period unit trêng thpt lª qóy §«n gi¸o ¸n líp 10 period 2 unit 1 a day in the life of 1st period reading i objectives by the end of the lesson ss will be able to talk about their daily routines by l

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Period 2 Unit 1: A DAY IN THE LIFE OF …
1st Period: Reading

I. Objectives:

By the end of the lesson, Ss will be able to talk about their daily routines by
learning a typical day of a farmer.

II. Materials:

Text book, pictures about farmer and field work …

III. Anticipated problems

Ss may not know what a farmer has to do during his/her working day.

IV. Procedure

Time Teacher’s activities Students’ activities
5’

10’

7’

5’

7’

I. warm up

- Ask Ss to work in pairs. Tells
them to ask and answer about their
daily routines.

II. BEFORE YOU READ
- Ask Ss to read through the
passage and give the new words.
- Writes the words on board
+ plough (v) + take a rest
+ harrow (v) + transplant (v)
+ plot of land + crop

+ fellow peasants 
+ local tobaco

- Read the new words several
times and calls on some Ss to read
out.

iii. while you read
Task1

- Asks Ss to read individually and
choose the option, B or C.

- Calls on some Ss to read aloud
their answers. Asks them to
explain their choice.

Task 2

- Has Ss work in pairs and asks
and answer about the passage.
- Calls on some pairs to do the
task in front of the class.

Task 3

- Asks Ss to scan the passage and
make a brief note about Mr. &

- Work in pairs, ask and answer. Such
as:

A: What time do you often get up?
B: I often get up at 5 p.m. and so on.
- Read and underline the new words.
Try to guess the meaning of them.
- Read and write on note books.

- Listen and chorus.

- Stand up, read the words again.

- Choose the best suits the meaning
of the italicized words.

- Give the correct word(s) and
explain.

1-C; 2-C; 3-A; 4-A.
- Pairs work.

- Stand up and give the answers, such
as:

1- He s a farmer.’

2- He gets up at 4.30 and then goes
down the kitchen to boil some water
for his morning tea.

3- In the morning, he ploughs and
harrows his plot of land, drinks teas
and smokes tobaco during his break;
and so on.

- Read and write the main points.
Then give the note, such as:

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8’

3’

Mrs. Vy’s daily routines.

- Tells Ss to compare with a friend.

IV. after you read

- Asks Ss to work in pairs or
groups and talk about the farmers’
activities.

- Calls on some Ss to give a short
talk.

v. wrapping

- Summerises the main points of
the lesson.

- Asks Ss to do the exercise on
work book.

In the morning: 4.30: gets up and
boils water for tea, has quickly
breakfast, leads buffalo to field; and
so on.

In the afternoon: 2.30 p.m. Mr. Vy
and Mrs. Tuyet go to the field, repair
the banks of the plot of land. She
does transplanting; and so on.

- Groups work: discuss about the
topic.

- Stand up, give a short talk about the
daily routines of these 2 farmer.

- Listen and take notes.

Period 3 Unit 1: A DAY IN THE LIFE OF …
2nd Period: Speaking

I. Objectives

By the end of the lesson, Ss will be able to talk about his or her daily routines by
using given information and pictures.

II. Materials

Textbook, small card of class timetable.

III. Anticipated problems

Ss may have difficulty in arranging daily routines in a good order for describing.

IV. Procedure

Time Teacher’s activities Students’ activities

8’ I. warm up

- Asks Ss to work in groups of 4
and make a list of the subjects.
- Feedback and further explain all
the subjects mentioned above

- Make a list of the subjects they
learn at school.

- Stand up and give the words. The
groups with the most words within a

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12’

15’

8’

2’

especially the ones Ss are not
familiar with.

ii. presentation

Set the scene: Quan is a teeth
grade student. He goes to school
every morning. Now, look at his
weekly timetable on page 15, ask
and answer the questions with a
partner, using the information
from the timetable.

- Lets Ss work in pairs and asks
them to study the information to
make a conversation.

iii. practice

- Keeps Ss work in pairs; asks
them to study the pictures
carefully. T may help by asking
questions.

iii. further practice

- Asks Ss to work in groups and
talk about their daily routines.
- Calls on some Ss to present in
front of the class.

v. wrapping

- Summarizes the main points of
the lesson.

- Asks Ss to prepare for next
period.

limited time will be the winner.

- Listen and pairs work.

- Stand up and make conversation,
such as:

A: What time does Quan have Civic
Education lesson on Monday?

B: He has Civic Education lesson at
7.15 a.m.

A: What lesson does Quan have at
7.14 a.m. on Monday?

B: Civic Education lesson.

- Discuss and give suggested answer,
such as:

“ Everyday Quan gets up at 14.00.
then he studies for about 2 hours. He
watches TV at 16.30. At 17.00 he
rides to the stadium to play football
with other boys in the neighborhood.
He gets back home at 18.30. After
having a shower, he has dinner with
his family at 19.00. He prepares for
the following day s lesson at 20.00.’
- Discuss.

- Go to the board and present.

- Listen and take notes.

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Period 4 Unit 1: A DAY IN THE LIFE OF …

3rd Period: Listening

I. Objectives

By the end of the lesson, Ss will be able to:

- Talk about a daily in the life of a cyclo driver.

- Improve listening skill by doing Pictures Ordering and True or False exercise.

II. Materials

- Textbook, tape script.

III. Anticipated problems

Ss may not be familiar with the life of a cyclo driver.

IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm- up

- Ask Ss to tell about their daily
activities

II. Pre-listening:
* Ask and answer:
- Ask many Ss:

+ Have you ever traveled by
cyclo?

+ When was it?

+ Is it interesting to travel by
cyclo?

+ Which do you prefer, going by
bicycle or by cyclo? Give
reason(s)

* Listen and repeat:

- Read the words and ask Ss to
repeat.

III. While-reading :
*TASK 1:

- Ask Ss to describe the pictures in
the textbooks.

- Some Ss tell in front of the class.

- Answer the questions.

- Listen and repeat

- Look at the pictures and describe,

e.g.:

“In picture a, the cyclo driver is
riding a woman. In picture b, he is
having his lunch at a food stall…”
- Guess the order of these pictures.
- listen to the tape.

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- Get Ss to guess the order of these
pictures

- Play the tape once.

- Ask Ss to give the answer key.
- Play the tape once more to
check.

@ Answer key:

1. e 2. f 3. a 4. c 5. b 6. d
* TASK 2:

- Explain what to do.
- Play the tape once.
- Give the answer

- Play the tape once more to
check the answer. (if many Ss
can’t give the correct answer, T
plays the third time with pause)

@ Answer Key:

1. F (in district 1)
2. T

3. F ( He gives an old man a ride
from district 5 to district 1)

4. F (Mr. Lam’s passenger is an
old man)

5. F (Mr. Lam has lunch at a food
stall near Ben Thanh market)

6. F (After lunch time, he parks
his cyclo under the tree and takes
a short rest)

IV. Post- listening :

- Ask Ss to explain what to do in
this task.

- Tell some pairs to do as model.

- Ask some Ss retell Mr. Lam’s
story to the class.

Homework :

Write about what you remember
about Mr. Lam.

- Give the answer key.

- Listen and check once more.

- Read the task to know what to do.
- Listen to the tape.

- Give the answer and explain for
their choice.

- Listen and check the answer

- Read the task and explain what to
do.

- Work in pairs, take turns to ask and
answer questions about Mr. Lam,
using the cues.

- Retell the story to the class.

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Period 5 Unit 1: A DAY IN THE LIFE OF …
1st Period:writing

I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up:

- Ask Ss

+ Have you ever heard a
frightening story/ an interesting
story?

+ When did it happen?
+ Where did it happen?

+ How did you feel about that?
- Lead in the new lesson

II. Pre-writing:
*TASK 1

- Ask Ss to read the essay,

underline the verbs that are used in
simple past tense and circle the
connectors (of time)

- Ask Ss to tell the verbs and the

connectors they have underlined
or circled.

- Explain the new words:

+ (to) stare death in the face: đối
mặt

+ (to) fasten seat belt: cột chặt
dây an toàn

- Answer T’s questions.

- Read the essay, underline the
simple past tense verbs and circle the
connector of time.

- Tell the verbs and the connectors
- Listen to T

- Work in groups, identify the events,

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+ (to) dip: dìm, nhúng

- Notice Ss to use the simple past
tense in a narrative.

* TASK 2

- Ask Ss to work in groups to

identify the events, the climax,
and the conclusion of the story.
- Tell Ss to report their result
@ Answer Key:

+ events: got the plane, plane took
off, hostesses were just beginning
to serve lunch when the plane
began to shake, plane seemed to
dip, people screamed in panic.
+ climax: we though we had only
minutes to live.

+ Conclusion: the pilot announced
everything was all right, we

landed safely.

III. While-writing:
* TASK 3

- Explain what Ss will do in this
task.

+ fire brigade: đội cứu hoả
- Ask Ss to work in 3 groups,
writing on posters (each group
writes one paragraph of the
narrative)

- Go around to help Ss
IV. Post-writing

- Ask Ss to stick their posters on
the board

- Ask S to correct mistakes.
@ Answer key:

Last year, I spent my summer
holidays at a seaside hotel. The
hotel was modern and comfor-
table. I had a wonderful holiday
until the fire.

It was a Saturday evening and
everybody was sitting in the
discotheque on the ground floor. It
was crowded with people. They
was dancing and singing happily.
Suddenly we smelt smoke. Then
black smoke began to fill in the
room. Every people started to
scream in panic. People ran toward
the fire exits. One door was

locked. Many people began
coughing and choking.

Then, just as we thought we

had only minutes to live, the fire
brigade arrived. Firemen fought

the climax and the conclusion.
- Report the result.

- Read the task to know what to do.
- Work in groups, writing on the
posters.

- Exhibit the paragraphs of the
narrative.

- Correct mistakes of other groups

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their way into the room and soon
everyone was safely out of the
building. Luckily nobody was
seriously hurt. It was the most
frightening experience in my life.
V. Homework

- Rewrite the narrative.

- Prepare new lesson Language
Focus

Period 6 Unit 1: A DAY IN THE LIFE OF …
1st Period: Language Focus

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. PRONUNCIATION

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1.Warm-up

- Show the pictures of a sheep and
a ship,

Ask Ss t pronounce these two
words.

- Notice Ss the way to pronounce,
lead in the new lesson.

2. Presentation

- Present how to pronounce the
vowels /i/ and /i:/, emphasize the
difference between them.

- Read as model
3. Practice

- Read the words of the minimal

pairs.

/i/ /i:/
hit heat
bit beat
meet meat
interest repeat

- Read the sentences, ask Ss to
underline the letter(s)
pronounced /i/ or /i:/

- Ask Ss to practice in pairs

- Tell some Ss to read and correct
Ss’ pronunciation.

4. Further Practice:

- Ask Ss to read the reading text
again and find out 10 words
containing /i/ or /i:/

II. GRAMMAR AND

VOCABULARY:
1. Warm-up

- Give a situation, write the
example on the board:

“He is a schoolboy. He usually
goes to school by bicycle everyday
but yesterday he went to school on
foot”

+ goes: simple present tense
+ went: simple past tense
+ usually: adverb of frequency
- Ask Ss to tell the use of the
simple present and the simple past,
of the adverbs of frequency.

* Exercise 1:

- Ask Ss to explain what to do in
this exercise

- Ask Ss t work in individual then
in pairs to check their work.

- tell some Ss to give the answer
key

@ Answer Key:

1.is 2. fish 3. worry 4. are 5.

- Look at the pictures and pronounce
the words

- Listen to T’s explanation.
- Repeat

- Listen and repeat
- Some ss read

- Read the sentences, underline the
letter of these sounds.

- Work in pairs.
- Read aloud in class

- Read the reading text and find out
the words containing these sounds

- Listen

- give the tense of the above verbs

- Tell the use of the simple present
and the simple past, of the adverbs of
frequency

- Explain the task

- Work in individuals then check
with their friend.

- Give the answer keys.

- Explain what to do in this task.
- Listen to T

- Work in pairs.
- Read the sentences.

- Read the task to know what to do
- Work in pairs.

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catch 6. am

7.catch 8.go 9.give up 10.says
11.realize 12. am

* Exercise 2:

- Ask Ss to explain the task.

- Notice Ss that “as a rule” is
usually placed at the beginning of
a sentence.

- Ask Ss to work in pairs

- Tell some to read in class for
others to check

* Exercise 3

- Explain what to do in this task.
- Ask ss to work in pairs

- Tell some Ss to write their answer
on the board.

- Correct Ss’ mistakes if there are
any.

III. HOMEWORK:

Do exercises of the “ Language
Focus” in the exercise book

- Write the answer on the board.

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Period 7 Unit 2:

SCHOOL TALKS

1st Period: Reading
I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up

-Ask Ss:

+ Do you have many friends?
+ Which topics do you and your
friends usually talk about?

- Introduce new lesson: Ss usually
talk about their schools, we’ll read
small talks.

II. Pre-reading:
* Pre-questions:

- Ask Ss these questions:

+ What do students usually talk
about their school?

+ What do teachers and parents
usually talk about school?

* Brainstorming:

- Ask Ss to give words for these
charts

Teachers

Students school
subjects

III. While- reading:
TASK 2

- Read the task once.
- Introduce task 2

- Ask Ss to read silently to write
the name of the people

- Collect Ss’ feedback
@Answer Key:

- Miss Phuong - Phong
-Phong - Phong
- Phong and Mr. Ha - Miss
Phuong

- Miss Phuong - Mr. Ha
- Phong

TASK 1

- Ask Ss to read the task to know
what to do and what words are

- Answer T’s questions.

-Listen to T

- Answer questions

- Give words they know

- Read the task

- Read the text and do the exercise
- Give answers

- Read the task and the given words
- Scan the sentences.

- Read the text again and fill in the
blanks, work in individuals then in
pairs to check the answers.

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given in the box.

- Tell Ss to read the five sentences
given.

- Ask Ss to read the text and fill in
the blanks.

- Collect Ss’ feedback.
@ Answer Key:

1. traffic 2. biggest 3.
international language 4. crowded
5. worry

TASK 3

- Ask Ss to read the questions
- Tell Ss to read the text silently to
answer the questions.

- Get Ss to write their answers on
the board.

- Correct Ss’ task
@ Answer Key:

1.He studies at Chu Van An high
school.

2.He studies many subjects such
as Math, Physics, Chemistry,
Biology…

3.Because it is an important
means of international
communication

4.She likes her teaching
profession because she loves
working with children.

5.The man worries about his
son’s safety in narrow and
crowded streets.

IV. Post- reading

- Ask Ss to work in groups, talking
about:

+ What subject do you like best?
+ What do you like or dislike
doing at school?

+ What you worry about at
school?

V. Homework:

- Write about yourself, using the
first paragraph as a frame.

- Read the questions given.

- Read the text again and answer the
questions.

- Write the answers on the board.

- Work in groups.

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Period 8 Unit 2:

SCHOOL TALKS

1st Period: speaking

I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up:

- Give a situation: suppose that
you meet a friend at the
supermarket. You are very busy.
What will you say to open and end
the conversation?

A: ………

B: Hi, Lan. How are you?

A: I’m fine. Thank you! And you?
B: I’m very well. Thanks. I haven’t
seen you for a long time. Let’s go
somewhere for a drink.

A: Sorry. ………
- Ask Ss to give many ways
- Lead in the new lesson.
II. Pre-speaking:

*TASK 1

- Ask Ss to explain what to do.

- Give the open and the end of this
conversation.

Ex: + Hello, Mai./ Hi, Mai

+ I’m very busy now./ I really
must go now. Perhaps another time.

- Give other startings and endings of
a conversation.

- Read the task to know what to do.
- Work in groups, placing the
expressions into two columns.

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- Tell Ss to work in groups, placing
these expressions under the
appropriate heading.

- Tell Ss to give more expressions
- Ask Ss to read them aloud.
@ Answer Key:

Starting a

conversation Closingconversation a

- Good

morning!

- How’s

everything at
school?

-Hello! How
are you?

-Hello! What

are you

doing?

-Hi. How is
school?

-Sorry, I’ve got to
go. Talk to you
later.

-Well. It’s been
nice talking to
you.

-Goodbye, see
you later.

-Great. I’ll see
you tomorrow.
-Catch up with
you later.

III. While-speaking:
*TASK 2

- Ask Ss to rearrange the sentences
to make a conversation.

- Collect Ss’ feedback.
@ Answer Key:

D F B H E
C

- Get Ss to practice with a partner.
Go around to correct Ss’ intonation
and spelling.

- Tell some pairs to talk in class.
* TASK 3

- Ask Ss to complete the
conversation.

- Collect Ss’ feedback.

- Tell Ss to practice with a partner.
IV. Post-speaking:

* TASK 4:

- Ask Ss to make small talks on the
following topics, using the starting
and the ending of a conversation
in task 1.

+ the weather

+ last night’s TV programmes.
+ football.

+ Plans for next weekend.
- Go around to help Ss.
V. Homework:

- Write a conversation about one
of the above topics.

- Read them.

- Work in groups, rearrange the
sentences.

- Give the answer key.

- Practice in pairs.
- Some pairs act-out

- Complete the conversation.
- Some pairs read in class.

- Work in four groups, make small
talks.

- Some Ss present in class.

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Period 9 Unit 2:

SCHOOL TALKS

1st Period: listening
I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up:

- Give a poster, ask Ss to make
questions for these answers:

+ I’m taking English this semester.
+ I really like it.

+ For a week.

+ No, I’m traveling alone.
+ That’s great.

- Collect Ss’ feedback.
@ Suggested answer:

1. What are you taking this

- Work in pairs, making questions.

- Give the possible questions

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semester?

2. Do you like football?

3. How long are you staying
here?

4. Are you u traveling with
your friends?

5. Would you like to go for a
drink?

II. Pre-listening:
* Matching:

- Ask Ss to read and match a
question in A with a response in B.
- Tell Ss to give the answer.

@ Answer Key:

1. c 2.e 3. a 4. b 5. d
III. While -reading:

* TASK 1:

- Ask Ss to look at the 4 pictures,
and guess:

+ Where are they standing?
+ What are they talking about?
- Play the tape

- Collect Ss’ feedback.

- Play the tape once more to
check.

* TASK 2:

- Tell Ss to scan the questions.
- Ask Ss to work in pairs, answer

the questions before listening.
- Play the tape twice.

- Ask Ss to write their answer on
the board.

- Play the tape once more to check
the answers.

@ Answer Key:

1. She is taking English.
2. Miss Lan Phuong’s
3. at a party.

4. For a week.
5. No, she doesn’t.
* TASK 3:

- Ask Ss to scan the conversation
and guess what words will be
filled in.

- Play the tape once.

- Tell Ss to give the answer.

- Play the tape once more to check
the words.

@Answer Key:

1. it here 2. very nice
3. big

4. comfortable 5. traveling
6. no

7. alone 8. for a drink.

- Read and match the questions and
answers.

- Tell their matching.

- Look at the pictures and guess.

- Listen to the tape.
- Give the answers.

- Listen and check the answers.

- Read the questions and answer
them.

- Listen to the tape to find the
answers.

- Write the answers on the board.
- Listen again and check the answers.

- Scan the conversations.
- Listen to the tape.
- Tell the answer.
- Check the answer.

- Work in groups. Talking about the
problems they have experienced.
- Report in class.

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IV. Post-listening:

- Tell Ss to work in groups, talking
about the problems they have
experienced at school.

- Tell some Ss to act-out
V. Homework:

Write about the problems you
have experienced at school.

Period 10 Unit 2:

SCHOOL TALKS

1st Period: Writing
I. Objectives

II. Materials

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III. Anticipated problems

IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up

* Task 1

- Ask Ss to work in pairs,
answering the questions.

@ Suggested Answers

+ Applying for a job, opening an
account, sending or receiving
money at the post office or banks.

+ First name, sure name, address,
age, occupation, marital status, etc.

II. Pre-writing:
* Task 2:

- Ask Ss to scan the task

- Ask Ss to match a line in A with
a question in B

- Tell Ss to give the answer key
- Tell some pairs to act- out
@ Answer key:

1,D 2,F 3.E 4.G 5.B 6.C
7.A

* Task 3

- Explain what Ss do in this task.
- Tell Ss to do the exercise.

- Show the poster of this exercise,
tell one S to do on the board.

III. While-Writing
* Task 4:

- Tell Ss to have a look at the form
and explain what to do.

- Ask Ss to fill in the form.
IV. Post- writing

- Show the poster of this exercise
on the board, tell one S to write on
the board.

- Ask Ss to correct the task on the
board and that in their notebooks.

V. Homework

- Do the writing exercise, unit 2,
work book.

- Work in pairs, answer the
questions.

- Have a look at the exercise.
- Do the exercise

- Give the answer.

- Practice: one asks one answer.

- Read the task
- Write in the task

- One S writes on the board.

- Scan the exercise before filling in
- Work in pairs, fill in the form.
- Write on the board.

- Correct the task.

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Period 11 Unit 2:

SCHOOL TALKS

1st Period: Language Focus
I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. PRONUNCIATION:

1. Warm-up:

- Hang the poster of these stns, ask
Ss to read:

+ My cousin is my uncle’s son.
+ The doctor wants to exam her.
- Introduce new lesson.

2. Presentation

- Explain: /aa/ may come at the
beginning or in the middle of a
word, e.g.: us, under, must, come.
- The words containing letters “ou,
oo,oe, a” may pronounced as /aa/,
e.g.: cousin, flood, was.

- /a:/ may come at the beginning
or in the middle of a word (never
at the end)

- letter “o” before these letters is

pronounced/a:/ “ b, d, g, p, or, ck”,
e.g.: robin, rod, log, stop, lot,
pocket.

- Read the stn, notice the
pronunciation of the underlined
words

- Listen to T

- Repeat.

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- Present how to pronounce /aa/
and /a:/, emphasize the difference
between them.

- Guide Ss to read the sounds.
3. Practice:

- Read the words of minimal pairs.
- Read the sentences, ask Ss to
underline the letters pronounced
/aa? or /a:/

- Ask Ss to practice in pairs.

- Tell some Ss to read and correct
their pronunciation.

4. Further Practice:

- Ask Ss to work in groups, one
read the word- one writes on the
board.

II. GRAMMAR AND

VOCABULARY:
1. Warm-up:

+ What subjects are you taking
this semester?

+ How long are you staying?

+ I like to learn English. I really
don’t like getting up early.

+ I enjoying teaching and love
working with children.

- Hang on the poster of these
sentences, ask Ss what kind of
question they are and how the
verbs followed “like” and “love”
is.

2. Presentation:
a) WH- questions:

- Ask Ss to give some WH- words
and make questions with some of
them:

+WHO, WHAT, WHERE,
WHEN, WHY…

b) Gerund and To infinitive:
* Gerund:

- Some common verbs follow by
Gerund: like, love, enjoy, finish,
keep, mind, postpone, suggest,
consider, practice, etc.

Ex: We postpone going to Ha Noi.
- After a preposition.

- Common expressions with go +
V-ing: go camping, go dancing, go
shopping, go lucking, go fishing,
go swimming…

* To - infinitive:

- Common verbs followed by
to-inf: decide, hope, want, agree,
plan, demand…..

- Practice in individuals, then in pairs

for their partner to correct mistakes.
- Some Ss read aloud in class.

- Work in groups.

- look at the poster.

- Answer T’s question

- Give some WH- words and make
questions with them.

- Listen and take notes.

- Give examples.

- Work in pairs.

- Write the questions on the board.

- Scan the letter.

- Do the task individually, and then
check with the partner.

- Give feedback.

- Work in pairs.
- Give the answer.

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- Some verbs + Object + to- inf:
ask, advise, order, tell, request,
want.

Ex: She advises me to leave early.
3. Practice:

* Exercise 1:

- Ask Ss to work in pairs, then
write the questions on the board.
- Correct Ss’ task on the board.
* Exercise 2:

- Ask Ss to scan the letter.

- Tell Ss to work in individual then
in pairs to check the answers.
- Ask Ss to give the answer.

@ Answer Key: 1. to hear 2. going
3. remembering 4. doing 5.
worrying 6. to pay 7. to go 8.
visiting 9. seeing 10. hearing.
* Exercise 3:

- Ask SS to work in pairs
- Collect Ss’ feedback.

@Key:1.to go 2.waiting 3. having

4.to find 5. living 6. making 7. to
call 8. to lend 9. talking 10. to post
III. HOMEWORK:

- Do Exercises in Workbook,
Language Focus

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Period 12 Unit 3:

PEOPLE’S BACKGROUND

1st Period: Reading

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up:

- Ask Ss to work in groups to list
the name of the famous scientists.
The group with more names of
scientists will be the winner.

- Ask further questions about some
scientists regarding their
specializations and achievements.
II. Pre-Reading:

* Questions:

1. Have you ever heard of Marie
Curie?

2. What do you know about her?
3. What do you want to know
more about her?

* Pre-teach Vocabulary:

- general education: giáo dục
phổ thông

- brilliant (adj): sáng chói, rực
rỡ

- PhD: Doctor of Philosophy:
Tiến só

- tragic death: cái chết bi thảm
- (to) be awarded: được trao
thưởng

- atomic weight: khối lượng
nguyên tử

- humanitarian wish: ước muốn
nhân đạo.

III. While- Reading:

* Task 1:

- Ask Ss to work individually, then
check with their friends.

- Collect Ss’ feedback.
@ Answer Key:

- Work in groups, list the name of the
scientists they know.

- Tell sth more about some of these
scientists.

- Answer T’s questions about Marie
Curie.

- listen and take notes.

- Scan the words and phrases in task
1.

- Read the text and match the words
and phrases

- give the answers.

- Read the text again and decide True
or False.

- Give the answer and explain,
correct the false information.

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1.c 2. e 3.a 4. d 5.b
* Task 2:

- Tell Ss to work in pairs to decide
true or false. Correct the false
information.

- Have Ss explain their answers:
1. T

2. F ( Her dream was to become a
scientist)

3. T

4. F ( She married Pierre Curie in
1895)

5. T
* Task 3:

- Have Ss to read the questions.
- Tell Ss to read the text silently to
answer the questions, then
compare with partner.

- Tell Ss to write their answer on

the board and correct.

@ Answer Key:

1. She was born in Warsaw on
November 7, 1867.

2. She was a brilliant and mature
student.

3. She worked as a private tutor to
save money to study abroad.
4. She was awarded a Nobel Prize

in Chemistry for determining the
atomic weight of radium.

5. No, it wasn’t. Her real joy was
“ easing human suffering”

IV. Post- Reading:

- Ask Ss to work in groups, find
the evidence from the passage to
prove that Marie Curie was:

- strong-willed intelligent
ambitious humane hard-working.
- Explain the meaning of these
words

- Ask Ss to give answers:

+ strong-willed: she harbored the
dream of scientific career, which
was impossible for a woman at
time.

+ ambitious: In spite of her
difficulty situation, she worked
extremely hard and earned a
degree in Physics with flying
colors.

+ hard-working: She worked
extremely hard.

+ intelligent: As a brilliant
student…

- Read the questions and then the text
to answer these questions.

- Write on the board.

- Work in groups, highlight or
underline the evidence from the
passage.

- Listen to T

- Tell their answers.

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+ humane: She had a humanitarian
wish that ease human suffering.
V. Homework:

- Write a short paragraph of 100
words about Marie Curie.

Period 13 Unit 3:

PEOPLE’S BACKGROUND

1st Period: Speakimg

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up:

* Kim s game’

- Hang the poster of these words:
Family hobby education
experience home parents

- Work in three groups, try to
remember the words on the poster.

- Some Ss write on the board.

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schoolwork favorite subjects
date of birth appearance
dislikes

II .Pre-Speaking:
* Task 1:

- Ask Ss to work in pairs, decide
the items can be used to tell about
somebody’s background and
discuss what questions can be
asked to know about sb’s
background.

- Collect Ss’ feedback.
@ Answers:

+ family, hobby, education,
dislikes.

+ When and where were you
born?

+ How many people are there in
your family?

+ Which schools do you study in?
+ What subjects do you like best?

+ What degree do you have?
III. While- Speaking:

* Task 2:

- Set the scene: a journalist
interview a classmate about his/
her background, using the cues,
change the role when you have
finished.

- Ask Ss to study the cues
carefully and find the questions
for each item.

- Ask Ss to work in pairs, go
around helping them.

@ Suggested Answers:

+date of birth: When were you
born?

+place of birth: Where were you
born?

+ home: Where do you live?

+ parents: Could you tell me
about your parents? What does he/

she do? How old are they?

+ brothers: How many brothers
do you have? What do they do?
How old are they?...

+primary school: Which primary
school did you go to? What did
you do at school?

+schoolwork: How do you work
at school? Did you join all school
activities?

+favorite subjects: What subjects
do you like best?

- work in pairs

- Give feedback.

- Listen to T

- Study the cues and find the
questions to ask in each item.

- Work in pairs.

- Tell about the person they have just
interviewed, work in group.

- Talk in class.

- One plays role, others interviewed.

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+experience: How do you work at
school? What experience do you
have? How long have you worked
as a doctor/ teacher…?

IV. Post- Speaking:
* Task 3

- Ask Ss to work in groups and
talk about the person they have
known through interview.

- Tell some Ss to give a small talk
in front of the class. Comment and
make necessary corrections.

* Role- play :

- Ask one S to play the role of a
famous person that he/she knows
well, others interview him/her.
V. Homework:

- Ss write a short paragraph about
their background.

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Period 14 Unit 3:

PEOPLE’S BACKGROUND

1st Period: Listening

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up

- Ask S to work in pairs, talk about
Olympic and Olympic champions
- Gather ideas that Ss discuss and
give some background information
about the Olympic and the
Olympic Champions

II. Pre-Listening:
* Pre-teach Vocabulary:
- a diploma: bằng cấp

- a degree: mức độ, trình độ
- to certificate: cấp chứng nhận
* Work in pairs:

- What would you like to know
about the champion?

- Tell some more information
about the Olympic and the
Olympic champions

III. While-Listening:
* Task 1:

- Ask S to scan task 1.

- Ask Ss to listen to the tape.
- Play the tape twice

- Get Ss to check their answer
with their friend.

- tell some Ss to explain their
answers and correct the task.

@ Answer Key:
1. T

2. T

3. F (I don’t have much free
time)

4. T

5. F ( I want to be a sports

teacher)

* Task 2:

- Tell Ss to read the stn carefully
and try to guess the missing words
in the blanks.

- Play the tape once and ask Ss to
give the words.

- work in pairs
- Tell in class.

- Listen and tell the meaning if
possible

- Work in pairs, discuss the question.

- Give the information.

- Scan the task to know what they are
going to do.

- Listen to the tape.

- Check the answer with partner.
- Give the answers.

- Read the sentences and guess the

missing words.

- Listen to the tape and fill in the
blanks.

- Give the answers.
- Listen and check.

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- Play the tape the second time
and check. (If many Ss don’t give
correct answers, play tape 3rd time

with pause to make sure that Ss
catch the information.

@ Answer Key:
1.a general education
2.lives, family

3.different, swimming
4.love stories

5.teacher’s diploma
IV. Post-Listening:

- Tell S to work in pairs, ask and
answer questions about Sally.
- Give some notes about Sally’s
background:

1980/ local schools/ 15/ family/
basket ball and swimming/ sports
teacher/ teacher’s diploma

- Tell some to ask and answer in
class, comment on Ss’
performance regarding
pronunciation and body language.
V. Homework:

-Write a short paragraph about
Sally of 50 words.

- Work in pairs, ask and answer
about Sally.

- Some pairs present in class.

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Period 15 Unit 3:

PEOPLE’S BACKGROUND

1st Period: Writing

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up

* Matching:

- Hang a poster, ask Ss to match

A B

1.name

2.date of birth
3.place of birth
4.school

attended
5.exams passed
6.previous jobs
7.interests

a. Boston

b.Kensington high
school

c. English, French,
math

d.Tourist guide
e. David Brown
f.12/11/69

g.Music and

dancing
- Tell Ss to give the answer
- Lead in the new lesson
II. Pre- Writing:

*Task 1

- Implicit the elements of a C.V. by
asking Ss t read Mr. Brown’s C.V.

- Introduce the elements of a C.V.:
+ Personal information

+ Education
+ Previous jobs
+ Interests

- Tell Ss to speak, expand the ideas into
sentences, using the cues ( T may give
sentences as model)

III. While-Writing:

- Ask Ss to work independently and write
a paragraph about Mr. Brown, using the
cues.

- Have Ss compare their writing with a
partner.

- Hang a poster of suggested answer:
Mr. Brown was born on 12th November,

- Match the words and phrases in
two columns.

- Give the answer.

- Read the C.V.
- Listen to T

- Speak to the partner, expand the
ideas into sentences.

- Write a paragraph.
- Compare with a partner.
- Self-correct the writing task.

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1969 in Boston. He went to Kensington
High school and passed exams in English,
French, and Mathematics, He worked in a
travel agency from June 1991 to
December 1998. And from 1999 to 2002,
he worked as a hotel telephonist. He likes
music and dancing.

IV. Further Practice:
* Task 2

- Ask Ss to work in pairs and ask the
partner for the information about his/her
parent and complete the form.

- Go around and provide help if necessary.
Ex: Education: When did he go to school?
When did he graduate/ finish?...

Language: How many languages can
he speak? Is he/she good at English?

V. Homework

- Write a paragraph about your partner’s
parent

- Work in pairs, ask a partner and
fill in the form.

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Period 16 Unit 3:

PEOPLE’S BACKGROUND

1st Period: Language Focus

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. PRONUNCIATION

1. Warm-up

- Show the picture of a bag and a
bed, ask Ss to pronounce them
correctly.

- Introduce the new lesson.
2. Presentation:

- Demonstrate the sounds /e/
and /oe/ by pronouncing them
clearly and slowly.

- Explain to Ss the position of the
lips, tongue and the open of the
mouth.

- Ask Ss to pronounce and repeat
the sound several times.

3. Practice:

- Read the words of minimal pairs,
ask Ss to repeat.

- Read the sentences.

- Ask Ss to underline the words
containing the sounds /e/ or /oe/

- Tell Ss to practice in pairs.

- Tell some Ss to read the words
and the sentences loudly, correct
their pronunciation.

4. Further Practice:

- Dive the class into three groups,
ask them to choose three
presentatives to write on the board,
others read the words containing
these sounds for them to write.

II. GRAMMAR AND

VOCABULARY
1. Revision:

- Ask Ss to read the example in the
textbook and tell why “had
obtained” is used.

2. Presentation:

- Review the form and the use of
the past perfect tense.

+ Form: S + had + V3
ed

+ Use: The past perfect tense
can be used to describe

 An action before a point
of time in the past.

-Pronounce the words.

- Listen to T

- Listen and repeat.

- Repeat.
- Listen to T

- Underline the words.
- Practice in pairs.
- Read aloud in class.

- Work in groups, choose the Ss to
write on the board.

- Read the example.

- Listen to T’s explanation.

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Ex: I had done all my homework
before 7 p.m. last night.

 An action that had
happened before another past
action.

Ex: I had done all my homework
before I watch TV

3. Practice:
* Exercise 1:

- Ask Ss to explain what to do in
this task.

- Tell Ss to do this exercise
themselves then check with their
partner.

- Tell some Ss to give their answers
in class.

@ Answer Key: 1. had broken 2,
had done 3. had met 4. had not
turned off 5. had ever seen 6.
had not learned 7. had left 8. had
moved 9. had not seen 10. had
broken in.

* Exercise 2:

- Tell Ss to do this exercise

themselves then check with their
partner.

- Tell some Ss to give their answers
in class.

@ Answer Key:

1. had just finished - came 2.
had seldom travelled – went 3.
went – had already taken 4.
did you manage – had …..gone
– got 5. had just got –
phoned – was

* Exercise 3:

- Explain what to do in this task.
- Ask Ss to work in pairs.

- Tell S top give the answer in
class.

@ Answer Key:

1. climbed 2. turned 3.
called

4. heard 5. had already
gone

III. HOMEWORK:

-Do exercises in Workbook,
Language Focus

- Read the task and explain.

- Work in individuals and compare
their answer with their partner.

- Give the answer.

- Do the exercise and check with
partner

- Give the answer.

- Listen to T.
- Work in pairs.
- Give the answer.

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Objectives:

-To review what students have studied in the lessons 1, 2, and 3.
Teaching methods: communicative approach.

Teaching aids: cassette, posters…
Content:

Teacher’s Activities Students’ Activities

Activity 1: Listening

- Ask Ss to read the statements carefully before listening to
the tape.

- Play the tape twice.

- Ask Ss to compare their answers with a friend.
- Call Ss to read and explain their answers in class.
- Feedback and give correct answers:

1. 15, January 1929 2. in 1951 3. for 4 years 4. he met 5.
they got married 6. a minister at 7. the black freedom
movement 8. heard his speech at the 9. in 1964 10. 4,
April 1968

Activity 2: Reading

- Tell Ss to have a look at the given phrases.

- Tell Ss to work individually, read the passage and choose
one appropriate phrase in the box for each blank.

- Call on some Ss to explain their answers
@ Answers: 1.F 2. C 3. A 4. D 5. B

Activity 3: Grammar

- Review the grammar point: Gerund and Infinitive.

- Ask Ss to read the letter of application and use the correct
form of the verbs in brackets.

- Tell some Ss give their answers

- Feedback and give the correct answers.

@ Answers: 1. to apply 2. am 3. attended 4. passed 5. got
6. can 7. reading 8. know 9. am able 10. hearing

Activity 4: Writing

- Ask Ss to read the letter carefully and find out what to
write.

- Have Ss to tell what they should write.

+ yourself: age, appearance, family members…
+ your school: big?, students,…

+ your daily routine: subjects or timetable…

- Divide Ss into 6 groups, ask them to write on a poster.
- Exhibition and correct Ss’ task on the board.

- Read the statements, listen
to the tape and fill in the
blanks

- Compare the answer with
a partner.

- Explain the answers.

- Read the given phrases.
- Read the passage and
choose the phrase to fill in
the blanks.

- Give the answers.
- Tell the grammar
- Read the letter and give
the correct verb form.
- Give the answers.

- Read the letter and find
out what to write.

-Work in groups

- Exhibit the writing task.

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22. Marie Curie was ………..the Nobel Prize in chemistry for determining the atomic
weight of radium.

A. won B. awarded C. dedicated D. devoted
23. Please contact us if you want to have ………

A. some more information B. some informations
C. an information D. many informations

24. ………..her difficult living conditions, she worked extremely hard.
A. In spite of B. Despite of C. Although D. However
READING: Read the text and answer the following questions:

One of the most famous writers from England by far is Agatha Christie. Her books and plays
can be found in more foreign languages than any other writers except Shakespeare.

Agatha Christie’s real name was Agatha Miller. She was born in England in 1890. She
married Archibald Christie when she was 24 years old, and she changed her family name to Christie.
She sold her mystery book in 1920. This book was the first time that the world met Mrs.
Christie’s famous detective Hercule Poirot. Ten years after that, Mrs. Christie wrote her first book
with her second famous detective, Miss Marple.

In 1928, Mrs. Christie’s first marriage broke up. She married M. E. L. Mallowan in 1930, but
she continued to write her books under the name Agatha Christie.

Over her life, Agatha Christie wrote 60 books, 16 plays, and more than 100 short stories. She
passed away in 1976 when she was 85 years old. Her books can still be found for sale in bookstores
all around the world.

25. What did Agatha do?

A. She was a detective. B. She was a mystery.

C. She wrote books. D. She knew famous detectives.
26. Agatha Christie sold her first book in ….

A. 1890 B. 1920 C. 1928 D. 1930

27. Who was Hercule Poirot?

A. A person in her books. B. Her husband C. One of her books. D. A writer.
28. Miss Marple ………….

A. was a detective B. was a woman in her books.
C. was first seen in 1930 D. all of the above.

29. What happened in 1976?

A. Agatha Christie died B. Agatha Christie left her husband
C. Agatha Christie wrote her last book D. Agatha Christie wrote her last story
GRAMMAR:

Write questions for these statements:

30. She talked to him for an hour.

………...
31. They are coming to visit tomorrow.

………...
32. The club is not far from their house.

………...
33. My mother is cooking in the kitchen.

………...

34. It takes me 15 minutes to get to school on foot.
………...

TEST CORRECTION Week 7
Period 19
I. 2p, 0,25p * items

1D 2C 3A 4D 5A 6C 7A 8A
II. 4p, 0,25 * 16 items:

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III. 2p 0,4 * 5 items
25C 26B 27A 28B 29A
IV. 2p 0,4p * 5 items

How long did she talk to her
When are they coming to visit?
Where is the club?

What is your mother doing (in the kitchen)?
How long does it take you to get toschool?
Remarks:

………
……….

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Period 20 Unit 4:

SPECIAL EDUCATION

1st Period: Reading

I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up:

- Ask Ss to work in groups and
make a list of the activities that
blind and deaf people have
difficulty doing

- Gather ideas and introduce the
topic of the lesson: “special

education and Braille”

II. Pre-reading:

* Work with a partner:

- Ask Ss to work in pairs: look at
the Braille Alphabet and work out
the message that follows.

@ Answer: We Are The World

- work in groups, make a list

- Listen to T

- Work in pairs, look at the Braille
Alphabet and work out the message

- Listen to T, say the meaning if they
know.

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* Pre-teach Vocabulary:
- dumb (adj)

- proper schooling: enough and
good study

- opposition: opposing ideas,
disagreeing ideas

- to make effort: to try, to attempt
- to be proud of: to take pride on
* Checking: Rub out and
Remember

III. While- Reading:
*Task 1:

- Ask Ss to do the task individually
to do the task, try to guess the
meaning of the words in context.
- Tell S to check their answer with
a partner

- Call some Ss to read their answer
in class

- Give the correct answers and
explain the words carefully to
make sure that Ss understand the
meaning of the new words

* Task 2:

- Tell Ss to read the passage again
more carefully and complete the
sentences by circling the
corresponding letter A, B, C or D.
- Ask Ss to give explanation for

their choice.

- Give feedback and give correct
answers

@ Answer Key: 1. D 2. B 3. A 4.
C 5. D

IV. Post- Reading :

- Ask S to work in pairs and read
the summary of the text carefully,
encourage Ss to guess the missing
words.

- Have Ss to complete the
summary in pairs.

- Call some Ss to read the
completed summary aloud in
class.

- Feedback and give the correct
answers:

(1) disabled (2) read (3) write
(4) efforts (5) opposition (6)
time-consuming (7) Maths (8)
arms (9) fingers (10) proud
V. Homework:

- Do exercises in Workbook

- Work individually, match the two
columns, try to guess the meaning
- Check the answer with a partner
- Read the answer

- Listen to T’s explanation

- Read the passage and do the task
individually.

- Explain for their answer.

- Work in pairs, complete the
summary.

- Read the summary in class

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Period 21 Unit 4:

SPECIAL EDUCATIOPN

1st Period: Speaking

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities

I. Warm-up:

* Matching:

- Ask Ss to match the subjects and
the topics

1. maths a. plant and
animals

2. physics b. gymnastics
3. history c. 25x2-3x + 10

= 0

4. geography d. e = mc2

5. physical

education e. H2O

6. English f. the countries
of the world
7. chemistry g. the 2nd world

war

8. biology h. computer and
their

applications
9. information

technology i.writing reading,and
spelling

@Answers: 1.c 2d 3g 4f 5b 6i
7e 8a 9h

* Questions:

- Ask Ss these questions:

+ What are your favorite subjects?
+ Which one didn’t you like?

+ How much time do you prepare
your lesson everyday?

II. Pre-Speaking:
*Task 1:

- Have Ss study the questions in
the interview carefully.

- Ask Ss to work with a partner
and fill in the blanks with the right
questions.

- Call Ss to read the answers

- Look at the poster and match the
two columns.

- Give the answers.
- Answer T’s questions

- Study the questions.

- Work with a partner, fill in the
blanks.

- Practice the conversation in pairs.

- Work in pairs, interview the partner

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before deciding the best question
in the blanks.

- Tell Ss to practice the
conversation in pairs.

@ Answer Key:

(A).4. Which lower-secondary
school did you go to?

(B) 1. What were your subjects
then?

(E) 3. What about homework?
(F) 5. What part of the school life
didn’t you like then?

(G) 7. What did you like best
about your school then?

III. Practice:
*Task 2:

- Ask Ss to work in pairs,
interview their partner, using the
questions in Task 1

- Suggest Ss to use their own
information to answer the
questions.

- Go around and help when
necessary.

IV. Post- speaking:

- Call Ss to use the information in
the interview to make a short

presentation about their partner.
- Tell other Ss to comment on their
friends’, presentation.

- Make necessary correction.
V. Homework:

- Write a short paragraph about
their schooling at school.

- Present in class, telling about the
partner they have just interviewed.

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Period 22 Unit 4:

SPECIAL EDUCATIOPN

1st Period: Listening

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up:

- Ask Ss to give the words that can
be derived from the word “photo”
- Tell Ss to give the grammatical
function of these words they have
just given.

II. Pre-listening:

- Explain the meaning of the
words in the box

- Ask Ss to work in pairs and fill in
each of the blanks with one word
from the box.

- Tell some Ss to read their
answers in class.

- Feedback.

@ Answers: 1.photographic
2.photography 3. photographer
4. photograph 5. photogenic

* Vocabulary:

- Ask Ss to listen and repeat,
explain the meaning: surroundings
(n), sorrow (n), passion (n),
labourer (n), deaf (adj). mute
(adj), exhibition (n), stimulate
(v)

III. While-listening:
*Task 1:

- Let Ss to read the statements
carefully

- Ask Ss to listen once to decide
T/F.

- Play the tape once more if
necessary.

- Work in groups, find out the words
that can be derived from “photo”
- Give the grammatical function of
these.

- Listen to T
- Work in pairs
- Give the answers

- Listen and repeat.

- Read the statements
- Listen to the tape.
- Give the answers

- Read, guess

- Listen and fill in the blanks.
- Give the answers

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- Check the answers in class.

@Answer: 1.T 2.F ( information
not given) 3.T 4.F (The subject of
the photos is about people and
scenery) 5.T

*Task 2:

- Ask Ss to read the task carefully
and have a guess of the missing
words.

- Have Ss to listen to the tape and
write in each blank with a suitable
word.

- Tell some Ss to read their
answers aloud in class.

- Give the correct answers:
@ Answers:

1. photographic 2. 19 3.
exhibition 4. 50 5. beauty 6.
simple 7. peaceful 8. chickens
9. stimulated 10. escape

IV. Post-listening:

- Ask Ss to work in groups, retell
the story about the Vang Trang
Khuyet Photography Club.

- Suggest some questions:

+Who are the members of the
club?

+Where are they from?

+How many disabled children are
there?

+How many photographs are on
display?

+What are the subjects of the
photos?

+What does the passion of taking
photographs help them?

V. Homework :

- Write a short paragraph about the
Vang Trang Khuyet Club.

- Work in groups, retell the story.

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Period 23 Unit 4:

SPECIAL EDUCATIOPN

1st Period: Writing

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up:

- Ask Ss to work in groups, put the
following adjectives into the two
headings: compliments and
complaints: bad, helpful,
expensive, lazy, good, careful,
poor, unhappy, beautiful.

- Give definition and format of a
letter of complaint: it is used when
you are not happy wit a service, a
contract, a course,… A letter of
complaint usually includes three
main parts: opening, explaining
the problem, suggesting a
resolution.

II. Pre-writing:

- Ask Ss to read the advertisement.
- Set the scene.

*Task 1:

- Ask Ss to work in pairs, complete
the dialogue, and ask them to
speak naturally.

- Tell some Ss to read their
answers aloud in class.

- Feedback and give the suggested
answers:

+I’m not happy with the study at
all.

+There is only one native teacher.

- Work in groups, put the adj into two
groups.

+Compliments: helpful, good,
careful, beautiful…

+ Complaints: bad, expensive, lazy,
poor, unhappy…

- Read the advertisement.

- Rea the task.

- Work n pairs, complete the
dialogue.

- Read the answers.

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+there are more than 30 students
in my class.

+I have to pay for them.

+the room is not air-conditioned.
It is very hot.

+Classes often start late and finish
earlier.

III. While-writing:
*Task 2:

- Tell Ss to read the letter of
complaint and complete it, using
the information in task 1. Notice
Ss to use appropriate connectors to
make the writing better.

- Go around and help Ss when
necessary.

IV. Post-writing

- Tell Ss to exchange the writing
for correcting.

- Tell some Ss to read their writing.
- Pick up some writing to check
the mistakes in class.

V. Homework:

- Do exercise workbook, Writing.
- Prepare new lesson: E. Language
Focus.

- Read the letter and complete it.

- Exchange the task, correct their
friends’ task.

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Period 24 Unit 4:

SPECIAL EDUCATIOPN

1st Period: Language Focus

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities

I. PRONUNCIATION:

1. Warm-up:

- Ask Ss to read these sentences:
Ex: 1. Laura’s daughter bought a
horse and called it Laura.

2. John wants to watch Walter
wash the dog.

- Lead in new lesson.
2. Presentation:

- Demonstrate the sounds /o/
and /o: / by pronouncing them
clearly and slowly.

- Explain to Ss the position of the
lips, tongue and the open of the
mouth.

- Ask Ss to pronounce and repeat
the sound several times.

3. Practice:

- Read the words, ask Ss to repeat.
- Read the sentences.

- Ask Ss to underline the words
containing the sounds /e/ or /oe/
- Tell Ss to practice in pairs and
correct their friends’ mistakes.
- Tell some Ss to read the words
and the sentences loudly, correct
their pronunciation.

4. Further Practice:

- Dive the class into three groups,
ask them to give words containing
these two sounds, write on the
board.

II. GRAMMAR AND

VOCABULARY:
* Exercise 1:

- Explicit the use of “the + adj” by
the example

- “the + adj” is used to describe a
group of people as a whole
(followed by a plural verbs)

Ex: the rich = rich people.

- - Ask Ss to wok individually and

complete the sentences by using
“the + adj”

- Call on some Ss to read their

- Read sentences.

- Listen to T
- Repeat.

- Repeat.
- Read stns.

- Underline the words.
- Work in pairs.

- Read aloud in class.

- Work in groups to find words.

- Read the example.
- Listen to T.

- Do exercise 1.
- Read the answer.

-Listen to T.

- Work in pairs.

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sentences.

- Feedback and give correct
answers.

@Answer key:

2. the injured 3. the
unemployed 4. the sick

5. the rich – the poor
*Exercise 2:

- Review the use of “used to +
infinitive”

We use used to + infinitive to
express a past action or state.

Ex: When I was a child, I used to
go on holiday to the seaside.

Where did you use to go?
We didn’t use to go to Dalat.
- Ask Ss to work in pairs, complete
the sentences with used to + a
suitable verb

- Check the answer as the whole
class.

@ Answer key:

2. used to have 3. used to live 4.
used to eat 5. used to be 6. used
to take 7.used to be 8.did you use
to go

* Exercise 3:

- Review the use of which.

Which can be used in a relative
clause to refer to the earlier clause.
Ex: She arrived on time, which
amazed everybody.

Sheila couldn’t come to the party,
which was a pity

- Ask Ss to work in pairs: join a
sentence from A with one from B
to make a new sentence using
which.

- Call some Ss to read their
sentences.

@ Answer keys:

2. Jill isn’t on the phone, which
makes it difficult to contact her.
3. Neil has passed his
examinations, which is good news.
4. Our flight was delayed, which
meant we had to wait.

5. Ann offered to let me stay in her
house, which was very nice of her.
6. The street I live in is very noisy
at night, which makes it difficult
to sleep.

7. Our car has broken down,
which means we can’t go away
tomorrow.

HOMEWORK:

- Do exercise in Workbook.

- Read the answer.

- Listen to T

- Work in pairs.
- Read the answer.

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Period 25 Unit 5:

TECHNOLOGY AND YOU

1st Period: Reading

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up:

- Ask Ss to work in pairs, look at
the illustrations, match the
numbered items with the words or
phrases in the box.

- Tell Ss to read their answer in
class.

- Give further explanation.

@ Answers: 1.D 2.E 3.G 4.C
5.A 6.F 7.B 8.H

II. Pre-reading:

* Vocabulary pre-teach:

- miraculous (a): wonderful,
fantastic.

- Work in pairs, match the items with
the words or phrases.

- Read the answer.

- Listen and tell the word if they
know.

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- calculations (n) phép tính

- lightning speed (n): tốc độ
ánh sáng.

- storage device: a thing used to
keep or store information (thiết
bị lưu trữ thông tin)

- memos = memorandums (sổ ghi
nhớ, tin nhắn)

* Brainstorming:

- Ask SS what a computer can be
used for.

- Gather information:

Ex: to get information, to send or
receive mail, type documents, to
entertain (chat, game, listening to

music...), to teach and study, to do
the shopping, to draw, to design….
III. While-reading:

- Read the text once.
*Task 1:

- Ask Ss to read the phrases in B.
- Ask Ss to read the passage and
match, encourage them to guess
the meaning of the words in
context.

- Tell Ss to give the answer.

@ Answers: 1c 2e 3a 4b 5d
*Task 2:

- Tell S to read the passage more
carefully and choose the best title
for it.

- Let Ss discuss and explain their
choice.

- Give the correct answer and give
further explanation: C. What can a
computer do?

*Task 3:

- Tell Ss to work in pairs and
answer the questions using the
cues given.

- Go around to provide help if
necessary.

- Tell some Ss to give answers.
@Suggested Answers:

1. It helps us visit shops, offices
and places of interests, pay bills,
read newspapers, receive letters.
2. Because it is capable of doing
anything you ask: it can speed up
the calculations, allow you to type
and print any kind of document…
IV. Post-reading:

- Ask Ss to work in groups, talk
about the other use of computer in
their daily life.

-Tell some Ss to talk in class.
V. Homework:

- Do exercise in Workbook

- Answer T’s questions.

- Listen to T.

- Read the phrases in B

- read the passage and match.

- Give the answers.

- Read the passage and choose the
best title.

- Work in pairs, answer the
questions.

- Give the answers.

- Work in groups, talking about the
use of computer.

- Present in class.

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- Find out some problems that
people encounter when using
computers.

Period 26 Unit 5:

SPE TECHNOLOGY AND YOU

1st Period: Speaking

I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up:

*What is it?

- Divide the class into two groups,
each group list 10 words about
modern inventions. Group A
explain the words, team B guess
what the word is and vice versus.
Ex: TV, fax machine, air
conditioner, radio, electric cooker,

- Work in groups, list the words.

- Explain the words and guess.

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fridge, cell phone, washing
machine, car, microwave oven…
II. Pre-speaking:

*Task 1

- Tell Ss to work in pairs: Ask and
answer questions about the uses of

modern inventions, using the
prompts

- Tell some pairs to ask and answer
in front of the class.

@Suggested Answers:

S1: Can/Could you tell me what
the radio/ TV/ fax machine/
electric cooker/ air conditioner
used for?

S2: Well, it is used to listen to the
news and learn foreign language.
-Well, it is used to watch football
match and TV game shows.

-Well, it is used to send and
receive letters quickly.

-Well, it is used to cook rice and
keep rice warm.

-Well, it is used to keep the air
cool when it is hot and vice versus.
III. While-speaking:

*Task 2:

- Ask SS to work in pairs, complete
the sentences by using the words in
the box.

- Call some pairs to read the
sentences aloud in class.

- Feedback and give the correct
answers:

1. store 2. transmit 3. process 4.
send 5. hold 6. make 7. send 8.
receive 9. design

*Task 3:

-Ask Ss to work in groups pf four,
look at the ideas in task 2 and then
rank them in order of importance.
- Encourage Ss to discuss in groups
to give reason to support their
ideas and persuade the others that
your ideas are the right one.

IV. Post-speaking.
*Task 4:

- Have Ss to work in groups and
talk about the use of their most
favorite invention.

- Call some Ss to give a short talk
about their most favorite invention.
V. Homework:

- Write a short paragraph about the
use of some modern inventions.

- Work n pairs

- Some pairs ask and answer in class.

- Work in pairs, complete the
sentences.

- Give the answers.

- Work in groups, rank the ideas in
order of importance.

- Talk about the use of their most
favorite invention.

- Present in class.

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Period 27 Unit 5:

SP TECHNOLOGY AND YOU

1st Period: Listening

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities

I. Warm-up:
* Ask and answer:

-Ask Ss to work independently and answer the
question by checking the right column:

How often do you use each of the items below?
Very

often Sometimes Never
Radio

Cell phone
Camcorder
Computer
TV

Fax
machine

- Answer the questions,
checking the right column.

- Work in pairs compare

and further discuss the use
of these items

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- Tell Ss to compare their answers with a friend
and further discuss the use of these items.

II. Pre-listening:
*Vocabulary preteach:
-worried: to be anxious
-shy (adj): self-conscious
-to refuse: từ chối

-to make an excuse: to say sorry
-VDU= visual display unit
* Listen and repeat

III. While-listening:
* Set the scene

* Task 1:

- Ask Ss to read the statements carefully before
listening to the tape.

- Play the tape twice.

- Ask Ss to compare their answer with a friend.
- Call on some S to read and explain their
answers in front of the class.

- Feedback and give correct answers.
Answer key:

1.F (He wasn’t worried)
2. T 3.T

4. F (He understood about computers and
became the man’s teacher)

5. F ( He didn’t understand the lesson very well)
6. F

* Task 2:

-Play the tape again, ask Ss to write the missing
words

- Tell Ss to give their answers
-Give the correct answers

1. invited 2. still 3. refused 4. excuse 5.
anything

IV. Post-listening:

- Let Ss listen the tape once more, then retell the
story. Give them some suggested questions:
What did the man’s son buy?

Why did the man become worried?

What didn’t the man know?

What happened to the man’s memory?
What did the man suggest?

V. Homework

- Write the story in the notebook.
- Prepare new lesson: Writing

- Listen to T an say the
word if they know.

- Listen and repeat
- Listen to T

- Read the statements

- Listen to the tape,
deciding T or F

- Compare the answer in
pairs.

- Read the answers, explain

-Listen to the tape and write
in the missing words.

- Give the answers.

- Listen to the tape and
retell the story.

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Period 28 Unit 5:

TECHNOLOGY AND YOU

1st Period:Writing

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up:

* Questions:

+ Have you ever used a public
telephone?

+ Is it easy or difficult to use it?
+ Can you tell me how to use it?
- Ask Ss to answer the above
questions.

II. Pre-writing:
*Task 1

@Vocabulary pre-teach:

- to lift: to rise to a higher level
- receiver (n): oáng nghe

- a slot: khe

- to press: to put a force on
something

- emergency (n): cấp cứu

- An ambulance: special vehicle
used for carrying sick people to
hospital

- cord (n): thick string used as TV
wire (dây dẫn)

- Ask Ss to read the set of
instructions on how to use a public
telephone.

- Some Ss answer these questions.

- Listen to T, say the words if they
know.

- Listen and repeat

- Work in pairs, find out the

connectors and the imperative verbs
- Give the answers.

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*Task 2

- Tell Ss to work in pairs to find out
the connectors and the imperative
forms of the verbs from the
instructions.

- Tell some Ss to read their answers
aloud in front of the class

- Feedback and give correct
answers:

+Connector: first, next, then, until
+Imperatives: lift, insert, press,
wait

III. While-writing:

*Task 3: Answering the questions:
- Ask Ss to work in groups: look at
the TV and the remote control and
answer the questions on how to
operate the TV.

- Call on some Ss from the groups
to answer the questions in front of

the class.

- Feedback and give correct
answers:

1. If you want to operate the TV
with the remote control, you have
to make sure that the cord is
plugged in and the main is turned
on.

2. To turn on the TV, press the
POWER button.

To turn off the TV, press the
POWER button again.

3. To select the programme, press
the PROGRAM button.

4. To watch VTV1, press button
number 1

To watch VTV2, press button
number 2

To watch VTV3, press button
number 3

To watch VTV4, press button

number 4

5. To adjust the volume, press the
VOLUME button up or down.
6. If you don’t want to hear the
sound, press the MUTE button.
*Task 4:

-Ask Ss to write a set of
instructions on how to operate a TV
with a remote control. Use the
picture in the book and the answers
above as suggestions.

IV. Post-writing:

- Tell Ss to compare their writing
with a friend

- Pick up some writing and correct
in front of the class.

- Call on some Ss to read the

- Work in groups, answering the
questions.

- Answer the questions in class.

- Write a set of instructions, using the

picture and the questions as
suggestions.

- Compare the writing.

- Read their writing, others comment

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writing aloud in front of the class,
ask others to comment.

V. Homework:
- Review the lesson.

- Write instructions for one of the
modern devices in their house.

Period 29 Unit 5:

NOLOGTECHY AND YOU

1st Period: Language Focus

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. PRONUNCIATION:

1. Warm-up:

- Ask Ss to read these sentences:
Ex: 1. Laura’s daughter bought a
horse and called it Laura.

2. John wants to watch Walter

- Read sentences.

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wash the dog.

- Lead in new lesson.
2. Presentation:

- Demonstrate the sounds /u/
and /u: / by pronouncing them
clearly and slowly.

- Explain to Ss the position of the
lips, tongue and the open of the
mouth.

- Ask Ss to repeat the sound
several times.

3. Practice:

- Read the words, ask Ss to repeat.
- Read the sentences.

- Ask Ss to underline the words

containing the sounds /e/ or /oe/
- Tell Ss to practice in pairs and
correct their friends’ mistakes.
- Tell some Ss to read the words
and the sentences loudly, correct
their pronunciation.

4. Further Practice:

- Dive the class into three groups,
ask them to find words containing
these two sounds on the board,
write on the board.

II. GRAMMAR AND

VOCABULARY:
1. The present perfect

- Review the form and the use of
the present perfect form.

Form: S + have/ has + V3ed

Use:

+ The present perfect express an
action which began in the past and
still continues:

I have worked as a teacher for five
years

+ Notice that we use for with a
period of time, and since with a
point of time

e.g. FOR two years/ a month/ half
an hour/ a few minutes

SINCE 1970/ the end of the
lesson/ Christmas.

* Exercise 1:

- Ask Ss to study the situation and
put the verbs in the present perfect
tense.

- Call some Ss to read their answer
aloud in front of the class.

- Feedback and give the correct
answers:

1.Tan has opened the door.
2.He has turned on the TV
3.He has tidied the house.
4.He has cleaned the house.
5.He has turned on the lights.

- Listen to T

- Repeat.
- Repeat.
- Read stns.

- Underline the words.
- Work in pairs.
- Read aloud in class.

- Work in groups to find words.

- Read at the example.
- Listen to T.

- Do exercise 1.
- Read the answer.

-Listen to T.

- Work in pairs.

- Read the answer, then write on the board
- Correct the mistakes

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6.He has laid two bottle of water
on the table.

2. The present perfect passive:

- Review the rules of changing
active into passive voice.

- Explain the form of the present
perfect passive

S + have/ has + Ved
3

*Exercise 2:

- Ask Ss to work in pairs: build the
sentences after the model.

- Tell Ss to check in pairs.

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

- Check and give feedback
@ Answers:

A new hospital for children has
been built in our city.

Another man-made satellite has
been sent up into outer space.
More and more trees have been
cut down for wood by farmers.
Thousands of animal have been

killed in the forest fire.

About one hundred buildings and
houses have been destroyed in the
earthquake.

More than 50 films have been
shown in Hanoi since June.

Their hands have been washed and
cried on a towel.

Another books have been read by
the students.

Some ink has been splitted on the
carpet.

She has been shown how to do it.
3.Who, which, that:

Who and which can be used in
place of noun subjects and noun
subjects. When they refer to the
object, they can normally be
omitted.

Ex: This is the man who(m) I like.
This is the man I like.

* Exercise 3:

- Ask Ss to work in pairs, fill in the
blanks with who which or that.
- Call on some Ss to read their
sentences aloud in front of the
class.

- Comment and give correct
answers:

@ Answer keys:

1. which 2. which 3. which 4. who
5. who 6. who 7. who(m) 8.
which 9. which 10. who

*More Exercises:

- Ask Ss to give examples, using

- Listen to T

- Work in pairs.
- Read the answer.

- Make sentences.

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the present perfect, present perfect
passive and who, whom, which,

that

HOMEWORK:

- Do exercise in Workbook.

Period 30 Unit 6:

AN EXCURSION

1st Period: Reading

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities

 WARM-UP ( 4’ )

- Asks question: “What would you do if
you had some days off?”

- Introduce new lesson

 BEFORE YOU READ ( 10’ )

* Pair work:

- Answer

- Suggested answers:

+ going fishing + having a
picnic

+ traveling + going
camping

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- Hang four pictures of Thien Mu
Pagoda, Dalat, Ha Long Bay, The
One-Pillar Pagoda.

- Let Ss look at the photos and discuss
them.

- Hang the poster of information about
photos

- Ask Ss to match the photos with the
information provided.

- Feedback

- Ask Ss to name the places in these
pictures

* Pre-teach vocabulary:
- a cave : (translate)
- an excursion:(explain)
- permission(n) (explain)

- (to) persuade: (synonym)

Checking technique: Rub out and
Remember

* Set the scene:

- You are going to read a letter from Lan
to her friend, Minh. She tells Minh
about the plan for her class trip. Read
the letter and do the tasks followed.

 WHILE YOU READ

* Task 1:Multiple choice ( 10’ )

- Asks Ss to read the letter and choose
the best answer for each sentence.
- Lets Ss compare their answers with
their friends

- Asks some Ss to tell their answers.
- Feedback.

* Task 2: Answering the questions
( 10’ )

- Goes through these questions and
make sure Ss understand them.

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

- Asks some pairs to act this activity
before class.

- Corrects and gives suggested answers.

Answers:

1. They are going on a trip when they
have some days off after the first term.
2. They are visiting some caves because
they want to understand their
geography lesson better and many of
them have never been inside a cave.
3. It s only over 20 km.’

4. They are going to make a two- day
trip and have a night campfire. They are
bringing their own food and sharing
buses with some other classes to make
the trip cheap.

5. Lan is anxious about her parents’

permission. They may not want to let
her stay the night away from home.

 AFTER YOU READ ( 8’ )

* Game: Lucky numbers

- Explains the rules to play the game and
make sure that Ss all know how to play.
- Lets Ss play game.

- Corrects and gives answers.

1. is going to go on 5. their trip
2. some caves 6. only problem
3. want to s e 7. to persuade them
4. have learnt 8. her classmates

+ staying at home + visiting
relatives /friends

- Look at the bb

- Look at the photos and discuss.
- Match the photos with their
information.

- Answers: 1d ; 2b ; 3a ; 4c
- Name the places

- Listen and repeat after the T
- Reread ( chorally , individually )
- Copy down

- Listen

- Read the letter individually, do
Task1

- Compare answers
- Give answers

 Answers: 1C ; 2D ; 3A

- Work in pairs: ask and answer.
- Some act, others listen and
feedback

- Listen
- Play game
- Answer

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 HOMEWORK ( 3’ )

- Asks Ss to reread Lan’s letter and
make sentences with these words: caves,
excursion, permission, persuade.

 COMMENTS:

- Do as requested.

Period 31 Unit 6:

AN EXCURSION

1st Period: Speaking

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up (4’):

- Give out the handout consisting
of the seat plan similar to the seat
plan in the book, p.67 except the
keys on the boat

- Explain new words after Ss

-Close the books

-Deal with the task in groups of four to tell
what the capital letters (A,B,C,E,R,T and X

) stand for .

Keys:

A: air -conditioned E: exit

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finish the task

- Lead ss to the new lesson

II. Pre-speaking activities:
* Task 1:

-Explain new words (5’):
+ (to) get sun burnt

+ (to) suffer from

+ refreshments (n): room that
serves food and drinks in a boat.

+ occupied (a): being kept, in use.
+ (to) be by oneself

-Checking(2m): Rub Out and
Remember

- Explain the task (7’)
- Ask s to work individually

-Provide some important
information about Chicago:

Chicago is the third biggest
city in the United States of
America. It is the crucial centre
of business and industry in

Illinois and situated on the South
-West bank of Lake Michigan .

-Ask Ss some questions to
check students’ comprehension
Ex: What do you know about Tim?
III. While- speaking :

Task 2: ( 15’):
-Explains the task 2
-Models:

A:I think Mary should sit in
section B.

B: Yes ,put her in seat 16

- Provides some useful
expressions:

 I don t think so’

 To be suitable for…

 Why/Why not ?

 What do you think… ?

 What s your idea ?’

 Had better+V1

- Tell S to conduct the
conversation like the example
- Go around and provide help
when necessary

- Call some groups to conduct the
conversation

IV. Post -speaking (10’) :
* Task 3

-Explain the task .
-Ask ss to work in pairs

-Invite some pairs to present the
conversation .

B: non air –conditioned R: refreshments
C: sundeck T: toilet

X : occupied

-Listen to the teacher

-Pay attention to the pronunciation,
meaning, use of newwords.

- Remember

-Remind of the meanings of the new lexis
-Read the information about some of the
participants (p.67)

-Listen to T

-Listen to T and respond to his questions :

1. He likes to sit in the sun and he
wants to be by himself

2. He is going on a boat trip with his
class on lake Michigan in Chicago.

-Listen to T

-Follow the sample conversation
-Work in groups

-Act out the micro dialogue in pairs ( four
pairs)

Suggested answers:

A: Now let’s begin with Mrs. Andrew.
Which seat seems suitable for her?

B:I think she should sit in seat 12. From
here she can see all her students.

A: But look! It’s in the sundeck and she
doesn’t like it. What about seat 34 ?

B: Ok. I think she will like it, so seat 34 for
Mrs. Andrew.

………

-Listen to the teacher

-Work in pairs , following T’s instructions
-Act out the conversation.

-Listen to T
- Take notes

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* Consolidation:

-Reminds ss of the techniques of
expressing agreements and
disagreements and giving opinions
V. Homework ( 1 )’ :

- Review expressions for
expressing agreements and
disagreements

Period 32 Unit 6:

AN EXCURSION

1st Period: Listening

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm-up (5 ):’

*Brainstorming: - Answer T’s Question:

e.g.: go to the cinema, go

swimming, review the lessons, go

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II. Pre-listening (10 )’
* Answer the questions

- Have Ss work in pairs to ask and answer
the questions.

- Asks some pairs to give their answers.
1. Yes, I do.

2. I think the best time for a picnic is at
weekends.

3. Because they want to relax after a week
of working hard.

* Listen and repeat:

- Play the tape, asks Ss to repeat chorally
twice

- Gets some good Ss to repeat the words
while others listen (books opened)

- Explains the meaning
III. While-listening (20 )’
*Task 1:

- ask Ss to work in groups to discuss and
arrange the pictures in the order.

- Ask a representative of each group to give
their opinions.

- Let Ss listen to the tape twice, and then
compare the answers

- Ask Ss to give their answers.

- (If necessary, play the cassette again)
- Gives feedback

answers: 1.a 2.e 3.b 4.c 5.f
6.d.

* Task 2:

- Give instructions and have Ss read the
sentences quickly and guess the answers.
- Lets Ss listen once and asks them to fill in
the banks with the information they hear.
- Asks Ss to compare the answers with their
partner. Then asks Ss to give their answers.
- Gives feedback

1. was just a few 2. to pay a visit
3. at the school gate 4. a short tour
5. playing some more

* Task 3:

- Gets Ss to read the questions quickly
- Lets Ss listen once and discuss with a
partner to answer the questions.

- Asks some pairs to give their answers by
asking and answering the questions while
others listen.

- Asks the class to give comments.
- Gives feedback.

1. It was very nice. 2. Yes, it was.3. It was
beautiful

4. They slept soundly because it was so

for a picnic, visit grandparents,
play football, stay home and listen
to music……

- Listen and then work in pairs to
ask and answer the questions.
- Give answers:

-Listen and repeat chorally
- Repeat individually
- Take notes

- Work in groups of five or six to
discuss and arrange the pictures in
the order.

- Give their guesses

- Listen to the cassette and
rearrange the pictures.
- Give answers

- (Listen again)

- Read the sentences and make a
guess

- Listen and fill in the blanks.

- Compare the answers with a
partner.

- Give answers

- Listen and read the questions fast.
- Listen and discuss with a partner
to answer the questions.

- Practice asking and answering the
questions

- Give comments

- Work in groups of five or six to
discuss a plan for class picnic this
weekend.

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peaceful and quiet in the garden.

5. They took pictures, played games, talked
together, sang and danced…

IV. Post-listening (10 )’

- Give instructions and ask Ss to work in
groups and discuss to plan a picnic for
their class this weekend.

- Ask a representative of each group to
present their plan in front of the class.
- Give comments.

Suggested answer:

We would meet at the school gate at 6
o clock on Sunday. We would start to go to’
the beach about 6.30 AM by bike. We
would arrive at the beach about 7.30 AM.
We would have breakfast there. Then we
would play football. After that we would
swim in the sea. We would have lunch at
12 o clock. After lunch, we would take a’
short rest about 20 minutes. In the
afternoon, we would go for walk around
the beach and take pictures. We would
return home at 3.00 PM.

* HOME WORK:

- Rewrite the plan for class picnic
- Prepare the next lesson: Writing

- Make presentations in front of the
class

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Period 33 Unit 6:

AN EXCURSION

1st Period: Writing

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Brainstorming : (4’)

- Ask Ss to work in 2 groups and
write on board

- Introduce the new lesson
II. Pre-writing (10 ‘):

- Ask Ss to read through the letter
- Explain the new words

+to pick someone up
 +to be convenient

+ as soon as possible (exp)

+let someone have an early
reply

- Ask Ss to work in groups to find
out Nga’s requests and Hoa’s
confirmation

- Go around to help Ss

 Nga s requests’ :

+ Can you go shopping with me to
buy the things we need for the
trip?

+ Please let me know as soon as
possible

 Hoa s confirmation’ :

+Certainly, I will help you to
prepare everything you need for
the trip.

+ I ll be waiting for you at 2:30’
p.m. tomorrow

- Ask Ss to work in groups to
discuss what they should write in
a confirmation letter

- Give Ss some words for
confirming

 Notes: - Certainly, I will ….
or I will certainly ….

- I am sure that ….

- I am writing to confirm
.

…

-Work in 2 groups and try to win the
game

- - Read the letter

-Write and read as requested
- Discuss in groups

-Write down

- Read through the two given
situations and ask T for help if
necessary

- Work in groups to write the letter

*Suggested letter:
Dear Lan,

I m glad to join your birthday party’
next Sunday. I have no lesson on that
day. I ll be glad to go shopping for’

67
complai

Letter

complaint

Letter
Thank

you

apolog
y

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III. While-writing:

-Make sure that Ss understand the
situations

 Letter 1 (controlled- writing):
(10’)

- Show the poster and ask Ss to
work in groups and use the
prompts given to write the letter

 Prompts

1. I m glad/join/your birthday’
party/next Sunday

2. I/have no lesson/that day
3. I ll be glad/go shopping/you’
4. You can be sure/I ll bring’
bananas oranges and
mangoes/your house/7:00/that day
5. Let s me know/you need/help’
6. I look forward/ see you then
- Ask some groups to show their
writings on the board, others read
and give comments

 Letter 2 (free-writing) (7’)
- Ask Ss to write individually
- Go around to help

*Suggested letter
Dear Minh,

I have just got your letter this
morning. You asked me to lend
you a book about wildlife. You can
get it as long as you need. The
only problem is that I am going to
visit my grandmother this
Saturday so I can t be back home’

at the time.

Why don t we meet at 2 in the’
afternoon?

I ll be waiting for you then.’
Yours, Nga

V. Post-writing: (10’)

- Ask some Ss to write their letters
(the 2nd situation) on the posters,

others to write in their notebooks
- Get Ss to show the letters on the
board and give remarks

- Give correction and comments
V. Homework (3 )’

- Ask Ss to write a letter of
accepting an invitation to a
birthday party of one friend

- Prepare next lesson: Language
Focus.

you. You can be sure that I ll bring’
bananas , oranges and mangoes to
your house at 7:00 on that day

Let s me know if you need more help’
I look forward to seeing you then.
Yours,

Nga

-Read the letters on posters and
comment

-Write individually
-Read and comment

-Do homework and prepare the next
lesson as requested

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Period 34 Unit 6:

AN EXCURSION

1st Period:Language Focus

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
A. Pronunciation (7’)

I. Warm up:(3’ )

-Ask Ss to divide the words into
two groups according to the sound
of the underlined parts.

skirt, order, earth, fur, bird,
brother nurse, other

- Give feedback

/ / fur; brother; order ;other
 / 3/ bird; earth, nurse, skirt
II. Presentation:

-Introduce the pronunciation of
these two sounds: /  / - / 3/
III. Practice:

-Ask Ss to repeat words chorally
(books closed)

-Have Ss read the words
individually

-Model the sentences twice

-Work in group to pick out

-Repeat after the T

-Chorally
- Individually

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-Correct students’
mispronunciation

IV. Further Practice:

- Ask Ss to give some examples of
the words containing these sounds.
B. Grammar

I. Presentation (8‘ )

-Give students some examples
on the poster to explain the usage
of the structure

 The present progressive and

be going to:

A The present progressive
Ex: What are you doing tonight?
 - I am going to the cinema with
my father.

Be + V-ing (with a
future meaning ) is used to talk
about plans as in agenda

B Be going to

Ex : She is going to buy a
new computer

-be going to + V-inf is used to
talk about sth planned before the
moment of speaking or sth which
surely happens soon.

Notice : Be going to isn t’
usually used with verbs like : go;
come

II. Practice (15 )’
1. Exercise 1:

-Give instructions, have Ss do ex1
individually

- Asks Ss to compare the answer
with a partner - Feedback

- Answer keys

1. Are you doing 4.Am
going to be

2.Is getting married 5.Is going

to

3.Are you going
2. Exercise 2:

-Explain the task, get Ss to do ex 2
in pairs.

-Ask Ss to give the answer
-Give feedback

1. Are going4. Are you putting 
 2. Are having 5. Is not
going to give

3. Is going to catch
 Exercise 3

-Give Ss instruction and ask Ss to
do in pairs

-Ask some Ss to give their ideas
-Comment, give feedback

* Suggested answers

1. Are you going to see it?

No, I m busy .I m doing my’ ’

-Look at the poster

-Give the structures

-Tell the usage of the structure

-Do the exercise individually, then
compare with a partner

-Listen to the T’s instruction to
complete the exercise 2

-Work in pairs

-Work in pairs
-Present ideas

-Do as asked

-Gives the answers

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home work

2. But we are visiting our
grand parents

3 . What is he doing with the
money?

4. It is going to rain soon

5. I m going to clean it later‘
III. Production (8 )’

-Give Ss some exercises

 Put the verbs in brackets into
the correct form , using Be going
to or the present progressive

1. We (have) a party next
Sunday, would you like to come?
 2. I think it (rain) because
the sky is cloudy

3. He has made up his mind
He (buy ) a new motorbike

4. Oh, Your luggage is ready
now. What time you (leave) ?
-Conduct the correction

 Suggested answers

1. are having 5.Is going to
2. is going to rain 4. are you
leaving

3. is going to buy

 Homework (2 )’

-Ask Ss to learn the forms and
usages of the present progressive
(with a future meaning) and “be
going to”

-Ss prepare next lesson: Test
Yourself

 Comments (2 )’

-Take notes and do as requested

TEST YOURSELF B Period 35

Objectives: Week
12

-To review what students have studied in the lessons 4,5and 6.
Teaching methods: communicative approach.

Teaching aids: cassette, posters…
Content:

Teacher’s Activities Students’ Activities

Activity 1: Listening

- Ask Ss to read the table carefully before listening
to the tape.

- Play the tape twice.

- Ask Ss to compare their answers with a friend.
- Call Ss to read and explain their answers in class.
- Feedback and give correct answers:

1. 50 miles to the west of London 2. 120,000 people
3. market town 4. biscuit factory 5. computer
industry 6. in central England 7. 90,000 people 8.

- Read the table, listen to the
tape and fill in the blanks

- Compare the answer with a
partner.

- Explain the answers.

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university 9. car factory 10. Cowley Road
Activity 2: Reading

- Tell Ss to have a look at the statements

- Tell Ss to work individually, read the passage and
decide whether the following statements are true or
false.

- Call on some Ss to explain their answers, correct
the false ones

@ Answers:

1. F ( Teachers gives too much homework)

2. F (They say that it is unnecessary for children
to do much homework at home in their
freetime)

3. T

4. F (Ss have to repeat tasks which they have
already done at home)

5. T

Activity 3: Grammar

- Explain what to do in the task: Read the paragraph,
one word is missing from each line. Put the stroke (/)
where the word have been omitted and write the
missing word in each blank.

- Ask Ss to read the paragraph and do the task.
- Tell some Ss give their answers

- Feedback and give the correct answers.

@ Answers: 1. by 2. for 3. there 4. which 5. the 6.
the 7. a/per 8. by 9. it 10. be

Activity 4: Writing

- Set the scene: your class would like to visit your
uncle’s computer factory. Write to him and ask for
permission to visit.

- Ask Ss to read the outline carefully and find out
what to write.

- Have Ss to tell what they should write.

- Divide Ss into 6 groups, ask them to write on a
poster.

- Exhibition and correct Ss’ task on the board.

* Suggested answer: Our class are going to have a
three hour visit to a factory to ask you for permission
to visit your computer factory as a part of our lesson.
I am writing to ask your for permission to visit your
company as it is near our school so we can go by
bike. 45 members of our class will arrive at your
factory at 7.30 on Monday, 22 December.

- Read the statements

- Read the passage and decide
whether the following statements
are true or false.

- Give the answers.

- Tell the grammar

- Read the letter and give the
correct verb form.

- Give the answers.

- Listen to T

- Work in pairs, read the
paragraph and write the missing
word.

- Give the answers

-Work in groups

- Exhibit the writing task.

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FORTY-FIVE MINUTE TEST Period 36
Objectives:

-To test what students have studied in the lessons4, 5, and 6.
Preparation:

- Teacher: compile the test

- Students: review the lesson carefully.
Content:

FORTY-FIVE MINUTE TEST
Subject: English 10

I. Pronunciation (2p)

Circle the word whose underlined part is pronounced differently from the
others

1. a. more b. score c. word d. store
2. a. house b. would c. proud d. cloud
3. a. food b. foot c. school d. afternoon
4. a. around b. famous c. today d. make

Circle the word that are stressed differently from the others

5. a. technology b. message c. languages d. distance

6. a. calculate b. document c. capable d. communicator
7. a. permission b. entertain c. geography d. excursion
8. a. botanic b. glorious c. delicious d. request
II. Vocabulary and Grammar (3p)

Circle the best answer for each blank
9. Now I don’t go to school on foot as I …….

a. had been b. did c. used to d. was

10.Thuy’s class is different ………other classes because the children are
disabled.

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

11. Computers are capable ………doing almost anything you ask.
a. In b. at c. of d. with

12.Can you help me find the man ……….saved the girl?
a. Who b. whom c. whose d. which

13.Tell me about your plan, Lan? What ……….this Saturday evening?
a. Are you doing b. have you done

c. would you do d. will you be doing

14.My parents may not want to let me stay a night ………..home.
a. away b. away from c. from d. far away

15.John is always late for class, ……….annoys the teacher.
a. which b. this c. what d. that

16. Without the Braille alphabet it would be very difficult for ………
a. the disabled b. the deaf c. the mute d. the blind

17.Jane ……….for the telephone company, but now she has a job at the
post-office.

a. used to work b. works c. working d. has worked
18.What ………..when I saw you yesterday?

a. you did b. were you doing c. did you do d. have you done
19.My father has just bought an ………..computer.

a. electric b. electrical c. electricity d. electronic

20.The man ………I had seen before wasn’t at the party.
a. whom b. that c. x d. all are correct

III Reading (2.5p ) :

Read the following passage and choose the best answer

Compact discs (CDs) have revolutionized the music industry with their surprisingly
realistic sound. The six-inch discs look liker thin plastic sandwiches with aluminum in
the center. They have digitally recorded material that is read by laser beams, so the
sound has none of the cracking of vinyl records. Also, it is impossible to destroy CDs,
and they are smaller and lighter than conventional records (LPs). Since their

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introduction, CDs have become more affordable and widely available. In fact they are
now sold in electronics and video stores that haven’t formally carried records or
cassettes.

There has been a remarkable growth in the sale of CDs. Sales climbed dramatically
during the second half of the 1980s. in the 1990s, sales have been greater. CDs have
nearly replaced LPs in stores and, in spite of their being less affordable than cassettes,
continue to gain in popularity.

21.The main appeal of CDs is their ………

a. price b. size c. sound d. availability

22.The word “revolutionized” as used in the line 1 could best be replaced by
.

………

a. changed b. fought c. surprised d. marked

23.The author refers to CDs as “sandwiches” because they ……….
a. are light b. are small c. have layers d. don’t break
24.This passage states that it is difficult to ……….

a. play a CD b. produce a CD
c. record a CD d. destroy a CD

25.The author’s main purpose is to ………

a. tell how CDs are made b. discuss the growth of CDs
c. compare CD to a sandwiches d. describe the store that sell CDs
IV. Writing (2.5p)

Choose the sentence that has the same meaning as the given one
26.Someone has typed the document.

a. The document has typed.
b. The document has been typed.
c. The document had been typed.
d. The document had been typing

27.I saw a friend of yours a few moments ago.

a. I haven’t seen a friend of yours since a few moments.
b. I’ve just seen a friend of yours.

c. I’ve never seen a friend of yours.
d. I haven’t seen a friend of yours yet
28.I’m still writing my letters.

a. I have finished writing my letters.
b. I finished writing my letter ages ago.
c. I haven’t been writing my letters yet.
d. I haven’t finished writing my letters yet.
29.It’s two years since he last went home.

a. He hasn’t gone home for two years.

b. The last time he went home was two years ago.
c. He didn’t go home two years ago.

d. Both A & B are correct.

30.I’m not used to getting up early on Sundays.
a. I have to get up early on Sundays.

b. I feel strange to get up early on Sundays.
c. I don’t want to get up early on Sundays.
d. I always get up early on Sundays.

31.It’s a long time since we spoke to your sister.

a. We haven’t spoken to your sister for a long time.
b. We have spoken to your sister for a long time.
c. It’s ages since we last spoke to your sister.
d. A & C

Combine these sentences, using who, which or that

32.A girl was injured in the accident. She is now in hospital.

The………

………

33.A waitress served us. She was impolite and impatient.

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The………
..

………

34.A building was destroyed in the fire. It has now been rebuilt.

The………

………

35.A bus goes to the airport. It runs every half hour.

The………

………

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CORRECTION OF THE TEST

Period 37
Week 13
ANSWER KEY

I. Pronunciation (2p) 0.25 đ mỗi câu trả lời đúng

1.c 2.b 3.b 4.a 5.a 6.d. 7.b. 8.b

II. Vocabulary and Grammar (3p) 0.25 đ mỗi câu trả lời đúng

9.c 10. b 11.c 12.a 13.a 14.b

15. a 16. d. 17. a 18. b 19.b 20. b

III Reading (2.5p ) : 0.5 đ mỗi câu trả lời đúng

21.c 22.a 23.b 24.b 25.b

IV. Writing (2.5p) 0.25 đ mỗi câu trả lời đúng

26. b 27.b 28. d 29. d 30. c 31. d

32. The girl who was injured in the accidents now in the hospital.

33.The waitress who served us was impolite and impatient

34. The building which was destroyed in the fire has now been rebuilt.
35. The bus which goes to the airport run every half hour.

Remarks:

………
……….

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Period 38

Unit 7:

THE MASS MEDIA

1st Period: Reading

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
Warm-up (3 )’

- Ask Ss : do you watch TV last
night?

- Introduce new lesson: TV is a
typical type of mass media. Today
we are learning some TV
programmers on VTV channel.
Pre-reading:

- Ask Ss these questions:

+ When do you often watch TV?
+ How many channels are there in
our national TV?

+ Which programmers do you
often watch?

+ Which channel do you like best?

(VTV1: combination of Politics,
Economics and Entertainment;

- Answer T’s question.

- Answer T’s questions

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VTV2: Science and Education;
VTV3: Entertainment; VTV4: For
the oversea Vietnamese; VTV5:
for the Ethnic minority groups,
VTV6: for the Young)

* Pre-teach Vocabulary:

-Give the Vietnamese meaning:
+ Sport Comment: Bình luận thể
thao

+ Folk Songs: Dân ca

+ News Headlines: Điểm tin
chính

+TV series: Phim truyền hình d ià
tập

+Population and Development:
Dân số v Phát trià ển

+Wildlife World: Thế giới thiên
nhiên hoang dã

+Portrait of life: Chân dung cuộc
sống

While-reading:
* Task 1:

- Let Ss do the task in pairs.
-Go around to give help.

- Ask Ss to compare result with
other’s

- Have Ss tell their answer.

- Ask for Ss’ comment and then
correct errors.

@ Suggested answer: 1.c 2.a 3.d
4.b

* Task 2:

- Make sure Ss understand the
instruction.

- Have Ss do the task in individual,
and then discuss with a partner.

-Go around to give help.

- Ask some Ss to tell the answer.
@ Suggested answers:

1T 2T

3F The Nature of Language is the
documentary programmers at
15:15 on VTV3

5F The last programme starts at
23:30

*Task 3:

-Make sure Ss understand the
questions.

-Guide them how to do the task.
-Tell Ss to work in pairs.

-Have Ss write the answers on the
board.

-Check the answers and correct the
errors.

@Suggested answer:

- Give the Vietnamese meaning if
they know

- Work in pairs

-Tell the answer in class

-tell what to do in this task.
- Do the task individually

-Tell the answer in class

- Work in pairs

-Write the answers on the board

-Work in groups, discuss with
partners on a TV programme you like
best and tell the reasons why (at least
4 reasons)

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1. Five films are on.

2. At 9:00 am, 12:00, 7:00
p.m, 11:00 p.m on VTV1
and 7:00 p.m on VTV3
3. VTV2.

4. The Quiz show

5. I should watch VTV1
6. Football.

Post-reading:

-Ask Ss to work in groups of four.
- Go around to give help.

- Call on some Ss to present in
class

HOMEWORK:

- Learn by heart all the new words.
- Prepare next lesson.

Period 39

Unit 7:

THE MASS MEDIA

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1st Period: Speaking
I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm up (3 )’

-Ask Ss some questions:

+Could you tell me some types of
mass media?

+Which type do you often use?
II. Pre-speaking:

* Task 1:

-Let Ss work in pairs.
-Go around to give help.

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

-Check for errors and correct them.
@Suggested answer:

book, TV, magazines, newspapers,
Internet

*Task 2: (15 )’

-Help Ss understand some words:
orally, aurally, visually, through
eyes/ mouth

-Ask Ss read the cues, make sure

they can master all of them

- Explain the example.

- After Ss finish, ask some to
present their discussion.

III. While-speaking:
Task 3 (15 )’

- Put students in groups of four.

- Go round to give help.

- Have students write the answers
on the board.

- Ask for comments and correct
errors.

Suggested answers:

1. The mass media include TV,
radio, newspapers, and internet.
2. The features they have in
common are that theyprovide
information and entertainment to
people.

3. TV present information and

entertainment visually and we
receive them through our eyes.
-Radio provides information and
entertainment orally and we
receive them aurally.

-Newspapers present information
and entertainment visually and we
receive them through our eyes.
-Internet provides information and

- Answer teacher's questions

- Work in pairs, putting a tick next to
the words that are types of media.

- Take turns to tell the results to T.

- Copy down new words.

- Try to understand the cues.

- In pairs, practise talking about the
features of mass media.

- Present in front of the class as
suggested

Work in groups, talking about
different types of media.

- Answer the questions.

- Write the answers on the board.

- Give comments.

- Copy down correct ones.

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entertainment visually and orally
and we receive them through our
eyes and our ears.

Homework - comment: (2 )’

- Write a paragraph about the
features of media based on the
questions in task 3

- Prepare part C. Listening

Period 40 Unit 7:

THE MASS MEDIA

1st Period: Listening

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
Warm – up : (4’)

- Show a picture of a radio and ask - Answers the questions

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Ss some Qs:
1. What’s it?

2. How often do you listen to the
radio?

3. What topics do you like
listening to? why?

Pre – listening : (8’)

- Review the words in the table:
+heavy rain (n) : mưa lớn
+to cause : gây ra

+strong (adj) : mạnh

+healthy (adj) :khỏe mạnh
+cloudy (adj) :có mây
+top (n) : đỉnh (núi)
While – listening : (23’)

Task 1

- Explain the instruction

- Play the tape the first time for Ss
to get the meaning.

- Play the tape again and ask Ss to
do the task

- Play the recording the third time
for students to check the answers.

Expected answer:

News

story 1 Newsstory 2
healthy
strong
young
cloudy
highest
wonderful
√
√
√
√
√
√
Task 2

- Ask Ss to listen to the radio news

stories again and fill in the
missing words

- Tell Ss to discuss the answers in
pairs

- Call Some Ss to read the answers
and correct the mistakes

THE MASS MEDIA

1st Period: Writing

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
Warm – up : (4')

- Show a few pictures of television, radio,
newspaper and computer then asks
questions :

1. What are they called?

2. Do you have them in your house?

3. What are the advantages and
disadvantages of TV?

Pre-writing : (10')
Task 1

- Have students read through the
advantages and disadvantages of TV in
task 1, then encourage them to find out the
new words / phrases / structures

- Pre-teach vocabulary:

+memorable (adj) : dễ nhớ
+to entertain : giải trí

+popularity (n) : sự phổ biến
+violent (adj) : bạo lực

+to interfere : can thieäp, xen vaøo

+help/ encourage s.o do s.th : giúp,
khuyến khích ai làm gì

+make s.o/ s.th + adj : làm / khieán ai …
Task 2

- Ask Ss to work in groups (6 groups) to
discuss the advantages and disadvantages
of the mass media.

Advantages Disadvantages
Radio Group 1 Group 2

Newspaper Group 3 Group 4

The

internet Group 5 Group 6
-Go around to help students

-Call six groups to show their poster on the
board.

-Ask the whole class to give their opinion
about the taskof each group

- Give feedback

Suggested answer :

Group 1: - Make people happy/life easier
- Relax

- Get/enlarge/broaden knowledge,
understanding

- Share opinions/experiences
Group 2:- Waste time

- Answers the questions

- Read task 1, underline the new
words / phrases / structures

- Learn new words

- Work in groups, writing on a
poster.

- Work in groups

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- Make people passive

Group 3:- Make people happy/life easier.
- Get information on many fields :
culture, art …

- Relax and entertain

Group 4:Harm people s eyes: be short-’
sighted

- Cost time and money

- Make people passive

Group 5:Make people happy/life easier.

- Provide quick and daily access to
information and entertainment.

- Get information on many fields.

- Relax and entertain

Group 6:Harm people s eyes: be short-’
sighted

- Cost time and money

- Make people passive

- Take time away from activities such
as sports …

While-writing :(17')
Task 3

- Ask Ss to write a short paragraph about
the advantages and disadvantages of one of
the mass media above

Post-writing : (12')

- Corrects one piece of writing for Student
to self-correct.

Homework - comment: (2’)

- Write the advantages and disadvantages
of using computers or listning to music.
- Prepare Language Focus

- write a short paragraph.

- Self correct their task

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Period 42 Unit 7:

THE MASS MEDIA

1st Period: Language Focus

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
Warm-up (3 )’

- Put a picture showing a radio, a
newspaper, a toy on the board and
ask questions

1. What can you see in this
picture?

2. How do you think these
words are pronounced?

A. Pronunciation (15 )’

- Guide students how to pronounce
the sounds :/ei/, /ai/, /oi /

- Read the words that contain

these sounds.

/ei/ /ai/
/oi /

play time
voice

today wildlife
noise

radio height
toy

newspaper buy
enjoy

they type
destroy

- Call some Ss to read

- Correct students’ pronunciation.
- Read the sentences that contain
these sounds.

1. I’m afraid you’ve made a
mistake.

2. They changed the timetable at

the end of April.

3. I have ninety-nine pages to

- Answers the questions

- Listen and repeat.
- Listen and repeat:

- Listen and repeat.
- Practise the sentences:

- Answer the questions
Form:

Have/ Has + past participle
- Work in pairs/ groups

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type by Friday.

4. Would you like to go for a ride
with me on Friday?

5. This is the noisiest Rolls
Royce I’ve ever heard.

6. While you’re changing the oil,
I’ll go and visit my boy.

- Ask Ss to practice in pairs

B. Grammar and vocabulary
(25 )’

1.The present perfect

- Give the situations and ask Ss to
tell the form and uses of the
present perfect

Exercise 1: Complete the letter,
using the present perfect of the
verbs in the box.

- Ask Ss to work in pairs/ groups
- Call some Ss to read the answers
- Give feedback

Exercise 2: Complete the
sentences using for, since or ago

- Make clear the use of for, since

and ago

 For: used in Present
perfect, denoting a period
of time

 Since: used in Present

perfect, denoting a point of
time

 Ago : used in Past simple
- Ask Ss to Work in groups

2. Because of and In spite of

- Gives two examples and asks Ss
to give the use and meaning of

Because of and In spite of

Ex: 1/ He walked slowly because
of his bad leg.

2/ In spite of the rain, we went
out.

- Give feedback

 Because of (prep/ adv): by
reason of s.b/s.th

 In spite of (Idm/ adv): not
being prevented by s.th;
regardless of s.th

Because of  +
N/ N- phrase

In spite of

V-ing

Exercise 3: Complete the
sentences, using the information in

Suggested answers

1. have been 5. have had
2. has lived 6. have taken
3. have met 7. have watched
4. have done

- Learn how to use for, since and ago

- Group-work

Suggested answers

1.since 4.for 7.ago

2.ago 5.since 8.ago
3.for 6.for 9.since

10.since

- Give their opinions

- Work in groups or pairs

Suggested answers:

1.c,f 2.b,d 3.a,e 4.h,j 5.i,g

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the box.

- Ask Ss to work in pairs or groups
- Walk around the class and offer
ideas and comments when
students need help…

- Call Some Ss to tell the answers
- Give feedback

Homework - comment: (2 )’
- Make more sentences with the
grammar points that have learnt.
- Prepare Unit 8- Reading

Period 43 Unit 8:

THE STORY OF MY VILLAGE

1st Period: Reading

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities

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I. Warm-up (4 ): ’
Tic-Tac Verbs

II. Pre-reading (10 ):’
-Show a picture and ask:

1.Who are the people in the picture?
2.What are they doing?

3.How are they working?
4.Is the crop good?

5.What helps produce good crops ?
- Introduce: machines as well as good
farming methods help farmers make
their lives better. Where do they get
these methods? The reading selection in
Unit 8 will give you the answer.

* Pre-teach vocabulary

-straw (n) : realia
-mud (n): example
muddy (adj):
-shortage (n): example

-bumper crop (n): explanation
-cash crop (n): explanation

* Checking vocabulary: Rub out and
remember

III. While-reading (20 )’

*Task 1:

- Give instructions of what to do, review
the meaning of the phrases in column B
- Ask Ss to read he text and do the task.
- Go around to give help.

- Call some pairs to tell the answers .
- Correct Ss’ answer

- Check whether they understand the
new words or not.

*Task 2:

- Stick a poster on the board
- Give instruction of what to do.
- Go around and help Ss

- Ask 1 ss from each group to write the
answer.

- Give correction

Task 3:

- Give instruction

- Ask Ss to work in pairs then check
their answer in groups

- Go around to help students

- Have some Ss answer then write on the
board.

- Correct the answers on the board.

Post-reading (10 )’

Discuss the following question:

How can people with an education help
make the life of their community
better ?

-Explain the question and divide the
class into 6 groups , ask them to discuss

Ss answer (suggested answers)
1.(They are) farmers.

2.They are working/harvesting.
3.They are working hard.

4.Yes, it is.

5.Machines help produce good crops.

- Work individually then compare with
a partner.

- Tell the answers.
Suggested answer:

1.b 2.d 3.a 4.e 5.c

- Work in groups.

- Write the answer in the table.
@Suggested answer:

Areas
of
change

Before Now

houses made of
straw
and mud

made of

brick

radio

and TV fewfamilies
had a
radio or
a TV set

many

families have
radio or TV
set

farming
method
s

old new

crops poor good/bumper

travel by

motorbike
- Ss read and answer in pairs

@Suggested answer:

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-Go around to help Ss give their ideas
- Ask 1 St of each group to give/read

their ideas

-Write good ideas on the board and
give feedback

HOMEWORK (1 ):’

Write a short paragraph (50 words)
about the good things that an education
brings to the community.

1. It was poor and simple.

2. Because they hoped that with an
education of science and technology,
their children could find a way of
bettering their lives.

3.They introduced new farming methods
which resulted in bumper crops. They
also helped grow cash crops for export.
4.He said their lives had changed a lot
thanks to the knowledge their children
had brought home.

5.He told his grandchildren” Study
harder so that you can do even more for
the village than your parents did.”

- Discuss in groups

- Give the ideas of the group

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Period 44 Unit 8:

THE STORY OF MY VILLAGE

1st Perio:Speaking

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
Warm-up: (5 )’

Write the incomplete words on the
board, ask sts to give complete
words

RO_DS

M_DIC_L C_NT_E
CR_PS

SCH_OL
Answer key : 
ROADS

MEDICAL CENTRE
CROPS

SCHOOL

-Teacher says: to make life in the
country better, what should be
done with things mentioned
above ?  new lesson.

II. Pre-speaking:
Task 1 (15 )’

-Explain new words :
+to improve

+ to widen

+canal (n): man-made waterway
for irrigation

+to resurface: to put new surface
on, renew

-Explain the requirements in Task1
(The villagers of Ha Xuyen are
discussing plans to improve life in
the village. Match each of the
plans with its possible result)
- Have Ss do the task in pairs.
- Call on some Ss to read the
answer aloud in class

- Check and give correct answers
Answer key:

1.b , 2.g , 3.d, 4.e, 5. f ,
6.c, 7.a

III. While-speaking:
Task 2 (5’)

-Explain the requirements in task
2 (p.85)

-Ask Ss to work in groups of three:
read and practice the conversation
- Call some groups of 3 Ss to
practice the conversation

- Explain and practice
pronunciation with new words :

-Look at the words and try to give
complete words

- Listen to T

-work in pairs, then compare the
result with each other

-Work in groups of 3, practicing

asking and answering the information

-Work in groups of 3 or 4, practice
speaking more freely

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flooded, muddy, cart

- Explain briefly Conditional
sentences type 1:

If + V(s/es), S + will/ can/ may/
might + V

IV. Post- speaking:
Task 3 (10 )’

- Keep Ss in groups, using the
ideas in task 1 (may ask some
more possible result if necessary)
to continue the conversation.

- Go around the class and help Ss
to speak out, using the target
language.

- Ask some Ss to play the
conversation in front of the class.
- Pay attention to their speaking,
take notes of mistakes, then
correct them (mainly the basic

mistakes)

Homework :

Write a short paragraph about
how to improve life in your village
(30-40 words)

- Present the conversation

-Write the assignment

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Period 45 Unit 8:

THE STORY OF MY VILLAGE

1st Period: Listening

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
Warm-up : (4’)

-Find someone who

-Ask Ss Y-N questions : Did you
use to…, and write Ss’ name with

“yes” answers

Did you use to…? Name
-have a nickname…?

-have a pet…?

-wet at night when you
were a child?

Pre-listening: (10’)

-Make a photocopy of 2 pictures
in the textbook and hang them on
the board

-Ask Ss to look at the pictures and
find the differences

-Call some Ss to share their
findings in front of the class

-Give suggested answers

+ In the past, there weren’t any
hotels, but now there is a hotel in
the town.

+ in the past, the town used to
have only small houses, but now

they are bigger

+ In the past, the buffalos used to
walk on the roads, but now, there
aren’t any buffalos on the roads.
+ In the past, there were a lot of
trees, but now there aren’t.

………

-Explain the new word:
+ suburb(n)

While-listening :
*Task 1:

- Ask Ss to guess True or False in
Task 1.

- Ask Ss to listen to the tape and
decide if the statements are true or
false according to the talk.

-Have Ss compare their answer
with a friend

-Call on some Ss to read their
answers aloud in front of the class.

-Give feedback and correct
answers :

-Go around the class and interview
their classmates

-Find out and write the name of 3
students having the answer “yes”

-Work in pairs, look at the pictures
carefully and discuss the differences
between them

- Give their findings about the
differences

-Read statements, guess T or F

-Listen to the tape three times, take
note the important information and
decide T/F

- Compare the answers
- Give the answer

-Read the passage

-Listen to the talk again and write
the missing words

- Tell the words they hear

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

*Task 2

- Tell Ss to read a part of the talk
carefully and have a guess of the
missing words.

-Ask Ss to listen to the tape again
and fill the gaps with the words
they hear.

- Play the tape twice if necessary
-Ask Ss to write the exact and
grammatically correct words

-Feedback and give correct
answers:

1. house 2.hotel
3.widened

4. cut 5. car 6.
shop

7. department 8. expensive
Post-listening (10 )’

-Ask students to work in pairs :
Discuss the changes in your own
hometown or home village.

-Notice Ss to use the present
perfect and used to show the
changes

-Go around the class and give help
if necessary.

- Call on some Ss to give short
talks about the changes in their
hometown in front of the class.
- Comment on Ss’ performance
and have a final thoughts on a
topic.

HOMEWORK

Write a paragraph about changes
in your own hometown or home
village.

-Work in pairs and discuss the
changes in your own hometown

- Some present in class

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Period 46 Unit 8:

THE STORY OF MY VILLAGE

1st Period: Writing

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm up: (4 )’

- Ask Ss to work in groups, one
gives directions from their school
to somewhere, one guesses the
place.

II. Pre-Writing: (10’)
* Task 1:

- Set the scene.

- Have Ss to work in pairs and do
the task.

- Hang the map on the board and
ask some Ss to draw the directions
to Ann’s house on the map.

- Check and explain Ss’ task on

the board.

* Task 2:

- Explain what to do in this task.
- Ask Ss to work in groups, read
the letter, and underline the words
and phrases used to give
directions.

@ Suggested Answers:
+ come/ get out of
+ turn right/ left
+ keep walking
+ go over (a bridge)

+ walk past (a medical centre)
+ take the first/second turning on
the right/ left

- Work in two groups, one gives the
directions, others in the group guess
the place, if it is right they are given
marks

- Listen to T.

- Work in pairs, read the letter and
look at the map to find Ann’s house.

- Listen to T.

- Read the letter again, underline the
words and phrases.

- Tell the words and phrases.

- Read the task to know what to do,
listen to T’s explanation.

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+ it’s the one with...

III. While-Writing: (20’)
* Task 3

- Explain the task.

- Ask Ss to tell the way to A (your
house) from Boston Railway
Station.

- Ask Ss to write the letter on
posters, work in groups of four.
- Go around and give help when
necessary.

IV. Post-Writing (10 )’

- Have Ss compare the writing
with other group.

- Pick up two or three writings and
correct in front of the class.

@ Suggested Answer:
Dear Jim,

I’m very happy to hear that you
will come here for the summer
holiday. I’m writing to tell you
how to get to my house from the
Roston Railway Station.

Now when you come out of the
station, turn right. Keep walking
for about 5 minutes, you will see a
small bridge ahead. Go over the
bridge, go along the street past the
medical centre and the car park
then take the second turning on
the left. Walk past the Souvenir
shop and you will see my house.
It’s on the right, next to the shop.
You can’t miss it. I enclose the
map so that you can follow my
direction easily.

Looking forward to seeing you
soon.

Love,
Minh

V. Homework:

- Write a letter to invite a friend to
your house, telling him or her the
way from the bus stop to your
house.

- Speaking: tell the way.

- Work in groups of four, write on the
poster.

- Exchange and correct their friends’
task.

- Correct in class.

- Take notes.

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Period 47 Unit 8:

THE STORY OF MY VILLAGE

1st Period: Language Focus

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. PRONUNCIATION

I. Warm-up: (4 )’

- Give the two jumbled sentences,
ask Ss to rearrange to make
sentences.

* Jumbled sentences:

1. counted/ coming/ cows/
mountain/ the/ Mr. Brown/ down

2. knows/ Joe/ Rose/

phones/Sophie/ Sophie and Joe/
but/ don’t know/ knows/ Rose
- Ask Ss to say the sentences in
class.

@Answer:

1. Mr. Brown counted cows
coming down the mountain.

2. Rose knows Joe phones

Sophie, but Sophie and Joe don’t
know Rose knows.

- Notice Ss the pronunciation of
/au/ and /ou/

II. Presentation:(4’)

- Present how to pronounce the
sound /au/ and /ou/, emphasize the
difference between them.

- Work in pairs, rearrange to make
sentences.

- Give answers

- Listen to T

- Listen to T’s explanation.
- Listen and repeat (three times).

- Work in pairs, pick out the words
- Repeat.

- Read aloud in class.

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- Read the sounds as model, ask Ss
to repeat.

III. Practice: (4 )’

- Read the words of minimal pairs,
get Ss to listen and repeat.

- Ask Ss to work in pairs, pick out
and pronounce the words
containing /au/ or /ou/

- Read the sentences, get Ss to
repeat

- Tell some Ss to read aloud,
correct mistakes.

IV. Further Practice (3 )’
- Tell Ss to work in groups

* Pick out the words that has
different vowel from others

1. drove love woke
hole

2. snow low cow
show

3. owl loud allow
flow

4. foul group shout
mouse

GRAMMAR AND

VOCABULARY 
Reported Speech
Review: (4 )’

- Review how to turn a statement
into reported speech:

+ the changing of verb tenses,
pronouns, poss. Adj. , adverbs of
time and place…

+ introductory verbs: say, tell +
O

*Exercise 1: (6 )’

- Give instructions and model
- Ask Ss to do the exercise, work
in individuals then in pairs to
check.

- Tell Ss to write the answers on
the board.

- Correct Ss’ mistakes if there are

any.

@ Answer Key:

1.An old farmer said that their
lives had changed a lot thanks to
the knowledge their children had
brought home.

2.She said she was going to Ho
Chi Minh City soon.

3.I thought the film would be
interesting.

4.She said she couldn’t help me
because she had much to do.
5.Rick told me that Anne had

written Jim a letter.

6.He told me it had taken him

- Work in groups, find the words.

- Listen

- Work in individuals then in pairs.
- Write on the board.

- Work in individuals then in pairs.
- Listen to T

- Do the exercise then check with
their friends.

- Write the answers on the board.

- Do the exercise then check with
partner

- Give the answers

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three hours to get there because
the road had been muddy and
slippery.

7.She said it was a crazy idea and
that it wouldn’t work.

8.He announced that breakfast
was served between 7:00 and
9:00.

* Exercise 2: (6 )’
(do similarly to ex. 1)

@ Answer: 1.told 2.said 3.said
4.told 5.talked

Conditional Sentence type 1
Review: (4 )’

- Review the form and meaning of
the Con. Sentences type 1.

- Tell the difference between IF
and WHEN.

* Exercise 3: (6 )’

- Ask Ss to do the exercise, work
in individuals then in pairs to
check.

- Tell Ss to write the answers on
the board.

- Correct Ss’ mistakes if there are
any.

@ Answer Key:

If I don’t go out so much, I’ll do
more homework. If I do more
homework, I will pass my exam. If
I pass my exam, I’ll go to medical
college. If I go to medical college,
I’ll study medicine. If I study
medicine, I will become a doctor.

If I become a doctor, I’ll be able to
cure diseases and help sick people.
* Exercise 4: (4 )’

@ Answer Key:

1. If 2. When 3. if 4.
If 5. when

HOMEWORK:

-Do exercises in Workbook:
Language Focus

TEST YOURSELF C Period 48
Objectives: Week 16

-To review what students have studied in the lessons 7, 8.
Teaching methods: communicative approach.

Teaching aids: cassette, posters…
Content:

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Activity 1: Listening

- Ask Ss to read the statements and guess T/F.
- Collect Ss’ guess

- Play the tape twice, ask Ss decide T/F.

- Ask Ss to compare their answers with a friend.
- Call Ss to read and explain their answers in class.
- Feedback and give correct answers:

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

- Ask Ss to read the paragraph and guess the words to fill in.
- Play the tape once.

- Ask Ss to give their answer

- Play tape once more to check all the answers
@ Suggested answer:

1. aren’t 2. evenings 3. cinemas 4. theaters 5. knows

Activity 2: Reading

- Tell Ss to have a look at the questions.
- Explain the new words:

+ source of entertainment:
+ not to mention:

- Tell Ss to work in pairs, read the passage and answer the
questions

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

- Correct the false ones
@ Answers:

6. Because people don’t have to go out to watch TV.
They don’t have to pay for expensive seats at the
theaters or in the cinema. And there is no transport to
arrange.

7. They can see plays, films of every kind, political
discussions and football matches.

8. Because they need to do nothing. They don’t even use
their legs and make no choice. Everything is

presented to them.

9. TV will begin to dominate our lives, and we don’t
have time to talk to each other and do other things.
10. TV, in itself, is neither good nor bad. TV is as good or

as bad s we make it

Activity 3: Grammar

- Explain what to do in the task: fill in each blank with the
correct form of a verb in the box.

- Ask Ss to work in pairs.

- Tell some Ss give their answers

- Feedback and give the correct answers.
@ Answers:

1. have been haven’t had 2. haven’t given - have paid 3.
said 4. had taken 5. thought would come 6. told
have got

Activity 4: Writing

- Set the scene: look at the map, and use the cues below to
write the directions for your friend, who will come to the area
by bus, to meet you at the Indian Restaurant.

- Ask Ss to look at the map, read the cues carefully and find

- Read the statements and guess
T/F.

- Listen to the tape and decide T/F
- Compare the answer with a
partner.

- Give the answers.
- Read the paragraph.
- Listen to the tape
- Tell the answers

- Read the questions

- Read the passage and answer the
questions.

- Give the answers, write on the
board.

- Listen to T

- Work in pairs, read the
paragraph and give the correct
verb form.

- Give the answers

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out what to write.

- Have some Ss to tell what they should write.

- Divide Ss into 6 groups, ask them to write on a poster.
- Exhibition and correct Ss’ task on the board.

* Suggested answer:

When you come out of the bus station, turn right, and walk
along King Street until you reach the traffic lights. Turn left
at the traffic lights into Red ham Road. GO straight along the
road. The restaurant is on the left, after Beach Parade. It’s
quite easy to find.

- Tell what they will write

-Work in groups

- Exhibit the writing task.

Period 55 Unit 9:

UNDERSEA WORLD

1st Period: Reading

I. Objectives

Ss understand sth more about the undersea world so that they will take part in
preserving and protecting the natural environment.

II. Materials

Textbook.

III. Anticipated problems

Ss may not know what the life undersea world.

IV. Procedure

Time Teacher s activities’ Students activities’

5’

10’

I. Warm-up:

- Ask Ss to give some words related to
the sea animals

II. Pre-reading:

- Ask Ss to name the Seas in the
world?

- Ask Ss to look at the map and give
the Vietnamese names for the oceans

- Write the words.

- Give the name of the sea, then open
books to check

- Write the Vietnamese for the
oceans.

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7’

5’

7’

8’

on the map.

- Tell some Ss to give their answer.

- Tell Ss to work in pairs, write the
name of the sea animal in each
picture.

* Pre-teach Vocabulary:
- (to) challenge - a mystery
- a submarine - (to) exist:
- an organism - (to) contribute:
- (to) maintain

III. While-reading:

* Task 1:

- Give instructions of what to do, ask
Ss to find out the given words in the
text and their part of speech

- Ss work in groups, scan for
information and do the task.

- Call some Ss to tell their answer and
explain

- Feedback

* Key: 1. tiny 2. investigate 3. gulf
4. biodiversity 5. samples

- give the meaning of the new words

in the box and in the sentences.

* Task 2 :

- Explain the questions.

- Ask Ss to work in pairs, answer the
questions.

- Go around to give help.

- Have some Ss answer then write on
the board.

- Correct Ss’ answers on the board.
* Answer key:

1. 75 percent

2. By using modern devices

3. to investigate the seabed and bring
samples of the marine life back to
the surface for the further study
4. They provide the wide range of

information, including water,
depth and the undersea
populations

5. 1) line on or depend on the bottom
like the starfish. 2) swimming
animals such as fishes and sharks
that more independently of water
currents. 3) tiny organisms that
are carried along by the currents
like the jellyfish.

6. the marine life would be at stake
IV. Post-reading:

- Ask Ss to have a look at the given
word or phrase.

- Ask Ss to work in pairs

- Tell some Ss to give their answer.
- Give feedback

*Keys:

1. three –quarters 2. mysterious 3.

- Write the names of the sea animals
* Keys: Seal – Jelly fish – Turtle

Shark

–

- Listen, give words if they know.

- Listen to T

- Scan the text and do the task.
- Give the answer and explain

- Guess the meaning of the new words
in the task

- Listen to T
- Work in pairs

- Answer and write the answer on the
board

- Look at the given words or phrases.
- Work in pairs, complete the
summary.

- Give the answers

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3’

modern 4. discoveries 5. plants and
animals 6. huge 7. biodiversity 8.
connect

V. Homework:
- Review the exercise.

- Learn the new words
- Read the text.

- Prepare new lesson

- Listen and take notes.

Period 56 Unit 9:

UNDERSEA WORLD

2nd Period: Speaking

I. Objectives

By the end of the lesson, Ss will be able to talk about the animals of undersea
world.

II. Materials

Textbook, small card of some sea animals.

III. Anticipated problems

Ss may have difficulty in the discribing about the damage for environtment.

IV. Procedure

Time Teacher s activities’ Students activities’

8’

12’

I. Warm-up:
- Give situation:

What should we do if our class is
dirty?

- Choose some reasons, Ex: to sweep the
class everyday, to place rubbish and
plastic bags in proper dustbins

- Lead to the new lesson

II. Pre-Speaking: ( TASK 1 )
- Ask Ss to pay attention to the structure
with the words underlined:

We should place rubbish and plastic
bags in proper dustbins.

- Ask Ss to use the structure to make
sentences

- Give the same questions:

What do you think of…..?
 How do you feel about…..? 
 What s your opinion of’ …..?

And answer:

Well, I think……..
 In my opinion,……..

- Give model and ask Ss to practise like
this

- Ask Ss to read Task 1 in order to
understand what they mean

- Explain the new words:

+ sparingly + herbicide (n)
+ pesticide (n) + fertilizer (n)

- Ask Ss to put the actions in the order of
importance and then say what we should
(not) do. But to Ss, they can say a, b or f

- Close the books and listen
- Work in pairs to answer these
questions

(Give some reasons or solutions )

- Look at the example

- Work individually or work in
pairs

- Give the structure

S + should (not) + V (bare) +…

- Make sentences
- Listen

- Work in pairs to ask and answer
each other

- Open the books and do
- Listen

- Work in pairs and give the
reasons

- Work individually

Ex: “e” is the most important
+ We shouldn’t use herbicides,
pesticides and fertilizers that

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15’

10’

the most important

III. While speaking ( TASK 2 )

- Ask Ss to read the sentences

- Explain what to do

- Give hand out

Threats Consequences Solutions

- Walk round for help
- Correct

Keys:

Threats Consequen

-ces Solutions

1. Beaches
filled with
plastic bags

Polluted

water Place plastic bags inproper dustbins

2. Whales

hunted for food Extinct/ Disappear (Government)Don’t let people sell
whale products

3. Explosives
used to catch
fish

A lot of

fishes died Be banned

4. Oil spilled

from tankers Pollutedwater Punish captain

5. Pesticides
blow off the
fields into the
sea

Polluted

water Clean up the waterbefore running into
the sea

IV. Post speaking:

- Ask Ss to discuss how to protect the sea
environment

- Walk round for help

- Ask some groups to show their ideas
- Correct if necessary

harm the environment

- Work in groups

- Exchange information to other
group

- Work in groups

- Do in front of the class

Period 57 Unit 9:

UNDERSEA WORLD

3rd Period: Listening
I. Objectives

By the end of the lesson, Ss will be able to:
Talk about the life of blue whale.

II. Materials

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- Textbook, tape script.

III. Anticipated problems

Ss may not be familiar with the life of blue whale.

IV. Procedure

Time Teacher s activities’ Students activities’

5’

10’

20’

I. Warm-up

- Ask Ss to give some ways to protect
sea environment

- Lead to the new lesson
II. Pre-listening

- Give a picture of whales and asks:
What are they?

- Write the questions on the board
1. Do you think whales are fish? Why
(not)

2. Why do people keep hunting whales?

Keys:

1. Whales are not fish because they

raise their young on milk.

2. Because they want to catch whales
for food, oil, leather and other
products.

- Introduce the new words reading in
the tape:

+ Mammal blue whale Atlantic
Pacific krill whaling migrate
conservation

III. While listening:
 * TASK 1:

- Ask Ss to read five sentences

- Underline the key word in each
sentence:

1. third 2.most 3. warm
4.increase 5. food

- Remind these words read in the tape
- Ask Ss to listen to the tape for the
first time

- Ask Ss to listen to the tape again for
the last time and explain why they

make True or False

Keys 1. F 2. T 3. T 4. F 5. T
* TASK 2:

- Ask Ss to read six sentences

- Underline the key words or phrases
in each sentence:

1. the length and weight

2. why to feed in the cold ocean
 3. what – good feeding grounds
 4. what – main reason – decrease
whale population

5. what- groups asked to do

6. what happen – didn t take any’
measures to protect

- Remind these words reading in the
tape

- Ask Ss to listen to it for the last time
and explain why they make True or

- Close the books and answer the
question.

- Close the book and answer:

They are whales

- Work in pairs and give the reason.

- Listen and repeat

- Read five sentences and try to get
their meaning ( work individually)

- Work individually and compare
with the partners

- Give feedback

- Listen again and explain

- Read six sentences and try to get
their meaning ( work individually)

- Work individually and compare
with the partners

- Give feedback ( Maybe the main
ideas)

- Listen again and explain

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10’

False
Keys:

1. The blue whale grows to 30 meters
in length and over 200 tons in weight. 
 2. Because there is a lot of krill-their
favorite food in cold water.

3- Cold water in the North and South
Atlantic Ocean and the North and the
South Pacific are their good feeding
grounds.

4- Heavy hunting is the main reason
for the decrease in whale population.
 5- They have asked International
Whaling Commission to stop most
whaling.

6- If we didn t take any measures to’
protect whales, whales would
disappear forever.

IV. After listening

- Ask Ss to work in groups, talking
about whales using the cues:

 their length and weight

 their feeding grounds and food

 the reasons for protecting whales.
- Walk round for help

- Ask some groups to report

-Work in group

- Report in front of the class

- Another groups listen and remark

Period 58 Unit 9:

UNDERSEA WORLD

4th Period: Writing
I. Objectives

By the end of the lesson, Students will be able to write a narrative by using
given prompts

II. Materials

Textbook, lesson plan, extra- board

III. Anticipated problems

Ss may not be familiar with the use of connectors in writing about sperm and

dolphin.

IV. Procedure

Time Teacher s activities’ Students activities’

5’

15’

I. Warm- up
- Ask Ss to describe the whale
- Ask another Ss to the opinion
- Give feedback and mark
- Lead to the new lesson

II. Pre-Writing

TASK 1

- Ask Ss to read the passage

- Explain the new words and the structure
+ carnivores + squid

+ calf + gestation
+ entrapment

- Explain the new words from the table if
necessary

- Ask Ss to read the passage again to fill the
information related to the table

- Close the books
- Describe

- Give the opinion

- Read

- Work individually

- Work in group

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23’

12’

- Gives feedback

SPERM WHALE

RANGE &

HABITAT All oceansPrefer waters with
high squid population
SIZE Male: 18m in length:

54.000 kg in weight

Female: 12m in
length: 17.000 kg in
weight

FEEDING
HABITS

Carnivores; eat mainly
squid

Eat up to 1.500 kg of
food daily

OFFSPRING Give birth to one calf
every 5-7 years

Gestation period:
14-19 months

LIFE SPAN Up to 60-70 years
SPECIAL

FEATURES Biggest animals thathave teeth on Earth
Have the largest brain
of all mammals.

CONVERSATION

CONCERNS At risk due to huntingand accidental
finishing net

entrapment

TASK 2

- Ask Ss to write a paragraph that describes
the facts and figures provided from the table
- Walk round for help

IV. Post-writing:

- Pick up some writing to check in front of
the class as a whole

- Give the opinion

- Work individually

- Exchange their writing with a
friend

- Listen

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Period 59 Unit 9:

UNDERSEA WORLD

5th Period:Language Focus

I. Objectives

After the lesson, Students will be able to distinguish the differences between
dipthongs / i∂ /, /e∂/, /υ∂/ and be better at using the present and past simple
tense and adverbs of frequency

II. Materials

Textbook, lesson plan, extra board

III. Anticipated problems

Ss may not know how to pronounce the sounds / i∂ /, /e∂/, /υ∂/ correctly.

IV. Procedure

Time Teacher s activities’ Students activities’

15’

35’

A. Pronunciation:

- Give example and underline the
words containing / i∂ /, /e∂/, /υ∂/

- Ask Ss to pay attention the
pronunciation of the underlined words

- Lead to the new lesson
Pre:

- Present the diphthong: /
i∂ /, /e∂/, /υ∂/

- Emphasis the difference between
them

- Show Ss how to pronounce
 While:

- Model column one by one

- Read the sentence containing the
diphthong

- Correct
 Post:

- Ask Ss arrange these words into
columns:

+ ear + air + sure
+ bear + measure + beer
+ eventually + tear + hair

- Keys:

/ i∂ / /e∂/ /υ∂/
ear

beer
tear

air
bear
hair

sure
measure
eventually

B. GRAMMAR:

* .Should:

- Explain the structure

We should study harder and harder

EXERCISE 1:

- Listen and repeat
- Close the books
- Listen

- Listen and repeat

- Listen and repeat chorally
- Read chorally and individually

- Work in pairs

- Read the example and explain

- Work in pairs
- Show their ideas
- Read

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- Ask Ss to work in pairs
- Tell Ss to give their answers

EXERCISE 2:

- Ask Ss to read the example carefully
- Explains

- Remind Ss and models:

+ I think … should…
+ I don t think’ … should…

- Ask Ss to work in pairs, write
sentences

- Check in front of the class

*. Conditional sentence type 2
EXERCISE 3:

- Give an example, explain the
structure

- Ask Ss to put the verbs into the

correct form

- Walk round for help
- Give feedback

2. would take 8. would be
3. refused 9. did not come
4. would not get 10. borrowed 
5. closed down 11. walked
6. pressed 12. would understand
- Give some situations so that Ss
rewrite the sentences:

1-You don t have a car, you don t’ ’
drive to work

If………

2- The weather is bad, we can t go’
camping

If……….

- Walk round for help
- Correct if necessary

- Listen

- Work in pairs

- Listen and give the ideas
- Work in groups

- Write the answer on the board

- Work in pairs

- Write the sentences on the board

Period 60 Unit 10:

CONSERVATION

1st Period: Reading

I. Objectives

By the end of the lesson, Ss should be confident and friendly when they talk
with other people about the conservation.

II. Materials

Textbook, lesson plan

III. Anticipated problems

Ss may have difficulty in understanding some of topics like conservation.

IV. Procedure

Time Teacher s activities’ Students activities’

4’ Warm-up

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7’

25’

*Brain Storming

- Use a poster or draw on the board

- Ask Ss to put the suitable words into the
empty boxes.

- Ask Ss: “Do you need to protect them?
 Why or why not?”

Pre-reading

- Ask Ss to look at the picture and answer these
questions:

1. Have you ever visited a zoo or a
forest?

2. What animals are you interested in?
3. Do we need to protect animals and
forests?

Pre-teach vocabulary:

- conservation (n): protection /

safeguarding / defense

- destruction (n) - (to) eliminate
While-reading

* Task1

- Explain what to do in task 1

- Ask Ss to read the text and then do task 1 in
3’

- Go round and give help.

- Call some representatives to give their
choice.

- May ask some of excellent students:

“Why are some species of plants and
animals already being eliminated?”

* Task 2

- Ask Ss to read the statements and notice some
words or phrases in these.

- Ask Ss to read the text again in silence and
decide whether these statements are T or F.
- Go around and give help if necessary.

- Give feedbacks, asking Ss to prove their
answers

* Task 3

- Asks Ss to give their choice for main idea of
each paragraph.

- Give feedback

1. Forest gives us a lot of things.

Topic stn: Many of those plants and animals
can be used as medicine.

2. We cannot live without water.

Topic stn: Man and most animals need a
constant supply of water to live.

3. Let’s we do sth to save the earth.

Topic sentence: The earth is being threatened

- Work in pairs to find out
environmental problem

- Suggested answers: water
pollution, forest

fire………..

- Answer: Yes, we do. because
they are very important if 
they disappear, we ll ’
disappear (die) too. 
- Answer the questions

1. Yes, we have.
2. I like a lion, a

tiger…..
3. Yes, we do.

- Listen and repeat chorally
and then individually.

-Try to guess their meanings.
- Copy down.

- Work in pairs in 3
minutes, then compare
with the other pairs.
- Give the answer.

Suggested answers:
1.c 2.a 3.d
4.b

- Answer: “Because of the loss

of forest”

- Work individually and then
compare with his/ her partners.
- Come to the board to write
their answer.

Suggested answers:

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

- Read the text again then
discuss in groups of four

- Give the topic sentence

Suggested answer:
- A: 3 B:1 C:2

111

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8’

and the future looks bad. What can each of us
do?

Post-reading

- Ask Ss to answer the questions in the

textbook in 3 minutes.

- Go around to control ss’ activities.
-Give feedback.

-Suggested answers:

1. The loss of forest is destroying the eartth’s
planet and animal variety.

2. Man and most animals need a constant
supply of water to live. Farmers need water for
their crops.

3. We should stop polluting rivers and seas
and stop the disappearance of plants and
animals.

HOMEWORK

- Summarize the passage in 50 words.
- Prepare “Speaking”.

-Practice in groups of four to
find out the answers

- 3 ss answer the questions, the
rest listen and give remarks.

- Listen and take notes.

Period 61 Unit 10:

CONSERVATION

2nd Period: Speaking

I. Objectives

By the end of the lesson, Ss can understand more about the conservation.

II. Materials

Textbook, lesson plan

III. Anticipated problems

Ss may not be familiar with some expressions such as the new kind of zoo.

IV. Procedure

Time Teacher s activities’ Students activities’

5’

10’

Warm-up 
The image of a tiger

- Show the picture and asks :
1.What is it?

2.Where do you see it?

3.Have you ever been to THAO
CAM VIEN? What animals are
you interested in? Why?

Pre-speaking 
* Pre-teach-Vocabulary

+ sensitive + to imprison
+ endangered + to reconstruct 
- Asks Ss to read chorally, then
individually

* Discussion

- Look at the picture and answer .

Students’ answers may be
1. It is a tiger / lion / cat. ….

2. I see it in the zoo/ on T.V/ in
books…….

3. Yes, I have. / No, I have not. I
like a lion / a bear / a cock. Because
it is lovely / strong / beautiful…….
- Read in chorus, try to guess their
meanings in context

- Read individually.
- Copy down.

- Work in pairs to discuss these

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20’

8’

2’

- Ask Ss to work in pairs discussing
about these statements:

1. Should we build zoos to keep
wild animals? Why or why
not?

2.There are many animals died in
the zoos because of bad living
conditions. Agree or disagree?
- Go around and help Ss if

- Call 2 Ss to tell their answer.
- Give feedback.

While-speaking

Task 1

- Hang the poster on the board, ask Ss

to work in pairs

Yes / No

1. There are many zoos in the 
 world nowadays.

2.The main purpose of the zoos 
is to conserve endangered animals
and reconstructs their natural
environment.

3. People keep gorillas in the zoo 
because they are the largest animal in
the world.

(Teacher may ask good Ss to explain
their choice)

Task 2:

- Ask Ss to work in groups discussing
the advantages and disadvantages of
zoos of the new kind. Use the cues
below:

1. the conditions the animals are
in.

2. the money spent on
reconstructions of the
animals natural environment. ’
- Listens to their talk and only correct
the common mistakes to encourage
the Ss to speak fluently.

Post-speaking

- Ask Ss to discuss about the
purposes of zoos of the new kind.
- Move around to help ss if needed
- Call 2 Ss to talk about their
discussion.

- Give feedback and correction if
necessary.

HOMEWORK

- Name some animals that are in
danger

-Answer the question: “What should
you do to protect wild animals

statements

Suggested answer:

1. We should build many zoos to
raise wild animals, we can keep them
from extinct……

-We should not because we cannot
create a natural environment and
animals will die. Animals do not
have enough food and they may
suffer from dangerous diseases.
2. I strongly agree that animals will
die when living in the zoos because
they are always facing with the
sadness, lacking of food and water,
dangerous diseases.

- I do not think that most of the zoos
are always in bad conditions. In
addition, I believe that wild animals
will develop well in the zoos. They
will get enough food, water and even
medical cares.

- Ss work in pair, then compare with
other pairs.

- The ss’ answers may be:
1. YES

2. YES

3.NO

- Ss work in groups of four.

- Some representatives report their
result in front of class.

- Suggested answer:

1. Advantages: good care / avoiding
being killed for meat / developing
community.

Disadvantages: not natural
environment / dangerous diseases..
2. Advantages: the help of the
government, organizations…….
Disadvantages: The money spent
on reconstructions of the animal’s
natural environment.

- Work in groups to discuss about the
purposes of zoos of the new kind.
- 2 ss talk about their discussion.

- listen and take notes.

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Period 62 Unit 10:

CONSERVATION

3rd Period:Listening

I. Objectives

By the end of the lesson, Ss can be able to know about the activities of
conservation.

II. Materials

Textbook, lesson plan, tapescript

III. Anticipated problems

Ss may have difficulty in catching exact words and practice to fill in the blanks
in the passage.

IV. Procedure

Time Teacher s activities’ Students activities’

2’
5’
10’
10’
10’
Warm-up

- Show a picture of a forest fire
and asks:

1. What do you see in the picture?
2. Have you ever seen a forest fire

/ fire?

3. What’s forest fire / fire caused
by?

Pre-listening

Pre-teach vocabulary:
- destroy (v)

- value (n) → valuable (adj)
- awful (adj)

- a forester

While-listening

*Task 1:

- Give instructions and
explain

- Ask Ss to work in groups reading
the stns and predict the events in
right order

- Ask S to listen to the tape twice
and do task 1

- Call 2 ss to write their answer on
the board.

- Give feedback :

-Asks Ss to listen the third time.
( Teacher may let students listen 1
more time if they can’t do the task
well)

*. Task 2

-Ask Ss to look at task 2 and guess
whether the statements are true or
false.( using the information they
have listened from task 1)

-Teacher plays the tape 2-3 times
-Ask Ss to give answers and
reasons for them

-give feedback:

*. Task 3

- Give clear instructions for task 3
and ask Ss to read the sentences.
- Play tape.

- Give feedback and ask Ss to

- Answer:

1.I see a forest fire / fire…
2.Yes, I have. No, I have not.

3. It can be people’s carelessness,
marsh gases, lightning,
pollen………

- Listen and repeat the words,
try to guess their meanings
- copy down

- Work in groups to read through the
stns and predict the events in order
- Listen and do Task 1, then compare
with other groups.

- 2 Ss give their answer. The rest give
comments

Suggested answer: 3 -2- 5-
1-4

- Work in pairs to guess T/F.

- Listen to the tape 3 times and
decide T/F (individual), then
compare with their partner.

-Come to the board to write their
answer

- Suggested answer:1. F 2. F 3. T
4. F

- Read the sentennces and guess
(pair work)

- Listen and choose the stns that
they hear.

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7’

1’

listen again and check

Post-listening

- Ask Ss to ask and answer in
pairs.

1. What do campers have to
remember?

2. How important is the forest in
our life?

- Ask Ss to work in groups to
discuss and remember the causes
of fire.

- Move around to check.

- Call some Ss to come in front of
the class telling classmates about
the causes of forest fire.

- Correct mistakes if necessary.
HOMEWORK
-Write a passage (150
words) about forest fire,
which you have ever seen
on TV or been told.

- Give their answer.
- listen and check.

- suggested answer:1. a 2. b
3. a

- Ss practice asking and answering .
1. Campers have to put out their
campfires and cover the place with
earth……..

2. It is important in our life because
it supplies wood, fresh air, good soil

and stops pin – prick scolding and
storm………

-Ss work in groups and discuss about
the causes of fire (using the
information above).

- Ss tell the causes of forest fire.

- Listen and take notes.

Period 63 Unit 10:

CONSERVATION

4th Period:Writing
I. Objectives

* By the end of the lesson, Students will be able to use some forms of verbs.

II. Materials

Textbook, lesson plan

III. Anticipated problems

S s may not familiar with forms and languages used in forms of verb.

IV. Procedure

Time Teacher s activities’ Students activities’

4’ Warm up

- Stick the poster with the given words on the
board and ask ss to write a complete
sentence

Cinema / tonight / go / like / to / you / the /
would?

- continue asking ss to show the purpose of
expression “would you like” in the stn above
- ask ss some questions:

1. Have you ever written a letter of
invitation? On which occasions?

- close their books, look at the
poster and write the sentence.
- Suggested sentence:

Would you like to go to the
cinema tonight?

Students’ answer may be:

people want to show their
politeness

- Ss’ answers may be:

+Yes, I have. On my birthday/

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5’

16’

13’

2. What do you often write in a letter of
invitation?

3. What expressions do you write in a
letter of invitation?

Pre-writing:

* Task 1

- ask ss to open their books

- Asks Student to look at task 1 and explains
how to do this task

- have ss work in pairs in 3mn
- go around and help ss if necessary.

- ask some pairs to write the answer on the
board and give explanation

- give feedback and correct

- stick the poster on the board and call three
ss to write the verb forms in the blanks

1. why don t we + . . .’
2. shall we + . . .
3. can you + . . .
4. Are you free + . . .
5. Would you like + . . .
6. how about + . . . 
7. Do you feed like + . . .

- give feedback and explain more if
necessary.

* Task 2

- Ask ss to read the task quickly and pick out
the new words or phrases if they are difficult
- ask ss to explain the organization of a
letter of invitation.

- stick the poster on the board and ask ss to
match the first half in column A with the
most suitable half in column B

(Students practice in pairs in 3mn)

A B

1. Can you/ why
don’t we

2. Would you
like

3. Are you free /
Would you like

a. to join us?

b. to go to the football

match tomorrow

morning? / going to club
afterwards?

c. come to dinner on
Saturday?/ spend some
time together?

- Give remarks and correct
While-writing

* Task3

- Ask ss to read the task carefully before

writing.

- ask ss which tenses are used with these
adverbs of time: since, soon, now

- ask ss to write the letter in groups (using
posters) in 10 minutes

- move around and help ss if necessary
Post-writing

- call 3 or 4 groups to stick their posters on
the board

- have ss look at the posters and remark
- may ask some more questions:

at weekends

+The content of the invitation
+ - Would you like . . .

- Go to the cinema

- Go for a walk

- How about . . .?

- open their books and listen
to teacher’s explanation.

- do the task in pairs

- Two ss write their answer on
the board.

Suggested answer:

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

- come to the board and fill in
the blanks.

Suggested answer:

2 + bare infinitive
3

5 + to infinitive
6

7 + V.ing

- listen to teacher and copy
down

- read the task quickly
(individually)

- listen to the teacher’s
explanation and give the
structure of a letter of
invitation.

- Look at the poster, listen to
teacher’s instruction and do the
task

- write the answer on the board

Suggested answer

1.c
2.a
3.b

- read the task carefully

- listen and answer: present
perfect, present continuous
- work in groups of four to
write the letter.

- stick the posters on the board,
look at the posters, remark and
correct mistakes

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2’

How many parts are there in a friendly
letter of invitation?

What are they?

- explain: a letter commonly consists of 5
parts: address, greetings, body , closing,
signature

Homework

- Review how to write a letter of
invitation

- Prepare Language Focus.

- Ss ‘ answer may be:

+There are three parts:
greetings, body and
signature

- listen carefully and copy
down.

Period 64 Unit 10:

CONSERVATION

5th Period:Language Focus
I. Objectives

After the lesson, Students will be able to distinguish the differences between 2
phonetics / b/ and / p/ and be better at using the passive voice.

II. Materials

Textbook, lesson plan, extra board

III. Anticipated problems

Ss may not know how to pronounce the sounds /b/ and /p/ correctly.

III. Procedure

Time Teacher s activities’ Students activities’

5’

35’

Warm-up

Jumbled words

- Divide the class into groups,
hang a poster

1. sapsevi 5. eciov
2. tvacei 6. elsvioecs
3. sncntaosas 7. caoitn
4. sentes 8. rmamrag

Pronunciation 
- show a box, a comb and a pen
and ask:

+ What re they?’

+ What are consonant sounds at
 the beginning of box and pen ?,“ ” “ ”
 at the end of comb ?“ ”

+ No, when letter b is after“ ”
 letter m , it is not read“ ”
- help ss distinguish the

contrast consonants /b/ and /p/ by
pronouncing them clearly and slowly:
- call on some ss to repeat the sounds
(advanced class: use minimal pairs).

- ask ss to work in pairs in 2’, practice
these stn.

- call some ss to read the stns
and remark.

GRAMMAR

* Pre-task

- ask ss to find out 2 passive stns in the
reading.

* Suggested answer:

+ About 5,000 species of plants and

Students’ answer:

1. passive 5. voice
2. active 6. voiceless
3. consonants 7. action
4. tenses 8. grammar

- Students close their books and
answer:

+ a box, a comb, a pen
-Ss answer:

+ /b/ and /p/
+ /b/

- look at the T’s mouth and read
in chorus.

- repeat in chorus twice.

- Some individuals repeat the

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animals are eliminated each year.
+ The earth is being threatened

- ask Ss to tell the formation of passive

*While-task
Exercise 1

- ask ss to give instructions of the task
- have ss to do the task in close pairs
- conduct the correction

* Key: 1.were reported 4. am not
invited 2. grow 3. be spoken

5. are being built

Exercise 2

- Have SS to give instructions

- ask ss to work individually then compare
with their partners in 4’ (notice the tense,

the voice)

- Have 5ss to provide the answer and their
explanation

- give feedback

* Answers: 1. came- had started- were
2. is standing- is being photographed
3. have been told- 4. was being laid
5. Where will……be planted?

Exercise 3

- Have ss give the instruction.
- Ask ss to scan the dialogue in 2’
- have the class sit in groups of four,
do the task and give the explanation.
- Tell Ss to answer and

give explanation

1. was organised 2. arrived
 3. were met 4. taken

5. had been changed 6. had been put 
7. was 8. prepared

9. made 10. were served

Homework
-Turn the sentences into passive:

1. Dangerous driving causes may
accidents.

2. Someone was cleaning the room when
I arrived.

3. We cannot clean up our polluted
rivers and seas overnight.

4. Farmers need water for their crop.
-Prepare unit 11, reading

sounds.

- work in close pairs and find the
words containing the sounds /b/
and /p/)

- read aloud the words

- read the reading and find out the
stn:

-answer

- work in pairs

- write their answer.

- answer:

- do the task and compare

- Five ss come to the board to
write the answer

- scan the dialogue

- work in groups and give
explanation

- Give answer

Period 65 Unit 11:

NATIONAL PARKS

1st Period: Reading

I. Objectives

By the end of the lesson, Ss will be able to talk about the national parks.

II. Materials

Text book, pictures about the national parks …

III. Anticipated problems

Ss may not know the name of some Vietnam’s national parks.

IV. Procedure

Time Teacher s activities’ Students activities’

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4’

8’

23’

Warm-up

- Ask ss to answer some questions:
1. Have you ever heard about national 
park?

2. Name some of the National parks in 
Viet Nam and in the world you know or 
hear about

- T: show 3 pictures of Cuc Phuong
National Park, Everglades National Park,
Nairobi National Park and introduce the
lesson

Pre-reading

Task 1

- stick the poster on the bb and ask Ss to
discuss in pairs to match the words to
their meanings
A
1. species
2 .sub-tropical
3. establish
4. survival
5. wilderness
6. contain
7.
contamination
B
a. to have sth inside
b. a state of

continuing to live or
exist

c. group(s) of animals
or plants

d. related to an area
near a tropical area
e. a state of being
polluted

f. to start an

organization that is

intended to continue
for a long time

-monitor

-have some individuals come to the bb
and do the matching

-correct and give feedback:
Task 2:

T: gives Ss a handout and asks them to
discuss in group of four to guess the
correct information to complete the
following table about 3 national parks.

Cuc
Phuong N.
Park
Nairobi
National
Park

Evergla-des
National
Park
Location
Special
Features

- ask 3 representatives to write the
answer on the poster on the bb

While-reading

Task 1:

-ask Ss to open their books, read the text
silently and check the answers on the
poster (indivi)

-have Ss work in pairs and exchange the
answers

- gives feedback

Students’answers may vary
Possible answers:

1. Yes, I have / No, I haven’t

2. Cuc Phuong, U Minh, Cat Ba,
Bach Ma, Nam Cat Tien …

- listen to the teacher

- pair work : 5 mn
- do the matching

- match the words in column A to

their definitions in column B

- listen to the teacher’s correction
and take notes

- suggested answer:

1- c, 2- d, 3- f, 4- b, 5- 0,6-a, 7- e
- work in groups

- read the text silently and check their
answers

Cuc
Phuong
N. Park

Nairobi

N.Park Everglades National
Park

Loca-tion insouthwest
of
HN-Vnam

Kenya inSouth- the

eastern
US
Specia
l
Featur
es

-
butterflie--s
-caves
-1000
years old
tree
-contains
over 200
sq km of
rain
forest

-large
variety of
plants and
animals
-lots of

orphane--d
animals
are
taken of
species

-toxic
levels of
chemical
in the
water
-plants
and
animals
from both
tropical
and
temperate
zones

-read the questions and translate
into Vnese

-work in pairs, asking and
answering the Qs

Suggested answers:
1. It is 200 square km

2. Because the rainy season is over
3. They can learn about the habits
of animals and how one species is
dependent upon another for
survival.

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10’

-Task 2 Answer the following questions:
p.114

- stick the poster of the questions on the
bb

- run through the Qs to make sure that Ss
understand them

- ask Ss to read the text again and answer
the questions in 10 mn

- ask Ss to work in pairs (close and open
pairs)

- give feedback

Post-reading

- asks Ss to work in groups to answer the
question: Which of the three national
parks would you like to visit most?
Why?

- asks the representatives of some groups
to present their ideas in front of class.

Homework

-write- it- up

4. In the Orphanage, orphaned
and/or abandoned animals are
taken care of

5. Everglades NP is endangered
because of the toxic levels of
chemicals in the water.

6. If more chemicals are released
into water, plants and animals will
die/ bekilled/ destroyed.

- work in groups of five or six
- present their ideas

- rewrite their ideas about the topic
in part: Post-reading

Period 66 Unit 11:

NATIONAL PARKS

2nd Period: Speaking

I. Objectives

By the end of the lesson, Ss will be able to use the Conditional sentence type 3.

II. Materials

Textbook.

III. Anticipated problems

Ss may have difficulty in using this sentence.

IV. Procedure

Time Teacher s activities’ Students activities’

4’

10’

Warm up

- Showing pictures and giving a
situation :

“Yesterday Nga and her friends went
on a picnic. They had a meal on the
beach, but they didn’t bring water. So
they had to spend a lot of money on
water.”

From that situation, we can say that”

If they had brought water, they
wouldn t have spent a lot of money’
on water.”

Pre-speaking
* Task 1

- Ask students to read it silently.

- Explain the meanings of some
words:

+ carsick (n) (using situation).
+ fine (n) (using situation).
+ poisoning (situation).

- Listen to the teacher.

- Read the task silently.
- Listen and take notes.
- Discuss in groups.

Suggested answers:

1. - f 3. - h 5. - b
7. - a

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30’

1’

- Ask ss to discuss in groups to match
things in column A with those in
column B.

- Give feedback.

While-speaking

* Task 2

- Tell ss that the situation in task 1
happened in the past and if Nga's class
wants to express what they wish had
or hadn't happened they have to use
the conditional type 3 with the
following form:

If-clause , main clause
Past perfect Past perfect
conditional

(had+V3) (would have+V3)

- Give a model for student to practise.
A: I heard you went by coach so most
of you got carsick.

B: If we hadn't gone by coach, we
wouldn't have got carsick.

or: If we had gone by bike, we
wouldn't have got carsick.

- Ask students to continue with the
other things.

- Go around to help if possible.

- Asking some pairs of students to
practise before class.

* Task 3

- ask ss to discuss in groups about
what they did or not do in the past by
asking some Qs to elicit:

T: Did you pass the Maths exam?
S: No, I didn't.

T: What would have happened if you
had tried your best in Maths exam?
T: I would have got good marks if I
had tried my best in Maths exam.
- Ask ss to go on with five more things
and going around to help if possible.
- Ask some representative to say
before class.

Post-speaking

- Ask ss to complete the following
sentences:

If we had had free

time,____________

Would you have been rewarded if
you________?

If they_________________, they
couldn't have built that school.

Homework

- Ask ss to write out the things they
did or did do in the past.

2. - e 4. - g 6. - c
8. - d

- Listening and taking notes where
necessary.

Suggested answers:

2. A: you didn't bring enough food
so you had to spend a lot of money.
B: If we had brought enough
food, we wouldn't have had to

spend...

3. A: some had food poisoning so
you couldn't enjoy your visit....

B: If we hadn't had food poisoning,
we would have enjoyed our....

4. A: you had no raincoats so you got
wet and some got a cold.

B: If we had had raincoats, we
wouldn't have got wet and some
wouldn't have had a cold.

5 A: some of you left your luggage
on the coach when you arrived so you
had no clothes or money with you.

B: If some of us hadn't
left ..., we would have
had ... And so on.

- Practising before class.
- Discussing groups.

- Think of five more things and say
out.

- Tell before class.

- Doing the task.
* Suggested answers:

If we had had free time, we
would have gone to the cinema with
you.

Would you have been rewarded
if you had been good at all the
school subjects?

If they had had enough money,
they could have built that school.

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Period 67 Unit 11:

NATIONAL PARKS

3rd Period: Listening
I. Objectives

By the end of the lesson, Ss will be able to:

- Talk about the Cuc Phuong National park.

- Improve listening skill by doing the exercises.

II. Materials

- Textbook, tape script.

III. Anticipated problems

Ss may not be familiar with the forest fire.

IV. Procedure

Time Teacher s activities’ Students activities’

4’

10’

20’

Warm up

- Show picture on p.115 and ask some
Qs:

"What can you see in the picture?"
"Are they old or young?"

"Can you guess where they are?"
- Today you will listen to a passage
about Cuc Phuong National Park .

Pre-listening

- Ask ss to work in pairs to discuss
about the answers to the Qs on p.115
(short answers).

- Go around to help if possible.

- Ask ss to practise in close pairs then
open pairs.

- For the words on page 116, running
through to check if students know
their meanings.

- Pronounce the words and ask ss to
repeat (choral and individual)

While-listening

* Task 1

- Ask ss to discuss in pairs to guess
the missing words.

- Go around to help if possible.
- Ask ss to listen to the text twice.
- Ask some representatives to go to
the board to write out the answers.
- Ask ss to listen to the text the third
time to check their answers.

* Task 2

- ask ss to work in groups to answer

- Looking at the picture.
- "(We can see) trees."
- " (They are) old."

- "In Cuc Phuong National Park."

- Discuss in pairs to find the answers.

Suggested answers:

1. (It is) in the South West of Hanoi.
 2. It contains over 200 sq kms of
rainforest.

3. It is during the dry season, from
October to April, when rain season is
over.

4. Butterflies, caves, mountains and
1,000-year-old trees can be seen there.
- Practise in close pairs and open pairs.
- Giving the meanings of the words on
p.116.

- Repeat after the teacher.

- Work in pairs.

- Listen to the text carefully.

- Go to the board to write out the
answers.

- Listen to the text the third time.

Suggested answers:

1. It belongs to 3 provinces: Ninh
Binh, Hoa Binh, and Thanh Hoa.

2. It is about 160km.

3. They come there to see work being
done to protect endangered species.
 4. Nguyen Hue defeated the Qing
invaders in the spring of 1789.

5. They live mainly on bee keeping and
farming.

- Work in groups of five or six

Cuc Phuong is the first national
park in VN.

It covers Ninh Binh, Hoa Binh and
Thanh Hoa provinces.

In 2002, nearly 100,000 visitors
made their way to Cuc Phuong.

There are about 2,000 different
species of flora and 450 species of
fauna.

Nguyen Hue's army was stationed
in Cuc Phuong in the spring of 1789.
- Giving the answers orally.

Period 68 Unit 11:

NATIONAL PARKS

4th Period: Writing

I. Objectives

By the end of the lesson, Students will be able to write the way to accepting or
refusing an invitation.

II. Materials

Textbook, lesson plan, extra- board

III. Anticipated problems

Ss may not be familiar with the use of connectors in writing letter.

V. Procedure

Time Teacher s activities’ Students activities’

5’ Warm-up

- Gives students handouts of four - Work in pairs to find out the

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13’

15’

10’

2’

letters.

a. Letter of Acceptance
b. Letter of Complaint
c. Confirmation letter
d. Letter of Refusal
e. Invitation letter

- Asks students to work in pairs to
match one letter with a suitable kind

of letter then underline the language
used to express acceptance and refusal
in these letters.

Pre-writing

- Ask ss to discuss in groups of four to
find the ways of accepting and
refusing.

- Walk around and offer help when
necessary.

- Ask ss to give answers.

Task 1

- Ask ss to do the task in pairs.

- Walk around the class to monitor
and help ss.

Task 2

- Ask ss to make groups of four and
do Task 2.

- Monitor and give feedback.

- Help ss to find out the format of an

acceptance or refusal letter basing on
the above letters.

While writing
- Divide the class into 2 groups.

- Ask a group to write a letter to
accept the invitation of going to the
cinema and another group write a
letter to refuse that invitation.

- Ask Ss to sit into groups of four to
do the task on the posters.

- Walk around and offer help when
necessary.

- Ask some groups to stick their
posters on the board.

Post writing
- Ask other groups to remark.

-Help ss to correct mistakes (typical
mistake correction)

Homework

- Ask ss to write a letter to refuse the
invitation of going to the cinema if

they had written an acceptance letter
and in contrast.

answers.

NATIONAL PARKS

5th Period:Language Focus

I. Objectives

After the lesson, Students will be able to distinguish the differences between 2
consonants / t/ and / d/ and be better at using the present and past simple tense
and adverbs of frequency

II. Materials

Textbook, lesson plan, extra board

III. Anticipated problems

Ss may not know how to pronounce the sounds /t/ and /d/ correctly

IV. Procedure

Time Teacher s activities’ Students activities’

10’

35’

Pronounciation:

- read the words and ask Ss to
repeat

-read the sounds /t /, /d / and ask
Ss to repeat

- show pictures of the movement
of the mouth when pronouncing
the sounds /t / and /d / and explain
the difference

-have Ss read the words again,
correct their pronunciation

- read the stns and ask Ss to repeat
after T twice, paying attention to
the two vowels /t / and /d /

GRAMMAR

Pre-task (10’)

T: -Nam failed the final
exam.What would have happened
if Nam had worked harder?

- ask Ss to underline the verb
tenses

-listen and repeat

-“The sounds /t / and /d /.

-repetition drill: chorus and
individuals

-listen carefully

-listen and repeat

-repetition drill: chorus and

individuals

-listen and repeat

- read word by word in chorus

-some students write the words on
the bb

Ss: -If Nam had worked hard, he
wouldn’t have failed the final exam/
he would have passed the exam.
Ss: -Conditional sentences type 3

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-write the Ss’answer on the bb and
asks: What grammatical point we
are going to learn today?

-have Ss review of the structure
and usage of conditional sentences
type 3

-explains the target language:
form, use . . . if necessary

While-task (15 )’

-Task 1: Complete the following
sentences, using the correct form
of the verbs in brackets.

- Give instructions and model
- ask Ss to work in pairs
-monitors

-aks some Ss to say out their
answers

-gives feedback

-Task 2: Write a sentences:
( textbook p.120)

-model the first sentence

-ask Ss to work in pairs to rewrite
the sentences (write the answers
on the poster)

-monitors and gives help if
necessary

-asks some groups to stick their
posters on the bb

-has Ss’self correct the mistakes
with the T’s help

-explains the sentence number 5:
These are two actions happen in

different time, If-clause in type 2
because there is an adverb “now”

Post-task (10 )’

Task 3:( page 120)

-explain the example clearly

-ask Ss to work in groups to
rewrite the stns on the poster

- give help if necessary

-ask some groups to stick their
poster on the bb

-have Ss sefl-correct mistakes with
T’s help

Homework:

-Do test yourself D

-say out the grammatical point
-work in pairs in 5mn

-say out the answers
feedback:

1. had known 2.had 3. would have
gone

4 .would have passed 5.would have
enjoyed 6. had known 7. had stoppe
8 .had called

-work in pairs
feedback:

1. If the driver in front hadn’t
stopped so suddenly, the acidents
wouldn t have happened.’

2. If I had known that Lam had to get
up early, I would have woken him up.
3. If Hoa hadn’t lent me the money, I
wouldn t have been able to buy the’
car.

4. If Mary hadn’t been wearing a
seat belt, she would have been
injured in the crash

5. If you had had breakfast, you
wouldn t be hungry now.’

6. If I had had some money on me, I
would have got a taxi.

-work in groups
feedback:

1. If I had been working at the
restaurant last night, I would have
waited on your table.

2. If they had been paying attention,
they would have seen the sign
marking their exit from the highway.
3. Carol would have answered the
phone if she hadn’t been studying.
4. If the sun hadn’t been shining, we
wouldn’t have gone to the beach
yesterday.

5. If the music hadn’t been playing
loudly at the restaurant, I would have
heard everything Mr. Lee said during
the dinner.

TEST YOURSELF D Period 70
Objectives: Week 24

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-To review what students have studied in the lessons 9, 10 and 11.
Teaching methods: communicative approach.

Teaching aids: cassette, posters…
Content:

Teacher s Activities’ Students Activities’
Activity 1: Listening

- Ask Ss to read the table carefully before
listening to the tape.

- Play the tape twice.

- Ask Ss to compare their answers with a
friend.

- Call Ss to read and explain their answers
in class.

- Feedback and give correct answers:
1. 50 miles to the west of London 2.
120,000 people 3. market town 4.

biscuit factory 5. computer industry 6. in
central England 7. 90,000 people 8.
university 9. car factory 10. Cowley
Road

Activity 2: Reading

- Tell Ss to have a look at the statements
- Tell Ss to work individually, read the
passage and decide whether the following
statements are true or false.

- Call on some Ss to explain their answers,
correct the false ones

@ Answers:

1. F ( Teachers gives too much
homework)

2. F (They say that it is unnecessary
for children to do much homework
at home in their freetime)

3. T

4. F (Ss have to repeat tasks which
they have already done at home)
5. T

Activity 3: Grammar

- Explain what to do in the task: Read the
paragraph, one word is missing from each
line. Put the stroke (/) where the word have
been omitted and write the missing word
in each blank.

- Ask Ss to read the paragraph and do the
task.

- Tell some Ss give their answers

- Feedback and give the correct answers.
@ Answers: 1. by 2. for 3. there 4. which
5. the 6. the 7. a/per 8. by 9. it 10. be
Activity 4: Writing

- Set the scene: your class would like to
visit your uncle’s computer factory. Write
to him and ask for permission to visit.
- Ask Ss to read the outline carefully and
find out what to write.

- Have Ss to tell what they should write.
- Divide Ss into 6 groups, ask them to

- Read the table, listen to the tape and
fill in the blanks

- Compare the answer with a partner.
- Explain the answers.

- Read the statements

- Read the passage and decide

whether the following statements are
true or false.

- Give the answers.

- Tell the grammar

- Read the letter and give the correct
verb form.

- Give the answers.

- Listen to T

- Work in pairs, read the paragraph
and write the missing word.

- Give the answers

-Work in groups

- Exhibit the writing task.

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write on a poster.

- Exhibition and correct Ss’ task on the
board.

* Suggested answer: Our class are going to
have a three hour visit to a factory to ask
you for permission to visit your computer
factory as a part of our lesson. I am writing
to ask your for permission to visit your
company as it is near our school so we can
go by bike. 45 members of our class will

arrive at your factory at 7.30 on Monday,
22 December.

Remarks:

………
………
………
………
………
………

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FORTY-FIVE MINUTE TEST Period 71

Week 
24

Objectives:

-To test what students have studied in the lessons 9, 10, and 11.
Preparation:

- Teacher: compile the test

- Students: review the lesson carefully.
Content:

FORTY-FIVE MINUTE TEST
Subject: English 10

I. Pronunciation (2p)

Circle the word whose underlined part is pronounced differently from the others
1. a. parked b. watched c. endangered d. stopped

2. a. listen b. visitor c. continue d. interesting
3. a. line b. medicine c. examine d. determine
4. a. clear b. hear c. idea d. heart
Circle the word that is stressed differently from the others

5. a. ocean b. divide c. challenge d. picture
6. a. oversize b. sattellite c. existence d. pesticide
7. a. conservation b. variety c. reconstruction d. circulation
8. a. locate b. contain c. water d. exist
II. Vocabulary and Grammar (3p)

Circle the best answer for each blank

9. We cannot ………….without water, food and air.

A.protect B. surround C. conserve D. exist
10.In national parks, endangered plants and animals …………..from the

destructive influence of human beings.

A. can protect B. can be protected C. being protected D. that
can be protected

11. I wonder when the world came into ……….

A. exist B. existence C. existent D. existential
12.Sally ……….the phone if she were in the room now.

A. will answer B. answers C. would answer D. answered
13.Whales and sharks are stilled …………for food and medicine.

A. died B. hunted C. fished D. cooked
14.All the plants and animals need a constant ……of water to live.

A. offer B. borrow C. supply D. provide
15.If I ……….you were coming, I’d have met you at the station.

A. knew B. has known C. had known D. would know
16.One species is dependent on another for ………

A. survival B. arrival C. orphanage D. abandon
17.Because it had not rained for several months, there was a ………..of water.

A. shortage B. drop C. scare D. waste

18.The existence of different kinds of animals and plants which make a balanced
environment is called …………..

A. biodivrsity B. challenge C. rubbish D. maintain

19.The blue ---is the largest known animal ever to have lived on sea or land.
A. krill B. tuna C. whale D. shell

20.The farmer enrich the soil with ……….

A. fertilizers B. herbicides C. insecticides D. gases
III Reading (2.5p ) :

Read the following passage and choose the best answer

Conservation is the (21) ……..and wise management of the environment. People
practise conservation (22) ……….the environment can preserve their

nneeds and the needs of all (23) ………..living things.

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Without conservation, all the rsources necessary (24) ……….life – air, animals,
energy, minerals, plants, soil and water – would be damage, (25) ………., or
destroyed.

Conservation also involves a (26) ………….for the quality of the environment, so
that people can enjoy living. (27) ………means keeping the environment comfortable
and safe – and an interseting, stimulating place in which (28) ……….. A
healthy environment (29) ……….clean streets and highways, with open
spaces in cities for parks and playgrounds. Ideal surroundings mean landscapes free of
junk and litter. They include wilderness, regions (30) ………animals and plants
can be safe from destruction by human beings.

21.A. protection B. prevention C. maintenance D. rebuilding
22.A. so B. so that C. in order D. such that
23.A. else B. another C. others D. other

24.A. to B. for C. with D. as
25.A. cut B. burnt C. wasted D. used
26.A. worry B. bother C. concern D. anxiety
27.A. It B. These C. Those D. There

28.A. to live B. living C. live D. lives

29.A. keeps B. includes C. consists D. contains
30.A. which B. that C. in that D. where

IV. Writing (2.5p)

Rewrite these sentences, using the given words.

1. She drinks too much coffee. She doesn’t feel sleepy.

If ………

2. They don’t understand the problem. They won’t find a solution.

If ………

3. I couldn’t call Sally because I had lost her phone number.

If ………

4. It didn’t snow, so we couldn’t go skiing.

If ………

5. Alexander Fleming discovered pennicilin in 1928.

Pennicilin………

The End

TEST CORRECTION Week 24

Period 72
Từ câu 1- 30: mỗi câu trả lời đúng 0.25 đ

Câu 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Đáp án C A A D B C B C D B B C B C C

Câu 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Đáp án A A A C A A B D B C C A A B D
IV> Writing: mỗi câu trả lời đúng 0,5 đ ( mỗi vế trả lời đúng 0,25 đ)
1. If she didn’t drink too much coffee, she would feel sleepy.

2. If they understood the problem, they would find a solution.
3. I could have called Sally if I hadn’t lost her phone number.

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4. If it had snowed, we could have gone skiing.

5. Pennicillin was discovered by Alexander Fleming in 1928.

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Period 73 Unit 12:

MUSIC

1st Period: Reading
I. Objectives

By the end of the lesson, Ss will be able to talk about their hobbies such as
music.

II. Materials

Text book, pictures about the famous musicians.

III. Anticipated problems

Ss may not know about some of famous musicians.

IV. Procedure

Time Teacher s activities’ Students activities’

5’

10’

I. Warm-up

- Ask Ss to tell some kinds of music.

- Ask Ss some more questions:
+ Do you like listening to music?
+ What band do you like best?
+What singer do you like best?
+ What sort of music do you often
listen to?

II. Pre-reading

* Matching:

-Ask Ss to match the two columns
1. b 2.e 3.d 4.c 5.a

* Picture telling:

- Ask ss to look at the pictures in the
textbook and answer:

+ What kind of music does she play
in the first picture?

+ What band in the second picture?
What kind of music do they play?
+ What kind of music do they play
in the third picture?

III. While-Reading:

*Task 1

- Explain what to do in this task
- Ask Ss read the text to find out and
underline the words given in task 1,
guessing their meanings.

- Ask Ss to read the sentences and
fill in the blanks with the suitable
part of speech.

- Ss work individually, then in pairs
- Collect Ss’ feedback.

- Answer, e.g.: pop, jazz, classical,
rock n roll’

*Suggested answers:

+ Yes, I do / No, I don t’

+ I like ( the Beatles) the best.
+ I like ………..the best

+ Like to listen to classical music.

- Work in pairs, discuss and match
each of the descriptions to a type of
music.

- Look at the pictures and answer.

* Answer Key

1. Folk music

2. The Beatles. Rock n roll. ’
 3.Classical music

- Listen to T

- Read, underlined the given words.
- Read the stns and fill in the blanks.

- Give feedback.

* Answer Key:

1. communicate 2. lull 3. delights 4.
integral part 5. solemn 6. emotion 7.
mournful

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10’

7’

3’

*Task 2

- Ask Ss to read the questions and
then the text to find out the answer.
- Ask Ss to work individually, then in
pairs

IV. Post-Reading

- Ask Ss to work in pairs, ask and
answer the questions.

+ Five roles. It makes humans
different from all other animal. It
can express ideas, thought and
feelings. It sets the tone for all
important events and occasions. It
lulls babies to sleep at night. It
entertains.

+ I think it is the most important that
music makes humans different from
all other animals…

V. Homework
-Review new words

-Read the text again

-Prepare new lesson: Speaking

- Read the text and answer.

* Answer Key:

1. Language and music

2. It can express ideas thought and
feeling.

3. It adds joyfulness to the atmosphere
of the festival and makes a funeral

more solemn and mournful.

4. It makes people happy and excited.
5. It is considered as the most popular

form of entertainment.
- Answer T’s questions

Period 74 Unit 12:

MUSIC

2nd Period: Speaking
I. Objectives

By the end of the lesson, Ss will be able to talk about the kind of music that they
like.

II. Materials

Textbook, some name of bands.

III. Anticipated problems

Ss may have difficulty in talking about the bands.

IV. Procedure

Time Teacher s activities’ Students activities’

5’ I. Warm-up

- Ask Ss to listen to the song and
answer:

+ What song is it?
+ Who sings this song?
+ Who wrote this song?

II. Pre- speaking

- Listen to music and answer.

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12’

15’

5’

2’

*Task 1

-Ask Ss to open the book, read the
paragraph.

-Ss work in pairs, ask and answer the
questions about Ha Anh’s hobby of
music

* Answer:

1.She likes pop music.

2.Because it keeps her happy.

3.Her favorite band is Backstreet Boys
4.She listens to music all the time.

*Task 2

- Hang a poster on the board, ask a S do
as model

- Ask Ss to work in groups, ask partners
to get information to complete the
table.

- Tell some pairs to ask and answer in
class.

III. While-speaking

*Task 3

-Explain what to do in this task.
- Ask some Ss to talk in class.

IV. Post-speaking

- Ask Ss to write a short paragraph
about themselves by answering these
questions:

a. What kind of music do you like best?
b. Why do you listen to music?

c. What is your favorite band/
musician?

d. What is your favorite song?
e. When do you listen to music?

V. Homework
-Review the lesson.

-Prepare new lesson: Listening

- Read the paragraph and answer the
questions

- Ask partners to get information
and complete the table.

- Some pairs practise in class.

- Listen to T

- Report what they have found out
about their partners.

Ex1: Both B and C like classical
music. They like it because……..
Ex2: B likes classical music, but C
prefers jazz…

- Write a short paragraph
Ex: I like pop music……

- Discuss and write.

- Listen and take notes.

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Period 75 Unit 12:

MUSIC

3rd Period: Listening

I. Objectives

By the end of the lesson, Ss will be able to:

- Talk about a daily in the life of a cyclo driver.

- Improve listening skill by doing Pictures Ordering and True or False
exercise.

II. Materials

- Textbook, tape script.

III. Anticipated problems

Ss may not be familiar with the life of a cyclo driver.

IV. Procedure

Time Teacher s activities’ Students activities’

5’

9’

20’

I. Warm-up

- Ask Ss to tell sth about Van Cao’
music.

+ Some of his songs
+ When he born/ died

+ When he write Tien Quan Ca
II. Pre-listening

- Ask Ss to work in pairs, choose the
song written by Van Cao

* Pre-teach Vocabulary:
 + rousing (adj) + lyrical
 + solemn

- Ask Ss to listen and repeat the words
- Tell Ss to decide which of these
words can be used to describe Van
Cao’s music and explain

III. While-listening

*Task 1

- Ask Ss to scan the statements
- Play the tape once

- Tell some Ss to give their answers
- Play the tape.

- Tell Ss to work in pairs to exchange
the answer then collect Ss’ feedback.
- Play the tape the third time to check
the answer.

- Tell sth about Van Cao’s music

- work in group, choose the song
written by Van Cao

* answer: Suoi Mo, Tien Quan Ca,
Truong Ca Song Lo, Lang Toi

- Listen to T’s explanation

- Listen and repeat
- Give their own ideas

- Scan the statements

- Listen to the tape and decide T/F
- Give the answer if they can
- listen

- Exchange and give feedback.
- Listen and check the answer
@ Answer:

1. F. The guest is Quang Hung.

2. He likes some Vietnamese

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10’

1’

*Task 2

- Ask Ss to scan the questions
- Play the tape twice.

- Collect Ss’ feedback.

- Play the tape the third time to check

the answer

IV. Post-listening

- Ask Ss to work in groups, discussing
Quang Hung ideas about Van Cao’s
music.

* Some suggested questions:

1. What does QH think about Van
Cao?

2. What does he do when he listens to
Tien Quan Ca?

3. What does he think about Van Cao’s
other songs

4. Do you agree or disagree with him?
V. Homework

- Write a short paragraph of their own
ideas about Van Cao’s music

musicians.
3. T

4. F. It was written in 1944.

5. F. He always feels proud of his
country when he heard the song

- Scan the questions and guess the
answer

- Listen

- Give answers

- Listen and check the answers
* Answer Key:

1. It s My favorite musician’ “ ”
2. Tien Quan Ca

3. It s hard and solemn, it makes him’
feel great and proud of his country.

Period 76 Unit 12:

MUSIC

4th Period: Writing
I. Objectives

By the end of the lesson, Students will be able to write a profile by using given
prompts.

II. Materials

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Textbook, lesson plan, extra- board

III. Anticipated problems

Ss may not be familiar with the use of connectors in writing a profile.

IV. Procedure

Time Teacher s activities’ Students activities’

5’

10’

15’

13’

2’

I. Warm-up

- Ask Ss to read their paragraphs about
Van Cao

II. Pre-writing

*Task 1

- Explain what to do in task 1: use the
prompt to make up complete sentences

about Scott Joplin.

- Ask S to work in pairs.

- Tell some Ss to write the complete
sentences on the board.

- Correct Ss’ task.

III. While-Writing

* Task 2

- Let Ss have a look of what to write.
- Ask Ss to write about the life story of
Van Cao, using the prompts, divide Ss
into 6 groups and ask them to write on
the posters

- Go around to give help.
IV. Post-Writing

- Ask ss to exhibit their task on the
board for others to comment.

V. Homework:

- Write a short paragraph about one of
their favorite musician or singer

- Read the paragraphs about Van
Cao

- Read through the task to
understand what to do

- Work in pairs

- Write the sentences on the board
* Answer Key:

1. He learnt to play the guitar when
he was very young.

2. He learnt to play the works of
composers like Bach, Beethoven,
Mozart as well as to compose music.
3. He quickly became famous.

4. His tunes were wonderful mixture
of classical European and African.
5. All in all, he wrote 50 piano rags,
and was called the King of Ragtime.
6. Scott Joplin died in 1917.

- Go through the task to know what
to write.

- Work in groups

- Exhibit and comment the task on
the board

* Suggested answer:

Van Cao was born in Nam Ha in
1923, into a poor worker family. He
could compose music when he was
very young. He composed his first
song in 1939 and quickly became
famous. Tien Quan Ca, the
Vietnamese National Anthem, was
composed in 1944. His artistic
works were songs, poems, and
paintings. He died in 1995. Van Cao
was known as a very talented
musician and is highly appreciate
by the Vietnamese people.

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Period 77 Unit 12:

MUSIC

5th Period: Language Focus
I. Objectives

After the lesson, Students will be able to distinguish the differences between 2
consonants / s/ and / z/ and be better at using the present and past simple tense
and adverbs of frequency

II. Materials

Textbook, lesson plan, extra board

III. Anticipated problems

Ss may not know how to pronounce the sounds /s/ and /z/ correctly.

IV. Procedure

Time Teacher s activities’ Students activities’

5’

10’

Pronunciation
1. Warm-up

- Ask Ss to read to read this sentence:
To relax, Susan listens to jazz music.
- correct Ss’ pronunciation of /s/
and /z/

2. Presentation

- Demonstrate the sounds /s/ and /z/
by pronouncing them clearly and
slowly.

- Read the minimal pairs, ask Ss to
repeat.

- Ask Ss to underline the words
containing the sounds /s/ in the given

- Read the sentence

-Listen to know the pronunciation of
/s/ and /z/

- Listen and repeat

- Read the word in columns and then

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32’

sentences

- Tell some Ss to read the words and the
sentences loudly, correct their
pronunciation.

GRAMMAR

I. TO + INFINITIVE:

Ex: To feel relax, I listen to classical
music

Usage: To- infinitive is used to
express a purpose.

Exercise 1:

- Ask Ss to work in pairs to ask and
answer the Qs.

* Key: 1. I phoned he to tell her good
news

2. I am saving money to buy a cassette
3. She practises singing all day to win
the singing contest.

4. I m learning French to sing French’
song.

5. The monitor always goes to class on
time to set a good example for the
class.

Exercise 2:

- Ask S to use the right form of the
verb:

- Tell some Ss to give their answers.
* Answer key: 1.to read 2. to buy 3.
to send 4. to invite 5. to learn/ to
study

- Introduce that to tell about purpose,
we can use: in order (not) to/ so as
(not) to + Infinitive

Ex: She study very hard in order not
to fail the exam

II. WH- Questions

- Introduce the pattern of WH
questions:

WH + aux + S + V?
 WH + V… ?

Ex: When do you listen music?
Who wrote this book?
* Exercise 3:

- Ask Ss to have a look and find out
the WH words suitable to the
underlined words or phrases

- Tell some S to write their answers on
the board. Answer key:

1. What will you do if it rains?

2. What sort of music does her father
enjoy listening to?

3. When did he leave for Ho Chi Minh
City?

4. Who wants to talk to you?

5. How did you spend the evening last
night?

6. When dose the film start?
7. Who is your favorite musician?

in minimal pairs
- Read the sentences

- Underline the word containing /s/
in the stns

- practise in pairs
- some Ss read aloud

- Read and choose the word that
are pronounced differently
* Answer Keys:

1. relax 2. Susan 3. listens 4. jazz 5.
music

- Read the example and find out what
“to feel relax” is used for

- Work in pairs

- Some pairs practice in class
- Write on the board

- Listen to T

-Read their answers.

-Listen to T

- Find the suitable Wh- words for each
word or phrase

- Work in pairs

-Write their answers on the board.

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3’

8. Why do you like pop music?
Homework
- Review the lesson

- Do exercises in Work book,
Language Focus

Period 78 Unit 13:

FILMS AND CINEMA

1st Period: Reading

I. Objectives

By the end of the lesson, Ss will be able to talk about the films and cinema
topic.

II. Materials

Text book, pictures some films.

III. Anticipated problems

Ss may not know some name of films (in English).

IV. Procedure

Time Teacher s activities’ Students activities’

10’

I. Pre-Reading

- Ask Ss to work in pairs and answer
the questions:

1. Do you want to see a film at the

cinema or on TV? Why?

2. Can you name some of the film you
have seen?

3. What kind of films do you like to
see? Why?

- Ask Ss to compare films nowadays
and films years ago.

Films nowadays Films years ago
- long

- natural
- colorful
- music
-

- 1-5 minutes
-

- black and white
- silent

-II. While Reading

* Task 1

- Explain what to do in this task.

- Ask Ss to work individually then
compare with their friends

- Collect Ss’ answer
* Answer Key:

1. cinema 2. sequence 3. decade
4. rapidly 5. scene 6. actors

* Task 2

- Explain what to do in this task.
- Tell Ss to work in pairs.

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

* Answer Keys:

1. The history of cinema began in
the early 19th century.

2. They discovered that when a
sequence of still pictures were
set in motion, they could give the

- Work in pairs, ask and answering

these questions

- Keep working in pairs, compare
films nowadays and films years
ago.

- Some Ss say out the differences

- Listen to T

- Read the passage and find the
words

- Give out the answer.

- Work in pairs, read the text again
and answer the questions.

- Write the Ans on the board.

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5’

4’

1’

feeling of movement.
3. No, they don t.’
4. In the early 1910s
5. at the end of the 1920s

6. the musical cinema

* Task 3

- Ask Ss to choose the best title for the
passage

* Answer Key:

B. A Brief History of Cinema
III. Post Reading

- Give ss the point of time and the brief
act happened at that time.

- Tell Ss to work in groups, doing the
task

- Ask some Ss to speak in class.
IV. Homework
- Read the text again

- Prepare new lesson: Speaking

- Choose the best title for the
passage.

- Take note the main point and talk
about the cinema

- Report in class.

Listen and takes notes.

Period 79 Unit 13:

FILMS AND CINEMA

2nd Period: Speaking
I. Objectives

By the end of the lesson, Ss will be able to talk about his or her daily routines by
using given information and pictures.

II. Materials

Textbook, small card of class timetable.

III. Anticipated problems

Ss may have difficulty in arranging daily routines in a good order for
describing.

IV. Procedure

Time Teacher s activities’ Students activities’

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I. Warm-up

- Have Ss to tell about the history of
Cinema

II. Pre Speaking

* Task 1

- Explain the kind of film

+ science fiction : fim khoa häc viƠn
tëng.

+ horror: fim kinh dÞ

+ detective : fim trinh thám
 + thriller: fim điều tra ly kỳ.

- Ask Ss to work individually, put a
stick in a right column, then compare
your answer with a partner’s

- Have some Ss to tell how much and
whether they like these kinds of film
or not.

* Task 2

- Explain the new words
+ action: fim hành động.
 + moving (adj): xúc động
 +violent (adj): bạo lực
 + terrifying (adj): sợ hãi.
- Have Ss to work in groups.

- Go aroung to help

* Task 3

- Explain what to do in this task.
- Tell Ss to work in pairs.

- Tell some pairs to present their work.
III. While Speaking

- Explain carefully what to do in this
task. ( T may give some samples)
- Ask Ss to work in groups.

IV. Post Speaking
- Tell some Ss to talk in class.

V. Homework
- Prepare new lesson: Listening

- Tell what they know about the
history of Cinema

- Listen to T

- Work individually, compare with a
partner

- Tell about their preference of films

- Listen to T

- Work in groups

- Listen to T
- Work in pairs
- Present in class

- Read the task to know what to do
- Work in groups

- Talk in class

- Listen and take notes.

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Period 80 Unit 13:

FILMS AND CINEMA

3rd Period: Listening

I. Objectives

By the end of the lesson, Ss will be able to:

- Talk about the films and cinema.

- Improve listening skill by filling into the blank and answer the questions
exercises.

II. Materials

- Textbook, tape script.

III. Anticipated problems

Ss may not be familiar with the new words in the conversation.

IV. Procedure

Time Teacher s activities’ Students activities’

5’

9’

25’

I. Warm-up

- Ask Ss to work in groups, telling
things they usually do in their free
time.

- Tell the secretary of each group to
tell five things that their friends do the
most often

II. Pre Listening

- Ask Ss to put a stick in the right
column, then compare the answers
with a partner.

- Tell some Ss to give the answer
* Explain the new words:

+ suppose (v): cho lµ, nghÜ
 + Instead (adv) : thay v×

III. While Listening

* Task 1

- Explain the task
- Read the tape once

- Ask Ss if they can answer. If not, let
Ss give the answer when listening to

- Work in groups

- Pit a stick, compare

- Some Ss say about them selves
- Listen and repeat

- Listen to T

- Listen to T to know what they are
going to do

- Listen to the tape.

- Give answers if they can

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5’

1’

do task 2

* Task 2

- Explain what to do: write the plans
on the calendar. SS listen three times:
1st take note the activities, 2nd time try

to find who do each act, 3rd Ss

self-check their work.

- Read the tape once then pause to
collect Ss’ task

- Read the tape 2nd then pause to collect

feedback

- Read the tape 3rd time

- Collect Ss’ feedback

- Read and pause to check the
information

* Task 3

- Ask Ss to answer: on what day can
they meet?

IV. Post Listening

- Ask Ss to work in groups, telling
about Lan’s and Huong’s plan for next
week.

V. Homework
- Prepare new lesson: Writing

* Answer: They are going to the
cinema together

- Listen to T

- Listen to the tape and give
feedback.

- Answer: “ They can meet on
Thursday”

- Work in groups

- listen and take notes.

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Period 81 Unit 13:

FILMS AND CINEMA

4th Period: Writing

I. Objectives

By the end of the lesson, Students will be able to discribe a film.

II. Materials

Textbook, lesson plan, extra- board

III. Anticipated problems

Ss may not be familiar with discribing a film..

IV. Procedure

Time Teacher s activities’ Students activities’

5’
15’

13’

10’

I. Warm-up

- Ask Ss to tell about the film Titanic
II. Pre Writing

- Ask Ss to read the description of the
film Titanic and then answer the
questions

- Explain some new words:
 + tragic (adj): bi kịch
 + to sink: chìm

+ to base on: dựa trên, dựa vào.
 + generous (adj): réng r·i, réng lỵng
- Tell some S to give the answer

* Answer Key:

1. The title of the film is Titanic.
2. It is a love story film.

3. It is about the sinking of a
luxury ship on its first voyage.
4. It is made in America.

5. It is based on the true story of
the Titanic disaster.

6. Jack Dawson and Rose De Witt
Bukater

7. The man is a young generous
adventurer. And the woman is
one coming from a rich and
high class family who is very
hopeless when she is forced to
get married with a person she
doesn t love.’

8. It has a sad ending because one
of these lovers was killed by the
chill in Atlantic ocean when the
ship sank

III. While Writing

- Ask Ss what films they are writing
- Choose about five of them, give Ss
some new words about these films:
what kind, what about, what based on.
- Ask Ss to work in pairs, write on
posters

- Go around to give help
IV. Post Writing

- Exhibit some of Ss’ task ( choose
both good and bad work)

V. Homework

- Tell about the film Titanic
- Work individually

- Some Ss answer orally

- Answer T’ questions
- Listen to T’s explanation
- work in pairs

- Exhibit and correct others’ task

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2’ - Rewrite the description in thenotebook after getting correction from
T and friends

- Prepare new lesson : Language Focus - Listen and take notes.

Period 82 Unit 13:

FILMS AND CINEMA

5th Period: Language Focus

I. Objectives

After the lesson, Students will be able to distinguish the differences between 2
vowels / f/ and / v/ and be better at using the present and past simple tense and
adverbs of frequency

II. Materials

Textbook, lesson plan, extra board

III. Anticipated problems

Ss may not know how to pronounce the sounds /f/ and /v/ correctly.

IV. Procedure

Time Teacher s activities’ Students activities’

10’ A. PRONOUNCIATION

- Write pictures of a face and a vase
on the board. Ask Ss to read

- Ask Ss to tell the difference
between these two sounds.

- Demonstrate the sounds /f/ and /v/
by pronouncing them clearly and
slowly.

- Read “ a vase”, “ a face”
- Answer: different in meaning
and consonant sound

-Listen to know the pronunciation of
/f/ and /v/

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33’

- Read the minimal pairs, ask Ss to
repeat.

- Read the sentences.

- Ask Ss to underline the words
containing the sounds /f/ & /v/ in the
given sentences

- Tell Ss to practice in pairs.

- Tell some Ss to read the words and
the sentences loudly, correct their
pronunciation.

B. GRAMMAR
1. Adjectives of attitude

- Ask Ss to look at the examples:
Ex: The movie was very
disappointing

We were disappointed with the
movie.

- Ask Ss to tell the differences in use
between the two adjectives.

- Explain the differences after
listening to Ss’ ideas.

+ Adjectives ending with “ing” used

with nouns referring to things
implying the active meaning.

+ Adjectives ending with “ed” used
with nouns referring to people,
implying the passive meaning.

* Exercise 1

- Explain what to do.

- Ask S to work individually

- Ask some Ss to read their answer.

* Exercise2

- Ask Ss to explain what to do in this
task.

- Ask Ss to work in pairs
- Collect Ss’ feedback.

* Answer key:

1. a) depressing b) depressed 
2. a) interested b) interesting 
3. a) boring b) bored 
4. a) excited b) exciting 
5. a) exhausting b) exhausted

2. UNTIL: mãi cho đến khi

- Ask Ss to read the examples and
tell the differences in meanings and
in structures of these two examples.
- Introduce the grammar note:

+ affirmative clause + UNTIL:
expresses an action that stops when
the action after “until” happens

+ negative clause + UNTIL:
expresses an action that occurs when
the action after “until” stops

* Exercise 3:

- Ask Ss to work in pairs

- Tell some Ss to read their
sentences and then write their
sentences on the board.

- Listen and repeat

- Read the words in columns and
then in minimal pairs

- Read the sentences
- Practise in pairs

- some Ss read aloud

- Work in groups, find the other
words of minimal pairs.

- Look at the example

- Tell the differences
- Listen to T

- Take notes

- Read the task to know what to do.
- work individually

- read the answer
- Listen to T
- Work in pairs
- Give answer.

- Read the examples, tell the
differences

- Listen to T
- Work in pairs.

- Read and write the answers on the
board

* Answers:

1.It was not until 1990 she became a
teacher.

2.It was not until he was 30, he
knew how to swim.

3.It was not until 1980 that they
began to learn English.

4.It was not until his father came
home the boy did his homework.
5.It was not until the lights were on

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2’

- Correct Ss’ task on the board.
3. A(N) / THE

- Give an example:

Ex: I have ………..book.
.book is very

………

interesting.

- Ask Ss to fill “a” or “the” in the
blanks.

- Introduce the grammar note:

+ A(n): used when referring to what
we mention the first time.

+ The: used when referring to what
we have already mentioned, when
both speaker and listener already
know to be mentioned.

* Exercise 4:

- Ask Ss to work in pairs.
- Collect Ss’ feedback:
* Answer key:

1. 1. a 2. the 3. the

2. 4. an 5. a 6. a 7. the 8. the 9.
a

3. 10. a 11. a 12. the 13. the 
4. 14. an 15. a 16. a 17. the 
18. a

HOMEWORK
- Do exercises in Workbook.

that the football match started.

- Look at the example, fill in the
blanks with a/ the

- Listen to T’ explanation

- work in pairs
- Tell the answers

- Take notes.

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Period 83 Unit 14:

THE WORLD CUP

1st Period: Reading

I. Objectives

By the end of the lesson, Ss will be able to talk about the football championship.

II. Materials

Text book, pictures the football.

III. Anticipated problems

Ss may not know about the football’s history..

IV. Procedure

Time Teacher s activities’ Students activities’

4’

10’

20’

Warm-up
- write the song.

-Ask:

+What is the name of the song?
+What is the song about?

To understand more about WC, let’s
move to the new lesson, The World
Cup.

Pre-reading

New words:

*Show a globe and check the meaning.
globe (n) = earth

* Stick poster 1 on the board and have
Ss work in

pairs to guess the meanings of the
underlined words.

-Read the underlined words.
-Give feedback.

-Write on the board:
tournament (n)
host nation / country
jointly (adv)

trophy (n) = honored title = a prize
for winning a competition

runner-up (n)

Task1:

-Stick poster 2.

-Guide Ss to do the task.
-Give feedback.

While-reading

Task 2

Scan the text and complete the
sentences:

-Ask Ss to read sentences fast to
identify what are filled in the blanks.

-Have Ss scan the text and complete
the stns:

Task 3: True or False:

- Ask Ss to read the text again and
decide whether their sentence is true or
false.

- read a famous song of the 1998
World Cup.

+ the cup of life.
+ football/ World Cup
+ answering question.

- Look at, give the meaning and write
down.

- Work in pair.
- Repeat

- Write down

- Work in groups to choose the
correct answers:

+ 1. D + 2. B

+3. A + 4. D

-Read sentences and identify:
1, 2, 4, 5: a number 3: a noun
- Work in pair and give the correct
answers:

1. 13 2. 32
 3. Argentina 4. one
 5. 26

- Work in pairs

- Give the answer and explain more
*Answers: 1.F 2. T 3. T 4. F
- work in groups:

* Answer Key:

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9’

2’

- Give feedback.

Post-reading

-Talk about the events mentioned in
the text.

-Stick a poster on the board.

Homework

-Write the events mentioned in the
text, using the figures as cues: 1904,
13, 1930, 17, 32, 2002.

-Do the Reading part in Work Book
14 page 80

+ In 1904 FIFA was set up
+There were only 13 teams
competing in the first Worl Cup

+ In 1930 the 1st World Cup was held
+ By the year 2002, the world had
witnessed 17 World Cup

+ Today the final tournament of the
World Cup has 32 teams

+ The 2002 World Cup final was
jointly held by Japan and Korea
- Listen and take notes

Period 84 Unit 14:

THE WORLD CUP

2nd Period: Speaking
I. Objectives

By the end of the lesson, Ss will be able to talk about his or her daily routines by
using given information and pictures.

II. Materials

Textbook, small card of class timetable.

III. Anticipated problems

Ss may have difficulty in arranging daily routines in a good order for
describing.

IV. Procedure

Time Teacher s activities’ Students activities’

5’ Warm up

Jumbles words

- Ask Ss to work in groups of 3 to 4,
to put the letters in the right order to
make the meaningful words

- Stick on the board 5 jumbled words:
1. pu rennur

- Work in groups

- Each group goes to the board to
write their words

Answers

1. runner-up

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8’

18’

12’

2’

2. thos conurty
3. pionchma
4. nernniw
5. recos
- Correct

- Make a transition:

Can you guess what topic we will
discuss today?

Before you speak

Show 4 pictures of 4 famous football
teams and ask:

- What do you know about these
football teams?

Ask Ss to match the name of the
nation with the picture.

Comment

While you speak
Stick the poster on the board.
Read the model conversation:
A. Where was the first WC held?
 B. It was held in Uruguay.

A. Which teams played in the final
match?

B. Uruguay and Argentina.

A. Which team became the
champion?

B. Uruguay.

A. What was the score of the match?
 B. 4-2

Ask 2 pairs to practise the model
conversation.

Ask Ss to practise in pairs about other
matches in the poster.

After you speak

- Divide class into 12 groups (each
table is a group)

- Give each group one handout.
- Guide them how to do the exercise.
Example: The first WC was held in
Uruguay in 1930. The final match was
between Uruguay and Argentina.
Uruguay defeated Argentina by 4 to 2.
- Review how to read the score of the
match :

Example : 0 – 0 : Nil – nil.
 1 – 0 : one – nil.
 2 – 2 : two all.

- Ask each group to talk about a WC
winner.

- Give comments.
Homework

Write a passage (50 to 70 words)
about a football player you like best.

2. host country
3. champion
4. winner
5. score

Today we will talk about the WC.
- These are 4 football teams joined in
World Cup 2002.

- Work in groups and then go to the
board to do matching game.

+ picture 1 : England
 + picture 2 : France
 + picture 3 : Italia
 + picture 4 : Germany

- Look at the poster to know some
information about the World Cup.
- Listen carefully and pay attention
to important information such as :
host country, 2 teams in the final
match, the winner and the score of
the match.

- Practise the model conversation in
front of class.

- Each pair talks about one WC

match.

-Listen carefully and work in groups.
- Have one member of their group to
practise talking about the supplied
WC match

- Write down.

- Prepare the next period.

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Period 95 Unit 14:

THE WORLD CUP

3rd Period: Listening

I. Objectives

By the end of the lesson, Ss will be able to:

- Talk about the brief history of Pele.

- Improve listening skill by filling and complete the table exercises.

II. Materials

- Textbook, tape script.

III. Anticipated problems

Ss may not be familiar with the life of Pele.

IV. Procedure

Time Teacher s activities’ Students activities’

3’

6’

24’

Warm-up

- Ask Ss to close their books.
- Ask some questions:

1. Name some famous football
players in the world?

2. Who do you like best?

3. Do you know this football
player? Who?

Before you listen

- Put a poster on the board and ask
Ss to repeat these words and then to
give their meanings.

Goal-scorer hero Ambassador
Brazil kicking Retirement
promote championship

- Ask Ss to close their books and
ask:

1. Do you know any thing about
Pele?

Today we will listen to some thing
about Pele.

While you listen

Task 1 You will hear some information
about Pele, a famous Brazilian football
player. Listen and complete the poster
- Ask Ss to close their books and look
at the poster.

Ss answer free.

- Ss look at the photo.
- Pele

- Look at the poster and repeat.

1. ngêi ghi bµn

2. nghØ hu

3. ngêi anh hïng
4. thêng trùc
5. có sót
6. CÇm bãng

- Listen carefully and answer:

1. Pele is the greatest player of all
time.

2. He was born in Brazil.

3. He was an ambassador for the
sport.

4. He was good at kicking and
controlling the ball.

5. He scored 1200 goals and has
become a national hero.

- Work in groups and decide their
answers.

- Read their answers free
1/ 1940

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10’

2’

Poster

year events

(1)___ Born in Brazil
1956 (2)

_____________________
(3)

_____ Firstchampionshipworld cup
(4)

_____ 1,200

th goal

1977 (5)

_____________________
- Go around the class to help Ss who
need helping.

- Feedback

Task 2: Listen again and answer the
following questions:

Poster:

1. What was Pele famous for as a
football player?

2. How many World Cups did he
participate in?

3. Where did he play football before
he retired?

4. What did he do after his
retirement?

-feedback

After you listen

- Teacher has Ss sit in groups of four
and tell one another about the

milestones in Pele’s life.

- Do an example and go around the
class to help them.

- Ask Ss to talk

Homework

Ask Ss to write down the passage
(50-70 words) about Pele’s life.

2/ joined a Brazilian club
 3/ 1962

4/ 1974
 5/ retired

- Listen carefully and change their
answers if necessary

- Ss themselves feedback.

- Work in pair to ask and answer free.
- Listen the tape again and feedback
their answers.

- Work in groups.

- Talk in front of the class

- Students’ answer may vary.
Suggested answer:

Pele was born in 1940 in Brazil.
He was famous for his powerful

kicking and controlling the ball. He
joined a Brazilian football club in
1956 and in 1962 he left his team to
its first world cup championship. By
1974, Pele had scored 1,200 goals
and became a Brazilian national
hero. He retired in 1977. Later, Pele
became an international ambassador
to the sport, working to promote
peace and understanding through
friendly sport activities.

- Do homework.

- Prepare the lesson 4 WRITING

Period 83 Unit 14: THE WORLD CUP

4th Period: Writing
I. Objectives

By the end of the lesson, Students will be able to write an announcement by
using given prompts

II. Materials

Textbook, lesson plan, extra- board

III. Anticipated problems

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Ss may not be familiar with the use of verbs in writing an annoucement.

IV. Procedure

Time Teacher s activities’ Students activities’

5’

8’

12’

18’

WARM UP

- Show a poster and ask the class to
read and answer the questions in the
announcement.

Questions:

1/ Name of the parents of the engaged
couple.

2/ Name of the engaged couple.

3/ Employment of the engaged couple.
4/ Date of the wedding.

PRE-WRITING

-Ask the students to read carefully the
sample announcement in the textbook
and answer the questions below it.

Questions:

1/ Who is the announcer?

2/ What is the announcement about?
3/ When will the match be played?
4/ Where will the match be played?
-Explain to the class that in an
announcement there are some
information about the announcer, its
content, time and place.

WHILE WRITING
-Provide the new vocabulary.

- Remind the students of writing the
announcement to answer the questions
WHO, WHAT, WHEN and WHERE.
- Ask each group to choose one
situation to write an announcement.
( page 149 )

- Going round the class to give help if
necessary.

POST WRITING

-Ask some of the students to read their
writings.

-Correct some of the writings, points
out the mistakes that the students often
make, and gives a sample
announcement.

Situation 1:

You are the captain of the school
football team. The team now needs new
players for the new football season.
Write an announcement in which you

- Look at the poster and answer the
questions about the announcement.

Answers:

1/ Mr and Mrs Joseph Gonsalves.
2/ Lynne Anne Gonsalves and Robert
Ingalles.

3/ Miss Gonsalves is the hostess and 
her fiance is the employee of

Harvehill Tool, Company. 
4/ On June 14.

-Sit in pairs, read the announcement
in the textbook and do Task 1.

Answers:

1/ The National Football 
Championship Organizing 
Committee.

2/ The announcement is about the 
match between Nam Dinh and Binh 
Duong on Sunday, April 18, has been
postponed due to severe weather 
conditions.

3/ The match will be played at 3 p.m.
on Sunday, April 25.

4/ The match will be played at My 
Dinh National Stadium.

- Work in groups.

- Each group choose one of the
situations to write about. ( in the
textbook on page 149 )

- Write the announcement after
discussing the content with each
other.

-Swap their writings to correct each 
other.

- Some students read their writings.

Sample announcement:

Nguyen Gia Thieu High School 
football team wishes to announce 
that the team is seeking new players 
for the new football season.

Volunteers must be good at football 
and are studying at Nguyen Gia 
Thieu High School. A short list of 
the team members will be made after
a couple tests. The first meeting of 
volunteers will be at 3 p.m. on 
Saturday, July 12, 2003 at Nguyen 
Gia Thieu High School football field.

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2’

call for volunteers and state where and
when the first meeting of the team will
take place and how they can contact

you.

HOMEWORK

Ask the students to write an
announcement to hold a class party at
the end of the school year.

-Prepare lesson 5: Language focus.

If you want further information you 
contact Do An Duc, class 12A or 
telephone number 7222898.
- Remember to do the assignment

Period 84 Unit 14:

THE WORLD CUP

5th Period: Language Focus
I. Objectives

After the lesson, Students will be able to distinguish the differences between 2
vowels / g/ and / k/ and be better at using the going to + infinitive and will.

II. Materials

Textbook, lesson plan, extra board

III. Anticipated problems

Ss may not know how to pronounce the sounds /g/ and /k/ correctly.

IV. Procedure

Time Teacher s activities’ Students activities’

5’

30’

Warm-up
- Stick a picture on the board.

- ask Ss to look at the picture and answer
some Questions

1/ Who is he?
 2/ What is it?

3/ Who has just kicked the ball
into the goal?

- emphasize two words “kicked” &
“goal” to lead to the lesson.

PRONUNCIATION:

Ex: go, begin, bag, keep, jacket,
book, . . .

- Put a poster on the board.
- Read the words in the poster:
* Listen and repeat (p. 150)

* Practise these sentences ( p. 150)
GRAMMAR

* Presentation:

- Look at the picture and listen
carefully.

- Answer the questions:
 1.Huúnh §øc

2. the ball/ the goal
 3. Huúnh §øc

- Listen and take notes

- Some Ss read these words and
sentences

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5’

- Explain how to use “will” and
“going to”.

- Ask Ss to say again the differences

between WILL and Going to

- put a poster on the board( rewrite
the sentences on page 150)

- Feedback.
* Practice:

Exercise 1: Complete the sentences
using will(‘ll) or going to:

- Give some examples

1. I m going to visit my’
grandparents tomorrow.

2. A:I need to buy a dictionary, but
I don t have enough money. B: Don t’ ’
worry. I ll lend you some.’

3. Mary s been studying very hard’
for her exams. I m sure she will pass’
the exams easily.

4. It is so hot in this soon. I’ll open
the window.

- Ask Ss to compare the way of using
in Ex1 and Ex2; Ex3 & Ex4

practice:
* Exercise 1

- Ask Ss to tell again the differences
between “going to” & “will”.

- Ask Ss to do the Exercise 1
- feedback

* Exercise 2:

- Ask Ss to complete the sentences
using “will” making offers.

- Ask some Ss to go to the board.
- Feedback

* Exercise 3: Make offers with I will

for the following situations.
Do as Exercise 2

Feedback

Homework

Ask Ss to make 4 sentences with:
- one sentence using “going to”

- one sentence using “will”making

decision,

making predictions, making offers.
Exercise 2: Complete the sentences,
using will or won t’ and any other
words that are needed.

- Explain how to do the Exercise.
- Feedback

Exercise 3: Make offers with I ll’ for
the following situation

- Guide how to do these sentences
- Feedback.

* Ask Ss to make 4 sentences : using
“going to”, “will- making decision”,
“ making predictions”, and”
will-making offers”

- Work in pair.

- Give their answers on the board
- work in pair

- Give their answer on the board
-work in pair( do the dialogue), ask
and answer the dialogue.

- Feedback

- Listen and take notes
- Work in pair

- Give their answers
-Key:

+1. I ll get’

+2. I m going to wash.’
 +3. are you going to paint.
 +4. am going to buy.

+5. I ll show you.’
 +6. I ll have’
 +7. I ll do’
-Feedback.

- Work in groups.

- Ask and answer the sentences on
poster 2

- Key:

+1. he ll help’

+2. won t lend me any money’
 +3. it ll rain today’

+4. will have to wear glasses
 +5. will have a headache
 +6. won t like it’

+7. I won t pass it’
- Feedback

-Work in pair, then give their
answers

- Key:

+1. I ll make you a cup of tea.’
 +2. I ll open it’

+3. I ll lend you some’
 +4. I ll give you’

+5. I ll carry them for you ’
- Do as talked

- prepare Unit 15 ( lesson 1)
- Feedback

- Do homework

- Prepare the lesson 1

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Period 86 Unit 15:

CITIES

1st Period:Reading

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
Warm up : ( 3mns)

Teacher shows pictures of some
cities

1. Ha Noi 2. Sydney 3. New york
4. Paris

- asks ss to give the names of the
cities.

- has the class give comments.
- Introduce new lesson:

Ex: There are many beautiful
cities in the world, New York is
one of them. To day we’ll learn
more about this city.

- work in pairs in 2 minutes then
give the names of the cities.

- work in pairs and do the task.

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Before you read : ( 7 mns)
- has Ss work in pairs, match the
names to the pictures.

Asks 4 pupils to give their results.
Gets other students to remark
- remarks, explains and gives
information about the cities.

a. The Empire State building is the
building office in Manhattan, New
York. It was built in 1931, with 102
floors.

b. Times square is a well known
place with the colour lights at night
and cinemas.

c. Central park : the park in the
centre of Manhattan.

- ask Ss to close their books,
discuss with their friends and
answer the two questions.

1. Where is New York ?

2. What do you know about this
city?

Gets 2 pairs to give feedback.

Get other ss to remark or give more
information.

Teacher pre-teaches some voc.
New words:

To mingle (v): Hoà lẫn, trộn
lẫn

Ice- free (adj) khơng bị đóng
băng

Take over (v) = to get control
Unusual (adj) = special, strange
Metropolitan (n) khu đô thị lớn
Teacher reads as model and gets ss
to repeat.

While you read 
Task 1 (8mn)

- have ss read the passage to find
the information that they‘ve

already discussed.

Gets ss to read the words in 2
columns, read the passage again ,
then match them.

- help ss guess new words through
the context

Gets ss feedback

Key : 1.d 2.c 3.e 4.a 5.b
Task 2: (7mns)
- have ss guess the answers

- ask Ss to compare their answers
with their friends’.

- asks some ss to give their
answers

- conducts correction

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

- speak out and write on the board
1.a 2.b 3.d 4.c

- listen and correct

- work in pairs

( one asks one answers)

They ask and answer aloud in front
of class.

Ss repeat in chorus

- read the passage

They work in pairs, read the passage,
discuss with their friends then match
the words in column A with their
definitions in column B

They give the answers and explain

They work individually, read the
statements then get the answers.
They sit in pairs and compare the
results.

They speak out one by one. Then
write on the board

They sit in pairs and do the task
@ Answer key:

B. It’s in the Southeastern part of

New York state.

B. 7 million in the city and 19 million
in the metropolitan.

B. Because it was founded by the
Dutch

B. Because it is the home … and
business

B. The Statue of liberty, Wall street

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Task 3: Answers the questions:
(10mns)

- have ss sit in pairs, ask and
answer the questions in some
minutes

Teacher goes round and helps
- asks some ss to practise in front
of class

Teacher asks the other stdents to
remark and correct together

After you read: (8 mns)

- has sts to work in groups, to talk

about New York city and answer
the question.

- asks 1 st to ask Q and one to
answer in front of class.

Remark together
Homework (1 mn )

Teacher asks ss to learn words and
prepare new lesson

Comments (1mn)

Broadway theatre district

They work in groups in some minutes
They ask and answer the questions

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Period 89 Unit 15:

CITIES

1st Period:Speaking
I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities

Warm up: Brainstorming (3mns)

* Pre-speaking (5mns)
Task 1:

- Have Ss sit in pairs and complete
each question in A with a suitable
word in B

- Reviews how to make questions
about area, population, people, etc.
* While- speaking (25mns)
- Gets Ss to close their books
Task 2:

Teacher asks Ss to work in pairs.
One reads the information about
New York and the other about
London. Then ask and answer
questions about two cities.

- Give Ss handouts
Handout A (p. 159)
Handout B (p. 159)
-Goes around the class
- Helps students if necessary
- Checks some pairs

Then:

- Asks Ss to open their books
- Gets Ss to look at the Task 2
? What is the total area of
London?

What about New York?

 London is larger than
New York

- Explains comparative clauses
- Gets Ss to make somesentences
of comparison

Ss’answers

- Do the task
Answer key:

1.d; 2.f; 3.e; 4.e; 5.b/c; 6.b/c
- Practice making questions

- Close their books
Work in pairs

- Exchange the information

- Suggested questions:( on poster)
1. When was New York founded?
2. What is the population of N Y/

London?

3. What is the total area of NY/
London?

4. How many national holidays are
there in New York / London?

5. How many high buildings are there
in N Y/ London?

6. How many big parks are there in N
Y/ L?

7. What are the people like in NY/
Ld?

8. What is the transport in NY /
London?

- Open their books

- Answer: The total area of London is
1610km2/ New York is 946km2

160

NewYork
city

Times
Square

Located in the Southern
part of New York State
The
largest city
largest
city
N.Y city
7 million
people
city
Some famous
places
Central
Park
Empire
State
building
Founded by the

Dutch

The total area
of 946 km2

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Task 3: Read and practice the
dialogue

- Asks Ss to look at the task 3
- Reads this dialogue one time
- Plays role (T plays the role of A,
1 Ss plays the role of B)

- Asks Ss to practice in pairs in 5
minutes

- Goes around and helps them if
necessary

- Gets some pairs to represent
(without looking at their textbooks
on the whole of time)

- Asks Ss to pay attention to
comparative phrases.

- Asks Ss to work in pairs and
make some sentences of
comparison between London and
NY, using the information in Task
2 in 3 min

- Asks some Ss to make some stns
of comparison.

* Post- Speaking (10mns)
Task 4

- Asks Ss to work in groups of 4
and tell each other which of the
two cities they prefer and give
reasons.

- Goes around

- Gets some Ss to present their
talks.

Homework:

Teacher assigns homework
Comment(2mns)

- Take notes

Suggested answers:

1. London’s population is as big as
the population of New York

2. NY has more high buildings than
Ld

3. London has more big parks than N
Y

- Listen
-Listen

- Practice in pairs

-Pay attention to them
- They work in pairs

- They give answers
Answers:

1. London has more big parks than
New York

2. The transport in New York is as
convenient as the transport in London

..ect

……… ………

Example:

I prefer London to New York because
it has more parks, and…

-Present their talks in front of the class

- Use the information in task 2 to write
a paragraph (about 50 words) about
London.

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Period 90 Unit 15:

CITIES

1st Period:Listening
I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
Warm up: (3minutes) Matching:

- Uses a poster: Match the names
of the cities in column A with the
names of the countries in column
B

- Corrects

* Pre-listening (6minutes)

- Gets Ss to work in pairs to
answer 6 questions in textbook

* While-listening (23minutes)
+ Task 1.

- Explains the instruction and
has Ss read the task quickly in
1 minute before listening

- Plays the tape twice

- Listens to Ss’answers(from
1-5) and get Ss to listen the
last time to make sure that

- Go to the board and match the
words

Ss’answers may vary

1. It is the Statue of Liberty

2. It is the Statue of a woman /It is
tall/ It is big

3. It got a crown in her head
4. It’s got a tablet in her left hand
5. It’s holding a burning torch
6. It’s wearing a robe

- Read the task quickly

- Listen and choose the correct
answers

Answer key:

1. B
2. A
3. B
4. A

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they can correct their
answers by themselves.
 + Task 2

- Explains the instruction

- Gets Ss to read quickly Task 2
in 1 minute

- Plays the tape twice

- Asks Ss what they have heard.
- Listens to Ss’answers

- Plays the tape the last time to
make sure that Ss can fill in the
table enough with correct
information

* Post- listening (13minutes)
- Divides the class into 2
groups

- Has the students sit in groups
of six and retell their friends

what they have learnt about the
Statue of Liberty, using the
information in the table.

- Goes around to help students
- Gets 2 representatives of two
groups to present their talks
- Gives feedback

Homework

Assigns homework
Comment

5. C

- Give their answers

- Listen again to correct their answers
-Listen to teacher’s explanation

- Read the task quickly

- Listen to the tape and fill in the
table

- Give their answers

- Listen to the tape and correct the
answers

Answer key

1. Liberty Enlightening the
World

2. 46 meters
3. 205 tons

4. Copper (outside) and iron
(frame)

5. (Made of) stone and concrete
6. 9.30 a.m to 5 p.m daily

(everyday) except Christmas
Day

- Work in groups

- 2 Ss present their talks in front of
class

- Other Ss listen to their friends’
presentation

Write a paragraph (about 50 words)
about the Statue of Liberty

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Period 91 Unit 15:

CITIES

1st Period:Writing

I. Objectives
II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities
I. Warm up : (3 )’

- asks some questions

1. What do you know about
London?

2. Do you like it? Give reason(s)

II. Pre - writing : (15’)

- asks students to look at the pictures
in the texbook

- asks students to read paragraph in
silence.

- goes around class to help students
- explains some structures when

describing a city

+ (be) situated
+ cover an area of
+ (be) founded by
+ (be) famous for

+ The best thing about …… is
……

Answer

- Gives feedback (individually)

III. While - writing : (15’)

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- Elicits 2 famous cities

Give cues

* HCM city : - Population –
abou
t 8
milli
on
peop
le
- Area : 2,092
square km

- Founded : 1968

- Famous :
BenThanh market, Duc Ba church.

* CanTho : - Population - about 2
million people

- Area : 2,964 square
km

- Founded : 2004
- Famous:NinhKieupier,Canhoport

- asks students some questions about
each of them (questions in task 1)

- asks students to write a paragraph
to describe one of the two above cities
(based on questions in task 1) by using
posters.

- Goes around class to help students
- asks ss to exchange their writings
- goes around tohelp them if
necessary

- asks one student in each group to
stick the posters on the board

- Work in groups, discuss, and answer the
questions in task 1

IV. Post - writing : (11’) - Answers

1. In southern English, on river thames
2. It covers an are a of 1,610 sguare
kilometres

3. 7 million

4. It is a capital city

5. It was founded by the roman in 43AD
6. It is famous for many things : such as St
paul’s cathedral and the houses of
parliament, its museums and its many
shops

7. The best thing about London is the park
- corrects mistakes

- T & ss work together

V. Homework : (1’)

- asks students to write a short
paragraph about the province of Ben Tre

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- work in groups to write about a city of

their interest

- exchange their writings and correct them
each other

- correct

- do the work at home.

Period 92 Unit 15:

CITIES

1st Period:Language Focus
I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

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Time Teacher’s activities Students’ activities
Warm up.(3 mns)

- Shows a picture of Tom’s family

(3 brothers).

- Asks:How many people are there
in Tom’s family?

- How many brothers are
there in Tom’s family?

-Writes this sentence on the
blackboard.

There are three brothers in Tom’s

family.

Pronuciation(12mns)

-There are three brothers in Tom’s

family.

/ /θ / ð /
- asks students to read this
sentence in chorus.

- asks them to pronounce two
sounds:

- describe how to pronounce the 2
sounds clearly.

Activity 1:

Asks students to open their books
page 164.

Ask Ss to listen and repeat:/ /θ /ð/

- asks students to practise in pairs
- gets some students to pronounce
these words individually before
the class

- Play a game.

- without looking back at the
textbooks, put some words
pronounced / /θ in column A. and
some words pronounced / ð / in
column B

Class is divided into 2 groups
Choose the winner

Activity 2

Practise the sentences.

(These sentences are written on a
poster)

asks students to listen and repeat
gets some ss to go to the
blackboard and use two kinds of
coloured chalk to underline the
words pronounced / /θ , / ð /

Teacher conducts correction

Gets students to practise 3
minutes.

Gets some ss to read these stns
individually.

Correct their mistakes.

Gets Ss to read these stn in chorus
again

Grammar(30mns)
A. Exercise 1

-five people
three brothers

-read in chorus.

-pronounce the sounds in chorus

repeat after the teacher(3 times)
pratise in pairs

pronounce

A B

/ / θ / ð /

Repeat in chorus.

Practise
Read

Read in chorus.

Who, whom, that ,which,…
It is New York Harbour

Copy down

Write down

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Non-defining and defining
relative clauses.

Relative pro: which, who, whom,
whose,that.

Activity 1:

Shows a picture of New York
Harbour (textbook)

Asks: What is it?.

*Says: New York Harbour, which

is ice-free in

N
 R - Clause

–

all seasons , is one of the largest
and finest harbours in the world.
- Writes this sentence on the
blackboard

- explain

Theory: Mệnh đe quan hệà
không giới hạn ( non-defining
relative clause) chỉ cung cấp
thêm thông tin. Nêu bỏ
mệnh đe này đi câu vẫn cóà
nghĩa. Nó có thể đứng ở
giữa hoặc cuối câu, được
ngăn cách với các pha nà
khác cùa câu bằng dấu
phẩy.

Gives another example.

*The man who lives next door is
very friendly.

-explains.

Theory: Mđe quan hệ giớià
hạn (defining relative clause)
cung cấp thông tin rất ca nà
thiết. Để đảm bảo nghĩa của
câu, ta không thể bỏ mệnh
đe này.à

@ Note

“That” is not used in non-defining
rela clauses

Activity 2.
Do exercise 1:
Gives the instruction.

Asks students to work individually
Gets students to correct in pairs.
Gets some sts to do this exercise
before the class.

Corrects.

B.Exercise 2

Connecting contrasting ideas:
Although.

“Who lives next door” is relative
clause

- write down

take notes

Work individually
Correct in pairs
Answers:

1.Washington, D.C., which is located
on the East Coast of the United
States, has many interesting and
historical places to visit.

2. Brasilia, which is the capital of
Brazil, is less than 50 years old.

3.Mexico City, which has a
population of nearly 20,000,000, is
the largest metropolitan area in the
world.

4. Seoul, which hosted the 1988
Summer Olympics, is well-known for
its shopping centres.

5. Kyoto, which used to be the capital
of Japan, has many temples.

It is raining

They are playing football
Copy down

Copy down

Write down

Take notes

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Activity 1

Gives an example
Asks questions: It ……
What are they doing?
Says: Although it is raining,they’re
still playing football. S
V

Writes this sentence on the b.b
Explains

Asks ss to look at the example in
their textbooks

Ex: Although New York is not the
capital of the

S V

U.S.A, it is the home of the
United Nations.

-analyses
-explains

Theory: Although ( mặc dù) là
một liên từ dùng để nối hai
mệnh đề có nghĩa trái
ngược nhau trong một câu. Sau
Although ta dùng mệnh đe .à
@ notes

_Although = Even though=
Though

ex: Though it is raining, they’re
still playing football.

Activity 2.
Do exercise 2

Gives the instruction

Asks students to work individually
-gets them to correct in pairs

-corrects

Homework:

Teacher assigns homework.
Comments.

Work individually
Correct in pairs.
Answers:

1. Although there is not much to do
in the countryside, I prefer living in
there.

2. Although there is a lot of
pollution in Los Angeles, it is an
ideal place to live.

1st Period:Language Focus
I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities

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Period 84 Unit 14:

CITIES

1st Period:Language Focus

I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities

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Period 84 Unit 14:

CITIES

1st Period:Language Focus
I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities

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Period 84 Unit 14:

1st Period:Language Focus
I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities

Period 84 Unit 14:

CITIES

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1st Period:Language Focus
I. Objectives

II. Materials

III. Anticipated problems
IV. Procedure

Time Teacher’s activities Students’ activities

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period unit tr­êng thpt lª qóy §«n gi¸o ¸n líp 10 period 2 unit 1 a day in the life of 1st period reading i objectives by the end of the lesson ss will be able to talk about their daily routines by l

SCHOOL TALKS

SCHOOL TALKS

SCHOOL TALKS

SCHOOL TALKS

SCHOOL TALKS

PEOPLE’S BACKGROUND

PEOPLE’S BACKGROUND

<b>PEOPLE’S BACKGROUND </b>

<b>PEOPLE’S BACKGROUND </b>

PEOPLE’S BACKGROUND

SPECIAL EDUCATION

SPECIAL EDUCATIOPN

SPECIAL EDUCATIOPN

SPECIAL EDUCATIOPN

SPECIAL EDUCATIOPN

TECHNOLOGY AND YOU

SPE TECHNOLOGY AND YOU

SP TECHNOLOGY AND YOU

TECHNOLOGY AND YOU

NOLOGTECHY AND YOU

<b> AN EXCURSION </b>

<b>AN EXCURSION </b>

<b>AN EXCURSION </b>

<b> AN EXCURSION </b>

<b> AN EXCURSION </b>

CORRECTION OF THE TEST

Unit 7:

THE MASS MEDIA

<b> </b>

Unit 7:

THE MASS MEDIA

THE MASS MEDIA

THE MASS MEDIA

THE MASS MEDIA

<b> THE STORY OF MY VILLAGE </b>

<b>THE STORY OF MY VILLAGE </b>

<b>THE STORY OF MY VILLAGE </b>

<b> THE STORY OF MY VILLAGE </b>

<b>THE STORY OF MY VILLAGE </b>

<b>UNDERSEA WORLD</b>

<b>UNDERSEA WORLD </b>

<b>UNDERSEA WORLD</b>

<b>UNDERSEA WORLD</b>

<b>UNDERSEA WORLD </b>

<b>CONSERVATION </b>

<b>CONSERVATION</b>

<b>CONSERVATION </b>

<b>CONSERVATION </b>

<b>CONSERVATION </b>

<b>NATIONAL PARKS </b>

<b>NATIONAL PARKS </b>

<b>NATIONAL PARKS </b>

<b>NATIONAL PARKS </b>

<b> NATIONAL PARKS </b>

<b>MUSIC</b>

<b> </b>

<b> MUSIC</b>

<b> MUSIC</b>

<b> </b>

<b> MUSIC</b>

<b> MUSIC</b>

<b>FILMS AND CINEMA </b>

<b>FILMS AND CINEMA </b>

<b> FILMS AND CINEMA </b>

<b> FILMS AND CINEMA</b>

<b> FILMS AND CINEMA</b>

<b>THE WORLD CUP</b>

<b> </b>

<b>THE WORLD CUP</b>

<b>THE WORLD CUP</b>

<b> </b>

<b> </b>

<b> </b>

<b><sub>THE WORLD CUP</sub></b>

<b> </b>

CITIES

<b> </b>

CITIES

<b> </b>

period unit trêng thpt lª qóy §«n gi¸o ¸n líp 10 period 2 unit 1 a day in the life of 1st period reading i objectives by the end of the lesson ss will be able to talk about their daily routines by l