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WEEK 04 Period 11 Planning date: September 12th, 2009

UNIT 2: SCHOOL TALKS

Section D: WRITING

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

- Fill some common forms such as enrolment form, application form …
- Use some useful words and phrases to write a form by their own.
1. Knowledge: - Language: Wh_questions; Gerund and To_infinitive.
2. Skills: - Main skill: Writing

- Sub-skills: Reading, Speaking, Listening

II. Method & Techniques: Matching, Brainstorming, Pair work, Ask-answer, 
Listen- repeat, Gap Fill.

III. Teaching aids: Forms (real things)
IV. Procedure:

Teacher’s & students’ activities Content

I. Revision (5ms)

-T: Ask the students to talk about the
problems they have experienced at school.

II. Warm up (5ms):

Brainstorming

-T: Show some forms and ask students
some questions to set the scene.

+ Have you ever filled a form?

+ On what occasions do you have to fill in
a form?

+ What kinds of information do you often
have to provide when filling the forms?
- Sts: think about the question and answer
them individually

My experience at school

1. I cried aloud on the way to school.
2. My parents took me to school.

3. I didn’t come into the class but crying
to return home.

4. My classmates looked at me
surprisingly and laughed at me.

5. I couldn’t write the lessons at all.
Name date of birth place of birth

Marital status address occupation

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III. Pre-writing (10ms)
- Matching

-T: Have students work in pairs, look at
task 2 and then match a line in A with a
question in B.

- T: Explain some new words if necessary
and then give the instructions.

-T: Give the feedback
IV. While-writing (15ms)
1. Gap Fill

- T: Provide sts with some explains if it is
necessary.

-T: Ask students to do certain things
individually..

-T: Feedback by giving remarks

- T: Go anound the class and hep sts to
finish exercise.

2. Filling in a form

-Students: Read the form and then fill in it
with their information.

-T: Help the students with some needed
vocabulary and structures

V. Post-writing (7ms)

- Sts: exchange their forms and
self-correct then give some to the teacher
- T: choose some forms and correct them
- T: Summarize all the teaching points
-Feedback by listening to each other.

Task 2:

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

Task 3

1- PHAM VAN TUNG
2- Tung

3- a student
4- 

5-Task 4:

THE OAK TREE SCHOOL OF ENGLISH
ENROLMENT FORM

Please write in capital letters.
Mr./Mrs./Miss: Mr.

Surname: PHAM
First name: TUNG

Date of birth: OCTOBER, 20th , 1985
Place of birth: NGHE AN

Nationality: VIETNAMESE

Languages VIETNAMESE, ENGLISH
Address in your country: 99 HOANG THI
LOAN STREET - GIA LAI PROVINCE - 
VIET NAM

Occupation: STUDENT

Reason for learning English: EXAMS

How many hours a day do you want to stay at
the school: 4 HOURS

What date do you want to start:
MARCH 15th, 2009

Homework (3ms): - Learn vocabulary by heart.

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MODEL FORM

INTERNATIONAL SCHOOL OF ENGLISH

Registration form
STUDENT INFORMATION:

- Full name:... - Sex: male / female

- Date of birth:... - Nationality:...
- Home address: ... - Telephone: ...
- Email: ... - Grade: ...
- School:... - What level: ...
- Occupation:... - Age: ...
- Where have you learned English?...
PARENT INFORMATION:

- Name of father or mother:...
- Office address:... - Telephone:………..Fax: ………
- Mobile phone: ... - Email: ...
CLASS INFORMATION:

- How often would you like to study?: ...
- What days would you prefer to study?: ...
COURSE DETAILS:

Check () the course you are interested in:

 GENERAL ENGLISH  INTENSIVE ENGLISH

 INTERNATIONAL BUSINESS ENGLISH  ACADEMIC ENGLISH COURSE

 TOEFL  TOEIC

How did you know our center? ...

Applicant’s signature:... Date: ...
Parent’s signature: ... Date: ...

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UNIT 2: SCHOOL TALKS

Section E: LANGUAGE FOCUS

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

- Pronounce the two vowel sounds /  / and / : / exactly.
- Distinguish the usage of gerund and to_infinitive.
1. Knowledge:

- Language: Pronunciation: /, /:/, WH- questions and Gerund/ To-infinitive.
2. Skills: Integrated, mainly communicative method.

II. Method & Techniques: Pair work, Ask-answer, Listen – Repeat, Gap Fill, Making 
questions

III. Teaching aids: Textbook, cassette, pictures and real objects
IV. Procedure:

Teacher’s & students’ activities Content

I. Revision (5ms)

-T: Check the homework
II. Presentation (8ms)

-T: Help Sts know how to pronounce / /
and /: /.

III. Practice (20ms)
1.Pronunciation

-T: Present the sentence

- T: Ask students to listen and repeat
words and sentences

- T: ask students to read the sentences.
-T: Have students tell the difference
between two sounds: /  / and /:/
-Students: practice the sentences given.
- T: Ask sts to find out some more words
which have /  / and /:/ sounds

2.Grammar

Exercise 1: Making questions

- T: Provide sts with some Wh-question
words and their usage.

PRONUNCIATION
/  / /:/

cousin father
wonderful guitar
1. I love my school very much

2. I think my cousin is lovely

3. Last month I took Sunny out for lunch
4. They are dancing under the stars

5. Martha and Charles are dancing in the dark.
 6. Let’s have lunch in the garden.

Grammar and vocabulary

Question word To ask about
Who

What
Where
When

People

People,animals,facts,event
s

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-T: Have students read the answers and
then make a question for each answer.
- Students: practice asking and
answering the questions in pairs.

- T: Give the feedback.

Exercise 2: Gap Fill

- T: Explain when to use Gerund and
To_infinitive; then give some sample.
- T: Give the note with some speacial
verbs such as remember, forget, regret,

try & stop (go with Gerund and

To-infinitive but in certain case).

-T: Have students read the letter and
then supply the correct verb forms.
-Sts: Do the exercise, read aloud and
explain why they use these verbs in
to_infinitive or V_ing

-T: Feedback by giving keys
Exercise 3: Completing

-T: Have students complete the
sentences using the correct form of the
verb in box.

-T: Feedback by giving keys

Which

Why
Whose
How

Time
Choices
Reasons
Possession
Manner, quality.

Suggested anwers:

1-When did you arrive here?
2-How long has he stayed there?
3-Who did you come with?
4-Where is the post office?

5. Why do you see that film so many times?
6. What time is it?

7. How many children do they have?
Eg: I enjoy swimming.

She wants to become a teacher.
Suggested anwers:

1 - to hear 2 - going
3 - remembering 4 - doing
5 - worrying 6 - to pay
7 - to go 8 - visiting

9 - seeing 10 - hearing
Suggested anwers:

1 - to go 2 - waiting 3 - having
4 - to find 5 - living 6 - making
7 - to call 8 - to lend 9 - talking
10 - to post

Homework(2ms):

- Make 3 sentences using Gerund/ To-infinitive.
- Make questions for these answers:

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WEEK 05 Period 13 Planning date: September 19th, 2009

UNIT 3: PEOPLE’S BACKGROUND

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- Improve background knowledge about some famous scientists in the world
espeacially Marie Curie.

- Have more vocabulary for their own.

- Scan and skim the content of the passage and answer the questions.
1. Knowledge: - Language: The simple past versus the past perfect

2. Skills: - Main skill: Reading

- Sub-skills: Listening, Speaking, Writing

II. Method & Techniques: Matching, True – False statements, Pair work, Group work, 
Ask-answer, Listen-repeat.

III. Teaching aids: Textbook, pictures & Tape
IV. Procedure:

Teacher’s & Students’ Activities Content

I. Revision (5ms)

-T: Check the homework: write some
questions using Wh_question words.

II. Warm up (3ms): Matching
- T: show the poster.

- T: Have students match each person with
his/ her right job.

- T: Give the feedback.

III. Pre-reading (10ms)
1.Set the scene

-T: Show the picture of Marie Curie and ask
some questions:

2.Pairwork

-T: Have students practice asking and
answering about Marie Curie in pairs.

-T: Feedback and give comments
3.Preteach Vocabulary

-T: Elicit vocabulary using pictures and
explanations.

-Sts: Repeat the new words and remember
them.

- Sts: Listen and repeat in chorus.
- Sts: Read individually.

- T: check the vocabulary, rub out and

Write questions:
1-Where do you live?
2-Who did she go out with?
3-Why are you so sad?

Name Job

1 - Faraday
2 - My Tam

3 - Charles Chaplin
4 - Pele

5 - Tan

a - football player
b - actor

c - scientist
d - student
e - singer
1-c 2-e 3-b 4-a 5-d

Before you read
a - Who is she?

b - Have you ever heard of Marie Curie?
c - What do you know about her?

Vocabulary:

+ Brilliant (adj) = clever, quick at learning.
+ Private Tutor(n): teach a student or some
students at home.

+ General Education (n): comprehensive
study of all subjects and skills : GD phổ
thông.

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remember.

IV. While-reading (20ms)

- T: Have sts listen and read the passage in
sillence to get main information and then do
the following exercises:

1.Matching

- Students scan the text and match the words
or phrases in A with their meanings in B.
- T: Feedback by asking students to translate
sentence by sentence.

- Sts: Practice saying words and definitions
- T: Correct sts’ mistakes in pronunciation
2.True-False Statements:

- Students read the text again then work in
groups of four, decide whether the
statements are true of false, then find out
true information from the text and correct
the false information.

- Sts: Practice saying out the statements
- T: Give the feedback and ask the opinion
of others

3.Questions

-Students: skim the text then work in pairs,
practice answering the questions

-Sts: Present their answers to the rest of the
class, some write down the answers on
blackboard.

-T: Give the feedback, ask for opinion from
others

V. Post-reading (5ms)
Group work

-T: Give out 5 adjectives and then ask
students to work in groups of four, find

power.

+ Flying Colours: with excellent grade when

graduating from university.

+ Ph.D (abbre): Doctor of Phylosophy.
+ Radium (n): chất phóng xạ.

+ Atom (n): nguyên tử

Atomic (adj):

+ Humanitarian (adj): CN nhân đạo.

Task 1:

Suggested anwers:

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

Task 2:

Suggested anwers:
1 - T

2 - F. Her dream was to become a scientist.
3 - T

4 - F. She met Pierre Curie in 1894/
 She married Pierre Curie in 1895.
5 - T

Task 3:

Suggested anwers:

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

2-She was a brilliant and mature student.
3-To save money for a study tour abroad.
4. She was awarded a Nobel Prize in

Chemistry for determining the atomic weight
of radium.

5. No, it wasn’t. Because her real joy was
“easing human suffering”.

After you read

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evidence from the passage to prove each of
them in groups of 4.

-Sts: Share their opinions with their other
groups’ classmates and make sentences
-T: Feedback by giving comments

-- Ambitious: She harbored the dream of a 
scientific career, which was impossible for a
woman at that time

-- Hard-working: She worked extremely hard
at the Sorbonne

-- Intelligent: She was a brilliant and mature 
student.

-- Humane: The Nobel Prize was not her real

joy. Her real joy was “easing human
suffering”.

Homework (2ms): -Learn vocabulary by heart.

-Read the whole text again and summarize it.

Writing: Write Ho Chi Minh’s background using the given words:

Ho Chi Minh:

- Born: May 19, 1890

- 1911: Leave country/ Nha Rong Port/ find way/ liberate/ country
- 1945: Declare/ independence/ Ba Dinh Square

- Sep 2, 1969: Die/ Ha Noi

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Period 14 Planning date: September 21st, 2009

UNIT 3: PEOPLE’S BACKGROUND

Section B: SPEAKING

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- Know how to ask for other people’s background.
1. Knowledge: - Language: The simple past tense
2. Skills: - Main skill: Speaking

- Sub-skills: Reading, Listening, Writing.

II. Method & Techniques: Pair work, Group work, Game, Brainstorming, Ask-answer 
III. Teaching aids: Pictures, textbook.

IV. Procedure:

Teacher’s & Students’ Activities Content

I. Revision (5ms)

-T: Ask students to read the passage about
Marie Curie.

-T: Have students answer some questions
-T: Check students’ vocabulary and the
homework

II. Warm up (3ms)

-Sts: Play the game Bingo:

-T: Stick the picture on the board and have
students discuss: What are they talking
about?

III. Pre- speaking (10ms)

- T: Have Sts work in group of four

-Sts: List the things related to someone’s
background then write the answers on the
paper boards.

- T: Further explain and give the correct
items used in a someone’s background.

- Sts: Discuss what questions they can ask
when they want to know about
somebody’s background then take turn to
say out the questions they find out.

- Sts: Take turn to add to the list as many
questions as possible.

- T: Help the students with their questions
if necessary.

- Sts: some others come to the board and
write the questions

Questions:

1. What did Marie Curie specialize in?
She specialized in Chemistry and Physics
2. What was her humanitarian wish:

Her humanitarian wish was “easing human
suffering”.

Task 1

family education

experience
Suggested questions

1. What is your date of birth? / When
were you born?

2. Where were you born?
3. What is your home address?
4. Who do you live with?

5. Do you have any brothers or sisters?
6. How many members are there in your

family?

7. What primary school / lower secondary
school/ higher secondary school did
you go to?

8. How was your school work?
9. What were your favorite subjects?
10. What was your school/ work

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IV. While-speaking (20ms)

- T: Explain the requirements of task 2,
remind the students of the present simple
and past simple tenses

- T: Ask students to practice interviewing
their partner about his/ her background in
pairs.

- Sts: Work in pairs, take turn to be
interviewer and interviewee and interview
each other about their background

-T: Help the students with their
vocabulary and structure if they need
-T: Ask some pairs of students to practice
making conversation in front of the class.

- T: Help Sts how to begin a conversation.

V. Post-speaking (5ms) 
 Group work

-T: Have students work in groups to talk
about the person they have learnt about
from the interview.

-T: Feedback by listening to each other.

experience?
Task 2

- Greeting: Hi/ hello/ good morning … 
- Date of birth: When was you born? 
- Place of birth : Where was you born? 
- Home : Where does your family live? 
- Parents: What do your parents do? 
- Brothers/ sisters: How many brothers/sisters

have you got?

- Primary school: What’s the name of ……?
- Secondary school: What’s the name of ……?
- Schoolwork: Do you join any activities at

school?

- Favorite subjects: What favorite subjects do

you like best?

- Experience: Have you ever been a monitor?
- Thanking: Thank you very much.

Journalist: Hello. Could I ask you some
personal questions?

………
Student: Yes………
Journalist: Thanks a lot . Bye.

A. was born in……….in………..

* I have an interview with….He/ She lives

with his/ her………, she

has….sisters, and brothers . They live

………….. at/ in………….. He/ She went

to……… Primary School,

………….. Secondary

School………

Homework (2ms):

- Write into the notebook the complete interview between you and your
partner.

- Write 5 sentences about your favorite person’s background.
For example:

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2. She was born and grown up in Kontum.

3. She learnt at our school from grade 6 to grade 12.
4. She used to attend “The way to Olympia” on VTV.
5. Now she is studying overseas.

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Period 15 Planning date: September 23rd , 2009

UNIT 3: PEOPLE’S BACKGROUND

Section C: LISTENING

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

- Know more some information about Sally, an Olympic Champions.

- Help students listen for specific information about Olympic Champions.

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+ Skills: -Main skill: Listening

-Sub-skills: Reading, Speaking, Writing

II. Method & Techniques: True – False statements, Gap Fill, Matching, Pair work, 
Ask-answer, Listen-repeat

III. Teaching aids: Textbook, pictures & Tape
IV. Procedure:

Teacher’s & Students’ Activities Content

I. Revision (5ms)

- T: Call 2 students to check homework
- T: Ask students to make an interview.

II. Warm up (2ms)

* Play the matching game:

- T: Hang some pictures of some sports
stars and their names on the board.

- T: Call on Sts to play the matching game.
- Sts: Look at the pictures carefully and
match them with the name correctly.

III. Pre-listening (10ms)
1.Chatting

-T: Show the picture of Nellie Kim and
ask students some questions about her and
some information about Olympic and
Olympic champions.

-Students: Think about the questions and
answer the questions individually.

2. Pre teach vocabulary

- T: elicit vocabulary from the students
and let they repeat the new words

Interview

1 - greeting 7 - primary school
2 - date of birth 8 - secondary school
3 - place of birth 9 - schoolwork
4 - home 10 - favorite subjects
5 - parents 11 - experience
6 - brothers/ sisters 12 - thanking

Before you listen
1 - Who is she?

She is Nellie Kim, a gymnast, a champion.
2 - Where does she come from?

She is from Russia.

3 - What do you know about Olympic?(When
did it start? How often is it held?)

It started in 776 BC. It is held every four years
4 – Can you name some Olympic champions?
Vocabulary:

--sports teacher(n) a teacher who teaches sports
--romantic(adj)

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- Sts: Repeat the new words in chorus.

2.Set the scene

- T: Ask students some questions:

1 – Do you know Sally – the Olympic
champions?

2 - What would you like to know about
her?

- Sts: Answer the questions individually.

Sally has been the Olympic champions.
Now you are going to listen to a
conversation between Bob and her, then

do the tasks followed.

IV. While-listening (15ms)
1.True-False Statements

- Sts: Predict whether the statements are
true or false

- T: Have students listen to the tape twice
and then decide whether the statements are
true or false, check their predictions

- Sts: Practice speaking: give their opinions
- T: Feedback by having them listen to the
tape again and check their answers.

2.Gap Fill

-Sts: Read the given sentences carefully,
guess the missing words in the blanks and
then listen to the tape twice and then fill in
the blanks with words they hear.

-Sts: Exchange their work with their
partner then present their answers to the
rest of the class

-T: Feedback by asking them to listen once
more and check their answers.

V. Post-listening (10ms)

-T: Ask students to practice asking and
answering questions about Sally in pairs.
- Sts: work with partner, ask and answer
about Sally and then present their

Ex: teacher’s diploma

--Olympic Champion(n)

Task 1:
1 - T.
2 - T

3 - F. (She doesn’t have much free time.)
4 - T

5 - F. (She wants to be a sports teacher.)

Task 2:

1 - a general education
2 - lives/ family
3 - different / swimming
4 - love stories

5 - teacher’s diploma

After you listen:

Suggested questions:

1 When and where was she born?

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exchanges to the rest of the class

-T and sts: Feedback by giving comments
and listen to each others.

4. What does she like doing?
5. What does she want to be?

Homework (3ms): - Write a short passage about Sally’s background.
- Learn Vocabulary by heart.

- Complete the following sentences to know more how to keep fit.
1. I / physical exercises every morning.

2. I / a lot of vegetables.
3. I / never stay up / late.

4. I / not worry / anything/ too much.

5. I / fish / very often / I / seldom / eat / meat.

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WEEK 06 Period 16 Planning date: September 26th , 2009

UNIT 3: PEOPLE’S BACKGROUND

Section D: WRITING

I. Objectives: By the end of the lesson, students will be able to:
- Write a simple C. V about people’s background.

- Get to know the format, layout and essential information of a C. V.
 * Skills: -Main skill: Writing

-Sub-skills: Reading, Speaking, Listening

II. Method & Techniques: Gap Fill, Pair work, Ask-answer, Listen-repeat 
III. Teaching aids: Textbook, some sample of C.V

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Teacher’s & Students’ Activities Content
I. Revision (5ms)

- T: Check students’ vocabulary

- T: Check the homework, give the question
(What do you do to keep fit?)

II. Warm up (5ms)

- T: Ask students if they know a C.V or not.

III. Pre-writing (7ms)

- T: Show a sample of curriculum vitae and
ask students some questions to set the

scene: What can you see in curriculum
vitae?

- T: Elicit the new words from the students
by using explanation and examples

- Sts: Repeat the new words and remember
the words carefully

- T: Check the students’ vocabulary by
asking them matching words with their
meanings

IV. While-writing (15ms)
1. Writing a passage.

- T: Have students read Mr. Brown’s C.V
- T: Supply the students with some
structures and vocabulary when they need
- Sts: Work in pairs and write a paragraph
about Mr. Brown using the given cues in the
textbook.

- T: Go around the class and offer help if
necessary.

- T: Have Sts compare their writing with the
partner, and check whether the information
about Mr.Brown is correct or not.

Suggested answers:

I am not a sport champion, but I want to keep
fit, so:

I do physical exercises every morning.
I eat a lot of vegetables.

I never stay up late.

I don’t worry about anything too much.
I eat fish very often, but I seldom eat meat.
Definition of a C. V: curriculum vitae – a 
form with details about somebody’s past
education and jobs.

+ a C.V normally consists of the following
items:

Personal information/ data
Education

Previous jobs
Interest

Vocabulary:

-- curriculum vitae(n) : C.V
-- telephonist(n)

-- travel agency(n)
-- tour guide(n)

Suggested answers:
Task 1

David Brown was born on November 12th, 
1969 in Boston. He attended Kensington High
School and passed exams in English, French,
and Mathematics. He worked as a tourist
guide from June 1991 to December 1998 in a
travel agency and then he was a hotel

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- Sts: Some show their work to the class
- T and sts: Give remarks

- T: Show the suggested paragraph.

2.Pairwork

- Sts: Practice interviewing their partners
and then complete the form given.

- T: Give some guiding questions for Sts to
make the interview.

- Sts: Self- Check their forms.
- T: Give the feedback and remark
V. Post-writing (10ms)

- T: Have students write a paragraph about
their partner’s parents using the information
they have just taken.

- T: Call on some Sts to present their
writing by speaking out before the class.

Task 2:

Guiding questions:

1 - Which school did your mother go to?
2 - What exams did she pass?

3 - How many languages can she speak?
4 - What’s her hobby?

5 - What was her previous job?

Name: Mr. / Mrs.
Date of birth: Place of birth:
Education: School attended:
Exams passed: Previous job:
Interests

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Period 17 Planning date: September 27th, 2009

UNIT 3: PEOPLE’S BACKGROUND

Section E: LANGUAGE FOCUS

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

- Distinguish and pronounce the sounds /

e

/ and /

æ

/ correctly.

- Recognize the different between the simple past and the past perfect and use them
appropriately.

1. Knowledge: - Pronunciation: /

e

/ & /

æ

- Grammar: The past perfect, the simple past .
2. Skills: Integrated, mainly communicative method.

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IV. Procedure:

Teacher’s & Students’ Activities Content

I. Revision (5ms)

- T: Check the homework

- T: Ask students to tell what a C.V is and
write his/ her C.V.

II. Warm up (3ms)

-T: Show pictures and ask students to tell

what they see.

Sts: I can see “the fat man has a red pen”
III. Practice (25ms)

1.Pronunciation

-T: Elicit the words which have the
sounds /

e

/ and /

æ

- T: Have students listen to the tape once,
then listen again and repeat the words
- Sts: Practice pronouncing these words in
chorus by individual.

- T: Elicit the rule how to pronounce the
sounds and how to form the sounds

- Sts: Find out other words which have the
above sounds from the sentences.

- T: Go around the class and offer help if it
is necessary.

2.Grammar and Vocabulary
a - Set the scene

-T: Ask students some questions about
Marie Curie:

1-What was Marie Curie given at the
Sorbonne? When?

2. Who obtained that position before that?
b - Elicit the target language

-T: Elicit the grammar point and explain.
-T: Have students give examples

Name: Mr. / Mrs.
Date of birth: Place of birth:
Education: School attended:
Exams passed: Previous job:
Interests

Pronunciation:

1-I can see a man lying on the bed.
2-The fat man has a red pen.
/

e

/ /

æ

/
men man
said sad
met mad
bed bad
pen pan
send sand
The fat man has a red pen

This handbag will be sent to Helen
Sam said apples were very expensive.

Grammar and Vocabulary

Marie Curie took up the position which her
husband had obtained at the Sorbonne.

took up : The simple past
had obtained : The past perfect
The past perfect

a. - Use: It is used:

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c - Giving the correct verb forms

- T: Ask Sts to supply the verbs in the
bracket with the suitable forms
individually.

- Sts: Do exercises 1 and 2 in pairs

-Sts: Read the exercises and then give the
correct form of the verbs in brackets, then
write their answers on the paper board.
Some students have their answers corrected
-T: Feedback by giving remarks

d - Finding the mistakes

- T: Ask Sts to read the story carefully and
give them some questions about the story to
make sure the Sts have general
understanding.

+ What is the story about?
 + Who are in the story?
………..

-T: Have students find out 5 mistakes in the
use of tenses and correct them.

- Sts: Work in pairs , do exercise 3

- Sts: Present their answers and give their
opinions, explain why they need changing

Ex: I had done all my homework before 7 p.m
- To describe an action happening before
another action in the past.

Ex: I had done all my homework before I

watched TV.

b. - Form:

(+) S + HAD + P.P

(-) S + HAD NOT (HADN’T) + P.P

(?) HAD + S + P.P ?

Exercise 1:

Suggested answers:

1 - had broken 6 – had been
2 - had done 7 – had left
3 - had met 8 – had moved
4 - hadn’t turned off 9 – hadn’t seen
5 - had ever seen 10 – had broken
Exercise 2:

Suggested answers:
1 - had just finished / came
2 - had seldom traveled/ went
3 – went / had already taken

4 – Did you manage / had he gone / got
5 – had just got / phoned / had been

Exercise 3:

1 - had climbed  climbed
2 - had turned  turned
3 - had called  called
4 - had heard  heard

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- T: Feedback, give remarks and keys
IV. Production (8ms)

- T: Remind the students of the above
grammar point.

Homework (4ms): Supply the correct verb forms: simple past or past perfect

1 - They (go) ………. home after they (finish) ………… their work.
2 - He (do) ……… nothing before he (see) ………me.
3 - In England, he soon (remember) ………. all he (learn).
4 - When I (come) ……back the shop, they (sell) ……. the book I wanted.
5 - By the end of Summer, the farmers (harvest) ………. all the crop.

Period 18 Planning date: September 28th, 2009

TEST YOURSELF A

I. Objectives: By the end of the lesson, students will be able to remember the knowledge they 
have learned and practice more reading, listening and writing skills.

1. Knowledge:

- Grammar: Gerund, to infinitive, Bare-infinitive. 
2. Skills: Main skills: Writing, Reading, Speaking, and Listening
II. Method & Techniques: Pair work, Ask - answer, Listen - repeat. 
III. Teaching aids: Textbook, cassette, tape, and sub-board.
IV. Procedure:

Teacher’s & Students’ activities Content

I. Revision (5ms)

-T: Ask students to tell how to pronounce the
sounds /e/ and /

æ

-T: Ask students to tell the use as well as the

form of the past perfect tense. a - Use: It is used:

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-T: Check the homework.

II. Listening (7ms)
1.Chattimg

-T: Ask Sts some questions about Martin
Luther King and Sts answer the questions.
-T: Elicit vocabulary from Sts and Set the scene
2.Listen

-Sts : Read the information in the table then
guess the missing words

- Sts: Listen to the tape as many times as
possible and then fill in the blanks with the
missing information

- Sts: Compare their answers with their partner
-T: Feedback and ask Sts to listen to the tape
again.

III. Reading (7ms)
1.Reading

-T: Have students read the passage and elicit
the new words

- Students: repeat words and remember
2.Gap Fill

-Sts: Read the text again then complete each
blank with provided phrases

-T: Feedback by giving keys

IV. Grammar (7ms)
1.Set the scene

-T: Show pictures and ask students to make

point of time in the past.

-for an action happening before another
action in the past.

b - Form: S - had - P.P
Vocabulary:

-- minister(n)
-- movement(n)

-- speech ( n)
-- memorial(adj)
Suggested answers

1- On 15th January, 1929 2- In 1951.
3- For 4 years 4- He met
5- They got married

6- A minister at

7- The black freedom movement
8- Heard his speech at the

9- In 1964

10- 4th April, 1968 
Reading

Vocabulary:
-- Chairman(n)

-- Education committee(n)
-- To do research

-- Public Health CounciL
-- Fall in love

Suggested answers:

1- F : Took a degree in Economics

2- C: Worked hard

3- A : The chairman of Fairfield Education
Committee

4- D : For two years

5- B: For the best essay on education
Grammar

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their own sentences using Gerund, To infinitive
or Bare-infinitive

- T: Remind the structures of To_inf. & V_ing
-T: Feedback by giving the structures

2.Gap Fill

-T: Have students supply the correct form of
the verbs in brackets then say aloud the
sentences in front of the class

- T: correct the answers and give comments
-Remind students of Gerund, To infinitive,
Bare-infinitive

V. Writing (7ms)

-T: Have students read Sally Green’s letter
then ask sts some questions:

What does Sally want to do through the letter?
- She wants to inform Phong with her personal
information.

What does she want Phong to do?
- Write a letter to reply

- T: Have students write a reply to her letter.
- Sts: Write the letter individually and then
self-check their letters, after that teacher correct
some of the students’ letters.

VI. Production (7ms)

-Consolidate all the teaching points:

He enjoys going fishing...
1- to apply 6- can
2- am 7- reading
3- attended 8- know
4- passed 9- am able to
5- got 10- hearing

Suggested answer:
Dear Sally,

I’d like to be your pen- friend. I………..
English is my favorite subject. In the
evening, I sometimes listen to music,

watch TV and at weekends, I often go
swimming or play badminton with my
friends.

………..
I’m looking forward to hearing from you
soon!

Love,
Phong

Homework (3ms): - Write the suggested letter into the exercise notebook.
- Rewrite the following sentences:

1. Don’t forget to lock the door before going to bed.
 Remember ……….
2. Please tell him to phone me tonight.

 Would you mind ………?
3. I think you should read this book.

 This book is worth ……….
4. He always avoids meeting me.

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-. Use the correct form of the verb in the parentheses:

a) I (see) ……… a car accident when I (wait)………... for you on this corner yesterday.
b) Mr. Jones (be) ………. principal of our school since last year.

c) My father (not watch) ……… TV every night.

d) My friend (thank) ………. me for what I had done for him



WEEK 07 Period 19

TEST 45 MINUTES

I. Chọn từ (ứng với A hoặc B, C, D) có phần gạch chân được phát âm khác với những từ
còn lại trong mỗi câu sau: (0.75pt)

1. A. kitchen B. history C. time D. finish

2. A. mark B. card C. hard D. warm

3. A. bed B. severe C. send D. pen

II. Chọn phương án (A hoặc B, C, D) ứng với từ/ cụm từ có gạch dưới cần phải sửa để 
các câu sau trở thành chính xác. (1pt)

1. Try to avoid to travel during rush hours.
A B C D

2. He had begun to study English three years ago.
A B C D

3. Mr. Phong was teaching for 30 years before he retired last month.
A B C D

4. Before I went to bed last night I have already finished my homework.
A B C D

III. Chọn từ/ cụm từ thích hợp (ứng với A hoặc B, C, D) để hoàn thành mỗi câu sau. 
(0.75pt)

1. Are you ………. with what he did?

A. interested B. surprised C. keen D. satisfied

2. What a ……… person the old woman was !

A. human B. humane C. humanitarian D. humanism

3. “ ………. do you go swimming?” __ “ Twice a week”.

A. What time B. How C. How long D. How often

IV. Cho dạng đúng của động từ trong ngoặc. (2.5pts)

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3. I was enjoying my book, but I stopped (read) ……… to do my homework.
4. When I woke up this morning, it (rain) ………. .

V. Viết lại những câu sau sao cho nghĩa của chúng không thay đổi. (2pts)
1. My sister likes to watch Korean films. I do, too.

 We enjoy ...
2. Henry came. Then we went for a picnic

 After Henry ...
3. Mary suggested going on a walking holiday.

 Mary said: “ Let’s ...“
4. Who does this notebook belong to?

 Whose ...

VI.Hoàn thành những câu sau đây dựa vào nhũng từ/ cụm từ cho sẵn. (1pt)
1. How far / be/ from / your house / school ? __ Two kilometres.

...
2. mother / busy / at / do /housework.

...

VII. Hãy đọc kỹ đoạn văn sau đây, sau đó hoàn thành những câu hỏi và trả lời. (2pts) 
Thomas Edison was born on February 11th, 1847 in Milan, Ohio. When he was at school,
his teacher considered him to be a slow student. Because of hearing problems, Edison had
difficulty in following lessons. But with only three months of formal education, he became
one of the greatest inventors and industrial leaders in history.

Edison had a special life. He married twice with five children. He loved books, had
excellent memory, and always showed curiosity about science.

Although he had hearing problems, he refused to have an operation for his deafness. He
said that silence helped him concentrate. He always worked very hard and often had only four
hours of sleep every day. He died on October 18th, 1931.

1. Why / Edison / find / it / hard / follow / lessons?

...
2. How long / he / often / work / every day?

...

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Period 20 Planning date: October 2st, 2009

UNIT4: SPECIAL EDUCATION

Section A: READING

I. Objectives: By the end of the lesson, students will be able to:
 - Understand the term special education.
- Know about Braille Alphabet.

* Skills:- Main skills: Reading

- Sub-skills: Writing, Speaking, Listening

II. Method & Techniques: Matching, Multiple Choice, Gap Fill, Pair work, Ask - answer, 
Listen-repeat.

III. Teaching aids: Tape and Pictures and real thing (Braille alphabet) 
IV. Procedure:

Teacher’s & Students’ Activities Content

I. Revision: Check –up the old lesson.
II. Warm up (5ms)

Chatting:

T: Show some pictures of disable people
and chat with students:

1. What is the girl doing?

2. Why do they have to use their fingers 
to touch the book?

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and answer.

- Explaining about Braille and sign
language.

- T: Ask Sts something about Louis
Braille’s background and sign language.
- T : Have students look at the Braille
Alphabet to tell what the message is.

III. Pre-reading (10ms)
Pre teach Vocabulary

- T: Show pictures and elicit vocabulary
using explanation and translation.

- Sts: Write down into the notebook.

- T: Let students repeat the new words
several times and rub out the board, check
the new vocabulary

- Sts: Get out words and take notes.

- Sts: Work in groups, get out the
difficulties which disabled children often
encounter in their lives, then fill in the
table.

IV. While-reading (20ms)
1.Listen

- T: Let students listen to the tape and read
the text while listening

2.Matching

- T: Explain the requirement of task 1, the
pronunciation of some new words and ask
the students to repeat the words and then
read again the whole text in silence to get
main information.

- Sts: Scan the text individually to find out
the sentences which contain the words then
work in pairs and match the words in A
with their definitions in B.

- Sts: Say out the words and definitions by
making complete sentences.

- Louis Braille (1809 – 1852), educator and 
inventor of the Braille Alphabet.

- We Are The World

Vocabulary:

-- Disable (adj): be in capapable of doing sth.
-- Dump (adj): not being able to speak.

-- Proper schooling (n): enough & good 
study: học hành đầy đủ.

-- Opposition(n): disagreeing viewpoints: ý 
kiến phản đối.

-- Effort(n) make an effort to do sth : try, 
attempt : nỗ lực.

-- Be proud of(adj)  take pride on: tự hào.
-- Prevent sb from doing sth: cản trở ai làm 
việc gì.

Task 1

Suggested answer:

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3.Multiple Choice

- T: Instruct how to do multiple choice

questions and explain some words if
necessary.

- T: Ask Sts to work in groups of four, read
the passage again and then discuss with
their friends to choose the best answer for
each statement.

- T: Tell Sts to compare their answers with
other groups and then call some Sts to
present their work in front of the class by
saying out complete sentences

- T: Feed back by listening to each other
V. Post-reading (8ms)

Gap Fill

-T: Have students read the passage again
and elicit words from students and ask
them to work in pairs.

- T: Encourge Sts to guess the missing
words.

- Sts: Fill in each blank with a suitable
word then practice speaking.

- T: Go around the class and offer help if
necessary; call some Sts to read the

completed summary aloud before the class.
- T: Give the feedback and some
comments.

Task 2:

Suggested answers:

1 - D 2 - B 3 - A 4 - C 5 – D

After you read :

1 - disabled 6 - time-consuming
2 - read 7 - maths

3 - write 8 - arms
4 - efforts 9 - fingers
5 - oppositions 10 - proud

Homework (2ms): - Learn Vocabulary by heart.

- Prepare the next new lesson “Speaking”.

-Write a passage telling others your thought about special education.
Using some cues from the conversation below:

A: What do you think about the problems of the deaf and the mute in their daily life?
 B: Well, they must have difficulty hearing and speaking. However, many can use
hearing aids to help them with hearing.

A: How can they overcome their problem of speaking?

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

Period 21 Planning date: October 2nd, 2009

UNIT4: SPECIAL EDUCATION

Section B: SPEAKING

I. Objectives: By the end of the lesson, students will be able to:
- Talk about school life of the students.

- Ask and answer the information about study at school.
- Work as an interviewer and interviewee.

 Skills: -Main skills: Speaking

-Sub-skills: Writing, Reading, Listening
II. Method & Techniques: Matching, Pair work, Ask-answer.
III. Teaching aids: Textbook

IV. Procedure:

Teacher’s & Students’ Activities Content

I. Revision (5ms)

-T: Ask students to read the passage and
answer some questions.

-T: Check students’ vocabulary and their
homework

II. Warm up (7ms) 
Chatting

-T: Ask Sts some questions about their
secondary school.

- Sts: Answer the questions individually
-T: Elicit the new words from the students

Questions to check up:

1. Name some disadvantages of being 
disabled

2. What can/ should we do to help 
disabled people?

Questions to warm up

+) What lower secondary school did you go
to?

+) Do you love your school?

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- T: Set the scene: an interviewer is going
to interview a student, what can he/ she ask
that student?

- Students make a list of questions
- Share their idea with their classmates’
III. Pre-speaking (5ms)

- T: Give some new words to help Sts
understand the dialogue clearly.

Matching

- T: Have Sts read the dialogue carefully
and then fill in each blank with a right
question.

- Sts: Read the questions and the answers
before deciding the best question in the
blanks.

- Sts: Practice the dialogue in pairs in front
of the class.

- T: Give feedback and some comments if
necessary.

V. While-speaking (20ms)
Pair work

- T: Give clear instruction for task 2.

- T: Have Sts practice with their partner

using the questions in exercise 1.

- Sts: Present their dialogue to the rest of
the class

- Sts: Other Sts listen and take note in order
to retell the content of the interview.

- T: Give remark, correct Sts’
pronunciation and give marks to encourge
Sts if they do well.

V. Post-speaking (6ms) Retelling

Vocabulary:

-- oral test(n)

-- fifteen / forty five – minute test
-- final examination

-- to be honest(exp)

-- lower secondary school
-- higher secondary school

Task 1: Match the questions with the answers
Suggested answers:

A. 4 E. 3

B. 1 F. 5
C. 2 G. 7
D. 6

Task 2: Interview your partner, using the 
questions in task 1

Questions:

1. Which lower secondary school did you go
to?

2. What were your subjects then?
3. What was your timetable?
4. What about homework?

5. Can you tell me about the tests and 
examination at your school then?

6. What did you like best about your school?
7. What part of the school didn’t you like 
then?

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- T: Call on some Sts to use what they take
note, then make a mini-speech about their
classmate

- T: Have Sts present before the whole class
what they know about their partner.

- T: Give some comments and marks.

Task 3 : Tell the whole class what you know 
about your partner/ classmate.

Suggested answer:

Hanh went to Huynh Thuc Khang
High School. She had twelve subjects to learn
at school. She went to school in the afternoon,
but sometimes in the morning. She often had
four or five classes each

afternoon………

Homework (2ms):

- Learn Vocabulary by heart.
- Practice the dialogue more.

- Write a paragraph telling others about your school life, beginning with:

I am………I went to……… I went to………….. school. I went to
school………….. I had……….. I liked…….. best. I didn’t like…………

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WEEK 08 Period 22 Planning date: October 5th, 2009

UNIT4: SPECIAL EDUCATION

Section C: LISTENING

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

- Know more about The Vang Trang Khuyet Photography Club.

- Listen for specific information about a special class for disabled children.
- Listen better through True or False and Gap-filling exercises.

 Skills: -Main skills: Listening

-Sub-skills: Writing, Speaking, Reading

II. Method & Techniques: Gap Fill, True-False Statements, Guessing, Ask-answer, 
III. Teaching aids: Textbook, cassette and tape

IV. Procedure:

Teacher’s & Student’s Activities Content

I. Warm up (5ms)

- T: Give the word “beautiful”, then ask
Sts to give other words from this root and
their part of speech.

- Sts: Discuss with the partner, and give
the answers.

II. Pre-listening (10ms)
1.Preteach Vocabulary

- T: Elicit vocabulary ,using pictures,
explanation

- T: Let students repeat the new words and
notice the different pronunciation

betweens.

- Beautiful (adj) - Beauty (n)
- Beautifully (adv) - Beautify (v)

Before you listen
Vocabulary:

-- photograph(n) = photo
-- photography(n)

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2.Gap Fill

- T: Have Sts read the passage and guess
the missing words, ask them to work in
pairs.

- Sts: Use the words in the box, fill in each
blank with one word from the box.

- Sts: Give the answers and explain why
they choose the words.

- T: Give the feedback and write the
correct answers on the board.

IV. While-listening (20ms)
1.True – False Statements

- Sts: Skim the information in the exercise
- T: Explain some new words that will
appear in the tape.

- T: Have Ss listen to the tape once and
tick true-false sentences.

- Sts: Listen again and check the answers
- T: Have Sts work in pairs to compare
their work then ask some Ss to speak out
their answers

- T: Play the tape again and check the Sts’
answers.

2.Gap Fill

- T: Ask Ss to skim the information in the
task 2.

- T: Have Ss listen to the tape once more
times and do the exercise.

- Ss: Listen and write down the necessary

information.

- T: Have Ss work in pairs to compare
their work then ask some Ss to present
their work in the front of the class.
- Ss: Work in pairs to check the

information and then present before class.
- T: Have Ss listen to the tape again to
check the correct information.

-- escape( v)

Before you listen

1- photographic 4- photograph
2- photography 5- photogenic
3- photographer

Task 1

1 - T: The Vang Trang Khuyet Club’s members
are all disabled children.

2 - F: (information not given)

3 - T: The club’s members are exhibiting their
photographs for the first time in Hanoi.

4 - F: The subject of their photos are about
people and scenery.

5 - T: The passion for taking photographs has
helped them escape their sorrow.

Task 2

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- Ss: Listen and correct the information.
V. Post-listening (8ms)

Group work

- T: Have sts retell the story about The
Vang Trang Khuyet Photography Club in
groups

- T: Present before class.

Suggested answers:

*The Van Trang Khuyet Club has 19 members.
They are all disabled. They learn how to take
photos. Now they are having their first

exhibition in Ha Noi. The subject of their
photos is about the beauty of daily life. Their
passion for photograph has stimulated them a
lot.

Homework (2ms): - Learn Vocabulary by heart.

- Write a summary about the above photography club.
- Prepare for new lesson

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Period 23 Planning date: October 12th, 2009
Lesson 4 WRITING

I. Objectives: By the end of the lesson, students will be able to know how to write a 
complaint letter.

1.Knowledge: -Vocabulary: native teacher, refund, receipt.
2.Skills: -Main skills: Writing

-Sub-skills: Listening, Speaking, Reading

3. Educational aims: You should polite even though when you complain
II. Method & Techniques: Gap Fill, Ask-answer, Pair work.

III. Teaching aids: Sub – board, Textbook

IV. Procedure:

Teacher’s & Students’ Activities Content

I. Revision (5ms)

-Ask students some questions about The
Vang Trang Khuyet Photography Club.

-Check students’ vocabulary

-Check their homework
II. Warm up (5ms)
Chatting

-Ask students some questions about a
complain letter to set the scene.

-Feedback

III. Pre-writing ( 7ms)
1.Set the scene

-Hang the advertisement on the board and
ask students some questions.

-Set the scene
2.Gap Fill

-Have students read the dialogue and then
complete it with suitable answers

-Feedback

- Writing, Reading

- Ask sts about the form and the language

Questions:

Who are the members of the Vang Trang
Khuyet Club?

What are they doing?

What is their passion for photograph help them?
* Questions to discuss

1. Have you ever been in a trouble about which
you have to complain?

2. How did you complain?

*Have you ever write a complain letter?
On what occasion did you write it?
What was the result?

*. What is the advertisement about?
It is about a language center

Do you find it an ideal place to learn foreign
languages? Why/ Why not?

Task 1: Work in pairs. Complete the dialogue 
1-I’m not happy with it at all.

2-not all of them

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of a letter of complaint.

- Help sts know them

- Help sts know some useful expressions
that are often used in a letter of complaint.
- Writing

V. While-writing (20ms)

-Have students use the information from
the dialogue in Task 1 to complete the
complaint letter given.

V. Post-writing (6ms)
-Check

- Ask the students to remember the form ,
outlines and expressions to write a letter
of complaint

-Consolidate the teaching point.
- Collect their paper to correct the
mistakes at home.

4-I don’t. I have to pay for them.
5-only some of them. Mine is not.

6-In fact, classes start late and finish early
Suggested outline of a letter of complaint :
1. Greetings Dear…

2. Purpose of the letter I was very surprised…
3. Suggestions I hope that…

4. Closing Yours…/ Signature
Useful expressions:

- I am writing to complain about…
I hope that…

The director

I am writing to complain about the poor
quality of the service at your center.

Some/ All teachers are not native speakers
There are more than 20 students in my class.
I don’t get free books and tapes. I must pay
for them

Some/ All are not air-conditioned

What I don’t like most about the center is
the class time. It starts later and ends earlier

Homework (2ms): Write a complaint letter about using dynamite for catching fish in the lake 
near your house.

Self-evaluation: - Good points: - Sts understand the lesson.
- Suitable method.

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Period 24 Planning date: October 15th, 2009

Lesson 5: LANGUAGE FOCUS

I. Objectives: By the end of the lesson, students will be able to:
-pronounce the sounds /o/ and /o:/ exactly.

-know how to form nouns using The - Adj as well as the use of connector which
1. Knowledge: -Pronunciation: /o/ & /o:/

-Grammar: The - Adj , the connector Which,

2. Skills: -Main skills: Writing, Reading, Speaking, and Listening

II. Method & Techniques: Gap Fill, Matching, Ask-answer, Listen-repeat, Pair work. 
III. Teaching aids: Pictures

IV. Procedure:

Teacher’s & students’ activities Content

I. Revision (5ms)

-Ask students to tell how to write a
complaint letter.

-Check their homework
II. Warm up (3ms)

-Show the picture and ask students some

questions:

1-What are these?
2-Where are they put?
-Set the scene

III. Practice (25ms)
1.Pronunciation

-Elicit the words which have the sounds /o/ 
and/ o: /.

-Let students repeat the words
-Have students practice these words.

-Have students practice the sentences given.
- Have sts find out some more words which
have the above sounds.

2.Grammar and Vocabulary
a-Gap Fill

-Ask students some questions to set the

1. Greetings Dear…
2. Purpose of the letter
I was very surprised…
3. Suggestions
I hope that…

Closing
Yours…/

Signature

Useful expressions:

- I am writing to complain about…
I hope that…

They are socks

They are put on top of the box

The socks are put on the top of the box.
 /o/ /o: /
top, wrong, call, walking,
boss, doctor, sport, more,
box, job four, talk
*. Practice these statements

1. Put the socks on top of the box.

2. He lost his job as a doctor in the hospital.
3. What’s wrong with you, boss?

4. Is walking called a sport?
5. He can’t talk to her any more.

6. Four of us have walked for fourteen miles

.Grammar and Vocabulary

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scene:

1-What do you call a person who can’t
hear?

2-What do you call a person who can’t see?
-Elicit the form

-Have students complete each sentence with
The - one of the adjectives given.

-Feedback
b-Gap Fill

-Have students complete the sentences with
used to - a suitable verb.

-Feedback

- distinguish used to and get/ be used to
-Review the target language and explain.
c-Matching

-Give examples and elicit the grammar
point.

-Explain

-Have students match a sentence in A with a
sentence in B

IV. Production (10ms)

-Show pictures and ask students to make
their own sentences using the above
teaching points:

- Blind  The blind
- Deaf  The deaf
- Mute  The mute
 Formation:

The - Adj.  Noun

EX: The deaf don’t have ability to hear.
 S Plural V

Exercise 1:

2-the injured
3-the unemployed
4-the sick

5-the rich/ the poor
Exercise 2:

2-used to have/ ride 3-used to have
4-used to like/ eat 5-used to be

………..
USED TO - INF

GET/ BE USED TO - V-ING
S- used to - inf.

Did - S - use to- inf
D- didn’t - use to - inf

Exercise 3: Join a sentence from A with one
from B

Ex: He failed the exam. This made me 
surprised.

 He failed the exam, which made me 
surprised.

Exercise 3:

2-Jill isn’t on the phone, which makes it
difficult to contact her.

3-Neil has passed his exams, which is good
news.

4-Our flight was delayed, which meant we
had to wait for hours at the airport.

Homework (2ms): 1-Make 3 sentences using used to and 3 sentences using which as a 
connector and 2 sentences with The - adjective

2 Which word has the underlined parts pronounced differently from the others?

A. word B. hospital C. pop D. strong

A. love B. mother C. brother D. work

3.Lan has to travel a long way to school. This makes her parents worried. (Combine into one)
4. We ……….( arrive) before the train left. (Give the correct verb form)

1. My father worked for a travel agency. Now my father doesn't work there. (Rewrite with
used to)

Self-evaluation: - Good points: - Time is suitable.

- Sts have already learnt these grammar points before.

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Lesson 1: READING

I. Objectives: By the end of the lesson, students will be able to know the importance of the 
computer

1. Knowledge: -Vocabulary: central processing unit, floppy disk, speaker, printer, magical, 
places of scenic beauty, software, and hardware.

2. Skills: -Main skills: Reading

-Sub-skills: Writing, Speaking, Listening.

3. Educational aims: Know how important computers are in our life.

II. Method & Techniques: Matching, Pair work, Ask-answer, Listen-repeat,
Multiple choices

III. Teaching aids: Tape, Pictures and real objects

IV. Procedure:

Teacher’s & students’ activities Content

I. Revision (5ms)

-Ask students to tell the use as well as the
form of used to, the use of the - adj , and 
which as a connector.

-Correct the homework

II. Warm up (3ms) Chatting

-Show the picture of a computer and ask
students some questions to set the scene
III. Pre-reading (10ms)

1.Matching

-Have students match work in groups,
match each numbered item with one of
the words or phrases in the box.

2.Preteach Vocabulary

-Elicit vocabulary , using pictures,
explanations, synonym

-Repeat the new words
IV. While-reading (15ms)
1.Listening

-Let students listen to the tape
2.Matching

-Have students match the words or
phrases in A with their meanings in B.
-Feedback

-Elicit the new words

S- used to - inf.
Did - S - use to- inf
D- didn’t - use to - inf
Can you use a computer?
Do you often use it?
What do you use it for?
1-D 2-E 3-G 4-C
5-A 6-F 7-B 8-H
Vocabulary:

--central processing unit( CPU)(n)

--floppy disk(n)

--speaker(n)
--printer(n)

--CD ROM (Compact Disc Only-Read–
Memory)

--VDU (visual display unit) = computer
screen (n)

--miraculous (a)
-- memo(n)
Task 1:

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

magical: in a strange or mysterious way

places of scenic beauty: places where the scene
s are interesting and beautiful

interact: link or act on each other

software: programmers performed by the 
computer

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-Check their vocabulary.

- Ask sts to share their paper with their

friends.

- Writing, Speaking
- Correct sts’ mistakes
- Drill the pronunciation
3.Mutiple choice

-Have the students read the text again
-Have students choose the best title for it.
- Give the reason why

-Feedback
4.Questions

-Ask students to read the passage again
- Skin for details

- Practice answering the questions in pairs
- Speaking: ask and answer the questions
-Feedback

V. Post-reading (10ms) 
Discussion

-Have students discuss in groups of four
and retell the other uses and importance
of the computer , discuss the advantages
and disadvantages of computers

-Feedback

Task 2: Decide which of the three options 
below is the best title for the passage: ( B)



What can a computer do?

Task 3 Answer the questions

1-A computer can help us

-visit shops, officers, and places of scenic
beauty

- pay bills

- read newspapers and magazines

- receive letters from and letters to almost every
part of the world.

2-Because it is capable of doing anything you
ask.

It is a calculating machine which speeds up
calculations.

Homework: -Learn Vocabulary by heart.

-Summarize the text; Write a passage telling others about the importance of the computer :
Self-evaluation - Good points: - The topic is very interesting.

- The language is easy for sts to understand.
Period 26 Planning date: October 19th, , 2009

Lesson 2: SPEAKING
I. Objectives: By the end of the lesson, students will be able to:
-talk about the uses of modern technology.

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-Vocabulary: cell phone, digital camera, vacuum cleaner, to transmit, to process.
2. Skills: -Main skills: Speaking

-Sub-skills: Writing, Reading, Listening

3. Educational aims; Know the importance of information technology in every field.

II. Method & Techniques: Brainstorming, Pair work, Ask-answer, Listen-repeat, Gap Fill 
III. Teaching aids: Pictures and real objects

IV. Procedure:

Teacher’s & students’ activities Content

I. Revision (5ms)

-Ask students to read the passage and then
to answer some questions.

-Feedback and remark

-Check students’ vocabulary and their
homework

II. Warm-up(10ms) 
Brainstorming

-Have students name some modern devices.
-Elicit vocabulary

-Repeat the new words
III. Pre-speaking (5ms) 
Chatting

-Show a mobile phone and ask students
some questions to present the model.
IV. While-speaking (15ms)

1.Pairwork

-Have students practice asking and
answering about the uses of modern
devices in pairs.

-Feedback
2.Gap Fill

-Have students read the sentences and then
complete each sentence with a verb in the
box.

- Share their opinions with their friends’
-Feedback

3.Speaking

What can a computer do to help us?
It helps to………….

Visit…………
Read……….
Learn………..
Vocabulary:
--cell phone
--digital camera(n)
--vacuum cleaner(n)
--to transmit(v)
--to process(v)
-- design (v)

Example exchange

A: Can / Could you tell me what a cell phone
used for?

B: Well. It is used to talk to people when you
are away from home.

Task 2 Complete the sentences below. Use the
words in the box

Information technology is very useful to our
lives. It allows us to………..

1-store very large amounts of information 
2-transmit information quickly

3-process information as soon as we receive it 
 4-send messages from one computer to

another

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- Students work in groups of four, discuss 
the uses of Information Technology

-Ask students to look at the ideas in Task 2,
rank them in order of importance and give
their reasons.

-Feedback by listening to each other.
V. Post-speaking (8ms)

-Ask students to discuss in groups telling
about the uses of information technology.
-Feedback

participants can see each other on a screen.
Task 3

Students’ answers: Rank the ideas in order of
importance. Give reason.

I think the most important is………

because………

Topic

Tell about the uses of information technology.
Information technology is very useful to our
lives. First, it allows us to…………

Second, it helps us……..
Homework (2ms): -Learn Vocabulary by heart.

-Write a passage telling about the uses of information technology.
Self-evaluation: - Good points: - The topic is very interesting.

- The language is easy for sts to understand.
- Weak point: No

*************************************
Week 9 - Period 27 Planning date: October 21st, 2009

Lesson 3: LISTENING

I. Objectives: By the end of the lesson, students will be able to tell other how often they use 
modern devices.

1. Knowledge: -Vocabulary: camcorder, to make an excuse, shy.
2. Skills: -Main skills: Listening

-Sub-skills: Writing, Reading, Speaking

3. Educational aims: should know how to use a computer and be patient when study 
something

-Help students know the importance of computers in daily life.

II. Method & Techniques: True – False Statements, Pair work, Ask-answer,
Listen-repeat, Gap Fill.

III. Teaching aids: Cassette tape, pictures and real objects

IV Procedure:

Teacher & students’ activities Content

I. Revision (5ms)

-Ask students to tell the use of computers,
air conditioners, TV,…

1.A cell phone is used to talk to people
when you are away from home

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-Check vocabulary and their homework
II. Warm up (5ms):

Playing guessing game:

S1: explain the uses of a modern device
S2: Guess what it is

Chatting

-Ask students some questions :
1-Is there a computer in your house?
2-Do you know how to use it?...

3. Is it easy or difficult to use the computer?
III. Pre-listening (10ms)

-Have students practice asking and
answering the information in the box in
pairs.

- Compare answers with a partner
-Feedback

- Elicit the vocabulary

- Listen and repeat vocabulary
IV. While-listening (15ms)
1-Task 1

T: Asks Ss to read the statements in task 1
carefully and predict

- T: Has Ss listen to the tape once and do
the exercise.

- T: Has Ss work in pairs to compare their
work then asks some Ss to present their

work in the front.

- T: Has Ss listen to the tape the second
time to check the correct information.

- T: Asks Ss to skim the questions in the
exercise

- T: Has Ss listen to the tape again and
answer the questions.

- T: Has Ss work in pairs to compare their
work then asks some Ss to present their
work in the front.

Ss: Work in pairs to check the information
and then practice asking and answering the

to music and learn foreign languages
* Example

S1: It is use to cook rice, meet and fish.
What is it/

S2: It is an electric cooker
* Yes, there is.’ No, there isn’t.
Yes, I do./ No, I don’t

Before you listen

very often : cell phone, TV, computers
sometimes: radio, camcorder

never : fax machine

S1: How often do you use a radio?
S2: I sometimes use it……….

S3: How often do you use a computer?
S4: I often use it

Vocabulary: 
Worried(a)
Memory( n)
Refused
Headache(n)
Excuse(v)
Task 1:

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

1.F: The man was worried when his son
bought a computer

2. T: The man became worried when his
secretary asked him to buy a computer.
3. T: The man decided to take some
computing lesson.

4. F: His son didn’t understand about the

computer.

5. F: The man understood the lessons very
well

6. F: The man continued to learn how to use
a computer after a few lessons

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questions in the front
-Feedback

2.Task 2

Ask sts to listen to the tape again and fill in
the blanks.

- Listening

- Have sts share their papers to other pairs
to correct them.

- Writing

- Let sts listen once more and give the right
keys.

- Listening, Speaking.
-Feedback

V. Post-listening

Retell the story

-Have students practice retelling the story in
groups

- Sts practice in group, giving the director as
much advice as possible

words

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

After you listen:
Retell the story:

The lesson is about an old man who doesn’t
know how to use a computer. When his son
bought a computer, he wasn’t worried. Then
one day his secretary asked him to buy a
computer. He became really worried.

Give the old man advice

You should learn and entertain at the same
time so that you don’t feel tired
You should be more patient.

You shouldn’t be shy

Give the son advice:
You should teach slowly
You should explain carefully

Homework: Write a passage retelling the above story or write about how to learn to use
a computer the most effective and quickly

Self-evaluation: - Good points: - Time is suitable.
- Sts are active.

- The pictures are beautiful.
- Weak point: - Some sts are not good at listening.

*************************************
WEEK 10 - Period 28 Planning date: October 24th , 2009

Lesson 4: WRITING

I. Objectives: By the end of the lesson, students will be able to know how to write a set of 
instructions.

1. Knowledge: -Vocabulary: phone card, receiver, dial tone, slot, remote control, cord, to 
adjust.

2. Skills: -Main skills: Writing

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3. Educational aims: students should choose the proper and educational programs on TV for
themselves.

II. Method & Techniques: Rearrangement, Ask-answer, Listen-repeat, Pair work, Group

work.

III. Teaching aids: Pictures and real objects

IV. Procedure:

Teacher’s & students’ activities Content
I. Revision (5ms)

-Check vocabulary and the homework
II. Warm up (10ms)

.Chatting

-Show the picture of a public telephone and
a phone card and then ask students
questions to set the scene.

- What can you see here? - A public
telephone

Have you ever used a public telephone?
-Yes/ No

- Do you know how to use it?-Yes/ No
- What do we need when we use it?
- What do we do when we use it?

III. Pre-writing (7ms)
1.Preteach Vocabulary

- Elicit vocabulary
- Explain vocabulary
2. Reading

- Have students read the set of instructions
- Elicit the connectors and the imperative
form of the verbs from the instructions
IV. While-writing (15ms)

1.Groupwork

-Show the remote control and ask students
to practice asking and answering the
questions in groups, using the imperative
form of the verbs

Sts talk about how to make effective
computing lessons:

We should………..
We shouldn’t…………..

Task 1: Read the following set of instructions
on how to use a public telephone

Vocabulary:
-- instruction (n)
--receiver(n)
--dial tone(n)
--slot(n)

-- to insert
--to dial
--to operate
-- to be through
-- volume (n)
-- to adjust

Task 2: Find out the connectors and the
imperative forms of the verbs

a. Connectors: first, next, then, until

b. Imperative form of the verbs: lift, listen,
insert, press, wait, dial

Task 3 : Look at the TV and the remote
control below and answer the following
questions

1-If you want to operate the TV with a
remote control, you have to make sure that
the cord is plugged in and the main is turned
on.

2-To turn on the TV, press the power button.
To turn off the TV, press the power button
again.

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- Some pairs ask and answer the questions
in the front

-Feedback
2.Writing

-Have students write a set of instructions on
how to operate a TV with a remote control
using the picture and the answers above.
- Present their writing on the board
- Correction

-Feedback.

V. Post-writing (5ms)

-Have students retell a set of instructions on
how to operate a TV with a remote control
in groups of 4.

- Correct students’ work
-Feedback .

button.

4. To watch VTV1, VTV2, VTV3,VTV4,
press button 1, 2, 3 or 4.

5. To adjust the volume, press the volume
button

6. To turn of the sound, press mute button

Task 4. Write a set of instructions on how to
operate a TV with a remote control. Use the
pictures and the questions above as
suggestions:

If you want to operate a TV with a remote
control, you must be sure / make sure that the
cord is plugged in and the main is turned on.
To turn on the TV, press power button. To
choose the program, press program
button……..

Homework (3ms): -Learn Vocabulary by heart.

-Write a complete set of instructions on how to make tea, use the prompts below
- first/ boil water

- next/ rinse / teapot and cups/ hot water
- make sure / teapot/ hot

- then/ fill tea
- close/ lid

- wait/ three or four minutes

Self-evaluation: - Good points: - Sts understand the lesson.
- Suitable method.

- Students can write the instructions

- Weak point: Some students are not good at writing  time-consuming

Week 10- Period 29 Planning date: October 24th , 2009

Lesson 5: LANGUAGE FOCUS

I. Objectives: By the end of the lesson, students will be able to:
-pronounce the sounds /u/ and /u:/ exactly

-remember the old knowledge they have learnt

1. Knowledge: -Vocabulary: man-made, satellite, to spill, carpet.

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2. Skills: -Main skills: Writing, Listening, Reading, Speaking

II. Method & Techniques: Gap Fill, Sentence building, Ask-answer, Listen- repeat.
III. Teaching aids: Pictures and real objects

IV. Procedure:

Teacher’s & students’ activities Content

I. Revision (5ms)

-Ask students to tell how to operate a TV
with a remote control.

-Remark

-Check vocabulary and the homework
III. Practice (25ms)

1.Pronunciation

-Elicit the words which have the sounds /o/
and/ o:/.

-Have students practice pronouncing these
words in pairs.

-Elicit the rule

-Have students practice the sentences
given.

- Have students find out some more words
which have the above sounds

2.Grammar and Vocabulary
a- Eliciting

-Have students write into their exercise
notebooks what they think Tan has done
before Quang comes.

-Ask some students write their sentences on
the board.

-Check and remark

b-Sentence Building

-Remind students the passive of the present
perfect.

-Have students make complete sentences
using the passive of the present perfect.
- summarize the usage of the present
perfect tense

-Feedback

button……..
Pronunciation:

/u/ /u:/
foot, cook food, fruit
look. put. school, June
full, pull tooth, afternoon

1. Could you tell me where you’ve put
my book?

2. Your bookshelf is full of books

Grammar and vocabulary

1. The present perfect
1-Tan has opened the door.
2-Tan has turned the TV on.
3-Tan has tidied the house.
4-Tan has cleaned the floor.
5. Tan has turned on the lights

6. Tan has laid two bottles of water on the
table.

(-) S - have/ has - p.p
(- ) S- haven’t/ hasn’t - p.p
(? ) Have/ Has - S - p.p?

2. The present perfect passive

1-A new hospital has been built in our city.
2-Another man-made satellite has been sent
up into space.

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c-Gap fill

- Remind the students the relative clause
and relative pronouns Who, Which, That
-Ask students to fill in each blank with a
suitable word.

-Feedback

IV. Production (10ms)

-Consolidate all the above teaching points.

for wood by farmers.

4. Thousands of animals have been killed in
the forest fire

 S - have/ has - been - p.p

3. Relative pronouns Who, Which, That
1-which/that 6-who/that

2-which/that 7-whom/that
3-which/that 8-which/that
4-who/that 9-which/that
5-who/that 10-who/that
Homework (5ms):-Make complete sentences using the passive of the present perfect.

1-Car / repair / the mechanic.
2-books / take / away.

-Combine the following sentences using relative pronouns.

1-The radio has suddenly stopped working. It is not very old.
2-The girl sits next to me. She is my close friend.

Self-evaluation -Good points: - Time is suitable.

- Sts have already learnt this grammar before.
- Weak point: - No

********************************

Week 10 Period 30 Planning date: October 27th, 2009

Lesson 1

: READING

I. Objectives: By the end of the lesson, students will be able to know more about beauty spots
in Viet Nam.

1. Knowledge: -Vocabulary: lotus, picturesque site, pine forest, excursion, campfire, to
persuade.

2. Skills: -Main skills: Reading

-Sub-skills: Writing, Speaking, Listening
3. Educational aims: Protect and preserve our beautiful nature

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II. Method & Techniques: Matching, Multiple choices, Gap Fill, Brainstorming,
Pair work, Ask-answer, Listen-repeat,

III. Teaching aids: Tape and Pictures

IV. Procedure:

Teacher’s & students’ activities Content

I. Revision (5ms)

-Ask students to tell the form as well as the
use of the present perfect tense , the passive
of the present perfect, and the use of
relative pronouns who, which, that. 
-Check the homework

II. Warm up (5ms)
1.Brainstorming

-Have students name some beauty spots in
Viet Nam.

- Give students some pictures of beauty
spots of Viet Nam

III. Pre-reading (10ms) 
1.Matching

-Show pictures and ask students to match
the pictures with the information given.
- Ask the students to call the names of the
pictures

-Feedback
2. Chatting:

Ask students some questions about the
pictures above:

- Which place(s) would you like to visit?
Why?

2.Preteach Vocabulary
- Elicit vocabulary

- Pre teach vocabulary, using pictures and
explanations

-Let students repeat the new words
- Check the vocabulary: match
3.Pairwork

-Have students practice asking and
answering about which of the places they
would like to visit and give reasons.

IV. While-reading (15ms)
1.Listen

-Set the scene , let students listen to the
disc and read

2.Multiple Choice

*1-My car has been repaired by the mechanic.
2-The books have been taken away.

*1-The radio which/ that is not very old has

suddenly stopped working.

2-The girl who/that sits next to me is my close
friend.

Hue Citadel Huong Pagoda

Xuan Huong Lake Ha Long Bay
Matching

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

1. Thien Mu Pagoda –d
2. Ha Long Bay- b
3. One Pillar Pagoda- a
4. Da Lat - c

Vocabulary:
--lotus(n)
--picturesque (adj)
--pine forest(n)
--excursion(n)
--campfire(n)

-- come to an end = end
-- rock information (n)
-- to persuade(v)

-- anxious (adj) - worried

Task 1: Choose the best answer
1-C 2-D 3-A

1. Lan wrote the letter to tell Minh about 
the plan for her class trip.

2. The students decided to go on an 
excursion because they wanted to

understand their Geography better and 
relax after work.

3. The students have changed their

destinations as it is impossible to visit the

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-Have students choose the best answer for
each sentence.

- Share their ideas with their partner.
- Discuss with their partner.

- Speaking: present their opinions
-Feedback: give the keys

3.Questions

-Have students practice asking and
answering the questions in pairs.

- Speaking: present the questions and
answers in pairs

- Correction

-Feedback: writing and correcting
V. Post-reading (7ms)

Summary

-Have students fill each blank with a
suitable group of words from the box.
- Discuss with their partner to come to an
agreement

- Speaking: Read aloud the sentences
-Feedback: give the keys

-Have students retell the main content of
the letter

caves near Thay Pagoda.
Task 2: Answer the questions

1-When they have some days off after the first
term.

2-Because they have recently studied rock
formations and many of them have never been

inside a cave.

3-It’s only over 20 kilometers.

4. They are going to have a night campfire on a
two day trip and they are going to bring food
and share the buses with other classes.

5. She was anxious about how to get her
parents’ permission.

After you read: Fill in the blanks in the
summary of the letters with a suitable group of
words from the box

1-is going to make 5-their trip
2-some caves 6-only problem
3-want to see 7-to persuade them
4-have learnt 8-her classmates
Homework (3ms): -Learn vocabulary by heart.

-Exercise 1, 2 Part 1 – A-Reading – Unit 6 – Workbook.
- Summarize the letter, using the prompts:

Lan’s class/ two- day excursion/ visit/ caves/ near Huong Pagoda. They/ want/ understand /
geography lesson/ better/ relax. They / plan/ trip/ carefully/ However/ Lan/ worried/ get/ her
parents’ permission./ She / try/ persuade/ able/ join/ trip.

Self-evaluation: - Good points: - The topic is very interesting.

- The language is easy for sts to understand.
- Weak point: No

WEEK 11 Period 31 Planning date: October 31st, 2009

Lesson 2

: SPEAKING

I. Objectives: By the end of the lesson, students will be able to speak English well

1. Knowledge: -Vocabulary: sundeck, to get sun burnt, travel sickness, refreshments.
2. Skills: -Main skills: Speaking

-Sub-skills: Writing, Reading, Listening

3. Educational aims: Proper arrangement is important to make yourself and your friends
pleased.

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III. Teaching aids: Pictures

IV. Procedure:

Teacher’s & student’s activities Content

I. Revision (5ms)

-Ask students to read the letter and then
ask them some questions.

-Check students’ vocabulary
-Check the homework

II. Warm up (4ms) Chatting

-Show a picture of Lake Michigan,
Chicago and ask students some questions.
Where is it? How do you travel if you go
on a trip on the lake? Where do you want
to sit on the boat?

-Set the scene

III. Pre-speaking (6ms)
Pre teach Vocabulary
-Elicit vocabulary
-Repeat the new words.

-Play guessing game: One student talk
about what he or wants, the others tell
who he or she is.

- Elicit the ways of giving opinions
- Present a model conversation
IV. While-speaking ( 20ms)
1-Groupwork

-Ask students to look at the seat plan and
then to decide the best seat for each
person.

-Feedback and remark

2.Pairwork

-Have students work in pairs to practice
asking and answering about which seat
they think is the most suitable for them
and give the reason why.

-Feedback

Checking up:

Why did Lan write a letter to Minh?
When is she going to go on a trip?
What are their plans for their trip?
Vocabulary:

--sundeck(n)

--to get sun burnt(v)
--travel sickness(n)
--refreshments(n)
--suffer from…

-- to be by oneself = to be alone
Guessing game:

S1: I like to sit in the sun and I want to be by
myself. Who am I?

S2: Tim

Giving opinions:

- I think………..
- ……. Should………

- …….. is better because……..
- That’s a good idea.

- That’s not a good idea.
Model conversation:

S1: I think [ Mary] should sit in section [B]
S2: [Yes]. Put her in seat [16]

S1: [No]. That’s not a good idea because 
[Susan wants to sit near her].

S2: OK. [Seat 37] would be better.
Mrs. Andrew: seats 46, 43, 41, 45, 34
Mary: seats 31, 37, 19, 20, 26, 32.
John: seats 10, 11, 12

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V. Post-speaking (8ms)

-Summarize the teaching points.

Sam: seats 16, 29, 34

Homework (2ms): -Learn Vocabulary by heart.

-Write a short passage telling others which seat is suitable for you and explain why, beginning
with: I like……… I don’t like………

So I think I should sit in section…………
The best seat for me would be…………..
Self-evaluation: - The structures are simple for sts to practice.

- Time is suitable.

- Good at pair working and group-working.
- Weak point: Some students cannot explain their opinion

******************************

Period 32 Planning date: November 1st , 2009

Lesson 3

: LISTENING

I. Objectives: By the end of the lesson, students will be able to summarize the main content of
the lesson.

1. Knowledge: -Vocabulary: glorious, spacious, left-over, Botanical Garden.
2. Skills: -Main skills: Listening

-Sub-skills: Writing, Speaking, Reading

3. Educational aims: Going on a picnic is a good way of relaxing and studying the nature
II. Method & Techniques: Rearrangements, Gap Fill, Pair work, Group work,

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Ask-answer, Listen-repeat,
III. Teaching aids: Tape and Pictures

IV. Procedure:

Teacher’s & student’s activities Content

I. Revision (5ms)

-Ask students to tell which seat they like to
seat on a boat and why.

-Check students’ vocabulary and their
homework.

II. Warm up (3ms) Game
-Play the game Hanging man.
(the word is PICNIC )

III. Pre-listening (10ms)
1.Chatting

-Ask students some questions to set the
scene:

1-Have you ever gone on a picnic?
2-Who do you often go with?
What do you often bring?
2.Preteach Vocabulary
-Elicit vocabulary

-Repeat the new words.
3. Predict

- Students work in group of four, describe
the pictures

- Predict the order of the pictures
IV. While-listening (18ms)
1.Numbering the pictures

-Let students listen to the tape and then
number the pictures in the order they hear.
(2 times)

- Discussion
- speaking
-Feedback: key
2.Gap Fill

-Let students listen to the tape again and

I like………
I don’t like………

So I think I should sit in section…………
The best seat for me would be…………..
Vocabulary:

--glorious(adj)
--spacious(adj)

--left-overs(n)

--Botanical Garden(n)

Task 1: Listen and number the pictures in the 
order you hear.

1-A 2-E 3-B 4-C 5-F 6-D

Task 2: Listen again and fill in the blanks with 
the exact words you hear

Keys:

1-was just a few 3-at the school gate
2-to pay a visit 4-a short tour
5-playing some more games

1. The weekend picnic I enjoyed most was
just a few weeks ago.

2. My class decided to pay a visit to the
Botanical Garden.

3. We met at the school gate on time.
4. We made a short tour round the garden.
5. In the afternoon, we went on playing

some more games
Task 3 : Answer the questions

1-It was a glorious day.

2-Yes, it was.

3-It was a beautiful place.

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fill in the blanks with the exact words they
hear.

-Discussion

- Listen again and check
-Feedback

3Questions

- Listen again and take note

-ask students to practice asking and
answering the questions in pairs.

- Speaking: Some pairs ask and answer the
front.

- Writing: some write the answers on the
board

V. Post-speaking (7ms)
Group work

-Ask students to discuss about what they
would plan if their class could go

for a picnic this weekend
- Talk about their plans

took photos, sang, danced, played games and
enjoyed a meal with a lot of food.

Your plan for a picnic this weekend

If your class could go for a picnic this weekend,
what would your plan be?

- Place to visit:
- Time to meet
- Place to meet
- Things to bring

- Means of transport to take
- Games/ activities to play
- Time to leave

Our plan:

If we could go for a picnic this weekend,
we would go to/ visit…………. we would meet
at………. and set off at…….. . We would
bring……….. and go by………….. There, we
would play/ enjoy……….. we would leave

at………

Homework: -Learn Vocabulary by heart.

-Write about your plan for the next picnic, using the suggestions:
- Place to visit - Time to meet - Place to meet - Things to bring

- Means of transport to take - Games/ activities to play - Time to leave
Self-evaluation: - Good points: - Time is suitable.

- Sts are active.

- Weak point: - Some students are not good at listening
Period 33 Planning date: November 4th, 2009

Lesson 4: WRITING

I. Objectives: By the end of the lesson, students will be able to know how to write a 
confirmation letter.

1. Knowledge: - Language: Request and confirmation expressions

-Vocabulary: to pick S.O up, to be convenient for, bunch of bananas, mango, wildlife, 
2. Skills: -Main skills: Writing

-Sub-skills: Listening, Speaking, Reading
3. Educational aims: Volunteer to help friends and other people

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II. Method & Techniques: Pair work, Group work, Ask-answer, Listen-repeat,
III. Teaching aids: Pictures letters

IV. Procedure:

Teacher’s & students’ activities Content

I. Revision (5ms)

-Ask students some questions about the
picnic they learned in the part Listening
-Check pupil’s vocabulary

-Check the homework

II. Warm up (7ms)

1.Chatting: Ask students some
questions:

1-Have you ever gone on a picnic?
2-How do you prepare for the trip?
3. Who often help you prepare for the
trip?

2. Set the scene: If you need any help
and you write a request letter to
someone, what would you hope to
receive?

2.Preteach Vocabulary:
-Elicit vocabulary

-Repeat the new words .
III. Pre-writing (7ms)
Pair work

-Have students read the two letters and
then find the requests in Nga’s letter and
the confirmation in Hoa’s

- Discuss with other groups

- Elicit confirmation expressions from
students

-Feedback/ conclusion

- Help students remember the format of
an informal letter

V. While-writing (18ms)

Revision and check up:

1. What was the weather that day?

2. How did they get to the Botanical garden?
3. What did the students do in the garden?
Vocabulary:

-a confirmation letter: a letter that responds to the
request or suggestion. It confirms whether the

help or the agreement is provided or not
-to pick S.O up(v)

Ex: I will pick him up at the airport.
-to be convenient for(v)

- a bunch of bananas(n)
-mango(n)

-wildlife(n)

Task 1: Read the two letters and find the 
requests in Nga’s letter and the confirmation in
Hoa’s

Requests:

- Can you go shopping with me to buy the things
we need for the trip?

- I will pick you up at 2:30 p.m tomorrow. Is the
time convenient for you?

The confirmation:

- Certainly, I will help you to prepare everything
you need for the trip.

- I’ll be waiting for you at 2:30 p.m tomorrow.
Useful expressions:

Request expressions:
- Can you…?

- Could you…?
- Will you…?

Confirmation
expressions: 
- I am sure…

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.Writing

-Have students work in group of four
write a confirmation letter responding to
each of them.

- Change around and self correct

- Teacher correct some letters as
examples

V. Post-writing (6ms)
Mistake Correction

-Choose some letters to correct them in
front of the class.

- Speaking

- Call one or two students to give the
talk in front of the others.

- Speaking

- Ask sts some questions about the
content of the letter.

- Speaking

- Play a game to help students
summarize the content of the lesson

- Would you…? - I’m sorry I can’t

An informal letter:
A. Heading:

( The writer’s address and the date)
B. Dear………..

C. Body( confirmation)

D. Closing (Love/ Yours/ your friend/
With love/ See you again…)

Task 2: Read the situation and write a
confirmation letter responding to each of them
Letter 1

Lan is going to have a birthday party at 8.00 p.m
on Saturday. She asks you to buy her two

bunches of bananas, three kilos of oranges, ten
mangoes and bring them to her house an hour
before the party. You agree to help her.

Confirmation: Certainly, I will help you to buy
everything you need for the party. I’ll come at
7p.m.Don’t worry.

Homework (2ms): -Learn Vocabulary by heart.

-Write the correct letters into the notebooks.

Self-evaluation: - Good points: - Sts practice writing well.

- Suitable method.
- Time is suitable

- Good pair work and group work

- Weak point: Should give the students jumbled letter for sts to arrange before writing
WEEK 12 Period 34 Planning date: November 5th, 2009

Lesson 5 : LANGUAGE FOCUS 
I. Objectives: By the end of the lesson, students will be able to:

-pronounce the sounds / / and / :/ exactly

-remember the use of the present progressive tense with future meaning and BE
GOING TO.

1. Knowledge: -Grammars: The present progressive tense with future meaning, WILL
and BE GOING TO.

-Pronunciation: The sounds / / and / :/

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2. Skills: -Main skills: Writing, Listening, Reading, Speaking

II. Method & Techniques: Gap Fill , Multiple Choice, Pair work, Ask-answer,
III. Teaching aids: Pictures

IV. Procedure:

Teacher’s & students’ activities Content

I. Revision (5ms)

-Ask students to tell how to write a
confirmation letter.

-Check vocabulary and the homework

II. Warm up (5ms)

-Play the game Noughs and Crosses

III. Practice (25ms)
1.Pronunciation

-Elicit the words which have the sounds /
/ and/ :/ using pictures.

- Explain how to pronounce / / and / /
-Let students repeat the words and
practice the sentences given.

- Have students find out some more words
which have the above sounds

- Find out the rules

2.Grammar and Vocabulary: the future
with GOING TO and the present
progressive tense with future meaning
a-Multiple Choice

-Ask students to read the sentences
carefully and then choose the best option
for each sentence.

-Feedback and explain why

b-Supplying the correct verb form

-Have students put the verbs in brackets
in the present progressive or be going to.

I. Pronunciation

teacher bird shirt

dirty monitor nurse

sir earth camera

/ /

teacher, pagoda,
camera, restaurant

/ : /
bird, church,

nurse, shirt,

Pronunciation rules:

- / / is the vowel of a, e, i, o u, ai, au, ar, yr, er,
or, ea, oi, eo, ir, er(e), ou(s), ur(e), oar, ou(s), re,
when they are not stressed

- / / is the vowel of er, ir, or, ur, ear, in
monosyllable words and in polysyllable words
when they are stressed

II. Grammar
Exercise 1

1-are you doing
2-is getting married
3-are you going to watch
4-am going to be

5-is going to rain
Exercise 2

1-are going
2-are having

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- Speaking- writing

-Feedback and explain why
c. Complete the sentences

-Remind students of Will, Be going to,
and the present progressive with future
meaning.

- Sts complete the sentences with present
progressive or BE GOING TO

- Speaking- writing
d-Pair work

-Have students complete the
conversations in pairs

-Feedback

V. Production (8ms)

-Consolidate the above teaching points.
- Have students make their own sentences

4-are you putting
5- isn’t going to give

Exercise 3
1-Are you going to watch/ see it?
I’m visiting my grandparents.

2-We are going shopping with my friends.
3-is he going to do?

He is going to buy a new car.
Remember:

* The present progressive tense can be used with
future meanings when expressing the plans and
predictions

Homework (2ms):

Self-evaluation: -Good points: - Time is suitable.

- Sts have already learnt this grammar before.
- Weak point: - No

******************************

Period 35 Planning date: November 6th , 2009

I. Objectives: By the end of the lesson, students will be able to remember the knowledge they 
learned from unit 4 to unit 6.

1. Knowledge: -Vocabulary: inhabitant, biscuit factory, unfair, 
2. Skills: -Main skills: Speaking, Writing, Reading, Listening

II. Method & Techniques: Pair work, Gap Fill, Ask-answer, True-False Statements
III. Teaching aids: Tape, Textbook

IV. Procedure:

Teacher’s & students’ activities Content

I. Check –up (5ms)

-Ask students to tell the difference

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among will, the present progressive
with future meaning, and be going to.
-Check the homework

II. Warm up (5ms)

-Play the game Word square
The key word is Reading, Oxford
III. Listening (7ms)

1-Chatting

-Ask students some questions about
two the above cities :

- Have you ever heard about Reading
and Oxford?

- What are they famous for?

-Set the scene: Present the requirements
of the listening text

2-Listening

-Let students listen to the tape and then
complete the table below.

-Feedback

- Ask and answer some questions about
the content of the listening text

IV. Reading (7ms)
Silent reading

-Ask students to read the passage
carefully and then decide whether the
statements are true or false.

- Practice speaking- writing
- Correct the false sentences
-Feedback

V. Grammar (10ms)

-Ask students to read the paragraph
carefully and to find out the words
omitted and explain why

-Feedback

VI. Writing (10ms)

- Remind the students some main

predictions

1A 2B 3B
LISTENING:

Reading Oxford

Location (1)

50 miles to the
west of London

(6)

in central
England
Population (2) 120.000

inhabitants

(7) 90, 000
people
Noted for (3) market town

(4)biscuit
(5)computer
industry

(8)university
(9) car factory
(10)Crowley
Road

READING

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

1. Students are not given much homework.  
Students are given…

2. It is necessary for students to work at home in
their free time. unnecessary

3. Students’ homework is not properly prepared

by teachers

4. Students do not have to repeat tasks they have 
already done at school.  Students have to…
5. Most people think that homework is not fair.

GRAMMAR

1-by 5-the 9-it
2-for 6-the 10-be
3-there 7-a/ per

4-which/that 8-by

WRITING

Dear uncle……..

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points of writing a letter.
-Have students write the letter
-Remark

We are staying in the factory the whole
morning and visiting the production. Can you
let us have a guide for the visit? It’ll be great if
we can have meetings with workers.

If there aren’t any changes, we’ll arrive at
about eight in the morning. Is everything
convenient for you? Please let me know as

soon as possible

Love,
Nam

Homework (1m): -Write the suggested into the notebook.
-Exercise D page 40 Workbook.

Self-evaluation: -Good points: - Students could practice listening doing grammar exercises
and reading rather well

- Weak point: - shortage of time (not enough for writing and correction)
******************************

WEEK 13 Period 38 Planning date: November 10th, 2009

Lesson 1 : READING

I. Objectives: By the end of the lesson, students will be able to know more about TV 
programs.

1.Knowledge:

-Vocabulary: channel, TV series, New Headlines, People Army, Comment, drama.
2.Skills: -Main skills: Reading

-Sub-skills: Writing, Speaking, Listening.

3. Educational aims: Watching TV is necessary for everybody but you should choose the 
suitable channels at proper time so that you can spend time learning your lessons.

II. Method & Techniques: Pair work, Matching, True-False Statements, 
Ask-answer, Listen-repeat, Brainstorming.
III. Teaching aids: Tape, Pictures

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Teacher’s & students’ activities Content
I. Check-up Non Check - up

II. Warm up (5ms)

-Play the game Lucky Numbers
III. Pre-reading (10ms)

1-Pairwork

-Have students practice asking and answering
questions in pairs.

- Practice speaking
-Feedback

2.Preteach Vocabulary
-Elicit vocabulary
-Repeat the new words.

- Check the vocabulary: matching
IV. While-reading (15ms)

1-Matching

-Have students read the text in silent
- Discuss with partner

- Match the words in A with their definitions
in B.

- Practice speaking
-Feedback

2.True-False

-Ask students to read the text again,

- Work in pairs, decide the statements are true
or false and correct the false statements.

- Write their answers on the sub board
- Share their opinion with the other pairs
- Practice speaking

-Feedback : check and find out evidence

3.Questions

-Ask students to practice asking and
answering the questions in pairs.

BEFORE YOU READ

Ask and answer the questions

1. When do you often watch TV?

When I have free time/ when having meals/
after finishing my homework

2. How many channels are there on our
national TV?

There are six( VTV1- VTV6)

3. How many hours per week do you watch
TV?

For about ten hours
Vocabulary:
--channel(n)
--TV series(n)
--New Headlines(n)
--People Army(n)
--comment(n)

WHILE YOU READ

Task 1: Match the words with their
definitions

1-c 2-a 3-d 4-b
1. Cartoon is a film made by 
photographing a series of changing
drawings

2. Drama is a play for the theater ,
television or radio

3. Comedy is a film or a play that is

intended to be funny, usually with a happy
ending

4. Documentary is a film or TV program 
giving facts about something

Task 2: Answer true or false
1-T 2-T

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- Write their answers on the sub boards

- Share their comprehension with their friends
in other groups

- Practice speaking: ask and answer the
questions in pairs

-Feedback

V. Post-reading (10ms) 
Speaking

-Have students practice telling in front of the
class which TV program they like best and

why.

-Feedback

documentary program at 15:15 on VTV3)
4-T

5-F (VTV1 starts at 5:35 and the last
program starts at 23:30)

Task 3:

1-Five films are on.

2-We can watch the news at 9:00a.m, 12:00
at noon, 7:00 p.m, 11:00 p.m on VTV1 and
7:00 p.m on VTV3.

3-VTV2.

4- It is Quiz Show
5. I’ll watch VTV 1
6. It is Football
Homework: -Learn Vocabulary by heart.

-Write a short passage telling others about the TV program you like best.
Self-evaluation:- Good points: - Sts are active.

- Suitable for sts to working in pairs and groups
- Weak point: - Some sts are not good at pronunciation.

********************************

Period 39 Planning date: November 12th, 2009

Lesson 2 : SPEAKING

I.Objectives: By the end of the lesson, students will be able to ask and answer questions about
uses of media.

1. Knowledge: -Vocabulary: orally, aurally, visually, distinctive.
2. Skills: -Main skills: Speaking

-Sub-skills: Writing, Reading, Listening

3. Educational aims: Usually get information from media, which can help your study.
II. Method & Techniques: Pair work, Group work, Ask-answer, Listen-repeat.
III. Teaching aids: Textbook

IV. Procedure:

Teacher’s & students’ activities Content

I. Revision (5ms)

-Ask students to tell some TV programs

CHECK UP: Questions:

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-Check students’ vocabulary

-Correct the homework

II. Warm-up(5ms) Brainstorming
-Ask students to tell where people can get
information from.

-Feedback

III. Pre-speaking (10ms)
1-Pairwork

-Have students work in pairs to pick out
the words which are the types of the mass
media.

- Discuss with other classmates
-Feedback .

2-Preteach Vocabulary
-Elicit vocabulary

-Practice orally: Repeat the new words
- Check the vocabulary

IV. While-speaking (15ms)
1-Pairwork

-Have students work in pairs to work out
what features the types of the mass media
have in common and what main features

each of them has.

- Share their opinions with the other pairs
- Practice speaking in pair to the front of
the class

- The whole class give remarks
- Teacher gives comments
-Feedback

2-Groupwork

-Have students work in group, talking
about different types of the mass media
using the questions given

- Share their opinions with the members

three channels?

2. What time can you watch the news on
VTV1?

3. If I want to learn English on TV, what
channel do you recommend to me?
Questions for brainstorming:

Where can you get information from?
I can get information from mass media.
SPEAKING.

Task 1: Types of the mass media:
Television

Radio
Newspapers
Magazines
The internet
Movies ( Films)
Vocabulary:

--orally(adv) = through mouth
--aurally(adv) = through ears
--visually(adv) = through eyes
--distinctive (adj)

-- feature

Task 2 Work out what features the types of the 
mass media have in common and what main
feature each of them has

The features the types of the mass media have in
common: presenting information and

entertainments

The distinctive features:

TV presents information and entertainment

visually and aurally. We receive them through
eyes and ears

Task 3: Talk about the different types of the 
mass media. Answer the questions

1. What are different types of the mass media?
They are print media ( newspapers and

magazines), audio media ( radio), audio-video
media ( TV, the Internet)

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of other groups

- Representatives of the groups present
the opinions ( answers) of their group
- The other groups remark

-Teacher give remarks and conclusion
V. Post-speaking (8ms)

-Ask students to retell features of the
mass media.

-Feedback

They deliver information and entertainment to
the public.

3. What are their distinctive features?

- Print media present information and
entertainment visually.

Audio media present them aurally.

Audio- video media present them visually and
aurally.

Multimedia computer programs also help people
learn a lot of things

Homework (2ms): -Learn Vocabulary by heart.

-Write a short passage telling others about TV (what features it has
in common and what its distinctive features).

Self-evaluation: - Good points: - The structures are simple for sts to practice.
- Time is suitable.

- Good at pair work and group-work.

- Weak points: Some students are not good at pronunciation

WEEK 14 Period 40 Planning date: November 13th, 2009

Lesson 3

: LISTENING

I. Objectives: By the end of the lesson, students will be able to hear radio news
1. Knowledge: -Vocabulary: flood, view, in spite of.

2. Skills: -Main skills: Listening

-Sub-skills: Writing, Reading, Speaking.

3. Educational aims: Should listen to the radio, which can give you more information that 
other types of media can’t

II. Method & Techniques: Pair work, Group work, Gap Fill, Ask-answer, Listen-repeat, 
III. Teaching aids: Tape and Textbook

IV. Procedure:

Teacher’s & student’s activities Content

I. Revision (5ms)

-Check students’ vocabulary.
-Check the homework

II. Warm up (3ms)

Play the game Bingo (the word is RADIO)

CHECK UP

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III. Pre-listening (10ms)
1-Pairwork

-Have students practice asking and
answering the questions in pairs.

- Students present the questions and their
answers to the rest of the class

- Compare with the answer of the other pairs
-Feedback of the

2-Preteach Vocabulary
-Elicit vocabulary
-Repeat the new words .
IV. While-listening (15ms)
1-Listening to the radio news

- Have students examine the table carefully
before listening

- Have students predict before listening:
Which words are in the story 1, what others
are in the story 2.

-Have students listen to the tape (twice or
three times) to tick the words they hear
-Discuss their answers with their classmates
-Feedback: Listen again and stop to check
2-Gap Fill

- Have the students skim the two stories
carefully and predict before listening

- Discuss with their neighbors

-Ask students to listen to the tape to fill in the
blanks with the missing words.

- Write their answers on the sub boards
- Change the boards to correct themselves
- Present their answers to the rest of the
class: speaking and writing

-Feedback: listen again and check word by
word.

3-Questions

-Have students listen again and then practice
asking and answering the questions in pairs.

internet?

BEFORE YOU LISTEN
Answers:

1. I often/ sometimes/ never listen to the
radio

2. I listen to it……… hours a week.
3. I like listening to……… because….
Vocabulary:

--flood(n) # drought

--view(n)

--in spite of

-- rise (v) – rose – risen
WHILE YOU LISTEN

TASK 1: Listen and tick the words you hear
News story 1 News story 
healthy
strong
young
cloudy
highest
wonderful
………
……V…….
………
…….V……
………
………
……
V……...
..
…....V...
………
….…V
…….V
TASK 2: Fill in the missing words

Passage 1:

1-has caused floods
2-have left their homes

3-have risen 4-two meters
5-has stopped 6-cloudy
7-strong wind

Passage 2

1-twenty – third 2-4,418
3-California 4-wonderful
TASK 3: Answer the questions

1-Heavy rain has caused floods all over the
country during the night.

2-Because rivers have risen.

3-The old woman has climbed Mount
Whitney twenty – three times.

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- Present the questions and their answers to
the rest of the class: speaking and writing
-Feedback: listen again and check

V. Post-listening:(10ms) Group work
-Ask students to choose one of the news
stories to tell their classmates about it.

- Students read the story they like and retell
it.

-Feedback: remarks from the teacher and the
whole class

of the mount is wonderful and the mount has
kept her young and healthy.

AFTER YOU LISTEN

News story 1: heavy rain during last night
has caused floods all over the country. Many
people have left their homes because the
rivers have risen. The rain has stopped but
it’s still cloudy and the wind is strong.

News story 2: A ninety- year- old woman
has climbed mount Whitney in California
twenty- three times………..

Homework (2ms): -Learn Vocabulary by heart.

-Write the answers to questions from 1 to 4 page 78-Textbook into the notebook.
- Answer the questions: - What do you learn from the old woman?

- What is the weather like in the morning, after the heavy rain?
Self-evaluation: -Good points: - Students could practice listening rather well

- Weak point: - Some students are not good at speaking, so they cannot
retell the story fluently.

Period 41 Planning date: November 14th, 2009

Lesson 4

: WRITING

I. Objectives: By the end of the lesson, students will be able to know the advantages and 
disadvantages of the mass media.

1. Knowledge:

-Vocabulary: memorable, popularity, aware of, global, responsibility, to interfere.
2. Skills: -Main skills: Writing

-Sub-skills: Listening, Reading, and Speaking.

3. Educational aims: Should choose good programs on TV and on the internet to explore, try 
to avoid bad sides of the mass media

II. Method & Techniques: Pair work, Group work, Ask-answer, Listen-repeat, 
III. Teaching aids: Textbook sub boards

IV. Procedure:

Teacher’s & student’s activities Content

I. Revision (5ms)

-Ask students some questions about TV

programs

-Check the homework: retell the stories
and write the vocabulary

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II. Warm up (3ms): Chatting

-Ask students some questions about TV:
1-Do you like watching TV?

2-Are there any advantages and
disadvantages of TV?

-Set the scene

III. Pre-writing (10ms)
1-Reading

-Ask students to read the table of the
disadvantages and advantages of TV
- Discuss with their neighbors and add as
much information as possible

2-Preteach Vocabulary
-Elicit vocabulary
-Repeat the new words.
IV. While-writing (15ms)
1-Pairwork

- Students work in pairs, choosing one of

the mass media mentioned in the table.
-Discuss the disadvantages and
advantages of the mass media and write
them down in the column.

-Remark
2-Writing

- Present a model paragraph about the
advantages and disadvantages of Ts
- Elicit the useful expressions from the
students

- Present how to write a paragraph about
advantages and disadvantages

- Provide the students with useful
expressions

-Have students write their own
paragraphs about the disadvantages and
advantages of one of the mass media
discussed in task 2.

- Change their sub boards and correct
them.

News story 2: A ninety- year- old woman has 
climbed mount Whitney in California twenty-
three times………..

PRE WRITING
Vocabulary:
--memorable(adj)
--popularity(n)
--to be aware of(v)
--global(n)

--responsibility(n)
--to interfere(n)
The Internet

Advantages

- Help us to learn more
about the world and to
know and see many new
things so that we can
update our knowledge
- Internet entertains us.
We can listen to music
and watch film on the
internet

- It makes us aware of

our global

responsibilities

Disadvantages
- The internet can
make us passive. We
don’t s[have to think
so our brains become
lazy.

- It takes time away
from other physical
activities

- Some programs on
the internet is far too
violent and sexy and
harmful to the young.
USEFUL EXPRESSIONS

- First of all/ Firstly

- In addition/ Moreover/ Furthermore
- As a result/ Therefore/

- Finally/ At last
- On the whole
WRITING

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V. Post-writing (10ms)

-Correct their writing and remark

result, the internet has become a close friend of
many people. At last, it makes us aware of our
global responsibilities. On the whole, the internet
is part of our life today.

Homework (2ms): -Learn Vocabulary by heart.

-Complete the paragraph which you wrote at school.
Self-evaluation: -Good points: - Students could practice writing heartily

- Weak point: - Some students are not good at writing, so it takes
time

*******************************

Period 42 Planning date: November 16th, 2009

Lesson 5: LANGUAGE FOCUS

I. Objectives: By the end of the lesson, students will be able to:
-remember the old knowledge they learned.

-pronounce the sounds / ei /, / ai/, / oi/ exactly.

1. Knowledge: -Vocabulary: to quarrel, to demolish, shortage, to live on, bean.
-Grammar: The present perfect tense, Because of and In spite of
-Pronunciation: the sounds / ei /, / ai . and/ oi/

2. Skills: -Main skills: Listening, Writing, Reading, And Speaking

II. Method & Techniques: Pair work, Gap Fill, Matching, Ask-answer, Listen-repeat, 
III. Teaching aids: Textbook and Pictures

IV. Procedure:

Teacher’s & students’ Activities Content

I. Revision (5ms)

-Ask students to tell the disadvantages
and advantages of the Internet.

-Check students ‘vocabulary and their
homework.

II. Practice (30ms)
1.Pronunciation

-Elicit the words which have the sounds
/ei / , /ai/ and /oi/.

Advantages of the internet

- Helps us to learn more about the world and to
know and see many new things so that we can
update our knowledge

- Internet entertains us. We can listen to music
and watch film on the internet

- It makes us aware of our global responsibilities

PRONUNCIATION

/ oi /

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-Let students listen to the tape and repeat
the words

-Elicit the rules to pronounce these
sounds.

-Have students practice the sentences
given.

- Explanation and conclusion
2.Grammar and Vocabulary
a-Gap Fill

- Remind the students of the present
perfect tense

-Ask students to complete the letter using
the present perfect of the verbs in the
box.

-Feedback

- Elicit the structure of the present perfect
and the usage of since, for, ago

-Have students complete the sentences
with for, since or ago.

- Practice the sentences: 
speaking-writing

-Remind students of the teaching points.
b-Matching

- Give example with because of and in
spite of

- Have students examine the exercise
carefully.

- Do the exercise in groups

-Have students complete the sentences
using the information in the box.

- Present their work: speaking- writing
-Feedback: check and remarks

- Elicit the usage of IN SPITE OF and
BECAUSE OF

- Give structures
- More exercises
* Remember ( 7ms)

-Review the grammar points.

toy, enjoy,

destroy newspaper,radio,
they

height, buy,
type

/ oi / / ei / / ai /

oy aia

ey , ai , ei

i
ei
uy, y
GRAMAR AND VOCABULARY

EXERCISE 1 
1-have been 2-has lived

3-have met 4-have done
5-have had 6-have taken
7-have watched

The present perfect:

S - have/ has - past participle
Exercise 2

1-since 2-ago 3-for 4-for
5-since 6-for 7-ago 8-ago
9-since 10-since

Since/ For/ Ago

Since For Ago

used in the
present
perfect tense
- a point of
time

used in the
present
perfect tense
- a period of
time

Used in the
simple past
tense

- a point of
time

Exercise 3
Examples:

1. We didn’t go to the movies because it rained 
heavily. -->

I didn’t go to the movies because of the heavy 
rain.

2. I went to the movies although it rained 
heavily. -->

I went to the movies in spite of the heavy rain
1-c/ f 2-b/ d 3-a/ e 4-h/ j 5-i/ g
 Remember

Because/ As / Since - Clause

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Despite/ In spite of - Noun / Noun Phrase/ V-ing
Homework (3ms): -I. Complete the sentences with because of or in spite of

1. We don’t like to take a walk on this street... hideous litter on the sidewalk
2. ... her poor health, Ann works very hard for the exam.

- Make 4 sentences using Adverbial clauses of reason and Adverbial clauses of concession: 
1. The people in our community lead a happy life. They lack modern conveniences

2. There was a car crash last night. The road was slippery.

3. The inhabitants here don’t want to leave their village. They love their tradition
4. The children were swimming for hours. The water was cold

Self-evaluation -Good points: - Time is suitable.

- Sts have already learnt this grammar before.

: WEEK 15 Period 43 Planning date: November 20th, 2009

Lesson 1

: READING

I. Objectives: By the end of the lesson, students will be able to know the changes of the life in
the countryside

1. Knowledge:

-Vocabulary: to make ends meet, in need of many things, to better, straw, mud,
farming method, cash crop, bumper crop.

- Language: Reported speech and direct speech
2. Skills: -Main skills: Reading

-Sub-skills: Listening, Writing, Speaking

3. Educational aims: Love the farming work, help our country develop its agriculture thanks 
to science, technology and our knowledge.

II. Method & Techniques: Pair work, Group work, Matching, Ask-answer, Listen-repeat

III. Teaching aids: Pictures, Textbook and Tape

IV. Procedure:

Teacher’s and students’ activities Content

I. Revision( 5’)

-Ask students to tell the form of
Adverb clauses of reason and Adverb
clauses of concession.

-Check the homework

II. Warm up (5’) Game
-Play the game “Guessing words”
-Feedback

III. Pre-reading (7’)
1-Chatting

CHECKING

1. The people in our community lead a happy life
in spite of the lack of modern conveniences
2. There was a car crash last night because of the

slippery road.

3. The inhabitants here don’t want to leave their

village. because of their love for their beautiful
age- old tradition

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-Have students look at the picture and
ask them some questions to set the
scene:

a-What are the people in the picture
doing?

b-How are they working?

c. What do you think of the crop?
d. What helps produce good crops?
-Feedback

2-Preteach Vocabulary
-Elicit vocabulary
-Repeat the new words
IV. While-reading (20’)
1-Matching

-Have students read the text silently and
then match the words or phrases in A
with their definitions in B.

- Discuss with their classmates

-Present their answers:
speaking-writing

-Feedback: check the meanings of
words

2-Completing the table
-Students work in groups

-Have students read the text again and
then complete the following table.
- Change and discuss

- Presentation: speaking- writing

-Feedback: read and find out evidences
3-Questions

-Give students one more chance to read
the text again and then practice asking
and answering the questions in pairs.
- Present their answers:

speaking: ask and answer the questions
in pairs

writing: write the answers on the board
-Feedback: remarks, find out the
evidence in the text.

BEFORE YOU READ

a- They are collecting rice from the field./ They
are harvesting.

b-They are working hard.
c. It is a good crop.

d. Science, technology and good farming method
help produce good crops

Vocabulary:
--to better(v)
--straw(n)
--mud(n)

--farming method(n)

--to export(v) # to import (v)
WHILE READING

Task 1: Match the words with their meanings
1-b 2-d 3-a 4-e 5-c

Task 2: Complete the table

Areas of

changes Before Now

houses

made of straw
and mud

made of bricks

radio & 
TV
few families
had
many families
have
farming

methods old ( backwards) new

crops poor good ( bumper

crop – cash crop)

travel walk, bike motorbike

Task 3: Answer the questions
1-It was poor and simple.

2-Because they hope that with an education of
science and technology their children could find a
way of bettering their lives.

3-They introduced new farming methods which
resulted in bumper crops. They also helped grow

cash crops for export.

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V. Post-reading (6’) Group work
-Have the students discuss the
following question: How can people
with an education help make life of
their community better?

-Feedback : conclusion

- Help the farmers with new farming
methods

- Help the poor improve their life by
protecting their health, taking care of their
children, making their environment more
clean and sanitary.

- Teach homeless children so that they can
get knowledge and become more educated
Homework: (2’) -Learn Vocabulary by heart.

-Write a short passage summarizing the changes of the above village.
Self-evaluation: :- Good points: - Sts are active.

- Suitable for sts to working in pairs and groups

Period 44 Planning date: November 22nd, 2009

Lesson 2

: SPEAKING

I. Objectives: By the end of the lesson, students will be able to talk about plans and their 
possible results (in the village).

1. Knowledge:

-Vocabulary: to widen, to raise, to resurface, medical centre, canal, muddy, flooded.
- Language: Giving opinions

2. Skills: -Main skills: Speaking

-Sub-skills: Listening, Writing, Reading

II. Method & Techniques: Pair work, Group work, Matching, Ask-answer, Listen-repeat, 
III. Teaching aids: Pictures, Textbook

IV. Procedure:

Teacher’s and students’ activities Content

I. Revision (5’)

-Have students read the text and then
answer some questions.

-Check students’ vocabulary
-Check the homework

II. Warm up ( 5’) Chatting

-Ask students some questions to set the
scene:

CHECKING UP

What are the changes of the village in the
reading text?

What can you do to help make the life of your
community better?

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a-How is the life in the countryside today?
b-What should we do to make life in the
countryside better?

III. Pre-speaking ( 10’)
1-Preteach Vocabulary
-Elicit vocabulary
-Repeat the new words.

2-Matching

- Students work in pairs

-Have students read the instruction of task 1
and then match each of the plans with its
possible result.

- Discuss with other pairs

- Present their work: writing- speaking
-Feedback

- Elicit the way how to express opinions
- Supply useful expressions

IV. While-speaking : ( 20’) Group work
-Ask students to practice the conservations
given in groups and then continue the
conservation, using the ideas in the table in
Task 1.

-Feedback

V. Post-speaking (3’)

-Summarize the teaching points

Vocabulary:

--to widen(v) = to broaden/ enlarge(v)
--to raise(v)

--to resurface(v)
--medical centre(n)
--canal(n)

--muddy(adj)
--flooded(adj)

Task 1: Match each plan with its result
1-b 2-g 3-d 4-e 5-f 6-c 7-a

1. Widen the roads --> cars and lorries can
get to the village

2. Raise and resurface the roads --> roads will
not be muddy and flooded after it rains, and
people get around more easily.

3. Build medical center --> People’s health is
looked after.

4. Build a football ground--> Young people
can play sports

5. Grow cash crop --> People can export the
crops and get money

6. Build a bridge over the canal --> Villagers
have a shorter way to town.

7. Build a new school --> Children have better
learning conditions

Useful expressions:

-I agree with you because...
- That’s a good idea. Moreover...

- You are right.

Homework: (2’) -Learn Vocabulary by heart.

-Make a table in which you write the plans and the possible result for each
plan.

- Think of what your town/ home village should to improve the
community’s life

Self-evaluation: -The class is active and cheerful.
-Time is suitable.

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Period 45 Planning date: November 22nd, 2009

Lesson 3

: LISTENING

I. Objectives: By the end of the lesson, students will be able to listen to a text about the 
changes in a town and talk about the changes of their hometown

1. Knowledge:

-Vocabulary: resort, no longer, to pull down, to cut down, suburb, department store.
- Knowledge: used to talk about the past

2. Skills: -Main skills: Listening

-Sub-skills: Speaking, Writing, Reading

3. Educational aims: Support the changes and remember the traditional values

II. Method & Techniques: Pair work, True-False Statements, Gap Fill, Ask-answer,

Listen-repeat,

III. Teaching aids: Pictures, Tape and Textbook

IV. Procedure:

Teacher’s and students’ activities Content

I. Revision (5’)

-Ask students to tell some plans to improve
their town and the possible result for each
plan.

-Check vocabulary and the homework

II. Warm up (3’)

-Ask students to tell the changes in their
hometown

III. Pre-listening (10’)
1.Picture Description

CHECKING UP
We should...

1. Widen the roads so that cars and lorries can

get to the village

2. Raise and resurface the roads so that roads
will not be muddy and flooded after it rains,
and people get around more easily.

3. Build medical center so that People’s health
is looked after.

BEFORE LISTENING

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-Have students look at the two pictures of
the same town and discuss the changes of
the town

- Group work

- Compare their opinions with other
groups

- Present their work: speaking
-Feedback

2.Preteach Vocabulary
-Elicit vocabulary

- Explain the vocabulary
-Repeat the new words
IV. While-listening (20’)
1-True-False Statements

-Let students listen to the tape twice to
decide if the following statements are true or
false.

- Discuss with their partners

-Present their answers: writing- speaking
- Correct the false sentences

-Feedback: listen again and check
2-Gap Fill

-Let students listen to the tape again and
then complete the passage with the missing
words.

- Discuss to exchange their opinions

- Present their answers: writing and speaking
- Read the whole paragraph

-Feedback: listen again and check
V. Post-listening ( 5’)

-Have students discuss the changes in their
hometown or home village in groups

-Feedback by listening to each other.

small houses, but now there are tall
buildings

- In the past there weren’t any hotels, but
now there is a hotel in the town.

- In the past, there used to have a lot of trees
but now there are only a few

- In the past, there was a park, but now there
are only houses

Vocabulary:
--resort(n)

--no longer(adv) = not...any more/ any longer
--to pull down(v)

--to cut down(v)
--suburb(n)

--department store(n)
WHILE LISTENING

Task 1: Listen and decide if the following 
statements are true or false

1-F --> South coast
2-F --> small quiet town
3-T

4-F --> The big trees have been cut down
5-F --> Many people

Task 2: Listen to the talk again, and write the 
missing words

1-houses 2-hotel
3-widened 4-cut
5-car 6-shop
7-department 8-expensive
AFTER YOU LISTEN

Discuss the changes in your own hometown or
home village

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-Write a short passage telling others about the changes of your
hometown or your home village.

Self-evaluation: Good points: -Students understand the lesson well.
-Reach the aims.

Weak points: - Some students don’t know how their home town/ village
has changed, so it takes time. *************************

WEEK 16 Period 46 Planning date: November 26th, 2009

Lesson 4 : WRITING

I. Objectives: By the end of the lesson, students will be able to know how to write an

informal letter: giving directions.

1.Knowledge: -Vocabulary: to go over, to walk past, to enclose.

-Language: Imperative form; adverbs of places; prepositions of places
2.Skills: -Main skills: Writing

-Sub-skills: Speaking, Listening, Reading

3. Educational aims: Be polite when inviting someone, be careful when giving
instructions to someone

II. Method & Techniques: Pair work, Ask-answer, Listen-repeat
 III. Teaching aids: Pictures and Textbook

IV. Procedure:

Students’ and teacher’s activities Content

I. Revision (5’)

-Ask students to tell some changes in their
hometown and how they feel.

-Check vocabulary and the homework
II. Warm up (3’) Chatting

-Show a picture of the post office and ask
students to tell the way to get there.

- Students discuss and say
-Feedback

III. Pre-writing (8’)

1-Preteach phrases of giving directions
-Elicit the phrases of giving directions from
the above example and from students.

CHECKING UP

In the past, my hometown was...
There used to be

It was
Now, it is
There is/ are...
Useful expressions
Asking the way:

Can you show me the way to the…..?
Could you tell me how to get to the…..?
Giving directions:

--come/ get out of

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- Supply useful expressions

2-Pairwork

-Introduce the situation

-Ask students to read the letter again and
look at the map to find Ann’s house on the
map.

- Discuss and underline the words and
phrases which can be used to give
directions

- Present to the front

- Supply the students with ways of asking
the way and giving directions

-Feedback

IV. While-writing (20’)

-Have students write a letter to Jim, telling
him the way to his/ her house (A) from
Roston Railway Station.

- Teacher: go round to help the students
with their writing

V. Post-writing ( 6’)
Mistake Correction

-Exchange the letters together to correct the

mistakes.

- Present some letters and correct in the
front

-Remark

--turn right/ left on X street

--keep walking until you reach....
--walk past the...

--take the first/ second street on the left/ right
-- It’s behind/ opposite/ to the left/ right/ next to
/ just around/ towards the end of the...

Task 1

Where is Ann’s house?
Ann’s house is H

Task 2: Underline the words and phrases you 
use to give directions

- Turn right

- Keep walking for about 5 minutes
- Go over the bridge

Task 3: Write a letter to Jim, telling the way to

your house from Roston Railway Station

Dear Jim

I am pleased to hear that you have decided to
come here for your weekend. I am writing to
tell you how to get to my house from Roston
railway Station

Now, when you come out of the station, turn
right. Keep walking for about 5 minutes,
you’ll see a bridge ahead. Go past the street,
walk past a medical center. Keep walking
until you see a car park. Go past it. and then
take the first turning on the left to the Bright
Street. you will see a shoe store on the left.
My house is to the right of it the shoe store.
You can’t miss it. I have enclosed a map so
that you can follow my directions easily.
Love,

Nga
Homework: (2’) -Learn Vocabulary by heart.

-Write a letter to your close friend telling him/ her the way to your
house from Kon Tum bus stop, enclosed a street map

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Weak points: No

************************

Period 47 Planning date: November 24th, 2009 
Lesson 5 : LANGUAGE FOCUS

I. Objectives: By the end of the lesson, students will be able to:
-pronounce the sounds / au / and / u / exactly.

-remember the old knowledge they learned about Reported speech and Conditional sentence
type 1.

1. Knowledge: -Grammar: Reported speech and Conditional sentence type 1.
-Pronunciation: The sounds / au / and / u/

2. Skills: -Main skills: Writing, Listening, Reading, and Speaking

3. Educational aims: When you report something, do it correctly so that there isn’t any
misunderstanding.

II. Method & Techniques: Gap Fill, Sentence Transformation, Pair work, Ask-answer.
III. Teaching aids: Pictures and Textbook

IV. Procedure:

Teacher’s and students’ activities Content

I. Revision (5’)

-Ask students to tell the ways to ask and
give directions.

-Check students’ vocabulary
-Check the homework

III. Practice

1.Pronunciation (10’)

-Elicit the words which have the sounds
/au/ and / u /.

-Let students repeat the words
-Elicit the rules

-Have students practice the sentences
given

- have students find out the words which
have the above sounds

2.Grammar (20’)
Reported speech

a-Sentence Transformation

CHECKING UP
Giving directions:
--come/ get out of

-- Go straight ahead for... then...
--turn right/ left on X street

--keep walking until you reach....
--walk past the...

--take the first/ second street on the left/ right
-- It’s behind/ opposite/ to the left/ right/ next to /

just around/ towards the end of the...
PRONUNCIATION

/ au/

cow, town, house,
couch, mouse

/ u/

coat, phone, bowl
window, note
/ au/

is the sound of ow, ou

/ u/

is the sound of o, oa,
ou, ow, ew, au, eau, eu
GRAMMAR

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-Ask students to report the statements

using the verbs suggested.

- Discuss to correct themselves
- Practice speaking and writing
-Feedback

b-Grammar review

- Elicit the grammar points from students
-Review the grammar points

c-Gap Fill

-Have students complete the sentences
using the correct form of say, tell or talk. 
-Feedback

Conditional sentence type 1 
Grammar review

-Review the old knowledge about
conditional sentence type 1.

-Give examples and explain.
Making sentences

-Have students look at what Ha Anh
hopes will happen in the future and make
sentences using IF………..will……….
-Feedback

d-Gap Fill

-Have students read the sentences and
then fill in each blank with IF or When.
IV. Production (5’) Game

-Divide the class into 2 groups: one group
makes If Clause and the other group will
make Main Clause.

-Ask students to combine their sentences
randomly and read them aloud in front of
the class.

2-She said she was going to Ho Chi Minh City
soon.

3-I thought the film would be interesting.

4-She said she couldn’t help me because she had
too much to do.

Form:

said/ (that) - S - V (hạ thì)
S- told S.O

**Changes in tense:

Direct Speech Reported Speech
Simple Present Tense Simple Past Tense
Present Progressive

Tense Past Progressive Tense
Simple Future Tense Would - V(bare inf)
Present Perfect Tense Past Perfect Tense
Simple Past Tense Past Perfect Tense
Exercise 2

1-told 3-said 5-talked
2-said 4-told

Type I Conditional Sentence:
Present / Future Real Condition

If Clause Simple Present

Main Clause Simple Future
Simple Present
Exercise 3

Ex: If I buy that hat, I will give it to you

If I don’t go out so much, I’ll do more homework.
If I do more homework, I’ll pass the exam.

If I pass the exam, I’ll go to medical college.
If I go to medical college, I’ll study medicine.
Exercise 4

1-If 2-When 3-if 4-If 5-when
Homework: (5’) -Exercise 4 pages 50, 51 Workbook.

Complete the exchanges below, using the appropriate form of the verb in parentheses
1. A: I don’t think we can catch the bus

B. Well, if we... (hurry), we...(catch) one.
2. A: Are you going to the new small?

B: I...(go) if I...(finish) this work in the afternoon.
3. A: Why did you quit your job?

B: I want to find another one. I...(have) more free time if I...
(work) on a different job.

Complete the sentences to report what someone said.

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3. “ I’ve got many friends”  Mary said that...

Self- evaluation: -Good points: - Students have learned the grammar points to some extent 
- Students understand the lesson and work hard

- Weak points: The lesson is rather long so time is not adequate

Period 48 Planning date: November 26th, 2009

I Objectives: By the end of the lesson, students will be able to remember all the knowledge 
they learned from unit 7 to unit 8.

1. Knowledge: -Vocabulary: to queue, to play an important role, politics, to dominate. 
- Knowledge: Verb form (present perfect, conditional sentence)

2. Skills: -Main skills: Speaking, Writing, Reading, And Listening

3. Educational aims: Should chose good TV program to watch and arrange suitable time
for it

II. Method & Techniques: Pair work, Gap Fill, Ask-answer, True-False Statements
III. Teaching aids: Tape, Textbook

IV. Procedure:

Teacher’s and students’ activities Content

I. Revision (5’)

-Ask students to tell the use of the
conditional sentence type 1 and changes
in tense, adverbs of time, places in
reported speech.

-Check the homework
II. Listening (10’)

1-Listening to decide true-false
statements

-Let students listen to the tape twice or
three times in order to decide whether the

statements are true or false.

-Feedback
2-Gap Fill

-Let students listen to the tape again and
fill in each blank with the word they hear.
-Feedback

CHECKING UP
conditional sentence 
1. hurry- will catch
2. will go- finish
3. will have- work
Reported speech

1. Jim told me that Ann was coming to the party.
2.I thought you said Bill hadn’t the examination
3.Mary said that she didn’t have many friends
LISTENING

A:1-F : a village called Henfield 
2-F : never have to

3-T 4-T 5-T
B:1-aren’t 2-evenings 3-cinemas
4-theatres 5-knows

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III. Reading (13’)
1-Preteach Vocabulary

-Elicit vocabulary
-Repeat the new words

2-Questions

-Have students read the text again in
order to answer the questions given in
pairs.

-Feedback

IV. Grammar (7’)

-Have students fill each blank with the
correct form of a verb in the box.

- Students explain
-Feedback

V. Writing ( 10’)
Writing the directions

-Have students look at the map and use
the cues given to write the directions for
their friend as the instruction.

-Feedback

READING
Vocabulary:

--to queue(v)

--to play an important role(exp)
--politics(n) political(adj)
--to dominate(v)

Answers

1-TV is a convenient and rather cheap source of
entertainment because it is more convenient as
well as cheaper to sit at home than to go out.
People don’t have to arrange transport and pay
for expensive seats at the theater or in the cinema
either.

2-People can see plays, films of every kind and
the latest exciting football matches.

3-The TV viewer is completely passive because
he needs to do nothing and he doesn’t even use
his legs.

4. if we like watching TV too much, it can begin
to dominate our lives

5. It is neither good nor bad. It depends on how
we use it in our daily life.

GRAMMAR

1-have been - haven’t had 3-said
2-haven’t given - have paid 4-had taken
5-thought – would come

6-told – have got

Homework: -Write a passage telling others where you like to live: in a countryside or
in the city.

Self-evaluation: -the lesson is too long for the teacher to teach in one period.

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MT: STGT tên lửa vũ trụ

<b>UNIT 2: SCHOOL TALKS</b>

<b> </b>

<i><b> Section D: WRITING</b></i>

<b>INTERNATIONAL SCHOOL OF ENGLISH</b>

<b>UNIT 2: SCHOOL TALKS</b>

<i><b>Section E: LANGUAGE FOCUS </b></i>

<b>UNIT 3: PEOPLE’S BACKGROUND </b>

<b>UNIT 3: PEOPLE’S BACKGROUND</b>

<i><b>Section B: SPEAKING</b></i>

<b>* I have an interview with….He/ She lives </b>

with his/ her………, she

has….sisters, and brothers . They live

………….. at/ in………….. He/ She went

to……… Primary School,

………….. Secondary

School………

<b>UNIT 3: PEOPLE’S BACKGROUND</b>

<i><b>Section C: LISTENING</b></i>

<b>UNIT 3: PEOPLE’S BACKGROUND</b>

<i><b>Section D: WRITING</b></i>

<b>UNIT 3: PEOPLE’S BACKGROUND</b>

<i><b>Section E: LANGUAGE FOCUS</b></i>

e

æ

e

æ

e

æ

e

æ

<b>TEST YOURSELF A </b>

æ

<b>TEST 45 MINUTES</b>

<b>UNIT4: SPECIAL EDUCATION</b>

<i><b>Section A: READING</b></i>

- Sts: Get out words and take notes.

<b>UNIT4: SPECIAL EDUCATION</b>

<i><b> Section B: SPEAKING</b></i>

<b>UNIT4: SPECIAL EDUCATION</b>

<i><b>Section C: LISTENING</b></i>

<b>Lesson 5: LANGUAGE FOCUS</b>

<b>Lesson 1: READING</b>

What can a computer do?

<b>Task 3 Answer the questions</b>

<b>Lesson 4: WRITING</b>

<b> Lesson 5: LANGUAGE FOCUS</b>

<b>Lesson 1</b>

<b> : READING</b>

<b>Lesson 2</b>

<b> : SPEAKING</b>

<b>Lesson 3</b>

<b> : LISTENING</b>

<b>Lesson 4: WRITING</b>

<b>Self-evaluation: - Good points: - Sts practice writing well.</b>

I. Pronunciation

CHECK UP: Questions:

<b>Lesson 3</b>

<b> : LISTENING</b>

<b>Lesson 4</b>

<b> : WRITING</b>

<b>Lesson 5: LANGUAGE FOCUS</b>

<b>Lesson 1</b>

<b> : READING</b>

<b>Lesson 2</b>

<b> : SPEAKING</b>

<b>Lesson 3</b>

<b> : LISTENING</b>

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