /

ɔ:/ correctly.

- use the + adjective as a noun, combine two sentences with

which and review used to + infinitive.

II. Materials:

Textbook, whiteboard markers, ....

III. Organization:

IV. Procedure.

Time Steps arrangementWork

7’

warm - up
Find someone who....

Prepare a two-column table with Yes/No questions and

Name.

Let Ss go around the class and ask other Ss what they used

to do when they were small. If the answer is Yes, write

his/her name in the table.

The winner is the first one who completes the Name

column.

Did you use to... Name

cry at night ?

go to bed late ?

be afraid of ghost ?

eat a lot of ice scream ?

...

Group work

5

’

Pronunciation
presentation 1

Demonstrate the sounds / ɔ / and / ɔ:/ by pronouncing

them clearly slowly.

Instruct the way to pronounce the two sounds :

/ ɔ / first pronounce the sound / ɔ / then put your tongue

slightly back and bring your lips slightly forward.

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/ ɔ / is a short sound.

/ ɔ:/ first practice the sound then put the back of your

tongue up a little.

/ ɔ:/ is a long sound.

Make sure that Ss are aware of the difference between the

two sounds.

Ask Ss to repeat several times.

5’

Play the tape and ask them to repeat.

practice 1

Call on some Ss to repeat the sounds clearly to class.

Ask Ss to work in pairs and practice the sentences.

Introduce peer correction.

Go around the class and provide help if necessary.

Pair work

5

’

grammar and vocabulary
presentation 2

The + adjective (plural noun).

explicit the use of

The + adjective

by analyzing the example:

The young

have the future in their hands.

The young = young people.

We use

The + adjective

to describe a group of people as a

whole : e.g. the blind, the rich, the poor. So the rich means a

group of people who are rich.

These adjectives are followed by a plural verb.

Whole class

5’

practice 2

Ask Ss to work individually and complete the sentences using

the + one of the adjectives

in the book.

Have Ss compare their answers with a friend.

Call on some Ss to read their completed sentences.

Feedback and give correct answers.

2. Ambulances arrived at the scene of the accident and took

the injured

to hospital.

3. Life is all right if you have a job, but things are not so easy

for

the unemployed

.

4. Julia has been a nurse all her life. She has spent her life

caring for

the sick.

5. In England there is an old story about a man called Robin

Hood. It is said that he robbed

the rich

and gave money to

the poor

.

Individual

work.

5’

presentation 3

Revision of used to + infinitive

We use used to + infinitive to express a past action and

state. It has no present equivalent.

E.g: When I was a child, we used to go holiday to the

seaside.

Notice the negative and the question :

Where

did you use

to go ?

We

didn't use

do anything interesting.

Whole class

3’

practice 3

Ask Ss to do exercise 2:

Complete the sentences with:

used to ...+ a suitable verb

.

Tell Ss to compare their answers with a friend.

Check the answers as the whole class.

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Give correct answers :

2. Liz used to have a motorbike, but last year she sold it and
bought a car.

3. We came to live in Manchester a few years ago. We used to live

in Nottingham.

4. I rarely eat ice-cream now but I used to eat it when I was w child.

5. Jim used to be my best friend but we aren't friends any longer.

6. It only takes me about 40 minutes to get to work since the new

road was opened. It used to take more than a hour.

7. There used to be a hotel apposite the station but it closed a

long time ago.

8. When you lives in London, did you used to go to the theatre ?

3’

presentation 4

Which can be used in relative clauses to refer to the whole of

the earlier clause.

E.g

She arrived on time, which amazed everybody.
Sheila couldn't come to the party, which was a pity.

Whole class

7’

Ask Ss to work in pairs and do exercise 3 :

practice 4

Join a sentence from A with one from B to make a new

sentence using

Which.

Note

: This exercise can be organized through the game

Finding the ideal partner :

Divide class into two big teams : A and B

Label Ss in A as 1,2,3 to 7 and Ss in B as a, b, c to g partner. It

means that Ss have to find the student who has the most

suitable sentence to make a new one.

When Ss find his or her partner, ask them to join the sentences.

Call on some couples to read their sentences.

Feedback and give correct answers :

2. Jill isn't on the phone, which makes it difficult to contact her.
3. Neil has passed his examinations, which is good news.

4. Our flight was delayed, which meant we had to wait for hours at the airport.
5. Ann offered to let me stay in her house, which was very nice of her.
6. The street I live in is very noisy at night, which makes it difficult to sleep.
7. Our car has broken down, which means we can't go away tomorrow.

Pair work.

self - evaluation

...

Date of preparing : 11th October, 2008

Period 24

Checking the first test

(45 minutes)

I. Aim of the test checking:

Find and Correct Sts’ mistakes

Retell them about the uses of the structures that they were not correct.

II. Organization:
III. Procedure:

Time Steps arrangementWork

7’

Listening

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the board if they can.

T comments the sts’ s papers.

Typescript

Alexander Yersin was born in (1) 1863 in Switzerland. In 1882, he
received a baccalaureate degree in (2) literature, and in 1888, after
having graduated from a medical (3) school in Paris, he formally
changed his citizenship to French. He joined Dr. Louis Pasteur’s team at
about the same (4) time . Thereafter, he became (5) famous through
much of the pioneering work done by Pasteur’s team. His wanderlust
brought him to (6) Vietnam . In July 1891, his expedition to the
highlands of Vietnam led to the discovery of Da Lat, and (7) many later
discoveries of (8) water sources in this region.

Whole class

7’

Pronunciation

- Call on sts to go to the board to read and write the

pronunciation of the word to find out the word pronounce

different from the others.

- T gives feedback.

KEY:

1. B 2. B

3. B 4. C

Individual

work

10’

Grammar

- T asks sts to revise the uses of gerund, infinitive…

- Questions.

- Adverbs of frequency.

- Prepositions

KEY:

1. c 2. c 3. 4. d

5. b 6. a 7. c 8. d

9. c 10. d 11. a 12. a

Retell the forms of the past tenses, present tenses.

Gerund

T. comments.

Whole class

10’

Reading

- T. asks sts to read the passage once more time to choose T/ F

and answer the questions

- T. checks in front of the class.

1. b 2. c 3. d 4. d 5. b

- Sts translate the passage into Vietnamese to understand the

content of the passage.

A. news B. letter C. moon D. people E. weekend
F. birthday G. picnic H. wood I. able J. noise

Thank you very much for your (1) letter, which arrived this

morning. It was really my turn to write, as you say, but I seem to have so
little (2) news these days. I mean, life goes on as always, and nothing
special seems to happen. Last (3) weekend was fun, though. As you may
remember, it’s Daisy’s (4) birthday last Saturday, and she wanted to do
something different. Instead of the usual party at home, she decided to
have a midnight(5) picnic in Glover Wood. We all met at a cafeteria, had
a few drinks and then went on down to the (6) wood . Fortunately, there
was a bright (7) moon, so we were (8) able to make way there without
much trouble.

Whole class

9’

Writing

There are some things Ps have to have in the passage:

Rewrite the following sentences without changing the meaning
1. Are you interested in studying mathematics?

 Do you enjoy studying mathematics?

2. The last time I met Johnson was 3 years ago.

 I haven’t met Johnson for 3 years.

3. I ride bicycle to school in twenty minutes.

 It takes me twenty minutes to ride bicycle to school.

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4. James can swim farther than Daisy.

 Daisy can’t swim as (so) far as James

- T reads some good papers in front of the class.

- T corrects the Ps' mistakes carefully.

Self- evaluation:

...
...
...
...

Date of preparing : 12th October, 2008

Period 25

unit 5: technology and you

lesson 1 - reading

I. Objectives :

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

- use a number of works about computers suck as CPU , VDU, CD ROMS,

floppy disks... and talk about their benefits in our modern life.

- improve read skill through Matching and Answering questions exercises.

II. Materials:

Textbook, whiteboard markers, ....

Pictures about computers or a computer available in class

III. Organization:

IV. Procedure:

Time Steps Work

arrangement

7’

warm - up
Matching

Ask Ss to work in pairs : Look at the illustration of different

parts a computer system and match each number with one of

the words or phrases in the box.

Note : Ss may know the parts of a computer but they don't

know English words them so just go around the class and

provide help when necessary.

Call on some Ss to read their answers in front of the class.

Feedback and give further explanations.

Give correct answers :

1. D 2. E 3. G 4. C
5.A 6.F 7.B 8. H

10’

before you read
Vocabulary pre-teach

miraculous(a) : tut vêi

calculating machine(n) : m¸y tÝnh
calculations : phÐp tÝnh

lightning speed (n) : tốc độ ánh sáng
storage device (n) : thiết bị lu giữ thông tin

memos = memorandums (n) : sỉ ghi nhí, tin nh¾n

request for leave (n) : xin phép nghỉ học hoặc làm nghỉ học

Brainstorming

Ask ss to work in groups and make a list of the benefits of

computers in modern life / the roles of computers in modern

life / thing that computers can do.

Gather the ideas and introduce the reading :

Computers play a very important role in our modern life. They 
bring so many benefits to make our life easier. The following

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passage will help you know more about them.

7’

5’

6’

while you read
Task 1 - Matching

Ask Ss to read the passage and match the words in A (which

appear in the reading passage ) with the definition in B.

Encourage Ss to guess the meaning of the words in the context

in which they appear.

Call on some students to read and explain their answers in

front of the class.

Feedback and give correct answers :

1. a (magical - in a strange or mysterious way)

2. e (places of scenic beauty - places where the scenes are
interesting and beautiful)

3. a ( interact - link or act on3each other )

4. software (programs performed by the computer )
5. hardware ( the physical part of the computer system )

Task 2 - Passage Headings

Tell Ss to read the pass the passage more carefully and choose

the best title for it.

Let Ss discuss their answer with friend. Encourage them to

explain their choice.

Further explain and give correct answer:

C . What can the computer do ?

Task 3 - Answering questions

Have Ss work in pairs and answer the questions using the given cues.

Go around the class and provide help when necessary.

Call on some pair to act out the activity in front of the class.

Comment and give suggested answers :

1. What can the computer do to help us in our daily life ?

- It help us visit shops, offices and places of interests, pay
bills, read newspapers, receive letter.

2. Why is computer a miraculous device ?

- Because it is capable of doing anything you ask; it can speed
up the calculations , allow you to type and print any kind of
document...

Individual

work

Individual

work

Pair work

7’

after you read

Ask Ss to work in pair or groups and discuss other uses of

computer in daily life.

Suggest questions for discussion :

Do you usually use computers ?

What do you do when you use computers?
What do you like most about computers ?

What uses of computer may bring bad effect to its uses ?

...

Group work

3’

Wrapping up and homework

Summarize the main points.

Assign homework.

whole class

self - evaluation

...

Date of preparing : 15th October, 2008

Period 26

unit 5 - lesson 2 - speaking
I. Objectives :

By the end of the lesson, Ss will be able to talk about the uses of modern

inventions in daily life such as radio, TV, fax machine, air conditioner...

II. Materials:

Textbook, whiteboard markers, ....

Real objects of modern inventions

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III. Organization:
IV. Procedure:

Time Steps work

arrangement

10’

warm - up

What is it ?

Divide class into two big teams : A and B.

Give team A a list of 10 words about modern inventions :

1. TV 2. fax machine
3. air conditioner 4. radio

5. electric cooker 6. fridge

7. cell phone 8. washing machine
9. car 10. microware oven

Team A has to explain the words and team B has to guess

what the word is.

Team work

Individual

work

7’

presentation

Task 1 - asking and answering

Have Ss to work in pairs : Ask and answer questions about the

uses of modern inventions following the example.

Note that five inventions are in the above game.

Call on some pair to ask and answer in front of the class.

Comment and give suggested answers

Can / Could you tell me what the radio is used for ?

Well, it's used to listen to the news and learn foreign languages.
Can / Could you tell me what the TV is used for ?

Well, it's used to watch football matches, and TV game shows.
Can / Could you tell me what the fax machine is used for ?
Well, it's used to sent and receive letters quickly.

Can / Could you tell me what the electric cooker is used for ?
Well, it's used to cook rice and keep rice warm..

Can / Could you tell me what the air conditioner is used for ?
Well, it's used to keep the air cool when it's hot and vice versa.

Pair work

7’

practice

Task 2 - Sentence Completion

Keep Ss in pairs and ask them to complete the sentences by

using the words in the box.

Ask ss to study the sentences carefully before deciding which

word to be used.

Call on some pair to read the sentences aloud in front of the class.

Give correct answers :

Information technology is very useful to our lives. It allows us to :
1. Store very large amounts of information,

2. transmit information quickly

3. process information as soon as we receive it.

With the development of information technology we can now :
4. send messages from one computer to another,

5. hold long distance meetings in which the participants can
see each other on a screen,

6. make use of central stores of information,

7. sent TV programmes to other countries,
8. receive TV programmes from other countries
9. design houses, bridges, gardens and buildings.

Task 3 - Ordering

Have Ss work in pair groups by joining two pairs. Ask them to

look at the ideas in Task 2 and then rank them in order of

importance.

Encourage Ss to actively discuss in groups to give the reasons

to support their ideas and persuade the others that your order

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is the right one.

Suggest some structures in discussion :

I thing / believe that the most important use of information
technology is ...because...

8’

further practice

Have Ss work in groups and talk about their most favourite

invention of our daily life.

Call on some Ss to give a short talk about their favourite

invention in front of the class.

Comment on Ss' performance and make necessary

corrections.

Group work

3’

Wrapping up and homework

Summarize the main points.

Assign homework.

Whole class

self - evaluation :

...
...

Date of preparing: 16th October, 2008

Period 27

unit 5 - lesson 3 - listening

I. Objectives :

By the end of the lesson, Ss will be able to know how a person learns to use a

computer and improve listening skill through True or False and Gap-filling exercises.

II. Materials:

Textbook, whiteboard markers, ....

III. Organization:

IV. procedure :

Time Steps Work

arrangement

5’

warm - up

Ask and answers

Ask Ss to work independently and answer the question by

checking the right column :

How often do you use each of the items below ?

very often sometime never

radio
cell phone
camcorder
computer
TV

fax machine

Tell Ss to compare their answers with a friend and further

discuss the uses of these items.

Individual

work

and

Pair work

7’

Vocabulary pre-teachbefore you listen

worried - lo lắng

shy - ngợng ngùng , xấu hổ
memory - bộ ngớ

refuse - từ chối

make an excuse - xin lỗi
headache - ®au ®Çu

Ask Ss to repeat the words several times to make sure they

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pronounce them correctly

Checking technique :
Rub out and remember

- Write all the words and their meanings on the board into two

column.

- Rub out all the words in English column and keep the

Vietnamese one.

When all the words in English column are rubbed, ask Ss to

look at the Vietnamese one and recall all the English words.

10’

while you listen

Set the scene

You hear an old company director talking about his experience of
learning how to use a computer from his son. You listen to the tape

and do Task 1 : Decide whether the statements are true or false.

Task 1 - True or False

Ask Ss to read the statements carefully before listening to the tape.

Play the tape more than once if necessary.

Ask Ss to compare their answers with a friend.

Call on some Ss to read and explain their answers in front of the class.

Feedback and give correct answers :

1 - F 2 - T 3 - T 
 4 - F 5 - F 6 - F

Task 2 - Gap-filling

Play the tape again and ask Ss to do Task 2 : Write the missing words

Tell Ss to write the exact word for the blanks.

Let Ss to discuss the answers with a friend.

Give correct answers :

1. invited
2. still
3. refused
4. excuse
5. anything

Tape script

Well, I wasn't worried when my son bought a computer. After all lots of
children have parents who don't understand computers. But when my
secretary asked me for a computer in office, I really became worried. So I
decide to take some lesson in computing and my son became my teacher.
He's very helpful. He invited me o sit down in front of the computer
screen which I did not know what to call it.

When I ask him what it was, he said that it was a VDU. I still didn't know
what VDU was, but I was too shy to ask him any more. From that moment
my memory refused to learn because he told me a lot of things that I
really didn't understand at all. After a few lessons I began to feel tired. I
made an excuse, saying that I was having a headache. I suggested we
should leave the lesson until another day. Since then I haven't said
anything about the computer to my son and my secretary.

Individual

work

10’

after you read

Ask Ss to work in pairs and ask and answer about the man's story.

What did the man's son buy ?

What did the man become worried ?

What didn't the man know ?

What happened to the man's memory ?

What did the man suggest ?

...

Pair work

3’

Wrapping up and homework.

Summarize the main points.

Assign homework

whole class

self - evaluation :

...

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unit 5 - lesson 4 - writing

I. Objectives.

By the end of the lesson, Ss will be able to write simple instructions on how to use

some household appliances.

II. Materials.

Textbook, samples of some instructions

III. Procedure.

Time Steps arrangementWork

5’

warm - up
Matching

- Ask Ss to work in groups and match the words in A with the

words in B.

- Note : All the verbs are commonly used in the language of

instruction.

A

B

1. insert a. long bip

2. make b. button

3.press c. card

4. hear d. a call

Answers:

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

group work

10’

presentation

Vocabulary pre-teach

lift - nhấc lên
receiver- ống nghe
insert- đa vào
slot- khe
press- ấn nút

emergency- cấp cứu
ambulance-xe cấp cứu

remote control- điều khiển từ xa
cord- dây dÉn

Checking technique

Rub out and remember

Write all the new words and their meaning on the board.

Rub out all the words in English and keep their Vietnamese

meanings.

When all the words are rubbed, ask Ss to look at the Vietnamese

meanings and recall all the English words.

Task 2 - Finding Connectors and Imperatives

- Ask Ss to read the set of instructions on how to use a public

telephone.

- Go around the class and provide help if necessary.

- Make sure Ss get general understanding of the instruction.

- Tell Ss to work in pairs to find out the connectors and the

imperative forms of the verbs from the instructions.

- Call on some Ss to read their answers aloud in front of the class.

- Feedback and give correct answers :

* Connectors : first, next, then, until
* Imperatives :

lift, insert, press, wait

Notice Ss that connectors and imperatives are used in instruction.

Group work

&

whole class

Individual

work

7’

practice

Task 3 - Answering question

- Ask Ss to work in groups : Look at the TV and the remote

control and answer the questions on how to operate the TV.

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- Tell Ss to look at the remote control carefully when doing the task.

- Call on some Ss from the groups to answer the questions in

front of the class.

Task 4 - Writing Instructions

Ask Ss to write a set of instructions on how to operate a TV with

a remote control. Use the picture in the book and answers above

as suggestions.

Tell Ss to compare their writing and correct in front of class as a whole.

Group work

Individual

work

10’

further practice

- Call on some Ss to read the writing aloud in front of the class.

- Ask some Ss to comment on presenters' performance.

- Make necessary corrections.

Whole

class

3’

Wrapping up and homework.

Summarize the main points.

Assign homework.

whole class

self - evaluation

...
...
...

Date of preparing : 20th October, 2008

Period 29

unit 5- lesson 5 - language focus

I. Objectives:

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

- pronounce the sounds /

u

/ and /

u: / clearly and correctly

- use the present perfect and present perfect passive appropriately.

II. Materials:

Textbook, whiteboard markers, ....

IV. Procedure:

Time Steps arrangementWork

5’

Categorizing warm - up

- Give out 10 to 15 words.

- Ask Ss to put the words under the appropriate heading :

Who Which Where

Example of the words :

nurse, teacher, book, park, museum, ...

group work

4’

presentation 1pronunciation

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them clearly and slowly.

- Help Ss to distinguish these two sounds by instructing the

way to pronounce :

/ u / first pronounce the sound / a / then put the back of your

tongue forward and up a little

/ u / is a short sound

/ u: / first pronounce the sound / u / then put your tongue

up and back.

/ u: / is a long sound.

- Make sure that Ss are aware of the difference between the sounds.

- Ask Ss to repeat several times.

whole class

Individual

work

3’

- Play the tape and ask Ss to repeat.

practice 1

- Call on some Ss to repeat the sounds clearly in front of the class.

- Ask Ss to work in pair and practice the sentences.

- Introduce peer correction.

- Go around the class and provide help if necessary.

whole class

Individual

work

8’

grammar and vocabulary
presentation 2

The present perfect

Review the form and use of the present perfect.

Form

(+) S + have / has + P

+ O

(- ) S + haven't / hasn't + P

+ O

(?) Have / has + S +P

+ O

Yes, S + have / has

No, S + haven't / hasn't

Use

The present perfect expresses an action which began in the

past and still continues :

I have worked as a teacher for five years.

Notice the time expressions that are common with this use.

We use for with a period of time, and

Since

with a point in

time.

E.g :

two years
 a month
For a few minutes
 half an hour
 ages

1970

Since the end of the lesson
 August

Christmas

whole class

Individual

work

5’

Ask Ss to do exercise1: Study the situation and put the verbs

practice 2

in the present perfect tense .

Call on some Ss to read their answers aloud in front of the class.

Feedback and give correct answers ;

Tan has invited Quang to his house. When Quang comes, he sees that :

tan has opened the door.

He has turned / switched on the TV

He has tidied the house.

He has cleaned the floor.

He has turned / switched on the lights.

He has laid two bottle of water on the table.

whole class

Individual

work

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5’

Review the rules of changing active into passive voice.

Explain the form the present perfect passive :

S + have / has +been + PII + O

E.g :

A new bridge has been built across the river.

Individual

work

5’

- Ask Ss to work in pairs and do Exercise 2 : Build the

practice 3

sentences after the model. Use the present perfect passive.

- Tell them to exchange the exercises and cross check.

- Call on some Ss to write their answers on the board.

- Check and give feedback to class as a whole.

5’

presentation 4

Overview of

Who, which

and

that ;

Who

and

which ( that )

can be uses in place of noun subject

and noun objects.

When they refer to the subject, they can not normally be

omitted . E.g :

This is the man who lives next door.

When they refer to the object, they can not normally be

omitted . E.g. :

This is the man who I ( m ) like

Who

refers to people

Which

refers to things

Further explain when necessary.

whole class

Pair work

5’

Ask Ss to do exercise 3 .Fill in the blanks with

practice 4

who, which

or

that.

Call on some Ss to read their sentence aloud in front of the class.

Give correct answers :

1. which 
2. which 
3. which
4. who
5. who
6. who
7. who(m)
8. which
9. which
10 who

Individual

work

self - evaluation :

...

...
...
...
...
...

Date of preparing : 25th October, 2008

Period 30

unit 6: an excursion

lesson 1 - reading

I. Objectives :

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

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- improve reading comprehension skill by doing Multiple choice and

Answering question exercises.

II. Materials:

- Textbook, whiteboard markers, ....

- Large pictures about Thien Mu pagoda, Ha Long Bay, The One- Pillar Pagoda, and Da Lat.

IV. Procedure :

Time Steps arrangementWork

10’

warm - up

Networks

- Ask Ss to work in groups in tree to four and make a list of

famous place in Vietnam.

The group with the longest will be the winner.

- Gather ideas and ask Ss to work in pairs : Match the photos

with the information in the book, then tell each other which

of the places you would like to visit and give reasons.

Note : T may be hang large pictures on the board so that T

can help Ss follow easily and keep them interested.

- Call on some Ss to tell their answers in front of the class.

- Ask Ss to share their background information about these places.

- Feedback and give correct answers ;

Number 1 is Thien Mu Pagoda. It's on the left bank of the Huong
River, 6 kilometers from Hue city.

Number 2 is Ha Long Bay. It's a picturesque site, a wonder of the
would, 165 kilometers from Hanoi.

Number3 is One-Pillar Pagoda. It's was built in 1049. in shape of a lotus.
Number 4 is Da Lat City. It's a mountain resort ( altitude :
1,500m ) with various ideal excursion places : Xuan Huong Lake,

pine forests, waterfalls...

- Ts. are advised to give further information regarding

these 4 places.

Group work

5’

before you read

Have Ss work in pairs : Ask and answer the following question.

Do you usually have an excursion ?
When did you last have it ? Where to ?
What impressed you most ?

What was the most interesting thing that you did on the excursion ?
...

Set the scene :

You are going to read a letter from Lan to her friend, Minh about
his recent fantastic excursion to a cave near Hanoi. You read the
letter and do the tasks followed.

Whole class

Individual

work

10’

while you read

Task 1 - Multiple Choice

- Ask Ss to read the letter individually and choose the best

answer A, B, C or D to complete each of the sentences.

- Ask Ss to compare their answers with a friend.

- Call on Ss to read and explain their answers in front of the class.

- Feedback and give correct answers ;

1. C 2. D 3. A
Task 2 - Answering Questions.

Ask Ss to work in pair and answers the questions.

Call on some pair to act out the activity in front of the class.

Check the answers in front of the class as a whole.

Give correct answers ;

1. They are going on a trip when they have some days-off after the 1st term.
2. They are visiting some caves because they want to understand their 
geography lesson better and many of them have never been inside a cave.
3. It s only over 20 km.’

4. They are going to make a two- day trip and have a night campfire. 
They are bringing their own food and sharing buses with some other 
classes to make the trip cheap.

5. Lan is anxious about her parents' permission. They may not want to 
let her stay the night away from home.

Whole class

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- Call on some Ss to read the letter aloud in front of the class.

- Make necessary corrections regarding Ss' pronunciation.

7’

after you read

Summary completion

- Have Ss work independently and fill in each blank with a

suitable group of words from the text.

- Ask Ss to read the summary carefully before doing the task.

- Have them compare the answers with a friend.

- Call on some Ss to read the completed summary.

- Feedback and give correct answers ;

1. going to make
2. some caves
3. want to see

4. have learnt
5. their trip
6. only problem
7. to persuade them
8. her classmates.

Whole class

3’

Wrapping up and homework.

Summarize the main points.

Assign homework.

whole class

self - evaluation :

...
...

Date of preparing : 26th October, 2008

Period 31

unit 6 - lesson 2 - speaking

I. Objectives :

By the end of the lesson, Ss will be able to talk about the seat plan on a boat trip on

Lake Michigan in Chicago.

II. Materials:

Textbook, whiteboard markers, ....

III. Organization:

Class

Date of teaching

Absent pupils

10 A1

10 A7

IV. Procedure :

Time Steps arrangementWork

7’

warm - up

* Crossword

- Give out a crossword which has 7 horizontal lines and one

vertical line. The word in the vertical line is made up of 7

letters from the 7 horizontal lines.

- Give information / definition of the words in the horizontal line.

- Ask Ss to work in groups and find the words.

- Each correct word in the horizontal line gets 10 points and

the one in the vertical line gets 40 points.

1 c a v e

2 s u n s h I n e

3 r I v e r

4 e x c u r s I o n

p a g o d a

6 g e o g r a p h

7 m o u t a I n

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1. A natural cavity below the earth surface or in the mountain.
2. Light of the sun.

3. A large natural stream of water.
4. A short journey usually for pleasure.

5. A temple or sacred tower in Asian countries.

6. The science that studies the surface of the earth and its
associated physical, biological, economic, political features.

7. A hill of impressive height.

Vertical line : Chicago

Note : Ss are suggested to use simpler words when explaining

the words so that it will be easier for Ss to find the word.

10’

Vocabulary pre-teach

presentation

sundeck - boong tÇu

get sunburnt - rám, cháy nắng

travel sickness - say tầu, xe

air-conditioned >< non air-conditioned - đợc trang bị điều

hoà >< khụng c trang b iu ho

refreshments - phòng ăn uống, giải khát trên tầu

occupied - đang có ngời sử dụng

Checking technique

Sentence modeling

Ask Ss to make sentences with the new words they have learnt.

Make certain that Ss understand the meaning of the words and

pronounce them correctly.

Set the scene :

Tim's class is going on a boat trip on lake Michigan in

Chicago. Read the information about some of the participants

to know their problems an their wises.

Whole class

15’

* Task 1 & 2

- Conversation Conduct

practice

- Ask Ss to work in group : Read the seat plan carefully and decide

the best seat for each person, using the information in Task 1.

- Further explain the seat plan if necessary.

- Suggest some useful structures :

I don't thing so

To be suitable for..

Why ? Why not ?

What do you think ?

What's your idea ?

Had better.

- Tell Ss to conduct the conversation like the example in the book.

- Go around the class and provide help when necessary.

- Call on some groups to conduct the conversation in front of the class.

- Comment and give suggested answers :

A. I thing seat 1 is most suitable for Mary.

B. Why ?

C. Because she suffers from travel sickness so she can get

lots of fresh air from that seat

D. Yes, put her in seat 1 . What about John?

B. Put him seat at 45.

Group work

Whole class

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A. I don't thing so. John doesn't like air-conditioning so put him in

seat 37. He can take as many photographs as he likes.

C. OK. I thing Susan had better take the seat 10. What do you

think ?

B . I thing it's a good idea because she wants to be near Mary.

...

10’

* Task 3 -

further practice

Giving Reasons

- Tell Ss to work in pairs and discuss :

Which seat do you think the most suitable for you ?

Why? Use information in Task 1 as suggestions.

- Call on some Ss to talk about their seat preference in front of

the class.

- Comment and make necessary corrections.

Pair work

3’

- Summarize the main points.

Wrapping up and homework

- Assign homework.

Whole class

self - evaluation :

...
...
...
...

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I. Objectives :

By the end of the lesson, Ss will be able to improve their listening skill through Ordering,
Gap-filling and answering questions exercises.

II. Materials:

Textbook, cassette...

III. Organization:

class Date of teaching Absent pupils

10 A1
10 A 5

November 2007

IV. procedure :

Time Steps work

arrangement

minutes

warm - up

Find someone who

Prepare a two-column table with Yes / No questions and Name.

Let Ss go around the class and ask other Ss what they used to do when they were small.
If the answer is Yes, write his/her name in the table.

The winner

is the first one who completes the Name column.

Do you... Name

like to go for a picnic ?
go with your friends / family ?
always go to the beach for a picnic ?
always go to the mountain for a picnic ?
bring food with you when you go for a picnic ?
...

Whole class

minutes Q & A before you listen

Ask Ss to work in pairs and discuss the following questions :
Do you often go for a picnic ?

When is the most important time for a picnic?
Why do people go for picnics ?

Gather ideas from some pairs and introduce some important vocabulary in the
listening.

Vocabulary pre-teach

glorious - đẹp trời
assemble - tập hợp

destination - điểm , đích đến
left-overs- thức ăn cịn thừa
delicious - ngon ming

botanic garden - vờn bách thảo
spacious - rộng nhiều kh«ng gian
sleep soundly - ngđ say

Checking technique
Ordering vocabulary

Write all the new words on the board.

Make sentences which contain the new words randomly.
Read the sentences aloud.

Ask Ss to write down the words they hear in order 1, 2, 3, ....

minutes Set the scene : while you listen

You are going to listening to a short talk by a student about his picnic with classmates. 
You listen to the tape and do the tasks followed.

Task 1 - Pictures Ordering

Ask Ss to work in pair and study the pictures carefully.

Make sure Ss have ideas about the pictures and they can tell the differences among
them

Have Ss listen to the tape and number the pictures in the order they hear. Let Ss do the
task in pairs.

Play the tape more than once if necessary.

Call on some Ss to explain their answers in front of the class
Feedback and give correct answers :

1. a 2. e 3.b
4. c 5.f 6.d

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Task 2 - Gap- filling

Ask Ss to listen to the tape again and fill in the blanks with exact words they hear

Tell Ss to read the sentences carefully and have a guess of the missing words first.
Play the tape several times if necessary.

Ask Ss to compare their answers with a friend.

Call on some Ss to read aloud their answers in front of the class.
Check the exercise in front of the class as a whole.

Give correct answers :

1. The weekend picnic 1 enjoyed most was just a few weeks ago
2. My class decide to pay a visit to the Botanic Garden.

3. We assembled at the school gate on time.
4. We made a short tour round the garden.

5. In the afternoon we went on playing some more games.

Task 3 - Answering Questions

Play the tape again and ask Ss to answer the questions independently.
Have Ss compare their answers with a friend.

Call on some Ss to read aloud their answers in front of the class.
Feedback and give correct answers :

1. The weather was very nice.
2. Yes, it was.

3.The garden was beautiful.

4. They could sleep soundly because it was so peaceful and quiet in the garden.
5. They took pictures, played games, talked, sang and danced.

Typescript

The weekend picnic I enjoyed most was just a few weeks ago. My class decided to pay 
a visit to the Botanic Garden.

It was a glorious Sunday. We assembled at the school gate on the time and traveled to
the Botanic Garden by bus. It was a long way to our destination and we sang merrily 
all the way.

The Botanic Garden was a very beautiful place. We made a short tour round the 
garden and took some pictures of the whole class. Then we played a lot of game on a 
spacious piece of grassland. One of the boys brought along his guitar and we sang our 
favourite songs. We laughed, talked and danced, too. After a delicious meal with 
various kinds of food that we brought, we all took a rest. Some of us slept very soundly 
because it was so peaceful and quiet there. In the afternoon. we went on playing some 
more games. Then we packed up the left-over and started home. We all felt happy.

minutes Group work project after you listen

Ask Ss to work in groups of three to four and map out the plan for the picnic this
weekend.

The plan include :
Destination :

Means of transport :
How many :

How long :
Who with ;
What activities :
Bring any food ?
...

Go around the class and provide help if necessary.

If time allowed, call on some groups to talk about their plan in front of the class.
Comment and make necessary corrections.

minutes Summarise the main points.Wrapping up and homework.

Assign homework. whole class

self - evaluation :

...
...
...
...
...

...

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...
...

Date of preparing : November 8th 2007 period 33

unit 6 - lesson 4 - writing

I. Objectives :

By the end of the lesson, Ss will be able to write a confirmation letter responding to a request and
an invitation.

II. Materials:

Textbook, whiteboard markers, ....

III. Organization:

class Date of teaching Absent pupils

10 A1

10 A 5 November 2007

IV. procedure :

Time Steps work

arrangement
5

minutes

warm - up

Jumbled words

Divide the class into small groups.

Give each group one card containing 10 words whole letter are jumbled.
Ask Ss to rearrange the letters to make good words.

The group which finishes the task first with the most correct words will be the winner.
E.g.

1. usutnrn => sunburn
2. cpinic => picnic
3. snisksecs => sickness
4. pdccouie => occupied
5. ...

Group work

minutes Explain the definition of request and confirmation letters.presentation

Request is the letter that responds to the request. It confirms the help is provided or 
the information is available or not.

Task1 -Finding Request and confirmation

Ask Ss to work in pairs : Read the two letters below and find the request in Nga's letter
and confirmation in Hoa's.

Tell Ss to underline the structure showing requests and confirmation.
Call on some Ss to explain their answers in front of the class.

Feedback and give suggested answers ;

Request: Can you go shopping with me to buy the things we need for the trip?.

Confirmation : Certainly, I will help you to prepare everything you need for the trip.
Call on two Ss to read the letters aloud in front of the class.

Further explain the format and structures used in the letters.

Whole class

minutes Task 2 - Writing confirmation practice

Ask Ss to read the situations carefully and find the requests in both of them.
Make sure Ss get the requests clearly :

Lan asks you to buy some fruits and bring them to her house.
Minh wants to borrow you a book about wildlife.

Tell Ss to choose one of these situations to write a confirmation letter responding to

each of them

Ask Ss to exchange their writing with a friend.
Introduce peer correction.

Pick up some writings to check in front of the class as a whole.

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Give suggested answers:

1

Dear Lan,

Firstly, let me congratulate you on your 15th birthday. Certainly, I will help you to 
prepare everything you need for the party. I will go to the nearby market and get them 
on Saturday morning. Luckily, Saturday is weekend so I have the whole day free.
I will be at your house at 6.30 p.m on Saturday.

Love,

2

Dear Minh,

I'm happy to tell you that the book you want to borrow is available,. You can use this 
for the next two weeks. However, I will not be at home this Saturday. Can you come on
Sunday? I will be waiting for you all day.

See you then, 
Yours,

minutes Mistakes correction further practice

Ask Ss to work in pairs.

Give out a confirmation letter which contains 10 mistakes. Ss have to find out the
mistakes and correct them.

Dear Hao,

I receives your letter requests the details of the apply form for the video library. I 
enclose here the full form and you ask to fill out before sent back to us. You can send 
we via e-mail. The deadline is 25th July. You should remember attaching a photo on 
the first page of the form. The membership fee are $ 25 per year and it is not refund if
you leave the library for any reasons.

I am looking forward to hear fro you soon.
Your truly,

Director

Answers:

Dear Hao,

I receives your letter requests the details of the apply form for the video library. I 
enclose here the full form and you ask to fill out before send back to us. You can send

we via e-mail or by air-mail. The deadline is 25th July. You should remember

attaching a photo on the first page of the form. The membership fee are $ 25 per year 
and it is not refund if you leave the library for any reasons.

I am looking forward to hear from you soon.
 Your truly,

Director

Mistake correction

1. receives -> have received
2. requests -> requesting
3. apply -> application
4. ask -> are asked
5. send -> sending 
6. we -> us
7. attaching -> to attach
8. are -> is

9. refund -> refundable 
10 . hear -> hearing

Pair work

minutes Summarise the main points.Wrapping up and homework.

Assign homework. whole class

self - evaluation :

...
...
...
...
...

...
...

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Date of preparing : November 10th 2007 period 34

unit 6 - lesson 5 - language focus

I. Objectives :

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

II. Materials:

Textbook, whiteboard markers, ....

III. Organization:

class Date of teaching Absent pupils

10 A1

10 A 5 November 2007

IV. procedure :

Time Steps work

arrangement
10

minutes warm - up

Find someone who

Prepare a two- column table with Yes/No questions and name.

Let Ss go around the class and ask other Ss what they used to do when
they were small. If the answer is Yes, write his/her name in the table.
The winner is the first one who completes the name column.

Are you going to...

Take an English class in the evening?
Spend summer holiday on the beach?

What the game showWho wants to be millionaire on VTV3?

Go to the cinema?
...

Whole class

5
minutes

pronunciation
presentation1

Demonstrate the sounds / / and / / by pronouncing them clearly and
slowly.

Help Ss to distinguish these two sounds.
Instruct the way to pronounce:

/ / First pronounce the sound / / then put your tongue forward and
up a little.

/ / is a long sound.

/ / first pronounce the sound / / but make it short.
/ / is a short sound

Whole class

5
minutes

practice1

Play the tape and ask them to repeat.

Call on some Ss to repeat the sounds clearly in front of the class.
Ask Ss to work in pairs and practice the sentences.

Introduce peer correction.

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Go around the class and provide help if necessary.
5

minutes grammar and vocabularypresentation 2

Explain future forms

Will

Will expresses an intention or decision made at the moment of
speaking :

I' ll give you my phone number. Ring me tonight.

Going to

Going to expresses an intension or decision thought about before the
moment of speaking. It expresses a plan:

We' re going to have holiday in Sam Son this summer.

Whole class

self - evaluation :

...
...
...
...
...

...
...

Date of preparing: November 14th 2007 Period 35

Test yourself B

I. Objectives:

- Check Sts’ understanding about the topic: competitions, illiteracy, volunteer work.
- Sts can uses the tense forms and the structures to do the test.

II. Materials:

- Handout, text book….

III. Procedure:

Time Steps Work

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13
minutes

Listening

- Sts read through the listening part then listen to the tape about the test.
- Sts choose the correct answers .

- T plays the tape again then checks the answers with the class.
- Give final feedback.

KEY:

reading Oxford

Location 1. 50 miles to the west of

London 6. in central England

Population 2. 120.000 inhabitants/

people 7. 90.000 people

Noted for 3. market town
4. biscuits factory
5. computer industry

8. university
9. car factory
10. Cowley Road

Individual work

13
minutes

Reading

- Sts read the passage then answer the questions follow.
- Sts check the answers with the partners

- T checks and give corrections in front of the class.

KEY: 1. F 2. F 3. T 4. F 5. T

Individual work
and pair work

13
minutes

Pronunciation and grammar

A. Sts listen then tick in the right box, paying attention to the pronunciation of
the underlined part of the word.

- T reads the words loudly and clearly.
- T calls some Sts to read the answers.

- T checks with the whole class and gives feedback.

KEY: B. Sts complete the sentences , using the right forms of the infinitive.
- T goes around to check their answers.

- T asks Sts to share their answers with the partners.
- T gives the final answers key.

KEY:

1.by 2. for 3. there 4. which/ that 5. the

6. the 7. a/ per 8. by 9. it 10. be

Individual work
and pair work

6 minutes

Writing.

- Sts do the part at home.

- T gives them the form of a writing about the party.

- Sts use the questions in their books to make the plan of the writing.
_ Sts may ask the teacher more information or structures before writing.

Example:

Whole class

Self- evaluation:

_...
...
...

_ ...
...

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Date of preparing: November 24th 2007 Period 36

The second written test

(45 minutes)

I. Aims of the test:

- Check Sts’ understanding about the topic: special education, technology and you, an
excursion.

- Sts can uses the tense forms and the structures to do the test.
- Checking the vocabularies, structures, and pronunciation.

………
II. Organization:

Class Date of teaching Absent pupils

11A1
11A3
11A4

…….. November 2007 ………

...

………

………
………
………
………
………

Self- evaluation:

_...
...
_ ...
_...
...

………
………
………
………

………
………

...

………

...
...
...
...

_...
...

Date of preparing: November 24th 2007 Period 37

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I. Aim of the test checking:

- Find and Correct Sts’ mistakes

- Retell them about the uses of the structures that they were not correct.

II. Organization:

Class Date of teaching Absent pupils

11A1
11A3
11A4

...November 2007 ………

...

………

………
………
………
………
………
III. Procedure: (123)

Time Steps Work

arrangement

7 minutes

Listening

- T reads or plays the tape again and stops at the keywords.
- T writes the missing words on the board or asks sts to write on

the board if they can.

- T comments the sts’ s papers.

Keys:

1. 2. 3. 4. 5.

Whole class

7 minutes

Pronunciation

- Call on sts to go to the board to read and write the pronunciation of the
word to find out the word pronounce different from the others.

- T gives feedback
KEY:

6. C 7. B

8. C 9. B

10. D

Individual work

10 minutes

Grammar

...
...
...

...
...
...
...

KEY:

11. A 12. A 13. D 14. A

15. B 16. C 17. B 18. A

19. A 20. A 21. B 22. B

23. C 24. A

36. c 37. C 38. D 39. A 40. C

Whole class

Reading

- T asks sts to read the passage once more time to answer the questions.

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10 minutes

25. 26. 27.

28. 29. 30.

- Sts translate the passage into Vietnamese to understand the content of

the passage.

9 minutes

Writing

T asks Sts rechoose the sentences then explain them.
T check in front of the class.

KEY: Whole class

Self- evaluation:

_...
...
...
...
...

Date of preparing : November 20th 2007 period 38

unit 7 - lesson 1 - reading

I. Objectives :

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

-be updated with names of some popular TV programmes such as Quiz Show, Portrait of
life…

-be able to talk about their favourite programmes.

II. Materials:

Textbook, whiteboard markers, ....

III. Organization:

class Date of teaching Absent pupils

10 A1
10 A 5

December 2007

IV. procedure :

Time Steps work

arrangement

5’

warm – up
Jumbled words

Give 10 words whose letter are in the wrong order.
Note Ss that all the words are forms of mass media.

Ask Ss to work in group and rearrange them in good order to make the
right words.

1. enslieisov television
 2. rwepeapns newspaper
 3. idora radio
 4. agenmiza magazine

5. …

Explain the term mass media.

Mass media or mass communication refer to public institutions that 
report news and other stories. Mass media also keep people updated.
Give examples for each types of mass media.

E.g:

Newspaper: Nhan Dan, Lao Dong…

Group work

10’

Before you read

Have Ss work in pairs: Ask and answer the following questions:
When do you often watch TV?

How many channels are there in our national TV?
How many hours per week do you watch TV?

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Gather ideas and give some background information about TV channels

in Vietnam (See Supplements for more information):

VTV1: combination of Politics, Economics and Entertainment
VTV2: Science and Education

VTV3: Entertainment

VTV4: For the overseas Vietnamese
VTV5: For the Ethnic minority groups

Vocabulary pre-teach

Give Vietnamese equivalences for some TV programmes
Population and Development: Dân số và Phát triển
TV series: Phim truyền hình dài tập

Folk songs: Dân ca nhạc cổ
News headlines: Điểm tin chính
Weather Forecast: Dự báo thời tiết
Quiz Show: Trò chơi truyền hình
Portrait of Life: Chân dung cuộc sống
Documentary: Phim tài liƯu

Wildlife World: ThÕ giíi thiªn nhiªn hoang d·
Around the World: Vßng quanh thÕ giíi

Checking technique
Advising

Divide the class into two teams. Team A says what they want to see.

Team B gives advice on what programmes team B should watch.
E.g:

Team A: I love seeing animals and plants.
Team B: You should watch the Wildlife World.

Team A: I want to know whether it is going to rain tomorrow.
Team B: You should watch the Weather Forecast.

6’

7’

While you read

Task 1 –Matching

Ask Ss to read three TV programme schedules and do Task 1: Match
the word in A which appear in the reading passage with their defini in
B.

Have Ss compare ang discuss their answer with a friend.
Further explain and give correct answer:

1. c (A cartoon is a film made by photographing a series of 
changing drawing)

2. a (A drama is a play for the theatre, television or radio)

3. d (A comedy is a film or play that is intended to be funny,

usually with a happy ending)

4. b (A documentary is a film or a television programme giving 
facts about something)

Task 2 – True or false

Tell Ss to read the programmes carefully and decide whether the
statements are true (T) or false (F). Correct the false information.
Ask Ss to explain their answer by giving evidence in the reading
passage.

Check the answers in the front of the class as a whole.
Give correct answer:

1. T
2. T

3. F (The Nature of Language is the documentary programme 
at 15:15 on VTV3.)

4. T

5. F (VTV1 starts at 5:35 and the last programme starts at 
23:30)

Task 3 - Answering Questions

Ask Ss to work in pairs and ask and answer the questions in the book
basing on the information in the reading passage.

Call on some pairs to ask and answer in front of the class
Feedback and give correct answer:

1. There are five films on.

2. At 9:00 a.m., 12:00 at noon, 7:00 p.m., 11 p.m. on VTV1 and 
7:00 p.m. on VTV3

3. VTV2

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5. (You should watch) VTV1
6. The Football

7’

After you read

Keep Ss in pairs and ask them to tell their partner about one of the TV
programmes they like watching best and explain why.

Call on some Ss to give short talks on the given topic.
Give suggested answer:

I like Game show The price is right most because it is very interesting, 
easy to play. Besides the reward for the winner is valuable. Another 
reason I like this game show is the MS. Mr. Luu Minh Vu is humorous 
and very intelligent…

Pair work

3’ wrapping

Summarise the main points.

Assign homework. Whole class

self - evaluation :

...
...
...
...
...

...
...

Date of preparing : November 20th 2007 period 39

unit 7 - lesson 2 - speaking

I. Objectives :

By the end of the lesson, Ss will be able to talk about the differences and similarities of some
popular types of the mass media.

II. Materials:

Textbook, whiteboard markers, ....
III. Organization:

class Date of teaching Absent pupils

10 A1
10 A 5

December 2007

IV. procedure :

Time Steps work

arrangement

10’

warm - up

Noughts and Crosses

Draw a table containing 9 words in each cell.

Divide class into two groups: Noughts (O) and Crosses (X).

Ask Ss to choose the word in the cell and make sentence with that word.
A correct sentences with the given word will give one O or X. The
group with 3 O or X vertically, horizontally, or even diagonally first will

e winner.

newspaper Internet cartoon

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magazines television news

radio book drama

Note: The sentences must be grammatically correct and make scene.

Vocabulary pre-teach

orally (adv): spoken by mouth
visually (adv): seen by eyes
aurally (adv): heard by ears

Checking technique
Sentence modelling

Ask Ss to make sentences with above words. Make sure Ss understand
the meaning and the use of the words

5’

Presentation

Ask Ss to work in pairs and decide which items are types of the mass
media.

Notice Ss to refer to the definition of the mass media.

Call on some pairs to explain their answer in front of the class.
Check the answer in front of the class as a whole.

Give correct answer:
Television

Radio
Newspaper
The Internet

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15’

12’

3’

Practice
Set the scene

You have discussed some popular types of the mass media. As you 
know, each types has its own features. Now, you work in pairs and 
work out what feature(s) the types of the mass media have in common 
and what main features each of them has.

Ask Ss to work in pairs and carry out the activity using the cues in the
book.

Go around the class and provide help when necessary.

Call on some pairs to explain the answers in front of the class.
Feedback and give suggested answers:

The mass
media

provide/deliver information
and

entertainment

The radio

provide information and 
entertainment orally (through 
mouth)

receive information aurally 
(through ears)

Newspapers

present information and

entertainment visually (through 
eyes)

receive information visually 
(through eyes)

Television

present information and 
entertainment orally (through 
mouth) and visually (through 
eyes)

get information aurally (through 
ears) and visually (through eyes)

further practice

Have Ss work in groups and talk about different types of the mass
media.

Note: T may use the question in the book or the following:

Which types of the mass media do you usually get information from?
Which one do you like most? Why?

Which type of the mass media is developing and will developing in the 
future?

…

Gather ideas and have final thoughts on the topic

Wrapping

Summarize the main points.
Assign homework

Pair work

group work

Whole class

self - evaluation :

...
...
...
...
...

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...
...

Date of preparing : November 27th 2007 period 40

unit 7 - lesson 3 - listening

I. Objectives :

By the end of the lesson, Ss will be able to better their ability to listen to new editions through
Gap-filling exercise.

II. Materials:

Textbook, whiteboard markers, ....
III. Organization:

class Date of teaching Absent pupils

10 A1

10 A 5 September 2007
IV. procedure :

Time Steps work

arrangement

7’

warm – up

Guessing game

Provide three clues about the word News/News Broadcast. Ss have to
guess the word in the first clue, they get 30 points, 20 points in the
second clue and 10 points in the third clue.

1. It is one of the radio programmes.

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2. It is broadcasts daily and live from radio station.

3. It updates you with the latest information, current affairs 
domestically and internationally.

Answer:

News/News Broadcast

5’

before you listen

Q&A

Ask Ss to work in pairs and ask and answer the question:
1. How often do you listen the radio?

2. How many hours per week do you listen to it?
3. What programme do you like listening to and why?
Gather ideas and introduce the listening.

News broadcast is a popular programme on the radio. Today you will
listen to a short news edition. You listen to it and do the tasks assigned.

Pair work

7’

10’

8’

while you listen
Task 1 –Ticking the words

Explicit the items of the news. (2 item)

Ask Ss to do task 1: Listen to the two radio news stories and tick the
right column under News story 1 and News story 2

Play the tape once or twice.

Check the answers in front of the class as a whole.
Give correct answers:

News story 1 News story 2

Healthy Ö

strong Ö

young Ö

cloudy Ö

highest Ö

wonderful Ö

fine Ö

wonderful Ö

fine Ö

Task 2 –Gap-filling

Let Ss read the two news stories carefully and have the guess of the
missing words.

Play the tape and ask Ss to fill in the missing words.
Notice Ss to catch the exact words(s) for each blank.
Call on some Ss to read completed stories.

Ask for comments from Ss.
Pause the tape when necessary.
Feedback and give correct answers:

News story 1

1. has caused floods
2. have left their home
3. have risen

4. two meters
5. has stopped
6. cloudy
7. strong wind

News story 2

1. twenty-third
2. 4,418
3. California
4. wonderful

5. young and healthy

Task 3 –Answering questions

Ask Ss to work in pairs and answer the questions in the book.
Note: Ss are encouraged to do the task without looking back to the
stories on page 77. However, Ss cam look back if necessary.
Call on some Ss to read their answers aloud in front of the class.
Feedback and give correct answers:

1. Heavy rain has caused floods all over the country during 
the night.

2. Because rivers have risen.

3. The old woman has climbed Mount Whitney twenty-three 
times.

4. Because it has kept her young and healthy.
Tape script

Individual
work

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The time is 7 o clock and here is the news summary.’

Heavy rain during the night has caused floods all over the country
today. Many people have left their home because rivers have risen.
Some roads in the north-west are under two meters of water. The rain
has stopped at the moment, but it s still cloudy and there s a strong’ ’
wind. Because of the bad weather people can t go out to work.’

A ninety-year-old woman has climbed Mount Whitney in California for
the twenty-third times. At 4418 meters. Mount Whitney is the highest
mountain in California. The woman says the view from the top is
wonderful. She also says that the mountain has kept her young and
healthy. In spite of her old age, the woman tries to climb the mountain
very often.

5’

After you listen

Ask Ss to work in groups and use their own words to tell other members
about one of the two news stories.

Call on some Ss to present the story in front of the class.
Ask for comments from other Ss.

Make necessary corrections.

Group work

3’

Wrapping

Summaries the main points.

Assign homework. Whole class

self - evaluation :

...
...
...
...
...

...
...

Date of preparing : November 28th 2007 period 41

unit 7 - lesson4- writing

I. Objectives :

By the end of the lesson, Ss will be able to write a paragraph about advantages and disadvantages of
television and other types of mass media.

II. Materials:

Textbook, whiteboard markers, ....
III. Organization:

class Date of teaching Absent pupils

10 A1
10 A 5

December 2007

IV. procedure :

Time Steps work

arrangement

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7’ 1. Prepare a list of reviewed vocabulary words about mass
media such as newspaper, television…

2. Write each words on two small pieces of paper. That means
writing the words twice, once on each paper.

3. Organize the pieces like bundles, 2 bundles, 2 sets of
identical words.

4. Divide the class into 2 team. Get them to make creative team
names.

5. Distribute each list of words to both teams. Every student on
each team should have a paper. Both teams have the same
words.

6. When you call a word, 2 students should stand up, one from
each team. The students must then run to the blackboard and
race to write a sentence using their words.

The winner is the one with a correct and clearly written sentence.

Whole class

5’

presentation

Implicit the meaning of advantage and disadvantage by analyzing the
examples:

Television helps us to learn more about the world.
Television makes us passive.

Which sentence says good about television? Which one is bad?
Ask Ss to read about the advantages and disadvantages o television.
Have Ss underline the key words of each idea.

Go around the class and provide help when necessary.

Make sure Ss understand all the advantages and disadvantages
mentioned in the book.

Whole class

13’ practice

Ask Ss to work in pairs and discuss the advantages and disadvantages of
the mass media and write them down in the column.

Let Ss choose of the three types of mass media to discuss.
Encourage Ss to find the ideas related to the topics.
Ask Ss to share the ideas with other pairs.

Give suggested answers:

Radio

Advantages Disadvantages

It provide you hourly- updated
news and information.

It is convenient because you can
listen to it almost everywhere.
It make our life easier and
enjoyable. It also releases stress.

It only provides information
aurally.

It can be boring because we can’t
watch films or sports
programmes.

Newspaper

It provide news and current
affairs updatedly

It’s very mobile because we can
bring them along everywhere we
go.

It’s cheap. A Vietnamese daily
newspaper costs only

approximately 2000 VND

…

It’s less updated than other
kinds of media as there is no
more information until the next
edition.

The text and pictures are not
moving so it is as not exciting as
other kinds of media which have
vivid pictures and live broadcasts.
It may not be available
everywhere due to bad condition
of transportation.

The Internet

It is a rich source of information.
We can access to Internet and get
all the information we need. This
is impossible for other types of
media like radio or TV.

It is great tool of entertainment.

It make us confused when there
is too much information. Thus, it
is difficult to find the necessary
information.

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We can play game and listen to

music online with great pleasure.
It is a very good way to study.
We can register for online
courses and study with the help
of modern aids such as speakers,
keyboard,…

It damage our healthy due to
prolonged and inappropriate use.

15’

further practice

Ask Ss to write a paragraph about the advantages and disadvantages of
one of the mass media discussed in task 2.

Let Ss work independently and write under time pressure.
Introduce peer correction if time allowed.

Pick up some writings to correct in front of the class as a whole.
Give suggested writing:

Updated information, convenience and stress relief are three major
advantages that radio bring us. Firstly, radio keeps us updated with
latest information. The news which is broadcast live hourly helps us
understand current events around the world. Secondly, unlike other
types of the mass media, radio is easy to use. We can listen to the radio
almost everywhere with little cost and great convenience. Lastly, radio
helps us to release the stress that we suffer from work and study. Music

and entertainment programmes on the radio are effective ways to make
us feel happy and refreshes after a hard working day. In conclusion,
radio has a lot of advantages that make our life easier and more
enjoyable.

Individual
work

5’

wrapping

Summarize the main points.

Assign homework. Whole class

self - evaluation :

...
...
...
...
...

...
...

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Date of preparing : November 29th 2007 period 42

unit 7 - lesson 5 - language focus

I. Objectives :

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

- pronoun the sounds /eI/, /aI/ and /ÉI/ clearly and correctly.

- master the use of the present perfect tense and use because of and in spite of appropriately.
II. Materials:

Textbook, whiteboard markers, ....

III. Organization:

class Date of teaching Absent pupils

10 A1

10 A 5 December 2007
IV. procedure :

Time Steps work

arrangement

5’

warm – up

Categorising

Give out 10 to 15 words.

Ask Ss to work in pairs or groups and decide which words go with

since or for.

Suggested words:

1990, three months, two weeks,…

Group work

5’

pronunciation
presentation 1

Demonstrate the sounds /eI/, /aI/, and /ÉI/ by pronouncing
them clearly and slowly.

Help Ss to distinguish these two sounds.
Instruct the way to pronounce:

/eI/ has two sounds: e and I

First make the sound e. Now make it longer eee.
Then add I. This is very short.

eeeI

/aI/ has two sounds: a and I
First practice the sound a

This is a long sound and then add I. This is very short.
aaaI

/ÉI/ has two sounds: É and I

First practice the sound É. Now make it longer ÉÉÉ.
Then add I. This is very short.

ÉÉÉI

Whole class

5’

practice 2

Play the tape and ask them to repeat.

Call on some Ss to repeat the sounds clearly in front of the class.
Ask Ss to work in pairs and practice the sentences.

Introduce peer correction.

Go around the class and provide help when necessary.

Pair work

5’

grammar and vocabulary
presentation 2

Review the form and the use of the present tense.

Note: Ss have been familiar with the present perfect so ask Ss to present
the form and the uses of this tense. If Ss have difficulty, let s answer
questions about this tense.

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7’

practice 2

Ask Ss to do exercise 1 independently: Complete the letter, using the
present perfect of the verbs in the box.

have Ss compare their answers with s friend.

Call on some Ss to read the letter in front of the class.
Feedback and give correct answers:

Dear Tom,

Here I am in New York! I (1) Have been here for two weeks now and
it s very exciting.’

My friend, Nancy (I meet her in London in 1992)(2)has lived in New
York for seven years, so she knows all about it. I (3) have met a lot of
people and I (4) have done all the things that tourists usually do. I (5)
have had a hot lunch in China town. I (6) have taken a trip to the
Statue of Liberty.

I even (7) have watched a ball game on T.V!
Back on the 19th

See you later,
Bob

Individual
work

7’

Practice 3

Ask Ss to do exercise 2 in pairs: Complete the sentences using for, 
since or ago

Note: This is probably an easy exercise so let Ss do it orally.

Call on some Ss to read and explain their answers in front of the class.
Give correct answers:

1. Lan and Minh have lived in Ho Chi Minh city since 1999
2. Hoa and Quan quarreled with each other some time ago.
3. The house is very dirty. We haven’t cleaned it for ages.

4. We haven’t had a good meal for three weeks.

5. Since Christmas, the weather has been quite good.
6. They have known each other for a long time.
7. They first met a long time ago.

8. They arrived home ten minutes ago.
9. It’s two years since I last saw Quoc Anh.
10. How long is it since you last saw Linda?

Individual
work

3’

presentation 3

Explain the use and the difference of because of and in spite of.
Because of shows the cause.

In spite of shows the confession

make sure Ss understand the difference between because of and in spite
of.

Whole class

8’

practice 4

Have Ss do exercise 3: Complete the sentences. using the information
in the box.

Ask Ss to compare the answers and discuss them with a friend.
Call on some Ss to read their answers aloud in front of the class.
Make necessary corrections.

Feedback and give correct answers:

1. Because of the cold weather, we kept the fire burning all
day.

In spite of the cold weather, we all wore shorts.

2. Because of his illness, he had to cancel the appointment.
In spite of his illness, he managed to come to school.

3. Because of the large crowds, we could not see what was
going on.

In spite of the large crowds, we were enough seats everyone.
4. Because the meat shortage, everyone is living on beans.
In spite of the meat shortage, we have managed to get some beef.
5. Because of the bad condition of the house, the council

demolished it.

In spite of the bad condition of the house, they enjoyed living
there

Individual
work

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...
...
...
...
...

...
...

Date of preparing: November 28th 2007 Period 43

Revision(p1)

I. Objectives:

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

Write a description of a celebration.

II. Materials:

- Handout, text book….

III. Procedure:

Time Steps Work

arrangement

7 minutes

Warm up

- Ask sts the steps to write a daily life
- Write the answers on the board.

- T checks and give them more information about a daily life.

getting up having breakfast

going to school

daily life

]

watching TV playing sports going to bed ...
...

- T gives feedback.

Group work

10
minutes

Pre- writing

- T gives sts some information about a daily life
- get up: 5.30 a.m

- have breakfast: 6.00

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...

1.pm – 4.30 pm: do the afternoon work

5.00pm : play tennis at Trung Vuong tennis club
6.00pm : come back home,

- have a bath,
- have dinner
- watch TV

Sometimes, Read newspapers or go and see his parents for some tea.
10. 30pm: go to bed.

Group work

20
minutes

While- writing

- T goes around to help sts to do the task.

- Sts write the letters in 10 minutes, based on the outlines they have produced.
- T asks sts to work in pairs, exchange their descriptions and correct each other.
- T goes around to help.

Individual
work, pair work
and whole class

5 minutes Post- writing

- T chooses one or two descriptions to read in front of the class.

- T elicits comments from the class and give correct answers. whole class

3 minutes

Wrapping up

- T summarizes the main points of the lesson.

- For homework: T asks Sts to revise their letters according to their peer’s
suggestions and submit for making in the next lesson.

whole class

Self- evaluation:

………
………...
...
...
...
...

Date of preparing: November 29th 2007 Period 44

Revision(p2)

(Reading)

I. Objectives:

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

- Develop such reading micro- skills as scanning for specific ideas, guessing meaning in
context.

- Use the information they have read to discuss the topic.

II. Materials:

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III. Organization:

Class Date of teaching Absent pupils

10A1

10A5

.December 2007 .

……… ………

...

………

………
………
………
………
………
III.Procedure:

Time Steps Work

arrangement

5
minutes

Warm- up

Check the old lesson

_ T leads to the new lesson

individual work

10
minutes

Pre- reading

Read the passage :

Some years ago, Hoa, one of my friends was studying English at an university 
in Thai Nguyen. One evening she phoned to tell me that what she want to do was 
travel around the world. She tried to work hard to earn money for her dream. In 
her free time, she washed the dishes at a food stall near her university. She 
learned some more languages such as French, Chinese, Japanese and so on. A 
year ago, with her little money, she went to China. She bought a lot of things 
there, so her money wasn t enough for her to go to the other countries. She came ’
back home and continued to harbour her dream.

- Read after the teacher

- T calls some Sts to read the words aloud.

- T repeats the words if the Sts don’t read correctly.
- Using drop out and remember method to check.

- T gives feedback.

Individual work
Whole class

5
minutes

While- reading

1. Task 1: A :Choose T/ F statements:

1. The writer phoned her friend one evening to tell her about his dream.
2. She wanted to work abroad.

3. She washed the clothes to earn money.
4. She only learned English and Chinese.
5. She had much money when she went abroad.
- Sts read the text silently then do the text 1.
- T gets Sts to check their answers with a peer.

- T calls some sts to write their answers on the board,
the others read their answers,

then ask them to explain their choices.
- T gives corrective feedback.

Group work

minutes

2. Task 2: Answer the questions:

1. Where did she study English?
2. How did she do for her dream?
3. Did she learn Japanese?

- Sts read the text again if they cannot do the task without reading the

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passage.

- First, Sts should skim the 3 questions to understand them.

- Sts underlined the key words to decide what information they need to find
in the text.

- Then they should go back to the passage and locate the key words in the
passage.

- Sts check the answers with their friends.

- T calls on some Sts to present and explain their answers
- T gives feedback and correct answers.

KEY:

1. in Thai Nguyen

2. She tried to work hard to earn money for her dream.

3. Yes, she did

8
minutes

Post- reading

Task 3: retell the task

- T goes around to check and offer help.

- Sts share your pair’ s opinions with the others.
- T calls on some Sts to read their translations.
- T gives corrective feedback.

Group work

2
minutes

Homework

- T summarises the main points of the lesson.
T asks Sts to retell the text.

Self- evaluation:

………

………...
...
...
...

………
………...
...
...
...

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Revision(p3)

(Grammar)

I. Objectives:

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

Reviewing condition type 1, used to. The+ adj, infinitive, gerund, tenses

II. Materials:

- Handout, sts's book(P1- P2<T. Anh nang cao 11>)

III. Organization:

Class Date of teaching Absent pupils

10A1

10A5 ……….December 2007……….

...

………

………
………
………
………
………
IV. Procedure:

Time Steps Work

arrangement

7
minutes

Warm- up

Check the old lesson: Ask sts to write the forms of the condition type 1, used to.
The+ adj, infinitive, gerund, tenses

_ T leads to the new lesson

individual work

10
minutes

I. Find out the mistakes by underlining A, B, C, or D ( 1®)

1.Before going to bed, Mrs Tuyet usually read something or watches TV
A B C D
2. From then on, they worked together by their research.

A B C D

3. He has to rides his bike in narrow and crowded streets to get to school.
A B C D

4. Nobody are absent today.
A B C

5. Nam is interested in learning English because it is a international language.

A B C D

- T gets Sts to check their answers with a peer.

- T calls some sts to write their answers on the board,
the others read their answers,

then ask them to explain their choices.
- T gives feedback.

Exercise2:

Choose the correct word to complete the sentences by circling A, B, C, or D:

1. I am ...pupil.

A. the B. a C. an D. one

2. I’m ... 15 years old this years.

A. not B. no C. yes D. none

3. Running ...good for your health.

A. was B. is C. are D. be

4. He ... not like eating sweets.

A. does B. do C. is D.are

5. ...are you from?
I’m from Vietnam.

A. what B. why C. which D.where

6. She...our teacher.

A. is B. are C. am D. be

7. This key is used...opening the door.

A. to B. for C. on D. at

Individual work
Whole class

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8. He or his brother ...watching T V now.

A. are B. is C. was D.were

9. ... I have time, I’ll read that book.

A. why B. what C. When D.who

10. We go to school ... bikes.

A. since B. on C. for D. by

- Sts check the answers with their friends.

- T calls on some Sts to present and explain their answers
- T gives feedback and correct answers.

10
minutes

3. Task 3:

1.

She is bored ……….. doing the same thing everyday.

A. of B. with C. on D. at

2. I can’t remember when I started ……….. this shirt.

A. wear B. to wearing C.wearing D. wore

3. ………. is his hobby.

A. go shopping B. go shop C. going shopping D. to shop
4. I ………. play with dolls when I was small.

A. enjoyed B. hated C. started D. used to

5. We walked for ten kilometers and then we stopped……… a rest.

A. to have B. have C. having D. has

6. I want you to leave me………..

A. myself B. alone C. lone D. my own

7. Many people in the world are fond……….. football.

A. of B. with C. in D. for

8. I hate ……… the dirty dishes after a meal.

A. wash B. washing C .to wash D. to be

washing

9.There…………..many kangaroos and koalas in wild forests in Australia.

A. are B. is C.be D.have

10.She……….smoking two months ago.

A. stops B.stoped C.stopping D.stopped

11. Many great opera………..of the world can be heard in the Sydney Opera.

A. singers B. singing C.singer D.sing

12.Sky-diving is dangerous……….great fun.

A. so B. and C.but D.for

13.My parents can’t………..seeing me at home all day.

A.stop B.stand C.start D.hate

14……….weekend, I often go fishing with my family.

A.Over B.At C.in D.for

- Sts read the text silently then do the text 1.

- T gives corrective feedback.

Group work

minutes

Reported speech, pronouns

Task 4: Write into reported speech:

1. "You have got to lend me some money! Oh, please"

...
...

2. "Give me your books"

...
...

3. "I will buy you an ice-cream"

...
...

4. "Please don't smoke in my car"

...
...

5. "Would you like to have a drink with me?"

...
- T goes around to check and offer help.

- Sts share your pair’ s opinions with the others.
- T calls on some Sts to read their translations.

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- T gives corrective feedback.

4
minutes

Homework

- T summarizes the main points of the lesson.
T asks Sts to revise the grammar by heart.

Self- evaluation:

………
………...
...
...
...

………

...

Date of preparing: November 29th 2007 Period 46

Revision(p4)

(Grammar)

I. Objectives:

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

Reviewing condition type 1, used to. The+ adj, infinitive, gerund, tenses

II. Materials:

- Handout, sts's book(P1- P2<T. Anh nang cao 11>)

III. Organization:

Class Date of teaching Absent pupils

10A1

10A5 ……….December 2007……….

...

………

………
………
………
………

………
V. Procedure:

Time Steps Work

arrangement

7
minutes

Warm- up

Check the old lesson: Ask sts to write the forms of the condition type 1, used to.
The+ adj, infinitive, gerund, tenses

_ T leads to the new lesson

individual work

Task 1 : multiple choice

10-Mary suggested………….to the cinema.

A. go B. going C. to go D. to be going
11- She apologised…………..being late.

A. for B. of C. from D. on

12-“ Don’t forget to post the letter!”- He…………me to post the letter.
A. reminded B. asked C. advised D. invited
13-“ I will write to you.” Mary said to me.

A. Mary said to me she will write to me. C. Mary promised she to write
to you

B. Mary promised to write to you D. Mary promised to write to

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minutes 14-Would you mind………….for a moment?

A. waiting B. have waiting C. to wait D. to be waiting
15-He doesn’t spend much time ………his lessons.

A. preparing B. to prepare C. prepare D. be prepared
16-“ I can’t let you watch TV” Ann’s mother said to her.Ann’s mother
prevented her………

A. to watch TV B. of watching TV C. from watching TV
D. from watch TV

- T gets Sts to check their answers with a peer.

- T calls some sts to write their answers on the board,
the others read their answers,

then ask them to explain their choices.
- T gives feedback.

Exercise2:

Choose the correct word to complete the sentences by circling A, B, C, or D:

1. ...what time do you get up ?

A. at B. in C. on D. for

2. We use internet ...connecting the world.

A. on B. for C. at D. by

3. I will cook something ... rice , meat..

A. such as B. so as C. like D. is

4. I don't like looking the chidren...

A. crys B. crying C. cry D.cries
5. Look ! Mr Tuan is...

A. sing B. sang C. sings D.singing

6. Learning English...useful.

A. is B. be C. are D.were

7. This is the pupil... is our monitor.

A. who B. whose C. which D.what

8. The police ...wear uniforms .

A. have to B. has to C. can D.may

9. A person who is the head of a school is a...

A. pupil B. teacher C. worker D.headmaster

10. My brother usually gets up ... 6.00 a. m.

A. for B. at C. on D. in

- Sts check the answers with their friends.

- T calls on some Sts to present and explain their answers
- T gives feedback and correct answers.

Whole class

pair work

10
minutes

3. Task 3:

Write into reported speech:

1. "You should give up smoking"

...
...

2. "Don't eat that food"

...
...

3. "Nam is a teacher of Chinese"

...
...

4. "I won't do it again"

...
...

5. "Could you lend me youe bike for a day?"
- Sts read the text silently then do the text 1.

- T gives corrective feedback.

Group work

Homework

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minutes T asks Sts to revise the grammar by heart.

Self- evaluation:

………
………...
...
...
...

………
………...
...

Date of preparing: December 10th 2007 Period 47

The final written test

(45 minutes)

I. Aims of the test:

- Check Sts’ understanding about the topic: mass media, the story of my village.
- Sts can uses the tense forms and the structures to do the test.

- Checking the vocabularies, structures, and pronunciation.
.

………
II. Organiration:

Class Date of teaching Absent pupils

10A1

10A5

……..December 2007 ………

...

………

………
………
………
………
………

III.

Self- evaluation:

_...
... ....
...

_ ...
...

_...
...
...

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Date of preparing : December 5th 2007 period 48

unit 8

lesson 1- reading

I. Objectives :

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

-better their reading skill through vocabulary matching and Table completion exercises.
-enlarge vocabulary about country life such as bumper crops, cash crops, brick houses, 
straw, mud….

II. Materials:

Textbook, writeboard markers, ....
III. Organiration:

class Date of teaching Absent pupils

10 A1

10 A 5 December 2007
IV. procedure :

Time Steps work

arrangement

7’

warm – up

Networks

Ask Ss to work in group of three or four and make s list of word related
to the country.

The group with the longest list will be winner.

Group work

10’

before you read
Picture description

Have Ss work in pairs and discuss the question in the book.
Call on some Ss to read their answers aloud in front of the class.
Feedback and give suggested answers:

1. The farmers are having the crop.
2. They are working very hard.
3. It s a good/bumper crop.’

4. Good farming methodds, good varieties, modern technology
used, people work hard…

Note: T may ask other questions to make full use of the picture. Some
simpler questions may be used:

What do you see in the picture?
Who are they?

What are they using?
.

…

Vocabulary pre-teach

straw (n): dry cut stalks of various cereals (r¬m)
mud (n): wet, soft soil (bïn)

technical high school (n): trêng trung häc kÜ thuật dạy nghề.
farming methods (n): phơng pháp canh tác

brick houses (n): houses made of brick (nhµ ngãi)
thanks to (prep): owing to, because of (nhê cã)

Checking technique
Rub out and remember

Write all the new words and their meanings on the board.

Rub out all the words in English and kept their Vienamese meanings.
When all the words are rubbed, ask Ss to look at the Vienamese
meanings and recall all the English words.

Pair work

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6’

Set the scenes

You are going to read a passage about life changes in the country. You
read it and do the following tasks:

Task 1 – Vocabulary Matching

Ask Ss to raed the passage and match the words which all appear in the
passage in A with their definitions in B.

Encourage Ss to guess the meaning of the words in the context.
Have Ss compare their answers with a friend.

Call on some Ss to explain their answers in front of the class.
Make necessary corrections.

Give correct answers:

1. b (have just enough money to pay for the things that you
need)

2. d (having to have many things that you do not have)
3. a (making one s life better)’

4. e (good crops)

5. c (crops to be sold, not for use by the people who grow it)
Give Vietnamese equivalents if necessary:

1. kiếm tằn tiện đủ sống
2. thiếu thốn nhiều thứ
3. cải thiện cuộc sống
4. vụ mùa bội thu

5. cây trồng để bán và thu lợi nhuận

Task 2 – Table Completion

Ask Ss to scan the passage to get specific information to complete the
table.

Let Ss study the table carefully before doing the task.
Go around the class and provide help when necssary.
Tell Ss to discuss the answers with a friend.

Check the answers in front of the class as a whole.
Give correct answers:

Areas of change Before Now

houses made of straw and

mud made of bricks

radio and TV few families had a

radio or a TV set many families had aradio or a TV set

farming methods old new

crops poor good/bumper

travel

Task 3 – Answering Questions

Ask Ss to work in pairs: Raed the passage again and answer the
questions in Task 3.

Tell Ss to underline the information that support the aswers.
Have Ss compare their answers with another pair.

Call on some Ss to read their answers aloud in front of the class.
Give feedback and correct answers:

1. It was poor and simple.

2. Because they hope that with an education of science and
technology their children could find a way of bettering their
lives.

3. They introduced new farming methods which resulted in
bumper crops. They also helped grow cash for export.

4. He said their lives had changed a lot thanks to the knowledge

their children had brought home.

5. He told his grandchildren: Study harder so that you can do“
more for the village than your parents did”

Individual
work

pair work

7’

after you read

Ask Ss to work in groups and discuss the question:

How can people with an education help make the life of their 
community better?

Clarity some terms like:

People with an education refers to people with a university study.
Tell Ss to look back to the passage to get the ideas for the questions.
Go to groups and provide help when necessary.

Give suggested answers:

Introduce new farming methods
Grow cach crops for export

Help local people apply modern technology in farming
Help community especially young people acsess to ways of 
entertainment

Raise people s awareness about food safety and environmental hygiene’

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3’ wrapping

Sumarise the main points.

Assign homework. Whole class

self - evaluation :

...
...
...
...
...

...
...

Date of preparing : December 1 6th 2007 period 48

unit 8 - lesson2 - speaking

I. Objectives :

By the end of the lesson, Ss will be able to talk about plants to improve life of a village and their
possible results.

II. Materials:

Textbook, writeboard markers, ....
III. Organiration:

class Date of teaching Absent pupils

10 A1
10 A 5

December 2007

IV. procedure :

Time Steps work

arrangement

7’

warm – up

Brainstorming

Tell Ss close the book

Ask Ss to work in small groups and make a list of the ideas that can be
carrued out to improve the village life.

Encourage Ss to have ideas of their own. Ss may share ideas in
Vietnamese ans ask T later for English equivalences.

Gather ideas and lead in Presentation.

Group work

10’

Presentation

Ask Ss to pen the book and look at the situation in Task 1:

The village of Ha Xuyen are discussing plants to improve life in the 
village. Match the plants with possible results.

Explain some possible new words:
resurface (v):put new surface on, renew
canal (n): man-made waterway for irrigation
muddy (a):full of mud

Have Ss do the task in pairs. Tell Ss to give explaination for their
answers.

Call on some Ss to read the answers aloud in front of the class.

Check the answers in front of the class as a whole.

1. b 2. g 3. d 
4. e 5. f 6. c

Pair work

10’ practice

Ask Ss to work in groups of three: Read and practice the conversations.
Call on some groups to practice the conversation in front of the class.
Briefty explain Conditionnal sentence type 1:

If S + do (present tense), S + will/can/may/might + do.
If clause main clause

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E.g:

If the roads are widened, cars and lories can get to out village.
If the time allowed, ask Ss to make more sentences with condtionnal
sentence type 1.

15’

further practice
Controlled discussion

Keep Ss in groups and continue the conversation, using the ideas in the
rable in Task 1.

Go around the class and provide help when necessary.
Note: Ss may add their own ideas in the conversation.

Call on some groups to act out the conversation in front of the class.
Comment and have necessary corrections.

Give suggested answers:

A: I think we should build a football ground, too.

B: I completely agree with you. If a football ground is built, young 
people can play sports to improve their health.

C: A football ground is also a place where people can meet and 
exchange ideas.

A: What about a medical centre.

B: That s a good ideas. If a medical centre is built, people s health will ’ ’
be looked after better.

C: Yes, And if we get sick, we won t have to go to district and ’
provincial hospital for treatment.

Group work

3’ wrapping

Sumarise the main points.

Assign homework. Whole class

self - evaluation :

...
...
...
...
...

...
...

Date of preparing : December 17th 2007 period 49

unit 8- lesson 3 - listening

I. Objectives :

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

- compare the past and the present of a town.

- Improve listening skill through True or False and Gap-filling excercises.
II. Materials:

Textbook, writeboard markers, ....
III. Organiration:

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10 A1

10 A 5 December 2007
IV. procedure :

Time Steps work

arrangement

10’ warm - up

Find someone who

Did you use to….? Name

have a favorite toy when you were a child?
have a nickname?

have a pet?

cry at night when you were a child?
hate school?

play hide-and-seek
.

…

Group work

7’ before you listen

Ask Ss to work in pairs: Look at the pictures of the same town in the
book and discuss the differences between them. Follow the example.
Tell Ss to study the pictures careeefully and find as many differences as
possible.

Call on some Ss to share their findings in front of the class.
Give suggested answers:

In the past, there used to be no cars in the town, but now there is a big 
car park with a lot of cars inside.

In the past, the roads used to be small, but now they are bigger and 
wider.

In the past, the buffalos used to walk on the roads, but now there aren t’
any buffalos on the roads.

In the past, the roads used to be dirty, but now they are very clean.

Pair work

10’

While you listen
Set the scene

You will hear someone talking about the changes in his hometown. 
Listen to the talk and do the task that follow.

Task 1 – True or False

Ask Ss to listen to the tape and decide if the statements are true or false
according to the talk.

Play the tape several times if necessary.

Have Ss compare their answers with a friend and correct the false ones.
Call on some Ss to read their answers aloud in front of the class.

Feedback and give correct answers:

1. F. (It s on the south coast of England)’
2. F. (It used to be a small quiet town)
3. T

4. F. (A lot of trees have been cut down for wider streets)

5. F. (Some people don t like the changes, they miss the quiet and’
peacefull life of the old town)

Task 2 – Gap-filling

Tell Ss to read a part of the talk carefully and have a guess of the

missing words.

Ask Ss to listen to the tape again and fill the gaps with the words they
hear.

Play the tape more than onece if necessary.

Ask Ss to write the exact and gramatically correct words.
Call on some Ss to explain their answers in front of the class.
Make necessary corrections:

Feedback and give correct answers:

1. houses 2. hotel
 3. widened 4. cut
 5. car 6. shop
 7. department 8. expensive

Tapescript

Popffero used to be a small quiet town on the south coast of England. 
But it has become a crowded and busy tourist resort now. They ve ’
completely destyoued its old atmosphere. The small old houses have 
been pulled down, and tall bulding have been put there instead. 
They ve also built a big hotel in the middle of the town. The narrow ’
streets have been widened and resurfaced, so the big trees on the two 
sides of the streets have been cut down. The large area of grass land in 
the suburbs of the town has been turned into an ugly car park. Even the

Individual

work

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old corner shop isn t there anymore. It has been repalced by a big ’
department store. And there is an expensive restaurant where there 
used to be an old tea shop. Many people in Popffero are happy with the
changes as there are nore jobs for them. But some people don t like the’
changes: they miss the quiet and peacefull life of the old town.

5’ After you listen Pair work

3’ wrapping

Sumarise the main points.

Assign homework. Whole class

self - evaluation :

...
...
...
...
...

...
...

Date of preparing : December 26th 2007 period 51

unit 8 - lesson 4 - writing

I. Objectives :

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

Textbook, writeboard markers, ....
III. Organiration:

class Date of teaching Absent pupils

10 A1
10 A 5

December 2007

IV. procedure :

Time Steps work

arrangement

7’ warm – up

Follow directions

Call on some Ss to go to the board and follow T’s directions. Ss who do
not follow the directions correctly will be loser.

Note: This activity can be interesting when Ss are required to follow
directions like turn right, turn left, go ahead, go past the door…

Whole class

10’ Presentation

Set the scene

Jim has decided to come to Ann s place for his holiday. Ann writes him ’
a letter giving direction to her house. Now let s work in pairs, read the ’
letter and study the map carefully to find Ann s house on the map.’
Have Ss work in pairs and do the task.

Note: Ss may draw the dirrections on the map while discussing.

Hang the map on the board and ask Ss to draw the directions on the big
map.

Pair work

15’ practice

Explain the task:

Your house is A on the map.Write a letter to Jim, telling him the way to 
your house from Roston Railway Station.

Ask Ss to write the letter independently and go around the class,
provide help when necessary.

Have Ss compare their writing with a friend.
Introduce peer correction.

Pick up some writing and correct in front of the class.
Feedback anf give suggested answers:

Dear Jim,

I m very happy to hear that you will come here for the summer holiday.’
I m writing to tell you how to get to my house from the Roston Railway’

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Station.

Now when you come out of the station, turn right.Keep walking for
about 5 minutes, you will see a small bridge ahead. Go over the bridge,
go along the street past the medical centre and car park then take the
second turning on the left. Walk past the Souvernir shop and you will
see my house. It s on the right, next to the shop. You can t miss it.I’ ’
enclose the map so that you can follow my directions easily.

Lookng forward to seeing you soon.
Love,

10’ further practice

Give out the prepared map of a city/ a university…

(See Supplements for the sample map)

Have Ss ask and answer the directions to some certain places on the
map.

Go around the class and provide help when necessary.
Make necessary corrections.

Group work

3’ wrapping

Sumarise the main points.

Assign homework. Whole class

self - evaluation :

...
...
...
...
...

...
...

Date of preparing : December 28th 2007 period 52

unit 8 - lesson 5 - language focus

I. Objectives :

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

Textbook, writeboard markers, ....
III. Organiration:

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10 A1

10 A 5 January 2008
IV. procedure :

Time Steps work arrangement

5’

warm – up

Sentence transformation

Ask Ss to work in groups of 4.
Students 1 says sentence 1.

Students 2 report sentence 1 and says sentence 2.

Students 3 report sentence 2 and says sentence 3.
Students 4 report sentence 3 and says sentence 4.
Students 1 report sentence 4.

E.g.

Student 1: “I study at Kim Lien high school.”

Student 2: “She said she studied at Kim Lien high school. “I like
English most”

Student 3: “He said he liked English most. “I have five classed a
week”.

Student 4: “She saidshe had five classes a week, “I don’t go to school
by bus”

Student 1: He said he didn’t do to school by bus”

Group work

5’ pronunciation
presentation 1

Demonstrate the sounsd /au/ and /ǝ u/ by pronuncing them clearly
and slowly.

Help Ss to disguish these two sounds.

Instruct the way to pronounce:

/au/ has two sounds /a/ and then add u. This is very short.aaau
/ǝu / has two sound / ǝ / and /u/

First pronounce the sound / ǝ /. And now make it longer:ǝǝǝu

Whole class

5’ Practice 1

Play the tape and ask them to repeat.

Call on some Ss to repeat the sounds clearly to class.
Ask Ss to work in pairs and practice the sentences.
Introduce peer correction.

Go around and provide help ifnecessary.

Pair work

7’ Grammar and vocabulary

presentation 2
Reported speech Statement

Present the notes/rules in reported statements:

1. If the reporting verb is in the past tense. (e.g,said, told), it is usual
for the verb in the reported clause to move “one tense back”.

Present---> past

Present perfect---> past perfect
Past---> past perfect

“I m going ---> he said he was going.’ ”

2.If the reporting verb is in the present tense (e.g, says, asks), there is
no tense change.

The train will be late---> He says the train will be late.

3.The one tense back rule also applies to reported throughts and
feelings.

I thought she was married, but she isn t.’

4.Typical pronoun, time, place and modal verb changes

1.1Pronoun changes

Direct speech Reported speech

I he/she

we they

mine his/hers

me/you him/her

us them

ours theirs

my His/ her

our their

myself himself/herself

4.2.Time and place changes

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Direct speech Reported speech

Time now then

two days ago two days before

Today that day

Tonight that night

Tomorrow the next/following day
Yesterday The day before

Last night The night before

Place Here There

This place that place
These places those place
1.2 Modal verb changes

Direct speech Reported speech

can could

will would

may might

Note:

Other modal verb don’t change

Direct speech Reported speech

should should

might might

must must (Must can change to had 
to)

5.In formal situation, we can use that after the reporting verb.
He told me (that) he would be home late.

6. There are more than one reporting verb. We can use may other
reporting verbs beside say and tell. For example, think, announce, 
explain, interupt,demand, insist, admit, complain, warn.

5’ practice 2

Ask Ss to do exercises 1: Report the statements using the verbs
suggested.

Have them to compare the answers with a friend.
Check the answers in front of the class as a whole.
Give correct answers:

1. An old man said their lives had changed a lot thanks to the 
knowledge their children brought home.

2. She said she was going to HCM City soon.
3. I thought the film would be interesting.

4. She said she couldn t help me/you/himher’ … because she 
had too much to do.

5. Rick told me that Anne had written Jim a letter.

6. He told me it took him three hours to get there because the 
roads were muddy and slippery.

7. She said she thought it was a crazy idea and it wouldn t ’
work.

8. He announced that breakfast was served between 7:00 and

9:00

6’ presentation 3

Make clear the difference between say, tell and talk:
Say (without object) + clause

Tell (with object) + clause
Talk (to smb) about smt

Demotrate the use by giving examples.

Make sure Ss understand the use of these verbs.

Whole class

6’ Practice 3

Ask Ss to do exercise 2: Complete the sentences with say, tell or talk.

Call on some Ss to read their answers aloud in front of the class.
Feedback and give correct answers:

1. told
2. said
3. said
4. told
5. talked

Individual

work

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...
...
...
...
...

...
...

...

Date of preparing: December 30th 2007 Period 53

Test yourself c

I. Objectives:

- Check Sts’ understanding about the topic: mass media, the story of my village.
- Sts can uses the tense forms and the structures to do the test.

II. Materials:

- Handout, text book….

III. Procedure:

Time Steps Work

arrangement

13
minutes

Listening

- Sts read throught the listening part then listen to the tape about the test.
- Sts choose T/F .

- T plays the tape again then checks the answers with the class.
- Give final feedback.

KEY:

a, 1. F 2. F 3. T 4. f 5. T
b, 1. aren't 2. evening 3. cinemas 4. theatres
 5. knows

Individual work

13
minutes

Reading

- Sts read the passage then answer the questions follow.
- Sts check the answers with the partners

- T checks and give corrections in front of the class.
KEY:

1. Tv is covernient and rather cheap source fof entertainment.. 
 2. P can see plays, film of every kinds and...

3. because he needs to do nothing and he even doesn't use his legs.

4. If we get to like watching TV too much it will dominate our life... 
 5. That TV is good or bad depend on people.

Individual work
and pair work

13
minutes

Pronunciation and grammar

-. Sts complete the sentences , using the right forms of the infinitive.
- T goes aroud to check their answers.

- T asks Sts to share their answers with the partners.
- T gives the final answers key.

KEY: 1. have been- haven't had 2. haven't given- have paid
3. said 4. had taken

5. thought- would come 6. told- have got

Individual work
and pair work

6 minutes

Writing.

- Sts do the part at home.

- T gives them the form of a writing about the party.

- Sts use the questions in their books to make the plan of the writing.
_ Sts may ask the teacher more information or structures before writing.
.

Whole class

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Date of preparing: December 14th 2007 Period 54

Checking the second test

(45 minutes)
I. Aim of the test checking:

- Find and Correct Sts’ mistakes

- Retell them about the uses of the structures that they were not correct.

II. Organiration:

Class Date of teaching Absent pupils

10A1

11A5 ...January 2008 ………

...

………

………
………
………
………
………
III. Procedure: (123)

Time Steps Work

arrangement

7 minutes

Listening

- T reads or plaus the tape again and stops at the keyswords.
- T writes the mising words on the board or asks sts to write on the

board if they can.

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7 minutes

Pronunciation

- Call on sts to go to the board to read and wite the pronunciation of the
word to find out the word prunounce different from the others.

- T gives feedback Individual work

10 minutes

Grammar

Ask sts to review the grammar carefully.
T checks all the sentences slowly

Whole class

10 minutes

Reading

- T asks sts to read the passage once more time to answer the questions.
- T checks in front of the class.

- Sts translate the passaga into Vietnamese to understand the content of
the passage.

Whole class

9 minutes

Writing

T asks Sts rechoose the sentences then explain them.
T check in front of the class.

KEY: Whole class

Self- evaluation:

_...
...
...
...
...

_...
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...
...

...

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unit 9

lesson 1 - reading

I. Objectives :

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

Textbook, writeboard markers, ....
III. Organiration:

class Date of teaching Absent pupils

10 A1

10 A 5 January 2008
IV. procedure :

Time Steps work

arrangement

7’ warm – up

Competition game

-T sticks the map of the world on the board (the map is in English).
- T asks Ss to work in groups of 5 and gives each group a set of 5

flash with the names of the 5 oceans in Vietnamese.

- T asks Ss to read the names of the oceans on the map and match
the Vietnamese names with the appropriate English names. The
quickest group will go to the board and stick the Vietnamese
names on the appropriate places on the map next to the E names
- The winner is the group who find the correct answers in the

shortest period of time.

1. Arctic Ocean: Băc Băng Dơng

2. Antartic Ocean: Nam Băng Dơng

3. Pacific Ocean: Thái Bình Dơng

4. Atlantic Ocean: Đại Tây Dơng

5. Indian Ocean: ấn Độ Dơng

Group work

10 Before you read

Finding names of Animals

- T asks Sts to give the Vietnamese names of the animals in the
pictures. Then ask Sts for the E names of the pictures. If Sts do
not know them in E, T should provide them.

1. seal
2. jellifish
3. turtle
4. shark

Vocabulary

mystery(n) bí ẩn
beneath(prep): dới
submarine: (n) tàu ngầm
fall into: (v) đợc chia thành
water current: (n) dòng nớc
organism: (n) sinh vt

At stake: at risk: (v) bị đe doạ

-T may ask some Ss to make sentences with the above words to check
their understanding.

Whole class

7’ while you read

Setting the scene

You are going to read a passage on the life in the sea.While you are
reading, do the tasks in the textbook.

Task 1: Gap filling based on word meaning guessing

Instruction: Fill each blank with one of the words in the box. All of the
words appear in the reading passage.

- T writes these words on the board:

Gulf, investigate, oversized, tiny, biodiversity, samples, challenge,
provide.

- Then T instructs Ss to read the passage quickly and stop ai lines
that contain these words to guess their meanings.

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(more,higher)+sized.

- T checks that Ss undrestand the words correctly, T can check
Ss’s understanding by asking them to provide the Vietnamese
equivalents to the words.

- Next, T instructs Ss to use some strategies to do task 1:

+First, Ss should read through the sentences provided in the task to
identify the part of speech of the word to fill in each blank. For
example, in sentence 1 the word to fill in should be an ajective, in
sentenccce 2 a verb, in setence 3 a noun…..

+Read the fisrt sentence carefully to understand the meaning
roughtly. Read the words/phrases in the box to choose the most
suitable one to fill in the blank.

+ Continue with the rest of sentences.

- T asks Ss to work individual to do the task.
- T goes around to help Ss when necessary.
- T asks to exchange their answers with other Ss.

- T asks Ss for their answers and tells them to explain their
choices.

- T gives the correct answers:

self - evaluation :

...
...
...
...
...

...
...

Date of preparing : January 6th 2008 Period 56

Unit 9- Lesson 2- speaking

I. Objectives:

After the lesson, Sts will be able to:

- Talk about how to protect the invironment

II. Materials:

- Picture, text book, handout….

III. Organiration:

Class Date of teaching Absent pupils

10A1

10A5 ……….January 2008 ……….

...

………

………
………
………
………
………
IV. Procedure:

Time Steps Work

arrangement

7 minute

Warm- up

We can call birbs, animals, forests, rivers, seas in one word. What word is it in
English?

Key: Nature

Question: What do you think about our nature now? Is it in good condition?
(No, it is worse than it was many years ago.)

Intro: All animals, forests, rivers, seas around us are called “nature”. Nature is

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necessary for our life, but it is now in bad condition . Today we’ll learn about
nature and some ways to protect it.

5 minutes

Pre- Speaking

1. Task 1( 97) Put the number of importance

- T asks Sts to work in pair to practice

- T walks around to explain new words if necessary.

- T calls on some pairs to give their answers and asks other pairs if they agree
or disagree with their friends' answers

KEY:

Forms: we should(not)...

We should place rubbish and plastic bads in proper dustbins.
We should use water sparingly and shouldn't polluted it.
We should dispose of fishing lines and nets properly

We should not use herbicides.... that harm the environment.

pair work

10 minutes

While speaking

Task 2 ( 97)

- T introduces the task then ask them to do the task .
(Using the suggestion at page 97)

- Sts use the Useful language on the books to discus.
- T goes around to check and offer help.

- T calls on some pairs to read out his/ her answers
- T checks with the class and gives corrective feedback.

Group work
and pair work

10 minutes

Post speaking

Task 3 (97)

- Sts read the suggestions in task 3 (97)
- T goes around to check and offer help.

- T calls some Sts to talk about their answers in front of the class.

- T elicits feedback from the class and gives final comments. Group work and Whole
class

3 minutes Wrapping up and Homework

- T summarises the main points of the lesson.

Write these other dialogues using the forms in task1 and task 2.

Whole class

Self- evaluation:

………
………...
...
...
...

Date of preparing : January 8th 2008 Period 57

Unit 9- Lesson 3- listening

I. Objectives:

After the lesson, Sts will be able to:
- Develop extensive listening skills.

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II. Materials:

- Picture, tape, cassette, handout….

III. Organiration.

Class Date of teaching Absent pupils

10A1

10A5

January

……… 2008.……….

...

………

………
………
………
………
IV. Procedure:

Time Steps Work

arrangement

5 minutes

Warm- up

- Ask Sts some questions about the sea
EG: 1. Have you ever seen a whale?
2. Can you tell me about it?

3. How big is a whale?

4. What are the advantages and disadvantages of protect whales ?
...

Whole class

10
minutes

Pre- listening

1: New word:

mammal(n)
conservation(n)
blue whale(n0
to give birth(v)

- T helps Sts to pronounce the words in the book correctly.

- T plays tape or read aloud the words then asks Sts to repeat after in chorus and
individually.

- Some Sts read the words in front of the class.
- T corrects errors if any.

- T checks that Sts know the meaning of the words.

Whole class

10
minutes

While- listening

Task 1(98)

Choose the best answers:

- Sts read through the sentences in task 1 to understand them and
underline the key words. Predict the answers before listening

- Play the tape 2 times
- Check sts’ understanding

- Play the tape again and stop at the sentence keys for sts to remember the
answers and tick.

- Sts compare the answers with the partners.
- Give them correction.

KEY:

1. F 2. T 3.T 4. F 5.T

Individual work
and pairwork

Task 2 ( 98)

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8 minutes -- Sts try to hear the main information.Sts ask and the others answer the questions.

- Check sts’ understanding by calling on some Sts to ask and answers in
front of the class.

- Play the tape again to help them if necessary.
- Give feedback.

KEY:

1. The blue whale grow to 30m in lengh and over 200 tons in weight.
2. Because there is alot of krill..

3. Cold waters in the North and South Atlantic and the North and South
Pacific

4. Heavy hunting is the main reason for the decsease in whale population
...

Pair work

8 minutes Post- listening

T asks Sts to discus to find out the information about blue whale using the
cues:

Key:

1. The blue whale grow to 30m in lengh and over 200 tons in weight. It is
vevy big.

2. Cold waters in the North and South Atlantic and the North and South
Pacific is comfortable to live in.

3. these wonderful animal will disappear if we don't protect them.

Group work

2 minutes

Wrapping up and Homework

- T summarises the main points of the lesson

- Write a paragraph about the text. Whole class

Self- evaluation:

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Date of preparing : January 16th 2008 Period 58

Unit 9- Lesson 4- writing

I. Objectives:

. - Write a discription about whale and dophin.

II. Materials:

- Handout, textbook, ...

III. Organiration.

Class Date of teaching Absent pupils

10A1

10A5 ……….January 2008 ……….

...

………

………
………
………
………
………
IV. Procedure:

Time Steps Work

arrangement

5 minutes

Warm up

Check the old lesson. Group work

10
minutes

Pre- writing

Tast 1: (99)

-Ask sts to look at the passage carefully then read through the discription
- Sts work in group of a table.

- Call on 3 presentatives of 3 group to write the answers on the board.
- Check with the whole class.

KEY:

sperm whale

range and habitat all oceans

size frefer water with high squid population
feeing habit - Male: 18m and 54 tons

- Female: 12m, 17 tons
offspring carnivores

-eat up to 15ookg a day

life span - give birth to onr calf every 5 to 7 years
- gestation period: 14- 19 months
- up to 60 to70 years

special features biggest animal that have teeth on Earth.
- Have the largest brain of all mammals

conservation concerns All risk due to hunting and accidental fishing net 
entrapment

Individual work
and whole class
and pair work

14
minutes

While- writing

Task 2

- Complete the writing about dophin using tast 1 and the give table.
 KEY.

Individual
work, pair work
and whole class

Post- writing

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minutes - T writes Sts’ mistakes on the board and elicits self and peer correction.- T elicits comments from the class and give correct answers. whole class

2 minutes

Wrapping up

- T summarises the main points of the lesson.

- For homework: T asks Sts to write the descrition of the chart about the

number of people using mobile network whole class

Self- evaluation:

_KEY:...
...
...

_ ...
...

_...
...
...
...
...

...
...

_ ...
...

Date of preparing : January 16th 2008 Period 59

Unit 9- Lesson 5- language focus

I. Objectives:

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

1. Pronunciation:

- Distinguish the clusters / i /, / e /, / u /, and pronounce the words and dialogue containing them
correctly.

2. Grammar:

- Conditional sentences type 2
-Should

II. Materials:

- Handout, text book, cassette, CDs ….
III. Organization:

Class Date of teaching Absent pupils

10A1

10A5 ……….January 2008……….

...

………

………
………

………
………
………
IV. Procedure:

Time Steps Work

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7 minutes

Pronunciation:

- 1. Distinguish these sound: / i /, / e /, / u //,
- T models 3 sounds / i /, / e /, / u /, three times
- T explains how to produce them

- T plays the tape once for sts to hear the words containing these sounds, plays
again and ask sts to read follow the tape.

- Ask sts to read the words in each column out loud in chorus for a few more
times

- call someone to read out loud

- Listen then correct if sts read the target words incorrectly.

2. Practising sentences containing target sounds:

- Ask then to take turn to read aloud the given sentences
- - T goes around to listen an dtakes notes of the typical errors.

- T calls on some Sts to read again and provides corrective feedback.

Whole class

Pair work and
group work

10
minutes

Grammar:

1 Presentation1:

T reintroduces about Conditional sentences type 2

Then ask them to do the tasks follow.

Type Form Use + Example

1 If + S + simple present, S +
will + Vn

In these sentences, the time is the
present or future and the situation is
real. They refer to a possible

condition and its probable result
Eg: If you are sad, I'll make you
happy.

She will visit her grandparent at
weekend if she has time.

2 If + S + past simple, S +
would/ could + Vn

Like type 1, type 2 refers to the
present or future, and the past tense
in the if- clause is not a true past but
a subjunctive, which indicates
unreality and improbability.

Eg; If I were a beautiful girl like Ha
Kieu Anh, I would be famous.
He would fly to school if he were a
bird.

Individual work
and whole class

12
minutes

2. Practice

Task 3(103 )

- T gets Sts to do exercise 1 individually and then find a partner to check their
answers with.

- T checks with the whole class and provides corrective feedback.

KEY: 1. didn't go 2. would feel
3. would take 4. refused

5. wouldn't get 6. closed down

Task 1( 102)

- T gets Sts to do exercise 2 individually and then find a partner to check their
answers with.

- T checks with the whole class and provides corrective feedback.
Key:

1. you should go away for a few days
2. You should look for the other job
...

Pair work &
whole class

Task 2 ( 102)

- T divides the class into 4groups.

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10
minutes

KEY:

1.I don't think they should get married .
2. I think smoking should be banned

3. ..I don't think you should go out this evening
4. I think the boss should resign

Group work

3 minutes

wrapping- up

- T summarises the main points of the lesson.

For homework: T asks Sts to revise conditional sentences and make more
axamples

)

Whole class

Self- evaluation:

_...
...

...

_ ...
...

_...
...
...
...

Date of preparing : January 15th 2008 period 60

unit 10. conservation

unit 10- lesson 1 - reading

I. Objectives :

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

- Develop such reading micro- skills as scanning for specific ideas, guessing meaning in context.
- Use the information they have read to discuss the topic.

II. Materials:

Textbook, writeboard markers, ....
III. Organiration:

class Date of teaching Absent pupils

10 A1

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IV. procedure :

Time Steps work

arrangement

7’ warm – up

Matching picture with the names of the animals:

picture names of the animals

tiger

cleopard

bears

dogs

Group work

10’ Before you read

1. Look at the picture and answer the questions

- T asks Sts to give the Vietnamese names of the animals in the
pictures. Then ask Sts for the E names of the pictures. If Sts do
not know them in E, T should provide them

- T asks sts some othe questions:
a, What is in the p1? Do you like it?
b. What is in the p2?

-Sts answer the T's questions and all the questions on page 104

2. Vocabulary

Variety:(n)sự đa dạng

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dam(n) đập

circulation(n) vịng tuần hồn
conserve(v) bảo tồn

conservation(n) sự bảo tồn
Rapid(adj) xiết

damage(v)phá huỷ
threatened(adj) bị đe doạ

-T may ask some Ss to make sentences with the above words to check
their understanding.

7’ while you read

Setting the scene

You are going to read a passage on the life in the sea.While you are
reading, do the tasks in the textbook.

Task 1: Matching

Instruction: Fill each blank with one of the words in the box. All of the
words appear in the reading passage.

- T writes these words on the board:

Gulf, investigate, oversized, tiny, biodiversity, samples, challenge,
provide.

- Then T instructs Ss to read the passage quickly and stop ai lines
that contain these words to guess their meanings.

- Ss guess the meanings of the words based on the contexts in the
sentences and the components of the words. For example, to
guess the meaning of oversized Ss can use the relation between
small , oversized and however…or (dï…hay..),T can also help Ss
analyze the formation of the words:oversized=over (more,higher)
+sized.

- T checks that Ss undrestand the words correctly, T can check Ss’s
understanding by asking them to provide the Vietnamese

equivalents to the words.

- Next, T instructs Ss to use some strategies to do task 1:

+First, Ss should read through the sentences provided in the task to
identify the part of speech of the word to fill in each blank. For

example, in sentence 1 the word to fill in should be an ajective, in
sentenccce 2 a verb, in setence 3 a noun…..

+Read the fisrt sentence carefully to understand the meaning
roughtly. Read the words/phrases in the box to choose the most
suitable one to fill in the blank.

+ Continue with the rest of sentences.

- T asks Ss to work individual to do the task.
- T goes around to help Ss when necessary.
- T asks to exchange their answers with other Ss.

- T asks Ss for their answers and tells them to explain their
choices.

- T gives the correct answers:

Key: 1.c 2.a 3. d 4. b

Tast 2: T/F statements

- T asks Ss to work individual to do the task.
- T goes around to help Ss when necessary.
- T asks to exchange their answers with other Ss.

- T asks Ss for their answers and tells them to explain their
choices.

- T gives the correct answers:

KEY: 1. T 2. T 3. T 4. T 5. F 6.
F

Group work

12
minutes

Post- reading

Task 3 (106)

- T goes around to check and offer help.

- Sts share your pair’ s opinions with the others.
- T calls on some Sts to read their translations.
- T gives corrective feedback.

KEY:

A. 3 B. 4 C. 2

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2
minutes

Homework

- T summarises the main points of the lesson.
T asks Sts to retell the text. Answer the ques at home

Self- evaluation:

………
………...
...
...
...

Date of preparing : January 18th 2008 Period 61

Unit 10- Lesson 2- speaking

I. Objectives:

After the lesson, Sts will be able to:

- Talk about the advantages and disadvantage of zoos of the new kinds
 II. Materials:

- Picture, text book, handout….

III. Organiration:

Class Date of teaching Absent pupils

10A1 ………...

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10A5 ……….January 2008 ………. ………

………
………
IV. Procedure:

Time Steps Work

arrangement

7 minute

Warm- up

Check the old lesson Whole class

5 minutes

Pre- Speaking

1. Vocabulary:

sensitive(a)nhạy cảm
imprison(v)tốg giam, nhốt

endangered(adj) dang có nguy cơ tuyệt chủng
recontruct(n) xây dựng lại

breed(v) nuôi

Task 1( 106) Answer the question:

- T asks Sts to work in pair to practice

- T walks around to explain new words if necessary.

- T calls on some pairs to give their answers and asks other pairs if they agree
or disagree with their friends' answers

KEY:

1. They are opened to help endanger species develop.

2. The animals are not kept in cages. They can live in the natural environment.

pair work

10 minutes

While speaking

Task 2 ( 107)

- T introduces the task then ask them to do the task .
(Using the suggestion at page 107)

- Sts use the Useful language on the books to discus.
- T goes around to check and offer help.

- T calls on some pairs to read out his/ her answers
- T checks with the class and gives corrective feedback.
The answer depends one each sts.

Group work
and pair work

10 minutes

Post speaking

Task 3 (107): the advantages and disadvantage of zoos of the new kinds

- Sts read the suggestions in task 3 (107)
- T goes around to check and offer help.

- T calls some Sts to talk about their answers in front of the class.
- T elicits feedback from the class and gives final comments.
The answer depends one each sts

Group work
and Whole
class

3 minutes Wrapping up and Homework

- T summarises the main points of the lesson.
Write their discusion .

Whole class

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………
………...
...
...
...
...
...

Date of preparing : January 19th 2008 Period 62

Unit 10- Lesson 3- listening

I. Objectives:

After the lesson, Sts will be able to:
- Develop extensive listening skills.

- Use the information they have listened to for other communicative tasks.

II. Materials:

- Picture, tape, cassette, handout….

III. Organiration.

Class Date of teaching Absent pupils

10A1

10A5

January

……… 2008.……….

...

………

………
………
………
………
………
IV. Procedure:

Time Steps Work

arrangement

5 minutes

Warm- up

- Ask Sts some questions :

EG: 1. Have you ever gone camping?
2. Can you tell me about it?

3. When did you go?
4. Who do you do with ?
5. How about your feeling?

Whole class

10
minutes

Pre- listening

1: New word:

forest(n)rừng
forester(n) kiểm lâm
camp-fire(n) lửa trại
campfire(v)đốt lửa trại
careless(a) thiếu cẩn thận

- T helps Sts to pronounce the words in the book correctly.

- T plays tape or read aloud the words then asks Sts to repeat after in chorus and
individually.

- Some Sts read the words in front of the class.
- T corrects errors if any.

- T checks that Sts know the meaning of the words.

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10
minutes

While- listening

Task 1(108)

Number the order :

- Sts read through the sentences in task 1 to understand them and
underline the key words. Predict the answers before listening

- Play the tape 2 times
- Check sts’ understanding

- Play the tape again and stop at the sentence keys for sts to remember the
answers and tick.

- Sts compare the answers with the partners.
- Give them correction.

KEY:

3 - 2 - 5 - 1 - 4

Individual work
and pairwork

8 minutes

Task 2 ( 108)

- Play the tape again

- Sts try to hear the main information.
- Sts ask and the choose T or F.

- Check sts’ understanding by calling on some Sts to ask and answers in
front of the class.

- Play the tape again to help them if necessary.
- Give feedback.

KEY:

1.F 2.F 3.T 4.T 5.F

Pair work

8 minutes Post- listening

T asks Sts to tick in the sentences thay they have heard
- Play the tape again

- Sts try to hear the main information.

- Check sts’ understanding by calling on some Sts to ask and answers in
front of the class.

- Play the tape again to help them if necessary.
- Give feedback.

Key:

1. a 2. b 3. a

Group work

2 minutes

Wrapping up and Homework

- T summarises the main points of the lesson

- retell the text Whole class

Self- evaluation:

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...
...

Date of preparing : January 24th 2008 Period 63

Unit 10- Lesson 4- writing

I. Objectives:

. A letter of invitation

II. Materials:

- Handout, textbook, ...

III. Organiration.

Class Date of teaching Absent pupils

10A1

10A5 ……….January 2008 ……….

...

………

………
………
………
………
………
IV. Procedure:

Time Steps Work

arrangement

5 minutes

Warm up

T asks some questions

Have you ever invite anyone to do smt?

What will you give her/ him if he/ she invite them to the party?
...

Group work

10
minutes

Pre- writing

Tast 1: (109)

-Ask sts to look at table then match one in A with one in B to make an invitation
- Sts work in group of a table.

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- Check with the whole class.

KEY:

A B

1 c

2 f/h

3 a

4 g/d

5 h/f

6 d/g

7 e

8 b

- Ask sts to read the invitation carefully the practice inviting.
Eg: Let's go to the cinema with me tonight.

=> Yes, I'd love to

-How about going to the cinema with me tonight?
=> Sorry, I can't. I have to do my homework.

and whole class
and pair work

minutes

While- writing

Task 2 : Filling

-Ask sts to look at table then use them to complete the invitations
- Sts work in group of a table.

- Call on 3 presentatives of 3 group to write the answers on the board.
- Check with the whole class.

KEY.

1. Would you like

2. Would you like/ are you free

3. can you come/ why don't we/ shall we?

Task 3 : writing

Asks sts to complete the letter in the partners
- T goes around th help and offers.

Individual
work, pair work
and whole class

7minutes

Post- writing

- T chooses one or two letters to read in front of the class.

- T writes Sts’ mistakes on the board and elicits self and peer correction.
- T elicits comments from the class and give correct answers.

Group work
and

whole class

2 minutes

Wrapping up

- T summarises the main points of the lesson.

- For homework: T asks Sts to write the descrition of the chart about the

number of people using mobile network whole class

Self- evaluation:

_KEY:...
...
...

_ ...

...

_...
...
...
...
...

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_ ...
...

Date of preparing : January 28th 2008 Period 64

Unit 10- Lesson 5- language focus

I. Objectives:

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

1. Pronunciation:

- Distinguish the clusters / b /, / p /, and pronounce the words and dialogue containing them
correctly.

2. Grammar:

The passive voice

II. Materials:

- Handout, text book, cassette, CDs ….

III. Organization:

Class Date of teaching Absent pupils

10A1

.February

……… 2008……….

...

………

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10A5 ………

………
………
IV. Procedure:

Time Steps Work

arrangement

7 minutes

Pronunciation:

- 1. Distinguish these sound: / b /, / p/
- T models 3 sounds / b /, / p /, three times

- T explains how to produce them

- T plays the tape once for sts to hear the words containing these sounds, plays
again and ask sts to read follow the tape.

- Ask sts to read the words in each column out loud in chorus for a few more
times

- call someone to read out loud

- Listen then correct if sts read the target words incorrectly.

2. Practising sentences containing target sounds:

- Ask then to take turn to read aloud the given sentences
- - T goes around to listen an dtakes notes of the typical errors.
- T calls on some Sts to read again and provides corrective feedback.

Whole class

Pair work and
group work

10
minutes

Grammar:

1 Presentation1:

T reintroduces about passive voice

Then ask them to do the tasks follow.

Present simple
passive

S+ is/am/are + PP

EG: The windows are cleaned by me

Football is playing by the boys

E has been studied by us for 4 years
Present continuous

S+ is/am/are + being
+ PP

Present perfect
S+ have/ has+ been
+PP

...

Individual work
and whole class

minutes

2. Practice

Task 1 (111 ) Put the right forms of the verbs

- T gets Sts to do exercise 1 individually and then find a partner to check their
answers with.

- T checks with the whole class and provides corrective feedback.

KEY: 1. were reported 2. grow
3. be spoken 4. am not invited

5. are being built

Task 2( 111)

- T gets Sts to do exercise 2 individually and then find a partner to check their
answers with.

- T checks with the whole class and provides corrective feedback.
Key:

1. came/ had started/ had been started/ were
2. is standing/ is being photographed

...

Pair work &

whole class

Pair work &
whole class

Task 3 ( 112) Filling

- T divides the class into 4groups.

- Each group has done a sentence from 1 to 4.
- Corrects the sts' sentences with the whole class.

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minutes 1.was organized . had been cleaned 9. made
3. were met put

4. ..taken was 10. were served
2. arrived prepared

3 minutes

wrapping- up

- T summarises the main points of the lesson.

For homework: T asks Sts to revise conditional sentences and make more
axamples

)

Whole class

Self- evaluation:

_...
...
...

_ ...
...

_...
...

...

Date of preparing : January 28th 2008

Unit 11: National Park

I. Objectives:

Reading:

- Develop such reading micro- skills as scanning for specific
ideas, guessing meaning in context.

- Use the information they have read to discuss the topic.

Skills Speaking:

- Talk about the excursions .

AIMS Listening:

- Develop extensive listening skills.

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communicative tasks about Cuc Phuong National Park.

Writing

- Write letters of acceptance or refusal

Language

focus 1. Pronunciation:- Distinguish the clusters / t /, / d /, /kw / and pronounce the
words and dialogue containing them correctly.

2. Grammar:

- Use conditional sentences (types 3 )

II. Materials:

- Picture, tape, cassette, text book ...

III. Devision of the unit:

- Period 65: reading

- Period 66: speaking

- Period 67: listening

- Period 68: writing

- Period 69: language focus

Date of preparing: February 8th 2008 Period 65

Unit 11- Lesson 1- Reading

I. Objectives:

By the end of this lesson, Sts will be able to:

- Develop such reading micro- skills as scanning for specific ideas, guessing meaning in
context.

- Use the information they have read to discuss the topic.

II. Materials:

-- Textbook , handout , ….

III. Organiration:

Class Date of teaching Absent pupils

10A1

10A5 ……….February 2008……….

...

………

………
………
………
………
………
VI. Procedure:

Time Steps Work

arrangement

Warm- up

Cat Ba
- Sts close the books then discus :

Brainstorming: Cuc Phuong

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minutes

Ba Be Cat Tien
Phong Nha- Ke Bang

Group work or
individual work

10
minutes

Pre- reading

1.Look at the picture ( 112 )

- T ask some questions about the pictures .

2. Vocabulary:

Esteblish(V)công nhận
hike(v)dạo chơi
orphan(v)mồ côi
abandone(v) từ bỏ

sub- tropical(a)cận nhiệt đới
wilderness(n)vùng hoang rã
contamination(n) sự ô nhiễm

- Read after the teacher, tress,

- T calls some Sts to read the words aloud.

- T repeats the words if the Sts don’t read correctly.
- Using drup out and remember method to check.
- T gives feedback.

Individual work
Whole class

5
minutes

While- reading

1. Task 1( 156 ): Filling

- Sts read the text silently then do the text 1.
- T gets Sts to check their answers with a peer.

- T calls some sts to write their answers on the board,
the others read their answers,

then ask them to explain their choices.
- T gives corrective feedback.

KEY:

1.Establish 2. contain 3. species 
4. survival 5. sub- tropical 6. contamination

Group work

5
minutes

2. Task 2: (157 )

- Sts read the text again if they cannot do the task without reading the
passage.

- First, Sts should skim the 3 questions to understand them.

- Sts underlined the key words to decide what information they need to find
in the text.

- Then they should go back to the passage and locate the key words in the
passage.

- Sts check the answers with their friends.

- T calls on some Sts to present and explain their answers
- T gives feedback and correct answers.

KEY:
1. 200 km

2. Because the rain season is over.

3. They can learn about the habits of animals and how one species dependent 
upon anothr for servival.

4. In the orphanage, orphaned or abandoned are taken care of.

5. Everglades National Park is endanger because of the toxic level of chemicals 
in the water.

6. If more chemicals are released into the water, plants and animals will die.

Individual work
and whole class

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12
minutes

What antional Park you want to visit most? Why??
- T goes around to check and offer help.

- Sts share your pair’ s opinions with the others.
- T calls on some Sts to read their translations.
- T gives corrective feedback.

KEY:

.The answer depends on each people.

Group work

minutes

Homework

- T summarises the main points of the lesson.
T asks Sts to retell the text.

Self- evaluation:

………
………...
...
...
...

Date of preparing: February 16th 2008 Period 66

Unit 11- Lesson 2- speaking

I. Objectives:

After the lesson, Sts will be able to:

- Express the excursion

II. Materials:

- Picture, text book, handout….

III. Organiration:

Class Date of teaching Absent pupils

10A1

10A5 ……….February 2008……….

...

………

………
………
………
………
………
 IV. Procedure:

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arrangement

10 minutes

Warm- up

T uses the pictures in reading period and asks sts:

1. Do you like to have an excursion with your classmates?
2. Where will you go?

3. What will you take with you?
4. Where will you sleep?

...

=>> Lead to the new lesson: talk about advantages and disadvantages.

Whole class

10 minutes

Pre- Speaking

1. Task 1( 114) Matching

- T asks Sts to work in pair to match the things with the suitable corresponding
consequentces.

- T walks around to explain new words if necessary.

- T calls on some pairs to give their answers and asks other pairs if they agree
or disagree with their friends' answers

- T asks them about the reasons why they agree or disagree.

Key:

1 2 3 4 5 6 7 8

f e h g b c a d

pair work

7 minutes

While speaking

Task 2 ( 115)

- T introduces the task then ask them to do the task .
(Using the suggestion at page 115)

- Sts use the Task 1+ the third coditional sentences to talk
- T gets modal with a st in the class.

- Ask st to work in group of three.
- T goes around to check and offer help.

- T calls on some pairs to read out his/ her answers
- T checks with the class and gives corrective feedback.
KEY:

1. If we had gone by bikes , we wouldn't have a car sick.

2. If we had brought enough food and drinks, we wouldn't have spent alot
money eating in the expensive restaurant.

3. If some of us hadn't had food poisoning, we would have eyjoyed the visit.
...

Whole class
and group
work

13 minutes

Post speaking

Task 3 (115)

Sts imagine that they were Nga to talk about their regrets about what they did
or what they didn't do.

- Sts use the task 1.

- T goes around to check and offer help.

- T calls some Sts to talk about their answers in front of the class.
- T elicits feedback from the class and gives final comments.

Group work
and Whole
class

3 minutes Wrapping up and Homework

- T summarises the main points of the lesson.
Write a passage about your excursion.

Whole class

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………
………...
...
...

Date of preparing: February 15th 2008 Period 67

Unit 11- Lesson 3- listening

I. Objectives:

After the lesson, Sts will be able to:
- Develop extensive listening skills.

- Use the information they have listened to for other communicative tasks about Cuc Phuong
National

Park

II. Materials:

- Picture, tape, cassette, handout….

III. Organiration.

Class Date of teaching Absent pupils

10A1

10A5

.February

……… 2008……….

...

………

………
………
………
………
………
IV. Procedure:

Time Steps Work

arrangement

5 minutes

Warm- up

- Check the sts' homework.

Whole class

10
minutes

Pre- listening

1: Look at the book and answer the questions:

1. Cuc Phuong National Park is located 160 kms south west of Hanoi.
2. 200 square km.

3. The best time to visit Cuc Phuong National Park is during the dry season.
4. Butterflies, cave, hike mountains and the 1000-year-old tree can be seen in
Cuc Phuong National Park

T gives correction.

2: Listen and repeat:

- T helps Sts to pronounce the words in the book correctly.

- T plays tape or read aloud the words then asks Sts to repeat after in chorus and
individually.

- Some Sts read the words in front of the class.
- T corrects errors if any.

- T checks that Sts know the meaning of the words.

Pair work

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10
minutes

While- listening

Task 1(116)
Filling :

- Sts read through the sentences in task 1 to understand them and
underline the key words. Predict the answers before listening

- Play the tape 2 times
- Check sts’ understanding

- Play the tape again and stop at the sentence keys for sts to remember the
answers and tick.

- Sts compare the answers with the partners.
- Give them correction.

KEY:

1. 1960 2. 160 kms south west of 3.100,000 visitors
4. 2,000- 450 5. Quen Voi

Individual work
and pairwork

8 minutes

Task 2 ( 116 )

- Play the tape again

- Sts try to hear the main information.

- Sts ask and the others answer the questions.

- Check sts’ understanding by calling on some Sts to ask and answers in
front of the class.

- Play the tape again to help them if necessary.
- Give feedback.

KEY:

1. It covers 3 provinves: Ninh Binh, Hoa Binh, and Thanh Hoa.
2. It is about 160 km.

3. They come here to see the work being done to protect endangered 
species.

4. Nguyen Hue defeated the Quing invaders in the spring of 1789.
5. They live mainly on bee keeping and farming.

Pair work

8 minutes Post- listening

-T plays the tape again then asks sts to repeat the sentences they have heard. Group work

2 minutes

Wrapping up and Homework

- T summarises the main points of the lesson

- Write a paragraph about a camping holiday. Whole class

Self- evaluation:

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Date of preparing : January 28th 2008 Period 68

Unit 11:

Period 4: Writing

I. Objectives:

After the lesson, students will be able to write letters of acceptance and refusal.

II. Teaching aids: textbook, handouts, board.

Class Date of teaching Absent pupils

10A1

10A5

.February

……… 2008……….

...

………

………
………
………
………
………

III. Procedure.

Time Steps Work

arrangement

6’

Pre-

writing

- Prepares 3 similar sets of statements which are some common way of
inviting, accepting and refusing.

- Divides the class into 3 groups of 9 or 10.

- Gives each group a set of statements and asks them to put the statements
into the correct column.

- Calls on representative of each group go to board and write down their
answers. (Each group in charge of one column).

Suggested answers:
1. Inviting: A, B, H
2. Accepting: C, E, G, H.
3. Refusing: D, F, I

-Close their
textbooks
- Listen to T.
- Work group
- Give the
answers to T

4’

While –

writing

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5’

10’

Instruction: You are going to complete the letters on page 117 by filling
each blank with one of the ways to accept or refuse an invitation provided in

the table.

- Before Ss do the task, ask Ss to read through the expressions in the table to
understand them.

- Asks Ss to do the task in pairs and reminds them that for each blank they
can have more than one answer.

- Calls on some Ss to go and write their answer on the board.
- Calls for peer correction and gives T’s feedback.

Suggested answers:

1. That’s a great idea! / I’d like to/ I’d love to.

2. I’m afraid I can’t come because... / I’m sorry I can’t come because...
3. I’d be delighted to.

b. Discuss the features of a letter of acceptance or refusal.

-Analysis 3 letters in the text book to help Ss know how to write acceptance
or refusal letter:

+ Firstly, Ss should thank the addressees for his/ her invitation.

+ Use one of the ways of accepting or refusing to reply invitation letter. If Ss
refuse, they should remember to give reason for turning down the invitation;
and an alternative date or activity is often suggested.

c. Activity 2: Ordering (Task 2, page upload.123doc.net, textbook)

Instruction: You are required to arrange the sentences in the correct order to
make a letter of accepting an invitation to spend a weekend in the country.
- Asks Ss to do the task individually and exchange their answer with another
student when they have finished.

- Calls on a student to read the letter out loud and asks other Ss to listen and
give feedback.

- Comments and gives the correct order:
1d 2e 3c 4a 5f 6b
d. Activity 3: Rearranging 2 letters. (Handout)

- Ask Ss to work in pair and rearrange jumbled sentence to make two
complete letters.

- Calls on 2 students to write their answers on the board.
- Comments and gives the correct order:

Accepting: 1c, 2g, 3b, 4i, 5e/ 1c, 2g, 3b, 4e, 5i.
Refusing: 6j, 7a, 8h, 9d, 10f

e. Activity 4: Writing a letter of acceptance or refusal. (Task 3, page
upload.123doc.net, textbook).

Instruction: One of your friends has invited you to go for a picnic to Cuc
Phuonng National Park next weekend. Write a reply letter or declining his/
her invitation.

- Ask Ss to write the letter individually.

- Reminds them to pay attention to all the features of this type of letter.
- While Ss write the letter, T goes around to observe and provides help.
f. Feedback on Ss writings.’

- Ask Ss to exchange their letter with another student for peer correction.
- Goes around and collects mistakes and errors.

- Listen to T
- Pair work

-Whole class.

- Listen to T

- Individual and
pair work

- Pair work

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7’

- Collects some writings for quick feedback.

- Write Ss’ typical errors on the board and elicits self and peer correction. T

provides correction only when Ss are not able to correct the errors. - Pair work and
whole class

3’

Post –

writing

- Summarizes themain point.

- Homework: asks Ss to write a letter of acceptance or refusal (if they have
written a letter of acceptance in class, at home they will write letter of
refusal and vice versa)

Whole class

Evaluation

.

_...
...
...

_ ...
...

_...
...

...

...
...

Date of preparing : February 16th 2008 Period 69

Unit 11- Lesson 5- language focus

I. Objectives:

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

1. Pronunciation:

- Distinguish the clusters / t /, / d /, and pronounce the words and dialogue containing them
correctly.

2. Grammar:

- Conditional sentences type 3

II. Materials:

- Handout, text book, cassette, CDs ….
III. Organization:

Class Date of teaching Absent pupils

10A1

10A5

.Febuary

……… 2008……….

...

………

………
………
………
………
………
IV. Procedure:

Time Steps Work

arrangement

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7 minutes

- 1. Distinguish these sound: / t /, / d/,
- T models 2 sounds / t /, / d /, three times
- T explains how to produce them

- T plays the tape once for sts to hear the words containing these sounds, plays
again and ask sts to read follow the tape.

- Ask sts to read the words in each column out loud in chorus for a few more
times

- call someone to read out loud

- Listen then correct if sts read the target words incorrectly.

2. Practising sentences containing target sounds:

- Ask then to take turn to read aloud the given sentences
- - T goes around to listen an dtakes notes of the typical errors.
- T calls on some Sts to read again and provides corrective feedback.

Whole class

Pair work and
group work

10
minutes

Grammar:

1 Presentation1:

T reintroduces about Conditional sentences type 2

Then ask them to do the tasks follow.

Type Form Use + Example

1 If + S + simple present, S +
will + Vn

In these sentences, the time is the
present or future and the situation is

real. They refer to a possible

condition and its probable result
Eg: If you are sad, I'll make you
happy.

She will visit her grandparent at
weekend if she has time.

2 If + S + past simple, S +
would/ could + Vn

Like type 1, type 2 refers to the
present or future, and the past tense
in the if- clause is not a true past but
a subjunctive, which indicates
unreality and improbability.

Eg; If I were a beautiful girl like Ha
Kieu Anh, I would be famous.
He would fly to school if he were a
bird.

3 If + S + past perfect, S + would
have + PII

The time is past, and the condition
can't be fulfilled because the action
in the if- clause didn't happen.
Eg: If I had known her address last

Sunday, I would have invited her to
go camping.

Individual work
and whole class

12
minutes

2. Practice

Task 1(119 )

- T gets Sts to do exercise 1 individually and then find a partner to check their
answers with.

- T checks with the whole class and provides corrective feedback.

KEY: 1. had known 2. had had
3. would have gone 4. would have passed
5. could have enjoyed 6. had known

7. had stopped 8. had called

Task 2( 119)

- T gets Sts to do exercise 2 individually and then find a partner to check their
answers with.

- T checks with the whole class and provides corrective feedback.

Key:

1. If the driver in front hadn't stopped suddently the accident wouldn't have 
happened

2. If I had known that Lam has to get up early, I would have woken him up
...

Pair work &
whole class

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10
minutes

- T divides the class into 5 groups.

- Each group has done a sentence from 1 to 5.
- Corrects the sts' sentences with the whole class.
KEY:

1.If I had been working at the restaurant last night, I would have waited on 
your table .

2. If he had paid attention, he would have seen the sign making their exit from 
the highway

3. Carol would have answered the phone if she hadn't been studying

4. ...

Group work

3 minutes

wrapping- up

- T summarises the main points of the lesson.

For homework: T asks Sts to revise conditional sentences and make more
axamples

Whole class

Self- evaluation:

_...
...
...

_ ...
...

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Date of preparing: February 21st 2008 Period 70

Test yourself d

I. Objectives:

- Check Sts’ understanding about the topic: conservation, national park, music.
- Sts can uses the tense forms and the structures to do the test.

II. Materials:

- Handout, text book….

III. Procedure:

Time Steps Work

arrangement

13
minutes

Listening

- Sts read throught the listening part then listen to the tape about the test.
- Sts answer the question in each sentence .

- T plays the tape again then checks the answers with the class.
- Give final feedback.

KEY:

1. People go to the park to enjoy nature
2. It became national park in 1972
3. No, it isn't

4. It has about 70geysers in the park

5. The visitors mustn't pick the flowers and feed or hunt the animals.

Individual work

13
minutes

Reading

- Sts read the passage then answer the questions follow.
- Sts check the answers with the partners

- T checks and give corrections in front of the class.
KEY:

1. a, junk or litter b. landscape
c, highway d, healthy
2. T/F

a b c d e f

T T F F T T

Individual work
and pair work

13
minutes

Pronunciation and grammar

. Sts complete the sentences , using the right forms of the infinitive.
- T goes aroud to check their answers.

- T asks Sts to share their answers with the partners.
- T gives the final answers key.

KEY:

A 1. has been cleaned

2. have been turned on
3. are waiting

B 1. knew

2. would help
3. knows

C 1. dicided

2. to stay

3. would have gone to
4. hadn't been

Individual work
and pair work

6 minutes

Writing.

- Sts do the part at home.

- T gives them the form of a writing about the party.

- Sts use the questions in their books to make the plan of the writing.
_ Sts may ask the teacher more information or structures before writing.

Example:

Dear Alen,

You will be delighted to know Father is giving a party to celebrate the New

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Year. He has invited some of our relatives and his friends to make the party a 
success.

I too have invited a number of my friends in the neibourhood. Mother has has 
asked me to tell you to come home for the New Year celebration.

I am sure you will be here in time to share the fun with us on that day.
Your siter,

Helen

Self- evaluation:

_...
...
...

_ ...
...

_...
...
...

Date of preparing: February 21st 2008 Period 71

The third written test

(45 minutes)

I. Aims of the test:

- Check Sts’ understanding about the topic: conservation, national park, music.
- Sts can uses the tense forms and the structures to do the test.

- Checking the vocabularies, structures, and pronunciation.
.

………
II. Organiration:

Class Date of teaching Absent pupils

10A1

10A5 …….. February 2008 ………

...

………

………
………
………
………
………

III.

Self- evaluation:

_...
...
_ ...
_...
...

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………
………
………
………
………
………
………

Date of preparing: February 24th 2008 Period 72

Checking the third test

(45 minutes)

(Ma 123)

I. Aim of the test checking:

- Find and Correct Sts’ mistakes

- Retell them about the uses of the structures that they were not correct.

II. Organiration:

Class Date of teaching Absent pupils

10A1

10A5 ...February 2008 ………

...

………

………
………
………
………
………

III. Procedure:

Time Steps Work

arrangement

7 minutes

Listening

- T reads or plaus the tape again and stops at the keyswords.
- T writes the mising words on the board or asks sts to write on the

board if they can.

- T comments the sts’ s papers.

Keys: fill the missing information

23. Spain 24. lunch 25. both A
and C

26. spelled
27. them 28. cows 29. pencil 30. tickets

Whole class

7 minutes

Pronunciation

- Call on sts to go to the board to read and wite the pronunciation of the
word to find out the word prunounce different from the others.

- T gives feedback

KEY:

19. deaf 20. vanuable

21. gestation 22. indanger

Individual work

10 minutes

Grammar

-Ask sts to choose the correct answer and ask them to write the form of
each sentence.

- T check with the whole class
KEY:

11. D 12. C 13. B 14. A 15. C

16. A 17. C 18. C

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10 minutes

Reading

- T asks sts to read the passage once more time fill out the keys.

- T checks in front of the class.

1 2 3 4 5 6

T T T F F T

- Sts translate the passaga into Vietnamese to understand the content of
the passage.

Whole class

9 minutes

Writing

T chooses some papers then read in front of the class.
T check in front of the class.

KEY:
dear Mai,

Thank you for your invitation. You know how much I want to hear your
voice. There are 3 years since you has moved to Hanoi. Sometime, I see
you on Tv. You looks vwre beautiful. I will go there with some of our
friends. Ah, Are you free in the afternoon? If you can, please come to
have dinner with us. My mother will very happy to see you.

How are your parents? Please give my best regards to them.
Miss you!

Love,

Giang Huong

Whole class

Self- evaluation:

_...
...
...
...
...

Date of preparing: March 1st 2008

Unit 12: Music

I. Objectives:

Reading:

- use vocabulary items related to music

- guess the meaning of words based on contexts

- scan for specific information about music..

Skills Speaking:

- ask and answers questions about music
- talk about favorite kinds of music

AIMS Listening:

- Develop extensive listening skills.

- Use the information they have listened to for other
communicative tasks about Van Cao.

Writing

- Write a profile based on promts provided

Language

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2. Grammar:

- T- V to espress purposes
- Wh-ques

II. Materials:

- Picture, tape, cassette, text book ...

III. Devision of the unit:
- Period 73: reading

- Period 74: speaking

- Period 75: listening

- Period 76: writing

- Period 77: language focus

Date of preparing: March 1st 2008 Period 73

Unit 12-

Period 1- Reading

I, Objective

By the end of the lession, Ss will be able to:
- use vocabulary items related to music

- guess the meaning of words based on contexts
- scan for specific information about music.
II. Teaching aids: textbook, handouts, board.

III. Procedure

Time Steps Work

arrangement

10’

BEFORE YOU READ
Matching

- T ask Ss to read aloud the types of music in columnnn A to make sure that
they pronuonce them correctly.

- Ss give the Vietnamese equipvalents of the types of music.

- T ask Ss to work in pairs to match each types of music in column A with
its description in column B.

- T asks some Ss to give the answers
- T gives feedback and the correct answers:
1. b 2. e 3. d 4. a 5. c

Pre-teaching vocabulary

Note: T should only teach the words which do not appear in Task 1.
- T elitcits or teaches some vocabulary items:

1. Express (v): state thoughts or feeling in words, show meaning by 
gesture, behaviour,…(biªđ lé, thĨ hiƯn)

2. Convey (v): express sth (biĨu lé, thĨ hiƯn)

3. Funeral (n): ceremony fỏ someone who has died (đám ma)
4. Solemn (adj): humorless, formal (trang trọng, trang nghiêm).
5. Sense (n): physical faculty (giác quan)

- T may ask some Ss to make sentences with the above words to check their
understanding.

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8’

while you read
Task 1: Gap filling based on word meaning guessing

Instruction: Fill each blank with one of the words in the box. All of the
words appear in the reading passage.

-T writes these words on the board:

Emtion, lull, communicate, delight, intergral part, mourful, solemn.
Continue with the rest of the sentences.

-T ask Ss too work individually to do the task.

- T ask Ss to exchange their answers eith other Ss.

- T ask Ss for their answers and tells them to explain their choises.
- T gives the correct answers:

1. communicate 5. solemn

2. lull 6. emotion

3. delight 7. mournful
intergral part

Task 2: Answering questions

Instruction: You are to read the passage again and answer the questions in 
the book.

– T instructs Ss to use some strategies to do the task:

+ First, skim the five questions to understand them. As Ss do this they:

 underline the key words. For instance, in question 1 Ss can
underline what, two things, human, different, animals.

 decide what information they need to find in the text look
for questions words like “why” which indicates Ss should read for specific
thing like a reason.

+Continue with the rest of the questions.
- Ask Ss to work individually to do the task.
- Ask Ss to discuss their answers with their peers.

- Call on some Ss to write their answers on the board and ask them to
explain their choises.

- Give the correct answers:

1 Language and music (line 2)

2 It can express ideas, thoughts and feelings (lines 3-6)

3. .It adds joyfulness to the atmosphere of a festival and makes
afuneral more solemn and mourful. (lines 9-11

)

3 4. It makes people happy and excited. It delights the 
senses (line13)

4 5. It is a billion- dollar industry.( line 14)
5

Whole class,
individual work
& pair work

10’ after you read

Instruction:You are required to work in groups to discuss the question 
in the textbook.

- T ask Ss to work in groups of 5 to discuss the two questions in the
book.

- T goes around to help the groups when necessary.

- When all groups have finished, T asks every two groups to share
ideas with each other.

- T calls on some groups to report their ideas to the class

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- T gives feedback.

3’

wrapping up

- T summarises the main points.

- T asks Ss to learn by heart all of the new words and do the extra
exercise as homework.

Whole class

Evaluation

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...
...
...
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………

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Date of preparing: March 3rd 2008 Period 74

Unit 12-Period 2-speaking

I, Objective

By the end of the lession, the Ss will be able to:
- ask and answers questions about music
- talk about favorite kinds of music

II, Materials

Textbook, pictures/posters

III, Anticipated problems

Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide
help.

IV. Procedure

Time Steps Work

arrangement

7’ WARM-UP

Competition game- matching

- T divides the class into group of 4 or 5.

- T gives each group a set of pictures of foreign singers
and slips of paper containing their names.

- Ss work in group and quickly match the singers and
names some of their songs.

Answers:

1.Nick Carter 2. Britney Spears
3.Christina Aguilera 4. Alicia Keys
5. Justin Timberlake

Group work

8’ Task 1: Answering questions based on the reading text.
Instruction: You going to read what Ha Anh says about music. 
Work in pairs to answer the questions.

- T asks some Ss to read aloud the passage.

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12’

- T elicits or teaches some words.

1. Keep sb happy: make sb happy (lµm cho ai vui)

2. Cheer sb up: make sb feel less sad (làm cho ai đỡ buồn,
phấn chấn)

3. Band (n): a group ß musicians who play togetther (ban 
nh¹c)

4. Easy to listen to: dƠ nghe

- T asks Ss to work in pairs to answers the 4 questions in

the book.

- T goes around to observe Ss working.
- T asks some Ss to present their answers.
- T gives feedback and gives correct answers:
1.She likes pop music

2.Because it keeps her happy
3.The Backstreet Boys

4.She listens to music all the time.

Task 2: Asking and answers about music taste

Instruction: You are going to two of your classmates to get
the information to complete the table.

- Here are some suggested questions:
+ What kind of music do you like?
+ Why do you like it?

+ Who is your favorite singer/musician?
+ What is your favorite song/ piece of music?
+ When do you listen to music?

- T can introduce some adj and expressions to talk about
music and the imfortance of music:

+Make sb excited
+ Make sb feel relaxed

+ help sb forget troubles and worries
+ relaxing (adj)

+ peaceful (adj)….

- T tells Ss to form groups of 3. One of them will be a
journalist who wants to interview high-school students
about their music tapes. The journalist has to ask the
two students somw questions ans fill in the table for
his/her later article. Ss can change their roles if time
permits.

- T goes around observing, offering help and collecting
any mistakes and errors for later correction.

Task 3: Reporting on the information

Instruction: Now report what you have found out to the whole 
class.

- Before Ss report, T elicits the structures they can use:
+ Both A and B like….

+ A likes …., and so does B.
+ A likes…, and B does, too.
+ A likes…, but B prefers…

Whole class &
group work

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+ prefer sth to sth

- T calls on some Ss to report what they have found out
about their partners.

- T takes notes of Ss’s mistake for later correction.

7’ FEEDBACK AND CORRECTION

- T writes some typical mistakes and errors on the board
for peer correction.

- T provides correction when necessary.

Whole class

3’ wrapping up

- T summarises the main points.

- T asks Ss to learn by heart all of the new words and do
the extra exercise as homework.

Whole class

Evaluation

.

...
...

...
...
...

...

………

...

Date of preparing: March 1st 2008 Period 75

Unit 12-

Period 3-Listening

I, Objective

- Develop extensive listening skills.

- Use the information they have listened to for other communicative tasks about Van Cao.

II. Organiration.

Class Date of teaching Absent pupils

10A1

10A5

.March

……… 2008……….

...

………

………
………
………
………
………

IV. Procedure

Time Steps Work

arrangement

7’ WARM-UP

Competition game – Network

- T ask Ss to work in groups to complete a network with the
word “musicican” as quickly as possible. T can print thid

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handout and distribute one copy to each group.

- The first group to produce the correct and coplete network
will be the winner.

Note: The words to fill in the network are quit open. T and Ss

should make sure that all the names are correctly written down.

10’ BEFORE YOU LISTEN

Talking about Van Cao

- T ask Ss to look at the pictureon page 127 and tell the class
anything they know about Van Cao.

- Then T reads the names of the songs on page 128 out loud.
Whenerver T speaks out a song name, Ss say whether it is a
Van Cao’s song or not. If the song is not one by Van Cao, T
can ask Ss if they knw who wrote that song.

Answers:

+ Van Cao s songa: Suoi Mo (1), Tien Quan Ca (3), Truong Ca ’
Song Lo (4), Lang Toi (5).

+ Tinh Ca was written by Hoang Viet

+ Ha Noi Mua Thu was written by Vu Thanh.

Vocabulary pre-teaching

- Before eliciting/pre-teaching some new words, T helps Ss to
prounoun the words given in the book. T may read aloud
first and ask Ss to repeat in chorus and individually.
- T elicits/ teaches some of these words or those taken from

the listening passage.

1. Rousing (adj): filling people with passion,, emotion and 
enthsiam (lµm phÊn chÊn).

2. Lyrical (adj): widely enthusiastic and emotional about sth 
(trữ tình)

3. Rural (adj): found in or living in the countryside (thc vỊ 
n«ng th«n)

- T asks Ss which of the adjective provided can be used to
describe Van Cao’s music

Whole class

8’ WHILE YOU LISTEN

Task 1: True/ False

Instruction:You are going to listen to an interview in which lan 
Huong, the interviewer, asks Quang Hung, a famous actor about 
Van Cao. Listen and decide whether the statements are true or 
false. Put a tick in the appropriate box.

- Before Ss listen and do the task, T instructs them to use
some stragies:

+ First, read through the statements to understand them and
underline key words. For example, the key words in the first

statements are: guess of the show, Lan…

+ Listen to the tape and pay attention to the key words.

+ Decide whether the statements are true or false based on what
they can hear.

- T plays the tape once for Ss to do the task.

- T asks for Ss’s answers and writes them on the board.
- T plays the tape the second time for Ss to check their

answers.

- T asks Ss to work in groups of 4 to compare their answers.
- T checks Ss’s answers by calling some Ss to give ans

explain their answers.

- If a lot of Ss have the same wrong answers, play that point
of the tape for Ss to check the answers again.

- T gives the correct answers.

Individual
work, group work

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1. F (The guest is Quang Hung)

2. F (He likes some Vietnamese musicians).

3. T

4. F (It was written in 1994)

5. F (He always feels proud of his country when he hears the 
song)

Task 2: Answering questions

Instruction: You are going to listen to the tape again to anwer the 
questions.

- Write down the answers.

- T can ask Ss whether they can do the task based on the
previos times of listening.

- If Ss can, T asks them to give the answers and write them on
the board.

- T plays the tape once for Ss to check their answers.
- T asks Ss to work in pairs to compare their answers.
- T checks Ss’s answers by calling some Ss to give ans

explain their answers.

- If a lot of Ss have the same wrong answers, play that point
of the tape for Ss to check the answers again.

- T gives the correct answers:

1. It s My Favorite Musiccian .’ “ ”
2. Tien Quan Ca

3. It s hard and solemn, it makes him feel great and proud of ’
his country.

whole class,
Individual
work & pair work

10’ AFTER YOU LISTEN

Find someone who…

- T draws the following table on the board and asks Ss to
summarise Quang Hung’s ideas about Van Cao’s music. T
writes their ideas in the first column.

Quang Hung s’

ideas

Person 
who agree

Person who
disagree

reason (s)

1. The best
Vietnamese
musician of all
times is Van Cao
2. Tien Quan ca is
hard and solemn
3. His songs about
rural life in

Vietnam are sweet,
gentle and very
lyrical.

- T gives Ss 5 minutes to interview. After that time, any students
who finish filling the table will be the winner. Call on some of them
to report the results to the whole class.

whole class &
group work

3’ wrapping up

- T summarises the main points.

- T asks Ss to learn by heart all of the new words and do the

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extra exercise as homework.

Evaluation

.

...
...
...
...
...…

...
...

Date of preparing: March 6th 2008 Period 76

Unit 12-

Period 4- Writing

I, Objective

- Write a profile based on promts provided

III. Organiration.

Class Date of teaching Absent pupils

10A1

10A5

.March

……… 2008……….

...

………

………
………
………
………
………

IV. Procedure

Time Steps Work

arrangement

7’ WARM-UP

Competition game- Guessing

- T prints the following handout with simplified profiles of
several Vienamese and foreign singers and musicians.
1. Born on in February 28, 1939 in L¹c Giao(a highland in

the middle part of Vietnam)
Grew up in Hue.

Wrote more than 990 songs including ít mi, diƠm xa, nèi
vßng tay lín, nhí mïa thu Hµ Néi…

Died on April 1, 2001 in Ho Chi Minh City
2. Born in 1967 in Ha Noi

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Graduated from Hanoi Conservatory in 1993

Famous for such songs asChiều xuân, Thì Thầm Mùa Xuân, 
Cô TÊm ngµy nay, Ban Mai Xanh, Mïa Thu Vµng….

- T divides the class into 8 groups and gives each group a
handout.

- T asks Ss to read the profiles and find the name of each
singer and musician as quickly as posible.

- The winner will be the group with the quickest and correct
answers.

Answers:

1. Trịnh Công Sơn
2. Ngọc Châu

PREPARING SS TO WRITE
Task 1: Sentence completion

- Before Ss do the task, T asks them what tense of verbs they
should use in this task. T reminds Ss that he simple past
tense should be used here as the musician died.Also, Ss
should supplement the past tense of “be”, preposition,
articles….where necessary.

- T divides Ss into groups of 6. Each group member will
write a sentence.

- T goess around to help.

- T calls on 6 Ss to go to the board and each of them will
write down a sentence.

- T gives suggested answers:

1. He learnt to play music when he was very young.
Scott learnt to play the words of composers like Bach, 
Beethoven and Mozart as well as to compose music.
2. He quickly became famous.

3. His tunes were wonderful mixture of classical European 
and African beats which were known as Ragtime.

4. All in all, he wrote 50 piano rags and was called the King 
of Ragtime.

5. Scott died in 1917.

Task 2:Profile writing

Instruction: you are going to write a life story of Van Cao using 
the prompts provied.

- Before Ss do the task, T asks them to read theough prompts.
T reminds Ss to use the right tense of verbs and supplement
articles, preposition, pronoun….when necessary.

- T asks Ss ro write the frofile individuall in 10 minutes.

Whole class

whole class &
group work

Individual
work

8’ FEEDBACK ON SS WRITING’

- T asks Ss to exchange their letter with another student for
peer correction.

- T collects some writing for quick feedback.

- T writes Ss’s typical errors on the board and elicits self and
peer correction, T provides correction only when Ss are not

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able to correct the errors.

- Finally, T provides general comments on the profiles.

2’ wrapping up

- T summarises the main points.

- T asks Ss to learn by heart all of the new words and do the
extra exercise as homework.

Whole class

Evaluation

.

...
...
...
...
...…

...
...

Date of preparing: March 10th 2008 Period 77

Unit 12-Period 5-language focus

I. Objectives:

After the lesson, students will be able to write letters of acceptance and refusal.

II. Teaching aids: textbook, handouts, board.

III. Organiration

Class Date of teaching Absent pupils

10A1

10A5

.March

……… 2008……….

...

………

………
………
………
………

………

IV. Procedure

Time Steps Work

arrangement

15’ PRONUNCIATION

Pronuoncing the two sounds separately:

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- T models the two sounds twice or three times.
- T pronounces the sounds and asks Ss to repeat.
- Ss practice pronoouncing the sounds in chorus and

indiviadually.
- T give feedback.

13’ GRAMMAR 1

To + infinitive to express purfoses.
a.Presentation:

- T writes some sentences on the board and underline the
to+infinitive;

I get up early every morning to cook breakfast for my family.
Women should eat a lot of fruit to stay young and beautiful.
Mai phoned Lan yesterday to invite her to go to the cinema.

- T asks Ss to comment on the use of to+infinitive in the

examples

Practice 1:

Task 1: Answer the question

- T asks sts to read the example before doing?
- T walks around to help.

- T requires each group do 2 sentences

- Calls on some pairs to read the ques and answers in front of the
class

- Give feedback
KEY:

1. I phoned her to hear the good news.

2. I am saving money to buy a cassette player.
3. She practices singing to attent the singing contest
4. I am learning Friench to sing French songs
5. ... to be a good example for the class

Grammar 2

Wh- questions:

When? time

Where? place

who? person

why? reason

How? manner

What? object/ idea/ action...

which? choice

Whose? possession

Whom? Person(o)

How much? price , amount(non-count)

How many? quantity(count)

How long? frequentcy

How often? duration

How far? distance

Practice2

Exercise 3:

- T make the task easier that sts can do them.
using multiple choise.

whole class

Group work and
pair work

2’ wrapping up

- T summarises the main points.

- T asks Ss to learn by heart all of the new words and do the
extra exercise as homework.

Whole class

Evaluation

.

...
...
...
...
...…

...

………

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...
...

Date of preparing : March 11th 2008

Unit 13: Film and cinema

I. Objectives:

Reading:

- Develop such reading micro- skills as scanning for specific
ideas, guessing meaning in context.

- Use the information they have read to discuss the topic.

Skills Speaking:

- Talk about the films and cinemas .

- Sts say their opinion about each kind of films

AIMS Listening:

- Develop extensive listening skills.

- Use the information they have listened to for other
communicative tasks about Titanic.

Writing

- Write description about a film their like

Language

focus 1. Pronunciation:- Distinguish the clusters / f /, / v / and pronounce the words and
dialogue containing them correctly.

2. Grammar:

- It is/ was not ultil...that
- a/ an/ the

Adj of attitude

II. Materials:

- Picture, tape, cassette, text book ...

III. Devision of the unit:
- Period 78: reading

- Period 79: speaking

- Period 80: listening

- Period 81: writing

- Period 82: language focus

Date of preparing: February 14th 2008 Period 78

Unit 13- Lesson 1- Reading

I. Objectives:

By the end of this lesson, Sts will be able to:

- Develop such reading micro- skills as scanning for specific ideas, guessing meaning in
context.

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II. Materials:

-- Textbook , handout , ….

III. Organiration:

Class Date of teaching Absent pupils

10A1

10A5 ……….March 2008……….

...

………

………
………
………
………
………
VII. Procedure:

Time Steps Work

arrangement

5
minutes

Warm- up

Quoc Tuan
- Sts close the books then discus :

Brainstorming: Thanh Loc
_ T leads to the new lesson

T shows some pictures of famous actors/ actresses

Group work or
individual work

10
minutes

Pre- reading

1.Look at the picture ( 112 )

- T ask some questions about the pictures . and sts annswer the questions in the
book

2. Vocabulary:

motion(n) sự chuyển động
decade(n)= ten yaers
existence(n) sự tồn tại
character(n)nhân vật
audience(n)khán giả
silent(adj)im lặng

- Read after the teacher, tress,

- T calls some Sts to read the words aloud.

- T repeats the words if the Sts don’t read correctly.
- Using drup out and remember method to check.
- T gives feedback.

Individual work
Whole class

5
minutes

While- reading

1. Task 1( 133 ): Filling= > matching

- Sts read the text silently then do the text 1.
- T gets Sts to check their answers with a peer.

- T calls some sts to write their answers on the board,
the others read their answers,

then ask them to explain their choices.
- T gives corrective feedback.

KEY:

Group work

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1.cinema 2. sequentce 3. decade 
4. rapidly 5. scene 6. character

5
minutes

2. Task 2: (133 )

- Sts read the text again if they cannot do the task without reading the
passage.

- First, Sts should skim the 6 questions to understand them.

- Sts underlined the key words to decide what information they need to find
in the text.

- Then they should go back to the passage and locate the key words in the
passage.

- Sts check the answers with their friends.

- T calls on some Sts to present and explain their answers
- T gives feedback and correct answers.

KEY:

1. in the early 19th century

2. At that time scientists discovered that a sequence of still pictures were set in 
motion, they could give the feeling of movement..

3. No, they didn't.

4. Audiences were able to see long films in the early 1920
5. The sound was intrduced at the end of the 1920s

6. As the old silent films were being replaced by spoken one, the musical film.

Individual work
and whole class

12
minutes

Post- reading

Task 3 : Deciding:

- T goes around to check and offer help.

- Sts share your pair’ s opinions with the others.
- T calls on some Sts to read their translations.
- T gives corrective feedback.

KEY:
.B. .

Group work

2
minutes

Homework

- T summarises the main points of the lesson.
T asks Sts to retell the text.

- Do after you read

Self- evaluation:

………
………...
...
...
...

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Unit 11- Lesson 2- speaking

I. Objectives:

After the lesson, Sts will be able to:

- Express the excursion

II. Materials:

- Picture, text book, handout….

III. Organiration:

Class Date of teaching Absent pupils

10A1

10A5 ……….February 2008……….

...

………

………
………
………
………
………
 IV. Procedure:

Time Steps Work

arrangement

10 minutes

Warm- up

T uses the pictures in reading period and asks sts:

1. Do you like to have an excursion with your classmates?
2. Where will you go?

3. What will you take with you?
4. Where will you sleep?

...

=>> Lead to the new lesson: talk about advantages and disadvantages.

Whole class

10 minutes

Pre- Speaking

1. Task 1( 114) Matching

- T asks Sts to work in pair to match the things with the suitable corresponding
consequentces.

- T walks around to explain new words if necessary.

- T calls on some pairs to give their answers and asks other pairs if they agree
or disagree with their friends' answers

- T asks them about the reasons why they agree or disagree.
Key:

1 2 3 4 5 6 7 8

f e h g b c a d

pair work

7 minutes

While speaking

Task 2 ( 115)

- T introduces the task then ask them to do the task .
(Using the suggestion at page 115)

- Sts use the Task 1+ the third coditional sentences to talk
- T gets modal with a st in the class.

- Ask st to work in group of three.
- T goes around to check and offer help.

- T calls on some pairs to read out his/ her answers
- T checks with the class and gives corrective feedback.
KEY:

1. If we had gone by bikes , we wouldn't have a car sick.

2. If we had brought enough food and drinks, we wouldn't have spent alot
money eating in the expensive restaurant.

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3. If some of us hadn't had food poisoning, we would have eyjoyed the visit.
...

13 minutes

Post speaking

Task 3 (115)

Sts imagine that they were Nga to talk about their regrets about what they did
or what they didn't do.

- Sts use the task 1.

- T goes around to check and offer help.

- T calls some Sts to talk about their answers in front of the class.
- T elicits feedback from the class and gives final comments.

Group work
and Whole
class

3 minutes Wrapping up and Homework

- T summarises the main points of the lesson.
Write a passage about your excursion.

Whole class

Self- evaluation:

………
………...

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Date of preparing: February 15th 2008 Period 67

Unit 11- Lesson 3- listening

I. Objectives:

After the lesson, Sts will be able to:
- Develop extensive listening skills.

- Use the information they have listened to for other communicative tasks about Cuc Phuong
National

Park

II. Materials:

- Picture, tape, cassette, handout….

III. Organiration.

Class Date of teaching Absent pupils

10A1

10A5

.February

……… 2008……….

...

………

………
………
………
………
………
IV. Procedure:

Time Steps Work

arrangement

5 minutes

Warm- up

- Check the sts' homework.

Whole class

Pre- listening

1: Look at the book and answer the questions:

1. Cuc Phuong National Park is located 160 kms south west of Hanoi.

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10
minutes

3. The best time to visit Cuc Phuong National Park is during the dry season.
4. Butterflies, cave, hike mountains and the 1000-year-old tree can be seen in
Cuc Phuong National Park

T gives correction.

2: Listen and repeat:

- T helps Sts to pronounce the words in the book correctly.

- T plays tape or read aloud the words then asks Sts to repeat after in chorus and
individually.

- Some Sts read the words in front of the class.
- T corrects errors if any.

- T checks that Sts know the meaning of the words.

Whole class

10
minutes

While- listening

Task 1(116)
Filling :

- Sts read through the sentences in task 1 to understand them and
underline the key words. Predict the answers before listening

- Play the tape 2 times
- Check sts’ understanding

- Play the tape again and stop at the sentence keys for sts to remember the
answers and tick.

- Sts compare the answers with the partners.
- Give them correction.

KEY:

1. 1960 2. 160 kms south west of 3.100,000 visitors
4. 2,000- 450 5. Quen Voi

Individual work
and pairwork

8 minutes

Task 2 ( 116 )

- Play the tape again

- Sts try to hear the main information.

- Sts ask and the others answer the questions.

- Check sts’ understanding by calling on some Sts to ask and answers in
front of the class.

- Play the tape again to help them if necessary.
- Give feedback.

KEY:

1. It covers 3 provinves: Ninh Binh, Hoa Binh, and Thanh Hoa.
2. It is about 160 km.

3. They come here to see the work being done to protect endangered 
species.

4. Nguyen Hue defeated the Quing invaders in the spring of 1789.
5. They live mainly on bee keeping and farming.

Pair work

8 minutes Post- listening

-T plays the tape again then asks sts to repeat the sentences they have heard. Group work

2 minutes

Wrapping up and Homework

- T summarises the main points of the lesson

- Write a paragraph about a camping holiday. Whole class

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Date of preparing : January 28th 2008 Period 68

Unit 11:

Period 4: Writing

I. Objectives:

After the lesson, students will be able to write letters of acceptance and refusal.

II. Teaching aids: textbook, handouts, board.

Class Date of teaching Absent pupils

10A1

10A5

.February

……… 2008……….

...

………

………
………
………
………
………
III. Procedure.

Time Steps Work arrangement

6’ Pre-

writing

- Prepares 3 similar sets of statements which are some common way of
inviting, accepting and refusing.

- Divides the class into 3 groups of 9 or 10.

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- Gives each group a set of statements and asks them to put the statements
into the correct column.

- Calls on representative of each group go to board and write down their

answers. (Each group in charge of one column).

Suggested answers:
4. Inviting: A, B, H
5. Accepting: C, E, G, H.
6. Refusing: D, F, I

- Work group
- Give the
answers to T

4’

5’

While –

writing

a. Activity 1 : Filling in the blank ( Task 1, page 117, textbook)

Instruction: You are going to complete the letters on page 117 by filling
each blank with one of the ways to accept or refuse an invitation provided in
the table.