unit 1 friendship tiếng anh 11 đặng văn bang thư viện giáo án điện tử

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Period: 1

Introduction

Chương trình, phương pháp và yêu cầu đối với sách tiếng Anh 11
 I. AIMS:

Thông qua tiết học này học sinh hiểu khái quát về cấu trúc chương trình
tiếng Anh 11 , nắm được phương pháp học và những yêu cầu phải đạt được sau khi
học xong chương trình này.

II. PROCEDURES:
Content:

A. Giới thiệu chơng trình Tiếng anh 11:

- Gồm 16 đơn vị bài học (Unit) và 4 bài ôn tập (Consolidation).

- Mỗi bài học đợc biên soạn theo 1 chủ đề nhất định đợc chia làm 5 phần , mỗi
phần là 1 kỹ năng ( c, nghe, núi, vit v language focus).

- Mỗi bài ôn tËp gåm:

Pronunciation; Listening comprehension; Vocabulary; Grammar and structure;
Reading and writing.

B. Yêu cầu môn học:

Mi h/s phi cú SGK (English 11) sách mới do NXB Giáo dục phát hành.
Mỗi h/s phải có 02 quyển vở ( ghi chép và chuẩn bị bài ở nhà )

Trớc khi đến lớp h/s phải chuẩn bị bài ở nhà theo yêu cầu từng phần (Tasks) và làm
bài tập theo y/c của giáo viên

Trong lớp h/s phải tích cực tham gia các hoạt động theo cặp, theo nhóm dới sự hớng
dẫn của giáo viên. Nêu câu hỏi thắc mắc yêu cầu giáo viên giải đáp (nếu có).

Tóm lại : Để học tập có kết quả mỗi h/s sinh cần phát huy tính tích cực, tính
chủ động, tự giác trong hoạt động học tập , không trông chờ ỷ nại. Giáo viên chỉ
đóng vai trị là ngời tổ chức hoạt động, hớng dẫn, giảI đáp thắc mắc, giúp đỡ khi h/s
gặp khó khăn.

3. Remind:

+ Prepare for Unit 1: Reading part.
.

The end

Period 2

Unit1: Friendship

Part A: Reading

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

- Develop such reading skill as scanning for details, specific ideas, skimming for
general information, and guessing meaning in context.

- Use the information they have learnt to discuss the topic.

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- Textbook, handouts, pictures concerning to the topic,...

III. Anticipated problems:

- Ss may need help with discussion task so T should be ready to help them

- Ss may have difficulty in reading some difficult words such as: Sympathy, loyalty,
suspicion, enthusiasm ,..

- T may not have enough time to teach

IV. Procedure:

Teacher s activities’ Students activities’

1. Check the attendance 
2. Warm up

Network

T repairs a hand out with network of the word
“friendship”.

T divides the class into 8 groups and gives each
group a hand out. T asks Ss to complete the net work.
The winner will be the group completing the network
in the shortest period of time.

A. Before you read

- Discussing the picture and poem.

- T asks the whole class to look at the picture on page
12 and asks them some questions:

1. What are girls and boys doing in the picture?
2. How do they feel?

3. What does the picture tell you?

- T ask Ss to work in pairs to read the short poem on
the page13 and answer the question:

 What do you think of the friend in the poem?
- T calls on some Ss to answer the questions. T may
give some comments and the suggestions:

The friend in the poem is very dedicated and
thoughtful. He/She is willing to help his/her friend in
any circumstances.

Pre- teaching vocabulary

- Lasting (a) = lifelong
- Be concerned with sb/st
- Constancy (n) constant (a)
- Rumour (n) ['ru:mə]

- Gossip (n): information talk or stories about other
people’s private lives that may be unkind or not true.
- Incapable of / in'keipəbl/

- Suspicion (n) / sə'spi∫n/ suspicious (a)
- Pursuit (n)

- Group work.

- Discuss about the qualities which
friendship must have to complete
the network.

- Suggested answers:

Honest, unselfish, constant, loyal,
mutual trust, sympathetic,
patient,...

- Pair work

- Suggested answers

1. One boy is playing guitar, and
the other girls and boys are singing
2. They seem very happy because
we can see their smile

3. The picture tells us that friends

can happily do many things
together or friendship is a beautiful
thing that brings happiness to us.
Dedicated (a) tận tâm, tận lực
Thoughtful (a) chu đáo, quan tâm
Circumstance (n) hoàn cảnh, tình
huống

lâu dài, bền vững
quan tâm tới ai, cái gì
tính kiên định

tin đồn chuyện ngồi lê đôi mách,
chuyện tầm phào

không đủ khả năng
sự nghi ngờ

sù nghiệp, sự theo đuổi, đam mê
sự thông cảm

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- Sympathy (n) ['simpəθi], sympathetic (a)
[,simpə'θetik/

- Sorrow (n) / 'sɔrou/= sadness

- T asks Ss to make some Ss to make sentences with
above words to check their understanding.

- Have Ss practice reading the vocabulary

B. While you read

Setting the scence.

You are going to read a passage about the qualities of
a long lasting friendship. While you reading, do the
task in the textbook.

Task1

- T asks the Ss to read the words in the box then fill
each blank with one of them.

- Ask Ss to read the passage quickly and stop the
lines that contain these words to guess their meaning.
- T asks Ss to work individually to do the task.

- T goes around to help them when necessary.

- T asks Ss to exchange their answers with the other
Ss.

- T asks Ss for their answers and tell then to explain
their choices.

Task 2

- T asks Ss to read the passage again and decide
which of the choices A, B, C, or D most adequately

sum up the ideas of the whole passage.

- T gets Ss do the task individually.

- T might also want to give Ss some strategies to find
the main idea of the passage.

- T calls on some Ss to give the answer and asks other
Ss to say whether they agree or disagree.

Task 3

- Ask Ss to answers the questions in task3.

- T asks Ss to do the task individually to do the task,
then discuss their answers with their partne.r

- T calls some Ss to write their answers on the board
and ask them to explain their choices.

Correct answers:

1. The first quality for true friendship is
unselfishness. It tells us that a person who is
concerned only with his/her own interest and feelings
can’t be a true friend.

2. Because they take up and interest with enthusiasm,
but they are soon tired of it and they feel the
attraction of some new object.

3. The third quality for true friendship is loyalty. It
tells us that the two friends must be loyal to each
other, and they must know each other so well that
there can be no suspicions between them.

4. Because if not people cant feel safe when telling

nỗi buồn

- Do as Ts requests

- Whole class

- Individual work & pair work.
- Ss guess the meaning of the word
base on the context in the
sentences.

1. mutual
2. incapable of
3. unselfish

4. acquaintance / friend
5. give -and - take
6. loyal to

7. suspicious

- Whole class read the text

carefully

- Individual work
Answer: B

- Individual work and pair work

- Pay attention then give remark
- Correct themselves their mistakes

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the other their secret

5. Because they cannot keep a secret, either of their
own or of others’ .

6. The last quality is sympathy. It tells us that to be a
true friend one must sympathise with his/her friend.
Where there is no mutual sympathy between friends,
there is no true friendship.

C. After you read

- Ask Ss to work in pairs to discuss the question in
the text book.

- T goes around to help the Ss when necessary

- When all pairs have finished, T asks every two pairs
to share ideas.

- T calls on some Ss to report their ideas to the class

4. Homework

- Learn by heart all of new words and structures and
give examples.

- Summarise the main points of the text.

The friendship is very important to
our life. A true friend can helps us
when we are sorrow and when we
have difficulty. We can share
ideas, feeling, likes, joys,
pleasures, aims to each other.
Sometimes only true friends can
understand, sympathise us so we
feel safe to tell him/her our secrets.
Friendship brings us happiness. We
happily do many things together.
So we can’t live without friendship.
- Whole class.

………
………
………

Period 3
Unit1: Friendship

Part B: Speaking
I. Objectives: By the end of the lesson Ss will be able to

- Describe the physical characteristics and personalities of their friends, using
appropriate adjectives

II. Teaching aids:

Textbook, handouts, pictures about some famous people,...

III. Anticipated problems:

Ss may not have enough vocabulary to talk about the topic, so T should be ready to
provide help.

IV. Procedure:

Teacher s activities’ Students activities’

1. Check the attendance 
2. Warm up

- Ask Ss to describe one of their friend or their
relatives.

3. New lesson
A. Presentation 
Task 1

- Ask 1 S to read aloud the title and explain.

Instruction: You are going to look at the picture of 4
people on page 15 and describe them in pairs.

- Before letting Ss do the task, T asks them to read
useful language on page 16.

- Do as teacher’s request

- Pair work

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- T may explains some word if Ss don’t know the
meaning of the adjectives provided.

Forehead (n) / 'fɔ:hed/: T points at his/her forehead
Crooked (a) / 'krukid/

- T may ask Ss to provide some adjective/expressions
used to describe people’Ss appearance. She may also
give Ss handout of these adjectives and expressions:

Height : tall, short, medium

Build : slim (mảnh khảnh), plump (bụ bẫm, đầy
đặn), overweight, thin. Muscular / 'mʌskjulə/ (vạm
vỡ), stocky (thấp và chắc), well-built (lực lỡng).

Hair:

-length: long, short, shoulder- length

- style: straight , wavy, curly, crew-cut (đầu cua)
- color: black, grey, red, brown

Others: a fringe (m¸i), a bun (bói tãc), plait(s) / plổt/
đuôi sam.

Face: oval, round, large, square, skinny/ ['skini](gầy
nhom, gầy trơ xơng), chubby (phóng phÝnh), long,
with high cheekbones (gò má cao)

Eyes: small, big, black, brown, blue

Nose: straight, crooked, turned-up, big, small, flat
(tÑt)

Chin: pointed chin (c»m nhän), double chin

Lips: thin, full, narrow, heart-shaped

Forehead: broad, high

Skin: white, pale /peil/ (t¸i, xanh x¸m), suntanned
(rám nắng), dark, brown, black.

General appearance: beautiful, handsome, pretty,
good looking, plain (b×nh thêng).

T asks to work in pairs to describe the people in the
picture, and then calls on some Ss to present their

answer

T gives feedback

B. Practice 
Task 2

- Ask Ss to discuss and number the personalities in
order of importance in friendship and then report the
results.

- Before Ss do the task, T asks them to look at the list
of adjectives provided in book. T asks if Ss
understand these adjectives or not.

- T can elicit [i'lisit] (ln ra, gỵi ra) or explain some
adjectives quickly.

Caring
Hospitable
Modest

Sincere, understanding

- T divides the class into group of 6 with a group
leader. They discuss and the leader will take notes of

Tr¸n

Mịi kho»m

- Whole class use hangouts to
describe

1. The boy is about 16. He is
short-sighted because he’s wearing apair
of glasses. He has short black hair,
a round face with a broad forehead,
a small nose, thin lips and small
chin. He quite good - looking.
2. The girl is about 14. She’s also
wearing a pair of glasses. She has
shoulder-length black hair, and
she’s wearing a ribbon (bêm tãc).
She has an oval face with a straight
nose, full lips and a pointed chin.
She quite pretty.

3. The man is in his forties. He’s
tall and well-buit. He has short
brown hair and a square face with a
broad head, small eyes, a crooked
nose and thin lips. He quite good
looking.

4. The woman is her twenties.
She’s quite tall and slim. She has
long curly brown hair and an oval
face with a broad forehead, big
eyes, a straight nose heart-shaped

lips and a small chin. She’s very
beautiful.

- Whole class and group work

Chu đáo
Hiếu khách
Khiêm tốn
Chân thành

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the ideas, and then one representative will report the
result to the whole class. T reminds Ss that they have
to explain their choice as well.

- T goes round to offer help when Ss discuss

- T call on some Ss to report the result of their
discussion.

- T elicits feedback from the class and gives final
comments

C. Production 
Task 3

Instruction: Imagine that you have a friend who has
just won the first prize in Mathematics. A journalist is
going to interview you about your friend. Act out the
interview in pairs.

- T asks Ss to look at their role on page 16 anf the
suggestions on page 17.

- T may elicit the questions they may ask.

- his /her hobbies: What does he/she like doing in
his/her freetime? what are his/her hobbies?

- his/her physical characteristics: what does he/ she
look like?

His/her personalities: How is he/she?Is she/he
friendly...?

- T may also make clear the meaning of some
adjectives

Quick - witted
Good - natured

- T asks Ss to work in pairs to perform the interview
in 7 minutes and goes around to offer help.

- T calls on some pairs to perform the interview.
- T elicits feedback from the class and gives final
comments.

4. Home work

- Write down a paragraph to describe your best friend

- Prepare the next period ”listening”.

- Group work

1st group: My group thinks that

being caring is the most important
in friendship because when friends
care about each other, they will
know when to share happiness or
difficulty with their friend.

- Pay attention

Nhanh trÝ
Tèt bông
- Pair work
Whole class

Period 4 Unit1: Friendship
Part C: Listening
I. Objectives: By the end of the lesson Ss will be able to

- Develop such listening micro-skills as intensive listening for specific information
and taking notes while listening.

II. Teaching aids:

- Textbook, handouts, cassette tapes,….

III. Anticipated problems:

- Ss may not be familiar with the note - taking task, so T should provide them some
tips to deal with the task.

IV. Procedure:

Teacher s activities’ Students activities’

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2. Warm up

Matching

The aim of this activities is to help Ss revise the
vocabulary items Ss learnt in the previous lesson.
- T divides the class into small groups of 3-4
students.

- Then T distributes the following crossword hand out
for Ss to do in their own groups. Which group
finishes first and has all the correct answers will be
the winner.

A B

1. good - natured a, Nhanh trí
2. friendly b, Hào phóng
3. quick - witted c, Hiếu khách
4. hospitable d, Hay giúp đỡ
5. patient e, Khiêm tốn

6. honest f, Ham học
7. generous g, Kiên nhẫn
8. helpful h, Thật thà
9. modest i, Thân thiện
10. studious j, Tốt bụng

3. New lesson

A. Before you listen

Talking about your best friend.

- T asks Ss to discuss the questions on page 17 in
pairs.

- T calls on some Ss to give their answer and
comments on the answer.

- T gets Ss what they are going to listen about
Vocabulary pre – teaching.

- Before teaching the new words, T helps Ss to
pronounce the words given in the book. T may read
aloud first or play the tape and ask Ss to repeat in
chorus and individually

- elicits / teaches some of these word and those taken
from the listening passage.

Apartment building:

Sense of humour:

Give sb a ring: phone sb
Go though a rough time:

- T may get Ss to make sentences with the words and
give corrective feedback.

B. While you listen
Task 1

Instruction: You are going to listen to Lan and Long
talk about their best friends. 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 strategies

- Whole class

- Group work

1. j
2. i
3. a
4. c
5. g
6. h
7. b

8. d
9. e
10. f

- Pair work

- Whole class

Toà nhà có nhiều căn hộ
Khiếu hài hớc

Gọi điện cho ai

Trải qua thời kỳ khó khăn

Pay attention

- Individual work & Group work

Lan s talk’

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+ First, read through the statements to understand
them and underline key words. For example, the key
words in the first statement are: shared, Nguyen
Cong Tru, Residential Area, Hanoi,...

+ Listen to the tape and pay attention to the key
words.

+ Decide whether 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’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 group 4 to compare their
answers.

- T checks Ss’ answers by calling some Ss and asks
them to explain their answers.

Task 2

Instruction: You are going to listen to the tape again
and fill the table in the book with notes.

- T plays the tape again for Ss to complete their notes.
- after playing the tape, T gets Ss to work in pair and
check their answers.

- T calls on some Ss to give the answers. T provides
correct answers if necessary. If Ss cannot comple the
task, T might let Ss listen one more time and pause at
the answers for them to catch.

Suggested answers:

How and where

did they meet? What do they like abouttheir friends?
Lan - They used to

live in the same
apartment

building in HN
- Lan went on a
holiday in Do Son
and Ha went
there to help her

- Ha’s very friendly and
helpful

- Ha’s sociable. She’s
got many friends in Do
Son and she introduced
Lan around.

Lon

g - They met incollege
- Minh played the
guitar, and Long
was a singer

- They worked
together

- Minh has a sense of
humour

- Minh likes to go to
plays and movies

- Minh is a good
listener

- Minh is friendly and
helpful

C. After you listen

- T asks Ss to work in pairs to talk about how Ha has
been Lan’s best friend and how Minh has been
Long’s best friend.

2. F (It is what people think)
3. T

4. (Lan went to Do Son first and
then called Ha, so Ha rode on her
mortorbike to Do Son to meet Lan)
5. T

6. F (They have been best friends

since Lan’s trip to Do Son)

Long s talk’

1. F (They met in college)
2. F (Minh was a guitarist)
3. T 4. T 5. T
- Whole class

- Individual work and then pair
work

Listen to the tape carefully and fill
the table in the book with note

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- T goes around to offer help and correct Ss’
mistakes.

- T calls on some pairs to present their answers.

- T elicits feedback from the class and give final
comments.

4. Home work

- Ask Ss to learn by heart all new words and prepare
the next lesson “ writing”.

Tapescript:

Lan s talk’

My best friend is Ha. We’ve been friends for a long time. We used to lived in
Nguyen Cong Tru Residential Area in HN. Her family moved to Hai Phong in1985.
It is said that HP people are cold but Ha is really, really friendly. I first started to
get to know her when I was going on a two-day trip to Do Son last year and didn’t
know anybody there. I gave Ha a ring and she was so friendly, she said. “ Oh, I’ll
come to visit you”. So she rode on her motorbike to Do Son and twenty minutes
later she was there. She stayed with me for two days. She happened to know a lot of
people there, so she introduced me around and we’ve been best friends ever since.

Long s talk’

My best friend is Minh. We met in college. And I was there singing and Minh was
a guitarist. So we worked together a lot, but we also became friends. Minh has a
great sense of humour, he’s very,very funny, and that’s of my favourite things about
him. And over the years, we have been through good times and bad times with
each other, and that’s one of the things I like best about him. And we have a lot of
the same interests. We like to go to plays and movies together. But when we’re
going through a rough time, he’s really a good friend, and he’s a very good listener,
and he always helped me though.

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Unit1: Friendship
Part D: Writing

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

- Write about a friend, real or imaginary, using the words and expressions that they
have learnt in previous lesson.

II. Teaching aids:

- Textbook, handouts, …

III. Anticipated problems:

- Ss may not have sufficient vocabulary to write about the topic, so T should be
ready to help them

IV. Procedure:

Teacher s activities’ Students activities’

1. Check the attendance 
2. Warm up

Guessing game

T introduces the game: 1 student goes to the board
and T gives him or her a piece of paper with the name
of a student in the class. Other Ss have to ask Yes/No
question to find out who students is. Ss should ask
about the appearance, personalities, or clothes.

- The game can continue until the time is up.

A. Before writing

- T sets the scene: You are going to write about a
friend, real or imaginary, using the provided

guidelines.

- T gets Ss to read the task and the guidelines silently
and work out what they are required to write about.
In general, Ss’ writing should include 3 parts:

+ general information about about their friend.
+ his/her physical characteristics and personalities.
+ and what Ss like about the friend.

- T elicits the verb tenses that may be useful when Ss
want to write about when and where they met their
friend. In this case, Ss may use the simple past tense
and past continuous in their writing.

- T revises the use of the past tense and past
continuous tense.

- T may also elicit the adjectives and expressions Ss
can use to describe their friend’s appearance and
personalities.

- T gets Ss prepare an outline for their writing and
exchange it with their peer(partner).

- T goes around to offer help and gives corrective
feedback

B. While writing

- T gets Ss to write about their friend in 15minutes
- T goes around to observe and offer help

C. Post writing

- T asks Ss to exchange their writing with another Ss

- Group work

Ss may ask questions such as:
Is the person a girl?

Is she tall?

Is she short- sighted?
Is she friendly?
...

- Whole class

- Pay attention

- Individual work

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for correction

- T goes around and collects mistakes and errors
- T collects some writings for quick feedback

- T writes 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.

- Finally, T provides general comments on the
writings

4. Home work

- Ask Ss to improve their writing, taking into
consideration their best friends’ and T’s suggestions
and corrections.

- Ask them to prepare the next period: “language
focus”.

- Whole class

Period 6

Unit1: Friendship
Part E: Language focus
I. Objectives: By the end of the lesson Ss will be able to:
- Distinguish the sound /dʒ/ and /t∫/.

- Pronounce the words and sentences containing these sounds correctly.

- Use some structures containing infinitives with and without to appropriately.

II. Teaching aids:

- Textbook, handouts, …

III. Anticipated problems:

- Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of
practice

IV. Procedure:

Teacher s activities’ Students activities’

1. Warm up

Noughts and Crosses

Hospitable Honest Around face

Caring Sense of

humour Friendly

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Large Good-natured Pleasant

2. New lesson
A. Pronunciation

- Pronouncing the two sounds separately

- T models the two sound /dʒ/ and /t∫/ for few times
and explains the differences in producing them.

- /dʒ/: is a voiced palatal

Voiced = vocal cords vibrate while making this
sound.

Palatal = put your tongue behind your top teeth, push
air as you drop your tongue away from the roof of
your mouth.

- /t∫/ is an unvoiced fricative palatal

Unvoiced - vocal cords do not vibrate while making
this sound.

Fricative palatal = touch your tongue to the back of
your upper teeth and pull your tongue away as your
push air out of your mouth.

- T plays the tape once for Ss to hear the works
containing these two sounds. Then T plays the tape
again and this time asks Ss to repeat after the tape.

Pronouncing words containing the sounds

- T reads the words in each column all at once.

- /dʒ/: jam, joke, January, dangerous, passenger,
village

- /t∫/:children, changeable, cheese, mutual, church ,
which

- T reads the words once again, each time with a
word in each column to help Ss distinguish the
differences between the sounds in the words.

- T reads the words and asks Ss to repeat them.

- T asks Ss to practice pronouncing the words in
pairs.

- T goes around providing help.

- T asks some Ss to pronounce the words and give
correction if necessary.

Practicing sentences containing the target sounds

- T reads the sentences and asks Ss underline the
words with the sound and write /dʒ/ and /t∫/ under
them.

- T asks Ss to provide the sentences in pairs.
- T goes around providing help.

- T asks some Ss to read the sentences and gives
feedback.

B. Grammar and Vocabulary

1. To infinitive

- T writes some sentences on the board and underline
the to+ infinitive

- Listen attentively
- Tell the difference
âm vòm miệng hữu thanh

Dây thanh âm rung lên khi phát âm
- Listen and take note

âm vô thanh: dây thanh âm không
rung lên khi phát âm

âm vòm miệng phụ âm xát

- Repeat after the tape

-/dổm/, /

dʒouk/, /

dʒænjuəri/,

/deindʒrəs/, /'pæsindʒə/, /vilidʒ/
- /'t∫ildrən/, /'t∫eindʒəbl/,
/t∫i:z/, /'mju:tjuəl/, /t∫ə:t∫/, /wit∫/

- Practice reading

- Practice reading the sentences
which contain 2 sounds.

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+ I have letters to write to my friends
+ I have some homework to do

+ Does he get anything to eat?
+ Have you got anything to say?

- T asks Ss to comment on the use of to + infinitives
in these examples. T reviews the form and use of to
–infinities in the example

- The infinitive can be placed after nouns/pronouns to
show how they can be used or what is to be done
with them

+ I have letters to write = I have letters that I must
write.

+ I have some homework to do = I have some
homework that I must do

+ Does he get anything to eat?= Does he get anything
that he can eat?

N/pro+to - infinitives

Ex: I need someone to take care of my children

to - infinitives + prepsitions

ex: I need someone to talk to my mother

Can I borrow your case to keep my records in?

Adj+ to -infinitive

Too/ enough +to –infinitive
Practice

Exercise 1

- Ask Ss to do exercise1 individually and then
compare their answers with another student.

- T calls on some Ss to read aloud their answers.
- T gives the correct answers.

2. Infinitive without to

- after “make, let”+object +bare infinitive

- after verbs of perception such as: feel, hear,
watch, see, notice, observe, smell+object +bare
infinitive

- Ask Ss to give some examples.

- Listen and ask the other to comment.

Practice 
Exercise 2

- T asks Ss to do exercise 2 in pairs. Ss have to
rewrite the sentences by using the words given.

- T asks them to compare answers with another pairs.
- T calls on some Ss to go to the board to write their
answers.

- T asks other Ss to feedback and gives correct
answers.

- Give their opinions

- In the examples above the
infinitives are used to replace
relative clauses

- Give more examles
- Take notes

I pleased to see you.

Ex: The water is too hot to drink.
He’s old enoughto go to
school.

Individual work

1. Who wants somethings to eat.
2. I have some letters to write.
3. I am delighted to hear the news.
4. My mother has some shopping
to do

5. You always have too much to
talk about.

6. It’s lovely to see you again.
7. It’s too cold to go out.

8. I’m happy to know that you have
passed the exams.

Ex: Nothing can make him cry
I see her cook dinner
(completed action)

Notice:I see her cooking dinner (I
see she’s cooking dinner)

- Pair work and then individual
work

1. The police watched them get out
of the car.

2. They let him write a letter to his
wife.

3. I heard them talk in the next
room.

4. The customs officer made him
open the briefcase.

5. The boy saw the cat jump
though the window.

6. Do you think the company will
make him pay some extra money?
7. I felt the animal move towards
me.

8. Do you think her parents will let
her go on a picnic?

- Whole class

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Production

Extra exercise

Join these pairs of sentences
1. she crossed the road. I saw her
2. They sang a song. I heard them
3. He looked the door. I observed him

4. She drove off. I saw her

5. He was foolish. He left the firm

6. A pavement artist drew a portrait in crayons. I
watch him

7. We can’t refuse their invitation. It would look rude
8. I met you again. I was happy

9. The film was boring. I didn’t watch it
10. The woman is old. She can’t drive a car

3. Homework

- Learn by heart all the knowledge they’ve learnt and
practice them again at home.

- Prepare the next lesson:unit 2 : reading.

5. He was foolish to leave the firm.
6. I watched a pavement artist draw
a portrait in crayons.

7. It would look rude to refuse their
invitation.

8. I was happy to meet you again.
9. The film was not interesting
enough for me to watch.

10. The woman is too old to drive a
car.

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Period 7

Unit 2: Personal experiences
Part A: Reading

I. Objectives:

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

- Develop such reading skills as scanning for details, specific ideas, skimming for
general information, and guessing meaning in context, identifying the sequence of
events.

- Use the information they have learnt to discuss the story.

II. Teaching aids:

- Textbook, handouts, cassette,…

III. Anticipated problems:

- Ss may need help with discussion task, so T should be ready to help them.

IV. Procedure:

Teacher s activities’ Students activities’

1. Check the attendance 
2. Warm up

Ask Ss some questions and ask Ss to answer
- When was your last birthday?

- What did you do on that day?
- How did you feel on that day?
- What did your parents offer you?

3. New lesson

A. Before you read

- T introduce the pictures:

The six pictures describe the events in a story.
They’re not in chronological order. Can you describe
what’s happening in each of the picture

- T suggests for the Ss by asking some questions:
+ What do you see in the 1st picture?

+ What do you think might be relationship between
the girl and the man?

+ What do you see on the table?
Vocabulary

Floppy cotton hat
Wad of dollar notes

B. While you read

Set the scene: you are going to read a story in which
a girl’s telling about her most embarrassing situation.

Task 1

- T asks Ss to reads the passage silently and do the
task1

- T writes the given words and phrases on the board:
To make a fuss

Sneaky (a)
Glanced (a)
Embarassing (a)
Idol (n)

- T asks Ss to go back to the passage to locate and
read around these words.

- Whole class

- Answer the questions

Whole class

A man and a young girl

May be they are family members
It’s money

Mò v¶i mỊm
TËp tiỊn

- Pay attention

- Read the passage in silently
- Guess the meaning of the words
gây ồn ào, ầm ĩ

lén lót

to look quickly at st/sb

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- T checks that Ss understand all these words
correctly by calling on some Ss to tell the meaning of
the word in Vietnameses.

- Then T asks Ss to go back to the task and study the
given sentences.

- T asks them to fill the blank with the words/ phrases
in the box.

- T checks the answer with whole class.

Task 3

- T checks if Ss can answer the comprehesions in
task3 without having to read the passage again. If Ss
can not, T gets them to read the questions carefully
and gives them some tips to do the task

- T gets Ss to check their answer with a peer

- T calls on some Ss to write their answers on the
board and asks them to explain their choices

C. After you read

- Ask Ss to look at the last picture(c) and give
suggestions

+ How did the girl in the picture feel?
+ Why did she feel that way?

+ What did she do after that?

- T calls on the group to tell and explain their choice

- Then T asks Ss to summarise the main points of the
lesson

4. Homework

- Summarises the main points of the lesson again

- Learn by heart the new words and make sentences
with them

someone you admire and adore

1. glanced

2. making a fuss
3. ambarassing
4. idols

5. sneaky

- Individual work then pair work
1. A floppy cotton hat

2. to buy the hat for herself

3. A wad of dollar notes that
looked like the ones her father had
given.

4. Because she didn’t like to make
a fuss.

5. She bought the hat with it.
- Group work

1. She felt surprised/ ambarassed.
Because the money she took from

the boy’s bag was not hers.

2. Perhaps the girl might want to
tell her father the truth and ask him
for help. Perhaps the girl could
come to the police station, tell the
police the truth and ask them for
help

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Period 8

Unit 2:Personal experiences
Part B: Speaking
I. Objectives:

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

- Identify structures that are used to talk about past experiences and their
influences on one’s life.

- Practice the present perfect and past simple, structures with “Make”.

- Use these structures to talk about a past experience and how it affects their life.

II. Teaching aids:

- Textbook, handouts, …

III. Anticipated problems:

- Ss may have problem using present perfect and past simple when talking about
the past.

IV. Procedure:

Teacher s activities’ Students activities’

1. Check the attendance 
2. Warm up

Ask Ss some questions about their experiences
- Have you ever sung in the public?

- Whole class

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+ When did you sing in the public?
+ How did you feel ?

+ How did the experience affect you?
- Have you ever failed the exam ?
- Have you ever got a bad mark?

3. New lesson
Task 1

- T introduces the task and gets Ss to do it
individually then compare the answer with a partner.
- Calls on some Ss to read out his/her answers.

- T checks with the class and gives feedback.

- T introduces the structures:

Make sb do smt/make sb + Adj

Ex: The flu makes me stay at home/ The flu makes
me tired

Task 2

- T introduces the task and ask Ss to work
individually then compare the answer with a partner
- Notice Ss some about how to use past simple and
present perfect simple

+ Present perfect: used with “ever” to ask about past
experience:Have you ever been to England?

+ Past simple: used when one keeps asking about that
experience: When did you go there?Who did you go
with?...

- After finishing T gets Ss to read the sample
conversation in pairs.

- 0pen dialogue:

A – Have you ever ….?
B – Yes,…..English girl….
A – How…….meet………..?

B –……walking along…asked the way….started
talking……..

A – What………talk…….?

B – Everythging……….name, ……..turtles……….
A – How……affect………?

B – Well,………more interested……….

- Calls some pair Ss to practice the D then give
marks.

Task 3

- T introduces the task: using suggested questions on
page 26 to ask and answer the questions about their
past experiences.

- T calls on some pairs to perform their conversations
in front of the class.

4. Home work

- Learn by heart the dialogue

On Teacher’s Day

I was all in a tremble (run)

Since then I haven’t been afaid of
singing in the pubic

- Individual work and pair work
1. d 2. c 3. a 4.b 5.e

Appreciate (v): Coi trọng, đánh giá
cao

To change your attitude to sb/st
(Thay đổi tháI độ của bạn đối với
ai hoặc điều gì đó)

-Give more examples

- Whole class

- Take notes

1.b 2.d. 3.h 4.a 5.e 6.g 7.c
- Pair work

- Close the book and practice the
open dialogue.

- Pair work

Ex: “ be seriously ill”

- What (what disease did you get)

- When (when did you fall)

- How (How did you get ill)

- go to hospital (Did you have to
goto ..)

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Period 9

Unit 2:Personal experiences
Part C: Listening
I. Objectives:

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

-Develop such listening skills as listening for specific information and taking notes
while listening.

II. Teaching aids:

- Textbook, handouts,cassette tape ….

III. Anticipated problems:

- Ss may not have sufficient vocabulary to talk about the topic, so T should
be ready to assit them. Ss may not also be familiar with the note-taking task so T
should provide them some tips to deal with the task.

IV. Procedure:

Teacher s activities’ Students activities’

1. Check the attendance 
2. Warm up

Hangouts : Matching

Column A Column B

1. Fire fighter

2. Fire alarm

3. Fire door

4. Fire escape

5. Fire hydrant

6. Fire

extinguisher

7. Smoke

8. Fire struck

a. A metal stair way outside to
help people get out of a building
on fire

b. A pipe that draws water for
putting out a fire

c. A person who fights fires

d. What comes out of a fire

e. A fire-resistant door that can
be closed to stop the spread of a
fire

f. A large truck that carries
firefghters and equipment to the
side of a fire

g. A tube that contains special
chemicals for putting out fire

h. A bell that tells you a fire has

- Whole class

- Group work
- Answer
1. c

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started

3. New lesson

A. Before you listen

- Asks Ss to describe what is happening in the picture
on page 27.

+ What can you see in the picture?
+ What is happening?

+ Who are these people?
+ What is this woman doing?

..
……

Vocabulary

1. Memorable (a) 5. Gas stove (n)
2. Terrified (a) 6. Embrace (v)
3. Scream (v) 7. Escape (v)
4. Replace (v) 8. Protect (v)

- Ask Ss to practice the vocabulary in chorus. T helps
Ss to pronounce them correctly

B. While you listen
Task 1

- Asks Ss to read the statements to understand them
- T plays the tapes once for Ss to listen and do the

task

- Checks the answer with the whole class.

- T can play the tape again and pauses at the answers
for them to catch.

Task 2

- Asks Ss to study the text carefully for the missing
information they need to fill and guess the answers.
- After playing the tape, T gets Ss to work in pairs
and check their answers.

- Calls on some Ss to give the answers

C. After you listen

- Before getting Ss to discuss, T teaches them some
useful expression of asking for and giving opinions:

-Asking for opinions:

+ What do you think about…?
+ What’s your opinion about…?
+ What’s your feeling about………?
+ What’s your point of view about…….?
+ How do you feel about…?

+ Do you have any opinion about…?

Expressing

opinions

Expressing
agreement

Expressing
disagreement
I think…

Personally,

I agree

I think so,

Well, may be,
but…

- Whole class
- A fire

- A house is burning and
fire-fighters are trying to put out fire.
- They are fire-fighters

- She is carring her daughter out of
the fire.

1. đáng nhớ 5. bếp ga
2. sợ hãI 6. ôm

3. thÐt, gµo 7. trèn thoát
4. thay thế 8. bảo vÖ
- Practice reading

- Whole class
- Individual work
1. T

2. F (13 years ago)
3. F (in the kitchen)
4. F (she was sleeping)
5. T

- Individual work and pair work
1. small 3. family 5. took
2. everything 4..replaced 6.
appreciate

- Group work
- Take notes

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…..

I believe…….
I feel…

In my

opinion..

From my

point of view..
too

That’s true
and…

That’s right,
and….

That might be true,
but…..

Well, my feeling is
that..

Well, I don’t think
so. I think.

- Give some suggestions by asking some questions:
+ Why does Christina think family is more important
than things?

+ Where do you get love/care from, Your family or
things?

+ Can we buy new clothes?

+ Can you get new parents or brothers or sisters?

4. Homework

- Do the exercises in unit 2 in the workbook.
- Prepare for writing lesson.

Because she has realized that she
needs her family. Things can be
replaced, but family can’t

From family
Yes, we can
No, we can’t
- Whole class

Tapescript

Interviewer: This is Radio 3. In our “Unforgettable Experiences” programme
tonight we talk to Christina, a successful businesswoman. Hello Christina, welcome
to our program

Christina: Hello and thank you! It’s nice being with you tonight

Interviewer: Christina, could you tell our audience about the most memorable
experience in your life?

Christina: Well, my most unforgettable experience happened thirteen years

ago, when my house burned down

Christina: The fire started in the kitchen where I forgot to turn off the gas stove

Interviewer: What were you doing at that time?

Christina: I was sleeping when I was suddenly woken up by terrible heat. I
opened my eyes to find out myself surrounded by walls of fire

Interviewer: That’s terrible. How did you escape?

Christina: I was terrified. Then I heard my mother’s voice calling my name. I
rushed to her. She carried me out. Luckily, I got away without even a minor burn

Interviewer: Not many people are so lucky. Did the fire affect you in any way ?

Christina: Oh,yes. Yes, very much, in fact. Although I lost many things in the
fire, the experience helped me grow up

Interviewer: What do you mean?

Christina: Well, before the fire I was selfish. I always complained to my
mother about how small my room was or how few clothes I had. Then the fire
came and destroyed everything owned. But I slowly began to realized that I didn’t
really need my old things. I just needed my family. After all, you can get new
clothes anytime, but a family can never be replaced

Interviewer: I see, so the fire took many things from you, but it gave you
something too.

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Period 10

Unit 2: Personal experiences
Part E: Writing

I. Objectives:

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

- Write a personal letter telling about a past experience, using the structures and
vocabulary that they have learnt in previous lessons.

II. Teaching aids:

- Textbook, handouts, …

III. Anticipated problems:

- Ss may not have enough vocabulary to write about the topic, so T should
be ready to help them.

IV. Procedure:

Teacher s activities’ Students activities’

1. Check the attendance 
2. Warm up

Brain - storming

- T asks Ss to tell about their unforgettable past
experiences and the others make questions to ask.
- Which team makes more questions is the winner

A. Preparing to write

- T gets Ss to read the task

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- Calls on a S to answer and elicits more ideas most
unforgettable experience.

+ What happened?
+ When it happened?
+ Where it happened?
+ How it happened?
+ Who was involved?
+ How it affected you?

- T gets Ss to plan their stories according to the
questions

Writing

- T gets Ss to write their own letters in 10 minutes.
- Then T asks Ss to work in pairs, exchange their
letters and correct each other.

- T goes around the class to offer help

Feed back on Ss writing ’

- T chooses one letter and reads it to the class

- T elicits corrective feedback from the class and
gives final comments afterwards.

3. Homework

- Do exercise in work book
- Prepare the next lesson

- I nearly drowned

- A year ago, my last summer
vacation

- A river near my grandparent’s
house

- When I was swimming, I
suddenly caught a cold, I felt dizzy
and I was too weak to swim.

- Some of my friends were also
swimming at that time, one tried to
save me.

- I learned that life is so important

- Individual work and pair work

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Period 11

Unit 2: Personal experiences
Part D: Language focus
I. Objectives:

By the end of the lesson Ss will be able to:
- Distinguish the sounds /m /, /n / and / η /

- Pronounce the words and sentences containing these sound correctly

- Distinguish the uses of different verb tenses: present simple for indicating the
past, past simple, past continuous and past perfect.

- Use these verb tenses to solve communicate task

II. Teaching aids:

- Textbook, handouts, …

III. Anticipated problems:

- Ss might have difficulty distinguish and using different verb tenses correctly.
Therefore, T should be ready to assist them.

IV. Procedure:

Teacher s activities’ Students activities’

1. Check the attendance 
2. Warm up

Underline the most suitable verb form in each
sentences

a. While Tom watched/was watching TV, there was a
power cut.

b. Who drove/was driving the car at the time of the
accident?

c. By the time she got back, he had gone/went home.
d. David had eaten/ate Chinese food before, so he
knew what to order.

e. I did/ was doing some shopping yesterday when I
saw your friend.

f. Laura missed the party because no one was telling/
had told her about it.

Pronunciation

- /m / : close the lips when pronouncing

- /n / : Ss’ tongues touch the roof of their mouth

a. was watching
b. was driving

c. had gone
d. had eaten
e. was doing
f. had told

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- / η /: their tongues touch their soft palates

For all three sounds, the air goes through the nose
- T asks Ss to read the words in each column out loud
in chorus for a few more times. Then call on some Ss
to read the words out loud.

- In order to help Ss identify these sounds T writes
some sentences to check their understanding.

1. I’ll call them/then
2. He ran/rang twice

3. That bun/bum is delicious /di'li∫əs/
4. We got some/sun at the beach

- Practising sentences containing the target sounds
- Asks Ss to work in pairs and take turn to read aloud
the given sentences.

- T calls some Ss to read the sentences and provides
corrective feedback.

Grammar

Exercie1 Review some tenses:

a. Presentation
- Present simple

+ The use

+ Form: (+) I, You, We, They + bare infinitive
He, She, It + V(s,es)

(-) S + don’t/doesn’t+ V-infinitive
(?) Do/does+ S + V-infi ?

- Present continous

+ The use

+ Form: (+) S + be + V-ing
(-) S + be + not + V-ing
(?) Be + S + V-ing?

-Present perfect

+ The use: we use present perfect to express an action
happened at unspecified time before now. The exact
time is not important. It is not used to describe a
specific event. So we can use the present perfect to
describle our experience

+ Form: (+) S + have/ has + Past participle

(-) S + have/ has + not + Past participle
(?) Have/ has + S + Past participle?

b. Practice

- T gets Ss to do exercise 1 individually and then find
a partner to check the answer with.

- T checks with the whole class and provides
corrective feedback.

Exercise 2

a. Presentation: Review the past simple and past
continous

Past simple

+ The use

+ Form: (+) S + V-ed or irregular verbs

- Whole class

- Practicing pronunciation

Take notes
- Give examples

- Give examples & take notes

- Individual work & pair work
1. invites 2. sets 3. gets
4. waves 5. promises 6.
carries

7. contains 8. has baked 9. is
10. is shining

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(-) S + didn’t V-infi
(?) Did + S + V- infi?

Past continous

+ The use

+ Form: (+) S + was/ were + V- ing
(-) S + was/ were + not + V- ing
(?) Was/ were + S + V- ing?

b. Practice

- T gets Ss to do exercise 1 individually and then find
a partner to check the answer with.

- T checks with the whole class and provides
corrective feedback.

Exercise 3

a. Presentation: Past perfect
+ The use:

- The past perfect expresses the idea that something
occurred before another action expressed in the past
simple. It can also show that something happened
before a specific time in the past.

- Past perfect also to show that something started in
the past and continued up until another action in the
past

+Form: : (+) S + had + Past participle
(-) S + hadn’t + Past participle
(?) Had + S + Past participle?

- T gets Ss to do exercise 3 individually then find a
partner to check their answer with.

- T checks the answers with whole class and provides
corrective feedback.

3. Homework

- Do the exercise

- Prepare Unit 3: Reading

- Whole class

- Take notes and give example

- Individual & pair work
1. broke/ was playing
2. wrote/ was

3. was working/broke
4. started/ were walking
5. told/ were having

6. didn’t listen/ was thinking

7. phoned/ didn’t answer/were
doing

8. didn’t wear/ didn’t notice/ was
driving

- Give example and take notes
Ex: I had never seen such a
beautiful beach before

Ex: I had used that car for ten
years before it broke out

Or After I had used ...years, It
broke down

- Give examples

1. had eaten/arrived 2. found/had
taken

3. got/had closed 4. got/had
left

5. got/had arrived 6. paid/had
phoned

7. went/said/hadn’t arrived
8. had looked/asked/cost
Whole class

………
…………...

Period 12

Review Unit 1 and Unit 2

Complete each of the sentences with the appropriate word from the box. 
Make changes if necessary.

embarrass personal idol excite imagine

memory embrace sneak fuss experience
1. A lot of teenagers make Bi Rain their ________.

2. The task needs the skills of a suitably ________ engineer.
3. She smiled to hide her slight ________.

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5. The romantic evening cruise will be a ________ experience.
6. They left quietly, without ________.

7. I have a ________ suspicion that she knows more than she's telling us.
8. They were locked in a passionate ________ on the station platform.
9. Don't get the children too ________.

10.I haven't got a picture of this so you'll just have to use your ________.

Complete the passage with thecorrect verb form.

(1)_________ (you/ ever/ be) in a cable car? Well I have. Last February, I (2)
________ (go) on a ski strip to Switzerland. What a trip! The first morning, I (3)
________ (get) into a cable car. I (4) ________ (want) to go to the top of the
mountain and (5) ________(ski).The cable car (6) ________ (start) up the
mountain. I (7) ________ (look) down, and it was so beautiful. Then there (8)
_______(be) terrible noise. Suddenly the car (9) _______ (stop). It (10) ________
(not move), and there was quiet everywhere.

It was cold, and it (11) _______ (begin) to get dark and snow. I (12) ______
(be) alone for one hour, two hours. I thought, "They (13) ________ (forgot) me!"
At last the car started back down the mountain. It went very fast. "Sorry" a man
said when 1 (l4) ________ (climb) out of the car. "We (15) ________ (never/ have)
this problem before. Please, try again tomorrow." "He (16) ________ (joke)," I
thought. "I (17) ________ (have) enough of cable car for a lifetime."

Cross out any improbable answers.

1. I ve u’ nderstood/ I understand biology a lot better now that we've got a new
teacher.

2. I went/ had gone to see a Formular One race last week, but I admit/ I’m
admitting that I don't know much about cars.

3. Do you find/ Have you found it difficult to concentrate on your work with this
music on?

4. We ll do/ We do’ our best to get the computer repaired by next week, but we 
won't guarantee/ we don't guarantee it.

5. I've just started/ I just started to learn how to drive. Now I'm knowing/ I k now

how difficult it is.

6. She says that she wasn't in the kitchen when the bottle was smashed smashed/ ,

but I refuse/ I'm refusing to believe her.

7. I'm certainly agreeing/ I certainly agree with you that people shouldn't drink
and drive.

8. I know the company made/ has made a loss this year, But I won't apologize/ I 
don't apologize for that.

9. It's very difficult for us to get jobs here, so we're considering/ we consider

emigrating to Canada.

10.Since I has won won/ the lottery, my telephone didn't stop/ hasn t stopped’
ringing. People phone / are phoning to ask how I spend / I'm going to spend the
money.

11. In tonight's World Cup match, France currently beat / are currently beating

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remained the same it will be the first time Germany lost/ have lost to France
since 1998.

12.Beckham passes/ is passing to Giggs who shoots/ is shooting just over the bar.
Manchester United attack/ are attacking much more in this half...

13.She goes She's going/ up to this man and looks/ looking straight into his eyes.

He's not wearing/ He doesn't wear his glasses, and he's not recognizing/ he 
doesn't recognize her...

14.I have gone went/ to a concert yesterday in the Town Hall. In the middle of it,
while the orchestra played/ was playing a man suddenly was standing/ stood on
his seat and starting/ started to conduct them...

15.This man plays/ is playing golf when a kangaroo bounds/ is bounding up to him,

grabs/ grabing his club and hits / hitting his ball about half a mile...

Complete the sentence using these pair of verbs. Use the past simple or 
past progressive.

come - show; get - go; break - ski; live - spend; look- see; look - slip; start -

check in; add - taste; go off - light; not listen - explain; push - run; write - 
drive; shut - start; come - put; take - place .

1. The smoke alarm ________ when he________ a cigarette under neath it.
2. Just as I ________ into the bath all the light ________ off.

3. When I ________ in Paris, I ________ three hours a day traveling to and from
work.

4. She ________ more salt to the soup, and then it ________ much better.
5. Helen ________ her leg while she ________ in Switzerland.

6. When the taxi ________ I ________ my suitcase on the back seat.

7. A friendly American couple________ chatting to him as he ________ at the
hotel reception.

8. I bumped into Mary last week. She ________ a lot better than when I last
________ her.

9. It was an amazing coincidence. Just as I ________ to Anne, she________ to my
house to come and see me

10.I ________ the windows as soon as it ________ to rain.

11. My boss _____ into the office just as I ______ everyone my holiday photos.
12.He _______ the cake out of the oven and ________ it carefully on the table
13.When his mother _______ in the other direction Steve ______ away quietly.
14.She________ open the door and________ into the room.

15.I can't remember how to answer this question. I must confess that I _______
while the teacher ________ it to us.

Complete these sentences using the verb given. Use the past simple or the past 
perfect.

1. As Geoff was introduced to Mrs Snape, he ________ (realize) that he ________
(meet) her before.

2. During the previous week, I ________ (go) to the gym every morning.

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4. The boy told me that he ________ (lose) his train ticket and ________ (not/
know) how he would get home.

5. I was just about to leave when I ________ (remember) my briefcase.

6. She _______ (walk) into the station only to find that the train _____ (leave).
7. At the conference, scientists reported that they ________ (find) a cure for

Malaria.

8. On my last visit to Wixton I ________ (find) that the village ________ (not
change) much.

9. In a surprise move, the Prime Minister ________ (resign) last night.
10.Jane didn't want any dinner. She ________ (eat) already.

11. When she _______ (come) into the hall, everyone _______ (start) cheering.
12.After they ________ (eat) all the food, they ________ (pick) up their bags and

left.

13.I thought I would get to the restaurant first, but Jim _____ (arrive) before me.
14.By the time I ________ (get) to the party, most people________ (go) home.
15.As soon as I _______ (turn) the ignition key, the engine ______ (catch) fire.

Choose the correct answer.

1. After Jessica ____ her degree, she intends to work in her father's company.
a. will finish b. finishes c. finished d. is finishing
2. As you ________ your car at the moment, can I borrow it?

a. don't use b. didn't use c. aren't using d. haven't
used

3. When she saw a snake at her feet, she ________.

a. screamed b. was screaming c. had screamed d. screams
4. When he realised that I ________ at him, he ________ away.

a. looked - was turning b. was looking - turned
c. was looking - was turning d. looked - turned

5. I ___ the new Harry Potter book now, so you can borrow my copy if you like.
a. finish b. am finishing c. have finished d. had finished
6. I was sure that I ________ him before.

a. met b. had met c. have met d. was meeting

7. Before I started the car, all of the passengers ________ their seat belts.

a. will buckle b. had buckled c. was buckling d. have buckled
8. The minute I got the news about Sue I ________ my parents.

a. phoned b. was phoning c. had phoned d. have phoned
9. A lot ________ since I last ________ you.

a. happened - saw b. happened - have seen

c. has happened - saw d. has happened - have seen
10.Your eyes are red - ________?

a. did you cry b. have you been crying

c. have you cried d. do you cry

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a. are appeared b. will appear

c. are appearing d. are going to appear

13.After she ________ hospital, she had a long holiday.

a. leaves b. is leaving c. left d. has left

14.________ for a long time before you got a job?

a. Were you looking b. Have you looked

c. Have youbeen looking d. Had youlooked
15.The film _______ by the time we ________ to the cinema.

a. already began - got b. have already begun - got
c. had already begun - got d. already began - had got

Write a second sentence so that it has similar meaning to the first. Use the 
word or words in brackets.

1. I started working in this hotel six months ago. (worked)

____________________________________________________
2. Sue has been in Italy for the last three weeks. (went)

____________________________________________________
3. I met her during my stay in Paris last summer. (while)

____________________________________________________
4. We haven't gone to the cinema forover a year. (It's)

____________________________________________________
5. Sam played tennis yesterday and it was his first game. (never)

____________________________________________________
6. How long is it since they went to Nairobi? (When)

____________________________________________________
7. Mac Kenzie wrote four best-sellers before he was twenty. (By the age)

____________________________________________________
8. She is still working on her homework. (stopped)

____________________________________________________
9. Could you deliver the goods to my house? (delivered)

____________________________________________________
10.In the middle of our dinner there was a knock at the door. (when)
____________________________________________________

Complete each of these sentences with a suitable preposition.

1. She had a quick glance ___ the newspaper as she gulped down her coffee.
2. She got ________ the bus and sit ________ next ________ an old man.
3. If you don't like the scarf, you can take it ________ to the shop.

4. She showed her new toy ________ her friends.
5. How much did you pay ________ your new car?

6. He pointed _______ the dog when it ran ________ them.
7. Are you interested ________ practicing speaking English?
8. You should have more confidence ________ your own abilities.

9. The fire started in the kitchen because she forgot to turn the light ________.
10.My parents gave me a bicycle ________ my birthday.

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Dear Karen,

1. I/have/ a great time/ here/ England.

____________________________________________________

2. My university term/ not start/ until/ the autumn/ so/ I1 take/ opportunity/

improve my English

____________________________________________________
3. I/ stay/ some English friends/ own/ a farm.

____________________________________________________
4. On weekdays/ I catch/ a bus/ Torquay/ go/ language classes.

____________________________________________________
5. My friends/ say/ my pronunciation/ much better/ when/ I arrive.

____________________________________________________
6. At weekends/ I/ help/ the farm. It/ quite/ hard work/ but/ I/ like.

____________________________________________________
7. you/ come/ see/ me/ Christmas?

____________________________________________________
8. My friends/ want/ meet/ you/ and there/ plenty/ space.

____________________________________________________
9. Let/ me/ know/ as soon/ you/ decide.

____________________________________________________
10.I/ look forward/ hear/ you/ soon.

____________________________________________________
Love, Paul

Period 13

Unit 3: A party

Part A: Reading
I. Objectives:

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

- Develop such reading skills as scanning for specific ideas, and identifying and
correcting false statement.

- Use the information they have read to discuss celebrations in their culture.

II. Teaching aids:

- Textbook, handouts, cassette tapes …

III. Anticipated problems:

- Ss may need tobe provided vocabulary to celebrations and festivals so that they
can complete various learning task.

IV. Procedure:

Teacher s activities’ Students activities’

1. Check the attendance 
2. Warm up

Matching the celebrations with the correct images.

- Whole class

Celebrations images

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Christmas Easter Graduation
Halloween Thanksgiving Mother’s Day
Wedding Valentine’s Day Birthday

a. b. c. d
f.

h. i.

3. New lesson
A. Before you read

- Asks Ss to work in pairs and ask them to look the
pictures in text book and and answer the questions:
1. What is the relationship between the people in the
pictures?

2. What are they celebrating?

Pre- teaching vocabulary

- Mark (v):

- Milestone: an important event or state in one’s life
- Lasting (a)

- Golden (a) made of gold

- Golden anniversary/jubilee /'dʒu:bili:/: celebration
of the 50th wedding anniversary /,æni'və:səri /

- Silver anniversary: celebration of the 25th wedding

anniversary.

- Diamond anniversary: celebration of the 60th

wedding anniversary.

- T helps Ss to pronounce them correctly

B. While reading

You are going to read about how American people
celebrate birthdays and wedding anniversaries. Then
do the tasks below

Task 1 (7m)

- T gets Ss to read the passage silently and do the
task1

- Call on some Ss to write the answer on the board
and ask them to explain their choices.

1. People sing a song

Halloween e

Wedding b

Easter i

Thanksgiving d

Valentine’s Day f

Graduation h

Mother’s Day g

Birthday c

- Pair work

1.The people in the 1st picture

might belong to a family. The
young man might be the parents
and three kids might be their
children.

- In the 2nd picture : the people

might belong to a family, too. The
old lady & man might be parents.

The woman and the man who are
sitting in front might be their son
and daughter in law. The boy and
the girl might be their
grandchildren.

2. The people in the 1st picture are

celebrating a birthday. In the 2nd

picture people are celebrating a
wedding anniversary.

- Whole class
đánh dấu

sù kiÖn quan träng, mèc lÞch sử,
giai đoạn quan trọng

bền vững, lâu dài

- Take notes and give examples
- Practice reading the new words

- Pay attention
- Individual work

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2. People eat cakes

3. People receive cards and gifts from friends and

relatives

4. People joke about about their ages
5. People remember their wedding days
6. People go out to dinner

7. People blow out candles, one for each year

Task 2

- T gets Ss to read through all the 7 sentences in
task2. Then ask them to read the text again and locate
these words

- Asks Ss to check their answer with a friend

- Calls on some Ss to present and explain their
answers

- Gives feedback and correct answers

C. After you read

-Ask Ss work in small group of 3 or 4 and discuss the
questions

- T goes around to check and offer help

- Calls on the groups to tell and explain their choice
- Gives the correct feedback

4. Home work

- Learn by heart new words and summarise the main
point of the lesson

- Write a paragraph about how Vietnamese people
celebrate their birthday or wedding anniversaries,
base on the text they read in class

 





 


Pair work

1. eight  sevenths
2. makes  eats
3. foods  presents
4. aniversaries  ages

5. months  years
6. 5th  50th

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Period 14
Unit 3:A party
Part B: Speaking
I. Objectives:

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

- Use appropriate language to talk about parties and negotiate how to plan them
- Use appropriate language to invite people to come to parties

II. Teaching aids:

- Textbook, handouts, …

III. Anticipated problems:

- Ss may have little experience negotiating in English, so T should be ready to
provide them with appropriate language to do so.

IV. Procedure:

Teacher s activities’ Students activities’

1. Check the attendance 
2. Warm up

Talking about the party

Yesterday I went to a party. Please ask some
questions to gets as much information about the party
as you can.

- T teaches necessary language for talking about
parties:

+ A birthday/housewarming party
+ A family/social gathering

+ To have/throw/organize/hold/celebrate/give a party
+ To celebrate one’s birthday/ wedding anniversary/
graduation.

+ To join oneself

+ To have fun/a good time

+ Gifts: flowers, souvenirs, a bottle of wine,
chocolate

+ Decorations: balloons, flowers, lamps, pictures.
+ Food and drinks: starters, main courses, deserts,
cakes, ice-cream,sweets, soft drink,…

+ Music: pop music, jazz, classical music,…

Task 1

- Gets Ss to do the task individually

- T encourages Ss to take notes while doing so
- Goes around the class to check and offer help

Task 2

- Puts Ss in pairs and tell them to tell each other
about the party they have been to, base on the

- Whole class

Who gave the party?
What was it about?

Where /when did it take place?
How was it organized? How did it
go?

What activities did you do there?
Did you have good time?

How were the people like?

What about music? What about
food and drinks?

- Take notes

- Individual work

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outlines they have made in task1.

- Calls on some pair to perform their conversations in
front of the class.

Task3

- T gives suggestions by writing on the board

Planning a party

- Where (home or restaurant)
- When (date & time)

- Who to invite(family, relatives, classmates,
teacher, friends)

- dressing code (former, informer, costumes)
- entertainment (dance, music, games)

- decorations (colored light, bulbs, flowers)
- food and drink (cook our own or order)

- budget (how much to spend? how much to
contribute?)

- T asks Ss to give some expression for asking for and
giving opinions, expressing agreements and
disagreement, suggesting and starting preferences

- T gives some examples and gets Ss to do some
practice with these expressions

- Divides the class into small group of 3 or 4 and get
them to do task3.

- T goes around to check and offer help

Task 4

- T elicits or teaches expressions for inviting and
persuading

Would you like to come……..?
We would love to have you………
Please do come….

It’s our pleasure to invite you………..

You don’t know what you’ll miss out on if you don’t
come

- T gets Ss do some practice with these structures
Ask some group to report about the parties that
they’ve planned.

3. Homework

- Ss write a paragraph about a party they have been to

- Disccuss in group

Asking for opinions

What do you think about….?
What’s your opinion about……?
How do you feel about…….?
Do you have any opinion
about…..?

Giving opinions

I think we should…../ I feel…..
In my opinion,……..

I’m thinking about….(odering
some pizza)
Expressing
agreement
Expressing
disagreement
I agree

I think so, too
That’s true,
and..

That’s right,
and..

Well, may be,
but…….

That might be
true, but…

Well, my

feeling is that..
Well, I don’t
think so..

Suggesting:

May be we could… What
about……?

Perhaps we can … Should
we…….?

Let’s………

Why don’t we..? It would be a
good idea if..

How about…..?
- Group work

- Decide which parties would be
the most attractive and they would

most love to come to.

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Period 15

Unit 3:A party
Part C: Listening
I. Objectives:

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

- Develop such listening micro-skills as intensive listening for specific information

II. Teaching aids:

- Textbook, handouts, cassette tapes,…

III. Anticipated problems:

- Ss may not have sufficient vocabulary to talk about the topic,so they should be
ready to assist them.

IV. Procedure:

Teacher s activities’ Students activities’

1. Check the attendance 
2. Warm

- T divides the class into group of 10 and introdures

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the game: The groups should generate as many word
related to birthdays and birthday parties as possible
- After finishing T calls on the representative of each
group to come to the board and write their list. Then
T gets the whole class to count. Each correct word
gets one point. Which group has more points with
the game

A. Before you listen

- T gets Ss in pairs to answer the questions and
explain their reasons

Listen and repeat

To gather restaurant prize
Birthdaycake to decorate icing
Slice to clap hands

- T helps Ss to pronounce the words on page 36
correctly

- T presents the meanings of these word from the
class

B. While you listen
Task 1

- Gets Ss to read through the statements to
understand them and underline key words.

- Plays the tape once for Ss to listen and do the task.
- Checks the answer with the whole class.

- Plays the tapes one or two more times and pauses
at the answer for them to catch if Ss can’t answer the
questions.

Task 2

- Asks Ss to read all questions in task2

- T plays the tape again for Ss to listen and answer
the questions.

- T gets Ss to check their answer with a partner.
Then T checks with whole class.

- Plays the tape again and pause at difficult points if
many Ss can not complete the task.

C. After you listen

- Puts Ss in pairs and do the task

- T distributes the following handout for Ss to do the
role play.

- After they’ve finished, T calls on some pairs to
perform the role play in front of the class.

- Group work
Suggested words:

Age, balloon, birthday, blow out,
cake, candle, cards, candy, cookies,
chocolate, confetti (hoa giấy),
decoration, gift/present, icing,
flower, fun, party, song.

- Pair work
Phần thởng

Kem phủ trên bánh ga tô
Lát, miếng

- Whole class
- Individual work

1. F (the party began at about 3 in
the afternoon)

2. F (over 20)

3. F (at 4:30 they cut the cake)
4. T (the party ended at about 6)
5. F (other kids left, only one
stayed to help)

- Individual work and pair work

- Listen and note down the answers
1. 16

2. Because it’s noisy and expensive
3. soft drink and biscuits

4. At about 4:30

5. It was beautiful and decorated
with white and pink icing and 16
colorful candles in the middle.
6. They clapped their hands eagerly
and sang” Happy birthday”.

7. at about 6
- Pair work

Card A

Ask your friend about Mai’Ss
birthday

- place where the party was held
- when it began and ended
- who came

- what you did there

Card B

Tell your friend about Mai’s
birthday party.

- It was held at Mai’s place
- It lasted about 3 hours(3-6pm)
- About 20 guests came

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3. Home work

- Write a paragraph about their own birthday parties.

- Whole class

Tapescript:

Mai is my neighbour. She turned 16 recently and her parents held a birthday
party for her. I was one of those envited.

The party began at about 3 in the afternoon. There were about 20 of us
gathering in Mai’s house. She didn’t like having the party at a restaurant because it
is noisy and expensive.

We gave presents to Mai and she happily opened them. It must really be exciting to
receive all those presents. After that Mai’s mother served us soft drink and biscuits.
We then listened to music and played cards. The winners were given prizes. At
about 4:30 Mai’s mother brought out the birthday cake. It was beautifully
decorated with pink and white icing. 16 colorful candles sat in the middle of the
cake. We all clapped our hands eagerly and sang “ Happy birthday” as she blew out
the candles and cut the cake. We helped ourselves to slices of the delicious cake
and sang all the songs that we knew.

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Period 16

Unit 3:A party
Part D: Writing
I. Objectives:

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

- Define the format and structure of an informal letter of invitation
- Write an informal letter of invitation

II. Teaching aids:

- Textbook, handouts,…

III. Anticipated problems:

- Ss may not have enough vocabulary to write a detailed letter of invitation
so T should be ready to help them.

IV. Procedure:

Teacher s activities’ Students activities’

1. Check the attendance 
2. Warm up

Jumbled letter

1. This is my address: 150A Au Co Road

2. It’s a beautiful house and it looks over the West
Lake and the Water Park

3. Dear Linda,

4. Guess what!I’ve just moved to a new house in Tay
Ho District.

5. Would you like to come?

6. Please let me know your answer as soon as
possible

7. See you.

8. My parents are giving a house-warming party this
evening around 6:30 p.m.

9. Hoa

10. I think Chris and Kim are coming, too

11. We’ll have”Pho” and some other special dishes

A. Before you write
Task1

- Ask Ss to work in pairs to answer the questions in

task 1

- Call on some Ss to answer the questions and elicits
more ideas from the class. T writes them on the
board.

- Group work

Suggested answers:

1. The activities are not volunteer
work:

Taking part in an excursion and
participating in an English
speaking club.

2. some volunteer activities: taking
part in environmental conservation
activities, donating blood, directing

traffic, guiding foreign sports
teams around when they go to Viet
Nam to compete.

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Suggested answers:
Helping people in

mountainous areas - Teaching the children toread and write
- Giving them money

Helping old or sick
people

Helpingdisadvanta

ged or

handicapped
children

- Cleaning up their houses
- Doing their shopping
- Cooking meals

- Teaching the children to
read and write

- Listening to their problems
- Playing games with them
- Taking them to places of

interest

Taking care of
invalids and the
families of martyrs

- Listening to their problems
- Clean up their houses
- Doing their shopping
- Cooking meals
Taking part in

directing the traffic - Directing vehicles at theintersection
- Helping old people and
young children to cross the
road

- Ask Ss to use the suggestions to make similar
dialogues

- After they have finished T calls on some pairs to act
out their conversation.

- T elicits feedback from the class and give final
comments.

Task 3

- Ask Ss to work in group to talk about a kind of
volunteer work their friends and they usually do to

help people.

- Ask Ss to read through the example in the book
before practicing talking about one activity their
partner takes part in

- Call on some Ss to talk about the activities they take
part in

- T elicits feedback from the class and gives final
comments

3. Wrapping

- T summarises the main points of the lesson
- Learn by heart the new words

- Prepare the next period “listening”

+ War invalid ['invəli:d]: th¬ng
binh

+ Martyr(n) ['mɑ:tə] liÖt sü

+ Intersection: đờng giao nhau, ngã
ba, ngã t

+ direct the traffic:híng dÉn giao
th«ng

+ vehicles ['viəkl; 'vi:hikl]: Xe cé

- Pair work
- Group work

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Period 24
Unit 4: Volunteer work

Part C: Listening

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

- Develop such listening micro-skills as intensive listening for specific information
and taking notes while listening.

II. Teaching aids:

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III. Anticipated problems:

- Ss may not be familiar with the note-taking task so T should provide them some
tips to deal with the task.

IV. Procedure:

Teacher s activities’ Students activities’

1. Check the attendance 
2. Warm up

Competition game. Slap the board

War invalid, martyr, intersection, the aged,
orphanage, remote, suffer

Before you listen

- Ask Ss to read through the questions and choices on
page 51 and makes sure Ss understand all them.
- Ask Ss to discuss the questions in pairs

- Call on some Ss to report on their partner’s answers
Vocabulary Pre- teaching

Fund-raising activities
Donation

Informal school

Organization for Educational Development
Co-operate (v)

Disadvantaged children
Co-ordinate (v) [kou'ɔ:dineit]
Sponsor (n)[ 'spɔnsə]

While you listen
Task1

Set the scene: Now you are going to listen to a
passage about Spring School, a special school in

HCM City

- Ask Ss to read the sentences in task 1 then lisen and
fill the missing information

- Play the tape once for Ss to do the task

- Ask for Ss’ answers and write them on the board
- Play the tape the second time for Ss to check their
answers

Task 2

- Ask Ss to read the questions in task 2 before
listening to the tape again

- Play the tape again for Ss to do the task.

- Get Ss to work in pairs and check their answers
- Call on some Ss to give the answers and elicit
feedback from other Ss. If many Ss can’t complete
the task, T might want to let Ss listen one more time
and pause at the answers for them to catch.

After you listen

- T gets Ss to work in groups to summarise the story
about Spring School, using the suggestions. Each
group member has to take notes of the discussion.

- Whole class
- Group work

- Individual work
- Whole class

Các hoạt động gây quỹ

VËt quyên góp, tiền quyên góp
Trờng học không chính thống
Tổ choc phát triển Giáo dục
Hợp tác

trẻ em thiệt thòi
phối hợp

nhà tài trỵ

- individual work
1. informal

2. 30 street children
3. 250 children
4. 1998

5. volunteers …June
- Pair work

1. It provides classes to
disadvantaged children in HCM

City.

2. Dance, theatre, singing and
circus classes were set up in 1999.
3. Because they need money to
continue their English and
Performance Art classes.

4. They dance, sing and play music
at one of the largest hotels in HCM
City.

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- T goes around to offer help and collect Ss’ mistakes
- Call on some Ss to present their summary

- T elicits feedback from the class and gives final
comments

3. Wrapping up

- Ask Ss to learn by heart all new words and prepare
“listening”

- Group work
- Whole class
Tapescript:

Sping School is an informal school. It provides classes to disadvantaged children in HCM City. Around 30
street children live and study at the school and about 250 children with special difficulties from District 1
regularly attend classes

The Organisation for Education Development co-operated with Sping School to set up English classes in
1998. Dance, theatre, singing and circus classes were set up a year later. Children from these classes
participate in fundraising perfomances. They raise money to continue their English and Performance Arts
classes.

Spring School requires volunteers to help organize their fundraising dinner held annually in June. This is
an exciting night in which children perform circus, theatre, dance, and singing at one of the largest hotels
in HCM City. They also need foreign volunteers to contact sponsors and help to expand the school
activities. Volunteers are required from February until July to help orgnise these events.

It is hoped that more schools like Sping School will soon be found in other cities in VN

Period 25

Unit 4: Volunteer work
Period D: Writing
I. Objectives: By the end of the lesson Ss will be able to:

- Write a thank- you letter to a donor to acknowledge the donor’Ss contribution

II. Teaching aids:

- Textbook, handouts, …

III. Anticipated problems:

- Ss may not have sufficient vocabulary to write about the topic, so T should be
ready to assist them.

IV. Procedure:

Teacher s activities’ Students activities’

1. Check the attendance 
2. Warm up

Quiz: a formal letter

1. You write your address in……..of the letter

2. The addresss of the receiver should be written
on…… .starting below our address

3. We can write…….on the right or the left on the
line after the address you are writing to

4. When the letter starts Dear Sir/Madam, you end it
with……….

5. When the letter starts Dear Dr Smith, you end it
with……….

- Group work

1. the top left- hand corner
2. the left

3. the date

4. Yours sincerely,
5. Yours sincerely,
6. contractions
- Pair work

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6. It is not a good idea to use……such as I’m or
can’t.

Preparing Ss to write
Task 1

- Ask Ss to read the sample letter on page 52 and
discuss the purpose(s) of the letter in pairs.

- Call on some Ss to give the answers.

- Ask Ss to read the letter again and do task1
individually.

- T checks Ss’ answer by asking some Ss to read their
answer out loud.

- Elicit corrective feedback from other Ss and give
the correct answers when necessary.

Writing 
Task 2

- Before Ss write the letter, T asks them to read the
instruction carefully.

- T gets Ss to write the letter in 15 minutes.
- Go around to observe and offer help.

Feedback on Ss writings ’

- Ask Ss to exchange their writing with another
student for peer correction.

- Go around and collect mistakes and errors
- Collect some writings for quick feedback

- Write Ss’ typical errors on the board and elicits self
and peer correction

- Finally, T provides general comments on the letter

Wrapping up

- T summarises the main point of the lesson

- Ask Ss to improve their writing, taking into
consideration their friends

thank a donor for donating money
donor /'dounə/: ngêi cho, ngêi tỈng
Individual work

- The opening of the letter:
sentence 1

- The donated amount: sentence 1
- The way the money is used:
sentence 2

The way the receipt is issued:
sentence 3

-The gratitude on the donor:
sentence 4

-The closing of the letter:yours
faithfully

- Individual work

9 Chuong Duong
Street

Hoan Kiem District
Hanoi 30 May,
2007

Dear Sir,

On behalf of New Future School, I
would like to thank you for your
generous donation of VND 1

million. Your contribution will
make it possible for us to build our
school library. A good library can
help the students very much in
their studying. We will issue a
receipt as soon as possible.

Once again thank you very much
for your kindness. We hope to
receive more assistance and
cooperation from your company in
the future.

I look forward to hearing from you
soon

Yours faithfully
Le Thi Hoa

Principal of New Future School
- Whole class

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Period 26
Unit 4: Volunteer work
Part E: Language focus
I. Objectives: By the end of the lesson Ss will be able to:
- Distinguish the sound /w/ and /j /.

- Pronounce the words and sentences containing these sounds correctly.
- Use gerunds, present participle, perfect gerunds and perfect participles

appropriately.

II. Teaching aids:

- Textbook, handouts,…

III. Anticipated problems:

- Ss may find it difficult to differentiate between gerunds and present participles, so
T should be ready to explain.

IV. Procedure:

Teacher s activities’ Students activities’

Pronunciation

Pronouncing the two sounds separately

- /w/: is a voiced labial-velar a pproximant. It is
articulated with the back part of the tongue raised
toward the soft palate and the lips rounded.

- /j /: is a voiced palatal approximant. It is articulated
with the middle or back part of the tongue raised
agaist the hard palate.

- T plays the tape(or reads) once for Ss to hear the
words containing these two sounds. Then T plays the
tape(or reads) again and this time asks Ss to repeat

after the tape (or T).

Pronouncing words containing the sounds

- T reads the words and asks Ss to repeat them

- T asks Ss to practice pronouncing the words in pairs
- T asks some Ss to pronounce the words and gives
correction if necessary.

Practicing sentences containing the target sounds

- T reads the sentences and asks Ss underline the
words with the sounds and write / w/ and / j / under
them.

- Ask Ss to practice the sentences in pairs

- Ask some Ss to read the sentences and give
feedback

Grammar
1. Gerund

A. Presentation

- Review the form and uses of gerund. The gerund

- Whole class

- Individual work

- Pair work

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can be used:

a. as a subject of the sentences:

b. as the complement of the verb ‘tobe’

c. after prepositions

d. after a number of “phrase verb” which are
composed of a verb + preposition/ adverb

to look forward to, to give up, to be for/against, to
take to, to put off, to keep on.

e. in compound nouns

a driving lesson, a swimming pool, bird- watching

f. after the expressions:

can’t stand/help, it’s no good/use, it’s worth.

B. Practice
Exercise 1

- T asks Ss to do exercise1 individually and then

compare their answers with another student.

- T calls on some Ss to read out their answers

- T elicits peer correction and gives correct answer if
necessary.

2. Present participle 
A. Presentation

- The present participle is used in the following ways:

a. as part of the continuous form of a verb

b. after verbs of movement/position in the pattern:
verb+present participle

c. verb + object+present participle

d. as an adject

e. verb + time/money expression+present participle
ex: I spend 2 hours doing this exercise

Don’t waste time playing computer games

f. Catch/find + object+ present participle

g. to replace a sentence or part of a sentence or part
of a sentence

ex: Singing to himself, he walked down the road

B. Practice
Exercise 2

- Ask Ss to do exercise 2 in pairs

- Ask them to compare answers with another pair
- Call on some Ss to go to the board to write their
answers

- Ask the other Ss to feedback and give correct
answers

3.Perfect gerund and perfect participle 
A. Presentation

a. Perfect gerund
Form: having + PII

Use:- it can be used instead of the present form of the
gerund when we are referring to a past action

Ex: He was accused of deserting his ship= he was
accused of having deserted his ship

Give examples

- Reading helps you learn English

- Her favorite hobby is reading

- She is good at learning English
- I look forward to hearing from
you soon.

- He kept on asking for a discount
(giam gia)

- I can’t stand being stuck in traffic
jams

It’s no use/good trying to persuade
him

1. listening 2. bending 3.
behaving

4. meeting 5. spending 6. waiting
7. starting

- Whole class take note
- Give examples

- I am working/ She was dancing

- I go shopping everyday

- He came running towards me
- I heard someone playing the

guitar

I can smell something burning

- It was an interesting film

It’s a bit worrying when the
police stop you

- ex: If I catch you stealing my
apples again, I’ll tell your parents.
- We found our dog lying in the
bathroom

- Pair work

1. burning/rising 2. reading 3.
lying

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It also is used to emphasize completion in both the
past and the future

b. Perfect participle
- form: having+PII

- use: + the Perfect participle can be used instead of
the present participle when one action is immediately
followed by another with the same subject

(Phân từ hồn thành có thể đc dùng thay cho hiện tại

phân từ trong câu có 2 hành động xảy ra liên tiếp
nhau cùng một chủ ngữ)

+ The Perfect participle emphasizes the the first
action is complete before the second one starts

(Phân từ hoàn thành cịn nhấn mạnh hành động thứ
nhất hồn thành trớc khi hành động thứ hai bắt đầu)

+ The Perfect participle is necessary when there is an
interval( kho¶ng t/g) of time between the two actions

(Nhất thiết phải dùng phân từ hoàn thành khi có 1
khoảng t/g giữa 2 hành động)

+ It is also used when the first action covered a
period of time

(Nó đc dùng khi hành động đầu tiên kéo dài trong
một khoảng t/g) ex: Having been ill for a long time,
He appreciated his health more

B. Practice
Exercise 3

- T asks Ss t to do exercise 3 individually and then
compare their answers with another student.

- T calls on some Ss to read out their answers

- T elicits peer correction and gives correct answer if
necessary.

Wrapping up

- Summarises the main point of the lesson

- Ask Ss to learn by heart all points that have been
covered in the lesson and give more examples.

Nó đc dùng để thay thế cho hình
thức hiện tại của danh đt khi chúng
ta đề cập đến một hành động trong
qk

Nó cịn dùng để nhấn mạnh sự
hoàn thành of hành động ở cả qk
và TL

ex:the retired teacher recalled

having taught

Ex: Switching off the light, we
went to bed = Having switched off
the light, we went to bed

Ex: she bought a bike and cycled
home

Having bought a bike, she cycled
home

Ex: Having failed twice, he didn’t
want to try again

Ex: he had been living there for
such a long time that he didn’t
want to move to another town
Having lived there for such a long
time that he didn’t want to move to
another town

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Period 27

CORRECT MISTAKES IN THE TEST
I. OBJECTIVE:

I-Knowledge: Helping students to correct ONE PERIOD TEST 1
II-Skill: Reading, speaking, and writing skill

II. PROCEDUCE:

I-Settlement: Greeting the class and checking students’ attendance.
II-Checking: Sharing papers with Students

III- New lesson: Correcting ONE PERIOD TEST 1

III. Teaching method: Communicative approach

Teacher s activities’ Students activities’

I/ READING:

- Ask Ss to read the passage.
- Ask Ss to answer the questions.

1. Why didn’t Chantal's parents send her to a state
primary school?

2. What was an important event for Chantal when
she was eleven?

3. What profession did she finally decide to
choose?

Choose true or false

4. ………….. Chantal didn’t like her reading and

- Read the passage
- Answers:

1/ Because Chantal's parents didn't
have much money.

2/ When she was eleven he sent her to
an expensive private school.

3/ In the end she decided to become a

teacher

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writing lessons.

5. ………….. She passed all her exams, and went
to university at eighteen.

- Corrects them.

II/ Rearrange the following sentences to make a 
conversation: (2.0ms)

- Ask Ss to rearrange the following sentences to
make a conversation.

- Ask Ss to work in pairs.

A: What did yoy talk about?

B: Everything about the lake: its name, the
great turtles in it, etc.

C: Have you ever spoken English to a native
speaker?

D: How did the experience affect you?

E: Yes. I talked to an English girl last summer.
F: How did you meet her?

G: I was walking along Trang Tien Street when
an English girl came up to me and asked me the
way to HoanKiem Lake. I told her, then we started
talking about the lake.

H: Well, it made me more interested in
learning English

- Correct mistakes.

III/ Use the correct form of the verbs in

parentheses in the following sentences. (3.0 ms)

- Ask Ss to do the exercise
- Ask Ss to work individually.

1. Every day Nam goes to school at 6 a.m.
Yesterday he (go) to school at 6:30 a.m. He was
late. ………

2. He often (have) breakfast at 7.30 in the
morning. ………

3. They want (travel) by air because it is much
faster than other means of transport. ……….
4. Isaac Newton died on March 20, 1772 and
(bury) in Westminster Abby. ……….

5. I’d like (have) a look at your new car.

……….

6. I (try) to learn English for years, but I haven’t
succeeded yet.

- Correct mistakes.

IV/ Make sentences based on given hints. (2.5 
ms)

- Ask Ss to do the exercise
- Ask Ss to work individually.

1. Have / you / start / learn / English / yet?
2. We / already / study / the language / our
school / since 1990.

5. T

- Rearrange the following sentences to
make a conversation

- Write them on the board
1. C
2. E
3. F
4. G
5. A
6. B
7. D

8. H

- Work in pairs

- Work individually.
- Write them on the board
1. went

2. has
3. to travel
4. buried
5. to have
6. have tried

- Work individually.
- Write them on the board

1. Have you started to learn English
yet?

2. We have already studied of the
language our school since 1990.

3. Elementary school the students
have learned English since 1980.
4. I went to England in 2000 with my
parents.

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3. Elementary school / students / learn / English /

since 1980.

4. I / go / to England / 2000 / my parents.
5. I / go / Wales / but / didn’t go / Scotland.
- Correct mistakes.

V. Consolidation: - What have you learnt inUnit
1,2 and 3

VI. Homework: - Ask Ss to review all
grammtical points and vocabularies.

- Review all grammtical points and
vocabularies.

Period 28

Unit 6: COMPETITIONS

A. Reading

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

- Develop such reading micro-skills as scanning for specific ideas and identifying
meaning in text.

- Use the information they have read to discuss the related topic.

II. Teaching aids:

- Textbook, handouts, pictures about competitions,…
III. Anticipated problems:

- Ss may need help with the discussion task, so T should be ready to help them.

IV. Procedure

Teacher s activities’ Students activities’

Warm up

- Get Ss to work in pairs, matching the 4
given competition with the correct
pictures on page 66.

- Check the answer with the whole class.
- Get Ss to tell which of these
competition they like most and why. T
gets Ss to name some other competitions
that they know or have ever participated
in and elicits their comments on the
events.

Before you read

- Introduce the topic of the lesson and
get Ss to work in pairs and answer the
questions on page 67.

- Call on some Ss to answer the

questions. Ask Ss to give reasons for
their answers. T helps Ss to express their
ideas.

Vocabulary pre- teach

Representative (n) [,repri'zentətiv]
Competition (n) [,kɔmpə'ti∫n]

to compete against / with somebody in /

Pair work

a. Quiz: Road to Mount Olympia
b. London Marathon

c. Sao Mai Television Singing contest
d. Olympic Games

pair work

1. Yes, Because I want to overcome
myself

2. Yes, I do. I like to win in Quiz:”Road
to Mount Olympia”

3.No, it isn’t. Because I think the most
important thing is having a chance to
participate in a competition, learning

from other competitors and enjoy
ourselves

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for something

competitive (a) [kəm'petətiv]
competitor (n) [kəm'petitə]

to take part in st/doing st = to participate
in st/doing st

stimulate (v) ['stimjuleit]- stimulation (n)
annual(a) ['ænjuəl] = yearly

sponsor (v,n) ['spɔnsə]
announce(v) [ə'nauns]

Ask Ss to practice the new words and
make sentences from the new words
- Then ask Ss to guess what they are
going to read about

While you read

Set the scene: You are going to about a
school’s competition

Task 1

Get Ss to read the passage silently and

then do Task 1

- Check the answers with the whole class
- Check Ss’ understanding all these
words correctly by calling on some Ss to
tell the meaning of the words in
Vietnamese

Task 2

- Ask Ss skim the 6 questions to
understand them

- Ask them to read carefully the passage
again

- Then T gets Ss to check their answer
with a partner

- Call on some Ss to read aloud their
answer and ask them to explain their
choices

- Give the correct answers

Task 3

- Ask Ss to read Para 5 again and
complete the sentences

- Call on some Ss to write their answers
on the board and ask them to explain
their choices

1. …to recite/complete the poem
because he could not remember the last
sentence

2. became the winner of the competition
3. 60 points

4. ” For me the important thing was our
participation in the competition and the

®ua tranh víi ai…
khuyến khích
đỡ đầu, bo tr
giám khảo
thụng bỏo

Individual work

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

Individual work and pair work

1. The representatives of 3 classes of the
speaker’Ss school

2. The aim was to stimulate the spirit of

learning English among Ss

3. The Ss’ Parents Society

4. They had to complete 5 activities in
all. On competition of each activity,
they had to answer the questions in the
worksheets within 2 mimutes

5. They had to observe and score the Ss’
performance. A maximum score for
each activity was 15. At the end of the
competition they would announce the
total score of each group. The group
that got the highest scores will be the
winner

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enjoyment we had from it”

After you read

- T reads the poem aloud once or twice
and get Ss to repeat each line after
her/him

- Let Ss practice reciting the poem in
their own groups

- Call on different groups to read the
poem and ask the class to decide who

the best performers are

- Ask them to translate the poem into
Vietnamese

Consolidation and homework

- T summarises the main point of the
lesson

- Ask Ss to learn by heart the new words
and make sentences from them.

Group work

Patter ['pætə]: tiếng tí tách, tiếng lợp
đợp (mưa rơi)

Window –pane /'windou'pein/ ơ kính
cửa sơ

Whole class

Period 29

Unit 6: COMPETITIONS

B. Speaking

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

- Ask for and give information about types of competitions
- Talk about a competition or contest

II. Teaching aids:

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III. Anticipated problems:

- Ss may need help with the discussion task, so T should be ready to help them.

IV. Procedure:

Teacher s activities’ Students activities’

Warm up

Handouts: General knowledge quiz

- T delivers the handouts in which have the questions for Ss
to choose the correct answers.

1.Which language has the most native speaker?

a. Bengali b. English c. Mandarin Chinese d. Spainish
2. What is the largest country(by area) in the world that has
a land border with only one other country?

a. Australia b.Canada c. India d. United States
3. In which country will the 2008 Olympic Games held?
a. China b. Germany c. Greece d. United States
4. In which country is Mount Everest?

a. Tibet b. Nepal c. Findland d. Switzeland
5. Which continent has the biggest population?
a. Africa b. Europe c. America d. Asia

answer:

1. c 2. b 3. a 4. b 5. d
6. b 7. c 8.a 9. b 10. d

Task 1

-Introduce the task and gets Ss to do it individually
-Explain the meaning of the new words.

-Call on different pairs to report their answers. T should
encourage them to explain why they like or dislike a
game/constest and help them to express their ideas when
necessary

Task 2

- Introduce the task and call on one or two pairs of Ss to
read aloud the sample dialogue

- Ask Ss to read the useful expression on page 69 and
explain the new words

- Giving more structures:

Asking for opinions:

What do you think about..?

What’Ss your opinion about……/
How do you feel about…?

Do you like..?

Giving opinions

I think….is/aregood/fun/great/wonderful/perfect/interesting
I think in my opinion……….

From my point of view……..
As I see it…………

- Put Ss into pairs and get them to make similar dialogue,
using the structures they have learnt

- Go around to check and offer help

Group work

6.Which famous pop
musician sang at
Princess Diana’s
funeral?

a. Mariah Carey

b. Elton John
c. Ricky Martin
d. Celine Dion
7. Which is the
nearest star?
a. The Moon
b. Jupiter
c. The Sun
d. Mars

8. Who discovered
Americal?

a. Christopher

Columbus b. James
Cook

c. Great Khan
d. King Henry VIII
9. Who wrote the
song entitled
“Yesterday”
a. John
Lennon b. Paul
McCartney

c. Yoko Ono
d. George Harrison
10. How many legs

does a butterfly
have?

a. 3 b. 4 c. 5
d. 6

individual work and
pair work

compare with their
partners

ex:

My partner

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- After that T calls on some pairs to perform their dialogue

Task 3

- Put Ss in groups of 3 or 4. T tells each group to choose a
famous TV game or competion and work out details about it
- Go around to check and offer help

- After Ss have finished, T call on each group to come the
front. The whole class will ask questions about the

game/contest and guess what game, constest it is.

Consolidation and homework

- Summarise the main point of the lesson

- Ask Ss to write a para about a game show they like

Both of us
like/dislike…..
Neither my partner
nor I like…..

Neither of us
like……..

Pair work
Group work
Whole class

Period 30

Unit 6: COMPETITIONS

C. Listening

I. Objectives: By the end of the lesson Ss will be able to:
- Develop extensive listening skills

- Use the information they have listened to for other communicative tasks

II. Teaching aids:

Textbook, handouts, cassette tapes,…

III. Procedure:

Teacher s activities’ Students activities’

Warm up
Jumbled words

- T divides the class into groups of 3 or 4
- Give each group one card containing 10
words whose letters are jumbled and 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

The card

1. tohamarn 2. sifihn 3. renurn 4.
chiatelt

5. crae 6. conpahim 7. nurning 8.

Group work

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centadis

9. storp 10. cirang

Before you listen

- T uses the picture in the textbook to
introduce the topic

+ What can you see in the picture?
+ What event is it?

+Where do you think the Boston
Marathon might take place?
- What is the Boston Marathon?

- Who do you think can take part in the
Boston race?

While you listen
Task 1

Instruction: You are going to listen
about the Boston Marathon. Listen and
answer T/F questions. Put a tick in the
appropriate box

- Before listening, ask Ss to read through
the statements to understand them and
underline keys words.

- Play the tape once for Ss to listen and do

the task

- Check the answer with the whole class.
If many Ss cannot answer the questions,
T plays the tape one or two more times
and pauses at the answer for them to
catch

Task 2

- T asks Ss to read through the questions
in task 2

- Play the tape again for Ss to answer the
questions

- Get Ss to check their answer with a
partner. Then T checks with whole class.
T should play the tape again and pause at
difficult points if many Ss cannot

complete the task

After you listen(

- Ask Ss to talk about a famous

Vietnamese runner or

sportman/sportwoman that they like

- Put Ss in small group of 3 or 4

- Ask each group will prepare a short
biography of a famous Vietnamese
runner(or sportman) and do not let other
group know who is this person is

- Go around the class to check and offer
help

- After finishing, T calls on the

Whole class

We can see two athletes
Boston Marathon

USA

+ It is held in the USA

+ It began at the end of the 19th century

+ The Boston race is about 42 km
+ Runners have to go through 13 towns
during the race

- Atheles

Individual work

Answers:

1. T 2. T 5. T

3. F (2 hours 50 minutes and 10
seconds)

4. F (1967)

6. F (pass through 13 towns and ends
in centre of Boston)

Individual work/ pair work and whole
class

1. New York
2. In 1972
3. 8

4. 6164

Work in group

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representative of each group to talk about
their favouite sportman/woman

- Listen and take notes of Ss’ errors. T
provides corrective feedback after that

Consolidation and homework

- Summarise the main point of the lesson
- Do exercises in workbook

Period 31

Unit 6: COMPETITIONS

D. Writing

I. Objectives: By the end of the lesson Ss will be able to:
- Write a letter to reply to the request of information

II. Teaching aids:

Textbook, handouts, …

III. Procedure:

Teacher s activities’ Students activities’

Warm - up
Hang-man game

- T revises the vocabulary Ss learned in last
lessons

Before you write
Task 1

-T asks Ss if they want to participate in a
competition, what information about the
competition they would like to know and
would look for. T writes the answers on the
board

- T gets Ss to read the letter in task 1
individually

- Ask Ss to indentify who wrote the letter, for
what purpose, what information she
requested and compare their answers with
the ideas on the board

While you write

- T gets Ss to read the requirement of task 2
and work out with a peer what they need to
include in the reply letter and what kind of
language(formal or informal) they need to
use.

- Get Ss to write their own letters in 10
minutes

- T then asks Ss to get in pairs, exchange
their letters and correct each other

- T goes around to offer help

28th October, 2007

Dear Thu Trang,

Thank for your letter and welcome to our

Group work

- Individual work

When?(the date and time)
Where?(the venue)

Who?(who can participate, who are the
hosts/judges, who to contact,ect)

How?(how to apply to participat, how the
contest proceeds, how the candidates’
performance is assesses,etc)

What?(what is expected of the candidates,
what the award is)

Individual work and pair work
English for the World

106 Tran Hung Dao St, Hoan Kiem District
Hanoi

October

18,2007

Dear Thu Trang,

Thank you for your interest in our English
Speaking Competition. Here is the
information that you request.

Date and time: 8:30p.m, October 25, 2006
Venue: 106 Tran Hung Dao

Number of participant: 25

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English Speaking Competion. Here are some
details about the competion:

The number of participants is limited- just
25. The competition is held on 25th

November 2007, at 106 Tran Hung Dao
Street, Hoan Kiem District, Hanoi. It starts at
8:00p.m. Contestants should be present one
hour before the competition for registration
For more information please contact me on
the phone number(04) 9838188m, and
email:

Best wishes,
Kate Johnson

After you write

- T chooses one or two letters and reads
it/them to the class

- Then T elicits corrective feedback from the
class and gives final comments afterwards. T
should draw Ss’ attention to the format of the
letter, the organization of ideas and language
use.

Consolidation and homework

- Summarise the main point of the lesson

- T asks Ss to revise their letters according to
their peer’s suggestions and submit for
making in the next lesson

We encourage you to apply to participate by
4p.m, October 20. Because this year we
limit the number of participants to only 25,
application submitted late will not be
considered.

For further information, please contact me
on 9838188 or email me at

We wish you good luck at the contest and
look forward to seeing you there.

Best regards
Kate Johnson
Secretary
Whole class

Whole class

Period 32

Unit 6: COMPETITIONS

E. Language focus
I. Objectives: By the end of the lesson Ss will be able to:

- Distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences
containing them correctly.

- Understand reported speech with gerund and use these structures to solve
communicative tasks.

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- Textbook, handouts, …

III. Procedure:

Teacher s activities’ Students activities’

Pronunciation

Distinguish sounds

- T models the three clusters /tr/, /dr/,
/tw/ for few times and explains how to
pronounce them

- T gets Ss to read the words in each
column out loud in chorus for a few
more times. T listens and corrects if Ss
pronounce the words incorrectly

Practicing sentences containing the
target sounds

- Ask Ss to work in pairs and take turn to
read aloud the given sentences

- Go around to listen and take notes of
the typical errors

- Call on some Ss to read the sentences
again and provides corrective feedback

Grammar
a. Presentation

Reported speech with gerund

Form: V + (O) + Preposition + (not) +

V-ing

Use: We usually use a gerund structure
to report thanking, apologies,
accusations, and so on.

Accuse (sb) of, apologise (sb) for, insist
on(khăng khăng), congratulated (sb)
on, dream of, warn (sb) against (dặn ai
để phịng cáI gì/ai), prevent (sb) from,
thank (sb) for, suspect (sb) of….

Note: we don’t use'say” in this structure.
- Some verbs do not need a preposition:

Stop, admit, suggest, deny, mention,
propose (đề nghị)

b.Practice
Exercise 1

- T gets Ss to do the exercise 1
individually and then find a partner to
check their answers with

-T checks with whole class and provides
corrective feedback

Exercise2

- T gets Ss to do the exercise 1
individually and then find a partner to
check their answers with

-T checks with whole class and provides

Individual work and whole class

Pair work

Whole class take note and give
examples

Ex: “Sorry, I’m late”

She apologized for being late
Ex:” I didn’t do that”

She denied doing that

“It was nice of you to help me. Thank
you very much”

Tom thanked me for helping him
“Shall we pick you up at school?”

They suggested picking me up at school
Individual work, pair work and whole
class

Exercise 1

1. John congratulated us on passing our
exam

2. Mary apologized for not phoning me
earlier

3. Peter insisted on driving Linda to the
station

4. The teacher accused the boy of not
paying attention to what he had said
5. Bob has always dreamed of being
rich

6. I warned Ann against staying at the
hotel near the airport

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corrective feedback

1. Tom insisted on paying for the meal
2. Mr and Mrs Smith looked forward to
meeting their children soon

3. The boy denied breaking the window
of the woman’s house

4. The policeman stopped the customer
from leaving the shop

5. The thief admitted stealing Mrs
Brown’s car

6. Ann suggested having a party the next
Saturday

7. John and his wife were thinking of
buying the house

Consolidation and
homework

- T summarises the main points of the
lesson

- Ask Ss to revise reported speech with
gerund and do exercises in the
workbook

8. Miss White thanked Jack for visiting
her

Period: 33

TEST YOURSELF B
I. Objectives: By the end of the lesson Ss will be able to:
- Ss can understand the content of the test

- Ss can do the test well.

II. Teaching aids:

- Textbook, handouts,…

III. Procedure:

Teacher s activities’ Students activities’

1. Check the attendance 
2. New lesson

A. Listening

- Ask Ss to read the sentences before listening

- Ask Ss to complete the sentences after the 1st

listening & then check the answer again after the 2nd

& the 3rd listening

- Ask Ss to choose the best answer.
- Correct

B. Reading

- Ask Ss to read the passage and then choose the best
answer.

- Call some Ss to stand up and answer the questions.
- Listen and give the feedback

C. Pronunciation and Grammar

- Read the sentences
- Listen to the tape

- Choose the best answer.

1. A (They had olive wreath placed
on their heads)

2. B 3. D 4. C 5. B
- Read the passage and then choose
the best answer.

- Stand up and answer the
questions.

- Listen and give the feedback
1. D 2. B 3. B
4. C 5. C

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Pronunciation

- Ask Ss to listen and put a tick in the right box
- T reads the words for Ss to put a tick

Grammar

- Revise Ss the grammar

- Ask Ss do exercise then call some Ss to go to the
board

- Correct their mistakes

D. Writing

- Ask Ss to write about one of the competitions for
secondary school students on TV.

+ time and the channel on TV

+ length of the show, parts of the show
+ number of the competitors

+ content of the questions
+ the feeling you have for it

- After they have finished T picks up some Ss’ writing
and find common mistakes then asks Ss to correct

3. Homework

- Ask Ss to revise and prepare a 45- minute written
test

a. Pronunciation

1. Play 2. drive 3.
twice

4. proud

- Individual work
b. Grammar

1. talking 2. to go 3.
smoking 4. saying 5.
do 6. going

- Individual wok

Writing

Sample writing

“ Road to Mount Olympia” is a
very popular competition for
secondary students in Vietnam. It
is a general knowledge quiz, which
debuted on VTV3 in 1999 and
since then has been shown at 10:30
a.m every Sunday on the same
channel. The show is sponsored by
LG Corp and hosted by several
popular speakers such as Ta Bich
Loan, Luu Minh Vu, and Tung Chi

The copetition last one year
and consists of 52 qualifying
sessions and a final. There are 4
competitors in each session. These
are the representatives of different
schools around the country. They
are asked questions about sciences
and arts. The winner of each
weekly session can go to monthly
session and compete with other
students to win a place at the
quarterly session. The winners a of
the quarterly session can go to the
final. The winner of the final will
receive a large cash prize.

I like the show very much
because I can learn a lot from the
questions asked in it.

- Whole class
Tapescript

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The Greeks attached (gắn liền với) so much importance to these games that they calculated time in four
years cycles called” Olympiads” dating from 776 B.C

Period 34 REVIEW UNIT 4 and 6
I. Objectives: By the end of the lesson Ss will be able to:
- Ss can understand the content of the test

- Ss can do the test well.

II. Teaching aids:

- Handouts,…

I. Choose the word or phrase that best fits each gap of the passage.

For many young people sport is a popular part of school life and...(1)..in one of
the school teams and playing in matches is very important. ...(2)... someone is in a
team it means a lot of extra practice and often spending a Saturday or Sunday
away...(3)..home,as many matches are played there. It..(4)...also involve travelling
to other towns to play against other school teams and then...(5)...on after the match
for meal or drink.Sometimes parents,friends or the students will travel with the
team to support...(6)..own side.

When a school team wins a match,it is the whole school which feels proud,...
(7)...only the players. It can also mean that a school...(8)..well-known for being
good at certain sports and pupils from that school may end its playing...
(9)...national and international teams so that the school has some really..(10)...
names associated with it.

1. A) having B) being C) taking D) putting

2. A) If B) As C) Then D) So

3. A) at B) on C) for D) from

4. A) ought B) is C) can D)has

5. A) being B) staying C) leaving D) spending

6. A) their B) its C) our D) whose

7. A) but B) however C) and D)not

8. A) turns B) makes C) comes D) becomes

9. A) up B) to C) for D) beside

10. A) old B) new C) common D) famous

II.Choose the underlined word or phrase in each sentence that needs
correcting.

1.While they were away at the beach,they allowed their neighbours use the food.
A B C D

2.She wishes that we didn’t send her the cake yesterday because she’s on a diet.

A B C D
3.They are planning on attending the convention next month and so I am.
A B C D

4.He has less friends in his classes now than he had last year.
A B C D

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6.We thought he is planning to go on vacation after the first of the month.
A B C D

7.One should avoid to eat a heavy meal late in the evening.
A B C D

8.The class could not help to laugh when the teacher dropped all his papers.
A B C D

9.We insist on you leaving the meeting before any further outbursts take place.
A B C D

10.She does not know who did paint that beautiful painting.

III.Choose the word with has the different pronounciation of the underlined 
part.

1.A)parada B)apathetic C)companion D)marmalade

2.A)research B)resent C)resemble D)resist

3.A)breath B)feather C)heather D)leather

4.A)ache B)orchestra C)charity D)chorus

5.A)persuit B)suitable C)recruit D)guity

6.A)missed B)parted C)passed D)barked

7.A)believes B)pencils C)contents D)tables

8.A)surprise B)devise C)promise D)realise

9.A)question B)assure C)patient D)fresh

10.A)health B)heal C)meal D)steal

IV. Choose the best answer.

1.A...is a long running race of about 42kilometers or 26 miles.

A)long race B)mini-marathon C)marathon D)B&C are correct

2... is the sound that is made by something repeatedly hitting a surface quickly and
lightly

A)Hitting B)Part C)Parting D)Parter
3.I heard her feet... along the corrider.

A)putting B)pattering C)jumping D)knocking
4.The painting is not ....of his work of the period.

A)representative B)represented C)representing D)represent
5.He...10,09 seconds in the 100 meters final.

A)set B)clock C)clocked D)gained
6.They were bitterly...at the result of the game.

A)disappoint B)disappointing C)disappointed D)disapointedly
7.Her ...language is Korean.

A)native B)national C)international D)mother
8.We insisted...a refund of the full amount.

A)on B)at C)in D)to

9.The ...of a football team usually wears a colored arm band.

A) captain B)forward C)goalkeeper D)defender

10.We are ....competition...four other companies for the contract.

A) in/with B)in/of C)at/with D)at/of

11.We encourage students to ....fully in the running of the college.
A) participate B)emerge C)go D)enter

12.Go and apologize...her.

A) about B)to C)with D)at

13.We apologize... the late departure of this flight

A) about B)to C)of D)for

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15.Which of these is one of the sports events in the Olypic Games?
A) hiking B)racing C)hunting D)fishing

16.Only thirty students graduated... Chinese last year.

A) in B)of C)for D)on

17.The boy denied...the window of her house.

A) breaking B)break C)broken D)to break

18. If you want to win in the competition,you must practise...

A) hardly B)hard C)enough D)seriously

19.Lan’s mother prevented her...going out for dinner.

A) about B)by C)for D)from

20. My sister is...person in our family.

A) shorter B)the shorter C)the shortest D)the most short

Period 35

45 minutes test( No 02)
I/ Read the text and do the tasks below : (2.5 ms)

Teachers’ Day falls on the twentieth of November each year. Generallly, on this
remarkable occasion, school-children show their appreciation to their teachers who
have painstakingly guided them in their study. It is a time to forget the bad
experiences students may have of their teachers scolding and punishing them.

Students give their teachers flowers and gifts. Such gestures are small in
comparison with the teachers’ dedication and hard work. Parties are held and there
is a lot of fun and amusement in the schools.

Answer the questions.

1) When is Teachers’ Day held?

2) What do students give their teachers?

3) What are held in the schools on Teachers’ Day?

Choose true or false

4) ………… School-children show their appreciation to their teachers on this
remarkable occasion.

5) ………… Gestures are not small in comparison with the teachers’ dedication
and hard work.

II/ Write a letter to respond to Thu Trang, using the details below: (2.5 ms)

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- Venue: 79 Nguyen Thi Minh Khai street, Tan Binh district, Ho Chi Minh
City.

- Date: 27th December.

- Arrival time: 6:00 p.m; starting time: 7:00 p.m.
- Phone number : 089838188.

- E-mail :

III/ Change direct speech into reported speech: (3.5 ms)

1) “I’m sorry I didn’t phone you earlier,” Mary said.

 Mary apologised for

………
2) “I hear you passed your exams. Congratulations!” John said to us.

 John congratulated ……… on

………
3) Linda: Let me pay for the meal.

Tom: Certainly not! I’ll pay.
 Tom insisted on

……….
.

4) “We’ll come back again.”
 They promised

………
5) “You should join the football team, Eric,” said the teacher.

 The teacher encouraged

………..
6) “You should not drink too much beer.”

 My parents advised me

………..

7) “I’ve always wanted to be rich,” Bod said.

 Bod has always dreamed of

………...

IV/ Finish the following dialogue: (1.5 ms)

A: What kind of volunteer work are you participating in?

B: ………
A: ………?
B: We are teaching the children to read and write.

A: ………?
B: Yes. I like helping people.

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Period: 36 & 37
Unit 7: WORLD POPULATION

A. Reading

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

- Develop such reading micro-skills as scanning for specific ideas and guessing
meaning in context.

- Use the information they have read to discuss the topic.

II. Teaching aids:

- Textbook, handouts,…

III. Anticipated problems:

- Ss may not have enough vocabulary to talk about the topic, so T should be ready
to help them.

IV. Procedure

Teacher s activities’ Students activities’

Warm – up

Lucky number

1. Can you sing a song?
2. Lucky number

3. The noun of populate

4. Which continent has the biggest
population?

5. the synonym of ‘country’ - nation

Before you read

Discussing the pictures

Ask Ss to look the pictures on page 80
then answer the questions:

- Who can you see in the first
picture?

- How many children does the man
have?

- How is the house which his family
live in?

- What does the man do to earn his
living?

- What do two pictures tell you?

Pre - teaching vocabulary

To double: tăng gấp đôi

Average(a) b×nh thêng, trung b×nh

Group work

Pair work

- A family with too many children
- 6 children

- They live in an old mud and draw
cottage.

- He is unemployed so he has to do
manual work.

- The first picture tells us that if we have
a big family, we may not support our
children properly and give them a good
life and education.

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Birth- control methods: các biện pháp
hạn chế sinh đẻ

Family planning: khh g®

It is time sb did st: đã đến lúc ai đó
phải làm gì

Ex: It is time he came back home

To continue to do st

Ex: It continued to rain heavily

While you read

Setting the scene

You are going to read a passage about

the world population. While you read,
doing the tasks in text book

Task 1

Ask Ss to read the words in the box
then complete each sentence with a
suitable word

Ask Ss to work individually to do the
task

Ask Ss to exchange their answers with
other Ss

Call some of them to answer and give
the feedback

Task 2

Ask Ss how to do this task and ask
them to read

the questions and underline key words
before anwering them

Ask Ss to work individually to do the
task, then discuss their answers with
their peers

Call on some Ss to give their answer
and ask them to explain their choices. T
elicits feedback from other Ss and give
the correct answers

After you read

T writes the name of ten countries on
the board and ask Ss to work in pairs to
order these countries according to their
population

Number 1 is the most populated
country. And which is the richest,
which is the poorest of them

Indonesia Russia
China  Japan
Pakistan  Nigeria
Brazil 

Bangladesh

United States  India

Take notes and practice reading
vocabulary

Pay attention

Individual work and pair work
1. although 5. figures
2. method 6. limit
3. increases 7. international
4. resources 8. control

Individual work and pair work

1. The population of the world in 10.000
B.C was 10 million, in 1750 it was 650
million, in 1850 it was 1300 million, in
1950 it was 2510 million, in 1985 it was
4760 million, in 2000 it was 6.6 billion
2. By the year 2015, the population of the
world is expected to be over 7 billion
3. Some scientist say it can, but others
say it can’t

4. No, they don’t

5. Because they know of no safe way to
have fewer children

- Pair work

1. China 2. India 3. United States 4.
Indonesia

5. Brazil 6. Pakistan 7. Bangladest 8.
Russia 9. Nigeria 10. Japan

-Japan, China, Pakistan, Bangladesh,
India, Indonesia are in Asia

-The United States is in North America
-Brazil is in South America

-Russia is in Eroupe
-Nigeria is in Africa

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Consolidation and homework

T summarises the main points
T asks Ss to learn by heart all new
words and do the exercises in
workbook

Period 38

Unit 7: WORLD POPULATION
B. Speaking

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

-Talk about the causes of population explosion, problems of population booms and
solutions to these problems.

II. Teaching aids:

- Textbook, handouts, ….

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- Ss may not have enough vocabulary to talk about the topic, so T should be ready
to provide help.

IV. Procedure:

Teacher s activities’ Students activities’

Warm up

Picture description

T shows Ss the following picture and
ask them two questions:

+ What can you see in the picture?
+ What does the picture tell you?

Task 1

You are going to put the following
causes to overpopulation in order of
importace and explain

your decision.

Ask Ss to read through the causes
provided on page 83

Get Ss to work in pairs to order the

causes and remind them to explain
their order

Call on some pairs to present their
order and ask other pairs if they agree
or disagree with their friends’ answers

Task 2

Instruction: You are going to work in
pairs to list the problems facing poor
and overpopulated countries

T asks Ss to read the useful language

on page 83. T reminds Ss that they
should match the words / phrases on
the left with the words/ phrases on the
right

T may asks Ss to think of other
problems not mentioned in the book
T calls on some Ss to report their
answers and asks other Ss to feedback.
T comments and gives corrective
feedback

Task 3

Instruction: Now you in groups to find

out the solutions to the problems of
overpopulation

- T gets Ss to read Useful language. T
may elicit / pre-teach some words /

Whole class

A man is carring many children by
motorbike

The picture tells us about overpopulation

Whole class and pair work

1. Many people believe that having many
children means happiness

2. People are not aware of the problem of
overpopulation

3. Many people believe that having a
large family is a form of insurance

4. People are not properly educated

5. Religion doesn’t encourage people to
have fewer children

6. Fewer children die at birth

Pair work

Suggested answers:
- poor living condition
- low living standard

- not enough / expensive food

- lack / shortage of schools / hospitals /
teachers / doctors and nurses

- unemployment
- social evils
- illiteracy
group work

Suggested answers:

- raise an awareness of the problems of
overpopulation

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phrases

Reward and punishment policy: Chính
sách thởng phạt

To exercise /implement / 'implimnt/:
thực thi / áp dụng

To carry out: tiến hành

To raise: nêu lên, đưa ra; đề xuất

- T asks Ss to work in groups to do the
task. Ss may work out other solutions
- T goes around to offer help

- T calls on some Ss to present their
group’s ideas

- T elicits feedback from the class and
gives final comments

Task 4

Instruction: Now you are going to work
in groups to talk about the problems of
overpopulation and offer solutions,
using the results of Task 2 and Task 3
-Ask Ss to give a short presentation on
the problems of population explosion
and the solutions to them

- Encourage Ss to use transition signals
to make their presentation. T can elicit
the list of signals from Ss

+ first / firstly, second, next

+ also, besides, moreover, in addition,

furthermore

+ the first problems is that……/ the
next solution is that….

+ on the one hand, on the other hand,
however, but………..

- Call on some group representatives to
present and asks others to comment.
Finally, T gives feedback on Ss’
presentations and corrects the mistakes
and errors

Consolidation and homework

T summarises the main points

T asks Ss to do exercises in workbook

- exercise / implement reward and
punishment policy

- carry out population education
program / family planning program
- use birth control methods

Whole class and group work

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Period 39

Unit 7: WORLD POPULATION
C. Listening

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

- Develop such listening micro-skills as listening for specific information and
listening for general infromation.

II. Teaching aids:

- Textbook, handouts, cassette tapes,…

III. Anticipated problems:

- Ss may not also be familiar with the note-taking task so T should provide them
some tip to deal with the task.

IV. Procedure

Teacher s activities’ Students activities’

Warm up

Competion game - Crossword puzzele

Crossword

1. an area of publish land in a town or
a city where people go to walk, play

and relax

2. the noun of “poor”

3. attractive without being very
beautiful

4. without a job although able to work
5. a group of students who are taught
together

6. (of men) attractive

7. feeling that you would like to sleep
or rest

8. not knowing how to read or write

Group work
1. park
2. poverty
3. pretty

4. unemployed
5. class

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9. not young

10. the synonym of ‘country’

Before you listen

Discussing the questions

- Ask Ss to discuss the questions on
page 84 in pairs

- Call on some Ss to give their answers
and comments on the answers

- Get Ss to guess what they are going
to listen about

Vocabulary Pre-teach

- Before writing the new words on the
board, T helps Ss to pronounce the
words given in the book. T may read
aloud first or play the tape and ask Ss
to repeat in chorus and individually
- T teaches some of these words and
those taken from the listening passage:
Latin America

Rate of population growth
Developing countries
Rank (v,n)

Fall (n)

Generation(n)
Shortage(n)

- T gets Ss to make sentences with the
words and gives corrective feedback

While you listen
Task 1

Instruction: You are going to listen to
Dr Brown talk about the world
population. While listening, choose the
best answer A,B,C or D to complete
the statements or answer the questions.
- Get Ss to read the statements and
questions carefully and work out what
information they need to concentrate
on while listening. Then check with
whole class

- Get Ss to read the options in each
question and underline the words that
make them different

- Get Ss to guess the answer to each
question

- Play the tape once or twice for Ss to
listen and do the task

- Check the answer with whole class

Task 2

Ask Ss to read the questions in task 2
to understand them

pair work

Suggested answers:

The description includes 6 main points:
+ Name of the festival (sentence 1)
+ Purpose of the festival (sentence 1)
+ Time of the festival (sentence 2 - 3)
+ Main activities of the festival / what
people do in the festival (sentence 4 -7)

Followed marks cards lights
turkey marry holiday sing baked
spirit Family peaceful presents

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is the time when they can share (14)
….moments with their family.

Preparing Ss to write

- To prepare Ss for the writing task, T uses the
passage in the Warm-up as a model

- T gets Ss to read the passage again and
discuss the main points included in the
passage in pair. At the same time, Ss should
write down which sentences belong to which
main point

- Now get Ss to work individually to writee an
outline for their description, using the main
points set in previous activities

Writing

- T gets Ss to describe the festival they have
chosen in 15 minutes

- T goes around to observe and offer help with
vocabulary or structures

Feedback on Ss writings ’

- T asks Ss to exchange their writing with
another student for peer correction.

- T goes around and collects mistakes and
errors

- Choose one or two descrition and read
it/them to the class.

- Then T elicits corrective feedback from the
class and gives final comments afterwards. T
should draw Ss’attention to the organization
of ideas and language use

Consolidation and homework

- T summarises the main points of the lesson
- For homework, T asks Ss to improve their
writing taking into consideration their
friends’ and T’Ss suggestions and correction

+ Foods eaten (sentence8 - 9)

+ Peope’s feeling about the festival (like /
dislike? Reason (s)?)(sentence 10)

Individual work

Mid-Autumn Festival is of my most
favourite festivals. It is held on the 15th

day of the 8th lunar month every year. It’Ss

the time when Vietnamese people
celebrate the largest full moon in the year.
The children have parties with special
cakes and grapefruits. They also parade in
the street with their beautiful lantern,
which come in all shapes and sizes. Adults
buy moon cakes for their relatives and
friends. It is a great time for not only
children but also adults

Whole class

Period 48

Unit 8: CELEBRATIONS
D. Language focus
I. Objectives: By the end of the lesson Ss will be able to:
- Distinguish the clusters /fl/, /fr/, and /θr/

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- Use one(s), someone, no one, anyone, and everyone appropriately.
- Use vocabulary about holidays and celebrations appropriately.

II. Teaching aids:

- Textbook, handouts, ………….

III. Anticipated problems:

- Ss may find it difficult to pronounce the three clusters, so T should prepare a lot of

practice.

IV. Procedure

Teacher s activities’ Students activities’

Pronunciation

Distinguish sounds

- T models the clusters /fl/, /fr/, and /θr/ for a
few times

- T reads once for Ss to hear the words
containing these clusters. T reads again and
ask Ss to repeat after

- Ask Ss to read the words in each column out
loud in chorus for a few more times. Then T
call on some Ss to read the words out loud
Practicing the dialogue containing the target
sounds

- Ask Ss to work in pairs and take turn to read
aloud the given dialogue on page 97

- Go around to listen and takes notes of the
typical errors

- Call on some Ss to read the D again and

provide corrective feedback

Grammar
a. Presentation

- T writes some sentences on the board and
asks Ss to comment on the of one(s),
someone, no one, anyone, and everyone

- T asks Ss to give similar examples and gives
feedback

b. Practice

Whole class, individual work and pair
work

Pay attention and give comments on these
examples

+ I don’t like the red shirt, I prefer the
blue one

+ Don’t buy the sour oranges. Buy the
sweet ones

+ There’s someone waiting for the director
in the office

+ Did someone call me last night?

+Have you met anyone like him?
+ Don’t tell anyone my secret
+ No one likes her story
+ Everyone laughs at him

+ Has everyone done your home work?

Individual work
One and one (s) are used to replace a previously

mentioned noun when we do not want to repeat that
noun. One replaces a singular N and ones replaces a
plural N

Someone = somebody. It used with a singular verb in
an affirmative statement or a question when speaker
expects the ‘yes’ answer

Anyone = anybody. It used with a singular verb in a
negative statement or a question

No one usually takes a singular affirmative verb

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Exercise 1

- Ask Ss to do exercise 1 individually and
then compare their answers with another
student. Then T calls on some Ss to read out
their answers

Exercise 2

- T asks Ss to do exercise 2 in pairs. Ss have to
rewrite the sentences, using the pronoun
one/ones

- Ask them to compare answer with another
pair

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

- Ask other Ss to feedback and gives correct
answers

Exercise

- Use the words from the box to complete the
following sentences

- Ask Ss to work individually to do exercise
Then T calls on some Ss to speak out loud
- T listens and correct it if necessary
Suggested answers:

1. traditional 2. grand 3. gifts 4.
celebrating

5. polite 6. good luck 7. excitement

Consolidation and homework

- T summarises the main point of the lesson
- Ask Ss to learn by heart grammar they have
learnt

1. anyone 2. someone 3. anyone
4. someone 5. no one

6. everyone 7. no one

1. Of the 3 bags, I like the blue one

2. Mai is making a fruit cake. Huong is
making one, too

3. I like reading books, especially the ones
about the natural world

4. I don’t have a computer, and my father
doesn’t want me to have one

5. They let me choose a pencil, and I took
the red one

6. There are several national celebrations
in Vietnam but perhaps the most
meaningful one is Tet holiday

7. We told each other both happy stories

and sad ones about our lives

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Period 49

REVIEW UNIT 8

I. Objectives: By the end of the lesson Ss will be able to:
- Ss can understand the content of the test

- Ss can do the test well.

II. Teaching aids:

- Handouts,…

I. Pick out the word who underlined part is pronounced differently from that
of the other:

1. A. flap B. flash C. flat D. flare

2. A. flop B. floral C. flog D. flock

3. A. flame B. flan C. flank D. flatter

4. A. frond B. front C. frost D. froth

5. A. thrash B. thread C. threat D. thresh

II. Pick out the word that has the stress pattern different from that of the
others:

6. A. decorate B. pagoda C. relative D. calendar

7. A. celebration B. traditional C. entertainment D. preparation

8. A. occasion B. important C. excitement D. January

9. A. between B. banner C. colour D. special

10. A. however B. nowadaysC. popular D. influence

III. Choose the best answer that best completes each sentence:

11. ………… was the day before yesterday.
A. The France’s Independence day

B. The day of the French independence
C. French’s Independence Day

D. France’s Independence Day
12. No one likes snakes, ……….

A. do they B. don’t they C. do you D. don’t you

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14. As long as they ………….. stay for more than a few days, they can sleep at my
flat.

A. don’t B. didn’t C. shan’t D. wouldn’t

15. Their flat is ………… in a tasteful combination of colours.

A. ornamented B. decorated C. embellished D. equipped

16. The news of Julia’s engagement caused great …….. .
A. excite B. excited C. exciting D. excitement
17. This sort of music was very …….. in the 1940s.
A. preferred B. liked C. favourite D. popular

18. The child was told to eat all his vegetables or ………… he would get no
ice-cream.

A. in case B. else C. instead D. in fact

19. She wrapped the birthday present in paper and tied it with……….

A. wire B. string C. rope D. line

20. We need to do some shopping. There isn’t ……… in the fridge.

A. anything B. nothing C. something D. thing

21. On one …….. he rang me in the middle of the night.

A. time B. moment C. occasion D. chance

22. You can have ……. you like.

A. anything B. whatever C. A or B D. None is correct

23. She was busy ………… the letters.

A. type B. to type C. at typing D. typing

24. I’ve lost my bag and I can’t find it……….

A. anywhere B. somewhere C. nowhere D. everywhere

25. Banh Chung is made ……… sticky rice, green beans and patty pork.

A. of B. from C. with D. by

IV. Choose the underlined part that needs correcting:

26. Someone spoke to me, but I can’t remember its name.
A B C D

27. There isn’t nobody waiting for me, isn’t there?
A B C D

28. Anyone stole the money, but we don’t know who.
A B C D

29. Someone is waiting for you. They’re been waiting for some time.
A B C D
30. Noone helped John to cook the food.

A B C D

V. Choose the correct sentence which has the same meaning with the given
one:

31. The box isn’t empty.

A. There is something in the box.
B. The box is something.

C. There isn’t anything in the box.
D. There is nothing in the box.
32. I know Mary better than anyone.

A. No one knows Mary who is better than me.
B. I don’t know anyone who is better than Mary.
C. No one knows Mary better than I do.

D. I know that Mary is better than anyone else.
33. No one replied when I phoned.

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B. When I phoned, there was no reply.
C. When I phoned, there was nobody else.

D. When I answered the phoned, there was a reply.
34. You had a call this morning.

A. You were on the phone this morning.
B. You bought a telephone this morning.
C. You had a telephone this morning.
D. Someone called you this morning.
35. We haven’t got any food.

A. We’ve got nothing to eat.

B. There’re nothing to eat.

C. We haven’t got nothing to eat.
D. A & B.

VI. Read the passage below and decide which answer that best fits each gap.

THE BIRTHDAY PRESENT

My 15-year-old sister asked me to lend my CD player (36)……. her but I didn’t
want to as she never takes (37)….. of things she borrows. I thought I should (38)
. to her why I couldn’t let her have it. (39) .., I had made a promise to

…… ……

myself not to (40)……… with her and, seeing that her birthday was approaching, I
didn’t want to (41)……… her. And I also had to get her a present. Then a friend of
mine (42)……….. a great idea to me. I bought a CD player for her birthday. I went
to the Post Office and (43)……….. it to her. Some days later, as I wrote her an (44)
. Birthday card on the internet, I got a text (45) .. It read:”You’re the

……… ……

best sis in the world! Thank you! ”. She had got it.

36. A. to B. for C. with D. towards

37. A. notice B. notes C. care D. attention

38. A. show B. tell C. teach D. explain

39. A. Although B. However C. But D. Despite

40. A. argue B. debate C. talk D. chat

41. A. upset B. disturb C. bother D. annoy

42. A. required B. got C. suggested D. demanded

43. A. delivered B. transferred C. gave D. sent

44. A. electronic B. electrical C. electric D. electronics

45. A. memo B. message C. letter D. note

VII. Read the passage below and choose the best answer to each question:

Independence Day in the United States is observed annually on the Fourth of July.
For most communities throughout the nation, the traditional celebration includes
parades down the main street, picnics with hot dogs and lemonade, and, of course,
a fireworks display at night. In some town across the country, however, special
events are planned in honor of the occasion. In Bristol, Rhode Island, fire engine
team from communities throughout New England compete in a contest to squirt
water from their fire hoses. Flagstaff, Arizona hosts a huge three-day powwow,
including a rodeo, for twenty Native American tribes. The annual Eskimo games
with traditional Kayak races are held in Kotzebue, Alaska. Two auto races are
always scheduled for the Fourth, including a four-hundred-mile stock car event at
the Daytona International Speedway in Daytona, Florida, and an annual auto race
up the fourteen-thousand-foot precipipe at Pike’s Peak in Colorado.

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Pennsylvania congregates sin the Litiz Spring Park to light thousands of candles
and arrange them in various shape and images.

In Ontario, California, the townpeople combine the traditional with the unusual by
setting up tables along Euclid Avenue for what they describe as “the biggest picnic
table in the world”. In this way, everyone in town has a front-row seat for the
two-mile parade.

46. With which of the following topics is the passage primarily concerned?
A. Traditional calebrations for the Fourth of july.

B. Holidays in the United States.
C. The origin of Independencce Day.
D. Small towns in America.

47. How is Independence Day observed in Ontario, California?
A. By hosting a powwow and rodeo.

B. By sposoring a stock car event.
C. By squirting water from fire hoses.

D. by setting up tables along the parade route.

48. The author mentions all of the following as ways for the Fourth of July is
celebrated except ……..

A. Parades B. Races C. Dances D. Fireworks

49. The word “huge” in line 8 could be best replaced by which of the following?
A. exciting B. amusing C. complicated D. large

50. The word “them” in line 19 refers to…….
A. shapes B. candles C. children D. images

PERIOD 50

REVISION 1
I.Objective:

- Helping Ss revise the grammatical points from U1 to U8.

II. Teaching method: Communicative method

III. Teaching aids: Hand out, textbook,…
IV. Proceduce:

Teacher s activities‘ Students activities ’

I. The Present Simple Tense:

to be

- Affirmative: S + V1…. S + am/is/are……
- Negative: S + do/does + not + V….S + am/is/are + not…..
- Interrogative: Do/Does + S + V….? Am/Is/Are + S ….?
Ex: I usually go to school in the afternoon.

Ex: The earth moves around the sun

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to be

- Affirmative: S + V2/ed…. S + was/were……
- Negative: S + did + not + V….. S + was/were + not…..
- Interrogative: Did + S + V….? Was/Were + S ….?
Ex: - My father bought this house 10 years ago.

- Mr. Nam worked here in 1999.

- Last night, I had dinner, did my homework, watched TV and
went to bed.

- When she came here in 1990, she worked as a teacher.
III. The Present Perfect Tense:

- Affirmative: S + has/have +V3/ed….
- Negative: S + has/have + not + V3/ed…..

- Interrogative: Has/Have + S + V3/ed….?
Ex: We have learnt English for 5 years.

Ex: She has just gone out.

IV. The Past Progressive Tense:

- Affirmative: S + was/were + V-ing….
- Negative: S + was/were + not + V-ing…..
- Interrogative: Was/Were + S + V-ing….?
Ex: They were playing chess at 4 o’clock yesterday.
Ex: - I was studying my lessons when he came.

- We saw him while we were walking along the street.
V. The Past Perfect Tense:

- Affirmative: S + had + V3/ed….
- Negative: S + had + not + V3/ed…..
- Interrogative: Had + S + V3/ed….?
Ex: By the end of last month, she had made 4 skirts.

EXERCISES

Put the verbs in parentheses into the correct tense:
1. He (practice)_______________ the piano every day.
2. I (believe)____________ you.

3. Maria (have)_____________ a cold now.
4. John (hate)____________ smoke.

5. Jill always (get up)____________ at 6.00 a.m.

6. John (write)________________ his report last night.
7. Tim (go)____________ to France last year.

8. When the teacher (enter)_____the room, the students were
talking.

9. Guillermo (call)_____________ his employer yesterday.
10. What you (do)______________ last weekend?

answer the T’s
questions.

- Look at, listen and
answer the T’s
questions.

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11. Mr. and Mrs. Ba (take)__________ some beautiful photos a
few days ago.

12. I used to walk to school when I (be)_________ in primary
school.

13. Lan (drink)_____________ two bottles of water every day.
14. Gene (eat)____________ dinner when his friend called.

15. At three o’clock this morning, Eleanor
(study)______________.

16. John (write)________________ his report last night.

17. After John (wash)_____________ his clothes, he began to
study.

18. Tim (go)____________ to France last year.

19. When the teacher (enter)_____the room, the students were
talking.

20. Guillermo (call)_____________ his employer yesterday.
21. Jane sent a letter to his university after she (receive)
___________ her scholarship check.

22. The car (flip)___________ ten times before it landed on its
roof.

Consolidation:

- Summary the main content of the lesson.

Homework:

- Review the English tenses.
- Do exercise

10.did you do
11. took
12. was
13. drinks
14. was eating
15. was studying
16. wrote

17. had washed
18. went

19. entered
20. called

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PERIOD 51

REVISION 2

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

- Review reported speech with infinitive, gerund and conditional sentences.
- Ss will use these grammatical items in order to do exercises fluently.

II. Teaching method: Communicative method

III. Teaching aids: Hand out, textbook,…
IV. Procedure:

Teacher s activities’ Students activities’

- Ask Ss to make a list the grammatical items
that they have learn from unit 1 to unit 8

I. Grammar:

1. Revision reported speech with
infinitive:

Chúng ta sử dụng lời nói tờng thuật với
nguyên mẫu khi muốn tờng thuật lại lời yêu
cầu (told, asked, demanded…), một lời
khuyên (advised), lời hứa (promised), lời đề
nghị (offered), lời mời (invited), lời nhắc nhở
( reminded).

Eg: a) “You had better not tell lies to others”,
his mother said.

His mother advised him not to tell

lies to others.

b) “I’ll wake you up tomorrow” said he
to me.

He promised to wake me up the
following day.

List all grammatical items that they
have learnt

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2. Revision reported speech with gerund

- Ask Ss to change the following sentences in
to reported speech.

Eg: a) Ba said that he broke the mobile
phone.

Ba
admitted………..
b) Lan said that they should go fishing
on Sunday.

Lan
suggested………...
Repeat the usage of reported speech with

gerund.

Chúng ta sử dụng lời nói trực tiếp với danh
động từ khi muốn tờng thuật lại lời chuc
mừng, xin lỗi, cảm ơn….

- Các cấu thờng đợc dùng với câu trực tiếp
này.

+ thank . . . for . . .:cảm ơn ai . . . vÒ….

+ congratulate . . . on . . . chóc mõng. . .
vÒ. . .

+ accuse . . . of . . . : buộc tội. . . về. . .
+ Blame . . . for . . . : đổ lỗi cho ai…..về…
+ warn . . . against . . . : cảnh báo. . . tránh
khỏi. . .

+ prevent . . . from . . . .:ngăn cản aikhỏi
làm gì.

+ stop . . . from . . . . :
+ apologize for . . . :xin lỗi vỊ
+ insist on . . . : kiªn qut.
+ dream of . . . . : m¬ vỊ

+ look forward to . . . : mong ngãng
+ think of . . . : nghÜ vÒ

+ admit : thõa nhËn// deny : chèi bá

3. Revision reported speech with
conditional sentences:

- Ask Ss to repeat the change the conditional
sentences in to reported speech

B. Exercise: Change the following sentences
in to reported speech:

1. 'If I had any money, I'd buy you a drink,'
she said to me.

 __________________

2. 'If I catch the plane, I'll be home by five,'
he said.

 _______________________

3. 'You should stay in bed if you feel unwell.'
my mother said.  _______________
4. 'What would you do if you were having a

Change the sentences in to reported
speech.

- Ba admitted breaking the mobile
phone.

- Lan suggested going fishing on
Sunday.

Repeat the way to change the
conditional sentences in to reported
speech

a. Conditional type 1: Change in
to Conditional type 2.

b. Conditional type 2: unchanged
or can change in to Conditional
type 3

c. Conditional type 3: unchange
- work individually

1. She asked me if she had any money,
she'd buy me a drink.

2. He said that if he caught the plane,
he’d be home by five.

3. 'You should stay in bed if you feel
unwell.' my mother said. 
_______________

4. 'What would you do if you were
having a problem with grammar,

Jane?'

 Ann asked.

_______________________

5. 'If I'd had my mobile yesterday, I
could have contacted you,' Matthew
said to Jane.



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problem with grammar, Jane?'

 Ann asked.

_______________________

5. 'If I'd had my mobile yesterday, I could
have contacted you,' Matthew said to Jane.
 _______________________________

Consolidation:

- Summary the main content of the lesson.

Homework:

- Review the English tenses.
- Do exercise in reported speech.

PERIOD 52

REVISION 3

I. Objective: By the end of the lesson, Ss will be able to:
- Write a letter of reply.

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III.Teaching aids: Textbook, handouts.

IV. Procedure:

Contents Teacher and Students activities’

Reordering (Group work)
- Card 1: Yours faithfully
- Card 2:

I am interested in practicing English with native
speakers and

- Card 3: Dear Sir/ Madam

- Card 4: I read the information about the English
Speaking Competition on your Language Centre ’s
website

- Card 5: 140 Kham Thien st, Dong Da District
Hanoi, Vietnam

17th October, 2006

- Card 6:

I want to get some information about the competition
- Card 7:

Please provide me with your phone number and
e-mail.

I look forward to hearing from you soon
- Card 8: Thu Trang

Card 9:

Could you please send me details of the competition,
the number of participants, entry procedures, venue,
date and time?

Writing a letter of reply

Activity 1: Discussion (Pair work)
1. What kind of letter is it?

2. In what case do we write this kind of letter?
3. Which expressions do we use when asking for

information?

Activity 2: Read the letter and find out the information

required for the English Speaking Competition.

a. Where to get information of the competition:
 on language Centre ’s website

b. Why to take part in the competition

- Ss play the game in 2 teams.
- T divides the letter on the text
book into many parts and then
writes the content of its on 9
cards.

- T sticks the cards on the board
and asks Ss to reorder them in
right positions as a complete letter
on a blank poster.

- T plays a cassette player and the
game will end when the music
stops.

- The winner will be the one who
has more cards put in the right
positions.

- T asks Ss to look at the letter on
the board (book closed)

- T gives out some questions and

asks Ss to discuss them in pair
work

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 to practice English with native speakers

 to get some information about the competition
c. What information the writer wants to know about

 number of participants
 entry procedures
 venue

 date
 time

 Vocabulary:

- participant: a person who participate in sth.
- Procedure: order or way of doing something
- Venue: place where people agree to meet
- Competition: contest

Activity 3:

Expressions used in writing a letter of reply

1. Thank you for …/ Thanks for…./ Thank you so
very much….

2. I’m very grateful to/ about……

3. I’m sorry …

4. It is with deep regret that…
5. I’m afraid….

6. I’m very happy to know that….
7. I really appreciate your …….
8. We would like to thank you for….

9. I/we receive your….. and feel that it is….
10.We would like to request that….

11.In response for your request for…

 Activity 4: Imagine you are Kate Johnson,
secretary of the English Speaking Competition. Write
a letter to respond to Thu Trang, using the details
below.

- number of participants: 25

- Venue: 106 Tran Hung Dao Street, Hoan Kiem
District, Hanoi

- date: 25th November

- arrival time: 7: 00 p.m; starting time: 8: 00 p.m
- Phone number: (04) 9838188

- T explains some new words

- T asks Ss to write down some
expressions commonly used in
writing a letter of reply on posters
in group work.

- The winner will be the one has
more correct answers.

- T gives feedback

- T divides the class into 4 group
and gives them posters.

- T asks Ss to look at the details
given in the textbook to write a
letter of reply to Thu Trang.

- T gives instructions, Ss listen
and follow.

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- e-mail:

Key: 28th October, 2007

Dear Thu Trang,

Thank you for your letter and welcome to our English
Speaking Competition. Here are some details about the
competition.

The number of participants is limited - just 25. The
competition is held on 25 November, 2007, at 106 Tran
Hung Dao Street, Hoan Kiem district, Hanoi. It starts at
8.00 pm. Contestants should be present one hour before
the competition for registration.

For more information please contact me on the phone

number: (04) 9838188 and e-mail:

Best wishes,

Kate Johnson
Secretary.

- Write a complete body of the letter with the words
given (handout)

Dear Sir/ Madam,

I/ten year/ student/ High Ridge School. I / involved/
Technology Project/ design/ make 3 D calendar/ I /be/
grateful/ if/ send/ me information/ samples/ concern/
3D calendars.

Thank you/ help/ attention
Yours faithfully,

needed.

- Ss write the letter.

- Ss. exchange their writings to
correct the mistakes.

- T. asks a student to go to the
board and write down his or her
writing.

- T. corrects mistakes and asks Ss.
to copy down in their notebook.

_ T gives handout to Ss and asks
them to do at home.

PERIOD 53 
REVISION 4

I. Objectives: By the end of the lesson Ss will be able to:
- Ss can understand the content of the test

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II. Teaching aids:

- Handouts,…

I. Choose the word whose underlined part is pronounced differently from that of
the others.

1. a. question b. mutual c. situation d. action

2. a. honest b. honour c. honey d. ghost

3. a. rumour b. humour c. mutual d. duty

II. Choose the word whose main stress pattern is not the same as that of the others.
4. a. understanding b. anniversary c. experience d. celebration

5. a. invite b. intimate c. divorce d. imagine

III. Choose the word or phrase (a, b, c or d) that best fits the blank space in each
sentence.

6. He seemed ________ a friendship to Joe.

a. beginning b. being begun c. to be begun d. to have begun
7. ________ happened, I didn't want to lose Sarah's friendship.

a. However b. Wherever c. Whatever d. Whenever

8. He had a portrait ________ as a birthday present for his daughter.

a. paint b. painting c. painted d. to be painted
9. We ________ friends even after we grew up and left home.

a. became b. made c. struck up d. remained

10. At first I found it difficult ________ on the other side of the road.
a. to get used to drive b. to get used to driving

c. being used to drive d. in getting used to driving
11. The factory is said ________ in a fire two years ago.

a. being destroyed b. to have been destroyed

c. to destroy d. to have destroyed

12. The party starts at 8 o'clock so I'll ________ at 7.45.

a. look for you b. pick you up c. bring you along d. take you out
13. She wants to look ________ in her wedding reception.

a. nature b. natured c. natural d. naturally

14. When will you have the dress made?' 'I expect ________ by Friday.

a. to finish b. finishing c. to be finished d. being finished
15. A selfish person is incapable ________ true friendship.

a. of b. with c. in d. for

16. ________ it was a formal dinner party, James wore his blue jeans.

a. Since b. Even though c. Until d. Only if

17. No sooner ________ the phone rang.

a. had they arrived home that b. they had arrived home than
c. did they arrive home that d. had they arrived home than
18. A number of Vietnamese ________ to that city recently.

a. moved b. has moved c. have moved d. was moved

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a. appreciating b. looking forward c. thinking about d. enjoyable
20. Mr. Lee was upset by ________ him the truth.

a. our not having told b. us not tell c. we didn't tell d. not to tell
21. Jean has a very easy-going ________, which is why she is so popular.

a. reputation b. personality c. characteristic d. sympathy

22. The examiner made us ___ our identification in order to be admitted to the test center.

a. show b. showing c. to show d. showed

23. As we entered the room, we saw a rat _______ towards a hole in the skirting board.
a. scamper b. to scamper c. scampering d. was scampering
24. I remember ________ to Paris when I was a very small child.

a. to be taken b. to take c. being taken d. taking

25. It was difficult to ________ a date which was convenient for everyone.

a. agree b. organize c. arrange d. provide

IV. Choose the underlined word or phrase (A, B, C or D) that needs correcting.
26. If one is invited out to a dinner, it is perfect proper to go either with or without a gift

A B C D

27. His teacher encouraged him taking part in the international piano competition
A B C D
28. Jane has not rarely missed, a party since she was fifteen years old.

A B C D

29. Tina is always understanding, patient, and sensitive when helping her friends to their
problems

30. So far this term, the students in writing class have learned how to write
A B

thesis statements, organize their material, and summarizing their conclusion
C D

V. Choose the word or phrase (a, b, c or d) that best fits the blank space in the
following passage.

A few weeks ago, I had a (31) _______ unusual flight from London to Khartoum.
The flight was (32) _______ to leave at a quarter past two, so I checked in at half past
twelve, thinking that I had plenty of time to save. I was rather horrified to find that I had
to pay £50 (33) _______ baggage, but on the other hand, it was relief to see the back of
my suitcase, which was, I had to (34) _______ , extremely heavy.

Having visited the duty-free shop, I sat in the lounge waiting for my I flight to be
called. Two o'clock came, and (35) _______ there was no announcement, so I went over
to the information desk. The ground hostess (36) _______ me that the plane would be
leaving only a few minutes later than scheduled, and I sat down again.

Suddenly there was an announcement: 'Flight (37) _______ until 17.45'. There was a

collective groan from the waiting passengers, but the airline then announced that it was
offering us a free lunch, which (38) _______ us all a little.

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board, a mouse had been discovered on the plane. As a result, the plane had had to be
(40) _______ from service.

31. a. somehow b. somewhat c. somewhere d. something

32. a. destined b. planned c. likely d. due

33. a. hand b. heavy c. excess d. loaded

34. a. admit b. expect c. confess d. confide

35. a. so b. only c. just d. still

36. a. warned b. assured c. insured d. assumed

37. a. diverted b. canceled c. delayed d. confirmed

38. a. pacified b. persuaded c. encouraged d. consoled

39. a. reason b. cause c. origin d. root

40. a. withdrawn b. deleted c. removed d. pulled

VI. Read the passage carefully and choose the correct answer.

Your mind's ability to bring back experiences you have had is your memory. There
are two kinds of remembering, recall and recognition. For instance, you may not be able

to recall the poem you read yesterday in class, but if you see it again, you will know it
instantly because you recognize it.

Some few people have 'total recall,' often spoken of as photographic memory. A
person with total recall can recite a whole page of a book he has read only once, or playa
musical composition after hearing it once. This is very unusual, however, and most
people have difficulty in remembering even names they heard the day before. This is not
because most people lack the ability to remember, but because they had not paid much
attention to what they heard. They felt no personal reasons to remember. Having a
personal reason for remembering is one of the most important factors in a good memory.

When you have a strong reason for remembering, concentrate as you read or listen,
and try to connect the new information to things you I already know. A detail is easy to
remember when it fits into a whole that makes sense. If you understand the entire history
lesson before you try to remember any particular dates, your memory may surprise you.
41. While not directly stated, it may be inferred from the article that ________.

a. details are more easily remembered by fitting them into a whole
b. recall and recognition are the same thing

c. wanting to do a thing is very important to being able to do it

d. if he will try hard enough, one man can remember as well as Mother
42. This article as a whole tells us about ________.

a. people who can remember whole pages c. our memory and how to improve it
b. recognition and recall d. people who can't remember names
43. A person with photographic memory is ________.

a. can only remember things if he looks at a photograph

c. can be found in mental hospitals

b. brings his camera everywhere he goes

d. can remember every detail of what he sees or hears
44. One way to improve our memory is ________

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b. to have a camera with you all the time
c. to concentrate on what you hear or read
d. to learn everything by heart

45. Which sentence is not true?

a. If you can't remember things, you have no memory.
b. Recognition and recall are the two kinds of memory.
c. Total recall is remembering something in its entirely.

d. A person can remember anything better if he has a strong reason for doing it.

VII. Choose the answer (a, b, c or d) that is nearest in meaning to the printed
before it.

46. It's no use trying to make friends with him.
a. You should try to make friends with him.

b There's no point in trying to make a friendship with him.
c. Making a friendship with him is worthless.

d. I find it difficult to make friends with him.

47. As soon as he arrived at the airport, he called home.
a. No sooner had he arrived at the airport, he called home.
b. He arrived at the airport sooner than he had expected.
c. Calling home, he said that he had arrived the airport.
d. Immediately after he called home, he arrived the airport.

48. We had our house decorated to celebrate our wedding anniversary.

a. We had to decorate our house. c. Our house needs to be decorated.

d. We helped my father decorate our house. b. We had someone decorate our house.
VIII. Choose the best sentence (a, b, c, or d) made from the given cues.

49. Thank/ invitation/ silver anniversary/ beginning/ September//

a. Thank you for your invitation to your silver anniversary at the beginning of September.
b. Thanks for your invitation of the silver anniversary at the beginning of September.
c. Thank you for your invitation to your silver anniversary in the beginning of September.
d. Thank you for your invitation to your silver anniversary at the beginning in September.
50. When! II arrive/ lecture/ already start/ professor/ write/ overhead projector//

a. When I arrived the lecture already started and the professor wrote the overhead
projector.

b. When I arrived lecture had already started 'and professor wrote the overhead projector.
c. When I arrived the lecture had already started and the professor was writing on the
overhead projector.

d. When I arrived the lecture had already started and the professor had writing on the
overhead projector.

PERIOD 54

THE FIRST TERM TEST

I. Choose the word whose underlined part is pronounced differently from that of

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1. A. knowledge B. comfort C. popular D. college

2. A. orchestra B. scholarship C. chemistry D. charity

3. A. announced B. struggled C. observed D. repaired

II. Choose the word whose main stress pattern is not the same as that of the others.

4. A. competition B. illiteracy C. representative D. university

5. A. difficult B. relevant C. volunteer D. interesting

III.Choose the word or phrase (A, B, C, or D) that best fits the blank space in each

sentence.

6. She was able to ... all the tasks assigned to her.

A. keep on B. set up C. put off D. carry out

7. We managed to ... over $4,000 through donations and other events.

A. deposit B. donate C. raise D. exchange

8. Laura reminded her roommate ... her alarm clock for 6:00.

A. to set B. setting C. to be set D. of setting

9. The boy found a wallet in the street, and then he ... to return it to the loser.

A. tried B. had tried C. was trying D. had been trying

10.The two children blamed each other ... the window.

A. to break B. breaking C. for breaking D. having broken

11.She swam strongly and ... cross the river easily, even though it was swollen by the

heavy rain.

A. used to B. was able to C. could D. was supposed to

12.The government has spent £1 million on an advertising ... to encourage energy

conservation.

A. campaign B. promotion C. operation D. competition

13.No one could ever accuse this government ... about the poor.

A. not caring B. of not caring C. for not caring D. not to care

14.I heard the tyre ... and then the lorry skidded across the road.

A. burst B. bursting C. be burst D. being burst

15.I was ... to find that the film was quite ……

A. surprised - frightening B. surprised - frightened

C. surprising - frightening D. surprising - frightened

16.Police are reported ... illegal drugs in a secret hiding place in the star’s home. [thuốc
tây lậu]

A. they have B. having C. to have D. have had

17.Our education will help with the ... of knowledge for the young.

A. rich B. riches C. richness D. enrichment

18.I don't remember ... of the decision to change the company policy on vacations.

When was it decided?

A. telling B. being told C. to tell D. to be told

19.Ms. Jackson was assigned the fifth-grade science class ... she has the best
qualification among the available faculty. [giao bài tập / khoa đại học]

A. although B. whereas C. since D. if

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A. Waiting B. Having waited C. Being waited D. Waited

21.Many firms are now struggling to survive in a highly ... marketplace.

A. competing B. competition C. competitive D. uncompetitive

22.The ... will observe and score your performance in the contest.

A. judges B. contestants C. sponsors D. winners

23... she went home early.

A. Feel not well B. Having felt not well

C. Feeling not well D. Not feeling well

24.He congratulated the team ... all their games.

A. to win B. winning C. for their winning D. on having won

25.I often ... of being famous when I was younger.

A. accused B. dreamed C. pretended D. assured

IV. Choose the underlined word or phrase (A, B, C or D)that needs correcting.

26.Having suffered from depression him as a teenager, Keven could understand how his

A B C
son was feeling.

27.Peter acknowledged that his chances in winning the race to be slim.

A B C D

28.Walking briskly for 30 minutes or to run for 15 minutes will burn an
A B C

approximately equal number of calories.
D

29.I asked the boys to move their bicycles off the football pitch but they flat refused
A B C D

30.Health officials warn that anyone who look directly at the sun during an
A B C

eclipse may put their sight at risk.
D

V. Choose the word or phrase (A, B, C or D) that best fits the blank space in the

following passage.

In the summer of 2000 the Vietnam Society of Learning Promotion (31) ... a campaign
for illiteracy eradication. In the campaign, six hundred (32) ... minority students from
the northern highlands were asked to provide reading and writing skills to 1,200 illiterate
people living in their (33) ... villages. In 2001, eight hundred volunteer. students took
(34) ... in the campaign. The number of people receiving reading and writing lessons
(35) ... 4,623. This was an effective way to help people in remote and mountainous

areas to read and write.

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31.A. began B. had C. started D. managed

32.A. national B. ethnic C. racial D. religious

33.A. home B. own C. remote D. house

34.A. control B. care C. part D. interest

35.A. ranged B. grew C. rose D. reached

36.A. in B. against C. towards D. of

37.A. enlarge B. widen. C. expand D. expend

38.A. gradually B. constantly C. actually D. mainly

39.A. limited B. eradicated C. completed D. prevented

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