GIAO AN ANH VAN 12 DA CHINH SUA

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WEEK 1,2

Date of preparation
Period 02

Date of teaching...

Unit 1 :Home Life

Lesson 1

:

Reading

A- Preparation:

I. The aim and the requirement

1.Knowledge: - Reading for specific information about home life
2.Language: - Vocabulary: Words relate to the title

- Grammar: The simple present tense.
3.Skill: - Reading

4.Ojectives: By the end of the lesson, students will be able to +
+ Understand the home life more deeply.

+ Improve Reading skill by doing Multiple choice and answering
questions

+Talk about their family.

5. Educational aim: - Educate Ss to love their family
- Teacher: Textbook, pictures about family, vice-board

- Student: Textbook, notebook, and prepare the lesson.

B- Procedures:

Teacher’s activities Students’s activities

Warmer: (5’) Ask Ss to close the

book

Teacher writes the following sentence
on the board then asks Ss to answer
the questions ( Asks Ss towork in
groups):

Men build the house and women 
make it home

Questions:

1.What does this sentence mean?
2.Do you agree with saying?

3.Why do men not women build the
house? and why do women not men
make it home?

4. Do you think so in order to have a
happy family husband and wives
should join hands?

-Ask Ss to look at the family in the
picture in the book:

- Who do you think they are?
- Where are they?

- What are they doing?
- Are they happy?

Our reading lesson today is about
home life and the responsibility of

Work in groups

Answers:

1. This sentence mean: men’s

responsibility is to work and support 
the family and women’s job is to look 
after the family.

2.Yes, I do/ No, I don’t

3.I think men is strong and he is pillar
supporting family but women is

weaker.

4. Yes, of course.

- Look at the picture in the book and
answer the questions:

-They are parents and children
 -They are at home

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each person in the family.

Before you read: (5’)

Introduce some new words:

Take responsibility for sth/ doing sth:
Secure(n) = safe

Pressure(n)

To be under pressure

eg: She is constantly under pressure 
and it is affecting her health

Household chores(n)

-Guide Ss to read the words

While you read: ( 20’)

Task1. Choose the sentence A,B or C

that is nearest in meaning to the
sentence given.

Ask Ss to scan the passage and

underline the words that appear in the
passage then try to guess the meaning
of the words, phrases and sentences:

until,” men build the house and 
women make it home”, join hands, 
mischievous, close- knit

- Asks each group to go to the board
and write the answer.

- Feedback:

1B, 2C, 3A, 4B, 5A

- Guide Ss to pronunciate the words
and phrases.

Task2. Answer the questions:

- Ask Ss to work in groups( 4groups)
- Diliver a poster and a board maker to
each group

- Finish their answers, they stick the
poster on the board.

- Watch, correct and feedback:

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 morningto 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 the dishes and

- Take note and read after the teacher

- Work in groups ( 4 groups)
- Go to the board and write the

answers

- Take note the answers and read

new words and phrases after the
teacher

- Work in groups

- Stick the poster on the board
- Listen to the teacher and take note

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takes out the garbages. She also looks 
after the boys/ her younger brothers. 
The father sometimes cooks/does some
cooking or mends things around the 
house at weekends.

4. She attempts to win a place at 
university.

5.Because they are very close-knit and
supportive of one another. They often 
share their feeling and whenever 
problems come up, they dicuss them 
frankly and find solutions quickly.

After you read: (10’)

Ask Ss to work in pairs to talk about
their family basing on some questions:

1. How many people are there in 
your family?

2. What are their job?

3. How do they share housework?
4. Are your family happy?

Consolidation: (4’)

- Review the main idea of the passage

Homework:(1’)

-Ask Ss to write about their family

- Work in pairs
- Talk about family

1. There are 4 people in my family. 
My parents, my older sister and I.
2. My father is a taxi driver, my 
mother is a teacher and my older 
sister is a student.

3. Each member in my family joins 
hands to build a nice house and a 
happy home. My father often helps us 
with studying, he sometimes do the 
houseworks, my mother is a very 
carrying woman. She takes the 
responsibility for running the

household…….

4. We are very close-knit family. We 
live happily

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Date of preparation
Period 03

Date of teaching...

Unit 1 : Home Life

Lesson 2:

Speaking

A- Preparation:

I. The aim and the requirement

1.Knowledge: - Talk about household chores

2.Language: - Vocabulary: Words relate to the title
- Grammar: The simple present tense.
3.Skill: - Speaking

4.Ojectives: By the end of the lesson, students will be able to
+ Express their ideas about family life.

+ Improve speaking skill by doing tasks

+Talk about their family.

5. Educational aim: - Educate Ss to love their family
- Teacher: Textbook, pictures about family, vice-board
- Student: Textbook, notebook, and prepare the lesson.

B- Procedures:

Teacher’s activities Students’s activities

Warmer: (5’)

Game: Looking and guessing

- Divide the class into 2 groups
- Each group chooses one
representative to go to the board
- Give cards with the following
phrases on.

1. Washing dishes
 2. Cleaning the floor
 3. Watering plants
 4. Cooking meals
 5. Going shopping

6. Taking out the garbage

- Show the cards, one by one to the
representatives of of the groups to

read. These students will then mime
the words/ phrases are

- The first group to call out the correct
phrases gets one point.The group with
more points wins the game.

- Have Ss start the game and

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congratulate the winner

Lead in : Write the phrases on the
board and ask Ss some questions to
introduce the lesson

- Who often does these things in
your family ?

- Do you have any duties to your
family?

- What do people in your family
expect from you?

Task1. Read and tick. (5’)

- Ask Ss to read the following

sentences and tick the ones that apply
to him or her and their family.

- Ask Ss to work in pairs basing on the
sentences.

- Call on some Ss to report in front of
the class.

Task2.(7’)Who work in your 
family?

Ask Ss to work in pairs to ask and
answer the following questions:

Who work in your family?

Who does the household chores?
What’s your responsibility in the 
family?

What’s the interest the family 
members share closely?

Who is the person you often share 
secrets with?

Who is the person you talk to before 
making an important decision?

- Go around and correct their
pronunciation and grammar.

- Call on some pairs to act out their
diologues

- Make correction and comments.

Task3.(15’) Work with the partners 
and ask him or her about his or her 
family life note down the answer in 
the table

-Prepare the vice-board and ask them

- Look at the board and answer the
questions:

- My mother

- Helping parents with the
housework

- …………

- Ss read all the sentences then work
individually

- Work in pairs to talk about their
family basing on the sentences

eg: In my family both my father and

mother go to work. All members of my
family share the household chores. I 
often help my parents with washing 
the dishes and cleaning the house ……

- Work in pairs

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to make a conversation basing on the
table and the questions in task 2.

- Listen and correct pronunciation and
intonation.

Task4.(7’) Go back to the original 
pairs. Tell each other the

information that they have collected.

eg: I talked to Lan. Both her parents 
work and only her mother and her do 
the household chores….

Consolidation: (5’)

- Retell their work of each member in
Ss’ family

Homework (1’)

Ask Ss to prepare the new lesson

Listening skill

conversation

eg: Linh: Could you tell me a bit 
about your family life?

Lan: Ok

Linh: Who work in your family?

Lan: Both my father and my mother

Linh: So they must be very busy. Do 
you help them with the household 
chores?

Lan: Of course.I help my mother with 
cooking meals, wash the dishes and 
wash clothes.

Linh: What about your father?

Lan: He cleans the floor and help us 
with study.

Linh: What interests do your family

member share closely?

Lan: Watching films

Linh: Who do you often share your 
secrets with?

Lan: My mother.I think she 
understand me well.

Linh: So is she a person you often talk
to before making an important

decision?

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

Linh: You must be very happy in such 
a family. Thank for giving me time. 
Bye.

Lan: Bye.
- Work in pairs

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Period 04

Date of preparation

Date of teaching...

Unit 1 :

Home Life

Lesson 3:

Listening

A- Preparation:

I. The aim and the requirement

1.Knowledge: - Study family life

2.Language: - Vocabulary: Words relate to the title
- Grammar: The simple present tense.
3.Skill: - Listening

4.Ojectives: By the end of the lesson, students will be able to
+ Listen and pick up spesific details.

+ Listen and understand general ideas

+Talk about household chores and family life
5. Educational aim: - Educate Ss to love their family
- Teacher: Textbook, handouts and CD player, vice-board
- Student: Textbook, notebook, and prepare the lesson.

B- Procedures:

Teacher’s activities Students’s activities

Before you listen: ( 7’)

Ask Ss to look at the picture and
answer the following questions:

1.What’s happening in the picture?
2. How many people are there?
3. How are they feeling?

Read the words that Ss will listen in
the tape, guide Ss to read and explain
the meaning and how to to use

flight (n)

reserved (a): đặt trớc

spread out (v): bao phủ, trải dài
leftover (n): thức ăn thừa

While you listen: (25’)
Task1

- Tell Ss they are going to listen to the
conversation between Paul and

Andrea, talking about their family.
- Ask Ss scan the sentences then guess
the infomations that can be true or

false

- Ask Ss listen and tick what is true or
false about them (2times)

- Let Ss listen for the second time if
necessary

- Play the tape and check up the
answers

- Look at the question and answer the
questions:

1. A family is having a big meal
2. 9 people

3. They are very happy
- Read after the teacher

- Scan the sentences then guess the
informations can be true or false
- Listen and tick

Answer:

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- Ask them to discuss in groups then
go to the board to write the answers

Task2

- Give handouts then ask Ss to work in
groups then Ask Ss to write on the
board

Handouts:

Listen and fill in the words Paul says.

1. So Andrea, you’re

____________ for the holiday?
2. I haven’t decided yet. I’m still

_____________.

3. ….. I usually take the train or
__________.

4. Well, we are not really a very
________ family.

5. … so when we get home she
often cooks big meals. We have
_________ for days.

Listen and fill in the words Andrea 
says.

1. I am sure. I’ve ________ a
flight for tomorrow afternoon
…. .

2. ……. All the seats have been
_______ by now I’m sure. ……
3. You don’t _____________

about it

4. Well I try to get home ____

possible. …

5. …… And there are too many
people to cook for, so we __
_____ going out to dinner a lot.
That’s also fun.

After you listen: (10’)

Ask Ss to work in groups to answer
the following questions:

1. How many people are there in your
family? Who are they?

2. Do they often get together on
special ocassions? Do you have big

meals together?

3.Who do you often share the secrets
with?

4.Are you happy?

Ask Ss to tell the class about their
family

- Work in groups to do the handouts
- Write on the board

Answer:
Paul says:

1….going home…
2….considering…
3….or the coach…
4….close-knit…
5….leftover…

Andrea says:

1….booked…
2….reserved…
3….sound excited….
4….as soon as…..
5….end up…..

- Work in groups

Answer:

1.There are 5 people in my family. My
father, my mother, my older brother, 
my little sister and I

2.Yes, they do.
3. My parents
4. Yes, I am

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( Call on 2 Ss to report in front of the
class)

- Listen, corect and give marks

Consolidation:(2’)

- Review the listening skill by doing
gap-filling by using handouts easily.

Homework (1’)

In not more than 100 words write
about your family.

father, my mother, my older brother, 
my little sister and I. We often have 
big meals together on special

ocassions. My parents love us very 
much, they always spend time on 
looking after us so we usually share 
the secrets with them. They often help 
us a lot when we have problem. To me
family is very important.

- Review the lisening skill

-Write down
Period 05

Date of preparation
Unit 1:

Date of teaching...

Home Life

Lesson 4: writing
A- Preparation:

I. The aim and the requirement

1.Knowledge: - Study family life

2.Language: - Vocabulary: Words relate to the title
- Grammar: The simple present tense.

3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to write a letter
about family rules

5. Educational aim: - Educate Ss to love their family
- Teacher: Textbook, handouts, vice-board

- Student: Textbook, notebook, and prepare the lesson.

B- Procedures:

Teacher’s activities Students’s activities

Warmer: (5’)

In one minute make as many sensible
sentences as you can by matching the
elements in the following parttern
table:

My (not) let come home

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parents

My
mother

My father

(not) be
allowed
(not)
have to
(not)
permit

late
do the
household
chores
smoke

use

motorbike
- Ask Ss to work in groups then call
on some Ss from the groups to read
the sentences loudly in front of the
class ( T write on the board). Group
has many sentences will win.

- Watch and correct mistakes ( let me
to come, permit me using, be allow
smoking…)

- Lead-in: Most family have their own
rules and what rules do you have in

your family? Today we will focus on
writing about family rules.

Task 1 (15’)

- Review some structures

let smb do smt:
allow smb to do smt:
have to (obligations):
permit smb to do smt:

eg: In my family everybody has to
share of the household chores
- Ask Ss to work in groups and go
through the list of family rules given
in the textbook. Tell your friends what
rules you have in your family and add
some more to fit with your family life
(Note Ss to use :

- I have to….

- My parents want me to…
- they allow me to…

- They don’t let me…)

-Work in groups

Suggested answers:

My parents don’t let me come home 
late

My mother are not allowed to smoke
I have to do the household chores 
My father doesn’t permit me to use 
motorbike

- Take-note the structures and know
how to use them

- Work in groups to do task 1

Answers:

*doing my homework 5 hours a day
* watching TV and listening to music 
when I finish my homework.

* preparing meals when my mother is 
out

* wearing jewellry, opened clothes
and having unsuitable hairstyles
- I am not allowed to wear jewellery, 
wear opened clothes and having 
unsuitabe hairstyles

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Task 2 (20’)

Use the ideas you have discussed
above to write a letter to a penpal
about your family rules. Begin as
follows:

Every family has its own rules. Mine 
has a few. First……

- Go around to control and give help if
necessary, correct some basic mistakes
such as: let smb to do smth, allow smb
do smth…

Consolidation: (4’)

- Review some structures: let smb do
smt, allow smb to do smt, have to…
and some new words

Homework (1’)

- Ask Ss to prepare the new lesson

homework 5 hours a day

- I have to prepare meals when my 
mother is out

-………

- Work individually

Every family has its own rules. Mine 
has a few. First I have to prepare 
meals because my mother is very busy 
with her work, I am permited to watch
TV after I have finished my homework 
and I have to do my homework 5 
hours a day. My parents are very 
strict with us in all the way we do, 
they don’t allow me to come home 
late and use the family motorbike for 
fear that I may have accident. They 
don’t let us opened clothes, wear 
jewellery and having unsuitable 
hairstyles. They never let us talk too 
long with friends on the phone. None 
of us is allowed to go out at night.
 Despite the rules, we all feel 
comfortable and safe because we 
know that our parents want to best 
things for us.

-Write down
Period 06

Date of preparation
Unit 1:

Date of teaching...

Home Life

Lesson 5; Language focus
A- Preparation:

I. The aim and the requirement

1.Knowledge: - Study family life

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4.Ojectives: By the end of the lesson, students will be able to:

- Recognize the differences in pronunciation of the –s ending
sound

- Revise the use of some tenses (past simple and present perfect)
5. Educational aim: - Educate Ss to love this subject

- Teacher: Textbook, handouts, vice-board

- Student: Textbook, notebook, and prepare the lesson.

B- Procedures:

Teacher’s activities Students’s activities

I.Pronunciation (10’)

Ask Ss to close the book then ask Ss
to

listen and write down the odd ones in
the right column

/s/ /z/

1
2
3
4
5

- Read the words (3 times)

bats, speeds, dates, photographs, kids,
kits, days, speaks, bags, bats

- Ask Ss to work in groups to listen
and fill in the table

- Explain how to pronunciate /s/
and /z/

* We pronounce the /-es/ ending

sounds

/ /, / /, / /, /s/,/ / or /z/

* We pronounce the /-s/ ending
sounds /s/ when the word ends with
the sounds /f/; /k/; /p/; /t/; / /.

* We pronounce the /-s/ ending
sounds /z/ when the words ends with
all the sounds except those in the 1st * 
and the

2 nd*

- Guide Ss to practise individual
words and sentences

- Listen and correct

II. Grammar (30’)

- Give some situations to revise the
present perfect, simple past and past
progressive

Situation 1:

- Close the book and work in groups to
listen to the teacher to fill in the table

Answers:

/s/ /z/

1
2
3
4
5

bats
kits
speaks
dates

photographs

bags
kids
speeds
days
halves

-Pay attention and take-note

-Practise the words and sentences

- Look at the situations and retell
how to use tenses:

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A: Have you seen Titanic?
B: Yes, I have. I saw it last year

Situation 2:

A:What were you doing at 3pm 
yesterday?

B: I was playing football
- Ask Ss to retell the tenses

Exercise 1.

- Ask Ss to do the exercise
individually

- Go around and help if necessary
- Ask Ss to work in groups

- Give feedback

Exercise2.

Ask Ss to work in pairs to choose the
best answer (Note Ss to remember the
present perfect tense and simple past
tense)

- Go over the answers with the whole

class

III. Consolidation (4’)

Ask Ss to retell the present perfect,
simple past and past progressive. How
to pronunce /s/ and /z/

IV. Homework (1’)

Ask Ss to do the exercises again and
prepare the new lesson

result at present

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

Answer:

1 Have you seen
2. Did you you enjoy
3. Was

4. Did you give- saw
5. didn’t listen

6. Have you two met 
7. Did you meet

Answers:

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Period 08

Date of preparation
Unit 2:

Date of teaching...

Cultural Diversity

Lesson 1 : Reading
A- Preparation:

I. The aim and the requirement

1.Knowledge: - Study cultural diversity

2.Language: - Vocabulary: Words relate to the title
- Grammar: Revise tenses.

3.Skill: - Reading

4.Ojectives: By the end of the lesson, students will be able to
- Understand the passage about cultural diversity

- Guess the meaning in context

5. Educational aim: - Educate Ss to love and understand Vietnamese culture
deeply

- Teacher: Textbook, handouts, vice-board, pictures
- Student: Textbook, notebook, and prepare the lesson.

B- Procedures:

Teacher’s activities Students’s activities

Warmer: (5’)

Ask Ss to close the book and answer
the following questions:

1.Do you think that money, fame,
good job are more important than
love when you decide to get

- Close the book and work in pairs to
answer the questions

Answers:

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married? Why( why not?)

2. Who decide on the marriage in
your home town?

3. As for you which of factors is
important for a happy life?

Lead-in: Today we study some
opinions about lve and marriage

Before you read: (10’)
Task 1

- Ask Ss to open the book and look at
the picture, look at 7 sentences on
the vice-board to fill in the table:
+ Guess the meaning of the
underlined words

+ Guess whose those opinions,
Americans’ or Asians’?

1. A wife should maintain her
beauty and appearance after
marriage

2. Wives and husbands share all
thoughts

3. A woman has to sacrifice
more in a marriage than a man
4. A husbands is obliged to tell

his wife where he has been
5. Love is supposed to follow

marriage, not precede it

6. They agree that it is unwise to
confide in their wives

7. A survey was made to
determine their attitudes
toward love and marriage.
- Listen, watch and correct

While you read (15’)
Task 2

Ask Ss to answer the following

happy family

2. Parents/ bride and groom
3. love, good health, a good job…

- Look at the vice-board, work in
groups to guess the meaning of the
underlined words( Read the passage)

maintain(v):duy tr×

thought(n): suy nghÜ

sacrifice(v): hy sinh
oblige(v): b¾t buéc

precede(v): đến trớc, đi trớc
confide(v): tin tởng, giao phó

determine(v): xác định.

Americans Asians

1.A wife should
maintain her
beauty and
appearance after
marriage

2. Wives and
husbands share
all thoughts

1. A woman has
to sacrifice more
in a marriage
than a man
2. They agree
that it is unwise
to confide in
their wives
3. Love is
supposed to

follow marriage,
not precede it
4. A survey was
made to

determine their
attitudes toward
love and

marriage.

5. A husbands is
obliged to tell his
wife where he
has been

- Work in groups

Answers:

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questions

( Ask Ss to work in groups)

- Ask Ss to underline the key words
in each sentence.

1.What are the four key values in the
servey?

2. Who are much more concerned
with physical attractiveness when
choosing a wife or husband, the
young Americans or the young
Asians?

3. What are the Indian students’
attitudes on the partnership of
equals?

4. Why does the American wife trust
her husband to do the right things?
5. what is the main finding of the
survey?

- Call on representive groups to write
on the board

- Watch and correct

After you read (10’)

Ask Ss to talk about the family in
their home-town basing on some
questions:

1.Who often decide on the marriage?
2. Who work to earn the living?
3. Does each member in your family
often share all thoughts together?

4. What key values in the survey that
have in your family?

- Call on some Ss to report in front of
the class

- Listen

Consolidation (4’)

- Ask Ss retell the main idea of the
passage

- Listen and feedback

Homework (1’)

- Ask Ss to write about their family
basing on the questions in After you 
read

Confiding; Partnership of equals;
Trust built on love.

2. The young Americans are much
more 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 the
marriage than a man.

4. The American wife trust her
husband to do the right things because
he has to.

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

- Work in pairs

Suggested answers:

1.Parents/ Children

2. My parents/ my father/ my mother
3. Yes, we do

4. Confiding, Partnership of equals,
and Trust built on love.

- Retell the main idea of the passage:
Cultural diversity between American
and Asian that express 4 values:

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Period 09

Date of preparation
Unit 2:

Date of teaching...

Cultural Diversity

Lesson 2 : Speaking
A- Preparation:

I. The aim and the requirement

1.Knowledge: - Study cultural diversity

2.Language: - Vocabulary: Words relate to the title
- Grammar: Revise tenses.

3.Skill: - Speaking

4.Ojectives: By the end of the lesson, students will be able to

- Know about some typical features of different cultures

- Talk about the differences and similarities between Vietnamese
and American cultures

5. Educational aim: - Educate Ss to love and understand Vietnamese culture
deeply

- Teacher: Textbook, handouts, vice-board and pieces of cards.
- Student: Textbook, notebook, and prepare the lesson.

B- Procedures:

Teacher’s activities Students’s activities

Warmer (5’)

Game: Good luck or bad luck?

Divide the class into 4 groups. Each
group is given 3 cards A, B and C
- Read the following questions one

by one.

1.In Vietnam, what does it mean
when it starts to rain on the wedding
day?

A. The couple will be poor
B. The couple will be unhappy
C. the couple will be rich

2. In China, which color is a symbol
of good luck and happiness?

A. red B. white C. pink

3.In France, what creature bring you
good luck?

A. a mouse B. a spider C. a fox
4. In Britain, what does a black cat
mean?

A. good luck
B. bad luck

C. a feature weeding

- Listen and correct then lead-in
You know, people of different

- Work in groups

- Listen carefully then dicuss and
decide which they have to choose
A,B or C then hold up the cards.The
group with the most correct answers
win

Answers:

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cultures have different belief and
concepts of happiness. today we will
get to talk about the differences
among culture of some countries in
the world

Task 1 (10’)

- Give some useful expressions to
express the points of view from Ss
I think/feel/believe…

In my opinion,…
For me……….
I don’t agree………
It’s not true………
That’s wrong………….

* In Vietnam, three or even four
generations may live in a home
* 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.

- Give the examples:

A: I think it’s a good idea to have 
three or four generations living under

one roof. They can help each other a 
lot.

B: That’s not true. In some countries 
many old-aged parents like to live in 
a nuring home. They want to lead 
independent lives

- Listen and help if necessary

Task 2 (10’) Re-arrange

- Ask Ss to arrange the following
sentences to fill in the table about the
features of Vietnamese culture and
American culture

1. Two generations( parents and
children) live in a home

2 Three or four generations live in a
home

3. Old- aged parents live with children
and are taken care by their son,

daughter-in- law or daughter.
4. Old-aged parents live in nersing

- Listen

- Work in groups

P1: I think a happy marriage should 
be based on love

P2: I agree with you. It’s terrible if 
there is no love between a wife and a 
husband

P1: But in some Asian countries love is
supposed to follow marriage, not 
precede it.

P3: I think it’s implite to hold hands 
and kiss each other in public.

P4: I don’t agree with you. Holding 
hands and kissing each other in public 
express the respectation and culture
P3: For me, I don’t think it’s true 
especially in Vietnam. It is ashamed to 
kiss each other in public.

- Work in pairs

In America In Vietnam

*Two

generations( par
ents and

children) live in 
a home

* Old-aged 
parents live in 
nersing home
* It’s not polite 
to ask about age,
marriage and 
salary

* Can greet

*Three or four 
generations live 
in a home

* Old- aged 
parents live with 
children and are 
taken care by 
their son,

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home

5. Asking about age, marriage and
salary are acceptable.

6. It’s not polite to ask about age,
marriage and salary

7. Can greet anyone in the family first
8. Must greet the head of the family or
an older person first, then young ones.
9. Groceries are bought everyday
10. Groceries are bought once a week
11. Tet ( Luner New Year ) is the
most important.

12. Christmas and New Year holiday
are the most important.

13. Children sleep in their own
bedrooms

14. Children often sleep with their
parents.

- Ask Ss to write on the book- sheets
then hang on the board.

- Call on 2 Ss in 2 groups to go to the
board

- Watch and correct

Task 3 (15’)

- Ask Ss to work in groups to talk
about the similarities and differences
between Vietnamese and American
cultures, using the features in the table
in Task 2

- Call on some Ss to report in front of
the class

eg: In Vietnam, old-aged parents live 
with their children. they want to be 
near their children so that they can 
take care of their parents when they 
are sick but in American, old-aged 
live in nersing home

- I think that both Americans and 
Vietnamese have some similaries: 
friendly, hospitable, and hard

working. They always proud of their 
countries.They both hate war and 
love peace

Consolidation (4’)

-Review some expressions to express
the point of view, new words

Homework (1’)

anyone in the 
family first
* Groceries are 
bought once a 
week

* Christmas and 
New Year

holiday are the 
most important.
* Children sleep 
in their own 
bedrooms

acceptable.
* Must greet the 
head of the 
family or an 
older person 
first, then young 
ones

*Groceries are 
bought everyday
* Tet ( Luner 
New Year ) is the
most important.

*. Children often
sleep with their 
parents

- Work in groups and do as the
models

- Report in front of the class

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- Ask Ss to prepare the next lesson new words

Period 10

Date of preparation

Date of teaching...

Cultural Diversity

Lesson 3: Listening

:

A- Preparation:

I. The aim and the requirement

1.Knowledge: - Study cultural diversity

2.Language: - Vocabulary: Words relate to the title
- Grammar: Revise tenses.

3.Skill: - Listening

4.Ojectives: By the end of the lesson, students will be able to

- Lisen for the understanding of the passage about a wedding in
Vietnam

- Listen for specific details.

5. Educational aim: - Educate Ss to love and understand Vietnamese culture
deeply

- Teacher: Textbook, handouts, vice-board and CD player.
- Student: Textbook, notebook, and prepare the lesson.

B- Procedures:

Teacher’s activities Students’s activities

Warmer: (5’) Network

Ask Ss to close the book then ask
them to work in groups to find the
words relating to the key word

WEDDING. Group find more words
will win

eg:

relatives

- Close the book and find the words
relating to the key word WEDDING

Answers:

gifts, photograph, ring, cake, banquet
( n tiƯc, b÷a tiÖc) relatives, groom,
bride.

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groom bride

Before you listen (5’)

- Ask Ss to look at the pictures and
dicuss to answer the following
questions:

1.Have you ever attended a wedding
ceremony?

2. What do the bride and the groom
usually do at the wedding ceremoly?

- Play the tape and ask Ss to listen and
repeat the words and explain the

meaning of them:

altar (n): bàn thờ
Master of Ceremony(n)

banquet (n): bữa tiệc,yến tiệc
ancestor (n): tổ tiên

tray(n): khay, mâm

schedule(n) = plan(n): kế hoạch
blessing(n): kinh cầu ơn chúa

While you listen (20)
Task 1

Make situation: You wll hear two
people talking about a wedding
ceremony in Vietnam. Listen to the
tape and fill in the blanks the missing
information

- Ask Ss to scan the sentences to be
sure that Ss can understand

them( explain the new words if
necessary)

- Ss listen the first time
- Ss listen the second time
- Check up

- Ss listen the last one. T stops the
keys

Task 2 True or False

- Ask Ss to lisen again and tick True
or False. Fisrt ask Ss to guess which
informations which are T or F

- Play the tape( 1St time)
- Try to check up the answer
- Play the tape( 2nd time)
- Check up

- Ss listen the last one. T stops the
answer keys

- Look at the pictures then work in
pairs

Answers:

1.Yes, I have

2. The bride and the groom usually

stand in front of the altar praying and 
asking their ancestor’s permission to 
be married. They exchange their 
wedding rings

- Listen to the tape and repeat after the
tape

- Take-note

- Pay-attention
- Scan the sentences
- Listen carefully

Answers:

1. groom’s parents
2. red paper

3. altar

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

- Scan the sentences then try to
guess which the informations T or F
- Listen again and tick

Answers:

1. T

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1.The most important thing the
groom’s family has todo on the
wedding day is to go to the bride’s
house bringing gifts wrapped in red
paper.

2. The groom and the bride usually
greet and introduce the guests.

3. The groom and the bride exchage
the rings when they finish praying and
asking ancestors’ permission to get
married.

4. The wedding banquet usually is
held at the church.

5. The groom, bride and their parents
stop by each table to thank their
guests.

After you listen ( 10’)

- Ask Ss to talk about a wedding in
their family basing on some questions:

1. Is wedding important to your
family?

2. What does the groom’s family do
on the wedding day?

3. What do the groom and bride
usually do in their wedding?
4. Where is the wedding held?
5. What do the guests give the
newly wedded couples?

5. What do the groom, bride and
their parent do during the wedding?
- Listen and correct the pronunciation
and grammar

Consolidation (4’)

- Ask Ss to retell the main idea of the
listening lesson and some new words

Homework (1’)

- Ask Ss to write 100 words about a

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

5. T

- Work in groups to talk about a
wedding in Ss’ family

Suggested answer:

1.Yes, it is/ No, it isn’t

2. The groom’s family has to go to the 
bride’s house bringing gifts wrapped 
in red paper

3. It is held at the groom or the bride
4. The guests give gifts or money
5. They stop by each table to thank 
their guests.

-Work individually

The main idea: A wedding ceremony
in Vietnam

New words:

altar (n): bàn thờ
Master of Ceremony(n)

banquet (n): bữa tiệc,yến tiệc
ancestor (n): tổ tiên

tray(n): khay, mâm

schedule(n) = plan(n): kế hoạch
blessing(n): kinh cầu ơn chúa

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wedding in Vietnam

Period 11

Date of preparation...

Date of teaching...

Cultural DiversWriting

Lesson4; Writing
A- Preparation:

I. The aim and the requirement

1.Knowledge: - Study cultural diversity

2.Language: - Vocabulary: Words relate to the title
- Grammar: Revise tenses.

3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to

- Describe the typical features of a vietnamese conical leaf hat
- Write a description of a conical leaf hat.

5. Educational aim: - Educate Ss to proud of Vietnamese culture
- Teacher: Textbook, handouts, vice-board and a conical leaf hat
- Student: Textbook, notebook, and prepare the lesson.

B- Procedures:

Teacher’s activities Students’s activities

Before you write (5’)

- Give a conical leaf hat and ask Ss
some questions:

1. What is it?

2. what is it made of?

3. Is it the symbol of Vietnamese
woman?

- Ask Ss to look at the conical leaf hat
and write the Vietnames equivalents
for the English words ( Ss work in
pairs)

- Supply some new words:

spirit (n): tâm hồn
diameter(n): đờng kính
shape(v): uốn, tạo, nặn
sew(v): khâu

- Work in pairs

Answers:

1. This is a conical leaf hat

2. It is made of bamboo and soft
palm leaves

3. Yes, it is

- Look at the conical leaf hat:
1. palm leaf (n) – leaves: L¸
2. rib (n): gọng, sờn, gân
3. rim (n): vành nón

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attar oil(n): tinh du clm t cỏnh 
hoa hng

trim(v): tô điểm, trang hoµng

Grammar: simple present and

passive voice

While you write (30’)
Task 1

- Give the outline

Introduction: - symbol of Vietnam

girls/woman

- part of spirit of Vietnamese nation

Main body: Materials: - made from

special kind of bamboo and young/
soft palm leaves

Shape and size: - conical form
- dimeter of the hat: 45- 50cm,

25-30cm high

Process: - covering the form with
leaves

- rimming and painting with a coat of
atter oil.

Conclusion:

- protecting people from sun and rain
- girls/ woman look pretty/atractive

Task 2 – Ask Ss to write a passage of

about 150 words about the conical leaf
hat of Vietnam, using the outline and
information in Task1

- Ask Ss to work individually
- Call on a student to write on the
board

- Move around the class to control and
give help with vocabulary

- Collect the writing on the board
when he or she have finished to
correct ( correct words or grammar)

After you writing (5’)

- Ask Ss to describe the conical leaf
hat ( summary)

- Pay-attention and take-note

- Write individually

Suggested writing:

The conical leaf hat is one of the 
typical symbols of the Vietnamese 
culture because it can not be found 
anywhere else in the world. The leaf 
hat is not only a symbol of Vietnamese
girls( woman), but has also become 
part of the spirit of Vietnamese nation.
The hat is made from a special kind of
bamboo and young soft palm leaves. It
has conical form. The diameter of the 
hat is from 45 to 50 cm and it is from 
25 to 30 cm high. The form is covered 
with the palm leaves. Finally, the hat 
is trimmed and painted with a coat of 
attar oil.

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Consolidation (4’)

- Review the outline of describing
the conical leaf hat

Homework (1’)

- Ask Ss to cotinue complating the

writing lesson. - Write donw

Period 12

Date of preparation

Date of teaching...

Cultural Diversity

lesson 5 : Language focus
A- Preparation:

I. The aim and the requirement

1.Knowledge: - Study cultural diversity

2.Language: - Vocabulary: Words relate to the title
- Grammar: Revise tenses.

3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to

- Distinguish between the differences in pronunciation of the –ed
ending sound.

- Revise the use of some tenses

5. Educational aim: - Educate Ss to proud of Vietnamese culture

- Teacher: Textbook, handouts, vice-board.

- Student: Textbook, notebook, and prepare the lesson.

B- Procedures:

Teacher’s activities Students’s activities

I.Pronunciation: (10’)

- Ask Ss to close the book and look
at the vice-board to fill in the suitable
words:

explained, knocked, phoned, started,
decided, rained, helped, arrived,
jumped, missed, involved, wanted,
walked, mended, arrested.

/t/ /d/ /id/

- Call on 3 Ss to fill in the table.
- Watch and correct

- Close the book and fill in the table

/t/ /d/ /id/

walked
knocked

jumped
helped
missed

explained
phoned
rained
arrived
involved

started
decided
wanted
mended
arrested

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- Guide Ss to read -ED correctly and
their rules:

a. -ed ending sound is pronounced /t/
when the verbs end with the

sounds /k/, /p/, / /, /t /, or/s/

b. -ed ending sound is pronounced
/id/

when the verbs end with the sounds
/t/, or /d/

c. -ed ending sound is pronounced /d/
when the verbs end with all sounds
except those in a and b

- Ask Ss to read the sentences
- call on some Ss to read the
sentences

- Make correction if needed

II. Grammar: (5’)

- Write 4 sentences on the board and
ask Ss to choose the correct tense:
1. Now you finished/ have finished

your work. Why don’t you relax?
2. We’re going to/we’ll give you
money

3. Huong has been living/ lived in the
same house for twenty years

4. I bought/ buy a new bicycle
yesterday

- Listen, watch and correct

- Revise present perfect tense, present
perfect continuous, future and simple

past.

* Present perfect continuous denote
an action which began in the past,
continued up to the present and is still
going on at present(general activity)
* Present perfect is used to indicate
an action that happened at an

indifinite time in the past, an action
that happened more than once in the
past, an action that began in the past
and is still occurring in the present.

III. Practice: (25’)

Exercise 1- Complete the 
conversation

- Ask Ss to work individually then
write on their notebook

- Ask them to work in pairs to

- Work in pairs to read the sentences

- Work individually to choose

Answers:

1. have finishished
2. we’ll give

3. has been living
4. bought

- Revise how to use some tenses
- Take-note

- Work individually then work in pairs
- Role-play

Answer:

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compare the answers
- Ask them to play in role
- Listen and correct

- Explain how to use present perfect
tense, past tense…

Exercise 2- Circle the answer( A or 
B, C, D) to complete the passage

- Ask Ss to work in pairs to read the
passage and choose the correct
answer which best fit each space.
- Check the answers with the whole
class

- Ask Ss to retell how to use present
perfect continuous and present
perfect tense.

Exercise 3- Complete the letter 
with the correct form of the verbs 
in brackets

- Ask Ss to work in pairs to give the
correct tense of the verbs

- Ask Ss to scan the letter first then
try to guess the situation in the letter
is at present or in the past?sothat T
can guide Ss to do.

- Call on some Ss to answer and
explain their chosen

- Correct

Consolidation: (4’)

- Ask Ss to retell how to read – ED
and how to use some tense: present
perfect tense, present perfect

continuous, past tense, future tense…
and re-watch the exercises

Homework: (1’)

- Ask Ss to prepair the next lesson

- Work in pairs

Answers:

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

- Work in pairs
- Scan the letter
- Guess the tense

Answers:

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

6. will fail
7. could talk

-Write down

Period13

Date of preparation

Date of teaching...

Ways of socializing

Lesson 1: Reading

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I. The aim and the requirement

1.Knowledge: - Study the best ways of attracting attention
2.Language: - Vocabulary: Words relate to the title
- Grammar: Reported speech.

3.Skill: - Reading

4.Ojectives: By the end of the lesson, students will be able to

- Guess the meaning in context and understand about ways of
socializing.

5. Educational aim: - Educate Ss to proud of Vietnamese culture
- Teacher: Textbook, handouts, pictures and vice-board.

- Student: Textbook, notebook, and prepare the lesson.

B- Procedures:

Teacher’s activities Students’s activities

I. Warm- up: (5') Game: Getting 
through

- Put Ss into groups of 4 or 5
- Handout the copies with the
following( see Appendix)

- Tell Ss to match the gestures with
their meanings

- The first group with the most correct
answers wins the game.

Meanings:

Hello!
Be quiet.

Peace.
We won!
That sound crazy!

I can’t hear you.
Come hear.

Be careful.

Lead-in:

1. Do you often use these gestures to

communicate?

2. Do other people understand you?
When you want to attract someone’s
attention, you might speak to them.
Speech is one of the most important
ways of communicating, which is
called verbal form of communication.
Or you can move your hands by

waving, use gestures, which are called
non-verbal form of communication.
Today, you get to know about ways of
socializing through the reading

passage.

- Work in groups

Appendix

Answer:

1. That sound crazy! 5. Be careful

2. Come hear 6. We won!
3. Be quiet. 7. Hello!
4. Peace. 8. I can’t hear you.

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II. Before you read:(2')

- Give some pictures and ask Ss to
guess the situations ( giving the
English meanings)- There are 4
pictures

III. While you read: (30')

Task 1: Guess the meaning of the 
words

- Read the passage and ask Ss to read
wisher after teacher then find the
words which express the attracting
attention

- Ask Ss to work individually and
work in pairs

- Write all the words and explain
them using the actions, explain the
phrases verbal and non-verbal form 
of communication:

Task 2: What’s the title?

- Tell Ss to read the passage and
decide which option is the best title for
the passage.

- Ask Ss to compare the answer
- Feedback: Attracting Attention: 
Non-verbal Cues

Task 3: Answer the questions

- Ask Ss to undeline the key words in
each sentence then work individually
to answer

- Call on some Ss to write on the
board and others report in front of the
class.

- Listen, watch and correct

Picture 1: pointing (He may be angry
with someone or something)

Picture 2: whistling(She wants to
attract someone’s attention )
Picture 3: rasing hands or

waving( may greet someone, or say
goodbye)

Picture 4: clapping hands( may
compliment someone or attract the
attention of someone)

Work in groups
- approach(v): come here

- a slight nod will do: ( nod slightly)
- wave hands

- jump up and down
- clap one’s hands
- catch one’s eyes
- raise one’s hands
- whistle

- pointing
- impolite
- rude

- informality

- Work in groups

- Work in pairs

Answer:

1. When we want to attact someone's 
attention, we can use either verbal or 
non-verbal communication.

2. They are strong actions that can 
easily be seen.

3. If we want to attract the waiter's 
attention, we can wait until he passes 
near us, catch his eyes and nod

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IV. After you read: (5')

- Discuss in groups to ask the
following questions:

1. When do people often whistle?
2. When do people often clap hands?

Suggested answer:

Whistle:

- excited
- happy

- draw someone's attention in very 
informal situation

Hand-clapping:

- encourage someone
- attract people's attention

- to give the signal to tell someone to 
come here.

V. Consolidation: (2')

- Ask Ss to retell the verbal or
non-verbal communication

VI. Homework: (1')

- Ask Ss to learn by heart new words
and the main idea of the passage.

we need assistance.

4. If you are walking across the 
schoolyard and see your teacher 
approaching you, you can see a small 
friendly wave to attract his or her 
attention.

5. Because pointing at someone is 
usually considered rude.

- Work in groups

- people often whistle when they are 
excited, they are happy and they want

to drawsomeone's attention in very 
informal situation

- People often clap hands when they 
encourage someone or attract

someone's attention or give the signal

to tell someone to come here.

- wave hands

- jump up and down
- clap one’s hands
- catch one’s eyes
- raise one’s hands
- whistle

-Write down

Period 14

Date of preparation

Date of teaching...

Ways of socializing

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A- Preparation:

I. The aim and the requirement

1.Knowledge: - Study how to use compliment in different situations and
respond to compliment.

2.Language: - Vocabulary: Words relate to the title
- Grammar: Reported speech.

3.Skill: - Speaking

4.Ojectives: By the end of the lesson, students will be able to
- Practise giving compliment in different situations
- Know how to respond to compliment

5. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: Textbook, handouts, pictures and vice-board.
- Student: Textbook, notebook, and prepare the lesson
B- Procedure:

Teacher’s activities Students’s activities

I. Warm-up: (5')

Game: Rearrange the words in each

sentence.

- Divide the class into five groups,
write 5 sentences onto the cards. All
the words from one sentence should be
written in the same color card to

distinguish it from other sentences.
- Scramble the word oder of each
sentence, give one scrambled sentence
to each groups.

- Ask Ss in each group to uncramble
the sentences as quikly as possible
then stick their sentence on the board.
the fastest group with the correct
sentence is the winner.

Lead-in: When do you say these 
sentences?

How often do you hear people

complimeting each other in English?
Do you often give or receive

compliments?

So compliments are very important
social stratery, they make the

conversation opener and more
meaningful. Today we will pratice
giving and responding compliments in
different situations.

II. Before you speak: (7')
Task 1: Practice the diologue

- Ask Ss to work in groups to pratise

- Work in groups to play a game
- Go to the board and stick the
sentences

1. I really enjoy your pulic speaking.
2. I thought your football game was 
excellent today.

3. Your hairstyle is terrific, Mary.
4. You really have a beautiful dress.
5. What a lovely baby you have !

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reading these diologues and paying
attention to how people give and
respond to compliments in each
situation( ask Ss to find the giving and
responding compliments)

- Ask Ss to note that Ss have to use
adjectives in giving compliments :

nice, good, beautiful, terrific, pretty, 
great, terrible, etc.

III. While you speak: (15')
Task 2: Giving compliments

- Give situation: You are going to give
compliments to suit the following
responds given the textbook.
- Ask Ss to work in groups
- Go around and help if needed

- Ask Ss to report in front of the class
- Listen, correct and give some more
compliments:

a. -The dress looks like on you

- Your dress look great! I especially 
like its color.

b. I love your motorbike. It looks 
beautiful.

- You have a beautiful motorbike

c. - Congratulation! you play a great 
game

- That's fun! you play a great game

Task 3: Responding compliments

- Give situation: Read open diologues
and respones to these compliments
given in the textbook

- Ask Ss to work in groups then work
in pairs to pratise

- Call on some pairs to speak out their
sentences

- Give feedback.

IV. After you speak: ( 12')
Task 4: Making diologue

- Ask Ss to work in pairs to pratise
giving and responding compliments,
using the cues below:

- A nice pair of glasses
- A new expensive watch
- A new cell phone

- Work in groups

Compliments:

- You have a beautiful blouse.
- Your hairstyle is terrific, Cindy.
- I thought your tennis game was a lot 
better today, Tony.

Respondings:
+ Accepting

- Thank you. That's a nice 
compliment.

- Thanks. I've finally found a style that
looks decent and is easy to handle.

+ Rejecting

- You've got to be kidding. I thought it 
was terrible.

- Work in pairs

David: You really have a nice dress

Hung: Your bike is terrific !

Micheal: I thought your badminton 
game was a lot better today.

- Work in groups and work in pairs

a. Thank you for saying so

b. Thanks. That's a nice compliment
c. Thanks. That's a nice of you to say 
so

- Work in pairs

a. A nice pair of glaases

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- A modern-looking pair of shoes
- A fashionable jackets

- Call on some pairs to report in front
of the class.

- Listen and correct ( give mark for
them)

V. Consolidation: (5')

- Ask Ss to retell some compliments
and responding compliments

VI. Homework: (1')

- Ask Ss to continue making diologues
in Task 4

compliment

b. A new expensive watch

A: Wow You really have a nice watch. 
Where did you buy it?

B: Thanks . I think it suit me. I bought 
it in a shop near my house.

- Do the same

- Write down

Period15

Date of preparation

Date of teaching...

Ways of socializing

Lesson 3 : Listening

A- Preparation:

I. The aim and the requirement

1.Knowledge: - Study how to use telephone in the family
2.Language: - Vocabulary: Words relate to the title
- Grammar: Reported speech.

3.Skill: - Listening

4.Ojectives: By the end of the lesson, students will be able to
- Listen for general information

- Listen for specific ideas

5. Educational aim: - Educate Ss how to use telephone in the family.

II. Materials

- Teacher: Textbook, handouts, pictures, vice-board and CD player
- Student: Textbook, notebook, and prepare the lesson

B- Procedure:

Teacher’s activities Students’s activities

I. Warm-up: (5')

- Show the picture of a boy and a girl
talking to each other on the phone.
Ask Ss to work in pairs, studying the
picture and answering the following
questions:

- Look at the picture and work in pairs
to answer the questions

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1. What are they doing?

2. What do you think they would talk 
about?

3. How long do you think it would take
them to finish their call?

- Lead-in: Do you often phone your
friends?

What do you often talk to them on the
phone? How long?

Now today you will hear Linda, a
social worker, advise young people on
how to use the telephone in the family.

II. Before you listen: ( 5')

Guide Ss to read the words that will
appear in the tape( Ask Ss to give the
meaning of them)

marvellous(a) = wonderful (a)
argue(v)

argument(n)
regulation(n)
absolute(v)

maximum>< minimum
install(v): lap dat
chitchat(v)

startle(v): lam giat minh
Startling(a): ngac nhien

III. While you listen: (20')
Task 1: True/ False

- Ask Ss to work in pairs and let them
listen to the recording twice and
decide whether the statement are true
or false

- Play the CD one more time for Ss to
listen and check their answers.

- Give feedback.

Task 2: Gap- filling

- Let Ss listen to part of Ms. Linda
Cupple's talk again and write the
missing words in the numbered blanks

of the passage.

- Have Ss to compare the result in
pairs

- Go over the answers with the class

the phone.

2. I think they would talk about health 
or job or news

3. I think it would take 15 or 20 
minutes to finish their cal.l

- Read the words in Listen and repeat

after the teacher

- Take-note on the notebook

- Work individually then work in pairs

Answer:

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

6. T

- Work individually the work in pairs

1. agreed
2. to avoid
3. particular
4. adult
5. waking
6. heart
7. kindness
8. to sick

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III. After you listen: (10')
Speaking: Summerizing

- Ask Ss to work in groups or four or
five

to summarize Ms Linda Cupple's talk
- Call on some groups' representatives
to report to the class.

- Give feedback:

+ Length of time
+ Time for calling
+ Calling late at night
+ Calling at weekend

- Tell Ss they can begin their summary
with:

In this talk Ms Linda give us some 
pieces of advise on how to use the 
telephone in the family. The first is to 
work out a reasonable length of time 
for a call, ten minutes should be an 
absolute maximum. The second is the 
time for calling, avoid calling at the 
dinner. The third is calling late at 
night and calling at weekend.

IV. Consolidation: (4')

- Ask Ss to retell how to use telephone
in the family.

V. Homework: (1')

- Ask Ss to prepare the next period

Writing

- Report in front of the class

- Write down

Period 16

Date of preparation

Date of teaching...

Ways of socializing

lesson 4 : Writing

A- Preparation:

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1.Knowledge: - Study how to do some writing exercises.
2.Language: - Vocabulary: Words relate to the title
- Grammar: Reported speech.

3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to
- Build sentences based on given words

- Re-order given sentences to make a complete paragraph
5. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: Textbook, handouts, cards and vice-board
- Student: Textbook, notebook, and prepare the lesson

B- Procedure:
I. Test:

Written test

Time: 15 mins

I. Choose the word that has underlined part is different from others (2 
points )

1 A helped B stopped C worked D mended

2 A plays B waits C speaks D looks

3 A decided

4 A cats

B wanted
B bags

C demanded
C tables

D supposed
D pens

II. Give the correct form of the verbs ( 8 points )

1. We (not meet)____________him since we left school.

2. Our family (move)____________to New York a year ago
3. When we (get)_____________there last night, the tickets
(sell)_________out, so we (have to)_________go back home.

4. Vietnamese people often (wear)___________Conical leaf hat like a little
umbrella to protect themslves from the sun and rain.

5. _______you (finish)________your homework yet ?
- Yes, I have. I (finish)___________ it last night. Why?
I (have)_______________some more exercises for you now.
The end

Answer key:

I. 4 sentences * 0.5 p = 2 points
1D, 2A, 3D, 4A

II. 5 sentences * 1.6 P = 8 points
1. haven't met

2. moved

3. got/ had sold/ had to
4. wear

5. Have you finished/ finished/ have

II. New lesson:

Teacher’s activities Students’s activities

I. Warm-up: (5')

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words so that they will make a
meaning ful sentence.

something that/An apology is/to 
tell someone/that/you are

sorry/you say or write.

Expected:

An apology is something that you 
say or write to tell someone

Lead-in: in this writing lesson, you
will practise building sentences
based on given words and putting
jumbled sentences into correct
order to make a complete
paragraph

II. Before you write: (5')

- Explain some new words;

apologize (to sb for st)
abrupt(a) = suddenly

thoughtful(a): an can, chu dao
discourtesy(n) = rudeness
interruption(n) su gian doan
farewell = goodbye

at hand = near, close
departure = leaving

- Guide Ss to read new words

III. While you write: (15')
Task 1: Sentence building

- Ask Ss to dicuss and makes
sentences in pairs

- Tell Ss to change the form of
verb and no addition and omission
is required.

- Go around to give help

- Invite some Ss to read aloud their
sentences.

- Call on other Ss to correct
mistakes

- Give feedback

Task 2: Jumble sentence

- Ask Ss to work in groups to put
the sentences into the correct order.
- Go around and help

- Call on some Ss to read their

- Pay attention and take-note
- Read after the teacher

- Work in pairs

Answer:

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 our 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 groups

Paragraph 1:

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writing

- Listen and correct.

IV. After you write: (2')

- Ask some Ss to read their writing

V. Consolidation: (2')

- Ask Ss to retell some new words
and how to do task 1 and task 2

VI

. Homework: (1')

- Ask Ss to learn by heart new
words and do the tasks agains

1. It is difficult to write rules that 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……….
4………..
5………..

Paragraph 2:

1C 2E 3B 4A 5D

1. The simplest way to apologize is to say
"I'm sorry"

2. Let's take a common situation………
3.What does he do?...
4……….
5………

-Write down.

Period 17

Date of preparation

Date of teaching...

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Lesson 5 : language Focus
A- Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the topic.

2.Language: - Vocabulary: Words relate to the title
- Grammar: Reported speech.

3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to
- Get some rules of the stress in two syllable words
- Revise reported speech

5. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: Textbook, handouts, and vice-board

- Student: Textbook, notebook, and prepare the lesson
B- Procedure:

Teacher’s activities Students’s activities

I. Pronunciation: (10')

- Ask Ss to close the book and look at

the vice-board.

- Hang on the vice-board with the
words. Tell Ss to read the words and
underline the word with a different
stress partern from the other.

eg: money machine mountain
message

- Elicit the answer from Ss that many
two-syllable words come from a one
syllable words eg: the word artist

come from the word art . Remove

comes from move . In these
two-syllable words the stress is on the
original word.

- Most two-syllable nouns and
adjectives have stress on the first
syllable (Oo). Most two-syllable verbs
have stress on the second syllable.
Rules: -> stress partern oO

+ Two-syllable verbs ending in -er and
-en, eg: answer, enter, listen, happen,
open

+ Some words are both nouns and
verbs

eg: 'record (n)
re'cord (v)

contrast, export, object, protest
+ There is not always a change of

- Work in pairs

1. middle minute mission 
mistake

2. reason remove receive 
review

3. artist agree allow
attract

4. common careful crazy
complete

Key:

1. mis'take 2. 'reason 3. 'artist
4. com'plete

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stress in words that are both nouns and
verbs

eg: answer, picture, promise,reply,
travel, visit always have stress on the
same syllable.

* Listen and repeat

- Read the words and ask Ss to repeat
- Ask Ss to work in pairs and practise
reading the sentences.

- Call on some Ss to read
- make correction

II. Grammar: (7') Reported Speech

Give the situation: Mary's chilhood
immaginings

Deliver handouts ( see Appendix) and
tell Ss is talking about her past

Appendix:

1. I'm a fastest runner in the world
2. I can do magic

3. I'll never be able to read and write 
4. I'm going to be a doctor

eg: When I was a child I used to think 
that I was the fastest runner in the 
world

* Note: When we report what

someone said, the verb forms often
move one tense into the past.

eg: "I believe that what I am doing is
right"

She said she believed that what I was

doing was right

The verb forms change in the
following way:

Direct speech Reported speech

Present simple -> Past simple
(S + V(s,es,ies) ( S + Ved/V-2nd)
Present continuous -> past continuous
(is doing) (was doing)
Present perfect -> Past perfect
 (S + have/has) (had done) 
Past simple -> past perfect
(S + Ved/V-2nd) (had done)
Past continuous -> past perfect

cont

(was + ing) (had + been + 
V-ing

Past perfect -> No change

- Read after the teacher

- Work in pairs to read the sentences

When I was a child I used to thought 
that I could do magic, I thought I

would never be able to read and write
and I still thought I was going to be a 
doctor

Speaker's words /Reported speech

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Will -> Would
is going to -> was going to
Can -> Could
must -> had to

III. Practice: 
Exercise 1: (12')

- Give the situation: Last week you
met Thuan, a friend you hadn't seen

for a long time. Look at the list of
things he said to you then tell another
friend what he said. Use reported
speech.

- Ask Ss to work individually then
work in pairs.

- Call on some Ss to write on the board
- Watch, listen and correct

Exercise 2: (10')

- Give the situation: Lan was angry
with Tung. Tuan tried to help them get
back together, and talk to Lan for
Tung. Read the diologue and complete
the coversation Tuan had with Tung
- Call on two Ss to read the diologue
between Lan and Tuan

- Ask Ss to underline the verbs form in
this diologue.

- Ask Ss to work in pairs to read and
do the diologue between Tuan and
Tung

- Call on a pair of Ss to report in front
of the class.

- Listen and correct

Monday
to come to go

- Work individually and work in pairs

Answer:

2. Thuan said he worked for a big 
company

3. Thuan said he was their marketing 
manager

4. Thuan said the company had 
opened an office in Ho Chi Minh city.
5.Thuan said it had been very

sucessful

6. Thuan said he had been chosen to 
run an office in District 5

7. Thuan ask me how long I had been 
learning English

8. Thuan said he didn't have much 
time to enjoy himself

9. Thuan hoped I would come and 
visit him in Ho Chi Minh city
10. Thuan hoped he would be 
sucessful in Ho Chi Minh city.

- Work in pairs

Answer: underline the verb forms in

the 1st diologue ( Lan's talk)

1. don't want to
2. I'm up set

3. I'm not interested. He promisedto 
go...but he didn't turn up. I don't want 
to see…

4. He has got….

5. I don't believe he did

6. I'll talk to him later. I must be going
now…I'll be late for school.

- Work in pairs

Answer: Change the verb form in

the 2nd diologue

2. was upsad

3. was not interested

4. had promisedto go to the cinema
5.hadn't turn up

6. didn't want to see you

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IV. Consolidation: (2')

- Review how to pronuciate the
two-syllable words and reported speech
+ Pronunciation:

- Most two-syllable nouns and
adjectives have stress on the first
syllable (Oo). Most two-syllable verbs
have stress on the second syllable (oO)
+ Reported speech: When we report
what someone said, the verb forms
often move one tense into the past.

V. Homework: (3')

- Ask Ss to do the following sentences:

Sentence transformation

1. They said" we are learning in
England now"

2. She said" I will come here to take
this book"

3. She said " I haven't met him for a
long time"

4. They said " We did this exercise"

8. she would talk to you later

9. she had to go otherwise she would 
be late for school.

- Review how to pronuciate the
two-syllable words and reported speech

- Write homework

Period 18

Date of preparation

Date of teaching...

Test yourself A 
A- Preparation:

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1.Knowledge: - Review the knowledge from Unit 1 to Unit 3.
2.Language: - Vocabulary: Words relate to the titles

- Grammar: Tense Revision and Reported speech
3.Skill: - Writing, reading

4.Ojectives: By the end of the lesson, students will be able to
- Get some rules of the stress in two syllable words
- Revise reported speech

5. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: Textbook, handouts, and vice-board

- Student: Textbook, notebook, and prepare the lesson
B- Procedures:

Teacher’s activities Students’s activities

I. Listening (10')

- Give the situation : Listen to the
passage about the changes in family in

Western countries during the last two
centuries and decide if the following
statements are true(T) or false (F)
- Ask Ss to read the statements first
- Ask Ss to work in pairs and let them
listen to the recording twice and
decide whether the statement are true
or false

- Play the CD one more time for Ss to
listen and check their answers.

- Give feedback.

II. Reading (10')

- Ask Ss to work in groups, read the
passage then answer the questions
- Go around and help if needed

- Call on some Ss to report in front of
the class

- Correct sothat Ss can give marks
themselves.

III. Grammar: (10')

- Ask Ss to work in pairs

- Work in pairs

Answer:

1T, 2F, 3F, 4T, 5T

- Work in groups

Answer:

1. We can communicate not only 
through words but also through body 
language

2. They are our posture, facial 
expressions and gestures

3. If your posture is slumped and your
head is down, this could mean that 
you are sad or you lack confidence
4. A person who doesn't look away is 
expressing a challeng. A person who 
doesn't look at you is expressing lack 
of interest or is shy.

5. Because that person might be angry
at you or feel superior to you.

- Work in pairs

Answer:

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- Call on some pairs to report in front
of the class

- Correct and give the answers

IV. Writing: (10')

- Ask Ss to work in groups

- Ask them to dicuss basing on the
suggested informations (re-watch the
writing in Unit 1)

- Ask them to write at home

V. Consolidation: (5')

- Ask Ss to review the knowledge that
they have learned to prepare the

written test 1

B. 1. Lan asked John what he had 
done before working for that 
company.

2. Bill promised to come to see me the 
next Sunday.

3. Tom apologized for not ringing me 
ealier

4. Miss White thanked Peter for giving
her the present

- Work in groups

Period 19

Date of preparation

Date of teaching...

Written test 1 
No 1
A- Preparation:

I. The aim and the requirement

1.Knowledge: - Review the knowledge from Unit 1 to Unit 3.
2.Language: - Vocabulary: Words relate to the titles

- Grammar: Tense Revision and Reported speech
3.Skill: - Writing, reading

4.Ojectives: By the end of the lesson, students will be able to

- Improve their skills especially writing and speaking.
- Revise reported speech, and tenses

5. Educational aim: - Educate Ss to love this subject.

II. Materials

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- Student: prepare the kowledges, pencils and pen

B- Procedures:

I.Choose one word whose underlined part is pronounced differently from that
of the others (1point)

1. A books B bats C days D photographs

2. A stopped B lived C moved D stayed

3. A conducted B dicussed C finished D developed
4. A socialize B contact C background D formality
II. Give the correct form of the verbs (2 points)

1. + How long have you been in England?
- I (be)____________here for five years.

2. Three years ago, he (be)_________ a student at a university in England
3. They (not/have)__________ information about him yet.

4. I (meet) Mary_______while I (go) __________to the bookshop yesterday. I
(ask) ________her to go with me. She and I (want)________ to find a good
dictionnary.

5. John (already/ leave)______________ when we___________(get) there
III. Choose the best option to fill in each blank (2 points)

1. In my family, all members share the___________

A money B decision C house D household
chores

2. What______do you have in your family?

- Right, I'm not allowed to go out too late in the evening and my parents don't
let me watch TV until I have finished my homework,etc

A rules B works C interests D secrets

3. What a nice pair of shoes you have! I'm really interested_________its color
A on B at C in D of

4. To__________someone's attention we can use either verbal or non-verbal
form of communication.

A attract B attraction C attractive D attacting
5. We have many ways to apologize and this depend_________different

situations

A at B on C of D to
6. Avoid________a lot of sweets, they will make you fat.

A eat B to eat C eating D ate
7. Columbus _______America more than 450 years ago.

A. has dicovered B. discovered
C. had dicovered D. was

discovering

8. I think it is important to give_________.It makes the conversation opener
and more meaningful like " You really have a terrific hairstyle!"

A goodbye B compliment C apology D responding
9. I_______you yesterday. You_______outside at the cafÐ

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IV. Rewrite the sentences using reported speech (2 points)
1. ''Don't drive so fast" Ha told Minh

Ha told

Minh………
2. " We are studying English at home" They said

They

said………..

3. " We'll see you tomorrow" they said

They

said………..
4. " What are you doing?" she asked me

She asked

me………
V. Read the passage and answer the questions below.( 3 points)

When we have guests to our house, we should be very polite to them, welcom
them as warmly as possible and try to behave properly to become a welcome
guests if we are invited to any formal or informal get-togethers.

It is interesting, and sometimes very important to learn about the standards of
coutesy in different cultural areas of the world so that we can practice them
well and avoid awkwardness in case we get a chance to visit a person or a
community of unfamiliar social customs.

The Americans, for instance, tend to be informal while they're receiving
company or coming for a social engagement. On the whole, women don't
usually shake hands

as they are introduced to each other but men do. When a man and a woman are
introduced, shaking hands is up to the woman. And punctuality, which means
arriving on time, is probably one of the most necessary and greatful manners in
public relations. Most people consider it discouteous and inconvinient to arrive
at an important appointment later than the time agreed up.

* Questions:

1. What should we do when we have guests to our house?

………
…….

2. What should we do when we are invited to any formal or informal
get-togethers?

……….

………

3. Why is it important to learn about the standards of coutesy in different
cultural areas of the world?

………
…….. What is one of the most necessary and greatful manners in public
relations?

………
……..

The end

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No 02

I. Read the passage and answer the questions below.(3 points)

The Americans, for instance, tend to be informal while they're receiving
company or coming for a social engagement. On the whole, women don't
usually shake hands

* Questions:

1. What should we do when we have guests to our house?

………
……..

………
……..2. What should we do when we are invited to any formal or informal
get-togethers?

………
……..

3. Why is it important to learn about the standards of coutesy in different
cultural areas of the world?

………
……..

4. What is one of the most necessary and greatful manners in public relations?
………
……..

………
……..

II. Choose the best option to fill in each blank (2 points)

1. We have many ways to apologize and this depend_________different
situations

A at B on C of D to
2. Avoid________a lot of sweets, they will make you fat.

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A. has dicovered B. discovered
C. had dicovered D. was

discovering

4. I think it is important to give_________.It makes the conversation opener
and more meaningful like " You really have a terrific hairstyle!"

A goodbye B compliment C apology D responding
5. I_______you yesterday. You_______outside at the cafÐ

A saw/ was sitting B saw/ sat
C was seeing/ sat D see/ sit
6. There are _______between Vietnamese and American cultures

A different B difference C differences D differ
7. In my family, all members share the___________

A money B decision C house D household
chores

8. What______do you have in your family?

- Right, I'm not allowed to go out too late in the evening and my parents don't
let me watch TV until I have finished my homework,etc

A rules B works C interests D secrets
9. What a nice pair of shoes you have! I'm really interested_________its color
A on B at C in D of

10. To__________someone's attention we can use either verbal or non-verbal
form of communication.

A attract B attraction C attractive D attacting

III. Choose one word whose underlined part is pronounced differently from that
of the others (1point)

1. A books B bats C days D photographs

2. A stopped B lived C moved D stayed

3. A conducted B dicussed C finished D developed
4. A socialize B contact C background D formality

IV. Rewrite the sentences using reported speech (2 points)

1. ''Don't drive so fast" Ha told Minh
Ha told

Minh………
2. " We are studying English at home" They said

They

said………..
3. " We'll see you tomorrow" they said

They

said………..
4. " What are you doing?" she asked me

She asked

me………

V. Give the correct form of the verbs (2 points)

1. + How long have you been in England?
- I (be)____________here for five years.

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4. I (meet) Mary_______while I (go) __________to the bookshop yesterday. I
(ask) ________her to go with me. She and I (want)________ to find a good
dictionnary.

5. John (already/ leave)______________ when we___________(get) there
The end

Answer keys for English written test 1

No 1
I. 4 sentences * 0.25 p = 1 point

1C, 2A, 3A, 4A

II. 5 sentences * 0.4 p = 2 points

1. have been 2. was 3. haven't had 4. met - was going - asked - wanted
5. had already left - got

III. 10 sentences * 0.2 = 2 points

1D, 2A, 3C, 4A, 5B, 6C, 7B, 8B, 9A, 10C

IV. 4 sentences * 0.5 = 2 points

1. Ha told Minh not to drive so fast.

2. They said they were studying English at home.
3. They said they would see me the next day.
4. She asked me what I was doing

V. 4 sentences * 0.75 = 3 points

1. When we have guests to our house, we should be very polite to them,
welcom them as warmly as possible.

2. We should try to behave properly to become a welcome guests.

3. It is very important to learn about the standards of coutesy in different
cultural areas of the world so that we can practice them well and avoid
awkwardness in case we get a chance to visit a person or a community of
unfamiliar social customs.

4. One of the most necessary and greatful manners in public relations is
punctuality

No 02
I. 4 sentences * 0.75 = 3 points

1. When we have guests to our house, we should be very polite to them,
welcom them as warmly as possible.

2. We should try to behave properly to become a welcome guests.

4. One of the most necessary and greatful manners in public relations is
punctuality

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1D, 2A, 3C, 4A, 5B, 6C, 7B, 8B, 9A, 10C

III. 4 sentences * 0.25 p = 1 point

1C, 2A, 3A, 4A.

IV. 4 sentences * 0.5 = 2 points

1. Ha told Minh not to drive so fast.

2. They said they were studying English at home.

3. They said they would see me the next day.
4. She asked me what I was doing

II. 5 sentences * 0.4 p = 2 points

1. have been 2. was 3. haven't had 4. met - was going - asked -
wanted

5. had already left - got

Period 20

Date of preparation

Date of teaching...

school education system

Lesson 1 : Reading

A- Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the school education system in England
2.Language: - Vocabulary: Words relate to the title

- Grammar: Simple present and passive voice
3.Skill: - Reading

4.Ojectives: By the end of the lesson, students will be able to
- guess the meaning in context

- scan specific information

- Know about the school education system
5. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: Textbook, handouts, and vice-board

- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- It's difficult for Ss to guess the meaning of the words
B- Procedure:

Teacher's activities Students' activities

I. Warm up: (5') Net-words
- Divide the class into four or five
groups then ask them to find the words
relate to " education"

- Groups find more words will win
Words

school year, term, exam, grade, couse,
begin, end, system, free, holiday,
public.

Lead-in: In our reading lesson today

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we'll focus on the school education
system in England compared with
education system in Vietnam

II. Before you read: (5')

- Ask Ss to look at the facts below and
decide whether the statements about
school in Vietnam are true (T) or false
(F). Then compare your results with
your partners:

1. Children start Grade 1 when they are
6 years old.

2. Schooling is compulsory from the
age of 6 to 16

3. The school year generally begins in
September, and ends in late May

4. the students do not have any
examinations when they finish
secondary school.

5. There are two school system: the
state school system and public school
system

6. A school year consists of two terms

III. While you read:

- Ask Ss to scan the passage then do
the tasks below:

Task 1: (10') Giving the new words

- Ask Ss to scan the reading text and
find out the words having the

equivalent meanings ( Ss underline the
words or phrases in the text)

- Explain the new words in the
questions

without paying tuition fee:
force (v)

- Call on some Ss to give the meaning

of the words

- Guide Ss to read loudly

1. state school: Trêng c«ng lËp
2. primary education: GD tiÓu häc
3. secondary education: GD trung häc
4. compulsory (a): b¾t buéc

5. the General Certificate of Secondary
Education.( bằng TN trung học)

6. curriculum(n):chơng trình học

Task 2: (15') Answer the questions

- Ask Ss to work individually then
work in pairs to read the text again then

- Work in pairs

Answer:

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

- Work in pairs

Answer:

1. state school: Trêng c«ng lËp
2. primary education: GD tiĨu häc
3. secondary education: GD trung 
häc

4. compulsory (a): b¾t buéc
5. the General Certificate of 
Secondary Education.( bằng TN 
trung học)

6. curriculum(n):chơng trình häc

- Work individually then work in
pairs

Answers:

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find the answers

- Go around and help if needed
new word: core subject

- Call on some Ss to write on the board
- Listen, watch and correct

IV. After you read: (7') Gap- filling

- Ask Ss to close the book and work
individually then compare with others
to fill each of the blanks of the

summary below with a suitable word
from the reading passage.

Shooling is …(1).. for all English
children from the age of 5 to 16. The
academic year in England runs from ..
(2)… to July and is …(3).. into 3
terms…(4)…term is from the
beginning of September to mid-
December. Spring term is from the
beginning of January to mid- March
and….(5)…term from early April to
mid- July. Each term is seperated by
one- week …(6)…called half term
- Call on some Ss to read their answers
- Listen and correct

V. Homework: (3')

- Ask Ss to compare the education
system in England with the education
system in Vietnam:

eg:

England Vietnam

- Shooling is
compulsory for
all English

children from the
age of 5 to 16
- There are 3
terms in a year
………

- Shooling is
compulsory for
all Vietnamese
children from the
age of 6 to 16
- There are 2 term
in a years

……….

2. 3 terms

3. the state school and

the'indipendent' and 'public' school 
system

4. yes

5. There are 3 core subjects 
( English, Maths and science)
6. When the students finish the 
secondary school, they can take an 
examination called the General 
Certificate of Secondary Education.
- Work iidividually then work in pairs

Answer:

1. compulsory
2. September
3. divided
4. Autumn
5. Summer
6. break

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Period21

Date of preparation

Date of teaching...

school education system

lesson 2 : Speaking

A. Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the school education system in Vietnam
2.Language: - Vocabulary: Words relate to the title

- Grammar: Simple present
3.Skill: - Speaking

4.Ojectives: By the end of the lesson, students will be able to
- Get some knowledge of the education system.
- Talk about the school education system in Vietnam
5. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: Textbook, handouts, and vice-board

- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- Ss are often shy when they give their ideas
B- Procedure:

Teacher's activities Students' activities

I. Warm-up: (5')

Game: Matching ( see Appendix at

the end of the lesson)
- Ask Ss to work in pairs

- Show the picture of schools and ask
Ss to match the school with their
names

- Call on Ss to give the answers and
give feedback

1. Pre-school
2. Primary school

3. Lower secondary school
4. Upper secondary school

Lead-in: You will practise speaking
about the school education system in
Vietnam

II. Before you speak: (5')

- Show the pictures of the schools and
ask Ss to say what kind of the school
is

- Elicit the Vietnamese meaning of the

following words from Ss

nursery school (n): nhà trẻ

- Work in pairs

- Pay- attention

- Look at the pictures and say what
kind of the school is

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kindergarten (n): trêng mÉu gi¸o
primary school (n) trêng cÊp mét
(TiĨu häc)

lower secondary school (n):trêng cÊp
hai ( THCS)

upper secondary school (n): trêng cÊp
ba (THPT)

- Guide Ss to read the words

III. While you speak:

Task 1: (10') Ask and answer the 
questions

- Ask Ss to work in pairs to study the
table below then ask and answer the

questions about the school education
system in Vietnam

eg:

A: When do the children in Vietnam 
go to primary school?

B: When they are 6 years old
A: How long does the primary 
education last?

B: 5 years

Task 2: (12') Talking about the 
school education system in Vietnam

- Ask Ss to work in groups to talk
about the school education system in
vietnam, using the information from
Task 1

- Move around the class to control and
give help if needed

- Call some Ss to report in front of the
class

- Give feedback and make comments

- Work in pairs

S1: When do children in Vietnam go to
Nursery?

S2: When they are 3 years old

S1: How long does the Nurrsery last?
S2: 1 year

S3: When do children in Vietnam go to
Kingdergarten?

S4: When they are 4 years old

S3: How long does the Kingdergarten 
last?

S4: 1 year

S5: When do children in Vietnam go to
Lower secondary school?

S6: When they are 11 years old
S5: How long does the Lower 
secondary last?

S6: 4 years, from grade 6 to grade 9
S7: When do children in Vietnam go to
Upper secondary school?

S8: When they are 15 years old
S7: How long does the Upper 
secondary last?

S8: 3 years, from grade 10 to grade 12

- Work in groups

Answer:

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IV. After you speak: (12') Writing 
about the similarities and

differences between education 
system in England and in Vietnam

- Divide the class into 4 groups. Ask
them to write their answers on the
board maker ( 2 groups write about
the similarities and 2groups write
about the differences )

- Have Ss stick the posters on the
board

- Call on some groups to report their
results to the class.

- Give feedback and comments

V. Homework: (1')

- Ask Ss to write about the education
system in Vietn

secondary school. If they pass this
exam they will stay in upper secondary
school until the age of 17 then they
have to take an examination to take a
GCSE.

- Work in groups

Answers: 
Similarities:

- 4 levels of education

- have to follow the national 
curriculum set by the government
- have to take the national

examination known as GCSE

Differences:

- In Vietnam children start go to the 
primary school at the age of 6 and 
finish this level at 10

- In England chidren start go to the 
primary school at the age of 5 and 
finish this level at 10

- Schooling is compulsory for

Vietnamese children until the age of 
14

- Schooling is compulsory for English 
children until the age of 16

-Write down

Period 22

Date of preparation

Date of teaching...

school education system

Lesson 3 : Listening

A. Preparation:

I. The aim and the requirement

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2.Language: - Vocabulary: Words relate to the title
- Grammar: Simple present

3.Skill: - Listening

4.Ojectives: By the end of the lesson, students will be able to
- Listen for understanding of the conversation.

- Know more education system in England and in Vietnam
5. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: Textbook, handouts, and vice-board

- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- It’s diffecult for Ss to listen and guess who is Jenny and who is Gavin in Task
1

B- Procedure:

Teacher's activities Students' activities

I. Warm up: (5’)

Game: Scrambled words

- Diliver handouts with the following:
1. t o h r i s y H_ _ _ _ _ Y
2. e h g s n l i E_ _ _ _ _H
3. y m t r h c e i s C_ _ _ _ _ _ _Y
4. t m h a s M_ _ _S

5. p g g y o a e r h G_ _ _ _ _ _ _Y
6. r t l e r u t e a i L_ _ _ _ _ _ _
_E

7. p i s s h y c P_ _ _ _ _C
- Tell Ss that here are some of school
subjects that English secondary school
pupils usually have at school.

- Ask Ss to work in groups of 4 or 5
to work out what thay are

- The first group to have the most
correct answer is the winner

Lead-in: What school subjects are you
good at?

- What subjects do you like most?
In today you will listen to the

conversation between Jeny and Gavin

talking about what they do at school.

I. Before you listen : (5’)

New words:

tearaway (n): ngời bốc đồng
disruptive (n) gây rối

methodical (a): cẩn thận.
well-behave (a): c xử đúng, tốt

struggle (n): cuộc đấu tranh, vật lộn

- Guide Ss to read them loudly

- Work in groups

Answers:

1. history
2. english
3. chemistry
4. maths
5. geography
6. literature
7. physics

- Pay-attention

- Read the new words and take- note

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II. While you listen (25’)

Task 1- Listen to the conversation

between Jenny and Gavin then put (V)
to the questions to which the answer is
“yes”

- Ask Ss to work in pairs

- Play the CD player twice for Ss to
listen

- Ask them to tick the answer “yes”
- Play the CD player one more time

to check-up the answers

Task 2 - Answer the questions

- Ask Ss to work individually then
work in pairs to compare the answers
- Let Ss listen the conversation again
and ask them to answer the questions
- Call on some Ss to write the answers
on the board

- Watch, listen and correct

III. After you listen ( 10’) Chatting

- Tell Ss to work in groups to talk
about their school basing on some
questions:

1. Do you like your school? Why?
2. What things do you like? or What
things you don’t like? (uniforms,
subjects, teachers, punishment, etc.)
3. What changes would you like to
make?

- Call on some Ss to report in front of
the class.

IV. Consolidation: (4’)

- Review the main idea of the listening
lesson ( Ask Ss see the task 1 and task
2 again ) especially the new words.

V. Homework: (1’)

- Ask Ss to write about the results of
their current exams at school and what
they will do to prepare the next exams

answers:

1. Janny and Gavin
2. Gavin

3. Janny
4. (no one)

5.Janny and Gavin
6. ( no one)

- Work individually then work in
pairs

Answers:

1. When he enjoyed subjects
2. He found it very difficult

3. Because it is difficult for him to do 
the exam in a short time.

4. Because they went away to 
boarding school when he was quite 
young and he didn’t like that. So 
school weren’t the best days of his life

- Work in groups

- Pay-attention

-Write down

Period 23

Date of preparation

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school education system

Lesson 4 ; Writing

A. Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the school education system in Vietnam
2.Language: - Vocabulary: Words relate to the title

- Grammar: Simple present
3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to
- Describe school education system in Vietnam.

- Write a passage about the formal school eaducation system in
Vietnam

5. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: Textbook, handouts, and vice-board

- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- It’s diffecult for Ss to write because of their vocabularies

B- Procedure:

Teacher's activities Students' activities

1.Warm-up: (5’)

- Ask Ss some questions and ask them
to answer

1. How many terms are there in a
school year in Vietnam?

2. When does a school year general
begin and end?

3. How many grades are there in
Vietnamese lower secondary school?
4. How many grades are there in
Vietnamese upper secondary school?

5. Is upper secondary education
compulsory?

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

Lead-in : Today we will write a short
paragraph about a formal school
education system in Vietnam

II. Before you write: (7’)

- Ask Ss to talk about the education
system in Vietnam ( see Appendix)
- Call o Ss to speak out

- Give feedback and make comments

Term 1 Term 2
(from Sep to Dec) ( from Jan to

- Work in pairs

Answer:

1. 3 term

2. It begins in September and 
ends in early May

3. 4 grades
4. 3 grades
5. No, it isn’t

- See Appendix then work in pairs to
talk about the education system in
Vietnam

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May)

Academic year National exam 
for

( 9 months ) GCSE ( early June
)

- Upper secondary school (3 
years)

- Lower secondary ( 4 years)____

- Primary (5 years)_____________

Compulsory 
education

III. While you write: (25’)

- Give the outline:

+ Levels of education (what are they?)
+ Which levels are compulsory?

+ Children start go to primary at the
age of….

+ How long does the
primary/secondary last?
+ Terms ?

+ When do children take the
examination for GCSE ?

Writing lesson:

There are 4 levels of education in 
Vietnam - pre-school, primary school,
lower secondary school and upper 
secondary school. Children often go 
to pre- school when they are one year,
which are optional. Primary and 
lower secondary school are 
compulsory. Children start go to

primary school at the age of six years 
old and move to lower secondary 
school at the age of 11. children stay 
in lower secondary school until the 
age of 14, then they will move to the 
uppersecondary school. There are 2 
terms in a school years in Vietnam, 
the 1st term starts from Sep to Dec and

the 2nd term starts from Jan to May.

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IV. After you write: (6’)

- Call on some Ss to talk about the
education system in Vietnam.

V. Consolidation: (1’)

- Ask Ss to retell how to write a formal
writing lesson

V. Homework: (1’)

- Ask Ss to write about the similarities
and differences between education in
Vietnam and in England

for GCSE. If they want to go

universities or colleges they have to 
take the national examination.

- Report in front of the class

- Write down

Period 24

Date of preparation

Date of teaching...

school education system

Lessoon 5 : Language focus
 A. Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the school education system in Vietnam
2.Language: - Vocabulary: Words relate to the title

- Grammar: Passive voice
3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to

- Get sme rules of the stress in three syllable words
- Use the passive voice

5. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: Textbook, handouts, and vice-board

- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- It’s difficult for Ss to write because their vocabularies and their mind

B- Procedure:

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I.Pronunciation: (10’) - The stress in 
three syllable words

Hang on the chart with the following
words:

algebra, chemistry, computing, carefully,
academic, cinema, politics, primary,
compulsory, physical, statistics,
September, education, investigation
- Ask Ss to read the words and put the
words in the correct part of the table
according to the stress pattern

1. oOo
2. Ooo
3. oOoo
4. ooOo
5. oooOo

* Rules:

- We build longer words by adding parts to
the beginning or end of the shorter words.
Usually, this this does not change the
stress ( it stays the same syllable as in the
original words )

eg: ‘beautiful, ‘carelessly, un’happy,

‘employment,…

- Some endings do change the stress in the
shorter words : -ion, -ian the stress always
moves to the syllable before these endings
eg: mu’sician, poli’tician, cacu’lation
- The ending -ic also moves the stress to
the syllable before it.

eg: scien’tific, eco’nomic, a’tomic,
ar’tistic

- Ask Ss to work in pairs to read then read

after teacher

- Ask them to pratise the sentences. Call
on some Ss to read

- Listen and correct

II. Grammar: (30’)

Write two sentences on the board and ask
Ss to rewrite using passive voice

1. The novel War and Peace _______by
Leo Tolstoy (write)

2. This lesson________by Msr Phuong
(teach)

- Call on a student to tell the form of the
passive voice and the rule

- Work in groups to fill in the
table

Answers:

1. oOo computing,

2. Ooo algebra, chemistry,
cinema, politics,

primary, physical,
September

3. oOoo compulsory,

statistics, academic
4. ooOo education

5.
oooOo

investigation

- Work in pair to read
- Read after teacher
- Take-note the rules

- Work individually to practise
the sentences

- Work in pairs

Answers:

1. The novel War and Peace is 
written by Leo Tolstoy

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Exercise 1: Gap- fill

- Ask Ss to work in pairs then call on some

Ss to write on the board

- Explain new words:

set (v) = build 
select (v) = choose

- Watch, correct and give the answer keys

2 is seperated

3. is set / must be followed
4. is made up

5. is paid
6. are selected

Exercise 2: Rewrite the sentences

-Ask Ss to work individually then work in
pairs to prepare the answers

- Call on some Ss to write on the board
- Watch, listen, correct then give the
answer keys:

1. The school was built in 1997

2. The dictionary was fisrt published in 
1870

3. A surprised party is going to be 
organized by the student in my class 
tomorrow evening

4. The kitchen is being painted now
5. “Romeo and Juliet” was written in 
1605

6. Shakespeare’s tragedies have been 
translated into many languages.

- Ask Ss do the sentence 7,8,9,10 at home

Exercise 3: Gap- filling

- Ask Ss to work in groups to fill in the
passage using the verbs in the blankets and
passive voice

- Call on Ss to report in front of the class

- Give the form of the passive
voice

Be + VpII
Rule:

Active: S + V +
O

Passive: S + be + VpII +
(by) + O

- Work in pairs
- Write on the board

2 is seperated

3. is set / must be followed
4. is made up

5. is paid
6. are selected

- Work individually then work
in pairs

- Write on the board

1. The school was built in 1997
2. The dictionary was fisrt 
published in 1870

3. A surprised party is going to 
be organized by the student in my
class tomorrow evening

4. The kitchen is being painted 
now

5. “Romeo and Juliet” was 
written in 1605

6. Shakespeare’s tragedies have 
been translated into many

languages

- Work in groups

Answers:

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III. Consolidation: (4’)

- Ask Ss to retell some main rules about
the stress in three syllable words and form
of the passive voice

Be + VpII
Rule:

Active: S + V + O
Passive: S + be + VpII + (by) + O

IV. Homework: (1’)

- Ask Ss to complete the exercise 1, 2 and
3

2. were sold
3. has been made
4. can be bought
5. are used
6. can be used
7. is stored
8. are done
9. must be told
10. can be done

- Retell the main rules about the
stress in three syllable words and
form of the passive voice

- We build longer words by
adding parts to the beginning or
end of the shorter words. Usually,
this this does not change the
stress ( it stays the same syllable
as in the original words )

eg: ‘beautiful, ‘carelessly,

un’happy, ‘employment,…
- Some endings do change the
stress in the shorter words : -ion,

-ian the stress always moves to
the syllable before these endings
eg: mu’sician, poli’tician,

cacu’lation

- The ending -ic also moves the
stress to the syllable before it.
eg: scien’tific, eco’nomic,
a’tomic, ar’tistic

-Write down

Period 25

Date of preparation

Date of teaching...
Date of teaching...

Test corecting
 A. Preparation:

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1.Knowledge: - Review the knowledge from Unit 1 to Unit 3.
2.Language: - Vocabulary: Words relate to the titles

- Grammar: Tense Revision and Reported speech
3.Skill: - Writing, reading

4.Ojectives: By the end of the lesson, students will be able to

- Improve their skills especially writing and speaking.
- Revise reported speech, and tenses

5. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: copied tests, lesson plan

- Student: prepare the kowledges, pencils and pen

III. Anticipated problems:

- It’s difficult for Ss to write because their vocabularies and their mind

B- Procedure:

Teacher's activities Students' activities

I. Choose one word whose 
underlined part is pronounced 
differently from that of the others

(1point)

- Ask Ss to retell how to pronunce -s

and - ed

- feedback

1C, 2A, 3A, 4A

II. Give the correct form of the 
verbs (2 points)

- Ask Ss to retell the tenses

- Ask Ss the tenses in each sentence
- Give feedback

1. have been 2. was 3. haven't 
had 4. met - was going - asked - 
wanted

5. had already left - got

III. Choose the best option to fill in

each blank (2 points)

Give feedback:

1D, 2A, 3C, 4A, 5B, 6C, 7B, 8B, 9A, 
10C

IV. Rewrite the sentences using
reported speech (2 points)

Ask Ss to retell the reported speech
- Give feedback:

1. Ha told Minh not to drive so fast.
2. They said they were studying 
English at home.

3. They said they would see me the 
next day.

+ /s/:words ending t, k, f

+/z/: other words except t, k, f

+/t/: words ending k, p,s

+/id/: words ending t, d

+/d/: other words except words
ending k,p, s, t, d

- Retell the tenses
1. present perfect tense
2. simple past

3. present perfect tense

4. past continuous, past simple
5. past perfect and past tense

- Retell the reported speech

- Scan the passage and underline the
key words in each sentence

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4. She asked me what I was doing

V. Read the passage and answer

the questions below.( 3 points)

- Ask Ss to scan the passage and
underline the key words in each
sentence

- Give feedback:

1. When we have guests to our house,
we should be very polite to them,
welcom them as warmly as possible.
2. We should try to behave properly
to become a welcome guests.

3. It is very important to learn about
the standards of coutesy in different
cultural areas of the world so that we
can practice them well and avoid
awkwardness in case we get a chance
to visit a person or a community of

unfamiliar social customs.

4. One of the most necessary and
greatful manners ...

* Ask Ss to review the grammar 
and structures and do the test 
again

guests to our house?

2. What should we do when we are
invited to any formal or informal
get-togethers?

3. Why is it important to learn about
the standards of coutesy in different
cultural areas of the world?

4.What is one of the most necessary
and greatful manners.

Period 26

Date of preparation
Unit 5

Lesson 1

Date of teaching...

Higher education
Reading
 A. Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the higher education
2.Language: - Vocabulary: Words relate to the title
- Grammar: Past simple

3.Skill: - Reading

4.Ojectives: By the end of the lesson, students will be able to
- Understand the passage about university education
- Arrange the sequence of an event

5. Educational aim: - Educate Ss to love this subject.

II. Materials

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- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- It’s difficult for Ss to guess the new words

B- Procedure:

Teacher's activities Students' activities

I. Warm-up: (5’)

- Ask Ss some questions:

1. What are you going to do after you
finish upper secondary school ?
2. Which university would you like
to attend ?

3. Where will you live if you choose
a university far from your home town
?

4. What characters do you have when
you first start a new life at a

university ?

5. Look at the pictures in your book
please! how do you say in English
the names of them ?

- Lead-in the new lesson: Our reading

lesson today is about the first

impressions of University life.

II. Before you read: (5’)

- Read the passage in one time then
ask Ss to read it silently to fine new
words

- Introduce some new words those
without in the task 1

exist (v): tồn tại

existence (n): sự tồn tại

daunt (v):làm nản chí, nản lòng
opportunity (n): cơ hội

non- engineering student : sinh viên 
không häc ngµnh kü s

- Guide Ss to read new words

III. While you read:
Task1: Gap-filling ( 10’)

- Ask Ss to determin the kind of
words in the box then find them in

the passage

campus (n): sân trịng, khn viên
blame (v): đổ li

scary (v): sợ hÃi

challenge (n): sự thách thức
amazing (a): thảng thèt

- Ask Ss to work in pairs to fill in the

- Work in pairs

1. I am going to go to an university or
a college / I am going to stay at home
to help my parents with the farm
2. I would like to attend to Hanoi
university of Architecture.

3. I will rent a small room near the
university.

4. happy, exciting, sad, proud,
surprising, independent, lonely,
dangerous, new, free, poor

5. Hue University, Hanoi University
of Architechture, Hanoi University of
Nature Science

- Listen to the teacher
- Take-note new words
- Read after the teacher

- Work in pairs to scan the passage to
find the words in the box then give
the kind of them

- Fill in the blanks

Answers:

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blanks

- Call on some Ss to read their
answers

- Listen and correct

- Guide Ss to read the words in the
box

Task 2 Find out who ? (5’)

- Ask Ss to work in pairs to scan the
passage then match a,b,c,d,e,f with
the names

- Call on some Ss to read their

answers

- Listen and correct

Task 3: Answer the questions (14’)

- Ask Ss to work in groups then go to
the board write the answers

- Watch and correct

IV. After you read: Chatting (5’)

- Ask Ss question:

Is the tertiary study important to you?
Why or Why not?

- Ask Ss to work in groups

- Call on one representative to report
the ideas to the class

- Suggested answers:

+ important: get well-paid job, work 
better, easy to get promotion, get a 
good salary

+ not important: need more skilled

workers than engineers, can help 
their family out with money at home 
when they go to work, can attend

in-- Work in pairs

Answers:

Sarah: (1) …a….. (2)…e…
Ellen: (3)….b….. (4)…c…
Brenden: (5)..d… (6)…(f)…

-- Work in groups

Answers:

1. She went out with her new friends, 
walking around campus.

2. Because at the party everyone was 
busy playing some game and no one 
seemed to notice her.

3. Her roommate left the window 
open when it was cold outside. she 
went bed early. she blamed Ellen for

making her sick.

4. Brenden thought the first year at 
college was the best and most 
challenging of his life.

5. It provides him plenty of 
opportunities to meet

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service school to further their 
education.

V. Homework: (1’)

Ask Ss to learn by heart new words
and the main idea of the passage

- Work in groups

Period 27

Date of preparation
Unit 5

Lesson 2

Date of teaching...
Date of teaching...

Higher education
 Speaking
 A. Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the higher education
2.Language: - Vocabulary: Words relate to the title
- Grammar: Past simple

3.Skill: - Speaking

4.Ojectives: By the end of the lesson, students will be able to
- Express their interests in tertiary study

- Talk about the application process to tertiary institutions in Vietnam
5. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: Textbook, handouts, and vice-board

- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- It’s difficult for Ss to speak because they are lack of vocabularies so Ss are

often shy.

B- Procedure:

Teacher's activities Students' activities

I. Warm-up: (5’)

- Prepare some application forms: a
birth certificate, application, school
certificate, etc.

- Ask Ss the questions:
1. What are they?

2. When do we need these things?
Lead-in: Today you’ll talk about the

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application process to tertiary study
in Vietnam

II. Before you speak: (7’)

Task1: - Ask Ss to read the

admission requirements to tertiary
institutions in some countries. Ask
Ss to work in groups to tick those
which are obligatory for you tobe
admited to a university in Vietnam

- Introduce some new words and

phrases:

identity card (n): CMTnh©n d©n
reference letter (n): th giíi thiƯu
a copy of record of your

perfomance at school: B¶n sao kÕt 
qu¶ häc tËp ë trêng PT

score of the required entrance 
examination: kÕt qu¶ thi tun 
sinh

- Guide Ss to read the words and
phrases

- Ask them to tick then give their
opinions

- Give feedback then ask Ss to make
a small diologe about the admission
requirements to tertiary institutions
in Vietnam using the cues below:

- What are the admission

requirements to tertiary institutions 
in Vietnam?

- Do we need?
- What about ?

- Don’t forget/ Remember to send!

III. While you speak: ( 25’)
Task 2:

- Ask and answer the questions
about the application process to
tertiary institutions in Vietnam,
using the cues given in the box.
- Give some structures:

-Could you tell me how to apply to 
a university in Vietnam?

- Would you mind telling me about?

- Work in groups to scan the forms

- Read the words and phrases and
take-note

- Tick those which are obligatory for
you tobe admited to a university in
Vietnam.

- Work in pair to make the diologue

A: excuse me! I am going to apply to a
university In Vietnam. Could you give 
me some informations about this?
B: Ok! what can I do for you?

A: What papers are obligatory for me 
to be admited to a university in

Vietnam?

B: OK! first you have to fill in the 
application form

A: Do I need an identity card?

B: of course. You have to show it when
you enter the examination

……….

- Work in pairs

A: -Could you tell me how to apply to 
a university in Vietnam?

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- What do we/I have to do to be 
admited to a university in Vietnam?
- When do we have to send it?
- When is the GCSE held?

- When will the result be 
announced?

- Call on some pairs to report in
front of the class

- Listen and correct.

Task 3: Talk about the

application process to tertiary 
institutions in Vietnam

- Ask Ss to work in groups to talk
about the application process to
tertiary institutions in Vietnam
basing on task 1 and task 2
Suggested answers:

In order to be to a university in 
Vietnam, all Ss have to follow the 
following process of applying. 
During March, they have to fill in 
the application form and send it to 
the university they choose. After 
passing the GCSE examination in 
May, all Ss are able to sit for the 
entrance examination in July. If 
they pass the entrance examination 
in July they will be sent a letter of

acceptance from the university. 
Finally, all Ss now have to prepare 
everythings to enter the university.

IV. After you speak: (5’)

- Ask Ss to write a short paragraph
about the application process to
tertiary institutions in Vietnam

V. Homework: (1’)

- Learn by heart new words and
phrases and complete the passage in
After you speak.

application form?
B: In March

A: When is the GCSE held?
B: In June

A: ………?

- Report in front of the class

- Work in groups

- Write down

Period 28

Date of preparation

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Unit 5

Lesson3

Higher education
 Listening
 A. Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the higher education
2.Language: - Vocabulary: Words relate to the title
- Grammar: Past simple, and simple present
3.Skill: - Listening

4.Ojectives: By the end of the lesson, students will be able to

- Listen for general ideas and understand the diologue
- Listen for specific details

5. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: Textbook, handouts, and CD player

- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- It’s difficult for Ss to hear the tape because of the speed.

B- Procedure:

Teacher's activities Students' activities

I. Warm-up: Game: (5’) 
Scrambed words

- Divide the class into 5 groups then
ask them. Tell them here are some
problems that Ss may get when they
go abroad the first end the last letter
are given. The first group have the
most correct words is the winner of
the game.

1. W_ _ _ _ _ r
2. L_ _ _ _ _ _ e
3. H_ _ _ _ h

4. M_ _ _y
5. F_ _ d

Lead-in: These are some of

problems Ss may encounter while
studying overseas. Today you will
listen to the coversation between
John and Christ talking about their
study abroad.

II. Before you listen: (7’)

- Introduce some new words in the
listening lesson:

proportion (n): phần, tỷ lệ
rural (a): thuộc về nông thôn

- Work in groups

Answers:

1. Weather
2. Language
3. Health
4. Money
5. Food

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agriculture (n): n«ng nghiƯp

agricultural (a): thc vỊ n«ng 
nghiƯp

qsasxsxsxcvbv x xdccxzgbgtutor 
(n): gia s

appointment (n): cuéc hÑn

- Play the tape and ask Ss to repeat

III. While you listen: (20’)
Task 1: True or false

- Deliver handouts to Ss with the
following sentences:

1. Christ has just finished his Master
of Science (MSc)

2. He studied with many 
international students.

3. He thought the students from 
other countries got on well on the 
course.

4. Some of the overseas students 
were ready to take questions or 
problems to tutors

5. He gave some pieces of advice to
 international students

- Play the CD two times then ask
them to tick T or F

- Ask Ss to compare the results with
the partners

- Call on some Ss to give the
answers

- Play one more time to check.
- Give feedback

Task 2: Multiple choice

- Let Ss listen to the CD again and
choose the best options (A, B, C or
D) to complete the sentences.

- Have Ss compare their answers in
pairs

- Go over the answers with the class

IV. After you listen: (10’)

- Ask Ss to discuss the questions:
“ Would you prefer to do an

undergraduate course abroard or in
your country?”

- Ask Ss to give the advantages and
disadvantages about going abroad
and in country

- Work individually then work in
pairs

Answers:

1T
2T
3T
4F
5T

- Work individually then work in
pairs

Answers:

1C
2A
3C
4A
5B

- Work in groups

Diologue:

A: Would you prefer to do an

undergraduate course abroard or in 
your country?

B: I’d like to do an undergraduate 
course in my country?

A: Why?

B: Because my English is not very 
good enough and I can’t afford tuition
fees and acommodation, the second is 
food. I’m not familiar with the food 
there. Moreover it is far from my 
house so I’m always lonely.

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- Ask them to make a short diologue
Suggested answers:

In country Abroad
- have enough

money to pay 
fees

- don’t have to 
live far from 
the family
- Everythings 
are cheap
- It is easy to 
get on well on 
the friends

- can’t afford 
tuition fees and 
acommodation 
- far from the 
family

- Everythings 
are expensive
- English is not 
good enough.
- Always lonely 
- Food is

problem

V. Consolidation: (2’)

- Ask Ss to retell the main idea of
the listening lesson

VI. Homework: (1’)

- Ask Ss to write ashort paragraph
about the advantages and

disadvatages of going broad to study
or studying in a country.

- Retell the main idea of the listening
lesson

- Write down

Period 29

Date of preparation
Unit 5

Lesson 4

Date of teaching...

Higher education

Writing

A. Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the higher education
2.Language: - Vocabulary: Words relate to the title

- Grammar: present perfect tense and simple present
3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to

- Express their ideas about how to write a letter of request
- Write a letter of request

5. Educational aim: - Educate Ss to love this subject.

II. Materials

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- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- It’s difficult for Ss to express their ideas in English because of their
vocabularies

B- Procedure:

Teacher's activities Students' activities

I. Warm-up: (3’)

Ask Ss a question ( Ask Ss to work in
groups )

- What informations do you want to
know if you want to attend a course
in a university?

Lead-in: Writing a letter of request
to the UCAS.

II. Before you write: (10’)

Ask Ss to scan the outline in the book
( explain new words if have )

- Introduce the main content in the
letter

* Introduction
* Request

* Further information
* Conclusion

- Give the requirement of the formal
letter

- Adress of the writer at the right
corner

- Adress of the person who receive
the letter at the left corner

- Saying hello: Dear Mr…

- Saying goodbye: - Yours faithful
- Yours sincerely
- Sincerely yours

* Outline:

Introduction: - I am writing this letter
to

- I am interested in applying to a
course in……

- I would like to apply….

Request:

- I would be greatful if you would
provide me information about
……

Further information:

- I have recently graduated…..
- I have a good command of

English

- Work in groups

Answers:

Tuition fees, accommodation, exams, 
curriculum, requirement.

- Scan the outline
- Take- note

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- I believe that my academic
background and language skills
would help me…

Conclusion:

- I look forward to hearing from
you

- Would you please let me know as
soon as possible whether…

II. While you write: (25’)

- Ask Ss to work in groups to write
basing on the outline

- Go around and help if necessary

- When Ss have finished, get the
groups to read aloud their letters
- Pick out the best one

III. After you write: (6’)

- Pick out the best one then correct
mistakes: grammar, structures…

IV. Homework: (1’)

- Ask Ss to complete their writing
lesson

Susggested answer:

Dear Sir / Madam,

My name is Nguyen Thuy Trang. I 
have just graduated from a senior 
high school and I plan to continue my
education at a University in England.
I am interested in apply an

undergraduate course in Computer 
Science at the University in England 
so I am writing this letter to ask what 
the requirements are obligatory for 
the course.

I would be greatful if you would 
provide me information about tuition 
fees, accommodation, exams,

curriculum and requirement.

I have passed GCSE with the average
score 8,72 and my English is very 
good.

Would you please let me know as 
soon as possible so that I can start 
the course next year ?

I look forward to hearing from you 
soon

Thank you,

Nguyen Thuy Trang.

-Write down

Period 30

Date of preparation
Unit 5

Lesson 5

Date of teaching...

Higher education

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A. Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the higher education
2.Language: - Vocabulary: Words relate to the title
- Grammar: Conditional sentences
3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to

- Get some rules of the stress in more than three syllable words
- Use conditional sentences

5. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: Textbook, handouts, and the vice-board

- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- It’s difficult for Ss to get the rules of stress, and using the conditional sentence
Type III.

B- Procedure:

Teacher's activities Students' activities

I. Pronunciation: Stress in more than

three syllable words

- Ask Ss to put the stress on the words in

Listen and repeat

- Give some rules of the stress in more than
three syllable words:

* Stress on the third syllable ( from the right
to lelf )

eg: elephant, company.

* Words ending with ITY, IC, URE, ICAL 
-Stress on the previous syllable ( nhan len van

lien truoc ):

eg: equality, plastic, departure, medical
political.

* Stress on the syllable that contains “ ADE, 
ATE, EE, EEN, ISE, OON. SELF, ERE

eg: separate,engineer, emphasize, himself,
cartoon.

* Stress on the second and third syllable with
the words ending Y and ING

- Guide Ss to read the words, then ask them
to practise in sentences

- Call on some of them to read loudly

II. Grammar: Conditional sentences

- Ask Ss to retell the forms of conditional
sentences and how to use them

- Write on the board the forms:
* Type I ( Real conditional)

If + S + V(s,es,ies)/ is, am, are, S +

- Workin pair to stress on

the words

Answers:

economic, philosophy, 
sociology, geography, 
psychology, engineering, 
mathematics, archeology.

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will(not)/ Can + V

If = Unless

eg: If it rains, I will stay at home.

* Type II (Unreal conditional at present )

If + S + Ved/ V-2nd / were, S + Would (not)/

Could + V

eg: If I were you, I wouldn’t tell him the truth
* Type III ( Unreal conditional in the past)

If + S + had VpII, S + Would (not) have + 
VpII

eg: If he had left home 5 mins earlier, he
wouldn’t have had an accident.

Exercise 1: Complete the sentences using 
conditional sentences:

- Ask Ss to work individually then work in
pairs

- Call on some Ss to write on the board
- Listen, watch and correct.

Exercise 2: Express these situations using 
conditional sentences

- Ask Ask Ss to work individually then
work in pairs

- Call on some Ss to write on the board
- Listen, watch and correct.

Exercise 3: Choose the word or phrase 
which best suits each gap of the sentence.

1. If Tom …..tell him I will phone him back.
A. rings B. rang C. has

- Work individually then
work in pairs

- Write on the board

Answers:

2. you come late/ don’t have 
identity card.

3. You will not be allowed to 
take the entrance exam.
4. you will not take the 
entrance exam

5. Unless you show the 
identity card, you won’t be 
able to get into the

examination room.

- Work individually then
work in pairs

- Write on the board

2. If Sarah liked school, he 
would study hatd.

3. I 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 could

translate it.

6. If they weren’t afraid of 
flying, they would travel far 
alo

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rung

2. If there is not much wine, I…….go to buy
some.

A. will B. would C
wouldn’t.

3. He would lend it to you if
you…..everything.

A. lost B. didn’t lost C. had lost
4. If he…..my advice, he wouldn’t have
ended up in prison.

A. had taken B. takes C. took
5. If I…. my coat, I wouldn’t have been so
cold.

A. bring B. brought C. had
brought

6. If the storm gets worse, we ……come
back

A. come B. will come C. would

comeIII. Consolidation:

- Ask Ss to retell the forms and how to use
the conditional sentences ( Type1, …………

work in pairs to compare the
answers

Answers:

1A
2A
3B
4A
5C
6B

- Retell the forms and how to
use the conditional sentences
( Type1, Type 2 and Ty

Period 31

Date of preparation
Unit 6

Lesson 1

Date of teaching...

future Jobs
Reading
 A. Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the future job

2.Language: - Vocabulary: Words relate to the title
- Grammar: Relative clause

3.Skill: - Reading

4.Ojectives: By the end of the lesson, students will be able to
- Read for specific information

- Know some factors that would help them suceed in a job interview
5. Educational aim: - Help Ss have chance to choose their job in the future.

II. Materials

- Teacher: Textbook, handouts, picture, the vice-board and projector
- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

There may be too many new words in the text, teacher should help them with
the important ones.

B. Procedure:

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I. Warm-up: (5’)

- Divide the class into 5 groups .
In just two minutes write down on a
piece of paper a list of jobs you
know. The person who has the most
words about jobs will be the winner
- Call on each groups stick their
answers on the board.

- Watch and correct

- Ask Ss: What job would you like to
be in the future? Why?

- Ask Ss to look at the picture in the
book then ask: What is her job?
What’s his job ?
- Lead-in : Future Jobs

II. Before you read: (5’)

Ask Ss to look at the before you read
then ask them to do ( Tick the factors
that you think would help you suceed
in a job interview).

- Listen and correct

Pre-teaching vocabulary:

- Read the passage then teaches the
words that do not appear in task 1

recommendation (n): sù tiÕn cö, lời 
giới thiệu.

qualification (n): văn bằng, bằng cấp
candidate (n): ứng cử viên

concentrate on (v): tập chung vào
make an efford : nỗ lực

enthusiasm (n): nhiệt tình
responsibility (n): trách nhiệm

- Guide Ss to read them

III. While you read:

Task 1:( 10’) - Ask Ss question: How

many stages are the text divided in 
the job interview?

Answers: 3 stages: Before the 
interview, During the interview and 
After the interview.

Situation presenting: You are going
to read a passage about the job

interview. While you are reading, do
the tasks in the text book.

Instruction: these words are from the
passage. Look back to the text and
circle the best meanings A, B or C.

- Work in groups

Answers:

teacher, waiter, doctor, farmer, 
lawyer, tourist guide, tailor, worker, 
officer, policeman, nurse….

- She is a farmer/ she is a waiter, 
he’s a worker, she is a teacher, he is 
a dentist

- Work in pairs

Answers:

-wearing casual clothes: ăn mặc tuú 
tiÖn

-giving clear, honest answers
-feeling self- confident

-having a good sense of humour

- Work in pairs

- Read the text- guess the meaning
of the words

Answers:

1B
2C
3A
4B

vacancy (n ): vÞ trÝ hay chức vụ còn
bỏ trống

resume (v): bản lý lịch

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- Write the words on the board:
vacancy, resume, keeness, jot down

Ask Ss to scan the passage then
underline as well as guess the
meaning of the words that occur in
task 1

- Check Ss’ understanding by
asking them to provide the
Vienamese equivelents to the
words

- Read through the sentences

provided in the task to make sure
that Ss can understand them.
- Ask Ss to work in pairs

- Call on some Ss to give their
choice

- Listen and correct, give the
meaning of the words in task

Task 2: (15’) Situation presenting:

You are going to read the passage 
again and decide whether the

following statements are true (T) or 
false (F)

- Ask Ss to work individually then
work in pairs

+ Ask Ss to scan the statements then
try to guess which statements may be
true and false (explain new words if
needed)

+ Call on some Ss to write their
answers on the board and ask them to
explain their choices.

+ Call on some Ss to say whether
they agree or disagree.

+ Give feedback and correct the
answers

IV. After you read: (9’)

- Ask Ss to work in groups (5)
- Hang on the chart with the

following thing:

1. The type of cloth you wear
2. Arriving at least 15 minutes

before the interview.

3. Preparing what you want to 
say before the interview.
4. Showing the best side: your

-Work individually then work in pairs
- Write on the board

Answers:

1f (…help you reduce the feeling 
of…)

2t ( line 1 in the Before the 
interview )

3f ( Before interview, you have to 
send letter of applicationand your 
resume…)

4t (line 6 in Before the interview)
5t ( line 11-12 in Before the 
interview: don’t forget….)

6f ( line 3 in During the interview: 
Be clear, polite and honest )

7f ( not mention)

8t ( line 8 inDuring the interview)

- Work in groups

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keeness to work and your 
sense of responsibility.
5. Talking about your hobby.
6. Asking the interviewer

personal questions

- Tell Ss to indicate if the above
things are useful or not useful
during an interview and give the
reason why

- Assign each group to discuss one
thing

- Ask Ss to write their ideas on the
posters and stick them on the
board

- Invite the representative from the
groups to speak out.

- Give feedback and make
comments

V. Homework: (1’)

- Ask Ss to learn by heart new words

and read the passage

- Write down

Period 32

Date of preparation
Unit 6

Lesson2

Date of teaching...
Date of teaching...

future Jobs

speaking

A. Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the future job

2.Language: - Vocabulary: Words relate to the title
- Grammar: Structure: Would like to do st

3.Skill: - Speaking

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- Give their opinion about jobs
- talk about the jobs of their choice

5. Educational aim: - Help Ss have chance to choose their job in the future.

II. Materials

- Teacher: Textbook, handouts, picture, the vice-board.
- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- Ss don’t speak because they are lack of vocabularies and they are often shy to
express their ideas.

B. Procedure:

Teacher's activities Students' activities

I. Warm-up: ( 5’)Game- What’s

my job?

Divide the class into 2 groups
- Read 5 sentences that farmers,

doctors, teachers,… often say

- Tell Ss to listen and guess the job
- The first group to speak out the

name of a job get the one point
- The group with more point is the

winner

1. Take two tablets a day after 
meal

2. You will have test next week
3. We have bumper crop this year
4. What would you like to order ?
5. Here are your keys. Room 245

Lead-in: Today we cotinue talking and
giving opinions about jobs

Task 1: Matching( 10’)

- Tell Ss to work in pairs to match the
job in A with at least two description
in B.

- Ask them if there are new words
- Call on some Ss to give the answers

Task 2: Discussion (20’)

Ask Ss to work in pairs to dicuss
which of the following job they would
like or you wouldn’t like to do and
give the reasons for their choice :

pilot, waiter, taxi driver, electrician, 
policeman, journalist, hotel

receptionist, computer programmer.

eg: I wouldn’t like to work as a 
waiter . Working as a waiter would be
a boring job. I wouldn’t have chance 
to improve my skills

- Work in groups

Answers:

1. doctor
2. teacher
3. farmer
4. waiter
5. receptionist

- Work in pairs

Answers:

1a- g

2e- f
3c- d
4b- h

- Work in pairs

Answers:

1. I would like to work as a hotel 
receptionist. Working as a hotel 
receptionist would be interesting. I 
would have chance to meet a lot of 
people and my English will improve 
thanks to constant communication to 
them.

2. I would like to work as a pilot.

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Task 3: Personalization (9’)

- Ask Ss to work in groups of 4 or 5
- Talk about a job you may do after

you finish high school, using the
cues below:

Where you work
Who you work with

The salary you may get paid

The working conditions
 -Invite the groups’ ideas

- Make comments on what Ss have.

II. Homework: (1’)

- Ask Ss to write about the job they
may do when they finish high school

challenging job. I would have chance 
to have extremely good health and 
good skills.

3. I would like to work as an

electrician Working as an electrician 
would be a dangerousjob. Because 
you may be kiiled by electricity.

4. I would like to work as a jounalist. 
Working as a jounalist would be a 
fascinatingjob. Because you would 
have a lot chances to talk to many 
famous people.

- Do the same

- Work in groups

-Writedown

Period 33

Date of preparation
Unit 6

Lesson 3

Date of teaching...

future Jobs

Listening

A. Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the future job

2.Language: - Vocabulary: Words relate to the title
- Grammar: Structure: Would like to do st

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4.Ojectives: By the end of the lesson, students will be able to
- Listen for general ideas.

- Listen for specific information

5. Educational aim: - Help Ss have chance to choose their job in the future.

II. Materials

- Teacher: Textbook, handouts, picture, the vice-board.
- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- Ss may not listen because they are lack of vocabularies and the speed
B. Procedure:

Teacher's activities Students' activities

I. Warm-up: Game: (5’)

- Devide the class into 2 groups
- Give the papers contains some
sentences sothat Ss can guess the job
from them

- Ss from the groups pick the papers
then speak out their jobs

- Group has the most correct answers

are winner

1. I play music
2. I fly a plane

3. I protect the country

4. I help people when they are sick
5. I advise people about the law
6. I direct traffic at the crossroad

Lead-in: These jobs are the most

popular in the US. Which job do you
think the most popular in Vietnam?
Today you’ll get to know about some
of the recent changes in the US
market jobs

II. Before you listen: (5)

workforce (n): lực lợng lao động
manufacturing (n): sự chế tạo, sản 
xut

retail (n): bán lẻ

wholesale (n,a): bán sỉ, bán buôn
category (n): hạng, loại

goods (n): hàng hoá

- Guide Ss to read and explain the
meaning

III. While you listen: (28’)

Task 1: Ask Ss to listen to the

passage then fill in the missing words
in the boxes.( page 67- text bbook)

- Work in groups

Answers:

1. You are a musician
2. You are a pilot
3. You are a soldier
4. You are a doctor
5. You are a lawyer

6. You are a traffic warden / 
policeman

- Note down

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- Ask Ss to read through the
information in the boxes.

- Play the CD player and let Ss listen
to the passage

- Play the CD player the second time
- Check the answers

Task 2: True (T) or False (F)

- Let Ss read the sentences for about
1 or 2 minutes

- Play the CD player again
- Call on some Ss to give the

answers

- Give feedback

IV. After you listen: (6’)

- Ask Ss to answer the questions:
1. What jobs has been the most
important in the US ?

2. How many the service jobs are
grouped in the category?

V. Homework: (1’)

- Ask Ss to learn by heart new words

- Summarizing the passage

Answers:

1. manufacturing
2. service

3. transportation
4. finance

5. service

- - Work individually then work in
pairs

Answers:

1T, 2T, 3T, 4F (80 % of worker...)
5F (90 % of worker will work in the 
service....)

-Work in groups

Answers:

1. manufaturing jobs and service jobs
2. Service jobs are grouped into 5 
categories:

- Transportation companies

- Whosale companies

- Retail companies
- Finance companies

- Personal service, such as hotel, cars 
repair, accounting, education and 
medicine.

-Write down

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Date of preparation
Unit 6

Lesson 4

Date of teaching...

future Jobs

Writing

A. Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the future job

2.Language: - Vocabulary: Words relate to the title

- Grammar: Structure: Would like to do st, should do,

3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to
- Write a formal letter of job application

5. Educational aim: - Help Ss have chance to choose their job in the future.

II. Materials

- Teacher: Textbook, handouts, picture, the vice-board.
- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- Ss may not write because they are lack of vocabularies.
B. Procedure:

Teacher's activities Students' activities

I. Warm-up:5’

- Ask Ss some questions:

1. Do you want to work as a tourist 
guide?

2. In order to be a tourist guide,

what qualifications do you need?

Lead-in: Today we will learn how to
write a letter to apply for the job
metioned in the advertisements

Task 1. -10’

- Ask Ss to work in pairs, read the
advertisement and fill in the note

English-speaking Tour Guides 
wanted

- Call on some Ss to answer

- Correct and give the answer keys

Task 2: 23’

- Instruction: - write a letter to
Vinatour, to apply for the job
mentioned in the advertisement in
Task 1. Your letter should include
the following details:

- Work in groups

Possible answers:

1.Yes, I do/ No, I don’t

2. Good English, good-looking, 
having a good knowledge about 
History and Geography

- Work in pairs

Answers:

+ Type of the job: Tour Guide
+ Level of education needed: high 
school diploma.

+ Work experience: Experience as a 
tour guide, fluent English

+ Character and interests: good 
manner, willing to work hard for long
hours.

- Work individually and work in
pairs

Answer:

Nguyen Hai Anh, 115 
Tran

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- Your name and address

- Name and address of the
company

- Greeting

+ Introduction: say where you
saw the advertisement and why you
are writing the letter of application
+ Body: mention your education,
work experience and your character/
interests.

+ Conclusion: express your
willingness to work for the company
and when you are available for
interview.

+ Closing

- Ask Ss to work individually and
work in pairs

- Go around and help
- Correct mistake

II. Consolidation: 5’

- Ask Ss to retell the structure of a
formal letter

III. Homework: 2’

Ask Ss to complete their writing
lesson

15 October, 2008
Dalat Vinatour

450 Nguyen Du street, Hanoi
Dear Sir,

I saw your advertisement in the local 
newspaper and would like to apply 
for the post of an experienced 
English- speaking local guide to a 
company foreign visitors on trips 
throught out Vietnam.

I think I meet all of the qualifications 
that you specific. I had high school 
diploma and graduated a training 
course on tourism at Hanoi Tourism 
University 2 years ago. I had one 
year of experience as a tour guide so 
I know many tourist areas in Vietnam
and have a basic knowledge of

Vietnamese culture, history and 
geography. Moreover I speak English
fluently, I can work hard for long

hours. I would like to work for you.
I am looking forward to hearing from
you.

Thank you,

Nguyen Hai Anh

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Period35

Date of preparation
Unit 6

Lesson 5

Date of teaching...
Date of teaching...

future Jobs

Language focus

A. Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the future job

2.Language: - Vocabulary: Words relate to the title

- Grammar: Structure: Would like to do st, should do,

3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to

- Distinguish between the strong and weak forms of some conjunctions
and prepositions

- Revise relative clauses and use reduced relative clauses.
5. Educational aim: - Educate Ss to love this subject

II. Materials

- Teacher: Textbook, handouts, picture, the vice-board.
- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- Ss may not know about the weak or strong form
B. Procedure:

Teacher's activities Students' activities

I. Pronunciation:10’

Hang on the chart with following
sentences then ask Ss to decide which

of the following prepositions or
conjunctions from the box can fit into
the space of each sentences:

and, but, at, for, from, of, to

1. What is this in the bottom ….the
bag

2. I’m looking forward……seeing
you

3. I’ll see you …. lunch. What’s he
shooting……

4. A: He phoned me …… oversea
everyday

B: Where from?

5. A: How long have I come…. ?
B: …. a month

6.This letter is….. him
7. This is good…..expensive
8. Come …. see.

- Pay attention and look at the chart
and fill in the space.

- Work in pairs.

Answers:

1. of
2. to
3. at - at
4. from - from
5. for - for
6. from - to
7. but
8. and

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- Ask Ss to read the sentences then
underline the words with strong form
( Ask Ss to look at the book to see the
table about weak and strong form)
- Read the words and explain weak

and strong form

 AND & BUT are usually
pronunced in their weak
form

 FOR: weak form (before
consonants)

 TO: weak form (before
consonants)

 strong form (before
vowels)

- Read the sentences and ask Ss to
read after.

- Call on some Ss to read
- Listen and correct.

II. Grammar: Relative clauses

- Write 3 sentences on the board:

1.Look at the man. He is teaching in 
the classroom.

2. Look at the man who is teaching in
the classroom.

3. Look at the man teaching in the 
classroom.

- Ask Ss some questions:

1. Look at the the 1st sentence. Are 
they simple sentence or complext
ones?

2. Look at the the 2nd sentence. Is it a

simple sentence or a complext one?
- Explain: We use a relative pronoun
to combine two simple sentences into
a complex one. So which sentence is
shorter ? Are they similar or diffirent
in meanings ?

- So we have two ways to write them
- Review how to use relative clauses:
* We can leave out who, that,which
when they are the objects in defining
relative clause

* A present participle phrase can be

- Pay attention and note down

- Read after the teacher

- Read loudly in front of the class

- Pay attention

- Whole class answer

1. They are simple sentence
2. It is complex one

- Retell how to use the relative
clauses

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used to replace a relative clause when
the verb in the clause is active

* A past participle phrase can be used
to replace a relative clause when the
verb in the clause is passive.

Eg: I don't like the film which was 
shown on TV last night.

I don't like the film shown on TV last 
night.

Exercise 1:

Ask Ss to complete the sentences
using who, whoever, whose, whom 
or which

- Ask Ss to work individually then
work in pairs to compare the answers
- Check the answers with the class.

Exercise 2:

- Ask Ss to work individually then
work in pairs to join the following
sentences in two ways then compare
the result.

Eg: Look at the man. He is teaching
in the classroom.

2. Look at the man who is teaching in
the classroom.

3. Look at the man teaching in the 
classroom.

- Call on some Ss to write on the
board

- Check the answers with the class.

- Work individually then work in
pairs

Answers:

1. whom
2. which
3. whoever
4. which
5. which
6. who
7. whose
8. who
9. which
10. whom

- Work individually then work in
pairs to join the following sentences
in two ways then compare the result
- Pay attention to the example.

- Write on the board

Answers:

1. I read book that was written by a 
friend of mine

I read a book written by a friend of 
mine

2. A man who was carrying a lot of 
money in a box got on the bus.
A man carrying a lot of money in a 
box got on the bus.

3.In the street there were several 
peopl e who were waiting for the 
shop to open

In the street there were several 
people waiting for the shop to open.
4. Britain imports many cars

which/that were made in Japan

Britain imports many cars made in 
Japan

5. There are a lot of people in the 
office who want to talk to you

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III. Consolidation:

- Ask Ss to retell how to ues the
relative clauses ( present participle
phrase, past participle phrase )

IV. Homework:

- Ask Ss to do the exercises again

wanting to talk to you

6. The cowboy who had been 
wounded by an arrow fell off his 
horse

The cowboy wounded by an arrow 
fell off his horse

7. Most of the people who were 
injured in the crash recovered 
quickly.

Most of the people injured in the

crash recovered quickly.

8. John, who wished he hadn't come 
to the party, looked anxiously at his 
watch

John, wishing he hadn't come to the 
party, looked anxiously at his watch
9. The children who were playing 
football in the schoolyard were my 
students

The children playing football in the 
schoolyard were my students

10. Vietnam exports a lot of rice 
which is grown mainly in the south 
of the country.

Vietnam exports a lot of rice grown 
mainly in the south of the country.

- Write down

Period 36

Date of preparation

Date of teaching...
Date of teaching...

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A. Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the title of Unit 4 , 5 and Unit 6
2.Language: - Vocabulary: Words relate to the titles

- Grammar:

3.Skill: - Writing and reading

4.Ojectives: By the end of the lesson, students will be able to
- Review their knowledge and grammar

- Ss can know their weak or strong point
5. Educational aim: - Educate Ss to love this subject

II. Materials

- Teacher: Textbook, the vice-board.

- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- Ss may not know about the weak or strong form

B. Procedure:

Teacher's activities Students' activities

I. Listening (2.5 points )

- Ask Ss to listen to the passage about
children education and complete the
following sentences.

- Play the CD player at the 1st time
- Play the CD player at the second
time.

(check up the answers)

- Play the CD player the last time
then give the answers.

II. Reading (2.5 points)

- Read the passage and fill in each
blank with a suitable word from the
board.

- Ask Ss to do in 10 minutes

- Explain some new words if needed
- Ask Ss to read their answers

- Give the answers

III. Grammar (2.5 pints )

- Work individually

Answers

1. In the past, teachers made Ss sit for
our and memorize all sorts of things.

2. Today many teachers wonder if it
is not possible to make children learn
at all.

3. They say you must let students
learn and discover things of 
themselves.

4. Children are at school only because
their parents make them go

5. The law does not let them work
until they reach a certain age.
- Work individually

Answers

1. final

2. requirements
3.when

4. courses
5. subjects.
6. qualification
7. graded
8. equivalent
9. count
10. who

- Work individually

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A. Finish each of the following
sentences in such a way that it is
similar in meaning to the original
sentence ( 1.5 points)

- Ask Ss to work individually
- Call on some Ss to write on the
board

- Watch and correct

B. Join the sentences, using relative
clauses. ( 1 point )

- Ask Ss to work individually
- Call on some Ss to write on the
board

- Watch and correct

IV. Writing ( 2.5 points )

Suppose you are looking for a part
time job as a librarian during the
summer holiday at a university in the
UK. In about 150 words, write a
letter of application for the

University's Emloyment Service. The
following cues may help you.

- Ask Ss to do at home

V. Homework

- Ask Ss to do the exercises again
and prepare the written test 2

1. The windows have been cleaned
2. A supermarket is going to be built 
in this area.

3. Lan is said to have won a special 
prize

4. If you listen carefully, you will 
know what to do.

5. If I had a car, I would give you a 
lift

6. We brought along a city map, we 
couldn't have got lost

- Work individually

Answers

1. The girl who answerd the phone 
told me I were out.

2. The chair that was broken 2 days 
ago has been repaired.

3. I saw some people whose car had 
been broken.

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Period 37

Date of preparation

Date of teaching...
Date of teaching...

Written test 2

A. Preparation:

I. The aim and the requirement

1.Knowledge: - Study about the title of Unit 4 , 5 and Unit 6
2.Language: - Vocabulary: Words relate to the titles

- Grammar:

3.Skill: - Writing and reading

4.Ojectives: By the end of the lesson, students will be able to
- Review their knowledge and grammar

- Ss can know their weak or strong point
5. Educational aim: - Educate Ss to love this subject

II. Materials

- Teacher: Lesson plan, coppies tests

- Student: pen, pencil and prepare the lesson.

III. Anticipated problems:

- Ss may not review their knowledge

B. Procedure:

No1

I. Pick out the word which has the stress diffirent from that of the others (1 
point)

1. A. interview B. particular C. possible D. concentrate
2. A. responsible B. vacancy C. company D. interest
3. A. polite B. instance C. suppose D. reply
4. A. finish B. require C. prefer D. apply

II. Give the correct form of the verbs (2 points)

1. If she (have)...enough time, she would have finished her test
2. Someone knocked the door while I (sleep )...

3. Last night I ( not go )... to the cinema with John because I
(have)... a headache

4. Sorry, I ( not answer )...the telephone. I (have)... a shower
now.

5. John ( meet )... this man several times before.

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1. My house ...next week

A. painted B. is painted C. paint D. will be painted
2. Math and English are...subjects in the course.

A. compulse B. compulsing C. compulsory D. compulsed

3. The table...three days ago has been repaired.

A. which was broken
C. was broken

B. which has been broken
D. that has been broken
4. Students always concentrate...teacher's lectures.

A. at B. on C. of D. to

5. The restaurant...has just opened has a famous chef.

A. which B. who C. whose D. it

6. I am interested...applying for your company

A. at B. in C. to D. of

7. If you wait a minute, I...with you.
A. go

C. would have gone

B. will go
D. would go
8. Mary said, " I'm studying English alot at the moment "
A. Mary said she was studying English alot at that moment.
B. Mary said she was studying English alot at the moment.
A. Mary said she is studying English alot at the moment.

A. Mary said I am studying English alot at that moment

9. A letter of...may help you when you are looking for a job.
A. recommend B.

recommendation

C. recommending D. recommends
10. I won't study abroad...I have USD 5,000.

A. if B. as or D. unless

III. Rewrite the following sentences that it is the similar in meaning to the 
original sentenses.(2 points)

1. Someone has stolen my bicycle.
My

bicycle...
.

2. He didn't concentrate on the lecture so he couldn't do this exercise.

If...
...

3. " Don't open the book " teacher said to me.
Teacher

told...

4. I don't travel a lot so I can't learn a lot of thing.

If...
...

IV. Read the passage and tick True ( T ) , False ( F ) or No infomation ( NI ) 
about the statement in the passage ( 2 points )

Employment in Japan

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hunting for job. Dressed decently, they run from one interview to another,
hoping to find good job oppotunities.

Large companies in the Japan tend to give employment for a lifetime. They
select applicants with potential and train them to become competent employees.
Because of this system of training, employees seldom try to finde new jobs
with new companies. Salaries are determined according to educational
background or initial field of employment.

The average age of retirement is between 55 and 60. While most Westerners
eagerly await the time when they retire in order to travel or to take up some
hobbies, many Japanese simply cannot get used to the idea of retirement, and
they look for ways of constructively using their time. Many look for new jobs,
feeling that if they do not work they will be left out of the society.

____1. In Japan, companies often take in new employees after the summer
holidays.

____2. Many job oppotunities are found in big cities.

____3. Japanese people tend to move from one company to another during their
lifetime.

____4. Japanese women retire at the age of 50.

____5. Old people in Japan always look forward to their retirement so that they
can travel.

____6. Many people in Japan want to have new jobs after their retirement.

IV. Homework:

- Ask Ss to prepare the new lesson Unit 7: Economic reform

No 2

I. Read the passage and tick True ( T ) , False ( F ) or No infomation ( NI )
about the statement in the passage ( 2 points )

Employment in Japan

In Japan, recruitment of new graduates and school leavers often begin in
September or October every year. Japanese students flood to major cities
hunting for job. Dressed decently, they run from one interview to another,
hoping to find good job oppotunities.

Large companies in the Japan tend to give employment for a lifetime. They
select applicants with potential and train them to become competent employees.
Because of this system of training, employees seldom try to find new jobs with
new companies. Salaries are determined according to educational background

or initial field of employment.

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____2. Many job oppotunities are found in big cities.

____3. Japanese people tend to move from one company to another during their
lifetime.

____4. Japanese women retire at the age of 50.

____5. Old people in Japan always look forward to their retirement so that they
can travel.

____6. Many people in Japan want to have new jobs after their retirement.
II. Pick out the word which has the stress diffirent from that of the others (1
point)

1. A. interview B. particular C. possible D. concentrate
2. A. responsible B. vacancy C. company D. interest
3. A. polite B. instance C. suppose D. reply
4. A. finish B. require C. prefer D. apply

III. Rewrite the following sentences that it is the similar in meaning to the
original sentenses.(2 points)

1. Someone has stolen my bicycle.
My

bicycle...
.

2. He didn't concentrate on the lecture so he couldn't do this exercise.

If...
...

3. " Don't open the book " teacher said to me
Teacher

told ...
4. I don't travel a lot so I can't learn a lot of thing.

If...
...

IV. Choose the best option (3 points)

1. My house ...next week

A. painted B. is painted C. paint D. will be painted
2. Math and English are...subjects in the course.

A. compulse B. compulsing C. compulsory D. compulsed
3. The table...three days ago has been repaired.

A. which was broken
C. was broken

B. which has been broken
D. that has been broken
4. Students always concentrate...teacher's lectures.

A. at B. on C. of D. to

5. The restaurant...has just opened has a famous chef.

A. which B. who C. whose D. it

6. I am interested...applying for your company

A. at B. in C. to D. of

7. If you wait a minute, I...with you.
A. go

C. would have gone

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8. Mary said, " I'm studying English alot at the moment "
A. Mary said she was studying English alot at that moment.
B. Mary said she was studying English alot at the moment.
A. Mary said she is studying English alot at the moment.
A. Mary said I am studying English alot at that moment

9. A letter of...may help you when you are looking for a job.
A. recommend B.

recommendation

C. recommending D. recommends
10. I won't study abroad...I have USD 5,000.

A. if B. as or D. unless

V. Give the correct form of the verbs (2 points)

1. If she (have)...enough time, she would have finished her test
2. Someone knocked the door while I (sleep )...

3. Last night I ( not go )... to the cinema with John because I
(have)... a headache

4. Sorry, I ( not answer )...the telephone. I (have)... a
shower now.

5. John ( meet )... this man several times before.
 Answer keys No 1

I. 0.25 p* 4 sentences = 1 P

1B 2A 3C 4A

II. 0.4 P * 5 sentences = 2 P

1. had had
2. was sleeping

3. didn't go/ had

4. don't answer/ am having

III. 0.3 * 10 sentences = 3 P

1D 2C 3A 4B 5A 6B 7B 8A 9B 10D

IV. 0.5 * 4 sentences = 2P

1 My bicycle has solen by someone.

2. If he had concentrated on the lecture, he could have done this exercise
3. Teacher told me not to open the book.

4. If I traved a lot, I could learn a lot of things

V. 0.34 * 6 = 2 P

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

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I. 0.34 * 6 = 2 P

1. T
2. T

3. F
4. NI
5. F
6. T

II. 0.25 p * 4 sentences = 1 P

1B 2A 3C 4A

III. 0.5 * 4 sentences = 2P

1. My bicycle has solen by someone.

2. If he had concentrated on the lecture, he could have done this exercise
3. Teacher told me not to open the book.

4. If I traved a lot, I could learn a lot of things
1D 2C 3A 4B 5A 6B 7B 8A 9B 10D

II. 0.4 P * 5 sentences = 2 P

1. had had
2. was sleeping
3. didn't go/ had

4. don't answer/ am having

Period38

Date of preparation

Unit 7

Lesson 1

Date of teaching...
Date of teaching...

Economic reforms
reading

A. Preparation:

I. The aim and the requirement

1.Knowledge: By the end of the lesson, students will be able to
- read for specific information

- express their ideas about changes in Vietnam since Doi Moi
2.Language: - Vocabulary: Words relate to the title

- Grammar: Structure: simple present, simple past, and present 
perfect tense

3.Skill: - Reading

4. Educational aim: - Educate Ss to be aware of the Vietnamese Party's leading

II. Materials

- Teacher: Textbook, picture, the vice-board.

- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- Ss may not know about the information about Doi Moi
B. Procedure:

Teacher's activities Students' activities

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- Ask Ss to work in groups (4 groups)
- Ask them to look at the pictures in the
book and tell the differences between
them

- Call on some groups to report their
ideas.

- Listen and give feedback

- Lead-in: What do you think people have
done to achieve these changes?

The schools, houses, farming..have been
developed and improved thanks to

economic reforms

Today you will read about the changes of
economy of Vietnam since Doi Moi
( renovation)

II. Before you read: (7')

- Read the passage then ask Ss a
question:

How many paragraphs can the passage 
be divided?

- Teach the words in the passage that
don't appear in Task 1

+eleminate (v) = get rid of : loai bo
 +subsidy (n): bao cap

+intervention (n): su can thiep
 +substantial (a): lon, dang ke
 +illigal (a): bat hop phap

+commitment (n): cam ket, loi hua

- Guide Ss to read new words then ask
them to take note

II. While you read:

Task1: (5') - Ask Ss to scan the words in

task 1 then read the passage again to
guess the meaning of them

- Call on some Ss to read their answers
- Listen and correct

Answers:

- The school is larger and better
now than it was in the past
- Houses were small with
thatched roofs in the past now
there are a lot of two storey
buildings

- In the past farmers worked on
the field with their buffalos

Bundles of rice are now collected
by machines

- Whole class

Answers: There are 5 paragraphs

1." One of..." to "standards of 
people".

2. " Before..." to " investement".
3. " The subsequent..." to " 
...investement"

4. " Since Doi Moi...." to " ...training"
5. "We believe..." to "...our people."

- Pay attenion

- Read after the teacher

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- guide Ss to read

Task 2: ( 10') T/ F

- Ask Ss to scan the statements then
guess those are True or those are False
- Ask Ss to read the passage again and
find the answers

- Call on some Ss to tell their answers
and explain.

- Listen and feedback

Task 3: ( 10' ) Answer the questions

- Ask Ss to underline the key words in
the sentences then read the passage again
to answer the questions

- Ask Ss to work individually and work
in pairs

- Call on some Ss to give the answers
- Listen and correct.

III. After you read (7')

pairs

Answers:

National Congress: họp quốc hội
renovation (n): đổi mới

under-developed: kÐm ph¸t triĨn
dominate (v): chi phối

stagnant (a): trì trệ
inflation (n): lạm phát

government subsidies : sù bao 
cÊp cña chÝnh phñ

government commitment: sù cam 
kÕt cña chÝnh phñ

dissolve (v): giải tán, giải thể
substantial(a): lớn, đáng kể

- Work individually then work in
pairs

Answers:

1.F ( one of the most...)
2.F ( Vietnamese Communist 
Party...)

3.T

4.F ( ...namely, production of 
food...)

5.T

- Work individually and work in
pairs

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 mesures the Government

introduced to implement Doi Moi 
were as follows :

- eleminated government subsi 
dies

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- Ask Ss to scan the passage then collect
the information and make a brief note of
the following points:

* Vietnam before Doi Moi

...
* The Government's innovation measures
...
* Vietnam since Doi Moi

- Call on some Ss to give the answers
- Give feedback

IV. Homework:(1')

- Ask Ss to learn the new words by heart
and prepare for the next lesson

foreign....investement.

4. Since Doi Moi, Viet nam has 
undergone...they are:

- productivity and agricultural 
export...

- the farmer has enjoyed...
- the workers have...

- the children...
5. We believe that...

- Work in groups
Answers:

*Before Doi Moi

- Economy: under-develope, 
dominated by traditional 
argriculture

- Country and people: poor
- Production: stagnant
- Shortages of schools and 
hospitals

- Inflation

* The Government's innovation
measures

- Eliminated government 
subsidies

- Shifted economic priority from 
heavy industry to three major 
economic programmes;...
- Reduced state intervention....
- Opened trade....in the world
- Encouraged

foreign....investement

Since Doi Moi

- Productivity and agricultural 
export...

- The farmer has enjoyed...
- The workers have...

- The children: enjoyed education
and training.

Period 39

Date of preparation
Unit 7

Lessond 2

Date of teaching...
Date of teaching...

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speaking

A. Preparation:

I. The aim and the requirement

1. Knowledge: By the end of the lesson, students will be able to

-talk about changes the new economic reform has brought about
- express their ideas about mesures in economic reforms.

2. Language: - Vocabulary: Words relate to the title

- Grammar: Structure: simple present, simple past, and present 
perfect tense

3. Skill: - Speaking

4. Educational aim: - Educate Ss to be aware of the Vietnamese Party's leading

II. Materials

- Teacher: Textbook, picture, the vice-board.

- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- Ss may not speak fluently.
B. Procedure:

Teacher's activities Students' activities

I. Check up the old lesson: (7')

- Call on 2 students to write new
words on the board and other
student read the first paragraph
then answer the question:

When and by whom was Doi Moi 
officially innitiated?

Suggested answer:

. It was officially initiated in 1986 
by our Vietnam Communist Party

Task1: ( 5')- Ask Ss to look at the

picture and answer the following
questions

1. What does each pair of picture

tell you?

2. What changes can you see in
each pair of pictures?

-Write new words on the board, read
the passage and answer the question

eleminate (v) = get rid of : loai bo
subsidy (n): bao cap

intervention (n): su can thiep
substantial (a): lon, dang ke
illigal (a): bat hop phap

commitment (n): cam ket, loi hua
National Congress: họp quốc hội
renovation (n): đổi mới

under-developed: kÐm phát triển
dominate (v): chi phối

stagnant (a): trì trệ
inflation (n): lạm ph¸t

government subsidies : sù bao cÊp cđa 
chÝnh phđ

government commitment: sù cam kÕt 
cña chÝnh phñ

dissolve (v): giải tán, giải thể
substantial (a): lớn, đáng kể

- Work in groups

Answers:

1. The pictures tell us the differences the
act or result of renovation.

2. I can see the changes such as : The
school is larger and better now than it
was in the past.

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3. What do you think people have
done to achieve these changes?

Lead-in: We will talk about the
changes and positive effects in
education, health care and
agriculture of the country of

Fantasia after the economic reform

Task 2: (30')

Give the situation: The country of

Fantasia started its overall reform

in the early 1970s . The reform has
brought about positive effects in
many factors of the economy,
particularly in education, heath
care and argriculture

- Ask Ss to work in groups basing
on the cues in the text book

- Help Ss to pronunciate

- Give some structures to help them
speaking:

I think they have + VpII/ could 
have + VpII

The changes in ...prove that 
they have + VpII/ must have + 
VpII

They have + VpII/ might have + 
VpII...

- Ss may choose the title

education, health care or 
agriculture

- Invite some groups to report their

ideas

- Give feedback and make
comments

now they work by machine

3. I think people can make the changes
through the economy.

- Pay attention

- Work in groups

- Scan the suggested phrases

Answers:

Education:

A: We all see that education has change
a lot.

What have the government and the 
people of Fantesia done for education?
B: They have rewritten the

curriculumns and textbooks have been 
revised

C: Teachers have been trained on how 
to change the learning and the teaching
methods.

D. They have offered more scholarships
to poor or disadvataged children.

A: Teachers' salary has been raised to
improve their living conditions.

...
.

Health care:

A: We all see that health care has 
improved. What have they done for 
health care?

B: They have built more hospitals and 
imployed more highly qualified doctors.
C: Hospitals have been upgraded with 
more medical equipment and facilities.
D: They have increased doctors' and 
nurse' salary.

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II. Consolidation: (2)

- Review some structures that
usind to speak such as, I think they

have + VpII/ could have + VpII
The changes in ...prove that they
have + VpII/ must have + VpII
They have + VpII/ might have + 
VpII...

III. Homework: (1')

- Ask Ss to write a few sentences
about the mesures the Government
and the people of Vietnam have
taken to develope the country.
- Prepare the next lesson:

Listening

Agriculture:

A:We all see that argricultural

production has increased a lot. What 
have they done for agriculture?

B:They have applied appropriate 
policies to encourage farmers to work 
more effectiently. New and advanged 
ferming techniques have been

introduced.

C: Fertilisers, pesticides and

insecticides have been used to increased
production.

D: They have built more dykes and 
dams to improve the irrigation and 
drainage system.

A: Farmers have bought more advanced
farming facilities and equipment.

-Write down

Period 40

Date of preparation

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Unit 7

Lesson 3

Economic reforms
 Listening
 A. Preparation:

I. The aim and the requirement

1. Knowledge: By the end of the lesson, students will be able to
- Listen for understanding of the passage

- Listen for specific information.
2. Language: - Vocabulary: Words relate to the title

- Grammar: Structure: simple present, simple past, and present 
perfect tense

3. Skill: - Listening

4. Educational aim: - Educate Ss to be aware of the bad effects of taking drug

II. Materials

- Teacher: Textbook, CD - player, the vice-board.

- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- Ss may not listen detail.
B. Procedure:

Teacher's activities Students' activities

I. Warm- up: (5') Guessing game: 
What is it?

- Hang the chart and ask Ss to work in
groups, read and guess what it is.
- award good marks to the first

student to successfullyguess the word

Charts:

1. It is a white substance used as a
pain-killer.

2. It is also illigal substance that some
people take because of its pleasant
effects

3. It contributes to violence and crime
among the people who use it

4. A few people are buying and
selling it illigally

Lead-in: Do you think drug-taking
should be banned?

We all know the negative effects that
drugs bring about. Today we will
listen to apassage about the people of
Tango, who found a drug plant and
what they did with the plant.

II. Before you listen: (5')

- Teach the new words:
inhabitant (n): dan cu

discourage (v) >< courage (v):

- Look at the charts
- Work in groups

Answer: DRUG

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drug-taker (n): nguoi su dung ma tuy
be in ruin: hu hai, do nat

islander (n): dan dao
run short of(v): thieu

take measures to do st: ap dung bien
phap lam gi

solution(n): giai phap

- Guide Ss to repeat the CD- player

III. While you listen:

- Intoduce the situation: You will hear
Dr Brown, a world population expert,

talk about the world population.
Listen to the interview and do the task
that follow.

Task 1: T/F (10')

- Ask Ss scan the statements then
guess the information which are T or
F, ask Ss to listen the CD-player the
1st time

- Play the CD- player the 2nd tØme
- Call on some Ss to write the anwers
on the board

- Play the CD -player the last time
then stop the answers to check.
- Give feedback

Task 2: Sentence completion (15')

- Ask Ss to work individually then
work in pairs to compare the answers
- Ask Ss to listen the CD- player two
times

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

- Give feedback

- Repeat the CD-player

- Scan the statements then listen to
the passage

Answers:

1F( Atlantic Ocean)

2F( They grew the plant which 
contained a powerful drug)
3T

4T

5F( The P. M made speeches on the 
TV..)

6F( forced the Government to take 
measures)

7T
8T

9F( They exported drug to other 
countries)

- Work individually then work in
pairs

Answers:

1. Thepeople of Tango 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: workers and 
farmers became lazy, children did 
not want to go to school, and the 
whole population began to run short 
of food.

4. The Government took three

measures: introduced a law to make 
a drug illigal, put the drug-takers

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IV. After you listen: (5')

- Ask Ss to tell the negative effects of
taking drug.

- Ask Ss to work in groups

- Call on some groups to give their
ideas

V. Consolidation: (4')

- Review the main content of th
listening lesson

+ How do the people in Tango use the
drug?

+ The bad effects on the country's
economy

+ Government's measures

VI. Homework: (1')

- Ask Ss to write about the bad effects
of taking drug

other countries

5. Eventually they decided to export

the drug to other countries.

- Work in groups

Answers:

Workers and farmers became lazy,

children did not want to go to 
school, and the whole population 
began to run short of food. It 
contributes to violence and crime 
among the people who use it. The 
health become poor due to drug. 
People can get the dangerous 
disease such as, HIV/ AIDS

- Write down

Period41

Date of preparation
Unit 7

Lesson 4

Date of teaching...
Date of teaching...

Economic reforms
 Writing
 A. Preparation:

I. The aim and the requirement

1. Knowledge: By the end of the lesson, students will be able to
- Describe information in a table

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2. Language: - Vocabulary: Words relate to the title

- Grammar: Structure: simple present, simple past, and present 
perfect tense

3. Skill: - Writing

4. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: Textbook, the vice-board.

- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- Ss may not write because of the vocabularies
B. Procedure:

Teacher's activities Students' activities

I. Warm- up: ( 5')

- Draw on the board 3 graphs then ask
Ss to match the phrases to the

corresponding information in each
graph

a. a drop/ fall/decrease/decline
b. to rise steadily

c. a dramatic increase

d. to remain constant/ unchanged
- Call on some Ss to do

- Listen and correct

Lead-in: These phrases are

commonlyused in describingthe
informationin a table or graph. Today
we will write a description of

information in the table

II. Before you write: (5')

- Ask Ss to look at the table
presenting the achievements the
Government and the people of Tango
have gained in some branches of the
economy after two decates of their
economic reform. And do the Tasks
that follow

* New words:

fishery (n): Ngành thuỷ sản
forestry (n): Lâm nghiệp
industry (n): Công nghiệp

construction (n): ngành xây dựng
export (n): xuÊt khÈu

economic situation (n): t×nh h×nh
kinh tÕ

II. While you write:

Task 1: (10') Answer the questions

- Ask Ss to work in groups to answer

-- Listen to the Teacher;
- Work in pairs

- Look at their books

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the questions

- Call on some Ss to answer
- Listen and correct

Task 2: ( 17') Write a report basing 
on the information given in the 
table.

Cues:

- 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.

Conjuntions: and, then, thanks to, 
because, not only....but also

Grammar: Present perfect and 
passive voice

- Ask Ss to work in groups

- Call on the representative to read
their answers

- Listen and correct

III. After you write: (5')

- Ask Ss to read their report in front of
the class and ask others to take note

IV. Consolidation: (2')

- Review some new words and the
outline basing on task1

V. Homework: (1')

- Ask Ss to complete their writing
lesson

- Wroup work

- write down

Period 42

Date of preparation

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Unit 7

Lesson 5

Economic reforms
 Language focus
 A. Preparation:

I. The aim and the requirement

1. Knowledge: By the end of the lesson, students will be able to

- Distinguish between the strong and weak forms of auxiliaries
- Use the adverbial clause of concession with although and even 
though.

2. Language: - Vocabulary: Words relate to the title

- Grammar: the adverbial clause of concession with
3. Skill: - Writing

4. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: Textbook, the vice-board.

- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- Ss may not do the exercises.

B. Procedure:

Teacher's activities Students' activities

I. Pronunciation: (10')

- Write some sentences on the board
and ask Ss to listen and distinguish
the weak or strong form

1. Can you do this exercise?
2. Have you learned it yet?
3. Must you study it this year?

4. I can't do this exercise but she can?
- Lead -in the lesson strong and weak
forms of auxiliaries

- Ask Ss to look at the table in the
book and read them

- Ask Ss to practise the diologues
- Listen and correct

II. Grammar and vocabulary: (30')

The adverbial clause of concession
with although and even though

Although

Though + clause
Even though

Eg: Although it rains, she goes out

Exercise 1: Combine the sentences

with although/ even though

- Ask Ss to work individually then
work in pairs to compare the answers
- Call on some Ss to write on the
board

- Look at the board
- Pay attention

- Work in pairs to practise

- Take note

- Work individually then work in pairs

Answers:

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- Listen and correct

Exercise 2: Complete the sentences.
Use although + a clause from the 
box

- Ask Ss to scan the phrases and
sentences in the box

- Call on Ss to read their answers
- Listen and correct.

Exercise 3: Use your own ideas to 
complete to followingsentences

- Ask Ss to scan the phrases and
sentences in the box

- Call on Ss to read their answers
- Listen and correct

III. Consolidation: (4')

- Review how to use the adverbial
clause of concession with although

and even though

IV. Homework: (1')

- Ask Ss to do the exercises again and
prepare the new lesson.

2. Although we had planned

everything carefully, a lot of things 
went wrong.

3. Even though the doctor has 
advised him to quit, Bob smokes 20 
cigarettes a day.

4. Although it was cold and rainy, we 
managed to go to class in time.

5. Although Luong has studied 
English only for six months, he can 
speak English very well.

6. I didn't go to bed early although I 
was really sleepy.

- Work individually then work in pairs

Answers:

1. Although I was very tired
2. Although I had never seen her 
before.

3. although it was pretty cold
4. although we don't like them....
5. Although I didn't speak the 
language

6. Although the heat was on

7. although I'd met her twice before
8. although we have known each other
for a long time

- Work in dividually and work in pairs

Answers:

1...we forgot many things
2. ...theywere very hungry
3...he could speak well
4...Although he had revised 
everything

5. it is pretty cold

- write down

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Date of preparation

Date of teaching...
Date of teaching...
. Corecting Test 2

A. Preparation:

I. The aim and the requirement

1. Knowledge: By the end of the lesson, students will be able to
- Reconige their weak or strong point in learning.

2. Language: - Vocabulary: Words relate to the titles from Unit 4 to Unit 6
- Grammar: conditional sentences, tenses....

3. Skill: - Writing and reading

4. Educational aim: - Educate Ss to love this subject.

II. Materials

- Teacher: Lesson plan, coppied tests.

- Student: Textbook, notebook, pen and prepare the lesson.

III. Anticipated problems:

- Ss may not do the exercises.
B. Procedure:

Teacher's activities Students' activities

Pronunciation: ( 5')

- Ask Ss to review the stress in three
and more than three syllable words
- Give how to stress the syllable

1. parti'cular
2. respon'sible
3. su'ppose
4. 'finish

Give the correct form of the verbs 
(10')

- Ask Ss to review the tenes:
1.conditional sentences (Type 3)
2. past continuous tense

3. past simple

4. simple present/ am having
5. past perfect

Choose the best option (10')

- Ask Ss to retell the structures and
grammar

1. passive voice
2. word form
3. relative clauses

4. preposition ( structure)
5. relative clauses

6. preposition ( structure)

7. conditional sentences (Type 1)

- Review the stress in three and
more than three syllable words

I. 0.25 p* 4 sentences = 1 P

1B 2A 3C 4A

II. 0.4 P * 5 sentences = 2 P

1. had had
2. was sleeping
3. didn't go/ had

4. don't answer/ am having

III. 0.3 * 10 sentences = 3 P

1D 2C 3A 4B 5A 6B 7B 8A 9B
10D

IV. 0.5 * 4 sentences = 2P

1 My bicycle has solen by someone.
2. If he had concentrated on the
lecture, he could have done this
exercise

3. Teacher told me not to open the
book.

4. If I traved a lot, I could learn a lot
of things

V. 0.34 * 6 = 2 P

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8. reported speech
9. word form

10. conditional sentences (Type 1
using Unless )

Rewite the sentences that is similar 
in meaning... (10')

1. passive voice

2. conditional sentences type III
3. reported speech

4. conditional sentence type II

Reading comprehension (7')

1T ( ...begin in September)

2T (...flood to major cities hunting for

job )

3F (....Large companies....for a
lifetime)

4NI

5. F (...they look for ways of....using
their time)

6T (....many look for...of the
society)

Consolidation: (2')

- Ask Ss to review the strucures and
grammar ( tenses, conditional

sentences, reported speech...)

Homework: (1')

- Ask Ss to do the test again and
prepare the new lesson Unit 8: 
Reading

4. NI
5. F
6. T

-Write down

Period 44

Date of preparation

UNIT 8

Lesson1

Date of teaching...
Date of teaching...

LIFE INTHE FUTURE

READING
A. Preparation:

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1. Kowledge: By the end of the lesson Ss will be able to:- understand
some more about the changing of people and the earth in the future.

- use vocabulary related to the topic of the lesson through
exercises.

2. Language: : - Vocabulary: Words relate to the title

- Grammar: Contracted forms of auxiliaries , but, so, however

and therefore.

3. Skill: - Reading

4. Educational aim: - Educate Ss to love their life.

II. Materials

Teacher: Lesson plan, textbook, posters and pictures.
Student: Textbook, notebook, pen and prepare the lesson.

B . Procedure:

Teacher's activities Students' activities

I. Warm-up ( 5 mins.)

- Discuss the questions below
1. What was the life in the past
like?

2. What was the life at our present
like?

(focus: travel, roads, houses,
education, living condition…)

 Do you think life will be better

in the future? Why / Why not?

 List three things that might

happen in the future.

* Introduce the title of the lesson

1. Before you read:(5')Get the

meaning of some words
* Vocabulary:

depression (n): phường, hội

corporation (n): cong ty kinh
doanh

domestic chore (n,a): viec nha
Labor-saving device (n): thiet bi
tiet kiem suc lao dong

Disappear (v): bien mat
burden (n): ganh nang
to be bound to: co xu huong
have in fluence on : co anh huong
run on (v) = use (v)

* Rub out remember

2. While you read: (25')

Task1: Find words and phrases

in the passage which have the
following meaning

- Ask students to read through the

- Work in groups

* Discuss and answer the questions

Answers' suggestion:

1. In the past:

 Traveling on foot.
 The roads were narrow
 The houses were small and

covered with thatch

 The children didn’t go to school

2. At the present:

 Traveling by motorbikes, cars,

planes…

 The streets are very large
 Tall buildings

 The children go to school.

 Yes, I think. Life will be better in the

future thanks to modern technology.
- Ss pay attention and answer the 
questions.

- Ss pay attention and take notes

- Ss work in pairs to do the Task 1, 2, 3
- Present on the extra board & then tick
on the board

- Others give feedback and correction.

- Silent reading

Task 1:

1. pessimists(n): nguoi bi quan
2. optimists:(n) nguoi lac quan

3. economic depression(n): kinh te tri

tre

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text once to find out some new
words, guess the main idea.

- Asks Ss to read the passage
silently, stop when they meet a
new word or a phrase and find
words or phrases in the passage
which have the following meaning
given in the Task 1.

- Gives feedback.

Task2: Answer the following

questions

- Asks Ss to read the passage
silently and answer the questions
individually

- Asks Ss to work in pairs to
compare their answers.

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

- Checks with the class.
- Gives feedback.

Task 3:

- Asks Ss to work in groups to
discuss then complete the chart
about LIFE IN THE FUTURE

1. Works:
………
2. travel:
………
3. Food:
………..
4. Environment:
………..
5. Security:
………

3. After you read: (9')

* Discuss the advantages and

5. wipe out(v): xoa so

6. space shuttle(n): phi thuyen

Task 2:

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 terrorist groups will 
become more powerful and more 
dangerous.

3. People will be living in much
cleaner environment, breathing fresher
air and eating healthy foods. They will
also better looked after by a modern
medical sy.

Task 3: LIFE IN THE FUTURE

Fields optimists pessimists
Work Micro

technology,

factories run by
robots, offices go
electronic, work
at home,
computers linked
to head office

Economic
depression,
large

corporations
wiped out, jobs
lost

Food More delicious
and healthier

Not enough
food because of
population
Travel Traveling by

space shuttle at
15,000kph; cars
could run on
electricity or
methane gas and
fitted with
computers

Cars, trains
give smoke

Enviro
nment

Fresh air pollution
Securit

y

Safe Threatened by 
terrorism

* Advantages and disadvantages of
robots

Advantages Disadvantages
- Save labor,

lighten our
work.

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disadvantages of robots
- Show the cues on the board
- Ask Ss to work in pairs
- Go around for help

- Call on some pairs to present
- Give comments .

III. Consolidation and 
homework:

-Ask sts to prepair the next lesson

- Do difficult /
hard jobs so
that men have

more time to
enjoy life or
do more
creative work.

or go jobless.

- People become more
independent on robots we
can’t work properly when
the power is off or when
robots stop working.

-Write down
Period 45

Date of preparation

UNIT 8

Lesson2

Date of teaching...
Date of teaching...

LIFE INTHE FUTURE

speaking
A. Preparation:

I. The aim and the requirement

1. Kowledge: Help students improve their knowledge about the life in the

future, especially the role of science and technology
.

2. Language: : - Vocabulary: Words relate to the title

- Grammar: Contracted forms of auxiliaries , but, so, however, 
therefore and tenses

3. Skill: - Speaking

4. Educational aim: - Educate Ss to love their life.

II. Materials

Teacher: Lesson plan, textbook, posters and pictures.
Student: Textbook, notebook, pen and prepare the lesson.

B. Procedure:

Teacher's activities Students' activities

I. Warm- up: ( 5mins.)

- Ask Ss to find out as many as possible
words related to Life in the future.

 Introduces the new lesson.

-Work in pairs

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"In today’s speaking section, you will
practice talking about what will have
happened by the end of 21st century and

discuss predictions about life in the
future"

1. Before you speak: (5')

- Ask Ss to study the requirements in
task 1 then find out the new words
- Help Ss with the vocabulary and
pronunciation

- Elicit some useful expressions:

Rub out and remember

2. While you speak: (25')

Task 1: Look at the newspapers

cuttings from the future, and say what

will have happened by the end of the 
21st century

- Stick 6 word cards on the board
1. Chinese astronauts land on the
Mars

2. New moon city opened

3. A cure for a common cold found
4. 150th birth day party

5. Holiday resort on Jupiter
6. Car on sea water

- Elicit the tense used after “By the end
of the 21st century, ….”

The Future Perfect Tense

S + Will- have - PP
- Have students look at the word cards
and say what will have happened by the
end of the 21st century.

- Invite some students to red aloud their
sentences.

- Correct mistakes if necessary.

Task 2: Which of these predictions are

likely/ unlikely to happen? Give at
least two reasons for each.

- Guide Ss to do Task 2, gives
instructions & models

Example:

- I think it's very unlikely that by the end

-Work in pairs

-Group work

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of the 21st

century Chinese astronauts
will have landed on Mars, because it is
too far from the earth.

Likely Unlikely

ns - Thank to

developments of
science &

technology

- Living standard
will be improved
- Cures for fatal
diseases will be
founded

- Too far
- No water
- Thin
atmosphere
- Too costly
- Too
cold/hot
- More
diseases
- Asks Ss to work in pairs

- Feed back: Give marks to better pairs

3. After you speak:(9')

Task 3: Make some more predictions

about what life will be like one
hundred years from now.

- Ask students to work in group to
discuss the question: "Do you agree 
people in 2009 will be the “lucky 
generation”? Why? Why not?

- Invite some groups’ representatives to
report their ideas.

- Give feed back and make comments.

III. Consolidation and homework: 
(1')

-Write the application process again
- Prepare for part C - LISTENING

-Work in pairs

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Period 46

Date of preparation

UNIT 8

Lesson 3

Date of teaching...

LIFE INTHE FUTURE

Listening
A. Preparation:

I. The aim and the requirement

1. Kowledge: Help students improve their knowledge about the life in the

future, especially the role of science and technology
.

2. Language: : - Vocabulary: Words relate to the title

- Grammar: Contracted forms of auxiliaries , but, so, however, 
therefore and tenses

3. Skill: - Listening

4. Educational aim: - Educate Ss to love their life.

II. Materials

Teacher: Lesson plan, textbook, posters and pictures.
Student: Textbook, notebook, pen and prepare the lesson.

B. Procedure:

Teacher's activities Students' activities

</div>

GIAO AN ANH VAN 12 DA CHINH SUA

<b>Unit 1 :Home Life</b>

<i>Lesson 1</i>

<i><b>: </b></i>

<i> Reading</i>

<b>Unit 1 : Home Life</b>

<i><b>Lesson 2: </b></i>

<b>Speaking</b>

Unit 1 :

<b>Home Life</b>

<i><b>Lesson 3: </b></i>

<b>Listening</b>

<b>Ways of socializing</b>

<i>Lesson 1: Reading</i>

<b>Ways of socializing</b>

<b>Ways of socializing</b>

<b> Lesson 3 : Listening</b>

<b>Ways of socializing</b>

<i>lesson 4 : Writing</i>

<b>school education system</b>

<i>Lesson 1 : Reading</i>

<b>school education system</b>

<i>lesson 2 : Speaking</i>

<b>school education system</b>

<i> Lesson 3 : Listening</i>

<b>school education system</b>

<i>Lesson 4 ; Writing</i>

<b>Higher education</b>

<b> Writing</b>

<b>Higher education</b>

<b>future Jobs</b>

<b>speaking</b>

<b>future Jobs</b>

<b>Listening</b>

<b>future Jobs</b>

<b>Writing</b>

<b>future Jobs</b>

<b>Language focus</b>

<b>No1</b>

<b>No 2</b>

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