giao an anh van 12 cb tron bohay

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Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .
Class:. . .

INTRODUCTION AND REVISION
A.OBJECTIVES:

By the end of the lesson, students will:
- Review all of the knowledge of grade 11
- Know how to study and learn English 12
B. TEACHING AIDS: textbook, pictures, cassette, tape
C. PROCEDURE:

Method: mainly communicative

Time Teacher’s Activities Students’Activities

Greeting, introduce, get acquaintance with the students
A.Revision

-elicit all of the knowledge and language skills of grade 11
1.Verbs tenses ( present simple, past simple, past progressive,
past perfect……….)

I. HIỆN TẠI ĐƠN (Simple Present)
Cách dùng

1. Diễn tả một thói quen hoặc một việc thường xuyên xảy ra ở
hiện tại.

Ex: - We come to school on time everyday. (Chúng tôi đi học

đúng giờ mỗi ngày)

- My mother always gets up early. (Mẹ tôi luôn thức dậy sớm)
■ Dấu hiệu thì:

a. Cách dùng này thường có các trạng từ chỉ sự thường xun:

• rarely: ít khi • usually: thường

thường

• sometimes: đôi khi • seldom: hiếm khi

• never: khơng bao giờ • always: ln ln
• often: thường • occasionally: thỉnh thoảng
• hardly ever: hiếm khi • everyday: hàng ngày
b. Các kết cấu đi với every như:

• every week: hàng tuần
• every month: hàng tháng

2. Diễn tả một sự thật hiển nhiên, một chân lý

Ex: - The Sun rises in the East. (Mặt trời mọc ở phương đông)
- The Earth moves around the sun. (Trái đất xoay quanh mặt
trời)

3. Diễn tả sự thật tương đối bền vững

Ex: - Your sister speaks English well. (Chị của bạn nói tiếng

Anh giỏi)

- Dick writes novel. (Dick viết tiểu thuyết)

- Children need love and affection. (Trẻ em cần tình yêu và
sự ấp ủ)

II. HIỆN TẠI TIẾP DIỄN (Present Continuous)
Hình thức Subject + am / is / are + V-ing
Cách dùng

1. Chỉ một sự việc đang xảy ra ở hiện tại, lúc ta đang nói
Ex: - The farmers are working in the fields
now. (Các nơng dân đang làm việc ngồi đồng)

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- My mother is cooking in the kitchen at the moment. (Vào
lúc này mẹ tôi đang nấu ăn trong nhà bếp)

■ Dấu hiệu thì:

a. Trong câu thường có các phó từ:
• now: bây giờ

• at the moment: vào lúc này
• at present: vào lúc này

b. Trong câu bắt đầu bằng những từ gợi sự chú ý như:
• Look! Coi kìa

• Listen! Nghe kìa

• Hurry up! Nhanh lên

Ex: - Look! The boys are fighting. (Coi kìa,
bọn trẻ đang đánh nhau)

- Listen! They are speaking English. (Nghe kìa! Họ đang
nói tiếng Anh)

- Hurry up! The bus is coming. (Nhanh lên! Xe buýt đang
tới rồi kìa)

c. Trong câu có cụm chủ vị có từ WHILE (Trong lúc)

Ex: - I’ll think it over while I’m having my
lunch. (Tôi sẽ suy nghĩ kỹ vấn đề này trong lúc tôi ăn trưa)
2. Diễn tả một việc được xếp đặt xảy ra trong tương lai.

Ex: - What are you doing this evening? (Chiều tối nay bạn định
làm gì)

- We are going to Paris on Friday. (Chúng tôi định đi Pari
vào thứ Sáu)

III. HIỆN TẠI HỒN THÀNH (Present Perfect)
Hình thức: Subject + Has / Have + Past Participle
Cách dùng

1. Để diễn tả một việc đã xảy ra trong quá khứ mà thời gian
không xác định rõ.

Ex: - He has lived in England before.
(Trước đây, anh ấy sống ở Anh quốc)

- We have gone to Dalat several times. (Chúng tôi đã đi
Dalat vài lần)

- She has already seen that film. (Cô ta đã xem phim đó rồi)
- He’s never been there. (Anh ta chưa từng ở đó)

- They haven’t finished their work yet. (Họ chưa làm xong
việc)

- Have you ever spoken Russian before? (Trước đây có bao
giờ bạn từng nói tiếng Nga chưa?)

■ Dấu hiệu thì:
Trong câu thường có

• already: rồi, đã rồi • several times: vài lần

• never: chưa bao giờ • never ... before: trước đây chưa
bao giờ

• yet: chưa • ever: đã bao giờ
• ever ... before: trước đây đã bao giờ

2. Để chỉ một việc đã bắt đầu xảy ra trong quá khứ và hiện đang
còn xảy ra.

Ex: - So far he has had no trouble. (Cho đến nay, anh ấy chưa

gặp rắc rối gì)

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năm năm rồi)

- His father has been ill during the last two week. (Bố anh
ấy đã bệnh suốt hai tuần vừa qua)

■ Dấu hiệu thì:

Trong câu thường có các trạng từ chỉ thời gian:

• so far: cho đến nay • up to now: cho
đến nay

• up to the present: cho đến lúc này • since then: kể
từ lúc đó

• since: kể từ khi • for: trong (khoảng
thời gian)

• in / during the last + 1 khoảng thời gian

3. Để diễn tả một hành động mà thời gian nó chưa kết thúc.
Ex: - He has smoked ten cigarettes today. (Hôm nay anh ấy hút
10 điếu thuốc)

- I haven’t seen her this week. (Tuần này tôi không gặp cơ
ấy)

■ Dấu hiệu thì:

Trong câu thường có các phó từ như:
• today: hơm nay

• this week: tuần này
• this month: tháng này
• this term: học kỳ này
• this year: năm nay

4. Để chỉ một sự việc vừa mới xảy ra so với hiện tại
Ex: - I have seen him lately. (Gần đây tơi có gặp anh ấy)

- She’s just gone out. (Cô ta vừa mới đi khỏi)
■ Dấu hiệu thì:

Cách dùng này thường có các từ như:
• just: vừa mới

• recently: gần đây
IV. simple past

The Simple Past can be used with a duration which starts and
stops in the past. Duration is a longer action often indicated by
expressions such as: for two years, for five minutes, all day, all
year, etc .

E.g: I live in Brazil for years

10. The Simple Past can also be used to describe a habit which
stopped in the past. It can have the same meaning as “used to ”.

To make it clear that we are talking about a habit, we often add
expressions such as: always, often, usually, never, when I was
a chid, when I was youger etc.

E.g: They never went to school . They always skipped their
classes

11 . The Simple Past can also be used to describe past facts or
generalizations which are no longer true . As in USE 4 above,
this use of the Simple Past is quite similar to the expression
“used to ”

E .g: She was shy as a child, but now she is very outgoing
V.Past continuous :

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+ Use :

* Use the past Continuous to indicate that a longer actoin in the
past was interrupted . The interrupted is a shorter action in the
Simple Past or a specific time . Remember this can be a real
interruption or just an interruption in time .

E. g: I was watching TV when she called .
Last at 6 PM, I was eating dinner

* When you use the Past Continuous with two actions in the
same sentence, it expresses the idea that both actions were
happening in the same time. The actions are parallel.
E.g: I was studying while he was making dinner.
VI.Past perfect

Use:

* The Past Perfect expresses the idea that something occurred
before another action expressed in the Past Simple. It can also
show that something happened before a specific time in the
past.

e.g :had never seen such a beautiful beach before I went to
Hanoi.

2.infinitive and gerund

T reviews the verbs that are followed by an infinitive, a gerund
and both. (in handouts

Infinitive only

Agree Arrange Ask Choose Decide Demand Deserve expect
Fail Hesitate Hope Intend Learn Manage Offer Plan Refuse
Seem Wait

Gerund only

Admit Avoid Deny Enjoy Keep

Verbs that are followed by prepositions
Both

Begin Start Continue Stop Love Like Hate Remember Forget

Try Regret

3/ Reported speech

reviews reported speech with infinitives:
+ Form: Verb + O + bare-infinitive

+ meaning and use: We usually use an infinitive structure to
report orders, requests, advice, suggestions, threats, warning,
promises, (dis)agreements, and so on. We don’t use “say” in
this structure.

E.g: I told the kids to be quite. The policeman told me not to
park here.

Note: T might want to remind Ss that time and place references
often have to change in reported speech. E.g:

4.conditional

T elicits the from and use of coditional sentences (type 1, 2 and
3 ) from Ss . If necessary T may give Ss the following handout
Type 1.If + simple present will future

In these sentences, the times is the present or future and the
situation is real . They refer to a possible condition and its
probable result

Example :

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Like type 1, type 2 refers to the present of future, and the past
tense in the if – clause is not a true past but a subjuntive, which
indicates unreality or improbability .

Example :

+ If I were 18 again I would go on a round – the –world – tour .
(I’m not 18, in fact I’m 45 )

+ If I studied, I would pass the exams
Type 3 If +pat prefect, would have + P2

The time is past, and the condition cannot be fulfilled because
the action in the if – clause didn’t happen .

Exmple :

+ If I had found her address last week, I would have sent her an
invitation .

+ If I had studied, I would have passed the exams
5.Relative clauses

Relative Pronouns

Who whom which that whose
-Ask ss to retell Relative clause

+ Defining clause
+ Now- defining clause

-Ask ss to give examples then retell their functions
Eg:- I met Jane’s father, who works at the U..
- I met the man who helpead me yesterday
+ she is the woman about whom I told you
* Relative pronouns with prepositions
to

with

of whom/ which ( + S + V)
About ( prohibit)
(prep)

Reduce relative clauses
6.Cleft sentences

-Give 3 examples of 3ex 1,2,3 to introduce ss the new grammar
points

( Left sentences)

Ex1: The man gave her the book
S

->It was the man who gave him the book
( focusing on subject)

Ex2: The boy hit the dog in the grander
->It was the dog that the boy hit in the

( focusing on subject)

granden

Ex3:She bought him a present at the shop
-> It was at the shop that she bought him
( focusing on subject)

a present

-Through the examples, ask ss to give the way to use ceft
sentences them selves

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-Give other examples then ask ss to practise
Home work

-give exercise by handouts

B. Introduce the Englisn 12 to students.
+ Introduce the Englisn 12 to students.:
- Guide students about the new book.
- Giude them:

+ How to learn each lesson

+ How to learn each section of the lesson.
+ How to study at the class

+ How to prepare the lesson at home…

Demand students to master: 1. The grammar of the test.
2. The main content of the English 12.

3. Master the learning methods.



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

WritingTest 45’
A.OBJECTIVES:

By the end of the lesson, students will:
- Do the test well

B. TEACHING AIDS: textbook, pictures, cassette, tape
C. PROCEDURE:

Method: mainly communicative

Họ và tên...Lớp:...
Written test 45’: Tổng số câu đúng .../50

I. Chọn một từ mà phần gạch chân có cách phát âm khác với những từ còn lại

1. a. may b. car c. day d. stay

2. a. advice b. age c. above d. affect

3. a. dry b. sunny c. rainy d. daily

4. a. heal b. head c. mean d. meal

5 a. big b. mild c. winter d. spring

II. Chọn một đáp án thích hợp nhất để hoàn thành các câu sau 
1. The music ………….. we are listening is very wonderful.

a. which b. to which c. with which d. who

2.They warned us against ………..that car.

a. buying b. buy c. to buy d. bought

3. His mother prevented him………coming to see me.

a. in b. of c. on d. from
4. The girl ………….. with Ann is very beautiful.

a. worked b. working c. work d. be worked

5. The kind of music ………….. my group plays is hard to describe.

a. that b. who c. whose d. whom
6. The ………….. tells us the days of the week and the months of the year.

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a. is b. are c. were d. was

8. Neither you nor I………….. here yesterday.

a. am b. are c. was d. were

9. He admitted ………. that vase.

a. broke b. breaking c. to break d. for breaking

10. He did well in ………….. Maths and history.

a. either b. or c. both d. and

11. It is the door that needs …………..

a. replacing b. replacement c. to replace d. replaced
12. It ………….. who saw the ghost.

a. is us b. was us c. was we d. were we

13. The book ………….. I give you is very interesting.

a. which b. that c.  d. all are correct

14. The man …………..the bank is a millionaire.

a. is entering b. entering c. to be entered d. enters
15. Tom was the last person …………..the classroom yesterday.

a. to leave b. leaving c. left d. leaves

III. Chọn một đáp án thích hợp để điền vào chỗ trống trong đoạn văn sau
CELEBRATING NEW YEAR

Tet (New Year according to the lunar calendar) is Nam’s favourite festival. He (1)
____ new clothes and eats a (2) _____ good food on that occasion.

On the first day of Tet, Nam and his family (3) _______ his grandparents. He (4)
_______ them and his grandparents beam (tươi cười) with joy and they (5) _______ him tien

mung tuoi (the lucky money).

Then his family has lunch (6) _______ his grandparents. Nam is very surprised (7)
_______ the delicious spread (bữa ăn linh đình/ thịnh soạn) of food before him. “Nam, I
made the spring rolls specially (8) _______ you. You must eat more”, says his grandmother
lovingly. Of course Nam is very happy because (9) _______ is his favourite food. After lunch,
Nam and his sister (10) _______ their mother to clear the table.

1. A. wear B. to wear C. wears D. wearing

2. A. many B. lots C. much D. lot of

3. A. visit B. to visit C. visiting D. visits

4. A. says B. greets C. sees D. asks

5. A. talk B. send C. receive D. give

6. A. to B. of C. with D. among

7. A. with B. at C. on D. in

8. A. for B. to C. with D. at

9. A. they B. he C. she D. it

10. A. to help B. help C. helping D. helps

IV. Đọc đoạn văn sau và chọn đáp án mà em cho là đúng nhất 
UNLUCKY DAY

Last Sunday was definitely not a good day for me. It all started when I got into
my car and it refused to start. I immediately realized that I had left the lights on and the
battery had gone flat. I telephoned my friend George and he came round and helped me start
the car. I then drove into town to see a friend. I had arranged to meet him at six thirty, but by
the time I got there, it was ten past seven and my friend was not there. I waited for him for an
hour despite the freezing weather, but he didn’t come. When I returned to my car, I saw that
someone had broken into it, probably looking for the radio. Luckily, I never leave the radio in
the car! There was nothing I could do but get into my car and drive home. Later I spoke with
my friend and discovered that he hag waited for only half an hour and left. He didn’t even
apologise for not waiting for me longer!

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A. the lights had gone wrong. B. the battery had gone flat.
C. it hadn’t been serviced. D. the battery had been stolen.
2. What was the weather like when the writer waited for his friend?

A. coldB. hot C. rainy D. foggy

3. In the writer’s opinion, what did the thief want to steal?
A. money B. camera C. radio D. wallet
4. What time did the writer’s friend leave after waiting for him?

A. 6:30 B. 7:00C. 7:10 D. 7:30

5. Which of the following sentences is NOT true?

A. A friend f the writer’s helped him start the car.
B. A friend f the writer’s lived in town.

C. The writer had waited his friend until 7:30.

D. the writer apologized for not waiting his friend for any longer.
V. Viết lại các câu sau sao cho nghĩa không thay đổi

1. Can you pass me the magazine?

- Would you mind ………?
2. The party was so wonderful that we didn’t want to leave

- It was ……….
3. Tom said: “I’m feeling ill.”

- Tom said that……….
4. father doesn’t drink wine any more.

- My father used...
5. People drive very fast, that’s why there are so many accidents.

- If………..


Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 1: HOME LIFE
Lesson 1: Reading
A.OBJECTIVES:

By the end of the lesson, students will:
-Understand more about home life.

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textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

Method: mainly communicative

Time Teacher’s activities Students’ activities

10’

I.warm up

-Ask Ss to work in groups and tell about their
family

-suggestions

1.how many people are their in your family?
2.what is your father’s job?

3.what’s your mother’s job?

………
-go round the class and control

-call on some Ss to present
-feedback

-short introduction the types of family (show the
pictures)

Nuclear family

Nuclear family consists of the father, the mother,
and the children

Extended family

Extended family consists of the grandparents, aunts,
uncles, cousins, nephews, nieces, and in- laws,
(relatives through marriage).

SINGLE PARENT FAMILY

A single parent family consists of the children and
one parent either the father and the mother

+ In US, single parent families are popular
+ In Viet Nam, there are more and more the
type of single families

BLENDED FAMILIES OR STEPFAMILIES
-A family in which both parents have been

divorced, each with their own children they remarry
and bring both sets chilren into the marriage

+ It consists of stepparents, stepsister,
stepbrother, halfbrother and half sister.
II.Before you read

Pairs work

-have SS to look at the pictures in the textbook and
answer questions

1.Who do you think they are?
2.Where is the family?

3.What is each member doing?
4.Is the family happy? Why/why not?
5.Are there any pets? What are they?
6.What are they doing?

7.do you like having pets in your house?
8.What pets do you want to have?

Call some pairs to answer and give feedbacks.
- Introduce the text.

Explain some new words:

Introduce and explain the meaning of the new

Group work

Discuss
Present

Answer.

( In English or Vietnamese )
- Work in pairs.

* Suggestion:

- Parents and children.
- At home.

- The mother is helping the
daughter with her study, the
father is playing with the son.
- Depend on Ss.

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10’

words

1. Caring(a): paying attention to the others
2. to run the household.

3. to be willing to do st.
4. household chores
5. responsibility(n):

 responsible to sb. For st.
6. mischievous(a)

7. obidient(a)
8. close-knit(a)
9. supportive(a) ~ of
10. frankly(adv)
11. secure(a)
12. confident(a)
 confidence(n)

-read aloud and ask Ss to repeat

-explain new words in Vietnamese if necessary
III.While-reading:

- Ask Ss to listen to the tape.

- Ask Ss to read the passage silently to understand
about it

a. Task 1: Choose the best answer

- Get Ss to read the requirement of task1.
- T asks Ss to read through 5 sentences and T helps
them if necessary.

- Asks Ss to work in pairs and choose the answer.
- T gets Ss to share the answers with their groups.
- Call 2 Ss of 2 groups to write down the answers.
- T checks and give feedbacks:

- Let Ss explain some sentences if necessary
b. Task 2: Answer the questions:

- Checks if Ss can answer the comprehension Qs
without reading the text again. If Ss cannot, T gets
them to read the Qs carefully and underline the key
words to do task.

- Gets S to check theirs answers and explain their
choices.

- T calls some Ss to read theirs answers and explain
their choices.

- T comments and gives feedbacks.

Listen to the tape.

- Read the passage silently.
- Find out new words.

Read the passages

- Listen to teacher’s reading.
- Read the text by self.
- Read the task.

- Read through 5 sentences.
- Work in pairs.

- Share the answer.

1-B; 2-C; 3-A; 4-B ;
5-A;

- Work in pairs

1. Very busy. They have to
work long hours and

sometimes they have to work
at night.

2. She is always the first one to
get up in the morning to make
sure that her children leave
home for school having eaten
breakfast and dressed in

suitable clothes. She always
makes dinner ready before her
husband comes home.

3. The daughter helps with
household chores: she washes
dishes and takes out the
garbage. She also looks after
the boys/her younger brothers.
The father sometimes

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5’

IV.After you read

- Give some Ss handouts and asks them to fill in the
table the missing information from the reading text
(work in groups of 4).

?what is your mother/father/you responsibility in
your family?

Work father mother children

-washing
dishes
-cooking
………..

- T checks and gives feedbacks.

- Let Ss compare the family described in the text
with your own family (basing on the handouts).
- T tells each group to choose a secretary to note
down all of others’ ideas.

- T asks the secretary to report their ideas.
- T comments and corrects Ss’ mistakes.

Homework: - Learn the new words by heart, read 
and translate the text, do the tasks again.

- Prepare the section B (The Speaking part of Unit
one).

at weekends.

4. She attempts to win a place
at university.

5. Because they are very
closed – knit and supportive of
one another. They often share
their feelings and whenever
problems come up, they
discuss them frankly and find
solutions quickly.

Work in groups.
- Check.

- Work in groups.
- Report their ideas.
- Listen and comment.

Write down the homework
requirements.

Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 1: HOME LIFE
Lesson 2: Speaking
A.OBJECTIVES:

By the end of the lesson, students will:

-- understand more about home life, the relationship and responsibilities of family's
members.

- develop speaking skills: discuss home life, the relationship and responsibilities of
B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

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Time Teacher’s activities Students’ activities
5’

10’

20’

I. Warm – up ( 5 min.): Network

- Ask Ss to find out as many as possible
words related to household chores.

- Call some Ss to write on the board.
- Give comments.

II, Pre – speaking:

Task 1: Read the following statements and
tick the ones that apply to you and your
family.

- Ask Ss to work in pairs, exchange the
ideas.

-Walk around and help them

- Call some Ss to talk about their families in
front of the class, using the information in
task 1.

- Give feedback
III.While – speaking
Task two:

- Guide students how to practise.
- Ask students to work in pairs.

- Help the students with new structures.
Give some special expressions

* Could you tell me who….. ?

* By the way who in your family ……. ?
* What about your …. ?

- Walk around and help them.

- Call some pairs of student to stand up and
report before the class.

- Correct their mistakes.

Expected words:
- cleaning the floor
- cooking

- doing the washing up
- washing clothes
- tidying the kitchen
- ironing clothes

- hanging dry the clothes
- repairing/ mending things
- taking care of the baby
- taking out the garbage
- Work in pairs

- Present in front of the class
Feedback:

In my family both my father and
mother go to work. Almost all
members of my family share the
household chores. Washing the dishes
and cleaning the house are what I
often do help my parents. We all like
watching films on TV when we have
free time at weekends. The person I
often share my secrets with is my
sister. I always ask my parents for
advice before making an important
decision.

- Work in pairs .
Expected questions :

1. Could you tell me who works in
your family?

2. By the way who in your family

does the washing up?

3. What about your brother ? Does he
share the household chores?

4. What’s your responsibility in the
family?

5. What exactly do you have to do?
6. How do you share the household
chores?

7. What interests do your family
members share together?

8. What do your family members
often do together in your free time?
9. Who do you often share your
secrets with?

10. Who do you often talk to before
making an important decision?

Sample dialogue :

A: - Hi,…Could you tell me a bit
about your family life ?

B: - Sure, no problem.

household

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10’

Task 3: Ask about your partner’s family. 
- Ask Ss to study the table carefully.

- Have the Ss to work in pairs, asking about
the partner family life, noting down the
answers in the table.

-Call some pair to act out in front of the class.
- Give comments.

IV.Post – speaking :Report the
information

- Have Ss to work in pair.

- Call some Ss to report in front of the class.
- Correct and give comments.

Homework: - More practice the main
toppics at home.

- Prepare the section C (The Listening part of
Unit one).

A: - Who works in your family?
B: - Both my parents. My father is an
engineer and my mother is a teacher.

They work 8 hours a day.

A: Do you help them with the
household chores?

B:- Of course. I help my mother in
the kitchen and wash the dishes.
A: -What about your father?

B: -He cleans the floor and
sometimes when my mom is out of
on business he cooks for us.

A: - What interests do your family
members share closely?

B: - Watching films. We often watch
films on TV on Saturday evening
when everybody is free.

A: - Who do you often share your
secret with?

B: - Mother. I think she understand
me well.

A: - So she is the person you often
talk to before making an important
decision?

B:- No, in fact both my parents help a
lot when I have problems.

A: - You must be very happy in such
a family .Thanks for giving me time.
Bye.

B: - Bye.

Expected answer:

I’ ve just talked with B about her
family life.

She told me that both her parents go
to work, so they are very busy. So she
has to shares the household chores
.She often helps her mother in the
kitchen and washes the dishes after
meals. His father is also willing to
help with the housework. He cleans
the house and sometimes when B’s
mom is out on the business. All the
members of her family enjoy
watching films together on Saturday
evening. She shares her secret with
her mother because she thinks that
her mother understand her well.
;however, both parents help her make
important decisions

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Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 1: HOME LIFE
Lesson 3: Listening
A.OBJECTIVES:

By the end of the lesson, students will:
- understand more about home life

- develop listening skills: listening for main ideas and specific information
B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

Method: mainly communicative

Time Teacher’s activities Students’ activities

I.Warm – up: Jumbled word

Rearrange the letters to make a meaningful word.
RINENOU

- Which word can go with “reunion”?
II. While you listen

* Describing the picture

- Ask students to work in pairs, look at and 
describe the picture (p16), using the cues:

1. What is happening in the picture?
2. How many pictures are there?/ who are
they?

3. How are they feeling? / How do they look?
- Call some students to answers

- Give feedback and introduce the topic of the
lesson:

Lead- in: In today’s listening section, you’ll hear
the conversation between Paul and Andrea talking
about their family.

- introduce some new words to students by using
pictures or by using definitions in English

 Teacher asks students to repeat the words on
the black board.

 Teacher has students pay much attention to the
words and how they’re pronounced and tells
students that they’re given cues helping them to
listen to the text well..

* Vocabulary: Listen and repeat

- Play the tape and ask Ss to read after the tape
twice.

-> REUNION

-> Family reunion

Look at the pictures.

- Answer the teacher's questions.
+ They are having a big…..
+ many people..

+ Very happy

Students repeat individually 
and in chorus

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- Explain new words:

- leftovers / `left әu vәz/ thức ăn thừa
- spread ( v) out /spred/ trải ra

1. to reserve: = to book sth in advance: đặt
trước

2. coach (n): xe chở khách đường dài

3. to spread out: to cover a large area
4. leftovers: food that has not been eaten at

the end of a meal

5. flight (n): a journey made by air, especially
in a plane: chuyến bay

III.While you listen

Task 1 : Listen to the conversation between Paul 
and Andrea and decide whether the statements 
are T or F and then correct the false statements
Ask students to read through the questions
- Play the tape two times

- Ask Ss to do individually then compare the
answer with a partner.

- Play the tape again, have students listen and
check the answers

- Call some Ss to give the answers
- Checks and gives feedback.

Task 2: Note down two things that are 
different about Paul’s and Andrea’s families.
- Ask students to read through the questions.
- Let them do the task without listening again.
- Play the tape twice .

- Ask students to do Task 2 then compare the
answer with a partner.

- Play the tape again, have students listen and
check the answers

- Ask some students to read the answers
- Checks and gives feedback.

- Read through the questions

- Work individually to do the
task

- Compare the answers
answer

1. T

2. F ( They not a very close – nit
family, they rarely get together
as a family any more.)

3. F ( It is about 180 kilometers
from they ….)

4. T ( There are 4 children in
Paul’s family)

5. T ( There are too many people
to cook for, they end up going
out to dinner a lot.)

- Read through the questions.
- Work individually to do the
task

- Try to do the task without
listening again.

- Compare the answers
- Listen again and check the
answers

answer:

Paul Andrea

His family
members are
not very
close.

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IV. after you listen : Discussing

- Ask Ss to work in groups, discuss the questions:
The importance of family in a person's life
- Ask some students to present their discussion in
front of the class.

- Give feedback

Homework:

- Summarise main points.
- Write about family reunion.
- Prepare Part D

The families
often eat the
meal the
mother cooks
at home.

The family
often goes out
to eat when
they get
together.
- Work in groups, discuss the
questions

- Report their discussion
answer:

Family is very important. It’s a 
place where people can share
their secrets and find solutions to
problems that arise. Only in

family, we can enjoy love and
comforts. We are sure to be
welcome back when we have
disappointments or failures in
life.



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 1: HOME LIFE
Lesson 4: Writing
A.OBJECTIVES:

By the end of the lesson, students will:
- Understand more about home life

- Develop listening skills: listening for main ideas and specific information
B. TEACHING AIDS:

Textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

Method: mainly communicative

Time Teacher’s activities Students’ activities

5’ I. Warm up

-Ask Ss to work in pairs and answers some
questions

1. Do your parents often let you go out in the
evening ?

2. Are you allowed to use your family
motorbike?

Pairs work

1. My parents don’t let me come
home late.

2. My father permits me to use the
family motorbike.

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15’

20’

3.Are you allowed to do the household chores?
-call on some pairs to present their answer in
front of the class

-feedback

Lead in: In today’s lesson, you’re going to write

a letter about your family rules

II.Pre-writing: groups work

Task 1: What rules do you have in your 
family?

+Have students revise the verbs 
* let sb + V

*allow sb + to V

*have to + V (obligation)
*permit sb + to V

- T delivers Ss handouts (Task 1 – Complete
tthe following sentences).

1. During the school year, I am not allowed
________

2. I have to………..
3. My parents allow me……….
4. My parents want me not………
- T asks some Ss to go to the BB to write down
their sentences

- T together with Ss finds out the mistakes and
corrects them

III. while writing

Task 2: Write a letter to a pen pal about your
family rules.

- T asks Ss to work in groups and use the ideas
they have written above to write a letter about
their family rules.

T goes around to offer help

- T calls four representatives of four groups to
go to the BB to write down their letters

- T together with Ss finds out the mistakes and
corrects them

T gives feedback on Ss’ work

T points out some common mistakes made by Ss
when doing this writing task.

chores.

- Ss work in groups

1.During the school year, I am not
allowed to come home late / watch
TV …

2. I have to clean my house / do the
washing

3. My parents allow me to watch
TV / go out with my friends on
Saturday or Sunday…

4. My parents want me not to stay
up late / chat with my friends on
the phone

- Ss work in groups
Dear Mary,

Today, I have something
interesting to tell you. It’s my
family’s rules. Every family has its
own rules. Mine has a few. First,
during the school year I’m allowed
to watch TV until I have finished
my homework. Sometimes my
parents let me go out with my
friends on Saturday or Sunday, but
I must come home early. Second,
in my family everybody has to do
their share of the household chores.
And mine are doing the washing
and preparing meals. Third, my
parents want me not to chat on the
phone more than ten minutes. How

about your family rules? I am very
happy with my family. My parents
really love me and take good care
of me.

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5’ IV.Post-writing T asks Ss to make a conversation about the 
content of their letter

T calls some Ss to practice the conversation in
the front of class

- T remarks generally Ss’ written work
Homework: - Rewrite at home.

- Prepare the section E
(The Language focus part of
Unit one).

Daisy

Work in pairs

A. Do your parents let you go out
in the evening?

B. Sometimes on Saturday or
Sunday.

A. Are you allowed to watch TV?
B. ………….



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 1: HOME LIFE
Lesson 5: Language Focus
A.OBJECTIVES:

By the end of the lesson, students will:

+ Distinguish and pronounce correctly the ending sounds / s, z / .
+ Use correctly the Simple past, past continuous and present perfect
B. TEACHING AIDS:

Textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

Method: mainly communicative

……….

………

Time Teacher’s activities Students’ activities

I. Warm – up: tongue twisters.

- Hang a poster on the B.B, Ask Ss to read the 
tongue twisters as quickly as possible. If one
read 3 times he wins.

She sees Susie sitting in a shoe shine shop.
 Where she sits she shines, and where she 
shines she sits.

- Ask Ss to pick out the word containing the
ending sounds / s, z / and put in the correct
column. .

- Write on the B.B
II.. Pronuciation:
+ Listen and repeat:

- Read and ask students to listen and compare
the difference betweet / z / and / s /.

- Let students listen again and to repeat.
- Write some words on board and ask students
to read them aloud.

+ Pratise these sentences:

- Read one before then read again and ask

Read the tongue twisters

/ s / / z /
 sits sees
shines

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students to repeat.

- Askk students to practise themselves.
- Walk around and help them

III. Grammar: Tense revision
 1. Tense revision :

- Hang a poster, Ask Ss to do the exercise .
Poster: Use the correct tenses: simple past, 
past continuous or present perfect.

1. When you (buy) that car?
- I (buy) it 2 year ago.

2. At this time yesterday we (play) football.
3. At 7 p.m last Sunday we (visit) the zoo.
4. When I (have ) dinner, my friend (call).
5. I (already/see )Titanic

- Call a student to do on the B.B while the other
practice individually.

- Correct and give feedback.

- Ask Ss to remark the uses of these tenses,

give comment.

remarks

* Simple past is used to denote an action 
happening at a specific time in the past with no
relating to the present.

* Past continuous is used to express action 
that was in progress at a specific time in the
past; it is also used to express action that was
in progress when something else happened.
2, Practice: Exercises 1 (p.18) ; Ex 2( p.19)
- Ask Ss to do exercises provided in the books.
- Have them do individually, and then compare
the answers with the partners.

- Call Ss to give the answers.
- Correct and give feedback

* Additional exercise: Choose the best 
answers

1. The man got out the car,…. round to the
back and opened the boot.

A. walking B. walked C. walks D. walk

Do exercise individually
-> 1. did….buy ; bought

2. were playing
3. were visiting
4. was having ; called
5. have already seen
Take note

Remarks

Do exercises

Exercises 1: Underline the most 
suitable…

1. Have you seen
2. have you enjoyed
3. has been married
4. Did you give ; saw
5. didn’t listen
6. Have you two met
7. Did you meet

Exercises 2 Which answer best fit
each …

1. B 8. C
2. C 9. B
3. A 10. C
4. A 11. B
5. B 12. C
6. B 13. C

7. B 14. A
15. B

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2. I saw Maggie at the party. She … in several
films.

A. wears B. wore C. was wearing
D. has worn

3. After I had had lunch, I…. for my bag.
A. looked B. had looked C. have looked
D. look

Homework:

- Redo the exercises at home.

- Prepare Unit 2 (The reading part of Unit 2).


Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 2: Cultural diversity
Lesson 1: Reading
A.OBJECTIVES:

By the end of the lesson, students will:

- understand some more about the senses and personal experiences directly related to the
sense.

- improve their reading skills 
B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

Method: mainly communicative

………..

………

Time Teacher’s activities Students’ activities

5’ I. Warm – up ( 5 min.) :Network
Competition game – network.

- Prepares a hand out with a network of the
word’ a Marriage” and asks Ss the Question
- What things make a marriage happy?

Marriage

- Teacher divides the class into 8 groups and
gives each group a hand out. Teacher asks Ss to

Group work

Expected words:
-romantic love
- understanding
- sharing

- partnership of equals
……

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15’

20’

complete the network.

- The winner will be the group completing the
network in the shortest period of time.

- Ask students to look at the pictures and work in
pairs to ask and answer the questions.

?what can you see in the pictures?
What are the differences between them?
Call students to answer before the class
Feedback

Lead to the lesson

II. Before you read
* Pair works:

- Ask Ss to work in pairs and discuss the
question: +Which of the following factors is the
most important for a happy life? Why?

- Love a nice house / flat.
- Money, a good job.

- Parents, approval good health.

- T asks Ss to talk before the class and give the
reason why. The other can asks Questions.
*Vocabulary:

Give some main words to present using
vocabulary technique to teach.

1.Phycical attractiveness
2. Confiding.

3. Partnership of equals
4. Trust built on love
5.diversity (n)

6.diversify (v)
7.diverse (adj)
8.approval (n)
9.marriage (n)

-read aloud and ask Ss to repeat
-correct mistake

III.While you read:

-Ask Ss to read the text silently to do the tasks. 
Focus on the phrases physical attractiveness;
confiding; partnership of equals and trust built on
love….

- Open the tape. T can ask 1 or 2 good student to
read the text aloud.

Free answers

Pair work/ group work

Read the passage silently

Individual work/ group work and
pair work

answers

1 – a; 2 – d; 3- b; 4 – e; 5- c

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5’

*Task 1 Explain the meaning of the word/

phrases:

- Ask Ss to read the sentences silently to
understand what to do.

If Ss have any problems, T might be able to
help them by giving the instruction.

- Give handouts Matching

1.Precede a. happen or exist before

2. Determine b. tell some – one about something
Very private or secret

3.Confide

4. Sacrifice c. having a duty to do something.
5. Obliged d. find out

e. willingly stop having something
you want
-Goes around for help

- Call on Ss to read aloud what they do.
- Give feedback and correct answers.

-Get Ss to read the sentences in task loud what
they do the other can translate them into
Vietnamese pairs by pairs

* Task 2 Answer the following questions:
- Get Ss to read the whole text silently to answers
the question

- Ask them to work in pairs or groups asks and
answers the questions

- Call on some Ss to answer in front of the class.
- Give feedback

IV.After you read:

- T divides class into small groups of 6 or 8 and
asks them to discuss the question: what are the
differences between a tradition Vietnamese
family?

* Number of children.

*The house they like to have.

answers

1. They are Physical
attractiveness; Confiding ;
Partnership of equals; trust built
on love.

2. The young Americans are

much concerned than the young
Indians and the Chinese with
physical attractiveness

When choosing a wife or a
husband.

3. The Indian students agree that
a woman has to sacrifice more in
a marriage than a man.

4. The American wife trusts her
husband to do the right thing
because he loves her not because
he has to do.

5. The main finding of the survey
is that young Asians are not as
romantic as their American
counterparts

Pairs work

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* The head of the family.
*Who works?

*Who takes care of the housework and children?
* The income….

T goes around to help Ss if they have any

problem.

- T asks to talk before the class some pairs
groups

Homework:

- Learn the new words by heart, read and
translate the text, do the tasks again.

- Prepare the section B (The Speaking part of
Unit two).



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 2: Cultural diversity
Lesson 2: Speaking
A.OBJECTIVES:

By the end of the lesson, students will:

- understand more about differences among cultures.

- discuss information that relates to the differences between Vietnamese and
American cultures

- to improve the students’ speaking skills
B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

Method: mainly communicative

……….

.

………

time Teacher’s activities Students’ activities

5’ I. Warm - up ( 5 min.)

Gives two tables and asks Ss to work in group
of three or four to complete the table

Give a picture

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10’

-Ask Ss to look at the picture and answer
questions

1. What are they doing?

2. Can you guess where they are?
3. In Viet Nam, do people often kiss in

public? Why or Why not?
4. What about in America?

-lead to the new lesson. Today we will learn
about the differences between Vietnamese and
American cultures

II.pre-speaking
Task 1

T asks Ss to open the book on page 22

- T asks Ss to read the sentences in the box in
Task 1 on page 22.

- T can explain some special expressions if
necessary.

- T reads aloud and instructs Ss how to use
these expressions.

Some special expressions

I think / feel / believe….. I don’t
agree……

In my opinion …… It’s not
true……..

For me….. That’s true /
wrong /….

- T ask Ss to express their point of view on the
following ideas, using the words or expressions
in the box.

● In Vietnam, there are three or vevn more
generation may live in a nhome.

● A happy marriage should be based on love.
● In some Asian countries, love is supposed to
follow marriage not precede it.

● In some countries, a man and a woman may
hold hands and kiss each other in public.
- T can make a sample conversation with a
student

Sample

1. They are kissing

2. In the public / In the street

3. No, they don’t. It’s impolite.
4. It is very common.

Ss open the book and look at the
sentences in the box on page 22.
- Ss listen to the teacher and write
down the new expression in their
notebooks.

- Ss read after the teacher

- Students choose some of these
ideas and then use the expressions in
the box to express their points of
view.

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15’

10’

5’

T: I think a happy marriage should be based

on love.

S: I quite agree with you. Life will be terrible if

there is not true love between a husband and a 
wife.

T: But in some Asian countries love is

supposed to follow marriage, not precede it.

S: For me, I don’t think it’s true (What will

happen if there is no true love even after 
marriage). How can two people who don’t love
each other live happily in the same house?

- T goes round the class and helps Ss if
necessary.

- T can divide the class into the suitable groups
III.While-speaking

Task 2

- ask Ss to look at task 2 on page 23 and tells
them to read the typical features of the

American culture in pairs, and then discuss and
find out the corresponding features of the
Vietnamese culture.

- help Ss with the new words and the
pronunciation.

- give Ss some expressions to help them

practice the conversation easily.

Some expressions

Do you know that………?
It is said that……..

It is said that in the newspaper / on TV / radio 
that….

-Ask Ss to work in pairs to do the task
-Call on some pairs to give their ideas
- Correct and gives feedback

III. Post speaking

Task 3: Talk about the similarities and 
differences between Vietnamese and 
American in cultures

- Explain how to do the task 3

- Ask Ss to read the answer of task 2 again
before doing the task 3

- Ask Ss to work in group of four
- Call on some pairs to give their ideas
- Correct and give feedback

Home work

-Ask Ss to work the tasks again

- Ask Ss to write a short passage about the

Ss read task 2

- Ss write down some expressions in
their notebooks.

Answers

- three or sometime four generations
live under one roof

- Elders live with children and are
taken care of by their sons

- Asking about age, marriage and
income is acceptable.

- A Vietnamese greets the head of
the family or an older person first,
then the younger ones

- Groceries are bought everyday
- Tet(Lunar New Year) is the most
important

- Children often sleep with their

parents

Take note

There are differences and

similarities between Vietnamese and 
American cultures. In America, there
are two generations live in the same 
house. In Vietnam, two, three or 
even four generations live under on 
roof. It’s tradiotional for children to 
live near and take care of their 
parents so old people in Vietnam 
don’t live in nursing home as

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differences and similarities in celebrating a
wedding ceremony in Vietnam and American
- Prepare part C



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .
Unit 2: Cultural diversity
Lesson 3: listening
A.OBJECTIVES:

By the end of the lesson, students will:

- Listen and understand the conversation about the wedding ceremony in Vietnam.
- Listen and fill the missing information in the gaps

- Listen and answer the questions about the wedding ceremony in Vietnam
- Know some more new words about wedding ceremony.

B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

Method: mainly communicative

………

..

………

Time Teacher’s activities Students’ activities

5’ I. Warm-up ( 5 MIN.): cross 
words

-Give the cross words on the
additional board.

- Read aloud each clue, gets
students say aloud the answers.
*cross word:

1
2

3
4

5
6

7
*clues:

1. the woman that a man is
married to

2. every marriages should be
based on this

3. what do we call a woman on
her wedding day?

4. the man that a woman is

 Class work

Each student with a correct answer will be given
a present.

suggested answers:

1 W I F E

2 L O V E

3 B R I D E

4 H U S B A N D

5 S P R I N G

6 R I N G

7 G R O O M

5. people often choose this season to hold
wedding ceremonies.

6. to show that you are married, what do you
often wear?

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15’

married to

-checks and correct.

-Ask Ss to guess the topic of the

lesson today

-lead to the new lesson
II.Before you listen
- ask Ss to open the book.

- ask Ss to look at the pictures on
page 24 and discuss what is
happening in each one.
- gives some guide questions:
1. What do you see in the
pictures?

2. Who are they?
3. What are they doing?
-check correct answers

Ask students to discuss the two
questions:

1.Have you ever attended a
wedding ceremony?

2.what do the bridge and the
groom usually do at the wedding
ceremony?

T. introduces the new lesson: You
will hear two people talking about
a wedding ceremony in Vietnam.

Listen and do some listening
tasks.

* Vocabulary: Listen and 
Repeat

T. teach some new words first
and then plays the tape for
students to listen and repeat.

Altar: bàn thờ 
Master of Ceremony:
Banquet:

Groom: chú rể
Bride:cô dâu

Ancestor: ông bà tổ tiên 
Tray: khay

Schedule: lịch 
Blessing

III.While you listen
1.TASK 1

- T explains Task 1 to the Ss

You will hear two people talking 
about a wedding ceremony in

Vietnam. Listen to the tape and 
fill in the blanks the missing 
information.

Get Ss to read carefully five

Ss look at the pictures on page 24, work in groups
and then discuss what is happening in each one.
- Ss answer the teacher’s questions

1. I see a wedding ceremony
2. a bride and a groom

3. They are bringing a lot of gifts

Answers
1.yes, I have

2. they usually …………..

Ss write down the new words in the notebook.

- Ss repeat

- Read
- Listen
- Compare

- Listen and check
- Expected answer:

1. groom’s parents
2. red paper
3. altar

4. at the wedding banquet
5. wedding cards/ money

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10’

sentences before listening the tape
to do the task.

- Play the tapes twice

(T. can play the tape one more
time if students have difficulty.)
- Ask Ss to work individually,
then compare their answers with
the other student.

- Call on some Ss to give their
answers, correct and give
feedback.

2. Task 2: Answering

-Ask Ss to read carefully the five
questions first, then let them try
to answer before listening again
to do the task.

-Play the tape twice, one for
doing the task, one for giving
feedbacks.

Call on some Ss to give their
answers, correct and give
feedback.

IV.After you listen

-explains the task and asks Ss to
work in groups to discuss the
question: What do families often

to do to prepare for a wedding 
ceremony?

Suggestions

- the importantance of wedding
ceremony to Vietnamese people

- the preparation for the
wedding

- what groom and bride do
on their wedding day
- banquet ( place, food,

drink….)

guests ( gifts, blessing, ….)
-call on some groups to present
their answers

Homework

Write a short paragraph to
introduces about the wedding
ceremonies in Vietnam

the tape for three times and answer the question
1. The most important thing the groom’s family
has to do on the wedding day is to go to the
bride’s house bringing gifts wrapped in red paper.
2. They would pray, asking their ancestors’
permission to get married.

3. After they pray and ask their ancestors’
permission to get married.

4. The wedding banquet is usually held at the
groom’s and bride’s home or at a hotel or a
restaurant.

5. They stop by each table to thank their guests
- Ss read the question carefully and then discuss
in groups

Answers

The wedding is very important to the bride and 
the groom as well as the two families. The 
wedding day is carefully chosenm by the groom’s
parents because they think that it will affect the 
future life of the new couple. Both families have 
to talk with each other to decide the place, the 
number of the guests and how to hold the 
banquet. Not oly the bride and the groom but 
nearly all members in the two families have to be
sure in their best clothes on that day. The altars 
od the both families are cleaned and well

decorated. Then comes the cars and the flowers. 
They have to be ordered in advance so that 
everything will be available on that day.

Everybody is very busy but they all look forward 
to that important day.



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Class:. . .

Unit 2: Cultural diversity
Lesson 4: writing

A.OBJECTIVES:

By the end of the lesson, students will:

- Write a description about a symbol of the Vietnamese Culture: The Conical Leaf Hat
B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

Method: mainly communicative

……….

..

………

Time Teacher’s activities Students’ activities

5’

15’

I. Warm – up ( 5 min. )

-Paint some pictures on the board :

P1 P2 P3 P4

-Asks Ss to look at the pictures and asks: What’s
this?

-Asks Ss some questions:

1. Where in Vietnam do people often wear leaf
hat?

2. Who wear it?
3. What form is it?

leads to the new lesson → Describing the
conical leaf hat.

II.pre-writing

Gives Ss some new words:
+ leaf (n): lá cây

+ rim (n): vành

+ ribs (n): g©n (lá cây )
+ strap (n): dây(da, lụa, vải)

Reads once time and then asks Ss to repeat again
- Ask Ss to copy it down into their notebooks
TASK 1

- T can ask Ss to close the book and answer
some questions

1. Have you ever worn a conical leaf hat?
2. Have you ever seen a conical leaf hat?

3. If yes, what does it look like?

- Now T asks Ss to open the book on page 25,
look at Task 1

T explains Task 1:

You are going to write about the conical leaf hat
or “nãn l¸”, a symbol of Vietnamese culture.
Look at the picture below, write Vietnamese
equivalents for the English words

- T suggests useful expressions
Useful expression

Look at the board

Look at the pictures and answer:
P1:A line/a slope

P2:A conical form
P3: A triangle
P4: A leaf hat

Expected answers:
1. Vietnam, Hue city
2. girls, women
3. Conical form

Listen and repeat again

Copy

- Ss listen to the teacher’s
questions and give the answers.

The answer is optional

- Ss look at the picture on page
25, work in pairs and finish Task
1

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20’

To be made from: đợc làm bằng

- T gives some suggested questions

1. What is a symbol of Vietnamese girls and
women?

2. What is considered as a part of the spirit of
Vietnamese nation?

3. What is it made from?
4. What does it look like?
5. What is the diameter?
6. How high is it?

6. How many ribs are shaped into a conical
form?

7. What is it used for?

III.While-writing
following questions:

1. How many parts are there in your
writing?

2. What are they?

3. What do you include in the main body?
-Ask Ss to write a passage of about 150 words
about the conical leaf hat of Vietnam, using the
out line and information below.

-ask Ss to work individually

- T goes round the class to help Ss if necessary
-After that, asks Ss to exchange their writing

- Ss answer the question

1. The conical leaf hat is a
symbol of Vietnamese girls and
women.

2. It is also considered as a part
of the spirit of Vietnamese nation.
3. It’s made from a special kind

of bamboo and young soft palm
leaves.

4. It has a conical form.

5. The diameter is about 45 or 50
centimeters and it is about 25 or
30 centimeters high.

6. Either 16 or 18 ribs are
shaped into a conical form which
is then covered with palm leaves.
The leaves are sewn into rims.
 Finally the hat is trimmed and
painted with a coat of attar oil.
7. The conical leaf hat is used to
protect people from the sun and
the rain.

- Wearing this conical leaf hat in
summer sunny days, girls look
more charming.

- The hat also helps to protect
their complexion and give them a
cool feeling in such hot weather.

1. Three

2. Introduction – main body –

conclusion

3. Materials – shape and size –
process

Sample writing :

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5’

IV. Post - Writing

- Feedback to students’ writing

- Collects some of Ss’ works to give feedback
-Should draw Ss’ attentions to the organization
of description and the language use, especially
the verb tenses

HOMEWORK

- T asks Ss to write task page 19 in the student’s
workbook.

45 or 50 centimeters in diameter
and about 25 or 30 centimeters
high. The conical form is then
covered with palm leaves which
are sewn into all ribs. Finally, the
hat is trimmed and painted with a
coat of attar oil.

The conical leaf hat is used like
an umbrella to protect people
from the sun and the rain. Beneath
the broad rims of the leaf hat, the
girls and women look more pretty
and attractive. Unfortunately they
are now only used by pedestrians
or those who ride bicycles.

Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 2: Cultural diversity
Lesson 5: Language Focus
A.OBJECTIVES:

By the end of the lesson, students will:

- Pronounce correctly the – ed endings sound of verb in the simple past tense.
- Review the usage of tenses.

B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

Method: mainly communicative

Time Teacher’s activities Students’ activities

5’

10’

I. Warm up

Hang a chart with 12 verbs (both regular verb
and irregular verb) with the form: infinitive
without “To”.

For example

see, need, go, laugh, teach, eat, miss, paint, 
close, run, play, help

Divide class into 4 groups.
- Read loudly 12 verbs 2 times.

-Ask Ss to rewrite all verbs which they hear.
-Call leader of each group to go to BB and
write down.

-Check and choose the winner.

-Call some students read all verbs when
adding “ed” at the end of each verb.

- Ask Ss to give comment and note how to
read “ed”.

- leads-in new lesson.
II. pronunciation
Activity 1:

- look at

- listen
- listen
- rewrite
- answer
- listen

Ss change these verbs into past
simple

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25’

- T gives Ss the rules of pronouncing the
verbs ending in -ed

There are three ways

1. ed → /d/ after voiced consonants and
vowels.

2. ed → /t/ after [ k, p, s, ∫, t∫, f )
3. ed → /id/ after / t, d/

- T asks Ss to look at the verbs on the board
and then write them into the right column
- T reads aloud and asks Ss to repeat

- T asks Ss to open the book and look at the
words on page 27

- T asks Ss to practice
Activity 2:

-Ask Ss to practise reading sentences in
textbook in pairs and then arrange the verbs
into 3 kinds: /t/ - /d/ - /id/.

-Check and gives feedback.

-Play the tape (or read) and ask Ss repeat.
(note sentence stress

III.grammar: tense revision

-asksss to look back the examples above and
review the tense

I have learned English for 7 years
- I visited my friends.
- check and give feedback

Exercise1: Use the correct form of the

verbs…

-Ask Ss to work individually carefully and
then work in pairs.

-Explains how to use tense if necessary.
- Call some Ss to answer and ask class to
give comment.

- Give feedback.

- Calls some pairs read the conversation.
* Exercise 2: Multiple choices

- Ask Ss to read exercise carefully.

-Explain the meaning of the difficult words
- Explain how to use tense of necessary.
-Ask Ss work in pairs

-Call on some Ss answer and asks class to
give comment.

-give feedback.

Exercise 3: Complete the letter with the 
correct form of the verbs in brackets
Giude students how to do

- Do the first as an example.

- Ask students to to the exercise.
- Call the to to on board.

- Correct

homework ( 5 min.):

Ss write down the rules in the
notebook.

Suggestion

/ t/ / d / / id /

laughed
missed
helped

closed
played

needed
painted

- Ss repeat
- Read
- Arrange
- work in pairs

- remind.

(groupwork)

answers:

1. Have you seen ; saw ; am going to
see

2. drank ; haven’t drunk ; drank
3. has written ; Did she write ; wrote
4. have been cooking ; cooked ;
cooked

- Practise the conversation
Answers :

1. C 5. C
2. A 6. A
3. C 7. C
4. A 8. A

answer:
1. moved
2. moved
3. have asked
4. have not stopped
5. study

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5’

- Review tenses

- / ? / Give handouts:

EX 1: Choose the best answer:

1. The wedding party …. at the Rex Hotel.
A. is B. is being C. will be D. are

2. By the end of next year Gorge …..English
for 2 years.

A. will have learned B. will learn
C. has learned D. would learn
3. We …. English this time last week.
A. learned B. were learning
C. have learned D. had learned
4. The child …. before the doctor arrived.
A. died B. had died

C. has died D. was dying
EX 2: Rewrite this sentences

1. He has been teaching for 20 years.( He
started…)

2. How long have you studied English ?
( When)

3. They finished their work, then they drank
in the pub.( After…)

- Prepare Unit 3

 A
 A

 B
 B

 He started teaching 20 years
ago.

 When did you start to study
English ?

 After they had finished their work,
they drank in the pub.

Extra exercises

Choose the best answer a, b, c or d

1.You aren’t concentrating on your work. What ……….. about?
a. are you thinking b. were you thinking

c. did you think d. did you thought

2. My brother never ……….. the washing up.

a. do b. does c. makes d. make

3. Perhaps people don’t like ……….. tourists in their country.

a. so much b. too much c. so many d. a lot

4. ……….. four years in the Olympic Games, we see people from warring countries shake
hands.

a. for b. in c. after d. every

5. I ……….. of learning how to fly a plane now.

a. am thinking b. think c. thought d. have thought

6. My car’s old but it never ………..

a. breaks down b. break down c. get down d. gets down
7. Lots of tulips ……….. grown in Holland.

a. is b. are c. have d. has

8. This room is used ……….. meetings.

a. for b. by c. to d. as

9. Sister Wendy not only loves God and art but also ……….. good food and wine.

a. hates b. dislikes c. enjoys d. prefers

10. I ……….. what you mean.

a. am not understand b. didn’t understand

c. don’t understand d. haven’t understood

11. About 1,000 people are ……….. in that factory.

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a. after b. for c. at d. up
13. They didn’t tell the policeman ……….. they had taken the money.

a. if b. that c. whether d. Ø

14. Last summer, my family ……….. a four day holiday on Sam Son beach.

a. spent b. went c. had gone d. had spent

15. Picasso showed his truly exceptional talent ……….. a very young age.

a. in b. from c. at d. during

16. After his mother died, Scott ……….. home to seek his fortunate in St. Louis.

a. left b. was leaving c. had left d. has left

17. When I was in paris, I ……….. a lot of friends.

a. took b. made c. was making d. was taking

18. I ……….. wash my hair. It’s too dirty.

a. have to b. should c. will d. must

19. He ……….. take this medicine three times a day.

a. can b. has to c. must d. will

20. We aren’t ……….. to smoke and chew gum in class.

a. allowed b. managed c. able d. possible

21. I don’t think you ……….. take anything valuable.

a. have to b. should c. can d. must

22. The more I learn, the more I realize ……….. know.

a. how little I don’t c. how little I

c. how few I d. how few I don’t

23. Tom doesn’t like dancing, but Mike ………..

a. does b. did c. do d. doesn’t

24. Listen! Somebody ……….. for help.

a. are screaming b. scream c. is screaming d. has scream
25. I have a test tomorrow, so I ……….. sit up late tonight to study.

a. will have to b. can have to c. have d. have to

26. Ann agreed to stay behind, she was used to ……….. late.

a. work b. working c. worked d. works

27. Have you booked your holiday? – Yes, we have. We ……….. to Italy.

a. will go b. can go c. are going d. must go

28. I haven’t got enough money to pay for my ticket.
- It’s Ok. I ……….. you some.

a. will lend b. am lending c. am going to lend d. lend
29. I think it’s interesting ……….. in London.

a. to go shopping b. go shoppingc. going shopping d. in going shopping
30. Have you got toothache again?

- Oh! It’s agony! But I ……….. the dentist this afternoon.

a. see b. am seeing c. will see d. have to see

31. None of them knows very much about the places they ………..

a. visit b. visited c. are visiting d. going to visit
32. Is it possible ……….. rooms with a sea view?

a. having b. have c. to have d. to having

33. She really annoys me. I can’t stand people ……….. her.

a. with b. like c. as d. the same

34. Why did I agree ……….. with you?

a. work b. working c. to work d. to

working

35. We would like ……….. our holiday on the beach.

a. spend b. to spend c. spending d. to spending

36. I want ……….. more careful with your homework in future.

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37. I wasn’t allowed ……….. out unless my parents knew where I was going

a. to go b. going c. to going d. go

38. We don’t like living in ……….. towns.

a. young b. capital c. excited d. busy

39. We have been good friends ……….. we were at university.

a. as b. when c. while d. since

40. Nearly 30 people ……….. in the earthquake this morning.

a. have been injured b. were injured c. have injured d. injured
41. I really look forward ……….. you again.

a. meet b. meeting c. to meet d. to meeting

42. I first met my husband ……. 1995

a. for b. ago c. in d. since

43. I’ll give you a ring when I ……….. the time of the train.

a. know b. am knowing c. will know d. am know

44. If I ……….. the national lottery ticket, I would buy a bigger house.

a. win b. won c. get d. got

45. We live in the city. We wish we ……….. in the country.

a. are living b. live c. have lived d. lived

46. If I ……….. travel around the world, I would go to Hawaii.

a. can b. could c. may d. want

47. If the teacher ……….. me extra homework tonight, I will not go out with you.

a. makes b. gives c. helps d. lets

48. Do you know where ……….. my glasses?

a. I do put b. do I put c. have I put d. I have put

49. You won’t tell anyone about the truth, ………..?

a. will you b. won’t you c. you will d. you won’t

50. I have know idea ……….. the biggest office in the world is?

a. why b. what c. how d. when

51. I’m not sure how many babies ……….. every hour.

a. are born b. born c. were born d. will be born

52. You can use a word processor, ……….. you?

a. have b. don’t c. can’t d. can

53. I wonder how ……….. to celebrate his birthday.

a. he is going b. is he going c. he will d. will he
54. I don’t know where my husband gets the money ………..

a. to b. from c. at d. in

55. Our train ……….. at 7,00, doesn’t it?

a. has left b. have left c. leaves d. leave

56. He made me believe that they ……….. the district.

a. had left b. left c. will leave d. are leaving

57. John is not at home. He ……….. his doctor about his sore throat.

a. sees b. is seeing c. saw d. has seen

58. They were too late. The plane ……….. off ten minutes earlier.

a. took b. had taken c. has taken d. was taking

59. When the teacher speaks, we have to keep quiet, ……….. ?

a. don’t we b. musn’t we c. won’t we d.doesn’t he

60. Paper money ……….. for over 1,000 years.

a. has been used b. has used c.was used d. used

61. The weather has been bad this week. Next week it ……….. probably be even worse.

a. is b. will c. is going d. must

62. She finally decided ……….. her children alone in the house.
a. to not leave b. not to leave c. not leaving d. not leave

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a. said b. told c. ask d. remembered
64. We always ……….. lots of photos while we are on holiday.

a. make b. take c. catch d. do

65. Can you explain to me ……….. so many people think Dolphins are very clever.

a. why b. what c. how d. whether

66. We are really looking forward to ……….. home at the weekend.

a. to go b. gone c. going d. go

67. I’. ……….. exhausted after a hard day.

a. really b. very c. rather d. quite

68. “I have never been to America”, she ……….. to me.

a. told b. said c. asked d. begged

69. I thought the film ……….. interesting.

a. would be b. will be c. is d. has been

70. “I ……….. for the meal”, Mark asks.

a. will pay b. would pay c. pay d will be paying

Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 3: Ways of socialising

Lesson 1: Reading
A.OBJECTIVES:

By the end of the lesson, students will:

+ Read for specific information about The ways of socialising.

+ Be able to talk some back ground information of The ways of socialising.
+ Give the Vietnamese equivalents to the following words and phrases.

+ Decide which of the three options below is the best title for the passage and answer the
questions of the lesson.

B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

Method: mainly communicative

……….

………

Time Teacher’s activities Students’ activities

5’ I.Warm-up: Jumbled words

- Write the words whose letters are in a
random order on the board.

- Divide the class into two teams. Ss from two
teams go to the board and write the correct
words.

- The team which writes correct words first
will be the winner.

1. osiacsilgin
2. fo

3. sawy

Answer: 1  socialising , 2  of, 3  
ways

- Have Ss guess the phrase of words above
Ways of socialising

Whole class

go to the board and write the
correct words.

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15’

7’

- Lead in: T asks Ss to open the textbook on 
page 31.

T: Today we are going to learn Unit 3- Ways of
socialising- A: Reading

II. Before you read:

- Ask students to look at the pictures, work in
pairs to ask and answer the questions

1. What are the people in the picture doing?
2. Can you guess what they say to each other?
3. What will you do / say if:

+ you want to get your teacher’s attention in
class?

+ you need to ask someone a question, but
they are busy

talking to someone else?
-Go around to offer help.

-Call on some Ss to present their answers and
elicits comments from other Ss. Give feedback
if necessary

* Teaching Vocabulary:

- T asks Ss to skim the passage and underline
the new words.

- T explains the new words.

1. attract (v)
2. assistance(n) 
3. whistle (v)
4. clap (v)
5. attention (n)
6. acceptable (a)

7.Compliment: (n): (synonym)
 8.Decent: ( adj) (situation)

9.Appropriate: ( adj) ( translation)
 10.Kidding(n) ( situation)

11.Signal (n): ( example)

12.Marvellous: ( adj): ( synonym)

- Ask Ss to give the Vietnamese equivalent (if
necessary).

- Read a new word three times. Ss listen and
repeat after the teacher.

III. while you read
Task 1

T writes these words on the board:

- verbal (a)
- non-verbal (a)

- attract someone’s attention
- impolite (a) # polite (a)
- rude(a) # polite

- informality (adv) # formality
- approach (v)

- a slight nod will do

Pairs work
Discuss
Answers

1.In the pictures, people are 
shaking hands and waving with 
each other.

2.they may be greeting each other
3. - If we want to get our teacher’s 
attention in class, we can raise our 
hands slightly.

- If we need to ask someone a 
question, but they are busy talking 
to someone else, we can…

skim the passage and underline the
new words.

give the Vietnamese equivalent
listen and repeat after the teacher.
Copy down

give the Vietnamese equivalent to
the following words and phrases.

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5’

10’

-Ask Ss to give the Vietnamese equivalent to
the following words and phrases.

-Instruct Ss to read the passage quickly and stop
at the words to guess their meanings.

-Guess the meaning of the words based on the
context in the sentences.

-Check that Ss understand the word correctly.
-Call some students to give the answers.
- Ask others students to correct.

- Give the true answers..

Task 2

-Ask students to read the questions carefully.
- Ask students to read through the passage
again.

- Devide the class into pairs to do .
- Call some students to give the answers.
- Ask others students to correct.

- Give the true answers..

Task 3

Questions and answers

Ask Ss to work in pairs and ask and answer the
questions in the book basing on the information
in the reading passage.

- Ask Ss to read the text again and write down
the answers to the following questions.

- T moves around class to give help.

-call on some pairs to present their answers 
in front of the class

-give correct answers
IV.After you read:

* Discussion

- Ask Ss to work in pairs to discuss the meaning

Present answers

- verbal (a): 
- non-verbal (a);

- attract someone’s attention: thu 
hút sự chú ý của ai.

- impolite (a) # polite (a): không 
lịch sự

- rude(a) # polite: thô tục 
- informality (adv) # formality: c
- approach (v): tiếp cận

- a slight nod will do:

Work in pairs

Read the passage more carefully &
choose the best title for it.

Answers

A. ( Attracting Attention: Non- 
verbal Cues)

work in pairs and ask and answer
the questions in the book basing on
the information in the reading
passage.

Answers

1. We can use either verbal or 
non- verbal communication.
2. Because they are strong
actions that can easily be seen
3. We can wait until he passes
near us, catch his eye, nod slightly
to let him know we would like him
to come to our table. Or we may
raise our hand slightly to show that
we need assistance.

4.You can use a small friendly
wave to attract his or her attention.

5. Because it’s considered rude.

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3’

of whisling and hand- clapping in Vietnamese
culture.

- Move around to help Ss.

- Ask some pairs to act out their conversation.
- T gives feedback.

. Homework:

-asks Ss to learnt by heart the lesson

- Review the points that have been covered in
the lesson and do the exercise in the exercise
book.

- prepare the next part: Speaking

Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 3: Ways of socialising
Lesson 2: Speaking
A.OBJECTIVES:

By the end of the lesson, students will:

+ Practise speaking exactly and appropriately about the ways of socialising, based on the
vocabulary and structures that they have learnt in the lesson.

+ Make dialogues to practise giving and responding to compliments, based on the given
information.

B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

Method: mainly communicative

……….

………

Time Teacher’s activities Students’ activities

10’ I.Warm-up:

Guessing word:
T: What is it?

Divide the class into two groups.

T says that he has a word in his mind and he going
to give some information about the word.

Members of each group will listen and may stop at
any information they hear to guess what the word
is. Each group has only two chances to gues the
word. The first group to tell exactly what the word
is wins the game.

T gives information about the word.

1. It’s a noun.

2. It has got ten letters.

3. It is an expression by word or action, or 
admiration.

4. It shows one respect, give and respond 
your feeling about things which are

 Listen to the
teacher.
Work in groups

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10’

7’

beautiful, good, or interesting, etc.

What is the word?

T gives the correct answer.
Answer key: COMPLIMENT
II. Pre- speaking:

Task 1:

- Introduces the task: You are going to work in

your group to practise reading these

dialogues, paying attention to how people give
and respond to compliments in each situation.

Elicit the new words by asking Ps.
Vocabulary:

- compliments(n)

- hairstyle(n)

- terrific(a)

- kidding(a)

Ask Ps to take notes and practise reading
vocabulary.

Ask Ps to work in pairs, practise reading these
dialogues, paying attention to how people give
and respond to compliments in each situation.
T reads once. Ask Ps to listen.

Hang the table on the board. Ask Ps to look at the
information about compliments in the table.



Useful language:

Give compliments Respond to 
compliments
- beautiful

- perfect

- I’ve never seen…

- terrific

- better
I think

-What a/an……you 
have/ have got!
-How +

adj/adv…………
-You really 
have………
-Your ……is/are…

- Thank you/ 
Thanks

- That’s a nice 
compliment
I think

I’m glad you like it.
Thank you. I think/
thought………
Thank you. That’s a
nice compliment.
You must
have got to
be kidding.

-Ask Ss to use the information in the table to
suitable information and play the roles in the
dialogues to practise the dialogues.

-Move around to give help
III.While- speaking:
Task 2:

-Read the cues once. Ask Ss to listen and look at
the information in the task.

-Explain the situations of each dialogues.

Work in pairs

- Look at the table on
the board.

- Listen to the teacher.

- Take notes.

use the information in the
table to suitable

information and play the
roles in the dialogues to
practise the dialogues.

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8’

10’

-Guide Ss to use suitable compliments in each
dialogues, using the cues.

-Ask Ss to work in pairs, practise giving
compliments to suit the responses.
Move around to give help.

-Call on some pairs to act out their conversation in
front of the class.

-Give comments on their conversations.

Task 3

-Read the cues once. Ask Ss to listen and look at
the information in the task.

-Explain the situations of each dialogues.

-Guide Ss to use suitable compliments in each
dialogues, using the cues.

Ask Ss to work in pairs, practise responding
compliments to suit the responses.

Move around to give help.

-Call on some pairs to act out their conversation in
front of the class.

-Give comments on their conversations.

IV. Post speaking
Task 4:

-Before getting Ss to discuss, T reminds them of
some useful expressions for giving and responding
compliments in Task 1.

-Divide the class into small groups of 3 or 4 &
gets them to discuss the task.

-Go around to check and offer help.

-After checking that all the groups have finished,
T calls on the representative of each group to
report their peer’ ideas. T check if other groups
would have the same or different ideas.

- Listen & take note of their errors. T provides
corrective feedback after that.

Home work

Work with your friends: Make compliments and
responses about something or performances of
your friends in class.

- Some pairs perform.
Others listen to.

David: You really have a
beautiful dress. It is the most
beautiful dress I have seen.
Hung: Your motorbike is really
terrific. Then…

Michel: I Though your
badminton was a lot better ….
- Work in groups.

- Listen to the teacher.

- Listen to the teacher.
act out their conversation
in front of the class.

- Thank you, Phil. I think you
can do it as well as I do.

- Thank you, Peter. That’s a

nice compliment.

You must be kidding. I think it is
acceptable

Work in pairs

Share with the other pairs.

Present the dialogues

Take note teacher’s feedback
 A nice pair of glasses:

A: Your pair of glasses are
really nice. I really like them.

B: Really, Peter. I just bought
it yesterday.

A new and expensive watch;
A: You really have a new and
expensive watch, ……… How
did you get it?

B: Thank you, ……… My
father bought it for me on my
birthday.

A new cell phone:

A: Your new cell phone looks
great. I have never seen such a
nice one before.

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- study

- speaking English
- singing

- briefcase/ a new pen/ a nice hat/
-Prepare the next part.

suitable one for me



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 3: Ways of socialising
Lesson 3: Listening
A.OBJECTIVES:

By the end of the lesson, students will:
- Develop extensive listening skills.

- Use the information they have listened to for other communicative tasks..
B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

Method: mainly communicative

time Teacher’s activities Students’ activities

5’

10’

I. WARM UP:
 Jumbled words:

Write the words whose letters are in a
random order on the board.

- Divide the class into two teams. Ss from
two teams go to the board and write the
correct words.

- The team which writes correct words first
will be the winner.

aniotuergl  regulation
oenetlehp  telephone

lacl  call

acidev  advice.
II .Before you listen:

T sets the scene: You are going to listen to

Linda Cupple, a social worker, advises 
young people on how to use the telephone in 
her family. Listen to her talk and decide 
whether the statements are true(T) or false 
(F).

Ask Ps to look at the pictures in the textbook
and answer the questions.

Elicit the new words by asking questions,
using the techniques suggested above.
Vocabulary:

- argument(n)
- regulation(n)

Pairs work
Rearrange

Whole class

Listen to the teacher

look at the pictures in the textbook
and answer the questions.

Answer the teacher's questions.
+ They are greeting….

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10’

- absolute(a)
- maximum(n,a)
- install(v)
- chitchat(n)
- starling(a)
Listen and repeat:

-Help Ss to pronounce the words in their
book correctly.

-Play the tape and then ask Ss to repeat after
the tape in chorus and individually.

- T corrects errors, if any.

-Check that Ss know the meaning of these
words.

III. While you listen:
Task 1:

-Get Ss to read through the statements to
understand them and underline the key
words.

-Guide students the requests of the task.
- Let students listen twice time.

- Write on board from 1 to 6 and call some
students to come and write their answers.
- Let them listen on again and correct.
- Correct.

Task 2: Gap- fill

T: Now listen to the rest of the listening text

again and work in pairs to write the missing 
words. You will listen to the tape twice.

Check if Ps can answer the questions in task
2 without listening again. Play the tape for
them to listen again but before doing this, T
should encourage Ps to read through all the
questions, identify the information they need
to look for in each question

Play the tape again for Ps to listen & answer

the questions

Get Ps to check their answers with a partner.
Then T checks with the whole class.

Play the tape twice.

Call on some pairs to give the answers.
Go over the answers with the class.
IV.After you listen:

-Before getting Ss to summarize Ms Linda

Take notes

Listen to the tape and read in chorus
& individually

Individual work, pair work & whole
class.

read through all the questions,
identify the information they need to
look for in each question ( question
word: what, where, when, how…)
listen and answer the questions
answers

1. T
2. F

3. T
4. F
5. F
6 T

Individual work, pair work & whole
class.

read through all the questions, identify
the information they need to look for
in each question

check their answers with a partner

give the answers.

Answer:

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Cupple’s talk, T reminds them of some useful
languages Task 1,2.

Suggested ideas:

- Length of time for each call
- Time for calling

- Calling late at night
- Calling at weekend

-Divide the class into small groups of 3 or 4

& gets them to summarise the listening
passage.

-Go around to check and offer help.
-After checking that all the groups have
finished, T calls on the representative of each
group to report their peer’ ideas. T check if
other groups would have the same or
different ideas.

-Listen & take note of their errors. T
provides corrective feedback after that.
.Homework:

- Learn the new words by heart.

- Review the points that have been covered in
the lesson and do the exercise in the exercise
book

- Prepare the next part.

4. adults 8. to stick
Individual work, pair work & whole
class.

summarize Ms Linda Cupple’s talk

Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 3: Ways of socialising
Lesson 4: Writing
A.OBJECTIVES:

By the end of the lesson, students will:

+ Be able to use the words to build complete sentences in Task 1,

+ Put the jumbled sentences in their correct order and then rearrange them to write the
complete paragraphs in Task 2.

B. TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects
C. PROCEDURE:

Method: mainly communicative

Time Teacher’s activities Students’ activities

5’ I. Warm –up MATCHING

-give the table on the board and asks sts to
match them in correct orders.

a.pointing at
someone

b.being late for
class

c.making mistakes
d.being into the
farewell

1. saying goodbye
2.admitting
one’swrongdoing
3.saying“I’m sorry
I’m late ”

4. being rule and
impolite

-check mistakes

Sts think what T asks, give their
key.

Sts correct .

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15’

20’

Pre-teach: Vocabulary
- abruptly

- (to) apologize
- discourtesy
- Gosh
- sorrow

- pleasant and thoughtful

- Ask Ss to give the Vietnamese equivalent (if
necessary).

- Read a new word three times. Ps listen and
repeat after the T.

II.pre-writing

Task1: Use the words to make sentences.
Change the form of the verb.( No addition or
omission is required)

- introduce the aims of tasks in writing lesson.
In task 1,T asks sts to discuss how to use
suggested words in sentences.

- go around the class to help sts if necessary.
- ask sts to show their key.T gives key to
check

III.While writing

-Ask Ps to work in pairs or in group to read

and discuss about the re-ordered paragraphs.
- Go around giving help

- Ask Ss to compare their answers in pairs and
read aloud in front of the class.

- Ask Ps to read their answers.

- Listen to Ps and collect their mistakes for
indirect correction.

Checking

- T correct with Ps.

- T gives feedback on Ps’ work.

- T points out some common mistakes made
by Ps.

- Ask Ps to give comments on the others’
writing.

Paragraph 2:

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

Look at the board, listen to the
teacher and take notes

give the Vietnamese equivalent (if
necessary).

- Read a new word three times,
listen and repeat after the T.
Sts listen, repeat and copy them.
Sts rewrite some words.

Sts know what they are going to
learn.

Sts work in pairs and dis -cuss how
to make senten -ces with re -quired
words.

Sts compare their key and show
them.

Sts correct .
Key:

1.There are many ways to tell
someone goodbye, and most of
them depend on the situation at
hand.

2.However, there is one rule that all
situations observe: We seldom say
goodbye abruptly.

3.In English it is necessary to
prepare a person for departure.
4.We lead into the farewell by
saying something pleasant and
thoughtful like “I’ve really enjoyed
talking to you”

5.We might also say something
relating to the time like“Gosh, I
can’t believe how late it is ! I really
must be going!”

work in pairs or in group to read and
discuss about the re-ordered

paragraphs.

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5’

1. The simplest way to apologize is to say “ 
I’m sorry”.

2. Let’s take a common situation. Tom is late 
for class and enters the classroom.

3. What does he do? The most polite actionis 
usually to take a seat as quitely as possible 
and apologize later.

4. But if the teacher stops and waits for him to

say something, he could apologize simply “ 
I’m sorry I’m late”, ask permission to take his
seat and sit down.

5. Naturally, more than this is needed, but it is
not the time for it because it has already 
caused some interruption and doesn’t need to 
make it any longer.

IV.Post-writing
Dicussion:

Ask Ps to work in pair to discuss the question:
- In what ways people tell someone goodbye?
- Go around giving help.

- Ask some Ps to give their answers.

- Listen to Ps and collect their mistakes for
indirect correction.

Homework:

- Aks Ps to learnt by heart the lessson

- Review the points that have been covered in
the lesson and do the exercise in the exercise
book.

- Prepare for the next part.

Paragraph 1:

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

1. It is difficult to write rules that 
tell exactly when you should 
apologize, but it is not difficult to 
learn how.

2. If we have done something to hurt
someone’s feeling, we apologize.
3. An apology indicates that we 
realize we’ve made a mistake, and 
we’re sorry for it.

4. It’s a way of expressing our 
regret or sorrow for something.
5. When we apologize, we admit our
wrongdoing or discourtesy, usually 
a reason for it, and express regret.

work in pair to discuss the question
give their answers.



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

UNIT FOUR: SCHOOL EDUCATION SYSTEM
A: READING

A. THE AIMS :

- To practise Ss on reading skill and listening skill .

- To introduce Ss to School Education System in England .
 B. PREPARATION :

1. Teacher :

- English 12 textbook.
- English 12 teacher’s book.
2. Students :

- English 12 textbook.
 C. THE TEACHING STEPS :

1. Classroom procedure: ( 2 minutes )
- greeting

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2. Checking the previous lesson :

* Teacher: _ To appoint two Ss to check the writing given .
_ To give some remarks .

4. New lesson :

Estimated
Time

Teacher’s activities Ss’ activities

BEFORE YOU READ
- To explain the meaning .

- To show Ss to complete the task
given .

- To show Ss to guess what the
meaning of passage is .

WHILE YOU READ
- To read the passage twice .
- To introduce new words :

* Academic / / (adj) of
education in school, universities, ect
… ---The academic year :năm học,
toàn bộ thời gian trong một năm
khi việc giảng dạy được tiến
hành ỡ trường học .

* Educate / / (v) to teach
sb over a period of time at school,

university

ect………

Ex : She was educated in France .
* Certificate / / (n) an
official written or printed statement
that may be used as proof or evidence
of certain facts.

Ex :an examination certificate (ie
proving that sb has passed an
examination .)

* Curriculum / / (n) the
subjects included in a course of study
or taught at a particular school,
college, ………..

Ex: Is Spanish on the curriculum at
your school ?.

- To listen to the teacher .
* WORK IN PAIRS

- To ask pairs of to complete the task
given, choosing True or False :
(1) T

(2) T

(3) T
(4) F
(5) T

- To listen to the teacher .

- To have Ss read all new words in
chorus .

Each word is read twice .

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__________ TASK 1 __________
- To show Ss to complete the task
given .

- To remind Ss to read the passage
learned once more before doing the
task supplied.

- To help Ss to finish the task given,
going around whole class .

- To correct Ss’ pronunciation .

_________ TASK 2 ___________
- To

- To use answer key on page 46,
English 12 teacher’s book.

-To help Ss to complete the task given,
going around whole class .

- To correct Ss’ pronunciation .
__________ TASK 3 ____________
- To explain its meaning .

- To show Ss to complete the task given

- To help Ss to finish the task given,
going around whole class .

- To use cues supplied on page,
English 12 teacher’s book .

silence .

- To listen to teacher .

- To appoint Ss to complete the task
given by oral drill :

(1) State school
(2) Primary school
(3) Second school
(4) Compulsory

(5) The General Certificate of
Second School

(6) Curriculum

(7) The General Certificate Of
Education Advanced Level or The
GCSA

“A Level”.

- To listen to the teacher .
* WORK IN PAIRS :

- To have pairs of Ss answer the
questions

supplied by oral drill .

- To write down answer key given
into their notebooks.

- To listen to the teacher .

-To have Ss complete the task supplied
by oral drill .

- To write down the answer key into
their notebooks .

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AFTER YOU READ

- To show Ss to finish the task given .

- To explain the meaning of words
supplied.

- To listn to the teacher .

- To wrie down those words into their
notebooks :

(1) IELTS: International English
Language Tests .

(2) TOEFL: Test Of English as a
Second Language .

(3) FCE: First Certificate English .
(4) KET : Key English Tests
(5) PET: Preliminary English Tests
 5. Home assignment :

- To remind Ss to practise reading the passage learned several times .
- New lesson : Ss prepare new lesson : B. SPEAKING, from page 47 to page 48,
Unit Four, English 12 textbook .

Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

UNIT FOUR: SCHOOL EDUCATION SYSTEM
B: SPEAKING

A. THE AIMS :
After the period, the students are able

+ To practise Ss on speaking skill and reading skill .

+ To show Ss to askl and answer the questions about the School Education
System in Vietnam.

B. PREPARATION :
1 . Teacher :

_ English 12 textbook .
_ English 12 teacher’s book.
2. Students :

_ English 12 textbook .
C. THE TEACHING STEPS :

1. Classroom procedure: ( 2 minutes )
 - greeting .

- checking the attendance .

2. Checking the previous lesson: ( 7 minutes )

* Teacher :- appoints two Ss to check the reading, the vocabulary in the 
passage

School Education System .

- gives some remarks .
 3. New lesson :

Estimated
Time

Teacher’s activities Ss’ activities

__________ TASK 1_____________
- To show Ss to complete the task

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- To help Ss to practise, going around
whole class .

- To encourage pairs of Ss to do well.
___________ TASK 2 ____________
- To explain the meaning .

- To show Ss to finish the task
supplied.

- To help Ss to talk about the topic
given

-To go around whole class .

- To have Ss complete the task given .
- To use cues in example, Task 1 .

* WORK IN GROUPS .

- To listen to the teacher .

- To have Ss talk about the school
education system in Vietnam, using
the information from Task 1 .

4. Consolidation :

___________ TASK 3___________

- To show Ss to complete the task supplied
.

- To encourage Ss to give some

similarities and differences between the
school system in Vietnam and in England.
_ asks students to notice some points:

1. time
2. terms

3. the National curriculum
4. subjects taught in school
5. age

_ asks some students to present their talks
to the whole class.

_ ask some of them to give comments on

their friends’ talks.

* WORK IN GROUPS :
- To listen to the teacher .

- To have Ss talk about similarities and
differences between the school system in
Vietnam and in England .

_ work in groups of fours to find the
information they need to complete the task
given.

_ some of them present their talks to the
whole class.

_ some of them give comments on their
friends’ talks.

5. Home assignment:

- To remind Ss to continue to write about the topic discussed at home .
- New lesson: Ss prepare new lesson : C. LISTENING, on page 46, Unit
Four,

English 12 textbook .

Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

UNIT FOUR : SCHOOL EDUCATION SYSTEM
C: LISTENING

A. THE AIMS :

- To practise Ss on listening skill and speaking skill .
 B. PREPARATION :

1. Teacher :

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- English 12 textbook .
 C. THE TEACHING STEPS :

1. Classroom procedure : ( 2 minutes )
- greeting .

- checking the attendance .
 2. Checking the prvious lesson :

* Teacher :- appoints two Ss to talk about some similarities and differences
between the school system in Vietnam and in England .
- gives some remarks .
1C81-A0K5-19E5-MAAX-400F-NGFB-480X

3. New lesson :

ESTIMATED

TIME TEACHER’S ACTIVITIES SS’ ACTIVITIES

BEFORE YOU LISTEN
- To explain the meaning .

- To show Ss to ask and answer the
questions supplied on page 46,
Unit Four

English 12 textbook .

- To correct Ss’ pronunciation .
- To show Ss to read all words
supplied on page 46, Unit Four,
English 12 textbook .

WHILE YOU LISTEN

_________ TASK 1 _________
- To explain the meaning .

- To show Ss to complete the task
provided .

- To read whole passage given
from page 49 to page 50, English
12 teacher’s book three times .
- To help Ss to complete the task
given, using answer key on page
49, English 12 teacher’s book.

_________ TASK 2 _________
- To read whole passage supplied
once more .

- To show Ss to complete the task
given .

* WORK IN PAIRS .
- To listen to the teacher .

- To have pairs of Ss ask and answer
the questions supplied on page 46,
Unit Four, English 12 textbook .

- To read all words supplied on page
46, Unit Four, English 12 textbook .
Each word is read twice .

- To listen to the teacher .
- To have Ss read all questions
supplied on page 46, Unit Four,
English 12 textbook in silence .
- To have Ss complete the task
given .

- To write down answer key into
their notebooks .

- To listen to the teacher .

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- To use answer key on page 50,
English 12 teacher’s book .

- To help Ss to complete the task
given, going around whole class .
- To correct Ss’ pronunciation .

English 12 textbook by oral drill .

4. Consolidation :

AFTER YOU LISTEN

- To show Ss to finish the task given .

-To encourage pairs of Ss to finish
the exercise well .

- To write down answer key supplied
on page 50, English 12 teacher’s book
into their notebooks .

* WORK IN PAIRS :

- To have Ss complete the task given,
using ideas in Task 1 done .

5. Home assignment :

- To remind Ss to practise talking to classmates about the studying at school
several times .

- New lesson: Ss prepare new lesson : D. WRITING, on page 47, Unit Four,
English 12 textbook .



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

UNIT FOUR: SCHOOL EDUCATION SYSTEM
D: WRITING

A. THE AIMS :

-To practise Ss on writing skill and speaking skill .
 B. PREPARATION :

1. Teacher :

- English 12 textbook .
- English 12 teacher’s book .
2. Students :

- English 12 textbook .
 C. THE TEACHING STEPS :

1. Classroom precedure: ( 2 minutes )
- greeting .

- checking the attendance .
 2. Checking the previous lesson :

* Teacher: -Appoints two Ss to check the reading, the vocabulary: the passage
School Education System .

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TIME TEACHER’S ACTIVITIES SS’ ACTIVITIES
__________ TASK 1 ___________

- To explain the meaning .

- To show Ss to finish the exercise
supplied.

- To help Ss with the writing,
going around whole class .

- To apoint 3 groups of Ss to write
their own ideas on the blackboard.
- To correct Ss’ writing .

____________ TASK 2 _________
-To explain the meaning .

-To show Ss to achieve the task
provided.

- To suggest choosing three ideas
supplied to write the passage .
- To help Ss to finish the task
provided, going around whole class
.

* WORK IN GROUPS :
- To listen to the teacher .

- To have groups of Ss complete the
exercise given .

- To write rough draft .

- To have groups of Ss to finish the
writing, using cues given on page 47,
Task 1 .

- To listen to the teacher .

- To have Ss complete the task given,
using ideas done .

- To choose three ideas to complete the
writing .

4. Consolidation :

- To appoint Ss to express their own

passage .

- To correct Ss’ writing .
- To give some remarks .

- To ask Ss to write their own passage
on the blackboard

5. Home assignment :



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

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A. THE AIMS :

- To practise Ss on writing skill and reading skill .
- To show Ss how to use the passive voice .
 B. PREPARATION :

1. Teacher :

- English 12 textbook .
- English 12 teacher’s book .
2. Students :

-English 12 textbook .
 C. THE TEACHING STEPS :

1. Classroom procedure: (2 minutes )
- greeting .

- checking the attendance .
 2. Checking the previous lesson :

* Teacher: _ appoints two Ss to check the writing given last period .
_ gives some remarks .

3. New lesson :

TIME TEACHER’S ACTIVITIES SS’ ACTIVITIES
____________ TASK 1 ______________

PRONUNCIATION

- To show Ss to read all words provided
on page 47, Unit Four, English 12
textbook.

- To show Ss to practise reading the
sentences provided from page 47 to page
48, Unit Four, English 12 textbook.
- To correct Ss’ pronunciation .

___________ TASK 2
_______________

GRAMMAR
* Exercise 1:

-To explain the meaning .

- To show Ss to complete the exercise
given ..

- To remind Ss to do the exercise with
Simple Present Passive form:

S + is / are / + P.P of main verb +
…….

- To correct Ss’ pronunciation .

____________ TASK 3____________
* Exercise 2 :

- To explain the meaning .

- To listen to the teacher .

- To have Ss read all words provided on
page 47, Unit Four, English 12

textbook

Each word is read twice .

- To have Ss read the sentences provided
on page 47 to page 48, Unit Four, English
12 textbook . Each sentence is read twice .

- To appoint Ss to finish the exercise
given by oral drill :

(1) is divided
(2) is separated
(3) is set

(4) is made up
(5) is paid
(6) are selected

- To write down answer key into their
notebook .

- To listen to the teacher .

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- To show Ss to finish the exercise
provided .

- To use answer key supplied on page
52,

English 12 textbook .

To help Ss to finish the exercise given,
going around whole class .

- To write answer key on the blackboard .
___________ TASK 4 ____________
* Exercise 3 :

- To explain its meaning .

- To show Ss to finish the exercise
proviede

- To use answer key on page 53, English
12 t

teacher’s book .

- To help Ss to finish the exercise given,
going around whole class .

read twice .

- To write down answer key into their
notebook .

- To listen to the teacher .
_ To read the text in silence .

- To appoint Ss to finish the exercise by
oral drill .

- To write down answer key into their
notebooks .

4. Consolidation :
_ Grammar note :

* Teacher asks Ss to write down grammar note into their notebook .
PASSIVE VOICE ( Thể thụ động )

A. Formula:

……….+ Be + P.P +
…………

B. các thể bị động ở các thì :
Passive tense

Simple Present Structuream/ is / are + P.P+……… ExampleEnglish is spoken here .
Present

Continuous am/ is / are being + P.P +…… The house is being painted .
Simple past was / were + P.P +…….. I wasn’t invited .

Past continuous was / were being + P.P +…….. I was being watched .
Present perfect have / has been +P.P +

………….

Has Mary been told ?
Past perfect had been + P.P +……… I has been forgotten .
Will future will be +P.P +……… You will be told soon .
Future perfect Will have been + P. P +

………… Everything will have been done by Tuesday.
Going to future Am / is / are going to be + P.P+ Who’s going to be invited ?

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5. Home assignment :

- To remind Ss to learn grammar note given by heart and practise the
exercises

supplied several times .

- New lesson : Ss prepare new lesson : Unit Five _ Higher Education,

Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 5: Higher Education
A :Reading

I. Aims: To help students to practice:

 Guessing words’ meanings in contexts

 Reading for details of information about application process for universities in the UK
 Reading for gist and answer comprehension question

II. Aids: textbooks, pictures, board, chalks
III. Procedure

stages

&time teacher’s activities students’ activities

Pre-reading
(7 mins)

+Warm-up : Guessing game

( - Motivate students and arouse their
interest through the game.

- Using picture to catch students’
attention)

-Call on an S to go to the board and
give a picture to him/her. Don’t let
the others see it.

-Tell the class the rules of the game.

-Everybody makes yes/no questions 
to guess the answer of your friend’s 
question.

-Observer students playing game

+Lead-in:

-Ask students to look at 3 pictures in
their books and work in pairs to
answer the questions:

-How do you say in English the 
names of these universities?

- One S goes to the board, gets the
picture and doesn’t let others see it.
-The S leads the game by asking the
others:

- Which university is it in the picture?

-The others make yes/no questions
Possible questions:

-Are students in this university trained

to be teachers?

-Is the university in Hanoi?
-Is it…university?

-The S answers the questions using only
yes or no. The game is over if an S
guess the right university.

-All the students look at the picture to
check.

-Work in pairs and look at the pictures
in their books to answer the questions
Expected answers:

1.Hue University

2.Hanoi University of Natural Science
3. Hanoi University of Architecture

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-Which of them would you like to 
apply to?

-I would like to apply to Hanoi 
University of Science because I like 
studying mathematics.

While 
reading

(30 mins)

-Ask students to spend 5 mins
reading the text silently, trying to
catch the main ideas of the text.
-Ask students to read the text again
and underline words and phrases that
describe the requirements and

application process to the universities
in the UK.

Task 1:

-Ask students to work in pairs and
guess the meanings of some new
words in task 1 basing on the

contexts in the reading text, then fill
in the blanks.

-Call some students to read aloud
their answers and ask the others to
listen and comment

-Give T’s own remarks and
corrections if necessary.

Task 2:

-Ask the whole class to read through
the sentences then choose the best
options trying not to refer to the text
as much as possible

-Ask them to work in pairs,
comparing their answers

-Call some students to read aloud
their answers

-Listen to students’ answer and give
remarks

Task 3:

-Ask the whole class to read

carefully all the application process
to tertiary study in the UK then do
task 3 individually.

-Ask students to work in pairs,
exchange their answers with their
partners.

-Call some students to give their
answers

-Listen to students’ answers and

correct or comment if necessary

-Read the text carefully in 5 mins and
catch its main ideas.

-Read the text again and underline
words and phrases that describe the
requirements and application process to
the universities in the

UK.

-Work in pairs, guessing the words’
meanings and fill in the blanks with
their correct forms

-Some students read aloud their
answers, others listen to their friends
and comment correct if necessary.
Expected answers:

1.applications 6.required
2. applied 7.requiremennts
3. applicants 8.decided
4. prefer 9.decision
5. preference 10.decisive
-Read through the sentences then
choose the best options trying not to
refer to the text as much as possible

-Work in pairs and compare their
answers.

-Some students read aloud their
answers; others listen and give their
comments.

Expected answers:

1 2 3 4 5

C C B B A

- Read carefully all the application
process to tertiary study in the UK then
put a tick if the information mentioned
in the text or put a cross if not.

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answers.

-While some read their answers aloud;
others listen and give their corrections
or comments

Expected answers:

1 2 3 4 5 6

D C A E F B

Post-reading (8 
mins)

Homework

-Ask the whole class work in groups
of four and discuss the question:

+How importance is tertiary study to
you?

-Walk around to encourage students
to express their opinions and give
some suggestions to students :
+It is important in gaining
knowledge

+It is important in your future jobs
- Ask some groups to make

discussion on the question in front of
the class

-Give comments

-Ask students to write paragraph on
how important tertiary study is to
them.

-Form groups of four and discuss the
question of how importance tertiary
study is to them.

-Ask T if there is any trouble

- Some groups make discussion on the
question in front of the class; other give
comments

Expected opinions:

-I think that tertiary study is very
important to us because we can widen
our knowledge through

-I think that tertiary study is a good
preparation for us to get a good job in
the future

-Take note the homework



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

B :Speaking

I. Aims: To help students to practice:

 Talking about application process to tertiary study in Vietnam

 Asking and answering about time of application process to tertiary study in Vietnam
II. Aids: textbooks, pictures, board, chalks

III. Procedure
stages

&time

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Pre-speaking
(5 mins)

Warm-up: what is my job?

-Call on an S to go to the board and
ask him/her to choose a job that he/she
wants to do in the future and mime a
typical activity which it involves.
-Ask the whole class to look at their
friend’s activity then ask him/her
yes/no question to guess his/her job
-Observe students playing game and
stop when there is a winner

- One S goes to the board, chooses a job
that he/she wants to do in the future and

mime a typical activity which it involves.
-The S asks the others :

- What is my job?

-The others watch his/her activity and
make yes/no questions to guess the job
Possible questions:

-Are you mending something?
-Are you typing?

-Do you work outside?

-The S answers the questions using only
yes or no. The game is over if an S guess
the job.

While 
speaking
(38
mins)

Task 1

-Call an S to read aloud the request of
the task

-Ask the whole class to do task 1

-Ask students to exchange their
answers with their friends.

-Call some students to read aloud their
answers to the class

-Give corrections and remarks.

-The teacher elicits the meaning of
these application process for students
to guess

Task 2

-Ask students to work in pairs, reading
thee information in their books, asking
and answering the question about the
application process to tertiary study in
Vietnam

-Walk around to observe students
talking and help them if necessary.
-Call some pairs to stand up and ask &
answer. Ask other pairs to listen and
comment

-Make necessary correction and
comments

-One S read aloud the request of the task

-Do task 1 individually. Put the ticks on
those which are obligatory for whom to
be admitted to a university in Vietnam
-Exchange their answers with their
friends.

- some students to read aloud their
answers to the class; others listen and
comment

Expected answers:
an application form
an identify card

a copy of the originals of school
certificate

a birth certificate

a copy of records of your performance
ay school

scores of the required examination.
Possible problems:

-Students may don’t know the meanings
of some application process

-Work in pairs

-Read information in their books and
practise asking and answering questions
about the application process to tertiary
study in Vietnam

-Ask T if necessary

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Task 3:

-Introduce the task to the students ask
them to work in groups of four

-Ask students to make discussion and
take note

-Go around and help them if necessary
-Call some groups to handle their
notes among the groups and check.
-Call on some groups to stand up and
make discussion in front of the class.
Ask other groups listen and give
comments

-Give T’s own comments

-T goes around to remind students to
use English and suggest some difficult
structures

Expected pair work:

S1: When do you fill in and send the 
application form?

S2: In March

S1: When do you take the GCSE 
examination?

S2: in May.

…

- Listen to the instruction and form
groups of four

-Discuss and write the process of
applying to a tertiary institution in
Vietnam

-Ask T if necessary

-Handle their notes among the groups
and check.

-Some groups in turn stand up and make
their discussion in front of the class;
other groups listen and give comments
Expected group work:

S1: I think the first process of applying 
to a tertiary institution in Vietnam is to 
fill in and send the application form.
S2: Yes, then we must take the GCSE 
examination

S3: Only when we pass the GCSE 
examination, can we take the entrance 
exam. It often takes place in July.

….

Possible problems:

-Students may speak Vietnamese while
discussing.

Post-speaking
(2 mins)

-Ask students to write a paragraph 
about the process of applying to a
tertiary institution in Vietnam

-Take note their home work



Week: . . . Preparing date: . . .

Period: . . . Teaching date: . . .

Class:. . .
C :Listening

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 Develop the ability to get details from listening text to do true/false and multiple
choice exercises.

 Get detailed information on some problems students may have when studying in a
foreign country.

II. Aids: textbooks, cassette, tape recorder, board, chalks
III. Procedure

Time teacher’s activities students’ activities

Pre-listening
(7 mins)

Warm-up: interview

-Ask students form pairs and give
them instructions:

-Imagine that in each pair, one of

you is a Vietnamese student studying
in a foreign country; the other ask 
her/him problems facing students

when studying in a foreign country

-Call some pairs to report their
interviews

-Give remarks and leads to listening
task

+Pre-teach

-Introduce the new words that will
appear in the listening task and elicit
the meanings

-Read these words aloud and ask
students to read them in chorus and
individually

- Students form pairs and listen to T’s
instructions

-Work in pairs, asking and answering
the problems facing students when
studying in a foreign country
Possible questions:

S1: What problem you have to face 
when studying in America?

S2: there are many problems such as:

food, accommodation, living cost…

-some pairs report their interviews;
other pairs listen and give comments

-Listen to T and guess the meanings of
these words

-Practise reading the words in chorus
and individually.

While 
listening
(25 mins)

task1

-Ask students to carefully read all the
statements silently in 1 minute
-Play the record and ask students to
listen for main ideas of the text
-Play the record again and ask them
to do the task

-Ask students to compare their
answers with their friends
-Call some students to give their
answers

-T listen to and correct or comment

Task 2:

Ask all students to spend 2 mins to
read the questions and options in the
task

-Play the record once again and ask
students to do the task

-Ask students to work in pairs to
exchange their answers

- Read all the statements carefully
in 1 minute

-Listen to the record for the main ideas
of the text

-Listen again and tick true or false in
their books

-Check their answers with their friends
-Some students give their answers;
others listen and give comments
Expected answers:

1 2 3 4 5

T T T F T

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-Ask some students to read aloud
their answers

-Listen and give remarks. T can play
the record again if students cannot
give correct answers

-Listen to the record again and choose
the best option

-Work in pairs and exchange their
answers

-Some students read aloud their answers
; others listen and give comments

Expected answers:

1 2 3

C C B

Post-listening
(13 mins)

Homework

-Ask students to read the request 
aloud

-Ask them to work in pairs again,
asking and answering the questions
of the task

-Go around and help students if
necessary

-Call some pairs to perform their
dialogues

-Listen and give remarks or good
marks if students do well

-Ask students to write a paragraph
about whether they like to do an
undergraduate course in Vietnam or
abroad and the reasons for that
choice

-One student read the request aloud
-Work in group again and practise
asking and answering the questions of
the task

-Ask T if necessary

-Some pairs stand up talking in front of
the class; others listen and give

comments

Possible dialogue:

S1: Would you like to do an

undergraduate course in Vietnam or 
abroad?

S2: I’d like to do an undergraduate 
course in Vietnam

S1: Why so?

S2: Because my English is not good 
enough and I cannot afford tuition fees 
and accommodation for studying 
overseas.

-Take note their homework


Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .
D :Writing

I. Aims: To help students:

 Practice writing short passage about the problems that Vietnamese students may
encounter when studying abroad.

 Using main ideas from discussion to write a passage.
II. Aids: textbooks, board, chalks

III. Procedure

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&time

Pre-writing
(5 mins)

Lead-in : 
-Ask students:

-Do you want to study abroad? Why or

why not?

-Call some students to answer then give
remarks

-Listen to the T’s question

- Some students answer T’s question.
Students can exchange their opinions with
their friends

Possible answers :

-Yes, I want to study abroad because the 
learning environment there is better than in
Vietnam.

-No. I don’t want to study abroad because the
cost of studying and living there ix much
higher in Vietnam...

While 
writing
(37
mins)

Task 1:

-Ask one S to read aloud the request of
task 1

-Ask students to work in groups of four
discussing and taking notes the problems
they may face when studying abroad.
-Walk around to observe students’
activities and help them if necessary
-Call some groups to make discussion in
front of the class.

-Give corrections if necessary and remarks.

Task 2:

- Ask one S to read aloud the request of
task 2

-Ask all students to write a passage about
the problems that Vietnamese students may
encounter when studying abroad basing on
the idea in task 1

-T may call 1 or 2 students to write his/her
passage directly on the board

-Walk around help students if necessary
.Ask them to pay attention to such linking
words as first, second, etc.

-Ask all students to look at the board and
correct their friend’s writings

-Give T’s own comments and corrections

- One S read aloud the request of task 1
-Form groups of four and discuss and take
notes the problems they may face when
studying abroad.

-Ask T if necessary

- Some groups make discussion in front of
the class; others listen and give comments

Possible discussion:

S1: I think English language s the first
problem we will face while studying abroad.
We learn English in our country but we don’t
have chance to speak English with native
people.

S2: The second problem is learning styles at
tertiary level.We are not familiar with
independent learning and modern study
facilities.

…

-One S read aloud the request of task 2
-Do task 2: write a passage about the
problems that Vietnamese students may
encounter when studying abroad basing on
the idea in task 1

-1 or 2 students write his/her passage directly
on the board

-Ask if necessary.

-Pay attention to such linking words as first,
second, etc.

- Look at the board and correct their friend’s

writings

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writings on the board

post-writing
(3 mins)

Homework

-Ask students to correct their writing at
home.

-Take note homework

Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

E :LANGUAGE FOCUS
I. Aims:

 Pronunciation: students practise pronouncing stress of more than three-syllable words
 Grammar: students study the structure as well as the usage of conditional sentences
 Vocabulary: students learn to use words relating to the topic application process to

tertiary study and some abbreviations of some main high school exams
II. Aids: textbooks, board, chalks

II. Procedure
III.

Time teacher’s activities students’ activities
Pronun

ciation
(10 mins)

1.Listen and repeat

-Read the words in the textbook or
play the record once or twice.
-Read and ask students to repeat in
chorus then individually or in pairs
-Call some students to read the words
aloud

-Listen and correct if necessary
2.Practice reading the sentences
-Read the sentences once or twice
then ask students to practise reading
in pairs

-Call some students to read the
sentences aloud.

-Listen, correct if necessary and ask
students to practise more at home

-Listen to the pronunciation of the
words

-Listen and then repeat in chorus then
individually

-Some students read the words aloud;
others listen and correct if there are
mispronunciation

-Listen to the teacher and practise
reading the sentences in pairs
-Some students read the sentences
aloud; others listen and correct if
necessary

Grammar 
and

vocabulary
(35mins)

Exercise 1:

-Ask students to read the request of
task 1 carefully and do the task
-Walk around to help students if
necessary

-Ask students to compare their

answers with their friends’

-Call some students to read out the
answers

-Give correction or comments if
necessary

-Read read the request of task 1
carefully and do the task

-Ask T if there is any trouble

-Compare compare their answers with
their friends’

-Some students read out the answers;
other give corrections

Suggested answers:

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Exercise 2:

-Ask students to read the request of
task 1 carefully and do the task
-Walk around to help students if
necessary

-Ask students to compare their
answers with their friends’

-Call some students to read out the
answers

-Give correction or comments if
necessary

Exercise 3:

-Ask students to read the request of
task 1 carefully and do the task
-Walk around to help students if
necessary

-Ask students to compare their
answers with their friends’

-Call some students to read out the
answers

-Give correction or comments if
necessary

not be able to take the en trance exam
to the university.

2. You won’t be able to get into the
exam room if you are 10 minutes late.
3. If you don’t send the application
form on time, you will not be able to

take the entrance exam.

4. If you don’t have a reference letter,
you won’t be able to submit your
application form.

5. Unless you show your identify card,
you won’t be able to get into the exam
room.

-Read read the request of task 1
carefully and do the task

-Ask T if there is any trouble

-Compare compare their answers with
their friends’

-Some students read out the answers;
other give corrections

Suggested answers:

1. If she had a car, she would go out in
the evening

2. If Sarah liked school, she would
study hard.

3. I would/could do the test if it were

not too difficult

4. Peter would read a lot if he had more
time

5. If I spoke Korean, I would translate
it.

6. If they weren’t afraid of flying, they
would study abroad.

-Read read the request of task 1
carefully and do the task

-Ask T if there is any trouble

-Compare compare their answers with
their friends’

-Some students read out the answers;
other give corrections

Suggested answers:

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time, they might have called for you an
interview .I can’t understand why you
didn’t.

3. If John had installed an alarm, the
thieves wouldn’t have broken into his

house.

4. I would have made a film with him if
I had been a famous director

5.Had you told me earlier, I would
have given it to you

6.We would have sent you a Christmas
card if we had had your address



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 6: Future jobs
A :READING
I. Aims: To help students to practicse:

 Guessing words’ meanings in contexts

 Reading for details of information about job interview.
 Reading for gist to make discussion

II. Aids: textbooks, pictures, board, chalk
III. Procedure

TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

pre-reading
(7 mins)

Warm-up: Guessing game

-Call on an S to go to the board and
give a picture to him/her. Don’t let the
others see it.

-Tell the class the rules of the game.

-Everybody makes yes/no questions to 
guess the answer of your friend’s 
question.

-Observer students playing game

+Lead-in:

-Ask students to look at the pictures in
their books and work in pairs to answer
the question:

-What do they do?

- One S goes to the board, gets the

picture and doesn’t let others see it.
-The S leads the game by asking the
others:

- Which university is it in the picture?

-The others make yes/no questions
Possible questions:

-Are students in this university trained to
be teachers?

-Is the university in Hanoi?
-Is it…university?

-The S answers the questions using only
yes or no. The game is over if an S guess
the right university.

-All the students look at the picture to
check.

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-Ask students to work in groups of four
to tick the factors that they think would
help them succeed in a job interview.
-Ask some groups to report their
answers

-Give T’s own comments

1.He is a waiter
2.He is a mechanic
3. She is a farmer
4. She is a teacher
5.He is a doctor

- Form groups of four and tick the factors
that they think would help them succeed
in a job interview.

-Some groups report their answers;
others listen and comment

Possible answers:

giving clear, honest answers]
 feeling self-confident

 having good sense of humor
While

reading
(25
mins)

-Ask students to spend 5 mins reading
the text silently, trying to catch the
main ideas of the text.

-Ask students to read the text again and

underline words and phrases that help
people to succeed in job interviews
Task 1:

-Ask students to work in pairs and
guess the meanings of some new words
in task 1 basing on the contexts in the
reading text, then circle the options
-Call some students to read aloud their
answers and ask the others to listen and
comment

-Give T’s own remarks and corrections
if necessary.

Task 2:

-Ask the whole class to read through
the sentences then decide whether the
statement are true or false

-Ask them to work in pairs, comparing
their answers

-Call some students to read aloud their
answers

-Listen to students’ answer and give
remarks

-Read the text carefully in 5 mins and
catch its main ideas.

-Read the text again and underline words
and phrases that help people to succeed
in job interviews

-Work in pairs, guessing the words’
meanings and circle the options

-Some students read aloud their answers,
others listen to their friends and

comment correct if necessary.
Expected answers:

1 2 3 4

B C A B

-Read through the sentences then decide
whether the statement are true or false
-Work in pairs and compare their
answers.

-Some students read aloud their answers;
others listen and give their comments.
suggested answers:

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5.T 6.F 7.F 8.T

Post-reading
(13
mins)

Home- 
work

-Ask the whole class work in groups of
four and discuss the question:

+Which pieces of advice given in the 
passage do you find most useful and 
least useful? Why?

-Walk around to encourage students to
express their opinions and give some
suggestions to students

- Ask some groups to make discussion
on the question in front of the class
-Give comments

-Ask students to write paragraph on
how important tertiary study is to them.

-Form groups of four and discuss the
question of the usefulness of the advice
given in the passage

-Ask T if there is any trouble

- Some groups make discussion on the 
question in front of the class

Expected opinions:

-I think that trying to reduce the feeling
of pressure and a good impression on
your interview is the most useful advice
because you will get a high mark after
the interview and stand a good chance to
get the job.

-Take note the homework

Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

B:Speaking
I. Aims: To help students to:

 Practise talking about characteristics of some future jobs: teachers, doctors, farmers…
 Develop students’ ability through discussing and giving personal opinions on some

kinds of jobs.

 Provide students with some knowledge about job interview and raise their awareness
about future job.

II. Aids: textbooks, pictures, board, chalks
III. Procedure

stages 
&time

teacher’s activities students’ activities

Pre-speaking
(7 mins)

Warm-up: whisper game

-Divide the class into 5 groups then give
them the instructions of the game

-Each group chooses a representative!

-Give each representative a piece of
paper that describe a job

-Observe students playing the

game and stop it when the game is over.

- Form 5 groups and listen to the instruction

-Choose a representative

-The representatives receive the paper
-Each representative whispers the sentence
to another member of the group; that
member whispers it to another till the last
member.

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sentence that (s) he was whispered and
guess the job.

While 
speaking
(38 mins)

Task 1:

-Ask students to read the request and the
information in the columns carefully
-Ask students work in pairs, talking
about some descriptions of the jobs
given in column A.

-Go around and observe students’
speaking activities or help them if
necessary.

-Call on some pairs to stand up and talk
about the descriptions of the jobs.
- Listen and give comments

Task 2:

-Ask students to read the request and the
information in the columns carefully
-Ask students work in pairs, discussing
the jobs that they like or dislike to do
and the reasons why

-Go around and observe students’
speaking activities or help them if
necessary.

-Call on some pairs to stand up and
make discussion.

- Listen and give comments

- Read the request and the information in
the columns carefully

-Form pairs and talk about some

descriptions of the jobs given in column A.
-Ask T if there is any trouble

- Some pairs stand up and talk about the
descriptions of the jobs; others listen and
give comments

Expected answers

A teacher is the one who has to change
teaching and learning methods and/ or
carries out education reform

A doctor is the one who takes care of sick
people and helps save people’s lives

A farmer is the one who constructs
irrigation system and applies new farming
techniques.

A tourist guide is the one who finds good
and safe hotels for customers and take
people to place of interest.

A writer is the one who tell stories
through pictures and create imaginary
characters and events

- Read the request and the information in
the columns carefully

-Form pairs, discussing the jobs that they
like or dislike to do and the reasons why
-Ask T if there is any trouble

- Some pairs stand up and talk about the
descriptions of the jobs; others listen and

give comments

Possible discussion:

S1: Do you like to be a journalist?
S2: Yes, I would like to work as a
journalist.

S1: Why?

S2: Because I think that working as a
journalist would be a fascinating job, and
I’d like to have a chance to travel all over
the world and meet many interesting people.
-One S read aloud the request

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Task 3:

-Call one S to read aloud the request
-Ask students to work in groups of four,
discussing the jobs they may do after
finishing school

-Go around and observe students’
speaking activities or help them if
necessary.

-Call on some pairs to choose
representatives to report the result..
- Listen and give comments

the jobs they may do after finishing school
-Ask T if there is any trouble

- Some pairs choose representatives to talk
about the descriptions of the jobs; others
listen and give comments

possible description:

-After finishing school, I’d like to work for 
a foreign company. I will have a chance to
work with foreigners. I think that I will get
a high salary and the working conditions are
good.

Home-work
( 2 mins)

-Ask students to write a paragraph about
the job they would like to do after
finishing school

-Take note their homework


Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

C :Listening
I. Aims: To help students to practise:

 Listening to a passage for missing words to fill in the boxes
 Listening for gist and do true/false exercises.

 Summarizing information in a job a job advertisement.
II. Aids: textbooks, cassettes, record, board, chalks

III. Procedure
stages

&time teacher’s activities students’ activities

Pre-listening
(7 mins)

-Ask the students to look at their
books then work in pairs, discussing
to rearrange the job in order of
degree in Vietnam.

-Call some pairs to report their
results

-Listen and give comments
+Pre-teach

-Introduce the new words that will
appear in the listening task and elicit
the meanings

-Read these words aloud and ask
students to read them in chorus and
individually

- Look at their books then work in pairs,
discussing to rearrange the job in order of
degree in Vietnam.

-Some pairs report their results ; others
listen and give

comments--Listen to T and guess the meanings of
these words

-Practise reading the words in chorus and
individually

While 
listening 
(30 mins)

task1

-Ask students to carefully read all
the boxes silently in 1 minute

-Play the record and ask students to
listen for main ideas of the text
-Play the record again and ask them

- Read all the boxes carefully
in 1 minute

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to do the task

-Ask students to compare their
answers with their friends
-Call some students to give their
answers

-T listen to and correct or comment

Task 2:

-Ask students to spend 2 mins to
read all the statements

-Play the record once again and ask
students to do the task

-Ask students to work in pairs to
exchange their answers

-Ask some students to read aloud
their answers

-Listen and give remarks. T can play
the record again if students cannot
give correct answers

-Listen again and fill in the boxes
-Check their answers with their friends
-Some students give their answers; others
listen and give comments

Expected answers:
1.Jobs

2.service
3.trasportation
4.companies
5.service

-Read all the statements

-Listen to the record again and decide
which statement is true, which one is false.
-Work in pairs and exchange their answers
-Some students read aloud their answers ;
others listen and give comments

Expected answers:

1 2 3 4 5

T F T F F

Post-listening
(8 mins)

-Ask students to work in pairs
retelling the content of the listening
passage

-Walks around to help students if
necessary

-Call some pairs to retell the content
of the listening passage

-Listen and give comments

-Students work in pairs retelling the
content of the listening passage
-Ask T if necessary

- Some pairs retell the content of the
listening passage; others listen and
comment



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

D :Writing
I. Aims: To help students to

 Understand the main information in job advertisement.
 Write a letter applying for the job in the advertisement
II. Aids: textbooks, pictures, board, chalks

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Time Teacher’s activities Students’ activities

Pre-writing
(5 mins)

-Ask students to read the

advertisement in their books carefully.
-Help students if there is any new
works

-Read the advertisement in their books
carefully.

-Ask T if necessary
While

writing
(37
mins)

Task 1:

-Ask one S to read aloud the request of
task 1

-Ask students to work in pairs and do
task 1

-Walk around to observe students’
activities and help them if necessary
-Call some pairs to give their answers
-Give corrections if necessary and
remarks.

Task 2:

- Ask one S to read aloud the request
of task 2

-Ask all students to write a letter
applying for the job mentioned in the
advertisement in task 1

-T may call 1 or 2 students to write
his/her passage directly on the board
-Walk around help students if

necessary .Ask them to pay attention
to such linking words as first, second,

etc.

-Ask all students to look at the board
and correct their friend’s writings
-Give T’s own comments and
corrections

- One S read aloud the request of task 1
- Work in pairs and do task 1

-Ask T if necessary

- Some pairs to give their answers; others
give corrections

Possible answers:
-Type of job: tour guide
-Level of education needed

-Work experience: experience as tour
guide, fluent in English

-Characters and interests: Good manner,
willing to work hard for long hours

-One S read aloud the request of task 2
-Do task 2: write a letter applying for the
job mentioned in the advertisement in
task 1

-1 or 2 students write his/her passage
directly on the board

-Ask if necessary.

-Pay attention to such linking words as
first, second, etc.

- Look at the board and correct their
friend’s writings

-Give corrections or comments to the
writings on the board

Home- 
work

(3 mins) -Ask students to correct their writing athome. -Take note homework

Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

E :Language focus
I. Aims:

 Pronunciation: students practice pronouncing weak form and strong form words: and,
but, at, for, of, to, from

 Grammar: students study the relative clauses

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III. Procedure
STAGES 
&TIME

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Pronunciation

(10 mins) 1.Listen and repeat-Read the words in the textbook or
play the record once or twice.
-Read and ask students to repeat in
chorus then individually or in pairs
-Call some students to read the
words aloud

-Listen and correct if necessary
2.Practice reading the sentences
-Read the sentences once or twice
then ask students to practise reading
in pairs

-Call some students to read the
sentences aloud.

-Listen, correct if necessary and ask
students to practice more at home

-Listen to the pronunciation of the

words

-Listen and then repeat in chorus
then individually

-Some students read the words aloud;
others listen and correct if there are
mispronunciation

-Listen to the teacher and practise
reading the sentences in pairs
-Some students read the sentences
aloud; others listen and correct if
necessary

Grammar

(35 mins) Exercise 1: -Ask students to read the request of
task 1 carefully and do the task
-Walk around to help students if
necessary

-Ask students to compare their
answers with their friends’

-Call some students to read out the
answers

-Give correction or comments if
necessary

Exercise 2:

-Ask students to read the request of
task 1 carefully and do the task
-Walk around to help students if
necessary

-Ask students to compare their
answers with their friends’

-Call some students to read out the
answers

-Give correction or comments if
necessary

-Read read the request of task 1
carefully and do the task

-Ask T if there is any trouble
-Compare compare their answers
with their friends’

-Some students read out the
answers; other give corrections
Suggested answers:

1.whom 6.who
2. which 7.whose

3. Whoever 8.who
4. which. 9.which
5. which 10.whom
-Read read the request of task 1
carefully and do the task

-Ask T if there is any trouble
-Compare compare their answers
with their friends’

-Some students read out the
answers; other give corrections
Suggested answers:

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Exercise 3:

-Ask students to read the request of
task 1 carefully and do the task
-Walk around to help students if
necessary

+Ask students to compare their
answers with their friends’

-Call some students to read out the
answers

-Give correction or comments if
necessary

mine.

2.A man carrying a lot of money in a
box got on the bus.

3. In the street there were several
people waiting for the shop to open
4. Britain imports many cars
which/that were made in Japan
5. There are a lot of people in your
office waiting to talk to you.

6. The cowboy wounded by an arrow
fell off his horse

7. Most of the people injured in the
crash recovered quickly

8. John, wishing he hadn’t come to
the party, looked anxiously at his
watch.

-Read read the request of task 1
carefully and do the task

-Ask T if there is any trouble
-Compare compare their answers
with their friends’

-Some students read out the

answers; other give corrections
Suggested answers:

2. The people who have just moved
in next door have the same surname
as the people just moved out.

3. Noticing the door was open; I
decided to go in, which turned out to
be a mistake.

4. Pauline asked me a question to
which I had no reply

5. Shouting at the top of his voice, he
rushed out of the room, which was a
typical.

6.By the end of the week, which was
the deadline, everyone who wanted
travel scholarships had applied (for
them)

Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 7: Economic reforms
A. Language skills

1. Reading:

- To help students gain some knowledge about economic reforms in Vietnam.

- To help students improve their reading skills: scanning and skimming, guessing the
meaning of words in context.

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- Students can ask and answer about a picture

- Students can ask and answer about the measures that the government and people of
Fantasia have done in carrying out economic reforms.

- Students learn more words and phrases in term of economy.
3. . Listening:

- Students can improve their listening skill: they can understand the passage and then
they can summarize the passage that they have listened to.

- Students learn more words and phrases in term of music
4. Writing:

- Students can write a report basing on the information given in the Table of Tango’
economic development in two decades.

B. Language focus
1. Pronunciation:

- Students can pronounce correctly the sounds /s/ and /z/ and words pronounced with /s/
and /z/.

2. Grammar:

- Students know how to use “to infinitive” to talk about purposes.
- Students revise information questions.

- Students practice using past tense to talk about people’ autobiography
A. Reading

Aims

- To help students gain some knowledge about economic reforms in Vietnam.

- To help students improve their reading skills: scanning and skimming, guessing the
meaning of words in context.

- Students learn words and phrases in terms of economics and policies.
Aids

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ProceduresStages Teacher’s activities Students’ activities
Pre- reading

(4min)

While- reading
( 30 min.)

Task 1
( 8 min.)

- Greet Ss

- Ask students to look at
the picture page 70 and ask
Ss to answer some questions:

1. What can you see in 
the picture?

2. Do you think that the 
people in this picture lead a 
rich or poor life?

3. What, in your opinion,
should be done to improve 
the situation?

- Call a pair to report
their discussion

- Introduce the topic:
 “Economic reforms in 
Vietnam”

- Teach some new words:
ask students whether they
know the words, if they do
not know them, explain in
English then ask them to
give Vietnamese equivalents
to check their understanding

- initiate(v): start sth
- shift(v): move or be

moved from one position or 
place to another

- sector(n): a part of the

business activity of a country

- priority(n): the state of

being more important than 
sb/sth or of coming before 
sb/sth else

- intervention(n): the act

of intervening, especially a 
deliberate entry into a 
situation or dispute in order 
to influence events or 
prevent undesirable 
consequences

- subsequent(n): coming

after or later

- inefficient(adj): not

working or producing results
in the best way, so that time 
or money is wasted

encourage(v): give hope,
support or confidence to sb

- Let the whole class read

-Greet teacher

- Listen to the teacher and think about
the topic.

- Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- initiate(v): bắt đầu 
- shift(v): chuyển

- sector(n): ngành, lĩnh vực
- priority(n): quyền ưu tiên 
- intervention(n): sự can thiệp
- subsequent(n): tiếp theo

- inefficient(adj): khơng hiệu quả

encourage(v): khuyến khìch,

- Read the words

- Read the passage in silence
- Do task 1

- Discuss the answers in pairs.

National 
Congress:

Renovation: đổi mới

Under-developed: ph¸t triĨn thÊpCha ph¸t triĨn / 
Dominate: Chi phối

Stagnant:

Inflation: Lạm phát 
Government

subsidies:

Sự bao cấp của 
chính phủ

Government 
commitment:

Sự cam kết của 
chính phủ

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Task 2
( 10 min.)

Task 3
( 7 min.)

the new words twice or three
times.

- Call 2-3 students to
read new words again.

- Ask students to read the
passage in silence

- Ask students to do
Task 1: Give Vietnamese
equivalent words to ones
given in the passage

-Ask students to discuss
the answers in pairs.

- Check Ss’ answer

- Write down the answers

on the board

- Let the whole class read
the new words twice or three
times.

- Call 2-3 students to
read new words again.

- Ask students to do task
2 in pairs

- Go around to supervise
students if necessary.

- Ask representatives of
pairs to give the answers. If
students’ answers are right,
repeat them, if not, give the
right answers.

- Ask students to do task
3 in groups

- Go around to supervise
students if necessary

- Ask representatives of
groups to answer the
questions. If students’

answers are right, repeat
them, if not, give the right
answers

- Write down the answers and read
the words

- Do task 2 in pairs

- Give the answers:
1. F

2. F
3. T
4. F
5. T
- Do task 3

* Answers:

1. It was officially initiated in 1986 by
our Vietnam Communist Party.

2. Its aim was to restructure the 
economy of Vietnam and to raise the 
living standards of the people.

3. The measures the Government 
introduced to implement Doi Moi were 
(as follows):

- eliminated government subsidies,
- shifted economic priority from

heavy industry to three major economic 
programs: production of food, production
of consumer goods and production of 
exports,

- reduced state intervention in

business,

- opened trade relations with all

countries in the world,

- encouraged foreign and domestic

private investment.

4. Since Doi Moi, Vietnam has 
undergone substantial changes. They are:

- productivity and agricultural

exports have constantly increased,

- the farmers have enjoyed land use

rights and have had greater choice on 
How to use their agriculture land,

- the workers have worked harder,
- the children, particularly those

from ethnic minorities have had more 
opportunities to enjoy education and 
training.

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Post- reading
( 11 min.)

- Ask students to do
After you read in pairs,
scanning the text to find
information to complete the
note.

- Go around to supervise
them. Note down the serious
and common mistakes

- Call some pairs to read
their note

+Give feedback and
correct some serious or
common mistakes.

to Doi Moi, we will attract more foreign 
capital investment and build a better life 
for our people.

- Do the Task in pairs
* Suggested answers:

Before Doi Moi:

Economy: under-developed, 
dominated by traditional agriculture

Country and people: poor
Production: stagnant

Shortage of schools, hospitals
Inflation

Government’s renovation measures:
Eliminated government subsidies,
Opened trade relations with all 
countries in the world,

Shifted economic priority from heavy 
industry to three major economic

programs: production of food, production
of consumer goods and production of 
exports,

Reduced state intervention in 
business,

Encouraged foreign and domestic 
private investment.

Since Doi Moi:

Productivity and agriculture exports: 
increased

Farmers: enjoyed land rights, had 
greater choice to use their land

Workers: worked harder

Children: enjoyed education and 
training.

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Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

B. Speaking
I. Aims

- Students can ask and answer about some World Cup
- Students learn more words and phrases in term of music.
II. Aids

- English textbook for students
- English textbook for teachers
III . Procedures

Stages Teacher’s activities Students’ activities
Pre-

speaking
( 5 min.)

- Introduce the lesson:

Today, we learn Unit 7: Economic 
Reforms, part B. Speaking(Write on the

board the title)

- Listen to the teacher and write the title
in their notebooks.

Task 1 - Ask students to look at Task 1- Ask students to do Task 1

- While students discuss, walk around the
class to guide or supervise them and give
them help if necessary.

- Ask one pair to report what they have
talked

- Give comments, correct the common
mistakes after they finish.

- Look at Task 1
- Do Task 1

- Work in pairs and discuss in about 2
minutes.

S1: What does each pair of pictures tell
you?

S2: Picture 1a, 1b are about a school, 
picture 2a, 2b are about a company
S1: What changes can you see in each 
pair of pictures?

S2: The school in 1b is larger than it is 
in 1a; it consists of three two-floor 
buildings. The factory in 2b is larger 
and better equipped than it is in 2a.
S1: What do you think people have 
done to change them?

S1: I think people have invest more 
money in the school and the factory.

While- 
speaking
( 28 min.)

Task 2

- Introduce some new words (eliciting,
give the definitions in English then ask
students to translate them into Vietnamese
to check their understanding)

 disadvantaged(adj): in a bad social or

economic situation; poor

 method(n): a way of doing sth

 qualified(adj) having passed an exam or

having the knowledge, experience, etc. 
in order to be able to do sth

 insurance(n): an arrangement with a

company in which you pay them regular
amounts of money and they agree to pay
the costs if, for example, you die or are 
ill, or if you lose or damage sth

- Listen to the teacher.

- Guess the meaning of the new words.

 disadvantaged:

- method: 
- qualified:

 insurance: bảo hiểm

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 irrigation(n): bringing a supply of

water to a dry area, especially in order 
to help crops to grow

 drainage(n): a system used for making

water, etc. flow away from a place

 fertilizer(n): a natural or chemical

substance that is put on land or soil to 
make plants grow better

 pesticide(n): a chemical substance that

is used for killing animals, especially 
insects, that eat food crops

- insecticide(n): a substance that is 
used for killing insects

- drainage:

- fertilizer: phan bón

- pesticide: thuốc trừ sâu

- insecticide: thuốc diệt côn trùng

- Let the whole class read the new words
twice or three times.

- Call 2-3 students to read new words
again.

- Ask students to do Task 2 in groups

- Read the new words .

- Do Task 2 in groups

The country of Fantasia started its overall
reform in the early 1970s. The reform has 
brought about positive effects in many 
sectors of the economy, particularly in 
education, health care and agriculture. 
Work in groups, suggesting What the 
government and the people of Fantasia 
have done to improve their economy in 
these sectors.

+ Which tense do we use When talking 
about recent changes?

- Call one student to repeat the instruction

to check whether they are clear about what
they have to do

- Go around to supervise them. Note down
serious and common mistakes.

Present perfect tense

- One student repeats the teacher’s
instruction.

- The others listen to their friends to
make clear about what they have to do.
- Do Task 2

Post- 
speaking
( 10 min.)
Task 3

- After about 3 minutes of discussion, call
some groups to report what they have
done.

- Ask the others to listen to their friends
- Listen to students attentively and pay

attention to the mistakes they have made

- After students finish, give them

comments: correct some pronunciation
mistakes they have made

- Read aloud the words and ask the whole
class to repeat.

- Call 1 pair to role play in front of the
whole class.

- Ask the others listen attentively to their
friends’ dialogue and give comments or
ask questions.

- Some groups report what they have
discussed.

S1: What have the government and the 
people of Fantasia done to improve 
education?

S2: They have built more schools and 
have equipped more equipment and 
facilities.

S3: They also give more scholarships to
poor of disadvantage students.

- Repeat after the teacher.

- One pair to role play in front of the

whole class.

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Home 
work
( 2 min.)

- Call another group if there is enough
time.

- Give feedback and correct serious or
common mistakes.

- Prepare a presentation about the 
development of Vietnam after Doi Moi

questions.

- Listen to the teacher and correct the
mistakes.

- Listen to the teacher and note down
homework



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .
C. Listening

I. Aims

- Students can improve their listening skill: they can catch detail information from the
passage.

- Students can summarize the passage.
II. Aids

- English textbook for students
- English textbook for teachers
- Tapes and cassette

- Handouts
 III. Procedures

Stages Teacher’ activities Learners’ activities
Pre-

listening
(6min.)

Warm up:

- Let students play crosswords to revise
the vocabulary in Reading lesson.

- Call some pairs to give the answers.

- Ask students to do task 1: discuss the

question: Do you think that drug- taking
should be banned? Why and Why not?
- Ask one pair to report what they have 
discussed.

- Introduce some new words (eliciting,
give the definitions in English then ask
students to translate them into

Vietnamese to check their
understanding)

- rationally(adv): contrary to or

lacking in reason or logic

- unfortunately(adv): not lucky
- discourage(v): stop sb doing sth,

especially by making him/her realize 
that it would not be successful or a good
idea

- ruin(v): damage sth so badly that it

loses all its value, pleasure, etc.

- measure(n): an action that is done

- Listen to the teacher.
- Play the game.
- Do task 1 in pairs

S1: Do you think that drug-taking

should be banned?
S2: Yes, I think so.
S1: Why so?

S2: Because taking drug is harmful to 
people’s health.

- Listen to the teacher.

- Guess the meaning of the new words.

- rationally(adv): 
- unfortunately(adv): 
- discourage(v): 
- ruin(v):

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for a special reason

- drug- taker(n): a person who use

drugs

- solution(n): a way of solving a

problem, dealing with a difficult 
situation, etc.

islander(n): a person who lives on a 
small island

- Let the whole class read the new
words twice or three times.

- Call 2-3 students to read new words
again.

- islander(n):

- Read the new words

While-listening
(29min.)

Task 1

- Ask students to listen to the passage
the first time

- Read the passage twice

- Ask some students to give their
answers. If their answers are right,
repeat them; if not give the correct

answers.

- Listen to the passage and answer the
questions.

* Answers:

1. F(in the Atlantic Ocean)
2. F(a plant which contained a 
powerful drug)

3. T
4. T

5. F(on TV)

6. F(nobody took any notice)
7. T

8. T

9. F(other countries)

Task 2

- Ask them to listen again the second
and the third time to finish task 2:
- Ask students to discuss the answers to
the questions in pairs.

- Go around to supervise students if
necessary.

- Eliciting the answers from students, if
their answers are right, repeat the
answers, if they are wrong, give them
the answers:

- If most students do not catch the
information for the questions, let them
listen again to the passage once more.

1. What did the people of Tango 
discover?

2. What did they do with the plant?
3. What negative effects did the drug 
bring about?

- Listen again the third time to finish
the task.

- Discuss the answers to the questions
in pairs.

- Answer the questions, and correct the
wrong answers.

1. They discovered a plant which 
contained a powerful drug.

2. They grew it all over the island.
3. The negative effects the drug brought
about were:

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4. How many measures did the 
Government take and what were they?
5. What did the Government of Tango 
decide to do eventually?

- The whole population began to run 
short of food.

4. The government took three measure: 
introduced a law to make the drug 
illegal, put the drug- takers into prison,
and exported the drug to other

countries.

5. Eventually they decided to export the
drug to other countries.

Post- 
listening
(10min.)

- Ask students to do After you read in
groups _ discuss the question: Do you

think that the government of Tango’s 
decision to export the drug to other 
countries was a better solution? Why/ 
Why not?

- Go around to supervise them. Note
down serious and common mistakes.
- Ask one group to report what they
have discussed

- Give comments after they finish
- Call another group if there is enough
time.

- Give feedback and correct serious or
common mistakes.

- Do After you read in groups
- Suggested expression:

In my opinion…
I think…

I believe…
I do not think…
From where I stand…

- Report what they have discussed
- Listen to the teacher and correct the
mistakes.

- Listen to the teacher and correct the
mistakes.

Handout

1 2 3

1 D O M I N A T E

2 I N F L A T I O N I

S

3 S T A G N A N T

4 C O N S U M E R A

5 R E N O V A T I O N T

L E

6 R E S O L V E

7 E D U C T I O N

Fill in the box with the words which means…
Down:

1. to become or to make sth become liquid

2. a soft silver-white metal that is often mixed with other metals

3. a large area of land in the countryside that is owned by one person or family
Across:

1. to be more powerful, important or noticeable than others
2. a general rise in prices; the rate at which prices rise

3. not flowing and therefore dirty and having an unpleasant smell
4. a person who buys things or uses services

5. bring something such as a building back to a former better state by means of repairs,
redecoration, or remodeling

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7. the teaching or training of people, especially in schools
Answers:

1 2 3

1 D O M I N A T E

2 I N F L A T I O N I S

3 S T A G N A N T

4 C O N S U M E R A

5 R E N O V A T I O N T

L E

6 R E S O L V E

7 E D U C T I O N

Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

D.Writing
I. Aims

- Students can write a report basing on the information given in the Table of Tango’
economic development in two decades

- Students can improve their writing skill.
II. Aids

- English textbook for students
- English textbook for teachers

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Stages Teacher’s activities Students’ activities
Pre-

writing
(7min.)

- Write on the board the title of the

lesson: Unit 7: Economic reforms
Part D. Writing

- Ask students to look at the table page
76

This table presents the achievements the 
government and the people of Tango 
have gained in some braches of the 
economy after two decades of their 
economic reform.

- Introduce some new words.( eliciting,
give the definitions in English then ask
students to translate them into

Vietnamese to check their understanding)
 Fishery: the catching,

processing, or selling of fish, including 
the industries and occupations involved 
in these activities

 Forestry: the science or skill of

planting and growing trees or managing 
forests

- Let the whole class read the new words
twice or three times.

- Call 2-3 students to read new words
again.

- Write down in the notebooks the title.

- Look at the table page 76
- Listen to the teacher.

- Guess the meaning of the new words.

- Fishery :ng nghiÖp

- Forestry: lâm nghiệp

- Read the words

While-
writing
(28
min.)

Task 1

- Ask students to answer the questions in
pairs.

- Go around to supervise them if

necessary.

- Call some pairs to give the answers. If
their answers are right, repeat them; if
not give the correct answers.

- Answer the questions in pairs

* Give the answers:

S1: What was the economic situation 
in Tango before 1980?

S2: Before 1980, Tango was in ruins, 
starvation was popular because of the 
lack of rice and foods.

S1: What can you say about the 
economic situation in Tango from 
1980 to 2000?

S2: From 1982 to 2000, Tango’s 
economy has developed quickly.
S1:What do you think the government 
and the people of Tango have done to 
achieve these result?

S2: I think they have borrowed money 
from other countries to boost the 
economy.

Task 2

- Ask students to do Task 2 individually:

write a report of 150 words on the 
economic development of Tango. It must

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conclude details such as:

 the economic situation of Tango

before 1980

 the measures taken by the

government and the people of 
Tango to overcome the problems.

 the achievements (as presented in

the table) they have made as a 
result of the reform.

What words do you often use to express 
changes in economy?

- Go around to supervise them. Note
down serious and common mistakes
- Show and correct some common

mistakes.

stagnant

underdeveloped
increase

decrease
steadily
by…percent
gradually…

- Write the description

- Listen to the teacher and correct the
mistakes.

Post- 
writing
( 10
min.)

- Ask students to revise their description.
- Ask students to hand in their work to
mark

- Revise their description.
- Hand in their work

Week: . . . Preparing date: . . .

Period: . . . Teaching date: . . .

Class:. . .

E.Language focus
 I. Aims

1. Pronunciation:

- Students can pronounce correctly the sounds /s/ and /z/ and words pronounced with /s/
and /z/.

2. Grammar:

- Students know how to use “to infinitive” to talk about purposes.
- Students revise information questions.

- Students practice using past tense to talk about people’ autobiography
II. Aids

- English textbook for students
- English textbook for teachers
- Pictures

II. Procedures
III.

Stages Teacher’s activities Students’ activities
Pronunciation

(5in.) - Introduce the lesson:Auxiliary often has the strong 
form when it is used in short 
answers, and it has the weak 
form when it is used in questions.

- Read the auxiliaries both strong
and weak forms for students to
recognize the difference

- Listen to the teacher
- Listen to the teacher

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- Read the second time for the
students to repeat.

- Ask 2-3 students to repeat,
correct their mispronounce.
Practice these sentences

- Read 2 times the sentences, and
then let the whole class read the
sentences twice or three times.
- Put stress mark for them to
practise

I’ve got something for you.
You’ve got something for me?
We’ve failed and they’ve passed.
I haven’t always lived in this 
cottage, you know.

Haven’t you? You’ve not been 
here long, of course.

I haven’t. But I’ve grown to love 
it already.

He’s left, and she’s gone to work,
too.

Hasn’t the doctor come yet?
No. The doctor hasn’t been 
called.

- Call 2-3 students to read the
sentences again.

- Ask them to read the sentences
in pairs, go around to supervise
them.

- Read the sentences twice or three
times.

I’ve got something for you.
You’ve got something for me?
We’ve failed and they’ve passed.
I haven’t always lived in this cottage, 
you know.

Haven’t you? You’ve not been here 
long, of course.

I haven’t. But I’ve grown to love it 
already.

He’s left, and she’s gone to work, too.
Hasn’t the doctor come yet?

No. The doctor hasn’t been called.

- Read the sentences again
- Read the sentences in pairs.

Grammar

(35in.) Exercise 1- Introduce some prepositional
phrases

Can you tell me what the

difference between in the end and
at the end is? Give me some 
example.

-About in time and on time?

Among and between?

in the end: refers to time and means

‘finally’

We were too tired to cook, so in the 
end we decided to eat out. At the end of
sth refers to the last part of a book, 
film, class, etc., at the point where it is 
about to finish:

At the end of the meal, we had a row 
about who should pay for it.

End is sometimes used before another 
noun:

the end house • the end seat

in time: (for sth/to do sth) not late; 
with enough time to be able to do sth
on time :not too late or too early; 
punctual

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- Ask students to do exercise 1
- Go around to supervise them
- Ask students to discuss the
answers in pairs.

- Call some students to give their
answers. If students’ answers are
right, repeat them, if not, give the

right answers

Exercise 2:

- Ask students to do Exercise 2_

complete the sentences, use “ 
although” + a sentence from the 
box.

- Read the example to illustrate.
- Go around to supervise them
- Ask students to discuss the
answers in pairs.

- Call some students to give their
answers. If students’ answers are
right, repeat them, if not, give the
right answers

Exercise 3

- Ask students to do Exercise 3
individually

- Go around to supervise them
- Ask students to discuss the
answers in pairs.

- Go around to supervise them if

necessary.

when the meaning is that of number 7 
(above) Among is always used of more 
than two people or things considered 
as a group rather than as individuals
- Do Exercise 1

- Discuss the answers in pairs.

- Give the answers

1. in (in time for = early enough)
(“on time” doesn’t go with “for” or 
“to”)

2. of

3. on (in business = being a 
businessman, on business = to go on 
business).

4. At
5. To

- Do Exercise 2

- Discuss the answers in pairs

- Give the answers

1. Although I was very tired, I 
couldn’t sleep.

2. Although I had never seen her 
before, I recognized her from the 
distance.

3. She wasn’t wearing a coat, 
although it was pretty cold.

4. We thought we’d better invite 
them to the party, although we don’t 
like them very much.

5. Although I didn’t speak the 
language, I managed to make myself 
understood.

6. Although the heat was on, the 
room wasn’t very warm.

7. I didn’t recognized her 
although I’d met her twice before.
8. We’re not very good friends 
although we have known each other for
a long time.

- Do Exercise 3

- Discuss the answers in pairs.

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- Call some students to give their
answers. If students’ answers are
right, repeat them, if not, give the
right answers

1. Although we had packed our 
bags the night before, we forgot many 
things.

2. They didn’t eat anything 
although they were very happy.

3. Although Luong hadn’t studied 
English before, he could speak/ read 
the language very well/ make himself 
understood.

4. Although he had revised 
everything /studied very hard, he failed
the exam.

Although summer has come, it is pretty
cold/ there hasn’t been any rain.



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

Unit 8: Life in the future
A. Language skills

1. Reading:

- To help students improve their reading skills: scanning and skimming, guessing the
meaning of words in context.

2. Speaking:

- Students can ask and answer about changes of people and the world in the future.
3. . Listening:

- Students can improve their listening skill: they can understand the passage about life
expectancy.

4. Writing:

- Students can write about the ideal world in which they would like to live in the year
2020.

B. Language focus
1. Pronunciation:

- Students can pronounce correctly the contracted forms of auxiliaries(have and has)
2. Grammar:

- Students know how to use articles and.

- Students know how to use some preposition phrases.
A. Reading

I. Aims

- To help students improve their reading skills: scanning and skimming, guessing the
meaning of words in context.

II. Aids

- English textbook for students
- English textbook for teachers
- Pictures

III. Procedures

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Pre-
reading
(4 min.)

- Ask students to look at the picture,
page 80 and ask:

What are the people going to do?
Does it look like a normal 
airplane?

How is it different?

Do you think that life in the future 
will be like this?

- Introduce the lesson

- Ask students to look at the
questions in Before you read, page
80, working in pairs to discuss the

question in Before you read:
1. Do you think life will be

better in the future? Why/ 
Why not?

2. List three things that might 
happen in the future.

- Call a pair to report their
discussion

- Look at the picture and answer the
questions:

They are going to fly.
No

It looks more modern than a normal 
airplane. It has no wings.

Yes,
No

Possible answers

S1: Do you think life will be better in the

future?

S2: Yes
S1: Why?

S2: Because of the development of science
and technology.

S1: List three things that might happen in

the future

S2: I think in the future, people can live in 
the Mar, people will be healthy without any
diseases, and they can travel by plane to 
work everyday.

While- 
reading
(30 min.)

Task 1

- Teach some new words: ask
students whether they know the
words, if they do not know them,
explain in English then ask them to
give Vietnamese equivalents to
check their understanding

- Corporation(n): a large business

company

- Chore(n): a job that is not

interesting but that you must do

- Burden(n): something that is

heavy and difficult to carry

- Influence(v): to have an effect on

or power over sb/sth so that 
he/she/it changes

- Methane(n): a gas without color

or smell, that burns easily and 
that we can use to produce heat

- Responsibility(n): a duty to deal

with sth so that it is your fault if 
sth goes wrong

- Let the whole class read the new
words twice or three times.

- Call 2-3 students to read new
words again.

- Ask students to read the passage
in silence

- Ask students to do Task 1:

- Give Vietnamese equivalents

- Corporation(n): doanh nghiep
- Chore(n): chuyen vat vanh

- Burden(n): ganh nang

- Influence(v): anh huong, tac dong

- Methane(n): chat metan

- Responsibility(n): trach nhiem

- Read the words

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Task 2

Task 3

Find the words in the passage that 
can match with the definition on the
right column.

-Ask students to discuss the
answers in pairs.

- Ask individuals to do the Task
- Write down the answers on the
board.

1. Pessimists
2. Optimists

3. Economic depression
4. Terrorism

5. Wiped out
6. Space shuttle

- Check students’ understanding of
the words by asking them to give
the Vietnamese equivalents

- Let the whole class read the new
words twice or three times.

- Call 2-3 students to read new
words again

- Ask students to do task 2 in
groups:

Answer the questions according to 
the passage.

- Go around to supervise students if
necessary.

- Ask representatives of groups to
answer the questions. If students’
answers are right, repeat them, if
not, give the right answers.

1. What will happen in an 
economic depression?

2. Why, according to pessimist, 
will security of the earth be 
threatened?

3. What will life be in the future, 
according to optimists?

4. What are the most important 
factors that will bring about 
dramatic changes in different 
aspects of out lives?

- If students’ answers are right,
repeat them, if not, give the right
answers.

- Ask students to do After you
read in pairs:

Scan the text to find information to 
complete the note.

- Go around to supervise them.
Note down the serious and common

- Discuss the answers in pairs.
- Give the answers.

- Write down the answers

1. Pessimists: nhung nguoi bi quan
2. Optimists: nhung nguoi lac quan
3. Economic depression: suy thoai kinh

te

4. Terrorism: khung bo
5. Wiped out: xoa sach
6. Space shuttle: tau vu tru

- Read the words
- Do task 2 in groups

- Answer the questions

1. Many large corporations will be wiped 
out and millions of jobs will be lost.
2. The security of the earth will be

threatened by terrorism, as terrorist 
groups will become more powerful and 
more dangerous.

3. People will be living in much cleaner 
environment, breathing fresher air and 
eating healthier foods. They will also be
better looked after by a modern medical
system. Domestic chores will no longer 
be a burden thanks to the interventions 
of labor- saving devices.

4. They are developments in micro

technology- computer and

telecommunication

- Do the Task in pairs.

1. Work: factories will be run by robots, 
offices will go electronic, many people 
will work from home.

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mistakes

- Call some pairs to read their note.
- If students’ answers are right,
repeat them, if not, give the right
answers

Post- 
reading
(10min.)

Home 
work
( 1 min)

- Ask students to do After you read
in groups

What are the advantages of robots?
What are the disadvantages of 
robots?

(write the answers on the board)
- Go around to supervise them.

Note down serious and common
mistakes.

- Ask one group to report what they
have discussed

- Give feedback and correct some
serious or common mistakes.
- Read the passage again

- Emphasize words and structures in
the passage

- Do After you read in groups

Advantages: save labor, do difficult jobs so 
that men have more time to enjoy life or do 
more creative work.

Disadvantages: replace human beings in 
many fields so many people will lose their 
jobs or go jobless

- Report what they have discussed

- Listen to the feedback and correct their
mistakes

- Listen to the teacher and note down



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

B. Speaking
I. Aims

- Students can ask and answer about changes of people and the world in the future.
II. Aids

- English textbook for students
- English textbook for teachers
 III. Procedures

Stages Teacher’s activities Students’ activities

Warm 
up
( 2 min.)

While-

- Tell students a riddle
+ Ask students the question:

How can we get some clean water?

+ Give the answer: Bring the water from

the river and wash it.

- Introduce the lesson:

- Introduce some new words (eliciting,

- Listen to the riddle
- Answer the question

+ We buy clean water from the shop
+ We ask our parents for it.

+ ………..

- Listen to the teacher and write the
title in their notebooks.

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speaking
(28 min.)

Task 1
(13 min.)

Task 2
(16 min.)

give the definitions in English then ask
students to translate them into

Vietnamese to check their understanding)
- to be declared open: to be stated

publicly and officially

- holiday resort: a place where a lot of

people go to on holiday

- a cure for: a medicine or treatment

that can cure an illness, etc.

- holiday maker: a person who go on

holiday.

- running on: the action or sport of

running

- cold war: the war against common

cold.

- Let the whole class read the new words
twice or three times.

- Call 2-3 students to read new words

again.

- Ask students to look at Task 1
- Ask students to do Task 1:

Look at these newspaper cuttings from 
the future, They were written on 1st of

April. Say what will have happened and 
what people will be doing by the end of 
the 21st century

- Revise the use of future tense:

+ When we want to say about an event 
going on at a particular time or over a 
period of time in the future, which tense 
do we use?

+ When we want to talk about something 
that will be ended, completed or achieved
by a particular point in the future, which 
tense do we use?

Look at the example, this action will be 
completed by the end of the 21st century,

so we use will+ have+ P.II.

- Ask one student to read the example

- Ask Ss to work in pairs to say what will

have happened and what people will be 
doing by the end of the 21st century.
- Walk around the class to guide or
supervise them and give them help if
necessary.

- Ask some pairs to report what they have
talked

- Give comments; correct the common
mistakes after they finish.

- Introduce some new words (eliciting,
give the definitions in English then ask

- Guess the meaning of the new
words.

- to be declared open: c

công bố rộng rÃi

- holiday resort: nơi nghỉ mát
- a cure for: phơng thức chữa
- holiday maker: khách đi

nghỉ

- running on:

- cold war: cuoc chien chong

lai benh cam

- Read the new words

- Look at Task 1
- Do Task 1

We use “will+be+V_ing.”

- Read the example

- Do Task 1 in pairs

- Work in pairs

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students to translate them into

Vietnamese to check their understanding)
- Living standard: the quality of life
- Fatal disease: disease causing or

ending in death.

- Let the whole class read the new words
twice or three times.

- Call 2-3 students to read new words
again

How can we say if we want to make 
prediction?

What else?

-> We often base on something to make 
prediction, you have to give reasons for 
your prediction.

Could you tell me how we say to give 
reason for something?

If we mean that the reasons are negative, 
what should we use

If the reasons are positive, what should 
we use?

Give some expressions of reasons: 
-…because living standards will be/ have 
been improved.

- …the cures for fatal diseases will be/ 
have been found.

-… it’s (Jupiter/Mars/moon) too far.
-… It’s (Jupiter/Mars/moon) too cold/ hot

there.

-… there’s no water there./ The 
atmosphere is too thin there.

-…It’s too costly/ just impossible to do 
that.

- Ask one student to read the example
- Ask some Ss to recall the way to show
opinion

- Give example:

In my opinion, it’s unlikely that by the

end of the 21st century people will be

living to the age of 150 because there will
be more and more diseases.

- Ask students to do Task 2 in pairs,

discussing which of the predictions are 
likely/ unlikely to happen. Give at least 
two reasons for each

- Call one student to repeat the instruction
to check whether they are clear about
what they have to do

- Go around to supervise them. Note
down serious and common mistakes
- After about 3 minutes of discussion, call

- Listen to the teacher.

- Guess the meaning of the new
words.

- Read the new words

It is likely that+ clause
It is unlikely that+ clause
It is possible that+ clause
It is impossible that+ clause
Because+ clause

Because of+ Noun phrase
Since/As + clause

For+ Noun phrase
As a result of

Thanks to+ Noun phrase

In my opinion

from my point of view
As far as I am concerned.

I think

I believe

- Listen to the teacher

- Do Task 2 in pairs

- One student repeats the teacher’s
instruction.

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Post- 
speaking
( 15 min.)
Task 3:

some pairs to report what they have done
- After students finish, give them

comments: correct some pronunciation
mistakes they have made

- Read aloud the words and ask the whole
class to repeat

- Ask students to do Task 3:: making

some more predictions about what life 
will be like one hundred years from now.(
work in groups of 4)

- After about 3 minutes of discussion, call
some groups to report what they have
done

- After students finish, give them
comments: correct some pronunciation
mistakes they have made

- Read aloud the words and ask the whole
class to repeat

- Some pairs report

- Repeat after the teacher

- Work in groups to do Task 3

- Some groups report what they have
discussed:

I think it is likely by the end of 2106, 
scientists will have found a cure for 
AIDS thanks to the developments of 
science and technology

- Listen to the teacher

- Repeat after the teacher


Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

C Listening
I. Aims

- Students can improve their listening skill: they can understand the passage about life
expectancy.

II. Aids

- English textbook for students
- English textbook for teachers
- Tapes and cassette

- Handouts
III. Procedures

Stages Teacher’ activities Learners’ activities

Warm 
up
( 7 min.)

- Let students play a game
- Introduce the game rule:

This is Lucky number game. We have
four teams. I will give a definition, and you
have to give the word it refers to. You have
to raise your hand to answer the question.

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Pre- 
listening

While-listening
( 28 
min.)
Task 1
( 16 
min.)

Who raises the hand first will have the
right to answer the question.

If your answer is right, you will get one
point. If not, the other team will answer the
question. The team which gets the true
answer can choose the next question, if it is
a lucky number, that team will get 2 points.

- Let Ss play

- Ask students to do Task 1:

Discuss the question: Which of the

following factors do you think might help
people have a long and healthy life?

+ No smoking? Why?
+ Love a lot? Why?

- Ask one pair to report what they have
discussed.

- Introduce some new words (eliciting,
give the definitions in English then ask
students to translate them into Vietnamese
to check their understanding)

- incredible(adj. ): impossible or very
difficult to believe

- centenarian(adj. ):belong to the
century, 100 years

- eradicate(v): to destroy or get rid of
sth completely

- life expectancy(n): the number of
years that a person is likely to live

- eternal life(n): life without

beginning or end; existing or continuing for
ever

- mushroom(v):rise quickly

- curable(adj.): (used about a disease)
that can be made better

- Let the whole class read the new
words twice or three times.

- Call 2-3 students to read new words
again.

- Ask students to read the statements in
Task 1.

- Ask students to listen to the passage
the first time:

Listen to an interview about people’s

- Do Task 1 in pairs

S1: Which factors do you think
might help people to have a long
and healthy life/

S2: I think they are no smoking,
eating healthy food, laughing a lot,
and doing exercise because by
doing so, we can improve our

health.

- Listen to the teacher.

- Guess the meaning of the new
words.

- Read the new words

- Read the statements in Task 1.
- Listen to the passage and
answer the questions

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Task 2
( 12 
min.)

Post- 
listening
( 10 
min.)

life expectancy in the future, listen and
decide whether the statements are true or
false.

- Play the tape or read the passage
twice

- Ask some students to give their

answers. Ask them to give reason for their
answers. If their answers are right, repeat
them; if not give the correct answers.

- Ask them to listen again the second
and the third time to finish Task 2: answer
the questions

- Ask students to discuss the answers to
the questions in pairs.

- Go around to supervise students if
necessary.

- Call some students to give the
answers. If their answers are right, repeat
the answers, if they are wrong, give them
the answers:

- If most students do not catch the
information for the questions, let them
listen again to the passage once more.

1. What are factors that help people
have longer life expectancy according to
Dr. Davis?

2. Which factor is the most important
one? Why?

3. What will we have been able to do
about AIDS in ten years’ time?

- Ask students to do After you listen
in groups

Work in groups and the advantages and
disadvantages of having a very long life.

- Eliciting some ideas from the students:
What are the advantages of having a
very long life?

What are the disadvantages of having a
very long life. (write the answers on the
board)

1. F(Because we look after
ourselves, eat more healthily, cut
down on things like butter, alcohol
and cigarettes)

2. F(80)
3. T
4. T

- Listen again the third time to
finish the Task.

- Discuss the answers to the

questions in pairs.

- Answer the questions, and
correct the wrong answers.

1. Eating more healthily,
cutting down on things like butter,
alcohol and cigarettes.

2. The development in medical
science.

3. In ten years’ time AIDS will
also be brought under control. /
We’ll have been able to bring AIDS
under control.

- Do After you listen in groups

Advantages:

- Do many things they want to
do/ enjoy life more

- See their children and
grandchildren grow up

- Help their children and
grandchildren

- Children and grandchildren
are happy with them

Disadvantages:

- Too weak to do things and
often ill

- Feel lonely when children
have grown up and busy with their
own lives, and friends are dead.

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- Go around to supervise them. Note
down serious and common mistakes.

- Ask one group to report what they
have discussed

- Give comments after they finish
- Call another group if there is enough
time

- Give feedback and correct serious or
common mistakes

- Listen to the teacher and
correct the mistakes



Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .
Games

Lucky number

1. Pessimists: a person who always thinks that bad things will happen or that sth will be
not be successful

2. Lucky number

3. Economic depression: a period when the economic situation is bad, with little business
activity and many people without a job

4. Terrorism: the killing of ordinary people for political purposes
5. Lucky number

6. Wipe st out: to destroy sth completely
7. Corporation(n): a large business company
8. Lucky number

9. Chore(n): a job that is not interesting but that you must do
10. Burden(n): something that is heavy and difficult to carry

11. Influence(v): to have an effect on or power over sb/sth so that he/she/it changes
12. Lucky number

13. Methane(n): a gas without colour or smell, that burns easily and that we can use to

produce heat

14. Responsibility(n): a duty to deal with sth so that it is your fault if sth goes wrong


 Here

Week: . . . Preparing date: . . . 
Period: . . . Teaching date: . . .

Class:. . .

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- Students can write about the ideal world in which they would like to live in the year
2020.

II. Aids

- English textbook for students
- English textbook for teachers

III. Procedures

Stages Teacher’s activities Students’ activities

Pre- 
writing
( 10
min.)
Task 1:

While- 
writing
( 20
min.)
Task 2

- Write on the board the title of the lesson: Unit
8: Life in the future.

Part D. Writing

- Introduce some new words and expressions
Under the threat of terrorism: trong sự đe
doạ của chủ nghÜa khđng bè

Live in harmony: sèng hoµ thn
Live in clean healthy environment: sống
trong môi trờng trong sạch, lành mạnh.

My main desire is : mong ớc, khát vọng
chính của tôi là..

Materialistic (a): theo chủ nghĩa vật chÊt,
nỈng vỊ vËt chÊt

- Let the whole class read the new words twice
or three times.

- Call 2-3 students to read new words again.
- Ask students to read the passage to analyze

it.

- Ask students to discuss the answers to the
questions in pairs.

- Go around to supervise students if necessary.
- Call some students to give the answers. If their
answers are right, repeat the answers, if they are
wrong, give them the answers:

1.What are the student’s concerns about?
World peace?

Employment?
The environment?
The people ?

2. Are your concerns similar to those?

3. Do you have other concerns? What are they?
- Ask students to do Task 2 individually.
¦rite about the ideal world in which you would
like to live in the year 2020 using the ideas you
have discussed in Task 1

Try to use the expression like: my main desire is
to…., I would also wish…

- Go around to supervise them. Note down

serious and common mistakes.

- Write down in the notebooks the title.

- Listen to the teacher

- Read the words

- Read the passage to analyze it.
- Discuss the answers to the questions
in pairs.

- Answer the questions, and correct the
wrong answers.

- World peace: peaceful world, no war,
no conflicts, no threat of terrorism,
people love in harmony

- Employment: everyone has a job.
- Environment: clean and healthy, less
noise, less pollution, larger parks,
wildlife is protected.

- People: less materialistic, less selfish,
less violent, and more loving.

Yes, they are.

Yes, I wish people can do the job that

they like, and they no longer suffer
from fatal diseases.

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Post- 
writing
( 15
min.)

- Show and correct some common mistakes
- Ask students to exchange their work to check
- Ask students to revise their description
- Ask students to hand in their work to mark

- Write the description

- Listen to the teacher and correct the
mistakes

- Exchange the writing
- Revise their description.

E. Language focus
I. Aims

1. Pronunciation

- Students can pronounce correctly the contracted forms of auxiliaries(have and has)
2. Grammar

- Students know how to use articles and.

- Students know how to use some preposition phrases.
 II. Aids

- English textbook for students
- English textbook for teachers
- Pictures

III. Procedures

Stages Teacher’s activities Students’ activities

Pronun 
ciation
( 7 min.)
Listen and
repeat

Practice

Grammar 
and 
vocabular
y

(38 min.)
Exercise 1
(20 min.)

- Pronounce the auxiliaries both

contracted forms and full forms for
students to recognize the difference
- Pronounce the second time for the
students to repeat.

- Ask 2-3 students to repeat, correct their
mispronounce

- Read 2 times the sentences, and then let
the whole class read the sentences twice
or three times.

- Put stress mark for them to practice
- Call 2-3 students to read the sentences
again.

- Ask them to read the sentences in pairs,
go around to supervise them.

- Ask students to look at examples in
exercise

- Ask students to do exercise 1: combine

the sentences with although / even 
though

- Go around to supervise them

- Ask students to discuss the answers in

pairs.

- Listen to the teacher

- Read after the teacher

- Read the sentences twice or three times

- Read the sentences again.

- Read the sentences in pairs.

- Do Exercise 1

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Exercise 2
(18 min.)

- Call some students to give their
answers. If students’ answers are right,
repeat them, if not, give the right answers

- Revise the use of articles.

- Ask students to do Exercise 2

Put a/an, the or No article ( #) in each 
space.

- Go around to supervise them

- Ask students to discuss the answers in
pairs.

- Call some students to give their
answers. If students’ answers are right,
repeat them, if not, give the right answers

- Give the answers

1. in (in time for = early enough)(“on 
time” doesn’t go with “for” or 
“to”)

2. of

3. on (in business = being a

businessman, on business = to go on
business).

4. At
5. to
6. in
7. about
8. for

9. between, opposite
10. to

11.

A/an is used before an indefinite single

noun, “the” is used before a definite noun, 
“the” is also used before an musical 
instruments. We use zero article before a 
proper noun or some structures such as 
by+ (means of transport) and last+ (time)
…

- Do Exercise 2

- Discuss the answers in pairs
- Give the answers

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Unit 9: Deserts
A. Language skills

Reading:

- To help students gain some knowledge about deserts.

- To help students improve their reading skills: scanning and skimming, guessing the
meaning of words in context.

Students learn words and phrases in terms of deserts
Speaking:

- Students can ask and answer about a picture
- Sts know the deserts in Autralia.

Listening:

- Students can improve their listening skill: they can understand the passage and then
they can summarize the passage that they have listened to.

- Students learn more words and phrases in term of deserds
Writing:

- Students can write a report basing on the information given in the Table of the Sahara
desert

B. Language focus
1. Pronunciation:

- Students can use full and contracted forms of auxiliaries.
2. Grammar:

- Students know how to use so, but, howrever, and therefore

A. Reading
Aims

- To help students gain some knowledge about deserts.

- To help students improve their reading skills: scanning and skimming, guessing the
meaning of words in context.

- Students learn words and phrases in terms of deserts
Aids

- English textbook for students
- English textbook for teachers
- Pictures

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Stages Teacher’s activities Students’ activities
Pre-

reading
(4min)

While- 
reading
( 30 
min.)

Task 1
( 8 
min.)

Task 2
( 10 
min.)

Task 3
( 7 
min.)

Post- 
reading

( 11 
min.)

- Greet Ss

- Ask students to look at the picture page 91 and
ask Ss to answer some questions:

1 What do you know about deserts?

2 what kinds of plants and animals live in a desert.
3 Name some of the countries which have eserts

- Call a pair to report their discussion
- Introduce the topic:

Deserts

- Teach some new words: ask students whether
they know the words, if they do not know them,
explain in English then ask them to give

Vietnamese equivalents to check their
understanding

- strech
- sandy

- aerial survey

- Royal Giographical Society of Autralia
- dune

- sloping
- hummock
- crest
- spinifex

-- Let the whole class read the new words twice or
three times.

- Call 2-3 students to read new words again.
- Ask students to read the passage in silence
- Ask students to do Task 1: Give Vietnamese
equivalent words to ones given in the passage
-Ask students to discuss the answers in pairs
Check Ss’ answer

- Write down the answers on the board

- Let the whole class read the new words twice or
three times.

- Call 2-3 students to read new words again.
- Ask students to do task 2 in pairs

- Go around to supervise students if necessary.

- Ask representatives of pairs to give the answers.
If students’ answers are right, repeat them, if not,
give the right answers.

- Ask students to do task 3 in groups

- Go around to supervise students if necessary
- Ask representatives of groups to answer the
questions. If students’ answers are right, repeat
them, if not, give the right answers

- Greet teacher

- Listen to the teacher and think about
the topic.

- Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- Read the words

- Read the passage in silence

- Do task 1

- Write down the answers and read the
words

- Do task 2 in pairs

- Give the answers:
1. F

2. F
3. T
4. F
5. F

6 T

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- Ask students to do After you read in pairs,
scanning the text to find information to complete
the note.

- Go around to supervise them. Note down the
serious and common mistakes

- Call some pairs to read their note

- Give feedback and correct some serious or
common mistakes.

* Suggested answers:

- Listen to the feedback and correct
their mistakes.

B. Speaking
I. Aims

- Students can ask and answer about some deserts
- Students learn more words and phrases about deserts.
II. Aids

- English textbook for students
- English textbook for teachers
III . Procedures

Stages Teacher’s activities Students’ activities

Pre- 
speaking
( 5 min.)

- Introduce the lesson:

Today, we learn Unit 9: part B. Speakin 
g(Write on the board the title)

- Listen to the teacher and write the title in
their notebooks.

Task 1 - Ask students to look at Task 1- Ask students to do Task 1

- While students discuss, walk around the class
to guide or supervise them and give them help
if necessary.

- Ask sts to check the trees and animals which
can live in deserts

- Give comments, correct the common mistakes
after they finish.

words explanation

eucalyptus
date palm

- Look at Task 1
- Do Task 1

- Work in pairs and discuss in about 2
minutes.

While- 
speaking
( 28
min.)
Task 2

Ask sts to find out as many natural features of
adesert as possible .Then compare your note
with the other pairs using the given cues
eg: It is very hot in summer and it is cold in
winter

Work in pairs

- Let the whole class read the new words twice

or three times.

- Read the new words .
- Do Task 2 in groups
- Call one student to repeat the instruction to

check whether they are clear about what they
have to do

- Go around to supervise them. Note down
serious and common mistakes.

Present perfect tense

- One student repeats the teacher’s
instruction.

- The others listen to their friends to make
clear about what they have to do.

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Post- 
speaking
( 10
min.)
Task 3

Home 
work
( 2 min.)

- After about 3 minutes of discussion, call some
groups to report what they have done.

- Ask the others to listen to their friends
- Listen to students attentively and pay

attention to the mistakes they have made

- After students finish, give them comments:
correct some pronunciation mistakes they have
made

- Read aloud the words and ask the whole class
to repeat.

- Call 1 pair to role play in front of the whole
class.

- Ask the others listen attentively to their
friends’ dialogue and give comments or ask
questions.

- Call another group if there is enough time.
- Give feedback and correct serious or common
mistakes.

- Prepare a presentation about the information 
about other deserts

- Some groups report what they have

discussed.

S1: I choose: food, water, camel, knife, 
blanket,

S2: Ichoose: wter, car food, camel, 
blanket.

- Repeat after the teacher.

- One pair to role play in front of the whole
class.

- Listen attentively to their friends’
dialogue and give comments or ask
questions.

- Listen to the teacher and correct the
mistakes.

- Listen to the teacher and note down
homework

C.Listening 
I. Aims

- Students can improve their listening skill: they can catch detail information from the
passage.

- Students can summarize the passage.

II. Aids

- English textbook for students
- English textbook for teachers
- Tapes and cassette

- Handouts
 III. Procedures

Stages Teacher’ activities Learners’ activities

Pre- 
listenin
g 
(6min.)

Warm up:

ask sts to answer the questions
1 What is a desert ?

2 How is a desert formed ?

3 can human beings make a desert ?

Work in pairs

While-listenin
g

(29min.)

Task 1

- Ask students to listen to the passage the first
time

- Read the passage twice

- Ask some students to give their answers. If
their answers are right, repeat them; if not
give the correct answers.

- Listen to the passage and answer the
questions.

* Answers:

9. T
10. T
11. F
12. F
13. T

Task 2

- Ask them to listen again the second and the

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- Ask students to discuss the answers to the
questions in pairs.

- Go around to supervise students if
necessary.

- Eliciting the answers from students, if their
answers are right, repeat the answers, if they
are wrong, give them the answers:

- If most students do not catch the

information for the questions, let them listen
again to the passage once more.

Task 3 Ask sts to listen again and fill in the 
missing words

- Answer the questions, and correct the wrong
answers.

1. 90 percent
2. smaller plants
3. prevent
4. speading
5. capital
6. canals
Post-

listenin

g

(10min.)

- Ask students to do After you read in groups

_ discuss the questions in the book

- Go around to supervise them. Note down
serious and common mistakes.

- Ask one group to report what they have
discussed

- Give comments after they finish

- Call another group if there is enough time.
- Give feedback and correct serious or
common mistakes.

wor in groups

D.Writing
I. Aims

- Students can write a report basing on the information given in the Table of Tango’
economic development in two decades

- Students can improve their writing skill.
II. Aids

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Stages Teacher’s activities Students’ activities
Pre-

writing
(7min.)

- Write on the board the title of the lesson:
Unit 9

Part D. Writing

- Ask students to look at the table page 96

This table presents the information about the 
Sahara resert

- Introduce some new words.( eliciting, give
the definitions in English then ask students to
translate them into Vietnamese to check their
understanding)

arid
moisture
elevation
acacia
Gazelle
jackal

- Write down in the notebooks the title.

- Look at the table page 96
- Listen to the teacher.

- Guess the meaning of the new words.

- Read the words

While-
writing
(28 min.)

- Go around to supervise them if necessary.
- Call some pairs to give the answers. If their
answers are right, repeat them; if not give the
correct answers.

.

Questions

1 Where is th Sahara desert ?
2 Whwt is its total area /
3 How long is it ? 
4 How wide is it?

5 What is its natural feature ?
- Land

- Climate

- sand
-Table land

Wal kinds of trees can live in the Sahara 
desert ?

- Go around to supervise them. Note down
serious and common mistakes

- Show and correct some common mistakes.

- Write the description

- Listen to the teacher and correct the
mistakes.

Post- 
writing
( 10
min.)

- Ask students to revise their description.
- Ask students to hand in their work to mark

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E.Language focus
 I. Aims

1. Pronunciation:

- Students can use the full and contracted forms of theauxiliaries pronunced

2. Grammar:

- Students know how to use “ so, but, however and therefore.
- Students revise information questions.

- Students practice using past tense to talk about people’ autobiography

-II. Aids

- English textbook for students
- English textbook for teachers
- Pictures

III. Procedures

Stages Teacher’s activities Students’ activities
Pronunci

ation
(7min.)

- Introduce the lesson:

Auxiliary often has the strong form when 
it is used in short answers, and it has the 
weak form when it is used in questions.

- Read the auxiliaries both full and
contracted forms for students to recognize

the difference

- Read the second time for the students to
repeat.

- Ask 2-3 students to repeat, correct their
mispronounce.

- Listen to the teacher
- Listen to the teacher

- Read the sound

Practice these sentences

- Read 2 times the sentences, and then let
the whole class read the sentences twice
or three times.

- Read the sentences twice or three times.
- Read the sentences again

- Read the sentences in pairs.
Gramma

r

(38min.)

Exercise 1

Explain how to use so or but

Can you tell me what the difference so 
and but ? Give me some example
It began to rain, so I open my umbrella
It began to rain, but he didn"t open his 
umbrella

Note: Before " so, but " there is a comma

- Call some students to give their answers.
If students’ answers are right, repeat them,
if not, give the right answers

.

Exercise 2

Underline the correct altrmative in the
sences

Note: xplain how to use however

- Call some students to give their answers.
If students’ answers are right, repeat them,
if not, give the right answers

Go around to supervise them

- Give the answers

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

- give the answer 
1 but

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Exercise 3

Add so, therefore, or however
Note The use of therefore

- Call some students to give their answers.
If students’ answers are right, repeat them,
if not, give the right answers

Go around to supervise them
- Ask students to do exercise 3
- Go around to supervise them

- Ask students to discuss the answers in
pairs.

- Call some students to give their answers.
If students’ answers are right, repeat them,
if not, give the right answers

Answer 
1 therefore
2 so
3 so
4 therefore
5 however
6 therfore
7 so

8 howerver
.

Unit 10 : Endangered species
A. Language skills

5. Reading:

- To help students gain some knowledge about endangered species

- To help students improve their reading skills: scanning and skimming, guessing the
meaning of words in context.

Students learn words and phrases in terms of plants and animals.
6. Speaking:

- Students can ask and answer about a picture .

- Students learn more words and phrases in term of plants and animals
7. . Listening:

- Students can improve their listening skill: they can understand the passage and then
they can summarize the passage that they have listened to.

- Students learn more words and phrases in term of plants and animals
8. Writing:

- Students can write a report basing on the information given in the Table of the Sahara
desert

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2. Grammar:

- Students know how to use Modal verbs: may, might, must mustn't, needn't
A. Reading

Aims

- To help students gain some knowledge about endangered species To help students
improve their reading skills: scanning and skimming, guessing the meaning of words in
context.

- Students learn words and phrases in terms of endangered species
Aids

- English textbook for students
- English textbook for teachers
- Pictures

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Stages Teacher’s activities Students’ activities
Pre-

reading
(4min)

While- 
reading
( 30 min.)

Task 1
( 8 min.)

Task 2
( 10 min.)

Task 3
( 7 min.)

- Greet Ss

- Ask students to look at the picture page 99
and ask Ss to answer some questions:

1 Which of the folloing animals and insects 
are found in Vietnam ?

2 Which of them is / are in danger ?/

- Call a pair to report their discussion
- Introduce the topic:

Endangered species

- Teach some new words: ask students
whether they know the words, if they do not
know them, explain in English then ask them
to give Vietnamese equivalents to check their
understanding

- rhinoceros
- leopard
- parrot
- impact
- enact
-vulnarable
- poriority
- derive from
- habitat

- Let the whole class read the new words
twice or three times.

- Call 2-3 students to read new words again.
- Ask students to read the passage in silence
- Ask students to do Task 1: Give

Vietnamese equivalent words to ones given
in the passage

-Ask students to discuss the answers in pairs.
- Check Ss’ answer

- Write down the answers on the board
- Let the whole class read the new words
twice or three times.

- Call 2-3 students to read new words again.

-Greet teacher

- Listen to the teacher and think about
the topic.

- Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- Read the words

- Read the passage in silence
- Do task 1

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

- Write down the answers and read
the words

- Do task 2 in pairs

- Give the answers:
1. d

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Post- 
reading
( 11 min.)

- Ask students to do task 2 in pairs
- Go around to supervise students if
necessary.

- Ask representatives of pairs to give the
answers. If students’ answers are right, repeat
them, if not, give the right answers.

- Ask students to do task 3 in groups
- Go around to supervise students if
necessary

- Ask representatives of groups to answer the
questions. If students’ answers are right,
repeat them, if not, give the right answers
- Ask students to do After you read in pairs,
scanning the text to find information to

complete the note.

- Go around to supervise them. Note down
the serious and common mistakes

- Call some pairs to read their note

- Give feedback and correct some serious or
common mistakes.

5. d

- Do the Task in pairs

* Suggested answers:

- Listen to the feedback and correct
their mistakes.

B. Speaking
I. Aims

- Students can ask and answer about endangered animals
- Talking about the information of some endangered animals.
II. Aids

- English textbook for students
- English textbook for teachers
III . Procedures

Stages Teacher’s activities Students’ activities

Pre- speaking

( 5 min.) - Introduce the lesson: Today, we learn Unit 10: part B. Speakin 
g(Write on the board the title)

- Listen to the teacher and write the
title in their notebooks.

Task 1 - Ask students to look at Task 1- Ask students to do Task 1; Ask and answer 
the questions

1 How do you call ;Gau truc, Te Giac,
Ho, Voi, in English

2 Where does each of them live ?

3 Which of animals can use as pets or for
food or medicine ?

4 Which of them is/ are in dangered ?
5 Can you guees the population of each
species ?

- Look at Task 1
- Do Task 1

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- Give comments, correct the common
mistakes after they finish.

While- 
speaking
( 28 min.)
Task 2

Ask sts to study the information in the box
Word explanation

decline
swamp
bark

Work in pairs

- Let the whole class read the new words
twice or three times.

-Ask sts to work in pairs to ask and answer
questions about them

- Read the new words .
- Do Task 2 in groups

S1 Where do giant pandas live ?
S2 In bamboo forests

S1 What is the population of pandas
in the world?

S 2 Only about 600
- Call one student to repeat the instruction to

check whether they are clear about what they
have to do

- Go around to supervise them. Note down
serious and common mistakes.

Post- 
speaking
( 10 min.)
Task 3

Homework
( 2 min.)

- After about 3 minutes of discussion, call
some groups to report what they have done.
- Ask the others to listen to their friends
- Listen to students attentively and pay

attention to the mistakes they have made

- After students finish, give them comments:
correct some pronunciation mistakes they
have made

- Read aloud the words and ask the whole
class to repeat.

- Call 1 pair to role play in front of the whole
class.

- Ask the others listen attentively to their
friends’ dialogue and give comments or ask
questions.

- Call another group if there is enough time.
- Give feedback and correct serious or
common mistakes.

- Prepare a presentation about the 
information about animals

Work in groups: Take turn to give an
oral report on the animals mentioned
in task 2.

- Repeat after the teacher.

- One pair to role play in front of the
whole class.

- Listen attentively to their friends’
dialogue and give comments or ask
questions.

- Listen to the teacher and correct the
mistakes.

- Listen to the teacher and note down
homework

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I. Aims

- Students can improve their listening skill: they can catch detail information from the
passage.

- Students can summarize the passage.
II. Aids

- English textbook for students
- English textbook for teachers
- Tapes and cassette

- Handouts
 III. Procedures

Stages Teacher’ activities Learners’ activities

Pre- 
listening 
(6min.)

Warm up:

Ask sts to dicuss and choose the best
answer

Aek sts to listen to the teacher and repeat
some new words in the book

Work in pairs
1 A

2 B
3 D
4 B
5 C

While-listening
(29min.)

Task 1

- Ask students to listen to the passage the
first time

- Read the passage twice

- Ask some students to give their answers.
If their answers are right, repeat them; if
not give the correct answers.

- Listen to the passage and answer the
questions.

* Answers:

1 A

2 B
3 D
4 B
5 C 
Task 2

- Ask them to listen again the second and
the third time to finish task 2:

Ask sts to complete the chart in the book.
- Go around to supervise students if
necessary.

- Eliciting the answers from students, if
their answers are right, repeat the answers,
if they are wrong, give them the answers:
- If most students do not catch the
information for the questions, let them
listen again to the passage once more.

- Listen again the third time to finish the task.
1peaceful

2 plant-eating

3 a few females and their young
4 plants and afew insects

5 in trees
6 in grasses

7 forests being cut down

Post- 
listening
(10min.)

- Ask students to work in pairs to

summarise the main ideas of the passage
using the information intask 1 and 2

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- Go around to supervise them. Note down
serious and common mistakes.

- Ask one group to report what they have
discussed

- Give comments after they finish
- Call another group if there is enough
time.

- Give feedback and correct serious or
common mistakes.

D.Writing
I. Aims

- Students can write a report basing on the information given to write about measures to
protect endangered species and possible results

- Students can improve their writing skill.
II. Aids

- English textbook for students
- English textbook for teachers
III. Procedures

Stages Teacher’s activities Students’ activities

Pre- 
writing
(7min.)

ask sts to speak something about some rare
animals which are in dangered .

-Ask some questions ;
Why are they in dangered ?
-what about their habitats ?
- Are they in danger ofvanishing?

- Why are they in dangered of in nanishing?

Listen and answer the quetions

While-
writing

(28 min.)

Task1

Ask sts to read task 1 carefully and then suggest
possible measures that should be taken to solve
the broblems

- In troduce the Red-List

-Raise people's wareness of conversation needs.
- Develop wildlife habitat resernes

-Stop people from throwing rubbish in to forests,
cutting down trees, hunting animals for food, fur,
skin or otherproducts

Ask sts to do tak 1

.work in pairs

Discuss the given sollution

Task 2 Ask sts to read the given sollutions again
and then write a paragraph about measures for
protecting endangered animals ( using the ideals
discussed in Task 1 . Begin your paragaph with.
There are anumber of measures tht should be
taken to protect endangered animals

- Write the description

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- Go around to supervise them. Note down serious
and common mistakes

- Show and correct some common mistakes.
Post-

writing
( 10 min.)

- Ask students to revise their description.
- Ask students to hand in their work to mark

- Revise their description.
- Hand in their work

E.Language focus
 I. Aims

1. Pronunciation:
- Rhythm

2. Grammar:

- Students know how to modals verbs: may, might, must, mustn't, needn't
II. Aids

- English textbook for students
- English textbook for teachers

- Pictures

III. Procedures

Stages Teacher’s activities Students’ activities

Pronunc
iation
(7min.)

- Introduce the lesson:

Ask sts to practise reading the sentences in the
book (paying attention to the stressed syllables )
- Read the second time for the students to
repeat.

- Ask 2-3 students to repeat, correct their
mispronounce.

- Listen to the teacher
- Listen to the teacher

- Read the sentences
Practice these sentences

- Read 2 times the sentences, and then let the
whole class read the sentences twice or three
times.

- Read the sentences twice or three
times.

- Read the sentences again
- Read the sentences in pairs.
Gramm

ar
(38min.)

Exercise 1

Explain how to use may,might, must't needn't
- Call some students to give their answers. If
students’ answers are right, repeat them, if not,
give the right answers

.

Exercise 2

Underline the correct altrmative in the sences
Note: xplain how to use however

- Call some students to give their answers. If
students’ answers are right, repeat them, if not,
give the right answers

Go around to supervise them

- Give the answers

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Exercise 3

Add so, therefore, or however
Note The use of therefore

- Call some students to give their answers. If
students’ answers are right, repeat them, if not,
give the right answers

Go around to supervise them
- Ask students to do exercise 3
- Go around to supervise them

- Ask students to discuss the answers in pairs.
- Call some students to give their answers. If
students’ answers are right, repeat them, if not,
give the right answers

Unit 11: Books
A. Language skills

Reading:speci

- To help students gain some knowledge about reading books habits

- To help students improve their reading skills: scanning and skimming, guessing the
meaning of words in context.

Students learn words and phrases in terms of plants and animals.
Speaking:

- Students can ask and answer about reading habits

- Students learn more words and phrases in term of reading habits
 Listening:

- Students can improve their listening skill: they can understand the passage and then
they can summarize the passage that they have listened to.

- Students learn more words and phrases in term of reading books
Writing:

- Students can write a passage describing abook

B. Language focus
1. Pronunciation:
- Rhythm

2. Grammar:

- Students know how to use Modal verbs in pasive voice
A. Reading

Aims

- To help students gain some knowledge about reading habits To help students improve
their reading skills: scanning and skimming, guessing the meaning of words in context.
- Students learn words and phrases in terms of reading habits

Aids

- English textbook for students
- English textbook for teachers
- Pictures

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Stages Teacher’s activities Students’ activities
Pre-

reading
(4min)

While- 
reading
( 30 min.)

Task 1
( 8 min.)

Task 2
( 10 min.)

Task 3
( 7 min.)

- Greet Ss

- Ask students to look at the picture
page 110 and ask Ss to answer some

questions:

1 Do you often read books?

2 what kind of books do you enjoy 
reading most ?

3 How do you read books /

- Call a pair to report their discussion
- Introduce the topic:

books

- Teach some new words: ask
students whether they know the
words, if they do not know them,
explain in English then ask them to
give Vietnamese equivalents to check
their understanding

swalllowed
digest
reviewer
chew

- Let the whole class read the new
words twice or three times.

- Call 2-3 students to read new words

again.

- Ask students to read the passage in
silence

- Ask students to do Task 1: Give
Vietnamese equivalent words to ones
given in the passage

-Ask students to discuss the answers
in pairs.

- Check Ss’ answer

- Write down the answers on the
board

- Let the whole class read the new
words twice or three times.

- Call 2-3 students to read new words
again.

- Ask students to do task 2 in pairs

-Greet teacher

- Listen to the teacher and think about
the topic.

- Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- Read the words

- Read the passage in silence
- Do task 1

Answer :
1 nuèt chửng
2 chấm vào
3 nếm
4 khó có thể
5 tiêu hoá
6 nhai

7 không thể đặt xuống

- Write down the answers and read
the words

- Do task 2 in pairs
- Give the answers:
1NI

2 F
3 NI
4 T
5F

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Post- 
reading
( 11 min.)

- Go around to supervise students if
necessary.

- Ask representatives of pairs to give
the answers. If students’ answers are
right, repeat them, if not, give the
right answers.

- Ask students to do task 3 in pairs
- Go around to supervise students if
necessary

- Ask representatives of groups to
answer the questions. If students’
answers are right, repeat them, if not,
give the right answers

Ask sts to work in pairs or groups .
Find the names of types of boks in the
square.

- Go around to supervise students if
necessary

- Ask representatives of groups to

answer the questions. If students’
answers are right, repeat them, if not,
give the right answers

- Ask students to do After you read in
pairs, scanning the text to find
information to complete the note.
- Go around to supervise them. Note
down the serious and common
mistakes

- Call some pairs to read their note
- Give feedback and correct some
serious or common mistakes.

* Suggested answers:

- Listen to the feedback and correct
their mistakes.

Give the answer
a thriller

b romance
c novel
d science
e craft
f fiction
g comic
h biography

B. Speaking
I. Aims

- Students can ask and answer about endangered animals
- Talking about the information of some endangered animals.
II. Aids

- English textbook for students
- English textbook for teachers
III . Procedures

Stages Teacher’s activities Students’ activities

Pre- 
speaking
( 5 min.)

- Introduce the lesson:

Today, we learn Unit 10: part B. Speakin
g(Write on the board the title)

- Listen to the teacher and write the title in
their notebooks.

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speaking

Task 1

- Ask students to do Task 1: complet the
following conversation .

-What sort of books do you like reading ?
- How do you read books?

- When do you often read books?
- Give comments, correct the common
mistakes after they finish.

- Do Task 1

- Work in pairs and practise reading in
about 2 minutes.

( 28 min.)
Task 2

Ask sts to ask and answer about each
other's reading habits, using the questions
in the conversation

Work in pairs

- Work in pairs and practise reading in
about 2 minutes.

-Ask sts to work in pairs to ask and

answer questions about them - Do Task 2 in groups

S1 Where do giant pandas live ?
( 10 min.)

Task 3

Task 4

Task 5 
Homework
( 2 min.)

- Ask students to do Task 1: complet the
following conversation .

-What are you reading at the moment ?
-Who is the main character?

- What is he like?

Ask sts to ask and answer about the book
you are reading or you have read . Note
down the answer

Ask sts to work in groups .

Report the resultto the group.

Work in pairs.

Work in pairs

Work in groups

C.Listening 
I. Aims

- Students can improve their listening skill: they can catch detail information from the
passage.

- Students can summarize the passage.
II. Aids

- English textbook for students
- English textbook for teachers
- Tapes and cassette

- Handouts
 III. Procedures

Stages Teacher’ activities Learners’ activities

Pre- 
listenin
g 
(6min.)

Warm up:

Aek sts to listen to the teacher and repeat some

new words in the book

listen to the teacher and repeat the words
given in the book

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listenin
g

(29min.)

- Ask students to listen to the passage the first
time

- Read the passage twice

- Ask some students to give their answers. If
their answers are right, repeat them; if not give
the correct answers.

questions.
1 B
2 C
3 A
4 A
5 A
Task 2

- Ask them to listen again the second and the
third time to finish task 2:

Ask sts to complete the chart in the book.
- Go around to supervise students if necessary.
- Eliciting the answers from students, if their
answers are right, repeat the answers, if they
are wrong, give them the answers:

- If most students do not catch the information
for the questions, let them listen again to the
passage once more.

- Listen again the third time to finish the
task.

1 family
2 strenghth
3 humans
4 journey
5 pet

Post- 
listenin
g

(10min.)

- Ask students to work in pairs to summarise
the main ideas of the passage using the
information intask 1 and 2

- Go around to supervise them. Note down

serious and common mistakes.

- Ask one group to report what they have
discussed

- Give comments after they finish

- Call another group if there is enough time.
- Give feedback and correct serious or
common mistakes.

work in groups

Writing
I. Aims

- Students can write a report basing on the information given to write about books
- Students can improve their writing skill.

II. Aids

- English textbook for students
- English textbook for teachers

III. Procedures

Stages Teacher’s activities Students’ activities

While-

writing Task1

Ask sts to read the questions in the books and put
them under the correct headings

-General introduction
7 4 9

- Summary
2 5 6 8
-Conclution
1 3

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Task 2

Ask sts to read task 1 carefully and then ask and
answer above quetons about a book you have
read

Ask sts to do tak 2
work in pairs

Task 2 Ask sts to read the given sollutions again
and then write a paragraph about the book you
have read recently baed on the results of task 1
and task 2

some sugggetions

- I've just read……….

- It is ………
- It was written by………..
- It is about………

- ………is / are the main charactr(s)
-It is set in………

- Go around to supervise them. Note down
serious and common mistakes

- Show and correct some common mistakes.

- Write the report

- Listen to the teacher and correct
the mistakes.

Post- 
writing
( 10
min.)

- Ask students to revise their description.
- Ask students to hand in their work to mark

- Revise their report
- Hand in their work

E.Language focus
 I. Aims

1. Pronunciation:
- Rhythm

2. Grammar:

- Students know how to modals verbsin passsive voice
II. Aids

- English textbook for students
- English textbook for teachers
- Pictures

III. Procedures

Stages Teacher’s activities Students’ activities

Pronun 
ciation

- Introduce the lesson:

Ask sts to practise reading the sentences in the

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(7min.) book (paying attention to the stressed syllables
)

- Read the second time for the students to
repeat.

- Ask 2-3 students to repeat, correct their
mispronounce.

- Read the sentences

Practice these sentences

- Read 2 times the sentences, and then let the
whole class read the sentences twice or three
times.

- Read the sentences twice or three
times.

- Read the sentences again
- Read the sentences in pairs.
Gramm

ar
(38min.)

Home 
work

Exercise 1

Explain how to use modals verbs in passive 
voice

- Call some students to give their answers. If

students’ answers are right, repeat them, if not,
give the right answers

.

Exercise 2

Ask sts to complete the given conversation
with the suitable passive form of the verb in
brackets

- Call some students to give their answers. If
students’ answers are right, repeat them, if not,
give the right answers

Go around to supervise them

Ask sts to do exercised in the workbook

- Give the answers
1 will be prepared

2 is food going to be cooked…….?
3 will be pre-pacaged

4 can be wared

5 should food be chosen
6 have to offered

7 could be selected
8 ought to be made

.

Unit 12: Water sport
A. Language skills

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- To help students improve their reading skills: scanning and skimming, guessing the
meaning of words in context.

Speaking:

- Students can ask and answer about sports
 Listening:

- Students can improve their listening skill: they can understand the passage about water
sports

Writing:

- Students can write about instructions
B. Language focus

1. Pronunciation:
- Elision

2. Grammar:

- Students know how to use Transitive and intransitive verbs

A. Reading

I. Aims

- To help students improve their reading skills: scanning and skimming, guessing the
meaning of words in context.

II. Aids

- English textbook for students
- English textbook for teachers
- Pictures

III. Procedures

Stages Teacher’s activities Students’ activities

Pre-
reading
(4 min.)

- Ask students to look at the picture, page 119and
ask:

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

- How do people play it ?

- Introduce the lesson

- Ask students to look at the questions in Before
you read, page 119, working in pairs to discuss

the question in Before you read:

- Call a pair to report their discussion

- Look at the picture and answer the
questions:

.

While- 
reading
(30
min.)

- Teach some new words: ask students whether
they know the words, if they do not know them,
explain in English then ask them to give

Vietnamese equivalents to check their
understanding

- vertical
- cap
- sprint
- opponent
- punch

- Let the whole class read the new words twice or
three times.

- Call 2-3 students to read new words again.

- Give Vietnamese equivalents

- Read the words

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Task 1

Task 2

Task 3

- Ask students to read the passage in silence
- Ask students to do Task 1:

Find the words in the passage that can match with
the definition on the right column.

-Ask students to discuss the answers in pairs.
- Ask individuals to do the Task 1

- Write down the answers on the board.

7. eject
8. sprint
9. foul

10. penalize
11. tie
12. opponent

- Check students’ understanding of the words by
asking them to give the Vietnamese equivalents
- Let the whole class read the new words twice or
three times.

- Call 2-3 students to read new words again
- Ask students to do task 2 in groups:

Answer the questions according to the passage.

- Go around to supervise students if necessary.
- Ask representatives of groups to answer the
questions. If students’ answers are right, repeat
them, if not, give the right answers.

5. Where can people play water polo?
6. Where is the ball when the game start /
7. How can the ball be advanced?

8. Which players are allowed to hold the ball
with both hands?

9. What happens to the player who commits 
five personal fouls/

10. How long does the game of water polo

usually ?

- If students’ answers are right, repeat them, if not,
give the right answers.

- Ask students to do After you read in pairs:

Scan the text to find information to complete the 
note.

- Go around to supervise them. Note down the
serious and common mistakes

- Call some pairs to read their note.

- If students’ answers are right, repeat them, if not,
give the right answers

Ask

- Discuss the answers in pairs.
- Give the answers.

- Write down the answers

- Read the words
- Do task 2 in groups

- Answer the questions

- Do the Task in pairs.

.

Post- 
reading
(10min.
)

- Ask students to do After you read in groups

What are the advantages of robots? 
What are the disadvantages of robots?

(write the answers on the board)

- Go around to supervise them. Note down serious

- Do After you read in groups

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Home 
work
( 1 min)

and common mistakes.

- Ask one group to report what they have
discussed

- Give feedback and correct some serious or

common mistakes.

- Read the passage again

- Emphasize words and structures in the passage

beings in many fields so many people
will lose their jobs or go jobless

- Report what they have discussed
- Listen to the feedback and correct
their mistakes

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B. Speaking
I. Aims

- Students can ask and answer about changes of people and the world in the future.
II. Aids

- English textbook for students
- English textbook for teachers
 III. Procedures

Stages Teacher’s activities Students’ activities

Warm 
up
( 2 min.)

While-

speaking
(28 min.)

Task 1
(13 min.)

Task 2
(16 min.)

- Tell students a riddle
+ Ask students the question:

-Do you like sport ?

- What kind of sport do you like ?

- Introduce the lesson:

- Introduce some new words (eliciting, give
the definitions in English then ask students to
translate them into Vietnamese to check their
understanding)

- scuba-diving
- -windsurfing

- synchronized swimming
- rowing

- Let the whole class read the new words

twice or three times.

- Call 2-3 students to read new words again.
- Ask students to look at Task 1

- Ask students to do Task 1:

Ask sts to work impairs: Look at the pictures
and match the names with the appropriate
water sports

1- swimming
1- water polo

3- synchronized swimming
4- windsurfing

6-rowing

- Walk around the class to guide or supervise
them and give them help if necessary.

- Ask some pairs to report what they have
talked

- Give comments; correct the common
mistakes after they finish.

- Ask students to do Task 2 in pairs, k at the

table and talk about each of water sports
Example ;Water polo is played in a pool . It is
played with aball and people play it in a team

- Go around to supervise them. Note down
serious and common mistakes

- Listen to the riddle
- Answer the question
.

- Listen to the teacher and write the
title in their notebooks.

- Listen to the teacher.

- Guess the meaning of the new words.

- Read the new words

- Look at Task 1
- Do Task 1

We use “will+be+V_ing.”

-Read the example

- Do Task 2 in pairs

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Post-

speaking
( 15
min.)
Task 3:

- Ask students to do Task 3:: making some

more predictions about what life will be like 
one hundred years from now.( work in groups
of 4)

- After about 3 minutes of discussion, call
some groups to report what they have done

- After students finish, give them comments:
correct some pronunciation mistakes they
have made

- Read aloud the words and ask the whole
class to repeat

- Report what they have talked.
- Listen to the teacher and correct the
mistakes.

It is likely that+ clause
It is unlikely that+ clause
It is possible that+ clause
It is impossible that+ clause
Because+ clause

Because of+ Noun phrase
Since/As + clause

For+ Noun phrase
As a result of

Thanks to+ Noun phrase
In my opinion

from my point of view
As far as I am concerned.
I think

I believe

- Listen to the teacher
- Do Task 2 in pairs

- One student repeats the teacher’s
instruction.

- The others listen to their friends to
make clear about what they have to do
- Some pairs report

- Repeat after the teacher

- Work in groups to do Task 3
- Some groups report what they have

discussed:

I think it is likely by the end of 2106, 
scientists will have found a cure for 
AIDS thanks to the developments of 
science and technology

- Listen to the teacher

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C. Listening 
I. Aims

- Students can improve their listening skill: they can understand the passage about life
expectancy.

II. Aids

- English textbook for students
- English textbook for teachers
- Tapes and cassette

- Handouts
 III. Procedures

Stages Teacher’ activities Learners’ activities

Warm 
up
( 7 min.)

Pre- 
listening

- Let students play a game
- Introduce the game rule:

This is Lucky number game. We have four
teams. I will give a definition, and you have to
give the word it refers to. You have to raise
your hand to answer the question.

Who raises the hand first will have the right to
answer the question.

If your answer is right, you will get one point.
If not, the other team will answer the question.
The team which gets the true answer can
choose the next question, if it is a lucky
number, that team will get 2 points.
- Let Ss play

- Ask students to do Task 1:

Discuss the question: Which of the following
factors do you think might help people have a
long and healthy life?

+ No smoking? Why?
+ Love a lot? Why?

- Ask one pair to report what they have
discussed.

- Introduce some new words (eliciting, give the
definitions in English then ask students to
translate them into Vietnamese to check their
understanding)

- incredible(adj. ): impossible or very
difficult to believe

- centenarian(adj. ):belong to the century,

- Listen to the instruction

- Do Task 1 in pairs

S1: Which factors do you think
might help people to have a long
and healthy life/

S2: I think they are no smoking,
eating healthy food, laughing a lot,
and doing exercise because by
doing so, we can improve our
health.

- Listen to the teacher.

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While-listening
( 28 
min.)
Task 1
( 16 
min.)

Task 2
( 12 
min.)

Post- 
listening
( 10 
min.)

100 years

- eradicate(v): to destroy or get rid of sth
completely

- life expectancy(n): the number of years
that a person is likely to live

- eternal life(n): life without beginning or
end; existing or continuing for ever
- mushroom(v):rise quickly

- curable(adj.): (used about a disease) that
can be made better

- Let the whole class read the new words twice
or three times.

- Call 2-3 students to read new words again.

- Ask students to read the statements in Task 1.
- Ask students to listen to the passage the first
time:

Listen to an interview about people’s life
expectancy in the future, listen and decide
whether the statements are true or false.

- Play the tape or read the passage twice
- Ask some students to give their answers. Ask
them to give reason for their answers. If their
answers are right, repeat them; if not give the
correct answers.

- Ask them to listen again the second and the
third time to finish Task 2: answer the
questions

- Ask students to discuss the answers to the
questions in pairs.

- Go around to supervise students if necessary.
- Call some students to give the answers. If
their answers are right, repeat the answers, if

they are wrong, give them the answers:

- If most students do not catch the information
for the questions, let them listen again to the
passage once more.

4. What are factors that help people have
longer life expectancy according to Dr.
Davis?

5. Which factor is the most important one?
Why?

6. What will we have been able to do about
AIDS in ten years’ time?

- Ask students to do After you listen in

- Read the new words

- Read the statements in Task 1.
- Listen to the passage and answer
the questions

2. F(Some scientists can
predict)

5. F(Because we look after
ourselves, eat more
healthily, cut down on

things like butter, alcohol
and cigarettes)

6. F(80)
7. T
8. T

- Listen again the third time to
finish the Task.

- Discuss the answers to the
questions in pairs.

- Answer the questions, and correct
the wrong answers.

4. Eating more healthily, cutting
down on things like butter,
alcohol and cigarettes.
5. The development in medical

science.

6. In ten years’ time AIDS will
also be brought under

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groups

Work in groups and the advantages and
disadvantages of having a very long life.

- Eliciting some ideas from the students:
What are the advantages of having a very long
life?

What are the disadvantages of having a very
long life. (write the answers on the board)

- Go around to supervise them. Note down
serious and common mistakes.

- Ask one group to report what they have
discussed

- Give comments after they finish

- Call another group if there is enough time
- Give feedback and correct serious or common
mistakes

Advantages:

- Do many things they want
to do/ enjoy life more
- See their children and

grandchildren grow up
- Help their children and

grandchildren

- Children and grandchildren
are happy with them

Disadvantages:

- Too weak to do things and
often ill

- Feel lonely when children
have grown up and busy
with their own lives, and
friends are dead.

- Do the task in groups

- Report what they have discussed
- Listen to the teacher and correct
the mistakes

Games

Lucky number

15. Pessimists: a person who always thinks that bad things will happen or that sth will be
not be successful

16. Lucky number

17. Economic depression: a period when the economic situation is bad, with little business
activity and many people without a job

18. Terrorism: the killing of ordinary people for political purposes
19. Lucky number

20. Wipe st out: to destroy sth completely
21. Corporation(n): a large business company
22. Lucky number

23. Chore(n): a job that is not interesting but that you must do
24. Burden(n): something that is heavy and difficult to carry

25. Influence(v): to have an effect on or power over sb/sth so that he/she/it changes
26. Lucky number

27. Methane(n): a gas without colour or smell, that burns easily and that we can use to
produce heat

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D. Writing
I. Aims

- Students can write about the ideal world in which they would like to live in the year
2020.

II. Aids

- English textbook for students
- English textbook for teachers

III. Procedures

Stages Teacher’s activities Students’ activities

Pre- 
writing
( 10 min.)
Task 1:

While- 
writing

- Write on the board the title of the lesson: Unit
8: Life in the future.

Part D. Writing

- Introduce some new words and expressions
- Under the threat of terrorism: trong sự đe

doạ của chủ nghÜa khđng bè
- Live in harmony: sèng hoµ thn
- Live in clean healthy environment: sèng

trong m«i trêng trong sạch, lành mạnh.
- My main desire is : mong ớc, khát vọng

chính của tôi là..

- Materialistic (a): theo chđ nghÜa vËt chÊt,
nỈng vỊ vËt chÊt

- Let the whole class read the new words twice
or three times.

- Call 2-3 students to read new words again.
- Ask students to read the passage to analyze

it.

- Ask students to discuss the answers to the
questions in pairs.

- Go around to supervise students if necessary.
- Call some students to give the answers. If
their answers are right, repeat the answers, if
they are wrong, give them the answers:
1.What are the student’s concerns about?
World peace?

Employment?
The environment?
The people ?

2. Are your concerns similar to those?

- Write down in the notebooks the
title.

- Listen to the teacher

- Read the words

- Read the passage to analyze it.
- Discuss the answers to the questions
in pairs.

- Answer the questions, and correct
the wrong answers.

- World peace: peaceful world, no
war, no conflicts, no threat of
terrorism, people love in harmony
- Employment: everyone has a job.
- Environment: clean and healthy, less
noise, less pollution, larger parks,
wildlife is protected.

- People: less materialistic, less
selfish, less violent, and more loving.
Yes, they are.

Yes, I wish people can do the job that
they like, and they no longer suffer
from fatal diseases.

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( 20 min.)
Task 2

Post- 
writing
( 15 min.)

Try to use the expression like: my main desire
is to…., I would also wish…

- Go around to supervise them. Note down
serious and common mistakes.

- Show and correct some common mistakes
- Ask students to exchange their work to check
- Ask students to revise their description
- Ask students to hand in their work to mark

- Write the description

- Listen to the teacher and correct the
mistakes

- Exchange the writing
- Revise their description.
E. Language focus

I. Aims

1. Pronunciation

- Students can pronounce correctly the contracted forms of auxiliaries(have and has)
2. Grammar

- Students know how to use articles and.

- Students know how to use some preposition phrases.
II. Aids

- English textbook for students
- English textbook for teachers
- Pictures

III. Procedures

Stages Teacher’s activities Students’ activities

Pronun 
ciation
( 7 min.)
Listen 
and 
repeat

Practice

Grammar
and 
vocabular
y

(38 min.)
Exercise 1
(20 min.)

- Pronounce the auxiliaries both contracted
forms and full forms for students to

recognize the difference

- Pronounce the second time for the students
to repeat.

- Ask 2-3 students to repeat, correct their
mispronounce

- Read 2 times the sentences, and then let the
whole class read the sentences twice or three
times.

- Put stress mark for them to practice
- Call 2-3 students to read the sentences
again.

- Ask them to read the sentences in pairs, go
around to supervise them.

- Ask students to look at examples in
exercise

- Ask students to do exercise 1: combine the

sentences with although / even though

- Go around to supervise them

- Ask students to discuss the answers in
pairs.

- Listen to the teacher

- Read after the teacher

- Read the sentences twice or three
times

- Read the sentences again.

- Read the sentences in pairs.

- Do Exercise 1

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Exercise 2
(18 min.)

- Call some students to give their answers. If
students’ answers are right, repeat them, if
not, give the right answers

- Revise the use of articles.

- Ask students to do Exercise 2

Put a/an, the or No article ( #) in each 
space.

- Go around to supervise them

- Ask students to discuss the answers in
pairs.

- Call some students to give their answers. If
students’ answers are right, repeat them, if
not, give the right answers

- Give the answers

12. in (in time for = early enough)
(“on time” doesn’t go with 
“for” or “to”)

13. of

14. on (in business = being a 
businessman, on business = to 
go on business).

15. At
16. to
17. in

18. about
19. for

20. between, opposite
21. to

A/an is used before an indefinite

single noun, “the” is used before a 
definite noun, “the” is also used 
before an musical instruments. We use 
zero article before a proper noun or 
some structures such as by+ (means of
transport) and last+ (time)…

- Do Exercise 2

- Discuss the answers in pairs
- Give the answers

UNIT 13: THE 22nd SEA GAMES

Lesson 1: Reading

I. Aim: By the end of the lesson, ss will be able to
- Scan for specific information

- Give vietnamese equivalents to words and phrases
- Answer the questions

II. Teaching aids: pictures, posters..
III. Stages

Time Contents T’s acts Ss’acts

4’ I. Warm up: Chatting
(Picture)

1.What event was it ?

2.Where do you think the event took place ?

-showing the picture of the 22nd
SEA Games and Asking some qs
-leading in

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14’

20’

3.Which sports do you think are the 
strongest of Vietnam?

II. Pre –reading
 Vocabulary
to host

to compete

 competitor (n)

to impress

energetic (adj)
composed (adj)
facility (n)
Checking R & R

* Task 1 Matching
 A

1.The 22nd SEA Games were held in 
Vietnam from...

2.Thailand was ranked second with....
3.Singapore and Vietnam had participants 
who were awarded the Most Outstanding
Athlete tiltes in...

4.A plan has been proposed for Vietnam to 
host the Asia Sports Games at....

B

a.90 gold medals.

b.the Swimming and Shooting Events.
c.the 5th to 13th December,2003.
d.some point in the future.
e.a big sports event

Keys: 1c-2a-3d-4d

III.While –reading
 Task 2

Give the vietnamese equivalents to the
following words and phrases.(p140)
Keys: 1.Nguoi say me the thao
2.Doan ket

3.Danh hieu
4.The duc the hinh
5.Tinh than cao
6.Dong bao
* Task 3

Answer the questions (p140)
Keys :

1.It was solidality,cooperation for peace 
and development.

2.444 gold medals were won at the S.G
3.The Vietnamese Women’s Football team 
successfully defended the SEA Games tilte.

4.The Thai Men’s Football team won the

-providing the new words

-showing the poster

-asking ss to close the book
-asking ss to work in pairs

-asking ss to open their book to
read and check the predictions
-giving the direction

-asking ss to work in pairs
-feed back

-asking ss to work in groups
-feed back

-asking ss to work in groups and
take notes their ideas

-listening &
repeating

-looking
-closing the
books

-pairworking

-predicting

-opening the

books to read
and check

-groupworking

-copying

-discussing to
answer the qs

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6’

gold medal.

5.It was because firstly, to prepare for the
22nd SEA Games,Vietnam carried out an 
intensive programme for its athletes,which
included training in facilities,both home
and abroad; secondly with the strong
support of their countrymen, the
Vietnamese athletes competed in high
spirits.

IV.Post-reading
 (Exhibition)

Name some of the Vietnamese athletes
you love.Say what they are famous for,and

what aspects of sportmanship you admire
(fairness, respect, generosity...)

V.Homework

Revise voc and the main ideas
Prepare next part ( Speaking)

-giving comments

-giving the direction
-helping

-asking each group to choose the
MC

-giving comments

-writing on
the board

-copying
down

-discussing
-writing on
the posters
-showing on
the board
-going around

to look over

UNIT 13:THE 22nd SEA GAMES

Lesson 2: Speaking

I. Aims: At the end of the lession, ss wil be able to be expected to report some of the records
at the 22nd SEA Games the sports results of the match.After that, they can use it in the real 
life.

II. Teaching aids: pictures, wallchart, ..
Teaching method:

III. Stages:

Tim

e Contents T’s activities Ss’activities

I.Warm up Pyramid

( each picture = 10 ms )
II.Pre-speaking 
Listen and repeat

Athletics Marathon Boonthung

-dividing the class into 2
groups

-asking the presentative of
each group to pick one
picture.

-declaring the winner.

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Erni Amri Ruphai 
Yurita Maria Dannal Febri
 III.While-speaking. LUCKY STARS
Task 2

( These are some sports got the records at the
22nd Sea Games.Here is the table of the 
records.)

Example: Boonthung, the Thai,won the men’s

200 metres.He ran 200 metres in 20.14 
seconds….

IV.Post-speaking

Task 3 Step by Step

(Make a report on the sports results,using the
information in the scoreboard.)

Example: Vietnam and Myanmar played in

the Women’s Football Final. The Vietnamese 
team won the gold medal.The result (The 
score ) was 2-1.

…………
V. Homework

-asking ss to work in groups
of 4 ss.

-running through the table.
-giving the direction.
-giving the model.
-going around to help ss
-asking some ss to report.
-giving

Comments

-asking ss to work in groups
of 4 ss.

-running through the table.

-giving the model.

-giving the direction.
-checking

-giving ss 5 minutes to work.
-calling some ss to report in
front of the class.

-giving comments.

Unit 13. THE 22nd SEA GAMES

Lesson 3: Listening

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II. Skill: Listening and answering questions; deciding on True/False statements.
Method: Communicative approach.

III. Teaching aids: textbook, tape, cassette player, pictures, 
IV. Procedure.

Time Contents Teacher’s activities Ss’ act

3’

4’

7’

4’

10’

* Warm – up:

Tell some games which are competed in the
22nd Sea Games

* Pre - listening

Work in pairs. Ask and answer the following
questions

 Vocabulary
clear (v) (picture)
break (v) (explanation)
be over: end (synonym)
deal (n) (translation)
 Listen and repeat. (P.142)

* While – listening.

Task 1: Listen to the first newspaper article 
about Amnat, the winner in the 22nd Southeast 
Asian Games Pole Vaulting competition, and
choose the correct answer.

1. Amnat won ____ gold medal(s) in the Pole
Vaulting competition.

A. ten B. one C. three D. four
2. He comes from ____.

A. Singapore B.Indonesia
C. Thailand D. Malaysia
3. He cleared ____ metres.

A.4.40 B.4.18 C.4.08 D. 4.80
4.The Sea Games record was __________.
 A. 5,50m B. 5,15m C. 5,05m D. 5,35m
Key: 1B 2C 3D 4C

- says

- introduces new lesson

- gives instruction
- explains

- calls ss to answer

follows steps to present new
words

- reads firstly and asks ss to
repeat 2 or 3 times

- corrects mistakes if
necessary

- runs through the words
- gives instruction

- asks ss to read the sentences
- plays the tape 2 times
- calls ss to give answers
- gives feedback

listen
speak

listen
pairwork
speak
listen
repeat
copy

listen

- read
- listen
speak

Time Content Teacher’s acts Ss’ acts

10’

1’

Task 2: P 143

Key: 1T 2F 3T 4T 5F
* Post listening: P 143

Work in groups. Discuss the following

question: Which Vietnamese footballer(s) do you
like best ? Why ?

* Homework:
Prepare writing

- explains

- asks ss to read the

statements and guess whether
they are True or False in pairs
- plays the tape 2 times
- calls ss to give answers
- gives feedback

-explains

- goes around to check
- call ss to present in front of
class

read

guess
pairwork
listen
speak

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Unit 13. THE 22nd SEA GAMES

Lesson 4: Writing.

I) Aims: Describing a Sporting event (a football match)
II) Teaching aids: teacher’s book, text book

III) Stage:

Time Contents Teacher’s activities Ss’ act

5’

10’

I) Warm up: “Hat magic”

This is a kind of Sport that is well-known
in the world

II) Pre – writing

* Task 1: Arrange these questions in

the suitable sections

A) Introduction
4.

7.
3.

B) Details of the match
6.

1.
8.
9.
10.

C) Conclusion
2.

* Task 2: Ask and answer the above 
questions

- Gives the introduction to play this
game.

- Divides class into 2 proups

- Asks students to guess the name of

the Sport

- Shows the picture of a football team
and asks “who are they?”- How many
people are there in a football team?
- To have a match what must we do?

- Have you ever seen football match?
- How is the football match process?
- Asks students to work in groups of
four

- Writes these questions in the cards
and gives each group a card.

- Asks students to discuss in groups
and decide section

- Checks

- Asks students to work in proups of
three. (talk about the match you saw)
- Goes around for helping

- Calls one of these groups to go to
the board and write the anwers.
- Checks

- Helps students to understand clearly
about meaning of these words or

phrase of words

- Asks students to write individually.

- listen
- A B
- Guess

- Answer
(footballers)
- Answer
(eleven)
- Answer
(invite
another team,
give reason,
time, place
…)

- Answer
- Answer
- Group work
- receive

- Discuss and
stick in the
section that
they think it
suitable
- take note.

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15’

8’

2’

* Useful language

III) While writing:

* Task 3: Write a description of the 
football match mentioned above.

IV) Post – writing:

V). Homework:

- Rewrite the description of the football
match at home

- Prepare langguage focus.

Using the answers and language in
the box, or in task 3

- receives the writing.

- exchanges the writing each other to
correct

- Gives the explaination to correct
+ Ideas

+ Contents
+ Grammar
+ Spellings

- Asks students to rewrite the
description and prepare language
focus

note

- write on the
board

- take note
- listen and
ask

- Individual
student
writes

- Give the
writing
- receive the
writing to
correct

- Correct

- listen and
take note
Unit 13: THE 22nd SEA GAME

Lesson 5: LANGUAGE FOCUS
* Objective:

I. Aim: - Sts can practise linking

- Sts review and practise: Double comparison

II. Teaching aids: Text book, projector, pictures (if possible)
III. Procedures:

Time Content Teacher’s activities Sts’ activities

4’

5’

I/ Warmer: using pictures
1. Where does she come from?
 She comes fromVAustralia
2. What is she doing?

 She is taking partVin an English
speaking club.

II/ New lesson:

1/ Pronunciation: Linking
- ThinkVof you!

- GiveVup smoking!

* Form: -Consonant + vowel
 -Vowel + vowel
* Practice: (page 145)
1. ……lookVat………
2 ……..tookVoff…….
3. ……..quiteVold…….

-Stick picture
-Call a good student
-Checking

-Read linking

-Using the picture (card)
-Explaining

-Running through

-Look at the picture
-Answer the
question
-Listening

- Choral
- Group
- Individual

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15’

4. ……..fromVAustralia……
5………friendsVin……….
6………..
2/ Grammar:

* Pre-vocabulary:

One syllable Many syllables
Tall

Fat
Hot
Warm
Cold

Comfortable
Studious
Intelligent
Beautiful
a/ Situation 1: Using sub- board
* What will happen with Mai?

Everyday, “ I eat 2 loaves of bread, I have
meat, chicken and a little rice for lunch. I
drink a lot of milk in the evening. I don’t
like fruit and vegetables”

* Mai will get fat

Mai is getting fatter and fatter

 The more she eats, the fatter she will
become

b/ Situation 2:

* How is the prize of travelling?

“Two years ago, I went to HaNoi by plane.
I spent 600.000 dong for the return ticket.
Now, everything is different. It takes me
nearly 1.000.000 dong to fly there”.
* Travelling by train is becoming more 
and more expensive.

- The more expensive travelling is, the 
more boring passengers become.
*Form:

- Short adj:

short adj + er and short adj + er

-Long adj: more and more + adj
-Short adj:

the adj + er, the adj + er
- Long adj:

the more + adj, the more adj 
* Examples:

-The weather gets warmer and warmer
-He is more and more studious.

-The darker it gets, the colder it is

-The more difficult the lesson is, the more
dispirited the students.

3/ Practice:

a/ Exercise 1: Matching (page 146)

* Keys: 1 – c ; 2- e ; 3 – a; 4 – b; 5 – d; 6 –
g; 7 – f

b/ Exercise 2: Using the structure 
comparative and comparative
* Keys:

- Read each sentence 2 or 3
times

- Explain the difference of
“one or two syllable”
- Stick

- Cues
- Explaining
- Correcting
- Cues

- Explaining
- Correcting

- Explaining

- Call sts go to the board

-Using sub-board
-Running through
- Checking the right

- Call sts go to the board
-Correcting

-Call sts go to the board

- Look
- Read
- Individual

- Pay attention
- Put the sentence
on the board
- Pay attention

- Go to the board

- Copy

-Give example

-Copy down

-Working in pairs

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5’

1’

1……shorter and shorter
2……more and more expensive
3……worse and worse

4……more and more complicated
5…….better and better

6…….more and more active
7……more and more difficult
8. ….closer and closer

c/ Exercise 3:

Using the structure the + comparative, the
+ comparative

*Keys:

1. ….the better I feel

2……the faster you will learn
3…….the more impatient he became
4……the higher your bill will be
5……the better the service
6…….the more I liked him
7. ….the more you want

III/ Complete each of the following 
sentences:

1. Mr Nam / faster / drives / and / faster /
2. Jane / beautiful / become / more and
more /

3. They / get / the fatter / the weak / they /
feel /

4. The lesson / is / the more difficult / we
try / the harder /

IV/ Homework:

- Learn by heart “Double comparison”
- Prepare the next lesson

-Checking

-Call sts go to the board
-Checking

-Using the sub-board
-Call sts practice
-Correcting

-Write on the board

-Open the book
-Rewrite the
sentences

-Working in group
of 4

-Stick on the board

-Copy and carry out

Unit 14 INTERNATIONAL ORGANIZATIONS
Lesson 1: READING

I. Aims

 To help students gain knowledge of some international organizations and

their roles in the world.

 To enable students to read for gist and to scan for specific details.

II. Method and teaching aids: Integrated, mainly communicative

Pictures of the logos of relevant international organizations
III. Procedure:

Time Teacher’s Activities Students’ Activities

Warm-up (5 mn)

Teacher (T) guides students (Ss) to look at the
logo of the United Nations and those of some
other organizations and answer the guiding
questions.

1. What organizations do these logos

Students look at the pictures and answer the
questions based on their background

knowledge.

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represent?

2. What roles do they play in the world?

Organization, World Health Organization,
etc.

2. Their roles are to improve different
aspects of life, i.e., health, education,
children’s condition of living, trade, etc.,
in the world.

Pre-reading (20 mn)

a) T has Ss work in pairs, match the logos with
corresponding names and then read the
names of the organizations aloud.
b) T has Ss discuss in pairs and find out the
difference in meaning between ‘abbreviation’
and ‘acronym.’

Ss sit in pairs and do the task assigned by T.
 Answer

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

Students work in pairs and do task b).

Answer

 acronym: a word formed from the
first letters of the words that make up the
name of something.

Example: World Health Organization =
WHO, pronounced / hu: /

 abbreviation: short form of a word
Example: UN, pronounced /ju: ‘en /

1. United Nations: UN (abbr.) /ju: ‘en /
(Liªn hiƯp qc).

2. United Nations Children’s Fund:
UNICEF (acr.) /ju:nisef/ (Quỹ Nhi Đồng
Liên HiÖp Quèc)

3. Food and Agriculture Organization: FAO
/,ef ei ‘ou / ( Tổ chức lơng thực và Nông
nghiệp thÕ giíi)

4. World Health Organization:WHO /hu:/
5. World Trade Organization:

WTO /, d blju: ti: ou/ (Tổ chức
th-ơng mại thế giíi)

6. International Civil Aviation Organization:

ICAO /ai si: ei ou/ ( Tổ choc hàng không
dân dụng Quốc tế)

While-reading (45 mn)

a) Find the words in the reading which mean:
T has Ss work individually, do the task by
looking through the text and find the meanings
of the words in context,

then do the matching task.

Ss work individually, then compare their
answers in pairs.

Answer

1. permanent (par. A)
2. eligible (par. A)
3. promote (par. B)
4. regulations (par. B)
5. mandate (par. D)
6. originate (par. D)
7. regulate (par. F)
b)

T. has Ss work in pairs, read each paragraph to
scan for specific information, then write the
names of the corresponding international
organization.

Students do task b).

Answer

Paragraph A: UN Security Council

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Paragraph C: United Nations Development
Program

Paragraph D: Food and Agriculture
Organization

Paragraph E: World Health Organization
Paragraph F: World Trade Organization

Ghi chuự: UN Security Council = Hi ng

Bảo an Liên hiệp quốc
c)

T. has Ss work in pairs, read the functions
or activities listed in the left column, then
write the corresponding international
organizations in the right column.

Students do task c).

Answer

1. UN Security Council
2. ICAO

3. UNDP 4. WTO
5. FAO 6. WHO
Post-reading (18 mn)

T has Ss sit in groups of four and
discuss what the above mentioned

international organizations have done in Viet
Nam.

Homework: (2 mn)

Ss discuss the roles of the above mentioned
international organizations in Viet Nam.

Unit 14 : INTERNATIONAL ORGANIZATIONS
Lesson 2: Speaking

I. Aims

- To help students gain knowledge of some international organizations and their roles in
the world.

- To enable students to talk about international organizations
- Report on discussion results

II. Method and teaching aids: Integrated, mainly communicative

Pictures of the logos of relevant international organizations
III. Procedure:

Teacher’s Activities Students’ Activities

Warm up: (5mm)
Use the Photos:

- Makes the questions & ask SS to answer
- lead to the new lesson.

- Look at the photos
- Answer the questions

Pre-speaking: (10 mm)
a. Vocabulary:

- establish (v) - (to) build

- attainment (n): accomplishment & achievement
- carry out (v):

- advocate (v): to recommend or support sth
- endanger (v): to cause danger to sb/sth
b. Checking: ROR

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* Discuss the questions (page 155)
1. What does WHO stand for?

2. When was WHO established?
3. What is its major objective?
4. What are its main activities?

Students work in pairs and do task 1).

Answer

1. Who stands for the World Health Organization.
2. It was established on 7 April 1948

3. Its major objective is the attainment by all
peoples of the highest possible level of health
4. Its main activities are carrying out research on
medical development and improving international
health care.

While-speaking: (20 mm)
Task 2:

- Ask SS to ask and answer about the International
organizations.(UNICEF & WWF)

Task 3: Tell a partner what you know about one of
the above mentioned international organization.
Use the information from Task 1 and 2

- Work in pairs & do task 2 (P.156). able to base on
task 1.

- Work in groups
- Give feed back
Post-speaking: (8 mm)

Report to the class

-Ask Ss to tell what they discuss

- Report in front of class.
Homework: (2 mm)

Rewrite the international orgainizations

-Do at home

Unit: 14: INTERNATIONAL ORGANIZATION
 Lesson: 3 Listening

I. Aims

- By the end of the lesson, Ss will able to get information about the United Nation .
- Developing skills: Multiple – choice questions and Gap – filling.

-II. Method and teaching aids : Textbook, pictures, cassette player, tape .
III. Procedure :

Tim

e Stages Teacher ‘s Activities Students’ Activities

3’

10’

I/ Warm- up: (Picture on P 156) 
Questions

1/Where is building?

2/ How popular is the United Nations ?

II/ Pre- listening:

Vocabulary: Listen and repeat: (P 157)
- leader (n)

- goals and purposes (n)
- to work together for

- Ask questions
- Help Ss answer the
question

- Follow the steps for
presenting vocabulary

- Play tape 1 or 2 times

- Give their
answers

- Take some notes

-Listen
- repeat

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10’

15’

5’

2’

- be at war

III/ While- listening: (P 157)

Task 1: Listen and circle the best answer:
Key :

1. C 2. D 3. C

Task 2: ( P 157)
Key:

1. solve international problems

2. the UN

3. in its goals
4. at war
5. independence
IV/ Post- listening:
- UN: United Nations

- UNICEF: United Nations International
Children’ s Emergency Fund.

- WHO: World Health Organisation.
V/ Homework:

Writing:

What do you know about the United Nations ?

- Play tape one more
times

- Call some Ss to
answer

- correct

-Explain some new
words

- Play tape 2 times

- Correct

- Help
- Explain

- Give assignment

- Read 1 or 2
minutes
- Correct the
answers with their
classmates

- Give their
decision
- Take notes
-listen
- Do the task
- Give the answer

-work
- Take notes

- Copy

Unit: 14: INTERNATIONAL ORGANIZATION
Lesson 4 : Writing

I. Aim : By the end of the lesson, Ss will able to write a short description of an 
international organisation .

II. Method and teaching aids : Textbook, pictures .
III. Procedure :

Time Stages Teacher ‘s Activities Students’

Activities
3’

10’

I/ Warm- up: (Picture about WWF,WHO, 
UN on P 152)

II/ Pre- Writing:
Vocabulary:

- have an opportinities (v.ph)
- do research on (v.ph)
- be good at (v.ph)
- charity (n)

- Ask Ss to give some
related to

- Help Ss

- Follow the steps for

presenting vocabulary

- Give their words
- Take some notes

-Listen
- repeat

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10’

15’

5’

2’

Task 1: Discuss the question ( p 158)
Model :

Ss 1: Which international organisations would
you like to work for, WWF, WHO, UN ?
Ss2: I like to work for WHO.

Ss3: Why do you choose to work for WHO ?
Ss2: Because I like biology and I’m very good
at it . If I work for WHO, I will have a chance
to do much medical research and help improve
international health care. I will meet people
from difference countries in the world and I
will speake English at work.

III/ While- Writing: (P 157)
 Task 2: ( P 158)

Model :

I like to work for the WHO for the number of
reasons. First, I really like biology and I’m very
good at it . If I work for WHO, I will have a
chance to do much medical research and help
improve international health care. Second, I
will meet people from difference countries in
the world and I will speake English at work.
Third, …….

………
.

………
………
IV/ Post- writing:

V/ Homework:

Write a paragraph of about 100 words
expressing the reasons why you choose the
organisation.( WWF,WHO, UN,ASIAN )

- Ask Ss to work in
group

- Go around for help
voc., grammar .
- Call some Ss to make
conversation

- correct

- Give instruction
- Make a model
- Go around for help

-Call some to check
- Correct

- Remark

- Give assignment

- Work in group of
5 .

- Discuss

- Take notes

-listen
- Take notes
- Do the task
- Practise writing

- compare their
writing

Present
- Take notes

- Copy

Unit 14: INTERNATIONAL ORGANIZATION
Lesson 5: Language focus

Aim: Intonation: The falling tune 
Gram / Structure: Phrasal Verbs
Aids: Textbook, lesson plan 
Procedure:

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activities
WARM-UP :

INTONATION :

Eg:
- What do you think of it ?
- What does ASEAN stand for ?

The falling tune

GRAMMAR :

Eg :

after chăm
sóc

for tìm kiếm
up tra từ
trong từ điển

look into nhìn vào
out nhìn ra,
nhận biết

at nhìn,
ngắm

down nhìn
xuống

 Phrasal Verbs: là cụm động từ 
được theo sau bởi một giới từ nhất định
để có được một nghĩa khác (learn by
heart).

- giving some examples related
to the intonation and reading
them as the samples, then
asking Ss the question “What 
intonation can I use in here: 
the falling tune or the rising

tune ?”

- giving the introduction

- reading from sentence 1 to 8
as models.

- listening to Ss exactly, then
correcting them.

- giving some examples related
to the PHRASAL VERBS

- giving the introduction and
definition.

- supplying Ss the meanings of
the given phrasal verbs in the
box before asking Ss to do
exercise 1, 2, 3.

- writing Ss’ answers on bb,
then correcting them.

- listening to T
carefully,then
nswering T’s
questions.

- listening to T

carefully, then
repeating them
individually.

- observing what T
writes on bb.

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Answer keys :
Exercise 1 :

1. give up 6. look up
2. fill in 7. Turn off
3. turn on 8. fill in
4. take off 9. go on
5. wash up 10. Put on
Exercise 2

2. up

3. out 7. down
4. around 8. away
5. on 9. down
6. up 10. on
Exercise 3 :

2. look after
3. takes after 6. try out
4. got over 7. went
off

5. held up
HOMEWORK :

- asking Ss to learn by heart the
phrasal verbs and preparing
Unit 15 – READING.

Unit 15: WOMEN IN SOCIETY
Lesson 1: Reading

I Aim: By the end of the lesson, students can:

+ use dictionaries to look up the meanings of the words.
+ make intensive reading to find out information in the lesson.
+ practice reading skills such as skimming, clustering.

II Skills: reading, speaking

III Aids: Lesson plan, textbook, available pictures, prepared pictures, other materials.
IV. Procedures:

Time Content Teacher’s activities Students’

activities
3’

3’

I:WARM-UP:

Short conversation with a school girl 
about her/her mother’s daily routines, 
activities at home and in society.
II: PRE-TEACHING:

A: Pre-reading:

Look at the pictures and answer the 
questions that follow: (page 162)

a) How many roles does this woman have?
b) Is her life typical of a Vietnamese

woman’s life? Why / Why not?
c) In your opinion, what is a typical

Making questions

1. Showing the pictures. 
Asking

2. Asking students to 
look at the pictures at 
page 162. making 
questions.

Giving answers

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Time Content Teacher’s activities Students’
activities

8’

Vietnamese woman like?
B: Pre-teaching vocabulary:

 civilization (n)  civilize (v)

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Time Content Teacher’s activities Students’
activities
8’
8’
4’
5’

 deep-seated (adj): ăn sâu (vào tiềm 
thức), lâu đời.

 involvement (n)  involve (v)

 Age of Enlightment (n.p): Thời đại khai
sáng

 philosopher (n): nhà triết học

 pioneer (n): a person who is the first to 
do something.

 advocate (v): agree, support: tán thành
 disciminate (v) discrimination (n)
III: WHILE-READING:

Read the passage and do the tasks as orders
below:

Task 1: Read the passage quickly and give 
the Vietnamese equivalents to the words and 
phrases. (page 163)

*(Students can use dictionaries to look up the
words’ meanings)

Key:

1: nền văn minh nhân loại.
2: việc sinh con, việc mang thai.
3: sự tham gia.

4: thời đại khai sáng.

5: những niềm tin ăn sâu vào tiềm thức.
6: việc chăm sóc gia đình.

7: năng lực trí tuệ.

8: cơ hội việc làm bình đẳng.

Task 2: Read the passage carefully and 
choose the best option for each question. (page 
164)

Key:

1:C 2:D 3:C 4:B 5:A

Task 3: Read the passage quickly and

choose the best title for the passage. (page 
165)

Key: C: Women’s Rights.

IV: POST-READING:

A: Work in groups. Summarise the reading
passage by writing ONE sentence for 
each paragraph.

Suggested key:

1. In the past, women were restricted to the
role of mothers and wives due to the

widespread doubt about their intellectual 
ability.

2. The struggle for the women’s rights

Translation
Translation
Translation

Explantions
Synonym 
Translation
Giving instructions

Asking students to do 
individually.

Calling 8 students to give
the key

Giving the suggested 
key.

Giving instructions
Asking students to do in 
pairs.

Calling 5 students to give
answers

Giving the suggested 
key.

Giving instructions
Asking students to do in 
groups of 3 or 4.

(Teacher’s explanations)

Giving instructions
Asking students to do in 
groups of 3 or 4.

Giving the suggested 
key.
Following. 
Listening and 
repeating. 
Copying.
Listening. 
Reading. Doing
the task 1.

Giving the key.
Following and 
taking notes.
Reading.
Giving 
answers.
Following and 
taking notes.
Reading.
Choosing the 
title for the 
passage

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Time Content Teacher’s activities Students’
activities

5’

1’

began in the 18th century as European

political philosophers believed that women 
should be treated equally.

3. Women now enjoy important legal 
rights such as equal work opportunities and 
equal pay, the right to vote and to gain 
education.

B: Suggest a typical Vietnamese woman by 
your own thoughts.

V: HOMEWORK:

 Study by heart vocabulary.
 Preview the next part (Speaking).
 Write a short passage about your

thought of your female idol.

Giving command.
Giving comment

Giving assignment

Giving 
answers.
Listening and 
taking notes
Listening and 
taking notes

UNIT 15: WOMEN IN SOCIETY
LESSON 2: SPEAKING

I. Aims: By the end of the lesson, students will be able to improve their speaking skill and 
know some expressions to give the opinions.

II. Skill: speaking

III. Vocabulary: noun, verb, adjective

IV. Teaching aids: pictures, posters, textbook…
V. Procedure :

Time Content Teacher’s activities SS’activities

4’

10’

I. WARM-UP: Matching game

A B

C

D E
 1.Washing the dishes
 2. Washing the clothes
 3. Cleaning the house
 4. Cooking the meal

5. Going to the supermarket

* Keys: 1.E 2.D 3.B 4. A 5. C
II. PRE -SPEAKING:

* Pre – teach Vocabulary:

- Dividing class into2 
groups.

- Giving the instruction
- Checking and

correcting

- Deciding the winner

-Eliciting new words
- Situation

- Example

-Listening to T’s 
instruction

- Matching the picture 
with the number
- Checking

-Listening T’s 
instructions.

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15’

1’

+ neglect (v): sao l·ng
+ rear (v): nu«i dìng
+ slave (n): n« lƯ
+nonsense(n): sù v« lí
+ rubbish (n): vật vô giá trị

* Task 1: Study the expressions and 
practise saying them aloud ( p 165)
 + Giving your opinion

+ Strongly agreeing
 + Partly agreeing

+ Disagreeing

+ Strongly disagreeing
III.WHILE – SPEAKING :

Task 2: Read and respond to these 
statements. Begin your responses with one
of the expressions in Task 1 (p 164)

IV.POST – SPEAKING:

Task 3: Discuss whether you agree or 
disagree with the following statement and 
give explanation (p166)

V .HOMEWORK:

- Review the learnt lesson
- Prepare the next lesson

- Picture

- Translation
- Synonym

-Giving some expressions
to express the opinions
- Explaining

-Asking ss to practise

saying them aloud

- Asking ss to work in 
pairs and respond to 
these statements in 10’
- Calling some pairs to 
demonstrate

- Explaning the task & 
giving example

- Asking ss to work in 
groups of 4 and discuss 
the statement

-Calling some ss to 
demonstrate in front of 
class

-Writing on the 
blackboard

meaning.

- Copying down

- Listening and 
repeating

- Listening to T ‘s

explanation
-Copying down
- Practising

- Working in pairs in 
10’

- Expressing
- Demonstrating

- Listening T’s 
explanation

-Working in groups of 4
- Discussing

-Demonstrating

-Taking note

Unit 15: WOMEN IN SOCIETY
Lesson 3: Listening

I. Aims: by the end of the lesson, SS will be able to get a general view about a day of
African Women and improve listening-skill.

II. Skills: listening,Writing and Speaking

III. Vocabulary: saying,hold-up,agricultural,firewood,respect and africa
IV. Teaching aids: cassette,picture,poster and text

Procedures

Time Contents Teacher’s activities Student’s activities

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12’

15’

13’

Matching

a. 1.Vacuum cleaner
b. 2.Washing Machine
c. 3.Electrict cooker
d. 4.Gas stove

II/ Pre-listening
Discuss the question

Is the life of a city woman easier than 
that of a village woman nowadays ? why
?

* Pre teach-Vocabulary
-saying
-hold-up
-argricultural
-firewood

-Africa
-respect
-two-thirds
-three-fourths
III/ While-listening
Task 1.(page 167)
Key:

1 2 3 4 5

B C C A B

Task 2: Listen again then answer 
(poster)

Key:

1. 40 %

2. They earn nothing for doing their
domestic work

3. They produce more than half of 
the food

4. 80 %
5. At 4.45 am
6. At 9.30 pm

IV/ Post-Listening(poster)

Complete the table about a day work
 An African woman A Vietnamese

- T sticks poster on the 
board

- Asking ss to devide the 
class into 2 teams

-T corrects & decides 
what team is the winner

- T asks Ss to work in 
pairs and answer the 
question

-T asks Ss listen and 
repeat

-T explains fast meanings
and use of it

-T explains the request of 
the task & asks Ss to do it
- T plays the cassette 
player two times

-T asks Ss to answer by 
oral talk

-T correct

-T guides Ss to look into 
the task and guess the 
answer before listening
-T plays the cassette 
player two times

-T plays the cassette one 
more time and stop after 
each question

-T go around to help, if 
necessary

-T corrects

-T asks Ss to look at the 
poster & works in pairs 
to compare about a day 
work of An africian 
woman with A 
vietnamese woman
-Who do work harder

-Ss look at the board
-Ss match

-Work in pairs and

answer question

-Ss listen & repeat
-Take notes

-Ss look into the task 
before listening

-Ss listen and share the 
answers with a partner
-Ss answer

-Ss take notes

-Listening & guessing 
them

-Ss work in individually, 
listen and take note

- Listen carefully

-work in groups & compare 
with friends

- Take note

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2’

woman

FOOD % %

FARMWORK

% %

TIME BEGIN

% %

TIME FINISH
%

%

V/ Homework

- Learn by heart vob. & expression
-Practice listening again

-Prepare the writing

than?

-T asks Ss to do at home 
with contents in home 
work

-Compare who do

work harder than ?

-Ss take notes

Unit 15:WOMEN IN SOCIETY
Lesson 4 :Writing

I Aims :

By the end of the lesson,the students will be able to write a report describing the 
information shown in the column chart

II Skills: writing, reading, speaking

III Teaching aids: textbook, poster, pictures

Procedures :

Time Contents Teacher ‘s activities Students’activities

5’

10 ‘

Warm up:jumpled word 
- mairedr:  married

- child baeirng : childbearing 
- househlod : house hold 
- nmuber : number

- child crae: child care 
I – Pre writing

task 1

a Work in pairs:

- percentage of married men and married men
- roles of women and men in society 
- housework hours per week

b answer the questions: 
Keys:

1 In general, married women do more housework than men 
do

2 They have to do less house work when they have more 
children .

-T giveS the 
rule of the 
game
-T corrects
-T gives the 
suggested 
answers on the 
board

T asks sts to

work in pairs

T elicits the 
questions
Correcting the 
answers

Group A-B
Play game
Individual 
of each 
group
 gives right 
word
ss work in 
pairs

ss predict 
& answer 
the

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15 ‘

14’

1’

3 Married men have to do less house work when they have 
more children

4 Married men and women without children spend 20 and 30
hours on their housework per week respectively .

5 It takes men and women with one or two children 15 and 
50 hours respectively to do their house work every week .
6 They are 10 and 55

7 Married men should spend more time sharing the 
housework with their wives .

II While –writing 
Task 2

Write a report describing the information shown in the 
column chart in task 1 .begin your report

The column chart illustrates the average hours of

housework per week done by married women in comparison 
with married men

III post –writing
 Correction

Married women do more housework than men do 
 They have to do less house work when they have more 
children

Married men have to do less house work when they have 
more children

Married men and women without children spend 20 and 30 
hours on their housework per week respectively .

Talking roles of women 
IV Home work

Write a correct report at home 
Study language focus at home

T asks sts to 
work in group

corrects at 
least 4 reports
T sugests some 
sentences

T helps to talk

T asks sts to do
at home

Sts work in 
group and 
then go to 
the board 
write down

Ss note and 
write down
Sts note

Sts retell
Ss must do 
it at home

UNIT 15: WOMEN IN SOCIETY
LESSON 5: Language Focus

I .Aim: - By the end of the lesson, the students are able to use intonation in yes / no 
question .

- By the end of the lesson, the students are able to use and make the 
sentences with preposition

II .Skills: speaking, reading, writing 
III. Grammar / Structure: verbs, preposition

IV.Teaching Aids: Textbook, posters, chalk and board.
Procedures

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3’

12’

10

10’

9 ‘

1’

Warm up:

Matching column A with B 
1 explain a to
2 ask b at
3 talk c about 
4 glance d for 
1 Intonation

Are you students ?
 Yes, I’m

Practise reading the following sentences with 
the rising tune

Work in pairs

Practise reading these conversations 
1 and 2

2 Grammar
Setting the sence

What does he do ? You look at him

What does it mean ? you explain it to me

 verbs go with preposition

Ex 1 choose one of the following verbs + 
the correct preposition page 170

Key :

1 glanced at 2 invited to 
3 listen to 4 throw at 
5 staring at 6 speaking 
7 wrote to 8 point to 
Ex 2: page 171

Fill in each of the planks with an 
appropriate preposition if necessary 
Key:

1 for 2 for 3 to 
4 for 5 about 6 ____
7 about 8 _____ 9 for 
10 for

* complete the sentences with a proper 
preposition

1 we wait ……. The bus

2 They live ………a small village

3 she arrives ………the air post 
4 I ‘m interested …… reading 
5 Tom talks …… her

* Homework

- learn words verbs go with prepositions 
 - prepare unit 16

-T writes on board

- T checks and gives 
points

T asks ss to work 
individually

T checks intonation
T divides into 6 group
and then goes around
to help

T sets the sence 
What is it ? 
underlined word

T asks ss to go to the 
board

T Corrects form and

check meaning

T asks ss to fill in the 
blank

T corrects it

T sticks poster on the 
board and asks ss to 
fill preposition 
T asks ss to do

-Sts guess and give 
the answer

- Sts observe

St reads at least a 
sentence

Ss work in group 
and practise 
reading

Ss look and predict

Ss write it on the 
board

Ss write down on

the board

Sts note

Fill preposition in 
the gap

Ss must do at 
home

UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS
Lesson 1: READING

I. Aims: -By the end of the lesson, students will be able to know the Association of Southeast 
Asian Nations

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-Know how to skim for main ideas

-Know how to scan for specific information

II. Lexical items: Words and phrases about the Association of Southeast Asian Nations
III. Teaching aids: textbook, teacher’s book, posters, and pictures

IV. Procedure:

Time Content T’s activities STS’ activities

3’

10’

23’

I. Warm-Up
Brain storming:

Southeast Asian countries
→Vietnam

→Thailand
→Laos
→
→

II. Pre-reading

1. Pre-questions: Pairwork 
1. What does ASEAN stand for?

2. When did Vietnam join this association?
2. Pre-teach vocabulary

-to accelerate: to cause to move faster
→acceleration (n)

-to stabilize: làm ổn định
→stability (n)

→stable (adj)

-justice (n) sù c«ng b»ng

-diverse (adj) gồm nhiều loại khác nhau
-to forge

forgeability (n)
forgeable (adj)

-to integrate: hội nhËp, hoµ nhËp
→integration (n)

→integrative (adj)
-enterprise (n)
*Checking: R.O.R
III. While-reading

1. Task 1: Fill in each blank with a suitable 
word

Keys:

1. justice 2. GDP 3. diverse 4. integration
5. accelerate 6. enterprises

2. Task 2: Decide whether the following 
statements are true (T) or false (F)

Keys:

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

3. Task 3: Comprehension questions→lucky 
stars games

Keys:

1. The five original member countries, namely,

Explain

Lead sts to the point

Ask questions before
sts read

Explanation
Translation

Translation
Translation
Translation

Translation

Explanation

Ask sts to fill in
the blanks by guessing
from the contexts
Ask sts to say T or F
and explain

Ask sts to play game
by choosing stars and
answering given
questions

Correct sts’ answers if
necessary

Play game

Answer questions
by guessing

Guess the meanings
of new words
Contribute what
they know to T’s
presentation

Work individually

Say T or F and
explain for their
choices

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7’

2’

Indonesia, Malaysia, the Philippines, Singapore
and Thailand.

2. The two main goals of the Association are to
accelerate the economic growth, social progress
and cultural development; and to promote peace
and stability through respect for justice and the
rule of law in the relationship among countries
in the region.

3. It was about US$ 1405 billion.
4. It was adopted in 1998.

5. It includes trade, investment, industry,
services, finance, agriculture, rural

development, forestry, energy, transportation
and communication, science and technology,
small and medium enterprises, and tourism.
IV. Post-reading

Group work: summarise the passage, based on
the years: 1967, 1995, 1997, 1998, 1999, 2007,
2020

V. Homework

-Write a paragraph about what you like or
dislike about the Association of Southeast Asian
Nations

-Be ready for Section B: Speaking

Give comments to
encourage sts’
participation

Ask sts to summarise
the reading passage
Ask sts to speak up
Ask sts to work at
home

Work in groups
Choose 1

representative to
present

Individual work

UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS

LESSON 2: SPEAKING

I. OBJECTIVE:

-By the end of the lesson, Ps will be able to tell the name, the capital and the basic
information about the facts of the ASEAN countries.

II. TEACHING AIDS:

- Book, pictures, flags, posters…
III. PROCEDURE:

Time content T’s actions Ss’ actions

3’

8’

A.WARMER:

A group photo of the ASEAN leaders
-Set the scene of the lesson

* VOCABULARY:

- Buddhism ( n ): đạo Phật

- Catholicism ( n ): Thiên chúa giáo La Mã
- Christianity ( n ): đạo Cơ Đốc

- Islam ( n ): đạo hồi
- currency ( n ): tiền tệ

- Baht( n): đồng bạt( đơn vị tiền Th¸i Lan )
- Peso ( n ): đồng Pê-sô ( đơn vị tiền

Phi--show a group photo of

the ASEAN leaders
- Ask students to guess
what the photo means.

- Follow the steps
for presenting
vocabulary.

the photo of the
ASEAN leaders

- Listen & answer
- Repeat

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8’

15’

lip- pin)

- Ringgit ( n ): đồng ring-git ( đơn vị tiền
Ma- lay-xia)

B.PRE-SPEAKING:

Matching each national flag with the name 
of the country and its capital.

FLAG -- COUNTRY /CAPITAL

1.VIETNAM A. Thailand

-Bangkok
2. MALAYSIA B. VIETNAM

- HANOI
3. THE PHILIPPINES C.Malaysia
- Kuala Lumpur
4.THAILAND D. The Philippines
- Manila

5.SINGAPORE E. Laos
- Vientiane
6.INDONESIA F.Indonesia
- Jakarta
7.BRUNEI G.Singapore
- Singapore
8.LAOS H. Cambodia
- Phnom Penh
9.CAMBODIA I. Myanmar
- Naypyidaw
10.MYANMAR J- Brunei
- Bandar Seri
Begawan

C. WHILE-SPEAKING:
-Work in group: Discuss and use the

information in task 1 and facts below to ask

and answer about some of the ASEAN
countries.

MALAYSIA

Area: 330,252 sq. km
Population: 27,174,000

Official language(s): Malay, English, Tamil
Religion(s): Islam, Buddhism

Currency: Ringgit
(Malaysian dollar)
PHILIPPINES
Area: 300,000 sq. km
Population: 88,875,000

Official language(s): Filipino, English
Religion(s): Christianity

( mostly Roman Catholic)
Currency: Peso

- Check ROR

- Ask ss to match
each national flag
with the name of
the country and its
capital

- Correct

- Match

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ASEA

N

nations

10’

1’

THAILAND

Area: 513,120 sq. km
Population: 65,694,000
Official language(s): Thai
Religion(s): Buddhism
Currency: Baht

SINGAPORE
Area: 704 sq. km
Population: 4,589,000

Official language(s): Malay, English, Tamil,
Chinese

Religion(s): Islam, Buddhism, Hinduism,
Christianity

Currency: Singapore dollar
D.POST-SPEAKING:

Talk about one of the ASEAN countries.

Malaysia has a total area of 330,252 sq. km.
Its capital is Kuala Lumpur. It has a population
of 27,174,000. The official languages used in
Malaysia are Malay, English and

Tamil………
E. HOMEWORK:

- Ask ss to work in
group and make
questions and
answer about some
of the ASEAN
countries.
- Correct

- QUESTIONS:
1. What’s a total area of
Malaysia?

2. What’s its capital?
3. What’ its population?
4. What’s the official

language used in
Malaysia?

5. What’s the main
religion in Malaysia?
6. What’s the currency
unit used in Malaysia?
Ask ss to talk about
one of the ASEAN
countries on bb

-Work in group
-Make questions
and answer in pairs

ANSWERS
-Malaysia has a
total area of
330,252 sq.km
-Its capital is Kuala
Lumpur

-It has a population
of 27.174,000
- The official
languages used in
Malaysia are
Malay, English and
Tamil.

-The main religions
in Malaysia are
Islam, Buddhism.
-Ringgit is local
currency in
Malaysia.

Talk about one of
the ASEAN
countries

UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS

Lesson 3: Listening

I. Objectives: by the end of the lesson, students are able to know more about the using of 
English and religions in ASEAN nations.

II. Language content: vocabulary on religions
III. Teaching aids:

IV. Stages:

Time Content Teacher’s activities Sts’ Activities

1. Warmer: Brainstorming
Vietnam
laos

- Asking sts to play the

game

- Checking

- Playing the game
in groups

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* Key: Vietnam, Laos, Cambodia, Thailand,
Philipines, Malaysia, Indonesia, Singapore,
Brunei, Myanmar.

2. Activities:

* Activity 1: Pick out the countries in which 
English is used as the second language:
Vietnam, Laos, Cambodia, England, The
USA, Thailand, Philipines, Malaysia,
Indonesia, Singapore, Brunei, Myanmar.
Key:

* Activity 2: Listen to the tape and write out 
religions mentioned in the dialouge

Key:

Buddhism, Islam, Catholicism
* Activity 3: Listen to the tape and choose 
the best answer A, B or C to complete each
sentence

1. Nga asked her father about_______
A. the English language spoken in the US.
B. people who speak English in the UK.
C.The number of people who speak
English in the ASEAN countries.
2.The ASEAN countries include______
A. about a quarter of a billion Muslims.
B. 25 million Muslims.

C. half a billion Muslims.

3. Muslims mostly live in ________
A. the Philipines.

B. Indonesia and Myanmar.
C. Indonesia and Malaysia.
4. The main religion in Vietnam is
__________

A. Buddhism.
B. Islam.
C. Catholicism.

5. Mr Hung thought that __________

A. he himself would wake up late the next
morning.

B. Nga would get up late the next morning.
C. both of them would wake up late the

next morning.

Key:

1 2 3 4 5

C A C A B

*Activity 4: Listen to the tape again and 
answer the questions:

- Making handouts and
asking sts to complete
the task

- Playing the tape,
asking sts to call out the
religions they hear.
- Giving the correct
answers

- Playing the tape 3
times.

- Asking sts to look at
their book and listen to
the tape.

- Asking Sts to share
the answers to a

partner.

- Checking

- Giving the answers.

- Playing the tape
sentence by sentence.

- Looking at
handouts and
discuss with a
partner.
- Giving the
answers

- Listenning to the
tape

- Write out the
religions
- Giving the
answers

- Looking at the
book and
listenning to the
tape

- Choosing the best

answer

- Sharing with a
partner.

- Giving the
correct answer
Philipines, Malaysia,

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1. When will Nga sudmit the essay to her
teacher?

2. What country has the large number of
English speakers?

3. How many people speak English in the
ASEAN region?

4. Is English mostly spoken in Philipines?

Key:

1. Tomorrow( the next day)
2. The US.

3. Around 50 million.
4. Yes, it is.

* Activity 5: Listing religions in Vietnam:
Key: Buddhism, cao dai, Phat giao Hoa hao,

Catholicism, Islam….

3. Homework: summarize the content of the 
dialogue between Nga and Mr Hung

- Asking Sts to work in
groups.

- Checking the answer

- Asking sts to work in
groups

- Giving homework

- Listenning to the
tape

- Discussing with
friendsin groups.
- Answering the
questions

- Telling the class

Unit 16 : THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS
Lesson 4: Writing

I. Aims: By the end of the lesson, sts can know how to write a letter of recommendation. 
II. Teaching aids: charts, pictures, …

III. Procedures:

Time Content T’ activities Sts’

activities
I. WARM UP: Matching

1. a. Ha Long bay

2. b. Da Lat

3. c. Thien Mu pagoda

4. d. Nha Trang city

- pick the
pictures up on
the board
- set the scene

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5. e. Trang Tien bridge

6. f. The beach of Vung Tau

7. g. Van Mieu

Keys: 1b 2c 3d 4g 5f 6e 7a
II. PRE WRITING

1. Complete the letter of recommendation
with the missing sentences in the box. (
Task 1 – p.180)

2. Outline
 Date
 Salutation
 Body:

- location

- natural features
- entertainment
- places to visit
- food

- people
- ……….
 Closing

 Signature
III. WHILE WRITING

David, your pen pal, is going to spend his
Summer vacation in one of the ASEAN

countries. You want him to visit Vietnam. Write
a letter to him recommending a significant place
you are familiar with. Use the outline above.
IV. POST WRITING

Correction

V. HOMEWORK
Rewrite the letter.

Prepare LANGUAGE FOCUS.

- ask sts to
read the letter
and complete
- correct

- ask sts to
think of a
significant
place they are
familiar with
and write an
outline

- ask sts to
write their
writing
individually
- go around to
help sts if
necessary

- ask sts to

change their
paper

- correct

- read and
do the task
- correct

- think of a
significant
place
- write an
outline

- write a
letter

- change the
paper
- correct

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- give the task

UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS 
Lesson 5: Language Focus

I. AIM: By the end of the lesson, students will be able to know about the rising – falling 
tone and the usage of tenses in the adverbial clause of time.

II. LEXICAL ITEMS:

III.TEACHING AIDS: textbooks, handouts, drill cues
V. PROCEDURES:

Tim

e Stages & contents T ’s activities Sts’ activities

3’

5’

13’

I. Pronunciation: 
1.Picture:

Guessing the words through picture

IS IT FALL OR SPRING?

How can I speak this? Notice my voice, my intonation.
2. Practice: (tape recorder)

Listen and repeat:

1. Do you live in a house or in a flat?
2. Is Jane a teacher or a student?
3. Would you like some tea or coffee?
4. Is the baby a boy or a girl?

5. Shall we go by bus or by train?
6. Is today Tuesday or Wednesday?
7. Are you coming or not?

8. Is your sister older or younger than you?

9. Do you want to have lunch now or wait till later?
10. Did Italy or Brazil win the World Cup?

II. Grammar:

1. Presentation:


Matching:

MAIN CLAUSE ADVERBIAL CLAUSE

OF TIME
1. He was sitting on the

beach

2. The train had gone 
3. Remember to ask for 
permission

4. I have answered all

a. until she went to 
Tokyo last month.
b. as soon as we have 
finished this course in
Boston University.
c. when he heard a noise

- present two
sounds
- guide Ss to
play the game
- control the
class

- lead to the
new lesson
- write the title

- play the tape
recorder

- ask sts to work
in pairs

- ask sts to
match the table
- present the
structure

- listen and
answer
- listen

- take part in
the game
listen & write
the title

- listen and
repeat
- pair works

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15’

5’

of the questions
correctly

5. She had never had a 
chance to use her
Japanese

6. We can speak French
well

7. Don’t go anywhere
8. Tom was playing

game online.

d. as soon as his parents 
went home.

e. before you light up a 
cigarette

f. since I began this 
grammar exercise on
verb tenses

g. till your parents come 
here

h. by the time we arrived

Key: 1c 2h 3e 4f 5a 6b 7g 8d

 Form: 
MỆNH ĐỀ

CHÍNH MĐ TRẠNG TỪ CHỈ THỜI GIAN
1.Simple present

Present perfect

(since)

- Simple present (thói quen)

- Present progressive ( nhấn mạnh

hđ

dang xảy ra)

- Persent perfect ( nhấn mạnh hđ

hoàn tất)

- Simple past
2. Future

- am/ is/ are
going to + Vo
- will/ shall +
Vo

- will have V3/
ed

- Simple present

- Persent perfect ( hđ hoàn tất)

3. Simple Past

Past
continuous
Past perfect

- Simple Past ( thói quen)

- Past continuous (hđ đang xảy ra

ở qk)

- Past perfect
- Simple Past
- Past continuous
- Simple Past

a. Khơng sử dụng thì tương lai trong mệnh đề trạng từ 
chỉ thời gian.

b. MĐ TT chỉ thời gian được bắt đầu bằng các liên từ:

when whenever before after

since as as soon as while
till/ until just as no sooner ...than
hardly ...when as long as

2. Practice:

Exercise 1: Complete each of the following sentences, 
using a suitable adverbial clause of time in the box.
(p.182)

Keys:

1. She’ll phone you as soon as she arrives in Ho Chi
Minh city.

2. After the war was over, we started rebuilding the

- ask sts for
concept check,
give the form
then

- ask St to do
tasks

- go around for
helping

- correct

- ask sts to do
the exercises on
textbook

- ask sts to
compare with
friends

- correct

- answer

- copy down

- work
individually.
- compare with
friend.

- listen and take
notes

- pair works

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2’ country.

3. They met a lot of people while they were on
holiday.

4. Before you leave, don’t forget to turn off the
flights.

5. I’ll stay till you get back.

6. We’ll come to see you whenever we are in Hanoi.
7. There is a danger of war as long as imperialism

exists.

8. Tom sang a merry song as he walked away.

Exercise 2: Supply the correct tense form of the verbs in

brackets.(p.183)

Keys:

1. arrives 2. arrives 3. are playing 4.
got

5. have finished 6. (had) graduated 7. am 8.
have read

Exercise 3 :Combine two sentences, using one as an 
adverbial clause of time with the given conjunction .
(p.184)

Keys:

1. Let’s go out before it starts raining.

2. I’ll give you my address when I have found
somewhere to live.

3. After he had done his homework, he went to bed.
4. We’ll let you know as soon as we have made our

decision.

5. I haven’t met them since I left school.

6. Robert suddenly began to feel ill while he was
doing the examination.

7. Kate will come back home after she has finish the
last semester.

3. Production:

Make sentences from pictures

V. Homework:

- Learn by heart new language

- ask St to
complete the
sentences
- check: “buy

the sentence”

- ask Ss to
make sentences
from the

pictures
- read, take
notes & give
feedback

- give the tasks

- do as directed

-listen and take
part in the game

- do as directed
- work

individually
- compare with
friends

- listen and take
notes

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giao an anh van 12 cb tron bohay

<b> household </b>

Method: mainly communicative

………

………

.

………

..

………

..

………

Method: mainly communicative

………

………

Useful language:

Method: mainly communicative

Answer:

Method: mainly communicative

Paragraph 2:

Expected answers:

- Discuss the answers in pairs.

ASEA

N

nations

Matching:

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