grade 12 grade 12 nguyễn thành viễn unit nine deserts period 1 reading time 45 minutes objectives 1 educational aim by the end of the lesson ss will be able to read for specific information to un

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Period : 1 (READING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- read for specific information to understand the passage,
- know some things about deserts.

2. Knowledge

Grammar : - Pronunciation : Full and contracted forms of auxiliaries
 - Conjunctions: So, but, however and therefore.

Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities
Warm-up (5 min)

Game: Animals in hiding
- Divide the class into 4 groups

- Hang on a poster with the sentences.
- Tell Ss to find out the animals hiding in

the sentences.

-The group with more animals is the
winner

1. That will be a real help.
2. She came late yesterday.
3. He came to America today.
4. Eric owes me ten cents.
5. Do good workers succeed?
6. If Roger comes, we’ll begin.
7. In April I on ly came once.
8. I’ll sing; you hum on key.
9. She clothes naked babies.
10. At last, I, Gerald, had won.

Lead-in :

1. Which kind of these animals can live in
deserts?

2. Can you name some other animals and
plants live in deserts?

Ss work in groups, looking at the
poster and find out the animals in it.
Some Ss of each group write on the
board the animals they find out.

Expected answers:

1. That will be a real help. (bear)
2. She came late yesterday. (camel)
3. He came to America today. (cat)
4. Eric owes me ten cents. (cow)
5. Do good workers succeed? (dog)
6. If Roger comes, we’ll begin. (frog)
7. In April I on ly came once. (lion)
8. I’ll sing; you hum on key. 
(monkey)

9. She clothes naked babies. (snake)
10. At last, I, Gerald, had won. (tiger)
- Camel, snake

- Scorpion; cactus

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- Name some countries which have
deserts.

In today’s lesson, we’ll get to know more 
about deserts.

* Pre-reading : (9 min)

Pre-teach vocab

stretch (n+v) – comprise (v) = include (v)
– explore (v) – aerial survey (n) - border

(n) – scientific expedition – sand dune (n)
– crest (n) – stable (a) -

* Checking : rub out and remember
* While-reading : (18 min)

Get Ss to read the passage and do the
tasks that follow.

 Task 1.

Give the Vietnamese equivalents to the
following words or phrases (p. 98 )
- Ask Ss to work individually and the
compare with a partner.

- Call on some Ss to read out their
answers.

-Teacher and Ss check
 Task 2. (p.98)

Get Ss to decide whether the statements
are true (T) or false (F).

- Ask Ss to compare the answers with
their partners.

- T checks with the whole class.

* Post-reading : (12 min) : Work in pairs
 Task 3 . Answer the questions.

- Call on some Ss to write the answers on
the board.

- Invite other students’opinions.
- Give feedback and make comments.
HOMEWORK

*Teacher assigns homework
Comment : (2)

Eliciting some new words from Ss
Practise reading and copy down

- T reads the Engish words and has
Ss say the Vietnamese meaning.
- T says the Vietnamese meaning

of the words and has Ss speak
out the English words.

Ss work individually, and then
compare with a partner.

Some Ss say out their answers :
Ss work individually and then
compare with a partner.

Some Ss say out their answers.
Expected answers :

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

Some Ss write the answers on the
board.

1. - The Great Victoria Desert,
- The Gibbon, Great Sundy and
Tanami Deserts,

- The Simpson Deserts.
2. (paragraph 2, lines 1-3)
3. In 1845 (paragraph 2, line 4)
4. (paragraph 2, lines 6-7)
5. by camels

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Period : 2 (SPEAKING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- talk about natural features of desrerts and desert life.
- express their ideas about related matters.

2. Knowledge

Grammar : - Pronunciation : Full and contracted forms of auxiliaries
 - Conjunctions: So, but, however and therefore.

Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4min)

Game : Word bricks

- Divide Ss into 2 groups A and B.
- Give group A a set of 10 red cards
(word bricks), and the same set of 10
green ones to group B.

- Tell Ss to use 10 of the words on the
bricks to complete 10 words on the chart.
- Ask Ss to go to the board to put each
word brick into each blank to make it a
correct word.

- The group with more correct words is

the winner of the game.

1. B………NA
2. CA………S
3. G………SS
4. H………E
5. BU………LO
6. CR………ILE
7. C………L
8. RA………T
9. G………T
10. SH………P

- Representative of each group write
the right sentence on the board.
- The group with the right sentence
and faster will win :

- Ss use 10 of the words on the bricks
to complete 10 words on the chart.
- Ss go to the board to put each word
brick into each blank to make it a
correct word.

Eliciting from Ss

- T reads the Engish words and has
Ss say the Vietnamese meaning.
- T says the Vietnamese meaning

of the words and has Ss speak
out the English words.

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* While-speaking : (20 min)
 Task 1. (p. 99)

Work in pairs. Check the trees and
animals that you think might exist in a
desert.

Get Ss to look at the newspaper cuttings
on page 87 and say what will have
happened by the end of the 21st century.
 Task 2. Work in pairs (p.99)

- Let Ss find out natural features of a
desert.

- Call on some Ss to say the Vietnamese
equivalents.

- Ask Ss to work in pairs, ask and answer
-

- Go around to control and give help if
necessary.

Note down some mistakes Ss have made
for later correction.

- Call on some Ss to say out their ideas.
- Give feed back and comments

* Post-speaking. 
 Task 3.

- Ask Ss to discuss and choose 5 most
important things you should bring along
with you when you go on an expedition
across a desert.

- Call on some Ss to read aloud their
choices / write them on the board.
- Give feedback and make comments

Homework

 Teacher assigns homework.

8. Rabbit
9. Goat
10. Sheep

A. What trees do you think might exist 
in a desert?

B. In my opinion, there are no 
trees,only cactus and hummock 
grasses might exist in a desert.
A. What about animals?

B. I think only camel can live in 
deserts.

A. Why do you think so?

B. Because it’s very hot during the 
day and very cold at night.And there’s
very little water near oases.

- climate : very hot and dry
- rainfall : very little

- plants/trees : no trees. Cactus,
spinifex and hummock grass.
- Animals : camels

- Soil : sandy and dry

- Seasons : winter and summer.
- Some Ss read aloud their sentences.
Some Ss write their ideas on the
board.

Homework :

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Period : 3 (LISTENING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- listen for general information,

- know for details.
2. Knowledge

Grammar : - Pronunciation : Full and contracted forms of auxiliaries
 - Conjunctions: So, but, however and therefore.

Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities
Warm-up (6 min)

Game : What and Where

(about the vocab in the previous lesson)
Lead-in :

- Our lesson today will focus on some
features of deserts and how they are
formed.

Pre-listening (8 min)

Pre-teach vocabulary :

hard (a) ≠ soft – spread, spread, spread
(v) – needle (n) - cause (n) – location
(n) – firewood (n) – speed (n)

* Checking : What and where
Ask and answer the questions.
- What is a desert?

- How is a desert formed?

- Can human beings make a desert?
Why? / Why not?

* Listen and repeat. (p. 100)

While-listening (20 min)

 Task 1 : True / False statements 
(p.100)

Play the CD 2 times and gets Ss to work
in pairs to put a tick T / F in the boxes
- Invite some Ss to give the answers.

Elicit some words from Ss

Practise reading many times, in chorus
and individually

Some Ss rewrite the English words.
Elicit new words from Ss

Practise reading and copy down
Some Ss rewrite the English words.
Some Ss answer

Ss work in pairs

Ss listen and put a tick in the box
Ss listen for the second time

Some Ss call out their answers and T
writes them on the board.

Expected answers :
1. T

2. T 
3. T

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- Check the answers with the whole
class.

- Play the CD one more time for Ss to
listen and check if necessary.

 Task 2. Listen again and answer the 
questions (p. 100)

- Have Ss compare the results with a
partner.

- Call on some Ss to write their answers
on the board.

- T and Ss check

 Task 3.Listen to the part of the 
expert’s talk again and fill in the
missing word(s).

- Ask Ss to compare the result with their
partners.

- Check the answers with the class.

Post-listening (12 min) : Work in

groups.

Summarize the main ideas of the
expert’s talk.

 What is a desert?

 What causes the growth of a

desert?

 What should humans do to
prevent the growth of desert

Homework

*Teacher assigns homework

Matching and find out the Vietnamese
equivalents.

1. ………like a fish. A. sheet
2. ………like a horse. B. drink
3. Like crocodile ………… C. rake
4. As ……… as ABC D. eat
5. As thin as ……… E. easy
6. As white as ………… F. tears

- Ss work individually and then
compare the results with a partner.
1. The talk examines deserts, what they
are and how they are formed.

2. Desert is a hot, dry and sandy place.
3. Nature and humans.

4. They eat every plant they can find.
Expected answers :

1. 90%

2. smaller plants
3. prevent
4. spreading
5. capital
6. canals

 Desert is a hot, dry and sandy
place.

 Nature and humans
 Plant trees – build canals

Homework : Ss memorize new words
and prepare for the new lesson

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Period : 4 (WRITING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- describe the main features of a desert.
- write a paragraph about the Sahara Desert.
2. Knowledge

Grammar : - Pronunciation : Full and contracted forms of auxiliaries
 - Conjunctions: So, but, however and therefore.

Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities
Warm-up (4 min)

Game : What and Where

(about some words in the previous
lesson)

- Ask Ss to listen and repeat those
words and erase them word by word

Lead-in :

In today’s lesson, you will learn to 
write a short paragraph about the main
features of the Sahara Desert.

Pre-writing (7min)

Pre-teach Vocab :

Natural features – extend (v) – total area

(n) – arid (a) – moisture (n) – oasis (n)
average elevation – date palm (n) – fox
(n)

* Checking : What and where

While-writing (20 min)

 Task 1 : - Ask Ss to work in pairs to 
answer the questions, using “general
information” on page 102 :

1. Where is the Sahara Desert?

Elicit some words from Ss

Practise reading many times, in chorus
and individually

Some Ss rewrite the English words.

- Eliciting from Ss

- Some Ss rewrite the English words.
-Ss practise reading in chorus and
individually.

-T reads the Engish words and has Ss
say the Vietnamese meaning.

-T says the Vietnamese meaning of the
words and has Ss speak out the English
words.

- Ss work individually and then
compare

the results with a partner.
- Expected answers :

1. It is located in the northern Africa.

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2. How large is it?

3. How is the climate?

4. Name some of the natural features

of the Sahara.

5. What kind of animals and plants 
can live in the desert?

- Go around the room to give help.
- Invite some Ss to write their sentences
on the board.

- T & Ss check

 Task 2 : Write a composition

- Have Ss to work in pairs, based on the
information given in Task 1, write an
composition of about 120 - 150 words
about the Sahara Desert.

- Go around the class to control and
give help.

- Ask some Ss to read their results to the
class.

- Give feedback.

Post-writing (12 min)

- Ask a student to write the composition
on the board.

- Ask other Ss to make correction and
comments.

- Give feedback and comments.
Homework

*Teacher assigns homework

Iraq. It lies largely in Morocco, Algeria,
Tunisia, Libya, Egypt, Mauritania, Mali,
Niger and Sudan.

2. It covers a total area of more than

9,065,000 square kilometres, 1,610 km
wide and about 5,150 km long from east
to west.

3. The Sahara is one of the hottest

region in the world with arid land and
dry climate. It is very hot in summer
and very cold in winter.

4. In the desert, sometimes there are few

oases. The surface of the desert

comprises sandy land and large dunes of
sand. People can also can find some
tablelands with an average elevation
from 400 to 500 m.

5. Very few forms of animal and plant

life exist, main trees are cactus, date
palm, acacia; main animals are gazelle,
antelope, fox, jackal and camel.

Ss combine the answers above to write a
composition about the Sahara Desert.

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Period : 5 (LANGUAGE FOCUS)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- distinguish between the full and contracted forms of
auxiliaries

- know the use conjunctions: So, but, however and therefore.
2. Knowledge

Grammar : - Pronunciation : Full and contracted forms of auxiliaries
 - Conjunctions: So, but, however and therefore.

Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4 min) : Game : Brainstorm

- Ask every student to rewrite the animals
they know in English.

- Ss work individually and then compare
the results with a partner.

- Ss work individually and compare
the results with a partner, after that
compare with a group.

- Pronunciation : (5 min)
- * Listen and repeat (p. 103)

Full forms and contracted forms
* Practise reading these sentences (p.
103)

- Get Ss to listen and repeat the sentences
on page 103.

- Call on some Ss to read the sentences.
- Make corrections in pronunciation if
needed.

Ss work individually and then
compare

the results with a partner.

- Ss work individually and compare
the results with a partner, after that
compare with a group.

- A representative of each group write
the result on the board.

- The group with more animals will
win

 Most of the auxiliaries have

both full and contracted forms.

- Get Ss to listen and repeat the
sentences on page 103.

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Grammar: (pp. 103-105)

Exercise 1. (7 min)

- Ask Ss to work in pairs to add so or but 
and a comma where appropriate.

- Call on some Ss to read out their
answers

- Check the answers with the whole class.

* Exercise 2 : (15 min) :

Underline the correct alternative in the
following sentences.

- Get Ss to choose a correct answer
- Go around to give help if necessary
- Ask some Ss to write the answers on

the board / read aloud
- Give feedback

* Exercise 3 : (12 min) :

- Get Ss to complete the sentences by
adding so, therefore or however where
appropriate.

- Ask Ss to work individually and then
compare with a partner.

- Give feedback

*Teacher assigns homework
Comment : (2)

- Ss to write down as many words as
they can remember on a piece of
paper.

- The student with the most correct

words is awarded with good marks.
1. so

2. but
3. so
4. but
5.so
6. but
7. but
8. so

Ss work individually and then
compare with a partner.

* Expected answers :

1. but 2. however 3. yet 4. so
5. but 6. However 7. but 8. but
between/opposite

Ss work individually and then
compare with a partner.

* Expected answers :
1. so

2. so
3. so

4. Therefore

5. However
6. Therefore
7. so

8. However

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Period : 6 (READING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- read for specific information to understand the passage,
- know some things about endangered species.

2. Knowledge

Grammar : - Pronunciation : Rhythm

- Modal verbs: may, might, must, mustn’t, needn’t.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (5 min)

Game:Wordstorm:Animals in Vietnam
- Divide the class into 4 groups

- Tell Ss to write down as many animals
living in VN as possible.

-The group with more animals is the
winner

Lead-in :

1. What animals do you think are in
danger of becoming extinct?

In today’s lesson, we’ll get to know about
the reasons why some animals are now in
danger of extinction and some solutions 
to the protection of the endangered 
species.

* Pre-reading : (9 min)

Pre-teach vocab

In danger of extinction (exp) - habitat
destruction (n) – exploit (v) – toxic
chemicals (n) – fertile (a) – contaminated
= polluted – biodiversity (n) – driven …to

the verge of extinction – benefit from (v)

Ss work in groups

Some Ss of each group write on the
board the animals they know.

Eliciting some new words from Ss
Practise reading and copy down

- T reads the Engish words and has
Ss say the Vietnamese meaning.
- T says the Vietnamese meaning

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– conserve (v)

* Checking : rub out and remember

* While-reading : (18 min)

Get Ss to read the passage and do the
tasks that follow.

 Task 1. (108) Matching

Give the Vietnamese equivalents to the
words in column A with phrases in
B(p.108)

- Ask Ss to work individually and then

compare with a partner.

- Call on some Ss to read out their
answers.

-Teacher and Ss check
 Task 2. (p.108)

Get Ss to choose A, B, C or D to

complete the sentences about the reading
passage.

- Ask Ss to compare the answers with
their partners.

- T checks with the whole class.

* Post-reading : (12 min) : Work in pairs
 Task 3 . Finding information.

- Ask Ss to read the passage again in pairs
- Ask Ss to find evidence in the passage
to support these statements.

- Invite other students’opinions.
- Give feedback and make comment

HOMEWORK

*Teacher assigns homework
Comment : (2)

Ss work individually and then
compare with a partner.

Some Ss say out their answers.
Expected answers :

1. C 2. D 3. A 4. B
Some Ss write the answers on the
board.

Ss work individually and then
compare with a partner.

Some Ss say out their answers.
Expected answers :

1. D 2. B 3. A 4. A 5. D

Ss work individually and then
compare with a partner.

Some Ss say out their answers.
Expected answers :

1. paragraph 2, lines 7-8
2. paragraph 3, lines 2-4
3. paragraph 4 : The Red List,

Enacting laws to protect wildlife,
Establishing habitat reserves.

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Period : 7 (SPEAKING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- talk about endangered animals.

- express their ideas about endangered animals.
2. Knowledge

Grammar : : - Pronunciation : Rhythm

- Modal verbs: may, might, must, mustn’t, needn’t.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4min)

Game : Wordstorm: wild animals

- Divide Ss into 4 groups.

- Ask each group to write down wild
animals they know

- The group with more animals is the
winner of the game.

* Pre-speaking
Pre-teach vocab

giant (a) – bamboo forest (n) - height (n)
– weight (n) – life span (n) – tropical (a)
– subtropical (a) – illegal (a) – reason (n)
* Checking : rub out and remember
 Task 1. (p. 109)

1. Where do elephants/tigers/pandas live?
2. Are they endangered? Why?

In today’s speaking lesson, you’ll

practise talking about the information of 
some endangered animals such as 
elephants, rhinos, tigers, pandas …

- Representative of each group write
the wild animals on the board.

- The group with more wild animals

will win.

Eliciting from Ss

-T reads the English words and has Ss
say the Vietnamese meaning.

- T says the Vietnamese meaning of
the words and has Ss speak out the
English words.

BOOKS

Period : 12 (READING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- understand the passage about ways of reading books,
- scan for specific details.

2. Knowledge

Grammar : - Pronunciation : Rhythm
- Modals in the passive voice.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities
Warm-up (5 min)

Game: Wordstorm: books read recently
- Divide the class into 4 groups

- Tell Ss to write down some books and
authors

-The group with more books is the winner

Lead-in :

1. Do you often read books?

2. What kind of books do you enjoy
reading?

In today’s lesson, we’ll get to know some 
ways of reading or reading habits.

* Pre-reading : (9 min)

Pre-teach vocab

Taste (v) - swallow (v) – chew (v) –
digest (v) – dip into (a) – the first few
pages – source of knowledge (n)
* Checking : rub out and remember

Ss work in groups

Some Ss of each group write on the
board the books they read / know.

Eliciting some new words from Ss
Practise reading and copy down

- T reads the Engish words and has
Ss say the Vietnamese meaning.
- T says the Vietnamese meaning

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* While-reading : (18 min)

Get Ss to read the passage and do the
tasks that follow.

 Task 1. (120)

Give the Vietnamese equivalents to the
words and phrases that follow.

- Ask Ss to work individually and then
compare with a partner.

- Call on some Ss to read out their
answers.

-Teacher and Ss check
 Task 2. (p.120)

Get Ss to decide whether the following
sentences are true (T), false (F) or not
mentioned (NM). Put a tick in the
appropriate box.

- Ask Ss to compare the answers with
their partners.

- T checks with the whole class.
 Task 3 . Answer the questions

- Ask Ss to read the passage again in pairs
- Ask Ss to answer the questions.

- Invite other students’opinions.
- Give feedback and make comments.

* Post-reading : (12 min) : Work in pairs
Ask Ss to find the names of types of
books in the square. The words may go

across, down, up, backwards or 
diagonally.

HOMEWORK

*Teacher assigns homework
Comment : (2)

Ss work individually and then
compare with a partner.

Some Ss say out their answers.
Expected answers :

optionable

Ss work individually and then
compare with a partner.

Some Ss say out their answers.
Expected answers :

1. NM 2. F 3. NM 4. T 5. F
Ss work individually and then

compare with a partner.

Some Ss say out their answers.
Expected answers :

1. There are three ways.

2. when you find a good story and
have time to enjoy it.

3. read the first few pages

4. The information and stories with
color, picture and action.

5. (the last paragraph, lines 6-7)
Here are some clues (p.121)
Expected answers:

a. thrillery
b. romance
c. novel
d. science
e. craft
f. fiction
g. comic
h. biography
Homework :

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Unit eleven :

BOOKS

Period : 13 (SPEAKING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- talk about reading habits,

- talk about characters in a book.
2. Knowledge

Grammar : - Pronunciation : Rhythm
- Modals in the passive voice.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4min)

Game : Wordstorm: types/kinds of books
- Divide Ss into 4 groups.

- Ask each group to write down types of
books they know

- The group with more types is the winner
of the game.

* Pre-speaking
Pre-teach vocab

detail (n) – while waiting for a bus –
during the break – content (n) - contents
(n) – the main character (n) – brave (a)
– witty (a)

* Checking : rub out and remember
Lead-in:

- When do you often read books?
- What kind of books do you read?

In today’s speaking lesson, we’ll talk 
about the reading habits.

- Representative of each group write
the result on the board.

- The group with more types will
win.

Novel, romance, thrillery, science 
fiction, fiction, short stories, funny 
stories, science book, story book, 
picture book …

- Ss practise reading the words a few
times (in chorus and individually)
Eliciting from Ss

-T reads the English words and has Ss
say the Vietnamese meaning.

- T says the Vietnamese meaning of
the words and has Ss speak out the
English words.

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* While-speaking : (20 min)
 Task 1. (p. 122)

- Ask Ss to copy the conversation on the
board.

- Have Ss practise talking , in groups, in
pairs

(open pairs and then closed pairs)

 Task 2. (p. 122)

- Ask Ss to work in pairs to complete the
conversation 1 and practise reading it.

 Task 3. Work in pairs (p.122)
- Let Ss look at the information about
tiger, rhino and elephants

- Ask Ss to complete the conversation 2
and practise reading it.

- Ask Ss to work in pairs, ask and answer
-

- Go around to control and give help if
necessary.

Note down some mistakes Ss have made
for later correction.

- Call on some Ss to say out their ideas.
- Give feed back and comments

* Post-speaking. 
 Task 4.

- Ask Ss to ask and answer about the
book they are reading. Note down the
answers.

- Give feedback and make comments

Homework

 Teacher assigns homework.

A. Do you like reading?

B. Yes, I do.

A. What kind of books do you often

read?

B. I often read story books, science
books and even picture books.

A. When do you often read books?

B. I often read books in my free time.

A. How do you read books?

B. I read the contents of a book first
after that I read other parts.

A. Why do you like reading?

B. Because books are a wonderful
source of knowledge and pleasure. Do
you agree with me?

A. Of course I do.

- Ss work in pairs to complete the
conversation 1 and practise reading it.
- Some Ss say out their answers :
A. What kind of books do you

like/enjoy reading?

B. ……….

A. How do you read books?
B………
A. When do you often read books?
- Some Ss read aloud their sentences.
Some Ss write their ideas on the
board.

A. What are you doing at the moment?
B. ………..

A. Who is the main character?
B. ………..
A. What’s he like?

Homework :

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Unit eleven :

BOOKS

Period : 14 (LISTENING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- listen for general information,

- listen for specific details.
2. Knowledge

Grammar : - Pronunciation : Rhythm

- Modals in the passive voice.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (6 min)

Game : Book Quiz

Ask Ss to make questions to know the
title of the book that their classmate
have read:

1.Have you read any books recently ?
2. Who wrote it?

3.What’s it about?
Lead-in :

- Our lesson today will listen to a
woman talking about the book that she
has just read.

Pre-listening (8 min)

Pre-teach vocabulary :

incredible (a) = unbelievable – journey
(n) – wilderness (n) – personality (n) –
survive (v) – unnoticed (a) – reunite (v)
– faithful to – fascinating story (a)
* Checking : What and where
* Listen and repeat. (p. 123)

A student answers

Practise reading many times, in chorus
and individually

Elicit new words from Ss

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While-listening (20 min)

 Task 1 : Listen to a woman talking 
about the book that she has just read and
do the tasks that follow.

Play the CD 2 times and gets Ss to work
in pairs to put a tick T / F in the boxes
- Invite some Ss to give the answers.
- Check the answers with the whole
class.

- Play the CD one more time for Ss to

listen and check if necessary.

 Task 2. Listen again and fill in the 
gaps in the passage (p. 124)

- Have Ss compare the results with a
partner.

- Call on some Ss to write their answers
on the board.

- T and Ss check

Post-listening (12 min) : Discussion.

- Tell Ss to work in pairs to ask and
answer the questions :

“Would you like to read the book?”

“Why? / Why not?”

- Call some pairs to act out their
conversation.

- Give feedback and make comments.

Homework

*Teacher assigns homework

Ss listen and choose the best answers.
Ss listen for the second time

Some Ss call out their answers and T
writes them on the board.

Expected answers :
1. B

2. C 
3. B
4. A
5. A

- Ss work individually and then
compare the results with a partner.
1. family

2. strength
3. humans
4. journey
5. pet
Example:

A. Would you like to read the book?
B. Yes, I’d like.

A. Why would you like?

B. I’d like to read the book because I
like animals. What about you?
A. I’d like to read the book because I
want to know about the life of
animals.

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Unit eleven :

BOOKS

Period : 15 (WRITING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- write complete sentences, using the prompts given.
- write a book report.

2. Knowledge

Grammar : - Pronunciation : Rhythm
- Modals in the passive voice.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (4 min)

Game : What and Where

(about some words in the previous
lesson)

- Ask Ss to listen and repeat those
words and erase them word by word

Lead-in :

In today’s lesson, you will learn to 
write the ways to protect and save the 
endangered animals.

Pre-writing (7min)

Pre-teach Vocab :

opinion (n) – heading (n) – recommend
(v) – theme (n) – title (n) – plot (n) –
captain (n) – cruel (a) – violence (n)
* Checking : What and where

While-writing (20 min)

 Task 1 : - Ask Ss to work in pairs to

put the questions under the correct
headings :

- Go around the room to give help.
- Invite some Ss to write their sentences
on the board.

- T & Ss check

Elicit some words from Ss

Practise reading many times, in chorus
and individually

Some Ss rewrite the English words.
- Eliciting from Ss

-Ss practise reading in chorus and
individually.

-T reads the Engish words and has Ss
say the Vietnamese meaning.

-T says the Vietnamese meaning of the
words and has Ss speak out the English
words.

- Ss work individually and then
compare the results with a partner.
- Expected answers :

HEADINGS

General introduction

7. “The Sea Wolf”
4. Jack London

9. A novel on love and violence

Summary of the book’s content

2. on o pirate’s ship on the Pacific

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HEADINGS

General introduction

7. What’s the title of the book?
4. Who is the author?

9. What type of book is it?

Summary of the book’s content

2. Where is the book set?

5. What is the main theme of the story?
6. Who are the main characters?

8. What is the plot of the story?

Conclusion

1. What is your opinion of the book?
2. Would you recommend the book to
others?

 Task 2 : Work in pairs

- Have Ss to work in pairs, to ask and
answer the above questions about a
book Ss have just read

- Go around the class to control and
give help.

- Ask some pairs to read their results to
the class.

- Give feedback.

Post-writing (12 min)

- Ask a student to write a report on the
book he/she has just read.

- Ask other Ss to make correction and
comments.

- Give feedback and comments.

Homework

*Teacher assigns homework

5. cruelty, strength and love

6. Wolf Larsen, Van Weyden and Maud

Brewster

8. The story is about a literature

researcher Van Weyden and a woman 
writer, Maud Brewster, who were 
caught in a storm and rescued by a 
sealer owned by a cruel captain Wolf 
Larsen.

Conclusion

1. It’s an interesting novel

2. I think it’s worth reading because it

gives us a lesson: with true love, man 
can find happiness.

- Ss work in pairs, to ask and answer

the above questions about a book they
have just read

- Some pairs read their results to the
class.

Ss write a report on the book that they
have just read.

The book I have recently read is “The 
Sea Wolf” by Jack London. That’s a 
novel on love and violence.

The book is set on o pirate’s ship on
the Pacific Ocean. The theme of the 
story is cruelty, strength and love. The 
main characters are captain Wolf 
Larsen, Van Weyden and Maud

Brewster. The story is about a literature
research Van Weyden and a woman 
writer, Maud Brewster, who were 
caught in a storm and rescued by a 
sealer owned by a cruel captain Wolf 
Larsen.

It’s an interesting novel. I think it’s 
worth reading because it gives us a 
lesson: with true love, man can find 
happiness.

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Unit eleven :

BOOKS

Period : 16 (LANGUAGE FOCUS)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- practise giving the rhythm of English,
- use modal verbs in the passive voice.
2. Knowledge

Grammar : - Pronunciation : Rhythm
- Modals in the passive voice.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4 min) : Game : Brainstorm

- Ask every student to write a sentence in
English.

- Ss work individually and then compare
the results with a partner.

- Ask some Ss write their sentences on
the board.

- T corrects mistakes if needed and then
asks Ss to read rhythmically

- Pronunciation : (5 min)
* Listen and repeat (p. 126)

* Practise reading these sentences (p.
126), paying attention to the stressed
syllables.

- Get Ss to listen and repeat the sentences
on page 126.

- Call on some Ss to read the sentences.
- Make corrections in pronunciation if
needed.

Grammar: (pp. 126-127)

Ss work individually and then
compare the results with a partner.
- Ss work individually and compare
the results with a partner, after that
compare with a group.

- A representative of each group write
the result on the board.

- Ss listen and repeat the sentences on
page 126.

- Ss read the sentences
In chorus and individually

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Exercise 1. (7 min)

- Ask Ss to work in pairs to rewrite the
sentences in the passive.

- Call on some Ss to read out their
answers and say the Vietnamese
equivalents

- Check the answers with the whole class.
* Rule:

can/may/must/will/should + be + V3

* Exercise 2 : (15 min) :

- Ask Ss to work in pairs to complete the
sentences, using the suitable passive form
of the verbs in brackets.

- Call on some Ss to read out their
answers and say the Vietnamese
equivalents if needed

* Rule:

is going to be/have to be/ought to be + V3

- Go around to give help if necessary
- Ask some Ss to write the answers on

the board / read aloud
- Give feedback

* Exercise 3 : (12 min) :

- Get Ss to write similar sentences
- Ask Ss to work individually and then
compare with a partner.

- Give feedback

*Teacher assigns homework
Comment : (2)

compare the results with a partner.
Some Ss read out their answers and
say the Vietnamese equivalents
- Expected answers :

1. This machine mustn’t be used after
5.30 p.m.

2. This machine must be cleaned
every time you use it.

3. The flowers should be kept in a
warm sunny place.

Ss work individually and then
compare with a partner.

* Expected answers :
1. will be prepared

2. is food going to be cooked
3. will be pre-packaged
4. can be warmed

5. should food be choosed
6. has to be offered

7. could be selected
8. ought to be made

- Ss work individually and then
compare with a partner.

- Some Ss write their sentences on the
board.

Homework :

Ss memorize the new words
and prepare for the new lesson

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Period : 19 (READING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- scan for specific information,

- know something about water sports.
2. Knowledge

Grammar : - Pronunciation : Elision

- Transitive and intransitive verbs.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities
Warm-up (5 min) Game: Wordsquare

E K S W I M M I N G

X J B A S E B A L L

F O O T B A L L X Y

E C H E S S M E N Z

C E Z R U G B Y J K

B A D M I N T O N B

I Z G O L F F A N S

V O L L E Y B A L L

B A S K E T B A L L

- Divide the class into 4 groups

- Hang on a poster with the wordsquare.
- Tell Ss to find out the words in the
wordsquare (10 words)

- The group with more points is  winner

Lead-in :

(Ask Ss to look at the words and guess

what they are going to learn)

In our reading lesson today, we’ll focus 
on water sports.

- Can you name the sport in the picture?
- Where is it played?

- How do people play it?

* Pre-reading : (9 min)

Pre-teach vocab

Goalie = goalkeeper (n) – defensive

Ss work in groups, looking at the
poster and find out the words in it.
The words to find :

Across : swimming, baseball, football,
chess, chessmen, rugby, badminton,
golf, volleyball, basketball

Down : water

Some Ss answer:
1. water polo
2. in a pool

3. seven players per team
(6 swimmers + a goalie)

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player (n) - interfere with (v) – eject (v)
– tie (n) – commit a foul (v) – penalize
(v) – overtime period (n)

* Checking : rub out and remember
* While-reading : (18 min)

Get Ss to read the passage and do the
tasks that follow.

 Task 1. Work in pairs

- Ask Ss to match the words in column A
with their meanings in column B.

- T writes the number from 1 - 5 in a
column and the letters a,b,c, d and e in 
another

- Ask Ss go to the board and draw a line
to match.

- Teacher and Ss check

 Task 2. Completing the sentences
- Ask Ss to complete the sentences on p.
130, using the information from the

passage.

- Ask Ss to compare the answers with
their partners.

- Call on some Ss to write the answers on
the board.

 Task 3. Answer the questions.

- Get Ss to read the reading passage and
answer the questions.

- Ask Ss to compare the answers with
their partners.

- Call on some Ss to write the answers on
the board.

* Post-reading:(12 min): Work in groups
Ask each group to make a comparison
between water polo and football, using
the following suggestions.

* places to play * number of players
* main rules * length of game

- Invite groups’opinions.

- Give feedback and make comments.

HOMEWORK

*Teacher assigns homework
Comment : (2)

say the Vietnamese meaning.

-T says the Vietnamese meaning of
the words and has Ss speak out the
English words.

Ss work individually, and then
compare with a partner.

Some Ss go to the board and match a
number and a letter.

Expected answers :

1. e 2. c 3. a 4. b 5. d
- Ss complete the sentences on p. 130,
using the information from the

passage.

- Ss compare the answers with their
partners.

- Some Ss write the answers on the
board

Expected answers :

1. 1.8 30 metres 20 metres
2. white caps blue caps

red caps with the number one in white
3. their own goal lines

4. holding or punching the ball
5. 5-8 minutes

Expected answers :
1. in a pool

2. in the centre of the pool
3. The ball can be advanced by
passing with one hand or swimming
with the head above the water and the
ballbetween the arms so it rides on the
wave created by the swimmer’s head.
4. The goalies.

5. He is ejected.
Homework :

Ss memorize the new words
and prepare for the new lesson

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Period : 20 (SPEAKING)

Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- understand and talk about other forms of water sports,
- give their own opinions about water sports.

2. Knowledge

Grammar : - Pronunciation : Elision

- Transitive and intransitive verbs.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4min)

Game : Brainstorm
- Divide Ss into 4 groups

- Deliver a piece of paper to each group.

Ask them to write down as many words
of sports as possible in 2 minutes.

- Ss show their paper on the board.
- The group which has more words will
win.

* Pre-speaking (7 min)

Pre-teach vocab

oar (n) – air tank (n) – regulator (n) – fins
(n) mask (n) - wet suit (n)

* Checking : rub out and remember
* While-speaking : (20 min)

 Task 1. (p. 47)
Work in pairs.

Get Ss to look at the pictures in the
textbook on p. 131 and match the names
with the appropriate water sports.

- Ask Ss to compare the answers with
their partners.

- Call on some Ss to say out the answers

- Representative of each group write

the Vnmese meaning on the board.
- The group with more correct words
and faster will win.

Eliciting from Ss

Practise reading and copy down
Some Ss rewrite English words

Expected answers:

1. swimming 2. water polo
3. synchronized swimming

4.windsurfing

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 Task 2. Work in pairs (p.131)

- Get Ss to work in pairs to ask and

answer the questions about water sports.
1. Where is it played?

2. What equipment is required to play
with?

3. Is it played individually or in a team?
4. How many people are there in each
team?

- Go around to control and give help if
necessary.

Note down some mistakes Ss have made
for later correction.

- Call on some Ss to say out their ideas.
- Give feed back and comments

* Post-speaking.

 Task 3. (p.132) Discussion
- Divide the class into two groups
- Get Ss of each group rewrite the ideas
they have just talked on the board.
Give feedback and make comments

Homework

 Teacher assigns homework.
Ask Ss to write a short paragraph about
the school education system in Vietnam.
Comment : (2)

Ss work in pairs, one asks, one
answers

Suggested ideas :

* Water polo is played in a pool. It is

played with a ball and people play it 
in a team.

* Windsurfing is played in the sea. It 
is done with a board and people go 
windsurfing individually.

Some Ss write their ideas on the
board.

Group work

Ss express their preferences
Example :

Student 1: I prefer scuba diving to

water polo because it is adventurous. 
Howerver, it can be dangerous

because you can easily be attacked by 
sharks.

Student 2: I prefer windsurfing to

water polo because it is more 
interesting and exciting. However it 
can be more heart-stopping and 
dangerous.

Homework :

Revise what you have learnt
and prepare for the new lesson

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Period : 21 (LISTENING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- listen for general information,

- know more about water sports.
2. Knowledge

Grammar : - Pronunciation : Elision

- Transitive and intransitive verbs.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities
Warm-up (6 min)

Game : Bingo

- Ask Ss to write five sports they enjoy
doing most.

- Listen to the teacher and tick the
words they hear. Anyone who has all
the five words ticked first will win and
say “Bingo”

Lead-in :

- Do you know any water sports?
- Are you good at swimming?

- What is the water sport in the picture?
- Is it played in a swimming pool or in
the sea?

- Is it played with or without
equipment?

- Is it played individually or in a team?

Today you will listen to synchronized 
swimming.

Pre-listening (8 min)

Pre-teach vocabulary :

Ask Ss to listen and repeat chorally and
individually (at the end of page 132)
* Checking : What and where

While-listening (20 min)

- Ss work individually, writing 5 sports
they like doing on a piece of paper.
- Listen to the teacher and tick the
words they hear. Anyone who has all
the five words ticked first will win and
say “Bingo”

Optionable answers

Elicit new words from sts
Practise reading and copy down
Some Ss rewrite the English words.

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 Task 1 : Listen to a woman talking 
about synchronized swimming and
circle the most appropriate option (A, B
or C) to complete each of the following
sentences (p.133)

Play the CD 2 times and gets Ss to work
in pairs to circle the most appropriate
option (A, B or C) to complete each of
the following sentences (p.133)

- Invite some Ss to give their answers.
- Check the answers with the whole
class.

- Play the CD one more time for Ss to
listen and check if necessary.

 Task 2. Listen again and answer the 
questions (p.134)

- Have Ss compare the results with a
partner.

- Call on some Ss to write their answers
on the board.

- T and Ss check

Post-listening (12 min) : Chatting

- Ask Ss to work in pairs to talk about
the history of synchronized swimming,
using the cues below.

- Call some Ss to report to the class.

Homework

*Teacher assigns homework

Ask Ss to write a short paragraph about
the sport they like doing.