giao an anh 8 trường thcs quảng tùng

Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (1.16 MB, 282 trang )

(1)<div class='page_container' data-page=1>

Period 1: REVISION 
Preparing date:25/8/2018

Teaching date: 28/8/2018
 A. Aims:

1. Knowlege: By the end of the lesson, ss will be able to review the main grammar
points and vocabulary of English 7

2. Language content:

a.Vocabulary: vocabulary of 6 themes
b.Grammar :

- Tenses: present simple tense, present progressive tense, present perfect tense,
future tense, past simple and past progressive tense

- Passive voice

3. Skills: 4 skills: speaking, listening, writing.
B. Preparations

1. Teacher: lesson plan

2. Students: review all the grammar points and vocabulary in English 7 program
C. Procedures :

Teacher’s activities Students’ activities
I / Warm up:(5 mins)

- T asks Sts some questions:

? Can you tell me what you’ve learned in english 7?
II / Revision : (10 mins)

1. The tenses :
- Present simple
- Present progressive
- Present perfect tense
- Simple future

- Near future
- Past simple

- Past progressive tense

=> Ask Ss to repeat the uses and forms of each tense.
III. Practice. (25 mins)

Exercise 1 : Change these sentences into other 
tenses ( Present simple , Present progressive , Present
perfect tense, near future , Simple future and Past
simple, Past progressive tense) and add appropriate
adverbs of time.

1. She is in Grade 8

2. They are playing soccer
3. She went to Ha Noi last week
4. I will visit my sister next week

- Answer the T’s questions

- Listen and repeat the uses and
forms of them

- Copy down

</div>
(2)<div class='page_container' data-page=2>

5. Mai is going to build a new house .
- Ask Ss to work in pairs

- Call some pairs to demonstrate in front of class .
- Give feedback

Exercise 2. Supply the correct tense of the verbs in
brackets

1. Mary and John (be) _________ neighbors. They
(know) _________ each other for a long time. Mary
(move) _________ into her house in 1990, and John
(live) _________ next door since he (come)
_________ to the area in 1988.

2. Today (be) _________ Sunday. Nga (not go)
_________ to school. She (stay) _________ at home.
She (do) _________ her homework now. She (do)
_________ it for two hours.

3. I (be) _________ in New York. I (come)
_________ here two years ago. My friend, Nancy
(live) _________ here since 1982. So she (know)

_________ the area very well.

4. Trung usually (go) _________ to the library three
times a week.

5. Yesterday I (be) _________ busy, so I (not have)
_________ time to phone you.

6. Mrs. Trang (not go) _________ to work last week.
She (not be) _________ feeling well

- T calls some Sts to write their answers on the board
-and has other students to give remarks.

- Give the right answers.
IV/ Homework : (5 mins)

- Learn by heard all the uses and the forms of the
tenses above.

Some pairs give the answers in
front of the class.

St do the exercise in person then
give the answers in front of the
class.

1. are/ have known/ moved/ has
lived/ came.

2. is/ doesn’t go/ stays/ is doing/
has done.

3. am/ came/ has lived/ knows
4. goes

5. was/ didn’t have
6. didn’t go/ wasn’t

- Do as the T asks.

- Write down.

Period:2 Unit 1: leisure activities

</div>
(3)<div class='page_container' data-page=3>

T: 29/8/2018

I. Teaching points:

- By the end of the lesson Ss can understand “ It ‘s right up my street ”, review vocabs
about leisure activities.

- Training listening, reading, speaking, writing skills.
* Teaching aids: - Pictures, posters, photos, cassette & tape.

II. Teaching steps.

Teacher and Students Board & contents

Warm up

(Network)

- Have Ss work in 2 teams

- Get Ss to write down vocabs about leisure
activities.

A. WARM UP. (Network)
 Reading books

- Present new words.

- Check: Rub out and Remember.

B. NEW LESSON
* Vocabulary

- craft (n): Đồ thủ công

- craft kit (n): bộ đồ dùng thủ công
- bead (n): hạt, vật tròn nhỏ

- button (n): cúc áo, khuy áo
- sticker (n): dao chọc

- melody (n) : giai điệu
- tool (n): dụng cụ

- It’ right up your/ my street! Đúng vị
trí của cậu/ của tớ

1. Listen and Read
Look at the picture.

What can you see in the picture?

Why do you think Mai, Nick, Phuc are
there?

What are they holding in their hands?
What are they talking about?

? Can you guess what Mai, Phuc, and Nick
like doing in their free time?..

1.a. Ss work individually to circle the correct
answer.

1.b. Go through the list of activities
mentioned. Encourage Ss to explain what they
are and to give examples. Ask Ss if they have
done any of these activites, or if they know
anyone who does these in their free tim

1.c. Draw Ss’ attention to the contexts when

1.Listen & Read

1.a. Circle the correct answer
Key: 1. bookstore 2. book 3. dog

4. craft kit 5. folk music 6.
Vietnamese

1.b. Which leisure activities do you
think Phuc, Mai, and Nick have?
Tick () the boxes. Then find the
information from the conversation to
explain your choice.Key:

Ph
uc

Mai Ni
ck

1. Pet training 

2. Making crafts 

</div>
(4)<div class='page_container' data-page=4>

Mai said ‘Check out this book’ and Phuc said
‘It’s right up your street!’. Together with Ss
elicit the meaning of these two expressions.

2. Ss work in pairs to match the words/phrases
in the box to the photos, then they listen
together to check their answers.

3. Ss work individually to do the task them
compare their answers with a partner. Tell Ss
they need to look for the surrounding key

words in order to complete tha task. Note that
‘good’ and ‘sastified’ fit both items 1 and 5.
Acknowledge this point with Ss who have
them the other way round.

4. This game can be done in groups of four or
six, or as a mingle activity.

If your classroom is large enough, ask Ss to
stand in two lines facing each other. Each pair
will talk about one activity for one minute.
When the time is up and T calls outs

‘Change!’, they will move one step to the
left/right to meet a new partner and talk about
another activity.

4. Listening to
music


5. Learning

languages



6. Playing sports  

7. Helping

parents with DIY
projects

 

1.c. Answer the questions.

2. Find words/phrases in the box to
describe the photos. Then listen to
check your answers.

Key: 1. playing computer games
2. playing beach games
3. doing DIY

4. texting

5. visiting museums
6. making crafts

3. Complete the following sentences
with words in the box.

Key: 1. satisfied 2. relaxing, exciting
3. fun 4. boring 5. good

Homework

-Sumarize the main points of the lesson.

-Asign home work.

C. HOME WORK

- Learn vocabulary by heart

Practice reading “Listen and read”
-Prepare the new lesson: A closer look
1.

Period: 3 Unit 1: leisure activities
 Lesson 2: a closer look 1
P: 26/8/2018

T: 30/8/2018

</div>
(5)<div class='page_container' data-page=5>

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

- Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and 
in context

- Use the lexical items related to leisure activities

*Teaching aids: cassette, poster.
III. Teaching steps.

Teacher & Students Board & contents
- Have Ss work in 2 teams

- Get them to write the activities they
have relaxed in their free time.

- Give feed back

A. WARM UP playing sports

Watching TV

- Ask Ss to work in pairs

If necessary, T may elicit information by
asking questions such as:

1.

Alternatively, this task can be done as a
mingle activity. Have Ss write down how
much time they spend on leisure on an
average day, and the three activities they
do the most. Ss move around and talk
with at least three other classmate to find
out who spends most time on leisure and
what the most popular activities in the
class are

2. Have Ss work individually to complete
the task.

3. For a more able class, ask Ss to cover
the category labels. Have Ss look at the
words and try to guess what these words
have in common.

4. Have Ss work in small group

5. Have Ss work individually to complete
this task. Ask Ss to add more words

B. NEW LESSON
I. VOCABULARY.

1. Look at the following pie chart on
leisure activities in the US and answer
the questions.

Key:1. In 2012, people in the US spent 5.1
hours a day on sport and leisure activities.
2. The main activities they did include
watching TV, socialising and
communicating, reading, participating in
sports, exercise and recreation, using
computers for leisure, relaxing and
thinking.

leisure.

2. Complete the table with info from the
pie chart

Name of activity Verb

relaxing
thinking
using
doing
watching
reading
socialising
communicating

Relax
think
use
do
watch
read
socialise
communicate

</div>
(6)<div class='page_container' data-page=6>

which contain these clusters. For a more
able class, Ss may make sentences with
these words and practise saying them.

6. Have Ss practise the words with the
clusters first.

3. Look at the words. Match them to the
category labels.

Now add more words to each category.
Key: 1.e 2.b 3.f 4.a 5.d 6.h 7.c 8.g

II.Pronunciation
Clusters: /br/ and /pr/

5. Complete the words under the
pictures with /br/ or /pr/. Listen to
check your answer and repeat.

Audio script: 1. apricot 2. bridge
3. bracelet 4. bread 5. princess
6. president 7. present 8. broccoli

6. Listen and repeat

Home work

-Summarize the main points of the
lesson.

-Assign home work.

C. HOMEWORK.

-Learn by heart new words.
-Practice the sounds /br/ and /pr/.
-Do Ex…in Ex book.

Tổ CM ký duyệt 
 Tổ phó

Phạm Phương Loan

Period: 4 Unit 1: leisure activities
 Lesson 3: a closer look 2
 
P: 1/9/2018

T:

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

- Use the verbs of liking that are followed by gerunds

- Use the verbs of liking that are followed by to-infinitives

</div>
(7)<div class='page_container' data-page=7>

Teacher & Students Board & contents
-Ask 3 Ss to go to the board and write

sentences

-correct, give marks.

A. OLD LESSON

Ask some Ss to write their own sentences.
Eg: I like watching / to watch TV.

T checks the meaning , use ,and form of
the structure.

-Explains and gives examples

1. Remind Ss of the concept of the
gerund from A CLOSER LOOK 1.
Ask them how the gerund is formed and
how it functions grammatically. Draw
Ss’ attention to ‘love to watch’ and
‘enjoy listening’ which appear in the
text in GETTING STARTED:

- I love to watch him...

- But I think I’ll enjoy listening...

Explain that in English if we want to
follow a verb with another action, we
must use a gerund or an infinitive. There
are certain verbs that can only be
followed by one or the other, and these
verbs must be memorised.

Read or play the recording in

GETTING STARTED for Ss to listen
and ask them to underline the verbs of
liking followed by gerunds or
to-infinitives that they find in the text. For
a more able class, T may ask Ss to cover
the text and just listen to identify these
verbs.

Go through the Look out box with Ss.
Tell Ss that verbs of liking/disliking are

B. NEW LESSON.
Grammar

Verbs of liking + gerunds
Verb of liking + to-infinitives

If we want to follow a verb with another
action, we must use a gerund or an
infinitive.

1. Read the conversation on Getting
Started again. Underline verds that are
followed by a gerund.

</div>
(8)<div class='page_container' data-page=8>

often followed by gerunds, but verbs
such as love, like, hate, start and prefer
may go with gerunds or to-infinitives

with almost no change in meaning.
Give some examples for both cases.
Encourage Ss to give their own
examples.

Introduce Ss to the Learning tip box,
where they can differentiate the
difference in terms of degree these verbs
of liking/disliking/ Alternatively, T may
write these verbs on the board with a
really happy smiley face at the top of the
board and a really unhappy smiley face
at the bottom and then ask Ss to
rearrange them in a particular order
without looking at the Learning tip

box.

2. Ss work individually and then
compare the answer with their partners.
Then play the recording for Ss to check
their answers.

2. Tick () the appropriate box. Then
listen to check.

Key:

followed
by gerund

only

followed by
both gerund
and to-infinities

1. love 

2. enjoy 
3. detest 

4. prefer 

5. fancy 

Audio script:

</div>
(9)<div class='page_container' data-page=9>

3. Ss work in pair to complete this task,
then T gives feedback to Ss as a class.

4. This task can be done in groups of
five or six. Give Ss time to work
individually at first and write each
sentence on a strip of paper, then in their
group mix up the strips. Each student
picks up and reads out a sentence, then
they guess who write that sentence.

5. Have ss quickly familiarise
themselves with the e-mail by asking:

Who wrote this e-mail? To whom? What
is it about? Have Ss scan the e-mail to
find the answer.

a. Ss work individually and compare
their answers with a classmate.

3. Write the correct form of the verbs.
Key: 1. making 2. to watch/watching
3. skateboarding 4. to learn/learning
5. sitting

4. Write sentences about what you like or
don’t like doing in your free time,
beginning with the following. Then share
what you have written with your partner.

5. Look at the following e-mail that Minh
Duc wrote to a new penfriend.

a. There are six grammar mistakes in his 
e-mail. Can you find and correct them?

Key:

Hi, my name’s Duc.

How are you? This is what I like do in my
free time. I often play video games or watch
TV. Or I go to the park and play football with

my friends. I enjoy do this very much! I
sometimes help my parents too. If I have
homework, I’ll try to finish it first before I do
anything else. But I don’t like have lots of
homework! I don’t mind to do homework but
I hate spend all evening on it! On Saturday or
Sunday, I love eat out with my family. The
food is delicious!

What about you?
Best,

Duc

like do → like to do/ like doing
enjoy do → enjoy doing

</div>
(10)<div class='page_container' data-page=10>

b. Ask Ss to read the e-mail again and
answer the questions.

6. Ss work individually to write the
e-mail then exchange it with their partners
and check for mistakes. If there is time,
have them ask and answer about the
e-mails afterwards, using the questions in

5b as a guide. If there is not enough
time, this task can be done as a
group-writing task....

don’t mind to do → don’t mind doing
hate spend → hate to spend/ hate spending
love eat out → love to eat out/ love eating out

b. Answer the questionsThe activities Duc
mentions in his e-mail is: playing video
games, watching TV, going to the park,
playing football, helping his parents, doing
homework, and eating out with his family.

6. Write a similar e-mail to tell your friend 
about your free time, using the verbs of 
liking + gerunds or verbs of liking + 
to-infinitives. Swap your work with a partner 
and check for mistakes.

-Summarize the main points of the
lesson.

-Guide Ss to do home work.

C. HOME WORK

1. Learn by heart the form and use of the two
tenses.

2. New lesson: Communication.

Period:5 Unit 1: leisure activities 
 Lesson 4: COMMUNICATION

P: 1/9/2018
T:

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

- Develop speaking skill and communicate with their friends
*Teaching aids: - Pictures, posters.

II. teaching steps.

Teacher & Students Board & contents

Warm up
Hang man

Have Ss play the game

- Get them to listen to the eliciting and
guess the word

A. WARM- UP

Hangman _ _ _ _ _ _ _ 
(1)

</div>
(11)<div class='page_container' data-page=11>

- Ss try to find out the letter building the
word.

- T gives feed back and decide which
is the winner of the game.

 relaxing

(4) (5)

(6) (7)

(8)

Pre-- Present new words. Tell Ss that these
vocabs will appear in the task that
follow.

- Ss listen and answer to find out
the meaning of the words.

- Note down.

Have Ss play game: ROR

1. Explain to Ss that they are going to
read about some activities teenagers do
in their spare time

2. Ask Ss if they notice any other
particular features of the text.

3. Have Ss work in pairs or small
groups to complete the table. Allow Ss
to read the text more closely to fill in
the table.

B. NEW LESSON
1. Vocabulary

- window shopping (n): di choi ngam do
-hocked (a)

* to be hocked on sth
- addicted (a)

* to be addicted to something
-weird (a)

* to sound weird

1. Read the following article on the
magazine 4Teen website.

2. Can you understand the abbreviations in
the text? Use this ‘netlingo’ dictionary if
necessary.

3. Find information in the text to conplete
the table. Keys:

Who? What activity is

mentioned?

What does
he/she 
think of 
it?
Emily -hanging out

with friends
(window
shopping)
- working as a
volunteer

She loves
it.

Hang - cloud watching She
adores it.
It’s easy.
Linn - going to

community
centre, painting,
dancing, doing
drama

She loves
it.

</div>
(12)<div class='page_container' data-page=12>

4. Have Ss work in pairs to put the
leisure activities in the text in order
from the most interesting to the most
boring..

football
- helping his
aunt in running
cooking classes

it.
It’s fun.
Manuel - playing

computer games
-doing judo

He’s
addicted
to it. It’s
OK.

4. Work with your partner and put the 
activities in 3 in order from the most 
interesting to the most boring. Then 
compare your ideas with other pairs.

- Summarize the main point of the
lesson.

- Assign home work.

4. Home work

- Learn by heart new vocabs
- Do exercises in work book

- New lesson: Skill 1. (reading + speaking)

Date of preparing: 2/9/2018
Date of teaching:

Period 6 UNIT 1: LEISURE ACTIVITIES

LESSON 5: SKILLS 1
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to:

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

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

- Revise tenses of verbs; asking/ giving for an opinion.
2. Skills: read and write

3. Attitude: For better understanding of how to spend time for leisure activities.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion

- Own capacity: Practice doing exercises in Group work/ pair work/ individual
II. Preparation

1. Teacher: Teaching plan, textbook, workbook, Tv

2. Students: Books, notebooks, pens

III. Procedure

</div>
(13)<div class='page_container' data-page=13>

Check Act 2 –Communication (a weak ss, a strong ss)
2. New lesson

Teacher’s activities Ss’ activities

1. Purpose (chatting/ task 1)
- This activity focuses students
on discussing the benefits of
using computer/ mobile phone
for leisure activities

2. Instruction:

- You try to answer some
questions: Do you have a
computer at home?

What do you use the computer
for? What do you use the mobile
phone for? What are the benefits
of using computer or mobile
phone? What are the harmful
things it may bring us?...
1. Purpose (reading: task 2, 3)
- This activity focuses students
on practicing reading skills
2. Instruction:

- You look at the picture &
guess what you are going to
read (a student named Quang) &
try to guess what is Quang’s
story about

1. Purpose (speaking: task 4, 5)
- This activity focuses students
on practicing speaking skills:
asking/ giving an opinion
2. Instruction:

- You answer the questions:
What do you think about
playing computer games? (I
think computer games train my
mind and memory)

? Do you agree with your
friend? (I agree, but you
shouldn’t spend much time on
it.) ………….

Activity 1

Task :- individually work/ GW

Benefits Bad affects

- a fast and convenient way to
get and send information
- For entertainment,
communication, education

- It’s harmful to
your eyes

- You feel tired and
dizzy / You are
short sighted/

neglect your study /
play truant/

play hooky..

- Waste of time and
money…

- play truant/ hooky: trốn học đi chơi
Activity 2

Exe2. Read the text and choose the correct 
answers.-

*Voc.

- virtual (a): thực tế, thực sự

- ban – ned (v): cấm (~ sb from doing sth / sth)
- rely on (v): dựa vào (~ sth / doing sth)
- exist – ed (v): tồn tại

Key: 1 B 2. C

Exe3. Write the qs for the answers based on …
1. Is Quang’s garden real?

2. What is the problem with using technology in your
free time?

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

Task :- Work in pairs/ groups work
* Give the ideas or opinion.

- I think/ My opinion is that / As far as I'm
concerned…

Speaking for myself … In my opinion…/ Personally,
I think… I'd say that…

Agree
- Of course.

- You're absolutely right. / Yes, I agree./ I think so
too. / That's a good point.

</div>
(14)<div class='page_container' data-page=14>

3. Consolidation

Teacher gets students to retell what they have learnt.
 4. Homework.

- Learn new words, workbook: C. Speaking.
- Prepare for the next lesson: Skill

Draw experience

...
Tổ CM ký duyệt

TP: Phạm Phương Loan

Date of preparing:

Date of teaching:

Period 7 UNIT 1: LEISURE ACTIVITIES

LESSON 6: SKILLS 2
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to: 
- Practice writing to discuss an opinion about leisure activities.

- Practice listening for specific information about way of spending time with friends.
- Language practice: Organizing one’s ideas…

2. Skills: listen and write

3. Attitude: For being aware of spending time on leisure activities
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion

- Own capacity: Practice doing exercises in Group work/ pair work/ individual
II. Preparation

1. Teacher: Teaching plan, textbook, workbook,Tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:
- a weak ss: Do ex C1

- a strong ss: Do Ex C2
2. New lesson

Teacher’s activities Ss’ activities

1. Purpose (chatting/ task 1)

- This activity focuses students on
retelling the benefits/ affects of using
computer/ mobile phone for leisure
activities

Activity 1

Task : individually work

Exe1. What do you usually do with your 
friends in your free time?

</div>
(15)<div class='page_container' data-page=15>

2. Instruction:

- You say aloud the benefits/ affects of
using the Internet/ mobile phone

- You answer the question in 1
1. Purpose (Listening: task 2, 3)

- This activity focuses students on
practicing listening skills

2. Instruction:

- You read the 2 questions, underline the
key words before listening

- You listen again & complete the table

1. Purpose (writing/ task4, 5)

- This activity focuses students on writing
to give an opinion

2. Instruction:

- You study how to give argument writing
- Do exercise 4, 5 as directed

Exe5. Write a short passage about 
giving an opinion 
Sample:

I believe the best leisure activity for
teenagers is any group activity. This
could be a hobby group or even

volunteering.

Firstly, teenagers like to feel that they
belong to a group.

Secondly, being part of a group helps
teenagers make friends. Friendships are
very important to teenagers.

In addition to, they will make friends with
people who have the same interests as
them.

For these reasons, I think group activity is
the best for teenagers.

- I hang out/ go window shopping/ eat out with
friends…

Activity 2
Task :

- individually work-compare- say aloud
Exe2. Listen to the radio programme and 
answer the questions.

* Voc.

- suggest – ed (v): gợi ý

- basically (adv): về cơ bản, cơ bản
- physical health: sức khỏe thể chất
*Key:

1. The topic of this week’s program is hanging
out with your friends.

2. There are 2 main ways: hanging out indoors
or outdoors.

Exe3. Listen again and complete the table.
*Key: 1. movies 2. cinema 
3. crafts 4.sports

5. physical health 6. people 7.
cultural centre

* If you like staying indoors you can invite your
friends over and watch movies and eat popcorn
at home. It’s more comfortable than going to the
cinema….

Activity 3
Task :

- individually work/ small groups
*Writing to give an opinion.
 Organizing your ideas.

- Introducing your opinion: In my opinion,.. I

believe

- Explain your opinion: Firstly, secondly ,
thirdly… , finally.

- Concluding / summarizing your opinion:
For these reasons, …/ In short,… / As I have
noted,…

Exe4. Complete the following paragraph with
the words in purple box.

Key: 1. In my opinion,/ I believe 2.
Firstly 3. Secondly

4. Besides/ Also / In addition

</div>
(16)<div class='page_container' data-page=16>

3. Consolidation

Teacher gets students to retell what they have learnt.
4. Homework.

- Learn new words, workbook: C. Speaking.
- Prepare for the next lesson: Looking back.

Draw experience

...
...
Date of preparing:

Date of teaching:

Period 8 UNIT 1: LEISURE ACTIVITIES

LESSON 7: LOOKING BACK 
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to: Revise the knowledge 
they’ve learnt about the topic “Leisure activities”

2. Skills: reading, speaking & writing (Ind. PW, GW)

3. Attitude: For beingaware of spending time on leisure activities
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion

- Own capacity: Practice doing exercises in Group work/ pair work/ individual
II. Preparation

1. Teacher: Teaching plan, textbook, workbook, Tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:
- a weak ss: Do ex D1-b

- a strong ss: Do Ex E1
2. New lesson

Teacher’s activities Ss’ activities

1. Purpose (feedback ss’ writing)
- This activity focuses ss on their
homework & telling aloud how they
spend their free time

2. Instruction:

- You read aloud your writing (strong ss)

- Others try to give your ideas
1. Purpose (Vocabulary: Task 1, 2)

- This activity focuses ss on vocabularies
related to the topic

2. Instruction:

- You retell as many words related to the
topics as possible (weak ss)

Activity 1

- individually work

Activity 2

- individually work, then compare

Exe1. Which one is the odd one out?

1. DJY 2. hanging out 3. hospital
4. detest 5. boring 6. computer

Exe2. Rearrange the letters to find the 
name of the activities.

1. socializing with friends.
2. relaxing

</div>
(17)<div class='page_container' data-page=17>

3. Consolidation

Teacher gets students to retell what they have learnt.
4. Homework

- Do ex in workbook: E1,2 (whole class), E3 (strong ss).
- Prepare for the next lesson: U2: G.started.

Draw experience

...
...

Date of preparing: 
Date of teaching:

Period 9 UNIT 2: LIFE IN THE COUNTRYSIDE

LESSON 1: GETTING STARTED
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to: 
- Use the lexical items related to the topic" life in the countryside"
- Listen and read for specific information about life in the countryside
2. Skills: reading, listening

3. Attitude: Co-operation & aware of life in the countryside
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion

- Own capacity: Practice listening and speaking with the lexical items related to the topic
II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:
- a weak ss: Do ex E1

- a strong ss: Do Ex E3
2. New lesson

Teacher’s activities Ss’ activities

1. Purpose : (INTRODUCTION)

- This activity focuses students on the
theme of unit

2. Instruction:

Ss act out some leisure activities in the
country. The class makes a guess.

Activity 1

- Listen carefully, observe the picture &
answer the questions.

- Work individually
Suggested questions:

</div>
(18)<div class='page_container' data-page=18>

3. Consolidation

Ss practice saying as many words about leisure activities in a countryside as much
aspossible

Ex. playing board games/ reading….
4. Homework

- Learn new words, do exs in workbook B1,2 (whole class), B3 (strong ss).
- Prepare for the next lesson: U2: A closer look 1.

Draw experience

...
...

Tổ CM ký duyệt 
 Tổ phó

Phạm Phương Loan

Date of preparing: 
Date of teaching:

Period 10 UNIT 2: LIFE IN THE COUNTRYSIDE

LESSON 2: A CLOSER LOOK 1
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to: 
- Use the lexical items related to the topic "life in the countryside"

- Pronounce words containing the clusters /bl/ and /cl/ correctly in isolation and in context
2. Skills: listening, pronunciation

3. Attitude: Co-operation & aware of life in the countryside
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion

- Own capacity: Practice listening and speaking with the lexical items related to the topic
II. Preparation

1. Teacher: Teaching plan, textbook, workbook, TV

2. Students: Books, notebooks, pens

III. Procedure

</div>
(19)<div class='page_container' data-page=19>

- Weak ss: rewrite new words

- 2 Strong ss: read and translate the dial.

2. New lesson

Teacher’s activities Ss’ activities

1. Purpose : (INTRODUCTION)
- This activity focuses students on
reviewing activities in the
countryside

2. Instruction:

- You names as many activities in the
countryside as possible

1. Purpose (Task1,2 )

- This activity focuses students on
studying some words to describe the
countryside.

2. Instruction:

? How many words are there? What
type of words is this?

- what are they used for?

(weak ss)

1. Purpose (Task 3, 4)

- This activity focuses students on
practicing more about the part of
speech of the words the category
labels…

2. Instruction:

- You do exercises as directed

(strong ss)

1. Purpose (Task 5, 6,7)

- This activity focuses students on
practicing the clusters /bl/ & /cl/
2. Instruction:

- Look at the words then listen and
repeat.

Activity 1

- Listen carefully, repeat new voc.
- Work in chorus/ individually

Activity 2

- Listen carefully, repeat new voc.
- Work in chorus/ individually
* Voc.

- vast ( adj )
- nomadic (adj)
- brave ( adj )
*Answer:
1. Activity 1

- Elicit ideas from Ss. Say, for example, ‘Give
me an example of something vast.’Go through
all the words in this way to make sure everyone
understands them.

1. slow 2. colourful 3. friendly 4.hard

6. boring inconvinient 8. vast 9. peaceful
2. Activity 2

Key: To describe:

- people: friendly, brave, boring, nomadic,
colourful

- life: slow, hard, boring, inconvenient,
peaceful, nomadic, colourful

- Scenery: colourful, vast, peaceful

Activity 3

- ind/ GW

Ex3. Match the nouns/ noun phrasal with the
verbs

ride: a horse, a camel
put up: a tent, a pole
collect: hay, water

herd: the buffaloes, the cattle
pick: wild flowers, apples

Ex4. Gap - filling

Key: 1.picking 2.inconvenient,collect

3.herd 4.ridden, brave

5. peaceful 6.Nomadic 7. vast
8. put up, hard

Activity 4

</div>
(20)<div class='page_container' data-page=20>

3. Consolidation

Ss practice saying as many words about leisure activities as possible
Ex. playing board games/ reading….

4. Homework

- Do ex in workbook: A1,2 (whole class)

- Prepare for the next lesson: U2: A closer look 2.
Draw experience

...
...

Date of preparing: 
Date of teaching:

Period 11 UNIT 2: LIFE IN THE COUNTRYSIDE

LESSON 3: A CLOSER LOOK 2
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to:

- Review comparative of adj./ adv. & use comparative form of adv. of manner

- Practice doing exercises with adjectives/ adverbs of manner
2. Skills: write and doing exercises

3. Attitude: Co-operation & aware of life in the countryside
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion

- Own capacity: Practice doing exercises with the lexical items related to the topic
II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:
- Weak ss: rewrite new words

- 2 Strong ss: read and translate the dial.

2. New lesson

Teacher’s activities Ss’ activities

1. Purpose : (chatting)

- This activity focuses students on
chatting about the differences
between the life in the countryside &
the city

2. Instruction:

- You use adj./ adv. to compare the
life in the countryside & the city
1. Purpose : (Grammar: task 1, 2)
- This activity focuses students on
reminding them of comparative form
of adjectives/ adverbs

Activity 1

- Work individually (as many sentences as
possible)

Ex.

- The city is more comfortable and convenient
than the countryside.

- It’s easier to get access to the Internet, too.
………..

Activity 2

- Work individually (as many sentences as
possible)

</div>
(21)<div class='page_container' data-page=21>

3. Consolidation

- Ss retell form of comparative of Adj./ Adv.
- Ss make sentences with adj./ adv.

4. Homework

- Do ex in workbook B4,5,6 (whole class), B7 (strong ss)
- Prepare for the next lesson: U2: Communication.

Draw experience

...
...

Date of preparing: 
Date of teaching:

Period 12 UNIT 2: LIFE IN THE COUNTRYSIDE

LESSON 4: COMMUNICATION
I. Objectives:

</div>
(22)<div class='page_container' data-page=22>

- Discuss and share their replies with friends.
2. Skills: read and speak

3. Attitude: Have good aware of life in the countryside
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, TV

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:

- Weak ss: rewrite the Comparative forms of advs

- 2 Strong ss: Do ex B5, 6

2. New lesson

Teacher’s activities Ss’ activities

1. Purpose : (chatting)

- This activity focuses students on
chatting something about the life in
the countryside & the city

2. Instruction:

- You answer some questions

1. Purpose : (Task 1)

- This activity focuses ss on
practicing reading skills

2. Instruction:

- You read the online posts & then
answer the questions

Activity 1

- Work individually (as many sentences as
possible)

Questions: Have you ever had a holiday in the 
countryside? What did you do there?

When? How did you feel? Do you wish you
could come back some day? Which place is
more peaceful, the city or the countryside?...
Activity 2

- Work individually/ pairs
* Vocabulary:

- disturb – ed (v)
- beehives (n)
- experience (n)

- home- made products (n)
- dig – dug- dug (v)

*Questions: (weak ss)

What could Dennis do? Is this the most
interesting vacation Julie has ever had? What
did she do? Why can’t Phirun stay in the

countryside any longer? Why will Lan always
remember her trip to the countryside? How does
Bob feel about the countryside? …

Activity 3

</div>
(23)<div class='page_container' data-page=23>

3. Consolidation

- Rewrite new words on the board.
- Retell content of the lesson.
4. Homework

- Do exs in workbook C1,2 (whole class)
- Prepare for the next lesson: U2: Skills 1.

Draw experience

...
...

Tổ CM ký duyệt

TP:Phạm Phương Loan

Date of preparing: 
Date of teaching:

Period 13 UNIT 2: LIFE IN THE COUNTRYSIDE

LESSON 5: SKILLS 1
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to:

- Reading for general and specific information about the Nomadic life on the Gobi
highlands . (Scanning, skimming).

- Practice speaking by discussing about life of the nomads and life in the countryside.
- Revise tenses of verbs; asking/ giving for an opinion.

2. Skills: read and speak

3. Attitude: Have good aware of life in the countryside
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, Tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:

- Weak ss: S1: rewrite new words; S2: Do ex C1

- Strong ss: Do ex C2

2. New lesson

Teacher’s activities Ss’ activities

1. Purpose (chatting/ task 1)

- This activity focuses students on
thinking of Gobi highland and
Mongolia.

2. Instruction:

- You try to answer some questions: Do
you know Gobi highland? Where is it ?

Activity 1

</div>
(24)<div class='page_container' data-page=24>

3. Consolidation
- Translate the text.

- Retell content of the lesson.
4. Homework

- Do exs in workbook D1,2 (whole class)
- Prepare for the next lesson: U2: Skills 2.

Draw experience

...
...

Date of preparing: 
Date of teaching:

Period 14 UNIT 2: LIFE IN THE COUNTRYSIDE

LESSON 6: SKILLS 2
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to:

- Practice listening for specific information about changes in the countryside.
- Practice writing a short paragraph about changes in an rural area.

- Language practice: Organizing one’s ideas…

2. Skills: listen and write

3. Attitude: Having aware of positive or negative changes about life in the countryside.

4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, Tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:

- Weak ss: S1: Do ex D1b,c

- Strong ss: Do ex D2

2. New lesson

Teacher’s activities Ss’ activities

1. Purpose ( brainstorming )

- This activity focuses students on

thinking of the changes in the

Activity 1

</div>
(25)<div class='page_container' data-page=25>

4. Homework

- Do exs in workbook E (whole class)

- Prepare for the next lesson: U2: Looking back.

Draw experience

...
...

Date of preparing: 
Date of teaching:

Period 15 UNIT 2: LIFE IN THE COUNTRYSIDE

LESSON 7: LOOKING BACK 
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to: Revise the knowledge 
they’ve learnt about the topic “Life in the countryside”.

2. Skills: Practice reading, speaking & writing skills

3. Attitude: Co-operation & aware of the life in the countryside.

4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, Tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:

- Weak ss: S1: Do ex E1

- Strong ss: Do ex E2

2. New lesson

Teacher’s activities Ss’ activities

1. Purpose (feedback ss’ writing)

- This activity focuses ss on their
homework & telling about the changes
in a rural area.

2. Instruction:

- You read aloud your writing
- Others try to give you comments.
1. Purpose (Vocabulary: Task 1, 2)
- This activity focuses ss on
vocabularies related to the topic

2. Instruction:

- SS retell as many words related to the
topics as possible

- SS study exercises 1, 2 & then do as

Activity 1

- individually work

Activity 2

- individually work, then compare

Ex1. Describe the pictures.

Key:

Picture a: peaceful, vast, quiet, pasture,
paddy field

</div>
(26)<div class='page_container' data-page=26>

Draw experience

...
...

Date of preparing: 22/9/2017 
Date of teaching: 25/9/2017

Period 16 UNIT 3: PEOPLES OF VIETNAM

LESSON 1: GETTING STARTED
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to:

Listen and read for specific information about cultural groups of Viet Nam, practise
listening and speaking with the lexical items related to cultural groups of Viet Nam and
know more about the Viet group and 53 others.

2. Skills: listening, speaking

3. Attitude: love cultural groups of Viet Nam.

4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson: No checking

2. New lesson

Teacher’s activities Ss’ activities

- Review the previous unit by asking Ss to
solve a crossword puzzle. Draw the

crossword on a big piece of paper. Tell Ss
that the red word is the key word of the
new lesson. Divide the class into two
teams. Ss from each team take turns to
solve the puzzle. The game finished when
a student guesses the red word correctly.

- Write the unit title on the board. Write

Activity 1

* Puzzle

- Solve the crossword puzzle below.
1. I like to……buffalo in the pastures.
2. The farmers are very busy during

harvest…..

3. Have you ever ridden a….? You have to
be brave to do it.

4. People in the countryside are often open
and….

5…..was loaded onto a cart and transported
home.

6. I think….life is more interesting than
city life.

=> Answer key: 1. Herd 2.Time

</div>
(27)<div class='page_container' data-page=27>

3. Consolidation

- Ss retell content of the lesson.
4. Homework

- Do exs in workbook: B1 (whole class)

- Prepare for the next lesson: U3: A closer look 1.
Draw experience

...
...

Tổ CM ký duyệt

Tổ phó: Phạm Phương Loan
Date of preparing:

Date of teaching

Period 17 UNIT 3: PEOPLES OF VIETNAM

LESSON 2: A CLOSER LOOK 1
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to: Pronounce words
containing clustes /sk/,/sp/, and /st/ correctly in isolation and context, they can also use the
lexical items related to cultural groups of Viet Nam.

2. Skills: listening, speaking, reading, writing

3. Attitude: Educate the students to have sentiment among 54 groups.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:

- 3 weak ss: play in role to read the dial again.
- Strong ss: Write down new words

2. New lesson

Teacher’s activities Ss’ activities

- Divide the class into 2 two teams

Activity 1 
Brainstorming

</div>
(28)<div class='page_container' data-page=28>

3. Consolidation

- Ss retell content of the lesson.

- Ask ss to find some more words that have these clusters: /sk/, /sp/, and /st/
4. Homework

- Learn by heart all the new words.

- Do exs in workbook: A1,2 (whole class)

- Prepare for the next lesson: U3: A closer look 2.
Draw experience

...
...

Date of preparing: 
Date of teaching:

Period 18 UNIT 3: PEOPLES OF VIETNAM

LESSON 3: A CLOSER LOOK 2
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to:

- Use the lexical items related to cultural groups of Viet Nam to ask and answer different
question types about ethnic people in viet Nam.

- Use articles a, an, the

</div>
(29)<div class='page_container' data-page=29>

3. Attitude: Educate the students to have sentiment among 54 groups.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:
- Weak ss: Write down new words
- 2Strong ss: Do ex A1, A2

2. New lesson

Teacher’s activities Ss’ activities

Students have already learned Yes/No
questions and Wh-questions. Tell Ss that
this is a review section. T may help Ss
recall all types of questions and question
words they have learned so far.

- Introduce the new lesson

- Give Ss about five minutes to read the
passage. T may call on some Ss to read
aloud to the class. Correct their
pronounciation, intonation and stress, and
give explanation if necessary.

- Have Ss work in groups or in pairs and
write questions for the answers given. To
check the work, have some Ss come up

and write their questions on the board.
Accept all question variations that are
grammatically correct. T gives correction
as a class.

- Run through the questions

- Ask ss to work individually to do the
exercise then share their answers with
their partner.

- T corrects

- Let Ss work in pairs. This should be a
speaking activity, so encourage Ss to talk
with fluency and accurary, and as

Activity 1 
Brainstorming

Activity 2

I. Grammar: Questions review 
1. Read the passage

2.Now write questions for these answer
Suggested answers:

1. Who is living in the house?

2. How many children do they have?
3. Do the grandparents stay at home?
4. How often does Mrs Pha go shopping?
5. How far is Vang’s boarding school?
/How far is the town?

6. When does Vang go home (every
week)?

7. How do they live?

8. Would they like to live (in a modern flat)
in the city?

3. Complete the questions...

Key: who – which - which – which – what

4. Work in pairs...
Questions:

</div>
(30)<div class='page_container' data-page=30>

3. Consolidation

- Ss retell content of the lesson.

- Ask ss to put a, an, the before some words.
4. Homework

- Learn by heart all the new words.

- Do exs in workbook: B2,3,4,5 (whole class), B6 (strong ss)
- Prepare for the next lesson: U3: Communication.

Draw experience

...
...

Tổ CM ký duyệt

Tổ phó :Phạm Phuong Loan

Date of preparing:
Date of teaching

Period 19 UNIT 3: PEOPLES OF VIETNAM

LESSON 4: COMMUNICATION
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to:

Use the lexical items related to cultural groups of Viet Nam to ask and answer different
question types about ethnic people in Viet Nam.

2. Skills: listening, speaking, reading, writing

</div>
(31)<div class='page_container' data-page=31>

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:
- 2 Weak ss: Do exs B2,4

- Strong ss: Do ex B6

2. New lesson

Teacher’s activities Ss’ activities

- Introduce the new lesson

- T checks and gives explanation.

- Let them discuss and then write
down the ethnic groups in the correct
boxes. Encourage them to add other

ethnic groups they know of to the list.
T moves around the groups and gives
assistance where needed.

(some strong ss, some weak ss)

- T may give some facts and/or show
pictures to facilitate the activity.
Give Ss time to prepare, and then let
them talk in groups.

Activity 1 
Brainstorming

* Peoples of Viet Nam

Students take turn to write names of peoples
of Viet Nam

Viet, Bahna, Ede, Brau, Giarai, Sedang,
Hmong, Tay, Yao, Cham, Khmer…

Activity 2

Ex1. Quiz: What do you know about the 
ethnic groups of Viet Nam

- Ss work in pairs to do the quiz.
Group work

Key: 1. B 2. A 3. C
4. B 5. C 6. A

Ex2. Where do these ethnic groups mainly 
live?

- Ss work in groups.
- Group work

Key :

-Northwest region: Viet, Hmong, Lao

-Northeast region: Viet, Hmong, Tay, Nung
-Red River Delta: Viet

-The central Highland: Viet, Bahnar, Brau,
Ede, Giarai, Sedang

-Mekong River Delta: Viet, Cham, Khmer

Activity 3

3. Choose one group and talk about them

- Bring the class back together. Write on the
board subjects that Ss can talk about in

relation to these groups. Elicit these subjects if
possible:

</div>
(32)<div class='page_container' data-page=32>

3. Consolidation

- Sum up the main content of the lesson
- Where do the Hmong live most?
4. Homework

- Do exs in workbook: C1,2 (whole class)
- Prepare for the next lesson: U3: Skills 1.

Draw experience
Date of preparing:

Date of teaching:

Period 20 UNIT 3: PEOPLES OF VIETNAM

LESSON 5: SKILLS 1
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to: read for gist and for
specific imformation about The Thai group and they can use vocabulary to talk about one
of the two ethnic groups: The Bru-Van Kieu peopl and The Khmer people.

2. Skills: speaking, reading

3. Attitude: Educate the students to have sentiment among 54 groups.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion

- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:
- 2 Weak ss: Do ex C1

- Strong ss: Do ex C2

2. New lesson

Teacher’s activities Ss’ activities

- T shows pictures of Thai peoples and
ask

- Introduce the new lesson

- Ask them to read the pre questions:

- Ask students to read the text for the first
time.

- Ask them to discuss to give answers

Activity 1

Chatting : The Thai peoples

? What ethnic minority is this ?
Do you know anything about them ?
Where do they live?

What is their population?
What is their main food?...

Activity 2
I. Reading 
Ex1.

1. Where do the Thai people live?
2. What is their population?

</div>
(33)<div class='page_container' data-page=33>

3. Consolidation

- Sum up the main content of the lesson

4. Homework

- Learn by heart all the new words and structures
- Do exs in workbook: D1,2 (whole class)

- Prepare for the next lesson: U3: Skills 2.

Draw experience

...
...

Date of preparing: 01/09/2017 
Date of teaching: 07/10/2017

Period 21 UNIT 3: PEOPLES OF VIETNAM

LESSON 6: SKILLS 2
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to:

Listen for gist and for specific imformation about a traditional dish: five coloured sticky
rice. And after the lesson, students can write the recipe for a traditional dish.

2. Skills: listen, write

</div>
(34)<div class='page_container' data-page=34>

3. Attitude: Educate the students to have sentiment among 54 groups.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:
- 2 Weak ss: Do ex D1

- Strong ss: Do ex D2

2. New lesson

Teacher’s activities Ss’ activities

- Teacher divides ss into 2 teams

- Call on 5 ss from each team to make 2
lines. Ss in each line number ss from 1
to 5 and the distance from one to one is
1meter

- T whispers one sentence to the number 1
of two teams. They must whisper to the
next. The fifth student from each team
write the sentence on the board.

- Introduce the new lesson
- Set the scene

- Make sure that ss understand the
meaning of some words

- Then tell Ss to look at the picture and
say what they know about that dish.

(strong ss)

- Gives feedback. Play the recording once
to check

- T confirms the correct sentences

- Play the recording once or twice. Ask Ss
to listen

carefully and tick True or False according
to what they hear in the passage.

- Play the recording again. Ss write down
the words as they listen. Play the

recording again for them to check. T

Activity 1

Chatting : Whispering

- Take turn, the team with more correct
sentences is the winner

Sentences :

+ The Thai have a population of about one
and a half million people.

+ The Thai also make bamboo items, and
weave cloth.

Activity 2
* Listening

Vocab:

- represent (v):
- element (n):
- harmony (n):
- turmeric (n)

- shredded coconut (n)

Ex1. Answer the questions

- Ss discuss the two questions in pairs.

Ex2. Listen and tick T/ F

Key: 1.T 2.F 3.T
4.F 5.F

Ex3. Listen again and complete the 
sentences

Key: 1.mountainous 2.purple
3.natural 4.plants 5.ceremonies

</div>
(35)<div class='page_container' data-page=35>

3. Consolidation

- Ss retell content of the lesson.
4. Homework

- Learn by heart all the new words.
- Complete the paragragh at home

Draw experience: ...
Tổ CM ký duyệt

Tổ phó :Phạm Phuong Loan
Date of preparing:

Date of teaching:

Period 22 UNIT 3: PEOPLES OF VIETNAM

LESSON 7: LOOKING BACK + PROJECTS
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to:

- Produce the language and the grammar from the previous sections and link with the topic:

Peoples of Viet Nam.

- Revise and make the use of all the target knowledge in unit 3.
2. Skills: speak, write

3. Attitude: Educate the students to have sentiment among 54 groups.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson
- 2 Weak ss: Do ex E1(2,3,4,5)
- Strong ss: Do ex E2(2,3)

2. New lesson

Teacher’s activities Ss’ activities

- Lets Ss repeat the words as a class to
practice pronounciation.

- Lets advanced classes can complete this
exercise in pairs. (a strong ss)

- Checks with the whole class and give
answer key

- Lets Ss do the exercise by themselves or

Activity 1 
I. Vocabulary

1. Complete the sentences

- Ss can complete this exercise
individually.

Key:

1.cutural group 2.communal/ activities
3.costumes / diverse 5.unique

2. Use the correct form of the words to 
finish the sentences

</div>
(36)<div class='page_container' data-page=36>

3. Consolidation

- Ask Ss retell content of the lesson.
4. Homework

- Do all exs in workbook again

- Prepare for the next lesson: Review 1

Date of preparing: 
Date of teaching:

Period 23 REVIEW 1

LESSON 1: LANGUAGE
I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to:

Review the language they have learnt include: pronunciation, vocabulary and grammar they
have learnt from unit 1-2-3 by doing exercises.

2. Skills: listen, speak, read, write

3. Attitude: Students are aware to practice the skills well.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson: No checking

2. New lesson

Teacher’s activities Ss’ activities

- Play the recording

- Play the recording as many times as
needed. Ss listen and do the exercise.
- Play the recording twice or more. Help
Ss recognise all the words with /sk, sp, st,
br, pr, bl, cl/ then underline them as

instructed.

- Teacher pauses and corrects Ss’
pronunciation.

- Check pronunciation and intonation.

Activity 1 
I. Pronuciation

Ss listen and repeat.
Ex2:

Key:

1. I used to climb trees when I was small.
2. How can we improve our speaking skill?
3. How annoying, the stadium has closed!
4. I want to buy a blue skirt for my mother.
5. “On a dark day, I saw a witch riding a
broom in the sky...”

Activity 2
II. Vocabulary
* Ex3:

- Ss do this individually and then share
their answers with a partner. Check Ss’
answers.

</div>
(37)<div class='page_container' data-page=37>

3. Consolidation

- Ask Ss retell content of the lesson.
- T feedback

4. Homework

- Do all exs 1,2,3 (p24,25) in workbook
- Prepare for the next lesson: Review 1 (cont)

Draw experience

...
...

Date of preparing: 
Date of teaching:

Period 24 REVIEW 1

LESSON 2: SKILLS
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to review skills

(reading, speaking, listening & writing they have learnt from unit1-2-3 by doing exercises.
2. Skills: listen, speak, read, write

3. Attitude: Students are aware to practice the skills well.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- Weak ss: Do Ex1 (workbook) ; Strong ss: Do Ex1

2. New lesson

Teacher’s activities Ss’ activities

- T checks Ss’s answers.
- T checks as a class.

(strong ss, a weak ss/pair)

- After some time, T lets Ss swap pairs

Activity 1 
A. Reading

- Ss do individually and check their
answers with a partner before giving their
answers to T to confirm the correct
answers.

* Ex1a (individual)
KEY:

</div>
(38)<div class='page_container' data-page=38>

4. Homework

- Do all exs 4,5,6 (whole class), 7,8 (strong ss) p25-27 in workbook
- Prepare for the next lesson: The written test

Draw experience

...
...

Tổ CM ký duyệt 
 Tổ phó

Phạm Phương Loan

Date of preparing :19/10/2018 
Date of teaching: 23/10/2018

Period 25 THE 1ST WRITTEN TEST
I. Objectives

1. Knowledge: By the end of the test, students will be able to apply their knowledge to do
the test well, then have a chance to test their knowledge of English from unit 1 to 3.
Teacher will know each student’s comprehension and find out a better method to teach.
2. Skills: listen, read, write

3. Attitude: Students are strict to do the test well.
4. Develop students’capacity

- General capacity: identification, analyzing, discussion
- Own capacity: individual work.

II. Preparation

1. Teacher: Teaching plan, loudspeaker, test paper.

2. Students: knowledge, pens

III. Procedure

1. Warm up: greeting and checking the attention of the students.
2. Hand out: deliver the test paper to each student.

3. Observation

4. Hand in: ask ss to hand in the test paper when the time finishes.
5. Remark and give assigment

Matrix

</div>
(39)<div class='page_container' data-page=39>

ận
biết

ng
hiểu

dụng C g

điể
m
LISTENI

NG

The village T/F 1 3 1 4 10

Life in the 
countryside

Gap fill 4 1 4 10

LANGUA
GE
FOCUS

Sounds of "o", 
"es"”ed”

MCQs 2 0.5 2 5

Vocab: Units 1,2,3;
Grammar points: 
Verbs of liking + 
V-ing/to-inf, 
Comparative 
adjectives/adverbs
; Wordforms: 
Comparative 
adjectives

MCQs 1 7 2,0 8 20

READIN

G 1

Hoa Ban Festival Cloze reading 2 2 1 4 10

READIN
G 2

The Jaraai Q&A 3 1.5 3 15

WRITIN
G

Sentences building Sentences
building

2 0.5 2 5

Sentences 
rewriting

Transformati
on

2 1 2 10

Making questions Making
questions

2 1 2 10

Total
Number

11 14 4 2 10 31 100

Total
marks

3.0 4.0 2 1 10

Total
Weight

</div>
(40)<div class='page_container' data-page=40>

*MCQs 
(TN): 30%; 
*OTHER 
ITEMS (TL):
70%

Mã 1

LISTENING. 
Listen to the passage and tick T ( for True statements) or F ( False statements)(1 
point). 
1.He lives in a village by Mekong River

2 He goes to school on foot

3. The adults talk about their farm work

4.The the adults run around, playing games and shouting merrily.
 Listen to the passage again and complete the sentences (1 pt).

Life in the English countryside

According to a recent survey by Country Life magazine, about 80 percent of
Britain’s population dream of (5)… …. in the countryside. In fact the countryside of
England today shows the wealth of landowners and those who can afford to escape the
busy and (6) …………... city life

English village communities are often small and close. They are warm and usually
welcoming. Maggie, who lives in North Yorkshire, says: “Village life is (7)……….. and
safe for the kids. There is a great sense of community here. It is more relaxing and you
can’t tell who has (8) ………..… .. and who doesn’t”. People in the English countryside use
private transport more, and the environment hasn’t been spoilt much.

LANGUAGE FOCUS.

Pick out the word which has different sound in the underlined part in each line 
(0,5pt)

9. A. camel B. cattle C. buffalo D. paddy

10. A. lived B. populated C. harvested D. loaded

Choose the best answer to complete each of the following sentences (1,5pts)

11. My mother enjoys________ traditional food for our family, especially at Tet holiday.
A. cooking B. to cook C. cook D. cooked

12. My father sometimes goes ________ in the forests.

A. hunt B. hunting C. to shop D. shopping

13. Look! Some children are ____________the buffaloes.

A. playing B. picking C. driving D. herding
14. . ________ ethnic group has a larger population, the Tay or the Ede?

A. What B. Which C. Why D. Who

15. Is living in the city _________ than living in the country?

A. so convenient B. as convenient C. most convenient D. more
convenient

</div>
(41)<div class='page_container' data-page=41>

A. a B. An C. the D. Ө
. Give the correct form of words in the blankets (0,5pt)

17.The people of Vietnam are diverse but very (peace)………

18.The exhibition in the museum shows the (diverse)…….………of different cultural groups.
 READING.

Fill the gaps with the words in the box (1,0pt)

festivals celebrated lunar known best
the

Spring is the time when there are many (19) ………….... in our country. Among

them, Hoa Ban Festival is (29) …………... most beautiful and interesting, and it takes
place in Lai Chau. It is typical of the cultural life of the Thai people. In the second (21)
…………... month of the year, when it gets warmer and Hoa Ban – a kind of beautiful
flowers in the northwest mountainous area - blossoms, Hoa Ban Festival is (22)
………. .. . This is a great time for everyone, especially for boys and girls.

Read the passage carefully and answer the questions below (1,5pts)
Jarai (or Gia rai)

The largest ethnic minority group on the Central Highlands is the Jarai, with a
population of about 250,000. It is thought that Jarai people left the coastal plains around
2000 years ago, settling on the fertile plateau around in Gia Lai and Kon Tum provinces.
Some ethnologists think that Cham people are in fact a branch of the Jarai, and they
certainly share common linguistic traits.

Villagers are often named for a nearby river, stream or tribal chief. In the centre of
each can be found a large stilt house, which acts as a kind of community centre where the
council of elders and their elected chief meet. Houses are traditionally built on stilt, facing
north. Jarai women typically propose marriage to men through a matchmaker, who delivers
the prospective groom a cooper bracelet.

23. What’s the population of the Jarai?...
24. Where do the Jarai live?...
25. Do the Jarai live in stilt houses?...
IV. WRITING.

Complete the sentences , using the given words (1,0pt)
26. Which/ ethnic group/ Viet Nam/ have /largest/ population/?

...

27. People/ Britain/ love/ watch/ TV/ free time.-………

Finish the second sentence so that it stays the same meaning as the first one (1,0pt)
28. Lan really loves to hang out with friends………

29. My house is smaller than your house. - Your house ………..
Write questions for the underlined parts of the following sentences (1,0pt)

</div>
(42)<div class='page_container' data-page=42>

Where………?

31. The Hoa ethnic group has the most colourful clothing.
Which ethnic groups………?

---THE
END---Mã 2

LISTENING.

Listen to the passage and tick T ( for True statements) or F ( False statements)(1 
point). 
1.He lives in a village by Mekong River

2 He goes to school on foot

3. The adults talk about their farm work

4.The the adults run around, playing games and shouting merrily.
Listen to the passage again and complete the sentences (1 points).

Life in the English countryside

LANGUAGE FOCUS.

Pick out the word which has different sound in the underlined part in each line 
(0,5pt)

9. A. pictures B. watches C. buses D. brushes
10. A. homework B. mother C. open D. judo

Choose the best answer to complete each of the following sentences (1,5pts)
11. The Hmong boys fancy ………….the game danh quay in spring.

A. play B. to play C. playing D. played
12. My father sometimes goes ________ in the forests.

A. hunt B. hunting C. to shop D. shopping

13. In his freetime, Trung dislikes ………...

A. making crafts B. doing crafts C. having crafts D. playing crafts
14. The sky is ___here in the countryside because there are no buildings to block the view.

A. tidy B. vast C. dense D. close

15. Is living in the city _________ than living in the country?

</div>
(43)<div class='page_container' data-page=43>

16. Which ethnic groups has the largest population in Viet Nam?

A. Kinh B. Muong C. Tay D. Hmong
. Give the correct form of words in the blankets (2pts)

17 .The exhibition in the museum shows the (diverse)…….………of different cultural groups.
18. Our garden is _________ in spring when almost flowers bloom. (colour)

READING.

Fill the gaps with the words in the box (1,0pt)

festivals celebrated lunar known best
the

Spring is the time when there are many (19) ………….... in our country. Among
them, Hoa Ban Festival is (29) …………... most beautiful and interesting, and it takes
place in Lai Chau. It is typical of the cultural life of the Thai people. In the second (21)
…………... month of the year, when it gets warmer and Hoa Ban – a kind of beautiful
flowers in the northwest mountainous area - blossoms, Hoa Ban Festival is (22)
………. .. . This is a great time for everyone, especially for boys and girls.

Read the passage carefully and answer the questions below (1,5ptsK

Jarai (or Gia rai)

23.Where can a large stilt house be found?...
24. Who are often named for a nearby river?...

25. Is Jarai the largest ethnic minority group on the Central Highlands?...
 WRITING.

Complete the sentences , using the given words (1,0pt)
26. Which/ ethnic group/ Viet Nam/ have /largest/ population/?

...
27. Mai/ enjoy/make/ crafts ………...

Finish the second sentence so that it stays the same meaning as the first one
(1,0pt)

</div>
(44)<div class='page_container' data-page=44>

29. The red car is cheaper than the house F The house ….……….……….………

Write questions for the underlined parts of the following sentences (1,0pt)

30. The Bru-Van Kieu people live in Quang Binh, Quang Tri and Thua Thien-Hue.
Where………?

31. The Hoa ethnic group has the most colourful clothing.
Which ethnic groups………?

---THE

END---Date of preparing: 21/10/2018 
Date of teaching: 24/10/2018

Period 26 UNIT 4: CUSTOMS AND TRADITIONS
LESSON 1: GETTING STARTED
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to present the vocabulary
and grammar items to be learned. Ss then practice listening and speaking with the lexical
items related to the topic "Our customs and traditions" by doing exercises.

2. Skills: listen, speak

3. Attitude: Students are aware about customs and traditions to do well.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, laptop,loudspeaker

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson: No checking

2. New lesson

Teacher’s activities Ss’ activities

- Divide class into teams: A and B

Activity 1 
Game

- A student from team A calls out the name
of an ethnic group in Vietnam, then points
at one student from group B. This student
has to call out the name of another ethnic
group. - Write on the board: “Yes, and they
have their own ways of life,
and_____and___.

</div>
(45)<div class='page_container' data-page=45>

Draw experience

………

Date of preparing: 21/10/2018 
Date of teaching: 25/10/2018

Period 27 UNIT 4: CUSTOMS AND TRADITIONS
LESSON 2: A CLOSER LOOK 1
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

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

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

2. Skills: listen, read

3. Attitude: Students are aware about customs and traditions to do well.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, loudspeaker

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:

- Weak ss: Rewite and read new words.
- Strong ss: Read and translate the dial.

2. New lesson

Teacher’s activities Ss’ activities

- Draw Ss’ attention to the Watch out!
Box. Explain to them the words ‘custom’
and tradition’ can be countable or

uncountable. Remember to come back to
this point after finishing exercise 1

- Have Ss look at the table in the book.
Make sure that they understand what to
do.

- Write them on the board. Confirm the
correct answers.

Activity 1 
I. Vocabulary

- Read the Watch out

Ex1

Ss complete the exercise individually and
then compare their anwers with a partner.
Call some Ss to give the answers.

Key: 1.e 2.d 3.a

</div>
(46)<div class='page_container' data-page=46>

Tổ CM ký duyệt ngày 
 Tổ phó

Phạm Phương Loan

Date of preparing: 23/10/2018 
Date of teaching: 30/10/2018

Period 28 UNIT 4: CUSTOMS AND TRADITIONS
LESSON 3: A CLOSER LOOK 2
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

- Review should/shouldn’t to express advice about customs and traditions. Know how to
use have to to express obligation or necessity. Use the grammar to do exercises well.

2. Skills: read, write

3. Attitude: Students are aware about customs and traditions to do well.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion

- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, posters

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- Weak ss: do ex A2
- Strong ss: do ex B3

2. New lesson

Teacher’s activities Ss’ activities

- Give a situation:

Your brother is going out with a friend.
The weather forecast says it’s a hot sunny
day. Give him some advice.

Encourage Ss to express their advice
freely. If Ss mention should/shouldn’t, tell
them that in this lesson they are going to
review should/shouldn’t to express advice
about customs and traditions. If Ss do not

I. Should and Shouldn't to express 
advice: review

verb.

Ex1:

Key: 1.should 2.shouldn’t 3.should
4.shouldn’t 5.should

</div>
(47)<div class='page_container' data-page=47>

Date of preparing: 24/10/2018 
Date of teaching: 31/10/2018

Period 29 CORRECTION THE 1STTEST
I. Objective

1. Knowledge: Help Ss to improve their skills of doing a written test and consolidate
their knowledge after they finished their test. Ss recognize their wrong knowledge to
correct for studying better later.

2. Skills: thinking, writing

3. Attitude: ss try to study better.
4. Develop students’capacity

- General capacity: identification, analyzing, thinking.

- Own capacity: consolidate their knowledge after they finished their test.
II. Preparation

T: Prepare the mistakes in the test and what knowledge students have to focus on laptop,
S: notebooks, pens

III. Procedure

1. Warm up : greeting and return their own test papers (if possible)

2. Remark: give the mistakes they had in the test and what knowledge they have to
consolidate.

3. Give the answer key

ANSWER KEYS & MARKS
No1

A. LISTENING

I. 0,25 m / correct sentence 
 1 T 2T 3T 4F

II. 0,5 m / correct sentence

5 living 6. noisy 7. small 8. money

B. USE OF LANGUAGE
I. 0,25 m / correct sentence

9.c 10.a

II. 0,25 m / correct sentence

11-a 12-b 13-B 14-b 15-d 16-c
III.0,25m

17peaceful 18 diversity

C. READING

I. 0,25 m / correct sentence

19.festivals 20 the 21. Lunar 22.celebrated

II. 0,5 m / correct sentence

1. about 250.000

2. in Gia lai and Kon tum
3. yes, they do

</div>
(48)<div class='page_container' data-page=48>

I. 0,5 m / correct sentence

26. Which ethnic group in Viet Nam have the largest population?
27.People in Britain love watching TV in their free time.

II.0,5m

28.lan really enjoys hanging out with friends

29.your house is not as smaller than my house /is bigger than my house.

III.0,5 m / correct sentence

30.Where do the Bru-Van Kieu live?

31. Which ethnic groups have the most colourful clothing

No2
A. LISTENING

I. 0,25 m / correct sentence 
 1 T 2T 3T 4F

II. 0,5 m / correct sentence

5 living 6. noisy 7. small 8. money

B. USE OF LANGUAGE
I. 0,25 m / correct sentence

9.a 10.b

II. 0,25 m / correct sentence

11-c 12-b 13-a 14-b 15-d 16-a
III.0,25m

17 diversity 18.colourful

C. READING

I. 0,25 m / correct sentence

19.festivals 20 the 21. Lunar 22.celebrated

II. 0,5 m / correct sentence

1. In the centre of each can be found a large stilt house

2. Villagers are often named for a nearby river

3. yes, it is

D. WRITING

I. 0,5 m / correct sentence

26. Which ethnic group in Viet Nam have the largest population?
27.Mai enjoys making crafts.

II. 0,5 m / correct sentence

28.i fancy listening to music.

29.the house is not as cheaper than /is more expensive than the red car.

III.0,5 m / correct sentence

30.Where do the Bru-Van Kieu live?

31. Which ethnic groups have the most colourful clothing

Date of preparing: 25/10/2018 
Date of teaching: 1/11/2018

</div>
(49)<div class='page_container' data-page=49>

LESSON 4: COMMUNICATION
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:
- Ss can know more about table manners in the UK

- Compare them with those in Viet Nam.
2. Skills: speak, read, listen

3. Attitude: Students know the customs and traditions in the UK as well as in Viet nam to
do well.

4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, posters

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- Weak ss: do ex B4,5
- Strong ss: do ex B6

2. New lesson

Teacher’s activities Ss’ activities

- Ask ss to play the game by giving table
manners in VN.

I. Warm-up
Brainstorming
II. Vocabulary

- cutlery (n) /ˈkʌt.lə.ri/: dao kéo
- mat (n): cái chiếu

- tray (n): /trei/ cái khay, cái mâm
- fork (n): cái nĩa

- prong (n) /prɒŋ/: răng, ngạnh (của cái nĩa)
- palm (n) /pɑːm/:lòng bàn tay

- host (n) /həʊst/: chủ nhà
- hostest (female)

* Checking: R0R

III. Practice

Ex1: Discuss in pairs.

- Ss look at the pictures and discuss the
different between them in pairs.

- In the first picture, people are sitting on the
mat to have the meal. In the second picture,
they are sitting around the dining table.
....

</div>
(50)<div class='page_container' data-page=50>

- Introduce new words.

- Ask Ss to look at the pictures and
discuss the different between them in
pairs.

- Have some Ss write their answers on the
board. (strong s

- Encourage Ss to add some more table
manners. (weak ss)

- Have some Ss present their ideas.
- Ask Ss to work in pairs and role-play,
continue the conversation in the book or
make up their own.

(a strong and a weak ss/pair)

- Give praise (lời ca ngợi) and feedback
on Ss’ conversations.

3. Consolidation

- Ask Ss retell content of the lesson and
do the matching new words.

- T give feedback
4. Homework

- Learn new words by heart.

- Do exs C1,2 (whole class) in workbook.
- Prepare next lesson: UNIT 4: SKILLS 1

- Get Ss to work in pairs.
Ex3:

- Play the recording for Ss to check their
answers. Ss listen to the recording twice. If
there are any incorrect answers, have Ss
explain why the sentences are false. Teacher
gives the correct answers.

1F: you hold the fork in the left hand and the
knife in the right

3F: There is also a spoon and a fork for
dessert.

5F: You should never use your own cutlery to
take more food from the serving dish, use the
serve spoon.

6F: You should break off the bread with your
hands.

7F: Guess have to wait until the host or hostest
starts eating.

8. You should ask someone to pass you a dish.
Ex4: Ss work in pairs.

Ex5:

- Ss work in pairs and role-play, continue the
conversation in the book or make up their
own. After some time, call some pairs to act
out the conversation in front of the class. Other
Ss give comments.

Tổ CM ký duyệt 
 Tổ phó

Phạm Phương Loan
Date of preparing: 3/11/2018 
Date of teaching: 5/11/2018

Period 31 UNIT 4: CUSTOMS AND TRADITIONS
LESSON 5: SKILLS 1

</div>
(51)<div class='page_container' data-page=51>

1. Knowledge: By the end of the lesson, students will be able to:
- Read for specific information about family customs and traditions.
- Ask about and describing different customs and traditions.

2. Skills: speak, read

3. Attitude: Students know the customs and traditions in Viet Nam to do well.
4. Develop students’capacity

- Own capacity: individual / pair/ group work.
II. Preparation

1. Teacher: Teaching plan, textbook, workbook, posters,

2. Students: Books, notebooks,pens

III. Procedure

1. Checking the previous lesson

- Weak ss: do ex C1

- Strong ss: write new words on the board

2. New lesson

Teacher’s activities Ss’ activities

- Have Ss look at the pictures and answer
the questions in pairs. Elicit answers from
Ss. (strong ss)

- Tell Ss to read the text quickly and tell if
Mi is writing about her family or her
society.

- Elicit the answers from Ss.

- Instruct Ss on the way to do the exercises
(weak ss)

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

- Ask Ss to give evidence when giving the
answers.

I. READING
1. Pre questions

Picture 1: A family is celebrating a
birthday.

Picture 2: People are making CHUNG
cakes.

Picture 3: A family is at an amusement
park.

2. Reading

Ss read the text quickly and tell if Mi is
writing about her family or her society.
* Key:

- She is writing about her family.
3. Matching

Ss do the exercises.

1C 2A 3C 4B 5A 6B
4. Answer the questions

- Ss give evidence when giving the
answers.

1. They are having lunch together on the
second day of Tet, spending Sunday

together and celebrating her grandparent s’
wedding anniversary on the first Sunday of
October.

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

3. They don’t remember.

</div>
(52)<div class='page_container' data-page=52>

Date of preparing: 4/11/2018 
Date of teaching: 6/11/2018

Period 32 UNIT 4: CUSTOMS AND TRADITIONS
LESSON 6: SKILLS 2

I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

- Listen to get specific information about a traditional dance of an ethnic group in Viet
Nam.

- Write a description of a traditional Japanese dance.
2. Skills: listen, write

3. Attitude: Students know the customs and traditions in Viet Nam and Japan to do well.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, loudspeaker

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- Weak ss: read the text (A,B)
- Strong ss: read the text (C)

2. New lesson

Teacher’s activities Ss’ activities

- Tell me the words start with letter C / A

- Present some new words.

- Elicit Ss’ answers and have Ss share as
much information as possible.

(strong ss)

- Play the recording twice. Ask for Ss’
answers then write them on the board. T
checks with whole class.

- Play the recording again for Ss to do the
task individually.

- T checks with whole class.

*Warm-up:

Ss play game in 2 teams.
I. Listening.

1. Vocabulary

- spiritual (adj): thuộc tinh thần
- ancient (adj): cổ xưa

- conical hat (n): cái nón

2. Activity 1

- Ss look at the picture and share what they
know about this tradition with a partner.

3. Gap fill

1. happy and wealthy

2. private gatherings 3. 30
4. the circle dance 5. Social
6. fire 7. The music

8. culture and lifestyle
Key: According to timeline

4. T/F

</div>
(53)<div class='page_container' data-page=53>

3. Consolidation

- Ask Ss retell content of the lesson and read new words again.
- T give feedback

4. Homework

- Learn new words by heart.

- Do exs E1,2 (whole class) in workbook.

- Prepare next lesson: UNIT 4: LOOKING BACK + PROJECT

Date of preparing: 4/11/2018 
Date of teaching: 9 /11/2018

Period 33 UNIT 4: CUSTOMS AND TRADITIONS
LESSON 7: LOOKING BACK + PROJECT
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:
- Revise and make the use of all the target knowledge in unit 4.

- To help students recycle the language and skills from the previous sections and link with
the topic: customs and traditions.

2. Skills: listen, write

3. Attitude: Students review the knowledge well.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, posters

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- Weak ss: do ex E1(2,3)
- Strong ss: do ex E2 (4,5)

2. New lesson

Teacher’s activities Ss’ activities

- Tell Ss to do the task individually and
then check with their partners, then
correct the mistakes. Let them repeat the
words. Check their pronounciation.

- T checks with whole class.

I. Vocabulary
Activity 1: Gap fill.

KEY: 1. respect 2. worshipping
3.wrap 4. host

5. cutlery 6. generations

Activity 2

Write the sentences with the following
expressions.

Ss work individually then work in pair to
swap their sentences.

</div>
(54)<div class='page_container' data-page=54>

3. Consolidation

- Ask Ss retell content of the lesson.
- T give feedback

4. Homework

- Review the vocab, grammar.
- Do all exs again.

- Prepare next lesson: UNIT 5: G.started

Draw experience

………
………

Tổ CM ký duyệt ngày 5/11/2018
 Tổ phó

Phạm Phương Loan

Date of preparing: 04/11/2017 
Date of teaching: 07/11/2017

Period 34 UNIT 5: FESTIVALS IN VIET NAM
LESSON 1: GETTING STARTED
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

- Learn some vocabulary about festivals, festival activities and know something about
grammar: simple and compound sentences, complex sentence.

- Practice listening and speaking with the lexical items related to the topic "Festivals in Viet
Nam".

2. Skills: listen, speak

3. Attitude: Students know and love the festivals in VN more.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, computer.

2. Students: Books, notebooks, pens

III. Procedure

</div>
(55)<div class='page_container' data-page=55>

2. New lesson

Teacher’s activities Ss’activities

- Aks ss to give out the festivals.

- Teacher sets the scene by asking Ss about
the picture. (weak ss)

+ What can you see in the picture?
+ Where is it? Do you know this place?
- Elicits the new words using pictures and
explaination

=> Checking Vocab: Back to the board

- T elicits the prediction from Ss.

- T gives feedback

- Ask Ss to do the exercise individually or
in group.

Warm up: Brainstorming

Getting started.
I. Vocabulary

- Oriental (adj): thuộc về phương Đông
- reunion (n): sự sum họp

- regret (v): hối tiếc, hối hận
- take place (v) : xảy ra

- recommend (v): giới thiệu, gợi ý
- carnival (n) lễ hội hóa trang
II. Listen and read

1. T/F prediction (1a)

*While reading: Ss read the dialogue and
answer the questions:

*While reading: Ss read the dialogue and
check T/F:

* Key:

1T 2T 3F 4F 5T
2. Answer the questions (1b)

- Ss read and listen to the conversation to
answer the questions individually.

(weak ss: 1,2,4; strong ss: 3,5)

Key:

1. In April. They can see a grand opening
ceremony, an ao dai fashion show, …
2. Duong’s family prepares a five – fruit
tray and makes jamm and Chung cakes.
3. Because there’re so many interesting
things to see and enjoy, it would take too
long to describe them.

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

month.

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

tradition events.

3. Can you find the expressions in the 
conversation?

</div>
(56)<div class='page_container' data-page=56>

3. Consolidation

- Ask Ss retell content of the lesson.
- T give feedback

4. Homework
- Learn the vocab.

- Do all exs in textbook again.

- Prepare next lesson: UNIT 5: A closer look 1

Draw experience

………
………

Date of preparing: 04/11/2017 
Date of teaching: 08/11/2017

Period 35 UNIT 5: FESTIVALS IN VIET NAM
LESSON 2: A CLOSER LOOK 1
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

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

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

2. Skills: listen, speak

3. Attitude: Students know and love the festivals in VN more.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- 2 weak ss: play in role to read the dial again.
- Strong ss: rewrite new words.

2. New lesson

Teacher’s activities Ss’activities

- Ask ss to work in groups

- Introduce new words

* Warm up: Network:

Ss work in groups

</div>
(57)<div class='page_container' data-page=57>

3. Consolidation

- Ask Ss retell content of the lesson.
- T give feedback

4. Homework

- Learn the vocab and pronunciation.
- Do all exs in workbook A1,2, B1,2.

- Prepare next lesson: UNIT 5: A closer look 2

Draw experience

</div>
(58)<div class='page_container' data-page=58>

Date of preparing: 05/11/2017 
Date of teaching: 11/11/2017

Period 36 UNIT 5: FESTIVALS IN VIET NAM
LESSON 3: A CLOSER LOOK 2
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

Write compound sentences using conjunctions and, but, or, yet, so and conjunctive adverbs
however, nevertheless, moreover, therefore, otherwise to make compound sentences or
complex sentences.

2. Skills: write, do exercises

3. Attitude: Students know and love the festivals in VN more.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- Weak ss: rewite new words.
- 2 strong ss: do ex A2, B1.

Teacher checks Ss’ homework
2. New lesson

Teacher’s activities Ss’ activities

- Remind Ss of what is simple and
compound sentence.

+ A simple sentence is one independent
clause.

+ A compound sentence is two or more
independent clauses joined together. Each
clause is of equal importance and could
stand alone.

- T checks with whole class

Grammar

I. Simple and compound sentences 
1. Activity 1

- Ss work in pairs.

1S 2C 3C 4S 5S

2. Activity 2

- Ss work individually and check with
another S.

</div>
(59)<div class='page_container' data-page=59>

3. Consolidation

- Ask Ss retell content of the lesson.
- T give feedback

4. Homework

- Learn the grammar.

- Do all exs in workbook B 3,4,5,6 (whole class). B6,7 (strong ss).
- Prepare next lesson: UNIT 5: Communication

Draw experience

………
………

Tổ CM ký duyệt ngày 06/11/2017
 Tổ phó

Phạm Thị Anh

Date of preparing: 18/11/2018 
Date of teaching: 21/11/2018

Period 37 UNIT 5: FESTIVALS IN VIET NAM
LESSON 4: COMMUNICATION
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:
- Listen for details about Ooc bom boc festival.

- Use the vocabs and grammar have learnt to talk about festivals
2. Skills: write, listen

</div>
(60)<div class='page_container' data-page=60>

4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, posters

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- Weak ss: do ex B3.
- Strong ss: do ex B6.

Teacher checks Ss’ homework
2. New lesson

Teacher’s activities Ss’activities

- Teacher uses different techniques to teach
vocab (situation, realia)

Follow the seven steps of teaching vocab.

- T sets the scene

- T notes down on board

- Gives feedback

- Play the recording for Ss to check the
answers

- T gives feedback

- First, have Ss read the questions in the
table carefully and ask them to note their
answers.

- Ask Ss to decide which festival to talk

I.Vocabulary

- bamboo archway (n) cổng vòm bằng tre
- green rice flakes (n) cốm xanh

- coconut (n) dừa

- clasped hands (v) chắp tay

- floating lanterns : thả trôi lồng đèn
- Checking: R0R.

Activity 1. Label the picture.
Ss predict and do

1. Bamboo archway 2. Green rice flakes
3. Potatoes 4. Coconuts

5. Pia cake 6. Claspes hands
7. lanterns 8. Dragon boat race

II. Listening

Activity 2. Listen and check.

=> b. Ooc bom boc festival

Activity 3. Listen and complete the 
table.

- First, Ss read the questions in the table
carefully and ask them to note their
answers. Then ask Ss to share their

answers in pairs to find out what they have
in common with their partners.

1. In Soc Trang

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

month

3. Moon God

4. have a worshipping ceremony
5. float paper lanterns

6. hold dragon boat races

III. Speaking

Activity 4. Role-play

</div>
(61)<div class='page_container' data-page=61>

3. Consolidation

- Ask Ss retell content of the lesson.
- T give feedback

4. Homework
- Learn the vocabs

- Do all exs in workbook C1,2 (whole class).
- Prepare next lesson: UNIT 5: Skills 1

Draw experience

………
………

Date of preparing: 18/11/2018 
Date of teaching: 22/11/2018

Period 38 UNIT 5: FESTIVALS IN VIET NAM
LESSON 5: SKILLS 1

I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:
- Use the vocabs cand grammar have learnt to talk about festivals
- Read for specific information about festivals.

2. Skills: speak, read

3. Attitude: Students know about the festivals in VN more.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, posters

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- Weak ss: do ex C1.
- Strong ss: do ex C2.

Teacher checks Ss’ homework
2. New lesson

Teacher’s activities Ss’activities

- In small groups, have Ss look at the
pictures and answer the questions.

I. READING
1. Guessing

</div>
(62)<div class='page_container' data-page=62>

3. Consolidation

- Ask Ss retell content of the lesson.
- T give feedback

4. Homework

- Do all exs in workbook D1a, 2 (whole class), D1b (strong ss).
- Prepare next lesson: UNIT 5: Skills 2

Draw experience

………
………

Date of preparing: 18/11/2018 
Date of teaching: 241/11/2018

Period 39 UNIT 5: FESTIVALS IN VIET NAM
LESSON 6: SKILLS 2

I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

- Listen for specific information about a festival.

- Write about a festival they like or have been to.
2. Skills: listen, write

3. Attitude: Students know about the festivals in VN more.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, a loudspeaker

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- Weak ss: do ex D1a.
- Strong ss: do ex D1b.

Teacher checks Ss’ homework
2. New lesson

Teacher’s activities Ss’ activities

</div>
(63)<div class='page_container' data-page=63>

4. Homework

- Learn the grammar.

- Do all exs in workbook E1,2 (whole class)..

- Prepare next lesson: UNIT 5: Looking back + Project

Tổ CM ký duyệt ngày 19/11/2018
 Tổ phó

Phạm Phương Loan
Date of preparing: 22/11/2018

Date of teaching: 27/11/2018

Period 40 UNIT 5: FESTIVALS IN VIET NAM
LESSON 7: LOOKING BACK + PROJECT
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

- To recycle the language from the previous sections and link with the topic: Festivals in
Viet Nam.

- Revise and make the use of all the target knowledge in unit 5.
2. Skills: read, speak, write

3. Attitude: Students know perverse the festivals in VN more.

4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook,

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- Weak ss: do ex E1.
- Strong ss: do ex E2.

Teacher checks Ss’ homework
2. New lesson

Teacher’s activities Ss’ activities

- Ask ss to tell about one festival in Viet
Nam that you like most.

* Warm – up: Speaking

- Tell us about one festival in Viet Nam that
you like most.

Name ?
Where ?
When ?

What activities ?
How ?

</div>
(64)<div class='page_container' data-page=64>

3. Consolidation

- Ask Ss retell content of the lesson.
- T give feedback

4. Homework

- Review the vocab and grammar.
- Prepare next lesson: REVIEW

Date of preparing: 24/11/2018 
Date of teaching: 28 /11/2018

Period 41 REVIEW

I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

- Revise and make the use of all the targe language in unit 4 + 5, such as: modal verbs and
compound/ complex sentences.

- Practice doing exercises related.
2. Skills: listen, speak, read, write

3. Attitude: Students review the knowledge well.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook,

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson
Teacher checks Ss’ homework
2. New lesson

Teacher’s activities Ss’ activities

? What are the target languages we 
learnt in Unit 4 and 5

? T gets ss to retell something about
these.

* Warm – up: Hanging man

Ss play game in 2 teams to find out the word:
1. Customs ( 7 words )

2. Traditions ( 11 words )
3. Festivals ( 9 words )
I. Revision

- Modal verbs

</div>
(65)<div class='page_container' data-page=65>

4. Homework

- Review the vocab and grammar.
- Prepare next lesson: Test 45 minutes

Date of preparing: 25/11/2018 
Date of teaching: 29/11/2018

Period 42 THE WRITTEN TEST 2
I. Objectives

1. Knowledge: By the end of the test, students will be able to apply their knowledge to do
the test well, then have a chance to test their knowledge of English from unit 4 to 5.
Teacher will know each student’s comprehension and find out a better method to teach.
2. Skills: listen, read, write

3. Attitude: Students are strict to do the test well.
4. Develop students’capacity

- General capacity: identification, analyzing, discussion

- Own capacity: individual work.

II. Preparation

1. Teacher: Teaching plan, audivideo, computer, activeboard, test paper.

2. Students: knowledge, pens

III. Procedure

1. Warm up: greeting and checking the attention of the students.
2. Hand out: deliver the test paper to each student.

3. Observation

4. Hand in: ask ss to hand in the test paper when the time finishes.
5. Remark and give assigment

Matrix

Chủ đề Nội dung Loại câu hỏi Nh

ận
biết

Thô
ng
hiểu

Vận

dụng

VD
C

Tổn
g
điể

m

Số câu Tỉ lệ %

LISTENI
NG

Xoe dance T/F 1 3 1 4 10

Xoe dance Gap fill 4 1 4 10

LANGUA
GE
FOCUS

</div>
(66)<div class='page_container' data-page=66>

Vocab: Units 1,2,3;
Grammar points: 
Verbs

/adjectives/adverbs
;

Should

Correct verb: 
should/ have to

MCQs 1 7 2,0 8 20

READIN
G 1

Hoa Ban Festival Cloze reading 2 2 1 4 10

READIN
G 2

TET holiday Q&A 3 1.5 3 15

WRITIN
G

Sentences building Sentences
building

4 0.5 4 20

Sentences 
rewriting

Transformati

on

2 1 2 10

Total
Number

11 14 4 2 10 31 100

Total
marks

3.0 4.0 2 1 10

Total
Weight

30 40 20 10 100

*MCQs 
(TN): 30%; 
*OTHER 
ITEMS (TL):
70%

WRITTEN TEST NO 2- Shool year: 2018-2019

</div>
(67)<div class='page_container' data-page=67>

Mark Feedback

NO 1 . Listen to Mai’s presentation and tick True (T) or False (F) : (1 point)

1. The Xoe dance is a spiritual tradition of Thai ethnic people.

2. There are 16 ancient forms of Xoe.

3. Only young people perform the circle dance.

4. Dances with conical hats, paper fans or scarves are some forms of Xoe.

Question II. Listen again and complete the Mai’s presentation : (1 point)

Today I’m going to tell you about the xoe dance, a traditional dance of the Thai
ethnic group in Viet Nam. Thai people have followed this spiritual tradition for(5)
……….The Xoe dance expresses people’s working life and wishes for a happy
and wealthy life. It is (6) ………. in both public and private gathering such as
celebrations, festivals or family reunions.The Xoe dance has more than (7) ………
forms based on the first six ancient forms. The most popular form is the Xoe vong or ‘
circle dance’ because it expresses social unity. People, young or old alike, join hands to
make a circle around the fire and dance to the music. Besides the circle dance, there are
dances with (8)………, paper fans or scarves.

PRONUNCIATION :

Find the word which has different sound in the part underlined. ( 0,5 pt)
9. A. concentration B. composition C. consideration D. conversation

10. A. coordination B. depression C. donation D. erection

Choose the best answer A, B, C , or D to complete the sentences. (1,5 pts) 
11. You_________ miss any of the meetings. They’re always very useful.

A. needn’t B. should C. shouldn’t D. can
12. When having meals with a Britain family, you should never chew with your
______open.

A. hand B. eye C. finger D. mouth

13. My sister has been living in Da Lat for two years; _________, she has never been to
Than Tho Lake.

A. however B. although C. if D. because
14. The Hung King Temple festival ____________in Phu Tho.

A. take B. take places C. takes place D. take place
15. People burn incense to show respect to their ...…...….. during Tet.

A. relatives B. ancestors C. friends D. neighbors
16. At Huong pagoda, we offer Buddha a tray of fruit to___________him.
A. worship B. commemorate C. preserve D. pray
.Give the correct form of the following words: ( 0,5 pt)

</div>
(68)<div class='page_container' data-page=68>

18.Peter ____________ to do homework. (have )
READ

Read the passage and answer these questions below.(1.5 pts)

present during the dinner in which many different kinds of dishes are served. On the New
Year morning, the young member of the family pay their respects to the elders. And the
children receive lucky money wrapped in red tiny envelops. Then people go to visit their
neighbors, friends and relatives.

19. Is TET holiday celebrated on the second day of the Lunar New Year in Viet Nam?
- ………..
20. What do the Vietnamese often do some weeks before the New Year?

-………..
21. Who do people often visit on TET holiday?

- ………
 Choose A, B or C for each blank in the passage below.(1.0pt)

started especially become comes cultural celebrated
Spring is a time when there are many festivals in our country. Among them, Hoa Ban
Festival is the most beautiful and interesting and it takes place in Lai Chau. It is typical of
the (22)………life of the Thai people. In the second lunar month of the year, when it (23)
……..warmer and hoa ban - a kind of beautiful flower in the northwest mountainous area
- blossoms, Hoa Ban Festival is (24)………... This is a great time for everyone, (25) ……
for boys and girls. The boy picks the most beautiful flower and gives it to his girlfriend.
 WRITE

Combine each pair of sentences to make one sentence, using the words given in 
brackets. ( 2,0pts)

26.Lang Lieu couldn’t buy any special food . He was very poor. (BECAUSE)
→ ………...
27. Nick wanted to travel around Viet Nam to take pictures of festivals. He started to save

money. (therefore)

→ ………...
28. People cheer to encourage the elephants. They are racing. ( while )

………..

29.During Tet, Vietnamese people buy all kinds of sweets. They make Chung cakes as
well.(and)

……….
Complete the sentences , using the given words(1,0pt)

30.Life/ the countryside/ changed/ a lot/ the/ ten /years.

</div>
(69)<div class='page_container' data-page=69>

………

THE 2ND 45 MINUTE TEST

ENGLISH: 8

FULL NAME: ………CLASS 8…… 
 Mark Feedback

NO 2 . Question I. Listen to Mai’s presentation and tick True (T) or False (F) : (1 
point)

1. The Xoe dance is a spiritual tradition of Thai ethnic people.
2. There are 16 ancient forms of Xoe.

3. Only young people perform the circle dance.

4. Dances with conical hats, paper fans or scarves are some forms of Xoe.

Question II. Listen again and complete the Mai’s presentation : (1 point)

PRONUNCIATION :

III. Find the word which has different sound in the part underlined. ( 0,5 pt) 
9. A. concentration B. composition C. consideration D. conversation

10. A. coordination B. depression C. donation D. erection

IV.Choose the best answer A, B, C , or D to complete the sentences. (1,5 pts) 
11. Tet is an occasion for family____________ in Viet Nam.

A. reunions B. Meeting C. visitings D. seeings
12. ____________ spring comes, many Vietnamese villages prepare for a new festival
season.

A. While B. When C. Nevertheless D. However
13. People burn incense to show respect to their ...…...….. during Tet.

A. relatives B. ancestors C. friends D. neighbors
14. The ...…...…. of Quan ho singing has been recognized as a world heritage.
A. preservation B. procession C. song D. performance
15. Tam is a beautiful girl;………...…… , she’s kind - hearted.

</div>
(70)<div class='page_container' data-page=70>

16. When you eating in India, you_______ use the right hand. Never use the left hand.
A. must B. should C. shouldn’t D. mustn’t

.Give the correct form of the following words: ( 0,5 m)

17. Children should_____________ old people. (respect)
18. They……… to do homework. (have )
READ

Read the passage and answer these questions below.(1.5 pts)

TET holiday is celebrated on the first day of the Lunar New Year in Viet Nam. Some weeks
before the New Year, the Vietnamese clean their houses and paint the walls. New clothes are
bought for the occasion. One or two days before the festival, people make Banh Chung,
which is the traditional cake, and kinds of jam. On the new Year’s Eve, the whole family get
together for a reunion dinner. Every member of the family should be present during the
dinner in which many different kinds of dishes are served. On the New Year morning, the
young member of the family pay their respects to the elders. The children receive lucky
money wrapped in red tiny envelops. Then people go to visit their neighbors, friends and
relatives.

19. Is TET holiday celebrated on the third day of the Lunar New Year in Viet Nam?

- ………..
20. What do the Vietnamese often do one or two days before the festival?

-………..
21. Who are received lucky money wrapped in red tiny envelops?

-………..…
 Choose A, B or C for each blank in the passage below.(1.0pt)

started especially become comes cultural celebrated
Spring is a time when there are many festivals in our country. Among them, Hoa Ban
Festival is the most beautiful and interesting and it takes place in Lai Chau. It is typical of
the (22)………….life of the Thai people. In the second lunar month of the year, when it (23)
…….…..warmer and hoa ban - a kind of beautiful flower in the northwest mountainous area
- blossoms, Hoa Ban Festival is (24)………... This is a great time for everyone, (25) ………
for boys and girls. The boy picks the most beautiful flower and gives it to his girlfriend.
 Combine each pair of sentences to make one sentence, using the words given in 
brackets. ( 2,0pts)

26.During Tet, Vietnamese people buy all kinds of sweets. They make Chung cakes as well.
(and)

………..….
27. You can go to the Giong Festival. You can go to the Huong Pagoda Festival. (otherwise)
→...

28. People cheer to encourage the elephants. They are racing. ( while )
………..

29. 3. At the festival, we float beautiful paper lanterns on the river. We also hold thrilling

dragon boat races. (moreover)

</div>
(71)<div class='page_container' data-page=71>

30.Life/ the countryside/ changed/ a lot/ the/ ten /years.

………
31.Tet / is / occasion / family / reunions/ Viet Nam

………

Duyệt Tổ CM
TP

Phạm Phương Loan

Date of preparing: 29/11/2018 
Date of teaching: / /2018

Period 43 UNIT 6: FOLK TALES

LESSON 1: GETTING STARTED
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:
- Vocab: Characters in a folk tale, adjectives describing characters.
- Grammar: Past simple, past continuous.

2. Skills: listen, read

3. Attitude: Students know and love the folk tales more.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, a loudspeaker

</div>
(72)<div class='page_container' data-page=72>

III. Procedure

1. Checking the previous lesson: No checking

2. New lesson

Teacher’s activities Students’ activities

- Teacher sets the scene by asking Ss
about the picture

+ Where are Duong and Nick? (weak ss)

+ What are they doing? (weak ss)

+ What are they talking about?

(strong ss)

- Elicits the new words using pictures and
explaination

* Checking Vocabulary: R.O.R

- Ask Ss to do the task individually.
Compare in pairs.

- T checks as a class.

* Warm – up: Brainstorm

NAMES OF FOLKTALES
OF VIET NAM
Getting started

1. Vocabulary

- to do research (v): làm nghiên cứu
- to give birth to sb: sinh ra

- legend (n): huyền thoại

- folk tale (n): câu truyện dân gian

- genre /ˈʒɑ̃ːnrə/ (n) = type : loại, thể loại
- plot (n): (the content of a story) cốt truyện
- origin (n): nguồn gốc

a. Multiple choice

- Ss do the task individually. Compare in
pairs.

1B 2C 3A 4C 5A

- Ask Ss to do the task individually.
Compare in pairs.

- T checks as a class.

- Have Ss discuss in pairs then draw Ss’
attention to the structure.

- Have Ss study the Grammar box

b. Matching

- Ss do the task individually. Compare in
pairs.

1c 2d 3a 4b
c. Complete the table

- Ss do the task individually. Compare in
pairs.

Title: Lac Long Quan and Au Co
Genre: Legend

Main characters: Lac Long Quan, Au Co

and their sons.

Plot: + Lac Long Quan married Au co
 + Au Co gave birth to 100 baby boys
 + Lac Long Quan missed the sea
 + LLQ took 50 of their sons to the sea.
 + Au Co took the others to the

mountain.
d. Model sentence

- Ss do the task individually.
What an interesting legend it is!
Ss practise using the cues given:
1. handsome/man

</div>
(73)<div class='page_container' data-page=73>

Date of preparing: /12/2018 
Date of teaching: /12/2018

Period 44 UNIT 6: FOLK TALES

LESSON 2: A CLOSER LOOK 1
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:
- Pronouce correctly the intonation in exclamatory sentences;

- Use the lexical items related to the topic “Folk tales”.Vocab: Characters in a folk tale,
adjectives describing characters.

2. Skills: listen, speak

3. Attitude: Students know and love the folk tales more.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook,

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1: Do ex A2 (3,4); S2: do ex A2 (5,6)

2. New lesson

Teacher’s activities Students’ activities

- T leads in the lesson
* Pre teach Vocabulary:

I. Vocabulary

- Buddha (n) /ˈbʊdə/ : phật

- knight (n) /naɪt/ : hiệp sĩ
- witch (n) /wɪtʃ/ : bà phù thủy
- ogre (n) /ˈəʊ.ɡər/ : yêu tinh, quỷ
- wolf (n) /wʊlf/ : chó sói

- eagle (n): chim đại bàng

- cunning (adj): mưu mẹo, xảo trá
- wicked (adj): hung ác, hung dữ
- fierce (adj) /fɪəs/ : hung dữ, dữ tợn
1. Activity 1, 2: Matching

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

II. Pronunciation

</div>
(74)<div class='page_container' data-page=74>

=> Cheking vocab: Back to the board
- Have Ss read the name aloud.

- Have them match the names with the
pictures.

- Correct as a class.

- Have Ss work independently. Ss then
compare in pairs

- T checks as a class.

- T plays the recording twice.

- Play the recording the third time for Ss
to check the answers.

- Call some Ss to practise in front of the
class.

- T plays the recording and Ss listen and
repeat.

3. Listen and repeat (Act 4)

- Ss listen and repeat, paying attention to
the intonation of each sentence.
- Ss to check the answers.

4. Practise these sentences (Act 5)

- Ss work in pairs, first practise saying the
sentences.

- Ss listen and repeat.

3. Consolidation

- Ask Ss retell content of the lesson.
- T give feedback

4. Homework

- Learn the vocab and pronunciation.
- Do exs B1,2,3 (P45) in workbook.

- Prepare next lesson: Unit 6: A closer look 2.

Draw experience

………
………

Date of preparing: 01/12/2017 
Date of teaching: 05/12/2017

Period 45 UNIT 6: FOLK TALES

</div>
(75)<div class='page_container' data-page=75>

I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: Use the past continuous 
tense correctly and distinguish between the past continous tense and the simple past tense.
2. Skills: write, speak

3. Attitude: Students know how to use the grammar to do exercises correctly.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1: Do ex B1; S2: do ex B2

2. New lesson

Teacher’s activities Students’ activities

- T leads in the lesson

- Elicit model sentence from Ss.
(strong ss)

- T does the concept check.

- Get Ss to complete the exercise
individually, then T checks as a class.

- Get Ss to complete the exercise

individually, then T checks as a class.

- Get Ss to study the Look out box
- Get Ss to complete the exercise
individually.

(strong ss-1,2,5; weak ss-3,4,6)

* Warm – up: Chatting
I. Presentation

* Model sentence:

I was doing some Internet research on
Vietnamese legends for my project.
- Ss study the grammar box

The past continous tense
* Form

S + was/were + V¬ing
* Use

II. Practice

- Ss compare in pairs
Exercise 2

1. was wearing 2. Were you doing
3. was doing 4. ran

5. was not/wasn’t waiting
Exercise 3

- Get Ss to complete the exercise
individually.

- Ss compare in pairs

1. The servant was spinning in the woods.
2….

Exercise 4

- Ss to study the Look out box

- Ss to complete the exercise individually.
- Ss compare in pairs

</div>
(76)<div class='page_container' data-page=76>

- T checks as a class.

- Get Ss to complete the exercise
individually.

- T checks as a class.

2. was lying, heard, needed
3. heard, was following, started
4. dropped, ate

5. were dancing, left

6. was missing/missed, decided

Exercise 5

- Ss to complete the exercise individually.
- Ss compare in pairs

1. was shining
2. was sleeping

3. went 4. were flying
5. opened 6. fell

- Ss discuss the moral lesson of the fable
in pairs.

“Be happy with what you have.”

3. Consolidation

- Ask Ss retell content of the lesson.
- T give feedback

4. Homework

- Learn the grammar.

- Do exs B4,5,6 (whole class) , B7 (strong ss) (P46,47) in workbook.

- Prepare next lesson: Unit 6: Communication.

Tổ CM ký duyệt 
 Tổ phó

Phạm Phuong Loan

Date of preparing: /12/2018 
Date of teaching: /12/2018

</div>
(77)<div class='page_container' data-page=77>

2. Skills: thinking, writing

3. Attitude: ss try to study better.
4. Develop students’capacity

- General capacity: identification, analyzing, thinking.

- Own capacity: consolidate their knowledge after they finished their test.
II. Preparation

T: Prepare the mistakes in the test and what knowledge students have to focus on,
activeboard, audiotape.

S: notebooks, pens

III. Procedure

1. Warm up: greeting and return their own test papers (if possible)

2. Remark: give the mistakes they had in the test and what knowledge they have to
consolidate.

3. Give the answer key

ANSWER KEYS & MARKS
 Test correction 2

No 1

LISTENING:

Listen to Mai’s presentation and tick True (T) or False (F) : (1 point) ( 0,25đ/ câu 
đúng)

1. T

2. F

3. F

4. T

Listen again and complete the Mai’s presentation : (1 point)
( 0,25đ/ câu đúng)

5. generations
6. performed
7. 30

8.conical hats

Find the word which has different sound in the part underlined. ( 0,5 point)

( 0,25đ/ câu đúng) 
9.C 10.A

Choose the best answer A, B, C , or D to complete the sentences. (1,5points) 
( 0,25đ/ câu đúng)

11. C. shouldn’t
12. D. mouth

</div>
(78)<div class='page_container' data-page=78>

14. C takes place
15. B ancestors
16. A. worship

.Give the correct form of the following words: ( 0,5pt) ( 0,25đ/ câu đúng)
17. take

18.has

Read the passage and answer these questions below.(1.0 point)
( 0,5đ/ câu đúng)

19. No, It is not

20. the Vietnamese clean their houses and paint the walls.
21. visit their neighbors, friends and relatives.

Choose A, B or C for each blank in the passage below.(1.0) ( 0,25đ/ câu đúng)
22. cultural 23. comes 24. .celebrated 25 especially
Combine each pair of sentences to make one sentence, using the words given in 
brackets. ( 1,0pt) ( 0,5đ/ câu đúng)

26. Lang Lieu couldn’t buy any special food because he was very poor.
27. Nick wanted to travel around Viet Nam to take pictures of festivals; Therefore, He
started to save money.

28. People cheer to encourage the elephants while They are racing.

29.During Tet, Vietnamese people buy all kinds of sweets, and they make Chung cakes as
well.

Complete the sentences , using the given words(1,0pt) ( 0,5đ/ câu đúng)
30.Nowadays teenagers rely on technology more than in the past.

31.Life in the countryside has changed a lot over the past ten years.
No2

Listen to Mai’s presentation and tick True (T) or False (F) : (1 point) 
 ( 0,25đ/ câu đúng)

1. T

2. F

3. F

4. T

Listen again and complete the Mai’s presentation : (1 point)
( 0,25đ/ câu đúng)

5. generations
6. performed
7. 30

8.conical hats

Find the word which has different sound in the part underlined. ( 0,5 point)

</div>
(79)<div class='page_container' data-page=79>

9.C 10.A

Choose the best answer A, B, C , or D to complete the sentences. (1,5points) 
 ( 0,25đ/ câu đúng)

11. A
12. B
13. B
14. D

15. C
16. B

.Give the correct form of the following words: ( 0,5pt) ( 0,25đ/ câu đúng)

17. respect

18.have

. Read the passage and answer these questions below.(1.0 point) ( 0,5đ/ câu đúng
19. No, It is not

20. One or two days before the festival, people make Banh Chung, which is the
traditional cake, and kinds of jam

21. The children

Choose A, B or C for each blank in the passage below.(1.0) ( 0,25đ/ câu đúng)
22. cultural 23. comes 24. .celebrated 25 especially
. Combine each pair of sentences to make one sentence, using the words given in
brackets. ( 1,0pt) ( 0,5đ/ câu đúng)

26.During Tet, Vietnamese people buy all kinds of sweets, and they make Chung cakes as
well.(and)

27. You can go to the Giong Festival ;otherwise, You can go to the Huong Pagoda Festival
28. People cheer to encourage the elephants while they are racing.

29. 3. At the festival, we float beautiful paper lanterns on the river; moreover, We also hold
thrilling dragon boat races.

Complete the sentences , using the given words(1,0pt) ( 0,5đ/ câu đúng)
28.Nowadays teenagers rely on technology more than in the past.

29. Tet is an occasion for family reunions in Viet Nam

Audio Script:

Today I’m going to tell you about the xoe dance, a traditional dance of the Thai ethnic
group in VietNam. Thai people have followed this spiritual tradition for generations.
The xoe dance expresses people’s working life and wishes for a happy and wealthy life. It
is performed in both public and private gatherings such as celebrations, festivals or family
reunions.

</div>
(80)<div class='page_container' data-page=80>

young or old alike, join hands to make a circle around the fire and dance to the music.
Besides the circle dance, there are dances with conical hats, paper fans or scarves.

Old people say they shouldn’t break with this tradition because it reflects Thai culture and
lifestyle. As a Thai folk song goes, without the xoe dance, the rice won’t grow and people
won’t get married.

Date of preparing: /12/2018 
Date of teaching: /12/2018

Period 47 UNIT 6: FOLK TALES

LESSON 4: COMMUNICATION
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: retell the story “Little Red
Riding Hood” and some folk tales in English.

2. Skills: read, speak

3. Attitude: Students know and love the folk tales more.
4. Develop students’capacity

</div>
(81)<div class='page_container' data-page=81>

II. Preparation

1. Teacher: Teaching plan, textbook, workbook,

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1: Do ex B5; S2: do ex B6 (2,3); S3: do ex B6 (4,5)

- Teacher checks Ss’ homework.
2. New lesson

Teacher’s activities Students’ activities

- T asks Ss what fairy tales they liked to
read when they were little. Get Ss to
think about how fairy tales are
structured.

- T leads in the lesson
- T presents the new words.
- Have Ss work individually.

- Allow Ss to work in pairs, comparing

their answers and discuss any

differences.

- Ask Ss to work in groups of six, in turn
retelling the fairy tale to their group
members in their own words. T sets a
three-minute time limit per story and
have one group member keep time.

- Ask the students to work in the same
groups again, discussing and
writing their own ending for the
fairy tale. Encourage them to have
fun and be creative.

- Choose a student from each group to
read the ending to the whole class.

(strong ss)

- Elicit comment from Ss from other
groups.

- Make comment and correct Ss’

* Warm – up: Chatting

1. New words

- granny (n): bà (thân mật)

- scream (v): gào thét, kêu thất thanh
- swallow (v): nuốt (thức ăn)

2. Activity 1a, b

- Ss work individually.

- Ss to work in pairs, comparing their
answers and discuss any differences.
Keys: 1h 2a 3e 4f
5d 6c 7b 8g
3. Activity 2

- Ss work in groups of six.

4. Activity 3

</div>
(82)<div class='page_container' data-page=82>

mistakes.

3. Consolidation

- Ask Ss retell content of the lesson.
- T give feedback

4. Homework
- Learn the vocab.

- Do exs C1,2 (whole class), C3 (strong ss) (P48) in workbook.
- Prepare next lesson: Unit 6: Skills 1.

Draw experience

………
………

Date of preparing: /12/2018 
Date of teaching: /12/2018

Period 48 UNIT 6: FOLK TALES
 LESSON 5: SKILLS 1
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Read a passage for specific information in a fairy tale.

- Talk about a legend, folk tale, fairy tale, fable (its plot, main characters, ect).
2. Skills: read, speak

3. Attitude: Students know and love the fables more.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

</div>
(83)<div class='page_container' data-page=83>

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1: Do ex C1; S2: do ex C2 ; S3: do ex C3a

- Teacher checks Ss’ homework.
2. New lesson

Teacher’s activities Students’ activities

- Ask ss to retell the story “ Little Red
Riding Hood” in front of the class.
- Ask others give comments

- T leads in the lesson

- Ask Ss to scan the passage to find where
the words fortune, starfruit tree, filled,
load and repay are in the story.

- Help Ss work out the meaning of these
words in context.

- T calls on some Ss to read the questions
from exercise 2 first. (weak ss)

- Ask Ss to pay attention to the keywords
they will need to understand the meaning

of the passage and answer the questions.
- T asks Ss to read the text and find the
information that can be used to answer the
questions.

As the whole class, T and Ss discuss any
unfamiliar words from the passage when
necessary.

- Teacher asks Ss to read the passage
again and do the task individually.
- T corrects the answers as the whole
class.

* Warm – up: Chatting

- Retell the story “ Little Red Riding
Hood” in front of the class.

- Others give comments
- T leads in the lesson
I. Reading

1. New words

- Ss scan the passage to find where the
words fortune, starfruit tree, filled, load
and repay are in the story.

- Ss work out the meaning of these words

in context.

- starfruit tree (n): cây khế
- ripe (adj): chín

- fortune (n: vận may
- load (v): vận chuyển, tải
- repay (v): trả lại

2 .Comprehension questions
- Some Ss read the questions from
exercise 2 first.

* Key:

1. only a starfruit tree

2. The eagle promised to repay him in
gold.

3. He offered to swap his fortune for his
brother’s starfruit tree.

4. He filled a very large bag and all his
pockets with gold.

5. He was dropped into the sea.
3. Gap fill

- Ss read the passage again and do the task

individually.

Key:

</div>
(84)<div class='page_container' data-page=84>

- Teacher asks Ss to do exercise 4
individually.

- T may help Ss with any new words
- T moves around to provide help. Call

some pairs to practise in front of
the class.

II. Speaking

Activity 4: Read the story summaries.
- Ss to do exercise 4 individually.

Activity 5

- Ss work in pairs asking and answering
about the stories.

A: I want to read Saint Giong.
B: What kind of story it is?
A: It’s a legend.

B: Who are the main characters…?
A:….

Activity 6: Game: Who am I?
- Ss play the game in group of four

4. Homework
- Learn the vocab.

- Do exs D1,2 (whole class), D3 (strong ss) (P49-50) in workbook.
- Prepare next lesson: Unit 6: Skills 2.

Tổ CM ký duyệt 
 Tổ phó

Phạm Phuong Loan

Date of preparing: 08/12/2017 
Date of teaching: 12/12/2017

Period 49 UNIT 6: FOLK TALES
 LESSON 6: SKILLS 2
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

</div>
(85)<div class='page_container' data-page=85>

2. Skills: listen, write

3. Attitude: Students know and love the fairy tales more.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion

- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1: Do ex D1; S2: do ex D2 (weak ss) ; S3: do ex D3(strong ss)

- Teacher checks Ss’ homework.

Teacher’s activities Ss’activities

- Ask ss to retell the story “ The starfruit
tree” in front of the class. (strong ss)
- T feedback

- T leads in the lesson

- Ask ss read the statements carefully and
underlined the keywords

- T play the recording twice
- Ask ss listen and do the task
- T checks ss and give feedback

- Ask Ss read the story carefully and
guess the words to fill in

- T play the recording twice
- Ask ss listen and do the task
- T checks ss and give feedback

- Ask ss to make notes about one of their
favourite fairy tales or invent their own
fairy tale.

* Warm – up: Chatting

- Retell the story “ The starfruit tree” in
front of the class.

- Others give comments
I.Listening

1. Listen to the fairy tale The princess 
and the Dragon and correct the following 
statements

- Ss read the statements carefully and
underlined the keywords

- Ss listen and do the task
Key:

1. Prince -> princess
2.A giant -> an ugly orge
1. Sing -> cry

2. Made friends -> married

2. Listen and fill in the missing words
- Ss read the story carefully and guess the
words to fill in

- Ss listen and do the task
Key:

1. Castle
2. Give gold
3. with anger
4. breath
5. strong back
II.Writing

Task a

</div>
(86)<div class='page_container' data-page=86>

- Ask Ss work individual to write their
story.

- Ask ss exchange their writing and
correct each other

- T check some and correct
- T gives feedback

Title

Main character
Plot: beginning
Plot: middle
Plot: end
Task b:

- Ss work individual to write their story.
- Ss exchange their writing and correct each
other

- T check some and correct
- T gives feedback

3. Consolidation

- Ask Ss retell content of the lesson.
- T give feedback

4. Homework

- Complete the writing.

- Do exs E1,2 (whole class) in workbook.
- Prepare next lesson: Unit 6: Looking back.

Draw experience

………
………

Date of preparing: 08/12/2017 
Date of teaching: 13/12/2017

Period 50 UNIT 6: FOLK TALES

LESSON 7: LOOKING BACK + PROJECT
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

</div>
(87)<div class='page_container' data-page=87>

- Revise and make the use of all the target knowledge in unit 6.
2. Skills: speak, read, write

3. Attitude: Students know and love the folk tales more.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1: Do ex E1; S2: do ex E2

- Teacher checks Ss’ homework.
2. New lesson

Teacher’s activities Ss’ activities

- Ask Ss think of as many examples of
different types of stories as possible. Then
ask some ss to say their examples in front
of the class.

- For Act 2 & 3, ask Ss do the task
individually. Correct as a whole class.

- For 4, T model the activity first with a
more able ss first. Then ss do in groups. T
may go around to help. Call some pairs to
practice in front of the class.

I. VOCABULARY

Exercise 1: Think of an example for each 
type of story in the box.

- Ss think of as many examples of different

types of stories as possible. Ex: The

Adventures of Robin Hood is a legend.
- For 2 & 3, Ss do the task individually.
Exercise 2: Write the correct words under 
the pictures.

Key:

1.witch 2. hare 3.knight 4.ogre
5. fairy 6. tortoise 7. giant 8. dragon
Exercise 3: Put the words in the box into 
the correct columns.

Characters Personality

woodcutter, witch,
dragon, fairy,
giant, hare,
emperor tortoise,
knight, ogre, eagle,
Buddha

cruel, kind,
generous, mean,
wicked, cheerful,
fierce, evil,
cunning, brave,
greedy

II. GRAMMAR

Exercise 4: The following people were at 
home at 5.pm. yesterday. What were they
doing? Work in pairs, ask and answer
questions.

</div>
(88)<div class='page_container' data-page=88>

- First, T model this activity with a more
able student. Then ask Ss to work in 
pairs. T may go around to provide help if
necessary. Call some pairs to practise in
front of the class.

- Model these activities with a more able
Ss first. Then ask Ss to work in pairs. T 
may go around to provide help if

necessary. Call some pairs to practise in
front of the class.

- First, ask Ss to do the task individually
to number the lines of the dialogue. Then
ask them to check their answers with the
whole class. After finishing, ask Ss to
practise saying the dialogue with their
partners.

1. Ask Ss to read the fairy tale Sleeping
Beauty. Each student may make notes
about the main characters and the plot of

the fairy tale.

2. Ask each student to imagine he/ she is
one of the characters and write two or
more entries in the diary from the point of
view of this character. Remind Ss to study
the given example carefully because it
may help them understand what they
should do. Note the use of the past simple

Key:

1. Nam/ play video games

A: Was Nam playing video games?

B: No, he wasn’t. He was playing the piano.
…

Exercise 5: What were you doing at the 
following times? Work in pairs, ask and
answer questions.

- Ss to work in pairs. Some pairs to practise
in front of the class.

Ex:

At 10p.m.yesterday evening

A: What were you doing at ten o’clock
yesterday evening?

B: I was watching TV.

Exercise 6: Work in pairs. Make

exclamatory sentences about your partner of
other classmates

EX: What a lovely shirt you’re wearing!
III. COMMUNICATION

Exercise 7: Number the lines of the 
dialogue in the correct order.

Ss to do the task individually to number the
lines of the dialogue. Then check their
answers with the whole class. After
finishing, Ss to practise saying the dialogue
with their partners.

Key:

1.D 2.I 3.A 4.C 5.F
6.H 7.J 8.B 9. G 10. E

</div>
(89)<div class='page_container' data-page=89>

and the past continuous in the example. If
there is enough time, T may let Ss
complete the project in clasS OR at

homework.

3. When Ss have finished their entries,
Ask them to display their work on the
wall/board. T may choose some of the
entries and ask Ss to read them out and
take questions from the class. Praise all
attempts at creativity.

3. Consolidation

- Ask Ss retell content of the lesson.
- T give feedback

4. Homework

- Complete the Project at home.
- Do all exs again

- Prepare next lesson: Review 2: LANGUAGE

Draw experience

………
………

Date of preparing: 09/12/2017 
Date of teaching: 16/12/2017

Period 51 REVIEW 2

</div>
(90)<div class='page_container' data-page=90>

1. Knowledge: By the end of the lesson, students will be able to: review the language they
have learnt include: pronunciation, vocabulary and grammar from unit4-5-6 by doing
exercises.

2. Skills: listen, speak, read, write

3. Attitude: Students riview the knowledge better.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson
- Teacher checks Ss’ homework.
2. New lesson

Teacher’s activities Students’ activities

Tell the Ss the first tongue twister for
practising the sounds/ i/ and /i:/, the
second sounds /t/and /st/ and the thirt

sounds /s/ and / /

Play the tape

Have Ss practise individually, in pairs

Play game: “Race to the board”

Team work: Asks for 20 Ss for two teams;
each team has 10 Ss. The two teams stand
in 2 lines facing towards the board and
when they hear a signal sound from the
teacher they will take turns to write the
opposites on the board as quickly as they
can. The fastest team which has the most
correct answer wins.

Checks and dicides who is the winner
Asks Ss to write down on their notebook.
Asks Ss to close their books

Reads the definitions and have Ss guess
the words

Asks Ss open their books and check

A. Pronuciation
* Activity 1

Listen to the recording and practise:

+ individually

+ in pairs

B. Vocabulary
* Activity 2: 
Play game:

On hearing the signal of the teacher, take
turns to write the opposites on the board
1. small 2. noisy 3. cheap
4. low 5. sad 6. desert
7. unimportant 8. short 9. clean
10. boring

* Activity 3: 
- Close the book

</div>
(91)<div class='page_container' data-page=91>

Gives answer key

asks Ss to give some words they know
each of the topics.

Asks Ss to put the words in bold in
activity 3 in their appropriate group.
Allow ss to work together for this task
Give the answers

Do the first sentence with Ss as a model
Ask them to indentify the adjective

asks them to give the opposite then ilicit
the new sentence beginning the the subject
“Viet Nam...”

Asks Ss to do the same
Asks Ss some questions:
- How often do you online?
- What do you do online?

Tells Ss the Internet is useful, but

sometimes it can be dangerous because it
is difficult to say if the information they
receive can be trusted.

CEOP is a police agency (sở, nhánh) of
the UK government, which helps reduce
child exploitation and protects children
when they go online.

asks Ss to complete the passage and then
read the passage

Asks Ss to work in pairs to match the
questions with the replies to make mini
dialogue and practise saying the dialogues
together.

1. square 2. first footer 3.
waterfall

4. shop 5. museum 6. desert
7. wish 8. lucky money 9.

mountain
* Activivty 4:

Give some words about the topic

Write the words in bold in activity 3 in the
correct group

a. square, supermarket, school, shop,
theater, museum

b. 2. desert, rocks, forest, mountain

c. wish, greet, lucky money, new clothes
C. Grammar

Activity 5:

- cold - hot

a. Viet Nam is much hotter than Sweden.
b. 2. The andes in the longest mountain

range in the world.

c. A car is often more expensive than a

motorbike.

d. HCMC is noisier than Hoi An
e. The air in the city is often more

polluted than the air in the countryside.
f. Ba Be Lake is the largest natural lake in

Viet Nam.
Activity 6:

Answer the teacher’s questions

- sometimes, usually...

- searching for information, playing

games, chatting, watching movies, ..
Choose should or shouldn’t to complete
the sentence

1. should 2. should 3. should
4. shouldn’t 5. should 6. should
Activity 7:

Complete the passage with: WILL or
WON’T

1. won’t be 2. will be 3. will celebrate
4. will spend 5. will visit 6. will take

7. will go 8. won’t cook 9. will have
D. Everyday English

Activity 8

</div>
(92)<div class='page_container' data-page=92>

1. a 2. c 3. f 4. b 5. d
3.Consolidation

Teacher gets students to retell what they have learnt.
T feedback

4.Homework

- Do the “Test yourself 2”: Exercise 1- 4 (P.52- 53 in WB)
- Prepare for the next lesson: Review 2: Skills.

Draw experience

………
………

Tổ CM ký duyệt ngày 11/12/2017
 Tổ phó

Phạm Thị Anh

Date of preparing: 16/12/2017 
Date of teaching: 19/12/2017

</div>
(93)<div class='page_container' data-page=93>

LESSON 2: SKILLS
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: review the skills they
have learnt include: listen, speak, read, write from unit4-5-6 by doing exercises.

2. Skills: listen, speak, read, write

3. Attitude: Students riview the knowledge better 
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson
- Teacher checks Ss’ homework.
2. New lesson

Teacher’s activities Students’ activities

- Ask ss to do this exercise individually

and check their answers with a partner
before giving their answers to confirm
the correct answers.

- Ask Ss to do this activity individually,
making notes of six tips about social
customs in his/ her country. Remind Ss
that they may use the given ideas as well
as their own ones.

- Ask ss to work in pairs, taking turns to
tell each other their tips. They may
discuss to choose the most appropriate
tips. (a strong ss, a weak ss/pair)

- Play the recording once or more for Ss
to listen and choose their answers. Then
check their answers.

- Encourage ss to use the ideas they 
provided in the speaking section. T may

I. Reading

1. Read about Vu Lan festival in Viet 
Nam and decide whether... T/F

Key: 1. T 2. F 3. F 4. T 5.T
II. Speaking

a. Ss do individually

b. Ss work in pairs

III. Listening

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

IV. Writing

</div>
(94)<div class='page_container' data-page=94>

brainstorm the language necessary for
writing and note some necessary

expressions and language on the board.
Give ss time to do the writing task. Then
collect their papers to check out of class.
(some strong ss, some weak ss)

3. Consolidation

- Teacher gets students to retell what they have learnt.
- T feedback.

4. Homework

- Do the “Test yourself 2”: Exercise 5- 8 (P.52- 55 WB)
- Prepare for the next lesson: Review 1st semester test.

Draw experience

………
………

</div>
(95)<div class='page_container' data-page=95>

Period 53 REVIEW FOR THE 1ST SEMESTER

I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: review the knowledge
they have learnt include: pronunciation, vocabulary and grammar, listen, speak, read, write
from unit 1-6 by doing exercises.

2. Skills: listen, speak, read, write

3. Attitude: Students riview the knowledge better.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson
- Teacher checks Ss’ homework.
2. New lesson

A. GRAMMAR

UNIT 1: GERUND AND TO-INFINITIVE
I) GERUND: là những động từ thêm –ing.

* Những động từ theo sau bởi GERUND:

admit (thừa nhận) suggest (đề nghị) risk : liều lĩnh
avoid (tránh) give up (bỏ) recollect
(hồi tưởng lại)appreciate (đánh giá cao) hate (ghét)

regret (hối tiếc ,ân hận)

consider (cho là ,xem là) imagine = fancy (tưởng tượng) resist(chịu được,
chống lại

deny (phủ nhận) mention (đề cập ,nói đến) start /
begin

delay (trì hỗn) mind (phản đối,phiền) support (ủng
hộ)

detest = dislike : ko thích mean (invole) understand
discuss (talk about) miss (nhớ /bỏ lỡ) spend

dread (sợ) prefer (thích hơn) enjoy (thưởng thức)
prevent (ngăn)

escape (trốn thoát) postpone = put off (trì hỗn)

finish (hồn thành) quit (từ bỏ)
forgive recall (gợi lại,nhớ lại)
like / love / hate / enjoy / dislike + V-ing : sở thích

* Những thành ngữ với “go +V-ing”:

</div>
(96)<div class='page_container' data-page=96>

be interested in (thích thú) think about (nghĩ về) apologize for (xin lỗi
về)

insist on (khăng khăng về) talk about (nói về) instead of
(thay vì)

look forward to (mong đợi)
II) TO-INFINITIVE

* Những động từ theo sau bởi TO-INFINITIVE:

decide to (quyết định) pretend to (giả vờ) would like to
hope to (hi vọng) expect to (mong chờ) be able to

want to mean to (muốn) be willing to ( sẵn
sàng)

need to try to (cố gắng) be going to

ask to fail to (rớt) manage to ( xoay sở)

demand to (yêu cầu)… deserve to (xứng đáng) volunteer to
agree to (đồng ý) struggle to ( đấu tranh) appear to

consent to (đồng ý) offer to (cung cấp/ cống hiến) warn to
refuse to (từ chối) plan to (dự định) intend to

beg to (cầu xin) care to (quan tâm) swear to (thề)

claim to (đòi hỏi, thỉnh cầu) threaten to (đe dọa) promise to
(hứa)

hestiate to (do dự) afford to (đủ khả năng) learn to ( học)

begin / start continue seem to

- like / love / prefer : dùng để diễn tả việc thích hoặc muốn làm 1 việc gì đó vào 1 thời điểm
cụ thể nào đó.

* Verb +O +To-infinitive:

want s.o to encourage s.o to
need s.o to remind s.o to

ask s.o to (hỏi , nhờ) invite s.o to
Would like s.o to permit s.o to

advise s.o to (khuyên) allow s.o to

tell s.o to (bảo) warn s.b to (cảnh báo)
request s.o to (yêu cầu); order s.o to (ra lệnh)
require s.o to (đòi hỏi) force s.o to
order s.o to (ra lệnh).

Ex: She advises me to leave here early.

UNIT 2: Comparative form of Adj and Adv
A. Grammar:

1. Comparative form of adj. ( revise)
Form:

- Short adjectives

</div>
(97)<div class='page_container' data-page=97>

S1 + be ( chia) + more + long adj. + than + S2
 Ex: E is more difficult than History.

2. Comparative form of adverbs. ( adverbs of manner) 
- Short adv

S1+ V+ short adv+ er + than + S2
Ex: Hung runs faster than me / I do
- long adv

S1+ V + more / less + long adv+ than + S2
 Ex: Tung writes less carefully than Nhung.
- Almost adverbs of manner ending in ly.
Adj + ly -> adv

Ex: - easy -> easily - happy -> happily
- bad -> badly - clear -> clearly
- Special cases

- well -> better , - badly-> worse

B. Exercises

Use the adjectives in brackets in their correct form of comparison
1. Which one is …………. , the city or the countryside?(noisy)

2. Some people think that country folk are ………….. city people. ( friendly)
3. In the countryside, havest time is often ………. and …………time (busy, hard)
4. My village has only 1,200 people . It’s not ……….. the city. (crowed)

5. The city offers more services. It’s much ……….. the countryside. ( convenient)
6. A city has ……… activities than the countryside. (interesting)

7. Of the three types of cattle in the Mogolian desert, the sheep is………… . ( slow)
8. A village is much ………… a city size. (small)

UNIT 3: Comparisons; Present perfect and passive voice; 
WH-questions; a/an/the

A. Grammar

1. Articles: a, an and the

- A: - sử dụng trước một danh từ đếm được số ít bắt đầu bằng 1 phụ âm 
Ex: I need a new pen

- An : sử dụng trước một danh từ số ít bắt đầu bằng mơt ngun âm.
Ex: there is an eraser on the table.

- The :

+ sử dụng trước một danh từ, danh từ đó đã được đề cập rồi
Ex: there ‘s a festival in my village. The festival is very old.
+ sử dụng liên quan tới 1 danh từ, danh từ đó chỉ duy nhất
The Kinh speak Vetnamese.

+ sử dụng trước so sánh hơn nhất của tính từ trạng từ
Ex: Lan is the tallest student in my class

*Note:

</div>
(98)<div class='page_container' data-page=98>

a university, a uniform
2. Questions

- which: dược sử dụng thay thế cho what hoặc who dể hỏi về ngươì nào đó để biết chính
xác về một hay nhiều người hoặc những thứ trong một số giới hạn

Ex: which of person has to clean the floor? My sister does.
Which school do you go to? Ngoc Son secondary school

UNIT 4
1. Should and shouldn’t

- Should: (nên ): Lời khuyên ai nên làm điều gì

- Shouldn’t (khơng nên) : khun ai khơng nên làm điều gì
( +) S + should + V (infi)

Ex: You should learn harder.

(-) S + should + not (shouldn’t) + V (infi)

Ex: You shouldn’t thow trash on the streets
(? ) Shouldl + S + V (infi)…..?

Ex: Should we study together?

2. Have to ( phải): biểu đạt nghiã vụ, bổn phận hoặc cần thiết

- Have to : biểu đạt nghiã vụ, bổn phận hoặc cần thiết. nó chỉ ra bổn phận bên ngoài
(+) S+ have/ has to + V(ìni)

Ex: We have to clean the house carefully before Tet.
(-) S+ don’t have/ doesn’t have to + V (infi)

Ex: She doesn’t have to wear uniform
(?) do/ Does + S + have to + V(infi)…?

Ex: Do you have to do your homework before going to school?
UNIT 5

I. Compound sentences ( câu ghép)

Câu ghép là hai hoặc nhiều mệnh đề độc lập kết hợp lại cùng với nhau. Mỗi mệnh đề thì
quan trọng như nhau và có thể đứng một mình. Chúng có thê kết bởi liên từ : and , but,
or , so, yet hoặc liên từ trạng từ: however, nevertheless, moreover, therefore, otherwise.
Ex: I like bread and milk.

I like Spring but I don’t like the spring rain.
II. Complex sentences ( câu phức)

1. Câu phức bao gồm 1 mệnh đề độc lập và 1( hoặc nhiều) mệnh đề phụ thuộc. Mệnh đề

phụ thuộc có thể đứng trước hoăc đứng sau mệnh dề độc lập.

- Nếu mệnh đề phụ thuộc đứng trước, thì phải có dấu phẩy

Ex: While the elephants are racing, people cheer to encourage them.
 mệnh đề phụ thuộc mệnh đề độc lập

- Nếu mệnh đề độc lập đứng trước mệnh đề phụ thuộc thì khơng cần dấu phẩy.
Ex:People cheer to encourage the elephants while they are racing.

</div>
(99)<div class='page_container' data-page=99>

UNIT 6
1. Past continuous

a. Use:

Thì quá khứ tiếp diễn được dùng để:

- chỉ một hành động đang xảy ra ở một thời điểm trong quá khứ
Ex: They were watching TV at 7p.m last night.

- Chỉ 1 hành động đang xảy ra trong quá khứ thì 1 hành động khác đan xen vào làm gián
đoạn

Ex: I was listening to music when she came.

- Chỉ hai hay nhiều hành động xảy ra đồng thời trong quá khứ.
Ex: I was watching TV while my mother was cooking.

- Chỉ 1 việc hoặc 1 hành động ttiếp diễn trong quá khứ vào thời gian không xác định
Ex: They were doing exercises

b. Form

(+) S +was/ were + V-ing

Ex: She was playing the piano at 10 o’clock yesterday.
(-) S + wasn’t/ weren’t + V-ing

Ex: They weren’t watching TV at 8 o’clck yesterday
(?) Was/ were + S + V-ing…?

Ex: Was she eating?
Yes, S + was / were
No, S + wasn’t /weren’

Wh-Q + was/ were + S + V-ing?
+ was: I, he , she

+ were: you , we, they
+ was not = wasn’t
+Were not = weren’t
3. Consolidation

- Teacher gets students to retell what they have learnt.
- T feedback.

4. Homework

- Prepare for the next lesson: Review 1st semester test.

Draw experience: ………...

Date of preparing: 17/12/2017 
Date of teaching: 23/12/2017

Period 53 REVIEW FOR THE 1ST SEMESTER

</div>
(100)<div class='page_container' data-page=100>

2. Skills: listen, speak, read, write

3. Attitude: Students review the knowledge better.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, activeview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson
- Teacher checks Ss’ homework.
2. New lesson

B. DOING EXERCISES
ĐỀ SỐ 1

A. Phonetics: (1pt)

Choose the word whose underlined part pronounced differently from the others:
1. A. sound B. cloud C. found D. favourite

2. A. crafts B. comics C. streets D. stamps
3. A. camel B. cattle C. paddy D. buffalo

4. A. lived B. loaded C. harvested D. populated
B. Grammar and Vocabulary: (4,5pts)

I. Choose the best answer to complete each of the following sentences:(2,5 pts)
1. I don’t like………….up early in the winter days. I love………in bed late.

A. getting/ stay B. get/ stay C. getting/ staying D. get/ staying
2. My brother is learning to………a horse at the moment.

A. ride B. collect C. herd D. pick

3. ……….does Hoa Ban festival take place?- In Lai Chau

A. What B. When C. How D. Where

4. Mai studies Maths a little bit………

A. bad B. badly C. good D. smartly

5. Why don’t we………our parents with some DIY projects?.- I think it’s useful

A. do B. make C. help D. give

6. It is typical of the cultural life of………….Thai people.

A. some B. a C. the D. x

7. The Viet people have many………..customs and crafts.

A. tradition B. traditional C. culture D. customary
8. The streets in the cities are………than those in the countryside.

A. crowded B. crowdeder C. more crowded D. less crowded

9. The ………on display in Da Nang Museum of Cham Sculpture are very interesting.
A. items B. goods C. products D. shows

</div>
(101)<div class='page_container' data-page=101>

A. having B. staying C. moving D. going
II. Give the correct forms of the verbs: (1pt)

1. They adore (make)…………..and (eat)…………..good food.
2. I used to climb trees when I (be)………small.

3. It is necessary (water)……….the flowers twice a day.

III. Fill in the blank with the appropriate form of the word in brackets: (1pt)

1. It is very……….for people in remote areas to get to hospitals. (CONVENIENT)

2. My sister doesn’t like surfing the Internet, she says it is……….(BORE)

3. Our family has lived………..in the country than in the town since last year.
(HAPPY)

4. The……….have a very hard life. They can not live permanently in one place.
(NOMADIC)

C. Reading: (2pts)

* Read the passage, then answer the questions: 
MY VILLAGE

We are Khmer Krom, one of the biggest ethnic groups in the south of Viet Nam. We
live by farming – mostly rice – and fishing on the Mekong River. Life is sometimes hard as
our work depends heavily on the weather. When it is not harvest time, the men of the
village go fishing from early morning and don’t return until late afternoon. By the time they
return, most of the village women will be waiting for them on the river bank. They wait to
buy the fish, which they will later sell at the local market or bring to the nearby town for a
higher price. Our children will be there too. We love running around the beach and waiting

for the boats to come in.

Our most important festival of the year is the Chol Chnam Thmay, which celebrates the
New Year. It falls in mid-April. Every family tries to prepare well for the festive activities.
The community also visits and helps poor families so that everybody has a happy New
Year.

Questions:

1. Where do the Khmer Krom live?

………..
2. Why is life hard for the Khmer?

………..
3. When do the women and children of the village go to the river bank?
………..
4. What do the women do with the fish they buy from the fishermen?
………..
D. Writing: (2,5 pts)

I. Write questions for the underlined parts in the following sentences: (1,5pts)
1. It is about seven kilometers from the centre to the Museum of Ethnology.



………?
2. The Tay People have the second largest population in Viet Nam.



………?
3. The Yao people are famous for their elaborate costumes.



</div>
(102)<div class='page_container' data-page=102>

II. Rewrite sentences with the same meanings of the root ones: (1pt)
1. A sports car goes faster than an ordinary car.



An ordinary car goes………..
2. He likes listening to pop music better than watching TV.



He prefers………..
ĐỀ SỐ 2

A. LISTENING: Listen and complete the passage. (1p)

I live in a (1)………. village. My parents often tell me stories about their life in
the past. It’s not much like the village I can see nowadays.

Some villagers now live in brick houses instead of (2)………. ones. Our houses
are better equipped with electric fans and TVs. Thanks to the TV, we now know more
about life outside our village. We don’t use oil lamps any more. We have (3)

………. lights which are much brighter. More villagers are using (4)……….
for transport instead of riding a horse or walking. We – village children - no longer have to
walk a long way and cross a stream to get to school, which is dangerous in the rainy season.
Now there’s a new school nearby. We also have more (5)………. from the city.
They come to experience our way of life.

B. LANGUAGE FOCUS: (3ps) 
I. Pronunciation: (1p)

Choose the word which has a different sound in the part underlined. (0,5p)

1. A. camel B. buffalo C. cattle D. paddy

2. A. lived B. populated C. harvested D. loaded

Choose the word which has a different stress pattern from the others. (0,5p)

3. A. ancester B. curious C. heritage D. tradition

4. A. buffalo B. recognise C. convenient D. cultural

II. Choose A, B, C, D for each gap in the following sentences. (2ps)

1. My mother enjoys_________ traditional food for our family, especially at Tet holiday.
A. cook B. to cook C. cooking D.
cooked

2. My father sometimes goes ____________ in the forests. He’d like to find some more
food for our family.

A. hunt B. hunting C. to hunt D. hunted
3. Look! Some children are ____________the buffaloes.

A. picking B. herding C. driving D. playing
4. The sky is _______here in the countryside because there are no buildings to block the
view.

A. tidy B. close C. dense D. vast
5. Is living in the city _________ than living in the country?

A. more convenient B. as convenient C. most convenient D. so

convenient

6. He is surprised __________that there are 54 ethnic groups in our country.

</div>
(103)<div class='page_container' data-page=103>

7. The Viet (or Kinh) have______ number of people, account for about 86% of the
population.

A. large B. the large C. larger D. the largest
8. ________ ethnic group has a larger population, the Tay or the Ede?

A. What B. Which C. Why D. Who
C. READING: (3ps)

I. Read the following passage and choose the correct answer for each gap. (2,5ps)
I go on the Internet every day, but I’ve never (1) __________ more than an hour at a
time online. I’ve got laptop and also a smartphone, so I can (2)___________ the Internet
anywhere. Today, for instance, I’ve been (3) ____________ three times.

Mainly I just (4) ____________ my friends. I read online magazines and I look (5)
__________ information, too. I also compare prices of things, (6) ___________ I’ve never
bought anything online because I don’t think it’s safe.

I’m not an Internet addict, but some of my friends (7) ___________. One friend of
mine always looks (8) ___________ because he spends all night online. Although he’s got
a lot of bad marks for the exams, he hasn’t (9) ___________ his habits.

In my experience, it’s very useful for people who use the Internet (10) ____________.

1. A. spend B. spending C. spent

2. A. have B. use C. play

3. A. online B. Internet C. computer

4. A. write B. email C. send

5. A. at B. in C. for

6. A. because B. but C. although

7. A. is B. were C. are

8. A. tired B. hard C. happily

9. A. change B. to change C. changed

10. A. sensible B. sensibly C. sensibleness

II. Read the text and answer the questions: (0,5p)
1. Is the writer an Internet addict?

→……….
2. Why has he never bought anything online?

→……….
D. WRITING: (3ps)

I. Complete each sentence so it means the same as the sentence above. (2ps)
1. Cats cannot swim as well as dogs.

→ Dogs can swim...
2. Minh really loves to hang out with friends.

→ Minh really enjoys...
3. Playing beach games is very interesting.

→ It is...
4. He uses all his free time to look after his garden.

→ He spends...

</div>
(104)<div class='page_container' data-page=104>

→...
4. The Hoa ethnic group has the most colourful clothing.

→...
3. Consolidation

- Teacher gets students to retell what they have learnt.
- T feedback.

4. Homework

- Prepare for the 1st semester test.

Draw experience

………
………

Tổ CM ký duyệt

Tổ phó

Date of preparing: 06/01/2018 
Date of teaching: 09/01/2018

Period 55 UNIT 7: POLLUTION

LESSON 1: GETTING STARTED
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: know something about
pollution, types of pollution and practice listening and reading dialogue.

2. Skills: listen, read

3. Attitude: Students are aware about protect the environment.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

</div>
(105)<div class='page_container' data-page=105>

III. Procedure

1. Checking the previous lesson: No checking

2. New lesson

Teacher’s activities Students’ activities

- T guides ss play game in 2 teams
- T leads in the lesson.

- T gets ss to look at the pictures
? Who are they ? (weak ss)

? What do you think they are talking
about ? (strong ss)

? What’s this? What colour is the water
in the river? (weak ss)

? What happened to the fish ? (strong ss)
? What causes this ? (strong ss)

- T plays the tape twice

-T correct pronunciation and gives
feedback

-T gets ss to work individually

-T checks and corrects

Have ss look at the Watch out and

quickly read the information
T explains more

Have ss read the questions and make sure
they understand them

 Warm up:

Ss play game: “Shark attact” to guess out
the word: WATER POLLUTION

I. Getting started
- Nick and Mi
....

- It’s a river
...

...

II. Listen and read
- Ss listen and repeat

-Practice reading the dialogue
Task a:

-Ss work independently to find the words
with the given meanings in the

conversation.

-Compare with partners
1. No longer alive = dead

2. Growing or living in, on or near water =
aquatic

3.Throwing away something you do not
want, especially in a place which is not
allowed = dump

4. A substance that can make people or
animals ill or kill them if they eat or drink
it. = poison

5. Made unclean or unsafe to use =
polluted

6. To think of an idea or a plan = to come
up with.

*Watch out:

-Bless you! : Cầu chúa phù hộ cho bạn!
-I can’t believe my eyes! : Khơng thể tin
vào mắt mình nữa

Task b: Answer the questions

</div>
(106)<div class='page_container' data-page=106>

Ask ss to work in pairs

T checks and corrects

Have ss read the sentences quickly and
decide if they are T/ F without reading the
dialogue.

Then have them read the conversation to
check again.

-Have ss look at the pictures
What are these in the pictures?

-Have ss to work in pairs to do the task

Have ss read the sentences and get a
general understanding

( T runs through: contamination: sự ô
nhiễm, sự truyền nhiểm )

If have time

Ask and answer in pairs

1.They are in Mi’s home village.
2. It’s almost black.

3. She is surprised because she sees the
fish are dead.

4. It’s dumping poison into the lake.
5. He’s sneezing so much because the air
is not clean.

Task c: T/ F / NI

1.F 2. T 3.NI 4.T 5. T

Activity 2:

=> types of pollution

A.Radioactive pollution ( ơ nhiễm phóng
xạ )

B.Noise pollution ( ô nhiễm tiếng ồn )
C. Visual pollution ( ô nhiễm thị giác )
D. Thermal pollution ( ô nhiễm nhiệt )
E. Water pollution ( ô nhiễm nước )
F. Land / soil pollution ( ô nhiễm đất )
G. Light pollution ( ô nhiễm ánh sáng )
H. Air pollution ( ơ nhiễm khơng khí )
Activity 3: Complete...

Ss do individuals => compare
1.Thermal pollution

2.Air pollution

3. Radioactive pollution

4. Light pollution

5. Water pollution
6. land/ noise pollution
7. Noise pollution
8. visual pollution
Activity 4:

-It’s air pollution, water pollution and
noise pollution.

-Air pollution and water pollution are
harmful to our health and noise pollution
can make us stressed.

3.Consolidation

</div>
(107)<div class='page_container' data-page=107>

4.Homework

- Do exercise B1, 2 in workbook

- Prepare for the next lesson: Unit 7: A closer look 1
Draw experience

………
………

Date of preparing: 06/01/2018 
Date of teaching: 10/01/2018

Period 56 UNIT 7: POLLUTION

LESSON 2: A CLOSER LOOK 1
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: Use the lexical items 
related to the topic “Pollution”. Know how to put stress in words ending in “ic” and “al”
2. Skills: listen, speak, write

3. Attitude: Students are aware about protect the environment.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1,2: Read the dial (a weak ss)

S3: do exercise B1 (strong ss)
2. New lesson

Teacher’s activities Students’ activities

- T leads in the lesson

- Have ss look at the table in the book,
make sure that they understand what to
do.

T checks and gives feedback.

* Warm – up: Skim

I. Vocabulary 
Task 1:

Ss complete the exercise individually and
then compare with a partner.

=> Key:

</div>
(108)<div class='page_container' data-page=108>

Have ss read each sentence silently to
have a general understanding and decide
which word form should be filled in each
blank.

T points out that the provided letter is a
clue to help them find the word.

T checks and gives feedback.

Have ss look at the language box. Tell ss
that the words and phrases in the box
express cause and effect relationships.
Have ss learnt “so / because/ because of

Ask ss to read each pair of sentence
which one is an effect.

Ask ss to combine each pair of sentences
into a complete sentence.

1.Poison 2. Contaminate ( làm ô uế,
ô nhiễm )

3.pollutant 4.polluted 5. Death
6.damaged

Task 2:

Ss do exercise individual and then
compare with a partner.

=> Key: 1. Poisonous 2. Pollutants
3. Dead

4.contaminated 5. damage
6.pollute

Language box

Quickly go through the rest of the words
and phrases as follow:

-“Because/ since or due to/ because of”
are used to talk about the causes of
something.

Because = Since + clause
Because of = due to + N phrase / V-ing
-“so / cause / lead to / result in / make...”
are used to talk about effects

So + clause

(to) cause / lead to / result in + noun
phrase

Make sb/st do st

Task 3:

a) Ss compare with partner. T checks and
corrects

b) ask ss to read the example

? What changes can you see in the new
sentence (strong ss)

=>Key:

1. C – E 2. C – E 3. C – E
4. E – C 5.E – C

2. Oil spills from ships in oceans and
rivers lead to the death of many aquatic
animals and plants.

3. Households dump waste into the river
so it is polluted.

</div>
(109)<div class='page_container' data-page=109>

Ask ss to look at the rules and the
examples in the box.

Go through the rules with ss

-Play the recording for ss to stress the
words. Ask ss to say where the stress in
each word is.

Play the recording again for ss to repeat
the words.

T checks, corrects.

the light pollution.

Task 4 ( do at home )

II. Pronunciation

Stress in words ending in “ic” and “al”
Ss to repeat the words.

Some ss to read again the words

Date
of

preparing: 07/01/2018 
Date of teaching: 12/01/2018

Period 57 UNIT 7: POLLUTION

LESSON 3: A CLOSER LOOK 2
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: Use the conditional 
sentences type 2 correctly and distinguish between the conditional sentence type 1 and
conditional sentence type 2. Practice using conditional sentences type 1, 2.

2. Skills: speak, write

3. Attitude: Students are aware about protect the environment.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1: Do exercise A2 (weak ss)
3.Consolidation

- Teacher gets students to retell what they have learnt.
4.Homework

- Learn by heart vocabulary and structures.
- Practise pronunciation more at home
- Do exercise A1, 2, B3 in workbook

- Prepare for the next lesson: Unit 7: A closer look 2
Draw experience

………
……

</div>
(110)<div class='page_container' data-page=110>

S2: Do exercise B3 (strong ss)
2. New lesson

Teacher's activities Ss' activities

- T leads in the lesson

T elicits form and use from ss. Ask ss to
give some example.

Have ss read out their answers.
T confirms the correct ones.

Have ss read the pairs of the sentences.
Ask two ss to write the new conditional
sentences type 1 on the board while other
ss write their own sentences. Ask ss to
comment on the sentences on the board.
Give feedback on these sentences and ask
other ss to correct them if necessary.

T asks ss ? What would you do if you a
billionaire ? (strong ss)

? What type of sentece is this? (strong ss)

* Warm – up: Chatting
I. Conditional sentence type 1

Form: If + S + V( present simple )..., 
S + will/ can/ must...+ V-bare...

Eg: If he studies harder, he can get better
marks.

Practice

Task 1: ss do the exercise individually 
then compare their answers with a partner.
=>Key:

1.recycle ; will help 2.won’t dump; fines
3.travel; will be 4.will save; don’t waste
5.use; will have

Task 2:

=>Key: 1. Students will be more aware
of protecting the environment if teachers
teach environmental issues at school.
2. When light pollution happens, animals
will change their behaviour patterns.
3. The levels of radioactive pollution will
decrease if we switch from nuclear power
to renewable energy sources.

4. if the water temperature increases,
some aquatic creatures will be unable to
reproduce.

5. people will get more diseases if the
water is contaminated.

II. Conditional sentence type 2

-Model sentence: If I were a billionaire, I
would travel around the world.

=>Conditional sentence type 2:

+Form: If+ S + V(past simple )..., S +
would/ could/ might + V-bare

+Use: - to describe a thing which is not
true or is unlikely to happen in the present
or future.

-to give advice ( if I were you,.... )

Note: we can use both “was/ were” for
he, she, it

</div>
(111)<div class='page_container' data-page=111>

T checks and corrects.

T invite 2 ss to come to board and write
down; others read and correct.

T goes through the answers with the class.

Have ss quicky read the example. Ask ss
to comment on the example.

Have ss do the exercise individually and
then compare their answers with a
classmate.

T checks and corrects.

then compare with a partner

=>Key: 1.b 2.c 3.d 4.e 5.a

Task 4: ss do the exercise individually.
=>Key: 1.Were; would….do
2.exercised; would be

3.had; would build
4.tidied;wouldn’t be
5. was/were; would grow

Task 5: They may see that the meaning of
the original sentences was made opposite
in the new conditional sentences.

Ss do the exercise individually and then
compare their answers with a classmate.
2. If there weren’t so many billboards in
our city, people could enjoy the veiw.
3. If there wasn’t/ weren’t so much light
in the city at night, we could see the stars
clearly.

4. If we didn’t turn on the heater all the
time, we wouldn’t have to pay three
million dong ....

Tổ CM ký duyệt 
 Tổ phó

Phạm Thị Phuong Loan
3.Consolidation

- Teacher gets students to retell what they have learnt.
4.Homework

- Practise grammar more at home

- Do exercise B4, B5 (whole class), B6 (strong ss).
- Prepare for the next lesson: Unit 7: Communication

Draw experience

</div>
(112)<div class='page_container' data-page=112>

Date of preparing: 13/01/2018 
Date of teaching: 16/01/2018

Period 58 UNIT 7: POLLUTION

LESSON 4: COMMUNICATION
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: Know something more

about noise pollution.

2. Skills: speak, listen

3. Attitude: Students are aware about protect the environment.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1,2: Do exercise B4,5 (weak ss)

S3: Do exercise B6 (strong ss)
2. New lesson

Teacher’s activities Students’ activities

Can you name some types of pollution?
(strong ss)

Which one do you think the most
dangerous? (strong ss)

What type of pollution does your

</div>
(113)<div class='page_container' data-page=113>

neigborhood face? (weak ss)

Does your neighborhood have noise
pollution? (weak ss)

What do you know about noise
pollution? (strong ss)

- T leads in the lesson

Have ss read the questions in the
questionaire to make sure they
understand everything.

Explain any unclear points.

- Have Ss answer the questionaire
individually.

Remind them to circle their answer.
- Ask Ss work in pairs to compare their
answers and see if they have any
different answers.

- Ask some pairs to report on their
differences.

- Play the recording for ss to check their
answers.

- T checks and gives feedback

- Have ss work in groups (4 groups ) to
discuss more ways to reduce noise
pollution.

- Ask Ss writes answers on a bid piece of
papper and then present their answer
after 5 minutes.

Have ss vote for the best way.

I. Vocabulary

T presents the new words.
- permanent (adj ) vĩnh viễn
- earplug (n) cái nut tai
- affect (v) làm ảnh hưởng
- hearing loss (n) mất thính lực
- blood pressure (n) huyết áp

=> checking vocab: back to the board
II. Prediction

Activity 1:

- Ss read the questions in the questionaire
to make sure they understand everything.
- Explain any unclear points.

- Have Ss answer the questionaire
individually.

- Circle their answer.
Activity 2:

- Ss work in pairs to compare their
answers and see if they have any different
answers. They don’t have to reach an
agreement at this stage. Ask some pairs to
report on their differences.

III. Listening

- Ss listen to the recording twice to check
their answer.

- Ss correct their answers.

=>Key: 1.B 2.C 3.A 4.B 5.C
6.A 7.A 8.C

? Which answer surprises you the most?
Why ?

IV. Communication

Which of the eight questions in the
questionaire proposes ways to
prevent ways to prevent noise
pollution ?

</div>
(114)<div class='page_container' data-page=114>

- Ss writes answers on a bid piece of
papper and then present their answer after
5 minutes.

- Ss vote for the best way.

- Practise grammar more at home

- Prepare for the next lesson: Unit 7: Skills 1

Draw experience

………
………

Date of preparing: 14/01/2018 
Date of teaching: 17/01/2018

Period 59 UNIT 7: POLLUTION

LESSON 5: SKILLS 1
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: Read for specific
information about water pollution. Use the vocabs cand grammar have learnt to talk about
solutions to water pollution.

2. Skills: speak, read

3. Attitude: Students are aware about protect the environment.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1: Do exercise C1 (weak ss)

S2: Do exercise C2 (strong ss)
2. New lesson

Teacher’s activities Students’ activities

- Ask Ss work in pairs
- T models with a student:

- T: Are there five ducks in your
picture ? (weak ss)

...

? What do the two pictures tell us about

I. READING

1. Picture comparison.

Ss work in pairs. One ss look at picture A
on page 12 while the other looks at picture
B on page 15.

Ss ask each other yes/ no questions to find
out the differences between the two

pictures.

Ss: yes, there are. Are the ducks in your
3. Consolidation

- Teacher gets students to retell what they have
learnt.

4. Homework

</div>
(115)<div class='page_container' data-page=115>

(weak ss)

=> water pollution
- T leads in the lesson.

-T checks and corrects

- Ask Ss read the passage again and
complete the sentences in 3 minutes.

- Ask Ss work in groups to discuss the
solutions to water pollution. To help
them focus ideas, T can suggest they
make two sub-heading.

- Ask Ss work in groups again to

picture black ?

2. Reading text and answer the 
questions. Ask ss to read the passage 
quickly and then answer the questions.
Ss work in 5 minutes.

Ss compare the answer to their partner
 Key:

1.The second paragraph tells about the
cuases of water pollution

2. The third paragraph tells about the
effects of water pollution.

3. it’s the water beneath the Earth’s
surface.

4. They are industrial waste, sewage,
pesticides, and herbicides.

5. they are pollutants from storm water and
the atmosphere.

6. they use herbicides to kill weeds.
3. Gap fill.

Ss read the passage again and complete the
sentences in 3 minutes.

Ss read the sentences quickly to underline
the keywords, then locate the keywords in
the passage and pick the suitable words to
fill in the blank.

Ss read aloud their answers. T checks and
corrects

Key: 1. Cholera 2. Die
3.polluted water 4.dead

5. Aquatic plants

II. SPEAKING
4. Work in groups

- Ss work in groups to discuss the

solutions to water pollution. To help them
focus ideas, T can suggest they make two
sub-heading.

Point sourse pollution
Non-point sourse pollution.

Ss make notes of their answers on a
piece of paper. T invites one group to
quickly present their solutions.

Other groups add any ideas if necessary.
5. Complete the diagram

</div>
(116)<div class='page_container' data-page=116>

complete the diagram in 6 minutes.
Write down on posters.

- Ask some groups to give a presentation
about water pollution in front of the
class.

Other listen and give comments.

diagram in 6 minutes.
Write down on posters.
6. Speaking

Some groups to give a presentation about
water pollution in front of the class.
Other listen and give comments.

- Prepare for the next lesson: Unit 7:
Skills 2

Draw experience

………
………

Date of preparing: 14/01/2018 
Date of teaching: 20/01/2018

Period 60 UNIT 7: POLLUTION

LESSON 6: SKILLS 2
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: Listen to a conversation
on TV between a reporter and an environmentalist about thermal pollution. Write an article
about causes and effects of a type of pollution in their area.

2. Skills: listen, write

3. Attitude: Students are aware about protect the environment.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1,2: Do exercise D1,2 (weak ss)

S2: Do exercise D3 (strong ss)
2. New lesson

Teacher’s activities Students’ activities

- Ask Ss work in pairs, describing the
pictures and the relationship betwee
them. Call on one or two sts to give their

I. LISTENING

1. Ss work in pairs, describing the pictures
and the relationship betwee them. One or
two sts to give their answers.

3. Consolidation

- Teacher gets students to retell what they have
learnt.

</div>
(117)<div class='page_container' data-page=117>

answers.

- Play the recording for ss to check their
answers.

- Ask ss what they know about thermal
pollution.

- Have ss quickly read the diagram and
identify the form of the word/ phrase to
be filled in each blank. For example, the
words for blank s 1 and 2 are adjectives.
- Play the recording twice. Ss listen
- Ask for ss’ answers and note down on
the board.

- Play the recording again and let ss
check their answers.

- T corrects, gives feedback

- Ask Ss work in pairs and decide which
type of pollution in their area they are
going to discuss.

Have ss take note one of the causes and
effects. Move around to offer help as
pairs discuss their idea.

- Ask Ss write in pairs, one writes about
the causes and the other writes about

- play the recording for ss to check their
answers.

Key: The first picture shows an algal
bloom in coastal seawater.

The second picture shows the cooling
towers from a power station.

They are both related to thermal
pollution.

2. Ask ss what they know about thermal
pollution.

Have ss quickly read the diagram and
identify the form of the word/ phrase to be
filled in each blank. For example, the

words for blank s 1 and 2 are adjectives.
Play the recording twice. Ss listen

Ask for ss’ answers and note down on the
board.

Play the recording again and let ss check
their answers.

T corrects, gives feedback,
=>Key:

1.hotter 2. Cooler
3.cool 4. Warm rivers
5. Warmer water

6. fish populations
7.harmful

8. Colour

9.poison 10.cool down
II. WRITING

1.Brainstorm

T elicits from ss ( whole class )
2.Activity 3

Ss work in pairs and decide which type of

pollution in their area they are going to
discuss.

Have ss take note one of the causes and
effects. Move around to offer help as pairs
discuss their idea.

3.Activity 4

-Ss write in pairs, one writes about the
causes and the other writes about effects

</div>
(118)<div class='page_container' data-page=118>

effects based on their note from 3.

- Remind ss use markers like firstly/
secondly / finally...to navigate through
their points

- Move around and offer help and take
notes of any structures or language that
Ss are struggling with.

- Bring the whole class together if there
is a point that T wants to clarify ..

- Ss share their work with each otherand
combine it to make a complete article.
Tell them that they should add one or
two sentences at the beginning to
introduce the topic and other ones at the

end to conclude their article.

based on their note from 3.

Remind ss use markers like firstly/
secondly / finally...to navigate through
their points

Move around and offer help and take
notes of any structures or language that Ss
are struggling with.

Bring the whole class together if there is a
point that T wants to clarify ..

4.Activity 5

Ss share their work with each otherand
combine it to make a complete article.
Tell them that they should add one or two
sentences at the beginning to introduce
the topic and other ones at the end to
conclude their article.

Sample article
WATER POLLUTION

There are serveral types of pollution.
However, water pollution is the most
serious in our area.

</div>
(119)<div class='page_container' data-page=119>

People in our area are all aware of this
problem, and we are thinking of some
ways to solve it.

- Prepare for the next lesson: Unit 7:
Looking back

Draw experience

………
………

Tổ CM ký duyệt ngày 15/1/2018
 Tổ phó

Phạm Thị Anh

Date of preparing: 20/01/2018 
Date of teaching: 23/01/2018

Period 61 UNIT 7: POLLUTION

LESSON 7: LOOKING BACK + PROJECT
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Review the lexical items related to pollution.

- Review the use of conditional sentences type 1,2
2. Skills: speak, read, write

3. Attitude: Students are aware about protect the environment.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1: Do exercise E1 (weak ss)

S2: Do exercise E2 (strong ss)
2. New lesson

Teacher’s activities Students’ activities

- Ask Ss do this exercise individually then

I. VOCABULARY

1.Complete the sentences with the 
correct form of the words in brackets
3. Consolidation

- Teacher gets students to retell what they have
learnt.

</div>
(120)<div class='page_container' data-page=120>

compare with a partner.
- T checks and corrects.

- Ask Ss do this exercise individually then
compare their answers with a partner. Check
ss’ answers.

- Ask Ss write the sentences using the words
in brackets. Ss compare their sentences with
a partner. Have two ss wirte their sentences
on the board.

- T and other ss give comments.

- Ask Ss do this exercise individually and
then share the answers with a classmate.
Check their answers.

- Ss do this exercise individually then
compare with a partner.

=>Key:

1. pollution 2. contaminated
3. death

4. poisonous 5. Pollutants

2.Write types of pollution in the word 
web.

Ss do this exercise individually then
compare their answers with a partner.
1.radioactive pollution
2.noise pollution

3.visual pollution
4.thermal pollution

5.water pollution
6.land/ soil pollution

7. light pollution 8.air
pollution

3. Rewrite the sentences, using the 
words in brackets.

Ss write the sentences using the words in
brackets. Ss compare their sentences with
a partner. Have two ss wirte their

sentences on the board.

=>Key: 1.The residents of the street can
not sleep because of the loud noise from
the music club.

2. Vy had a stomachache since she ate a
big dinner.

3. the road in front of my house was
flooded due to the heavy rain

4. His mother is unhappy because his
room is untidy.

5. Too much carbon dioxide ( CO2) in the
atmosphere causes global warming.

II. GRAMMAR

4. Put the verbs in brakets ...

- Ss do this exercise individually and then
share the answers with a classmate.
Check their answers.

=>Key: 1.won’t be ; don’t take
2.continue; will be

</div>
(121)<div class='page_container' data-page=121>

- Ask Ss complete the sentences individually

using their own ideas.

- Remind them to identify whether sentence
is a conditional senntence type 1 or type 2.
- Call some ss to share their sentences.
Accept all sentences if they make sense.

- Ask Ss work in groups to discuss what
they would do or say in each situation. Ask
ss to read the example

Ss may not need to discuss all the situations.
Two or three groups may discuss the same
situation.

Move around the class to listen to their
ideas.

- Ask Ss do it at home and give a short
presentation in front of the class later

5. would...travel; didn’t have
6. Wouldn’t be; didn’t take care

5. Complete the sentences using...

Ss complete the sentences individually
using their own ideas.

Remind them to identify whether

sentence is a conditional senntence type 1
or type 2.

Call some ss to share their sentences.
Accept all sentences if they make sense.

III. COMMUNICATION

6. Work in groups. Discuss what you 
would do or say in each situation...

Ss work in groups to discuss what they
would do or say in each situation. Ask ss
to read the example

Ss may not need to discuss all the
situations.

Two or three groups may discuss the
same situation.

Move around the class to listen to their
ideas.

7. Project

Ss do it at home and give a short
presentation in front of the class later

- Review the voc and grammar

- Prepare for the next lesson: Unit 8: Looking back
Draw experience

………
………

Date of preparing: 21/01/2018 
Date of teaching: 24/01/2018

Period 62 UNIT 8: ENGLISH SPEAKING COUNTRIES 
LESSON 1: GETTING STARTED

I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Interact using a dialogue about Phong’s international summer camp.
- Understand the dialogue.

3. Consolidation

</div>
(122)<div class='page_container' data-page=122>

- Know some names of English speaking countries.
2. Skills: listen, speak, read

3. Attitude: Students know more about the English speaking countries.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson: No checking
2. New lesson

Teacher’s activities Students’ activities

- T shows some cards including flags of
some countries

T shout loud the names of the countries
given

( ss play in 2 teams )

Which of the above countries speak
English ?

- T leads in the lesson

-Ask ss to look at the title of the

conversation and the picture. Ask them

some questions:

? where are the children?

What do you think they are doing ?
Ss answer the questions as a class ?

- T plays the recording and have ss repeat
twice

- T calls some ss to read aloud and correct
pronunciation

- Guide ss to look at the beginning of a
reply/ a sentence for the answers.

Allow ss to share their answers. T checks
and corrects.

- Plays the recording agian without letting
ss read along.

Ask ss to try to answer as many questions
as possible.

-Have some ss read out their answers. T
checks and corrects

* Warm-up: Which country is it?
- Ss play in 2 teams

Which of the above countries speak
English ?

I. Listen and read

- Ss to look at the title of the conversation
and the picture. Ask them some

questions:

-Ss answer the questions as a class
- Some ss to read aloud and correct
pronunciation

Task a:

Ss work independently.

Key: 1.awesome, just awesome
2.Any of the following: Absolutely /
Right.

3. It’s hard to say
4.Perhaps

Task b:

Answer as many questions as possible.
Ss then read the conversation again to

check their answers.

</div>
(123)<div class='page_container' data-page=123>

- Ask ss to underline these words / phrases
in the conversation and make sure they
understand their meaning. T checks and
corrects.

-Have ss work in pairs / groups to match
the flags with the countries.

T checks and corrects

2.They come from different countries/
from all over the world.

3. He has made new friends, visited
places ( and taken part in different
activities )

4.because he uses English everyday with
people from different countries.

5.Two boys from australia and a girl from
the USA.

6. After July 15th

II. Through ( Vocab and Funtions )
2.Complete the sentences with...

Ss work independently to complete the
sentences then compare with a partner.

Key: 1.summer camp
2. English speaking countries
3.native speakers
4.the USA

5. Accents ( giong )
6.official language

3. Put the names of...

Ss work in pairs / groups to match the
flags with the countries.

=>Key: 1. The USA

2. The United Kingdom
3.Singapore

4.Australia

5.Canada 6. New Zealand

4. Game ( if have time )

Ss play game in 2 teams

Date of preparing: 21/01/2018

Date of teaching: 27/01/2018

Period 63 UNIT 8: ENGLISH SPEAKING COUNTRIES 
LESSON 2: A CLOSER LOOK 1

I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

- Know how to form words of people/ nationality from words of country.
- Know how to change words into a noun, an adj or a verb.

- Know how to stress on words ending in “ese”/ “ee”.
2. Skills: listen, speak, read

3. Consolidation

- Teacher gets students to retell what they have learnt.
4. Homework

- Practise reading the dialogue more at home
- Do exercises in workbook ( A1,2 )

- Prepare for the next lesson: Unit 8: A closer look 1
Draw experience

………
……

</div>
(124)<div class='page_container' data-page=124>

3. Attitude: Students know more about the English speaking countries.

4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1: Do exercise A1 (weak ss)

S2: Do exercise A2 (strong ss)
S3,4: Read the dial

2. New lesson

Teacher’s activities Students’activities

- Ask Ss list out names of the countries in
the world speak english.

- T leads in the lesson

-Ask ss to work indvidually. Allow ss to

share their answers. T plays the recording
for them to check their answers.

T checks and corrects.

-Ask Ss work independently or in pairs.
---Ask ss to come to bb and write down
T checks and corrects.

* Warm-up: Brainstorm

- Ss list out names of the countries in the
world speak english.

I. Vocabulary

Task 1: Write the names for the people 
who belong to these places...

Ss to work indvidually. Allow ss to share
their answers.

=>Key: 1. The Americans

2. The English 3. The Scottish/the
Scots

4.the Welsh 5. The Irish
6. The Canadians

7. the Australians
8. The New Zealanders
SS listen again and repeat.

Task 2: Change the words in to a noun, 
an adjective or a verb

Ss work independently or in pairs. Ss do
in 4 minutes.

Ss to come to bb and write down

Key: 1. History 2. Symbolize 
3. Legendary 4.icon

5.spectacular 6.festival
7. Scenic 8. Attract

</div>
(125)<div class='page_container' data-page=125>

-Have ss look at the pictures. Ask them
what they see in each of them.

-Allow them then to work individually to
match the words/ phrases to the pictures.
Check the answers as a class by asking ss
in which countries from the list in 1.

-Ask Ss listen and repeat, then say the
words individually.

-Put the underlined words on the board.

Have volunteer ss come to bb and mark
the stress in the words first.

Plays the recording.

Task 3: Use the words in the box to 
complete the sentences

Ss look at the pictures. Ask them what
they see in each of them.

Work individually to match the words/
phrases to the pictures.

=>Key: 1. Castle 2. Loch
3. Parade 4. Monument

5. state 6. Cattle station
II. PRONUNCIATION

Stress in words ending in “ ese” and “ 
ee”

Task 5: Listen and repeat

Ss listen and repeat, then say the words
individually.

Ss mark the stress in the words in pairs,
then say the words aloud

Ss listen to the recording, check and
repeat.

Key:

-ese -ee

1.Canto’nese
2.Taiwa’nese
3. Japa’nese
4. Portu’guese

5. employ’ee
6. adop’tee
7.addre’ssee
8.interview’ee

Task 6: Mark the stress in the 
underlined words. Then listen and 
repeat the sentences.

Put the underlined words on the board.
Ss come to bb and mark the stress in the
words first.

Ss listen and check. Ss say aloud the
sentences.

1.Chi’nese 2. Refu’gee

3. Trai’nee

4. japa’nese 5. Guaran’tee

3. Consolidation

- Teacher gets students to retell what they have learnt.
4. Homework

</div>
(126)<div class='page_container' data-page=126>

- Prepare for the next lesson: Unit 8: A closer look 2
Draw experience

………

Tổ CM ký duyệt ngày 22/1/2018
 Tổ phó

Phạm Thị Anh
Date of preparing: 27/01/2018

Date of teaching: 30/01/2018

Period 64 UNIT 8: ENGLISH SPEAKING COUNTRIES 
LESSON 3: A CLOSER LOOK 2

I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

- Look back at the present tenses (present simple, present continuous, present perfect)
- Use present simple with a future meaning.

2. Skills: speak, read, write

3. Attitude: Students know more about the English speaking countries.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1: Do exercise B1 (weak ss)

S2: Do exercise B2 (strong ss)
2. New lesson

Teacher’s activities Students’ activities

- Calls some ss to retell the form and use

of the present tenses ( present simple,
present continuous, present perfect )
(strong ss)

- Others give comments (weak ss)

- T gives feedback then leads in the lesson.

- Remind ss of the use of the present
simple, present continuous, present perfect

* Warm-up: Review ( check old 
language )

- Some ss to retell the form and use of the
present tenses ( present simple, present
continuous, present perfect )

- Others give comments
I. Present tenses: review

Task 1: Complete the sentences with the
correcr forms of the verbs ...

</div>
(127)<div class='page_container' data-page=127>

and their distinct time signals.

- Ask ss to work indvidually in 2 minutes.
- Allow ss to share their answers.

- T check their answers, encourage them to

explain how they decided on the tense in
each sentence.

- T checks and corrects.

- Ask Ss work independently then discuss
in pairs in 3 minutes.

- Ask ss to come to bb and write down.
Calls some ss explain why a certain tense
is used. (strong ss)

- T gives feedback and sums up

- Ask ss to read the monthly schedule for
the extra activities at Vancouver Christian
School.

- Tell them to underline the verbs in the
two sentences.

- Allow ss time to discuss and find the
answers to the questions. If ss are having
difficulty answering question 2, T may ask
questions such as “ Is a schedule usually
for present or future activities?”

- Then have ss read the REMEMBER box.

their distinct time signals.

- Ss work indvidually in 2 minutes, share
their answers.

- Explain how they decided on the tense in
each sentence.

=>Key:

1. Has served 2. Is increasing
3. symbolises 4. form
5. Has celebrated 6. is

Task 2: Four of the underlined verbs in 
the passage are incorrect in tense. Find 
and correct them.

- Ss work independently then discuss in
pairs in 3 minutes.

- Ss come to bb and write down.

- Some ss explain why a certain tense is
used.

Key: 2. visit => have visited 
3. Increases => is increasing
5. Has celebrated => celebrated
7. Are dancing => dance

II. Present simple for the future 
Task 3a: Read the schedule and 
underline the verbs in the sentences 
describing the activities

-Ss read the monthly schedule for the extra
activities at Vancouver Christian School.
- Underline the verbs in the two sentences.

Key:

1. The Debating Competition takes

place in the Main Hall on April 3rd

2. The bus for the excursion to the
chocolate factory leaves at 8.00 a.m
on April 14th.

Task 3b: Work in groups. Discuss the 
questions

- Ss discuss and find the answers to the
questions.

- Ss read the REMEMBER box.

=>Key: 1, The future 2, The
present simple

</div>
(128)<div class='page_container' data-page=128>

- Ask Ss do this ex independently.
Encourage them to be imaginative.
- Walk around and help ss with new
vocabulary.

discribing other activities 3a.

Have ss do this exercise independently. Ss
compare

=>Key:

1. Starts – finishes 2. Takes place
3. Holds

4. hosts 5. Lasts

Task 5: Make notes of some activities 
your school has planned for next week...

- Ss do this ex independently. Encourage
them to be imaginative.

- Ss exchange and talk about their
schedule in a small groups.

- Some ss say aloud in front of the
class.Others give comments (weak ss)
3. Consolidation

- Teacher gets students to retell what they have learnt.
4. Homework

- Do exercises in workbook ( B4,5 (whole class), B6 (strong ss)
- Prepare for the next lesson: Unit 8: Communication

Draw experience

……….
……….

Date of preparing: 27/01/2018 
Date of teaching: 31/01/2018

Period 65 UNIT 8: ENGLISH SPEAKING COUNTRIES 
LESSON 4: COMMUNICATION

I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Know some more information about countries in the world
- Introduce a country.

2. Skills: listen, speak

3. Attitude: Students know more about the English speaking countries.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

2. Students: Books, notebooks, pens

III. Procedure

</div>
(129)<div class='page_container' data-page=129>

S1,2: Do exercise B4,5 (weak ss)

S3: Do exercise B6 (strong ss)
2. New lesson

Teacher’s activities Students’ activities

- T thinks of a country and gives three 
clues.

- T gives feedback then leads in the
lesson.

- Have ss do the quiz individually as
quickly as possible.

-T lets ss do in 3 minutes.

-Allow ss to share their answers.
-T check their answers as a class.
-T checks and corrects.

-Have ss work independently. Then
compare their answers in pairs.
-T confirms the correct answers as a
class.

-Put ss in groups of five or six. Explain
that now thay have a chance to put

together what they know about a country,
including all the information they have
got so far from the lesson too.

-Ask them to write the information in
short notes first without mentioning the
name of the country.

-Ask each group to stand up in front of
the class. Each member of the group will
give one fact about the country.

* Warm-up: Guessing Game

- Ss listen to the information then guess out
the name of the country.

1.This country is in Europe and it is the
lowest country in the world.

2. It is the homeland of a very famous

artist: Van Gogh.

3. Its famous type of flower is tulips.
=> Holland / Netherlands.

Task 1: Do the quiz and choose the 
correct answers

- Ss do the quiz individaully as quickly as
possible.

=>Key:

1.C 2. A 3. C 4. B
5. B 6. B 7.C 8.A
9.B 10. A

Task 2: Write the names of the countries
next to the facts.

Ss work independently. Then compare their
answers in pairs.

=>Key: 1. The USA 2. New Zealand
3.The United Kingdom 4.Canada
5. Australia

Task 3: Game: How much do you know 
about a country ?

a.Work in groups. Choose a country and 
together find out as much about it as 
possible. Then prepare a small

introduction of that country. Don’t say 
the name of the country.

- Ss in groups of five or six.

- They write the information in short notes
first without mentioning the name of the
country.

b.Each group then presents their 
production to the class.

</div>
(130)<div class='page_container' data-page=130>

When they have finished, the rest of the
class can guess what country it is. When
every group has done their presentation,
the class can vote for the most

informative and interesting one.

one fact about the country.

When they have finished, the rest of the
class can guess what country it is. When
every group has done their presentation, the
class can vote for the most informative and
interesting one.

3. Consolidation

- Teacher gets students to retell what they have learnt.
4. Homework

- Do exercises in workbook C1,2

- Prepare for the next lesson: Unit 8: Skills 1

Draw experience: ………

Date of preparing: 28/01/2018 
Date of teaching: 03/02/2018

Period 66 UNIT 8: ENGLISH SPEAKING COUNTRIES 
LESSON 5: SKILLS 1

I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Read about Scotland and know some information about it

- Speak about Scotland and Australia.
2. Skills: read, speak

3. Attitude: Students know more about Scotland and Australia.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion

- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1: Do exercise C1 (weak ss)

S2: Do exercise C2 (strong ss)
2. New lesson

Teacher’s activities Students’ activities

- T thinks of a country and gives three 
clues.

- T gives feedback then leads in the lesson.

* Warm-up: Guessing Game

- Ss listen to the information then guess
out the name of the country.

1.This country is in Europe

2. It is famous for a kind of cake whose
name start with letter “P”

3. This country looks like a boot.
=> Italy

</div>
(131)<div class='page_container' data-page=131>

-Have ss 2 or 3 minutes to discuss the
questions

-Show a map of Great Britain and
highlight Scotland.

-Have ss read the passage silently and
check their answers.

-Have ss call out their answers and say
where they found the information in the
passage.

-T checks and corrects.

-Have ss work independently. Read the
passage again. Ask them to scan the places
first.

-T confirms the correct answers as a class.

- Have ss answer the questions
individually in 3 minutes.

- Give ss a minute to think about a
thing they like most about Scotland
and the reasons

- Ss ask and answer in pairs

- Encourage ss to come up with more
questions about Scotland. (strong ss)

Task 1: Discuss the questions then read 
the passage

Ss have 2 or 3 minutes to discuss the
questions

- Ss read the passage silently and check
their answers.

-Ss call out their answers and say where
they found the information in the passage.
=>Key: 1. It’s in the north of Great
Britain.

2. It’s famous for its rich and unique
culture as well as its amazing natural
beauty, its histiric castles, its traditional
festivals and its whisky. It is famous for
various inventions.

Task 2: Matching

-Ss work independently. Read the passage
again. Ask them to scan the places first.
-Ss compare

=>Key:

1. Edinnburgh: d,f 2. Castles: a,c
3. Highland Games: b,h
4. Lochs: e, g

Task 3: Answer the questions

-Ss answer the questions individually in 3
minutes.

Ss ask and answer in pairs

=>Key: 1. Yes, it is 2. A ghost
3. Piping, drumming, dancing

4. The telephone, telivision, peniciline, the
rain coat.

5. in 1824.

II. SPEAKING
Task 4:

- Ss have a minute to think about a
thing they like most about Scotland
and the reasons

- Ss ask and answer in pairs

- Ss come up with more questions
about Scotland.

Task 5:

</div>
(132)<div class='page_container' data-page=132>

-Have ss work in small groups of 4. Ask
them to look through the interesting facts,
and discuss if there is any piece of

information they are not clear about.

about.

Ss prepare in 4 minutes.

Ss present in front of the class.
Other groups give comments.

3. Consolidation

- Teacher gets students to retell what they have learnt.
4. Homework

- Do exercises in workbook D1,2

- Prepare for the next lesson: Unit 8: Skills 2

Draw experience

………
………

Date of preparing: 03/02/2018 
Date of teaching: 06/02/2018

Period 67 UNIT 8: ENGLISH SPEAKING COUNTRIES 
LESSON 6: SKILLS 2

I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Listen about the schedule for a day trip to Wanaka in New Zealand
- Write a passage describing the schedule for a day trip

2. Skills: listen, write

3. Attitude: Students know more about Wanaka in New Zealand.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1: Do exercise D1 (weak ss)

S2: Do exercise D2 (strong ss)
2. New lesson

Teacher’s activities Students’ activities

- T thinks of a country and gives three 
clues.

- T ask ss to listen to the information then
guess out the name of the country.

- T gives feedback then leads in the lesson.

* Warm-up: Guessing Game

- Ss listen to the information then guess
out the name of the country.

1.This country is in Europe

2. It is famous for a kind of cake whose
name start with letter “P”

</div>
(133)<div class='page_container' data-page=133>

T sets the scene using the pictures.
Where is it in the picture?

How is this place like ?
What are you interested in ?

-Ask ss to read the questionss and the
table.

-Have ss predict the information to fill in, t
notes down.

-T plays the tape twice. Ss listen and
check.

-Have ss call out their answers.
-T checks and corrects.

-Give ss 1 minute to read the events.
-Run through.

-T confirms the correct answers as a class.

-Ask ss to work in groups of 4 .

-Ask them to note down or tick on books.

- Allow them time to schedule their visit
and fill in the schedule table, then helps
them if necessary.

-Have each group write a description of
their visit. The description should include:
the name of the activity, the time they do
it, and what it involves. If possible, give
each group a big piece of paper to write
their answers.

-Ask the two quickest groups to present
their answers.

Other groups give comments.
Give marks to the groups

I. LISTENING

Task 1: listen and fill in the time for the 
schedule...

-Ss read the questionss and the table.
-Ss predict the information to fill in, then
notes down.

-Ss listen and check.
-Ss call out their answers.

=>Key: 1, 9:30 2, 12:30

3, 4.00 4, 4.15

Task 2: listen again and choose the right
answer

Ss predict, then notes down on board.
Ss listen once and check their answer.
=>Key: 1.B 2. C 3.C

4.B 5.A
II. WRITING

Task 3a: choose four activities from the 
list ...

-Ss work in groups of 4 .

-Ss read the activities and decide on the 4
activities they would like to do together in
their two-day visit to Washinton DC

- Note down or tick on books.

Task 3b.

-Once students have made their decision,
allow them time to schedule their visit and
fill in the schedule table.

Task 4: write a passage describing the

schedule...

Each group write a description of their
visit. The description should include: the
name of the activity, the time they do it,
and what it involves. If possible, each
group a big piece of paper to write their
answers.

-Two quickest groups to present their
answers.

</div>
(134)<div class='page_container' data-page=134>

3. Consolidation

- Teacher gets students to retell what they have learnt.
4. Homework

- Do exercises in workbook E1,2

- Prepare for the next lesson: Unit 8: LOOKING BACK + PROJECT
Draw experience

………
………

Date of preparing: 03/02/2018 
Date of teaching: 07/02/2018

Period 68 UNIT 8: ENGLISH SPEAKING COUNTRIES 
LESSON 7: LOOKING BACK + PROJECT

I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Review some vocabularies of the unit.

- Review more about present tenses.
2. Skills: listen, write

3. Attitude: Students review the knowledge better
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1: Do exercise E1 (weak ss)

S2: Do exercise E2 (strong ss)
2. New lesson

Teacher’s activities Students’ activities

-Encourage ss to complete the Looking
back without refering to the previous
sections in the unit. (strong ss)

Ss should record their results for each
exercise to complete the final “

Finished”...

I. VOCABULARY

</div>
(135)<div class='page_container' data-page=135>

-Ask Ss to complete this exercises
independently.

-Check their answers as a class.

-Ask Ss work individually. Compare with
partners

-T checks as a class

-Ask Ss to discuss in pairs then decide
themseves/ individually

-Checks as a class

-T tells ss to read the sentences carefully
and find out the clues that help them
decide which tense should be used.

-Ask Ss work individually then compare
with a partner.

-T checks as a class.

-Ask Ss work in groups discussing the
atatements and decide if they are true or
not.

-Ask Ss then correct the false one.

-DIVIDE ss in groups of five or six.

definitions.

Ss complete this exercises independently.
=>Key: 1.c 2.e 3.f 4.b
5.d 6.a

Task 2: choose the best answer to 
complete the sentences

Ss work individually. Compare with
partners

=>Key: 1.C 2.A 3.C
4.B 5.B 6.A

II. GRAMMAR

Task 3: decide if the sentences have a 
present meaning (p ) or a future 
meaning ( F )

-Ss discuss in pairs then decide themseves/
individually

=>Key: 1. F 2.F 3.P
4.P 5. F

Task 4: complete the sentences with the 
appropriate present tense of verbs in 
brackets

- Ss ead the sentences carefully and find
out the clues that help them decide which
tense should be used.

-Ss work individually.
-Ss compare with a partner.

=>Key: 1.faces 2.doesn’t set
3.has won

4.has done 5.is 6. Are
trying

III.COMMUNICATION
Task 5:

Ss work in groups discussing the

atatements and decide if they are true or
not.

Ss then correct the false one.
=>Key: 1. Scottish men wear kilt.
2.the USA has the biggest population.
3. Carlifornia is a state in the USA.
4. they live in Australia.

5. English and French.

Ss complete the self-assessment.
IV.PROJECT

</div>
(136)<div class='page_container' data-page=136>

Instruct them on what to do.

-Encourage them to think creatively and
daringly.

-Have ss present their poster in the next
lesson. When all the groups have given the
presentations, thw whole class vote for the
best.

Ss think creatively and daringly.
Ss do this at home.

Ss present their poster in the next lesson.
When all the groups have given the

presentations, the whole class vote for the
best.

3. Consolidation

- Teacher gets students to retell what they have learnt.
4. Homework

- Do exercises in workbook again

- Prepare for the next lesson: Unit 9: GETTING STARTED
Draw experience

………
………

Date of preparing: 04/02/2018 
Date of teaching: 10/02/2018

Period 69 UNIT 9: NATURAL DISASTERS
LESSON 1: GETTING STARTED
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

- Interact using a dialogue between Duong and Nick about natural disasters.
- Understand the dialogue.

- Know some names of natural disasters.
2. Skills: listen, speak

3. Attitude: Students know more about natural disasters in the world.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson: No checking

2. New lesson

Teacher’s activities Students’ activities

- Ask Ss to look at the pictures and match
the names given to a suitable picture )
Ss work in teams in 1 minute then come to
the board and write down their answer.
-T checks and gives feedback.

*W arm –up: Matching
( Use task 3. Page 27 )

Ss look at the pictures and match the
names given to a suitable picture )

</div>
(137)<div class='page_container' data-page=137>

? What are these pictures about ?

-Let ss open their books and look at the
pictures.

-Ask ss questions about the pictures
Where are Duong and Nick ?

What are they talking about ?

Which natural disasters can you see in the
bubbles ?

Play the recording. Ss listen and read in
silent.

T plays the recording again ( sentence by
sentence ) , ss listen and repeat.

T runs through some words :

-Ask Ss complete this exercises

independently. Check their answers as a

class.

-Nick use the expression : “ That’s

terrible” to react to the news of the tropical
storm. Read the conversation again and
find similar response.

-T makes a model sentence by giving a
bad news : “ there will be a huge storm
hitting Ha Tinh in 2 days”. SS respond
-T checks as a class then gives feedback.

-Ask Ss discuss in small groups.
-T calls some ss to read aloud their
answers.

- T checks and corrects.

board and write down their answer.

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

=>Natural disasters.
I. LISTEN AND READ

-Ss open their books and look at the
pictures.

-Ss questions about the pictures
-Ss listen and read in silent.

- Severe (adj ) trầm trọng, nghiêm 
trọng

- Injure (v) -> minor injury (n) thương 
tích nhẹ

- Rescue (v) cứu hộ,

- Trapped (adj ) : bị mắc kẹt
- Against (prep ) chống lại

- Debris (n) mãnh vung vãi, vật đổ nát
- Supply (n) sự cung cấp

- Temporary (adj ) tạm thời
- Property ( n) tài sản

Task 1a: Read and fill in the blank with 
no more than 3 words

Ss complete this exercises independently.
=>Key: 1.tropical storm 2.injured
3.damage 4.trapped

5.medical supplies 6. Temporary
accomadation

Task 1b: Responding to news.

Nick use the expression : “ That’s terrible”
to react to the news of the tropical storm.
-Read the conversation again and find
similar response.

Ss respond

Ss discuss in pairs too find out some more
in the conversation.

=>Key: 1. Oh, no. 2. That’s a relief
3. That’s awful

Task 2a: Write the responses into the 
correct columns. Then listen...

Ss discuss in small groups.

T calls some ss to read aloud their
answers.

Respond to good
news

</div>
(138)<div class='page_container' data-page=138>

-Ask Ss work independently. Then
compare with a partner

-T checks and corrects as a class.

-Ask ss which of these natural disasters
can happen in Viet Nam. Then modal this
activity with with more able students.
-Call on some pairs to present in front of
the class.

Wow ; That’s
great ; That’s a
relief

How wonderful;
That’s awesome.

Oh, no; Oh,dear ;
That’s awful
That’s shocking;
How terrible;
Task 2b:Matching

Ss work independently. Then compare
with a partner

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

Task 4: work in pairs. Ask and answer 
about natural disasters in Viet Nam 
Ss work in pairs

Some pairs to present in front of the class.

3. Consolidation

- Teacher gets students to retell what they have learnt.
4. Homework

- Learn the vocabs

- Practise reading the dialogue more at home.

- Prepare for the next lesson: Unit 9: A closer look 1
Draw experience

………

Tổ CM ký duyệt ngày 5/2/2018
 Tổ phó

Phạm Thị Anh

Date of preparing: 15/02/2019 
Date of teaching: 19/02/2019

Period 70 UNIT 9: NATURAL DISASTERS
LESSON 2: A CLOSER LOOK 1
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

- Know more words about natural disasters and use them properly.
- Know how to pronounce them correctly.

</div>
(139)<div class='page_container' data-page=139>

2. Skills: listen, speak

3. Attitude: Students know more about natural disasters in the world.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, tv.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:
-S1: Rewrite new words.

-S2,3: Read the dial.

2. New lesson

Teacher’activities Ss’activities

( Represent the questions in Task 4 
– getting started )

- T leads in the lesson

-Ask ss to work indvidually. Allow ss to
share their answers. T plays the recording
for them to check their answers.

T checks and corrects.

-Ask ss to come to board and write down
T checks and corrects.

-T checks meaning.

-Have ss complete the sentences
individually, using the phrases in 2

Have some read out their answers before
checking with the whole class.

Confirm the correct answers.

-Play the recording and ask ss to listen and
repeat the words, paying attention to the
stressed sylable of the word.

* Warm-up: Chatting
I. Vocabulary

Task 1: Fill in each blank with a suitable 
verb in the correct form ...

-Ss write the word “ erupt” on board and
elicits the past form from ss. Then do the
same with all verbs. Checks meaning.
-Ss work indvidually then share their
answers.

=>Key: 1. struck 2. erupted
3. shook

4.buried 5. raged 6. collapsed
-Ss listen again and repeat.

Task 2: Match the verbs in column A to 
the noun in column B...

Ss work independently or in pairs. Ss do in
4 minutes.

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

Task 3: use the phrases in 2 to complete 
the sentences.

Ss complete the sentences individually,
using the phrases in 2

Some read out their answers before
checking with the whole class.
=>key: 1. Provide aid
2. Put out the forest fire

3. took shelter 4. Scattered debris
5. Evacuate the village

II. PRONUNCIATION

Stress in words ending in “-logy” and “ –
graphy”

Draw experience

</div>
(140)<div class='page_container' data-page=140>

Date of preparing: 16/02/2019 
Date of teaching: 20/02/2019

Period 71 UNIT 9: NATURAL DISASTERS
LESSON 3: A CLOSER LOOK 2
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Look back at the PASSIVE VOICE

- Learn about the past perfect tense
- Practice doing exercise related.
2. Skills: listen, speak

3. Attitude: Students know more about natural disasters in the world.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:
-S1: Do ex A1

-S2: Do ex A2

2. New lesson

Teacher’s activities Ss’activities

Ask ss if they remember how to form the
passive voice.

Ask 1 st to come to board and write down
the form of passive

Ask ss to read REMEMBER box again.

Draw ss’ attention to how the passive voice
is formed by analysing the rule.

Ask ss to read the conversation in Getting
started again and underlined all instances of
the passive voice.

T calls some ss to read aloud.

Ask Ss work independently then discuss in
pairs in 3 minutes.

Ask ss to say their answer aloud.

Calls some ss explain why a certain tense is
used.

I. Passive voice: review
Task 1:

One st come to board and write down the
form of passive

=> S + (aux ) + be + VPP + by O

Ss read REMEMBER box again. Ss attent
how the passive voice is formed by

analysing the rule.

Ss read the conversation in Getting started
again and underlined all instances of the
passive voice.

Some ss read aloud.

=>1. Was anyone injured ?

2. Only a few minor injuries were
reported.

...

Task 2: Complete the sentences using 
the correct passive form

Ss work independently then discuss in
pairs in 3 minutes.

Ss to say their answer aloud.

</div>
(141)<div class='page_container' data-page=141>

3. Consolidation

- Teacher gets students to retell what they have learnt.
4. Homework

- Review all the grammar.

- Prepare for the next lesson: Unit 9: Communication

- Do exercises in workbook B1,2,3 (whole class), B4,5 (strong ss)
Draw experience

……….
……….

Date of preparing: 17/02/2019 
Date of teaching: 21/02/2019

Period 72 UNIT 9: NATURAL DISASTERS
LESSON 4: COMMUNICATION
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Know some more information about natural disasters

- Talk about their view about natural disasters.
2. Skills: listen, speak

3. Attitude: Students know more about natural disasters in the world.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:
-S1,2 (weak ss): Do ex B1,2

-S3,4(strong ss): Do ex B4,5

2. New lesson

Teacher’s activities Ss’ activities

- Can we prevent natural disasters with
the help of modern technology ?

- T leads in the lesson.

- Help ss understand the meaning of the
words by using vocabulary teaching
technique.

* Warm-up: Chatting
Ss express their own opinion.
I. Extra vocabulary

-Climate change : (explaination) : a
permanent change in weather condition

</div>
(142)<div class='page_container' data-page=142>

3. Consolidation

- Teacher gets students to retell what they have learnt.
4. Homework

- Review all the knowledge.

- Prepare for the next lesson: Unit 9: Skills 1

- Do exercises in workbook C1 (whole class), C2 (strong ss)
Draw experience

……….
……….

Tổ CM ký duyệt ngày 18/2
 Tổ phó

Phạm Phương Loan
Date of preparing: 21/02/2019

Date of teaching: 26 /0 2/2019

Period 73 UNIT 9: NATURAL DISASTERS
LESSON 5: SKILLS 1
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Read an article about preparations for a natural disaster.

- Speak about preparations for a natural disaster.
2. Skills: read, speak

3. Attitude: Students know more preparations for a natural disaster.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:

-S1 (weak ss): Do ex C1 -S2 (strong ss): Do ex C2

2. New lesson

Teacher’s activities Ss’activities

- T thinks of a natural disaster then gives 
three clues.

1.This natural disaster often happens in
Asia.

2. It also a common natural disaster in Ha
Tinh.

* Warm-up: Guessing Game

- T thinks of a natural disaster then gives 
three clues.

- Ss listen to the information then guess out
the name of the natural disaster

</div>
(143)<div class='page_container' data-page=143>

3. The another name for it is tropical
storm.

- T gives feedback then leads in the lesson
Have ss to scan the article to find out
where the words/ phrases are in the
article.

Ask if ss know the meaning of each word.
T then explain the word.

Have ss work independently. Read the
article again and answer in 5 minutes.
Ask them to note down where they found
the information.

T confirms the correct answers as a class.

Ask ss to read each news report. T may
help with new vocabulary

Ask ss to match each news report to the
correct picture.

Have some read aloud their answers
before checking with the whole class.
First remind ss of the resposes they
practiced in GS ( eg: That’s shocking )
Ask ss to work in groups of 3 and role
play telling each other about one of the
news reports in 3a.

Call some groups to do the role play in
front of the class.

Ask ss what disasters often happens in Ha
Tinh.

Elicits from ss and choose 2 disasters.

3. Consolidation

Task 1: Read an article about how to 
prepare for a natural disaster

Ss scan the article to find out where the
words/ phrases are in the article.

- wreak havoc: do great harm or damage to 
sb/ st (làm hại/ gây hại )

- essential = necessary ( cần thiết )

- destructive: causing major damage ( gây ra
thiệt hại lớn/ hủy diệt )

- guideline : rules or instructions telling you 
how to do something (hướng dẫn, quy luật )
- emergency : a suddenly serious and

dangerous event or situation ( tình trạng cấp 
cứu )

Task 2: Read and answer the questions
Ss work independently.

=>Key:

1. Because they can wreak havoc across large
areas and cause loss of life or damage to
property.

2. Learn about the risks in your areas and
read the information about.

natural disasters on local government sites.
3.Enter all the emergency contact numbers
in your mobile phone so you can call the

rescue and emergency workers if necessary.
4. Your emergency supply kit ( thùng gỗ, túi
đựng đồ đạc ) should include food, water,
medications, personal hygiene items, copies
of personal decuments and some money.
5. We need to know the evacuation routes
and shelters.

II. SPEAKING
Task 3a:

Ss read each news report.

Ssmatch each news report to the correct
picture.

Some read aloud their answers before
checking with the whole class.

=>Key: 1. C 2. B 3. A

Task 3b:

</div>
(144)<div class='page_container' data-page=144>

- Teacher gets students to retell what they
have learnt.

4. Homework

- Review all the knowledge.

- Prepare for the next lesson: Unit 9:
Skills 2

- Do exercises in workbook D1,2 (whole
class)

Some groups to do the role play in front of
the class.

Task 4a:

Ss choose 2 disasters.

Ss work in small groups of 4 – 5,

Date of preparing: 22/02/2019 
Date of teaching: 27/02/2019

Period 74 UNIT 9: NATURAL DISASTERS
LESSON 6: SKILLS 2
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Listen to the news report about a disaster.

- Write a news report about a natural disaster.
2. Skills: listen, write

3. Attitude: Students know more a natural disaster.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook,tv.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:

-S1 (weak ss): Do ex D1 -S2 (strong ss): Do ex D2

2. New lesson

Teacher’s activities Ss’ activities

? What natural disasters often happen in 
Ha Tinh ?

Which one is more destructive ?
Do you remember a recent disaster
happening last year ?

Can you tell me something about it ?
- T leads in the lesson.

Remind ss about listening for keywords in
statements.

Play the recording and ask ss to correct the

* Warm-up: Chatting

I. LISTENING

Task 1: Listen to the news report.... 
Ss listen for keywords in statements
Ss correct the statements.

</div>
(145)<div class='page_container' data-page=145>

statements.

Ask 2 or 3 ss write their answers on the
board.

Play recording again to check.

First, ask ss to work in pairs to discuss the
missing words for each gap from the
information they had heard in 1.

Play the recording again and ask ss to fill
in the gaps as they listen.

Ask ss to share their answers in pairs
before playing the recording a final time to
check as a class.

Ask ss to make note about a natural
disaster they have experienced using the
guidelines in the table.

Remind them that they don’t need to write
full sentences but they can use

abbreviations.

Ask ss to share their notes with their
partners.

Ask some good ss to read aloud.

Ask ss to work in groups of 3 or 4 write a
news report about a disaster in Ha Tinh
they have experienced.

Ask ss to write a draft report first.
Ss exchange their writing to check and
correct mistakes each other.

T collects one or 2 writing, reading out and
gives feedback.

=>Key: 1. A typhoon hit Nghe An
province lastnight.

2. Dozens of people were seriously injured

in the storm.

3. There was extensive damage to property
in Cua Lo, a coastal town in Nghe An.
4. the storm had already weakened when
rescue workers arrived in the area.

5. According to the weather bureau, heavy
rain will continue over the next few days.
Task 2: Listen and complete the data 
chart.

Ss work in pairs to discuss the missing
words for each gap from the information
they had heard in 1.

Ss fill in the gaps as they listen.

Ss share their answers in pairs before
playing the recording a final time to check
as a class.

=>Key: 1. winds 2.homeless
3.damage 4. Flood

5.debris 6. Accomadation
II. WRITING

Task 3

Ss make note about a natural disaster they
have experienced using the guidelines in
the table.

They don’t need to write full sentences but
they can use abbreviations.

Ss share their notes with their partners.
Some good ss to read aloud.

Task 4: use the notes in 3 to write a 
news report

Ss work in groups of 3 or 4 write a news
report about a disaster in Ha Tinh they
have experienced.

Ss write a draft report first.

Ss exchange their writing to check and
correct mistakes each other.

3. Consolidation

</div>
(146)<div class='page_container' data-page=146>

- Review all the knowledge.

- Prepare for the next lesson: Unit 9: Looking back
- Do exercises in workbook E1,2 (whole class)

Draw experience

……….
……….

Date of preparing: 22/02/2019 
Date of teaching: /02/2019

Period 75 UNIT 9: NATURAL DISASTERS
LESSON 7: LOOKING BACK + PROJECT
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Review some vocabularies of the unit.

- Review more about past perfect tense and passive voice.
2. Skills: speak, write

3. Attitude: Students practice the knowledge better.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, tv.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson:
-S1 (weak ss): Do ex E1

-S2 (strong ss): Do ex E2

2. New lesson

Teacher’s activities Ss’ activities

- Encourage ss to complete the Looking
back without refering to the previous
sections in the unit.

-Ask Ss complete this exercise

independently. Compare their answers to
a partner.

T checks their answers as a class.

- Ss complete the Looking back without
refering to the previous sections in the
unit.

- Ss should record their results for each
exercise to complete the final

“ Finished”...

I. VOCABULARY

Task 1: Match the words with the 
definitions.

Ss complete this exercise independently.
Compare their answers to a partner.

=>Key: 1.C 2.F 3.D 4.B
5.A 6.E

</div>
(147)<div class='page_container' data-page=147>

-T checks as a class

-Ask Ss to discuss in pairs then decide
themseves/ individually. Checks as a
class

-T tells ss to read the sentences carefully
and match.

T checks as a class.

a.First, ask ss to work individually
writing down sentences.

Ask them to share with their partners.
Call some ss to read aloud.

b.Ask ss to work in groups. Remind them
to add time clauses and use the past

perfect with their sentences.

Ask ss to take turn to say their sentences
in groups.

Call a group to present in front of the
class.

T models the activity with a more able
student. 3. Consolidation

- Teacher gets students to retell what they
have learnt.

4. Homework

- Review all the knowledge.
- Do project at home.

- Do exercises in workbook in workbook
again.

- Prepare for the next lesson: Review 3

the correct form to ...

Ss work individually. Compare with
partners

=>Key: 1.evacuated 2.put out

3.take 4.provided 5.scattered
II. GRAMMAR

Task 3: decide which of the sentences 
can be changed to passive voice.

Ss discuss in pairs then decide themseves/
individually. Checks as a class

=>Key: 1. The tickets will be collected by
Mr Smith.

2. A play was put on ( by the students ) at
the end of term.

3. ( CAN’T CHANGE ) because its main
verb ( là nội động từ ) is not a transitive
verb

4. The message was taken by Julie.

5. The picture was painted by a local artist.
6. ( CAN’T CHANGE ) because its main
verb is not a transitive verb

Task 4: Match the 2 parts to make 
complete sentences

Ss work individually.
Ss compare with a partner.

=>Key: 1.d 2.f 3.a
4. b 5.c 6. e

Task 5: Imagine five bad things 
happened to you yesterday...

a.Ss work individually writing down
sentences.

Share with their partners.
Some ss read aloud.

b.Ss work in groups. Add time clauses and
use the past perfect with their sentences.
Ss take turn to say their sentences in
groups.

A group present in front of the class.

III. COMMUNICATION
Task 6: Respond to the news

</div>
(148)<div class='page_container' data-page=148>

Date of preparing: /03/2019 
Date of teaching: /03/2019

Period 76 REVIEW 3

I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

- Review some vocabularies and target languages and skills of UNIT 7,8,9.
- Review more about stress on words ending with: ese, ic, graphy, al...
- Practice doing exercises related.

2. Skills: listen, speak, read, write

3. Attitude: Students practice the knowledge better.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson: No checking

2. New lesson

Teacher’s activities Ss’ activities

T plays the recording, ss listen and check.
T confirms correct answers then play the

tape again for ss to repeat.

Ask Ss work individually. Compare with
partners

T checks as a class

LANGUAGE

I.PRONUNCIATION

Task 1: Mark the stress on the correct 
sylables in the words

Review the rules of stress in words ending
in “ic, al, ese, logy and graphy”.

Ss stress on words independently.
Compare their answers to a partner.
=>Key: Nepa’lese ath’letic
eco’nomic ge’ography

‘musical tech’nology bi’ology
‘physical Pho’tography refe’ree
japa’nese exami’nee

II.VOCABULARY

Task 2. Complete each sentence with the
suitable form of the words provided.

Ss work individually. Compare with
partners

</div>
(149)<div class='page_container' data-page=149>

Ask Ss discuss in pairs then decide
themseves/ individually

Checks as a class

T tells ss to read the sentences carefully.
? What target languages are used in the
sentences?

Ss do individually then compare. T
checks and corrects as a class.

Have ss read and decide which type of
conditional is used in each sentenc
Elicit from ss then let them do this
exercise individually.

Check and write the correct answer on the
board.

Ask ss to look at the subject and the verbs
to decide if an active or passive voice is
needed.

Have ss discuss and do the exercise in
pairs.

Check and write the answer on the board.

Have ss do the exercise in pairs
Correct their answer as a class.
Ask some pairs to act out the mini
dialogue.

4.culture 5.flooded 6.polluted

Task 3: Match the definition with their 
words.

Ss discuss in pairs then decide themseves/
individually

Checks as a class

=>Key: 1. C 2.a 3.f
4.b 5.d 6.e

III. GRAMMAR

Task 4: Choose the correct answer
Ss read the sentences carefully.

? What target languages are used in the
sentences?

Ss do individually then compare.

=>Key: 1. A 2. B 3.C
4.A 5.C 6. B

Task 5: Use the verbs in brackets in 
correct form...

Ss read and decide which type of
conditional is used in each sentence
Ss do this exercise individually.

Check and write the correct answer on the
board.

=>Key: 1.get; will grow

2.was/were; would not have to work
3.could choose; would go 4.don’t act;
will lose

5.was/ were; would be 6. Used; would be
Task 6: Choose the correct voice to 
complete the sentences

Ss look at the subject and the verbs to
decide if an active or passive voice is
needed.

Ss discuss and do the exercise in pairs.
Check and write the answer on the board.
=>Key: 1.have been sent

2.organized 3.is made up

4. is caused 5. was chosen
6. have replaced

III. EVERYDAY ENGLISH
Ss do the exercise in pairs
Correct their answer as a class.

</div>
(150)<div class='page_container' data-page=150>

Ask Ss read the text and do the task
individually.

Ss compare their answers. T then checks
and corrects as a class.

Let ss to work in pairs and choose one
topic to speak about.

Ss think of their questions and answers,
remind them to use the expressions they
have learnt from the conversations in
Getting Started to respond in a natural
way.

T may make model with some more able
students first.

Ss practice in pairs.

Call some pairs to act out their
conversations in front of the class.
Other pairs give comments.

T tells ss to read the statements carefully
and underline the key words.

Ss listen and decide if the statements are
T or F ( twice )

T elicits from ss and writes their answers
on bb.

Have ss listen again to check their
answers.

T gives feedback.

5.d 6.f
SKILLS

I.READING

Task 1: Read the text and choose one 
correct answer ...

Ss read the text and do the task
individually.

Ss compare their answers.

=>Key: 1.B 2.D 3.A 4.B 5.C
II. SPEAKING

Task 2: work in pairs. Choose one of the
topics and make a short conversation. 
Ss work in pairs and choose one topic to
speak about.

Ss think of their questions and answers,
remind them to use the expressions they
have learnt from the conversations in
Getting Started to respond in a natural
way.

T may make model with some more able
students first.

Ss practice in pairs. Some pairs act out
their conversations in front of the class.
Other pairs give comments.

III. LISTENING

Task 3: Listen to Nguyen talking with 
his his friend Phong who has just come 
back from a visit to Singapore and 
decide if the sentences are T or F
Ss read the statements carefully and
underline the key words.

Ss listen and decide if the statements are T
or F ( twice )

Have ss listen again to check their
answers.

=>Key: 1. T 2.T 3.F
4.F 5.F 6.T

IV.WRITING

</div>
(151)<div class='page_container' data-page=151>

Have ss read to understand the schedule
of the Fight Pollution day. They then
choose the activity they would like their
friends to participate in and write to him/
her to introduce it. Remind ss what they
can use the present simple to talk about
practical aspect of an event in the future.
Call on one ss to come to bb and write
down his/ her letter on bb.

Other ss comment on it.

T checks again and corrects mistakes in
front of the class.

ss then refer back to their own work and
correct themselves.

T collects some papers to correct at home.

him/ her introducing it.

Ss read to understand the schedule of the
Fight Pollution day. They then choose the
activity they would like their friends to
participate in and write to him/ her to
introduce it. Remind ss what they can use
the present simple to talk about practical
aspect of an event in the future.

One ss to come to bb and write down his/
her letter on bb.

Other ss comment on it.

3. Consolidation

- Teacher gets students to retell what they have learnt.
4. Homework

- Review all the knowledge.

- Do exercises in workbook Part Test yourshelf again.
- Prepare for the next lesson: Test 3

Draw experience

……….

Date of preparing: /3/2019 
Date of teaching: /3/2019

</div>
(152)<div class='page_container' data-page=152>

I. Objectives

1. Knowledge: By the end of the test, students will be able to apply their knowledge to do
the test well, then have a chance to test their knowledge of English from unit 7 to 9.
Teacher will know each student’s comprehension and find out a better method to teach.
2. Skills: listen, read, write

3. Attitude: Students are strict to do the test well.
4. Develop students’capacity

- General capacity: identification, analyzing, thinking
- Own capacity: individual work.

II. Preparation

1. Teacher: Teaching plan, audivideo, computer, test paper.

2. Students: knowledge, pens

III. Procedure

1. Warm up: greeting and checking the attention of the students.
2. Hand out: deliver the test paper to each student.

3. Observation

4. Hand in: ask ss to hand in the test paper when the time finishes.
5. Remark and give assigment

MA TRẬN ĐỀ KIỂM TRA 1 TIẾT LẦN 3

Chủ đề Nội dung Loại câuhỏi Nhậnbiết Thônghiểu

Vận
dụn
g

Vận
dụn
g
cao

Tổng
điểm

Số
câu

Tỉ lệ
%
LISTENI

NG

Topics: Natural

disasters T/F 4 1 4 10

Gap-filling 4 1 4 10

LANGUA
GE
FOCUS

Sounds : ed MCQs 2 0.5 2 5

Stress (two-syllable

words) MCQs 2 0.5 2 5

Communicative 
situations 
(suggestion)

MCQs
conditional

sentenses, passive 
voice,noun,verbs,ad
jective.

MCQs 3 1 1 4 10

Verb form/ word 
form

Verb form/

word form 4 1 4 10

READIN

G 1 Reading Alaska

(150 - 200 words) MCQs 4 1 4 10

</div>
(153)<div class='page_container' data-page=153>

G 2

pollution Specific 
information, main 
idea, references, 
inferences (250 - 
300 words)
WRITIN

G

Sentence rewriting Transformation 3 1.5 3 1.5

Sentence building Sentencebuilding 2 1 2 10

Total Number 15 11 4 2 10 32 100

Total

Mark 3.75 3.25 2 1 10

Total Weight 38 33 20 10

*MCQs 30% 
(TN)

*OTHER 
ITEMS (TL): 
70%

Content of the test

ĐỀ 1

SECTION 1 :LISTENING

Part 1:Listen again and tick T/ F: ( 1.0m) T F
1. Place heavy books on the top shelf of your bookshelf. ... ....
2. Check the mirrors in your bathroom and bedroom ... ...
3. Put your bed beside a window. ...
4. Remember to stay inside your house. ... ...
Part 2:Listen twice and fill a correct word that you hear into the blank: ( 1.0m)

5. If you live in an ...zone, you should take some time to look around your
house.

6. You should block the rollers on your...and washing machine to prevent them
from ...

7. Then you should ...under a strong table or doorway.
SECTION 2: PHONETICS, VOCABULARY & GRAMMAR
Part 1: PHONETICS

Find the word which has different sound in the part underlined. (0.5 points)

8. A. wanted B. played C. named D. needed

9. A. who B. when C. where D. what

Find the word which has different stress pattern from the others. (0.5 points)

</div>
(154)<div class='page_container' data-page=154>

Part 2: VOCABULARY & GRAMMAR

Choose the best answer. (A,B, C or D ). ( 1.0 point)

12. How about going to the English seaking contest ?

A. Yes.I’d love to B. No.Thanks C. I would like D. I love too

13.If the air wasn’t dirty, I ________________ so much.

A. wouldn’t sneeze B. sneeze C. would sneeze D. to sneeze
14. If the factory continues dumping poison into the lake, all the fish and other aquatic
animals ________________.

A. die B. to died C. dead D. will die
15. Water pollution is the ________________ in the lake has made the fish die.

A. contaminating B. contaminate C. contaminated D. contamination

Put the verbs in brackets into the correct form.( 1.0 point)

16.The Statue of Liberty in New York is a monument which (symbolize) __________
freedom.

17.There are about 750 million English speakers in the world, and this number ( increase)
__________________fast.

18. Scotland is an interesting place to visit with its rich ______________ (CULTURAL)
19. Scientists say that exhaust fumes are______________ our city.(POISON)

18. If today were Sunday, we ( have ) _________________ a lot of fun.
19. They went to bed after they ………(do ) the homework.

SECTION 3 : READING

Part1: Read the passage and do the tasks that follow.( 1.0 point)

IN BY BOTH SUMMER UNSEEN
Alaska is perhaps the most amazing state in the USA. It has coastlines facing .(.1)
……. the Arctic Ocean and the Pacific Ocean. This state has an incredible three million
lakes. That’s four lakes per person living there.

Many cities in Alaska cannot be reached (2)….. road, sea, or river. The only way to
get in and out is by air, on foot, or by dogsled. That’s why Alaska has the busiest sea
airport in the world, Lake Hood Seaplane Base. Nearly two hundred floatplanes take off
and land on the water of this airport every day. It is a really fun scene to watch.

Alaska is called the land of Midnight Sun because in (3)………….., the sun does not
set for nearly three months. But in winter the sun stays almost (4)………...

Part 2: Read the passage and answer the questions.(1.5 points)
Visual pollution has a greater effect on people than you may think. I remember when I went
to a big city, I was really scared because so much graffiti on the buildings' wall. Then I
looked up, and I saw a lot of power lines over my head. Although they were not dangerous,
I still felt unsafe since I thought they might fall down. These things prevented me from

enjoying the beautiful sights of the city.

</div>
(155)<div class='page_container' data-page=155>

Questions.

24.How did the author feel when she saw the power lines?
……….

25. Did the writer buy a small plants and placed it in a corner of the room?
………

26. What do you think when you look a messy room?………

SECTION 4:WRITINGComplete the second sentence so that it has similar meaning to
the first sentence.(1.5 points)

27.People speak English all over the world.-English ………

28.Many rivers and lakes are poisoned.Factories produce waste and pour it into rivers and
lakes.

Because ……….

29.They provided food then cleared up the debris.-After they
Complete sentences using the clues given. (1.0 point)

30. What/ happen/ if/ there/ be/ no/car/ world?...
31. How/ you/ feel/ if/ you/ get/ good mark/ test?...
 THE END

TEST 45 MINUTES NO 3 - ENGLISH 8 – SCHOOL YEAR 2017-2018
FULL NAME :……….CLASS: .8…….

ĐỀ 2

SECTION 1 :LISTENING

5. If you live in an ...zone, you should take some time to look around
your house.

6. You should block the rollers on your...and washing machine to prevent
them from ...

7. Then you should ...under a strong table or doorway.
SECTION 2: PHONETICS, VOCABULARY & GRAMMAR

Part 1: PHONETICS

Find the word which has different sound in the part underlined. (0.5 points)

8. A. wanted B. naked C. danced D. needed

9. A. who B. when C. where D. what

Find the word which has different stress pattern from the others. (0.5 points)

10. A. artistic B. historic C. dramatic D. scientific
11.A. medical B. hospital C. politic D. Electric
Part 2: VOCABULARY & GRAMMAR

Choose the best answer. (A,B, C or D ). ( 1.0 point)

</div>
(156)<div class='page_container' data-page=156>

A. Yes.I’d love to B. No.Thanks C. I would like D. I love too

13.If the air wasn’t dirty, I ________________ so much.

A. wouldn’t sneeze B. sneeze C. would sneeze D. to sneeze
14. If the factory continues dumping poison into the lake, all the fish and other aquatic
animals ________________.

A. die B. to died C. dead D. will die
15. Water pollution is the ________________ in the lake has made the fish die.

A. contaminating B. contaminate C. contaminated D. contamination

Put the verbs in brackets into the correct form.( 1.0 point)

16. Scotland is an interesting place to visit with its rich ______________ (CULTURAL)
17. Scientists say that exhaust fumes are______________ our city.(POISON)

18. Factories (not dump) _____________waste into rivers if the government fines them
heavily.

19. When we arrived at the canyon, it (stop) ______________snowing.
SECTION 3 : READING

Part1: Read the passage and do the tasks that follow.( 1.0 point)

IN BY BOTH SUMMER UNSEEN

Alaska is perhaps the most amazing state in the USA. It has coastlines facing .(.1)
……. the Arctic Ocean and the Pacific Ocean. This state has an incredible three million
lakes. That’s four lakes per person living there.

Alaska is called the land of Midnight Sun because in (3)………….., the sun does not
set for nearly three months. But in winter the sun stays almost (4)………...

Part 2: Read the passage and answer the questions.(1.5 points)

Visual pollution has a greater effect on people than you may think. I remember when I went

to a big city, I was really scared because so much graffiti on the buildings' wall. Then I
looked up, and I saw a lot of power lines over my head. Although they were not dangerous,
I still felt unsafe since I thought they might fall down. These things prevented me from
enjoying the beautiful sights of the city.

I also remember the time when I was a student at a university. Once I was so busy with my
assignments that I did not tidy my room for two weeks. Looking at the messy room caused
me so much stress that I did not want to study. Then I decided to clean the room and put my
thing in their proper places. I also bought a small plants and placed it in a corner of the
room. These simple actions increased my motivation and helped me to focus on my
learning.

Questions.

24. Did the writer buy a small plants and placed it in a corner of the room ?

……….

</div>
(157)<div class='page_container' data-page=157>

26. What do you think when you look a messy room?

………
SECTION 4:WRITING

Complete the second sentence so that it has similar meaning to the first sentence.(1.5 
points)

27. Mr. Smith will collect the tickets.- The tickets ………..

28.Many rivers and lakes are poisoned.Factories produce waste and pour it into rivers and
lakes.

Because ………….

29.They did the housework then watch TV.-After they………
Complete sentences using the clues given. (1.0 point)

a. If/ I/ be/ you, I/ plant/ flowers/ garden………

b. More/ tourist/ come/ here/ if / beach/ be/ cleaner………

THE END

Date of preparing: /03/2019 
Date of teaching: /03/2018

Period 78 UNIT 10: COMMUNICATION
LESSON 1: GETTING STARTED
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

- Interact using a dialogue between Phuc and Nick about what happened to their
appointment.

- Understand the dialogue.

- Know some ways of communication.
2. Skills: listen, read

3. Attitude: Students know some ways of communication better.

4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, tv

2. Students: Books, notebooks, pens

III. Procedure

</div>
(158)<div class='page_container' data-page=158>

2. New lesson

Teacher’s activities Ss’ activities

T write on board: “ways of

communication”, checks understanding
T gives an example.

T gives feedback and leads in the lesson.

Let ss open their books and look at the
pictures.

Ask ss questions about the pictures.
(weak ss)

What do you think Phuc and Nick are 
talking about on the phone ?

Where are Mai and Phuc in the 1st
picture ? What are they doing there ?
Where is Nick in the 2nd picture ? What 
is he doing there ?

Tell ss they are going to listen to the
conversation between Phuc and Nick to
check if their thought are right or wrong.
Play the recording. T plays the recording
again ( sentence by sentence )

Ask Ss to complete this exercises
independently then compare with their
partners.

Check their answers as a class.

Ask Ss complete this exercises

independently then compare with their
partners.

Check their answers as a class.

Encourage ss to expalain for both T or F
Ask ss to work in groups of 3 or 4 and
discuss the questions.

What would they do if thery were in that 
situation ?

*Warm –up: Brainstorming
Ss think and list out ways of
communication in 1 minute.

Ss work in teams calling out in turn. The
team has more answers is the winner.
I. LISTEN AND READ

Ss answer as their imagination ( without
T’s correction )

Ss listen and read in silent.
Ss listen and repeat.

Ss practice reading in pairs.

Call on some pairs to practice reading
aloud. (a strong ss, a weak ss)

Task 1a: Find words or phrases in the 
conversation that mean...

Ss complete this exercises independently
then compare with their partners.

=>Key: 1.wait for ages 2.show up

3. get through

4. My battery was flat 5. Are you
kidding? 6. We can try again.

Task 1b: Decide if the statements are T 
or F

Ss complete this exercises independently
then compare with their partners.

=>Key : 1.T 2.T 3. F
4.T 5.T 6.T

Task c:

Ss work in groups of 3 or 4 and discuss the
questions.

</div>
(159)<div class='page_container' data-page=159>

Ask Ss discuss in pairs.

T calls some ss to read aloud their
answers.

Others give comments. T checks and
corrects.

Ask ss to underline the cues in each item
and consider the part of speech of the
missing words.

T checks and corrects as a class.

Explain the “Look out” box.

wrong cinama. They couldn’t
communicate clearly the name
and the address of the cinema
beforehand. Then they were not
able to contact each other because
the battery of Nick’s mobile
phone was flat.

Task 2: Match the words/ phrases with
the photos about ways of

communication...
Ss discuss in pairs.

Some ss read aloud their answers.
Others give comments.

=>Key: 1. Having a video conference
2. Emailing 3.video chatting

4. meeting face to face
5. using social media
6. using telephathy
7. Sending letters ( snail mail )

Task 3: Fill in the gaps with the correct 
form of the words/ phrases ...

Ss underline the cues in each item and
consider the part of speech of the missing
words.

Ss work independently. Then compare with
a partner

=> Key: 1.using social media 
2.meet face to face

3.emailing/ sending letters 4.using
telephathy

5. video chatting

6. Have a video conference
Ss add more words to the list

3. Consolidation

- Teacher gets students to retell what they have learnt.
4. Homework

- Review all the ways of communication. Read the dial again.
- Prepare for the next lesson: Unit 10: A closer look 1

Draw experience

</div>
(160)<div class='page_container' data-page=160>

Tổ CM ký duyệt 
 Tổ phó

Phạm Phương Loan

Date of preparing: /03/2019 
Date of teaching: /03/2018

Period 79 UNIT 10: COMMUNICATION
LESSON 2: A CLOSER LOOK 1
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

- Know more words about communication and use them properly.
- Know how to pronounce them correctly.

- Know how to stress on words ending in “ity” and “itive”
2. Skills: listen, speak

3. Attitude: Students know more words about communication and use them properly 4.
Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1,2: (a strong, a weak ss): read the dial in role.

2. New lesson

Teacher’s activities Ss’ activities

Run through words.

Ask ss to work indvidually. Allow ss to

I. Vocabulary

</div>
(161)<div class='page_container' data-page=161>

share their answers. T plays the recording
for them to check their answers.

T checks and corrects.

Checking meaning.

Ask ss to come to board and write down
T checks and corrects. Maybe, T connects

to the Internet in the classroom, go online
and show ss an example of how these
communication channels work ( chat room
/ message board )

T checks meaning.

Have ss complete the diagram in groups,
using the communication ways learnt so
far.

Have some read out their answers before
checking with the whole class. (strong ss)
T gives feedback

Ask Ss to work in teams compete with
other.

Each team choose one form of
communication.

The rest of the class will be the audience

Explain the rules in REMEMBER box.
Play the recording and ask ss to listen and
repeat the words, paying attention to the
stressed sylable of the word.

Call some ss to read aloud the words
again.

T checks meaning.

T play the recording. Ss listen to the
recording, check and repeat.

Run through words.

Ss work indvidually. Ss share their
answers. Check their answers.
=>Key: 1. Using music

2. Using signs 3. Leaving a note
4.painting a picture

5. Communicating non-verbally with
animals 6. Using codes
7.sending flowers 8.using body
language

Task 2: Match the words with the 
definitions

Ss work independently or in pairs. Ss do
in 3 minutes.

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

Task 3: Complete the diagram with the

communication...

Ss complete the diagram in groups, using
the communication ways learnt so far.
Some read out their answers before
checking with the whole class.

Task 4: Debate. Choose one or more 
pairs of ways of communicating..
Ss work in teams compete with other.
Each team choose one form of

communication.

The rest of the class will be the audience.
The two compet teams have to try their
best to persuade the audience. The
audience decide the winner

II. PRONUNCIATION

Stress in words ending in “-ity” and “ –
itive”

Task 5: Mark the stress...Listen and 
repeat

Ss mark the stress basing on the rules.
=>Key: 1.compe’titive 2. In’finitive
3. Re’petitive 4.’positive

5. A’bility 6.possi’bility
7. curi’osity 8. Natio’nality

</div>
(162)<div class='page_container' data-page=162>

3. Consolidation

- Teacher gets students to retell what they
have learnt, T feedback.

4. Homework

- Practice the vocabs and pronunciation.
- Do exs A1,2; B1,2 (whole class); B3
(strong ss)

- Prepare for the next lesson: Unit 10: A
closer look 2

word.

Some ss to read aloud the words again.

Task 6: Fill in the gaps with words and 
practice saying the sentence...

Ssfind a suitable word to fill in then
practice saying the sentences aloud

Key: 1.nationality 2. Re’petitive
3.compe’titive

4.possi’bility 5.ability

Draw experience

……….
……….

Date of planning: -3-2019
Date of teaching: -3-2019

Period 80: CORRECTION TEST 3
I. Objective

1. Knowledge: Help Ss to improve their skills of doing a written test and consolidate
their knowledge after they finished their test. Ss reliaze their wrong knowledge to correct
for studying better later.

2. Skills: thinking, writing

3. Attitude: ss try to study better.
4. Develop students’capacity

- General capacity: identification, analyzing, thinking.

- Own capacity: consolidate their knowledge after they finished their test.
II. Preparation

T: Prepare the mistakes in the test and what knowledge students have to focus on,
actiview,

S: notebooks, pens
III. Procedure

1. Warm up : greeting and return their own test papers (if possible)

2. Remark: give the mistakes they had in the test and what knowledge they have to
consolidate.

3. Give the answer key

ANSWER KEYS & MARKS
I.OBJECTIVE:

-By the end of the lesson, Ss will be able to rewiew the test

Keys

</div>
(163)<div class='page_container' data-page=163>

ĐỀ 1

SECTION 1 LISTENING

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

5. earthquake 6. fridge / moving 7. sit

SECTION 2 PHONETICS, VOCABULARY & GRAMMAR

8. C 9. A 10. D 11. D 12. A 13. A 14. D 15.

D

16. symbolizes
17. is incresing
18. culture
19. poisonous

SECTION 3 READING

20.both 21. by 22. Summer 23. unseen

24. She felt unsafe.

25. Yes,she did.

26. - Student s’answer………

SECTION 4. WRITING

27. English is spoken all over the world.

28.Because factories produce waste and pour it into rivers and lakes,many rivers and lakes
are poisoned

29.After they had provided food, they cleared up the debris.

30. What would happen/ if there would be no car in the world?.
31. How will you feel if you get good mark with test?

TAPESCRIP:

If you live in an earthquake zone, you should take sometime to look around your

house.Place heavy books on the bottom shelf of your bookshelves. Block the rollers on
your fridge and wasing machine to prevent them from moving. Put hanging potted plants in
plastic containers.Check the mirrors in your bathroom and bedroom.Make sure they can’t
move. Don’t put your bed next to a window.

Planning where you are going to be during an earthquake is very important. The first thing
to remember is to remember to stay inside. Then you should sit under a strong table or
doorway, or stand in the corner of a room.

</div>
(164)<div class='page_container' data-page=164>

SECTION 1 LISTENING

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

5. earthquake 6. fridge / moving 7. sit

SECTION 2 PHONETICS, VOCABULARY & GRAMMAR

8. C 9. A 10. D 11. D 12. A 13. A 14. D 15.

D

16. symbolizes
17. is incresing
18. culture
19. poisonous

SECTION 3 READING

20.both 21. by 22. Summer 23. unseen

24. She felt unsafe.

25. Yes,she did.

26. - Student s’answer………

SECTION 4. WRITING

27. English is spoken all over the world.

28.Because factories produce waste and pour it into rivers and lakes,many rivers and lakes
are poisoned

29.After they had provided food, they cleared up the debris.

</div>
(165)<div class='page_container' data-page=165>

Date of preparing: /03/2019 
Date of teaching: /03/2019

Period 81 UNIT 10: COMMUNICATION
LESSON 3: A CLOSER LOOK 2
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Look back at future continuous tense

- Learn more about verb + to infinitive
- Practice doing exercise related.

2. Skills: listen, speak, write

3. Attitude: Students know to use some grammar in communication properly 
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook,tv.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1 (weak ss): Do ex A2.
S2 (strong ss): Do ex B3

2. New lesson

Teacher’s activities Ss’ activities

Ask ss to have a look again at the

dialogue in Getting started and underline
the future continuous tense and answer
the questions given.

I. Future continuous: review
Task 1:

Ss have a look again at the dialogue in
Getting started and underline the future
continuous tense and answer the questions
given.

=>Key:

</div>
(166)<div class='page_container' data-page=166>

What tense is used?

T asks ss to retell the form and use of
future continuous tense. (strong ss)
Ask ss to read REMEMBER box again.
Draw ss’ attention to the use of this tense
by underlining the time ( Tonight at 8.30
p.m... )

Ask some more able ss to make some
sentences about what they do at these
time tomorrow.

Draw ss’ attention in the “Look Out”
box, make sure they understand it.
Ask ss to underline the specific time
expression in each item.

Ask ss to say their answer aloud.

Ask Ss do the ex in 2 minutes in 4
groups, discussing what year to put in
the gaps. Go through each sentence
Ask each group to call out their choice.

Ask them to explain for their choice.
Ask ss to read the conversation from 
Getting Started and write down all the
verbs that are followed by to-infinitive
that they can find.

Then, refer to the yellow box, explaining
more about the rules and going through
the examples.

Verbs followed by to infinitives: Get ss
to read aloud “Watch out”

Allow ss time to discuss and find the

=>Form: +) S + will be + V-ing...
-) S + won’t be + V-ing
?)Will + S + be + V-ing ?
Ss read REMEMBER box again.
Some more able ss to make some

sentences about what they do at these time
tomorrow.

Task 2: Complete the sentences with 
the future continuous.

Ss underline the specific time expression
in each item.

Ss work independently then discuss in
pairs in 3 minutes.

Ss say their answer aloud.

Key: 1.will he still be sleeping; will be 
studying 2. will be having
3.will be eating 4. Will she be
staying; will be writing

5.will be playing 6.will be learning
T gives feedback and sums up

Task 3: rewrite the following sentences 
using passive voice

Ss do the ex in 2 minutes in 4 groups,
discussing what year to put in the gaps.
Go through each sentence

Each group to call out their choice.

Explain for their choice.

II. Verb + to- infinitive

Task 4: Read the conversation from 
Getting Started...

Ss read the conversation from Getting 
Started and write down all the verbs that
are followed by to-infinitive that they can
find.

Verbs followed by to infinitives: choose,
decide, plan, prefer, try , want...

Ss read aloud “Watch out”

Task 5: choose the best answer

</div>
(167)<div class='page_container' data-page=167>

answers to the sentences.

Then T goes through the rules from the
boxes by analysing the examples given.
T gets ss to say aloud the answers then
gives feedback

T tells ss to imagine that they are in the
year 2050. Work in pairs and select three
ways of communication that they think
will be most common.

Ask ss to share their ideas with other

groups by saying full sentences using
future tense.

? what tense is used ?

? what are you talking about ?

sentences.

Ss say aloud the answers then gives
feedback

=>Key: 1.c 2.b 3.a
4.c 5.a

Task 6: The dream list.

Ss imagine that they are in the year 2050.
Work in pairs and select three ways of
communication that they think will be
most common.

Ss share their ideas with other groups by
saying full sentences using future tense.
=>Example: 1. We’ll be using video
conferencing in every meeting.

3. Consolidation

- Teacher gets students to retell what they have learnt, T feedback.

4. Homework

- Practice all the grammar.
- Do exs B4,5,6 (whole class);

- Prepare for the next lesson: Unit 10: Communication
Draw experience

……….
……….

Tổ CM kí duyệt 
 Tổ phó

</div>
(168)<div class='page_container' data-page=168>

Date of preparing: /03/2019 
Date of teaching: /03/2019

Period 82 UNIT 10: COMMUNICATION
LESSON 4: COMMUNICATION
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

- Know some more information about communication breakdown and abbreviations for
online chatting.

- Talk about communication breakdown and abbreviations for online chatting.
2. Skills: listen, speak

3. Attitude: Students know some more information about communication breakdown and 
abbreviations for online chatting to use properly

4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1 (weak ss): Do ex B4.
S2 (strong ss): Do ex B6

2. New lesson

Teacher’s activities Ss’ activities

Have you ever talked to someone but they
don’t understand ?

Have you ever seen any abbreviations

online while chatting ?

Have you ever had a communication
breakdown ?

- T leads in the lesson.

Help ss understand the meaning of the
words by using vocabulary teaching
technique.

* Warm-up: Chatting
Ss answer the ques

I. Extra vocabulary

Ss understand the meaning of the words.
- Language barrier (explaination) : rào

cản ngôn ngữ

- Cultural difference (exp ): sự khác
biệt văn hóa

- Communication channel (n): kênh
giao tiếp

</div>
(169)<div class='page_container' data-page=169>

T runs through the reasons given.

T do the first item with ss. Lets ss work in

pairs to complete the task.

T checks and confirms the correct answers
as a class.

T sets the sence: T do an action of body
language and ask ss the meaning. T says:
If you don’t understand body language,
communication breakdown may happen.
Have ss work independently , then checks
as a class.

T write on the board some of the language
for online communication learnt in Unit 1
and ask ss if they can read them in the full
form. Explain that using abbreviations for
online chatting and texting is not always
easy to understand. Ss then work in pairs
to complete this task

Ask ss to work in groups. For each

communication breakdown mentioned in
1, think of a future technology idea that
will help avoid it. Share your ideas with
the class.

- Glance (v) : liếc

Task 1: Match the following posible

reasons for communication...

Ss work in pairs to complete the task.
Ss write down their answers on bb.
=>Key: 1. A 2.B 3. C 4. C
5.A 6.B

Ss add more examples.

Task 2: Match the body language with 
the meaning....

Ss work independently , then checks as a
class.

=>Key: 1.c 2.a 3.e 4.b 5.d
Ss do more body languages in front of the
class.

Others say out the meaning.

Task 3: Using abbriviations for online 
chatting and texting is not always easy 
to understand. Can you decode the 
following sentences written in texting/ 
chatting style without looking at the 
cues.

=>Key: 1. Where are you? We are at Lotte
on the second floor.

2. I’ll be 5 minutes late. See you soon.
3. Do you want to see a movie this
weekend ?

4. Please call me right back. Thanks.
5. Hi! What are you doing tonight ?
6. Did you see it? Laugh out loud!

Task 4: Ideas Bank.

Ss work in groups to make their groups’
Ideas Bank by discussing a technology 
solution that will help people avoid the
communication breakdown mentioned 1.
The groups then make a short presentation
of their ideas to share with the class to
make a big Ideas Bank.

3. Consolidation

- Teacher gets students to retell what they have learnt, T feedback.
4. Homework

- Practice all the vocabs.

</div>
(170)<div class='page_container' data-page=170>

Date of preparing: /03/2019 
Date of teaching: /03/2019

Period 83 UNIT 10: COMMUNICATION

LESSON 5: SKILLS 1
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Read about communication in the future.

- Speak about ways of communication.
2. Skills: read, speak

3. Attitude: Students know some more information about communication in the future and 
use properly

4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1 (weak ss): Do ex C1.
S2 (strong ss): Do ex C3

2. New lesson

Teacher’s activities Ss’ activities

Ask ss to look at the letters …project.
Why do you think they chose this way to
communicate with each other ?

Ask ss when was the last time they sent
somebody a real letter, to whom, and on
what occasion.

Then ask ss to look at the photos. Explain
that these are the letters ss from two
schools in Viet Nam and Sweden sent to

Ask them to pay attention to the

highlighted words and do the matching
task.

T confirms the correct answers as a class.

I. READING

Task 1: Look at the letters ...

Look at the letters the children from Viet
Nam and Sweden sent to each other in a
penfriend project. Then answer the ques.

Ss look at the photos. Explain that these
are the letters ss from two schools in Viet
Nam and Sweden sent to each other in a
penfriend project. Ss brainstorm the

reasons why they think these ss chose this
way to communicate with each other.
Ss answer what they think is happening in
the two other photos in the text in 2.
Task 2: Read the text.

Ss read the text quickly for the first time.
Ss pay attention to the highlighted words
and do the matching task.

Ss compare with their partner.

</div>
(171)<div class='page_container' data-page=171>

Ask Ss try to find the answers individually
first then compare the answers in pairs.
Once they have agreed on the answers
they can practise asking and answering the
questions with each other.

First ask ss where in the text the author’s
opinion is expressed. Then they work in
pairs or small groups to tell each other if
they agree with the author’s opinion or
not, and explain why. Then call on some
pairs/ groups to share what they have
discussed.

What ways of communication do you use
for the following purposes now and what
will they be in the year 2030?

3. Consolidation

- Teacher gets students to retell what they
have learnt, T feedback.

4. Homework

- Review all the vocabs and read the text
Task 2.

- Practice speaking more about ways of
communication.

- Do exs D1,2 (whole class);

- Prepare for the next lesson: Unit 10:
Skills 2

4.cyberworld 5.network
Task 3: Answer the following questions.
Ss try to find the answers individually first
then compare the answers in pairs. Once
they have agreed on the answers they can
practise asking and answering the

questions with each other.

1. They love to write and read real
letters. One student likes to send
sweets with the letters as well.

2. They are telephathy and holography.
Telephathy uses a tiny device in our
head to communicate by thought
over the network. Holography gives
three – dimensional images and we
will be able to interact with each
other in real time.

3. She prefers to use real, face – to –
face communication because she
thinks this makes life more
interesting.

II. SPEAKING

Task 4: In small groups, decide whether
you agree with the author of this text. 
Why/ Why not ? Share your ideas with 
the class.

Ss answer where in the text the author’s
opinion is expressed. Then they work in
pairs or small groups to tell each other if
they agree with the author’s opinion or

not, and explain why. Some pairs/ groups
to share what they have discussed.

Task 5: Class survey.

This can be done as a mingle activity
where ss stand up and talk to different
classmates to complete the survey.

Otherwise, ss can do it in groups of five or

Date of preparing: /03/2019 
Date of teaching: /03/2019

</div>
(172)<div class='page_container' data-page=172>

1. Knowledge: By the end of the lesson, students will be able to:

- Listen to a interview between a 4Teen magazine reporter and Dr Minh Vu.
- Write an email using netiquette.

2. Skills: listen, write

3. Attitude: Students know how to use the ways of communication properly.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1 (weak ss): Do ex D1.
S2 (strong ss): Do ex D2

2. New lesson

Teacher’s activities Ss’ activities

Ask ss to look at the message board. Ask
them who posted the message and who
they think the message is for. Ask them to
try to identify what problems in terms of
communication politeness they think the
message has.

Write on the board “netiquette” and ask Ss
what they think it means. Explain they are
going to listen to a researcher talking
about the way we communicate online.
Explain CAPSLOCK in the box if
necessary.

Have ss look at the questions first.
Encourage them to give some answers.

Then play the recording. Ss work

individually then in pairs to compare their
answers.

I. LISTENING

Task 1: Look at the way this message is
posted on an e-learning message

board...

Ss look at the message board.

Ss answer Who posted the message and
who they think the message is for. Ss try
to identify what problems in terms of
communication politeness they think the
message has.

Task 2: Listen to this interview 
between a 4Teen magazine reporter 
and Dr Minh Vu about netiquette and 
answer the questions.

Ss answer what they think it means. Ss
are going to listen to a researcher talking
about the way we communicate online.
Explain CAPSLOCK in the box if
necessary.

Ss look at the questions first to give some
answers. Ss work individually then in
pairs to compare their answers.

=>Key: 1.The word is a combination of
“net” and “netiquette”. It’s a set of rules
for behaving properly online.

</div>
(173)<div class='page_container' data-page=173>

Before playing the recording again, first
ask ss to look at the grid and try to
complete it with as much as information
from the recording as they can remember.
Elicit the answers from Ss. If their answers
are correct, move to the next activity.
Otherwise, play the recording again.

Ask Ss work in pairs to complete this task.
You may call two or three pairs to write
their versions of the message on the board
and the class votes for the best one.

Draw Ss’ attention to the REMEMBER
box. If possible, illustrate each of the
bullet points mentioned by an example
you find from the Internet, or those that
you create yourself.

First Ss work in groups to discuss what
information they would include in the

email. They may look at the email in 5 for
ideas. Then Ss work individually on this
task. Ask them to pay attention to the
netiquette they have learnt. When Ss have
finished, they swap the writing with their
partner to check before handing it in to T.

online, just like in real life.

3.It’s how we communicate with each
other online.

Play the recording again if necessary.
Task 3: Listen again to the interview 
and complete the following grid.

Ss to look at the grid and try to complete
it with as much as information from the
recording as they can remember.

Task 4: Look at the message in 1. Work
with a partner to improve it

with the netiquette you have learnt so 
far.

Ss work in pairs to complete this task.
You may call two or three pairs to write
their versions of the message on the board
and the class votes for the best one.

II.WRITING

Writing an email using netiquette

Task 5: Put the following parts in their 
correct place to make an email

Ss attent to the REMEMBER box. If
possible, illustrate each of the bullet
points mentioned by an example you find
from the Internet, or those that you create
yourself.

=>Key: 1.c 2.f 3.e
4.b 5.a 6.d

Task 6: Write a short email to your 
teacher to submit your group

homework for thus week. Check if you 
have used the netiquette learnt.

</div>
(174)<div class='page_container' data-page=174>

For a more able class, T may ask Ss to try
the following task as homework ( Ss may
look at 4 for more ideas )

Write a short post on your class message
board to ask how many words the final
essay should be.

For a more able class, Ss try the following
task as homework ( Ss may look at 4 for
more ideas )

Write a short post on your class message
board to ask how many words the final
essay should be.

Write a short post on a message board to
help somebody answer the question What
does communication breakdown mean?
3. Consolidation

- Teacher gets students to retell what they have learnt, T feedback.
4. Homework

- Do exs E1,2,3 (whole class);

- Prepare for the next lesson: Unit 10: Looking back + project
Draw experience

……….
……….

Tổ CM kí duyệt 
 Tổ phó

Phạm Phương Loan

Date of preparing: /03/2019 
Date of teaching: /03/2019

Period 85 UNIT 10: COMMUNICATION
LESSON 7: LOOKING BACK
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Review the lexical items related to communication.

- Review more about the future continuous tense and To infinitives.
2. Skills: read, speak

</div>
(175)<div class='page_container' data-page=175>

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook,tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

S1 (weak ss): Do ex E1.
S2 (strong ss): Do ex E2

2. New lesson

Teacher’s activities Ss’ activities

Encourage ss not to refer back to the unit.
Ask them to keep a record of their answers
to each exercise so that they can use that
information to complete the seft-assessment
box at the end of the unit.

Ask Ss to complete the sentences by using
the support from the pictures, the letter
cues, and the meaning of the sentences.

(weak ss)

Challenge Ss to try this task without
looking back at COMMUNICATION .
Have two or three Ss write their answers on
the board. (strong ss)

I. VOCABULARY

Ss not to refer back to the unit and keep a
record of their answers to each exercise so
that they can use that information to

complete the seft-assessment box at the
end of the unit.

Task 1: Complete the sentences using 
the cues provided

Ss complete the sentences by using the
support from the pictures, the letter cues,
and the meaning of the sentences. They
work individually first and then compare
with a partner.

=>Key:

1.body language 2.multimedia
3.face – to – face 4.cultural differences
5.telepathy 6.netiquette

Task 2: Write the following text 
message/ chat lines in shorthand form
Ss try this task without looking back at
COMMUNICATION . Two or three Ss
write their answers on the board.

=>Key:

1. Thx 4 ur gift.

2. BTW, wot r u doin this wkd?

3. Pls call me rite now. 4.LOL!
5. C U 2nite.

Task 3: Have you ever used music, art, 
codes, signs or any non-verbal ways to 
communicate ? Tell a partner what you 
did. Was the communication

</div>
(176)<div class='page_container' data-page=176>

Ask Ss work in pairs for this task. Remind
Ss that these are non-verbal ways of

communication. Then call on some pairs to
report the talk.

(a weak ss and a strong ss/pair)

Ask Ss work individually then in pairs to
compare their answers.

Ask Ss work individually then in pairs to
compare their answers. If time allows
encourage Ss to think of other verbs that
are followed by gerunds and by to
infinitives and make sentences using them.

Ask Ss discuss this task in pairs. Remind
them that they can choose to talk about
forms of communication people will be
using or will not be using in the year 2100
and they should give the reasons why they
think so.

For a more able class, this can be done as a
debate if some particular forms of

communication are selected beforehand for
Ss to discuss.

Ask ss to complete the self-assessment box.
Identify any difficulties or weak areas and
provide further practice.

Ss work in pairs for this task. Some pairs
to report the talk.

II.GRAMMAR

Task 4: Underline the correct answer.

Ss work individually then in pairs to
compare their answers.

=>Key: 1.will not be sleeping

2.will be playing 3.will he be doing
4.will be waiting

5.will not be using; will be using
6. will be raining

Task 5: Gerund or to-infinitive ?

Ss work individually then in pairs to
compare their answers. If time allows
encourage Ss to think of other verbs that
are followed by gerunds and by to
infinitives and make sentences using
them.

=>Key: 1.talking 2.to use

3.to show 4.communicating
5.chatting 6.to have

III. COMMUNICATION

Task 6: Choose any three forms of 
communication in this unit and work 
with a partner to decide if people will be
using them in the year 2100 or not. Give
at least two reasons for each decision.

Ss discuss this task in pairs. They can
choose to talk about forms of

communication people will be using or
will not be using in the year 2100 and they
should give the reasons why they think so.

For a more able class, this can be done as
a debate if some particular forms of

communication are selected beforehand
for Ss to discuss.

Ss complete the self-assessment box.
Identify any difficulties or weak areas and
provide further practice.

</div>
(177)<div class='page_container' data-page=177>

Put them into groups and ask them to think
of a sketch or role-play of a

communication breakdown. Give them
time to brainstorm some ideas. Move
around the class, giving help where
necessary.

Alternatively, T can prepare the following
scenarios if Ss are short of ideas

or time. Print each sketch on a piece of
paper and fold it up.

-The reasons for communication
breakdown in COMMUNICATION.
- Different ways of communicating in
GETTING STARTED and A CLOSER
LOOK 1.

Ss are divided into groups and ask them to
think of a sketch or role-play of a

communication breakdown, brainstorm
some ideas.

Each group will pick one piece of paper
and prepare their performance. More than
one group can have the same subject,
because they will interprete it differently.
Ss may prepare the sketch out of class if
more time is needed.

3. Consolidation

- Teacher gets students to retell what they have learnt, T feedback.
4. Homework

- Learn by heart vocabulary and structures.

- Prepare for the next lesson: Unit 11: Getting started
Draw experience

……….
……….

Date of preparing: /03/2019 
Date of teaching: /03/2019

Period 86 UNIT 11: SCIENCE AND TECHNOLOGY
LESSON 1: GETTING STARTED
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Interact using a dialogue between Dr.Nelson, Nick and Duong.
- Understand the dialogue.

- Know about the roles of science and technology.
2. Skills: read, listen

3. Attitude: Students know more about the roles of science and technology to study better.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

</div>
(178)<div class='page_container' data-page=178>

1. Teacher: Teaching plan, textbook, tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson : No checking

2. New lesson

Teacher’s activities Ss’ activities

Review the previous unit by asking ss to
call out all the forms of communication
that they canremember from the previous
unit. Then divide the class into 2 teams.
Call out a form of communication.

Ask ss to open their books to unit 11,
cover the conversation and look at the
pictures. T asks prediction questions:
(weak ss)

Then play the recording and have ss listen
and follow along. Check if Ss’ predicted
answers match the conversation. If not,
have ss correct them.

Play the recording. Ss listen and read in
silent.

T plays the recording again ( sentence by
sentence ) , ss listen and repeat.

Ask ss to read the conversation again and
do this exercises independently then
compare with their partners.

Check their answers as a class.

*Warm –up:

Ss call out all the forms of
communication that they canremember
from the previous unit. Then call out a
form of communication.

Eg: body language. The first group to give
an example of body language gets a point,
and so on.

Do a brainstorming session by suggesting
any words or phrases related to this topic.
Accept all ideas, organize them in a word
web if possible.

I. LISTEN AND READ

Open their books to unit 11, cover the
conversation and look at the pictures.
Answer the prediction questions:

What can you see in the pictures ?
Do you know these characters?
Where are they now?

What are they talking about ?...
Ss answer the questions as a class.

Ss listen and follow along. Check if Ss’
predicted answers match the conversation.
Ss correct them.

Ss listen and read in silent.
Ss listen and repeat.

Ss practice reading in pairs.

Some pairs practice reading aloud.

Task 1a: Find words or phrases in the
conversation that mean...

Ss read the conversation again and do this
exercises independently then compare
with their partners.

Check their answers as a class.

</div>
(179)<div class='page_container' data-page=179>

Ask ss to read the conversation again and
answer the questions independently then
compare with their partners.

Check their answers as a class. Have them
say where they found the answers in the
conversation.

Ask ss to work in pairs and discuss and do
the task. (strong ss)

Checks as a class.

Have Ss do this exercise in pairs. Ask
some Ss to present their answers. Confirm
the correct answers.

Task 1b: Answer the questions.

Ss read the conversation again and answer
the questions independently then compare
with their partners.

Ss say where they found the answers in
the conversation.

=>Key :

1.They are at the Science Club.

2. It is the roles of science and technology
in the 21st century.

3.Science and technology are greatly
changing everything.

4. He told Nick that only robots would
work in factories and clean our homes in
the future.

5. He/she said that there would be no
more schools: they’d just stay at home
and learn on the Internet.

Task c: Work with a partner. What
fields are mentioned in the
conversation which are affected by
science and technology ?

Ss work in pairs and discuss and do the
task.

Checks as a class.

=>Key: 1.the economy ( economic
development )

2.the workplace ( robots in factories )
3.the home (robots cleaning our homes )
4.travel ( traffic jams )

5.education (school via the Internet )
Task d: Put a word/ phrase from the
box in each blank.

Ss this exercise in pairs. Ss present their
answers. Confirm the correct answers.
=>Key: 1.field 2.space 3.the key
4.economic development
5. flying cars

Ss read Look out! Ss distinguish the 2
words.

Task 2: Put one of the words/phrases
from the box in each gap...

</div>
(180)<div class='page_container' data-page=180>

Tell ss that in the box are some more

words and phrases related to science and
technology. Let them work in pairs.
Check their work by calling on some Ss
to read out their sentences. Allow Ss to
write the translations next to the words.

Tell Ss to look at the example. T may
give some more. Then let them do the
task by themselves. After that, they swap
their answers with a partner. Correct Ss’
answers as a class. Then let them repeat
the words in chorus.

T checks and corrects as a class.

Set this up as a mingle activity. Let Ss
stand up and move around with pens and
paper/ notebooks to ask questions and
take notes. Observe ans assist where
needed. Once a student has a name in
each box they should sit back down.
Continue until all, or most, Ss have sat
back down. Congratulate the winner(s). T
calls on the winning Ss to present their
results to the class.

technology. Work in pairs. Call on some
Ss to read out their sentences. Ss write the
translations next to the words.

=>Key: 1.Science subjects
2.technology 3.researchers
4.machines 5.scientific progress
Task 3:Give the opposite of the words
in brackets, using the prefix “un” or
“im” ...

Ss to look at the example. Ss do the task
by themselves. After that, they swap their
answers with a partner. Ss repeat the
words in chorus.

=>Key:1.unknown 2.unrealistic
3.impossible 4.unimportant 5.
unpolluted

Task 4: FIND SOMEONE WHO

Ss stand up and move around with pens
and paper/ notebooks to ask questions and
take notes. Once a student has a name in
each box they should sit back down.
Continue until all, or most, Ss have sat
back down. The winning Ss to present
their results to the class.

3. Consolidation

- Teacher gets students to retell what they have learnt, T feedback.
4. Homework

- Learn by heart vocabulary.
- Read the dial again.

</div>
(181)<div class='page_container' data-page=181>

Draw experience

……….
……….

Date of preparing: / /2019 
Date of teaching: / /2019

Period 87 UNIT 11: SCIENCE AND TECHNOLOGY
LESSON 2: A CLOSER LOOK 1
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Know words forming a noun indicating people.

- Know how to stress in words starting with “un” and “im”.
- Practice doing exercises related.

2. Skills: read, speak,listen

3. Attitude: Students know more about the roles of science and technology to study better.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- S1, 2,3: Play in role to read and translate the dial

2. New lesson

Teacher’s activities Ss’ activities

I. Vocabulary

</div>
(182)<div class='page_container' data-page=182>

Do this activity the first time around as a
quiz. Divide the class in to 2 teams. Read
out item one and ask team A to answer. If
they get it wrong, the option goes to Team
B to answer. Keep a score on the board to
increase the fun element. Now have ss
work individually to do the task in their
books. Finally, ask some Ss to write the
answers on the board. Correct their answers
as a class.

Ask Ss work in pairs and discuss what the

word is for each picture. T checks as a
class. For more able Ss, have pairs write the
descriptions of these people in the same
style as activity 1. Then put pairs together
to read out their descriptions and challenge
each other to guess the person, like in the
quiz in 1.

T asks Ss to read the sentences and guess
part of speech of the word to be filled each
blank. Have ss call out their guesses.

Ss work individually. Ask some Ss to write
their answers on the board. (strong ss)
Check their answers as a class.

Explain to Ss that the prefixes “un” and
“im” are used to make adjectives ( and
adverbs) negative. Explain to them that
when these prefixes are added, the stress of
the new word does not normally change.

the box to describe the photos ...

Do this activity the first time around as a
quiz. Ss are divided 2 teams to play. Ss
work individually to do the task in their
books. Finally, some Ss to write the
answers on the board. Correct their
answers as a class.

=>Key: 1.adviser/ advisor
2.chemist 3. designer
4.programmer 5. biologist
Checking meaning.

Task 2: Write a noun from the list
under each picture.

Ss work in pairs and discuss what the
word is for each picture. For more able
Ss, some pairs write the descriptions of
these people in the same style as activity
1. Some pairs together read out their
descriptions and challenge each other to
guess the person, like in the quiz in 1.
Key: 1. chemist 2. Software
developer 3. engineer 4.physicist
5.doctor 6.conservationist
7.explorer 8.archeologist
Task 3: Give the correct form of the
words in brackets...

Ss read the sentences and guess part of
speech of the word to be filled each
blank. Ss call out their guesses.

Ss work individually. Some Ss write their
answers on the board. Check their
answers as a class.

=>Key: 1.developments 2.scientists
3.exploration 4. medical
5. economic

II. PRONUNCIATION

Stress in words starting with “un” and
“ im”

Task 4: Explain

</div>
(183)<div class='page_container' data-page=183>

Give some examples.

Play the recording for Ss to repeat the
words. Play the recording as many times as
necessary. Correct Ss’ pronunciation,
especially the stress. Then have Ss mark the
stress on the words by drawing circle above
the stressed syllable.

Have Ss read out the words first. Then they
work in groups to put the words in the right
columns. Call on some Ss to write the
answers on the board.

(some strong ss, some weak ss)

Confirm the correct answers.

Have ss work individually to write down
the words. Play the recording two or three
times for Ss to check.

Task 5: Fill in the gaps with words and
practice saying the sentence...

Ss read out the words first. Then they
work in groups to put the words in the
right columns. Some Ss to write the
answers on the board.

o0 o0o oo0
Un’wise

Im’pure
Un’hurt

Un’lucky
Un’healthy
Im’patient

Unfore’seen
Imma’ture
Impo’lite
Ss listen to the recording, check and
repeat.

Task 6:

Ss work individually to write down the
words. Ss check.

=>Key: 1.impure 2.unhealthy
3.impossible 4.unlimited
5.impatient

3. Consolidation

- Teacher gets students to retell what they have learnt, T feedback.
4. Homework

- Learn by heart vocabulary.
- Do exs A1,2,3

- Prepare for the next lesson: Unit 11: A closer look 2
Draw experience

</div>
(184)<div class='page_container' data-page=184>

Date of preparing: / /2019 
Date of teaching: / /2019

Period 88 UNIT 11: SCIENCE AND TECHNOLOGY
LESSON 3: A CLOSER LOOK 2
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Look back at future tenses.

- Learn more about reported speech.
- Practice doing exercise related.

2. Skills: write, speak

3. Attitude: Students know more about the roles of science and technology to study better.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- S1: Do exA1
- S2: Do exA2

2. New lesson

Teacher’s activities Ss’ activities

Ask Ss have already learned the future
simple “will do” and the future
continuous “will be doing”. Tell ss that
this is a review section. T may help ss
recall the form and uses of these two

tenses.

*Warm-up: Introduction

Ss have already learned the future simple
“will do” and the future continuous “will
be doing”. Tell ss that this is a review
section. Ss recall the form and uses of
these two tenses.

</div>
(185)<div class='page_container' data-page=185>

Also remind them the uses of present
simple and “going to” to express future
actions.

Have ss work individually. Check their
answers as a class. T may ask why a
certain tense is used to check that Ss
understand the rules.

Tell ss to study the example first. Then
they work in pairs to do the activity.
Encourage them to talk as much as
possible. Remember that there is no
“right” or “wrong” as long as their
sentences are grammatically correct.
Move around the class and listen to Ss. If
there is a point which everyone is
confused about, bring the class back
together and do a quick review of it.
Reported Speech: Explain to Ss the

differences between direct speech and
reported speech. Go through the table
carefully, using the examples to clarify
the rules.

Tell Ss to refer back to the conversation
in Getting Started and find the examples
of reported speech. Focus them on the use
of the verbs.

Ask Ss work in pairs. Ask them to write
down the sentences in their notebooks.
Call on some ss to read out what they

“going to” to express future actions.
I. Future tenses: review

Task 1: Put the verbs in brackets into
the correct tenses.

Have ss work individually. Ss are checked
understand the rules.

=>Key: 1.will have 2.will be working
3.will she be

4.won’t pass 5.decide; will
support

II. Reported Speech.

Task 2: Work in pairs. Read the
following predictions about the year
2040 and say whether you think it will
happen.

Ss study the example first. Then they
work in pairs to do the activity. Ss talk as
much as possible.

Reported Speech: Ss listen the differences
between direct speech and reported
speech.

Task 3: Look at the conversation in
Getting Started again...

Ss refer back to the conversation in
Getting started and find the examples of
reported speech. Focus them on the use of
the verbs.

=>Key: + Well, my dad told me that only
robots would work in factories and clean
our homes in the future.

+ Our science teacher said that there
would be no more schools: we’d just
stay at home and learn on the Internet.
Task 4: Complete sentence b in each

pair so that it means the same as
sentence a, using reported speech.

Ss work in pairs. Write down the
sentences in their notebooks. Some ss
read out what they have done. Have two
Ss write their answers on the board.

=>Key: 1.Nick said that he came from a
small town in England.

</div>
(186)<div class='page_container' data-page=186>

have done. For a class which needs more
support, have two Ss write their answers
on the board. (weak ss)

Correct their mistakes.

Ask Ss do this task individually. While
they are working, some ss may write their
sentences on the board. (strong ss)

Correct their sentences as a class.

- Guide ss to work at home

the World Cup.

3.Olive told Chau that she was leaving
Viet nam the next day/ the following day.
4. David told Catherine that he was

unable to read her writing.

5. Minh said that he had overslept that
morning.

Task 5: Change the following sentences
into reported speech, using the words
given in brackets.

Ss do this task individually. While they
are working, some ss may write their
sentences on the board.

=>Key: 1. He said that he hadn’t said
anything at the meeting the week before/
the previsous day.

2. She told me that letter had been
opened.

3. Tom said that in 50 years’s time we
would probably be living on Mars.
4. Mi said she hoped they would build a
city out at sea.

5. Son told us that his wish was to become
a young inventor.

Task 6: My Friend Said... 
- Ss work at home

3. Consolidation

- Teacher gets students to retell what they have learnt, T feedback.
4. Homework

- Review all grammar

- Do exs B1,2,3 (whole class), B4 (strong ss)

- Prepare for the next lesson: Unit 11: Communication
Draw experience

……….
……….

Tổ CM kí duyệt 
 Tổ phó

</div>
(187)<div class='page_container' data-page=187>

Date of preparing: / /2019 
Date of teaching: / /2019

Period 89 UNIT 11: SCIENCE AND TECHNOLOGY
LESSON 4: COMMUNICATION
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Know some more information about inventions around the world.

- Everyday English : using reported speech to talk about inventions.
2. Skills: write, speak

3. Attitude: Students know more about the roles of science and technology to study better.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- S1: Do exB1 (weak ss)
- S2: Do exB2 (strong ss)

2. New lesson

Teacher’s activities Ss’ activities

Do you have good knowledge about
inventions ?

Can you tell me about an invention you

know ?

- T leads in the lesson.

- Let ss one minutes to do individually
- T gets ss to play games in 2 teams,
matching the names of the inventors to
their inventions.

T gives feedback

* Warm-up: chatting

Task 1: Quiz : who invented what ?
- Ss have one minutes to do individually
- Ss play games in 2 teams, match the
names of the inventors to their inventions.

</div>
(188)<div class='page_container' data-page=188>

Ss work in groups of 3 or 4.

Ss discuss to answering the question.
Encourage them to talk as much as
possible.

Invite some groups to present their ideas.
Other groups can add some ideas if
possible.

T gives feedback.
T sets the sence:

Call on 2 confident ss to come to the front
and act out the dialogue between ha and
Alexander G Bell.

Then put ss into pairs to report on the
conversation.

Let ss work in pairs to role play, usins the
information given. T walks around to
observe and give help if needed. If time
allows, ask some pairs to role – play in
front of the class. The class then votes for
the best performance.

3. Consolidation

- Teacher gets students to retell what they
have learnt, T feedback.

4. Homework

- Review all knowledge

- Do exs B5,6 (whole class), B7 (strong ss)
- Prepare for the next lesson: Unit 11:
Skills 1

4. The Wright brothers -> the airplane
5. James Watt -? The steam engine

6. Mark Zukerberg -> facebook
7. Tim Berners –Lee -> the Internet
Task 2: Discussion: which invention is 
more useful ?

Ss work in groups of 3 or 4.

Ss discuss to answering the question. Talk
as much as possible.

Some groups to present their ideas. Other
groups can add some ideas if possible.

Task 3a: Ha had an interesting dream 
last night ....

T sets the sence:

2 confident ss to come to the front and act
out the dialogue between he/she and
Alexander G Bell.

Ss work in pairs to report on the
conversation.

1.Alexander G Bell said/ told me ( that )
he was born in 1847 in Scotland.

2.He said / told that he had allways
liked...

3. He said/ told me that he had
taught...

4. He said/ told me that he had
invented ...

Task 4: Role play

Works in pairs. One of you is a reporter, 
and the other is Tim Berners- Lee. 
Role-play, using reported speech.

Ss work in pairs to role play, using the
information given. If time allows, some
pairs to role – play in front of the class.
The class then votes for the best

performance.

Draw experience

</div>
(189)<div class='page_container' data-page=189>

Date of preparing: /04/2019 
Date of teaching: /04/2019

Period 90 UNIT 11: SCIENCE AND TECHNOLOGY
LESSON 5: SKILLS 1

I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Read about some future developments in science and technology.

- Speak about advantages and disadvantages of some scientific advances.
2. Skills: read, speak

3. Attitude: Students know more about the roles of science and technology to study better.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook,tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- S1,2: Do exB5,6 (weak ss)
- S3: Do exB7 (strong ss)

2. New lesson

Teacher’s activities Ss’ activities

T writes the headings on the board

Brainstorm with the class some

predictions for the future developments in
these three fields. Encourage ss to use
their imagination. Now open the book and
do the reading tasks.

Ask ss to read the passages quickly and
underline the keywords and then match
them with the headings.

Ss work individually.

Warm – up : Brainstorming

Pay attention the headings on the board

Predict the future developments in these
three fields. Ss use their imagination and do
the reading tasks.

I. READING

Task 1: quickly read the passages. Match
the headings with the passages.

Ss read the passages quickly and underline
the keywords and then match them with the
headings.

Ss work individually.

=>Key: 1.B 2.A 3.C
Task 2: Underline the following words 
and phrases in the passages in 1. Match 
each of them with its explanation.

</div>
(190)<div class='page_container' data-page=190>

Ss read the text again and do the task
individually.

Ss compare with their partner.

T confirms the correct answers as a class.

Ask ss to read the passages again and
answer the questions in pairs.

T calls some pairs to ask and answer in
front of the class.

T gives feedback after asking ss to read
out the sentences related.

Set up the speaking stage by getting ss to
think about the pros and cons of

advancements in science and technology.
Explain that nothing is “black and white”;
there are always advantages and

disadvantages.

Example: More and more robots will be 
invented and used in the future. One of 
the advantages of this is that robots will 
be able to do dirty and dangerous jobs 
that humans don’t want to do. At the 
same time, there are disadvantages – 
robots will replace people in some areas 
so there will be unemployment.

Ss work in pairs to think about the pros
and cons. Encourage ss to think as many
ideas as possible.

Ss read the text again and do the task
individually.

Ss compare with their partner.

=>Key: 1.D 2.A 3.E
4.B 5.F 6.C

Task 3: Answer the questions

Ss read the passages again and answer the
questions in pairs.

Some pairs ask and answer in front of the
class.

=>Key:

1. To explore Mars / To find out if there is,
or ever has been, life there.

2.They help people live longer.
3.70 or 75 years old.

4.Solar panels and solar windows.
5.They can do chores such as cleaning,
cooking, washing and organizing things.

II. SPEAKING

Task 4: Think about your ideas about 
scientific advances in these fields. Look 
at the example and make notes.

Ss think about the pros and cons of

advancements in science and technology.
Explain that nothing is “black and white”;
there are always advantages and

disadvantages.

Ss work in pairs to think about the pros and
cons. Ss think as many ideas as possible.
1.Nuclear energy: - convenient, clean,

available...

- expensive, unsafe, environmentally
unfriendly...

2. Nutrition pills: - people can live longer,
convenient...

- expensive, create an ageing population,
create overpopulation...

3. Smart phones: - convenient, quick,
entertaining...

- environmentally unfriendly, discourage
face – to – face communication, people can
be tracked at all times...

</div>
(191)<div class='page_container' data-page=191>

Call somests to read aloud the examples
given.

Divide class into groups of five or six.
Each group choose a field and talk about .
T calls some groups to present in front of
the class.

T gives feedback.

Task 5: Work in groups

Somests to read aloud the examples given.
Work in groups of five or six. Each group
choose a field and talk about .

Some groups to present in front of the
class.

3. Consolidation

- Teacher gets students to retell what they have learnt, T feedback.
4. Homework

- Review all knowledge; Practice speaking more about pros and cons of scientific advances.
- Do exs C1,2, D1,2,3 (whole class)

- Prepare for the next lesson: Unit 11: Skills 2

Draw experience

……….
……….

Date of preparing: /04/2019 
Date of teaching: /04/2019

</div>
(192)<div class='page_container' data-page=192>

LESSON 6: SKILLS 2
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to: 
- Listen to benefits and drawbacks of scientific advantaces.

- Write a paragraph to express agreement and disagreement.
2. Skills: write, listen

3. Attitude: Students know more about the roles of science and technology to study better.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- S1,2: Do exC1,D1 (weak ss)- S3: Do exD2 (strong ss)

2. New lesson

Teacher’s activities Ss’ activities

Have ss read the three options. Then play
the recording and elicit the answer from ss
( once )

Play the recording again, once or twice.

Ask ss to listen carefully and tick the
words/ phrases according to what they
hear in the passage.

Before playing the recording again, run
through the questions.

Play the recording again. Tell ss to take
notes / write down the key words as they
listen. Then they answer the questions in
writing or verbally. Correct their answers
as a class.

Tell ss to read the notes in the box
carefully.

T explains more.

Have ss read the sample paragraph.

I. LISTENING

Task 1: Listen to the conversation and 
choose the best summary.

Ss read the three options and answer.
( once )

=>Key: b.The benefits and drawbacks that
advances in science and technology may

bring to people’s lives.

Task 2: Listen again to the conversation 
between Nick, Duong and Chau. Circle 
the words and phrases as you hear them.
Ss listen carefully and tick the words/
phrases according to what they hear in the
passage.

=>Key: 1.problems 2.high yields
4. overcrowding

6. bring unemployment

Task 3: Listen again and answer the 
questions.

Ss take notes / write down the key words as
they listen. Then they answer the questions
in writing or verbally.

=>Key:

</div>
(193)<div class='page_container' data-page=193>

Explain that the first sentence in the

sample is the topic sentence which tells the
reader whether the author agrees or

disagrees with the statement. The

following sentences express the reasons.
The last sentence is the concluding
sentence, which summarises the main
points in the paragraph. Now have ss work
in pairs to fill the outline. Check as a class.
Have ss read the argument put forward.
Then work in pairs to make notes using the
model in 4. They must decide if they
decide if they agree or disagree, give three
supporting points, then conclude their
argument. Move around to provide help.
T practice writing a paragraph using the
notes.

If have time, T collects some ss’ papers to
correct

T gives feedback.

2. (We may be able to live ) on other planets.
3. He says he likes the idea of having lessons
at home with a robot, and on the Internet.
4. Yes, she does.

5. He thinks there will be many new
problems.

II. WRITING

Writing to express agreement or

disagreement

Ss read the notes in the box carefully.

Task 4: Look at the sample paragraph 
and fill the outline below.

Ss read the sample paragraph. Ss work in
pairs to fill the outline.

Task 5: Make notes, then write a 
paragraph on the folowing topic.

Ss read the argument put forward.

3. Consolidation

- Teacher gets students to retell what they have learnt, T feedback.
4. Homework

- Review all knowledge;
- Do exs E1,2 (whole class)

- Prepare for the next lesson: Unit 11: Looking back + Proje

Tổ CM kí duyệt 
 Tổ phó

Phạm Phương Loan
Date of preparing: /04/2019

Date of teaching: /04/2019

Period 92 UNIT 11: SCIENCE AND TECHNOLOGY
LESSON 7: LOOKING BACK

I. Objectives

</div>
(194)<div class='page_container' data-page=194>

2. Skills: write, speak

3. Attitude: Students know more about the roles of science and technology to study better.
4. Develop students’capacity

- General capacity: identification, analyzing, communication, discussion
- Own capacity: individual / pair/ group work.

II. Preparation

1. Teacher: Teaching plan, textbook, tv

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson

- S1,2: Do exE1 (weak ss)
- S3: Do exE2 (strong ss)

2. New lesson

Teacher’s activities Ss’ activities

Encourage ss not to refer back to the unit.
Ask them to keep a record of their

answers to each exercise so that they can
use that information to complete the
seft-assessment box at the end of the unit.

Ask Ss to do the task individually, then
compair with partners.

T checks and corrects as a class.

Give ss a few minutes to complete the
word web.

T may give some cues.

Let ss read the passage and complete this
exercise individually. Less advanced

I. VOCABULARY

Ss not refer back to the unit. Keep a
record of their answers to each exercise so
that they can use that information to

complete the seft-assessment box at the
end of the unit.

Task 1: Write the correct form the 
words in brackets

Ss do the task individually, then compair
with partners.

=>Key: 1.scientific 2.environmental
3.developments

4.discoveries 5.unnatural
Task 2: Complete the word web with 
the fields that could benifit from 
science and technology.

Ss have a few minutes to complete the
word web.

=>Key:

- engineering - farming
- homelife - entertainment

- energy - medicines

- space exploration - communication
- architecture - leisure ...

Ss read out loud their answers

Task 3: Fill each gap from the box to 
complete the passage.

</div>
(195)<div class='page_container' data-page=195>

classes can complete exercise in pairs.

First let ss repeat the rules of changing the
pronouns, the verbs and time and place
expressions in reported speech. Have
them do tasks 4 and 5 in their notebooks.
Then call on some ss to read their

answers, sentence by sentence. Correct
their answers.

Ask Ss work individually then in pairs to
compare their answers.

T checks and corrects as a class.

classes can complete exercise in pairs.
=> Key: 1.inventions

2.laboratory 3.science

4.inventing 5.benefits
6.productive

II.GRAMMAR

Task 4: Change the sentences into 
reported speech

Ss repeat the rules of changing the
pronouns, the verbs and time and place
expressions in reported speech. Do tasks 4
and 5 in their notebooks. Some ss read
their answers, sentence by sentence.
=>Key: 1.He said that they were doing an
experiment.

2. She told me that I had to sign the paper
again.

3. Tam said that they had watched a
television documentary on the future of
nuclear power.

4.They announced that the 10 o’clock
flight to Kuala Lumpur would be an hour
late.

5. Scientists said that in 50 years’ time we
might be living on the moon.

Task 5: Rewrite these sentences in 
direct speech.

Ss work individually then in pairs to

compare their answers.

=>Key: 1.Kien said: “ I missed / have
missed the train”

2. Duong said, “ I can run very fast.”
3. “I’ll hand in the report tomorrow,” Mia
told me.

4. She said, “I’m reading a science fiction
book about life on Venus.”

5. “I’ll be a lawyer when I grow up,” he
told me.

III.COMMUNICATION

</div>
(196)<div class='page_container' data-page=196>

Have ss work individually. Tell them to
be imaginative. Make sure they write a
prediction for at least three of the fields.
Have ss read out one of their predictions
to the class. Others can ask them

questions about their prediction. This can
also be done in small groups.

Finished!

T asks ss to complete the self-

assessment. Discuss with the class what
difficulties remain and what areas Ss have
mastered. Provide further pratice on the
weak areas of the class.

Ss work individually. They have to be
imaginative. They write a prediction for at
least three of the fields. Ss read out one of
their predictions to the class. Others can
ask them questions about their prediction.

Finished!

Ss complete the self- assessment. Discuss
with the class what difficulties remain and
what areas Ss have mastered. Provide
further pratice on the weak areas of the
class.

3. Consolidation

- Teacher gets students to retell what they have learnt, T feedback.
4. Homework

- Review all knowledge;

- Do all exs again (whole class)
- Prepare for the next lesson: Review

Draw experience

……….
……….

Date of preparing: /04/2019 
Date of teaching: /04/2019

Period 93 REVIEW
I. Objectives

1. Knowledge: By the end of the lesson, students will be able to:

- Review some vocabularies and target languages and skills of UNIT 10,11.

- Review more about stress on words ending with -ity, -itive, starting with un,im…
- Practice doing exercises related.

2. Skills: listen, speak, read, write

3. Attitude: Students know more about the roles of science and technology to study better.
4. Develop students’capacity

</div>
(197)<div class='page_container' data-page=197>

II. Preparation

1. Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer.

2. Students: Books, notebooks, pens

III. Procedure

1. Checking the previous lesson
T check ss’ homework

2. New lesson

I. VOCABULARY

- Remind for ss the vocabs related unit 10,11
II. PRONUNCIATION

- Review more about stress on words ending with -ity, -itive, starting with un,im…
III. GRAMMAR & SKILLS

- Ask ss to recall all grammar structures and skills of unit 10,11
+ Future continuous

+ Verb + to-inf
+ Reported speech

IV. DOING MODEL TEST

- Ask ss to do individually, then T correct.
I.LISTENING (2pts )

Exercise 1: You will hear a telephone conversation. A girl wants to speak to Martin, but he is not there.
Listen twice and complete questions 1 – 5.

PHONE MESSAGE

To: MARTIN

From: (1) ...
Party at (2) ...
Time: (3) ...
Please bring (4) ...
Her phone number (5) ...
Exercise 2: Listen and choose one correct answer.

1 - What music will they have at the party? ( A. guitar B. piano C. new CDs )
2 - When will the man go on holiday? ( A.June B.July C. August )
3 - What will the weather be like tomorrow ? ( A.hot B. rainy C.cold and windy )
II.LEXICO – GRAMMAR

Exercise 1: Mark the stress for the following words. ( 1 pt )

1.unhealthy 2.opportunity 3.positive 4.impossible 5.unwise
EX2:Choose one correct answer to complete the following sentences ( 1.5 pt )

1.The calories in the food we eat are a form of ( chemistry / chemical / chemist ) energy.
2.Every day we hear about new ( developments / design /media ) in science and

technology.

3. A person who gives advice is an ( advice / archeologist / advisor ).

</div>
(198)<div class='page_container' data-page=198>

5. Communication ( success / breakdown / channel ) may happen due to cultural
differences.

6. This job would be ( impolite / impatient / impossible ) without the help of computer.

Exercise 2: Choose one correct answer to complete the sentences. ( 1.0 pts )

1.Look at those clouds – I think it ( rain ) ...

2. I ( watch ) ...a science fiction film on TV at 9.00 tonight.
3. I’ve decided (stay ) ...in Ho Chi Minh City for three more days.
4. The Internet ( replace ) ...books in the future.

III. Reading

Exercise 1: Read the following passage and choose one word from the list to fill in each 
gap ( 1.5 pts )

Once - Scientist – fields of – graduated from – successfully - the first - was

Professor Vo Hong Anh – the only daughter of General Vo Nguyen Giap and Nguyen Thi
Quang Thai – was a famous Vietnamese (1.) ………. Vo Hong Anh was born in
1939. She (2) ... Lomonosov University, Russia, in 1965. On returning
to Viet Nam, she worked as a researcher at the National Institute of Science. In 1982 she
(3.)... completed her doctor’s degree in maths and physics, and in 1983 she was
appointed professor. She continued to do research in the (4) ... maths
and physics. Over the 40 years of her study and research, she had more than 50 scientific
works published (mostly overseas). In 1988 she was (5) ... Vietnamese
woman to be awarded the Kovalevskaia Prize for her contribution to science. She died in
2009 in Ha Noi. She was the pride of Vietnamese women.

Exercise 2: Read the above passage again and answer the questions ( 1pt )
1.Who is Professor Vo Hong Anh’s father ?

2. Did she publish her scientific works in Viet Nam ?

IV. Writing

Exerise 1: Change the following sentences in to reported speech (1.5pt )
1.“ I come from a small town in England”, Nick said.

2.“I didn’t say anything at the meeting last week”, He said.
3.“I will clean all the class windows tomorrow” said Trung.
4. “We can play the guitar.” Mary said.

5. “I’m leaving here for HN tomorrow” he said.
ANSWER KEY AND MARKS

I.Listening ( 8 x 0,25 = 2pts )

Exercise 1: You will hear a telephone conversation...

(1).Elaine (2).Grand hotel (3). 8.30 (4).a friend (5)7245936
Exercise 2: Listen and choose one correct answer.

1 - C. new CDs 2 - B.July 3 - C.cold and windy
II.LEXICO – GRAMMAR

Exercise 1: Mark the stress for the following words. ( 5 x 0,2 = 1 pt )

</div>
(199)<div class='page_container' data-page=199>

5. breakdown 6. impossible

Exercise 2: Choose one correct answer ( 5 x 0,2 = 1.0 pts )

1. is going to rain 2. Will be watching. 3. to stay 4. will replace
III. Reading

Exercise 1: Read the following passage ...( 5 x 0,3 = 1.5 pts )

1.scientist 2.graduated from 3.sucessfully 4.fields of 5.the first
Exercise 2: Read the above passage again and answer the questions ( 1pt )

1.General Vo Nguyen Giap. 2. No, he didn’t.
IV. Writing

Exerise 1: Change the following sentences in to reported speech (1.5pt )
1. Nick said that he came from a small town in England.

2. He said that he hadn’t said anything at the meeting the previous week.
3. Trung said that he would clean all the class windows the next day.
4. Mary said that they could play the guitar.

5. He said that he was leaving there for Ha Noi the next day.
3. Consolidation

- Teacher gets students to retell what they have learnt, T feedback.
4. Homework

- Review all knowledge;

- Do all exs again (whole class)
- Prepare for the next lesson: The test

Date of preparing: /04/2019 
Date of teaching: /04/2019

Period 94 THE WRITTEN TEST 4
I. Objectives

1. Knowledge: By the end of the test, students will be able to apply their knowledge to do
the test well, then have a chance to test their knowledge of English from unit 10 ,11.
Teacher will know each student’s comprehension and find out a better method to teach.
2. Skills: listen, read, write

3. Attitude: Students are strict to do the test well.
4. Develop students’capacity

- General capacity: identification, analyzing, thinking
- Own capacity: individual work.

II. Preparation

1. Teacher: Teaching plan, audivideo, computer, test paper.

2. Students: knowledge, pens

III. Procedure

</div>
(200)<div class='page_container' data-page=200>

3. Observation

4. Hand in: ask ss to hand in the test paper when the time finishes.
5. Remark and give assigment

Matrix

Chủ đề-nội dung Nhận biết Thông hiểu Vận dụng Tổng

TN TL TN TL TN TL

I. Language focus
- Multiple choice
about the stress,
vocabs, grammar.

Grammar about

Future continuous,
Verb + to-inf,
Reported speech.
-Give the correct form
of the following
words/verbs
8
2,0
20 %
2
0,5
0.5 %
2
1.0
10 %
12
3,5 
35%
II. Reading