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UNIT 1: A VISIT FROM A PEN PAL
I. General objectives:

1. Competencies:

- Make & respond to introduction

- How to compare with the likeness and the difference.
- Scan for specific information.

2. Language focus:
- Past simple tense
- Present unreal wish

II. Techniques: Brainstorming; Questions – answers

III. Etching aids: Cassette; Cassette recorder; illustrating pictures; OPH; 
Pictures; Visual aids; Laptop; Flash cards, colored chalk.

IV. Total period distribution:

Period distribution Items of Teaching
1 Getting started, Listen and read
2 Speak and Listen

3 Read

4 Write

5 Language focus

§1. Lesson 1: Getting started – Listen and read 
I. Objectives:

- Introduce, leading to the topic of a unit
- Talking about places to visit

II. Grammar: Wish sentence & Past habit Used to + Verb

III. Vocabulary: Words relating to famous place to visit & activities done during the visit

Steps Teacher’s activities Student’s activities

Warm – Up

(15’) * Getting started.- Showing 6 pictures of places of interest
of Vietnam

- Eliciting the places of interest of Ho Chi
Minh City

- Asking them some questions

1. Do you have any pen pals?
2. Do you like to have pen pals?
3. Where will you take him if he visits
Vietnam for the 1st time?

4. Can you tell me the names of the
places in 6 pictures?

- Teaching new words: Hung Temple;

- Looking at the 6 pictures and
guessing what places they are.
- Answering the questions.

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Lead-in
 (30’)

Temple of Literature; Dong Xuan Market;
the City hall; Ho Chi Minh history

museum; Ben Thanh market.
* Listen and read

- Introducing the situation of the passage:
Rizal Mary is, Lan’s pen pal visited her
for the fist time and Lan took her to some
places of interest in Hanoi.

- Playing cassette once the 1st paragraph.
- Asking them questions: What do you
know about Mary am?

- Having them a silent reading then
identifying the places of interest.
- Playing cassette again.

- Explaining the new difficult words:
Mosque; peaceful; keep in touch;

atmosphere

- Reminding them of new and old structures.
* Old Structure: Past habit

Used to + V

* Ex: Lan used to walk past the mosque on 
her way to primary school.

* New structure:

Wish sentence: Present unreal wish 
* Ex: I wish I had more time.

- Asking them to have silent reading for
information to answer the questions.

- Calling some students to say their choices.
- Briefly explaining the use of Wish

Ex: I wish I had more time.

I wish + clause (Past simple)
Practice:

1. I don’t have enough money.
I wish ………

2. I can’t sing that song

I wish ………

explanations then write the
vocabulary down.

- Listening to the teacher
- Listening to cassette.
- Answering the question.
- Having a silent reading.
- Listening to the cassette.
- Writing down the new words.
- Finding out structures.

- Identifying new structures.
- Having silent reading and get
more information.

- Saying the choices.

- Doing the practice.

1. I wish I had enough money.
2. I wish I could sing that song.
3. I wish it wasn’t raining.
4. I wish I weren’t too fat.

5. I wish the weather were fine
today.

3. It’s raining.

I wish ………
4. I am too fat.
I wish ………

5. The weather is bad to day.
I wish ………

Consolidation 1. Where did Lan take Mary am to visit?
2. What place did they visit on Friday?
3. What new structure is there in the

passage?

Homework - Do exercise 1 workbook (p.5-6).

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§2: UNIT 1: A VISIT FROM A PEN PAL
Lesson 2: Speak – Listen (45 min)
I. Objectives:

- Developing speaking and listening skills.
- Introducing oneself

II. Language contents:

1. Grammar: Yes – No questions.

2. Vocabulary: Some words relating to capitals and big cities in the word,
especially in Asia.

III. Techniques:

Asking and answering – Pair work – Role play – Matching.
IV. Teaching aids:

Pictures, cassette player and tape.
V. Time: 45 minutes

VI. Procedures:

SPEAK (28 minutes)

Steps Teacher’s activities Student’s activities

Warm – up

(3’) - Making questions:1. Where does Mary is come from?
2. Does she like Vietnamese people?
3. Does she like Ha Noi?

- Answering the questions:
1. Malaysia – Kuala Lumpur 
2. Friendly

3. Interesting
Presentation

(7’) -- Introducing situation.Asking Sts to work in pairs. - Matching and putting the dialogues in the correct order.



Finishing part (a)
Practice

(13’) - Correcting part (a)- Sticking the answer key on the board.
- Asking Sts to read the information in three
boxes at the end of the page 8.

- Replacing

- Making similar dialogues.

- Practicing new dialogues (Pair work)
Free practice

(5’) - Asking Sts to match countries and their capitals (ASIA).
- Asking Sts to play roles.

- Matching

- Playing roles with their old names
and their own words.

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Steps Teacher’s activities Student’s activities
Pre-listening

(3’) - Introducing the lesson - Looking at the picture and taking about them.

While-listening (10’) -Taking about the situation of the lesson.
-Playing the tape.

- Listening and finding out where Tim
and Carol are and that they are doing.
- Listening and choosing the correct 
answers.

- Comparing their answers with the
partner’s.

Post-listening

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§3.UNIT 1: A VISIT TO A PEN PAL
Lesson 3: Read (45 min)
I. Objectives:

1. Developing speaking and listening skills.
2. Help students to know more about Malaysia.
II. Language contents:

Vocabulary: divided, separated, comprise tropical climate, official, language of
instruction.

III. Techniques:

Communicative approach.
IV. Procedures:

Steps Teacher’s activities Student’s activities

Warm-up - T shows the map of Vietnam and asks students:

1. Which country is on the map?

2. Which city is the capital of Vietnam?
3. How many regions are there in Vietnam?

- Answering the questions.

Pre-reading - T introduce a the passage by showing the map and
the picture about Malaysia.

- T asks “What do you know about Malaysia.
- T asks sts to read the passage silently and
underline the new words.

- T explains new word (translation method)

- Sts answer (in Vietnamese)
- Reading the passage in silently an
underline the new word

- Listening to the explanation.
While-reading - T reads the passage and students listen and find

the right information about Malaysia to fill in the
table. (pair word)

- Sts read their answer sentences.

Post-reading - T hangs a cardboard and gets sts to do T/F
exercises in pairs.

- T asks some pairs to write their answers on the
board.

- T gives answer keys and corrects them.

- Doing the exercise in pairs.
- Answering the questions.
- Correcting the mistakes.
Feed-back - T asks. For the false statements T asks sts to give

the correct ones.

- Giving the correct statements.
Consolidation - T gives some questions about Malaysia:

1. Is Malaysia one of the countries of the ASEAN?
2. How many regions are there?

3. Is Kuala Lumpur the largest city in the country?
4. Which language is taught on secondary school?
5. What’s the weather like in Malaysia?

- Answering the questions.

Homework Learning the new words by heart.

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§4.UNIT 1: A VISIT TO A PEN PAL
Lesson 4: Write (45 min)
I. Aims:

Sts can practice the skill of writing a letter (a normal letter and a friendly letter)
II. Teaching aids:

Pictures of some places of interest ( Hoan Kiem Lake, West Lake, London Bridge, etc),
Overhead, projector.

III. Teaching steps:

Steps Teacher’s activities Student’s activities

Warm-up - T introduces the topic of the lesson

by telling the sts his/her trip. Then T
ask sts some questions:

a. When did you go last summer?
b. Do you have any relatives?
c. Have you ever visited them?
d. Could you tell us about your trip?

- Answering the questions.

Presentation - T reads a sample letter.

- T guides sts how to write a letter
(address, heading, body, closing,
signature…)

- Listening to the teacher.

Practice - T has some sts read their letters in
front of the class.

- T corrects the mistakes.

- Sts read the outline, pay
attention to he content of each
part.

- Sts base on the outline and
teacher’s instructions and
write a letter.

- Sts discuss in groups and
write letters by themselves.
Consolidation - How to write a friendly letter

Homework - Sts write letters to invite

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§5.UNIT 1: A VISIT FROM A PEN PAL
Lesson 5: Language focus (45 min)
I. Objectives:

Students can retell their preparations before a special occasion and express their wish.
II. Language content:

Grammar: Revision:
- Past simple.
- Wish sentence.

III. Technique:

Question – Answer.
IV. Teaching aid:

Pictures, colored chalk.
V. Procedure:

Teacher’s activities Student’s activities
Past simple

(page 11)

Exercise 1 page 11

Exercise 2 page 12

Exercise 3 page 12
The past simple with wish:

S1 V1 S2 V2
I wish you had a longer

- Creating the situation by asking
some questions:

1. Where was Mary am last
week?

2. What did she do in her first

day in HN ?

- Asking the students to pick out
the tenses in 2 answers.

- Having some students give the
formation of past simple tense.
- Asking the students to do pair
word (exercise 1)

- Having some pairs present in
front of the class.

- Having the students do group
work and the quickest group
present their key on the board.

- Creating the situation by asking
questions:

“What did Lan say to Mary am at
the end of the week?”

- Answering the T/s questions.
1. She was in HN

2. Lan took her to HOAN
KIEM lake.

1. What did Lan do on the

Weekend?

- She went to the concert.
2. When did she go there?
- She went there on Saturday
at 8pm.

Exercise 2:

- Lan made a cake

- Tan hang colorful lamps.
- They bought flowers.
- Huy paint a picture of HN
- They went shopping.
Exercise 3:

- “ I wish you had a longer
vacation”

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vacation.
S1 V1 S2 V2
I wish I had more time.

S1 + WISH S2 + verb
_be (were)

_/v(past)
Consolidation

Homework

- Asking the students to analyze
the sentence.

- Having the students withdraw
conclusion.

- Asking the sts to do exercise 3
page 12 (group work)

- Having some of the sts write
their sentences on the
blackboard.

- Giving comments or corrects
the mistakes if necessary.

- Asking the sts to give the
formation of wish sentence.
- Asking the sts to write five wish
sentences.

- Verb is used in the past
subjunctive.

Exercise 3:

a. I wish I were taller
b. I wish it were not so

hot

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UNIT 2: CLOTHING
I. General objectives:

1. Competencies:

- Ask and answer about habits and personal taste of dreading.
- How to present personal ideas in written form about the simple.
- Problems referred to the topic using the readily-given prompts.
2. Language focus:

- The present perfect tense.
- Passive voice review.
II. Techniques:

Brainstorming; Questions – answers.
III. Teaching aids:

Cassette; Cassette recorder; illustrating picture; OPH; Picture; Visual aids; Laptop; Flash
cards; colored chalk.

IV. Total period distribution: 6 periods.

Period distribution Items of Teaching

1 Getting started, Listen and read

2 Speaks

3 Listen

4 Read

5 Write

6 Language focus

§6.Lesson 1: Getting started – Listen and read (45min)
I. Objectives:

- Introduce, leading to the topic of a unit: The traditional Ao Dai of Vietnam
- Remind them of some countries the word with their customs.

II. Grammar: The present perfect tense.

III. Vocabulary: word relating to ways of dressings.

Steps Teacher’s activities Student’s activities

Warm-up

 Getting started (15’)

- Showing 6 pictures of people with their
costumes.

- Eliciting the name of some countries.
- Asking them some questions.

1. Where does she come from?

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2. Why do you know she come from
Japan?

- Teaching new words; a kimono; a sari;
a veil.

- Calling some group reprentatives to
answer in front of the class.

- Correcting their mistakes if possible.

- Discussing in groups.
* Sample Key:

1. She comes from Japan
2. She comes from Vietnam
3. He comes from Scotland.
4. She comes from India.
5. He comes from the USA.

6. She comes from (Saudi) Arabia.
- Listening to the teacher’s
explanations then wire the
vocabulary down.

Leas-in 
(30’)

 Listen and read (30’)

- Introducing the situation of the passage.
“ Ao dai is the traditionally unique dress
of Vietnam. They are being used by both
man and woman in specific occasions. It
has now being changed in different
designs for fashion.”

- Playing cassette once the 1st
paragraph.

- Asking them questions:
1. What is Ao Dai?

2. What are women do
nowadays?

3. What do women also
prefer?

4. What do the designer do to
the Ao Dai?

- Having them a silent reading then
identifing the main idea of the passage.
- Playing cassette again.

- Explaining the new difficult words;

“poet’ mention; consist; of; to slit;
inspiration; unique; convenient; along
silk tunic; ethnic minoritres”

- Reminding them of new and old
structures:

1. Old Structure: Past habit
2. Used to + V

Eg: Lan used to walk past the mosque on
her way to primary school.

3. New structure:

Wish sentence: Present unreal wish
Eg: I wish I had more time

- Asking them to have silent reading for

- Listening to the teacher.

- Listening to cassette.
- Answering the question.

- Having a silent reading
- Listening to the cassette.
- Writing down the new words

- Finding out structures.

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information to answer the questions.
- Calling some students to say their
choices.

- Briefly explaining the used of wish.
=> I wish I had more time.

I wish + clause (Past simple)
Practice:

1. I don’t have enough money.
I wish ………

2. I can’t sing that song.
I wish ………
3. It’s raining.
I wish ………
4. I am too fat.
I wish ………

5. The weather is bad today
I wish ………

- Having silent reading and get more
information.

- Saying the choices.

- Doing the practice

1. I wish I had enough money
2. I wish I could sing that song
3. I wish it’s wasn’t raining
4. I wish I weren’t too fat

5. I wish the weather were fine
today.

Consolidatio

n - The present perfect tense.- Traditions in some countries.

Home work - Completing the sentences and

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UNIT 2: CLOTHING
§7.Lesson 2: Speak (45 min)
I. Objectives:

1. Competencies:

- Develop speaking skill.

- Ask & answer about the hobby and the habits of dressing.
2. Language focus:

a. Grammar:

- The Simple Present Tense
- The Simple Past Tense

b. Vocabulary:

- A colorful T-shirt; a plaid skirt; a plain suit; a short-sleeved; blouse; a sleeveless
sweater; a striped shirt; baggy pants; faded jeans; blue shorts.

II. Techniques:

Brainstorming; questions – answers; guessing
III. Teaching aids:

Cassette; cassette recorder; illustrating pictures; ohp; pictures; visual aids; laptop;
flashcards; colored chalk.

IV. Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up
Presentation

Pre-speaking

- Asking students to answer some
questions about clothes:

1. What type of clothing do you wear at
school?

2. What’s this? It’s a skirt / a blouse …
- Introducing some new words referred to

kinds of clothiers.

- Asking some questions:

1. What do you usually wear on the
weekends?

2. Why are you wearing these clothes?
3. What is your favorite type of clothing?
Why?

4. School uniform: is it comfortable?
5. What color is it?

- Asking them to match the pictures the
given words.

- Listening to the teacher’s questions
and answer.

- Looking at the new words and
repeats after the teacher.

- Learning the new vocabularies.
- Answering the questions in pairs.

- Matching thru picture with the
words.

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a. A sleeveless sweater (5)

b. A striped shirt (6)

c. A plain suit (3)
d. Faded jeans (8)
e. A short-sleeved
f. A blouse

g. Baggy pants (7)
h. A plaid skirt (2)
i. Blue shorts (9)
Practice

While-speaking
Controlled

practice

- Letting the students to ask each other in
groups about their habit of dressings.
- Correcting their mistakes in spelling.
- Calling some groups to present their
interview before class.

- SS ask the members of the other
group about the clothes they wear on
the weekend.

- Presetting their interview before
class.

Reproduction
Post-speaking

- Asking the students to answer the
questions :

1. What type of clothing do you wear on
tet holiday?

2. What would you wear to a party?

- Asking them to summarize what kind of
clothes they usually wear at school, at the
party or on Tet holidays.

- Answering the questions.

- Summarizing the habit of dressing
on special occasion.

Consolidation - Making up another conversation
between you and your friend referred to
the habits of dressing on special occasion.
- Reminding them the questions “What is
your favorite type of clothing?”

Homework - Doing exercise 3, 4 workbook (page

14.15)

- Explaining the way how to do the
exercises.

UNIT 2: CLOTHING
§8.Lesson 3: Listen (45 min)
I. Objectives:

1. Competencies:

- Developing reading skills.

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a. Grammar:

Passive construction of past simple.
b. Vocabulary:

Attention; special; announce; entrance; wear; long-sleeved blouse; information desk.
II. Techniques:

Brainstorming; Questions – answers; guessing.
III. Teaching aids:

Cassette; Cassette recorder; illustrating pictures; OHP; Pictures; Laptop; Flash cards;
colored chalk.

IV. Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up
Presentation
Pre-speaking

- Introducing the pictures divided into
three groups of different clothes.

- Asking them some questions to remind
them the vocabulary questions:

1. What do you call these clothes in
English?

2. Have you ever worn them?

- Introducing the situation of the coming
announcement.

“Mary, a three-year-old girl is reported
missing at the Car Fair”

- Asking them to listen and catch up with
the information “What is Mary wearing?”

- Looking at the pictures and discuss
their names on groups.

- Answering the questions.

- VOC: trousers; shorts; skirt; blouse;

sandals; shoes; boots

- Yes, we have

- Listening to the situation.

- Listening, and then catching up with
the necessary information.

While-listening - Playing cassette twice without pause.- Letting them guess in pairs “What is
Mary wearing?”, then compare with the
pictures.

- Marking the correct pictures.
- Play cassette again.

- Letting them make a good choice.

- Listening to the cassette.
- Doing pair work.

- Marking the pictures.
- Listening again.
- Making a good choice.
* Tape script:

Attention please. Here is a special
announcement. A little girl is

reported missing. She was last seen
20 minutes ago near the main
entrance to the Car Fair. Her name’s
Mary and she are 3 year old. She has
short dark hair. She is wearing
shorts-blue shorts and a long-sleeved
white blouse. She’s wearing a pair of
shoes – brown shoes. She may be
carrying a large doll.

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to the information desk. Her father’s
waiting for her there. Thank you.
Post-listening - Asking the students to compare their

choices with partner.

- Calling some students to give the
answer.

- Giving them the key

- Comparing their choice with
partner.

- Saying the choices before class.
- Listening to the key and correct.
* KEY:

1. She’s wearing blue shorts.

2. She’s wearing a long-sleeved
white blouse.

3. She’s wearing brown shoes.
Consolidation - Repeating the words referred to clothes

by looking at the pictures.

- Reminding them the passive structure.

Homework - Doing exercise 5, 6 workbook (page

16,17)

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UNIT 2: CLOTHING
§9.Lesson 4: Read (45 min)
I. Objectives:

1. Competencies:

- Developing reading skill.

- Searching for information about the history of the development of jeans.
2. Language focus:

a. Vocabulary: words related to the history of jeans: sailor; embroidered jeans; label;
generation worldwide.

b. Grammar: passive voice (past simple).
II. Techniques:

Scanning; Questions – answers; guessing.
III. Teaching aids:

Map; cassette; Cassette recorder; illustrating pictures; OHP; Pictures; Laptop; Flash
cards; colored chalk; visual aids.

IV. Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up
Presentation

Pre-speaking

- Introducing the new reading by asking
some questions:

1. Do you know jeans?

2. Do you like wearing jeans?
3. Who loves wearing jeans?

4. When did jeans appear for the first
time?

- Encouraging the students make some
questions about jeans:

“What do you want about jeans?” question
for elicit.

- Having scanning: (task 1)

- Reading quickly to find down the new
words and the information (page 17)

- Listening to the teacher’s
introduction.

- Answering the questions freely.

- Making questions randomly.

- Reading the passage for missing
information.

While-reading - Introduction some vocabularies.

- Asking the students to have a silent
reading to do the gap filling A.

- Playing cassette twice.

- Calling some students to read the text
aloud.

- Task 2: asking the students to do task B
in pairs.

- Listening to the teacher to know the
moaning of new words.

- Having a silent reading
- Doing gap filling.

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- Reading the text aloud.
- Doing taks B in pairs.
Post-listening - Calling some students to answer the

questions before class.

- Correcting their answers by giving them
key.

- Listening to the keys.
- Correcting their answers.
Consolidation Do you like wearing Jeans?

Where do jeans come from?

Who are now often wearing Jeans? Why?

Homework - Doing exercise 8, 9 workbook (page

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UNIT 2: CLOTHING
§10.Lesson 5: Write (45 min)
I. Objectives:

1. Competencies:

- Developing writing skill.

- Know how to write a paragraph about the secondary school student’s wear.
 2. Language focus:

a. Grammar:

The simple present tense.
b. Vocabulary:

Be equal in; be pound of; bear one’s name; freedom of choose; self-confident; feel
comfortable.

II. Techniques:

Questions – answers; guessing.
III. Teaching aids:

Sample form of a letter; OHP; Pictures; Laptop; Flash cards; colored chalk; visual aids.
IV. Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up
Pre-writing

Pre-speaking

- Introducing the table showing the three
parts of showing comments on something
or a problem using appropriate
argumentative language (page 18)

- Asking the students to read the topic and
outline A and the model passage
supporting the idea that secondary
students should wear uniforms…

- Asking them some questions:

1. “What type of clothing do you wear at
school?” (White shirt and trousers).

2. Why do they wear uniform at school?
- Explaining some new words (be equal
in, be proud of, bear one’s name,
freedom of choice, self-confident)

- Looking at the table then discuss in
pairs.

- Identifying the appropriate
argumentative language.

- Reading the topic and outline a and
the model passage, the highlight the
sequence words.

- Answering the questions.

- Listening to the explanations,
While-reading - Letting them read the outline B.

- Giving them the meaning of some words:
feel comfortable, freedom of choice.
- Asking them discuss in groups outline B

- Reading outlines B.

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then write down their ideas.

- Asking some students to write their ideas
on the board.

- Discussing in groups outline B then
do the draft of the second passage.
- Writing down their ideas in written
forms.

Post-writing - Correcting the mistakes.

- Giving them suggested writing (see at
the end of lesson plan).

- Correcting the mistakes
- Writing down the suggested
passage.

Consolidation “Why should the secondary students wear
uniforms?”

Remind them the argumentative
language?

Homework - Doing exercise 8, 9 workbook (page

18,19)

- Explaining the way how to do the
exercises.

SUGGESTED WRITING:

My opinion is that secondary school students should wear casual clothes.
Firstly, casual clothes make students feel comfortable.

Secondly, wearing casual clothes gives students freedom of choice. They are rights to 
choose sizes, colors and fashions of clothes that they love.

Thirdly, casual clothes make students feel self-confident when they are in their favorite 
clothes.

Finally, casual clothes make students more colorful and lively.

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SEQUENCE:

Organization Argumentative language

Introduction - Let the reader know the writer’s point

of view. - My opinion is……….I think ………..
Series of

arguments - Presents arguments in a logical way(one idea in each paragraph) give
examples where possible.

Firstly………
Secondly……….
Thirdly ……….
Finally/Lastly……….

Conclusion - Sums up the argument There ……….

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UNIT 2: CLOTHING

§11.Lesson 6: Language focus (45 min)
I. Objectives:

1. Competencies:

- Reminding them of previous knowledge on present perfect and the passive voice
- Know how to used specific words of present perfect.

2. Language focus:

a. Present perfect tense with specific words: (since, for, ever, already, yet,…)
b. Review passive voice with tenses:

- Present simple, Past Simple, Future Simple, Present perfect and modal verb passive.
II. Techniques:

Questions – answers; guessing.
III. Teaching aids:

Pictures; Laptop; Flash cards; colored chalk; visual aids.
IV. Teaching steps:

Steps Teacher’s activities Student’s activities

Present perfect with
SINCE & FOR

* Since: before a certain
point of time.

Eg: since 2 o’clock/ last
week/ last month/ last
year.

* For: before duration of
time.

Eg: for 2 hours/ two
weeks/ three years…

- Letting the students read the model
dialogue.

- Leading them to underline
substitution words or phrases.

- From the underline substitution,
asking them to reproduce the similar
dialogues using the given word from
the box.

- Asking them to practice the dialogue
in pairs.

- Reading the model dialogue.
- Underlining the substitution
words or phrases.

- Answering the questions.

- Practicing the dialogue in pairs.

Consolidation - What is WISH Sentence?

- What tense is used in wish 1st type?
- Remind them the structure of passive
voice.

Homework - Doing exercise 7 (page 10).

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UNIT 3: A TRIP TO THE COUNTRYSIDE
§12.Lesson 1: Getting started – Listen and Read
I. Objectives:

- By the end of the lesson, Ss know about the life and activities in the countryside.
II. Language contents:

* Grammar:

- Modal could with wish
- The Past Simple with wish
*Vocabulary:

- Home village, bamboo forest, banyan tree, shrine, river
III. Technique:

Question – Answer.
IV. Teaching aids:

Picture, cards
V. Time:

45 minutes
VI. Teaching procedure:

Steps Activities

Warm-up - Asking Ss some question about the countryside
+ Have you ever been to the countryside?
+ How often do you go there?

+ Where is it?

+ Have you got any relatives there?

+ Are you used to the country life and activities?

Pre-reading - Asking Ss to look at the picture and describe what the people are doing in
the picture:

1. watering the vegetables
2. swimming

3. feeding the pigs

4. harvesting (the farmers are harvesting)
5. feeling the pigs

6. Plowing in the field.

7. A buffalo boy is flying his kite
8. Some children are playing football.

- Pre-teaching new words: home village, bamboo forest, banyan tree,
shrine, river

While- reading - Asking Ss read the text and answer the questions:

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* Answers:

a. They visited Ba’s uncle, walked up the mountain to visit a shrine, went
boarding in the river and had a picnic on the riverbank.

b. Liz enjoyed the trip very much, she took a lot of photos.

- Asking Ss to read the statements on page 23 and decide which is true and
which is false (pair work)

- Giving feedback:

1 F ( Ba and his family had a day trip to there home village)
2 T

3 F (There is a big old banyan tree at the entrance to the village)
4 F ( People had a snack under the banyan tree)

5 T

6 F ( People had a picnic on the river bank)
7 T

8 F (Liz had a lot of photos to show her parent)
9 T

- Having Ss work in pairs to answer the questions (page 23)
1. It’s 60 kilometers the north of Hanoi

2. They got to village by bus

3. It’s is at the entrance to the village

4. They saw the shrine of a Vietnamese hero on the mountain.
5. They had a picnic on the river bank

6. Liz took a lot of photos to show her parents.
7. Liz wishes she could visit Ba’s village again.

Post-reading - Asking Ss to talk to each other about the activities they see in the picture
on page 22.

Homework:

- Learn by heart new words

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UNIT 3: A TRIP TO THE COUNTRYSIDE
§13+14.

Lesson 2-3: SPEAK AND LISTEN
I. Objectives:

By the end of the lesson, Ss know how to

- Ask for and give information about their home village
- Develop listening and speaking skills

II. Language contents:
 1. Grammar:

- Simple Present
- Simple Past
 2. Vocabulary:
III. Technique:

Question – answer
IV. Teaching aids:

Picture, cards.
V. Time:

45 minutes
VI. Teaching procedure:

Steps Activities

Warm-up Asking Ss some questions about the countryside:

+ Where is your home village?

+ What can you see on the way to your village?
+ How far is it from the city?

+ Are there any interesting places in your village?

Speaking - Having Ss read the questions in exercise a – page 24, work in pairs,
ask and answer about their partner’s home village, using information
in the box.

- Telling Ss to cover the role that they don’ts play.
Example:

A: Where is your home village?
B: It’s to the west of the city.
A: How far it is from the city?

B: It’s about 15 kilometers from the city.
A: How can your get there?

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A: How along does it take to get there?
B: It takes an hour.

A: What do the people do for a living in your village?
B: They plant rice and raise cattle.

A: Does you village have a river?

B: There aren’t any rivers, but there is a big lake.

- Asking some opairs to perform their dialogue in front of the class.
- Giving remarks

Pre-listening - Teaching some new words: a route – a pond – parking lot = car

park – to pick someone up

- Introducing the text: You will listen to the trip to Ba’s village

- Asking Ss to look at the map, guessing where the places on the map
are and compare with their partners.

- Writing their guesses on the board.

While-listening - Having SS listening to the tape and check their predictions.

- Matching the places on the bus route with the letter on the map is and
compare with their partners.

- Giving feedback:
* Answer:

A banyan tree
B airport

C highway No 1
D Dragon bridge
E Gas station
F store
G pont

H bamboo forest
I parking lot

Post-listening - Asking Ss to show each other the bus route they have just listened to.

Homework:

- Learn by heart new words.

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UNIT 3: A TRIP TO THE COUNTRYSIDE

§15.Lesson 4: READ

I. Objectives:

By the end of the lesson, Ss will able to
- Understand the text in details.

- Develop reading skill
II. Language contents:

1. Grammar:
2. Vocabulary:

- Exchange students – grow maize – grocery store - baseball
III. Technique:

Question – Answer
IV. Teaching aids:

Pictures, cards
V. Time:

45 minutes

Steps Activities

Warm-up - Asking Ss “exchange students” means

Pre-reading - Introducing the text:

Van is an exchange student. He is from HCM city. He is now studying in the
USA. He is living with the Parker family on a farm outside Columbus, Ohio.
- Having Ss tell the class what they know about life in the country, on the
farm – what do the people do? How do they relax? (pair word)

- Pre-teaching some new words: exchange students – grow maize – grocery
store – baseball

While-reading - Asking Ss to read the text to answer the questions:
1. How long will Van stay there?

2. What do Mr. and Mrs. Paker do?
3. How many children do they have?

4. What does Van do after finishing his homework?
5. How does the Parker family spend their weekend?
- Giving feedback:

1. He will stay there till the beginning of October.

2. Mr. Parker is a farmer and Mrs. Parker works part time at a grocery
store.

3. Two girls.

4. He feeds the chicken and collects their eggs.

5. They eat hamburger or hot dog while they watch Peter play.

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with the explanation in column B.
- Giving feedback.

Answer: maize corn

Feed give food to eat

Grocery store where people buy food and small things
Part-time shorter or less than standard time
Collect bring things together.

- Asking Ss to read the summary and then the text, complete the summary,
using the information from the passage (pair work)

- Asking one student to read the complete summary in front of the class.
Answer:

a. Ohio 2. Farmer 3. works part-time at a grocery store
4. Petter 5. Sam 6. After 7. farm

8. They watch 9. Baseball 10. member
- Correcting their mistakes.

Post-reading - Asking Ss to work in pair. One is Van who has just come back from the
USA. The other is a student who is going to the USA as an exchange student.
A: Hi, Van. I’m going to the USA next month as an exchange student. I want
to know what o should do when I’m in the USA. Can you help me?

B: Sure. Where are you going to stay?

A: I’m going to stay with The Browns. They live in a suburb.
…

Homework:

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UNIT 3: A TRIP TO THE COUNTRYSIDE

§16.Lesson 5: WRITES

I. Objectives:

By the end of the lesson, Ss can

- Write a paragraph describing a story happened in the past – a picnic in the countryside.
- Develop writing skill

II. Language contents:
1. Grammar:

- Past Simple Tense
2. Vocabulary:

Blanket – to lie out – to gether – site
III. Technique:

Question – Answer
IV. Teaching aids:

Pictures, cards
V. Time: 45 minutes.
VI. Teaching procedures:

Steps Activities

Warm-up - Ask Ss to answer some questions about going on a picnic

+ Have you ever gone a picnic?

+ When did you go?
+ How did you get there?
+ What did you come back?
+ Did you enjoy it?

Pre-writing - Pre-teach vocabulary: blanket-to play out –to gather-site
- Ask Ss to look at the picture and read the cues.

- Have Ss to describe the picture to their partners.
- Ask SS to tell what they can see in each picture.
While-writing - Ask Ss to write a passage entitled “A country picnic”

- Ask Ss to use the picture and cues to write the passage:

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lucky to catch the last bus and we arrived home very late in the evening.
Post writing - Ask Ss to compare with their partner and correct if they can.

- Choose some writings to correct in front of the class.
Homework:

- Write their passage in the notebook

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UNIT 3: A TRIP TO THE COUNTRYSIDE
§17.Lesson 6: LANGUAGE FOCUS
I. Objectives:

- By the end of the lesson, Ss can review:
Modal could with wish

The past simple simple with wish
Prepositions of time

Adverb clauses of result
II. Language contents:

1. Grammar:

Modal could with wish

The past simple simple with wish
Prepositions of time

Adverb clauses of result.
III. Technique:

Questions – Answer
IV. Teaching aids:

Pictures, cards
V. 45 minutes

VI. Teaching procedure:

Activities

Exercise 1 - Revision: WISH: expresses wishes about the present / future.
WISH + S + Simple Past (be_were)

- Asking Ss to look at the picture and answer the questions:
a. Where is Hoa now? How does she feel?

b. What is the boy doing? What does he have in his mind?
…

- Asking Ss do exercise 1 – page 28, 29 (pair work)
- Correcting the mistakes.

Exercise 2 - Reviewing the prepositions on – at – in - with

- Looking at he itinerary on page 30 and answers the questions:
+ What does he do on first day?

Exercise 3 - Reviewing the use of the Past Simple and the Present Perfect.

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- Asking Ss to read dialogue

- Asking Ss to word in pairs to practice asking and answering about each
of the items in the box.

- Correcting the mistakes if necessary.

Exercise 4 and 5 - Reviewing the passive voice: BE + Past Past Participle
- Having Ss do exercises 4 and 5

- Correcting theirs mistakes.
Homework:

- Do exercises page 20 - 21?

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UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 1: Section - Listen and read (page 32-33)
Period 20:

I/Aims: Reading a dialogue for details about the questions in an exam.

II/Objective: By the end of the lesson, students will be able to produce the questions for an oral 
examination.

III/Teaching aids: Text books

PRUCEDURE

Stage Steps/ Activates Word

arrangemen
t
Warm – up

Pre-reading

* Lucky numbers:

- Write 10 numbers on the board, from 1 to 10.

- Tell students each number is for questions but 4 of them are
lucky number, they do not need to answer any questions but they
get 2 points, and they can choose another number.

- Divide the class into teams. The teams take turn to choose the
numbers.

- Tell students that they have to make questions about personal
information when teacher gives them a word as a cue.

Egg: Teacher: from

Students: where are you from?
1. Name

(What’s your name?)

2. Lucky number / 3. Live
4. Live which

(Whom do you like with?)
5. Lucky number

6. Old

(How old are you?)
7. Lucky number
8. Learn English

(When did you start learning English?)
9. Lucky number

10. Hobbies

(What are your hobbies?)
I. Pre-teach vocabulary:

- Aspect (n): Lĩnh vực, mặt, khía cạnh.
(translation)

- Examiner (n): giám khảo

(definition: a person who ask questions)

(Spoken or written) o find out how much a person know.)
- coming (adj): sắp đến

(translation)

T-whole
class

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While reading

- college (n): trường Cao đẳng hay Đại học.
(exeample)

Candidate (n): thí sinh

(definition: one who takes part in an cam)
-write examination / oral examination:
Cuộc thi viết  cuộc thi vấn đáp

Checking vocabulary: what and where

- Write the new words on the board, each word in each circle.

- Ask students to repeat the words chorally.
- Rub out word by word but leave the circles.
- Go on until all the circles are empty

- Get students to go to the blackboard and write the words in their
correct circles.

II. Pre-questions:

- Set the scene: Lan is talking to Paola, a foreign student, about
the oral examination that she has just taken.

- Give students 2 questions

1. Were the questions in oral exam difficult or easy?
2. How many questions did the ask Lan?

- Have students work in park to answer them.
- Give feedback.

I. Reading and checking

- Ask student to read the dialogue between Lan and Paola on
Page 32-33 ad check if their answer are correct or not.

* Answers:

1. They are difficult (according to Lan)

2. About over 7 questions. Besides, she was asked to read a
passage.

II. True- False statements:

- Get students to read to list of questions for the oral examination
of Royal English College.

- Get them to read to dialogue again and decide what questions
that the examiner asked Lan.

- Let the students do exercise individually then compare with
their partners.

* Answer keys:

Individuale
work

Individuate
work

Coming
Candidate

Oral
Aspect

College

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Post –
reading

Homework

Royal English College

Examination in English as Foreign Language
Stage one: Oral examination

1. What is your name? 

2. Where do you come from? 

3. Where do you like? 

4. Do you like with your parents? 
5. When did you begin studding English? 
6. Why are you learning English? 
7. Do you speak any other languages? 
8. How did you learn English in your country? 
9. How will you use English in your country? 
10. What aspect of learning English do you find

most difficult? 

11. What are you doing to learn? 

12. What are you hobbies? 

13. Look at this picture. Describe it 

14. Read this passage. 

- Ask students to compare the direct questions and the reported
speech.

* Answer key:

1. What is your pet name?



She asked me what my name was.
2. Where do you come from?



She asks me where I came from.
3. Do you speak any other languages?



She asks me if I spoke any other languages.
4. Why are you learning English?



She asked me why I was learning English.
5. How did you learn English in your country?



She asks me how I learned English in your country.
6. How will you use English in the future?



She asks me how I would use English in the future.
7. What aspect of learning do you find most difficult?



She asked me what aspect of learning English I found most
difficult.

8. Read this passage.
* Speaking/role play:

- Ask students to word in pairs to practice asking and answering.
One student plays the role of examiner and another plays the role
of Lan.

- Call on some pair to demonstrate before the class.
- Give feedback and correct.

- Have students play the role of Paola and Lan.

- Call on some pairs to play the roles of Paola and Lan before the
class.

- Correct their pronunciation / intonation.

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- Ask student to write the direct questions and their reported
speech in their notebooks.

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UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 2: Speak (45 min)

I. Objectives:

- Developing speaking skill to persuade others to do something.

- Students will be able to persuade their friends to attend the school they like.
II. Language content:

 Grammar: Expressions of opinion to persuade someone to do something.
 Key words: dormitory (N); reputation (N)

III. Teaching aids:

 Some advertisements of English language courses.

Steps Teacher’s guiding activities

Warm-up Showing some advertisements of English language courses, giving some

eliciting questions:

1. Do you know what there are?
2. What are they about?

3. What much you do if you want to attend the course?

4. Which school would you like to choose if you passed the
exam? Why?

Pre-speaking 10’ * Pre-teaching:
- Setting the scene

- Explaining some new words.

+ Asking students to scan the information of the 3 school ads and pick
out the new words.

+ Demonstrating the new words

(Using pictures/ situasitions/ Vietnamese explanations)
* Pre-activity:

- Asking students to give some expressions to express opinions in order tp
persuade others to do something.

- Getting students to write them into the board.
- Giving more expressions if necessary.

While-speaking 20’ - Calling on one student to read the instruction aloud.

- Asking sts to read the 3 ads. As well as the sample conversation to get 2
ads left.

- Having sts work in group of three to active. Using information from the 2
ads left.

- Calling on 2 groups to demonstrate their conversation in front of class.
- Giving comments.

Post-speaking 10’ - Introducing some English language centers operating in VN at present
such at ILA, SEAMEO, British, Council…

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- Calling on 2 groups to act out their conversation.
- Giving comments.

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UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 3: Listen (45 min)

I. Objectives:

- At the end of lesson, students can realize the importance of learning a foreign
language, especially English.

- Students are able to develop their listening skill.
II. Language content:

III. Teaching aids:

Cassette recorder, tape, visual aids, colored chalk, students’ book.
IV. Time: 45 minutes

V. Teaching procedure:

Steps Activities

Warm-up (5’) - T shows sts brochures of studying abroad and asks them some questions:
1. – Are you interested in studying abroad?

2. – What should you prepare for your studying?

- T uses the sts’ answers to lead to the topic of the lesson

Pre-listening (7’) - T puts some questions based on the tape script (yes – No question, or
questions).

While-listening

(20’) - Sts listen to the tape (1

st time), the answer the teacher’s questions.

- Sts listen to the tape (2nd time) and do the exercise (true/false) (pair word) 
- T checks their answer.

- Sts correct the false sentences (group work), then check their own ones by
listening to the tape (3rd time).

Post-listening (11’) - Sts summarize the dialogue (group work)

Homework (2’) - Write the summary of the dialogue in your exercise books.

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UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 4: Read (45 min)

I. Objectives:

By the end of this unit, students will know how to scan for specific information from an
advertisement.

II. Language content:

- Grammar: Present and past simple tenses (review)

- Key words: language level: beginner; intermediate, advanced.
III. Techniques:

Question – answer, scanning.
IV. Teaching aids:

Textbook, worksheet.
V. Time: 45 minutes

VI. Procedure:

Steps Activities

Pre-reading (10’) -Warm up: T has Ss answer some questions:
1. What did you do last summer?

2. Did anyone attend a summer class?

3. If you want to attend an English school, what should you do to know that is
a suitable language school for you?

- T has Ss have a look at the pieces of advertisement on p.36 then asks Ss:
1. What are they? ( piece of advertisement)

2. What are they about? ( foreign language school)
- T has Ss do TASK 1: exercise a/p.36.

While-reading 20’ * TASK 1: Ss read advertisements to complete the table on page 36.

- Silent reading, group work: T shows Ss the sheet (copied from the table on
p.36) and has Ss complete the table in 5 minutes. The fastest group will go to
the board to complete the sheet.

School Class time

(morning /
afternoon /
evening…)

Language level
(beginner /
intermediate /
advanced)

Time to start

Academy of

Language
Foreign
Language
Council

New English
Institute

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advanced.
Answer:

School Class time

(morning /
afternoon /
evening…)

Language level
(beginner /
intermediate /

advanced)

Time to start

Academy of
Language

Morning,
afternoon,

evening

Advanced First week of

November
Foreign

Language
Council

Morning and

evening intermediateBeginner/ 3

rd November

New English
Institute

Afternoon,
evening,
weekend

Beginner (today)

- Ss correct themselves

- T correct the Ss answer if necessary then has Ss do TASK 2
* TASK 2: Choose the suitable language school for Mr. Lam

- Pair work: T has Ss read the notes Mr. Lam made then have a look at the
advertisements and choose suitable language school for him in 3 minutes.
- Ss compare their answer with some others pairs to correct themselves.
- T asks some Ss to give their answer and the reason they have that answer.
- T corrects Ss’ answer if necessary.

Post-reading 12’ - T has Ss work in groups of three to discuss which school in the
advertisements is suitable to each one and their reason.

- T has some Ss present their choices in front of the class.
- T corrects Ss’ answer if necessary

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Lesson 4: Section: - Write (page 37)
Period 23:

Aim

Writing a letter of inquiry
* Objectives:

By the end of the lesson, students will be able to write a letter of inquiry to the
instruction requesting for more information about the courses and fees.

* Teaching aids:
Text books.

PROCEDURE

Stage Steps/Activities Word

arrangement

Warm-up  Jumbled words:

 Versetimadnet  advertisement
 Swine  news

 Resetting  interest
 Atmorfioinn  information
 Eel  fee

 Sasecenry  necessary
 Pulpy  supply.

- Divide the class into two teams.

- Ask students from 2 teams to go to the board and write the
correct words.

- The team which is faster with more corrects words will win the
game.

Pre-writing I. Pre-teach vocabulary
- Request (n/v): đòi hỏi
(synonym: ask for)
- Detail (n): chi tiết

(definition: a small part of whole, particular fact)
- Look forward to (v): trông mong, trông chờ

(synonym: expect)

- Express (v): bày tỏ, biểu lộ

(definition: show or make known a meaning, idea or fleeing)
- Exactly (adv): một cách chính xác.

(translation)

- Edison (n): ấn bản
(translation)

* Checking vocabulary: Step the board

- Put the Vietnamese translation all over the board.

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While-reading

- Call on two students from both sides of the class.
- Ask them to stand at an equal distance from the board.

- Call out the English word, the students run forward and slap
the Vietnamese word on the blackboard.

- The students slapping the right word first is the winner and
gets a point for his / her team.

- Continue until students have slapped all the words.
II. Reading comprehension:

- Have students read the letter written by John Robinson on
page 37.

- Ask them work in pairs to answer some questions about the
letter.

* Questions:

a. Where did Robinson see the school’s advertisement?
b. What language does he want to learn?

c. What aspect of Vietnamese does he want to improve?
d. What does Robinson want to know?

- Give feedback and correction.
* Answers:

a. He saw the school’s advertisement in today’s edition of
Vietnamese news.

b. He wants to learn Vietnamese.

c. He wants to learn to read and write Vietnamese

d. He wants to know some details of the courses and fees.
III. Marching:

- Give students four parts of a letter of inquiry.
a. Introduction

b. Request

c. Further information.
d. Conclusion

- Ask students to divide the letter (written by Robinson) into 4
parts and match each paragraph with a suitable headline.

- Let students word in pairs compare their the answer.
* Answer keys:

a. I saw your school’s advertisement in Introduction: today’s
edition of the Vietnamese News.

b. Request: I saw your school’s advertisement in today’s
edition of the Vietnamese News.

c. Request: I am interested in learning Vietnamese end’s I
like some information about your school.

d. Father information: I speak little Vietnamese, but I want

Pair word

Thỉnh
cầu

Bày tỏ Chi tiết

Trông

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Post writing

to learn read and write it. Could you please send details of
courses and feed? I can complete a spoke Vietnamese test if
necessary.

e. Conclusion: I look forward to hearing from you.
* Writing a letter:

- Have student read again the three advertisements on page
36 and choose one of the schools they want to attend to
improve their English.

- Get students to write a letter of inquiry to the intuition
requesting for more information about the courses and fees.
The exercise Matching above will help students write their
letters easily.

- After finishing the letter, students have to compare with
their partners and make some correction.

- Give feedback. Call on some students to read their letter
before class.

- Make some corrections.
* Suggested letter:

Dear Sir,

I saw your Instates advertisement on today’s TV program. I am
very interested in learning English and I would like some more
in formation about your Institute.

I can speak a little English, but I read it very slowly and my
writing is bad. So want to improve my reading and writing.
Could you please provide more information about the length of
the courses and fees for beginners? I can supply my record of
English study necessary.

I look forward to hearing from you soon.
Your faithfully,

Lan

- Choose three letters which were written to 3
schools.

- Ask students to read aloud the letters.
- Give feedback and correct.

- Individuate
work

Pair word

T-whole class

Individuate
work

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§24:

UNIT 4: LEARNING A FOREIGN LANGUAGE
Lesson 6: Language focus

I. Aims: Practice:
- Modal with IF

- Here and now words with reported speech.
- Direct and reported speech.

II. Procedures:

Steps Activities

Warm up - Teacher comes in the class and whispers a sentence with one student. Then this
student tells one another.

Presentation - Teacher gives some direct sentences and asks students to change into indirect
sentences.

* I’m happy to see you.



Aunt Xuaân said she was happy to see you.
* “Do you like pop music”



She asked me if/ whether I like pop music
* Where do you live?



She asked me where I lived.

- Ss complete the table / p.38 in pairs.
- Ss compare their tables.

- T. corrects.

Practice - One student read the instruction 3/p39
- Ss work in pairs.

- Some of pairs practice in front of the class
- T.corrects their mistakes.

- One student reads the instruction 4/p39
- Ss work in pairs.

- Some of pairs practice in front of the class.
- T. corrects their mistakes.

Consolidation - Ss work in group (3 ss/a group) using reported speech and another asks the last
what did she / he say / talk – the last answers in reported speech)

- Some group practice in front of class.

- Teacher gives some picture and asks Ss to give some advices using model
verbs with if.

- Ex: Mrs. White is too fat. She wants to get thinner.



If she wants to lose weight she should / must …
- Teacher asks some students to answer 1 / p.38
- Teacher corrects their mistakes.

Homework - Do exercise 1/ p38

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§25: UNIT 5: THE MEDIA

Lesson 1: Getting started – Listen and Read (45 min)
I. Objectives:

At the end of the lesson, students are able to talk about the media as well as to know
something about the development of means of communication.

II. Language contents:

1. Vocabulary: Words refer to the media “town crier – interactive TV – the
latest news information – remote controls”

2. Grammar: Gerund after some verbs
III. Techniques:

Miming; Pair / Group work; Question – Answers.

IV. Teaching aids:

Cassette recorder; tape; illustrating pictures; visual aids; Flash cards; colored chalk’
student’s book

V. Time: 45 minutes
VI. Teaching procedures:

Steps Activities

Warm-up

(7’) Miming- The leader/ volunteer of each group gets 1 card from the teacher then : Ss are divided into 5 groups
mimes the activity the he/ she gets from the card.

- The others of the group guess and say the name of the activity. Then they
write the name of the activity on the board. (If the members of the group
cannot say the name of the activity, the rest of the class can join the game).
Presentation

(18’) - Teacher elicits to the topic of the lesson by using the groups of words written on the blackboard.
- Pair work: Students listen to the tape (1st times) and check the table (books 
closed).

Listen and check the appropriate paragraph (A, B, C, D)

A B C D

Television
The latest news

Newspapers & magazines
Interactive TV

Town criers
Remotes controls

- Students listen to the tape (2nd times) and check the answers.
- Students read the text silently and complete the table (p.41)
- Teacher checks the student’s answers and explains new words if

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Practice

(12’) - Group work:- Students ask & answer the questions (p.42)

- Teacher checks the student’s answers. Then students write the answer
in their exercise books.

- Students ask & answer the questions about their favorite activities in
their free time, the benefits of these actives (if they know) and how
much time they often spend on each activity.

- Teacher gives some advices if necessary.
Consolidation

(5’) - Students summarize the development of the media, using works / groups of works / statements on the board.
Homework (3’) - Read the text again and learn the vocabulary by heart.

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UNIT 5: MEDIA
Lesson: Speak (45 min)

I. Objectives:

By the end of the lesson, sts will be able to talk to their friends about the T.V programs
that they like or dislike.

II. Teaching aids:
A4 papers, tape
III. Teaching procedure:

Steps Activates

Warm up Let sts listen to some introductory music and ask them to say in which TV
programs these music playing  cartoon, folk music, show game, …

Pre-speaking Let sts listen to some introductory music and ask them to say in which TV
programs these music playing  cartoon, folk music, show game, …

- Ask sts some questions about the TV programs they like best.
- Have some Sts Read the dialogue in pairs before class check their
pronunciation / intonation of TAG question.

- Let sts work in pairs to practice the dialogue.

- Have sts pick out sentences showing agreement and disagreement and ask
them to practice.

a. Agree:

 I prefer documentaries.
 I love watching sports.

 I enjoy it too.

b. Disagree:

 Not really

 I don’t like watching sports.
 I’m the opposite.

Documentaries seem quite boring to me.

While-speaking Have sts talk each other about the TV programs they like or dislike (making
similar dialogue).

Post-speaking - Have sts copy down this table (work in group).

MAI TUẤN THÁI …

News v x

Movies x v

Music x v

Sports v x

Game show v v

Cartoon v x

- Get sts to ask and answer question about TV programs that people
in their group like and dislike, using TAG question.

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their group.

Homework - Have sts rewrite the dialogue they made (while doing pair-work) in

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UNIT 5: THE MEDIA
Lesson 3: Listen (45 min)
I. Objectives:

Developing listening skill: listen and complete a table. By the end of the lesson, students
know the important dates of the media.

II. Language content:
1. Vocabulary:

- Assignment (n)
- Telegraph (n)
- Newsreel (n)
2. Grammar:

- Simple past tense

III. Teaching aids: cassette recorder and tape, handout (for exercise)
IV. Teaching procedures:

Steps Teacher’s guiding activates

Warm up

3’ -on the board.Teacher’s asks students to give some means of media, and then write
- Suggesting: newspaper, radio, television, internet, etc.

Pre-listening

7’ -there are other means of media such as: telegraph, newsreel, etc (teacherTeacher shows a telegraph and says: besides newspaper, television…
explains these words).

- Teacher asks students if they know when the telegraph was invented.

While listening

18’ -about her assignment (a test)Teacher introduces the conversation between Chau and her father
- Teacher asks students top pay attention to the dates when listening to
the tape.

- Students listen for the 1st time.

- Students listen again and complete these information in the table
(group work)

- Students listen for the last time to check the answers. (The groups
exchange the answers for correction).

Post listening

15’ -on the board.Teachers asks some students (leaders of the groups) to stick the answer
- Teacher corrects the mistakes and gives the right answers.

- Teacher gives them points and congratulates the swimming group.
- Matching exercise:

Dates Means of media

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b. Between the 7th and 8th.
c. Early in 19st century.
d. Late 19st century.
e. Early in 20st century.
f. In 1940s.

g. In 1950s.
h. Early 1990
i. Late 1990.

j. Mid and late 1990.
k. Late 20st century.
- Teacher gives feedback.

2. telegraph
3. internet

4. radio and newsreels
5. First printed newspaper.

(group work)

Homework

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UNIT 5: THE MEDIA

Lesson 4: Section: - Read (page 43-44)

Period 31:
Aim

Reading a text about the internet.
Objective

By the end of the lesson, students will get some knowledge about the internet.
Teaching aids

Text books, posters, pictures.

Stage Steps/Activities Word

arrangement

Warm – up * Charting:

- Show a picture of a computer and ask students about it.

 What’s this?

 Can you use computers?

 What subject help you to use computers?
 Have you ever used Internet?

 Do you find the Internet useful?

 What do you use the Internet for?

I. Pre-teach vocabulary

- Forum (n): diễn đàn
- (translation)

- Sift (v): lướt sóng, lướt mạng Internet
- (translation)

- Deny (v): từ chối, phủ nhận
- (synonym : refuse)

- Get access to: tiếp cận.

- Limitation (n): sự giới, hạn chế
- Spam (n): thư rác

- (translation)

- Alert (adj): tænh táo, nhanh trí, cảnh giác.
- (definition: quick in movement of the body or
mind)

- Wander (v): ñi lang thang

- (definition: move or go around without any purpose
or destination)

* Checking vocabulary Matching:

- Write the new words in the list on the left hand
side of the blackboard.

- Write the translations on the right hand side of the
blackboard.

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While
reading

connecting them.

II. True – false stamens prediction

Set the science: There is a forum on the Internet. You will read
some opinions about the advantages and disadvantages of the
Internet.

- Ask students to read the stamens (on poster) and
word in pairs to predict they are true or false.

True – False statements

a. Internet is a wonderful invention of modern life
b. The internet is available not only in cities but also
in the countryside.

c. People use the Internet for two purposes: education
and entertainment.

d. Bad program is one of the limitations of the Internet
e. You should be alert when using the internet.

- Give feedback

I. Reading and checking prediction:

- Have students read the text on page 43, 44 and
check their predictions. Then ask them to correct the false
stamens.

- Give feedback and correct.
* Answer keys:

a. T

b. F

c. F

d. T

e. T

* Corrections:

a. The Internet is availed only in cities.

b. People use the Internet for many purposes: education,
information, communication, commerce, entertainment.

II. Guessing meaning of the words. Ask students to work in 
pairs to guess the meanings of the works.

- Get students to match the English words in column A with their
meaning in column B.

A B

a. increase
b. convenient
c. explore
d. risk

e. electronic junk mail
f. time – consuming

1. khám phá
2. sự rủi ro
3. tăng lên
4. thư rác điện tử
5. tiện lợi

6. mất nhiều thời gian
* Answer keys:

a - 3 b - 5 c – 1
d – 2 e – 4 f – 6
III. Comperhension questions:

Individuate
work

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Production

Homework

- Have students read the text again and answer the
questions on page 44.

- Get students to work in pairs, practicing asking and
answering.

- Call on some students to call out their answers.
- Give feedback and correct.

* Answer keys:

1. What does Sandra use the Internet to get information and to
communicate with friends and relatives?

2. Why is it uneasy for Honghoa to get access to the Internet?
- Because she lives in the countryside where the Internet is
unavailable.

3. According to Huansui, why do people use the Internet?
- People use the Internet for education, communication,
commerce and entertainment.

4. Make a list of benefits of the Internet according to the three

responses.

-Benefits:

 Fast and convenient way to get information.
 Communication

 Education
 Entertainment

 Commerce

5. Are there any disadvantages of the Internet? If so. What are
they?

Yes. There are some disadvantages.

 Time-consuming.
 Costly

 Dangerous because of virus\s and bad programs.
 Spam/electronic jock mail.

 Personal information leaking.

- Have student work in pairs, practice asking and
answering.

* Discussion:

- Divide the class in to four teams.

- Give them the questions and ask them to discuss in
groups.

“Do you agree or disagree with the response? What is your
response to this forum?”

- Get students to write their responses in their notebooks.

Pair work

Group work

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UNIT 5: THE MEDIA
Lesson 4: Write (45 min)
I. Objectives:

- By the end of the lesson, students will be able to express their ideas about a certain
problem in their writing.

- Develop speaking and writing skills
II. Language contents:

1. Grammar: review: present simple tense and modal verb CAN
2. Vocabulary: words related to the new topic “The Internet”
III. Techniques:

- Question – answer (communicative approach)

- Brainstorming.

- Eliciting.
IV. Teaching aids:

- Blackboard and chalk.
- Pictures, flash cards.
- Sheers of paper, pens.
V. Time: 45 minutes.

VI. Procedures:

Steps Activities

Pre-writing 20’

 Warm up:

- T hands out some picture articles… to the sts. Sts will take their turns to look ask
them.

- T ask: “Do you know where I got these?” On the Internet.

 Preparation:

- T introduces these pictures/articles … are for:
+ information

+ entertainment
+ education

- T points out the benefits of the Internet. (That means we can get many things we
need on the internet)

- T asks sts to read the reading text (5.Read) again and discuss in groups to give
more ideas about the three main contents on the internet.

- T asks to go to the blackboard and write their sentences.
* Information:

+ We can check weather conditions before we go on a pick nick or we can book
the tickets, find time tables and maps foot the trip reserve rooms in a hotel …
* Entertainment:

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While-writing
17’

+ We can communicate with our friends or relatives by means of e-mail or
chatting …

* Education:

+ We can teach ourselves. We can look up the new words…
- Sts are divided into 3 groups.

- T hands out some sheets of paper, asking sts to write a passage about the
benefits of the internet, using the cues in their text books (p44)

Information Entertainment Education

New, articles,
weather
forecast

Music, movies, games,
chatting, e-mail, web

cam…

On-line school, on-line
lessons, self-study, ...
- T sticks their tasks on the blackboard.

- T invites representatives of each group to read their passages in front of the
class.

- T takes one of their tasks and corrects the mistakes, the others will be corrected
at home by the teacher (notice the use of simple present tense)

- Sts exchange their tasks for comparison.
Post – writing

(8’) - T gives conclusion:“We can use the Internet for many purposes. It is really a wonderful invention of
our modern life. But be alert while enjoying surfing.”

- T asks some questions:

1. What do you have to do before having a picnic or a trip?

2. How can you communicate with your friends or relatives on the fastest way?

3. Do you usually listen to music/radio on the internet?

4. Do you usually chat with someone on the internet?
………

- And the last question: “What do you usually do on the internet?”

- T asks sts to ask and answer the question => make a deep impression on their
minds about what they have studied.

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UNIT 5: THE MEDIA

Lesson 6: Section: - Language Focus 3-4 (page 46)
Period 33:

Aim

Further Practice on using gerunds after some verbs.
Objective

By the end of the lesson, students will be able to talk to their friends about their likes or
dislikes.

Teaching aids

Text books, posters.

PROCEDURE

Stage Steps/Activities Word

arrangement

Warm-up * Word square:

L M P R A C T I S E

I O M I S S D N I M

K I R L S T C C K B

E N J O Y L O V E O

A F V S V U N A K N

F I S V O R S V I M

I N U U T S I O L L

N I G Y N E D I S H

I S G E S T E D I I

S H B C D E R O D U

- Stick the poster on the board.

- Ask students to find out 13 verbs in the word square.

- Divide the class into two teams, students from each team go to the

board and circle the words they have found, and then write them
down in the column of their team.

- The team which has more right words will be win the game.
* Answer keys:

Like, consider, finish, avoid
Love, enjoy, miss, pat ice
Deny, mind

Suggest, finish
Dislike

* Dialogue Build:

Set The Science: Hoa and Lan are talking about their favorites in
their free time.

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Presentation

Practice

- Show the open dialogue and ask students to build a complete
dialogue.

Lan: (1) You (2) (3) soccer?
Hoa: No, I (4) it.

Lan: (5) (6) enjoy (7) TV?
Hoa: Yes, I (8) it.

Lan: (9) You (10) finish?

Hoa: I don’t know. I’ve (11) tiered (12)
* Answer keys:

(1) do
(2) like
(3) playing
(4) hate
(5) do
(6) you
(7) Watching
(8) Love
(9) do
(10) Enjoy
(11) never
(12) it

* Revision of Gerunds After Some Verbs
* Form:

Like
Love

Enjoy + V-ing (Gerund)
Dislike

Hate

Teacher can remind some other verbs
Mind

Finish
Suggest
Consider
Deny

Keep on (continue)
Miss

Can’t help
Practice
Stand (bear)

- Get student to do exercise 3 on page 46

- Have students ask and answer questions about each item in the box.
Soccer fishing movies

Detective stories Candy Music

Whole class

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Production

Home work

- Give an example.
a. Soccer:

- Do you like playing soccer?
- Yes, I do.

- Call on some pairs of students to practice asking and answering.
- Give feedback and correction.

b. Fishing:

- Do you enjoy fishing?
- No, I hate it.

c. Movies:

- Do you love going to the movies?
- Yes, I love it.

d. Detective stories:

- Do you like reading detective stories?
- I don’t know. I’ve never read them.
e. Candy

- Do you love eating candy?

- Yes, I like it. Especially chocolates.
f. Music

- Do you love listening music?

- Yes, I love it. Especially pop music.

- Have students work in pairs to ask and answer questions.
* Writing: (substitution box)

- Have students write true sentences about their family members,
relatives, friends and themsevelves.

- Ask students to look at the works in the three box on the page 46
and use them as cues.

- Give example

My father likes watching sports but my mother doesn’t. She loves
listening to music.

- Ask some students to read then write their sentences on the board.
- Give feedback and correction.

- Get students to continue to write individually.

a. My mother hates advertisements on TV but little brother doesn’t,
he loves it very much.

b. I like writing letters to my friends but my sister doesn’t. She hates
writing.

- Ask student to write some sentences about their friends, using like,
love, enjoy … + V-ing.

Pair work

</div>

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<b>§24:</b>

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