Giao an TA 9 tron bo

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Date: 23/8/2008

Period 1: Revision
A/ Aims:

- T helps ss review some tenses which they have learnt and practice doing
exercises

B/ Objectives:

- By the end of the lesson ss will be able to do exercices fluently.
C/ Material:

- some cards, extra board.
D / Proceduces:

stages activities Work

arrangement

Warm up

Presentation

- Chatting:

a/ Do you like your last summer?
b/ Where do you go?

c/ What did you do?

d/ What do you think about new school year?
 I/ Tenses

1/ The present simple tense:

a/ Use: express a truth, a habit, a rule………
b/ Form: + S – verb( s,es).

- S – don’t/ doesn’t – verb.
? Do / Does – S – verb….?
c/ Adverbs of time:

- always, usually, often…

- everyday, in the morning,……
2/ The present progressive tense:

a/ Use: express an action which is happening
now.

b/ Form: + S – am/ is/ are – verb-ing

- S – am/ is/ are – not – verb-ing
? Am/ Is/ Are – S – verb-ing….?
c/ Adverbs of time: now, at the moment, at
present.

3/ Near futue:

a/ Use : express a plan, an object.

b/ Form: + S – am/ is/ are – going to – verb
- S – am/ is/ are – not – going to –
V

? Am/ Is/ Are – S – going to –
verb?

c/ Adverbs of time: tomorrow, next year/ week/
Sunday…

4/ The future simple tense:

a/ Use:express an action which will happen in the
future.

b/ Form: + S – will – verb

- S – will not ( won’t) – verb
? Will – S – verb…?

c/ Adverbs of time: tomorrow, next month,….
5/ The past simple tense:

Group work

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Practice

Production

Homework

a/ Use: express an action which happened and
finished in the past.

b/ Form: + S – verb-ed

- S – didn’t – verb
? Did – S – verb…?

c/ Adverbs of time: yesterday, last night/
Sunday...

6/ The past progressive tense.

a/ Use: express an action happening in a definite
time in the past.

b/ Form: + S – was/ were – v-ing
- S – wasn’t/ weren’t – v-ing.
? Was/ Were – S – v-ing….?
c/ Adverb of time:

- at 7 oclock last night, when…
7/ The present perfect tense:

a/ Use: express an action which happened in the
past, happens now and will happen in the future.
b/ Form: + S – have/ has – past participle.
- S – haven’t/ hasn’t – PP

? Have/Has – S – PP…..?
c/ Adverbs of time: since, for

II/ Practice:

1/ Exercise1: Put the correct verbs in the
sentences.

a/ The children often ( go ) to school by bike.
b/ What you (do ) now? I ( play) soccer.
c/ They ( not do ) their homework last night.
d/ you ( visit) Lan tomorrow?

e/ Mr Minh ( not take) a bus to work everyday.
f/ Listen! The boys ( sing).

h/ What your plan ( be) in this summer?
We ( spent) our vacation in NhaTrang.

Noughts and crosses: Make sentences with these
words:

Last

week usually Tomorrow

At the

moment Next year Now

On Sunday Everymorning Yesterday

- Review all tenses which have learnt
- Do exercise again

- Prepare Unit 1: Listen and read.

Individual

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Date: 23/8/2008

Period 2: unit 1: a visit from a penpal 
Lesson 1: getting started

listen and read- focus 1
A/ Aims:

- T helps ss to read for details Lan’s penpal.
B/ Objectives:

- By the end of the lesson ss will be able to know about some places where
Lan went with her foreign friend - Maryam.

C/ Material:

- cassette player.
D / Proceduces:

stages Activities Work

arrangement

Warm up

Pre –
reading

While- 
reading

- Chatting: Getting started
a/ Do you have a pen pal?
b/ Where does he/she live?
c/ Has she/ he visited me?

d/ What activities would you do during the
visit? ( use pictures in page 6)

Example: We would go to Hung temple.
Or I would take her to the museum.
1/ Pre – teach:

- a mosque: ( sym)

- (to) correspond: ( sit)

- (to) be impresed by: (sit)
- (to) pray: (mime)

* Rub out and remember.
2/ Open- prediction

- an’s Malaysian penpal came to visit her in
HN.Can you guess whee they went and what
they did during the visit.

1/ - Asks them to read the text and check their
prediction.

- Asks them to read againand choose the
correct option to complete the sentenses.
1- c, 2- b, 3- d, 4- b.

2/ Model sentenses:

S1: What did Lan use to do when she was a
child?

S2: She used to wald to school.

S1: What about now? Does she walk to
school ?

S2: No, she doesn’t.

Whole class

T – whole class

Individual

Pair work

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Post- 
reading

Homework

-> Asks them to give the use of “ used to”.
( express a habit in the past but it doesn’t last
anymore)

- Asks them to give example.
1/ Brainstoring:

Visit HCM’s Mau
2/ Languague Focus 3:

- Give example: + I’m small-> I wish I were
bigger.

-> S – wish – S – Past simple
- Asks them to do Focus 3:
a/ I wish I were taller.

b/ I wish I were in the swimming pool.

c/ I wish I had a computer.

d/ I wish I lived near school.
- New words.

- Read text.
- Do focus 3

Team work

Whole class

Date: 26/8/2008

Period 3: unit 1: a visit from a penpal
Lesson 2: speak.

A/ Aims:

- T helps ss introduce themselves with a foreign friend.
B/ Objectives:

- By the end of the lesson ss will be able to make a similar dialogue about
introducing themselves.

C/ Material:

- extra board.

D / Proceduces:

stages Activities Work arrangement

Warm up

Pre –

- Pelmanism:

Tokyo Perth Liverpool
Japan Australia England

Hoi An KualaLumper Bombay
Viet Nam Malaysia India

Team work

Pair work
Mary

What
they

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speaking

While –
speaking

Post –
speaking

Homework

1/ Matching

- T use an extra board and asks them to
match one sentense with one sentense.
1 – c, 2 – e, 3 – a, 4 – d, 5 – b, 6.
2/ Ordering:

- Asks them to at look the couples of
sentenses then order them into a dialogue
1c – 5b – 4d – 2e – 3a – 6.

- Asks them to read the dialogue in pair.
- Asks them look at the dialogue and change
the information which is underlined by the
ones in book ( Page 8).

- Asks some pair to read aloud.
- Example exchange:

Lan: Hello, you must be Yoko.
Yoko: That’s right, I am

Lan: Please to meet you. Let’s me ………..
Yoko: Please to meet you, Nga. Are you…?
Lan: Yes, Iam. Are you enjoying……….?
Yoko; Oh, yes very much.

* Write it up:

- Asks them to write about Yoko, Paul, Jane.
Example:

Yoko is from Tokyo. She like VietNamese
people and loves old cities in VN…….
- Read the dialogue.

- Write about Jane, Paul.

Pair work

Individual

Date: 26/8/2008

Period 4: unit 1: a visit from a penpal
Lesson 3: listen – focus 1,2.

A/ Aims:

- T helps ss listen for specific information and further practice in past

simple.

B/ Objectives:

- By the end of the lesson ss will be able to select the correct pictures in
listening and use past simple.

C/ Material: 
- extra board.
- cassete player.

D / Proceduces:

stages Activities Work

arrangement

Warm up - Jumbled words:
a/ tccah: ( catch)
b/ rkap: ( park )
c/ ondp: ( pond )
d/ rssag: ( grass )

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Pre –
listening

While- 
listening

Post –

listening

Homework

e/ rrubhmgea: ( hamburger )
* Prediction:

- Tim is talking to visit some places, asks
them to think of three things that Tim and
Carlos are doing:

1/ ………..
2/ ………..
3/ ………..

- The first time: listen and check the
prediction.

- The second time: listen and choose the
correct pictures: ( a- 1, b – 2 ,c – 2 )
- The third time: check again.

1/ Languague focus 1:

- Asks them to give the form and use of the
Past simple.

- Asks them to read the dialogue and then
make a similar dialogue.

S1: What did Nga do on the ……….?
S2: She went to a concert called………….
S1: When did she see it?

S2: She saw it on Sunday.
2/ Languague focus 2:

a/ - Asks them to match the verb and the
nouns:

- buy a cake
- make flower

- hang a picture of HN
- go colorful lamps
- paint shopping

+ Asks them to talk and write full sentenses
in the notebook:

- They bought a lot of flowers.
- they made a cake.

- Make senenses in the Past simple.
- Learn irregular verbs in the Past.

Individual

Whole class

T – whole 
class

Pair work

Individual

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Date: 29/8/2008

Period 5: unit 1: a visit from a penpal
Lesson 4: read .

A/ Aims:

- T helps ss read for details about Malaysia.
B/ Objectives:

- By the end of the lesson ss will be able to know about Malaysia, one of the
countries of the Asian.

C/ Material: 
- extra board.

D / Proceduces:

stages Activities Work

arrangement

Warm up

Pre –
reading

While –
reading

- Hangman:

_ _ _ _ _ _ _ _ Malaysia

1/ Pre- teach:

- (to) divide: chia ra ( example)
- (to) separate: t¸ch ra ( sym)
- (to) comprise: bao gåm (sym)
- compulsory (a): b¾t buéc (explain)
- offical (a): chÝnh thøc (tran)

- tropical climate: Khí hậu nhiệt đới ( sym)
* Slap the board

2/ T/F stagements:

- Asks them to read T/F stagements at P10
in the book then predict T/F.

1/ Fill the table:

- Asks them to read the text and fill the

table:

1- Area: 329758sqkm
2- Population: 22 million
3- Climate: tropical
4- Currency: ringit

5- Capital city: Kuala Lumper
6- Offical religion: Islam

7- National languague: Bahasa Malaysia

Team work

T – whole 
class

Individual

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Post- 
reading

Homework

8- Compulsory languague: English
2/ T/F statements:

- Asks them to read the text again then
check the prediction.

1- T

2- F ( There are more than wo regions)
3- F ( English, Chinese, and Tamil are also
widely spoken)

4- F ( One of the three: Malay, Chinese,
Tamil)

5- F ( English is a compulsory second
languague, not primary languague of
instroction)

* Interviewer:

- Asks them to make questions and answers
which they want to know about Malaysia.
S1: What’s the capital city of Malaysia?
S2: It’s Kuala Lumper.

S1: ………
S2: ………
- New words

- Write about one country in the Asian.

Group work

Date: 03/9/2008

Period 6: unit 1: a visit from a penpal
Lesson 5: write .

A/ Aims:

- T helps ss write a parsonal letter.
B/ Objectives:

- By the end of the lesson ss will be able to write a personal letter.
C/ Material:

- extra board.

D / Proceduces:

stages Activities Work arrangement

Warm up - What do you know about Thanh Hoa, Da
Lat, Nha trang……..

Places Sight Accommodation Arriva

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Pre –
writing

While –
writing

Post- 
writing

Homework

Thanh

Hoa Sam Son Hotel , houses… Bus, motos
DaLat

* Pre- questions:

1/ Which place are you visiting?
2/ When did you arrive?

3/ Who met you at the bus station?
4/ Which place have you visited?
5/ What kind of food have you tried?
6/ Where are you staying now?
7/ What have you bought?
8/ How do you feel?

9/ What interests you most?

10/ When are you going to turn home?
- Remind ss about the format of a personal
letter :

A : Heading ( Writer’s address and date)
B: Opening ( Dear…..)

C: Body of the letter

D: Closing ( Your friend, Regard, Love…)
- Asks them to write a letter basing on the
answers.

- Example:

Thachxa, ThachThat
August 26th 2008.

Dear Hoa,

I am visiting DaLat. I arrived here on
Sunday. I met my friend – Lan at the bus
station.

I have visited Than Tho lake, beaches,…….
The sights here are very beautifull. I have
tried many kinds of food especially nem….
I am staying in Lan’s house. Her parents are
nice. I have bought a lot of souvenirs.

I feel so happy and enjoy myself so much.
I will arrive home at 11 pm on next Sunday.
Please pick up me at the airport.

Your love.
* Correction:

- Asks them to check in pair.

- Choose some letters to read and check in
class.

- Write the letter in the notebook
- Prepare the new lesson.

Whole class

T – class

Individual

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Date: 10/9/2008

Period 7: unit 2: clothing

Lesson 1: getting started – listen and read.
A/ Aims:

- T helps ss know about national dresses of some countries.
B/ Objectives:

- By the end of the lesson ss will be able to understand the text of the
national dresses.

C/ Material: 
- cassette player
D / Proceduces:

stages activities Work

arrangements

Warm up

Pre –
reading

While –
reading

- Brainstorming:

Kimoro

- Getting started:

S1: Where are they from?

S2: They are from Japan / India / U.S.A...
1/ Pre – teach:

- traditional dress:( sit)

- ethnic minorities: ( example)

- ( to) consist of: ( sit)

- (to) mention: ( example)
- tunic: (sit)

* R and R

2/ Pre- questions:

a/ What is Vietnamese traditional dress?

b/ Who used to wear the “ ao dai” by tradition?
c/ Why do the majority of Vietnamese women
prefer to modern clothing at work these days?
d/ What have fashion designers done to modernize
the “ao dai”?

1/ Checking prediction:

- Ask them to read the text and check the
prediction.

a/ Vietnamese traditional dress is “aodai”.
b/ Traditionally, men and women used to wear
“aodai”

c/ Because it is more convenient.

Team work

Pair work

T – whole class

Group work

Pair work

Individual

National

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Post –
reading

Homework

d/ They have printed lines of poetry on it and ...
2/ Completing the sentenses:

- Ask them to read again and then to complete the
sentenses:

a/ poem, novels, songs....

b/ a long silk tunic with that is slit on the sides and
worn over loose pants.

c/ to wear modern clothes at work.
d/ ...
e/ ...

- Discussion: Basing on these questions:
a/ When do you usually wear “ aodai”?

b/ Do you like wearing “aodai”? Why or Why not?
- New words

- Read text

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Date: 10/9/2008

Period 8: unit 2: clothing 
Lesson 2: speak

A/ Aims:

- T helps ss talk about kinds of clothes and what they often wear.
B/ Objectives:

- By the end of the lesson ss will be able to talk about the clothes and what
they like to wear.

C/ Material: 
- pictures
 D / Proceduces:

stages activities Work

arrangements

Warm up

Pre –
speaking

While 
speaking

- Discussion:

a/ What clothes do you like to wear?

b/ What clothes do you think the most modern?
c/ Do you like to wear uniforms? Why or Why
not?

1/ Prediction:

- Ask them to predict matching the pictures of the
clothes with their names.

- Ask them to compare with the teacher’s keys.
a/ a colorful T- shirt

b/ a sleeveless sweater
c/ a striped shirt
d/ a plain suit
e/ paded jeans

f/ a short – sleeved blouse
h/ baggy pants

i/ a plaid skirt
j/ blue shorts

- Ask them to guess the meaning of these words.
2/ Describing their clothes.

- Ask them to describe their clothes

Example: I am wearing a yellow shirt and blue
jeans.

- Ask them to ask and answer the questions:
S1: What do you usually wear on the weekend?
S2: I usually wear ...

S1: Why?

S2: Because...

S1: What is your favorite type of clothes? Why?
S2: ...
S1: Do you like school uniforms?

S2: ...
S1: Is it comfortable?

S2: ...
S1: Can you describe it?
S2: ...

Group work

Pair work

Whloe class

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Post –
speaking

Homework

S1: What kinds of clothes do you like wearing on
the special occations?

S2: ...

- Ask them to talk about the result of the survey.
+ Group 1: Five people said that they often wear
shirtt and jeans on the weekend.

+ Group 2: All of them said that they don’t like
wearing uniforms.

+ Group 3: ...
- New words.

- Write about clothes they like wearing.
- Prepare “ Listen”

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Date: 18/9/2008

Period 9: unit 2: clothing

Lesson 3: listen- language focus 1 
A/ Aims:

- T helps ss listen a text abd know about clothes.
B/ Objectives:

- By the end of the lesson ss will be able to find a lost child through her
clothes.

C/ Material: 
- pictures

- cassette player
 D / Proceduces:

stages activities Work

arrangements

Warm up

Pre- 
listening

While- 
listening

Post- 
listening

- Discussion:

a/ What kind of the clothes do the children often
wear?

b/ How do you find a lost child?
1/ Pre- teach:

- a fair: héi chỵ ( example)
- a main entrance: lèi vµo chÝnh ( vis)
- an annoucement: thông báo ( realia)
- missing: l¹c ( syn)
* What and Where

2/ Prediction:

- Ask them to predict what clothes Mary is wearing.
Gr 1 Gr 2 Gr 3 Gr 4 Listen
A

- 1st , 2nd time: - Ask them to listen and check the

prediction.( a- B, b- A, c- C)

- 3rd time: Ask them to listen and check the key.

1/ Questions:
a/ Who is lost?
b/ How old is she?
c/ Where is she lost?

d/ What kind of clothes is she wearing?
2/ Present perfect tense:

- Ask them to read the dilogue on page 19

- Ask them to give the use of the present perfect
tense: ( to talk about st which started in the past and
continues up to the present.

- Ask them to give the form of it.
+ S – have/ has – past participle.
- S – haven’t/ hasn’t – past participle.

Whole class

T – whole class

Group work

Whole class

Pair work

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Homework

? Have/Has – S – past participle?

- Adverb of time: +/ for – a period of time.
+/ since – a point of time.
- Ask them to use the information in the table on
page 20 to make similar dilogues. Then practise
with your partner.

* Example exchange:

A: Come and see my photo album.
B: Lovely! Who is this boy?

A: Ah, It’s Quang.my brother’s friend.
B: How long have you know him?
A: I have known him for seven months.
B: Have you seen him recently?

A: No, I haven’t seen him since January.
- Ask them to practise the dilogue in pair.
- Ask them to ask and answer the question:
S1: How long have you known Mai?

S2: I have known her for three years.
- New words.

- Write a short paragraph about your friend.

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Date: 18/9/2008

Period 10: unit 2: clothing 
Lesson 4: read

A/ Aims:

- T helps ss understand the text and pratice about “ jeans”.
B/ Objectives:

- By the end of the lesson ss will be able to know the information about
jeans and answer the questions.

C/ Material: 
- extra board.
 D / Proceduces:

stages activities Work

arrangements

Warm up

Pre-

reading

While- 
reading

- Hang man:

- - - ( jeans)
1/ Pre- teach:

- material: nguyªn liƯu ( tran)
- cotton: vải sợi ( realia)
- a style: kiĨu d¸ng ( vis)
- a label: nh·n m¸c ( realia)
- (to) wear out: r¸ch ( explan)
- (to) embroider: thuª ( realia)
* R and R

2/ Making questions:

T: What do you want to know about jeans?

- Ask them to make questions as much as possiple.
Example: a/ What were jeans made from?

b/ When did it appear?
c/ ...

- Ask them to read the text and find the information
they want to know.

Team work

T – whole class

Whole class

Individual

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Post 
reading

Homework

- Read the text again and then fill the missing date
and words:

a/ 18th century – jean clothes

b/ 1960s – students
c/ 1970s – cheaper
d/ 1980s – fashing
e/ 1990s – sale

- Ask them to answer the questions:

a/ The words “ jeans” comes from a kind of
material that was made in Europe.

b/ The 1960s’ fashion were embroidered jeans,

painted jeans and so on.

c/ Because jeans became cheaper.

d/ Jeans at last became high fashion clothing in the
1980s.

e/ The sale of jeans stopped growing because the
worldwide economic situation got worse in the
1990s.

- Discussion:

a/ Do you like wearing jeans? Why or why not?
b/ What kind of jeans do you love wearing?
c/ Do you think jeans are in fashion now?
- New words.

- Write the discussion in notebook.

Pair work

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Date: 24/9/2008

Period 11: unit 2: clothing 
Lesson 5: write

A/ Aims:

- T helps ss develope skill of writing how to prevent one side of argument..

B/ Objectives:

- By the end of the lesson ss will be able to write an argument.
C/ Material:

- extra board.
 D / Proceduces:

stages activities Work

arrangements

Warm up

Pre- 
writing

- Brainstorming:

Uniform shirts

+ Ask them to name the clothes that they know.
1/ Pre- teach:

- ( to) encourage:( explanation)
- ( to) equal: ( sit)

- (to) bear one’s name: (vis)
- freedom of choice: ( sit)
- self- confident: ( example)

* R and R.

2/ Pre- questions:
a/ Matching:

- Ask them to match column A with column B.
Introduction

Series of arguments
Conclusion

In conclusion
Therefore

My opinion is....
I think...

Firstly ...
Seconndary ...
Thirdly ...
Finally ...
- Ask them to answer the questions:
+ What do you write in “ introduction” ?
What languageis used?

+ How can we present series of arguments?
What languageis used?

+ What do you write in “conclusion”.
What languageis used?

Team work

T – whole class

Individual

Pair work
cloth

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While- 
writing

Post- 
writing

Homework

b/ Comprehention questions: Topic A

- Ask them to read the topic A then answer these
questions:

+ What is the topic of the passage?

+ Why deos wearing uniforms encourage ss to be
proud of their school?

+ How do ss feel when wearing uniforms?
c/ Topic B

- Ask them to read the outline B then answer the
questions:

+ What is the topic of the argument?
+ Why should ss wear cassual clothes?

- Ask them to write an argument about wearing
cassual clothes at school basing on the outline.
( about 100-> 150 words)

- Correcting:

+ Ask them to correct in pair.

+ Take some writings to correct in front of the
class.

- New words.

- Write a passage in the notebook.

Individual

Pair work

Date: 02/10/2008

Period 12: unit 2: clothing 
Lesson 6: language focus 2,3,4,5 
A/ Aims:

- T helps ss practise the present perfect tense with “ already, yet”.
- They can distinguish the difference in using the past simple and the

present perfect tense
- Review the passive forms
B/ Objectives:

- By the end of the lesson ss will be able to use “ already, yet” in the
present perfect and passive forms.

C/ Material: 
- extra board.
 D / Proceduces:

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arrangements
Warm up
Presentation
Practice 
Presentation
Practice 
 Pelmanism:

- Ask them to choose two numbers that have
one verb ( infinitive and past participle)

run go visit buy see

run gone visited bought seen
1/ Present perfect tense:

a/ " Already, yet"

- Set the scene: You and your friend are visiting
Ho Chi Minh city. Look at the note , there are
things you have done, and there are things you
haven't done. What are they?

-> I have seen GiacLam pagoda.

I have eaten Chinese and French foot.
I haven't seen Unification Palace, zoo, and
Botanical Garden. I haven't tried Vietnam
vegetarian.

- Ask them to look at the dilogue:

A: Have you seen the GiacLam pagoda yet?
B: Yes, I have already seen it.

A: Have you eaten VietNamese food yet?
B: No, I haven't.

-> Ask them to give the use of " already and yet"
+ Already: used in affirmative sentenses and it is
in the midsentense.

+ Yet: used in the negative and altergative
sentenses. It is at the end of the sentense.
- Ask them to pratice the dilogue.

b/ " Ever"

Tom and Mary are talking to eachother about
places they have been to.

- Ask them to look at the dilogue.

- Ask them to give the difference of the Past
simple and Present perfect.

-> We use the past simple to talk about definite
time.

Ex: I went to France last year.

-> We use the present perfect to talk about
indefinite time.

Ex: Have you ever been to London?
-> Ever: is used in questions.

- Ask them to make similar dilogues.
2/ The passive:

- Ask them to give the form of the passive in the
present simple, past simple…..

-> S - be- past participle.
- Ask them to do exercise:

a/ Jeans cloth were made completely from cotton
in the 18th century.

b/ Rice is gronw in tropical countries.
c/ Five million bottles of champagne will
producted in France next year.

..
………
- Ask them to give the form of the passive with

Team work

T - whole class

Pair work

T - whole class

Pair work

T - whole class

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Homework

modal verbs.

-> S - modal verb - be - past participle.
- Ask them to do exercise 5 on page 21:
a/ The problem can be solved.

b/ Experiments on animals should be stopped.
c/ Life might be found on another planet.
- Do these exercises again

Date: 02/10/2008

Period 13: test
Time: 45 minutes
A/ Aims:

- Check ss' knowledge in two units: 1,2
B/ Objectives:

- By the end of the lesson ss will be able to finish the test in silence and do by 
themselves

C/ Material:
- tests

D / Proceduces:

I/ Choose the besr answer to complete these sentenses;
1/ She hasn't writen to her sister ………….. six months.

A: ago B: since C: for D: from

2/ I have two ……… blouses.

A: long-sleeved B: long-sleeve C: sleeved-long D: sleeve-long
3/ How long ……….. here?

A: do you live B: are you living C: have you lived D: did you live
4/ I wish I ………… with you to the countryside next week

A: go B: can go C: went D: could go

5/ In Malaysia education, English is a ………. second language.
A: foreign B: compulsory C: free D: popular
6/ The students don't like ………. uniforms at school.

A: to wear B: wear C: wore D: wearing

II/ Put the correct forms of these verbs in the sentenses.
1/ They used to………( go) fishing when they were young.
2/ I wish I ……….( know) how to mend this shirt.

3/ Lan ………..( write) to her penpal for three years, and they first …………..
(meet) each other last year.

4/ What you………( do) last night?

I ……….( have to) help mom.

5/ Look! The boys ……….( run)
6/ you ever ………..( be) to London?

III/ Change these active sentenses into passive sentenses.
a/ Mrs Lien gave Lan a story book yesterday.

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IV/ Read the story about Charles Dickens and answer the questions:

Charles Dickens was born in Portsmouth in 1812. His family then lived in London.
His father was a clerk in an office. There were eight children in the family, so life was
hard. Charles went to school and his teacher thought he was very clever. When he
was only eleven, he had to leave school and went to work on a factory. He worked ten
hours a day and earned six shillings a week. Every night, after work, he walked four
miles back to his room. Charles hated it and never forgot the experiences. He used it
in many novels, especially " David Copperfield and Oliver

Twist"

Questions

a/ Where did his family live?

b/ How many people were there in his family?
c/ When did he leave school?

d/ How much did he earn a week?

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Date: 07/10/2008

Period 14: correcting the test
A/ Aims:

- T helps ss know the results they get and mistakes which they got.
B/ Objectives:

- By the end of the lesson ss will be able to know the mistakes which they
got and how to correct them.

C/ Material:
- tests

D / Proceduces:

stages Activities arrangementWork

Warm up

Presentation

Production

* Discussion:

a/ What do you think about the test?
b/ Is it easy or difficult?

c/ which sentense is the most difficult?

d/ How many marks do you think you got?
. . ...

1/ Giving them their test.

- Ask them to look at the test and check again.
2/ Correcting the test:

I/ 2 marks

1: C, 2: A, 3: C, 4: D, 5: B, 6: D.
II/ 2,5 marks

1: go, 2: knew, 3: has written, met, 4: did you
do, had to, 5: are running, 6: Have you been
III/ 3 marks.

a/ Lan was given a story book yesterday.
b/ Your room should be tidied.

c/ This mazagine is going to be read.
d/ Ba is often taken to school by his father.
e/ Thirty novels have been written by Charles
Dicken.

f/ Her clothes are being washed.

IV/ 2,5 marks.

a/ His family lived in London.

b/ There were ten people in his family.
c/ He left school when he was eleven.
d/ He earned six shillings a week.

e/ He used his room in many novels because he
hated it and never forgot the experiences.

3/ Main mistakes:

- Passive voice with " Be going to".
4/ Name some good tests, bad tests:
- Good tests: Hai's, Sen's

- Bad tests: many tests

Whole class

T - whole class

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Homework

1/ Noughts and crosses:

used to since for

ought to How long Why

How far yet ever

- Ask them to make sentenses with these words.
- Do the test again.

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Date: 02/10/2008

Period 15: unit 3: a trip to the countryside 
Lesson 1: listen and read, language focus 1
A/ Aims:

- T helps ss read for the details about the trip to the countryside of Ba's
family.

- They can review the present progressive, the past simple and the present
simplet tenses.

B/ Objectives:

- By the end of the lesson ss will be able to talk about the life and
activities in the countryside.

C/ Material: 
- extra board.
- cassette player.
 D / Proceduces:

stages activities Work

arrangements

Warm up

Pre- reading

While- 
reading

* Chatting:

- Ask them to answer some questions about the
countryside.

a/ Have you ever been to the countryside?
b/ How do you often go there?

c/ Where is it?

d/ Have you got any relatives there?
e/ How is the life there?

1/ Pre- teach:

- home village: ( tran)
- a bamboo forest: ( visual)
- a banyan tree: ( visual)
- a shrine: ( visual)
- a riverbank: ( visual)
* What and Where.
2/ T/F predictions:

a/ Many people like going there for their

weekends

b/ There is a small bamboo forest at the entrance
to the village.

c/ Liz had a snack at the house of Ba's uncle.
d/ There is a shrine on the mountain near Ba's
village.

d/ Everyone had a picnic on the mountain.
f/ Everyone left the village late in the evening.
g/ Liz had a videotape to show the trip to her
parents.

h/ Liz wants to go there again.
1/ Checking the prediction:

- Ask them to read the text and check their
prediction(a: T, b: F, c: F, d: T, e: F, f: T, g: F, h:T)
- Ask them to check the false sentenses.

b/ There is a big old banyan tree…..

c/ People had a snack under the banyan tree.
e/ People had a picnic on thee riverbank.

Pair work

T - whole class

Individual

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Post- 
reading

Homework

g/ Liz had a lot of photos to show her parents.
2/ Comprehension questions:

- Ask them to read the text and answer the
questions by playing " Lucky numbers"

( 1- LN, 2- a, 3- c, 4- LN, 5- LN, 6- d, 7- e, 8- f,
9- g, 10- h)

a/ It's 60kms to the north of HN.
b/ They got to the village by bus.
c/ It's at the entrance to the village.

d/ They saw the shrine of a Vnese hero on the
mountain.

e/ They had a picnic on the riverbank.

f/ Liz took a lot of photos to show her parents.
g/ Liz wishes she could visit Ba's village again.
* Language focus 1:

- Ask them to give the form of " wish"

+S - wish - S - past subjunctive.
- Ask them to give the examples.
- Ask them to make the wishes.
b/ Hoa wishes she could visit Hue
c/ I wish I could pasts the exam.
c/ We wish it didn't rain.

- New words.
- Read text.

- Write 5 sentenses with " wish"

Team work

Individual

Date: 15/10/2008

Period 16: unit 3: a trip to the countryside 
Lesson 1: speak - listen

A/ Aims:

- T helps ss practice asking and giving information.
- Practice listening for specific information.
B/ Objectives:

- By the end of the lesson ss will be able to ask for and give information

about their own village.

C/ Material: 
- extra board.
- cassette player.
 D / Proceduces:

stages activities Work

arrangements

Warm up * Wordsquare:

- Ask them to find as many words as possible.

o n b a n y a n

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Pre- 
skeaking
While- 
speaking
Pre- 
listening
While- 
listning
Post- 
listening

t p a d d y e r

d a m l a l e i

n c b u s o r v

o f o r e s t e

p c o w d a o r

b u f f a l o s

* Discussion:

- Ask them to talk about their home village basing
on these questions:

a/ Where is your home village?
b/ How far is it from here?
c/ How often do you go there?
d/ How do you often go there?
e/ What is the life like there?
...
* Role play:

- Ask them to look at the information in the boxes
and ask and answer the questions.

S1: Where is your home village?
S2: It's to the south of the city.
S1: How far is it from the city?

S2: It's about 30 kilometers from the city.
S1: How can you get there?

S2: I can get there by bus.

S1: How long does it take to get there?
S2: It takes me about 1 hour.

S1: What do people do for a living in your home
village.

S2: They plant rice and vegetables.
S1: Does your village have a river?

S2: Yes, there is a river flowing across the village.
- Basing on the information above, ask and
answer about their home village.

* Prediction:

- Ask them to look at the map and find the place if
possible.

Ex: - high way N1
- Bridge

- Pond
- ....

1st time: - Ask them to listen and order the places

from 1-> 9.

2nd time: - Ask them to listen and label the places

on the map.

3rd time: Check again.

A: banyan tree. F: store
B: airport. G: pond

C: high way N1. H: bamboo forest
D: Dragon bridge. I: parking lot
E: gas station.

- Ask them to look at the map and report the bus

Pair work

Individual

Whole class

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Homework route.

- Write a passage about their home village.
- Prepare " Read"

Date: 15/10/2008

Period 17: unit 3: a trip to the countryside 
Lesson 3: getting started- read

A/ Aims:

- T helps ss read the text for datails and complete the summary.
B/ Objectives:

- By the end of the lesson ss will be able to understand the text for datails.
C/ Material:

- extra board.
 D / Proceduces:

stages activities Work

arrangements

Warm up

Pre- 
reading

While

-reading

* Brainstorming: Getting started:

Plant rice raise chicken
- Introduce the text which is about Van, an

exchange student. He is from HCM city. He is now
studies in the USA. He is living with Baker family
on a farm outside Columbus.

- Pre- questions:

a/ What do you know about thew life on the farm?
b/ Are farmers busy?

c/ What do they often do on the farm?
d/ Do they raise cattle?

1/ Comprehension questions:

- Ask them to read the text and answer the
questions.

a/ How long will Van stay there?
b/ What do Mr and Mrs Paker do?

Team work

T - whole class

Pair work

Pair work
What do

people do
in the
countrysi

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Post - 
reading

Homework

c/ How many children do they have?

d/ What does Van do after finishing his homework?
e/ How do the Paker family spend their weekend?
2/ Matching:

- Ask them to read the text again and match
column A with column B.

+ maize: corn

+ feed: give food to eat

+ grocery store: where people buy food

+ part- time: shorter or less than standard time.
+ collect: bring things together.

3/ Completing the summary:

- Ask them to complete the summary:
1/ Ohio 6/ after
2/ farmer 7/ farm
3/ works 8/ baseball
4/ Peter 9/ they watch
5/ Sam 10/ member

- Ask them to make questions and answers:
Van- live? - where is it in USA?

- with whom?
- till when?
Paker- job? - Mr paker?
- Mrs Paker?

- number of children?
- their names?

- Read text

- Prepare " write"

Individual

Group work

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Date: 20/10/2008

Period 18: unit 3: a trip to the countryside 
Lesson 4: write

A/ Aims:

- T helps ss develop writing skill to tell a story.
B/ Objectives:

- By the end of the lesson ss will be able to write about a picnic.
C/ Material:

- extra board.
- Pictures
 D / Proceduces:

stages activities Work

arrangements

Warm up

Pre- writing

While- 
writing

* Chatting:

- Ask them to answer the questions about going on
a picnic.

a/ Have you gone on a picnic?
b/ When did you go ?

c/ Where did you go?
d/ How did you get there?
e/ What did you do?

f/ When did you come back home?
g/ Did you enjoy it?

1/ Pre- teach:

- a blanket: chăn, mền ( vis)
- (to) lay out: trải , dọn ( mime)
- (to) gather: thu lợm ( tran)
- site: địa điểm ( tran)
* What and where.

2/ Describing:

- Ask them to look at the pictures and describe
them to their partners.

- Ask them to talk to the class about what they can
see in each picture.

3/ Questions:

a/ Who went on picnic?
b/ When did you go?
c/ What did you do?

d/ What time did you leave there?

- Ask them to use the pictures and the cues to
write a passage.

Example exchange:

It was a beautiful day. My friends and I decided to
go on a picnic. We took a bus to the countryside
and then walked about 20 minutes to the picnic
site next to the river. We put down the blanket and
laid out the food. After meal we played the games

T- whole class

T - whole class

Pair work

Whole class

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Post- 
writing

Homework

"What song is it?" and blind man's buff. Late in
the afternoon we went fishing. We enjoyed our
picnic. When we looked at the time, it was nearly
6.30 pm. We hurriedly gathered our things and ran
to the bus stop. We were lucky to catch the last
bus and we arrived home very late in the evening.
* Correcting:

- Ask them to compare with their partners
- Choose some good writing to read in front of
class.

- Correct some main mistakes.
* Telling the story:

- Ask them to look at the pictures and then tell the
story.

- New words.

- Write the story again.

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Date: 20/10/2008

Period 19: unit 3: a trip to the countryside 
Lesson 5: language focus 2,3,4

A/ Aims:

- T help ss practise in prepositions of the time and adverbs clauses of
result

B/ Objectives:

- By the end of the lesson ss will be able to prepositions of time, and
adverbs of the result.

C/ Material: 
- extra board.
- Pictures
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Presentation

Practice

* Brainstorming:

- Ask them to talk about their wishes:
" I wish I ……….."

learned English well
1/ Pre- teach:

- (to) pass the exam: thi đỗ ( ant)
- (to) win the contest: thắng cuộc ( tran)
- (to) depart: khởi hành ( explain)
- itinerary: lịch trình ( vis)
* Rub out and remember.

2/ Questions:

- Ask them to look at the itinerary and answer the
questions.

a/ What does he do on the first day? And the last
day?

b/ What time does the meeting at Raffles Center
begin? Finish?

c/ What about the meeting at Lion city Restaurant?
d/ What time does the meeting in Raya Palace
begin? Finish?

e/ What about the meeting at Little India
restaurant?

1/ Language focus 2,3:

- Ask them to use the prepositions in the box to do
exercise a.

Team work

T - whole class

Pair work

Individual
What

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Homework

a/ at
b/ on
c/ between
d/ at

e/ at
f/ till

- Ask them to complete the sentenses with: at, on,
in, for.

a/ at
b/ at, in
c/ in
d/ for
e/ in

f/ at

2/ Adverb clauses of the result ( Language focus 4)
- Ask them to look at the sentense: " Everyone felt
tired so they sat down under the tree and had a
snack" and answer the question:"What did
everyone do when they felt tired?"

=> They felt tired so they sat down under the tree
and had a snack.

=> Ask them to give the use of the "so" ( to express
the result of the statement before.)

- Ask them to match the half- sentenses.( 1- e, 2- a,
3- d, 4- b, 5- c )

- New words.

- Write all the sentenses in Language 4
- Write 5 sentense with " so"

T - whole class

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Date: 28/10/2008

Period 20: unit 4: learning a foreign language 
Lesson 1: getting started- listen and read
A/ Aims:

- T help ss read a dialogue for the details about the questions in an exam
B/ Objectives:

- By the end of the lesson ss will be able to produce the questions for an
oral exam.

C/ Material: 
- extra board.
- cassette player.
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Pre- 
reading

While 
-reading

* Brainstarming:

Do homework Read stories

- Ask them to compare with sentenses in " Getting
started"

1/ Pre- teach:

- an examiner: giám khảo ( sit)
- a candidate: thí sinh ( ant)
- aspect: lĩnh vực, khía cạnh ( tran)
- a college: trờng cao đẳng, đại học ( example)
- written examination/ oral examination: ( sit)
- (to) attend: tham dự ( tran)
- ( to) learn by heart: học thuộc lòng ( example)
* What and where.

2/ Pre- questions:

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

- Ask them to answer the questions:

a/ Were the questions in oral examination difficult
or easy?

b/ How many questions did the examiner aks Lan?
1/ Questions:

- Ask them to read the dialogue and check the
prediction.

a/ They are difficult. ( according to lan)

b/ About over 7 questions. Beside, she was asked to
read a passage.

2/ T/F statements:

- Ask them to read the list of questions for the oral

Team work

T - whole class

Pair work

Whole class

Individual
How do

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Post - 
reading

Homework

examination of Royal English College.

- Ask them to read the dialogue and then decide
what questions that the examiner asked Lan.

1. What is your name?
2. Where do you live?

3. Why are you learning English?
4. Do you speak any other language?

5. How did you learn English in your country?
6. How will you use English in your country?
7. What aspect of learning English do you find

most difficult?
8. Read a passage.

- Ask them to compare with the direct questions
and the rep[orted speech.

Ex: What is your name? => She asked me what my
name was.

* Reported speech:

- Ask them to change the questions that the
examiner didn't ask Lan into reported speeches.
Ex:

1. Where do you live? => She asked me where
I lived.

2. Do you live with your parents? => She asked
me if I lived with my parents.

- New words.

- Complete the above reported speeches

Pair work

Date: 28/10/2008

Period 21: unit 4: learning a foreign language 
Lesson 2: speak

A/ Aims:

- T help ss practice speaking to persuade someone to do something.
B/ Objectives:

- By the end of the lesson ss will be able to persuade friends to attend the
school they like.

C/ Material: 
- extra board.
 D / Proceduces:

stages Activities Work

arrangements

Warm up * Pelmanism:

England China USA Australi

a France
London Beijing Washin Canberr Paris

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Pre - 
speaking

While 
speaking

Post - 
speaking

Homework

gton a

- Ask them to find pairs of words ( one: country,
one: city)

1/ Pre- teach:

- scholarship: häc bæng ( explain)
- abroad: níc ngoµi ( sit)

- a dormitory: khu kÝ tóc x¸ ( tran)

- a campus: khn viên trờng học ( explain)
- repution: sự nổi tiếng P( syn)

- a native speaker: ngời bản địa ( sit)

- (to) persuade: thuyÕt phôc ( example)
* Slap the board.

2/ Suggestion:

- Ask them to give some sentenses that express
suggestion.

+ Let's + Verb.

+ How about + v-ing.
+ Why don't you + Verb.
+ We should + verb.
* Word cues drill:

a/ go for a picnic.
b/ visit our friends.
c/ watch TV.

d/ help this old man.
 Role play:

- You are Thu, Tam and Kim. You are awarded a
scholarship of US $2,000 to attend an English
language summer course abroad. Try to persuade
your partner to attend the school you would like to
go to. Base on the expressions in the box and use
the suggestion.

Tam: I think we should go to the seatle School of
English in the USA. You can stay with VietNamese
friends.

Kim: I disagree because we can't practice speaking
English with native speakers

Thu: Why don't we go to the Brighton Language
Center in the UK? If we go there, we can live in a
dormitory on campus. Tam: But the course is too
expensive. It costs US$2,000.

Kim: What do you think about the Brisbane
Institute of English in Australia?

Thu: ……….
* Discussion:

- Ask them to discuss about the topic: "What will
you do this weekend?"using the suggestions.

+ Some ss want to go to the park.
+ Some ss want to go for a picnic.
+ Some ss want to go camping.
+ ………..

T - whole class

Whole class

Pair work

Group work ( 4)

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- New words.

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Date: 04/11/2008

Period 22: unit 4: learning a foreign language 
Lesson 3: listen

A/ Aims:

- T help ss develop listening skill.
B/ Objectives:

- By the end of the lesson ss will be able to identify the correct
information by listening.

C/ Material: 
- extra board.
- cassette player.
 D / Proceduces:

stages Activities Work

arrangements

Warmup

Pre- reading

While-reading

* Whispering:

- Divide the class into two teams.

- Ask them to choose 6 volunteers from each team.
- Show the first student a sentense then he whispers
the sentense to thenext student.

- The last sudent writes the sentense on the board.
Team1: I want to improve my writing/ reading/
listening skill.

Team2: English is an interesting language and it's
vey useful.

1/ Pre- teach:

- national: quèc gia ( sit)
- international: quèc tÕ (Ant)
- (to) introduce: giíi thiƯu ( mime)
- (to) improve: n©ng cao ( sit)
* R & R

2/ Prediction:

- Ask them to read the sentenses at page 35 then
predict which sentense is true, which is false.

- Ask them to discuss with their partners and check
the false sentenses.

1/ T/f statements:

- Ask them to listen and check the precdiction.
- Ask them to correct the false sentenses.

Guess Listen Correct

a T

b T

c F She works … international
bank

d T

e F Her listening is terrible.

f T

2/ Comprehention questions:

Team work

T- whole class

Individual

Whole class

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Post-reading

Homework

- Ask them to listen again then asnwer these
questions.

a/ Why is Nga studying English there?
b/ Did she learn English at university?
c/ Does she like studying English?
d/ Does she like English songs?
* Discussion:

- Ask them to talk in group about learning English
basing on these questions:

a/ What aspect of learning English don't you like?
b/ Are you good at listening/ reading / writing/
speaking?

c/ What can you do to improve your English?

- Ask each group to write their ideas on a poster.
- New words.

- Write a passage about how to learn English well.

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Date: 10/11/2008

Period 23: unit 4: learning a foreign language 
Lesson 4: read

A/ Aims:

- T help ss read the advertisements to get information.
B/ Objectives:

- By the end of the lesson ss will be able to get the information about the
English classes from the advertisements..

C/ Material: 
- extra board.
 D / Proceduces:

stages Activities Work

arrangeme
nts

Warm up

Pre- reading

While 
-reading

* Brainstorming:

- Ask them to list things that they do when learning
English.

Do homework Use a dictionary
1/ Pre- teach:

- an advertisement: quảng cáo (realia)
- (to) advertise: quảng cáo (syn)
- beginner: Chơng trình sơ cấp (sit)
- intermediate: trung cấp (ant)
- advanded: đạt trình độ cao ( ant)
- tuition: sự dạy kèm ( realia)
- an academy: trờng chuyên ngành ( tran)
- well - quanlified: chất lợng tốt ( sit)

- a council: hội đồng ( example)
* Slap the board.

2/ Pre- questions:

a/ Do you go to an evening English class?
b/ Have you read an advertisement?
c/ What do they say?

1/ Complete the form:

- Ask them to read the advertisements then complete
the table.

School Class time Language

level Time to start
Academ Morning advanced 1stweek of

Team work

T-whole
class

Individual

Whole class

Individual
How you

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Post - 
reading

Homework

Languag AfternoonEvening November
Foreign

language
Council

Morning

Evening IntermediateBeginner November 3

New
English
Institude

Afternoon
Evening
Weekend

Beginner (today)

2/ Choose the best school for Mr Lam basing on
the note.

- Ask them choose the best school for Mr Lam then
give the reasons.

Ex: I think he should go to ... because ...
* Write it up:

- Ask them to write an advertisement for a French
course for the beginner in the morming and weekend
- Ask them to write in group on a poster.

- Ask them to stick their posters on the board.
- New words.

- Write the advertisement in their notebook.

Whole class

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Date: 20/11/2008

Period 24: unit 4: learning a foreign language 
Lesson 5: write

A/ Aims:

- T help ss write a letter of inquiry.
B/ Objectives:

- By the end of the lesson ss will be able to write a letter of inquiry to the
institution requesting for more information about the course and fee.
C/ Material:

- extra board.
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Pre- writing

While- 
writing

* Jumbled words:

 Versetimadnet => advertisement

 Swne => news

 Atmorfioinn => information

 Eef => fee

 Sasecenry => necessary

 Resetin => interest

1/ Pre- teach:

- an edition: xuÊt b¶n ( example)
- a detail: chi tiÕt ( sit)
- fee: lÖ phÝ ( example)
- (to) request: yªu cÇu ( syn)

- (to) look forward to: mong chê ( sit)
- (to) express: thĨ hiƯn, diƠn t¶ ( example)
* Slap the board.

2/ Reading comprehension:

- Ask them to read the letter witten by John
Robinson then answer the 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 he want to know?
* Answer key:

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

b) He want to learn Vietnamese.

c) He want to learn to read and write
Vietnamese.

d) He want to know some details of the course
and fees.

3/ Matching:

- Give them four parts of a letter of inquiry.
a) Introduction

b) Request

c) Further information
d) Conclusion

- Ask them to divide the letter into four parts and
match each paragraph with a suitable headline.

Team work

T-whole class

Individual 
Pair work

Individual

Whole class

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Post- writing

Homework

- Ask them to read again the three advertisements

on page 36 and choose one of the school they
want to attend to improve their English.

- Ask them to write a letter of inquiry to the
institution requesting for more information about
the courses and the fees.

* Suggested letter:
Dear sir,

I saw your Institute's advertisement on today's TV
programs. I am very interested in learning English
and I would like some more information about
your Institute.

I can speak a little English, but I read it slowly
and my writing is bad. So I want to improve my
reading and writing.

Could you provide more information about the
length of the courses and fees for beginners? I can
supply my record of English if necessary.

I look forward to hearing from you.
Your faithfully.

…

- Choose three letters which were written to three
schools.

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

- New words.

- Write the letter again.

Date: 20/11/2008

Period 25: unit 4: learning a foreign language 
Lesson 5 : language focus

A/ Aims:

- T help ss furthet practice in direct and reported speech.
B/ Objectives:

- By the end of the lesson ss will be able to report what they hear.
C/ Material:

- extra board.
 D / Proceduces:

stages Activities Work

arrangements

Warm up * Modal verbs with "if"

- Ask them to use the modal verbs to complete the
sentenses.

c/ you should do more exercises.
d/ he might miss the train.

e/ you ought to stay in bed
f/ you must do your homework.

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Presentatio
n

Practice

Production

Revision of direct and reported speech.
a/ Complete the table.

Direct speech Reported speech
Present simple tense

Present progressive
Past simple

Future simple tense
Can/may

Must

b/ Matching:

- T write the adverbs and the articles in the poster.
this today

now tomorrow
those then
there here
these that
the following day that day

- Ask them to go to the board and then find the
pairs of adverbs or articles.

Group 1 Group 2

1/ Reported speech

- Ask them to do language focus 3.

- Set the scene: Lan's father held to celebrate his
mother's birthday. Unfortunately, Mrs Thu, her
grandmother, has a hearing problem and she
couldn't hear what people were saying. After party,
Lan reported everything to her grandmother.

Eg: " I am happy to see you." (Mrs Xuan)
=> Mrs Xuan said she was happy to see you.
- Ask them to work in pair.

2/ Reported questions:

- Ask them to do language focus 4.

- Set the scene: This morning Nga had an
interview for a summer job. When she arrived
home, she told her mother about the interview.
Eg: a/ " Do you like pop music?"

=> She asked me if I liked pop music.
b/ " Where do you live?"

=> She asked me where I lived.
- Ask them to work in pair.

* Lucky number:

- Ask them to change the questions into reported
speech.

1) Lucky number

2) Do you enjoy reading picture books?
3) Is your house near our school?

4) Lucky number

5) How does your father go to work?
6) I like playing badminton.

T-whole class

Teamwork

Pair work

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Homework

7) Lucky number
8) Lucky number

9) Why do you learn English?
10) My mother is a teacher.
- Prepare the test.

Date: 26/11/2008

Period 26: test
Time: 45 minutes
A/ Aims:

- Check ss' knowledge in two units: 3,4
B/ Objectives:

- By the end of the lesson ss will be able to finish the test in silence and do by 
themselves

C/ Material:
- tests

D / Proceduces:
A: listening

Listen to the story then tick " Yes" or " No" for these questions: ( 2 marks)
 Yes No

1) Is Nga leaning English in Paris?

2) Did Nga learn English at university?

3) Does she work in an international bank in Hanoi?
4) Is her listening excellent?

B: reading:

Read the passage and answer the questions below. ( 2,5 marks)

My last weekend.

On Saturday morning I got up late. I ate breakfast and read a magazine. In the
afternoon I saw a good movie at the Plaza. That evening I went to a party. On Sunday
morning I went to the club. There I met some friends and we had a good time
together. We swam in the pool and played volleyball. After lunch I took a nap and
went to the church. I come home for dinnrer around six o'clock and watch television
for a while. Later I had a talk with my best friend on the phone and at eleven o'clock I
went to bed. That's I spent last weekend.

Questions

1/ What did the boy do after breakfast?
2/ Where did he go that evening?

3/ What did he do on Sunday morning?
4/ What time did he have dinner?
5/ Who did he talk on the phone with?

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Change these sentenses into reported speeches. ( 2,5 marks)
1) " What is your mother's name?" Lan asked me.

2) " I will visit my grandmother next Sunday" Mai said.
3) " Do you walk to school?" My teacher asked us.
4) " Can you lend me your hat" Trung asked me.
5) " Where are you going now?" Hung asked his sister.
D: Language focus:

I/ Choose the best answer to compete these sentenses: ( 1 mark)
1/ Mary wishes she …. a new bike.

A: have B: having C: to have D: had.

2/ The children are interested … playing soccer.

A: on B: in C: of D: at

3/ My sister started … piano ten years ago.

A: playing B: to play C: play D: played
4/ She asked me … I lived.

A: what B: how C: where D: which

5/ If you want to lose your weight, you should … more exercises.

A: to do B: doing C: do D: does.

6/ The bus collect us … 5 o'clock early … the morning.

A: on - in B: in - in C: at - on D: at - in.
7/ Hoa worked hard, … she passed her exam.

A: so B: because C: if D: but.

8/ My family … in the countryside.

A: live B: living C: lives D: to live

9/ Look! The boys …

A: sing B: are singing C: sang D: have sung
10/ They have worked in this factory … 1997.

A: since B: for C: in D: at

Date: 27/11/2008

Period 27: correcting the test
A/ Aims:

- T helps ss know the results they get and mistakes which they got.
B/ Objectives:

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C/ Material:
- tests

D / Proceduces:

stages Activities arrangementWork

Warm up

Presentatio
n

Production

* Discussion:

a/ What do you think about the test?
b/ Is it easy or difficult?

c/ which sentense is the most difficult?
d/ How many marks do you think you
got? . . ...

1/ Giving them their test.

- Ask them to look at the test and check again.
2/ Correcting the test:

A: listening

Listen to the story then tick " Yes" or " No"
for these questions: ( 2 marks)

1- no, 2- yes, 3- yes, 4- no.
B: reading:

Read the passage and answer the questions
below. ( 2,5 marks)

1/ He read a magszine.
2/ He went to a party.
3/ He went to the club.
4/ He had dinner at 6 o'clock
5/ He talked to his best friend.

C: writing:

Change these sentenses into reported
speeches. ( 2,5 marks)

1/ Lan asked me what my mother's name was.
2/ Mai said that she would visit her grandmother
the following day.

3/ My teacher asked us if we walked to school
4/ Trung asked me to lend him my hat.

5/ Hung asked his sister where she was going then.
D: Language focus

Choose the best answer to compete these
sentenses: ( 1 mark)

(1:D. 2: B, 3: A, 4: C, 5: C, 6: D, 7: A, 8: C, 9:
D, 10: A.)

3/ Main mistakes:
- Reported speech.
- Listening skill.

4/ Name some good tests, bad tests:
- Good tests: Hai's, Sen's

- Bad tests: many tests
1/ Noughts and crosses:

- Ask them to make reported speech with these
words.

told said lived

Whole class

T - whole class

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Homework

had to might how

where if to sit down

- Ask them to make sentenses with these words.
- Do the test again.

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Date: 30/11/2008

Period 28: unit 5: the media

Lesson 1: getting started, listen and read

A/ Aims:

- T help ss read for details, ask and answer the questions about the media.
B/ Objectives:

- By the end of the lesson ss will be able to know more about the media.
C/ Material:

- extra board.
- cassette player.
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Pre- 
reading

While 
-reading

* Brainstorming:

- Ask them to list things that they like doing in the
free time:

Go fishing watch TV

- Ask them to look at the pictures and answer the
questions:

a/ Which of these is your favorite activities in your
free time?

b/ How many hours a week do you spend…..?
1/ Pre- teach:

- a crier: ngêi giao b¸n ( vis)
- benefit: lỵi nhn ( tran)
- remote: xa x«i ( syn)

- interactive: tơng tác ( explain)
- a varity: đa dạng ( tran)
- a channel: kªnh (example)
- to control: ®iỊu khiĨn ( tran)
* What and where.

2/ Prediction

- Ask them to name all of the media they know.
( newspaper, TV, internet, radio,…)

1/ Complete the table:

- Ask them to read the text and find the topic of
these passages.

A: Crier

B: Newspaper and magazines

Team work

Pair work

T-Whole class

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Post - 
reading

Homework

C: Radio and TV
D: Interactive TV

- Ask them to read the text and complete the table
with the passage letters in which these facts or
events are mentioned.

( 1: D,2: B, 3: B, 4: C, 5: A, 6: D)
2/ Anwer the questions:

- Ask them to read the text again then answer the
questions:

a/ A town crier was a person whose job was to go
through city street ringing a bell to shout the latest
news.

b/ The KTNN is one of the most popular
magazines and widely read by both teenagers and
adults.

c/ People can get the latest information and enjoy
interesting and inexpensive local and international
programs in a convenient way.

* Discussion:

- Ask them to talk about the media that they like
basing on questions d,e.

- New words.
- Read the text.

- Prepare part " Speak"

Pair work

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Date: 05/11/2008

Period 29: unit 5: the media

Lesson 2: speak and language focus

A/ Aims:

- T help ss understand the tag uestions and practice dialogue
B/ Objectives:

- By the end of the lesson ss will be able to use the tag questions.
C/ Material:

- extra board.
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Presentation

Practice

* Guessing game:

- Ask them to name activities that they do at the
free time on a small piece of paper and guess the
partners' favorite activities.

Ex:

S1: Do you like watching TV?
S2: No,

S3: Do you like reading books?
S2: Yes.

1/ Pre-teach:

- a documentary: phim tµi liƯu ( example)
- a wife life: c/s hoang d· ( sit)

- folk - music nhạc nhẹ ( syn)
- cable TV: truyền hình cáp ( sit)
- a quiz: cuộc thi đố vui ( tran)
- (to) publish: ấn hành ( tran)
- violent: bạo lực ( ant)
* Rub put and remember.

2/ Model sentense:

- Set the scene: Look at this dialogue:
Lan: You like watching TV, don't you?
Mai: Yes, I do.

Lan: You don't like reading books, do you?
Mai: No, I don't.

- Ask them to name the kind of these questions:
=> Tag - question.

- Ask them to give the form of the tag question.
 A tag question has the same auxiliary as in

the main clause.

 If the main clause has the full verb "be" , we
use "be" in the question tag.

 We use "do,does,did, have" for question
tags.

 We put a negative question tag with a
positive statements, and a positive question
tag with a negative statement.

- Ask them to give the use of the tag question.

1/ Word cues drill:

Hoa/not like/ music

Whole class

T-Whole class

Whole class

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Procduction

Homework

The children/ love/ cartoon
You / be / teacher

Mr Minh/ not enjoy/ film
They/ not be/ students

Ex: S1: Hoa doesn't like music, does she?
S2: No, she doesn't.

2/ Language focus 2:

- Ask them to complete these tag questions:
a) didn't she

b) did you
c) haven't you
d) shouldn't you
e) aren't you
* Speaking:

- Ask them to read the dialogue in pair.

- Ask them to make the similar dialogue to talk
about the programs they like or dislike basing on
the "Daily television Guide".

Example exchange:

S1: You like watching cartoon , don't you?
S2: Yes, I do.

S1: You don't like watching documentary, do you?
S2: No, I don't.

- New words.
- Model sentenses.
- Make 5 tag questions.

Individual

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Date: 05/11/2008

Period 30: unit 5: the media

Lesson 3: listen and language focus 1,3,4.

A/ Aims:

- T help ss develop listening skill and practice doing exercises.
B/ Objectives:

- By the end of the lesson ss will be able to listen for details about the
information of the media and do exercises.

C/ Material: 
- extra board.
- cassette player.
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Pre- listening

While- 
listning

Post- 
listening

* Brainstorming:

- Ask them to name kinds of the media that they
know.

television
1/ Pre- teach:

- a telegraph: ®iƯn tÝn ( tran)
- force: lùc lỵng (tran)
- a newscreel: phim thêi sù ( syn)
- (to) appear: xuÊt hiÖn ( tran)
- viable: có khả năng tồn tại ( sit)
* What and where.

2/ Pre- questions:

- Ask them to guess the asnwers of these
questions.

a) When was the telegraph invented?

b) When did the first printed newspaper appear?
c) When did the internet become a major force in

journalism?
* Listening:

- Ask them to listen and check their prediction.
- Ask them to listen again and then complete the

table.

a) The late 19th century

b) Radio and newscreel.
c) In the 1950s

d) Internet.
* Language focus:

1/ Focus 1: Tag- question:

Team work

T-Whole class

Whole class

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Homework

- Ask them to complete the correct tags
a) Didn't he

b) Wasn't it.
c) Do you
d) Aren't you

2/ Focus 3: Gerund aftersome verbs:

- Ask them to list the verbs which go with gerund.

( like, love, enjoy, start, finish, hate, dislike…)
- Ask them to ask and answer about their hobbies.
S1: Do you like eating candy?

S2: Yes, I do

3/ Focus 4: Write it up.

- Ask them to write true sentenses about their
parents, relatives using "like, love, enjoy, ..+V-ing
 My father watching sports, but my mother

doesn't. she loves listening to music.

 My parents hate reading newspaper, but they
like playing sports.

 I like writing letters to my friends but my sister
doesn't. she hates writing.

- New words.

- Complete the writing.

Pair work

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Date: 10/11/2008

Period 31: unit 5: the media

Lesson 4: read.

A/ Aims:

- T help ss read the text about the Internet.
B/ Objectives:

- By the end of the lesson ss will be able to get some knowledge about the
Internet.

C/ Material: 
- extra board
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Pre- reading

While 
-reading

* Chatting:

- Show them a picture of a computer and ask them
some questions:

a/ What is this?
b/ Can you use it?

c/ Have you ever used Internet?
d/ Do you find the Internet useful?
e/ What do you use the Internet for?
1/ Pre- teach:

- forum: diễn đàn (tran)
- limitation: sự giới hạn (tran)
- spam: th rác (tran)
- (to) get access to: tiếp cận (sit)
- (to) surf: lớt mạng (tran)
- (to) deny: từ chối (syn)
- (to) wander: đi lang thang (explain)
- alert: ( a) tỉnh táo, nhanh nhí (tran)
* Matching

2/ T/ F statements:

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

- Ask them to read the T/F statements and guess
which is true , which is false.

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 purpose:
education and entertainment.

d) Bad program is one of the limitation of the
Internet.

e) You should be alert when using the Internet.
1/ Checking the prediction:

- Ask them to read the text and check their
prediction and correct the false sentenses.

Guess Read Correct

a T

b F The Internet is only available
in the cities

c F People use Internet for many

Whole class

T-Whole class

Whole class

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Post - 
reading

Homework

purposes: education,

information, information…

d T

e T

2/ Comprehension questions:

- Ask them to read the text again and answer the
questions.

1) Sandra uses the Internet to get information and
to communicate with friends and relatives.
2) Because she lives in the countryside where the

Internet is unavailable.

3) People use the Internet for educasion,
communication, entertainment and commerce.
4) Benefits of the Internet:

 Fast and convenient way to get
information.

 Communication
 Education
 Entertainment
 Commerce

5) Yes, there are some disadvantages.
 Time - consuming

 Costly

 Dangerous because of viruses and bad
programs.

 Spam/ electronic junk mail.
 Personal information leaking
* Discussion:

- Ask them to answer the questions:

a/ Do you agree or disagree with th reponses?
b/ What is your reponse to this forum?

- New words

- Write their reponse in the notebook.

Pair work

Group work

Date: 10/11/2008

Period 32: unit 5: the media

Lesson 5: write.

A/ Aims:

- T help ss write a paraghaph to tell about the benefits of the Internet.
B/ Objectives:

- By the end of the lesson ss will be able to write a passage about the
Internet.

C/ Material: 
- extra board
 D / Proceduces:

Stages Activities Work

arrangements

Warm up * Jumbled words:

- teg- saeccs => get access
- daectinou => education
- msiuc => music

- orfnitinoam => information

- nirettne => internet
- bienfti => benifit

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Pre- writing

While- 
writing

Post- writing

Homework

* Discussion:

- Ask them to discuss in groups about the benefits
of the Internet.

 A very fast and convenient way to get
information.

 A very fast and cheap to communicate with
your friends…

 A sourse of the entertainment, music and
games…

 A sourse of education: on - line - school, self
study…

* Writing:

- Ask them to base on the ideas of the discussion,
wirte a paragraph about the benefits of the
Internet.

_ Suggested idas:

Benefits of the Internet

The Internet has increasingly developed and
become part of our everyday life. And no one can
deny the benefits of the Internet.

The Internet is a sourse of information. It's
really a very fast and convenient way to get
information. You can get the latest local or global
news easily. You can check weather conditions
before you go some where: going camping,
fishing, outdoors…you can find a timtable and
maps of the busses you want to take, you can book
your tickets for the next concert or soccer match,
trips or hotels…

Internet is a very fast and cheap way to
communicate with your friends or relatives by
emails, chatting…

Beside the Internet is a sourse of the
entertainment, you can listen to all kinds of
music,the radio, watch video. We also use the

Internet to play games.

The Internet is also a rich sourse of
educational materials. We can learn English
through many inteeresting programs. We can look
up a dictionary….

The Internet is a wonderful invention of the
modern life. And it makes our world a small
village.

* Correcting.

- Ask them to read aloud their paragraphs
- Correct some main mistakes.

* Discussion:

- Ask them to discuss about the disadvantages of
the Internet.

- New words

- Write about the disadvantages of the Internet
basing on the discussion.

T-Whole class

Individual

T- whole class

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Date: 16/12/2008

Period 33: revision
A/ Aims:

- T help ss review reported speech and the first conditional sentenses.
B/ Objectives:

- By the end of the lesson ss will be able to use the structures to do
exercises.

C/ Material: 
- extra board
 D / Proceduces:

Stages Activities Work

arrangements

Warm up

Activity 1

Activity 2

* T/F repetition:

- T reads the sentenses then ss repeat or keep

silence.

a) My mother said she will go to HN next week.
b) Are you a teacher?

c) If it rains I won't visit you.
d) You don't like English, are you?
e) He likes cookies, don't he?
f) She asked me where I was from.
1/ Reported speech:

Reviewing:

- Ask them to answer some questions:
a/ When do we use the reported speech?

b/ List some rules of changing a direct speech into
indirect speech?

Practice:

- Ask them to change these sentenses into the
reported speech:

a) " Do you enjoy watching TV?" Lan asked me.
b) "What's your brother's name?" Trung asked

Mai.

c) " I will visit you next Monday." Mr Minh said.

d) " I had a good time in Dalat." Lien told me.
e) " Why do you learn English? " she asked Lan.
f) " Could you give that pen on the table?" Nam

said to me.

g) "You should go to school on time." My teacher
said to us.

h) " Don't talk in class." The teacher told the
students.

2/ The first conditional sentenses:

" to wish":

- Ask them to give the use and the form of "to
wish."

=> S - wish - S - Past simple.

Ex: My mother wishes I learned English well.

The first conditional sentenses:

+ Use:
+ Form:

T- whole class

Individual 
Pair compare

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Homework

Main clause If- clause

S - will, can, must,..- V If - Present simple.
Ex: If you want to pass the exam, you must study
hard.

The second conditional sentenses:
+ Use:

+ Form:

Main clause If- clause
S - would, could - V If - Past simple.

Ex: If I had a lot of money, I would travel all over
the world.

Practice: Put the correct verbs in these
sentenses.

a) She wishes she ( be) in Dalat now.
b) If I have money, I ( buy) this house.
c) She ( do) that if she ( be) me.

d) You must stay in bed if you ( want) to be
better.

e) Lan wishes she ( speak) English as well as a
foreigner

f) If I (get) good mark at the math, my mother
( take) me to the zoo tomorrow.

- Structures.
- Tag - questions.

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Date: 16/12/2008

Period 34: revision
A/ Aims:

- T help ss review the tag - questions, and passive voice.
B/ Objectives:

- By the end of the lesson ss will be able to use the structures to do
exercises.

C/ Material: 
- extra board
 D / Proceduces:

Stages Activities Work

arrangements

Warm up

Activity 1

Activity 2

* Pelmanism:

- Ask the to find suitable couples:

like wants had are have known
don't doesn't didn't aren't haven't
1/ Tag - question:

Reviewing:

- Ask them to give the use and the forms of the
tag- question:

+ Use:
+ Form:

Ex: You will go to Hanoi tomorrow, won't you?
 Practice:

Complete these tag- questions:

a) He went to the movie last night, ...?

b) You have been to London, ...?

c) Mrs Lien drives her car very fast, ...?
d) The children don't have to go to school on

Sunday, ...?

e) You are a farmer,...?

f) They boys were swimming when you came, ...?
g) My mother didn't watch TV yesterday

afternoon, ...?

h) Mr Minh doesn't work in the factory, ...?
2/ Passive voice:

Reviewing:

- Ask them to give the form of the passive voice.
=> S - V - O

S - be - past participle - ( by)

Practice:

+ Change these snetense into the passive 
voive.

a) My mother often buys me shirts.
b) Last night Lan took me to the cinema.
c) What can you help Lan?

d) Mr Minh will teach us tomorrow.
e) They are writing a letter.

f) Have you ever read "Hamlet"?

Team work

T- whole class

Individual 
Pair compare

T - whole class

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Homework

g) Mai gave me a book yesterday.

h) People grow rice in the tropical coutry.
i) The children are clean the beach.

j) They can help the students use the computer.

+ Put the beginnings and ends together.

beginnings ends

1) Although he was a
very bad- tempered
2) Always brush your

teeth

3) As Liz told you
4) Because I knew her

family,

5) Talk to me like that
again

6) He had a terrible
temper

7) Liz explained to
you

8) I was sorry for her
9) If you do that again
10) There'll be trouble

a) after you have meal
b) and I'll hit you.
c) but everybody liked

him.

d) he had lots of
friends

e) I did what I could
for her.

f) her mother left for
Berlin last Friday.
g) so I tried to help

her.

h) that her mother
went back home
last week.

i) unless you stop
that.

j) you'll be sorry.
- Do the exercises again

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Date: 10/01/2009

Period 37: unit 6: the environment

Lesson 1: getting started, listen and read

A/ Aims:

- T help ss introduce the topic of the environment, read for details about
the environment and the conditional sentenses type 1.

B/ Objectives:

- By the end of the lesson ss will be able to talk about they have done to
keep the environment clear.

C/ Material: 
- extra board.
- cassette player.
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Pre- 
reading

While 
-reading

* Brainstorming:

- Ask them to list things that make the

environment polluted.

Garbage dump
1/ Pre- teach:

- garbage dump: bãi rác thải ( vis)
- spraying pesticides: phun thuốc sâu ( vis)
- dynamite fishing: đánh cá bằng thuốc nổ (vis)
- defortation: nạn phá rừng (vis)
- a shore: bờ biển (syn)
- sand: cát ( rea)
* What and where.

2/ Getting started:

- Ask them to match the environments to the
pictures.

3/ Pre- questions:

a/ What are we talking about?

b/ What do we usually do to protect our
environment?

1/ Matching:

- Ask them to read the text and then match the
names in column A with the tasts in column B.
Then write the full sentenses.

a/ Group 1 walks along the shore.
b/ Group 2 checks the sand.

Team work

T- whole class

Individual 
Pair compare
Pair work

T - whole class
What makes the

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Post - 
reading

Homework

c/ Group 3 checks among the rock.

d/ Mr Jones collects all the bags and takes them to
the garbage dump.

e/ Mrs Smith provides the picnic lunch for
everyone.

f/ Mr Brown gives our the bags.
2/ Comprehentions questions:

- Ask them toread again and answer the questions.
a/ Mr Brown.

b/ They are the volunteer conservationists.
c/ They are on the beach.

d/ They are going to clean the beach.

e/ If they work hard today, they will make the
beach clean and beautiful again.

* Discussion:

- Ask them to base on the answers in the
"pre-questions" and questions 6,7 to talk about what
they did to keep the environment clean.

Ex: We cleaned the school yard/ the park/ street.
We collected the rubbish and took them to the
garbage dump.

If the polution continues, the environment around
us won't be good and it will be harmful to our
health, our life.

- New words.

- Write a paragraph about the environment around
them and what they have done to make it clean.

Pair work

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Date: 10/01/2009

Period 38: unit 6: the environment

Lesson 2: speak

A/ Aims:

- T help ss speaking to persuade people to protect the environment.
B/ Objectives:

- By the end of the lesson ss will be able to persuade their friends to
protect the environment.

C/ Material: 
- extra board.
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Pre - 
speaking

While 
speaking

* Discussion:

- Ask them to discuss about this question: " What
should you do to protect the environment?"

+ We should plant more trees

+ We shouldn't pick up the flowers and the trees.
+ We should collect the waste paper.

+ ...

1/ Pre-teach:

- a faucet: vßi níc ( vis)
- a leaf ( leaves): lá cây (rea)
- (to) persuade: thuyÕt phôc (sit)
- (to) wrap: gãi ( mime)
- (to) prevent: ngăn chặn (sit)
- (to) dissolve: khã ph©n hủ (sit)
- (to) reduce: làm giảm (ant)
* Slap the board.

2/ Dialogue:

- Ask them to read the dialogue and change the
information in the box to make the similar

dialogue.

3/ Persuasion:

- Ask them to look at the dialogue and find the
persuasions in it.

+ I think you should - V
+ It would be better if you - V
+ Can I persuade you to - V
+ why don't you - V

+ What - V-ing
+ How - Ving
1/ Speaking:

- Ask them to work in group to talk about the best
way to protect the environment using the ideas in
part "a" and "b".

Ex:

S1: We should use the banana leaves to wrap the
food. Because plastic bags are very hard to
dissolve.

S2: That's a good idea. Why don't we turn off the
lights before going to bed?

S3: ...

Team work

T- whole class

Pair work

T - whole class

Group work

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Post - 
speaking

Homework

2/ Questionaire:

- Ask them to match the items in the green box
with the items in the red box. Then work in pair to
answer the questions in the questionaire

Ex:

+ How can we save paper?

- I think we should use the banana leaves to wrap
food.

- Why don't we write on the both sides of the

paper.

- How about recycling the used paper.
- ....

* Exhibition:

- Divide the class into 4 groups to discuss the
question: " What you do to protect the
environment?"

- Ask them to write on the posters and stick them
on the wall.

- Ask them to go around the class to read 4
posters.

- New words.

- Write a para to persuade their family mambers to
protect the environment.

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Date: 13/01/2009

Period 39: unit 6: the environment

Lesson 3: listen

A/ Aims:

- T help ss listen for the details about the ocean, and practice the
conditional sentenses type 1.

B/ Objectives:

- By the end of the lesson ss will be able to talk and write about how thw
ocean is polluted and do exercises.

C/ Material: 
- extra board.
- cassette player.
 D / Proceduces:

stages Activities Work

arrangements
Warm up
Pre- 
listening
While- 
listning
Post- 
listening

* Ordering words:

- T gives them some words and ask them to order
them into a right sentense.

+ is/ How/ the / polluted/ ocean?

=> How is the ocean polluted?
1/ Pre-teach:

- sewage: níc th¶i ( vis)
- marine life: cc sèng trªn biĨn (sit)
- (to) leak: ch¶y ra (sit)
- (to) be pumped: rØ ra ( tran)
* Rub out and remember.

2/ Prediction:

- Ask them to predict 4 things that make the ocean
polluted.

- 1sttime: Listen and check the prediction.

( raw sewage, garbage, oil spills, waste materials)
- 2nd time: listen and complete the gap fill.

+Secondly: garbage is

+ Thirtly: come from ships at sea.

+ Next: Waste material comes from the factories
- 3rdtime: Listen again and check the gap fill

again.

* Language focus:

1/ Focus 1: Adjectives and adverbs.
- Adjective+ly-> adverb.

- Ask them to change the adjectives into the
adverbs and then complete the sentenses.

b/ slowly
c/ sadly
d/ happily
e/ well

2/ Adverb clause of reason with " because,
since, as"

- Ask them to use " because, since, as" to join the
pairs of sentenses together.

b/ I fell over while I was playing basketball as I
have a broken leg.

Whole class

T- whole class

Individual

Whole class

Group work

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Homework

c/ I'm going to be late for school because the bus
is late.

d/ I was careless since I broke the cup.
e/ I want to go home because I feel sick.
f/ I'm hungry as I haven't eaten all day.
3/ Focus 3: Complete the dialogue.
- Form: S - be - adj - that - clause.

- Ask them to complete the dialogue in pairs.
- Ask them to read aloud.

b/ I'm excited that I can go to Dalat this time.
c/ I'm sorry that I broke your bike yesterday.

d/ I'm disappointed that you did not phone me
about it.

e/ I'm amazed that I could win the first prize.
4/ Focus 4: Match two halves of sentense.

- Ask them to give the form of the first conditioal
sentense.

-> If - S - simple present - S - will/ can/ may - verb
- Ask them to match individual.

( 1- e, 2- a, 3- c, 4- d, 5- b)

5/ Focus 5: The first conditional sentense:
- Ask them to complete the sentenses:

b/ ... the environment will become seriously
polluted.

c/ ... we'll have more shades and fresh air.

c/ ... the vegetables will become poisonous and
inedible.

d/ ... we'll live happier and healthier life.
- New words.

- Make five conditional sentenses.

Pair work

Group work

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Date: 15/01/2009

Period 40: unit 6: the environment

Lesson 4: read

A/ Aims:

- T help ss read a poem about the environment.

B/ Objectives:

- By the end of the lesson ss will be able to understand a poem and talk
about minimizing pollution in their school.

C/ Material: 
- extra board.
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Pre- 
reading

While 
-reading

* Chatting:

- Ask them to answer some questions.
a/ Do you like poetry?

b/ Which poet do you like best?

c/ Name some poems that are your favorite?
d/ Do you think it is easy to understand a poem?

e/ Have you ever read an English poem? Do you
understand it? Do you like it?

1/ Pre- teach:

- a junk yard: b·i phÕ th¶i ( syn)
- a stream: dßng suèi ( sit)
- treasure: có giá trị ( tran)
- a hedge: hµng rµo (vis)
- nonsense: điều vô nghĩa (tran)
- foam: bät (vis)
* What and where.

2/ Pre- question:

- Ask them to predict answering these questions.
a/ Who is talking?

b/ Who is answering?
c/ Where are they?

d/ What are they talking about?

e/ Who know more about making the environment
clean?

1/ Checking the prediction:

- Ask them to read the poem then check their
prediction.

a/ The mother.
b/ Her son.

c/ They are at the wood.

d/ They are talking about the environment.
e/ Her son.

2/ Matching:

- Ask them to read the poem again then match
column A with Column B.

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

Whole class

T- whole class

Individual

Whole class

Group work

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Post - 
reading

Homework

3/ Answering:

- Ask them to work in pairs.

a/ If the pollution goes on, the world will end up
like a second hand junk yard.

b/ The mother thinks other folk pollute the
environment but not her or her son.

c/ His mother will take him home right away.
d/ No. because he is right: if he throws the bottle
hat will be polluting the woods.

e/ The poet wants us to learn that everyone is
responsible for keeping the environment from
pollution.

* Discussion:

- Ask them to discuss in group about this question.

" What could you do in your school/ house to
minimize pollution?"

- New words.

- Write 5 things that they have to do to keep the
environment unpolluted.

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Date: 15/01/2009

Period 41: unit 6: the environment

Lesson 5 : write

A/ Aims:

- T help ss write a letter of complaint.
B/ Objectives:

- By the end of the lesson ss will be able to write a complaint letter.
C/ Material:

- extra board.
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Pre- writing

While- 
writing

*Brainstorming:

- Ask them to name all kinds of letter that they
have learnt.

Personal letter

Thanks - letter
1/ Pre- teach:

- a local authority: quan chức địa phơng (sit)
- wave: làn sóng ( tran)
- resolution: giải pháp ( tran)
- (to) complain: phàn nàn (sit)
- (to) float: nổi (tran)
- (to) prohibit: phạt (sit)
* Slap the board.

2/ Reading:

- Ask them to read the letter and match each
section with the appropriate letter: S, C, R, A, P.
( R, S, A, C, P)

- Ask them to read the letter then answer the
questions.

a/ What make you worried?
b/ What's the problem?

c/ What do people do in the lake behind your

house these days?

d/ What suggestion do you want to make?
e/ Any future plan you want to make?
1/ Questions:

- Ask them to answer these questions to make sure
that they know what they have to write.

a/ What do people do in the lake behind your
house these days?

b/ What makes you worried?

c/ To whom do you write the letter to?
d/ What suggestion do you want to make?

Team work

T- whole class

Individual

Pair work

Pair work
Types of

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Post- 
writing

Homework

e/ any future plan you want to make?
2/ Writing a complaint letter.

- Ask them to write the letter individual.
Dear Mr President,

I am writing to you about the catching of fish of
many people in the lake behind my house.

I am very worried because they use electricity to
catch fish. After a short time, they leave the lake, a
lot of small fish die and float on the water surface.
Other animals such as frogs, toads, and even birds
have aso die from electric shock waves.

I would suggest the local authorities should
prohibit and fine heavily anyone using this way of
catching fish.

I look forward to hearing from you and seeing the
protection of environment from the local
authorities.

Sincerely,
* Correction:

- Ask them to correct their writing in pair.
- New words.

- Write the letter in the notebook.

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Date: 03/02/2009

Period 42: unit 7: saving energy

Lesson 1 : getting started - listen and read

A/ Aims:

- T help ss read a dialogue for details about saving water.
B/ Objectives:

- By the end of the lesson ss will be able to understand the dialogue and
about the ways to save energy.

C/ Material: 
- extra board.
- Cassette player.
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Pre- 
reading

While 
-reading

* Chatting:

- Ask them to look at the pictures and ask some
questions.

a) Is the TV on?

b) Who is watching TV?
c) Is the light still burning?
d) What happens to the faucets?
e) Should we turn the TV off?

f) Must we pay for water and electricity we
use in our home?

g) What should we do to save energy?
1/ Pre- teach:

- a water bill: hoá đơn ( vis)
- a plumber: thợ sửa ống nớc (sit)
- a pipe: ống nớc (vis)
- a dripping faucet: vòi nớc bị rỉ (vis)
- crack: vết rạn (tran)
- enormous: lớn (syn)
* Rub out and remember

2/ T/F statements prediction.

a) Mrs Ha is worried about her wateer bill.
b) Mrs Mi gives Mrs Ha advice on how to save

water.

c) Mrs Ha has checked the pipes in her house
and found no cracks.

d) Mrs Ha suggests getting some tools to
check cracks in the pipes.

e) Mrs Mi suggests taking showers to save
water.

1/ T/F statements:

- Ask them to read the dialogue and check their
prediction.

- Ask them to read again and then correct the false
sentenses.

a/ T
b/ T

c/ F. Mrs Ha hasn't checked the pipes in her house.
d/ F. A plumber is a person who repairs water
pipes.

Team work

T- whole class

Individual

T- whole class

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Post - 
reading

Homework

e/ T.

2/ Comprehension:

- Ask them to answer these questions:
a) Why is Mrs Ha worried?

b) How much money does Mrs Ha pay for her
water bill?

c) What does Mrs Mi advise Mrs Ha to do?

d) How much water can be wasted a month by a
dripping faucet?

* Discussion:

- Ask them to work in groups, discuss about the
topic: " What do you do to save energy at home
and at school?"

- Suggesting:

+ taking a shower instead of a bath.
+ turning off faucets after use.

+ making sure there are no cracks in the water
pipes.

+ turning off lights before leaving.
+ …

- New words.

- Write five things you should do to save energy at
home and at school.

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Date: 03/02/2009

Period 43: unit 7: saving energy

Lesson 2 : speak - language focus 3

A/ Aims:

- T help ss make and repond to the suggestions.

B/ Objectives:

- By the end of the lesson ss will be able to make and repond to the
suggestions.

C/ Material: 
- extra board
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Presentatio
n

Practice

* Brainstorming:

Take a shower
1/ Suggestion:

- Ask them some questions.

a/ How many ways of suggestions do you know?
b/ What are they?

Suggestions Reponds

+ I suggest + V-ing.
+ I think you should +
verb.

+ Shall we + verb …?
+ Why don't you +
Verb…?

+ How about +
verb-ing?

+ What about +
verb-ing?

+ Let's + verb

+ OK

+ That's a good idea.
+ All right.

+ Let's

- No, I don't want to.
- I prefer to…

- Ask them to take note.

2/ Practice: Language focus 3:

- Ask them to make suggestions to help the poor
using the following ideas.

a/ Why don't you collect unused clothes.

b/ How about organizing a show to raise money.
c/ I think we should give lessons to the poor
children.

d/ …

- Ask them to make similar suggestions to help
their friends to improve English.

Team work

T- whole class

Individual

Pair work
What should you do to

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Production

Homework

 I suggest that you should write sentense with

words.

 I think you should speak English in class.
 What about buying a dictionary.

 …

- Ask them to look at the pictures and make
dialogues to save energy.

a/ S1: I suggest fixing the faucets.
S2: That's a good ideas.

b/ S1: Let's turn down the fire.
S2: All right.

c/ S1: What about turning off the fan.
S2: Let's.

d/ …

- Suggestions.

- Make five suggestions to learn Math better.

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Date: 10/02/2009

Period 44: unit 7: saving energy

Lesson 3 : listen and language focus 1,2

A/ Aims:

- T help ss listen to a text details and practice phrase verbs.
B/ Objectives:

- By the end of the lesson ss will be able to know more about solar energy
by listening.

C/ Material: 
- extra board
- cassette player
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Pre- 
listening

While- 
listning

* Information transmitting: ( whispering)

- Choose two groups, teacher gives the sentense to
the first student then the first whispers it with the

second student….

a/ I suggest collecting waste paper.
b/ I suggest practicing English everyday.
1/ Pre-teach:

- solar panel: dàn năng lợng ( vis)
- nuclear power: năng lợng hạt nhân ( tran)
- (to) install: lắp dặt ( tran)
- (to) store: dù tr÷ (tran)
- effective: hiƯu qu¶ ( sit)
- solar: thuộc về năng lợng mặt trời ( sit)
* Slap the board.

2/ Prediction:

- Ask them to read the statements on the page 60
and guess which statements are true and which are
false.

1) Solar energy can be cheap and clean.

2) Most of our electricity now comes from
nuclear power.

3) The solar energy that get to the Earth cannot
provide enoughpower for the world's
population.

4) Solar energy can be used on the cloud days.

5) All building in Sweden will be heated by solar

energy in 2050.
1/ T/F statements:

- Ask them to listen the text and check their
prediction.

1) T

2) F - most of our eletricity comes from the use of
coal, gas, or nuclear power.

3) F - 1% of the solar energy that get to the Earth
can provide enough powere for the world's
population.

4) T

5) F - they will heated by solar energy in 2015.

Team work

T- whole class

Individual

Pair work

Whole class

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Post- 
listening

Homework

2/ Gap filling:

- Ask them to look at the exercise 4b on page 60
and work in pair to guess the words in the blanks.
- Ask them to listen the fill the blanks.

1) Effective
2) Polution.
3) Countries
4) Store
5) Roof
6) Instead
* Write it up.

- Ask them to write a passage about the solar
energy, using the information in the two exercises
above.

Eg: Most of our electricity now comes from coal,
gas, oil or nuclear power. The sun could provide
this power so many countries are already using
energy. Only one percent of the solar energy that
gets to the Earth can provide enough power for the
world's population…

- New words.

- Complete the passage.

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Date: 13/02/2009

Period 45: unit 7: saving energy

Lesson 4 : read

A/ Aims:

- T help ss read a text about saving energy for details.
B/ Objectives:

- By the end of the lesson ss will be able to know more how North
American and Eurpoean countries save meney and natural resources.
C/ Material:

- extra board
- cassette player
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Pre- 
reading

While 
-reading

* Chatting:

- T gives a water bill then ask them some
questions.

a) What's this?

b) How much is your family's water bill?
c) How much is your family's electricity bill?
d) Do you think it is enormous?

e) Are your parents worried about them?

f) Do you want to reduce the amount of
electricity and water your family use?

g) What should you do?

h) Do you want to know how people in pther
countries save energy?

1/ Pre- teach:

- a consumer: ngời tiêu dùng (sit)

- a bulb: bóng đèn (rea)
- label: nhãn mác ( vis)
- scheme: kế hoạch ( tran)
- a category: loạ, hạng ( tran)
- innovation: sự đổi mới ( tran)
- (to) conserve: bảo tồn (sit)
- efficient: hiệu quả ( sit)
- ultimately: cuối cùng ( tran)
* Slap the board.

2/ Pre- questions:

a/ Do people in Western countries think
electricity, gas, and water are luxury?

b/ Do they want to save electricity? What do they
do to spend less on lighting?

1/ Check the questions:

- Ask them to read the text and then check their
prediction.

2/ Summary:

- Ask them to read the text again then find the best
summary.

=> North American and European countries are
interested in saving money and natrural resources.

3/ Comprehension questions:

a) They are interested in products that will not
only work effectively but also save money.

T- whole class

Individual

Whole class

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Post - 
reading

Homework

b) They can use energy saving bulbs instead of
ordinary 100 watts bulbs to spend less on
lighting.

c) She will pay US$2. because these bulbs use
a quarter of the electricity of standard
bulbs.

d) The labeling scheme helps the customers
know how energy efficeint the household
appliances are.

* Write it up:

- Ask them to write about the ways to spend less
on lighting.

Suggestions:

- using energy saving bulbs instead of ordinary
100 watts light bulbs.

- turning the lights before leaving the room.
- ...

- New words.

- Complete the passage about how to spend less on
lighting.

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Date: 20/02/2009

Period 46: unit 7: saving energy

Lesson 5 : write

A/ Aims:

- T help ss write a speech about saving energy.
B/ Objectives:

- By the end of the lesson ss will be able to write a simple speech and

present it before the class.

C/ Material: 
- extra board.
 D / Proceduces:

stages Activities Work

arrangements

Warm up

Pre- writing

While- 
writing

* Brainstorming:

Use a shower
1/Matching:

- There are three parts in a speech: Introduction,
Body, Conclusion.

- Ask them to match each part of a speech in
column A to a suitable function in column B.

1/ Introduction: B: Getting people's
attention and telling

them what you are
going to talk about.
2/ Body: C: Giving details

in-easy-to understand
language.

3/ Conclusion: A: summing u[ what
you have said.

2/ Ordering:

- Ask them to put the sections in 6b on page 62 in
the correct order to form a speech.

=> 3,2,1

- Ask them to read the speech aloud.

- Ask them to read the ideas and then write a
speech in group.

- Group 1: reducing the garbage
- Group2: Reusing the paper.

- Group3: Saving energy in the kitchen.
* KEY:

1/ Reduce garbage:

Team work

T- whole class

Individual

Group work
How to save

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Post- 
writing
Homework

Good evening, ladies and gentlemen, my name
is Hoa and I am going to tell you about how to
reduce garbage.

Most of us use too much garbage everyday. You
can reduce garbage by:

- collecting plastic bags

- not keeping solid waste with food waste.

- putting different kinds of waste in different
places.

If you follow those simple rules, you'll not only
reduce garbage but also keep the environment
cleaner.

2/ Reusing paper:

Good evening, ladies and gentlemen, my name
is Hoa and I am going to tell you about how to
reusing paper.

Most of us use too much paper everyday. We
should reuse paper by:

- Having a separate waste basket for waste paper.
- Keeping sheets with single printed page for
drafting.

If you follow those simple rules, you'll not only
reduce garbage but also save money.

- Correcting their speeches.

- Ask them to read the speech aloud.
- Write the other speech in the notebook.

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Date: 26/11/2008

Period 47: test
Time: 45 minutes
A/ Aims:

- Check ss' knowledge in two units: 6,7
B/ Objectives:

- By the end of the lesson ss will be able to finish the test in silence and do by
themselves

C/ Material:
- tests

D / Proceduces:
A: listening

Listen to the dialogue then tick "T or "F" for these questions: (2 marks)
 T F

1. A plumber is the person who check the pipes
2. Baths use as much water as showers.

3. She suggests taking showers.

4. Five hundred liters of water can be wasted a month by
a dripping faucet.

B: reading:

Read the passage and answer the questions below. ( 2,5 marks)

When we talk of the environment today, many people think only of tree planting
and keeping their surroundings clean. Although both those activities are important,
they are only a small part of the environmental story.

The environment is both urban and rural. It includes the seashore, river, mountains

and so on. It includes the cities, towns and villages. The water we drink and the air
we breathe are important elements of the environment, so are the trees, plants and
animals. So the environment is the sum total of the country's natural resources.

Questions

1/ What do many people think about the environment?

.
………
2/ Are tree planting and keeping the surroundings clean important?

.
………
3/ What does the environment include?

……….

4/ Are the water and the air elements of the environment?

……….

C: writing:

Use the suggested words to write full meaning sentenses. ( 3 marks)
1) Why/ not/ we/ use/ showers?

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2) He/ suggest/ use/ gas/ instead/ burn/ coal/ for/ cook.

………

3) You/ not remember/ turn off/ lights/ when/ leave/ house/ this morning.
………
D: Language focus:

Choose the best answer to compete these sentenses: ( 3 marks) 
1/ They suggested that he … by bicycle or public transport.

A: should travel B: might travel C: travels D: traveled
2/ Minh is motivated to study … he knows that a good education can improve his life.
A: therefore B: however C: because D: so

3/ If we go on wasting water, we … have fresh water to use.

A: shouldn't B: wasn't C: don't D: won't
4/ Why don't we … the garbage bins around the school yard.

A: putting B: to put C: put D: should put
5/ It rained very hard, … he went out without a raincoat.

A: so B: because C: but D: and
6/ You should get a … to check if there is any cracks in the pipes.

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Date: 27/02/2008

Period 48: correcting the test
A/ Aims:

- T helps ss know the results they get and mistakes which they got.
B/ Objectives:

- By the end of the lesson ss will be able to know the mistakes which they got
and how to correct them.

C/ Material:
- tests

D / Proceduces:

stages Activities arrangementWork

Warm up

Presentatio
n

* Discussion:

a/ What do you think about the test?
b/ Is it easy or difficult?

c/ which sentense is the most difficult?
d/ How many marks do you think you
got? . . ...

1/ Giving them their test.

- Ask them to look at the test and check again.
2/ Correcting the test:

A: listening

Listen to the story then tick " T" or " T" for
these questions: ( 2 marks)

1- T, 2- F, 3- T, 4- T.
B: reading:

Read the passage and answer the questions
below. ( 2 marks)

a) They think only tree planting and
surounding clean.

b) Yes, they are.
c) It includes …
d) Yes, they are.

C: writing:

Change these sentenses into reported
speeches. ( 3 marks)

a) Why don't we use showers?

b) He suggests using gas instead of coal for
cook.

c) You didn't remember turning off the lights
when you left for the hoyse this morning.
D: Language focus

Choose the best answer to compete these
sentenses: ( 3 mark)

(1:A. 2: , 3: D, 4: C, 5: C, 6: B, )
3/ Main mistakes:

- Write the sentenses.
- Listening skill.

4/ Name some good tests, bad tests:

Whole class

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Production

Homework

- Good tests: Hai's, Sen's
- Bad tests: many tests
1/ Noughts and crosses:

- Ask them to make reported speech with these
words.

told said lived

had to might how

where if to sit down

- Ask them to make sentenses with these words.
- Do the test again.

- Prepare Unit 5 ( Listen and read)

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Date: 02/03/2009

Period 49: unit 8: celebrations

Lesson 1 : getting started and listen and read

A/ Aims:

- T help ss read for details about some celebrations in the world.
B/ Objectives:

- By the end of the lesson ss will be able toknow more about the popular
celebrations in the world.

C/ Material: 
- extra board.
 D / Proceduces:

stages Activities arrangementWork

Warm up

Pre-reading

While-reading

* Shark attack:

- Draw 12 gaps for the word "celebrations"
_ _ _ _ _ _ _ _ _ _ _ _

- Ask them to guess letter one by one.
1/ Pre-teach:

- freedom: tù do (tran)
- slavery: n« lƯ (tran)
- jewish: Ngíi do th¸i (vis)
- a parade: cc diƠu hµnh (vis)
- (to) occur: diÔn ra (syn)
- (to) decorate: trang trÝ (vis)
* Rub out and remember.

2/ Brainstorming:

- Ask them to list all the celebrations in the world
that they know.

+ Celebrations: Women's day, Lular new year,
birthday, Teacher's day,…

3/ Matching:

- Ask them to look at the pictures and match them
with the suitable name of the celebration.

1. easter
2. Wedding
3. birthday
4. Christmas

5. Mid- Autumn Festival
6. Lunar New Year.
1/ Grid:

-Ask them to read the text and then complete the
word map on page 66.

Celebrati

on When Activities Food Country
Tet In late

January
or early
February

Clean,
decorate
homes,
wear new
clothes,
Sticky

rice
cake
VN
Whole class

T - whole class

Team work

Whole class

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Post-reading
Homework

enjoy
special
food
Passover In late

March or
early
April

Special

meals Seder Israel
Easter In late

March or

early
April

Watch
colorful
parates

Choco
late,
sugar,
eggs

In many
countries

* Write it up.

- Ask them to base on the grid then write about
these celebrations.

- New words

- Complete their writing.

Individual

Date: 02/03/2009

Period 50: unit 8: celebrations

Lesson 2 : speak and listen

A/ Aims:

- T help ss practice giving and responding to compliments.
B/ Objectives:

- By the end of the lesson ss will be able to give and respond to
compliments and sing the song.

C/ Material: 
- extra board.
- Cassette player.
 D / Proceduces:

stages Activities arrangementWork

Warm up

Presentatio

* Jumbled words:

- dkin => kind
- Kanth => thank
- Llwe => well
- Tegar => great
- Cnie => nice

- Abtieulfu => beautiful

Team work

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n

Practice

Pre-listening

While- 
listening

Production

Homework

1/ Pre-teach:

- an activist: ngời hoạt động tập thể (sit)
- nomination/ nominate: danh tiếng/ nổi tiếng(tran)
- charity: lòng từ thiện (tran)
- active: (a) hoạt bát sôi nổi (syn)
* R and R

2/ Set the scene:

Trang has just won the first prize in the speaking
contest. What does Mai say to pay Trang a
compliment? And what does Trang respond?

Mai: Well done, Trang.
Trang: Thanks.

=> giving compliments:
- Well done

- That's a great …

- Let me congratulation …
=> Respond:

- Thanks
- Thanks a lot.

- It's nice of you to say so.
- That's very kind of you.
* Picture drill:

- Ask them to work in pair to make compliments
and respond them.

- Ask them to read aloud.
a) Mother: Well done, Huyen
Huyen: Thanks Mom

b) Friends: Congratulation on your nomination,
Tuan.

Tuan: It's very nice of you to say so.

c) You: That's a very beautiful picture, Hoa
Hoa: Thanks.

1/ Pre-teach:
- auld = old (syn)
- lang = long (syn)
- syne: since (syn)

- acquaintance: sù quen biÕt (tran)
* What and Where.

2/ Prediction:

- Ask them to guess the missing words in the song.
- Ask them to listen to the song then check their
prediction.

 Days
 Take,
 Mind
 Hands
 Kindness

- Ask them to listen again then sing after the tape.
Questions:

a) Do you feel happy to sing?

b) Do you remember your old days?

Pair work

T- whole class

Whole class

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c) Can you learn anything from the song?
d) Are songs good for learning English?
- New words.

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Date: 02/03/2009

Period 51: unit 8: celebrations

Lesson 3 : read

A/ Aims:

- T help ss read for details about children's emotion on Father's Day.
B/ Objectives:

- By the end of the lesson ss will be able to know more about the opinions,
feelings and memories of children about father on the Father's Day in
the USA and Australia.

C/ Material: 
- extra board.
- Cassette player.
 D / Proceduces:

stages Activities arrangementWork

Warm up

Pre-reading

While-reading

* Pelmanism:

- Ask them to find a couple that have same
meanings.

20/11 Teacher's Day

8/3 Women's Day

2/9 Vnese Independence Day

1/6 Children's Day

24/12 Christ mas

1/5 May Day

1/ Pre-teach:

- a hug: ôm (mime)

- priority: sự u ái (tran)
- sense of humor: tính hài hớc (sit)
- (to) considerate: quan tâm (tran)
- (to) distinguish: phân biệt (syn)
- generous: độ lợng (sit)
- terrific: tuyệt vời (syn)
* R and R

2/ Prediction:

- On Father's Day in Australia and in USA,
children show their love to their fathers by giving
their fathers presents and cards.

- Ask them to think of the adjectives that children
use to talk about their father.

( strong, generous, great, terrific…)
1/ Checking the prediction:

- Ask them to read the opinions, feelings and
memories of children about their fathers on
Father's Day.

- Ask them to compare the adjectives they guess
with the adjectives of Rita, Bob, and Jane.

( considerate, humorous, great, generous, terrific)
2/ Comprehension questions:

a) To her dad.

b) He is possible dead. " Now I have children,

Team work

T - whole class

Individual

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Post-reading

Homework

Dad"

c) His sense of humour.

d) The best person in the world, a teacher, a
caretaker, a friend.

* Writing:

- Ask them to write their feelings, opinions and
memories about their father basing on three
samples.

- Ask them to share with their partners.
- New words

- Complete the passage about feelings for their
fathers.

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Date: 13/03/2009

Period 52: unit 8: celebrations

Lesson 4 : write

A/ Aims:

- T help ss write a letter for a friend.
B/ Objectives:

- By the end of the lesson ss will be able to write a letter to a friend or a
penpal to share their ideas.

C/ Material: 
- extra board.
 D / Proceduces:

stages Activities arrangementWork

Warm up

Pre-writing

While-writing

* Wordsquare:

- Ask them to find as many words as possible.

c e l e b r a t e m

s i f l o w e r s e

p k p o p r s t u m

e o n m o y w w v o

c i a l f o o d z r

t r a d i t i o n y

f i a o d c b a n m

i g i l m n d r a c

g h k r q o p s y W

1/ Pre- teach:
- (to) enhance: (sit)
- (to) have a day off: (sit)
- (to) support: (tran)
- nationwide: (sit)
* Rub and remember.

2/ Discussion:

- Ask them to answer these questions.

a/ Why do we celebrate Father's and Mother's
Day?

b/ When should we celebrate?
c/ What activities will be hold?

- Ask them to base on the outline and write to a
friend to tell him about why they want to celebrate
Mother's Day or Father's Day in VietNam and
How to celebrate it.

Suggested ideas:
Dear…,

In my opinion, it is essential to have a day to
celebrate for out parents.

On these occasions, children will have a special
day to express their feeling, memories and love for
their parents. We have an opportunity to enhance
family traditions. Members of families can have a
chance to get togewther, to know one another.
I think the first Sunday of April is suitable. Sunday
is a day off so everybody is free from work or
study. April is late Spring or early summer, and the
weather is generally fine at this time of the year,

Team work

T - whole class

Whole class

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Post-writing

Homework

many cativities can happen outdoors.

It is not necessary to have parties but it's a good
idea to have lunch or dinner with all members of
the family. Children should give their parents
flowers, send them cards, or bring them special
cake. Moreover, children should serve their parents
the food that they like best.

I believe the idea will be supported and the day
will be celebrated nationwide because everybody
loves their parents and want them to be happy.
Love

Lan

- Ask them to read their writing aloud.
* Discussion:

- Ask them to talk about: "What will you do/ say to
your parents on Mother's Day and Father's day?"
- New words

- Complete their writing.
- Prepare Language focus.

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Date: 15/03/2009

Period 53: unit 8: celebrations

Lesson 5 : language focus

A/ Aims:

- T help ss practice in relative clauses.
B/ Objectives:

- By the end of the lesson ss will be able to use the relative clauses in
doing exercises.

C/ Material: 
- extra board.
 D / Proceduces:

stages Activities arrangementWork

Warm up

Presentatio
n

Practice

* Jumbled words:

 tlaouhgh = although
 lofk = folk

 ubclpi = public
 ppaenh = happen
 stieavfl = festival

- Ask them to arrange these letters into correct
words.

1/ Pre- teach:

- a lap: đùi (rea)
- culture: văn hoá (example)
- a jumper: áo trùm đầu (vis)
- (to) compose: soạn nhạc (sit)
- satisfy: thoả mãn (tran)
- violet: màu tím (rea)
* What and where.

2/ Gap fills:

* Set the scene: Lan and Hoa are sitting in a room

with some books on the table.

- Ask them to read the dialogue and then complete
it by using these words.

( who, blue, which, written, writer)
S1: Who is Lan?

S2: She is the girl … is wearing a … shirt.
S1: What books are those?

S2: They are novels … are … by a famous …
- Ask them to name relative pronouns and their
uses.

1/ Language focus 1:

- Ask them to to use the relatice clauses to
combine these sentenses.

a) Auld Lang Syne is a song which is sung on
New Year's Eve.

b) This watch is a gift which was given to me by
my aunt on my 14th birthday.

c) My friend tom who sings Western folk songs
very well can compose songs.

d) We often go to the town cultural house which

always opens on public holidays.

e) I like reading books which tell about different

Team work

T - whole class

Whole class

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Production

Homework

people and their cultures.

f) On my mom's birthday my dad gave her roses
which were very sweet and beautiful.

g) Judy liked the full-moon festival which is
celebrated in mid-fall very much.

h) Tomorrow I will go to the airport to meet my
friends who comes to stay with us during the
Christmas.

2/ Language focus 2:

- Ask them to look at the pictures and then make
sentenses to describe the people using the relative

clauses.

Ex:

a/ Linda is the girl who is giving her mother a gift.
b/ My dad is the man who is standing behind
Linda.

c/ Jack is a boy who is being hold by Aunt Judy.
Language focus 3:

- Ask them to use " although, though, even
though" to join a pair of sentenses.

- New words

- Do these exercises again.
- Do Language focus 4.

Pair work

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Date: 20/03/2009

Period 54: unit 9: natural Disasters

Lesson 1 : getting started - listen and read

A/ Aims:

- T help ss read a dialogue for details about the weather forecast.

B/ Objectives:

- By the end of the lesson ss will be able to get the information about
weather from the weather forecast.

C/ Material: 
- extra board.
- Cassette player
 D / Proceduces:

stages Activities arrangementWork

Warm up

Pre-reading

While-reading

* Chatting:

- Ask them to answer some questions:
 What's the weather like today?
 Do you like hot or cold weather?

 Have you ever listened to the weather
forecast on the radio or on TV?

 Do you think weather forecast is useful for

us? How is it useful?

* Getting started:

- Ask them to match picture to the correct words.
1: snowstorm 3: volcano

2: earthquake 4: typhoon
1/ Pre-teach:

- thunderstorm: sấm,chớp (vis)
- disaster: thảm hoạ (sit)
- a snowstorm: bão tuyết (vis)
- an earthquake: động đất (vis)
- typhoon: bão nhiết đới (sit)
- Delta: đồng bằng (example)
- (to) turn up:vặn to (mime)
- (to) expect: mong chờ (tran)
- (to) trust: tin tởng (sym)
- just in case: phòng khi (tran)
* what and where.

2/ Pre- questions:

- Thuy is talking to her grandmother while they are
watching TV.

+ What are they watching?
1/ Gap fill:

- Ask them to read the dialogue silently and fill the
gaps.

- Key:

1. turn up, weather forecast
2. raining

3. thurderstorm
4. have temperature

5. weather forecast, watching them
2/ Comprehension questions:

- Ask them to answer these questions:

Pair work

T - whole class

Whole class

Individual

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Post-reading

Homework

a) Why does Thuy's grandmother ask her to turn

up the volume? => Because she wants to listen
to the weather forecast.

b) Which city is the hottest today? => Ho Chi
Minh city is the hottest.

c) Where is Thuy going? => She is going on to a
part on the ather side of Thang Long Bridge
with her old friends.

d) What does her grandmother want her to do?
=> She wants he to bring a long the raincoat.
* Talking:

- Ask them to talk about the prediction of the
weather tomorrow.

S1: It will be sunny and the temperrature is
between 23oC and 30oC

S2: …

- New wprds

- Wrie a weather forecast for HaNoi tomorrow.

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Date: 24/03/2009

Period 55: unit 9: natural Disasters

Lesson 2 : speak and listen

A/ Aims:

- T help ss practice speaking about the preparations for a typhoon and
develop listening skill.

B/ Objectives:

- By the end of the lesson ss will be able to talk about what they want to
buy and do to p[repare for a typhoon or an earthquake.

C/ Material: 
- extra board.
- Cassette player
 D / Proceduces:

stages Activities arrangementWork

Warm up

Pre-speaking

While- 
speaking

Pre-listening

* Chatting:

- Ask them to answer some questions:

 What should you do when there is a
typhoon?

 What should you buy?

Speaking:

1/ Pre-teach:

- a bucket: cái xô (vis)
- a leak: chổ thủng, dột (tran)
- a latch: chốt cửa (rea)
- a ladder: cái thang (vis)
- a blanket: cái chăn (vis)
- a mirror: cái gơng (vis)
- (to) tie: cột, buộc ( mime)
- (to) damage: phá huỷ (tran)
- (to) place: đặt, để (syn)
- available: có sẵn (tran)
* Slap the board

2/ Pre-questions:

- Ask them to answer this question:

 What preparation we should do before a

typhoon?

- Ask them to check the preparation that should be
made for a typhoon.

- Ask them to base on the questions and make
dialogues.

 Will we need bottlkes of water?

 Why do we need ti fill bucket with water?
 Do we need rice?

 Do we need anything else?

S1: I think we should fill the buckets of water.
S2: What for?

S1: Because the pipes may be damages by the
typhoon.

S2: That'sa a good idea.

Listening:

1/ Pre-questions:

Pair work

T - whole class

Whole class

Group work

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While- 
listening

Post- 
listening

Homework

a) Where should we put heavy books?
b) What should we block the roller?
c) What should we check?

d) Where should we stay/ sit/ stand?
2/ Listen:

- Ask them to listen to the tpe and check their
prediction:

- Ask them to listen again then complete the
sentenses.

 Bottom shelf of your bookshelf
 Fridge and washing machines
 Mirrors

 A window
 Inside

 Under a strong table or door way
 Corner of the room

* Discussion:

- Ask them to list all things we should do when
there is an earthquake.

- New words

- Write about things we should do when there is an
earthquake.

Whoe class

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Date: 20/03/2009

Period 56: unit 9: natural Disasters

Lesson 3 : read

A/ Aims:

- T help ss read a text about natural disasters for details.
B/ Objectives:

- By the end of the lesson ss will be able to get the information about

natural disasters in the world.

C/ Material: 
- extra board.
- Cassette player
 D / Proceduces:

stages Activities arrangementWork

Warm up

Pre-reading

While-reading

* Chatting:

- Ask them to answer some questions about the
natural disasters.

a) Have you ever experienced any natural
disasters?

b) When was it?
c) What happened?
d) How did you feel?
1/ Pre-teach:

- tidal wave: (tran)
- shift: (tran)
- a tornado: (vis)
- majority: (sit)
- (to) abrupt: (syn)
- (to) warn: (sit)
- (to) suck up: (tran)
- funnel- shaped: (vis)
* Matching:

2/ T/F prediction:

a) Most of the earthquakes in the world occur in
the Ring of Fire.

b) The earthquake in Kobe in 1995 caused severe
damage.

c) A huge tidal wave traveled from Califomia to
Alaska and hit Anchorage in the 1960s.

d) Typhoon, hurricane and tropical storm are
different words for the same natural disasters.
e) The eruption of Mount Pinatubo is the world's

largest ever vocano eruption.
f) A tornado looks like a funnel.
1/ T/F statements:

Guess Read Correct

a T

b T

c F It traveled from Alaska to
California

d T

e F … in more than 50 years.

f T

Pair work

T - whole class

Individual

Whole class

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Post-reading

Homework

2/ Complete the sentenses:

- Ask them to read the text again then complete the

sentenses.

1. The majority of earthquakes occur around
the Pacific Rim.

2. During the earthquake in Kobe, many
people were killed when homes, office
blocks and highways collapsed

3. A tidal wave can only occur when there is
an abrupt shift in the underwater movement
of the earth.

4. In Autralia, a tropical storm is known as a
cyclone.

5. Christopher Columbus gave us the
word:"typhoon"

6. A tornado is type of storm that paases
overland below a thunderstorm and sucks up
anything that is iin its path.

* Discussion:

- Ask them to answer sone questions:

a) Why dopeople call the Pacific Rim "Ring of
Fire"?

b) What will happen when there is an abrupt shift
in the underwater movement of the earth?

c) What does "typhoon" mean?
d) Can we predict a vocano?
- New words

- Read the text

Write these answers in the notebook.

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Date: 30/03/2009

Period 57: unit 9: natural Disasters

Lesson 4 : write

A/ Aims:

- T help ss write a story about a typhoon.
B/ Objectives:

- By the end of the lesson ss will be able to write a story.
C/ Material:

- extra board.
 D / Proceduces:

stages Activities arrangementWork

Warm up

Pre-writing

While-writing

* Jumbled words:

- Ask them to arrange these words.
- onotphy -> typhoon

- damotro -> tornado

- laconov -> volcano

- tearquakhe -> earthquake

- ormst -> storm

1/ Pre-teach:

- a shelter: chỗ chú ngụ (sit)
- a circle: vßng trßn (rea)
- (to) behave: c sö (sit)
- (to) gather: tËp trung (tran)
- stragely: l¹ lÉm (syn)
* R & R

2/ Describing the pictures:

- Ask them to look at the pictures and then talk
what are they doing basing on some questions:

a) picture 1:
- Who is this?
- Where is she?
- What is she doing?
b) Picture 2:

- How is the dog?
c) picture 3:

- what is on TV?

- What does Lan's mother say?
d) Picture 4:

- What are they doing?
e) Picture 5:

- What is the weather like now?
f) picture 6:

- What is the weather now?
- How are they now?

- Ask them to look at the pictures and the
questions then write a story.

- Ask them to use the past simple tense.
* Example exchange:

It was a beautiful day. The sun was shiny, the sky
was blue and the weather was perfect. Lan was
outside playing with her dog- Skippy. All of
sudden, the dog began behaving strangely. She
kept running around circles. Lan ran home with
her dog to tell her mother what Skippy was doing.

Team work

T - whole class

Pair work

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Post-writing

Homework

Lan's mother , Mrs Quyen told Lan that she heart
on TV that there were a typhoon coming. Mrs
Quyen gathered her family and told them to find
shelter in the house.

Suddenly, the sky became very dark. The storm
came with strong wind and heavy rain. Mrs
Quyen and her family were scared, but soon the

storm finished and everyone was glad. What a
clever dog Skippy is. She saved Lan from being
caught in the typhoon.

- Ask them to share with their partners.
* Correction:

- Take some writing to correct front of the class.
- Ask them to rewrite their writing in notebook.
- New words.

- Complete the story.
- Write an other story.

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Date: 03/04/2009

Period 58: unit 9: natural Disasters

Lesson 5 : language focus

A/ Aims:

- T help ss practice in relative clauses.
B/ Objectives:

- By the end of the lesson ss will be able to use the relative clauses.
C/ Material:

- extra board.
 D / Proceduces:

stages Activities arrangementWork

Warm up

Presentatio
n

Practice

* Brainstorming:

- Ask them to name the relative proouns.

who

Relative clauses:
1/ Language focus 1:

- Ask them to answer these questions and use the
relative clauses.

a) The city which was struck by a huge
earthquake in 1995 in Japan is Kobe.

b) The country which won the 1998 Tiger Cup is
Singapore.

c) The animal which has one or two horns on his
snout is rhinoceros.

d) The explorer who discovered America is
Christopher Columbus.

e) The planet which is closest to the earth is
Venus.

f) The animal which was chosen to be the logo of
SeaGames 2003 is buffalo.

g) The food which you can chew but you can't
swallow is the chewing gum and the thing you
can swallow but you can't chew is water.

2/ Language focus 2: Matching:

- Ask them to match each of the sentences in
column A with a related sentences in column B,
then use a suitable relative pronoun to join the two
sentences.

Key:

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

3/ Language focus 3: Non- defining relative

Team work

T - whole class

Pair work

Individual

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Production

Homework

clauses.

- Ask them to give the use, forms of the
non-relative clauses.

- Ask them to underline the relative clause on the
sentense, add commas to separate the
non-defining relative clause from the rest if the
sentence.

a) Kangaroos, which come from Australia, have
long tails.

b) Ba, who lives in Trang Tien street, likes playing
the guitar.

c) The novel that you gave me on my birthday has
been lost

d) …
* Writing:

- Ask them to rewritee the sentences in Language 3
and replace each underlined clause with a clause
you have written.

- Do these exercises again.
- Prepare the test.

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Date: 10/4/2009

Period 59: test
Time: 45 minutes
A/ Aims:

- Check ss' knowledge in two units: 8.9
B/ Objectives:

- By the end of the lesson ss will be able to finish the test in silence and do by
themselves

C/ Material:
- tests

D / Proceduces:

A: reading:

Read the passage and answer the questions below. ( 2,5 marks)

Teacher's Day in VietNam falls on the twentieth of November each year.
Generally, it is meant for schoolchildren to show their appreciation to their teachers
who have painstakingly guided them in their studies. It is a time to forget the bad
experiences students may have of their teachers scolding and punishing them.

Students give their teachers flowers and gifts. Such gestures are small in
comparison to the teacher's dedication and hard work. Parties are held and there has
an atmosphere of fun and amusement in the school.

Questions

1/ When is Teacher's Day in VietNam?

.
………
2/ What is it meant?

.
………
3/ What do the students often give their teachers?

.
………
4/ What are held in that day?

.
………

B: writing:

Combine two sentences using the relative clauses.( 3 marks)
1) Binh is studying English and Frech. He has never been abroad.

.
………
2) I like reading books. Books tell about different people and their cultures

..
………
3) Hawaii is a favorite vacation spot. It consists of eight principal islands.

..
………
4) I'll go to the airport to meet my friends. My friends come to stay with us during

the Christmas.

..
………

..
………
5) He likes Mexico city. He worked there last year.

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6) We often go to the English club. It opens every Saturday evening.

..
………

D: Language focus:

Choose the best answer to compete these sentenses: ( 3 marks) 
1/ The hat ………….Lam is wearing is very funny.

A: who B: which C: where D: when
2/ Do you still remember the day ………….. we first met?

A: when B: who C: that D: where
3/ Have you seen the place ………. The graduation ceremony will be held?
A: who B: which C: where D: when

4/ She suggests me that I …………. hard.

A: should learn B: learn C: learning D: to learn
5/ A tropical storm is called a ………….. in Australia.

A: typhoon B: hurrican C: cyclone D: tornado
6/ Ninety percents of ………..occur around the Pacific Rim.

A: earthquakes B: snowstorms C: volcanoes D:tornadoes

7/ The animal in VietNam which was chosen to be the logo of Sea Games 2003 is
.

…………

A: duck B: buffalo C: chicken D: pig
8/ The girl ………..is sitting next to Mrs Hoa is y sister.

A: which B: where C: who D: whose

Date: 10/04/2009

Period 60: correcting the test
A/ Aims:

- T helps ss know the results they get and mistakes which they got.
B/ Objectives:

- By the end of the lesson ss will be able to know the mistakes which they got
and how to correct them.

C/ Material:
- tests

D / Proceduces:

stages Activities arrangementWork

Warm up * Discussion:

a/ What do you think about the test?
b/ Is it easy or difficult?

c/ which sentense is the most difficult?

d/ How many marks do you think you
got? . . ...

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Presentatio
n

Production

Homework

1/ Giving them their test.

- Ask them to look at the test and check again.
2/ Correcting the test:

A: reading:

Read the passage and answer the questions
below. ( 2 marks)

a) It falls on the 20th of November each year.
b) It is meant for school children to show their

appreciation to their teachers.

c) They give their teachers flowers and gifts.
d) Parties are held.

C: writing:

Join two sentences using the relative
clauses.

a) Binh, who has never been abroad, is studying
English and Friend.

b) I like reading books which tell abouut different
people nd their cultures

c) Hawaii is a favorite vacation spot, which
consists of eight principle islands.

d) I'll go to the airport to meet my friends who
come to stay with us during the Christmas.
e) He likes Mexico city where he worked last

year.

f) We often go to the English club which opens
every Saturday evening.

D: Language focus

Choose the best answer to compete these
sentenses: ( 3 mark)

(1:B. 2: A, 3: C, 4: A, 5: C, 6: A, 7: B, 8: C)
3/ Main mistakes:

- Write the sentenses.

- Listening skill.

4/ Name some good tests, bad tests:
- Good tests: Hai's, Sen's

- Bad tests: many tests
1/ Noughts and crosses:

- Ask them to make sentences using the relative
clauses.

which who when

where that whom

whose who which

- Ask them to make sentenses with these words.
- Do the test again.

- Prepare Unit 5 ( Listen and read)

T - whole class

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Date: 13/04/2009

Period 61: unit 10: life on other planets

Lesson 1 : getting started - listen and read

A/ Aims:

- T help ss read a text about UFOs for details to complete the notes.
B/ Objectives:

- By the end of the lesson ss will be able to get the information about
UFOs

C/ Material: 
- extra board.
- Cassette player
 D / Proceduces:

stages Activities arrangementWork

Warm up

Pre-reading

While-reading

* Discussion:

- Ask them to look at the pictures and then answer
the questions.

a) Have you ever heart about UFOs?
b) Do you think they exist?

c) Have you ever seen any films on UFOs?
d) What do you want to know about UFOs?
e) If you saw a UFO, what would you do?
1/ Pre-teach:

- a spacecraft: (vis)
- meteor: (vis)
- evidence: (sit)
- an alien: (exlpain)
- (to) capture: (syn)
- (to) device: (tran)
- (to) claim: (tran)
* Slap the board.
2/ T/F prediction:

a) Many people believe in UFOs

b) Some people have seen UFOs in the sky.
c) In 1952 there were more than 15 UFOs.

d) Two men were axamined by the strange people
on an UFO.

e) An UFO was seen as an egg-shaped object.
1/ T/F statements:

- Ask them to read the text and then check their
prediction.

a) T
b) T
c) F
d) T
e) T

2/ Fnding the words:

- Ask them to read the text again then find the
words in the text which have below meanings.

a) Evidence
b) Meteor
c) Alienas
d) Collecting

Whole class

T - whole class

Individual