Giao an av 11

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Unit 1: FRIENDSHIP
PART A: READING

I. AIMS AND REQUIREMENTS :

- Help students practice reciting the poem and reading the passage.

- Help students understand the reading text, improve their reading skill through gap-filling and
answering questions.

II. METHODS & TEACHING AIDS:
- Communicative Approach.

- Textbook, pictures, chalk and board, cassette player and tape(s).

III. PROCEDURES:

STAGES TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES NOTES

Warm

up (5 minutes)

Pre – 
Reading
(7 minutes)

- Ask students some questions:
Do you have friends?

Do you believe your friends?

What do you often do if your friends
got trouble?

- Lead to the lesson “Friendship?
- Ask students to listen to the tape (2
times).

- Have students read the poem in their
books and answer the questions.
1) How many friends do you have in
your class?

2) What do you think of the friend in
the poem?

- Introduce the new lesson
“Friendship”.

- Students work in groups of 3 or 4

- Listen to the tape.
- Read the poem aloud.

- Answer orally.

Group work
Pair work
While –
Reading

(25 minutes)
Task 1:

- Ask Ss to look at their textbooks.
- Give the new words and explain their
meaning by using synonym, antonym
and pictures…

1. acquaintance (n)
be acquainted with

2. + be capable of ≠ in capable of
3. + last (v, n)

lasting (a)

4. + unselfishness ≠ selfishness (n)
unselfish = generous

5. + be concerned with

6. + two-sided affair = give-and-take
7. + constancy (n)

constant (a)
8. + take up
9. + enthusiasm(n)
enthusiastic (a)
enthusiast (n)
10. changeable (a)

11. uncertain (a) ≠ certain = sure
uncertainty ≠ certainty (n)
12. loyal (a) to

loyalty
13. suspicion (n)

suspicious (a)

- Read the text quietly
- Do as directed

Note in books

Individual
Whole class
Individual

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Post-Reading
(5 minutes)

21. insist on (v)

Ask students to read the text and
do task 1

- Give the correction
1. mutual

2. incapable of
3. unselfish

4. acquaintance ; friend
5. give-and –take
6. loyal to
7. suspicious
Task 2:

 Explain the positions of the mains
idea in the paragraph.

- Ask the students to read the text
carefully and do the task individually.
- Give the correction

B.( condition of true friendship)
Task 3:

- Ask students to answer the questions
and write their answers on the board.
- Feedback and give correct answers.
- Ask students to discuss the question
“why do you need to have a friend ?”
- Ask some pairs to talk in front of
class.

-Give marks and correct mistakes.

- Read the new words aloud.

- Read the text carefully and silently.
do task 2

- Read the answer aloud

- Copy down the answers in the
notebooks

- Do Task 3

- Copy down in their notebooks

- Ask and answer the question.

Pair work

IV. HOMEWORK:( 3 minutes )

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Unit 1: FRIENDSHIP
PART B : SPEAKING

I. AIMS & REQUIREMENTS:

Help students be able to talk about physical characteristics and personalities.
II. METHOD & TEACHING AIDS:

Integrated , mainly communicative.
Pictures, chalk, board.

II. PROCEDURES :

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES

Pre-speaking
(5’)

- Show a picture of parts of human’s body 
and ask students to look at the picture and
name each part of the body.

- Students answer the questions.
Ex: head, nose, forehead, eyes,…

individual

Task 1- match the adjectives with the part of 
the body e. g: short, oval, large, dyed, broad,
long, wide, long, straight, short, tall, wrinkled,
crooked, flat, snub, curly. Wavy.

- part of body : face, nose hair, forehead,
height.

- Appearance: handsome, beautiful,
good-looking,…

Face: square, oval, round,…

Nose: crooked, snub, flat,
Hair : curly, wavy, dyed, long,
short,

Forehead: wrinkled, large, wide,
…

Height: tall, short,…

Pair work

While
speaking.
(task 2 and
3)

TASK 2 , 10’

- to review the vocab. the students has learnt,
(T already gave them a handout of the words
before the lesson) T asks St to close their
books and asks students questions: how do
you say “hiếu khách” in English, or “she
never tells a lie. She’s very …(honest)
person.” etc…

- asks them to open the book and discuss and 
number the following personalities in order of
importance in friendship.

TASK 3. (15’)

- help St to review questions about figure,
personality, habit, preference,…

- name: what’s your friend’s name. what’s her
/ his name.

- date of birth: when was he/ she born?
- physical characteristics: what does he/ she
look like?

- hobbies : what are his/her hobbies?
-personalities: what’s he / she like?
Then asks St to practice:

- name…

- time spend on Maths …
- hobbies…

- asks St to do task 3

- do their tasks, and report
their results.

- what’ s his name?

- how much time does he spend
on Maths everyday?

- What are his hobbies

- one student plays a journalist,

Group work

Pair work

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UNIT 1: FRIENDSHIP ( WRITING )
I. AIMS & REQUIREMENTS

- Writing about a friend

- By the end of the lessons, students will be able to :

Describe a person with his/her physical characteristics and his / her personalities
Use useful words and structures in writing about a friend

II. METHOD & TEACHING AIDS:
Communicative approach

Textbook, whiteboard markers
IIII. PROCEDURES

Content Work

arrangement
 WARM-UP( 5’)

Noughts and Crosses

Draw a table containing 9 words in each cell

Divide class into two groups : Noughts (O) and Crosses(X)

Ask students to choose word by word in the cells and makes sentences with each word .A
correct sentence gets one O or X. The group

with 3 O X vertically, horizontally or even
diagonally first will be the winner.

Hospitable Honest Around face

Caring sense of humour Friendly
large forehead Good-natured Pleasant

Note the sentences must be grammatically correct and make sense

Group work

PRACTICE(32)

Instruct the task. Tell them to work individually
Give some new words for writing

* Hospitable (adj)
Caring (adj)
Honest(adj )

Around face(adj)
Good-natured(adj)
large forehead(adj)
pleasant(adj)

- ask students to work in pair and ask them to report
the result to class

Task 1 Pre-writing(10’)

Ask students to write this table down notebooks

Work in group 3 students :discuss and fill the necessary information into the table. Some

Pair work

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suggest examples

Remind students to write the sentence by using the
verb in past tense

ex we first met when……….
What I like most about him /her is her/his sense of humour…..

One of my favourite thing about him/her: we have a lot in common
It is him/her who I can share my joys and sorrows with

Task 2 (10’) write draft

Ask students to work in group or individual, while students write teacher walk around the class

to help them when they have difficulties about the words, the structures, the idea…

Can explain the idea in the writing

Ex he is generous because he lends me his textbook

Calls one or two groups to write the draft in front of the class then gives marks if the draft is
good

Task 3 (12’) Writing
Asks each student to write

Walks around the class ,look at their writing and notes the most famous mistakes to correct on
the blackboard

Correct the mistakes (5’)

Teacher remarks the student’s mistakes in the class .

Writes the most common mistakes, encourages them find the mistakes and correct the mistakes
themselves

HOMEWORK(1’)

Asks students to prepare language focus
Pronunciation / ts/ and /dz/ and infinitive

Pair work

1.where/when

first met

2.physical
characteristics

3.personalities
In school

At a football
match
At a party

High forehead
Very tall

Long black sleek
hair

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- Textbook, pictures, chalk and board, cassette player and tape(s).
III. PROCEDURES

CONTENT NOTES

Warm-up ( Guess the word )

Step 1 : Answer the following questions

1. Have you ever had a best friend ? Who ?
2. How did you happen to meet him ?
3. How long have you known each other ?

4. What qualities do you admire in your best friend ?
5. How do you feel when you have your best friend ?
Step 2 : Repetition ( some words refer to the passage ) / (class work )
Proper nouns : Nguyen Cong Tru ; Hai Phong ; Do Son ; Ha

residential area ; sense of humour ; introduce ; college ; guitarist ; a rough time
Step 3 : Task 1& 2 / texbook - page 18 ( group work )

Listen and then do the task 1

Lan’s talk 1= F ; 2= F ; 3 = T ; 4 = F ; 5 = T ; 6 = F
Long’s talk 1=F ; 2=F ; 3 =T ; 4 =T ; 5= T

Listen again and pay attention to the details to answer the two questions in task 2

Lan’s talk Long’s talk

How and where they
meet

What they like about
their friend

How and where they
meet

What they like about
their friend
-They used to live in

the same residential
area in Hanoi.

- Lan went on holiday
to Doson and Ha
went there to visit her

- Ha is very friendly
and helpful

- Ha is sociable. She
has many friends in
Doson and she
introduced Lan
around

-They met in college.
- Minh played the
guitar and , Long
was a singer
-They worked
together .

Minh has sense of
homour.

Minh likes to go to
plays and movies.
Minh is a good

listener.

Minh is friendly and
helpful

Step 4 : Talk about your best friend ( pair work )

Pair work

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Unit 1: FRIENDSHIP
PART E: LANGUAGE FOCUS

I. AIMS AND REQUIREMENTS

- Get some details and the main idea through listening
- Be accustomed to working together

II. METHODS &TEACHING AIDS
- Communicative Approach.

- Textbook, pictures, chalk and board, cassette player and tape(s).
III. PROCEDURES

CONTENT
Pronunciation

Ss close the textbooks and look at some pictures to read their names
cheese ; chair; jail ; June ; July ; jeans

Task 1 : Read these sentences

1. The chaplain chose chili with cheese and chocolate chip cheesecake .
2. The jolly gentleman was jubilant when he won a journey to Jamaica
Task 2 :

A. Listen and repeat

1. chair , chain , choke , cheek , beach , peach , rich , butcher , match
2. jill , jail , village , June , July , Jerry , sergeant , surgeon , region
B. 1. Listen and decide if the word belonging to / t∫ / or / d /

age ; each ; junk ; coach ; purchase ; magic ; chew ; chat ; joke , job ; match , college
2. Repetition ( textbook )

Grammar

Infinitive

1. S + V + To V

0
-

would like

Adjective (tính từ)

Ex: It’s important to believe your friends.

Where / what / how /when … + To V

Ex: She ask me where to go

Want

Ask (hỏi)

Decide (quyết định)

Offer (đưa ra)

Refuse (từ chối)

Arrange (sắp đặt)

Hope (hi vọng)

Wish ( ước, mong muốn)

Expect ( mong chờ)

Plan ( lập kế họach)

Determine ( quyết tâm)

Seem (dường như)

Order (ra lệnh)

Ex: I expect to see you again.

2. S + V + O (person) + V

a) Let

Have

Make

Help

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Notice ( để ý)

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UNIT 2

PERSONAL EXPERIENCES

A. READING

I. AIMS

- Develop sts’ guessing in context skill.

- Help sts understand the sequence of events in a story.
II. METHODS AND TEACHING AIDS

2. Methods: Communicative Approach
3. Teaching aids: Blackboard, sub-board,
III. PROCEDURES

Stages Teacher’s activities Sts’ activities Time

1.
Warm-up

- Tell sts a funny story in which the teacher himself got
embarrassed, and then introduce the lesson.

- Listen 3ms
2.

Pre-reading

- Have sts look at the pictures in their books.
- Ask them to guess what is happening in those
pictures.

- Give sts some guiding questions:
+ What do you think they are?
+ Where are they?

+ What are they doing?

- Call some sts to give their own ideas.
- Teach some new words:

1. embarrassing (a)

 embarrassment (n)
embarrass (v)

2. experience (n)
3. floppy (a) = soft
4. wear – wore –worn
5. extremely (adv) = very
6. to glance at

7. sneaky (adj)

sneak (n)

8. imagine (v)

imaginary (A)
imagination (n)

9. wad (n)

wad of dollar

10. steal – stole – stolen
11. fuss (n)

make a fuss

12. pay – paid –paid
13. shy (a)

14. complain about (v)
15. imitate (v)

- Work in pairs and
do what the teacher
guides.

- Present their ideas
(the answers may be
varied)

5ms

3.While-reading

TASK 1:

- Ask sts to read the story in silence in two minutes to

get the general meaning of the text.

- Divide sts into 8 groups.
- Have sts do task 1 in groups.
- Correct the sts’ work 

- Answer keys:
1. glanced
2. making a fuss
3. embarrassing
4. idols

- Read silently

- Write down the
answers on the
sub-boards.

+ Group 1+2+3+4:
stick their answers on
the blackboard.

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- Let sts compare the answers of the two groups. Then
give the correct answers:

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

- Have sts work in pairs and prepare the answer for the

questions in task 3.

- Call some pairs to read aloud the questions and the
answers.

- Answer Key:

1. A red floppy cotton hat.
2. To buy the hat for herself.

3. A wad of dollar notes exactly like the ones her father
had given her before.

4. Because she didn’t like to make a fuss.
5. She bought the hat with it.

according to the
sequence of the
story.

- Compare their
answers. Then
practise retelling the
story without looking
at the story.

- Retell the story in
front of the class.

- Work in pairs.

Practise asking
questions and giving
answers.

- Read the answers
then write them on
the blackboard.
4.

Post-reading

- Divide sts into 8 groups again.

- Ask them to write down what they think the girl had to
do after she discovered that the money she had taken
from the boy’s bag was not hers.

- Work in groups,
discuss the question.
- Each group present
their own ideas.

10ms

Homework

- Ask sts to learn the new words.

- Ask them to prepare a story of their own
embarrassing experience.

- Tell the whole class
what they prepare in
Speaking period.

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UNIT 2

PERSONAL EXPERIENCES

PART B : SPEAKING

 OBJECTIVES:

1. Educational aim : Students can use English to talk about their experiences and
how these experiences affected them.

2. Knowledge: Students can use the structure MAKE + O +ADJ / INFINITIVE to
express how things affect them and use some questions to ask the others about
their experiences.

 METHOD & TEACHING AIDS:

Communicative approach
Cassette player & VCD

 PROCEDURES:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

WARM-UP: (7 minutes)

- Ask ss to talk about their last summer vacation.
Where did you go?

What did you do then?

What did you gain from this vacation?
PRE-SPEAKING: (5 minutes)

- Tell ss about the teacher’s vacation, using MAKE + O + ADJ /
INFINITIVE and write this structure on the board.

WHILE-SPEAKING: (20 minutes)

- Give the new words for practicing:

 appreciate (V)

 native English speaker
 attitude (n)

 jumbled (a)

- Ask ss to read the tasks. If they have any difficulties the
teacher will help them.

- Ask ss to work in pairs.

- Go around the classroom to check if students work well.
(10 minutes)

- Ask 2 pairs of students to practise task 2 and 3 in front of
the class. (10 minutes)

POST-SPEAKING: (10 minutes)

- Tell a funny story about a teacher who came to class
with a black shoe and a brown shoe. Teacher will stop
telling after some details so that students can put
questions to know what will happen next.

HOMEWORK: (3 minutes)

- Ask ss to read the tasks in listening lesson. (page 27)

The students reply to the
teacher’s questions.

- Students can start a
talk with their
teacher.

- Students start
practicing sample
conversation.

- Listen to the story
and asks:

What did he do then?

How did he solve the
problem?

Did he come to class
on time?

How did he feel then?
Did his students say
anything to him?

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- Computer, projector, ….
- Communicative approach

III. PROCEDURES:

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Warm
up:
(5mn)

Pre-listening:
(7mn)

While-listening:
(25mn)

Post-listening:
(5m
n)

- Divide ss into groups of four, ask ss to
answer the question:

1.Have you ever witnessed a fire?

2. If there were a fire what would you do?

- Ask ss to describe the picture in textbook.
What is happening?

Who/ What do you see in the picture?

What do you expect to listen to in this lesson?
- Ask ss to repeat the words in textbook.
Explain the meaning of those words if
necessary:

 memorable (a)
 terrified (a)
 scream (a)
 replace (v)
 gas stove (a)
 embrace (v)
 protect (v)
 rescue (v)

- Ask ss to read the tasks in text book, help
them if they have difficulties.

- Play the tape three times.

- Call some ss to give the answers.
- Give feedback.

- Ask ss :

Christina says that family is more important
than things. Do you agree or disagree with
her? Why? Exchange you idea with a partner.

- Discuss and tell the whole
class the answers.

- One student describe in front
the class.

- Read and do the tasks.
(individual).

- Work in pair. Tell the
answer to the whole class.
IV. HOMEWORK: (3mn)

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Unit 2

PERSONAL EXPERIENCES

PART D : WRITING

OBJECTIVES & REQUIREMENTS

Sts learn how to write a personal letter about a past experience.

Lexical items: Words / phrases used in letters about past experiences: embarrassing/
frightening/ unhappy/ happiest/ funniest experience…..

Grammar point : the simple past tense.

Structures : it changed my outlook on life…/ it made me more careful whenever I …/ it
gave me more confidence in…/ it taught me a lesson…

PROCEDURES

Teacher ‘s Activities Students’ Activities

Warm – up ( 4 mns)

Teacher raises a few guiding questions :

 Do you feel sorry about something in

your life?

 Do you ever make any wrong

discussion?

 Do you remember any funny things

when you were younger?

 Do you ever have a nightmare?

Pre – writing :(10 mns)

- Teacher gives the handout to sts.
- Ask Sts to discuss in groups to answer
the handout

Work in groups.

Some guided questions :
_ When it happened?
_ Where it happened?
_ How it happened?
_ Who was involved?

_ How the experience affected you?
While – Writing :(15)

1. Teacher encourages sts to study
some useful words or phrases used in
letters about past experiences.

_ embarrassing/ embarrassed (adj)
_ frightening/ frightened (adj)

_ It made me more careful whenever I …
_ It gave me more confidence in …
_ It taught me a lesson …

2. T has sts write a letter about their
past experience.

Post – writing : ( 15 mns )

T asks 2 sts to write their letters on the
board and corrects sts’ mistakes.
Homework :

Complete another letter.

Students answer the questions.

2.Complete the chart bellow:( work in pairs )
Name of experience 1

When it happened 2
Where it happened 3
How it happened 4
How the experience
affected the writer?

5
Correct mistakes in the handout.

Copy them into the notebooks.

Copy them.

Copy down

Write a letter

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- Computer, projector, ….
- Communicative approach
III. PROCEDURES

:

CONTENT
PRONUNCIATION

Step 1 : Look at some pictures and write their names ( group work )
/ m / / n / / ŋ /

Mountain Nest King
Mummy Knife String
Banana

Step 2 :

1. Present the pronouncing technique and read the three sounds aloud / m / ; / n / ; / ŋ / ( page
29 )

2. Practise reading aloud the sentences ( textbook )

GRAMMAR

Step 1 : Give the forms of the present tenses ( simple present ; present continuous ; present perfect )
Practise in pair

1. Tell some daily activities Ex : I often get up early in the morning

2. Describe some activities that are in progress in the class Ex: We are learning English
3. Tell what have just happened to you Ex : I have just met a former teacher on the way to

school
Step 2 :

a. Use the simple present to tell a story in the past ( group work )
b. Do the exercise 1 ( textbook )

1. invites 2. sets 3. gets 4. waves 5. promises 6. carries 7. contains 8. has baked
9. is 10 . is shining 11. are singing 12. is

Do exercise 2 and 3:

Exercise 2 ( textbook –page 30) ( class work )
Keys

1. broke / was playing
2. wrote / was

3. was working / broke
4. started / were walking
5. told / were having

6. didn’t listen / was thinking

7. phoned / didn’t answer / were …doing
8. wasn’t wearing / didn’t notice / was driving
Exercise 3 : ( textbook –page 31 )

Keys

1. had eaten / arrived
2. found / had taken
3. got / had closed
4. got / had left
5. got / had arrived
6. paid / had phoned

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Homework: Prepare Unit 3: A party – Part A

Unit 3

A PARTY

Part A : READING

I. Objectives

 Help students understand the content of the lesson.
 How to understand and use new words in context

 Can do Tasks 1,2 (scanning for specific information and identifying , correcting false

information)

II. Methods & Teaching aids

Communicative approach
Pictures, chalks, cassettes

III. Teaching procedures

Stages

Teacher’s activities

Students’ activities

Notes

*Warm up :
(2’)

A. Pre-
Reading

(8’)

B. While –
Reading

(28’)

- Do you like going to parties ?
- What party do you often go to ?
- Ask students to look at the first
picture in the book and ask them
some questions :

 Are they having a party ?

 What party is it?

-Ask students to look at the
second picture

 Are they friends ?

 What are they celebrating ?

* The lesson today gives us some
information about birthday and
wedding anniversaries in the US.
- Ask students to listen to the tape
- Ask students to read the passage
silently

- Explain some difficult words :
New words:

1. celebrate (v)
→ celebration (n)
2. anniversary (n)
3. candle (n)

4. blow-blew – blown out
5. present = gift

6. adult
7. joke (v,n)

joker (n)

8. get married to S.O
10. special (a)

specialist (n)

11. mark (v,n)
12. milestone (n)
13. relationship (n)

relative (n,a)

- Ask students to do Task 1 in

- Give answers

- Look at the first picture and give
answers

 Yes, they are.
 It is a birthday party.

 No, they aren’t.
 A golden wedding

anniversary.

- Listen to the tape

- Read the passage silently
- Listen and take notes

- Do Task 1 in pairs.

Individual

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C.
Post-Reading

(5’)

- Ask students to do task 2 in
groups

- Ask Ss to give answers
- Give feedback

- Ask students to talk about their
birthday party. (work in groups)
( place, time, guests, foods, drinks,
activities)

Or ask them to answer the
questions in textbook – after you
read (pair-work)

7. birthday party
- Do Task 2 in groups
- Give answers :

TASK 2

1. eighth (seventh)
2. brings (eats)
3. food (presents)
4. anniversaries (age)
5. months (years)
6. 5th (50th )

7. silver (golden)

- Talk about their birthday party in
groups

Or answer the questions in pairs

Group-work

Group-work /

pair-work

D. HOMEWORK (2’)

- Learn by heart the new words, questions and answers.

- Prepare in advance Part B - Speaking . (answer the questions in Task 1 )

Unit 3

A PARTY

Part B: SPEAKING

I. Objectives

- Students can talk about parties and how to plan parties.

- Students can do tasks 1,2,3, 4.

II. Methods & Teaching aids

Communicative approach
Pictures, chalks, cassettes

III. Teaching procedures

Stages

Teacher’s activities

Students’ activities

Notes

A. Pre-
Speaking

(10’)

B. While –
Speaking

(23’)

- Ask Ss to do Task 1 in pairs
- Ask some pairs to perform Task 1

in front of class.

 New words:

- occasion = chance
- host

hostess

-decorate

decoration

- Do task 1 in pairs

- Perform their talk in front of
class

- Tell the partner about the party

- Retell the party they have been

Pair-work

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C.
Post-Speaking

(10’)

- sort of = kind of

* Task 2

- Ask Ss to tell their partner about
the party he / she has been to,
using the questions in Task 1 .
- Ask representatives to perform
the party they have been to in front
of class.

- Ask students to do Task 3 in
groups

- Give some suggestions :
* Where (home – cosy , not

expensive / restaurant – not spend a
lot of time to prepare , not have to
clean up …)

* What time

* How many guests

* What to eat / drink ( soft drinks ,
mineral water, , …./ chicken soup,
green salad, steak, fired chicken, fish
, beef, hamburger , cake,…..)

* What to wear (dress, jeans, shirt,
T-shirt, pullover, skirt,....)

* Which activities (singing, playing
games, taking photographs ,give gifts,
….)

* Decorations : balloon, birthday
cake, flowers,…

- Ask some students to perform
their talk before class

- Ask representative of each group
to talk about the plan of the party
that they have discussed

- Correct common mistakes and
give remarks

to in front of class.

- Do task 3 in groups
- Write down some details if
necessary.

- Perform the plan of the party in
front of class

Group-work

individual

D. Homework : (2’)

- Write down task 4 in the notebooks

- Prepare part C : Listening – Answer the questions in Before you listen

Unit 3

A PARTY

Part C: LISTENING

I. Objectives

 Help students improve their listening skill

 Help them understand the talks and do Tasks 1& 2 (deciding True or False statements and

comprehension questions)

 Students can summarize the content of the passage.

II. Methods & Teaching aids

Communicative approach
Chalks, cassettes, pictures

III. Teaching procedures

Stages

Teacher’s activities

Students’ activities

Notes

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(5’)

B. While –
Listening

(27’)

C.
Post-Listening

(6’)

provided words
Listen and repeat :
1. slice (n,v)
2. clapped
3. tidy (v)
4. mess
5. serve
6. guest
7. soft drink

B. While – Listening

- Ask students to read Task 1
silently

- Ask students to listen to the
passage (twice) and do Task 1
- Ask Ss to give answers
- Give feedback

*- Ask students to read the
questions in Task 2 silently.

- Ask them to listen to the passage
again and do Task

- Ask some students to write the
answers on the board.

- Give feedback

C. Post – Listening

-Ask students to talk about Mai’s
birthday party.

(-Teacher can ask some
questions, if necessary :

Where did Mai hold the birthday

party ?

How many people were invited to

- Read task 1 silently

- Listen to the tape and decide
whether the statements are true
or false

- Give answers :

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

- Read the questions silently
- Listen to the tape and do Task 2

- Give answers:

1. She was 16 years old.
2. Because it is noisy and
expensive.

3. She served them soft drinks
and biscuits at the beginning of
the party.

4. The birthday cake was brought
out at about 4:30.

5. It was beautifully decorated
with pink and white icing (and 16
colorful candles sat in the middle
of the cake)

6. They clapped their hands
eagerly and sang “Happy
birthday”.

7. (It finished) at about six in the
evening.

- Work in pairs /groups

chorus

individual

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the party ?

What time did the party start and

end ?

What did Mai’s mother serve the

guests at the party ?)

- Ask some students to retell Mai’s
birthday party before class

- Retell Mai’s birthday party

before class

D. HOMEWORK

- Practise listening at home

- Write down Task 2

- Prepare Part D - Writing

(do tasks 1, 2)

Unit 3

A PARTY

Part D : WRITING

I. Objectives

- Students can write a letter of invitation .

II. Methods & Teaching aids

Communicative approach
Chalks, textbook, letter

III. Teaching procedures

Stages

Teacher’s activities

Students’ activities

Notes

A. Pre-
Writing

(7’)

B. While –
Writing

(25’)

A. Pre- Writing

- Ask students to answer the
questions:

1.On what occasions are parties
held?

2. What kind of clothes do they
often wear at a party ?

3. What kind of presents do people
often bring to a party ?

4. What do you often do to invite your
friends and relatives to come to your
party ?

 Let’s begin our lesson today : How

to write a letter of invitation.
B. While – Writing

- Ask students to do task 2 in pairs
- Ask them to give answers

 new words:
- winner

- refreshment (n)

- invite

 invitation

TASK 3

- Ask students to do task 3 in
groups

- Give them some guidelines

- Give answers :

*birthday, wedding anniversaries,
New Year’s Eve,…

* dress/ skirt /shirt/ trousers/ suit/
…

*gift / flowers / champagne/ …
* write a letter of invitation, …

- Do task 2 in pairs
- Give answers :
TASK 2

1. at my house
2. to come
3. refreshments
4. to cook
5. winners
6. by Monday
- Work in groups

individual

pairs

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C.
Post-Writing

(10’)

5. Which activities:

eating and drinking / singing /
dancing / playing games/ watching
films

5. Foods and drinks served :
( soft drinks , mineral water, , …./

chicken soup, green salad, steak,
fired chicken, fish , beef,

hamburger , biscuits ,…),
C. Post-Writing:

- Ask some students to write their
letters on the board .

- Correct common mistakes and
give remark.

-Write their letters on the board .

- Take notes

individual

D. HOMEWORK (3’)

- Write down the letter in notebook, pay attention to some structures and prepositions
- Prepare in advance Part E : Language Focus ( Give some verbs followed by infinitive and
gerund)

Unit 3

A PARTY

Part E : LANGUAGE FOCUS

I. Objectives :

 Students can pronounce the sounds / l / , / r / and / h /
 Present tense forms indicating past time.



Tense revision : past simple, past progressive and past perfect

.

II. Methods & Teaching aids

Communicative approach
Chalks, pictures

III. Teaching procedures

Stages

Teacher’s activities

Students’ activities

Notes

Pronunciation
(15’)

*Warm up :

- Give students 6 words and ask them
to put the words to the right columns /
l / r / and / h / : holiday, library, run,
help, Lisa, realize.

- *Today we are going to learn the
pronunciation of the sounds / l / , / r /

and / h / . Now look at your book,
listen and repeat .

- Put the words in columns

/ l / / r / / h /
library

Lisa

run
realize

help
holiday
- Listen and repeat

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II. GRAMMAR
A-The Gerund
and to infinitive

- Ask Ss to read aloud the sentences
Warm up

- Ask students to put the words in
correct order to make the two
sentences :

- In the lesson today you’ll learn how
to use the gerund and the infinitive.

- Ask students to do exercise 1 in
pairs

- Ask Ss to give answers
- Give feedback

-Give notes :
A.V_ing

1. After some verbs:

Finish postpone
Appreciate enjoy
Avoid prevent
Consider admit
Delay escape
Imagine keep
Miss risk
Mind practise

2. After Prepositions

3. After some expressions:

- to be worth / busy

- to be no use / good …

- to be used to

- can’t help / bear

- look forward to…

- wast / spend + time /money

- have a good time /trouble/ difficulty
B.after

advise

allow + V_ing
permit + O + to V
recommend

C.V_ing / to V ( without changing
meaning)

Begin / start, continue/ go on, like,
hate, love

D.V_ing / to V ( with difference in

- Read the sentences

- Put the words in correct
order :

Ex1 : the book / time/ return /

she / on / to / failed / library /
the.

(She failed to return the book
to the library on time )

Ex 2 : work / mind / the /
helping / would / me / with /
you / ?

(Would you mind helping me
with the work ?)

- Do exercise 1 in pairs
- Give answers

Exercise 1
1. having

1. getting
2. to tell
3. practicing
5. to see

/individual
Individual

Pairs

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B - Passive

infinitive and
gerund

- Give examples and ask Ss to put the
verbs in the correct form :

Ex :

1. I expected (invite)_______ to the
party. (to be invited)

2. No one enjoys (laugh)_______ at.
(being laughed)

- Ask Ss to do exercises 2-3 in pairs
/groups

- Teacher’s correction.

- Listen and put the verbs in
the correct form :

Ex :

1. I expected (invite)_______
to the party. (to be invited)
2. No one enjoys

(laugh)_______ at.
(being laughed)

- Do exercises 2-3
- Give answers :
Exercise 2

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

1.D 2.C 3.B 4.B 5.C
D. HOMEWORK

- Practise reading the sentences

- Write exercises 1,2 & 3 in the notebook

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UNIT 4

VOLUNTEER WORK

PART A : READING
I. AIMS AND REQUIREMENTS

- Introduce students social activities

- Intensive reading ( scanning & skimming )

II. METHODS &TEACHING AIDS

- Communicative approach.

- Textbook, pictures, chalk and board, cassette player and tape(s).

III. PROCEDURES

CONTENT NOTES

Warm-up : Ss look at some pictures and name some activities

Lead in : Choose one of the suggested subjects to talk about and mention
others not displayed in textbook ( Ex: volunteers in hospitals , orphanages … )
Answer some questions for each picture

4. Who are they ?

5. Where are they ?

6. What are they doing ?

Step 1 : Use brainstorming technique to teach new words

Step 2 : Read the passage and then pick out some words or phrases to show the
activities

Suggested words and phrases :
1. volunteer for s.th (v, n)

voluntary (a)
voluntarily (adv)

2. take care of = look after = care for
3. orphanage (n)

orphan (n)

4. mow (v)

mow their lawns

5. organize (v)

organization (n)

6. take part in = participate in = join
7. disadvantaged (a) ≠ advantaged

disadvantage

8. handicapped (a) = disabled
9. care (v,n)

careful (a) ≠ careless

10. overcome (v)
11. suffer from (v)

suffering (n)

12. disaster (n)
13. remote (a) = far
14. provide s.th for s.b

s.b with s.th

15. bring – brought – brought Sth to S.b
16. donate (v)

donation (n)
donor (n)

Group
work

Group
work
Class work

Individuals

Pair work

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VOLUNTEER WORK

PART B : SPEAKING
III. AIMS AND REQUIREMENTS

- Get some details and be able to talk about some activities of charities

- Be accustomed to working together

IV. METHODS &TEACHING AIDS

- Communicative Approach.

- Textbook, pictures, chalk and board .

III. PROCEDURES

CONTENT NOTES

Warm-up

Write down some words that you can remember about volunteer work in not
more than one minute

Step 1 :

1. Look at the pictures in the book and then describe them
2. Decide which of the following activities are volunteer work

Activities Yes No

1. Taking part in an excursion

2. Helping people in remote or mountainous areas
3. Giving care and comfort to the poor and the sick
4. Participating in an English speaking club

5. Jogging in the park every morning

6. Providing education for disadvantaged children
7. Joining the Green Saturday Movement

8. Applying for the job

Step 2:

A. Explain the difficult words and the way to pronounce them ( step 1)

Group work

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B. Going through the information in the box ( step 1) and add two other things
you do for each case

Suggested solution

1. Helping people in mountainous areas

o Giving them used books / notebboks / pens / pencils / used
clothes / food / medicine

o Going to every family to persuade parents to let their children to

attend class

o Encouraging children to go to school

o Teaching children to read and write
2. Helping old or sick people

Cleaning , gardening , doing shopping , taking care of elderly people , cooking
food , listening to their problems

3. Helping handicapped or disadvantaged children

Playing games with them , taking them to places of interest , teaching them to
read and write

4. Taking care of war invalids and the families of martyrs

Helping to do housework , giving medical services , listening to their problems ,
giving them money

5. Taking part in directing the traffic

Working at crowded crossroads , directing the traffic , helping the old and
young children to cross the roads , helping to lower the number of traffic jams
and accidents

C. Practice the dialogue ( task 2/ textbook ) , then take turns to change the
actions

Step 3

1. Give the situation and explain the requirement of the exercise

2. Tell some kind of volunteer work that students often do during summer
vacations

( Use the details given in step 2 to do the work )

Group work

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- Communicative approach.

- Textbook, pictures, chalk and board, cassette player and tape(s).

III. PROCEDURES

CONTENT NOTES

Warm-up

Which word does not belong to the others ?

CHARITY ; BUDGET ; PROJECT ; DONATIONS ; FUNDRAISING ; CANDLES

Step 1 : ( Before you listen / Textbook- page 51 )

 Tick the best answer

1. How often do you support charities ?

a. regularly b. from time to time c. never
2. What is the best way of raising money to support charities ?

a. through donations b. through taxes c. through fund-raising activities
3. What kinds of volunteer work do you prefer ?

a. helping the elderly b. helping the poor c. helping the sick

 Listen and repeat

Organization for Educational Development / Spring School / co-operate / co-ordinate
Disadvantaged children / fundraising / Performing Art / set up

Step 2

1. Explain new words

regularly attend classes , fundraising dinner , to be held annually , operate ,
co-ordinate , organization

2. Listen to the tape ( 3 times )
Suggested answer

Informal / 30 street children /250 children with special difficulties / 1998 / volunteers/ June
Step 3

1. Listen to the tape again

2. Answer the questions ( task 2 / textbook )
Suggested answer

1. It provides classes to disadvantaged children in Ho Chi Minh city
2. Dance , theatre , singing and circus classes

3. Because they need money to continue their English and Performance Arts
classes

4. At one of the largest hotels in Ho Chi Minh city

5. Because they need help to organize their fundraising dinner held annually in June

Step 4

1. Take turns to ask and answer the questions based on some main ideas about
Spring School

2. Tell some information about Spring School

Pair work

Group work

Class work

Group work

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Unit 4

VOLUNTEER WORK

PART D : WRITING
I. AIMS AND REQUIREMENTS

- Be able to write a letter of thanks

- Think of charities

II. METHODS &TEACHING AIDS

- Communicative approach.

- Textbook, pictures, chalk and board.

III. PROCEDURES

CONTENT NOTES

Warm-up

Find some words beginning with “ D”
Step 1: Revision ( each part of a letter )

Heading ; Greeting ; Body ; Closing ; Signature

Step 2 : Read the latter and underline the sentences that express the following points
1. The opening of the letter

2. The donated amount
3. The way the money is used
4. The way the receipt is issued
5. The gratitude to the donor
6. The closing of the letter
Suggested answer

1. The opening of the letter Dear Sir / Madam

2. I am happy to receive a donation of #500 from your company some days ago
3. The money will help us to repair the old school building and build a new block of

flats for the handicapped students

4. we will certainly issue a receipt as soon as possible

5. I would like to express our thanks for the donation from your company
6. I look forwards to hearing from yousoon / Your faithfully

Step 3 ; Use the information from task 1 to write a letter to express you gratitide
Sample :

Dear Sir or Madam,

We are very delighted to receive a donation of one thousand million dong from
your company a few days ago . We think it possible to build a school library based on the
money and we are certain that the receipt will be issued as soon as possible .

We would like to express our thanks for the donation from your company and

hope to get more assistance and cooperation from your company in the future

Yours faithfully ,

Nguyen Thi Thu Ba
Secretary of School Guilding Fund
Step 4 : Interchange & correct some mistakes

Group work

Pair work

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- Distinguish the use of Gerund and Present participle / Perfect gerund & perfect particple

II. METHODS &TEACHING AIDS

- Communicative approach.

- Textbook, pictures, chalk and board.

III. PROCEDURES

CONTENT NOTES

A. Pronunciation

Step 1 : Look at some pictures and then read their names . Find out which sounds have
just happened

1. wood 2. west 3. watch 4. yoga 5. yoghurt 6. yellow

Step 2 : Listen and pick out the odd ones
1. we ; went ; use , wet

2. west ; yellow ; young ; York
3. wine ; whale ; wheel ; yes

4. years ; university ; yesterday ; week
Suggested answers

1. use
2. west
3. yes
4. week

Step 3 :

Introduce the two sounds / repetition

/ W / / J /

we ; win ; one ; wood ; sweat ; twice ; away
; cow ; now ; how

year ; yet ; you ; europe ; yoga ; yatch ;
union ; yes ; yoghurt

Step 4 : Listen to the tape and then repeat each word ( textbook –page 53 )

B. Grammar

GERUND & PRESENT PARTICIPLE

Step 1 : Read these following sentences then explain the use and the form of “V-ing”
1. There are some people running towards the quay

2. My father has just bought a writing table
3. There is a sleeping baby in the room
4. I feel my heart thumbing

5. We enjoy swimming

Step 2 :

1. Find some phrases that contain “Gerund” and “ Present Participle ”
2. Find some verbs followed by “Gerund”

Step 3: ( exercise 1 – textbook – page 54 )
Suggested answer

1. listening
2. bending
3. behaving
4. meeting
5. spending
6. waiting
7. starting

Additional uses

Pair work

Group
work

Class
work

Group
work

Pair work

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1. As a subject of a sentence

Ex : It is easier to read Frech than to speak it



Reading French is easier than speaking it

2. As a complement

Ex : Her hobby is painting

3. After a preposition

Ex : He is good at driving

4. In short probitions

Ex : No smoking / No parking / No fishing …..

5. As an object ( V + gerund )

a. love / like / enjoy / dislike / hate

b. admit / advise / avoid / consider / delay / deny / discuss

c. finish / keep / mention / mind / miss / postpone / practice / risk / suggest / tolerate

6. Expressions + Gerund

a. be / get / become used to ( accustomed to )
b. look forwards to

c. object to

d. can’t stand / can’t bear / can’t help
e. have difficulty

f. it needs / wants / requires
g. How about / What about
7. V + either Gerund or infinitive

a. begin / start / continue + V-ing / infinitive ( unchanged meaning )
b. regret / remember / forget + Ving ( referring to the earlier action )
c. stop + V-ing ( meaning : give up / finish )

d. try + V-ing ( meaning : experiment )

Step 4: ( Exercise 2 – textbook – page 54-55 )
Suggested answer

1. burning / rising
2. reading

3. lying
4. shopping
5. preparing
6. trying
7. modernizing

Additional uses

1. To form continuous tenses

Ex : He is working / They have been learing
2. As adjectives

Ex : running water / leaking pipes / floating hat
3. Replacing relative pronoun + verb

Ex : people who wish / wished to visit the caves



people wishing to visit the caves
4. After verbs of sensation

See / Hear / Watch / Listen / Feel / Smell … + O + Present participle ( in progress )
Ex : I saw him passing my house every day

5. Catch / Find / Leave + O + Present participle ( in progress )
Ex : I caught them stealing my apples

6. Go / Come + Present participle ( an physical activity )
Ex : go shopping / camping / sailing / dancing / ……

6. Spend / Waste + time / money + Present participle

Ex : He doesn’t spend much time preparing his lessons
Ex : We wasted a whole afternoon repairing the car

Step 5 : ( Exercise 3 – textbook – page 55 )
Suggested answers

1. having made 2. having been
3. having been 4. having tied

Class
work

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I. AIMS AND REQUIREMENTS

- Support some new words about illiteracy

- Know about some information related to “Illiteracy Eradication”

- Intensive reading ( scanning & skimming )

II. METHODS &TEACHING AIDS

- Communicative approach.

- Textbook, pictures, chalk and board, cassette player and tape(s).

III. PROCEDURES

CONTENT NOTES

Warm –up

Je vais au marche’ ; Es- tu le professeur ? C ’est le chien
Can you read these sentences above ?

 Illiteracy ( Meaning : you can’t read and understand them )

Lead in

Look at the pictues in texbooks and answer the questions
1. What is this ?

2. Where is it ?

3. Who are in the class ?
4. Are they at the same age ?

5. What do you think of the teacher ?

Step 1

Matching for definition

1. Universalisation (n)
2. Eradicate (v)

3. campaign (n)
4. ethnic people
5. minority (n)
6. honorable (a)
7. relevant (a)
8. expand (v)
9. decrease (v)
10. struggle (n)
Answer keys

Step 2 : ( task 1 – textbook – page 58 ) + repetition
1. Phổ cập giáo dục tiểu học

2. Hội khuyến học Việt nam
3. Xóa mù chữ

4. Kỹ thuật canh tác
5. Kế hoạch hóa gia đình

Step 3 : Find the main idea of the passage ( task 2 – textbook – page 58 )
Key : D- The fight against illiteracy

Step 4 : Answer the questions ( task 3 / textbook – page 58 )
Keys

1. 94% of the population

2. The campaign of illiteracy eradication

3. 600 students in 2000 and 800 students in 2001

4. They willinly spent their vacations teaching ethnic minority illiterate people to read
and write

Group
work

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5. Illiteracy will soon be eradicated
Step 5 : More questions

1. Are there any illiteracy people in your neighborhood ?

2. What do you thik we should do to help them read and write ?

UNIT 5

ILLITERACY

PART B : SPEAKING
I. AIMS AND REQUIREMENTS

- Practise talking about some difficulties in the school and find some solutions to overcome

II. METHODS &TEACHING AIDS

- Communicative approach.

- Textbook, pictures, chalk and board.

III. PROCEDURES

CONTENT NOTES

Warm-up

Listen to a story and find the solution in this case

Lead in : Answer the following questions

1. What will you do if your mother becomes angry with you ?
2. What will you do if you find a thief ?

3. What will you do if you come late for school ?
4. What will you do if you lose all the money ?

Step 1 : Matching for definition
1. enforce (v)

2. strict (a)
3. regulation (n)
4. income (n)
5. transportation (n)
6. reduce (v)

7. set up (v)
8. cheat (v)
Keys :

Step 2 ( task 1 – textbook –page 59 )

Suggested answers

1- b / g ; 2-a / e ; 3-d / f ; 4-c ; 5-h / I / j

Step 3 ( task 2 – textbook – page 59 )

Suggested ideas :

1. Some students cannot buy all the required textbooks
2. Students cheat during the exams

3. Many students live very far from school

4. Some students left school before completing it
5. Many students have difficulty in learning English

Offering solutions

1. School library should lend them books
2. Select strict teacher to control them
3. Build dormitory

4. Give talk to them

5. Make them work in pairs / groups

Step 4 ( task 3 – textbook – page 59 )

Useful expressions

1. Have you thought about ….?
2. Why don’t you stop ….?

3. What can be done to solve this problem ?
4. What will happen if the problem is not solved ?

Group work

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2. not enough light
3. too hot in the class
4. without projector

 We should…..

1. build more classes

2. have more electric lights installed
3. have more electric fans installed
4. have a projector installed

Step 4 Free speaking

problems solutions

1. making too much noise
2. forget to do the homework
3. play truant

4 fighting each other

play games

pay attention to correcting and take notes
talk to him and help if necessary

force them to sit in distance

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UNIT 5

ILLITERACY

PART C : LISTENING
I. AIMS AND REQUIREMENTS

- Get the details through listening

- Be used to motivating and taking part in activities in class

II. METHODS &TEACHING AIDS

- Communicative approach.

- Textbook, pictures, chalk and board, cassette player and tape(s).

III. PROCEDURES

CONTENT NOTES

Warm-up

Make a survey about the family’s interest in their children’s schooling , then give ideas
about it

Lead in : Answer the questions

1. Have you ever done a survey ?
2. Do you know where Perth is ?

Step 1: Matching for definition
1. survey (n)

2. carry out (v)
3. take place (v)
4. imply (v)
5. goal (n)
6. positive (a)
7. motivate (v)
8. failure (n)
9. self respect (n)
10. self confident (a)

Step 2

1. Listen and repeat

effective maturity weaknesses performance

self-respect academic Perth Western Australia
2. Listen to the tape ( 3 times ) and then do the task 1

Suggeted answer

1. D 2. B 3. B 4. B

Step 3 Task 2 –textbook / page 26
Suggeted answers

1. In Perth

2. 80% of the students

3. They felt that they should be allowed to give some input into school decision
making which had a direct effect on students

Hand-out
(Group

work)

Class
work

Pair work

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UNIT 5

ILLITERACY

PART D : WRITING
I. AIMS AND REQUIREMENTS

- Be able to describe the data by writing a passage

- Be able to use some verbs , adjectives and adverbs related to the process of literate

II. METHODS &TEACHING AIDS

- Communicative approach.

- Textbook, pictures, chalk and board, charts , graphs.

III. PROCEDURES

CONTENT NOTES

Warm-up

Pick out the words to make a sentence

number rise

there males
was

of and
females

literate

the

Suggested answer

There was a rise in the number of both males and females who were literate

Step 1 Read the useful language

Expressions

1. in contrast

2. in different parts of …
3. between … and ……
4. in the number of …..
5. while

Step 2: task 1-textbook / page 61-62
Suggested answers

1. varied 2. rise 3. declined 4. different 5. went-up 6. dramatically

Step 3 : task 2 – textbook / page 62

Suggested

Group
work

Class
work

Pair
work

Nouns

Verbs

rise
increase
decrease
decline
drop
fall

Adjectives

Adverbs

slight
steady
gradual
considerable
sharp

dramatic

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The table describes the literacy rates of ………
The rate varied considerably between

Declined steadily
Fell dramatically

There was a gradual rise in the number of ……….
While the number of ………..

These data may help researchers or planners

Suggested

The table describe the trends of literacy rate in the Shunshine country from
1998-2007

There was a gradual rise in the number of both males and females in the Lowlands
with 50% in 1998 , 53% in 2002 , and 56% in 2004 . Then this rate went up sharply to
reach 95% in 2007.

In the Midlands there was a steady rise from 70% in 1998 to 85% in 2007 for the
number of literate males and females

On the contrary , the literacy rate in Highlands declined steadily. In 1998 , 50% the
population was literate , but this number decreased gradually over the next six years . It
was only 30% in 2007

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UNIT 5

ILLITERACY

PART E : LANGUAGE FOCUS
I. AIMS AND REQUIREMENTS

- Be able to pronounce the sounds / pl / ; / bl / ; / pr / ; / br /

- Use “ V + O + infinitive “ to report

II. METHODS &TEACHING AIDS

- Communicative approach.

- Textbook, pictures, chalk and board, projector .

III. PROCEDURES

CONTENT NOTES

Warm -up

Look at some pictures on the screen and then read the name of them

A. Pronunciation / pl / ; / bl / ; / pr / ; / br /
Step 1 :

a. Listen and write out the odd ones

1. A. play B. place C. plate D. pray
2. A. price B. plight C. pride D. prime
3. A. brew B. blue C. blew D. blind
4. A. brown B. blown C. browse D. brain

Suggested

1. pray 2. plight 3. brew 4. blown 
b. Practise reading these sentences

We probably see Professor White in April
What is the price of thses pretty plates ?
The Blanding school colors are blue and black
Bring my brother’s breakfast , please ?

Step 2 :

a. Use textbook to practise the part “ pronunciation”
b. Additional sentences

1. Please find out what time the plane leaves.
2. We’ll probably see Professor Pride in this place

3. My brother bought black shoes and a brown hat.

4. Today the wind is blowing and the sun is shining brightly

B. Grammar

REPORTED SPEECH WITH INFINITIVE

 Verb + INFINITIVE

agree / ask / decide / demand / expect / hesitate / hope / manage / plan / promise / want
refuse / threaten .

 Verb + O + INFINITIVE

advise / allow / encourage / forbid / force / invite / permit / persuade / remind / tell / warn .

Class work

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Exercise 1 (textbook –page 64 )

Suggested keys

1. They promised to come back again

2. The lifeguard advised us not to swim too far from the shore
3. John asked Peter to close the window

4. The teacher encourage Eric to join the football team
5. John promised to give it to him the day after

6. My Mum wanted Lan to becme a doctor

7. My sister reminded me to lock the door before going to school
8. His boss advised him to go homeand rest for a while

Exercise 2 ( textbook – page 65 )

Suggested keys

1. He advised me not to drink too much beer.

2. She invited me to come and see her whenever I wanted
3. He asked me not to smoke in his car

4. He told Sue to give him her phone number
5. He reminded me to give it to Joe.

6. He promised never to do it again
7. He agreed to wait for me

8. He asked me to lend him some money .

Summary

1. S + will …..  promise

2. had better / should …. advise / encourage

3. Would you like / Could ( can / will ) you / How about / what about invite

4. Don’t forget / remember + to verb  remind

5. Could / can you …/ imperative form  ask / tell

6. Imperative form ( negative ) forbid

Pair work

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UNIT 6

COMPETITIONS

PART A : READING
I. AIMS AND REQUIREMENTS

- Enjoy taking part in some activities in school , especially competitive movements
- Intensive reading skills ( scanning & skimming )

II. METHODS &TEACHING AIDS

- Communicative approach.

- Textbook, pictures, chalk and board, cassette player and tape(s), projector LCD.

III. PROCEDURES

CONTENT NOTES

Warm –up Match the name s with the right pictures on the screen

Lead in : Answer these following questions
1. Have you ever taken part in a competition ?
2. Do you think you should be the winner ?

3. In order to be the winner , what will you prepare to do ?
4. What is the most important for a team to win the prize ?

Step 1 Matching dor definition

Step 2

A. True / False

1. The competition was held every school year

2 The purpose of the contest is stimulating the students to win the prize
3. The group winner will be awarded a lot of dictionaries

4. Nga advised her classmates not to enjoy the competition and not to be disappointed
with the result

B. Answer the questions ( task 2 – textbook / page 68 )

Suggested answers

1. The representatives of three classes

Pair work

Group
work

A

B

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2. To stimulate the spirit of laerning English among students
3. The Students’ Parents Society

4. They must complete five activities in all .

5. The judges would announce the winner by choosing the group that had
the highest score

6. A set of CDs for studying English and an Oxford Advanced Learner’s
Dictionary

C. Task 3 ( textbook / page 69 )

1. ………..had difficulty in reciting the poem because he could not remember the last
sentence

2. ……….was the winner
3. ….60 points

4. ….the most important thing was our participation and the enjoyment we had from the

competition

Pair work

UNIT 6

COMPETITIONS

PART B : SPEAKING 
I. AIMS AND REQUIREMENTS

- Be able to describe the feelings by speaking about some kinds of competitions in school
- Give the ideas about the meaning , the effects of some different forms of competition
- ability to speak some activities during the contest

II. METHODS &TEACHING AIDS

- Communicative approach.

- Textbook, pictures, chalk and board, projector LCD.

III. PROCEDURES

CONTENT NOTES

Warm -up

Putting the letters in order

1. portoytipnu 2. wedgelnok 3. grosptohaph 4. palmexe

Step1

Which competitions or contests do you like or dislike ? Compare your answer with your partner

Type of competition / contest like dislike

General knowledge Quiz
English competion

Art competition (drawing , painting …)
Poetry Reading / Reciting Competition
Singing Contest

Athletes Meeting ( running , jogging , jumping ..)
“Nu sinh duyen dang”

Practice :

A. What do you think of the General Knowledge Quiz ?

B. Oh! It’s great . It’s an opportunity to test my general knowledge

Use ful language

Great
Intesresting
Good fun
Boring
Wonderful

Exciting

Opportunity to test my general knowledge
Good time to practise my English

Opportunity for my create activities
Making me feel sleepy

Making me cheerful

Good chance for my physical training

Step 2 ( task 3 – textbook / page 70 )

Pair
work

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UNIT 6

COMPETITIONS

PART C : LISTENING 
I. AIMS AND REQUIREMENTS

- Listen and understand a brief history of marathon competition of Boston city in The U.S
- Get some details through listening

II. METHODS &TEACHING AIDS

- Communicative approach.

- Textbook, pictures, chalk and board, cassette player , tape and projector LCD.

III. PROCEDURES

CONTENT NOTES

Warm – up

Read these following sentences decide whether the senetnce true or false
1. The persons who win the competition are the champions

2. You need a normal shoes to jog
3. Athletes wear shorts

4. Only men can take part in a marathon

5. A marathon is a long running race of about 26 miles

Which sport is the listening text related to ?
Step 1 Answer these following questions

1. What is the Boston Marathon ?

2. Who do you think can take part in the Boston race ?
Keys

1. It is the oldest old race in the United States . It is held every year in the
middle of April

2. Both men and women can take part in the Boston Marathon

Step 2 Listen and repeat

1. race 2. female 3. formally 4. athletic 5. clock 6. Kuscsik 7. Mc Dermott

Step 3 ( task 1 – textbook / page 71 )
Keys

1. T ( it is held every year in the United States ..)
2. T ( it began in 1897 )

3. F ( 50 minutes)
4. F ( 1967 )

5. T ( 34 countries )

6. F ( Runner have to go through 13 towns during the race . The race ends in
the center of Boston )

Step 4 ( task 2 – textbook / page 71 )
Keys

1. New York
2. 1972

Pair work

Individuals

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3. Eight women
4. 6,164 runners

Step 5

a. Read the following numbers

1. 4,479 2. 6,576 3. 9,782 4. 10, 057 5. 25,745 6. 100,098
b. Read the following year

1. 1997 2. 1542 3. 1012 4. 985 5. 2005 6. 1379

Pair work

UNIT 6

COMPETITIONS

PART D : WRITING 
I. AIMS AND REQUIREMENTS

- Knowing the content , words , and arrangement of a suggesting letter for information
- Knowing how to write a replying letter to support the information

II. METHODS &TEACHING AIDS

- Communicative approach.

- Textbook, samples of letter, chalk and board.

III. PROCEDURES

CONTENT NOTES

Warm-up

1. How many parts are there in a letter ?
2. What are they?

3. What are they used for ?

Step 1 Look at the letter on the blackboard and then match one phrase in column A
with another one in column B to make arule of writing a formal letter

A B

1. We write our own address
2. We end with an expression like
3. We write our name

4. We start the letter with
5. We write the date

6. We write the information in
7. If we don’t know the receiver’s

name , we use

8. We writen our address
9. We close the letter by using

10. We sign our name

a. Sir or Madam

b. in the top right hand corner of the letter
c. at the end of the letter

d. I look forward to ….
e. under our address
f. Dear

g. the body
h. Your faithfully
i. under the signature
j. under the closing

Step 2 (task 1 – textbook / page 72 )

Read the letter and find out the information required for the English Speaking
Competition

Keys

1. the number of participants
2. entry procedures

3. venue

4. date and time

Group
work

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Sample

UNIT 6

COMPETITIONS

PART E : LANGUAGE FOCUS 
I. AIMS AND REQUIREMENTS

- The way of pronunciation / tr / ; /dr / ; / tw /
- Knowing the way to report by using gerund

II. METHODS &TEACHING AIDS

- Communicative approach.

- Textbook, chalk and board , pictures.

III. PROCEDURES

CONTENT NOTES

Warm-up

a. Look at the pictures and name them

b. Answer the following questions

1. Have you ever seen a twin tower ?
2. Have you ever used a drum ?
3. Have you ever planted a tree ?
4. Have you ever worn a nice dress ?
5. Have you ever gone to school by train ?
6. Have you ever made a twist dance ?

Pronunciation ( textbook )
1. Listen and repeat

a. traffic , troops , trousers , tropical / tr /
b. drive , dreadful , drink , dress / dr /
c. twelve , twenty , twin , twinkle

2. Practise reading aloud these following sentences
a. John always enjoys travelling by train

b. Jane’steeth are troubling her
c. George is driving dangerously
d. Her new dress is an absolute dream
e. She has an amused twinkle in her eyes
f. Think twice before doing something

Grammar 
Step 1

Match a phrase on the left column with a phrase on the right to make 4 sentences

Group
work

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1. The children thanked their grandmother
2. He apologized

3. Bill is thinking

4. Jim cogratulated me

a. about the holidays
b. on the exam
c. for his mistake
d. for the money
Keys :

1. The children thanked their grandmother for the money
2. He apologized for his mistake

3. Bill is thinking about the holidays
4. Jim congratulated me on the exam
Notes

V + prepositions + noun phrase / gerund
Ex : We are interested in that play

Ex : We are interested in watching that play

Step 2

Exercise 1 ( textbook – page 74 )

1. John congratulated us on passing our exam
2. Mary apologized for not phoning me earlier
3. Peter insisted on driving Linda to the station

4. The teacher accused the boy of not paying attention to what he had said
5. Bob has always dreamed of being rich

6. I warned Ann against staying at the hotel near the airport
7. Her mother prevented Jane from going out that night
8. Miss White thanked Jack for visiting her

Exercise 2 ( textbook – page 75 )

1. Tom insisted on paying for the meal

2. Mr. and Mrs. Smith looked forward to meeting their children
3. The boy denied breaking the window of her house

4. The policeman stopped the customer from leaving the shop
5. The thief admitted stealing Mrs. Brown’s car

6. Ann suggested having a party on Saturday

7. John and his wife were thinking of buying the house

Addition

Some verbs and expressions can be used in reported speech

Expressions

Be used to
Be sorry for
Look forward to
Can’t stand
Can’t help

Object to
Insist on
Keep on

There is no point
It’s no use / no good

V + ving

Deny
Admit
Allow
Advise
Forgive

Suggest
Accuse
Consider
Avoid
Mind

Pair work

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UNIT 7

WORLD POPULATION
Part A : READING
I. Aims

By the end of the lesson, students will be able to understand the passage clearly through reading to
guess the meaning of the words, answering the questions and summarizing the content of the
passage.

II. Teaching aids

- text book

- picture

III. Procedures

STAGE TEACHER’S ACTIVITIES STUDENTS’ACTIVITIVES NOTES

Pre
-reading

- Uses 2 pictures and asks
students to look at them to
describe by answering some
questions:

1. where can you find these
scenes?

2. what does each of the
pictures tell you?

3. Do you think that the
larger in population a
country is, the stronger it
is? Why/ why not?

- Teacher corrects and
describes more if necessary to
leading the content of the
passage.

- Look at the pictures and
answer the questions
given by the teacher.

- Listen to the teacher.

Whole
class

While

-reading -passage ( silently) and do someHas students read the
tasks.

 Task 1:

- Asks Ss to read 8
sentenses and choose a
suitable word in the box

- Do as required

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to fill in each blank.

- Calls some students to
give the answer.

- Teacher can ask Ss to tell
or explain meaning of the
words to check the Ss’
understanding.

 Task 2:

- Asks Ss to read and
answer the questions on
the passage.

- Call 2 students to ask
and answer the
questions.

- Give the answer:
1. although

2. method

3. increases
4. resources
5. figures
6. limit

7. international
8. control

- Do as required

- Read the passage again
and seek the information
to answer the questions.

- Ask and answer the
questions:

1. the population of the
world in 10,000 BC was
10 million, in 1750 it was
625 million, in 1850 it
was 1300 million, in
1950 it was 2510 million,
in 1985 it was 4760
million, in 2000 it was 6.6
billion.

2. By the year 2015, the
population of the world is
expected to be 7 billion.

3. Some scientists say it

can, but others say it
can’t.

4. No, they don’t.

5. Because they know of no
safe way to have fewer
children.

Pair work

Post
-reading

- Asks Ss to discuss with a
partner and find out 5 world
largest countries in population.
Say where they are and which is
the richest and which is the
poorest country. (teacher help
Ss if they have difficulties).
- Call some Ss to answer.

- Do as required. Pair work

HOMEWORK:

Answer the questions:

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Unit 7

WORLD POPULATION

PART B – SPEAKING

 AIMS OF THE LESSON

Be able to carry out an discussion about the causes of overpopulation in the country and in
other areas of the world . Find the ways to solve the problems of overpopulation

 METHODS AND TEACHING AIDS
- Communicative Approach.

- Textbook, maps, chalks and board, pictures.

 PROCEDURES

CONTENT NOTES

Warm-up

Re-arrange the letters in oprder to make each meaningful word
Suggested

population population explosion overpopulation overpopulated
Listen and decide whether the statement is true or false

1. The population of the world has remained unchanged during the last ten years

2. We must limit population growth because our resources are limited

3. The everage Third World woman has the right to decide the number of
children

4. Overpopulation is not a problem in our modern time
Suggested 1. F 2. T 3. F 4. F

Task 1 ( textbook - page 83 )

1. people are not properly educated

2. People are not aware of the problem of over population
3. Fewer children die at birth

4. Many people believe that having a large family is a form of insurance
5. Religion doesn’t encourage people to have fewer children

Task 2

Pick out the problems facing poor and overpopulated countries

low standards of living ; lack of food , hospital , school ; travelling ; entertainment ;
unemployment ; transportation ; pollution ; traffic jam ; shopping ; poverty ; high
education , illiteracy

Useful expressions

Overpopulation is really a problem that faces poor and overpopulated countries . It
brings about a lot of results that worry very of us .

First of all …… Also , …….. In addition to that , ……. Moreover , …… Next ……. .
Finally ……….

Overpopulation is really a problem that faces poor and overpopulated countries . It
brings about a lot of results that worry all of us . First of all people living there often

Pair work

Pair work

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have bad living conditions . Also there is a lack of schools and hospitals . In addition
to that , there aren’t enough jobs for everyone so their lives are terrible and their
children are often illiterate

Task 3

Suggested solutions

Use birth control methods ; Having reward and punishment policies ; crarry out
population education programmes / family planning programmes ; showing family
examples ; raising the people’s awareness of overpopulation by communications

Group

work

Unit 7

WORLD POPULATION

PART C – LISTENING

 AIMS OF THE LESSON

By the end of the lesson students will be able to:

- Develop listening skills such as listening for specific information to give answers for
multiple choice questions, taking notes while listening to answer comprehension questions,
and summarizing main ideas.

- Have some information about world population through the listening text.

 METHODS AND TEACHING AIDS
- Communicative Approach.

- Textbook, maps, chalks and board, cassette player and tape.

 PROCEDURES

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Warm-up Let students listen to a short radio
program (or a TV program if possible) of an
interview.

Before it, ask them to identify what kind of
talk it is (a friendly chatting, a business talk,
or an interview).

After they listen, ask them on what
occasion the interview takes place.

For a more active class, invite some
students to role play a radio or TV talk show
(interview). (1-2 sentences for each student)

Answer: “an interview”

Answer: “in a talk show
on radio or TV”

Act out the interview with
just 1-2 sentences for each
one.

Pre-listening Show a world map and ask students to
discuss the questions on world population.

“1. Do you think that our world is
overpopulated?

2. What continent has the largest
population?

3. Can you name some countries with

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- population explosion

- developing countries

- improvement

- particularly

- punishment

- birth-control method

- implement

- shortage

- inexpensive

- rank

- generation

Elicit the meaning of these words from
students and correct if necessary, then
conduct the repetition of these words.

Repeat.

While-listening Task 1: (Multiple choice)Ask students to read over the questions
and pay attention to what kind of information
they need to listen to (numbers of people,

dates, names of area, reasons, etc.)

Play the tape once or twice for students to
listen.

Call on some students to give the

answers, and ask them to explain their choice
of answer.

Give correct answers.

Task 2: (Comprehension questions)
Give some minutes for students to read
through all the questions, and require them to
underline the key words which help them pay
attention to the correct information.

Play the tape twice for students to listen
and do the task.

Ask students to sit in pairs to compare the
answers.

Questions:

1. What will the population of the world be by
the year 2015?

2. What did Dr. Brown say about the

population growth rates in some parts of
the world?

3. What is the main reason for the
population explosion?

4. List 4 problems that are caused by the
population explosion.

5. How many solutions did Mr. Brown offer?

Read over the questions.

Listen and do the task.
Give the answers.

KEY:

1. A 2. D 3. C
4. D 5. A 6. C

Read through all the
questions in the task.

Listen and do the task.
Sit in pairs and compare
the answers.

Answer:

1. It would be over 7 billion
by the year 2015.
2. The population grows

more quickly in some
parts of the world than
others.

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What are they?

(For question 5, pause the tape after each
solution for students to take notes. With a
slow class, supply them with the phrases of
solutions with some blanks for them to fill)

Conduct feedback by asking students to
ask and answer orally. (For long answers, ask
students to write the answers on BB after
they have given it orally.)

Give more explanation and replay the tape
when necessary.

of hospitals and
schools, illiteracy, and
low living standards.
5. 4 solutions.

They are

- to educate people and
make them aware of the
danger of having more
children.

- to provide safe,

inexpensive birth-control
methods

- to strictly implement a
family planning policy

- to exercise strict and fair
reward and punishment
policies.

Post-listening Ask students to sit in groups to summarize
the listening text, according to the questions
given on BB:

Who is the interviewee?
What is the interview about?
What contents did they talk about:
- Population of the world (today, future)

- The main cause and problems of
population explosion.

- The solutions to the problems.

Go around for help.

Call on some students to tell class the
summary.

Take notes of their errors and correct after
that.

For an active class, conduct role-play
activity in pairs, by asking students to act out
the interview (basing on the summary above)

Invite some pairs to give performance.

Sit in groups and do the
summary.

Act out the interview
about world population as in
the listening text, basing on
the summary of main ideas.

Consolidation Summarize the main points.

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Unit 7

WORLD POPULATION

PART D – WRITING

 AIMS OF THE LESSON

Practise describing information based on charts

 METHODS AND TEACHING AIDS
- Communicative Approach.

- Textbook, maps, chalks and board, pictures , charts.

 PROCEDURES

CONTENT NOTES

Warm – up

Look at some pictures and then divide the cirle into many parts correspondent to the
number of people in each picutre for each part .

Useful language

The chart shows the distribution of world population by region

- It can be seen that ….

- Distributed unevenly…

- Account for ….percent

- More than double the population of ….

- Half as much as …

- Nearly half of …

- Rank first / last ….

Suggested

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The world population is not distributed evenly

1. The South Asia ranks first with 32% / The South Asia has the largest population
2. Very few people live in Oceania / The Oceania has the least population

3. Less than that in South Asia is East Asia with only 26%

4. Africa and Europe have fewer people with 11% for the former and 15% for the
latter

5. Compared with The Oceana which ranks last in the table . Latin has
approximately 8% of the world population whereas Nothern America has a
lower rate with only 6%

Nowadays 15% of the world’s population is living in Europe

Sample

The chart shows the distribution of world population by region . As seen from the chart ,
the world’s population is not distributed evenly . South Asia has the largest population
with 32% while the Oceana is the least populated with only 2% . A bit higher than that

of the Oceana are the rates of Latin America and Northern America with 8% for the
former and 6% for the latter . Europe accounts for 15% of the world’s population and
Africa ia a bit lower with only 11% . To sum up , more people are found in Asia than in
other parts of the world .

Group
work

Unit 7

WORLD POPULATION

PART E – LANGUAGE FOCUS

 AIMS OF THE LESSON

Exactly pronouncing some sounds / kl / / gl / / kr / / kw /
Knowing the way to use the three kinds of conditional sentences

 METHODS AND TEACHING AIDS
- Communicative Approach.

- Textbook, maps, chalks and board, pictures .

 PROCEDURES

CONTENT NOTES

Warm – up

Look at the pictures and read their names
clown ; groom ; queen ; glass ; icecream

Pronunciation

1. Listen and repeat

a. clean , class , claim , quickly / kl /
b. glean , glass , struggle , ugly / gl /
c. crowd , crankly , crash , creature / kr /
d. grow , green , grouping , ground / gr /
e. quarrel , quarter , quality , queen / kw /
2. Practise reading aloud the dialogue
A : Didn’t you go to the cricket club ?
B : Yes , I did go to the cricket club .
A : Was it crowded ?

B : Quite crowded
A : Was Greg there ?

B : Greg was there , yes . And Robert Queen was there , too
A : Does Robert Queen like cricket ?

B : No , he doesn’t . He quarrelled with Greg . He went to the pub and drank some
glasses of beer

A : Oh dear !

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Exercise 2

1. had been told 2. had realized 3. wouldn’t have been 4.
would have bought 5. had studied

Exsercise 3

1. The man told her that he would come to see her if he had time
2. He asked her what she would say if someone stepped on her feet
3. They told me that if it didn’t rain , they would go out with me

4. The man asked the woman what she would do if she were a billionaire

5. The man told me that if I had asked him , he would have lent me his motorbike
6. The man told his daughter that they would be very disappointed if she didn’t come
7. The boy told the girl that he was sure they would understand if she explained the
situation to them

Notes : Type 2 & 3 unchanged when they are reported

Group
work

Unit 8

CELEBRATIONS

READING

I. AIMS

- Introduce students about Tet holiday in VN

- Help students understand the reading text and do Tasks 1,2,3 in the book.

II. TEACHING AIDS

- pictures, textbook

III. PROCEDURES

Teacher’s activities Student’s activities

1. Warm up

- Do you know the tet holiday?

- When is it?
2. Pre-reading:

Ask questions to lead the task:

- What do people do during Tet holiday?

3. While – reading:
Task 1,2:

- Ask Sts to open their books and work in pairs

- Ask Sts to read the passage and do Task 1, 2

Task 3: Ask sts to read the passage again and do task 3

- ask some Sts to go on the board and write the
answers

- check the correct

Close textbooks and answer the
question?

- make banh chung

- eat traditional foods

- clean the house

- go to flower market

- give & receive lucky money.
Do task 1,2

Suggested keys:
Task 2:

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

Answer the following questions:
Suggested keys:

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4. Post-reading

Ask Sts to tell each other about their last Tet holiday,
focusing on the following main points:

a) How you & your family prepared for Tet?
b) How you decorated your house?

c) Special food you eate?

d) Who visited you & your malily?

e) Activities you must enjoyed during Tet?

2. For months.

3. They are decorated with coloured
lights and red banners.

4. They buy gifts, clean and decorate
their houses and cook traditional
foods.

5. It’s made from sticky rice, green
beans and fatty pork.

IV. Homework:

- ask Sts write about their last Tet , using what they have just said.

- Prepare part B

Unit 8

CELEBRATIONS

SPEAKING

I. Aims:

- speaking about holidays and celebrations in VN and in the world

- Sts will be able to talk about holidays and celebrations

- How to ask for purpose and activities of holidays and celebrations.

II. Teaching aids: textbook, pictures

II. Procedures

Teacher’s activities Student’s activities

1. Warm -up ( 3ms)

- Has Sts listen a song and ask questions to lead the lesson:

 What is the song about?

 Can you name some popular holidays in VN and in the

world?

2. Pre-speaking (7ms)

- T give some new words structures :
+ New words:

• Mask

• Parade

• Thanksgiving

• Harvest
+ Expressions:

• It’s time when…

• What is it?

• What do you do …? / when is it?

• That sounds + ADJ

Listen and guess the song
Answer questions

Suggested keys:

- Tet holiday

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Task 2:

- Show 3 pictures and ask to Sts to guess what they are

- Has Sts work in groups of 3 to discuss task 2 and match the
holidays with its mains purpose and activities.

- Call some groups of 3 to practise task 2 in front of the class:

 The first Sts says name of the holiday, the second one says

Its main purpose, the last one says Its activities
Task 3:

- Ask Sts to work in pairs. Ask and answer about the holidays
above, using the dialogue in Task 1 as the model.

- Give some cues to practise the task:

1) Thanksgiving Main purpose Do you know …?
What it is?
When is it?

Activities -> What do you do at that day?
2) Valentine’s Day

3) Mid- Autumn festival

4) Post- speaking ( 3ms):

- Summarize the holidays and their purpose, activities

Discuss

Practise in front of the
class

Work in pairs

V. Homework:

- Ask Sts to learn the structures by heart

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Unit 8

CELEBRATIONS

LISTENING

I. OBJECTIVES& REQUIREMENTS

1. Listen to conservation to get information about Tet holiday in Japan

2. Lexical items: words that related in describing about Tet or something else.

II. TEACHING AIDS : pictures, textbook, cassette player.

II. PROCEDURES

Teacher’s activities Students’ activities

1. Warm-up:

- Ask Sts to review the Tet holiday in VN
2. Pre-listening

- Ask Sts to guess the activities the
Japanese often do on their New Year’s
Days ( Before you listen)

- Give and explain some new word that
they can hear on the conservation:

 shrine
 kimono
 lucky money
 kumquat tree

3. While-listening
Task 1:

- ask Sts to read the information in task to
guess what the Japanese do on their New
Year’s Days

- Play the tape ( 2 times) for Sts listen and

Review the Tet holiday in VN

Discuss and guess the activities

Read the text

Listen and compare their work
Correct answer

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- conduct the correction

4. Post –listening:

- ask Sts to work in groups to discuss and
compare the differences between Tet
holiday in VN and in Japanese.

- Give comments.

Check the answers
Suggested key:

1. Because they want to get rid of the dirt of
the old year and welcome the New Year.
2. From television or the radio.

3. Kimonos or special dress.

4. No. New Year’s Day is mostly celebrated
among family only.

III. Homework:

- Finds some kinds of food people often eat on Tet holiday.

- List the things they often do on their favourite holiday.

- Think of the activities on one of the popular holidays they known.

Unit 8

CELEBRATIONS

WRITING

I. Aim(s)

- How to describe some of the popular holidays in VN

II. Teaching aids: textbook, pictures

II. Procedures

Teacher’s activities Students’ activities

1. Warm up:

- Do you eat moon cake or admire the
moon at Mid-Autumn holiday?

- What do you often see on that day?
2. Pre-Writing

- ask Sts tell what they often do at
Mid-Autumn holiday and write on the board

- give some main ideas on the board

- remind the knowledge that they learn in
part B ( Speaking)

3. While-Writing

- ask Sts to work in group to choose one
celebration they are interested and
discuss the ideas using the above main
points.

- Ask Sts to write daft passage for their
celebration

- Go around to support Sts in case they
have difficulty.

- Ask Sts to check their work each other

- Give some common comments and
correct the common mistakes they

Answer question

Discuss ideas

Discuss and write the passage

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made
4. Post –writing

- Ask Sts co complete their writing at
home.

Homework:

- Do homework teacher gives them

- Prepare part E – language focus

UNIT 8

LANGUAGE FOCUS

I/ OBJECTIVES AND REQUIREMENTS

- Pronunciation: /fl/ - /fr/ - / r/

- Pronouns: one(s), someone, no one, anyone, everyone.
- Vocabulary : about holidays and celebrations.

- Sts know how to pronounce /fl/-/ fr/-/ r/ correctly and to use pronouns and vocabulary about

holidays and celebrations.

II / TEACHING AIDS: Pictures, textbook . Cassette player…

III/ PROCEDURES:

Stages Teacher’s activities Students’ activities

Warm up -Write some words on the board such as: flower/ fruit/
three and ask :

“Can you pronounce these words ?”

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2/ Grammar and Vocabulary:

Stages Teacher’s activities Students’ activities
Presentation -Write some sentences on the board

1/Someone is standing at the door now.

2/ Does anyone learn the previous lesson by heart?
3/Everyone is ready to start the new lesson.

4/No one talks in the class.

5/Of the three pens I like the red one.

6/ I like reading books, especially the ones about the
natural world.

-Call some sts to underline pronoun in each sentence
-Ask sts to explain how to use those pronouns.
-Check the answers and explain more clearly:
-someone/no one/ anyone/ everyone+ singular verb
-one is used to replace singular noun

-ones is used to replace plural noun.

-Ask sts to do exercise 1 and 2 in textbook individually.
- Go round the class to help sts

-Give correction.

+ Vocabulary about holidays and celebrations:

-Look at the board.

-Underline pronouns
-Explain how to use the
pronouns on the board.
-Listen and copy in their
notebooks

- Work individually
-Suggested answers:
Exercise 1:

1/ anyone 2/ someone
3/ anyone 4/someone
5/ no one 6/everyone
7/ no one

Exercise 2:

1/ of the three bags I like

the blue one

2/ Mai is making a fruit
cake, Huong is making a
fruit one, too.

3/ I like reading books,
especially the ones about
the natural world.

4/ I don’t have a computer,
and my father doesn’t want
me to have one.

5/ They let me choose a
pencil, and I took the red
one.

6/ There are several
celebrations in Viet Nam,
but perhaps the most
meaningful one is Tet
holiday.

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-Explain how to do exercise 3 in textbook.
-Ask sts to do exercise 3 individually
-Check the answers

- Correct the mistakes

ones about our lives.
-Listen to the teacher.
-Work individually

-Compare with a partner.
-Suggested answers:
1/ traditional 2/ grand
3/ gifts 4/
celebrating

5/ polite 6/ good
luck

7/ excitement.
HOMEWORK:

- Ask sts to learn pronouns and vocabulary about holidays and celebrations by heart.

- Prepare unit 9 – Part A : Reading

UNIT 9
THE POST OFFICE

READING

I. AIMS OF THE LESSON

- By the end of the lesson, the students are able to read for general and specific information.

- The students know about services provided by a post office.

II. METHODS AND TEACHING AIDS

- Communicative approach

- Computer and projector

- Board

III. PROCEDURES

Warm-up :(7’)

- Show students a picture of a post office and focus them on the game “Mind map”.

- Divide the class into two teams, Team Girl and Team Boy.

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(5’) and the four services.

- Have sts match the four
pictures with the four
services.

- Give sts the answers

with services.

While –
reading
(24’)

 Task 1

- Ask students to find the
italicised words from the
text.

- Have students do task 1 and
correct task 1.

- After 3 minutes, call on
some students to speak out
the answers.

 Task 2

- Put sts into pairs.

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

- Have sts compare answers
with their partners.

- Assign some sts to write
answers onto the board.

- Go over the answers with
the whole class.

 Task 3

- Ask students to work in pairs
with different partner.

- Get students to exchange
their evidence.

- Correct the mistakes.

- Work individually to
find the words.

- Circle the letter A, B,
C, or D.

- Suggested key:
1. D; 2. C; 3. A; 4. A
- Sts work in pairs

- Read the text silently.

- Talk with partner to
compare the answers.

- Go to the board and
write the answers

- Copy the correct

answers onto their
notebooks.

Suggested answers
1.It is equipped with
advanced technology.
2. They are Mail And
Parcel Service, Express
Money Transfer, Phone
Calls And Faxes, Press
Distribution.

- Find evidence from the text
and compare with partner.

Individual
Pairs
Pairs
Post –
reading
(5)

- Ask students to work in
groups of four, discussing
Questions 1 & 2.

- Tell sts some other services,
such as Flower Telegram
Service, Internet Service,...

- Ask one representative of
each group to talk about the
services in front of the class.

- Correct sts’ mistakes and
give good marks if

- Work in groups.

- Speak in front of class.

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necessary.
HOMEWORK (4’)

- Have sts write a short passage(30-50 words) about the services of the post office in their
neighborhood.

- Get sts to prepare part B. Speaking(page 103)

Unit 9

THE POST OFFICE

SPEAKING

I. AIMS OF THE LESSON

- By the end of the lesson, the students are able to use different services of a post office.

- The students (as a clerk at a post office) know how to give instructions.

II. METHODS AND TEACHING AIDS

- Communicative approach

- Board

III. PROCEDURES

Warm-up :(5’)

- Focus sts on the picture at page 103 and ask some questions such as Where are they?(At
the post office) Who is the man? (The customer) What is he doing?(Maybe he’s asking for
some information) Who is the girl? (The clerk)What is she doing?(Maybe she’s giving the
customer some instructions)

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While –
speaking
(25’)

 Task 2

- Ask students to read the
instructions.

- Model the conversation with
a good student.

- Make sure that sts know the
meanings of install and
telephone line

- Put sts into pairs.

- Walk around the class and
correct sts’ mistakes when
necessary.

- As sts to do the role-playing.

- Work individually to
understand the
instructions.

- Look at the sample
conversation.

- Take notes if
necessary.

- Sts work in pairs

- Perform the dialogue
in front of the class.

Individual

Pairs

Post –
speaking

(7)

 Task 3

- Ask students to work in
groups of four, discussing
Situations 1 & 2.

- Provide sts with some new
words to make sure that they
know how and what to speak.

- Ask one pair of each group
to talk about the Situation 1 or
2.

- Correct sts’ mistakes and
give good marks if necessary.

- Work in groups.

- Speak in front of the
class.

groups

HOMEWORK (3’)

- Have sts write an explanation (30-50 words) on how to use a cassette player.

- Have sts prepare part C. Listening (page 105)

UNIT 9

THE POST OFFICE

WRITING

I. AIMS OF THE LESSON

 By the end of the lesson, the students are able to write a letter to express

satisfaction/dissatisfaction.

II. METHODS AND TEACHING AIDS

 Communicative approach

 Textbooks (English 11), chalk, board

III. PROCEDURES

Warm up:(3’)

- Show students a sample letter and ask questions leading to the theme (Task 1) like “On what
occasions do you have to express satisfaction/dissatisfaction?”, “What sort of information do you
often have to provide when you express satisfaction/dissatisfaction?”

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STAGES
(Time)

TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES NOTES
Pre-

writing
(7’)

 Task 1:

- Have sts work individually on
the instructions from Task 1
- Ask sts to draw a table with

two columns.

- Ask sts to fill in the table with
things they

satisfied/dissatisfied with the
services provided by Thanh
Ba Post Office.

- Read the instructions
silently.

- Make a list of things they
satisfied with the services
provided by Thanh Ba
Post Office.

- Make a list of things they

dissatisfied with the
services provided by
Thanh Ba Post Office.

Individual

While –
writing
(25’)

- Have sts sit in pairs to write
letters, one writes a letter of
satisfaction, another writes a letter of
dissatisfaction.

- Ask sts to swap their paperwork.
- Walk around the class and make
corrections when necessary.

- Give sample letter on the board if
necessary. Remind sts of the rules of
capitalization, punctuation and other
rules of commonly used marks/
signs…

- Correct and give comment(s) on
sts’ writing.

- Work in pairs.

- Write down their letter.
- Swap their writing and help
their friends to correct mistakes.

- Copy the sample letter.

- Note down when necessary.

Pairs

Post-
writing
(5’)

 Task 2:

- Have sts read the instructions in the
textbooks.

- Ask sts to write a letter based on the
information from the text about Thanh
Ba office.

- Read the instructions silently.
- Write the letter individually.
- Ask teacher for help when
necessary.

Individual

HOMEWORK (5’)

- Have sts collect some letters of satisfaction/dissatisfaction.

- Have sts prepare part E. Language focus (page 108)

UNIT 9

THE POST OFFICE

LISTENING

I. AIMS OF THE LESSON

 By the end of the lesson, the students are able to listen for specific information.
 Help students do all the tasks well and develop their listening & speaking skills.

II. METHODS TEACHING AIDS

 Communicative approach

 Textbooks (English 11), tapes, pictures, chalks, board, cassette player …

III. PROCEDURES

Warm up:

- Show sts three pictures of mobile phones: a Nokia, a Samsung and a Motorola(Source:
www.thegioididong.com)

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pronunciation of the new words
(commune, rural network,…). o

Listen & repeat these
words.

While-listening o

Task 1:

- Ask students to read the five
statements in the text book and
guess the answers.

- Play the tape the first time and
ask students to correct the
answers.

- Give feedback.

- Play the tape the second time,
make corrections and ask
students to copy the answers.

o Task 2:

- Ask students to read the
questions in silence and think

about the best answers.

- Play the tape again and ask
students to listen & check their
own answers, then compare
with their partners and give
reasons if necessary.

- Correct mistakes.

- Go over the answers with the
whole class.

o Read silently.

o Listen to the tape and
choose the best
answers.

o Make corrections when
necessary.

o Listen again and
complete the task.
Suggested key:
1. 2. 3. 4. 5.

o Read the questions
silently and guess the
answers.

o Listen to the tape.

o Write answers.

o Give reasons to
wrong answers and
correct them.

Suggested key:

Pairs

Individual

Groups

Post-listening - Divide students into groups and ask them to collect information
by following the four statements
in their textbook.

- Write a summary about the
development of Vietnam’s
telephone system.

- Discuss the main
ideas in groups.

- Work individually to
write the summary.

Groups

Individual

HOMEWORK:

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UNIT 9

THE POST OFFICE

LANGUAGE FOCUS

I. AIMS OF THE LESSON

 Exactly pronouncing the sounds / sp / , / st / , / sk / .

 Knowing how to use non-restrictive clauses and restrictive clauses.

II. METHODS TEACHING AIDS

 Communicative approach

 Textbooks (English 11), tapes, pictures, chalks, board …

III. PROCEDURES

CONTENT NOTES

Pronunciation

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A : ON THIS SCHOOL SPEECH DAY …
B : Stop shoutin , Standley !

A : And I speak for both my wife and myself , when I say ….
B : Speak up , Standley

A : SPEAK UP , STANDLEY !!!

Grammar

Step 1 : Rearrange these sentences in order

1. invented / the / who / generator / was / person / the / Faraday

2. English / discovered / Issac Newton / was / gravity / an / scientist / who / the
3. the / invented / the / who / telephone / Alexander Bell / person / was

4. man / my father / that / sitting / to / next / is / the / you
→ 1. The person who invented the generator was Faraday

→ 2. Issac Newton , who discovered the gravity , was an English scientist
→ 3. The person who invented the telephone was Alexander Bell

→ 4. The man that is sitting next to you is my father

1;3 ;4 Non-defining relative clauses (the nouns before relative pronouns are common nouns )
2 Defining clause ( the noun before relative pronoun is a proper noun )

Defining clauses Non-defining clauses
A proper noun

A definite noun ( my , your ….car )
Comma (s) is used

That can’t replace who which whom …

A common noun
No comma

That can replace “ who , whom , which ,
when , where , why )

Step 2

A. Exercise 1- textbook / page 109

1. A burglar is someone who breaks into a house to steal things
2. A customer is someone who buys something from the shop
3. A shoplifter is someone who steals from a shop

4. A coward is someone who is not brave

5. A tenant is someone who pays rent to live in a house or flat
B. Exercise 2 – textbook / page 109

1. who 2. whose 3. whom 4. whose 5. whom
C. Exercise 3 – textbook / page 109-110

1. The man answered the phone told me you were away
2. The waitress who served us was very impolite and impatient
3. The building which was destroyed in the fire has now been rebuilt
4. The people who was arrested have now been released

5. The bus which goes to the airport runs every half an hour
D. Exercise 4 – textbook / page 110

1. Peter , who has never been abroad , is studying French and German
2. You’ve all met Micheal Wood , whi is visiting us for a couple of days
3. We are moving to Manchester , which is in the North West

4. I’ll be staying with Andrian , whose brother is one of my closest friends

5. John Bridge , who has just gone to live in Canada , is one of my oldest friends

Group
work

Pair work

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Unit 10

NATURE IN DANGER

READING

I. OBJECTIVES:

–

Knowledge:

• General knowledge: Nature in Danger.

• Vocabulary: Words related to the topic.

• Grammar: Revision of the Simple present Tense of verbs; Passive Voice; Using BY + NP
to express method, medium or means.

–

Skill:

• Guessing meanings in context

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(3ms)

students look at the pictures and answer the
questions:

–

What animals do you see in the pictures?

–

Where can we find them? (can we see
them everywhere, in every part of the
world or only in some places?)

 Why can’t we often see some of these

species in nature?

activity.

* Cheetahs, pandas,
gorillas, tigers, …

* Not everywhere, Only
in some areas or in the
zoos…

* They are in danger
(extinct)

•

Task 1: Pairwork- Ask Ss to read the facts
given and discuss to draw out the answers.

•

Task 2:

–

Ask Ss to look at the pictures (In
workbook or T can show some more
pictures).

–

Ask: -What do you see in these pictures?
(What is the reason for these

catastrophes?)

–

Ask Ss to guess about the reading:
-Guess what we’re going to read about.

- Work in pairs, talking
about the facts.

•

Some species such
as cheetahs,
pandas, Siberian

tigers… are
becoming extinct.

•

The number of these
animals have
become small
because…

–

They are

poached, hunted,
killed…

–

Their habitats are
destroyed;

–

…
- Classwork.

* Flood, forest fire,
typhoon, soil erosion…
* Ss discuss and draw
out some reasons
* Ss give their guesses.

•

Task 1

Activity 1: Dealing with words: T chooses to

construct and give Ss some exercises on

Vocabulary.

–

Find the synonyms: human race, human
beings, people

–

Find the verbs that describe human bad
activities to our environment: destroy, kill,
affect, …

–

Find the verbs that describe activities of
protecting the environment: protect, save,

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…

–

Using prepositions/ phrasal verbs: have
influence on, result in, interfere with, …

–

Guessing the meanings in context: Guess
the meaning by looking in the context for
the clues to its general sense.

•

Guessing the meaning :

•

Pollutant?

–

a. A substance that pollutes sth,
especially air and water

–b. A substance that is important to the
environment.

–c. A person that helps protect sth

•

Interference?

–a. involvement in something without
any invitation or justification

–b. the act of helping so or sth
–c. co-existence

•

Extict?

-

a. having died out or ceased to exist

-

b. being in a natural condition or place.

-

c. fossilizing

•

 Activity 2: Silent reading: Ask Ss to Read the

text silently and do Task 1 in pairs.

-

Check the answer.

-•

Task 2

-Ask Ss to read task 2, make sure that they
know what to do with the task.

-Ask Ss to read the text again and do the task in
pairs

(Ss can read each paragraph and choose
the statement that best expresses its main
idea. )

- Check the answers.

•

Task 3

- Set the activity in pairs or in groups of 4.
- Ask Ss to read the text and find the answer to

the question.

- Check the answers. Mark.

- Check the passage comprehension by asking
Ss to fill in tables

- Do as directed and
then correct each other
in pairs.

- Do the task as
directed.

- Pairwork or
groupwork

- 1:a; 2:a;
3:a;

Activity 1: Exchanging information

- Ask Ss to think about some species of animals
that have become extinction.

- Ss exchange information in groups.
- Check the answer.

Activity 2: Writing report

- Now you have information on an extinct
species of animals. From this, write 3 – 5
sentences to say about that kind of animals and

- Find the information .

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TEACHING AIDS

1.

Wildlife in danger

Look at the picture. Do you know these animals?

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2. Natural catastrophes

UNIT 10

NATURE IN DANGER

SPEAKING

I. AIM

- Help Ss. practise talking about reasons why nature is in danger and measures for proctecting
endangered nature.

II. METHODS AND TEACHING AIDS

A. Methods: communicative approach

B. Teaching aids: blackboard, textbook, chalk, duster, picture, …

III. PROCEDURES

1. WARM-UP: (5m)

Teacher’s Activities Students’ Activities

Let Ss play a small game:
- Divide class into small groups

- Show some pictures of nature in danger (See Appendix)

- Ask Ss the question “What are they doing?” Or “ What are
happening?”

- Set time and the winner will be the fastest
- Check the answers

- Group work

2. PRE-SPEAKING:

Teacher’s Activities Students’ Activities
TASK 1:

- Ask Ss to do the following activities and then give feedback

 Activity 1 : Match the word in column A with its meaning

in column B (See Appendix)

- Ask Ss to practise reading the words in the activity 1

 Activity 2 : Read the reasons in task 1 and put them in the

order of importance

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4. POST-SPEAKING:

Teacher’s Activities Students’ Activities

TASK 4:

Activity: Make a conversation of nature in danger using the
information in task 1 and task 2

- Provide Ss some structures which Ss can use in their
conversation (See Appendix)

- Ask Ss to work in groups and do task 4
- Call some groups to speak in front of class
- Give comments

- Group work

- Give comments for their
friends’ presentation

HOMEWORK:

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APPENDIX

 WARM-UP:

 TASK 1:

Activity 1: Match the word in column A with its meaning in column B

A B

1. pet

2. recreation
3. to capture
4. fertilizer
5. pesticide
6. cultivation
7. pollutant
8. discharge

a. a meterial or a chemical compound, added to soil to enrich it
b. emit

c. entertainment

d. an animal kept for amusement
e. to hunt

f. a chemical used to kill insects
g. a substance or thing that pollutes

h. the act of preparing (land) for growing of crops
Suggested answers: 1. d; 2. c; 3. e; 4. a; 5. f; 6. h; 7. g; 8. b

 TASK 4:

Structures:

What do you think about …..?
Why is nature …..?

Can you list some reasons ……?

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accent.

 Open students’ view about the beauty of many different national parks in the U.S. as well

as in Vietnam.

 Make them be aware of the preservation of the national parks that are in danger of

being destroyed and avoid polluting them.

II. METHODS AND TEACHING AIDS

 Method : Communicative approach

 Teaching aids: cassette player , boards , pictures

III. PROCEDURES

Steps Teacher’s activities Students’ activities/
possible problems

Pre – listening

1. Warming-up (4’):

To draw students’ attention and
make them interested in the topic.

2. Introduction:(1’)

Leading students to the listening
tasks

3. Predicting: (2’)

encouraging students’
participation so that they can learn
from each other in a relaxed way.

Asking students some questions
related to the listening tasks.

Have you ever been in a
national park?

Where is it located?
What‘s it like?

 Show some slides or

pictures of national parks in the U.S
(Write down the title on the
board)

Why do you think national parks
are tourists attractions?

- Listening and
answering

individually.

(Cuc Phuong, Cat
Ba, Phong Nha, Ba
Be national parks
etc.)

- (Ss pay attention
to the title)

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what they need to
listen for True- Fasle
statements by giving
them some idea of
what to expect.

2. Exploring the theme:
(15’)

- Help Ss to get the
general theme of the
listening

tasks. Then play the tape once or twice.
- Check the correct answers for task 1.
- Write down the answer key on the board

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

Task 2: Divide the class in 4 groups and play the
tape again.

- Assign each question for one group
Answers:

1. There are 52 national parks in the U.S.
2. Millions of people visit national parks
every year.

3. Rare animals are killed or hunted for fur,
skin or other parts. Trees are cut down for
wood. Large areas of national parks
experience devastating fires caused by
careless people. The increasing number of
visitors is harming the parks due to the
pollution from their vehicles.

4. Rare animals and trees should be protected,
fires caused by careless people should be
limited, pollution from their visitors’ vehicles
should be decreased and money should be
raised for the parks’ staff and maintenance of
their resources.

vocabulary items.
- Listen for True –
False statements.

- Answer individually.

- Listen to answer
thequestions in task
2.

Work in groups,
Answer orally. Then
write down their
answers on the
board.

-Ss are asked to write
the answers on the
worksheets.

Post – listening

To get Ss reproduce
what they have listen
and to practice
speaking.

- Ask some Ss to present the
summary the passage in front of
the class. Ask the others to
decide which summary is the
best.

- Ask Ss to discuss in groups on

- present their summaries.

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Free discussion

For the students to state
their opinions on the
topic or for teacher to
give more information
that may interests Ss.

national parks and suggest
solutions for the problems some
national parks are facing.

- What else do you think are tourists
attractions?

- Do you know any other famous
tourist sites besides national parks?
- Name some famous natural sceneries
in the U.S?

- participate in the discussion.



HOMEWORK

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lessons, texts, stories…. better and use them in a right way.

II. METHODS

- Learner- centered and communicative approach.

III. TEACHING AIDS

- Board, chalk, textbook, Exercise book, handout…
IV. PROCEDURES

Stages Teacher’s activities Students’ activities Notes

Warm-up
(5min)

New lesson
(10min)

PRONUNCIATION

- Give some words with underlined
sounds and ask Sts to pronounce
them.

stay, slow, small, smile, snow, snack,
swim, swam…

Activity 1:

-Have Sts listen to the tape and ask
them what words they can recognize.
(without opening the books.

Activity 2 :

- Have Sts open the books, listen to
the tape and repeat . (three times)
Activity 3 :

- Have Sts give some more words to
practice

( swear-swore-sworn, swing-swung,
slogan, slip, slight, snake, snap,
snatch, smog, smoggy…)

- Have Sts make sentences using as
many words with these sounds as
possible

Ex : I saw Mr Smith sleeping in that
small hut.

Ex : Mrs. Snow is walking slowly when
a small boy snatched her handbag.

-Work in pairs

- Some of them speak
in class

-listen and take notes
-give their answer for
each word they can
recognize.

- Listen and repeat

Warm up
(5 min)

GRAMMAR

-Give one/ two sentences for Sts to
combine by using relative clauses.
Ex : Mrs. Smith is very smart.
We are talking about her.
-Give 3 answers :

Mrs Smith whom we are talking about
is very smart.

Mrs Smith that we are talking about is
very smart.

Mrs Smith about whom we are talking
is very smart.

- Work in pairs

New
Lesson ( 20
min)

Notice :

*Preposition can be placed before a
Relative pronoun.

-Work in pairs

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preposition.

* Relative pronoun as an object of the
verb can be omitted

Activity 1:

- Have Sts do Exercise 1
-Correct the exercise.
Activity 2 :

- Have Sts do exercise 2
- Correct the exercise
Activity 3 :

_Have Sts do exercise 3
- Correct the exercise

Activity 4 :

- Give some examples of phrasal
verbs if necessary.

Ex : This is the child (whom/ that) she
has to look after.

*AFTER cannot be placed before
whom.

Activity 5:

-Give some more exercises
( handout : Multiple choice)

Ex : Which sentence is NOT correct?
A. The house that we lived in for years
needs rebuilding.

B. The house in which we lived for
years needs rebuilding.

C. The house Which I lived in for
years needs rebuilding.

D. The house in that we lived for
years needs rebuilding.

with teacher’s

correction

Homework
(5min)

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o Students will be more aware of how to use the energy more economically and safely.

 METHODS

o Communicative approach

 TEACHING AIDS
o Textbook

o Chalk and board

o Pictures

o Computer and LCD Projector.

 PROCEDURES

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES

Warm-up
(5 mins)

Turns off the lights and fans and
asks students how they feel.
Asks students what they need to

operate the electric devices (lights
and fans).

Asks students about some
sources of energy they know.

Possible answers:

- It’s dark. / It’s hot.

- It’s uncomfortable.
Possible answers:
- Electricity.
- Power.
- Energy.
Pre –
reading
(7 mins)

Show students some pictures of
oil, coal, and natural gases.
Asks them why these sources of
energy are not used widely
anymore.

Asks students to look at the
pictures of the sources of energy
in their textbooks and give the
name for each.

Explains some new words in the
text

- fossil

- geothermal heat

- dam

- entire

- plentiful

- infinite

- potential

Look at the pictures
Possible answers:

- Because they cause
pollution.

Work in pairs and answer (with T’s
help if they have difficulty finding
words).

Take notes.

While –

reading
(24 mins)

Plays the tape once.

 Task 1:

Asks students to highlight the
words (given in the box) in the text
and guess their meanings.

Asks students to read the

sentences in Task 1 and complete
them.

Has some students to give the
answers.

 Task 2:

Divides students into groups of

Listen (books open)
Work in pairs to guess the
meanings of the words.

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Asks students to read the text
again to collect the information
about the advantage(s) and

disadvantage(s) of each of the
sources of energy.

Choose one student from one
group to ask students in other
groups about the advantages and
disadvantages of the energy
sources.

 Task 3:

Asks students to read the
questions and then read the text
again to find out the answers.
Asks some students to give the
answers.

Work in groups to fill in the table
with suitable information.

Select a representative to answer
the questions.

Work in pairs. (practice asking and
answering)

Post –
reading
(7 mins)

Asks students to work in groups to
complete the summary of the
reading passage. The answers of
each group are written in a sheet
of paper.

Informs students that the group
that has the best and fastest
answers will have a gift.
Reads aloud the answers and
corrects.

Gives the gift to the winners.

Work in groups to do the task.

Homework
(2mins)

Asks students to read the text
again at home and try to
remember the advantages and
disadvantages of the energy
sources to prepare for the
Speaking section.

Some sources of energy:

 COAL

 OIL

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 SUN

 NUCLEAR

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 WIND

 WATER

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1. Educational aim:

* Talking about advantages and disadvantages
* Offering reasons and choices

* Reporting on discussion results
2. Knowledge

*General knowledge:

- Students can learn about different types of energy, understand their values and how to use
and protect them.

*Language:

- Words, sentences and expressions for talking about advantages and disadvantages, and for
offering reasons and choices.

3. Skills:

Fluency in expressing opinions and talking about advantages and disadvantages, and in offering
reasons and choices.

II. METHOD integrated, mainly communicative

III. TEACHING AIDS pictures, board, chalk, textbook.

IV. PROCEDURES

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Warm-up
(5’)

Pre-Speaking

(12’)

-Show pictures of different kinds of energy and ask
students to defines them : Look at the five pictures
and tell me what kinds of energy are used to run
the plant.

- Ask students some questions :

*Which energies do you think are ‘clean’ energies?
*Why should we try to use them instead of fossil
fuel, or wood ?

- Write down the structures on the board and
explain it.

I think/believe….

Why do you think/believe so?
Because……….while……..
I know…….. . However,……..

- Ask students to look at Task 1 in textbook (p.
127), talk about what we think are advantage and
disadvantages.

* Task 1 :

Energies Advantag
e

Disadvantage

*Explain some new words in Task 1 if necessary.
- Give example on the board and ask students to
do the same for 2 -> 7

- Give feedback

- Look at the five pictures and
define them :

-wind power,solar

energy,water power,thermo
power, nuclear power.
- Give answers

- Listen and take notes

- Do Task 1 : choose and write
down the answers

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Speaking
( 20’)

Post-Speaking

( 7’ )

- Ask students to look at sample conversation in
Task 2 and practice it

Sample Conversation (p.128)

-Introduce some useful language (p.128) and
explain meaning if necessary.

- Ask students to discuss the advantages and
disadvantages of using different sources of energy
by using the given structures .

- Ask some pairs to perform their talk in front of
class then teacher give feedback.

- Note some advantages and disadvantages of
using these energies on the board:

- Ask students to discuss in group about the best
alternative source: reasons, advantages,

disadvantages.

- Have student report to the class what their group
has discussed.

- Give feedback

- Give answers
They are polluted

Some sea plants and animals
will be in danger of extinction.

- Discuss

- Listen and take notes

- Perform on front of class

- Report to the class what their
group / pair has discussed.

** HOMEWORK

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2. Lexical items:

 Words phrases used in describing of charts : show, total, make up, amount of, figure, followed by

……

 TEACHING AIDS

 Textbooks (English Eleven), charts, chalks, board, computer, projector…
 PROCEDURES

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES

Warm-up(3mn)

Pre-writing
(15mn)

o Raises a few guiding
questions

1. If you want to
compare the number
of populations every
year, what do you
use to describe?
2. Do you think what

subjects of study
often conchart or
diagram?

1. Ask students a question:
What do you usually use charts
to describe about?

2. Have Students match 3
charts (copy) with the
paragraphs about the amount of
rain every year.

3. Encourage S to study the
useful words and phrases they
may use in the above three
paragraphs.

Give oral answer:

We can use or draw
diagrams/ charts.

 Geography

- S’ answers may vary:
suggested answers:
amount of rain, water,
population ….

- Work in pairs, read the
paragraphs and match the
charts.

Answers: p.1- c, p.2-a,
p.3-b.

- compared with ….

While-writing
(17mn)

Task 1:

Ask students to look at the chart
and read the paragraph in the
text book to find the information
to fill in the gaps.

Task 2:

Ask students to read the
paragraph again and then write
a paragraph about the trends in
energy consumption in the year
2005 in Highland.

Task 3:

Ask S to use the iinformation
from the task 1 and 2 to
describe the chart.

Discuss and fill in the

gaps.

Answers:1. 117, 2. coal, 3.
smallest.

- S use the words or

phrases in the task 1 to
write the description.
- groups of four give
comments on writing a
paragraph.

- S in groups read the
paragraphs in task 1 and 2
again and then look at the
chart and describe in oral.

Pairworks

group

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Post-writing

Ask S to compare energy
consumption between the year
2000 and 2005.

Discuss the information

in groups.

Look at the chart and

retell the comparision.

group

HOMEWORK:

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II. MATERIALS

Textbook , cassette tape, handout

III. ANTICIPATED PROBLEMS

Ss may not know much about the sources of energy, so T should be equipped with some necessary
knowledge.

IV. PROCEDURES

Teacher’s activities Students’ activities

Warm – up (3mn)

- Divide Ss in to two groups , A and B.
- Divide the board into two parts, A and B.

- Tell Ss from the groups to go to the board and write down
some of the things Ss use energy for in the house.

Pre – Listening (2mn)

- Before eliciting / pre – teaching some new words , T helps
Ss to pronounce the words given in the book.

- T may read aloud first and ask Ss to repeat in chorus and

Individually.

- T elicits / teaches some of the words given in the book or
those taken from the listening passage :

ecologist unlimited
fossil fuels renewable
resources fertilized
While – Listening (2mn)

- Task 1 :

+ Before Ss listen and do the task, T has Ss read the
sentences in Task 1 in one or two minutes.

+ T plays the tape once for Ss to do the task.

+ T asks for Ss’ answers and write them on the board .
+ T plays the tape the second time for Ss to check their
answers.

+ T checks Ss’ answers.
+ T gives the correct answers.

1- D 2 – C 3 – D 4 – A 5C
- Task 2 :

+ T asks Ss to read carefully the passage and guess the
missing words.

+ T plays the tape two times.
+ T checks Ss’ answers.
+ T gives the correct answers.

1. unlimited 3. may 5. amount
2. atmosphere 4. gases

Post – Listening (12mn)

- T asks Ss to work individually to definite which group the
sources of energy belong to.

- T asks some Ss to give a talk about how to use the sources of
energy carefully and their importance.

- T’s comments.

WRAPPING UP (2mn)

- T summaries the main points

- T asks Ss to learn by heart all new words and do the extra

- Ss write down on the board :
petroleum , gas, coal ,

electricity, solar panel.

- Ss listen and repeat

- Ss listen to the recording twice
(or three times) and give the
answers to task 1.

- Ss listen to the recording
and give answers

- Ss put a tick in the right
column

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Unit 11

SOURCES OF ENERGY

LANGUAGE FOCUS

I. AIMS OF THE LESSON

a Pronunciation: Help sts correctly pronounce three consonants sounds / / , / spr / and / spl / in
single words and in sentences.

b Grammar and Vocabulary: Help sts review Relative clauses replaced by participles and to
infinitives

II METHODS & TEACHING AIDS

*Communicative

*Pronunciation Pictures of / /,/spr / and /spl/ sounds

*Handouts

III. PROCEDURES

STAGES TEACHER’S ACTIVITIES

STUDENTS’ 
ACTIVITIES

NOTES

a. Warming
up

Puts pictures of “shrimp” ,”spleen”and of
“spring” on the board. Has sts complete
the sentence: I see a ... ... ... ... ... on
the ... ... ... ... ... .

Corrects the answers.

Has sts read loudly the sentence, pay
attention to “shrimp” and

“spleen”,”spring”

Introduces the new lesson

Close books.

Complete the sentence.
Compare with a partner.
Read loudly
Individually
Chorally, then
individually
b.
Pronunciation

Task 1: Notices the difference of three
sounds.

Shows pictures of three sounds/spl /,
/spr / and / /, pronounces clearly.
Listen and repeat

Task 2:

Read aloud the sentences:

Repeat three times

Open books. Pick out
from the reading words
having /spl/ ,/spr/and / /
sounds. Follow the tape
or the teacher to read the
sentences:
Chorally, then
individually

c. Grammar
and
vocabulary

Ask sts to rewrite the sentences using
present participial ,past participial
phrases and infinitive phrases instead
of relative clauses

Go around and give supports when in
need

Give handouts for sts to do more
exercises

Correct the mistakes

Do exercises as directed Individually

Chorally, then
individually
Individually
HOMEWORK

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- Textbook, maps, chalks and board, cassette player and tape , LCD projector.

 PROCEDURES

CONTENT NOTES

Warm up

Look at some pictures related to some sports

1. What sports do you see on the creen ?
2. Which one do you like to play ? Why ?

3. In which sporing events are these sports competed ?
Suggested :

1. volleyball , basketball , table tennis , rugby , hockey , tennis , football ,
wushu , bodybuilding , marathon , swimming , jumping

2. I like to play ……….becuase it makes me healthy
3. In Sea Games and Asian Games.

Step 1 Answer these questions

1. How often are the Asian Games held ? → Every four year
2. How many countries take part in the Asian Games ? → 42
3. What sports is Vietnam best at ? → Wushu & Body building

Step 2 Choose the phrase that has nearly the same meaning as the phrase
underlined

1. In this multi-sport event , young people from all over Asia gather to gether
compete

a. event with different sports
b. event with some sports

c. event with few sports

2. The Asian Games event is an occasion when friendship and solidarity are
built and deepened .

a. unity and agreement resulting from shared interests , feelings
b. unity and agreement resulting from shared actions , and sympathies
c. a & b are correct

3. During their five decade history , the Asian Games have been advancing in all
aspects

a. period of 100 years
b. period of 50 years
c. period of 10 years

4. The quality of athletes , official sports facilities has also been developed
through time

a. persons who join the football match

b. person who trains to compete in physical exerises and sports
c. person who teach gymnastics

5. The Vietnamese participants’ efforts were much appriciated when they won 2
gold medals in bodybuilding and billiards

a. high valued b. developed c. increased

Pair work

Group work

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Step 3

A. Task 1

1. facilities 2. aquatic 3. enthusiasm 4. effort 5. advancing 6.
appriciated

B. Task 2

1. 1951 2. the second Asian Games in Manila , the Philippines
3. 1958 4. squash , rugby , fencing and mountain biking 5. 2002

C. Task 3 Answer the questions

1. The purpose of the Asian Games is to develop intercultural knowledge and
friendship within Asia

2. 9,919 participants took part in the 14th Asian games.

The won the gold medals in bodybuilding , billiards and women’s karatedo at the
Busan Games

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 AIMS OF THE LESSON

Practise answering some information about Asian Games

Give some information of Vietnamese athletes in The 14th Asian Games

 METHODS AND TEACHING AIDS
- Communicative Approach.

- Textbook, maps, chalks and board, pictures.

 PROCEDURES

CONTENT NOTES

Warm up Rearrange jumbled words into complete sentences
1. 14th , were , the , where , Asian , held , Games , when , and ?

2. countries , in , how , the , part , many , took , Games ?
3. were , at , Games , sports , many , competed , how , the ?

→ 1. When and where were the 14th Asian Games held ? → In Busan Korea

→ 2. How many countries took part in the Games ? → 42 countries
→ 3. How many sports were competed at the Games ? →38 sports

Step 1

A. Read the ordinal numbers ( 1st → 20th )

B. Use the table to practise speaking ( task 1 – textbook )
Games

Host country Year Number of
countries

Number of
sports

1 India 1951 11 6

2 Philippines 1954 18 8

3 Japan 1958 20 13

4 Indonesia 1962 17 13

5 Thailand 1966 18 14

6 Thailand 1970 18 13

7 Iran 1974 25 16

8 Thailand 1978 25 19

9 India 1982 33 21

10 Korea 1986 27 25

11 China 1990 37 27

12 Japan 1994 42 34

13 Thailand 1998 41 36

14 Korea 2002 44 38

15 Qatar 2006 45 39

C. Task 2

( textbook )

MEDAL STANDING ( VIET NAM )

( 14TH Asian Games held in 2002 in Busan , Korea )

Sport

Number of medals

Gold Silver Bronze

Pair
work

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Body building 1 1

Billiards 1 1

Karatedo 2 1

Shooting 1

Wushu 1 1

Setting model

1. In which sport did Vietnamese athletes win medals ?
2. How many medals did they win ?

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THE ASIAN GAMES

LISTENING

 AIMS OF THE LESSON

By the end of the lesson students will be able to:

- Develop listening skills such as listening for specific information to give answers for multiple
choice questions, taking notes while listening to answer comprehension questions.

- Have further information about the Asian Games through the listening text.

 METHODS AND TEACHING AIDS
- Communicative Approach.

- Textbook, maps, chalks and board, cassette player and tape.

 PROCEDURES

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Warm-up Let students listen to some songs and
have them guess the events related to it.

(may ask them if they know the year of
celebration of these events related to the
songs.)

Call on students to give their answers.
(maybe allow them to sing a short part
of one of the songs which is most familiar to
them)

Answer:

1. The World Cup
2. The Sea Games
3. The Asian Games

Sing a short part of a
song.

Pre-listening Ask students to sit in pairs, look at the
pictures in books and answer the questions:

1. What are the names of these sports?
2. Have you ever watched sports like

these in stadium or on television?
3. Which sports do you like best? Why?
After their discussion, correct the answer
for question 1 and call on some students to
present their ideas for the others.

Introduce the main point of the listening
text.

Present some difficult words:

- coming live

- freestyle

- gymnasium

- land

- bar

Discuss the questions in
pairs.

Answer: The names of 4
sports in pictures:

gymnastics, swimming,
long jump, and high jump.

Present their ideas
orally

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- gymnast

- Lee Bong-ju (proper name)

- Vichai (proper name)
Explain the meaning of the words
quickly with different ways (pictures,
translation or elicit their meaning from
students), then conduct the repetition of
these words.

Repeat.

While-listening

Task 1: (Multiple choice)

Ask students to read over the questions
and pay attention to what kind of

information they need to listen to (mostly
numbers, and names of sports.)

Play the tape once or twice for students
to listen.

Call on some students to give the
answers, and ask them to explain their
choice of answer.

Give correct answers.

Task 2: (Comprehension questions)
Give some minutes for students to read
through all the questions, and require them
to underline the key words which help them
pay attention to the correct information.

Play the tape once or twice for students
to listen and do the task.

Ask students to sit in pairs to ask and
answer the questions.

Questions:

6. What time was “The Asian Games
Report” programme?

7. How many gold medals have the
Japanese athletes won in the first three
days?

8. How many times has Lee Bong-ju
competed in the long jump?
9. What was the last sports event

mentioned in the report?

10. How was Vichai after he finished his
performance?

Conduct feedback by asking students to
ask and answer orally.

Give more explanation and replay the
tape if necessary.

Read over the
questions.

Listen and do the task.
Give the answers.

KEY:

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

Read through all the
questions in the task.

Listen and do the task.
Sit in pairs to ask and
answer the questions.

Answer:

6. It was at 10:15 p.m.
7. They have won 6 gold

medals.

8. He has competed in
the long jump 2 times.
9. High jump was the last

sports event
mentioned in the
report.

10. He was very
disappointed.

Post-listening Ask students to brainstorm some names
of famous athletes in VN or in the world that
they know. (list about 4-5 names)

Let students choose one of the athletes
above, then divide class into groups of the

Say aloud some names
of athletes that they know.

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got so far? Which one is the
most successful?

- How about his/ her present
training process or his / her plan
for future?

- etc.

Go around for help.

Call on some groups to demonstrate
their discussion.

Take notes of their errors and correct
after that.

Give performance.

Consolidation Summarize the main points.

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Unit 12

THE ASIAN GAMES

WRITING

 AIMS OF THE LESSON

Writing a passage about the preparation for the Asia Games , which will be held in Viet Nam

 METHODS AND TEACHING AIDS
- Communicative approach.

- Textbook, maps, chalks and board, pictures .



PROCEDURES

CONTENT

Warm up Arrange the letters into the meaningful words

1. build 2. upgrade 3. widen 4. equip 5. advertise 6. recruit 7. hold
Match the verbs in column A with the phrase in column

A B

1. build a. the training areas

2 .upgrade b. one more National Stadium
3. widen c. people to serve the Games
4. equip d. the National Sports centers
5. advertise e. hotels with modern facilities

6. recruit f. a competition to choose an official song
7. hold g. sports – places – dates – time

Step 1

Guided

Suppose Viet Nam is going to hold The Asian Games . What will we have to do to prepare
for the Games ?

To build one more National Stadium and some sports buildings and car parks
To upgrade the National Sports centers s and Stadiums

To widen the training areas , the roads and the sports building

To equip all the hotels and guesthouses with modern facilities to welcome foreign athletes

and visitors

To advertise the Games on the radio and television

To choose volunteers good at English from universities to serve the Games
To hold a competition to choose an official song for the coming Asian Games

Useful language

Connectors : First , Next , Then , Finally
Conjunctions : because , so , moreover

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UNIT 12

THE ASIAN GAMES

LANGUAGE FOCUS

 OBJECTIVES

- To help Ss distinguish and correctly pronounce the three sounds /str/ , /skr/ and skw/ in single
words and in sentences.

- To help Ss review relative clauses and familiarize Ss with the omision of the object relative
pronoun in relative clauses.

 METHODS & TEACHING AIDS

Integrated, mainly communicative

Pictures of a strawberry, a screw and a squirrel (or real objects of a strawberry and a
screw), cassette-player, tapes, chalk, board.

 PROCEDURES

Teacher’s Activities Students’ Activities
Pronunciation (15 minutes)

Lead-in:

- Show Ss three pictures of a strawberry, a screw
and a squirrel (one by one) and ask them what
they are. (for “strawberry’ and “screw” T can use
real objects)

- Write the three words and their transcription on
the board and introduce the sounds /str/ , /skr/ and
/skw/

- Show Ss how to make the sounds and play the
tape.

- Read aloud the words with these sounds at
random

/str/ /skr/ /skw/
street

strong
strange
strength

scream
screen
screw
scratch

square
squeeze

squeak
squeal

- Give comment.

- Have Ss practise reading aloud the sentences in
textbook.

- Look at the pictures and give answers:
1. It’s a strawberry

2. It’s a screw
3. It’s a squirrel

- Listen

- Listen and decide which sound each word
contains.

- Read aloud the sentences (individually)

1. There was a strong man on the street at night.

/str/ /str/

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- Correct the mistakes and give comments.

Grammar (30 minutes)

 Presentation :

- Write two pairs of sentences on the boardand ask
Ss to combine each pair using relative clause.
1. I’m going to phone the woman. I met her at the

party last night.

2. I’m going to phone the woman. She sang
beautifully at the party last night.

- Rewrite the first sentence which Ss have just
finished and ask Ss to pay attention to the new
one and then give their comment.

I’m going to phone the woman I met at the party last
night.

- Ask Ss if they can do that with the second
sentence

- Ask Ss to find out what makes the difference

- Give comments

 Practice:

- Have Ss do exercise 1 in the textbook (page 144)

- Correct the mistakes

- Ask Ss to make their own sentences using relative
clause with omitted pronoun likes the ones they
have just done in exercise 1.

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

- Write another pair of sentences on the board and
ask Ss to combine the sentences using relative

/str/ /str/

3. He was holding an ice-cream in one hand, and
a

/skr/
rubber doll in the other hand.

4. The man was eating the ice-cream, squeezing
the

/skr/ /skw/
doll and it was squeaking.

/skw/

5. The man was screaming while walking to the
square.

/skr/ /
skw/

6. Nobody knew why he was doing the strange
things.

/str/

- Combine each pair of sentences:

1. I’m going to phone the woman who(m)/ that I
met at the party last night.

2. I’m going to phone the woman who/ that sang
beautifully at the party last night.

- Look at the new sentence on the board and find
out the rule:

 An object relative pronoun can be omitted

from a relative clause whereas a subject
relative pronoun cannot

- Do the exercise orally in pairs and then write the
sentences on the board

1. Have you found the bike you lost?

2. Most of the classmates he invited to the
birthday party couldn’t come.

3. the short stories John told were very funny.
4. The dictionary I bought yesterday is

expensive, but very interesting.

5. I didn’t like the man we met this morning.
6. The beef we had for lunch was really delicious.

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- Correct the mistakes.

- Ask Ss to make their own sentences

- Correct the mistakes.

Have Ss do exercise 3 (page 145)

- Give comments.

(If there’s enough time T sets more exercises for Ss
to do)

More exercises:

 Exercise 1 : Combine the two sentences into

one, using the relative clause.
1. I like the dress. Trang is wearing it.

2. The fish was really delicious. We had it for
dinner.

3. We stayed at a hotel. Peter recommended it.
4. The film was interesting. I watched it on TV last

night.

5. Where are the eggs? They were in the fridge.
6. The book is about a young girl. She runs away

from home.

7. Who was that boy? You were with him this
morning.

8. Linda works for a company. It makes computers.
9. The train was full of passengers and goods. We

travelled on it.

10. The flat was very old. My family used to live in it.

 Exercise 2 : Tick () the sentences (from the

exercise 1)in which the relative pronouns
can be omitted.

- Correct the mistakes.

- Assign homework: Prepare Unit 13 (Reading)

Look at the new sentence on the board and give
comments.

- Do the exercise

1. I enjoy my job because I like the people I work
with.

2. The dinner party we went to wasn’t very
enjoyable.

3. The house we’ve living in is not in good
condition.

4. I wasn’t interested in the things they were
talking about.

5. He didn’t get the job he applied for.
6. The bed I slept in was very modern.

- Do the task and some Ss read them aloud in
front of the class.

- Do the exercise orally and individually.

 1 The girl who we are going to see is from

Britain

2 He works for a company that makes
cars

 3 What was the name of the man who you

met yesterday?

4 The table that was broken has now been
repaired.

 5 Do you know the girl who he is talking

to?

 6 This is the novel that I’ve been

expecting.

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Unit 13

HOBBIES

READING

I/ AIMS OF THE LESSON

-Help students understand the reading text referring to personal preference.
-Through the lesson, students know more about many varieties of preferences.

II/ METHODS AND TEACHING AIDS

- Communicative approach

- Text book ( English 11) , pictures , cassette player , tape , projector

III/ PROCEDURES

CONTENT NOTES

WARM UP

1. Look at the picture on the screen , then write down their activities
Suggested

fishing , camping , sailing , riding , dancing , singing , jogging , shopping , swimming , playing chess
, collecting stamps , travelling , listening to music , playing the guitar , painting , reading…

2. Answer the questions

a. When do people do these kinds of things ?
b. What do you do to spend your free time ?

c. What do you call things you do in your spare time ?

Step 1

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Step 2 Matching for definition
1. accomplished

2. accompanying
3. modest
4. avid
5. discarded
6. indulge in
7. occupied

a. eager
b. throw away
c. busy

d. have an intrest in
e. well-trained , skillful

f. going with a singer by using a musical instrument
g. humble , unamusing

Step 3 ( task 2- textbook / page 148 )
Suggested answers

1. playing the guitar
2. No , he isn’t

3. Because he is an accomplislhed guitarist and he is good at accompanying people

singing by his guitar

4. Keeping fish

5. By buying some from the shop and collecting some from the rice field near his house
6. He is an avid stamp collector

7. Local stamps

8. He keeps the lass common ones inside a small album. The common ones he usually
gives away to others or if nobody wants them he simple throw them away

Step 4. Find the phrase or sentence related to these statements

HOBBIE

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1. The writer is not an accomplished guitarist
2. The writer doesn’t spend much money on his fish
3. He is not really an avid stamp collector

Unit 13

HOBBIES

SPEAKING

I/ AIMS OF THE LESSON

-Help students talk about their hobby .

-Be to have a hobby to prevent the bad things.

II/ METHODS AND TEACHING AIDS

- Communicative approach

- Text book ( English 11) , pictures

III/ PROCEDURES

CONTENT
WARM – UP

Give the verbs that are related to “ stamps “

STAMPS

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Task 3 
Sample

Teacher : What is your hobby Tan ?

Student : Well , I like collecting stamps . I have been collecting them for more than five years
Teacher : Wow ! You must have a lot of stamps now . Could you tell me how to collect stamps ?
Student : I get them from old envelopes and sometimes my relatives or my friends giving me
some . If I have money , I can go to the post office and buy some valuable ones

Teacher : Where do you keep your stamps ?

Student : In albums , of couse . I have had three albums so far

Teacher : Do you put them all in one album or do you put them in categories ?

Student : In categories , of course . I put local stamps in one and foreign stamps in another ., then I
classify them into categories like plants , birds , landcapes …

Teacher : I see . what do you plan to do next ?

Student : I will attend stamp exhibitions to learn more from experienced collectors to make my
collection more valuable

Teacher : I wish you very success. I’d love to see your albums someday
Stusent : Sure , see you .

Teacher : bye !

Unit 13

HOBBIES

LISTENING

I/ AIMS OF THE LESSON

-Listen and get some details .

-Have an ability to decide the statement whether true or false , and then fill in the information in
each blank .

II/ METHODS AND TEACHING AIDS

- Communicative approach

- Text book ( English 11) , pictures , cassette player , tape

III/ PROCEDURES

CONTENT NOTES

Warm – up

A. Make as many sentences as possible from the words provided
stamps - fisk - book - swimming

B. Write down some benefits from reading books
Suggested :

1. To widen our knowledge

2. To give us valuable experiences
3. To give us good sources of information
4. To help us have a target in life

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Task 1 Listen and repeat
1. magazines
2. profitably
3. continually
4. available

5. otherwise
6. bygone
7. giagntic

8. ignorantly

Task 2 True / False sentences
Suggested

1 2 3 4 5 6 7 8

T F F F T T T F

Task 3 Fill in the blanks

1. wonderful 2. disease 3. jungle 4. certainly 5. ignorantly

Task4 Talking about the disadvantages of over- reading
1. sort-sighted

2. not motivating

3. not having enough time for studying
4. impractical

Unit 13

HOBBIES

WRITING

I/ AIMS OF THE LESSON

- Practise writing about one’s collection .

II/ METHODS AND TEACHING AIDS

- Communicative approach

- Text book ( English 11) , pictures

III/ PROCEDURES

CONTENT NOTES

Warm-up

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Suggested words

stamps , dolls , toys , cars , motorcycles , money , coins , pens , pencils , plants , bottle caps

Making the detailed outline

1. Name of your collection
Stamp collection

2. When did you start collecting them ?
Five years ago

3. How have you collected them ?

By asking my friends , relatives for them or collecting them from letters
4. How do you classify them ?

Into categories / put stamps of animals , flowers , birds , landscapes , heroes on different
pages

5. How do you keep them ?

By using albums , one for local and the other for foreign ones
6. Why do you collect them ?

_ To keep beautiful pictures on the stamps
_ To broaden my knowledge about the world
_ To be good at geography

7. Tell your plan in the future

- Join the stamp exhibitions to learn experiences from stamp collectors

- Be able to expose collection at an exhibition in the future

Sample

My hobby is collecting stamps. I have been collecting both local and foreign stamps for more
than 5 years , so I have a great collection now.

I started it when I was a little boy . I always wanted the beautiful pictures on the stamps so I
found a way to keep them . At first I only collected local stamps from my friends’ letters and
relatives’. Then my relatives went abroad , so my collection of foreign stamps started to
increase.

Now I have two albums , one for local stamps and the other for foreign ones . I put each kind of
my stamps on different pages ( birds , landscapes , hereos , animals , flowers , …) , so I think it
easy to look for them.

I often exchange my extra stamps with my friends and buy some valuable ones to enrich my
collection. I am very proud of it . It both helps me to widen my knowledge around the world and
improves my geography.

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Unit 13

HOBBIES

LANGUAGE FOCUS

I/ AIMS OF THE LESSON

Be able to pronounce / pt / ; / bd / ; / ps / ; / bz /

Use the way to emphasize subject , object , adverbial phrase by using cleft sentence

II/ METHODS AND TEACHING AIDS

- Communicative approach

- Text book ( English 11) , pictures , cassette player , tape

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stopped
jumped
stepped
trapped

robbed
stabbed
grabbed
bribed

stops
steps
maps
shops

robs
bribes

rubs
clubs
Reading aloud these sentences

1. She was robbed
2. He stopped smoking
3. Lan dropped the teapot

4. The boy jumped into the road and bumped into an old man
5. She has been to a number of shops and clubs

6. He rubs his hands because he wants to interrupt their talk

B. Grammar
Exercise 1

1. It was the boy who visited his uncle last month

2. It was my mother who bought me a present on my birthday
3. It was Huong and Sandra who sang together at the party
4. It was Nam’s father who got angry with him

5. It was the boys who played football all day long

6. It was the girl who received a letter from her friend yesterday
7. It was his presence at the meeting that frightened the children

Exercise 2

1. It was the dog that the boy hit in the garden
2. It is English that the man is learning

3. It was the book that the woman gave him
4. It was the postcard that she sent her friend
5. It was the book that Hoa borrowed from Long

6. It was his grandfather that the boy greeted in a strange language
7. It was the policemen that the pedestrian asked a lot of wuestions
8. It was the stranger that the dog barked

Exercise 3

1. It was at the shop that she bought him a present
2. It was for tea that she made the cake

3. It was for him that his father repaired the bicycle
4. It was on his birthday that she presented him a book
5. It was in Britain that he met his wife

6. It was from the shop that she bought the present
7. It was at 8.00 p.m that the meeting started

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Unit 14

RECREATION

READING

I/ AIMS OF THE LESSON

-Help students understand the reading text and do tasks 1, 2 in the book.

-Through the lesson, students get some knowledge about British culture – leisure activities.

II/ METHODS AND TEACHING AIDS

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-Introduce new lesson: “Today we learn the lesson :RECREATION. It helps us know what activities
British people often do in their spare time.”

Stages Teacher’s activities Students’ activities Notes

PRE-READING
(5m)

-Explain some new words, the saying
using simple English, pictures,

synonyms, antonyms,…Write phonetic
transcription if necessary

1. recreation
2. entertainment

3. All work and no play makes Jack a
dull boy

4. population
5. to undertake

6. some sports (rugby, cricket, snooker,
pool, athletics,….)

7. to engrave

-Conduct Sts’ repetition
-Call some Sts to read aloud

-Copy down the new
words.

-Repeat the words
-Read the words aloud

Individually

WHILE-READING
(24m)

*Task 1: (page 156)

-Ask Sts to scan Task 1 before reading
the text silently.

-Help Sts guess the new words or
phrases in Task 1 basing on the context.
*Task 2: Decide if the following

statements are TRUE (T) or FALSE (F).
Correct the false ones.

-Show Task 2 on the screen.
-Ask Sts to do Task 2.

-Do Task 1

-Try to guess the new
words while reading as
many as possible.
Suggested key:

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

-Look for the exact
information for each
statement.

Suggested key:

1. In Britain, each person

Individually

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*Task 3: (page 157)

-Ask Sts to read the text again carefully
and answer the questions in pairs.
-Call 4 pairs to read aloud and write on
the board.

has a television set. (F

nearly all households)

2. Do-it-yourself
improvements and
gardening are among the
leisure activities in Britain.
(T)

3. Walking and swimming
are the two most popular
spectator sports. (F are

the two most popular
sporting activities)
4. The only entry

qualification to weekend
courses is the ability to pay
their high fees. (T)

-Read silently again.
-Do Task 3 and then
practise with the
neighbour.
Suggested key:

1. Because without them
people will become
dull/bored.

2. Football and rugby in
winter, and cricket and
athletics in summer.
3. Walking and swimming.
4. Because this is a new
kind of entertainment
which gives them pleasure.

In pairs

POST-READING
(10m)

-Have Sts listen to the CD rom once

without looking at their books.
* Summary (play a game):
-Divide the class into 2 teams.
-Write various leisure activities of
different people onto small pieces of
paper (lots). Ask Sts to find out the
activities mentioned in the text.
(time allowed :2minutes)

Lots:

-playing sports
-playing cards
-watching videos/TV
-fishing

-drinking beer with friends
-shopping

-chatting on the net
-going to the library
-collecting stamps
-swimming

-Listen and try to
remember the activities.

-One student of each
group takes turns to come
to the front and chooses by

lot.

-Get the right one write

on the board. Get the
wrong one another

student chooses another
lot.

Individually

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Vietnam? Which are not?”
.

Vietnam.

-Speak in front of class.

Unit 14

SPEAKING

 OBJECTIVES& REQUIREMENTS

Students know how to express agreement or disagreement.

Lexical items: words/ phrases related to expressing agreement and disagreement.
Structures: sentences or phrases used to express agreement and disagreement

 TEACHING AIDS: pictures , computer , chalk

 PROCEDURES

Teacher’s activities Students’ activities

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Show some pictures and ask sts some
questions

1. What are they talking about?
2. What are they doing ?

3. Do you think going camping is very
interesting?

Pre – speaking

Have students pay attention to the words or
phrases used to express agreement and
disagreement

1. Great !

2. I don’t think that’s a good idea.
3. That’s a good idea

4. Yes, let’s
While – Listening

Show sts how to do task 1, 2, 3
Task 1

Ask sts to answer quickly in order to help them
to review some expressions of agreement and
disagreement

Correct sts’ mistakes
Task 2

Have students work in pairs.
Task 3

Ask students to work in groups ( talk about
reasons for agreeing and reasons for
disagreeing)

Post –Speaking

Have students work in groups and then ask
some groups to report their discussion to the
class

Homework

Prepare listening part

Answer the question

Repeat expressions

Answers

1- A , 2 –D , 3 – A , 4 – A , 5-D 6-A , 7- A

Work in pairs

Work in groups

Report their discussion to the class

Unit 14

LISTENING

 OBJECTIVES& REQUIREMENTS

- Listening to pieces of conversation to get information about some’s summer holidays.
- Lexical items : words related to summer holidays

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Pre-Listening

Give students the meanings of some new
words by using definition and pictures.

- camping ground (n) : camping site : a
place for camping

- wilderness:

- solitude (n) : loneliness
- trash (n) : rubbish
- dirt bike (n)

- waterfall (n)
While – Listening

Ask students to listen to the tape carefully
and the do task 1

Task 1

Listen and decide whether the statements
are true or false .

Task 2

Ask students to listen again and answer
the questions.

Post- Listening
-More exercises
Homework

Prepare writing part

Listen and repeat
Task 1 : Answers

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

1. Riding their dirt bike in the desert , taking
showers and swimming

2. In sleeping bags or tent.

4. he thinks nature is also important in the
world.

5. in cities

6. Because she can’t put up an umbrella tent
in the wind or make a fire in the rain or carry a
heavy backpack

More exercises

It’s hot and ……1………..in New York city in
the summer and I often feel ………2…then .
So in July and August I often go out of the city
to the west where there are some beautiful
…………3…..and forests. I often go with my
friends , and we ……4…..about two weeks in a
national park every year. We might stay at
……5……in the park, but wilderness areas are
more fun .What we enjoy most is to ride our
……6…..in the desert, take showers in

waterfalls and swim in lakes and rivers . And at
night we sleep in our ……7…..or tents and
cook our gas stoves . It’s ………8…..that we
can live in nature and enjoy it

Unit 14

WRITING

 OBJECTIVES:

-Students can write a passage about their class ‘s camping summer holiday .
-Lexical items: words, phrases used to write a passage about summer holidays.
-Structures : using the simple past

 TEACHING AIDS: Pictures, chalk
 PROCEDURES

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Show students some pictures and the ask
them to rearrange the pictures in correct order
of the story

Pre- Writing

Explain the topic to students
Give cues to students
While- Writing

Task 1

Have students work in pairs
Task 2

Give some cues to students

Ask students to write some sentences by
using suggested words

1. she / fond / going on picnics

2. You / think weather / good enough / for
/ picnic?

3. holiday/ enjoyable / we / not want/ go
back / study

4. she/ promise/ send us / postcard/ as
soon as / she arrive/ London.

5. horse- racing / very popular sport /
Britain

Post _ Writing

Ask students to write a paragraph about
how you often spend your free time by
using the questions below as cues.
Do you have much free time?
When do you often have free time?

What do you enjoy doing most in your free
time?

Do you do it alone or with somebody else ?
Homework

Write a passage about your class’s

camping holiday , Using the information in
task 1 ( 70words- 80 words)

Rearrange pictures

Take notes

Answers

1.g , 2a, 3b, 4c, 5f, 6 d, 7 h, 8c , 9e

1. She is fond of going on picnic
2. Do you think the weather is good

enough for a picnic?

3. The holiday was so enjoyable that we
did not want to go back to study.
4. She promised to send us a postcard as

soon as she arrived in London.

5. Horse- racing is a very popular sport in
Britain

Write a paragraph

Unit 14

LANGUAGE FOCUS

 OBECTIVES& REQUIREMENTS

Help students to pronounce consonants / ts/ / dz/ /dzd/ / /tSt/
Structures: Conjunctions : both...and, Not only ...but also
Either ...or , Neither ...nor , Cleft sentences

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/ ts/ / dz/ /dzd/ / /tSt/
sits reads marched bridged
eats friends watched raged
meets kids reached managed
Have students practice reading aloud these
sentences

1. He usually sits at the back of the class.
2. She has lots of friends.

3. When he was young , he watched
television three hours a day.

4. We managed to get three tickets for
the match.

GRAMMAR

- Review the uses of the following
conjunctions Neither ...Nor
Both ...And

Not only ...But Also
Either ...Or

- Emphasize conjunctions : Neither ....Nor is
in negative meanings-> Ask students to use
affirmative verb in this structure

Ex : Neither you nor I come here everyday.
- ask students to give their own examples by
using the conjunctions they have learned
- Have students do exercise 1 and then
correct their mistakes.

 Ask students to explain the main point

of grammar “ CLEFT SENTENCE”
they’ve learned in Unit 13 .

Tell students the differences of the main point
of grammar in the active and in the passive

-Cleft sentences in the active :

It + be + noun / pronoun + that + S+ V

listen and repeat

Take note

_ present examples

Exercise 1

1. Both Jim and Carol are on holiday.
2. George neither smokes nor drinks.
3. Neither Jim nor Carol has got a car.
4. The film was both long and boring.
5. That man ‘s name is either Richard or

Robert.

6. I’ve got neither time nor money to go
on holiday

7. We can leave either today or tomorrow.
8. Helen lost both her passport and her

wallet at the airport.

9. ...they are both clean and easy to
park.

10. ...i either go to the cinema or stay
home and watch TV

Structure
Cleft sentences :

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- Cleft sentences in the passive :
It + be + noun / pronoun + that + be + pp
Ex1: It was Ann that I saw . ( Active

meaning))

Ex 2 : It was the dog that was hit in the
garden .

( passive meaning)

Have students do exercise 2

Homework
-Do exercises

3, 5 ( page 94 in workbook )
- Prepare unit 15 – Part A : reading

Take note
Exercise 2:
Answers:

1. It was Christina whowas given a lot of
flowers by fans.

2. It was the policeman who was asked
for direction to the post office .

3. It was his house that was talked a lot
about.

4. It was a bicycle that was bought for him

as his birthday .

5. It was his home town that was
described in his novel.

6. It was the children who were frightened
.

7. It was her glasses that were broken .
8. It was my younger sister who was

kissed at the party by the Prince.
9. It was this story book that was given to

me as a birthday present by my father.
10. It is Tet that is celebrated as the

greatest occasion in a year by
Vietnamese people

UNIT 15

SPACE CONQUEST

READING

I/ Warm up:(3’)

- Class is divided in to 2 groups, the people of group stand in a line.

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2. Can you name the first humans to get foot on the
moon?

3. Who is the first Vietnamese to fly into space?
While –

reading
(27’)

Post-
reading
(10)

Ask Ss look at the picture and answer some general
questions:

1. Where were they?
2. Who are they?
- Introduce the text:

- Have Ss read the whole passage (2 times)
- Explain the following new words

- Practice their pronunciation in chorus.
1. Artificial(n) :

2. Astronaut (n)

3. Cosmonaut (n) : an cosmonaut from the former Soviet
Union.

4. Deal with : to solve a problem

Ex: the government must now deal with the problem of
high unemployment.

5. breakthrough (n)
6. leap (n)

7. Lift off : to leave the ground and the rise in to the air.
8. Biography (n)

TASK 1:

-ask Ss to do task 1:
- Check the answers:
-Ask Ss to do task 2:
- Check the answers:

- Ask Ss to complete the summary of the reading
passage with given words in the Exercise page 196

- Do as instruction

- Read silently
- copy down new
words

- Listen
carefully

- Give answers:
- Do task 1

1B 2D 3E 4C
5A

- Listen
carefully

- Give answers:
1. He was 27

years old then
2. He was in

apace in 108
minutes
3. They was

what should
happen to a
human
being………..

Groups

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4. It was more

than 17,000
miles per
hour.

5. Because he
died……
6. After his

death,…….

- Give
answers::
1. cosmonaut 2. in
space 3. lasted
4. success

5. gravity 6.
view

7. impossible
8. named after

HOME WORK:

- Prepare Part B – speaking

UNIT 15

SPEAKING

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- Check orally

While-

speaking(20’)

TASK 2:

- Give Ss instructions

- Provide Ss with some useful
new words or structures

- Ask Ss to make up questions
and answers them.

- Ask Ss to work in group of 3:
1st asks , 2 Ss answer.

- Ask some groups at random
to perform their talks.

- Give feedback

Listen carefully.
Do the task

Groups

Post-

speaking(10’) -- Give instructionsAsk Ss to discuss the

development of the pace
conquest

- Listen carefully
- Do the task

Groups

HOME WORK: (1’)
Prepare Part C: writing

UNIT 15

WRITING

I.AIMS

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 write a biography

 use some correct prepositions in writing

II. METHOD AND TEACHING AIDS

 chalk, board, handout, feed-back
 communicative approach.

III. PROCEDURES

Stages Teacher’s activities Students’ activities Notes

Warm-up

Talk about some one appeared
on the television or newspaper
the day before. Ask someone to
answer the questions

Who is he/she?

Where/when was he/she born?
Some important time in his/her
life.

Answer the questions

He’s a famous singer.
In 1995

……

Whole-class

Pre-writing

When we write about a life of
person, it is called a

“biography”. What information
should we write?

I’ll introduce you some new
words that is necessary for you
to write a biography.

To receive : (sth from sb/sth)
Join: to take part in sth
Resign (from sth)

Appoint sb (to/as sth): to choose
sb for a job

Investigate: to carefully examine
the facts of a situation

Leap (v) : to jump high or a long
way

(n): a long or high jump
Giant ( a): very large
Shuttle (n): taøu con thoi
Do task 1

The name.
Date of birth
Place of birth
Career…

I ‘ve just received a letter from
my boyfriend.

My father resigned from the
board of directors yesterday.

1. date of birth 2. place of birth
3. known as`4. career 5.quote

While-writing Divide the class into groups of 4students. Ask them write the
biography of Neil Amstrong
S1: introduce, the date/place of
birth

S2: Amstrong’s career from
1949 to 1969

S3: Amstrong’s career from
1970 to 1979

S4: the career in 1986 and
another well-known thing of
Amstrong.

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5th, 1930 in Wapokoneta in

Ohio. From 1949 to 1952, he
worked as a pilot in the United
States Navy. Armstrong

received his B.S from Purdue
University in 1955. In 1962, he
joined the NASA astronaut
programmes. On July 20th,

1969, Neil Armstrong became
the first human to step on the
moon’s surface.

from 1971 to 1079, he taught at
the University of Cincinnati. In
1086, Armstrong was appointed
vice chairman of the committee
that investigated the space
shuttle Challenger disaster.
Armstrong is also well-known
for what he said when he
stepped on the moon’s surface:
“ that’s one small step for man,
one giant leap for mankind”
Home-work

Write a biography of a famous Vietnamese singer.

UNIT 15

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After this class students can

 improve their listening skill

 understand some other words of outer space

II. METHOD AND TEACHING AIDS:

 Chalk, board, pictures, tape, cassette, handout, card
 Communicative approach

III. PROCEDURES

Stage Teacher’s activities Students’ activities Notes

Warm-up

Ask some questions about events
in space exploration.

When was the first artificial satellite
launched?

Who is the first human in space?
When did people set the first foot
on the moon?

Answer the questions:
In 1961
Yuri Gagarin
In 1969
Whole
class

Pre-listening

Talk about Kennedy, Apollo, …
Ask some question:

Who is Kennedy?
What is Apollo?
Michael Collins?

Neil Amstrong, Buzzaldring,

Read aloud the names and ask the
Ss repeat

Teaching new words
Congress: (n) quốc hội
Challenge: (v,n) thách thức
Experiment: (n) thí nghiệm
Reminder: (n) sự nhắc nhớ
Mission: (n) nhiệm vụ

Answer and repeat

Write the words in the note
book.

While
listening

Task 1: divide the class into groups
of 4 or 5, give each group a green
card and a red card

Ask Ss to read the statements on
the text books, focus on the key
words of each statement

In a speech to the press
11 astronauts on board

Landed on the moon’s surface at
the same time

The astronauts had to carry a
suitcase with oxygen in it.

An American fag was placed on the
moon’s surface

Check the answers. Correct them
Task 2: have Ss read task 2 in the
text book and try to remember
them, for example:

What programme

The time the Apollo 11 launched
The use of the portable fife support
system

Work in group, listen to the
tape then decide what is
T(raise red card) or
F(raise green card)

Listen to the tape again,
take notes – the time, the
work, etc,.

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Find out possibilities of life outside
the Earth

In case the Earth is overpopulated
Tourist purposes

Find precious minerals

Ask some students talk about their
group’s idea in front of class.
Home work:

 Practice listening at home.

Unit 15

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I/ OBJECTIVES

1. Students learn how to pronounce correctly these sounds: / nt / , / nd / , / nθ/ , / ns / and / nz /
2. Grammar: Students learn: * how to use: could / be able to.

* to make Tag question

II/ METHODs & TEACHING AIDS

Communicative approach

Pictures, diagrams, cassette-player…

III/ PROCEDURES

Stages Teacher’s activities Students’ activities Notes

Warm-up
(5’)

Ask sts to arrange the letters to make the
works they have learnt.

-ewnt / merind / thomn / checan / larnes

* Arrange the letters :

1. Went. 3. Month.
2. Remind. 4.

Chance.
5. Learns

Individual

Pronunciation
( 10’)

- Introduce these sounds and help sts
distinguish by pronouncing.

-Ask students to repeat.

-Read the words in textbook slowly.

- Ask sts to find out the works contain these
sounds.

-Play the tape.

- Ask sts to listen and repeat.

- Ask sts to practise reading the sentences in
textbook.

-listen to the sounds carefully
-listen and repeat after teacher.
- Listen to the tape.

- Practise reading separate
words.

- Pracise reading the sentences
in textbook

Chorus
Individual

Grammar
( 25’)

1. Exercise 1:

- Explaining the exercise 1 in textbook.
- Ask sts to do the ex.

- Correct ex.

2. Review the structure of Tag question.
* Exercise 1:

- Explain the ex.
- Ask sts to do the ex.

- Go around helping the sts if necessary.
- Ask sts to check in pairs.

- Ask some sts to put the answers on the
board.

- Correct the answers.
* Exercise 2:

- Explain the ex.

- Ask sts to do the ex.

- Go around helping the sts if necessary.
- Ask some sts to put the answers on the
board.

- Correct the answers.

1/ - do the ex.1
* Suggested answer :
1. couldn’t / wasn’t able to.
2. was able to.

3. could / was able to
4. was able to.
5. could / was able to
6. couldn’t / wasn’t able to.
2/ Do th ex.2

* suggested answer:

1. it’s very expensive, isn’t it?
2. The film was great, wasn’t it?
3. She has a lovely voice,
doesn’t she?

4. It desn’t look very good, does
it?

5. You’ve had your hair cut,

haven’t you?

3/ Do the ex.3
* suggested answer:

1.doesn’t she 3. wasn’t it
2.haven’t you 4.didn’t we.
5. won’t we. 6. can’t you.
7. mustn’t it ?

Individual
Pair-works

Post-(5’) - Ask sts to find some more words

pronounced with / nt / , / nd / , / nθ/ , / ns /
and / nz /

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- Reading, Listening, Speaking and Writing.
- Microsoft Office Power point.

- Textbook.

III. PROCEDURES

Stages Teacher’s Activities Students’ Activities Notes

Warm up
(3’) 

Ask students to look at the pictures on the
screen and give the suitable word to each picture.

Provides the correct answer: Great Pyramid and

Taj Mahal The wonders of the world.

Look at the pictures
Give some words on

the pictures ( name,
where…)

Individuals

Pre-reading

(3’)

Tell s/t about the GREAT PYRAMID
Explain the new words( if necessary)

Listen to the

teacher.

Give s/t more about

the Great Pyramid.

Guess the new

words.

Write down in

their notebooks.

Individuals

While-reading

(30’)

Divide students into four groups to discuss to

find out the answer for each task.

 Task 1: fill in the blanks

1. Last week we paid a visit to the…………of
an unknown mandarin.

2. The movie was about a... of the
world.

3. A……….is needed at the exit and the
entrance for wheelchairs users

4. The Queen’s private………..is not opened
to public.

5. It is not known why Beson disappeared
in……circumstances.

6. A snail’s shell is ………..in form

 Do the task to

master the usages of
the words given in the
text.

* Suggested answers:
1. tomb

2. wonder
3. ramp
4. chamber
5. mysterious
6. spiral

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 Task 2: Answer the questions

1. Where is the Great Pyramid of Giza situated
and when was it built?

2. How high and large was the great Pyramid of
Giza?

3. What was the purpose of this huge stone
pyramid?

4. How did the people of ancient Egypt build the
Great Pyramid?

5. According to the passage, What is the boat
believed to have been used for?

Check some words and some grammatical

structures if necessary. Help students having
difficulties.

 Task 3: what the following words refer to:

1. Who ( line 4)
2. it ( line 8)
3. It (line 9)
4. each ( line 12 )

 Invites some pairs of students to give their

answers.

 Give feedback.

Work in

groups or pairs to
answer each question
* Suggested answers:
1. on west bank of the
River Nil/ built around
the year 2560 B.C.
2. 147 metres / 230
meters square.
3. to serve as a tomb
when the Egyptian
Pharaoh Khufu died &
to protect the burial
chamber from the
weather and from
thieves.

4. used straight or
spiral ramps or huge
weight arms to lift and
place the blocks of
stone.

5. to carry the body of
Khufu in his last

journey on earth
before being buried
inside the pyramid.

Scan the text and
explain the words
given

* Suggested answers
1. the thieves

2. the Great Pyramid
3. the Great Pyramid
4. the block of stone

group or
pair work
Pair work

Post-reading
(9’)

Divide students into some groups to discuss to

find out the answer of the question Which of the
wonders of the world do you prefer and why?

 Each group give

their answer before

the class.

 Another groups

listen to carefully and
give their opinion.

group

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Cassette player & VCD

 PROCEDURES

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

WARM-UP: (5 minutes)

Show a film about the mummy in the pyramid. Ss
can guess the title, the actors and actresses.
PRE-SPEAKING: (7 minutes)

Tell ss a story about some mysteries of the
pyramids that archaeologists

have discovered, using sentences expressing facts
and opinions .(about poisons in the tombs,
mummies, pharaohs’ life). Ask ss some questions.

- Do you think what the ancient Egyptians
embalmed the corpses for?

- Why did they poison their tombs?

WHILE-SPEAKING: (20 minutes)

- Ask ss to read the tasks. If they have any
difficulties the teacher will help them.

- Ask ss to work in pairs and groups.

- Go around the classroom to check if
students work well. (10 minutes)

- Ask 2 pairs of students to practise task 2
and 2 groups to pratise task 3 in front of the
class. (10 minutes)

POST-SPEAKING: (10 minutes)

- Ask ss:

If you had a chance to visit Egypt, would you
visit the pyramids? Why (not)? Do you think
what would attract you most?

HOMEWORK: (3 minutes)

- Collect pictures and articles about the pyramids.

The students reply to the teacher’s questions.

- I believe that …

- Probably they….

- It is said that …

- I think/ I’m sure …

- Do task 1 quickly so that they have
enough time for tasks 2 and 3.

- Start practising samples and then make
their own sentences.

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UNIT 16

THE WONDERS OF THE WORLD

LISTENING

I. AIMS OF THE LESSON

At the end of the lesson, students will be able to:

 Understand the text describing about the Great Wall of China .

 Listen to the tape carefully to master specific information and do the task after listening.

II. METHODS & TEACHING AIDS

 Method: Communicative Approach

 Teaching aids: blackboard, cassette player , a picture of the Great Wall of China, Textbook

III. PROCEDURES

Stages Teacher’s Activities Students’ Activities Notes

Warm up
(3’)

Ask students to look at the pictures

( wonderful sights of China) on the screen
and talk each other about them.

What is it?
Where is it? ...

Provides the correct answers

Look at the pictures
Give some words on

the pictures ( name,
where…)

Individuals

Pre-listening
(5’)

 Ask students to look at the picture (p. 182)

and answer the questions below it.
What/ When/ Where…

 Explain some new words:

Man-made wonder/ magnificence and
significance /World Heritage/ …

 Read the new words some times

Look at the picture

then answer the
questions.

Listen to the teacher.
Write down in their

notebooks.

Individuals

While-listening

(25’)

Introduce the situation of the text

Ask them to read the task carefully then

listen and do the task.

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 Task 2: Answer the questions ( p183)
Ask the students to read the questions

before listening

1. When did the ancient Chinese start
building the Great Wall?

2. How many provinces does the Wall
cover?

3. Why is it considered one of the
greatest man- made wonders in the
world?

4. Which part of the wall is the best
choice for visit? Why

Check some words and some grammatical

structures if necessary. Help students to
have difficulties.

 Invites some pairs of students to give their

answers.

 Give feedback.

6. 6.6.000
7. 11 metres
8. stones

Work in

groups or pairs to
answer each question
*

WRITING

 AIMS & OBJECTIVES

Sts know more about the wonders of the world.

Sts learn how to write a report on a man – made place.

Lexical items : words or phrases used in reports.

Structure: active and passive.

 TEACHING AIDS : pictures, handout, chalks and board.
 PROCEDURES



Teacher’ s activities Students’ activities

Warm – up ( 7mns)
Asks sts some questions :

_ Where do you often spend your summer
vacation?

_ Why do you often go there?

Teacher has sts look at some pictures of the
wonders of the world.

Makes questions
_ What are they?

_ Where are they located?
Pre – writing (5 mns)
Gives sts the handout.

Corrects students’ mistakes.
While – writing (15 mns)
Explains some new words :
_ architecture (n):

_ marble (n):
_ dedicated :
_ god(n):

_ built in honor of :
_ Buddha’s throne :

Asks sts to open their book and answer the
following questions :

1. Where are they located?

2. Are they examples of Viet Architecture?
3. How many towers are there?

4. Where are they located?
5. When were they built?

Answer the questions.

_ I often spend my summer vacation in HCM
city/ Nha Trang/ Vung Tau/ …

_ Because I like the weather there.
Because I want to visit my relatives.
Watch the pictures.

Answer the questions.

Do the handout (work in pairs)
Match column A with B :

A.NAMES B.PLACES
1. The One Pillar Pagoda.

2. Thien Mu Pagoda.
3. Non Nuoc Pagoda.
4. Ponagar Cham Towers.
5. Prenn Waterfall.

a. Da Nang
b. Hanoi
c. Dalat
d. Hue
e.NhaTrang

Answer key :

1.b 2.d 3. a 4. e 5. c
Copy them.

Answer the questions.
Answer key :

1. They are in Nha Trang.

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the Ponagar Cham Towers in Nha Trang (base
on the given phrases on the book).

Asks one student to write their answer on the
board and gives comments.

Homework : (1 mn)
Assigns homework

memorable.

Work in pairs and write a short report

Answer key :

My visit to Nha Trang last year included a brief
tour to Ponagar Cham Towers. This tower
complex is one of the most beautiful examples of
Cham architecture in central Vietnam.

The Ponagar Cham Towers consist of four
towers. They are located on Cu

Lao Marble Hill, 2 km north of Nha Trang. They
were built between the 8th and 13th centuries.

The remaining towers were dedicated to
different gods. The largest one was built in honor
of Lady Thien Y. the 22.5 m tower contains her
sandstone statue sitting on Buddha’s throne.
The 2.6 m statue has 10 hands, each is holding
a specific object illustrating the power of

Buddha.

The tour to Ponagar Cham Towers lasted 5
hours. It was a tiring trip but it was enjoyable and
memorable.

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Giao an av 11

Pair work

Pair work

<b>Infinitive</b>

1. S + V + To V

would like

Adjective (tính từ)

Ex: It’s important to believe your friends.

Where / what / how /when … + To V

Ex: She ask me where to go

Want

Ask (hỏi)

Decide (quyết định)

Offer (đưa ra)

Refuse (từ chối)

Arrange (sắp đặt)

Hope (hi vọng)

Wish ( ước, mong muốn)

Expect ( mong chờ)

Plan ( lập kế họach)

Determine ( quyết tâm)

Seem (dường như)

Order (ra lệnh)

Ex: I expect to see you again.

2. S + V + O (person) + V

a) Let

Have

Make

Help

Notice ( để ý)

<b>PERSONAL EXPERIENCES</b>

<b>A. READING</b>

<b>PERSONAL EXPERIENCES</b>

<b>PART B : SPEAKING</b>

<b>PART D : WRITING</b>

<b>PROCEDURES</b>

<b>:</b>

<b>Unit 3</b>

<b>A PARTY</b>

<b>Part A : READING</b>

<b>Stages</b>

<b>Teacher’s activities</b>

<b>Students’ activities</b>

<b>Notes</b>

(8’)

(28’)

Individual

(5’)

Group-work

Group-work /

pair-work

<b>Unit 3</b>

<b>A PARTY</b>

<b>Part B: SPEAKING</b>

- Students can talk about parties and how to plan parties.

- Students can do tasks 1,2,3, 4.

<b>Stages</b>

<b>Teacher’s activities</b>

<b>Students’ activities</b>

<b>Notes</b>

(10’)

(23’)

Pair-work

(10’)

Group-work

individual

D. Homework : (2’)

<b>A PARTY</b>

<b>Part C: LISTENING</b>

<b>Stages</b>

<b>Teacher’s activities</b>

<b>Students’ activities</b>

<b>Notes</b>

(5’)

(27’)

(6’)

chorus

individual

individual

(do tasks 1, 2)