Giao an 12 CB

Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (899.85 KB, 172 trang )

(1)<div class='page_container' data-page=1>

Preparation: 21/08/2009

Period 1: Híng dÉn häc vµ kiĨm tra (P1)

A.OBJECTIVES:

- Introduce the ways to study, do the tests in English 12.
B. TEACHING AIDS: Textbook, pictures, cassette, tape

Method: mainly communicative
C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

12A5
12A7
2. The oral test:

3. New lesson:
Stages/

Time

Teacher’s activities Students’

activities
Warm up

5’

Presentation
30’

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

-elicit all of the knowledge and language skills of grade 11

1.Verbs tenses ( present simple, past simple, past progressive, past
perfect……….)

Q: What’s the form & uses of the simple present ?
I. HIỆN TẠI ĐƠN (Simple Present)

Use:

1. Diễn tả một thãi quen hoặc một việc thường xảy ra ở hiện tại.
Ex: - We come to school on time everyday.

- My mother always gets up early.

2. Din t mt s tht hin nhiên, mt chân lý
Ex: - The Sun rises in the East.

- The Earth moves around the sun.
3. Diễn tả sự thật tương đối bền vững
Ex: - Your sister speaks English well.

- Dick writes novel.

- Children need love and affection.

II. HIỆN TẠI TIẾP DIỄN (Present Continuous)
Form: Subject + am / is / are + V-ing
USE:

1. Chỉ một sự việc đang xảy ra ở hiện tại.

Ex: - The farmers are working in the fields now.

- My mother is cooking in the kitchen at the moment.
a. ADVs:

• now:

• at the moment:
• at present:

</div>
(2)<div class='page_container' data-page=2>

b. Sau các câu mệnh lệnh:
ã Look!

ã Listen!
• Hurry up!

Ex: - Look! The boys are fighting.
- Listen! They are speaking English.

- Hurry up! The bus is coming.

III. HIỆN TẠI HOÀN THÀNH (Present Perfect)

IV. simple past

V.Past continuous :

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

+ How to learn each lesson

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

+ How to prepare the lesson at home…

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

3. Master the learning methods.

4. Consolidation: Retell the tenses revised?

HiÖn tại Quá khứ Tơng lai

Đơn T.D H.T HTTD Đơn T.D H.T HTTD Đơn T.D H.T HTTD
5. Homework: Prepare new lesson.

6. Feedback:

……….………..
……….………..
……….………..

Preparation: 21/08/2009

Period 2:

Híng dÉn häc vµ kiĨm tra (P2)

</div>
(3)<div class='page_container' data-page=3>

Review some knowledge Ss learned in the 11th form.
B. TEACHING AIDS: Textbook, pictures, cassette, tape

Method: mainly communicative
C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

12A5
12A7
2. The oral test:

3. New lesson:
Stages/

Time

Teacher’s activities Students’

activities

Warm up

5’

Presentation
30’

Greeting, introduce, get acquaintance with the students

Choose the best answer.

1. The music ………….. we are listening is very wonderful.
a. which b. to which c. with which d. who
2.They warned us against ………..that car.

a. buying b. buy c. to buy d. bought
3. His mother prevented him………coming to see me.
a. in b. of c. on d. from

4. The girl ………….. with Ann is very beautiful.

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

worked

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

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

the year.

a. calendar b. dictionary c. exercise book d. notebook
7. Both the boss and his colleagues ………….. robbed last night.
a. is b. are c. wered. was

8. Neither you nor I………….. here yesterday.
a. am b. are c. was d. were

9. He admitted ………. that vase.

a. broke b. breaking c. to break d. for breaking
10. He did well in ………….. Maths and history.

a. either b. or c. both d. and
11. It is the door that needs …………..

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

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

13. The book ………….. I give you is very interesting.
a. which b. that c.  d. all are correct

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

</div>
(4)<div class='page_container' data-page=4>

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

4. Consolidation: Retell the grammar: - Gerund

- Relative clause
-

5. Homework: Prepare new lesson.
6. Feedback:

Preparation: 21/08/2009

Period 3:

Unit 1: HOME LIFE

Lesson 1: Reading

A.OBJECTIVES:

Reading the text about the life of a happy family, Ss get to know some related vocab and inprove
their reading skill.

</div>
(5)<div class='page_container' data-page=5>

textbook, pictures, cassette, tape, handouts and real objects
Method: mainly communicative

C. PROCEDURE:

1. Class oganization:

Day Date Period Class Number Absentees

12A5
12A7
2. The oral test:

</div>
(6)<div class='page_container' data-page=6>

Time Teacher’s activities Students’ activities
5’

10’

I.warm up

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

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

3.What’s your mother’s job?

………
-go round the class and control

-call on some Ss to present
-feedback

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

Nuclear family

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

Extended family

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

II.Before you read

Pairs work

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

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

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

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

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

Explain some new words:

Introduce and explain the meaning of the new words

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

2. to run the household.
3. to be willing to do st.

Group work

Discuss
Present

Answer.

</div>
(7)<div class='page_container' data-page=7>

4. Consolidation: 5’
5. Homework:

- Learn the new words by heart, read and translate the text, do the tasks again.
- Prepare the section B (The Speaking part of Unit one).

6. Feedback:

Unit 1: HOME LIFE

Lesson 2: Speaking

A.OBJECTIVES:

By the end of the lesson, students will:

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

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

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

Method: mainly communicative

Time Teacher’s activities Students’ activities

5’

10’

20’

I. Warm – up ( 5 min.): Network

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

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

II, Pre – speaking:

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

- Ask Ss to work in pairs, exchange the ideas.
-Walk around and help them

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

- Give feedback
III.While – speaking
Task two:

- Guide students how to practise.

Expected words:
- cleaning the floor
- cooking

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

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

- Present in front of the class
Feedback:

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

- Work in pairs .
Expected questions :

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

</div>
(8)<div class='page_container' data-page=8>

10’

- Ask students to work in pairs.

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

* Could you tell me who….. ?

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

- Walk around and help them.

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

- Correct their mistakes.

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

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

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

IV.Post – speaking :Report the information
- Have Ss to work in pair.

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

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

4. What’s your responsibility in the family?
5. What exactly do you have to do?

6. How do you share the household chores?

7. What interests do your family members
share together?

8. What do your family members often do
together in your free time?

9. Who do you often share your secrets
with?

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

Sample dialogue :

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

B: - Sure, no problem.

A: - Who works in your family?

B: - Both my parents. My father is an
engineer and my mother is a teacher. They
work 8 hours a day.

A: Do you help them with the household
chores?

B:- Of course. I help my mother in the
kitchen and wash the dishes.

A: -What about your father?

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

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

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

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

B: - Mother. I think she understand me well.
A: - So she is the person you often talk to
before making an important decision?

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

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

Expected answer:

</div>
(9)<div class='page_container' data-page=9>

Homework: - More practice the main toppics
at home.

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

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

Unit 1: HOME LIFE

Lesson 3: listening

A

.OBJECTIVES:

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

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

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

Method

: mainly communicative

Time Teacher’s activities Students’ activities

I.Warm – up: Jumbled word

Rearrange the letters to make a meaningful word.
RINENOU

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

* Describing the picture

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

1. What is happening in the picture?

2. How many pictures are there?/ who are they?
3. How are they feeling? / How do they look?
- Call some students to answers

- Give feedback and introduce the topic of the lesson:



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

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

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

 Teacher has students pay much attention to the words
and how they’re pronounced and tells students that

-> REUNION 
-> Family reunion

Look at the pictures.

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

+ Very happy

</div>
(10)<div class='page_container' data-page=10>

they’re given cues helping them to listen to the text
well..

* Vocabulary: Listen and repeat

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

- Explain new words :

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

1. to reserve: = to book sth in advance:
2. coach (n):

3. to spread out: to cover a large area

4. leftovers: food that has not been eaten at the end
of a meal

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

III.While you listen

Task 1: Listen to the conversation between Paul and
Andrea and decide whether the statements are T or F
and then correct the false statements

Ask students to read through the questions
- Play the tape two times

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

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

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

Task 2: Note down two things that are different
about Paul’s and Andrea’s families.

- Ask students to read through the questions.
- Let them do the task without listening again.
- Play the tape twice .

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

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

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

o Students listen to the tape
carefully

- Read through the questions
- Work individually to do the task
- Compare the answers

answer
1. T

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

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

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

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

- Read through the questions.
- Work individually to do the task
- Try to do the task without
listening again.

</div>
(11)<div class='page_container' data-page=11>

IV. after you listen : Discussing

- Ask Ss to work in groups, discuss the questions:
The importance of family in a person's life

- Ask some students to present their discussion in front
of the class.

- Give feedback

Homework:

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

answer:

Paul Andrea

His family
members are
not very close.

His family is a
close - knit
one.

The families
often eat the

meal the

mother cooks
at home.

The family
often goes out
to eat when

they get

together.
- Work in groups, discuss the
questions

- Report their discussion
answer:

Family is very important. It’s a
place where people can share their
secrets and find solutions to
problems that arise. Only in
family, we can enjoy love and
comforts. We are sure to be
welcome back when we have
disappointments or failures in life.

Unit 1: HOME LIFE

Lesson 4: Writing

A.OBJECTIVES:

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

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

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

Method: mainly communicative

Tim

e

Teacher’s activities Students’ activities

5’ I. Warm up

-Ask Ss to work in pairs and answers some questions
1. Do your parents often let you go out in the

evening ?

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

-feedback

Pairs work

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

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

</div>
(12)<div class='page_container' data-page=12>

15’

20’

Lead in : In today’s lesson, you’re going to write a
letter about your family rules

II.Pre-writing: groups work

Task 1: What rules do you have in your family?
+Have students revise the verbs

* let sb + V
*allow sb + to V

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

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

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

2. I have to………..
3. My parents allow me……….
4. My parents want me not………

- T asks some Ss to go to the BB to write down their
sentences

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

III. while writing

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

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

T goes around to offer help

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

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

T gives feedback on Ss’ work

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

IV.Post-writing

T asks Ss to make a conversation about the content of
their letter

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

- Ss work in groups

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

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

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

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

- Ss work in groups
Dear Mary,

Today, I have something interesting to
tell you. It’s my family’s rules. Every
family has its own rules. Mine has a
few. First, during the school year I’m
allowed to watch TV until I have
finished my homework. Sometimes

my parents let me go out with my
friends on Saturday or Sunday, but I
must come home early. Second, in my
family everybody has to do their share
of the household chores. And mine are
doing the washing and preparing
meals. Third, my parents want me not
to chat on the phone more than ten
minutes. How about your family rules?
I am very happy with my family. My
parents really love me and take good
care of me.

</div>
(13)<div class='page_container' data-page=13>

5’

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

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

Daisy

Work in pairs

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

B. Sometimes on Saturday or Sunday.
A. Are you allowed to watch TV?

B. ………….

Unit 1: HOME LIFE

Lesson 5: language focus

A.OBJECTIVES:

By the end of the lesson, students will:

- distinguish and pronounce correctly the ending sounds / s, z / .
- use correctly the Simple past, past continuous and present perfect
B. TEACHING AIDS:

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

Method: mainly communicative

……….

………

Time Teacher’s activities Students’ activities

I. Warm – up : tongue twisters.

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

She sees Susie sitting in a shoe shine shop.

Where she sits she shines, and where she shines 
she sits.

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

II.. Pronuciation:
+ Listen and repeat:

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

- Let students listen again and to repeat.

- Write some words on board and ask students to
read them aloud.

+ Pratise these sentences:

- Read one before then read again and ask students
to repeat.

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

III. Grammar : Tense revision
1. Tense revision :

- Hang a poster, Ask Ss to do the exercise .

Poster : Use the correct tenses: simple past, past
continuous or present perfect.

Read thetongue twisters

/ s / / z /
 sits sees
shines

</div>
(14)<div class='page_container' data-page=14>

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

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

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

- Correct and give feedback.

- Ask Ss to remark the uses of these tenses, give
comment.

remarks

* Simple past is used to denote an action

happening at a specific time in the past with no
relating to the present.

* Past continuous is used to express action that
was in progress at a specific time in the past; it is
also used to express action that was in progress
when something else happened.

2, Practice: Exercises 1 (p.18) ; Ex 2( p.19)
- Ask Ss to do exercises provided in the books.
- Have them do individually, and then compare the
answers with the partners.

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

* Additional exercise: Choose the best answers
1. The man got out the car,…. round to the back and
opened the boot.

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

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

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

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

Do exercise individually
-> 1. did….buy ; bought
2. were playing
3. were visiting
4. was having ; called
5. have already seen
Take note

Remarks

Do exercises

Exercises 1 : Underline the most
suitable…

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

Exercises 2 Which answer best fit
each …

1. B 8. C
2. C 9. B
3. A 10. C

4. A 11. B
5. B 12. C
6. B 13. C
7. B 14. A
15. B

</div>
(15)<div class='page_container' data-page=15>

D. look
Homework:

- Redo the exercises at home.

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

3.A

Unit 2: Cultural diversity

Lesson 1: reading

A.OBJECTIVES:

By the end of the lesson, students will:

- understand some more about the senses and personal experiences directly related to the sense.
- improve their reading skills

B. TEACHING AIDS:

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

Method: mainly communicative

………..

………

Time Teacher’s activities Students’ activities

5’

15’

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

- Prepares a hand out with a network of the word’ a
Marriage” and asks Ss the Question

- What things make a marriage happy?

Marriage

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

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

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

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

Lead to the lesson

II. Before you read
* Pair works:

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

Group work
Expected words:
-romantic love
- understanding
- sharing

- partnership of equals
……

Pairs works
Answers

</div>
(16)<div class='page_container' data-page=16>

20’

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

- Parents, approval good health.

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

*Vocabulary:

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

1.Phycical attractiveness
2. Confiding.

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

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

-read aloud and ask Ss to repeat
-correct mistake

III.While you read:

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

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

*Task 1 Explain the meaning of the word/ phrases:
- Ask Ss to read the sentences silently to understand
what to do.

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

- Give handouts Matching

1.Precede a. happen or exist before

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

3.Confide

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

e. willingly stop having something
you want

-Goes around for help

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

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

* Task 2 Answer the following questions:

- Get Ss to read the whole text silently to answers the
question

Pair work/ group work

Read the passage silently

Individual work/ group work and
pair work

answers

1 – a; 2 – d; 3- b; 4 – e; 5- c

Pair work/ group work and whole
class

answers

</div>
(17)<div class='page_container' data-page=17>

5’

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

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

IV.After you read:

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

* Number of children.

*The house they like to have.
* The head of the family.
*Who works?

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

T goes around to help Ss if they have any problem.
- T asks to talk before the class some pairs groups
Homework:

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

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

2. The young Americans are much
concerned than the young Indians
and the Chinese with physical
attractiveness

When choosing a wife or a husband.
3. The Indian students agree that a
woman has to sacrifice more in a
marriage than a man.

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

5. The main finding of the survey is
that young Asians are not as

romantic as their American
counterparts

Pairs work

* Number of children: more
*The house they like to have : big
* The head of the family: fathers
…..

Unit 2: Cultural diversity

Lesson 2: speaking

A.OBJECTIVES:

By the end of the lesson, students will:

- understand more about differences among cultures.

</div>
(18)<div class='page_container' data-page=18>

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

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

Method: mainly communicative

……….

.

………

time Teacher’s activities Students’ activities

5’

10’

I. Warm - up ( 5 min.)

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

Give a picture

-Ask Ss to look at the picture and answer questions
1. What are they doing?

2. Can you guess where they are?

3. In Viet Nam, do people often kiss in public?
Why or Why not?

4. What about in America?

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

II.pre-speaking
Task 1

T asks Ss to open the book on page 22

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

- T can explain some special expressions if
necessary.

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

Some special expressions

I think / feel / believe….. I don’t agree……
In my opinion …… It’s not true……..
For me….. That’s true /
wrong /….

- T ask Ss to express their point of view on the

Do the task

1. They are kissing

2. In the public / In the street
3. No, they don’t. It’s impolite.
4. It is very common.

Ss open the book and look at the
sentences in the box on page 22.

- Ss listen to the teacher and write down
the new expression in their notebooks.
- Ss read after the teacher

- Students choose some of these ideas and

then use the expressions in the box to
express their points of view.

</div>
(19)<div class='page_container' data-page=19>

15’

following ideas, using the words or expressions in
the box.

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

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

● In some countries, a man and a woman may hold
hands and kiss each other in public.

- T can make a sample conversation with a student
Sample

T: I think a happy marriage should be based on 
love.

S: I quite agree with you. Life will be terrible if 
there is not true love between a husband and a 
wife.

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

S: For me, I don’t think it’s true (What will happen
if there is no true love even after marriage). How 
can two people who don’t love each other live 
happily in the same house?

- T goes round the class and helps Ss if necessary.
- T can divide the class into the suitable groups
III.While-speaking

Task 2

- ask Ss to look at task 2 on page 23 and tells them
to read the typical features of the American culture
in pairs, and then discuss and find out the

corresponding features of the Vietnamese culture.
- help Ss with the new words and the

pronunciation.

- give Ss some expressions to help them practice
the conversation easily.

Some expressions

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

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

that….

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

Ss read task 2

- Ss write down some expressions in their
notebooks.

Answers

- three or sometime four generations live
under one roof

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

- Asking about age, marriage and income
is acceptable.

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

</div>
(20)<div class='page_container' data-page=20>

10’

5’

III. Post speaking

Task 3: Talk about the similarities and

differences between Vietnamese and American 
in cultures

- Explain how to do the task 3

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

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

Home work

-Ask Ss to work the tasks again

- Ask Ss to write a short passage about the
differences and similarities in celebrating a
wedding ceremony in Vietnam and American
- Prepare part C

- Children often sleep with their parents
Take note

There are differences and similarities 
between Vietnamese and American

cultures. In America, there are two 
generations live in the same house. In 
Vietnam, two, three or even four 
generations live under on roof. It’s 
tradiotional for children to live near and 
take care of their parents so old people in
Vietnam don’t live in nursing home as 
Americans do. Americans don’t want to 
be asked about age, marriage and 
income while it is acceptable in 
Vietnam……

Unit 2: Cultural diversity

Lesson 3: listening

A.OBJECTIVES:

By the end of the lesson, students will:

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

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

B. TEACHING AIDS:

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

Method: mainly communicative

………

..

………

Time Teacher’s activities Students’ activities

5’ I. Warm-up ( 5 MIN.): cross words
-Give the cross words on the
additional board.

- Read aloud each clue, gets students
say aloud the answers.

*cross word:

 Class work

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

suggested answers:

</div>
(21)<div class='page_container' data-page=21>

15’

3
4

5
6

7
*clues:

1. the woman that a man is married to
2. every marriages should be based on
this

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

4. the man that a woman is married to
-checks and correct.

-Ask Ss to guess the topic of the lesson
today

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

- ask Ss to look at the pictures on page
24 and discuss what is happening in
each one.

- gives some guide questions:
1. What do you see in the pictures?
2. Who are they?

3. What are they doing?
-check correct answers

Ask students to discuss the two
questions:

1.Have you ever attended a wedding
ceremony?

2.what do the bridge and the groom
usually do at the wedding ceremony?
T. introduces the new lesson: You will
hear two people talking about a
wedding ceremony in Vietnam. Listen
and do some listening tasks.

* Vocabulary: Listen and Repeat
T. teach some new words first and
then plays the tape for students to
listen and repeat.

Altar: bµn thờ

Master of Ceremony:
Banquet:

Groom: chú rể
Bride:cô dâu

Ancestor: ông bà tổ tiªn

2 L O V E

3 B R I D E

4 H U S B A N D

5 S P R I N G

6 R I N G

7 G R O O M

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

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

7. what do we call a man on his wedding day?

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

1. I see a wedding ceremony

2. a bride and a groom

3. They are bringing a lot of gifts

Answers
1.yes, I have

2. they usually …………..

Ss write down the new words in the notebook.

</div>
(22)<div class='page_container' data-page=22>

15’

Tray: khay
Schedule: lịch 
Blessing: cầu chúc

III.While you listen
1.TASK 1

- T explains Task 1 to the Ss

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

Get Ss to read carefully five sentences
before listening the tape to do the task.
- Play the tapes twice

(T. can play the tape one more time if
students have difficulty.)

- Ask Ss to work individually, then
compare their answers with the other
student.

- Call on some Ss to give their
answers, correct and give feedback.
2. Task 2: Answering

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

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

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

IV.After you listen

-explains the task and asks Ss to work
in groups to discuss the question:

What do families often to do to
prepare for a wedding ceremony?

Suggestions

- the importantance of wedding
ceremony to Vietnamese people

- the preparation for the
wedding

- what groom and bride do on
their wedding day

- banquet ( place, food,
drink….)

- Read
- Listen
- Compare

- Listen and check
- Expected answer:
1. groom’s parents
2. red paper
3. altar

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

Ss read the questions in Task 2 carefully, listen to
the tape for three times and answer the question

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

2. They would pray, asking their ancestors’
permission to get married.

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

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

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

Answers

</div>
(23)<div class='page_container' data-page=23>

10’

guests ( gifts, blessing, ….)

-call on some groups to present their
answers

Homework

Write a short paragraph to introduces

about the wedding ceremonies in
Vietnam

everything will be available on that day. Everybody
is very busy but they all look forward to that
important day.

Unit 2: Cultural diversity

Lesson 4: writing

A.OBJECTIVES:

By the end of the lesson, students will:

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

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

Method: mainly communicative

……….

..

………

Time Teacher’s activities Students’ activities

5’

15’

I. Warm – up ( 5 min. )

-Paint some pictures on the board :

P1 P2 P3 P4

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

-Asks Ss some questions:

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

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

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

II.pre-writing

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

+ rim (n): vành

+ ribs (n) : g©n (lá cây )
+ strap (n) : d©y(da , lơa , v¶i)

Look at the board

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

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

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

</div>
(24)<div class='page_container' data-page=24>

20’

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

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

1. Have you ever worn a conical leaf hat?
2. Have you ever seen a conical leaf hat?
3. If yes, what does it look like?

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

T explains Task 1:

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

- T suggests useful expressions
Useful expression

To be made from: đợc làm bằng

- T gives some suggested questions

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

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

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

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

7. What is it used for?

III.While-writing
following questions:

1. How many parts are there in your writing?
2. What are they?

3. What do you include in the main body?
-Ask Ss to write a passage of about 150 words

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

The answer is optional

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

The answer
 1. leaf
 2. ribs
 3. rim
 4. strap

- Ss answer the question

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

2. It is also considered as a part of the 
spirit of Vietnamese nation.

3. It’s made from a special kind of 
bamboo and young soft palm leaves.
4. It has a conical form.

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

6. Either 16 or 18 ribs are shaped into a
conical form which is then covered with 
palm leaves. The leaves are sewn into 
rims.

Finally the hat is trimmed and painted 
with a coat of attar oil.

7. The conical leaf hat is used to protect 
people from the sun and the rain.

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

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

</div>
(25)<div class='page_container' data-page=25>

5’

about the conical leaf hat of Vietnam, using the
out line and information below.

-ask Ss to work individually

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

IV. Post - Writing

- Feedback to students’ writing

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

HOMEWORK

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

2. Introduction – main body –
conclusion

3. Materials – shape and size – process
Sample writing :

The conical leaf hat is one of the typical
features of the Vietnamese culture
because it can not be found anywhere
else in the world. The leaf hat is not only
a symbol of Vietnamese girls and
women but not also become a part of the
spirit of the Vietnamese nation.

The conical leaf hat is made from a
special kind of bamboo and young and
soft palm leaves. Either 16 or 18 ribs are
shaped into a conical form which is
about 45 or 50 centimeters in diameter
and about 25 or 30 centimeters high. The
conical form is then covered with palm
leaves which are sewn into all ribs.
Finally, the hat is trimmed and painted
with a coat of attar oil.

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

</div>
(26)<div class='page_container' data-page=26>

By the end of the lesson, students will:

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

- Review the usage of tenses.

B. TEACHING AIDS:

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

Method: mainly communicative

……….

………

Time Teacher’s activities Students’ activities

5’

10’

I. Warm up

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

For example

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

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

-Ask Ss to rewrite all verbs which they hear.

-Call leader of each group to go to BB and write
down.

-Check and choose the winner.

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

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

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

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

There are three ways

1. ed → /d/ after voiced consonants and vowels.
2. ed → /t/ after [ k , p , s , ∫ , t∫ , f )

3. ed → /id/ after / t, d/

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

- T reads aloud and asks Ss to repeat

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

- T asks Ss to practice
Activity 2:

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

- look at

- listen
- listen
- rewrite
- answer
- listen

Ss change these verbs into past simple

saw, needed, went, laughed, taught,
ate, missed, painted, closed, ran,
played, helped

Ss write down the rules in the
notebook.

Suggestion

/ t/ / d / / id /

laughed
missed
helped

closed
played

needed
painted

</div>
(27)<div class='page_container' data-page=27>

25’

5’

- /id/.

-Check and gives feedback.

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

III.grammar: tense revision

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

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

Exercise1: Use the correct form of the verbs…
-Ask Ss to work individually carefully and then
work in pairs.

-Explains how to use tense if necessary.

- Call some Ss to answer and ask class to give
comment.

- Give feedback.

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

- Ask Ss to read exercise carefully.

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

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

-give feedback.

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

Giude students how to do
- Do the first as an example.
- Ask students to to the exercise.
- Call the to to on board.

- Correct

homework ( 5 min.):
- Review tenses
- / ? / Give handouts:

EX 1: Choose the best answer:

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

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

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

- remind.

(groupwork)

answers:

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

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

- Practise the conversation
Answers :

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

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

6. will fail
7. could talk
-> A

-> A

->B
-> B

-> He started teaching 20 years ago.
-> When did you start to study English
?

</div>
(28)<div class='page_container' data-page=28>

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

1. He has been teaching for 20 years.( He started…)
2. How long have you studied English ?

( When)

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

- Prepare Unit 3

Extra exercises

Choose the best answer a, b, c or d

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

c. did you think d. did you thought

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

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

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

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

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

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

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

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

6. My car’s old but it never ………..

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

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

8. This room is used ……….. meetings.

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

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

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

10. I ……….. what you mean.

a. am not understand b. didn’t understand

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

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

a. employed b. worked c. lost their jobs d. redundant
12. Look ……….. that strange man over there! What’s he doing?

a. after b. for c. at d. up

13. They didn’t tell the policeman ……….. they had taken the money.

a. if b. that c. whether d. Ø

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

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

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

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

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

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

</div>
(29)<div class='page_container' data-page=29>

a. took b. made c. was making d. was taking
18. I ……….. wash my hair. It’s too dirty.

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

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

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

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

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

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

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

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

a. how little I don’t c. how little I

c. how few I d. how few I don’t

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

a. does b. did c. do d. doesn’t

24. Listen! Somebody ……….. for help.

a. are screaming b. scream c. is screaming d. has scream

25. I have a test tomorrow, so I ……….. sit up late tonight to study.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

34. Why did I agree ……….. with you?

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

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

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

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

a. you be b. you to be c. that you re d. you will be

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

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

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

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

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

</div>
(30)<div class='page_container' data-page=30>

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

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

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

42. I first met my husband ……. 1995

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

a. have b. don’t c. can’t d. can

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

63. She ……….. her children to close all the windows. It’s raining hard outside.

</div>
(31)<div class='page_container' data-page=31>

64. We always ……….. lots of photos while we are on holiday.

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

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

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

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

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

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

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

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

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

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

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

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

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

Unit 3: Ways of socialising

Lesson 1: Reading

A.OBJECTIVES:

By the end of the lesson, students will:

- read for specific information about The ways of socialising.

- be able to talk some back ground information of The ways of socialising.

- Give the Vietnamese equivalents to the following words and phrases.

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

B. TEACHING AIDS:

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

Method: mainly communicative

……….

………

Time Teacher’s activities Students’ activities

5’ I.Warm-up: Jumbled words

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

- Divide the class into two teams. Ss from two
teams go to the board and write the correct words.
- The team which writes correct words first will be
the winner.

1. osiacsilgin
2. fo

3. sawy

Answer : 1 socialising , 2 of , 3 ways
- Have Ss guess the phrase of words above
Ways of socialising

Whole class

go to the board and write the correct
words.

</div>
(32)<div class='page_container' data-page=32>

15’

7’

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

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

II. Before you read:

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

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

+ you want to get your teacher’s attention in class?
+ you need to ask someone a question, but they are
busy

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

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

* Teaching Vocabulary:

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

- T explains the new words.

1. attract (v)

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

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

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

11.Signal (n): ( example)

12.Marvellous: ( adj): ( synonym)

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

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

III. while you read
Task 1

T writes these words on the board:

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

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

- informality (adv) # formality

Pairs work
Discuss
Answers

1.In the pictures, people are shaking 
hands and waving with each other.
2.they may be greeting each other
3. - If we want to get our teacher’s 
attention in class, we can raise our 
hands slightly.

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

skim the passage and underline the new
words.

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

</div>
(33)<div class='page_container' data-page=33>

5’

10’

- approach (v)
- a slight nod will do

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

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

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

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

- Give the true answers..

Task 2

-Ask students to read the questions carefully.
- Ask students to read through the passage again.
- Devide the class into pairs to do .

- Call some students to give the answers.
- Ask others students to correct.

- Give the true answers..

Task 3

Questions and answers

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

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

- T moves around class to give help.

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

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

Present answers

- verbal (a): bằng lời, hữu ngôn
- non-verbal (a); không b»ng lêi, phi 
ng«n

- attract someone’s attention: thu hut 
sù chó ý cđa ai

- impolite (a) # polite (a): kh«ng lịch 
sự

- rude(a) # polite: thô tục, thô bạo
- informality (adv) # formality: thân 
mật, không nghi thức

- approach (v): tiÕp cËn

- a slight nod will do: một cái gật đầu 
nhẹ là đủ

Work in pairs

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

Answers

A. ( Attracting Attention: Non- verbal 
Cues)

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

1. We can use eitherverbal or non-
verbal communication.

2. Because they are strong actions
that can easily be seen

3. We can wait until he passes near
us, catch his eye, nod slightly to let
him know we would like him to come
to our table. Or we may raise our hand
slightly to show that we need

</div>
(34)<div class='page_container' data-page=34>

3’

-give correct answers
IV.After you read:
* Discussion

- Ask Ss to work in pairs to discuss the meaning of
whisling and hand- clapping in Vietnamese culture.
- Move around to help Ss.

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

. Homework:

-asks Ss to learnt by heart the lesson

- Review the points that have been covered in the
lesson and do the exercise in the exercise book.
- prepare the next part: Speaking

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

5. Because it’s considered rude.

work in pairs to discuss the meaning of
whisling and hand- clapping in

Vietnamese culture.

Unit 3: Ways of socialising

Lesson 2: Speaking

A.OBJECTIVES:

By the end of the lesson, students will:

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

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

B. TEACHING AIDS:

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

</div>
(35)<div class='page_container' data-page=35>

……….

………

Time Teacher’s activities Students’ activities

10’

I.Warm-up:

Guessing word:
T: What is it?

Divide the class into two groups.

T says that he has a word in his mind and he going to
give some information about the word. Members of
each group will listen and may stop at any information
they hear to guess what the word is. Each group has
only two chances to gues the word. The first group to
tell exactly what the word is wins the game.

T gives information about the word.

1. It’s a noun.

2. It has got ten letters.

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

4. It shows one respect, give and respond your 
feeling about things which are beautiful, good, 
or interesting, etc.

What is the word?

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

Task 1:

- Introduces the task: You are going to work in your 
group to practise reading these dialogues, paying 
attention to how people give and respond to 
compliments in each situation.

Elicit the new words by asking Ps.
Vocabulary:

- compliments(n)
- hairstyle(n)
- terrific(a)
- kidding(a)

Ask Ps to take notes and practise reading vocabulary.
Ask Ps to work in pairs, practise reading these
dialogues, paying attention to how people give and
respond to compliments in each situation.

T reads once. Ask Ps to listen.

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



Useful language:

Give compliments Respond to 
compliments

- beautiful - Thank you/

 Listen to the teacher.
Work in groups

Listen and find out the answers.

Work in pairs

- Look at the table on the
board.

- Listen to the teacher.

- Take notes.

</div>
(36)<div class='page_container' data-page=36>

7’

8’

- perfect

- I’ve never seen…
- terrific

- better
I think

-What a/an……you have/
have got!

-How +

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

Thanks
- That’s a nice

compliment
I think

I’m glad you like
it.

Thank you. I
think/

thought…………
…

Thank you. That’s
a nice compliment.
You must
have got to
be kidding.

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

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

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

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

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

Move around to give help.

-Call on some pairs to act out their conversation in

front of the class.

-Give comments on their conversations.

Task 3

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

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

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

Move around to give help.

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

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

- Work in pairs.

listen and look at the
information in the task.

- Some pairs perform. Others
listen to.

David: You really have a beautiful
dress. It is the most beautiful dress I
have seen.

Hung: Your motorbike is really
terrific. Then…

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

- Listen to the teacher.

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

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

- Thank you, Peter. That’s a nice
compliment.

</div>
(37)<div class='page_container' data-page=37>

10’

-Give comments on their conversations.

IV. Post speaking
Task 4:

-Before getting Ss to discuss, T reminds them of some
useful expressions for giving and responding

compliments in Task 1.

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

-Go around to check and offer help.

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

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

Home work

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

- study

- speaking English

- singing

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

acceptable

Work in pairs

Share with the other pairs.

Present the dialogues

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

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

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

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

B: Thank you, ……… My father
bought it for me on my birthday.
 A new cell phone:

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

</div>
(38)<div class='page_container' data-page=38>

Unit 3: Ways of socialising

Lesson 3: Listening

A.OBJECTIVES:

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

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

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

Method: mainly communicative

time Teacher’s activities Students’ activities

5’

10’

I. WARM UP:
Jumbled words:

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

- Divide the class into two teams. Ss from two
teams go to the board and write the correct words.
- The team which writes correct words first will
be the winner.

aniotuergl  regulation
oenetlehp  telephone
lacl  call

acidev  advice.
II.Before you listen:

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

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

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

Vocabulary:

- argument(n)
- regulation(n)
- absolute(a)
- maximum(n,a)
- install(v)
- chitchat(n)
- starling(a)

Listen and repeat:

Pairs work
Rearrange

Whole class

Listen to the teacher

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

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

</div>
(39)<div class='page_container' data-page=39>

10’

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

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

- T corrects errors, if any.

-Check that Ss know the meaning of these words.
III. While you listen:

Task 1:

-Get Ss to read through the statements to
understand them and underline the key words.
-Guide students the requests of the task.
- Let students listen twice time.

- Write on board from 1 to 6 and call some
students to come and write their answers.

- Let them listen on again and correct.
- Correct.

Task 2: Gap- fill

T: Now listen to the rest of the listening text again
and work in pairs to write the missing words. You
will listen to the tape twice.

Check if Ps can answer the questions in task 2
without listening again. Play the tape for them to
listen again but before doing this, T should

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

Play the tape again for Ps to listen & answer the
questions

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

Play the tape twice.

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

-Before getting Ss to summarize Ms Linda
Cupple’s talk, T reminds them of some useful
languages Task 1,2.

Suggested ideas:

Take notes

Listen to the tape and read in chorus &
individually

Individual work, pair work & whole class.
read through all the questions, identify
the information they need to look for in

each question ( question word: what,
where, when, how…)

listen and answer the questions
answers

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

Individual work, pair work & whole class.
read through all the questions, identify the
information they need to look for in each
question

check their answers with a partner

give the answers.

Answer:

1. agreed 5. waking

</div>
(40)<div class='page_container' data-page=40>

10’ - Length of time for each call
- Time for calling

- Calling late at night

- Calling at weekend

-Divide the class into small groups of 3 or 4 &
gets them to summarise the listening passage.
-Go around to check and offer help.

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

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

.Homework:

- Learn the new words by heart.

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

Individual work, pair work & whole class.

summarize Ms Linda Cupple’s talk

Unit 3: Ways of socialising

Lesson 4: Writing

A.OBJECTIVES:

By the end of the lesson, students will:

-can use the words to build complete sentences in Task 1,

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

B. TEACHING AIDS:

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

Method: mainly communicative

Time Teacher’s activities Students’ activities

5’ I. Warm –up MATCHING

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

a.pointing at someone
b.being late for class
c.making mistakes
d.being into the farewell

1. saying goodbye
2.admitting

one’swrongdoing
3.saying“I’m sorry I’m
late ”

4. being rule and
impolite

-check mistakes

Pre-teach : Vocabulary
- abruptly

Sts think what T asks , give their key.
Sts correct .

Key: a+4; b+3; c+2 ; d+ 1

</div>
(41)<div class='page_container' data-page=41>

15’

20’

- (to) apologize

- discourtesy

- Gosh

- sorrow

- pleasant and thoughtful

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

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

II.pre-writing

Task1 : Use the words to make sentences. Change the
form of the verb.( No addition or omission is required)
- introduce the aims of tasks in writing lesson.
In task 1,T asks sts to discuss how to use
suggested words in sentences.

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

III.While writing

-Ask Ps to work in pairs or in group to read and
discuss about the re-ordered paragraphs.

- Go around giving help

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

- Ask Ps to read their answers.

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

Checking

- T correct with Ps.

- T gives feedback on Ps’ work.

and take notes

give the Vietnamese equivalent (if
necessary).

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

Sts listen, repeat and copy them.
Sts rewrite some words.

Sts know what they are going to learn.
Sts work in pairs and dis -cuss how to make
senten -ces with re -quired words.

Sts compare their key and show them.
Sts correct .

Key:

1.There are many ways to tell someone

goodbye, and most of them depend on the
situation at hand.

2.However, there is one rule that all

situations observe: We seldom say goodbye
abruptly.

3.In English it is necessary to prepare a
person for departure.

4.We lead into the farewell by saying
something pleasant and thoughtful like “I’ve
really enjoyed talking to you”

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

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

compare their answers in pairs and read
aloud in front of the class

give comments on the others’ writing
Paragraph 1:

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

</div>
(42)<div class='page_container' data-page=42>

5’

- T points out some common mistakes made by Ps.
- Ask Ps to give comments on the others’ writing.

Paragraph 2:

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

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

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

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

4. But if the teacher stops and waits for him to say
something, he could apologize simply “ I’m sorry 
I’m late”, ask permission to take his seat and sit 
down.

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

IV.Post-writing
Dicussion:

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

- Ask some Ps to give their answers.

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

Homework:

- Aks Ps to learnt by heart the lessson

- Review the points that have been covered in the
lesson and do the exercise in the exercise book.
- Prepare for the next part.

exactly when you should apologize, but 
it is not difficult to learn how.

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

4. It’s a way of expressing our regret or 
sorrow for something.

5. When we apologize, we admit our 
wrongdoing or discourtesy, usually a 
reason for it, and express regret.

work in pair to discuss the question
give their answers.

UNIT FOUR : SCHOOL EDUCATION SYSTEM

A : READING

A. THE AIMS :

- To practise Ss on reading skill and listening skill .

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

1. Teacher :

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

</div>
(43)<div class='page_container' data-page=43>

1. Classroom procedure : ( 2 minutes )
- greeting

- checking the attendance .
2. Checking the previous lesson :

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

_ To give some remarks .

3. New lesson :

Estimated

Time

Teacher’s activities Ss’ activities

BEFORE YOU READ
- To explain the meaning .

- To show Ss to complete the task given .

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

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

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

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

Ex : She was educated in France .
* Certificate / / (n) an official
written or printed statement that may be
used as proof or evidence of certain facts.
Ex :an examination certificate (ie
proving that sb has passed an
examination .)

* Curriculum / / (n) the subjects
included in a course of study or taught at a
particular school , college , ………..

Ex : Is Spanish on the curriculum at your
school ?.

- To listen to the teacher .
* WORK IN PAIRS

- To ask pairs of to complete the task
given , choosing True or False :
(1) T

(2) T
(3) T
(4) F
(5) T

</div>
(44)<div class='page_container' data-page=44>

____________ TASK 1 ____________
- To show Ss to complete the task given .
- To remind Ss to read the passage learned
once more before doing the task supplied.
- To help Ss to finish the task given , going
around whole class .

- To correct Ss’ pronunciation .

_____________ TASK 2 ______________
- To

- To use answer key on page 46 , English 12
teacher’s book.

-To help Ss to complete the task given ,
going around whole class .

- To correct Ss’ pronunciation .

_____________ TASK 3 ______________
- To explain its meaning .

- To show Ss to complete the task given .

- To help Ss to finish the task given , going
around whole class .

- To use cues supplied on page , English 12

teacher’s book .

- To have Ss read all new words in chorus .
Each word is read twice .

- To have Ss read the passage in silence .

- To listen to teacher .

- To appoint Ss to complete the task given
by oral drill :

(1) State school
(2) Primary school
(3) Second school
(4) Compulsory

(5) The General Certificate of Second
School

(6) Curriculum

(7) The General Certificate Of Education
Advanced Level or The GCSA

“A Level”.

- To listen to the teacher .
* WORK IN PAIRS :

- To have pairs of Ss answer the questions
supplied by oral drill .

- To write down answer key given into
their notebooks.

- To listen to the teacher .

-To have Ss complete the task supplied by
oral drill .

- To write down the answer key into their
notebooks .

4. Consolidation :

AFTER YOU READ
- To show Ss to finish the task given .
- To explain the meaning of words
supplied.

- To listn to the teacher .

- To wrie down those words into their
notebooks :

</div>
(45)<div class='page_container' data-page=45>

(2) TOEFL : Test Of English as a Second
Language .

(3) FCE : First Certificate English .

(4) KET : Key English Tests

(5) PET : Preliminary English Tests .

5. Home assignment :

- To remind Ss to practise reading the passage learned several times .

- New lesson : Ss prepare new lesson : B. SPEAKING , from page 47 to page 48 ,
Unit Four , English 12 textbook .

UNIT FOUR : SCHOOL EDUCATION SYSTEM

B : SPEAKING

A. THE AIMS :

- To practise Ss on speaking skill and reading skill .

- To show Ss to askl and answer the questions about the School Education
System in Vietnam.

B. PREPARATION :
1 . Teacher :

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

_ English 12 textbook .
C. THE TEACHING STEPS :

1. Classroom procedure : ( 2 minutes )
 - greeting .

- checking the attendance .

2. Checking the previous lesson : ( 7 minutes )

* Teacher :- appoints two Ss to check the reading , the vocabulary in the passage
 School Education System .

- gives some remarks .
3. New lesson :

Estimated
Time

Teacher’s activities Ss’ activities

__________ TASK 1_____________
- To show Ss to complete the task given .
- To help Ss to practise , going around
whole class .

- To encourage pairs of Ss to do well.

* WORK IN PAIRS
- To listen to the teacher .

</div>
(46)<div class='page_container' data-page=46>

___________ TASK 2 ____________

- To explain the meaning .

- To show Ss to finish the task supplied.
- To help Ss to talk about the topic given
-To go around whole class .

* WORK IN GROUPS .
- To listen to the teacher .

- To have Ss talk about the school education
system in Vietnam , using the

information from Task 1 .
4. Consolidation :

___________ TASK 3___________
- To show Ss to complete the task supplied
.

- To encourage Ss to give some

similarities and differences between the
school system in Vietnam and in England.
_ asks students to notice some points:

1. time
2. terms

3. the National curriculum
4. subjects taught in school

5. age

_ asks some students to present their talks
to the whole class.

_ ask some of them to give comments on
their friends’ talks.

* WORK IN GROUPS :
- To listen to the teacher .

- To have Ss talk about similarities and
differences between the school system in
Vietnam and in England .

_ work in groups of fours to find the
information they need to complete the task
given.

_ some of them present their talks to the
whole class.

_ some of them give comments on their
friends’ talks.

5. Home assignment :

- To remind Ss to continue to write about the topic discussed at home .

- New lesson : Ss prepare new lesson : C. LISTENING , on page 46 , Unit Four ,

English 12 textbook .

UNIT FOUR : SCHOOL EDUCATION SYSTEM

C : LISTENING

A. THE AIMS :

- To practise Ss on listening skill and speaking skill .
B. PREPARATION :

1. Teacher :

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

- English 12 textbook .
C. THE TEACHING STEPS :

1. Classroom procedure : ( 2 minutes )
- greeting .

</div>
(47)<div class='page_container' data-page=47>

* Teacher :- appoints two Ss to talk about some similarities and differences
between the school system in Vietnam and in England .

- gives some remarks . 1C81-A0K5-19E5-MAAX-400F-NGFB-480X

3. New lesson :

Estimated
Time

Teacher’s activities Ss’ activities

BEFORE YOU LISTEN
- To explain the meaning .

- To show Ss to ask and answer the

questions supplied on page 46 , Unit Four
English 12 textbook .

- To correct Ss’ pronunciation .

- To show Ss to read all words supplied on
page 46 , Unit Four , English 12 textbook .

WHILE YOU LISTEN

_____________ TASK 1 ____________
- To explain the meaning .

- To show Ss to complete the task
provided .

- To read whole passage given from page
49 to page 50 , English 12 teacher’s book
three times .

- To help Ss to complete the task given ,
using answer key on page 49 , English 12

teacher’s book.

____________ TASK 2 __________
- To read whole passage supplied once
more .

- To show Ss to complete the task given .
- To use answer key on page 50 ,
English 12 teacher’s book .

- To help Ss to complete the task given ,
going around whole class .

- To correct Ss’ pronunciation .

* WORK IN PAIRS .
- To listen to the teacher .

- To have pairs of Ss ask and answer the
questions supplied on page 46 , Unit Four ,
English 12 textbook .

- To read all words supplied on page 46 ,
Unit Four , English 12 textbook . Each word
is read twice .

- To listen to the teacher .

- To have Ss read all questions supplied on
page 46 , Unit Four , English 12 textbook

in silence .

- To have Ss complete the task given .

- To write down answer key into their
notebooks .

- To listen to the teacher .

- To have Ss answer the questions supplied
on page 46 , Unit Four , English 12

textbook by oral drill .

4. Consolidation :

</div>
(48)<div class='page_container' data-page=48>

AFTER YOU LISTEN
- To show Ss to finish the task given .

-To encourage pairs of Ss to finish the
exercise well .

page 50 , English 12 teacher’s book into
their notebooks .

* WORK IN PAIRS :

- To have Ss complete the task given , using
ideas in Task 1 done .

5. Home assignment :

- To remind Ss to practise talking to classmates about the studying at school
several times .

- New lesson : Ss prepare new lesson : D. WRITING , on page 47 , Unit Four ,
English 12 textbook .

UNIT FOUR : SCHOOL EDUCATION SYSTEM

D : WRITING

A. THE AIMS :

-To practise Ss on writing skill and speaking skill .
B. PREPARATION :

1. Teacher :

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

- English 12 textbook .
C. THE TEACHING STEPS :

1. Classroom precedure : ( 2 minutes )
- greeting .

- checking the attendance .
2. Checking the previous lesson :

* Teacher : - appoints two Ss to check the reading , the vocabulary : the passage -
School Education System .

- gives some remarks .

3. New lesson :

Estimated
Time

Teacher’s activities Ss’ activities

_____________ TASK 1 ______________
- To explain the meaning .

- To show Ss to finish the exercise
supplied.

- To help Ss with the writing , going
around whole class .

- To apoint 3 groups of Ss to write their

* WORK IN GROUPS :
- To listen to the teacher .

- To have groups of Ss complete the exercise
given .

- To write rough draft .

- To have groups of Ss to finish the writing ,
using cues given on page 47,

</div>
(49)<div class='page_container' data-page=49>

own ideas on the blackboard.
- To correct Ss’ writing .

____________ TASK 2 _____________
-To explain the meaning .

-To show Ss to achieve the task provided.

- To suggest choosing three ideas supplied
to write the passage .

- To help Ss to finish the task provided ,
going around whole class .

- To listen to the teacher .

- To have Ss complete the task given , using
ideas done .

- To choose three ideas to complete the
writing .

4. Consolidation :

- To appoint Ss to express their own
passage .

- To correct Ss’ writing .
- To give some remarks .

- To ask Ss to write their own passage on
the blackboard

5. Home assignment :

UNIT FOUR : SCHOOL EDUCATION SYSTEM

E: LANGUAGE FOCUS

A. THE AIMS :

- To practise Ss on writing skill and reading skill .
- To show Ss how to use the passive voice .
B. PREPARATION :

1. Teacher :

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

-English 12 textbook .
C. THE TEACHING STEPS :

1. Classroom procedure : (2 minutes )

- greeting .

- checking the attendance .
2. Checking the previous lesson :

* Teacher : _ appoints two Ss to check the writing given last period .
_ gives some remarks .

</div>
(50)<div class='page_container' data-page=50>

Estimated
Time

Teacher’s activities Ss’ activities

____________ TASK 1 ______________
PRONUNCIATION

- To show Ss to read all words provided on
page 47 , Unit Four , English 12 textbook.

- To show Ss to practise reading the sentences
provided from page 47 to page

48 , Unit Four , English 12 textbook.
- To correct Ss’ pronunciation .

___________ TASK 2 _______________
GRAMMAR

* Exercise 1:

-To explain the meaning .

- To show Ss to complete the exercise given ..
- To remind Ss to do the exercise with

Simple Present Passive form :

S + is / are / + P.P of main verb +…….

- To correct Ss’ pronunciation .

____________ TASK 3____________
* Exercise 2 :

- To explain the meaning .

- To show Ss to finish the exercise provided .
- To use answer key supplied on page 52 ,
English 12 textbook .

To help Ss to finish the exercise given ,
going around whole class .

- To write answer key on the blackboard .
___________ TASK 4 ____________
* Exercise 3 :

- To explain its meaning .

- To show Ss to finish the exercise proviede
- To use answer key on page 53 , English 12 t
teacher’s book .

- To help Ss to finish the exercise given ,
going around whole class .

- To listen to the teacher .

- To have Ss read all words provided on page
47 , Unit Four , English 12 textbook

Each word is read twice .

- To have Ss read the sentences provided
on page 47 to page 48 , Unit Four , English 12
textbook . Each sentence is read twice .

- To appoint Ss to finish the exercise given
by oral drill :

(1) is divided
(2) is separated
(3) is set

(4) is made up
(5) is paid
(6) are selected

- To write down answer key into their
notebook .

- To listen to the teacher .

- To appoint Ss to achieve the exercise
supplied by oral drill .Each sentence is read
twice .

- To write down answer key into their
notebook .

- To listen to the teacher .
_ To read the text in silence .

- To appoint Ss to finish the exercise by oral
drill .

</div>
(51)<div class='page_container' data-page=51>

notebooks .

4. Consolidation :
_ Grammar note :

* Teacher asks Ss to write down grammar note into their notebook .
PASSIVE VOICE ( Thể thụ động )

A. Cách thành lập :

……….+ Be + P.P +
…………

B. Các thì của thể bị động :
Passive tense

Simple Present

Structure

am/ is / are + P.P+………

Example
English is spoken here .
Present

Continuous

am/ is / are being + P.P +…… The house is being painted .
Simple past was / were + P.P +…….. I wasn’t invited .

Past continuous was / were being + P.P +…….. I was being watched .
Present perfect have / has been +P.P +

………….

Has Mary been told ?
Past perfect had been + P.P +……… I has been forgotten .
Will future will be +P.P +……… You will be told soon .
Future perfect Will have been + P. P +

…………

Everything will have been done by
Tuesday.

Going to future Am / is / are going to be + P.P+ Who’s going to be invited ?

C. Cách đổi một câu từ thể chủ động sang thể bị động :

5. Home assignment :

- To remind Ss to learn grammar note given by heart and practise the exercises
supplied several times .

- New lesson : Ss prepare new lesson : Unit Five _ Higher Education ,

Unit 5: higher education

A :Reading

I. Aims: To help students to practice:

Active : S V O

</div>
(52)<div class='page_container' data-page=52>

 Guessing words’ meanings in contexts

 Reading for details of information about application process for universities in the UK

 Reading for gist and answer comprehension question

II. Aids: textbooks, pictures, board, chalks
III. Procedure

stages &time teacher’s activities students’ activities

Pre-reading
(7 mins)

+Warm-up : Guessing game

( - Motivate students and arouse their
interest through the game.

- Using picture to catch students’
attention)

-Call on an S to go to the board and give
a picture to him/her. Don’t let the others
see it.

-Tell the class the rules of the game.

-Everybody makes yes/no questions to 
guess the answer of your friend’s 
question.

-Observer students playing game

+Lead-in:

-Ask students to look at 3 pictures in
their books and work in pairs to answer
the questions:

-How do you say in English the names of
these universities?

-Which of them would you like to apply 
to?

- One S goes to the board, gets the picture
and doesn’t let others see it.

-The S leads the game by asking the others:

- Which university is it in the picture?

-The others make yes/no questions
Possible questions:

-Are students in this university trained to be 
teachers?

-Is the university in Hanoi?
-Is it…university?

-The S answers the questions using only yes
or no. The game is over if an S guess the
right university.

-All the students look at the picture to
check.

-Work in pairs and look at the pictures in
their books to answer the questions
Expected answers:

1.Hue University

2.Hanoi University of Natural Science
3. Hanoi University of Architecture

Possible answers:

-I would like to apply to Hanoi University of
Science because I like studying

mathematics.

While 
reading
(30 mins)

-Ask students to spend 5 mins reading
the text silently, trying to catch the main

ideas of the text.

-Ask students to read the text again and
underline words and phrases that

describe the requirements and application
process to the universities in the UK.
Task 1:

-Ask students to work in pairs and guess
the meanings of some new words in task
1 basing on the contexts in the reading

-Read the text carefully in 5 mins and catch
its main ideas.

-Read the text again and underline words
and phrases that describe the requirements
and application process to the universities in
the

</div>
(53)<div class='page_container' data-page=53>

text, then fill in the blanks.

-Call some students to read aloud their
answers and ask the others to listen and
comment

-Give T’s own remarks and corrections if
necessary.

Task 2:

-Ask the whole class to read through the
sentences then choose the best options
trying not to refer to the text as much as
possible

-Ask them to work in pairs, comparing
their answers

-Call some students to read aloud their
answers

-Listen to students’ answer and give
remarks

Task 3:

-Ask the whole class to read carefully all
the application process to tertiary study
in the UK then do task 3 individually.
-Ask students to work in pairs, exchange
their answers with their partners.

-Call some students to give their answers
-Listen to students’ answers and correct
or comment if necessary

-Work in pairs, guessing the words’
meanings and fill in the blanks with their

correct forms

-Some students read aloud their answers,
others listen to their friends and comment
correct if necessary.

Expected answers:

1.applications 6.required
2. applied 7.requiremennts
3. applicants 8.decided
4. prefer 9.decision
5. preference 10.decisive

-Read through the sentences then choose the
best options trying not to refer to the text as
much as possible

-Work in pairs and compare their answers.
-Some students read aloud their answers;
others listen and give their comments.
 Expected answers:

1 2 3 4 5

C C B B A

- Read carefully all the application process
to tertiary study in the UK then put a tick if
the information mentioned in the text or put

a cross if not.

-Work in pairs and exchange their answers.
-While some read their answers aloud;
others listen and give their corrections or
comments

Expected answers:

1 2 3 4 5 6

D C A E F B

Post-reading (8
mins)

-Ask the whole class work in groups of
four and discuss the question:

+How importance is tertiary study to 
you?

-Walk around to encourage students to
express their opinions and give some

-Form groups of four and discuss the

question of how importance tertiary study is
to them.

</div>
(54)<div class='page_container' data-page=54>

Homework

suggestions to students :

+It is important in gaining knowledge
+It is important in your future jobs
- Ask some groups to make discussion on
the question in front of the class

-Give comments

-Ask students to write paragraph on how
important tertiary study is to them.

- Some groups make discussion on the
question in front of the class; other give
comments

Expected opinions:

-I think that tertiary study is very important
to us because we can widen our knowledge
through

-I think that tertiary study is a good
preparation for us to get a good job in the
future

-Take note the homework

B :S

peaking

I. Aims: To help students to practice:

 Talking about application process to tertiary study in Vietnam

 Asking and answering about time of application process to tertiary study in Vietnam

II. Aids: textbooks, pictures, board, chalks
III. Procedure

stages
&time

Teacher’s activities students’ activities

Pre-speaking
(5 mins)

Warm-up: what is my job?

-Call on an S to go to the board and ask
him/her to choose a job that he/she wants
to do in the future and mime a typical
activity which it involves.

-Ask the whole class to look at their
friend’s activity then ask him/her yes/no

question to guess his/her job

-Observe students playing game and stop
when there is a winner

- One S goes to the board, chooses a job that
he/she wants to do in the future and mime a
typical activity which it involves.

-The S asks the others :

- What is my job?

-The others watch his/her activity and make
yes/no questions to guess the job

Possible questions:

-Are you mending something?
-Are you typing?

-Do you work outside?

</div>
(55)<div class='page_container' data-page=55>

speaking
(38 mins)

-Call an S to read aloud the request of the
task

-Ask the whole class to do task 1

-Ask students to exchange their answers
with their friends.

-Call some students to read aloud their
answers to the class

-Give corrections and remarks.

-The teacher elicits the meaning of these
application process for students to guess
Task 2

-Ask students to work in pairs ,reading
thee information in their books, asking and
answering the question about the

application process to tertiary study in
Vietnam

-Walk around to observe students talking
and help them if necessary.

-Call some pairs to stand up and ask &
answer. Ask other pairs to listen and
comment

-Make necessary correction and comments

Task 3:

-Introduce the task to the students ask them
to work in groups of four

-Ask students to make discussion and take
note

-Go around and help them if necessary
-Call some groups to handle their notes
among the groups and check.

-One S read aloud the request of the task
-Do task 1 individually. Put the ticks on those
which are obligatory for whom to be admitted
to a university in Vietnam

-Exchange their answers with their friends.
- some students to read aloud their answers to
the class; others listen and comment

Expected answers:



an application form



an identify card



a copy of the originals of school certificate



a birth certificate



a copy of records of your performance ay
school



scores of the required examination.
Possible problems:

-Students may don’t know the meanings of
some application process

-Work in pairs

-Read information in their books and practise
asking and answering questions about the
application process to tertiary study in
Vietnam

-Ask T if necessary

- Some pairs to stand up and ask & answer;
other pairs to listen and comment

Expected pair work:

S1: When do you fill in and send the
application form?

S2: In March

S1: When do you take the GCSE
examination?

S2: in May.
…

- Listen to the instruction and form groups of
four

-Discuss and write the process of applying to
a tertiary institution in Vietnam

</div>
(56)<div class='page_container' data-page=56>

-Call on some groups to stand up and make
discussion in front of the class. Ask other
groups listen and give comments

-Give T’s own comments

-T goes around to remind students to use
English and suggest some difficult

structures

-Handle their notes among the groups and
check.

-Some groups in turn stand up and make their
discussion in front of the class; other groups
listen and give comments

Expected group work:

S1: I think the first process of applying to a 
tertiary institution in Vietnam is to fill in and 
send the application form.

S2: Yes, then we must take the GCSE 
examination

S3: Only when we pass the GCSE

examination, can we take the entrance exam. 
It often takes place in July.

….

Possible problems:

-Students may speak Vietnamese while
discussing.

Post-speaking 
(2 mins)

-Ask students to write a paragraph about
the process of applying to a tertiary
institution in Vietnam

-Take note their home work

C :L

istening

I. Aims: To help students:

 Develop the ability to get details from listening text to do true/false and multiple choice
exercises.

 Get detailed information on some problems students may have when studying in a foreign
country.

II. Aids: textbooks, cassette, tape recorder, board, chalks
III. Procedure

stages &time teacher’s activities students’ activities

Pre-listening

(7 mins)

Warm-up: interview

-Ask students form pairs and give them
instructions:

-Imagine that in each pair, one of you is 
a Vietnamese student studying in a 
foreign country; the other ask her/him 
problems facing students when studying 
in a foreign country

-Call some pairs to report their
interviews

- Students form pairs and listen to T’s
instructions

-Work in pairs, asking and answering the
problems facing students when studying in a
foreign country

Possible questions:

S1: What problem you have to face when 
studying in America?

S2: there are many problems such as: food, 
accommodation, living cost…

</div>
(57)<div class='page_container' data-page=57>

-Give remarks and leads to listening task
+Pre-teach

-Introduce the new words that will
appear in the listening task and elicit the
meanings

-Read these words aloud and ask students
to read them in chorus and individually

-Listen to T and guess the meanings of these
words

-Practise reading the words in chorus and
individually.

While

listening

(25 mins)

task1

-Ask students to carefully read all the
statements silently in 1 minute

-Play the record and ask students to listen
for main ideas of the text

-Play the record again and ask them to do
the task

-Ask students to compare their answers

with their friends

-Call some students to give their answers
-T listen to and correct or comment

Task 2:

Ask all students to spend 2 mins to read
the questions and options in the task
-Play the record once again and ask
students to do the task

-Ask students to work in pairs to
exchange their answers

-Ask some students to read aloud their
answers

-Listen and give remarks. T can play the
record again if students cannot give
correct answers

- Read all the statements carefully
in 1 minute

-Listen to the record for the main ideas of
the text

-Listen again and tick true or false in their
books

-Check their answers with their friends
-Some students give their answers; others
listen and give comments

Expected answers:

1 2 3 4 5

T T T F T

-Read the questions and options in the task
in 2 mins

-Listen to the record again and choose the
best option

-Work in pairs and exchange their answers
-Some students read aloud their answers ;
others listen and give comments

Expected answers:

1 2 3

C C B

Post-listening

(13 mins)

-Ask students to read the request aloud
-Ask them to work in pairs again ,asking
and answering the questions of the task
-Go around and help students if

necessary

-Call some pairs to perform their
dialogues

-One student read the request aloud
-Work in group again and practise asking
and answering the questions of the task
-Ask T if necessary

</div>
(58)<div class='page_container' data-page=58>

Homework

-Listen and give remarks or good marks
if students do well

-Ask students to write a paragraph about
whether they like to do an undergraduate
course in Vietnam or abroad and the
reasons for that choice

class; others listen and give comments
Possible dialogue:

S1: Would you like to do an undergraduate

course in Vietnam or abroad?

S2: I’d like to do an undergraduate course 
in Vietnam

S1: Why so?

S2: Because my English is not good enough 
and I cannot afford tuition fees and

accommodation for studying overseas.

-Take note their homework

D :W

riting

I. Aims: To help students:

 Practice writing short passage about the problems that Vietnamese students may encounter when
studying abroad.

 Using main ideas from discussion to write a passage.

II. Aids: textbooks, board, chalks
III. Procedure

stages
&time

teacher’s activities students’ activities

Pre-writing
(5 mins)

Lead-in: 
-Ask students:

-Do you want to study abroad? Why or
why not?

-Call some students to answer then give
remarks

-Listen to the T’s question

- Some students answer T’s question.
Students can exchange their opinions with
their friends

Possible answers :

-Yes, I want to study abroad because the
learning environment there is better than in
Vietnam.

-No. I don’t want to study abroad because the
cost of studying and living there ix much
higher in Vietnam...

While
writing

(37
mins)

Task 1:

-Ask one S to read aloud the request of
task 1

-Ask students to work in groups of four
discussing and taking notes the problems
they may face when studying abroad.
-Walk around to observe students’
activities and help them if necessary

-Call some groups to make discussion in
front of the class.

- One S read aloud the request of task 1
-Form groups of four and discuss and take
notes the problems they may face when
studying abroad.

</div>
(59)<div class='page_container' data-page=59>

-Give corrections if necessary and remarks.

Task 2:

- Ask one S to read aloud the request of

task 2

-Ask all students to write a passage about
the problems that Vietnamese students may
encounter when studying abroad basing on
the idea in task 1

-T may call 1 or 2 students to write his/her
passage directly on the board

-Walk around help students if necessary
.Ask them to pay attention to such linking
words as first, second, etc.

-Ask all students to look at the board and
correct their friend’s writings

-Give T’s own comments and corrections

- Some groups make discussion in front of
the class; others listen and give comments
Possible discussion:

S1: I think English language s the first
problem we will face while studying abroad.
We learn English in our country but we don’t
have chance to speak English with native
people.

S2: The second problem is learning styles at

tertiary level.We are not familiar with
independent learning and modern study
facilities.

…

-One S read aloud the request of task 2

-Do task 2: write a passage about the
problems that Vietnamese students may
encounter when studying abroad basing on
the idea in task 1

-1 or 2 students write his/her passage directly
on the board

-Ask if necessary.

-Pay attention to such linking words as first,
second, etc.

- Look at the board and correct their friend’s
writings

-Give corrections or comments to the
writings on the board

post-writing

(3 mins)

Homework

-Ask students to correct their writing at
home.

-Take note homework

E :Language focus

I. Aims:

 Pronunciation: students practise pronouncing stress of more than three-syllable words
 Grammar: students study the structure as well as the usage of conditional sentences

 Vocabulary: students learn to use words relating to the topic application process to tertiary study
and some abbreviations of some main high school exams

II. Aids: textbooks, board, chalks
III. Procedure

stages &time teacher’s activities students’ activities

Pronun 
ciation

1.Listen and repeat

</div>
(60)<div class='page_container' data-page=60>

(10 mins) the record once or twice.

-Read and ask students to repeat in chorus
then individually or in pairs

-Call some students to read the words
aloud

-Listen and correct if necessary
2.Practice reading the sentences
-Read the sentences once or twice then
ask students to practise reading in pairs
-Call some students to read the sentences
aloud.

-Listen ,correct if necessary and ask
students to practise more at home

-Listen and then repeat in chorus then
individually

-Some students read the words aloud; others
listen and correct if there are

mispronunciation

-Listen to the teacher and practise reading
the sentences in pairs

-Some students read the sentences aloud;
others listen and correct if necessary
Grammar

and

vocabulary
(35mins)

Exercise 1:

-Ask students to read the request of task 1
carefully and do the task

-Walk around to help students if necessary
-Ask students to compare their answers
with their friends’

-Call some students to read out the
answers

-Give correction or comments if necessary

Exercise 2:

-Ask students to read the request of task 1
carefully and do the task

-Walk around to help students if necessary
-Ask students to compare their answers
with their friends’

-Call some students to read out the

answers

-Read read the request of task 1 carefully
and do the task

-Ask T if there is any trouble

-Compare compare their answers with their
friends’

-Some students read out the answers; other
give corrections

Suggested answers:

1. If you fail the GCSE exam, you will not
be able to take the en trance exam to the
university.

2. You won’t be able to get into the exam
room if you are 10 minutes late.

3. If you don’t send the application form on
time, you will not be able to take the
entrance exam.

4. If you don’t have a reference letter, you
won’t be able to submit your application
form.

5. Unless you show your identify card, you
won’t be able to get into the exam room.
-Read read the request of task 1 carefully
and do the task

-Ask T if there is any trouble

</div>
(61)<div class='page_container' data-page=61>

-Give correction or comments if necessary

Exercise 3:

-Ask students to read the request of task 1
carefully and do the task

-Walk around to help students if necessary
-Ask students to compare their answers
with their friends’

-Call some students to read out the
answers

-Give correction or comments if necessary

friends’

-Some students read out the answers; other
give corrections

Suggested answers:

1. If she had a car, she would go out in the
evening

2. If Sarah liked school, she would study
hard.

3. I would/could do the test if it were not
too difficult

4. Peter would read a lot if he had more
time

5. If I spoke Korean, I would translate it.
6. If they weren’t afraid of flying, they
would study abroad.

-Read read the request of task 1 carefully
and do the task

-Ask T if there is any trouble

-Compare compare their answers with their
friends’

-Some students read out the answers; other
give corrections

Suggested answers:

1. If John had passed the GCSE exam, he

would have been able to take the entrance
exam to the university.

2. If you had sent me the application on
time, they might have called for you an
interview .I can’t understand why you
didn’t.

3. If John had installed an alarm, the thieves
wouldn’t have broken into his house.

4. I would have made a film with him if I
had been a famous director

5.Had you told me earlier, I would have
given it to you

</div>
(62)<div class='page_container' data-page=62>

Unit 6: Future jobs

A :Reading

I. Aims: To help students to practicse:

 Guessing words’ meanings in contexts

 Reading for details of information about job interview.
 Reading for gist to make discussion

II. Aids: textbooks, pictures, board, chalk
III. Procedure

stages
&time

teacher’s activities students’ activities

pre-reading

(7

mins)

Warm-up: Guessing game

-Call on an S to go to the board and give a
picture to him/her. Don’t let the others see
it.

-Tell the class the rules of the game.

-Everybody makes yes/no questions to 
guess the answer of your friend’s question.
-Observer students playing game

+Lead-in:

-Ask students to look at the pictures in their
books and work in pairs to answer the
question:

-What do they do?

- One S goes to the board, gets the picture
and doesn’t let others see it.

-The S leads the game by asking the others:

- Which university is it in the picture?

-The others make yes/no questions
Possible questions:

-Are students in this university trained to be 
teachers?

-Is the university in Hanoi?
-Is it…university?

-The S answers the questions using only yes
or no. The game is over if an S guess the
right university.

-All the students look at the picture to check.
-Work in pairs and look at the pictures in
their books to answer the questions
Expected answers:

</div>
(63)<div class='page_container' data-page=63>

-Ask students to work in groups of four to
tick the factors that they think would help
them succeed in a job interview.

-Ask some groups to report their answers
-Give T’s own comments

4. She is a teacher
5.He is a doctor

- Form groups of four and tick the factors that
they think would help them succeed in a job
interview.

-Some groups report their answers; others
listen and comment

Possible answers:



giving clear, honest answers]



feeling self-confident



having good sense of humor

While

reading

(25

mins)

-Ask students to spend 5 mins reading the
text silently, trying to catch the main ideas
of the text.

-Ask students to read the text again and
underline words and phrases that help
people to succeed in job interviews
Task 1:

-Ask students to work in pairs and guess
the meanings of some new words in task 1
basing on the contexts in the reading text,
then circle the options

-Call some students to read aloud their
answers and ask the others to listen and
comment

-Give T’s own remarks and corrections if
necessary.

Task 2:

-Ask the whole class to read through the
sentences then decide whether the
statement are true or false

-Ask them to work in pairs, comparing their

answers

-Call some students to read aloud their
answers

-Listen to students’ answer and give
remarks

-Read the text carefully in 5 mins and catch
its main ideas.

-Read the text again and underline words and
phrases that help people to succeed in job
interviews

-Work in pairs, guessing the words’
meanings and circle the options

-Some students read aloud their answers,
others listen to their friends and comment
correct if necessary.

Expected answers:

1 2 3 4

B C A B

-Read through the sentences then decide
whether the statement are true or false

-Work in pairs and compare their answers.
-Some students read aloud their answers;
others listen and give their comments.
suggested answers:

</div>
(64)<div class='page_container' data-page=64>

5.T 6.F 7.F 8.T

Post-reading

(13

mins)

Home- 
work

-Ask the whole class work in groups of four
and discuss the question:

+Which pieces of advice given in the 
passage do you find most useful and least 
useful? Why?

-Walk around to encourage students to
express their opinions and give some
suggestions to students

- Ask some groups to make discussion on
the question in front of the class

-Give comments

-Ask students to write paragraph on how
important tertiary study is to them.

-Form groups of four and discuss the

question of the usefulness of the advice given
in the passage

-Ask T if there is any trouble

- Some groups make discussion on the
question in front of the class

Expected opinions:

-I think that trying to reduce the feeling of
pressure and a good impression on your
interview is the most useful advice because
you will get a high mark after the interview
and stand a good chance to get the job.
-Take note the homework

B:S

peaking

I. Aims: To help students to:

 Practise talking about characteristics of some future jobs: teachers, doctors, farmers…

 Develop students’ ability through discussing and giving personal opinions on some kinds of jobs.

 Provide students with some knowledge about job interview and raise their awareness about future

job.

II. Aids: textbooks, pictures, board, chalks
III. Procedure

stages
&time

teacher’s activities students’ activities

Pre-speaking

(7 mins)

Warm-up: whisper game

-Divide the class into 5 groups then
give them the instructions of the game

-Each group chooses a representative!

-Give each representative a piece of
paper that describe a job

-Observe students playing the

game and stop it when the game is over.

- Form 5 groups and listen to the instruction
-Choose a representative

</div>
(65)<div class='page_container' data-page=65>

-The last member of each group in turn
stand up and tell the whole class the
sentence that (s) he was whispered and
guess the job.

While

speaking

(38

mins)

Task 1:

-Ask students to read the request and
the information in the columns carefully
-Ask students work in pairs, talking
about some descriptions of the jobs
given in column A.

-Go around and observe students’
speaking activities or help them if
necessary.

-Call on some pairs to stand up and talk
about the descriptions of the jobs.
- Listen and give comments

Task 2:

-Ask students to read the request and
the information in the columns carefully
-Ask students work in pairs, discussing
the jobs that they like or dislike to do
and the reasons why

-Go around and observe students’
speaking activities or help them if
necessary.

-Call on some pairs to stand up and
make discussion.

- Listen and give comments

- Read the request and the information in
the columns carefully

-Form pairs and talk about some

descriptions of the jobs given in column A.
-Ask T if there is any trouble

- Some pairs stand up and talk about the
descriptions of the jobs; others listen and
give comments

Expected answers



A teacher is the one who has to change
teaching and learning methods and/ or
carries out education reform



A doctor is the one who takes care of sick
people and helps save people’s lives



A farmer is the one who constructs

irrigation system and applies new farming
techniques.



A tourist guide is the one who finds good
and safe hotels for customers and take
people to place of interest.



A writer is the one who tell stories through
pictures and create imaginary characters
and events

- Read the request and the information in
the columns carefully

-Form pairs, discussing the jobs that they
like or dislike to do and the reasons why
-Ask T if there is any trouble

- Some pairs stand up and talk about the
descriptions of the jobs; others listen and
give comments

Possible discussion:

S1: Do you like to be a journalist?
S2: Yes, I would like to work as a
journalist.

S1: Why?

</div>
(66)<div class='page_container' data-page=66>

Task 3:

-Call one S to read aloud the request
-Ask students to work in groups of four,
discussing the jobs they may do after
finishing school

-Go around and observe students’
speaking activities or help them if
necessary.

-Call on some pairs to choose
representatives to report the result..
- Listen and give comments

journalist would be a fascinating job, and
I’d like to have a chance to travel all over
the world and meet many interesting
people.

-One S read aloud the request

-Students form groups of four, discussing
the jobs they may do after finishing school
-Ask T if there is any trouble

- Some pairs choose representatives to talk
about the descriptions of the jobs; others
listen and give comments

possible description:

-After finishing school, I’d like to work for
a foreign company. I will have a chance to
work with foreigners. I think that I will get
a high salary and the working conditions
are good.

Home-work

( 2 mins)

-Ask students to write a paragraph
about the job they would like to do after
finishing school

-Take note their homework

C :Listening

I. Aims: To help students to practise:

 Listening to a passage for missing words to fill in the boxes
 Listening for gist and do true/false exercises.

 Summarizing information in a job a job advertisement.

II. Aids: textbooks, cassettes, record, board, chalks
III. Procedure

stages
&time

teacher’s activities students’ activities

Pre-listening

(7 mins)

-Ask the students to look at their books
then work in pairs, discussing to
rearrange the job in order of degree in

Vietnam.

-Call some pairs to report their results
-Listen and give comments

+Pre-teach

-Introduce the new words that will
appear in the listening task and elicit
the meanings

-Read these words aloud and ask

- Look at their books then work in pairs,
discussing to rearrange the job in order of
degree in Vietnam.

-Some pairs report their results ; others listen
and give

</div>
(67)<div class='page_container' data-page=67>

students to read them in chorus and

individually -Practise reading the words in chorus and
individually

While

listening

(30

mins)

task1

-Ask students to carefully read all the
boxes silently in 1 minute

-Play the record and ask students to
listen for main ideas of the text

-Play the record again and ask them to
do the task

-Ask students to compare their
answers with their friends
-Call some students to give their
answers

-T listen to and correct or comment

Task 2:

-Ask students to spend 2 mins to read
all the statements

-Play the record once again and ask
students to do the task

-Ask students to work in pairs to
exchange their answers

-Ask some students to read aloud their

answers

-Listen and give remarks. T can play
the record again if students cannot
give correct answers

- Read all the boxes carefully
in 1 minute

-Listen to the record for the main ideas of the
text

-Listen again and fill in the boxes
-Check their answers with their friends
-Some students give their answers; others
listen and give comments

Expected answers:
1.Jobs

2.service
3.trasportation
4.companies
5.service

-Read all the statements

-Listen to the record again and decide which
statement is true, which one is false.

-Work in pairs and exchange their answers
-Some students read aloud their answers ;
others listen and give comments

Expected answers:

1 2 3 4 5

T F T F F

Post-listening

(8 mins)

-Ask students to work in pairs retelling
the content of the listening passage
-Walks around to help students if
necessary

-Call some pairs to retell the content of
the listening passage

-Listen and give comments

-Students work in pairs retelling the content
of the listening passage

-Ask T if necessary

</div>
(68)<div class='page_container' data-page=68>

D :W

riting

I. Aims: To help students to

 Understand the main information in job advertisement.
 Write a letter applying for the job in the advertisement

II. Aids: textbooks, pictures, board, chalks
III. Procedure

stages
&time

teacher’s activities students’ activities

Pre-writing

(5

mins)

-Ask students to read the advertisement in
their books carefully.

-Help students if there is any new works

-Read the advertisement in their books
carefully.

-Ask T if necessary

While

writing

(37

mins)

Task 1:

-Ask one S to read aloud the request of
task 1

-Ask students to work in pairs and do task
1

-Walk around to observe students’
activities and help them if necessary
-Call some pairs to give their answers
-Give corrections if necessary and
remarks.

Task 2:

- Ask one S to read aloud the request of
task 2

-Ask all students to write a letter applying
for the job mentioned in the advertisement
in task 1

-T may call 1 or 2 students to write his/her
passage directly on the board

-Walk around help students if

necessary .Ask them to pay attention to
such linking words as first, second, etc.
-Ask all students to look at the board and
correct their friend’s writings

-Give T’s own comments and corrections

- One S read aloud the request of task 1
- Work in pairs and do task 1

-Ask T if necessary

- Some pairs to give their answers; others
give corrections

Possible answers:
-Type of job: tour guide
-Level of education needed

-Work experience: experience as tour guide,
fluent in English

-Characters and interests: Good manner,
willing to work hard for long hours

-One S read aloud the request of task 2
-Do task 2: write a letter applying for the job
mentioned in the advertisement in task 1
-1 or 2 students write his/her passage directly

on the board

-Ask if necessary.

-Pay attention to such linking words as first,
second, etc.

- Look at the board and correct their friend’s
writings

</div>
(69)<div class='page_container' data-page=69>

writings on the board

Home- 
work

(3 mins)

-Ask students to correct their writing at
home.

-Take note homework

E :L

anguage focus

I. Aims:

 Pronunciation: students practice pronouncing weak form and strong form words: and, but, at, for,
of, to, from

 Grammar: students study the relative clauses

 Vocabulary: students learn to use words relating to the topic job application

II. Aids: textbooks, board, chalks
III. Procedure

stages &time teacher’s activities students’ activities

Pronunciat
ion

(10 mins)

1.Listen and repeat

-Read the words in the textbook or play
the record once or twice.

-Read and ask students to repeat in chorus
then individually or in pairs

-Call some students to read the words
aloud

-Listen and correct if necessary
2.Practice reading the sentences
-Read the sentences once or twice then
ask students to practise reading in pairs
-Call some students to read the sentences
aloud.

-Listen, correct if necessary and ask
students to practice more at home

-Listen to the pronunciation of the words
-Listen and then repeat in chorus then
individually

-Some students read the words aloud;
others listen and correct if there are
mispronunciation

-Listen to the teacher and practise reading
the sentences in pairs

-Some students read the sentences aloud;
others listen and correct if necessary
Grammar

(35 mins)

Exercise 1:

-Ask students to read the request of task 1
carefully and do the task

-Walk around to help students if necessary
-Ask students to compare their answers
with their friends’

-Call some students to read out the
answers

-Give correction or comments if necessary

-Read read the request of task 1 carefully
and do the task

-Ask T if there is any trouble

-Compare compare their answers with
their friends’

-Some students read out the answers;
other give corrections

</div>
(70)<div class='page_container' data-page=70>

Exercise 2:

-Ask students to read the request of task 1
carefully and do the task

-Walk around to help students if necessary
-Ask students to compare their answers
with their friends’

-Call some students to read out the
answers

-Give correction or comments if necessary

Exercise 3:

-Ask students to read the request of task 1
carefully and do the task

-Walk around to help students if necessary
-Ask students to compare their answers
with their friends’

-Call some students to read out the
answers

-Give correction or comments if necessary

1.whom 6.who
2. which 7.whose
3. Whoever 8.who
4. which. 9.which
5. which 10.whom

-Read read the request of task 1 carefully
and do the task

-Ask T if there is any trouble

-Compare compare their answers with
their friends’

-Some students read out the answers;
other give corrections

Suggested answers:

1. I read a book written by a friend of
mine.

2.A man carrying a lot of money in a box
got on the bus.

3. In the street there were several people
waiting for the shop to open

4. Britain imports many cars which/that
were made in Japan

5. There are a lot of people in your office
waiting to talk to you.

6. The cowboy wounded by an arrow fell
off his horse

7. Most of the people injured in the crash
recovered quickly

8. John, wishing he hadn’t come to the
party, looked anxiously at his watch.
-Read read the request of task 1 carefully
and do the task

-Ask T if there is any trouble

-Compare compare their answers with
their friends’

-Some students read out the answers;
other give corrections

Suggested answers:

</div>
(71)<div class='page_container' data-page=71>

just moved out.

3. Noticing the door was open; I decided
to go in, which turned out to be a mistake.
4. Pauline asked me a question to which I
had no reply

5. Shouting at the top of his voice, he
rushed out of the room, which was a
typical.

6.By the end of the week, which was the
deadline, everyone who wanted travel
scholarships had applied (for them)

Unit 7 : Economic reforms

A. Language skills

1. Reading:

- To help students gain some knowledge about economic reforms in Vietnam.

- To help students improve their reading skills: scanning and skimming, guessing the meaning of
words in context.

Students learn words and phrases in terms of economics and policies.
2. Speaking:

- Students can ask and answer about a picture

- Students can ask and answer about the measures that the government and people of Fantasia have
done in carrying out economic reforms.

- Students learn more words and phrases in term of economy.
3. . Listening:

- Students can improve their listening skill : they can understand the passage and then they can
summarize the passage that they have listened to.

- Students learn more words and phrases in term of music
4. Writing:

</div>
(72)<div class='page_container' data-page=72>

B. Language focus
1. Pronunciation:

- Students can pronounce correctly the sounds /s/ and /z/ and words pronounced with /s/ and /z/.

2. Grammar:

- Students know how to use “to infinitive” to talk about purposes.
- Students revise information questions.

- Students practice using past tense to talk about people’ autobiography

A. Reading

Aims

- To help students gain some knowledge about economic reforms in Vietnam.

- To help students improve their reading skills: scanning and skimming, guessing the meaning of
words in context.

- Students learn words and phrases in terms of economics and policies.

Aids

- English textbook for students
- English textbook for teachers
- Pictures

</div>
(73)<div class='page_container' data-page=73>

Stages Teacher’s activities Students’ activities

Pre-reading
(4min)

While-reading
( 30 min.)

- Greet Ss

- Ask students to look at the picture page 70
and ask Ss to answer some questions:

1. What can you see in the picture?

2. Do you think that the people in this picture 
lead a rich or poor life?

3. What, in your opinion, should be done to 
improve the situation?

- Call a pair to report their discussion
- Introduce the topic:

“Economic reforms in Vietnam”

- Teach some new words: ask students whether
they know the words, if they do not know them,
explain in English then ask them to give

Vietnamese equivalents to check their
understanding

- initiate(v): start sth

- shift(v): move or be moved from one

position or place to another

- sector(n): a part of the business activity of

a country

- priority(n): the state of being more

important than sb/sth or of coming before 
sb/sth else

- intervention(n): the act of intervening,

especially a deliberate entry into a 
situation or dispute in order to influence 
events or prevent undesirable

consequences

- subsequent(n): coming after or later
- inefficient(adj): not working or producing

results in the best way, so that time or 
money is wasted

encourage(v): give hope, support or confidence
to sb

- Let the whole class read the new words twice
or three times.

- Call 2-3 students to read new words again.

- Ask students to read the passage in silence
- Ask students to do Task 1: Give Vietnamese
equivalent words to ones given in the passage
-Ask students to discuss the answers in pairs.
- Check Ss’ answer

-Greet teacher

- Listen to the teacher and think about
the topic.

- Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- initiate(v): bắt đầu, đề xớng
- shift(v): chuyển đổi

- sector(n): ngµnh, lÜnh vùc
- priority(n): qun u tiªn

- intervention(n): sù can thiƯp

- subsequent(n): tiếp theo

- inefficient(adj): không hiệu quả

encourage(v): khuyn khớch, ng 
viờn.

- Read the words

</div>
(74)<div class='page_container' data-page=74>

Task 1
( 8 min.)

Task 2
( 10 min.)

Task 3
( 7 min.)

- Write down the answers on the board

- Let the whole class read the new words twice
or three times.

- Call 2-3 students to read new words again.
- Ask students to do task 2 in pairs

- Go around to supervise students if necessary.
- Ask representatives of pairs to give the
answers. If students’ answers are right, repeat
them, if not, give the right answers.

- Ask students to do task 3 in groups

- Go around to supervise students if necessary
- Ask representatives of groups to answer the
questions. If students’ answers are right, repeat
them, if not, give the right answers

- Discuss the answers in pairs.

National 
Congress:

Đại hội tồn quốc
Renovation: đổi mới

Under-developed:

Cha ph¸t triĨn / 
ph¸t triĨn thấp
Dominate: Chi phối, thống trị
Stagnant: Trì trệ

Inflation: Lạm phát
Government

subsidies:

Những sù bao cÊp 
cña chÝnh phñ
Government

commitment:

Sù cam kÕt cña 
chÝnh phñ

Dissolve: Tan r·

Substantial: Lớn lao, đáng kể

- Write down the answers and read the
words

- Do task 2 in pairs

- Give the answers:
1. F

2. F
3. T
4. F
5. T
- Do task 3

* Answers:

1. It was officially initiated in 1986 by 
our Vietnam Communist Party.

2. Its aim was to restructure the 
economy of Vietnam and to raise the 
living standards of the people.
3. The measures the Government 
introduced to implement Doi Moi were 
(as follows):

- eliminated government

subsidies,

- shifted economic priority from

</div>
(75)<div class='page_container' data-page=75>

Post- 
reading
( 11 min.)

- Ask students to do After you read in pairs,
scanning the text to find information to
complete the note.

- Go around to supervise them. Note down the
serious and common mistakes

- Call some pairs to read their note

- Give feedback and correct some serious or
common mistakes.

exports,

- reduced state intervention in

business,

- opened trade relations with all

countries in the world,

- encouraged foreign and

domestic private investment.
4. Since Doi Moi, Vietnam has 
undergone substantial changes. They 
are:

- productivity and agricultural

exports have constantly 
increased,

- the farmers have enjoyed land

use rights and have had greater 
choice on How to use their 
agriculture land,

- the workers have worked

harder,

- the children, particularly those

from ethnic minorities have had 
more opportunities to enjoy 
education and training.
5. We believe that with the strong

commitment of our Party and

Government to Doi Moi, we will attract
more foreign capital investment and 
build a better life for our people.

- Do the Task in pairs
* Suggested answers:

Before Doi Moi:

Economy: under-developed, dominated 
by traditional agriculture

Country and people: poor
Production: stagnant

Shortage of schools, hospitals
Inflation

Government’s renovation measures:
Eliminated government subsidies,
Opened trade relations with all 
countries in the world,

</div>
(76)<div class='page_container' data-page=76>

production of exports,

Reduced state intervention in business,
Encouraged foreign and domestic 
private investment.

Since Doi Moi:

Productivity and agriculture exports: 
increased

Farmers: enjoyed land rights, had 
greater choice to use their land 
Workers: worked harder

Children: enjoyed education and 
training.

- Listen to the feedback and correct
their mistakes.

B. Speaking

I. Aims

- Students can ask and answer about some World Cup
- Students learn more words and phrases in term of music.

II. Aids

- English textbook for students
- English textbook for teachers
III . Procedures

Stages Teacher’s activities Students’ activities

Pre-speaking

( 5 min.)

- Introduce the lesson:

Today, we learn Unit 7: Economic 
Reforms, part B. Speaking(Write on the
board the title)

- Listen to the teacher and write the title
in their notebooks.

Task 1 - Ask students to look at Task 1- Ask students to do Task 1

- While students discuss, walk around the
class to guide or supervise them and give
them help if necessary.

- Ask one pair to report what they have
talked

- Look at Task 1
- Do Task 1

- Work in pairs and discuss in about 2
minutes.

S1: What does each pair of pictures tell

you?

</div>
(77)<div class='page_container' data-page=77>

- Give comments, correct the common
mistakes after they finish.

S1: What changes can you see in each 
pair of pictures?

S2: The school in 1b is larger than it is 
in 1a; it consists of three two-floor 
buildings. The factory in 2b is larger 
and better equipped than it is in 2a.
S1: What do you think people have 
done to change them?

S1: I think people have invest more 
money in the school and the factory.

While-speaking
( 28 min.)
Task 2

- Introduce some new words (eliciting ,
give the definitions in English then ask
students to translate them into Vietnamese
to check their understanding)

 disadvantaged(adj): in a bad social or

economic situation; poor

 method(n): a way of doing sth

 qualified(adj) having passed an exam or

having the knowledge, experience, etc. in 
order to be able to do sth

 insurance(n): an arrangement with a

company in which you pay them regular 
amounts of money and they agree to pay 
the costs if, for example, you die or are 
ill, or if you lose or damage sth

 irrigation(n): bringing a supply of water

to a dry area, especially in order to help 
crops to grow

 drainage(n): a system used for making

water, etc. flow away from a place

 fertilizer(n): a natural or chemical

substance that is put on land or soil to 
make plants grow better

 pesticide(n): a chemical substance that is

used for killing animals, especially 
insects, that eat food crops

- insecticide(n): a substance that is used 
for killing insects

- Listen to the teacher.

- Guess the meaning of the new words.

 disadvantaged: thiÖt thòi

- method: Phơng pháp

qualified: dủ t cách, giỏi chuyên môn

insurance: bảo hiểm

- irrigation: viƯc tíi níc
- drainage: viƯc th¸o níc
- fertilizer: ph©n bãn

- pesticide: thuèc trõ sâu

- insecticide: thuốc diệt côn trùng

- Let the whole class read the new words
twice or three times.

- Call 2-3 students to read new words
again.

- Ask students to do Task 2 in groups

- Read the new words .

- Do Task 2 in groups

</div>
(78)<div class='page_container' data-page=78>

education, health care and agriculture. 
Work in groups, suggesting What the 
government and the people of Fantasia 
have done to improve their economy in 
these sectors.

+ Which tense do we use When talking 
about recent changes?

- Call one student to repeat the instruction
to check whether they are clear about what
they have to do

- Go around to supervise them. Note down
serious and common mistakes.

Present perfect tense

- One student repeats the teacher’s
instruction.

- The others listen to their friends to
make clear about what they have to do.
- Do Task 2

Post-speaking
( 10 min.)
Task 3

Home
work
( 2 min.)

- After about 3 minutes of discussion, call
some groups to report what they have
done.

- Ask the others to listen to their friends
- Listen to students attentively and pay 
attention to the mistakes they have made

- After students finish, give them
comments: correct some pronunciation
mistakes they have made

- Read aloud the words and ask the whole
class to repeat.

- Call 1 pair to role play in front of the

whole class.

- Ask the others listen attentively to their
friends’ dialogue and give comments or
ask questions.

- Call another group if there is enough
time.

- Give feedback and correct serious or
common mistakes.

- Prepare a presentation about the 
development of Vietnam after Doi Moi

- Some groups report what they have
discussed.

S1: What have the government and the 
people of Fantasia done to improve 
education?

S2: They have built more schools and 
have equipped more equipment and 
facilities.

S3: They also give more scholarships to
poor of disadvantage students.

- Repeat after the teacher.

- One pair to role play in front of the
whole class.

- Listen attentively to their friends’
dialogue and give comments or ask
questions.

- Listen to the teacher and correct the
mistakes.

- Listen to the teacher and note down
homework

C. Listening

I. Aims

- Students can improve their listening skill: they can catch detail information from the passage.
- Students can summarize the passage.

II. Aids

- English textbook for students
- English textbook for teachers
- Tapes and cassette

</div>
(79)<div class='page_container' data-page=79>

Stages Teacher’ activities Learners’ activities

Pre-listening

(6min.)

Warm up:

- Let students play crosswords to revise the
vocabulary in Reading lesson.

- Call some pairs to give the answers.
- Ask students to do task 1: discuss the 
question: Do you think that drug- taking 
should be banned? Why and Why not?
- Ask one pair to report what they have 
discussed.

- Introduce some new words (eliciting , give
the definitions in English then ask students to
translate them into Vietnamese to check their
understanding)

- rationally(adv): contrary to or lacking in

reason or logic

- unfortunately(adv): not lucky
- discourage(v): stop sb doing sth,

especially by making him/her realize that it 
would not be successful or a good idea

- ruin(v): damage sth so badly that it loses

all its value, pleasure, etc.

- measure(n): an action that is done for a

special reason

- drug- taker(n): a person who use drugs
- solution(n): a way of solving a problem,

dealing with a difficult situation, etc.
islander(n): a person who lives on a small 
island

- Let the whole class read the new words
twice or three times.

- Call 2-3 students to read new words again.

- Listen to the teacher.
- Play the game.
- Do task 1 in pairs

S1: Do you think that drug-taking should be 
banned?

S2: Yes, I think so.
S1: Why so?

S2: Because taking drug is harmful to

people’s health.

- Listen to the teacher.

- Guess the meaning of the new words.

- rationally(adv): có lí trí

- unfortunately(adv): không may mắn
- discourage(v): làm nản lòng

- ruin(v): phá hại
- measure(n): giải pháp
- drug- taker(n): con nghiện
- solution(n): cách giải quyết

- islander(n): ngi ở đảo

- Read the new words

While-listening
(29min.)

Task 1

- Ask students to listen to the passage the first
time

- Read the passage twice

- Ask some students to give their answers. If
their answers are right, repeat them; if not
give the correct answers.

- Listen to the passage and answer the
questions.

* Answers:

1. F(in the Atlantic Ocean)

2. F(a plant which contained a powerful 
drug)

</div>
(80)<div class='page_container' data-page=80>

5. F(on TV)

6. F(nobody took any notice)
7. T

8. T

9. F(other countries)

Task 2

- Ask them to listen again the second and the
third time to finish task 2:

- Ask students to discuss the answers to the

questions in pairs.

- Go around to supervise students if necessary.
- Eliciting the answers from students, if their
answers are right, repeat the answers, if they
are wrong, give them the answers:

- If most students do not catch the information
for the questions, let them listen again to the
passage once more.

1. What did the people of Tango discover?
2. What did they do with the plant?

3. What negative effects did the drug bring 
about?

4. How many measures did the Government 
take and what were they?

5. What did the Government of Tango decide 
to do eventually?

- Listen again the third time to finish the task.
- Discuss the answers to the questions in
pairs.

- Answer the questions, and correct the
wrong answers.

1. They discovered a plant which contained a
powerful drug.

2. They grew it all over the island.
3. The negative effects the drug brought 
about were:

- Workers and farmers became lazy,

- Children did not want to go to school, and
- The whole population began to run short of 
food.

4. The government took three measure: 
introduced a law to make the drug illegal, 
put the drug- takers into prison, and exported
the drug to other countries.

5. Eventually they decided to export the drug 
to other countries.

Post-listening
(10min.)

- Ask students to do After you read in groups

_ discuss the question: Do you think that the 
government of Tango’s decision to export the 
drug to other countries was a better solution?

Why/ Why not?

- Go around to supervise them. Note down
serious and common mistakes.

- Ask one group to report what they have
discussed

- Give comments after they finish

- Call another group if there is enough time.

- Do After you read in groups
- Suggested expression:

In my opinion…
I think…

I believe…
I do not think…
From where I stand…

</div>
(81)<div class='page_container' data-page=81>

- Give feedback and correct serious or

common mistakes. - Listen to the teacher and correct the

mistakes.
Handout

1 2 3

1 D O M I N A T E

2 I N F L A T I O N I

S

3 S T A G N A N T

4 C O N S U M E R A

5 R E N O V A T I O N T

L E

6 R E S O L V E

7 E D U C T I O N

Fill in the box with the words which means…
Down:

1. to become or to make sth become liquid

2. a soft silver-white metal that is often mixed with other metals

3. a large area of land in the countryside that is owned by one person or family
Across:

1. to be more powerful, important or noticeable than others

2. a general rise in prices; the rate at which prices rise

3. not flowing and therefore dirty and having an unpleasant smell
4. a person who buys things or uses services

5. bring something such as a building back to a former better state by means of repairs, redecoration
, or remodeling

6. to find an answer to a problem

7. the teaching or training of people, especially in schools

Answers:

1 2 3

1 D O M I N A T E

2 I N F L A T I O N I S

3 S T A G N A N T

4 C O N S U M E R A

5 R E N O V A T I O N T

L E

6 R E S O L V E

</div>
(82)<div class='page_container' data-page=82>

D.Writing

I. Aims

- Students can write a report basing on the information given in the Table of Tango’ economic
development in two decades

- Students can improve their writing skill.

II. Aids

- English textbook for students
- English textbook for teachers

I. Procedures

Stages Teacher’s activities Students’ activities

Pre-writing
(7min.)

- Write on the board the title of the lesson:
Unit 7: Economic reforms

Part D. Writing

- Ask students to look at the table page 76

This table presents the achievements the 
government and the people of Tango have 
gained in some braches of the economy after

two decades of their economic reform.

- Introduce some new words.( eliciting , give
the definitions in English then ask students
to translate them into Vietnamese to check
their understanding)

 Fishery: the catching, processing, or

selling of fish, including the

industries and occupations involved 
in these activities

 Forestry: the science or skill of

planting and growing trees or 
managing forests

- Let the whole class read the new words
twice or three times.

- Call 2-3 students to read new words again.

- Write down in the notebooks the title.

- Look at the table page 76
- Listen to the teacher.

- Guess the meaning of the new words.

- Fishery :ng nghiÖp

- Forestry: l©m nghiƯp

- Read the words

While-
writing
(28 min.)

Task 1

- Ask students to answer the questions in
pairs.

- Go around to supervise them if necessary.
- Call some pairs to give the answers. If their
answers are right, repeat them; if not give
the correct answers.

- Answer the questions in pairs

* Give the answers:

S1: What was the economic situation in 
Tango before 1980?

S2: Before 1980, Tango was in ruins,

starvation was popular because of the 
lack of rice and foods.

</div>
(83)<div class='page_container' data-page=83>

S2: From 1982 to 2000, Tango’s economy
has developed quickly.

S1:What do you think the government and
the people of Tango have done to achieve 
these result?

S2: I think they have borrowed money 
from other countries to boost the 
economy.

Task 2

- Ask students to do Task 2 individually:

write a report of 150 words on the economic
development of Tango. It must conclude 
details such as:

 the economic situation of Tango

before 1980

 the measures taken by the

government and the people of Tango 
to overcome the problems.

 the achievements (as presented in the

table) they have made as a result of 
the reform.

What words do you often use to express 
changes in economy?

- Go around to supervise them. Note down
serious and common mistakes

- Show and correct some common mistakes.

- Do Task 2 individually.

stagnant

underdeveloped
increase

decrease
steadily
by…percent
gradually…

- Write the description

- Listen to the teacher and correct the
mistakes.

Post-writing

( 10
min.)

- Ask students to revise their description.
- Ask students to hand in their work to mark

- Revise their description.
- Hand in their work

E.Language focus

I. Aims

1. Pronunciation:

- Students can pronounce correctly the sounds /s/ and /z/ and words pronounced with /s/ and /z/.

2. Grammar:

- Students know how to use “to infinitive” to talk about purposes.
- Students revise information questions.

- Students practice using past tense to talk about people’ autobiography

-II. Aids

</div>
(84)<div class='page_container' data-page=84>

- English textbook for teachers
- Pictures

III. Procedures

Stages Teacher’s activities Students’ activities

Pronuncia
tion
(7min.)

- Introduce the lesson:

Auxiliary often has the strong form when 
it is used in short answers, and it has the 
weak form when it is used in questions.

- Read the auxiliaries both strong and
weak forms for students to recognize the
difference

- Read the second time for the students to
repeat.

- Ask 2-3 students to repeat, correct their
mispronounce.

- Listen to the teacher
- Listen to the teacher

- Read the sound

Practice these sentences

- Read 2 times the sentences, and then let
the whole class read the sentences twice
or three times.

- Put stress mark for them to practise

I’ve got something for you.
You’ve got something for me?
We’ve failed and they’ve passed.

I haven’t always lived in this cottage, you 
know.

Haven’t you? You’ve not been here long, 
of course.

I haven’t. But I’ve grown to love it 
already.

He’s left, and she’s gone to work, too.
Hasn’t the doctor come yet?

No. The doctor hasn’t been called.

- Call 2-3 students to read the sentences

again.

- Ask them to read the sentences in pairs,
go around to supervise them.

- Read the sentences twice or three times.

I’ve got something for you.
You’ve got something for me?
We’ve failed and they’ve passed.

I haven’t always lived in this cottage, you 
know.

Haven’t you? You’ve not been here long, of 
course.

I haven’t. But I’ve grown to love it already.
He’s left, and she’s gone to work, too.
Hasn’t the doctor come yet?

No. The doctor hasn’t been called.

- Read the sentences again
- Read the sentences in pairs.
Grammar

(38min.)

Exercise 1

- Introduce some prepositional phrases

Can you tell me what the difference 
between in the end and at the end is? Give
me some example.

in the end : refers to time and means
‘finally’

We were too tired to cook, so in the end we 
decided to eat out. At the end of sth refers to
the last part of a book, film, class, etc., at 
the point where it is about to finish:

At the end of the meal, we had a row about 
who should pay for it.

</div>
(85)<div class='page_container' data-page=85>

-About in time and on time?

Among and between?

- Ask students to do exercise 1
- Go around to supervise them

- Ask students to discuss the answers in
pairs.

- Call some students to give their answers.
If students’ answers are right, repeat them,

if not, give the right answers

Exercise 2:

- Ask students to do Exercise 2_

complete the sentences, use “ 
although” + a sentence from the box.

- Read the example to illustrate.
- Go around to supervise them

- Ask students to discuss the answers in
pairs.

- Call some students to give their answers.
If students’ answers are right, repeat them,
if not, give the right answers

the end house • the end seat

in time: (for sth/to do sth) not late; with 
enough time to be able to do sth

on time :not too late or too early; punctual
Between is usually used of two people or 
things However, between can sometimes be 
used of more than two when the people or 
things are being considered as individuals, 
especially when the meaning is that of

number 7 (above) Among is always used of 
more than two people or things considered 
as a group rather than as individuals
- Do Exercise 1

- Discuss the answers in pairs.

- Give the answers

1. in (in time for = early enough)(“on 
time” doesn’t go with “for” or 
“to”)

2. of

3. on (in business = being a

businessman, on business = to go on
business).

4. At
5. To

- Do Exercise 2

- Discuss the answers in pairs

- Give the answers

1. Although I was very tired, I couldn’t

sleep.

2. Although I had never seen her 
before, I recognized her from the 
distance.

3. She wasn’t wearing a coat, although
it was pretty cold.

4. We thought we’d better invite them 
to the party, although we don’t like 
them very much.

5. Although I didn’t speak the

language, I managed to make myself
understood.

</div>
(86)<div class='page_container' data-page=86>

Exercise 3

- Ask students to do Exercise 3
individually

- Go around to supervise them

- Ask students to discuss the answers in
pairs.

- Go around to supervise them if
necessary.

- Call some students to give their answers.
If students’ answers are right, repeat them,
if not, give the right answers

wasn’t very warm.

7. I didn’t recognized her although I’d 
met her twice before.

8. We’re not very good friends

although we have known each other 
for a long time.

- Do Exercise 3

- Discuss the answers in pairs.

- Give the answers:

1. Although we had packed our bags 
the night before, we forgot many 
things.

2. They didn’t eat anything although 
they were very happy.

3. Although Luong hadn’t studied 
English before, he could speak/ read

the language very well/ make 
himself understood.

4. Although he had revised

everything /studied very hard, he 
failed the exam.

5. Although summer has come, it is 
pretty cold/ there hasn’t been any 
rain.

Unit 8 : Life in the future

A. Language skills

1. Reading:

- To help students improve their reading skills: scanning and skimming, guessing the meaning of
words in context.

2. Speaking:

</div>
(87)<div class='page_container' data-page=87>

- Students can improve their listening skill : they can understand the passage about life expectancy.
4. Writing:

- Students can write about the ideal world in which they would like to live in the year 2020.

B. Language focus
1. Pronunciation:

- Students can pronounce correctly the contracted forms of auxiliaries(have and has)

2. Grammar:

- Students know how to use articles and.

- Students know how to use some preposition phrases.

A. Reading

I. Aims

- To help students improve their reading skills: scanning and skimming, guessing the meaning of
words in context.

II. Aids

- English textbook for students
- English textbook for teachers
- Pictures

III. Procedures

Stages Teacher’s activities Students’ activities

Pre-reading
(4 min.)

- Ask students to look at the picture,
page 80 and ask:

What are the people going to do?
Does it look like a normal airplane?
How is it different?

Do you think that life in the future 
will be like this?

- Introduce the lesson

- Ask students to look at the questions
in Before you read, page 80, working 
in pairs to discuss the question in 
Before you read:

1. Do you think life will be better
in the future? Why/ Why not?
2. List three things that might

happen in the future.

- Call a pair to report their discussion

- Look at the picture and answer the questions:

They are going to fly.
No

It looks more modern than a normal airplane. 
It has no wings.

Yes,
No

Possible answers

S1: Do you think life will be better in the 
future?

S2: Yes
S1: Why?

S2: Because of the development of science
and technology.

S1: List three things that might happen in the 
future

S2: I think in the future, people can live in the 
Mar, people will be healthy without any 
diseases, and they can travel by plane to work 
everyday.

While-reading
(30 min.)

- Teach some new words: ask students
whether they know the words, if they
do not know them, explain in English

</div>
(88)<div class='page_container' data-page=88>

Task 1

Task 2

then ask them to give Vietnamese
equivalents to check their

understanding

- Corporation(n): a large business

company

- Chore(n): a job that is not

interesting but that you must do

- Burden(n): something that is heavy

and difficult to carry

- Influence(v): to have an effect on

or power over sb/sth so that 
he/she/it changes

- Methane(n): a gas without color or

smell, that burns easily and that we
can use to produce heat

- Responsibility(n): a duty to deal

with sth so that it is your fault if sth
goes wrong

- Let the whole class read the new
words twice or three times.

- Call 2-3 students to read new words
again.

- Ask students to read the passage in
silence

- Ask students to do Task 1:

Find the words in the passage that 
can match with the definition on the 
right column.

-Ask students to discuss the answers
in pairs.

- Ask individuals to do the Task
- Write down the answers on the
board.

1. Pessimists
2. Optimists

3. Economic depression
4. Terrorism

5. Wiped out
6. Space shuttle

- Check students’ understanding of
the words by asking them to give the
Vietnamese equivalents

- Let the whole class read the new
words twice or three times.

- Call 2-3 students to read new words
again

- Ask students to do task 2 in groups:

- Corporation(n): doanh nghiep
- Chore(n): chuyen vat vanh

- Burden(n): ganh nang

- Influence(v): anh huong, tac dong

- Methane(n): chat metan

- Responsibility(n): trach nhiem

- Read the words

- Read the passage in silence
- Do the task

- Discuss the answers in pairs.
- Give the answers.

- Write down the answers

1. Pessimists: nhung nguoi bi quan
2. Optimists: nhung nguoi lac quan
3. Economic depression: suy thoai kinh te
4. Terrorism: khung bo

5. Wiped out: xoa sach

6. Space shuttle: tau vu tru

- Read the words
- Do task 2 in groups

- Answer the questions

</div>
(89)<div class='page_container' data-page=89>

Task 3

Answer the questions according to the
passage.

- Go around to supervise students if
necessary.

- Ask representatives of groups to
answer the questions. If students’
answers are right, repeat them, if not,
give the right answers.

1. What will happen in an 
economic depression?

2. Why, according to pessimist, will
security of the earth be

threatened?

3. What will life be in the future, 
according to optimists?
4. What are the most important

factors that will bring about 
dramatic changes in different 
aspects of out lives?

- If students’ answers are right, repeat
them, if not, give the right answers.

- Ask students to do After you read
in pairs:

Scan the text to find information to 
complete the note.

- Go around to supervise them. Note
down the serious and common
mistakes

- Call some pairs to read their note.
- If students’ answers are right, repeat
them, if not, give the right answers

2. The security of the earth will be 
threatened by terrorism, as terrorist 
groups will become more powerful and 
more dangerous.

3. People will be living in much cleaner 
environment, breathing fresher air and 
eating healthier foods. They will also be 
better looked after by a modern medical 
system. Domestic chores will no longer be 
a burden thanks to the interventions of 
labor- saving devices.

4. They are developments in micro 
technology- computer and
telecommunication

- Do the Task in pairs.

1. Work: factories will be run by robots, 
offices will go electronic, many people will
work from home.

2. Travel: travel by space shuttle very fast, at
15000 kms per hour; cars could run on 
electricity or methane gas and fitted with 
computers.

Post-reading
(10min.)

Home

- Ask students to do After you read in
groups

What are the advantages of robots? 
What are the disadvantages of 
robots?

(write the answers on the board)
- Go around to supervise them. Note
down serious and common mistakes.
- Ask one group to report what they
have discussed

- Give feedback and correct some

serious or common mistakes.

- Do After you read in groups

Advantages: save labor, do difficult jobs so 
that men have more time to enjoy life or do 
more creative work.

Disadvantages: replace human beings in 
many fields so many people will lose their jobs
or go jobless

- Report what they have discussed

</div>
(90)<div class='page_container' data-page=90>

work

( 1 min) - Read the passage again

- Emphasize words and structures in
the passage

</div>
(91)<div class='page_container' data-page=91>

B. Speaking

I. Aims

- Students can ask and answer about changes of people and the world in the future.

II. Aids

- English textbook for students
- English textbook for teachers

III. Procedures

Stages Teacher’s activities Students’ activities

Warm up
( 2 min.)

While-speaking
(28 min.)

Task 1
(13 min.)

- Tell students a riddle
+ Ask students the question:

How can we get some clean water?

+ Give the answer: Bring the water from the
river and wash it.

- Introduce the lesson:

- Introduce some new words (eliciting , give
the definitions in English then ask students
to translate them into Vietnamese to check
their understanding)

- to be declared open: to be stated

publicly and officially

- holiday resort: a place where a lot of

people go to on holiday

- a cure for: a medicine or treatment that

can cure an illness, etc.

- holiday maker: a person who go on

holiday.

- running on: the action or sport of

running

- cold war: the war against common cold.
- Let the whole class read the new words
twice or three times.

- Call 2-3 students to read new words again.
- Ask students to look at Task 1

- Ask students to do Task 1:

Look at these newspaper cuttings from the 
future, They were written on 1st of April. Say

what will have happened and what people 
will be doing by the end of the 21st century

- Revise the use of future tense:

+ When we want to say about an event 
going on at a particular time or over a 
period of time in the future, which tense do

- Listen to the riddle
- Answer the question

+ We buy clean water from the shop
+ We ask our parents for it.

+ ………..

- Listen to the teacher and write the title
in their notebooks.

- Listen to the teacher.

- Guess the meaning of the new words.

- to be declared open: đợc công

bè rộng rÃi

- holiday resort: nơi nghỉ mát

- a cure for: phơng thức chữa
- holiday maker: khách đi nghỉ
- running on:

- cold war: cuoc chien chong lai

benh cam

- Read the new words

- Look at Task 1
- Do Task 1

</div>
(92)<div class='page_container' data-page=92>

Task 2
(16 min.)

we use?

+ When we want to talk about something 
that will be ended, completed or achieved by
a particular point in the future, which tense 
do we use?

Look at the example, this action will be 
completed by the end of the 21st century, so

we use will+ have+ P.II.

- Ask one student to read the example
- Ask Ss to work in pairs to say what will

have happened and what people will be 
doing by the end of the 21st century.

- Walk around the class to guide or supervise
them and give them help if necessary.

- Ask some pairs to report what they have
talked

- Give comments; correct the common
mistakes after they finish.

- Introduce some new words (eliciting , give
the definitions in English then ask students
to translate them into Vietnamese to check
their understanding)

- Living standard: the quality of life

- Fatal disease: disease causing or

ending in death.

- Let the whole class read the new words
twice or three times.

- Call 2-3 students to read new words again

How can we say if we want to make 
prediction?

What else?

-> We often base on something to make 
prediction, you have to give reasons for your
prediction.

Could you tell me how we say to give reason
for something?

If we mean that the reasons are negative, 
what should we use

If the reasons are positive, what should we 
use?

Give some expressions of reasons:

-…because living standards will be/ have 
been improved.

- …the cures for fatal diseases will be/ have 
been found.

-… it’s (Jupiter/Mars/moon) too far.
-… It’s (Jupiter/Mars/moon) too cold/ hot 
there.

- Read the example
- Do Task 1 in pairs

- Work in pairs

- Report what they have talked.
- Listen to the teacher and correct the
mistakes.

- Listen to the teacher.

- Guess the meaning of the new words.

- Read the new words

It is likely that+ clause
It is unlikely that+ clause
It is possible that+ clause
It is impossible that+ clause
Because+ clause

Because of+ Noun phrase
Since/As + clause

For+ Noun phrase
As a result of

</div>
(93)<div class='page_container' data-page=93>

Post-speaking
( 15 min.)
Task 3:

-… there’s no water there./ The atmosphere 
is too thin there.

-…It’s too costly/ just impossible to do that.

- Ask one student to read the example
- Ask some Ss to recall the way to show
opinion

- Give example:

In my opinion, it’s unlikely that by the end 
of the 21st century people will be living to

the age of 150 because there will be more 
and more diseases.

- Ask students to do Task 2 in pairs,

discussing which of the predictions are 
likely/ unlikely to happen. Give at least two 
reasons for each

- Call one student to repeat the instruction to
check whether they are clear about what they
have to do

- Go around to supervise them. Note down
serious and common mistakes

- After about 3 minutes of discussion, call
some pairs to report what they have done
- After students finish, give them comments:
correct some pronunciation mistakes they
have made

- Read aloud the words and ask the whole
class to repeat

- Ask students to do Task 3: : making some 
more predictions about what life will be like 
one hundred years from now.( work in 
groups of 4)

- After about 3 minutes of discussion, call
some groups to report what they have done

- After students finish, give them comments:
correct some pronunciation mistakes they
have made

- Read aloud the words and ask the whole
class to repeat

In my opinion

from my point of view
As far as I am concerned.
I think

I believe

- Listen to the teacher

- Do Task 2 in pairs

- One student repeats the teacher’s
instruction.

- The others listen to their friends to
make clear about what they have to do
- Some pairs report

- Repeat after the teacher

- Work in groups to do Task 3

- Some groups report what they have
discussed:

I think it is likely by the end of 2106, 
scientists will have found a cure for 
AIDS thanks to the developments of 
science and technology

- Listen to the teacher

</div>
(94)<div class='page_container' data-page=94></div>
(95)<div class='page_container' data-page=95>

C. Listening

I. Aims

- Students can improve their listening skill : they can understand the passage about life expectancy.

II. Aids

- English textbook for students
- English textbook for teachers
- Tapes and cassette

- Handouts

III. Procedures

Stages Teacher’ activities Learners’ activities

Warm
up
( 7 min.)

Pre-listening

- Let students play a game
- Introduce the game rule:

This is Lucky number game. We have four
teams. I will give a definition, and you have to
give the word it refers to. You have to raise
your hand to answer the question.

Who raises the hand first will have the right to

answer the question.

If your answer is right, you will get one point.
If not, the other team will answer the question.
The team which gets the true answer can
choose the next question, if it is a lucky
number, that team will get 2 points.
- Let Ss play

- Ask students to do Task 1:

Discuss the question: Which of the following
factors do you think might help people have a
long and healthy life?

+ No smoking? Why?
+ Love a lot? Why?

- Ask one pair to report what they have
discussed.

- Introduce some new words (eliciting , give
the definitions in English then ask students to
translate them into Vietnamese to check their
understanding)

- incredible(adj. ): impossible or very

- Listen to the instruction

- Do Task 1 in pairs

S1: Which factors do you think might
help people to have a long and healthy
life/

S2: I think they are no smoking, eating
healthy food, laughing a lot, and doing
exercise because by doing so, we can
improve our health.

- Listen to the teacher.

</div>
(96)<div class='page_container' data-page=96>

While-listening

( 28
min.)
Task 1

( 16
min.)

Task 2
( 12
min.)

Post-difficult to believe

- centenarian(adj. ):belong to the
century, 100 years

- eradicate(v): to destroy or get rid of sth
completely

- life expectancy(n): the number of years
that a person is likely to live

- eternal life(n): life without beginning
or end; existing or continuing for ever
- mushroom(v):rise quickly

- curable(adj.): (used about a disease)
that can be made better

- Let the whole class read the new words
twice or three times.

- Call 2-3 students to read new words again.

- Ask students to read the statements in Task 1.
- Ask students to listen to the passage the first
time:

Listen to an interview about people’s life
expectancy in the future, listen and decide
whether the statements are true or false.

- Play the tape or read the passage twice
- Ask some students to give their answers. Ask
them to give reason for their answers. If their
answers are right, repeat them; if not give the
correct answers.

- Ask them to listen again the second and the
third time to finish Task 2: answer the
questions

- Ask students to discuss the answers to the
questions in pairs.

- Go around to supervise students if necessary.
- Call some students to give the answers. If
their answers are right, repeat the answers, if
they are wrong, give them the answers:

- If most students do not catch the information
for the questions, let them listen again to the
passage once more.

1. What are factors that help people have
longer life expectancy according to Dr.
Davis?

- Read the new words

- Read the statements in Task 1.
- Listen to the passage and answer the

questions

1. F(Some scientists can predict)
1. F(Because we look after

ourselves, eat more healthily,
cut down on things like butter,
alcohol and cigarettes)

2. F(80)
3. T
4. T

- Listen again the third time to finish
the Task.

- Discuss the answers to the questions
in pairs.

- Answer the questions, and correct the
wrong answers.

1. Eating more healthily, cutting
down on things like butter,
alcohol and cigarettes.
2. The development in medical

</div>
(97)<div class='page_container' data-page=97>

listening
( 10
min.)

2. Which factor is the most important one?
Why?

3. What will we have been able to do
about AIDS in ten years’ time?

- Ask students to do After you listen in
groups

Work in groups and the advantages and
disadvantages of having a very long life.
- Eliciting some ideas from the students:
What are the advantages of having a very long
life?

What are the disadvantages of having a very
long life. (write the answers on the board)

- Go around to supervise them. Note down
serious and common mistakes.

- Ask one group to report what they have
discussed

- Give comments after they finish

- Call another group if there is enough time
- Give feedback and correct serious or
common mistakes

3. In ten years’ time AIDS will
also be brought under control. /
We’ll have been able to bring
AIDS under control.

- Do After you listen in groups

Advantages:

- Do many things they want to
do/ enjoy life more

- See their children and
grandchildren grow up
- Help their children and

grandchildren

- Children and grandchildren are
happy with them

Disadvantages:

- Too weak to do things and
often ill

- Feel lonely when children have
grown up and busy with their
own lives, and friends are

dead.

- Do the task in groups

- Report what they have discussed
- Listen to the teacher and correct the
mistakes

Games

Lucky number

1. Pessimists: a person who always thinks that bad things will happen or that sth will be not be
successful

2. Lucky number

3. Economic depression: a period when the economic situation is bad, with little business activity
and many people without a job

4. Terrorism: the killing of ordinary people for political purposes
5. Lucky number

</div>
(98)<div class='page_container' data-page=98>

9. Chore(n): a job that is not interesting but that you must do
10. Burden(n): something that is heavy and difficult to carry

11. Influence(v): to have an effect on or power over sb/sth so that he/she/it changes
12. Lucky number

13. Methane(n): a gas without colour or smell, that burns easily and that we can use to produce heat

14. Responsibility(n): a duty to deal with sth so that it is your fault if sth goes wrong

D. Writing

I. Aims

- Students can write about the ideal world in which they would like to live in the year 2020.

II. Aids

- English textbook for students
- English textbook for teachers

III. Procedures

Stages Teacher’s activities Students’ activities

Pre-writing

( 10
min.)
Task 1:

- Write on the board the title of the lesson: Unit
8: Life in the future.

Part D. Writing

- Introduce some new words and expressions

- Under the threat of terrorism: trong sự đe

doạ của chủ nghĩa khủng bố
- Live in harmony: sèng hoµ thuËn
- Live in clean healthy environment: sống

trong môi trờng trong sạch, lành mạnh.
- My main desire is …: mong íc, kh¸t väng

chính của tôi là..

- Materialistic (a): theo chủ nghĩa vật chÊt,
nỈng vỊ vËt chÊt

- Let the whole class read the new words twice
or three times.

- Write down in the notebooks the title.

- Listen to the teacher

</div>
(99)<div class='page_container' data-page=99>

While-writing
( 20
min.)
Task 2

Post-writing

( 15
min.)

- Call 2-3 students to read new words again.
- Ask students to read the passage to analyze

it.

- Ask students to discuss the answers to the
questions in pairs.

- Go around to supervise students if necessary.
- Call some students to give the answers. If their
answers are right, repeat the answers, if they are
wrong, give them the answers:

1.What are the student’s concerns about?
World peace?

Employment?
The environment?
The people ?

2. Are your concerns similar to those?

3. Do you have other concerns? What are they?
- Ask students to do Task 2 individually.
¦rite about the ideal world in which you would
like to live in the year 2020 using the ideas you
have discussed in Task 1

Try to use the expression like: my main desire is
to…., I would also wish…

- Go around to supervise them. Note down
serious and common mistakes.

- Show and correct some common mistakes
- Ask students to exchange their work to check
- Ask students to revise their description
- Ask students to hand in their work to mark

- Read the passage to analyze it.
- Discuss the answers to the questions
in pairs.

- Answer the questions, and correct the
wrong answers.

- World peace: peaceful world, no war,
no conflicts, no threat of terrorism,
people love in harmony

- Employment: everyone has a job.
- Environment: clean and healthy, less
noise, less pollution, larger parks,
wildlife is protected.

- People: less materialistic, less selfish,
less violent, and more loving.

Yes, they are.

Yes, I wish people can do the job that
they like, and they no longer suffer
from fatal diseases.

- Do Task 2 individually

- Write the description

- Listen to the teacher and correct the
mistakes

- Exchange the writing
- Revise their description.

E. Language focus

I. Aims

1. Pronunciation

- Students can pronounce correctly the contracted forms of auxiliaries(have and has)

2. Grammar

- Students know how to use articles and.

</div>
(100)<div class='page_container' data-page=100>

II. Aids

- English textbook for students
- English textbook for teachers
- Pictures

III. Procedures

Stages Teacher’s activities Students’ activities

Pronun
ciation
( 7 min.)
Listen and

repeat

Practice

Grammar
and
vocabular

y
(38 min.)
Exercise 1

(20 min.)

- Pronounce the auxiliaries both
contracted forms and full forms for

students to recognize the difference
- Pronounce the second time for the
students to repeat.

- Ask 2-3 students to repeat, correct their
mispronounce

- Read 2 times the sentences, and then let
the whole class read the sentences twice
or three times.

- Put stress mark for them to practice
- Call 2-3 students to read the sentences
again.

- Ask them to read the sentences in pairs,
go around to supervise them.

- Ask students to look at examples in
exercise

- Ask students to do exercise 1: combine
the sentences with although / even 
though

- Go around to supervise them

- Ask students to discuss the answers in
pairs.

- Call some students to give their
answers. If students’ answers are right,
repeat them, if not, give the right answers

- Listen to the teacher

- Read after the teacher

- Read the sentences twice or three times

- Read the sentences again.

- Read the sentences in pairs.

- Do Exercise 1

- Discuss the answers in pairs

- Give the answers

1. in (in time for = early enough)(“on 
time” doesn’t go with “for” or 
“to”)

2. of

3. on (in business = being a

businessman, on business = to go on
business).

</div>
(101)<div class='page_container' data-page=101>

Exercise 2
(18 min.)

- Revise the use of articles.
- Ask students to do Exercise 2

Put a/an , the or No article ( #) in each 
space.

- Go around to supervise them

- Ask students to discuss the answers in
pairs.

- Call some students to give their
answers. If students’ answers are right,
repeat them, if not, give the right answers

6. in
7. about
8. for

9. between, opposite

10.to

11.

A/an is used before an indefinite single

noun, “the” is used before a definite noun, 
“the” is also used before an musical 
instruments. We use zero article before a 
proper noun or some structures such as 
by+ (means of transport) and last+ (time)
…

- Do Exercise 2

- Discuss the answers in pairs
- Give the answers

1. #
2. #, #, #
3. #, the, the
4. the, #
5. the, #
6. the, #
7. The, #
8. an , the, the
9. #, the

</div>
(102)<div class='page_container' data-page=102>

Unit 9 : Deserts

A. Language skills
Reading:

- To help students gain some knowledge about deserts.

- To help students improve their reading skills: scanning and skimming, guessing the meaning of words in

context.

Students learn words and phrases in terms of deserts

Speaking:

- Students can ask and answer about a picture
- Sts know the deserts in Autralia.

Listening:

- Students can improve their listening skill : they can understand the passage and then they can summarize

the passage that they have listened to.

- Students learn more words and phrases in term of deserds

Writing:

- Students can write a report basing on the information given in the Table of the Sahara desert

B. Language focus
1. Pronunciation:

- Students can use full and contracted forms of auxiliaries.

2. Grammar:

- Students know how to use so, but ,howrever, and therefore

A. Reading

Aims

- To help students gain some knowledge about deserts.

- To help students improve their reading skills: scanning and skimming, guessing the meaning of words in

context.

- Students learn words and phrases in terms of deserts

Aids

- English textbook for students
- English textbook for teachers
- Pictures

</div>
(103)<div class='page_container' data-page=103>

Stages Teacher’s activities Students’ activities

Pre-reading
(4min)

While-reading

( 30
min.)

Task 1
( 8 min.)

Task 2
( 10
min.)

Task 3
( 7 min.)

Post-reading

( 11

- Greet Ss

- Ask students to look at the picture page 91 and ask Ss
to answer some questions:

1 What do you know about deserts?

2 what kinds of plants and animals live in a desert.
3 Name some of the countries which have eserts

- Call a pair to report their discussion
- Introduce the topic:

Deserts

- Teach some new words: ask students whether they
know the words, if they do not know them, explain in
English then ask them to give Vietnamese equivalents
to check their understanding

- strech

- sandy

- aerial survey

- Royal Giographical Society of Autralia

- dune

- sloping

- hummock

- crest

- spinifex

-- Let the whole class read the new words twice or three
times.

- Call 2-3 students to read new words again.

- Ask students to read the passage in silence
- Ask students to do Task 1: Give Vietnamese
equivalent words to ones given in the passage

-Ask students to discuss the answers in pairs Check Ss’
answer

- Write down the answers on the board

- Let the whole class read the new words twice or three
times.

- Call 2-3 students to read new words again.
- Ask students to do task 2 in pairs

- Go around to supervise students if necessary.
- Ask representatives of pairs to give the answers. If
students’ answers are right, repeat them, if not, give the
right answers.

- Ask students to do task 3 in groups

- Go around to supervise students if necessary

- Ask representatives of groups to answer the questions.

- Greet teacher

- Listen to the teacher and think about the
topic.

- Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- Read the words

- Read the passage in silence

- Do task 1

- Write down the answers and read the
words

- Do task 2 in pairs
- Give the answers:
1. F

</div>
(104)<div class='page_container' data-page=104>

min.) If students’ answers are right, repeat them, if not, give
the right answers

- Ask students to do After you read in pairs, scanning
the text to find information to complete the note.
- Go around to supervise them. Note down the serious
and common mistakes

- Call some pairs to read their note

- Give feedback and correct some serious or common
mistakes.

6 T

- Do the Task in pairs

* Suggested answers:

- Listen to the feedback and correct their
mistakes.

B. Speaking

I. Aims

- Students can ask and answer about some deserts
- Students learn more words and phrases about deserts.

II. Aids

- English textbook for students
- English textbook for teachers
III . Procedures

Stages Teacher’s activities Students’ activities

Pre-speaking

( 5 min.)

- Introduce the lesson:

Today, we learn Unit 9: part B. Speakin g(Write on

the board the title)

- Listen to the teacher and write the title in
their notebooks.

Task 1 - Ask students to look at Task 1- Ask students to do Task 1

- While students discuss, walk around the class to
guide or supervise them and give them help if
necessary.

- Ask sts to check the trees and animals which can
live in deserts

- Give comments, correct the common mistakes
after they finish.

words explanation

eucalyptus
date palm

- Look at Task 1
- Do Task 1

- Work in pairs and discuss in about 2 minutes.

While-speaking

( 28 min.)

Task 2

Ask sts to find out as many natural features of
adesert as possible .Then compare your note with
the other pairs using the given cues

eg : It is very hot in summer and it is cold in winter

Work in pairs

- Let the whole class read the new words twice or
three times.

</div>
(105)<div class='page_container' data-page=105>

whether they are clear about what they have to do
- Go around to supervise them. Note down serious
and common mistakes.

- One student repeats the teacher’s instruction.
- The others listen to their friends to make
clear about what they have to do.

- Do Task 2

Post-speaking

( 10 min.)

Task 3

Home
work

( 2 min.)

- After about 3 minutes of discussion, call some
groups to report what they have done.

- Ask the others to listen to their friends

- Listen to students attentively and pay attention to

the mistakes they have made

- After students finish, give them comments: correct
some pronunciation mistakes they have made
- Read aloud the words and ask the whole class to
repeat.

- Call 1 pair to role play in front of the whole class.
- Ask the others listen attentively to their friends’
dialogue and give comments or ask questions.
- Call another group if there is enough time.
- Give feedback and correct serious or common
mistakes.

- Prepare a presentation about the information 
about other deserts

- Some groups report what they have
discussed.

S1 : I choose : food , water , camel , knife, 
blanket,

S2 : Ichoose : wter ,car food, camel , blanket.

- Repeat after the teacher.

- One pair to role play in front of the whole
class.

- Listen attentively to their friends’ dialogue
and give comments or ask questions.

- Listen to the teacher and correct the mistakes.
- Listen to the teacher and note down

homework

C.Listening

I. Aims

- Students can improve their listening skill: they can catch detail information from the passage.

- Students can summarize the passage.

II. Aids

- English textbook for students
- English textbook for teachers
- Tapes and cassette

- Handouts

III. Procedures

Stages Teacher’ activities Learners’ activities

Pre-listening

(6min.)

Warm up:

ask sts to answer the questions
1 What is a desert ?

2 How is a desert formed ?

3 can human beings make a desert ?

Work in pairs

While-listening

(29min.)

Task 1

- Ask students to listen to the passage the first
time

- Read the passage twice

- Ask some students to give their answers. If their
answers are right, repeat them; if not give the

- Listen to the passage and answer the questions.
* Answers:

9. T

10. T

</div>
(106)<div class='page_container' data-page=106>

correct answers. 12. F

13. T

Task 2

- Ask them to listen again the second and the
third time to finish task 2:

- Ask students to discuss the answers to the
questions in pairs.

- Go around to supervise students if necessary.
- Eliciting the answers from students, if their
answers are right, repeat the answers, if they are
wrong, give them the answers:

- If most students do not catch the information for
the questions, let them listen again to the passage
once more.

Task 3 Ask sts to listen again and fill in the
missing words

- Listen again the third time to finish the task.
- Discuss the answers to the questions in pairs.

- Answer the questions, and correct the wrong
answers.

1. 90 percent
2. smaller plants
3. prevent
4. speading
5. capital
6. canals

Post-listening

(10min.)

- Ask students to do After you read in groups _ 
discuss the questions in the book

- Go around to supervise them. Note down
serious and common mistakes.

- Ask one group to report what they have
discussed

- Give comments after they finish

- Call another group if there is enough time.
- Give feedback and correct serious or common
mistakes.

wor in groups

D.Writing

I. Aims

- Students can write a report basing on the information given in the Table of Tango’ economic
development in two decades

- Students can improve their writing skill.

II. Aids

- English textbook for students
- English textbook for teachers

</div>
(107)<div class='page_container' data-page=107>

Stages Teacher’s activities Students’ activities

Pre-writing
(7min.)

- Write on the board the title of the lesson: Unit 9
Part D. Writing

- Ask students to look at the table page 96

This table presents the information about the 
Sahara resert

- Introduce some new words.( eliciting , give the
definitions in English then ask students to translate
them into Vietnamese to check their

understanding)
arid

moisture
elevation
acacia

Gazelle
jackal

- Write down in the notebooks the title.

- Look at the table page 96
- Listen to the teacher.

- Guess the meaning of the new words.

- Read the words

While-
writing
(28 min.)

- Go around to supervise them if necessary.
- Call some pairs to give the answers. If their
answers are right, repeat them; if not give the
correct answers.

.

Questions

1 Where is th Sahara desert ?
2 Whwt is its total area /
3 How long is it ? 
4 How wide is it?

5 What is its natural feature ?
- Land

- Climate
- sand
-Table land

Wal kinds of trees can live in the Sahara desert ?

- Go around to supervise them. Note down serious
and common mistakes

- Show and correct some common mistakes.

- Write the description

- Listen to the teacher and correct the
mistakes.

Post-writing

( 10 min.)

- Ask students to revise their description.
- Ask students to hand in their work to mark

</div>
(108)<div class='page_container' data-page=108>

E.Language focus

I. Aims

1. Pronunciation:

- Students can use the full and contracted forms of theauxiliaries pronunced

2. Grammar:

- Students know how to use “ so , but, however and therefore.
- Students revise information questions.

- Students practice using past tense to talk about people’ autobiography

-II. Aids

- English textbook for students
- English textbook for teachers
- Pictures

III. Procedures

Stages Teacher’s activities Students’ activities
Pronuncia

tion

(7min.)

- Introduce the lesson:

Auxiliary often has the strong form when it is 
used in short answers, and it has the weak 
form when it is used in questions.

- Read the auxiliaries both full and contracted
forms for students to recognize the difference
- Read the second time for the students to
repeat.

- Ask 2-3 students to repeat, correct their
mispronounce.

- Listen to the teacher
- Listen to the teacher

- Read the sound

Practice these sentences

- Read 2 times the sentences, and then let the
whole class read the sentences twice or three
times.

- Read the sentences twice or three times.
- Read the sentences again

- Read the sentences in pairs.

Grammar

(38min.)

Exercise 1

Explain how to use so or but

Can you tell me what the difference so and

but ? Give me some example

It began to rain , so I open my umbrella
It began to rain , but he didn"t open his 
umbrella

Note : Before " so , but " there is a comma

- Call some students to give their answers. If
students’ answers are right, repeat them, if
not, give the right answers

.

Exercise 2

Underline the correct altrmative in the sences
Note : xplain how to use however

- Give the answers

1 so

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

- give the answer 
1 but

</div>
(109)<div class='page_container' data-page=109>

- Call some students to give their answers. If
students’ answers are right, repeat them, if
not, give the right answers

Go around to supervise them

Exercise 3

Add so , therefore , or however
Note The use of therefore

- Call some students to give their answers. If
students’ answers are right, repeat them, if
not, give the right answers

Go around to supervise them
- Ask students to do exercise 3
- Go around to supervise them

- Ask students to discuss the answers in pairs.
- Call some students to give their answers. If
students’ answers are right, repeat them, if
not, give the right answers

5 but
6 however
7 however
8 but
Answer 
1 therefore
2 so
3 so
4 therefore
5 however
6 therfore
7 so
8 howerver
.

Unit 10 :

Endangered species

A. Language skills
5. Reading:

- To help students gain some knowledge about endangered species

- To help students improve their reading skills: scanning and skimming, guessing the meaning of
words in context.

Students learn words and phrases in terms of plants and animals.
6. Speaking:

- Students can ask and answer about a picture .

</div>
(110)<div class='page_container' data-page=110>

- Students can improve their listening skill : they can understand the passage and then they can
summarize the passage that they have listened to.

- Students learn more words and phrases in term of plants and animals
8. Writing:

- Students can write a report basing on the information given in the Table of the Sahara desert

B. Language focus
1. Pronunciation:

- Rhythm

2. Grammar:

- Students know how to use Modal verbs : may , might, must mustn't , needn't

A. Reading

Aims

- To help students gain some knowledge about endangered species To help students improve their reading

skills: scanning and skimming, guessing the meaning of words in context.

- Students learn words and phrases in terms of endangered species

Aids

- English textbook for students
- English textbook for teachers
- Pictures

</div>
(111)<div class='page_container' data-page=111>

Stages Teacher’s activities Students’ activities

Pre-reading

(4min)

While-reading
( 30 min.)

Task 1
( 8 min.)

Task 2
( 10 min.)

Task 3

- Greet Ss

- Ask students to look at the picture page 99 and
ask Ss to answer some questions:

1 Which of the folloing animals and insects are 
found in Vietnam ?

2 Which of them is / are in danger ?/

- Call a pair to report their discussion
- Introduce the topic:

Endangered species

- Teach some new words: ask students whether
they know the words, if they do not know them,
explain in English then ask them to give

Vietnamese equivalents to check their
understanding

- rhinoceros
- leopard
- parrot
- impact
- enact
-vulnarable
- poriority
- derive from
- habitat

- Let the whole class read the new words twice or
three times.

- Call 2-3 students to read new words again.
- Ask students to read the passage in silence
- Ask students to do Task 1: Give Vietnamese
equivalent words to ones given in the passage
-Ask students to discuss the answers in pairs.
- Check Ss’ answer

- Write down the answers on the board

- Let the whole class read the new words twice or

-Greet teacher

- Listen to the teacher and think about the
topic.

- Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- Read the words

- Read the passage in silence
- Do task 1

Answer :
1- 1 d
2 2 e
3 3

a

4 4 b
5 5 c

- Write down the answers and read the
words

</div>
(112)<div class='page_container' data-page=112>

( 7 min.)

Post- 
reading

( 11 min.)

three times.

- Call 2-3 students to read new words again.
- Ask students to do task 2 in pairs

- Go around to supervise students if necessary.
- Ask representatives of pairs to give the answers.
If students’ answers are right, repeat them, if not,
give the right answers.

- Ask students to do task 3 in groups

- Go around to supervise students if necessary
- Ask representatives of groups to answer the
questions. If students’ answers are right, repeat
them, if not, give the right answers

- Ask students to do After you read in pairs,
scanning the text to find information to complete
the note.

- Go around to supervise them. Note down the
serious and common mistakes

- Call some pairs to read their note

- Give feedback and correct some serious or
common mistakes.

- Give the answers:
1. d

2. b
3. a
4a
5. d

- Do the Task in pairs

* Suggested answers:

- Listen to the feedback and correct their
mistakes.

B. Speaking

I. Aims

- Students can ask and answer about endangered animals
- Talking about the information of some endangered animals.

II. Aids

- English textbook for students
- English textbook for teachers
III . Procedures

Stages

Teacher’s activities Students’ activities

Pre- speaking

( 5 min.)

- Introduce the lesson:

Today, we learn Unit 10: part B. Speakin

g(Write on the board the title)

- Listen to the teacher and write the title
in their notebooks.

Task 1 - Ask students to look at Task 1- Ask students to do Task 1; Ask and answer the

questions

1 How do you call ;Gau truc, Te Giac ,
Ho , Voi ,in English

2 Where does each of them live ?

- Look at Task 1
- Do Task 1

</div>
(113)<div class='page_container' data-page=113>

3 Which of animals can use as pets or for food or
medicine ?

4 Which of them is/ are in dangered ?

5 Can you guees the population of each species ?
- Give comments, correct the common mistakes
after they finish.

While-speaking

( 28 min.)

Task 2

Ask sts to study the information in the box
Word explanation

decline
swamp
bark

Work in pairs

- Let the whole class read the new words twice
or three times.

-Ask sts to work in pairs to ask and answer
questions about them

- Read the new words .
- Do Task 2 in groups

S1 Where do giant pandas live ?
S2 In bamboo forests

S1 What is the population of pandas in
the world?

S 2 Only about 600
- Call one student to repeat the instruction to

check whether they are clear about what they
have to do

- Go around to supervise them. Note down
serious and common mistakes.

Post- speaking

( 10 min.)

Task 3

- After about 3 minutes of discussion, call some
groups to report what they have done.

- Ask the others to listen to their friends

- Listen to students attentively and pay attention

to the mistakes they have made

- After students finish, give them comments:
correct some pronunciation mistakes they have
made

- Read aloud the words and ask the whole class
to repeat.

- Call 1 pair to role play in front of the whole
class.

- Ask the others listen attentively to their friends’

Work in groups : Take turn to give an
oral report on the animals mentioned in
task 2.

- Repeat after the teacher.

- One pair to role play in front of the
whole class.

</div>
(114)<div class='page_container' data-page=114>

Homework

( 2 min.)

dialogue and give comments or ask questions.
- Call another group if there is enough time.
- Give feedback and correct serious or common
mistakes.

- Prepare a presentation about the information 
about animals

- Listen to the teacher and correct the
mistakes.

- Listen to the teacher and note down
homework

C.Listening

I. Aims

- Students can improve their listening skill: they can catch detail information from the passage.
- Students can summarize the passage.

II. Aids

- English textbook for students
- English textbook for teachers

- Tapes and cassette

- Handouts

III. Procedures

Stages Teacher’ activities Learners’ activities

Pre-listening

(6min.)

Warm up:

Ask sts to dicuss and choose the best answer
Aek sts to listen to the teacher and repeat
some new words in the book

Work in pairs
1 A

2 B
3 D
4 B
5 C

While-listening

(29min.)

Task 1

- Ask students to listen to the passage the first
time

- Read the passage twice

- Ask some students to give their answers. If
their answers are right, repeat them; if not
give the correct answers.

- Listen to the passage and answer the questions.

* Answers:
1 A

2 B
3 D
4 B
5 C

Task 2

- Ask them to listen again the second and the
third time to finish task 2:

Ask sts to complete the chart in the book.
- Go around to supervise students if necessary.

- Eliciting the answers from students, if their

- Listen again the third time to finish the task.
1peaceful

2 plant-eating

</div>
(115)<div class='page_container' data-page=115>

answers are right, repeat the answers, if they
are wrong, give them the answers:

- If most students do not catch the information
for the questions, let them listen again to the
passage once more.

5 in trees
6 in grasses

7 forests being cut down

Post-listening

(10min.)

- Ask students to work in pairs to summarise
the main ideas of the passage using the
information intask 1 and 2

- Go around to supervise them. Note down
serious and common mistakes.

- Ask one group to report what they have
discussed

- Give comments after they finish

- Call another group if there is enough time.
- Give feedback and correct serious or
common mistakes.

work in groups

D.Writing

I. Aims

- Students can write a report basing on the information given to write about measures to protect
endangered species and possible results

- Students can improve their writing skill.

II. Aids

- English textbook for students
- English textbook for teachers

III. Procedures

Stages Teacher’s activities Students’ activities

Pre-writing

(7min.)

ask sts to speak something about some rare animals
which are in dangered .

-Ask some questions ;
Why are they in dangered ?
-what about their habitats ?
- Are they in danger ofvanishing?

- Why are they in dangered of in nanishing?

Listen and answer the quetions

While-
writing

(28 min.)

Task1

Ask sts to read task 1 carefully and then suggest
possible measures that should be taken to solve the
broblems

- In troduce the Red-List

-Raise people's wareness of conversation needs.

Ask sts to do tak 1

.work in pairs

</div>
(116)<div class='page_container' data-page=116>

- Develop wildlife habitat resernes

-Stop people from throwing rubbish in to forests ,
cutting down trees, hunting animals for food, fur, skin
or otherproducts

Task 2 Ask sts to read the given sollutions again and
then write a paragraph about measures for protecting
endangered animals ( using the ideals discussed in
Task 1 . Begin your paragaph with.

There are anumber of measures tht should be taken to
protect endangered animals

- Go around to supervise them. Note down serious and
common mistakes

- Show and correct some common mistakes.

- Write the description

- Listen to the teacher and correct the
mistakes.

Post-writing

( 10 min.)

- Ask students to revise their description.
- Ask students to hand in their work to mark

- Revise their description.
- Hand in their work

E.Language focus

I. Aims

1. Pronunciation:

- Rhythm

2. Grammar:

- Students know how to modals verbs: may , might , must , mustn't , needn't

II. Aids

- English textbook for students
- English textbook for teachers
- Pictures

III. Procedures

Stages Teacher’s activities Students’ activities
Pronunci

ation

(7min.)

- Introduce the lesson:

Ask sts to practise reading the sentences in the book
(paying attention to the stressed syllables )

- Read the second time for the students to repeat.
- Ask 2-3 students to repeat, correct their
mispronounce.

- Listen to the teacher
- Listen to the teacher

</div>
(117)<div class='page_container' data-page=117>

Practice these sentences

- Read 2 times the sentences, and then let the whole
class read the sentences twice or three times.

- Read the sentences twice or three times.
- Read the sentences again

- Read the sentences in pairs.

Gramma

r

(38min.)

Exercise 1

Explain how to use may,might, must't needn't
- Call some students to give their answers. If
students’ answers are right, repeat them, if not, give
the right answers

.

Exercise 2

Underline the correct altrmative in the sences
Note : xplain how to use however

- Call some students to give their answers. If
students’ answers are right, repeat them, if not, give
the right answers

Go around to supervise them
Exercise 3

Add so , therefore , or however
Note The use of therefore

- Call some students to give their answers. If
students’ answers are right, repeat them, if not, give

the right answers

Go around to supervise them
- Ask students to do exercise 3
- Go around to supervise them

- Ask students to discuss the answers in pairs.
- Call some students to give their answers. If
students’ answers are right, repeat them, if not, give
the right answers

- Give the answers

2 may, might wake
3 may , might bite
4 may, might need 
5 may ,might slip
6 may ,might break

.

Unit 11 : Books

A. Language skills

Reading:speci

- To help students gain some knowledge about reading books habits

- To help students improve their reading skills: scanning and skimming, guessing the meaning of
words in context.

Students learn words and phrases in terms of plants and animals.
Speaking:

- Students can ask and answer about reading habits

- Students learn more words and phrases in term of reading habits

</div>
(118)<div class='page_container' data-page=118>

- Students can improve their listening skill : they can understand the passage and then they can
summarize the passage that they have listened to.

- Students learn more words and phrases in term of reading books

Writing:

- Students can write a passage describing abook

B. Language focus
1. Pronunciation:

- Rhythm

2. Grammar:

- Students know how to use Modal verbs in pasive voice

A. Reading

Aims

- To help students gain some knowledge about reading habits To help students improve their reading skills:

scanning and skimming, guessing the meaning of words in context.

- Students learn words and phrases in terms of reading habits

Aids

- English textbook for students
- English textbook for teachers
- Pictures

</div>
(119)<div class='page_container' data-page=119>

Stages Teacher’s activities Students’ activities

Pre- reading

(4min)

While-reading
( 30 min.)

Task 1
( 8 min.)

Task 2
( 10 min.)

- Greet Ss

- Ask students to look at the picture page 110
and ask Ss to answer some questions:

1 Do you often read books?

2 what kind of books do you enjoy reading 
most ?

3 How do you read books /

- Call a pair to report their discussion
- Introduce the topic:

books

- Teach some new words: ask students
whether they know the words, if they do not
know them, explain in English then ask them
to give Vietnamese equivalents to check their
understanding

swalllowed
digest
reviewer
chew

- Let the whole class read the new words
twice or three times.

- Call 2-3 students to read new words again.
- Ask students to read the passage in silence
- Ask students to do Task 1: Give

Vietnamese equivalent words to ones given in
the passage

-Ask students to discuss the answers in pairs.
- Check Ss’ answer

- Write down the answers on the board
- Let the whole class read the new words
twice or three times.

- Call 2-3 students to read new words again.

- Ask students to do task 2 in pairs
- Go around to supervise students if
necessary.

- Ask representatives of pairs to give the

-Greet teacher

- Listen to the teacher and think about the topic.
- Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- Read the words

- Read the passage in silence
- Do task 1

Answer :
1 nt chưng
2 chÊm vµo
3 nÕm
4 khã cã thể
5 tiêu hoá
6 nhai

7 khụng th t xung

- Write down the answers and read the words

- Do task 2 in pairs
- Give the answers:
1NI

</div>
(120)<div class='page_container' data-page=120>

Task 3
( 7 min.)

Post- reading
( 11 min.)

answers. If students’ answers are right, repeat
them, if not, give the right answers.

- Ask students to do task 3 in pairs

- Go around to supervise students if necessary
- Ask representatives of groups to answer the
questions. If students’ answers are right,

repeat them, if not, give the right answers
Ask sts to work in pairs or groups . Find the
names of types of boks in the square.

- Go around to supervise students if necessary
- Ask representatives of groups to answer the
questions. If students’ answers are right,
repeat them, if not, give the right answers
- Ask students to do After you read in pairs,
scanning the text to find information to
complete the note.

- Go around to supervise them. Note down the
serious and common mistakes

- Call some pairs to read their note

- Give feedback and correct some serious or
common mistakes.

- Do the Task in pairs

* Suggested answers:

- Listen to the feedback and correct their
mistakes.

Give the answer
a thriller

b romance
c novel
d science
e craft
f fiction
g comic
h biography

B. Speaking

I. Aims

- Students can ask and answer about endangered animals
- Talking about the information of some endangered animals.

II. Aids

- English textbook for students
- English textbook for teachers
III . Procedures

Stages

Teacher’s activities Students’ activities

Pre- speaking

( 5 min.)

- Introduce the lesson:

Today, we learn Unit 10: part B. Speakin

g(Write on the board the title)

- Listen to the teacher and write the title in
their notebooks.

While-speaking

Task 1

- Ask students to look at Task 1

- Ask students to do Task 1 : complet the
following conversation .

-What sort of books do you like reading ?
- How do you read books?

- When do you often read books?

- Look at Task 1
- Do Task 1

</div>
(121)<div class='page_container' data-page=121>

- Give comments, correct the common
mistakes after they finish.

( 28 min.)

Task 2

Ask sts to ask and answer about each other's
reading habits , using the questions in the
conversation

Work in pairs

- Work in pairs and practise reading in about 2
minutes.

-Ask sts to work in pairs to ask and answer

questions about them - Do Task 2 in groups

S1 Where do giant pandas live ?
( 10 min.)

Task 3

Task 4

Task 5

Homework

( 2 min.)

- Ask students to do Task 1 : complet the
following conversation .

-What are you reading at the moment ?

-Who is the main character?

- What is he like?

Ask sts to ask and answer about the book you
are reading or you have read . Note down the
answer

Ask sts to work in groups .

Report the resultto the group.

Work in pairs.

Work in pairs

Work in groups

C.Listening

I. Aims

- Students can improve their listening skill: they can catch detail information from the passage.
- Students can summarize the passage.

II. Aids

- English textbook for students
- English textbook for teachers
- Tapes and cassette

- Handouts

III. Procedures

Stages Teacher’ activities Learners’ activities

Pre-listening

(6min.)

Warm up:

Aek sts to listen to the teacher and repeat some
new words in the book

listen to the teacher and repeat the words given
in the book

While-listening

(29min.)

Task 1

- Ask students to listen to the passage the first time
- Read the passage twice

</div>
(122)<div class='page_container' data-page=122>

- Ask some students to give their answers. If their
answers are right, repeat them; if not give the
correct answers.

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

- Ask them to listen again the second and the third
time to finish task 2:

Ask sts to complete the chart in the book.
- Go around to supervise students if necessary.
- Eliciting the answers from students, if their
answers are right, repeat the answers, if they are
wrong, give them the answers:

- If most students do not catch the information for
the questions, let them listen again to the passage
once more.

- Listen again the third time to finish the task.
1 family

2 strenghth
3 humans
4 journey

5 pet

Post-listening

(10min.)

- Ask students to work in pairs to summarise the
main ideas of the passage using the information
intask 1 and 2

- Go around to supervise them. Note down serious
and common mistakes.

- Ask one group to report what they have discussed
- Give comments after they finish

- Call another group if there is enough time.
- Give feedback and correct serious or common
mistakes.

work in groups

Writing

I. Aims

- Students can write a report basing on the information given to write about books
- Students can improve their writing skill.

II. Aids

- English textbook for students
- English textbook for teachers

III. Procedures

Stages Teacher’s activities Students’ activities

While-

writing Task1

Ask sts to read the questions in the books and put
them under the correct headings

-General introduction
7 4 9

- Summary
2 5 6 8

</div>
(123)<div class='page_container' data-page=123>

-Conclution
1 3

Task 2

Ask sts to read task 1 carefully and then ask and
answer above quetons about a book you have read

Ask sts to do tak 2

work in pairs

Task 2 Ask sts to read the given sollutions again and
then write a paragraph about the book you have read
recently baed on the results of task 1 and task 2
some sugggetions

- I've just read……….
- It is ………
- It was written by………..
- It is about………

- ………is / are the main charactr(s)
-It is set in………

- Go around to supervise them. Note down serious and
common mistakes

- Show and correct some common mistakes.

- Write the report

- Listen to the teacher and correct the
mistakes.

Post-writing

( 10
min.)

- Ask students to revise their description.
- Ask students to hand in their work to mark

- Revise their report
- Hand in their work

E.Language focus

I. Aims

1. Pronunciation:

- Rhythm

2. Grammar:

- Students know how to modals verbsin passsive voice

II. Aids

</div>
(124)<div class='page_container' data-page=124>

III. Procedures

Stages Teacher’s activities Students’ activities
Pronun

ciation

(7min.)

- Introduce the lesson:

Ask sts to practise reading the sentences in the
book (paying attention to the stressed syllables )
- Read the second time for the students to repeat.
- Ask 2-3 students to repeat, correct their
mispronounce.

- Listen to the teacher
- Listen to the teacher

- Read the sentences

Practice these sentences

- Read 2 times the sentences, and then let the
whole class read the sentences twice or three times.

- Read the sentences twice or three times.
- Read the sentences again

- Read the sentences in pairs.

Gramma
r

(38min.)

Home
work

Exercise 1

Explain how to use modals verbs in passive voice
- Call some students to give their answers. If
students’ answers are right, repeat them, if not,
give the right answers

.

Exercise 2

Ask sts to complete the given conversation with
the suitable passive form of the verb in brackets
- Call some students to give their answers. If
students’ answers are right, repeat them, if not,
give the right answers

Go around to supervise them

Ask sts to do exercised in the workbook

- Give the answers
1 will be prepared

2 is food going to be cooked…….?
3 will be pre-pacaged

4 can be wared

5 should food be chosen
6 have to offered
7 could be selected
8 ought to be made

</div>
(125)<div class='page_container' data-page=125>

Unit 12

: Water sport

A. Language skills

Reading:

- To help students improve their reading skills: scanning and skimming, guessing the meaning of
words in context.

Speaking:

- Students can ask and answer about sports

Listening:

- Students can improve their listening skill : they can understand the passage about water sports

Writing:

- Students can write about instructions

B. Language focus
1. Pronunciation:

- Elision

2. Grammar:

- Students know how to use Transitive and intransitive verbs

A. Reading

I. Aims

- To help students improve their reading skills: scanning and skimming, guessing the meaning of words in

context.
II. Aids

- English textbook for students
- English textbook for teachers
- Pictures

III. Procedures

Stages Teacher’s activities Students’ activities

Pre-reading
(4 min.)

- Ask students to look at the picture, page 119and ask:

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

- How do people play it ?

- Introduce the lesson

- Ask students to look at the questions in Before you
read, page 119, working in pairs to discuss the 
question in Before you read:

- Call a pair to report their discussion

- Look at the picture and answer the
questions:

</div>
(126)<div class='page_container' data-page=126>

While-reading

(30
min.)

Task 1

Task 2

- Teach some new words: ask students whether they
know the words, if they do not know them, explain in
English then ask them to give Vietnamese equivalents
to check their understanding

- vertical

- cap

- sprint

- opponent

- punch

- Let the whole class read the new words twice or three
times.

- Call 2-3 students to read new words again.
- Ask students to read the passage in silence
- Ask students to do Task 1:

Find the words in the passage that can match with the 
definition on the right column.

-Ask students to discuss the answers in pairs.
- Ask individuals to do the Task 1

- Write down the answers on the board.

7. eject
8. sprint
9. foul
10. penalize
11. tie
12. opponent

- Check students’ understanding of the words by

asking them to give the Vietnamese equivalents
- Let the whole class read the new words twice or three
times.

- Call 2-3 students to read new words again
- Ask students to do task 2 in groups:

Answer the questions according to the passage.

- Go around to supervise students if necessary.
- Ask representatives of groups to answer the

questions. If students’ answers are right, repeat them,
if not, give the right answers.

5. Where can people play water polo?
6. Where is the ball when the game start /
7. How can the ball be advanced?

8. Which players are allowed to hold the ball 
with both hands?

9. What happens to the player who commits five 
personal fouls/

10. How long does the game of water polo usually
?

- Give Vietnamese equivalents

- Read the words

- Read the passage in silence
- Do the task

- Discuss the answers in pairs.
- Give the answers.

- Write down the answers

- Read the words
- Do task 2 in groups

- Answer the questions

</div>
(127)<div class='page_container' data-page=127>

Task 3

- If students’ answers are right, repeat them, if not,
give the right answers.

- Ask students to do After you read in pairs:

Scan the text to find information to complete the note.

- Go around to supervise them. Note down the serious
and common mistakes

- Call some pairs to read their note.

- If students’ answers are right, repeat them, if not,

give the right answers

Ask

.

Post-reading

(10min.)

Home
work

( 1 min)

- Ask students to do After you read in groups

What are the advantages of robots? 
What are the disadvantages of robots?

(write the answers on the board)

- Go around to supervise them. Note down serious and
common mistakes.

- Ask one group to report what they have discussed
- Give feedback and correct some serious or common
mistakes.

- Read the passage again

- Emphasize words and structures in the passage

- Do After you read in groups

Advantages: save labor, do difficult jobs
so that men have more time to enjoy life 
or do more creative work.

Disadvantages: replace human beings 
in many fields so many people will lose 
their jobs or go jobless

- Report what they have discussed
- Listen to the feedback and correct their
mistakes

</div>
(128)<div class='page_container' data-page=128>

B. Speaking

I. Aims

- Students can ask and answer about changes of people and the world in the future.

II. Aids

- English textbook for students
- English textbook for teachers

III. Procedures

Stages Teacher’s activities Students’ activities

Warm up

( 2 min.)

While-speaking

(28 min.)

Task 1
(13 min.)

- Tell students a riddle
+ Ask students the question:

-Do you like sport ?

- What kind of sport do you like ?

- Introduce the lesson:

- Introduce some new words (eliciting , give the
definitions in English then ask students to
translate them into Vietnamese to check their
understanding)

- scuba-diving

- -windsurfing

- synchronized swimming
- rowing

- Let the whole class read the new words twice or
three times.

- Call 2-3 students to read new words again.
- Ask students to look at Task 1

- Ask students to do Task 1:

Ask sts to work impairs : Look at the pictures and
match the names with the appropriate water sports
1- swimming

1- water polo

3- synchronized swimming
4- windsurfing

6-rowing

- Walk around the class to guide or supervise them
and give them help if necessary.

- Ask some pairs to report what they have talked
- Give comments; correct the common mistakes

after they finish.

- Ask students to do Task 2 in pairs, k at the table 
and talk about each of water sports

Example ;Water polo is played in a pool . It is

- Listen to the riddle
- Answer the question
.

- Listen to the teacher and write the title in
their notebooks.

- Listen to the teacher.

- Guess the meaning of the new words.

- Read the new words

- Look at Task 1
- Do Task 1

</div>
(129)<div class='page_container' data-page=129>

Task 2
(16 min.)

Post-speaking

played with aball and people play it in a team

- Go around to supervise them. Note down serious
and common mistakes

- Ask students to do Task 3: : making some more 
predictions about what life will be like one 
hundred years from now.( work in groups of 4)

- After about 3 minutes of discussion, call some
groups to report what they have done

- After students finish, give them comments:
correct some pronunciation mistakes they have
made

- Read aloud the words and ask the whole class to
repeat

-Read the example
- Do Task 2 in pairs

- Work in pairs

- Report what they have talked.
- Listen to the teacher and correct the
mistakes.

It is likely that+ clause
It is unlikely that+ clause
It is possible that+ clause

It is impossible that+ clause
Because+ clause

Because of+ Noun phrase
Since/As + clause

For+ Noun phrase
As a result of

Thanks to+ Noun phrase

In my opinion

from my point of view
As far as I am concerned.
I think

I believe

- Listen to the teacher
- Do Task 2 in pairs

- One student repeats the teacher’s
instruction.

- The others listen to their friends to make
clear about what they have to do

- Some pairs report
- Repeat after the teacher

</div>
(130)<div class='page_container' data-page=130>

( 15 min.)
Task 3:

- Some groups report what they have
discussed:

I think it is likely by the end of 2106, 
scientists will have found a cure for AIDS 
thanks to the developments of science and 
technology

- Listen to the teacher

</div>
(131)<div class='page_container' data-page=131>

C. Listening

I. Aims

- Students can improve their listening skill : they can understand the passage about life expectancy.

II. Aids

- English textbook for students
- English textbook for teachers
- Tapes and cassette

- Handouts

III. Procedures

Stages Teacher’ activities Learners’ activities

Warm up

( 7 min.)

Pre-listening

- Let students play a game
- Introduce the game rule:

This is Lucky number game. We have four teams. I
will give a definition, and you have to give the
word it refers to. You have to raise your hand to
answer the question.

Who raises the hand first will have the right to
answer the question.

If your answer is right, you will get one point. If
not, the other team will answer the question. The
team which gets the true answer can choose the
next question, if it is a lucky number, that team will
get 2 points.

- Let Ss play

- Ask students to do Task 1:

Discuss the question: Which of the following

factors do you think might help people have a long
and healthy life?

+ No smoking? Why?
+ Love a lot? Why?

- Ask one pair to report what they have discussed.

- Introduce some new words (eliciting , give the
definitions in English then ask students to translate
them into Vietnamese to check their understanding)

- incredible(adj. ): impossible or very
difficult to believe

- Listen to the instruction

- Do Task 1 in pairs

S1: Which factors do you think might
help people to have a long and healthy
life/

S2: I think they are no smoking, eating
healthy food, laughing a lot, and doing
exercise because by doing so, we can
improve our health.

- Listen to the teacher.

</div>
(132)<div class='page_container' data-page=132>

While-listening
( 28 min.)

Task 1
( 16 min.)

Task 2
( 12 min.)

Post-listening
( 10 min.)

- centenarian(adj. ):belong to the century,
100 years

- eradicate(v): to destroy or get rid of sth
completely

- life expectancy(n): the number of years that
a person is likely to live

- eternal life(n): life without beginning or
end; existing or continuing for ever
- mushroom(v):rise quickly

- curable(adj.): (used about a disease) that
can be made better

- Let the whole class read the new words twice or
three times.

- Call 2-3 students to read new words again.

- Ask students to read the statements in Task 1.
- Ask students to listen to the passage the first time:
Listen to an interview about people’s life

expectancy in the future, listen and decide whether
the statements are true or false.

- Ask them to listen again the second and the third
time to finish Task 2: answer the questions

- Ask students to discuss the answers to the
questions in pairs.

- Go around to supervise students if necessary.
- Call some students to give the answers. If their
answers are right, repeat the answers, if they are
wrong, give them the answers:

- If most students do not catch the information for

the questions, let them listen again to the passage
once more.

4. What are factors that help people have
longer life expectancy according to Dr.
Davis?

5. Which factor is the most important one?
Why?

6. What will we have been able to do about

- Read the new words

- Read the statements in Task 1.
- Listen to the passage and answer the
questions

2. F(Some scientists can predict)
5. F(Because we look after

ourselves, eat more healthily,
cut down on things like butter,
alcohol and cigarettes)

6. F(80)
7. T
8. T

- Listen again the third time to finish

the Task.

- Discuss the answers to the questions
in pairs.

- Answer the questions, and correct the
wrong answers.

4. Eating more healthily, cutting
down on things like butter,
alcohol and cigarettes.
5. The development in medical

science.

</div>
(133)<div class='page_container' data-page=133>

AIDS in ten years’ time?

- Ask students to do After you listen in
groups

Work in groups and the advantages and
disadvantages of having a very long life.
- Eliciting some ideas from the students:

What are the advantages of having a very long life?

What are the disadvantages of having a very long
life. (write the answers on the board)

- Go around to supervise them. Note down serious

and common mistakes.

- Ask one group to report what they have discussed
- Give comments after they finish

- Call another group if there is enough time
- Give feedback and correct serious or common
mistakes

under control.

- Do After you listen in groups
Advantages:

- Do many things they want to
do/ enjoy life more

- See their children and
grandchildren grow up
- Help their children and

grandchildren

- Children and grandchildren are
happy with them

Disadvantages:

- Too weak to do things and
often ill

- Feel lonely when children have
grown up and busy with their
own lives, and friends are
dead.

- Do the task in groups

- Report what they have discussed
- Listen to the teacher and correct the
mistakes

Games

Lucky number

15. Pessimists: a person who always thinks that bad things will happen or that sth will be not be successful

16. Lucky number

17. Economic depression: a period when the economic situation is bad, with little business activity and many
people without a job

18. Terrorism: the killing of ordinary people for political purposes

19. Lucky number

20. Wipe st out: to destroy sth completely
21. Corporation(n): a large business company

22. Lucky number

23. Chore(n): a job that is not interesting but that you must do
24. Burden(n): something that is heavy and difficult to carry

25. Influence(v): to have an effect on or power over sb/sth so that he/she/it changes

26. Lucky number

</div>
(134)<div class='page_container' data-page=134>

D. Writing

I. Aims

- Students can write about the ideal world in which they would like to live in the year 2020.

II. Aids

- English textbook for students
- English textbook for teachers

III. Procedures

Stages Teacher’s activities Students’ activities

Pre-writing

( 10 min.)
Task 1:

- Write on the board the title of the lesson: Unit 8:
Life in the future.

Part D. Writing

- Introduce some new words and expressions
- Under the threat of terrorism: trong sự đe doạ

của chủ nghĩa khủng bè

- Live in harmony: sèng hoµ thuËn

- Live in clean healthy environment: sống trong
môi trờng trong sạch, lành mạnh.

- My main desire is : mong ớc, khát vọng
chính của tôi là..

- Materialistic (a): theo chủ nghĩa vËt chÊt,
nỈng vỊ vËt chÊt

- Let the whole class read the new words twice or
three times.

- Call 2-3 students to read new words again.
- Ask students to read the passage to analyze it.
- Ask students to discuss the answers to the
questions in pairs.

- Go around to supervise students if necessary.

- Call some students to give the answers. If their
answers are right, repeat the answers, if they are
wrong, give them the answers:

1.What are the student’s concerns about?
World peace?

Employment?
The environment?
The people ?

2. Are your concerns similar to those?

3. Do you have other concerns? What are they?
- Ask students to do Task 2 individually.

¦rite about the ideal world in which you would like

- Write down in the notebooks the title.

- Listen to the teacher

- Read the words

- Read the passage to analyze it.

- Discuss the answers to the questions in
pairs.

- Answer the questions, and correct the

wrong answers.

- World peace: peaceful world, no war, no
conflicts, no threat of terrorism, people
love in harmony

- Employment: everyone has a job.
- Environment: clean and healthy, less
noise, less pollution, larger parks, wildlife
is protected.

- People: less materialistic, less selfish,
less violent, and more loving.

Yes, they are.

</div>
(135)<div class='page_container' data-page=135>

While-writing

( 20 min.)
Task 2

Post-writing

( 15 min.)

to live in the year 2020 using the ideas you have
discussed in Task 1

Try to use the expression like: my main desire is
to…., I would also wish…

- Go around to supervise them. Note down serious
and common mistakes.

- Show and correct some common mistakes
- Ask students to exchange their work to check
- Ask students to revise their description
- Ask students to hand in their work to mark

- Do Task 2 individually
- Write the description

- Listen to the teacher and correct the
mistakes

- Exchange the writing
- Revise their description.

E. Language focus

I. Aims

1. Pronunciation

- Students can pronounce correctly the contracted forms of auxiliaries(have and has)

2. Grammar

- Students know how to use articles and.

- Students know how to use some preposition phrases.

II. Aids

- English textbook for students
- English textbook for teachers
- Pictures

III. Procedures

Stages Teacher’s activities Students’ activities

Pronun
ciation

( 7 min.)

Listen and
repeat

Practice

Grammar
and

- Pronounce the auxiliaries both contracted
forms and full forms for students to recognize
the difference

- Pronounce the second time for the students to
repeat.

- Ask 2-3 students to repeat, correct their
mispronounce

- Read 2 times the sentences, and then let the
whole class read the sentences twice or three
times.

- Put stress mark for them to practice

- Call 2-3 students to read the sentences again.
- Ask them to read the sentences in pairs, go
around to supervise them.

- Ask students to look at examples in exercise

- Listen to the teacher

- Read after the teacher

- Read the sentences twice or three times

- Read the sentences again.

</div>
(136)<div class='page_container' data-page=136>

vocabulary

(38 min.)
Exercise 1

(20 min.)

Exercise 2
(18 min.)

- Ask students to do exercise 1: combine the 
sentences with although / even though

- Go around to supervise them

- Ask students to discuss the answers in pairs.
- Call some students to give their answers. If
students’ answers are right, repeat them, if not,
give the right answers

- Revise the use of articles.

- Ask students to do Exercise 2

Put a/an , the or No article ( #) in each space.

- Go around to supervise them

- Ask students to discuss the answers in pairs.
- Call some students to give their answers. If
students’ answers are right, repeat them, if not,
give the right answers

- Do Exercise 1

- Discuss the answers in pairs
- Give the answers

12. in (in time for = early enough)
(“on time” doesn’t go with “for” 
or “to”)

13. of

14. on (in business = being a

businessman, on business = to go 
on business).

15. At
16. to
17. in
18. about
19. for

20. between, opposite

21. to

A/an is used before an indefinite single

noun, “the” is used before a definite noun,
“the” is also used before an musical 
instruments. We use zero article before a

proper noun or some structures such as 
by+ (means of transport) and last+ (time)
…

- Do Exercise 2

- Discuss the answers in pairs
- Give the answers

UNIT 13 : THE 22

nd

SEA GAMES

Lesson 1: Reading

I. Aim: By the end of the lesson, ss will be able to
- Scan for specific information

</div>
(137)<div class='page_container' data-page=137>

II. Teaching aids : pictures, posters..

III. Stages

Time Contents T’s acts Ss’acts

4’

14’

I. Warm up : Chatting

(Picture)

1.What event was it ?

2.Where do you think the event took place ?

3.Which sports do you think are the strongest of
Vietnam?

II. Pre –reading

 Vocabulary
to host

to compete

 competitor (n)
to impress

energetic (adj)
composed (adj)
facility (n)
Checking R & R

* Task 1 Matching

A

1.The 22nd SEA Games were held in Vietnam 
from...

2.Thailand was ranked second with....

3.Singapore and Vietnam had participants who
were awarded the Most Outstanding Athlete
tiltes in...

4.A plan has been proposed for Vietnam to host
the Asia Sports Games at....

B
a.90 gold medals.

b.the Swimming and Shooting Events.

c.the 5th to 13th December,2003.

d.some point in the future.

e.a big sports event
Keys : 1c-2a-3d-4d

III.While –reading

 Task 2

Give the vietnamese equivalents to the
following words and phrases.(p140)
Keys: 1.Nguoi say me the thao

-showing the picture of the 22nd SEA 
Games and Asking some qs

-leading in

-providing the new words

-showing the poster

-asking ss to close the book
-asking ss to work in pairs

-asking ss to open their book to read
and check the predictions

-giving the direction
-asking ss to work in pairs
-feed back

-asking ss to work in groups
-feed back

-taking part in

-listening &
repeating

-looking
-closing the
books

-pairworking

-predicting

-opening the
books to read
and check

-groupworking

</div>
(138)<div class='page_container' data-page=138>

20’

6’

2.Doan ket
3.Danh hieu
4.The duc the hinh
5.Tinh than cao
6.Dong bao

* Task 3

Answer the questions (p140)
Keys :

1.It was solidality,cooperation for peace and
development.

2.444 gold medals were won at the S.G

3.The Vietnamese Women’s Football team
successfully defended the SEA Games tilte.

4.The Thai Men’s Football team won the gold
medal.

5.It was because firstly, to prepare for the 22nd
SEA Games,Vietnam carried out an intensive
programme for its athletes,which included
training in facilities,both home and abroad;
secondly with the strong support of their
countrymen ,the Vietnamese athletes competed
in high spirits.

IV.Post-reading
 (Exhibition)

Name some of the Vietnamese athletes you
love.Say what they are famous for,and what
aspects of sportmanship you admire (fairness,
respect, generosity...)

V.Homework

Revise voc and the main ideas
Prepare next part ( Speaking)

-asking ss to work in groups and take
notes their ideas

-giving comments

-giving the direction
-helping

-asking each group to choose the MC
-giving comments

-discussing to
answer the qs

-saying out the
answers
-writing on the
board

-copying down

-discussing
-writing on the
posters

-showing on
the board
-going around
to look over

UNIT 13:THE 22

nd

SEA GAMES

</div>
(139)<div class='page_container' data-page=139>

I. Aims : At the end of the lession , ss wil be able to be expected to report some of the records at the 22nd SEA 
Games the sports results of the match.After that, they can use it in the real life.

II. Teaching aids : pictures , wallchart ,..

Teaching method :

III. Stages

:

Tim

e Contents T’s activities Ss’activities

I.Warm up Pyramid

( each picture = 10 ms )

II.Pre-speaking 
Listen and repeat

Athletics Marathon Boonthung Erni 
Amri Ruphai Yurita Maria 
Dannal Febri

III.While-speaking. LUCKY STARS

Task 2

( These are some sports got the records at the 22nd
Sea Games.Here is the table of the records.)

Example : Boonthung, the Thai,won the men’s 
200 metres.He ran 200 metres in 20.14 seconds….

IV.Post-speaking

Task 3 Step by Step

(Make a report on the sports results,using the

-dividing the class into 2 groups
-asking the presentative of each
group to pick one picture.
-declaring the winner.

-asking ss to work in groups of
4 ss.

-running through the table.
-giving the direction.
-giving the model.
-going around to help ss
-asking some ss to report.
-giving

Comments

-asking ss to work in groups of
4 ss.

-running through the table.
-giving the model.

-giving the direction.
-checking

-giving ss 5 minutes to work.
-calling some ss to report in
front of the class.

-giving comments.

</div>
(140)<div class='page_container' data-page=140>

information in the scoreboard.)

Example: Vietnam and Myanmar played in the 
Women’s Football Final. The Vietnamese team 
won the gold medal.The result (The score ) was 
2-1.

…………

V. Homework

Unit 13. THE 22

nd

SEA GAMES

Lesson 3: Listening

I. Aim: By the end of the lesson, students should know more about the athletes’ record in the 22nd
Southeast Asian Games as well as their jobs when the Games are over.

II. Skill: Listening and answering questions; deciding on True/False statements.

Method: Communicative approach.

III. Teaching aids: textbook, tape, cassette player, pictures,

IV. Procedure.

Time Contents Teacher’s activities Ss’ act

3’

4’

7’

4’

10’

* Warm – up:

Tell some games which are competed in the 22nd
Sea Games

* Pre - listening

Work in pairs. Ask and answer the following
questions

 Vocabulary
clear (v) (picture)
break (v) (explanation)
be over : end (synonym)
deal (n) (translation)
 Listen and repeat. (P.142)

* While – listening.

Task 1: Listen to the first newspaper article about
Amnat, the winner in the 22nd Southeast Asian Games
Pole Vaulting competition, and choose the correct
answer.

- says

- introduces new lesson

- gives instruction
- explains

- calls ss to answer

follows steps to present new
words

- reads firstly and asks ss to
repeat 2 or 3 times

- corrects mistakes if necessary
- runs through the words
- gives instruction

- asks ss to read the sentences

listen
speak

listen
pairwork
speak
listen
repeat
copy

</div>
(141)<div class='page_container' data-page=141>

1. Amnat won ____ gold medal(s) in the Pole
Vaulting competition.

A. ten B. one C. three D. four
2. He comes from ____.

A. Singapore B.Indonesia
C. ThailandD. Malaysia

3. He cleared ____ metres.

A.4.40 B.4.18 C.4.08 D. 4.80
4.The Sea Games record was __________.

A. 5,50m B. 5,15m C. 5,05m D. 5,35m

Key: 1B 2C 3D 4C

- plays the tape 2 times
- calls ss to give answers
- gives feedback

- read
- listen
speak

Time Content Teacher’s acts Ss’ acts

10’

1’

Task 2: P 143

Key: 1T 2F 3T 4T 5F

* Post listening: P 143

Work in groups. Discuss the following question:
Which Vietnamese footballer(s) do you like best ?
Why ?

* Homework:

Prepare writing

- explains

- asks ss to read the statements
and guess whether they are True
or False in pairs

- plays the tape 2 times
- calls ss to give answers
- gives feedback

-explains

- goes around to check

- call ss to present in front of
class

read
guess
pairwork
listen
speak

speak
groupwork

Unit 13. THE 22

nd

SEA GAMES

Lesson 4 : Writing.

I) Aims: Describing a Sporting event (a football match)

II) Teaching aids: teacher’s book, text book

III) Stage:

Time Contents Teacher’s activities Ss’ act

5’ I) Warm up: “Hat magic”

This is a kind of Sport that is well-known in
the world

- Gives the introduction to play this
game.

- Divides class into 2 proups

- Asks students to guess the name of the
Sport

- Shows the picture of a football team
and asks “who are they?”- How many
people are there in a football team?
- To have a match what must we do?

- listen
- A B
- Guess

</div>
(142)<div class='page_container' data-page=142>

5’

10’

15’

8’

2’

II) Pre – writing

* Task 1: Arrange these questions in the
suitable sections

A) Introduction

4.
7.
3.

B) Details of the match

6.
1.

8.
9.
10.

C) Conclusion

2.
5.

* Task 2: Ask and answer the above
questions

* Useful language

III) While writing:

* Task 3: Write a description of the
football match mentioned above.

IV) Post – writing:

V). Homework:

- Have you ever seen football match?
- How is the football match process?
- Asks students to work in groups of four
- Writes these questions in the cards and
gives each group a card.

- Asks students to discuss in groups and

decide section

- Checks

- Asks students to work in proups of
three. (talk about the match you saw)
- Goes around for helping

- Calls one of these groups to go to the
board and write the anwers.

- Checks

- Helps students to understand clearly
about meaning of these words or phrase
of words

- Asks students to write individually.
Using the answers and language in the
box, or in task 3

- receives the writing.

- exchanges the writing each other to
correct

- Gives the explaination to correct
+ Ideas

+ Contents

+ Grammar
+ Spellings

- Asks students to rewrite the description
and prepare language focus

(invite another
team, give
reason, time,
place …)
- Answer
- Answer
- Group work
- receive

- Discuss and
stick in the
section that
they think it
suitable
- take note.

- work group
- One asks,
one answers
and one takes
note

- write on the
board

- take note
- listen and ask

- Individual
student writes

</div>
(143)<div class='page_container' data-page=143>

- Rewrite the description of the football
match at home

- Prepare langguage focus.

correct
- Correct

- listen and
take note

Unit 13: THE 22

nd

SEA GAME

Lesson 5 : LANGUAGE FOCUS

* Objective:

I. Aim: - Sts can practise linking

- Sts review and practise: Double comparison

II. Teaching aids: Text book, projector, pictures (if possible)

III. Procedures:

Time Content Teacher’s activities Sts’ activities

4’

5’

15’

I/ Warmer: using pictures
1. Where does she come from?
à She comes fromVAustralia
2. What is she doing?

à She is taking partVin an English speaking
club.

II/ New lesson:

1/ Pronunciation: Linking
- ThinkVof you!

- GiveVup smoking!

* Form: -Consonant + vowel
 -Vowel + vowel
* Practice: (page 145)
1. ……lookVat………
2 ……..tookVoff…….
3. ……..quiteVold…….

4. ……..fromVAustralia……
5………friendsVin……….
6………..
2/ Grammar:

* Pre-vocabulary:

One syllable Many syllables
Tall

Fat
Hot
Warm
Cold

Comfortable
Studious
Intelligent
Beautiful
a/ Situation 1: Using sub- board
* What will happen with Mai?

Everyday, “ I eat 2 loaves of bread, I have

-Stick picture
-Call a good student
-Checking

-Read linking

-Using the picture (card)
-Explaining

-Running through

- Read each sentence 2 or 3 times
- Explain the difference of “one
or two syllable”

- Stick

-Look at the picture
-Answer the question
-Listening

- Choral
- Group
- Individual

- Repeat
- Individual

- Look
- Read
- Individual

</div>
(144)<div class='page_container' data-page=144>

15’

meat, chicken and a little rice for lunch. I drink
a lot of milk in the evening. I don’t like fruit

and vegetables”

* Mai will get fat

àMai is getting fatterandfatter

àThe more she eats, the fatter she will
become

b/ Situation 2:

* How is the prize of travelling?

“Two years ago, I went to HaNoi by plane. I
spent 600.000 dong for the return ticket. Now,
everything is different. It takes me nearly
1.000.000 dong to fly there”.

* Travelling by train is becoming more and 
more expensive.

- The more expensive travelling is, the more 
boring passengers become.

*Form: 
- Short adj:

short adj + er and short adj + er
-Long adj: more and more + adj
-Short adj:

the adj + er, the adj + er
- Long adj:

the more + adj, the more adj 
* Examples:

-The weather gets warmer and warmer
-He is more and more studious.
-The darker it gets, the colder it is

-The more difficult the lesson is, the more
dispirited the students.

3/ Practice:

a/ Exercise 1: Matching (page 146)

* Keys: 1 – c ; 2- e ; 3 – a; 4 – b; 5 – d; 6 – g; 7
– f

b/ Exercise 2: Using the structure comparative
and comparative

* Keys:

1……shorter and shorter
2……more and more expensive
3……worse and worse

4……more and more complicated
5…….better and better

6…….more and more active
7……more and more difficult
8. ….closer and closer
c/ Exercise 3:

Using the structure the + comparative, the +

- Cues
- Explaining
- Correcting
- Cues

- Explaining
- Correcting

- Explaining

- Call sts go to the board

-Using sub-board
-Running through
- Checking the right

- Call sts go to the board
-Correcting

-Call sts go to the board

-Checking

-Call sts go to the board

- Pay attention
- Put the sentence on
the board

- Pay attention

- Go to the board

- Copy

-Give example

-Copy down

-Working in pairs

-Open the book
-Write the sentences

</div>
(145)<div class='page_container' data-page=145>

5’

1’

comparative
*Keys:

1. ….the better I feel

2……the faster you will learn
3…….the more impatient he became
4……the higher your bill will be
5……the better the service
6…….the more I liked him
7. ….the more you want

III/ Complete each of the following 
sentences:

1. Mr Nam / faster / drives / and / faster /
2. Jane / beautiful / become / more and more /
3. They / get / the fatter / the weak / they /
feel /

4. The lesson / is / the more difficult / we try /
the harder /

IV/ Homework:

- Learn by heart “Double comparison”
- Prepare the next lesson

-Checking

-Using the sub-board
-Call sts practice
-Correcting

-Write on the board

-Working in group of
4

-Stick on the board

-Copy and carry out

Unit 14 INTERNATIONAL ORGANIZATIONS

Lesson 1: READING

I. Aims

 To help students gain knowledge of some international organizations and

their roles in the world.

 To enable students to read for gist and to scan for specific details.

II. Method and teaching aids: Integrated, mainly communicative

Pictures of the logos of relevant international organizations
III. Procedure:

Time Teacher’s Activities Students’ Activities

Warm-up (5 mn)

Teacher (T) guides students (Ss) to look at the
logo of the United Nations and those of some
other organizations and answer the guiding
questions.

1. What organizations do these logos
represent?

2. What roles do they play in the world?

Students look at the pictures and answer the
questions based on their background

knowledge.

1. The United Nations, the United Nations
Children’s Fund, World Trade

Organization, World Health Organization,
etc.

</div>
(146)<div class='page_container' data-page=146>

Pre-reading (20 mn)

a) T has Ss work in pairs, match the logos with
corresponding names and then read the
names of the organizations aloud.
b) T has Ss discuss in pairs and find out the
difference in meaning between ‘abbreviation’
and ‘acronym.’

Ss sit in pairs and do the task assigned by T.

Answer

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

Students work in pairs and do task b).

Answer

 acronym: a word formed from the
first letters of the words that make up the
name of something.

Example: World Health Organization =
WHO, pronounced / hu: /

 abbreviation: short form of a word
Example: UN, pronounced /ju: ‘en /

1. United Nations: UN (abbr.) /ju: ‘en /
(Liªn hiƯp qc).

2. United Nations Children’s Fund:
UNICEF (acr.) /’ju:nisef/ (Quỹ Nhi Đồng
Liên Hiệp Quốc)

3. Food and Agriculture Organization:
FAO /,ef ei ‘ou / ( Tæ chøc lơng thực và
Nông nghiệp thế giới)

4. World Health Organization:WHO /hu:/
5. World Trade Organization:

WTO / ,d blju: ti: ou/ (Tổ chức
th-ơng mại thế giới)

6. International Civil Aviation Organization:
ICAO /ai si: ei ou/ ( Tæ choc hàng không
dân dụng Quốc tế)

While-reading(45 mn)

a) Find the words in the reading which mean:
T has Ss work individually, do the task by
looking through the text and find the meanings
of the words in context,

then do the matching task.

Ss work individually, then compare their
answers in pairs.

Answer

1. permanent (par. A)
2. eligible (par. A)
3. promote (par. B)
4. regulations (par. B)
5. mandate (par. D)

6. originate (par. D)
7. regulate (par. F)
b)

T. has Ss work in pairs, read each paragraph to
scan for specific information, then write the
names of the corresponding international
organization.

Students do task b).

Answer

Paragraph A: UN Security Council

Paragraph B: International Civil Aviation
Organization

</div>
(147)<div class='page_container' data-page=147>

Paragraph D: Food and Agriculture
Organization

Paragraph E: World Health Organization
Paragraph F: World Trade Organization

Ghi chuự: UN Security Council = Hội đồng
Bảo an Liên hiệp quốc

T. has Ss work in pairs, read the functions

or activities listed in the left column, then
write the corresponding international
organizations in the right column.

Students do task c).

Answer

1. UN Security Council
2. ICAO

3. UNDP 4. WTO
5. FAO 6. WHO
Post-reading (18 mn)

T has Ss sit in groups of four and
discuss what the above mentioned

international organizations have done in Viet
Nam.

Homework: (2 mn)

Ss discuss the roles of the above mentioned
international organizations in Viet Nam.

Unit 14 : INTERNATIONAL ORGANIZATIONS

Lesson 2: Speaking

I. Aims

- To help students gain knowledge of some international organizations and their roles in the world.
- To enable students to talk about international organizations

- Report on discussion results

II. Method and teaching aids: Integrated, mainly communicative

Pictures of the logos of relevant international organizations
III. Procedure

:

Teacher’s Activities Students’ Activities

Warm up: (5mm)
Use the Photos:

- Makes the questions & ask SS to answer
- lead to the new lesson.

- Look at the photos
- Answer the questions

Pre-speaking: (10 mm)
a. Vocabulary:

- establish (v) - (to) build

- attainment (n): accomplishment & achievement
- carry out (v):

- advocate (v): to recommend or support sth
- endanger (v): to cause danger to sb/sth

</div>
(148)<div class='page_container' data-page=148>

b. Checking: ROR

* Discuss the questions (page 155)
1. What does WHO stand for?

2. When was WHO established?
3. What is its major objective?
4. What are its main activities?

-Individuals

Students work in pairs and do task 1).

Answer

1. Who stands for the World Health Organization.
2. It was established on 7 April 1948

3. Its major objective is the attainment by all
peoples of the highest possible level of health
4. Its main activities are carrying out research on
medical development and improving international
health care.

While-speaking: (20 mm)
Task 2:

- Ask SS to ask and answer about the International
organizations.(UNICEF & WWF)

Task 3: Tell a partner what you know about one of
the above mentioned international organization.
Use the information from Task 1 and 2

- Work in pairs & do task 2 (P.156). able to base on
task 1.

- Work in groups
- Give feed back
Post-speaking: (8 mm)

Report to the class

-Ask Ss to tell what they discuss

- Report in front of class.
Homework: (2 mm)

Rewrite the international orgainizations

-Do at home

Unit: 14: INTERNATIONAL ORGANIZATION

Lesson: 3 Listening

I. Aims

- By the end of the lesson, Ss will able to get information about the United Nation .
- Developing skills : Multiple – choice questions and Gap – filling.

-II. Method and teaching aids

: Textbook, pictures, cassette player, tape .

III. Procedure :

Time Stages Teacher ‘s Activities Students’ Activities

3’

10’

I/ Warm- up: (Picture on P 156) Questions

1/Where is building?

2/ How popular is the United Nations ?

II/ Pre- listening:

- Ask questions
- Help Ss answer the
question

- Follow the steps for

- Give their answers
- Take some notes

</div>
(149)<div class='page_container' data-page=149>

10’

15’

5’

2’

Vocabulary: Listen and repeat: (P 157)
- leader (n)

- goals and purposes (n)
- to work together for
- be at war

III/ While- listening: (P 157)

Task 1 : Listen and circle the best answer:
Key :

1. C 2. D 3. C

Task 2: ( P 157)
Key:

1. solve international problems
2. the UN

3. in its goals
4. at war
5. independence
IV/ Post- listening:

- UN: United Nations

- UNICEF: United Nations International Children’
s Emergency Fund.

- WHO: World Health Organisation.
V/ Homework:

Writing:

What do you know about the United Nations ?

presenting vocabulary

- Play tape 1 or 2 times
- Play tape one more
times

- Call some Ss to answer
- correct

-Explain some new words
- Play tape 2 times
- Correct

- Help
- Explain

- Give assignment

- repeat

- Give meaning
- Write down
- Copy down

- Read 1 or 2
minutes
- Correct the
answers with their
classmates

- Give their decision
- Take notes

-listen
- Do the task
- Give the answer

-work
- Take notes

- Copy

Unit: 14: INTERNATIONAL ORGANIZATION

Lesson 4 : Writing

I. Aim : By the end of the lesson, Ss will able to write a short description of an international organisation .
II. Method and teaching aids : Textbook, pictures .

III. Procedure :

Time Stages Teacher ‘s Activities Students’ Activities

</div>
(150)<div class='page_container' data-page=150>

3’

10’

15’

5’

2’

P 152)

II/ Pre- Writing:

Vocabulary:

- have an opportinities (v.ph)
- do research on (v.ph)
- be good at (v.ph)
- charity (n)

Task 1 : Discuss the question ( p 158)
Model :

Ss 1: Which international organisations would you
like to work for , WWF, WHO, UN ?

Ss2: I like to work for WHO.

Ss3: Why do you choose to work for WHO ?
Ss2: Because I like biology and I’m very good at it .
If I work for WHO , I will have a chance to do
much medical research and help improve

international health care. I will meet people from
difference countries in the world and I will speake
English at work.

III/ While- Writing: (P 157)

Task 2 : ( P 158)
Model :

I like to work for the WHO for the number of
reasons. First, I really like biology and I’m very
good at it . If I work for WHO , I will have a chance

to do much medical research and help improve
international health care. Second, I will meet people
from difference countries in the world and I will
speake English at work. Third , …….

……….
………
………

IV/ Post- writing:

V/ Homework:

Write a paragraph of about 100 words expressing
the reasons why you choose the organisation.
( WWF,WHO, UN,ASIAN )

related to
- Help Ss

- Follow the steps for
presenting vocabulary

- Ask Ss to work in
group

- Go around for help voc.
, grammar .

- Call some Ss to make

conversation

- correct

- Give instruction
- Make a model
- Go around for help

-Call some to check
- Correct

- Remark

- Give assignment

- Take some notes

-Listen
- repeat

- Give meaning
- Write down
- Copy down

- Work in group of 5
.

- Discuss

- Take notes

-listen
- Take notes
- Do the task
- Practise writing
- compare their
writing

Present
- Take notes

- Copy

</div>
(151)<div class='page_container' data-page=151>

Unit 14: INTERNATIONAL ORGANIZATION

Lesson 5 : Language focus

Aim: Intonation : The falling tune

Gram / Structure : Phrasal Verbs

Aids: Textbook, lesson plan

Procedure:

Time Content Teacher’s activities Students’ activities

WARM-UP :

INTONATION :

Eg :
- What do you think of it ?
- What does ASEAN stand for ?

The falling tune

GRAMMAR :
Eg :

after chăm sóc
for tìm kiếm
up tra từ trong
từ điển

look into nhìn vào
out nhìn ra,

- giving some examples related to
the intonation and reading them as
the samples, then asking Ss the
question “What intonation can I
use in here : the falling tune or
the rising tune ?”

- giving the introduction

- reading from sentence 1 to 8 as
models.

- listening to Ss exactly, then

correcting them.

- giving some examples related to
the PHRASAL VERBS

- giving the introduction and
definition.

- listening to T
carefully,then
nswering T’s
questions.

- listening to T
carefully, then
repeating them
individually.

</div>
(152)<div class='page_container' data-page=152>

nhận biết

at nhìn, ngắm
down nhìn xuống

 Phrasal Verbs : là cụm động từ được
theo sau bởi một giới từ nhất định để có
được một nghĩa khác (learn by heart).

Answer keys :
Exercise 1 :

1. give up 6. look up
2. fill in 7. Turn off
3. turn on 8. fill in
4. take off 9. go on
5. wash up 10. Put on
Exercise 2

2. up

3. out 7. down
4. around 8. away
5. on 9. down
6. up 10. on
Exercise 3 :

2. look after

3. takes after 6. try out
4. got over 7. went off
5. held up
HOMEWORK :

- supplying Ss the meanings of the
given phrasal verbs in the box
before asking Ss to do exercise 1,
2, 3.

- writing Ss’ answers on bb, then
correcting them.

- asking Ss to learn by heart the
phrasal verbs and preparing Unit
15 – READING.

- taking notes, then
completing,

comparing and
answering them.

Unit 15: WOMEN IN SOCIETY

Lesson 1 : Reading

I Aim: By the end of the lesson, students can:

+ use dictionaries to look up the meanings of the words.
+ make intensive reading to find out information in the lesson.
+ practice reading skills such as skimming, clustering.

</div>
(153)<div class='page_container' data-page=153>

III Aids: Lesson plan, textbook, available pictures, prepared pictures, other materials.

IV. Procedures:

Time Content Teacher’s activities Students’

activities
3’
3’
8’

8’
I:WARM-UP:

Short conversation with a school girl about
her/her mother’s daily routines, activities at
home and in society.

II: PRE-TEACHING:

A: Pre-reading:

Look at the pictures and answer the
questions that follow: (page 162)

a) How many roles does this woman have?
b) Is her life typical of a Vietnamese woman’s

life? Why / Why not?

c) In your opinion, what is a typical
Vietnamese woman like?

B: Pre-teaching vocabulary:

 civilization (n)  civilize (v)

 deep-seated (adj): ăn sâu (vào tiềm thức),

lâu đời.

 involvement (n)  involve (v)

 Age of Enlightment (n.p): Thời đại khai

sáng

 philosopher (n) : nhà triết học

 pioneer (n): a person who is the first to do

something.

 advocate (v): agree, support: tán thành
 disciminate (v) discrimination (n)

III: WHILE-READING:

Read the passage and do the tasks as orders
below:

Task 1: Read the passage quickly and give the
Vietnamese equivalents to the words and phrases.
(page 163)

*(Students can use dictionaries to look up the
words’ meanings)

Key:

1: nền văn minh nhân loại.

2: việc sinh con, việc mang thai.
3: sự tham gia.

4: thời đại khai sáng.

5: những niềm tin ăn sâu vào tiềm thức.
6: việc chăm sóc gia đình.

7: năng lực trí tuệ.

8: cơ hội việc làm bình đẳng.

Task 2: Read the passage carefully and choose

Making questions

1. Showing the pictures. 
Asking

2. Asking students to look 
at the pictures at page 162. 
making questions.
Translation
Translation
Translation
Translation
Translation
Explantions
Synonym 
Translation

Giving instructions

Asking students to do 
individually.

Calling 8 students to give 
the key

Giving the suggested key.

Giving instructions
Asking students to do in 
pairs.

Calling 5 students to give

Giving answers

Looking at the 
pictures and 
answering the 
questions made.
Following. 
Listening and 
repeating. 
Copying.
Listening. 
Reading. Doing 
the task 1.

Giving the key.

</div>
(154)<div class='page_container' data-page=154>

Time Content Teacher’s activities Students’
activities
8’

4’

5’

1’

the best option for each question. (page 164)
Key:

1:C 2:D 3:C 4:B 5:A

Task 3: Read the passage quickly and choose the

best title for the passage. (page 165)

Key: C: Women’s Rights.

IV: POST-READING:

A: Work in groups. Summarise the reading 
passage by writing ONE sentence for each 
paragraph.

Suggested key:

1. In the past, women were restricted to the
role of mothers and wives due to the widespread
doubt about their intellectual ability.

2. The struggle for the women’s rights began
in the 18th century as European political

philosophers believed that women should be
treated equally.

3. Women now enjoy important legal rights
such as equal work opportunities and equal pay,
the right to vote and to gain education.

B: Suggest a typical Vietnamese woman by
your own thoughts.

V: HOMEWORK:

 Study by heart vocabulary.
 Preview the next part (Speaking).

 Write a short passage about your thought of

your female idol.

answers

Giving the suggested key.

Giving instructions
Asking students to do in 
groups of 3 or 4.

(Teacher’s explanations)

Giving instructions
Asking students to do in 
groups of 3 or 4.

Giving the suggested key.

Giving command.
Giving comment

Giving assignment

Reading.

Giving answers.
Following and 
taking notes.

Reading.
Choosing the 
title for the 
passage

Reading.
Writing.

Giving answers.

Listening and 
taking notes

UNIT 15 : WOMEN IN SOCIETY

LESSON 2: SPEAKING

I. Aims : By the end of the lesson, students will be able to improve their speaking skill and know some
expressions to give the opinions.

II. Skill : speaking

III. Vocabulary: noun, verb, adjective

IV. Teaching aids : pictures, posters, textbook…

</div>
(155)<div class='page_container' data-page=155>

Time Content Teacher’s activities SS’activities

4’

10’

15’

I. WARM-UP : Matching game

A B C

D E
 1.Washing the dishes
 2. Washing the clothes
 3. Cleaning the house
 4. Cooking the meal

5. Going to the supermarket

* Keys: 1.E 2.D 3.B 4. A 5. C
II. PRE -SPEAKING:

* Pre – teach Vocabulary:

+ neglect (v): sao l·ng

+ rear (v): nu«i dìng

+ slave (n) : n« lƯ

+nonsense(n) : sù v« lí

+ rubbish (n): vật vô giá trị

* Task 1 : Study the expressions and practise 
saying them aloud ( p 165)

+ Giving your opinion
 + Strongly agreeing
 + Partly agreeing
 + Disagreeing

+ Strongly disagreeing
III.WHILE – SPEAKING :

Task 2 : Read and respond to these

statements. Begin your responses with one of 
the expressions in Task 1 (p 164)

- Dividing class into2 
groups.

- Giving the instruction

- Checking and correcting

- Deciding the winner

-Eliciting new words
- Situation

- Example

- Picture

- Translation
- Synonym

-Giving some expressions to
express the opinions

- Explaining

-Asking ss to practise 
saying them aloud

- Asking ss to work in pairs 
and respond to these 
statements in 10’
- Calling some pairs to 
demonstrate

-Listening to T’s 
instruction

- Matching the picture 
with the number
- Checking

-Listening T’s 
instructions.

- Giving Vietnamese

meaning.

- Copying down

- Listening and repeating

- Listening to T ‘s 
explanation
-Copying down

- Practising

- Working in pairs in 10’
- Expressing

</div>
(156)<div class='page_container' data-page=156>

15’

1’

IV.POST – SPEAKING:

Task 3 : Discuss whether you agree or 
disagree with the following statement and give
explanation (p166)

V .HOMEWORK:

- Review the learnt lesson
- Prepare the next lesson

- Explaning the task & 
giving example

- Asking ss to work in 
groups of 4 and discuss the 
statement

-Calling some ss to 
demonstrate in front of 
class

-Writing on the blackboard

- Listening T’s 
explanation

-Working in groups of 4
- Discussing

-Demonstrating

-Taking note

Unit 15: WOMEN IN SOCIETY

Lesson 3 : Listening

I.

Aims:

by the end of the lesson, SS will be able to get a general view about a day of African Women

and improve listening-skill.

II.

Skills

: listening,Writing and Speaking

III.

Vocabulary

: saying,hold-up,agricultural,firewood,respect and africa
IV. Teaching aids : cassette,picture,poster and text

Procedures

Time Contents Teacher’s activities Student’s activities
3’

12’

I/Warm-up(some picture)

Matching

a. 1.Vacuum cleaner
b. 2.Washing Machine
c. 3.Electrict cooker
d. 4.Gas stove

II/ Pre-listening
Discuss the question

Is the life of a city woman easier than that of
a village woman nowadays ? why ?

* Pre teach-Vocabulary
-saying

-hold-up
-argricultural
-firewood
-Africa
-respect

- T sticks poster on the 
board

- Asking ss to devide the 
class into 2 teams

-T corrects & decides what 
team is the winner

- T asks Ss to work in pairs 
and answer the question

-T asks Ss listen and repeat
-T explains fast meanings 
and use of it

-Ss look at the board
-Ss match

-Work in pairs and 
answer question

-Ss listen & repeat

</div>
(157)<div class='page_container' data-page=157>

15’

13’

2’

-two-thirds
-three-fourths

III/ While-listening
Task 1.(page 167)
Key:

1 2 3 4 5

B C C A B

Task 2 : Listen again then answer (poster)

Key :

1. 40 %

2. They earn nothing for doing their 
domestic work

3. They produce more than half of the 
food

4. 80 %
5. At 4.45 am
6. At 9.30 pm

IV/ Post-Listening(poster)

Complete the table about a day work

An African woman A Vietnamese woman

FOOD % %

FARMWORK % %
TIME BEGIN % %
TIME FINISH% %

V/ Homework

- Learn by heart vob. & expression
-Practice listening again

-Prepare the writing

-T explains the request of 
the task & asks Ss to do it
- T plays the cassette player 
two times

-T asks Ss to answer by oral
talk

-T correct

-T guides Ss to look into the 
task and guess the answer 
before listening

-T plays the cassette player 
two times

-T plays the cassette one 
more time and stop after 
each question

-T go around to help ,if 
necessary

-T corrects

-T asks Ss to look at the 
poster & works in pairs to 
compare about a day work 
of An africian woman with 
A vietnamese woman
-Who do work harder than?

-T asks Ss to do at home 
with contents in home work

-Ss look into the task

before listening

-Ss listen and share the 
answers with a partner
-Ss answer

-Ss take notes

-Listening & guessing 
them

-Ss work in individually 
,listen and take note

- Listen carefully

-work in groups & compare 
with friends

- Take note

-Ss look at the poster 
& work in pairs

-Compare who do 
work harder than ?

</div>
(158)<div class='page_container' data-page=158>

Unit 15:WOMEN IN SOCIETY

Lesson 4 :Writing

I Aims :

By the end of the lesson,the students will be able to write a report describing the information shown 
in the column chart

II Skills: writing ,reading ,speaking

III Teaching aids:textbook , poster ,pictures

Procedures :

Time Contents Teacher ‘s

activities

Students’acti
vities

5’

10 ‘

15 ‘

Warm up:jumpled word

- mairedr :  married

- child baeirng : childbearing

- househlod : house hold

- nmuber : number

- child crae: child care 
I – Pre writing

task 1

a Work in pairs :

- percentage of married men and married men
- roles of women and men in society 
- housework hours per week

b answer the questions : 
Keys:

1 In general ,married women do more housework than men do 
2 They have to do less house work when they have more children .
3 Married men have to do less house work when they have more 
children

4 Married men and women without children spend 20 and 30 
hours on their housework per week respectively .

5 It takes men and women with one or two children 15 and 50 
hours respectively to do their house work every week .

6 They are 10 and 55

7 Married men should spend more time sharing the housework 
with their wives .

II While –writing 
Task 2

Write a report describing the information shown in the column 
chart in task 1 .begin your report

The column chart illustrates the average hours of housework per 
week done by married women in comparison with married men

-T giveS the rule
of the game
-T corrects
-T gives the 
suggested 
answers on the 
board

T asks sts to 
work in pairs

T elicits the 
questions
Correcting the 
answers

T asks sts to 
work in group

Group A-B
Play game
Individual of
each group
 gives right 
word

ss work in 
pairs

ss predict & 
answer the 
questions

</div>
(159)<div class='page_container' data-page=159>

14’

1’

III post –writing
 Correction

Married women do more housework than men do

They have to do less house work when they have more children 
 Married men have to do less house work when they have more 
children

Married men and women without children spend 20 and 30 hours 
on their housework per week respectively .

Talking roles of women

IV Home work

Write a correct report at home

Study language focus at home

corrects at least 
4 reports

T sugests some 
sentences

T helps to talk

T asks sts to do 
at home

Ss note and 
write down

Sts note

Sts retell

Ss must do it
at home

UNIT 15 : WOMEN IN SOCIETY

LESSON 5 : Language Focus

I .Aim : - By the end of the lesson, the students are able to use intonation in yes / no question .
- By the end of the lesson, the students are able to use and make the sentences with

preposition

II .Skills : speaking ,reading ,writing

III. Grammar / Structure : verbs, preposition

IV.Teaching Aids : Textbook, posters, chalk and board.

Procedures

Time Stages and Content T’s activities Ss’activities

3’

12’

Warm up :

Matching column A with B 
1 explain a to

2 ask b at
3 talk c about 
4 glance d for 
1 Intonation

Are you students ?
 Yes ,I’m

Practise reading the following sentences with the

-T writes on board

- T checks and gives 
points

T asks ss to work 
individually 
T checks intonation

-Sts guess and give 
the answer

- Sts observe

</div>
(160)<div class='page_container' data-page=160>

10

10’

9 ‘

1’

rising tune 
Work in pairs

Practise reading these conversations 
1 and 2

2 Grammar
Setting the sence

What does he do ? You look at him 
 What does it mean ? you explain it to me

 verbs go with preposition

Ex 1 choose one of the following verbs + the 
correct preposition page 170

Key :

1 glanced at 2 invited to 
3 listen to 4 throw at 
5 staring at 6 speaking 
7 wrote to 8 point to 
Ex 2 : page 171

Fill in each of the planks with an appropriate

preposition if necessary

Key :

1 for 2 for 3 to 
4 for 5 about 6 ____
7 about 8 _____ 9 for 
10 for

* complete the sentences with a proper 
preposition

1 we wait ……. The bus

2 They live ………a small village 
3 she arrives ………the air post 
4 I ‘m interested …… reading 
5 Tom talks …… her

* Homework

- learn words verbs go with prepositions 
 - prepare unit 16

T divides into 6 group 
and then goes around to
help

T sets the sence

What is it ? underlined 
word

T asks ss to go to the 
board

T Corrects form and 
check meaning

T asks ss to fill in the 
blank

T corrects it

T sticks poster on the 
board and asks ss to fill 
preposition

T asks ss to do

Ss work in group 
and practise reading

Ss look and predict

Ss write it on the 
board

Ss write down on the
board

Sts note

Fill preposition in 
the gap

Ss must do at home

UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS

Lesson 1: READING

I. Aims: -By the end of the lesson, students will be able to know the Association of Southeast Asian Nations
-Know how to guess the meanings of the words from the contexts

-Know how to skim for main ideas

-Know how to scan for specific information

II. Lexical items: Words and phrases about the Association of Southeast Asian Nations

III. Teaching aids: textbook, teacher’s book, posters, and pictures

IV. Procedure:

Time Content T’s activities STS’ activities

</div>
(161)<div class='page_container' data-page=161>

10’

23’

Brain storming:

Southeast Asian countries
→Vietnam

→Thailand
→Laos
→
→

II. Pre-reading

1. Pre-questions: Pairwork
1. What does ASEAN stand for?

2. When did Vietnam join this association?

2. Pre-teach vocabulary

-to accelerate: to cause to move faster
→acceleration (n)

-to stabilize: làm ổn định
→stability (n)

→stable (adj)

-justice (n) sự công bằng

-diverse (adj) gồm nhiều loại khác nhau
-to forge

→forgeability (n)
→forgeable (adj)

-to integrate: héi nhËp, hoµ nhËp
→integration (n)

→integrative (adj)
-enterprise (n)
*Checking: R.O.R

III.While-reading

1. Task 1: Fill in each blank with a suitable word
Keys:

1. justice 2. GDP 3. diverse 4. integration 5.
accelerate 6. enterprises

2. Task 2: Decide whether the following statements
are true (T) or false (F)

Keys:

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

3. Task 3: Comprehension questions→lucky stars
games

Keys:

1. The five original member countries, namely,
Indonesia, Malaysia, the Philippines, Singapore and
Thailand.

2. The two main goals of the Association are to
accelerate the economic growth, social progress and

Explain

Lead sts to the point

Ask questions before sts
read

Explanation
Translation

Translation
Translation
Translation

Translation

Explanation

Ask sts to fill in
the blanks by guessing

from the contexts

Ask sts to say T or F and
explain

Ask sts to play game by
choosing stars and
answering given
questions

Correct sts’ answers if
necessary

Give comments to
encourage sts’

Play game

Answer questions by
guessing

Guess the meanings
of new words

Contribute what they
know to T’s

presentation

Work individually

Say T or F and
explain for their
choices

</div>
(162)<div class='page_container' data-page=162>

7’

2’

cultural development; and to promote peace and
stability through respect for justice and the rule of
law in the relationship among countries in the
region.

3. It was about US$ 1405 billion.
4. It was adopted in 1998.

5. It includes trade, investment, industry, services,
finance, agriculture, rural development, forestry,
energy, transportation and communication, science
and technology, small and medium enterprises, and
tourism.

IV.Post-reading

Group work: summarise the passage, based on the
years: 1967, 1995, 1997, 1998, 1999, 2007, 2020

V. Homework

-Write a paragraph about what you like or dislike
about the Association of Southeast Asian Nations
-Be ready for Section B: Speaking

participation

Ask sts to summarise the
reading passage

Ask sts to speak up
Ask sts to work at home

Work in groups
Choose 1
representative to
present

Individual work

UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS

LESSON 2: SPEAKING

I. OBJECTIVE:

-By the end of the lesson, Ps will be able to tell the name, the capital and the basic information about the
facts of the ASEAN countries.

II. TEACHING AIDS:

- Book, pictures, flags, posters…

III. PROCEDURE:

Time content T’s actions Ss’ actions

3’

8’

A.WARMER:

A group photo of the ASEAN leaders
-Set the scene of the lesson

* VOCABULARY:

- Buddhism ( n ): đạo Phật

- Catholicism ( n ): Thiên chúa giáo La Mã
- Christianity ( n ): đạo Cơ Đốc

- Islam ( n ): đạo hồi
- currency ( n ) : tiền tệ

- Baht( n): đồng bạt( đơn vị tiền Th¸i Lan )
- Peso ( n ) : đồng Pê-sô ( đơn vị tiền Phi-lip-
pin)

- Ringgit ( n ) : đồng ring-git ( đơn vị tiền Ma-

-show a group photo of
the ASEAN leaders
- Ask students to guess
what the photo means.

- Follow the steps for
presenting

vocabulary.
- Check ROR

the photo of the
ASEAN leaders

- Listen & answer
- Repeat

</div>
(163)<div class='page_container' data-page=163>

8’

15’

lay-xia)

B.PRE-SPEAKING:

Matching each national flag with the name of 
the country and its capital.

FLAG -- COUNTRY /CAPITAL

1.VIETNAM A. Thailand

-Bangkok
2. MALAYSIA B. VIETNAM

- HANOI
3. THE PHILIPPINES C.Malaysia
- Kuala Lumpur
4.THAILAND D. The Philippines
- Manila

5.SINGAPORE E. Laos
- Vientiane
6.INDONESIA F.Indonesia
- Jakarta
7.BRUNEI G.Singapore
- Singapore
8.LAOS H. Cambodia
- Phnom Penh
9.CAMBODIA I. Myanmar
- Naypyidaw
10.MYANMAR J- Brunei

- Bandar Seri Begawan

C. WHILE-SPEAKING:

-Work in group: Discuss and use the information in
task 1 and facts below to ask and answer about

some of the ASEAN countries.

MALAYSIA

Area: 330,252 sq. km
Population: 27,174,000
Official language(s): Malay, English, Tamil

Religion(s): Islam, Buddhism
Currency: Ringgit
(Malaysian dollar)

PHILIPPINES

Area: 300,000 sq. km
Population: 88,875,000
Official language(s): Filipino, English

Religion(s): Christianity
( mostly Roman Catholic)

- Ask ss to match each
national flag with the
name of the country
and its capital

- Correct

</div>
(164)<div class='page_container' data-page=164>

10’

1’

Currency: Peso

THAILAND

Area: 513,120 sq. km
Population: 65,694,000
Official language(s): Thai

Religion(s): Buddhism
Currency: Baht

SINGAPORE

Area: 704 sq. km
Population: 4,589,000

Official language(s): Malay, English, Tamil,
Chinese

Religion(s): Islam, Buddhism, Hinduism,
Christianity

Currency: Singapore dollar

D.POST-SPEAKING:

Talk about one of the ASEAN countries.

Malaysia has a total area of 330,252 sq. km. Its
capital is Kuala Lumpur. It has a population of
27,174,000. The official languages used in
Malaysia are Malay, English and

Tamil………

E. HOMEWORK:

- Ask ss to work in
group and make
questions and answer
about some of the
ASEAN countries.
- Correct

- QUESTIONS:
1. What’s a total area of
Malaysia?

2. What’s its capital?
3. What’ its population?
4. What’s the official
language used in
Malaysia?

5. What’s the main
religion in Malaysia?

6. What’s the currency
unit used in Malaysia?
Ask ss to talk about one
of the ASEAN countries
on bb

-Work in group
-Make questions and
answer in pairs

ANSWERS

-Malaysia has a total
area of 330,252
sq.km

-Its capital is Kuala
Lumpur

-It has a population of
27.174,000

- The official
languages used in
Malaysia are Malay,
English and Tamil.
-The main religions
in Malaysia are
Islam, Buddhism.
-Ringgit is local

currency in Malaysia.

Talk about one of
the ASEAN countries

UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS

Lesson 3: Listening

I. Objectives: by the end of the lesson, students are able to know more about the using of English and religions in
ASEAN nations.

II. Language content: vocabulary on religions

III. Teaching aids:
IV. Stages:

Time Content Teacher’s activities Sts’ Activities
1. Warmer: Brainstorming

Vietnam
laos

- Asking sts to play the
game

- Checking

- Playing the game
in groups

</div>
(165)<div class='page_container' data-page=165>

* Key: Vietnam, Laos, Cambodia, Thailand,
Philipines, Malaysia, Indonesia, Singapore,
Brunei, Myanmar.

2. Activities:

* Activity 1: Pick out the countries in which
English is used as the second language:

Vietnam, Laos, Cambodia, England, The USA,
Thailand, Philipines, Malaysia, Indonesia,
Singapore, Brunei, Myanmar.

Key:

* Activity 2: Listen to the tape and write out
religions mentioned in the dialouge

Key:

Buddhism, Islam, Catholicism

* Activity 3: Listen to the tape and choose the
best answer A, B or C to complete each sentence
1. Nga asked her father about_______

A. the English language spoken in the US.
B. people who speak English in the UK.

C.The number of people who speak English in

the ASEAN countries.

2.The ASEAN countries include______
A. about a quarter of a billion Muslims.
B. 25 million Muslims.

C. half a billion Muslims.

3. Muslims mostly live in ________
A. the Philipines.

B. Indonesia and Myanmar.
C. Indonesia and Malaysia.

4. The main religion in Vietnam is __________
A. Buddhism.

B. Islam.
C. Catholicism.

5. Mr Hung thought that __________

A. he himself would wake up late the next
morning.

B. Nga would get up late the next morning.
C. both of them would wake up late the next

- Making handouts and
asking sts to complete the

task

- Playing the tape, asking
sts to call out the religions
they hear.

- Giving the correct
answers

- Playing the tape 3 times.
- Asking sts to look at
their book and listen to
the tape.

- Asking Sts to share the
answers to a partner.
- Checking

- Giving the answers.

to write

- Looking at

handouts and discuss
with a partner.
- Giving the answers

- Listenning to the
tape

- Write out the
religions

- Giving the answers
- Looking at the
book and listenning
to the tape

- Choosing the best
answer

- Sharing with a
partner.

- Giving the correct
answer

Philipines, Malaysia,
Singapore, Brunei

</div>
(166)<div class='page_container' data-page=166>

morning.
Key:

1 2 3 4 5

C A C A B

*Activity 4: Listen to the tape again and answer
the questions:

1. When will Nga sudmit the essay to her
teacher?

2. What country has the large number of English
speakers?

3. How many people speak English in the
ASEAN region?

4. Is English mostly spoken in Philipines?

Key:

1. Tomorrow( the next day)
2. The US.

3. Around 50 million.
4. Yes, it is.

* Activity 5: Listing religions in Vietnam:
Key: Buddhism, cao dai, Phat giao Hoa hao,
Catholicism, Islam….

3. Homework: summarize the content of the
dialogue between Nga and Mr Hung

- Playing the tape
sentence by sentence.
- Asking Sts to work in

groups.

- Checking the answer

- Asking sts to work in
groups

- Giving homework

- Listenning to the
tape

- Discussing with
friendsin groups.
- Answering the
questions

- Telling the class

Unit 16 : THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS

Lesson 4 : Writing

I. Aims: By the end of the lesson, sts can know how to write a letter of recommendation.

II. Teaching aids: charts, pictures, …

III. Procedures:

Time Content T’ activities Sts’ activities
I. WARM UP : Matching

1. a. Ha Long bay

2. b. Da Lat

3. c. Thien Mu
pagoda

- pick the pictures up
on the board

- set the scene

</div>
(167)<div class='page_container' data-page=167>

4. d. Nha Trang
city

5. e. Trang Tien
bridge

6. f. The beach of
Vung Tau

7. g. Van Mieu

Keys: 1b 2c 3d 4g 5f 6e 7a

II. PRE WRITING

1. Complete the letter of
recommendation with the

missing sentences in the
box. ( Task 1 – p.180)
2. Outline

 Date
 Salutation
 Body:

- location
- natural

features
- entertainment
- places to visit
- food

- people

- ……….

 Closing
 Signature

III. WHILE WRITING

David, your pen pal, is going to

- ask sts to read the
letter and complete
- correct

- ask sts to think of a
significant place they
are familiar with and
write an outline

- ask sts to write their
writing individually
- go around to help
sts if necessary

- ask sts to change

- read and do the
task

- correct

- think of a
significant place
- write an outline

</div>
(168)<div class='page_container' data-page=168>

spend his

Summer vacation in one of the
ASEAN countries. You want him
to visit Vietnam. Write a letter to
him recommending a significant
place you are familiar with. Use
the outline above.

IV. POST WRITING

Correction

V. HOMEWORK

Rewrite the letter.

Prepare LANGUAGE FOCUS.

their paper
- correct

- give the task

- change the paper
- correct

- do at home

UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS

Lesson 5: Language Focus

I. AIM: By the end of the lesson, students will be able to know about the rising – falling tone and the usage of
tenses in the adverbial clause of time.

II. LEXICAL ITEMS:

III.TEACHING AIDS: textbooks, handouts, drill cues

V. PROCEDURES:

Time Stages & contents T ’s activities Sts’ activities

3’

5’

I. Pronunciation: 
1.Picture:

Guessing the words through picture

IS IT FALL OR SPRING?

How can I speak this? Notice my voice, my intonation.

2. Practice : (tape recorder)

Listen and repeat:

1. Do you live in a house or in a flat?
2. Is Jane a teacher or a student?
3. Would you like some tea or coffee?
4. Is the baby a boy or a girl?

- present two
sounds

- guide Ss to play
the game

- control the class
- lead to the new
lesson

- write the title

- play the tape
recorder

- ask sts to work
in pairs

- listen and
answer
- listen

- take part in the
game

listen & write
the title

</div>
(169)<div class='page_container' data-page=169>

13’

15’

5. Shall we go by bus or by train?
6. Is today Tuesday or Wednesday?
7. Are you coming or not?

8. Is your sister older or younger than you?

9. Do you want to have lunch now or wait till later?
10. Did Italy or Brazil win the World Cup?

II. Grammar:

1. Presentation:



Matching:

MAIN CLAUSE ADVERBIAL CLAUSE 
OF TIME

1. He was sitting on the
beach

2. The train had gone

3. Remember to ask for
permission

4. I have answered all of

the questions correctly

5. She had never had a
chance to use her
Japanese

6. We can speak French
well

7. Don’t go anywhere

8. Tom was playing game
online.

a. until she went to Tokyo
last month.

b. as soon as we have
finished this course in
Boston University.

c. when he heard a noise

d. as soon as his parents
went home.

e. before you light up a
cigarette

f. since I began this

grammar exercise on verb
tenses

g. till your parents come
here

h. by the time we arrived

Key: 1c 2h 3e 4f 5a 6b 7g 8d

 Form:

MỆNH ĐỀ CHÍNH MĐ TRẠNG TỪ CHỈ THỜI GIAN

1.Simple present

Present perfect
(since)

- Simple present (thói quen)

- Present progressive ( nhấn mạnh hđ 
dang xảy ra)

- Persent perfect ( nhấn mạnh hđ hoàn 
tất)

- Simple past
2. Future

- am/ is/ are going
to + Vo

- will/ shall + Vo
- will have V3/ ed

- Simple present

- Persent perfect ( hđ hoàn tất)

3. Simple Past

Past continuous

- Simple Past ( thói quen)

- Past continuous (hđ đang xảy ra ở qk)
- Past perfect

- Simple Past
- Past continuous

- ask sts to match
the table

- present the
structure

- ask sts for
concept check,

give the form
then

- read and match
-listen and
answer.

</div>
(170)<div class='page_container' data-page=170>

5’

2’

Past perfect - Simple Past

a. Khơng sử dụng thì tương lai trong mệnh đề trạng từ chỉ 
thời gian.

b. MĐ TT chỉ thời gian được bắt đầu bằng các liên từ:

when whenever before after

since as as soon as while till/ until
just as no sooner ...than hardly ...when as long as

2. Practice:

Exercise 1: Complete each of the following sentences, using a 
suitable adverbial clause of time in the box.(p.182)

Keys:

1. She’ll phone you as soon as she arrives in Ho Chi Minh
city.

2. After the war was over, we started rebuilding the
country.

3. They met a lot of people while they were on holiday.
4. Before you leave, don’t forget to turn off the flights.
5. I’ll stay till you get back.

6. We’ll come to see you whenever we are in Hanoi.
7. There is a danger of war as long as imperialism exists.
8. Tom sang a merry song as he walked away.

Exercise 2: Supply the correct tense form of the verbs in 
brackets.(p.183)

Keys:

1. arrives 2. arrives 3. are playing 4. got
5. have finished 6. (had) graduated 7. am 8. have read
Exercise 3 :Combine two sentences, using one as an adverbial 
clause of time with the given conjunction .(p.184)

Keys:

1. Let’s go out before it starts raining.

2. I’ll give you my address when I have found somewhere
to live.

3. After he had done his homework, he went to bed.
4. We’ll let you know as soon as we have made our

decision.

5. I haven’t met them since I left school.

6. Robert suddenly began to feel ill while he was doing the
examination.

7. Kate will come back home after she has finish the last
semester.

3. Production:

Make sentences from pictures

- ask St to do
tasks

- go around for
helping

- correct

- ask sts to do the
exercises on
textbook

- ask sts to
compare with
friends

- correct

- ask St to
complete the
sentences

- check: “buy the 
sentence”

- ask Ss to make
sentences from
the pictures
- read , take notes
& give feedback

- give the tasks

- work
individually.
- compare with
friend.

- listen and take
notes

- pair works

- listen and take
notes

- do as directed

-listen and take
part in the game

- do as directed
- work
individually
- compare with
friends

- listen and take
notes

</div>
(171)<div class='page_container' data-page=171>

V. Homework:

- Learn by heart new language

Written Test 45’

A.OBJECTIVES:

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

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

Method: mainly communicative

Họ và tên:...Lớp:...
Written test 45’: Tổng số câu đúng.../50
I. Chọn một từ mà phần gạch chõn cú cỏch phỏt õm khỏc với những từ cũn lại

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

2. a. advice b. age c. above d. affect
3. a. dry b. sunny c. rainy d. daily

4. a. heal b. head c. mean d. meal
5. a. big b. mild c. winter d. spring
II. Chọn một đáp án thích hợp nhất để hồn thành các câu sau

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

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

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

Then his family has lunch (6) _______ his grandparents. Nam is very surprised (7) _______ the
delicious spread (bữa ăn linh đình/ thịnh soạn) of food before him. “Nam, I made the spring rolls

specially (8) _______ you. You must eat more”, says his grandmother lovingly. Of course Nam is very
happy because (9) _______ is his favourite food. After lunch, Nam and his sister (10) _______ their
mother to clear the table.

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

2. A. many B. lots C. much D. lot of
3. A. visitB. to visit C. visiting D. visits
4. A. saysB. greets C. sees D. asks

</div>
(172)<div class='page_container' data-page=172>

6. A. to B. of C. with D. among
7. A. with B. at C. on D. in
8. A. for B. to C. with D. at
9. A. theyB. he C. she D. it
10. A. to help B. helpC. helping D. helps
IV. Đọc đoạn văn sau và chọn đáp án đúng nhất

UNLUCKY DAY

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

1. Why wasn’t the writer’s car started? – Because ………

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

A. coldB. hot C. rainy D. foggy

3. In the writer’s opinion, what did the thief want to steal?

A. money B. camera C. radio D. wallet

4. What time did the writer’s friend leave after waiting for him?

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

5. Which of the following sentences is NOT true?

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

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

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

1. Can you pass me the magazine?

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

- It was ……….

3. Tom said : “I’m feeling ill.”

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

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

</div>

Giao an 12 CB

<b> Period 1: Híng dÉn häc vµ kiĨm tra (P1)</b>

<b> Period 2: </b>

<b>Híng dÉn häc vµ kiĨm tra (P2)</b>

1. Class oganization:

<i><b>Period 3: </b></i>

<i><b>Unit 1: HOME LIFE</b></i>

<b>Lesson 1: Reading</b>

1. Class oganization:

<i><b>Unit 1: HOME LIFE</b></i>

<b>Lesson 2: Speaking</b>

Method: mainly communicative

<i><b>Unit 1: HOME LIFE</b></i>

<b>Lesson 3: listening</b>

: mainly communicative

<i><b>Unit 1: HOME LIFE</b></i>

<b>Lesson 4: Writing</b>

Method: mainly communicative

<i><b>Unit 1: HOME LIFE</b></i>

<b>Lesson 5: language focus</b>

………

<i><b>Unit 2: Cultural diversity</b></i>

<b>Lesson 1: reading</b>

………

<i><b>Unit 2: Cultural diversity</b></i>

<b>Lesson 2: speaking</b>

.

………

<i><b>Unit 2: Cultural diversity</b></i>

<b>Lesson 3: listening</b>

..

………

<i><b>Unit 2: Cultural diversity</b></i>

<b>Lesson 4: writing</b>

..

………

………

<b>Extra exercises</b>

<i><b>Choose the best answer a, b, c or d</b></i>

<i><b>Unit 3: Ways of socialising</b></i>

<b>Lesson 1: Reading</b>

………

<i><b>Unit 3: Ways of socialising</b></i>

<b>Lesson 2: Speaking</b>

………

Useful language:

<b>Unit 3: Ways of socialising</b>

<b>Lesson 3: Listening</b>

Method: mainly communicative

Answer:

<i><b>Unit 3: Ways of socialising</b></i>

<b>Lesson 4: Writing</b>

Method: mainly communicative

Paragraph 2:

<b>UNIT FOUR : SCHOOL EDUCATION SYSTEM</b>

<b>A : READING</b>

<b> </b>

3. New lesson :

4. Consolidation :

<b>UNIT FOUR : SCHOOL EDUCATION SYSTEM</b>

<b>B : SPEAKING</b>

<b>UNIT FOUR : SCHOOL EDUCATION SYSTEM</b>

<b>C : LISTENING</b>

3. New lesson :

<b>UNIT FOUR : SCHOOL EDUCATION SYSTEM</b>

<b>D : WRITING</b>

3. New lesson :

<b>UNIT FOUR : SCHOOL EDUCATION SYSTEM</b>

<b>E: LANGUAGE FOCUS</b>

<b>Unit 5: higher education</b>

<b>A :Reading</b>

Active : S V O

<b>B :S</b>

<b>peaking</b>

<b>C :L</b>

<b>istening</b>

<b></b>

<b>Pre-listening</b>

(7 mins)

<b>While </b>