unit 11 traveling around vietnam giaùo aùn anh vaên 8 unit 1 my friends lesson 1 getting started listen read objectives introductions of the new topic review of student’s favorite activities langua

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UNIT 1- MY FRIENDS

Lesson 1- Getting started, Listen & Read

OBJECTIVES:

 Introductions of the new topic

 Review of student’s favorite activities

LANGUAGE CONTENTS:

 Grammar: - Simple tenses

- Not(adj) + enough + to-infinitive

TECHNIQUES:

 Question- answer

TEACHING AIDS:

 Pictures (copiing & enlarging from textbook), cassette tape + recorder

TIME-45 minutes

PROCEDURES:

Steps Activities

WARM-UP

10’

 T. shows 4 pictures(p.10)- students work in group(describing
people’s activities in pictures)

 Some groups describe pictures before class

 T. asks questions about student’s similar activities(Where,
When, With whom?)

PRESENTATION
23’

 T. shows pictures(Hoa, Lan, photo of Hoa and Nien) and
introduces the dialogue: “Lan and Hoa are talking about
Hoa’s photograph”

 T. asks questions about the photo (Who are in the photo?,
Where were they?)

 Students listen to the tape + listen & repeat.

 Pair work- students ask & answer questions (p. 11)

 T. asks questions to draw student’s attention to structures and
vocabulary.

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 What does she look like? - Beautiful
 What is her smile like? - Lovely

 How old is she? - 12 (years old)

 She wasn’t old enough to be in Hoa’s class. T. briefly
explains the meaning of the structure.

 Some pairs perform before class.
 Some pairs say the dialogue aloud.
CONSOLIDATION

10’

 Pair work- students describe the picture (p.10)
 T. asks about Nien  home town/ appearance/ age

HOME WORK:(2’)

 Students find about photo (about people) and describe the person in the
photo, using words and expression already learnt in Tieng Anh 6.7.

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Unit 1- MY FRIENDS

Lesson 2- Speak & Listen

OBJECTIVES:

By the end of the lesson, students will:

 Be able to describe people’s appearance, using descriptive adjs.
 Develop speaking and listening skills.

LANGUAGE CONTENTS:

 Grammar: - descriptive adjectives (about body build, hair)
-Simple tense of HAVE (to describe people)
 Language functions: -expressions used in greeting and introduction

TECHNIQUES:

 Question-answer

TEACHING AIDS:

 Pictures (copying & enlarging from textbook), cassette tape + recorder
TIME-45 minutes

PROCEDURES: Speak (28 minutes)

Steps Activities

Warm-up

4’

 T. shows pictures of some people- asking some questions.
What are they? What are they like/What do they look like?

Describe their hair.- reviewing some adjs. Already learnt in TA 6
(tall, short, thin, fat, long, black..)

 T. asks students to complete the network of adjectives.
Presentation

6’

 T. tells Ss that they will learn more adj to describe people.
 T. calls some Ss (having the physical features similar to those

given in the boxes) to the front of the class- teaching new words:
slim, straight/curly/blond (hair) & the use of HAVE

 T. asks Ss to look at 6 pictures in the text box and use the adjs,
given in the boxes & the verb HAVE to describe them.

Practice (1)

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12’

 Pair work- One student chooses 1 picture and describes that
person; the other guesses who s/he is.

(2)

 T. shows 3 or 4 pictures of famous people. Some pairs of Ss
practice the dialogue with these pictures. OR: T. asks Ss to show
the photos they brought to class (homework of lesson 1)- Ss
practice describing people in the photos.

Consolidation

5’

 T. calls one student to describe another student in class; other Ss
guess who that person is.

Example: This person is very short and fat. She has curly short hair.
 T. review the position of descriptive adjectives (when 2 or 3

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Listen (17 minutes)

Steps Activities

Pre-listening

6’

 T. reviews the expressions for greetings- explaining when to use
them.

 Ss read these expressions (p. 12)

 Ss read the 4 conversations (pp. 12-13) and try filling in the
blanks.

 T. asks Ss to get ready to listen to the tape and check if their
answers(words in the blanks) are correct.

While-listening
4’

 Ss listen to the tape (all 4 conversations).

 Ss listen again with a pause after each conversation.
Post-listening

7’

 T. calls some Ss to give answers- giving correction.

 T. picks out some new expressions: The pleasure is all mine;
Hello, ma’am/young man. Explaining when to use these
expressions.

 Ss work in groups of 3 or 4 and practice introducing to people.

HOMEWORK:

 Write about the people in the photo you brought to class (name, job, body
build, hair).

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Unit 1- MY FRIENDS

Lesson 3- Read

OBJECTIVES:

By the end of the lesson, students will

 Know how to talk about people’s character and their favorite activities.
 Develop reading skills

LANGUAGE CONTENTS:

 Grammar: -simple tense of be (to describe people)

 Vocabulary: -adjective about human character): sociable,
kind, generous, reserved, outgoing

TECHNIQUES:

 Question- answer, scanning

TEACHING AIDS:

 Worksheets or transparency sheet (for task 2)

TIME-45 minutes

PROCEDURES

Steps Activities

Pro-reading

10’

 T. asks question about Ss’ friends: do you have many
friends? What are they like? What do they like doing in
their free time?

 T. pre-teaches some key words: character, sociable/ out
going, reserved, generous

 T. introduces the new reading text and gives task 1;We’ll

read about Ba’s friends.

 TASK 1 : How many does Ba talk about in the text?
While-reading  Silent reading: Ss read the text and do task 1.

Answer 4: people (including himself)

 TASK 2 : Read the text and complete the information about
Ba and his friends.

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20’

Ba
Bao
Khai
Song
Answer:

character Favorite activities
Ba -not as outgoing/sociable

as Bao

-with a sense of humor

-telling jokes

Bao -Sociable, kind, generous,
hard-working

-doing volunteer work
Khai - reserved in public -playing soccer

Song -reserved in public -going the local library
 T. asks Ss to pick out verbs used to indicate what people

like doing: spend time doing sth, enjoy, like, prefer
 T explains other new words.

 TASK 3 : Pair work: Ss do the exercises (1 and 2) in the
book.

 Some Ss read the text aloud; some pairs ask and answer Qs
in exercise 2 before class.

Post-reading

12’

 Group work’s work in groups of 4 or 5. Each student
describes one friend in the group (character & favorite
activities).

 Representatives of some groups describe their group
members. Other Ss guess who they are.

Consolidation
3’

 T reviews the use of some verbs describing people’s

favorite activities

HOMEWORK:

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Unit 1-MYFRIENDS

Lesson 4- Write

OBJECTIVES:

By the end of the lesson, students will

 Be able to describe themselves or their close friends
 Develop writing skills

LANGUAGE CONTENTS:

 Grammar: -present tense of verbs (to describe people)-Review
 Vocabulary: -adjectives (about human character and

appearance)- Review

TECHNIQUES;

 Question-answer, information completion, transferring information

TEACHING AIDS;

 Word cards (adjs describing body build, hair, character), worksheets (same
form as exercise 1 in textbook), transparency sheet (copy of information

about Tam)

TIME- 45 minutes
PROCEDURES:

Steps Activities

Pre-writing  Warm-up: T. asks Ss to put 10 word cards in the correct
columns (under appearance & character).

Appearance Character
Tall Generous
Slim Outgoing
Curly Sociable
Straight Reserved

Brown Sense of humor

 T.shows the transparency sheet. T. asks Ss to read the
passage and tell where the information in the passage is
taken from. Example: The first sentences is from N0 (1), the

2nd sentence is from N0 (4)…

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20’

(1) Name: Le Van Tam Age:14
(2) Description: tall, thin, short black hair

(3) Character: sociable, humorous, helpful

(4) Address: 26 Tran Phu Street, Ha noi

(5) Family: mother, father, elder brother-Hung
(6) Friends: Ba, Bao

 Pair work-Ss ask and answer Qs (exercise 2) to complete
the worksheets with information about their partners.
Information about

(1) Name: Age:
(2) Description:

(3) Character:
(4) Address:
(5) Family:
(6) Friends:
While-writing

15’

 Ss use the information in the worksheets to write about
their partners.

 Ss in each pair compare their descriptions.
Post-writing

10’

 Some Ss read aloud their descriptions.
 T. corrects errors and gives comments

……

HOMEWORK:

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Unit 2-MAKING ARRANGEMENTS

Lesson1-Getting started, Listen & Read

OBJECTIVES:

 Introductions of the new topic
 Making arrangements on telephone

LANGUAGE CONTENTS:

 Grammar:

-Be going to + verb (talking about intentions)
-Adverbs of place (location of thing or people)
 Vocabulary:

-Fax machine, address book, telephone directory, public telephone,
mobile phone and answering machine.

TECHNIQUES:

 Question-answer, information completion, transferring information

TEACHING AIDS:

 Picture (copied and enlarged from textbooks), real objects, cassette tape +

recorder.

TIME-45 minutes

PROCEDURES:

STEPS ACTIVITIES

Warm-up
10’

- Teacher shows 6 pictures or word cards (page 18)- two real
things (mobile phone, telephone directory)- students work in
groups

- Teacher asks questions

1. What is this? (mobile phone)

2. When do you use it? (to make a phone call)
3. What is this? (a telephone directory)

4. When do you use it? (to find the telephone numbers of
someone)

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 An answering machine (to record telephone messages
from people ring you when you are out)

 A fax machine (to copy an exact picture, letter…)

 A public telephone (to make a phone call when you are
on the sidewalk)

 An address book (book that is used to write down the
address of someone)

- Teacher asks students to work in pairs and fix the word
cards to suitable pictures

- Teacher asks students to read the new words again
(emphasizes the pronunciation of the words “
machine” /mə∫in/, mobile /moubəl-bai/)

- Teacher asks more questions
1. Do you have an address book?

2. Does your father (mother) have a mobile phone?
3. Is it helpful if you have one?

4. Which of theses things do you want to have? (Students
choose one of them)…

Presentation
23’

1. Teacher shows pictures(photo of Hoa and Nga) and
introduces the dialogue:

“This is Nga. She is making a call to invite Hoa to see a
movie with her. The name of the movie is” Dream City”. It

begins at 6:45 at Sao Mai movie theater. Hoa can go and
they are going to meet outside the theater at 6:30”

2. T. asks questions:

a) Who made the call, Hoa or Nga? Nga

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g) Who arranged the meeting place? Nga
h) Who arranged the time? Hoa

i) Who agreed the time? Nga

3. Students listening the tape- listen & repeat (twice)
4. Teacher asks students to answer the questions above.
5. Some pairs perform before class.

6. Some pairs say the dialogue aloud

7. T. remind students to use the present continuous to show
the intentions in the future(in Vietnamese)

Consolidation
10’

- Pair work:

 Students say the dialogue

 Students practice asking and answering the question
(page 19)

 Make a dialogue with these cues (Nam and Ba/Rex
cinema/Spiderman/7:00/Outside the theater at 6:45)
Homework

2’

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UNIT 2 : MAKING ARRANGEMENTS

lesson 2: speak, listen

OBJECTIVES:

 Practice of developing speaking and listening skills about making
arrangements on telephone.

LANGUAGE CONTENTS:

 Vocabulary: Concert (n), band (n), start (v), inside, outside (adv)
 Expressions: Great, me too

I’m sorry, I can’t

TECHNIQUES: Pre-reading and prediction

TEACHING AIDS: Pictures (copied and enlarged from textbook), cassette

tape + recorder.

TIME-45 minutes

PROCEDURES: Speak (28 minutes)

Steps Activities

Warm-up
4’

- T. shows pictures of some people- asking some questions
 Who are they? What is Adam going to do? What’s this?

Will they go to the concert?

 Key answers: -They are Adam and Eric. He’s going to
phone Eric.

- It’s a band. Yes, they will.
Presentation

6’

- T. tells Ss to read the sentences and guess who are talking
on the phone and what for

- Tasks Ss to look at the pictures and guess the order of the
sentences

Practice
12’

(1)

- Tasks Ss to read and make a complete conversation
(individual or pair)

- T. checks and corrects

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(2)

- Teacher tells Ss to read the open dialogue. (introduce:Bao
invites Ba to play chess)

- Ss practise in pairs (they themselves fill in the open
sentences)

- T. asks Ss to play the dialogue(some pairs)
- T. corrects the mistakes in pronunciation
Consolidation

5’

- T. asks Ss to enlarge the dialogue(making new dialogues
based on the model one).

Listening (17 minutes)

Steps Activities

Pre-listening
6’

- T. introduces secretary, woman and Mrs. Mary Nguyen in
the dialogue and the purpose of the exercises.

- T. asks Ss to read to read the message form. Explain the
information on it

While-listening
4’

- T. tells Ss to listen to the tape and fill the information into
the message from.

Post-listening
7’

- T. asks Ss to listen on the conversation (the last time) to
check the answers.

- T corrects the mistakes.

Homework: -Ss listen to the conversation again and do the similar dialogues

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UNIT 2-MAKING ARRANGEMENTS

Lesson 3-Read (p.21)

OBJECTIVES:

By the end of the lesson, students know who is the inventor of telephone and
develop reading skills.

LANGUAGE CONTENTS:

 Grammar: simple past tense, neither-nor

 Vocab : (v) emigrate, transmit, conduct, demonstrate
(n) deaf-mutes, device, exhibition, assistant.
(a) countless, commercial

TECHNIQUES:

 Pre questions-Predict
 Scanning reading

TEACHING AIDS:

Worksheets (same form as ex 1 in textbook)

TIME-45 minutes

PROCEDURES:

Steps Activities

Pre-reading (10’)  T. asks Ss to think of the answers for the following
questions

1/ Who invented the telephone?
2/ What’s his nationality?

3/ When did he invent the telephone?

 T. pre-teaches some key words.

(v) emigrate, transmit, conduct, demonstrate
(n) deaf-mutes, device, exhibition, assistant
(a) countless, commercial

 T. introduces the new reading text and gives task 1: We’ll
read about the inventor of the telephone.

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it?

While-reading (20’)  Silent reading: Ss read the text and check their predictions.
 Answer key:

1/ Alexander Graham Bell invented the telephone.
2/ He was a Scotsman.

3/ He invented it in 1876.

 TASK 2: Ss read the text again and do the exercises (1 and
2) in the book. (work in pairs)

 T. invites some students to give their answers and check
which answer is right.

Post-reading (12’)  Group work: Ss work in group of 4 or 5. Each student
states one sentence about Alexander Graham Bell
 Representatives of some groups retell the text in their

own words

Consolidation (3’)  T. takes note the structure: neither-nor
 T. reviews the simple past tense

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Unit 2-MAKING ARRANGEMENTS

LESSON 4-WRITE

OBJECTIVES:

By the end of the lesson, students will:
 Be able to describe about their intentions
 Develop writing skills

LANGUAGE CONTENTS:

 Grammar: Near future (going to talk about intentions)

 Vocab : Write the telephone message, explain some new words,
furniture delivery stationary order.

TECHING AIDS:

 Worksheets (same form as exercise 1, 2) transparency sheet (copy of
information about someone) real objects: telephone.

TIME-45 minutes

PROCEDURES:

Steps Activities

Pre-writing (20’)  Warm-up: T. asks Ss to read the information in the
telephone message.

 T. explains new word: furniture delivery.

 T. shows the transparency sheet. T. asks Ss to fill in the
gaps in the passage that follows with the information.
 T. asks Ss to read the whole passage.

 T. corrects errors and gives comments.
1/ (tele)phon

2/ May 12 3/ speak 4/ took
5/ name 6/ delivery 7/ Ms.Ha 8/ at
While-writing (15’)  T. asks Ss to read silently the information about the

telephone message in the passage.

 T. explains the new word: stationery order.

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 Ss in each pair compare their message.
 T. checks the answers.

 T. corrects errors and gives comments.
THANH CONG Delivery Service.
Date :June 16

Time :After midday
For :Mrs. Van

Message: Mr. Nam called about his stationary order. He
wanted you to call him at 8 634 082.

Taken by: Mr. Toan

Post-writing (10’)  T. asks Ss to read the message from on page 23 again.
 Ss read the dialogue silently.

 T asks Ss some questions about the information the
dialogue.

1/ Who leaves the message?

2/ Who does Tom leave the message for?
3/ Who is taken the message by?

4/ What is the message about?

 Some Ss read their worksheet; they can compare their
message. T. corrects errors to help Lisa write a message for
Nancy.

Date :………(Ss write)
Time :………(Ss write)
For : Nancy

Message: Tom called about playing tennis this afternoon. He

will come to pick you at 1:30.

Taken by: Lisa.

HOMEWORK:

1. Write the telephone message (for your parents)

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LESSON PLAN

UNIT TWO: MAKING ARRANGEMENTS

LESSON 5: LANGUAGE FOCUS

A. OBJECTIVES :

Master the grammar points and vocabulary in Unit two

+ Students can talk about their intentions with<<Be going to>>
+ Pupils can use adverbs of place in daily communication

B. LANGUAGE CONTENTS:

+ Future tense: Be going to + verb

+ Adverbs of place: outside, inside, upstairs, downstairs

C. TECHNIQUES :

+ Communicate approach
+ Questions-Answers

+ Gap-Fill

+ Check ()-Cross (x)

D. TEACHING AIDS:

+ Pictures (copied from text book)
+ Real objects

E. PROCEDURES

Steps Activities

Warm up (10’)

New lesson:
Language focus

(23’)

* Teacher asks: What’s the weather like today?
- It’s warm

- It’s sunny
- It’s beautiful
Oh! It’s a beautiful day.

What are you going to do this afternoon?
- I am going to …

1. Now here are some intentions people are going to do,
Please tell your partner what they are going to do.

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Consolidations:(10’)

Formation: S + BE GOING + TO-INF
2. What are you going to do on weekend?

a. Students add three more activities to the list. Then
complete the<<you>> column with checks () or crosses (x)

- Students do in pair work, then compare the answers
- Some students talk about their intentions and their
friends’ intentions before class

- Teacher corrects the mistakes if possible.
b. Students practice in pairs

- They ask their friends about intentions. Then complete
checks () or crosses (x) in partner column

3. Teacher shows the students the pictures and asks them
to fill the blanks with adverbs of place in the box following
the story<<Ba and Tuan are playing hide and seek>>

Pair work and group work “playing hide and seek”, “inside
and outside the door”, “up and down the platform”

Saying about positions of school things

Saying about intentions for tomorrow and this summer
holiday.

HOMEWORK: Do the exercises 3, 5, 7(on page 15, 18, 19)

Learn by heart the information of “Be going to” and “adverbs
of place”

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UNIT THREE: AT HOME

LESSON 1: GETTING STARTED & LISTEN AND READ

A. OBJECTIVES :

 Introduction of the topic.

 Review of the students’ chores at home.
B. LANGUAGE CONTENTS :

 Grammar: -Modal verbs (ought to/have to) & reflexive pronouns
 Vocabulary: do the washing-up/make the bed/sweep the floor/tidy

up/feed the chickens/yourself.

C. TECHNIQUES:

 Role play
 Silent reading
 Completing the list.

D. TEACHING AIDS:

 Pictures. +overhead

 A cassette recorder and tape. +Transparency sheet
 Word cards.

E. TIME : 45 minutes

F. PROCEDURES :

Steps Activities

1. Warm –up: 10’ - T. elicits by using some questions.

- Play a game. (Asking 4 Ss to write their chores on the
board. Then comparing their sentences with the pictures).
- T. introduces the new words(using the word cards).
- T. asks Ss to practice with a partner.

2. Presentation: 27’ - Lead-in : T. asks Ss to answer some questions about their
chores (using the new words). Examples: What do you have
to do at home? /Do you have to make the bed?

- T. gives guiding- questions.(Does Nam have to cook
dinner?/What does he have to buy at the market?)

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Ss to answer the guiding-questions.
- T. has Ss listen to the cassette tape.
- Ss listen and repeat.

- Pair-work: Ss practice the dialogue in pairs.

- Ss read the dialogue silently. Then check their answers.
- T. provides the correct answers.

- T. has Ss read the dialogue again and complete the list.
- T. make a model.

- Group work: Ss complete the list.
- T. corrects their answers.

- T. asks Ss to draw Ss’ attention to the structures.(Have
to/ought to/reflexive pronouns).

 Nam has to cook dinner himself.
 He ought to go to the market himself.

(T. briefly explains the meanings of the structures).
3. Consolidation: 5’ - T. asks Ss to reproduce language knowledge with the

pictures.

- Pair work-Ss ask & answer questions about their
housework.

4. Homework: 3’ - Write 5 sentences about your housework using “ought
to/have to”

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UNIT 3: AT HOME

Lesson 2: Speak

OBJECTIVES :

By the end of the lesson, students will:

 Be able to describe position of each item, using prepositions.
 Developing speaking skill-description of a room

LANGUAGE CONTENTS:

 Grammar:

- Simple present tense.

- Prepositions (between, under, in, next to, above,)
 Language functions:

- Prepositional phrase used to describe positions of furniture.

TECHNIQUES:

 Question-answer

TEACHING AIDS :

 Pictures (copying & enlarging from the textbook), a cassette tape +
recorder

TIME-45 minutes:

PROCEDURES Speak (45 minutes)

Steps Activities

Warm-up

5ms

T. shows pictures:

- Speaking two model sentences in the text book
1. The fruit is in the bowl

2. The plate is on the table

- Reviewing some prepositions already learnt in TA
6{between, on, in, next to…}

Presentation T. shows pictures:

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10ms

T. calls some students to describe the position of furniture.
Using: Let’s + infinitive, ought to, should.

T. corrects.
Practice

20ms

T. introduces pictures:

Asking students to work in pairs or in groups to arrange the
furniture in the room that must roach an agreement.

Using: Let’s + infinitive, ought to, should.
T. corrects.

Consolidation
5ms

T. calls one or two students to describe position of furniture in
class room.

HOMEWORK:

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UNIT 3: AT HOME

Period: 4-READ

OBJECTIVES:

By the end of the lesson, Ss can:
 Read some posters or flashcards

 Know some safety precautions in their lives

LANGUAGE CONTENTS:

 Grammar: Simple tense

 Vocabulary: precaution, chemical, drug, matches, electric sockets,
medicine, cause of fire, destroy, injure

TECHNIQUES:

Questions-answers, scanning

TEACHING AIDS:

Posters, pictures, books

TIME: 45m

PROCEDURES:

Steps Activities

Pre-reading

While-reading

 Shows a picture of children taking the knife, matches and drugs
 Makes questions

- Is the knife dangerous to small children?

- Are matches/drugs dangerous to small children?
 Answer the questions

 Gives some other questions

- Tell me what things (objects) can be dangerous to small
children in your house?

- Are electric sockets/matches/ cheicals /drugs dangerous to
small children?

 Pre-teaches some key words

 Matches/drugs/electric sockets (n): real objects
 Chemical (n): Ex: acid, alcohol are chemicals.
 Injure (v): a picture

 Destroy (v): total break
 Note on their notebooks

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Post-reading

 Explains the new words. Precaution (n): taking care so that
something will not happen.

 Find and list the names of the dangerous things in the poster

objects danger

Answer
Objects Danger

- all chemicals and
drugs

- matches

- electric sockets
- play in the

kitchen

- all dangerous
objects: Scissors,
knives, small
objects

-children may drink or eat sickness or
death

-fire destroys houses and injures children
-kill

-a dangerous place
-injure children

 Change the paer to other nearly to check the answers.
 Go to the board and write.

 Corrects them.

 Make () the boxes. Correct the false sentences.
 Read aloud the others observe.

 Checks their understanding by asking some questions.
gas

dangerous to children?
Is acid

sword
knives
Are matches

drugs

Why are matches dangerous to small children?

Why must we put all chemicals and drugs in locked cupboards?

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 Work in pairs; Ss do exercise 2 in the students’ books.
 Invites some pairs to do it

 Play a game

 Divides class into 5 groups. Each group draws a picture that
describes the danger in family or in society. After that they guess
the meanings of them.

 Gives marks and gifts

HOMEWORK

- List the names of objects in your family or society that can be dangerous to
small children.

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UNIT 3: AT HOME (cont)

Period: 5-WRITING

1. OBJECTIVES:

By the end of the lesson, students will be able to write (a short passage to
describe their room). Develop writing skills.

2. LANGUAGE CONTENTS:

1) Grammar: Review

2) Vocabulary: Dish rack, counter, sink, flour, towel ack, lighting fixture

3. TECHNIQUES :

Question-answers

4. TEACHING AIDS:

Pictures page 32.33 in textbook.

5. TIME :(45 minutes)
6. PROCEDURES :

Steps Activities

Pre-writing  Warm up:
Questions-answers

a. Why must we put all chemicals and drugs in locked
cupboards? (because children often try to eat and drink
them).

b. Why mustn’t we let children play in the kitchen?
(Because……….)

 T. points to the picture in the textbook. Page 32: and
introduces: this is Hoa’s room-and asks students: What’s
this? It’s a lock, …a bed, …

 T.asks students to read the description of Hoa’s room. (2
times).

 T. explains the new words (If there are any …)
 Students repeat the new words correctly.

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the middle of, beside, …There is, there are and some
prepositions”

 Pair work: Students read the description of Hoa’s room.
(page 32)

 Then T. guides Ss to write a description of the kitchen.
 T. asks students to speak: Hoa’s kitchen-(Ss look at the

paragraph 1 page 32)
While-writing  Students speak first.

Ex: This’s Hoa’s kitchen. There is a refrigerator in the right
corner of the room. Next to the refrigerator is the stove and
oven. On the other side of the oven, there is the sink and next
to the sink is a towel rack. The dishrack is/stands on the
counter to/on the right (side) of the window and the beneath
the shelves. On the shelves and the counter beneath the

window, there are jars of sugar, flour and tea. In the middle of
the kitchen, there is the table and four chairs-The lighting
fixture is above the table, and directly beneath the lighting
fixture is vase of flowers.

 T. asks students to work in groups.
 Students write (Individually)

Post-writing:  T. asks some students to reread their writing.
 T. corrects the mistakes(If there are any …)

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UNIT 4: OUR PAST

Lesson 1: Getting stared, listen and read

I.OBJECTES:

1. Sts can describe pictures, talk about events in the past and in the
present.

2. Develop listening, speaking, reading and writing skills.

II. LANGUAGE CONTENTS:

1. Grammar : Review simple past tense and simple present tense.
2. Vocabulary : electricity, modern, equipment, folktale, poor (≠ rich),

traditional, conversation, mobile phone, lighting fixture.

III. TECHNIQUES:

Question- answer

IV. TEACHING AIDS:

Pictures, cassette, color chalks

V. TIME: 45’

VI. PROCEDURES:

Steps

Activities

Warm- up (3’)
Presentation (7’)

Practice (25’)

 Using a picture to set up a situation for unit 4. (lesson 1)
 Asking students to look at the picture and rewrite the

things which didn’t have 100 years ago after giving
students some suggested words: TV, radio, …

 Asking Sts to work in pairs and compare their task
together.

 Asking some pairs to show their tasks before the class.
(Teacher may explain the meaning of “mobile phone,
lighting fixture, …)

 Asking Sts to listen to the tape and retell what Nga’s
grandma did after explaining some new words (folktale, …)
 Asking Sts to reread the dialog (groups  pairs) and change

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Consolidation (7’)

 Correcting their pronunciation.

 Asking Sts the questions from a to (d, e, f: if time
permitted).

 Asking Sts to read the dialog silently.

 Asking Sts to work in pairs (Sts need to give “fact/
opinion’ exactly) and check their tests together.

 Correcting their mistakes.

 Asking Sts to retell what Nga’s grandma did.

HOMEWORK: (3’)

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UNIT 4: OUR PAST

Lesson 2: Listen

OBJECTES:

Develop the Sts’ listening skill.

LANGUAGE CONTENTS:

Vocabulary: foolish, greedy, amazement.
Grammar: Review simple past tense.

TECHNIQUES:

Question- answer

TEACHING AIDS:

Cassette tape, a chart

PROCEDURES:

1. Review the previous lesson:
2. New lesson

Steps

Activities

Pre- listening

While- listening

TASK 1:

T- has Sts look at 4 choices (a, b, c, d) in the book (p.41)
- teaches some main words

 (adj): greedy, foolish.
 Lay- laid (v), discover (v).
 In amazement (exp)

- asks Sts to give their but does not correct the Sts’ answers
immediately.

TASK 2: plays the cassette (1st time)

T: - has the Sts’ listen the 2nd time

- Checks Sts’ understanding by answering some questions
1. Did the chickens lay many eggs?

2. What did the farmer see one day?

3. What did they decide to do with all the chickens?
4. How many gold eggs did they get after killing the

chickens? Answers

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answers at once
TASK 3:

T: - plays the tape the 3rd time

T: - gives some True- False statements
1. The farmer lived a comfortable life.
2. He sold eggs to food and clothing.

3. They were very happy when they saw the gold eggs.
4. They got more gold eggs after killing all the chickens.
Post- listening T- correcting the choice (a, b, c, d) in the textbook.

- asks some Sts to tell the story again and withdraw the
lesson from this story.

T- can help if necessary.

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UNIT 4: OUR PAST

Lesson 3: Speak

OBJECTES:

Develop speaking skill. Sts can describe pictures talk about events in the past
and in the present (using “used to”)

LANGUAGE CONTENTS:

Vocabulary: nouns related to things in the past and in the present.
Grammar: Review simple past tense and simple present tense
Structure: Used to + V

TECHNIQUES:

Speaking (Sts work in pairs and groups)

TEACHING AIDS:

Pictures, charts

PROCEDURES:

1. Review the previous lesson: (7’)
2. New lesson: (38’)

Steps

Activities

Warm- up (5’) T shows two pictures of the school, one in the past and the
other in the present. Then T talks to Sts about the difference
between two pictures. “Our school used to be small. Now it is

big.”

T asks Sts “How was it in the past and how is it now?”
Sts answer “It used to be old. It’s new and beautiful now”
Today we will talk about the things in the past and in the
present.

PRESENTATION
Pre- speaking (3’)

T shows picture 1 (book) and asks Sts some questions:
“Do we wear these clothes now?

Vietnamese people wear these clothes in the past or in the present?

Can you guess the time they wore these clothes?”

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T shows picture 2 (book) and says “Now we wear trousers,

shirt for men; blouse and skirt for women, but in the past we 
used to wear Ao Tu Than, Quai Thao hat and so on …

PRACTICE
While- speaking

(10’)

Task 1:

T has Sts work in groups, talk more about the house, the
street, the means of transports in the past and in the present,
using “used to” for the past (Sts can use the pictures and the
questions as prompts)

Questions: (on chart)

- How did the house use to be and how are they now?
- How did the people use to travel in the past? And now?
…

Sts work in groups and T helps them if necessary
Then some groups present in front of the class.
T corrects errors if necessary

Task 2:

T has Sts work in pairs, talk about the things they used to do
last year.

Ex: Last year I used to get up late. Now I get up early and do

more exercises.

Sts work in pairs.

Some pairs present in front of the class.
T corrects errors if necessary

PRODUCTION (7’) Task 3:

T has Sts work in pairs, talk about the things their family
members or themselves used to do in the past.

Sts work in pairs.

Some Sts present in front of the class

HOMEWORK: (3’)

Write 5 things you used to do last year.

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UNIT 5: STUDY HABITS

Lesson one-Getting started, Listen and Read

OBJECTIVES:

 Introduction of the new topic.
 Review of studying habits.
 LANGUAGE CONTENTS :

Grammar: -Adverbs of manner.
-Modal: should.

-Commands, requests and advice in reported speech.

TECHNIQUES:

 Question-Answer

TEACHING AIDS:

 Pictures (copied and enlarged from textbook).
 Cassette tape, Cassette recorder.

TIME 45 minutes

PROCEDURES

Step 1: Warm-up (10’)


 What’s today?

 Do you have English today?

Shows some pictures of Math, English, 
Physics, Music class…






Today is ……….
Yes, ………



Shows one picture of England and asks:

 What is he studying? 



English


Deliver pictures of Math, English, Physics, 
Music class, ….

Asks student to ask and answer…



Pair Class

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Asks students to ask and answer more 
questions about studying

 How often do you have English?
 Do you like to study English?
 What is your favorite subject?
 ………






We have English twice a
week.

………..
………..



Asks Yes-No questions:

a) Was Tim out when His mother called
him?

b) Did Tim’s mother meet his teacher at
school?

c) Does Tim’s mother want him to improve
one thing?

d) Is Tim report poor?

e) Does Tim need to improve his Spain
grammar?

f) Did Tim promise to try his test in learning
Spain?



 Listen and answer

Do True-False…………
………
………
………
………
………

STEP 3: Consolidation (8’)


 Fig 2-47-SGK8

 Corrects






Use Yes/No questions to 
ask and answer with 
True or False

  Goes to the board

and check the boxes



 Fig 3-47-SGK8 



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Asks a few questions  silently Answer 
questions

Answer the questions in

their notebooks (3’)
Ask-Answer

Go to the board, write 
the answer

STEP 4: HOMEWORK (2’)

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Unit 5:STUDY HABITS

Lesson 2: Speak

OBJECTIVES:

By the end of the lesson, Ss will:
 Be able to talk about their studying
 Develop speaking and listening skills.

LANGUAGE CONTENTS:

 Grammar: Modal verb: should

Request verb-Advice in reported speech.

TECHNIQUES:

Questions-answers

TEACHING AIDS:

Pictures

TIME: 45 minutes

PROCEDURES:

SPEAK

(

30 minutes)

Steps

1. Warm up (3’)

2. Presentation:
(5’)
(8’)

Activities

T. divides the class into 8 groups-5 sts/group

T. shows some picture of
physics-geography-English-Music-physical education…

Ss ask and answer with the pictures by using:

- What is he/she studying? P………..
- Do you like to study English/Maths? P………..
- What’s your favorite subject? P………
8 groups prepare the questions and answers in English

book/page 48.

 Controlled practice:

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(5’)
3. Consolidation

4. Homework (2’)

question 2: -P answers …………
 Group work:

 Pair work:

-Students can stand group

-Students can move to his partner to talk to each other.

 Free practice: Students ask and answer about their studying,
their subjects…

A student invites a partner to report his partner’s sentences by
using reported speech.

 Nam said he did his homework after dinner. He needed to
improve his music, ………

 Lan said she liked geography but she had got many mistakes
in English, especially pronunciation. She wanted her teacher
and friends to help her.

 Cuong is going to have a final test. He asks his elder brother
to help him with his homework.

 Teacher asks: Who helps you with your learning English?
Students answer by themselves …………To widen this exercise.
 Students practice speaking English with this topic by using

guiding questions and answer
 Prepare: -Listen (p. 48)

-Pay attention the information of the report card on page 48.
Group 1 - Group 6 Question

Group 2 - Group 7 &
Group 3 - Group 5 Answer
Group 4 - Group 8 On page

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Unit 5:STUDY HABITS

Lesson 3: Read

OBJECTIVES:

By the end of the lesson, Ss will:

 Know how to give instruction and advice
 Develop reading skills.

LANGUAGE CONTENTS:

 Grammar: Modal verb: should

 Vocabulary: meaning, highlight, mother tongue, underline

TECHNIQUES:

 Questions-answers, scanning

TEACHING AIDS:

 Worksheets or transparency sheet

TIME: 45 minutes
 PROCEDURES :

STEPS ACTIVITIES

Pre-reading
10 minutes

- Let students look at the pictures

- T. asks questions about the ways of learning the same
number of words: How many English words do you try to
learn everyday? What do you often do to learn new words/
to remember words? What do you do when you read a new
word?

- T. pre-teaches some new words: meaning, highlight,
mother tongue, underline

- T.introduces the new reading text and gives task 1: We’ll
read the text.

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While-reading
20 minutes

- Silent reading: Students read the text and do task 1
 Answer: column A: 1, 2, 3

column B: 4, 5, 6

- TASK 2: Read the text and complete the information
about how to use the word in the right way.

1st way: - make a list

- Give the meanings of new words
- Try to learn them by heart

2 nd way: - Write 1 or 2 example sentences with each new

word

- Write each word and its use on a small piece of
paper and stick it somewhere in their house

- Underline or highlight only the important words
TASK 3: How should I learn ten words in two days? Which
way is better? (pair/group work)

1st way: - Learn the first five words the first day.

- Learn the other five the next day.
2 nd way: - Learn all the ten words the first day

- Revise them the next day
T. explains other new words

- TASK 4: pair work: Students do the exercises (1 and 2) in
the book

Some students read the text aloud: some pair ask and answer
questions in exercise 2 before class

Post-reading
12 minutes

 Group work: Students work in group. (underline important
words)

Representatives of some groups present their work.
Consolidation

3 minutes

 T. reviews the use of modal SHOULD: to give advice to
someone SHOULD + V

HOMEWORK : Give students a new text and ask them to highlight new &

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Unit 5-STUDY HABITS

Lesson 6-LANGUAGE FOCUS

OBJECTIVES:

 Report someone’s speech
 Make advices or requests

 Know how to use adverbs of manners

LANGUAGE CONTENTS:

 Should + V

 Ask/tell + somebody + toV
 Adverbs of manners

COMMUNICATION:

Approach-listen-answer-ask-gap-fill

TEACHING AIDS:

 Pictures
 Real objects
 Books

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PROCEDURES:

Steps Activities

Warm up

10’ A

2 groups of students

Write the adverbs
Well

Badly
Fast
Softly

Hard
Early

Late

Write the adjectives
Good

Bad
Fast
Soft
Hard
Early
Late
 Students make sentences with adj & adv
Eg: She is a good student

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Presentation
25’

I. Complete the dialogues
 Students read the dialogue silently.

 Fill the missing words and discuss the answers with the
partner.

 T and students correct the dialogue.
II. Say what he should do

 Students look at the pictures the teacher asks some
questions (Do you think the house is new? Is Mr. Hao’s
house beautiful?)

 Students make sentences, using “should + V”

 Teacher asks questions: Should Mr. Hao repair the roof?
 Teacher and students correct the answers

III. Work with a partner
 Students read Examples

 The teacher reminds Ss the structure:
S + tell/ask + S.O + to V

 The students do the exercise in their notebooks
 The teacher asks the students read the answers

 The teacher gives the correct answers

IV. Report Miss Jackson’s advice
 Students read two examples

 The teacher reminds the pupils of using the structure:
should + V

 The students write the exercise in their notebooks
 The teacher asks the students to read the answers
 The teacher gives the correct answers

Consolidation
8’

 Students make advices
 Students make requests

 Students work in pairs to make sentences using adjectives
and adverbs

Homework

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UNIT 6- THE YOUNG PIONEERS CLUB

Lesson 1- Getting started, listen and read

OBJECTIVES

:

 Introductions of the new topic.

 Simple present tense with future meaning (plans & intentions in the
future)

LANGUAGE CONTENTS:

 Present progressive
 Gerunds

TECHNIQUES:

Question-answer

TEACHING AIDS:

Pictures (after- school activities), cassette, color chalk…

TIME: 45 minutes
PROCEDURES

:

Steps Activities

WARM-UP

10 minutes

 T. shows some pictures (after-school activities)-Students
work in groups (what are they doing?)

 Some students describe pictures before class

 T. asks students what other activities (useful activities) the
young pioneers usually do after schooll.

PRESENTATION  T. shows a picture(a young pioneer help a disable people
cross the road) & introduces the dialogue “Nga wants to
join in summer activities of the young pioneers club”.
 T asks students to guess “when was she born? Where does

she live? What are her hobbies?”
 Students listen to the tape and repeat.
 T. corrects what they guess.

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23 minutes

 T. helps students recognize the future meaning of the
present progressive.

 T. asks students to pick out the gerunds in the
dialogue(drawing, acting, helping, cleaning……)
 Some pairs perform the dialogue before class & T.

corrects the pronunciation.
COSOLIDATION

10 minutes

 Students describe what activities the young pioneers often
participate in.

 Gerunds

HOMEWORK :

 Students find photos (what useful activities the young pioneers often do
such as plant trees, help people, save animals.)

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UNIT 6- THE YOUNG PIONEERS CLUB

Lesson 2- Speak

OBJECTIVES:

By the end of the lesson, students will:

 Know how to ask for favors and offer assistance
 Develop speaking skills

LANGUAGE CONTENTS:

 Grammar: Modals: may, can, could

 Language functions: expressions used in asking for favors and in offering
assistance

TECHNIQUES

:

 Question-answer

TEACHING AIDS:

 Pictures (Mrs. Ngoc & Hoa-Receptionist & Tourist)

TIME: 45 minutes

PROCEDURES:

Steps Activities

Checking the
previous lesson

10’

 T. shows picture of Nga-asking some questions

What’s her full name? /When was she born? /Where does she
live? /Does she have a phone number? What are her hobbies?
 T. asks students to complete Nga’s detail

Name:__________________Date of birth:__________
Home address:___________Sex:_________________
Phone number:___________Interests:_____________

Presentation
13’

 T. tells Ss that they will learn the dialogue between Mrs.
Ngoc and Hoa and the dialogue between Receptionist and
tourist.

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corner, fix, flat, tire, offer, assistance

No problem/Yes. That’s very kind of you/Sure

 T. introduces the sentence patterns use in asking for
favors, in offering assistance(Text book in page 55)
 Ss listen and repeat new words and expressions
 Ss listen to the tape + listen & repeat

Practice
12’

 Ss read the dialogues
 Pair work

 Substitution drill (page 56)
Consolidation

7’

 Ss play the roles in front of the class
 T. corrects the mistakes if necessary
Homework

3’

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UNIT 6- THE YOUNG PIONEERS CLUB

Lesson 3- Read

OBJECTIVES:

 Developing reading skill and catching the imformation

LANGUAGE CONTENTS :

 Grammar: Review present simple with future meaning + gerunds
 Vocabulary:

TECHNIQUES:

 Communication approach
 Question-answer

 Listen-read silently
 Pair-work

TEACHING AIDS:

 Books, teacher’s note, cassette, tape

TIME: 45 minutes

PROCEDURES:

Steps Activities

Warm – up Teacher asks:

- Do you join the young pioneers clubs?
Students answer.

- Are you a member of the young pioneers club?

Teacher asks:

- Do you like to join the young pioneers club why?
Presentation Pre – reading:

Teacher shows picture and makes questions

- Do you know any organozations similar to the Y & Y in
other countries?

- What social activities do the Y & Y in Vietnam do?

- Do you know anything about the boy scouts and girl guides
in the USA?

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- What do you want to know about them?
While reading:

Check answers

Teacher explains vocabulary and structure
citizenship.

Coeducational
Finess

Vocabulary
Although

- Students read silently and then answer question.

- What do the Boy scouts and Girl guides do?
- Where did scouting , start ? in the USA?

- How many members do these organizentions have?
- Pair work

Student do Ex 1 + 2
Post reading:

Group work

Students summarize the main ideas
- What do Boy scouts of America build?
- Where began?

- Who brought to the USA?
- Are there any organizations?
- How is it now?

* Representatives of each group perform before the class
Oblications Teacher reviews the use of - gerund

- present simple.

Nework Students read the text again and answer the questions in the
book.

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UNIT 6- THE YOUNG PIONEERS CLUB

Lesson 4- Listen

OBJECTIVES:

By the end of the lesson, students will:
 Be able to listen the whole song
 Develop listening skill

LANGUAGE CONTENTS:

 A number of nouns use after prepositions

TECHNIQUES:

 Listen to tapes-fill in the blanks with words heard

TEACHING AIDS:

 Pictures (copying & enlarging from textbook), cassette tape + recorder
TIME: 45 minutes

PROCEDURES:

Steps Activities

Warm-up
(7’)

T. asks some questions: Are you a pioneer? Do you like
singing? Where Vietnamese doing for pioneers, do you
know? Can you sing that song?

Pre-listening
(5’)

Introduces the content of listening-It’s a song-new words in
the song-Students read Erise words.

Students read the song (p.56) and try filling in the blanks.
Teacher asks Ss to get ready to listening to their tape and
check if their answers (words in the blanks) are correct.
While-listening

(10’)

Ss listen to the tape (the whole song)(3 times).
Don’t pause after hearing sentence.

Only for differently sentences.
Students find answers

Post-listening
(23’)

T.calls some Ss to give answers-giving correction.
T. pochs out some new expressions.

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Children of our land/of the world-shout out loud/make a
stand-hold hands.

Students can sing the song again.

HOMEWORK: Make sentences with new words

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UNIT 6- THE YOUNG PIONEERS CLUB

Lesson 5- Write

OBJECTIVES:

By the end of the lesson, students can write a letter to talk about their plans in
the future.

LANGUAGE CONTENTS:

 Grammar: -present tense with the future meaning
-Gerunds

-Modal: can
 Vocabulary: -Review

TECHNIQUES:

 Question & answer

TEACHING AIDS:

 Pictures, cassette tape

TIME: 45 minutes

PROCEDURES:

Steps Activities

Pre-writing Warm-up: (5’)
T. asks:

 What can we do to help the community?
 Do you waste paper? Ss answer

 Do you collect used glass? /cans? /paper?

 What do you collect glass, cans and paper for? Ss answer:
send them for recycling.

Presentation: (15’)

1. Ss read the notice. Then teacher explains some new words
(Teacher can plays the role of the secretary to read the
notice).

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Ss check the keys

2. T. asks Ss to read the dialogue between Hoa and her
aunt(T can explain new words)

T. asks Ss to play the role of Nga to write a letter to their
parents.

While-writing
(15’)

Group work: Each student makes a sentence based on Nga’s
letter.

Dear Mom and Dad, ……
Ss compare their descriptions
Post-writing

(10’)

Some Ss read aloud their descriptions
T. corrects errors and give comments.

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GRADE 8-(45 minute test)
ĐÁP ÁN

Question I:(2 pts)

1. c. used to 2. b. in 3. c. to take 4. b. shopping 5. a. can’t
Question II: (3 pts)

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

7. c 8. j 9. l 10.i 11.h 12.k

Question IV: TAPECRIPT( LỜI TRONG BĂNG)
John : How did you spend your weekend?

Ann : I spent the weekend with Joe.
John : What did you do?

Ann : Well, on Saturday, we went shopping.
John : Did you do anything special in this evening?
Ann : No, nothing special.

John : Where did you go on Sunday?
Ann : We went to the amusement park.
John : How did you like it?

Ann : We had a great time. In fact, we stayed there all day.
John : Really? What time did you get home?

Ann : We got home very late, around midnight.
Question IV: (2 pts)

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Unit 7: MY NEIGHBORHOOD

Lesson 5: Write

OBJECTES:

By the end of this lesson, students will:
- Know how to read and write a notice
- Develop writing skill

LANGUAGE CONTENTS:

- Vocabulary: effect, notice, hardware store, contact, celebrate.
- Grammar: Near future tense (review)

TECHNIQUES:

- Questions and answers

- Information completion, transferring information

TEACHING AIDS:

- Some advertisement

- Some worksheets (same at the exercise in textbook)

- Some hand- outs (of information about class and/ or sports club meeting)

TEACHING METHOD: Communicative approach
PROCEDURES: (45 min)

Steps

Activities

Warm- up

Presentation
Pre- writing

- T sticks a notice on the board:
………’s Birthday Party
Date:

Time:
Place:

And asks Sts some questions and complete the notice:

 How old are you?

 When’s your birthday?

 Where’s your birthday party? What time?
- T teaches new words (using simple English): effect,

notice, hardware store, contact, celebrate.

- T asks Sts to read the passage in the textbook and tells
the information taken from the passage.

Tran Phu Street Residents and Store Owners
MEETING TO DISCUSS EFFECTS OF MALL
Date : May 20

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While- writing

Post- writing
Free practice

Consolidation

Please contact Pham Van Tai at the above
address for more information

- T asks Sts some questions:
1. When do they have a meaning?
2. Where does it happen?

3. Who can they ask for more information?

- Pair work: Sts ask and answer questions (exercise 2) to
complete the worksheets with information about a notice

English Speaking Club

Date :...
Time :...
Place :...
Please contact...

- Sts use the information in the worksheets to write
notices.

- Sts work in pairs, groups.

- Some Sts write their notices on the board. T corrects
mistakes and gives comments.

- T lets Sts play a game: T gives each groups of the class
(4 groups) a hand- out (of notices) about their class
meeting or their sports club meeting and asks Sts to
complete the notices.

TEACHERS’ DAY CLASS MEETING
Date :...

Time :...
Place :...

Please contact...
(have party and dance)

- Sts write 4 notices on the board. T corrects the mistakes
and gives comments.

- T asks Sts to tell the way to write a notice.

HOMEWORK:

- Learn by heart new words

- Write a notice about New Year class meeting
- Prepare “Language focus”

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Unit 7: MY NEIGHBOURHOOD

Lesson 1: Getting started & Listen and repeat

OBJECTIVES:

By the end of the lesson, students will:
 Know how to ask information.

 Know how to use the present perfect tense with Since and For.
 Develop listening and reading skills.

LANGUAGE CONTENTS:

 Vocabulary: neighbourhood, corner, pancake, serve
 Grammar: -the present perfect tense with Since and For

TECHNIQUES:

 Questions & answers
 Role play

TEACHING AIDS:

 Pictures (copied and enlarged from text book)
 Tape player and tapes

TEACHING METHOD : Communicative approach
PROCEDURES

: (45 min)

Steps Activities

Warm-up

Presentation

 T. shows some pictures(p. 63) and gets Sts. Work in
groups.

 Some groups give names of the places in the pictures.
 T. asks questions about Sts’ neighborhood where they live.
a. +She wants to buy some sugar. Where can she go? ( She

can go to a grocery store.)

+Is there a grocery store near your house? ( Yes.)

b. +What’s this? ( A swimming pool.)

+Is there a swimming pool near your house? (Yes.)
+How often do you go there? (….)

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Controlled practice

asks Nam information and requests Nam to give
directions.”

 T. writes some questions on the board:
1. How long has Na been there?

2. What does she want to buy?
3. Where does she go?

 Sts. Listen to the tape (book closed)

 Sts. Listen to the tape and repeat (book open)
 T. explains new words: neighborhood(Vietnamese

equivalent), corner(picture), Pancake(picture),
serve(example)

 Task 1 : Practice the dialog with a partner
 T. lets Sts. practise the dialog in pairs.
 Some pairs perform before class.

 T. asks questions to draw Sts’ attention to the new
structure and vocabulary:

- How long has Na been there?

- How about Nam? How long has he lived there?

 T. writes the correct answers on the board then explains
The Present Perfect Tense with “since” and “for”.

 Task 2 : Fill in the blanks with “ since” or “for”

 T. has Sts. complete some sentences with “since” or “for”
1. He has been in China………… March.

2. She’s lived in Hanoi……… 9 month.

3. My Mom’s worked in this hospital………… last year.
4. I’ve learnt English………… 2 years.

 Sts give the answers. T. corrects if necessary.
 Task 3 : Make question for the underlined words
 T. has Sts. make questions with “How long”

1. I’ve lived in Ho Chi Minh City for 5 years.
2. We’ve known him since 1999.

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Free practice

Consolidation

 Task 4 : Complete the sentences

 Sts. read 2nd dialogs silently and use the words from the 1st
dialogs to complete the sentences (part 2).

 T. calls on some Sts. to check their answers then gives the
correct ones.

 Task 5 : Open dialogs

 T. has Sts. work in pairs making open dialogs
Model: T: Can you speak English?

St: Yes, I can.

T: How long have you learnt it?

St: For two years and a half. /Since 2002
 Some pairs perform their tasks before class.

 T. tells Sts. to ask and answer the questions in pairs(about
their neighborhood).

 Sts answer the questions: “What do you know about Na
and her neighborhood?”



1. Na’s family has arrived the neighborhood since last
week.

2. Her mother is very tired, so she can’t cook.

3. The restaurants near her house serve food from Hue.
4. Nam says the food is tasty.

HOMEWORK:

 Tell about some places in your neighborhood.
 Make 4 sentences with “since” and “for”.
 Write a passage about Hoa.

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Unit 8: COUNTRY LIFE AND CITY LIFE

(Total 6 periods)
Lesson 1: Getting started, listen and read

OBJECTES:

 Introductions of the new topic.

 Review of students’ favorite activities

LANGUAGE CONTENTS:

 Grammar: - Present progressive.

- Comparative and superlative adjectives.

TECHNIQUES:

 Question- answer
 Listen- repeat

 Pair work, group work.

 Game “description” (Simple present and present progressive).
 TEACHING AIDS:

 Pictures (copying and enlarging from textbook), cassette tape + recorder.

TIME: 45 minutes.
PROCEDURES:

Steps

Activities

WARM- UP
10’

 T introduces the topic.
 Ask the students.

Do you live in the city or in the countryside?
Have you ever been to the countrysides?

 Has students to tell some things that they have in the city.
 Some groups make a list of the differences b/ w the

countryside and the city.
PRESENTATION

23’

 T shows a picture (a village in the country) and introduces
the dialogue “Hoa and Na are talking about the life in the
country”

 T asks questions about the dialogue.
Where did Na go?

What are Hoa and Na talking about?

(The differences: country life in the old day/ present)- city
life.

 Students listen to the tape + listen & repeat.
 T introduces the new words.

Accessible (a) có thể sử dụng được, tiếp cận được.
Facility (n) cơ sở vật chất.

Peaceful (a) thanh bình.

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 Pair work:

1. Practice the dialogue with a partner.

2. Students ask & answer questions 9p.73) (T corrects the
mistakes)

 T asks questions to draw students’ attention to structures
and vocabularies. “Pick out the words describing the
country life.”

1. What is changing in the countryside?  things
2. How are the remote areas changing?  are getting

electricity.

3. How are medical facilities?  more easily accessible
…

 T briefly explains the meaning of these structures.
 Some pairs perform before class.

 Some pairs say the dialogue aloud.
 Game “description”

- Each student writes a one sentence description of the
classmate on a piece of paper, without giving the name
of the person being described. (Example: She is wearing
red sandals and has shorter hair than everybody/

Shortest hair…)

- Take turns reading the descriptions aloud. The other
student try to guess who is being described.

CONSOLIDATION

10’  (Remember using present progressive tense). List some Pair work- students describe the picture (p. 72).
words describe about city life ≠ country life.

HOMEWORK :(2’)

 Write 5 sentences, using pre. Progressive Tense.
 Rewrite the answers.

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Unit 8: COUNTRY LIFE AND CITY LIFE

Lesson 2: Speak

OBJECTES:

 Talking about the changes of the town.
 Develop speaking skill.

LANGUAGE CONTENTS:

 Grammar: The present progressive.

 Vocabulary: Words relating to description.

TECHNIQUES:

 Question- answer
 Brainstorming

TEACHING AIDS:

 Pictures (enlarge from pictures in the textbook p. 73)

PROCEDURES:

Steps

Techniques and contents

Warm- up T shows pictures of two books (one bought last year, the other
now), of two boys (one taken four years ago, the other now)
T calls some Ss to give their opinions about them.

new older
thin fatter
Presentation

Practice

controlled

T asks Ss to look at two large size pictures (p. 73)
T has one Ss to describe picture A, another one B.
T can write some descriptions on the board.

A B

Traffic Quiet Busy

House Small Tall

Vehicles Bicycles Motorcycles and cars
Sight Not beautiful Beautiful

Trees Fewer green trees More green trees
 The traffic was quiet

The traffic is getting busier
The houses were small

The houses are getting more morden
………

Pair work: Speak about the changes of the town, following
the pictures.

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T has some pairs talk in front of the class.

Free practice T asks Ss “Tell me some changes in your town/ school/
house?”

T has Ss work in groups of 4 to express their opinions

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Unit 8: COUNTRY LIFE AND CITY LIFE

Lesson 3: Listen

OBJECTES:

 Listening for specific information.

 Practising asking and answering questions.

LANGUAGE CONTENTS:

 Present progressive (review)
 Wh- questions.

 Yes/ No questions.

TECHNIQUES:

 Listen- Fill in the blanks
 Questions- answers

TEACHING AIDS:

 Textbook, pictures, cassette player and tape.

PROCEDURES- SKILL DEVELOPMENT

A. Old lesson

B. New lesson

Steps

Techniques and contents

Warm- up  Questions- Answers

1. Do your relatives live far from you?
2. Do you often phone them?

3. Have you ever visited them?
4. Are you going to visit them?
Pre- listening

While- listening

T asks Ss to look at the pictures and then introduces the
conversation between Lan and her aunt, Hang.

TASK 1:

Question: What is the main idea of the conversation?

Listen to the tape (1st time) to draw out the main idea of the

conversation.
- Ss listen.

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Post- listening

TASK 2: Listen to the tape (2nd time) and fill the missing

words.

- Ss listen and fill in the blanks.
TASK 3:

Listen to the tape again (3rd time) and check the answers in

pairs.

- Ss listen and check the answers.
- T corrects.

Key:

1. that 6. coming 11. afternoon
2. this 7. week 12. speak
3. It’s 8. arriving 13. my
4. Where 9. Thursday 14. get
5. from 10. late

- T asks Ss to practice the conversation in pairs.
- Ss work in pairs (closed, adjacent, open)
 Questions- Answers.

1. Who does Lan speak to?
 Aunt Hang

2. Where is Lan phoning from?
 Hue

3. What is Lan doing next week?
 Visit Lan’s aunt, Hang.

4. When is Lan arriving?
 Thursday

5. Do you intend to visit your aunt/ uncle?
 Yes/ No

6. When are you visiting her/ him?
 Tomorrow/ next week/ next year …
Consolidation structure  Questions- Answers

Wh- questions: What …?

Where …?
When …?
Yes/ No questions: Do/ Does …?
Are/ Is …?

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A: What/ you/ do/ next Sunday?
B: Visit/ relatives.

A: Where/ they/ live?
B: Countryside.

A: You/ visiting/ farm?
B: Yes, of course.

Activity 2: Make similar dialogue based on the above one.
(in pairs)

Activity 3: Discuss and find out the advantages and
disadvantages when living in the city and the countryside.
 View: …

 Means of transport: …
 People: …

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Unit 8: COUNTRY LIFE AND CITY LIFE

Lesson 4: Read

OBJECTES:

By the end of the lesson, students will:

 Know how to talk about some problems of county life and city life.
 Develop reading skill.

LANGUAGE CONTENTS:

 Grammar: present progressive (to talk about future)

 Vocabulary: rural, plentiful, struggle, typhoon, flood, drought, strain,
tragedy, urban, facility, migrant.

TECHNIQUES:

 Questions- answers/ scanning/ discussion.

TEACHING AIDS:

 3 card boards, some word cards
PROCEDURES:

Steps

Techniques and contents

Lead in:

Questions- Answers/ Brainstorming

T: Do you think many people move to live in the city?
S1: Yes. (expected)

T: Why do they want to go to the city?
S2: Good job, get more money, … (expected)

T: What will happen when so many people move to the city?
S3: overcrowded, increased population, … (expected)

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Presentation (7’)

Pre- reading (2’)

While- reading
(7’)

Teaching new words based on the students’ answers: rural ≠ urban,
plentiful, struggle, typhoon, flood, drought, strain, tragedy, urban,
facility, migrant, adequate.

Introducing the new reading text: The life in rural area and urban
area.

TASK 1: Listen and answer

What are the problems of country life and city life?
- Silent reading: Ss read the text and do Task 1:
Answer

 Country life: Struggle with nature (typhoon, flood, drought)
 City life: - increased population

- put a strain our schools and hospitals

- Hanging a cardboard and getting the Ss to do a True- False
exercise in pairs.

Statements Guess Reading
(T/ F) (T/ F)
1. Country life is always a struggle with nature.

2. People from rural areas come to urban
areas to get more opportunities.

3. The population in the city is increasing.
4. There's enough schools and hospitals for
every body in the city.

5. Water and electricity supplies may be
adequate.



 Plan for feedback:

- Having some Ss say their guesses and write them down on the

table.

Answers:

- Correcting by giving checking questions:

 Is country life always a struggle with nature?

 Do people from rural areas come to urban areas to get more
opportunities?

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(7’)

(5’)

Post- reading (5’)
…

- Hanging another cardboard and getting the Ss to do Task 2

TASK 2: Complete the summary.

- Asking Ss to look at the summary (1/ p. 75), then use the

information in the reading text to complete the summary.

Answers:

1. leaving 4. rural 7. school
2. home 5. city 8. hospital
3. city 6. problems 9. problem
10. world

- Having some Ss read the text aloud and compare their answers

in pairs.

- Hanging another card board with 7 phrase cards then having the

Ss to do Task 3

TASK 3: Find the word in the passage that means: (2/ p. 75)

- Asking Ss to look at exercise 2/ p. 75 and pick out the suitable

words:

Answers:

a. rural c. increase e. tragedy
b. plentiful d. strain f. urban

- Correcting the Ss’ answers by using word cards.

TASK 4: SLAP the board game

- Explaining briefly the way of game.
- Putting some word cards on the board.

typhoon rural adequate

urban

drought facility

- Having Ss play the game in 2 groups  checking vocabulary.

Free practice (7’) - Group works: Discussion

- Having Ss discuss the problems of city life in groups.

 Instruction: Work in groups of 4 or 5. You are citizens living in
Ho Chi Minh city and are talking about the problems in the city:
 The increase in population.

 A strain on schools and hospitals.
 Increased population.

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Then get ready to share your ideas with the whole class.

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Unit 8: COUNTRY LIFE AND CITY LIFE

Lesson 5: Write

OBJECTES:

By the end of the lesson, students will be able to know how to write an
informal letter about …?

LANGUAGE CONTENTS:

Grammar: Present tense (review)

TECHNIQUES:

Questions- answers

TEACHING AIDS:

Word- cards

TIME: 45 minutes
PROCEDURES:

STEPS ACTIVITIES

Pre- writing

15’ Teacher divides the class into groups of 4 or 5 students. And teacher  Warm- up
distributes word- cards and then teacher asks groups to put them in
the correct order for an informal letter.

Opening Date Closing Heading

Writer’s address Body of letter
Expected answer

Heading Writer's address
Date

Opening

Body of the letter
Closing

 Pair- work

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While- writing

20’ Teacher asks students to work in groups- Each group writes a letter based on the questions on page 76
(exercise 2).

Post- writing

10’ -- Teacher asks some groups to show their letters.Teacher asks the other groups to give comments.
- Finally, teacher corrects errors.

HOMEWORK:

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Unit 8: COUNTRY LIFE AND CITY LIFE

Lesson 6: Language focus

OBJECTES:

- Talk about the future events.
- Talk about the differences.

LANGUAGE CONTENTS:

- Grammar: The present progressive

Comparative and superlative adjectives.
- Vocabulary: Long adjectives and short adjectives

TECHNIQUES:

- Speaking

- Writing
- Completing

TEACHING AIDS:

- Pictures
- Books
- Real objects

TIME: 45 minutes
PROCEDURES:

Steps

Activities

Warm- up

New
lesson-Language focus

Questions and answers:

Teacher asks two questions, students answer (free answer)
1. Are you going to the country this summer? (If no, so …?).
2. What are you doing there?

1. Teacher introduces the situation of the dialogue
Students see the “Shipping information” (page 77)

Teacher asks students to make similar dialogues in pairs and
perform before class.

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S1:Is the boat to Qui Nhon leaving at 11:30?

S2:Is that Good Fortune?

S1: That right.

S2:I’m sorry, but It’s been delayed.

………
2. Complete the dialogue

Teacher asks students to use the verbs in the present progressive
tense to complete the dialogue then practice with their partners.
Teacher asks some pairs to speaking the dialogue before the class.
EX:

Mrs. Thoa: Are you free on Sunday afternoon?

Na : No, Mom and I (4) are cleaning the house.
3. Complete the sentences.

Teacher reviews the use of linking verbs then asks students to use
the verbs and adjectives in the boxes to complete the sentences.
EX: b/ The old man are getting fat.

Teacher goes round, correcting their errors.

Some students read their works in front of the class.

4. Teacher asks students to use the adjectives in the box to make
comparisons between the country and the city: food, traffic, …
EX: The food in the city is more expensive than in the country.
Students make sentences then read aloud (2 or 3 students)
Teacher corrects their errors

5. Teacher shows three advertisements then asks students to
compare the house, the villa and the apartment.

Teacher remind the structure of comparative (long and short Adj)
EX:

1. The apartment is smaller than a villa.

2. The villa is more expensive than the house.

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Teacher corrects their mistakes.
PRODUCTION

(optional)

Students practice with their partners about their future plans, (3- 5
sentences)

EX:

S1:I am going to the theatre tonight. How about you?

S2:I am watching TV.

………
HOMEWORK Write 5 sentences, using comparative and superlative.

Rewrite the exercise 5.

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ENGLISH 8

TEST 15 MINUTES (UNIT 6)

GRAMMAR AND VOCABULARY

 MATCH THE WORDS IN A WITH THE WORDS IN B : (3 PTS)

A B

1. I need a favor a. No. Thank you. I’m fine.
2. Could you do me a favor, please? b. Yes. Thank you

3. Let me help you c. Sure. What can I do for you?
4. Can you turn on the light for me? d. Yes. That’s very kind of you
5. May I help you? e. How can I help you?

6. Do you need any help? f. Certainly
Answers

1._________2._________3._________4._________5._________6.________
Listening (7 pts): Fill in the missing word

 Children of our land (write)
 Let’s sing for__________ (peace)

 Let’s sing for__________ (right)

 Let’s sing the__________ (love) between ________ (north) and
(south) .

 Oh, children __________ (of) our land __________ (write).
 Children of the ________ (world) hold hands.

 Let’s show our love from ____________ (place) to place.
 Let’s shout ___________ (out) loud.

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Unit 9: A FIRST- AID COURSE

Lesson 1: Getting started, listen and read

OBJECTES:

- Introductions of the new topic.

- By the end of the lesson, students will have knowledge about first- aid in
normal situations.

LANGUAGE CONTENTS:

- Grammar: Simple future tense
- Vocabulary:

TECHNIQUES:

- Question- answer.

TEACHING AIDS:

- Pictures (copied and enlarged from textbook, cassette tape + recorder).

TIME: 45 minutes

PROCEDURES:

Steps

Activities

WARM- UP
(15’)

- T shows a picture of a boy who has a bad cut on his leg and
asks “What would you do in this situation?”

- T pre- teaches necessary words: to ease, to stanch, to stuff,
cotton balls, a bandage, an ice bag, cold water, alcohol, tiger
balm, lime.

- T pre- teaches the Simple Future Tense:
S + will + V (bare inf)
(‘ll)

Ex: I’ll wash the cut with alcohol.

- T continues to show the other picture and asks students to
work in pairs.

- T calls some students to read their tasks before class.
PRESENTATION

(23’)

- T introduces the situation of the dialogue.

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- Students listen to the dialogue to answer the questions.

- T explains some key words: ambulance, conscious, bleeding,
pressure.

- Students listen to the tape + listen & repeat.
- Sts practice the dialogue in pairs (closed books)
- Some pairs perform before class.

- Some pairs read the dialogue aloud.

- Students reread the dialogue and select the topics covered on
the dialogue. (page 81)

- T tests the answer key.
- T corrects the mistakes
CONSOLIDATION

(5’)

- Pair work- students retell the tasks in the situations which
require first- aids. (T can reuse the pictures to help students to
say more easily).

HOMEWORK:

- Students rewrite the offers in the situations which require first- aid. (page
80).

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Unit 9: A FIRST- AID COURSE

Lesson 2: Speak and Listen

OBJECTES: Students will:

- Be able to make and respond to request, offers and promises.
- Develop speaking and listening skills.

LANGUAGE CONTENTS:

- Grammar: Model “will” to make requests, offers and promises.

- Language functions : expressions used in requests, offers, promises and
responses; some words about medicine.

TECHNIQUES:

- Question- answer.

TEACHING AIDS:

- Pictures (copied and enlarged from textbook), cassette tape + recorder.

PROCEDURES:

Speak (30 minutes)

Steps

Activities

Warm- up
5’

Fill in each blank with one suitable word: (2 Ss)
1. Dialogue 1 :

A: It’s very hot here……… …………open the windows, please?
B: All right

A: And I’m very thirsty

B: ……… ………get you some water?
A: ………, please.

2. Dialogue 2:

A: You don’t study your lesson at home. I think you should be
better next time.

B: I ………I won’t be lazy.
A: Good

Presentation
5’

- T explains expressions about requests, offers, promises and
responses

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15’ - T explains picture (a).

- Ss look at (a) and read the model dialogue.

- Ss remark pictures (b) (c) (d) (e), and then explain the situations
and language used.

Pair work: one student chooses a picture and makes a request, an
offer or a promise, the other responds to it.

{2} T uses 1 picture and asks a pair of students practice in another
way.

Production
5’

- Ss practice real situations in the class
(Ex: Can you get me that ruler?

Can I get you a correction pen?)
- T sticks 3 pictures:

 A girl has a burn on her arm.
 A boy has a bad cut on his leg.
 A girl has a nosebleed.7

- Ss work in pairs (open pairs)
Listen (15 minutes)

Steps Activities

Pre- listening
5’

- T asks student where people in the picture are and what each
person is doing

- T explains the exercise, then the new words in the box and
some words while- listening: paramedic, eyesight, wheel.
- T asks Ss to get ready to listen to the tape and match.
While- listening

4’

- Ss listen to the tape (5 passages)

- Ss listen again with a pause after each passage.
Post- listening

6’

- Ss correct their tasks in pairs.

- Ss listen again and arrange the correct words in order.
- T gives correct answers.

HOMEWORK: Use pictures (page 82) to write requests, offers, promises and

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Unit 9: A FIRST- AID COURSE

Lesson 3: Read

OBJECTES:

By the end of the lesson, students will

- Know well about the instructions in some situations which require first- aid
such as fainting, shock, burns, ect …

- Develop reading skills and find out the necessary information.

LANGUAGE CONTENTS:

- Grammar : IN ORDER TO/ SO AS TO + Inf (PURPOSE)

- Vocabulary : some new words relating to the text: fainting, shock, elevate,
revive, minimize, sterile dressing.

TECHNIQUES:

- Question- answer, scanning.

TEACHING AIDS:

- Cassette tape + recorder + real objects.

TIME: 45 minutes

PROCEDURES:

Steps Activities

Pre- reading
10’

While- reading
15’

- T asks questions about a first- aid course:
 Have you ever attended a first- aid course?

 What would you do in situations which require first- aid?
- T pre- teaches some key words: fainting, shock, elevate, revive,

minimize, sterile dressing.

- T introduces the new reading text and give task 1: We’ll read about
some first- aid cases.

- TASK 1 : How many first- aid cases do they talk about in the text?
What are they?

- Silent reading: Students read the text silently and do TASK 1
 Answer: 3 cases: fainting, shock and burns.

- TASK 2 : Read the text and complete the information about things
that should/ should not be done:

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Post- reading

10’
Consolidation
8’
SHOCK
BURNS
Answer:

CASES Things should be done Things should not be done
FAINTING - Leave the patient

lying flat.
- Elevate the

patient’s feet, or
lower his/ her head
below the level of
the heart.

- Give the victim a
cup of tea when he/
she revives.

- Don’t force the victim
to sit or stand.

- Don’t let the victim get
cold.

SHOCK - Don’t overheat the

victim with blankets and
coats.

- Don’t give the victim
any food or drink.
- Don’t give the victim

drugs or alcohol.
BURNS - Cool the burns

immediately so as to
minimize tissue
damage.

- Put the affected
part under a running
cold tap.

- Ease pain with ice
or cold water packs.
- Cover the burns

area with a thick
sterile dressing.

- T introduces the way how to give instructions with:
V- inf ≠ Don’t V- inf

Should = shouldn’t + inf

- T explains other new words.

- Task 3 : Pair- work: Students do exercise in the book. They discuss
the answers with their partners (Teacher corrects their mistakes if
necessary).

- Pair work- students practice giving first- aid instructions in some
other cases.

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- Learn by heart new words.

- Do exercise 2 in workbook page 55

Underline and rewrite the inappropriate words:

Ex: a/ When you get burns, you should ease the pain with warm water packs.
 a/ cold

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Unit 10: RECYCLING

Lesson 1: Getting started, listen & read

OBJECTES:

- Introductions the new topic

LANGUAGE CONTENTS:

- Grammar:

 Adjectives followed by an infinitive or a noun phrase

 Passive forms

TECHNIQUES:

- Question- answer.

TEACHING AIDS:

- Pictures (copied & enlarged from textbook), cassette tape + recorder, real
things

TIME: 45 minutes
PROCEDURES:

Steps

Activities

WARM-UP

10’

 T asks question about environment (What make the
environment around us polluted nowadays?)

 Students answer: Garbage

 T says garbage makes not only our environment polluted but
also our health worse. There is too much garbage in our city.
 T asks question about how to reduce the amount of garbage we

produce every day.

 T does an example first (We should use cloth bags instead of
plastic bags. You’re right. We should also reuse plastic bags)
 Pair work- Students practice.

 Students use sets of words in textbook (page 89)
 Some students answer before class.

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23’

 Students read the 1 paragraph, and say what do Friends of the
Earth do?

 T introduces the situation.

 T uses real things to introduce the conception of three Rs:
reduce, reuse, recycle.

 Students give the name of the things which are reused, recycled
in the life around them.

 Students listen to the tape, looking at the dialogue (books open)
 Students listen & repeat.

 T explain vocabulary

 T introduces the structure “……..adjective + to infinitive/ noun
phrase” (It is not difficult to remember)

(I am pleased that you want to know more).

1. Pair work- Students play roles. (one of Miss Blake, the other
plays the roles of Ba, Hoa, Lan.

 Students change the roles.

 Some pairs perform before class.

2. Students read the dialogue again to find the answers for the
questions a, b, c, d, e.

 Students compare the answers with each other.

 Some students read the answers before class so that t checks or
corrects.

CONSOLIDATION
10’

 Pair work- students play the roles.

 Students think of the ways of using, reusing things to reduce the
amount of garbage.

HOMEWORK:

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Unit 10: RECYCLING

Lesson 2: Speak and listen

OBJECTES:

By the end of the lesson, students will:

- Be able to know why we need to group or classify those things?
- Develop speaking and listening skills.

LANGUAGE CONTENTS:

- Grammar: structure
 How long ………?

 It + takes/ took + O + to- inf

- Language functions: words about things can be reused or recycled.

TECHNIQUES:

- Question- answer.

TEACHING AIDS:

- Pictures (copied & enlarged from textbook), cassette tape and recorder

TIME: 45 minutes

PROCEDURES: Speak (28 minutes)

Steps

Activities

Warm up

4’

- T uses real things and asks Ss (old plastic bags, plastic bottles, old
paper)

- What’s this? It’s old plastic bags.
- What do you do with old plastic bags?

- Why do we need to group or classify those things?

Presentation - T tells Ss to learn some new words about something that can be
recycled.

- T classifies group of something.

 Paper: paper, old/ used newspaper, books, cardboard boxes.
 Glass: bottles, glasses, jars.

 Plastic: plastic bags, plastic bottles, plastic wares.
 Metal: food cans, drinking cans, tins.

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6’

 Fabric: Clothes, pieces of materials.
 Leather: shoes, sandals, school bags.
Practice

12’

(1)

- T gives Ss some new words and asks Ss how to use.
- Ss read the dialogue.

- Pair work- one asks and one answers, replaces new words in the
dialogue.

- T asks Ss to change the role when they practice together or to make
another dialogue.

- T calls two pairs of Ss to perform in front of class and correct if they
make mistakes.

(2)

- T asks Ss to listen a specialist answers the question how to make
compost after that they can guess about it.

Consolidation T calls one student asks and one answers

Example: What will you do with this clothes/ waste paper?
Listen (17 minutes)

Steps

Activities

Pre- listening - T asks Ss to give the answer that Ss can choose the best.

- T tells Ss to be ready to listen to the tape and corrects their mistakes.

While- listening - Ss listen to the tape (4 questions).

- Ss listen again with a pause after each sentence (question and
answer are check () the correct answers.

Post- listening - T calls some Ss to give answers- giving correction.
- T explains the meaning and structure of each sentence.

HOMEWORK:

- Learn by heart new words, and write each group of things
- Prepare new lesson

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Unit 10: RECYCLING

Lesson 3: Read

OBJECTES:

By the end of the lesson, pupils will:

- Pupils should be interested in protecting the environment.
- Pupils are developed reading skill.

LANGUAGE CONTENTS:

- Grammar:
 Passive forms
- Vocabulary :

(n) green gazette, pipes, floor coverings, deposit, dung.
(adv) approximately

(adj) delighted

TECHNIQUES:

- Question- answer, scanning.

TEACHING AIDS:

- Real objects

TIME: 45 minutes

PROCEDURES:

Steps

Activities

Pre- reading
10’

- T holds a7n empty bottle and broken glasses and asks:
- Should I throw them away? (No, you shouldn’t)

- Why shouldn’t I do that? (Because people can recycle them)
- Is recycling easy? ( Yes, it is)

- Which three words can we remember easily?
- (reduce, reuse, recycle)

- T introduces the new reading text.
- T explains the words:

- Gazette

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- TASK 1 : What things can we recycle?

- ( Answer: car tires, drink cans, compost, bottles)
While- reading

20’

Silent reading: Ps read the text and do task 1
Task 2:

- T asks: What products do people make from used things?
- Ps read the text and complete the formation in the gaps.

Countries/ other
fields

Used things Products
In USA

In Britain
In Industry
In the fields
Answer:

Used things Products
In USA

In Britain
In Industry
In the fields

Old car tires
Bottles
Glass

Waste (dung,

household and garden
waste)

Pipes, floor coverings
Bottles (new, clean)
New glassware
compost

- T explains new words:
+approximately (adv)
+ delighted (adj)

- Some Ps read the text aloud
- T explains new words:
+ government (n)

+ prevent (v)

- T asks Ps to do the exercise 1.

- Some pairs ask and answer questions in the exercise 1.
- T corrects the Ps’ answers.

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- Ps pick out sentences in reading with this structure.
Post- reading

12’

- T guides Ps to do exercise 2.

- Ps play the role of a person who wants to share his recycling story
with readers. They can tell about one of these articles.

Consolidation
2’

- T reviews the use of passive forms.
S + be + pp
(things)

HOMEWORK: (1’)

- Ps write 5 sentences using the structure of passive forms.
Ex: hats/ buy/ market

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Unit 10: RECYCLING

Lesson 4: Write

OBJECTES:

By the end of the lesson, students will:
- Give and respond to instructions
- Write a set of instructions

- Develop writing skills

LANGUAGE CONTENTS:

- Grammar: Passive forms with simple present and future simple- review

TECHNIQUES:

- Question- answer, information completion, transferring information

TEACHING AIDS:

- Pictures (copied and enlarged from textbook), cassette tape + recorder

PROCEDURES:

Steps

Activities

Pre- reading
20’

- Warm- up: Teacher asks students to look at the pictures and
match which each group item belongs to

Things Groups

Paper
Glass
Plastic
Metal
Leather
Fabric

- Old/ used paper, books, boxes,
newspapers, …

- Bottles, glasses, jars, …

- Plastic bags, ~ bottles, ~ things, …
- Food cans, drinking cans, tins, …

- Shoes, sandals, schoolbags, … clothes, pieces
of materials.

- T shows the transparency sheet

T asks Ss to read the passage (exercise 1) and asks Ss to say the
meaning of the verbs in the box.

Soak place wrap dry

Use wait mix press

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T assess to read the given words in the box (exercise2) and T asks Ss
to speak the meaning of the verbs:

Take put dry

scatter
While- reading

15’

- Ss use the verbs in the box to complete the recycling instructions
(exercise 1)

- Ss use the verbs and the given words in the box as prompts to
make the instructions on how to prepare the dry tea leaves to keep
mosquitoes away (exercise 2)

- Ss practise the passages in each pair (exercise 1, 2)
Post- reading

10’

- Some Ss read aloud the instruction.
- T corrects errors and gives comments.

Homework Complete the dialogues. Use the words in the box (exercise 3 page

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Unit 10: RECYCLING

Lesson 5: Language Focus

OBJECTES:

Summarize all the learned parts so that the pupils will:
- Use the structure passive forms fluently

- Use adjectives followed by an infinitive or nouns clause suitably.

LANGUAGE CONTENTS:

Grammar:

- Passive forms 9present- future tense)

- Adjectives followed by an infinitive or nouns clause.
Language functions: The usage of adjectives

TECHNIQUES:

- Read, write, rearrange pictures, gap- fill

TEACHING AIDS:

- Pictures : a Mickey, a clown

A crowded pavement, Nha Trang beach
- Real objects: an apple, a hat

TIME: 45 minutes

PROCEDURES:

1/ WORK WITH A PARTNERS (12 minutes)

Steps

Activities

WARM- UP

2’

- Using a hat and an apple T makes some questions with What,
How, Where.

- P gives the answers and makes another question. (Yes/ No
question)

- T gives active and passive sentences with two objects.
- Ex: My mother buys a hat.  A hat is bought by my mother.
- Ps practice similar activities

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2’ - Ps see and read six pictures (p.95)
PRACTICE

6’

- Ps read the introduction + changes its sentences into passive +
rearrange six pictures into the correct order. (closed pairs)
- Ps read their task.

- Ps corrects the mistakes
CONSOLIDATION

2’

- T summarizes the structure “passive form in present tense”
Be (am/ is/ are) + PAST PARTICIPLE

2/ USE THE CORRECT FORM OF VERB IN BLANKETS (11’)

Steps

Activities

WARM- UP
2’

- The similar activities in part 1 (Future passive tense).
Ex: A hat will be bought by my mother.

PRESENTATION
2’

- T explains how to complete the dialogue between Dr. Kim and
Hai. (p. 96)

PRACTICE
5’

- Closed pairs. (ask- answer)
- Ps read their sentences.
- T corrects (if necessary)
CONSOLIDATION

2’

- T summarizes the structure “passive form in Future tense”
WILL BE + PAST PARTICIPLE

3/ COMPLETE THE DIALOGUE (11’)

Steps

Activities

WARM- UP
2’

- T shows picture of Nha Trang beach, a crowded pavement and
asks questions with “ What, How, or Yes/ No questions”.

Ex:

T: What’s this?
P: It’s a beach.

T: Do you like to travel there?
P: Yes, I do.

T: Yes, It is interesting to travel
T: How is the pavement?

P: It’s crowded.

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PRESENTATION
2’

- T explains how to do the exercise (p. 96)

- Ps read the dialogue + choose suitable words + fill in blanks.
PRACTICE

5’

- Closed pairs. (ask- answer)
- Ps read the completed dialogue
- T corrects P’s mistakes.

CONSOLIDATION
2’

- T summarizes the adjectives followed by “ to- inf”
Adj + to- inf

4/ COMPLETE THE LETTER (9 minutes)

Steps

Activities

WARM- UP
2’

- Using picture of a clown, a Mickey and makes questions with
“What, How, Why or Yes/ No questions”

Ex:

T: Who is he?
P: He’s a clown.
T: What’s he like?
P: He’s funny.
T: What’s this?
P: It’s a Mickey
T: Do you like it?
P: Yes, I do
T: Why?
PRESENTATION

2’

- T explains how to complete the letter with suitable adjectives in
the box (p. 97)

- Ps read the content of the letter and choose the suitable adjective.
PRACTICE

5’

- Ps read their letters.
- P’s ideas.

- T corrects
CONSOLIDATION

2’

- T reviews adjective used after to be

Be + adj

HOMEWORK:

- Ps find some photos about the places of interest in Vietnam.

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UNIT 11: TRAVELLING AROUND VIET NAM

lesson 1: Getting started, listen and read

OBJECTES:

Introductions of the new topic through matching the places of interest in
Vietnam with their names.

LANGUAGE CONTENTS:
Request with

- Would/ Do you mind if ………?
- Would/ Do you mind + V-ing ……?

TECHNIQUES:

- Question- answer

TEACHING AIDS:

Pictures (copied or enlarged from textbook), cassette tape + recorder

TIME: 45 minutes
PROCEDURES:

Steps

Activities

WARM- UP
10’

T asks students about their favorite places of interest in Vietnam:
What places of interest did you get?

T shows 4 pictures and asks:

Have you ever been to these places of interest? - Some students
answer

T explains the names of pictures in English?

Some pairs of students practice matching pictures with names.
T shows pictures in turn and asks questions to check the students’
answer keys:

What can you see in the first/ second … picture? What is this?

T explains English names in the boxes: Ngo Mon is possible to call
“The Moon Time Gate” or “Moon Gate”

PRESENTATION
23’

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Students listen to the recorder twice.
T asks questions:

Who is talking in the conversation?
Where are they now?

T has students listen to the tape again and students read the whole
dialogue (T can draw students’ attention to the difficult intonation)
T asks some questions to introduce new words and grammar’s
structures:

- Would you mind + V-ing …?  a request
- 40 minutes drive (n)

- Wow! (interjection)

- Would you mind if …?  a request

1) Students practice the conversation in pairs.
T calls some pairs to practice again before class.
T gives comments and corrections.

2) T has students read the dialogue silently and do True- False Quiz
T asks questions (yes- no) to base on the sentences from a to f to
help students: Is this the first time Hoa has met Tim’s family?”
Students practice asking questions (yes- no) and answering by
themselves.

T checks and gives the correct answer keys:

a) True b) True c) False d) True e) True f) False
Students correct the false sentences and read the true sentences

CONSOLIDATION

10’

Group work- Students show pictures in order to ask and answer
about the places of interest in Vietnam.

Pair work- Students ask questions (yes- no) and answer from True-
False quiz (a … f).

HOMEWORK (2’)

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UNIT 11: TRAVELING AROUND VIETNAM

LESSON 4 – WRITE

OBJECTIVES:

By the end of the lesson, students will:
* Be able to complete a narrative.
* Develop writing skills

LANGUAGE CONTENTS:

 Grammar: - Present and past participle

- Requests with Do/would you mind if … do/Did…,
Do/Would you mind doing

 Vocabulary: - (n) canoe, paddle

- (v) addle hire rescue lean overturn

TECHNIQUES:

Question – answer

TEACHING AIDS:

Pictures (copird – enlarged from texbook), transparency sheet,
senrence cards (same form as exercise 1 in texbook)

TIME: 45 minutes
PROCEDURES

STEPS ACTIVITIES

Pre –writing * Warm up: T shows pictures of Dalat and asks some 
questions.

-Have you ever gone to Dalat?
- Do you know Xuan Huong lake?

* T shows the transparency sheet. T asks Ss to read the
first art of a story

* T asks soe questions:

- Where did the Browns go last week?
- What was the weather like?

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15 inutes passage and how to use tense in the narrative
While - writing

20 minutes.

* T shows the sentence cards ( same form as exercise 1 in

texbook).

* T asks Ss to read those sentence ( a –g).
* T explains those sentences.

*Group word: Ss work in groups of 4 or 5. Each S arranges

each sentence into correct order to complete the story.
* Representatives of some groups read the result.

* T reads aloud the finished passage and Ss correct
themselves. (c - a -g- d-f -b -e).

* T shows pictures ( a - h)

* Ss write the complete sentences and then write them on
the board.

* Ss correct the mistake each other.
Post – writing

10 minutes

* Some Ss read aloud their passage

* T corrects errors and gives comments ( d b e h a f
-c -g)

Homework:

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UNIT 11

TRAVELING AROUND VIETNAM

Lesson 5 – Read

I. OBJECTIVES:

The students will

- How to talk about interesting resorts and traveling around VietNam.
- Develop reading skills.

II. LANGUAGE CONTENTS:

- Grammar: Simple present tense ( describe sights and travel around
VietNam)

- Vocabulary: Nouns (about natural sights, interesting places, traveling
around VietNam).

Adjectives (about natural character)

III. TECHNIQUES:

- Questions – answers, scanning

IV. TEACHING AIDS:

- Worksheets, transparency sheet

V. TIME: – 45 minutes
PROCEDURES:

STEPS ACTIVITIES

Pre – reading * T asks questions about interesting resorts and traveling
around VietNam: Where is HaLong bay? What is interesing
in Nha Trang? What is known in DaLat? Are there flights to
Sapa? Is HaLong bay recognized by UNESSCO as a World
Heritage Site?.

* T pre – teaches some key words: Resort, sight,
accommodation , transport, arrivals, departures slopes,
jungle streams, islands, caves, limestone, giant,

magnificent , eternal…..

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10’

“ We’ll read about traveling around VietNam to get
information”.

TASK 1: How many resorts do people talk about in the

reading text? What are they?

Whilereading - Silent reading: Ss read the text and do task 1 .  Answer: 4 
resorts (Nha Trang, DaLat, Sapa, HaLong bay)

* TASK 2: Read the text and complete the information
about resorts and traveling.

Sights Accommodation Transport
Nha
trang
DaLat
Sapa
Halong
bay
ANSWER:

Sights Accommodation Transport

Nha
Trang

* Oceanic Institude
*Giant Buddha
* Offshore

* a Small selection of
hotels

* Flights

* buses
* Trains
DaLat

* waterfalls, lakes
* Railway.

* Flower gardens

* Many hotels * Flights

* Buses,
Minibuses
Sapa

* Tribal villages
* beautiful

* Mountain’slopes
* jungle streams

* Some hotels
* guest houses

* Buses
* Trains

HaLong
bay

* Magnificient caves
* beautiful limestone
islands

* quiet sand beaches

* Hotels
* Mini hotels
Guest houses

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20’

* T asks Ss to use present simple to indicate interesing resorts and traveling
in VietNam.

* T explains other new words.

* TASK 3: Pair work: Ss do the exercises (1 and 2) in the book.

* Some Ss read the text aloud ; some pairs ask & answer Qs in exercise 2
before class.

Post – reading

12’

* Group work, Ss work in groups of 4 or 5. Each student asks some of friends
in the groups (sights, accommodation, arrivals and departures).

* Representatives of some groups describe one of interesting resorts in

VietNam (sights & transport)

Other Ss guess where thay are.
Consolidation

3’

* T reviews the use of simple present tense make sentences in the simple
present. (+) S + V (s,es) (-) S + doesn’t / don’t + V (?) Does/Do + S +V…?
Yes,……do/ does

No…………don’t / doesn’t.

HOMEWORK:

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UNIT 11

TRAVELING AROUND VIETNAM

Lesson 6 – LANGUAGEFOCUS

A. OBJECTIVES:

Systemalize and review the knowledge of the previous parts…Ss will:
- Know how to use the tructures: present participle and past participle
- Know how to make and respond to requests.

B. LANGUAGE CONTENTS:

- ed and – ing participle.

-Request with: Would you mind /Do you mind + V – ing….?
Do you mind / Would you mind if……….?

C. TECHNIQUES:

- Look at the pictures and guess.
- Question – Answer.

- Label and describle.

D. TEACHING AIDS:

Books, pictures (use the projector), cassette tape + recoder.

E. TIME: 45 minutes
PROCEDURES:

STEPS ACTIVITIES

Warm Up
7’

* Have Ss look at the pictures, and Ss guess what each
person is doing/Who is she (use the projector)

Ex: T. show photograph ( the lady is cooking) and asks:
What is the lady doing?

(expected answer) – The lady is cooking in the kitchen.
- Who is she? – She is Mrs Thanh .

* T makes the sentence with the –ing participle form.
- The lady cooking in the kitchen is Mrs Thanh.

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Presentation
30’

New lesson : Language focus.

1. * T. tell Ss to look at the pictures and to guess what
each person is doing.

* Have Ss guve the – ing participle form of each verb:
 siting under the tree.

 Carrying the white bag.
 Playing the chess
 ………….

* T. shows the photograph and asks the questions:
What is the boy doing? Who is the boy?

- The boy is reading a book - He is Ba

T. explains how to ñ the structures - ing participle and
make the cue:

 the boy reading a book is Ba.

- Work in pains: Ss look at each of the picture and do the

exercise as T. does.

(question – answer/ make the sentences)
Teacher’s cooection.

2. T. asks Ss to look at the verbs given from the box. T.
calls some Ss to give the past participle form of each
verb:

 wrapped, painted, made.

-T. has Ss look at the goods and give their names:
 old lamp - China

 truck - recycled aluminumcan
- T. requests Ss tosy the price of each goods
- T.asks some questions:

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 The old lamp made in China is five dollars.
- Work in pairs.

- Teachers’ correction.

3. Practising the request: Would/Do you mind
- Work in pairs

- Some pairs of Ss pratise making and responding to
requests.

- Teacher’s correction.

T. tells Ss yo write the form of the request:

4. Practise making and responding to requests;
- Do you mind if I do something?

- Would you mind if I did something?

- Have Ss look at the pictures, make and respond to the
requests.

- Ss work in group of 4 or 5.

- Pair work – one student choose 1 picture and make the
reuest, the other responds (+) or (-) to the request.

- T. corrects the exercise.
- T. calls Ss to write the form.

Consolidation - I calls some as to describe people and goods in the
5’ pictures . Use – ed and – ing participles.

Would/ Do you mind + V – ing……..?
(+) Please do/ Not at all.

(-) No, of course not / I’d rather you didn’t/ I’m
sorry.

Do you mind if I do something?
Whould you mind if I did something?

(+) Please do/ Not at all.

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- Practice the request ( ex: would you mind open the
door? / Do you mind If I borrow your ruler?

HOMEWORK :

- Write 4 exercises on the notebook.

- Learn by heart the structures of the requests.

- Learn by heart the past participle form of the verbs; make, buy,
recycle, paint, do, wrap, keep.

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Test 45’ (III)

(Contents Unit 9, Unit 10, Unit 11)

I. VOCABULARY AND GRAMMAR: (2.5 pts)

Match the questions in A with the answer in B

A B

1. How was the trip?

2. Can you tell me what
happened?

3. Why did Minh get bad marks?

4. Could you give me a
bandage, please?

5. Do yeou mind if I turn off the
light?

6. When will our project be
started, teacher ?

a. Because he never did his
homework.

b. Please do

c. It was nice: I slept almost all
the flight.

d. Sure. Here you are

e. I fell off my bike and hit my
head on the road.

f. Very soon
Your answer: 1……….. 2………3………..4…………5………..6…………

II. READ (3pts)

Read the passage and answer the questions:

Last week, Lan had an opportunity of going to Da Lat with her

parents, When they arrived in Da Lat, the weather was fine and rather cold.

The air was fresh and pure. On the first day, they went for a sight
seeing. Lan was fascinated by the beautiful spots such as: waterfalls, lakes,
flower gardens, pine forest… etc. Everything looked so new and so strange to
her the nex day, they could visit many other interesting places whose beauty
has fascinated lots of tourists!

1. When did Lan have and opportunity of going to Da Lat?



2. Who (m) did she go with?

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3. What was the weather like in Da Lat?



4. How about the air?



5. How did everything look?



6. What was Lan fascinated?



III. LISTEN: (2.0 pts)

Listen to the conversation between Nga and Mrs Hoa
Then decide True or False sentences. Check (v) the boxes
True Fasle
1. Nga feels hot  
2. Mrs Hoa wants to open the window  

3. Mrs Hoa would like a glass of warm water  
4. Nga needs a glass of warm water  
5. Nga is Mrs Hoa ‘s daughter  

IV. WRITER: ( 2.5 pts)

Write a short paragraph about the using dry tea leaves to keep
mosquitoes away ( about 50 –60 words) use these suggestions to guide your
writing.

-First / put/ tea leaves/ tea pot.
- Drink / tea/ friend or family.
- Tea leaves/ tray.

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UNIT 12: A VACATION ABROAD

Lesson 1: Getting started, Listen

I. OBJECTIVES:

- Using a variety of invitations in spoken English such as offering
accepting and declining invitations.

II. LANGUAGE CONTENTS:

- Would you like + to infunitive…….?
- That’s very kind of you, but……….
Yes, I/ we’d love to………..

III. TECHNIQUES:

- Guiding questions
- Pair –work

IV. TEACHING AIDS: pictures
V. TIME: 45 minutes.

VI. PROCEDURES:

TEPS

ACTIVITIES AND CONTENTS

Warm – up * Questions & Answers
- Do you like to go abroad?

- Which picture in for (the United of America) ?
* T asks Sts to look at the pictures & flags (p.111)
presentation 1. * T asks Sts to repeat the names of the countries.

* T asks Sts to match the names of the countries in the box with
appropriate pictures/ flags (pair – work).

* T gives correct answers

a. The United States of America b. Australia
c. Thailand d. Britain
e. Canada f. Japan
Practice 2. * T. explains of part 2

* T asks Sts to read the dialog, make new dialogs (pair – work)
* T. calls some pairs to read their dialogs.

Consolidation * T reminds the structure
I’d like + to - infinitive

HOMEWORK:

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UNIT 12: A VACATION ABROAD

Lesson 2: Listen and Read

I. OBJECTIVES:

- Using invitations, accepting and declining invitations.

II. LANGUAGE CONTENTS:

- Would you like + to –inf ?  invitation.

+ That’s very kind of you, but … declining invitation
+ Yes, I/we’d love to  accepting invitation.

III. TEACHNIQUES:

- Question – Qnswer

- Pair –Work / group - work.

IV. TEACHING AIDS:

- pictures

- cassette + tape

V. TIME: 45’

VI. PROCEDURES:

TEPS

ACTIVITIES AND CONTENTS

Warm – up * Questions & Answers

- Do you go abroad for a vacation ?
- Which country?

* T. introduces the dialog (use pics p.112):Mrs Quyeân is going to the
U.S.A for a vacation. She is ringing her friend, Mrs .Smith , to tell her
about the tour

Pre – listen &
read

* T. encourages the groups to make some guesses about Mrs Quyeân
‘s talk on the phone.

While –
listen & read

* T. asks Sts to listen to the tape.

* T. helps Sts to check their guesses, T. should give them some
eliciting questions before playing cassette again.

1. Who are coming to Sanfrancisco on Monday.

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invitation ?

T. explains the new words (by giving examples)
New words.

- accomodation (n) : having room from a hotel.
- include (v): contains.

- That’s very kind of you = thank for your help .
- suitable, adj.

* T. asks Sts to listen to the dialod & repeat.
* T. asks Sts to practice the dialog in pairs.
* T. calls some pairs to read before class.

* T. summarizes about what Mrs Quyeân’s going to do.
Post – Listen

& read

* T. asks Sts to look at the table of informations complete it (p.113)
* T. calls some Sts to give their answers.

* T gives the correction.
Mrs Quyeân ‘s schedule.

Date Mon.25 Tues.26 Wed.27 Thurs.28
Schedule Coming to

SanFrancisco

Going out Having dinner
with the Smith

Leaving San
Francisco
* T. lets Sts read the dialog again, and answer the questions (p.113)
of ex.2.

* T. asks Sts to check their answers (pair – work)
* T. calls some Sts to answer & corrects them.

a. No, they won’t . Because they are coming on a tour and their
accomodation is included in the ticket price so they will stay a hotel.
b. No, he won’t . Because he will have a business meeting in the
evening.

c. Mrs Smith will pick her up at the hotel.

* T. presents the functional language of some invitations

- Would you like…….?

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Unit 12: A VACATION ABROAD

Lesson 3: Listen

I. OBJECTIVES: after finishing the lesson , the students will :

- Ask and answer about the weather.

- Be able to ask and answer about the weather.
- Develop listening skill.

II. LANGUAGE CONTENTS:

+ Grammar:expressions for talking about the weather.
+ Language functions: centigrade , degree, minus.

III. TECHNIQUES:

-Question and answer.
-Listen and fill in the blanks.

IV. TEACHING AIDS: pictures, cassette tape and recorder.
V.TIME: 45’

VI. PROCEDURES:

ACTIVITIES

CONTENTS

* Warm – up: (5’)

- T uses a cassette recorder to talk about the
weather in VN.

- Sts listen

- Then T gives some questions:
+ What are you listening to?
+ What is the weather like today?
+ What do we know the weather for?
- Sts answer the questions.

 weather forecast……

 hot/cool…..(planning vacation, business,
farming….)

Pre – listening (15’)

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the weather of other countries: Sydney,
Tokyo, New york, soon…)

-Sts listen to the teacher.
- T. asks Sts to look at the box.

- T.asks Sts to read the words loudly then has
them give meaning

_ T asks Sts to gues the weather and
temperature of cities in the form by giving

questions:

* What’s the weather in Tokyo like?
* What’s the temperature in Tokyo?
- Sts guess and answer.

- T. asks Sts to get ready to listen to the tape
and check their guessing.

New words:
- degree (n)
- centigrade (n)
- Minus (n)

ex: 2oC: minus two degrees

(centigrade)

0oC : Zero degree.

While – listening (10’)

- First  T. has Sts listen to the tape.

- Second  Asks Sts to listen and fill in the
blanks.

-Sts listen and fill in

- T. checks Sts’answers by going around the

class.

- Third  T. asks Sts to listen again , then
checks their answers with a pause after each
sentence.

Post – listening (13’)

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to correct.

- T. gives the correct answers.
- T. asks Sts to work in group .
- Sts work in group.

- T. gives some pictures and asks Sts to make
their own sentences.

Sts make the sentences.

HOMEWORK: (2’)

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UNIT 12: VACATION ABROAD

Lesson 4: Read

I. OBJECTIVES: By the end of the lesson, Ss will.

- Know how to write a poscard.
- Develop reading skill.

II. LANGUAGE CONTENTS:

- Grammar: past rogressive with “when” and “ while”
- Vocabulary: (nouns) lava, wharf, valley, prison
(verbs) pour, carve

(adverbs) overhead

III. TECHNIQUES: Questions & Answers

Scanning.

IV. TEACHING AIDS: worksheets on transperency sheet
V. TIME: 45’

VI. PROCEDURES:

ACTIVITIES

CONTENTS

Pre – reading (10’)

-T.asks questions about Ss’ vacations.
* Where did you go last summer?
* What did you do on vacation?
* What did you see on vacation?
Ss answer.

- T. pre – teaches some key words.
- Ss find out the meaning.

- T. introduces the new reading text and

gives task 1. We will read about poscards
from Mrs Quyen to her children.

- Ss listen and guess.

* Task1:How many places does Mrs
Quyen talk about in the text?

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- Silent reading.

- Ss read the text and do task 1 (5 places)
* Task 2: Read the text and complete the
information.

Ss read and complete the chart.
-Ss fill in the chart

Hawaii
New York
Chicago

Mount Rushmore
San Francisco

Places What she did & saw
Hawaii

New York

Rushmore

Chicago

SanFrancisco

Went surimming,
visited Kilauea
volcano.

Went on an eight
hour tour which
included

Fisherman’s wharf
Nava valley, famous
prison, went Mount
Rushmore, saw
heads of four
American presidents
Went the Windy city
and saw Lake
Michigan.

Went shopping.
- T. asks Ps to pick out new words

- T. explains new words.
- Ss underlined and read

Task 3: Ss read the text aloud then ask

and answer questions Exercise 2 before
class..

New words:

* Nouns: lava, wharf, valley, prison
* verbs:to pour, to carve

* Adverbs: overhead

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Post – reading (12’)

- Each student gives a poscard and
describes it.

- T. asks them to describe their vacations
- Ss work in group of 4 or 5.

- Representatives of groups describe
before class

Consolidation (3’)

Ss talk the past Progressive with “when”
and “ while”

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UNIT 12: A VACATION ABROAD

Lesson 5: Write

I. OBJECTIVES:

By the end of lesson , students will
- Be able to describe the weather.
- Develop writing skills.

II. LANGUAGE CONTENTS:

- Grammar: past progressive & progressive tenses.

- Vocabulary: Adjectives (about human character and weather).

III. TECHNIQUES: questions – answers; information completion,

transferring information.

IV. TEACHING AIDS: word cards (adjs describing character,

weather worksheets; transparency sheet.

V. PROCEDURES: 45’

ACTIVITIES

CONTENTS

Warm –up (5’)

- T asks Ss to put 10 wordcards in the correct
columns: friendly, helpful, warm, cold, windy,
hospitable, sunny, funny.

-Ss stick the cards in the right columns

Pre – writing (15’)

- T. shows the transparency sheet (workbook
page 73).

- T. asks Ss to read the passage and tell where
the information in the passage is taken from.
- Ss read and find out information.

- T. asks Ss to ask and answer questions to
complete the worksheets with information
about their partners (workbook page 75)
- Ss work in pairs ask and answer the
questions.

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- T asks Ss to use the information in the
worksheets to write about their vacations:
- Pair work and groupwork.

- Ss write their vacations

- Each pair compare their writing
Post – reading:

T. asks Ss read aloud their writing. T. corrects
errors and gives comments.

- Ss read before class.
- Ss listen carefully.

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UNIT 12: A VACATION ABROAD

Lesson 6: Language focus

I. OBJECTIVES:

- Use past progressive tense to communicate real situations.
- Use progressive tense and pay attention to irregular verbs.
- Give examples from real life.

II. LANGUGE CONTENTS:

- past progressive tense with “when” & “while”
- prepositions of time: in – on – at

III. TEACHING METHOD:

- Questions & Answers.

- observe & find out formation.
- Substitution drill

IV. TEACHING AIDS:

Posters , pictures, texbook, exercise book.

V. TIME: 45’

VI. PROCEDURES:

TEPS

ACTIVITIES AND CONTENTS

Warm – up * T.asks Sts to sing together
* T. reminds the topic of unit 12
Activity 1 * Review : past progressive

* T. guides the ex.

* T. asks Sts to look at the pictures & talk with their friends about
what happened at o’clock last night.

* T. explains: past progressive  the action happened at a point of
time in past.

* T. calls some Sts to say about the pictures & gives correct
answers.

a. Ba was taking a shower at 8 o’clock last night.
b. Hoa was eating dinner.

c. Bao was reading a comic
d. Nga was writing a letter.
e. Na was walking with her dog.
f. Lan was talking to her grandmother.

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* T gives explaintation (Ex 2)

* T. lets Sts look at pictures & say about them
* T. asks Sts to read & match.

* T. explains grammar

When / while  the point of time when the action was happening (Ex:
at 8 o’clock)

* T. lets Sts do the Ex & gives correction
a.C; b.F; c.E; d.B; e.D; f.A
Activity 3 Review : progressive tenses with : always

* T. explains the Ex.

* T. lets Sts to look at the pictures & say about them
* T. explains grammar.

Always (adv)  describe continually – repeated actions.
* T. asks Sts to do the exer. And check with their friends.
* T. corrects.

a. Bao is always forgetting his homwork.
b. Mrs Nga is always losing her umbrella.
c. They are always missing the bus.

d. Nam is always watching TV.
e. Na is always talking on the phone.
f. Liem is always going out.

HOMEWORK:

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UNIT 13 – FESTIVALS

Lesson 1: Getting started, Listen & Read

OBJECTIVES:

 Introduction of the new topic.

 Taik about some traditional festivals.

LANGUAGE CONTENTS:

 Grammar: - passive form
- compound words.

TEACHING AIDS:

 Pictures copied & enlarged from texbook) , cassette
tape + recorder

TIME: –45 minutes.
PROCEDURES:

STEPS ACTIVITIES

Warm – Up

10’

* T. explain the exercise. Students work in pairs ( finding
some places interrest in VietNam such as Nha Trang
beache/ Hoi An ancient town / Ho Chi Minh City)

* Some pairs ask and answer about the places where these
people should go on their vesits to VietNam.

* T. asks these questions about some different places
where some festival can take place.

Presentation

23’

* T. shows pictures ( the rice – cooking festival) and
introduces the dialogue ‘ “Liz and Ba are talking about
the rice cooking festival”

* T. asks questions to draw students attention to
structures and vocabulary

Compound words

Where is Liz ? At the rice cooking festival

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* T. reminds students structure of passive form ( U.10)
Do two team members make a fire by matches?
No. They make a fire by rubbing pieces of bamboo
together  Pieces of bamboo are used to make the fire  T.
briefly explains the meaning of these structure s

* Some pairs perform the class
* Some pairs say the dialogue aloud.

* Students read the dialogue silently & do the exercise
True or False.

* Students work in pairs.

* T. calls some students to give answers –giving
correction.

* Students correct the errors and write down in their
notebook.

Consolidation
10’

Pair work – students lalk about these competitions: waters
– feiching, fire – making and rice -cooking

HOMEWORK: (2’)

* Write five sentences using a compound word

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UNIT 13. FESTIVAL

Lesson 3: Read

I. OBJECTIVES:

- Giving an account of the origins of Chrishtmas specials & popular
customs.

- Developing reading skill.

II. LANGUAGE CONTENTS:

- Simple past tense (active – passive)
- Vocabulary: nouns about Christmas.

III. TACHNIQUES:

- Questions – Answers
- Pair – work.

IV. TEACHING AIDS:pictures, cassette + tape.
V. TIME: 45’

VI. PROCEDURE:

TEPS

ACTIVITIES AND CONTENTS

Pre - Reading * T. points to the pictures & asks:
- What’s it about?

- Do you celebrate Christmas?

- What do you do often do at Christmas?
- Christmas is a popular festival in the world?

* T. asks Sts to read the text silently & find out new words.
While

-Reading

* T. explains new words
- Christmas Eve (n)
- Card (n)

- patron saint (n)
- poem (n)

- mid nineteenth century

* T. asks Sts to read the text silently & complete the table (p.126)
* T.asks Sts to check their answers with their friend (pair- work).
* T. asks some Sts to complete the table (on the board)

* T. gives the correct answers.

Christmas specials Place of origin Date
The Christmas tree

The Christmas card

Riga
England

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Christmas carol
Santa claus

-USA

800 years ago
1823

2. Answers:

a. More than a century ago

b. He wanted to send Christmas greeting to his friends.
c. 800 years ago

d. An American professor Clement Clark Moore

e. On the description of Saint Nicholas in Professor Moore’s poem.
Post Reading * T.asks Sts to give short description of Christmas specials (pair –

work)

* T. asks some Sts to retell about Christmas popular traditions
* T. reviews the use of some verbs describing past events
Past events  Passive

S + V2/ ved + O Was/ were + Past participle
HOMEWORK:

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UNIT 13: FESTIVAL

Lesson 4: Write

I. OBJECTIVES:

- Describing ways to take part in a game or school activities.

- Developing writing skill.

II. LANGUAGE CONTENTS:

- Grammar: Reported speech

- Vocabulary: words used describe activities of festival.

III. TECHNIQUES:

- Questions – Answers
- Pair – work

IV. TEACHING AIDS: video, pictures, cassette + tape.
V. TIME: 45’

VI. PROCEDURES:

TEPS

ACTIVITIES AND CONTENTS

Pre writing * T. plays music of game or activities of a festival & asks Sts to
listen & guess what the music is about.

* T. introduces the lesson: describe the game or activities of a
festival.

While - writing 1. * T. asks Sts to read the report carefully.

* T. explains some words (water – fetching, fire making)
* T. asks Sts to complete the report (pair – work)

* Sts chect their answer with their friends

* T. calls some Sts to read the report aloud & corrects
1. Rice – cooking 6. traditional

2. one / a 7. bamboo
3. water – fetching 8. six
4. run 9. separate
5. water 10. added.
2. * T. gives direction of the ex.

* Sts choose the festival for writing.

* T. asks Sts the questions (p.127) & calls some Sts to answer. T.
gives the correct answers.

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conjunctions of time such as : after, before, finally,…

* T. calls some Sts to their reports on board & corrects their
mistakes.

Post - writing * T. asks Sts to rewrite their reports in their notebooks.

HOMEWORK:

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UNIT 13: FESTIVAL

Lesson 5: LANGUAGEFOCUS

A. OBJECTIVE:

- Review some grammar points so that students are able to:
 Use passive form, reported speech in daily

conversations

 Use compound works

B. CONTENTS:

- Passive forms (past, present and future)

- Compound words: rice – cooking, fire – making.
- Reported speech (past tense)

C. METHODS:

- Communicative approach and other methods.
- Techniques:

 Maching.
 Gap – fill.
 Transformation.
 Guessing.

D. TEACHING AIDS:

- Pictures, book, real objects…

E. PROCEDURES:

I. Warm – Up

- Teacher writes the nouns and the verbs in exercise 1 on separate
cards.

- Has students match the correct nouns with the correct verbs.
- Leads students to do exercise 1

II. New lesson – Language focus

1. Complete the sentences. Use the passive form of the verbs in the
box. Decide whether the time is past, present or future.

- Has students read the sentences carefully and fill the gaps
- Has students tell the formation of passive forms.

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TEST (UNIT 13)

I. Fill in each gap with one word or phrase to complete each sentence
(2,5 points)

1. The first papermaking machine……….in the late 1700s by a
Frenchman (invented, was inventing, was invented, has been
invented)

2. He sai he…………..for a foreign company (worked, works, is working,
has worked)

3. A contest in which participants have to fetch water from the river is
called………..contest (water – fetch, fetching – water, water –

fetching, fetch – water).

4. She had her daughter………..the Christmas tree ( decorated,
decorating, to decorate, decorate)

5. Millions of Christmas card………..every year (were sent, are sent,
send, is sending)

6. I take part………most youth activities of my school ( of, on, to, in)
7. Mrs Thu wanted a plumber…………..the faucets (fix, to fix, fixing,
fixes)

8. Santa Claus is based…………. The description of ………..Nicholas (in, on,
at, from)

9. Minh is said ………….the brightest student in the class (was, to be,
being, he was)

10. My father said he………to New York next week (will go, would
go, went, is going).

II. Fill in each of the gaps in the passage below with one suitable word
from the box (3 points)

Happens
Families

wear

Festival
Important

food

Together
Members
children

Throughout
Decorate

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There are many festivals………..(1)…………the year, but Tet or Lunar
New Year is the most…………(2)…………celebration for Vietnamese people. Tet is
a………(3)………which occurs in late january or early February It is a time for………
(4)……….. to clean and……….(5)……….their homes,………(6)……….new clothes and
enjoy special………(7)………such as sticky rice cakes. Family………(8)………..who live
apart try to be………..(9)……….at Tet.

Easter is a jouful festival which is celebrated in many countries. It………
(10)……..in late March or early Aprif. On Easter Day, young……(11)……… receive
chocolate or sugar eggs. In many countries, people crowd into the streets to
watch……….(12)…………..parades.

III. Write complete sentences from the following sets of words and
phrases. You cn make all the necessary changes and additions (2,5 points)

1. Tom/enjoy/ all/ festivals.

2. Christmas / always/ get/ lots of gifts.

3. Thanks giving/ be/ important/ celebration/ and/ there/ be/ always/
turkey/ lots of/good/food.

4. Independence Day/ there / b / always / large / firework display.
5. Tom / like / New Year / because / stay up / until midnight / and /
celebrate / his parents.

IV. Listen and complete the reservatin form (2,0 points)

VACATION RESERVATION FORM

Name:

Place of vacation:

Number of days: Number of people:
Date of departure: Travel by:

Food: Hotel:

Phần này dành cho giáo viên đọc:

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TEST (U. 12, 13, 14)

I. Fill in each gap with one word or phrase to complete each

sentence (2,5 points)

1. They usually send Christmas…………..to their friends and ralatives at
Christmas (cards, carols, trees, Eve).

2. The Great Wall of China is one seven……….of the world.
(landmarks, historical places, ancient structures, wonders)

3 The Golden Gate Bridge is in…….(New York, San Francisco, Florida,
California).

4. I’ll pick you……….at the hotel at 7 o’clock (in, up, from, to).

5. The door bell………….While Richie was watching television (rang,
was ringing, ring, ringing).

6. She asked me……….a bike .(if I have, whether I have, if I had,
whether I have had).

7. When we were in the USA, we spent a few days………….California (at,
on, in, to).

8. Lan decided…………part in the English speaking Club (take, taking, to
take, takes)

9. New edicines for SARS………..by scientists and doctors in 2003.
(discovered, were discovering, have discovered, were discovered).
10.I don’t know how………this machine. (starting, to start, started, can
I start).

II. Read the passage, then answer the questions (3 points)

Australia is a island continent in the South Pacific. The capital is
Canberra, but the city with the biggest populaion is Sydney, which has nearly

four million. English is the first language of most people but there are also
many immigrants who speak other languages.

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live in the province of Quebec. Where Montreal is the biggest city. Canada
has a cold winter and many Canadiansenjoy winter sports, such as ice skating.

Questions:

1. Where is Australia?

2. What is the population of Sydney?

3. Is English the only language spoken in Australia?
4. What is the area of Canada?

5. Which languages are spoken in Canada?
6. What’s the weather like in winter in Canada?

IV. Write a complete poscard from the following sets of words and
phrases. You can make all the necessary changes and additions 25 oints)

1. I / have / great time / California.
2. Weather / b / cool, so/ feel / relaxed.

3. Everything/ b/ nice / but / very / expensive / here.

4. Yesterday / I / go/ Disneyland/ and / take / lots of photographs
5. Tomorrow / I / buy/ some souvenirs / you and Nga.

See you soon

Love.

V. Listen . You are going to listen to Lily talking about herself. Write
T for True of F for False ( 2 points)

1. Lily comes from China.

2. English is important to her as she’ll need it for her future job.
3. She started learning English when she was eighteen.

4. She has a problem with listening.

5. She can understand people when they speak fast.
6. She doesn’t find English

7. She wants to be an English teacher.

8. She loves English songs ut she doesn’t hoe to ecoe a singer
Phần dành cho giáo viên: (có thể chuyển qua Dialogue)

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LESSON PLAN

Unit 14: WONDERS OF THE WORLD

Lesson 1: Getting started – Listen and Read

OBJECTIVES:

- Introductions of the new topic: wonders of the world.

- Review of students’ old lesson: Passive form, Reported speech.

LANGUAGE CONTENTS:

- Grammar: - Passive forms Present (revision)
Future.

- Indirect questions with “ if” and “ whether”
- Question words before to – Infinitive.
- Verb + to – Infinitive.

TECHNIQUES:

- Questions – answers
- Gap fill

TEACHING AIDS:

- pictures of places of interest in the world, cassette tape + recorder.

TIME: 45’

PROCEDURES:

STEPS ACTIVITIES

WARM – UP
10’

- T. shows 3 pictures of the famous places in Ha Noi,

HCM city and asks:

* What sight is it?  Nha Rong Habour/ The west lake /
The Sword lake.

* Where is it ?  It’s in HCM city/ Ha Noi/ Ha Noi
- T asks P .to match the pictures with given words
1. 2.
3.

- P. Work in groups (describe the sights of the pictures)

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- Some pupils describe pictures before class and the
reasons they match each picture with a given word.
PRESENTATION

23’

-T. shows 3 pictures of the famouss places in the world (P
13) and asks:

* what sight is it ?  The pyramids, Stonehenge, Sydney
opera house.

* Where is it?  Egypt, England, Sydney (Australia)

- T. requests pupils to match 3 pictures with given words.
a. The Pyramids b. Sydney Opera House

c. Stonehenge

- T. asks pupils to tell something about those pictures.
- T. introduces 3 wonders of the world.

-T. requests pupils to tell the other famous places in the
world or in Viet Nam.

- T. asks pupils:

* Do you like to travel to these places?

- T. says: if yes, let’s follow the dialogue among Nga, Thi
and Hoa so that we may know more information about
the other places in the world.

They are playing some Language games, listen to the
conversation (p.131) and find out the game, the rules of
the game.

P. listen to the tape +follow the dialogue in their books.
- P. listen to the tape + listen & repeat + find the answers
(closed pairs).

- T checks the name of the game and how to play these
games.

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* Clue

- P. listen to the dialogue again, then repeat it (sentence
by sentence)

- T. divides the class into many groups (with 3 pupils for
each group) for practising the dialogue.

- T. checks P’s pronounciation through their readings
before class.

-P. give the summary of the rule of the game.

- T. introduces the structure of question words before to -
Inf through sentence “ I don’t know how to play it”

- Some pairs perform the dialogue before the class.
- Some pairs say the dialogue aloud.

- P. read the uncompleted summary (p.131) again and find
the suitable words in it to fill in the blank of the

uncompleted summary by themsefves.

- Pairs of pupils give the ideas of their results.
- T. checks pupils task and correct the mistakes if
necessary.

-T. draws pupils attention to the usage of the verb form in
the summary.

- Some pupils reread the summary aloud:

1. Game 2. place 3. clue 4. VietNam

5. America 6. Golden 7. right 8. Was
CONSOLIDATION

10’

- Pair work: P. join in “ Language games”

P1 shows the picture of Mount Everest and asks P2 some
questions:

* Is it a river * No, it’s a mountain.

P1 * It is in Africa ? P2: * It isn’t in Affrica
* It’s in the Himalaya range * It’s Mount Everest
 a clue.

HOMEWORK: (2’) Pupils maje Yes / No question about 10 famous

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Unit 14: WONDERS OF THE WORLD

Lesson 2: Speak

I. OBJECTIVES: By the end of the lesson, students will

- be able to prepare and complete a questionnaire.
- develop speaking skill.

II. LANGUAGE CONTENTS:

Grammar: - Yes – No questions (review)

- Indirect questions with if and whether
Language functions: Reporting a Yes / No question

III. TECHNIQUE: Questions and answers

IV. TEACHING AIDS: acassette tape and recorder, pictures
V. TIME:45’

VI. PROCEDURES:

SECTION STEPS TECHNIQUES AND CONTENTS

I think of 10
plces…

Warm up T: What are you going to do this summer vocation?
Which places are you going to visit?

Students give their ideas.

Teacher asks students to give some places (reviewing
some places already learned in English 6: Sears Tower in
Chicago –USA. Petronas Twin Towers in Kuala Lumpur
– Malysia. The Great Wall of China)

Presentation T. tells Ss that they will learn more interesting places in
VietNam and the world.

T. gives some pictures about the places (Phong Nha
Cave, Big Ben,…) and asks Ss guess where they are then

giving the correct answers.

Practice Ss read the instruction. T explais how to do the exercise.
T. divides the class into pairs. Each pair chooses 2 0r 3
places (They may use the names of places in the box or
use their own ideas).

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answers. Then write.

Consolidation T. shows a picture and calls one pair to ask and answer
about the picture.

2. Talk
about your
classmates’
answers
with your
partner

Presentation T. reviews the Yes/No questions.

T: Is Phong Nha Cave in Southern VietNam?

This is a direct question. How do you change this question
into indirect question?

T. asks Ss to read the examples carefully, then they give
their ideas.

T. gives the correct answer.

(when we report a Yes /No question, we use a reporting
clause followed by a clause beginning with either if or

whether)

S + asked / wondered + O + if/ whether + S +V…
Practice T. gets one S. to read the examples.

T. divides class into pairs

One s tells his/ her friends about his/her results of the
survey

Consolidation T. gets one pair to demonstrate their dialog in front of
the class.

T. reviews the structure.

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LESSON PLAN

UNIT 14: WONDERS OF THE WORLD

LESSON 3: LISTEN

OBJECTIVES:

By the end of the lesson, students will:
- develop listening skills

LANGUAGE CONTENTS:

Grammar: - Commands

Language funcyions: Names of some places of interest.

TECHNIQUES:

Questions – answers.

TEACHING AIDS:

Pictures of famous places + a cassette tape + a recorder.

TIME: # 45 minutes.
PROCEDURES:

STEPS ACTIVITIES

Pre –Listening
7’

-T: introduces the exercise of listen by asking some
questions:

- Do you like travelling?
- Do you know Queensland?

- If yes, do you like to go to Queensland?
-T: explains the request of this exercise.
Ss read the paragraph.

T. asks some question on/ a bout famous plces in the
advertisement (p.133)

- Do you know Coconut Palm Inn?
- where is it?

- Have you ever seen the Coral sea?
While –Listening

26’

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-Ss listen again with a pause to realize the mistakes.
Post –Lisening

10’

- T asks students to correct mistakes.

- Ss listen the last time to check their answers
- T calls some students to give answers – giving
correction

Homework
2’

Read the text carefully , find out the meanings of some
difficult words (preparing for “read” in lesson 4)

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LESSON PLAN

UNIT 14: WONDERS OF THE WORLD

Lesson 4: Write

I. OBJECTIVES:

By the end of the lesson, students will

- be able to write aletter to his (her) friends talking about his (her)
trip.

- Develop writing skill.

II. LANGUAGE CONTENTS:

- Grammar:Review Simple Present, Simple Past, Present Perfect
tenses.

- Vocabulary: canyon, ranger, inhabitants, Stone Age.

III. TECHNIQUES:

- Questions –Answers – Pictures.

- Information completion, transferring information.

IV. TEACHING AIDS:

- Pictures, worksheets.

V. TIME: 45’

VI. PROCEDURES:

TEPS

ACTIVITIES AND CONTENTS

Warm – up
8’

T. asks Ss some questions

What is Grand Canyon? Where is it? How long is it? How deep is it?
Who writes this letter? To whom does he write this letter?

What does he talk about? Where does he go? With whom does he
go?

How long does he spend? What’s the weather like there?
Pre – writing

15’

- T. explains some new words by using pictures.

- T. asks some Ss to read the letter and the sentences A,B,C,D.
- T. asks some Ss to fill the blanks to complete the letter , inserts the
letters of the missing sentences in their correct positions.

- T. corrects and gives the right answers.

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Place Distance Means of
transport

Sight Weather feelings
Cuc

Phuong
National
Park

Phong Nha
Cave
HaLong
Bay

100km car beautiful Sunny happy

While writing
15’

T guides Ss to write a letter to a friend

T divides the class into 3 groups. Each group writes a place using
the information the worksheet to their friends.

Post- writing
10’

Group 1 reads the letter and 2 other groups listen, give ideas
T corrects errors and gives comments

T gives notes to each group and congratulates the best group.

Homework

2’

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LESSON PLAN

UNIT 14: WONDERS OF THE WORLD

LEESON 5: READ

OBJECTIVES: After finishing the lesson, student can:

- Gain more knowledge about wonders of the world.
- Develop reading skill.

LANGUAGE CONTENTS:

- Vocabulary: (n) attraction, honor; (a) ancient, royal, religious; (v) to
chain, to surround, to compile.

- Grammar: the next three centuries…, the early 15th century…

Other wonders which the ancient Greeks knew nothing
about.

TECHNIQUES: Questions & answers, Scanning, Skimming.
TEACHING AIDS: Pictures ( )

TIME: 45 minutes

PROCEDURES:

STEPS ACTIVITIES

Pre – reading
5’

* T asks Ss questions about wonders of the world:

Look at the picture. What do you know about
wonders of the world?

Do you know about the most famous wonders? What are
they?

* T writes on the board the wonders that Ss tell about:the

Hanging Gardens of Babylon in Iraq, the Statue of Zeus in 
Greece, the Golden Bridge in San Francico, the Colossus 
of Rhodes…

While reading
15’

* T asks Ss to scan the text to find the wonders mentioned
- Antipader’s list: seven wonders including the Hanging

Gardens of Babylon in Iraq, The statue of Zeus in Greece, 
the Pyramid of the Cheops in Egypt.

- Ancient Greeks: the Greet Wall in China, the Taj Mahat

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in India and Angkor Wat in Cmbodia

* T pre - teaches some new words:

ancien, compile, claim, honor, religious, surround, royal.

* T briefly explains some sentences with difficult
structures:

The next three centuries…… the early 15th century… other 
wonders which the ancient Greeks knew nothing about.

10’ * Silent reading: Ss read the text , the questions and then
complete the sentences.

* Ss can work in pairs to choose the correct answers.
T asks some questions for Ss to answer and lead them to
the correct answers.

- What is the only wonder you cn see today on
Antipader’s list?  a.C

- Why was the temple built ?  b.A

- Was Angkor Wat around Angkor Thom, the royal capital
city ?  c.D

- What did the Khmer rulers do in the early 15th century?

 d.B
Post – reading

12’

* Pair – work: Ss discuss more about the wonders thay’ ve
known.

* Free Practice: T calls some students to ask questions
about one of the wonders that they just discussed for
other students to guess what / where / how the wonder
is…..

Consolidation
3’

* T reminds Ss of the most famous wonders of the world.

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UNIT 15 – COMPUTERS

Lesson 2 – Speak

A. OBJECTIVES:

By the end of lesson , students will:

 Be able to express and respond to opinions (agree or disagree)
 Develp speaking skill.

B. LANGUAGE CONTENTS:

 Language functions: expressions used in expressing &
responding to opinions.

C. TEACHING AIDS:

 Pictures (copied & enlarged from texbook)

E.TIME:

 45 MINUTES.

F. PROCEDURES:

1. Express and respond to opinion about activities in the pictures (page 
139)

STEPS ACTIVITIES

Warm – up
5’

* T shows pictures on page 139 asks Ss to name the things
& the activities in each one.

Ex: a. a car/ driving a car/ leaning to dive a car/…

b. Comic books/ reading comic books/…

c. rain / walking in the rain/ driving in the rain/…
 d. Foreign food/ hamburgers, soda, French fries/ 
eating…/ drinking…

Presentation
5’

* T asks Ss to look at the adj.s on page 140 & find out the
new word (s).

* T explains the new words (s): challenging (adj)
* T explains the use of the expressions on page 140.
* T uses the picture of a computer to explain the task by
demonstrating it together with some good Ss.

Pratice
12’

* Pair work: - one S gives an opinion about picture (a)
- the other responds to it

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2. Read and make dialogues (page 140)

Steps Activities

Presentation
8’

* Eliciting: Ss look at the picture on page 140 and say

what the problem is.

* Pair –work: Ss read the dialogue.
* New word: adjust (v)

Pratice
8’

* Ss read silently the cues in pairs to get the situation.
* Pairs word: Ss make similar dialogues.

Cosolidation
2’

* Some pairs pratice before the class

HOMEWORD: 2’

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Grade:8

UNIT 15 – COMPUTERS

Lesson 6 – Language Focus

A. OBJECTIVES:

Review:

 Present Perfect tense with “yet” & “already”

 Comparison of present perfect and past simple tense.

B. LANGUAGE CONTENTS:

 “yet” and “already”.
 Present Perfect tense.
 Past simple tense.

C. TECHNIQUES:

 Silent reading.
 Pair work.

 Questions – answers

D. TEACHING AIDS:

 An Overhead Projector.
 Flash card.

 Transparency sheets.
 Markers.

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STEPS ACTIVITIES

W

A

R

M

–

U

P

(b

oo

ks

cl

os

ed

)

* T shows the flash cards and asks students to do
matching.

* One student do the matching.

* T asks students to say what Ba has done and what he
hasn’t done (Books open)

* Students look at their books and say.
- Ba has already done his homework.
- Ba has not tidied the room yet.

- Ba has already turned off the washing machine

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N
E
W
 L
E
SS
O
N
(L
an
gu
ag
e F
oc
us)

1. Complete the dialogue using YET and ALREADY:

* T shows the transparency sheet of the dialogue and asks
4 students to write the answers on the board.

* Students write the 4 answers on the board.

* T corrects the 4 answers and shows the dialogues with

answers using a transparency sheet.

2. Work with a partner . Ask and answer question 
about the flights. (Exercise 2 in the text looks)

* T explains the 2 tables to students. Then T has students

work in pairs asking and answering about the flights.
* Pair - works.

* T calls some pairs to pratice before the class.
* Some pairs pratice before the class

3. Read the sentences. Check the correct column 
(exercise 3)

* T asks students to read the sentences silently then check
the correct column.

* Students do the task.

* T corrects the answers with students. T may ask
students to translate some sentences to be sure they
understand clearly.

4. Complete the dialogues . Use the present perfect or 
the past simple of the verbs in brackets. (exercise 4)

* T calls 4 students to the board to write the answers .
Each student completes a dialogue.

*4 sudents writes their answers on the board.

* T calls some pairs to readthe dialogue with their own
answers before class. T corrects their answers.

* Some pairs of students read the dialogues with their
own answers before the class.

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PRODUCTION * T shows a table of some daily activities using a
transparency sheet and explains the task.

* T can call a student to practice as a model.

* Students work in pairs asking and answering , follow the
cues on the screen.

* T asks some pairs to practice before the class.

HOMEWORK * Review the present perfect and past simple tense.
* Read the dialogue on page 148 unit 16 to find out how
to make chocolate.

Ba ‘s mother: Have you finished your homwork yet , Ba

?

Ba :

Yes,(1)_,Mom

Ba’s mother : Good. What about your room? It is tidied

now?

Ba : I’m sorry,

Mom._2______

Ba’s mother : Bad boy, Ba. And the washing machine !

Have you turned it off yet?

Ba : Don’t worry,

Mom_________________3_

Ba’s mother : Have you called and told Aunt Le to have

lunch with us today?

Ba : Yes,_4

and she said she would come.

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Period: Getting Started
Lisen and Read

OBJECTIVES:

By the end of the lesson, students will:
- Be able to talk about inventions.

- know how to express the manufacturing process.

LANGUAGE CONTENTS:

* Grammar: passive voice of smple past and simple present tense.
* Vocabulary: papyrus , pulp, manufacturing process, mold, conveyor
–belt, crush, liquify.

TECHNIQUES:

* Question – answer

TEACHING AIDS:

Pictures, cassette tape, recorder.

TIME: 45 minutes
PROCEDURES:

STEPS ACTIVITIES

Warm - up * T shows 5 pictures (147) and asks some questions:
a. What do you think the people in the first picture are
doing ?

b. What can you see in picture a ?
c. What country in a picture e?

* T asks students to match the sentences with the correct
pictures.

* Tasks students to give their answers.

* T corrects and explains new words.
Papyrus, pulp

Key: A.b; B.c; D.a; E.d

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them around”.

* T plays the tape twice.
Students listen to the tape.

* T explains any new vocabulary that students need to
understand the dialogue:

Manufacturing process, crush, liquify, mold, conveyor –
belt.

* T briefly explaiss the meaning of this structure:
She shells are removed.

* T has students practice the dialogue in pairs. T goes
around the class, listening to a few pairs, corrects as
necessary.

* T has two pairs demonstrate their dialogues in front of
class.

* T asks students to match the half sentences.
T plays the tape again

In pairs, students compare answers.

* T asks some students to read their answers aloud.
* T gives the correct answers

a. The beans cleaned before being cooked.

b. Mr. Roberts thought Tm and Sam were going to touch
the button.

c. After cooking, the cacao beans smell like chocolate.
d. Sugar is one of the ingredients in chocolate.

e.Mrs Allen warned Sam to leave some chocolate for
others.

f. A sample of chocolate is givin after visitors have
toured the factory.

Consolidation * T divides the class into groups of six.

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* T chooses one group to report its ideas.

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UNIT 16

Lesson 2 – Speak & Listen

OBJECTIVES:

By the end of the lesson , students will:
* Be able to talk about inventions.

* Develop speaking and listening skills.

LANGUAGE CONTENTS:

* Grammar – passive form of simple past tense.
* Vocabulary - Nouns of scientific inventions.

TECHNIQUES:

Question and answer.

TEACHING AIDS:

Pictures, flash cards, cassette tape & recorder

TIME: 45 minutees

PROCEDURES: Speak (28 minutes)

STEPS ACTIVITIES

Warm – up
3’

T shows a sheet of paper and asks some questions
* What is this paper made from? – Wood pulp.
* When was paper first invented? In the year 105

“We are talking about the history of paper:” – T says ,
Then , shows a picture of a fascimile and asks “What ‘s

this?”

Sc look at the picture and make questions and answers
* When was the fascimile invented? – In 1843.

* Who was it invented by? - Alexander Bain.

T asks students to look at the dialogue in text book –
Listen and repeat.

Presentation
6’

T teaches new words

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* Reiforced concrete (n) a kind of material for
building.

Ss pick out all the passive sentences in the dialogue.
T writes one of those sentences on the board and asks Ss
to pay attention to the tense form (what tense…?)

The fascimile was invented byAlexander Bain in 1843.
Ss give some passive sentences about the inventions they
‘ve just learnt in new words.

* Loudspeaker was invented by C.W. Rice in 1934.
* Helicopter was invented by an American in 1939.
Practice

13’

Before explaining how to do exercise, T asks Ss to repeat
after him/her the proper names in tables A & B

Pair work

* Student A looks at the table A.

* Student B looks at the table B (Page 156)

* They’ll ask and answer questions to fill in the missing
information in their tables.

* T Writes some sample questions on the board.
 What was invented by Friedrich Koeing?
 When was the Printing Press invented?
 What nationality is Friedrich Koing?

* T asks each pair of students to act their work out in front
of the class (closed, adjacent then open)

* Or: students report their finding to the teacher
 The Printing Press was invented by Friedrich

Koenig in 1810.

 The bicycle was invented by Karl D. Sauerbronn in
1816.

Consolidation
5’

Game – Bingo

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* Each group has a sheet displying about 3 items.
* A student acting as “caller” has the pile of separate
pictures of invention, and offer each one in random order,
using the questions.

 When was the laser invented? And.
 Who was the laser invented by?

The group which possesses the ittem “laser” answer.
 The laser was invented by Gordon Gould in 1958
And makes a tick beside the item on the sheet.

The winter is the first group to cover all its sheets
Or : Guessing game.

* 4 groups give out 4 inventions that don’t appear in text
book and they have to prepare the information at home.
This activity should be done at the previous period (lesson
1 – Homwork)

* In class, T gives each group a card in which is one of
four items ( the other groups don’t know).

* The groups’ll ask each other to find out what invention
the other has.

 Who was “this” invented by?
 When was “this” invented?

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LISTEN (17 MINUTES)

STEPS ACTIVITIVES

Pre - listening * Ask students what topic is this ? ( about the process of
making paper) Ss give out the glue words (paper making,
process .

While - listening * Students listen to the tape (all 4 sentences)

* Students listen again with a pause after each sentence.

Post - listening * T asks some students to give their answers and corrects
2.

Pre - listening * T asks Ss to put the sentences into order (group work)
and to write down their work on the board.

While - listening * Students listen to the tape

Post - listening * Students give out their correct answers
* T corrects

* Ss listen to the tape again and T explains the lesson.

HOMEWORK:

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ONE – PERIOD TEST

I. Choose the best option complete the following sentences (1,5 pts)
1. They usually send________to their friends and relatives at

Christmas.

a. Christmas cards b. Christmas carols c. Christmas Eve
d. Christmas trees.

2. The first papermaking machine was__________in the late 1700s by
a Frenchman.

a. made b. invented c. produced d. given
3. She has’t finished the letter________________.

a. alcardy b. just c. yet d. never
4. He has lived in this house______________1990
a. from b. in c. since d. for.

5. That printer is___________guarantee so the company will repair it.
a. on b. in c. of d. under

6. Farmers collect houschold and garden waste to make___________
a. compost b. floor coverings c. glassware d. pipes.

II. Listen to the conversation of the Robinson family, then dedice
True or False sentences (2pts) T F

1. Mrs Robinson wants husband to go to the flower market
2. Mr Robinson has to buy only some peach blossoms

3. Mrs Robinson wants some candies and dried waker melon seeds for Tet
4. Mrs Robinson can’t go to market because she has to go to Mrs Nga’s

III.Complete the sentences using the correct form or tense of the
verbs in the brackets (2pts)

1. It’s too hot, Would you mind_________on the fan? (turn)
2. We_______dinner when the phone rang . (have)

3. This house________ in 1998 (build)

4. He_______a good night sleep for a long time. He now feels tired
(not have).

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We are having a lovely time here in Halong City, Vietnam.
The______is very nice. It’s warm and sunny. We’re staying in a comfortable
hotel____________the beach. We have a spectacular view of _______bay
from our bedroom. One of the attractions of Halong is the Bay’s calm water
with__________mountains. The Bay’s water is __________during the spring
and early summer. Upon___________in Halong city, you can go along Chay
Beach and see wonderful caves and grottoes in Halong Bay.

Today we are going_____________a boat trip to Cat Ba island.
We___________call you next week.

Best wishes
Tim

V. Complete the second sentences so that it has the same meaning to
the first (2,5 pts).

1. Open the door, please

 Will______________________________________________
2. People recycle ear tyres to make pipes or floor coverings
 Car tyres __________________________________________
3.It’s difficult to understand this question.

 This question is _____________________________________
4. Shall I sit here ?

 Would you mind_____________________________________
5. He said to us “ you are my best friends”

 He said thaùt_________________________________________
The end

TAPE TRANSCRIPT:

Mrs Robinson: john. I want you to goto the flower market for me,
please.

Mrs Robinson: What do I have to buy?

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Mrs Robinson: What sort of flowers?

Mrs Robinson: Marigolds , because they are traditional at Tet.
Mrs Robinson: Anything else?

Mrs Robinson : No, but I need Liz to do a few things.
Liz: What is that,Mom?

Mrs Robinson: are you busy?
Liz: No, Do you need something?

Mrs Robinson: yes. Go to the market and pick up some candies and
one packet of dried watermelon seeds, please.

Liz: Okay. What are you going to do?

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LESSON PLAN

UNIT 16: INVENTIONS

Lesson 5: LANGUAGE FOCUS

OBJECTIVES:

By the end of the lesson, students will be able to.
* Turn the sentences into the passive or the active.

* Describe traditional methods of the process of manufacturing rice.

LANGUAGE CONTENTS:

- Grammar: passive Voice in the simple past tense

Making questions from the underlined words.

- Vocabulary: rice crop/ harvest/ thresh/ bran/ remove/ the mortar,
winnow, rice grains/ husk/ the mill//.

TECHNIQUES:

Question – Answer.

TEACHING AIDS: pictures from the textbook
TIME: 45’

PROCEDURES:

TEPS

ACTIVITIES AND CONTENTS

Warm – up
3’

T. asks Sts to tell the formations of passive voice in the simple past
tense.

* Writes 2 sentences: Active sentence and passive sentence, then
asks Sts to show which one is active/ passive.

Activity 1
10’

1. Change the sentences from the active into the passive
Ss: do this exercise in the notebooks

T: correct it then have the Ss practise.
Answers:

A/ The document was typed by Mrs Quyen.
B/ The computer was repaired by Mr, Nhan.
C/ The picture was drawn by Ba

D/ The lights were turned off by Hoa
E/ The cake was baked by Lan

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10’ to complete these sentences:
Ss: Do this in the notebooks

T: ask the Ss how to do this exercise
Explain

Answers:

A/ ……..was awarded……
B/ …….won…….

C/………ran………

D/ …….was run……./ was sold………
E/……..was closed (or closed)
Activity 3

10’

3. Making questions:

Ss: Do this in the notebooks
T: correct it

Have Ss practise in pairs.
Answers:

A/ What was invented by WL Judson in 1893?

B/ What was brought into Vietnam by Phung Khac Khoan? When
was maize brought into Vietnam?.

C/ Who invented the fountain pen? When was the fountain pen
invented?

D/ Where was the balipoint pen invented?

E/ In which machine is xerography widely used?
Activity 4

10’

4. Describing the process of rice production:
T: show the pictures from the textbook.
Ask some simple questions about the pictures
Ss: write sentences based on the prompts
T: Ask Ss to give the answer

Explain and correct

Read completely sentences.
Answers:

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Next (after this) , the rice grains are husked in the mill to priduce
brown rice. After this, the bran is removed in the mortar and it is
finally winnowed to produce white rice.

Homework: Learn how while rice is produced in the traditional

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unit 11 traveling around vietnam giaùo aùn anh vaên 8 unit 1 my friends lesson 1 getting started listen read objectives introductions of the new topic review of student’s favorite activities langua

<b>UNIT 1- MY FRIENDS</b>

<b>Unit 1- MY FRIENDS</b>

<b>HOMEWORK:</b>

<b>Unit 1- MY FRIENDS</b>

<b>HOMEWORK:</b>

<b>Unit 1-MYFRIENDS</b>

<b>Unit 2-MAKING ARRANGEMENTS</b>

<b>UNIT 2 : MAKING ARRANGEMENTS</b>

<b>UNIT 2-MAKING ARRANGEMENTS</b>

<b>Unit 2-MAKING ARRANGEMENTS</b>

<b>PROCEDURES:</b>

<b>UNIT TWO: MAKING ARRANGEMENTS</b>

<b>UNIT THREE: AT HOME</b>

<b>UNIT 3: AT HOME</b>

<b>UNIT 3: AT HOME</b>

<b>PROCEDURES:</b>

<b>UNIT 3: AT HOME (cont)</b>

<b>UNIT 4: OUR PAST</b>

<b>Steps</b>

<b>UNIT 4: OUR PAST</b>

<b>Steps</b>

<b>Activities</b>

<b>UNIT 4: OUR PAST</b>

<b>Steps</b>

<b>UNIT 5: STUDY HABITS</b>

<b>Unit 5:STUDY HABITS</b>

(

<b>Unit 5:STUDY HABITS</b>

<b>OBJECTIVES:</b>

<b> Unit 5-STUDY HABITS</b>

<b>PROCEDURES: </b>

<b>2 groups of students</b>

<b>UNIT 6- THE YOUNG PIONEERS CLUB</b>

<b>:</b>

<b>: </b>

<b>UNIT 6- THE YOUNG PIONEERS CLUB</b>

<b>:</b>

<b>PROCEDURES: </b>

<b>UNIT 6- THE YOUNG PIONEERS CLUB</b>

<b>PROCEDURES: </b>

<b>UNIT 6- THE YOUNG PIONEERS CLUB</b>

<b>UNIT 6- THE YOUNG PIONEERS CLUB</b>

<b>PROCEDURES: </b>

<b>Unit 7: MY NEIGHBORHOOD</b>

<b>Steps</b>

<b>Unit 7: MY NEIGHBOURHOOD</b>

<b>: (45 min) </b>

<b>Unit 8: COUNTRY LIFE AND CITY LIFE </b>

<b>Steps</b>

<b>Unit 8: COUNTRY LIFE AND CITY LIFE</b>

<b>Steps</b>

<b>Unit 8: COUNTRY LIFE AND CITY LIFE</b>

<b>Steps</b>

<b>Unit 8: COUNTRY LIFE AND CITY LIFE</b>

<b>Steps</b>

<b>Unit 8: COUNTRY LIFE AND CITY LIFE</b>

<b>Unit 8: COUNTRY LIFE AND CITY LIFE</b>

<b>Steps</b>

<b>ENGLISH 8</b>

<b>TEST 15 MINUTES (UNIT 6)</b>

<b>GRAMMAR AND VOCABULARY</b>

<b>Unit 9: A FIRST- AID COURSE</b>

<b>Steps</b>

<b>Unit 9: A FIRST- AID COURSE</b>

<b>Steps</b>

<b>Unit 10: RECYCLING</b>

<b>Steps</b>

<b>Steps</b>

<b>Steps</b>

<b>Steps</b>

<b>Unit 10: RECYCLING</b>

<b>Steps</b>

<b>Unit 10: RECYCLING</b>

<b>Steps</b>

<b>Steps</b>

<b>Steps</b>

<b>Steps</b>

<b>UNIT 11: TRAVELLING AROUND VIET NAM</b>

<b>Steps</b>

Yes,(1)_,Mom

Mom._2______

Mom_________________3_

Ba : Yes,_4